cdsCode|lea|priorityNumber|Narrative1a|Narrative1b|Narrative1c|Narrative2a|Narrative2b|Narrative2c|Narrative3a|Narrative3b|Narrative3c|DevelopStaffCapacity|EnvironmentRelationship|StaffSupportRelationship|OpportunityRelationship|ProfessionalLearningPartnership|ResourcesPartnership|PoliciesProgramsPartnership|LegalRightsPartnership|SupportStaffCapacityInput|SupportFamilyCapacityInput|StrategiesInput|CollaborationtInput|countyPerformance|additionalInfo|meetingDate|year
01100170000000|Alameda County Office of Education|3|The 2025-26 LCAP Survey provided an opportunity for educational partners to provide input on our current strengths and progress in Building Relationships Between School Staff and Families. The results as of May 2025 show that: 50% Strongly Agree strongly agreed that teachers and staff at this school communicate with educational partners (parents, counselors, tutors, etc.), and 15% agreed 30% were neutral, while 5% disagreed. 45% strongly agreed that our schools have a supportive learning environment, 45% agreed that our schools have a supportive learning environment while 10% were neutral. 50% Strongly Agree strongly agreed that they feel safe while on the school campus, 40% agreed, 5% were neutral, while 5% disagreed. The survey also shows 50% of respondents believe that some of our funding should be used to support activities related to supporting well-rounded education, supporting safe and healthy students. In addition,30% reported that a primary focus of our efforts should focus on improving parent engagement/participation. ACOE Schools provided a number of events to build relationships with school staff and families including SSC, student showcases, academic celebrations, formal Back to School Nights, and parent-teacher conferences during the 2024-25 school year. In addition, there was ongoing communication with parents/guardians through a variety of ways, such as: phone calls, text messages, virtual meetings using Zoom calls/conferences, correspondence via email and/or mail, Parent Square communications, and google form surveys. Schools have employed various ways to strengthen relationships with school staff and families . An LCAP Survey, inclusive of Title I funding, state/local priorities, and ways to improve our graduation rates (CSI), and Equity Multiplier funding, LREBG, in addition to school climate questions, were provided to staff, students and families to garner input on the current learning program (successes/needs) are examples of the strengths and progress in building relationships.|School sites continue to work on how to increase the number of parents/guardians participating in school engagement events. such as School Site Council (SSC) meetings, Back to School Nights, Open House, Literacy Events, and student showcases. In addition a focus area includes the need for more family participation in the English Learner Advisory Committee (ELAC) so that there are increased opportunities to provide parent resources, review of current data on EL population, reclassification status of students, and state assessments. Another focus is increased involvement in our SSC where educational partner input can help craft our school safety plans, parent family compact agreement, Site Plan for Student Achievement (SPSA) -use of Title I funding, the Comprehensive School Improvement (CSI) for graduation rates, our College and Career Indicator, as well as determining the contents of the Parent-Student handbook at Community Schools. Court Schools included ongoing discussions on how to improve parent participation in engagement opportunities as well as how to better connect to probation offerings aimed at that effort.|ACOE Court and Community Schools continue to work on ways to improve the engagement of underrepresented families. Data from our LCAP shows we have a need to increase family participation in educational partner engagement events (SSC, PAC, ELAC). This seems to be the largest barrier to engagement with underrepresented families and an area we will seek to explore in the upcoming school year. We will increase the use of Parent Square, a digital platform, to improve the methods for communication with families and ongoing outreach into the new school year. We continue to find new ways to improve engagement of underrepresented families to strengthen family engagement. During 2024-25 ACOE schools partnering with Safe Passages to create events and activities that provide meaningful opportunities for families to connect with schools and access essential resources. Through this collaboration, we aim to foster inclusive and welcoming environments where families can learn, share experiences, and build supportive networks, all of which contribute to student success and a stronger school-community relationship. In addition, we aimed to build relationships between school staff and families by providing opportunities for families to provide input on various state and federal funding, and our new Local Control and Accountability plan through both virtual meetings and survey available on the ACOE website. Sessions for Parental Advisory Committee input were offered in person in both 1:1 and small group settings as one way to build relationships between school staff and families. The LEA remains focused on engaging the families of unduplicated and high-need students to assess and improve school connectedness and satisfaction of the students and families enrolled in the Alameda County Office of Education Schools.|Each site has partnerships with community-based organizations that provide supportive programs and offer a variety of services targeted to the needs of the students and their families. In addition, the expansion of ACOE's Student Services division provides additional site supports for mental health, attendance, transition from Court Schools, in addition to services and supports for Foster and Homeless Youth. Teachers and staff offer a nurturing learning environment for students as they complete their high school education, often with severe credit deficiencies. Students have access to curriculum and support services to develop the skills and experiences needed to provide a safe and caring environment with the resources of community-based organizations designed to support trauma exposed youth.|Academic Supports-To assist with improvement for student outcomes we have built partners aimed at improving students’ ability to access curriculum in core subjects. Our LEA partners with community based organizations such as the Bay Area Youth Agency Consortium and Safe Passages. As a partner, they seek to help us is to expand services and opportunities for Bay Area youth in high risk communities so that they can achieve school success. BAYAC tutors provide school success through Youth Development, After School Enrichment, Academic Engagement, or Volunteer Coordination. Our instructional staff also provides targeted instruction using Common Core best practices and universal scaffolds to improve student outcomes and we provide professional learning from our vendor for both digital and traditional curriculum options to improve graduation and College & Career indicator improvement. English Learner Support Needs) -increase need for professional development for instructional staff in the areas of English Learner (EL) coaching and resources for EL support for the implementation of integrated and designated instruction. The LEA has seen an increase in newcomer students who may need to strengthen their foundational skills oral and written skills. SpEd Services- ACOE special education staffing includes one a Director of Special Education, a Licensed School Psychologist, one Certificated Speech & Language Pathologist, two Certificated Case Managers/Resource Specialists and one Paraprofessional to provide SpED services, manage documentation, and student transition needs. Whole Child Supports and Services- Increased focus on community mental health partnerships to provide in-house and DIS counseling support services by licensed mental health providers both from in the community and from the ACOE Student Services division.|There is an identified need to increase the engagement of underrepresented families in our Court and Community Schools. We have contracted with an agency who is able to provide in person and virtual translators as needed for enrollment, parent teacher conferences, as well as site and LEA wide events to review and reflect on student outcome data for state, local assessments, English Learner progress, the identification of parent resources, staff professional learning opportunities, current data on EL population, reclassification status of students, and state assessments.|The LEA has identified LEA’s current strengths and progress in seeking input for decision-making, including multiple opportunities at school sites where discussions were held including topics on how to improve parent participation in engagement opportunities, use of funding sources, data review and programmatic decisions. We offered a number of opportunities for families to provide input on various state and federal funding, review student local/state data, and  provide input on our new Local Control and Accountability Plan through both virtual meetings and surveys available on the ACOE website. The use of Parent Square has been helpful in reaching more students, families, and educational partners. We have also increase the number of in person input sessions.|Analysis of educational partner input and local data shows that underrepresented families attendance participation is needed in our efforts to seek Input for decision-making. Often the The LEA needs to further build the capacity of our families to participate in advisory groups without burdening them with language that is heavy on educational compliance. Our focus areas include how to ensure site staff are making additional outreach efforts for participation for decision making. The incorporation of the Parent Square communication platform will widen our outreach beyond emails, calls, flyers, public postings our ACOE website to include ways to text families in mass and provide direct links to flyers and surveys directly to both cell phones and emails in our student information systems.|The LEA has contracted with an agency who is able to provide in person and virtual translators as needed for enrollment, parent teacher conferences, as well as site and LEA wide events. Other ways we seek to improve the engagement of underrepresented families are how to connect LEA engagements to Court School probation offerings when families are visiting, the offering of both in person and virtual School Site Council/ELAC meetings to increase the participation of underrepresented families participation in decision making needs. There is still much work to be done in this area, and we continue to seek ways to improve underrepresented families engagement in both Court and Community schools.|4|4|4|4|5|4|4|4|3|3|3|3|Met||2025-06-10|2025
01100170112607|Envision Academy for Arts & Technology|3|Envision Academy has launched our Parent Ambassador Program, led by the Family Engagement Coordinator. This group has created an inaugural school-wide family newsletter offering a monthly overview of programming; supported school events through marketing, fundraising, and coordinating of volunteers; attended recruitment/canvassing events; and supported student groups such as student council. Additionally, we have incorporated restorative practices to ensure parent voice and collaboration on both academic and behavioral student needs. Furthermore, student-led conferences and grade-specific defense presentations foster strong student voices and encourage family advocacy. Our school also plans to implement a community closet next year where we will provide free clothing to families through a safe and confidential system.|Our main areas for improvement center on enhancing communication and engagement. There is a need to improve the frequency and modes of communication regarding class and school events to ensure families are well-informed. Additionally, we aim to provide more opportunities for families to engage in data dives, allowing them to collaborate on analyzing and improving student data. We plan to host consistent Town Halls, both in-person and virtually, and establish a regular Parent/Guardian Council, including a dedicated African American Family Council, to address governance and family needs more effectively.|We have been intentional about including stakeholder voices and feedback in the creation of the 25-26 calendar. This has allowed us to establish a cadence of communication that provides transparency and partnership. Stakeholders, especially families, want to know how they can be of service, want to be recognized as partners, and want to engage as learners.|Network-wide, school site, and monthly role-focused professional development provide timely feedback and strategies around communication. Advanced dates and recommendations for communication and subsequent support allow school leaders to plan effectively.|Some of our plans to improve family partnerships include forming a Parent Committee for LCAP/WASC and establishing an African-American Parent Committee to ensure diverse family representation. Additionally, we plan to strengthen our partnership with Families in Action and host regular Town Halls, with a virtual option for broader participation. To further engage families, we will launch a monthly family engagement newsletter that includes surveys and calendars.|"We intend to host regular ""Family Data Nights"" where families can review school-wide and grade-level assessment outcomes, such as IABs, reading levels, and GPA trends. These sessions will include translation support and culturally responsive facilitation to ensure equitable access and understanding. We will also invite families to grade-band Q&A sessions with content area teachers following benchmark and formative assessments. Additionally, we will invite families to quarterly workshops on topics like teenage brain development, stress and anxiety in adolescents, and navigating academic rigor. We will invest in multilingual, visually engaging digital and print communications to promote academic and social events, distributed via text, social media, and flyers in community spaces at least two weeks in advance."|The Parent Ambassador Program, led by the Family Engagement Coordinator, has been a big success. This program has supported school events, fundraising, and volunteer coordination, while also engaging in recruitment and supporting student groups like the student council. Additionally, parent leaders are actively involved in data analysis through a five-part workshop series with Families in Action, where they are trained, certified, and compensated as parent leaders, further empowering them to contribute to decision-making processes.|Families have requested monthly meetings with the Principal to discuss academic trends, safety, student services, and provide input. Additionally, establishing culture committees for families would offer interest-driven opportunities for sharing resources and getting involved with volunteer engagement and special projects.|We plan to create multilingual, culturally responsive communication tools to ensure accessibility across all print and marketing materials. Additionally, the Family Advisory Council will be expanded to include specific seats for historically marginalized groups, ensuring diverse representation. We will also hold quarterly community circles facilitated by trusted staff members where families can co-create school priorities and provide input in a collaborative, supportive environment.|3|3|3|3|3|2|2|2|3|2|2|2|Met||2025-06-05|2025
01100170123968|Community School for Creative Education|3||||||||||||||||||||||Not Met|||2025
01100170124172|Yu Ming Charter|3|Based on the Spring 2025 CORE Family Survey, families report high levels of positive relationships with school staff and feeling welcome. Overall, 97% of families feel welcome to participate at the school, which is a slight increase of 1% since the last survey. 99% of families reported that school staff treats them with respect, also a 1% increase. Additionally, 98% of families found school staff to be helpful. These results indicate sustained strength in building trusting and respectful relationships, creating welcoming environments, and fostering two-way communication, consistent with the ratings of 5.|In the 2024-25 Family Survey, 97% of families reported feeling a sense of belonging, and 97% of families 97% indicated that their child’s background is valued at the school. This metric is 84% for Black or African American families, which is slightly lower than the school wide metric but and 98% for Latinx families, slightly higher than the school wide score so our focus on building relationships with subgroups including Black and Latinx families will continue to be a focus area for the upcoming school year after seeing some success and areas of growth this year.|"Yu Ming continues to employ methods such as Affinity Groups (including Black/African American and Latinx groups), Cultural Celebrations, ParentSquare communications, surveys, Coffees with leadership (""Cha and Chat""), and the ELAC Committee to engage diverse families. Yu Ming also plans to continue employing a Family Engagement and Outreach Manager to focus on equity and inclusion with underrepresented groups through direct outreach and affinity groups. The plan to implement a ""buddy system"" for new families in underrepresented groups to support their transition represents a specific action to enhance relationship building with these families. Yu Ming plans to administer the CORE family survey twice per year and analyze data by special populations to improve efforts to seek feedback."|Yu Ming Families recently completed the CORE family survey in which 98% agree or strongly agree the school provides high quality instruction to their child, this includes 100% of Black and 98% Latinx families.  Families named teachers and staff as “the one best thing” about Yu Ming in their narrative feedback. Overall families feel supported and informed by the school. Yu Ming provides multiple opportunities for families to partner with teachers to support their students.|Teachers and staff completed the TNTP survey in 2025 indicating room for growth in the area of DEI. DEI and inclusive practices in the classroom will be a focus area going forward. The school has employed a Director of Culture for the past year, this role will continue into the next school year as we continue to focus on building inclusive practices.|Yu Ming plans to continue efforts such as the Equity design team and building antiracist competencies amongst all staff to better support underserved students and families. A consistent model of teacher coaching with an emphasis on identifying needs and implementing supports for underserved students is also part of this strategy.|CORE family survey showed 94% agreement that staff welcomes suggestions (up from 93%) and takes concerns seriously. Families have ample feedback opportunities. Yu Ming hosts and facilitates PAC, ELAC, FSO Council, and FSO meetings, including annual elections. Parents can serve on the governing board. These groups provide input/feedback on LCAP actions/services and monitor outcomes. A parent-led DEI committee was established in 2023-24.|Agreement that staff responds to needs in a timely manner was 93%, down from 95%. The focus is on ensuring families receive timely and relevant information from all staff.|Yu Ming Will administer the CORE family survey twice per year and analyze data by special populations. Will engage the multi-stakeholder Equity design team through regular data gathering (e.g., 1:1 educational partner interviews) to better serve underrepresented families, particularly Black and Latinx subgroups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
01100170125567|Urban Montessori Charter|3|Over the last year, we have improved the school staff's ability to partner with families from all different backgrounds. We conducted professional development for our entire staff before the school year began, focusing on the foundations of implicit bias and decentering whiteness. This work included collaborating to develop systems and strategies for partnering with families in meaningful ways.   Families indicated through survey data that they appreciated having additional parent education about Montessori and more in-person communication with leadership. Based on this information, we increased our regular parent nights to focus on specific topics. Our administration also hosts regular, informal office hours to connect with members of the community, in addition to monthly board and committee meetings.|One area we focused on improving in 2023-2024 and 2024-2025 was our School-to-Home communications, including common expectations for classroom teacher use across the entire school. This was highly successful, and parents indicated a positive impact in surveys. We also increased access for parent volunteers to support on campus, increasing opportunities for in-person interaction and relationship building.|While our School-to-Home communication work has been highly successful, we still have community members who struggle to engage with the school digitally. We expanded the size of our administration team to ensure that we can connect more closely with families and offer additional opportunities for people to visit and learn more about our school. Unfortunately, next year our school will no longer be serving students and families as the Alameda County Office of Education board of Trustees denied our charter renewal.|This past year we continued our ongoing communications improvements with families through regular weekly whole-school and classroom messages, as well as operations, and admin office hours. Our family communication platform ParentSquare translates seamlessly and gives parents the ability to connect with both staff and one another. Current strengths and progress include the sustained implementation of parent-teacher conferences and family observations, which occur multiple times each school year. We have also begun tracking participation in these offerings to evaluate the impact and overall Family engagement better.|Based on the data we collected, some families struggle to engage with digital communication and are seeking more opportunities to interact offline. This year, we focused on systems to support student work going home more regularly, so families can see weekly what students are working on in class. This has allowed them to support the students at home and ask more focused questions to classroom teachers.|With our current communications platform, we have completed extensive work training staff and families to ensure that families who are too often underrepresented in school engagements are equitably supported to engage as they wish fully. Our school will no longer be supporting students and families after June 2025, but we are proud of what we have accomplished in this and all other indicators.|UMCS uses Panorama to administer the CORE Climate and Culture survey to families and guardians multiple times per year to seek input and promote community participation. We make the survey available online and provide Chromebooks for family use at our school sites. We monitor the number and backgrounds of community members who participate in these surveys. The survey seeks input about academic programs, the school community, and administrative functions. Regarding decision-making, 92% of respondents felt that UMCS has a supportive climate for academic learning. Related to promoting family participation, 96% of respondents report that our school creates a sense of belonging for students and community members. It was also used to identify the school’s strengths and gather essential suggestions for improvements. Survey results indicate that families perceive the strength of the school through its faculty and staff. We use this survey every year because it gives actionable, detailed data, and as a small school, it helps us be responsive to community needs as quickly as we can.|UMCS closed its doors to students and Families on June 4, 2025. We are proud of the work we did bringing Anti-Racist/Anti-Biased Montessori learning to students in Oakland. We will take our learnings from UMCS to our next positions in the service of students and families.|Our survey response data showed an improved response rate from families in underrepresented demographic groups; however, we are acutely aware that there is still much room for improvement. Unfortunately, UMCS is no longer serving students and families in Oakland.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2025-06-20|2025
01100170129403|Epic Charter|3||||||||||||||||||||||Not Met For Two or More Years|||2025
01100170130625|Alternatives in Action|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment. Our program is making a positive impact on the lives of our families. One of the most important aspects of our program is the relationship that our parent coordinator (bilingual) has built with the families she works with. She has been able to build trust and rapport with these families, which has allowed her to provide them with the individual support they need to get set up with our communication program. Family Education and Engagement events have been a positive experience for both our families and our staff. We have been able to provide families with more information about our program and answer any questions they may have. We have also been able to get feedback from families on how we can improve our program. The school has also built meaningful, authentic relations including community partnerships with:  - East Bay Sanctuary - immigration rights workshop - ELD professional discussed importance of ELPAC - La Clinica Partnership - provide Mental Health/Self Care  - Families in Action - conduct A-G informational workshops for families - Cafecitos  - Cricut Workshop - engaged parents - Parent engagement with fundraising - Health & Wellness Fair The school has also seen an increase in social media engagement  - previously 160+ followers, now over 390+) - often averaging between 3000-4000 views each week.|Alternatives in Action has strong relationships between school staff and families. In terms of areas for improvement, we will continue to focus on building capacity for classroom teachers to regularly reach out to parents on a more consistent basis. Families have asked for more regular communication from teachers.|AIA serves a high population of socioeconomically disadvantaged students and English Learners. Our largely bilingual staff supports communications with families, including social media posts in Spanish. In addition, the Executive Director sends out a parent newsletter that is also translated in Spanish. The Health and Wellness team and Restorative Justice team will conduct home visits to support families who may have a hard time coming on campus. Through the parent coordinator, the school engages families to attend several events and connect families with community partnerships including:  - East Bay Sanctuary - immigration rights workshop - ELD professional discussed importance of ELPAC - La Clinica Partnership - provide Mental Health/Self Care  - Families in Action - conduct A-G informational workshops for families - Cafecitos  - Cricut Workshop - engaged parents - Parent engagement with fundraising - Health & Wellness Fair|Alternatives in Action has implemented several practices to strengthen partnerships between families and staff in support of student success.Parents received training on the school’s learning management system (Schoology) and student performance system (PowerSchool) to better monitor student progress. Community partnerships provide additional resources for families, including:  - La Clinica - provide parenting classes and workshops, including a series of 10 workshops for parents on how to best support student academically, socially and mentally - Community School Leadership: Realizing Equity through a Collaborative Vision - partnership includes two student representatives, along with schools throughout the Bay area, focused on how to build a community school model (shared leadership and community partnership)  - Families in Action - partnership heavily led by students and parents from local high schools - empowering families with understanding what A-G is, focus on raising A-G completion for all students and student group, and focus on raising CAASPP scores - Oakland Enrolls - focus on boosting enrollment numbers; strengthening presence in community, building relationships, safety and communication - East Bay Sanctuary - Know Your Rights workshop The school has identified through data and feedback the need to increase its College/Career Readiness. The College & Career Coordinator plays a key role in academic planning, counseling and readiness with families. A focus will be on dual enrollment (college credit courses) opportunities, offering an AP Spanish course, further developing and CTE pathway opportunities.|Workshops provided by the College & Career Coordinator and workshops provided by Families In Action will continue for next year improving formal partnerships in terms of Student Outcomes. The school will also focus on regular communications for student progress (grades, attendance). The school is looking to hire an Academic Lead to support teachers in improving student outcomes. The school has a partnership with REACH to help provide support with coaching for instructional staff and leadership to improve family engagement with student outcomes.|Alternatives in Action plans to improve communication with underrepresented families by expanding partnerships with community organizations that offer diverse support services, such as domestic violence prevention and housing assistance. Current partnerships include La Clínica (which provides parenting classes and a 10-part workshop series on supporting students academically, socially, and emotionally), and Oakland Enrolls, which collaborated with the school to develop a tailored family engagement plan. Additionally, bilingual staff play a vital role in maintaining regular communication with families to ensure student progress is shared, monitored, and supported.|Alternatives in Action values meaningful family input in decision-making related to school policies, programs, and events. Each year, parent representatives are elected to serve on the School Board and the Parent Advisory Committee, ensuring families have a voice in school governance. In addition to formal structures, such as advisory councils, the school also collects input through an annual family survey and maintains open lines of two-way communication via phone calls, texts, emails, and in-person conversations during drop-off, pick-up, and school events. The Executive Director also hosts informal “Cafecito” events, which creates a welcoming space to engage in meaningful conversation. To deepen engagement, AIA is working to increase parent participation in advisory councils and expand opportunities for small-group discussions, such as focus groups, with translation services available to ensure accessibility. Moving forward, the school will also provide more educational resources to help families better understand school policies and procedures, with an ongoing focus on building strong, trust-based relationships and fostering robust dialogue between families and staff.|A focus area for improvement at AIA in seeking input for decision making is to involve a more representative and diverse group of families. Currently, participation in advisory groups like the Parent Advisory Committee (PAC) tends to involve the same group of families. To address this, the school will work to increase participation by offering more frequent and varied opportunities for feedback throughout the year, along with incentives to encourage survey completion and engagement. Additionally, AIA will create more spaces for deeper parent input in decision-making—moving beyond agreement to genuine collaboration and idea-sharing. The school also plans to boost social media engagement as a way to connect with a wider audience and provide ongoing educational awareness about school policies and procedures in a more accessible and engaging format. These efforts are part of a broader goal to ensure all families feel empowered to participate and influence school improvement efforts.|The school will prioritize one-on-one contact through various methods, such as phone calls, texts, letters and home visits. Bilingual staff—especially those who have established positive relationships with families—will play a key role in reaching out to gather input and ensure families feel heard and included. All communications will be available in Spanish to support accessibility. In addition, the school will continue to host regular Cafecitos, offering an informal and welcoming setting where families can discuss formal school topics, share feedback, and strengthen connections with staff.|4|4|5|4|4|3|4|4|4|4|4|4|Met||2025-06-11|2025
01100170131581|Oakland Unity Middle|3|The implementation of our parent engagement initiatives followed a phased rollout approach that yielded measurable improvements in family participation and satisfaction. Our enhanced communication channels and structured programming contributed to strong engagement metrics, with an increase in attendance at monthly parent meetings and 87% attendance at parent-teacher conferences, demonstrating robust family involvement in their children's education. Only 5% of surveyed parents responded neutrally to questions about parent input and engagement, suggesting the majority felt positively about their involvement opportunities.  The collaborative partnership approach between school and family appears to be contributing to overall school climate and retention, as evidenced by our exceptional 99% student return rate from 2023-24 to 2024-25.|Ongoing challenges included language barriers, technology access gaps, and scheduling conflicts, but these were addressed through translation services, multiple communication methods, and flexible programming that ultimately strengthened our school-family partnerships and supported student success and well-being.|In order to continue to improve the engagement of underrepresented families, we will partner with community organizations to host workshops and events focused on empowering parents/guardians with skills to support middle school success and conduct regular workshops covering topics like middle school curriculum, effective communication with teachers, and creating a positive home learning environment.  We will also continue to utilize newsletters, email updates, social media, and a dedicated parent portal to keep families informed about school events and resources.  Finally, we will host back-to-school nights, curriculum fairs, and family literacy nights to encourage parental involvement and interaction with school staff and implement conferences where educators and parents collaboratively develop action plans tailored to each student's needs, focusing on academic and social-emotional growth.|OUMS prioritized a goal aimed at cultivating robust parent/guardian education and outreach initiatives to empower families in actively engaging and supporting their children's academic journey throughout middle school. This goal reflects the school's commitment to equity and inclusivity, bridging the gap between home and school to ensure that all families have access to resources and opportunities to support their children's education. By fostering a collaborative partnership between schools and families, the goal aimed to create a supportive environment where every student feels valued, supported, and motivated to succeed academically and personally. Additionally, the initiative aligns with research demonstrating the positive impact of parental involvement on student outcomes, emphasizing the importance of holistic student development and well-being.|The specific actions have demonstrated mixed but overall positive effectiveness in progressing toward our goal of cultivating robust parent engagement and collaborative school-family partnerships. The structured parent-teacher conferences have proven highly effective, with 87% attendance rates indicating strong family commitment to collaborative planning for student success. Enhanced communication channels have also been successful, as evidenced by 85% parent survey participation and overwhelmingly positive feedback, with only 5% of parents responding neutrally to engagement questions, suggesting most families feel meaningfully connected to their children's academic journey. Parent engagement events show moderate effectiveness, with our 99% student retention rate potentially reflecting the positive school climate fostered by these family connection opportunities. Partnership with community organizations and parent training workshops show some effectiveness, as demonstrated by a growth to 20% average attendance at monthly parent meetings.|"However, there is still room for growth, indicating these actions may not be sufficiently accessible or appealing to the broader parent population. While the high parent-teacher conference attendance and positive survey responses suggest we are successfully empowering many families to support their children's middle school experience, the low participation in regular programming indicates we need to reassess our workshop delivery methods, timing, and content to better meet diverse family needs and achieve the ""robust"" engagement outlined in our goal."|We have shown notable progress in fostering partnerships for seeking input for decision-making: 1) High parent attendance at student-led conferences, indicating strong family engagement. 2) Positive parent survey results, with a majority of parents reporting they feel like partners in their child's education. 3) Ongoing collaboration with Families in Action, demonstrating a commitment to community partnerships that support in this work. 4) Investment in current staff members as Parent Coordinators who receive training and support to work towards parent engagement goals.|Our focus areas for improvement in Building Partnerships for Student Outcomes: 1) Increased attendance at monthly parent meetings: The LEA aims to boost participation in these regular gatherings, likely to enhance ongoing communication and engagement with families. 2) Increase in survey participation: The LEA seeks to gather more comprehensive feedback by improving the response rate to parent surveys, ensuring a broader representation of family perspectives and reaching out to parents in a variety of ways to gather their input and feedback. 3) Building parent leadership capacity: The LEA focuses on empowering parents to take on more active roles in school decision-making and community engagement.|Our plans to improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes include: 1) Continued exploration of multiple communication methods: The LEA will diversify its outreach strategies to reach families through various channels, ensuring information is accessible to all. 2) Data monitoring for targeted engagement: The LEA will use data analysis to identify disengaged or underrepresented families, allowing for targeted strategies to increase their involvement. 3) Training family coordinators: The LEA will provide specialized training to family coordinators, focusing on effective techniques for engaging underrepresented families.|4|4|4|4|4|4|4|4|4|4|5|4|Met||2025-06-11|2025
01100170136101|Connecting Waters Charter - East Bay|3|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the leadership team reflects on the questions in this prompt.|Connecting Waters will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums.|Connecting Waters will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process.|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.|Connecting Waters will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student.|Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families.|Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.|Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.|Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
01100170136226|Opportunity Academy|3|"Opportunity Academy recently administered a culture and climate survey to its educational partners to gather input regarding the school’s current strengths and areas for growth, particularly in building relationships between school staff and families. One survey question asked whether the adults working at the school treat all students respectfully. Of those who responded, 69% strongly agreed and 30.6% agreed. Maintaining a respectful environment is essential, as respect fosters strong relationships and encourages collaboration among educational partners to support necessary programmatic changes.  Another question focused on whether the school actively seeks input from students, parents, and community members before making important decisions. Responses indicated that 53% agreed and 24.5% strongly agreed with this statement, while 18% reported that they did not know or marked ""N/A."" Given this significant percentage of uncertainty, the administration should reassess its outreach efforts to ensure all educational partners are well-informed and engaged in the decision-making process.  Finally, the survey asked respondents whether there are ample opportunities for students to become involved in school activities. In response, 40.8% agreed and 28.6% strongly agreed, while 22.4% indicated they did not know or marked ""N/A,"" and 8.2% disagreed. Although the majority perceive that student engagement opportunities exist, the notable percentage of respondents unsure suggests a need for clearer communication and increased promotion of available student activities."|The following are the focus area(s) for improvement in building relationships between school staff and families: 1. Conduct target focus groups with education partners to understand communication gaps; 2. Create newsletters, update the webpage, and host in-person events/activities, inviting all education partners. 3. Set clear expectations and invitations for input at the beginning of the decision-making process. 4. Reduce the don't know/NA responses by making involvement opportunities more transparent and accessible. 5. Consider creating a student union or having student ambassadors to help promote activities. 6. Consider administering shorter surveys throughout the school year that focus on building relationships 7. Be transparent in the information being shared with all education partners about the school's decisions to help build trust and reinforce shared ownership of the school's successes.|To improve engagement of underrepresented families, Opportunity Academy will need to create an action plan with action steps focusing on relationship building. Some of the actions being considered are: 1. Reinforce respectful relationships by providing professional development sessions on respect and inclusion. 2. Expand education partners' input through the use of focus groups, newsletters, and designing and implementing a formalized feedback collection system. 3. Promote student activities through the creation of a student union or other student-focused group 4. Regularly share important school information with education partners with measurable outcomes to measure the school's success.  Administrators, data, teams, and ACOE's communication will need to meet regularly to collaborate.|AOA has demonstrated strong success in family and student engagement during the onboarding and enrollment process. The school has established a two-tiered system designed to build early partnerships and support students' academic journeys.  The first level of the process involves a meeting between the family and the assigned teacher. During this meeting, the teacher, the student, and the guardians (if applicable) discuss school expectations, receive a brief orientation to AOA’s programs, review the student’s transcript and, if relevant, the IEP-at-a-glance, and collaboratively design the student’s educational pathway.  The second level involves a meeting between the family/student and a paraeducator (if available at the site). During this meeting, families receive the Family/Student Handbook, which outlines AOA’s policies, procedures, and practices. This structured process helps to establish strong partnerships from the outset, reinforcing for students that they are supported by a dedicated team committed to helping them earn their high school diploma.  Students also complete an Individualized Learning Transition Plan as part of onboarding. In collaboration with families (where applicable), students identify short-term and long-term goals, complete a career survey, and use this plan as a tool to monitor academic and personal progress throughout their time at AOA.  AOA further strengthens family and student engagement through multiple communication strategies, including:  REMIND app: to send text messages and emails directly to students and families.  Teacher Communication Logs: to systematically track and document outreach to families.  Mail Merge: to efficiently distribute general school announcements.  Monthly Community Meetings: held every third Wednesday evening from 6–7 PM.  Community Events: such as graduations and other school celebrations.  Quarterly and Semester-End Meetings: particularly with families of students under 18 years old to review progress and discuss support plans.  These practices reinforce a culture of partnership, accountability, and student-centered support across the AOA community.|While AOA has established a strong foundation for building partnerships that support student success, several key areas require growth to further improve student outcomes:  Expanding Student and Family Support Services The school is in the process of hiring a dedicated social worker who will be able to address the specific needs of students and their families. This additional support will enhance the school’s capacity to provide individualized social-emotional and resource-based interventions.  Enhancing College and Career Readiness Students and families currently have limited access to structured college and career planning resources. Beginning next school year, AOA will have full access to the Senior Program Manager of College and Career Readiness. This will allow all students and families to receive more comprehensive guidance, including assistance in creating college transition plans, completing financial aid applications, and exploring career pathways.  Addressing Chronic Absenteeism Although the school's 30-day retention rate has improved, chronic absenteeism remains a significant challenge. Many students continue to miss more than 10% of instructional time. Reducing chronic absenteeism will require a strategic focus on early intervention, consistent monitoring, family engagement, and targeted supports to ensure students attend school consistently and remain on track academically.|With the support of its educational partners, AOA has identified the need to expand services that directly support underrepresented families—particularly English learners, foster youth, unhoused youth, and low-income families—by addressing the lived realities they face. Through this collaborative process, the school recognized that many families require greater access to resources that address food and housing insecurities. In partnership with Safe Passages, AOA currently provides students and families access to food, clothing, and essential household items to meet immediate needs. This partnership includes resource and wellness rooms at two of AOA’s school sites. These spaces are available to all students and families, offering consistent, on-site support. To strengthen engagement, AOA has also identified the need to host in-person community events with meals provided, to incentivize greater participation from families and students in school decision-making processes. Increased family involvement will ensure that school policies and initiatives are reflective of the broader community’s needs. Looking ahead, AOA plans to hire a dedicated social worker specifically for Opportunity Academy. This position will allow the school to offer more targeted support to students and families, addressing challenges that impact critical student outcomes such as attendance and credit accumulation toward high school graduation. Additionally, beginning next school year, AOA will design and implement a COST (Coordination of Services Team) and MTSS (Multi-Tiered System of Supports) framework. These systems will provide a structured method for monitoring student progress, identifying needs early, and delivering timely interventions to better support both students and their families.|AOA provides several opportunities for the school’s education partners to participate in providing input for decision-making. First, the school hosts monthly community meetings every 3rd Wednesday evening from 6-7 pm via Zoom. There are Zoom links to meetings, with the agenda in both English and Spanish on the school’s webpage. In addition, the school administrator meets with community-based organizations that provide resources and services to families and students every quarter. During that time, data is shared with the community partner as it relates to the effectiveness of the partnership. Surveys are sent to education partners to gather input on the annual LCAP update, the Comprehensive Improvement Plan,  and the climate and culture survey. The school has established a Family Advisory Committee for the LCAP and an ELAC to monitor English language support services for English Learners.|The school will implement the following focus areas for improving the input of education partners for decision-making: 1. Continue with the monthly community meetings; 2. Fully implement and calendarize the Parent Advisory committee meeting for every other month beginning in March of the LCAP cycle; 3. Continue to meet with staff to discuss school matters that need their input; 4. Continue to host quarterly meetings with community partners to evaluate the program's effectiveness and how the school engages underrepresented families;5. Fully implement and calendarize the ELAC meetings beginning in March 2024. 5. Improve communication with community partners to better identify services they provide that students and families can access to address challenges to accessing education.|To improve engagement with underrepresented families, AOA will implement several key strategies. All school communications—including surveys, text messages, emails, and quarterly letters—will be translated into families' home languages to ensure accessibility and inclusivity. Additionally, interpretation services will be provided at all community meetings to support full participation. The school also plans to host meetings and community events that are better aligned to family schedules, making it easier for parents and guardians to attend and engage with the school community. With the support of a dedicated social worker, the Senior Program Manager for College and Career Readiness, and the ACOE department focused on addressing chronic absenteeism, AOA is committed to improving student outcomes. A key part of this effort will be actively soliciting input from students and families to inform decision-making about school programs and services. Through these collaborative approaches, the school aims to build stronger partnerships that directly impact attendance, academic achievement, and overall student success.|5|5|5|5|4|5|5|5|4|3|3|3|Met||2025-06-10|2025
01100170137448|Aurum Preparatory Academy|3|Based on educational partner input and local data, Aurum  made steady progress in strengthening relationships between school staff and families. A key strength has been  the LEA’s consistent and accessible communication practices, including multilingual newsletters, automated calls, emails, and school messaging apps.  The LEA  prioritized two-way communication by hosting regular events such as back-to-school nights, parent-teacher conferences, and culturally inclusive family engagement events. Athletic events offered opportunities for families and staff to connect and collaborate, fostering a sense of partnership and trust. Attendance rates at these events were well attended, and family feedback has been positive. To further build relational capacity, the LEA provided professional development for teachers and staff on cultural responsiveness, inclusive practices, and effective family engagement strategies. As a result, staff reported feeling more equipped to communicate with and support families from  Overall, Aurum  committed to creating a welcoming school culture where families feel seen, heard, and valued as partners in student success.|Based on educational partner feedback and local data, Aurum  identified several key areas for growth in building stronger relationships between school staff and families. While communication efforts have improved overall, input from families—particularly those from historically underserved communities—indicates a need for more personalized and culturally responsive outreach. Some families have reported feeling disconnected from school staff or uncertain about how to engage meaningfully in their child’s education. Another area for improvement was ensuring that all families have equitable access to school events and communication. Barriers such as language differences, work schedules, and limited transportation options have impacted the ability of some families to participate in school-based activities. Educational partners have emphasized the need for flexible meeting options (e.g., virtual meetings, extended hours) and increased translation and interpretation services. In addition, local data suggested that some staff may benefit from further professional development in relationship-building and family engagement strategies, particularly in addressing unconscious bias and fostering inclusive environments. Strengthening these skills w helped staff build trust with all families and create more supportive school communities. To address these areas, Aurum  committed to enhancing family engagement practices by expanding staff training, increasing multilingual support, and creating more accessible opportunities for families to connect with school personnel in ways that honor their time, language, and culture.|Based on the analysis of educational partner input and local data, Aurum identified that underrepresented families—particularly those from non-English-speaking households, low-income backgrounds, and historically marginalized communities—faced barriers to full participation in school activities and decision-making processes. In response, the LEA implemented targeted strategies to improve engagement with these families and strengthen relationships with school staff. The LEA expanded translation and interpretation services to ensure that all communications, including school notices, event invitations, and academic updates, were accessible in families’ home languages. Bilingual staff were made available at key events and parent meetings to support real-time communication. Additionally, school sites scheduled meetings and engagement opportunities at varied times, including evenings and weekends, to accommodate working families. To further address the identified gaps, the LEA conducted outreach through community liaisons  who built trust by connecting directly with families in their neighborhoods and cultural centers. These staff provided one-on-one support and helped families navigate school systems, access resources, and share concerns with school personnel. The LEA also offered professional development for school staff focused on cultural humility, trauma-informed practices, and building authentic partnerships with families. As a result, staff became more responsive to the diverse needs of underrepresented families and more intentional in their outreach efforts. Through these actions, Aurum increased participation from underrepresented families in school events, family surveys, and advisory committees. The LEA used this input to inform decision-making and ensure that all families had a voice in shaping a more inclusive and equitable school environment.|Based on the analysis of educational partner input and local data, Aurum demonstrated significant progress in building strong partnerships with families to support student outcomes. One of the LEA’s core strengths was its intentional effort to involve families in academic planning and goal-setting. Parent-teacher conferences, student-led conferences, and Individualized Learning Plan (ILP) meetings were regularly held and focused on student progress, learning goals, and support strategies. The LEA provided families with timely and easy-to-understand information about student achievement through report cards, progress reports, and digital grade portals.  Families reported feeling more informed and confident in supporting their children’s learning at home.  To further strengthen these partnerships, schools implemented regular communication cycles between teachers and families that included updates on student behavior, attendance, and academic performance. These efforts helped to foster shared accountability and a sense of partnership in addressing student needs. Staff professional development also played a role in the LEA’s progress. Educators received training in family engagement practices that emphasized collaboration, mutual respect, and culturally responsive strategies, which helped foster stronger relationships and more effective communication.|Based on the analysis of educational partner input and local data, Aurum  identified several focus areas for improvement in building effective partnerships with families to support student outcomes. Families generally felt informed about their child’s academic progress, many expressed a desire for deeper involvement in shaping academic interventions, enrichment opportunities, and long-term educational planning. Educational partner feedback indicated that engagement efforts sometimes lacked continuity or specificity regarding how families could actively contribute to student learning beyond attending school events. School staff requested more training on how to foster collaborative partnerships with families, especially when discussing academic concerns or developing support plans. There was a recognized need for continued professional development focused on building trust and co-creating strategies with families that center on student achievement. In response to these findings, Aurum prioritized expanding accessible, content-specific family engagement opportunities, increasing translation and logistical support, and strengthening staff capacity to engage all families as academic partners.|Through the self-reflection process and analysis of educational partner input and local data, Aurum identified underrepresented families—including those from non-English-speaking backgrounds, foster and unhoused youth families, and families with limited access to technology—as needing more targeted support to engage in their children’s academic success. In response, the LEA implemented intentional strategies to improve outreach, access, and participation among these groups. The LEA increased multilingual communication by translating academic materials, event invitations, and student progress reports into families' home languages. Bilingual staff and interpreters were made available at all academic events, parent-teacher conferences, and workshops to ensure full participation. Recognizing barriers such as scheduling conflicts and lack of transportation or childcare, the LEA offered flexible options for family engagement, including virtual meetings, weekend workshops, and on-site child supervision during events. These adjustments led to increased attendance and participation among underrepresented families. The LEA also leveraged community partnerships and parent liaisons to conduct personalized outreach. These staff members built trust with families through regular check-ins, home visits when needed, and by connecting families with academic and social-emotional resources. Additionally, school staff received training in family engagement practices centered on equity, cultural humility, and shared responsibility for student outcomes. This professional development helped staff build stronger, more inclusive relationships with families from diverse backgrounds. As a result of these focused efforts, Aurum  saw increased engagement from underrepresented families, stronger collaboration between families and school staff, and improved alignment of home and school strategies to support student achievement.|Based on the analysis of educational partner input and local data, Aurum demonstrated strong progress in creating systems and structures to meaningfully involve stakeholders in decision-making processes. The LEA prioritized transparency and inclusivity by providing multiple opportunities for families, students, staff, and community members to share feedback and help shape school and district priorities. The LEA also strengthened internal communication systems to ensure that stakeholder input was not only collected but visibly incorporated into decision-making. Follow-up communications were shared with families and staff to explain how their feedback shaped specific actions or investments, reinforcing trust and accountability. Overall, Aurum  made significant progress in embedding stakeholder input as a foundational component of its planning and decision-making processes, resulting in stronger alignment between community priorities and LEA initiatives.|Based on the analysis of educational partner input and local data, Aurum  identified several areas for improvement in its efforts to seek input for decision-making. While structures for stakeholder engagement were in place, feedback indicated that certain groups—particularly families of English learners, low-income students, students with disabilities, and foster or unhoused youth—were underrepresented in formal input processes. One key area for improvement involved increasing participation in advisory committees and community forums. Attendance data and stakeholder feedback suggested that many families were either unaware of these opportunities or did not feel their participation would meaningfully influence school or district decisions. Some parents cited barriers such as meeting times that conflicted with work schedules, lack of childcare, and limited interpretation services as reasons for not participating. Another area of concern was the need to close the feedback loop more effectively.  Stakeholders reported uncertainty about how their input was being used or whether it influenced key decisions. Staff noted that while they valued community input, they needed clearer frameworks for translating stakeholder voice into actionable goals and priorities. To address these challenges, Aurum  committed to expanding outreach strategies.|Based on the analysis of educational partner input and local data, the LEA identified specific groups of underrepresented families who had historically limited involvement in decision-making processes—particularly families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. During the self-reflection process, it became evident that although various communication methods were in place, they did not consistently result in meaningful engagement or two-way dialogue. This prompted a strategic focus on improving access, representation, and voice in decision-making forums. To improve engagement, the LEA implemented targeted outreach strategies informed by community feedback. These included increasing the availability of translated materials and live interpretation services at all stakeholder meetings, expanding meeting times to include evening and virtual options to accommodate working families, and hosting family listening sessions at school sites most impacted by disengagement. Culturally responsive practices were emphasized, and community liaisons were trained to build trust and maintain consistent contact with families from historically marginalized backgrounds.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
01100170138867|Hayward Collegiate Charter|3|At Hayward Collegiate, a key strength in building relationships between school staff and families is our intentional focus on family engagement and empowerment. We believe that when families understand how to support their child’s education and advocate for their needs, student outcomes improve. Families are regularly invited to attend community celebrations and school events that foster connection and partnership. Ongoing communication through platforms like ParentSquare ensures families are informed and engaged, while strong relationships between site staff, leadership, and families create a welcoming and supportive school culture.|Based on input from educational partners and local data, Hayward Collegiate has identified the need to create more formal and consistent opportunities for family voice and feedback. While informal communication and relationship-building are strong, the school is working to strengthen structured engagement through the development of an active School Site Council, regular family meetings, and scheduled coffee chats with school leadership. These efforts aim to deepen two-way communication and ensure that parent perspectives are meaningfully included in school planning and decision-making.|To improve engagement with underrepresented families, particularly within our predominantly Spanish-speaking community, Hayward Collegiate is prioritizing the hiring of native Spanish-speaking and bilingual staff to support more authentic and accessible communication. In addition, the school is providing targeted training for translators to ensure accurate and culturally responsive translation of academic language, including specialized terminology related to special education. These efforts are designed to foster stronger relationships, build trust, and ensure Spanish-speaking families feel informed, included, and supported in their child’s educational experience.|"At Hayward Collegiate, we are proud of the strong partnerships we have built with families and community stakeholders in support of student success. One of our key strengths is the consistent and intentional effort to create opportunities for collaboration among parents, teachers, and school leadership. We host monthly events such as ""Coffee with the Teacher,"" which provide a space for families to engage directly with educators, learn about what is happening in the classroom, and discuss ways to support student learning at home. These ongoing touchpoints help strengthen trust, align expectations, and reinforce the shared commitment to each child’s academic and personal growth."|Based on input from educational partners and local data, Hayward Collegiate has identified the need to strengthen external partnerships that support student well-being and academic success. Through our Expanded Learning Opportunities Program and the work of our Community Schools Coordinator, we are actively building relationships with local mental health providers and community-based organizations. These partnerships aim to provide students and families with greater access to support services that address both academic and non-academic barriers to learning, ultimately improving student outcomes.|To improve engagement of underrepresented families, Hayward Collegiate is actively developing additional opportunities for meaningful involvement across the school community. Based on self-reflection and input from educational partners, we recognize the importance of creating more accessible and inclusive spaces for families to engage in discussions around student progress and support. Efforts are underway to expand family workshops, increase culturally responsive communication, and provide more frequent opportunities for families to connect with educators and leadership. These actions are designed to ensure all families, especially those historically underrepresented, feel welcomed and equipped to support their child’s academic journey.|Navigator Schools has consistently demonstrated a proactive approach to gathering stakeholder input to inform decision-making. The organization uses a variety of strategies, including family surveys, town hall meetings, staff meetings, weekly Director and Chiefs meetings, cross-site collaboration, and daily site huddles. These touchpoints provide ongoing opportunities for feedback from families, staff, and school leaders. Navigator also uses a range of tools to collect input, from formal surveys to informal check-ins, ensuring that diverse perspectives are captured and considered as part of the continuous improvement process.|Hayward Collegiate is focused on increasing engagement with all educational partners by expanding opportunities for input, particularly as students prepare to transition into middle school. This includes creating more structured and inclusive forums for family voice, staff collaboration, and community input. As part of our Community School planning efforts, we are broadening the scope of involvement to ensure that decisions reflect the diverse needs and perspectives of the school community. These initiatives aim to strengthen shared ownership in the decision-making process and build deeper, more sustained partnerships.|Hayward Collegiate is committed to improving engagement with underrepresented families by continuing current initiatives that foster inclusive communication and exploring additional methods for gathering input in ways that are accessible and meaningful for all families. The school is also partnering with the Support Office as part of its Community School planning efforts, which are designed to elevate the voices of traditionally underrepresented groups. These efforts aim to ensure that decision-making reflects the lived experiences and priorities of all members of the school community.|5|5|5|5|4|4|5|4|2|3|3|3|Met||2025-06-09|2025
01100176001788|Cox Academy|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2025-06-10|2025
01100176002000|Lazear Charter Academy|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2025-06-10|2025
01316090000000|California School for the Blind (State Special Schl)|3||||||||||||||||||||||Not Met|||2025
01316170000000|California School for the Deaf-Fremont (State Special Schl)|3||||||||||||||||||||||Not Met|||2025
01611190000000|Alameda Unified|3|The Family Trust Survey revealed a small increase in positive responses from African American families in relation to school connectedness. CCEIS Scholar families had a strong increase in positive responses to school connectedness. AUSD’s current strengths in building strong relationships with between school staff and families includes the following district-wide efforts 1- To build cultural competency for site leaders, intervention leads, counselors, psychologists, and staff. These professional development sessions will provide racial and culturally responsive professional learning opportunities regarding personal lens and trauma-informed practices. The goal fosters normalization of racial dialogue and the development of interracial justice community. Conceptions explored include vulnerable inquiry, discussion, and action related to the foundations of race, racism, implicit-bias, micro-aggression, whiteness, and the ethos of white supremacy culture, and how they affect adult educators and students. This learning opportunity will focus on the necessary lens and tool development for how to assess and view the needs and presentation patterns of Black students and families and students of color, in general, through COST, SST, and 504 processes. 2- AUSD’s Office of Equity launched a Diversity, Equity and Inclusion Community of Practice following a Guiding Question: How do we create safe and inclusive spaces in our schools? Four sessions included:The Power of Influence, Your Locus of Control, Intersectionality, Bridging and Belonging. For 24-25, the DEI Roundtable parent group hosted two family forums called- Stop the Hate. It was a good turnout and an interactive conversation about what the schools and families can do to eliminate hate speech in the district. 3- As part of the AUSD’s CCEIS plan, we hosted four district-led Family Workshops. Topics included: How to talk to your children about race. Milestone grade level conversations (3rd, 6th, 9th,11th grade). We also hosted a focus on Future Careers workshop with a variety of workforce industries present. 4 4- We are implementing Dual Capacity Development at five of our nine elementary schools. We’re working with teachers and families to bridge connections between home-school in an effort to engage and build relationships that are academically focused in support of student achievement. Successful engagement requires both educators and family members to develop essential beliefs, knowledge, skills, confidence, social relationships, and other capacities that aid in building academic partnerships. For 24-25, This training was facilitated at Wood Middle School and Encinal Middle/High School. The focus was to first listen to black families experiences in their schools and then have those families share that directly with staff to assist in improvement efforts. Both schools reported a positive experience and a desire to continue with family engagement training.|AUSD will continue its work to build staff cultural competency. AUSD is also asking school sites to intentionally outreach and host affinity spaces for African American/Multi-Ethnic and Latino families and students to help meet the unique needs that are presented. There will be continued work on CCEIS, and the Office of Equity will work to support site needs with family engagement. We have also hired 4 Scholar Staff and Student Advisors to assist 4 school sites with building strong relationships with families and staff. Philosophically, we are also helping to shift the locus of control and advocacy work down to the school sites. The power in strong school -family relationships should be centered at each individual school site with support from the central office. Central Office has also organized a diagram to better articulate the role of the school sites and the district in supporting families in both information, education, and community building experiences. Dual Capacity Development will continue at sites and may extend to the other four schools as a practice to forge academic partnerships between families and teachers. We must continue to cultivate Diversity, Equity and Inclusion at each school site as the level to transform schools with the district office in the role of support.|Office of Equity is committed to sponsoring family engagement workshops/events that target underrepresented. For example, Black Joy and End of Year Family Celebration, Black Promotion Celebration, Acknowledge Multiple Heritage Months, acknowledge and raise awareness and resources to 5 honor our families of color. The Office of Equity also sponsored a free finger printing night for families so they can volunteer at their child’s school and finally, the Office of Equity provides up to $1500 dollars annually to every TK-8 site to assist them in their family engagement and outreach efforts. The Office of Equity will support families with resources and information to make grade level transitions easier to navigate.|We are continuing to make progress with efforts to increase family engagement and capacity development through School Linked to Learning Activities.This year we are building further on with Dual Capacity (parent-teacher partnerships focused on academic achievement) across our TK-8 school sites. The Office of Equity also hosted Teneh Weller to train our district managers and Office Managers on Customer Service and Relationship building in service of equity. LEAD for Learning PD training is given to site administrators to encourage creating conditions for adult learning and one strategy that has been presented was to share a protocol to shadow and listen to student voices to best understand how they are experiencing the school system.|AUSD continues its focus on Academic discourse, student relationships, creating conditions for adult collaboration, and culturally responsive practices.|The Office of Equity is committed to sponsoring family engagement workshops/events that will be intended and designed for underrepresented families. For example, Black Joy was held for the first time in our school district in an effort to celebrate Black creativity, artistry, and excellence for Black History Month. We hosted a Black Promotion Ceremony to recognize promoting 5th, 8th and 12th graders. Our Communications department also acknowledges multiple Heritage Months, and raising awareness and resources to honor our families of color. Our Grade level Transitions meetings will support “warm handoffs” for our students of color from elementary through high school at 5th grade into middle school and 8th grade to high school. Families will be invited to meet their new school teams and students will have the opportunity to meet their counselors. The mentees at Wood Middle School will participate in a special meeting with the Family Liaison at their feeder high school. The Office of Equity hosted Milton Reynolds to talk about Race and the ignorance of the color blind theory. Meeting was held with all AUSD Managers. Dual-Capacity Development (strengthening home-school partnership) at scholar schools will continue to reinforce outreach, relationship building, and staff development to establish a culture of academic partnerships with families.|Curriculum Review and Review Sessions: The Curriculum and Instruction Review Session is composed of community members and district and school staff and provides an opportunity for our parents and community members to give input and feedback about current and future curricula adoptions. This is a key avenue through which stakeholders can contribute perspective and ideas on our teaching and learning programs; they meet four times a year. This year, there is a Math curriculum and History Social Science review underway. LCAP/CAC: The three-year Local Control and Accountability Plan describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. Our Community Advisory Committee is composed of members of our community including teachers, equity roundtables, site staff, and families from across the district. District English Language Advisory Committee: Each California public school district with 51 or more English Learners must form a District English Learner Advisory Committee (DELAC): This district-level committee is composed of parents, staff, and community members and is charged with advising district officials on English learner programs and services. Diversity, Equity & Inclusion Community of Practice (DEI), hosts a series of community engagement conversations aims to create a place to build relationships, build trust, reflect, discuss and leverage internal expertise by sharing with one another, and co-construct ideas. All AUSD parents and caregivers are invited to this space to brainstorm and generate inclusive ideas that can be applied to the groups they influence. Equity Rountables: AUSD is home to many equity and inclusion committees/roundtables: Alameda Mosaic, supporting African American/Black/ Multiethnic families; ALCANCE, a learning community for our Spanish language families; Asian Pacific Islander (API), and our LGBTQ staff and student roundtable, Jewish Roundtable, and Muslim Roundtable.|Bolster channels of communication for student voice- expand our outreach from the DEI and aim to attract new participants and voice from parent leaders. Strategic partnership with our most marginalized families in Alameda. For example those who live at the Alameda Point (Alameda’s most vulnerable community) is also a target parent population we want to engage and support.|Under the inspiration of the CCEIS actions, TK-8 sites are selecting focal scholars and their families to provide wrap around (academic and social) services. Students who are below the 50th percentile in STAR Reading and Math, chronically absent and more than one office referral or suspension is top priority beginning with black, multi-ethnic, Latino students, followed by others who meet with this criteria and by joint agreement with parents are considered scholar students. There are also four advisors at two elementary schools and two middle schools where there is a higher concentration of students who meet criteria, manage a caseload of up to 20 scholars. Increase Social Media outreach and presence to provide multiple channels of communication for families who may feel more connected through that medium.|3|3|3|3|3|3|3|3|2|2|3|3|Met||2025-06-24|2025
01611190119222|Nea Community Learning Center|3|Nea school provides multiple opportunities throughout each year for our administrators, teachers, and classified staff to build positive relationships with Nea families.  From formal structures like twice yearly culture surveys, Back to School Night, and Exposition Nights to informal opportunities through twice/week office hours with staff or monthly morning coffees with administration both virtual and in person. Our staff is accessible to our families in person or via Zoom, will use ParentSquare, email and Class Dojo as family messaging platforms They are used to consistently engage with families in what is happening instructionally and socially. In addition to daily participation from parents, families and community members can participate in the bimonthly School Site Council. The Lead Facilitator meets regularly with leaders of the PTSA to collaborate around activities for the school. Annually, the progress on the school-wide action plan is evaluated and modified for the upcoming school year with feedback from staff, learners and families.  Further, the Lead Facilitator prepares progress reports to both the School Site Council and CLCS Board of Directors for review and approval.   Administration partners closely with the PTSA on events, messaging and family/community support. The PTSA provides outreach to families and supports them to navigate the structures of the the school.|As a school, we have made progress identifying ways to engage our most under-represented families. For the past 3 years, administration from both sites (Nea  and ACLC are sister schools on the same site) came together multiple times throughout the year and presented their recommendations to the administrative teams. We are focusing in on growing learners academically, their connection to school as well as harnessing the joy of learning.  We are also emphasizing equity as it relates to learner needs and experiences at school.  This looks like an intentional approach to restorative justice, trauma informed practices, differentiation and deescalation.|Our data continues to mirror state data and shows that our most under-represented families are often Black, Latinx, and families from lower income backgrounds. Through our Deans of Students' and PTSA, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We will continue to focus on these families as we move through the year through outreach. An example of this will be ensuring that family notices are translated for families or shared through google platforms so that interpretation can easily be accessed. We are working to create affinity spaces for families for feel more connected to school. We also in need to increase the participation of families from diverse backgrounds in School Site Council and in the PTSA. As we see a marked downturn of family participation across the board, we would like to encourage more families to have their voices incorporated into decision making.|Nea provides a number of opportunities for staff to partner with families in support of learners both formally an informally. Opportunities range from Back to School Night to conference to events. Staff are required to respond to emails within 48 hours because we are a school that partners with our parents on behalf of our learners. Our Lower Village, (TK-6) has parent/teacher conferences in the Fall and Learner Led Conferences  (LLC’s) in the Spring.  Our 7th and 8th graders have LLCs twice a year. During LLCs create and present to their peers and families in presentations around their learning and takeaways from their learning throughout the year. Teachers send weekly notifcations to families where they outline curriculum, general announcements and other pertinent information. The administrative team also host monthly morning coffee, both in person and via zoom, which has high parent turnout. We have regular LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support learner success.|We have made our administration, staff, and parent association more accessible to all by adding Zoom meetings as an option for participation for most, if not all of the meeting types we hold (504, IEP, LST, Office Hours, Morning Coffee, PTSA, Info Nights, School Site Council Meetings). All 7/8 families recieved a phone call touchpoint from their homeroom teachers at the beginning of the year in order to launch the school year with a proactive and positive connection. Middle school teachers have also begun sending weekly newsletters to their families about what learners are working on in class and announcing upcoming events.|Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom meeting access, when possible for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well.|Nea uses a online family survey 2x a year to gain a variety of feedback from parents in a quick and convenient way. We are able to tailor the questions so that they directly relate to our WASC findings and LCAP goals. This ensures that we are able to get a comprehensive look at our program in order to make the necessay adjustments in support of our community. Based on our most recent results from our survey, we established several expected annual measurable outcomes within our LCAP and WASC self study. During the 2023/2024 School Year, Nea co-wrote and adopted a new vision statement that incorporated feedback back from families, staff as well as members of the larger community. It was a very successful process. That same year, Nea learners then voted on and adopted their new mascot, the Mambas. Multiple stakeholders had a chance to take ownership over these decisions.|Our TK-5 team has continued to adoption of ToolBox yet learners still need further support navigating their emotions in relation to others. There was an increase of interpersonal challenges arising with the younger grade levels.  Our 7th/8th grade team continue to adjust our weekly Learning to Learn (L2L) advisory presentations based on feedback from staff, families and learners. Topics range from mental health well being, goal setting, bullying and emotion regulation. We are continuing the use of circles as both a means to build community and repair any harm that was done. We are continuing to ramp up our opportunities to build joy amongst our community members. This includes team-building, games, campus clubs, field trips, and evening events like movie nights and dances. Professional development around the social emotional development tied to equity is being emphasized as a through-line this year.  School events are open to families this year, which has the ability to bring our community closer together. We will also continue to hold CCCs (school wide assemblies) and our buddy program that links older and younger learners.|Nea will make an effort to increase their 1 on 1 contact with specific families in order to gain their feedback as the general asks often go unanswered. This will look likes phone calls, texts and direct forms of communication.|5|4|5|4|4|4|5|4|3|3|4|4|Met||2025-06-12|2025
01611190122085|The Academy of Alameda|3|In the Elementary and Middle School Programs, teachers formally meet with families twice a year for family/teacher conferences. Conferences are flexible in timing and mode (online or in person) in order to best serve the needs of the family, and to allow for as much partnership and participation as possible.  In both programs, teachers are actively communicating with families through email, phone calls, zoom meetings, family/teacher conferences or more formal Student Support Team meetings. They have also collaborated with external organizations to provide a series of family workshops including successful school habits, mental health awareness, and youth and technology. These parent education opportunities provide information about student learning and development and promote a strong partnership between the families and the school.  The school holds a number of family engagement events throughout the year to support family education and to help families to connect to the school and each other. The school-wide events include: Back to School Night, Fall Festival, Spring Open House, Parent Coffee Events, Science Fair, Festival of Cultures and Field Day. These events include food provided to families and opportunities to connect with teachers and other staff members.  The school also demonstrates strong progress in building relationships with families through the Parent Teacher Student Association (PTSA) and the English Learner Advisory Committee (ELAC). Both groups provide families with structured opportunities to engage in the decision-making process.|The school will have additional parent/teacher conferences and additional events to continue to build relationships with families. The Executive Director and Principal send a weekly newsletter through ParentSquare to update families on what is happening at the school and to share information about upcoming events. The school will leverage ParentSquare and School Mint (during the enrollment process) to continue to communicate and build relations with families. Additionally, the school will utilize social media platforms to keep families informed. Home visits will also be conducted in Elementary School as needed. Each teacher will zoom in with families and students at the beginning of the year to establish connection/relationship prior to the school year beginning. These are informal where families can share information about the student and establish a touch point before the first day of school. Translations are available for these meetings to cater to the variety of languages spoken at school. In regards to the ELAC and PTSA, the school will focus on increasing participation and providing open and ongoing communication in regards to the impacts families have on these advisory groups.|The Academy of Alameda will strengthen engagement of underrepresented families by expanding efforts to build meaningful relationships between school staff and families. Translation services will continue to be provided at meetings and for key communications to ensure that families who speak a variety of languages feel included and informed. The school will deepen outreach to families experiencing housing instability and other challenges, offering support and connections to resources, in alignment with McKinney-Vento responsibilities. To increase family presence and voice on campus, parent volunteer opportunities will continue, including with parent volunteer groups and room parent volunteer opportunities in both elementary and middle school. The school will also conduct individual outreach and meetings with families of students with IEPs to foster stronger connections and ensure they feel heard and supported. For newly enrolled students and their families, school tours at the beginning of the year will help ease the transition and build early relationships. Additionally, ELAC will continue to serve as a vital space for families of English Learners to engage in the school’s decision-making process and strengthen their connection to staff and the school community.|We have a strong foundation in building relationships with families. In our Elementary School program, all teachers start the school year with virtual home visits for every student in class. The purpose of these visits is to build a positive family relationship prior to the start of the school year, and to give families the opportunity to share about their child. These visits are non-academic, with the sole purpose of relationship building.  Both our Elementary and Middle programs utilize ParentSquare for ongoing family communication, which has translation options for all our families. We hold a number of family engagement events throughout the year to support family education and to help families to connect to the school and each other, including Back to School Night, Fall Festival, Spring Open House, Parent Coffee Events, Science Fair, Festival of Cultures, Field Day, Game nights, AOA @ Night. After school care has been extended to 6:30pm to support working families. Parent-teacher conferences provide another important opportunity for one-on-one relationship building.  The school continues to build strong relationships with families through consistent communication, support around attendance and enrollment, and by connecting families to available school-based resources. Additionally, AOA supports meaningful family involvement through the Parent Teacher Student Association (PTSA) and the English Learner Advisory Committee (ELAC). Both groups provide families with structured opportunities to engage in the decision-making process.|The school is committed to strengthening partnerships with families to improve student outcomes through a variety of collaborative efforts. Parent/Teacher conferences will be used to review student progress and engage families in goal-setting. In addition, the school will implement student-led conferences to encourage students’ active involvement and accountability for their learning. For incoming 6th grade students and new middle school families, New Student Orientation will be offered to welcome students, address academic needs, and help families understand school expectations. During orientation, students engage in activities that identify academic strengths and areas for growth, as well as reflect on personal strengths and needs. Families will also receive academic resources, such as access to Zearn and writing journals, to support learning at home. The Parent/Staff Advisory Group will continue to foster strong family-school relationships focused on positive student outcomes. Additionally, ELAC will provide a dedicated space for families of English Learners to engage in decision-making and support their children’s success, while the PTSA will play a key role in promoting family involvement and community-building to further enhance student achievement. The school also holds Elementary Orientation for new elementary families, TK and kindergarten playdates so families can get to know each other prior to school starting, and will be starting a SPED orientation when their new SPED department leader begins.|To improve engagement of underrepresented families, the school is implementing several strategies focused on building strong relationships that support student success. Parent/Teacher conferences will be used to connect with all families and ensure they are informed about their child’s academic progress. The school will continue proactive outreach to families, especially those who are traditionally underrepresented or face challenges in school engagement. Translation services will be provided at meetings, and tools such as ParentSquare and Google Translate will be used to ensure ongoing communication in families’ home languages. Individual outreach and meetings will be held with families of students with IEPs to ensure their voices are heard and their children’s needs are supported. To help new students and families feel welcomed and connected, the school will host a New Student Orientation for all incoming 6th graders and new middle school families. This orientation will introduce families to academic tools, school expectations, and support resources, while also gathering input from students through assessments and surveys. The Parent/Staff Advisory Group will play a key role in strengthening relationships with families around shared goals for student achievement. The ELAC will continue to provide a meaningful forum for families of English Learners to engage in school planning and advocacy, while the PTSA will help lead inclusive school events and foster greater community involvement across diverse groups. The PTSA also desires to implement School Smarts, a PTA curriculum designed to engage parents from diverse backgrounds to become involved in the PTA and the school community.|The Academy of Alameda has demonstrated strong progress in seeking input for decision-making by engaging families and other educational partners in multiple, meaningful ways. As part of the school’s 5-year Strategic Planning Process, an outside firm facilitated a comprehensive input-gathering effort that included in-person interviews, focus groups, and surveys with parents, teachers, and staff to identify school strengths and areas for improvement. Families also played an active role in the school’s Charter Renewal process through participation in fall focus groups, surveys, and attendance at public board meetings. Ongoing opportunities for family input include parent/teacher conferences, annual parent surveys, and interactive parent education events. The school also holds town halls as needed to inform families about major updates and to solicit feedback on key changes to programs. To maintain transparency and foster trust, the school provides annual updates on the progress of its Strategic Plan. These efforts reflect a strong commitment to engaging all educational partners in shaping school priorities and fostering a collaborative decision-making culture.|While multiple engagement efforts are already in place, AOA will improve by more intentionally utilizing Parent Advisory Groups, including student representation, as structured forums for family input on school initiatives and priorities. The school is in the stages of planning the Collaborative Academic Advisory Team (CAAT) for this purpose for the 25-26 school year. Family surveys and parent/teacher conferences will continue to serve as important tools for gathering feedback, with an emphasis on using the input collected to inform planning and communicate outcomes back to families. The school will also strengthen advisor roles by ensuring they consistently engage with families and serve as a bridge for communication between home and school. Additionally, with the transition of the MTSS responsibilities to the Academic Deans, there will be a renewed focus on using that position to more actively involve families in discussions around academic and behavioral supports.|A Parent/Staff Advisory Group, including student representation, (CAAT) will play a key role in strengthening relationships with families around student achievement and providing opportunities for input in decision-making. Advisors will continue to engage with families. The Academic Deans will also engage with underrepresented families through MTSS. The ELAC will continue to provide a meaningful forum for families of English Learners to engage in the school’s decision-making process.|4|4|4|4|4|5|4|4|4|3|4|4|Met||2025-05-22|2025
01611190130609|Alameda Community Learning Center|3|ACLC school provides multiple opportunities throughout each year for our administrators, teachers, and classified staff to build positive relationships with ACLC families. From formal structures like twice yearly culture surveys, Back to School Night, and Exposition Nights to informal opportunities through twice/week office hours with staff or monthly morning coffees with administration both virtual and in person. Our staff is accessible to our families in person or via Zoom, will use ParentSquare, and email. They are used to consistently engage with families in what is happening instructionally and socially. In addition to daily participation from parents, families and community members can participate in the bimonthly School Site Council. The Lead Facilitator meets regularly with leaders of the PAC and CCEF to collaborate around activities for the school. Annually, the progress on the school-wide action plan is evaluated and modified for the upcoming school year with feedback from staff, learners and families.  Further, the Lead Facilitator prepares progress reports to both the School Site Council and CLCS Board of Directors for review and approval.   Administration partners closely with the PAC and CCEF on events, messaging and family/community support. The PAC and CCEF provide outreach to families and supports them to navigate the structures of the the school.|As a school, we have made progress identifying ways to engage our most under-represented families. For the past 3 years, administration from both sites (ACLC  and Nea are sister schools on the same site) came together multiple times throughout the year and presented their recommendations to the administrative teams. We are focusing in on growing learners academically, their connection to school as well as harnessing the joy of learning.  We are also emphasizing equity as it relates to learner needs and experiences at school.  This looks like an intentional approach to restorative justice, trauma informed practices, differentiation and deescalation.|Our data continues to mirror state data and shows that our most under-represented families are often Black, Latinx, and families from lower income backgrounds. Through our Administration and Leadership Class, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We will continue to focus on these families as we move through the year through outreach. An example of this will be ensuring that family notices are translated for families or shared through google platforms so that interpretation can easily be accessed. We are working to create affinity spaces for families for feel more connected to school. We also in need to increase the participation of families from diverse backgrounds in School Site Council and PAC and CCEF As we see a marked downturn of family participation across the board, we would like to encourage more families to have their voices incorporated into decision making.  Our school provides multiple opportunities throughout each year for our administrators, teachers, and classified staff to build positive relationships with ACLC families.  From formal structures like twice yearly culture surveys and “Back to School Night”, to informal opportunities through twice/week office hours with staff, our staff is accessible to our families in person or via Zoom, and uses Jupiter, our parent messaging platform, consistently, to engage with families. Additionally, we implemented affinity group nights in order to connect with and better serve the needs of learners who are Latinx, African-American, part of the Arabic-speaking community, and/or part of the LGBTQ+ community.|ACLC provides a number of opportunities for staff to partner with families in support of learners both formally an informally. Opportunities range from Back to School Night to conference to events. Staff are required to respond to emails within 48 hours because we are a school that partners with our parents on behalf of our learners. We hold LLCs twice a year. During LLCs, students present to their peers and families in presentations around their learning and takeaways from their learning throughout the year. Teachers weekly notify families where they outline curriculum, general announcements and other pertinent information. The administrative team also host monthly morning coffee, which has high parent turnout. We have regular LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support learner success.   We have made our administration, staff, and parent association more accessible to all by adding Zoom meetings as an option for participation for most, if not all of the meeting types we hold (504, IEP, LST, Office Hours, Morning Coffee, PTSA, Info Nights, School Site Council Meetings). All families received a phone call touchpoint from their homeroom teachers at the beginning of the year in order to launch the school year with a proactive and positive connection. Middle school teachers have also begun sending weekly newsletters to their families about what learners are working on in class and announcing upcoming events.|Like many schools, our most under-represented families when it comes to engagement with the school - again, in both the formal and informal means - are often minorities and families from lower income backgrounds. Through our new Family and Learner Liaison, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We will continue to focus on these families as we move through the year. For the 2023-2024 school year, we also have an updated MTSS framework that we are implementing to support our learners with various needs.|Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom meeting access, when possible for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well.|ACLC uses an online family survey 2x a year to gain a variety of feedback from parents in a quick and convenient way. We are able to tailor the questions so that they directly relate to our WASC findings and LCAP goals. This ensures that we are able to get a comprehensive look at our program in order to make the necessary adjustments in support of our community. Based on our most recent results from our survey, we established several expected annual measurable outcomes within our LCAP and WASC self study. During the 2023/2024 School Year, ACLC co-wrote and adopted a new vision statement that incorporated feedback back from families, staff as well as members of the larger community. It was a very successful process.|Our team continues to adjust our weekly Learning to Learn (L2L) and CCC advisory presentations based on feedback from staff, families and learners. Topics range from mental health well being, goal setting, bullying and emotion regulation. We are continuing the use of circles as both a means to build community and repair any harm that was done. We are continuing to ramp up our opportunities to build community amongst our members. This includes team-building, games, campus clubs, field trips, and evening events like movie nights and dances. Professional development around the social emotional development tied to equity is being emphasized as a through-line this year.  School events are open to families this year, which has the ability to bring our community closer together. We will also continue to hold CCCs (school wide assemblies) and our buddy program that links older and younger learners.|ACLC will make an effort to increase their 1 on 1 contact with specific families in order to gain their feedback as the general asks often go unanswered. This will look likes phone calls, texts and direct forms of communication.|4|4|4|3|4|3|4|4|5|5|5|2|Met||2025-06-12|2025
01611270000000|Albany City Unified|3|The district is committed to establishing effective communication among the district, schools, and the community, ensuring responsiveness to concerns and interests raised by community members. We encourage and support parent and community engagement by creating meaningful opportunities for involvement in district and school activities, including advisory, decision-making, and advocacy roles, as well as activities that support learning at home. The district enhances leadership capacity at the site, district, and community levels to strengthen collaboration, communication, and the assessment of site and district goals. The district’s diversity is reflected in the regular meetings of multiple affinity groups, where families share experiences, learn about the schools, and provide valuable feedback.|The district’s Local Control Accountability Plan (LCAP) goal three, Collaborative Systems for Continuous Improvement, is implemented by strengthening shared leadership, data-driven decision-making, and inclusive engagement to promote equitable outcomes and a culture of continuous learning. This involves actively partnering with and supporting parent affinity groups, board committees that include parent and community members, and student leadership groups. Historically, the district has had difficulties ensuring representation of all families from our diverse community. A key area of improvement for the district is inclusivity, ensuring that all families, especially those who are most underserved, are represented on committees and in feedback processes, so that every educational partner has a voice in shaping district decisions.|The district will center historically marginalized communities in planning and decision-making by deepening family and community engagement through shared leadership structures. Progress will be regularly shared and input gathered via accessible, multilingual updates and inclusive forums that directly link district plans to community feedback. By partnering with affinity groups, student leaders, and community-based organizations, we will co-create policies and programs that elevate marginalized voices in planning. Additionally, we will strengthen school-site councils, advisory groups, and digital communication tools to improve communication and shared decision-making, fostering greater trust and collaboration across our educational community.|Albany Unified School District (AUSD) is dedicated to fostering a welcoming and inclusive community where families play an active role in school life and decision-making. Key strategies to engage families include hosting Back to School Night early in the year to communicate academic expectations, holding parent-teacher conferences to discuss student progress, and providing middle and high school families with real-time access to grades through the district’s information system. Elementary families receive report cards three times annually. Schools also offer Student Success Team (SST) meetings and Special Education IEP meetings to support individual student needs. Throughout the year, sites organize cultural celebrations and parent/guardian education nights, promoting ongoing communication and inclusive community engagement.|The district’s commitment to inclusivity extends to building strong partnerships between school staff and families, recognizing that these relationships are essential for positive student outcomes. While efforts are ongoing to strengthen connections with all families, there is a continued challenge in effectively engaging those from the most underserved populations.|To communicate effectively with underserved families about student outcomes, schools will prioritize building relationships, offering flexible communication options, and providing culturally responsive support. This includes using multiple channels, direct outreach, translating materials, and offering tailored resources based on family needs and preferences.|After the Superintendent launched a listening campaign that included meetings with certificated and classified staff, families, and students, the feedback gathered directly informed the district’s strategic plan, which places a strong emphasis on engagement. To ensure ongoing input from educational partners, the district supports several parent engagement groups, including the Student Achievement Committee, Budget Advisory Committee, Safety Committee, Wellness Committee, and Special Education Advisory Council. Additionally, individual school sites conduct regular Site Council Meetings to guide the development of the Single Plan for Student Achievement (SPSA), further promoting collaborative decision-making and inclusive community engagement.|The district is committed to continually improving engagement with our most marginalized families by ensuring their active participation on committees, creating accessible opportunities for feedback, and involving all educational partners in decision-making processes. By focusing on inclusive communication, flexible meeting options, and culturally responsive practices, we aim to make sure every family’s voice is heard and valued as we work together to shape our schools and support student success.|To increase participation from underrepresented families, it is essential to communicate clearly and inclusively by using families’ home languages and preferred methods of contact. The district aims to offer flexible participation options, such as meetings at varied times, virtual attendance, and providing childcare, helping to remove common barriers. Building trust through partnerships with trusted community organizations and leaders will also foster stronger relationships. Empowering families by creating advisory groups with genuine decision-making power will ensure their voices are heard. Additionally, designing events that reflect families’ cultures and interests makes engagement more welcoming and relevant. Finally, we will continue to train staff in bias awareness to support a respectful and inclusive environment where all families feel valued and encouraged to participate.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
01611430000000|Berkeley Unified|3|Based on the analysis of educational partner input and local data, the LEA’s strengths in building relationships between school staff and families include notable levels of engagement. The survey results show that a significant percentage of parents and community members feel positive about their experiences with school engagement.  For example, 68% agreeing that BUSD creates welcoming environments for all families in the community and only 11.43% disagreeing with that statement. Another 20.48% neither agreed nor disagreed.|In review the 2025 LCAP survey results for Building Relationships, parents had the lowest levels of agreement in the area of BUSD supports staff to learn about each family’s strengths, cultures, languages, and goals for their children with 51% agreeing and 21% disagreeing. Another 28% neither agreed nor disagreed. This was a 2% increase in 2025, as compared to 2024. In the area of BUSD develops the capacity of staff to build trusting and respectful relationships with families, 55% of parents agreed, 13% disagreed, and another 32% neither agreed nor disagreed.|Based on the analysis of educational partner input and local data, the LEA aims to increase engagement with underrepresented families by implementing several strategies. Building strong connections between families and school staff is a priority. This involves consistent engagement and a focus on building relational trust through culturally responsive and relevant engagement with diverse families, including our families of students with disabilities, families of foster youth, families of Multilingual Language Learners, For example, the LEA will implement multiple communication and engagement methods to ensure accessibility in various languages and formats. Interpretation and translation support will continue to be prioritized.   To increase relationship building, the district will continue to implement activities to enhance trust between families and school staff through community events, access to family resource center services, and focal family coaching and support. The district will utilize resources from the Office of Family Equity and Engagement to support these initiatives, focusing on fostering respectful and trusting relationships. Efforts will be made to empower families as partners in education, enhancing their involvement and support in the educational process.|From the 2025 Annual Planning survey results for Building Partnerships, 45% of families agreed with the statement that BUSD provides all families with information and resources to support student learning and development in the home.  This was a decrease of 6% from the prior year.  This school year, BUSD’s OFEE team hosted several workshops intended to support families with student learning at home.  This included Middle School Matters (4 part series), Youth Anxiety Webinar (3 part series), Skills and Trades information session,  Why 9th Grade Matters community workshop, and a Know Your Rights workshop.  This was the second year of BUSD’s annual publication of the District Data Newsletters.  These can be found on the district website:  https://www.berkeleyschools.net/departments/bea-berkeley-evaluation-assessment/, and on each school’s website for the site-level version of the newsletter.  This year, BUSD had a particular focus on monitoring student progress, particularly for students scoring below benchmark on the DIBELS and STAR screening assessments administered three times each year.  As part of this effort, Response to Intervention teachers and decision making teams communicate student screening and progress monitoring data through student study teams and parent meetings. School based teams share screening data results with all families three times a year: Fall, Winter, and Spring along with information explaining the purpose of the assessments and how to interpret assessment results. These results are shared in both English and Spanish via hard copy printouts. This Spring, the district is piloting an electronic sharing of screening results which will be shared to parent/guardian email addresses following the conclusion of each of the three screening periods.|Family and advisory group feedback underscores the need to strengthen two-way communication districtwide. The Parent Advisory Committee (PAC) recommends the development of a coordinated communication strategy to ensure that focal students and their caregivers are fully informed about available college and career readiness programs. Similarly, the District English Learner Advisory Committee (DELAC) calls for expanding translation services to include more languages, ensuring broader accessibility for multilingual families.   Although 52.09% (a slight increase from prior year) of the 1,923 respondents to the LCAP and Strategic Plan survey agreed or strongly agreed that BUSD provides multiple opportunities for two-way communication using clear and accessible language, the responses—and advisory input—indicate continued room for improvement in reaching and engaging all families.|In reviewing the 2025 Annual Planning Survey data, our parents of students with IEPs (65%) and our parents of English learners (74%) are reporting just below or above ratings when compared to all of our families (68%) when asked how welcoming BUSD is for families in the community.    As part of our budget balancing process for the 2024-25 school year, there was a decision made to close one of our departments and the work of the Office of Family Equity and Engagement (OFEE) was moved to the Student Services department.  One of the primary foci of the OFEE team is to provide added capacity to address the actions in LCAP Goal 4.  As part of this effort OFEE has hosted workshops for families and Professional Development sessions for staff. Workshops for families covered topics including: Nutrition, Supporting Youth with Depression, Social Skills, Why 9th Grade Matters, Skilled Trades, A-G Requirements, Youth Anxiety, and more. Professional Development sessions were held for both district staff/site admin as well as middle school teachers about developing relational trust with families to increase and enrich engagement.   BUSD has also worked to grow our focal group families capacity to participate and engage.  This is the second year of BUSD’s African American Success Advisory Committee (AASAC) which focuses on the advisement and collaboration with district staff on issues impacting the experience of African American students.  This forum aims to provide opportunities for families to engage with the Superintendent and district staff on services, programs and policies that directly impact our African American students.    This is also the third year of growing our Latinx parent leaders through Project 2 Inspire (P2I).  This program is through a partnership with CABE and aims to provide quality education, resources and leadership development to parents.  As part of this work, BUSD has trained 11 parents who completed nine sessions in CABE’s Level 4 training.|Partnerships are the cornerstone of our educational philosophy, and Partnership & Engagement is one of BUSD’s pillars, in addition to being the focus of LCAP Goal 4. In BUSD, we believe that working collaboratively with our educational partners is essential to student success.   As reported in the mid year LCAP metrics, 100% of schools with appropriately constituted SSCs, 100% of schools have appropriately constituted ELACs.  The 2025 Annual Planning Survey results indicate a decline in respondents indicating that BUSD implements strategies to reach and seek input from underrepresented groups, with 44% of families agreeing with the statement; this is a decrease from 54% in the prior year.  When asked for reflections on LCAP Goal 4, respondents indicated that while there are frequent opportunities for engagement (i.e. many events and activities like family nights, equity nights, community building activities), what can be improved is to have better outreach and authentic engagement with marginalized communities, especially African American, Arab/Muslim and linguistically diverse families.    In order to more effectively participate in decision making, some families are reporting a need for more transparency in decision making, budgeting, academic goals and resource allocation, with explicit communication about priorities.  BUSD has attempted to address transparency with regard to budgeting, by implementing Joint Advisory meetings for all advisory groups to attend to receive information about budget development.  This year, the Superintendent has shared budget updates in community messaging and with videos that have been posted on the website.  And, new this year, BUSD hosted a Virtual Budget Town Hall.  These were many attempts to vary the manner and frequency with which information was shared.|Community engagement is a valued part of our work and we believe participation and contributions from all of our educational partners is critical to our collective effort to ensure the success of all of our BUSD students.  This year, we saw an increase in participation, with a total of 1,923 responses to our annual survey—1,337 of which came from students. From the 2025 Annual Planning survey, 44% of families agreed that BUSD builds the capacity of and supports family members to effectively engage in advisory groups.  This was a slight increase from 42% in the prior year.  Further, BUSD supports two structures to provide information and seek input from all of the advisory groups.  The Superintendent's Budget Advisory Committee consists of 20 community and school district based members who provide guidance and feedback during the District’s annual  budget development process and its final budget for Board approval. The Joint Advisory Committee brings together district-wide committee members to hear from the Superintendent and other district leaders on topics relevant to all advisory committees, focusing on strategic planning, District data, and District budget information. The goal for both committees is to support the conditions for shared messaging and collective capacity to inform our district planning and budgeting process.   District Wide Advisory Committees:  Parent Advisory Committee (PAC) District English Learner Advisory Committee (DELAC) Planning & Oversight (P&O) Committee Superintendent’s Budget Advisory Committee (SBAC) African American Success Advisory Committee (AASAC) Gender Equity & Sexual Harassment Advisory Committee (GESHAC) District Special Education Advisory Committee (DESEAC) Districtwide Safety Committee (DSC) As we move into the second year of our LCAP, we remain committed to gathering input through a variety of methods to ensure all educational partners have meaningful opportunities to share their feedback and help shape our ongoing work.|This year we made a concerted attempt to capture feedback from all of our educational partners, including our underrepresented families. In addition to the AASAC and Project 2 Inspire work mentioned above, BUSD launched a new advisory group this year for our families with students with IEPs.  The Disability Equity and Special Education Advisory Committee (DESEAC) aims to provide an open forum to discuss issues related to students with disabilities.  As reported in the mid year LCAP metrics, , 75% of Parents/families with multilingual language learners feel school is welcoming, and 67% of parents/families with students with disabilities feel school is a welcoming environment.  But at the same time we see that there are areas for improvement when it comes to communicating clearly and strengthening outreach efforts to our focal families.|3|3|2|3|3|3|3|3|4|3|3|3|Met||2025-06-18|2025
01611500000000|Castro Valley Unified|3|Castro Valley Unified School District (CVUSD) recognizes that strong family engagement is a key factor in student success and a district strength. This partnership with families and educational partners fosters collaborative relationships among educators, students, families, and the community, which is vital for improving student outcomes in areas such as attendance, engagement, academic performance, and social-emotional learning. By working together to develop, implement, and track progress toward shared goals, we can build responsive programs that support the academic and social-emotional well-being of all students.  CVUSD is committed to ongoing community involvement. We utilize various engagement practices, including community input/listening sessions held with parent groups, community members, and CVUSD staff. During Community Engagement evenings including, site LCAP presentations, DELAC meetings, Parent Leadership Council, District/Site Leadership Team meetings and Educational Services Department meetings, the following were presented and discussed with all participants: The 2024-25 LCAP Update, the goals for the the 2025-26 LCAP and the types of actions and  services being provided that we are presently considering with each one of the goals:  Goal #1 – Teaching and Learning Goal #2 – Culture and Climate (Student Engagement) Goal #3 – Parent Empowerment  Goal #4 – Equity Multiplier Goal for Redwood High  Educational partner meetings involved structured discussions and feedback sessions to identify desired services and actions for supporting unduplicated student success. This input was gathered via ThoughtExchange by site and district staff and analyzed by the Educational Services Team. The Local Control and Accountability Plan (LCAP) was subsequently updated to incorporate this feedback from educational partners. Proposed new services were reviewed by the executive cabinet and then shared with principals to ensure alignment with the Multi-Tiered System of Supports (MTSS) and district-wide implementation.|CVUSD is dedicated to fostering welcoming, inclusive, and equitable environments for traditionally underserved families. Our ongoing efforts prioritize robust outreach and deeper engagement with African American, Latinx, Asian American and Pacific Islander families, as well as other historically underserved groups. We also ensure Multilingual Learners have access to essential information and documents in their preferred language, which is reflected in our translation budget.  Feedback from educational partners suggests that while CVUSD performs this work well, some families are not yet being reached. In alignment with our district's guiding principle, “all means all,” we are committed to ensuring every family has a meaningful voice in all aspects of their children's education and our educational system.|We will continue to improve our engagement with our underrepresented families through working with our Elementary and Secondary African American Parent Advisory Councils, DELAC committee, and our Padres Unidos parent groups on 3 key actions:  1. Cultivate understanding of the educational system and strengthen the ability of families to effectively navigate and engage with our district's classrooms and schools. 2. Listen and learn about the cultural wealth of our families and apply this knowledge to our classrooms, schools, and district offices. 3. Continue to work on becoming a more welcoming, inclusive, and humanizing environment.|CVUSD actively collaborates with local community groups and advocates to provide families with information and resources to support their students. Parent support is offered through multiple avenues, such as PIQE's interactive workshops, seminars, and ongoing support for parents and school leaders. The Parent Leadership Council also receives regular updates and contributes feedback on CVUSD’s opportunities and initiatives. Elementary and secondary schools within CVUSD have parent groups, as well as parent affinity groups for underrepresented communities, including Hispanic/Latino, African American, Asian American/Pacific Islander, parents of multilingual learners, and parents of students with disabilities. Annually, CVUSD conducts listening sessions where parents from historically underserved communities provide crucial feedback regarding their needs and areas in which we can better serve students and families. CVUSD remains committed to enhancing its inclusive and supportive efforts to provide resources and information to families with the greatest needs. It is important to note that this year, sites worked closely with our African American families to jointly select an action to put in SPSAs and fully implement in the 2025-26 school year.|Serving the needs of ALL families continues to be an area of focus for CVUSD. Some families face challenges related to internet access, English proficiency, and academic literacy. In order to fulfill our goal of ensuring the academic success and healthy social-emotional development of all students, CVUSD continues to focus on developing strong systems to inform, support, and communicate with families using a variety of approaches. Creating welcoming and inclusive school environments encourages family partnerships. Providing families with information and resources to support student learning and development at home is also a key focus, ensuring parents are informed and actively involved in their children's education.|Cultivating strong family partnerships includes empowering families to understand their rights and advocate for their children and all students. By creating affinity groups and collecting input from the different groups, CVUSD supplements the feedback received from annual LCAP presentations and parent surveys. Prioritizing opportunities and spaces for underrepresented families to contribute to district decisions is an important part of this process and allows for a more comprehensive understanding of diverse perspectives.|Based on the analysis of educational partner data, CVUSD effectively gathers input through meetings with diverse groups, including community partners, parent groups, and collective bargaining units. The district also utilizes surveys and focus groups as needed and actively partners with local community groups to inform families about supporting their students. Annual listening sessions with parents from historically underserved communities provide valuable feedback. CVUSD remains committed to inclusive and supportive practices to provide resources to families with the greatest need.  CVUSD includes educational partners in comprehensive strategic planning in ways that are reflective, meaningful and impactful. This collaborative work is ongoing and happens annually.|Based on the analysis of educational partner data,  CVUSD does a good job of gathering input. While input from families has increased by shifting sessions from districtwide and group meetings to school-based meetings, there is still a need to ensure input from historically underserved communities is obtained and represented. To capture a wider range of educational partners’ voices, we will incorporate more hybrid meetings, as well as implement our Kelvin survey process more frequently to allow increased access and greater participation.|CVUSD remains committed to its current strategies for family participation in robust decision-making. This work will be further enhanced annually, with a focus on ensuring the perspectives of historically underserved students and families are heard during input stages and reflected in self-reflection. To achieve this, the inclusion of staff and families familiar with historically underserved communities is crucial. We will continue to improve our engagement with our underrepresented families through working with our Elementary and Secondary African American Parent Advisory Councils, DELAC committee, and our Padres Unidos parent groups. These participants can also provide valuable clarity on survey responses during the self-reflection process. We will also incorporate more hybrid meetings as well as use our Kelvin surveys more frequently  to allow increased access and greater participation.|5|4|4|5|4|5|4|5|4|4|4|4|Met||2025-06-25|2025
01611680000000|Emery Unified|3|The district has made significant progress in building strong and meaningful relationships between school staff and families. A key strength lies in its commitment to open, two-way communication, ensuring that families are not only informed but also actively engaged in their child’s educational experience. All communications are translated into the primary languages spoken by parents, which removes language barriers and promotes inclusivity. The district also prioritizes timely and responsive communication, fostering trust and reinforcing families’ roles as valued partners. In addition, the LEA has strengthened its family engagement practices through regular outreach efforts, including  parent workshops, family nights, and school events that celebrate cultural diversity and promote collaboration. Staff  are trained in culturally responsive communication, and schools offer multiple channels—such as phone, email,  messaging apps, and in-person meetings—to ensure accessibility for all families. These efforts have contributed to  increased parent participation in school decision-making and a greater sense of connection between home and  school communities.|While the district has made notable progress in fostering strong relationships with families, areas for continued  improvement have been identified based on feedback from educational partners and local data. One priority is  ensuring consistently short response times to parent inquiries and concerns, to further strengthen trust and  accountability. Additionally, the district recognizes the need to enhance outreach efforts to engage families who have  been less responsive or less involved, particularly those who may face barriers to participation. Another key focus area is expanding the number and diversity of parents who actively participate in school and  district-level planning processes. This includes creating more accessible opportunities for involvement, offering  flexible meeting times, and proactively inviting underrepresented voices into decision-making spaces. By addressing these areas, the LEA aims to ensure that all families feel seen, heard, and empowered to contribute meaningfully to their child’s education and the broader school community.|To improve engagement of underrepresented families, the district is implementing targeted strategies informed by  the self-reflection process and educational partner feedback. First, the district will strengthen outreach efforts by  identifying and removing barriers that may prevent families from participating, such as language, transportation, work  schedules, or lack of familiarity with school systems. This includes offering translated materials, providing  interpretation services during meetings, and scheduling events at varied times to accommodate working families. The district will also build stronger connections with families through personalized outreach efforts. School staff will  be encouraged to initiate direct communication—such as phone calls or home visits—to families who have been less  responsive, creating a more personal and welcoming connection. Community liaisons and cultural brokers will play a  key role in bridging communication gaps and fostering trust with families from historically underserved backgrounds. Additionally, the district plans to diversify parent representation in advisory groups and planning committees by  proactively recruiting participants from underrepresented communities and ensuring these forums are inclusive,  culturally responsive, and supportive. These efforts will be supported by ongoing professional development for staff  to build their capacity in culturally responsive family engagement practices.  By intentionally addressing the needs and perspectives of underrepresented families, the district aims to foster equitable partnerships and ensure that all families have a voice in their child’s education and in shaping school and district policies.|The district has demonstrated strong progress in building partnerships with families to support student outcomes by  utilizing a variety of effective communication strategies and inclusive engagement practices. A key strength lies in the district’s commitment to using multiple channels of communication, such as surveys, meetings, phone calls,  robocalls, and the student information system, to keep families informed and engaged in their child’s academic  progress and school experience.  The district actively invites parent participation in decision-making and planning processes, including the English  Learner Advisory Committee (ELAC) and the LCAP Parent Advisory Committee. These forums provide structured  opportunities for parents to contribute feedback on policies and programs that directly affect student success. In  addition, parents are regularly invited to provide input into all strategic planning initiatives, ensuring their voices are  central to shaping district priorities.  The district also places a strong emphasis on transparency by consistently reporting progress toward academic  goals and student outcomes. Through newsletters, public meetings, and digital updates, families receive timely and  accessible updates on how their input is influencing decisions and how the district is advancing toward shared goals.  These practices reflect the LEA’s commitment to cultivating authentic, collaborative partnerships with families to  support student achievement.|While the district has established multiple avenues for family engagement, educational partner feedback and local  data indicate that more targeted efforts are needed to strengthen partnerships that directly impact student outcomes.  One key area for improvement is increasing the active participation of a broader and more diverse group of families  in decision-making bodies such as the LCAP Parent Advisory Committee and site-level advisory groups. Many  families, particularly those from underrepresented communities, are not consistently engaged in these processes. Additionally, the district recognizes the need to provide more frequent and clear communication about student  progress and how families can support learning at home. This includes offering more workshops and resources that  help parents understand academic expectations, assessment data, and intervention strategies. Another focus area is enhancing two-way communication beyond general updates by creating more personalized,  actionable feedback loops between educators and families. By addressing these areas, the LEA aims to build  stronger, more effective partnerships that are directly aligned with improving student achievement and well-being.|To improve engagement of underrepresented families in support of student outcomes, the district will implement  intentional strategies that address identified barriers and foster inclusive participation. Building on insights from the  self-reflection process and partner input, the district will increase outreach to families who have been historically less  involved by using culturally responsive communication methods, including translated materials, community liaisons,  and direct outreach through phone calls, home visits, and neighborhood-based events.  The district will also expand access to family workshops and learning opportunities that equip parents with tools to  support their child’s academic progress, including training on understanding assessment data, navigating the school  system, and supporting learning at home. These sessions will be offered at flexible times, in multiple languages, and  in both in-person and virtual formats to reduce logistical barriers.  Furthermore, the LEA will proactively recruit underrepresented families to participate in advisory committees and  planning groups, ensuring that their voices help shape policies and programs that affect student achievement. Staff  will receive continued training on inclusive engagement practices to create welcoming environments where all  families feel respected, valued, and empowered to contribute to their child’s success. Through these focused efforts, the district is committed to building equitable partnerships that strengthen academic outcomes for all students.|The district has demonstrated strong and inclusive practices in seeking input for decision-making by actively  engaging a broad range of educational stakeholders. Input is regularly solicited from teachers, families, students,  classified staff, community partners, and school and district administrators through a variety of structured forums and  communication channels. These include surveys, advisory committees, focus groups, town hall meetings, and site level engagement opportunities.  A key strength of the district’s approach is its commitment to ensuring that all voices are heard and considered in the  development of school and district plans, including the Local Control and Accountability Plan (LCAP), site  improvement plans, and other strategic initiatives. Educational partner feedback is consistently analyzed and used to  inform priorities, allocate resources, and shape programs that reflect the needs of the entire school community. This inclusive and transparent decision-making process has contributed to a stronger sense of trust, shared  ownership, and alignment between the district’s goals and community expectations.|While the district has established strong systems for gathering input from various educational partners, analysis of  stakeholder feedback and local data indicates a need to expand the number and diversity of participants engaged in  the decision-making process. A key focus area for improvement is increasing outreach to stakeholder groups who  have been historically underrepresented or less involved—such as non-English-speaking families, students from  underserved populations, and classified staff. To address this, the district aims to implement more inclusive and targeted strategies for engagement, including  personalized invitations to participate in advisory groups, offering input opportunities in multiple languages, and  holding forums at varied times and locations to accommodate different schedules. Additionally, the district will work  to strengthen relationships with community organizations that can help connect the LEA with hard-to-reach  stakeholders.  By broadening participation and ensuring that more voices are heard, the district seeks to make its decision-making  processes more equitable, representative, and reflective of the diverse needs of its school community.|To improve engagement of underrepresented families in the decision-making process, the district will implement  intentional strategies that ensure all families, particularly those historically less engaged, have meaningful  opportunities to contribute their perspectives. Based on the self-reflection process and stakeholder input, the district  will expand outreach through culturally responsive practices, including communication in families' home languages,  use of community liaisons, and collaboration with trusted local organizations.  The LEA will also provide varied and accessible formats for gathering input, such as small group listening sessions,  multilingual virtual town halls, and mobile feedback stations at school and community events. These approaches aim  to remove common barriers to participation, such as time constraints, transportation, and lack of familiarity with  engagement opportunities.  Additionally, the district will proactively invite underrepresented families to serve on advisory committees and focus  groups, ensuring that a broader range of voices inform key decisions. Staff will receive ongoing training in equity centered engagement practices to create safe, welcoming spaces where all families feel valued and empowered to  contribute.  Through these efforts, the district is committed to making its decision-making processes more inclusive, equitable,  and reflective of the diverse communities it serves.|4|4|4|4|3|5|4|4|4|5|4|4|Met||2025-06-25|2025
01611760000000|Fremont Unified|3|Fremont Unified School District (FUSD) is committed to fostering strong relationships between school staff and families through structured engagement and accessibility improvements. In 2024-25, FUSD enhanced governance by streamlining advisory committees for greater transparency and inclusivity. New and refined groups, including the District Equity & Belonging Team and Student Mental Health & SEL Advisory, ensure targeted support for diverse student needs.  FUSD continues to expand ParentSquare, enabling multilingual, real-time school-home communication. Advisory groups such as DELAC, SEDAC, and AAPAC provide essential forums for historically underrepresented families, while partnerships with Fremont Council PTA and local organizations strengthen collaboration.  Efforts to expand family outreach have led to increased participation in School Site Councils (SSC) and English Learner Advisory Committees (ELAC). The structured Board and Superintendent Advisory Committees ensure meaningful parent engagement in decision-making, reinforcing trust and shared governance.|While FUSD has made strides in engagement, participation gaps remain among African American, Hispanic, Multilingual Learner, Socioeconomically Disadvantaged, and Special Education families. Many advisory groups exist, but efforts must continue to increase representation and reduce barriers to participation.  To enhance accessibility, FUSD aims to expand school-based engagement initiatives, offering varied meeting times, hybrid attendance options, and multilingual direct outreach. Additionally, more interactive, two-way communication tools, such as real-time digital engagement and focus groups, will be used to capture diverse parent perspectives.|To address disparities, FUSD is implementing targeted outreach strategies:  • Bilingual community liaisons will support families of Multilingual Learners, Foster Youth, and Special Education students. • Advisory committees will simplify participation and actively recruit parents from underrepresented groups. • Culturally relevant events and listening sessions will be tailored to community needs. • Workshops on academic planning, SEL, and college/career pathways will empower families. • Real-time parent feedback tools such as ParentSquare analytics will ensure continuous improvement.  By embedding these strategies into district governance and site-level engagement, FUSD will continue fostering equity, access, and shared decision-making for all student communities.|Fremont Unified School District (FUSD) continues to strengthen partnerships with families, educators, and community organizations to support student success. A key priority has been the expansion of Multi-Tiered System of Supports (MTSS), providing intervention teachers, behaviorists, and increased bilingual staffing to assist Multilingual Learners and students with disabilities. In 2024-25, FUSD also enhanced academic pathways, particularly in mathematics, by offering more opportunities for students to accelerate and receive targeted support.  Partnerships with local organizations such as Mission Valley ROP and Alameda County Office of Education provide valuable career exploration and postsecondary planning opportunities, while Always Dream’s Always Reading™ program enhances early literacy by providing books, digital resources, and family engagement support for TK and Kindergarten students. The district has expanded monthly family engagement workshops and provided targeted academic supports for Multilingual Learners to reduce achievement gaps.  The Positive Behavioral Interventions and Supports (PBIS) program has now been extended to middle schools, creating a more inclusive school climate. Increased library resources, professional development for staff, and targeted coaching for special education teachers further strengthen student outcomes.|While FUSD has made significant progress, student performance gaps persist among English Learners, low-income students, students with disabilities, and historically underserved populations. Mid-year assessment data highlights challenges in mathematics and literacy for certain student groups, reinforcing the need for continued intervention and differentiation.  Ensuring equitable access to accelerated coursework and postsecondary readiness programs remains a priority. The district aims to enhance dual enrollment opportunities, expand early intervention in mathematics, and increase outreach for College & Career Readiness programs.  There is also a need to further strengthen partnerships with families, particularly for unduplicated students, by improving communication about available academic supports and engaging families in decision-making.|To address these challenges, FUSD will implement several key strategies:  • Expanding Math & Literacy Supports: Strengthen interventions through tutoring, summer academies, and structured math support classes to close achievement gaps. • Enhancing College & Career Readiness: Increase access to Career Technical Education (CTE) pathways, PSAT/SAT preparation, and early exposure to college coursework. • Strengthening Family Partnerships: Provide more multilingual workshops and direct outreach to families of English Learners, Foster Youth, and low-income students. • Increasing Student Support Services: Expand mental health counseling, social-emotional learning initiatives, and intervention programs to ensure holistic student well-being. • Leveraging Community Partnerships: Collaborate with businesses, postsecondary institutions, and nonprofit organizations to offer mentorship, internship, and real-world learning opportunities.  By deepening partnerships and refining targeted interventions, FUSD is committed to ensuring equitable access to academic success and student well-being.|Fremont Unified School District (FUSD) actively seeks stakeholder input through multiple channels, ensuring families, students, and staff help shape policies and programs. In 2024-25, FUSD continued strengthening engagement efforts by leveraging surveys, advisory committees, and school-based forums to capture diverse perspectives.  The LCAP Parent Survey showed that families value academic interventions, social-emotional learning supports, and counseling services. Many parents agree that staff partner with families on attendance and discipline issues while maintaining a safe school environment. The survey also confirmed high levels of technology access, supporting equitable participation in digital learning.  To ensure representative decision-making, FUSD maintains advisory groups such as DELAC, SEDAC, AAPAC, and SSCs, allowing direct family feedback. The district expanded surveys and multilingual engagement efforts to include historically underrepresented communities.|Despite ongoing efforts, survey feedback and community discussions highlight a need to increase family awareness of available supports and engage more underrepresented groups. Parents requested more academic interventions, expanded enrichment opportunities, and clearer communication about available resources.  While FUSD has made progress, some families remain less engaged in advisory committees. Strengthening outreach to Multilingual Learners, Foster Youth, and low-income families is a priority. Another key area is postsecondary readiness, with families emphasizing the need for early college and career exploration, stronger counseling, and targeted supports for high school students.|To enhance engagement in decision-making, FUSD will implement the following strategies:  • Expanding Outreach and Transparency: Increase multilingual communication efforts to ensure families understand and access school and district resources. • Enhancing Family Engagement Opportunities: Offer virtual/hybrid participation in advisory committees to accommodate diverse schedules. • Leveraging Stakeholder Surveys: Use surveys to better understand community needs. • Strengthening College & Career Readiness Input: Establish focus groups to improve postsecondary preparation efforts. • Increasing Representation in Decision-Making: Actively recruit families from unduplicated student populations to participate in district advisory roles.  By refining these strategies, FUSD aims to build an inclusive, family-centered approach to decision-making, ensuring all voices contribute to shaping student success.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
01611760130534|Circle of Independent Learning|3|"Based on the analysis of educational partner input and local data, COIL’s strengths and progress in building relationships between school staff and families are notable. Recognizing the importance of connection and support for families in their role as ""Home Educators,"" COIL has created meaningful opportunities for parents and students of all backgrounds to engage, collaborate, and learn together.  A central component of these partnerships is the regular Advisory Teacher meetings. Rooted in Independent Study law and foundational to COIL’s culture, these meetings occur weekly or biweekly, depending on student need and instructional model. They provide a consistent space for parents, students, and teachers to discuss academic progress, goals, learning gaps, work assignments, and student strengths.  In addition, COIL offers an onsite Student Learning Center, where students can receive homework support and tutoring in a structured, supportive environment. The Student Learning Center also serves as another important avenue for building relationships between students and school staff. Through ongoing academic support and daily interactions, students develop trust and familiarity with staff members beyond their advisory teachers. This increased access to support fosters a sense of community, strengthens student engagement, and deepens the connection between home and school."|Based on the analysis of educational partner input and local data, COIL has identified several focus areas for improvement in strengthening relationships between school staff and families. While regular Advisory Teacher meetings continue to be effective, COIL has expanded beyond the standard biweekly model to include more frequent and flexible meeting options that better support student and family needs.  In addition, COIL aims to increase the variety and frequency of informal connection opportunities. This includes more community-building events, parent workshops, and flexible scheduling to engage a broader range of families. Enhancing communication remains a key focus, with an emphasis on more timely and accessible updates through ParentSquare, as well as strategies to increase participation in the Parent-Teacher-Student Committee (PTSC).  COIL also plans to implement more consistent feedback mechanisms to better understand and respond to the diverse needs, preferences, and challenges within its school community.  The onsite Student Learning Center is another important avenue for building strong relationships between students and school staff. By offering a welcoming space for academic support, tutoring, and enrichment, the Learning Center encourages ongoing interaction, trust, and collaboration. These daily touchpoints provide additional opportunities for staff to connect with students outside of scheduled meetings, further strengthening the school’s sense of community and belonging|Based on the analysis of educational partner input and local data, COIL is committed to improving engagement among underrepresented families by expanding opportunities for meaningful interaction and academic support. One key initiative is the acquisition of additional space to allow students to attend classes with subject matter teachers, creating more opportunities for in-person learning and strengthening connections with staff. This expansion also includes greater access to supplemental curriculum and tutoring services, further supporting student achievement and engagement.  To ensure equitable access for all students, COIL is also enhancing in-class remote learning technology. These improvements are designed to allow students who cannot attend in person to participate remotely in a seamless and non-disruptive way, without placing additional demands on teachers. This hybrid approach supports greater inclusion and consistency in learning, regardless of a student’s location.  Additionally, the newly established Student Learning Center serves as a valuable resource for students and families alike. Staffed by a credentialed teacher, the center provides a quiet, safe, and supportive space for students to complete assignments, receive targeted academic help, and engage with school staff. These daily, informal interactions help build trust, strengthen relationships, and foster a sense of belonging, particularly for families who may not be as involved through traditional channels.|Based on the analysis of educational partner input and local data, the LEA has identified key areas for improvement in Building Partnerships for Student Outcomes, with a primary focus on addressing concerns related to limited physical space. Expanding and enhancing physical learning environments is essential to increasing access to in-person academic support, targeted instruction, and quiet zones where students can focus, receive help, and build stronger relationships with school staff.  Improving existing facilities to make them more conducive to learning, while also ensuring flexibility for a range of services—including tutoring, counseling, small-group instruction, and enrichment—is a top priority. These enhancements include providing essential resources such as internet access, computers, and learning materials within these designated spaces.  One successful step in this direction has been the addition of the Student Learning Center, which has become a valuable asset on campus. Staffed by a credentialed teacher, the center offers a quiet, safe, and supportive environment where students can complete assignments and access academic support. More than just an academic resource, the Learning Center plays a critical role in fostering consistent, informal interactions between students and staff, helping build trust and meaningful relationships that support long-term academic and social-emotional growth.  However, challenges remain. The need for more teacher workspaces and onsite classrooms persists and limits the school’s ability to expand services. To address this, the LEA is actively engaging with educational partners—parents, teachers, and community members—to assess needs, gather feedback, and explore collaborative opportunities with local organizations to share or repurpose community spaces for educational use.  Strategic planning and targeted investment are essential to sustaining and growing these efforts. This includes allocating resources and identifying funding or partnership opportunities that support the development and maintenance of functional, inclusive, and responsive learning spaces.|Based on analysis and input from educational partners, COIL remains committed to expanding access to high-quality instruction and fostering strong connections between students and staff. A key priority is securing additional physical space to allow more students to participate in classes with subject matter teachers. This will not only provide more in-person learning opportunities but also strengthen relationships through increased face-to-face interaction, academic support, and mentorship.  In tandem with this goal, COIL is also working to enhance in-class remote technology. These improvements are designed to ensure that students who are unable to attend in person can still engage fully in instruction—without disrupting the learning environment or placing additional burdens on teachers. Seamless, inclusive participation for all students—regardless of their location—is essential to maintaining equity and continuity of learning.|Space continues to be a challenge and constraint for delivering in-person support and instruction, as well as for providing a calm, focused environment where students can complete their schoolwork and receive help as needed. Despite these limitations, the recent establishment of the Student Learning Center marks a significant step forward. This dedicated space allows students to work on coursework under the guidance of credentialed teachers, offering both academic support and meaningful daily connections with staff.  In addition to in-person resources, COIL has integrated new online programs that feature AI-generated tutoring. These tools help students better understand and complete assignments independently, providing flexible support that complements teacher instruction and strengthens student confidence.  To further support family engagement—especially among underrepresented groups—COIL  offers PTSC meetings in an online format. This allows parents to participate regardless of their location or schedule, helping to build a stronger school community and ensuring that all families have access to important information, dialogue, and decision-making opportunities.|COIL employs surveys as a primary tool to gather feedback from staff, students, and families on an annual basis, helping to identify areas of strength and improvement across key focus areas such as communication, school climate, instructional quality, and professional development. A critical part of this process is the end-of-year survey, which provides timely and relevant input that informs planning for the upcoming school year. This survey captures reflections on the year’s experiences and offers stakeholders the opportunity to voice their needs, concerns, and suggestions for improvement.  This inclusive approach ensures that all students and families are reached and represented in the feedback process. Throughout the planning stages, valuable input from students, families, staff, and community members has contributed significantly to the development of our strategic goals and initiatives.  COIL also integrates feedback gathered through multiple student and parent surveys administered throughout the year, weekly Professional Learning Communities (PLCs) with teachers and staff, council meetings, regular check-ins with students, teachers, and parents, and guidance from both the Governance Council and the English Learner Advisory Committee (ELAC).|Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) is concentrating on improving its processes for seeking input to inform decision-making. This focus includes several key areas of development. First, the LEA is working to enhance stakeholder engagement by refining methods for involving parents, teachers, students, and community members, with the goal of capturing a broad and diverse range of perspectives. To support this, additional efforts have been made to promote and recruit parent participation in the Parent-Teacher-Student Committee (PTSC) and the Governance Council, recognizing the value of family voices in shaping school policy and practice.  Second, the LEA is streamlining feedback channels to make them more accessible and inclusive, ensuring all stakeholders have meaningful opportunities to share input. This includes simplifying survey processes, offering virtual participation options, and improving communication about when and how input is collected.  Third, the LEA places strong emphasis on data-informed decision-making. Stakeholder input is considered alongside local academic and programmatic data to develop effective, evidence-based strategies.  In addition, promoting transparency remains a priority. The LEA continues to improve communication around how stakeholder feedback is used in planning and policy decisions, helping families and community members see the tangible impact of their involvement.  Finally, the LEA is committed to a cycle of continuous improvement, regularly reviewing and refining its engagement processes based on stakeholder feedback and evolving community needs.|Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families, as identified during the self-reflection process on Seeking Input for Decision-Making. This commitment is reflected in several strategic initiatives.  First, the LEA will implement targeted outreach efforts tailored to the unique needs and communication preferences of underrepresented families, ensuring that their voices are not only invited but actively sought and valued. This includes multilingual communication, personal outreach by staff, and culturally responsive engagement strategies.  Second, the LEA will expand access to inclusive and flexible platforms for input, such as virtual advisory meetings and surveys, in order to accommodate a variety of family schedules and technology access levels. Offering multiple avenues for feedback ensures broader participation and supports equity in the engagement process.  Third, the LEA will collaborate with stakeholders through Parent-Teacher-Student Committee (PTSC) meetings and other parent leadership opportunities to build trust and promote authentic, ongoing dialogue with families who may not typically participate in school decision-making. Increased efforts will also be made to recruit and involve underrepresented families in leadership groups such as the PTSC and Governance Council.|5|5|5|5|4|4|5|5|3|3|3|3|Met||2025-06-17|2025
01611920000000|Hayward Unified|3|During the reporting period, the Hayward Unified School District (HUSD) reaffirmed its strong commitment to expanding and strengthening family engagement efforts across the district.  Central to this commitment is HUSD’s comprehensive family engagement model, supported by strategic investments through Local Control and Accountability Plan (LCAP) funds. These investments ensure that every HUSD school is staffed with a full-time Family Engagement Outreach and Equity Specialist (FES). These specialists play a vital role in supporting families by helping them navigate district programs and services and by fostering deeper connections between schools and the communities they serve.  HUSD also requires all elementary teachers to conduct parent-teacher conferences, providing essential opportunities to review individual student progress and collaborate with families to promote academic success and overall well-being.  Additionally, LCAP funds support the district’s Student and Parent Support Program (SPSP), which offers a variety of family-focused services through HUSD’s Parent University. These ongoing initiatives equip families with tools, resources, and learning opportunities to support their children’s educational journeys. This year, Parent University reintroduced Second Chance at College for Parents, offering two 3-unit, college-credited courses through Chabot College—one in the fall and one in the spring. Each course was attended by over 20 parents, reflecting the strong interest among families in pursuing higher education and modeling lifelong learning for their children.  A key component of this work is the Parent Ambassador Program, which engages more than 75 trained parent volunteers who actively gather feedback, share information, and represent families on key district-level committees. These include the Equity Oversight Committee, School Site Councils, School-Based Decision-Making Teams, and the Community Schools Steering Committee.  In support of California’s Community Schools initiative, HUSD also launched staff-parent Community Schools Teams (CST) at 18 campuses to promote shared leadership and stronger family-school partnerships.  At the end of the 2023–2024 school year, the district launched a new Asian and Pacific Islander (API) Community Initiative to better serve and engage families from these historically underrepresented communities. This effort was further expanded and enhanced for the 2024–2025 school year, with a focus on culturally responsive engagement, language access, and community-driven programming to ensure that API voices are heard and valued across the district.  Highlighting these collective efforts, HUSD hosted its third annual Families Unified Conference—a parent-led event designed to empower families with knowledge about district resources, leadership opportunities, and how to better support their child’s educational experience. Over 800 parents participated.|During the report period, the Hayward Unified School District (HUSD) reaffirmed its strong commitment to fostering meaningful, authentic partnerships with parents. Rooted in the belief that families are essential partners in education, HUSD ensures that parent voices are actively engaged and valued throughout the district.  Parents are integral members of many key districtwide committees, including the Equity Community, Community Schools Steering Committee (CSSC), School Site Councils (SSC), and School-Based Decision-Making (SBDM) Teams. To further elevate family engagement, each HUSD school is staffed with a full-time Family Engagement Outreach and Equity Specialist (FES), who serves as a vital link between families and school communities helping parents navigate and access essential programs and services.  All elementary school teachers are required to conduct parent-teacher conferences to discuss student progress and collaborate on strategies that support both academic success and student well-being.  HUSD’s Student and Parent Support Program (SPSP), funded through LCAP, continues to offer districtwide services for families under the umbrella of Parent University. These efforts include a robust Parent Ambassador Program, comprised of more than 75 dedicated parent leaders who help strengthen connections between families and school staff. Ambassadors also provide valuable feedback to the district and often serve on various committees to ensure parent perspectives inform decision-making.  In addition, HUSD has implemented Community Schools Teams (CST) at 18 school sites, composed of staff and parents working together to build and sustain full-service community schools. These teams help guide site-level decisions around funding and services that address both student and family needs.  Last year, the district hosted its third annual Families Unified Conference, a parent-led event that offered workshops on leadership, student support resources, and opportunities to deepen understanding of the school system and student experience.  Together, these initiatives reflect HUSD’s deep-rooted commitment to cultivating collaborative, respectful partnerships with families, ensuring every student has the support they need to thrive.|To ensure ongoing and meaningful family involvement, the District will continue to prioritize the inclusion of parents and guardians on both districtwide and school site committees. These collaborative spaces are essential for cultivating authentic relationships, amplifying family voice, and shaping equitable school policies and practices.  The Parent Ambassador Program will not only continue but will also expand its scope. A core component of this expansion will include enhanced training modules focused on building trust and improving communication between families and district staff an essential step in promoting inclusivity and cultural responsiveness.  Recognizing the importance of cultivating parent leadership, the District will also focus on increasing the number of Parent Teacher Association (PTA) groups at schools across the district. These PTAs will serve as key platforms for family advocacy, leadership development, and school improvement partnerships.  To address the unique challenges some families face, the District will implement a series of Parent Project training sessions, which are designed specifically to support parents navigating difficult adolescent behaviors. Known for its success in improving school attendance and academic performance, the Changing Destructive Adolescent Behavior (CDAB) curriculum is widely respected among educators working with middle and high school populations.  Furthermore, the District will provide professional development opportunities for teachers to deepen their understanding of the critical connection between school and home. This training will include strategies for building trust with underrepresented families and fostering culturally affirming, supportive relationships that ultimately improve student outcomes.  Through these targeted efforts, HUSD will continue to build a school culture rooted in partnership, respect, and shared responsibility for the success of all students.|Hayward Unified School District (HUSD) has cultivated a robust partnership model that stands as a testament to its commitment to fostering strong community relationships. Over a decade ago, HUSD adopted the Hayward Promise Neighborhood/Community Schools model, which laid the groundwork for building enduring partnerships with Community-Based Organizations (CBOs), educational partners, parents, and agencies.   Today, the district collaborates with more than 35 partnership agencies to provide comprehensive mental health and academic support for students. Key partners include the Alameda County Office of Education, Chabot College, East Bay Agency for Children, Eden ROP, Hayward Area Recreation Department (H.A.R.D.), La Familia Counseling Service, Project Eden, The Deputy Sheriffs' Activities League (DSAL), and Side by Side.  In the past year, HUSD has also formed new alliances with 5 Pillars, Alameda County Supervisor Elisa Marquez, and other local organizations serving Afghan and Middle Eastern refugees. Support for our Asian Pacific Islander (API) families has been enhanced through partnerships with Cal State University East Bay, Chabot College's API programs, Filipino Advocates for Justice, Korean Community Center of the East Bay, and Pacific Islander Wellness Initiative. This year, we continue to work with our 18 Community School Site teams to expand services tailored to the specific needs of students in each community.  Many CBO partners participate in weekly or bi-weekly COST meetings at HUSD school sites and provide direct on-site services to students. These partners also bolster various aspects of the district’s family engagement efforts. For instance, La Familia, a key district partner, leads the Parent Ambassador program by continuing a full-time staff member to work with the district’s Parent University team. This collaboration connects HUSD families to free or affordable community-based mental health services, with a particular focus on bilingual (Spanish/English) services. Additionally, partners are active members of the 18 Community School Site teams and the district's Community School Steering Committee.  Through these extensive partnerships, HUSD continues to enhance its support network, ensuring that students receive the holistic assistance they need to thrive academically and emotionally.|Based on the analysis of educational partner input and local data, Hayward Unified School District (HUSD) will improve engagement of underrepresented families through its well-established partnership model, which is deeply rooted in the Hayward Promise Neighborhood and Community Schools framework. This model has been instrumental in strengthening relationships with over 35 community-based organizations (CBOs) and agencies, ensuring that family engagement strategies are responsive to the needs of historically marginalized communities.  Moreover, HUSD’s 18 Community School Site teams and district-level Steering Committee will continue to engage partners in tailoring services to meet the specific needs of each school community, further strengthening the connection between families, schools, and community resources. Through these efforts, HUSD is committed to building trust, increasing access to resources, and fostering deeper partnerships that directly support student outcomes and family well-being.|To improve engagement specifically for underrepresented families identified in the self-reflection process, HUSD will continue to expand targeted supports through these partnerships. This includes strengthening services for newcomer families, refugees, and Asian Pacific Islander (API) communities through collaborations with organizations such as Bay Area Resources for Newcomers, Filipino Advocates for Justice, Korean Community Center of the East Bay, and Pacific Islander Wellness Initiative. Additionally, HUSD is enhancing bilingual and culturally responsive mental health services through partners like La Familia Counseling Service, which also leads the district’s Parent Ambassador program to ensure trusted, peer-led connections between families and schools.  HUSD’s 18 Community School Site teams and district-level Steering Committee will also continue to engage partners in tailoring services to meet the specific needs of each school community, further strengthening the connection between families, schools, and community resources. Through these efforts, HUSD is committed to building trust, increasing access to resources, and fostering deeper partnerships that directly support student outcomes and family well-being.|Hayward Unified School District (HUSD) demonstrates a strong and ongoing commitment to seeking meaningful input from parents in shaping district programs, services, and policies. A core strength of HUSD’s approach is the intentional inclusion of parent leaders on a wide range of district and school-level committees. Parents play active and valued roles on the District Advisory Committee, the District Equity Committee, School Site Councils (SSCs), School-Based Decision-Making teams, and other policy review groups. This intentional practice ensures that parent voices help inform decisions that directly impact students and families.  Additionally, HUSD has successfully integrated parent volunteers into its newly established Community Schools Teams (CSTs) at select school sites, further strengthening opportunities for authentic family engagement and collaboration at the school level. These efforts reflect the district’s belief that parent perspectives are essential in driving continuous improvement.  To further gauge the effectiveness of its efforts, HUSD utilizes tools like the California Healthy Kids Survey to capture parent feedback on engagement and decision-making practices. Notably, in the 2024-2025 school year, over 78% of parents reported they “strongly agreed” or “agreed” that schools actively seek their input before making important decisions. This feedback underscores the district’s progress in fostering inclusive and transparent decision-making processes that value and elevate parent voices.|Based on the analysis of educational partner input and local data, Hayward Unified School District (HUSD) recognizes the need to strengthen and expand efforts to ensure more inclusive and representative parent participation in decision-making processes. While many parent leaders are actively engaged through district and school committees, feedback indicates there are still opportunities to improve outreach and engagement with families who face barriers related to language, work schedules, or unfamiliarity with school systems.  A key focus area for improvement is expanding strategies to elevate the voices of parents who have historically been less involved or who may feel disconnected from traditional engagement structures. To address this, HUSD will work to establish focus groups with parents representing diverse communities to better understand how to capture their input in more meaningful and culturally responsive ways. These focus groups will help inform future engagement strategies and ensure that families feel welcomed, heard, and valued in decision-making processes.  Additionally, HUSD will enhance multilingual communication, offer more flexible meeting times, and create additional informal opportunities for families to share their perspectives. The district will continue to use tools like the California Healthy Kids Survey more intentionally, ensuring that feedback is used to identify gaps, inform practice, and promote equity in parent engagement. Through these efforts, HUSD aims to ensure that all families have meaningful opportunities to contribute to decisions that impact their children’s education and well-being.|Based on the analysis of educational partner input and local data, Hayward Unified School District (HUSD) is committed to improving the engagement of underrepresented families in decision-making processes by developing more intentional, culturally responsive, and accessible strategies. While HUSD has successfully engaged many families through formal committees and leadership opportunities, the district recognizes the need to strengthen efforts to reach families who may face barriers such as language, work schedules, or unfamiliarity with traditional engagement structures.  To address this, HUSD will create additional opportunities for engagement through targeted focus groups with underrepresented families to better understand their needs, preferences, and suggestions for how the district can more effectively seek their input. These focus groups will inform the district’s ongoing efforts to design more meaningful and culturally relevant engagement strategies.  Additionally, the district will expand multilingual communications, provide more flexible meeting options, and explore informal and community-based settings for gathering input to ensure families feel welcomed and valued. HUSD will also leverage its partnerships with trusted community-based organizations and cultural groups to strengthen connections with families who have been historically underrepresented in decision-making.  Through these efforts, HUSD aims to ensure all families regardless of background or circumstance have equitable opportunities to share their voices and contribute to decisions that impact their children’s educational experience.|3|4|3|3|2|4|4|4|4|4|4|4|Met||2025-06-25|2025
01611920108670|Leadership Public Schools - Hayward|3|Based on analysis, this is an area in which the school prioritized this year to establish formal structures to support staff and parents to meet and discuss student progress. Currently, the principal has a weekly blog posted on the website to share information with families. Parent Guardian Association (PGA) shares news about school achievement, upcoming events in monthly PGA meetings. The Parent Advisory Committee (PAC) meets monthly to monitor the implementation of the Local Control and Accountability Plan (LCAP), as well as discuss student progress related to LCAP actions. The English Learner Advisory Committee (ELAC) meets quarterly to specifically review multilingual learner student progress, and monitor the LCAP actions as it relates to multilingual learners. The school also started hosting Royal Cafe with the Principal for families to share feedback with the principal, and cover topics to support families in helping their students in school and at home.|While acknowledging the growth in family communication this year, LPSH needs to continue to provide consistent communication with families about student performance indicators and school news in a format that is accessible to all. This is an area of continue growth.|Continue to implement and facilitate the English Learner Advisory Committee, and aim to recruit family participation in ELAC. Continue to lean in on multilingual staff members, include monthly newsletters and email sharing news and direct contact to families from administration about school events. Collect feedback from families using the Panorama Survey to reflect on current systems and needs.|Based on analysis, LPS Hayward has a strong school community and positive and open relationships with students and families that is supported by ongoing formal and informal communication structures. Staff training on communication and access to translators/interpreters has improved communication with the community.|Area of improvement is communication of student performance indicators to support students learning at home.|Provide information translated into multiple languages for underrepresented families, including academic progress results.|LPS Hayward has a lot of solid systems in place for communicating with families, including weekly COST meetings (and follow up), newsletters, and parent meetings. In addition, the school has a well functioning Parent Advisory Committee/School Site Council which is able to provide governance and guidance for decision making.|Continued community outreach for families of multilingual learners, reaching out with specific information to Black and African American families about community events.|Community outreach through on campus events, so that families can experience the on campus community through newsletters and phone calls. Specifically, efforts will be made to increase participation in the school English Learner Advisory Council (ELAC).|4|4|3|4|4|4|4|3|4|4|3|4|Met||2025-06-25|2025
01611920127696|Knowledge Enlightens You (KEY) Academy|3|Key Academy is dedicated to building strong relationships with our students and families every day. We maintain an open-door policy for teachers and administrators, encouraging parents to ask questions and voice concerns. To support our diverse community, we employ multiple staff members who speak the languages of our students and outsource additional translators when needed.  We offer numerous engagement opportunities such as Coffee Talks, Parent Universities, and monthly events, many of which are available via Zoom. Teachers communicate with parents through various platforms, including Google Classroom, Class Dojo, Synergy, class websites, and the Remind app. All activities are advertised in multiple languages and through various channels to ensure inclusivity.  The Parent Teacher Organization (PTO) is a testament to our commitment to collaboration. It brings together parent volunteers and staff to plan events and activities, provide input on fundraising, and develop policies and programs for our school. This year, Key Academy has expanded the PTO and continued to offer quarterly Parent University workshops, empowering our families to be an integral part of our school's operations. We have also increased the number of parent volunteers in the classrooms, actively recruiting during Back-to-Parent Night and our annual Fall Festival.|KEY Academy is committed to strengthening our relationships with families. Our goal is to enhance the personal rapport between teachers, administrators, and parents, encouraging parents to feel more comfortable bringing their concerns to us. To achieve this, we plan to implement regular one-on-one meetings, family engagement events, and open house sessions where parents can interact informally with staff. We will also introduce a parent liaison program to facilitate communication and provide additional support. By fostering open communication and trust through these initiatives, we aim to continuously improve our school community and ensure every family feels valued and heard.|To improve engagement with underrepresented families, we will offer flexible meeting times and virtual options to accommodate various schedules. Additionally, we will create multiple channels for feedback, including anonymous surveys and suggestion boxes, to gather input from all families and address their concerns effectively. By increasing the activities between staff and families, we can enhance interactions and contact points, allowing for more authentic conversations and providing more opportunities for relationship building.|Throughout the academic year, parents are presented with various opportunities to engage with the faculty and staff at Key Academy, aimed at deepening their understanding of the academic standards and curriculum, as well as celebrating student achievements. Monthly newsletters provide parental guidance and details regarding forthcoming events. Additionally, the principal and school counselors conduct coffee talks and Parent Universities, focusing on beneficial topics and resources for parents to implement at home. Parents are encouraged to propose discussion topics for these sessions, ensuring the content's relevance and value. A prominent subject of discussion this past year was WASC.  Teachers communicate with parents through website pages, emails, phone calls, newsletters, and parent-teacher conferences. Key Academy hosts biannual parent-teacher conferences, offering excellent opportunities for educators and parents to collaborate in supporting their children. The after-school program, which features tutoring and homework assistance, remains highly sought-after and consistently contributes to the effective support of our students and families.|One of our key priorities for the 2025–26 school year is to continue fostering meaningful opportunities for all educational partners—including parents—to provide input on the support they need to help students thrive. These efforts will build on the strong, collaborative relationships that already exist between our school staff and families.  After a thorough review of our local data, it is clear that there is a need to improve student performance on academic assessments. Achieving this goal will require active involvement and support from families. In addition, we must address schoolwide behavioral expectations to ensure a safe and productive learning environment for all students.  To support both academic and behavioral growth, we are committed to delivering standards-aligned, grade-level instruction and ensuring students fully understand the material. At the same time, we will work to consistently reinforce positive behavior across campus and recognize students for meeting expectations. These steps are essential to creating a cohesive, supportive, and effective learning environment.|Our school is dedicated to enhancing engagement among underrepresented families identified during our self-reflection efforts by implementing several deliberate initiatives.  To improve outreach, we will offer communication and engagement opportunities in families’ native languages across multiple platforms, including phone calls, text messages, in-person meetings, and virtual options, meeting families where they are. Our bilingual staff and family liaisons will be essential in building trust and ensuring consistent communication with families who may feel isolated or underserved.  We will also host regular family workshops and academic events aimed at helping families grasp grade-level expectations and ways to support learning at home. These events will be scheduled at various times, including evenings and weekends when possible, to accommodate families with different work schedules and increase attendance. Additionally, we will create welcoming spaces, like a Parent-Teacher Organization (PTO) room, to engage families and strengthen connections.  Furthermore, we are committed to giving underrepresented families a voice in school decision-making by encouraging participation in school site councils, parent advisory groups, and informal leadership roles. By establishing various entry points for engagement, including accessible volunteer opportunities, we hope to inspire more families to get involved and feel valued. Ultimately, we will use participation data and parent feedback to evaluate our progress and improve our strategies. Our goal is to foster a school culture that is inclusive, responsive, and empowering, where every family feels connected to the school community and confident in their ability to support their child’s success.|Building strong, positive relationships with families is fundamental to supporting student success. We believe effective communication and collaboration between home and school are crucial for a child’s academic and social-emotional development.  Our teachers and administrators regularly engage with families to cultivate meaningful partnerships. The principal communicates essential updates through frequent school-wide messages and organizes events, such as Principal Coffees and parent education sessions. These occasions allow families to stay informed, ask questions, and connect more profoundly with our school community.  To ensure a warm welcome, we organize orientation events for incoming Transitional Kindergarteners and new students. These events foster an inclusive environment and a sense of belonging from the very beginning.  Back-to-School Night offers families valuable insights into grade-level expectations and practical ways to support their child’s learning at home. Parent-teacher conferences, held biannually, offer dedicated time to discuss each child’s academic progress and well-being. Families are encouraged to ask questions and collaborate with teachers to support their child’s growth effectively. For families speaking languages other than English, translation services are available to facilitate clear communication.  When extra support is needed, our Student Study Team (SST) meetings unite families and staff to develop targeted action plans addressing specific student needs. Parents contribute vital insights and discover strategies to implement at home.  Families of English Learners actively participate in the reclassification process and provide input on their child’s readiness for English proficiency. For students with disabilities, Individualized Education Program (IEP) meetings are conducted in a collaborative environment, ensuring families understand their rights and are encouraged to engage as equal members of the IEP team. Translation services are also available during these meetings to ensure full comprehension and engagement.  Our school is dedicated to creating an inclusive, family-centered atmosphere where parents and caregivers receive the information, tools, and opportunities they need to help their children flourish.|We are dedicated to sustaining and enhancing the strategies we’ve developed to foster strong partnerships that support student success. A critical component of this work involves addressing chronic absenteeism, which remains a significant concern, particularly among our most vulnerable student populations.   Like many schools across the state and nation, we have seen a noticeable rise in chronic absenteeism since the COVID-19 pandemic. To ensure every student has access to consistent learning and support, we are implementing targeted strategies designed to improve attendance and re-engage students and their families.   Key strategies include: • Conducting a root-cause analysis to understand better the underlying factors contributing to chronic absenteeism and setting specific, data-informed goals to support improved attendance. • Using the Synergy Chronic Absenteeism Report regularly to closely monitor student attendance patterns and identify students in need of additional support. • Promoting collaboration between school leaders, counselors, the Student Support Coordinator, teachers, and families to address barriers to regular attendance through proactive outreach, problem-solving, and personalized support plans.  By continuing to build strong relationships with families and working together to remove obstacles to consistent attendance, we aim to ensure that all students are present, engaged, and positioned for success.|We are deeply committed to ensuring that all members of our school community—students, families, staff, and community partners—have a voice in shaping the decisions that affect our school. Meaningful engagement is a cornerstone of our vision, and we recognize that listening to and valuing stakeholder input leads to stronger outcomes for our students.   To expand opportunities for parent involvement in the decision-making process, we will offer multiple accessible avenues for families to share their feedback, ideas, and concerns. In addition to traditional methods such as surveys and in-person meetings, we will implement new strategies designed to reach a wider and more diverse group of families.   These include: • Online feedback forms are accessible through our school website. • Physical suggestion boxes are placed in easily accessible locations around the school campus, including the front office and at the front entrance, allowing families to share their thoughts at their convenience. • Regular virtual town hall meetings, providing a real-time forum where parents can voice concerns, ask questions, and share ideas directly with school leaders. • The PTO will include representatives from a cross-section of our community. This group will meet throughout the year to offer input on key initiatives, school climate, and academic programs.  We are also committed to removing barriers that may prevent families from participating. Translation services, flexible meeting times, and childcare during in-person events will be provided whenever possible to ensure that every family feels welcome and heard.   By offering these diverse and inclusive engagement opportunities, we aim to make it easier for parents and guardians to take an active role in shaping the direction of our school. We believe that when families are empowered to contribute, our school community becomes stronger, more responsive, and better equipped to meet the needs of all students.|4|5|5|4|3|4|3|4|3|3|4|4|Met||2025-06-19|2025
01611920127944|Hayward Twin Oaks Montessori|3|For the 2024-25 school year Hayward Twin Oaks hosted Community Organization meetings, Community Coffees, CAC, meetings, Parent Education nights and Community Engagement opportunities (campus beautification, festivals). In addition, the school requires that families attend two individual conferences each year and invites families to a variety of family education meetings each year. We also have platforms where parents can engage with school staff through ParentSquare, PowerSchool and weekly newsletters. Community relationship events include the Festival of Light, Social Fiesta Fundraiser, and school picnics.|The school is working to improve our relationships between school staff and families in several ways. The school has updated our weekly newsletter delivery system to provide easy to find information. Our newsletters also feature staff member profiles which support stronger relationships and community building. The website maintenance has been updated to ensure families know where to go to find answers to their questions. We have also connected with additional translation services to ensure that all families are able to clearly communicate with our school community.|The school has intentionally moved toward more in-person events that are at different times of day and on weekends to offer more opportunities for underrepresented families to participate and connect with the school community. We continue to share information in easily translatable platforms (Parent Square and Smore) to ensure all families have access to needed translation services and provide childcare to encourage more families to attend. Having more one-on-one contact with those underrepresented families to engage them to become more involved.|Strengths: The school’s weekly newsletter, multiple family conferences, quarterly parent education evenings, monthly family coffees, monthly Community Organization meetings and opportunities to participate in school committees such as ELAC, CAC and School Safety all provide ample opportunity for seeking input for decision-making. Staff and Principals get ongoing professional development training in grade level, department level and subject matter competencies. We invest in paying for Montessori credential and California credential training for teachers and administrators. All staff have built in professional development that includes Montessori and Common Core Standard alignment. We offer training in building family connections and supporting the vast needs of our community.      Progress: This year the school has prioritized Family Engagement. Principals have lead community meetings to solidify the parent community organization through subcommittees and grade level representatives. This reinforces our intention to build positive relationships and strengthen our internal systems of advisory and home/family partnerships.    To support this task we provided professional development opportunities focused on family engagement that helped principals and staff develop the skills and knowledge necessary to effectively work with families. Training covered topics such as communication strategies, cultural competency, and creating inclusive environments to foster strong partnerships with families.   The school established clear and accessible communication channels to engage with families, such as regular newsletters, parent-teacher conferences, and virtual platforms. Transparent and consistent communication helped build trust and encouraged families to participate in advisory groups and decision-making committees.|Providing access in person and virtually of the content presented to parents. Making sure all presentations and materials are in families' home languages. Creating intentional surveys targeting specific concerns at different parts of the school year. Providing opportunities where families can engage with the school in direct and indirect ways.|Strategies for engagement in school site committee, developing more diverse means for soliciting family input, creating affinity groups, personal and individualized communications. Seek opportunities at drop off/ pick up, via phone and text.|Strengths: The school’s weekly newsletter, multiple family conferences, quarterly parent education evenings, monthly family coffees, and monthly Community Organization meetings all provide ample opportunity for seeking input for decision-making.   Progress: This year the school is prioritizing regularly scheduled Community Organization and in-person meetings.|Providing access in person and virtually of the content presented to parents. Making sure all presentations and materials are in families' home languages. Creating intentional surveys targeting specific concerns at different parts of the school year. Providing opportunities where families can engage with the school in direct and indirect ways.|Strategies for engagement in school site committee, developing more diverse means for soliciting family input, creating affinity groups, personal and individualized communications. Seek opportunities at drop off/ pick up, via phone and text.|5|5|5|5|5|5|5|5|3|3|5|5|Met||2025-06-02|2025
01611920137646|Impact Academy of Arts & Technology|3|Impact Academy’s monthly Spartan Family Association Meetings (SFAM) provide a consistent platform for families to receive updates on school events, college readiness, and testing, while also allowing space for parents to ask questions. A translator is always present for non-English speaking families. Additionally, our monthly “Coffee with the Principal” sessions offer an informal environment where families have shared events they would like to see at the school, including our recent Earth Day celebration for which several families volunteered. We also have a School Site Council where staff, families, and students collaborate on planning and giving suggestions to school administrators.|One of our goals for improvement is to host more events such as a cultural day to make families of all cultures feel represented. Overall, we would like to host more events where families can interact with staff, volunteer, and get more involved in school life. Additionally, participation in our School Site Council remains limited, highlighting an area for continued growth.|As mentioned, we plan to host cultural events that help families feel welcomed, seen, and supported. These events, ideally held annually, are intended to build stronger relationships by honoring the diversity within the school community and creating inclusive spaces for connection.|At Impact, Student-led conferences empower students to take ownership of their academic progress and discuss their growth directly with their families. This has created a culture of improvement over punishment. Advisory periods further support students in taking responsibility for their academics while building meaningful relationships with staff. Additionally, many teachers offer office hours, which have proven valuable for many students seeking extra support.|We hope to provide more external resources that support student success beyond the classroom. For example, we would like to provide families with pamphlets and paperwork about housing rights, immigration assistance, and transportation options, including free Clipper or bus cards.|We aim to offer resources in a way that protects families' privacy and dignity. Ensuring that access to services is anonymous and nonjudgmental is critical to avoid making any families feel outcasted when seeking help. This approach aims to build trust and ensure all families feel safe and supported.|As mentioned, the School Site Council serves as a formal space for families to propose policies and contribute to school governance. The council provides an opportunity for shared decision-making between staff, students, and families, helping ensure that community voices are included in important discussions.|One of our goals is to increase awareness and understanding of the School Site Council among families. Some families may not fully understand the purpose or function of the council, and better communication—such as regular reminders about meeting times—could encourage greater participation.|We hope to prioritize consistent communication about the School Site Council and emphasize that all families are welcome to attend and propose ideas.|5|4|3|5|3|3|4|2|2|2|3|2|Met||2025-06-05|2025
01612000000000|Livermore Valley Joint Unified|3|LVJUSD provides a wide array of services to support the engagement of families, and those services also serve to build partnerships to improve student outcomes. Strengths include staffing, contracted time, and programs in place to provide timely targeted and extensive support where necessary.|Last year LVJUSD radically revised its method of survey communication, monitoring, and data aggregation. All surveys are now centralized under a central system that allows for monitoring of completion rates and analysis of information patterns provided by the families. This past year we were able to greatly increase the percentage of our families that responded to our annual Home Survey, and we are making plans to continue this momentum for next year.|By improving the survey system, LVJUSD is now able to disaggregate completion patterns and information patterns by student group, allowing more careful identification and consideration of the collective feedback of underrepresented families. Using this information we are going to more carefully target our communication and survey options next year.|LVJUSD provides a wide array of services to support the engagement of families, and those services also serve to build partnerships to improve student outcomes. Strengths include staffing, contracted time, and programs in place to provide timely targeted and extensive support where necessary.|LVJUSD has expanded the academic, behavior, and social emotional supports identified by educational partner input and local data to have the biggest impact on student achievement. Examples of these programs include Universal Access time, Positive Behavior Intervention and Supports, and Kid Connection.|LVJUSD has focused on greater inclusion of our underrepresented English Learner families in feedback and planning for how to help English Learners progress in English language acquisition. For example, our recent adoption of the Interim ELPAC was initiated by parent feedback from DELAC, as is our current focus on updating ELD curriculum at the middle school level.|LVJUSD has a wide variety of systems that allow for family feedback and input into decision-making processes, including the English Language Advisory Council, the District English Language Advisory Council, School Site Councils at each site, an LCAP Advisory Committee, and broad input through various feedback mechanisms.|Last year LVJUSD radically revised its method of survey communication, monitoring, and data aggregation. All surveys are now centralized under a central system that allows for monitoring of completion rates and analysis of information patterns provided by the families. This past year we were able to greatly increase the percentage of our families that responded to our annual Home Survey, and we are making plans to continue this momentum for next year. We are also altering the timeline of our meeting structure for the LCAP Advisory Committee to better allow for meaningful input from our educational partners.|By improving the survey system, LVJUSD is now able to disaggregate completion patterns and information patterns by student group, allowing more careful identification and consideration of the collective feedback of underrepresented families. Using this information we are going to more carefully target our communication and survey options next year. We will also be altering the timeline of our meetings for the LCAP Advisory Committee to better prepare our community groups to provide meaningful feedback into that process.|5|5|4|5|5|5|4|5|5|5|5|4|Met||2025-06-17|2025
01612180000000|Mountain House Elementary|3|Our strength in building relationships with our staff and families lies in the small size of our school and numerous opportunities we have for staff to engage with our parents. The small size of our student population provides an unparalleled opportunity for our staff and parents to connect on a day to day level. Our staff has the ability to really get to know the students and families and therefore connect on a more intimate level. Our Administrator greets each student, individually, at the entrance gate each day, which furthers the relationships between school and home. Additionally, we have several structured events throughout the year that allow for further interactions. Many of these events are centered around information meetings such as back to school night, art gallery, breakfast with the students etc. Additionally, parents and staff also have opportunities to connect through our co-curricular activities such as parent teacher meetings.|Our annual parent survey indicates that our parents are satisfied with the availability of options for getting involved with their student's education. Additionally, parents have overwhelmingly indicated they feel engaged, involved and heard. Our goal is to ensure we continue to engage inactivities that foster positive relationships between our parents and our staff.|Our underrepresented families constitute a very high percentage of our total student population. Hence, we are sensitive to the need to ensure their inclusion and engagement. We are in constant contact with the parents on a daily basis both at drop-off and pick-up. This interaction is used to have two-way communication with parents i.e.,learn of any issues we need to address on campus and provide feedback on any items that need parent reinforcement at home. Our board of education is also actively involved in the community. We have protocols in place to ensure we continue to maintain engagement of underrepresented families.|As an LEA, we value and need family engagement to seek feedback and gain insight into the needs of our students. We utilize surveys, staff meetings, informal parent feedback etc to inform our decision making. We provide assistance to our families in understanding academic expectations through several strategies such as daily email communication, conversations during drop-off and pick-up, parent teacher conferences etc. These interactions also help provide a platform within which parents can gather a deeper understanding of the instructional program, and the ways they can best support their children's achievement in school. At the same time, they also help our staff and students understand and appreciate the uniqueness of each individual within our greater MHESD campus community. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process provides valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback. Information is posted on the district website. Our needs assessment is driven by our family engagement feedback and the California Dashboard.|Our analysis reveals our parents are highly satisfied with the level of engagement available to them. Our challenge is to ensure we continue to meet our parents' expectations and maintain a strong partnership within which our students continue to thrive and achieve.|Participation from all parents is solicited, including the engagement of underrepresented families. We have the ability to translate communications and documents to make information more accessible to our multilingual families, as requested. We do not meet the 15% threshold to make this a requirement. We will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and utilizing virtual options.|Referring to our Board Policy and Administrative Regulation 6021, the District recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, we ensure that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. We work with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home.|At Mountain House, we continuously strive to better ourselves. Our process is an ongoing journey. As we are met with different experiences and challenges, we gain a better understanding of our strengths and areas of need. Our goal is to always play to our strengths and turn our areas of needs into our strengths. We consciously try to push ourselves out of our comfort zone. It denotes stagnancy and where there is stagnancy, there cannot be growth. We promote a 'growth mindset' not only for our students, but for our staff as well. Good decision making comes from a place of clarity, self-awareness and confidence which is a direct result of self-improvement.|MHESD ensures ALL families receive communications and invitations to participate in classrooms, surveys, and other activities. We achieve this through communication accommodations, such as translation, scheduling individual meetings at a convenient time for individual families, etc. We closely monitor student attendance on a daily basis and communicate with families in a timely manner, in order to minimize disruptions to educational services. We will continue to focus on improving efforts to communicate with and engage underrepresented students and families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-07-01|2025
01612340000000|Newark Unified|3|We have a strong system for communicating parent rights through our district website and our printed handbook, and this information in available in Spanish and English. We also have some simple online forms and tools to assist families in submitting request or engaging in advocacy. Additionally, the district provides principals and staff with pre-made communication lists on Parent Square to support communication and we provide a host of resources in our SSC Handbook to outline best practices for supporting parent engagement.|Similar to our previous response, we are looking to improve our home-school connection and discussion about student outcomes. We have parent teacher conferences that support partnership for student outcomes, but are looking to increase this engagement at the secondary level. We would also like to improve the communication home to families regarding unit outcomes, so that parents can talk with students about their learning.|We will continue providing parent learning series in English and Spanish and work in partnership with Project to Inspire (CABE) and PIQUE, offering a program focused on strengthening parent-school collaboration and empowering parents to actively participate in their children's education. The parent learning series  supports our parent community in learning about bilingual education, developing literacy skills at home, and English Learner development.|The district is consistently seeking input from families through multiple communication vehicles, Parent Advisory Council (PAC), School Site Council (SSC) ELAC, DELAC, and PTA meetings. The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level. We have been dedicated to increasing access for our Spanish-speaking families and families that speak a language other than English at home. The district has communicated important information in many different ways this school year, including having interpreters attend meetings and having a wide range of documents translated. Strengths include the annual parental notifications, procedural safeguards provided to families at IEP and 504 meetings, handbooks, announcements, and teacher course of study.|Although Parent Teacher Conferences are typical practice in NUSD, parents/guardians noted in LCAP responses that they want increases to home/school connections and communication. The California Healthy Kids Survey shows that there is still work to be done to increase connectedness between school and home and build a stronger welcoming environment at school sites and the district office. All sites communicate a variety of events and activities with families to promote partnerships for student outcomes. Schools will continue to work on increasing attendance and engagement at these events to better establish meaningful connections.|We have an online communication platform that supports broad, district-wide communication and direct teacher to parent communication. The platform supports direct translation for a wide range of languages, specialized grouping to support more targeted communication, and is accessible through email or through text messaging.|We believe that we have strong practices that support our educational partners across roles to come together to evaluate plans and impact, and determine what to prioritize to continue to improve and in supporting our school leaders to effectively engage families in meaningful decision-making. We provide templates and protocols for supporting leaders with SSC and ELAC meetings, and we have strong procedures for facilitating decision-making in our LCAP PAC and DELAC groups.|Similar to above, we are focusing on the level of engagement with Educational Partners in our advisory groups and in collecting input, specifically from under-represented groups, such as low-income and English Learner families. We have made improvements to support an increase in the response rate for our LCAP input, so that we can increase the diversity of views represented in the data.|We will expand our efforts to recruit specifically underrepresented families to participate and engage in opportunities for decision making. This can include outreach through phone calls, text messages, emails and in person contacts. As families join the district and school sites to participate in decision making, training and language supports will be available and will be advertised.|5|5|4|4|4|5|5|4|5|4|4|5|Met||2025-06-25|2025
01612420000000|New Haven Unified|3|Each school site has been assigned a Family Service Assistant whose primary job responsibility is to facilitate outreach efforts and build relationships with our families. Each of our Title I schools have a Home-School Compact that is used to record and share strategies for working and communicating more positively with families.  Though much work has been done with admin and classified, we still have work to do with our teachers. The district has a number of communication opportunities that facilitate two-way communication.  Each of our twelve Title I schools draft Home-School Compacts with their community that specifically addresses how each school site will address this issue. Family Service Assistants make personal contact with families on a regular basis. The District also has communication software that is able to translate messages between teachers and parents into the family’s native language. Additionally, our communication software can translate dialer messages home to parents into the family’s native language to facilitate understanding.  The district has created a position in the Division of Teaching and Learning to develop our social media platforms. This outreach and engagement is in support of building relationships between school staff and families. In addition, the Superintendent has established “Friday District Wide Updates” in order to provide a district wide structure to provide updated information and build relationships with our community.|A need has been identified to coordinate services from our parent groups in order to build stronger relationships between school staff and families.  In order for students and families to have access to their progress and to assignments, we need to continue to support the usage of Canvas as a digital learning platform. As a result of the data collected and analyzed through our annual NHUSD Parent Survey, we have previously identified an area of focus supporting administrators and front office staff in building trusting and respectful relationships with families.  Attendance at district-level parent workshops has been sparse.|In order to improve engagement with underrepresented families, the Division of Teaching and Learning has been reorganized to include a Director of Teaching and Learning. One of the major job related responsibilities of this position it to coordinate our Parent Groups - District African American Advisory, Latino Parent Advisory, Punjabi Parent Group, District Equity Council, etc.  The Union City Family Center is a key district service that engages our underrepresented families by offering comprehensive services for both families and students.   Board Resolutions: The Board routinely recognizes marginalized communities for their accomplishments and contributions to the district and the broader community. Supplemental educational material related to these communities is shared with all school staff. Teachers curate and vet these resources, which are organized by grade level. Additionally, to ensure curriculum relevance, connections to relevant content standards are also shared with teachers. The district has established the Family Learning Portal. This is an online opportunity for families to engage in synchronous and asynchronous learning and engage our families in ways that we were not able to do so prior to the pandemic.  Support site principals in effective messaging of district-wide parent workshop opportunities and in offering more site-specific workshops that should feel more relevant to that particular school’s community.|In New Haven Unified, our current strengths include multiple ways to engage families in supporting their child’s academic success. Through structures such as Family Literacy/Math nights, Family Game Nights, and Parent Teacher Conferences, we are able to engage a broad representation of families in meaningful ways. Families are able to set goals for their children and participate in fun and engaging activities that contribute to school success. For our students with disabilities, NHUSD is an active participant with our SELPA in order to work collaboratively with parents in order to empower them to support their students in meeting the goals developed in their Individualized Learning Plans. (IEP) In New Haven Unified, we have engaged members of our community in a variety of ways. Our district has created the District African American Advisory Committee, Latino Parent Advisory, and Punjabi Parent Advisory Committee in order to engage with and build relationships with these historically underrepresented groups. The purpose of these groups is to review and analyze various sources of data in order to empower the participants and develop their advocacy at each of the school sites and district-wide.|Our focus area for improvement in this area would be to be more consistent across New Haven with our family engagement practices.  School sites implement structures for engagement of some families, generally those whose students have needs, such as Parent Teacher Conferences and Student Support Teams (SST) meetings, Coordination of Services Team Meeting (COST) and establishing structures to engage all families are needed.|Our Family Services Assistants provide workshops to support families and engage them in learning opportunities. They also work with teachers to bridge the gap and develop a more comprehensive understanding of our family’s needs and leverage available resources to meet them. The district has entered into a partnership with Care Solace and Daybreak which enables the district to connect underrepresented families with a variety of services / resources.|In New Haven Unified, some of our current strengths include providing our community with opportunities to provide input.  As a District, we engage our families to provide input for the development of the Local Accountability and Control Plan (LCAP); District English Language Advisory Council (DELAC) to advise how New Haven supports their English language learners; District African American Advisory  (DAAA) the Punjabi Family Advisory, and Latino Parent Advisory committees to discuss and advise New Haven about supporting its African American and Latino students; District Equity Council to discuss issues around equity and guide New Haven to be more equitable in its practices; Parent Advisory Council, formerly the President's Council, where the presidents of each of our School Site Councils meet with the Superintendent in order to support students throughout the district. In addition, at the Union City Family Center, there is a Community Council made up of parent representatives that inform the work with families district-wide. As a structure supporting Migrant students district-wide, we have a Parent Advisory Committee (PAC) focusing on removing barriers to academic achievement for migrant students.  At the local school level, New Haven families are provided opportunities to give input. At our School Site Council meetings, participants collect data and review and analyze site goals around family engagement and activities.  In addition, in our district, there are Equity Council, and English Language Advisory Committee (ELAC), and Title 1 Parent Nights as additional structures to engage our families. We have also provided several parent trainings in multiple languages focused on participating in school decision making.|Our focus area for improvement in this area to promote the consistent engagement of our traditionally underrepresented families over time. While in NHUSD, we have a wide variety of opportunities to engage with our families, our challenge remains our ability to consistently engage them over time and build sustainability within our structures for family engagement.|As part of our new Strategic Plan, effective engagement of our community and families has emerged as a priority.  Our Family Services Assistants, along with staff at the Union City Family Center, will be hosting multiple family workshops in the upcoming year with the intent of increasing parent participation and engagement.|3|3|3|4|3|3|3|2|3|3|4|3|Met||2025-06-17|2025
01612590000000|Oakland Unified|3|Our progress in this area continues to grow due to districtwide expectation and support provided for building Tier 1 family partnerships, relationship, and communication structures and practices. 85% of schools have on-going structures for family partnerships.   Continued site based and districtwide PD opportunities on culturally responsive practices, anti racist learning, and embedded equity frames within academic professional learning content have supported staff learning on family’s strengths and cultures. In addition, we continue to have a consistent set of school sites that are sustaining implementation of the national Parent-Teacher Home Visit (PTHV) model as a foundational strategy to build relationships with families. And, we have a consistent set of school sites that are also sustaining meaningful two-way communication strategies between teachers and families, and documenting their activities quarterly. On a district wide level, we continue to use ParentSquare and the Family Central website to share important academic information and announcements available and accessible to all families, and plan to continue this practice.|Our focus area for improvement is to support school sites to provide information to families in a way that is accessible and understandable.  While increased structures are available at schools to provide two way communication, families are still not accessing information in a way that resonates and is understood in their primary language.|To improve engagement of underrepresented families, we will continue to host a learning session with families to understand how to improve communication with families of our targeted populations, and language access to that communication.  We will learn about African American, Latino, Pacific Islander, Arab American, and Special Education families and their specific experiences with communication from their child’s school, and integrate their recommendations for improved partnership and communication.|We have been able to provide professional learning to staff on building academic partnerships and communication with families, and providing families with information and resources to support student learning due to increased collaboration with academic division departments and networks on supporting sites with tools and content to partner with families for student learning, and providing increased district wide opportunities for families to understand how to navigate OUSD and support learning at home.  We continued to implement these changes based on recommendations from the LCAP Parent Student Advisory Committee (PSAC) in June 2022, June 2023, and June 2024.  Being able to host a combination of both virtual and in-person meetings has also allowed us to more consistently engage families, especially underrepresented families with more regular academic communication and partnership. We seek to continue providing training opportunities for leaders and staff to learn best practices for academic family partnership, and for leaders and staff to set site expectations for family academic partnership and communication.|Our growth area continues to be academic partnership with our families of students with disabilities, African American, Pacific Islander, Arab American, and English Learner students, and specifically direct teacher-parent communication.|We will support schools to seek family input on improving direct teacher-parent communication, and integrate their input with our implementation of actions to improve targeted academic family partnership.|We have continued our efforts to  build the capacity of principals and staff and families to engage in shared decision making due to the focus in this area called for by PSAC in June 2022, June 2023 and June 2024  We have continued training and efforts to support sites with SSC, SELLs, and Affinity parent advisory committees this school year, with site based workshops, district wide governance learning retreats, and monthly drop in office hours.  This has supported our systemic culture change work, towards shifting from compliance-driven engagement to a family partnership mindset. This can be seen in the robust opportunities we provide for our district level committees for family input with our district level plans and policies, and in the engagement expectations we’ve set up in our SPSA (School Plan for Student Achievement) tool. We have worked to build a more transparent SPSA tool over the years to facilitate input into site decisions, particularly around budget.|While we provide opportunities for principals and school site teams to understand our school and district governance procedures, policies, and best practices for shared decision making, the training continues to be optional for all, and fewer than half of our sites choose to participate in our school and district governance training series. Our system wide challenge in this area is moving from compliance mindset to family partnership mindset when it comes to shared governance.  As a system, we still have a long way to go, especially with our secondary sites and some central office departments, to prioritize what is considered a best practice towards implementation of our family engagement core values and standards, versus what is only required by state and federal regulations.  Few leaders choose to go above compliance when stretched thin, and faced with immediate safety challenges.|We continue to work with our LCAP Parent & Student Advisory Committee and its subcommittees to identify ways to engage our underrepresented families more effectively, in our current climate where many staff and families are navigating immediate safety and school climate challenges.  We will continue to implement practices that have been working, and continue to offer virtual opportunities for engagement, which many families have found more accessible than our traditional pre-pandemic meeting structures. And, we will continue the quarterly segments for our parent groups to present at our Board meetings to provide families with an opportunity to address our Board Directors directly.|4|3|4|3|4|4|3|3|3|4|4|3|Met||2025-06-15|2025
01612590100065|Oakland Unity High|3|Our school launched in this community in 2003 and over the last 19 years, we have built close relationships with multiple generations of students and their families. Many of our alumni volunteer as translators for our current families.  Several of our long-time Unity Schools employees, both credentialed and non-credentialed, are alumni of our own school. Our admissions policy favors siblings which means that we really get to know our families and they really get to know us.  Nearly all families attend at least one of our student-led parent/teacher conferences each year. Parents assist our College Counselor in conducting outreach to parents regarding the FAFSA and other college preparation tasks.|Parents are very positive about Unity’s embodiment of its values.  Unity is focusing on the Habits of Heart and Mind in our outreach to families because these were recently updated and we want to reinforce them in all our communications and deepen our commitment to them.|Parents regularly participate in the process of assessing how well our school embodies our values and routine, Parent Engagement focus groups with parents to capture their input and reflections upon the ways the school does and does not live up to its Habits of Heart and Mind: U-N-I-T-Y: U-nderstand Your World   N-ourish Healthy Relationships I-nnovate and Problem Solve  T-rust Yourself  Y-our Community.|Our school is deeply committed to the goal of increasing parent engagement and involvement in the school. This goal appears explicitly in our Local Control Accountability Plan and our multi-year strategic WASC plan).  Our outreach to families focuses primarily on improving our students' academic performance and college readiness but we understand how important social and emotional skills are to long term success.  Our Wellness program includes training families in how best to support student success. Individual family and student counseling is also offered to address student/family social-emotional needs. Our Wellness program provides all-staff trainings in how to communicate more effectively with parents and how best to outreach to individual parents to strengthen family support of students' academic and social-emotional needs.|Unity is focusing on the Habits of Heart and Mind in our outreach to families because we want to reinforce them in all of our communications and deepen our commitment to them.|In the last few years, parents’ and students’ perceptions regarding the Habits of Heart and Mind have been reinforced through our Student-of-the-Month program. Students are nominated by a fellow student or a teacher in terms of specific instances of this student embodying a specific Habit. For example, Understanding Our World: Does this person leave their comfort zone, showing concern for others who might be different from them? Maybe it’s someone from another place, or a quiet student. Does this person show empathy? Parents receive phone-calls and other notification of their student's nomination. We also implement a PBIS assembly system to recognize and reward students who demonstrate the Unity Values of Kindness, Respect, and Determination.|Our parents are ensured opportunities to participate in school decision-making. Parents are informed of opportunities to get involved in the school every year, at Back To School Barbecue and in The Parent Handbook.  There is a Parent Council and School Site Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities. Parent board members represent parent voice in long range planning and oversight of the whole school program. Parents have reported “parents come to the coffee with the principal and are well informed regarding school-wide changes,”  The Principal is acting on specific parent recommendations that emerged from focus groups: 1. survey students regarding after school options in the spring each year; offer workshops for parents regarding specific topics like drug addition and parent/child relationships. Our Principal has received professional development focused on communicating with parents regarding school finances and budgeting decisions and uses these skills in the context of parent engagement in decision-making.|When we held family meetings to inform parents about the possibility of creating a Digital Media and IT  Pathway, they were enthusiastic supporters of this new initiative.  Rather than teachers convincing parents of the value of the pathway, parental enthusiasm helped to build teacher buy-in..  As more and more students are enrolled in the Pathway, nonPathway teachers are making the effort to develop projects that allow students to apply their newfound skills.|Unity is engaging our under-represented families through more parent to parent outreach.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
01612590106906|Bay Area Technology|3|Bay Tech knows that strong relationships with families are critical to the work of educating students. The school has held numerous family meetings and family events this year.  Attendance at these events has been consistently high. 100% of families report feeling connected to the school community in the 2024-25 school year.|The focus area is on building relationships with families who will be new to Bay Tech.|Next year, as the school prepares to move into its new campus, there will be opportunities to build relationships with families who may not come to traditional school events, with tours of the new building, conversations and surveys about transportation options to the new campus and expanded athletic opportunities.  The school will also start a Parent Ambassador club for parents to introduce themselves to the new community where the school will be located.|Research consistently shows that when parents are involved, students achieve more-regardless of socioeconomic status, ethnic/racial background, or the parents' educational levels. Children whose parents are involved also generally have higher grades and test scores, better attendance, and more consistently complete homework. At BayTech, we are fortunate to have community support through the Board of Directors. Parent-student-teacher collaboration: We believe that a cooperative parent-student-teacher triad narrows the achievement gap between the students at risk and the students who succeed as measured by the current assessment standards. BayTech has been working with parents to make them aware of the importance of their involvement in their children’s education. Parents and community members are encouraged to participate and lead fund raising activities, attend sporting events and field trips, become chaperones, participate in surveys and self-evaluation tools, and give input on all policy development. Regular parent communication and school updates take place via: BayTech Newsletters, weekly phone and text message announcements, updates to the website, and use of Parent Square.   Parent-teacher conferences: Each quarter. Bay Tech hosts parent-student-teacher conference. Additionally, teachers make a concerted effort to reach out to families with students in danger of not meeting academic and social standards.  The parents and teacher put together a collective action plan and set a future conference date to monitor the student’s progress. Based on our assessment and evaluation reports, 90% of the students who participated in this process have shown significant improvements in both academics and discipline. Back to school night, Open House, Coffee with the Principal, and the Annual Science Fair represent a few of the additional opportunities for parent participation, collaboration with the staff and site visits. The 11th and 12th grade college nights and the 8th grade introduction to high school parent meetings are additional opportunities for parents to gain important information about transitions.|The focus area for improvement overall and engagement of underrepresented families in Building Partnerships for Student Outcomes will be engaging the parents of new students to our school when we move to the campus in the new community.|BayTech will continue to communicate with families about opportunities to participate in activities that will support attainment of positive student outcomes.  For parents who are unable to come to school activities or meetings, home visits will be conducted to build partnerships with these families.|Parents have many opportunities to become involved in decision making at Bay Tech.  Parents and community members are encouraged to participate and lead fund raising activities, attend sporting events and field trips, become chaperones, participate in surveys and self-evaluation tools, and give input on all policy development. Two Bay Tech parents are members of the school's governing board.  Since BayTech is a small school, parents provide feedback to administrators during informal conversations during drop-off or pick-up times or during school events like the Science Fair or sporting events.|The focus area will be on seeking input for processes and procedures associated with moving to the new campus.|Next year as we look to create processes and procedures for the new building, we will hold a series of meetings to solicit input from families, staff, and community members.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-02|2025
01612590108944|Lighthouse Community Charter High|3|There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.|The LEA has many formal and informal structures to partner with families, including: Parent Advisory Committee (PAC),Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, parentsquare and email.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision-making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child's teacher and their child to discuss student progress and supports.|This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA's network of charter schools.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision-making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student's learning through understanding of our school's grading policy and system, available instructional supports and programs, and available Extended Learning opportunities. It is in these structures that we seek input for decision making.|Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.|To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities. Parent and family member feedback was gathered at school meetings/forums, district and parent advisory committee meetings, and through the California Healthy Kids Survey.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2025-06-04|2025
01612590109819|Aspire Berkley Maynard Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
01612590111476|Achieve Academy|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2025-06-10|2025
01612590111856|AIMS College Prep High|3|We endeavor to build strong relationships between staff and families. When students are first enrolled in school we begin with a formal meeting between staff and families. Every year we host a student orientation and Back to School Night where families are introduced to staff and teachers. We utilize Parentsquare to communicate announcements and events to parents. Throughout the school year we host various events that celebrate culture, sports, and academics where families can attend as part of our AIMS community. This year we created the APU, AIMS Parents United.  This organization within AIMS gives parents a voice and allows them to participate in decision-making.|We believe in the importance of partnering with parents and for student education. We maintain the strength of these relationships through transparent communication. We will focus on the consistency of our communication with families  by providing memos, timely updates, and town hall meetings where families can address concerns and where we all can discuss strategies for supporting and building our community.|We will improve engagement by strengthening our relationship community partners, and building bonds with families through the scheduling of parent meetings and by facilitating other specialized support.|AIMS provides all students access to courses to meet and exceed UC / CSU A-G state standards. We have a team of academic counselors and a College Bound Kids Coordinator who provide guidance and support to students. Teachers provide mandatory tutoring hours and Saturday School is hosted twice monthly for student needing additional academic support. Lastly we utilize Unified Insights, a platform where every student at the school has an individualized student profile with a history of past academic scores, as well as their current proficiency.|We employ a small team of academic counselors but are looking to expand our current counseling team in order to provide more individualized support to students. Increased professional development for teachers on differentiating within the classroom, training on providing adequate support for students participating in our english language learners, and special education programs.|We provide consistent communication with families through parent meetings with administrators, counselors, weekly memos, and town hall meetings.|AIMS HS SSC is a group of parent, student, teachers, and classified staff representatives that aid in decision making. We regularly solicit feedback through polls, surveys and adapt processes based on that feedback noting it is essential for continuous improvement.|We are focusing on transparent and consistent communication that will allow for greater insight and input from stakeholders for decision making by increasing representation in the SSC.|To improve the engagement of underrepresented families identified during the self-reflection process, the school will implement a comprehensive strategy to share key educational materials and information. This initiative aims to bridge the communication gap and ensure these families are well-informed and actively involved in their children's education.|5|5|5|5|4|3|4|4|4|4|4|4|Met||2025-06-16|2025
01612590114363|American Indian Public Charter School II|3|The LEA’s current strengths and progress in building relationships between school staff and families is sharing weekly staff memo with school staff to outline resources and upcoming events. Additionally, families receive memo using language that is  understandable by translating our memos to various languages. The school also holds SSC meetings, orientations, and Back to School Night for classroom walkthroughs school staff and families engagement.  This year we created the APU, AIMS Parents United.  This organization within AIMS gives parents a voice and allows them to participate in decision-making.|The LEA’s focus areas for improvement relationships between school staff and families is increasing their participation during SSC meetings.|The LEA will improve engagement of underrepresented families will continue to send detailed memo translated in various languages and attaching surveys in various languages to provide feedback or ask questions regarding events and volunteer opportunities for SSC participation.|The Local Education Agency (LEA) has made significant strides in building partnerships aimed at enhancing student outcomes through effective communication with families. One of the primary strengths in this area is the regular dissemination of progress reports every three weeks, coupled with report cards at the end of each quarter. This consistent communication ensures that families are kept informed about their children's academic performance and any areas that may require additional attention. At the beginning of each school year, teachers take proactive steps to engage with families by holding meetings to discuss various essential topics. During these meetings, teachers outline their expectations for the year, explain the grading policy, and review the anticipated learning outcomes. This early engagement sets a clear foundation for the academic year and fosters a collaborative relationship between teachers and families. In addition to these individual meetings, the school organizes a comprehensive family orientation. This event serves as an opportunity to communicate broader academic expectations, school culture, and attendance policies. By providing this information, the school ensures that families are well-informed about the school's values and operational procedures, which can enhance their ability to support their children's education effectively. To further strengthen these partnerships, the school mandates parent-teacher conferences. These conferences are essential for teachers to communicate detailed student progress to families. During these meetings, teachers can discuss specific achievements, identify areas where students may be struggling, and collaborate with parents to develop strategies to support their child's learning at home. This direct interaction allows for a more personalized approach to each student's education and fosters a sense of shared responsibility for their academic success. The combination of frequent progress updates, early and clear communication of expectations, and mandatory conferences demonstrates the LEA's commitment to involving families in the educational process. By maintaining open lines of communication and actively seeking to engage families, the LEA builds strong partnerships that are crucial for enhancing student outcomes. These efforts ensure that families are not only informed but also actively involved in their children's education, creating a supportive environment that encourages student growth and achievement.|We have successfully implemented 9-week pacing guides on a quarterly basis to develop measurable learning outcomes. This structured approach helps ensure that both teachers and students have clear, achievable goals within each quarter. The creation of these pacing guides is a collaborative effort, with teachers working within their cohorts to design the guides as a team. This collaboration ensures that the pacing guides are comprehensive and tailored to meet the specific needs of each subject and grade level. Despite the success in developing these pacing guides, we recognize the need for further improvement in building partnerships for student outcomes. One key area of focus is to create a version of the pacing guide that can be shared with families and students. Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.   To improve the engagement of underrepresented families identified during the self-reflection process, the school will implement a comprehensive strategy to share key educational materials and information. This initiative aims to bridge the communication gap and ensure these families are well-informed and actively involved in their children's education.|AIPCS II provides consistent communication with families through parent square in emails and text.  We communicate with families with memos and elevate parents, students and staff voices through the school site council.|The Local Education Agency (LEA) has made significant progress in seeking input for decision-making by leveraging the School Site Council (SSC) meetings and the Local Control Accountability Plan (LCAP) advisory committee. These platforms ensure that diverse perspectives are considered when developing educational plans and allocating funding.|The LEA’s focus areas for improvement in seeking input for decision-making is increasing the participation for school staff and families during SSC meetings and LCAP advisory.|The LEA’s focus areas for improvement in seeking input for decision-making is increasing the participation for school staff and families during SSC meetings and LCAP advisory. Sending surveys and memo with translated languages.|4|5|4|5|4|3|4|4|4|4|4|4|Met||2025-06-16|2025
01612590114868|Oakland Charter High|3||||||||||||||||||||||Not Met|||2025
01612590115014|KIPP Bridge Academy|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in person events (when health and safety allowed) where all families were invited. In an annual family survey, 74% (Rising)/78% (Upper) of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|4|4|4|4|4|3|4|3|3|3|Met||2025-06-12|2025
01612590115238|ARISE High|3|ARISE staff communicate with families through emails, phone calls, texts, social media and student-led conferences. Advisors are provided with multiple professional development sessions in preparation for communicating with families.  We also provide monthly meetings to assist families with College and Career success so they can better support their students.|ARISE maintains very strong relationships between staff and families.  We are hiring a community liaison and we are going to expand opportunities for families to participate in school programs.|The LEA will improve engagement of underrepresented families by strengthening our Black Student Union and including families in that process.  We are also targeting newcomers in our community school program.  We want to provide additional health and legal resources for those students. We have also cohorted Mam speakers, and a Mam family group, and have plans to expand affinity spaces for other students.|Families are invited to attend 2 student-led conferences each year to discuss their child’s academic progress and develop strategies for improving outcomes. During these meetings, families are also provided with information and resources regarding material needs such as food and housing, as well as mental and physical health.  Families also attend 10th and 12th grade Defenses.  In addition we provide once a month family courses.  We also held two exhibition nights for families, and those will be expanded in the coming year to include more families.|ARISE will continue to focus on building family literacy regarding College and Career.  We will create more opportunities for parents to see student work.  We will combine the PDL priority plan with our exhibition nights so that parents will be able to see the work in person.|The LEA will improve engagement of underrepresented families by strengthening our Black Student Union and including families in that process.  We are also targeting newcomers in our community school program.  We want to provide additional health and legal resources for those students.|Our academic counselors host monthly meetings to engage parents in discussions about various school programs and advocate for their families’ needs.  We now have two advisors who are able to communicate with families more.  We utilize the Youthtruth survey, our own internal survey and we ask for input at the SLCs.|ARISE will continue to focus on purposefully involving more families in the school.|The LEA will improve engagement of underrepresented families by continuously working on communication and outreach.|5|4|5|4|5|4|5|4|4|4|3|4|Met||2025-06-10|2025
01612590115592|Learning Without Limits|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2025-06-10|2025
01612590118224|Aspire Golden State College Preparatory Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
01612590126748|LPS Oakland R & D Campus|3|Provided a diverse, caring and motivated staff reflecting the student population providing social emotional support to students. Multiple languages were represented by staff to facilitate communication with parents/families of multilingual students. There were opportunities for regular community engagement including family meetings, family information sessions and we implemented student led conferences advisory this year. Associated Student Body (ASB) was comprised of strong student leadership representing multiple perspectives. A Family Liaison has been hired to enhance communication and positive relationships between school staff and families.|LPS Oakland R&D is in need of designing and strengthening consistent systems and structures to build relationships with parents and guardians. This includes communication around student progress and performance. While teachers regularly reach out to families, this area can also be strengthened with more clear and consistent supports and vehicles for implementation.|LPS Oakland R&D will emphasize the need for ongoing two way communication with families about student progress and performance and develop multiple avenues including online, and in person opportunities for staff to engage and for families to learn about and ask questions related to their student's progress and performance.|The ability to connect with students and providing a welcoming environment as parents/families come to our campus is a strength of LPS Oakland R&D. When parents/families come to campus they report feeling welcome and engaged in their students' academic progress. We also have a monthly parent newsletter to increase communication and we are able to use Infinite Campus to notify parents/guardians when students are not present in class. This year we reestablished a monthly Parent Guardian Association (PGA) meeting with 10-15 parents regularly attending. At our Charter Renewal Hearings we had between 20-70 parents, guardians and students who attended to show their support for our school. In addition, we provided a computer workshop where we gave 20 computers to families and 20 essential needs bags at Thanksgiving.|As a site we have strength in our ability to connect with students, families and community. Moving forward the focus will be on developing systems and structures that support two way communication with parents/families and students. This can be achieved by regular communication using the adopted parent portal, weekly/monthly newsletters and updating the school website and parent/student handbook. We want to continue to explore ways to increase and improve the quality of communication, while developing sustainable structures within the system. We will continue to focus on the capacity of staff to build partnerships with parents/guardians to support student outcomes.|LPS Oakland R&D will provide monthly  school newsletters to engage families, students, and community members.  We will monitor and execute social media engagement, hold multiple community events  and celebrations in our commitment to value diverse cultures and traditions within our community. We will also schedule a variety of parent  meetings on topics such as A-G completion, FAFSA, Infinite Campus, and  Financial Literacy. We will prioritize parent orientations at the beginning of the school year.|The school administration recognizes the value and importance of including all educational partners in making decisions regarding the school's goals and actions towards meeting those goals. Parents and guardians can offer input related to many areas of school governance including, but not limited to, charter renewal, Local Control Accountability Planning and WASC accreditation. In addition, parents and guardians must be made aware of performance and progress based on the California Dashboard in order to offer ideas and support for continuous improvement. While LPS Oakland R&D is currently in the exploration and research phase, this will be a priority in the coming year.|The areas of improvement currently are directed towards the establishment and development of an active and engaged Parent Advisory Council (PAC), an English Learner Advisory Council (ELAC) and Parent Guardian Association (PGA).|In order to develop a Parent Advisory Council (PAC), an English Learner Advisory Council (ELAC) and Parent Guardian Association (PGA) the school administration will conduct in depth research into the requirements for each of these groups, recognizing that Each of this groups has a separate but critical role to play in the work to promote a College and Career Ready culture and climate at LPS Oakland R&D. This work will include adherence to all Education Code requirements and extended outreach to recruit active and engaged parents and guardians to participate in school governance.|2|3|2|3|3|2|2|3|1|1|1|1|Met||2025-06-25|2025
01612590128413|Aspire College Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
01612590129635|Downtown Charter Academy|3|We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed.  Additionally, we host school events to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community.  These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress|While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.|Our school predominantly serves a student population from underrepresented communities, with the majority of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success.|Our school predominantly serves a student population from underrepresented communities, with the majority of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success.|While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things we are considering are below. Deepening Staff Capacity Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families. Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills. Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement. Enhancing Family Engagement Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations). Family Leadership Opportunities: Involve parents in decision-making processes and school committees. Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate. Leveraging Data Effectively Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly. Action Planning: Develop specific, measurable goals based on data findings and track progress.|To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will ensure that language interpretation services from external organizations are available. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support. Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements.|The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:  Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans. Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels. Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families. These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services.|To enhance parent engagement, the LEA aims to plan ahead and notify parents of opportunities for involvement with enough notice so that they are able to participate in the decision making process.|To enhance the engagement of underrepresented families in decision-making, the school will implement the following strategies: Incentivize participation: Offer refreshments and raffle prizes to encourage attendance at committee meetings. Expand outreach: Continue robust advertising, interpreter services, and hybrid meeting options to increase accessibility. Prioritize representation: Collaborate with the Community Outreach Coordinator to actively recruit and involve underrepresented families in decision-making processes. Foster parent engagement: Maintain ongoing education about the importance of parent involvement and its impact on student success. By combining these efforts, the school aims to create a more inclusive and equitable decision-making environment.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2025-06-30|2025
01612590129932|East Bay Innovation Academy|3|We have successfully implemented ParentSquare to support communication with families. We have increased the number of family engagement events and have plans to increase the number of events for the 24-25 school year. According to family surveys, families feel the school is responsive and communicates in a timely manner. Families report feeling welcome at EBIA. Our twice-annual family/student/advisor conferences provide opportunities for families to share their goals for their children with staff members.|Our primary focus is to increase in-person family engagement opportunities, including our Project Expo events, parent/guardian-student-advisor conferences, and school-wide community-building events, such as our Fall Fest. We will also be tracking attendance and engagement at our family/student/advisor conferences with the goal of 100% attendance. We will be adding a new Personalized Learning Plan system that allows us to share student goals, mindset, successes, and community service tracking with families on a regular basis.  We increased attendance at events by 25% in the 24-25 school year.|We always have Spanish-English translation available at events. We want to hold more focus groups next year with our underrepresented families to determine ways to better reach them.|We hold conferences for parents/guardians-students-advisors twice a year, at the end of each trimester. These are student-led conferences where students discuss their growth, challenges, and goals. We set aside one full day and two half-days for these conferences. We also have a strong full-inclusion Special Education program, that includes regular IEP meetings and opportunities to partner with families to support students. Through our ECHO LMS system, families have consistent access to view student assignments, grades, and progress.  The school provides annual training and on-going support for families to access this resource.|We want to make sure we are supporting families to support students at home on our learning platform, Echo. We plan to include more education opportunities for families at Back to School Night and other events early in the school year to make sure all families know how best to support student learning at home.|We will make sure we have translation services available and will offer small group or 1:1 support for families who need additional support with our LMS.|We currently gather family input through surveys and monthly family gatherings with the site leaders. We need to determine how we will create more structured, in-person opportunities for family input on decision-making. The EBIA board of directors also includes EBIA parents.  EBIA's Parent Advisory Council (PAC) typically meets every other month.  The PAC primarily supports the school through events such as Fall Fest, and cultural events such as Lunar New Year.|EBIA recognizes the need to more authentically engage our families as advisors and decision makers in our school.  We will be engaging in a strategic-planning process in the fall of the 24-25 school year, which will include family input in decision-making to create the plan, along with setting goals to create a stronger structure for family input moving forward.|We will make sure we offer translation at all events and on surveys. We will specifically reach out and invite underrepresented families to focus groups and other events.|4|4|4|4|4|4|5|4|2|2|2|2|Met||2025-06-11|2025
01612590130617|Oakland Military Institute, College Preparatory Academy|3|-Outreach via Internet and Social Media Platforms  -Holding face-to-face events and activities with both faculty and military cadre  -Providing staff training in communicating with parents and community|-Providing capacity and time for stakeholder engagement such as our Grizzly Nights, and parent orientations.  -Expanding cadet outreach to community  -Including parents in cadet decision making  -Utilizing our parent community liaison and expanding our connection to the community.|--Analyze student performance and benchmark data to appropriately strategize initiatives and programs  --Evaluate above data frequently and with fidelity to moving student with special needs, English Learners, and our Promise students. --Seek input from unduplicated families to guide programs to suits their needs  --add cadet recognition to all family nights and brigade formations|-Developing Dual Enrollment programs with local community colleges  -Creating early College Program  -Meeting with Instructional Leadership Teams and Department Chairs  -Utilizing Building Assets, Reducing Risks (BARR) program and Academic Support Group  -Providing numerous surveys for various stakeholder groups|In the development of the Governors Baccalaureate Degree Program, OMI seeks to establish long term relationships to fully integrate dual enrollment programs into regular OMI course of study. Our ability to support all cadets to be successful with DE will be at the center of our efforts in the next few years as we look to sustain our initial phase of this program.|Examine data in the following categories   --Analyze student performance and benchmark data to appropriately strategize initiatives and programs  --Evaluate above data frequently and with fidelity to moving student with special needs, English Learners, and our Promise students. --Seek input from unduplicated families to guide programs to suits their needs|--We developed and deployed parent surveys to respond  to LCAP  --We continue to emphasize incentives and motivations for parents to participate including looking into teleconferencing opportunities, coffee with the superintendent, and other parent community engagement events.  --Strategically combining school processes and community/parent meetings to encourage stakeholders to attend and participate in.|--Increasing number of attending families with a focus on our incoming new families that attend orientation to give them the opportunities for partnership input.  --Looking at media and communication channels that families utilize to engage in communication and input  --Integrating cadet responsibilities in media campaigns to have a bottom up communication loop as opposed to school staff focused.|--Utilizing our partnership with the communities engagement initiative team to obtain input for all stakeholders in building a decision loop that includes partnership input  --Analyze student performance and benchmark data to appropriately strategize initiatives and programs  --Evaluate above data frequently and with fidelity to moving student with special needs  --Seek input from unduplicated families to guide programs to suits their needs|5|5|4|5|5|4|4|4|4|4|4|4|Met||2025-06-25|2025
01612590130633|Lighthouse Community Charter|3|There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.|The LEA has many formal and informal structures to partner with families, including: Parent Advisory Council (PAC),Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, parentsquare and email.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child's teacher and their child to discuss student progress and supports.|This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA's network of charter schools.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision-making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student's learning through understanding of our school's grading policy and system, available instructional supports and programs, and available Extended Learning opportunities. It is in these structures that we seek input for decision making.|Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.|To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities. Parent and family member feedback was gathered at school meetings/forums, district and parent advisory committee meetings, and through the California Healthy Kids Survey.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2025-06-04|2025
01612590130666|Aspire Lionel Wilson College Preparatory Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|5|5|5|5|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
01612590130732|Aspire Triumph Technology Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
01612590132514|Francophone Charter School of Oakland|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through ParentSquare posts and messages from teachers, and weekly school-wide principal reports. The room parent coordinator roles have been extended to both campuses and keep parent-school communication frequent and consistent. Also, the school was able to provide childcare at approximately 75% of school meetings removing a significant barrier to involvement for many underrepresented families. Additionally, the school is providing the monthly meetings at two times during the day with a Coffee chat in the morning in-person and a virtual Tea in the afternoons.  The school also has a very engaged parent leadership group that supports fundraising and organizing school events.|Francophone will continue to strengthen family relationships by developing a calendar of activities, fostering the parent association's growth, and hosting both in-person and online family meetings. Simultaneously, the school will continue to integrate Latino families into its culture through targeted meetings addressing their needs and language.|All weekly bulletins are transmitted to families via Parent Square. Parent Square has the functionality to translate the weekly bulletins into any language, but parents may not know how to utilize this function.  Francophone will provide training for parents in how to use this feature to ensure they can access information in their native language.|Francophone has developed practices that foster partnerships between families and staff to support student growth. The school hosts parent conferences twice a year with all families, not only to inform them of student progress but also to engage them as partners in their children's education. This commitment is evident in the 100% family attendance at lower school Trimester 1 conferences and the 99% attendance in Trimester 2.  This year, all meetings with individual families focused on providing additional student support in areas like attendance, behavior, or academics were held in Spanish for Spanish-speaking families.  Furthermore, Francophone ensures families are well-informed about their legal rights and how to advocate for their students through the student family handbook and throughout the special education process. The school has dedicated staff to support students with disabilities and English Learners, ensuring their parents receive comprehensive information on these rights and advocacy. Leaders within the special education department collaborate directly with parents and teachers to create individualized support plans for their children.  Demonstrating its commitment to family engagement, the school recently hosted a workshop on how parents can support their child’s literacy development at home. Additionally, they partnered with a parent to present best practices for children's social media and technology use.|To further enhance student outcomes, Francophone is committed to strengthening its partnerships with families. Several key areas have been identified for focused improvement: - Increasing Attendance at Family Workshops - Families in Action partnership to support with providing professional development on best practices for partnering with families - Streamlining the SART process to increase effectiveness at building the home school partnership to support student attendance  - Recognizing the unique needs of different family groups, Francophone will implement separate New Family Orientations for parents of Students with Disabilities and Spanish-speaking families|Francophone plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend parent conferences, workshops, and Monthly Coffee/Tea chats.|Parents provide feedback during monthly Family Coffee chats and the afternoon Tea with the Executive Director meetings, in response to communication via Parent Square, through family surveys, and through our Parent Association.  The school also hosts three large state of the school meetings where the budget, test scores, and reflection on the school’s progress in accomplishing the school’s strategic plan goals.  Parents compose Board committees focused on specific issues and they present information/proposals to the governing board. Francophone parents provide feedback through all of the channels mentioned above, and also through everyday informal interactions with school staff.|Francophone will continue to tailor the school’s culture surveys to areas of the school that need improvement. Also, the school will continue to keep the school priorities and data in mind and bring the school community together to seek solutions.|We will strive to provide childcare at 100% of school meetings to enable more families to attend all of these events.  We will also continue to provide parents opportunities to participate in school events at various times of the day to accommodate varying schedules.|4|4|4|4|4|3|4|3|4|4|4|4|Met||2025-06-12|2025
01612590134015|Lodestar: A Lighthouse Community Charter Public|3|There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.|The LEA has many formal and informal structures to partner with families, including: Parent Advisory Committee (PAC),Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, parentsquare and email.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision-making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child's teacher and their child to discuss student progress and supports.|This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA's network of charter schools.|This year the LEA is taking a close look at its Parent Advisory Committee (PAC) as a body where parents and guardians can give input on LEA activities. This formal decision-making power is the LEA's focus area for the year, and the LEA's Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.|Lodestar will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student's learning through understanding of our school's grading policy and system, available instructional supports and programs, and available Extended Learning opportunities. It is in these structures that we seek input for decision making.|Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.|To meet the Lodestar’s vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities. Parent and family member feedback was gathered at school meetings/forums, district and parent advisory committee meetings, and through the California Healthy Kids Survey.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2025-06-04|2025
01612593030772|Oakland School for the Arts|3||||||||||||||||||||||Not Met|||2025
01612596111660|Oakland Charter Academy|3|We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed.  Additionally, we host school events to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community.  These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress.|While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.|Our school predominantly serves a student population from underrepresented communities, with the majority of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success.|Our school provides comprehensive training for all staff in effective parent engagement strategies. Regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment. To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.|While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things we are considering are below. Deepening Staff Capacity Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families. Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills. Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement. Enhancing Family Engagement Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations). Family Leadership Opportunities: Involve parents in decision-making processes and school committees. Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate. Leveraging Data Effectively Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly. Action Planning: Develop specific, measurable goals based on data findings and track progress.|To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will ensure that language interpretation services from external organizations are available. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support. Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements.|The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:  Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans. Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels. Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families. These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services.|To enhance parent engagement, the LEA aims to plan ahead and notify parents of opportunities for involvement with enough notice so that they are able to participate in the decision making process.|To enhance the engagement of underrepresented families in decision-making, the school will implement the following strategies: Incentivize participation: Offer refreshments and raffle prizes to encourage attendance at committee meetings. Expand outreach: Continue robust advertising, interpreter services, and hybrid meeting options to increase accessibility. Prioritize representation: Collaborate with the Community Outreach Coordinator to actively recruit and involve underrepresented families in decision-making processes. Foster parent engagement: Maintain ongoing education about the importance of parent involvement and its impact on student success. By combining these efforts, the school aims to create a more inclusive and equitable decision-making environment.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-30|2025
01612596113807|AIMS College Prep Middle|3|Throughout the year, we arrange a variety of events that foster strong connections between our staff and families.  In the beginning of the year, we initiate formal meetings beginning with family orientation and back to school night where families have the opportunity to meet our staff and teachers.  Communication to families is translated in multiple home languages and shared through Parentsquare as a means to keep parents informed about announcements and upcoming events. To enhance our relationships between school staff and families, we have implemented several effective strategies: - We regularly share a weekly staff memo with our school staff, which outlines available resources and upcoming events. - We ensure that the information we communicate is accessible to all families by translating our memos into multiple languages. - We host School Site Council  meetings to promote shared decision making and collaboration amongst families, students, teachers and staff  -This year we created the APU, AIMS Parents United.  This organization within AIMS gives parents a voice and allows them to participate in decision making|We value partnering with parents to enhance student education and maintain strong relationships through clear communication. Our commitment to consistency in communication includes sharing memos, providing timely updates, and hosting town hall meetings for addressing concerns and discussing community-building strategies.|To enhance engagement with underrepresented families, we will have targeted efforts to reach families in multiple languages to and to engage their feedback in those languages regarding school events and volunteer opportunities and to join the school site council.|At AIMS, the strengths and progress in building partnerships for student outcomes through constant and consistent communication.Beginning each year, we set the academic and professional expectations and school culture. The school hosts mandatory orientations, Q&A sessions and teachers meet with families and with students to set those academic expectations, school culture, and attendance policies at orientation. Families receive a progress report every six weeks and report card end of each quarter. Constant and consistent communication continues to be a vital strength and progress in building partnerships for student outcomes.|Increase small group interventions and to increase the support for students through teachers assistants, instructional aides and improved technology for english language speakers to better engage and improve the quality of the learning experience.|AIMS provides consistent communication with families through parent square in emails and text.  We communicate with families with memos and elevate parents, students and staff voices through the school site council.|The School Site council at AIMS MS is s a vital component of school governance that facilitates collaboration, transparency, and effective decision-making to improve the educational experience and outcomes for students. It is made up of students, teachers, and staff who serve as representatives and aide in the decision making process.|AIMS MS focus areas for improving seeking input for decision making is to increase participation for school staff and families in the school site council meetings.|AIMS MS focus areas for improving seeing input for decision making is to increase family, student, and teacher participation n the school site council meetings and to send out communication seeking family input in multiple languages so all can participate and be engaged in the decision making process.|4|4|4|4|4|3|4|4|4|4|4|4|Met||2025-06-16|2025
01612596117568|Aspire Monarch Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
01612596118608|ASCEND|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.|We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2025-06-10|2025
01612750000000|Piedmont City Unified|3|Parent Engagement is a strength for the Piedmont Unified School District. We provide many opportunities for parent participation in both decision making and program participation.  We have several very active parent committees and engage our school community in a rich variety of training and workshops.  Engaging with the parent community is a high priority and we enjoy working with parents for fundraising, classroom support and decision making. Keeping our parent community informed is important to continued success in shared decision making.  Progress in community relations is measured in annual communication engagement and climate surveys.   Improvement efforts this year have centered around our inclusion work with students and the community and in communications.  Our LCAP goals now include an emphasis on belonging.  One of the several efforts at engaging with parents has been community circle events.  These circles engage staff and community from different groups, including under-represented families, to create more meaningful communication and connection. LCAP action items in 2024-25 included additional events and resources related to inclusion and belonging with our community. To improve relationships the district has employed a Director of DEIB who has spearheaded a student mentorship program linking high school students with elementary and middle school students and their families.    The district continues to expand its web presence after a revamp of its websites in 2022-23.  For 2024-25 an Alumni page was added and outreach and engagement with former students was a focus. The superintendent is very active on our social media channels including Facebook, Instagram and with a bi-weekly parent S'more newsletter.    Several advisory committees exist to provide interactive listening sessions and dialogue including the Superintendent's Advisory Committee.|Based on 2022 focus group research and community feedback, sponsored community affinity group work will continue in the LCAP 2024-2027, along with additional engagement around equity, inclusion and belonging.  The Affinity Mentorship course at the high school level has been expanded to provide more community support among students in underrepresented groups.|One of the areas identified for needing improvement was language barriers. In 2024-25 the district began implementing just-in-time interpretation services for families. This has been used to help with enrollment, parent teacher conferences, IEP meetings and school tours.|Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and curriculum was an area of interest for educational partners.  Redevelopment of the district and school websites will address some needs (including staff training), and continued improvements in communications for the school.  In 2024-25 additional mechanisms were added to communicate some local benchmark assessment results to elementary families directly via email.  Additionally the district has standardized 504 evaluations and reviews, providing processes for families to share information and ensure they have received their legal rights in the process.  Attendance at Back-to-School nights, Open House, Conferences and Education Speaker Series events continues to be high and the district continues to work to offer timely and responsive events and content to improve student outcomes with all educational partners.  Goal 3 of the LCAP included actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents.|"The district plans to expand just-in-time interpretation services, direct digital release of benchmark assessment results, and outreach to alums to build career day programming. In addition community partners have been instrumental in expanding field trips and experiential learning. A new concept for a secondary ""open house"" focused on students is in the works for 2025-26. Goal 3 and 4 of the LCAP includes actions and services focused on this effort."|"Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and curriculum was an area of interest for educational partners.  Improved communication so all families have access to information on their child's progress is our focus.  This includes developing more reliable ""push"" communications.  Sending information directly to the parents rather than having them look for information of their students.  Redevelopment of the district and school websites will address some needs as the websites are now more easily translated for families whose home language is something other than English.  Additional support for multi-language households was implemented for 2023-24 including better language support in virtual meetings. All district meetings in 2024-25 included a hybrid option to better serve family participation.  In 2024-25 just in time interpretation has been added to the school offices."|The parent - school partnership is a strength of Piedmont.  The parent community is very actively recruited and whole-heartedly participates in a variety of advisory committees and provides input in decision making through a variety feedback mechanisms including: Superintendent Advisory Council (SAC) WASC committees School Site Councils Parent Clubs LCAP Advisory Committee Diversity, Equity, Inclusion and Belonging Councils Health Council CTE Advisory,  Technology Advisory,  Special Education Advisory Committees Programmatic Surveys and Committees (ie Math, cell phones) Teacher Evaluation Surveys Climate Surveys Calendar Surveys Facilities Steering Committee Budget Advisory Committee Curriculum adoption processes and feedback Title IX Athletics Audit Task Force  The district maintained a LCAP advisory committee this year with invited members from across the schools and support groups.  It met regularly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the LCAP advisory committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made there go beyond the LCAP, supporting the needs of students across the district, regardless of specific plans or funding sources. Members were well-informed on the district's programs and services for students, also going beyond programs and services in the LCAP, and are active participants in the district's comprehensive strategic planning.|Improvement in seeking input for decision-making with stakeholders will be focused on three areas for the next LCAP cycle.  1) The Superintendent's Advisory Council was restructured in 2024-25 by our  Superintendent who intends to further develop the channel for improved feedback and input; 2) Increased focus on newer channels for two-way communication including social media; 3) Site Council and other organized parent involvement areas.|The district will continue engagement strategies to underrepresented families. Goal  1, 3 and 4 of the proposed 2024-27 LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents, improved communications and belonging work. Parent/guardians of unduplicated students have been identified for outreach and engagement at sites.|3|3|3|2|4|4|5|4|5|5|5|4|Met||2025-06-25|2025
01612910000000|San Leandro Unified|3|SLUSD effectively utilizes ParentSquare and hosts school-based events such as parent conferences, academic learning nights/workshops, and parent leadership sessions that address topics of interest of the parent/guardian community. SLUSD values partnering with parents on students' academic pathways and progress. SLUSD believes that strong relationships provide a foundation for student engagement, belonging, and learning. The more high-quality relationships students and families have with their teachers and school staff, the better their engagement in school. We create a variety of opportunities for our families and staff to share information, engage in collective decision-making, and engage in learning through weekly coffee chats, school site council meetings, parent-teacher conferences, and family workshop events (school and district-sponsored). We also actively recruit and invite all parents to participate in giving feedback on our local control accountability plan through school-sponsored events, district parent advisory spaces, and via feedback forms. All of these events have successfully strengthened relationships between SLUSD families and staff.|We continue to strive to improve and build high-quality relationships with our learning community. Our California School Parent Survey indicated slight improvements across various measures of family engagement. For example, Promotion of Parent Involvement increased by 4 percentage points. Our focus in the new school year is to continue to communicate with families often and foster more avenues for two-way communication. We use multiple modes for communication (website, emails, zoom meetings, in person, phone calls, home visits) that are provided in their home language and will continue to find ways to ensure families can overcome barriers that might cause students to be absent. Additionally, secondary families receive weekly updates on attendance and academic progress.|Based on the analysis of educational partner input and local data, we will improve engagement of underrepresented families by strengthening culturally responsive communication strategies, increasing access to interpretation and translation services, and expanding outreach efforts through trusted community partners (such as Wellness Together, Care Solace, San Leandro Boys and Girls Club and East Bay Agency for Children) Specific strategies will include: 1) Offering community-based family engagement events in collaboration with local organizations and held at accessible, familiar locations such as our local school, San Leandro Boys and Girls Clubs or local libraries. 2) Continue to implement regular home visits and listening circles to build relationships and gather authentic input from families who may not engage through traditional formats. 3) Provide parent facilitator and office staff professional development on trauma-informed, anti-bias, and culturally sustaining practices to improve relational trust and empathy in interactions with families. 4) Continue to improve multilingual communication channels (e.g., translated newsletters, text messaging platforms, multilingual family portals, and multilingual website information) to ensure all families receive timely, understandable information.|We have thoughtfully developed and refined collaborative approaches to community engagement. These approaches are designed to build strong partnerships between our schools and community-based organizations, businesses, and government agencies. To do this work, we center a relational mindset on community engagement, where we work in and with the diverse communities we serve through listening and learning sessions to elevate voices historically silenced in schools, particularly within our English language learner families, our families with students who have special needs, our single and co-parent families, and our Black/African American families.    SLUSD informs student programs and outcomes through year-round listening sessions that involve the entire organization, including central office staff, school sites, and community partners, that are held at schools, district offices, community venues, and online with our educational partners. District leaders in SLUSD collaborate in both general forums and dedicated affinity spaces to engage more deeply with specialized groups. With support from parent and student leaders who help bridge these conversations, we are shifting our community engagement approach to center on the real needs of students and families, rather than following a predetermined district agenda. This commitment is reflected in actions such as: The Family and Student Support Services team conducts school walk-throughs with student leaders to assess campus climate. The Parent Advisory Committee reviews qualitative feedback to better understand student and family experiences; and Community partners facilitating affinity spaces where Black/African American families can openly share what is working and what needs improvement. Encouraging the participation of parents with the School Smarts Academy program, which has a focus on learning how to navigate the school system and take on parent leadership roles within the school and district.  SLUSD is committed to an ongoing cycle of listening, learning, co-designing, acting, and listening again. By adopting this mindset, we honor and elevate the experiences, insights, and cultural wisdom of families and communities who have historically been excluded from educational decision-making.|Key focus areas for SLUSD are: 1)  the intersection where teachers collaborate directly with families in venues like parent conferences and in the more informal spaces of online communication; 2) office staff interaction with families; 3) classified staff interaction with students; 4) continue to refine weekly academic updates to students and families; 5) improve student awareness of college and career through counseling and course scheduling.|Based on the analysis of educational partner input and local data, we will improve engagement of underrepresented families in building partnerships for student outcomes by creating more inclusive and accessible opportunities for families to participate in their child’s learning.    1) Expanding family workshops focused on supporting student learning at home, with topics such as literacy, math strategies, college and career readiness, and navigating school systems, offered in multiple languages and formats.  2) Developing family leadership opportunities through parent mentoring programs that reflect the voices of their learning community, including English learners, foster youth, and students with disabilities. 3) Providing regular progress updates and data-sharing tools that empower families to monitor student progress, ask questions, and partner with educators in setting goals and interventions.  4) Align family engagement efforts with our Multi-tiered Integrated Intervention Support System (MIISS) so that families are active collaborators in identifying academic and social-emotional supports.  5) Increasing staff training on building effective communication skills that are clear, consistent, and caring, and on working to recognize and address unconscious biases that may impact family engagement and  6) Launch targeted workshops for newcomer and long-term English Learner students and their families to increase understanding of college and career readiness pathways and resources.   These efforts are designed to build relational trust and shared responsibility between schools and families, ultimately improving student outcomes and equity in access to educational opportunities.|San Leandro Unified School District took the opportunity to broaden the scope of staff and community engagement through in-person and online to provide a variety of formats for our diverse community. The ease of attending virtual meetings or coming in person rendered a high degree of participation from all educational partner groups. SLUSD focuses on making community decision making accessible as seen in materials that can be found on our website at www.slusd.us/slusd/local-control-lcff-lcap/.    SLUSD’s strength is in creating venues that include structured, participatory protocols that are used to gather constructive feedback regarding current conditions, to analyze educational partners' input data, and to elicit feedback on future strategic commitments. Special attention is paid to language accessibility and building intentional, collaborative relationships to facilitate cycles of inquiry beyond LCAP and SPSA development and into daily teaching, learning, and school climate. Most importantly, venues are also an opportunity to really listen and learn about our educational partners' needs, ideas, and preferences regarding programs, services, and processes. More than just information collection, these venues serve to build the kind of relational trust required to create meaningful and impactful programs, plans, and adjustments that are both responsive and sustainable.|Our current focus area is creating venues for affinity-based groups, particularly spaces for dually identified students (such as English Learners with IEPs). Currently, we have affinity spaces for family learning, leadership, and connection for English language learners, families with students with IEPs, families raising black children, families who are co-parenting or single parenting. SLUSD seeks to strengthen these spaces and also bring in some of the structures found in our parent advisory spaces into these venues to enable more decision-making opportunities.|SLUSD is looking at how to leverage site-based spaces where underrepresented families are more likely to attend, such as Latino Literacy Project groups, family-focused events, and celebrations etc. SLUSD has also invested in increasing services for parent outreach and will be conducting more community-based forums and home visits to do the kind of listening and learning essential to progress monitoring and program/service evaluation. Towards this end, SLUSD is partnering with multiple community partners to do this work. SLUSD continues its second year of California Community Schools Partnership Program grant implementation for eight of its schools. During this phase, schools activated a community partner staff position at each school site to determine family and student needs, while deepening partnerships with parents and guardians. With intentional infrastructure, staffing, and goals in this area, SLUSD is positively positioned to improve both engagement and quality decision-making for TK-12 families through this model.|4|4|4|5|4|5|4|5|4|5|5|4|Met||2025-06-17|2025
01613090000000|San Lorenzo Unified|3|SLzUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate in Back to School Night, Parent-Teacher Conferences, and site-specific school-wide events. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. These groups also educate parents on understanding and exercising their legal rights and advocating for their children, but growth is still needed in this area. Racial Equity is very important in our diverse community and as a district, we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families. Regular conferences scheduled with families on release days are additional opportunities teachers use to educate families about how to best support their students at home.|SLzUSD continues to provide opportunities for family participation; however, we see a varied number of families that actually take advantage of participating in these affinity groups. An area of improvement would be to work on providing continued family learning and engagement opportunities in ways that maximize the number of families who access these supports.|SLzUSD will continue to engage families through both district and site-level groups. All sites have active SSC and ELAC groups and the district runs a strong DELAC group. We will also be utilizing the relationships of our site staff to recruit for broader participation in our LCAP committee. We also provided an additional opportunity for our community to engage in the LCAP process by facilitating a specific meeting for the community to learn about the LCAP and provide feedback and discussion about the plan.|SLzUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering). Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLzUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. We are also engaging our families with Students with Disabilities with several meeting opportunities throughout the year. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families.|SLzUSD offers families opportunities to access information that supports the educational process. However, we have observed that only a limited number of families are taking advantage of these opportunities. Our primary mode of communication is Blackboard Connect, but we recognize the need to improve our approach by offering more opportunities for family learning and engagement. We aim to increase the ways in which we communicate with families and encourage more dialogue between us to better support the education of their children.|As a team, we will continue to evaluate if our current methods are successful, making decisions based on this reflective process. We will utilize our communications department to seek out ways parents want to receive information and develop systems that remove barriers to participation.|SLzUSD seeks to give parents voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLzUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the District English Learner Advisory Council (DELAC), all provide parent education and collect parent input both in person and online that contribute to district decision-making. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity on topics the parents choose and gather input on site and district policies and practices.|This is an area of strength for our district. We have dedicated staff that works directly with leaders, families, and teachers to provide us with information to support our decision-making. We will continue to be inclusive of parents, students, staff and management in our decision making process.|For this school year, we will be establishing district and site community school groups which include partners from classified, certificated, and community. We have restructured the LCAP committee to include a family member from each school as well as students to widen the voice of parents and students in this process.|3|3|3|4|3|3|4|4|3|3|3|4|Met||2025-06-17|2025
01613090101212|KIPP Summit Academy|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.   We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.   KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.   KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.   The school hosted 19 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  - Assume good intentions, and approach all families as partners who want the best for their children.  - Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  - Invite parents or guardians to share information about family cultures and traditions.  - Recognize and respect differences in family structures.  - Recognize the role that identity and background may play in shaping relationships between teachers and families.  - Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  - View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.   KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.   KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.   The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.   KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|5|5|5|5|5|4|5|4|4|4|4|4|Met||2025-06-12|2025
01613090114421|KIPP King Collegiate High|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 10+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|3|4|3|4|3|3|4|3|4|3|3|4|Met||2025-06-12|2025
01750930000000|Dublin Unified|3|Dublin Unified School District (DUSD) has made notable progress in creating systems that support family relationships and engagement. All schools host School Site Councils (SSCs) and Parent Faculty Clubs (PFCs), and staff report high favorability toward family communication tools (95% certificated; 86% classified/certificated). The district’s use of ParentSquare, multilingual interpretation services (Language Line, Hannah Interpreting), and access to student data via the Parent Portal shows a foundational strength in equitable outreach.|However, based on the California Family Engagement Self-Reflection Tool, the LEA is still in the Initial Implementation phase for many key areas, including professional learning for staff on family partnerships and culturally responsive practices. Panorama survey results corroborate this, showing only 59% favorability for “Cultural Awareness and Action (Adult Focus)” and just 47% among District Office staff.|To improve engagement with underrepresented families, DUSD will provide targeted professional development for staff to build cultural competency and implement practices that foster trust. This includes creating multilingual Parent Cafes, expanding family learning events, and developing the Multilingual Learner Strategic Plan, which will include newcomer intake systems, translation protocols, and multilingual resource hubs.|DUSD maintains strong communication and feedback systems with families, as demonstrated by favorable Panorama results in family engagement and teaching efficacy. Families have multiple access points for information (websites, social media, ParentSquare, school newsletters), and staff report feeling well-equipped to communicate effectively. Parent volunteers are welcome at school events, and many participate through PFCs and SSCs.|Despite these strengths, the district remains in Initial Implementation when it comes to providing families with tools to support student learning at home, as noted in the self-reflection tool. Additionally, while 91% of staff believe that students are encouraged to enroll in challenging coursework regardless of their background, family involvement in shaping those decisions remains uneven.|To address this, the district will implement Parent Meetings focused on academic pathways, interventions, and enrichment. Particular attention will be given to outreach for English Learners, foster youth, and families of students with disabilities. Site leaders will also receive training on partnering with families to co-design student support plans and use disaggregated data to close participation gaps.|The district has invested in shared decision-making structures, including the LCAP Parent Advisory Committee (PAC), DELAC, SSCs, and monthly meetings between the Superintendent and parent leadership groups. The 2024–27 LCAP was shaped by input from 680 educational partners, including 60 parent survey responses and five PAC meetings. This reflects an infrastructure for advisory engagement.|However, DUSD rates itself at Beginning Development for family representation in decision-making and Exploration and Research for collaboration between families, staff, and administrators on the design and evaluation of engagement efforts. Survey feedback and advisory participation rosters show a need to deepen the participation of historically underrepresented families.|DUSD will improve engagement by investing in targeted recruitment of diverse parents for advisory groups and ensuring meetings are accessible through translation, childcare, and virtual options. Training for staff on collaborative leadership and co-design will also be implemented to ensure diverse voices influence program and policy development.|3|2|2|3|3|3|3|2|3|2|2|1|Met||2025-06-10|2025
01751010000000|Pleasanton Unified|3|In October 2024, PUSD administered the yearly California Healthy Kids Survey (CHKS), which also includes the California School Staff Survey (CSSS) and the California School Parent Survey (CSPS) which measures student, staff, and parent responses regarding parental involvement. Strengths and Progress: Survey shows a high percentage of parents/guardians agree or strongly agree - School promptly responds to my phone calls, messages, or e-mails. (80%) - School encourages me to be an active partner with the school in educating my child (86%) - Parents feel welcome to participate at this school (81%)|Focus Areas for Improvement: CSPS shows a need to focus on the following areas: - Teachers communicate with parents about what students are expected to learn in class - Letting you know how your child is doing in school between report cards - Providing information about why your child is placed in particular groups or classes - Providing information on your expected role at your child’s school - Providing information about how to help your child with homework - Providing information on how to help your child plan for college or vocational school|- Professional development to support increasing communication to parents specifically regarding student work within the classroom - Continue to build systems of communication such as Parent Square that enhance two way communication with families - Promote opportunities for equity based initiatives throughout the district|In October 2024, PUSD administered the yearly California Healthy Kids Survey (CHKS), which also includes the California School Staff Survey (CSSS) and the California School Parent Survey (CSPS) which measures student, staff, and parent responses. Strengths and Progress: Survey shows high percentage of parents/guardians who agree/strongly agree that - This school promotes academic success for all students (85%) - This school is a supportive and inviting place for students to learn (87%) - This school provides high quality instruction to my child (84%) - My child is receiving adequate instruction from teachers to support assigned work (81%)|Focus Areas for Improvement based on the survey: - This school provides instructional materials that reflect my child’s culture, ethnicity, and identity - This school has quality programs for my child’s talents, gifts, or special needs.|- Professional development to support increasing communication to parents specifically regarding student work within the classroom - Continue to build systems of communication such as Parent Square that enhance two way communication with families - Promote opportunities for equity based initiatives throughout the district|In October 2024, PUSD administered the yearly California Healthy Kids Survey (CHKS), which also includes the California School Staff Survey (CSSS) and the California School Parent Survey (CSPS) which measures student, staff, and parent responses regarding parental involvement. Strengths and Progress: Survey shows a high percentage of parents/guardians agree or strongly agree - Parents feel welcome to participate at this school (81%)|- School actively seeks the input of parents before making important decisions (64%) - School staff take parent concerns seriously (73%)|- Promote opportunities for parents to participate in decision making process through PTA, School Site Council, and English Learner Advisory Committee|5|4|5|4|4|5|5|4|5|4|5|4|Met||2025-06-26|2025
01751190000000|Sunol Glen Unified|3|One of the unique strengths of Sunol Glen lies in the close-knit relationships we are able to build between staff and families. Our small school size naturally fosters daily, meaningful interactions. With fewer students, our staff has the opportunity to truly get to know each child and their family; this connection extends beyond academics and helps build a strong sense of community. Each morning, the Superintendent/Principal greets every student at the front gate. It’s a simple but intentional practice that sets the tone for the day and reinforces the strong bridge between home and school. Our staff is deeply invested in our students, and the daily contact with families helps reinforce mutual trust, communication, and care. Throughout the year, we offer a variety of opportunities for families and staff to connect in meaningful ways. Events such as STEAM Day, Heroes Day, monthly character trait award assemblies, the winter concert, and Literacy Month celebrations all bring families onto campus and into the school experience. Families also participate in our monthly Garden Day and a range of school events led by our Community Club, which serves as our parent-teacher organization. We maintain regular communication through ParentSquare and our weekly school newsletter to ensure families stay informed and engaged.|Our annual parent survey indicates that families feel satisfied with the opportunities available to be involved in their child’s education. Parents consistently report feeling engaged, heard, and supported by the school. They also express that Sunol Glen is a safe and welcoming environment, and that communication from the school is clear and effective. The primary barriers to greater involvement are related to time constraints and work schedules, rather than lack of interest or access. Moving forward, our goal is to continue offering meaningful opportunities that strengthen the partnership between families and staff.|Our underrepresented families make up a small portion of our overall student population, but we are intentional about ensuring they feel included, supported, and connected. We actively reach out through parent-teacher conferences, phone calls, and provide translated materials when needed to help remove barriers to communication. Our goal is to make every family feel welcome and heard. The Board of Education is also closely involved in the school and community, helping to reinforce an inclusive, relationship-centered approach.|At Sunol Glen, we deeply value family engagement, it plays a critical role in helping us understand and support the needs of our students. We regularly seek input through our annual LCAP survey, schoolwide surveys, and ongoing conversations with families. This feedback helps guide decisions around academic programs, student support, and overall campus life. We make it a priority to ensure families understand academic expectations and feel connected to their child’s learning. This includes Community Club meetings, Time with Teachers events, cultural awareness activities, and other schoolwide opportunities for staff and families to engage. These events give parents the opportunity to ask questions, better understand the instructional program, and learn how to support their child’s success at home. At the classroom level, teachers send weekly emails to keep families informed about current learning, upcoming assignments, and key expectations. Additional communication happens through Back-to-School Night and individual parent-teacher conferences. The LCAP process also offers a way for families to share feedback that directly informs schoolwide planning and priorities. We use a variety of tools, ParentSquare, the school website, weekly newsletters, and teacher updates, to share information and invite family input. Our needs assessment process is shaped by what we hear from families and data from the California Dashboard. At the heart of it all is our ongoing commitment to partnering with families to support every student’s success.|While our analysis shows that parents are generally satisfied with the opportunities to engage, we recognize the need to deepen and expand that engagement. Our challenge moving forward is to not only maintain these positive connections but to find new ways to reach families who may not be as actively involved, particularly those limited by work schedules or other barriers. Strengthening these partnerships is essential to ensuring all students continue to thrive and grow.|We actively seek input from all parents, including our underrepresented families. While we don’t meet the 15% threshold that requires translated materials, we do offer translation services for communications and documents upon request to ensure our multilingual families have access to important information. Moving forward, we’ll continue to explore ways to strengthen engagement, such as offering personal invitations, adjusting meeting times, and providing virtual options to help make participation more accessible.|At Sunol Glen, we recognize that parents and guardians are their child’s first and most important teachers. Ongoing family involvement plays a big role in student success and helps create a positive school environment. In alignment with our Board Policy and Administrative Regulation 6020, we’re committed to making sure families, especially those participating in Title I programs, have meaningful opportunities to be involved in their child’s education. We work closely with staff and families to create opportunities at all grade levels for parents to engage in school activities, offer input, take part in decision-making, and support learning at home.|At Sunol Glen, we’re always looking for ways to improve. We know that each year brings new challenges, and we use those moments to reflect on what’s working and where we can grow. One area we’ve focused on is creating more consistency in how we support students across grade levels. This year, we aligned our Student Success Team (SST) process to ensure we’re identifying and addressing student needs in a clear, consistent way. We also expanded our social-emotional support by introducing a general education counselor, providing students with accessible, school-wide support for wellness, behavior, and self-regulation. Looking ahead to next year, we plan to carve out regular time for teachers to collaborate across grade levels, reviewing student work, sharing strategies, and aligning academic supports. It’s a practical step toward ensuring all students get what they need and that our staff feel supported in doing that work together.|At Sunol Glen, we make sure all families are included in school communication and invited to participate in classroom activities, surveys, and school events. When needed, we provide translated materials and schedule individual meetings at times that work for families. We check attendance daily and reach out quickly when a student is absent, so we can work together to reduce missed instructional time. We know there’s always room to improve, and next year we’ll continue to look at new ways to better reach and involve families who may not always feel as connected.|4|5|4|4|5|5|4|5|4|3|4|4|Met||2025-06-24|2025
01771800000000|SBE - Latitude 37.8 High|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June.   To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about the path to college. Our college counselor will facilitate a series of learning opportunities to expand families' knowledge about the academic path to college as well as the importance of a college education, and will build their understanding regarding how they can support their student as they navigate this journey.|We make an intentional effort to build relationships with individual families and particularly focus on ensuring that the families of English Learner students participate and are engaged in opportunities like student-led conferences, presentations of learning, and college information workshops.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council and take part in school town hall meetings.|4|4|4|4|4|4|4|4|4|4|5|4|Met||2025-06-10|2025
01771800138289|Latitude 37.8 High|3|"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."|Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual academic and leadership development sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.|"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."|To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June.   To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure.|Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about the path to college. Our college counselor will facilitate a series of learning opportunities to expand families' knowledge about the academic path to college as well as the importance of a college education, and will build their understanding regarding how they can support their student as they navigate this journey.|We make an intentional effort to build relationships with individual families and particularly focus on ensuring that the families of English Learner students participate and are engaged in opportunities like student-led conferences, presentations of learning, and college information workshops.|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago, we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.|We are focusing on increasing the engagement of our English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council and take part in school town hall meetings.|4|4|4|4|4|4|4|4|4|4|5|4|Met||2025-06-10|2025
02100250000000|Alpine County Office of Education|3|90% of families, staff, and community members feel connected to their local school. Communication has improved through the use of regular digital newsletters and an education texting app.|LEA will host more events at school sites open to families and the community to celebrate local communities, cultures, promote academic achievement, and celebrate students successes.|Working more closely and in targeted programs with our Native Liaison / Homeless and Foster Youth Advocate will help build stronger relationships with these families and student groups. LEA will also work more closely with the tribal community to promote Washoe language and cultural pride within the school community.|More than 90% of parents said they enjoyed regular communication with their child's teacher(s). Teachers meet regularly with families for conferences and host some conferences off-campus for easier community access.|LEA will provide learning opportunities to staff regarding family and community partnerships and engagement.|LEA will host more family and community events and ensure clear communication to families regarding events to maximize participation.|The LEA provides multiple opportunities for family engagement in school decision making through surveys, committee meetings, school site council meetings, and the Alpine Parents Action Committee (A-PAC).|Communication about and scheduling of committee meetings needs to be clear and take into consideration family schedules and time constraints.|LEA will use data from recent parent surveys to choose times and locations for meetings that are more convenient for families to improve engagement.|4|4|4|4|3|3|4|3|3|3|4|4|Met||2025-06-26|2025
02613330000000|Alpine County Unified|3|90% of families, staff, and community members feel connected to their local school. Communication has improved through the use of regular digital newsletters and an education texting app.|LEA will host more events at school sites open to families and the community to celebrate local communities, cultures, promote academic achievement, and celebrate students successes.|Working more closely and in targeted programs with our Native Liaison / Homeless and Foster Youth Advocate will help build stronger relationships with these families and student groups. LEA will also work more closely with the tribal community to promote Washoe language and cultural pride within the school community.|More than 90% of parents said they enjoyed regular communication with their child's teacher(s). Teachers meet regularly with families for conferences and host some conferences off-campus for easier community access.|LEA will provide learning opportunities to staff regarding family and community partnerships and engagement.|LEA will host more family and community events and ensure clear communication to families regarding events to maximize participation.|The LEA provides multiple opportunities for family engagement in school decision making through surveys, committee meetings, school site council meetings, and the Alpine Parents Action Committee (A-PAC).|Communication about and scheduling of committee meetings needs to be clear and take into consideration family schedules and time constraints.|LEA will use data from recent parent surveys to choose times and locations for meetings that are more convenient for families to improve engagement.|4|4|4|4|3|3|4|3|3|3|4|4|Met||2025-06-26|2025
03100330000000|Amador County Office of Education|3|Communication efforts, especially through ParentSquare and social media, have generally been effective and well-received. ParentSquare is praised as a helpful and universal tool, though not all families consistently engage with it. COST teams show promise, but more time and effort are needed to fully integrate them into the ACUSD system. Overall, teachers are doing well with communication practices.|There is a need for more authentic and meaningful family engagement, particularly at the secondary level. Parents often lack understanding of the school environment and place too much responsibility on schools for raising their children. Strategies like Town Halls, positive phone calls, and improved feedback mechanisms could help bridge this gap. Tools like Raptor visitor management and increased engagement activities could also support stronger school-family connections. There's also a call for professional development to enhance these efforts.|Some strategies we will use to increase parent and family participation, including underrepresented families, in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures, including the Alludo MTSS module on culturally responsive teaching.|There is a need to better educate parents on their roles and responsibilities in supporting their child's education. While efforts like Community-School Liaisons and alignment with strategic plan action items are positive steps, implementation is inconsistent across the district. Some mandated practices, such as IEP and 504 rights distribution and elementary parent-teacher conferences, are in place, though participation remains moderate.|Parent and family education is an area needing improvement. Suggestions include providing families with tools to support learning at home, offering professional development for staff on family engagement, and ensuring dedicated MTSS/COST coordinators at each site. There's also a need to maintain focus through MLT efforts and stay aligned with long-term goals.|Professional learning on strategies to further engage and build partnerships with parents will be offered to school administrators and staff this year.|While families are provided with opportunities to be involved—such as through the School Site Council, LCAP surveys, DELAC, and CAC—many choose not to participate or engage. Efforts to increase outreach, like using surveys, have improved, but response rates remain low. The Joint Collaboration Committee (JCC) stands out as a success due to its clear and specific purpose. Overall, while some sites actively seek family input, many do not.|here is uncertainty around the best path forward for improving family engagement. Many believe families feel unheard or that their feedback doesn't lead to meaningful change. There's interest in empowering the MLT group with more agency and shared decision-making. Overall, family engagement remains a challenge across all areas, despite various efforts—though personal, individual phone calls have been the most effective strategy so far.|In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day as well as meeting locations.  Personal phone calls will be made to parents of English learners to encourage them to attend District English Learner Advisory Committee (DELAC) meetings.|4|4|4|4|1|1|3|2|1|1|4|2|Met||2025-06-18|2025
03739810000000|Amador County Unified|3|Communication efforts, especially through ParentSquare and social media, have generally been effective and well-received. ParentSquare is praised as a helpful and universal tool, though not all families consistently engage with it. COST teams show promise, but more time and effort are needed to fully integrate them into the ACUSD system. Overall, teachers are doing well with communication practices.|There is a need for more authentic and meaningful family engagement, particularly at the secondary level. Parents often lack understanding of the school environment and place too much responsibility on schools for raising their children. Strategies like Town Halls, positive phone calls, and improved feedback mechanisms could help bridge this gap. Tools like Raptor visitor management and increased engagement activities could also support stronger school-family connections. There's also a call for professional development to enhance these efforts.|Some strategies we will use to increase parent and family participation, including underrepresented families, in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures, including the Alludo MTSS module on culturally responsive teaching.|There is a need to better educate parents on their roles and responsibilities in supporting their child's education. While efforts like Community-School Liaisons and alignment with strategic plan action items are positive steps, implementation is inconsistent across the district. Some mandated practices, such as IEP and 504 rights distribution and elementary parent-teacher conferences, are in place, though participation remains moderate.|Parent and family education is an area needing improvement. Suggestions include providing families with tools to support learning at home, offering professional development for staff on family engagement, and ensuring dedicated MTSS/COST coordinators at each site. There's also a need to maintain focus through MLT efforts and stay aligned with long-term goals.|Professional learning on strategies to further engage and build partnerships with parents will be offered to school administrators and staff this year.|While families are provided with opportunities to be involved—such as through the School Site Council, LCAP surveys, DELAC, and CAC—many choose not to participate or engage. Efforts to increase outreach, like using surveys, have improved, but response rates remain low. The Joint Collaboration Committee (JCC) stands out as a success due to its clear and specific purpose. Overall, while some sites actively seek family input, many do not.|There is uncertainty around the best path forward for improving family engagement. Many believe families feel unheard or that their feedback doesn't lead to meaningful change. There's interest in empowering the MLT group with more agency and shared decision-making. Overall, family engagement remains a challenge across all areas, despite various efforts—though personal, individual phone calls have been the most effective strategy so far.|In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day as well as meeting locations.  Personal phone calls will be made to parents of English learners to encourage them to attend District English Learner Advisory Committee (DELAC) meetings.|4|4|4|4|1|1|3|2|1|1|4|2|Met||2025-06-18|2025
04100410000000|Butte County Office of Education|3|Based on educational partner input and local data, a current strength and area of progress in building relationships between school staff and families is the increased collaborative interaction fostered through family nights, listening sessions, and initiatives such as CEI. Family nights, in particular, have been brought directly into families’ communities, making participation more accessible and meaningful. Additionally, the hiring of a Parent and Family Engagement Liaison has significantly strengthened connections between families and the school system by providing support and linking families to local resources.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in Building Relationships Between School Staff and Families include increasing the availability and use of two-way communication systems that allow families and school staff to exchange messages easily. The LEA will also continue to expand opportunities for families to provide feedback and build their capacity to support student academic success.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by continuing intentional outreach to ensure their voices are heard and events are accessible to all. Underrepresented families will also remain a priority for the Parent Liaison, who will regularly check in, offer resources, and provide ongoing support to strengthen relationships between families and school staff.|Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in Building Relationships Between School Staff and Families include ongoing efforts to foster open communication and increase family involvement. Staff work to build trust and connection through consistent outreach and engagement opportunities, helping to create supportive partnerships that positively impact student success.|Based on the analysis of educational partner input and local data, the LEA has identified a need to strengthen partnerships for student outcomes by expanding efforts across all grade levels to increase access for more students. Additionally, there is a focus on providing more parent education nights to better equip families with the tools and knowledge to support their students' academic success.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by reducing barriers to participation in their student’s education. This includes ensuring interpreters are available for bilingual families and individually reaching out to build trust and foster inclusion. Underrepresented families are also closely monitored and supported by the Parent Liaison, who conducts regular check-ins and connects families with resources to strengthen partnerships for student outcomes.|Based on the analysis of educational partner input and local data, the LEA has made progress in Seeking Input for Decision-Making by implementing multiple surveys and engaging in ongoing discussions to improve response rates and accessibility. Additionally, input is gathered through structured opportunities such as School Site Councils, parent listening sessions, and community engagement initiatives, ensuring diverse voices are considered in guiding decisions.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in Seeking Input for Decision-Making include increasing participation in School Site Council meetings and gathering more responses from a broader and more diverse group of educational partners to ensure all voices are represented in the decision-making process.|Based on the analysis of educational partner input and local data, the LEA will enhance engagement of underrepresented families in Seeking Input for Decision-Making by continuing to contact and support families directly to reduce participation barriers. Additionally, staff will proactively engage underrepresented families at school events and provide accessible opportunities, such as on-site surveys, to gather their input and strengthen their involvement in the decision-making process.|4|4|3|3|3|4|4|4|3|3|4|3|Met||2025-06-16|2025
04100410114991|CORE Butte Charter|3|CORE Butte’s entire program is based upon the relationship with the key stakeholders in a child’s educational program. The parent/guardian, student, and teacher make up the team to help direct the student’s educational journey and program. Through regular face to face meetings with the team, the school is able to communicate directly with each family at minimum two times monthly and often times more. Included in this team are important support services including, but not limited to, special education services, title one intervention services, student support services and social work and/or mental health services.   The school also communicates regularly via electronic communication. All electronic communication is sent via Parent Square, a program that will translate and send all communications in the native language of the family so that all families have access to important information sent by the school.  The school will continue to work to provide alternative access to training, meetings, and events through the use of online platforms such as zoom or sending pre-recorded presentations. The school can continue to work on engaging underrepresented populations by continuing to offer alternative means to accessing training, meetings, and communication with staff. The school also held a few zoom trainings and town hall meetings that were recorded to increase stakeholder engagement.   All Board of Directors meetings and Charter Advisory Council meetings are posted far in advance and include day and time so that any stakeholders can access them who choose to contribute in this way.|The school does an excellent job of meeting the personal needs of each family through regular 1-1 meetings. The personalized learning teachers and their personal roster families have high quality relationships focused around student learning. Annual survey results show that the greater school community feels heard and valued and feel they have a voice in the governance of the school. The school offers many opportunities of varying types for the community to be involved, from 1-1 meetings, small groups discussions, Charter Advisory Council, Board of Director Meetings, family/parent trainings, town hall meetings, virtual meetings, surveys, and more.|As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights of the student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community.   Again, the major barrier may be transportation and time of day for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school.   Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.|As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights and needs of each student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community. These high quality partnerships focus on student achievement and personal academic and social emotional needs.|The major barrier may be transportation for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school.  Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.|The school will continue to reach out to underrepresented families in order to ensure high quality partnerships are in place to support student outcomes. Through the 1-1 learning model, and the high quality supportive relationships with personalized learning teachers, the school is able to ensure that each student has a personalized learning plan tailored to their academic needs as learners.|CORE Butte’s CAC (Charter Advisory Council) is composed of mostly teachers and parents. The parent vacancies are always full and the parent members are extremely active on the council. This council drives the LCAP, title one program, ELD and other school-wide decisions. This council also makes recommendations to the board of directors. The Board of Directors is composed primarily of parents as well. Thus, parents are driving the decisions the school is making.   Administrators and staff are highly involved in decision making through specially designed communication groups that lead to CAC and the BOD. Administrators are trained to view all aspects of decisions, along with staff and parents that participate in the CAC and BOD.|One barrier to full implementation is that the school needs to continue working to increase the involvement of underrepresented groups in the school community. Though all members of the community have the ability to run for Charter Advisory Council or the Board of Directors, the school has not intentionally marketed to any one group. This year the school utilized an online ballot system that was sent mulitple times to each family's household via email. Staff continuously reminded families to vote and trained them how to access the link. The election committee regularly reminded parents and families to vote by marketing outside of the school buildings. We did not see an increase in participation in the voting process so the school will resume electronic ballots in the fall. The school is working to redraft the election process in order to reach more families in the school community. The school offers virtual Town Hall meetings at which all attendees had the opportunity to to ask live questions and seek clarification or video communication as needed. Polls are presented live during the presentations in order to get the most real data. Town Halls were then recorded and sent out to the entire school community.|The school continues to change and amend in order to improve engagement of underrepresented families. The school now offers virtual meetings, in-person meetings, surveys, and will be moving to a more accessible board election process moving forward. Many meetings are recorded and sent out later and electronic communication can be sent in a family’s native language.|4|4|5|5|5|5|5|5|4|4|4|4|Met||2025-06-13|2025
04100410134213|Come Back Butte Charter|3|"Come Back has demonstrated progress in building meaningful and trusting relationships between school staff and families, as reflected in both educational partners' feedback and local data. Based on the most recent data from a parent engagement survey, the LEA received perfect ratings (5 out of 5) across all four indicators in the ""Building Relationships"" category, resulting in a 100% overall score. This includes high marks for developing staff capacity to foster respectful relationships, creating welcoming environments, supporting staff in learning about families’ cultures and strengths, and ensuring two-way communication in accessible and understandable language.  These ratings reflect the impact of events such as our monthly Come Back Connection events, which bring students, families, and staff together to strengthen communication and community. Additionally, weekly student/teacher academic check-ins and ongoing collaboration with our parent liaison, transition specialist, teachers, counselor, and principal ensure that students receive consistent, personalized attention and that families remain actively engaged.  Our staff is deeply committed to fostering a culture of respect, inclusivity, and partnership. These relationships serve as the foundation for academic and personal success, empowering students while reinforcing our shared responsibility for their growth and achievement."|Through the self-reflection process and input from education partners, Come Back identified a need to more intentionally engage underrepresented families who may face barriers such as limited access to technology, inconsistent communication, and transportation. In response, the LEA will focus on creating more accessible, inclusive, and culturally responsive opportunities for families to connect with school staff and participate in their student’s educational experience.|To improve engagement, Come Back will expand outreach efforts by offering flexible meeting times and multiple modes of communication, including phone calls, texts, and a new program called Parent Square, to ensure families receive information in a format they understand and have access to. Staff will continue to receive professional development on culturally responsive communication and relationship-building strategies to support all families, particularly those who may feel disconnected from the school community.  Additionally, underrepresented families will be actively invited to attend Come Back Connection events, parent conferences, and School Site Council meetings. To ensure their voices are heard, Come Back will regularly distribute surveys and provide opportunities for families to offer feedback and ideas that directly inform school initiatives. By prioritizing accessibility and personalized outreach, the LEA is committed to strengthening trust and partnership with all families, with a particular emphasis on those whose voices have historically been underrepresented.|Come Back has demonstrated strong and consistent progress in building partnerships that support positive student outcomes. Education partner input and self-reflection data highlight key strengths, including our intentional focus on cultivating strong, trusting relationships with students and their families as the foundation for academic and personal growth. Staff prioritize ongoing academic and social-emotional support.. In addition, Come Back maintains active partnerships with community organizations that expand access to resources, mentoring, and enrichment programs. These partnerships help students connect their learning to real-world experiences and support individualized pathways toward graduation, college, career, and overall well-being. Our staff, including the transition specialist, counselor, teachers, and principal, work collaboratively with families to monitor student progress, address challenges, and celebrate successes. This team-based approach ensures that each student receives the support needed to thrive both inside and outside the classroom. High ratings across all indicators in this category on the self-reflection tool (100%) further affirm that these efforts are effectively strengthening the connection between home, school, and community in support of improved student outcomes.|Based on input from our educational partners and findings from the self-reflection process, Come Back has identified two key areas that need strengthening: engagement with underrepresented families and follow-up on post-graduation outcomes. While strong partnerships currently exist, there is an opportunity to improve two-way communication and ensure that all families, especially those who have historically been less engaged, are actively involved in supporting their student’s educational journey.  To address this, the LEA will focus on increasing culturally responsive outreach, offering flexible opportunities for family participation, and creating more intentional spaces for family input in academic and transition planning. Additionally, Come Back will work to develop systems to collect and analyze post-graduation data, thereby better understanding the long-term effectiveness of its support. These efforts will guide ongoing improvements and strengthen partnerships that positively impact student outcomes.|Based on education partner input and findings from the self-reflection process, Come Back has identified a need to strengthen engagement with underrepresented families to support student outcomes. The LEA will implement targeted outreach strategies, such as hosting culturally responsive student and family events. Regular, accessible communication, personalized outreach, and family meetings will ensure families are informed and invited to participate in conversations about their student’s learning and progress. Additionally, Come Back will attempt to collect data on students 90 days after graduation to evaluate the long-term effectiveness of programs and supports. This data will inform improvements to academic, social-emotional, and transition services, with a focus on ensuring equitable outcomes for all students. By intentionally including underrepresented families in decision-making processes, Come Back is committed to building stronger partnerships that lead to meaningful and lasting student success.|Come Back has made progress in creating intentional and collaborative systems for gathering and utilizing education partner input to inform school decisions. The LEA actively seeks feedback from families, students, and staff through surveys, meetings, and one-on-one conversations, ensuring a wide range of perspectives are considered in shaping school decisions and priorities. This collaborative approach has helped strengthen trust and transparency, while reinforcing a shared commitment to student success. Come Back is also dedicated to ensuring that input from education partners is not only heard but also meaningfully integrated into strategic planning and improvement efforts. School leadership regularly uses this feedback to inform decisions related to instruction, support services, and family engagement practices. The consistent use of this input has allowed the school to remain responsive to the evolving needs of students and families, working towards a shared leadership and continuous improvement.|Come Back has identified increasing community engagement and collaboration with education partners as key areas for improvement in the decision-making process. While current efforts have established a strong foundation, there is a continued need to expand opportunities for more families and community members, especially those from underrepresented groups, to participate in school planning and discussions. In addition, the LEA will focus on enhancing its communication strategies to ensure all voices are not only invited but genuinely heard and considered. This includes providing multiple, accessible formats for sharing input and ensuring that feedback is used to inform decisions. Strengthening these practices will help create a more inclusive, transparent, and responsive decision-making culture across the school community.|Come Back is committed to improving the engagement of underrepresented families by implementing culturally responsive practices and increasing access to inclusive decision-making opportunities. This includes offering flexible formats for input, such as surveys, small-group discussions, and one-on-one outreach, so families can share their perspectives in ways that are comfortable and accessible to them. To further build trust and ensure that all families feel valued and heard, the LEA will provide targeted support services and professional development for staff, focusing on equitable family engagement. Underrepresented families will be intentionally invited to participate in advisory groups and school planning efforts, with clear communication on how their input is utilized to inform program development and decision-making. This approach will help create a more inclusive and collaborative school culture, leading to stronger outcomes for both students and their families.|5|5|5|5|5|5|5|5|4|4|4|5|Met||2025-06-16|2025
04100410136820|Achieve Charter High|3||||||||||||||||||||||Not Met For Two or More Years|||2025
04100410430090|Hearthstone|3|Based on analysis of educational partner feedback and local data, the LEA has made substantial strides in building authentic relationships between staff and families. A full-time parent liaison anticipates questions and responds promptly, ensuring families feel both informed and supported. This proactive approach contributed to 93 percent of parents and 100 percent of middle and high school students activating their Aeries Portal accounts for real-time access to grades and attendance records. The liaison also coordinates three to four interactive Parent Nights annually; attendance has steadily increased, demonstrating growing community trust. Beyond these events, teachers and classified staff host reengagement meetings to keep students on track, emphasizing a team approach to student success. Signature traditions, such as the Harvest Festival and Gratitude Gathering, further strengthen bonds, providing joyful spaces for families to connect with staff and celebrate shared accomplishments. Collectively, these efforts illustrate the LEA’s evident progress and its commitment to sustaining strong, two-way communication with every family.|Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in building relationships between school staff and families. Despite offering multiple opportunities for two-way communication, response rates to requests for feedback remain low, making it challenging to capture the voices of all families fully. Additionally, some families remain difficult to engage, which can negatively impact student success, particularly in independent study programs where strong parental involvement is crucial.|Based on the analysis of educational partner input and local data, the LEA will enhance engagement with underrepresented families by actively seeking their feedback and creating more accessible opportunities for dialogue through events such as FAFSA Night, parent education evenings, and School Site Council meetings. To further support families who are hard to reach or face transportation barriers, the Parent Liaison and the principal will continue to offer and conduct home visits, ensuring that personal connection and inclusive communication remain a priority in building strong school-family relationships.|The LEA’s current strengths and progress in building partnerships for student outcomes include a strong annual family orientation where academic expectations and student outcomes are communicated. This event provides a foundational opportunity for families and staff to align around shared goals for student success. Additionally, the LEA has recently enhanced its new parent intake process to better inform families about the support systems, partnerships, and behavioral expectations in place to help students thrive. These efforts have strengthened collaboration and reinforced a shared commitment to student achievement.|While partnerships for student outcomes are in place, there is an opportunity to strengthen these connections by equipping families with clearer and more accessible tools and strategies to reinforce learning outside the classroom. Enhancing this area will help ensure families are empowered to support their students’ academic success.|To improve engagement of underrepresented families in building partnerships for student outcomes, the LEA will utilize the Community School Coordinator, now in his second year, to evaluate current efforts, research effective strategies, and collaborate with school staff to expand opportunities for families to access community resources and relevant information. This targeted support aims to strengthen family engagement and ensure all families are equipped to contribute actively to their students’ academic success.|Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in seeking input for decision-making are reflected in two primary and effective avenues: regular School Site Council public meetings and consistent one-on-one parent meetings with teachers, which occur at least every two weeks. These ongoing conversations provide valuable insights into family perspectives and help inform school policies and practices. Together, they serve as key platforms for gathering meaningful input and ensuring families have a voice in school decision-making.|One focus area for improvement in seeking input for decision-making is increasing the frequency and accessibility of opportunities for families to share their perspectives. The LEA is considering incorporating shorter, more targeted surveys and using more intentional questioning during parent-teacher conferences to gather meaningful input.|To enhance engagement among underrepresented families in the decision-making process, the LEA will introduce a new parent communication platform, ParentSquare, in the upcoming year. This tool offers user-friendly features such as polls and questionnaires, making it easier to gather input from a broader range of families. By using more accessible and convenient methods, the LEA aims to increase participation and ensure that underrepresented voices are included in the decision-making process.|4|4|4|5|4|5|5|4|5|4|4|5|Met||2025-06-16|2025
04613820000000|Bangor Union Elementary|3|Based on the Level 1 HRS (Marzano) Parent and Student Survey in December of 2023: (1-5 scale/ rubric) My child’s school is a safe place. 4.38 My child’s school is an orderly place. 4.13 I am aware of the rules and procedures in place at my child’s school. 4.38 My child’s school uses social media to allow anonymous reporting of potential incidents. 2.29 My child’s school has a system that allows school leaders to communicate with me about issues regarding school safety (for example, a school call-out system). 4.71 The leaders of my child’s school coordinate with local law enforcement agencies regarding school safety issues. 4.50 The leaders of my child’s school engage the community and me regarding school safety issues. 4.43 Analysis indicated that we have a high amount of trust with our families with respect to safety.|Based on the Level 1 HRS (Marzano) Parent and Student Survey in December of 2023: (1-5 scale/ rubric) The leaders of my child’s school ask for my opinion about how the school should function. 4.00 The leaders of my child’s school have a system to save and keep track of the information they collect about my opinions. 4.20 Reports of opinion data collected from students, parents, and the community are generated regularly. 3.63 I understand how my opinions affect school decisions. 4.00 My child’s school hosts an interactive website. 2.75 I visit my child’s school’s website often.  3.25 The leaders and teachers at my child’s school use social networking technologies (such as Facebook) to involve students, parents, and the community. 2.63 The leaders of my child’s school host virtual town hall meetings. 2.50 The leaders of my child’s school conduct focus group meetings with students, parents, and the community. 3.71 The leaders of my child’s school host or speak at community/business luncheons. 2.5 Analysis relived that we need to improve on Social media and Website presence|Bangor has an influx of Spanish only students this year that has been to the level never seen. Despite our best efforts we could not hire translation or a bi-lingual para. We did order translating devices, but this did not help us achieve the level of service we desire for our students. We invested in a better one way messaging system that supported translation for parents.|The Strength of Bangor Union is the high amount of trust. Although our parent engagement could be higher at Back to School Night and Open house. Attendance for every child's parent teacher conference (twice a year) is 95%|Half way though the school year, Administration started a monthly parent newsletter seeing need for providing families with information and resources to support student learning and development in the home. We will continue with this practice. The prior practice was informational and scheduled of events only.|We will enhance our SART process and meet with families more frequently over student attendance. This will give the school and its resources more chances to serve the underserved communities.|"Bangor UESD's Administration holds an open ended invitation to a monthly, ""coffee with the principal"". This is an open forum for any community member to come with questions/ concerns. We also have our School Site Council/ LCAP Committee with robust parent involvement. In addition to these we have our local Bangor Parent Association. We send out two surveys a year to parents, staff and teachers to elicit feedback on a range of topics."|Since there is a high amount of trust, it is hard to get more parent input than we already receive. BUESD is focusing on messaging and communications.|During our SART processes, Bangor Administration may consider giving a parent survey or simply having a feedback conversation at that time.|5|4|5|3|4|3|5|4|4|3|3|4|Met||2025-06-17|2025
04614080000000|Biggs Unified|3|The yearly school survey addresses Parent Engagement, as a school district we support and encourage parents and school staff working together to support and improve the learning, development, and health of all of our students. Communication with parents is essential and we do this with district websites, teacher websites, monthly newsletters, email and phone calls, remind, and goggle classroom.  We have an open door policy and welcome parents on campus.  Biggs and Richvale elementary schools have an active Parent’s Club and Site Council.  Biggs High School has an active Sports Booster Club and Site Council.|The district will increase parent communication through local media/social media.  We are focusing on parents understanding of attendance at school and parents responsibilities|We need to develop all communication tools to focus on meeting the needs of the underrepresented students.  Ensure all parents feel represented in the district|BUSD leaders will provide regular progress reports to parents and families|BUSD will focus on providing resources that can be used at home to help families with student outcomes.  This could be access to online support and tutoring, resources form teachers, as well as other modes of support|BUSD will work with ELAC and DLAC groups to determine how best to engage in a partnership with  underrepresented families.  Additionally BUSD will work with partner organization like BCOE to receive training and other support to increase this engagement|We have a high percent of parents attending back to school night and parent meeting.  BUSD provides multiple opportunities for parents, families and stakeholders to respond to surveys and other information gathering opportunities|We have a high percent of parents attending back to school night and parent meeting.  BUSD provides multiple opportunities for parents, families and stakeholders to respond to surveys and other information gathering opportunities|We will continue to reach out to all parents, encourage them to have a voice at the school. BUSD will work closely with ELAC, DELAC and school site councils to gain insight on how to improve engagement in gaining input for decision making|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
04614240000000|Chico Unified|3|Building relationships with all of our families is a major priority of Chico Unified School District. Based on needs identified on our State Dashboard, as well as local measures, we have identified specific student groups in need of additional support. Addressing these needs necessitates working with families, accessing community resources, and training staff. District Leadership Team meetings, as well as school staff meetings, have focused on meeting the ongoing needs of students that are part of student groups needing additional support. Survey results indicate that our families feel welcome in our schools. Parent outreach has been enhanced by a communications system that allows staff members to communicate directly with parents via text message, phone, and email. Messages are translated into Spanish as necessary, and school and district websites are kept up to date to meet accessibility guidelines. Translation is provided at parent meetings and parent-teacher conferences as needed for Hmong and Spanish speakers. Additionally, families are welcomed into our school sites for a variety of family events, including festivals, open houses, student performances, and parent input meetings (School Site Council, English Learner Advisory Committees). Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.|Based on the local data and educational partner input, parents indicated that we could be better at communicating by educating more families on how to use Aeries as well as to better educate parents on how to utilize the two-way communication tools of Parent Square. Additionally, we want to increase our communication around new intervention practices that are happening at all sites with the implementation of the MTSS framework. Although many interventions have already been implemented prior to the MTSS framework installation, parents have indicated they are confused by the language around the MTSS Tiers and other components of the framework. These increased communication efforts will help to bridge the gap between the happenings of school and families, and continue to build better trust and relationships.|Over the last few years, CUSD has taken steps to more meaningfully engage with the families of our Black, Indigenous, and People of Color (BIPOC) student group, our Students With Disabilities (SWD) student group, our Foster and Homeless student group, and our District English Learners Advisory Council (DELAC). These groups meet between 2-4 times a year through general community meetings as well as LCAP meetings with staff and administrators from the Educational Services department. Together through the years, these groups have begun to build more meaningful relationships, and the district responses to the information gathered during these meetings have provided the input that predicted the hiring of Targeted Case Managers at each site and again to make all of those positions full-time because of the support they have from family input. They have also been the impetus for the increased focus on training staff with Trauma-Informed Practices training, as well as on the use of Restorative Practices that will continue with additional training for staff during professional development days set up for the 2025-2026 school year. Through these initiatives, we have begun to demonstrate our commitment to ensuring that the voices and experiences of our underrepresented family and student groups are not only heard, but acted on, and through this we have begun to build stronger relationships with our families. Additionally, through these meetings, we have recognized the need for more bilingual staff in the district so that more families are better able to communicate with our schools and the district as a whole.|Throughout the school year, CUSD has been making headway in engaging with families and addressing the needs and gaps that they have identified. As pointed out in the qualitative data from our community LCAP meetings, family surveys, and other data input activities, we recognize areas that our families have expressed can use improvement. Families have expressed the desire for more education on Social Emotional Learning (SEL) so that families and parents can be better versed in duplicating the SEL strategies at home that are happening at school. These increased opportunities for education for families not only increases their level of trust with schools and staff, but on a technical side, allows them to better participate in the day-to-day functioning of schools, all the while growing positive relationships. This is especially true regarding student outcomes because when students are doing well emotionally, they have increased academic success and fewer behavioral incidents at school.|Parents have indicated that they want to see an increase in math interventions at all levels. They have expressed that they are happy with the direction the district has taken with regard to the science of reading training for teachers at the elementary level and the reading interventions that are taking place at the elementary level. But they would like to see not only more math intervention, but to extend those intervention practices throughout secondary with an emphasis on high school.|CUSD will continue to communicate all district- and site-level information in English and Spanish, and offer translations in Hmong (as needed). We will continue to hold community engagement meetings with our underrepresented family groups to continue building relationships and come to a collective understanding on the ways we can improve student outcomes. Additionally, continuing to support the strong foundations of our MTSS systems at all of our school sites will continue to create and maintain the supports and interventions on our campuses.|Throughout the year, there were various community engagement events, LCAP meetings, and school site functions. Through these meetings, we have been fortunate to add the expertise of some of our SEL providers as well as providing additional opportunities for families to engage with school staff at school events that double as both information-providing events, but also embracing the cultural backgrounds of our families. Various school sites have held resource fairs during after-school events and others have been hosting multicultural events for families that serve the purpose of providing resources and information, as well as collecting information from families on the needs of their students in the areas of Academic, Behavior, and Social-Emotional supports at schools.|Based on family input, we recognize that we need to continue to provide authentic experiences for our families to engage with school staff to tackle deeper issues, and through dialogue, come to decisions with the input of our families as well as the community at large. Families want to explore ways in which they have more direct input into what they view as the professional development opportunities for staff to better support their students.|CUSD, as stated in the previous prompts, continues to engage with our underrepresented family groups to come to a collective understanding of how we can continue to better support our families and students. We will also continue to explore ways that we can provide representation of the rich diversity in our culture that our families represent at school-hosted family and community engagement events such as the multicultural events and resource fairs happening on our various campuses. As we continue to strengthen our MTSS systems, we continue to support the needs of all of our students while providing critical opportunities for families and CUSD to build relationships.|4|4|4|5|4|4|4|4|4|5|5|5|Met||2025-06-25|2025
04614240110551|Nord Country|3|Nord School demonstrates strong progress in fostering positive relationships between school staff and families. Nord  has built the capacity of administrators, teachers, and classified staff to establish trusting and respectful  relationships, as reflected in a top rating of 5. The school has also created a highly welcoming environment for all  families in the community, ensuring that all feel valued and included. Additionally, Nord continues to make meaningful progress in learning about each family’s unique strengths, cultures,  languages, and aspirations for their children, receiving a rating of 4 in this area. Staff are supported in these efforts  through intentional practices and professional development. The school also provides multiple opportunities for twoway communication that is accessible and understandable for families, showing ongoing improvement in making  sure families are engaged and heard. These efforts reflect Nord’s commitment to authentic family partnerships and a  supportive school climate.|A key focus area for improvement at Nord is enhancing parent education around the new math curriculum. While  strong relationships and communication channels are already in place, there is a need to better support families in  understanding the instructional shifts, strategies, and expectations associated with the updated math program. By  providing targeted workshops, clear explanations, and accessible resources, Nord aims to strengthen families’ ability  to support student learning at home and deepen their engagement in their child’s academic progress.|Several strategic actions will continue to be implemented in order to improve engagement of underrepresented  families. Acknowledging the digital divide and the lack of technological expertise to access information, staff  members continue to make extra efforts--through face to face conversations, phone calls, and/or texts, to ensure that  communication lines are open among families that are socioeconomically disadvantaged, or are of an  underrepresented culture. Secondly, parents of such families will be invited to run for office and participate in the  School Site Council, PTO, or other committees so that they are intentionally included in the community/volunteer  aspect of the school. Last, when needed, teachers work with bilingual staff to ensure that important communication  goes home in a family's primary language.|Nord School has made solid progress in building partnerships that support student outcomes, particularly through  strong systems for regular communication between families and educators. Teachers routinely meet with families to  discuss student progress, and there is a clear structure in place to ensure collaboration toward shared academic  goals. Nord also supports families in understanding and advocating for their children’s educational needs,  demonstrating a commitment to empowering parents as active participants in the learning process.|While Nord has effective systems for family-teacher collaboration, educational partner input and local data indicate  that there is room for growth in providing professional learning for staff to deepen their capacity to partner with  families. In addition, Nord is focused on improving how it provides families with information and resources that  support learning at home. More consistent and targeted communication, especially around curriculum and academic  expectations, will strengthen family engagement and reinforce student success.|To better engage underrepresented families identified in the self-reflection process, Nord will increase outreach and  offer more culturally responsive communication strategies. Nord will work to ensure that all families—particularly  those who may face language, cultural, or systemic barriers—have equitable access to information and support. This  includes translated materials, personalized outreach, and events that build trust and reflect the diverse needs and  perspectives of the community. These efforts aim to ensure all families feel informed, included, and empowered to  support their children’s academic journeys.|Nord School has made steady progress in creating opportunities for families to provide input on school policies and  programs. Nord has been especially effective in supporting family members to engage meaningfully in advisory  groups and decision-making processes. Structures such as School Site Council meetings and surveys have helped  capture family perspectives, and there is intentional effort to reach underrepresented groups in these processes.  These practices reflect a commitment to shared decision-making and inclusive leadership.|While family involvement is encouraged, Nord has identified a need to build greater capacity among school staff— especially principals and teachers—to more effectively engage families in advisory groups and collaborative  planning. There is also an opportunity to strengthen coordination between families, staff, and administrators in the  planning, implementation, and evaluation of family engagement activities. More professional development and  structured collaboration time could enhance the quality and impact of these partnerships.|To improve engagement of underrepresented families in decision-making, Nord will focus on expanding outreach  strategies and creating more accessible opportunities for participation. This includes offering translation services,  flexible meeting times, and multiple formats for input (e.g., surveys, focus groups, one-on-one conversations). The  LEA will also continue to identify and address barriers that may prevent full participation, ensuring all families feel  valued and have the tools and confidence to contribute to decisions that affect their children and the school  community.|5|5|4|4|3|3|5|4|3|4|4|3|Met||2025-06-17|2025
04614240118042|Forest Ranch Charter|3|FRCS works hard to make sure all families and students are heard and have the resources they need to support learning at home and at school. A few ways this is done is by providing regular parent meetings and access to educational materials, teacher tutoring sessions, parent ed. opportunities, training in parent/student rights and support with needed advocacy and extensive training for faculty and staff in how to better support our diverse family needs.|FRCS will increase frequency of positive, family centered communications by all staff to all families (regardless of classroom placement) during the 25/26 school year, monitoring progress with administrator observation, survey data, self monitoring at staff meetings. Data towards progress will be reported regularly to the FRCS board.|FRCS will increase outreach to parents (particularly individually reaching out to underrepresented groups) to increase parent participation in parent groups/meetings and educational opportunities as well as increase training to staff in family centered practices, diverse family needs and equity. This will be written into each full time faculty's ITSP|FRCS works hard to meet individual family and student needs, particularly those who are struggling by providing a wide range of customized services to families in need, extensive training for faculty and support staff in family centered practices and frequent communications and 1/1 connections. A great deal of progress was made in this area including greater use of social media platforms, more frequent/varied communication and more effective emergency and educational communications to families. Progress was regularly reported to the FRCS Board and stakeholders.|A focus area for improvement last year was the timing, frequency and mode of group communication. A great deal of progress was made in this area including greater use of social media platforms, more frequent/varied communication and more effective emergency and educational communications to families. Progress was regularly reported to the FRCS Board and stakeholders. One area noted for continued improvement was providing multiple, early communication about all school events to allow families more time to plan. We made progress in this area but will continue to improve by putting out on Dojo as a flier and an ongoing Event so people see Events in multiple ways. We will also make sure the Director's weekly e-amil Newsletter goes out via Dojo as well. We also increased the engagement of underrepresented families by more frequent, 1-1 communications as well as greater representation on our School Board, committees and in their native language when applicable. We will continue with these practices in the 25-26 school year and track progress.  Another focus area to strengthen educational partnerships has been written as an action item in our LCAP (after being discussed with multiple families and staff members). FRCS will increase opportunities for discussion and interaction of families and staff by providing monthly education/discussion, support and connection type opportunities to parents/guardians of students on various developmental stages and topics as well as one on one or small group support in PBIS and individualized needs.|We also increased the engagement of underrepresented families by more frequent, 1-1 communications as well as greater representation on our School Board, committees and in their native language, when applicable. We will provide additional training to all staff regarding research based practices that are effective in engaging underrepresented groups as well as continuing practices listed above in the 25-26 school year and track progress|Typically, this is an area of strength for FRCS as we were started by families and community members. Parents are involved in most decision making and aspects of school operations. Parents and students also have well developed channels of communication when they have a need or to express concerns. As a result, survey data consistently shows that families feel their input is valued and that they have frequent opportunities to participate. However, during the Covid pandemic a great deal of time was spent on basic needs and emergency communications rather than integrating new families into the campus community and showing them typical procedures. We have made much progress in this area but are still not back to our pre pandemic levels of family involvement in important decisions made for the community. New relationships are being created and we are working toward full implementation of prior practices and procedures that supported this. This year we were able to train stakeholders in how many of these processes work as well as bring new members (parents, students and community members) into committees to support school operations.|We will continue to focus on providing multifaceted ways to gather stakeholder information and making sure all stakeholders have access and are informed of these options. Additionally, senior faculty/staff will work to mentor newer staff in best practices involving and supporting meaningful stakeholder engagement.|Having a range of parent board members from traditionally underrepresented groups on our board brought a varied perspective to board discussion. We continue to have a strong, diverse board that brings a range of perspectives while making important school decisions. We will continue to reach out individually to underrepresented families to seek their input and perspective before making important decisions.|4|4|4|4|4|3|4|4|4|4|4|4|Met||2025-06-24|2025
04614240120394|Inspire School of Arts and Sciences|3|The school leadership has employed multiple strategies to keep all stakeholders informed with a wide range of platforms for communication and engagement. Stakeholders are informed of events, clubs, safety plans, and changes to the school programs. Families are encouraged to get involved on and off campus through fundraising and events. Student showcases are a way for parents/guardians to see what students have been learning. Inspire uses multiple online platforms to keep parents informed and updated, including a weekly newsletter, social media, and updates on ParentSquare.|With 40% of our students meeting or exceeding the standards for Mathematics on state test scores, Inspire effectively supports students in progressing toward mastery of math content. However, we continue to see disparities for economically disadvantaged students. In 2022-23, this student group met or achieved the standards at a 12.3% lower rate than their peers. We know that engaging parents of socioeconomically disadvantaged students is vital for helping these young people feel supported at home and at school in meeting their learning goals in math.|Based on our analysis of educational partner input and local data, we will: -Continue to engage math tutors for one-on-one and small-group sessions for students needing help in math -Provide opportunities for parents to request tutoring support for their students|Parents are regularly asked for feedback and back to school nights and information sessions are held for parents to get more involved. To refer a student to the MTSS process, the teacher must show that they have contacted parents first. Parents also have the option to opt-in to a weekly progress report email that comes straight from their student information system. Staff feedback indicated that since they are a small school, they know most of their parents and have a good working relationship with them.|Since returning in person from pandemic shutdowns, Inspire students have been chronically absent at a rate higher than state levels. In 2023-24, our students were chronically absent 25% of the time, with students with disabilities absent nearly 14% more than their peers. We have since put in place an attendance liaison and worked to improve the ways we communicate with parents about the importance of consistent attendance. We are hopeful this will create a culture of regular attendance and reduce absence rates, especially for our most vulnerable students.|nspire plans to improve our engagement of families of chronically absent students (especially families of students with disabilities) by: -Communicating clear expectations for attendance for all families, including the supports they can access for students experiencing barriers to getting to school -Putting in place an attendance liaison tasked with making direct connections with families of students experiencing barriers to getting to school -Direct recruitment to parents/guardians of students with disabilities to serve on Inspire's Education Partner Council|Inspire regularly seeks parent input in the decisions that affect families the most. We consistently utilize surveys to gather data, and we hold meetings via Zoom to communicate key information and to elicit feedback regarding parent concerns. In the last three years, we also implemented an Education Partner Council, engaging parents, students, and staff in analyzing our student outcomes, identifying key strengths and weaknesses, and developing solutions to school challenges.|While Inspire is proud of our work in providing open, transparent discussions of our student outcome data, as well as our school goals with parents as key partners in decision-making, we have more work to do to include parents and guardians from underrepresented groups in our Education Partner Council. This is particularly true for parents of students with disabilities and parents of students from socioeconomically disadvantaged backgrounds, as these groups have disparate rates of attendance and achievement in math.|Based on the analysis of educational partner input and local data, Inspire plans to: -Specifically recruit parents and guardians from underrepresented groups to serve on our Education Partner Council -Hold a separate affinity group to elicit feedback from parents of students with disabilities|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-09|2025
04614240121475|Sherwood Montessori|3|"Sherwood has increased satisfaction ratings from the community survey for ""School Climate in General"" and ""School's Approach to Discipline and Conflict Resolution"". There was a decline in satisfaction with ""Parent's Opportunity to Make an Impact in Academic Outcomes for my Student"". Sherwood has a bilingual/biliterate Office Manager available for Spanish speaking families and students."|In the 2024-2025 school year, we brought back more structure to SMPO and got more parents involved. The office staff and administration continues to support SMPO, but has seen more leadership emerge in the parents. We will continue to build on this success.|We have our survey, but it is anonymous so we can't be sure who is filling it. Teachers are often the primary source of communication, so regular meetings between the school Director and teachers have been a good vehicle to get that feedback to administration. The school Director is now holding monthly Coffee with the Director, and attends monthly SMPO meetings. The Director is also greeting students on the main campus daily at the single point of entry, which gives parents a quick reference to who the administrator is and access to for communication.|67% of respondents agree or strongly agree that they are satisfied with the opportunity to make an impact in academic outcomes for my student/s, down from 77% last year.|While 67% shows a majority, this is down 10% from previous year's data. We did get more parents involved through the parent ogranization, the SMPO, and have some momentum to build on with good input about how to do so: next year we will solicit an event leader for each SMPO event. We need to work on supporting families to understand how to improve academic outcomes for their students.|Input indicates that having a bilingual Office Manager is greatly appreciated and reaching out in the primary language of Spanish will continue. Families with low-income appreciate the free child care, free school meals, and no cost field trips.|The school uses a variety of ways, including surveys, input at conferences and meetings, monthly Board and SMPO meetings, and at informal coffee discussions.|We have a well-rounded system for seeking input, but will seek to improve the number of families who do give input in our annual Community Survey.|Underrepresented families are given access and do utilize the current structures in place. Families who we do not hear from can be actively reached out to by school personnel.|4|4|4|4|5|4|5|4|4|4|5|4|Met||2025-06-19|2025
04614240123810|Wildflower Open Classroom|3|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways: •	To create annual Board of Director and School Director goals and initiatives •	To create community and parent goals via our parent group, Wildflower Community Council •	To create goals on the school’s Local Control Accountability Plan •	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|5|5|5|4|4|4|4|3|4|4|3|3|Met||2025-06-16|2025
04614240137828|Pivot Charter School North Valley II|3|Building relationships is at the core of Pivot Charter School. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students.  Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students. This year, Pivot has tried a new initiative for family engagement - Family Homerooms. Pivot also developed a more user-friendly family Handbook and an asynchronous version of the Family training, which doubled participation.|Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity, equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.  Additionally, Pivot is creating a Community Liaison position to support in connecting families to local resources and better understanding their needs.|Recently, Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust. Pivot has launched a new program called Pivot P.R.I.D.E. that is focused on building culture and community for all students. This includes a monthly inclusive “caregiver” newsletter that provides a school-to-community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts include various resources and Spanish translation.|This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.|In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.|The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.   Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.|Pivot works to engage families and student’s teams primarily through the regular communication by Educational Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone and text.  To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys.  Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings.    Families attend their students meeting with teachers so we continue to rely on these meetings for primary feedback and communication. This year, Pivot has tried a new initiative for family engagement - Family Homerooms. Pivot also developed a more user-friendly family Handbook and an asynchronous version of the Family training, which doubled participation.|The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low engagement at the many events planned for their participation, including Governing Board meetings. The LEA needs to focus on local communication from teachers when disseminating surveys rather than school wide technology to elicit greater participation.|The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA did create monthly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.|5|5|4|4|4|4|4|4|3|3|3|3|Met||2025-06-16|2025
04614240141085|Achieve Charter School of Chico|3|Achieve has a number of systems in place to build relationships with families to improve student success, including Personalized Learning Plan development and review meetings with the parents, students, and teachers 3 times a year, weekly classroom communication, parent volunteer opportunities, and parent leadership roles. Parents participate in our Parent Advisory Council and have designated positions on our board of directors. Achieve hosts at least 3 school-wide evening family events and invites families to participate in school events. In an effort to build relationships with our Spanish-speaking community, we are holding monthly parent meetings in Spanish, have hired a translator/interpreter, and have appointed two bilingual parents to the board of directors.|Achieve is committed to building and maintaining a sense of community and belonging among all students, staff, and families across ethnicities, political ideologies, races, economic levels, abilities, etc. Action steps and practices to this end are ever-evolving to meet the needs of our unique community. We are committed to continually exploring and identifying areas of focus and improvement. We are putting a deep focus on our personalized learning plan process to deepen relationships with families.|Achieve will continue our second-year participating in the CDE and CCEE’s Community Engagement Initiative to continue to improve the engagement of underrepresented families. Our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan. We will also continue holding parent meetings in Spanish and hire bilingual staff.|Improving student outcomes is embedded in our systems for building partnerships with families. Families assist in setting trimester academic and social/emotional goals for students and participate in data analysis, progress monitoring and help determine interventions, accommodations, or supports needed for students to achieve goals. Over the last 7 years, we have had significant student turnover and welcomed many new students as a result of families moving out of the area after the Paradise Camp Fire. In past years, relationships have been strong and long-lasting at Achieve. The past few years have required staff to dedicate significantly more time than in the past to developing relationships with new families, building trust, and getting families bought into our personalized learning plan process. We are seeing growth in the overall participation of families.|This year, Achieve Charter School has a focus on increasing community and family partnerships to support academic and career exploration and create connections in the community for our students through meaningful, inclusive service projects.|Over the next two years, our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan for improved student outcomes. We are also holding parent meetings in Spanish and have hired bilingual staff.|Achieve has a 100% participation rate, with parents engaging in the personalized learning plan process 3 times a year to review data and set goals. Achieve also has monthly Parent Advisory Committee meetings in English and Spanish to provide parents and educational partners the opportunity to give feedback, provide input, and make decisions on programs and policies. Achieve’s Board of Directors holds monthly meetings open to the public and ensures that members from the community and parents serve as board members. The Achieve Board encourages parents and community members to attend these meetings and provide input and public comment. In addition, our Board Members rotate attending monthly parent meetings.  Two years ago we worked with families to develop Achieve Familias Hispanas. This group of Spanish-speaking parents from our Paradise and Chico campuses regularly meets with school leadership to build community, provide feedback on programs, and bring cultural awareness and appreciation to school events. We became members of the North State Hispanic Chamber and distributed enrollment information in Spanish at the NSHC’s community events. The Achieve Familias Hispanas hosted a booth at the Cesar Chavez celebration event to promote enrollment within the Hispanic community.  This initiative has led to an increase in Hispanic parent participation and leadership and an increase in the internal benchmark data of our Hispanic students. Based on conversations with parents, we believe more Hispanic families in the community entered our lottery this year (we do not track ethnicity on our lottery forms).|Achieve’s focus for improving seeking input for decision-making is to ensure our Parent Advisory Councils and Board of Directors are made up of community members and parents with different backgrounds, cultures, ideas, and experiences.|Achieve is personally reaching out to families and community members representing different backgrounds, cultures, ideas, and experiences to participate in our Parent Advisory Councils and Board of Directors meetings and to serve on our Community Engagement Initiative Committee. We expect our work with the Community Engagement Initiative will support the increased engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
04614246113773|Chico Country Day|3|Chico Country Day School fosters strong relationships between staff and families through a comprehensive engagement process involving all educational partners. Parents contribute through volunteerism, strategic planning focus groups, surveys on vision, mission, values, calendar and learning surveys, teacher newsletters, and weekly Thursday e-fliers are all used as ways to build relationships and strive to hear all voices. Students are engaged through the CalHope Survey, student podcasts, A Taste of CCDS Nutrition Program, the Student Ambassador Program, the Gay-Straight Alliance Club, and a student leadership class. Teachers provide input via the CalHope Survey, strategic planning sessions, learner profile surveys, guiding coalitions, vertical teams, calendar feedback, financial committees, check-in meetings with supervisors, and school exhibitions. Classified staff participate through the CalHope Survey, strategic planning focus groups, vision/mission surveys, and Parent Advisory meetings. The broader community is also involved through the LCAP Goals Survey and participation in planning groups and advisory meetings. This inclusive approach ensures all voices—parents, students, teachers, staff, and the community—help guide school initiatives and decisions. Additionally, the Parent Advisory Council (PAC) meets monthly and encourages community involvement. Guided by best practices, the PAC emphasizes inclusivity, collaboration, support, and transparency, playing a key role in fostering student success at Chico Country Day.|Improving attendance is a key focus area for strengthening relationships between Chico Country Day School staff and families. With rising absenteeism across all student groups, it's clear that attendance needs targeted support. Monthly attendance campaigns share the importance of consistent attendance and student engagement with families. School staff also conduct empathy interviews with students and families to better understand challenges and provide personalized support. Quarterly Family Education Nights offer opportunities for families and staff to connect with child development experts and with one another, focusing on ways to support students’ physical, mental, academic, and social well-being. Additionally, the hiring of a full-time social worker has expanded the school’s ability to support foster and homeless families by connecting them with vital resources and services.|Chico Country Day School plans to meet the needs of English Learners (ELs), foster youth, and homeless students through a series of targeted actions. The school will employ a dedicated School Social Worker to support foster and homeless students, helping them integrate and develop a sense of belonging within the school community. The implementation of Restorative Practices aims to reduce absenteeism and improve attendance by fostering positive relationships and a supportive environment. Additionally, an Attendance Review Team, consisting of site administrators, attendance clerks, and the school nurse, will monitor attendance data to identify and address barriers to consistent attendance. These measures are designed to provide tailored support, ensuring that these vulnerable student groups receive the necessary resources and attention to thrive academically and socially.|CCDS’s current strengths in the area of building partnerships for student outcomes lie in supporting teachers and school leaders to improve the school’s capacity to partner with families. To be strong in this area, staff participate in training and implementation of strong school systems in all areas. The CCDS staff participates in training such as:   North State Writing Project  Cognitively Guided Instruction in Math  RULER, SEL training  Restorative Practices  Chico State Math Training  AI Course for Educators  Science of Reading  Attend Conferences at BCOE Implementing school behavior systems    Through these actions, the staff at CCDS implements and is part of school-wide systems that support positive student outcomes. School leaders are always in a cycle of inquiry by looking at data and making data-driven decisions.|Last year, Chico Country Day School focused on improving student outcomes in mathematics. As a result of targeted strategies—including RTI-based math interventions, increased push-in support, two dedicated math coaches, and five days of professional development in Cognitively Guided Instruction—we saw measurable improvements. Teachers collaborated in grade-level teams, analyzed student work, and engaged in professional reading and discussion around Building Thinking Classrooms in Mathematics by Peter Liljedahl to strengthen instructional practices. We will continue this focused work in math while expanding our efforts to include a similar goal in English Language Arts (ELA), applying many of the same collaborative and data-driven strategies to support student growth across subject areas|The goals outlined in the 2025-26 Local Control and Accountability Plan (LCAP) for Chico Country Day School demonstrate a comprehensive strategy to improve educational outcomes.  CCDS continues to look at data on how to improve engagement with underrepresented families. As mentioned before, CCDS promotes meaningful interactions and partnerships between educators and the school-wide community. Parents and Guardians are provided with regular updates on the actions of the School Board meeting via website postings and weekly school eflier. Parents and Guardians have regular opportunities to share input/feedback through surveys, conferences, parent advisory committees, meet and greets with school leadership, and open school board meetings.|Chico Country Day School utilizes many different strategies to seek input for decision-making.  Calhope surveys, Google Forms, Open office hours, informal communication, and several different committees, all offer many different stakeholders the opportunity to contribute to decision-making. The school responds by implementing suggestions. The CCDS staff meets once weekly to participate in collaboration and/or professional development. Once a month CCDS education partners are invited to participate in open school board meetings. Educational partners are encouraged to provide input and feedback and help to increase student outcomes regularly via in-person meetings and/or electronic surveys. The CCDS student's leadership offers input throughout the year and is very important to the educational partnership. Students lead the school-wide morning flag salute, and deliver school updates, important dates, and celebrations. Students also participate in the interview process for new teachers and help lead school tours for prospective families.|Chico Country Day School continues to offer many opportunities throughout the year to collect partner input. An area of improvement would be a whole school analysis survey on the implementation of the LCAP goals and actions. It would behoove CCDS to take a pulse from the whole school at large. Pulse surveys will go out periodically to collect data on the implementation of the LCAP goals and actions.|Underrepresented families will be sought after for input by personal phone calls and/or personal invitations to participate along with emails, reminder notices, paper notices, school website, and weekly phone calls.  CCDS has identified several strategies to improve the engagement of underrepresented families in the decision-making process. Here’s a brief description of how the LEA will address this: Strategies for Improvement Enhanced Communication Channels Multilingual Communication: Implementing multilingual communication strategies to ensure all families receive information in their preferred language. Accessible Formats: Providing information in various formats (e.g., print, digital, video) to accommodate different preferences and needs. Targeted Outreach Programs Community Liaisons: Employing community liaisons who can build relationships with underrepresented families, understand their concerns, and facilitate their involvement in school activities and decision-making. Home Visits and Local Meetings: Conducting home visits and local community meetings to engage families who may find it difficult to attend school-based events. Cultural Competency Training Parental Involvement: Encouraging parents from underrepresented groups to participate in training sessions to build a shared understanding and trust. Flexible Meeting Times and Formats Varied Schedules: Scheduling meetings at different times of the day, including evenings and weekends, to accommodate working families. Virtual Meetings: Utilizing virtual meeting platforms to provide more flexible options for participation. Feedback Mechanisms Regular Surveys: Conduct regular surveys and feedback sessions to gather input from all families, with a focus on those underrepresented. Feedback Integration: Ensuring that the feedback collected is integrated into the decision-making process and that families are informed about how their input has influenced school policies and practices. By implementing these strategies, CCDS aims to create a more inclusive environment where all families feel valued and have a voice in the decision-making process. This approach not only supports the academic and social success of students but also strengthens the overall school community.|5|4|4|5|5|4|5|5|5|5|5|5|Met||2025-06-11|2025
04614246119523|Blue Oak Charter|3|In 2024, Blue Oak received a planning grant and began working toward becoming a California Community School. Through this, Blue Oak was able to connect directly with 73% of parents/guardians. This input is helping us build additional connections and understand the needs and values of our community. Blue Oak intends to continue implementing the Community School Pillars. An advisory body including community, parent, student, and staff representatives has been established. The work continued through the year.|Through the Community School structure Blue Oak will establish improved in person availability for staff and students. Previous to the COVID lock downs Blue Oak had strong connections between families and staff. The connections are still there but have weakened. Plans for increased community nights that were successful in 2023- 24,and other activities and communications to connect school staff and families.|Blue Oak has put an emphasis on contacting and connecting with underrepresented families, Specific attention is paid to reaching out personally to connect with them. Gatherings with the diretor will include specific invitations to focus on the needs of the underrepresented. Schoolwide festivals will include diverse representations of our community.|n 2024, Blue Oak received a planning grant and began working toward becoming a California Community School. Through this, Blue Oak bacan to connect with community partners such as Boys and Girls Clubs, food bank sources, homeless and domestic violence supports. This input is helping us build additional connections and understand the needs and values of our community. Blue Oak intends to continue implementing the Community School Pillars. An advisory body including community, parent, student, and staff representatives has been established.|Blue Oak will continue to reach out and develop connections to support the basic needs of families, educational and support goals for families.|Blue Oak has put an emphasis on contacting and connecting with underrepresented families, Specific attention is paid to reaching out personally to connect with them. Gatherings with the diretor will include specific invitations to focus on the needs of the underrepresented. Schoolwide festivals will include diverse representations of our community|Blue Oak has various committees that are open to engaging parents in the decision-making process. These include the Parent Council, Finance Committee, Facilities Committee, and Community School Advisory. The Charter Council has three parent positions engaging parents at the highest level of decision making.|It has been challenging to secure parental commitment to the level of work required to serve on the available committees. An The advisory council was utilized to collect and analyse school needs. This Advisory includes parents, students, and staff. and community members.|Blue Oak will continue individual outreach, Parent Square communication, which includes translation tools. Personal calls and booths during registration and other events to speak directly to underrepresented families for community engagement.|2|3|3|3|4|3|4|2|4|4|3|3|Met||2025-06-17|2025
04614320000000|Durham Unified|3|The Durham Unified School district provides information and support to families' advocacy for their students, as well as their legal rights via the multiple engagement opportunities. In all of those venues, parents are encouraged to question and discuss our programs and services, and advocate for their children. Information that is relevant to parents is routinely shared proactively at those meetings. Our Bilingual Para-educator and our Bilingual Family Liaison provide pro-active outreach to our Hispanic and Spanish speaking parents/families. All of our critical documents, as well as phone/email communication are provided in Spanish, as well. In 2024-2025, the district added a bilingual Administrative Assistant and a bilingual Accounting Technician. The district also utilizes Parent Square for mass messaging, and this program auto translates for any family that lists a language other than English as their primary language.|The district has seen a reduction in the amount of parents willing to complete and have their students complete the California Healthy Kids Survey or take part in district surveys through Kelvin. We must find ways to encourage participation in order to have a more complete representation for better feedback to the district.|The district will continue to utilize the parent liaison and bilingual aide to communicate with underrepresented families.|The district has a variety of tools to help teachers and principals communicate with families. The district has built many opportunties for familes to meet with staff, especially at the elementary and intermediate schools. The elementary school has parent interviews and parent-teacher conferences. The intermediate school has parent-teacher conferences. The distirct employs Parent Square as a communication device and utiliizes Kelvin to survey families. All schools have robuts parent-teacher organizations and school site councils. The elementary school added new Transitional Kindergarten and Kindergarten parent meetings.|The district needs to create more parent educational opportunites for parents to better understand what academic assessments say about the learning of our students. The elementary school held some family science nights and the high school has college information nights, but the district worked hard on a pilot for the Science of Reading this year which will be expanded next year. The district will develop some opportunties for families to learn about this and other initiatives to improve student learning.|As stated above, underrepresented families need more opportunities to be educated in the different initiatives. The district will work with its parent liaison and bilingual aide strategizes more ways to improve the engagement of these families in an new educational opportunities.|Durham Unified is fortunate to be part of a community that is very comfortble sharing its input on decision making in the district. Recently, the Parent Teacher Association expanded to included a bigger presence of support across all three schools after primarily focusing on the elementary school for years. The district employees parents and community members in decision making regarding many decisions, including hiring staff in a variety of areas. Most recently, the district has worked hard to garner input on facility projects as well. The district has active PTS, Agriculture Boosters, Music Boosters, School Site Councils, Citizen's Bond Committee, Facilities Committee. The board recently orderd a committee to support the development priorities for the projects identified in the district's Facility Master Plan. The DUSD Board of Trustees is constantly encouraging as much community input as possible in decision making processes.|The biggest need for improvement is to develop strategies to increase the breadth of the representation within advisory groups.|The biggest need for improvement is to develop strategies to increase the breadth of the representation within advisory groups.|5|5|3|4|3|3|4|3|4|4|4|4|Met||2025-06-18|2025
04614570000000|Golden Feather Union Elementary|3|At Golden Feather Union Elementary School District, we prioritize fostering strong relationships between our staff and families. With our small school setting, we pride ourselves on our ability to connect with every family member. Our dedication to supporting parents is evident through our current initiatives, and we are committed to expanding our wrap-around services through the Community Schools Grant. According to the results of our LCAP Survey, parents overwhelmingly feel supported by our school community. An impressive 96% of respondents described our school as a warm and welcoming learning environment. Additionally, an overwhelming 92% of our parents state that their child trusts teachers and school staff. Our staff genuinely care about each student's well-being and academic success, embodying our commitment to providing a nurturing and supportive educational experience for all.|An area we aim to enhance is building stronger relationships with parents, as revealed by the fact that only 84% feel their input is valued. Our goal is to ensure that every parent feels their contribution is not just valued but also meaningful. To achieve this, we will intentionally highlight how their input has directly influenced and shaped our programs. Moving forward, fostering a culture where parents' voices are heard and appreciated will be a key focus for the coming year.|Through the execution of our Community Schools Grant initiative, we are excited to introduce a wellness coach who will maintain regular contact with each family, ensuring their individual needs are attended to. This grant empowers us to deliver comprehensive wrap-around services tailored to address the diverse needs of both students and families alike.|According to the findings from our Annual LCAP survey, parents have expressed a strong sense of partnership with the school in enhancing student outcomes. 92% of parents reported feeling adequately supported with the necessary resources for their child to thrive at school.|GFUESD is committed to expanding the availability of parent education nights and learning opportunities for families to better support their students at home.|Through the implementation of the Communities Schools Grant, we aim to enhance student outcomes by offering personalized support. With the introduction of a wellness coach who will engage directly with every family and student, we seek to cultivate partnerships with underrepresented families, thereby contributing to the improvement of student outcomes.|Our approach to gathering input for decision-making is bolstered by our LCAP advisory group, which convenes regularly to collaboratively discuss, design, and enhance our educational plans and programs. Additionally, we excel in seeking input from educational partners and integrating their feedback into our initiatives. The active involvement of our Golden Feather Parents Club further strengthens our community engagement efforts. This dedicated group provides vital support for extracurricular activities such as sports uniforms, dances, and other events not fully funded by the school. Their close involvement with the LCAP Advisory Group facilitates effective communication with other families, fostering a sense of shared ownership and collaboration within our school community.|Our focus area for improvement in seeking input for decision-making lies in effectively communicating to parents and families how their input has directly influenced and shaped the school program.|Ensuring individual contact with every family will enhance the engagement of underrepresented families in the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
04614990000000|Manzanita Elementary|3|Manzanita Elementary School District demonstrates strong relationships with families, supported by high parent satisfaction with communication tools such as Parent Square’s translation feature and recognition of student academic growth, particularly for English Learners. Students report feeling safe at school, having supportive relationships with staff, and experiencing high expectations. Staff highlight effective instructional strategies for English Learners, successful small group instruction, and strong reclassification rates.  Areas for growth include parents’ need for more support, especially for non-English-speaking families. Students, particularly in upper grades, seek more engaging learning experiences and report peer teasing concerns. Staff note challenges with foundational math and literacy skills, limited ELD staffing, and the need for more hands-on instructional materials. The district aims to enhance parent involvement, expand student engagement opportunities, and provide targeted professional development for staff.|Based on educational partner input and local data, the LEA will focus on improving communication, particularly for non-English-speaking families. Staff identify the need for additional ELD resources, curriculum supports, and professional development to strengthen instruction for English Learners and struggling students. Students desire more engaging learning opportunities and increased voice in school activities.|Based on the analysis of educational partner input, the LEA will improve engagement of underrepresented families by strengthening two-way communication. Parent workshops will be offered to help families understand curriculum expectations and support homework completion. Staff will receive professional development on effective ELD strategies, ensuring stronger support for English Learners and struggling students, which will, in turn, equip families with better tools to assist at home. The LEA will continue leveraging ParentSquare’s translation features while exploring expanded outreach methods to ensure non-English-speaking and underrepresented families remain informed and involved. SELPA consultation has further guided alignment with inclusive practices to ensure families of students with disabilities are engaged through targeted input opportunities and ongoing communication.|Based on the analysis of educational partner input and local data, the LEA has demonstrated strengths in maintaining strong communication with families, providing regular updates on student progress, and offering opportunities for parent involvement through events and support programs. Continued progress is evident in efforts to align family engagement with student learning goals.|Based on the analysis of educational partner input and local data, the LEA has identified a need to improve family access to academic resources, increase support for learning at home, and enhance communication about student progress, particularly for underrepresented and non-English-speaking families.|To improve engagement of underrepresented families, the LEA will continue to provide access to translated materials, provide more culturally responsive outreach, and offer workshops and resources to support learning at home and strengthen connections between families and school staff.|Based on the analysis of educational partner input and local data, the LEA has shown strengths in offering multiple opportunities for stakeholder input through surveys, meetings, and advisory groups. Progress is evident in increased participation rates and the integration of stakeholder feedback into planning and decision-making processes.|The LEA has identified a focus area to increase engagement of underrepresented voices in decision-making processes, improve communication about how input is used, and expand opportunities for meaningful two-way dialogue with all educational partners.|To improve engagement of underrepresented families, the LEA will increase outreach efforts, offer input opportunities in families’ home languages, and continue to offer accessible and inclusive forums to ensure all voices are heard in the decision-making process.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2025-06-26|2025
04615070000000|Oroville City Elementary|3|OCESD has made meaningful progress in building relationships between school staff and families by expanding two-way communication systems and increasing opportunities for face-to-face engagement. Educational partner input consistently highlighted positive experiences with school-site events, including family literacy nights, student showcases, and parent-teacher conferences that are now held in flexible formats (in-person and virtual) to improve access.  Parent surveys indicate increased trust in school staff, particularly in schools that implemented family liaison roles or bilingual outreach teams. These roles have helped bridge communication gaps and build stronger cultural connections. School staff report higher participation in parent advisory groups (e.g., ELAC, SSC), suggesting that more families feel welcomed and empowered to engage in school decision-making.  OCESD’s progress reflects a systemwide commitment to creating inclusive, relationship-centered environments that honor family voices and foster shared responsibility for student success.|Based on educational partner feedback and survey data, OCESD has identified key focus areas for improvement: increasing outreach to historically underrepresented families and improving consistency in communication across school sites. While overall engagement has improved, feedback from families of English learners, foster youth, and students with disabilities indicated that information is not always accessible in their home language or tailored to their specific needs.  Additionally, some families shared a desire for more proactive communication—particularly about student progress and available supports—rather than hearing only when concerns arise. To address these gaps, OCESD is working to strengthen culturally responsive practices, expand language access supports, and provide professional development on building trusting, asset-based relationships with families.  The district is also exploring new digital tools to ensure timely, two-way communication and is refining protocols to ensure that all families are consistently welcomed, informed, and included in school decision-making processes.|To improve engagement of underrepresented families, specifically families of English learners, foster youth, and students with disabilities, OCESD will implement targeted strategies based on self-reflection data and partner feedback. These include expanding the use of bilingual family liaisons at high need school sites and increasing translation and interpretation services for all school communications, events, and meetings.  Additionally, the district will offer parent workshops co-designed with educational partners to address topics such as navigating school systems, understanding academic data, and advocating for student needs. Training for school staff will focus on culturally responsive communication, trauma informed engagement, and strategies to foster relational trust.  OCESD is also piloting family “welcome walks” and outreach campaigns led by school teams to build stronger, more inclusive relationships with families across all student groups.|OCESD has made consistent progress in building strong partnerships with families, staff, and community stakeholders to support student success. A key strength is the district’s commitment to regular and transparent communication through parent-teacher conferences, school newsletters, digital platforms, and community meetings. The district has also increased opportunities for parent engagement through events such as Back-to-School Night, Family Literacy and Math Nights, and English Learner Advisory Committees (ELAC), which have contributed to a stronger connection between home and school.  Educational partner input, gathered through surveys and stakeholder meetings during the LCAP process, indicates increased satisfaction with the district’s efforts to listen and respond to family needs. Notably, OCESD has made progress in providing bilingual support and culturally responsive outreach, which has led to greater involvement of families from diverse backgrounds.  Furthermore, OCESD has strengthened partnerships with community organizations to expand wraparound services for students, including mental health support, after-school programs, and academic interventions. These partnerships have been instrumental in supporting the whole child and promoting positive academic and behavioral outcomes.  Through these collective efforts, OCESD is fostering a collaborative environment where families and community members are recognized as vital partners in student learning and achievement.|OCESD recognizes the need to strengthen family engagement strategies that go beyond event participation and support more active, two-way collaboration focused on student learning. Educational partner input has highlighted a desire for more frequent and individualized communication from teachers regarding student progress, as well as clearer guidance for families on how to support learning at home.  Another identified area for improvement is increasing engagement from historically underrepresented families, including those from low-income, multilingual, and migrant backgrounds. While some progress has been made through bilingual outreach, educational partners noted the need for more culturally responsive practices and expanded access to interpretation services at meetings and school events.  Additionally, local data and stakeholder feedback suggest a need to provide more accessible parent education workshops focused on academic content, social-emotional learning, and digital literacy—particularly as technology continues to play a central role in student learning and communication.  OCESD is committed to addressing these areas by developing more targeted outreach strategies, expanding parent leadership opportunities, and strengthening collaboration with community partners to create more inclusive and supportive school environments for all families.|OCESD is committed to improving engagement with underrepresented families, particularly those from multilingual, low-income, migrant, and foster youth backgrounds. Based on feedback from educational partners and the self-reflection process, the district will implement targeted strategies to reduce barriers to participation and create more inclusive, accessible opportunities for families to be active partners in their child’s education.  To support this, OCESD will expand its use of bilingual communication tools and provide interpretation at all major school events and meetings, including IEPs, ELAC, and parent-teacher conferences. The district will also increase outreach through trusted community liaisons and staff who reflect the cultural and linguistic backgrounds of the families being served.  Additionally, OCESD will develop and promote family workshops focused on navigating the school system, supporting student learning at home, and understanding assessment and academic progress. These workshops will be offered at varied times and locations to accommodate different schedules, and child care and transportation support will be explored to further reduce participation barriers.  The district will also strengthen its feedback loops by offering regular, multilingual family surveys and focus groups to gather input and adapt engagement efforts in real time. These steps reflect OCESD’s commitment to ensuring all families—especially those traditionally underrepresented—feel valued, informed, and empowered to support their students’ success.|OCESD has made meaningful progress in fostering a culture of shared decision-making by actively and consistently seeking input from educational partners across the district. A key strength is the variety of platforms used to engage stakeholders, including parent and staff surveys, School Site Councils, English Learner Advisory Committees (ELAC), District Advisory Committees (DAC), and community forums tied to the LCAP development process.  Stakeholder feedback indicates growing confidence in the district’s transparency and responsiveness. Educational partners have noted that their input is not only welcomed but is reflected in key district decisions, including budget allocations, academic priorities, and student support services.  OCESD has also increased accessibility to engagement opportunities by offering meetings in multiple languages, scheduling events at varied times to accommodate working families, and providing virtual participation options. These efforts have contributed to more inclusive participation, particularly among families of English learners and socioeconomically disadvantaged students.  Furthermore, the district has made progress in strengthening internal feedback systems, enabling school staff and students to contribute regularly to site and district-level planning. Overall, OCESD’s ongoing commitment to collaborative decision-making has resulted in more equitable and community-informed educational outcomes.|While OCESD has made progress in increasing opportunities for stakeholder engagement, analysis of input and local data has identified several key areas for improvement in seeking input for decision-making. One area of focus is increasing the participation of underrepresented groups—particularly families of English learners, migrant students, foster youth, and students with disabilities—who are not consistently represented in current feedback processes.  Educational partners have also expressed a desire for more ongoing and meaningful opportunities to participate in decision-making beyond the annual LCAP cycle. Families and staff indicated that while surveys and meetings are available, they sometimes feel their input is not fully understood or used in a timely, visible way.  Additionally, OCESD is working to improve how it communicates the impact of stakeholder feedback—closing the feedback loop—so that participants clearly see how their voices influence district decisions. Increasing capacity among school sites to facilitate authentic input, especially at the classroom and site level, is also an identified area for growth.  To address these gaps, OCESD will focus on more personalized outreach, training for staff on culturally responsive engagement practices, and creating consistent systems to track, analyze, and respond to community input across all schools.|OCESD is committed to deepening engagement with underrepresented families—particularly those of English learners, foster youth, migrant students, and students with disabilities—by creating more equitable and accessible pathways for participation in decision-making. Based on the self-reflection process and stakeholder feedback, the district will take several key steps to improve this engagement.  First, OCESD will enhance outreach efforts by expanding the use of culturally and linguistically appropriate communication methods, including translated materials, bilingual staff support, and interpretation services at all school and district meetings. The district will also increase collaboration with trusted community liaisons to build relationships and trust with families who may not have historically engaged with school systems.  In addition, OCESD plans to offer more flexible engagement opportunities, such as virtual forums, small-group listening sessions, and meetings scheduled at varied times to accommodate work and family commitments. These efforts will be paired with capacity-building activities for staff, including training on culturally responsive engagement and strategies to facilitate inclusive conversations.  Finally, the district will implement systems to consistently follow up with families and demonstrate how their input informs decisions. This includes regular updates in newsletters, school websites, and community presentations that close the feedback loop and reinforce the value of family voice in shaping educational priorities.  Through these actions, OCESD aims to ensure all families—especially those historically underrepresented—have a meaningful role in district and school-level decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
04615070121509|Ipakanni Early College Charter|3|Ipakanni School maintains a unique strength in fostering strong, consistent communication with parents. As a small school, we are able to connect with families on a daily basis, creating a supportive and collaborative environment. This ongoing dialogue enhances student success, builds trust between home and school, and allows for immediate responsiveness to student needs. Our size allows for personalized interactions that larger schools may find more challenging to achieve.|Ipakanni is focusing on developing more intentional systems for outreach, increasing participation in parent advisory groups, and providing regular family education events that reflect the diversity and needs of our school community.|Ipakanni will build trust through personal relationships, offer flexible opportunities for involvement, and empower families as leaders.|Ipakanni School has demonstrated consistent progress in building strong partnerships with families to support student learning. A key strength is the school’s commitment to transparent and regular communication about student progress. Parents receive timely updates through progress reports, local assessment data, and state assessment results, allowing them to clearly understand how their child is performing academically.  Because of Ipakanni’s small school environment, teachers are able to maintain frequent, personalized contact with families, often through daily or weekly check-ins, phone calls, or in-person conversations. This regular communication helps build trust and ensures parents are active partners in their child’s education.  Educational partner input indicates that families feel well-informed and supported, especially regarding interventions, academic goals, and next steps for improvement. The school has also made efforts to provide support in understanding assessment data through parent conferences and individualized meetings.  This ongoing, two-way communication has strengthened collaboration between home and school, leading to more responsive support systems and improved student outcomes.|While Ipakanni School has strong informal communication and regularly shares student performance data, educational partner input and local data reveal opportunities to improve family understanding and engagement with academic content, standards, and instructional strategies.  Some parents expressed that, although they receive data, they would benefit from more support in interpreting what that data means for their child’s progress and how they can assist at home.|Host regular events that guide families through curriculum expectations, state standards, and strategies to support student learning at home. These events will be scheduled at flexible times and include interpretation services and childcare when possible. Teachers and staff will make more personalized contact with underrepresented families to invite them into academic conversations and explain how they can support their child’s success. By reducing barriers and creating a welcoming, supportive environment, Ipakanni aims to ensure all families—regardless of background—feel empowered and equipped to be full partners in their child’s academic journey.|Ipakanni School has made significant progress in creating a school culture where parent and community voice is valued in the decision-making process. A key strength is the school’s ability to maintain close, consistent communication with families, which naturally supports a two-way exchange of ideas.  Due to its small size, Ipakanni fosters strong relationships between staff and families, allowing for frequent informal input during daily interactions. In addition, the school actively seeks feedback through surveys, parent-teacher conferences, and family meetings, and uses this input to shape policies, programs, and supports.  Educational partners have noted that the school is responsive and willing to adapt based on community needs—for example, adjusting schedules, academic support strategies, or enrichment offerings in response to parent suggestions.  This inclusive approach has led to increased trust and shared ownership of student success among staff, families, and community members.|Formalizing Input Processes: While informal feedback is regularly gathered, there is a need for more systematic collection and use of parent input, such as through regular, multilingual surveys or targeted focus groups. Increasing Representation in Advisory Groups: Some families, particularly those from underrepresented or marginalized backgrounds, are not consistently involved in school site councils or other advisory committees. The school aims to increase outreach and support to help these families feel welcomed and confident in participating.|During the self-reflection process, Ipakanni School identified that underrepresented families—particularly those from low-income households and families new to the school community—often face barriers to participating in decision-making processes. Staff will personally reach out to underrepresented families to encourage participation in school councils, advisory committees, and parent meetings. These invitations will be made in families’ home languages and through preferred communication methods (e.g., phone calls, texts). Ipakanni will offer informal orientation sessions to help parents understand the roles and functions of advisory groups, empowering them to participate confidently.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
04615070129577|STREAM Charter|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices (e.g. Monthly Newsletter, Social media) to strengthen the relationship between families and the school by providing consistent, frequent communication through regular emails from the Co-Directors, family events throughout the school day and after school, as well as a variety of opportunities for informal relationship-building during morning drop off and afternoon pick up times. The STREAM Co-Directors and other staff members provide regular communication about upcoming important dates and events, as well as information about any issues or incidents that have occurred. STREAM parents often report that they know they will hear about an issue or incident from the school before their child even has a chance to tell them. STREAM builds relationships with families through a variety of school events commencing before the start of the school year with our Meet the Teacher event and culminating with our Kindergarten promotion ceremonies and end-of-year awards assemblies. During the school year, we host three showcase events where our students demonstrate music and movement. Our primary grade students demonstrate vocals and movement, our 4th graders perform with ukuleles and recorders with movement, and our 5th-8th grade students perform in our beginning or advanced bands.  We also have monthly Parent Club meetings.|We will continue to focus on strengthening teacher communication with families.  We want to create a cohesive system for supporting our parents and families.  In addition, we would like to institute more community conversations with parents and staff to educate them and inform them of students’ experiences.  We want to ensure parents and families are prepared to send their students to the high school setting.|The LEA will improve engagement of underrepresented families by sharing information and experiences with them.  We want to offer various programs (e.g. Parent Education Nights and Literacy Night) that will give families many opportunities to participate in school activities and community events.  We diversify our communication methods to meet family needs including social media.|STREAM has developed multiple practices that foster partnerships between families and staff in support of student growth. STREAM hosts a Meet the Teacher Back to School Night and parent conferences in the Fall semester with all its families to not only inform families of student progress but to also have them be partners in the work. STREAM hosts parent-teacher conferences during the Spring semester for all students who need additional support, as determined by either the teacher or the parent. Parents can also request a parent-teacher conference at any point in the school year. The Co-Directors have conferences with parents to address any challenges with regular attendance as well. STREAM hosts an annual Family Science Night to demonstrate student learning and provide information and resources for families to support student learning at home. Families have the opportunity to engage in discussion with teachers and administrators during this event to have their questions or concerns addressed. Most of our teachers have received professional development in Multi-Tiered Systems of Support, and a component of that training involves building partnerships with families to support student outcomes. Additionally, many of our teachers have attended conferences over the years that have addressed how to build productive family partnerships to support student outcomes. Most of the teachers send weekly notes or emails home regarding upcoming learning and how families can support student learning at home. STREAM also provides professional development opportunities for teachers and staff through our school. For those unable to travel off-site, we bring the training directly to our campus (e.g Northstate CUE conference).|We will continue to focus on building partnerships between our Special Education Department and General Education teachers in order to better support students.  We are continuing to boost our Intervention program so that all students can benefit from services.|The LEA will improve engagement of underrepresented families by ensuring our Special Education and Interventions programs are effectively supporting students.  We established an Orientation for new parents to encourage information sharing and engagement.  The Parent Club Meetings and monthly newsletter also help to highlight upcoming events and school programming.|STREAM values family input into decision-making about policies, programs, and events. Each year, two parent representatives are elected to our School Board and we have parent representation on our School Site Council. STREAM also administers a family survey each Spring to solicit feedback from families. Additionally, STREAM has a parent club that has contributed significantly by fundraising for student activities, field trips, and other events. There is a high level of parent participation in these events and many parents are vocal about their preferences.|We will continue to focus on prioritizing our parent survey.  We will also further engage with parents informally during school pickup and drop-off.  We make sure to fully listen to all parent suggestions and we are solution focused with our responses.|The LEA will improve engagement of underrepresented families by seeking out specific families in order to better understand how to support them.  We are very proactive in our approach to engaging students as well.|4|4|5|4|4|4|4|4|4|4|4|3|Met||2025-06-25|2025
04615150000000|Oroville Union High|3|OUHSD continues to strengthen its connection with families through an increasingly effective and streamlined communication strategy. The district maintains a strong digital presence, primarily utilizing ParentSquare as its central platform for school-to-home communication. Through ParentSquare, administrators and staff share timely announcements, upcoming events, and critical updates, while also sending individualized messages related to student performance, such as missing assignments and grade notifications.  This year, the district has seen continued growth in engagement with these tools, as demonstrated by analytics from ParentSquare and consistent positive feedback from families. The district’s monthly newsletter remains a valued resource, highlighting district initiatives, celebrating student and staff achievements, and promoting opportunities for involvement. The increased use of multilingual communication tools and consistent messaging across school sites has further enhanced accessibility and inclusivity for families of diverse backgrounds.  Overall, OUHSD’s commitment to open, transparent, and responsive communication continues to serve as a key strength in building meaningful relationships between school staff and families.|While OUHSD has made measurable progress in strengthening communication with families, feedback from educational partners indicates that there is still room to grow in fostering two-way, relationship-centered engagement. Specifically, one key area of focus is increasing opportunities for families to actively participate in the educational process beyond receiving information. Input gathered through parent surveys and School Site Council meetings suggests a desire for more regular, personalized interactions with school staff, especially around academic planning, student well-being, and support services.  Additionally, engagement data reveal that while communication tools like ParentSquare are widely used, participation in in-person events such as school activities remains inconsistent, particularly among families from underserved and multilingual communities. This points to the need for more inclusive outreach strategies, flexible scheduling, and culturally responsive engagement efforts to ensure all families feel welcome and empowered to partner with school staff.  As a result, OUHSD is prioritizing efforts to build staff capacity for family engagement through professional learning, increasing the visibility of support staff and counselors, and creating more structured opportunities for collaborative conversations between families and educators. The goal is to shift from one-way information delivery to a model that emphasizes trust-building, mutual respect, and shared responsibility for student success.|OUHSD recognizes the importance of intentionally reaching out to and supporting underrepresented families, including those from low-income households, foster and homeless youth, multilingual families, and families of students with disabilities. Based on educational partner input and local data from the self-reflection tool, the district has identified several strategies to improve engagement with these groups, focusing on access, representation, and relational trust.  To begin, the district is enhancing its use of multilingual communication through ParentSquare’s translation features and by providing more direct access to bilingual staff during events, conferences, and key communications. This ensures that language is not a barrier to receiving or responding to important school-related information.  OUHSD is also expanding opportunities for underrepresented families to participate in school decision-making processes. This includes proactive outreach to ensure representation on School Site Councils, LCAP advisory groups, and parent advisory committees. Meetings are being scheduled at varied times, offered in hybrid formats, and include child care or incentives when possible to reduce participation barriers.  Additionally, the district is training site-based staff to conduct relationship-building outreach—especially with families of students who may not regularly attend events or engage through digital platforms. This includes wellness check-ins, home visits (when appropriate), and collaboration with school counselors and social workers to establish consistent, trusting connections.  By prioritizing these equity-focused strategies, OUHSD aims to build more inclusive and supportive relationships with all families, particularly those who have historically been underrepresented in school engagement efforts.|OUHSD continues to strengthen its commitment to collaborative partnerships that support positive student outcomes. The district maintains strong relationships with families by providing regular access to academic information, support resources, and college and career readiness initiatives. Tools such as ParentSquare and Aeries allow families to monitor student grades, attendance, and assignments in real time, promoting transparency and shared accountability for academic progress.  Progress has also been made in expanding access to counselors, college and career advisors, and intervention specialists who engage directly with students and families. Through regular outreach—such as one-on-one meetings, parent information nights, and workshops on financial aid, course selection, and postsecondary planning—OUHSD empowers families to actively participate in shaping students’ educational trajectories.  Additionally, the district has partnered with community organizations to provide wraparound supports, such as mental health services, career exploration opportunities, and tutoring. Educational partner input continues to highlight appreciation for these collaborative efforts, and data from family surveys suggest increasing satisfaction with how well schools are keeping parents informed and involved in decisions that impact student learning.  Collectively, these efforts reflect OUHSD’s ongoing progress in building meaningful partnerships that align school, family, and community efforts to improve student outcomes.|While OUHSD has made notable progress in strengthening partnerships that support academic success, educational partner feedback and local data highlight the need to deepen family understanding of how to support students' academic journeys—particularly in the areas of credit recovery, graduation requirements, and postsecondary planning. Many families report feeling uncertain about how to navigate academic pathways, especially when students fall behind or encounter challenges.  Another area for improvement is ensuring that outreach efforts consistently reach families of students who are at risk of disengagement, including those with chronic absenteeism, disciplinary issues, or learning gaps. Data suggest that these families are less likely to attend academic-focused events or to initiate contact with school staff.  Additionally, there is a need to strengthen consistency across school sites in how academic supports and family engagement strategies are implemented. While some campuses have strong structures in place, others are still developing robust systems to ensure families are informed, included, and empowered to act on behalf of their students.  As a result, OUHSD is focusing on improving clarity and accessibility of academic information, aligning site-level practices, and providing targeted outreach and guidance for families of at-risk students to ensure they are equipped to support student progress toward graduation and long-term success.|OUHSD is committed to improving engagement with underrepresented families—particularly those of foster youth, English learners, socioeconomically disadvantaged students, and students with disabilities—as part of its ongoing efforts to build strong partnerships that support student outcomes. Based on self-reflection results and educational partner input, the district has identified several targeted strategies to bridge gaps in communication, access, and involvement. First, the district will strengthen personalized outreach to underrepresented families by expanding the roles of counselors, case managers, and community liaisons. These staff members will proactively contact families to explain academic expectations, credit recovery options, graduation pathways, and college/career planning resources in language and formats that are accessible and culturally responsive. Second, OUHSD is prioritizing improvements to its ELAC and DELAC structures to ensure English learner families are not only informed, but also actively involved in school and district decision-making. This includes clearer communication about the purpose and impact of these committees, offering meeting times that accommodate family schedules, providing interpretation and translation services, and equipping site leaders with tools to facilitate inclusive and meaningful participation. The district will also support schools in identifying and empowering parent leaders within the ELAC process. Third, OUHSD will continue to diversify how information is delivered—utilizing multilingual messaging through ParentSquare, offering virtual and in-person events, and providing workshops at flexible times to reduce access barriers. Translation services and staff with cultural competency training will help ensure that families feel welcomed and heard. Additionally, the district is investing in capacity-building for school staff through professional development focused on asset-based mindsets, trauma-informed communication, and strategies for building trust with families who may have historically felt disconnected or underserved. Finally, OUHSD will monitor family participation data more closely at the site and subgroup levels to identify gaps and adjust engagement practices accordingly. The goal is to move beyond general outreach and into meaningful, two-way partnerships where families—regardless of background—are informed, empowered, and involved in supporting their child’s academic success.|OUHSD has developed a strong foundation for inclusive decision-making by creating multiple, structured opportunities for educational partners to provide input on district policies, programs, and priorities. A key strength lies in the district’s consistent use of advisory committees, surveys, and open forums to gather diverse perspectives from students, families, staff, and community members. The Local Control and Accountability Plan (LCAP) development process continues to serve as a central driver of inclusive engagement. OUHSD facilitates regular meetings with stakeholder groups, including the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), and leadership from bargaining units, to gather feedback on goals, actions, and funding priorities. Input is further collected through districtwide surveys that provide stakeholders an opportunity to weigh in on school climate, instructional supports, and student needs. ParentSquare and the district’s website have helped broaden accessibility by keeping the community informed about opportunities to engage, while also providing multilingual and mobile-friendly communication options. Over the past year, the district has also strengthened student voice through site-based leadership groups and student surveys, ensuring that youth perspectives are integrated into planning and program development. As a result of these efforts, educational partner feedback is increasingly reflected in district plans and initiatives, and stakeholders report feeling that their voices are both heard and valued in shaping the direction of the district.|While OUHSD has established several strong channels for gathering input, educational partner feedback and local data highlight the need to increase consistency, accessibility, and follow-through in the district’s engagement efforts. One key area for improvement is expanding participation among underrepresented groups—especially families of English learners, foster youth, and students with disabilities—who are often less visible in traditional input settings such as advisory meetings and districtwide surveys. Additionally, some stakeholders have expressed uncertainty about how their input is used in final decisions. To address this, OUHSD is working to improve transparency by strengthening communication loops—clearly showing how stakeholder feedback influences district plans, programs, and resource allocations. Another focus area is improving the accessibility of input opportunities by offering more flexible meeting formats, including hybrid and virtual options, as well as scheduling events at times that accommodate working families. Streamlining the use of interpreters and translated materials across sites and committees is also a priority to ensure all participants can meaningfully engage. Finally, the district aims to elevate student voice in more consistent and impactful ways, particularly at the site level, by expanding student leadership forums and increasing feedback opportunities tied to curriculum, mental health, and school climate initiatives. By addressing these areas, OUHSD seeks to build a more inclusive, transparent, and responsive decision-making culture where all educational partners feel empowered to contribute.|OUHSD is committed to strengthening the voices of underrepresented families—particularly those of English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities—within the district’s decision-making processes. Based on the self-reflection tool and input from educational partners, the district recognizes the need to remove barriers that limit participation and to create more welcoming, empowering spaces for these families to share their perspectives. To improve engagement, the district will focus on enhancing the effectiveness and visibility of parent advisory bodies, particularly ELACs and the DELAC. This includes providing more targeted outreach to ensure parents understand the purpose and value of their role, offering training to build confidence in participating, and ensuring all materials and meetings are accessible through translation, interpretation, and scheduling accommodations. OUHSD will also invest in strengthening partnerships with community-based organizations and liaisons who already have trusted relationships with underrepresented families. These partners can help facilitate input through informal listening sessions, focus groups, and home-school connection activities that may feel more approachable than formal committee meetings. Additionally, the district will develop clearer feedback loops—showing families how their input is collected, considered, and reflected in district decisions. This includes regular updates through ParentSquare, advisory committee summaries, and reports at public meetings that highlight how community voices shape policies and programs. Through these strategies, OUHSD aims to create a more inclusive culture of engagement where every family—regardless of background—is informed, empowered, and actively contributing to district decision-making.|4|4|3|4|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
04615230000000|Palermo Union Elementary|3|Based on educational partner input and local data, the LEA demonstrates strong progress in fostering positive relationships between school staff and families. Parents consistently report feeling welcomed on campus, and the district has established policies and practices that promote trust, respect, and inclusivity across school communities. A notable strength is the district’s commitment to two-way communication, offering multiple platforms for engagement in languages that are accessible and easy to understand. School events continue to see high levels of family participation, reflecting strong community support for students and staff. In addition, school sites are actively expanding opportunities for meaningful engagement to further strengthen relationships with families.|Based on educational partner input and local data, the LEA has identified a need to expand opportunities for families to engage with school staff through both special events and structured family education nights. These events will be designed to promote authentic, two-way communication and deepen relationships among all educational partners. Additionally, both staff and parents expressed a need for greater emphasis on supporting staff in learning about and valuing each family’s unique strengths, cultures, languages, and goals for their children. As a result, the district will focus on professional development and school-wide practices that foster cultural responsiveness and inclusive engagement.|Based on the analysis of educational partner input and local data, the LEA has identified the need to collaborate more intentionally with representatives of underrepresented families to co-develop strategies that promote stronger engagement. The self-reflection process highlighted the importance of identifying and removing barriers that prevent full participation by all families. While parent involvement in student-centered events remains high, the district will leverage these well-attended activities as targeted opportunities to build deeper connections and gather input from underrepresented families. Additionally, the district will implement outreach strategies and culturally responsive engagement practices to ensure all families feel valued, heard, and included in shaping their child’s educational experience.|Analysis of educational partner input and local data indicates that the LEA’s current strengths in Building Partnerships for Student Outcomes include providing regular opportunities for families and staff to collaborate on student progress and achievement. Both parents and staff report that this practice is well established across the district. Additionally, the LEA is making strong progress in equipping families with resources and information to support student learning and development at home. These efforts reflect a shared commitment to engaging families as active partners in their children's educational success.|Based on educational partner input and local data, the LEA has identified two key areas for improvement in Building Partnerships for Student Outcomes. First, there is a need to provide professional learning and support for teachers and site administrators to strengthen their capacity to partner effectively with families. Second, the district will expand educational opportunities for families to increase their ability to support student learning and engage meaningfully with school sites. Additionally, the LEA will enhance communication efforts through the continued implementation and strategic use of ParentSquare to streamline outreach, increase accessibility, and promote two-way communication between schools and families.|Based on the analysis of educational partner input and local data, the LEA has identified the need to collaborate more intentionally with representatives of underrepresented families to co-develop strategies and activities that strengthen engagement and support student outcomes. The self-reflection process highlighted the importance of identifying and addressing barriers that limit participation. While families in the district demonstrate strong support for student-centered events, the LEA will use these high-interest activities as intentional opportunities to build deeper, ongoing partnerships with underrepresented families. The district will also prioritize outreach, culturally responsive practices, and inclusive communication to ensure all families are empowered to engage in their children’s educational journey.|Analysis of educational partner input and local data indicates that the LEA is making steady progress in the area of Seeking Input for Decision-Making. The district has implemented short, focused surveys to provide accessible and timely opportunities for all families to share feedback on key initiatives and decisions. These efforts have increased participation and strengthened the inclusion of diverse voices in the decision-making process. The LEA will continue to expand these strategies by integrating additional input opportunities into parent and family engagement events, ensuring that all educational partners have meaningful avenues to contribute.|Educational partner input and local data indicate that Seeking Input for Decision-Making remains an ongoing area of growth for the district and its individual school sites. The LEA continues to explore strategies to increase parent involvement, particularly in decision-making processes that impact student outcomes and school operations. While structures such as School Site Councils, LCAP stakeholder meetings, ELAC/DELAC, the Indian Education Parent Committee, and parent surveys are in place, participation levels vary. To address this, the district will work to expand outreach efforts, improve communication, and provide more accessible and coordinated opportunities for families to engage in meaningful decision-making roles.|Based on the analysis of educational partner input and local data, the LEA recognizes the continued need to strengthen strategies that effectively engage underrepresented families in decision-making processes. To address this, the Administrative Leadership Team will actively explore and implement practices that build staff capacity to engage families more inclusively. This includes researching culturally responsive engagement strategies, improving outreach and communication efforts, and identifying ways to reduce barriers to participation. The goal is to ensure that all families, particularly those historically underrepresented, have equitable opportunities to contribute to school and district-level decisions.|5|5|3|5|4|4|5|4|4|3|4|4|Met||2025-06-25|2025
04615310000000|Paradise Unified|3|In 2024–25, the Paradise Unified School District (PUSD) strengthened its relationships with families through intentional engagement, consistent communication, and planning informed by input from educational partners. These efforts were guided by data collected through meetings, surveys, and direct consultation with students, families, staff, and community partners.  A significant strength of the district is its structured approach to engagement through the Superintendent’s Employee and Parent/Community LCAP Committees, which met multiple times across the year. These committees brought together staff, parents, administrators, bargaining unit representatives (CSEA and TAP), and community educational partners, including the Boys and Girls Club, to collaboratively discuss priorities such as enrollment, LCAP goals, construction updates, academic programs, and school climate. Participants reported that the open, consistent dialogue fostered trust and helped strengthen shared ownership of district initiatives.|Based on input from educational partners and local data, Paradise Unified School District (PUSD) has identified focus areas for strengthening relationships between school staff and families from the 2024–25 school year. Priorities include simplifying and unifying communication systems, expanding access to academic counseling, and enhancing supports at Equity Multiplier Schools. Parents and students emphasized the importance of clear guidance in course selection and college readiness, while staff highlighted the need for consistent implementation of social-emotional learning and improved behavioral supports.|During the 2024–25 school year, Paradise Unified School District (PUSD) made significant progress in engaging underrepresented families by strengthening outreach, communication, and input. The Social Justice Committee continued to serve as a platform for elevating diverse voices, organizing community forums, and supporting staff with cultural awareness. A key staff member in the Student Services Department expanded their role beyond attendance to serve as a liaison for families facing barriers—particularly supporting English Learner (EL) students and families through home visits, resource navigation, and personalized support.|During the 2024–25 school year, Paradise Unified School District (PUSD) continued to strengthen partnerships between families and school staff to support student success. ParentSquare remained a reliable communication tool, with 94% of families actively connected, allowing consistent two-way communication across the district. Each school maintained active School Site Councils and Parent Clubs, which played a key role in supporting school culture, giving input on programs, and participating in school-level planning. At the district level, families and community members participated in Parent/Community LCAP Committee meetings throughout the year, providing valuable input on academic programs, student needs, and areas for growth.|In 2024–25, PUSD continued to focus on re-engaging families and expanding their role in shaping student support systems. A key area for improvement remains increasing sustained parent participation in decision-making forums, especially at the site level. While turnout improved for family events and district-led committees, the district continues to work on building consistent participation in School Site Councils and LCAP planning. Input gathered from families through the Spring 2025 LCAP Parent and Community Survey also highlighted the need for better access to information about academic counseling, extracurricular opportunities, and postsecondary planning. In response, the district is enhancing family outreach related to course selection, graduation planning, and CTE programs. PUSD also continues to build out the role of its Social Justice Committee and Student Services liaison, who have been instrumental in supporting underserved families and expanding the district’s focus on equity and inclusive engagement. These improvements reflect PUSD’s ongoing commitment to creating strong, sustained partnerships that directly support student outcomes.|During the 2024–25 school year, Paradise Unified School District (PUSD) continued to strengthen its efforts to engage underrepresented families and build meaningful partnerships that support student success. With a high percentage of students identified as socioeconomically disadvantaged, PUSD prioritized creating welcoming, inclusive events to draw families closer to the school community. Schools held family nights tailored to the needs of their communities and informal meet-and-greets with principals and staff. These gatherings created relaxed, relationship-focused environments for families to engage with school staff and learn about available supports.  As previously mentioned, PUSD has established the Social Justice Committee, which meets monthly and includes parents, students, community members, and staff. This committee is dedicated to improving equity and access and allows underrepresented groups to contribute input on programs, strategies, and needs.  Additionally, with a high population of students with disabilities, our Student Services department has demonstrated exceptional engagement with these families. We will build on this by inviting and including these families in our current decision-making bodies, such as the Site Council and the Superintendent's Council, to ensure their perspectives are actively represented and considered.|Based on responses from the 2024–25 districtwide survey, Paradise Unified School District (PUSD) continues to demonstrate strong progress in engaging families.   A total of 94% of families are reachable through ParentSquare, reflecting consistent and reliable communication. In terms of input and decision-making, 78% of responding parents agreed or strongly agreed that their child’s school actively seeks their input on decisions related to their child’s education. Additionally, 76% of families agreed that PUSD provides opportunities to offer input on policies and programs, and that the district implements strategies to seek input from across the school community. Furthermore, 83% of respondents agreed that PUSD supports family members’ meaningful participation in advisory groups and school decision-making processes. Finally, 91% of parents agreed that their child’s school creates a welcoming environment for all families in the community.|During the 2024–25 school year, Paradise Unified School District (PUSD) continued to make meaningful progress in how we engage families in decision-making. In response to prior feedback about survey fatigue, the district intentionally reduced the number of surveys sent to families. However, we recognize the importance of consistently gathering input and may revisit this approach to ensure we are capturing a broad range of perspectives.  PUSD also expanded its partnerships with local organizations—including North Valley Contractors Exchange, Paradise Parks and Recreation, the Town of Paradise, and Rotary—to deepen community connections and create new avenues for collaboration. Encouragingly, 90% of families who responded to the 2024–25 survey agreed or strongly agreed that PUSD supports their effective engagement in advisory groups and decision-making—an increase from 88% in 2022–23, reflecting continued growth in building trust and inclusion.|As previously mentioned, PUSD has established the Social Justice Committee, which meets monthly and includes parents, students, community members, and staff. This committee is dedicated to improving equity and access and allows underrepresented groups to contribute input on programs, strategies, and needs.  Additionally, with a high population of students with disabilities, our Student Services department has demonstrated exceptional engagement with these families. We will build on this by inviting and including these families in our current decision-making bodies, such as the Site Council and the Superintendent's Council, to ensure their perspectives are actively represented and considered.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
04615310110338|Achieve Charter School of Paradise Inc.|3|Achieve has a number of systems in place to build relationships with families to improve student success, including Personalized Learning Plan development and review meetings with the parents, students and teachers 3 times a year, weekly classroom communication, parent volunteer opportunities and parent leadership roles. Parents participate in our Parent Advisory Council and have designated positions on our board of directors. Achieve hosts at least 3 school-wide evening family events and invites families to participate in school events. In an effort to build relationships with our Spanish-speaking community, we are holding monthly parent meetings in Spanish, have hired a translator/interpreter, and have appointed two bilingual parents to the board of directors.|.Achieve is committed to building and maintaining a sense of community and belonging among all students, staff, and families across ethnicities, political ideations, races, economic levels, abilities, etc. Action steps and practices to this end are ever-evolving to meet the needs of our unique community. We are committed to continually exploring and identifying areas of focus and improvement.|Achieve will participate for the second year in the CDE and CCEE’s Community Engagement Initiative to continue to improve the engagement of underrepresented families. Our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan. We will also continue holding parent meetings in Spanish and hire bilingual staff.|Improving student outcomes is embedded in our systems for building partnerships with families. Families assist in setting trimester academic and social/emotional goals for students and participate in data analysis, progress monitoring and help determine interventions, accommodations, or supports needed for students to achieve goals. Over the last 7 years, we have had significant student turnover and welcomed many new students as a result of families moving out of the area after the Paradise Camp Fire. In past years, relationships have been strong and long-lasting at Achieve. The past few years have required staff to dedicate significantly more time than in the past to developing relationships with new families, building trust, and getting families bought into our personalized learning plan process. We are seeing growth in the over all participation of families.|This year, Achieve Charter School has a focus on increasing community and family partnerships to support academic and career exploration and create connections in the community for our students through meaningful, inclusive service projects.|Our CEI team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan for improved student outcomes. We are also holding parent meetings in Spanish and have hired bilingual staff.|Achieve has a 100% participation rate, with parents engaging in the personalized learning plan process 3 times a year to review data and set goals. Achieve also has monthly Parent Advisory Committee meetings in English and Spanish to provide parents and educational partners the opportunity to give feedback, provide input, and make decisions on programs and policies. Achieve’s Board of Directors holds monthly meetings open to the public and ensures members from the community and parents serve as board members. The Achieve Board encourages parents and communit members to attend these meetings and provide input and public comment. In addition, our Board Members rotate attending monthly parent meetings.  Two years ago we worked with families to develop Achieve Familias Hispanas. This group of Spanish-speaking parents from our Paradise and Chico campuses regularly meets with school leadership to build community, provide feedback on programs, and bring cultural awareness and appreciation to school events. We became members of the North State Hispanic Chamber and distributed enrollment information in Spanish at the NSHC’s community events. The Achieve Familias Hispanas hosted a booth at the Cesar Chavez celebration event to promote enrollment within the Hispanic community.  This initiative has led to an increase in Hispanic parent participation and leadership and an increase in the internal benchmark data of our Hispanic students. Based on conversations with parents, we believe more Hispanic families in the community entered our lottery this year (we do not track ethnicity on our lottery forms).|Achieve’s focus for improving seeking input for decision-making is to ensure our Parent Advisory Councils and Board of Directors are made up of community members and parents with different backgrounds, cultures, ideas, and experiences.|Achieve is personally reaching out to families and community members representing different backgrounds, cultures, ideas, and experiences to participate in our Parent Advisory Councils and Board of Directors meetings and to serve on our Community Engagement Initiative Committee. We expect our work with the Community Engagement Initiative will support the increased engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
04615316112585|HomeTech Charter|3|Based on the analysis of educational partner input and local data, HomeTech shows significant strength in Building Relationships Between School Staff and Families. Parents provided highly positive feedback across multiple survey questions regarding the creation of a positive school culture, with an overall School Culture/Climate average of 95%. This exceeds the expected outcome of 85%, as all survey items achieved at least a 95% positive response rate. These results reflect HomeTech's commitment to strengthening family-school partnerships.  HomeTech has reached Full Implementation and Sustainability in all key areas.|Having reached Full Implementation and Sustainability in all key areas, HomeTech will prioritize in-person outreach, such as family nights, parent-teacher conferences, and community events, and home visits to further strengthen these relationships, ensuring families feel valued and engaged in their children’s education.|While HomeTech achieved Full Implementation and Sustainability, the self-reflection process highlighted that underrepresented families—particularly those impacted by high chronic absenteeism rates—are not fully engaged in these efforts. Local data indicates chronic absenteeism remains a significant challenge, disproportionately affecting these families and signaling disengagement.  To address this, HomeTech will implement outreach efforts to connect directly with families of chronically absent students, offering personalized support that acknowledges their unique circumstances and barriers. HomeTech staff pride themselves on creating a learning environment that represents a 'home away from home.'  Staff will continue to identify needs and implement strategies demonstrating how the school values individual and family needs. Details are available in LCAP Goal 2.|HomeTech has made significant strides in enhancing collaboration between schools, families, and students to improve educational outcomes and reached full implementation in providing professional learning and support to staff to strengthen their capacity to partner with families. Staff will work on ongoing refinement of professional development efforts to enhance school-family partnerships, ensuring they are well-prepared to collaborate meaningfully with families.  HomeTech provides families with information and resources to support student learning and development at home, achieving Full Implementation and Sustainability. Families receive consistent, accessible materials and guidance, which empower them to play an active role in their children’s education. HomeTech attained Full Implementation and Sustainability by implementing policies and programs that allow teachers to meet with families and students to discuss student progress and strategies for improved outcomes. Regular parent-teacher conferences and collaboration ensure ongoing dialogue about student needs and goals.   Likewise, HomeTech supports families in understanding and exercising their legal rights and advocating for students through the Advisory Council, shared information, and direct support.|While HomeTech has been successful in key areas, feedback indicates that training could be enhanced to better meet evolving staff and family needs. To address this, HomeTech will prioritize professional development that equips staff to strengthen family partnerships over time. HomeTech will continue to develop and refine methods to keep parents informed.  This work is reflected in the WASC and LCAP goals and actions.|HomeTech is a DASS program that strives to improve the engagement of underrepresented families, particularly those identified as low-income. While HomeTech has achieved Full Implementation and Sustainability in key areas, HomeTech will actively recruit low-income families to participate in engagement activities, such as workshops and community events. Staff will build on the established communication process by increasing opportunities for connection—introducing more frequent, accessible touchpoints to address the unique needs of underrepresented families. Survey data will continue to be disaggregated by unduplicated student groups, amplifying these families’ voices in decision-making. Details of these initiatives are outlined in the LCAP.|HomeTech has progressed in seeking input for decision-making and has achieved Full Implementation in several key areas. Staff receive ongoing training and develop resources to involve families meaningfully.  HomeTech allows all families to provide input on policies and programs while implementing strategies to reach and seek input from underrepresented groups in the school community. Multiple channels—surveys, forums, and sometimes focus groups—are in place to gather feedback.|HomeTech will provide opportunities for families and staff to work together to plan, design, implement, and evaluate family engagement activities, moving from Initial Implementation to Full Implementation. While collaborative efforts have begun, feedback indicates a need for more consistent and structured opportunities to ensure educational partners can fully participate in shaping engagement initiatives.|HomeTech will actively recruit families that represent the DASS demographic population to be served, ensuring their voices shape decision-making. The Chair of the Charter Advisory Council will play a pivotal role by actively engaging these families in the decision-making process, offering guidance and encouragement to participate fully. Additionally, families classified as low-income will be actively recruited to join the Charter Advisory Council.|5|5|5|5|4|4|5|5|5|5|5|4|Met||2025-06-17|2025
04615316112999|Paradise Charter Middle|3|A key component of the PCMS charter mission is partnering with parents in their child(ren)'s education to develop a culture that emphasizes character development and provides opportunities to succeed and enhance the greater community.   Strengths that continued in 2024 include building trusting relationships, creating a welcoming environment, and engaging in two-way communication. PCMS strives to strengthen relationships with and elicit feedback from families through a process of surveys and personal interviews with site administration.  PCMS also consistently uses the Remind app and frequent emails to allow for two-way communication and sends out a monthly newsletter to families to provide school updates. Future newsletter editions will include strategies for parents to support their student's academic and social-emotional needs. PCMS plans to continue strengthening their two-way communication with families in the community with regular newsletters and information sharing.  PCMS hosts a community event each spring and invites currently enrolled and newly enrolling families for a BBQ dinner that will include a new family orientation. This event provides opportunities for new families to hear the vision/mission of the school and learn about opportunities to be actively involved in the decision-making process. The Administrator meets with each new family before the beginning of the schools year. The school also hosts a new student orientation welcoming all new families where they integrate into the school community.|PCMS has room to improve in all areas of building relationships with families, however, the area that most needs to be addressed continues to be increasing communication directly between teachers and parents. PCMS is developing a more robust Parent Advisory Committee to head this work and is dedicating a portion of the new school leader's time to addressing family engagement and chronic absenteeism. This continues to be an area the school works on. Some of the ways teachers have increased communication has been through consistent emails and utilizing the Remind App. The data from the current school year shows Chronic Absenteeism has improved.|PCMS continues to collect grade-level specific data in the spring survey.  All families meet with the Principal, annually to further explore needs.   PCMS is actively working to ensure enrollment demographics match Paradise Unified.  Low-income families are also supported by receiving priority for admission in the school's lottery and the after-school program.|An area of strength is supporting families with information and resources that support learning and development at home. Teachers post information on the school website and use Google Classroom to support off-site learning.|Areas for improvement include implementing policies, procedures, and/or programs in which teachers and families will meet to discuss student progress and ways to work together to support improved student outcomes. There is an opportunity for PCMS to enhance follow-up and implementation after SST meetings. PCMS also needs to strengthen the school program by supporting families' understanding of their legal rights and ways they might advocate for their own students and all students.|As stated above, PCMS has implemented a self-identification question in the annual parent survey so data can be disaggregated and needs can be addressed.  In addition, site administration is meeting with individual families to elicit feedback.  Questions that guide these conversations are being reviewed and revised to address these specific requirements and shape the school culture/programs to better address the needs of families. The school will also continue to provide full-time localized special education support.|PCMS supports parent decision-making with a monthly PAC and with the implementation of the new family orientation. Again, parents will be invited to participate in the PAC and other onsite opportunities with the support of site administration. Annually in the Spring, PCMS sends out an annual spring survey to elicit specific feedback for LCAP development. Every newly interested family meets with the Principal prior to school starting to gather input from families.|The LEA will continue to provide new family orientation and new enrollment meetings, as described in previous sections.|During the 24-25 school year, PCMS placed significant emphasis on accurately identifying low-income students. These efforts increased the schools Unduplicated percentage by 10%. This will allow the school to better serve the needs of their population. PCMS will continue to ask families to self-identify to better document trends and needs to be addressed during LCAP development.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
04615316113765|Children's Community Charter|3|Children's Community Charter School (CCCS) is small rural school in Paradise California with a population of different cultural backgrounds. Through the input of Charter Advisory Committee parent groups, CCCS parent/guardians have the opportunity to provide regular input of district decisions. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, create inclusive schools for diverse families, and to foster healthy relationships with students, staff, families and the community. Examples from the 2023-2024 school year: Expansion of Positive Behavioral Interventions and Supports (PBIS) system PD for staff on adult Social Emotional Learning PD for staff on culturally responsive teaching PD for staff on school climate PD for staff on student Social Emotional Learning In surveys and input-gathering sessions with the community, one area of improvement is having more whole school events now that COVID restrictions have been lifted.|LCAP funds are used to provide counseling services for at-promise students across all grade levels. Focusing on mental wellness is a priority for Children's Community Charter School (CCCS). Providing professional development in mental wellness and a positive school culture stays on the forefront as a priority. LCAP actions to continue to fund a counselor and training for mental wellness are based on input from families and data from the PBIS Tiered system. Staff work with families to support students with disabilities (SWDs), students who need trauma-informed strategies, students who show challenging behavior and need extra intervention, as well as children who need extra support in academics. Supporting students during times of crisis will help to ensure that all students will leave CCCS ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for a counselor was based primarily on the input from multiple parents and student input sessions and surveys. A strength of CCCS is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the CCCS website. Parents of Students with Disabilities (SWD) and English Learners (ELs) are given regular notices of their legal rights. Finally, there are multiple avenues for families to connect with the CCCS staff and provide input and feedback which helps to drive the decisions on how the school is run. For example, families take climate surveys, participate in parent/teacher conferences, attend Charter Advisory Committee meetings, attend monthly open school board meetings, have access to staff and administration before and after school, and are able to connect via in person, Facebook, telephone, and or email. 3. Based on the analysis of educational partner input and local data,|Children's Community Charter School (CCCS) promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. CCCS uses multiple strategies to engage in the development of the 2023-24 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data. An important component of the LCAP is the inclusion of staffing to facilitate parent engagement. These staff members work on parent engagement, outreach, and translation of district materials. These staff members work with any family in need and provide outreach to student group members with performance gaps, as well as our other at-promise students.|CCCSs current strengths in the area of building partnerships for students outcomes lies with supporting teachers and administration to improve the school's capacity to partner with families. In order to be strong in this area, staff needs to participate in training and implementation of a strong school system in all areas. The Children's Community Charter School staff participates in training such as: Butte County Office of Education - partnerships in mental wellness, SARB, LCAP support, Safe Return to School support, etc. Attends conferences such as the Small School District Association annual conference Implements school wide research based programs such as PBIS (Positive Behavior Intervention and Supports) Implements improving school climate by going to climate conferences Partners with Butte County Office of Education in implementing PBIS Strong connection and leadership from the CCCS School Board Participating in Social Emotional Learning to enhance balancing mental awareness for staff and students Through networking, connection, and training - the staff at CCCS implements a system that supports student outcome. The school is always in a continuous cycle of inquiry by looking a data and making data driven decisions.|Children's Community Charter School is in the Tier 2 stage of PBIS implementation. Staff will continue to attend the PBIS annual conference as well as continue to work with Butte County Office of Education in order to enhance our PBIS system and check for fidelity. Educating the whole staff on the PBIS system takes time and professional development and training. The staff will continue to implement a PBIS Tier 2 system while shoring up the PBIS Tier 1 system. Another area of focus will be implementing a Multitiered System of Support (MTSS). By learning how to integrate all of our systems into one cohesive and aligned system - Children's Community Charter School will be able to support student outcomes more seamlessly.|CCCS continues to look at data on how to improve engagement with underrepresented families. As mentioned before, CCCS promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. Parents/guardians have regular opportunities to share input/feedback through surveys, parent/teacher conferences, Charter Advisory Committee meetings, and open school board meetings.|Children's Community Charter School is strong in gathering input from educational partners. Four times a year, the Charter Advisory Committee meets to look at school data (attendance, discipline, climate survey data, academics, etc.) in order to provide input on how to improve. The school responds by implementing suggestions. The Children's Community Charter School (CCCS) staff meets once a week on early release Fridays to participate in collaboration and/or professional development. Once a month the CCCS educational partners are invited to participate in open school board meetings. Educational partners are encouraged to provide input and feedback and help to increase student outcomes on a regular bases via in person meetings and/or electronic surveys. The CCCS student leadership offers input throughout the year and is a very important part of the educational program and implementation.|Children's Community Charter School provides many opportunities throughout the year to collect partner input. An area to improve would be a whole school analysis survey on the implementation of the LCAP goals and actions. Focus groups of Charter Advisory Committee, staff members, upper grade students, and board members provide input on the implementation of the LCAP goals and actions. It would behoove CCCS to take a pulse from the whole school at large. A second electronic survey will go out in April to collect data on the implementation of the LCAP goals and actions.|Underrepresented families will be sought after for input by personal phone calls and/or personal invitations to participate along with emails, Facebook notices, paper notices, our website, and weekly phone calls.|5|5|4|5|5|5|4|4|5|5|4|5|Met||2025-06-30|2025
04615490000000|Thermalito Union Elementary|3|"Continual use of the ""Utilizing the Family Engagement Framework: A Tool for California Districts,"" school Site Principals provides resources, information, workshops, and training to teachers on evidence-based strategies for effectively communicating with families. Each school site currently provides a certificated School Counselor and classified Student Advocate who both help serve as liaisons and relationship builders between the school sites and families."|Each school publishes a monthly newsletter to assist with home-school communication as well as connect families to additional resources both at the school and in the community. Information about the effectiveness of communication at each site is contained in the annual LCAP survey and used to improve services annually. In addition, school sites utilize all-call messages to facilitate home-school communication.  Technology and education applications provide a quick and easy tool for communication between school and families. Information is shared through in person meetings and other opportunities for family engagement and active participation.|Each school designates family members to serve on the District Parent Advisory Committee for LCAP, and District English Learners Advisory Committee (DELAC). These committees review the results of the annual evaluation and input from educational partners and use this information to develop, revise, and review the parent and family engagement policy.|District staff work collaboratively with site administrators to plan and implement parent and family engagement activities. School activities include Pastries with the Principal, Literacy/Math nights, parent information nights and workshops, school carnivals, Nurtured Heart and other family events. Activities for each site are described in the school’s parent and family engagement policy, and school-parent compact, and are included in the School Plan for Student Achievement, which have parent input.|Each school develops a site parent and family engagement policy and school-parent compact designed to meet the needs of their families. Schools host family information nights, such as Math or Literacy Night, informal meetings with the principal, and other opportunities for families to engage with the staff. The compact describes how families and school staff share the responsibility for improving student achievement and how the school and families will collaborate to assist students in achieving the state academic standards.|District staff work collaboratively with site administrators to plan and implement parent and family engagement activities. School activities include Pastries with the Principal, Literacy/Math nights, parent information nights and workshops, and family events. Activities for each site are described in the school’s parent and family engagement policy, and school-parent compact, and are included in the School Plan for Student Achievement.|Thermalito Union Elementary School District (TUESD) annually surveys parents and family members to gather feedback about what is working and areas of improvement around the LCAP, the LCAP Federal Addendum, as well as school goals and actions. Educational partner feedback is also gathered at school meetings, district and school parent advisory committee meetings, School Site Council meetings, and through other means. The information gathered is used to revise the district’s LCAP, the LCAP Federal Addendum, and the sites’ School Plan for Student Achievement (SPSA).|TUESD includes a goal of improving family engagement in the Local Control and Accountability Plan (LCAP). This goal includes actions, services, and expenditures addressing family engagement, including meaningful participation and opportunities to provide input on decisions. Actions and strategies are also included in the LCAP Federal Addendum.|TUESD seeks educational partner input through local data analysis and annual updating of the Parent and Family Engagement Policy in the following meetings: school site councils, English learner advisory committees, and Local Control Accountability Plan.  Decision-making parent meetings are offered as in-person and zoom meetings. Hmong, Spanish and American Sign Language translators are provided as needed. Low-income, Students with Disabilities, English Learners, Foster and Homeless youth: Thermalito uses the Parent Square for written and verbal messages in English, Spanish and Hmong. School newsletters are translated in Hmong, and also in Spanish upon parent request.|4|4|3|3|4|4|4|4|4|4|4|4|Not Met|||2025
04733790000000|Pioneer Union Elementary|3|PUESD has made strong progress in building relationships with families through consistent communication, high event participation, and regular educational partner engagement. Over 86% of families attend events like Back to School Night and Open House. Staff receive ongoing professional development to support positive family interactions, and a Parent Liaison ensures clear, accessible communication through tools like Catapult Connect. The reopening of the Berry Creek School has further strengthened family connections by providing a welcoming and central school environment.|PUESD aims to improve how staff learn about each family’s strengths, cultures, and goals. While events and surveys gather input, there is a need for more structured opportunities—like goal-setting meetings and cultural awareness training—to deepen understanding. Feedback from families also highlighted the need for more equitable recognition of all students within PBIS. Expanding two-way communication and reaching families with lower engagement due to language, access, or scheduling barriers remain key focus areas.|PUESD will improve engagement of underrepresented families by expanding language-accessible communication through Catapult Connect, providing Aeries Analytics training to help families access student data, and increasing the role of the Parent Liaison in outreach. The district will offer flexible meeting formats, including virtual and after-hours options, and provide professional development focused on cultural awareness and inclusive practices. Staff will also implement more intentional goal-setting conversations with families to strengthen two-way relationships and better reflect diverse family needs.|PUESD has made strong progress in partnering with families to support student learning. The district regularly provides academic engagement opportunities such as Literacy Nights, reading programs, and school events where families receive tools to support learning at home. Staff participate in ongoing professional development to strengthen instruction and communication with families, including through Solution Tree, literacy PD, and SEL training. The Parent Liaison supports ongoing outreach, and communication platforms like Catapult Connect keep families informed about student learning. The district also plans to launch Aeries Analytics parent training to help families access academic data and monitor progress.|While PUESD has strong family participation in school events, there is a need to strengthen structured, two-way communication between teachers and families about student progress. Currently, most engagement occurs through general events or school-wide updates. Educational partner input suggests a need for more consistent, personalized conversations—such as conferences or goal-setting meetings—that directly involve families in supporting academic growth. Additionally, improving outreach and support for families to understand their educational rights and how to advocate for their students remains a priority.|PUESD will improve engagement of underrepresented families by expanding access to student progress tools, beginning with Aeries Analytics training to help families track grades and attendance. The district will increase opportunities for personalized communication through goal-setting conferences and expanded outreach from the Parent Liaison. Efforts will also focus on providing translated materials, flexible meeting formats, and culturally responsive support to ensure all families—especially those of English Learners, foster youth, and students with disabilities—can partner effectively in supporting student outcomes.|PUESD has established strong systems to regularly engage families and educational partners in decision-making. Advisory groups such as the Parent Advisory Committee and CSI Parent Advisory Committee meet throughout the year to review programs, budgets, and LCAP goals. Families, staff, and students participated in over 10 input sessions in 2024–25, with feedback directly influencing actions such as PBIS improvements and expanded communication. Input is collected through meetings, surveys, and school events, and families are informed of how their voices shape district decisions. The Parent Liaison also plays a key role in ensuring inclusive participation.|While PUESD provides multiple opportunities for input, there is a need to strengthen co-creation and shared leadership in family engagement activities. Currently, most planning is staff-led, with families providing feedback rather than participating as equal partners in design and evaluation. Additionally, the district aims to improve engagement of underrepresented families—particularly those of English Learners, foster youth, and students with disabilities—by offering more accessible meeting formats and clearer guidance on how their input informs decisions. Increasing the visibility of decision-making processes and follow-up actions is also a key focus area.|PUESD will improve engagement of underrepresented families by expanding personalized outreach through the Parent Liaison, offering translated materials, and using Catapult Connect to share meeting information in families’ home languages. The district will provide more flexible meeting times and formats to reduce barriers and increase participation. To elevate family voice in decision-making, PUESD will invite underrepresented families to join advisory groups and create structured opportunities for co-planning engagement activities. These efforts aim to ensure all families have a meaningful role in shaping school and district priorities.|4|4|3|4|4|4|3|3|4|4|4|3|Met||2025-06-18|2025
04755070000000|Gridley Unified|3|"Gridley Unified demonstrates steady progress in fostering respectful and welcoming relationships between staff and families. In 2024-25, the proportion of parents who ""strongly agree"" that they feel welcome increased from 22% to 29% overall, with elementary schools showing the strongest gains (from 23% to 38%). Respectful treatment and staff responsiveness also improved, with ""strongly agree"" or ""agree"" responses rising and strong positive trends at the elementary level. These improvements indicate that intentional efforts to build a welcoming climate and encourage parental involvement are having a measurable impact districtwide, especially in elementary schools."|"Despite gains, areas needing improvement remain, particularly in active two-way communication and parent input in decision-making. The percentage of parents who ""strongly agree"" that schools actively seek their input remains low (13% in 2023-24, rising only to 20% in 2024-25). Middle and high schools lag in making parents feel welcome and in promoting partnership, with ""strongly agree"" scores significantly lower than elementary schools. Consistency across school sites and increasing authentic opportunities for parent voice and engagement in school decisions are critical focus areas."|To better engage underrepresented families, especially English learners and families of students with disabilities, Gridley Unified should expand culturally responsive outreach and strengthen personalized communication. While English learner families report slightly higher feelings of welcome and partnership than non-EL families, overall numbers remain modest. Targeted strategies—such as multilingual communications, family liaisons, and regular feedback opportunities—can increase the participation of diverse families. Involving these families in reviewing survey data and planning improvements will further support equitable engagement.|Gridley Unified has shown clear improvement in providing families with information and resources to support learning at home, with more parents reporting satisfaction with school communications and advice on supporting their children’s academic and social-emotional development. Participation in parent-teacher conferences and reported access to staff support have both increased, particularly at the elementary level. Continued investment in outreach and resource-sharing appears to have had a positive effect across most schools.|Despite gains, there is still a need to expand professional learning for staff on family engagement and to create more structured opportunities for teachers to meet with families to discuss student progress. Survey results show middle and high schools lag behind elementary schools in these areas, with parents expressing less confidence about their ability to partner with educators and understand student progress. Increasing consistency and depth of partnership practices across all schools remains a priority.|To improve engagement of underrepresented families, especially English learners and those with students in special education, the district will increase multilingual communications, culturally responsive outreach, and targeted family education opportunities. Using survey results to identify barriers and inviting input from these groups in planning will ensure that supports are relevant and accessible, helping all families advocate effectively for their children.|Gridley Unified has made incremental progress in engaging families in advisory groups and decision-making processes. In 2024-25, more parents reported being invited to participate in advisory committees and having opportunities to provide input, especially at elementary schools. Efforts to communicate meeting information in families’ home languages and to reach out to diverse groups have led to modest increases in advisory group participation and input opportunities across the district. Elementary sites, in particular, have strengthened family-staff partnerships around school planning and evaluation.|Despite these gains, overall participation in advisory groups and shared decision-making remains limited, especially at the secondary level. Many parents still express uncertainty about how to get involved or feel that their input has limited impact on decisions. The district needs to improve structures and outreach to ensure all families—especially those from underrepresented backgrounds—are aware of advisory opportunities and feel empowered to actively participate. Increasing transparency in how parent input informs policy and program changes is also a key area for growth.|To better engage underrepresented families in decision-making, Gridley Unified will expand targeted outreach through multilingual communications, personal invitations, and culturally responsive engagement strategies. The district will also offer workshops and support to help families understand advisory roles and the impact of their involvement, and will explore creating feedback loops to show how family input shapes school and district decisions. By partnering with community leaders and using data to identify and address barriers, the district aims to ensure all voices are represented in school improvement efforts.|3|4|3|3|3|4|3|3|3|3|3|3|Met||2025-06-25|2025
05100580000000|Calaveras County Office of Education|3|Communication is a strength for CRA and Oakendell. Individual communication between parents, service providers, if appropriate, and staff takes place on a regular basis using a variety of platforms including text, email, in-person and phone calls. Communication takes place with foster youth liaisons, Calaveras Health and Human Services, Probation and staff as well. There are very few EL students, but translation services are available as needed for parents. Many of the students are socioeconomically disadvantaged so all communication processes improve services for this student group. A variety of community resources and referrals are shared with families. These services can be coordinated through the school’s full-time School Pyschologist and School Principal. The Community Advisory Committee through the Special Education Local Plan Area is active, and every parent is advised of these gatherings at student IEP meetings. Multiple in-person family engagement activities were held during the year such as a Back-School-Night including many community service and governmental service providers, celebration dinners with opportunities to meet with school staff, and an open house BBQ.|The LEA’s focus in improvement in building relationships between school staff and families is in the area of providing needed support services to students and families in addition to maintaining a welcoming environment where families feel a sense of care and belonging when on-campus or in digital communication with staff. In addition to these goals, the school hopes to attract more families to attend in-person events and receive more feedback from parent/guardian surveys.|The LEA will improve the engagement of underrepresented families by using multiple methods of communication, through partnerships with community agencies, and by inviting parents to provide input and attend on-campus activities. An increase in on-campus activities for families occurred in the 2024-2025 school year. The school will increase personal communication and more student work elements in their family engagement opportunities in order to increase family participation.|Partnerships with families and students are developed on an individualized basis, due to the fact that students are referred for a variety of reasons with different needs. The increased frequency of communication between school staff and families that became necessary during the pandemic has remained. Partnerships with referring schools of residence continue to be successful. All parties are involved in the process of developing a ‘return path and warm hand off’ for students in order to have them go back to their comprehensive school. Positive relationships continue with County Health and Human Services, Probation and community organizations. A new partnership was developed with CCOE’s Student Support Services to provide additional student outreach, incentives and encouragement.|The LEA’s focus area is increasing communication about student learning and inviting families into conversations related to student learning and transitions planning for college/career. We also plan to maintain our strong relationships with community and governmental organizations, as well as build greater partnerships with local industries and charitable organizations.|The LEA will improve engagement by increasing communication and opportunities for on-campus and digital engagement on topics related to student learning, wellness and transition planning.|Due to the nature of alternative education, it can be challenging to engage parents. Students are often placed in the program due to negative circumstances and relationships with ‘school’ are already strained. Students do not remain in the program for extended periods of time, which can make creating relationships with families difficult. Families at the Oakendell campus have accessibility based on court orders. Staff continue to engage with underrepresented families through a variety of opportunities to participate and one to one outreach. We use surveys for families in order to collect feedback and will increase the use of these surveys and individual conversations during family engagement events in order to gain more feedback from families.|A focus area for the LEA will be to reach out with personal contact to families that do not regularly engage with school staff. An additional focus area is to increase the number of parents/guardians who attend our in-person engagement events.|The LEA’s focus area of increasing personal outreach to families that do not regularly engage with school staff as well as increasing attendance at family engagement events, will improve engagement of underrepresented families|4|4|4|5|4|4|4|4|3|3|3|3|Met||2025-06-23|2025
05100580530154|Mountain Oaks|3|Mountain Oaks staff utilizes effective communication strategies to ensure timely and transparent information sharing. This includes but is not limited to weekly mentor meetings, an updated website, and social media engagement. This facilitates information flow and interaction between the school and the families.    Mountain Oaks also hosts multiple student-centered events throughout the school year, such as Workshops, cultural days, and community events, to create communication and engagement strategies that are inclusive and respect the diverse backgrounds of families and staff.|Mountain Oaks will focus on building a sustainable system that supports parents in implementing academic strategies that support the students' access to their academics.|Mountain Oaks will engage in targeted outreach to connect with underrepresented families to ensure that they have the opportunity to fully engage in the Mountain Oaks program. This will include creating more opportunities through surveys and focus groups to ensure that their voice informs the growth of the Mountain Oaks program.|Mountain Oaks facilitates strong communication between parents, students, and teachers through weekly meetings by focusing on strategies and supports to ensure that all students have access to the resources they need to achieve their educational goals. Additionally, the school partners with other educational agencies to enhance professional development opportunities for educators to improve teaching quality and enhance student learning.|While Mountain Oaks has strong engagement with our educational partners, there is a need to increase substantive parental involvement as direct facilitators with their student's direct academic program. The LEA will also work to improve collaboration with community partners to lead to more integrated support for students.|Mountain Oaks will use the data collected through local climate surveys to identify the unique needs and challenges of our underrepresented families to continuously refine engagement strategies. Schoolwide professional development will be supported for all staff to build staff capacity to improve academic instruction to meet those unique needs and challenges.|Mountain Oaks seeks input for decision-making through the Parent Teacher Organization, the Program Committee, Student Leadership,  Annual Surveys, and the LCAP planning and charter renewal process. Each year, the parents, students, and staff are surveyed to determine the upcoming year’s priorities and assess the current program. All data gathered throughout the year is presented to the Board of Directors to support their decision-making processes.|The school needs to expand its use of different modalities to increase the number of surveys completed throughout the year.|Mountain Oaks will work to improve the engagement of underrepresented families by reiterating the specific steps taken to protect and respect privacy and by providing multiple ways to access the surveys.|5|5|4|5|4|5|5|5|4|4|4|4|Met||2025-06-11|2025
05615560000000|Bret Harte Union High|3|The District provides information in various formats and communicates with parents/guardians through email, phone, and the student portal. To foster community involvement and gather feedback for decision-making, advisory committees like the Discipline, Safety, and Curriculum Committees are convened, enabling student and parent participation in District decision-making. Recognizing its responsibility to ensure all parents understand their rights and how to support their children's education, the District will conduct virtual and in-person meetings with underrepresented groups to create focus groups that will inform District decisions.|The District is committed to a collaborative approach that values input from all stakeholders, with a primary focus on the well-being and needs of students and families. To ensure diverse perspectives and inclusivity, the District will conduct targeted meetings with underrepresented populations. These focus groups will provide opportunities to share opinions and influence District decisions.|District-wide committees seek diverse stakeholder participation. Staff will actively reach out to underrepresented families, offering translation services as necessary. To maximize accessibility, meetings will be held virtually and in person, with recordings available. Focus groups will be organized following meetings to amplify the voices of underrepresented populations in decision-making. Furthermore, a parent survey will explore alternative meeting times.|The District places great importance on obtaining input from all stakeholders through collaborative efforts. Our main goal is to prioritize the well-being and needs of families and students.|To ensure inclusivity and provide various perspectives, the District will organize meetings specifically targeting underrepresented populations.|These focus groups will serve as channels for expressing opinions and influencing District decision-making.|To foster broader participation, stakeholders are encouraged to join district-wide committees. Staff will proactively engage with underrepresented families, and translation services will be available as needed.  To give underrepresented populations a voice in decision-making, focus groups will be formed after meetings are scheduled.|To ensure accessibility, these committees will meet virtually and in-person, and recordings will be provided.|Additionally, a survey will be conducted with parents to determine alternative meeting times.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
05615640000000|Calaveras Unified|3|Calaveras Unified School District (CUSD) continues to make progress in fostering strong relationships between school staff and families. Input from educational partners, including parent surveys, LCAP meetings, and site-level engagement events, indicates that families appreciate the district’s transparent communication, approachable staff, and responsiveness to concerns. The use of tools such as ParentSquare and consistent bilingual outreach has strengthened communication and trust. Schools have increased family engagement through regular events like Back-to-School Nights, parent-teacher conferences, and community forums. Notably, families report feeling more welcomed on campus and better informed about their children’s learning. This reflects progress in creating inclusive school environments that value family voices.|Analysis of educational partner feedback and local data highlights the need for CUSD to improve consistency in family engagement across school sites. While many families feel connected, some report limited opportunities for two-way communication, particularly in underrepresented communities. A key focus area for improvement is increasing outreach to families of English Learners, foster youth, and students with disabilities, ensuring their voices are actively heard and valued. Additionally, CUSD aims to provide more professional development for staff on culturally responsive communication and relationship-building strategies. Strengthening these areas will support more equitable, inclusive, and meaningful partnerships with all families.|To improve engagement of underrepresented families, CUSD is committed to implementing targeted strategies identified through the self-reflection and stakeholder feedback process. The district will expand culturally responsive outreach efforts by increasing translation and interpretation services, improving access to multilingual communication tools, and partnering with community organizations that serve English Learners, foster youth, and families of students with disabilities. CUSD will also develop more inclusive family engagement opportunities, such as flexible meeting times, parent advisory groups. Professional development for staff will focus on building trust and cultural understanding to better connect with families who may feel marginalized. These efforts aim to ensure all families feel welcomed, respected, and involved in their students’ educational journey.|CUSD has made notable progress in building partnerships that support student outcomes. Educational partner input and local data show strong collaboration through School Site Councils and parent groups. These partnerships have led to more informed decision-making and targeted support for students. Increased use of digital platforms like Parent Square and Infinite Campus Parent Portal has improved transparency and provided families with timely academic updates, reinforcing a shared commitment to student success.|Analysis of educational partner feedback and local data indicates that CUSD can improve the consistency and accessibility of family engagement efforts across school sites, particularly in academic support and progress monitoring. Some families, especially those from underrepresented groups, report challenges in understanding student performance data and how to effectively support learning at home. A key focus area is to enhance parent education opportunities related to curriculum, assessments, and intervention strategies. Strengthening staff capacity to engage families in data-driven conversations and offering more frequent, personalized academic updates will help build more effective partnerships centered on student outcomes.|To strengthen partnerships with underrepresented families, CUSD will implement targeted strategies that address barriers identified through the self-reflection process. CUSD will collaborate with community liaisons and trusted local organizations to build stronger connections with families of English Learners, foster youth, and students with disabilities. By providing tailored supports and opportunities for meaningful involvement, the district aims to empower all families to actively engage in their students’ academic success.|CUSD demonstrates strong progress in seeking input from educational partners to inform decision-making. The district has established multiple avenues for stakeholder engagement, including the LCAP Advisory Committee, School Site Councils, and student voice forums. Regular surveys, community meetings, and focus groups provide valuable feedback that is used to guide budget priorities, program development, and policy updates. Educational partners report feeling increasingly heard and valued, and their input has contributed to decisions such as expanding mental health supports and refining instructional practices. This ongoing collaboration reflects the district’s commitment to transparency and shared leadership.|While CUSD has made progress in gathering input, analysis of partner feedback and local data highlights a need to broaden participation, particularly among underrepresented families and student groups. Some stakeholders report limited awareness of engagement opportunities or uncertainty about how their input influences decisions. A key area for improvement is increasing outreach and communication about when and how families and students can participate in decision- making processes. Additionally, the district aims to improve follow-up practices by clearly communicating how stakeholder feedback is used to shape policies and programs, thereby building greater trust and involvement.|To improve engagement of underrepresented families in decision-making, CUSD will strengthen outreach strategies and reduce barriers to participation identified during the self-reflection process. The district will expand the use of multilingual communication, partner with community-based organizations to build trust and increase awareness of engagement opportunities. Additionally, CUSD will offer more flexible meeting formats—such as virtual sessions and varied times—to accommodate diverse family schedules. By intentionally inviting input from families of English Learners, foster youth, and students with disabilities, and demonstrating how their voices influence decisions, the district aims to foster more inclusive and equitable participation.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
05615720000000|Mark Twain Union Elementary|3|MTUESD currently provides several opportunities for parent involvement, which are well-attended by families. Opportunities include Back to School Night, Open House, Parent Teacher Conferences, and several family events at each site throughout the year. Families are also invited on an individual basis to participate in Student Success Team (SST) meetings to develop individualized learning plans, and SART meetings to develop attendance improvement plans.|MTUESD will focus on building stronger communication with families.|Implement a number of parent and community outreach events, to provide parents information, strategies, tools, and resources to help their children be more successful.|MTUESD currently provides several opportunities for parent involvement, which are well-attended by families. Opportunities include Back to School Night, Open House, Parent Teacher Conferences, and several family events at each site throughout the year. Families are also invited on an individual basis to participate in Student Success Team (SST) meetings to develop individualized learning plans, and SART meetings to develop attendance improvement plans.|MTUESD will focus on building stronger communication with families|Implement a number of parent and community outreach events, to provide parents information, strategies, tools, and resources to help their children be more successful.|MTUESD has strong advisory groups in place at both sites and at the District level. Each school has a School Site Council that meets regularly throughout the school year. Mark Twain Elementary also has an ELAC committee that meets regularly throughout the school year. MTUESD has a DELAC, as well as a Parent Advisory Committee. In addition, MTUESD hosted multiple educational partner input sessions in the development of the LCAP. MTUESD has also assembled multiple advisory committees as a part of various improvement and differentiated assistance processes (CIM, DA, CSI, etc.).|MTUESD will continue to seek strategies to improve parent involvement in providing input and participating in decision-making. Through improved school-home communication and the expansion of parent and community outreach events, the District aims to increase involvement, improve attendance at these events, and increase participation on advisory committees.|MTUESD will continue to seek strategies to improve parent involvement in providing input and participating in decision-making. Through improved school-home communication (in the students' home language) and the expansion of parent and community outreach events, the District aims to increase involvement, improve attendance at these events, and increase participation on advisory committees.|4|3|3|3|3|3|3|3|4|4|4|4|Met||2025-06-26|2025
05615800000000|Vallecito Union|3|Strengths and progress in building relationships between school staff and families include: High turnout and participation at school wide events including, back to school nights, open houses, student celebration events and parent/teacher conferences. Engagement surveys that are sent to families annually continue to receive high ratings (80% plus favorable) in the categories of communication, trust and partnerships. We experienced very positive feedback from our Family Science and Art Nights.|LCAP actions this year, based on stakeholder feedback include: continue our academic focused family night events, continue town hall style meetings during the day/evening and seeking input for additional methods of two way communication most preferred by families.|The district utilizes a variety of parent communication tools, including Parent Square, to relay important school and district information via e-mail, text, and phone calls. Hard-copy letters and e-mails to parents from the district and from administration provide updates and important timely information. An improvement will include initially notifying  families in their own language, of the options available to receive translated versions of the various communications. Additionally, at risk sub groups will receive direct communication (via phone or text) encourage families to partipate in school events, sports and enrichment.|Methods, modes, and venues have been provided and used to help staff meet and dialogue with families about student progress, policies, and practices (SST's, parent conferences, IEP's, Google Meet meetings). Staff development in the area of building and maintaining school-to-family relationships may be an area to explore in order to equip staff with strategies to address needs and concerns of modern families.|LCAP actions this year, based on stakeholder feedback include: adding academic focused family night events, offering in-person town hall style meetings during the day/evening and seeking input for additional methods of two way communication most preferred by families.|Direct outreach by the hired staff who are designated to provide targeted support to unduplicated student groups and their families (e.g. - Coordinator of ELD Supports). Homeless students will be a targeted group in which we designate staff to provide direct outreach to encourage participation in the school process from attending regularly, to joining sports, clubs and learning more about assistance that is available.|The District and School Sites have established councils and committees in which stakeholders are invited and encouraged to attend and provide input about student outcomes. Avery Middle School has an active Site Council that contributes ideas and input that guide their school's policies and plans.|Parents have been invited and have engaged in advisory committees, board meetings, and other communications and interchange with district staff, both in pre-Covid, and Covid times. Further outreach is needed to families who may feel disenfranchised by the school system and to those families who tend to fall in the category of socioeconomically disadvantaged. Convenient and comfortable venues with childcare and food provided, will be needed to draw the more under-represented populations.|Direct outreach by the hired staff who are designated to provide targeted support to unduplicated student groups and their families (e.g. - Coordinator of ELD Supports) and counselors for homeless student supports.|4|4|4|4|4|3|3|3|3|3|3|4|Met||2025-06-18|2025
06100660000000|Colusa County Office of Education|3|S. William Abel Academy fosters a partnership with parents through its introductory meetings, its LCAP planning meetings, and its parent’s student progress meetings.  The parents are involved in their student’s education through a beginning of the year meeting to discuss rules, course assignments and a timeline for their student to finish.  The parents are invited to progress meetings for their student in the middle of the year. The parents are contacted personally when their student misses school or there is a problem.  Parents are invited through multiple channels to attend an LCAP meetings in the spring.|SWAA will continue to provide multiple opportunities for parents/guardians to join the staff and administration in their student’s schooling.  The parents will continue to be invited to attend LCAP planning meetings along with our end the year celebration.|SWAA is a community school that houses many diversities.  Most if not all of our families are unrepresented.  SWAA makes a concerted effort to include all of the student’s parents/guardians through multiple opportunities to attend meetings and through surveys.|SWAA is a community school focused on matriculating students using credit completion in order to graduate or attend back to their local school.  SWAA has grown tremendously in the last two years where we have graduated many students.  The parents and community understand our focus with students who are credit deficient and are at promise youth.|SWAA recognizes the importance of parent/guardian involvement in supporting our student’s needs.  SWAA provides ample opportunities through meetings and parent contact to help ensure positive student outcomes.|Based on the analysis of educational partner input and local data SWAA will use targeted outreach to our parents.  The administration will continue to support our staff and teachers through engagement activities on campus.  Bilingual translation will also be available during our activities and during the school day to promote the engagement to all families.|SWAA provides several meetings and parent engagement opportunities to gain input on our Decision-Making.  Parent surveys are regularly given to understand how the parents feel and what steps they believe are best for their students.  Weekly meetings between administration and staff are rendered in order for ongoing communication to provide the best support and education for our students.  Student meetings are done quarterly in order to involve our students in their education process.|SWAA is appreciative of the significant levels of input that parents share related to numerous school initiatives including the development of the LCAP and input shared by parents through school-specific surveys.  The School also recognized the importance of continuing to engage in structured outreach to underrepresented families including those with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities.|Based on the analysis of the educational partner input and local data, SWAA will improve engagement of underrepresented families in relation to seeking input for decision-making by engaging in targeted outreach to parents of students from the SWAA’s special populations. In addition, the school will continue outreach efforts through both print and digital resources made available in languages other than English.|4|5|4|4|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
06615980000000|Colusa Unified|3|Burchfield Primary School and Egling Middle School have been focused on creating an environment of collaboration with families by structuring Back to School Night in small group or individual parent meetings. Burchfield Primary School invited parents to their Back to School Night as well as their Kinder Camp Parent Information Night to assist with becoming acclimated to the primary school. Colusa Unified School District invested in maintaining our Kinder Camp program as a District program. Burchfield Primary School promoted their Fall Festival, Jog-a-thon, and Spring Music Performance in conjunction with their Open House. Colusa High School held a 9th Grade Orientation, 8th Grade Parent Night, 11th Grade Parent Night all as proactive engagement opportunities prior to the start to the academic school year. Additionally, the high school offered a Back to School Night in an interactive format. Our Enrichment Program offered field trips to in the summer of 2023 to enhance and enrich our offerings. Each school site has focused on creating a welcoming environment that values family backgrounds. Families have expressed their pleasure with both school environment and communication. We have increased overall participation in ELAC, DELAC, School Site Council and Parent Club. We have also increased use of parent portals for grade, attendance and behavior record access. We have also increased the amount of annual parent nights. A series of parent nights were offered focused on technology education to support our parents and their access to information shared in the electronic format. Our District also extended English as a Second Language opportunities to our parents based on the feedback and interest expressed in our needs assessment process.|Colusa Unified School District is deeply committed to building relationships between school staff and families.  Parent engagement remains a focus of the school district, as evidenced by the fact that one of the District's LCAP goals is completely focused on this aspect of programming.     Each CUSD campus hosts traditional parent involvement events annually such as Back-to-School Night, Open House, Fall Festival, and Winterfest events, conducts monthly Parent Club, School Site Council, and English Language Advisor Committee parent group meetings.  Principals, teachers, staff, and parents played complementary roles in building a sense of community at each school site throughout the school year.  CUSD engaged in extensive outreach to parents in developing our Local Control Accountability Plan, including the administration of an LCAP Input Survey and conducting numerous in-person meetings including the LCAP Leadership Team, District English Learner Advisory Committee (DELAC), LCAP community forum, and School Site Councils from each campus.|"Based on the analysis of educational partner input and local data, CUSD recognizes that building relationships with families is ongoing work that must remain a major area of focus.  Specifically, input from families gathered to support the development of the LCAP highlighted the need to continue to engage in structured outreach to families from the District's special populations groups including families with students identified as Multilingual learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs.    CUSD will continue to improve the engagement of underrepresented families by working with parent groups (SSC/ELAC) to engage in targeted outreach to welcome new families to the school district, continue to provide interpretation support for parent meetings, continue to translate documents into targeted languages, and continue to educate parents as to the ""language selection"" capabilities of the ParentSquare platform to engage in more meaningful communication with families that have primary/home languages other than English.  In addition, CUSD is staffed with a CUSD Lead Counselor focused on supporting the District's program for Multilingual learners that will work with school leadership teams to support each school site as an additional layer of outreach and connectivity."|CUSD strength is our increased school to home communication in translating all documents. Parent Square has been a positive tool for communication. We have made a commitment to post on Website, Calendars, Newsletters and flyers to be distributed before important events. The District sends out important dates for all sites every two months to districtwide transparency. Our dedicated parents/teacher conferences for K-5 offer a strong platform for individualized conversations. Additionally, sites offer multiple college and career nights, input and engagement nights for school priorities, educational technology nights, including community wide fall festivals, Winterfest and movie nights. Families throughout the District are engaged in evaluating our efforts to reach families and improve them annually.|CUSD recognizes that building relationships with families from the District's special populations groups including families with students identified as Multilingual learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs must remain an area of focus.  CUSD acknowledges that a combined effort involving district staff, school site staff, and SSC/ELAC leadership groups holds the most promise for continuing to improve partnerships with families - and, specifically, to engage in targeted outreach to the District's special populations groups.|Based on the analysis of educational partner input and local data, CUSD intends to improve the engagement of underrepresented families by leveraging the combined efforts of district staff, school site staff, and SSC/ELAC leadership groups to engage in targeted outreach to parents.  In addition, the District intends to continue to support the work of School Leadership Team and continue to provide ongoing funding to support the development and promotion of parent engagement activities at school campuses.   CUSD will also continue to make bilingual translators available during, and outside of, the school day, to promote the engagement of families with primary languages other than English.|Colusa Unified School District places great value on involving parents/guardians in decision-making and takes significant measures to provide families with opportunities to participate in both district-level and site-level decision making.  Site leaders engage in significant efforts to encourage parents to become involved in the work of School Site Councils, leadership roles with parent groups (School Site Council, English Learner Advisory Committees and our District English Learner Advisory Committee).  Colusa Unified School District encourages participation in the following surveys: LCAP Survey, Healthy Kids Survey, and Employee Engagement Survey. The input is critically valuable when implementing new decisions as well as evaluating previous decisions and/or plans to best serve our students.  Educational Partners engage in a needs assessment process based on the state priorities and our LCAP goals to best evaluate categories of strength to maintain as well as areas in need of focus.|CUSD is appreciative of the significant levels of input that parents share related to numerous district initiatives including the development of the LCAP, Multilingual Learner Program, Title I program, and input shared by parents through school-specific surveys.  The District also recognized the importance of continuing to engage in structured outreach to underrepresented families including those with students identified as Multilingual learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities.|Based on the analysis of the educational partner input and local data, CUSD will improve engagement of underrepresented families in relation to seeking input for decision-making by engaging in targeted outreach to parents of students from the District's special populations student groups and partner with SSC/ELAC to recruit parents from underrepresented families to leadership roles at the site-level (School Site Council and ELAC), and at the District-level DELAC. In addition, the District will continue outreach efforts through both print and digital resources made available in languages other than English.|4|4|3|4|5|5|4|5|5|5|4|5|Met||2025-06-23|2025
06616060000000|Maxwell Unified|3|Our LEA has demonstrated strengths in building strong, positive relationships between school staff and families. Educational partner input and local data show consistent progress in increasing two-way communication, trust, and family engagement opportunities. For example, parent surveys indicate that families feel welcomed on campus and believe staff are approachable and responsive to their needs. Site-based events such as family nights, parent workshops, and open houses have seen increased attendance over the past year. Additionally, staff have implemented regular check-ins with families through conferences, phone calls, and digital platforms, which has improved collaboration to support student success. Overall, our efforts have strengthened connections and built a culture where families feel like valued partners in the educational process.|While our LEA has made progress in building relationships with families, input from educational partners and local data highlight key areas for growth. A primary focus area is increasing engagement with families who may feel less connected, including families of multilingual learners, students with disabilities, and those facing barriers such as transportation or work schedules. Feedback indicates a need to provide more culturally and linguistically responsive communication to ensure all families feel informed and included. Another area for improvement is expanding opportunities for two-way dialogue, giving families more voice in decision-making and program development. Strengthening staff training on effective family outreach strategies is also a priority to help build trust and consistent partnerships across all school sites.|To better engage underrepresented families, our LEA will implement targeted strategies to reduce barriers and foster meaningful connections. This includes expanding translation and interpretation services to ensure multilingual families receive timely, clear information in their home language. We will offer flexible meeting times, virtual options, and community-based events to accommodate diverse family schedules and transportation needs. Staff will receive professional development focused on culturally responsive communication and outreach practices. Additionally, we will increase opportunities for underrepresented families to share input through advisory groups, surveys, and listening sessions. By creating more welcoming and inclusive spaces, we aim to build trust, strengthen two-way communication, and ensure that all families feel valued as partners in their child’s education.|ur LEA has made steady progress in building effective partnerships with families to support student learning and achievement. Educational partner input and local data indicate that families feel increasingly informed about their child’s academic progress and how to support learning at home. Many schools have implemented regular parent-teacher conferences, student-led conferences, and progress reports to ensure families are active participants in setting and monitoring goals. Parent workshops and family engagement nights focused on literacy, math, and college/career readiness have been well attended and received positive feedback. Collaboration with community organizations has also provided families with resources such as tutoring, enrichment activities, and social-emotional support. Overall, these efforts reflect our commitment to strengthening family-school partnerships that contribute to improved student outcomes.|While our LEA has made progress, educational partner input and local data point to important areas for growth in building partnerships that support student success. One key area of focus is expanding support for families to better understand academic standards, assessments, and how to help their children at home — especially for families of multilingual learners, students with disabilities, and students who are underperforming. Feedback also highlights the need to strengthen communication about student progress in ways that are more accessible, timely, and actionable for parents. Another area for improvement is increasing collaboration with community-based organizations to connect families with additional academic and social-emotional supports. Finally, staff need ongoing training in family engagement strategies that promote meaningful, two-way partnerships focused on student outcomes.|To improve engagement of underrepresented families, our LEA will implement focused actions to ensure all families can partner effectively to support student success. We will provide more frequent and accessible information about academic expectations, student progress, and resources for learning at home, using translated materials and interpretation services when needed. Workshops and family learning nights will be tailored to the unique needs of multilingual families, families of students with disabilities, and other underserved groups, offering practical strategies to help their children meet grade-level standards. The LEA will also expand partnerships with community organizations to connect families with tutoring, mentoring, and wraparound services. Additionally, staff will receive training in culturally responsive family engagement practices to build trust and encourage two-way communication. These efforts aim to ensure that all families — especially those historically underrepresented — feel welcomed, informed, and empowered as partners in their children’s education.|Our LEA has made meaningful progress in creating multiple opportunities for families, students, staff, and community partners to provide input that informs school and district decision-making. Educational partner input and local data show that families feel increasingly aware of and included in key discussions, such as through parent advisory committees, English Learner Advisory Committees (ELAC), School Site Councils, and town hall meetings. Attendance and participation at these meetings have steadily increased, and stakeholder surveys show that families appreciate having their voices heard on issues like LCAP priorities, program improvements, and budget decisions. In addition, the LEA has expanded the use of surveys and listening sessions to reach more diverse voices and ensure that input is collected in multiple languages. These efforts reflect our commitment to transparency, collaboration, and shared decision-making that supports all students.|While our LEA has strengthened opportunities for stakeholder input, educational partner feedback and local data highlight important areas for improvement. One key focus is increasing participation from underrepresented families, including those who may face language, cultural, or logistical barriers to attending meetings or completing surveys. Partners have also shared the need for more varied and flexible ways to provide input — such as virtual options, one-on-one outreach, and community-based forums — to reach families who may not feel comfortable engaging in formal settings. Another area for growth is ensuring that families and other stakeholders clearly see how their input influences final decisions, through follow-up communication and transparency about next steps. Finally, providing staff with additional training on facilitating inclusive dialogue and encouraging diverse perspectives will help build trust and ensure all voices are valued in the decision-making process.|To strengthen the engagement of underrepresented families in decision-making, our LEA will implement intentional strategies to make participation more inclusive, accessible, and meaningful. This includes expanding translation and interpretation services to ensure all families can fully understand and contribute their ideas. We will offer more flexible options for providing input, such as virtual meetings, phone surveys, and community-based listening sessions held at convenient times and locations. Staff will receive training on culturally responsive outreach and facilitation skills to help build trust and ensure that diverse voices feel welcomed and valued. Additionally, we will strengthen follow-up communication so families can see how their feedback is used to shape policies, programs, and budget priorities. By addressing barriers and creating more supportive opportunities for input, the LEA aims to ensure all families — especially those historically underrepresented — have a meaningful role in shaping the decisions that impact their children’s education.  Would you like me to tailor this with any specific methods your LEA is already planning, like home visits, partnerships with local organizations, or new advisory groups? I’m happy to help you make it more specific!|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-07-30|2025
06616140000000|Pierce Joint Unified|3|The LEA demonstrates strong progress in building relationships with families, with full implementation in creating welcoming environments, developing trusting relationships, and supporting two-way communication. This year, the district implemented Parent Square as its communication platform, further strengthening accessible, consistent, and family-friendly engagement across all school sites.|While the LEA has achieved full implementation in most areas, including creating welcoming environments and supporting two-way communication, it continues to refine and enhance its practices to deepen connections with families. Ongoing improvement efforts are focused on sustaining these practices across all sites and ensuring consistency in staff engagement strategies that reflect the diverse needs and goals of the families served.|To enhance engagement of underrepresented families, the LEA will expand culturally responsive practices and has added Bilingual Family Support Specialists through the Community School Grant. This addition will ensure more inclusive communication and outreach strategies tailored to the needs of diverse family populations.|The LEA has made strong progress in building partnerships for student outcomes by fully implementing systems that provide families with information to support learning at home and creating regular opportunities for teachers to meet with families to discuss student progress. Additionally, families are increasingly supported in understanding their legal rights and how to advocate for students.|While overall progress is strong, the LEA cab focus on improving professional learning and support for teachers and principals to enhance their capacity to effectively partner with families. This area is currently at the initial implementation stage and represents an opportunity for deeper alignment and training across all schools.|To increase engagement among underrepresented families, the LEA will continue to strengthen advocacy supports and provide clearer, more accessible information on student progress and rights. This will include targeted professional development and ongoing use of bilingual resources and outreach through the Bilingual Family Support Specialists.|The LEA demonstrates consistent strength in seeking input for decision-making, with full implementation across all key practices, including building the capacity of staff and families to engage in advisory groups and creating opportunities for collaborative planning between families, educators, and administrators. Virtual meeting options continue to be offered to parents, increasing accessibility and participation across diverse family schedules and needs.|Although the LEA is at the full implementation stage, ongoing improvement efforts include increasing the depth and consistency of engagement across all schools and ensuring that all voices—especially those less frequently heard—are actively sought in decision-making processes.|DELAC continues to be a strong group representing English Learners. To enhance engagement of underrepresented families, the LEA will continue to implement targeted outreach strategies and ensure equitable access to advisory groups and input opportunities. The addition of Bilingual Family Support Specialists will further support inclusive communication and remove language barriers that may hinder participation.|5|5|4|5|3|5|5|4|4|4|4|4|Met||2025-06-20|2025
06616220000000|Williams Unified|3|WUSD has purchased a communication platform (parent square) to increase and encourage 2-way communication between the school district/ sites and families. All sites have calendared  parent/ family engagement evenings to provide resources, support and relationship building opportunities throughout the year. Sites will also hold monthly opportunities for families to meet with the administrator at their student’s site in order to have informal conversations regarding site involvement, student support, as well as family support. WUSD provides translation services to increase parent and teacher  communication and involvement of English Learner parents in school activities and events.|WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer.|WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer. WUSD will continue to focus on providing information and resources to support student learning and development particularly with underrepresented families.|Our SEAL (Sobrato Early Academic Language) teachers TK-6 have been trained on strategies they can use to increase parent engagement in their child’s learning through project based learning at home and both parents and students presenting together their products in the classroom to other parents. School site staff continues to provide information and resources to support student learning and development in the home through SEAL implementation TK-6. In grades 7-12 site administration and staff increase parent engagement through college and career preparation presentations throughout the year. Parent resource nights train them on the different ways parents can engage in the classroom, on campus, for fundraising or to be an input and decision-maker via the various committees the school district and school site have for parent engagement. WUSD continues to work on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families.|WUSD has recently purchased a diagnostic program that will be given 3 times a year in both ELA and Math.  WUSD has also purchased a Social Emotional Screener to be given 2 times a year.  Both programs provide immediate feedback for teachers and families as well as a toolbox of activities, lessons and learning opportunities. Sharing this data and the toolbox with the families will help in building and strengthening  partnerships with families.|There is progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in their student's education. An area where we need to improve to continue to increase engagement of underrepresented families is supporting our staff to learn about each family’s strengths, cultures, languages and goals for their children|WUSD invites families to participate in site and district wide surveys, parent resource nights, focus groups, ELAC/DELAC, School Site Council, and PTO.  WUSD has strong participation in these areas, and would like to continue to broaden or expand the number of participants in all opportunities. Translation and child care is offered at the meetings held to gather input for decision making meetings.|As with most engagement activities, WUSD would like to encourage and promote growth in participation at all information/ input meetings held through-out the year. WUSD will continue to provide childcare and translation at all meetings to support the families that need this service. Using the new 2-way communication system we hope to reach all families to provide the information regarding all input decision-making meetings.|There is progress in building the capacity and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in the input/ decision -making meetings that affect their student's education.|4|4|3|5|4|3|4|4|4|3|4|4|Met||2025-06-12|2025
07100740000000|Contra Costa County Office of Education|3|The 2025 California Healthy Kids Survey data showed that Mt. McKinley parent perception of parental involvement increased to 33% (up from the baseline data of 19%).  Mt. McKinley continues to share more school information with parents through various means (virtual and in-person meetings, parent newsletters, home communication, website, etc.). In addition, Mt. McKinley has provided more communication with both Special Education and Spanish speaking families to help them gain a better understanding of the school program and ways to support their students.  Lastly, Mt. McKinley held one Parent Institute for Quality Education (PIQE) cohort with plans to expand to 3 next school year.  Mt. McKinley involved the educational partners in developing, implementing, and monitoring the Single Plan for Student Achievement (SPSA) through their participation in School Site Council (SSC) meetings. Mt. McKinley had participation from students, staff, parents, and community members while developing our SPSA.  The SPSA is monitored and reviewed regularly by the SSC with a focus on reviewing student achievement data and assigning funding resources to areas of need. Additionally, the Local Control Accountability Plan (LCAP) was brought to the SSC for review and revision before board approval, as well as for feedback during the creation of the plan. LCAP engagement meetings were held both virtually and in-person during the 2024-25 school year.  In 2024-25, Mt. McKinley was able to have parents/guardians attend their students' graduation ceremonies both virtually and in-person. Graduation ceremonies will continue to involve parents/guardians  moving forward.|Based on the analysis of educational partner input and local data, Mt. McKinley plans to further increase parent engagement by offering in person opportunities for participation on campus, holding more parent forum meetings, soliciting feedback from parents via surveys, and increasing communication (by number of contacts and methods of contact) from school to home. In addition, they would like to hold open house events, coffee chats with the principal, more parent newsletters, more parent education cohorts, and English Language Advisory Committee (ELAC) meetings (if needed).  They will continue to build out the school website to serve as communication between school and families and utilize the online grade book and parent portal through AERIES. The County Office of Education will also continue to update and revamp both the student and parent handbooks to be delivered upon enrollment.|Due to the school being located in an incarceration facility, the daily access to families is limited. However, the 2024-27 LCAP included a parent/community engagement goal. Specifically, Goal 4 reads “Engage parents/guardians, families and community partners through education, communication, and collaboration to promote student success” and there are 5 actions attached to this goal. Specifically: - Action 4.1: Meaningful Communication with Parents in English and Spanish  - Action 4.2: Increase Personal Connections with Families  - Action 4.3: Parent/Guardian Newsletters - Action 4.4: Increase Community Partnerships  - Action 4.5: Provide Translation Services|Currently the majority of Mt. McKinley’s family outreach is dedicated to work around the development of IEPs and transition plans. They are continuing to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance, well-being, and just overall community building.  For this reason, Mt. McKinley held one Parent Institute for Quality Education (PIQE) cohort in the 2024-25 school year with plans to expand to 3 cohorts in the 2025-26 school year.|Mt. McKinley plans to continue to further develop partnerships with PIQE, probation, local community colleges, county educational partners, and its parents/guardians to improve student outcomes and build community.|Mt. McKinley will improve the engagement of underrepresented families identified during the self-reflection process by combining what they are doing with the development of Individual Learning Plans (ILP), IEP's, PIQE, and transition plans.  These individualized plans include building partnerships and are intended to improve student outcomes. By utilizing the data available, Mt. McKinley hopes to increase the amount of case management available to its students. In addition, they plan to continue to establish clear communication pathways about students leaving the facility.|Mt. McKinley highly values the input of their educational partners and designed a series of meetings that took place during the 2024-25 academic year to engage them in the development of the 2024-27 LCAP. The educational partner feedback helped to develop goals and actions that best addressed the uniqueness of the LEA while also making sure the LEA developed goals and actions required by the state. Input sessions from educational partners suggested that the 2024-27 LCAP required new targeted goals.  While there are new metrics, actions, and  services, some existing ones were realigned in the new LCAP redesign.  The information gathered from the educational partners affirmed the new metrics, actions, and services outlined in the LCAP.  In addition, the information was used to guide which actions needed to have the greatest priority.  Additional actions and metrics were added to the LCAP goals to address students with disabilities to monitor support services, increase family/community engagement, improve holistic student outcomes, improve English Language learner supports, and increase staff professional learning/development.  In addition, a targeted goal (Goal 3) was developed to enhance Social-Emotional Learning (SEL).  Seven engaging educational partner meetings were held between February, 2025 and April, 2025.  Each meeting followed the following format: - Provided a brief overview of the LCAP and the LCAP development process - Reviewed 2024-27 LCAP goals and actions - Received feedback on successes, barriers, and areas of growth - Made recommendations for 2024-27 LCAP goals and actions including Equity Multiplier funds - Allowed time for questions and answers  Because the California Dashboard (2024) showed fewer than 21 English Language learner students, Mt. McKinley did not hold English Learner Advisory Council (ELAC) meetings. As a result, the Engaging Educational Partner feedback sessions included the following audience: Mt. McKinley parents/guardians (2 meetings were scheduled and heavily advertised but parents/guardians were a no-show);  Mt. McKinley students (males and females); Contra Costa County special education parents/guardians; Contra Costa County School Education Association (CCCSEA) & Public Employees Union, Local One/AFSCME Council 57; Contra Costa County community members including members of the probation department and school board, and CCCOE Principals and Special Education Administrator.   Mt. McKinley has also involved educational partners in developing, implementing, and monitoring the Single Plan for Student Achievement (SPSA) through their participation in the School Site Council (SSC) meetings. They had participation from students, parents, staff, and outside community members while developing the SPSA.  In addition, the LCAP was brought to the SSC for review before Board approval; as well as for feedback during the creation of the plan.|Through the School Site Council and LCAP educational partner engagement process, Mt. McKinley provides training and offers opportunities for families to give input that is used in strategic planning. In addition, they offer parent education training where families are given strategies on how to effectively advocate for their students and themselves.|Mt. McKinley will continue to utilize feedback from multiple sources like student Social-Emotional Learning (SEL) surveys, Local Indicator Data, California Healthy Kids Survey, DataQuest, and the California State Dashboard to improve the development and implementation of programs that serve Mt. McKinley's underrepresented families.|4|5|4|4|3|4|3|4|4|4|5|5|Met||2025-06-11|2025
07100740114470|Making Waves Academy|3|Faculty and staff transitions, along with structural reorganization, have strained some of the school’s relationships with families, leading to a decrease in on-campus presence and limiting opportunities for parent involvement. Despite these challenges, this year saw meaningful progress in rebuilding those connections. The school organized Parent Talk sessions, created volunteer opportunities, included families in Teacher Appreciation Week, and welcomed them to campus events, including athletic games. A group of engaged families regularly offered feedback and participated in productive dialogue, demonstrating both high expectations and a strong desire to partner with the school.  At the start of the year, we held schoolwide reorientation meetings and have been consistently responsive to parent concerns. We’ve hosted monthly Parent Talk sessions, held two separate rounds of advisory family conferences, and offered three parent workshops, including sessions led by our school social worker. Throughout the year, we’ve been intentional about seeking community input, addressing concerns, and involving families in decision-making to ensure a more collaborative and responsive school environment.|The focus area for improvement in building relationships between school staff and families is to foster a more connected and supportive school community. Open communication between families and faculty/staff including emails, ParentSquare, and phone calls. Establishing trust through transparency and responsiveness; Recognizing contributions of faculty/staff, families, and school volunteers; Celebrating Diversity within the school community; Parent Education workshops and resources to help families support their children's academic and social-emotional development.|The engagement of underrepresented families will involve proactively reaching out through personalized communication; Cultural Sensitivity by providing Diversity, Equity nd Inclusion training for faculty/staff in order to understand and respect backgrounds and values; Feedback Mechanisms such as surveys and committees to include them in decision making process; Recognizing Diversity by celebrating cultural heritage, traditions, and contributions of underrepresented families.|"The current strengths and progress include having a reputation for academic excellence. Progress towards consistent communication from the school and teachers regarding student learning/behavior. Continuing to effectively adhere to curriculum pacing and maintain high expectations for students while using data to guide instruction. Students identified as needing more critical academic support were put on ""academic contracts"" which detailed the expectations that needed to be met in order to pass the class and stay on pace to earn their high school diplomas. Students and parents were met with to discuss the elements in the contract, potential consequences for failing to meet the terms of the contract, and enablers in the contract such as checking in cell phones for the day while on campus at the start of the school day.  We have data dives and consistent communication that have been developed over this past year. Parents receive progress reports 6 times a year. 2 in-person opportunities to talk to teachers/staff about grades before they are posted at the end of the year.  Hosted specific 5th year senior meetings to check in on them monthly on their progress to help best support the student's individual journey towards graduation. The College and Career Counseling (CCC) team pushed in every Wednesday to help seniors in ELA classes. The A Team (Advisory teams) and CCC team provided resources and support to assist with this."|The focus areas include keeping the vision and mission at the forefront of our decisions. Create opportunities for reciprocal learning between school, families, and outside organizations. Offer resources and trainings to families to enhance their capacity to contribute to student outcomes. Implement strategies to involve families in decision making processes including surveys, parent committees, and LCAP Advisory Group meetings. Also, increasing overall communication with families to alert families about concerns as well as share positive news to celebrate progress and success.|Engagement of underrepresented families in order to improve student outcomes includes Culturally Responsive Communication as well as using culturally relevant examples and context; Parent Empowerment workshops that teach advocacy for their child's needs and understanding academic expectations; Flexible Engagement Opportunities that allow for meetings, events, and conferences to accommodate the diverse needs of underrepresented families by offering virtual options and various times/days for parental contact. Continuing to provide a steady stream of information to families (in translated versions or in online communication systems that will translate school communication for the families).|The current strengths and progress for seeking input for decision making include multiple feedback mechanisms including surveys, Saturday Family Engagement Workshops, Parent Talk Sessions, and LCAP Advisory Group meetings. Regular engagement takes place with stakeholders, ensuring that their voices are heard throughout the decision making process. School leaders demonstrate responsiveness by actively addressing concerns raised by families, building trust and confidence in the decision making process.|The focus areas for improvement in seeking input for decision making include diverse representation that reflects the school's commitment to inclusivity and equity; Data-based decisions ensuring decisions are grounded in data and research-based evidence; Continuous improvement in seeking input for decision making, regularly evaluating the effectiveness of feedback and adjusting as needed to better meet the student and family needs.|The engagement of underrepresented families will take place by ensuring decision making committees include representation from underrepresented families, actively seeking out diverse voices making sure that all perspectives are considered in the decision making process. Following-up with underrepresented families to communicate how their input has been used to inform decisions and providing feedback on how their voices have made a difference helps build trust and encourage continued engagement.|3|4|3|4|4|3|4|3|3|3|3|2|Met||2025-06-16|2025
07100740129528|Caliber: Beta Academy|3|All family communication is sent home in families’ primary language in addition to English. All teachers make relationship-building phone calls with families at the beginning of the year to ensure that families and teachers begin the year with a strong relationship. These calls are also intended to emphasize the importance of daily attendance.  Throughout the year there are a series of events that bring families on to campus, from content nights to community building events.|An area of improvement is to devote extra attention to building relationships with families of students who are chronically absent. We have made progress in chronic absenteeism this year.|By partnering with families and connecting them with our various resources (mental health, SEL, academic intervention, wellness) we are hoping for an increase in investment by this underrepresented population.  We are also increasing our marketing efforts to underrepresented families through our expanded learning programs|There are a number of schoolwide structures that support partnership for student outcomes: from student-led conferences, to utilizing DeansList and Classdojo for communication. Parent leaders at the school have become more involved with advocacy efforts this year and have held 2 action research meetings with local officials to advocate for the school. Both school leaders hold monthly meetings with families on a range of topics as well as to gather feedback on current practices.|While grades are usually discussed in student led conferences, we have found that parents may not be aware of the grade level proficiency of their student.  In addition, families can use support on how to read our I-Ready diagnostic tests.|Next year we’d like to make sure that parents are receiving more detailed information about their students’ proficiency levels to enhance data transparency. As a result, we would like to ensure that parents understand the difference between grades and proficiency in these conferences by including i-Ready instructional reports and behavior reports in these conferences.|There are a number of school structures that support parent input in decision making. In addition to the elected SSC and ELAC, parents provide input monthly at principal meetings, and via two annual surveys which seek feedback on our school climate, school fit, and our priorities each year. Each of these opportunities have translation provided for families who do not speak English.|We can ensure there is better representation of students in the ELAC. We had student participation in the SSC this year to support the creation and drafting of the SPSA / LCAP, however we can improve this connection in the ELAC.|We will ensure that 2 more LTEL families are on the ELAC.|4|4|4|4|4|4|4|3|4|3|4|3|Met||2025-06-18|2025
07100740129684|Summit Public School K2|3|Summit K2 has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.|Focus Area for Improvement: Summit K2 has made great strides in building strong relationships within our community and remains a priority area for the school.|We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.|Summit K2 is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.|Summit K2 utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|At Summit K2, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.|In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.|School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Outreach with our community and supporting an infrastructure that enables parent engagement in our school and culture remain a focus area.|4|4|4|3|3|4|4|4|4|3|4|4|Met||2025-06-17|2025
07100740134114|Contra Costa School of Performing Arts|3||||||||||||||||||||||Not Met|||2025
07100740137026|Invictus Academy of Richmond|3|Every year in professional development in the summer, teachers are trained on how to track parent communication. Our school invests in parent communication and proactive parent relationship-building. The school provides training to teachers in how to communicate positive feedback about students with parents during the summer and provides time in professional development throughout the year to be able to make phone calls, texts, and emails home. We conduct p.d. to prepare teachers for our twice yearly conferences so that they will be positive and relationship building.  Parent and guardian survey data indicates that Invictus parents feel well-informed about their child’s progress at school.|We want to make sure we are reaching all families.|We plan to explore multiple avenues for outreach to families and engagement with families.  We offered a mix of virtual and in person meetings to support engagement.  We added incentives for family participation in events.  We hold family conferences twice each year and make a strong effort to get to 100% family participation through tracking participation data and continuing outreach.  We have seen an increase in participation as a result of these efforts.|A weekly progress report is sent home for parents to stay updated on student progress (includes grades, attendance, and behavior data). Parent conferences are mandatory for all students and families and occur twice per school year. A focus for parent conferences is how to support learning at home. Teachers spend time sharing strategies with parents for how to support students at home. We also host college access nights for high school families.|We plan to continue increasing knowledge-building for families in how to support their students’ learning and the importance of attendance for student learning.|We hold monthly coffee and donuts family meetings where we emphasize the importance of attendance, and we plan to incorporate a focus on the importance of attendance throughout our family engagement.|The Family Advisory Committee has meaningful input into school budgeting and long-term planning. If we have a large decision to make as a school or adjust the program, we hold opportunities to collect parent input like a Google Form or a town hall. For example, we adjusted the bell schedule to add an additional minimum day to the schedule this year, and we asked parents for feedback on the plan via Google survey. We have a PTA which meets regularly to provide feedback and support school activities. We use family survey data (administered 2x/year) to inform program planning for the following year.|We plan to focus on increasing the number of participants who give feedback.  We had strong participation (84%) in 24-25 and plan to continue working to maintain parent participation.|We plan to provide multiple ways that families can provide feedback to the school.|4|4|4|4|4|4|4|4|4|4|4|3|Met||2025-06-04|2025
07100740730614|Golden Gate Community|3|The 2025 California Healthy Kids Survey data showed that Golden Gate's parent perception of parental involvement increased to 60% (up from the baseline data of 27%).  In addition, the number of parent forum meetings increased to 17 (up from the baseline data of 11).  Golden Gate continues to share more school information with parents through various means (virtual and in-person meetings, parent newsletters, home communication, website, etc.). In addition, Golden Gate has provided more communication with Special Education and Spanish speaking families to help them gain a better understanding of the school program and ways to support their students. Lastly, Golden Gate held two Parent Institute for Quality Education (PIQE) cohorts with plans to expand to 3 next school year. Golden Gate involved the educational partners in developing, implementing, and monitoring the Single Plan for Student Achievement (SPSA) through their participation in School Site Council (SSC) meetings. Golden Gate had participation from students, staff, parents/guardians, and community members while developing the SPSA.  Lastly, Golden Gate has food pantries at three of its campuses to support families in more tangible and relevant ways.|Golden Gate hosts monthly principal/parent check in meetings to communicate announcements, campus events and solicit feedback. In addition, the school held two Parent Institute for Quality Education (PIQE) cohorts and one Title 1 Parent Meeting. Because the school's administrative assistant is bilingual, it allows for more diverse parent engagement. The vast majority of Golden Gate staff have been trained in restorative practices. This promotes more positive relationships between school staff and families. In addition, Golden Gate has added on-site counseling and increased scholarship and internship opportunities.|Golden Gate continues to work to create a welcoming environment for all students and families. They continue to focus on the development and implementation of culturally relevant curriculum and supports for all students. Moreover, they plan to spend a significant portion of their professional development on relationship building strategies and cultural diversity in the upcoming year. They have also worked to make sure all mailings are sent to families in both English and Spanish. They have added translation support options for all meetings. In addition, they have bilingual tutoring opportunities, bilingual mental health clinicians and a School Administrative Assistant that is bilingual. Lastly, they solicit feedback from families through a series of annual feedback surveys and parent forum meetings.|Golden Gate is focused on improving student outcomes and strengthening school-family partnerships. The school partnered with the Renaissance STAR team to deliver targeted professional development, resulting in measurable academic gains: 54% of long-term students showed improvement in English Language Arts (ELA), and 62% demonstrated growth in Mathematics based on Renaissance STAR Assessment data.  To further support staff development, Golden Gate collaborated with organizations specializing in Science, Social-Emotional Learning (SEL), and Mathematics to provide high-quality professional learning opportunities.  In an effort to enhance communication with families, Golden Gate is optimizing its use of School Messenger, offering additional cohorts of parent education classes, and expanding its team of bilingual staff. The principal also hosts monthly virtual meetings open to all families, fostering direct and consistent engagement.  Golden Gate remains committed to building strong, two-way communication channels with both staff and families to support student performance, well-being, and overall school improvement.|Golden Gate is committed to enhancing support for its English Language Learner (ELL) population. The school collaborated with an English Language Development (ELD) consultant to strengthen both designated and integrated ELD instruction. This includes targeted instructional strategies and ongoing professional development for staff. Golden Gate will continue leveraging professional learning opportunities to ensure effective implementation that meets the diverse needs of its students.  To further support academic growth, the school is partnering with a community organization to provide mathematics-focused professional development and instructional coaching. In addition, a partnership is in place to expand Visual Arts offerings, helping increase student engagement through creative expression.  Golden Gate also prioritizes student and family wellness, utilizing community partners to offer bilingual counseling services.  In support of College and Career Readiness, the school continues to expand concurrent enrollment opportunities with local community colleges and aims to increase the number of paid internships available to students, equipping them with real-world experience and postsecondary pathways.|Golden Gate supports better communication with its families through bilingual staff and newly hired culturally relevant teaching staff. Golden Gate also provides food pantries at all three of its campuses. They hold monthly virtual parent check in meetings with bilingual support and have bilingual counseling options for both students and families alike. Lastly, they offered two parent education cohorts to families in both English and Spanish with plans to hold three cohorts next year.|Golden Gate facilitates a series of surveys annually to garner feedback to aid in decision-making and program improvement. They also collect feedback/suggestions from the students and families who serve on the School Site Council. Moreover, the school also collects feedback from a series of LCAP educational partner meetings throughout the academic year. Family feedback is also collected during the bi-annual school transition meeting, as well as at family School Attendance Review Team (SART), Title I Parent Meetings, and School Attendance Review Board (SARB) meetings.|Golden Gate consistently solicits parent feedback in their policies and procedures. They promote parent involvement for Back to School Night, School Site Council, LCAP educational partner engagement meetings, SARB, SART, PIQE, and monthly principal meetings. Golden Gate continues to explore additional ways to engage staff and families in two-way communication around topics related to student performance and well-being.|Golden Gate will continue to improve its practices based on critical feedback from the students and families they serve. This will be done through surveys, pre and post assessments, and parent testimonials. The school will prioritize equity initiatives to help better understand the needs of the communities they serve. Lastly, Golden Gate will work to support more diversity in parent involvement.|4|5|4|4|3|4|3|4|4|4|5|5|Met||2025-06-11|2025
07100740731380|Clayton Valley Charter High|3|"In a student survey sent sent out in 2024 - 2025 school year, several climate/relationship building/support-oriented questions were included: 92% of students reported that ""At my school there’s a teacher or some other adult who really cares about me” 82% of students reported “I feel safe in my school” What is/are something(s) you wish teachers knew about being a student doing distance learning?(multiple answers, open-ended response opportunity) These highlights from surveys helped guide decisions and policies relating to school climate. Generally speaking, some other indicators of a positive student climate as it relates to our site include: The 97%-plus graduation rate and college-acceptance rate illustrates a positive, college-going culture. Comprehensive intervention services ensure that every student is given multiple opportunities to be successful in all of their academic courses. A strong character-education program is delivered to all students across grade levels to promote positive behavior and good choices. Broad and active athletic and extracurricular programs include an array of different ways for students to become involved on campus. Showcase Event was introduced during the 24-25 SY Additionally, CVCHS Counseling Department hosts Parent Information Nights providing information to families relevant to the specific grade area that their students are in. The CVCHS Newsletter weekly parent bulletins contains comprehensive information on school events and activities along with quarterly newsletters from the Counseling Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text. In addition to Parent Information Nights, the school hosts the following events : Annual open enrollment kick off event Annual Open House Showcase, Back to School Showcase, parent conferences, Academy Info workshop, AP Info workshop, quarterly ELAC meetings, and various athletics, CTE and performing arts events. All events build and further relationships with families within the school's diverse community. These events help facilitate ongoing dialogue between families and our staff on a multitude of topics, including topics as broad as major academic programs and as narrow as individual student performance."|CVCHS has identified areas that CVCHS needs to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships. Examples of this include a revamped school website that makes accessing information much more available. Additionally, the school has identified need to elevate parent education around their student's academic journey. This includes quarterly Academic Newsletters, Parent Workshops, Parent Info Sessions to support the increasingly diverse needs of the Charter Community.|Upon review of current practices, CVCHS has identified areas for growth in order to improve engagement of underrepresented families. With several subgroup populations rapidly increasing in number (SD, ELD), it is critical to work on outreach to welcome and support these diverse populations. Newcomer support groups, MFT and counselor led workshops are two examples of how the school responds to this growing need. We will look to expand this premise to the larger community to provide a welcoming, inclusive environment where potential applicants feel supported. This plan will include careful attention to ensuring access to information and supports . Taped webinars and info sessions, hybrid in person and virtual meetings|The Counseling Department hosts Parent Information Nights providing information to families relevant to the specific grade area that their students are in. The CVCHS Newsletter weekly parent bulletins contains comprehensive information on school events and activities along with quarterly newsletters from the Counseling Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text. In addition to Parent Information Nights, and school communication system, the school hosts the following events : Annual open enrollment kick off event annual Open House Showcase, Back to School Showcase, Parent conferences, Academy Info workshop, AP Info workshop, Quarterly ELAC meetings, Various athletics, CTE and performing arts events. All events support and further relationships with families within our diverse community. These events help facilitate ongoing dialogue between families and our staff on a multitude of topics, including topics as broad as major academic programs and as narrow as individual student performance.|CVCHS has identified areas that CVCHS needs to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships. Examples of this include a revamped school website that makes accessing information much more available, increased family education around academic supports.|Upon review of current practices CVCHS has identified areas for growth. An area of concern is that several subgroup populations are rapidly increasing in number . It is critical to work on outreach to welcome and support these diverse populations. Newcomer support groups, increased ELAC meetings, MFT and counselor led workshops are a few examples of how the school responds to this growing need. We will look to expand this premise to the larger community to provide a welcoming, inclusive environment where potential applicants feel supported.|The Charter has worked hard to bolster input from and collaboration with various stakeholders. This includes a diverse representation from our student, parent, staff populations. An improved cadence and organization structure for instructional leadership and collaboration opportunity is reflected in the school's Professional Learning Plan. This has proved a great strength in seeking and apply input from teacher groups.|Upon review of current practices CVCHS has identified areas for growth. An area of concern is that the populations, while small in percentages, are critical to our school and we need to work on outreach to these groups of different language speakers. Additionally, the school serves a diverse population in regard to background and ability which informs need to improve parent education and opportunities to bridge these gaps various backgrounds present. CVCHS has also identified areas that CVCHS need to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships|CVCHS has identified areas that CVCHS need to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships - specifically those underrepresented families. Increased access to multi language documents, interpreters are two tangible measures the school can take to improve engagement with underrepresented families. With a large population of students living outside the local community area, awareness and implementation of virtual collaboration opportunties is a consideration as well.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
07100746118368|Manzanita Middle|3|Manzanita is a small parent-cooperative school where families and teachers work together to create the best possible learning environment for their children. Manzanita was the first charter school in the district and has been operating since September of 2000. Manzanita Charter Middle School was created in 2000 by West Contra Costa parents wanting a small, safe, student- focused school that partners with parents to establish a teacher/parent cooperative model. In 2024-25, 100% of parents report a perception of school connectedness.|As Manzanita continues to regain previous enrollment numbers, the school will need to build relationships with new families.|The school will continue its family outreach efforts.|Teachers use of Class Dojo provides timely notices to parents and staff regarding student achievement and monthly recognition. Classes compete for Dojo points reflecting positive behavior and are recognized and rewarded. DeansList will also be used to track student behavior (positive and negative) as well as teacher feedback and absenteeism. Feedback will be provided to students directly and to parents.|At our annual orientation and Back-to-School events, we will begin by informing parents of the significant impact chronic absenteeism has on academic performance. Additionally, we will be diligent about notifying parents of cumulative absences once students reach 5 in the year and initiating an SST for any student with 10 absences. DeansList is used to communicate with parents and families directly.|We will continue to build relationships within the community to provide families with resources for mental health, parenting support, etc.|In 2024-25 100% of parents provided input to support school decision-making.|We will continue to build relationships with new families to bring them into our family-like school community that focuses on inclusion, well being, and learning.|We will continue our parent outreach efforts to communicate and invite input from all families.|4|4|3|4|5|4|4|3|5|5|4|4|Met||2025-06-25|2025
07616300000000|Acalanes Union High|3|AUHSD prioritizes parent and family engagement, and the District's practices reflect a belief that strong family partnerships foster strong educational outcomes for all students. The District partners with a variety of organizations to ensure broad input on decisions that affect the schools. Organizations include parents' clubs, educational foundations, School Site Councils, School Advisory Councils, Coordinating Council, and parent advisory committees. Two newer committees include the Special Education Parent Advisory and the Black / African American Advisory. These organizations and committees serve as conduits for input about all facets of District programming. Sites hold regular informational meetings to provide the community with relevant information about the school. During these meetings, parents/guardians and community members have opportunities to ask questions and provide input. Through well-attended events such as Back to School Night and Open House, parents/guardians have the opportunity to visit classes and interact with teachers and administrators. All AUHSD schools host interactive parent seminars throughout the year to address a wide range of issues, including the college admissions process, course selection, safety, and strategies to reduce academic stress. AUHSD has fully implemented a learning management system that allows parents/guardians to use an online portal for accessing assignment calendars, assignment details, and a full grade book. The information available via this portal keeps parents/guardians informed about academic progress, and it also provides an avenue for two-way communication.|Parent input from the school accreditation process and the process for developing the Local Control and Accountability Plan (LCAP) indicates a continued interest in more academic counseling, especially with respect to developing a four-year academic plan. In response, AUHSD has launched an online module in the District's learning management system that allows students, parents/guardians, and counselors to collaboratively build, review, and modify four-year academic plans. AUHSD has also launched a new college and career planning program. Through this program, students, counselors, and parents/guardians can collaboratively research various college and career options. AUHSD also continues to prioritize the role of parents/guardians on the School Site Councils. The following is an action step in the 2025-26 LCAP: Utilizing site-based, collaborative decision-making, School Site Councils will develop priorities, goals, and budgets to further implement actions that foster the achievement of all students and close opportunity gaps (AUHSD LCAP Action Step 2.11, 2025).|A review of academic performance data from the Dashboard and District-based sources indicates the persistence of academic opportunity gaps for specific student groups, including English language learners, students with disabilities, students from low-income backgrounds, Black / African-American students, and Hispanic students. Educational partners, through surveys and focus groups, indicate that opportunity gaps must be addressed. Partnering with the parents of English learners is key for student success. AUHSD staff continue to implement strategies to strengthen communication with parents/guardians of English language learners. With new translation software, staff are able to easily translate important school information, and attendance at the schools' English Learner Advisory Committee (ELAC) meetings and the District's English Learner Advisory Committee (DELAC) meetings continues to increase. To strengthen the partnership between AUHSD and the parents/guardians of Black/African-American students, Hispanic students, and students with disabilities, AUHSD will continue to build engaging, informative, and relevant programming for the Black/African-American Advisory, the DEIB Advisory, and the Special Education Parent Advisory. These priorities are reflected in the current Local Control and Accountability Plan (AUHSD LCAP Action Steps 2.4, 2.6 & 2.7, 2025).|To ensure that parents/guardians receive clear information about school programming and student progress, AUHSD staff receive extensive training on the District’s learning management system. Through this system, parents are able to see detailed information about academic progress and engage in two-way communication with teachers. The system also provides easy, online access to academic support materials that students and families can utilize at home. Teachers and administrators receive annual professional development on effectively implementing Section 504 support plans and Individualized Education Programs – both require extensive partnership with parents/guardians. Counselors also receive ongoing professional development on how to best facilitate effective four-year academic planning meetings with students and parents/guardians. Through the required registration process at the beginning of the school year, AUHSD notifies parents of their educational rights, with key information readily available on the AUHSD website. Parents of students with disabilities and parents of English learners receive regular notices of their legal rights. Each school has a Wellness Center, and staff in these centers provide resources and programming to directly support students with respect to social-emotional well-being.|AUHSD has expanded orientation programming for new teachers and counselors, and much of this programming addresses how best to partner with families to foster student success. During the school accreditation process and the process for developing the Local Control and Accountability Plan (LCAP), parent input indicated a desire for strengthening the process for academic planning and college-and-career planning. In response, AUHSD is expanding the four-year academic planning process to include an online module that will allow parents/guardians to stay informed about academic pathways for college and career success. AUHSD has also identified a need to provide additional college and career planning support for students whose parents/guardians attended college in another country. These families may not have a high level of awareness about the U.S. college admissions process, so focused programming is needed. AUHSD is also expanding college and career planning for students from low-income backgrounds, and the District's LCAP has a new metric to monitor progress on this priority (AUHSD LCAP Metric 2.16, 2025).  The effective use of the learning management system will also provide parents/guardians with critical information to provide support at home. The following is an action step from the LCAP: Increase the effectiveness of Canvas, AUHSD's online learning management system. Through the use of course templates, professional development, and clear expectations, AUHSD will support teachers in the development of Canvas accounts that provide students and their parents/guardians with easily accessible, comprehensive, and up-to-date information about assignments and grades. Administration and site Canvas Teacher Leads will facilitate this work (AUHSD LCAP Action 1.10, 2025).  AUHSD is also looking to improve the Student Study Team model to allow for an increased number of proactive meetings with staff, students, and parents/guardians to address academic and/or social-emotional issues. The following is an action step in the 2025-26 Local Control and Accountability Plan: Further develop the effectiveness of site-based intervention teams, including Student Study Teams and Student Review Teams. These teams will develop their capacity to effectively implement Tier 1, 2, and 3 academic support, as well as social-emotional support (AUHSD LCAP Action Step 2.9, 2025).|During the Local Control and Accountability Plan (LCAP) development process, staff and educational partners identified the need to strategically examine and improve the effectiveness of college and career services. There will be a specific focus on how college and career services are supporting students with disabilities, Hispanic students, Black / African-American students, and low-income students. AUHSD has metrics for measuring how well the District is serving these student groups with respect to college and career planning. For example, a new metric for the 2025-26 Local Control and Accountability Plan will address how College and Career Centers are serving low-income students: College and Career Centers and Low-Income Students -- % of students from low-income background receiving comprehensive college and career services (AUHSD LCAP Metric 2.16, 2025).   To better assist students and their parents/guardians as they plan for post-secondary opportunities, AUHSD will implement a new online college and career planning platform.  Based on quantitative and qualitative data, AUHSD also needs to strengthen lines of communication and partnerships with parents/guardians of English language learners. The District recently adopted a revised English Learner Master Plan (May 2023), and the plan emphasizes strong family-school partnerships.|General parent/guardian input is received via surveys and listening sessions. Through these feedback tools, parents/guardians provide input on the District's strengths, areas of growth, and priorities. During the annual Local Control and Accountability Plan development process, District staff hold site-based parent input sessions at all of the schools for in-person dialogue about goals, metrics, and action steps related to the LCAP. Ongoing parent/guardian input and collaborative decision making comes through the various parent advisory groups: the Black / African-American Advisory, DEIB Advisory, Special Education Parent Advisory, Coordinating Council Parent Leadership Group, District English Language Advisory Committee, site-specific English Language Advisory Committees, and School Site Councils. Parents/guardians serve on School Site Councils and therefore play a key role in establishing and implementing the goals and action steps of each site’s School Plan for Student Achievement (SPSA). All AUHSD schools maintain full accreditation through the Western Association of Schools and Colleges (WASC), and to receive such an accreditation, there must be extensive school-family partnerships.|AUHSD has made tremendous progress in expanding the District English Learner Advisory Committee (DELAC), but during the 2023-2024 school year, only 31% of English Learners had a parent/guardian attend a DELAC event. This percentage increased to 33% in 2024-2025, but the District has a three-year goal of 40%. Parent participation in DELAC events is critical, so the District is looking to increase participation. The District's Special Education Parent Advisory is active at the District level, but there are requests for more site-based events and programming for parents of students with disabilities.|The challenges associated with translating presentations and materials during DELAC meetings can often serve as a barrier for meaningful input from families. The District is bringing additional multilingual community members to assist during these meetings; in addition, the District has invested in online translation software. To increase engagement of families with students with disabilities, staff and parent leaders on the Special Education Parent Advisory held regular meetings at the school sites in 2024-2025. These meetings provided a venue to strengthen the school-home partnership.|5|5|4|5|5|5|4|5|5|4|5|4|Met||2025-06-04|2025
07616480000000|Antioch Unified|3|Family events and activities have flourished, spreading across the district, offering abundant opportunities for families to actively participate and strengthen their bonds with school communities. The growth of athletics and performing arts programs has been remarkable, attracting a greater number of students and, consequently, fostering stronger connections with even more families.  Restorative practices and community circles expanded dramatically across schools to help rebuild school communities by developing relationships and resolving conflicts between students, staff, and/or families.  An Alternative to Suspensions program was implemented at most secondary schools and a few elementary schools with success and yielded a positive response from parents. Family events and activities have flourished, spreading across the district, offering abundant opportunities for families to actively participate and strengthen their bonds with school communities. The growth of athletics and performing arts programs has been remarkable, attracting a greater number of students and, consequently, fostering stronger connections with even more families.  Restorative practices and community circles expanded dramatically across schools to help rebuild school communities by developing relationships and resolving conflicts between students, staff, and/or families.  An Alternative to Suspensions program was implemented at most secondary schools and a few elementary schools with success and yielded a positive response from parents.  Additionally, every school in AUSD maintains a fully compliant School Site Council (SSC) and English Learner Advisory Committee (ELAC), which has the appropriate membership and meets regularly to review, inform, and approve programming decisions.  SSC representatives annually attend SSC training so new and returning members know their roles and responsibilities as voting delegates of the SSC.  Educational Services provides resources and training to assist site administrators, school leadership, and SSCs in conducting a thorough needs assessment to develop an aligned Single Plan for Student Achievement for site approval before moving on to AUSD Board approval.|Educational partners, parents, and families attend in-person, virtual, and hybrid meetings to provide flexibility and access for more parents to attend.  A district wide survey was given to parents to solicit their feedback on ways to improve our services.  Site and district educational partner and parent meetings were held to share ideas on how to increase parent engagement efforts at the site and district level.  Some ideas that were suggested are to have parents at drop off and pick up to greet other parents, get parents involved in sports activities, and encourage them to coach teams, and train parents on restorative practices.|AUSD educational partners shared a number of suggestions to stay connected to their child's progress and informed about important notices and events, particularly with our underrepresented families.  One strategy recommended by our educational partners was for an improved, user-friendly, communication system for parents. For this reason, AUSD has contracted with ParentSquare and Attendance Plus, a better communication system for families to stay connected to their child's progress and informed about important notices and events. District and school staff will work together to assist parents at the beginning of each school year with establishing their parent portal accounts.  Giving parents written directions or announcements is not enough.  There was also a request for training for parents on how to navigate the education system and how to support their children with schooling.  Parents of students with disabilities requested not only training, but opportunities for parents to come together in support of one another.  Finally, educational partners requested more access to community resources available to support families. A community needs assessment was conducted in the 2024-2025 school year in conjunction with the Community Schools Planning Grant through an outside agency. The district report noted the following recommendations: hire AUSD families as bilingual family liaisons; immerse school functions in the community; increase and improve district communications about positive developments; ensure consistent communication and relationship-building between educators and families; and continue to invest in and refine existing structures for student and family leadership.|AUSD conducts multiple rounds of parent/teacher conferences throughout the year.  The conference structure includes student progress on identified priority standards and proficiency scales.  Parents are informed of the progress their child(ren) is making and share skills their child(ren) needs to reach grade-level standards mastery.  AUSD will guide and support teachers who would like to involve their students in the parent/teacher conference process by having students share with their parents their growth and next steps using the proficiency scales.  Ongoing professional development is scheduled to provide training and practice for teachers and site administrators in using standards mastery-based learning and student achievement data to inform parents of student outcomes.|AUSD's greatest area of need is focused on identifying effective ways to engage our hard to reach parents.  Some parents have communicated during educational partner meetings that they have not always felt respected while on some school campuses. Building relationships takes time to connect with families, especially with those who feel marginalized within our educational system.|AUSD is committed to examining how racism and unconscious bias manifest in our educational system and how we can work together for equity and social justice.  This needs to be addressed to fully understand and appreciate the importance of meeting our underrepresented families where they are so genuine partnerships are built, and student outcomes can soar.  AUSD's District CARE Team merged with AUSD's School Attendance Review Board in the 2024-2025 school year with a renewed focus on supporting students and families when site-based supports are unsuccessful.  A bilingual attendance liaison was hired to lead this work. AUSD will also begin implementing Community Schools at select secondary schools in the neighborhoods with the greatest needs to provide resources for students and families.|AUSD has actively engaged its school community in processes that support the development and implementation of the LCAP. Educational partners' involvement includes participation by parents, students, administrators, AUSD staff, the Contra Costa County Special Education Local Plan Area, and community members in the review and evaluation of LCAP initiatives, along with the development of the 2024-2027 LCAP goals and actions. An LCAP Advisory Committee met during the 2024-2025 school year and members of this body included representatives from school sites, students, AUSD Educational Services staff, the Antioch Educators Association, the California School Employees Association, and other District advisory groups such as the District English Learner Advisory Committee (DELAC), the Parent Advisory Committee (PAC), and the African American Parent Advisory Committee (AAPAC). Additionally, an electronic survey was shared with all educational partners in AUSD to solicit a broader range of feedback and recommendations.  The composition of the LCAP Advisory Committee helped to ensure a focus on high-needs students who generate Supplemental and Concentration grant funds. Committee members had the opportunity to review data, ask questions, provide feedback, and generate recommendations. The AUSD Superintendent responds in writing to any questions from the LCAP Advisory Committee, DELAC, and PAC.|AUSD requires each school to submit the names and contact information for the educational partners who will serve as representatives of their school at LCAP, DELAC, PAC, and AAPAC meetings.  Direct contact will be made to those representatives to ensure they are informed of upcoming meetings and schools and representatives will be contacted if they do not attend meetings regularly.  Ad hoc committees have also been formed by the Board of Education to make recommendations on focued areas, such as equity and special education.|AUSD will begin by working with school staff to assist parents at the beginning of each school year with establishing their parent portal accounts in ParentSquare so families are aware of important meetings.  Our educational partners have also recommended providing food or hosting a potluck for meetings and personally reaching out to educational partners to encourage their attendance at important decision-making meetings.  When surveying our educational partners regarding their preference for meeting structures, the overwhelming response was to hold half of the meetings virtually and half in-person.  This would allow opportunities to authentically build community while providing some flexibility for attendees who have difficulty attending in-person.  Lastly, we will continue to utilize surveys to collect feedback and input from a broader group of educational partners across the district.|4|4|4|5|4|4|5|4|5|5|5|4|Met||2025-06-25|2025
07616480115063|Antioch Charter Academy II|3|ACAII has several strengths in building relationships with parents. Every level has a Back to School Night to review how parents can support student learning at home. Teachers offer to meet with families and students to discuss student progress and ways to work together to support improved student outcomes during twice yearly conference weeks and other conference times throughout the year. Staff members attended monthly “Second Cup of Coffee” meetings to update families on happenings around the campus and share a little about themselves. A wide variety of ways for families to volunteer encourages participation and allows families and staff the opportunity to know each other.  The school provides Parent Rights to families whose students have IEPs and/or 504s. The steps for a parent referring their child for an evaluation for additional services are in the Family Handbook and on the school website. Newsletters, Gradelink, and school documents include Spanish translations. Translators are provided for conferences when needed. In 2024-2025, a Dia De Los Muertos school event was held for the first time, with many families attending.  A home survey to gather information about cultures and traditions was created during the school year, however, few families responded.|A continued focus area of improvement is to increase the participation of underrepresented families, especially those that are non-English speakers.  This year, a new ELAC (English Language Advisory Committee) was created.  The ELAC made recommendations for getting more Spanish-speaking families involved, and the school will be implementing some of those suggestions.|For 2025-2026, three actions will continue to be included as part of LCAP Goal 4 to improve engagement of underrepresented families:   -Conduct ELAC (English Language Advisory Committee) meetings at least every trimester to gather parent input - Hold at least one school wide event/celebration highlighting cultures - Create a home survey to gather information about cultures and traditions and give it to all families at the beginning of the year.  Additionally, although this is not an LCAP goal, the school will be implementing a new communication system called School Status, which will allow families to communicate by text with the office, teachers, and staff instead of just email and phone.  School Status automatically translates to the language of family preference.|ACAII has several strengths in building partnerships for student outcomes. There are multiple opportunities for 2-way communication between family and educators, including parent-teacher conferences held twice yearly, and email communication between teachers and parents.   Throughout the year, Parent Education Program (PEP) meetings are held to inform parents of components of the school program. Some topics are chosen based on a parent survey.  The school counselor included tips for parents in the weekly school newsletters and curated parent resources on a private school website page.  Two weeks are scheduled to allow for parent-teacher conferences in November and March. Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals. Students bring home weekly reports of work completed or parents have access to an online grade book or Google Classroom where they can view student progress.|The focus area for improvement in Building Relationships Between School Staff and Families is to increase the participation of parents and caregivers whose first language is not English.|ACAII will improve the engagement of underrepresented families by continuing to host an English Learner Advisory Committee (ELAC) in 2025-2026 to increase the input and participation of families that speak languages other than English at home.  A translation system (similar to tour guide translation devices) was purchased to allow translation during meetings such as Back to School nights or other parent meetings. As mentioned previously, the new School Status system will allow families to communicate via text message in additional to other forms of communication, in the language of their choosing.|ACAII supports families in advocating for their own students and all students. The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years. Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth. Multiple surveys are sent to families in English and Spanish to gather information and seek input annually.  ACAII supports family members in engaging in advisory groups. A Parent Advisory Committee for Special Education developed a curriculum for Ability Awareness Week. Each classroom level used a set of activities to help students better understand what it's like to live with different disabilities. The new ELAC committee met to suggest how the school can better support ELs and involve families whose first language is not English.    The Family Network is ACAII's parent group that plans multiple activities for families and staff to interact while raising money for the school program. During the 2024-2025 school year, the FNB planned a Back to School Bash, a Friendsgiving Vendor Fair, a Walk-a-Thon and a Silent Auction. These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall.  Additionally, staff planned a Dia De Los Muertos event and a chili/soup cook off movie night.  Surveys are sent to families at least annually to gather input and feedback for areas of successes at the school and areas of growth to include for future goals.|During the 2023-2024 school year, ACA2 completed a self-study for WASC.  During this process, it was determined that many families are unfamiliar with the Charter Council, which is the governing board of the school.   One action item added to the school action plan beginning in 2024-2025 is to increase school community awareness of the Charter Council responsibilities and accessibility of meetings.|ACAII will improve the engagement of underrepresented families by continuing to implement an English Learner Advisory Committee (ELAC) in 2025-2026 to increase the input and participation of families that speak languages other than English at home.  As part of the ELAC process, parents will be informed about the role of Charter Council and the ability of parents to speak at the Charter Council during public comments.|4|5|4|5|5|4|5|4|4|4|4|5|Met||2025-06-19|2025
07616480137430|Rocketship Delta Prep|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
07616486115703|Antioch Charter Academy|3|ACA has several strengths in building relationships with parents.  ACA uses a variety of communication tools such as email, social media, Class Remind, and Track It Forward.  Each year begins with a Back To School night to help introduce parents and teachers and to provide an opportunity for 2-way communication between families and educators.  There are also monthly opportunities for parent and teacher engagement, such as Charter Council meetings, Family Network meetings, and parent-teacher conferences.  Meetings were held on Zoom and in person to allow for more participation from parents and families. Translators are provided for conferences when needed. At the end of the school year, a meeting was held for all the parents/families of the ELL students.  This meeting was used as a way to review the new Summative ELPAC score reports and also to educate the parents/families about the new ELAC being implemented next school year.|A continued focus area of improvement is to increase the participation of underrepresented families, especially those that are non-English speakers. An area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish.|In 2024-2025, ACA created an ELAC, elected an ELAC Board from parents of ELL students, and held three meetings during the school year to support the ELL students and families at ACA.|ACA believes parents/families are an integral part of each student's education.  ACA values building partnerships with parents/families all year long.  Each month, there are at least two scheduled minimum days to allow for parents and teachers to meet.  At the end of the first and second trimesters, there is also a full week of minimum days to allow for parents and teachers to meet.  Students in grades TK-3 are allowed to attend conferences with their parents and teachers.  Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals.  Staff members who are fluent in multiple languages are part of these conferences to support parents and teachers during conferences where translation is needed.|ACA's focus area for improvement is to create a way to communicate to parents/families more specific information about exactly what area/content their student is working on and how the parents can best support that learning at home.|In 2024-2025, ACA created an ELAC, elected an ELAC Board from parents of ELL students, and held three meetings during the school year to support the ELL students and families at ACA.|ACA supports families in advocating for their own students and all students.  The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years.  Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth.  Each month, parents are invited to attend the Charter Council meetings and the Family Network meetings to learn more about ACA and to have a voice in the decisions being made.|The Family Network is ACA's parent group that plans multiple activities for families and staff to interact.  Each year, the Family Network plans and hosts events that are free to families, such as a movie night, a winter craft & social night, and an end-of-the-year party.  The purpose of these events is to create a sense of community at ACA.  The Family Network will create a calendar during the summer of 2025, so that it can be made available to all parents for the 2025-2026 school year, in hopes that parents/families will be able to plan ahead and be able to attend the planned events.|In 2024-2025, ACA created an ELAC, elected an ELAC Board from parents of ELL students, and held three meetings during the school year to support the ELL students and families at ACA.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
07616550000000|Brentwood Union|3|BUSD is focused on building partnerships for student outcomes. To this end, some sites engage in student-led conferences. BUSD also conducts two parent conferences yearly and has strong parent organizations (School Site Councils, English Language Advisory Committees, and Parent Clubs/PTAs).|BUSD is focused on underrepresented families. This work is further explained in text box #3|BUSD is committed to ensuring that parents and guardians of all student groups have access to and are involved in our schools. This includes building relationships with all parents and guardians, with a focus on our families who may not often get involved. To this end, BUSD has established committees comprising diverse voices to provide feedback and guidance on the next steps in enhancing relationships between school staff and families. Our Diversity, Equity, Inclusion, and Belonging group, as well as our Site Culture and Climate Committees, are a few examples.|BUSD builds strong partnerships with families that are focused on student outcomes. BUSD conducts two parent conferences each year and provides ongoing and daily access to academic student performance through online portals.|BUSD continues to reach out to families of underrepresented groups. This is our focus for improving partnerships focused on student outcomes.|BUSD is committed to ensuring that parents and guardians of all student groups have access to and are involved in our schools. This includes building relationships with all parents and guardians, with a focus on our families who may not often get involved. To this end, BUSD has established committees comprising diverse voices to provide feedback and guidance on the next steps in enhancing relationships between school staff and families. Our Diversity, Equity, Inclusion, and Belonging group, as well as our Site Culture and Climate Committees, are a few examples.|BUSD has strong parent organizations (PTA, Parents Clubs, School Site Councils, English language advisory committees, etc). BUSD also uses the Local Control Accountability Educational Partner process to engage in a comprehensive feedback process.|BUSD continues to reach out to families of underrepresented groups. Our focus on improving partnerships is on seeking input for decision-making.|BUSD is committed to ensuring that parents and guardians of all student groups have access to and are involved in our schools. This includes building relationships with all parents and guardians, with a focus on our families who may not often get involved. To this end, BUSD has established committees comprising diverse voices to provide feedback and guidance on the next steps in enhancing relationships between school staff and families. Our Diversity, Equity, Inclusion, and Belonging group, as well as our Site Culture and Climate Committees, are a few examples.|4|4|4|4|4|4|4|4|4|4|4|3|Met||2025-06-18|2025
07616630000000|Byron Union Elementary|3|Our district, campuses, and teachers regularly communicate with parents through emails, texts, newsletters, phone calls, and other communications. Our parent conferences include evening hours for better accessibility. All campuses host campus events, such as coffee with principal, performances, and activities. Our new communication systems allow for automatic translation into the contact's preferred language and distribution in multiple media. Principals at each school send out weekly communication and have regular principal coffees. Use of the district and campus websites and parent portal (available through the student information system) provides parents with up-to-date information. Through formal and informal methods, families are provided with information to support their students’ academic and social-emotional learning.  Additionally, seeing the principal and teachers during drop-off and pick-up reinforces a welcoming environment. Family and community members have multiple opportunities to serve on campus and district committees.  One success is the elementary “Sneak a Peak” evening, giving families the opportunity to meet teachers, get to know the campus, complete registration, and engage with parent groups. At Excelsior middle school, spring Open House has been expanded to include student performances and welcome sessions for students and families moving up from elementary.  Parent conferences are held twice each year. These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school. Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Another example of engagement is 100% of our families of students with special needs participated in the IEP process.  Additionally, our Parent and Community Liaison regularly supported communications about district programs, school events, and classrooms, as well as providing translation services in supporting our Spanish-speaking families. Also, we have build a relationship with Village Community Resource Center (VCRC), an organization that provides services for families in our community, partnering in building connections through hosting LCAP input meeting and middle school-high school inter-district collaboration for English Learner families. Parents and guardians also serve on district and campus committees as well as provide input on our district LCAP and campus SPSAs.|Based on our LCAP, we have prioritized increasing student recognition events, increasing student and community events and more opportunities to collaborate. Our district will address these needs through a multi-pronged approach.  All campuses are making it a priority to ensure there are multiple opportunities for student recognition that families can attend. Additionally, most board of trustee meetings will include a highlight of students, such as school honors earned, RFEP of English learners, and more. Campuses and the district will work in partnership to promote parent education events to provide information about how they can be a partner in student learning. We will also continue our fun campus events whose goals are to build community, such as Booville at Discovery Bay.   Strong relationships are key to improving student outcomes. Strong, positive relationships between the school, teacher, and families will improve the efficacy of our Multiple Tiers of Student Support (MTSS), Student Study Team meetings, and IEP meetings. Ensuring parents and families are clear on the data, supports, and legal rights and are encouraged to ask any questions they may have help to deepen the relationships. We will strive for greater consistency in these areas. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared. Building partnerships with parents about the importance about school attendance and its role in improving student outcomes is another area of focus.  Finally, we will continually review our methods of communication to ensure all are received and they are accessible to all families.|Building relationships with underrepresented families has been identified as a need when our current LCAP was written. The district is beginning our work on diversity, equity, inclusion, and belonging, which will include looking at how we are supporting all our students and families. We are planning to host parent nights and academies both on and off the campuses as well as expanding our partnership with community organizations serving this population, such as VCRC. As we build our network of committees, we will specifically recruiting membership from our unduplicated student families and other underrepresented groups, on our campuses (school site council, PTA, ELAC) and district (climate & safety, finance, DELAC, LCAP). We will also look for opportunities to create affinity groups when interest is shown. Additionally, we will more greatly utilize our partnership with a county mental health network to provide to our families.   We will continually review our methods of communication to ensure all are received and they are accessible to all families. The one-click option to translate the communication into preferred languages improves our ability to engage with underrepresented families.|Our district has a deep appreciation for the importance of parent involvement. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning that includes a focus on effective communication modes, which help build and maintain positive relationships between all parents and the school.  Nearly all communications are translated into prefered language for better access. Staff at each of our school sites provide welcoming environments for all families in our community. Teachers and site administrators communicate regularly with families and are visible and accessible on campus daily. Principals at each school send out weekly communication and have regular principal coffees. Our elementary schools hosted welcome events for incoming students, allowing them to visit classrooms and socialize with staff and the community. Back-to-School at our middle school allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year.  Parent conferences are held twice each year.  These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school.  Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Another example of engagement is 100% of our families of students with special needs participated in the IEP process.|Utilizing an MTSS approach to expand our systems for support for academics, behavior, and social emotional outcomes continues to be a focus. Student Study Team meetings will provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need. IEP meetings will continue to be held for students who have assessed learning disabilities, ensuring information specific to their legal rights is provided and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared. Building partnerships with parents about the importance about school attendance and its role in improving student outcomes is another area of focus.  Expanding our partnerships with families about the importance about school attendance and its role in improving student outcomes is another area of focus. While improvement was made last year, there is still significant effort required to lower our chronic absenteeism rate and average daily attendance.|Feedback specific to underrepresented families is sought out via parent surveys and meeting with parents in small group settings on campus and through community partnerships, such as VCRC. Our Parent and Family Liaison also supports improved engagement of underrepresented families. As we build our network of committees, we specifically recruiting membership from our unduplicated student families and other underrepresented groups, on our campuses (school site council, PTA, ELAC) and district (climate & safety, finance, DELAC, LCAP). We are looking forward to expanding our engaging in-person family learning nights to draw families onto our campuses.   Our district communications will continue across our website, social media, texting, and phone calls. The one-click option to translate the communication into preferred languages improves our ability to engage with underrepresented families. We will add parent education opportunities throughout the upcoming school year, with a focus on meeting the needs of our underrepresented families through the addition of childcare and translation.|Educational partners, including students, parents, and district staff are able to engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Byron Teachers Association (BTA), Classified School Employee Association (CSEA), District Leadership Council, District Cabinet, and district Safety, Climate, and Finance committees. Parent input and involvement in the development and annual review of districtwide and site-based objectives (LCAP) occurs via participation in scheduled meetings and surveys at the site and district level. All materials were provided in English and Spanish, with translators present at several meetings. Additionally, we attended meetings and gave presentations at community meetings to increase the input received, especially from our unduplicated student families.   Our families are also provided the opportunity to review and provide input on a variety of district and site plans and policies, including LCAP, SPSAs, Engagement, English Learners, and needs assessments.  In general, with communications across our website, social media, texting, and phone calls with a one-click option to translate the communication into preferred languages improves our ability to engage families and seek their input.|The LEA is focusing on several key areas to improve decision-making through enhanced stakeholder input. A primary focus is increasing parent engagement by implementing home visits, utilizing social media, organizing family nights, and providing more volunteer opportunities. These efforts aim to create stronger connections between families and schools.  Additionally, the district plans to expand parent education by offering more sessions on topics such as structured literacy and technology. These sessions are designed to help parents provide more informed input into the decision-making process.   Efforts will also be made to develop the membership of campus and district committees to ensure they are representative of all stakeholders. This inclusivity will help capture a wide range of perspectives and needs.  To support these initiatives, the district will continue to seek out and share valuable resources during principal and school community meetings. Finally, strategies will be explored to improve stakeholder participation in surveys and meetings, ensuring that a broad spectrum of voices is heard in the decision-making process.|We will improve input from under-represented families through additional outreach and utilizing community partners. District will explore resources to provide support to teachers and principals to improve a school’s capacity to collaborate with families. As we build our network of committees, we will specifically recruiting membership from our unduplicated student families and other underrepresented groups, on our campuses (school site council, PTA, ELAC) and district (climate & safety, finance, DELAC, LCAP).  To improve input during the self-reflection process, we will ensure the different committees have the opportunity to participate as we complete the process.|4|4|4|5|4|4|4|5|4|3|4|4|Met||2025-06-12|2025
07616630130930|Vista Oaks Charter|3|Vista Oaks staff members view their relationships with students, parents/guardians, and all stakeholders as a collaborative partnership to ensure student academic and individual success. Regular professional development and survey results are provided to support teachers and staff in developing and maintaining these trusting and respectful relationships. 97% of families reported that they are important partners with the Vista Oaks staff and 98% report that Vista Oaks keeps them well-informed about school information, activities, and ways their family can participate.  Through the independent study and homeschool model, Vista Oaks staff is able to foster a relationship with families that supports student learning and development in the home. In addition to one-on-one meetings with families, staff has regular communications to provide guidance. Furthermore, Vista Oaks held numerous workshops for students and parents/guardians. The school hosted 12 virtual and/or in-person parent workshops during the 2024-2025 school year and found that this was a very effective method to reach more families. Vista Oaks' staff often collaborated with parents when planning and presenting the workshops. A variety of topics were covered, including Back-to-School Kick-Off; The Homeschool Zone: Gathering Tools to Build your School Year; All Things High School: Find Your Future; Share and Connect: Parent Collaboration; Math Building Blocks: Unleashing Your Inner Mathematician; Courageous Conversations: Unwinding Anxiety and Boosting Social Skills; Make It, Take It: I want to love Writing and Math; and Curriculum Extravaganza. Also, the school held four School Site Council meetings, Parent Advisory Committee Meetings, and parent input meetings for students with disabilities. Vista Oaks’ academic counselor held college and career activities in which parents were encouraged to attend virtually and in-person, as well.     Vista Oaks sees transparency as a critical part of the school’s success. Thus, families are given a school handbook stating parents rights and the process and policies to exercise their rights. In addition, the handbook is available on the school’s website along with the LCAP, Board Meeting agendas, WASC Self-Study Report, and other resources. Building and maintaining relationships with families aligns with the goals set in the LCAP and are frequently monitored by the staff.|Vista Oaks is always striving to build strong school staff and family relationships that include trust and respect. 43% of families report that their student would benefit from additional resources on stress and anxiety and 33% for social skills. In addition, 95% of families report that the school and staff care about the success of their children. Improving resources on social emotional learning and mental health will be an area of focus so that the school families can partner to meet the needs of all students. The school plans to improve this area by: • equipping staff with professional development on social emotional learning and executive functioning skills. • providing resources for families on the school website, at each school site, and from advisors as applicable on social emotional learning, executive functioning skills, and mental health. • students having access to a school psychologist, when appropriate.  Through these methods, there will be an increase of communication and relationship building with families to meet the needs of students.|Engaging underrepresented families in building relationships between school staff and families is vital in the success of the school. Vista Oaks will continue to improve the engagement of underrepresented families by • continuing to hold input meetings specifically for families of our students with disabilities, which is approximately 20% of the school population.  • having advisors personally reach out to families about school activities, input opportunities, and other ways to participate in the school community. • providing staff professional development opportunities that focus on topics of culturally responsive, equitable, and inclusive teaching.  Vista Oaks will strive to engage underrepresented families and continue to provide a school environment where are students are welcome and are set up for success.|Vista Oaks is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create an individualized plan to meet the unique needs and background of each student. To build strong relationships, Vista Oaks communicates regularly with parents, students, and other educational partners through many methods. These include • monthly one-on-one meetings • frequent phone calls/text messages and email • weekly newsletters • a robust school website • a translator when needed for phone calls, school resources, and IEP or 504 meetings  These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school programs.  To help our families connect to the greater school community, as well as support learning at home, Vista Oaks hosted 12 virtual and/or parent workshops during the 2024-2025 school year. These workshops continue to be well  attended with a total of over 400 parents/guardians attending. In addition, the school held four School Site Council meetings. Staff members were effective at recruiting underrepresented families. 94% of families reported that Vista Oaks promotes academic success for all students.  Additionally, the school completes several electronic input surveys each year that also informs the LCAP and school goals.To do this, the survey will be more widely advertised and staff will emphasize its importance when meeting with families and students.|One area that Vista Oaks is continually working on is to provide targeted support to our parent-educators based on the needs of their students and their areas of strength and improvement. Math is a school wide area of focus and 20% of parent-educators reported that they struggle with math instruction and 29% with student motivation. In collaboration with parent-educators, the school is providing professional development opportunities for staff and parent-educators from an expert to help increase student mathematical understanding and performance. In addition, the school will offer parent-educator workshops with students to continue the math focus and learning.|Vista Oaks will actively encourage underrepresented families to participate on School Site Council, provide frequent feedback to their advisor, and participate in school wide surveys. In addition, advisors will work closely with the families to develop personalized learning plans. Families with high school students will also be provided opportunities to meet with the academic counselor and attend college and career workshops. By building a partnership between families and staff, there is an increase of positive student outcomes.|As an independent study charter school that supports homeschool families, Vista Oaks is committed to family engagement and educational partner input in seeking input for decision-making. As well as ongoing communication on a weekly basis through newsletters and regular teacher communication with parents and students, our teachers meet at least once every twenty days for one-on-one meetings with parents. In addition, our staff hosts many workshops throughout the year and ask for input about the relevant topics. Our Staff and parent educators collaborate on many of the parent workshops. Through building close relationships with our school community members, Vista Oaks is able to gather frequent and valuable input formally and informally.   Vista Oaks uses various methods for seeking educational partner input, such as K-8, High School, Students with Disabilities, and school site input meetings, School Site Council, and Parent Advisory Committee. In addition, a school wide survey was sent to parents, families, and students in Spring 2025 and the Vista Oaks had over 380 responses. A staff survey was sent out, as well. Results from this data and input include: • 95% of families reported that they are respected as an important part of the decision making for their child’s education. • 98% of staff reported that Vista Oaks promotes academic success for all students.  • 92% of students report that Vista Oaks is a place where adults treat all students with respect.  • 98% of staff also indicated that the school sees them as important partners.  Vista Oaks is a welcoming and thriving community that highly values educational partner input to make thoughtful and strategic decisions that meet the needs of all students.|Through the homeschool model, staff is able to gather valuable input from families frequently. However, our participation in input meetings could be improved. Vista Oaks will advertise input meetings in the weekly newsletter, emails, and have advisors invite families. This aligns with the 2025-2026 LCAP and will be monitored by staff.|While the schoolwide survey and input meetings help to inform staff of the school climate, participation needs to continue to increase to ensure that underrepresented students and families have easy access to the survey. Staff will notify families when surveys and input meetings are available. In addition, staff will highly encourage families to participate in school opportunities, such as School Site Council. It is essential to hear all voices so that the school can make educated decisions in ensuring all students succeed.|5|5|4|5|4|5|5|5|5|4|4|4|Met||2025-05-19|2025
07616710000000|Canyon Elementary|3|Communication has improved a lot at Canyon School. All teachers in the 25-26 school year held conferences with every family and sent weekly newsletters. Weekly CATSS coffees, and monthly CATSS and CEF reports at Board Meetings also are current strengths. First Wednesday CATSS coffees, where parents and staff could mix in an informal setting, followed by LCAP committee meetings is another strength. Launching our revamped website and social media pages should build on these strengths as has the adoption of Catapult as a communication system. LCAP Townhall and Parent Education nights were also successful, this should be expanded upon in the 25-26 school year. After school Enrichment Expo was another new development in the 24-25 school year was also a strength. On going fall and spring performances are a tradition at Canyon for almost 50 years and perhaps are the greatest strength of the school, along with Women's history night they are the most well attended events at Canyon. Ongoing availability for parents to comment at Board Meetings and meet with staff to communicate is another strength of Canyon school.|Making sure that we continue to lean into restorative practices when there are any issues in our community and above retaining staff should be the focus of improvement in this area.|It is really important that new families and new staff at Canyon have a  buddy or mentor family or board member assigned to them so they feel welcome and engaged with the different volunteer opportunities at Canyon. The volunteer coordinator positions in this area were a big improvement this year, making sure those positions are filled and orientations for food service, grove supervision, academic support, and field trip volunteers happen and are welcoming will be key to future success.|CATSS and CEF are exemplary partnerships to support student outcomes. Creating processes so these partnerships are always standard aligned and student focused made positive progress in the 24-25 school year. Process for Independent Study, Study Trips, and Academic Support were all installed in the 24-25 school year. Partner support regarding Math, Literacy, and Arts were all highlights in this area.|Making sure that these partnerships are targeted on student need derived from data and aligned with classroom instruction are important next steps.  Making sure that Independent Study, Study Trips, and Academic Support in class are targeted and data driven is our focus area and that volunteers feel welcomed and appreciated at all times is an area of improvement.|It is really important that new families and new staff at Canyon have a  buddy or mentor family or board member assigned to them so they feel welcome and engaged with the different volunteer opportunities at Canyon. The volunteer coordinator positions in this area were a big improvement this year, making sure those positions are filled and orientations for food service, grove supervision, academic support, and field trip volunteers happen and are welcoming will be key to future success.|CATSS and CEF are parent and staff driven organization that are the main foundations of the school in terms of events, engagements, appreciations, fund raising and decision making. Key member of CATSS and CEF are on the LCAP Committee and Facilities Committee. These are all strengths. LCAP Committee attendance and participation improved this year as did the number of staff students and parents that took our LCAP Survey|Communication and reaching a broader number of families is still our focus for the 25-26 school year. There were significant improvements in this area in the 24-25 school year but there is still room to grow. When disgagreements arrive it will be important to stay focused on restorative solutions to improve staff retention.|It is really important that new families and new staff at Canyon have a  buddy or mentor family or board member assigned to them so they feel welcome and engaged with the different volunteer opportunities at Canyon. The volunteer coordinator positions in this area were a big improvement this year, making sure those positions are filled and orientations for food service, grove supervision, academic support, and field trip volunteers happen and are welcoming will be key to future success.|4|4|4|5|4|4|5|5|4|4|5|5|Met||2025-06-20|2025
07616970000000|John Swett Unified|3|The District understands the significance of partnering with families and the community, providing diverse ways for parents and community members to collaborate and be involved. Recognizing the importance of parent voice and partnership, the District convenes a Parent Advisory Council (PAC). This committee, facilitated by parents and/or community members, meets monthly to build strong relationships within the parent community and encourage active involvement, ensuring all parents feel welcomed and included. The principals also engage in outreach to families using electronic newsletters and updates. Also, our Community Schools Action Team (CSAT), which is part of the Community Schools Grant in our District, actively reaches out to families for input and involvement. A Welcome letter for new students/families was created for the High School with links, information , and resources about the school in both English and Spanish.|The Parent Advisory Council (PAC) is active in discussing needs at the schools and in proposing actions to improve student outcomes. They have been especially important as we determined how to spend our restricted funds. Separate PAC meetings are held for our Spanish speaking parents so they can address issues unique to their community and needs.  While DELAC participation continues to grow, particularly among English and Spanish-speaking families through our hybrid meeting format, a key focus area is to actively engage and welcome families who speak languages other than English and Spanish to ensure broader representation and input.|The District has translation at school meetings and to SST and IEP meetings. The District successfully negotiated translation services into our Collective Bargaining Agreement with CSEA (our classified employees union) and created a position for the 2021-2022 school year: Bilingual Community Liaison. We received notice that our California Community Schools Partnership Program Grant Award would be 2.6M but we are waiting for final approval from the state.|John Swett Unified School District (JSUSD) has strengthened its commitment to family engagement to support student learning. Over the past year, the District sustained a Parent Advisory Council that brings together administrators, staff, parents, and community members for monthly meetings focused on issues like after-school tutoring and arts education.  Demonstrating increased parent leadership and collaboration, the District English Learner Advisory Committee (DELAC) is now effectively guided by elected parent leaders (president, vice-president, secretary) in partnership with the EL Program Coordinator Consultant to establish meaningful meeting agendas. This collaborative approach ensures that DELAC meetings actively incorporate parent perspectives in critical decisions, such as English learner reclassification and other educational matters.  Across all advisory meetings—such as SJA, DELAC, and PAC—there is a growing focus on understanding families' cultures, languages, strengths, and goals. While traditional parent-teacher conferences continue, the District aims to adopt a more intentional, system-wide approach to family engagement. A notable step has been the celebration of students' cultures, including the launch of a Biliteracy Pathways Recognition Program for 5th and 8th graders. This voluntary program honors students who demonstrate progress in English and another language, supporting EL Roadmap principles by valuing multilingualism and cultural identity.  To enhance communication, JSUSD is committed to two-way interactions with families using clear, accessible language. Translation services are provided at all formal meetings. Additionally, the District has increased its outreach through social media, with a Facebook page followed by over 600 users.  JSUSD also adopted the ParentSquare platform, which facilitates real-time, two-way communication in over 100 languages. This tool helps ensure parents receive messages in their preferred language, further promoting inclusive engagement and supporting student success.|Parents continue to need support in understanding their legal rights and engaging in advocacy. This has been especially relevant for our Special Education parents who express concerns for their child's needs but struggle to advocate for particular instructional interventions for their child. We held a special Parent Advisory Council (PAC) meeting that focused on Special Education and parent rights. This was useful for those parents who attended. We also receive input and feedback from the parents of our English Learners expressing a desire for more instructional support for students during the school day and during our After School Program.|"Based on the analysis of educational partner input and local data, we have taken some steps to improve the engagement of our underrepresented families. In the case of our Special Education parents, we have been able to ""free up"" the time of our Special Education Director to make more time available for parents. Specifically, we have hired a consultant who specializes in the needs of English Learners. By taking EL programming off the plate of our Special Education Director, this individual has more time to support parents. Also, our hired EL Consultant continues to help us to engage parents of EL students. We have revived our ELAC and DELAC meetings to be more robust and accessible to parents. In addition, with our awarded District  Community Schools Implementation Grant ($200K), we continued the work to help us better partner with our underrepresented families. Our Community Schools Manager has been working on ways to open up lines of communications in order to better involve our educational partners in supporting our students and school/District leadership."|The District has multiple channels for soliciting input and analyzing local data on the needs of our parents and families. In addition to the Parent Advisory Councils (PACs) for both English speaking and Spanish speaking families, we also use a variety of surveys and online resources to gather input on the viewpoints of parents. In addition to District-level surveys, each site also solicits feedback and data from parents and families to address specific issues that surface at school sites.|The Parent Advisory Council (PAC), formed during the 2018/19 school year, has developed into a diverse group of parents who advise the district on issues of importance to them and their children. The group's meetings are open to all families, and the turnout has been steady. Parents from all sites, from different socioeconomic, ethnic and language groups, are in attendance and participate in all discussions. The District English Learners Advisory Committee (DELAC) meetings continued to welcome new parents and existing parents and has grown in attendance and participation with the help and support of our EL Program consultant. The EL Program Consultant continues to advise the district on English Learner issues, and has also developed into a regular group of parents willing to engage in advising the district and helping to make decisions. While the expansion of our Parent Advisory Council is a good start, we still have more to accomplish. Specifically, we want to make sure our underrepresented and traditionally marginalized families can be engaged in multiple ways including increased involvement on our School Site Councils, PTAs, and fundraising groups. Our District is engaged in extensive work in the area of anti-racism and equity and is has conducted equity audits and surveys. This work includes working with various partners who are helping us figure out how best to connect with our underrepresented and traditionally marginalized parents and families. Our plan is to use these learned strategies to expand our ability to garner more parental input on our decision-making.|We need to continue to find ways to connect with parents and families that have truly disconnected from their schools and their child's classroom teachers. We also need to continue our work to engage with families that speak languages other than English and Spanish so they can participate in parent meetings and also share their voice and concerns. We are hopeful that the Community Schools Grant will play a major role in this work.|4|4|3|4|3|4|5|3|4|3|4|3|Met||2025-06-11|2025
07617050000000|Knightsen Elementary|3|We are a very small school district that not only works closely together as school staff, but also between grade levels, sharing students. Oftentimes, staff and families already know one another upon returning from summer break. The needs of the students and their families are known from one grade level to the next. In our district, each grade level only has one to two classrooms per grade level. This allows the families to know who their teacher will be next school year.|Our staff is focusing on increasing students' attendance with a focus on those who were identified as chronically absent. Purposeful and preemptive communication is going out to these families to foster regular attendance, notice of school support, and the importance of being at school each and every day.|We have a Parent/Community Liaison position in our district that is focused on engaging underrepresented families in our district. Their focus is on personal outreach, assistance in accessing our online platforms, enrollment, calling out absences, and programmatic support. This individual also assists families in navigating county and community resources.|With regular communication and effective communication and outreach to parents, coupled with regular progress reporting via online grade books, and open time to meet with parents, our districts build strong partnerships that highlight our commitment to transparency, collaboration, and shared responsibility for student outcomes, which are especially vital in a close-knit rural school community.|Our district is looking to increase its online presence and continue to build its website to support families in accessing information about programs, calendars, and teacher classrooms. This year, our school has introduced teacher web pages that include links to the grade book, calendar, and access to support pages. We also created a web page dedicated to our grade-level focus standards.  At the beginning of this school year, staff were briefed on how purposeful and positive connections with families in need is critical to future collaboration and partnership.|Our distrcits Parent Community Liaison will proactively reach out to underrepresented families, build trust, and serve as a bridge between home and school communication, support, and services. This role will focus on culturally responsive communication and personalized outreach. Our district counselor will reach out to identified families who may need additional support and work in association with our district Parent Community Laision. The counselor will provide outreach, connect families with resources and techniques to facilitate involvement in school activities and decision-making processes that focus on student growth and success. These efforts aim to reduce barriers to engagement, foster inclusive relationships, and ensure that all families—especially those historically underrepresented—are empowered to support their children's academic and social-emotional development.|Our district has established multiple systems to ensure all families have meaningful opportunities to participate in school decision-making. A key strength is the consistent visibility and accessibility of school leadership. Each day, school administrators are present at the front of the school to greet families and engage in informal conversations. Additionally, our superintendent regularly visits each school site several times a week, reinforcing a culture of openness and approachability.  We maintain an open-door policy that encourages parents and community partners to share feedback, ask questions, and participate in school life. Each school site supports active School Site Councils (SSC) and Parent Teacher Clubs (PTC), Parent University sessions, and we host public hearings for all required documents to ensure transparency and invite public input.  While participation in our English Learner Advisory Committees (ELAC) and District English Learner Advisory Committee (DELAC) has historically been limited, we have taken intentional steps to improve engagement. By integrating ELAC and DELAC activities into our two annual evening family events—Día de los Muertos and Cinco de Mayo celebrations—we have seen increased attendance and more diverse family input. These culturally relevant events provide a welcoming environment for families to connect with school staff, learn about educational programs, and contribute their perspectives in a more comfortable and familiar setting.    Similarly, when parents are presented with an online survey soliciting feedback, our return response is about 8% to 10%, despite several attempts of outreach and resending the invitation.|Our district will continue efforts to increase parent involvement and response to their online LCAP and feedback surveys. We will continue reaching out via email, and also post on our district and teachers' Dojo communications and school websites.|Personal outreach to families will be made by our Parent Community Liaison and School Counselor. Assistance in filling out and submitting surveys will be provided.|5|5|5|5|5|5|5|5|5|4|4|5|Met||2025-06-11|2025
07617130000000|Lafayette Elementary|3|LAFSD continues to demonstrate strong practices in building relationships between school staff and families through consistent engagement efforts across schools. PTA partnerships, topic-specific town halls, and individual parent interactions remain central to fostering trust and collaboration. Transparent communication around curriculum and academic expectations has supported a culture of shared responsibility for student success. This year, the district introduced a new parent sense of belonging survey, which provided valuable insights into family-school relationships and affirmed the importance of sustained partnership. Additionally, schools maintained welcoming environments by offering multiple modes of communication and engagement to accommodate families’ varied needs.|Key focus areas include strengthening collaboration with parents around student academic progress and learning needs. While the district continues to offer education sessions, there is a need to ensure these opportunities are clearly aligned with instructional goals and accessible to all families. Increasing participation among families of students with disabilities, English learners, and those receiving targeted interventions also remains a priority. To foster a more inclusive school culture, site-based committees dedicated to student belonging will continue to grow and provide families with opportunities to connect around shared values and student experiences.|To engage underrepresented families more effectively, LAFSD will continue expanding outreach through DELAC and ELAC meetings, Special Education Parent Dialogues, and multilingual communication supports, including Language Line. Parent survey data will help identify preferred formats and times for events. Site-based engagement efforts and belonging-focused committees will offer additional opportunities for families to build relationships with school staff and contribute to a positive, inclusive school environment|The Lafayette School District continues to demonstrate strong practices in building partnerships for student outcomes through consistent, multi-faceted family engagement. Key strengths include curriculum-focused parent education events, special education dialogue groups, DELAC and ELAC meetings, and PTA-hosted activities. The district maintains open communication about academic programs and expectations, and provides accessible 2025-26 Local Performance Indicator Self-Reflection for Lafayette School District Page 11 of 17 resources through its website and other platforms. These practices have supported ongoing collaboration between families and educators to promote student success.|This year’s feedback emphasized the need for greater clarity and personalization in communications about family engagement opportunities. Some parents reported uncertainty about which events were intended for them or the purpose of invitations, particularly in the context of targeted programs (e.g., SPED or EL). While the district offers a variety of events and learning opportunities, efforts will focus on improving how invitations are shared and tailoring outreach to ensure parents feel informed, welcomed, and included.|LAFSD will continue to support underrepresented families through existing forums such as DELAC, ELAC, and special education engagement meetings. These efforts include language access supports, translated materials, and targeted outreach to families of students receiving interventions. By refining invitation strategies and increasing clarity about the purpose and benefit of events, the district aims to boost participation among families who may have been less engaged in the past.|In 2024–25, Lafayette School District maintained multiple avenues for family input, including DELAC and ELAC meetings, Special Education dialogue groups, PTA events, town halls, and one-on-one discussions. A key enhancement this year was the reintroduction of RAPPORT onboarding, a district-hosted event for new parent volunteers. During this session, participants met with district leadership to learn about key departments—curriculum and instruction, student services, special education, HR, business, belonging, and the parent foundation, as well as the governing board. This initiative supports informed engagement and promotes RAPPORT’s ongoing role as the district’s parent advisory team.|LAFSD will continue expanding strategies to ensure input opportunities are diverse and inclusive. These include increasing the use of targeted surveys, offering more in-person sessions, and refining how input is collected and analyzed. Enhancing communication about the purpose and impact of engagement activities will also help encourage broader participation|The district remains committed to improving access for underrepresented families through enhanced DELAC forums, accessible SPED meetings, and targeted outreach to socioeconomically disadvantaged families. RAPPORT’s advisory role will be expanded to reflect broader family perspectives, and onboarding will remain a key method for building early parent connection and involvement across student groups.|4|4|4|4|4|5|5|5|5|5|4|4|Met||2025-06-11|2025
07617210000000|Liberty Union High|3|Strengths Bilingual Parent Liaisons LUHSD continues to fund bilingual parent liaisons at school sites, which has been highly effective in supporting communication with families of English Learners. These liaisons help families navigate school systems and increase participation in school activities.  Parent Trainings and Workshops The district offers targeted workshops to help parents understand the Parent Portal, college planning, and school culture. These are especially directed at families of English Learners, Foster Youth, and socioeconomically disadvantaged students.  Improved Communication Channels LUHSD has expanded its outreach through quarterly newsletters, fall and spring surveys, and presentations at community organizations. These efforts have improved parent perceptions of communication and access to school staff.  Positive Survey Feedback  81% of parents reported being able to communicate with school staff. 63% of parents felt comfortable participating in school activities. Higher engagement was noted among families of English Learners and Students with Disabilities. Inclusive Engagement Practices The district has made efforts to ensure accessibility for all families, including those with limited English proficiency or disabilities. This includes translated materials, interpreters, and accommodations for meetings.  Progress Increased Comfort with Participation: Parent comfort in participating in school activities has grown, particularly among underrepresented groups. Expanded Community Partnerships: LUHSD has broadened its collaboration with local organizations, including faith-based and cultural centers, to reach more families. Student Climate Feedback: Students report improved perceptions of school connectedness and safety, which may be linked to stronger family-school relationships.|Based on the analysis of educational partner input and local data, LUHSD has identified focus areas for improvement in building relationships between school staff and families:  Increasing Parent Involvement Opportunities There is a recognized need to expand opportunities for parents to engage with schools. Suggestions include developing a volunteer parent organization and adding a Parent Liaison at each school site to strengthen outreach and support.  Providing Targeted Parent Trainings Educational partners emphasized the importance of offering workshops on topics such as college and career planning, tracking student progress in Canvas and Aeries, and accessing translation services. These trainings aim to empower parents to better support their children’s education.  Improving Communication and Accessibility Feedback highlighted the need for more comprehensive and culturally responsive communication strategies. This includes ensuring that information is accessible in multiple languages and formats to reach all families effectively.  Enhancing Staff Capacity to Engage Families There is a call for more professional development for teachers and staff on how to effectively engage with families, particularly those from diverse backgrounds, and to build stronger school-home partnerships.|Based on the analysis of educational partner input and local data, LUHSD plans to improve engagement of underrepresented families—particularly English Learner (EL) families and those unfamiliar with college readiness pathways—through several targeted strategies:  Deployment of Bilingual Parent Liaisons LUHSD assigns bilingual liaisons to schools with high EL populations. These liaisons help families navigate school systems, attend meetings, and access resources, thereby improving communication and engagement with non-English-speaking families.  Tailored Parent Workshops The district offers workshops at all schools, customized to community needs. Topics include college planning, technology use, and understanding school culture. These sessions aim to empower families—especially those unfamiliar with A–G college entrance requirements—to better support their students.  Expanded Access to Translation Services LUHSD is enhancing access to translation services to ensure that all families, regardless of language proficiency, can participate meaningfully in school-related activities and decision-making.  Development of a Volunteer Parent Organization In response to stakeholder feedback, the district is exploring the creation of a volunteer parent organization and the addition of more Parent Liaisons at school sites to deepen family-school partnerships.  These actions reflect LUHSD’s commitment to fostering inclusive engagement practices that address the specific needs of underrepresented families and promote equitable access to educational opportunities.|Based on the analysis of educational partner input and local data, LUHSD demonstrates several current strengths and progress areas in Building Partnerships for Student Outcomes:  Collaborative Planning with Educational Partners LUHSD actively engages parents, students, teachers, counselors, classified staff, administrators, and community members in shaping its goals—particularly around college and career readiness. This inclusive approach ensures that the district’s strategies reflect the needs and aspirations of its diverse stakeholders.  Focus on Equity and Instructional Quality The district has emphasized equitable education through partnerships with organizations like Crescendo Group, Solution Tree, and McREL. These collaborations have supported improvements in grading practices and the implementation of research-based instructional strategies.  Data-Driven Goal Setting LUHSD uses California School Dashboard data and local performance indicators to inform its planning. Metrics are continuously reviewed and refined to ensure alignment with student needs and to track progress toward college and career readiness.  Support for At-Risk Students The district has implemented targeted interventions such as credit recovery programs (e.g., Edgenuity), college credit courses, and dedicated counselors for at-risk students. These efforts are designed to increase graduation rates and post-secondary preparedness.  Stakeholder-Informed School Plans Schools like La Paloma High have revised their School Plans for Student Achievement (SPSAs) with input from School Site Councils and English Learner Advisory Committees, ensuring that family voices are central to improvement efforts.  These strengths reflect LUHSD’s commitment to fostering meaningful partnerships that directly support student achievement and long-term success.|Based on the analysis of educational partner input and local data, LUHSD has identified several focus areas for improvement in Building Partnerships for Student Outcomes:  Enhanced Communication with Educational Partners There is a need to improve how the district communicates with families, particularly those of English Learners and Special Population students. This includes better use of data to track student progress and performance and more consistent outreach to families.  Expanded Parent Involvement Opportunities LUHSD aims to increase parent engagement by offering more training opportunities—such as college and career planning, using Canvas/Aeries to monitor student progress, and accessing translation services. The development of a volunteer parent organization and the addition of Parent Liaisons at school sites are also prioritized.  Support for Special Populations Feedback emphasized the importance of improving services for students with disabilities and those at the Gateway site. This includes better coordination among administrators and counselors, more co-teaching models, and expanded transition programs for students with autism.  Increased Support Staffing There is a call for more counselors, assistant principals, custodians, and mental health professionals to ensure students and families receive adequate support. This also includes reinstating staff in College/Career Centers and increasing classroom support for students with disabilities.  These focus areas reflect LUHSD’s commitment to strengthening partnerships that directly support student achievement and well-being, especially for underrepresented and high-need student groups.|Based on the analysis of educational partner input and local data, LUHSD plans to improve engagement of underrepresented families—particularly English Learners, foster youth, low-income families, and families of students with disabilities—through several targeted strategies:  English Learner (EL) Coordinator The hiring of a full time EL Coordinator will strengthen engagement with underrepresented families by leading districtwide ELD efforts, supporting DELAC/ELAC structures, and coordinating culturally responsive parent trainings. This directly supports LUHSD’s goal of building authentic partnerships for student success identified in the self-reflection process.  Expanded Community Outreach LUHSD will coordinate outreach efforts across schools and engage community organizations to re-establish connections with families, especially those of unduplicated students. This includes building partnerships and gathering feedback to inform school decision-making and support systems.  Translation Support Services To address language barriers, LUHSD will continue providing translation services to ensure non-English-speaking families can access school communications, participate in meetings, and support their children’s academic progress 1.  Parent Workshops and Trainings The district will offer workshops tailored to community needs, covering topics such as college planning, technology use (Canvas/Aeries), and school culture. These sessions aim to empower families to better support student outcomes.  After-School Tutoring and Academic Support LUHSD will provide after-school tutoring specifically for high-needs students, which indirectly supports family engagement by offering structured academic help and reducing the burden on families to provide this support at home.  Development of Parent Leadership Structures Feedback from educational partners has prompted LUHSD to explore the creation of a volunteer parent organization and the addition of Parent Liaisons at school sites to strengthen family-school partnerships.  These actions are designed to foster inclusive, culturally responsive engagement and ensure that underrepresented families are active participants in their children’s educational journey.|Based on the analysis of educational partner input and local data, LUHSD demonstrates several strengths and progress areas in Seeking Input for Decision-Making:  Improved Parent Perception of Influence The percentage of parents who agreed or strongly agreed that they have a say in decision-making at their child’s school increased from 29% in 2023–24 to 35% in 2024–25. This reflects a positive trend in parents feeling more involved in school-level decisions.  Targeted Outreach to Unduplicated Student Groups LUHSD has made efforts to disaggregate survey data by student group, including English Learners, Students with Disabilities, and socioeconomically disadvantaged families. This allows the district to better understand and respond to the needs of underrepresented voices.  Use of Multiple Engagement Channels The district employs a variety of engagement strategies, including annual and mid-year surveys, advisory committees (e.g., DELAC, District Parent Advisory), and site-based meetings like School Site Councils and Coffee with the Principal. These forums provide families with opportunities to offer input on district and school decisions.  Commitment to Continuous Improvement LUHSD has committed to increasing the frequency of formative, quantitative feedback collection throughout the academic year. This includes shorter, more accessible surveys to monitor engagement and decision-making input in real time.  These efforts reflect LUHSD’s ongoing commitment to fostering inclusive and meaningful participation from families and community members in shaping educational priorities and outcomes.|Based on the analysis of educational partner input and local data, LUHSD has identified several focus areas for improvement in Seeking Input for Decision-Making:  Increasing Parent Voice in Decision-Making Only 29% of parents in 2023–24 and 35% in 2024–25 agreed that they had a say in school-level decisions, while just 21% felt they had input at the district level. These figures highlight the need to strengthen mechanisms for parent involvement in governance and planning.  Improving Communication Channels Parents expressed a desire for more frequent and accessible communication from schools. Preferred methods include email, automated phone calls, and text messages. This suggests a need to diversify and streamline communication strategies to ensure families are informed and engaged.  Expanding Awareness of Engagement Opportunities Many parents indicated they would be more involved if they had: More information about how to get involved (55%) More communication between school and home (45%) More information on how to support students at home (38%) More opportunities to participate at the school level (36%) More convenient times for participation (43%)  Increasing Frequency of Feedback Collection LUHSD recognizes the need to gather more timely and actionable input. To address this, the district plans to implement shorter, more frequent surveys throughout the academic year to supplement the annual parent survey and better monitor engagement trends.  These focus areas reflect LUHSD’s commitment to creating more inclusive, responsive, and transparent decision-making processes that elevate the voices of all families, especially those from underrepresented groups.|Based on the analysis of educational partner input and local data, LUHSD will improve engagement of underrepresented families in Seeking Input for Decision-Making through several targeted strategies:  Bilingual Parent Liaisons LUHSD assigns bilingual liaisons to schools with high English Learner (EL) populations. These liaisons help families navigate school systems, attend meetings, and access resources—directly addressing the low percentage (27%) of EL parents who felt they had a say in district decisions.  Parent Trainings and Workshops The district offers workshops tailored to community needs, including topics like college planning, technology use, and school culture. These sessions are designed to empower families—especially those unfamiliar with A–G requirements—to support student success and participate more confidently in decision-making.  Expanded Community Outreach In response to a drop in parent survey participation to 6.84% in 2024–25, LUHSD is coordinating outreach across schools and engaging community organizations to re-engage families—particularly those of unduplicated students—in school decision-making and support systems.  Translation Support Services LUHSD continues to provide translation services to ensure non-English-speaking families can access school communications and participate meaningfully in school governance and planning.  These actions reflect LUHSD’s commitment to fostering inclusive, accessible, and culturally responsive engagement practices that elevate the voices of underrepresented families in shaping educational priorities.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
07617390000000|Martinez Unified|3|Martinez USD continues to promote and encourage parent participation both in and out of the classroom. The top ways in which parents participate are through events such as Back to School Night, attending performances, and supporting PTSA.  During the 2024/2025 school year, Alhambra High School hosted it's first Open House. We also asked parents for feedback as to how we can further increase parent involvement, and the number one response was to provide more timely information about opportunities. We are in our second year of implementing a communication platform, ParentSquare, which will allow for timely communication with families will provide the opportunity to build partnerships. To that end, MUSD has created ongoing opportunities for engagement and means of disseminating information, via ELAC/DELAC and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will continue to administer this survey each school year, analyze results, and share this analysis with the Governing Board. MUSD will also encourage an increase in parent response rate through alternate communication tools, such as Robo Calls, ParentSquare App, Newsletters, and Family Liaisons, to ensure the results represent the largest amount of stakeholder voice possible.  MUSD also has parents participate in various district committees, such as the Curriculum Advisory Council (CAC), to review and approve curriculum and new courses. This process includes access and equity for our diverse populations and student needs. Parents participated in our LCAP Executive Advisory Committee (EAC) and were integral members in the drafting of our new three-year LCAP during the 2023/2024 school year, as well as our annual update for the 2025/2026 school year. MUSD also engages parents via the MUSD Budget Advisory Committee and Safety Committee; parent membership and participation are a critical component of the makeup of these committees. LEA, community, and parent members review, collaborate, and advise on budgetary and safety programs. This includes analyzing local data to determine successes and gaps in programs. These committees meet several times a year.|Examples from the 2024-25 school year:  Positive Behavioral Interventions and Supports (PBIS) at Martinez Junior High School and Restorative Practices training at Morello Park Elementary  MUSD equity team leaders continued to meet and support the implementation of the Diversity, Inclusion, and Equity Plan, which resulted in the completion of two years of the SLAM program at Alhambra High School and Martinez Junior High School.  MUSD has funded a bilingual Family Liaison position to support and build parent partnerships for student outcomes. We value the partnership between home and school and believe this connection is essential to the success of our students. Our Family Liaison supports all seven school sites with school/parent communication (i.e., flyers, newsletters, website, and individual phone calls). They are also available to translate at parent-teacher conferences, IEPs, and school-sponsored parent events, such as Open House, Back to School Nights, and Parent Ed. night.  The College and Career Specialist has been an integral piece in supporting our students on a pathway to high school graduation. They support dual enrollment, as well as college applications. Through our multiple communication lines, MUSD provides parents with training and information regarding how parents can collaborate with the school to support their child. We offer information and support in transition between levels (elementary to middle and middle to high), on how to navigate A-G requirements, College and Career pathways, etc.  PTA is a strong supporter of MUSD schools and will collaborate with school sites to provide timely and relevant parent education opportunities, as well as host Family Nights to encourage all parents to connect with the school community. MUSD also hosts parent information nights such as How to Address Vaping, Supporting your Digital Citizen, and Digital Safety Trainings, and College and Career Nights.  MUSD continues to work on ways to support families with the transition from middle to high school and inform parents of college entrance requirements.|Martinez Unified's Board approved the Graduate Profile in May of 2023.  Through surveys and committees, it was realized that the community did not have a foundational understanding of the Graduate Profile.  More communication and support for TK-12 are needed to gain traction with the Graduate Profile.  This continues to be an area of focus for the District.  Continued promotion of the CTE pathways and the A-G offerings, including the AP offerings.  There was a decrease in the Promotion of Parental Involvement data at the elementary and middle school level based on the CA Health Kids Survey.  MUSD will need to determine how to ensure that there is parental involvement at all levels and encourage ongoing positive interactions between the school and parents.  Chronic Absenteeism has declined, but this continues to be an area of education and partnership between MUSD and parents.|"Martinez Unified School District administered the California School Staff Survey by CalSCHLS in the spring of 2025. We had 174 staff members participate in the survey (91 from elementary, 47 from middle school, and 30 from high school). Of the staff who responded 31% strongly agreed that ""school is welcoming to and facilitates parent involvment"", 27% strongly agreed that the school ""encourages parents to be active partners in school"", 27% strongly agreed that ""school communicates about student learning expectation"", and 21% strongly agreed ""parents feel welcomed to participate in class"".  Martinez Unified School District administered the California School Parent Survey by CalSCHLS in the spring of 2025. We had 373 parents participate in the survey (174 from Elementary, 155 from MS, and 44 from High School). Of the parents who responded, 59% of the parents identified as White, 14% as Two or More Races, and 11% as Hispanic or Latinx. 1% indicated their students were in the EL program, and 13% indicated their students had an IEP.  Just as in past years, MUSD continues to promote and encourage parent participation both in and out of the classroom. MUSD has created ongoing opportunities for engagement and means of disseminating information via ELAC/DELAC and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will also encourage an increase in parent response rate through alternate communication tools, such as Robo Calls, Newsletters, and the Family Liaison, to ensure the results represent the largest amount of educational partner voice possible.  We also have parents participate in various district committees, such as the Curriculum Advisory Council (CAC). This committee meets a minimum of four times a year to review and make recommendations regarding curriculum and new courses. This process includes access and equity for our diverse populations and student needs. Parents participate in our LCAP Executive Advisory Committee (EAC) and were integral members in the drafting of our three-year LCAP. MUSD also engages parents via the MUSD Budget Advisory Committee and Safety Committee; parent membership and participation are a critical component to the makeup of these committees. LEA, the community, and parent members review, collaborate, and advise on budgetary and safety programs. This includes analyzing local data to determine successes and gaps in programs. These committees meet several times a year."|This year MUSD will continue a goal that directly supports the connection between families and the District.  The Goal 3: Create a culture of equity and inclusion through the development of safe, welcoming, and healthy learning environments that support the social-emotional needs of students and foster a sense of belonging and connectedness for students and families, so that all students are present and ready to learn.|To monitor this goal and address the survey results MUSD will be using the following metrics attendance, suspension rates, the CA Healthy Kids Survey, and other surveys  Action steps include, implementation of a Multi-Tiered Support System, SEL, and behavioral monitoring tools, training for strategies for effective classroom behavior management, parent engagement activates, counseling support, community partnerships, school and facility safety and continued work with the DEI committee.|Martinez Unified strongly supports family members to effectively engage in advisory groups and decision-making, as evidenced by advisory committees and the School Site Council, Equity Committee, DELAC, and ELAC. The district is committed to engaging community stakeholders at a deep level. Stakeholder feedback was received via surveys and was included in the LCAP data. Parents also participated in the LCAP, Executive Advisory Committee, providing input on the LCAP during meetings held throughout the year.  The CA Healthy Kids Survey and the LCAP survey were sent to stakeholders to receive input.  There has been an expansion to the DEI Committee as well as the LCAP EAC.  The DELAC Committee has engaged with multiple community partners during the 2024/2025 school year.  Another area of progress was the transition to ParentSquare during the 2023/2024 school year.|MUSD promotes meaningful interactions and partnerships between educators and the school community.  MUSD will continue to promote the available opportunities for committees to the community, site-based or district-led.|Although this was not an area that was identified through input from educational partners but rather one that was revealed during a site visit, is the engagement of the parents of students with disabilities.  There has been progress in the transition to high school but once at the high school level there are opportunities to support in four year planning, course selection, and academic supports available.  Increasing the parent decision making at this level will improve the outcomes for our students with disabilities and have an impact on attendance as well as graduation rates.|4|5|3|5|4|4|4|5|5|5|4|4|Met||2025-06-23|2025
07617470000000|Moraga Elementary|3|The Moraga School District believes that school-family collaboration leads to improved student achievement, better behavior, better attendance, higher self-concept and more positive attitudes toward school and learning. Each school site holds community building events throughout the year. The District provides families information and resources via newsletters, websites, and at PTA, School Site Council and Governing Board meetings. Moraga uses the Parent Square communication platform to inform parents of district information and other resources. Teachers communicate with parents in-person during Back-to-School Night, Open House, and parent teacher conferences. The parent teacher conference time is used to communicate student progress, develop improvement plans, and build relationships with families.|The Moraga School District continues to focus on building relationships between school staff and families by improving the frequency and transparency of communication, building alliances with the school community to foster  relationships, sharing resources, and developing mutual goals with educational partners. In order to achieve this goal we are focused on improving family and school relationships through community building service learning projects and building the capacity of our District English Learner Advisory Committee (DELAC).|The Moraga School District will continue to individually contact families of students who are  in the categories of socio-economically disadvantaged, English learner and foster youth to participate on the Coordinating Council and provide translation services as needed. The District will continue to convene meetings of parents of students with disabilities via the Parents of Exceptional Moraga Students group. The District's ELL teacher will continue to hold individual parent-teacher conferences with parents. All elementary teachers dedicate a week to parent-teacher conferences with translation services when necessary. The District plans to hold community events focused on: English Language Learners, Special Education, Executive Functioning, Wellbeing, Safety, Diversity/Inclusion. While examples demonstrate evidence of engagement, the 2025-2026 LCAP includes “actions” to improve upon prior year successes to increase engagement.|The Moraga School District recognizes that school-family partnerships increase the likelihood that children will have positive school experiences and better life outcomes. The District offered parent education in response to parent needs. Moraga has partnered with the community organization Rainbow Community Center to provide resources and professional development for staff and families in order to improve outcomes for all students. Staff teams at each school site are working with the Santa Clara County Office of Education on professional development in Positive Behavior Supports and Interventions (PBIS). District committees offer opportunities to engage in decision making and include the Coordinating Council, Diversity, Equity, Inclusion, and Belonging (DEIB) Committee, and Safety Committee. The District English Learner Advisory Committee (DELAC) was established in 2022-2023. This year the DELAC committee met five times with the purpose of improving outcomes for multilingual students and improving communication and collaboration with the families of multilingual students.|The Moraga School District will partner with the Santa Clara Office of Education on the implementation of Positive Behavior Interventions and Supports (PBIS) for a final year with a focus on social emotional support. The District will continue to seek input from parents of multilingual learners via the District English Learner Advisory Committee (DELAC) in an effort to improve outcomes for students.|The Moraga School District will continue to individually contact families of students who are in the categories of socio-economically disadvantaged, English learner and foster youth to participate on the Coordinating Council  and provide translation services as needed. The District will continue to convene meetings of parents of students with disabilities via the Parents of Exceptional Moraga Students group. The District's ELL teacher will continue to hold individual parent-teacher conferences with parents. All elementary teachers dedicate a week to parent-teacher conferences with translation services when necessary. The District plans to hold community building and parent education events focused on: English Language Learners, Special Education, Executive Functioning, Wellbeing, Safety, Diversity/Inclusion. While examples demonstrate evidence of engagement, the 2025-2026 LCAP includes “actions” to improve upon prior year successes to increase engagement.|The Moraga School District regularly seeks input for decision making from parents and guardians via the Coordinating Council, Parent Teacher Associations, the Moraga Education Foundation, Governing Board meetings, Student Study Teams, email, surveys, and parent-teacher conferences. Translation services are provided as needed. Surveys are used to seek input from all parents and survey results can often be disaggregated by demographic groups. A Parents of Exceptional Moraga Students (POEMS) group meets at least four times a year for the opportunity to provide input into programs serving students with disabilities. In 2024-2025 the Moraga School District held meetings with families of English Learner students during District English Learning Advisory Committee (DELAC) meetings.|Moraga School District staff and parents will continue to collaborate around local and state student achievement data during PTA and the District Coordinating Council meetings. The District will engage parents of students with disabilities during the Parents of Exceptional Moraga Students (POEMs) meetings. The District will continue to send families of multilingual students a needs assessment survey. The results of this survey will be reviewed by the District English Learner Advisory Committee.|The Moraga School District will individually contact low-income, English learners and foster youth parents to participate on the Coordinating Council and provide translation services as needed. The District will continue to administer a student Diversity, Equity, Inclusion, and Belonging (DEIB) survey along with an annual climate survey in order to better develop action plans per survey outcomes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-03|2025
07617540000000|Mt. Diablo Unified|3|Mt. Diablo Unified continues building and maintaining positive and supportive relationships between school staff and families by providing updates from schools and the District through in-person outreach and ParentSquare social platform in the home language of the families, including a weekly newsletter highlighting activities, events and updates, and a robust choice of family education and advisory committees. In 24-25, our site-level AAPAC advisory committees grew from 2 to 18.|Mt. Diablo Unified continues to strengthen building relationships between the District and families, most specifically underrepresented families. Continued efforts are made to diversify the District's Workforce to recruit employees who better reflect our student population. Additional Resources and activities, including hiring additional counselors and social workers and creating a program for older students with interrupted schooling, continue to be provided to support families who have recently immigrated from Central America and the Middle East. We continue to work on involving more parents in school and district advisory groups and to increase parent feedback responses to surveys.|Mt. Diablo Unified will continue to improve engagement of underrepresented families by further expanding language supports beyond English and Spanish and increasing opportunities for community building and student recognition, such as the Willie Mims Awards. District staff will continue to host multiple advisory committee meetings to seek input from underrepresented families. Such advisory committees include the African American Parent Advisory Committee (AAPAC), Community Advisory Committee (CAC), and the District English Learner Advisory Committee (DELAC). The District will continue to prioritize diversifying our workforce to recruit employees who better mirror our student population.|The District has effectively utilized various platforms, including websites, social media, ParentSquare, AERIES Homelink, and Google Classroom, to keep parents/guardians and students informed about updates, educational opportunities, and resources, enhancing two-way communication with the community. An Association of Raza Educators (ARE) has been established to foster relationships between staff and parents/guardians. Formal systems allow students to voice concerns and collaborate on school and district initiatives through Student Board Member reports and leadership teams. Loma Vista Adult Education has broadened its offerings at school sites, including workshops for parents and teens, and held an annual Parent Conference featuring presentations on academic and social-emotional support, with translation available in English, Spanish, Dari, and Pashto.|The District will implement targeted strategies to support students from underrepresented racial and ethnic groups. AAPAC will enhance its impact by supporting Black Student Unions and fostering positive spaces for parent and student engagement and advocacy. Actions will include training for teachers to create welcoming, culturally responsive environments, expanding tutoring opportunities, and focusing on interventions for homeless and foster youth. Counselors will ensure a coherent plan for social-emotional learning (SEL) across the District. The updated LCAP continues to include services and metrics for emerging bilingual students, Students With Disabilities, African American students, foster youth, and students experiencing homelessness under Goal 4.|Mt. Diablo Unified will continue to improve engagement of underrepresented families by further expanding language supports beyond English and Spanish and increasing opportunities for community building and student recognition, such as the Willie Mims Awards. District staff will continue to host multiple advisory committee meetings to seek input from underrepresented families. Such advisory committees include the African American Parent Advisory Committee (AAPAC), Community Advisory Committee (CAC), and the District English Learner Advisory Committee (DELAC). The District will create outreach opportunities to increase parent/family responses to district surveys. The District will continue to prioritize diversifying our workforce to recruit employees who better mirror our student population.|To better address the needs of all students, parent/guardian voice and advocacy is collected through the District English Learner Advisory Committee (DELAC), Community Advisory Committee (CAC), and the African American Parent Advisory Committee (AAPAC) committees who have recruited parents/ guardians of underserved student groups. Site AAPAC groups have grown from two to 18. An Association of Raza Educators (ARE) has been formed and will expand working to strengthen relationships between staff and parents/ guardians. There has been an expansion of the number of community service liaisons and assistants at school sites to better support families and students.|Mt. Diablo is dedicated to engaging and empowering the parent/guardian community to enhance student outcomes. Despite ongoing meetings with educational partners and advisory committees, support remains needed. Families from nondominant backgrounds, including racial, ethnic, and linguistic minorities, as well as homeless and foster families, are still underrepresented. Non-English speaking parents/guardians face challenges in communication and participation. There is a need to create more opportunities for networking and collaboration among parents/guardians to support their children's learning. Additionally, the District must offer more early educational opportunities to help parents/guardians develop strategies for supporting their students and taking on leadership roles in the school and district community.|The District will enhance engagement with underrepresented families by personally inviting parents to participate in advisory groups, including Community Advisory Committee, District English Advisory Committee, Parent Advisory Committee, African American Parent Advisory Committee (AAPAC), Faculty Club and/or Parent Teacher Association, Site Council, Mt. Diablo Business Education Alliance. The District will create outreach opportunities to increase parent/family responses to district surveys. Student voice will be strengthened through formal systems for sharing concerns, such as a Student Advisory Board. Additionally, the District aims to hire a more diverse workforce that reflects our student population. The Mt. Diablo Black Educator Association (MDBEA) and the Association of Raza Educators (ARE) will continue to foster relationships between staff and parents/guardians.|4|4|4|4|4|4|3|3|4|3|3|4|Met||2025-06-25|2025
07617540134072|Rocketship Futuro Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
07617546118087|Eagle Peak Montessori|3|Over 85% of families volunteer and participate in school events. We have 55% of families who submit a school survey. Our parents attend Parent Teacher Partnership meetings twice and year and observe in their child's classroom twice a year.|Rebuild the parent led groups such as the Parent Teacher Leadership Group.|Eagle Peak Montessori has a parent group that is designed to help us reflect and progress in insuring that all members of our community are represented and have voice.|Eagle Peak Montessori communicates with parents through Parent -Teacher Partnership meeting twice a year and a standards based report card twice a year. The parent partnership meetings are time for the parents and teachers set goals and monitor those goals for the students. In our upper grades the students participate in these meetings.|EPMS held parent education nights which help for parents to understand the Montessori curriculum and their child's progress. We will continue to grow and add to these events in the upcoming LCAP cycle.|Eagle Peak Montessori will work to make sure the events are offered at times that all parents have an opportunity to attend. We will provide childcare when needed. We will reach out to inquire if translators are needed for any parent education we provide.|Our school as an independent LEA holds public board meetings where parents can share during the public comment section. The bylaws of our board allow for up to 6 seats for parents directly on the Board of Directors.  Parents are also represented in planning and decisions through the Parent Teacher Leadership Group, Community Foundation for Eagle Peak, and the Community Connection Committee.  Eagle Peak currently sends out both a Parent Survey and a Parent Input Form. These are two sources of feedback that is used for the upcoming school year. The survey solicits feedback related to the school culture and climate. The Parent Input Form gives space for parents to discuss their child's specific classroom.|"Our parents wanted more information on the budget, etc.. and we provided an additional ""state of the school"" meeting in 2024."|Our PTLG (Parent Teacher Leadership Group) meetings have alternated throughout the year with time of day and virtual or in person settings. The Community Foundation meetings are  held on line where all parents can access the meeting. The Board of Directors meetings are public and held on campus in the evening for parents to attend as well.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
07617620000000|Oakley Union Elementary|3|OUESD has made significant progress in fostering strong relationships between school staff and families by prioritizing proactive communication, enhanced family involvement, and cultural competence. Through transparent and consistent communication channels, the district ensures that parents stay informed about school activities and their child's academic progress, fostering trust and collaboration. Additionally, OUESD empowers families to actively participate in school life through volunteering, committee involvement, and event attendance, strengthening the partnership between home and school and enhancing parent satisfaction. Furthermore, OUESD strongly emphasizes cultural competence and inclusivity, celebrating diversity and creating an environment where all families feel welcomed and valued. By implementing culturally responsive practices, the district ensures that every family's unique needs and perspectives are considered, enriching the educational experience for all students. Overall, OUESD's multi-approach to building relationships between school staff and families strengthens the educational community and provides vital support for student academic and social success.|Despite the district's strengths in academic programs and resources, one area for improvement is building stronger relationships between school staff and families. While the district has made strides in providing high-quality education, fostering meaningful connections with families remains a priority. Enhancing communication channels, facilitating more opportunities for parental involvement, and promoting a welcoming and inclusive school environment are key focus areas. By strengthening these relationships, the district aims to create a supportive community where families feel valued, engaged, and empowered to participate actively in their children's educational journey.|After reviewing input from educational partners and local data, OUESD has identified the importance of improving engagement with families of unduplicated students, as mentioned in the self-reflection above. To address this challenge, the district plans to implement targeted outreach strategies specifically tailored to the unique needs and preferences of the families of English Learners, low-income, foster youth, students with disabilities, and African American students. This involves using culturally sensitive communication methods, offering translation services, and organizing outreach events in community spaces that are easily accessible to these families. Additionally, we are committed to building trust and rapport by actively listening to their concerns and feedback, involving them in decision-making processes, and providing resources and support to address their specific needs. By prioritizing family engagement, OUESD aims to create a more inclusive and equitable school community where every family feels valued and empowered to play an active role in their child's education.|Based on the data provided, OUESD has demonstrated moderate progress (rated 3 out of 5) in Building Partnerships for Student Outcomes. While there are areas for improvement, several strengths are evident. OUESD has made strides in providing professional learning and support to teachers and principals, equipping them with the skills to engage with families effectively. Additionally, efforts have been made to provide families with information and resources to support student learning at home, indicating a commitment to collaboration beyond the classroom. Moreover, OUESD has taken steps to implement policies for teachers to meet with families and students, fostering dialogue around student progress and ways to support improved outcomes. Furthermore, progress has been made in supporting families in understanding their legal rights and advocating for their children, empowering them to navigate the education system effectively. However, further enhancements are needed to strengthen partnerships between schools and families, including more robust professional development opportunities, increased access to resources, and improved communication channels to ensure ongoing collaboration and support. Continued efforts in these areas will be crucial for advancing partnerships and ultimately improving student outcomes.|Upon reviewing educational partner input and local data, OUESD has identified key focus areas for improving Building Partnerships for Student Outcomes. These include enhancing professional learning and support for educators to engage with families effectively, providing more accessible resources for families to support student learning at home, strengthening policies and programs for teacher-family-student collaboration, and offering increased support for families to understand and advocate for their children's education rights. By addressing these areas, OUESD aims to strengthen partnerships with families and ultimately enhance student outcomes.|After carefully considering feedback from educational partners and examining local data, OUESD has identified a crucial area for improvement: enhancing engagement with families of unduplicated students in the context of Building Partnerships for Student Outcomes. To address this, OUESD is committed to implementing targeted strategies tailored to these families' distinctive needs and preferences. This may entail employing culturally sensitive communication methods, facilitating translation services, and organizing community-based outreach events accessible to families of unduplicated students. Additionally, OUESD will prioritize building trust and fostering  connections by actively seeking input and valuing the perspectives of these families, involving them in decision- making processes, and providing resources and assistance tailored to their specific circumstances. OUESD aims to  cultivate a more inclusive and supportive school environment where every family feels valued and empowered to play an active role in their child's educational journey by placing a premium on engagement with families of unduplicated students.|In reviewing educational partner input and local data, OUESD shows moderate progress (rated at least 3 out of 4) in Seeking Input for Decision-Making. One strength lies in empowering staff and families to engage in advisory groups and decision-making, promoting collaboration and transparency. Additionally, OUESD provides ample opportunities for all families to contribute input, ensuring representation from families of unduplicated students. Moreover, a culture of collaboration among families, teachers, principals, and district administrators enhances the impact of family engagement activities. Continued efforts are needed to deepen engagement practices, particularly in reaching marginalized groups and fostering meaningful partnerships.|Upon analyzing educational partner input and local data, OUESD has recognized areas for improvement in Seeking Input for Decision-Making, particularly concerning families of unduplicated students. The focus lies in enhancing the inclusivity and effectiveness of family engagement processes, ensuring equitable participation opportunities for all families. OUESD aims to strengthen collaboration between staff and families of unduplicated students, fostering a shared decision-making approach that values diverse perspectives and promotes transparency. By prioritizing these areas, OUESD enhances its decision-making processes and creates a more inclusive and responsive school community.|After reviewing feedback from educational partners and local data, OUESD has recognized the importance of improving engagement with underrepresented families regarding Seeking Input for Decision-Making. To achieve this, OUESD plans to implement tailored strategies designed to meet the unique needs of these families. This includes using culturally sensitive communication methods, offering translation services, and hosting outreach events in community spaces accessible to underrepresented families. Moreover, OUESD aims to build trust and strengthen relationships by actively listening to the concerns and feedback of underrepresented families, involving them in decision-making processes, and providing personalized support and resources. By prioritizing the engagement of underrepresented families, OUESD seeks to create a more inclusive and collaborative decision-making process where every family feels valued and empowered to contribute to their child's education.|4|4|3|3|3|3|3|3|4|3|4|3|Met||2025-06-25|2025
07617700000000|Orinda Union|3|Orinda Union School District has a highly engaged parent community. The success of the District can be attributed in large part due to the highly positive relationships between parents and staff. During the 2024-2025 school year, the parent community was surveyed to understand their level of engagement, parent input on priorities, and perception of the school district. The results of the survey, along with the high level of engagement in committees, parent organizations, and volunteer opportunities, demonstrate a parent community that feels a strong level of trust in its schools.  In addition to the survey, parents provide input by being actively engaged through the Orinda Network Education (ONE) Foundation, districtwide support organizations, and their individual Parent Clubs. They provide input at the formal and informal meetings, and many are represented at the various committees (ex., Coordinating Council, Steering Committees) The district and schools provide regular communication via ParentSquare, websites, parent forums, and public meetings.|The input data demonstrates a highly positive relationship between the parent and school community. The areas of improvement continue to be in the area of communication between classroom teachers and parents.  Survey and focus group input demonstrated a need for alignment in communication practices amongst teachers about student progress, learning, and classroom curriculum. Another area of growth included a need for more transparency in the communication around the IEP and Special Education process.|The District successfully engaged a diverse population of parents in the surveys and various committees. One group that was heard from in the survey but not in the meetings due to low attendance were parents of English Learners. The English Learner population of students has remained relatively low; however, it has been growing, and there is a need for a renewed districtwide parent group.|OUSD staff members have a strong partnership with the parent community, and the District has developed ways of communicating and addressing student progress and achievement outcomes. All schools regularly communicate academic and social-emotional progress. During the 2023-24 school year, elementary teachers have revised the TK-5 report cards to better reflect standards and curriculum taught in classrooms. Elementary teachers hold parent-teacher conferences to address student goals and discuss learning progress. Wellness Counselors are available to meet with students who need mental health support. In middle school, teachers regularly communicate academic progress via digital platforms. During the 2024-2025 school year middle school staff has been meeting to review and revise grading and communication policy to take effect during the 2025-26 school year. Middle school counselors meet with each student individually, review their progress throughout the year, provide mental health support and are available to guide them in their transition to high school. Students with IEPs have a case manager who provides additional support and communicates with parents regarding progress on IEP goals. Schools provide intervention support to all students through intervention specialists for elementary grades. Middle school students have targeted support periods embedded within their school day schedule.|Based on the survey and focus group input, OUSD's area of growth is in the consistency and alignment of communication within grade levels and across school sites. Additionally, OIS continues to struggle with the implementation of the newly adopted communication platform that has affected teachers' ability to clearly communicate progress and grades. Providing staff with training and tools is an area of growth. Finally, parents of students with IEPs have expressed interest in better understanding of processes, policies, and laws relating to special education.|The District successfully engaged a diverse population of parents in the surveys and committees. One group that was heard from in the survey but not in the meetings due to low attendance were parents of English Learners. The District will need to implement steps to more effectively engage parents of English learners.|All OUSD schools have highly involved Site Council advisory groups and Parent Clubs that provide input and act as advisory groups. The District has several Steering Committees dealing with specific topics, a general advisory group, a Coordinating Council, and a fundraising foundation, ONE. All organizations function to provide parents with a voice and input in all aspects of decision-making at the school sites and at the district level. School and district administrators hold regular meetings with the parent leadership to obtain feedback and seek input regarding relevant and current happenings at the sites. There is a true collaborative partnership amongst the parent leaders and staff members at each school site and at the district level. The steering committees tackle specific issues such as mental health, equity, before and after care, safety, and food service.|OUSD implemented five steering committees as advisory bodies to the District during the 2023-24 school year. The implementation of these advisory bodies was a highly successful model for parent engagement; however, to build sustainability, there is a need for additional effective engagement and decision-making protocols. The identified area of growth is to ensure the implementation of these protocols as well as communication methods to ensure that the entire community is aware of the work of the Steering Committees.|A diverse and widespread members of the community are engaged in the various school and district committees. The area of growth is to ensure ongoing involvement of new families as well as those who are not traditionally involved in advisory roles.|5|4|4|4|5|4|4|4|5|4|4|4|Met||2025-06-09|2025
07617880000000|Pittsburg Unified|3|Besides promoting a wide-variety of venues and modes of communication for working with parents/guardians, PUSD has a central office Coordinator of Family Engagement, and a small cadre of Family Liaisons to help facilitate growing empowering/trusting relationships and partnership opportunities (though we emphasize that building those empowering relationships is the responsibility of all staff, as appropriate to their role). Significantly, in 2024-25 we have new funding for a districtwide roll-out of Community Schools strategies, every school a Community School, and a newly-hired cadre of Community School Coordinators to support that work (one for each school). Our Family Engagement team also facilitates a range of in-person and virtual workshops and networking opportunities for parents/guardians around a wide variety of topics (parents are also surveyed for their input on topics). These topics include strategies for supporting learning at home in specific ways, e.g., early literacy. Further, we have had a recent and strong intentional focus on building partnership with Families of African American Scholars. We have also increased the number of qualitative focus group empathy interviews we hold with both parents and our scholars to better understand barriers and opportunities for improving relationships.|A primary focus of our work currently, is to engage with, learn from, and build stronger partnerships with families of our African American scholars, while growing, maintaining, and sustaining our partnership with all families. We have a robust range of family engagement workshops held both in-person and virtually to accommodate parent/guardian schedules and preferences.  We also have a new districtwide Community Schools Initiative in 2024-25, with new staff, and new opportunities for family engagement. Based on reviews of data and root cause analyses we continue to focus on strategies for increasing attendance back to and above pre-pandemic levels, including through scholar and family engagement strategies based on positive relationships.|As mentioned above we have increased our outreach to, engagement with, and empathy interviews with our families and scholars (raising scholar voice), with a particular and intentional focus on our African American scholars and their families. Our new Community Schools Initiative in 2024-25 isl adding new levels of family and community engagement, including the formation of Steering Committees for each school community and other innovative partnership practices.|In 2024-24 we have embarked on a districtwide Full-Service Community Schools initiative to build on years of Full-Service Community Schools at selected sites in the district. That initiative has provided multiple districtwide stakeholder and PD engagement opportunities, including to address the imperative to improve partnership with parents/guardians.  Aside from required Individual Education Plans (IEPs) for Special Education scholars the district has been piloting the development of Individual Learning Plans (ILPs) for the least well-served scholars in the district (based on data), including partnering with parents in the development of those plans. In the past two years we have also focused intentionally on improving human infrastructure for the support of African American scholars, including outreach, meetings and activities for a recently created district Families of African American Scholars (FAAS) group. Our focus on parent and community partnerships and new policies and practices for improving Attendance and to reduce Suspensions in the district has also met with significant success in 2023-24 that has continued into 2024-25, with Attendance rising from immediate prior year levels, and Suspensions significantly reduced.  PUSD offers robust individual workshops and series of workshops to partner with parents on strategies that include supporting learners at home.|A primary area of focus is on improving outreach to, support for, and engagement of families of African American scholars. Additionally, we have a new districtwide Community Schools Initiative (we have specific site-based experience with Community Schools with new funding allowing PUSD to expand districtwide.). A number of our new policies, procedures, and practices have been geared to reducing over-identification for Tier 2 and Tier 3 services, and for strengthening engagement and outcomes in Tier 1 Universal Instructional Services.  We have also continued to ramp-up our After School and Expanded Learning Opportunities Programs.|We are ~65% LatinX and have had good infrastructure including ELAC/DELAC, translation services, bilingual staffing, cultural outreach and culturally-responsive parent education opportunities regarding our LatinX community, and are working now to improve support for, engagement with, and relationship with African American families. This more targeted outreach is intended to improve engagement in key district surveys such as our LCAP and CA Healthy Kids surveys, as well as engagement in a variety of in-person and virtual events that include reflection on relationship building in ways responsive to diverse cultural groups within PUSD. We are still experiencing some degree of survey fatigue among families, but then are seeing greater engagement in recently-held Resource Fairs and weekend Literacy events that respond to families' requests for information and resources to improve outcomes for their child(ren).|PUSD promotes and supports decision-making involvement, including through School Site Councils, LCAP Community Meetings and Surveys, open Board Meetings, active DAC/DELAC/ELAC committees, a variety of in-person and virtual information-sharing sessions, with opportunities for feedback, polls, and/or surveys. We are currently working to grow a stronger, explicit decision-making engagement with our African American families through communication with, meetings with, and special events for a newly created district Families of African American Scholars (FAAS) group. Further, with our 2024-25 kick-off year of districtwide Community Schools Strategies, we see the advent of new site-associated Steering Committees, and a rethinking and revamping of key venues and opportunities for family/community voice in decision-making.|A primary improvement focus for PUSD, currently, is the quality of our engagement with African American scholars and their families. A strong multi-pronged focus in 2024-25 is with regard to new five-year funding to grow Community School Strategies districtwide, every school a Community School, including through the hiring of site-based Community School Facilitators, and a central office Coordinator of Community Schools. Integral to this initiative will be new opportunities to raise family and community voices, with an equity focus, in district and site decision-making.|"As mentioned above, a current focus on strengthening engagement with African American families, includes engaging them reflectively regarding our decision-making practices in PUSD, while continuing to grow, maintain, and sustain promising practices with all of our diverse PUSD families. Our new Community Schools Initiative has a primary focus on equity and underserved learners. We have had a multi-year focus and strong investments in recent years for improving equity in PUSD, including through re-working policies for more equitable disciplinary policies; strengthening curricula and instruction that is high-quality, culturally affirming/responsive, and reflects high expectations for all learners. We are a majority ""minority"" district with an 81% Unduplicated Count of scholars, ~65% LatinX, 16% African American, and significant percentages of Filipino, Asian, Pacific Islander, White, and Mixed Race scholars. Recent PD focus has been around anti-racist strategies and protocols for advancing equity by Recognizing inequities, Interrupting inequities and then working to Repair (RIR), including increased use of Restorative Practices, and the raising of scholar and family voices in decision-making."|3|2|3|3|2|4|4|3|4|4|4|2|Met||2025-06-11|2025
07617960000000|West Contra Costa Unified|3|"According to 2023–24 CHKS survey results, WCCUSD’s highest-rated indicators in the parental involvement domain—with over 80% of families agreeing or strongly agreeing—included: ""School encourages me to be an active partner in educating my child"" ""Parents feel welcome to participate at this school"" ""School staff treat parents with respect"" ""School promptly responds to my phone calls, messages, or emails"" These results highlight that many families feel welcomed and respected by school staff and see schools as open to family involvement. To strengthen these relationships, many schools host regular parent events focused on community-building, academic support, and cultural celebration. Across our 29 Community Schools, there were 64 events specifically aimed at building relationships between school staff and families. This year, the district launched a “Hopes and Dreams” assessment, inviting families, students, and staff to share aspirations for their school experiences. The assessment revealed shared strengths—including a strong commitment to academic success and school safety—and surfaced key family priorities: increased communication, deeper involvement in student learning, and support for student well-being. Schools were expected to use these themes to guide their activities and inform their School Plans for Student Achievement (SPSAs). To better understand and address inequities, WCCUSD also piloted Empathy Interviews across all 29 Community Schools, targeting historically underserved students, families, and staff. Every Community School participated, using the insights gathered to inform both their SPSAs and their Community School Annual Implementation Plans. This process centered authentic voices in shaping solutions for more equitable and inclusive school environments. Additionally, the district encouraged wider use of ParentSquare for family communication. While implementation is still expanding, we have seen improved outreach and engagement in schools that have adopted the platform more fully. Together, these efforts reflect WCCUSD’s continued focus on fostering respectful, welcoming environments and creating meaningful, two-way partnerships between families and schools—grounded in shared goals for student success."|Based on 2023–24 CHKS data and findings from the District’s “Hopes and Dreams” assessment, WCCUSD has identified key areas for improvement in building more authentic, equitable relationships with families. The lowest-rated item in the CHKS domain of parental involvement was that families do not feel their concerns are taken seriously by school staff. This concern was echoed by English Learner and Special Education families, who also expressed doubts about teacher availability and whether staff are adequately trained and supported to meet diverse student needs. Families also noted persistent communication gaps between teachers and schools. Teachers, particularly at the secondary level, expressed a desire for more professional development on how to invite families into the classroom and build partnerships centered on student learning. Educators also requested training on effectively using two-way communication platforms like ParentSquare, including features that support home-language communication to better reach multilingual families. These themes indicate that while schools are often effective at hosting family events, those efforts are not always connected to academic progress. Without a focus on learning, families may feel disconnected from their child’s school experience and less confident in the school’s ability to support student success. In addition, both families and school staff raised concerns about inequitable and limited access to campuses. Specific barriers include: An inefficient and unclear volunteer clearance process; A guest services system that subjects all visitors to criminal background checks, which may feel invasive and discourage involvement; Ongoing restrictions at some schools that continue to require appointments for campus access during school hours, a policy left over from COVID; Reports of unwelcoming front office environments that negatively impact first impressions and deter engagement. These logistical and relational barriers disproportionately impact underrepresented families who already face systemic exclusion. To address these issues, WCCUSD will focus on strengthening two-way communication, deepening staff-family relationships centered on student learning, and creating more welcoming, accessible school environments. This includes reexamining policies that may unintentionally limit engagement and ensuring staff have the tools, training, and expectations needed to build inclusive, trust-based partnerships with all families.|These concerns reveal a need to shift from one-time relationship-building events toward sustained academic partnerships. To address this, WCCUSD will expand professional development for teachers, administrators, and support staff to build shared practices around engaging families in student learning. This includes: Growing the Community Schools Community of Practice, which provides training on family partnership strategies. Offering site-based training for teachers on inviting families into classrooms, particularly at the secondary level. Providing guidance on using ParentSquare for two-way, multilingual communication, improving real-time engagement with underrepresented families. In addition, WCCUSD will take action to improve access and belonging on school campuses. Families and staff identified the following barriers: An unclear and burdensome volunteer clearance process; A guest services system that conducts background checks on all visitors, which may deter participation; Post-COVID campus restrictions still in place at some schools, requiring appointments for family entry; Unwelcoming front office environments that discourage engagement. To address these barriers, the district will: Review and streamline volunteer and visitor policies; Provide training to front office staff on creating welcoming, inclusive school environments; Support schools in restoring open, safe campus access during school hours. Finally, the district will continue to support school sites in using empathy interview findings—gathered from underrepresented families, students, and staff at all 29 Community Schools—to inform their site plans and engagement strategies. Through these efforts, WCCUSD is committed to building trust-based, culturally responsive relationships that honor families as partners in student success, and removing structural barriers that have historically excluded underrepresented voices.|According to the 2023–24 California Healthy Kids Survey, over 80% of families agreed or strongly agreed that their school “encourages me to be an active partner with the school in educating my child,” indicating a strong foundation for family-school collaboration in WCCUSD. To build on this foundation and improve engagement with underrepresented families, WCCUSD implemented several key initiatives in 2023–24 focused on strengthening partnerships between families and school staff: Launched the Community Schools Community of Practice, a professional development series for teachers, Community School Directors, and School Community Outreach Workers (SCOWs), focused on building meaningful family partnerships centered on student learning and success. Hosted a one-day teacher institute dedicated to teacher-led family engagement strategies and a separate institute for SCOWs to enhance their capacity to support classroom-based family connections. Facilitated a three-month “train-the-trainer” professional learning series for Community School Teacher Leaders to explore and share effective practices for honoring family and community cultural wealth in instruction and engagement. Held a districtwide SCOW retreat focused on deepening their leadership and coaching roles in supporting teachers and peers to strengthen relationships with families around academic progress. These efforts respond directly to educational partner feedback gathered through the CHKS survey and the district’s Hopes and Dreams assessment, which revealed that underrepresented families—particularly English Learner and Special Education families—seek more authentic partnerships with educators and more frequent, clear communication about student learning. Educators and support staff have also voiced a desire for more opportunities to co-lead this work with site administrators, calling for aligned expectations and site-specific engagement strategies|According to the 2023–24 CHKS survey, only 43% of families agreed or strongly agreed that the district promotes parental involvement. Feedback from the Hopes and Dreams assessment—collected from only 16 of 54 schools—echoed this concern. Families expressed a strong desire for: More consistent communication with teachers, Greater access to information in their home language, and Deeper understanding of what their children are learning and how to support them at home, especially beyond report cards. These concerns align with low CHKS ratings in the family communication domain, where fewer than 50% of families felt informed about: Their child’s progress between report cards, Class placement decisions, and How to help with homework. Additionally, fewer than 80% of families felt they understood their role in preparing their child for post-graduation success. While many schools host relationship-building events (64 reported across Community Schools), there were only 31 parent capacity-building events focused on academics and socio-emotional development. This disparity highlights the need to shift from general engagement to targeted academic partnership. Staff also identified systemic barriers, including: High staff and leadership turnover, which disrupts continuity in family engagement strategies, Political and social conditions, particularly impacting immigrant families, that have led to fear and decreased engagement.|To improve engagement with underrepresented families, WCCUSD will implement the following strategies: Build Staff Capacity: We will expand our Community Schools Community of Practice to provide ongoing professional development to teachers, administrators, community school directors, and school community outreach workers. This work will focus on building knowledge and skills to partner with families around student success, not just relationship-building, and to ensure that our school leaders have the capacity, tools and support to share their learnings with their school sites to support building our system wide capacity to deepen our family engagement practices.  Increase Staff Collaboration: In response to teacher and support staff feedback, we will create more opportunities for educators to collaborate with site leaders to set expectations and co-design family engagement practices that are culturally responsive and aligned with site needs. Improve Communication Practices: We will support sites to enhance communication systems to ensure families receive timely, accessible updates—beyond report cards—on student progress, placement decisions, and how to support learning at home.  Clarify Family Roles: We will develop multilingual tools and opportunities that clarify families’ roles in supporting learning and post-graduation readiness, helping them feel more connected to what their child is learning and empowered to contribute. These actions aim to move beyond basic engagement toward meaningful, ongoing academic partnerships with underrepresented families, grounded in trust, collaboration, and shared responsibility for student success.|To improve engagement with underrepresented families, WCCUSD will implement the following strategies: Build Staff Capacity: We will expand our Community Schools Community of Practice to provide ongoing professional development to teachers, administrators, community school directors, and school community outreach workers. This work will focus on building knowledge and skills to partner with families around student success, not just relationship-building, and to ensure that our school leaders have the capacity, tools and support to share their learnings with their school sites to support building our system wide capacity to deepen our family engagement practices.  Increase Staff Collaboration: In response to teacher and support staff feedback, we will create more opportunities for educators to collaborate with site leaders to set expectations and co-design family engagement practices that are culturally responsive and aligned with site needs. Improve Communication Practices: We will support sites to enhance communication systems to ensure families receive timely, accessible updates—beyond report cards—on student progress, placement decisions, and how to support learning at home.  Clarify Family Roles: We will develop multilingual tools and opportunities that clarify families’ roles in supporting learning and post-graduation readiness, helping them feel more connected to what their child is learning and empowered to contribute. These actions aim to move beyond basic engagement toward meaningful, ongoing academic partnerships with underrepresented families, grounded in trust, collaboration, and shared responsibility for student success.|According to the California Healthy Kids Survey, the domain of meaningful participation has consistently ranked among the lowest areas of parent satisfaction. In 2023–24, fewer than 50% of family respondents agreed or strongly agreed that “the school actively seeks the input of parents before making important decisions.” This reflects a clear need to improve how schools engage families in decision-making processes. Staff have also expressed the need for more support and training on how to effectively gather, interpret, and apply stakeholder input to guide site-level and districtwide decisions. While some progress has been made, including greater consistency in how input is collected through tools like empathy interviews, surveys, and advisory meetings, the district recognizes the need to further strengthen and standardize engagement practices.|Establish clear, universal expectations for how schools and departments solicit and utilize input from families and other educational partners; Provide targeted professional development for staff on meaningful engagement and participatory decision-making practices; Improve the centralized collection and analysis of stakeholder data to support schools in identifying trends and translating feedback into action; Ensure that all stakeholder engagement efforts are inclusive, culturally responsive, and accessible to historically underserved families. By refining systems for input and making better use of data to drive decisions at all levels, WCCUSD seeks to increase transparency, strengthen trust, and create more inclusive and collaborative school communities.|3|2|1|3|3|2|1|1|3|3|1|3|Met||2025-06-25|2025
07617960101477|Leadership Public Schools: Richmond|3|The counselors hold regular meetings open to parents to share school information. Coffee with the Principal has been recently initiated and favorably received.|An area of growth in building relationships with staff and families has been improving communication related to performance data, accreditation cycles, and LCAP progress throughout the year. Parents have asked for more training around technology, understanding assessments, and providing academic support at home. Parents also identified the need for a variety of meeting times, to be able to navigate meetings along with work and family obligations.|Moving forward, the Parent Guardian Association will offer a variety of times and modes including virtual and in person. We will increase ways to participate through surveys and Infinite Campus communication. We will offer translation and interpretation for families of multilingual learners. We will improve distribution and accessibility of all resources. In addition, the school will distribute the Panorama Survey to parents and families to improve identification of the strengths and needs of our relationships between school staff and families.|LPS Richmond has continued to offer opportunities for all Educational Partners to engage in the accreditation, charter renewal, and LCAP process. Families attended sessions to learn more about student achievement data. The school website is up to date and includes a parent portal.|Areas of growth for Building Relationships are to improve proactive two way communication regarding policy changes, academic progress, the state of the school, etc. This includes translation and interpretation whenever possible with an emphasis on access to policies including the Student Handbook. In addition, there is a need to improve the breadth and depth of opportunities. This includes parent/guardian engagement about College Readiness resources and student progress and performance.|The LEA will develop and advertise a calendar for family engagement prior to the start of the school year in collaboration with the wellness team, front office, Deans, teachers, and administrative team. The calendar will be shared with families and updated monthly. In addition, the Student Parent Handbook will be translated and posted in Spanish to provide easier accessibility to parents and guardians. In addition, the school will distribute the Panorama Survey to parents and families to improve identification of the strengths and needs of our relationships between school staff and families.|The school administration recognizes the value and importance of including all educational partners in making decisions regarding the school's goals and actions towards meeting those goals. Parents and guardians can offer input related to many areas of school governance including, but not limited to, charter renewal, Local Control Accountability Planning and WASC accreditation. In addition, parents and guardians must be made aware of performance and progress based on the California Dashboard in order to offer ideas and support for continuous improvement. While LPS Richmond is currently in the exploration and research phase, this will be a priority in the coming year.|The areas of improvement currently are directed towards the establishment and development of an active and engaged Parent Advisory Council (PAC), an English Learner Advisory Council (ELAC) and Parent Guardian Association (PGA).|In order to develop a Parent Advisory Council (PAC), an English Learner Advisory Council (ELAC) and Parent Guardian Association (PGA) the school administration will conduct in depth research into the requirements for each of these groups, recognizing that each group has a separate but critical role to play in the work to promote a College and Career Ready culture and climate at LPS Richmond. This work will include adherence to all Education Code requirements and extended outreach to recruit active and engaged parents and guardians to participate in school governance. In addition, the school will distribute the Panorama Survey to parents and families to improve identification of the strengths and needs of our relationships between school staff and families.|4|4|3|4|3|3|3|3|1|1|1|1|Met||2025-06-25|2025
07617960110973|Richmond College Preparatory|3|Richmond College Prep has made notable strides in building trusting relationships with families. According to our most recent family engagement survey, 82% of parents agreed or strongly agreed that they feel welcomed and respected by school staff. This reflects a 7-point increase from the previous year. Events like Coffee Club, Melanin Mama meetings, and Back-to-School Night drew higher turnout than in prior years, with over 60% of families reporting that they feel “seen and heard” by their child’s teacher or school leader.  Latinx families, in particular, reported high levels of satisfaction with school communication and involvement, with 89% saying they receive information in their preferred language and 84% reporting that they feel their concerns are addressed promptly. These gains are partially due to increased bilingual communication, flexible meeting formats, and intentional outreach by our Family and Community Engagement Coordinator and attendance clerk.|Richmond College Prep continues to build strong relationships with families through consistent communication, bilingual outreach, and events that celebrate community and culture. While most families report feeling welcomed, data from student and family surveys show opportunities to deepen engagement with specific groups, particularly Black families and families of students with chronic absenteeism. These families are less likely to participate in school events or report strong connections with staff, and Black students have shared that they experience lower levels of safety and belonging.  To strengthen relationships across all communities, RCP will focus on increasing two-way communication, culturally responsive outreach, and more opportunities for staff to understand the lived experiences of families. In the 2025–26 school year, we are implementing PowerSchool’s Attendance Suite to support consistent outreach and communication. We have also added a Dean of Students and hope to have full-time counselor to lead efforts around positive behavior, wellness, and relationship-building. Finally, all staff will participate in training on bias, culturally responsive teaching, and equity-driven family engagement as part of our schoolwide professional development.|To improve engagement of underrepresented families—especially Black families and those whose students are chronically absent—Richmond College Prep will continue and expand several key strategies. We will maintain regular parent-teacher conferences, which allow for individualized two-way communication and relationship-building. Our monthly Coffee with the Principals, Melanin Family Meetings, and culturally responsive engagement events such as Family Nights, Book Fairs, and Back-to-School Night will continue to offer informal yet meaningful ways for families to connect with staff and one another.  In addition, our School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings remain central to ensuring family voice in school planning and improvement. To deepen these connections, we will implement targeted outreach to underrepresented families to ensure they are aware of these opportunities and feel encouraged to participate.  We are also expanding home-school supports such as literacy workshops through the LIT program, and launching parent learning opportunities focused on the 5Cs (critical thinking, communication, collaboration, creativity, and citizenship) to align family support with our instructional priorities. The new Dean of Students and full-time counselor will further help build bridges between school and home by leading restorative conversations and supporting positive relationship development across all communities.|Richmond College Prep has made significant progress during the 2024–25 school year in strengthening partnerships that support student outcomes. Our biannual parent-teacher conferences in October and March are well-attended and continue to serve as meaningful spaces for academic and behavioral collaboration between teachers and families. The introduction of monthly early release days has allowed teachers to engage in professional development focused on instructional alignment and family engagement strategies.  This year, we gathered family feedback on our language policy, schoolwide literacy vision, and Multi-Tiered Systems of Support (MTSS) framework. Their input directly shaped implementation decisions, leading to clearer communication with families and stronger intervention supports across grade levels. These changes were communicated through SSC meetings, ELAC, family letters, and Coffee with the Principals.  Our Family Engagement Coordinator led well-attended events including Coffee with the Principals, Melanin Family Meetings, Book Fairs, Family Literacy Nights, and classroom showcases. Participation in ELAC and SSC continues to grow, with multilingual families more actively involved. Overall, families report feeling more confident supporting student learning due to increased transparency, personalized outreach, and stronger communication practices.|While strong progress has been made, data from family surveys and attendance records indicate the need to deepen partnerships with underrepresented families, especially those of Black students, English learners, and students with chronic absenteeism. These families are less likely to attend instructional events or academic meetings and have expressed a desire for clearer follow-up when academic or behavioral concerns arise.  To address these gaps, RCP will: -Expand multilingual, family-friendly resources that explain intervention programs (e.g., SIPPS, LIT, MTSS) and how families can support progress at home. -Implement the PowerSchool Attendance Suite to support consistent outreach and data-informed communication about attendance and student outcomes. -Provide culturally responsive professional development for teachers and staff to strengthen trust-building and inclusive practices with all families. -Additionally, in the 2025–26 school year, RCP will expand academic pathways through the launch of schoolwide AVID and a Spanish language program, both of which were informed by family interest and feedback.|To improve engagement of underrepresented families—particularly Black families, multilingual families, and those of chronically absent students—Richmond College Prep will continue and expand key strategies.  We will maintain essential structures like biannual parent-teacher conferences, monthly Coffee with the Principals, Melanin Family Meetings, Back-to-School Night, Family Literacy Nights, Book Fairs, ELAC, and SSC. These events foster consistent, relationship-centered communication with all families.  Our Dean of Students and Family Engagement Coordinator will lead targeted outreach to underrepresented families, including home visits, personalized meetings, and restorative support. Our new full-time counselor will also help build stronger partnerships around social-emotional well-being, behavior, and mental health.  Through these efforts, RCP will ensure that all families—particularly those historically underserved—have the tools, trust, and access to fully support their child’s success.|During the 2024–25 school year, Richmond College Prep strengthened its systems for family involvement in decision-making by offering multiple, accessible pathways for input. Families were encouraged to participate in school planning through Google Forms, which were sent out in English and Spanish to gather input on key decisions, including the school’s language policy, literacy vision, and MTSS framework. The feedback gathered was then reviewed and discussed at School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings, creating a clear and transparent feedback loop between families and school leadership.  The school continued to offer monthly Coffee with the Principals, Melanin Family Meetings, and engagement events like Family Literacy Night and the Spring Festival, where staff gathered informal feedback from a wide range of families. These gatherings were designed to be welcoming and culturally responsive, increasing trust and participation. Meetings like SSC and ELAC were offered both in-person and virtually, with interpretation available, which helped maintain consistently high participation.  Survey results from 2024–25 show that families felt more informed and appreciated having multiple ways to provide feedback. Participation in advisory groups also increased, especially among multilingual families. These structures helped ensure that family voices were included in shaping academic initiatives and culture-building work across the school.|While Richmond College Prep made strong progress in 2024–25 in offering families opportunities to provide input—through Google Forms, advisory committees, and school events—stakeholder feedback and participation trends revealed key areas for growth. Specifically, underrepresented families, including Black families, families of multilingual learners, and those with students experiencing chronic absenteeism, were less likely to attend formal meetings or complete surveys.  Additionally, some families expressed a desire for clearer communication about how their input was used. Though feedback was collected and discussed at SSC and ELAC meetings, we recognize the need to more consistently close the loop with all families by summarizing decisions and demonstrating how family voice shaped the outcome.  In 2025–26, the school will focus on:  Increasing participation from underrepresented families by offering more informal and culturally specific input opportunities, such as listening circles and small-group sessions.  Improving transparency with families through “You said, we did” summaries after major decision-making processes.  Strengthening family leadership through orientation and role-specific support for SSC and ELAC parent members, helping them feel confident and prepared to contribute meaningfully.|To improve engagement of underrepresented families—particularly Black families, multilingual families, and families of chronically absent students—Richmond College Prep will expand on the inclusive practices established in 2024–25 while addressing identified gaps in representation and follow-through.  In 2025–26, we will:  Continue hosting inclusive events such as Melanin Family Meetings, Coffee with the Principals, Family Nights, Book Fairs, Back-to-School Night, SSC, and ELAC, ensuring that underrepresented families have multiple avenues to participate and be heard.  Implement focus groups and listening sessions to gather deeper input on attendance, behavior, and academic support.  Use translated visual summaries (e.g., flyers, ClassDojo posts) to share key decisions and highlight how family input has shaped school policies and programs.  Provide training and support for family leaders on SSC and ELAC, including orientation sessions in multiple languages and one-on-one follow-up.  These efforts will ensure that all families—not just those who attend traditional meetings—have access to decision-making spaces and see their voices reflected in school priorities.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-26|2025
07617960126805|Richmond Charter Academy|3|We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed.  Additionally, we host school events to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community.  These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress.|While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.|Our school predominantly serves a student population from underrepresented communities, with the majority of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success.|Our school provides comprehensive training for all staff in effective parent engagement strategies. Regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment. To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.|While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things we are considering are below. Deepening Staff Capacity Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families. Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills. Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement. Enhancing Family Engagement Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations). Family Leadership Opportunities: Involve parents in decision-making processes and school committees. Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate. Leveraging Data Effectively Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly. Action Planning: Develop specific, measurable goals based on data findings and track progress.|To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will ensure that language interpretation services from external organizations are available. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support. Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements.|The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:  Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans. Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels. Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families. These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services|To enhance parent engagement, the LEA aims to plan ahead and notify parents of opportunities for involvement with enough notice so that they are able to participate in the decision making process.|To enhance the engagement of underrepresented families in decision-making, the school will implement the following strategies: Incentivize participation: Offer refreshments and raffle prizes to encourage attendance at committee meetings. Expand outreach: Continue robust advertising, interpreter services, and hybrid meeting options to increase accessibility. Prioritize representation: Collaborate with the Community Outreach Coordinator to actively recruit and involve underrepresented families in decision-making processes. Foster parent engagement: Maintain ongoing education about the importance of parent involvement and its impact on student success. By combining these efforts, the school aims to create a more inclusive and equitable decision-making environment.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2025-06-30|2025
07617960129643|Richmond Charter Elementary-Benito Juarez|3|We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed.  Additionally, we host school events to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community.  These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress.|While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.|Our school predominantly serves a student population from underrepresented communities, with the majority of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success.|Our school provides comprehensive training for all staff in effective parent engagement strategies. Regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment. To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.|While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things we are considering are below. Deepening Staff Capacity Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families. Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills. Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement. Enhancing Family Engagement Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations). Family Leadership Opportunities: Involve parents in decision-making processes and school committees. Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate. Leveraging Data Effectively Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly. Action Planning: Develop specific, measurable goals based on data findings and track progress.|To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will ensure that language interpretation services from external organizations are available. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support. Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements.|The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:  Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans. Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels. Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families. These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services.|To enhance parent engagement, the LEA aims to plan ahead and notify parents of opportunities for involvement with enough notice so that they are able to participate in the decision making process.|To enhance the engagement of underrepresented families in decision-making, the school will implement the following strategies: Incentivize participation: Offer refreshments and raffle prizes to encourage attendance at committee meetings. Expand outreach: Continue robust advertising, interpreter services, and hybrid meeting options to increase accessibility. Prioritize representation: Collaborate with the Community Outreach Coordinator to actively recruit and involve underrepresented families in decision-making processes. Foster parent engagement: Maintain ongoing education about the importance of parent involvement and its impact on student success. By combining these efforts, the school aims to create a more inclusive and equitable decision-making environment.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2025-06-30|2025
07617960132100|Aspire Richmond Ca. College Preparatory Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
07617960132118|Aspire Richmond Technology Academy|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
07617960133637|Summit Public School: Tamalpais|3|Summit Tamalpais opened in the Fall of 2016. As the school has grown into maturity, we have been working hard to ensure that as we focus on delivering the highest quality education to our students in West Contra Costa County, we are simultaneously building a community that supports strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.|Focus Area for Improvement: Summit Tamalpais has made great strides in building strong relationships within our community.|We continue to focus on reaching all members of our community, specifically those for whom English is a second language.  We provide interpretation services as school events and have made great strides in decreasing the disproportionality of our staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.|Summit Tam is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.|Summit Tam utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|At Summit Tamalpais, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.|In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.|School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.|4|4|4|4|4|5|5|4|4|4|4|4|Met||2025-06-17|2025
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|3|Voices WCC continues to build on its ELAC meetings and monthly Cafecitos, which provide meaningful platforms for families to give input on LCAP goals, school needs, and academic progress. There has been a significant increase in parent survey participation and satisfaction, reflecting greater trust and engagement. Multicultural activities such as Dia de los Muertos, Dia del Niño, and Multicultural Week have strengthened community bonds and increased parent volunteerism.  In addition, Parent Teacher conferences were offered at time outside of the school day to accommodate working families.  Voices WCC has also contracted a Family and Community Engagement Coordinator to specialize in relationship building.  					|To further enhance participation, Voices WCC will continue promoting ELAC, Cafecitos, and workshops through ParentSquare, as well as personal outreach by the school's leadership team and Family and Community Engagement Coordinator. The school will continue to use visual displays in high-traffic areas and distribute small fliers during dismissal. Building strong relationships also includes training teachers on effective communication and parent-teacher conferences. Families will be encouraged to attend Plazas (student assemblies) and participate in planning and attending school-wide events, deepening the connection between school and home. 					|Voices WCC will continue to offer parent-teacher conferences outside of regular school hours to better accommodate working families, push English, Spanish and Portuguese messaging through our parent portal, and flier in the school. Additionally, the school will host classroom family dinners at the beginning of the year to build community, foster connections among families, and strengthen partnerships with staff. These dinners will also serve as an opportunity to explain academic goals and behavior expectations for the school year, provide guidance on how families can be actively involved in their child's education, and share effective ways to communicate with the school.  The Family and Community Engagement Coordinator will play a key role in supporting this process by conducting targeted outreach to underrepresented families through personalized communication, home visits when appropriate, and collaboration with teachers to identify and address engagement barriers. The Coordinator will assist in planning inclusive events, coordinating translation services, and ensuring that communication is culturally responsive and accessible. By gathering ongoing feedback and monitoring participation data, the Coordinator can adapt strategies to more effectively engage and support families who have historically been less involved in the school community.|This year, Voices WCC continued its partnership with the Boys and Girls Club, Art in Action, and the San Francisco Opera Guild to enhance our enrichment block and provide expanded learning opportunities. Voices WCC students engage in Social Justice programs with the SFOG as well as through partnerships with local community organizations including the Latina Center, Richmond Promise, and RYSE. We offered additional academic supports for students to mitigate learning loss within the classroom as well as tutoring for our 3rd to 8th graders after school.					|To improve partnerships for student outcomes, Voices WCC will deepen collaboration with local community organizations and fully leverage the role of the Family and Community Engagement Coordinator by inviting organizations to participate in school events and offer on-site services when possible, by tasking the Coordinator with mapping community assets and maintaining ongoing relationships with local partners, by holding regular partnership meetings to assess impact and adjust supports based on student and family needs and by Offer family learning nights with community partners to reinforce academic skills and parent involvement. These efforts can directly contribute to stronger student academic, social-emotional, and behavioral outcomes.   Stronger family-school-community ties help reduce absenteeism and increase student motivation and sense of belonging.  Community-based tutoring, mentorship, and after-school programs can reinforce classroom instruction and help close achievement gaps.  Families feel more confident and equipped to support their child’s learning, leading to more consistent academic progress and improved behavior.  Additionally, these supports provide social-emotional and behavioral supports from community organizations help students build resilience, self-regulation, and positive relationships.|Voices WCC will continue partnering with current local nonprofits and search for new health providers, libraries, and cultural centers to provide wraparound services (e.g., tutoring, mental health support, enrichment activities).  Our school team will act as liaisons between families and services, helping connect families with needed supports (housing, food assistance, counseling, etc.).  The school will also plan and host family workshops focused on supporting learning at home, navigating educational pathways, and understanding available community resources.   We will also work with our parent community to identify Parent Ambassadors to act as liaisons and advocates.  In addition to materials being provided in different languages, we will offer multiple options for meeting times (evenings, weekends) and formats (in-person, virtual, phone) to meet the needs of working families. In addition to providing childcare, transportation support, and food at events to remove common barriers to attendance.|In addition to Voices WCC’s stakeholder engagement in ELAC meetings, Cafecitos (Principal's Coffee) and Parent Leadership meetings, where feedback is collected, Voices utilizes Network-wide staff, student and family surveys utilizing Panorama, a third party. These surveys are conducted twice a year and are used for planning. Voices WCC will continue to use these in the 25-26 school year.					|To improve how our school seeks input from parents in decision-making, Voices WCC will offer multiple, accessible ways for families to share feedback—such as surveys, focus groups, and listening sessions—while ensuring language support, flexible meeting times, and clear communication. It’s also essential to be transparent about how input is used, regularly share updates through our parent portal, and actively reach out to our underrepresented voices.  We will continue building strong relationships through parent councils, liaisons, and community partnerships to foster ongoing, meaningful engagement that reflects the diverse perspectives of our school community.					|To better engage with our underrepresented communities in decision-making, Voices WCC build trust through intentional outreach and inclusive practices. This means partnering with trusted community leaders, offering translation and interpretation services, and holding meetings in accessible, familiar spaces—such as community centers, churches, or local parks. Personalized outreach, like home visits or phone calls, may be needed as they are more effective than mass emails. We can provide childcare, meals, and transportation to remove participation barriers. Most importantly, we will listen actively, follow up with how their input shaped decisions, and invite our parent into ongoing leadership roles, ensuring their voices are not just heard, but valued.					|3|4|4|3|3|2|3|4|3|3|3|3|Met||2025-06-24|2025
07618040000000|San Ramon Valley Unified|3|Based on the analysis of educational partner input and local data from the 2024-25 school year, SRVUSD demonstrated significant strengths and progress in building relationships between school staff and families through extensive community engagement and the establishment of district-wide steering committees. Feedback was gathered from a diverse array of community groups, including the DVSR Rotary, San Ramon Chamber, Danville Chamber, Discovery Counseling Center Board, SRV Mental Health Coalition, Parents, Families, and Friends of Lesbians and Gays (PFLAG), APAPA (Asian Pacific Islander American Public Affairs), the Equity Committee, the Inclusion and Diversity Committee, and the SRVCPTA Exceptional Education Committee.   Furthermore, the district formed steering committees focused on the Strategic Directions of Equity, Social Emotional Well-Being, and Deep Learning, comprising teachers, students, staff, parents, and administrators. These committees, ranging in size and meeting at least three times, concluded their first cycle in May, with their valuable feedback compiled and summarized. This comprehensive approach to involving the community ensured that varied perspectives informed the district's decision-making processes, fostering a more inclusive and responsive educational environment. Throughout the 2024-2025 school year, LCAP meetings were held, culminating in a School Board presentation and public hearing in June, further emphasizing the district's commitment to broad input and active participation in shaping the educational experience.|SRVUSD made significant progress during the 2024–25 school year in fostering collaboration and trust across its community. Under Superintendent CJ Cammack's leadership, districtwide outreach—including visits to all 35 sites—generated actionable feedback through meetings with students, staff, and families. These insights informed Trustee office hours, committee meetings, and district planning. Key Feedback from Educational Partners:  Equity Committee: Emphasized elevating student voices, enhancing affinity group collaboration, embedding anti-discrimination practices, diversifying curriculum content, expanding CTE options, and promoting respectful discourse.  Deep Learning & Innovation: Advocated for student-centered assessments, ethical AI use, clearer district-wide cell phone policies, and more inclusive board resolutions.  VAPA Subcommittee: Developed districtwide arts standards, expanded middle and high school arts courses, emphasized cultural relevance through training in global arts, and finalized a strategic arts plan aligned with California standards.  SEWB Committee: Recommended enhanced mental health support, peer mentorship, wellness centers, and proactive strategies informed by CA Healthy Kids Survey results. A consistent, age-appropriate cell phone policy was also explored.  Stakeholder Input:  Students requested more inclusive curricula, reduced workloads, wellness rooms, and expanded electives.  Staff called for more collaboration time, behavioral support, equitable resources, and increased student services.  Families emphasized clear communication, improved math instruction, stress management strategies, real-world learning, school safety, teacher excellence, and consistent instruction.  Conclusion: SRVUSD’s collective work reflected strong community engagement, responsiveness, and commitment to improvement. Feedback led to targeted action plans in equity, instruction, wellness, and arts. With a shared vision, the district is well-positioned for continued progress in 2025–26.|Based on the analysis of educational partner input and local data from the 2024-25 school year, SRVUSD ensured that specific strategies were implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who were economically disadvantaged, were disabled, had limited English proficiency, were migratory, had limited literacy, or were of any racial or ethnic minority background. SRVUSD provided translation services to parents with limited English Proficiency when providing information online, in newsletters, or at meetings at school and district locations. However, even with these opportunities in place, SRVUSD seeks to increase participation rates. Additionally, a continued focus area for the 2025-2026 school year will be the growth and development of the SRVUSD's District English Learner Advisory Committee (DELAC) and our Community Advisory Committee (CAC).|Based on the analysis of input from educational partners and local data from the 2024-25 school year, it was evident that SRVUSD excelled in fostering partnerships to enhance student outcomes. Survey data highlighted a culture of responsiveness, emphasizing deep learning, innovation, equity, and social-emotional well-being. All K-8 schools held conference weeks to support teacher-family partnerships, aiming to improve student outcomes collaboratively. The district's commitment to these areas underscored its dedication to creating a supportive and effective educational environment, ensuring every student had the opportunity to succeed. Furthermore, ongoing professional development for teachers and staff fostered a continuous improvement mindset, equipping them with the latest strategies to support diverse learners.|Based on what our educational partners and local data told us in the 2024-25 school year, we need to see much higher participation in parent workshops and a better grasp of college pathways, Career and Technical Education (CTE) programs, and the range of career options available to students. It's also clear that we need to boost understanding of math pathways and how students can advance in math, as well as clarify how diverse curricula are chosen and put into practice.  SRVUSD is also committed to stronger connections with local community colleges and businesses, like our student welding partnership. By making these partnerships even stronger, we can open up better access, deeper learning, and new, exciting opportunities for our students. Moving forward, it will be essential to really listen to and involve our community to make sure these efforts are successful and that we're meeting everyone's needs. By nurturing these relationships, we can build a more connected and supportive learning environment for our students, their families, and the entire community.|Based on the analysis of educational partner input and local data from the 2024-25 school year, SRVUSD has implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, disabled, have limited English proficiency, are migratory, have limited literacy, or belong to any racial or ethnic minority background.   To support parents with limited English proficiency, SRVUSD provides translation services for online information, newsletters, and meetings at school and district locations.   A significant focus area will be EL support services at all schools. Furthermore, extensive professional development will occur for staff to ensure proper support is provided to all English Learners. By addressing these diverse needs, SRVUSD aims to create a more inclusive and supportive educational environment for all students and their families.|Based on the analysis of the educational partner's input and local data from the 2024-25 school year, SRVUSD is deeply committed to family engagement in advisory groups and decision-making. This is demonstrated through initiatives like, Office Hours with Trustees, advisory groups, Steering Committees, and task forces (CAC, PTA, DELAC, ELAC, LCAP Preschool Task Force, School Site Council, Equity Committee, Social Emotional Well-Being Committee). The district prioritizes robust community engagement, collecting feedback via surveys, Focus Groups, Principal Coffee talks, staff meetings, and student surveys. Additional input was gathered through four LCAP stakeholder meetings, the SRVUSD Community Advisory Committee, SRVUSD PTA Presidents meeting, and the SRVUSD District English Learner Advisory Committee. The SELPA Executive Director ensures we receive comprehensive special education feedback by, reviewing and posting local plans and holding regular committee meetings. Other groups involved include Danville/Ramon Rotary, San Ramon Chamber, Danville Chamber, Discovery Counseling Center Board, SRV Mental Health Coalition, PFLAG, Equity Committee, Inclusion and Diversity Committee, Grade Reform Committee, Student Senate, and the Exceptional Education Committee.|"Based on the analysis of educational partner input and local data from the 2024-25 school year, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a notable lack of input from underrepresented families. In response, SRVUSD is making a concerted effort to elevate student voices through various initiatives, including the Student Senate, Student Steering Committees focused on Deep Learning and Innovation, Equity, and Social Emotional Well-being, as well as affinity groups, student advisory, and leadership programs. Additionally, SRVUSD is working to engage underrepresented families through targeted outreach, community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."|After a thorough examination of feedback from educational partners and local data in 2024-25, SRVUSD is poised to implement a series of targeted strategies aimed at enhancing the involvement of underrepresented families. These families were identified during the self-assessment phase for decision-making processes. The primary focus will revolve around actively seeking input to diversify the curriculum, providing recommendations for staff diversification, facilitating forums to address equity concerns, and extending access to social workers for gathering insights from underrepresented families. These multifaceted initiatives are designed not only to foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in shaping the future of the district.|5|4|4|3|4|3|4|3|5|4|3|4|Met||2025-06-17|2025
07618120000000|Walnut Creek Elementary|3|WCSD has a strong commitment to partnering with families to support all students in reaching their highest potential. The beginning-of-the-year goal-setting parent conferences are an example of partnering with parents to build relationships in support of student growth. Based on the information we gathered from listening to interviews and our Newcomer Family Event, we have made improvements in our outreach to newcomer families. Additionally, this year the Superintendent hosted listening sessions at every site for parents and staff, which were well attended. The district and school sites will continue to host PTA/PTO family events, English Learner Advisory Council meetings, principal coffee chats, School Site Council meetings, and parent education events with a focus on engaging with underrepresented families. Many of these events are held virtually to provide greater convenience for families. In reviewing WCSD’s 2025 Youth Truth data, 92% of elementary families and 83% of middle school families feel comfortable approaching teachers about their child's progress.|Based on family survey data and the opportunity gap that exists in our summative assessment data, WCSD has identified the need to increase inclusion and belonging for all families.WCSD continues to analyze the qualitative data collected from listening interviews to determine the root causes for lower family engagement among some student groups. Families of students with IEPs and English Learners shared that they do feel like they are included at the same rate as other families.|The goal of the district’s empathy interviews with families and students is to increase trust and build stronger relationships between staff and families, particularly those from underrepresented backgrounds identified during the self-reflection process. School Site Plans will include an equity action to improve the engagement of underrepresented families. We will continue to strengthen our Parent Ambassador programs to support outreach to Newcomer families.|WCSD remains committed to building relationships with the families we serve. We have intentionally established welcoming school environments and positive school climates. Professional development supports our goal of assuring all WCSD community members feel a sense of belonging in our school district. Our parent conference timeline facilitates collaboration with parents to establish goals for student outcomes. Our district and individual school sites share specific school-related information through various channels, including websites, weekly eNews, parent-teacher conferences, and parent and principal coffee chats. Our improved communication platform, ParentSquare will aid in allowing two-way communication.|An area of focus for our district is to continue engaging our staff in ways that support family engagement with student learning goals throughout the year. Our Multi-Tiered Systems of Support (MTSS) process ensures that all students receive the necessary support for success. WCSD’s family guide to MTSS is a communication tool to support successful Student Study Team meeting outcomes. Additionally, the opportunity gap in summative assessment and chronic absenteeism supports our focus on additional monitoring the progress of our students with IEPs.|Our implementation of the district’s new Extended Learning Opportunity Program provides us with the opportunity to reach out to underrepresented families and determine how we can support them by offering a 9-hour extended day that includes both enrichment and homework support opportunities. Our outreach includes parent surveys, parent forums at every school site, and Governing Board presentations. By strengthening our partnership and trust with families, we believe student outcomes will benefit.|"Seeking parent input from families is highly valued. WCSD PTA/O, ELAC, DELAC, SCC, District Strategic Planning, and Parent Education Nights are all active avenues we use to engage families in advisory groups and with decision-making. We believe that our active and ongoing engagement provides progress in this area. These and other meetings allow multiple opportunities for community stakeholders to connect, collaborate, create, and consider all needs. Additionally, WCSD provides multiple opportunities for parents, guardians, and families to understand how to support their child’s academic growth. Such opportunities include, but are not limited to: ""Coffee talks"" at the site and district office, parent conferences, and parent education events. Families are invited to these sessions via the district communication platform, ParentSquare, as well as through the Superintendent's monthly messages."|The district will continue to actively plan outreach efforts to increase parent survey participation. Additionally, our practices of conducting listening sessions, which are principally focused on our underrepresented families, will continue to be key in informing our decision-making. This year, we will continue our focus on increasing outreach and communication to enhance understanding and support for addressing chronic absenteeism.|All school sites will continue to improve their translation of parent information with the addition of ParentSquare to increase participation among our multilingual families. Additionally, we will continue to reach out personally to our underrepresented families to increase awareness of our Expanded Learning Opportunities Program. This year, we will also hold a Special Education Family forum to gain insights into their perspectives on our SPED programs.|5|5|4|4|5|4|5|5|5|5|5|4|Met||2025-06-02|2025
07773540000000|SBE - John Henry High|3||||||||||||||||||||||Not Met|||2025
07773540132233|John Henry High|3|We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed.  Additionally, we host school events to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community.  These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress.|While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.|Our school predominantly serves a student population from underrepresented communities, with the majority of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success.|Our school provides comprehensive training for all staff in effective parent engagement strategies. Regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment. To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.|While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things we are considering are below. Deepening Staff Capacity Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families. Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills. Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement. Enhancing Family Engagement Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations). Family Leadership Opportunities: Involve parents in decision-making processes and school committees. Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate. Leveraging Data Effectively Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly. Action Planning: Develop specific, measurable goals based on data findings and track progress.|To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will ensure that language interpretation services from external organizations are available. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support. Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements.|The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:  Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans. Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels. Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families. These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and servic|To enhance parent engagement, the LEA aims to plan ahead and notify parents of opportunities for involvement with enough notice so that they are able to participate in the decision making process.|To enhance the engagement of underrepresented families in decision-making, the school will implement the following strategies: Incentivize participation: Offer refreshments and raffle prizes to encourage attendance at committee meetings. Expand outreach: Continue robust advertising, interpreter services, and hybrid meeting options to increase accessibility. Prioritize representation: Collaborate with the Community Outreach Coordinator to actively recruit and involve underrepresented families in decision-making processes. Foster parent engagement: Maintain ongoing education about the importance of parent involvement and its impact on student success. By combining these efforts, the school aims to create a more inclusive and equitable decision-making environment.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2025-06-30|2025
08100820000000|Del Norte County Office of Education|3|Community School’s staff to student ratios allow staff to make meaningful connections with students and families. The support of a full -time social worker and full-time counseling technician facilitates a strong understanding of individualized needs to promote and ensure a supportive learning environment. The staff and administration of Community School actively seek input from families, and there is generally good participation at SSC and LCAP meetings. This demonstrates a commitment to inclusivity and shared decision-making. Further, this contributes to the school's current strength in building strong partnerships with families.|A primary focus area for improvement (for the 2025/26 school year) will be to have more planned events and activities throughout the year to help families to learn what they can do, in partnership with the school, to keep their students engaged at school, and focused on improving academic performance, behavioral/social skills, and develop post high school plans.|96.3% of the (27) students enrolled at Community school were socioeconomically disadvantaged (Source: Dataquest (2024/25) There were no English Learners currently in the school. This year, 3.7% of students were African American, 29.6% were Native American students, 29.6% were Hispanic or Latino, 29.6% were White, and 7.4% were of 2 or More. In order to improve engagement of underrepresented families, staff will continue to participate in the annual culturally based professional development, hosted by the District in the fall. The school will also research culturally based activities and events, to honor and acknowledge the cultures and cultural values and traditions of underrepresented groups.|Community school teachers meet regularly with students and frequently contact families to collaborate on student learning, and to address any questions or concerns about credits, academic progress, high school completion, and opportunities beyond high school.|Community School will need to have a very deliberate and scheduled plan of activities and events that are held (during the year) to keep parents and family members informed of academic progress (grades and credits).|For the 2025/26 school year, Community School will plan to survey parents, students, and family members to find out what they feel will be most effective, in terms of increasing student and family engagement.|The primary mechanism for shared decision-making is (currently) LCAP and SST meetings, both of which are generally well attended. However, (as mentioned previously) the school plans to employ surveys to get a wider range of information regarding how to improve input for decision making.|In 2025/26, Community School will plan and execute a survey of all parents, staff, and students in the focus areas of credit recovery, academic performance, family engagement, and planning for academic or career opportunities after high school.|Upon collecting and analyzing survey results (in the fall of 2025/26), Community School will schedule and execute targeted family engagement activities to help support families and increase attendance to ensure optimal feedback and reflection.|4|4|3|3|3|3|3|3|3|3|3|3|Met||2025-06-30|2025
08100820830059|Castle Rock|3|"Castle Rock Charter is an independent study, non-classroom-based school where support teachers meet weekly with students and their families. These regular meetings foster strong connections between teachers and the entire family. In addition, we host a quarterly Family Engagement Seminar (FES), with topics driven by input from parents, students, and school staff. In the 2024-25 school year, we continued ""SharkWeek"", a week-long orientation program tailored by grade level and held on different days throughout the week. Parent feedback on the program was overwhelmingly positive."|Parent engagement and communication are top priorities at Castle Rock Charter School. To support student engagement and enhance communication, CRCS has introduced the “SHARK Binder”, an organizational tool designed to help students build essential learning skills and facilitate meaningful student-teacher meetings. The school also promotes family involvement through regular Public Service Announcements on local radio and by providing both digital and printed newsletters for parents and guardians.  One area identified for improvement is maintaining consistent, active communication with all CRCS families. As online resources and digital platforms continue to expand, ensuring that every family has reliable internet access and the training needed to use these tools is essential to bridging the communication gap.|Based on analysis of educational partner input and local data, Castle Rock Charter School recognizes the need to improve engagement with underrepresented families, particularly those who face barriers related to digital access and consistent communication. In response, CRCS will strengthen relationship-building by providing targeted outreach and support, including personalized check-ins during weekly family meetings, expanding multilingual communication tools, and offering in-person and virtual workshops to increase digital literacy and access to online resources.  Additionally, CRCS will enhance its Family Engagement Seminar (FES) series to include co-designed topics with input from underrepresented families, ensuring their voices are reflected in school practices. The school will also build on the success of its SHARK Binder initiative and orientation program (“SharkWeek”) by using these tools as consistent, inclusive entry points for building meaningful and collaborative relationships between families and staff.|Castle Rock teachers meet weekly with students and their families to collaborate on student learning and address any questions related to upcoming assignments. In addition, Castle Rock supports and encourages parent involvement through Bi-monthly Family Engagement Seminars, Castle Rock Advisory Board meetings, and SHARK Week, an orientation program designed to connect families with school expectations and resources.|Ensuring uniformity in Supervising Teacher meetings is a priority at Castle Rock. Administration works closely with both teachers and parents to establish a consistent framework for student-teacher interactions and to align expectations and requirements across all meetings. Every student deserves a high-quality, equitable educational experience, regardless of their assigned teacher.|To improve engagement with underrepresented families, Castle Rock has implemented several targeted strategies informed by educational partner input and local data. One key initiative is the introduction of a Native Studies course, designed to reflect and support the local tribal communities we serve. Additionally, Castle Rock has hired a Family Engagement Liaison focused on outreach to our most underserved families, providing tailored support and connection to school resources. The school also employs a tiered re-engagement approach to proactively involve families who may be less connected to the educational process. Our back-to-school event, Shark Week, serves as another valuable opportunity to welcome and engage underrepresented families. Together, these efforts aim to foster a more inclusive, responsive, and supportive school environment.|Parents and stakeholders have multiple opportunities to engage in school programs, including surveys, participation in the Castle Rock Advisory Board (CRAB), bi-monthly Family Engagement Seminars, and weekly meetings with Supervising Teachers.|To develop a more comprehensive and goal-aligned survey that effectively gathers input from educational partners and the broader Castle Rock community.|To support families and encourage participation, CRCS provides a light meal during Family Engagement Seminars, helping to increase attendance and promote meaningful feedback and reflection. To improve engagement among underrepresented families identified during the self-reflection process, Castle Rock is expanding access to technology, distributing regular newsletters, and offering ongoing Family Engagement Seminar opportunities. These initiatives are designed to strengthen communication around student performance and promote collaborative learning. By leveraging technology, Castle Rock seeks to bridge the digital divide and ensure all families have equitable access to vital information and school resources. Additionally, Family Engagement Seminars offer parents and guardians valuable insights into educational programs and services, empowering them to take an active role in both learning and school decision-making processes.|5|5|4|4|4|4|5|5|4|5|4|5|Met||2025-06-30|2025
08618200000000|Del Norte County Unified|3|District Staff work very hard to make sure that students and families stay engaged in the educational process.  This means making every effort to connect with families to ensure that students know what is required of them and have the ability to access their instructional materials and technology at home and at school.  Over the past few years, the LCAP has been leveraged to hire additional counselors, school psychologists, and Family Engagement Liaison positions, to maintain contact with families, so that they stay connected with our school communities.  With the development of the Family Engagement Liaison positions, the district has seen more meaningful and inviting parent engagement activities and events in our schools.  Additionally, the support of these positions has significantly impacted the reduction of District chronic absenteeism.|Some of our key focus areas are improving the relationship between the District and parents and family members of special education students.  Nearly 20% of the District’s students receive special education services, and there are some parents who are not confident in those services.  This is one of the reasons the District is working with a consultant and our new Special Education Executive Director on clarifying policies and procedures, and soliciting more parent feedback and involvement in our Special Education programs.  The District is also working (through Parent Advisory Councils) and other community organizations on building better relationships between local Native American Tribes and the District.|District staff are making significant efforts to improve the representation of socioeconomically disadvantaged parents on school site councils, by hosting workshops and activities that increase awareness of how to use federal funds to support programs that serve low income students.  The District has used the self-reflection process (via surveys and parent/community committee meetings to determine that Family Engagement Liaisons were needed at all school sites.  And that additional counselor and psychologist services were needed.  The self-reflection process also identified the need to provide additional support for our increasing population of foster youth and homeless student services.|All District school sites hold orientation and parent engagement evening events where they address how to help children succeed in school.  Every school site has an active School Site Council that reviews student academic performance, and approves plans (School Plan for Students Achievement - SPSA) for improving student academic progress.  Almost all school sites have active PTO’s (Parent Teacher Organizations), where staff work collaboratively with parents to engage in activities that address school climate, student enrichment, and academic outcomes.  The District also posts academic performance information for every school on our website, located on the Educational Services page. Moreover, there are several educational partners groups; made up of site staff, District Office personnel, parents and community members.  Each of these organizations represents partnerships working together to improve outcomes for students.|The District recognizes the need to get more sites involved in DELAC (District English Learner Advisory Council), so as to facilitate DELAC as an active and viable parent organization, with an elected Chair and representatives from every shool site with the required number of English Learners.  This would provide a natural venue to address issues and concerns with students academic performance, particularly because there is a significant achievement gap between English Learners and non-English Learners.  As mentioned previously, the District will continue to improve its efforts to work collaboratively with foster Youth and Homeless students.  We now have a full-time Foster Youth and Homeless (FY&H) Director and a full-time Foster Youth program coordinator, as well as a Family Engagement Liaison who serves this population of students.  They are all working actively to ensure that FY&H students get the services and support they need at each school site.|The District has used the LCAP as the primary process for hiring Family Engagement Liaison positions and counseling staff for nearly every school, for the purpose of making sure that we are improving the support and engagement of underrepresented families.  Additionally, the District has emphasized the importance of ensuring that these groups are represented in each of our educational partner groups.|In terms of school site decision making, each school’s School Site Council (SSC) actively works with the principal and support staff to engage an participate in decision making processes that involve federal funds.  Many District schools have active ELAC organizations that support and monitor the decision-making processes for English Learners, and participate in the District English Learner Advisory Council (DELAC).  Parents and community members also participate on the District Advisory Council, which meets 3-4 times per year.  Moreover, surveys are sent to the parents and family members of all students (every year) in order to get feedback on programs, resources and services supported by the District.  Additionally, District staff actively engage the parents of Native American students, in site and District decision making through the Native American Advisory Committee and Title VI Parent Committee.  Parents of foster youth, homeless students, and special education students are encouraged to participate in site and District decision making processes through their respective advisory council groups.|In 2025/26, the District plans on making a much greater effort to improve surveys sent to parents and family members of students, such that there is a significant increase in participation when it comes to the programs, services, and resources that are funded through the LCAP.  The District will also be focusing on greater parent representation through a Special Education Advisory Council and the District (general) Advisory Council.|The District will improve the engagement of underrepresented families identified during the self-reflection process by making sure that more parents and family members of underrepresented groups are asked to participate in educational partner organzations, by actively recruiting them to do so.  We will do this via in person invitations and phone calls, in addition to email and mailing solicitations.  Additionally, the District will continue to hold Board of Education meetings at school sites in traditionally underrepresented areas, so that parents and community members (who may not be able to access all Board meetings in person), have the ability to come and have their voices heard.  Finally, the District will make every effort to ensure that all notifications are sent out in parent/family member home languages.|3|3|3|3|4|3|3|2|3|3|3|3|Met||2025-06-30|2025
08618200137729|Uncharted Shores Academy|3|USA’s school staff maintains multiple communication modalities with parents which include weekly newsletters, weekly phone calls, multiple staff present and engaged during drop off and pick up, and a one call system for schoolwide events, emergency notices, and reminders. USA facilitates multiple family engagement opportunities throughout the entire school year. These events include monthly family engagements nights with activities, several school wide student performances, several theme days with all families included, twice annually parent teacher conferences, and multiple field trips that rely heavily on family support. Additionally, our board is composed of parents, school staff, and community members. USA also sends out parent satisfaction surveys.|Based on the analysis of educational partner input and local data, planning ahead, USA would like to schedule additional family engagement events (parent nights, steering committees). And, USA would like to more fully engage parents in planning and funding future improvements to the school.|USA will continue and expand its work with home visits to better reach families that are underrepresented. Reaching underrepresented families include efficient communication regarding student progress and gathering input from families. Continue to invite families into our school environment.|USA has a family style atmosphere. This facilitates strong bonds and relationships that helps reduce behavior issues and increase engagement. Restorative practices are embedded in our process to best address behavior corrections and build positive relationships.|The main focus for the future is to develop opportunities for parent training in educating their child and increased ability to communicate with parents through multiple modalities.|As educational opportunities for parents are developed, each targeted family will be contacted individually to attend school functions, workshops, etc.|The USA Governing Board is made up of a majority of parents. Parents are invited to all Board meetings and can also contact the individual parents of the governing board for input on policies and decision making. USA sends out regular parent, staff, and student surveys to gather input. The school has a leadership team comprised of teachers and administrators that handle planning and schoolwide decisions. These team members share these decisions with their grade level teams. Conversely the grade level teams generate daily/weekly/monthly planning and share that information with the leadership team.|The USA decision making process is very inclusive of all site stakeholders. Moving forward we strive to improve the communication process with each site's administrative assistants to better telegraph events and decisions to families. Although the parents are notified of all meetings and events, the participation of parents is poor and even keeping the Parent Club running has been impossible. This is mostly due to COVID, but we are in the process of providing more opportunities to parents for interaction with the decision making of the school.|Targeted families will be contacted in person for engagement opportunities.|3|3|3|3|4|4|3|3|2|2|2|2|Met||2025-06-03|2025
09100900000000|El Dorado County Office of Education|3|Blue Ridge School has implemented a new intake packet that is mailed to parents. The packet encourages parents' participation in their child’s education and provides information about the school their child is enrolled in. Parents are contacted personally by teachers on a regular basis and are invited to school events, including Back to School Night, Open House, and School Site Council Meetings. These events are held on visiting night and, in collaboration with probation, parents are invited to eat dinner with their child prior to attending the event and are then provided a personal visit following the event. The program will create a tool designed to seek input from multiple sources, including staff, parents, probation, and community members, to improve our communication processes with families and identify ways to better meet their needs.|The program created a tool designed to seek input from multiple sources, including staff, parents, probation, and community members, to improve our communication processes with families and identify ways to better meet their needs.|The program created a tool designed to seek input from multiple sources, including staff, parents, probation, and community members, to improve our communication processes with families and identify ways to better meet their needs.|Blue Ridge School reaches out to families on initial intake to communicate with them about the educational program at Blue Ridge. Families are given a way to communicate with school staff during the student's stay at Blue Ridge and are updated regularly about the academic progress the student is making. The school personally invites every parent to IEP meetings, where they are provided with information related to their rights, including resources they can access to identify how to best advocate for their child. This is an area of strength for Blue Ridge, as the student population on any given day is at least 50% students with disabilities.|Blue Ridge will continue to improve the focus on how to include all families, not just students with disabilities, in these discussions and how best to provide all parents with relevant resources.|The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of students who are placed in Blue Ridge are from underrepresented groups, so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.|All parents are provided opportunities to engage in their child’s education. They are invited to all school-related events, asked to participate in decision-making at School Site Council meetings, and encouraged to talk with teachers and the principal when needed.|With the program's transient nature, getting parent engagement in decision-making can be difficult. Parents are invited to attend meetings; however, their child may be released prior to the meeting date. We will continue to identify ways to engage parents in decision-making.|The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of students placed in Blue Ridge are from underrepresented groups, so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.|5|4|3|4|4|4|3|3|4|4|4|5|Met||2025-06-17|2025
09100900123521|Charter Home Study Academy|3|The school continues to see great progress and success in developing the capacity of all staff to build trusting and respectful relationships with our families, as well as creating and maintaining welcoming environments for all families in the community, including families of unduplicated students, families of individuals with exceptional needs, and other families of underrepresented students. Our School Site Council made both of these goals a top priority, and we have continued to devote resources to make continuous improvements in this area each year. These goals are reflected in our LCAP Goal 2: Involve parents, family, staff, & community members as partners in the education of all students.|The school received feedback that communication was an area identified for improvement. The school has solicited additional feedback with two surveys this year and identified additional ways communication can continue to be improved between the school and families. Specific areas for improved communication include student progress toward state standards and improving two-way communication with parents around student goals. The school initiated several change ideas and is monitoring progress in this area through parent surveys, focus groups, and rounding with parents.|The school has made significant strides in supporting staff in learning about each family's strengths, cultures, languages, and goals for their children. It has also developed multiple opportunities for the LEA and school to engage in two-way communication between families and educators using language that is understandable and accessible to families. A variety of face-to-face opportunities and technology tools are utilized for these purposes, including invitations for program informational meetings, intake meetings, and ongoing progress meetings with students and/or parents.|The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multilingual capabilities of the school, e.g., Parent Square and a variety of online curriculum software programs that provide 24/7 access to students from outside school.|"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding,"" and there will be additional opportunities for families to come to school to participate in family activities. Parents and students will work together with school staff to establish educational goals and monitor them throughout the school year, both in class and at parent conferences."|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|The school has worked to increase the capacity of leadership and staff to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school has also increased capacity as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities.|The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback, as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture, as well as feedback on the school program.|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|5|5|4|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
09100900136036|John Adams Academy - El Dorado Hills|3|"John Adams Academy - El Dorado Hills continues to demonstrate strength in fostering strong, mission-aligned relationships between staff and families. Educational partner input and local survey data from 2024-25 highlight several key areas of success: - Active Family Engagement: The Academy maintains robust participation in parent engagement groups, including advisory committees and volunteer opportunities. Many families report feeling welcomed, with 86% of parents indicating that they feel invited to be active participants in the school community. - Consistent and Transparent Communication: Weekly newsletters, timely email updates, and platforms such as ParentSquare provide families with consistent access to key information. ""Coffee with the Principal"" sessions and other forums promote open dialogue between families and school leadership. - Feedback Mechanisms and Responsiveness: The school actively solicits parent feedback and uses it to inform decision-making. Families expressed appreciation for opportunities to share concerns and suggestions, which staff then work to address. - Community-Building Events: Events such as leadership celebrations, assemblies, and family nights continue to build strong personal connections between families and staff, reinforcing a shared commitment to character education and scholar success. - Support for Diverse Families: The Academy continues to offer translation support and maintain an English Learner Advisory Committee (ELAC), ensuring that language is not a barrier to involvement for non-English-speaking families."|As the school continues to grow, maintaining consistency in school culture and communication practices across all grade levels remains a key focus. Parent survey responses, especially from families of secondary scholars, reflect a desire for: - Improved Communication at the Secondary Level: Some parents noted inconsistent communication about academic expectations, grading practices, and behavioral policies in middle and high school, suggesting a need to strengthen alignment and responsiveness in those grades. - Greater Family Voice in Decision-Making: While families feel welcomed, a portion of open-ended responses expressed the desire for more proactive inclusion of parent perspectives in shaping schoolwide initiatives and responses to concerns. - Addressing Attendance-Related Engagement Gaps: Chronic absenteeism and inconsistent engagement from certain scholar groups suggest a need to build more personalized connections, particularly for scholars and families facing barriers to consistent participation.|To improve engagement of underrepresented families, El Dorado Hills will implement several targeted strategies identified through parent survey data and advisory group input. The Academy will expand multilingual communication and ensure access to interpretation at major events and meetings to remove language barriers for English Learner families. Additionally, staff will receive professional development focused on culturally responsive communication and understanding diverse family backgrounds. To address gaps in attendance-related engagement, site staff will increase outreach to families of scholars with chronic absenteeism to develop individualized support plans. As part of this effort, the academy will increase outreach through phone calls and personalized meeting invitations for families who have been less connected to school activities.|John Adams Academy - El Dorado Hills continues to prioritize strong collaboration with families to support scholar learning and achievement. Based on educational partner input and survey feedback, the Academy has demonstrated several key strengths: - Instructional Excellence with Targeted Support: Teachers implement a wide variety of instructional methods including Socratic discussion, modeling, small group instruction, and one-on-one conferencing, rooted in classical education and aligned to Common Core standards. Scholars benefit from designated intervention blocks and a strong Multi-Tiered System of Supports (MTSS). - Scholar Success Teams (SSTs) and Personalized Intervention: Families are included as equal partners in SST meetings to address academic or behavioral challenges. This personalized approach ensures consistent collaboration and follow-through. - Transparency Through Data Access and Communication: Parents appreciate the ability to monitor scholar progress through grading portals (Aeries Parent Portal) and regular classroom communication tools like ParentSquare and Google Classroom. Feedback from families has reinforced that frequent updates and transparency around academic performance are highly valued. - Collaborative Feedback Loops: Parent input is regularly gathered through surveys, focus groups, and meetings, and that input is used to inform school decisions, particularly around intervention programs, enrichment opportunities, and campus culture. Survey feedback from 2024-25 indicates that 89% of families feel they are kept informed about their child's learning and progress.|While the school demonstrates many strong practices, analysis of educational partner input identifies several areas for growth: - Strengthening Academic Communication at the Secondary Level: Some parents of older scholars indicated a desire for clearer expectations, more timely academic feedback, and additional support resources for scholars struggling with time management or course rigor. - Increased Accessibility and Engagement for Working Families: Some families noted scheduling barriers to participation in SSTs, parent-teacher conferences, or school events. Flexible meeting times and asynchronous communication options may help bridge this gap. - Growth in Volunteer Engagement Structures: While the Parent Service Organization (PSO) remains a vital part of the academy community, several parents expressed interest in more structured opportunities to support academic programs directly such as tutoring, mentoring, or classroom-based volunteering.|El Dorado Hills will focus on making academic partnership opportunities more accessible for underrepresented families. This includes offering flexible scheduling for SST meetings and parent-teacher conferences to accommodate working families. The Academy will also provide asynchronous options such as online resources to support families unable to attend live events. Based on parent feedback, a new emphasis will be placed on expanding volunteer roles to include academic support options such as mentoring and tutoring. Further, the Academy will leverage quarterly parent information nights and leadership-based Juntos to deepen families' understanding of classical education and the school's instructional model, especially for those new to the approach.|John Adams Academy - El Dorado Hills continues to demonstrate strong commitment to inclusive and transparent decision-making by consistently involving families and other educational partners. The academy believes that shared leadership and servant leadership principles thrive through intentional input and collaboration.  - Consistent Use of Multiple Feedback Mechanisms: The Academy uses surveys, advisory meetings, and direct outreach to gather input from families. Annual parent surveys are a key tool for gauging satisfaction and identifying needs. In 2024-25, parent feedback remained overwhelmingly positive, and many respondents indicated feeling valued as contributors to the academy community. - Established Forums for Input: Families have access to structured input opportunities through Parent Service Organization (PSO) meetings, English Language Advisory Committee (ELAC) meetings, Town Halls, and public board meetings. Parents are encouraged to attend board meetings and are provided the opportunity to speak during public comment, allowing them to contribute directly to the governance and direction of the academy. These various forums promote ongoing dialogue and provide platforms for sharing concerns, suggestions, and collaborative problem-solving. - Visible Responsiveness to Input: Parent suggestions are actively considered in school planning and programming. Survey results and meeting feedback have informed adjustments to enrichment offerings, academic supports, and school events. This helps build trust and reinforces that parent voice matters in decision-making processes.|Despite strong participation from many families, data and educational partner feedback indicate the need to: - Increase Engagement in Input Opportunities: Some families noted limited availability to attend input meetings due to scheduling conflicts. As the Academy continues to grow, increasing participation in surveys, advisory committees, and feedback sessions remains a priority. - Streamline and Publicize Decision-Making Processes: While many parents appreciate being asked for input, a few expressed uncertainty about how their feedback directly influences decisions. Making the connection between family input and resulting actions more transparent could deepen trust and participation.|To better engage underrepresented families in decision-making, El Dorado Hills will expand outreach efforts through translated surveys and targeted invitations to input meetings such as ELAC, Town Halls, and PSO gatherings. Meeting times will be diversified, and virtual attendance options will be increased to reduce barriers. Additionally, the Academy will publish summaries showing how family input has been incorporated into key decisions to foster greater transparency and trust. Staff will receive training on facilitating inclusive conversations, particularly with families of English Learners, scholars with disabilities, and socioeconomically disadvantaged backgrounds. These efforts aim to ensure that all voices are reflected in the Academy's strategic planning and policy development.|3|4|3|4|3|3|4|4|3|3|4|4|Met||2025-06-26|2025
09100900930123|Mountainside Middle College High|3|"The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas.. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, and a variety of online curriculum software programs that provide 24/7 access to students from outside school. MMCHS Survey Results 24-25 Parent Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 57.72%. Net Promotor Score is 74.19 (Strong Performance, sustain, or grow) I believe school rules are consistently enforced 4.19 (top box 42.67%) I am treated with respect at this school. 4.49 (Top Box 69.74%) I believe this school provides a safe environment for my child to learn. 4.5 (63.16)% top box) I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.37 (60.53)% top box) 24-25 Student Survey ""Top Box Percentage"" The organization's overall Top Box is 30.65%. Net Promotor Score is 41.43 4.21 I believe my teachers care about me. (37.39 top box) 4.23 I feel safe at school. (37.72% top box) 3.81 School rules/discipline plans are enforced consistently at my school. (20.0% top box) 4.27 My school is clean and well-maintained. (40.0% top box) 4.21 When I have a problem, I know how to get help. (35% top box) 3.91 Students at this school are respectful of each other. (26.55% top box) 4.12 My family is treated with respect at my school. (35.65% top box) 3.72 I feel like I belong at school. (22.61% top box) MSA Survey Results Parent Survey 24-25 Survey: ""Top Box Percentage"" The organization's overall Top Box is 64.85%. Net Promotor Score is 82.05 I believe school rules are consistently enforced 4.36 I am treated with respect at this school. 4.49 I believe this school provides a safe environment for my child to learn. 4.35 I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.41 Student Survey 24-25 Survey: ""Top Box Percentage"" The organization's overall Top Box is 35.26%. Net Promotor Score is 47.21 4.40 I believe my teachers care about me. 4.18 I feel safe at school. 3.96 School rules/discipline plans are enforced 4.33 My school is clean and well-maintained. 4.32 When I have a problem, I know how to get help. 3.56 Students at this school are respectful of each other. 4.25 My family is treated with respect at my school. 3.83 I feel like I belong at school"|"The school will continue to engage families by offering additional opportunities for parent input. The leadership team will meet with focus groups throughout the year to engage in a feedback process called ""rounding,"" and there will be additional opportunities for families to come to school to participate in family activities."|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, and a variety of online curriculum software programs that provide 24/7 access to students from outside school.|"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding,"" and there will be additional opportunities for families to come to school to participate in family activities."|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|The school has worked to increase the capacity of leadership and staff to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school has also increased capacity as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities.|The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback, as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture, as well as feedback on the school program.|Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|5|5|4|4|5|4|4|4|5|4|4|4|Met||2025-06-17|2025
09100900930131|Rite of Passage|3|Currently, staff at both sites include parents when holding Exhibition Days each trimester. All parents are invited to participate in all aspects of a student's IEP process. Parents are sent report cards and progress reports so they are kept informed about their child's progress. Staff also notify families when their child receives some type of recognition, and at weekly and monthly events. Parents are involved in student graduation ceremonies. All are invited to the ceremony, or are provided a video link to watch the ceremony. Quite a few parents watch the live video of the event as they live far away from the school site.|Staff surveys indicate that although they are aware of how to contact families, they do not often do this more than once or twice a year. For the 25-26 school year, staff will implement additional means of conducting two-way conversations with families.|This continues to be challenging based on the population served. These types of conversations typically occur with ROP staff acting as students' representatives. More parents have been attending graduations and other events. We are considering briefly interviewing families as they come to the site.|While there is a strong desire to support families as their children exit our program, there has not been a great deal of exploration into the possible ways to accomplish this. We are making some strides with staying in touch with students after they leave our program, but this has also proven difficult. This might ultimately impact our ability to develop partnerships to support better outcomes for our students--especially after they leave our program.|Due to changes in licensing requirements, Rite of Passage has a limited relationship with families, and this has provided challenges. Most of the focus has been on successful transition to post-secondary opportunities rather than on how families can support their child with learning.|100% of the pupils at Rite of Passage represent unduplicated pupil groups. To improve the engagement of their families, we will continue to seek family attendance at school events and to reach out to them to share their students' successes.|Since the program serves probation and social service-referred youth and our facilities are very remote, it is challenging to involve families in planning, policy-making, and decision-making. In addition, the nature of the STRTP is that the program is very structured, and there is not a lot of room for flexibility.|Along with our focus on relationships and partnerships, we plan to make efforts to focus on involving families and/or ROP staff who interact closely with individual students in some of the decision-making about our school programs, as well as focused student teams.|Parents and/or ROP staff will be asked to help decide the best means of communication with them and will have the opportunity to hear more about activities that happen at the schools.|4|5|4|4|4|1|2|4|2|1|1|1|Met||2025-06-17|2025
09618380000000|Buckeye Union Elementary|3|The District and sites promote a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.|The District and sites will continue to promote participation in the venues noted above.|The District's most recent parent survey indicates that families experience schools as welcoming environments where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and district decision making.|District practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. Throughout the year, principals have worked to implement engagement strategies with families in order to reduce chronic absenteeism. The District's calculation indicates chronic absenteeism has been reduced from 9.7% last year to less than 6%.|The District will continue to emphasize building awareness regarding the importance of school attendance through the strengthening of engagement between sites and families of students that are struggling to maintain consistent attendance.|The District will continue to reach out to underrepresented families.|The District and sites ensure there are multiple venues for families to provide input for decision-making including School Site Councils, District Budget and Parent Advisory Committees, and the District English Learner Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the sites and District.|The District and sites will continue to promote participation on site and District committees that focus on the continuous improvement efforts of sites and the District.|Outreach to underrepresented families will continue through recruitment for participation on Site Councils and District Advisory Committees.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
09618380107227|Charter Montessori Valley View Campus|3|The Charter promotes a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.|The Charter will continue to promote participation in the venues noted above.|The Charter's most recent parent survey indicates that families experience school as a welcoming environment where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and Charter decision making.|The site's practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.|Charter practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. As the Charter is continuing to expand the middle school grades, it will continue to grow outreach to middle school families in the coming year.|The Charter will continue to reach out to underrepresented families.|The Charter provides multiple venues for families to provide input for decision-making including the School Site Council, District Budget Advisory Committee, and the Charter Parent Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the sites and Charter.|The Charter will continue to promote participation on Charter and District committees that focus on the continuous improvement efforts of the Charter.|Outreach to underrepresented families will continue through recruitment for participation on Charter and District Advisory Committees.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
09618380111724|California Montessori Project-Shingle Springs Campus|3|The CMP community encourages direct communication through regular parent-student- teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities.   In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc.  CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, educational partners are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all partners.  The CMP-Shingle Springs Campus holds community events to engage our parents into the school community.|CMP is working with families on improving student attendance practices post-pandemic.|CMP's website and Parent Communication system allows parents to translate content to a preferred language to ensure effective communication.  In alignment with its Strategic Plan, CMP partnered with Sacramento County Office of Education to improve upon Restorative Justice practices within the school setting.|Based on the educational parnter feedback, CMP's current strengths are around parent engagement, safe and orderly school and classroom environments and community members feeling safe and accepted at school.|CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications.|CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.|CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.|The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Parent Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.|The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.  In alignment with its Strategic Plan, CMP partnered with Sacramento County Office of Education to improve upon Restorative Justice practices within the school setting.|4|5|4|5|5|5|5|5|4|5|5|4|Met||2025-06-16|2025
09618380129965|Rising Sun Montessori|3|Over 85% of our families who responded to our recent LCAP survey were able to volunteer in the classroom and/or participate in a community wide event more than once this year.  We had about 1/3 of our families who were able to participate in 5 or more events or days of volunteering in the classroom or on field trips. Rising Sun also hosted several community wide events this year, including parent teacher conferences during the first week of school.  These events served to build strong relationships with families from the beginning of the year as well as acclimate new families to the school and to connect teachers with students who may be new to their classroom due to a grade change. Rising Sun also has a teacher who works as our Parent Committee Liaison.  This staff member attends all Parent committee planning meetings and serves as a bridge to the staff members to ensure full communication. Finally, Rising Sun completed their second year with a new Student Information System (Transparent Classroom) which is designed specifically for Montessori Schools in the public sector.  This tool allows for more timely and easier communication between parents and school and vice versa.|This year, RSMS will be implementing a mid-year survey, as well as several Parent Coffee events to ensure that the parent community as a whole is well informed of school policies, direction, and leadership decision making timelines.  This will ensure ongoing dialogue and allow parents to fully understand and provide feedback on policy and practices in the school.|Rising Sun does not have a need to improve engagement with underrepresented families at this time.|Rising Sun has fully implemented and communicated to parents their rights around food services, independent study, expanded learning opportunities, accelerated curriculum, special education assessment and services, 504 evaluation and accommodation plans, and a host of other student and parent rights as they relate to Building Partnerships for Student Outcomes.|Rising Sun has begun to implement a program whereby students and families who tour the school are given a comprehensive overview and information on all of the programs listed above.  Rising Sun has also seen a 90% reduction in chronic absenteeism this year, down from 22% in 2023/24 to 3% in 2024/25.|Rising Sun does not have a need to improve engagement with underrepresented families at this time.|"Rising Sun has a Parent Committee which regularly meets with a staff member to communicate plans, questions and concerns.  The parent liaison will then report to the Head of School and communicate out at all-staff meetings which are held once per month.  In addition, the school hosts ""parent coffees"" once per trimester, and sends out two parent surveys per year to receive feedback.  In addition, parents have the email addresses of all school leadership team members and are able to communicate concerns directly to them."|This past year, Rising Sun was engaged in a Charter renewal and a WASC accreditation renewal.  This process involved a lot of parent input but also limited the time that some school administrators had to meet with parents as a group on a regular basis, as is usually the case.  Parent Coffee events are now scheduled once per month for the fall of 2025-26.|Rising Sun does not have a need to improve engagement with underrepresented families at this time.|5|5|5|5|4|5|5|5|5|4|4|5|Met||2025-06-18|2025
09618380136200|Clarksville Charter|3|Educational research validates that support at home is critical to a child’s academic success, our school has made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement, with a focus on parent engagement strategies, and professional development in regards to our underrepresented populations. An example of parent engagement would include ELAC meetings and opportunities to collaborate on student and parent engagement policies. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, parent organizations, learning field trips, by participating in advisory committees, and special events. One of the many opportunities for underrepresented families are the clubs and virtual academies that provide additional engagement for enrichment and in-person instruction.|Our school's focus has been to support students' academic success and provide the necessary tools to achieve their goals. We will continue to increase and improve academic enrichment, direct instruction, and intervention for the identified areas of academic need for our underrepresented families.|We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. We’ve formed a Parent Advisory Committee for the 23-24 school year, to support school and family partnership and engagement. Most communication between parents and families in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.|Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form partnerships to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops, and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs, and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Dedicated English language development, social emotional learning, and a Title One specific website. Our school will continue to strive to create an engaging environment with our educational partners. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few.|A focus area for improvement is to increase our parent participation in the LCAP survey and increase parent awareness regarding the importance of mandated state tests and how the scores impact the outcome of our performance based on Dashboard results.|A focus area for our school is the formation of the Parent Advisory Committee. The PAC will be committed to bridging relationships between the school and families, with a focus on the needs of unduplicated students. The school will work to better connect the PAC and ELAC committees to ensure continuity between the two programs. We have implemented a single platform to provide continuity for all of our public meetings.|We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children.|An area of focus our school continues to be in relation to communication within parent engagement. A few examples are to improve on our various social media platforms, more opportunities for live interaction, launched a school podcast, in the process of redesigning our website to be more user friendly for our families and community partners.|To improve our engagement of underrepresented families, students and families are highlighted in opportunities to participate in decision-making regarding events, social interaction and educational field trips. Parents/guardians suggested we continue to increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to be to increase parent participation and engagement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-05|2025
09618380137919|Buckeye Union Mandarin Immersion Charter|3|The Charter promotes a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.|The Charter will continue to promote participation in the venues noted above.|The Charter's most recent parent survey indicates that families experience school as a welcoming environment where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and Charter decision making.|The site's practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.|Charter practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. As the Charter is continuing to expand the middle school grades, it will continue to grow outreach to middle school families in the coming year.|The Charter will continue to reach out to underrepresented families.|The Charter provides multiple venues for families to provide input for decision-making including the School Site Council, District Budget Advisory Committee, and the Charter Parent Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the sites and Charter.|The Charter will continue to promote participation on Charter and District committees that focus on the continuous improvement efforts of the Charter.|Outreach to underrepresented families will continue through recruitment for participation on Charter and District Advisory Committees.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
09618380139006|Cottonwood|3|Cottonwood continues to make meaningful progress in strengthening relationships between school staff and families. Teachers take proactive steps to build personalized connections with parents, learning coaches, and students, grounded in understanding each student's strengths, learning goals, and interests.  The school's commitment to fostering these relationships is evident in its diverse curriculum, designed to meet the varied needs of its student population. Cottonwood also prioritizes social-emotional learning (SEL), supporting the holistic development of students while promoting a strong sense of community.  Family and community engagement remains a core strength. The school provides multiple opportunities for students and families to participate in school events, extracurricular activities, and other meaningful involvement. These efforts help cultivate an inclusive environment where all families feel welcomed and supported.  A key indicator of progress is Cottonwood's emphasis on creating a student-centered support system that addresses individual needs. This comprehensive approach reinforces the school's commitment to building a connected, collaborative environment. As a result, students and families experience a greater sense of belonging and engagement, reflecting ongoing growth in staff and families' relationships.|Based on an analysis of educational partner input and local data, Cottonwood has identified several key focus areas for improving relationships between school staff and families.  A primary area of improvement is enhancing communication. Cottonwood is working to establish more transparent and consistent channels to ensure that families receive timely updates about student progress, school events, and other essential information. Strengthening these lines of communication helps build trust and ensures families feel informed and engaged.  Another focus is increasing the personalization of interactions between staff and families. By deepening the understanding of each student's strengths, challenges, and goals, the school seeks to create more meaningful partnerships that support student learning and well-being.  Cottonwood is committed to increasing family involvement in school activities and shared decision-making. The insights and perspectives shared by parents and students have been invaluable. Encouraging families to participate in events, extracurricular programs, and parent-teacher conferences helps build a stronger sense of connection and belonging. Actively involving families in decision-making brings diverse viewpoints and supports a more collaborative approach to education.  Lastly, TCS is focused on building a culture of partnership between home and school. By strengthening collaboration and shared responsibility, Cottonwood aims to create an inclusive environment where students feel supported, valued, and empowered to succeed.  In summary, TCS's focus areas for improvement include strengthening communication, personalizing interactions, encouraging family engagement, and fostering home-school collaboration. These efforts reflect Cottonwood's commitment to nurturing a connected, supportive educational community.|Based on the analysis of educational partner input and local data, Cottonwood has identified the need to improve engagement with underrepresented families to strengthen relationships between school staff and families. TCS is implementing targeted strategies to improve access, communication, and support.  To meet the unique needs of underrepresented families, Cottonwood is expanding language support by offering virtual English language development classes and providing interpretation services and translated materials. These efforts ensure families from diverse linguistic backgrounds can effectively communicate with school staff and stay informed.  Recognizing the impact of the digital divide, Cottonwood is also increasing access to technology by offering free internet hotspots and a lending library with educational resources. These tools help ensure all families can support their children’s learning at home and in school.  In addition, Cottonwood is embedding social-emotional learning (SEL) into instructional and support programs. By prioritizing SEL, the school aims to promote emotional well-being, build stronger relationships, and create a welcoming environment where underrepresented families feel valued and included.  In summary, Cottonwood is working to improve engagement with underrepresented families through initiatives that expand technology access, enhance communication, provide instructional support, and integrate SEL. These efforts reflect the school’s commitment to fostering equity, inclusion, and meaningful family partnerships.|Based on the analysis of educational partner input and local data, TCS has identified strong and consistent progress in building effective partnerships that support student outcomes. At the core of our approach is the belief that collaboration between families and educators is essential to student success.  TCS has developed a culture of shared decision-making, where educators and parents work closely together to support each student’s academic and personal growth. This collaboration is evident in regular learning period meetings, IEP meetings, Student Study Team (SST) meetings, and parent-teacher-administrator conferences, all grounded in open communication and mutual respect.  Our teachers play a pivotal role in nurturing these partnerships. They work alongside parents and learning coaches to design personalized Educational Plans that align with academic standards while addressing each student’s unique needs, strengths, and goals. This individualized approach ensures that students receive the support necessary to thrive.  Looking ahead, TCS remains committed to sustaining and strengthening these partnerships. We will continue to foster an environment built on trust, communication, and shared responsibility to enhance the educational experience for every student.  By maintaining strong family-school partnerships, TCS creates a supportive and inclusive community where all students are empowered to reach their full potential.|Based on the analysis of educational partner input and local data, The Cottonwood School demonstrates key strengths and steady progress in building partnerships that support student outcomes. A central focus of our approach is ensuring that effective, research-based teaching occurs both in the home environment and in our flex-based learning opportunities.  To strengthen these partnerships, we provide various parent education opportunities, including workshops and informational sessions that equip families with strategies to support learning at home. At the same time, we invest in ongoing professional development for teachers, focusing on refining instructional practices and aligning them with educational standards.  Through these efforts, Cottonwood continues to foster strong collaboration between families and educators, supporting student achievement and success in multiple learning environments.|To better engage underrepresented families, we are implementing targeted strategies to strengthen relationships and support student success. One key initiative is recruiting highly qualified teachers who live in their communities, helping to build trust and cultural understanding. We also plan to offer free or significantly reduced-cost field trips to ensure all students can participate, regardless of financial circumstances.  To celebrate and reflect the diversity of our community, we highlight different cultural heritages each month, featuring events in our Wednesday Weekly newsletter and on our website. Additionally, we have a dedicated family liaison supporting our Slavic families—the largest group of second language learners in our school—ensuring they have access to key resources and support.  We are also bringing school events and engagement opportunities directly to the counties where our students live. These efforts are designed to increase access to staff and school resources, foster meaningful connections, and build strong partnerships with families that contribute to positive student outcomes.|Based on the analysis of educational partner input and local data, TCS has made significant progress in seeking input for decision-making. We have an established Parent-Student Advisory Committee, which builds on the ongoing support of the English Language Advisory Committee. This committee reflects our proactive approach to engaging educational partners and incorporating their feedback into decision-making processes. It highlights our commitment to collaborative decision-making and continuous improvement.|Based on the analysis of educational partner input and local data, TCS has identified areas for improvement in seeking input for decision-making. While we have allocated professional development days for staff, there is an opportunity to strengthen our connections with families by offering more avenues for their input. Expanding these opportunities will ensure that families are more actively involved in shaping decisions that impact student outcomes.|Based on feedback from educational partners and local data, TCS has identified areas for improvement in engaging underrepresented families in the decision-making process. One key focus is increasing parent involvement and expanding the Parent-Student Advisory Committee. This year, we expanded the committee by adding more members and actively sharing information about opportunities for participation in decision-making across the school community. Our goal is to develop parent involvement further, address their concerns, and ensure their voices are heard. This reflects Cottonwood's commitment to listening to families and valuing their input in shaping decisions.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
09618460000000|Camino Union Elementary|3|Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student and trying to find the right pathway for every student at our schools. We have a very welcoming campus and a great relationship with our community.  We have established collaboration time for staff and teachers, one Wednesday a month, which has promoted positive relationships between staff.  We have also begun the discussion of inclusive practices and how to foster a school environment that makes students feel that they belong.  Parents have many opportunities to volunteer in their child's classrooms or on field trips.   There are also many events that occur throughout the school year like Back to School Night, Family Informational Nights, and Spring House that families can attend.  Parents are also included in many of our unique learning opportunities, like Living History day, where students are given an opportunity to engage in jobs from our past history; blacksmithing, gold mining, cooking, weaving, and Native American dance and games.  Parent volunteers plan and practice these different activities.|We have begun the discussion of inclusive practices and creating a sense of belonging for our students, but there needs to be continued staff development on these concepts.  We began looking at some of our instructional practices to analyze how we incorporate inclusive practices.  These steps need to be continued to determine other ways that we improve and improve relationships.  The focus for improving relationships between school and families is to get more direct involvement from our underrepresented parent groups and to get better participation in surveys.  Not all families are able to participate in a committee or attend an event, but the district is looking at ways to get better participation on surveys so that the voice of more families can be heard. 2025 saw the addition of 2nd Cup of Coffee to informally gather with families and share what is going on at school. We have also begun designing classroom introductory activities that focus on the core values of our community and showcase the strengths of our staff, students, and families.|While the Camino Union School District has a strong DELAC committee that works to engage our underrepresented families, there are always ways to improve. This includes maintaining a number of bilingual staff to provide communication support, providing documents in home languages, and making sure families are always invited and welcomed. We provide all of our communication in our student's home languages, English and Spanish.  We have explored ways that we can provide more opportunities for our Spanish speaking parents to volunteer in the classrooms.  We have also discussed supporting English classes for those families to be able to learn English.  We would also like to provide family nights that support literacy and math.  Finally, we are looking to expand our cultural celebration events and provide opportunities for families to come together,  recognize, and celebrate our cultural differences.|One of the main goals of the Camino LCAP is engagement of our educational partners. The district is proud of the relationships built with our community. The district has a very active Parent/Teacher group, a DELAC committee, and a strong Site Council. There is also a community group that supports school events. For those who cannot provide input through groups or committees, the district provides an annual survey to provide feedback. The site council chose certain questions on the parent survey to track over time to see if the work the school is doing is making a difference.  Our parents and community members also provide input in the data analysis each year as part of the LCAP process. The community has also been actively involved in our school board meetings. Board meetings are held in person, but parents and the community can also participate virtually. Teachers also regularly communicate with families in less formal means. During the pandemic, staff became skilled at communicating regularly through technological means and this has continued. Parents with concerns regarding student progress may also request a Student Success Team meeting. Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time. Camino USD goes to great effort to create and sustain support programs for all of our families. We have used our data results to structures our intervention programs.  Our iReady program helps to not only provide teachers and staff excellent information on our student's academic needs but it provides the instructional practices needed to help fulfill the academic needs.  Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs.|One of the areas that our local partners have identified as an area of focus is  building a positive culture and climate at the school. The district believes students who love to come to school and feel safe will achieve academically. The district has seen a lot of change in leadership over the past few years and the community has seen a huge need in providing stability, consistency and the building of positive and productive relationships. The community has indicated through data that they would like to be actively involved in the rebuilding process of this district. We have also identified math as an academic focus area.  We will continue to look at our academic practices in this subject area and analyze the interventions that we have in place.  Building and maintaining our positive climate and culture on campus, and in the classroom will allow for students, staff, and teachers, to connect and build on our sense of community.|Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We will continue to engage all stakeholder groups in order to gain feedback on what their students need to succeed.  We also need to continue to find ways to increase the participation from these groups on campus and encourage them and make them feel welcome.  Our goal is to strengthen our relationship with students in the hopes of building stronger relationships with their families.|Camino USD is a very small school district and does not have the challenge of getting geographically separated decision-makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups.  This helps us to make informed decisions in order for our students to be successful.  Camino Union School District works hard to engage our families. There is good participation in events and district committees, with the school acting as a hub of the community. School events attract members of the community as well as our school families. The participation of families and community at the school board meetings is also seen as a strength in welcoming community input. The community has also been invited to participate in the process for the selection of the new school superintendent and input through surveys in this process has been valued and appreciated.|The district has identified a need to focus on increasing the number of families from underrepresented groups on committees and especially in leadership positions.  We are working to build more family driven activities with the goal of strengthening a feeling of trust among our underrepresented groups.|Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We have increased the amount of translation services for our families who speak a different language and we have provided incentives to our bi-lingual aides.  We have included a representative from special education on our parent advisory committee.  We look to find ways that we can support the students in our District to make them feel more included in the input process.|4|4|4|4|3|3|4|3|3|3|4|4|Met||2025-06-19|2025
09618460123125|Camino Polytechnic|3|Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student and trying to find the right pathway for every student at our schools. We have a very welcoming campus and a great relationship with our community.  We have established collaboration time for staff and teachers, one Wednesday a month, which has promoted positive relationships between staff.  We have also begun the discussion of inclusive practices and how to foster a school environment that makes students feel that they belong.  Parents have many opportunities to volunteer in their child's classrooms or on field trips.   There are also many events that occur throughout the school year like Back to School Night, Family Informational Nights, and Spring House that families can attend.  Parents are also included in many of our unique learning opportunities, like Living History day, where students are given an opportunity to engage in jobs from our past history; blacksmithing, gold mining, cooking, weaving, and Native American dance and games.  Parent volunteers plan and practice these different activities.|We have begun the discussion of inclusive practices and creating a sense of belonging for our students, but there needs to be continued staff development on these concepts.  We began looking at some of our instructional practices to analyze how we incorporate inclusive practices.  These steps need to be continued to determine other ways that we improve and improve relationships.  The focus for improving relationships between school and families is to get more direct involvement from our underrepresented parent groups and to get better participation in surveys.  Not all families are able to participate in a committee or attend an event, but the district is looking at ways to get better participation on surveys so that the voice of more families can be heard. 2025 saw the addition of 2nd Cup of Coffee to informally gather with families and share what is going on at school. We have also begun designing classroom introductory activities that focus on the core values of our community and showcase the strengths of our staff, students, and families.|While the Camino Union School District has a strong DELAC committee that works to engage our underrepresented families, there are always ways to improve. This includes maintaining a number of bilingual staff to provide communication support, providing documents in home languages, and making sure families are always invited and welcomed. We provide all of our communication in our student's home languages, English and Spanish.  We have explored ways that we can provide more opportunities for our Spanish speaking parents to volunteer in the classrooms.  We have also discussed supporting English classes for those families to be able to learn English.  We would also like to provide family nights that support literacy and math.  Finally, we are looking to expand our cultural celebration events and provide opportunities for families to come together,  recognize, and celebrate our cultural differences.|One of the main goals of the Camino LCAP is engagement of our educational partners. The district is proud of the relationships built with our community. The district has a very active Parent/Teacher group, a DELAC committee, and a strong Site Council. There is also a community group that supports school events. For those who cannot provide input through groups or committees, the district provides an annual survey to provide feedback. The site council chose certain questions on the parent survey to track over time to see if the work the school is doing is making a difference.  Our parents and community members also provide input in the data analysis each year as part of the LCAP process. The community has also been actively involved in our school board meetings. Board meetings are held in person, but parents and the community can also participate virtually. Teachers also regularly communicate with families in less formal means. During the pandemic, staff became skilled at communicating regularly through technological means and this has continued. Parents with concerns regarding student progress may also request a Student Success Team meeting. Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time. Camino USD goes to great effort to create and sustain support programs for all of our families. We have used our data results to structures our intervention programs.  Our iReady program helps to not only provide teachers and staff excellent information on our student's academic needs but it provides the instructional practices needed to help fulfill the academic needs.  Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs.|One of the areas that our local partners have identified as an area of focus is  building a positive culture and climate at the school. The district believes students who love to come to school and feel safe will achieve academically. The district has seen a lot of change in leadership over the past few years and the community has seen a huge need in providing stability, consistency and the building of positive and productive relationships. The community has indicated through data that they would like to be actively involved in the rebuilding process of this district. We have also identified math as an academic focus area.  We will continue to look at our academic practices in this subject area and analyze the interventions that we have in place.  Building and maintaining our positive climate and culture on campus, and in the classroom will allow for students, staff, and teachers, to connect and build on our sense of community.|Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We will continue to engage all stakeholder groups in order to gain feedback on what their students need to succeed.  We also need to continue to find ways to increase the participation from these groups on campus and encourage them and make them feel welcome.  Our goal is to strengthen our relationship with students in the hopes of building stronger relationships with their families.|Camino USD is a very small school district and does not have the challenge of getting geographically separated decision-makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups.  This helps us to make informed decisions in order for our students to be successful.  Camino Union School District works hard to engage our families. There is good participation in events and district committees, with the school acting as a hub of the community. School events attract members of the community as well as our school families. The participation of families and community at the school board meetings is also seen as a strength in welcoming community input. The community has also been invited to participate in the process for the selection of the new school superintendent and input through surveys in this process has been valued and appreciated.|The district has identified a need to focus on increasing the number of families from underrepresented groups on committees and especially in leadership positions.  We are working to build more family driven activities with the goal of strengthening a feeling of trust among our underrepresented groups.|Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We have increased the amount of translation services for our families who speak a different language and we have provided incentives to our bi-lingual aides.  We have included a representative from special education on our parent advisory committee.  We look to find ways that we can support the students in our District to make them feel more included in the input process.|4|4|4|4|3|3|4|3|3|3|4|4|Met||2025-06-19|2025
09618530000000|El Dorado Union High|3|The district's present focus and advancement in fostering connections between staff and families continues to revolve around organizing in-person college and career readiness initiatives for families. These events, conducted in both English and Spanish, offer parents valuable insights on effectively supporting their students in creating a four-year high school plan that aligns with their individual academic and personal objectives|In response to community feedback aimed at enhancing relationships between school staff and families, it is crucial to address the need for more prompt responses to parent inquiries and greater availability of in-person communication channels. While digital forms of communication are beneficial, they often lack the essential aspect of two-way interaction. Therefore, it is necessary to strike a balance by emphasizing more direct and personal modes of communication to foster stronger connections between school staff and families.|In response to community input, it is essential for the district to maintain a provision of Spanish-speaking staff across various positions, including administration, counseling, and classified roles. We strive to meet this staffing each year. This ensures that parents are empowered to advocate for their students and feel more included within the broader school community. Furthermore, based on findings from the California Healthy Kids Survey, it is crucial for the district to implement measures aimed at enhancing students' emotional well-being. Historically underrepresented student groups have expressed feeling less connected to the school, and by actively welcoming and collaborating with parents, the improved relationships are expected to foster greater student confidence and yield positive outcomes.|The district excels in student outcomes, particularly in maintaining remarkably high graduation rates. Students are provided with a wide array of courses, including college preparatory, visual and performing arts, and career technical education, showcasing the district's commitment to offering diverse educational opportunities. This range of course offerings enables students to explore their interests and pursue their passions, empowering them to thrive academically and personally.|The district's primary focus lies in enhancing CAASPP English Language Arts and Mathematics assessment outcomes. In the aftermath of the pandemic, student performance experienced a decline. To address this, the district is actively implementing targeted measures and support systems using an MTSS (Multi-Tiered System of Supports) model. These concerted efforts aim to improve intervention strategies and provide comprehensive support to students, ensuring their academic success and growth.|Underrepresented students often face challenges such as lower GPAs and difficulty meeting college entrance requirements. Recognizing this disparity, the district is dedicated to implementing embedded interventions and support systems within the school day. This approach ensures that all students, regardless of their background, receive additional academic assistance during the school day to meet the learning targets of their courses. Additionally, support classes are being introduced to provide extra academic support, ensuring that students do not feel overwhelmed and have the necessary scaffolding in place to meet expectations successfully.|Every year, parents are surveyed to gather their valuable input. Moreover, each school provides a Site Council that collaboratively develops an annual School Plan. To ensure meaningful parental involvement, parents actively participate in various district-level committees, including the Standards and Instructional Leadership Team, the Budget Advisory Committee, and the District Advisory Committee for LCAP (Local Control and Accountability Plan), The District English Learner Advisory Committee (DELAC) and Federal Programs. This extensive engagement empowers parents to contribute their insights, assist with decision-making processes, and play a significant role in shaping the educational journey of their children.|The district is dedicated to increasing the number of in-person focus groups, providing a platform for a diverse range of community members to contribute their input. While surveys and committee participation are highly valuable, fostering opportunities for dialogue and two-way communication is essential to gain deeper insights and understanding. By facilitating these interactive sessions, the district aims to create a space where community members can engage in meaningful discussions, enabling a more comprehensive exchange of ideas and perspectives|The district is dedicated to maintaining Spanish-speaking outreach to parents. As the non-English-speaking community within the district continues to grow, it is crucial to ensure that the needs and input of these families are integrated into the decision-making processes. We recognize that our community becomes stronger when we hear from diverse voices and collaborate to develop goals and plans together. By prioritizing Spanish-speaking outreach, the district emphasizes inclusivity, representation, and shared decision-making, fostering a more united and vibrant educational community.|3|4|2|3|4|3|3|3|3|3|2|3|Met||2025-06-12|2025
09618530930214|Pacific Crest Academy|3|All new students and parents participate in an individual enrollment meeting with school administration to get to know all students personally, including their backgrounds and interests. Pacific Crest Academy also offers course planning meetings with all students annually. We have a part time devoted counselor who works with families regarding academics and postsecondary plans. Through Canvas, our learning management system, parents have full access to their student's work and progress. Teachers communicate weekly, and often daily, using Canvas. The school also regularly uses Parent Square to send information to staff and parents, and publishes a monthly newsletter to all students and families. Staff also collaborate weekly regarding student success and challenges and administration follows up with family meetings by phone call or in person.|With the help of our counselor, we are working on developing parent workshops to discuss important information by grade level. For example, we hosted a Senior Parent Workshop the Fall to share key information regarding college applications, scholarships, FAFSA, etc. and would like to offer more opportunities like this.|Our Director speaks Spanish and is able to directly communicate with Spanish-speaking families and will continue to engage parents personally. In addition, all of our communications that go out via Parent Square are translated into home language. Given our small school size, we can reach out individually to underrepresented families.|Due to our small size, Pacific Crest Academy is able to work closely with families to ensure student success. Students have the same teacher for each subject over multiple years, which fosters deeper connections between staff, students, and families. PCA staff feel they make connections with students and that having strong positive relationships with students increases achievement. PCA is known as a small community and family-focused school. Capacity in building trusting and respectful relationships is one of our greatest strengths. Our Charter Advisory Council engages parents and solicits their participation and input. Teachers communicate concerns on a weekly basis at our collaboration meetings and often schedule parent meetings to discuss student success and areas of growth. We reach out to families on a weekly basis when a student has a rapidly declining grade or a grade below 70% to provide additional intervention and support. The consistent communication and dialogue about student progress provides a foundation for partnering for successful student outcomes. The student/parent handbook and information regarding parent/student rights is distributed annually to families. At our new student orientation, we provide a parent orientation where staff provide important information about how to support student success at our school.|As our school enrollment has been expanding in recent years, we want to focus on continuing to develop close relationships with new families. We also plan to implement a new system for scheduling annual student college/career planning meetings to involve parents. We are also working to expand parent workshops.|With our Director speaking Spanish, we have the ability to engage directly with Spanish-speaking families in their home language. As a school within EDUHSD, we also have access to staff members who support English Learners and work with their families, such as the Multilingual Outreach Coordinator.|Our Charter Advisory Council involves the participation of a variety of educational partners and provides input for decision-making. As part of EDUHSD, parents are also invited to participate in district committees, such as the DLAC and BAC.|As a small school, the Charter Advisory Council is the largest decision making group, and parents are represented and involved. In addition, students, Board Members, District/Cabinet Administrators, and teachers, are active participants. We meet regularly to discuss data and gather input. Notes are taken at our meetings and available to educational partners.|We are planning to offer parent workshops in the evenings when most families are available, but will also reach out personally to determine availability for our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
09618790000000|Gold Oak Union Elementary|3|The Gold Oak Union School District is a small district, but it still provides a variety of ways to actively engage parents to gain their insights and opinions to help with decision making. The district has an active School Site Council and Parent Teacher Organization. GOUSD works to ensure that families feel welcome and included. This includes participation at school/community events, as well as encouraging volunteer opportunities for both parents and community members. These community events are well attended by families, staff, and community. Data from the annual parent surveys helps determine the success of our engagement and parent relationships.|Our focus for the 2025-26 school year will be to intentionally increase family and community involvement. To build relationships between school staff and families, we will work to broaden the participation of parents and community in committees and events, as well as solicit their input when making district decisions. Being a small district, we tend to have the same families participating in decision making groups.To suuport this need, a Gold Oak Task Force will be created to be a broader decision-making group the district and accountability Broadening and increasing our communication to families and community members with invitations to volunteer and attend assemblies/performances/school events will help build relationships and connections. To address this need, a new website will be launched in July 2025 to better facilitate communication and information to families, staff, and the community.|The district has worked to include families who speak languages other than English by having staff who speak Spanish to invite these parents to meetings and events and attend the meetings with the families to support them. The district also makes a strong effort to welcome underrepresented families to events. The district has provided more opportunities for engagement of underrepresented families in decision making by providing more tools that would allow for their participation, such as surveys and meetings held virtually. We have recorded board meetings so families may watch at times convenient to them.|GOUSD is committed to building our partnerships for student outcomes. The elementary school provides five days of formal parent conferences each year. The middle school began holds a parent conference week at the end of the first grading period to allow for teachers to communicate student progress to our parents for our most at-risk 2025-26 Local Performance Indicator Self-Reflection for Gold Oak Union School District Page 11 of 16 students. The middle school conferences were added five years ago due to feedback requesting more information on student progress. Teachers also regularly communicate in less formal means with parents. Parents with concerns regarding student progress may also request a Study Success Team meeting. Our SST process is fully implemented and sustainable. The SSTs engage families and staff to work toward positive student outcomes. Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time. Teachers and administrators are available to meet with parents, as needed.|Parent survey data is reviewed annually to identify areas of need. As a small district, we often engage with a consistent group of families and community members. While we have seen improvements in communication and engagement with many families, we recognize the need to strengthen connections with the families of our English Learner (EL) students. The district also encourages parents to reach out via phone or email if they have concerns about their child’s progress or wish to request a Student Study Team (SST) meeting.|The district has worked to better reach out to underrepresented families. Regular two-way communication is taking place between teachers and families, with increasing options in home languages, and this will continue. Support for families has been expanded through an addition of a wellness center on each campus. The wellness center will support student needs as well as being a resource for families. The district has continued to find ways to engage families in board meetings by providing a virtual option and also recording meetings to allow more parents and community members to be informed.|Parent survey data indicates progress in engaging our educational partners in decision-making; however, there is still room for growth. The Gold Oak Union School District offers multiple opportunities for parent involvement, including an active School Site Council and will now have Parent Teacher Organizations at both schools. Board meetings are accessible both in person and virtually to encourage broader participation. To deepen stakeholder engagement, the district will establish a task force in the 2025–26 school year. This group will bring together staff, parents, and community members to provide input on key initiatives, including the Local Control and Accountability Plan (LCAP), School Plan for Student Achievement (SPSA), school safety plans, wellness plans, and more. By creating this task force, the district aims to ensure that the voices of all educational partners— especially those historically underrepresented—are included in meaningful decision-making processes.|The district remains focused on broadening parent and community participation in decision-making. As a small district, we often see the same families actively involved, and we recognize the importance of expanding engagement to include a more diverse representation of voices. In the 2025–26 school year, the district will take intentional steps to improve outreach and inclusivity. These efforts include the creation of a stakeholder task force, expanded multilingual communication, targeted outreach to underrepresented families, and additional opportunities for feedback through surveys, focus groups, and community events. By combining both formal and informal approaches, the district aims to foster more meaningful and widespread participation in shaping key initiatives and priorities.|The district recognizes the importance of increasing participation from underrepresented families and is committed to taking more intentional steps to ensure their voices are heard. While outreach efforts are already in place, the district will enhance these by issuing personal invitations and conducting targeted outreach to families who have not historically participated in district decision-making. To reduce barriers and increase accessibility, the district will expand the use of tools that support ease of participation, including brief online surveys, flexible meeting times, and virtual attendance options for key committees and events. In the 2025–26 school year, the launch of a new district website and digital newsletters will further support inclusive communication. These platforms will offer automatic translation into multiple languages, accessibility features for visually impaired stakeholders, and mobile-friendly formatting to meet families where they are. Updated communication tools will ensure timely, clear, and user-friendly messaging across devices and platforms, helping all families stay connected and informed.|4|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-12|2025
09618870000000|Gold Trail Union Elementary|3|We currently have multiple ways to engage families. Families are welcome at Board meetings for reciprocal knowledge and information exchange. The District Advisory Committee is an open forum for feedback on district goals and progress. The PTO invites participation from families to engage and exchange ideas and information with site administration. We are working on continually increasing opportunities for volunteers on campus. Parents are surveyed throughout the year to collect feedback; we utilize language translation to support those families who would otherwise be left out.|Our focus area for 2025 will be to invite families to partner with the district on issues of high priority. We will promote all curriculum adoptions through parent perusal and question/answer sessions. We will survey for hot topics where we might focus a town hall meeting on delivery of information and opportunity for questions/answers and input from families. We will continue to engage through information sent to families. The LEA will continue to expand platforms for improved communication with families and community. Teachers and administration are available to meet with families for any level of concern ongoing. We are adding a social media platform for information to the greater public in 2025.|The district currently uses stipends for staff to support underrepresented populations. The employees reach out to families for support needs and input. We will survey families in the future to better guide us on additional needs. We will continue to provide information to families such that they are able to process the information and provide feedback. We are working on partnering with EDCOE in order to provide a summer opportunity for our unduplicated students to come and engage with fun learning and targeted supports.|Our Student Study Team process is fully implemented and sustainable. The SST's engage families and staff towards positive student outcomes. We schedule time in our calendar for conferences with families to support student outcomes. Teachers and administration are available to meet with families for any level of concern ongoing. We also partner with EDCOE for resources, training and supports. We host family engagement evenings to allow families to learn more about areas of concern based on a parent survey. We include families in our California Healthy Kids Survey. This year we added Kelvin for student pulses to activate more voice on behalf of the students.|The focus area for GTUSD will be providing more information and support for families in supporting student learning in the home. We do provide information for students struggling with mental health needs. We provide support to families in structuring a learning environment at home that supports student learning. We provided support for students after school such that families that struggle to support student learning in the home can access our support several days per week on campus. We provide information to families on resources that exist outside of our district on tutoring and other academic supports. ELOP dollars are used to support unduplicated students with supports at one of two after school programs to support students and working families.|The district will continue to support the roles of staff in supporting underrepresented families. We are adding additional opportunities for both staff and family trainings around trauma informed decision making and behavioral modifications. We will reach out in person and by surveys for suggestions for improvements, safety, and organizational concerns.|The District Advisory Committee is a standing committee with the opportunity to provide input on decision making at all levels. The DAC allows parents to partner with community and district to advise in areas of curriculum, instruction, budgets, goal setting, and engagement. Parents do have the opportunity, as does staff, to also address the Board on a weekly basis regarding aforementioned areas. Surveys are provided to both students and families to provide the LEA with feedback on important issues.|Building capacity for all families to engage with the district is an area of focus. Having town hall opportunities for families to come and have open discussion with district may increase engagement from the community. We seek input on adoptions following our pilot and adoption procedures. Our future goal will be increasing decision making opportunities for parents.|The district staff that engages underrepresented families can reach out to and personally seek input from families through engagement opportunities and surveys. Teachers and administration are available to meet with families for any level of concern ongoing.|5|5|4|4|4|4|5|5|4|4|4|3|Met||2025-06-10|2025
09618950000000|Indian Diggings Elementary|3|Our staff lives and works in the small rural community and has multiple interactions with our 5 to 6 families daily. Our certificated staff member is reachable on a 24-hour basis and meets one on one and in groups with parents throughout the year at scheduled meetings and as needed. Parents, staff, and students are included in decision making at all times.|Our focus area for improvement would be the sustainability of this communication should the certificated staff member retire.|To this end the certificated staff member works with classified staff to continue building a culture of communication that will pass to new staff in the future. With such a small number of families we are able to make sure no one is underrepresented and all families feel connected to the school.|The district’s strength is in its size. With a staff of 4 we can customize professional development to a high degree. Staff gets exactly what they need when they need it. Likewise, it is possible to meet weekly with parents to support them and their students with resources and knowledge.|The district will continue to focus on customized training to support staff and community.|Surveys and conversations will continue to be provided and the LEA will respond with relevant training and support.|All 5 to 6 of our families have equal and multiple opportunities to be involved in planning and decision-making. All meetings revolve around our Regular Board Meetings. Parents are invited to attend monthly where we take input and discuss our district plans. Our focus is always to increase the number of parents attending these meeting. We have added quarterly Advisory Council meetings who's membership include all stakeholder groups.|We will continue to focus on increasing the number of parents and community attending meetings where input is taken.|Communication will continue to be improved to increase attendance at meetings.|5|5|4|5|5|4|5|4|5|5|5|4|Met||2025-06-12|2025
09619030000000|Lake Tahoe Unified|3|The District & schools distributed several communications to families promoting participation in District & site committees & events including State of the District/Community Conversation meeting, ELAC (English Learner Advisory Committee), PTA, Cafecitos, School Site Council, LCAP Parent Advisory Committee, & parent education nights. The District sent out over 15 newsletters updating families on District activities; providing information on community resources; & promoting participation in District events, meetings, surveys, community forums, & committees. Sites communicated through newsletters, social media platforms, school websites, & Parent Square messaging system informing families of school & community events, site information, & important dates; & promoting participation in site meetings, surveys, committees, & school activities. Communications were transmitted in a student’s home language. Spanish translation services were mad available for parent engagement activities. Teacher-parent conferences were held in-person at elementary sites, giving teachers the opportunity to learn about each family’s culture, struggles, & offer support through District &/or community resources.  The Parent Institute for Quality Education (PIQE) was offered at South Tahoe Middle School providing parents learning opportunities in developing skills & techniques to support their student’s educational needs. PIQE recruited EL parent participation, provided a needs assessment, & offered an 8-week training session requiring parents to attend weekly meetings. Up to 50 parents attended more than 4 meetings qualifying them to receive a certificate of completion. PIQE uses evidence-based programs that engage, empower, & transform parents to actively engage in their children’s education & strengthen parent-school collaboration. The program provides empowering information, skills development, & support systems for low income families, communities of color, & English Learner & immigrant families. Elementary schools continued meeting with their representative parent groups to seek input, share site & District goals & plans, & strive for alignment. LTUSD continued to increase oral & written translation services. Site & District documents were translated & provided to families in their native language.  LTUSD continued to utilize the Ellevation English Learner web-based platform to track English Learner progress & teacher supports, & communicate directly with parents on their student’s progress. Student data was consolidated into one dashboard to which parents could provide input. Built-in functions enabled immediate teacher feedback to parents on student learning progress through a notification system|The District will continue to hold in-person family and staff engagement opportunities such as open houses, parent education nights, in-person parent committee meetings, and other activities.  Additionally, translation services will be maintained and/or expanded both orally and in writing, in remote and in-person settings to streamline communication with families which serves to build relationships with staff.  Publicity for family and school community functions, such as Community Conversations, LTUSD Special Education Updates, and site events will be expanded to engage families in opportunities to collaborate with staff and offer input on site and District programs.  Sites will focus on providing family’s useful information about their student’s progress.|The District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families.  Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, Community Conversations, Special Education Update nights, and other parent education nights.  The Director of Multilingual Learner Equity will promote participation of EL parents in activities to support and engage their students.  The Wellness Coach/Student Advocate and McKinney Vento/Foster Youth Liaison will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for underrepresented students including those experiencing homelessness and foster youth.  Four Elementary Counselors, partially funded through Community Schools grants, will expand SEL and family supports for elementary students, including those that are underrepresented.  Wellness Centers will be maintained at various sites to connect families with staff in coordinating supports and resources for their students’ social-emotional and mental health.  Special Education Community Advisory Committee (CAC) meetings will be publicized to promote educational partner participation. Families of students with disabilities can discuss their concerns and provide input on District programs and policies.  A CTE Specialist will continue to expand community events by which families and their students interact with staff through introduction to and exploration of career pathways.|LTUSD maintained academic supports and significantly expanded social-emotional and mental health services for students through Student Advocate services; maintenance of Wellness Centers at South Tahoe High School, South Tahoe Middle School, and Bijou Community School; offering student and family counseling services through community partner agencies; and parent education programs. Trio tutors provided by Lake Tahoe Community College offer academic support to District students. Parents participated in PIQE at South Tahoe Middle School which provided them resources to effectively support their students toward graduation. PIQE uses evidence-based programs that engage, empower, and transform parents to actively participate in their children’s education and strengthen parent-school collaboration. PIQE provides empowering information, skills development, and support systems for low income families, communities of color, and English Learner and immigrant families. The South Lake Tahoe Family Resource Center provided academic and social-emotional support to LTUSD Hispanic students and families. The Center facilitated Cafecitos, ELAC, and DELAC (District ELAC) meetings; offered parent education opportunities; provided translation services; and participated in parent night planning and partnering in parent classes. LTUSD partnered with California Education Partners to implement high leverage strategies that support Math instruction for grades TK through 3 which expanded to grade 12 in 2024-25.  A CTE Specialist focused and built on existing Environmental and Allied Health partnerships to provide CTE activities. Partnering agencies provided students real world, hands-on learning experiences including the Wonders of Water program, CTE Trout in the Classroom, and CTE Family Night.  At least one outdoor field trip was offered for every grade K-8 student. Tahoe Youth and Family Services offered the PIP (Primary Intervention Program) program to students, with the school-based program enhancing their educational experience with additional 1:1 support for grades K through 5. The individual support program is designed to build self-esteem and promote student personal development.  LTUSD continued to partner with El Dorado County Office of Education in implementing the Student Behavioral Health Program to address behavioral health barriers for K-12 Medi-Cal students through targeted interventions by increasing access to preventative early intervention and primary behavioral health services by school-affiliated providers.|LTUSD will maintain and build on existing relationships with community partners to assure services supporting student outcomes are accessible to all students and their families. As needs arise, the District will develop new or expand existing relationships to provide comprehensive, wraparound support for students to address academic, social-emotional, mental, physical, and behavioral needs. The District and sites will focus on engaging families to actively participate in their student’s education and offer resources and learning opportunities to support their students. District and site administration will provide support and resources to teachers and instructional staff.|As stated in section 1, the District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families. Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, State of the District and Community Conversation meetings, and parent education nights. The Director of Multilingual Learner Services will promote participation of EL parents in activities to support and engage their students. The Wellness Coach/Student Advocate, SEL and Academic Intervention Teachers, Elementary (and Secondary) Counselors, and McKinney Vento/Foster Youth staff will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for underrepresented students and their families. Community Schools grants will fund bilingual support at one elementary school and the District’s continuation high school, four Elementary Counselors, and SEL (social-emotional learning) Intervention Teachers in continuing to expand social-emotional learning and family supports for elementary students, including those that are underserved and underrepresented. Comprehensive Student Advocate services will be maintained to provide SEL, mental, and behavioral health services to students and link families to community resources.  Special Education Community Advisory Committee meetings and LTUSD SPED update events will be publicized to promote educational partner participation. Families of students with disabilities can discuss their concerns and provide input on District programs and policies.|Parents were provided opportunities to join site & District committees such as School Site Council, site & District English Learner Advisory Committees, PTA, & advisory committees including the LCAP PAC. Meetings were held via videoconference & in-person; translation services were provided as needed to increase educational partner participation in gathering input on District decision-making.   Community members, including underrepresented groups, could provide input on District direction through various avenues. A community/family LCAP survey was distributed to gather educational partner input on District programs & develop goals, actions, & services to improve student outcomes. Survey completion was promoted to target groups including underrepresented families. Climate surveys were administered in 24-25 to students, families, & staff to guide District & school efforts in promoting safety, enhancing learning, & improving student achievement. LTUSD invited the community at large to attend a collaborative & interactive State of the District/Community Conversation meeting. More than 100 staff & community members attended, giving families the opportunity to collaborate with staff during interactive tabletop conversations on the LCAP family/community survey questions 1) parents have opportunities to provide input on decisions about the school & District, 2) my student is academically challenged, & 3) I receive useful information about my child’s progress from the teacher &/or school. One smaller-scale Community Conversation was also held gathering educational partner input on student mental health challenges. Future plans include hosting multiple Community Conversations throughout the school year. In 2024-25, the Student Services department introduced SPED Update public meetings targeting families of students with disabilities. In-person meetings were publicized through Aeries Communications Parent Square communication system. Meetings were held at the District office after regular school & business hours to promote attendance; both the October 2024 & April 2025 meetings were well attended with up to 20 participants per event. Facilitated by the Associate Superintendent of Educational Services & Student Services Coordinator, the open meeting format gave families opportunities to provide feedback on the District’s Special Services program & receive updates on SPED staffing, inclusion efforts, & nonpublic school enrollment; processes for students receiving special services to earn a diploma or certificate of completion; adult programs; & conservatorship. To engage families of students receiving special services in their student’s education, input was sought on trainings they felt would be most beneficial to staff, students, & families; the type of information they were interested in receiving from staff about their students; & topics for future discussion. An FAQ was distributed to participants addressing their select topics.|Continue transparency and more targeted communication regarding opportunities to provide input on District and site programs.  Offer different modes of collecting educational partner input including digital and print.  Maintain a consistent system of communication; improving communication across sites; listening to staff and families on more in-depth subjects of greater interest; involving students in decision-making; and holding regular conversations with measurable outcomes.  LTUSD will grow partnerships with cross-agency cooperation to support students.|Ongoing South Lake Tahoe Family Resource Center (FRC) facilitating monthly Cafecitos meetings, the equivalent of a Spanish-speaking Parent-Teacher Association (PTA), to promote participation of the District’s Spanish-speaking families and community. English and Spanish are the primary languages spoken by LTUSD students and their families.  Parent education nights will continue to be integrated into Cafecitos meetings. The District and FRC will continue to expand these opportunities. Additionally, surveys and communications will be available in English and Spanish and translation services will continue to expand for various site and District meetings. CAC and LTUSD SPED Update meetings will be publicized to promote increased participation of parents with students receiving special services.  The District will promote family participation, including underrepresented families, in site and District committees and attendance of community meetings, through which they will have opportunities to provide input on District decision-making.  The newly introduced Wellness Coach/Student Advocate duties include extensive outreach to underrepresented families which will serve to gather feedback on District decisions.|4|4|3|4|4|4|3|4|3|3|4|3|Met||2025-06-26|2025
09619110000000|Latrobe|3|The Latrobe School District is committed to actively involving all families in the academic, social, and emotional growth of their students. To support this goal, the district implements a variety of strategies. Each year, parents, staff, and students participate in a district-wide survey, the results of which are reviewed by the Site Council/Parent Advisory Committee and district staff to guide improvements. Communication efforts have been strengthened through the use of ParentSquare, which the district utilizes and monitors to keep families informed and engaged. Parents and guardians are encouraged to take part in their child’s education throughout the year by attending Parent/Teacher conferences and family-oriented events. The Parent Teacher Committee (PTC) also plays an important role in building strong, positive connections between families and school staff. Recent survey results highlight school-community relationships as a key strength. About 98% of parents reported receiving the support they need from the school—an 8% increase from the previous year—and nearly 91% feel the school values parents as partners in the educational journey, reflecting a 3% increase from last year.|After an in-depth review of parent survey data, collaborative discussions with staff, and input from the School Site Council and Parent Advisory Committee, the Latrobe School District has identified clear and open communication as a key priority. In response, we are dedicated to expanding opportunities for two-way communication and creating a welcoming environment where parents feel empowered to share their thoughts, ideas, and feedback with staff.|In recent years, the Latrobe School District has seen a significant increase in the enrollment of English learners. In response, we have made it a priority to strengthen communication with our English learner families. We actively seek their input and provide personal invitations to support and encourage their involvement. As part of our continued commitment to inclusivity, we have invested in translation tools and subscribed to professional translation services to ensure that all families—especially those historically underrepresented—feel welcomed, informed, and engaged in our educational community.|The Latrobe School District is dedicated to providing ongoing professional development for staff in the implementation of Positive Behavior Intervention Strategies (PBIS). This collaborative framework engages both school personnel and families in designing school-wide and individualized supports that have proven effective in strengthening school culture and building strong partnerships between home and school. To support these relationships, staff maintain consistent communication with families about student progress and areas for growth. Parents are actively invited to share their input through PBIS meetings, school surveys, School Site Council sessions, and other engagement opportunities. All families are encouraged to attend a parent/student/staff conference in November for an in-depth discussion of student progress. Additional parent/teacher conference days are scheduled in March, and both families and teachers are welcome to initiate conferences at any point during the school year to support ongoing dialogue. In addition, the Latrobe School District partners with educators from neighboring districts and the El Dorado County Office of Education to ensure staff are well-equipped to meet the diverse needs of all students through high-quality training and support.|The Latrobe School District places a strong emphasis on building meaningful partnerships with parents and community stakeholders. We are committed to fostering collaborative relationships that support student success both at home and in the classroom. We actively invite parents to take part in a variety of instructional activities, encouraging their involvement in their child's learning journey. In addition, we value the unique skills and expertise within our community and welcome parents and local professionals to contribute to student learning through specialized instruction. Areas such as fine arts, biomedical and environmental science, and gardening have been enriched by the contributions of these dedicated individuals, creating more dynamic and engaging learning experiences for our students.|The Latrobe School District has experienced a notable increase in the enrollment of English learners and is committed to strengthening engagement with these historically underrepresented families. Through personalized outreach and direct invitations, the district seeks to actively involve them in decision-making processes that shape the school community. To promote inclusivity, all surveys will be appropriately translated, and English learner families will be encouraged to participate in one-on-one meetings with school administrators. In addition, the district will partner with neighboring school districts and the El Dorado County Office of Education to develop effective strategies for engaging these families and gathering their valuable input. Feedback from recent parent surveys also highlighted the need for greater emphasis on multicultural appreciation. In response, the district will prioritize initiatives in the coming year to foster a deeper understanding and celebration of diverse cultures within the school community.|The Latrobe School District highly values the involvement of educational partners in our decision-making processes. As reflected in our Local Control Accountability Plan (LCAP), maintaining transparent and consistent communication between staff and families is a key priority. To support this, we hold annual meet-and-confer sessions with both classified and certificated staff groups. Parents are encouraged to actively participate through multiple avenues, including the School Site Council, LCAP Advisory Committee, and our Parent Teacher Club. In response to feedback from our annual parent survey, we have refined our communication strategies to better gather input on the LCAP and other important school initiatives. Additionally, we have opened direct email communication channels, enabling parents to share their thoughts, questions, and concerns with school board members and the School Site Council. This new initiative further strengthens our commitment to inclusive dialogue and meaningful collaboration with all members of our school community.|Recognizing the significant increase in English learner enrollment, the district is dedicated to strengthening the involvement of these families in school decision-making processes.|As mentioned earlier, the Latrobe School District is committed to increasing the engagement of our English learner families in school decision-making processes. Due to the small size of our schools, we plan to invite English learner families to participate not only in larger established committees but also in one-on-one meetings with school administration, where they can share their perspectives and ideas. To ensure inclusivity, surveys and questionnaires will be translated as needed and distributed to our English learner families.|4|4|3|3|3|3|5|2|5|4|4|3|Met||2025-06-17|2025
09619290000000|Mother Lode Union Elementary|3|Mother Lode Union School District continues to build strong relationships with families through consistent communication, in-person events, and a focus on customer service. Parents report feeling more connected thanks to regular updates via ParentSquare and school newsletters. Attendance at family events and conferences has increased, and families value opportunities to interact with staff in welcoming settings. Ongoing professional development has strengthened staff efforts to create a respectful, inclusive environment across all campuses.|While communication has improved, feedback from families indicates a need for more two-way communication and greater opportunities for authentic input in decision-making. Some parents have also expressed a desire for increased outreach to underrepresented families and more flexible event times to accommodate working families. Strengthening trust through more personalized engagement and follow-up remains an ongoing area of focus.|To better engage underrepresented families, the district will increase targeted outreach through multilingual communication, home visits, and personal invitations to school events. We will partner with community organizations to support family engagement and offer flexible meeting times and virtual options to reduce barriers. Staff will receive continued training on culturally responsive practices to build stronger, more inclusive relationships with all families.|Mother Lode Union School District has made strong progress in partnering with families to support student outcomes. Regular parent-teacher conferences, IEP meetings, and intervention team meetings provide structured opportunities for collaboration. Families are informed about student progress through report cards, assessment updates, and digital platforms. The district has also expanded family education opportunities focused on literacy, math, and social-emotional learning, helping parents support learning at home.|Educational partner feedback indicates a need for more consistent communication about academic progress and clearer guidance on how families can support learning at home. Additionally, families have asked for more frequent progress updates outside of formal report periods and greater access to workshops that build their capacity to support student success.|The district will improve engagement of underrepresented families by providing translated resources, offering academic workshops at varied times, and using personal outreach to invite participation. We will strengthen partnerships through regular check-ins, expanded access to interpreters, and culturally responsive communication strategies to ensure all families can support student learning effectively.|Mother Lode Union School District regularly seeks input through LCAP surveys and school site meetings. Stakeholders report feeling heard, especially during budget and program planning. The district has increased transparency by sharing follow-up actions and updates based on community feedback, helping to build trust and engagement in the decision-making process.|Feedback indicates a need to reach a broader and more diverse group of stakeholders, especially those who don’t typically participate in surveys or meetings. Families have also requested more clarity on how their input influences final decisions and more opportunities for two-way dialogue before decisions are made.|To better engage underrepresented families in decision-making, the district will use personal outreach, translated materials, and multiple communication platforms to invite participation. We will offer input opportunities at varied times and locations, including virtual options, and ensure feedback loops are in place so families see how their input shapes decisions.|4|4|4|4|4|3|4|4|3|3|3|4|Met||2025-06-12|2025
09619450000000|Pioneer Union|3|PUSD staff work diligently to inform parents and guardians of student progress through multiple means of communication including informative progress reports regular email, Blackboard Communication Platform, and ClassDojo communication and parent conferences.|Parents have indicated that the continuation school events for parents/community allows them to support their student and school.|The District continues to use the Student Study Team process to identify barriers to student success.  The SST process can provide useful solutions that build partnerships with parents and the school community.|PUSD staff work diligently to inform parents and guardians of student progress through multiple means of communication including informative progress reports regular email, Blackboard Communication Platform, and ClassDojo communication and parent conferences.|Parents have indicated that the continuation school events for parents/community allows them to support their student and school.|The District continues to use the Student Study Team process to identify barriers to student success.  The SST process can provide useful solutions that build partnerships with parents and the school community.|PUSD utilized multiple platforms to engage educational partners in the decision-making process. Parents were provided an opportunity to participate in surveys, seeking their input on various programs, including adopting resources for standards-based curriculum, prioritization of resources, and effective ways to engage the community and expanding learning opportunities. The School Site Council reviews data, goals, and success indicators to provide input to the development of the school plan for student achievement. Educators and students participated in a series of Listen and Leap sessions to provide input for improving the educational program at all schools as well as improving engagement and climate at all schools.|The annual parent survey needs great parent participation rates.  The District recognizes that limited response rates likely do not provide an accurate depiction of the District program.|The District seeks to have greater than 65% of families responding the the annual parent survey.|5|5|3|4|4|4|5|4|4|4|4|4|Met||2025-06-18|2025
09619520000000|Placerville Union Elementary|3|PUSD utilizes Parent Square to contact parents with needed and timely information. Parent Square generates calls, emails and text messages to all parents that we have up to date information for. There is also an app that parents can access to receive information. The District also uses of the Parent Portal through Aeries so that Parents can regularly update information and check to see if the contact information that we have is correct. All sites also utilize social media to communicate with the community and tell the story of PUSD.  PUSD also initiated a contract with A2A to help with the communication on attendance. Regular letters are mailed to parents of students that are struggling with attendance. Mailing also go out to the entire school family with attendance facts and encouragements.  The use of Social Media had greatly improved over the past school year with the implementation of the Parent Liaison position. Daily posts are being made on both Facebook and Instagram with both activities that are happening on the campuses as well as District information that needs to be pushed out.|All sites will continue to use multiple means to communicate with families to meet their needs.|All sites will continue to use multiple means to communicate with families to meet their needs.|The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings. Teachers also utilize electronic means of communication such as email, parent link and Class Dojo. All sites have staff that can translate for parents either through phone calls or in person when necessary.|Evening P/T meeting will be scheduled to allow for all parents to have time to have meaningful conferences with their child's teacher.|All materials will continue to be in the home language of the student. Additional times for conferences will be established to meet the working needs of the parents.|PUSD annually surveys parents in English and Spanish. PUSD also annually surveys all EL Families for input in the programs established for our EL Students. Meetings are held throughout the school year to solicit parent input. Parents are involved in many District wide committees as well as Site level committees in an effort to garner input. These committees include DELAC, HEAC, Budget Advisory and Site Council. The Superintendents Advisory Council was reestablished this year in which parents meet quarterly with the Superintendent and discuss timely topics. Principals attend PTC meetings in an effort to share and solicit information. PUSD regularly surveys parents on a variety of topics utilizing Google Forms through both email and text.|PUSD will continue to reach out to a wider breadth of parents to sit on committees and councils withing the district. All surveys will be done in multiple languages so all families will have access.|PUSD will continue to reach out to a wider breadth of parents to sit on committees and councils withing the district. All surveys will be done in multiple languages so all families will have access.|4|4|4|4|3|4|4|4|4|4|3|4|Met||2025-06-15|2025
09619600000000|Pollock Pines Elementary|3|PPESD continues to have many consistent volunteers at its elementary site and within its Parent Teacher Club.  This is evident  in the high attendance of family events including Donuts with Grownups, Harvest Festival, and the Summer Send Off. These events provide opportunities for families and staff to interact outside the classroom. In addition to the PTC, the district also had increased family support for the Sierra Ridge Sports Booster Club. This club  initiated new fundraising opportunities including a fun run which many community members participated.   Scheduled field trips across all grade levels allow  many parents and guardians to serve as chaperones and connect to the school experience. By and large, all of the elementary classes have regular parent volunteers that come into the classroom to help students and teachers. Pollock Pines Elementary School District is proud of its music program. School concerts are another opportunity to build relationships with families. Regular recognition assemblies and communications are presented to celebrate student growth and success.|This past year, the district received overwhelmingly positive feedback using a new communication system that allowed parents and staff to effectively and efficiently communicate with one another. It is was noted that several teachers utilized this system heavily while some teachers did not maintain the same regular communication. On the district level and site level,  data showed an increase in interaction with system wide communications.|In the coming year, the district will focusing on initiating and increasing positive communications with students and families.|Before the first day of school, welcome letters, digital handbooks and parent notifications are sent home along with an invitation to a scheduled back to school night.  The district hosts a Back-to School Night to share with families expectations, routines, and practices to reiterate all the materials sent home before the start of school.  In addition, thedistrict has a week of minimum days within the first trimester to hold parent/student - teacher conferences. Both school sites send out regular communications via ParentSquare. Families with students with IEP's and 504's have an opportunity to meet with their educational team at least once a year to discuss student progress. Trained staff offer resources, support,  and/or guidance to referred students and their families regarding wellness and social-emotional needs.|In addition to increasing the utilization of the ParentSquare system across all classrooms, students and families will be part of academic data progress discussions throughout the year centered on the results from  i-Ready assessment program.|Continue to utilize the Parent Square Communication system to increase dialogue between families and school. Establish and maintain focused student communications with each teacher. More specifically, each teacher will choose 2 families to communicate with on a regular basis to support their student with either academic or behavioral needs. Teachers will maintain this log throughout the year to chart progress or needs.|Through weekly communications or personal outreach, our district has the ability to get input from multiple families throughout the district. Most often the personal calls, conversations, or messages tend to get the most significant results. As an indicator of progress, this year, the district sent our a letter after the annual LCAP survey to thank them for the participation and to highlight some of the key feedback so that families understood their input mattered and impacted our work and planning.|Creating a system to identify those underrepresented families and being diligent in reaching out for their feedback.|Utilize Parent Square, follow up using different modes of communication.|4|5|4|4|3|3|4|3|4|4|4|4|Met||2025-06-11|2025
09619780000000|Rescue Union Elementary|3|The Rescue Union School District understands the importance of building partnerships for student outcomes and recognizes the value that parents and caregivers have in improving academic achievement and social competency. As such we offer parent informational nights on topics ranging from how to support your student with homework, to parenting in a digital age, to the dangers of vaping. RUSD has a counselor at each school site to support students' academic and social emotional needs.|Rescue Union School District (RUSD) is prioritizing the enhancement of relationships between school staff and families as a key area for improvement. This focus aligns with the district’s commitment to fostering a supportive, inclusive, and engaging educational environment. RUSD recognizes the importance of transparent, timely, and effective communication with families. This includes efforts to improve the clarity and frequency of updates provided to families, utilizing various channels to ensure all educational partners are informed and involved. RUSD is focused on creating opportunities for families to actively participate in their children's education. This includes providing resources and support to help parents understand and engage with the curriculum, and encouraging their involvement in school activities. RUSD is committed to providing a safe and supportive environment for students, which includes fostering a positive school climate that promotes social, emotional, and academic growth. Lastly, the district utilizes local data and parent feedback to address the specific needs and concerns of the community, ensuring that efforts are responsive and effective. These focus areas are integral to the district’s vision of creating an educational environment where all educational partners are respected, valued, connected, and supported, thereby ensuring their success and well-being.|Rescue Union School District (RUSD) has identified specific strategies to improve the engagement of underrepresented families. This focus aligns with our commitment to fostering an inclusive and supportive educational environment for all students. The strategies are designed to address the unique challenges faced by underrepresented families and to strengthen relationships between school staff and families.  RUSD recognizes that effective communication is essential for engaging underrepresented families. To this end, we will enhance our communication strategies by providing multilingual communication to ensure that families receive important information in their preferred language and utilizing mulitple plateforms ot reach families who may have limited access to technology.  RUSD will continue to develop and support programs that specifically address the needs and interests of underrepresented families. Those will include various committees and informational sessions that cover topics relevant to families including navigating the school system, supporting student learning at home, and accessing community resources. Our Community Liaison will continue to work with families to assist them in accessing resources and support services as well as creating awareness of opportunities for community involvement in school events and decision-making processes. RUSD is committed to ensuring that every family has the opportunity to be actively engaged in their child's education.  Monthly community events will be available for families to connect with others within our community.|The Rescue Union School District has taken extensive efforts to build relationships with parents, caregivers, and community members. The District focuses on consistent improvement in the area of customer service to meet the needs of families and strengthen connections and relationships. While this is an area of strength, it is an area that requires annual review with the desire to meet the ever changing needs of our community. Each school site and department developed a customer service plan designed to ascertain the needs of the families they work with and respond to those needs with care and commitment. These plans are reviewed annually and work continues to provide meaningful outreach to the students and families we serve. The District's most recent community survey indicates that families feel their children are safe, have a quality learning experience with well maintained facilities.|Rescue Union School District (RUSD) has identified several key areas for improvement in building partnerships to enhance student outcomes. RUSD recognizes the critical role families play in student success and aims to enhance programs that encourage active parental involvement. Focus areas include offering and promoting participation and volunteer opportunities for families to engage in school activities, continuing to develop community partnerships that provide support and extracurricular opportunities for students as well as improve access to resources. Teachers and staff participate in various collaboration committees with families and community members to share ideas, gather feedback and review data to make informed decisions. By addressing these areas, RUSD is committed to creating a supportive and collaborative educational environment where all students can thrive and achieve their full potential.|Rescue Union School District (RUSD) has identified several strategies to improve the engagement of underrepresented families. These strategies are aimed at fostering stronger partnerships between school staff and families, thereby enhancing student outcomes. RUSD will continue to focus on the improvement of communication by utilizing translation services and bilingual staff to assist with communication and engagement efforts for educational partners. Our Multi Tiered Systems of Support (MTSS) Coordinator and our Community Liaison will continue to bridge the gap between schools and families offering personalized support and advocacy. These strategies aim to build stronger relationships between school staff and families, ensuring that all students have the support and resources they need to succeed.|The Rescue Union School District prides itself on seeking input from parents, caregivers, and community members for decision making. Our District has a very active Local Control Accountability Plan (LCAP) A Community survey is administered to review the academic and social needs of the district and suggest strategies to address these needs. In fact, many of the aforementioned supports, including the customer service plans, parent information nights, and the need to ensure that special education parents better understand their educational and legal rights came directly from this survey. Each site also has an active school site council, where parents have direct input on the development of the School Plan for Student Achievement. Parents also serve on the Calendar Committee, English Language Advisory Committee, and the Superintendent’s Advisory Committee, where they help guide the district in decision making. Student input is also actively solicited through student listening circles conducted each year in the spring.|Rescue Union School District (RUSD) has identified several key focus areas for improvement in seeking input for decision-making. These focus areas aim to enhance the inclusivity, transparency, and effectiveness of our decision-making processes by actively involving all educational partners, including students, parents, staff, and community members. RUSD will continue to focus on improving and diversifying its communication channels with the use of multilingual communication, digital platforms as well as traditional methods (ie.e printed newsletters, bulletins and flyers to reach those who may not have regular internet access. RUSD will continue to offer in-person committees and advisory groups that include all educational partners to participate in decision-making discussions. Surveys will also continue to be available and advertised for all partners to provide input and feedback. Through these efforts, RUSD aims to ensure that decisions are well-informed, equitable, and reflective of the diverse needs and perspectives of our community.|Rescue Union School District (RUSD) continues to focus on improving the engagement of underrepresented families in the decision-making process. This involves improving the communication opportunities including the increase of translation services and ensuring that our Community Liaison is available to support families who need access to resources and information. Families will be encouraged to participate in committees and advisory groups including, but not limited to our DELAC committee that serves to gather input from English Learner families regarding student learning experiences and needs. Rescue Union School District is committed to improving the engagement of underrepresented families. These strategies aim to build stronger relationships between school staff and families, ensuring that all voices are heard in the decision-making process.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
09619860000000|Silver Fork Elementary|3|Families are regularly updated of their students outcomes and encouraged to participate in school activities.|Silver Fork is a small single building school with an enrollment of 11 students  (8 Families) . All of the families are involved and connected.|No added plans for improvement of engagement of underrepresented families. This is a strength for the district.|Staff, students, and families are deeply connected as Silver Fork is a single building school house with a multi-age learning model. With many siblings in the same instructional setting, they can offer added support to  each other both in and out of the classroom. In addition, with the same teachers leading all grade levels year after year there is a strong home to school connection.|No added plans for improvement of building relationships for student outcomes.|None noted|Throughout  the year, the staff connects personally with all families as well as holds personal conferences to assess strengths and needs of the school. Likewise the administrative staff connects often with staff to gauge needs and successes of the school.|While Silver Fork School District is located in a community of only 300 people,  it is recognized that getting input from local residents to make formative school decisions could be beneficial. The district will research ways to seek out opportunities to connect with the broader community.|Given the personalized practices in working with each family at Silver Fork, this is a relative strength and the district has not added improvements in this area.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2025-06-11|2025
09737830000000|Black Oak Mine Unified|3|BOMUSD's LCAP includes actions and services designed to support students' and their families' social, emotional, and physical well-being as well as providing access to early intervention strategies. Our continued support for developing healthy lifestyles and school connectedness occur through the following: facility improvement, extension of before and after school care through our partnerships with Boys and Girls Club, Community Centers located at Golden Sierra and Georgetown School, Mental Health services, and expanding access of Multi-Tiered Support System (MTSS) for students and families through Social Emotional Learning Programs such as Character Strong, Counseling Services, Educationally Related Mental Health Support, Positive Behavior Intervention and Support and our El Dorado Community Hub. Additionally, we are refining the coordination of school based services in our MTSS Model with an expanded Families and Schools Together (FAST) Collaborative to provide comprehensive district wide support for attendance and suspension issues for families at risk, Dental Services are available for families at risk at Georgetown and Northside Schools as well as Head Start preschool and State Preschool at both primary sites and early years programs and afterschool activities for our 7-12 students. Finally, BOMUSD works closely with our county Special Education Local Plan Area to ensure that students with disabilities are provided access to an appropriate and enriching educational environment. This includes additional services through our county office of education.|BOMUSD is continually seeking ways to engage families and the community in communication that connects us to each other. In a rural community such as the Divide, our small size creates a unique interdependence. Our schools provide our students with services that many rural families have difficulty accessing including the following: food service and delivery to our families, Wifi Services on our sites for families in need, Mental health services through our Community Hub, Dental Services, through our site based Dental Program, Early Childhood Education through EDCOE Head Start. Staff and families interact daily through our newly revised Aeries education access, communication applications such as Class Dojo and Blackboard and through our many family events at our two community schools, Georgetown Elementary and Golden Sierra Junior/Senior High School. We have additionally expanded our Community Night's Out to Northside School. Over the next few years, we will increase our parent education efforts to include ways parents can support students academically and socially/emotionally at home.|The expansion of our Family and Schools Collaborative with two operating community wellness centers located on the Georgetown and Golden Sierra campuses has a primary mission to focus on underrepresented families. They are a direct line to services and connections that spread to the broader web of services off the Divide if needed in areas of Health Care, Counseling, Food Services and Family Support.|BOMUSD is a small rural district that is tightly bound to its community. What affects one aspect of the community affects us all.  Our district is a pivotal partner in communicating information, providing resources and gathering input to share to the broader county regarding our students and families. Our progress is directly measured by the communication and partnerships we developed together.|Schools have become access points for basic needs and continue to serve the district and community most specifically in mental health resources. The 24-27 LCAP continues to expand these resources with our educational partners in the community and county.|We have formed strong ties within and outside the district with our educational partners to provide and expand those services that lead to reduction of chronic attendance issues and improve mental health supports for under-represented families.|Black Oak Mine Unified School District (BOMUSD) employs a comprehensive and inclusive approach to engage all stakeholders in shaping the priorities and goals of the Local Control and Accountability Plan (LCAP). The district has strengthened its outreach strategies to ensure all voices—including parents, students, teachers, administrators, classified staff, bargaining units, and community members—are represented throughout the LCAP development cycle.  All stakeholders are invited to participate in learning opportunities about the Local Control Funding Formula (LCFF) and the LCAP process, and are encouraged to contribute their input through a variety of engagement formats. In addition to maintaining a dedicated LCAP information page on the district website, BOMUSD has expanded its efforts at the site level through PTA meetings, School Site Councils, and annual school-based LCAP surveys.  Stakeholders played an integral role in the Differentiated Assistance process, providing insight into academic priorities and site-based needs. The district gathered feedback from electronic surveys, focus groups, site-level meetings, and listening sessions, ensuring diverse perspectives were captured.  A consistent theme emerging from stakeholder engagement was the need to continue prioritizing academic achievement and reducing chronic absenteeism. As a direct response, BOMUSD has increased investments in support services, including the continuation of the Family and School Together (FAST) Coordinator. This position remains instrumental in connecting families with resources to improve student attendance, behavior, and academic outcomes.  Feedback collection was ongoing throughout the 2024–25 school year, incorporating input from parents, students, community organizations, district staff, local bargaining units, site administrators, and SELPA representatives. These contributions were gathered through both formal and informal settings, including virtual meetings, in-person sessions, and collaborative workshops, and were essential in shaping LCAP revisions and funding priorities.|For the 24-25 School year, our educational partners prioritized focus areas for the 24-25 school year's input and decision making: Educational partner engagement made important impacts on the new 2024-2027 LCAP. Most notably partners shared feedback and prioritized identified needs such as continued expansion of mental health and social emotional learning, the need to address the achievement gap, the need to use data to monitor student performance, the need to address learning loss and learning recovery caused by the pandemic, providing additional adult support in the classroom for at risk learners, before and after school programs, extended learning opportunities and a strong desire to re-dedicate themselves to strong school policy and procedure.|BOMUSD has become adept at surveying its partners in a variety of media and engagements, Surveys, In Person Family Nights, and Applications to name a few. One challenge can be overlapping data collection which can reduce participation or over saturation of particular applications that gather input. The 25-26 School year will have a focus on creating a more structured systemic approach for communication that is predictable for our partners, with a timeline and paced intervals along with a tighter data collection from participants to ensure inclusivity.|4|5|3|5|5|4|4|3|4|4|4|4|Met||2025-06-18|2025
09737830121566|American River Charter|3|ARCS has a active Charter Council which has staff, teachers, parents and community members involved in decision making and guidance.   ARCS began Parent Roundtable Education Series where parents met together to share best practices and provide support to each other. ARCS has multiple activities that engage families with each other and on campus. For the 25-26 school year, a Parent Engagement Coordinator position will be added to support our goal to increase parent engagement.|ARCS will continue to expand various, engaging activities for students, families and staff. A Parent Engagement Coordinator position will be created to assist in this area starting in the 2025-26 school year.|All students will be able to access services without regard to finances or ethnicity.|ARCS continues to increase curricular choices and the style in which these curriculums are delivered.|ARCS will be working more closely with government programs to streamline college enrollment opportunities. ARCS will be working with counselors from another local high school to give advice to matriculating high school students. A College and Career advisor position will be added for the 2025-26 school year.|All students will be able to access services without regard to finances or ethnicity.|ARCS has a active Charter Council which has staff, teachers, parents and community members involved in decision making and guidance.  ARCS will continue to develop and conduct surveys of all of our educational partners.  ARCS has multiple activities that engage families with each other and on campus.|We will continue to do surveys and increase the number and subject of inquiry for the surveys.|All students will be able to access services without regard to finances or ethnicity.|5|4|4|3|3|4|5|5|2|3|3|3|Met||2025-06-18|2025
10101080000000|Fresno County Office of Education|3|During the 2024–2025 school year, Alternative Education administration actively sought input from families to inform efforts aimed at improving student outcomes. Parent survey responses highlighted continued interest in evening workshops focused on topics such as trauma responsiveness at home, housing and food resources, resume assistance, positive parenting, parent-child relationship building, healthy teen relationships, internet safety, and college readiness. School staff at Violet Heintz Education Academy (VHEA) and Alice M. Worsley School have taken additional steps to strengthen family engagement. Increasing numbers of staff have voluntarily attended custodial agency family visiting times after school hours to connect with parents and guardians. Communication with families has been enhanced through regular phone calls, text messages, and the implementation of ParentSquare—a school-parent communication platform. This tool allows staff to send messages, notices, and event invitations via email, text, or the mobile application, improving access and outreach. Site principals have personally contacted families to encourage their involvement and partnered with campus-based organizations that have existing relationships with families to promote participation in school events. These partnerships have contributed to increased attendance at evening workshops through coordinated outreach and incentive-based recognition of participation. Additionally, staff at both VHEA and Worsley continue to collaborate with external agencies, including Fresno County Probation, TROY, WellPath, Boys and Girls Club, and All 4 Youth. These partnerships provide wraparound services and enhance the support systems available to students and their families, fostering a more comprehensive and coordinated approach to student success.|Based on an analysis of educational partner input and local data, the LEA has identified the need to strengthen consistent, meaningful connections with families as a key area for improvement. Alternative Education's student population is highly mobile, with 84% of enrolled students changing within a single semester. This level of transiency presents significant challenges in building and maintaining long-term relationships with families. To address this, the LEA will continue to provide staff training on the effective use of ParentSquare, with a focus on maintaining accurate parent contact information and ensuring timely, two-way communication. Principals will lead ongoing outreach efforts and expand communication to include resources that support student and family well-being, including access to community services and online platforms that promote social-emotional learning. In partnership with campus-based organizations, principals and leadership teams will continue to engage families through personalized outreach and collaboration. Input from the District English Learner Advisory Committee (DELAC) highlighted the need to prioritize outreach to underrepresented families. In response, the LEA will identify additional opportunities throughout the year to personally connect with families and encourage their participation in school activities. To guide improvements, the LEA will develop and administer targeted family surveys aimed at gathering input on how to foster trust and mutual respect while honoring each family's unique strengths, cultures, languages, and needs. Staff will receive ongoing professional development to build their capacity in culturally responsive communication and inclusive engagement practices. Family engagement is further supported through regular weekly parent orientation meetings at Violet Heintz Education Academy and monthly meetings at Alice M. Worsley School. Events such as Open House, graduation ceremonies, other parent engagement events, and transition planning meetings (e.g., IEPs, 504s) serve as essential touchpoints for relationship-building between families, students, and school staff. Governance structures such as School Site Council (SSC), English Learner Advisory Committees (ELAC), Student Advisory Committee (SAC), and the Parent Advisory Committee (PAC) provide vital forums for parent voice in school planning. These meetings are offered in both in-person and virtual formats to support accessibility and participation. Finally, the LEA will continue to collaborate with internal departments—including Curriculum and Instruction and Parent Services—as well as external agencies such as All 4 Youth, Fresno County Probation, Fresno Police Department, Boys and Girls Club, and Focus Forward. These partnerships are critical to delivering coordinated, inclusive, and responsive supports that contribute to student success and well-being in safe and supportive learning environments.|Based on the analysis of educational partner input and local data, the LEA has identified a need to improve engagement with underrepresented families by strengthening relationships between school staff and families. This need is particularly relevant within Alternative Education, where student mobility is high—84% of students transition within a single semester—posing challenges to maintaining consistent and effective communication with families. To address these challenges, the LEA will continue to prioritize direct, personalized communication with families, led by site administrators and supported by staff training on effective use of communication tools such as ParentSquare. Ensuring parent contact information is accurate and up to date remains a key focus, along with providing timely information related to student progress, school events, and available resources. Principals will lead site-based outreach in collaboration with campus-based organizations that have established relationships with families. These partnerships help facilitate communication and promote participation from families who may not traditionally engage in school activities. The LEA coordinates with internal departments to support engagement efforts. The Curriculum and Instruction Department offers professional learning on inclusive communication and relationship-building practices. The Parent Services Department and All 4 Youth partner with school sites to support family involvement and provide access to services that contribute to student success. Regular engagement opportunities include weekly parent orientation meetings at Violet Heintz Education Academy and monthly meetings at Alice M. Worsley School. Additional touchpoints include parent engagement events, transition planning meetings (e.g., IEPs, 504s), and school governance bodies such as the School Site Council (SSC), English Learner Advisory Committees (ELAC), the Parent Advisory Committee (PAC), and DELAC. These meetings are offered in both in-person and virtual formats to increase accessibility. To inform continuous improvement, the LEA administers family surveys to gather input and assess the effectiveness of engagement strategies. The LEA remains deeply committed to increasing family engagement through flexible meeting formats, staff professional development, and targeted outreach strategies. These efforts are grounded in a respect for the cultural and linguistic diversity of our English Learner and Special Education families and are designed to create inclusive environments where all families feel welcomed, valued, and involved in their child’s educational journey.|The LEA remains committed to fostering a supportive and inclusive school environment by providing ongoing professional development for staff. These learning opportunities emphasize the integration of social-emotional learning, the cultivation of positive relationships among students and staff, and the continual examination of policies and practices to ensure they are culturally responsive, transparent, consistent, and inclusive of student and family perspectives. Each school site regularly reviews its Parent Engagement Policy and School-Parent-Student Compact in collaboration with families and community partners. Input is gathered through a series of meetings scheduled throughout the school year. These engagement opportunities are offered in both in-person and virtual formats, and parents have consistently expressed appreciation for the flexible scheduling and accessibility of hybrid participation options. To ensure meaningful communication with all families, the LEA provides written and verbal communications in each family's home language and offers translation services during school events and meetings as needed. In addition, the LEA collaborates with the Fresno County Superintendent of Schools Parent Services Department to enhance parent engagement. Through this partnership, families are invited to participate in educational workshops covering topics such as literacy development, financial literacy, parent advocacy, equitable access to education, digital literacy, and strategies to support student academic success. School staff actively participate in family engagement efforts through a calendar of flexibly scheduled events established at the beginning of the academic year. This ensures that families have equitable access to school personnel and fosters ongoing two-way communication focused on student progress and achievement. Teachers and administrators meet with families during orientations, transition planning meetings, graduation ceremonies, back- to-school nights, and open house events, further strengthening school-home partnerships and building trust across the educational community.|Based on the analysis of educational partner input and local data, the LEA has identified the need to strengthen partnerships with families as a key area for improvement. Due to the highly mobile nature of the student population— where a significant percentage of students enroll or exit within a single semester—maintaining sustained partnerships with families remains an ongoing challenge. Recent school climate survey results further underscore the need to build greater trust and promote consistent, meaningful engagement between families and school personnel. In response, the LEA will prioritize strategies designed to improve family-school partnerships and support student outcomes. Professional development during the upcoming school year will emphasize culturally responsive engagement practices, with the goal of equipping school staff to better recognize, understand, and respond to the diverse backgrounds and needs of the families they serve. To enhance communication, the LEA will revise school-wide messaging to ensure clarity, accessibility, and inclusivity. Notifications will be streamlined and supported by visuals that reflect the diversity and aspirations of the student population. The LEA will also gather input from school staff to identify effective practices that have strengthened relationships with families. These insights will be used to inform broader implementation efforts, support consistency across sites, and ensure that all families are encouraged to participate in school planning and improvement processes. Through these coordinated efforts, the LEA will continue to strengthen and refine its approach to family engagement, with a focus on creating a more inclusive and collaborative environment where all families are recognized as essential partners in supporting student success.|The LEA will continue to collaborate with key partners, such as County Probation, All 4 Youth, and Resource Specialist Program (RSP) staff, to support the recruitment of parent representatives for school planning activities aimed at enhancing student outcomes and overall well-being. These collaborative efforts will include intentional discussions to identify and address barriers that may limit family engagement, with a focus on creating more welcoming, inclusive school environments where parent input is genuinely valued. To further strengthen family-school partnerships, the LEA will deepen its collaboration with the Parent Services Department. Their expertise in family engagement and outreach will help inform strategic approaches to sustain effective communication and increase parent involvement. Their feedback will play a vital role in shaping outreach initiatives that are responsive to the needs of all families. In addition, the LEA is committed to improving engagement among underrepresented families by building staff capacity in culturally responsive teaching and leadership. This commitment will be reflected in the design and delivery of school planning events, where families will not only have the opportunity to engage in meaningful dialogue around student performance and assessment data but also help identify relevant topics and priorities that matter to them. This approach ensures that all voices are heard and that school improvement efforts reflect the diverse perspectives of the communities we serve.|The LEA offers a variety of outreach opportunities throughout the school year to actively engage parents and educational partners in collaborative decision-making. These opportunities are provided through flexibly scheduled meetings to accommodate the diverse needs and availability of families. School administrators and staff play a key role in promoting engagement by participating in campus-based events and encouraging involvement in advisory and decision-making bodies, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), general parent meetings, and Local Control and Accountability Plan (LCAP) input forums. Input is also gathered annually through surveys designed to inform strategies for improving student outcomes. School administration and site leadership have taken intentional steps to strengthen relationships with families by extending personal invitations for input, reinforcing the value of educational partner perspectives, and promoting a culture of mutual respect and collaboration. Ongoing communication with community partners has further supported these efforts and expanded the reach of family engagement initiatives. Community partners have recognized student gains in reading, writing, and mathematics, as reflected in local benchmark assessment data. These improvements are attributed in part to the implementation of targeted reading intervention strategies provided in small-group settings for identified students. Families have expressed strong support for maintaining these academic interventions—particularly for English Learners, foster youth, and students from low-income backgrounds—highlighting the importance of continued academic support and meaningful opportunities to contribute to school planning.|Based on an analysis of educational partner input and local data, the LEA has demonstrated several strengths and made notable progress in seeking input for decision-making. A variety of outreach opportunities are offered throughout the year to engage parents and educational partners in collaborative planning and decision-making processes. These include flexibly scheduled meetings designed to accommodate a range of family schedules and needs. School administrators and staff play an active role in promoting engagement by participating in campus-based events and encouraging involvement in advisory and governance groups such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), general parent meetings, and Local Control and Accountability Plan (LCAP) input sessions. Input is also gathered annually through surveys focused on improving programs, supports, and student outcomes. The LEA’s efforts to foster direct and inclusive engagement are further supported by intentional outreach from site leadership, who personally invite families to participate and emphasize the value of their perspectives. These actions have contributed to a school culture that prioritizes mutual respect and shared responsibility. Ongoing collaboration with community partners has further strengthened input mechanisms. These partners have acknowledged student progress in reading, writing, and mathematics based on local benchmark data and have provided input on academic supports. Families have consistently expressed strong support for the continuation of targeted interventions—particularly for English Learners, foster youth, and students from low-income households— highlighting the importance of sustained academic support and meaningful engagement in shaping instructional priorities. These efforts reflect the LEA’s continued commitment to creating accessible and inclusive opportunities where educational partners contribute to planning and decision-making processes that support improved student outcomes.|Based on the analysis of educational partner input and local data, the LEA has identified the need to improve engagement of underrepresented families—particularly those of English Learners, Foster Youth, and low-income students—in decision-making processes. To address this, the LEA will implement focused strategies to promote equitable participation and increase representation across school and district advisory structures. Targeted professional development will be provided to school administrators and staff to strengthen culturally responsive outreach and communication practices. This includes identifying and addressing barriers to participation by reviewing meeting formats, ensuring consistent access to translation and interpretation services, and offering multiple modalities for engagement (e.g., in-person, virtual, and hybrid). The LEA will support and amplify the role of existing advisory bodies—such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), and the Parent Advisory Committee (PAC)—by providing training and support that equips members to contribute their knowledge, experiences, and perspectives to school and district decision-making. To expand reach and build trust, the LEA will collaborate with community-based organizations and agency partners who support families with accessing school systems. These partnerships will support recruitment, communication, and input-gathering in more accessible and responsive ways. These actions reflect the LEA’s commitment to improving inclusive decision-making processes and ensuring that families from all backgrounds have opportunities to contribute to the planning and implementation of programs that support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
10101080109991|Crescent View West Public Charter|3|Crescent View West Public Charter School (CVW) takes prides in building positive and lasting relationships with the community. The connection with our Educational Partners continues to a priority at Crescent View West Public Charter School. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. CVW families appreciate the open communication and monthly updates.   Data from our annual Survey shows that 100% of our parents feel the school is safe, 97% feel they are connected to the school and pleased with their student’s progress. In addition, 99% state that the school communicates clearly and effectively which is consistent with last year. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. For example, parents have shared that school staff genuinely care about their students' overall well-being, both socially and academically. Parents strongly agree that their voices are welcomed and heard, giving them a sense of ownership in their child's education. Additionally, a significant majority of parents report that staff regularly communicate with their children about academic progress and provide additional resources when needed. Parents also appreciate that their children are treated with respect and receive a quality education that prepares them for life after graduation. During one of our well attended parents meetings a parent mentioned they wanted more community events that were tied with the school. Another one stated that they would like transportation support for students who live in remote communities. Some suggested to start a carpooling service.|Crescent View West Public Charter School has made great efforts to encourage Educational Partnership participation and engagement at every school meeting, event, or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore, the school plans and schedules events throughout the year at different times of the day for anyone to attend. Based on input and data analysis from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings, including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input are valuable to the school's improvement process. The school also knows planning meetings and activities is crucial for engagement opportunities. A challenge parents have shared is understanding the complexities of our school program, more notably attendance requirements, credit completion, school policy, and parent and student responsibilities. In response, the school aimed to improve the onboarding process and maintain an ongoing dialogue with parents while students remain enrolled in our program. In addition, Crescent View West Public Charter School understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school offers.|CVW staff is well aware of the various needs of the community especially the underrepresented families. CVW will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests. We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.|A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors, or retention support specialists. Parents are included in every aspect of the student's activities through various communications tools including but not limited to emails, text, and social media. Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community, our frequent communication with parents regarding their child’s progress, and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries, and a variety of services. Students and parents can access the tools for educational success at anytime of the day.|Input and data analysis, confirm that the Crescent View West Public Charter School would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.|An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.|The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Crescent View West Public Charter School was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.  Although parents attend meetings and events, an area of improvement for Crescent View West Public Charter School is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Crescent View West Public Charter School plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.|Crescent View West Public Charter School will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community. In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops, and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.|Our underrepresented families of Crescent View West Public Charter School are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 97% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-05-29|2025
10101080111682|Hume Lake Charter|3|Hume Lake Charter School does a great job of building relationships between school staff and families.  In addition to communication that comes in various forms (i.e., email, newsletters, phone calls, conferences, etc.), there is a great deal of emphasis placed on getting parents involved in the school, whether as chaperones, attending board meetings, or offering input and asking questions.|Hume Lake Charter School would like to see an increased family presence at meetings and increased input regarding school decisions.  One way that this may be accomplished is to have personalized invitations to meetings rather than large group invitations.  This could be tailored to committees and topics that families have particular interest in.  The school is also developing looking to develop a team to address ways to improve school culture and spirit.|Hume Lake Charter School will improve engagement of underrepresented families by increasing the amount and types of communication used in making families aware of opportunities and needs.|Hume Lake Charter School has a Counselor who meets with families and students to discuss student progress.  During these meetings, they discuss where a student is at, what their future plans are, and what steps to take to get there.  The staff is also committed to meeting with families when areas of concern arise, and to communicate victories within the classroom.  In addition, Back to School Night, Parent Conferences, and Open House are presented to allow parents defined opportunities to take with teacher regarding student progress.|An area of improvement identified by Hume Lake Charter School is to improve the level of participation of families in school-related groups, such as attendance at school board meetings and involvement in the Parent Teacher Club.|Hume Lake Charter School strives to improve engagement of underrepresented families by scheduling meetings to discuss ways to get involved, resources available for success, and to identify opportunities for students to achieve at higher levels.|Hume Lake Charter School consistently makes our educational partners aware of opportunities to engage in providing input for decision-making.|Hume Lake Charter School continues to identify ways to work with our educational partners to actually engage in these opportunities and provide more consistent feedback and input.|Our underrepresented families are most likely to need decisions to be made to meet their needs, and so more targeted efforts to solicit their feedback, such as directed surveys and invitations, could be effective in improving this area.|5|5|4|5|5|5|5|5|5|4|5|4|Met||2025-06-23|2025
10101080119628|Big Picture Educational Academy|3|We continue to have regular exhibitions in every grade level, where families are invited to join the classroom teacher and a selection of peers, as their child presents their academic outcomes for the quarter. Additionally, we have parent teacher conferences throughout the year to assist families in goal setting and provide opportunity for them to advocate for the academic decisions about their child. School sites hold mandatory parent orientation events to provide information about the school and programs available.|We will continue to create events and opportunities for parents to learn ways to support their child’s success that are aligned with their availability to encourage the widest possible participation. We will also take feedback and input regularly through a number of formal and informal means.  The Community Schools Planning Grant provided us a means to do assets and needs assessments and to gain additional feedback from families and to plan additional supports and resources according to the feedback.|We will continue to solicit feedback from parents through a variety of means, including formal annual surveys and public hearings on spending and related activities (e.g., LCAP). During regular meetings with staff, we will identify additional ways to engage parents based on personal interactions with them (e.g., additional translation services, more frequent contacts, differing hours for parent events, etc.). Communication will be increased using ParentSquare, weekly notifications, annual events calendars, and weekly communication folders at the Elementary site.  We began using Town Halls and plan to have more of these in the coming year.|The Big Picture campuses are known for their warmth and welcoming environments. Our staff are dedicated to partnering with families to support their children in manifold ways. From counseling to afterschool programming, our support does not begin and end in the classroom. Every member of the Big Picture team has a role in the lives of our students, and staff are passionate about building a place where families feel supported and loved.  Additional strengths include community partnerships created to enhance learning opportunities for students, such as Boys and Girls Club, Fresno Chaffee Zoo, and other community based organizations.|We provide many options for electives, including folklorico, that allow more choice and increase the representation of our student body, and we are looking to expand Visual and Performing Arts (VAPA) and Career Technical Education (CTE) Pathways.|We continue to increase 2-way communication by training our families about our Information systems and how to reach the school using those methods, in addition to communication folders, email, phone calls and social media posts.  We also provide family nights/parent education featuring topics of interest to our specific families– anything from parenting to academic support.|Big Picture has established a School Site Council, ELAC and Parent Teacher Organization, which both provide opportunities for families to contribute ideas and perspectives that help design the functions of the school. Mandatory parent orientation is held to inform families of current school information and to elicit feedback. Back to School Night, Open House and Social media postings throughout the year provide ways for families to become involved in the school culture.  Our Community Advisory Council that emerged from our Community Schools grant provides additional opportunities.  We also increased parent attendance in Board meetings.|We will make a continued effort to ensure access to materials and information in all languages and celebrate the diverse cultures of our BPEA community.  We are also focused on streamlining our calendar of family engagement events to better suit the needs of our families.|We hired additional bilingual staff and plan to increase our cultural curriculum and celebrations throughout the year. We believe that this will help us to connect with underrepresented families and help them feel comfortable enough to engage in stakeholder meetings and the functions of the school such as exhibitions, SSC and PTC meetings.|4|4|4|5|3|3|4|4|4|4|3|3|Met||2025-06-18|2025
10101080127514|Kepler Neighborhood|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: • Informal meetings with parents to discuss schoolwide events, issues, and concerns. • Provide consistent communication through Remind email, phone calls, and text notifications. Send newsletters home every other week. • Parents participate on the Parent Advisory Committee (PAC) to advise the Board. • Teachers will utilize an application like Remind daily/weekly to communicate with parents about their children. • The Charter School’s website will be updated regularly and will include the school’s calendar. • Charter Schools will use social media to inform parents/public about schoolwide events. • Charter School sends home information on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. • Parents also lead community activities and initiatives throughout the year. • Parent/Guardian-Teacher Conferences are held once per year. • Parent serves on the Board of Directors.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: • Educate parents on their child's academic progress and the policies that support learning. • Ensure advertising about parent workshops on Literacy Night, Math Night, and Transition to MS and HS Night.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support program and restorative practices, family communication through REMIND, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events. An LCAP goal that addresses State Priority 3, which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building the After-School Program to include tutoring, intervention programs, and enrichment programs. Building partnerships with families to support the school community will continue with best instructional strategies, intervention teachers, Behavior Team, elective classes, and Advisory classes.|The Charter School will improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes and will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, frequent meetings, Parent Advisory Council, and overall climate development. Hiring includes several educational partners to ensure that future employees meet the qualifications and align with the Charter School’s mission.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, the timing of events, and assessments. Furthermore, the families will have additional opportunities to share information through Family Nights and the Parent Advisory Council.|The Charter School will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making and will include meetings for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.|4|5|5|5|5|3|4|4|5|5|5|4|Met||2025-06-11|2025
10101080136291|Career Technical Education Charter|3|During the 2024–25 school year, CTEC continued to strengthen its commitment to building meaningful relationships between school staff and families. Building on the foundation of consistent communication, the LEA expanded its outreach through weekly newsletters, social media platforms, and the student information system, ensuring families remain informed, engaged, and celebrated as partners in student success. CTEC’s Response to Intervention (RTI) framework has continued to evolve with a strong focus on creating targeted supports to aid families in navigating academic learning challenges that may be difficult to address at home. The school has implemented small group and individual instructional sessions to provide students with more personalized academic support, both during the school day and through extended learning opportunities. This structure not only improves student outcomes but also provides families with a clearer understanding of how their children are being supported. To further strengthen the academic support at home, CTEC has been intentional in its communication with families about classroom content and learning expectations, equipping them with tools and strategies to engage meaningfully in their child’s academic progress. These efforts ensure that families are not only informed but also empowered to support learning at home, reinforcing the shared commitment to student success. Feedback from the 2024 parent survey showed continued high satisfaction, with 92% of parents reporting that they feel welcomed and valued by school staff. Parents also indicated appreciation for being offered multiple ways to stay involved, such as attending college and career workshops, dual enrollment support sessions, and the Parent Advisory Committee (PAC). Additionally, CTEC's bilingual aide continued to play a key role in supporting Spanish-speaking families with translation during meetings and communication, ensuring language is not a barrier to involvement. CTEC’s student-centered environment and growing reputation in the community continue to attract families through word-of-mouth and successful enrollment campaigns. Events such as student showcases, service-learning exhibitions, Career Technical Education Open Houses and community outreach have also become important gathering points for families and staff to connect and celebrate student growth and community impact. By maintaining consistent, multilingual communication, expanding opportunities for direct engagement, and fostering a welcoming and inclusive school culture, CTEC has made clear progress in cultivating strong, lasting relationships between school staff and families.|Based on educational partner input and analysis of local data, CTEC recognizes the continued need to expand and deepen family engagement in ways that are both meaningful and sustainable. While communication tools such as newsletters and social media have kept families informed, the next phase of improvement focuses on creating more interactive opportunities for families to engage directly with CTEC’s academic program and student learning experiences. A key area of focus is the development of structured systems that support family leadership and voice, particularly within extracurricular programs and advisory committees that directly impact the student experience. CTEC is working to establish clearer pathways for families to participate in program planning, decision-making, and school events, with a goal of increasing shared ownership in the educational journey. In addition, CTEC is committed to ensuring more equitable access for families who have been traditionally underrepresented or may face barriers to involvement. This includes refining outreach strategies, offering flexible meeting times, increasing bilingual support, and leveraging family input to inform practices that are culturally responsive and accessible. As CTEC continues to build strong partnerships with local industry and community organizations, the LEA is also seeking to intentionally bridge those connections to families, allowing them to better understand the opportunities available to their students and how they can support their child's future career pathway. By focusing on leadership development, accessibility, and deeper program involvement, CTEC aims to elevate the role of families as essential partners in every aspect of student success.|For the 2024–25 school year, CTEC will deepen its commitment to improving engagement with underrepresented families, particularly those of English learners, students with disabilities, and socioeconomically disadvantaged backgrounds. Based on educational partner input and self-reflection, the LEA recognizes the importance of moving beyond participation to fostering meaningful and consistent involvement in both school activities and decision-making processes. CTEC will implement more intentional outreach strategies, including personalized invitations, multilingual communication, and the use of staff ambassadors to help build trust and connection with new or hesitant families. Recognizing that access and awareness are key, CTEC will continue to attend local community events, expand its bilingual and culturally responsive communication efforts, and strengthen partnerships with feeder schools serving underrepresented populations. In addition, the school will explore opportunities for flexible engagement options, such as virtual PAC meetings, workshops outside traditional hours, and targeted support sessions for families navigating dual enrollment, IEP processes, and postsecondary planning. These efforts aim to ensure that all families—not just the most vocal or visible—have a voice in shaping the educational experience of their students at CTEC.|CTEC continues to make strong progress in building effective partnerships for student outcomes by expanding communication efforts and deepening engagement with families and educational partners. The LEA’s robust use of the student information system remains a key strength, providing consistent two-way communication through email, text, and phone calls. These tools help foster collaboration, ensure families stay informed, and create responsive connections between home and school. CTEC’s social media platforms and digital outreach continue to elevate student success stories, highlight school events, and reinforce a culture of celebration and inclusion. These efforts have led to increased participation in events such as integrated project showcases, college and career nights, dual enrollment info sessions, and extracurricular performances, ensuring that families are active participants in their students’ academic and career journeys. By regularly inviting families to engage with instructional programs and support systems—both in-person and virtually—CTEC has cultivated a school environment where families feel welcomed, heard, and empowered. The ongoing emphasis on transparency, responsiveness, and shared responsibility has strengthened CTEC’s partnerships and positively impacted student outcomes.|CTEC continues to identify key areas for improvement in building partnerships for student outcomes, with a focused effort on increasing engagement among underrepresented families. While communication systems have strengthened, the LEA recognizes the need to deepen connections that promote active and equitable participation in students' educational experiences. To address this, CTEC is working to enhance accessibility and inclusivity by offering more flexible scheduling options for school events, expanding virtual engagement opportunities, and increasing multilingual communication and support services to ensure English learner families are fully informed and involved. Additionally, the LEA is prioritizing increased family participation in academic support systems such as parent-teacher conferences, SSTs, and RTI meetings, and is committed to helping families understand student progress, interventions, and their legal rights as partners in education. Staff will continue to receive support to foster welcoming, culturally responsive relationships with families—ensuring that all families, regardless of background, feel empowered to support their child’s academic and career success.|To improve engagement of underrepresented families in building partnerships for student outcomes, CTEC will continue to implement intentional, equity-focused strategies that support families of English learners, students with disabilities, and those facing academic or social-emotional barriers. The LEA will expand access to Student Study Teams (SSTs) and parent-teacher conferences by offering flexible scheduling, virtual options, and interpretation services, ensuring that all families can meaningfully engage in conversations around their child’s progress. CTEC will provide designated staffing, including bilingual support staff and specialized personnel, to facilitate communication, guide families through available resources and interventions, and help them understand their legal rights and roles as educational partners. These efforts will be further supported by family education workshops focused on instructional strategies, school system navigation, and postsecondary planning. By fostering inclusive, structured, and accessible engagement opportunities, CTEC is committed to empowering historically underrepresented families with the tools, confidence, and support needed to be active and informed partners in their student’s academic and career success.|CTEC continues to demonstrate strong progress in seeking input for decision-making, as reflected in local survey data indicating that 90% of parents feel encouraged to be active partners in their child’s education. This positive feedback highlights the LEA’s ongoing efforts to create a culture of inclusion and transparency. The LEA maintains consistent communication channels with families through newsletters, social media, and the student information system, ensuring parents are regularly informed and invited to participate in school decisions. In addition to broad communication, CTEC hosts structured opportunities for engagement—such as Parent Advisory Committee (PAC) meetings, school events, and informational sessions—to gather input that directly informs programs, policies, and schoolwide goals. These practices reflect the LEA’s commitment to shared decision-making, recognizing families as vital educational partners whose input strengthens both student outcomes and school climate.|While CTEC continues to prioritize inclusive input from all educational partners, a key focus area for improvement remains increasing engagement among families of unduplicated students, including English learners and students with exceptional needs. Parent participation from these groups declined compared to the previous year, which the LEA attributes to reduced staffing capacity and the absence of a dedicated school counselor—both of which limited consistent outreach and relationship-building. To address this, CTEC is committed to developing more accessible and flexible engagement opportunities, such as virtual meetings and alternative forms of communication, to accommodate family schedules and availability. The LEA also recognizes the importance of empowering more families to take advantage of opportunities to engage their voices in decision-making. This includes helping families understand how their input influences school direction, and ensuring they feel welcomed, heard, and valued in these conversations.  CTEC will continue to strengthen the role of the Parent Advisory Committee (PAC), seeking broader representation and increased participation. Feedback collected from PAC and other input channels will be shared regularly with staff and administration to inform planning and instructional practices. By refining its outreach strategies and deepening its commitment to shared leadership, CTEC aims to ensure all families—especially those historically underrepresented—have the tools, confidence, and encouragement to be active partners in guiding school decisions.|CTEC will continue to enhance engagement of underrepresented families—particularly those of English learners, students with disabilities, and socioeconomically disadvantaged students—by offering flexible and accessible opportunities for input. This includes providing educational sessions and meetings during non-traditional hours and offering virtual participation options to better accommodate families’ diverse schedules and responsibilities. To increase parent voice in decision-making, the LEA will focus on building families’ understanding of their rights and roles as advocates in shaping their students’ educational experiences. CTEC will also provide targeted outreach and bilingual support to ensure clear and meaningful communication with families who may not typically engage with the school due to language or cultural barriers. CTEC will work to strengthen representation of these families within the Parent Advisory Committee (PAC) and other stakeholder groups by building relationships, creating welcoming spaces for input, and clearly demonstrating how feedback influences school decisions. These efforts are designed to empower families as key partners in the decision-making process, ensuring all voices are heard and reflected in the direction of CTEC’s academic program.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
10101080140186|Clovis Global Academy|3|According to the 24-25 Annual Parent Satisfaction Survey, over 87% of the families rated home to school communication as Excellent or Good. ParentSquare continues to be used successfully as a platform for home to school communication. We have a very engaged School Advisory Council (SAC) and English Learner Advisory Committee (ELAC) which meets quarterly. CGA's Parent Teacher Organization known as the Global Parents Academy (GPA) continues to enhance the sense of community by organizing various events and fundraisers. This year we paused Project Based Learning because of which opportunities for parents to participate in the various stages of the projects were not available. Regardless, some of our classrooms invited parents as guest speakers and there were ample opportunities for parents to serve as field trip chaperones. We organized Read Across America, Book Fair, Field Day, Talent Show, back to School night, Open House which provided more opportunities for parents to feel connected with the school. We have systems in place to respond to and address student needs strategically and ensure consistent follow through to foster growth and improvement, so this is also one of our strengths.|In 24-25, we paused Project Based Learning (PBL) and could not host monthly Habits of a Scholar award assemblies because of facility limitations. However, in 25-26 we are ready to bring back PBL strongly and are set up to host monthly award assemblies. We also contracted with a vendor to expand our offerings for parent workshops and will continue to do so in 25-26.|We will continue to receive feedback from our underrepresented families using approaches such as parent surveys and in-person conversations. Many of our staff members are available to meet and greet students and families during drop off and pick up. This allows us to build strong relationships with families, including those who are underrepresented.|CGA prioritizes culturally responsive teaching, and as a Dual Language Immersion school serving a significant portion of students whose home language differs from both English AND Spanish, we embrace diversity and celebrate languages and literacy daily. Therefore, one of our strengths is in learning about students' backgrounds, cultures, and languages spoken in the home. We have intervention staff to support students who need additional academic support in ELA, SLA or Math. Most of these staff members are bilingual which helps build stronger partnerships and leads to improved communication between the instructor and families. We also have a Counselor and Mental health clinicians on site (through All4Youth) to serve our students social-emotional and mental health needs, in partnership with families. Based on parent and staff feedback, this year families were able to meet both teachers at the same time during parent teacher conferences. We also scheduled a Spring conference for students on a as-needed basis. 100% of our parents are connected to ParentSquare, which is the primary means of home to school communication and provides auto-translation capability in multiple languages.|We will continue to offer Parent Workshops on topics such as: how to access school resources, supporting a child’s learning at home, social emotional learning, and cultural conversations. Based on feedback from our educational partners, we need to communicate about these workshops in simple parent friendly language to increase attendance.|We had bilingual staff in our front office who can communicate with our families who speak languages other than English. We also have a full-time Counselor which will help in better communication with our underrepresented families and understanding their unique needs.|Our School Advisory Council (SAC) and English Learner Advisory Council (ELAC) has resulted in increased parent input in developing the school’s priorities. Annual Parent Satisfaction Surveys and LCAP Input Surveys have also served as effective instruments for capturing our families’ input.|An area of improvement is to increase the percentage of families who complete the Annual Parent Satisfaction Survey. Short focused surveys on a given topic have been helpful in receiving parent input. e.g. preference for FLES vs. Dual Immersion classes.|We will use multilingual communication, personal invitations to participate in advisory committees, and flexible meeting formats such as virtual and in-person options to improve engagement of underrepresented families.|5|5|4|5|4|4|4|4|5|5|4|4|Met||2025-06-27|2025
10101086085112|Edison-Bethune Charter Academy|3|EBCA has received positive feedback for our staff building relationships with families, although we strive to continue to improve.   We will continue offering parent education classes and expanding opportunities for parents to share feedback through meetings and surveys during the 2024-25 school year. Additionally, we have continued to use and implement various platforms to help parents stay informed, including Parent Square, Smore (Monthly Newsletter), Facebook, Aeries, and Instagram.|Our educational partners did not provide specific focus areas of improvement.|EBCA staff host monthly parent engagement classes/meetings. During these meetings, information is shared, and important topics will be discussed to allow opportunities for parents to get questions answered. EBCA staff were also provided with professional development training on cultural sensitivity/EL strategies.|EBCA maintains a monthly electronic newsletter to keep families informed about important activities and events. Additionally, a physical bulletin board in the cafeteria highlights monthly school activities. To strengthen partnerships for student outcomes, EBCA will continue collaborating with educational partners and families. This includes offering opportunities for parents to visit campus, engage in lunch visits, and participate in volunteer activities as requested. Furthermore, EBCA is committed to expanding these efforts by improving communication and providing meaningful opportunities for parents to support their students’ academic success.|EBCA recognizes challenges in receiving consistent feedback from families. To address this, we are partnering with Panorama Education to implement new survey strategies aimed at gathering more meaningful input from our families and strengthening our communication and engagement efforts.|To better engage underrepresented families, EBCA has continued to utilize Panorama Education to improve outreach and gather valuable feedback. In addition to online access, physical copies of the surveys are made available when needed, and parents are invited to attend in-person meetings where they can complete the climate survey. These measures aim to ensure all voices are heard and represented.|EBCA has updated all policies and handbooks to ensure that students, parents, and staff have access to the most current information. These documents are available on our website and are distributed to all staff, students, and families for the 2024-25 school year.|The policies were finalized in December of 2023.   EBCA is continuing to work on providing more opportunities for educational partner input, and will continue to try and improve for the 2025-26 school year.|To improve engagement with underrepresented families, EBCA will continue working with educational partners using multiple outreach strategies. These include surveys, a monthly newsletter, and monthly parent engagement meetings/classes. These efforts are designed to ensure that all families, particularly those historically underrepresented, have equitable opportunities to provide input and participate in decision-making processes.|4|4|4|5|4|3|4|3|3|3|3|3|Met||2025-06-26|2025
10619940000000|Alvina Elementary|3|The Alvina Elementary Charter School District continues to place a high importance on the academic and social emotional development of all its students. Teacher, working closely with the school resource team, contribute to the well-being of all students. In order to continue supporting our student outcomes, as identified within the district LCAP, the district will maintain the hiring of qualified certificated and classified instructional staff and provide the necessary professional development in order to implement high quality instruction within the classroom. The district continues to collaborate with the Fresno County Office of Education, the Tulare County Office of Education, as well as the AIMS Center in order to continue the development of its teachers. The district will also continue providing district-adopted core curriculum in every classroom. The district is currently in the research phase of a math adoption. The ESGI assessment system has been implemented in Kindergarten through second grade, as well as iReady has been implemented in 3rd – 8th grade. Student Performance Meetings are held each trimester to analyze, discuss and plan based on student data. This allows teachers to review on-going student achievement data while also aligning targeted intervention materials to support student weaknesses. The district special education team, along with administration, meet with all instructional staff on a monthly basis to discuss trends and provide information and support as necessary. The expanded learning program aligns with the instructional day to continue supporting overall student academic achievement.|The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, continues to identify Chronic Absenteeism as an area for improvement in building partnerships for student outcomes. Review of the Chronic Absenteeism Rate demonstrates a 5.6% chronically absentee rate for all students in 2024, which is identified as a green indicator. This demonstrated a 15.9% drop in the Chronic Absenteeism Rate for the district. The district must maintain a focus on the Chronic Absenteeism Rate as we move into the next year. The district must continue to build on the success that has been demonstrated. In our experience, when students are absent from school, academics and social emotional development suffer. The district and parents must work together to continue improvement in this area while still maintaining health and safety on campus.|The Alvina Elementary Charter School District based on the results of the analysis of educational partner input and local data, in order to continue the building of relationships between school staff and families will implement the following actions identified within our district LCAP. First, the district will implement parent engagement opportunities on campus such as Back to School Night, parent/teacher conferences, food and clothing supports, the Thanksgiving luncheon, assemblies, performances, Open House, and the Spring Carnival. The district will also continue with decision-making opportunities such as the Parent Advisory Committee, and English Learner Advisory Committee. The district will continue with the implementation of the Home Outreach Team, which will support our English Learners and Low-Income families by providing identified students with access to critical supports, services and supplies such as medical/health/dental guidance, mental health support, resources to financial assistance, and academic materials and supplies. The district, along with the Home Outreach Team, will also work with and support parents in developing plans for attendance improvement to ensure student success.|The Alvina Elementary Charter School District continues to place a great importance in working closely with our district families. The close connections assist with making the district a safe and welcoming environment for all our students. The staff is provided with on-going training in the importance of building close partnerships with parents in order to support the educational growth of their children. The district holds various events throughout the school year for our educational partners such as Back to School Night, food and clothing distributions, parent/teacher conferences, Thanksgiving luncheon, performances, assemblies, Open House, and the Spring Carnival. Other committee meetings that support giving parents a voice include the Parent Advisory Committee and the English Learner Advisory Committee. The committee meetings are held bi-monthly with educational partners in order to gather input on the performance of the district. Also, teachers use a variety of tools to have continual communication with parents such as Remind, Google Gmail and Google Voice. Bilingual translators are provided by the district when needed in order to support our Spanish and Mixteco speaking families. The district truly prides itself in creating a warm, safe and nurturing environment for all our families.|The Alvina Elementary Charter School District has identified the following needs to be addressed. Although making significant strides forward, the district will focus on the continued improvement within the Chronic Absenteeism Rate. This will assist in supporting academic performance. The district will also continue a focus on the need to support mental health through the school psychologist and FCSS All4Youth program. Tier II supports are also currently being planned for district students. Supporting struggling students within the student/family structure leads to overall social emotional success. Lastly, the district must continue to reach out and engage underrepresented families in order to develop higher levels of engagement to support the educational progress of their children will be a priority within the Home Outreach Team.|The Alvina Elementary Charter School District will continue bi-weekly contact with families of identified students in order to work in partnership with parents to support the educational growth of their children. Continual contact and consistent expectations among the school and home will increase the opportunities for student success. The district will also ensure that personal contact and invitations are made so families may feel welcomed to join parental engagement opportunities, such as PAC/ELAC meetings and parent/teacher conferences. The district will also provide translators as needed. The district feels with the identified strategies in place, it will provide the landscape necessary to increase the engagement of our underrepresented families, as well as all other families.|The Alvina Elementary Charter School District understands that the district is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must continue maintaining close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, the district continues to encourage parents and families to actively engage with their children’s school. Parents also continue to have high attendance rates at parent/teacher conferences and to organized meetings such as Parent Advisory Committee meetings and the English Learner Advisory Committee meeting, along with other meetings as well. A large percentage of families also continue to participate in the annual LCAP survey.|The Alvina Elementary Charter School District identifies the continued need to in reaching all families, with a direct focus on underrepresented families. This last year, the district received approximately sixty-eight percent of all surveys mailed out to families, which is an increase of fourteen percent. The overall number of returned surveys has increased, which educational partners through the analysis of local data, feel this percentage can continue to show improvement.|The Alvina Elementary Charter School District continues to identify the need to increase the involvement of all parents with a direct focus on underrepresented families as an area for improvement in seeking input for decision-making. In continuing to address this area, the district will continue the implementation of the following strategies in order to improve input for decision-making, 1) the district will continue reaching out to families, including underrepresented families to provide support in completing the annual survey by NTI. The district will also 2) continue holding parent hours in which families can receive assistance at school so they may complete the survey. In addition, the district will continue to send personal invitations in order to encourage underrepresented families to either participate in and/or attend parent involvement meetings such as the Parent Advisory Committee or English Learner Advisory Committee.|5|5|5|5|4|4|5|5|5|5|5|5|Met||2025-06-26|2025
10619946005730|Alvina Elementary Charter|3|The Alvina Elementary Charter School District continues to place a high importance on the academic and social emotional development of all its students. Teacher, working closely with the school resource team, contribute to the well-being of all students. In order to continue supporting our student outcomes, as identified within the district LCAP, the district will maintain the hiring of qualified certificated and classified instructional staff and provide the necessary professional development in order to implement high quality instruction within the classroom. The district continues to collaborate with the Fresno County Office of Education, the Tulare County Office of Education, as well as the AIMS Center in order to continue the development of its teachers. The district will also continue providing district-adopted core curriculum in every classroom. The district is currently in the research phase of a math adoption. The ESGI assessment system has been implemented in Kindergarten through second grade, as well as iReady has been implemented in 3rd – 8th grade. Student Performance Meetings are held each trimester to analyze, discuss and plan based on student data. This allows teachers to review on-going student achievement data while also aligning targeted intervention materials to support student weaknesses. The district special education team, along with administration, meet with all instructional staff on a monthly basis to discuss trends and provide information and support as necessary. The expanded learning program aligns with the instructional day to continue supporting overall student academic achievement.|The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, continues to identify Chronic Absenteeism as an area for improvement in building partnerships for student outcomes. Review of the Chronic Absenteeism Rate demonstrates a 5.6% chronically absentee rate for all students in 2024, which is identified as a green indicator. This demonstrated a 15.9% drop in the Chronic Absenteeism Rate for the district. The district must maintain a focus on the Chronic Absenteeism Rate as we move into the next year. The district must continue to build on the success that has been demonstrated. In our experience, when students are absent from school, academics and social emotional development suffer. The district and parents must work together to continue improvement in this area while still maintaining health and safety on campus.|The Alvina Elementary Charter School District based on the results of the analysis of educational partner input and local data, in order to continue the building of relationships between school staff and families will implement the following actions identified within our district LCAP. First, the district will implement parent engagement opportunities on campus such as Back to School Night, parent/teacher conferences, food and clothing supports, the Thanksgiving luncheon, assemblies, performances, Open House, and the Spring Carnival. The district will also continue with decision-making opportunities such as the Parent Advisory Committee, and English Learner Advisory Committee. The district will continue with the implementation of the Home Outreach Team, which will support our English Learners and Low-Income families by providing identified students with access to critical supports, services and supplies such as medical/health/dental guidance, mental health support, resources to financial assistance, and academic materials and supplies. The district, along with the Home Outreach Team, will also work with and support parents in developing plans for attendance improvement to ensure student success.|The Alvina Elementary Charter School District continues to place a great importance in working closely with our district families. The close connections assist with making the district a safe and welcoming environment for all our students. The staff is provided with on-going training in the importance of building close partnerships with parents in order to support the educational growth of their children. The district holds various events throughout the school year for our educational partners such as Back to School Night, food and clothing distributions, parent/teacher conferences, Thanksgiving luncheon, performances, assemblies, Open House, and the Spring Carnival. Other committee meetings that support giving parents a voice include the Parent Advisory Committee and the English Learner Advisory Committee. The committee meetings are held bi-monthly with educational partners in order to gather input on the performance of the district. Also, teachers use a variety of tools to have continual communication with parents such as Remind, Google Gmail and Google Voice. Bilingual translators are provided by the district when needed in order to support our Spanish and Mixteco speaking families. The district truly prides itself in creating a warm, safe and nurturing environment for all our families.|The Alvina Elementary Charter School District has identified the following needs to be addressed. Although making significant strides forward, the district will focus on the continued improvement within the Chronic Absenteeism Rate. This will assist in supporting academic performance. The district will also continue a focus on the need to support mental health through the school psychologist and FCSS All4Youth program. Tier II supports are also currently being planned for district students. Supporting struggling students within the student/family structure leads to overall social emotional success. Lastly, the district must continue to reach out and engage underrepresented families in order to develop higher levels of engagement to support the educational progress of their children will be a priority within the Home Outreach Team.|The Alvina Elementary Charter School District will continue bi-weekly contact with families of identified students in order to work in partnership with parents to support the educational growth of their children. Continual contact and consistent expectations among the school and home will increase the opportunities for student success. The district will also ensure that personal contact and invitations are made so families may feel welcomed to join parental engagement opportunities, such as PAC/ELAC meetings and parent/teacher conferences. The district will also provide translators as needed. The district feels with the identified strategies in place, it will provide the landscape necessary to increase the engagement of our underrepresented families, as well as all other families.|The Alvina Elementary Charter School District understands that the district is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must continue maintaining close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, the district continues to encourage parents and families to actively engage with their children’s school. Parents also continue to have high attendance rates at parent/teacher conferences and to organized meetings such as Parent Advisory Committee meetings and the English Learner Advisory Committee meeting, along with other meetings as well. A large percentage of families also continue to participate in the annual LCAP survey.|The Alvina Elementary Charter School District identifies the continued need to in reaching all families, with a direct focus on underrepresented families. This last year, the district received approximately sixty-eight percent of all surveys mailed out to families, which is an increase of fourteen percent. The overall number of returned surveys has increased, which educational partners through the analysis of local data, feel this percentage can continue to show improvement.|The Alvina Elementary Charter School District continues to identify the need to increase the involvement of all parents with a direct focus on underrepresented families as an area for improvement in seeking input for decision-making. In continuing to address this area, the district will continue the implementation of the following strategies in order to improve input for decision-making, 1) the district will continue reaching out to families, including underrepresented families to provide support in completing the annual survey by NTI. The district will also 2) continue holding parent hours in which families can receive assistance at school so they may complete the survey. In addition, the district will continue to send personal invitations in order to encourage underrepresented families to either participate in and/or attend parent involvement meetings such as the Parent Advisory Committee or English Learner Advisory Committee.|5|5|5|5|4|4|5|5|5|5|5|5|Met||2025-06-26|2025
10620260000000|Big Creek Elementary|3||||||||||||||||||||||Not Met|||2025
10620420000000|Burrel Union Elementary|3|All administration, teaching, support and office staff are provided with on-going training and professional learning opportunities to build parent partnerships adn to improve student outcomes in academics and behaviors.  Prior to the start of every school year, all staff board our school bus and take a field trip throughout our community. This provides the ability to get to know the area and see where our children live. During the first week of school, we hold a Back-to-School Night that provides parents with information on School-wide Behavior expectations and presentation of Character Traits through Positivity Project (P2), and opportunities to meet our Teachers. Teachers are provided with academic and behavior student data prior to school starts. Home visits and phone calls are made by all staff when necessary. Bilingual assistance is provided if needed. An Open House is held at the end of the year to highlight student work.  Teaching Staff is expected to make daily or weekly student and parent contacts in order to check on student needs (social-emotional and academic) and to check on progress towards standards. Teachers keep parent contact logs to track communication. Teachers provide all parents access to gmail and Google Classroom accounts. Parents have protals to check studwent academic progress. This creates on-going and open communication between teacher, student and parents. Communication continuous to be a focus. Our teachers and staff utilized several ways to check in to include in person, by phone, b y email and text. Home visits were made when necessary. Monthly, all community was invited to a Community Food Bank distribution. Notices were sent through monthly School Bulletin, Marquee and recorded/text messages.|Communication is a priority and focus for Burrel Union ESD. Important bilingual messages are sent via recorded text, email and phone as needed. Bilingual monthly calendars, menus and bulletins are distributed on a regular basis. Our electronic marquee changes constantly and displays important school and community information in both languages (Spanish and English). Our Bilingual Office and Support Staff provide parents with additional assistance in filling out forms and accessing community resources and information. Our school Website and Facebook page provide families with information and resources. The sites include access to Staff directory, Meeting Agendas, School Plans, Monthly Calendars and Community Resources.  Parent Participation is another area of focus. Throughout the year, our Administrator holds monthly Coffee Hours during meetings to provide parent input as well as training on positive discipline, attendance and social-emotional learning. Student Council and Student Advisory Committee (SAC), Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC) all meet monthly. Burrel also has a Parent Teacher Club (PTC) that meets monthly to provide collaboration and plan family/staff events. Our Extended Learning Program (ELP) continue to hold monthly parent/staff meetings to provide updates and collect valuable parent/student input. All meetings are offered in both languages and meet in person with virtual options. During the school year, several PTC events and Family Nights are held to bring families and staff together - Family Art Nights, Literacy Nights, Carnivals, etc make learning fun for everyone! Our Extended Learning Program (ELP) provides addtional non-instructional learning opportunities and educational excursions for student learning beyond the classroom.|Our Resource Room continues to provide Staff, Students and Families SEL supports, training and resources. All 4 Youth Clinicians, School Psychologist, Resource Teachers, Nurse, Occupational Therapist and Speech Language Specialist are housed in the Center for accessibility.  Since Burrel does not have a State Preschool, we look for early learning opportunities through our Transitional Kindergarten classroom. Registration is always encouraged and Burrel begins the process as early as March of every year.  Creating a positive atmosphere is an ongoing priority for Burrel Union Elementary, we want everyone to feel welcomed, valued and important. We monitor our progress through surveys for Staff, Students and Parents. We continue to offer extended learning on non-instructional days that encourages Staff, Student and Parent participation through monthly Super Saturday educational excursions and events. We encourage all Staff, Students and Parents to attend by providing information in advance. We know these all-inclusive learning opportunities help grow and maintain a solid bond with Staff, Students and Families.|Administrative support and resources is the key to improving collaborations between Staff and Parents. Administration meets monthly with Staff (Certificated and Classified) to provide important information and hold discussions surrounding Student academic and emotional progress and support. Trainings include Response to Intervention (RTI), Positivity Project (P2), Social Emotional Learning (SEL), Trauma Training, Mandated Reporter, Bullying and Suicide Prevention. Teachers are provided with annual Student data on achievement towards state standards, benchmarks and reading levels. Teachers monitor student progress and collaborate across grade levels through Professional Learning Communities (PLC) to discuss next steps based on results. All PLCs provide agendas and report plans and student outcomes to Adminstration. Student progress and results are discussed further with Resource Specialist and Multi-Tiered System of Support Team (MTSS) during monthly meetings. Our Parent Portal provides parents with access to their student's academic information. Parents can view Student grade progress, homework assignments and testing results. Bilingual progress reports and report cards are sent regularly at Trimester ends and Progress Report periods, six times a year.  Conferences for Parent/Student and Teacher interactions occur at the end of every Trimester. Conferences can also be scheduled at Parent request at anytime during the school year. Bilingual assistance is always provided.  Through our MTSS Plan, Student progress and support is discussed, planned and monitored. All Teachers, Support Team and Administration meet twice yearly through the Consolidation of Services Team (COST), monthly through MTSS meetings and as needed through Student Success Team meetings. All Meetings are based on Student results and next steps for support in both academic and social emotional progress.|Our focus is to create as many educational partnership opportunities that bring Staff, Students and Parents together to develop successful outcomes for our students. Parent surveys and information for additional Parental resources and supports continue to be provided free of charge to all parents.  We partner with Fresno County Superintendent of Schools (FCSS) to provide additonal supports for our Families through Migrant, Foster Youth and Homeless resources.  We utilize our School Psychologist and Behavioral Health Clinicians (All 4 Youth) to provide ongoing SEL support to our Students, Staff and Families. Trainings and workshops are provided to all Parents and Staff as needed. Behavior Plans are developed in collaboration with all Team members including Students, Parents, Staff and MTSS Team.|When Individual Educational Plans (IEPs) and 504s are created in collaboration with families and MTSS team, additional supports and resources are offered to our Students. All collaborations and meetings are conducted with bilingual assistance.  The majority of Burrel Students and Families are Spanish speaking English Learners and may not have the necessary support for homework help. Our ELP provides homework assistance and/or academic interventions for all students. ELP also offers extra-curricular activities through art, music and sports. More than 90% of our students attend ELP. We will continue to provide the essential extended education to all our students.  Every student is provided with technology access via a Chromebook. Students who need Independent Study (IS) opportunities are able to check out a Chromebook and Hotspot if needed in order to connect to Synchronous and Asynchronous learning.  To further improve Student Outcomes, we will continue to seek necessary student supports and supplies essential to their progress in academics and behavior.|Classroom Community Circles are held at least weekly in every classroom to provide opportunities for Student voice and input. Our 5th-8th grade students are provided with a Student Council representing their grade levels. Student Council meets monthly during lunch to discuss Student needs and provide input to Teachers and Administration. A Student Advisory Committee exists and meets monthly at our PAC and DELAC meetings to provide a Student voice.  There are several committees for Parent input and participation, including: PAC, DELAC PTC and Board Meetings. All committees have monthly meetings and post agendas and minutes on website. Additional annual meetings are held to include Back To School (BTS) Night, Title I, Local Control Accountability Plan (LCAP) and Open House - all provide opportunities for educational partner input and analyze local data.  Parent/Teacher Conferences are held every Trimester as often as needed per parent request. Teachers make themselves available to meet and collaborate with parents as often as needed. MTSS schedules all IEPs, SSTs, COST and 504 meetings as required for student success.|Focus areas is to create more opportunities to increase Educational partner Input. Burrel Union administers several surveys for Staff, Students and Parents throughout the year. Survey data is used to gather information towards our decisions as an educational system. Surveys are sent via text, email and in paper form if needed.|Based on Educational Input and data, we will continue to create opportunities to increase parent participation and attendance at all events and input meetings. Encouragement for attendance will include providing meals and incentives while promoting learning opportunities. Progress will be measured and monitored via sign ins and surveys.|4|5|4|5|4|5|4|5|4|5|4|4|Met||2025-06-27|2025
10621090000000|Clay Joint Elementary|3|"Our Clay educational partners are very supportive of everything we have done and plan to do with a minimum 90% agreement and many survey categories in the 100% margins. Based on survey results, meetings, and conversations, all educational partners have a strong desire to maintain the practices and traditions at Clay Joint Elementary. It is exciting to see that after all of the events during the last 5 years, we have an overwhelming sense of safety and a high level of confidence in the direction Clay is headed. This LCAP shows that a majority of our parents feel connected and are confident in the curriculum and teaching that is happening. Our appreciation for the work of each educational partner has only grown through the years as we continue to reach for new heights in all areas of performance. We often speak of being champions for our kids; ""ardently defending"" their purpose to the best education possible. The community support from all educational partners has resulted in successful kids and even record-breaking fundraising events sponsored by our parent clubs even into the 2025-2026 school year. As our vision states, ""We are one school, one community; exceeding expectations."""|During the 2024-2025 school year, we responded to requests for more opportunities for families to have events to get to know each other and be more informed on all of the activities that happen at Clay School. We continued Kindergarten informational meeting at the beginning of Kindergarten Camp and are expanding that meeting to include all new families to Clay at that meeting. This year we returned the tradition of an all school track meet. This is an opportunity for all families to come out and cheer on their favorite athlete. All were very appreciated and well attended. These events will now be ongoing traditions. Many communicated they did not want more opportunities to serve or connect at Clay as we had a lot going on. This is a great improvement.|Student and parent engagement at Clay School cultivates the educational environment where students can thrive and succeed. Parent articulation and participation in ways to improve Clay School is sought at monthly Parent Club meetings, Parent Advisory meetings, annual Parent-Teacher Conferences, and informal Parent-Teacher encounters. Additionally, every year, an anonymous parent survey is provided to each family, whose responses are analyzed by the CJESD School Board, Superintendent/Principal, teachers, and staff who search for areas of improvement in the educational environment. Parents are on-campus volunteering in classrooms, Fall Festival, and Jog-a-Thon. Parents chaperone field trips, coach sports, and bring educational programs to Clay School. Back-to-School Night, Open House, and Parent-Teacher Conferences are well attended at over 90%. Student engagement academically is key to a successful educational environment by eliminating poor attendance and suspension/expulsions. Clay School utilizes Kagan structures and a Positive Behavior Intervention System, which are proven to engage students academically and reduce negative attendance patterns and suspension/expulsions. The Clay families have expressed over and over in surveys, emails, and personal comments that Clay School has delivered an education that far exceeds those of many others in the state of California. They are very grateful for the experiences and education their children have received. Our Administrative Assistant works hard to ensure that our underrepresented parents/families are engaged in our activities and reaches out to them to make sure they know what's coming. She will often call their current circumstances to the attention of the appropriate staff member who then reaches out as appropriate. We have held food drives, clothing drives, and collections to help these families out when needed. Our parent club also reaches out to make sure these families are supported during the holidays with a big collection and distribution that is purely anonymous. These families have communicated how grateful they are for the love, acceptance and support they receive from staff and families at Clay School.|As mentioned earlier, our partnerships have grown with each other, the stakeholders at Clay School, but also with our community. Safety continues to be a big win during the 2024-2025 school year as we finished the primary bathrooms that provide a safer entrance and exit with up to date spaces. The overwhelming feeling of safety from parents, staff and students alike indicates the actions taken are noticed, valued and appreciated. Academic performance is also called out in that Clay School is still the highest scoring district in Fresno County with percentages of meets and exceeds. This year parents again appreciated the new event that was added with bringing back the all school Track Meet and the increased role of our students in leadership in leading more of our morning announcements and events. In addition, we have held many SSTs to determine the causes behind behaviors whether academic or behavioral and we work together with the parents to determine solutions. We go above and beyond to help the parents understand the rights they have to get the help and support their children need. At each meeting, rights are provided whether it be an IEP, a 504, or SST. Working together, the staff and parent club continue to have record breaking Fall Carnival, Jogathon and Car Shows to date in Clay's history. This is so encouraging to know that collectively, and with the help of the community, the stakeholders want to do whatever we can for the benefit of our Clay students even when financial times are difficult and unpredictable.|Our parent club was hugely supportive of helping provide incentives for our proficient 8th-grade students going to the high school as well as celebrating the class that made the most growth on the CAASPP. While no one wants to make test taking a high priority, we recognize the importance. Due to poor attendance in 2021-2022 through the 2023-2024 school years with over one million lost instructional minutes, helping the community understand the importance of being in school and reducing the number of absences and even Independent Study absences is critical both for our budget and student outcomes. We have also taken the time to do more explaining of how our CAASPP scoring works in an award assembly with parents and students, the importance of good attendance and how poor attendance affects our bottom line, and the importance of doing our best the first time we are given a chance to perform. Attendance and a better attitude about overall performance at school is a team effort that involves the parents, students, and school. While we haven't yet hit the 98% attendance marker, our chronic absenteeism has decreased|Since we are a small school it is easier to make sure we send the same message to all students as indicated above. The important thing for us is to be intentional to make sure they hear the message in their first language.|The Clay Superintendent presents detailed information to and requests input from the Clay Board of Trustees, certificated, including special education and EL coordinator, and classified staff (no bargaining units), students,  SELPA, and PAC (which includes DELAC representatives as we are not required to have an ELAC or DELAC) CSPC (Clay School Parent Club) and other parents/community members at scheduled meetings or with surveys and newsletters. A very healthy circuitous process happens as all educational partners analyze the same data that drives our next steps. The data and suggestions/plans for the next steps are again shared with the parents, board, and students. Feedback is received and returned to the staff where possible modifications are made to the plan and the process repeats. LCAP input was gathered from the public and trustees on the first Tuesday of each month; from Parent-club/community on the second Wednesday of each month; certificated staff every Monday, and All Staff on the last Monday of each month. Surveys were sent out via Google to all parents, board of trustees, staff, and student representatives. Survey Input collected was referenced to establish current LCAP goals. In addition to the meetings listed below, the Superintendent has monthly SELPA meetings where important LCAP information and guidance are given. Again, our Clay educational partners are very supportive of everything we have done and plan to do with a minimum 90% agreement and many categories in the 100% margins. The strong message is keep doing what you are doing, just make slight changes to make it better.|We will continue to seek to get smaller bits of information out more frequently as many say they do not read the more lengthy newsletters. We are also working on verbally asking more people in smaller settings what their input is on various things.|Our biggest improvement in this area will be that more items are translated and follow up phone calls made to ensure they receive the information in order for them to have an opportunity to respond and give input and participate.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
10621170000000|Clovis Unified|3|CUSD is effective at building relationships between school staff and families as indicated by parents in the annual parent survey. This year 94% of parents indicated that there are adults on campus that care for their students. Furthermore, 87% of parents also responded that their school communicates the importance of respecting all cultural beliefs and practices.|While 83% of parents have indicated they know how to access additional help for their students, Clovis Unified will continue its outreach efforts so that all families are aware of the many intervention opportunities that exist at their child's school site as well as additional resources to all students outside of school hours. Clovis Unified has tutoring access available to all students at any time of the day through an online resource.|Clovis Unified will continue to provide services and supports through the feeder school transition teams. These teams provide mentorship and academic support to students as well as many parent outreach events.|CUSD is effective at building partnerships for student outcomes as indicated by parents in the annual parent survey. This year, 93% of parents indicated that their school provides a quality education for their child. Also, 93% of parents indicated that their child's reading skills are improving while 91% indicated their child's math skills are improving. Furthermore, 83% of parents stated that they know how to get help for their child if they are struggling in school while 84% of students indicated they could get additional help from their teachers.|The District's parent survey indicates that many of our parent community have attended or been involved in some form of school or District community meeting; however, several parents at our Title 1 schools indicated they have not been as involved. CUSD will focus on further outreach to parents at our Title 1 schools by continuing monthly parent engagement nights at the district level to welcome families from all schools. These meetings will continue to be devoted to relevant topics affecting students, parents and our community and will also help provide tools and resources for our parents to help their students be the best they can be in mind, body and spirit. Meetings are provided at both the school and district level.|CUSD uses its Clovis Assessment System for Sustained Improvement (CLASSI) model to ensure there is diverse representation at various parent outreach meetings. Principals connect with key educational partners within their school communities to continue to build diverse representation at meetings such as School Assessment Review Team (SART) meetings and Intercultural Diversity Advisory Committee (IDAC) meetings. At the district level Parent Advisory Committee Meetings and District English Learner Advisory Committee meetings are held in partnership with all schools within the District. CUSD will continue to expand its IDAC site visits each year, where each school will get to demonstrate how they are meeting the diverse needs of their student body.|CUSD is effective at seeking input from educational partners for decision making. All of CUSD's school sites conducted educational partner meetings for parents, guardians, teachers, classified personnel, and students. This year, 92% of parents indicated that they attended one or more meetings conducted by their child's school. At these meetings, plus two larger, district-wide LCAP parent meetings, feedback was collected and analyzed through the Thought Exchange tool. The feedback collected helps the District to understand what the community perceives as the needs of students. From this input, the District is able to modify, enhance, and add appropriate actions and services in the LCAP to meet the needs of students.|The District will continue to utilize its current parent meeting structure along with the Thought Exchange tool to gather feedback. The District implemented using a new survey tool in Thought Exchange to gather additional parent feedback by upgrading and modifying its current parent and student surveys.|The District will be improving engagement of underrepresented families by increasing the access to translation tools to provide better communication opportunities with families in need of translation services. The District will continue to provide readily accessible communication to families through multiple modalities and languages. The District migrated communication to one universal online platform accessible to all parents this past year, through Parent Square.|5|5|4|4|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
10621170118018|Clovis Online Charter|3|Clovis Online Charter School has highlighted the strength of its collaborative relationship. This plan is regularly reviewed and enhanced through valuable feedback from our dedicated educational partners, aiming to foster both academic excellence and social-emotional growth for our students. Parents feel Clovis Online Charter School offers dynamic virtual instruction while also providing enriching on-campus opportunities for traditional services, such as science labs, leadership groups, social activities, and support groups, thereby building a strong, supportive community.|Clovis Online Charter School is committed to supporting families, there is a recognized need to better understand each family’s strengths, cultures, languages, and goals for their children.|Training for teachers and staff on cultural competence is crucial. This training will help our teachers have a better understanding and learn strategies to support all students effectively. Cultural competence involves recognizing and challenging stereotypes, prejudices, and discrimination within the school setting. Access to counseling services is vital for students’ mental health. Schools should employ qualified counselors who can offer individual therapy, group sessions, and crisis intervention. Counselors can also conduct workshops on stress management, coping skills, and emotional regulation.|Clovis Online Charter School is dedicated to fostering an inclusive environment where diversity is not only acknowledged but celebrated. We recognize the richness that diversity brings to our community and strive to create a culture that respects and values these differences. Empowering students to play an active role in shaping their learning environment is a core principle at Clovis Online Charter School. Through virtual and in-person meetings, students are given the opportunity to participate in decision-making processes, allowing them to share their perspectives and ideas. This collaborative approach ensures that student voices are heard and that their needs are taken into account in the development of policies and programs. By prioritizing inclusivity, acceptance, and physical security, and by implementing comprehensive initiatives for student well-being, Clovis Online Charter School endeavors to create an environment where every student has the opportunity to thrive academically, socially, and emotionally in the online learning space. Our commitment to these principles is integral to our mission of providing a supportive and enriching educational experience for all students.|Ongoing professional development for educators is crucial to ensure that they are equipped to support student wellbeing in the online learning environment. Clovis Online Charter School recognizes the importance of continuous learning and is committed to offering comprehensive training opportunities for our educators.  Trauma-Informed Teaching Understanding the impact of trauma on students' learning and behavior is essential for educators. Training in traumainformed teaching equips educators with the knowledge and strategies to create a safe and supportive learning environment for students who may have experienced trauma.  Virtual Classroom Management Managing a virtual classroom presents unique challenges that require specialized skills and strategies. Professional development in virtual classroom management provides educators with the tools and techniques to effectively facilitate online learning experiences.  Inclusive Practices Clovis Online Charter School's mission, and educators play a crucial role in creating an inclusive learning environment. Training in inclusive practices helps educators develop the knowledge and skills to support students from diverse backgrounds and with varying needs.  By prioritizing ongoing professional development in these areas, Clovis Online Charter School ensures that educators are well-prepared to support student well-being and academic success in the online learning environment. We are dedicated to empowering our educators with the tools and resources they need to create an inclusive, supportive, and enriching educational experience for all students.|Clovis Online Charter School will develop targeted outreach and engagement initiatives to connect with underrepresented families. This may include hosting family events, workshops, or information sessions tailored to the  2025-26 Local Performance Indicator Self-Reflection for Clovis Unified School District - Clovis Online Charter School Page 12 of 17 specific needs and interests of these families. Additionally, we will explore partnerships with community organizations and resources to provide additional support and resources for underrepresented families.|Clovis Online Charter School ensures that educational partners have a meaningful voice in decision-making processes and that their input is valued and incorporated into the development and implementation of school policies and programs. We are committed to fostering a culture of collaboration and partnership that enhances the educational experience for all stakeholders.|Clovis Online Charter School is working on developing and organizing meetings and workshops with educational partners to solicit input on important decisions and initiatives. These gatherings will provide an opportunity for partners to engage in dialogue, ask questions, and offer suggestions in real-time.|Clovis Online Charter School works to build focus groups and advisory committees comprised of educational partners to gather input on specific issues or initiatives. These groups provide a forum for collaborative discussion and brainstorming, allowing partners to share their perspectives and ideas directly with school leadership.|4|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
10621250000000|Coalinga-Huron Unified|3|CHUSD has made progress in building relationships between schools staff and families utilizing a community schools approach. We are in the initial implementation of this model and have seen more parent and family engagement over this last school year at all of our school sites through events and various committee meetings. We have also trained and integrated a designated group of parents, On The Verge,  in the district to host activities and provide other involvement opportunities for families to encourage participation and relationship building with school staff at all levels|CHUSD still needs to improve in the area of parents feeling welcome and valued at all district sites and functions. We will focus on ensuring parents and families have multiple ways and opportunities to participate and interact with staff at school sites and the district level. With this focus we will develop a strategic approach that is systematic and implemented at all levels of the district.|CHUSD will utilize our newly formed On The Verge parent group to act as a bridge to our underrepresented families, building trust and relationships that school staff can use as a foundation to bring them into the school environment little by little. These parents have solid connections to our most vulnerable and underrepresented populations in our communities already, therefore will be able to communicate and engage the families. They will start with simple participation in events and activities, building to participation and representation on influential school committees.|CHUSD has built a strong partnership with our county office of education, department of social services, and three other school districts to support Foster and Homeless Youth outcomes in regards to Chronic Absenteeism and Literacy/Academic achievement. We have participated in a Network Improvement Committee (NIC) for the past three years that centered its work on identifying the problem of practice and developing systems and processes to address the issues. This partnership and work has been the catalyst for drastic improvement in Chronic Absenteeism rates for these student groups, more than a 15% drop over two years.|CHUSD will focus on building partnerships with parents and families through a similar approach used with the Network Improvement Committee (NIC) to improve Foster and Homeless student outcomes. By developing our own district NIC that includes community partners, families and the district to focus on student academic outcomes in a systematic way we will develop strong local partnerships and build upon established relationships. Local community partners will be a benefit to the process as they know and understand our communities and their needs.|CHUSD will utilize our newly formed On The Verge parent group to act as a bridge to our underrepresented families, building trust and relationships that school staff can use as a foundation to bring them into the school environment little by little. These parents have solid connections to our most vulnerable and underrepresented populations in our communities already, therefore will be able to communicate and engage the families. They will start with simple participation in events and activities, building to participation and representation on influential school committees.|CHUSD has made progress in providing opportunities for families and other educational partners to give input or feedback regarding the educational plans for the district and school sites. We made a dedicated effort to attend and seek input at several school site events throughout the spring. School sites also held their own committee meetings throughout the year to provide a forum for educational partner input|CHUSD still needs to improve in the area of parents feeling welcome and able to give input, and that their input is valued and sought out. We will focus on ensuring parents and families have multiple ways and opportunities to give input on important decisions being made at school sites and the district level by expanding the scope of outreach. With this focus we will develop a strategic approach that is systematic and implemented at all levels of the district that includes material presented in digestible formats and language|CHUSD will utilize our newly formed On The Verge parent group to act as a bridge to our underrepresented families, building trust and relationships that school staff can use as a foundation to bring them into the school environment little by little. These parents have solid connections to our most vulnerable and underrepresented populations in our communities already, therefore will be able to communicate and engage the families. They will start with simple participation in events and activities, building to participation and representation on influential school committees to ensure their input is gathered.|3|3|3|3|2|2|2|2|3|3|3|2|Met||2025-06-24|2025
10621580000000|Fowler Unified|3|Fowler Unified provides District and school communications and family involvement opportunities TK–12, which are principally directed to the families of Low-Income students, English Learners, Foster Youth, the unhoused, and students with exceptional needs. The District offers a variety of family workshops throughout the year, including workshops in parenting skills, supporting multilingual students in the home, English language literacy, STEM, and mathematics. Fowler USD maintains all facilities and classrooms to create welcoming and safe environments for students, families, and the communities of Fowler and Malaga. The District and school sites have increased two-way communications with families through the use of ParentSquare and Aeries Parent Portal. These tools allow families to access current student academic performance data and send and receive messages and information in families’ home languages.  Results from the Spring 2025, survey showed parents scoring the District high on excellent two-way communication (74% “strongly agree/agree”), with appreciation for Parent Square often mentioned.  Additionally, results from the survey responses suggest that the District has been effective in building trust and home/school relationships, with 79% of families agreeing that they feel welcome at school, and 72% agreeing that the school staff works to build trusting relationships.|Fowler Unified would like to increase the number of families participating in family involvement nights. Though the number has increased since 2021, participation is still short of desired outcomes.  The District will review educational partners’ responses when planning literacy nights, math nights, science nights, social emotional learning nights, and other family activities in order to ensure that those meet the expressed interests of family partners. School leaders will also consult with parent advisory groups and advertise and improve their efforts to engage families in activities to give parents skills and tools to help their children at home.|Fowler USD will improve engagement of all underrepresented families by ensuring translation is available at family engagement nights and parent-teacher conferences. Families of Low-Income students, English Learners, Foster Youth, the unhoused, and students with exceptional needs will  be targeted to receive direct invitations to these events.  Additionally, training is being provided to multilingual classified staff regarding translation services during IEP meetings for students with disabilities and their families. Site-based Family Liaisons reach out to parents of English Learners, Low-Income students, Foster Youth, the unhoused, and students with exceptional needs to encourage their participation in activities that will enhance their connectedness to schools.  In the most recent survey, 92% of parents of English Learners and 76% of parents of Students with Disabilities agreed that “My child's school encourages family participation.”  The District has also recently added a Student Support and Guidance Coordinator and a second Coordinator to oversee Expanded Learning Opportunities and Student Engagement to focus on partnering with families.|Staff are encouraged to build positive connections with each family. Some of the ways that administrators support staff in these efforts include ideas on how to get to know families, as well as stressing the importance of building positive relationships with every family, in weekly bulletins and in discussions during staff meetings. Each school hosts several events to enhance family participation. Literacy nights, math nights, science nights, multilingual nights, mental health nights, and others are designed to give parents skills and tools to help their children at home, as do language and literacy workshops for migrant families.  Policies/Programs for Elementary: Report cards are sent home every trimester and progress reports are sent home every 6 weeks. Families often request meetings with teachers when they receive these reports if there are concerns. Conferences are held with families of TK-5 students twice a year (end of trimester 1 and trimester 2) to discuss student progress. Families can request a meeting with the teacher to discuss progress at any point in the school year. Translators are provided as needed.  Policies/Programs for Middle School and High School: Teachers call home for each student that is not passing classes at each six-week grading point. Families can request a meeting with teachers to discuss progress at any point in the school year. Translators are provided as needed. At all IEP and 504 meetings, parents/guardians are given their procedural rights and safeguards. Each classroom has the Williams Act posted in both English and Spanish. Families are welcomed and encouraged to be part of Parent-Teacher Organizations (PTO), School Site Council (SSC), and the English Learner Advisory Committee (ELAC).|We were pleased that, again in 2025, 79% of parents who responded to our family survey confirmed that they felt welcome at their child’s school. To further strengthen positive relationships with families, Fowler USD is focused on improving the use of ParentSquare to increase communications with all families. ParentSquare automatically translates all communications into each family's primary language and allows families to send direct messages  to school site staff in their primary language, which then translates into English for school staff. All teachers and site administrators are encouraged to update families weekly on instructional practices and student learnings occurring in Fowler USD classrooms, as well as school activities and events.|The District is committed to support improved outcomes in academic performance and school engagement for Low-Income students, English Learners, Foster Youth, the unhoused, and students with exceptional needs to close inequalities in results.  To that end, the District will provide activities which include, but are not limited to, family workshops with targeted content, parent advisory committee meetings, and the use of survey data as opportunities to enable parents to actively participate in making decisions that affect our school communities.  All of these activities are designed to enhance the efficacy of parents in active participation in the development of the LCAP. Fowler USD will improve engagement of all underrepresented families by ensuring translation is available at family engagement nights and parent-teacher conferences. Underrepresented families will be targeted to receive direct invitations to these events. Additionally, training is being provided to multilingual classified staff regarding translation services during IEP meetings for students with disabilities and their families.|At the site level, School Site Council meetings, ELAC meetings, Title I meetings, and Family Nights are all forums for families to request additional engagement opportunities or to modify those currently offered. Principals are supported in this area by the district with several professional learning opportunities throughout the school year. At a District level, community engagement opportunities such as District-wide community meetings, DELAC meetings, PAC meetings, SSC and ELAC meetings, leadership meetings, Board of Trustee meetings, plus online surveys, provided valuable comments and feedback. These meetings have increased requests for family engagement activities. Parents/guardians indicated a desire to have family nights which include information on how they can support their student with homework, healthy lifestyles for their children, and how they might provide social-emotional supports at home.  Parent and family participation, in the LCAP development, SSC meetings, ELAC meetings, and site-specific groups, has impacted planning at the District and school levels and the actions/services that are funded with Title I funds. The comments and suggestions from family partners had an important impact on the evaluation and revision of the District's LCAP.|The results of our Spring 2025 family survey show that the focus area most in need of improvement in Seeking Input for Decision-Making continues to be “help[ing] families to understand and exercise their legal rights and advocate for their own students and all students.”  The District has eagerly tried to support families in this area through sponsoring parent night sessions, participation in parent advisory committee meetings, and by responding to survey data through LCAP or SPSA actions. Since activities are often unique to each school within the District, we will work to build the capacity of school administrators, teachers, and support staff  to remind parents and families of their legal rights and how they can effectively advocate for children through participation in school and District planning activities, including SSC, ELAC, PTO, PAC, and DELAC.|Positive, trusting relationships and partnerships are foundational for participation in decision-making. Fowler USD will continue to build those kinds of relationships by the activities described above. Additionally, underrepresented families will be targeted to receive direct invitations to participate in planning at school sites and through the District PAC and DELAC. The Family Liaisons will reach out to parents of English Learners, Low-Income students, Foster Youth, the unhoused, and students with exceptional needs to connect them to opportunities to participate in planning activities at both the District level and school level. Additionally, the district will deploy the Student Support and Guidance Coordinator and the Expanded Learning Opportunities & Student Engagement Coordinator to support growth in this area.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
10621660000000|Fresno Unified|3|"This school year, Fresno Unified School District is committed to two primary goals: Improving Student Outcomes: We aim to achieve double-digit gains by moving 15 points closer to proficiency annually over the next two years. Achieving Operational Excellence: Our focus is to provide excellent customer service to every employee, parent, student, and community member. Parent University Strategies to Support These Goals To support these goals, Parent University has developed four key strategies: Enhance Family Engagement Hours: Objective: Increase participation and feedback by 10% this year. Approach: Through targeted outreach, personalized communication, workshops, and follow-up support, we will enhance family engagement. Home School Liaisons will play a crucial role in this effort. During these events, we will share information on how families can become more engaged through Family Leadership Academies and other opportunities. Train Family Leaders to Advocate for Student Success Objective: Increase the completion rate and feedback responses of Family Leadership Academies by 20%. Approach: These academies will teach parents and family members critical leadership and advocacy skills, enabling them to more effectively engage in their children's education. By participating, families will be better equipped to support and advocate for their students, contributing to improved academic outcomes. Adopt and Use Evidence-Based Family Engagement Strategies Objective: Train an additional 50 principals and/or co-administrators, 100 teachers, and 75% of currently active home school liaisons. Approach: We will deliver comprehensive training and capacity-building workshops focused on Dr. Karen Mapp's evidence-based Family Engagement Curriculum, ""Everyone Wins."" These sessions aim to equip educators with strategies to foster effective family and community engagement that supports student success. Increase Positive Entry Points for Family Engagement Objective: Ensure at least 10% of participants complete the event passport, including providing feedback, by the end of this school year. Approach: We will strengthen and expand our regional family engagement events, emphasizing academic and attendance-focused initiatives delivered through high-quality customer service. Collaborating with internal partners, such as School Leadership, and external partners, such as community organizations, we will offer a comprehensive array of resources to our families. Each event will guide families on how to further engage with ongoing family engagement activities."|Parent University is committed to advancing a hybrid system that allows families to engage either in person or virtually, providing inclusive opportunities that best suit their needs. To accommodate the increasing number of families attending sessions and seeking resources, we have relocated to a larger building, enhancing our facilities and services with additional classrooms and larger childcare areas. In the 2024/25 school year, Parent University coordinated seven regional family engagement events, each focusing on region-specific themes, such as social-emotional health and wellness, student literacy success, and excellent attendance. two district-wide events are also planned, including the Family Goal Kickoff event, which provided students with free backpacks, school supplies, haircuts, literacy resources, and district and community resources to ensure they are equipped and ready for the school year. This year, Parent University collaborated with the African-American Academic Acceleration (A4) department, community schools, and Bullard regional school leaders to implement Black Voices in Literacy events. These events targeted African American families to foster relationships and provide resources needed to support their students at home. Our regional and district events involve board members, district leaders, school staff, and community partners to better support student achievement, culminating in a Family Goal Celebration to honor families' contributions to student outcomes. These family engagement activities have improved relationships between school staff and families, increased student outcomes, and made the school culture more welcoming. Feedback from families indicates they feel more connected to the school, knowing they have a direct point of contact for questions, feedback, or support to improve student outcomes.|One of Parent University’s strategies is to expand the implementation of monthly Family Engagement Hours across all school sites, aiming to foster positive relationships between school staff and families. Additionally, Parent University remains dedicated to promoting collaboration between district departments and school sites to enhance family engagement in supporting student learning. This fall, Parent University’s Family Leadership Academies expanded the Strong Dads program to additional school sites, creating more opportunities for fathers and father figures to actively participate in their children’s education. By encouraging both fathers and father figures to engage with their students in setting goals and aspirations, we have seen an increase in their presence at Strong Dads events, contributing to student success. Parent University also implemented a five-week Family Leadership Academies cohort at school sites to build leadership skills among families and empower them to advocate for their students. These academies have been instrumental in strengthening relationships between families, students, and school leaders. Families who completed the Family Leadership cohort have continued to engage in their children's education by becoming family ambassadors, maintaining positive connections with teachers and leaders, and advocating for decisions that benefit student outcomes.|"Parent University has been leading the charge in strengthening home-school partnerships by providing high-impact professional development opportunities for principals, teachers, home-school liaisons, and both certificated and classified staff. Our mission is to elevate family engagement as a key driver of student success by equipping educators and families with the knowledge, skills, and resources necessary to foster meaningful collaboration.  This year, our comprehensive professional learning program centered on five critical elements for building strong and sustainable family-school partnerships: shifting educator mindsets, cultivating a positive school culture, developing key competencies, building capacity for sustainable change, and redefining the “New Normal” for Family Engagement. A key component of our professional learning program is Dr. Karen Mapp and her colleagues's ""Everyone Wins!"" book. This emphasizes: 1.	Building trust between families and schools. 2.	Creating welcoming school environments. 3.	Encouraging two-way communication. 4.	Supporting family advocacy. 5.	Promoting equity and inclusion in family engagement. Additionally, we introduced two Family Engagement Bootcamps this year to provide staff with strategies to build trust and cultivate relationships with families. These bootcamps have been instrumental in equipping our educators with practical tools to enhance family engagement.  Parent University’s work transcends traditional training; it is a catalyst for transformation. By prioritizing family engagement, we are reshaping school culture, strengthening trust between families and educators, and ultimately improving student success across our district. This investment in professional learning is a strategic step toward ensuring that every family can play an active role in their child’s education, regardless of language or socioeconomic background. With continued support, we can expand these efforts to create a lasting, system-wide impact that benefits students, families, educators, and our broader community."|The Parent University team is enthusiastic about expanding our professional development offerings to better support home-school liaisons, teachers, administrators, and staff. By strengthening the partnerships between families and schools, we aim to enhance student outcomes. Research consistently shows that when schools prioritize family engagement, it boosts families' confidence and helps develop their leadership skills. We understand that several barriers can prevent families from fully engaging with their children’s education. That's why it's important for schools to recognize and respect the diverse backgrounds and circumstances of our families. By ensuring communication is transparent, open, and ongoing, we can overcome these challenges together. By fostering a consistent flow of information between schools and families, we can build collaborative partnerships that support all students' academic and personal growth. Our commitment is to create a supportive and inclusive environment for everyone involved.|At Parent University, we aim to create a more inclusive environment for families, specifically underrepresented, socio-economically disadvantaged, and English learners. We partner with school sites, district leaders, and community organizations to achieve this goal. Together, we prioritize student achievement in various areas, including early learning, elementary education, social-emotional well-being, literacy, Science, Technology, Engineering, and Mathematics (STEM), and high school and college pathways. We also support monthly Family Engagement Hours at school sites, covering various topics relevant to supporting student outcomes as follows: •	ParentSquare Tips for Families: This platform allows families to interact with teachers, their schools, and the district. •	Local Control and Accountability Plan (LCAP) 101: An overview of their school site allocation and accountability report. Collect input from a diverse group of schools and community representatives. •	Attendance Matters for Success: Raise awareness among families about the benefits and importance of daily attendance and its impact on their students' future. •	Reading & Math Strategies: Reading and math build mental discipline and encourage logical reasoning.  •	Cyber Safety Awareness: Awareness of securely using devices, understanding cyber issues and risk factors, reporting incidents, and receiving tips for keeping students cyber-safe.  •	Dual Enrollment: They will also learn how it transfers, how students can apply, and how families can support their students. •	Transfers and Requirements: Students will learn about the student transfer process and the different types of transfers available.  •	FLATS Technology and Support: Learn the basics of a laptop, troubleshooting tips and methods, internet options available, and student clubs. •	Substance Awareness: The awareness of substance abuse and differences between them, abuse, types of substances, myths, and risk factors for adolescents. •	CalKids: CalKIDS requirements, enrollment for newborns and student programs, and link to a ScholarShare 529 account.   •	The Importance of Summer Learning: Summer programs and resources available to support students academic success.|At Parent University, we aim to empower families to become active leaders in their school communities and district by participating in formal advisories and decision-making. We encourage engagement and involvement in various formal advisories such as the School Site Council, Parent Advisory Committee, English Learner Advisory Committee, District English Learner Advisory Committee, Community Advisory Committee, and all other family platforms that provide direct input and feedback in the development of the Local Control and Accountability Plan (LCAP) and department budgets that support student needs for success. Parent University offers various opportunities for families to develop their leadership skills. These include the Family Leadership Academies in English, Hmong, and Spanish. These allow families to build strong relationships and collaborate with school sites, district, and community leaders to support student learning. These academies focus on nurturing leadership qualities, empowering advocacy skills, refining decision-making abilities, and promoting collaborative efforts among students, school staff, district leaders, and community leaders to strengthen student success.  In addition, Parent University incorporates motivational speakers from the district and community, hands-on skill-building leadership activities, and a multilingual curriculum tailored to empower families to advocate for their students' education. These hybrid series foster trust, collaboration, and leadership skills among families, schools, districts, and community leaders to support student outcomes. In addition to implementing family leadership academies, family leadership book clubs have been established as a key strategy to enhance the leadership capacity within families. These book clubs serve as a platform for families to engage in meaningful discussions, deepen their understanding of educational practices, and foster a collaborative environment. This initiative empowers families to play a more active role in supporting their children's literacy development, ensuring students receive a strong, unified foundation for academic success. Targeted focus groups hosted at Parent University offer families the opportunity to provide feedback on the K-6 History-Social Science Adoption Focus Group, measure H bound, family-to-family safety messaging, Parent Involvement Policy, and Special Education-Pathway to Change: Person-Centered Service Collaboration focus group. These opportunities ensure family leaders can hone in on feedback and contribute to positive change. The African American Family Leadership Academy connects and empowers African American families to better support student achievement. Additionally, Parent University and Strong Dads increase father engagement at school sites and encourage feedback on leadership topics and engagement activities. Families can develop their leadership capacity through these programs and become leaders and decision-makers within FUSD.|Parent University is dedicated to fostering strong partnerships between families and school sites, which is crucial for achieving the district's goals. To achieve this, school site administration personnel are encouraged to participate alongside families actively. By increasing the engagement of the administration team, they can establish meaningful relationships with families and create a more welcoming environment at the school site. As a result, families are invited to attend School Site Council meetings, where they can play an active role in the School Plan for Student Achievement (SPSA) and improving the school culture. Moreover, families can serve as representatives for their school sites and participate in Parent Advisory Committee (PAC) meetings, providing them opportunities to contribute to the district's Local Control and Accountability Plan (LCAP). For the 2024/2025 school year, 88% of school sites have School Site Council represented at the Parent Advisory Committee. Lastly, Parent University aims to expand its services to support families of underrepresented groups, English learners, students with disabilities, and African Americans to become leaders and decision-makers within the district.|The climate and culture survey covers essential aspects of family involvement and ensures families feel valued and included in their child's education. The revised survey questions include: •	Adults at my child's school treat me with kindness and respect. •	I have opportunities to provide input at my child’s school. •	I feel like I am a partner in making decisions at my child’s school. •	My child's school frequently updates me about my child's progress in class. •	I feel like I am part of my child’s learning journey at their school. •	My child's school provides meaningful family engagement opportunities and encourages participation. The survey showed a 31.4% increase in positive responses. Key areas contributing to this improvement include enhanced communication through ParentSquare, increased visibility of school leaders during peak times, active involvement of home-school liaisons, and dedicated climate and culture coordinators. These efforts have collectively fostered a positive and inclusive environment, encouraging greater family participation and collaboration.|4|4|4|5|4|5|5|5|5|5|5|4|Met||2025-06-18|2025
10621660106740|Aspen Valley Prep Academy|3|Aspen Valley recognizes the essential role families play in student success. The school fosters strong, supportive relationships with families through consistent communication and meaningful involvement in the educational process. Parents are seen not just as supporters, but as active partners in their children's learning journey. Ongoing Family Engagement Opportunities Aspen Valley offers a wide range of opportunities for parents to engage, receive training, and contribute to campus life. Key initiatives include: ?	Parenting Partners Workshop Series – A structured program designed to build parent leadership and support student achievement at home. ?	Parent Leadership Team – A collaborative body that shapes school initiatives and strengthens school-family connections. ?	Eagles Nest Store – A student incentive program supported by parent volunteers. ?	Monthly School-Wide Events – Engaging activities that invite families onto campus to celebrate learning and build community. 70+ Engagement Events in 2024–2025 This school year, Aspen Valley collaborated with its Parent Leadership Team, Student Leadership Team, and Teacher Leadership Team to host over 70 family and parent engagement events, offering a wide range of access points for families to connect with the school. Expanded Leadership & Feedback Opportunities In addition to events, families are invited to build deeper relationships and influence school culture through participation in: ?	Aspen Valley Parent Leadership Team ?	Community Schools Advisory Council ?	Parent Advisory Council ?	English Language Advisory Committee (ELAC) To ensure parent voices are heard and valued, the school regularly administers: ?	Kelvin Parent Surveys (3x per year)  ?	Annual Multiple Measures Assessment Survey, focused on Social Emotional Learning and the Leader in Me framework Commitment to Inclusive Family Engagement Aspen Valley continues to make meaningful progress in expanding opportunities for engagement, with a focus on increasing participation from underrepresented and diverse parent groups. These efforts are gaining positive momentum and are helping to ensure that all families feel welcomed, informed, and valued. Building on its strong foundation, Aspen Valley will continue to deepen family-school partnerships in the 2025–2026 school year. The school is committed to maintaining high-impact engagement practices that affirm families as essential collaborators in student success.|A focus area for improvement is increasing participation in advisory groups—particularly the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC). While these structures are established, current engagement levels highlight the need for more intentional outreach, clearer communication, and greater scheduling flexibility to support meaningful participation. Feedback from families underscores a strong interest in being involved, but also points to barriers such as the need for childcare during meetings and a desire for more accessible options, including live streaming and video conferencing. For the 2025–2026 school year, we will continue implementing this model with a focused emphasis on strengthening engagement and participation levels.|Aspen Valley has identified a need to strengthen engagement with underrepresented families, particularly multilingual households and those with limited access to traditional school communication channels. In response, Aspen Valley is committed to implementing targeted strategies to build stronger, more inclusive relationships between school staff and these families. To ensure language is never a barrier to engagement, translation and interpretation services will be consistently provided. All written and verbal communications—whether for meetings, events, or school updates—will be accessible in families’ primary languages. This includes live interpretation at key meetings such as PAC, ELAC, and other school events. Engagement invitations will be shared through a variety of communication platforms—including email, text messages, phone calls, and printed notices—to maximize accessibility and visibility. Each invitation will clearly outline the purpose of the meeting or event and highlight the importance of family input. Recognizing that some families may not feel comfortable participating in traditional school settings, Aspen Valley is also exploring more inclusive and flexible engagement formats. These include informal listening sessions, varied meeting times, and culturally responsive events that reflect and celebrate the community’s diversity. By broadening the scope and accessibility of engagement opportunities, Aspen Valley aims to ensure all families—especially those from underserved communities—feel welcomed, respected, and empowered to participate meaningfully. These efforts are designed to deepen trust, enhance two-way communication, and make family engagement more inclusive and impactful at every grade level.|Aspen Valley is committed to not only addressing the academic needs of students, but we attend to the social-emotional and behavioral needs of its students by providing a comprehensive MTSS program in several key areas: academic anxiety, restorative practices, parent engagement, positive school culture, positive behavior intervention strategies, academic supports, counseling services.  ?	We emphasize restorative practices to build a positive school culture. These practices focus on repairing harm and restoring relationships rather than punitive measures, promoting a supportive and inclusive environment for all students. This goes hand in hand with our Leader in Me SEL curriculum and Covey’s 7 Habits. ?	Additionally, Aspen Valley Prep's involvement in the Community Schools initiative highlights the importance of community engagement and partnerships in fostering a positive school culture. Through advisory councils and collaborative leadership, the school ensures that restorative practices are integrated into the school's ethos. ?	The school maintains strong relationships with families through regular communication and involvement in the educational process, ensuring that parents are active partners in their children's learning journey. There are a number of parent involvement opportunities and events where they can plug in to receive training or assist on campus.  ?	Similarly, Aspen Valley Prep's Community Schools initiative includes a Community Advisory Council consisting of family members, students, staff, and community partners. This collaborative approach ensures that parent voices are integral in decision-making processes, aligning educational strategies with family and community needs. In addition, Aspen Valley has services available for families in need of additional services relevant to transportation barriers, chronic absenteeism, and school uniforms. ?	Aspen Valley Prep's commitment to community engagement and restorative practices further enhances this culture, ensuring that students experience a school environment that promotes respect, inclusion, and personal growth ?	Students may receive counseling services to support student well-being. Aspen Valley also collaborates with All 4 Youth mental health support, including individual counseling. These services are designed to help students overcome emotional and social challenges that may impact their success at school and at home. Through these comprehensive support systems, Aspen Valley is dedicated to addressing the academic needs through our intervention programs and whole child approach meeting the social-emotional and behavioral needs of its students, ensuring they have the resources and environment necessary for academic and personal success.|The LEA’s focus area for improvement in Building Partnerships for Student Outcomes is enhancing support and training for parents of students who are significantly below grade level in math and reading. While the school currently offers access to student progress through tools like ParentSquare, Infinite Campus, and parent conferences, it recognizes that some families need deeper, targeted assistance. Aspen Valley aims to provide more hands-on, practical training and resources that empower parents to effectively support learning at home and drive measurable academic improvement for students performing two or more grade levels behind.|To address identified areas of improvement, Aspen Valley will enhance engagement with underrepresented families—particularly those whose students are performing significantly below grade level in math and reading—through the following targeted strategies: 1. Login Support for Key Platforms ?	Infinite Campus: Provide personalized onboarding and ongoing technical assistance to ensure families can access and effectively use the student information system. This will empower parents to regularly monitor their child’s academic progress, attendance, and grades. ?	ParentSquare: Offer step-by-step guidance to help families successfully connect to the school’s communication platform. Ensuring timely access to updates, resources, and school announcements will improve communication and family-school connection. ?	Educational Apps via Clever Portal: Deliver clear instructions and support for parents to assist their children in accessing supplemental educational resources such as i-Ready, Gradient Learning, NextGen Math, Leader in Me, and Google Classroom. Materials will be tailored to accommodate varied levels of digital literacy. 2. Targeted Parent Workshops and Resources Design and lead interactive workshops that equip parents with practical, easy-to-use strategies for supporting literacy and math at home—especially for students two or more grade levels behind. These sessions will: ?	Include bilingual supports (translation) ?	Offer take-home materials ?	Provide follow-up opportunities to reinforce learning 3. Family Academic Events Invite families to participate in engaging academic events such as: ?	Math Literacy Nights ?	Reading Literacy Events ?	Scholastic Book Fairs ?	Leader in Me Day These events will create welcoming, inclusive spaces that promote literacy and numeracy in a fun, community-centered setting. These strategies aim to build parents’ confidence and capacity to support their children’s learning at home. By fostering stronger home-school partnerships, Aspen Valley will help drive improved academic outcomes for students most in need.|Aspen Valley actively partners with families to cultivate a strong and consistent home-to-school connection. The school offers a variety of meaningful opportunities for parent engagement and input, ensuring that families have a voice in shaping schoolwide programs and initiatives. By implementing effective family engagement strategies, Aspen Valley fosters a positive school climate and promotes school safety. Ongoing, transparent communication is central to building trust and strengthening relationships between families and school staff. Evidence of this commitment includes: ?	Strong parent participation in the Kelvin Annual Survey, administered three times per year  ?	Active engagement in key advisory and leadership groups, including:  ?	English Learner Advisory Committee (ELAC) ?	Parent Advisory Council (PAC) ?	Community Schools Advisory Council ?	Parent Leadership Team ?	Parenting Partners Workshops These structures not only provide families with a platform to offer feedback, but also empower them to contribute meaningfully to the school’s vision, culture, and continuous improvement.|Based on an analysis of local data and parent input, a key area for improvement within the domain of Seeking Input for Decision-Making is increasing parent participation beyond attendance at school wide events. While Aspen Valley experiences strong turnout for these events, the goal is to deepen engagement by encouraging more families to participate in advisory committees and leadership groups. This will help ensure that all families are not only informed, but also actively involved in shaping school decisions—leading to more inclusive representation and stronger home-school partnerships.|As identified during the self-reflection process, Aspen Valley recognizes a need to strengthen the involvement of underrepresented families—particularly those who are not yet participating in formal decision-making structures such as advisory committees and leadership teams. While general attendance at school wide events is strong, deeper engagement in decision-making remains an area for growth. To address this, Aspen Valley will implement the following strategies: Targeted Outreach and Relationship-Building ?	Conduct personalized outreach to underrepresented families, including home language communication and one-on-one conversations during events and parent-teacher conferences. ?	Identify and build relationships with parent ambassadors from diverse backgrounds to help bridge cultural and communication gaps and encourage broader participation. Culturally Responsive Recruitment for Advisory Groups ?	Provide clear, accessible information (in multiple languages) about the purpose and impact of joining groups such as the Parent Advisory Council (PAC), English Learner Advisory Committee (ELAC), Community Schools Advisory Council, and Parent Leadership Team. ?	Offer flexible meeting times, childcare, and interpretation services to remove common barriers to participation. Create On-Ramps to Leadership Participation ?	Host “Intro to Leadership” sessions or informal meet-and-greets that allow families to learn about decision-making committees without pressure to commit immediately. ?	Invite parents to observe a committee meeting before joining, providing low-stakes entry points. Follow-Up and Feedback Loops ?	Use data from the Kelvin Parent Survey and school climate assessments to identify gaps in representation and adjust outreach efforts accordingly. After each major school wide event, gather input and personally invite attendees to join ongoing advisory groups, emphasizing their voice matters beyond one-time events. Leverage Trusted Relationships ?	Partner with school staff, such as counselors, and family engagement coordinators, who already have strong connections with underrepresented families to encourage participation. ?	Use student leaders and teachers to co-invite parents into decision-making roles, reinforcing that engagement is a shared priority across the school community. Expected Outcomes ?	Increased diversity and representation in school advisory and leadership groups. ?	Stronger alignment between schoolwide event participation and involvement in decision-making structures. ?	More families reporting that they feel their input is valued and acted upon in school decisions (as measured by Kelvin Survey data and participation tracking).|5|5|5|5|4|3|4|5|5|4|4|4|Met||2025-06-17|2025
10621660114355|Sierra Charter|3|Sierra Charter School (SCS) prides itself on fostering strong, collaborative relationships between school staff and families. A key strength is our commitment to consistent, proactive communication delivered weekly, and when needed. this is done daily through various channels and always in the family's primary language. This ensures all families feel informed, respected, and engaged in their child’s education. Additionally, SCS staff are trained to prioritize relationship-building and cultural responsiveness, creating a foundation of trust and mutual respect. Our campus remains a welcoming, safe, and healthy environment where families and staff feel supported, valued, and empowered to work together toward student success.|Based on educational partner input and local data, SCS has identified the need to deepen meaningful engagement and strengthen ongoing collaboration between school staff and families. While all families participate in an orientation upon enrollment, which offers an opportunity for parent input and two-way communication. SCS is committed to expanding these efforts beyond initial contact. Parent-teacher conferences and quarterly EL parent meetings provide additional forums for engagement; however, the school recognizes the need for more frequent, diverse, and accessible opportunities for parents to offer feedback and actively participate in school decision-making. Enhancing communication strategies, building staff capacity for culturally responsive engagement, and increasing family participation in school activities will remain key areas of focus.|At Sierra Charter School (SCS), engaging all families, including those who are traditionally underrepresented is a priority. The school’s small teacher-to-student ratio allows staff to build and maintain personalized, meaningful relationships with every family. Through the self-reflection process, SCS identified the need to further support underrepresented families by proactively addressing barriers such as language access, transportation, and limited availability due to work schedules. The administrative and counseling teams collaborate to identify these families and offer targeted support, including flexible meeting times, translation services, home visits, and referrals to community resources. Ongoing efforts will focus on strengthening trust, ensuring inclusivity, and creating additional opportunities for underrepresented families to participate actively in their child’s education and the school community.|Sierra Charter School (SCS) has built a strong foundation in cultivating collaborative partnerships among school staff, students, and families to support student achievement. A key strength is the school’s personalized approach, made possible by small caseloads, which allows for consistent, two-way communication and relationship-building. Parents are regularly informed and involved in their child’s academic progress through scheduled conferences, digital platforms, and frequent staff outreach. Educational partners report feeling welcomed and valued as part of the school community, and staff work proactively to engage families in shared decision-making to promote student success.|While SCS emphasizes the importance of parent partnerships, there is a need to improve outreach to families who become disengaged or difficult to reach. Strengthening efforts to reconnect with these families and remove barriers to engagement will remain a priority. The school is focused on developing more consistent follow-up systems, leveraging community partnerships, and providing professional development for staff to deepen culturally responsive and trauma-informed practices that foster trust and re-engagement with all families.|To improve engagement with underrepresented families, SCS will implement a multi-faceted approach. This includes using a variety of tools such as home visits, counselor outreach, surveys, and data reviews to identify families who are less engaged or face systemic barriers to participation. Once identified, the school will offer multiple, flexible entry points for partnership-building, such as orientations, back-to-school nights, parent-teacher conferences, and small-group family meetings. Efforts will also include translation services, accessible meeting formats, and personalized outreach to ensure every family feels seen, heard, and supported in contributing to their child’s educational journey.|Sierra Charter School (SCS) has made consistent progress in creating multiple avenues for families to provide meaningful input in school decision-making. Opportunities such as teacher meetings, back-to-school nights, parent-teacher conferences, surveys,  and open access to school administrators reflect our commitment to inclusive stakeholder participation. In addition, our newly formed Community Engagement Initiative Committee plays a key role in strengthening communication and elevating the voices of our families and community partners.|While parent input is encouraged throughout the school year, increasing meaningful engagement from all families, especially those historically underrepresented, remains a focus area. SCS is working toward improving the consistency and depth of parent involvement, and our Community Engagement Initiative Committee is actively developing strategies to reach families who may feel disconnected from the decision-making process.|To better engage underrepresented families, SCS will increase outreach through targeted communication and personalized follow-ups. The Community Engagement Initiative Committee will lead efforts to expand opportunities for family input, provide culturally responsive engagement events, and improve access to resources that support family involvement. By focusing on building trust and removing barriers to participation, we aim to ensure all voices are heard and valued in shaping the educational experience at SCS.|4|5|5|5|5|4|5|4|4|5|5|5|Met||2025-06-12|2025
10621660114553|University High|3|UHS administration and staff promote a welcoming and respectful atmosphere at all times; whether it be in the classroom, office, activities, or via messaging. UHS has a small school atmosphere that lends itself to create a more personable and family-oriented type of culture. A second strength is communication: UHS does a very good job in disseminating information to its community partners through email, phone calls, text messages, flyers, etc. UHS uses many different technology platforms, such as Remind, PeachJar, Sign Up Genius, PowerSchool, Naviance, etc. in order to reach all families. Lastly, UHS elicits feedback from its community partners (students, parents, and staff) through annual surveys to gain valuable knowledge from which to improve. The UHS administration reflects upon this information and makes changes or updates in order to improve its program. The feedback from these surveys are shared with the staff to also illicit their feedback on how to improve.|UHS will continue its mission to improve outreach to underserved communities and to advertise its “brand”. Even though UHS has been in existence for 25 years, people in the community still think it is a private school or that there is a tuition fee to attend. The Development Director has brought a fresh perspective, with creative marketing and connections to the community. Additionally, we will continue to do more local advertising rather than primarily social media advertising, and get the word out to the Fresno/Clovis community about the benefits of attending UHS.|UHS will continue to reach out to families and increase the amount of documents that are translated into Spanish that are sent home. Mailings are offered in English and Spanish, and state test results are mailed home in English.|UHS will continue to reach out to families and increase the amount of documents that are translated into Spanish that are sent home. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. Counselors currently meet with students and parents in grades 10-12 annually; that practice will continue. Students and parents in grade 9, will also be able to meet with the counselor, due to the change in counselor roles. University High is very proud of the communication with parents through various means: email, PeachJar, Remind, and phone calls. All students and parents in grades 10-12 have an individual meeting with their counselor as well. The addition of the Student Advisory Council has also been a positive improvement. Improvements for the 2025-26 school year include more counseling opportunities for freshmen and more recruitment for parent involvement and feedback.|UHS will continue to reach out to families and increase the amount of documents that are translated into Spanish that are sent home. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. Counselors currently meet with students and parents in grades 10-12 annually; that practice will continue. Feedback from surveys and meetings include: improvements/updates to the Tutor Center, assistance with AP fees if possible, increasing outreach to all students regarding services that UHS offers.|UHS has increased its outreach to the Black and African American population of the Fresno area by participating in the Fresno State College and Career Summit annually, as well as increased its marketing to places where students may frequent (movie theaters, social media, etc.). UHS also participates in the Fresno County Superintendent of 2025-26 Local Performance Indicator Self-Reflection for University High School Page 9 of 12 Schools AAYES Student Leadership Group and has students as part of the Fresno County African American Student Advisory Cabinet. Additionally, there are two bilingual faculty members in the office and 4 of the 20 teachers are bilingual.|UHS has a parent group, called Phoenix Alliance, that meets monthly. The Superintendent/Principal attends the meetings and shares school information to the parents. Parents are also involved in annual 504 Plan and IEP meetings, as well as meetings with the counselor during the sophomore through senior years, and SST's for all grade levels. UHS sends out a Parent/Student Handbook each year as part of the summer packet that is mailed, and also emails out surveys in order to receive continual feedback. Since UHS is accredited by WASC and chartered by Fresno Unified, we include parents into our Focus Groups for our accreditation and rechartering processes. For the 2024-25 school year, the Honor Commission student group also formed the Principal's Student Advisory Committee to their responsibilities. This group had very good feedback and ideas, and worked as a thinktank with the Principal. Lastly, UHS is very good at asking for feedback via surveys. Surveys are sent out to students, parents, and alumni annually asking for feedback, suggestions, and ideas.|As planned in last year’s focus area, UHS created and provided the parent survey in Spanish as well as English. UHS will continue to offer more documents and access to our Spanish speaking families.|The UHS Development Director brings fresh eyes and ideas, and she is very good at encouraging involvement from parents from all ethnic groups. Communication with the parents continues to improve as admin and office staff has been the same for two years. UHS went through the WASC accreditation process during the 2022-23 school year, and parents were a part of the process by being members of the Focus Groups. Parents are sent a survey every year to ask for feedback and improvements.|5|5|5|5|5|4|5|4|5|4|4|4|Met||2025-06-03|2025
10621660121533|Morris E. Dailey Charter Elementary|3|-Schoolwide use of ParentSquare to streamline information -Posting flyers on ParentSquare -Schoolwide Showcases of Learning -Student-led conferences -ParentSquare in multiple languages and formats -Director’s Chat/PVC meetings have translation options  -Classroom readers -School action projects -Volunteer opportunities  -Friday spirit chant -Hosted Cultural Fair during Mother Language Week -Attendance at monthly Learner Profile assemblies -NWEA/Attendance awards ceremonies -Monthly family event opportunities  -Administered interest survey at the start of year for volunteers and opportunities to be involved|- Easier access to staff emails to digital platforms.|-Continue to offer trainings for volunteers and chaperones to ensure families know expectations and that all families are welcome to participate  -Each out to families for volunteer opportunities based on their interest survey.|-Student-led conferences -Professional development on building relationships -Parent meetings/conferences with resources -Required legal notices in handbooks given at the start of the year -Hold SST’s and IEP’s as needed and/or required -After school tutoring in Math and Reading -Learner Profile family meetings -Newsletters sent home every other month -Weekly updates from the school and classroom teachers|-Adjust PVC meetings to once per quarter and offer hybrid format -Inform families of options for Student Success Team meetings -Listing of resources available|-Additional training for staff in working with diverse families.  -Provide additional information for families on accessing resources on campus|-Administered a Fall and Spring Family survey in multiple languages -Held Director’s Chat/PVC meetings -Unit reflections for each unit -Event reflections at PVC meetings -Feedback on next year’s events and fundraisers -QR code and link available for feedback/input -LCAP/LCFF documents available on the website and in the office|-Send to text reminders for PVC meetings  -Continue to post presentations of family meetings to increase attendance and participation.|Offer training for volunteers and chaperones to ensure families know expectations and reach out to families for volunteer opportunities based on their interest survey.|4|5|3|4|4|4|4|3|4|4|4|4|Met||2025-05-20|2025
10621660133942|Aspen Meadow Public|3|In a recent spring survey, 92% of parents of 4th-6th grade students indicated that the school communicates student progress to families well. In the same survey, 88% of parents feel informed when making decisions about their child’s education. In parent meetings, parents have also indicated that teachers communicate well through weekly newsletters and messages using the school information system.|In a recent PAC meeting, parents said that it would be helpful if the school would send out information to families explaining to them how students can use the I-Ready platform from home. They asked that the school strengthen community partnerships, so families could also have more available resources.|With the help of the Family and Community Engagement Coordinator, specific families of underrepresented students will be encouraged to give their input on the self-reflection process through personal communication. The impact of their voice and how it can benefit their student will also be explained.|The school has had three cycles of math and reading tutoring during and after school hours for students who were below grade-level in these subject on the I-Ready diagnostic. The after-school program has also brought in some vendors who not only teach a skill such as hip-hop dancing, but they also connect the person’s character to their development.|In an effort to have more students participate with good attendance, the school moved math tutoring to the general education intervention time delivered by the grade-level teacher. Bringing these changes can help students learn more and improve their overall achievement.|The school will give more families student Chromebooks to use at home for I-Ready math and reading lessons and other learning platforms. This will allow greater access to learning for underrepresented families.|Aspen Meadow hosts several Community School Advisory Council Meetings, Parent Advisory Council Meeting, English Learner Advisory Council Meetings, and Snack Chat Meetings with school staff, students, and families throughout the year. Parents are also invited to monthly APS Board meetings. At these meetings, families are invited to share their input on presented information. Their input is documented and considered for implementation. Three times a year (fall, winter, spring) Families, Staff, and Students receive a Kelvin Survey to receive their input on the spending of LCAP funds and on topics regarding safety, school culture, communication, and student progress.|Aspen Meadow will focus on developing a Parent Lighthouse Leadership Team using Franklin Covey’s Leader in Me materials. This group will make decisions regarding promoting leadership among families and students. To include staff voice, more small group and individual meetings along with surveys will be given to include staff input in Decision-making. Small group and individual student voices will also be included to get feedback for decision-making based on findings from school surveys and other anecdotal data.|Families of underrepresented students will be contacted by school leaders, the Family and Community Coordinator, and/or office staff to invite them to scheduled parent meetings. In the case that a parent cannot attend, other means of communication will be offered- email, phone calls, or in-person conversations to get their input during the decision-making process.|4|4|4|5|4|4|5|5|4|4|5|5|Met||2025-06-17|2025
10621660140038|Endeavor Charter|3|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularlyscheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1: Provide parent training to support student achievement. Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement. Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by ParentWorkshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 45 parents responded to our local school survey on a variety of topics. Parent Survey Responses How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent/guardian teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 98% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 31% rated Almost all the time; 44% Often; 24% Sometimes; 0% Never. Rate your child’s experience in onsite enrichment class. 80% rated excellent, above average and satisfactory. The other 20% did not take onsite enrichment classes. How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 93% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 96% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 31% rated Excellent; 27% rated Above Average; 4% rated Satisfactory; 4% rated poor a|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1: Provide parent training to support student achievement. Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement. Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 45 parents responded to our local school survey on a variety of topics. Parent Survey Responses How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent/guardian teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 98% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 31% rated Almost all the time; 44% Often; 24% Sometimes; 0% Never.Rate your child’s experience in onsite enrichment class. 80% rated excellent, above average and satisfactory. The other 20% did not take onsite enrichment classes. How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 93% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 96% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 31% rated Excellent; 27% rated Above Average; 4% rated Satisfactory; 4% rated poor a|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions.Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1: Provide parent training to support student achievement. Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement. Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 45 parents responded to our local school survey on a variety of topics. Parent Survey Responses How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent/guardian teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 98% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 31% rated Almost all the time; 44% Often; 24% Sometimes; 0% Never. Rate your child’s experience in onsite enrichment class. 80% rated excellent, above average and satisfactory. The other 20% did not take onsite enrichment classes. How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 93% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 96% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory.Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 31% rated Excellent; 27% rated Above Average; 4% rated Satisfactory; 4% rated poor a|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
10621660140764|Golden Charter Academy|3|GCA not only has a Family Advisory Board (FAB Team) but we also have our Pridelands.  Both of these teams focus on providing space for our families to provide their voice regarding how things are managed at the school.|This is one area that we do well in, but we could always do better.  Our plan is to be out in the community more.  We have some families who do not live close to the school, so our plan is to be more visible in other spaces (community spaces, fairs, multicultural festivals, etc).|To answer this question, GCA puts hosts Saturday workshops (Zumba, Tax Planning, Home Buying, etc) to bring in all of our families to engage in a sense of community.|GCA has been focused on collaborating with community resources to provide access for our scholars who don't have any.  Our Place Based Educational model allows learning to happen in any space.  Our partnership with the Fresno Chaffee Zoo, Naturbridge, etc., provides outdoor experiences (Yosemite, Sequioa) for all of our scholars to engage in innovative learning spaces that other buildings traditionally do not allow.|To improve on what we already do, GCA will focus on creating more opportunities for environmental stewardship and civic engagement.  Being civically engaged, coupled with environmental stewardship is a win win for individuals in need of new and innovative methods of learning.  We are happy to continue our focus on providing these types of spaces for our scholars.|Our underrepresented families are and will always be welcomed in this space to provide input regarding the practices of GCA.  We focus on corresponding with our families with various forms of communication (emails, parent square, telephone and/or text message.|GCA not only has a Family Advisory Board (FAB Team) but we also have our Pridelands.  Both of these teams focus on providing space for our families to provide their voice regarding how things are managed at the school.|This is one area that we do well in, but we could always do better.  Our plan is to be out in the community more.  We have some families who do not live close to the school, so our plan is to be more visible in other spaces (community spaces, fairs, multicultural festivals, etc).|To answer this question, GCA puts hosts Saturday workshops (Zumba, Tax Planning, Home Buying, etc) to bring in all of our families to engage in a sense of community.|4|4|3|3|2|2|2|2|4|4|3|3|Met||2025-06-27|2025
10621660140806|Aspen Ridge Public|3|Based on educational partner input and local data, Aspen Ridge demonstrates key strengths in building relationships between school staff and families. One major strength is the frequent and consistent communication between school staff and families, which fosters trust and ongoing engagement. The LEA offers multiple avenues for family involvement, including participation in the Parent Advisory Committee (PAC) and the Community Schools Advisory Committee, providing families a voice in school planning and decision-making. Aspen Ridge continues to make progress in expanding opportunities for meaningful engagement. Efforts to increase the number and variety of family events have been well-received and show positive momentum. These events aim to strengthen school-family connections and ensure families feel welcomed, informed, and valued as partners in their children’s education.|Based on educational partner input and local data, a key focus area for improvement in building relationships between school staff and families is increasing family participation in advisory groups, specifically the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC). While these structures are in place, current engagement levels suggest a need for more intentional outreach, communication, and scheduling flexibility to ensure all families—especially those representing underserved groups—feel welcomed and able to participate meaningfully. Additionally, Aspen Ridge is exploring the development of a Family Lighthouse Team, a model inspired by family leadership frameworks with Leader In Me, aimed at strengthening the bridge between families and the school. This initiative would empower parents to take on leadership roles, collaborate with staff, and support school improvement efforts from a family perspective. Feedback from families indicates a strong desire for more varied and accessible opportunities for involvement beyond traditional meeting formats. Aspen Ridge is committed to creating inclusive spaces where all voices are heard and where families can actively contribute to the school community in ways that reflect their interests, strengths, and availability. Through these efforts, the LEA aims to deepen trust, enhance two-way communication, and ensure that family engagement is both meaningful and impactful across all grade levels.|Based on the analysis of educational partner input and local data, Aspen Ridge has identified a need to strengthen engagement with underrepresented families, including multilingual households and those with limited access to school communication channels. To address this, Aspen Ridge is committed to implementing several key strategies to build stronger relationships between school staff and these families. First, translation and interpretation services will always be provided to ensure that language is never a barrier to engagement. All written and verbal communications for meetings, events, and school updates will be accessible in families’ primary languages. This includes live interpretation at meetings such as PAC, ELAC, and school events. Additionally, invitations for engagement opportunities will be sent to all families using multiple communication platforms—including email, text, phone calls, and paper notices—to increase visibility and accessibility. These invitations will clearly explain the purpose of each event or meeting and emphasize the value of family input. Aspen Ridge also recognizes that some families may not feel comfortable or confident participating in traditional school activities. In response, Aspen Ridge is exploring more inclusive formats for engagement, such as informal family listening sessions, flexible meeting times, and culturally responsive events that reflect the community’s diversity.|Based on educational partner input and local data, Aspen Ridge has demonstrated strong progress in Building Partnerships for Student Outcomes, particularly through clear and consistent communication regarding academic expectations and pathways to graduation. One of Aspen Ridge’s key strengths is ensuring that families are well-informed about high school expectations, course schedules, graduation requirements, and opportunities for dual enrollment. Families receive timely and transparent information through orientation events, parent meetings, and one-on-one counseling sessions that outline what students need to succeed in high school and beyond. The LEA provides clear guidance on credit requirements, A-G course completion, and post-secondary options, helping families understand how to support their students in meeting academic goals. Additionally, dual enrollment opportunities are promoted and explained in accessible ways, allowing families to better understand how students can earn college credit while in high school. This proactive communication fosters strong partnerships between school staff and families, equipping them to make informed decisions that support student achievement and long-term success.|Based on educational partner input and local data, one key focus area for improvement in Building Partnerships for Student Outcomes is increasing opportunities to review student data with parents and families. While academic expectations and pathways are communicated clearly, feedback indicates that families would benefit from more regular and in-depth conversations about their child's progress, including grades, assessment results, and individual learning goals. Aspen Ridge recognizes the need to strengthen two-way communication around student achievement by creating more structured opportunities for data-sharing. These efforts aim to ensure families not only receive information but also understand how to support their students at home and collaborate meaningfully with school staff. Improving the frequency and clarity of data discussions will help build stronger partnerships focused on student growth, early intervention, and goal-setting.|Aspen Ridge has identified a need to improve engagement of underrepresented families in efforts to support student outcomes. To address this, the LEA will focus on strategies that increase access to student progress information and create more inclusive opportunities for involvement in academic planning. A key area of growth is ensuring that families from multilingual, low-income, and historically underserved backgrounds are fully informed and engaged in their child's academic progress. To support this, Aspen Ridge will provide translated materials and interpretation services at all academic-related meetings, including those discussing grades, assessments, graduation planning, and dual enrollment opportunities. Aspen Ridge will also implement more frequent and accessible opportunities for reviewing student data with families, such as progress check-ins, student-led conferences, and parent workshops focused on understanding academic benchmarks and support strategies. Additionally, outreach efforts will be expanded to personally invite underrepresented families to participate in academic events and planning sessions. These efforts include using multiple forms of communication (calls, texts, home language emails), flexible scheduling, and community partnerships to reduce barriers to participation.|Aspen Ridge has demonstrated strong progress in Seeking Input for Decision-Making, with a focus on creating consistent and accessible channels for family and community voice. A key strength is the regular use of family surveys, which provide valuable insight into parent and guardian perspectives on school climate, academic support, and areas for improvement. These surveys are used to inform school planning, resource allocation, and program development. Another area of strength is the Community School Advisory Committee, which brings together parents, staff, students, and community partners to collaborate on school-wide goals and initiatives. This committee plays a critical role in decision-making and ensures that diverse voices are included in shaping the direction of the school.|A key focus area for improvement in Seeking Input for Decision-Making is increasing participation in the Parent Advisory Committee (PAC) and English Learner Advisory Committee (ELAC). While these advisory groups are in place and provide important opportunities for family voice, current participation levels—particularly among underrepresented families—highlight the need for more targeted outreach and support. Aspen Ridge aims to strengthen these groups by making meetings more accessible through flexible scheduling, consistent translation services, and the use of multiple communication methods (e.g., phone calls, texts, emails) to invite and remind families. Additionally, Aspen Ridge is working to create more welcoming and informative meeting environments where families understand the purpose and impact of their involvement.|Aspen Ridge has identified the need to improve engagement of underrepresented families—particularly multilingual families and those from historically underserved communities—in Seeking Input for Decision-Making. To address this, Aspen Ridge will implement targeted strategies to ensure these families are informed, invited, and empowered to participate in key advisory groups and planning processes. This includes increasing personalized outreach through phone calls, home language communication, and trusted staff members who can build relationships and encourage involvement in PAC, ELAC, and other engagement opportunities. Translation and interpretation will be consistently provided during all meetings and in all materials to reduce language barriers. Aspen Ridge will also offer flexible meeting times and hybrid formats (in-person and virtual) to accommodate a wider range of family schedules and needs. Additionally, Aspen Ridge will provide orientation sessions and resources that clearly explain the roles of PAC and ELAC, how family input influences decisions, and why participation matters. These efforts aim to create a more inclusive and supportive environment where underrepresented families feel their voices are valued and impactful.|4|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-17|2025
10621661030642|School of Unlimited Learning|3|"Based on the analysis of educational partner input and local data, the School of Unlimited Learning (SOUL) current strengths in building relationships between school staff and families include frequent, purposeful engagement and strong communication practices.  Educational Partner engagement occured routinely throughout the year, with meaningful input collected from administrators, teachers, Governing Council members (parents, community members, and staff) students, and classified support personnel.  This feedback was considered carefully in the development of the LCAP.  Feedback from the March 2025 Youth Truth survey highlights SOUL's strong performance in building respectful and supportive relationships compared to typical schools across California.      Highlights include:            -97% of families agreed that teachers treat families with respect (compared to 81% at typical California schools).            -95%of families agreed that families and teachers care about each other (72% at typical California schools).            -94% agreed that teachers and students care about each other (73% at typical California schools).            -97% of families felt comfortable approaching the school administration about concerns (78% at typical California schools).            -96% agreed that school administrators treat families with respect (80% at typical California schools).            -97% felt comfortable approaching teachers about their child's progress (82% at typical California schools). These results demonstrate the SOUL exceeds typical California school ratings across all measured categories, indicating school culture where families feel respected, valued, and supported.  Ongoing collaboration is further reinforced through regular staff meetings, advising sessions, and frequent communication between students, parents, teachers and special education staff.  Input from the LCAP Focus Group and other educational partner meetings continues to inform school wide improvement efforts, ensuring that building strong, trusting relationships remains a top priority.  While SOUL scored highest in areas such as ""Teachers and students care about each other,"" continuous improvement efforts will also focus on sustaining and enhancing respect family engagement across all interactions."|Based on the analysis of educational partner input and local data, the School of Unlimited Learning (SOUL) has identified a focus on deepening community engagement and strengthening school climate through enhanced relationship-building activities between school staff and families.  While survey feedback from the March 2025 Youth Truth survey indicated that SOUL outperforms typical California schools in areas such as respect, care, and communication, the data also highlights the importance of continued focus on maintaining and improving these relationships. For example, although 97% of families reported that teachers treat families with respect (compared to 81% at typical California schools), SOUL recognizes the importance of sustaining and further enhancing this connection across all staff and family interactions.  In response, SOUL will prioritize creating additional safe, welcoming, and engaging activities for students and families to foster deeper trust, encourage consistent daily attendance, and build a stronger sense of school community. Strengthening these relationships is expected to positively impact student engagement, family involvement, and overall school climate.  To measure and guide progress, SOUL will use the following metrics:  Priority 3 – Parent Involvement (Local Indicator): Tracking family participation and satisfaction with school events and engagement opportunities. Priority 5 – Pupil Engagement (State Indicator): Monitoring improvements in student attendance and engagement levels. Priority 6 – School Climate (Local Indicator): Utilizing climate surveys and other feedback tools to assess improvements in the perception of respect, safety, and connectedness.  These efforts are supported by four targeted Actions planned for the upcoming school year, each designed to foster a more inclusive, responsive, and community-centered school environment. By intentionally focusing on relationship-building through both academic and non-academic activities, SOUL aims to sustain its strong foundation and address areas for continued growth identified through educational partner feedback.|"Based on the analysis of educational partner input and local data, the School of Unlimited Learning (SOUL) is committed to further strengthening the engagement of underrepresented families by expanding outreach, communication, and support structures.  SOUL has aligned its resources to provide supplemental instruction and wraparound services in direct response to educational partner feedback. Our multi-tiered system of support (MTSS) ensures that all students are universally screened upon enrollment or at the start of each school year, with increasing levels of targeted support provided as needed. Designated support staff work closely with teachers to develop individualized plans addressing students’ academic, behavioral, social, and emotional needs, with family collaboration as a central focus.  Encouragingly, SOUL experienced its highest levels of parent attendance at meetings, survey participation, and LCAP engagement in several years during the 2024–25 school year. This growth reflects the school’s intentional efforts to make engagement more accessible, supportive, and meaningful for all families, including those historically underrepresented.  To continue building on this momentum and address identified needs, SOUL revised its LCAP actions to include ""Increased Parent Supports and Communications."" This action focuses on:  -Strengthening school-home partnerships through more frequent and accessible meetings, activities, and events.  -Conducting Parent Meetings to help families navigate school communication systems and increase their ability to engage                    confidently with school information and staff. -Ensuring that all communications are predictable, consistent, and accessible to all families, including providing bilingual support. -Offering flexible meeting times, including evening, weekend, and virtual options, to accommodate diverse family schedules. -Expanding personal outreach through direct calls, texts, and personal invitations to families. -Continuing staff development in culturally responsive communication to foster an inclusive and welcoming school environment.  By intentionally addressing barriers and expanding successful strategies, SOUL is committed to ensuring that all families—especially those traditionally underrepresented—are fully included as valued partners in their child's education and the broader school community"|The School of Unlimited Learning (SOUL) demonstrates strong communication practices that support student outcomes, as reflected in the March 2025 Youth Truth survey results. Survey data showed that 89% of families feel informed about what their child should learn (compared to 63% at typical California schools), 91% receive regular feedback about their child’s progress (compared to 66%), and 92% believe teachers clearly communicate expectations for student success (compared to 63%). These results highlight SOUL’s success in fostering strong family-school partnerships to support learning.  Building on this foundation, SOUL is expanding efforts to strengthen post-secondary preparation. The school will conduct annual evaluations of student participation in career and hybrid classes to guide program improvements and increase engagement. Access to career and technical education (CTE) pathways will be expanded to expose students to a variety of professional fields. Additionally, SOUL will provide resources for resume building, job applications, career exploration, and interview preparation. Staff will work closely with students to develop individualized post-graduation plans focused on workforce entry, continued education, or vocational training. To further support these efforts, SOUL is developing partnerships with local organizations to offer students real-world training and employment opportunities, ensuring graduates are well-prepared for success in college, career, and beyond.|While SOUL has made significant progress in communication and engagement, educational partner input and local data identified a need to further strengthen support for student pathways beyond high school and to deepen community engagement opportunities. To address this, SOUL has designated staff to lead college and career readiness initiatives. Assigned staff will provide college preparation support for all students, conduct career assessments for 12th-grade students on track to graduate, assist with resume development, and serve as the primary liaison between SOUL and post-secondary institutions to support student enrollment. Staff will also work to identify, develop, and expand services for special student populations by coordinating with agency and community partners and assessing evolving student and family needs.  In addition, SOUL has revised its LCAP Action 2.2 to enhance student engagement and leadership development through the new focus area, “Community Engagement Opportunities for Students.” This action includes expanding field trip experiences, bringing in guest speakers, hosting administrative town halls, launching homeroom competitions, recognizing students through honor roll awards and assemblies, and offering art showcases and blood drives. These activities are designed to encourage student leadership, foster school pride, and strengthen connections between students, families, and the broader community, ultimately improving student outcomes.|Through the self-reflection process, SOUL identified key needs to better support its student population, of which 94% are low-income and have a history of poor academic achievement. Identified areas of focus include offering flexible scheduling, providing individualized or small group instruction and tutoring, expanding case management services, strengthening social and emotional supports, and ensuring postsecondary preparation for all students. To improve engagement with underrepresented families, SOUL will align support services with these needs and increase outreach efforts to build stronger partnerships between families and school staff. English Language Learners (ELs) will continue to receive individualized academic support from their assigned teachers, tailored to each student’s needs based on ELPAC assessment data, classroom performance, and teacher input. By providing targeted academic, social-emotional, and postsecondary support, SOUL will work to more effectively engage underrepresented families and ensure all students are connected to the resources needed for long-term success.|The School of Unlimited Learning (SOUL) has developed strong systems for seeking input from educational partners, particularly through the work of case managers who form collaborative teams with students, parents/guardians, teachers, and, when applicable, special education specialists. This structure ensures that diverse voices—including those of students with specialized needs—are consistently represented in school decision-making processes. Case managers provide a direct, ongoing connection between families and school staff, helping to foster an inclusive environment where all educational partners have opportunities to contribute.  Feedback collected through the March 2025 Youth Truth family and staff surveys confirms SOUL’s success in this area. Compared to typical California schools, SOUL families reported much higher levels of inclusion and engagement:      -81% of families said they feel included in planning school activities (compared to 60% at typical CA schools),      -89% feel engaged with the school (61% typical CA schools),      -84% feel represented by parent/family groups (54% typical CA schools),      -82% feel empowered to play a meaningful role in school decision-making (50% typical CA schools), and      -85% feel informed about important school decisions (65% typical CA schools). Similarly, staff survey responses showed strong perceptions of collaboration and input. A majority of SOUL staff reported feeling that their voices are heard and that school leadership values staff input when making important decisions. Staff also noted increased opportunities for collaboration across departments and roles, reinforcing a culture of shared leadership.  These results demonstrate that SOUL’s commitment to collaboration and transparency has successfully fostered a school culture where families and staff feel connected, empowered, and informed. Moving forward, SOUL will continue to strengthen these structures to ensure even broader representation and deeper engagement from all members of the school community.|While SOUL’s March 2025 Youth Truth survey results demonstrate strong performance in engaging families compared to typical California schools, analysis of the data and educational partner input identified areas for continued improvement. Although 82% of families reported feeling empowered to play a meaningful role in school decision-making—significantly higher than the 50% state comparison—there is still room to strengthen engagement so that even more families feel connected and influential.  Importantly, this represents a marked improvement from the previous year. Efforts during the 2024–25 school year, including increased outreach, expanded meeting opportunities, and more transparent communication, have resulted in significantly higher levels of family input in school decision-making processes.  Staff survey results similarly highlight strengths and areas for improvement. 58% of staff reported feeling empowered to play a meaningful role in school decision-making, closely aligned with state averages but indicating an opportunity for growth. While SOUL staff scored highly on relationships and professional development—with 83% reporting strong professional support—survey data showed that perceptions of engagement and culture, particularly around communication of school policies and clarity of decision-making processes, could be further improved.  To continue building on this momentum, SOUL will focus on expanding authentic opportunities for both families and staff to engage in leadership and decision-making. Planned strategies include broadening outreach efforts to advisory groups and governance structures, offering flexible meeting times and virtual access options, clearly communicating how educational partner feedback informs school decisions, and providing leadership development opportunities for parents, guardians, and staff. By deepening these efforts, SOUL is committed to creating an even more inclusive, transparent, and representative decision-making process for all members of its school community.|Analysis of educational partner input and local data revealed that while SOUL has made strong progress in family engagement overall, continued focus is needed to deepen participation from all family groups, particularly underrepresented populations. Encouragingly, survey results show that English Learner (EL) families report even higher levels of engagement compared to non-EL families across several measures. For example, 90% of EL families feel included in planning school activities (compared to 77% of non-EL families), 92% feel engaged with the school, and 87% feel represented by parent/family groups. This reflects SOUL’s success in building inclusive practices for English Learner families.  To build on this progress and further strengthen engagement with all underrepresented families, SOUL will increase family outreach through hosted community events, informational meetings, and expanded opportunities for participation in school governance, including the Governing Council and English Learner Advisory Committee (ELAC). Additionally, the school will ensure that informational content is translated into families’ home languages, based on students' language backgrounds, to eliminate barriers to understanding and participation. These actions are designed to foster even stronger connections between families and the school, empowering all parents and guardians to have a meaningful voice in decision-making processes|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-05-19|2025
10621661030840|Carter G. Woodson Public Charter|3|Building strong relationships with families continues to be one of our greatest strengths. Over 90% of parents shared in our survey that they feel welcomed, respected, and comfortable reaching out when they have questions or concerns. Staff echoed this, with 100% agreeing that families are seen as essential partners in their child’s success. These numbers reflect the deep effort we’ve made to build a school culture rooted in trust, care, and belonging.|While families report feeling welcomed and respected, we know there’s more we can do to strengthen ongoing, meaningful connections between school staff and families. One clear area of growth is ensuring that communication doesn’t just come from the front office or support team—but also directly from teachers.  Parents shared that while they receive general school updates, they would like more regular communication from classroom teachers about their child’s academic progress, classroom behavior, and daily expectations. Survey results showed that nearly half of families communicate with their child’s teacher only once a month or less. That’s a missed opportunity, and something we’re actively working to improve.  Another area of focus is building stronger connections with families whose students struggle with attendance or behavior. Our outreach efforts have helped, but we want to go further—offering more proactive communication and finding ways to connect with families before challenges escalate. This includes offering flexible meeting times, transportation support, and multiple ways to engage (in person, virtually, by phone, etc.).  Finally, as we continue to grow our Community School model, we’re working to provide more wraparound supports and welcoming spaces for families on campus. That includes everything from making sure families know who to go to when they need help, to creating more opportunities for them to be involved in shaping school culture and decisions.|Improving engagement with underrepresented families continues to be a key focus. While many families feel connected to the school, we know that not all voices are equally heard—and we’re committed to changing that. Through surveys and ongoing conversations, we’ve identified families of English Learners, students with disabilities, and those facing chronic absenteeism as groups who may need more intentional, personalized outreach.  One step we’re taking is expanding our home visit program and phone banking efforts. These one-on-one connections allow us to learn more about the specific barriers families are facing—whether it’s work schedules, transportation, language access, or previous negative experiences with school—and respond with compassion and flexibility.  We’re also working to remove practical barriers to participation. This includes offering transportation to events, scheduling meetings outside traditional hours, and using more flexible formats for engagement, like phone conferences and text-based communication. Interpretation services will continue to be provided at all major meetings and events, and we’re exploring ways to offer more parent-facing materials in multiple languages.  Staff will also receive additional support and professional learning focused on building relationships across cultural and language differences, using trauma-informed practices, and creating more inclusive classroom communities.  We believe every family wants to be involved—they just need the right opportunity, the right support, and a genuine invitation. Our goal is to make sure no family feels like an outsider in their child’s education.|This year, we made progress in strengthening the connection between families and student academic outcomes. Teachers used progress reports, benchmark data, and conferences to communicate clearly with families about how their child was doing and what supports were in place. Parents gave input on academic priorities through Individualized Learning Plan meetings, surveys, DELAC, and SSC, which help shape decisions about academic interventions, instructional materials, course offerings, and student support services. Staff works closely with families to track progress toward goals and adjust supports when needed, ensuring that families were not just informed but included in the work of helping students grow.|A key area for improvement is the use of assessment data to guide student supports and communicate progress to families. In response, a new benchmark assessment system was implemented to identify gaps in student learning and align interventions. This system is designed to strengthen Individual Learning Plans (ILPs) and help staff respond earlier with targeted supports. Survey data also indicated that while families feel informed generally, there is a need to improve how academic progress is communicated. In response, the school plans to increase opportunities for teachers to share benchmark results and instructional strategies with families, and use these data points to shape discussions in parent meetings and student goal-setting.|To better support underrepresented families, we’re focusing on more personal, consistent outreach that makes it easier for them to engage in conversations about their child’s academic growth. Families of English Learners and students with disabilities have expressed that while they feel welcomed, they sometimes don’t know how to support learning at home or what progress looks like. We’re responding by strengthening our follow-up after IEP and reclassification meetings, making benchmark results more accessible, and ensuring staff take time to explain what those results mean. We’re also continuing to offer multiple ways for families to connect—by phone, in person, or virtually—so that work schedules or transportation don’t become barriers. By building stronger, more frequent communication around student goals and progress, we can ensure families feel equipped and encouraged to take an active role in their child’s success.|The school has made steady progress in creating spaces where educational partners can share input and help shape decisions. Surveys, SSC and DELAC meetings, and informal check-ins are used throughout the year to gather feedback from families, staff, and students. This input directly influenced key decisions in the LCAP, including the addition of mental health supports, increased academic interventions, and expanded student recognition efforts. Staff and family surveys show that most stakeholders feel their voice is valued, and we’ve seen higher participation in decision-making meetings compared to prior years. While there’s always room to grow, we’ve built a strong foundation for shared input that continues to guide our work.|One area for improvement is making sure that input from underrepresented groups—especially families of English Learners and students with disabilities—is gathered more consistently and used to guide decisions. While many families feel welcomed and heard, participation in formal input spaces like SSC and DELAC still doesn’t reflect the full diversity of our school community. We are working to expand outreach before meetings, offer more flexible participation options, and create smaller focus groups where families may feel more comfortable sharing openly. The goal is to make sure every voice has a seat at the table, not just those who are already deeply involved.|To improve engagement of underrepresented families in decision-making, we are focusing on stronger personal outreach and making participation more accessible. While we’ve seen increased involvement through surveys, DELAC, and SSC meetings, we recognize that some families—especially those of English Learners and students with disabilities—are still underrepresented in these spaces. To address this, we will continue using translated communication, home visits, and bilingual staff outreach to personally invite families to participate. Our goal is to create a school culture where every family feels welcomed, heard, and confident that their input can shape the direction of our programs and priorities.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2025-07-30|2025
10622400000000|Kingsburg Elementary Charter|3|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 24-25 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations. The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on math expectations for their grade levels. In addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory Committee and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parentteacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
10622400113142|Ronald W. Reagan Elementary|3|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 24-25 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations. The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on math expectations for their grade levels. In addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory Committee and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
10622400114587|Island Community Day|3|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 24-25 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations. The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on math expectations for their grade levels. In addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory Committee and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
10622406006704|Lincoln Elementary|3|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 24-25 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations. The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on math expectations for their grade levels. In addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory Committee and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parentteacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
10622406006712|Roosevelt Elementary|3|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 24-25 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations. The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on math expectations for their grade levels. In addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory Committee and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parentteacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
10622406006720|Washington Elementary|3|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 24-25 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations. The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on math expectations for their grade levels. In addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory Committee and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parentteacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
10622406108328|Rafer Johnson Junior High|3|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 24-25 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations. The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents. A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement. Additionally, we partnered with Fresno State Parent University to offer both online and in-person classes for parents. We also collaborated with Success Together, a company that brings parents and students together for on-campus events focused on Math, Reading, Science, and Art curriculum. These events are led by credentialed instructors, providing parents with opportunities to engage in their child's learning and support their academic growth.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on math expectations for their grade levels. In addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory Committee and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
10622406114805|Central Valley Home|3|Based on the results of the locally developed school climate survey taken during the 2024-2025 school year, 74.5% of the 556 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 74.1% responded that they felt connected to their school. For students in grades 7 and 8, of the 319 students responding to the survey 79.3% indicated that they felt that school was a safe place, and 78.7% reported that they feel connected to their school.|The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 24-25 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were many graduates from the program and we held graduation celebrations. The RHCK provided an online training to train all of our school liaisons and counseling staff members. RHCK is free to all Kingsburg Schools, families, and community members. We have found that RHCK has been very well received by facilitators and parents.|Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a special night ceremony. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years. We had a back to school health fair as a service for underserved families. Also, we piloted English Classes and Citizenship support for parents.|Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.|Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on math expectations for their grade levels. In addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. We are also focusing on English Language Arts, by having all our TK-3 teacher trained in the Science of Reading through the program called LETRS. A cohort of our 4th-8th grade ELA teachers have been part of the California Collaborative for Learning Acceleration (CCLA). CCLA seeks to support student acceleration of learning in the area of literacy. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.|The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.|The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, Community Schools Advisory Committee and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.|The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, Community Schools Advisory Committee and the LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
10622570000000|Kingsburg Joint Union High|3|Overall parent feedback showed an increase across all survey questions, with most practices rated above a 3.5. The only area slightly below was the LEA's progress in helping support staff learn about each family's strengths, which still received a 3.3.  The district has made strides in creating welcoming environments, as seen through higher parent participation at schoolwide events and increased survey responses.  Continued efforts will focus on strengthening relationships with families and moving toward full implementation in all key areas.|"Survey results show that parents rated the school higher in all areas compared to previous years, with all questions now reaching the ""Initial Implementation"" level. It’s important to note that for these questions, an average of 30 parents responded with ""No Response"" or ""Unknown,"" indicating some difficulty in evaluating the topics. When speaking with parent groups, many shared that these specific questions are challenging to assess. Nevertheless, there was an overall increase in ratings for Full Implementation and Sustainability. The area with the lowest average remained the one related to supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children. The district remains committed to supporting staff growth in this area and will continue efforts to strengthen relationships between staff, students, and their families."|Based on analysis, the focus on improved engagement through an action item on the LCAP by providing additional parent support meetings, translation services, food for meetings, and child care was effective, as all ratings were in the initial implementation. Based on other survey results, the parents felt that communication and respect has improved.  The district will continue to focus on parent engagement and building relationships through more parent education nights.|Overall, parents reported an increase in all questions.  Three of the four questions were above a 3.5 average.  All questions are at initial implementation. Parent engagement meetings also had positive input on the increase in mental health support.  The district continued to use federal funds to help support learning outside of school by supporting 2 community hubs that students could access after school.  The community hubs were in addition to tutoring options available four days a week on campus as well as 24 hour online tutoring in addition to one-on-one online tutoring support to students.|Survey results show that a continued focus on supporting families and including them in their students education is needed as the district is still at initial implementation.  The district continues to provide parent/family nights, but on specific topics related to getting input and hearing from parents, the attendance is low. At educational partner meetings they stated that the continued focus on supporting students and families is essential.  The district still has room to improve to move all questions to the full implementation stage.|Based on analysis, the focus on improved engagement through an action item on the LCAP by providing additional tutoring both online and in person, community hubs (Federal grant), and an increase in on campus mental health support was effective through parent feedback at meetings and surveys, but not specifically in the above areas on the survey.  The actions from the previous LCAP will remain, with the addition of an action related to drug prevention which will offer more support for parents and students.|Overall the district saw a small increase in all questions, but remained at the initial implementation level.   All of them were an average of 3.5 or above.  The district and school sites continued to hold meetings to gather parent input, but these meetings still have low attendance.  This year though, there was an increase in completed surveys from 110 to 133.  As a small town, input from parents often  come during extra curricular activities and not through formal meetings.   As a district we take all of this input to help impact our LCAP.|Educational partner feedback stated that the continued focus on supporting students and families is essential.  With the 2025-26 LCAP, the actions from the previous LCAP will remain with new actions that will support more engagement with parents.  The district still has room to improve to move all questions to the full implementation stage.|Based on analysis, the district continues to struggle to get parents engagement at meetings, though there was an increase in parents completing the LCAP survey.   The district will continue to engage parents and encourage involvement in all aspects of their students school experience.  The actions from the previous LCAP will remain, with the addition of an action related to drug prevention which will offer more support for parents and students, as this was an area of concern from parent meetings and survey results.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-23|2025
10622650000000|Kings Canyon Joint Unified|3|"KCUSD actively fosters positive partnerships with families, directly contributing to positive student outcomes. District-wide initiatives and school site efforts cultivate a strong sense of connection, evidenced by 98% of parents rating their child's school quality as ""Excellent,"" ""Good,"" or ""Satisfactory"" on the annual School Performance Survey (SPS). Crucially, 98% of parents also reported feeling respected, connected, and welcome in their interactions with school staff, indicating overwhelming success in building positive family relationships across the district.  This past year, classified professional development focused on customer service was provided to all front office staff, supporting the ongoing efforts of the district to strengthen parent and staff relationships. Parent engagement is a top priority, facilitated through a variety of site-based and district-wide opportunities. In 2024-2025, parents participated in learning opportunities on topics like vaping awareness, healthy relationships, and active living. The annual Children's Day celebration further strengthened parent and community bonds by celebrating the academic achievements of English learners and showcasing district resources and programs. Additionally, KCUSD's renewed partnership with Fresno State's Parent University expands access to online workshops, empowering parents with diverse resources from parenting and technology skills to English language proficiency."|Effective communication is central to KCUSD's parent engagement strategy, with ParentSquare serving as the unified platform for two-way interactions via text messages and group communication via public posts. Feedback from the School Performance Survey (SPS) consistently highlights text messages, phone apps, and email notifications as integral for effective family communication and engagement, prompting KCUSD to further leverage ParentSquare for gathering parent input, strengthening relationships, and communicating school and district information. However, ongoing input from parent groups continues to reveal a persistent need for additional training for families on how to fully utilize these communication tools. While awareness is high, many parents remain unsure how to maximize their use. Addressing this gap will be a key focus for the 2025-26 school year.|KCUSD's dedication to inclusivity for underrepresented student groups is championed by a Parent Engagement and Education Coordinator, who works collaboratively with school sites and district departments to maximize participation. This effort is further advanced by a Bilingual Community Aide at every school, ensuring effective communication and proactive outreach to families. In 2024-2025, KCUSD continued to invest in building the capacity of key site support staff, including Bilingual Community Aides, Health Aides, and front office Secretaries, prioritizing excellent customer service for families. This commitment to our Customer Service Mission and Vision continues to foster positive school to family relationships, nurturing an environment where all students can achieve their highest potential.|"KCUSD’s commitment to fostering strong school-family partnerships is clearly impacting the climate and culture of the district, as evidenced by the 2024 School Performance Survey (SPS). A remarkable 98% of parents rated their reception at school as ""Excellent,"" ""Good,"" or ""Satisfactory,"" reflecting the consistent respect and inclusivity extended by administrators, teachers, and front office staff. This overwhelmingly positive feedback can be attributed to enhanced communication strategies, including improved translation and interpretation services, proactive parent outreach, and the cultivation of respectful, empathetic interactions. In 2024-25, targeted professional development for classified front office staff on customer service best practices further refined these integral relationships. Such efforts, alongside district support programs like Puente a Tecnología and the Migrant Program that support parents in navigating school and district resources, are strengthening partnerships, directly contributing to improved student outcomes."|Despite our ongoing efforts to foster a welcoming and inclusive school environment, we recognize there's still room for growth in ensuring all parents feel respected and connected within our school community. Our challenge lies particularly in reaching and engaging those families who may not typically participate in traditional educational activities. Understanding this, the District is committed to identifying and implementing targeted strategies to enhance participation among these specific parent groups. While our survey data indicates a large percentage of attendance at school events focused on students—with 80.65% of parents participating—we observe a significant drop in engagement when it comes to formal advisory roles. Only 28.74% of parents are involved in school committees, underscoring a need for school sites to actively cultivate parent involvement in these decision-making opportunities. This requires sustained and innovative efforts to boost participation rates, ensuring every voice is heard and valued in planning school and district strategies to support all students.|KCUSD remains committed to fostering educational partner inclusivity, ensuring partnerships with all families, especially those from underrepresented student groups. For the 2025-26 school year, our Parent Engagement Coordinator will continue to collaborate with school site leadership, sharing and implementing the most effective strategies for parent and community outreach. This focused effort aims to deepen engagement and build stronger connections that directly support student success. To ensure accountability and continuous improvement, we will propose specific metrics to be utilized in school site plans, designed to monitor parent participation in school engagement activities. This data-driven approach will help us identify areas of strength and pinpoint where additional support may be needed. Our dedicated Bilingual Community Aides will also provide targeted and personalized outreach to families who may not typically attend school events or participate in advisory opportunities. Their work is vital in removing barriers, ensuring every family feels welcome, understood, and empowered to engage meaningfully in their child's education.  Through these combined efforts, KCUSD will continue to build an inclusive environment where every family feels respected, valued, and heard, directly impacting student success.|Kings Canyon Unified (KCUSD) has a thorough, structured approach to involving all educational partners in decision-making, from the district office to every school.  At the school site level, administrators are required to assemble School Site Councils and English Learner Advisory Committees to provide input on school initiatives to support students.  In addition, school sites leverage Parent Teacher Clubs as a way to collect and disseminate information to the school community.   At the district level, KCUSD convenes the District Advisory Council (DAC) and the District English Learner Advisory Council (DELAC), both made up of representatives from each school's respective site councils. We also regularly host Special Education Connect meetings to directly hear from parents and community members about improving outcomes for students with disabilities.  Most recently, the district established a Student Advisory Board to provide student leaders from all district high schools an opportunity to provide input and feedback to district leadership on strategies to support student success.   Beyond these district level committees, we actively engage our community through various surveys, including the annual Parent Survey, Student Climate Survey, and LCAP survey, all designed to gather input and suggestions for district improvements. Most recently, during the 2024-25 California Community Schools Partnership Program Grant application process, we held open forums that brought in valuable feedback from staff, parents, and the broader community, showcasing our commitment to wide-ranging input.|While our current structured approaches effectively gather input, KCUSD is committed to deepening engagement even further. We've observed that feedback on school initiatives often comes from the same group of parents. Our ongoing challenge is to actively involve families who typically don't participate. Therefore, a key focus for 2025-2026 will be to improve outreach to these less-engaged parent groups, ensuring we truly gather feedback from every segment of our parent community. Similarly, our Student Advisory Board has been valuable in providing student perspectives on school and district matters. However, we recognize their voice has often reflected the experiences of students with similar backgrounds. For the upcoming year, we will intentionally seek input from students representing a much wider array of school experiences, ensuring a more comprehensive understanding of diverse student needs and perspectives.|"KCUSD will strengthen its commitment to gathering input from underrepresented parent and student groups by implementing more inclusive strategies. For parents, this means moving beyond traditional school wide meetings; “Pop-up"" feedback sessions in accessible community locations and short, targeted surveys via text or quick phone calls facilitated by our Bilingual Community Aides are examples of strategies to be utilized in 2025-2026. In addition, we will consistently show our educational partners how their feedback leads to actual changes, building trust and demonstrating the value of their voice. Similarly, for students, we're expanding our outreach. We'll partner with administrators, counselors, and teachers for targeted engagement, intentionally seeking input from students with diverse school experiences who might not typically participate in advisory roles. We'll offer them varied methods for sharing feedback and ensure we demonstrate how their input directly informs district decisions, fostering a truly representative dialogue across all student groups."|5|4|3|4|4|4|5|3|4|4|4|4|Met||2025-06-10|2025
10622650116640|Kings Canyon Online|3|KC Online is always looking to improve how we partner with our stakeholders to improve student outcomes.  Through our partnership with our parents and community, families have a very positive opinion about the quality of services provided to students.  Based on the annual School Performance Survey (Parent Survey), 99% of parents felt that the overall quality of the school their child attended was either “Excellent”, “Good”, or “Satisfactory”.  This perception of quality is only possible through student performance results and through the climate and culture we have built on our campus with both students and families. Parents also rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 98% responding either “Excellent,” “Good” or “Satisfactory”.    Parent engagement is always a focus for KC Online.  In addition to the sharing of information via Parent Square, KC Online holds a Back to School informational meeting at the start of the year and provides multiple opportunities for one on one conferences with students and parents.  In addition, KC Online holds quarterly school site council meetings and encourages parents to attend district advisory council (DAC) meetings to provide input on school programs.  Most recently, Kings Canyon Online began holding academic awards ceremonies in which students in grades K-12 are recognized for course completion, grades, and positive behavior.  These academic awards events have been a positive way to engage parents on the KC Online campus in a non-threatening, celebratory way.|Communication is only effective if the communication makes it to its intended audience. Through the feedback on the parent survey, we learned that 36% of our KCO families rely on text messages and phone app notifications for communication.  We had 24% of our parents share that they prefer phone calls as a means to receive information from the school.   This data shows us that we need to continue to rely heavily on the use of all Parent Square communication features, including the phone call feature to reach as many parents as possible.  Parent Square has been our primary means of two way communication with both students and parents, allowing students/parents to both view and send communication with the school.|Parent involvement remains a top priority at KC Online.  To improve participation rates, KCO will continue to expand its outreach utilizing district digital communication platforms.  Both site leadership and teachers will utilize Parent Square to regularly communicate information about school wide events as well as classroom activities.  Leveraging the district Parent Engagement Coordinator and the site Bilingual Community Aide, KCO will work to maximize parent participation, especially of underrepresented student groups, through consistent, clear communication and personal parent outreach efforts.  In addition, KCO will lean on parent leaders from the School Site Council, English Language Advisory Committee, and Ag Booster Club, to support parent outreach to the immediate school community.|Utilizing the 2025 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 98% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families.  One of our greatest strengths in establishing strong relationships with our educational partners.|In order to ensure that our positive relationships continue and include all KC Online families, we plan to continue to focus on providing families with non threatening opportunities to engage on campus.  This includes back to school orientation meetings, small intake meetings, and academic awards ceremonies to celebrate their child’s achievement.  We also ensure that all communication that goes out to parents is translated in their home language and that we respond to parent inquiries/questions/concerns within 24 hours, validating their concerns and questions throughout the year.  We also plan to increase the number of messages that go home as both text/app notification and phone call, per parent input on the annual survey.     In addition, KC Online will continue to utilize existing site and district parent committees such as our school site council, English learner advisory committee, district advisory committee, and district english language advisory committee meetings to engage parents and support their voice in their children’s educational experience.    One area for continued growth is to increase the outreach to those parents who do not routinely take part in education or engagement opportunities to help site leadership to identify areas to improve on.  To build meaningful improvement plans, we need the input from both students and their parents.  Based on our survey results, many parents have not participated in the parent engagement opportunities made available to them and even fewer are participating in formal advisory councils.  This data shows that KC Online should continue to expand outreach efforts to engage parents in advisory opportunities.|KC Online's commitment to inclusivity extends to underrepresented student groups.  In 24-25, the Parent Engagement Coordinator will collaborate with site leadership to share best practices in parent and community outreach.  Specific metrics will be proposed to monitor the participation of parents in school engagement activities.  In addition, Bilingual Community Aides will provide targeted outreach to families that may not typically attend school events or participate in advisory opportunities.|Kings Canyon Online has a systematic strategy to engage stakeholders to provide input for decision making as a whole.  KC Online has a school site council committee and an English learner advisory committee that both serve as opportunities for parents to provide input on our program.  At the District level, parents can participate on the District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC).  In addition to these councils/committees, KC Online corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey, and other surveys to collect opinions and suggestions on how our school site can improve.|While our current structured approaches effectively gather input, KC Online is committed to deepening engagement even further. We've observed that feedback on school initiatives often comes from the same group of involved parents. Our ongoing challenge is to actively involve families who typically don't participate. Therefore, a key focus for 2025-2026 will be to improve outreach to these less-engaged parent groups, ensuring we truly gather feedback from every segment of our parent community.  KC Online is always looking for better ways to connect with our parents.  In addition, our authorizing school district, KCUSD, will be enhancing efforts to improve parent communication and engagement through the continued funding for an Administrator for Parent Education and Engagement.|KC Online will strengthen its commitment to gathering input from underrepresented parent and student groups by implementing more inclusive and intentional strategies.   This will include short, targeted surveys via text or quick phone calls to specific parents/families facilitated by our Bilingual Community Aide.  In addition, we will consistently show our educational partners how their feedback leads to actual changes, building trust and demonstrating the value of their voice.  KC Online will also lean on this administrator to assist in identifying new ways to increase opportunities for our underrepresented families to get involved.|4|4|3|4|4|4|5|3|4|4|4|4|Met||2025-06-10|2025
10622650126292|Reedley Middle College High|3|RMCHS has made significant progress in building strong partnerships with families and the broader school community. A key strength is the positive perception families hold of the school’s climate and culture. According to the 2024–25 Parent Survey, 99% of respondents rated the overall quality of their child’s school experience as “Excellent,” “Good,” or “Satisfactory.” Additionally, 99% of parents reported feeling welcomed, respected, and included as part of the school community—reflecting our intentional efforts to foster a supportive, inclusive environment.  Effective communication has also been a strength. The majority of families identified ParentSquare as their preferred and most-used communication tool. This platform allows for two-way communication and has become a central means for sharing school-wide announcements, classroom updates, and event information.|Despite these successes, a continued focus area for improvement is increasing the engagement of underrepresented families, including those from linguistically and culturally diverse backgrounds. While the communication tools are widely used, some families may still face barriers related to language, technology access, or personal connection to the school.|To improve engagement of underrepresented families, RMCHS will expand outreach efforts by:    - Increasing the use of Parent Square’s translation and accessibility features to ensure messages are inclusive and understandable for all families.  - Leveraging the support of the district’s Parent Engagement Coordinator and the site’s Bilingual Community Aide to provide direct, personalized outreach to underrepresented families.  - Empowering parent leaders from the School Site Council and Ag Booster Club to assist with peer-to-peer outreach and engagement within their networks.  - Encouraging teachers and site leadership to consistently use ParentSquare not only for updates but also for inviting feedback and questions, reinforcing two-way communication.  By focusing on culturally responsive communication and personal outreach, RMCHS aims to ensure that all families, especially those historically underrepresented, feel informed, valued, and empowered to engage in their student’s education.|RMCHS has demonstrated clear strengths in fostering a welcoming and respectful environment for families. According to the 2025 School Performance (Parent) Survey, 99% of parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” as “Excellent,” “Good,” or “Satisfactory.” This data reflects the school's ongoing commitment to creating a positive campus climate where families feel valued and included.  To maintain and build on this progress, RMCHS provides approachable and inclusive opportunities for parent engagement, such as casual connections during student drop-off/pick-up times and accessible on-campus events. Consistent communication through ParentSquare and personal outreach via phone calls have been key strategies in inviting and sustaining parent involvement. Additionally, RMCHS translates all communications into families' home languages and commits to responding to inquiries within 24 hours, which is an important step in affirming the value of family input and removing barriers to participation.|While these efforts have helped build strong relationships with many families, RMCHS recognizes the need to further engage underrepresented families, particularly those who may face linguistic, cultural, or socioeconomic barriers to involvement.|To improve engagement of underrepresented families, RMCHS will expand outreach efforts by:    - Expand the use of multilingual communication tools and provide interpretation at all school meetings and events.  - Prioritize personal outreach by the Bilingual Community Aide to build trust and bridge connections with families who may be less familiar or comfortable with traditional school engagement.  - Ensure that underrepresented families are invited and supported in participating on decision-making bodies such as the School Site Council, District Advisory Committee, and English Learner Advisory Committee.  - Offer flexible meeting times and virtual participation options to accommodate working families.  By removing access barriers and amplifying parent voice, especially from historically underrepresented groups, RMCHS aims to foster deeper, more equitable family engagement across the school community.|Reedley Middle College High School (RMCHS) has established strong systems for stakeholder engagement, offering multiple opportunities for parents and community members to provide input on school decisions. Current strengths include active parent involvement through the School Site Council and Ag Booster Committee at the site level, as well as participation in the District Advisory Council (DAC) and District English Learner Advisory Council (DELAC). In addition to these formal groups, RMCHS regularly gathers input through the annual Parent Survey, Student Climate Survey, and LCAP Parent Nights, ensuring that feedback is used to inform school improvement efforts.  Progress has also been made in enhancing communication with families. RMCHS has expanded its use of ParentSquare to share timely updates and foster two-way communication between school staff and families. Teachers and administrators are consistently using this tool to strengthen their communication practices. Parent feedback indicates that the majority of families prefer digital communication methods such as text messages, apps, and emails.|Despite this progress, a key area for improvement is ensuring equitable access to communication and engagement opportunities for underrepresented families, particularly those who may not rely on digital tools. Some families continue to prefer hard copy materials or need additional support to stay informed and engaged.|To address this, RMCHS will:  - Expand its communication strategy to include both digital and non-digital formats, ensuring that all families receive essential information in their preferred format.  - Provide guidance and support to families on how to use ParentSquare and other digital tools effectively.  - Collaborate with the district’s Parent Engagement Coordinator to increase outreach to families of English Learners, foster youth, low-income students, and other underrepresented groups.  - Strengthen the visibility and effectiveness of advisory groups such as ELAC, SSC, DAC, and DELAC by increasing personal outreach and offering flexible meeting formats.  - Work with the district Communications Director to develop print materials as needed to reach families with limited digital access.  Through these efforts, RMCHS aims to reduce barriers, improve inclusive communication, and create more meaningful opportunities for all families to be actively involved in their children’s education.|4|4|3|4|4|4|5|3|4|4|4|4|Met||2025-06-10|2025
10622810000000|Laton Joint Unified|3|Based on the analysis of educational partner input and local data, Laton Unified School District has demonstrated significant strengths in building strong, trusting relationships between school staff and families. Survey results show that families overwhelmingly feel welcomed, respected, and supported by their schools. The district has created school environments that encourage two-way communication, and families report feeling comfortable reaching out to school staff with questions, concerns, and ideas.|Participation in school activities remains a strong point across the district, with families engaging regularly in parent conferences, open house events, back-to-school nights, and cultural celebrations. Additionally, families have reported positive relationships with school staff, reflecting a foundation of mutual trust and respect that is essential for meaningful engagement.|The district’s intentional efforts to promote family participation have led to families feeling more connected to their children’s schools and more involved in supporting student learning. The survey data suggest that families perceive the district as responsive to their needs and as a partner in their children's educational success.|Based on the analysis of educational partner input and local data, Laton Unified School District has established strong and positive partnerships with families to support student outcomes. Families reported feeling welcomed, respected, and supported by school staff. Survey responses indicate that families believe they are provided with resources that help them support learning and development at home. Families acknowledged that schools are actively creating welcoming environments and promoting two-way communication that encourages partnership. The district’s consistent efforts to include families in parent-teacher conferences, back-to-school nights, holiday events, and school sports have successfully engaged families in their children’s educational experiences. Additionally, survey results indicate that a majority of families believe the district provides opportunities for them to meet with school staff to discuss and support student outcomes, and that schools help families understand their rights and how to advocate for their children. This level of partnership is critical to ensuring that families feel equipped to support their students both academically and socially. Overall, Laton USD’s current strengths lie in its ability to build trusting relationships and to offer meaningful participation opportunities that contribute to the educational success of its students.|While Laton Unified has made notable progress, the survey data indicate that there are areas where the district can further improve partnerships with families to more directly impact student outcomes. A key area of growth is building family capacity to participate more actively in advisory groups and decision-making processes. While many families feel welcomed at school events, fewer reported regularly participating in formal school committees such as the School Site Council. Increasing the number of families engaged in these platforms will strengthen collaborative decision-making and ensure that family perspectives are well-represented in shaping student-focused initiatives. Additionally, families have expressed a clear interest in expanded workshops and learning opportunities that would enable them to better support their children’s learning at home. There is significant interest in topics such as using technology to support student learning, improving homework help strategies, social-emotional learning, and promoting healthy lifestyles. The district also recognizes the need to improve engagement efforts specifically for Spanish-speaking families, who overwhelmingly requested ESL classes to support their involvement. Offering these targeted learning opportunities and reducing barriers to participation will be essential to building stronger partnerships moving forward.|Laton Unified School District is committed to strengthening the engagement of underrepresented families to build meaningful partnerships that support student outcomes. In response to educational partner feedback, the district will focus on increasing access to ESL classes for Spanish-speaking families, providing flexible family workshops on topics such as technology, homework support, and social-emotional learning, and offering varied meeting times to accommodate diverse schedules. The district will also prioritize direct outreach to underrepresented families to encourage participation in advisory groups and decision-making processes. By expanding interpretation services and partnering with community organizations, Laton USD aims to reduce barriers and ensure all families are empowered to fully participate in their children’s educational journey.|Laton Unified School District has demonstrated clear strengths in creating opportunities for families to provide input in school decisions. Educational partner feedback indicates that families feel welcomed, respected, and valued by school staff. Families reported that school sites actively encourage two-way communication and offer multiple avenues to share their input, which contributes to a positive partnership between schools and families. The district has successfully fostered a culture where families are invited to participate in school events, meetings, and planning activities. Survey responses indicate that families believe their voices are heard and that schools make efforts to include them in decision-making conversations related to student support, school activities, and family engagement planning. Families also acknowledged opportunities to meet with school staff to discuss strategies for improving student outcomes and noted that schools provide resources to help families understand their rights and advocate for their children.|While Laton Unified has established strong practices in building relationships with families, input from educational partners highlights the need to expand meaningful participation in formal decision-making processes. Although families reported feeling welcomed and engaged in school activities, fewer reported consistent involvement in formal advisory groups such as the School Site Council. Survey data indicate that only 36% of respondents currently attend SSC meetings, suggesting that the district can improve outreach and remove barriers that may prevent broader participation, particularly from underrepresented families. Additionally, families expressed interest in more structured and accessible opportunities to provide input on school programs, policies, and family engagement activities. There is room to strengthen the feedback loops that ensure families feel their input leads to visible actions or changes.|Laton Unified School District is committed to improving the engagement of underrepresented families in the decision-making process. To address this, the district will expand access to ESL classes to support Spanish-speaking families and provide flexible meeting options, including evening and virtual sessions, to accommodate diverse schedules. Targeted outreach efforts, such as personal invitations and direct communication, will be used to encourage greater participation in advisory groups and school committees. The district will also strengthen interpretation and translation services to ensure that all families can meaningfully participate in decision-making conversations. Additionally, Laton USD will create accessible feedback opportunities, such as informal surveys and listening sessions, to capture a broader range of family voices. These actions aim to ensure that all families, especially those who have been historically underrepresented, feel empowered to contribute to school and district decisions that support student success.|4|5|4|5|4|4|4|4|4|4|3|4|Met||2025-06-25|2025
10623310000000|Orange Center|3|Orange Center continues to build relationships between school staff and families by providing the following: There is a one-to-one ratio of technology devices to students. Every Orange Center Elementary School student, from TK to 8th grade, has a device assigned to them.   Families have the opportunity to check out devices every school year to extend learning past the school day. This has allowed families to participate in educational opportunities, practice foundational skills through district-offered online academic programs, and attend online meetings and family-centered activities offered by the school. Services to improve facilities and parent communication include the continued use of a digital marquee and continued purchases of furniture that allow for flexible seating options to enhance the learning environment. Facilities, furniture, and school grounds must be well-maintained to provide a safe and comfortable learning and collaboration environment.   School safety and campus climate actions continue to include the purchase and installation of security cameras and the implementation of a digital sign-in and out process (Raptor), which includes the features of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter the campus.  Orange Center has partnered with the Fresno County Superintendent of Schools Office to provide All 4 Youth counseling services. All 4Youth has provided counseling services for students since the 2018-19 school year. Due to continued needs, this service will continue to be provided.   Orange Center has employed two SPED Teachers, and contracts for a School Psychologist for three days a week, a Speech Pathologist for 2.5 days a week. In addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services. The District will provide supplemental services through the district's behavior Intervention tech: focusing on social skills, behavior support for students, and PBIS activities. In the area of student achievement, Orange Center Elementary School's English Learner students are making progress toward English language proficiency. The 2024 dashboard indicates that 46.8% are making progress toward English language proficiency.   The District implements a reading intervention program (1 part-time intervention teacher) to meet the needs of students who have suffered learning loss and to provide support for 1st-8th grade students, as we have seen positive academic progress for students who received services.  The District implements a math intervention program (1 part-day intervention teacher) to meet the needs of students who have suffered learning loss and to provide support for 5th-8th grade students.|The following are identified needs. Suspension Rate: One challenge that has been identified is that 4.2% of students were suspended for at least one day in the year prior. During the 2024-2025 school year, the suspension rate declined by 1.6%. To continue to address this need, systems have been put into place to proactively look at data to ensure interventions and supports (the LEAs' PBIS systems, increased social-emotional supports, and curriculum) are implemented before the suspension occurs.  Data review at Orange Center School reveals that few students meet grade-level standards in ELA and Mathematics. To address this, the school aims to hire and retain highly qualified staff, anticipating that this will lead to higher academic achievement across all student groups as measured by CAASPP scores in Math and ELA, and improved annual growth rates for English learners on the ELPAC.   OC EL students continue to score lower than All Students on the ELA and Math CAASP, and our LI students have not yet reached our district’s desired outcomes for that subgroup. When compared to all students, the percentage of students identified as English Learners who met or exceeded standards is lower, although positive gains were made in both ELA and Math for this subgroup when comparing CAASPP scores for the past 2 years.   Based on a local needs assessment to improve academic achievement, educators, students, and families must be aware of each student's learning gaps and strengths, which requires the ability to use learning data in a meaningful and skilled way. Through the scope and sequence of the standards, educators can be assured that content and assessments target foundational skills, loop learning cycles, and create continuity across the system in a way that supports equity for all students.   Identified trends from teaching and certificated, confidential staff, and families indicated a need for increased community activities, including parent universities, community opportunities, as well as other outreach events.  Identified trends from teaching and certificated, confidential staff, and families indicated a need for addressing learning loss, professional development in key areas (ELD, PLC, and depth of knowledge/rigor) for teachers and staff, and increased improvements in the school building and grounds, a need for outdoor interactive spaces and structures, increased services to address learning loss through assessment data analysis, increased support to address attendance issues and a need to provide curriculum and services and support for students and staff in the area of Social Emotional Learning and Self Care and a need for a comprehensive writing program and, a need for a community school liaison who will facilitate relationships between the school and community and coordinate experiences to increase exposure to available services and activities.|To improve the engagement of underrepresented families, actions identified in the previous year's plan will be maintained and expanded. To continue progressing towards our goals, we will maintain and enhance services to best meet the needs of English Learners, Foster Youth, Low-Income Students, and students who are not meeting grade-level standards, as measured by CAASPP and the District School Climate Survey. These actions will include Professional Development (New Teachers & All Teachers), ELD Professional Development ( Supports for ELs & LTELs), MTSS Framework Professional Development and Planning Time, Additional time to ensure first best teaching, Coaching Support PLC Time & Support Substitute teacher costs.  A focus area for improvement to increase the number of underrepresented families engaged in building partnerships in student outcomes is by continuing to offer a wider variety of activities and programs at times of the day that will be more amenable to families.   The District has increased efforts to reach out to all educational partners by allowing for data to be shared with educational partners through parent meetings and the District website, and provided a greater opportunity to be involved in the input process. The District does not have a classified bargaining unit. Still, classified employees, confidential management, and administrators are allowed to participate in the LCAP planning process during the ALL STAFF LCAP meetings, in addition to all other stakeholder LCAP meetings that were available.  Increased course access, such as the Dual Immersion Language Acquisition Program and STEAM Electives, increased opportunities for students to explore college and career readiness pathways.   Increased access to technology through a computer check-out system for 6th-8th grade students and a family computer check-out system for TK-5th grade students.  School safety and campus climate actions include the implementation of a digital sign-in and out process, which includes the feature of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter the campus.   Orange Center employs two SPED Teachers, and contracts for a School Psychologist for three days a week, and a Speech Pathologist for 2.5 days a week. In addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services. The District will provide supplemental services through the district's Behavior Intervention Tech: focusing on social skills, behavior support for students, and PBIS activities.  All 4 Youth counseling services (which are funded through the Fresno Superintendent of Schools Office) supplement the services provided by the District.   The District will continue the reading intervention 1st-8th and math intervention 5th-8th programs (1 part-time teacher for each) to provide services to designated students.|To continue progressing towards building partnerships for student outcomes, we have maintained and enhanced services to best meet the needs of English Learners, Foster Youth, and Low-Income students who are not meeting grade level expectations, as measured by SBAC and School Climate Survey.   These actions included:  Increased course access, such as the Dual Immersion Language Acquisition Program, STEAM Electives, and increased opportunities for students to explore college and career readiness pathways.   All 4 Youth counseling and behavior intervention services (which are funded through the Fresno County Superintendent of Schools Office) supplement the services provided by the District.   The District will continue the reading intervention 1st-8th and math intervention 5th-8th programs (1 part-time teacher for each) to provide services to designated students. When compared to all students taking the SBAC, the percentage of students identified as English Learners and Students With Disabilities (SWD) who met or exceeded standards has increased. The targeted supplemental instruction resulted in a 2% increase in ELA and Math achievement as measured on the 2023-2024 CAASPP.  To provide the necessary support to students who are eligible or who may become eligible for Special Education Services, Orange Center employs two SPED Teachers, and contracts for a School Psychologist for three days a week, a Speech Pathologist for 2.5 days a week, in addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services. The District will provide supplemental services through the district's Behavior Intervention Tech, focusing on social skills, behavior support for students, and PBIS activities.  Through a preplanning of the scope and sequence of the standards, educators can be assured that content and assessments target foundational skills, loop learning cycles, and create continuity across the system in a way that supports equity for low-income, Foster Youth, and English Learner students.    The District provides English Learner intervention and support through supplemental services by an English Language Development Coordinator and Instructional Aides. Orange Center will continue to provide an increased amount of designated ELD support delivered by highly trained Instructional Aides, with an emphasis on word study.  Orange Center will continue to provide: Professional Development (New Teachers & All Teachers), ELD Professional Development ( Supports for ELs & LTELs), MTSS Framework Professional Development and Planning Time, and Additional time to ensure first-best teaching, Coaching Support, PLC Time & Support, and substitute teacher costs.|Educational Partner feedback indicated a desire for low-income students to have increased access to performing arts and music education. Our school is located in a rural area, limiting access to opportunities for performing arts and music education for students who do not have reliable transportation or who cannot afford to address this need. To address this need, the District has expanded access to music education by hiring teachers and purchasing supporting materials and instruments. The District will expand access to performing arts education by updating performing arts areas such as the stage, curtains, sound system, and purchasing supporting materials specifically for this purpose. The District allows students to participate in performance opportunities. A performing arts program will be provided for the identified students during the school day.   According to parent surveys, families of low-income and English learners need to learn strategies to help children regarding social-emotional topics, homework, and academic content that they can utilize at home. A local analysis revealed that parent engagement activities are needed to help parents learn how to support their children to be successful in all academic areas.  The following areas were identified in the parent survey as areas of interest for OC parents:  Training in the area of Nutrition and Health Training in the area of Bullying Prevention and Basic Computer Skills  Because of a low number of students who are meeting grade-level standards in ELA, the creation and implementation of an intensive intervention reading program for students who demonstrate proficiency levels of 2 or more years below grade-level expectations in the area of ELA, as measured by CAASPP results, RESULTS data, STAR Reading Assessments, and local benchmark data will continue to be implemented for students in grades 1st-8th. The targeted supplemental instruction resulted in a 2% increase in ELA and Math achievement as measured on the 2023-2024 CAASPP.  Data indicates that Hispanic students, particularly those who are low-income or English learners, have shown a need for additional behavioral support. Based on a local needs assessment to improve suspension among Hispanic students, students and staff must engage in Positive Behavior Intervention and Support Program (PBIS) activities and research-based training. These initiatives aim to identify students who need academic and behavioral programs and interventions, both during and outside the regular school day. Therefore, the LEA is committed to supporting PBIS training, activities, and extracurricular events focused on teaching and promoting positive behaviors. By building on these positive behaviors, the District expects to see the number of suspensions and negative behaviors needing disciplinary action reduced.|To improve engagement of underrepresented families to build partnerships for student outcomes, the District will allocate funds to support the Superintendent/Principal, the Parent Engagement Team of teachers, and support staff who will provide parents in providing parent engagement activities that focus on teaching parents how to best support their children at home.  A local needs assessment shows that many students do not have the opportunity to engage in activities that develop social skills, self-regulation, and coping strategies, in and outside of the regular school day. We have recorded a slight increase in the percentage of students who reported feeling depressed. Because of this need, the District provides teachers with an SEL curriculum and support materials, allowing them to provide lessons to develop social skills and coping strategies when needed for English Learners, Foster Youth, and Low-Income students. Through the use of the SEL curriculum, teachers can support the identified students with tools and support and a greater sense of belonging by ensuring there is time and a safe place within the classroom to have meaningful conversations about feelings.  The District will provide supplemental SEL services through district psychology services and parent engagement by providing social skills, behavior intervention support for teachers, and counseling services (Tiger Talks and Behavior Academies). These services are in addition to the core scheduled 3 days.  Based on a local needs assessment and educational partner feedback, Orange Center determined that there needed to be an increase in the amount of community outreach and support to help improve access and resources for the identified students and families. The California Community Schools Partnership Program (CCSPP) and a Liaison are designed to increase the district’s ability to provide support, connectedness, and engagement for families, particularly those families that are typically underrepresented by facilitating parent/school communication, conducting home visits, and parent education classes, and providing assistance at parent/teacher meetings, etc. This partnership focuses on academics, health, social services, youth and community development, and community engagement.  The District provides an instructional technology coordinator and contracts with an FCSS technology technician to provide the identified students with increased opportunities to use technology. The technology coordinator provides teachers and students with the skills necessary to utilize digital learning tools and technology-based curriculum in the classroom and at home to promote 21st-century skills such as problem-solving, critical thinking, and digital literacy.|Programs and activities where parents become involved and are an integral part of the school included: The After School Program, Parent/Teacher Club (PTC), School Site Council (SSC)/Parent Advisory Committee (PAC), English Learner Advisory Committee and District English Learner Advisory Committee (ELAC/DELAC), all provided opportunities for parents to assist them in becoming more involved in leadership and decision-making roles at the school site.  The District provides technology, including devices for families, and multiple methods of communication that will promote parent access to district information, including digital communications such as emails, ParentSquare, newsletters sent home via U.S. Mail, internet, and phone dialers. Parents will be able to use devices to participate remotely in parent conferences or other school-related meetings. Multiple methods of communication in a parent’s home language allow the district to communicate beyond the school day in the manner most accessible to each parent.   Instructional aides/family liaisons will provide language support to families whose primary home language is Spanish and Hmong and communicate with the identified student’s families about classroom progress, support needed to reinforce learning, attendance, school events, and student progress.|A focus area for improvement is to increase the number of underrepresented families engaged in decision-making school activities. A way to engage these families is by offering a wider variety of programs and activities at times of the day that will be more amenable to families, and by encouraging parents to download the ParentSquare app to ensure they receive up-to-date school notifications.|Administration and support staff increased steps to involve parents in the educational and decision-making process through staff/parent communication experiences using flyers/notes/telephone dialers/text messaging through the ParentSquare app/emails, and educational activities made available during evening parent meetings.  To improve academic achievement, the District provides instructional aides/family liaisons to provide instructional assistance to students within the classroom, as well as outreach and support to the families of the identified student groups and Hmong-speaking parents. Instructional aides/family liaisons will provide language support to families whose primary home language is Spanish and Hmong and communicate with the identified student’s families about classroom progress, support needed to reinforce learning, attendance, school events/meetings, and student progress.    Multiple methods of communication in a parent’s home language allow the district to communicate beyond the school day in the manner most accessible to each parent.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
10623310137661|California Virtual Academy at Fresno|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. These personalized interactions with their onboarding coach, ensure a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish. Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.In addition, the school has implemented behavioral schoolwide expectations that clarify preferred social behaviors, offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in efforts with students. In addition, the school wide behavior expectations show students how they can be successful and allow all school staff members to proactively teach and provide students and parents with a positive message about behavior. In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer. School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, offer support to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services. The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Meetings, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities. Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences. The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation. As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit. To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success. To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and internet/hot spots. All staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year. CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensuring high levels of learning for every student. The school’s PLC teams are dedicated to a focus on learning, collaborative work, and being results-driven. The PLC teams include: -The Leadership Team: A team of leaders responsible for uniting and coordinating the schools' collective efforts across grade levels, departments, and subjects. -The Guiding Coalition: A team of educators that is singularly responsible for leading PLC processes at the school, focusing on student learning, a collaborative culture, and results orientation. Team members serve to advise and support the Leadership Team and share as equals in the decision-making process. -Professional Learning Teams: Teams composed of educators who share curriculum and take collective responsibility for students learning their common essential learning outcomes. Collaboratively, PLTs provide tier 1 and tier 2 instruction, support, intervention, and extension. -Multi-Tiered System of Supports (MTSS) / Intervention Team: A team that focuses intensely on the individual needs of a department's most at-risk students: Diagnosing the cause of the student's struggles, determining the most appropriate intervention(s), monitoring progress, and revising intervention(s) as necessary. -Schoolwide Student Study Team (SST): A multi-disciplinary team that assesses and makes recommendations for general education interventions and supports for students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. This team determines when special education assessment is appropriate.|"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in school-wide and departmental plans, and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives. LCAP Survey – Feedback and Priorities The top three rated priorities, based on the number of ""High"" ratings from parents, are: 1. Ensure students will graduate from high school 2. Recruiting, training, and retaining qualified teachers 3. Ensure that students attend school Trends: Expanded Access to Live Instruction - Families continue to express appreciation for live, synchronous instruction, recognizing its role in enhancing student engagement and understanding. There is strong support for further expanding these real-time learning opportunities, especially for students who thrive with direct interaction and structured support. Teacher Responsiveness and Communication - Consistent, timely communication from teachers remains a key in student success. While parents value the efforts made so far, continued focus on prompt feedback and outreach is seen as essential to support student success and maintain strong family-school connections. Strong Support from Special Education Staff - Families shared positive feedback about the care and dedication of Special Academic Instruction (SAI) teachers. Their commitment to meeting the unique needs of students with disabilities is widely recognized and appreciated, reflecting a strong culture of inclusion and individualized support. Valuing Transparency in the LCAP Process - Parents emphasized the importance of being included in school planning and decision-making. Their input reinforces the value of maintaining open, transparent communication about how family feedback influences programs and priorities. This presents an opportunity to further strengthen trust and collaboration through clear, visible feedback loops. In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: ELAC Meetings, EL Needs Assessment Annual Survey, School Climate Surveym Parent Connections, including coffee chats and parent training. Student Government, Family Teacher Organization (FTO), Student and Teacher Check-ins. Two-way communication between parents/families and school includes: Parent Square, LC Community, Emails, Connection Calls, Academic Conferences, Student Support Sessions, Graduation Plan Reviews, Sharing of Student's Individual Learning Plans, Student Support Team Meetings, IEP meetings, ELD Program  meetings, Bear Tracks weekly community newsletter highlights events and activities."|Based on parent feedback, the school will: -Continue Parent Engagement initiatives -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and assess parental participation in school decision-making. -Implement a new feedback system - A multilingual survey platform that allows anonymous text, audio, or video submissions via QR codes and links in ParentSquare. This system identifies key themes and informs targeted interventions. -Launch On-Demand Informational Videos - Share short, accessible videos that explain LCFF, the LCAP process, and provide guidance on how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Provide time management tools, tech training, and resources to strengthen capacity. -Further enhance onboarding and follow-up support for families, and provide additional parent workshops and technology-focused sessions. -Communicate available, student-specific, research-based interventions delivered by specialized staff across varying levels of support. -Add Science Camp for Rising 8th Graders focused on NGSS-aligned science learning and exploration. -Offer High School After-Hours Academic Support - Provide courses in Geometry, Literature, A-G credit recovery, and graduation support to better serve students’ diverse schedules and academic needs. Continue implementing a collaborative SEL plan that involves teachers, students, staff, and parents. -Increase student interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person events. -Improve ISP Reimbursement Processes -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement and reduce delays in verification. -Attendance Support: Increase attendance team staffing to match enrollment growth. -Add staff to better serve students experiencing homelessness or housing instability. Increase Family Feedback Participation - Reach out to families who have not participated in feedback opportunities to identify and remove barriers.|Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-25|2025
10623560000000|Pacific Union Elementary|3|Pacific Union is a one school school district. Administration, teachers, and staff are available and accessible to all parents and guardians. Pacific Union holds regularly scheduled meetings with advisory groups (i.e. School Site Council, DELAC, PAC, etc.). To continue to encourage engagement of underrepresented families reminder notices of meeting dates and times are printed on the monthly activities calendar, posted on the school website, and sent home via paper correspondence. All correspondence is in both English and Spanish.|Pacific Union will focus on providing more ways to engage in 2-way communication between families and educators by continuing and expanding the implementation of Parent Square, to provide additional opportunities and forms of communication (text and email) for educators and families to communicate.|Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.|Pacific Union strives to build an environment of trust and respect among staff, students, and families. According to data collected through surveys, students, staff, and parents at Pacific Union feel a sense of belonging which contributes to a positive climate. Pacific Union will continue to encourage every family to participate in at least one or more school events throughout the year. We have placed a focus on holding events before, during, and after school to accommodate families' varying schedules. Families are encouraged to communicate with teachers via email or phone regarding student progress.|Pacific Union will focus on providing families with information and resources to support student learning and development in the home, by providing 6-week parent workshops.|Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.|Pacific Union seeks input for decision-making in multiple ways, including annual surveys and feedback from regularly scheduled meetings.|Pacific Union will focus on providing families with opportunities to provide input on policies and programs, and implement strategies to reach and seek input from underrepresented groups in the school community by increasing the number of meetings and workshop offered to parents and families.|Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
10623640000000|Parlier Unified|3|Based on educational partner input and local data, Parlier Unified School District has made steady progress in building relationships between school staff and families. The district has leveraged its Family and Community Engagement Coordinator to support collaboration across departments and school sites. It has improved communication by sharing timely updates through social media and other platforms to keep families informed. Additionally, the district has expanded its support through community schools and food pantry services, and has made a consistent effort to accommodate parent work schedules when planning meetings and events.|Parlier Unified School District’s focus areas for improvement in building relationships between school staff and families include increasing two-way communication, especially with hard-to-reach families, and providing more opportunities for parents to engage in decision-making. The district also aims to strengthen staff training on family engagement strategies and expand culturally responsive outreach to better reflect the needs of its diverse community.|Parlier Unified School District will improve engagement of underrepresented families by expanding home-school communication in families’ primary languages, increasing outreach through community liaisons, and offering more flexible meeting times and formats, including virtual options. The district also plans to partner with trusted community organizations to build connections and will provide staff with training focused on culturally responsive family engagement practices.|Parlier Unified School District has developed a collection of partnerships that support student success on several fronts. Local public-health agencies, county office, and nonprofits work alongside the district to provide wraparound services that reach both students and their families. Through its community school model, the district blends strategic classroom instruction with ready access to health, mental-health, nutrition, and social-emotional resources, giving students consistent support in and out of school. Families feel this commitment in practical ways: they can tap into a food pantry, connect with community advocates, or attend workshops designed around their real-life needs. Coordination is strengthened by the Family and Community Engagement Coordinator, who unites departments and keeps information flowing so families receive help without needless obstacles/barriers. Finally, the district reviews local data and partner feedback on an ongoing basis, using what it learns to fill service gaps and pilot fresh programs that address new needs as they arise. Together, these efforts have deepened relationships and improved outcomes for Parlier’s students.|Parlier Unified School District is working to strengthen its partnerships to better support student outcomes. Moving forward, the district will increase family and community representation in program planning to make sure local voices shape supports directly. It also plans to deepen collaboration with school-based staff, including counselors, nurses, and teachers. This will ensure shared goals and seamless service delivery. Additionally, PUSD aims to establish more formal agreements with partners so roles and expectations are clearly defined, with outcome measures tied directly to student progress. Finally, the district is committed to regularly evaluating its partnerships by using both qualitative and quantitative data to continually refine strategies and improve results over time.|Parlier Unified School District is committed to strengthening its partnerships by actively including underrepresented families in shaping student support programs. The district will invite these families to participate directly in planning sessions and parenting groups, ensuring their perspectives influence the design of services from the start. Outreach efforts will include trusted community liaisons, culturally tailored materials, and meetings held at convenient times and locations, such as neighborhood centers or virtual settings, to reduce barriers to participation. Staff members will receive training in culturally responsive engagement and collaborative planning, empowering them to build trust and co-create solutions with families. To track progress, the district will gather feedback and attendance data from underrepresented groups and use that information to adjust partnerships and services to better meet community needs.|Parlier Unified School District has made strong strides in including community voices in its decision-making processes. The district regularly gathers input through surveys, parent/community groups, and community meetings, ensuring that staff, families, students, and community partners all have a chance to provide input. Input is collected in English and Spanish formats, which increases participation and represents the district’s high hispanic demographics. In response, district leaders have revised policies and programs based on feedback, whether adjusting meeting schedules, redesigning family workshops, or investing in new support services. By revisiting the feedback process and communicating how community input shapes real changes, PUSD has built trust and strengthened engagement among educational partners.|Parlier Unified School District has identified several areas for growth in how it seeks input for decision-making. While the district regularly gathers feedback, it recognizes the need to better engage voices that have historically been underrepresented. This includes English learner families, those experiencing economic hardship, and students with disabilities. To address this, the district is working to implement more targeted outreach efforts and create accessible opportunities for these groups to participate meaningfully.  Another focus is increasing student voice in district planning. While families and staff are regularly consulted, the district is committed to expanding student-led feedback opportunities to ensure students are active contributors in shaping their educational experience. Additionally, PUSD is working to improve the timeliness and frequency of its engagement efforts, aiming to gather input earlier in the decision-making process instead of relying mainly on annual or after-the-fact surveys.  Lastly, the district is enhancing how it communicates back to educational partners. Although current efforts include sharing how feedback is used, there is a push to be more transparent, especially about which suggestions were not implemented and why. This clarity is intended to build greater trust and reinforce the value of all voices in the district’s planning and improvement efforts.|Parlier Unified School District will improve engagement of underrepresented families in decision-making by expanding outreach through culturally and linguistically appropriate communication, using trusted community liaisons to bridge gaps. The district will offer more flexible opportunities for participation, including virtual meetings, home visits, and informal listening sessions at accessible community locations. In addition, staff will receive training on inclusive engagement practices to ensure all families feel welcomed and heard. Feedback from underrepresented families will be reviewed regularly to shape programs and guide district decisions, with clear communication back to families about how their input was used.|5|5|5|4|5|4|4|4|4|4|4|4|Met||2025-06-17|2025
10623720000000|Pine Ridge Elementary|3|We are effective at providing community opportunities to be on campus.  We will increase the number of days we host our community.|"We are looking to host more ""take and make"" evenings.  We are working to facilitate more evenings where parents come on campus and learn to create a learning tool with their students that can be replicated at home."|This is an area of strength, we will continue our outreach work in this area.|As a rural community, many services are tough to secure.  One of the things that we have done much better in providing to our community, is mental health services.|We are going to be more proactive in our attendance incentives and outreach.  We have considered starting a SARB program, but our community prefers positive incentives.|By using teacher recommendation to reach out to families in need.  We also enlist the support of our Boosters and Lions Clubs|We are strong in reaching out to our parents. Our community is small and close knit.  We treat our campus like it's the community center and host many events; including our booster club.|We are going to take closer at our student attendance and are currently working with professional development providers in the area of Explicit Direct Instruction|We will send out more surveys, and also implement an anonymous suggestion box.|5|5|5|5|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
10623800000000|Raisin City Elementary|3|Families feel very connected to the school staff and have positive relationships with them. Over 90% of families rated the school highly for providing a welcoming environment, understanding diverse strengths and needs, and maintaining two-way communication. Additionally, 88% of families reported that the school effectively builds trusting and respectful relationships. We believe that these strong relationships and high levels of family engagement have contributed to improved student outcomes.|An area for improvement in building relationships between school staff and families to support student outcomes is the continued understanding of the lower perceived connection and relationships that support staff and certificated staff have with families. Addressing this issue will help ensure that all staff members are equally connected with families, further enhancing student outcomes.|The Local Educational Agency (LEA) will continue to hold meetings, seek input from underrepresented families, and listen to the needs of students and communities as changes occur. Parents are very responsive and actively participate in meetings, conferences, and events held on campus, which will support ongoing improvements and increased student outcomes.|The Local Educational Agency (LEA) will continue to hold meetings, seek input from underrepresented families, and listen to the needs of students and communities as changes occur. Parents are very responsive and actively participate in meetings, conferences, and events held on campus, which will support ongoing improvements.|An area that will need to continue to be monitored and addressed is the discrepancies in survey responses between families, certificated staff, and support staff. By understanding and resolving these discrepancies, we can ensure a more cohesive and effective approach to building relationships and supporting student outcomes.|The Local Educational Agency (LEA) will continue to hold meetings, seek input from underrepresented families, and listen to the needs of students and communities as changes occur. Parents are very responsive and actively participate in meetings, conferences, and events held on campus, which will support ongoing improvements and increased student outcomes.The LEA will continue to work towards building positive relationships and seeking out families that are underrepresented. While families are engaged and participating, the district needs to understand the gap that exists between families, certificated staff, and support staff in feeling connected and seeking input. This will be accomplished through surveys, meetings, and conversations.|The LEA has made significant strides in connections with families.  However, the LEA will continue to work towards building positive relationships and seeking out families that are underrepresented. While families are engaged and participating, the district needs to understand the gap that exists between families, certificated staff, and support staff in feeling connected and seeking input. This will be accomplished through surveys, meetings, and conversations.|The LEA will continue to work towards building positive relationships and seeking out families that are underrepresented. While families are engaged and participating, the district needs to understand the gap that exists between families, certificated staff, and support staff in feeling connected and seeking input. This will be accomplished through surveys, meetings, and conversations.|The LEA will continue its efforts to build positive relationships across all stakeholder groups. Addressing any disparities in perceived connections and seeking input from all families will remain a priority, supported by ongoing communication, accessibility measures, and inclusive practices.|4|5|5|4|5|4|5|5|5|5|5|5|Met||2025-06-05|2025
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|3|A longstanding tradition at Ambassador Phillip V. Sanchez II (AMBII) is the school’s commitment to fostering positive, enduring relationships within the community. Building strong connections with our educational partners and engaging with the surrounding community has always been a priority at AMBII. Our efforts to connect include regular parent meetings, such as the Parent Advisory Committee and English Learner Advisory Committee, as well as Parent-Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design system. This approach ensures that families feel closely connected to the school and their child's progress. The effectiveness of this strategy is evident in our data, high event participation, and the valuable feedback we receive. AMBII families deeply appreciate the open communication and monthly updates.   We conduct an annual survey to gather feedback from our educational partners and assess the effectiveness of our programs. The results from this year’s survey reveal that 100% of parents feel the school is safe, while 99% feel connected to the school and are satisfied with their child’s progress. Additionally, 99% of parents report that the school communicates clearly and effectively which is a 2% increase from last year. Feedback from other engagement events further confirms that our school is not only building strong relationships but also strengthening them. For example, parents have shared that school staff genuinely care about their students' overall well-being, both socially and academically. Parents strongly agree that their voices are welcomed and heard, giving them a sense of ownership in their child's education. Additionally, a significant majority of parents report that staff regularly communicate with their children about academic progress and provide additional resources when needed. Parents also appreciate that their children are treated with respect and receive a quality education that prepares them for life after graduation.|AMBII has seen significant growth in participation and engagement from Educational Partners in school meetings, events, and activities, with large attendance. However, we recognize that some parents are still unable to attend events due to various reasons. Understanding the importance of parent engagement in fostering a positive school-home relationship, AMBII has adjusted the scheduling of events throughout the year, offering them at different times to ensure accessibility for all.    Based on feedback and data from surveys, the school has noted an increase in participation at PAC/ELAC meetings. More parents are attending and acknowledging the importance of effective two-way communication using accessible language. We remain committed to continually finding ways to gather meaningful feedback, as their input is crucial to the ongoing improvement of the school.   Additionally, we understand that well-planned meetings and activities are key to providing meaningful engagement opportunities. A common challenge expressed by many parents is the complexity of understanding our school program, especially regarding attendance requirements, credit completion, school policies, and the roles and responsibilities of both parents and students. In response, we have improved the onboarding process and maintain ongoing communication with parents throughout their child's enrollment. New students are provided the support they need to successfully integrate into the program, while existing students receive additional educational and socio-emotional support as necessary.   Furthermore, AMBII ensures an open line of two-way communication, offering clarity and access to help students and families fully engage with all that the school has to offer. During school hours, staff are always available to meet with students and families, ensuring consistent support and engagement.|AMBII staff is acutely aware of the diverse needs within our community, particularly those of underrepresented families. To enhance engagement, AMBII is committed to supporting these families at every event by providing staff who can communicate in parents' preferred language or offering translation services for all educational partner communications. Staff personally reach out to parents in their language, making them feel valued and comfortable, and ensuring they feel welcomed and included in our school community.   The school will offer a variety of participation opportunities, both virtually and in-person, and provide translation services for all educational partner communications. We will also offer classes and workshops tailored to the needs and requests of our educational partners. To further engage families, we will conduct targeted outreach through personal calls to families in our special populations, creating additional avenues for involvement.   We are confident that these evolving communication strategies will help underrepresented educational partners stay connected to the school. By expanding opportunities and access, more families will be able to actively engage and make a positive impact on their child’s education.|We take great pride in the fact that one of our school’s key strengths is our diverse and knowledgeable staff, dedicated to meeting the unique needs of each student. From the moment of enrollment, our staff assess students’ current performance levels and create customized programs that support their academic growth. Every student has access to a wide range of support services, including tutors, counselors, and retention specialists. Our staff ensures that parents are consistently informed and involved in every aspect of their child’s experience through multiple communication channels, such as email, text, and social media. Feedback from our Educational Partners underscores our strength in creating a welcoming environment for all families and our flexibility in providing support. Staff are available throughout the day to offer live instructional assistance, weekly progress updates, and a variety of services. Both students and parents can access the tools they need for educational success at any time. Our school survey indicates that parents greatly appreciate this level of outreach, particularly during times of disconnect. Going forward, AMBII will continue these efforts and evolve based on the feedback from our Educational Partners.|Data analysis and feedback confirm that AMBII aims to increase student participation in small group instruction, counseling events, workforce partner workshops, and mental health/social-emotional services. Expanding participation in these areas will strengthen student-school relationships and enhance overall student achievement.|A key area of focus remains increasing engagement with underrepresented families. While parents have expressed strong confidence in the services and support provided to our students, we recognize there is always more to be done. We are committed to enhancing our partnership with these families and ensuring continued accessibility to services as our students progress on their educational journey.|Change is constant, and our school is no exception. We’ve experienced a period of both positive and challenging changes, which have provided valuable insights into the effectiveness of our practices. One of our key strengths has been our ability to swiftly transition from in-person to virtual meetings for all our educational partners—a shift we continue to maintain with dedication. The school consistently seeks ways to offer flexible hours for families to connect, resulting in increased participation and engagement. Parents can now log in from their own devices, making it easier for them to stay involved and engaged. While parent attendance at meetings and events has been strong, an area for improvement is finding ways to more actively engage families in the planning and implementation of programs. Although we make every effort to promote and invite educational partners to our public meetings and events, we recognize that enhancing staff capacity to effectively involve families in decision-making remains an ongoing focus. Through professional development, we aim to improve our ability to connect with families, gather meaningful feedback, and make more collaborative decisions. AMBII is committed to continuing these efforts in the upcoming year, with a focus on identifying topics of interest that will resonate with our families.|AMBII will continue to engage our underrepresented families through personalized phone calls in their primary language, such as Spanish, inviting them to participate in meaningful school decision-making events like ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families, and live, real-time translation options will be provided at meetings to ensure accessibility. We will also continue offering classes and workshops based on parents' interests and requests to better engage our underrepresented educational partners. With the addition of more staff, including paraprofessionals, student retention support, and counseling staff, we will be able to offer increased layers of support and engage more families in the active school community. According to the annual school survey, parents responded positively, noting that the school encourages their participation and input in activities, events, workshops, and meetings. This is reflected in the diverse families attending school events, providing an inclusive platform for all educational partners to share feedback and contribute their perspectives.|At AMBII, we recognize that our underrepresented families, particularly Spanish-speaking families, require translation services. To improve our support, we will hire certified bilingual staff and focus on recruiting more community members to join our team. In cases where our staffing capacity does not meet the community’s needs, we will collaborate with external organizations to ensure we continue providing excellent service to our students and families. A key finding from our recent local survey highlights the positive response from parents and guardians. When asked if they felt the school encourages their participation and input in activities, events, parent workshops, and meetings, 95% agreed or strongly agreed. The school remains committed to fostering parent engagement through activities such as PAC/ELAC meetings, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-05-29|2025
10624140000000|Sanger Unified|3|Based on the 2024-25 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree that families are kept informed about events and activities, 89% agree that the schools encourage families to participate in the child's education, 81% agree the the district is responsive to parents' concerns and 78% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 74%, Open House 67%, School events 65%, Volunteering at school 40%, Board Meetings 6%, Parent Workshops/training sessions 11%, School Site Council 8%, DELAC 3%, no events 6%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language that is understandable and accessible|Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, more information on how to support students at home, and more parent events/activities at the school level. Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established in the past in order to improve engagement of underrepresented families. The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We also opened the Sanger Unified Family Resource Center in August 2021, in which families are welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as parent support specialist who are in one building to better meet the needs of our families.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). In the past, SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we developed a more systematic approach to Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in our schools. We continue the process with new site leaders and have moved to office  2025-26 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 12 of 18 assistants and Administrative Assistants. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated Full Implementation 3 out of the 4 areas. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. A Parent Education Program Specialist was hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 24-25 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families informed about events and activities, 78% agree that the district offers workshops that enable families to learn about the programs it offers.|A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had one area in full implementation and three areas in full implementation and sustainability in 2022-2023. This year we continue with the same results. We have made great growth and will continue to improve. A continued focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD has made continuous efforts to improve family engagement. Our LCAP Survey supports our efforts with parents/guardians continuing to attend events (65%), feel that their school makes an effort to keep them involved (91%), and 88% of parents feel that their school encourages them to participate.|A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. We have established strong systems to seek input from our parents by engaging with current parent advisory groups, seeking site leaders for other engaged parents and non engaged parents that would benefit from sharing their voice. Due to sites creating multiple fun family engagement events and establishing strong family connections, sites continue to encourage and create opportunities to learn and advocate for their sites.|A Parent Education Program Specialist was hired to offer direct services to families through a the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|5|4|4|4|4|4|4|3|4|3|3|3|Met||2025-06-24|2025
10624146117865|Quail Lake Environmental Charter|3|Based on the 2024-25 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree that families are kept informed about events and activities, 89% agree that the schools encourage families to participate in the child's education, 81% agree the the district is responsive to parents' concerns and 78% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 74%, Open House 67%, School events 65%, Volunteering at school 40%, Board Meetings 6%, Parent Workshops/training sessions 11%, School Site Council 8%, DELAC 3%, no events 6%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language that is understandable and accessible|Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, more information on how to support students at home, and more parent events/activities at the school level. Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established in the past in order to improve engagement of underrepresented families. The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We also opened the Sanger Unified Family Resource Center in August 2021, in which families are welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as parent support specialist who are in one building to better meet the needs of our families.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). In the past, SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we developed a more systematic approach to Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in our schools. We continue the process with new site leaders and have moved to office  2025-26 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 12 of 18 assistants and Administrative Assistants. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated Full Implementation 3 out of the 4 areas. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. A Parent Education Program Specialist was hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 24-25 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families informed about events and activities, 78% agree that the district offers workshops that enable families to learn about the programs it offers.|A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had one area in full implementation and three areas in full implementation and sustainability in 2022-2023. This year we continue with the same results. We have made great growth and will continue to improve. A continued focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD has made continuous efforts to improve family engagement. Our LCAP Survey supports our efforts with parents/guardians continuing to attend events (65%), feel that their school makes an effort to keep them involved (91%), and 88% of parents feel that their school encourages them to participate.|A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. We have established strong systems to seek input from our parents by engaging with current parent advisory groups, seeking site leaders for other engaged parents and non engaged parents that would benefit from sharing their voice. Due to sites creating multiple fun family engagement events and establishing strong family connections, sites continue to encourage and create opportunities to learn and advocate for their sites.|A Parent Education Program Specialist was hired to offer direct services to families through a the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|5|4|4|4|4|4|4|3|4|3|3|3|Met||2025-06-24|2025
10624146117873|Sanger Academy Charter|3|Based on the 2024-25 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree that families are kept informed about events and activities, 89% agree that the schools encourage families to participate in the child's education, 81% agree the the district is responsive to parents' concerns and 78% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 74%, Open House 67%, School events 65%, Volunteering at school 40%, Board Meetings 6%, Parent Workshops/training sessions 11%, School Site Council 8%, DELAC 3%, no events 6%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language that is understandable and accessible|Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, more information on how to support students at home, and more parent events/activities at the school level. Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established in the past in order to improve engagement of underrepresented families. The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We also opened the Sanger Unified Family Resource Center in August 2021, in which families are welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as parent support specialist who are in one building to better meet the needs of our families.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). In the past, SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we developed a more systematic approach to Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in our schools. We continue the process with new site leaders and have moved to office  2025-26 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 12 of 18 assistants and Administrative Assistants. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated Full Implementation 3 out of the 4 areas. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. A Parent Education Program Specialist was hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 24-25 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families informed about events and activities, 78% agree that the district offers workshops that enable families to learn about the programs it offers.|A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had one area in full implementation and three areas in full implementation and sustainability in 2022-2023. This year we continue with the same results. We have made great growth and will continue to improve. A continued focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD has made continuous efforts to improve family engagement. Our LCAP Survey supports our efforts with parents/guardians continuing to attend events (65%), feel that their school makes an effort to keep them involved (91%), and 88% of parents feel that their school encourages them to participate.|A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. We have established strong systems to seek input from our parents by engaging with current parent advisory groups, seeking site leaders for other engaged parents and non engaged parents that would benefit from sharing their voice. Due to sites creating multiple fun family engagement events and establishing strong family connections, sites continue to encourage and create opportunities to learn and advocate for their sites.|A Parent Education Program Specialist was hired to offer direct services to families through a the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.|5|4|4|4|4|4|4|3|4|3|3|3|Met||2025-06-24|2025
10624300000000|Selma Unified|3|Selma Unified collaborates closely with families, community members, and staff through various committees, meetings, and surveys to gather valuable input. These engagement opportunities help us better understand the priorities of our community and make informed decisions to improve our schools.  We greatly value the voices of our educational partners, as their input is essential in the development of our school plans, programs, and goals, including the SPSA and LCAP.|School community input and survey data suggest that strengthening connections between staff and families involve expanding opportunities for parent involvement and providing additional learning experiences at both the district and school levels.  By offering events and workshops at various times of the day, we can better accommodate diverse family schedules and encourage greater participation and feedback.|Selma Unified remains committed to strengthening connections with families by leveraging the support of our district teams, including our Parent Engagement Coordinator, school leaders, and other staff to reach out to underrepresented families.  This includes offering support through our mental health clinicians, school social workers, home-school liaisons, parent engagement sessions, trainings, and additional resources.|Selma Unified continues to align its LCAP with the District’s Strategic Plan, prioritizing academics, social-emotional learning, attendance, and parent engagement opportunities to strengthen partnerships to support student success and outcomes.  For the upcoming school year, our new preschool program, in partnership with the high school, creates hands-on career learning opportunities for our secondary students while providing high-quality early education experiences for our primary learners.  Our continued collaboration with Valley ROP provides students with access to multiple career pathways, internship opportunities, and guidance in exploring different college and career options.|Selma Unified remains committed to strengthening parent communication and engagement opportunities to support improved student outcomes.  We utilize multiple platforms to provide clear, consistent, and timely information to families. Our Communications Director plays a key role in ensuring that messaging is aligned and that important updates reach all students, staff, and families regularly.|Selma Unified is committed to increasing meaningful engagement with underrepresented families by offering learning and engagement activities tailored to their individual needs, as identified through surveys and input sessions.  Families continue to express the need for ongoing support in addressing student learning and accessing family educational resources.  We also collaborate with specific Educational Partner groups such as Site and District English Learner Advisory Committees to further involve and support some of our most underrepresented communities.  Our Student and Community Services Department will expand efforts to connect with underrepresented families, with a focus on improving student attendance and academic achievement.|Selma Unified gathered input through in-person LCAP meetings and surveys involving parents, students, staff, labor partners, administrators, and advisory committees such as the PAC and DELAC.  We utilized a climate and culture survey to collect actionable feedback from parents, students, and staff.  This data contributed to our decision making process to help improve our services and refine our communication strategies in better meeting the needs of our Educational Partners.|Selma Unified continues our commitment to increasing educational partner input in our decision-making process by strengthening outreach efforts during site and District engagement events. These efforts will help families understand the important role their feedback plays as we work together to strengthen and expand services and opportunities for all students.|To improve engagement with underrepresented families, Selma Unified will involve our staff in encouraging participation and gathering input during school site events and engagement opportunities.  By providing on-site assistance and devices for survey completion while parents are already on campus, we can be more informative for families to share their feedback and provide input to help us in our decision-making process to improve student supports and services.  We also plan to offer similar opportunities before and after school to ensure more parents have access to participate.|4|4|3|4|4|4|3|4|3|3|3|4|Met||2025-06-24|2025
10625130000000|Washington Colony Elementary|3|Washington Colony has established local measures to promote parent and family engagement participation in programs.  These local measures are directly related to our LCAP Goal 3: Increase stakeholder engagement and provide parent education.  Washington Colony is fully committed to encourage parents/guardians to participate in the educational programs, school functions and individual meetings with school staff related to their child’s education.  In addition, throughout the year Washington Colony provides trainings and parent workshops linked to student learning and/or social-emotional development and growth.  The Parent Institute for Quality Education (PIQE) workshops were provided in-person during Fall 2024 and Spring 2025. Based on the analysis of educational partner input and local data, these are the current strengths and progress in building trusting relationships between School Staff and families: o	In-person Parent-Teacher Conferences (FALL 2024/SPRING 2025) o	Parent Surveys and Weekly Information Robocalls/New ParentSquare Communication App o	Inviting parents to school events  o	Family Nights (Literacy/Spring 2025) (Family Arts Fall 2024/STEM) o	Back-to-School Night, Open House, Spring Carnival  o	Grandparents Day, Muffins with Mom, Donuts with Dad  o	Father-Daughter Dance, Mother-Son Dance  o	Ice Cream Social for Student-of-the-Year and Triple-A Awards (Spring 2025) o	English Learner Reclassification Recognition event (Spring 2025)|Based on the analysis of educational partner input and local data, the district will focus for improvement in building relationships between school, staff and families in the following areas of family engagement: LEAs progress is in creating welcoming environments for all families in all school functions. o	Translators provided at meetings and events o	Parent advisories encourage active involvement to participate as a voice in their children’s education (In-person DELAC/PAC and School Site Council Committees) o	Notifications, Invitations, Blackboard Connect for all events in English/Spanish o	Refreshments and Childcare provided at all parent meetings and events o     Focus on the LEAs progress in supporting staff to learn about each family’s strengths,         cultures, languages, and goals for their children. o	Family Literacy night In-Person in Fall 2024 (parents participating) o	Teacher Participation in family events: Family Art Nights (Spring 2024)|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. The district will focus on the following areas of family engagement: The LEA's progress in developing multiple opportunities for the LEA to engage in Two-way communication between families and educators using language that is understandable and accessible to families. o	Communication from school to home in English and Spanish o	Bilingual office staff (English/Spanish) o	Translators available for parent teacher conferences o	Translators provided at meetings and events o	Bilingual Parent Liaison-Communication  o     (New ParentSquare App Communication)|Based on the analysis of educational partner input and local data, the LEA will continue with its strengths and progress in building partnerships for students outcomes by focusing in the following areas: LEAs progress in providing families with information and resources to support student learning and development at home. o	(Aeries Parent Portal)/ New ParentSquare Communication App o	AR – books/MyOn Library Online and reading logs for independent reading o	Parent Liaison – home visits to support attendance and target chronic absenteeism o	Homework expectations and schedules sent home o	Parenting Partners Workshops (Spring 2024) o	Parent Training Workshops (PIQE) Spring 2025 o	School’s Website o	Electronic Marquee  o	Weekly Blackboard Connect Robocalls (English/Spanish)|Based on the analysis of educational partner input and local data, the LEA will focus on the following areas for improvement in building partnerships for Student Outcomes: o    progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. o	SSTs, IEPs, Wellness Plans o	Parent-Teacher Conferences (In-Person) o	Teacher availability, in-person, by telephone (Google voice), or email o	Distance Learning Communication (Chromebooks provided, Hotspots and Data Plans year-round) o	Provided PIQE (Cultural Responsiveness Training for all WC Staff)|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes: o  focus on the  progress in providing professional learning and support to teachers and         principals to improve a school’s capacity to partner with families. o	Professional development provided for teachers and staff to build awareness of parent committees and family engagement o	Wellness Team/SEL/PBIS Presentations o       Focus on the progress in supporting families to understand and exercise their legal         rights and advocate for their own students and all students. o	D/ELAC topics include Uniform Complaint Procedures (PIQE Topics related to Parent Rights) o	Parental Rights provided at IEPs o	Parent-Student Handbook and Parent Rights packet sent home o	Safety Plan – (Fall 2024)|Based on the analysis of educational partner input and local data, the LEA will continue with its strengths and progress in seeking input for decision-making in the following areas: o   Focus on the progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making. o	Administrators and staff participate in School Site Council meetings/PAC Committee o	Parent Institute for Quality Education (PIQE): Principal’s Dialogue Sessions and Discussions/Presentations|Based on the analysis of educational partner input and local data, the LEA will focus on the following areas for improvement in seeking input for decision-making: o      Using the New ParentSquare Communication App for LCAP Google Surveys o	Parent Training Workshops topic – Parent Participation Committees (SSC, D/ELAC, PAC) o	LCAP Input Meetings for all stakeholders in the Spring 2024 o	Grade 8 Parent meetings (All year-round) o	In-person PIQE Educational/Informational meetings|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making: o     Focus on the progress in providing opportunities to have families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. o	LCAP Input surveys sent home and posted on the school website and sent home with the New ParentSquare Communication App o	In-Person LCAP Input meetings for All Educational Partners o	Instructional Leadership Meetings  o	SSC, PAC, and DELAC meetings  o	In-person and Teleconference Board meetings available|4|4|3|4|3|4|4|4|4|4|3|3|Met||2025-06-24|2025
10625390000000|West Park Elementary|3|92% of West Park School District/West Park Elementary School parents/guardians report that the district has successfully created welcoming environments for all families in the communities. 64% of parents/guardians report that the staff at their child's school is interested in each family's strengths, cultures, languages, and goals for their children. These data provide evidence of teacher and district staff efforts to prioritize trust-based relationships with families. The continued focus on improving facilities and outdoor play spaces during the 2025-26 school year will enhance the welcoming environments that teachers create in their classrooms and other district staff create in their offices and other areas of campus.|"The district will continue to strengthen relationships with educational partners by increasing the percentage of parents/guardians who respond to the district's requests for feedback through surveys and other more informal forms of communication. The West Park School District/West Park Elementary School enrolls approximately 300 students, however, 25 parents responded to the parent survey. On a scale of 1 = strongly disagree to 5 = strongly agree, 84% of parents agreed or strongly agreed that ""The staff at my child's school build trusting and respectful relationships with families."" Teachers provided a full implementation level of 4 when asked to measure the district's progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. The district will work to identify more opportunities to seek input from families through existing structures and meetings in addition to the annual survey of parents, students, and staff to build greater levels of trust and communicate with families the district's commitment to partner in their child's educational journey."|"The majority of West Park School District/West Park Elementary School students (89%) come from low-income families and a significant percentage are English learner students (37%). For this reason, the efforts the district will take to improve the engagement of all families will focus primarily on low-income families and families of English learners. Of the parents/guardians who responded to the parent survey, 72% agreed or strongly agreed with the following statement: ""My child's school supports multiple opportunities to engage in understandable and accessible 2-way communication between families and educators."" The keywords are ""understandable and accessible"" 2-way communication. The district will ensure district communication is written and/or communicated orally in language that is understandable and accessible to families of low-income students and English learner students. Identifying opportunities to strengthen communication will be accomplished in partnership with the parent representatives who serve on the English Learner Advisory Committee and the Parent Advisory Committee who represent the voice of our unduplicated student groups (English Learners, Low Income, and Foster Youth)."|West Park School District/West Park Elementary School is at the initial implementation stage of building partnerships for student outcomes. Parents and teachers responded similarly when asked about the district's efforts to implement policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Teachers rated the district a 3 on the district's progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. 68% of parents/guardians agreed or strongly agreed when asked if the district provides families with information and resources to support student learning and development in the home. 88% of parents/guardians agreed or strongly agreed their child's school has policies for teachers to meet with families and students to discuss progress and ways to work together to support improved student outcomes, and 60% of parents/guardians believe their child's school helps families to understand and exercise their legal rights and advocate for their own students and all students.|The primary area of focus for the district to further build partnerships for student outcomes is to provide parent education focused on helping families understand and exercise their legal rights and advocate for their child and all students. One area of particular importance is English learner student progress and student reclassification as fluent English proficient. Families of English learners play an important role in the language development of their child by setting high expectations for their child and the educational staff, knowing the law, and advocating for all students by attending meetings that involve district decision-making. The district will take steps to provide programmatic and legal information to all families of English learner students in a language that is accessible and understandable. The district will also engage in increased outreach efforts to increase active parent participation in district English language advisory meetings.|Of the parents/guardians who responded to the district survey, most provided ideas for workshops they would like to see offered by the district including workshops on using technology, helping with homework, supporting physical, mental and emotional health, parenting skills, accessing community services, English language development, and self-advocacy. 72% of parents/guardians reported their child's school provides opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school. This feedback provides the district with valuable information about how and what steps they should take to further build partnerships with families to support student outcomes. The district will use this feedback to prioritize family educational opportunities and will work collaboratively with families to develop the content for the classes.|Seeking family input in decision-making about students' educational programs is an area for improvement for the West Park School District/West Park Elementary School. Parents reported their participation in parent conferences, back-to-school night, open house, family nights, and holiday events. All of these provide the opportunity to create structured opportunities for families to actively participate in decision-making in educational programs beyond traditional parent advisory committees. 76% of parents/guardians agree their child's school supports and builds the capacity of family members to effectively engage in advisory groups and decision-making. Teachers rated the district's progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making at the initial implementation stage.|West Park School District/West Park Elementary School will focus on improving structured opportunities for seeking family input in decision-making through existing family activities and events, and the creation of new parent education classes.|The West Park School District/West Park Elementary School will take steps to improve the district's efforts to seek input for decision-making in the educational programs by considering each of the district's current family engagement activities and asking how the district might intentionally create opportunities to seek family input during each event. The process will continue collaboratively during staff meetings and with parent advisory groups to ensure all structured opportunities are accessible to all parents and will elicit open, honest communication from our underrepresented families.|4|4|4|4|3|3|3|3|4|4|4|3|Met||2025-06-26|2025
10625396112387|West Park Charter Academy|3|A survey of West Park Charter Academy parents/guardians indicates the academy has demonstrated strengths in building relationships between school staff and families. 92% of West Park Charter Academy parents/guardians reported the academy has successfully created welcoming environments at the Learning Centers. 79% of parents/guardians reported the academy provides opportunities to engage in understandable and accessible 2-way communication between families and educators. These data provide evidence of teachers' efforts to maintain effective communication with families and ensure they feel welcome when visiting the Learning Centers.|Academy staff will strengthen relationships with families by working to increase the percentage of parents/guardians who respond to requests for feedback through surveys and other more informal forms of communication. The West Park Charter Academy enrolls approximately 165 students, however, 25 parents responded to the annual LCAP survey. Parent responses to this survey help to inform the Local Indicators Report. Based on this survey, an area for improvement is to build the capacity of family members to effectively engage in School Site Council and other decision-making opportunities. 76% of parents who responded to the survey agree or strongly agree that the academy supports families to effectively engage in advisory groups and decision-making.|The majority of West Park Charter Academy students (85%) come from low-income families. The efforts the academy takes to improve the engagement of all families will focus first on low-income families. The most important priority is to accommodate the needs of our families such as offering alternative meeting hours and continuing to provide families with the technology they need to effectively partner with the academy in designing an educational program that meets the needs of their child.|Overall, West Park Charter Academy is rated highly by parents/guardians in areas associated with building partnerships for student outcomes. 68% of parents/guardians agree or strongly agree the academy provides families with information and resources to support student learning and development in the home. Given the independent study program design of West Park Charter Academy, the expectation is that all families have what they need to support their child's learning and development at home. Yet, while parents may feel they have what they need to support their child at home, the survey results indicated a need to create policies that support teacher-parent meetings to discuss progress and ways to work together to support improved student outcomes.|A primary area for improvement will be parent education focused on helping families understand and exercise their legal rights and advocate for their child.|"Parents/guardians who responded to the survey provided ideas for workshops they would like to see offered by the academy including workshops on using technology, mathematics, and helping with homework. 72% of parents/guardians reported the academy provides opportunities to have families and teachers work together to plan, design, implement, and evaluate family engagement activities. A comment shared by one parent is representative of many, ""I think West Park Charter is an excellent program! My children have all excelled greatly upon attending your educational facility! I have had 3 graduate from there and two more currently attending!!! Wonderful staff and proper educational courses!! Thank you for being such an awesome facility and for the care and concern you provide for my children.""  2025-26 Local Performance Indicator Self-Reflection for West Park Charter Academy Page 12 of 17 To ensure this is the perception of all parents, especially the parents of low-income families, the academy will continue to seek parent input using strategies that are most likely to reach all families, such as social media, and proactive strategies like targeted outreach efforts when students show signs of disengagement from school."|Based on input from parents/guardians, West Park Charter Academy teachers effectively partner with them in the education of their child. However, more formal opportunities to partner in decision-making that impacts the broader academic program is in the initial implementation stage. Teachers rated the academy a 3 on the district's progress in providing professional learning and support to teachers and principals to improve the school's capacity to partner with families. 60% of parents/guardians believe their child's school helps families to understand and exercise their legal rights and advocate for their own students and for all students.|The primary area of focus for the academy to further build partnerships for student outcomes is to provide parent education and opportunities in two areas 1) helping families understand and exercise their legal rights and advocate for their child and all students, and 2) providing more structured opportunities for low-income parents/guardians to participate in advisory groups and decision-making that informs the design of the independent study program.|The percentage of students with disabilities is increasing (10.9%) at West Park Charter Academy, and seeking family input in decision-making about the programs that serve students with disabilities will be a priority given the challenges that an independent study program can present to students that may need additional and targeted interventions and supports to access grade level standards.|4|4|4|4|3|3|3|3|4|4|4|3|Met||2025-06-26|2025
10625470000000|Westside Elementary|3|The LEA has developed of the course of the years a good communication system with the staff and families. The LEA continues to strengthen both relationships by listening to the input from both through surveys and various meetings.|The LEA based on the data from the educational partners remains to continue to improve communications between the families and the LEA. The LEA will continue to find and improve ways to communicate with the families.|The LEA based on survey data and various parent meetings/school functions will focus on the engagement piece to improve the communication lines between the underrepresented families. The LEA will continue to provide opportunities for engagement at the school and through other various platforms.|The LEA continues to build upon the systems and programs that have been put in place to help foster success in student outcomes. The LEA has worked with various educational partners to develop skills and strengthen skills of teachers and staff to provide instruction for the students of the LEA. The continued partnerships will continue to provide students of the LEA with tools that will assist in their development.|The LEA will continue to work with county services to coach on various subject matters, helping to improve program development and assessments to achieve continued successful outcomes. The strengthening of reviewing data and planning the next steps of instruction are the continued areas of improvement that the LEA will focus on for the next school year and beyond.|The LEA continues to find ways to improve engagement with the underrepresented families. The staff continues to use various lines of communication with the families. The LEA continues to find ways to strengthen opportunities for engagement to strengthen student outcomes. The LEA is committed to improving ways to build student outcomes.|The LEA, throughout the year working in partnership with the educational partners is always looking at ways to strengthen communication and decision-making. The LEA gathers important information from surveys and meetings to help foster a more developed system. The information gathered is then used to help create a plan for the upcoming school year and beyond.|The LEA throughout the year examines data collected through the meetings/surveys and determines some of the needs, so that the input from the educational partners can be used to help in the decision-making. The LEA focuses on data from the educational partners that is deemed an area of need. The LEA will focus on improving that area. The areas that are concerning for this school year include implementing a new reclassification process for our EL students. A second area of improvement is centered around focusing on improving the administration of assessments, collecting the data, and developing a well-developed plan to address the needs of the struggling students.|The LEA continues to reach out in various platforms with the underrepresented families to seek input in the decision-making of the LEA. The LEA seeks to have the underrepresented families apart of the various committees and groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
10625470135103|Yosemite Valley Charter|3|Yosemite Valley Charter continues to demonstrate significant progress in fostering positive relationships between school staff and families. Through ongoing professional development, teachers have honed skills in building individualized connections with parents, learning coaches, and students. These efforts are centered on understanding each student's strengths, areas for improvement, learning goals, and interests. The school’s commitment to fostering strong relationships is also evident in its diverse curricular options, which address the varied needs of students.  Social-emotional learning (SEL) support remains a cornerstone of student engagement, highlighting the importance of holistic development. Additionally, the school actively engages the community by offering numerous opportunities for student and family participation in school activities, extracurriculars, and community events. This inclusive approach is crucial to creating a supportive and connected school environment.  Yosemite Valley Charter has also made strides in providing resources that empower families to participate actively in their child's education. The school's continued commitment to maintaining an environment where students and families feel supported and valued is a key achievement. Through collaboration and communication, the school fosters a sense of belonging that is essential for student success.|Through analysis of feedback from educational partners and local data, Yosemite Valley Charter has identified key areas for enhancement. The primary focus remains on improving communication channels to ensure transparent and effective dialogue between staff and families. Enhancing two-way communication is essential to keeping families informed about student progress, upcoming events, and important school matters.  Another focus area involves strengthening personalized interactions between school staff and families. By fostering deeper connections, the school aims to better understand and support students' unique learning journeys. Expanding opportunities for family involvement in school activities and decision-making processes also remains a priority. This approach not only builds stronger relationships but also empowers families to contribute meaningfully to their child's educational experience.  Additionally, the school recognizes the need to bolster collaboration between home and school environments to support student success. By actively involving families in both educational and extracurricular contexts, Yosemite Valley Charter aims to build a more cohesive and supportive community.|Yosemite Valley Charter acknowledges the importance of increasing engagement with underrepresented families, as identified during the self-reflection process. To address this, the school has developed targeted initiatives that focus on technology, communication, instructional access, and social-emotional support.  To bridge language barriers, the school provides virtual English language development (ELD) classes and interpreters, ensuring accessibility for non-English-speaking families. Translation of key documents is also a priority to maintain inclusive communication. Addressing the digital divide, Yosemite Valley Charter continues to offer internet hotspots and technology support to underrepresented families, enabling consistent access to online learning and school resources.  In addition to academic support, the school prioritizes social-emotional learning (SEL) to promote resilience and well-being among students and their families. Integrating SEL into classroom instruction helps build a supportive network for those facing challenges. By providing resources such as lending libraries and community workshops, the school empowers families to support their children’s academic and social growth.  Through these initiatives, Yosemite Valley Charter aims to enhance engagement with underrepresented families, fostering an inclusive educational environment where all students have the opportunity to thrive.|At Yosemite Valley Charter, building strong partnerships with families remains central to our educational philosophy. We recognize that collaboration between educators and parents is fundamental to student success. To foster these connections, we facilitate ongoing collaboration through various structured meetings, including Learning Period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST) meetings, and parent/teacher/admin conferences.  Our independent study teachers play a pivotal role in this process. They work closely with parents and learning coaches to create Educational Plans that align with academic standards while addressing the unique learning needs and goals of each student. This personalized and thoughtful approach ensures that every student receives tailored support, enabling them to thrive academically.  Yosemite Valley Charter continues to prioritize professional development opportunities that equip educators with strategies to enhance parent engagement and partnership-building. Through consistent communication, personalized support, and inclusive planning, we aim to maintain an educational environment where families are active and valued partners in their child’s learning journey.  By working collaboratively, we not only address the academic needs of students but also build a strong foundation of trust and mutual support. Our commitment to maintaining open communication channels and actively involving families in educational decisions fosters a community-centric approach to student success.|Yosemite Valley Charter remains dedicated to enhancing family engagement through intentional and structured initiatives. One primary focus area is expanding opportunities for parent education, with a particular emphasis on supporting learning at home and within virtual settings. Our goal is to align all teaching practices with research-based best practices and state educational standards.  To achieve this, we offer workshops and informational sessions designed to help parents support their child’s academic growth. Additionally, professional development for our educators focuses on improving their capacity to engage with families effectively, fostering partnerships that benefit student outcomes.  Another key focus is improving communication practices, ensuring families receive timely and accessible information regarding student progress and school initiatives. Strengthening these communication pathways supports transparency and fosters a collaborative atmosphere between school staff and families.|Yosemite Valley Charter is committed to increasing engagement with underrepresented families, as identified through our self-reflection process. One strategic initiative has been to hire highly qualified teachers who live within the communities they serve. This approach helps build stronger connections and fosters a sense of belonging and trust.  In addition, we plan events and engagement opportunities throughout the regions where our students reside, ensuring that families have equitable access to school staff and resources. These community-based events foster relationships and provide opportunities for direct interaction with educators and administrators.  To further improve accessibility, we continue to develop culturally responsive communication strategies, including offering translated materials and multilingual support. This approach ensures that families from diverse linguistic backgrounds feel included and informed.  By fostering a community-centered approach and actively addressing barriers to engagement, Yosemite Valley Charter seeks to build stronger partnerships that support positive student outcomes for all families.|Yosemite Valley Charter has made substantial progress in seeking input from families, staff, and community members, particularly over the past school year. Through increased social engagement initiatives, including Superintendent-led social gatherings, newsletters (like the Sierra Soaring series), and family engagement events at parks, online, and in the office, the school has strengthened its approach to gathering valuable feedback.  The school continues to support the Parent Advisory Committee (PAC) and the English Language Advisory Committee (ELAC), ensuring diverse representation in decision-making processes. Additionally, the Superintendent's efforts to directly connect with families through community events have significantly enhanced trust and communication.  Regular surveys distributed to staff and families further supplement these efforts, offering insights into the school’s effectiveness in meeting educational goals and fostering an inclusive environment. These consistent outreach efforts reflect the school’s commitment to building a collaborative community where all stakeholders have a voice in shaping policies and practices.  By integrating input from multiple sources and maintaining open communication channels, Yosemite Valley Charter demonstrates its dedication to collaborative decision-making and continuous improvement.|Yosemite Valley Charter aims to further strengthen the capacity of families to participate in decision-making processes, with a focus on building stronger advisory groups and ensuring consistent representation. While the school has made significant progress, there is a continued need to actively recruit family members who may feel disconnected from the process.  One primary area of focus is increasing support for families who may not typically engage in advisory groups. The school plans to enhance the visibility of opportunities for involvement through targeted outreach, including bilingual communication and personalized invitations to join advisory groups.  Additionally, the school is committed to providing more structured training for families, equipping them with the skills needed to confidently participate in decision-making processes. By fostering a supportive environment and reducing barriers to engagement, the school hopes to sustain a broader and more diverse parent representation in advisory roles.|To improve the engagement of underrepresented families, Yosemite Valley Charter has implemented strategic initiatives to reduce barriers to participation. The school has enhanced its New Student Onboarding process by including more personalized touchpoints, such as direct phone calls, targeted newsletters, and orientation sessions. These efforts aim to ensure that all families, including those who are underrepresented, feel welcomed and supported from the outset.  Community-based gatherings have also played a significant role in reaching underrepresented families. By hosting events in local parks and providing both virtual and in-person options, the school ensures accessibility and inclusivity. The Superintendent's proactive approach to family outreach, including park meetups and office hours, has also been instrumental in building connections.  Moreover, Yosemite Valley Charter has designated liaisons for foster and homeless youth, providing access to resources, social-emotional learning (SEL) support, and curriculum assistance. The ELD coordinator continues to support English learners by fostering meaningful engagement through culturally responsive practices.  By prioritizing equitable access to decision-making opportunities and actively addressing community needs, Yosemite Valley Charter aims to ensure that all families feel valued and involved in shaping the educational experience.|5|5|5|4|5|5|5|5|5|4|4|5|Met||2025-06-12|2025
10625470136523|Crescent View South II|3|Crescent View South II (CVSII) takes prides in building positive and lasting relationships with the community. The connection with our Educational Partners continues to be a priority at Crescent View South II. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. CVSII families appreciate the open communication and monthly updates.  Data from our annual Survey shows that 99% of our parents feel the school is safe, 99% feel they are connected to the school and pleased with their student’s progress. In addition, 100% state that the school communicates clearly and effectively which stayed consistent from last year. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. For example, parents have shared that school staff genuinely care about their students' overall well-being, both socially and academically. Parents strongly agree that their voices are welcomed and heard, giving them a sense of ownership in their child's education. Additionally, a significant majority of parents report that staff regularly communicate with their children about academic progress and provide additional resources when needed. Parents also appreciate that their children are treated with respect and receive a quality education that prepares them for life after graduation.|Crescent View South II has gone to great effort to encourage Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend. Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities. A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion, and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program. In addition, Crescent View South II understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.|Crescent View South II staff is well aware of the various needs of the community especially the underrepresented families. CVSII will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests. We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.|A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment, staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text, and social media. Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at anytime of the day.|Input and data analysis, confirm that the Crescent View South II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.|An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.|The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Crescent View South II was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions. Although parents attend meetings and events, an area of improvement for Crescent View South II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Crescent View South II plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.|Crescent View South II will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community. In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.|Our underrepresented families of Crescent View South II are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 97% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-05-29|2025
10738090000000|Firebaugh-Las Deltas Unified|3|FLDUSD used survey results from the California Healthy Kids Survey (CHKS) for parents from three school sites (n=355), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and CHKS surveys, overall, showed positive results regarding the district's efforts to build relationships with parents.  Parent advisory committee members and parent leaders feel welcome and valued when visiting the school/district.  CHKS agree and strongly agree results showed that 96% of the parents surveyed feel welcome to participate at this school/district; 98% felt that staff treat parents with respect; 94% feel that staff take parent concerns seriously; and 96% feel that school promptly responds to parents calls, messages, or email. (A6.1); and 96% feel that the school/district treats all students with respect. (A7.1). Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results.  The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent Involvement and Family Engagement tool as reported above.  Overall, site reports that were compiled show that the District at either Initial or Full Implementation Stages on the rating scale.  The input from parents, grandparents or other relatives or guardians was gathered through the CHKS which provided a wide range of perspectives; 89% were Hispanic or Latino, 4% White, 3%, Two or more races; and 4% declined to answer.(A 3.3) Parents that have children in a number of programs; 25% English Language Development; 12% Special Education; 1% Honors/AP Classes; and 65% that were not sure or declined to answer   (A 3.5).  Interpreters and translation services are provided to ensure that non-English speaking parents/guardians are able to participate fully in all educational programs and individual meetings with school staff.  This includes the full translation of all informational notices and other documents.  Live in-person interpretation services are provided by staff at meetings when the presenter is unable to communicate in the parent’s primary language.|The focus area for improvement, as a small rural community, is getting more parents involved rather than relying on a smaller core group of parents.  The District acknowledges that more work has to be done to continue building relationships with more parents.  Site Administrators schedule informal meetings with parents that are scheduled at various times of the day to include a Parent Social Group, Pastries with Parents, Principal Coffee in the morning and Principal evening meetings, a double round of Parent Teacher conferences; phone calls home from admin and teachers along with evening and Saturday events for working parents.|Interpreters and translation services are provided to ensure that non-English speaking parents/guardians are able to participate fully in all educational programs and individual meetings with school staff. This includes the full translation of all informational notices and other documents. Live in-person interpretation services are provided by staff at meetings when the presenter is unable to communicate in the parent’s primary language.|FLDUSD used survey results from the California Healthy Kids Survey (CHKS) for parents from three school sites (n=355), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and the CHKS survey, overall, showed positive results regarding the district's efforts to build partnerships with parents for student outcomes.  CHKS agree and strongly agree results showed that 94% of the parents surveyed feel that the school/District encourages parents to be an active partner with the school in educating their children (A 6.1); 98% reported that the school keeps parents well informed about school activities (A6.2); and 96% reported that teachers communicate how your child is doing between report cards. (A 6.2). Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results.  The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above.  Overall, site reports that were compiled show that the District is at the Initial Stage in four out of four identified areas on the “Building Partnerships for Student Outcomes” rating scale.  The district will continue to create opportunities and develop programs that support student outcomes in academics, behaviors and social emotional learning.|The focus area for improvement is for the District Office Administration to work closer with site administrators and their site leadership team to strengthen their capacity to partner with families.  The District also provides parents with opportunities to participate in early literacy classes, ESL Civics participation, ESL Citizenship Preparation, ESL Digital Literacy, and classes for the high school diploma program.  Parent education classes are offered three mornings per week and four evenings per week to create more opportunities for parent involvement.|Our District has made an investment in Community Schools. Through our CCSPP grant we have hired an Parent-Community Liaison. The Liaison has a number of responsibilities but their main focus is to assist with building partnerships for student outcomes, specifically students that may be underrepresented. This is done through partnerships with local organizations, setting up informational booths at local farmers market and other venues where our families may be reached, families that might not be able to attend our onsite parent outreach programs.|FLDUSD used survey results from the California Healthy Kids Survey (CHKS) for parents from three school sites (n=355), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and CHKS survey, overall, showed positive results regarding the district's efforts to seek opportunities for parent input.  CHKS results showed that 94% of the parents surveys agreed and strongly agreed that the school encourages parents to be active partners with the school and welcomes parents contributions; 90% report that the school/district seeks the input of parents before making important decisions.  (A 6.1) Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results.  The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above.  Overall, site reports that were compiled show that the District is at the Initial Implementation Stage in two of the four identified areas on the “Seeking Input for Decision Making” rating scale.   FLDUSD actively engages parents/guardians, educational partners and advocates as advisory committee members.|The high leverage focus area for improvement is “building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.”   FLDUSD has taken measures to promote parent involvement in recognition of the characteristics of the parent population.  LCAP Goal 2 has a focus on our EL students along with LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|In addition to the School Site Council, the District has other advisory committees that support specific programs to include a Preschool Parent Club; Wrestling Club; Sports Boosters; Music Boosters; Ag Advisory Committee and other committees that provide additional opportunities for parent and community involvement.   Parents of migrant students are eligible to serve on a district level Migrant Parent Advisory Council.  Parents of English Learners that serve on site level English Learner Advisory Committees are eligible to serve on a District English Learner Advisory Committee.  Parents from all site level advisory committees are eligible to serve on the District Parent Advisory Committee (DPAC).|4|3|2|4|3|3|3|3|3|3|4|2|Met||2025-06-12|2025
10739650000000|Central Unified|3|Central Unified remains committed to expanding its capacity to increase participation in parent advisory meetings and community input events. The district currently utilizes tools such as ParentSquare messaging and surveys to actively gather input from families. Educational partners have also expressed appreciation for the presence of Family Outreach Liaisons at every school site, recognizing their vital role in strengthening school–home connections.|Central Unified is committed to sustaining strong engagement with community partners through in-person meetings, media outreach, and communication tools such as the ParentSquare app. The district deeply values the input and active participation of its community members. As previously noted, families and educational partners have expressed appreciation for the presence of Family Outreach Liaisons at each school site, recognizing their key role in fostering meaningful connections.|Central Unified is committed to increasing the involvement of underrepresented families, as identified during the self-reflection process regarding Building Partnerships for Student Outcomes. Furthermore, the district will provide support to families to help them comprehend and exercise their legal rights, advocating for their students and all students. Additionally, Central Unified will implement policies or programs that facilitate teacher-family-student meetings to discuss student progress and collaborate on strategies to enhance student outcomes.|Central Unified is committed to increasing the involvement of underrepresented families, as identified through the self-reflection process on Building Partnerships for Student Outcomes. The district will also support families in understanding and exercising their legal rights to advocate effectively for their children and all students. Additionally, Central Unified will implement policies and programs that promote regular meetings among teachers, families, and students, focusing on student progress and collaborative strategies to improve academic outcomes.|Central Unified remains committed to engaging with community partners through in-person meetings, media outreach, and the ParentSquare platform. The district values the input and active participation of all community members. Families and educational partners have expressed appreciation for the Family Outreach Liaisons at each school site, recognizing their important role in fostering strong school–community connections.|Central Unified is committed to increasing the involvement of underrepresented families, as identified during the self-reflection process regarding Building Partnerships for Student Outcomes. Furthermore, the district will provide support to families to help them comprehend and exercise their legal rights, advocating for their students and all students. Additionally, Central Unified will implement policies or programs that facilitate teacher-family-student meetings to discuss student progress and collaborate on strategies to enhance student outcomes.|Central Unified has achieved an initial level of implementation in enhancing the capacity of and supporting family members in actively participating in advisory groups and the decision-making process.|Central Unified’s primary focus is to build the capacity of principals and staff by strengthening their skills and support systems, enabling them to effectively engage families in advisory groups and the district’s decision-making processes.|Central Unified aims to enhance engagement by fostering collaborative opportunities for families, teachers, principals, and district administrators to plan, design, implement, and evaluate family engagement activities at both the school and district levels.|4|5|4|4|4|4|3|1|2|3|3|4|Met||2025-06-24|2025
10739990000000|Kerman Unified|3|Current strengths include bilingual Town Hall Meetings, weekly school messages through Aeries Communications, and active social media engagement by sites and the District.|The district will continue to focus on prioritizing building strong relationships between school staff and families by fostering open communication, trust, and collaboration. Through regular family engagement events, accessible communication channels, culturally responsive outreach, and opportunities for meaningful involvement in school decision-making, we aim to strengthen partnerships that support student success and create a welcoming, inclusive school community.|To improve, the District plans to offer parent workshops based on survey feedback and personally call parents when appropriate to increase participation and address technology access needs.|Current strengths include strong participation in Back to School Night, Parent-Teacher Conferences, and successful use of online registration.|The district will continue to focus on strengthening partnerships with families and the community to support positive student outcomes. This includes increasing opportunities for meaningful family engagement, enhancing communication between schools and home, and expanding collaboration with community organizations to provide academic and social-emotional support. Ongoing input from families will guide district efforts to create inclusive environments that empower all students to thrive.|To improve, the district plans to enhance parent understanding of academics and student platforms through parent training, increased personal outreach—especially to underrepresented families—and tailored parent training sessions, including continuing to hold an annual Special Education Parent Town Hall.|The district has several active parent engagement structures, including School Site Councils, English Language Advisory Committee, and other advisory committees, along with bilingual Town Hall meetings.|The district will continue to focus on strengthening its efforts in Seeking Input for Decision-Making by expanding opportunities for meaningful stakeholder engagement. This includes gathering feedback through surveys, focus groups, and advisory committees, ensuring that the voices of students, families, staff, and community members are reflected in key decisions. Ongoing communication and collaboration will remain a priority to foster transparency, trust, and shared ownership in the district’s continuous improvement process.|To improve participation, the district plans to address barriers such as childcare and scheduling by surveying parents, and personally reaching out to families from underrepresented groups.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-19|2025
10751270000000|Mendota Unified|3|Based on educational partner input and local data, a key strength of our district is the creation of a welcoming, inclusive environment that emphasizes strong customer service. The district has made strategic investments in professional development for all staff who interact with families, particularly front-office personnel and site leaders. This training has strengthened our staff's ability to engage respectfully and effectively with our community.  A significant asset in building relationships is the number of bilingual staff members, which allows us to communicate with families in their home language and foster deeper trust and connection.  Feedback from families highlights notable progress in two-way communication between school staff and families. In addition to traditional engagement opportunities—such as Back-to-School Nights, Open House events, and Parent-Teacher Conferences—schools regularly host governance meetings, informational sessions, and other events designed to promote meaningful dialogue. All site and district-level meetings include time for parents and community members to share input, reinforcing our commitment to collaborative decision-making and ongoing relationship-building.|An identified area for improvement is the development of teachers' capacity to build trusting and respectful relationships with families. While new teachers receive some orientation from the Director of Curriculum and Instruction—focused on understanding the community and student population—there is currently no formal, ongoing training for teachers district-wide in this area.  Educational partner input and local data suggest that more sustained support is needed to help teachers engage meaningfully with families and better understand their students’ backgrounds and needs. In response, the Director of State and Federal Programs, in collaboration with the Director of Curriculum and Instruction, will work closely with site principals to explore professional learning opportunities focused on relationship-building.  This effort will include coordination with the Community Schools Coordinator to offer site-specific events and initiatives aimed at fostering stronger connections between teachers and families. These actions are intended to bridge the gap between home and school, ensure all staff are engaged in relationship-building efforts, and improve outreach to underrepresented families across the district.|To improve engagement of underrepresented families, the district will enhance outreach and communication strategies to ensure greater awareness and participation in school events, meetings, and activities. Based on input from educational partners and findings from the self-reflection process, the district recognizes the need for more intentional efforts to connect with these families.  Efforts will include proactive outreach through multiple communication channels, such as flyers, notices, automated calls, and personalized phone calls. Special emphasis will be placed on making direct, personal contact to demonstrate the district’s commitment to building partnerships with families. All communication will be provided in both English and Spanish to ensure accessibility and cultural responsiveness.  These strategies aim to foster trust, increase participation, and ensure that underrepresented families feel welcomed, valued, and included in the educational process.|A key strength of the district in building partnerships for student outcomes is its ongoing effort to provide families—particularly at the elementary level—with information and resources to support student learning and development at home. Elementary schools regularly host parent nights focused on academic support and student well-being. Expanding similar practices to secondary schools has been identified as an area for future growth.  Another significant strength is the district’s commitment to empowering families to understand their legal rights and effectively advocate for their children. The district partners with the Parent Institute for Quality Education (PIQE) to offer workshops that educate parents on their role as active participants in their child’s education. Additionally, the Director of State and Federal Programs provides complementary training sessions covering topics such as understanding school roles, interpreting assessment data, and taking action to support student success.  These efforts foster a deeper home-school connection and strengthen the district’s partnership with families to support positive academic outcomes.|Based on educational partner input and local data, a primary area for improvement is increasing professional learning opportunities for teachers and staff focused on building effective partnerships with families to support student outcomes. Currently, minimal professional development is provided in this area. To address this, the Director of State and Federal Programs, in collaboration with the Director of Curriculum and Instruction, will explore and implement relevant training opportunities that equip teachers and site leaders with strategies for engaging families as partners in student learning. This effort will include all principals and teachers, with a particular emphasis on improving engagement with underrepresented families.  Another area of focus is ensuring families have access to clear, usable information and resources to support learning at home. The district will not only distribute materials but also work to ensure families understand how to use them effectively to support their children's academic growth.  Additionally, the Community Schools Coordinator will play a key role in this work by collaborating with the Director of State and Federal Programs and site administrators to design and implement events that allow parents and students to learn and grow together. These events will be aligned with site instructional goals and designed to strengthen the home-school connection, particularly for families who have been historically under-engaged.|To improve engagement of underrepresented families in this area, the district will strengthen its outreach and communication efforts to ensure families are aware of opportunities to partner with schools around student learning and achievement. This includes proactive outreach through flyers, notices, automated calls, and personal phone calls. Emphasis will be placed on direct, personal contact to build trust and demonstrate the district’s commitment to meaningful partnership.  All communications will be provided in both English and Spanish to ensure accessibility. Additionally, outreach materials will clearly highlight that student outcomes will be a focus of the events and meetings, reinforcing the importance of family participation in supporting academic success.  By making communication culturally and linguistically responsive and clearly tied to student learning, the district aims to increase the participation of underrepresented families in these vital partnership efforts.|Mendota Unified School District has established both informal and formal avenues for families to provide input in the decision-making process. Informally, families regularly engage with school staff through campus visits, surveys, and parent meetings. Formally, the district maintains parent councils and committees to meet federal requirements and support ongoing family involvement.  A key strength is the district’s structured approach to ensuring meaningful participation during governance meetings. The Director of State and Federal Programs provides training and standardized agendas to site principals, ensuring consistency and clarity in how input is solicited. As a result, principals now have a stronger understanding of the purpose and value of parent advisory committees and councils.  Additionally, families are beginning to receive training on how to effectively engage in these formal processes, through district-led initiatives and partnerships with organizations such as the Parent Institute for Quality Education (PIQE). These efforts have resulted in steady progress toward increasing family participation in governance and decision-making structures.|Analysis of educational partner input and local data indicates that opportunities for training and engagement in decision-making are primarily accessed by families already involved in formal committees and councils. While the PIQE program has expanded access to training for some parents, overall participation remains limited. As a result, a key focus for the district will be to increase the number and diversity of families participating in trainings and meetings that support meaningful engagement in school and district decision-making.  In addition, providing professional development for staff on how to partner effectively with families will be a priority. Currently, limited training has been offered in this area, and staff have expressed a need for additional support to build their capacity to engage educational partners more inclusively.  To address this, the Director of State and Federal Programs, in collaboration with the Director of Curriculum and Instruction, will identify and implement training opportunities for staff focused on developing strong, collaborative relationships with parents and community members. These efforts aim to expand the culture of shared decision-making across all school sites and increase the voice of underrepresented families in shaping district policies and practices.|To improve engagement of underrepresented families in school and district decision-making processes, the district will strengthen its outreach and communication efforts to ensure families are informed and encouraged to participate. Outreach will include the continued use of flyers, notices, automated phone calls, and personalized phone calls to notify families of upcoming events, meetings, and opportunities to provide input.  Special emphasis will be placed on making personal contact with families to demonstrate the district’s commitment to partnership. All communication will be delivered in both English and Spanish to ensure accessibility and cultural responsiveness. By reaching out in a personalized and linguistically appropriate manner, the district aims to build trust and encourage greater participation from families who have historically been underrepresented in decision-making forums.  These efforts will help ensure all educational partners feel welcomed, valued, and empowered to collaborate with schools in shaping policies and practices that support student success.|4|4|3|3|3|4|4|4|4|4|4|3|Met||2025-06-11|2025
10752340000000|Golden Plains Unified|3|GPUSD establishes and maintains positive school relationships with students and parents.  Schools provide multiple opportunities for students to engage in activities during and after school.  Positive Behavior practices allowed GPUSD to reduce suspensions and chronic absences in 2024-2025.  Site administrators and teachers deliver lessons that engage students in learning.  Parents are provided opportunities to attend events at schools including school site council and English Learner meetings.  GPUSD has also established a very good adult education program with West Hills College, serving over 200 adults in a district of 1,340 students.|GPUSD focused on providing exceptional instruction and engagement.  Site administrators observed teachers regularly and provided feedback on instruction and engagement practices by all staff members.  Thus, students could note in engagement surveys that the adults held high expectations for them.  Teachers and staff also provided interactions that respected students and required students to reflect on their behavior.  In addition, sites provided alternatives to suspension such as parent visits to classrooms.  Sites also provided additional communication through email and flyers regarding events at schools.|GPUSD will identify underrepresented students and make individual calls to parents to encourage them to participate in school meetings.  Parent input showed that transportation was an issue for English Learner parents, so GPUSD will set up transportation to bring these parents to meetings.  Parents also need translators and child care, so resources have been identified to help mitigate these challenges for parents.|GPUSD has built several partnerships to improve student outcomes.  Teachers needed training in core standards and engagement practices.  GPUSD partnered with Fresno County Superintendent of Schools (FCSS) for instruction and data analysis guidance.  FCSS provide invaluble guidance and support to complete the LCAP, which is the district's plan for improved student outcomes and engagement.  GPUSD also partnered with Nancy Akhavan Consulting and Core Curriculum for guidance on how to provide standards and curriculum training.  GPUSD also partnered with ERC for grant writing purposes.  ERC also provides guidance on how to implent major grants such as the Community Schools grant which brings additional support for academics and engagement.|GPUSD's focus was on the continual building and maintaining of instructional capacity in our instructional staff.  While teachers and staff have knowledge of standards and instruction, the district understood that teachers still required PD in this area.|As mentioned earlier, GPUSD will reach out to these families and invite them to meetings regarding our programs. Some of these programs now require LEAs to contact under-represented students for participation on committees that evaluate the programs.  GPUSD is following that guidance.|At the district level, GPUSD does an excellent job contacting education partners such as parents and students to provide input on decision-making.  Part of that requirement stems from LCAP and Title I policies, and GPUSD has held over 30 input meetings for its LCAP, not including Parent Advisory and District English Learner Committee meetings.   The district provides extensive training for parent leaders and parents on how to conduct meetings at both the district and site level.|The district is focused on building capacity in parent leaders and parents, so that they can return to sites and initiate their engagement practices.  Building capacity means that parents believe they are part of the decision-making process.  Parents make decisions on trainings and events. They also evaluate how programs are meeting the needs of their students.|Again, the district will make an effort to identify and contact under-represented families for participation on advisory committees such as Parent Advisory and District English Learner Committees.  The district has an Academic and Behavior Committee which can be charged with this policy implementation.|4|5|4|5|4|4|4|4|4|3|4|2|Met||2025-06-10|2025
10752750000000|Sierra Unified|3|Communication efforts acrros the district have reportedly improved this year including communication from the district office, school sites, district website, and social media platforms.|Continue to work with administration on making this a priority not only for them, but classroom teachers as well.|Sierra Unified will work to increase the availability of communications to expand beyond digital forms of communication and ensure that the families in need of translation services can regularly receive such. In addition to Parent Square, communication will include phone calls to inquire to the best or preferred form of communication, so that the family receives information in a timely manner and feels welcome to the school community.|Parent Conferences continue to be a strength and constant activity within Sierra Unified at all school sites. There is dedicated time within our academic year calendar designated as Parent Conference Week where families are invited into their child's classroom to meet and review progress. Throughout the school year, teachers are able to refer students to a Student Study Team (SST) when there are visible signs of struggle for students either in academics or social-emotional. In this process, teachers, the student and the family meet together to learn what may be causing the issues and present some interventions that can be implemented and followed up on for progress checks. These interventions may include Check-In/Check-Out on a daily basis, a weekly grade check, a daily mental health check-in to name a few. Additionally, through Goal 4 (Chronic Absenteeism), the District will create a plan to have each student in the district assigned to a staff member who will monitor their attendance, and let the student know that they are missed when they are not at school. The hope is that this activity will encourage students to want to be at school when they know there is someone missing them if they are gone. Events like Open House, Celebration of Learning, Celebration of Success and Academic Planning in grades 8 and 10 are the District's commitment to supporting, developing and showcasing student outcomes alongside families through their involvement in these events. Teachers are expected to maintain an updated online gradebook, to support a family's ability to track classroom progress through Aeries Parent Portal. Sierra Unified continues to work on a well-built and efficient Multi-Tiered System of Supports (MTSS) structure to support all educational partners involved in student learning and outcomes. The workings of the MTSS structure and its components are overseen by the Special Education Program Coordinator and a team of site administrators who meet regularly to evaluate the effectiveness of the system and its application toward the service of students. Parents are introduced to the system and its opportunities as they and their child are in the SST cycle. Each of these components allows Sierra Unified staff to best serve the students and work to achieve an inclusive environment that supports the learning and growth of the individual.|Professional development to assist and support the development of staff capacity to partner with families will be achieved by utilizing the resources of the CA-MTSS grant. Through this grant the full staff of Sierra Unified School District will be provided with opportunities to learn how to develop deeper connections to students and their families and bridge any communication gaps that may currently exist.The initiative supports the work that is currently in place to support the social-emotional learning and wellness of students. Parent Conference week in October is an opportunity that parents can use to monitor the progress of the child early in their academic year, and present any concerns or issues that the teacher may need to be aware of. Within the academic, behavior and attendance system structures are times dedicated to families and school teams to come together in a Student Study Team (SST) to discuss and develop a plan for student success and improvement in these areas. As a district, Sierra Unified and its employees, have learned that relationships are a key to student success and connection to school. Events like Open House, Celebration of Learning, Celebration of Success and Academic Planning meetings for students and families of Grades 8 and 10 are part of the district's commitment to supporting, developing and showcasing student outcomes to families through their involvement in these events.|Sierra Unified provides additional support and personnel for our Native American students. A Native American mentor is available at Sierra Jr/Sr High School and a Native American Advocate supports students at Foothill Elementary School. The purpose of these individuals is to support and encourage students to engage in their educational opportunities. The provision of school transportation for after-school programs and events, at no cost to families, provides students and families support to be able to participate and have access to after-school academic and extracurricular activities. Sierra Unified will continue to work on refining its communications practices by providing training to its employees and refining how the communications are made in order to serve their purpose of engaging families to participate and be more involved in the decision-making processes of the district.|As a district, students meetings, surveys, board meetings, and open door policy is a strength of the district in seeking input for decision-making.|Continuing to meet with staff through staff meetings, School Site Council meetings, Advisory meetings, Surveys, etc. the district will continue to improve their efforts in seeking input for decision-making.|To make sure that families making up our underrepresented populations are included in these activities, a concerted effort will be made to notify early of upcoming meetings, utilize Parent Square communications and send home printed flyers that will connect famillies to school. Engaging community leaders to assist with messaging and in some cases making personal contact could work to encourage greater participation.|4|4|4|4|3|4|4|3|3|3|3|3|Met||2025-06-23|2025
10754080000000|Riverdale Joint Unified|3|Riverdale Joint Unified School District takes pride in the establishment and continual growth of building relationships with underrepresented families.    RJUSD holds an open door policy to welcoming families to discuss their child’s educational needs.  Parents are a vital connection and serve as equal partners in building relationships with the district.  Bilingual support can be found through school site/district mailings, publications, and verbal interactions.  Bilingual support can be found at the district level along with at each school site.  Translators are used for various meetings such as: parent conferences, Back-to-School Night, virtual events, social interaction events, community events and  Special Education meetings.  Through various conversations with parents, the parents of Riverdale are appreciative of the ability to communicate with school officials and staff concerning the educational process of their children.  RJUSD continues to seek methods and approaches to better understand each families strengths, cultures, languages and goals for their children.  In 2025-2026, RJUSD will be continuing the presence of Family Liaisons at each school site.  In addition to the liaisons, the district has a Community Schools Coordinator to work with and help to build relationships with families, community members and business partnerships.|While the district sees their ability to build relationships with underrepresented families as a strength, the district also realizes this is an area to continue to grow in.  The district, through an analysis of educational partner input and local data, will focus on improvements in methods of communication between school staff and families along with messaging.  The recent addition of liaisons at each school site along with Community Schools being brought into the district will allow RJUSD to expand and improve relationships and connections will support the improvement of communications.|RJUSD is continually working towards improving and enhancing their method and model of communication to improve engagement of underrepresented families.  RJUSD continues to offer School-Family Liaison at each of their campuses throughout the school year.  The creation of this position provides an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  The liaison position is available at each campus within the district to ensure that underrepresented families across the entire district are reached.  RJUSD has also added a Community School Coordinator in recent years.  The coordinator serves as an outreach for families, community members and business partners.  The addition of the Community School Coordinator has allowed RJUSD to expand their outreach ability to serve underrepresented families throughout the district.|RJUSD continues to provide and offer programs that build partnerships for student outcomes.  In recent years, the district has expanded social-emotional services by providing counselors at each campus along with partnering with Fresno County and the All-4-Youth program.  All-4-Youth offers behavioral health clinicians who work with students who have been referred by school site counselors.  RJUSD has expanded the level of service from All-4-Youth by expanding the number of counselors from this program.  In the 2024-2025 school year, RJUSD continued their expansion of district psychologists from one to two.  The two psychologists served distinct grade levels to help provide a supporting role.   In addition to counseling services, RJUSD provides various methods and approaches to promote and build partnerships for student outcomes.  Items such as staff professional development, After-School programs, PBIS (Positive Behavior Interventions and Supports) methodologies, parental workshops and meetings all work together for the promotion of student outcomes.|RJUSD offers a variety of programs and approaches to build partnerships for Student Outcomes.  Through an analysis of educational partner input and data, the district realizes that while progress is continually being made, further work is needed.  When reviewing educational partner input and local data, RJUSD has approximately over three-fourths of parents who believe the district actively seeks input from parents before making important decisions along with expressing a sense of connectedness to their child’s school.  In examining student data, RJUSD found that students had a greater sense of safety on campus.   To build upon this RJUSD will continue their current approaches and programs but seek new or additional measures to further address educational partner sentiment.  The district will look to focus on the communication of their current programs along with the opportunity to expand communication into new areas.|RJUSD will work towards improving their method and model of communication to build greater partnerships for Student Outcomes.  In building these partnerships, the district will continue to offer new approaches to improve engagement of underrepresented families.  RJUSD has continued the presence of a School-Family Liaison at each of their campuses and will do so in the 2025-2026 school year.  The creation of this position provides an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  This position is provided at each campus within the district to ensure that underrepresented families across the entire district are reached.  In addition to the liaisons, RJUSD  has continued since the 23-24 school year to have a Community Schools Coordinator.  The coordinator works with families, community members and business partners.  The continuation of the liaisons and the addition of the coordinator will serve as  tools in providing and building relationships between students/families and school sites.|RJUSD has several methods to both seek and collect input for decision-making from our educational partners.  On a school site level input is sought from educational partners through parent workshops, meetings such as ELAC (English Learner Advisory Committee) and SSC (School Site Council), and personal communication opportunities with site administration by either phone, email or in-person.  On a District level, opportunities for seeking input on decision making matters from educational partners are found within parent forums, district surveys, meetings such as DELAC (District English Learner Advisory Committee) and various personal communication methods such as phone, email, and in-person.|In analyzing educational partner input and local data, RJUSD sees the need to increase and expand communication approaches along with providing clarity in messaging.  Educational partner surveys indicated that two-thirds felt the district actively sought input on decision making items.  This is a number that RJUSD wants to improve upon.  The district will focus on expanding the methods and approaches of communication that they use to seek input from educational partners.  In addition, RJUSD will examine the messaging used in an attempt to provide greater clarity to their audiences.|To improve on the methods and processes of seeking input for decision making RJUSD will move first to strengthen relationships with underrepresented families.  RJUSD continues to have a School-Family Liaison at each of their campuses throughout the  school year.  The creation of this position has provided an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison has helped to serve as a bridge between the student/family and the school site. As relationships are strengthened, the opportunity to seek and gather input has also increased.  RJUSD will continue the presence of a liaison at each school site in the 2025-2026 school year.  The addition of a Community Schools Coordinator, since 2023-2024, is also a welcomed presence.  The addition of the coordinator has helped to increase and build relationships between families, community members and business partners.   RJUSD will continue to provide greater clarity in their messaging.  With opportunities for communication with liaisons and a coordinator, the importance of clear messaging is a top priority.   Greater clarity in messaging will help all educational partners to have a better understanding of items that they can provide input towards decision making items.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-25|2025
10755980000000|Caruthers Unified|3|The district has a strong foundation built on positive relationships with families and a supportive community. The collaboration among teachers, staff, and families is truly commendable. In the 2023–2024 school year, the greatest area of opportunity was in understanding the diverse strengths and needs of families, with 76% of families feeling this was met. In the 2024–2025 survey, that number rose significantly to 87%, reflecting notable progress. The area now showing the most need for improvement is supporting families in understanding their rights and how to advocate for their children, which received a 74% rating. Strengthening this area will help further enhance the district’s collaborative and supportive environment.|The district is focused on strengthening communication with families and ensuring they are aware of their rights as well as the resources available to support them. A key area for improvement is deepening the understanding of the diverse strengths and needs of our families. The Community Schools Grant presents an opportunity to provide targeted support in this area. Effective collaboration among families, staff, and students will be essential to maximize the impact of these resources and build stronger school-family partnerships.|The LEA is dedicated to strengthening community engagement and amplifying the voices of all families, especially those that are traditionally underrepresented. Increased parent participation in meetings and events is an encouraging sign. Moving forward, Community Schools Coordinators will play a vital role in deepening and expanding this engagement.|The district's current strengths and progress in building partnerships for student outcomes had an outcome of 82% in support from families, which is a slight decline compared to the previous year. This indicates a need to pay attention to these details. However, there is a path of improvement that the district is on, and working together with all educational partners to align goals will be beneficial.|The focus area is to continue striving for higher levels of student achievement. It is also the district's goal to effectively communicate this to families and provide them with the tools and resources necessary to support their students. Working together with families and educational partners is essential in achieving these objectives.|The district has consistently encouraged parents and families to be actively involved in their child’s education. This commitment remains strong as we expand our efforts through the Community Schools initiative. We plan to implement targeted surveys and organize focus groups to better understand the specific needs of our families, communities, and schools. This approach will help align and strengthen our ongoing efforts to support students and their families.|The district's current strength and progress in seeking input for decision-making is reflected in the active participation in parent advisory committees, such as DELAC, ELAC, SSC, PAC, and more. The established system ensures that families know they have a voice in the decision-making process, fostering a collaborative environment for continuous improvement.|The district will focus on outreach to families to gather their input and evaluate the events organized by the schools and district. The Community Schools grant will significantly support this effort, enabling more effective engagement and feedback from families|The district has always encouraged parents and family members to actively engage with their child’s school and will continue to reach out to improve the engagement of underrepresented families. A key area that will help foster this engagement is the work of Community Schools in better understanding the gaps and needs of families. Additionally, translation and babysitting services will continue to be provided to support family participation.|4|5|4|4|5|5|5|5|4|5|5|5|Met||2025-06-23|2025
10767780000000|Washington Unified|3|Washington Unified is very dedicated to building relationships between school staff and families. Each school creates a friendly atmosphere that is welcoming and with people that are eager to work with the community. WUSD is in the full implementation of this work and is committed to supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. The following items were analyzed in order to gather information for this rating: Board policies, site family engagement policies, and educational partner surveys.|A strength in this area is the two-way sharing of home to school communications. Parent survey data indicates that parents are extremely pleased with the increase in communication using the Student Information System (SIS) PowerSchool within the past couple of years. They welcome the various modes of sharing of information, and furthermore indicate that they are also able to contact the school sites with any questions. Our focus area remains to clearly and effectively communicate all events throughout the district in a timely fashion.|Annually, Washington Unified makes strides building relationships with staff and families. We pride ourselves on being relationship oriented. We routinely have parent communication concerning events on sites, student grades, family nights, etc. We will continue the work of bringing culturally relevant material into the learning environment and learning about the diversity in our community while fostering diversity as a strength. This will help to increase the engagement of families, including the underrepresented families.|A strength in this area is the two-way sharing of home to school communications. Parent survey data indicates that parents are extremely pleased with the increase in communication using the Student Information System (SIS) PowerSchool within the past couple of years. They welcome the various modes of sharing of information, and furthermore indicate that they are also able to contact the school sites with any questions. We will continue to work with our community schools partnerships for our student outcomes.|WUSD prides ourselves with building relationships with students, families, and staff.  Our Community Schools grant is up and running and therefore we will continue to strengthen/build our partnerships within our community and beyond to meet our student outcomes.|Annually, Washington Unified makes strides building relationships with staff and families. We pride ourselves on being relationship oriented. We routinely have parent communication concerning events on sites, student grades, family nights, etc. We will continue the work of bringing culturally relevant material into the learning environment and learning about the diversity in our community while fostering diversity as a strength. This will help to increase the engagement of families, including the underrepresented families.|The following evidence was reviewed and analyzed in order to inform this rating: Board policies, district and family engagement policies, stakeholder surveys, and meeting discussions. School sites in WUSD regularly implement practices to engage families in advisory groups and decision-making. School site principals attend weekly principal meetings. At these principal meetings, parent engagement is discussed, and ideas are shared with the group. School sites host many events where parents and the community are welcomed such as: Back to School Night, Trunk or Treat, and Choir/Band performances.|One focus area for the 2025-26 school year would be to identify and seek out underrepresented groups in the school community to gain additional input.|The district will improve engagement of underrepresented families by using alternative modes of communication. Home visits, personal phone calls, and text can be used to connect with these families in order to gain their input. In addition, our schools will be conducting a Multi-Lingual Night on our campuses.|4|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
10767781030774|W.E.B. DuBois Public Charter|3|At W. E. B. DuBois, strong family-school relationships are one of our greatest strengths. Parent surveys show high levels of trust and appreciation, with over 90% of families feeling respected by staff and well-informed about their child’s progress. Teachers and support staff prioritize open, two-way communication through calls, messages, and in-person conversations. Our small setting allows staff to build meaningful connections with families, which parents consistently say helps them feel welcomed and valued. Bilingual outreach and interpretation services ensure all voices are heard, and families across grade levels share that they feel included in decision-making and supported in their students' learning journey.|While relationships between families and school staff are a noted strength, survey feedback and educational partner input show that W. E. B. DuBois can improve by expanding parent engagement opportunities and making communication more consistent across grade levels. According to the parent survey, while over 90% of families report feeling respected and supported, fewer expressed confidence in their ability to support learning at home or fully understand academic expectations. Additionally, the LCAP notes the need to build family awareness of available supports and programs, particularly around academic readiness and student progress.|To better connect with families who may feel less represented, W. E. B. DuBois is continuing its work to create a school environment where every family feels invited, heard, and supported. This includes expanding communication tools like ClassDojo and School Messenger to make sure families receive timely information in ways that work best for them, including translated messages when needed. The school will also continue offering interpretation at all events and is planning more family-focused community workshops on topics like growing healthy food at home, college planning, and accessing community resources. These opportunities are designed to meet families where they are. To ensure underrepresented voices help shape decisions, families of English learners, foster youth, and other student groups are actively encouraged to join groups like DELAC and SSC, creating space for genuine partnership and shared growth.|DuBois continues to strengthen its partnerships with families by keeping them informed, involved, and connected to their children's academic progress. Families report feeling welcome on campus, and communication home has expanded through multiple tools like ClassDojo, School Messenger, and printed progress updates. Staff regularly connect with families about student learning, and there is growing trust in school-home collaboration, especially in how teachers provide extra support and offer timely feedback. Parents also shared appreciation for opportunities to give input through school surveys and committee participation. Across all grade levels, the focus on small group instruction, differentiated support, and targeted academic interventions helps ensure families feel their child's individual needs are recognized and met.|While families at DuBois report feeling welcomed and respected, we know there’s more we can do to strengthen meaningful, two-way communication between school staff and families. One focus area is increasing regular contact between families and classroom teachers—especially around student progress, behavior, and expectations. Survey results showed that many families hear from classroom teachers only occasionally, and they’ve expressed a desire for more consistent updates. We also recognize the importance of connecting with families whose students struggle with attendance or engagement, and are working to expand our outreach through flexible meeting options and additional support. As we continue to deepen our Community School approach, we’re committed to creating a more connected and inclusive school environment where families know who to reach out to, feel invited to be part of the conversation, and are supported in helping their children succeed.|Improving engagement with underrepresented families continues to be a priority at DuBois. While many families report feeling welcomed, we have identified groups, particularly families of English Learners, students with disabilities, and those facing chronic absenteeism, who may need more targeted support. In response, we are expanding our home visits and phone banking to foster stronger one-on-one connections and better understand families’ needs. We are also removing barriers to participation by offering flexible meeting times, transportation assistance, and multilingual communication options. Staff will receive additional training focused on building inclusive, culturally responsive relationships with all families. Our goal is to make every parent feel like a valued partner in their child’s success.|This year, we made progress in strengthening the connection between families and student academic outcomes. Teachers used progress reports, benchmark data, and conferences to communicate clearly with families about how their child was doing and what supports were in place. Parents gave input on academic priorities through Individualized Learning Plan meetings, surveys, DELAC, and SSC, which help shape decisions about academic interventions, instructional materials, course offerings, and student support services. Staff works closely with families to track progress toward goals and adjust supports when needed, ensuring that families were not just informed but included in the work of helping students grow.|A key area for improvement is the use of assessment data to guide student supports and communicate progress to families. In response, a new benchmark assessment system was implemented to identify gaps in student learning and align interventions. This system is designed to strengthen Individual Learning Plans (ILPs) and help staff respond earlier with targeted supports. Survey data also indicated that while families feel informed generally, there is a need to improve how academic progress is communicated. In response, the school plans to increase opportunities for teachers to share benchmark results and instructional strategies with families, and use these data points to shape discussions in parent meetings and student goal-setting.|To better support underrepresented families, we’re focusing on more personal, consistent outreach that makes it easier for them to engage in conversations about their child’s academic growth. Families of English Learners and students with disabilities have expressed that while they feel welcomed, they sometimes don’t know how to support learning at home or what progress looks like. We’re responding by strengthening our follow-up after IEP and reclassification meetings, making benchmark results more accessible, and ensuring staff take time to explain what those results mean. We’re also continuing to offer multiple ways for families to connect—by phone, in person, or virtually—so that work schedules or transportation don’t become barriers. By building stronger, more frequent communication around student goals and progress, we can ensure families feel equipped and encouraged to take an active role in their child’s success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-07-30|2025
11101160000000|Glenn County Office of Education|3|Fostering strong partnerships with families is at the heart of our mission to improve student outcomes. We are committed to building trust and capacity with families by providing meaningful opportunities for collaboration. Our staff regularly engages families through Individualized Education Program (IEP) meetings and informal parent-teacher conferences following each grading period. Communication with families is ongoing and transparent to ensure they remain informed about their child’s progress. To further support family engagement, we provide accessible information regarding parents' educational rights, available support services, and legal resources. Recognizing that not all families can attend school-based meetings, we are expanding access to parent education opportunities, including training sessions that empower families to support learning at home.|We are also developing clear, family-friendly resources on conflict resolution and alternatives to dispute processes within the IEP system, ensuring families feel heard and supported. While we maintain an “open-door” policy, we acknowledge that logistical and systemic barriers still prevent some families from engaging fully. To address this, we are creating flexible engagement formats—such as virtual workshops and multilingual resources—so all families can access the information and support they need to advocate effectively for their children.|Our ongoing goal is to deepen relationships with families as equal partners in education, thereby ensuring every student is supported to thrive.|To strengthen our ability to engage families effectively—particularly within the IEP process—we invest in ongoing professional learning for educators and administrators. New teachers participate in onboarding that includes mock IEP meetings, where they practice presenting information and receiving feedback from administrators in a supportive, simulated environment. This year, we began developing a suite of user-friendly preparation tools for IEP meetings, including checklists, infographics, and handouts designed to support both staff and families. These materials aim to ensure clarity, consistency, and confidence in IEP communications. Staff also have access to professional development opportunities hosted by local special education administrators. These workshops focus on navigating the IEP process, fostering productive relationships with families, and managing challenging conversations. We also offer legal workshops led by special education attorneys to ensure staff stay informed about evolving laws, regulations, and policies governing special education.|A key focus of our training includes conflict resolution strategies and techniques for facilitating meetings in ways that prevent misunderstandings and address disagreements constructively. Given the ever-changing nature of special education law and policy, our training is continuous and responsive to current developments.|Throughout all interactions, we prioritize accessibility and inclusion—providing interpreters and translated materials as needed—to ensure all families can participate meaningfully. Our close, regular collaboration with families is fundamental to student success and remains a cornerstone of our approach to special education services.|All students enrolled in our regionalized programs have been identified with disabilities and are eligible for special education services. In these programs, the development of each student’s Individualized Education Program (IEP) is a collaborative process in which families play a central and active role. We view parents as essential partners in shaping educational plans tailored to their child’s unique strengths and needs. To support meaningful engagement, families are asked to complete a feedback survey during the IEP process. This tool not only measures parent participation but also affirms agreement with the proposed services and supports. We are proud to report that 100% of families completed the survey, with over 95% indicating parent/guardian felt involved in the process. Because parent participation is a required element of IEP development, our approach prioritizes one-on-one, individualized engagement. This structure ensures that each family has a direct voice in decision-making and helps us sustain a high level of trust and responsiveness across our programs. Parents’ existing familiarity with the IEP process makes this model both efficient and effective in gathering actionable input. To maximize access, GCOE Student Services ensures that all program information, meeting notices, and related materials are provided in accessible formats and in languages parents can understand, to the extent practicable. Bilingual staff are available to support families by translating documents and facilitating interpretation during meetings. we are committed to inclusive participation for parents and family members with disabilities. Upon request, we provide reasonable accommodations—such as sign language interpretation or accessible meeting formats—and ensure all school facilities meet ADA standards.|Based on our self-reflection process and feedback from educational partners, we identified that underrepresented families—particularly those of English learners, students with disabilities, and low-income households—face barriers to participating in school and district-level decision-making. These barriers include language access, unfamiliarity with educational systems, scheduling conflicts, and a lack of culturally relevant outreach.|To address these gaps, the LEA will implement strategies around culturally responsive outreach, capacity building, and flexible engagement opportunities. We will strengthen outreach efforts by leveraging trusted community liaisons and bilingual staff to build relationships with families who have not traditionally participated in advisory groups. Outreach materials will be translated into multiple languages and distributed through channels commonly used in those communities. We will provide targeted training for families—especially those new to the IEP process, English learner services, or school governance structures—so they feel confident in contributing to decision-making. This includes hosting orientation sessions, parent leadership workshops, and “how to participate” webinars. Recognizing that in-person meetings are not always accessible, we will offer hybrid and asynchronous participation formats, including surveys, phone conferencing, and digital platforms that allow parents to provide feedback on their own time. These efforts are designed to create more equitable and inclusive opportunities for all families to influence school and district policies, programs, and outcomes.|5|5|5|4|5|4|5|5|4|4|3|4|Met||2025-06-27|2025
11101160124909|Walden Academy|3|Walden Academy continues to demonstrate a foundational strength in cultivating strong school-family partnerships. This commitment to engagement is rooted in the school’s founding values and mission. Family participation remains central to school culture and decision-making. Parents and guardians are actively invited to join classroom activities, supervise recess, attend school-wide events, and serve as chaperones on field trips. Regular parent-teacher conferences occur at least once annually, with high participation rates. Educational partners, including families, are consistently engaged through weekly newsletters from the school director, which include upcoming academic events and resources for supporting student well-being. Teachers also communicate learning updates via classroom newsletters. In response to increased interest in transparent communication, staff now provide real-time academic updates through online gradebooks and assignment portals. Spanish translation services are routinely available for school meetings and conferences, ensuring accessibility for multilingual families. Families are invited to engage in shared governance via participation in the Parent Teacher Club (PTC), School Site Council (SSC), and school board meetings. Feedback gathered through CHKS and local input forums highlighted that parents value the school’s approachable staff, consistent communication, and multiple opportunities for direct engagement.|Despite Walden’s strengths and continued efforts, parent involvement during the school day has not returned to preCOVID levels. Feedback and data indicate this is due to multiple overlapping challenges: parents’ evolving work commitments, limited teacher-initiated invitations for in-class support, and an ongoing shift in school norms postCOVID restrictions. Additionally, some families report feeling uncertain about how best to re-engage with in-person 2025-26 Local Performance Indicator Self-Reflection for Walden Academy Charter School Page 10 of 19 school activities. These trends signal the need for renewed strategies to rebuild a campus culture of inclusive, regular family presence. As the school Superintendent/ Principal, I applied for a grant program called Community Engagement Initiative to support our capacity to reengage families, but despite my effort, we were not sele|In response to CHKS feedback and self-reflection data, Walden Academy has prioritized monthly communication of current instructional standards by teachers to improve transparency and academic engagement. For the 25/2 school year teachers will share grade-level learning objectives in newsletters and digital platforms. Additionally, the school plans to offer family engagement nights that are co-developed with feedback from underrepresented families— including Spanish-speaking and foster families—to ensure culturally relevant access to academic content and school initiatives. Walden will also partner with the PTC to establish a “Family Welcome Team” aimed at connecting new or less involved families with ongoing school events and support networks. This effort is designed to reduce barriers for underrepresented groups by proactively offering personal outreach and translation support.|Walden Academy continues to demonstrate a collaborative and student-centered culture that effectively fosters strong partnerships for improved student outcomes. The school’s proactive engagement with families and the broader community remains a cornerstone of its educational approach. Throughout the 2024–25 year, Walden reinforced its commitment to building inclusive learning partnerships through regular events, personalized communication, and responsive instructional strategies. 2025-26 Local Performance Indicator Self-Reflection for Walden Academy Charter School Page 11 of 19 Key strengths include the continued integration of Responsive Classroom and Toolbox Project strategies, which cultivate a consistent, safe, and supportive school climate. These approaches, embraced by both staff and families, help students develop social-emotional skills that directly support academic success. Professional development for teachers has expanded to include deeper collaboration in analyzing student data and tailoring instruction to meet identified needs. This professional learning has been tied to regular benchmark assessments (iReady), which provide timely insights into student progress and allow educators to partner with families using clear, actionable academic information. Walden has made tangible strides in sharing student progress through regular communications, including personalized teacher updates and family conferences. Teachers increasingly use digital platforms to communicate classroom learning goals and student outcomes. In response to educational partner feedback, the school director enhanced weekly newsletters with a “Learning Highlights” section to better inform families about academic focus areas and support strategies. Community-building events—such as talent shows, service learning projects, and academic exhibitions—continue to serve as accessible platforms for parents and guardians to engage meaningfully with student learning. These events not only celebrate student accomplishments but also reinforce the collaborative spirit among teachers, students, and families. By embedding educational partner feedback into its decision-making structures—such as through School Site Council (SSC) and Parent Teacher Club (PTC)—Walden ensures alignment between school goals and community expectations. These practices reflect a deep commitment to inclusive engagement that directly supports student success.|While Walden maintains strong overall engagement, there remains a need to strengthen on-campus parent volunteerism and deepen parent understanding of grade-level content and learning strategies. Feedback from families and staff emphasized that while communication channels exist, more explicit guidance on how families can support student learning at home—especially in core academic areas—would be beneficial. Additionally, structured volunteer opportunities have not yet returned to pre-pandemic levels, and both staff and families expressed a desire for renewed clarity and invitations regarding volunteering protocols.|To better support underrepresented families, Walden Academy will launch a targeted family engagement initiative for the 2025–26 school year. Teachers will continue monthly updates detailing classroom learning standards and will include specific ways families can reinforce concepts at home. This approach is designed to address CHKS feedback showing a gap in understanding around what students are learning and how to help.|Walden Academy has continued to make measurable progress in fostering a collaborative culture where educational partner input is actively sought and utilized in decision-making. Throughout the 2024–25 school year, the school provided consistent and varied opportunities for parent and community engagement through School Site Council (SSC), Board meetings, and Parent Teacher Club (PTC) activities. Notably, the PTC experienced a marked increase in active participation, with families contributing to event planning, fundraising, and school climate initiatives. Educational partner feedback collected through conferences, in surveys, and through school events, demonstrating a commitment to listening to families and staff. Furthermore, staff involvement in instructional decision-making has increased through grade-level collaboration and professional learning communities (PLCs), strengthening input loops on curricular and behavioral strategies. The school director’s weekly newsletter continues to serve as a transparent platform for sharing updates and encouraging input on upcoming decisions. In several instances during 2024–25, parent and staff feedback directly influenced schoolwide initiatives, such as adjustments to homework policies and refinements in schoolwide behavior expectations. This demonstrates that input is not only collected but meaningfully applied.|While progress has been made, Walden Academy has identified several focus areas for improvement in its decisionmaking engagement practices. Participation in SSC, ELAC, LCAP Advisory and school board meetings remains limited to a relatively small group of families. Although these forums are publicized, many parents have expressed uncertainty about the purpose of these meetings or how to participate meaningfully. To address this, the school aims to better demystify decision-making processes and expand access by clearly communicating the roles of different school governance bodies. Additionally, input from multilingual families and those not typically represented at decision-making meetings is limited, highlighting a need for targeted strategies to build trust and invite sustained participation from these groups.|To improve engagement of underrepresented families, Walden Academy will launch “Parent University” nights during the 2025–26 school year. These sessions will offer helpful tips, educational resources, and open forums tailored to family-identified needs and concerns. Topics may include supporting student learning at home, navigating school systems, and social-emotional development. To ensure accessibility and inclusion, each session will be co-facilitated by a bilingual staff member and feature materials available in both English and Spanish. Personal invitations will be extended to underrepresented families— including those of English Learners, low-income students, and foster youth—through direct communication from teachers and community liaisons. Events will be held at varied times to accommodate family schedules and include childcare and light refreshments to reduce barriers to participation. These efforts are designed to foster trusting relationships and empower families to play a more active role in school decision-making. Feedback gathered during “Parent University” nights will be synthesized and shared with school leadership teams and governance groups, ensuring that the voices of all families directly inform policies and school improvement efforts.|4|4|3|4|3|4|4|3|3|4|4|2|Met||2025-06-24|2025
11101160130724|Success One!|3|Success One! is very strong in building not only respectful and trusting relationships among the team members (administrators, teachers, and classified staff), but also among our students, their families, and our community.|Success One!'s focus area for improvement in building relationships between school staff and family is having the appropriate amount of administrative support personnel to provide the necessary support to our students and families. When a school does not have sufficient administrative support personnel to help teachers and administration, it adds extra responsibilities to all the team members to fill in the gaps, which correlates directly to the reduced amount of time available to focus on building relationships with the students, family, and the community.|Success One! Charter's underrepresented populations averages at 70% annually, therefore, all our policies and procedures are designed to serve this population. We ensure all of our student population is engaged in the school activities and is involved in the decision making process through the  participation in the school Advisory Committee, annual LCAP surveys, ongoing local surveys, and local data collection and analysis.|Success One! excels in building partnerships and actively collaborates with various stakeholders, students, teachers, community organizations, businesses, and government agencies. By involving these stakeholders, we can leverage their expertise, resources, and support to enhance student outcomes. Success One! offers regular communication with our students and their families, offers workshops for students and community members. When students and families are engaged, students tend to perform better academically and have improved social-emotional development.|Success One! will focus on building, establishing, and maintaining partnerships to share resources and expertise. This can involve collaborating with businesses, community organizations, or higher education institutions, ex. local community college, to provide additional resources, mentorship programs, internships, or career guidance. By leveraging external resources, we can enhance the quality and diversity of educational opportunities for our students.|Success One! Charter's underrepresented populations averages at 70% annually, therefore, all our policies and procedures and efforts to build partnerships are targeted towards this population.|Success One! Charter School offers a variety of means for collecting and analyzing data to inform the decision making process about our school, policies, procedures, curriculum, and day to day operations. Our strength is Data-Informed Decision-Making: we seek input from various stakeholders and use data for decision-making. We collect and analyze relevant data, such as student achievement data, demographic information, and feedback from stakeholders. By integrating data with stakeholder input, we can then make more evidence-based decisions that address the needs of our students and community.      Success One! Charter School is constantly seeking the input from our local partners, our students, their families, and our school staff. We hold our Success One! Advisory Committee meetings quarterly and encourage all of the stakeholders to offer their input and to participate in the decision-making processes. We value and appreciate the input from various stakeholders as it offers us diverse perspectives to make the best decisions for our students and the families. We send out a variety of surveys throughout the year to gather input on different aspects of our school, our students and their well-being to better inform our decision making processes. All the data we collect through the surveys is analyzed by our school staff, and based on the outcomes, our team builds a plan of action to address the needs of our students, families, our school and our community.|During the 24-25 school year, Success One! improved its survey response rate through our annual School Climate Survey. Moving forward, we will focus on gathering more input by increasing student participation in our School Advisory Committee and encouraging more students to attend these meetings.|Success One! Charter’s student population consistently includes approximately 70% underrepresented groups each year. As such, our policies and procedures are intentionally designed to meet the needs of these students. Consequently, the majority of input we receive—whether through Advisory Committee meetings, school climate surveys, or other feedback opportunities—reflects the voices of underrepresented students and families, as all students are provided with equal opportunities to share their perspectives.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
11101161130103|William Finch|3|Local data continues to indicate that the strength in this area is clearly defined by the specific action, connection and engagement during the bimonthly meetings between the teacher, student and family.|After gathering additional data in 24-25 through the Community Schools Partnership and Community Engagement Initiative, the school can foster quality relationships with staff and families through an improved website, improved digital communications platform, and regular community engagement opportunities for students and families.|The strategy to improve engagement with underrepresented families is based on a variety of partner inputs, is to explore the viability of bringing on a Wellness Coach, Community Healthcare worker, or a Social Worker to support families of the school.|As a personalized learning school, frequent meetings with families are routine, systemic, and expected to be attended. These regular meetings with teachers and families provide rich opportunities to establish and maintain relationships throughout the school year focus on student learning outcomes. Students are typically re-assigned to the same lead teacher each year, so these relationships are further strengthened each year of enrollment. This is supported by local survey data.|The focus area for improvement is gathering additional information to accurately identify themes and patterns amongst our families who are serving as home educators. While students have support from teachers and clear academic expectations, there is inconsistency regarding academic support in the home. Utilizing both in-person and remote tutoring and increasing academic progress monitoring as well as intervention supports began in 24-25 and will continue in 25-26.|One area of improvement in this domain is connecting families to one another. Through workshops and school events, additional opportunities have been initiated to connect families partnering together with the goal of improving student engagement.|The school seeks input in a variety of ways including local surveys, school site council meetings, monthly school board input, and an open door policy for students and families.|Technology tools for communication are lacking and need improvement. The advisory council has demonstrated a lack of involvement and participation in recent years by both staff and families. Recruitment of new members is a priority for 25-26.|The continued work with the Community Engagement Initiative consists of staff, students, families, school and county office administration. The intention of this team is to grown into a sustainable advisory council and assist with decision-making at the school.|5|4|5|4|5|4|5|5|3|3|4|4|Met||2025-06-27|2025
11625540000000|Capay Joint Union Elementary|3|Our LEA has made steady progress in building relationships between school staff and families through consistent and informal engagement efforts. Teachers and administrators regularly connect with families through phone calls, text messages, and in-person conversations to provide updates and support. Bilingual staff play a key role in ensuring that all families feel heard and included.|Based on staff observations and informal input from families, our LEA has identified the need to improve consistent and culturally responsive communication with all families, especially those who speak languages other than English. While staff members make individual efforts to connect with families, there is not yet a systemwide approach to ensure regular two-way communication. Additionally, participation in school events remains limited for some families, suggesting the need to explore more inclusive engagement opportunities and to understand and address potential barriers to participation. These areas will be a key focus as we strengthen family-school partnerships.|Based on informal input and staff reflection, our LEA has identified that families of English learners and recently enrolled students remain underrepresented in school engagement activities. Although we currently offer translation services and multilingual messaging, we have recognized a need to go beyond communication access and foster more personal, trust-based relationships. To improve engagement, we plan to introduce more direct outreach strategies, such as informal listening sessions and one-on-one check-ins with families who have not participated in past events. We are also exploring the creation of a part-time family liaison role to help bridge school and home connections, particularly for families who may feel hesitant to engage due to past experiences or cultural differences. These actions aim to ensure all families feel welcomed, informed, and empowered to participate in their child’s education|Our LEA has made progress in building partnerships that support student outcomes by prioritizing regular communication and personalized outreach. Teachers routinely share student progress through phone calls, home folders, and informal check-ins. Bilingual messaging platforms help families understand how their children are performing and how they can support learning at home. Staff have observed greater family responsiveness and increased attendance at academic check-ins over the past year.|Our LEA has identified the need to strengthen parent understanding of academic expectations and how to support student learning at home. While families receive regular communication on grades and assignments, informal feedback suggests many are unsure how to interpret this information or use it to guide at-home support. In particular, families of English learners and first-generation students have expressed a desire for more accessible guidance on how to help with reading and homework. To address this, the LEA will focus on creating more user-friendly academic updates, offering bilingual academic workshops, and providing take-home resources that equip families to support student progress.|During the self-reflection process, our LEA identified that families of English learners and students with disabilities are underrepresented in efforts to support student learning at home. These families often face barriers such as unfamiliarity with curriculum standards and uncertainty about how to assist with assignments. To improve engagement, we will provide bilingual academic workshops that focus on grade-level expectations and practical learning strategies families can use at home. We also plan to develop simplified progress-tracking tools and train staff to offer 1:1 check-ins with families who may need additional guidance. These steps are aimed at building confidence and empowering families to actively partner with us in supporting student success.|Our LEA encourages open communication and seeks family input through informal channels such as one-on-one conversations, classroom visits, and direct outreach from teachers and administrators. This input has informed recent decisions, including adjustments to communication formats and the addition of multilingual updates. Staff report an increase in parent-initiated conversations, reflecting growing trust and a sense that family voices are being heard in school decision-making.|While our LEA actively seeks informal input from families, we recognize the need to develop more structured and consistent ways to include educational partners in decision-making. Our focus for improvement is to establish more inclusive and systematic opportunities—such as regular parent forums or community feedback sessions—that ensure all voices are represented in shaping school decisions.|Through our self-reflection process, we identified that families of English learners and students with disabilities are underrepresented in LEA decision-making. These families often face barriers such as language, scheduling challenges, or uncertainty about how their input will be used. To improve engagement, we will host multilingual input sessions at varied times to accommodate different work schedules, and provide interpretation services during meetings. Additionally, we will begin personally inviting families from underrepresented groups to participate in pilot parent advisory forums and will train staff to facilitate inclusive discussions that emphasize how parent voice directly informs planning. These steps are designed to build trust and increase participation among families who have not historically been involved.|4|4|4|4|4|4|4|4|4|4|3|3|Met||2025-06-23|2025
11625960000000|Lake Elementary|3|"One of Lake Elementary School District's many strengths is in building and maintaining relationships between school, family and staff. Lake has a long standing tradition of partnering with educational partners for the success of all learners. During the 2024-25 school year, to continue the strong partnership, the superintendent/principal has supported and sustained the following: -Announcement of student and staff birthdays daily at the all-school flag salute by the flag patrol, with Friday announcements of The Caught Being Good drawing winners -Support daily opportunities for students to receive praise from the staff -Announcements to the school community on social media -Student of the Month Assembly: Students are recognized by their teacher with a Student of the Month Award where students are recognized for outstanding behavior, academic success, social/emotional growth, Panther Pride Award for students exhibiting Lake's definition of Panther Pride: Being kind and helpful, having good sportsmanship, expecting success in themselves and believing in others as well as pride in their school and community. Staff recognition award of ""Who's Got Hootie"", a monthly award given by a staff member to another staff member, and the Ironman Trophy, awarded monthly to a classroom with the highest percentage of attendance. -Monthly Pizza With the Principal routine where students are again recognized for outstanding behavior and/or academic performance -Hosted an annual onsite K-8 Christmas Program for families -Hosted an annual onsite holiday craft fair open to the community -Active participation in Lake's PTO and SSC by staff, family and community members -Monthly newsletter sent home titled Parents Make the Difference in both English and Spanish which provides valuable information for parents to support their child's academic, behavior and socially success at school -Principal weekly recorded phone message and email about important events at school and other items families find important -Support 4 reporting periods of student progress. Parent-Teacher conferences are held during trimesters 1. Parents may request additional conferences at any time. -Provide families of students with disabilities will receive robust information about the areas of strength and areas of need of their child along with methods to support their child's social, emotional and academic needs. This year, the principal/superintendent developed, introduced and supported a new method to recognize exceptional staff and students at Lake called You Knocked My Socks Off. This recognition consists of a pair of Lake Panther socks and a certificate outlining why the recipient was chosen to receive the socks."|Lake Elementary will continue the long standing tradition of partnering with educational partners for the success of all learners. We will continue to provide myriad opportunities for education partners to build strong relationships with the school community and provide multiple streams of communication between school and home to sustain and increase the relationship. Two areas of focus are: 1. Principal Newsletter each month to keep families up to date on school events and academic progress. 2. Consider providing How to Help Your Child Learn newsletter in English and Spanish. 3. Encourage classroom and campus volunteerism.|1. Encourage educational partner input via annual surveys, participation at school site council and parent-teacher organization meetings. 2. Provide Parents Make a Difference newsletter in English and Spanish. 3. When necessary, provide translation services. 4. Encourage educational partners to attend events on campus 5. Encourage educational partners to volunteer in classrooms or elsewhere on campus.|Lake Elementary has shown progress in providing families with valuable information and resources to support student learning and development in the home. This indicates that the school recognizes the importance of engaging families in their child's education and has taken steps to empower them with the necessary tools. In the 24-25 school year, Lake began sending home a newsletter in English and Spanish that provide tools to support parenting and student academic and behavior success. Lake Elementary teachers communicate with families regularly regarding student progress via email, phone calls, the Remind App and in person. Lake has 4 reporting periods: 1 progress report sent home in September, and 3 trimester periods. Teachers host parent conferences for all parents at the end of trimester 1 and any other times a parent would like to review a report card. In addition, teachers hold SST meetings with parents and the school team to support students in all areas of the curriculum, behavior and socioemotional growth. In middle school, parents have access to each teacher's Google Classroom. They also provide progress reports mid-trimester and report to parents weekly based upon the sports policy requirements for participation in Friday games.|We will continue to support the areas we already have well-established that support the partnership with families for improved student outcomes. In addition, we will continue to focus on providing professional learning and support to teachers, paraprofessionals and administrators to enhance the knowledge and skills of educators, identify ways to collaborate with families, and strengthen partnerships for improved student outcomes.|As outlined above, Lake Elementary will continue to concentrate on strengthening the capacity of teachers, paraprofessionals and administrators to partner and support families. We will continue efforts to reach out to underrepresented families and provide necessary resources.|All Lake Elementary educational partners have the opportunity to provide input for decision making at the School Site Council, PTO, and board meetings. The School Site Council serves as the parent advisory committee for the district and has become highly involved in the planning and accountability of the LCAP. School Site Council members represent all student subgroups, including English learners, Title I students and special population students, all of which have parent representatives serving on the Council. Additionally, the superintendent/principal or designated staff member attends the monthly Parent Teacher Organization (PTO) meetings. Monthly all-staff meetings are held to review and solicit input for board items and updates. To solicit the student body voice, the Healthy Kids Survey and the Healthy Kids Parent Survey are distributed to all 6-8 students and all K-8 parents every other year. On years that without the Healthy Kids and Parent Survey, Lake Elementary surveys parents, staff and students in grades 3-8. Lake Elementary and the state-sponsored survey are anonymous. All final LCAP agenda items are reviewed and approved at scheduled board meetings.|Lake Elementary will continue to build the capacity of family members to be involved in board meetings, PTO, and School Site Council to participate in decision-making processes.|By focusing on building the capacity of families and ensuring the inclusion of underrepresented groups, Lake Elementary can strengthen family engagement and create more representative decision-making processes that align with the needs and perspectives of the entire school community. This may include conducting surveys, hosting community forums, or establishing feedback mechanisms to gather input from families. Targeted outreach, language accessibility, cultural sensitivity, and ensuring diverse representation in decision-making bodies has also been discussed.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
11625960139550|Lake View Charter|3|Educational research validates that support at home is critical to a child’s academic success, our school has made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement, with a focus on parent engagement strategies, and professional development in regards to our underrepresented populations. An example of parent engagement would include ELAC meetings and opportunities to collaborate on student and parent engagement policies. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, parent organizations, learning field trips, by participating in advisory committees, and special events. One of the many opportunities for underrepresented families are the clubs and virtual academies that provide additional engagement for enrichment and in-person instruction.|Our school's focus has been to support students' academic success and provide the necessary tools to achieve their goals. We will continue to increase and improve academic enrichment, direct instruction, and intervention for the identified areas of academic need for our underrepresented families.|We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. We’ve formed a Parent Advisory Committee for the 23-24 school year, to support school and family partnership and engagement. Most communication between parents and families in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.|Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form partnerships to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops, and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs, and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Dedicated English language development, social emotional learning, and a Title One specific website. Our school will continue to strive to create an engaging environment with our educational partners. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few.|A focus area for improvement is to increase our parent participation in the LCAP survey and increase parent awareness regarding the importance of mandated state tests and how the scores impact the outcome of our performance based on Dashboard results.|A focus area for our school is the formation of the Parent Advisory Committee. The PAC will be committed to bridging relationships between the school and families, with a focus on the needs of unduplicated students. The school will work to better connect the PAC and ELAC committees to ensure continuity between the two programs. We have implemented a single platform to provide continuity for all of our public meetings.|We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children.|An area of focus our school continues to be in relation to communication within parent engagement. A few examples are to improve on our various social media platforms, more opportunities for live interaction, launched a school podcast, in the process of redesigning our website to be more user friendly for our families and community partners.|To improve our engagement of underrepresented families, students and families are highlighted in opportunities to participate in decision-making regarding events, social interaction and educational field trips. Parents/guardians suggested we continue to increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to be to increase parent participation and engagement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-04|2025
11626380000000|Plaza Elementary|3|Plaza School District teachers has a lot of parent and community involvement where volunteers work in classrooms and for school wide activities.   The Plaza Community Club is very active and supportive all year.|Plaza School District has a strong relationship between school and families. However, we continue to build upon those existing relationships by offering multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually. Additionally, the District regularly encourages families to be involved with their child(ren)'s school experience through volunteering in classroom and school wide activities.|The District will continue to reach out to families whose primary language is not English by translating information sent home.|Plaza School District teachers communicate with families regularly regarding student progress via email, text, phone calls, and in person. Plaza uses an online grading program that students and families have access to. Progress reports are sent home every three weeks and require parent signature. Parent teacher conferences are scheduled for all students the first trimester and as needed throughout the rest of the year.|Plaza School District has a strong relationship between school and families that results in many opportunities for families to monitor student progress throughout each trimester.|The District will continue to reach out to underrepresented families, including those whose primary language is not English by translating information sent home.|Stakeholders are offered multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually.|The District will continue to encourage families to be involved in the decision making process by participating in board meetings, School Site Council Meetings, Plaza Community Club meetings, LCAP meetings, and utilizing administration's open door policy.|Underrepresented families are offered multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually.|4|4|3|4|4|4|4|2|4|4|4|4|Met||2025-06-25|2025
11626460000000|Princeton Joint Unified|3|Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.|We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.|Using local connections and translators, we are able to support all students and engage with families.|Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.|We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.|Using local connections and translators we are able to support all students and engage with families.|Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.|We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.|Using local connections and translators we are able to support all students and engage with families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
11626530000000|Stony Creek Joint Unified|3|The LEA is strengthening its relationship with student outcomes through a multifaceted approach that emphasizes both academic support and clear, consistent communication with families and the community. First, targeted reading support has been expanded in the lower elementary grades through the deployment of a dedicated reading specialist, helping ensure early literacy development. Second, additional paraeducator support at the high school level is providing students with the help they need to stay on track with coursework and avoid falling behind. Third, we are celebrating higher graduation rates at both high schools with unified ceremonies and recognitions, while also acknowledging academic excellence through awards for state test scores. These achievements are shared with families via ParentSquare, school-wide announcements, and our mailed community newsletter, reinforcing the importance of student success. Fourth, the LEA is committed to transparency and collaboration, regularly explaining test scores to students and families using multiple formats—including in-person events, digital updates, and printed communications. Professional development for staff and student preparation activities further support strong performance on state assessments.|Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) is committed to improving the relationship between school staff and families through several focused initiatives.  Firstly, the district is enhancing communication channels to ensure that parents and guardians are well-informed about their children's academic progress and school activities. To achieve this, SCJUSD is leveraging tools such as ParentSquare and the Aeries Parent Gradebook. ParentSquare will provide a unified platform for school communications, allowing parents to receive updates, notices, and messages directly on their devices. The Aeries Parent Gradebook will offer parents real-time access to their children's grades and attendance records, fostering transparency and keeping families engaged with their students' academic journey.  Secondly, the district is developing programs that actively involve parents in the educational process. These programs include workshops designed to help parents support their children's learning at home, volunteering opportunities within the schools, and parent advisory committees that provide a voice for parents in school decision-making. By involving parents in these ways, SCJUSD aims to create a collaborative environment where parents feel valued and empowered to contribute to their children's education.  Additionally, SCJUSD is organizing family engagement activities to foster a sense of community and strengthen the bond between families and the school. Events such as family nights, cultural celebrations, and academic showcases will be held regularly, providing opportunities for families to participate in school life and celebrate student achievements together.  Recognizing the diverse needs of its families, SCJUSD is committed to providing support that addresses these differences. The district will offer translation services for non-English-speaking families, schedule meetings at various times to accommodate different work schedules, and provide resources to assist families facing economic or social challenges. This inclusive approach ensures that all families have the opportunity to engage with the school community effectively.  Finally, SCJUSD is implementing robust feedback mechanisms to gather and act upon input from families. Through surveys, suggestion boxes, and regular meetings with parent representatives, the district will continually seek to understand and respond to the concerns and suggestions of its community. By prioritizing open dialogue, SCJUSD aims to build trust and create a responsive educational environment.  By focusing on these areas, SCJUSD is dedicated to building stronger relationships between school staff and families, ultimately contributing to better student outcomes and a more cohesive school community.|Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families.  To begin with, SCJUSD will utilize ParentSquare and the Aeries Parent Gradebook to provide targeted communication to underrepresented families. These tools will ensure that all families receive timely and relevant information in a format that is accessible and convenient for them. By leveraging these platforms, the district aims to keep families well-informed and engaged with their children's education.  The district will also designate dedicated support staff who are specifically responsible for reaching out to and supporting underrepresented families. These staff members will act as liaisons, helping families navigate the school system and access available resources. Their role will be crucial in building trust and fostering a supportive environment for all families.  In addition, SCJUSD will organize inclusive events and activities that celebrate the diversity of the school community. By hosting multicultural events, the district will provide opportunities for underrepresented families to feel valued and included. These events will not only celebrate cultural diversity but also create a sense of belonging and community among all families.  Recognizing that many underrepresented families may have challenging schedules, the district will offer flexible meeting times for parent-teacher conferences and other school-related events. This approach will make it easier for all families to participate and engage with the school, ensuring that everyone has the opportunity to be involved in their children's education.  Furthermore, SCJUSD will partner with outside organizations to offer parent education workshops. These workshops will educate parents about the school system, help them understand how to support their children's education, and provide information on available resources and services. By partnering with external organizations, the district can bring in additional expertise and resources to better serve its families.  By implementing these strategies, SCJUSD aims to foster a more inclusive and supportive environment that actively engages underrepresented families, thereby strengthening the overall relationship between school staff and families.|The LEA has incorporated parent conferences at the K-8 grade levels. These are multiple minimum day meetings. The school district uses new digital marquees to communicate school information to the community along with its website and dialer. The district also incorporates award celebrations for achieving students in academics, behavior, attendance that parents are invited to along with other school presentations. Expanding athletics such as high school football and sports at the intermediate school will continue to build progress between the LEA and community as a whole. The LEA also offers its campuses to community stakeholders to hold meetings as well throughout the school year.|Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified several key focus areas for improvement in building partnerships to enhance student outcomes. Firstly, SCJUSD is committed to enhancing communication and engagement with the community. The district will continue to utilize its new digital marquees, website, and dialer system to improve the dissemination of information. These tools ensure that families and community members receive timely updates about school activities, events, and important announcements. Additionally, the district aims to expand the use of these platforms to reach a broader audience more effectively. Secondly, SCJUSD has incorporated regular parent conferences twice a year at the K-8 grade levels, conducted during multiple minimum day meetings. These conferences provide a vital opportunity for parents to engage directly with teachers, discuss their children’s progress, and collaborate on strategies to support student success. Enhancing these conferences to ensure they are productive and accessible to all families is a primary focus for the district.  In recognizing and celebrating student achievements, SCJUSD places great importance on acknowledging accomplishments in academics, behavior, and attendance. The district will continue to invite parents to award celebrations and other school presentations, fostering a sense of pride and community involvement. Additionally, the implementation of Positive Behavioral Interventions and Supports (PBIS) will further support and recognize positive student behavior, contributing to a positive school culture. Expanding athletics programs is another key focus area for SCJUSD. Recognizing the role of sports in building community and enhancing student engagement, the district is committed to expanding high school football and sports programs at the intermediate school level. Furthermore, the district plans to expand its Future Farmers of America (FFA) and shop programs, providing students with more opportunities to develop practical skills and interests. These programs not only foster teamwork, discipline, and school spirit but also serve as a bridge between the LEA and the community, encouraging greater community support and involvement. SCJUSD also offers its campuses to community stakeholders for meetings and events throughout the school year. This practice supports community needs and fosters a closer relationship between the school district and the community it serves. The district will explore additional ways to make school facilities more accessible and welcoming to community groups.  Lastly, to further support student outcomes, SCJUSD will partner with external organizations to offer parent education workshops and other resources. These partnerships will bring additional expertise and support to families, helping them better engage with their children’s education and well-being.|Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes.  Firstly, SCJUSD will enhance communication with underrepresented families by utilizing ParentSquare and the Aeries Parent Gradebook. These tools will ensure that all families receive timely and relevant information about their children's academic progress, school activities, and important announcements in an accessible and convenient format.  The district will designate dedicated support staff to reach out to and support underrepresented families. These staff members will act as liaisons, helping families navigate the school system, access available resources, and address any concerns. This direct support aims to build trust and create a supportive environment for all families.  Additionally, SCJUSD will organize inclusive events and activities that celebrate the diversity of the school community. By hosting multicultural events and award celebrations, the district will provide opportunities for underrepresented families to feel valued and included. These events will not only recognize student achievements but also create a sense of belonging and community.  To accommodate the challenging schedules of many underrepresented families, SCJUSD will offer flexible meeting times for parent-teacher conferences and other school-related events. This approach will ensure that all families have the opportunity to participate and engage with the school, regardless of their work or personal commitments.  Furthermore, SCJUSD will partner with outside organizations to offer parent education workshops. These workshops will educate parents about the school system, help them understand how to support their children's education, and provide information on available resources and services. By collaborating with external organizations, the district can bring additional expertise and resources to better serve its families.  By implementing these strategies, SCJUSD aims to foster a more inclusive and supportive environment that actively engages underrepresented families, thereby strengthening partnerships that support student outcomes and enhance the overall educational experience.|The LEA does attend twice monthly meetings with Native American families at the Grindstone Rancheria. The LEA uses primarily surveys for parent input and schedules parent conferences twice a year to keep in contact with parents regarding their child's academic progress. We have implemented the use of ParentSquare to communicate with families.|Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified key focus areas for improving engagement in decision-making to better involve parents and the community.  Firstly, SCJUSD will implement strategies to increase parent attendance at crucial meetings, such as budget, Title 1, and Board meetings. This will include offering flexible meeting times, virtual attendance options, and active promotion through various channels to raise awareness and highlight the importance of these meetings.  Additionally, the district will enhance communication with Native American families through more consistent and meaningful dialogues during the existing monthly meetings at the Grindstone Rancheria. This effort aims to better understand and address the specific needs and concerns of these families.  To gather more comprehensive parent input, SCJUSD will diversify its methods beyond surveys by hosting focus groups, conducting individual interviews, and holding community forums. These varied approaches will provide richer insights into parent perspectives.  Parent-teacher conferences, held twice a year, will be improved to ensure they effectively keep parents informed and involved in their children's academic progress. The district will train teachers on conducting productive and engaging conferences and explore ways to accommodate parents' schedules to boost participation.  Leveraging the effectiveness of text communication, SCJUSD will incorporate structured and strategic text messaging campaigns. These campaigns will solicit feedback, remind parents of important meetings, and provide updates on decision-making processes, thus enhancing engagement through direct communication.  Finally, SCJUSD will establish parent advisory committees to provide a structured avenue for parents to participate in decision-making processes. These committees will regularly discuss key issues, provide input on district policies, and collaborate with school leaders to improve the educational experience for all students.  By focusing on these areas, SCJUSD aims to create a more inclusive and responsive approach to seeking input from parents and the community, ensuring that decision-making processes are informed by diverse perspectives and that all families feel heard and valued.|Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified several strategies to improve the engagement of underrepresented families in decision-making.  Firstly, SCJUSD will offer more flexible meeting times and virtual attendance options for important meetings, such as budget, Title 1, and Board meetings, to accommodate diverse schedules. This approach aims to make participation easier for all families.  To enhance communication, the district will utilize ParentSquare and the Aeries Parent Gradebook to keep underrepresented families informed about school events, meetings, and important announcements, ensuring timely and accessible communication.  The district will designate dedicated support staff to reach out to and support underrepresented families. These staff members will serve as liaisons, helping families navigate the school system, access resources, and engage in decision-making processes.  Recognizing the limitations of surveys alone, SCJUSD will implement diverse feedback methods, including focus groups, individual interviews, and community forums. This approach will provide a more comprehensive understanding of underrepresented families' perspectives.  Lastly, SCJUSD will establish parent advisory committees to provide structured opportunities for underrepresented families to participate in decision-making. These committees will regularly meet to discuss key issues and provide valuable input on district policies and initiatives.  By implementing these strategies, SCJUSD aims to create a more inclusive and responsive approach to engaging underrepresented families, ensuring their voices are heard and valued in the decision-making process.|2|3|2|3|3|2|4|4|4|3|3|3|Met||2025-06-26|2025
11626610000000|Willows Unified|3|Willows Unified School District (WUSD) remains deeply committed to fostering strong, trust-based relationships with families as outlined in Goal 3 of our LCAP. Our consistent performance on the Building Relationships Local Indicator—scoring 4 (high implementation) in three domains and 3 (moderate implementation) in one—reflects significant progress and ongoing areas for growth. Our schools also host numerous inclusive and engaging family events—including Back to School Nights, Open House Nights at all sites, Fall Carnivals, Paint Nights, Crochet Nights, FAFSA and College Applications Nights, and Freshman Orientations—to strengthen school-home connections and create welcoming environments. Each school site maintains an updated Home-School Compact that outlines shared responsibilities and expectations for parent engagement and communication. To further ensure transparency and accessibility, WUSD regularly communicates with families through multiple platforms, including digital tools, newsletters, and multilingual supports. These efforts help ensure families are well informed and feel like valued partners in their children’s educational journey. While WUSD is proud of its strong performance in building relationships with families, we remain committed to continuous improvement. Deepening family engagement in decision-making and leadership remains a district priority—particularly in light of recent budget constraints that have impacted how we deliver services. Historically, WUSD’s Parent Engagement Team has played a central role in facilitating outreach, supporting school sites, and hosting impactful events such as LCAP and DELAC advisories, Parent Academy nights, and community workshops at the Cedar Hills complex. These efforts, rooted in parent feedback, provided culturally responsive resources and practical strategies for supporting student success. However, due to a significant decrease in funding, sustaining this level of centralized support has become unsustainable. In response, the district is actively identifying strategies to maintain strong family-school partnerships. Upcoming actions include expanding the number and role of bilingual staff to support engagement efforts, strengthening site-based advisory councils, and providing more targeted training to meet the needs of our diverse families. Through these adaptive efforts, WUSD will continue to build on its foundation of trust and collaboration to ensure families remain essential partners in their children’s education.|Based on analysis of educational partner input and local data, Willows Unified has identified several key areas for ongoing improvement in building strong school-family relationships. A central priority is to deepen culturally responsive engagement by honoring the values and lived experiences of all families. To support this, the district will continue to emphasize personal outreach from teachers and staff, reinforcing the importance of proactive, respectful, and consistent communication between home and school. Additionally, WUSD aims to improve access and remove participation barriers by providing language support, and other logistical accommodations that enable greater involvement from families. Creating welcoming and inclusive school environments remains a guiding principle. Capitalizing on district programs including our Community Schools initiative, to ensure that family engagement efforts are meaningful and relevant, the district will continue to gather educational partner feedback—particularly through ongoing needs assessments and advisory meetings—to shape the development of monthly “parent educational academy” sessions and other engagement activities. A specific area of focus is increasing engagement from socioeconomically disadvantaged white families, whose voices have historically been underrepresented in district input processes. Outreach strategies will be refined to better connect with and support this group, ensuring that all educational partners feel heard, valued, and empowered to contribute to student success.|In response to insights gathered during the self-reflection process, Willows Unified School District (WUSD) is committed to improving engagement with families who have historically been underrepresented in school decision making and partnership activities. Although the district no longer has a centralized Parent Engagement Team, we are leveraging other resources—most notably our Community Schools program—to sustain and enhance family outreach and engagement efforts. WUSD will continue to host events such as LCAP Advisory meetings, DELAC advisories, and Parent Academy nights, now with increased alignment to the priorities surfaced through educational partner input. These gatherings are supported with accommodations such as child supervision and translation services to reduce access barriers and encourage broader participation. To address digital communication gaps, especially among socioeconomically disadvantaged families, the district will expand implementation of AERIES and Parent Square platforms. Parent training sessions, offered in multiple languages, will ensure families can access two-way, real-time updates about their child’s learning experience. This initiative is intended not only to enhance communication but to empower parents with the tools and confidence to engage consistently with schools. Through the Community Schools program, additional supports such as resource navigation, wraparound services, and site-based family liaisons will help schools proactively connect with underrepresented families and co-create solutions that reflect their voices. These site-level resources are especially critical given the absence of a districtwide engagement team. Collectively, these efforts aim to build a more inclusive and responsive family engagement ecosystem—one in which all parents and guardians, regardless of background, feel welcomed, informed, and able to contribute meaningfully to student and school success.|Considering the assessment of input from educational partners and local data analysis, Willows Unified School District (WUSD) is proud of the progress made and the dedication of time and resources towards fostering reliable and respectful partnerships aimed at improving student outcomes. In addition to strong participation from educational partners in categorical programs, Site Councils, and site-based PTOs, significant attention to the implementation and actions of our Parent Engagement Team has yielded impressive results. The Parent Engagement Team, primarily responsible for facilitating outreach efforts and building positive relationships with our families, has provided timely assistance to sites and hosted outreach events throughout the community, including LCAP Advisories, DELAC Advisories, and Parent Academy nights. These events, developed from parent input, offer training and education on a wide range of crucial issues to support and engage parents with strategies for their child’s academic needs. In addition, community-building efforts such as counseling workshops—focused on FAFSA support, college planning, and academic guidance—have equipped parents and guardians with valuable tools to better support student success. The initial implementation of WUSD’s Community Schools program has further strengthened engagement by offering well-received activities throughout the community. These have included both social gatherings and structured opportunities for families to participate in feedback collection, ensuring that their voices help shape services and supports.|Informed by educational partner input and local performance data, Willows Unified School District (WUSD) has identified several key areas for deepening our impact on student outcomes through stronger family-school partnerships. This year, outreach efforts have intentionally prioritized building relational trust with families to address persistent challenges such as chronic absenteeism, behavioral support needs, and disparities in academic performance. One area of focused improvement involves strengthening supports for English Learners (ELs). Feedback from families and staff has underscored the need for more robust professional development for both EL specialists and general education teachers, ensuring all educators are equipped to meet the language development needs of EL students. The selection and full implementation of a formal, standards-aligned curriculum for designated and integrated ELD remains a critical next step. Additionally, WUSD aims to improve the alignment between educational partner feedback and site-level actions by embedding family voices more consistently in school planning and intervention strategies. Leveraging the Community Schools model, the district is working to better coordinate academic, social-emotional, and engagement supports, especially for historically underserved student groups. Together, these improvement areas reflect our ongoing commitment to fostering meaningful partnerships that drive equitable outcomes and sustained academic growth for all students.|Willows Unified School District (WUSD) continues to reflect on and refine its engagement practices through regular review of educational partner input and local data. To strengthen engagement with underrepresented families— particularly those who are socioeconomically disadvantaged or historically less involved in school activities—WUSD is committed to expanding inclusive, culturally responsive outreach strategies that build authentic partnerships for student success. Efforts will include continued hosting of community-based engagement events such as LCAP Advisory meetings, DELAC sessions, and Parent Academy nights. These gatherings are guided by parent-identified priorities and designed to provide families with practical tools to support student learning at home. WUSD also recognizes the critical role of communication in building trust and has prioritized ongoing implementation and training for families in using the AERIES and Parent Square platforms, promoting accessible, timely, two-way communication between home and school. A key catalyst for deeper family engagement in 2025/26 will be the expansion of our California Community Schools Partnership Program (CCSPP). This initiative presents a powerful opportunity to more intentionally connect underrepresented families to wraparound services, community resources, and academic supports. As the CCSPP infrastructure grows, WUSD will focus on integrating family voice into school planning, improving access to site based engagement opportunities, and aligning family engagement practices with broader student support systems. Through these coordinated efforts, WUSD aims to ensure that all families—especially those historically underrepresented—feel welcomed, informed, and empowered to contribute to student outcomes.|Willows Unified School District (WUSD) remains committed to inclusive, transparent decision-making by actively recruiting and supporting educational partners from all student subgroups. A variety of structured opportunities are available for meaningful input, including participation in School Site Councils, Title I Parent Advisory Committees, site-based leadership teams, and English Learner Advisory Committees (ELAC) at both site and district levels. The districtwide LCAP Advisory serves as an additional avenue for students, families, staff, and community members to influence academic and policy decisions. While district-level staffing for engagement has changed, WUSD has adapted by leveraging bilingual site-based personnel and Community Schools supports to sustain equitable access to these input opportunities. Spanish translation services are consistently provided at all major meetings, including LCAP Advisory, DELAC, and Parent Academy sessions, ensuring that language is not a barrier to participation. Additionally, WUSD has strengthened its communication infrastructure to foster awareness and involvement. Enhanced use of digital tools like Parent Square, alongside targeted outreach through school social media accounts and newsletters, has improved educational partner responsiveness and increased attendance at advisory forums. Collectively, these efforts reflect a districtwide culture of shared responsibility—where the voices of families, staff, and students are seen as essential to shaping the conditions for student success.|As Willows Unified School District (WUSD) continues to refine its inclusive practices, a central area of focus is strengthening the consistency and accessibility of input opportunities for all educational partners—especially those from underrepresented communities. Historically, the Parent Engagement Team, led by the Director of Instructional Services and supported by bilingual liaisons, played a pivotal role in building trust, coordinating outreach, and supporting feedback loops between the district and its families. These efforts yielded impactful results, such as increased input during LCAP development and the successful launch of monthly Parent Academy sessions in the spring. With the elimination of the Parent Engagement Team due to budget constraints, WUSD recognizes the importance of sustaining and evolving these structures to ensure continued family participation in district decisions. The district aims to expand site-based and department-led engagement strategies that promote two-way dialogue and foster a culture where feedback is actively solicited, acknowledged, and incorporated into planning. Specific areas for improvement include: • Increasing the diversity of voices in advisory and leadership groups to better reflect the demographics of our student population. • Developing additional culturally inclusive forums for engagement that prioritize accessibility—such as flexible meeting times, multilingual materials, and hybrid attendance options. • Continuing to align community-building efforts (e.g., multicultural events and wellness initiatives) with structured input collection to bridge relationship-building and decision-making. These efforts are also being supported by the emerging Community Schools framework, which offers a coordinated approach to integrating family voice, service alignment, and academic planning across the district.|In its commitment to equity and continuous improvement, Willows Unified School District (WUSD) is focusing on enhancing the engagement of underrepresented families in decision-making processes. Analysis of local data and educational partner input has highlighted the need to ensure broader, more inclusive participation—especially among families from socioeconomically disadvantaged backgrounds and those with limited prior involvement in district decision-making. While WUSD previously relied on a centralized Parent Engagement Team, the district is now transitioning to more sustainable, site-based, and systemwide strategies to ensure these voices remain central to planning. To support this transition, WUSD will continue to fully implement the AERIES and ParentSquare communication platforms, offering parent trainings to increase comfort and proficiency with these tools. This supports real-time, two-way communication that allows families to provide feedback and receive timely updates on programs, services, and decision points. A key component of expanding inclusive engagement will be the ongoing development of the California Community Schools Partnership Program (CCSPP). This initiative offers a strategic opportunity to create integrated systems that bring families, educators, and community partners into joint planning and decision-making spaces. As CCSPP structures are implemented, WUSD will prioritize outreach to underrepresented families through coordinated family support teams, community-based input forums, and culturally responsive engagement practices. Together, these efforts aim to not only amplify the voices of historically underserved families but also to build the trust, access, and shared responsibility needed for genuine co-creation of meaningful, engaging, and highly effective educational solutions.|4|4|3|4|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
11754810000000|Orland Joint Unified|3|We're proud of the robust foundation we've built in keeping our families informed and connected. A key strength is our comprehensive system for sharing student progress, ensuring parents have timely and clear insights into their child's academic journey.  Orland Unified School District (OUSD) is deeply committed to parental involvement. We consistently offer a diverse range of opportunities for parents to actively engage in their child's education. From informative parent nights and welcoming Open Houses to engaging Back-to-School nights, these events are vital touchpoints that foster strong home-school partnerships.  Looking ahead, we're dedicated to innovating and expanding our approaches to parent and community involvement. We're actively exploring new and dynamic ways to deepen these crucial connections, ensuring every family feels empowered and included in the OUSD experience.|OUSD is unwavering in its commitment to continuously strengthening relationships with our families and forging innovative pathways to engage all stakeholders. We believe a thriving educational environment is built on the active participation of everyone invested in our students' success.  Comprehensive Stakeholder Engagement At OUSD, we've established robust mechanisms for involving various stakeholders in our decision-making. This includes parents, students, teachers, and vital community members. We actively seek diverse perspectives and feedback through regular surveys, targeted focus groups, and ongoing community meetings, ensuring every voice can be heard and contribute.  Effective Communication Channels To keep our stakeholders informed and engaged, we utilize a spectrum of effective communication channels. Our outreach includes informative newsletters, a dynamic social media presence, and dedicated web portals. We are committed to inclusive communication, providing essential translation services and accessible formats to ensure that non-English-speaking and differently-abled individuals can participate fully and meaningfully.  Data-Driven Decision-Making Our strategic decisions are rooted in evidence. OUSD systematically collects and rigorously analyzes local data, encompassing academic performance, attendance trends, and behavioral metrics. We champion data transparency through publicly accessible dashboards and reports, empowering our stakeholders with clear insights into our progress and areas for growth.  Responsive Feedback Loops We've developed clear and actionable processes for responding to stakeholder feedback. This demonstrates precisely how community input directly shapes our policies and initiatives. By providing regular updates on progress and highlighting changes made based on community input, we actively cultivate trust and foster greater accountability across the district.|To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families., the LEA (Local Education Agency) will implement a comprehensive approach based on the analysis of educational partner input and local data. The following strategies will be employed: 1. Enhancing communication channels: Recognizing the significance of effective communication, the LEA will strive to establish multiple channels for engaging with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites, ensuring information is accessible to all families. 2. Parent involvement initiatives: The LEA will develop targeted initiatives to involve underrepresented families in their child's education actively. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.|Current strengths include creating welcoming environments for families and building trusting relationships with families.|One focus area for improvement might be supporting staff to learn about each family's culture. This will be addressed through the LCAP planning process and any actions/goals determined collaboratively.  Training and Capacity Building:  The LEA provides training for staff and stakeholders on effective communication and engagement strategies, ensuring meaningful participation. Workshops and informational sessions help stakeholders understand the decision-making process and the importance of their input.|To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, the LEA (Local Education Agency) will implement a comprehensive approach based on the analysis of educational partner input and local data. The following strategies will be employed: 1. Enhancing communication channels: Recognizing the significance of effective communication, the LEA will strive to establish multiple channels for engaging with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites, ensuring information is accessible to all families. 2. Parent involvement initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their child's education. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.|OUSD's cultural values are inclusion, equity, and transparency. The District realizes that all stakeholders play key roles in making the system successful, and every group is essential in helping students receive an excellent education. Achieving our vision is only possible if we listen to, and act upon those improvement suggestions which maximize benefits for students. Current strengths and progress in seeking input for decision-making based on the analysis of educational partner input and local data is continuously being looked at.|Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) has identified the following focus areas for improvement in seeking input for decision-making: Communication strategies: The analysis has highlighted the importance of effective communication strategies to facilitate input from stakeholders. The LEA will work on improving communication channels, both online and offline, to ensure information reaches a wide range of individuals and feedback is easily provided.|To improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, the LEA (Local Education Agency) will implement a comprehensive approach based on the analysis of educational partner input and local data. The following strategies will be employed: 1. Enhancing communication channels: Recognizing the significance of effective communication, the LEA will strive to establish multiple channels for engaging with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites, ensuring information is accessible to all families. 2. Parent involvement initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their child's education. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.|5|4|5|5|4|4|4|4|4|5|4|4|Met||2025-06-26|2025
11765620000000|Hamilton Unified|3|"Hamilton Unified School District has demonstrated notable strengths in family engagement. The District’s 2024–2025 Strategic Planning/LCAP survey indicates that 81% of parents are either ""Very Satisfied"" or ""Satisfied"" with the way schools involve students and families—an increase from previous years. Additionally, there’s strong parental approval regarding care and concern for children (81%), and quality of instruction (79%), suggesting that staff-family relationships are founded on mutual trust and respect. The district also conducts regular satisfaction surveys and will be adding roles such as the Director of Community Schools & Family Engagement, which further institutionalizes efforts to engage families."|Despite high satisfaction in some areas, the survey shows opportunities for growth. Notably, only 63% of parents expressed satisfaction with the physical condition of schools, and just 60% were satisfied with nutrition services—both elements that can impact trust and engagement. Feedback also indicates room to enhance two-way communication and timely information-sharing, especially as satisfaction with “information about issues and events” dropped from 79% to 76% compared to last year. This suggests a need for more proactive, consistent outreach, especially among underrepresented groups.|Hamilton Unified is prioritizing strategies to boost engagement among families of English Learners, foster youth, and those receiving special education or economic support. These include strengthening the Community Schools framework to address barriers and coordinate services holistically. Additionally, the district has continued roles such as the Social Services Coordinator and will be adding a School Wellness Counselor at HES to conduct home visits, connect families with resources, and offer multilingual support. The upcoming strategic priorities also include parent workshops and advisory groups, ensuring voices from historically underserved families shape the educational experience.|Hamilton Unified School District (HUSD) demonstrates strong progress in building partnerships that support student learning and well-being. Results from the 2024–2025 Strategic Planning Survey indicate that 81% of families are satisfied with how schools involve students and families, while 79% are satisfied with communication about issues and events. These figures show consistent growth in family engagement over time, reflecting the district’s efforts to keep families informed and involved.  The District has created structural supports that strengthen partnerships, including positions such as the Social Service Coordinator and the District Counselor/Dean of Students with the added Director of Community Schools & Family Engagement. These roles help families access academic, social-emotional, and community resources while facilitating collaboration between schools and homes.  In addition, HUSD’s implementation of strategic initiatives—such as regular stakeholder surveys and partnerships with educational services agencies—supports a data-driven approach to involving families in decision-making and instructional improvement. The district’s efforts to embed collaboration within professional learning communities and its continued focus on shared responsibility for student success have established a foundation for meaningful family-school partnerships.|While HUSD has established a solid baseline for engagement, there are specific areas that need improvement to enhance partnerships for student outcomes. Survey data reflect lower satisfaction in areas such as nutrition services (60%) and the physical condition of school facilities (63%), suggesting that some operational factors influence family trust and participation.  Moreover, although families express high satisfaction with general communication, fewer report having active roles in their children’s academic growth. There is an opportunity to strengthen support systems that equip families to contribute directly to student learning, particularly through training, resources, and clearer academic expectations.  Another improvement area is the accessibility of engagement opportunities for families of English Learners, foster youth, and students with disabilities. Despite efforts, engagement strategies can still feel less accessible or relevant for these groups, especially when logistical, language, or cultural barriers exist. HUSD is working to transition from periodic outreach to consistent, relationship-based engagement models that prioritize mutual accountability and shared outcomes.|HUSD will deepen its engagement of underrepresented families by expanding its Community Schools strategy and increasing coordination across support services. The Director of Community Schools & Family Engagement will lead district wide efforts to provide integrated student supports and build trust-based relationships with families of English Learners, foster youth, and socioeconomically disadvantaged students.  The District will enhance outreach through multilingual communications, culturally relevant parent workshops, and expanded use of tools such as Academic Parent Teacher Teams (APTT) to empower families with data and instructional strategies. These approaches are designed to help families support learning at home and participate more actively in their child's academic journey.  Key staff—including Social Services Coordinators and School Wellness Counselors—will also conduct home visits and community-based support to build relational trust and reduce barriers to participation. These improvements aim to ensure that all families, regardless of background, have equitable access to school-based decision-making and instructional partnerships that drive student outcomes.|Hamilton Unified School District (HUSD) has made consistent progress in incorporating educational partner input into decision-making processes. The 2024–25 LCAP survey indicates that families feel increasingly informed and included, with 81% of respondents expressing satisfaction with how the district involves students and families. Annual surveys, parent advisory groups, and school site council meetings have provided stakeholders opportunities to share feedback on policies, programs, and priorities.  HUSD has built systems to gather community voice, such as the regular use of LCAP and strategic planning surveys and expanded roles like the Director of Community Schools & Family Engagement to help families understand how to engage with district-level decision-making. The district also uses these tools to inform budget priorities, program planning, and staffing—strengthening transparency and demonstrating responsiveness to community needs.  Increased participation in advisory meetings and a stronger presence of parents in planning sessions suggest a cultural shift toward shared governance and co-ownership of district goals.|Although HUSD has established structures for gathering input, there are areas for refinement, particularly in ensuring input is representative and actionable. Survey data and feedback show that some stakeholders still feel their voices are not consistently heard or that their input does not always lead to visible change.  Another area for improvement is closing the feedback loop. Families who participate in surveys or meetings often express uncertainty about how their input influences outcomes. This points to a need for the district to more clearly communicate how stakeholder contributions inform key decisions, and to build systems for reporting back to families and staff.  Finally, ensuring that engagement extends beyond structured forums to more informal or culturally relevant venues could improve both the quantity and quality of decision-making input. This includes reaching families through community events, home visits, or small-group discussions.|To better engage underrepresented families in decision-making, HUSD is expanding outreach and refining engagement practices to meet families where they are. The District is enhancing two-way communication by offering input sessions in families’ home languages, providing interpretation services, and conducting focus groups to understand the needs of English Learners, foster youth, and low-income families.  Through the leadership of the Director of Community Schools & Family Engagement and the Social Services Coordinator, HUSD will increase trust-based outreach via home visits, community-based events, and collaborative planning structures. Staff will be trained to facilitate inclusive dialogue and build rapport with families who may not traditionally participate in district processes.  Additionally, the district plans to use Academic Parent Teacher Teams (APTT), site-based advisory committees, and targeted family surveys to gather more actionable input from historically marginalized families. By diversifying engagement strategies and improving how input is reflected in district action, HUSD aims to create a culture where every family’s voice shapes the educational experience.|4|4|4|4|4|5|4|4|5|4|4|4|Met||2025-06-25|2025
12101240000000|Humboldt County Office of Education|3|"Our district shows strength in relationship building and connection to individual students and families. We seem to be caught in a larger trend of diminished educational engagement.  We strive to educate the ""whole child"" and meet students needed by removing barriers yet our at risk population is beset by the life threatening influences of elicit drugs, social intimidation and violence.  We provide a stable, consistent environment that our students may not be able to find in other parts of their lives.  We constantly reevaluate our methods to maximize connectedness.  Our Family Night dinners are heavily attended and our Parent Advisory Committees are drawing more participants.  Our climate Surveys indicate that students and families feel heard at our school.  This is an extreme contrast to reports of previous school experiences.  We have rolled out our wellness team with astounding success.  They have provided the needed access to families."|We stress relationship building with students and their families.  Most of our students (52%) feel connected to our school in a way they have not experienced previously but we would still like to improve that.  We have identified that many of our students don't believe school is the best path for their future even though they can not identify a better one. We emphasize participation in our college and career planning and student internship programs to assist students in identifying their preferred future.  Though students feel safe and respected by their teachers they do not always feel safe in public or around their peers.  We have identified emotional supports for students as a major contributor to progress in this area and have made moves to increase  wellness staff at each site.  The work of our wellness team is showing amazing results as they have provided the needed access to students and families.|Our increased staff will allow us to increase home visits to families presenting low attendance.  Home visits and personalized supports have helped families feel supported.  Many of these families expressed transportation concerns. This year increased transportation support showed promise in increasing attendance through the distribution of bus tickets, gas cards, and a localized van  route to pick up students that presented with transportation issues.  Our Foster and Homeless Youth Liaison provides supports to youth and families experiencing domestic insecurities.  We regularly distribute food bags to students through Cal Fresh and offer grocery vouchers to families for participation in our Parent Advisory Committees.  These programs are being implemented and are showing positive.results.  New  approaches are constantly being investigated.|The LEA's current strengths in building partnerships for student outcomes lie in its enhanced staff-to-student ratio, which enables more effective communication and collaboration with families. This elevated staffing level allows for personalized problem-solving approaches tailored to each student's unique needs. One notable strength is the ability to provide a wide range of support services, such as transportation assistance, connections to external support agencies, food vouchers, and even laundry vouchers. These comprehensive resources address various barriers that may impede a student's academic success, fostering an environment that promotes equity and inclusivity. Moreover, the additional staff members play a crucial role in closely monitoring student performance indicators. This proactive approach enables the timely scheduling of family meetings or Student Study Team sessions, ensuring that any concerns or challenges are addressed promptly and collaboratively. In situations where family participation is challenging to elicit, the LEA's wellness team can be dispatched to conduct home visits. This outreach effort demonstrates a commitment to building strong partnerships with families and ensuring that no student falls through the cracks due to communication barriers or other obstacles.|Building partnerships for student outcomes is a crucial endeavor that requires a multifaceted approach. By focusing on academic performance, social-emotional support, and student engagement, we can create a comprehensive framework that fosters success for our students. Firstly, in the realm of academic performance, increasing staff numbers, offering summer school programs, and aligning our curriculum with state standards will provide students with the necessary resources and support to excel academically. Partnerships with educational institutions, subject matter experts, and curriculum developers can ensure that our academic programs are rigorous, relevant, and tailored to meet the diverse needs of our student population. Secondly, addressing social-emotional well-being is paramount for creating a nurturing and supportive learning environment. By expanding our wellness staff and providing professional development on Positive Behavioral Interventions and Supports (PBIS), we can equip our educators with the tools to identify and address the unique emotional and behavioral needs of our students. Collaborating with mental health professionals, counselors, and community organizations can enhance our ability to provide comprehensive support services and foster a culture of care and understanding. Thirdly, student engagement is a key driver of motivation, retention, and overall success. Offering a diverse range of Career and Technical Education (CTE) programs, as well as extracurricular activities such as sports, cross country, track and field, and basketball, can create opportunities for students to explore their interests, develop valuable skills, and build a sense of community. Partnerships with local businesses, industry professionals, and athletic organizations can provide real-world experiences, mentorship, and exposure to potential career paths. By leveraging the strengths of our community partners, we can create a holistic approach to education that addresses the multifaceted needs of our students. Collaboration, resource sharing, and a shared commitment to student success will be the backbone of our efforts, ensuring that every student has the opportunity to thrive academically, socially, and emotionally.|The LEA recognizes the importance of engaging underrepresented families in building partnerships for student outcomes. To improve engagement, the LEA will implement equity-informed teaching practices that acknowledge and celebrate the rich diversity within the community. This approach will involve incorporating culturally responsive pedagogies and curricula that reflect the local native culture, fostering a sense of belonging and representation for all students and families. Furthermore, the LEA will ensure that language barriers do not hinder effective communication by providing interpretation services as needed. This commitment to accessible communication will empower families from diverse linguistic backgrounds to actively participate in their children's education and engage in meaningful dialogues with educators. Inclusivity is a guiding principle in the LEA's efforts to build partnerships. All students and families, regardless of their backgrounds or circumstances, are welcomed and encouraged to participate in extracurricular activities and community-building events. These inclusive spaces serve as platforms for fostering connections, celebrating diversity, and promoting a sense of unity within the school community.|Our LEA demonstrates strong collaborative foundations in seeking input for decision-making through established quarterly planning meetings with diverse educational partners including DHHS, Two Feathers Native American Services, Children's & Family Services, College and Career Department, and SARB Boards. These regular touchpoints ensure consistent community voice in district planning. Site Council participation has grown significantly with increased engagement from parents, students, and staff, creating more inclusive governance structures. We've expanded our feedback mechanisms by developing additional student and family surveys while simultaneously improving survey accessibility to reach broader community segments. This multi-faceted approach combining formal partner meetings, enhanced Site Council participation, and expanded survey systems creates comprehensive input channels that inform district decision-making processes and strengthen community engagement across all stakeholder groups.|The LEA has identified several key focus areas for improvement in Seeking Input for Decision-Making, aimed at enhancing outreach, increasing access, and incentivizing participation. Outreach:  The LEA recognizes the importance of effective communication in engaging stakeholders. To improve outreach efforts, students are notified of upcoming planning events during class time. Additionally, emails and text messages are sent to families, and flyers are  posted in strategic locations to ensure widespread awareness. Increase Access:  Recognizing that transportation and scheduling can be barriers to participation, the LEA takes proactive steps to increase access. Rides to events are provided for those in need, and gas cards are offered as an incentive for attendance. Furthermore, meetings and events are scheduled at times that are convenient for most families, accommodating various work schedules and personal commitments.  Incentivize Participation:  To further encourage engagement, the LEA implements incentives for participating families. Food vouchers are distributed, and meals are served during meetings, addressing potential concerns about missed meals or additional expenses. Additionally, food bags and domestic supplies often provided, acknowledging the diverse needs of families and promoting a sense of community support.  Together, these efforts foster a collaborative environment where diverse perspectives are valued and incorporated into decision-making processes, ultimately leading to more informed and representative outcomes.  Expansion of our Site Council and Community School Advisory Group have provided further opportunities for community partners to contribute to the decision making process.|To improve engagement of underrepresented families in seeking input for decision-making, the LEA has implemented a comprehensive and inclusive approach. All families, regardless of their background or circumstances, are invited to decision-making and discussion events through multilingual fliers and announcements. Interpreters are made available to ensure effective communication and remove language barriers. Furthermore, the LEA actively collaborates with cultural organizations representing the diverse communities within the district. By involving these organizations, the LEA aims to foster a sense of trust and familiarity, encouraging underrepresented families to participate in the decision-making processes. This inclusive approach not only amplifies diverse voices but also promotes a deeper understanding and appreciation of the unique perspectives and needs of underrepresented groups. Through these efforts, the LEA strives to create an environment where all families feel valued, heard, and empowered to contribute to the decisions that shape their children's educational experiences.|5|5|5|5|4|4|4|5|5|5|5|5|Met||2025-06-11|2025
12101240134163|Northcoast Preparatory and Performing Arts Academy|3|The school offers multiple opportunities to build relationships with families at all grade levels, including a start of school orientation, a welcome back to school night, parent conferences, all-school meetings, parent evenings, opportunities for and strong encouragement of parent involvement and proactive individual communication on the part of staff members. The school also engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes.|The LEA has made excellent progress re-establishing its practices in building relationships between school staff and families post-Covid. These practices are now fully implemented and sustainable.|The school engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes described in item #1 above. The results of these efforts are evaluated, and the school follows up with any families needing more communication to ensure that all underrepresented families are benefitting from the school's two-way communication processes.|All staff attend professional development workshops addressing these topics. The school evaluates the learning needs of each student on an ongoing basis during regularly scheduled faculty meetings and inservices. The also school offers regularly scheduled parent evenings and parent conferences to discuss student progress and address individual student needs. Additionally, the school conducts a parent-teacher communication week each semester prior to the release of midterm grades.|The LEA has made excellent progress re-establishing its practices in building partnerships for student outcomes post-Covid, as our performance data indicates. These practices are now fully implemented and sustainable.|The school engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes. The results of these efforts are evaluated, and the school follows up with any families needing more communication to ensure that all underrepresented families are contacted and underrepresented student needs are addressed.|NPA seeks input from parent/guardians in school decision making through parent evenings hosted for each grade level once each semester at the high school level and open house parent evenings at the middle school level. During these meetings parents have an opportunity to voice their academic and developmental hopes for their student and share any concerns or suggestions they may have with faculty and administration.|The school writes down all comments from parents/guardians, and faculty and administration take them into consideration in their decision making processes. During these evenings parents also receive a questionnaire asking them to rank development priorities and initiatives in the school. The results are incorporated into the school's LCAP goals and actions.|Our parent meetings have a high rate of attendance. This year to date more than 90% of families have attended at least one parent evening. As noted previously, these meetings provide parents with opportunities to provide input into decision-making through discussions and through surveys that are distributed. Although nearly all underrepresented families attend our parent evenings, the school also reaches out individually to any underrepresented family that does not attend to discuss current needs and receive input into current and ongoing decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
12101240137364|Northern United - Humboldt Charter|3|In the area of building relationships with our families, we see this as a tremendous strength.  With the majority of our participants believing that we are at Full Implementation or Full Implementation and Sustainability, it is clear that we are building trusting respectful relationships in which our families feel connected.|As for area(s) of improvement, we will continue to make extra efforts to reach out to all of our more rural families. Some of our more rural families do not make it to our facilities often and do not participate in our engagement activities. This creates challenges in relationship building between school staff and families.|To enhance engagement with underrepresented families, our school will prioritize diverse representation in all communications and activities, conduct ongoing cultural competency training for staff, forge partnerships with community organizations, offer parent leadership opportunities, ensure accessibility of communication channels, develop culturally relevant programming, and establish regular feedback mechanisms. Through these initiatives, we aim to create a more inclusive and supportive environment where all families feel valued and empowered to actively participate in their children's education.|In the area of building partnerships for student outcomes, the data shows that the majority of our participants believe we have Full Implementation or Full Implementation with Sustainability in all areas. There was growth in this area over last year.  Previously our educational partners responded that we were in Full Implementation in each of the four practices.|As for an area of improvement in building partnerships for student outcomes, we need to continue to coach parents as they are the often the main educator of the children in an independent study school. Supporting the parents in improving their instructional skills helps to improve student outcomes. We have offered workshops for parents, but they have been poorly attended. We need to partner with parents to better understand what their needs are.|To improve engagement with underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, our school will implement targeted strategies. This includes actively reaching out to underrepresented families to involve them in decision-making processes regarding their children's education and well-being. Through our Community School, we will establish collaborative partnerships with community organizations that specifically support these families, ensuring that resources and support are readily accessible. Additionally, we will offer tailored workshops and information sessions that address the unique needs and concerns of underrepresented families, fostering a sense of inclusion and empowerment within the school community. Through these efforts, we aim to strengthen partnerships with underrepresented families, ultimately enhancing student outcomes through collaborative engagement and support.|The area of seeking input for decision making was also a strength with the majority of our participants responding that we have Full Implementation or Full Implementation with Sustainability in supporting family members to effectively engage in advisory groups and decision-making.|As for area of improvement, in the areas of supporting principals and staff to effectively engage families in advisory groups and with decision-making was lower than the other practices.  We have been focusing on bringing all educational partners' voices to the table through our Community Engagement Initiative, however we continue to see low involvement by educational partners in whole school events that provide opportunities for input in decision-making. This is true in our survey response rate, our board meeting attendance, our LCAP meetings and our PAC meetings.|Our school will enhance engagement with underrepresented families identified during the self-reflection process by implementing targeted strategies for seeking input in decision-making. This involves proactively reaching out to these families through culturally sensitive communication channels and providing opportunities for meaningful participation in decision-making forums. We will prioritize listening to their perspectives, concerns, and suggestions, ensuring their voices are heard and valued in shaping school policies and practices. By fostering an inclusive and collaborative approach, we aim to build trust, strengthen partnerships, and ultimately improve outcomes for all students.|5|5|5|5|5|5|5|4|4|5|5|5|Met||2025-06-26|2025
12101246008221|Agnes J. Johnson Charter|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: •	Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). •	Administer annual survey to parents, staff, and students. •	Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. •	Host meetings for families of students with disabilities with special education team who build partnership with families to ensure goal attainment. •	Provide consistent communication through  email, phone calls, and text notification.  Send weekly announcements.  Post notifications on Facebook. Send newsletters home every week. •	Host family events like Back to School Night. •	Parents participate on the School Site Council to advise the Board. •	Opportunities to volunteer at the Charter School or on field trips. •	The Charter School’s website will be updated regularly that will include the school’s calendar. •	The parents celebrate presentations (Talent Show, Awards Assembly, Science Fair, Youth Mock Farmers' Market, etc.) to witness their child sharing their academic hard work and achievement.  •       Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: •	Work with parents to encourage stronger communication to ensure that the above strategies are effective.   •	Work with parents to be partners in education by understanding the importance of attendance, reading, and supporting the teachers and their child(ren), •	Provide professional development on the capacity of staff (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families.   The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community.  To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through SchoolWise, the website, Facebook, and the newsletter, and partnerships through conferences and family events.  The Charter School has developed partnerships with the After-School Program where the paraprofessionals work on homework and enrichment activities.  The Charter School also uses buddy teachers, gardening, enrichment, and PBIS. We are constantly striving to build relationships between school staff and families.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building the After-School Program to include tutoring, intervention programs, and enrichment programs.  Building partnerships with families to support the school community will continue with culturally responsive pedagogy, intervention teachers, school counselor, Project Based Learning, and PBIS.  Our primary focus must be to improve attendance and decrease chronic absenteeism.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families.  For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school.  For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly Board meetings, and staff and Board accessibility.  Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include School Site Council, programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments.  Furthermore, the families will have additional opportunities to share information through monthly Board meetings and School Site Council.|The Charter School will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making by meeting with parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.|4|4|4|4|4|3|4|4|4|3|3|3|Met||2025-06-30|2025
12626790000000|Arcata Elementary|3|"Relationships between School Staff and Families are critical for ensuring student success. The Arcata School District fosters these relationships in a number of ways. The District has a Wellness Committee, a District Advisory Committee, Community Schools Advisory Committee, and has initiated parent involvement in Textbook Adoption Committees. Involving families in the decision making process helps to build relationships between families and staff. Both Arcata Elementary School (AES) and Sunny Brae Middle School (SBMS) have active School Site Councils. AES also has a Parent-Teacher Organization and SBMS has a Graduation Committee and a Booster Club. Additional opportunities for input occur during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and hold trainings/workshops, such as parenting classes. The District provides professional development on promoting parent participation and the Arcata School District provides translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. The district offers EL parents the opportunity to have the EL Coordinator or Education Assistant attend parent conferences, along with a translator. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, the District creates an environment that allows for full participation in the school community. Unfortunately, survey results for 2024/2025 show that our schools have taken a step back in responsiveness and being welcoming of parent participation:   93% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff treat parents with respect."" (2024/2025; down 2%)  72% of parents/guardians ""agree"" or ""strongly agree"" that their school promptly responds to their phone calls, messages, or e-mails. (2024/2025; down 20%)  74% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school.""(2024/2025; down 9%)  The District has made some initial adjustments in order to improve responsiveness and help parents feel more welcome to participate at the school. These initial efforts include AES open campus Mondays, monthly AES Coffee w/ the Principal, and stabilizing office staffing at both schools - especially at Sunny Brae. It is hoped these initial measures and additional efforts for next year will improve parent perceptions. An area of strength is the District's weekly updating of its Facebook and webpages in order to engage and communicate with families. This might be one of the reasons such a high percentage of parents/guardians that feel their school ""keeps me well-informed about school activities."""|"As mentioned above, the pandemic negatively impacted some metric outcomes related to parent/guardian input:  71% of parents/guardians indicate that the school does ""very well"" or ""okay"" at providing information on the parents' expected roll at their child's school. (2024/2025; down 2%)  This metric indicates the need for the District to continue seeking and valuing parent/guardian participation post pandemic. The District has been increasingly creating opportunities to get parents/guardians back on campus and more engaged in their student's learning. The District has restored almost all of its traditional in-person parent activities. Additionally, the District has worked with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Implementation Grant for each school site, which is continue to provide increased staffing to work with families and connect them with appropriate resources."|In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One ongoing focus area for improvement is increasing outreach to low income families. Oversight of the Arcata Family Resource Center was previously restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district continues to invest in professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District also plans to more purposefully invite and include items related to families of students w/ unique needs (students with IEPs and 504s) into it's various input meetings (school site council, District Advisory Committee, Community Schools Advisory Committee, AES Coffee w/ the Principal).|"The Arcata School District recognizes parents as partners and works with parents and families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and holds trainings/workshops, such as parenting classes. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. While the pandemic negatively impacted some metric outcomes related to building partnerships with parent/guardians, some of the metric outcomes have held relatively steady or improved:  82% of parents/guardians agree or strongly agree that their school ""encourages me to be an active partner with the school in educating my child."" (2024/2025; down 6%)  79% of parents/guardians ""agree"" or ""strongly agree"" that their school ""keeps me well-informed about school activities."" (2024/2025; up 1%)  97% of parents/guardians indicate that they ""participated in a regularly scheduled parent-teacher conference with the child's teacher."" (2024/2025; no change)   District and school staff are doing a good job of keeping families well informed. The relatively new mass communication system (voice calls, texts, and emails) is increasingly being used to effectively update families and ensure timely communications."|"The District continues to make post pandemic progress on metric outcomes related to parent/guardian partnerships:  74% of parents/guardians ""agree"" or ""strongly agree"" that “teachers communicate with parents about what students are expected to learn in class.” (2024/2025; down 9%)   The District has restored opportunities for parents/guardians to be back on campus and more engaged in their student's learning. Additionally, the District worked with families to develop, and formalize, a Booster Club at each school site. Further, the District's Community Schools Planning Grant provides increased staffing to work with families and connect them with appropriate resources."|In order to better serve all District students, the ASD continues to implement actions/services related to partnering with parents/guardians. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata Family Resource Center has been restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also looking to more purposefully invite and include items related to families of students w/ unique needs (students with IEPs and 504s) into it's various input meetings (school site council, District Advisory Committee, Community Schools Advisory Committee, and Coffee w/ the Principal). The District has restored all of its traditional in-person parent activities and worked with families to build a robust Booster Club at each school site. Further, the District has completed year 2 of a Community Schools Implementation Grant which is providing increased staffing to work with families and connect them with appropriate resources.|Parent input is an integral part of the ASD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the ASD Board of Trustees, the District Advisors Committee, School Site Councils, the Community School Advisory Committee, and give feedback through surveys and other less formal communications. The CA Healthy Kids Survey (Parent Survey), District Advisory Committee, Community School Advisory Committee, and School Site Counsels all provide excellent mechanisms for connecting with families and engaging them in the decision making process.|"Parent perceptions regarding their involvement in district decision-making have bounced back post pandemic, but are down slightly according to the most recent CA Healthy Kids Survey:  61% of parents/guardians ""agree"" or ""strongly agree"" that their school ""actively seeks the input of parents before making important decisions."" (2024/2025; down 3%)  77% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff take parent concerns seriously."" (2024/2025; down 11%)  74% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2024/2025; down 9%)  In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area. The pandemic forced the district to limit parent/guardian access to campus and it will be important to continue comprehensive outreach in order to improve parent/guardian participation in all of our input opportunities moving forward."|In order to better serve all District students, the ASD continues to implement actions/services related to including parents/guardians in the decision making process. One focus area for improvement will be increasing outreach to low income families. The FRC will continue its increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also looking to more purposefully invite and include items related to families of students w/ unique needs (students with IEPs and 504s) into it's various input meetings (school site council, District Advisory Committee, Community Schools Advisory Committee, and Coffee w/ the Principal). The District has restored all of its traditional in-person parent activities and looks forward to the continued expanded impact of Booster Clubs established at each school site.|4|4|4|4|3|4|3|4|4|4|4|4|Met||2025-06-18|2025
12626790109975|Fuente Nueva Charter|3|Fuente Nueva recognizes the importance of building a partnership with families to promote student success, therefore we offer multiple ways for staff and families to connect and foster relationships over time. Friday mornings offer a unique time for families to join together at Café Fuente, a parent-organized offering of coffee, tea and health snacks. The number one word that families and community partners use to describe Fuente Nueva is community. This has been a common them on the past four years of family/community surveys. Additionally, the surveys reveal that the community feels welcome at the school. As a Spanish immersion school who centers social justice as a core value, we are regularly reflecting on how we are doing to each family for their unique culture that they can bring to the school. When provided feedback, we say thank you and take action to demonstrate that families are respected as contributors to the shaping of the program.   The Fuente Nueva Charter Council, our board of directors, offers an opportunity for the community to join via teleconference, allowing for virtual participation in leadership meetings. During the 2025 spring LCAP input season, there were numerous discussions about the feeling that parent engagement has decreased since before the pandemic. In 2025 we had four more families represented at the community partners meeting, and participation on the survey increased to approximately a 78% participation rate.|Next year we will build on this success by finding more low cost (energy and monetary) for the school community to connect. One recent area of improvement is to ensure that translations services are available on our websites and when needed at community meetings. During emergencies we have increased our capacity to provide near real time communication to families. These pre-recorded messages allow staff to remain focused on the demands of the incident while simultaneously keeping families informed of our status.|On our 2025 annual Family Partners survey, 93% families reported that they feel the school maintains open communication on school wide information and 96% said they feel welcomed on campus. With these tremendously successful data points, we recognize that there is always more work to be done to ensure that the voices of those who are least connected to the school are heard. Fuente Nueva has recently formed a Diversity, Equity, Inclusion and Belonging committee. While there are many goals of this committee one strand of their work will be dedicated to building trusting relationships with families, specifically those who are a part of the Global Majority. One area that we are looking to deepen our work is to create family workshops where we can dialogue to build common understanding of the needs present in our community and how we can best meet them.|Every classroom teacher holds a back to school night where families are able to get to know the teacher better and find out what is going to be taught throughout the year. To keep families informed throughout the year, teachers sends weekly newsletters that include posts from the main office, specials teachers and the counseling team. In addition, teachers and holds two teacher-family conferences per year. Volunteers are welcomed to the classroom for a variety of tasks from field trip support to preparing learning materials.|Next year the newly formed Diversity, Equity, Inclusion and Belonging (DEIB) committee will provide a space for the school to develop focus areas of need in to support family partnerships that lead to student success. The committee itself provides a means for family voice, which will amplify our capacity to know the needs of our community and be nimble in our response.|Our goal is to create meaningful opportunities for family voices to be in dialogue together to hear one another and create a collective vision to build partnerships and improve student outcomes. When families are actively engaged in the reflection process we will ensure that the voices of underrepresented families are brought forward through the DEIB committee work. Current plans include offering family book clubs, listening sessions, workshops and movie nights.|Fuente Nueva is a grassroots community created school and we have long valued collaboration in the decision making process. The board of directors seeks to make decisions based on consensus and when that is not possible, the leadership team respectfully disagrees. On the annual community survey, 93% of Fuente Nueva families reported that they feel that the school maintains clear and open communication about school wide information. 89% of respondents reported that they feel they have a chance to participate in the decision making process for the school. This is a huge success and we plan to build upon this feedback by continuing to provide meaningful ways for parents and community partners to provide input into the school's programs and policies.|With 89% of our families reporting they feel they are included in the decision making process, we are going to focus our efforts on increasing the means by which families can participate. The recent annual survey demonstrated that 53% of respondents are at minimum somewhat familiar with the Local Control Accountability Plan.  The families reported that they are most likely to participate in the decision making process through taking surveys. Therefore, we plan to offer additional surveys through the year. Additionally, we will increase advertisement of the monthly board meetings as well as other opportunities for family engagement in the decision making process.|As a Spanish immersion program, several families prefer or require to communicate in Spanish. We are building our capacity to engage with Spanish speaking families by ensuring that the front office administrative team includes an individual who is bilingual in both Spanish and English. One way that we will continue to improve is to ensure that translation services are available for all community forums. This year our website was updated to include a translate option so that all content can be viewed in Spanish and English and was also the first year that school-wide communications were delivered in both languages.|4|5|4|5|5|4|5|5|5|5|4|5|Met||2025-06-16|2025
12626790111708|Union Street Charter|3|Parents are engaged in the school as volunteers in the classroom and assist with field trips, serve on the board and the LCAP Advisory Council. Several family events that showcase the educational program are held that are meant to engage parents in a sense of community, such as camping, the Fall family fun night, Spring Sing and potluck where all students perform music and sing, the open house which displays student projects, and the end of the year picnic.|A focus for next year will be encouraging parents to attend LCAP, site council and board meeting attendance.|Using information provided in the Family Engagement Framework listed on the CDE website, USC educates teachers, specialized instructional support personnel, the principal, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs. During meetings staff strategize how best to build ties between parents and the school.|Union Street Charter (USC) involves parents in the educational program in several ways. Student progress is communicated through parent conferences twice a year (there is a third teacher-initiated conference when needed). USC provides assistance to parents of children served by the school in understanding such topics as the academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children at parent nights in the Fall and at parent conferences. Families are kept informed of their rights in the Annual Notice of Parent Rights.|USC ensures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. This is done by providing all newsletters and documents in print and electronic methods (webpage and email). We have a Spanish speaking translator on staff who can translate any documents. All documents on the webpage are ADA compliant, and other school publications can be provided in print upon request. We could improve getting that message out through parent meetings.|USC provides materials and training that help parents support their children’s academic achievement throughout the school year. Such information is provided at parent nights in the Fall, at parent conferences, and by announcing local workshops in the school newsletter. In addition, workshops are held at the school on internet safety for parents and adolescent growth. While it is our philosophy to provide paper copies of all school publications at the beginning of the year, we will work toward 100%. This will ensure we are not assuming everyone has access to the internet. Parents can make a confidential request for paper copies.|The Union Street Family Engagement policy was developed jointly with and approved by the Site Council and school board on 6/7/17. It is distributed annually to parents and family members of participating students in the school handbook.   Families are invited to participate in decision making by giving input about the school in the annual school survey and all grades were well represented. The survey asks for parent comments on many aspects of the school.|Suggestions from surveys are integrated into daily running of the school by staff and the board. A key finding of our survey was that parents feel like they have many opportunities to participate. Several parents participated in school board meetings. A goal for next year is to offer more opportunities for involvement.|In addition, advisory groups and the board meetings are announced in the newsletter. USC aligns parent involvement required in the ESSA Section 1116 with the LCAP stakeholder engagement process by ensuring that families may participate in a survey regarding academics and school climate. Parents are involved in LCAP development during input meetings during the year. Parents serve on the board and the LCAP Advisory Council that meet to discuss the budget and LCAP. A focus for next year will be encouraging parents to attend LCAP, site council and board meeting attendance.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
12626790137653|Redwood Coast Montessori|3|"The relationship between school and family is central to the success of RCM students and the development of our school community. RCM staff use a variety of ways to engage with parents/guardians and the larger community. As a starting point, RCM staff host a variety of early year gatherings for students, families, and staff to build relationships and open up lines of communication. Regularly scheduled conferences, IEP meetings, and community events help to promote collaboration and relationship building. In addition, RCM hosts a exhibitions, school performances, and information meetings throughout the school year. At the governance level, parents/guardians are the encouraged to participate as members of the school board and as members of the site council. Both groups are composed of primarily parent/guardians. Friends of Redwood Coast Montessori provides an additional format for to build relationships between families and school. 98% of Parents ""Agree"" or ""Strongly Agree"" that ""Parents feel welcome to participate at this school.""  96% of Parents ""Agree"" or ""Strongly Agree"" that "" School staff treat parents with respect."""|Although both the school board and the site council are composed of parent/guardian volunteers, RCM acknowledges that additional outreach needs to be done to promote these opportunities to all families, particularly among students. RCM staff are currently working on curriculum and course structure that will initiate greater participation of students in both of these governing bodies. RCM continues to outreach to families at the beginning of each school year to educate families about the wide range of opportunities for involvement and to promote these opportunities in our weekly newsletters.|RCM will continue to outreach to families through or weekly newsletters and direct communication with all families, particularly those that are underrepresented. The Manila Community Resource Center, operated by RCM, has been undergoing a process of refocusing its resources to better support school families. RCM is also providing additional training opportunities for staff to address the increased need for support of students and families with unique needs.|"Redwood Coast Montessori works hard to actively communicate with families and to build partnerships with the entire community. Through the use of the weekly newsletters and through our ""open door"" approach to connecting with families, RCM staff are largely able to effectively communicate with families regarding student outcomes. 76% of parents ""Agree"" or ""Strongly Agree"" that their school provides instructional materials that ""reflect my child’s culture, ethnicity, and identity."" 96% of parents ""Agree"" or ""Strongly Agree"" that ""Teachers communicate with parents about what students are expected to learn in class."" 89% of parents ""Just okay"" or ""Very well"" that school is ""Providing information on your expected role at your child's school."""|Redwood Coast Montessori staff are actively working on building a comprehensive TK-12 strategy for assessing and tracking student performance. Through the use of several key strategies: student portfolios, student-led conferences, student critique and reflection, partnerships between families and school will be strengthened.|In an effort to better serve the needs of underrepresented students and families, RCM pursuing additional staff training and systems to address the needs of students in the classroom. RCM is also partnering with HSU to provide two social worker interns to provide target services for students with unique needs. Expansion of the hours and duration of our programs during the 2022-23 school year and beyond is also designed to help support underrepresented students.|During the 2024-25 school year, RCM provided staff, students, and parents the opportunity to participate in the California Healthy Kids Survey for the second time. This tool proved to be an excellent source of information from all three target groups. These surveys will continue to be used in future years as an important source of information for how best to engage all members of our community.|"Based on the feedback form the CalSCHLS survey: 87% of Parents ""Agree"" or ""Strongly Agree"" that ""School actively seeks the input of parents before making important decisions."" 84% of Parents respond ""Just okay"" or ""Very well"" that school is ""Letting you know how your child is doing in school between report cards."" While these percentages indicate that a majority of parents/guardians are satisfied with the level of input they receive from school and their ability to provide input, our goal is to have a percentage of 90% or more of parents /guardians reporting satisfaction with the levels of input for decision making."|In an effort to better serve the needs of underrepresented families, our community resource center continues to shift the focus of the program to include greater levels of support for children and families in our own community. Staff of the resource center are also working on improving how information is communicated to underrepresented families in order to help identify needs and provide available resources.|4|4|4|4|4|3|4|4|3|3|3|3|Met||2025-06-18|2025
12626796120562|Coastal Grove Charter|3|Strong volunteerism and school-home communication through the weekly newsletters, monthly assemblies, parent evenings, and festivals.|Continue working to develop open communication with families through our Equity, Diversity and Inclusion working group.  Continue to improve student attendance. Increase student engagement.|Increase outreach and opportunities for connection. Continue work with Restorative Practices.|All parent class meetings, PTO, Community Engagement Initiative, parent-teacher conferences, home visits, opportunities for volunteering, 4H program.|Increase attendance, shared topics for all parent class meetings, improve communication.|Outreach, clubs and opportunities for volunteerism and connection.|PTO meetings, Community Engagement Initiative, Charter Council, EDI meetings, and class parents all participate in planning and decision making.|More opportunities for feedback at parent meetings. Improve outreach to marginalized community members. Provide electronic surveys.|Improve outreach through identification and support, create simple surveys that are less time-consuming and available electronically, explore EDI opportunities.|5|4|5|5|5|4|5|5|5|4|5|4|Met||2025-06-25|2025
12626870000000|Northern Humboldt Union High|3|Available data shows 91% of parents responding report respectful staff treatment and 90% satisfaction with progress communication between report cards. Staff demonstrate commitment to cultural responsiveness with 97% valuing student diversity and 82% emphasizing culturally relevant materials. However, we need to increase parent/guardian response rates to have a better understanding of actual relationship quality across the district. The low participation itself indicates significant barriers to family engagement that require immediate intervention.|Among the parents/guardians who did respond, data reveals perception gaps: staff believe they provide culturally relevant materials (82%) while parents experience this much less (53%—a 29-point gap). Communication shows another perception gap, with staff rating their effectiveness higher than parents experience it. These gaps, combined with the low participation rate, indicate some fundamental challenges in building authentic relationships across our 3,200 parents/guardians.|With low feedback participation, we cannot accurately determine if underrepresented families are represented in the current feedback or identify their specific needs. Some exceptions are the English Language Advisory Committee (ELAC) and the Native American Advisory Council (NAAC), which have worked diligently with their communities to get specific feedback. The LEA should continue to improve our outreach strategies, including multilingual surveys, community partnerships, and culturally responsive engagement methods to reach parents/guardians who didn't respond. Priority actions include expanding the successful ELAC and NAAC advisory committee district-wide, and addressing the cultural materials gap identified by responding parents.|90% of parents/guardians that responded report excellent student progress communication between report cards and strong homework support systems. Staff data (89 of 254 employees) shows 90% believe they provide helpful homework information and 75% encourage active partnerships. However, we need to increase our outreach to increase the participation rate of our feedback to better understand our families needs.|The critical challenge is that most of our parents/guardians aren't providing feedback about partnerships, making authentic assessment more difficult. Among responding parents, only 60% understand educational placement decisions and only 65% feel adequately informed about learning expectations, suggesting partnership information may be basic rather than comprehensive. The gap between staff belief in their effectiveness (90% homework support, 79% communication) and parent experience highlights the need for family-informed partnership approaches rather than staff-assumed effectiveness.|The LEA should improve systematic outreach, including multilingual partnership resources, expanded community collaborations like the successful AHS ELAC and MHS NAAC models, and expand culturally responsive partnership training. Priority actions include investigating why most families aren't participating in feedback, enhancing educational transparency for the 60% who don't understand placement decisions, and developing authentic partnership approaches informed by representative family input. In addition, we need to look for as-of-yet, unexplored times and venues for engaging parents, such as sporting events, IEPs, parent walk-ins, and other parent and family meetings at school.|The LEA has established input infrastructure including Site Councils, ELAC, and survey mechanisms. Among the responding parents/guardians, 75% report input is actively sought. Multiple feedback methods exist including CHKS, Pulse Check surveys, multiple advisory councils, and LCAP engagement sessions.|75% of the responding parents feel input is sought. However, the majority of our parents/guardians did not participate in advisory councils or respond to the multiple feedback opportunities.|The LEA must prioritize reaching the parents/guardians who didn't respond through: comprehensive multilingual outreach, community-based engagement partnerships, and culturally responsive input methods. The successful advisory council collaboration model must be expanded district-wide with specific targets for representative participation|4|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
12626870107110|Six Rivers Charter High|3|According to survey data gathered from our educational partners, our strengths are adults at the school care for the students, and the school is safe. These all received feedback stating guardians agree or strongly agree. Additional areas that are of mid-level strength are communication between the school site and families and providing more information for students to plan for college and career. Six Rivers should continue to build upon its strengths, such as providing opportunities for gathering student voice in decision-making through our Leadership class, the Educational Partners Advisory Committee, the Indian Education Parent Advisory, annual Student Feedback Sessions, and other means that may be added to the upcoming district strategic plan for engagement. Staff participation in professional development to update curriculum to be more culturally sensitive is also a positive step forward. To further improve, Six Rivers should focus on developing multiple opportunities for engaging in 2-way communication with families using accessible language. While tools like ParentVUE and Google Classroom allow families to access grades, attendance records, and school work digitally, Six Rivers has implemented the use of Parent Square to facilitate meaningful, two-way communication between educators and families. We will work with families to determine ways to expand and improve this area, including training opportunities for staff and guardians. We will continue to facilitate outreach to parents on how to use Parent Square.|We had two low areas when looking at the data: communication between the school site and educators using language that is accessible and understandable to families. As a site, we will: 1. Provide new parent orientations that focus on how to use our SIS system as well as how to understand google classroom. 2. Develop multiple opportunities for engaging in 2-way communication between families and educators using accessible language. Six Rivers should explore various ways to facilitate meaningful, two-way communication that is understandable and accessible to all families. We will work with families to improve and expand in this area, including this as a specific area in the district's strategic plan for engagement. 3. Build upon existing initiatives to gather student voice in decision-making. Six Rivers has made progress in this area through the annual student feedback sessions held at all sites and the creation of a Leadership elective class. 4. Regular progress monitoring and ongoing collaboration with educational partners will be essential to ensure that Six Rivers moves closer to Full Implementation and Sustainability in this area.|Six Rivers’ effectiveness in providing a quality learning environment focused on caring, concern and high expectations for all students is evident in the school policies, programs and procedures that support student learning and opportunities. As such, Six Rivers offers several opportunities for families to be involved with the high school so that they are active partners in the learning/teaching process. These opportunities include the Educational Partners Advisory Committee. Six Rivers works hard to provide schoolwide community events to build a caring and respectful environment for students, staff, family members, and the community. Such events, in a typical year, include the Back-to-School Community Potluck and Winter Performance. In addition, the board meetings and the Parent Advisory Committee enable local control from the community to discuss issues regarding funding and programs in a forum that parents, community members, and staff can attend and participate in.  Six Rivers already has a robust Social Media presence on Facebook and Instagram. Families are able to access students' grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. The Student Services department is expanding a list of resources for staff, families, and student.|Our strengths are supporting families to understand and exercise their legal rights and advocate for their own students and all students, and working with diverse racial, ethnic, or cultural groups.|We need to focus on communicating what students are expected to learn in class which we will address by working in PLCs to create curriculum and instruction plans that can be communicated to families and students.|The LCAP actions for 2024-25 focus on social/emotional behavior instruction for students. Part of the actions are to build relational capacity between staff and families as well as students, and additional actions are to build systems at all levels of the district that create a safe, equitable, and supportive community for every student and staff member. School staff, teachers, and administrators are learning to create more trauma-sensitive, safe, and supportive school environments. This includes reaching out to families to seek their feedback for improvement. Moving forward, our district will provide professional development regarding Tier 1 and Tier 2 supports, including trauma-informed strategies, and will continue to implement Tiered Support for all students.  At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation. We have also hired a part-time Academic Counselor which will help guide students throughout their four years for College or Career tracks. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.  Throughout the school year, staff have participated in multiple Professional Learning Communities and mini professional development in regards to Universal Design for Learning, supporting English Language Development, and culturally responsive teaching. The implementation of these learnings will allow staff to provide equitable and relevant learning opportunities for all students, including underrepresented families.|Six Rivers provides many opportunities for families to provide input and feedback on school and district levels through focus group meetings, surveys and LCAP educational partners meetings. Through regular Educational Partner Advisory Committee (EPAC) meetings, site data is reviewed by the site council. These meetings take place monthly. The principal sends out email reminders. Members consist of parents, students, and staff. Educational Partners are regularly informed about how they can participate via emails, website posts, social media, and text messages. Those parents that are on the EPAC are highly engaged in the governance of the school. They are members for a 2-year term. Moving forward, Six Rivers will be working closely with the school's EPAC to help guide the school in writing sitewide plans such as the LCAP and parent and family engagement policies.|Six Rivers will continue to use the EPAC meetings and our LCAP educational partners' meetings to improve seeking input for decision making. Our area of focus for the upcoming year is in increasing participation from our educational partners, as our participation is low. Furthermore, our EPAC is typically attended by the 8 core members, even though it is open to the public. As our participation is low, our focus area for improvement is in participation in our input processes.|Six Rivers already has a robust Social Media presence on Facebook and Instagram. Families are able to access students' grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.|5|5|5|3|4|3|4|4|4|5|4|5|Met||2025-06-18|2025
12626870124263|Laurel Tree Charter|3|Weekly newsletter.  Quarterly Potluck and Performances.  Parent Workdays.|To build sustainability into our practices.  Invite parents in to work with us for afternoon classes.|Analysis of our School Climate Survey.  Comparison between last year and before.  Look for trends.|"Compliance to IEP laws, timely meetings.  SST Meetings.   Weekly staff meetings feature ""Kid Concerns"" followed up by parent contact."|Providing more information to parents about specific skill acquisition.|Use of SIPPs in grades 1-5 to specifically target reading interventions for all students.  Sharing that information on progress with parents.|We have systems in place.  We actively reach out to parents and invite them in to give input.|Being able to institutionalize those systems and improve attendance.|Involving parents in real projects surrounding their students' education.  Creating actual community for families and students.   Inviting parents to participate in afternoon enrichment classes, making use of parent volunteers in a meaningful way, involving parents in projects to benefit the school.|4|4|4|4|4|3|3|4|3|3|3|4|Met||2025-06-24|2025
12626950000000|Big Lagoon Union Elementary|3|Big Lagoon's small school population allows for staff and families to have multiple meaningful interactions. Teachers and administration are available to speak with families, and this is communicated through a weekly email from administration.|Big Lagoon is always striving for continuous improvement. Based on local input and data, staff will develop ways to communicate more often with families about topics and skills students are working on in class.|Based on the school climate survey, 100% of families, including underrepresented famiiles, feel welcome to participate at school. The survey also indicates that staff can improve on communication with families. As a team, staff will generate procedures and processes that will lead to better communication with families.|Big Lagoon School is able to report that it is fully implementing support for family, and building partnerships for student outcomes in the areas of providing families with information and resources to support learning and development; implementing policies or programs for teachers to meet with families; and supporting families to understand and exercise their legal rights.|Based on local data, providing professional learning to support teachers and principals to improve the school's capacity to partner with families is the area of focus for improvement. Administration will actively seek such professional development for staff.|Local data shows 100% of families, including underrepresented families, feel welcome and encouraged to participate in all areas of school. Big Lagoon will continue to build on this success by revisiting our processes and making improvements where necessary.|Big Lagoon made progress this year in finding a variety of ways for families to provide input. For example, the district made some  parent input meetings available online in the hopes of supporting busy families to have the opportunity to engage. Families are encouraged to provide input not only at meetings, but any other time, by calling the office.|Big Lagoon will focus on increasing the number of online parent input meetings. With the majority of our families on interdistrict transfers into the district, this has been a positive way to reach more people.|Based on local data, 100% of underrepresented families feel engaged and welcome to participate in all areas of school. The district will continue to monitor the engaggement of underrepresented families so this percentage is maintained.|4|5|5|4|3|4|4|4|3|3|4|3|Met||2025-06-24|2025
12627030000000|Blue Lake Union Elementary|3|Blue Lake Union Elementary School is a partnership of school, parents, businesses, and the community. Our mission is to prepare children for the future by establishing the knowledge and skills to achieve academic excellence, personal growth, and success with a safe and diverse environment.   The District encourages and supports active family involvement in their child’s education. Blue Lake Union Elementary School District seeks input from families in a number of ways.  Our school has a Parent Advisory Board/School Site Council, a Parent-Teacher Organization (PTO), and a Task Force Meetings to support input by our families and partners. Opportunities for input are available during conferences, family events, community dinners, PTO meetings. We also seek input through surveys, such as California Healthy Kids Survey (CHKS) and district created surveys.   One of our greatest strengths is the willingness of our staff, teachers, and community partners to work collaboratively to improve our school year-to-year. Each year, we work to build staff capacity and increased family opportunities to give input in order to be a part of the decision-making process.|Each year, our staff works diligently to bring new strategies to build the school's relationship with families.  Administration continues to be accessible to all partners. Teachers use a notification system, email, telephone calls, Class Dojo, Google Classroom and written communication on an ongoing basis to keep families well-informed of their child’s academic, behavior, and social progress. All grades send home a weekly newsletter as well as placing them digitally on our website, under the Newsletter icon.  Our 5th – 8th grade also send newsletters home weekly progress reports to keep families informed via email and with paper copies. Our District notification system, websites and Facebook page all  post announcements of upcoming events as well as pictures of events that recently occurred. Annually we survey families and other partners to determine the preferred method of communication to foster meeting our families' needs. The district welcomes LCAP input at each Board meeting starting as well as during SSC meeting. Task Force Meetings, School Events, and conferences. The annual surveys was provided online. We share information with families and partners via mass notification, email, texts, the website and other written publication that include Common Core State Standards Resources for Parents and Guardian including links to information such as, https://www.cde.ca.gov/Re/cc/ccssresourcesparents.asp|During the first week of school, we identify our underrepresented families and increase all notifications and outreach to them. We work collaboratively to ensure all families have access school activities, local events, and input into the decision-making process.  We also utilize our Wellness Center team from Humboldt IPA to increase additional opportunities of contact and outreach.   Parent - teacher conferences are scheduled after the first eight weeks of school, in the spring, and additional conferences are often scheduled to keep families informed. Teachers work to make contact with every family.  For families unable to come to campus, we work with our Wellness Team to conduct a home visit to further support all families.    All families are given detailed information regarding their child's academic, social, and emotional strengths as well as any area of needed growth.  Additionally, we share where families can find information on our website and state websites such as the Parents Guide to the SBAC Summative Assessments and the following link https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativepgtu.pdf   Student Study Team (SST) meetings with parents are conducted throughout the school year to discuss specific needs of students. We accommodate parents’ disabilities by providing ADA compliant facilities and website. Although we do not have any migrant students, we have a practice of ensuring students and families feel welcome at our schools, receive information in their home language, are provided the opportunity to return to the classroom they started in if it is in the same school year and academic supports and materials. Staff are supported from Humboldt County Office of Education through the English Language Learner Coordinator who is readily accessible, if needed.   Though Blue Lake Union Elementary School District has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. We have hired an attendance clerk who speaks Spanish to help facilitate effective communication for all families.|The families appreciated our efforts this year to increase activities and family involvement. However, the families still indicated a need for greater opportunity for input.  We have joined the California Community Engagement Initiative to learn from others better ways to engage our families and community.|We are working with our partners to understand ways to better include them to ensure building upon the relationship and improving student outcomes.|In our analysis, it is clear that the time of the events, available childcare, and serving a meal with evening events would great increase our underrepresented families engagement.|The families appreciated our efforts this year to increase activities and family involvement. However, the families still indicated a need for greater opportunity for seeking input for decision-making. We have joined the California Community Engagement Initiative to learn from others better ways to seek input from families.|We are working with our partners to understand ways to better include them to ensure increased opportunities to increase input for decision-making.|In our analysis, it is clear that the time of the events, available childcare, and serving a meal with evening events would great increase our underrepresented families in providing input for decision-making.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2025-06-25|2025
12627290000000|Bridgeville Elementary|3|"Bridgeville School is committed to improving communication between school staff and families. We have implemented ""In Touch"" call services. We continue to encourage families to participate in our parent group and booster club. With an enrollment of 38 students and a teaching staff of four teachers, staff and the administration maintain and will continue to maintain constant contact with families via phone, technology, written notices and in-person interaction. The Bridgeville Community Center monthly newsletter which is sent to every household in the district contains a school news column each month featuring individual staff, special events, and highlights of school culture and education. Our school is truly the center of the community."|Due to the large rural and rugged geographic nature of the district, family involvement at school has historically been limited. The district recognizes the value of parent engagement in their children’s education and is utilizing increased phone, technology based, and in-person methods of communication to improve participation. Special events and meetings often include lunches and dinners to encourage more families to participate. The District initiated a Family Dinner and Information Night during the 2024-25 school year that was attended by nearly every family in the district. The Family Dinner and Information Night is planned to be a bi-annual event.|All families including underrepresented families are encouraged to be a part of the parent group, attend board meetings, and special meetings and school celebrations and functions. . We also make it a priority for families to know they can communicate with any staff member. In addition, the Bridgeville Community Center is on-site and collaborates with the school in engaging and supporting underrepresented families.|Bridgeville School continues to develop programs and actions which will increase and improve services for unduplicated students. The following actions were identified by multiple stakeholders to be delivered school-wide in support of all students: 1. Maintain small class size and grade spans in multi-grade classrooms to ensure more individualized learning practices (differentiated instruction, tutoring, etc.) to support unduplicated pupils.  2. Field trips and guest presenters. 3. Providing all students with two nutritious meals daily. 4. Providing unduplicated pupils with increased support to improve their home learning environment, including but not limited to purchasing computers for student checkout for home use, materials and supplies needed to be successful in the home environment (textbooks, calculators, binders, paper, pens, pencils, highlighters, literature books, books on tape, etc.) 5. Providing professional development for teachers who work with students in poverty, foster youth, homeless youth, and students who have experienced trauma or neglect.  6. Offering a music program to increase access to Visual and Performing Arts for all students including students from low-income families.  7. Hiring a 0.4 FTE school counselor to facilitate communication among staff, students, and families. Increasing the music teacher's time from 0.2 FTE 0.4 FTE ( from 1 to 2 days per week) 8. Hire a Certified Wellness Coach to support help support students socially and emotionally. These actions have been selected to effectively improve student outcomes in a small school based on past experience and research. The effectiveness of all of the above programs and services will be reviewed annually and reported in the LCAP Annual Update.|The District is striving to promote and increase family and community participation in classroom activities, school events, and opportunities for engagement in school planning and the decision making process. Staff communicate and emphasize the importance of parent participation in their children's education at the Parent/Teacher Conferences three times each year. In addition, staff communicate with parents/guardians regularly regarding student academic progress and well-being. The District has established an Attendance Team to positively support families' efforts to get their children to school regularly and on time.  The District is currently engaged in Positive Behavioral Interventions and Supports (PBIS with an outside provider) training for all staff and Professional Learning Communities (PLC with the Humboldt County Office of Education) training  for certificated staff.|The above actions have been identified as having the greatest potential for improving ALL student outcomes in a small school based on past experience and research. The effectiveness of all of the above programs and services will be reviewed annually and reported in the LCAP Annual Update.|As mentioned above Bridgeville School will make efforts to increase communication and encourage families to participate in decision making meetings. Bridgeville School has an enrollment approximately 40 students. The small number of families associated with the school allows the district to communicate and interact with all families on a very intimate and effective basis.|The LEA is committed to increase family involvement in the decision making process and to communicate the importance of their participation in the development of their child's education. The LEA will use a variety of methods of communication including ,but not limited to, phone, technology, the Community Center Newsletter, notes home with students, and person to person conversation. In addition, biannual dinner/informational meetings are scheduled to facilitate stakeholder input in the decision making process.|Bridgeville School will directly communicate with underrepresented families inform them of dates and times of decision making meetings, as well as posting agendas and minutes on our website so that they can be easily accessed by all families and community members. It's work noting that over 80% of families are SED and that the district qualifies for Schedule 2 Free and Reduced Lunch Program. All of the district's efforts to increase stakeholder input and participation are for underrepresented families and families not categorized as underrepresented.|5|5|4|5|5|5|5|5|4|4|5|5|Met||2025-06-17|2025
12627370000000|Cuddeback Union Elementary|3|The small school size and family-like culture at Cuddeback inherently allows for more family/staff interactions. The school promotes frequent teacher/parent communication both informally and formally by way of parent conferences, campus events and activities, and regular parent check-ins regarding student progress. With only a single teacher at each grade level, staff is able to build multi-year, long-term relationships with families as each sibling promotes thru the grade levels.|The school needs to support new teachers that have not yet established relationships with families through training and modeling on such interactions. The school needs to make sure to provide opportunities for positive staff/family interactions frequently and early in the relationship to avoid starting on a potentially negative information contact.|The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will make efforts to be more responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.|The school provides many opportunities for families to meet and interact with teachers and staff to support student outcomes. We utilize formal parent conferences in Fall and Spring and mid-term progress reports regarding academics. We provide a .6 FTE counselor to support SEL needs for students, as well as an active primary intervention program for SEL needs designed especially for TK-4th grades. Our on-site FRC provides family and individual support resources for social/emotional, financial, counseling, food assistance, medical, and many other agency-based programs for students in need.|The school plans to improve and broaden the opportunities for students to explore a wider variety of courses by offering more elective classes in hopes of creating more interest and insights for students as to future career options and interest opportunities.|The school will continue grant first opportunity status for these support programs to the underrepresented students and families. The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will make efforts to be more responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.|The district provides many opportunities for seeking input for decision-making for our educational partners. We hold a standing agenda item open for community input related to decision-making for the public. The administration invites all families to attend and participate in open forums geared toward decision-making for the district. The LEA has a parent advisory group that is able to provide input on these matters.  regular informal Coffee with the Principal meetings are offered on site. The LEA has started conducting decision-making input training for families throughout the year.|The district will continue to promote efforts in seeking input in decision-making from partners. The district always seeks new methods to better publicize and increase the number of parent advisory groups meetings and open forum town hall meetings in which we seek decision-making input.|The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will continue efforts to be responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families. Trainings will continue to be prioritized and offered to underrepresented families.|5|4|4|5|5|5|5|5|5|4|4|3|Met||2025-06-25|2025
12627450000000|Cutten Elementary|3|Cutten and Ridgewood Schools are proud of the open, respectful, and supportive relationships we maintain with our families. A hallmark of our success is the exceptionally high level of parent and community involvement in every aspect of our school program. This strong sense of community is reflected in the fact that over 40% of our student body are inter-district transfers—families consistently report they are drawn to our family-friendly environment and the personalized attention their children receive in our small school settings.  We warmly welcome parent involvement throughout the school year. Parents are invited to visit both campuses at any time, and teachers and administrators work hard to create a space where families feel valued and connected. The transition into and through our schools is thoughtfully supported: incoming kindergarten families attend orientation events before the school year begins, and students moving from Ridgewood’s second grade to Cutten’s third grade participate in site visits, student-parent orientation evenings, and ongoing engagement opportunities. By the first day of school, both students and staff feel familiar and prepared.  This strong partnership continues throughout the school year. Our parent-teacher conferences see nearly 90% attendance, and annual events such as Back-to-School Night and Open House Night consistently draw about 80% of our families. Regular communication is maintained through a weekly district newsletter that keeps families informed of important events, reminders, and celebrations.  To foster a culture of trust and collaboration, teachers and administrators are intentional about creating an environment where parents feel welcomed and respected. Families are regularly invited to attend assemblies, school events, and classroom celebrations. Parent volunteers play a key role in student learning, often supporting small group instruction in the classroom. Staff at both school sites—teachers, support personnel, and administrators—contribute to a warm and inclusive atmosphere by keeping their doors open before, during, and after school. Students and parents are greeted daily by the principal, reinforcing our commitment to personal connection and community.|Cutten School District is committed to promoting meaningful parental participation through a variety of opportunities, including classroom volunteering, attendance at school events, and engagement in parent-teacher conferences. We will continue to build on this foundation by implementing several suggestions gathered from recent parent and staff surveys—such as encouraging families to contribute to cultural and career-focused events.  Although our district has a small number of English Learners, we serve a large population of Hispanic students whose families would benefit from expanded translation services. Providing language access will allow more parents and guardians to fully participate in educational programs, school meetings, and decision-making opportunities.  Effective communication remains a key focus of our district. We continue to improve practices to ensure families are well informed of upcoming events and opportunities. Our outreach strategies include targeted phone calls, Remind app messages, and other communication tools that help foster strong school-home connections and keep families updated on student progress.  With support from a Community Engagement Initiative grant awarded for the 2025–26 school year, we plan to examine the root causes behind barriers to engagement and identify strategies to further strengthen family-school partnerships across our district.|We have been utilizing the REMIND communication platform to strengthen connections with our school community. Administrators regularly use REMIND to share important updates and upcoming events with families across the district, while teachers use it daily to communicate directly with parents about classroom activities and student progress.  To further support students and foster stronger relationships with families, we have added several key staff positions: a school principal, a social worker, and an Expanded Learning Community Coordinator. These roles are focused on enhancing student well-being, increasing engagement, and creating additional opportunities for meaningful parent-school connections.  Additionally, through the Community Engagement Initiative grant awarded for the 2025–26 school year, we will be examining the root causes behind barriers to engagement and identifying actionable strategies to further strengthen partnerships between families and our schools. This work reflects our district’s ongoing commitment to building a welcoming, inclusive, and collaborative school culture.|The Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council, and the School Climate Survey. Additional opportunities for input are available via  parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes. Our school social workers reach out to underrepresented families to personally invite them to parent and family events and meetings.|The Cutten Elementary School District focus area for improvement will be on our outreach program. This includes certificated staff using the Remind app, phone calls, weekly newsletter, and social media to keep families informed and participating in their child's education and social emotional well-being.|We will utilize the REMIND application in a variety of ways to involve parents in their childs academic acheivement- all staff will work hard to communicate with parents through REMIND and personal phone calls when there are upcoming assignments or events, and social workers. Additionally, through the Community Engagement Initiative grant awarded for the 2025–26 school year, we will be examining the root causes behind barriers to engagement and identifying actionable strategies to further strengthen partnerships  to improve student outcomes between families and our schools. This work reflects our district’s ongoing commitment to building a welcoming, inclusive, and collaborative partnerships to improve student outcomes.|As stated previously, the Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes.The Leadership, School Climate, Special Edcuation, and Administrative teams meet frequently to review input, programs and policies to guide district decision making.|The Cutten Elementary School District will focus on both communication and outreach to improve the input we get from our educational partners to guide our decision making.|We will utilize the REMIND application, as well as, a weekly newsletter, and social media to invite parents to fill out a survey, attend an LCAP input meeting, or attend one of our Board meetings - all staff will work hard to communicate with parents through REMIND when there are upcoming assignments or events, and social workers will reach out to our underreperesented families to personally invite them to family events and meetings where their input will be heard and used to guide the Districts' decision making. We will also try to provide child care and a meal when we hold LCAP input events.|5|4|4|4|5|4|5|4|5|5|5|5|Met||2025-06-24|2025
12627940000000|Fieldbrook Elementary|3|The Parent Advisory Committee invites all families to participate to help shape the guiding documents that influence the school routines and culture. The district utilizes surveys at various times of the year to determine areas of need as determined by our educational partners. The surveys also allow the board to make informed decisions that effect programs and students. The Student Advisory Committee provides feedback for the staff and board to consider when reviewing and development goals and actions.   This school year has seen an increase in participation in district board meeting by both families and community members in an attempt to be involved in understanding decisions that are made by the board for staffing and creating a transparent school culture. Surveys have shown an increase in family access to the school and staff. Families appreciate our early conference schedules that allow for parent/staff interactions within the first 6 weeks of school. We had 100% of families participate in conferences with teachers.|During the 2024-25 school year, the district facilitated Volunteer Training, encouraging more families to volunteer in the classroom, fundraising, and school activities. 47% of parents completed volunteer requirements in the 23/24 year, increasing in 24-25 with 78% of parents completing volunteer requirements. The district will continue to produce surveys to assess the level of satisfaction and engagement from families. The school board has continued to allow educational partners to participate in district board meetings via Google Meet and encourage public comments during the meetings. The district will encourage Continued access and volunteering, and to support this, the district will reimburse costs to remove barriers.|The district shares information about programs and opportunities offered on campus through our school's weekly update, marquee, and website. When possible, the district will follow up with emails and phone calls to underrepresented families to help facilitate better engagement and participation.|Based on input and local data, the district has strength in the accessibility of district information including successes conveyed through our weekly update, informing community on how they can support and interact with our school population. Now we are utilizing this access to help support volunteer needs and booster club participation. The school also utilizes a marquee to share information and important dates with the community.|The district is focused on creating partnerships with local groups through the creation of our school gardening program. We have engaged with local community and business members to help create, educate and maintain our new garden space. The district continues the Student Leadership Program and has also created a Student Advisory Committee to share ideas and programs and create change on the campus.|When possible, the district will follow up with emails and phone calls to underrepresented families to help facilitate better engagement and participation. Aftercare and aftercare opportunities are provided for underrepresented families through a musical theatre club and an after-school homework club.|The district has successfully received feedback through our parent and staff surveys. Our last district survey had a 85% response rate. The survey informed the staff and board of families' priorities for meeting the needs of our students.|We are focused on making participation easy for all educational partners. To encourage greater participation, school board meetings are conducted using a hybrid model. Volunteer scheduling and communication were previously managed solely by classroom teachers. Parent feedback has requested greater support from the office, or utilizing a volunteer liaison to coordinate volunteer opportunities.|When possible, the district will follow up with emails and phone calls to underrepresented families to help facilitate better engagement and participation. Also, aftercare opportunities have been increased for underrepresented families in the form of clubs and study groups to allow for in-person participation.|4|5|5|5|5|5|5|5|4|5|5|5|Met||2025-06-09|2025
12628100000000|Fortuna Union High|3|"Across all three school sites, 2/3 of parents/guardians reported on the California Healthy Kids Parent Survey that they felt ""welcome to participate at their child's school"" and that ""their child's school takes parent concerns seriously."" On the District LCAP survey, the majority of respondents agreed or strongly agreed that ""the district seeks parent/guardian input"" and the majority of parents either agreed or strongly agreed that the district keeps them ""well informed of activities in the district."""|"Data indicates that across the entire school population, there are parents/guardians who rely on all possible forms of communication, confirming the need for the LEA to continue efforts to disseminate information across all modalities, even after new ones are adopted. Parent engagement on campus outside of sporting events remains an area for improvement at three school sites. Based on results from the California Healthy Kids Parent Survey, East High was behind the other two school sites in regards to parents/guardians feeling ""welcome to participate at their child's school"" and that ""their child's school takes parent concerns seriously."""|At East High School, the District will use Equity Multiplier funds at East High to fund more after-school support, which can also provide more opportunities for parent engagement and interfacing in the afternoon. The District will make further efforts to restart the SUN group. The District included a metric in the LCAP (Goal 2, Metric 20) with the goal of increasing direct parent participation in the LCAP from 160 individuals to 250 individuals by 2026-2027. Despite it no longer being a requirement at that school site, the Academy of the Redwoods will continue to run a School Site Council.|The District is committed to continuous improvement in the area of school-to-home communication, and recently adopted the communication tool ParentSquare to relay school site and district wide information as well as make it easier for parents to affirm attendance matters with school site offices. The District provides 1-to-1 Chromebooks for all students and manages a robust Google Apps for Education (GAFE) system that includes Gmail and Google Classroom, allowing for robust communication between teachers, students, and parents/guardians within the contexts of specific courses and assignments. Recently redeveloped websites and strong social media management continue to improve engagement and message saturation|As indicated previously, the Fortuna Union High School District is aware that parents/guardians interface with their child's school in a variety of ways and that multiple modes of communication are critical to maximizing engagement and effectiveness.|With the success of ParentSquare, the District is continuing to research other ways to streamline communication to efficiently disseminate messages across multiple platforms in order to maintain or reduce workloads amongst office staff and teachers during their prep time.|Approximately 180 individual parent/guardians participated in the LCAP development process either by attending a meeting or completing the LCAP survey. All three schools run a School Site Council. Two particular student populations are provided additional engagement opportunities with Indigenous Parent Nights and Latino Parent Nights each scheduled three times per school year. AR runs ARPAC (AR Parent Advisory Committee). In 2024-2025 the District introduced an agenda item for input on the LCAP at each of the stakeholder meetings encouraging parent input into each goal and action. This was changed from previous years away from a District Parent Advisory Committee, because there was far more parent turnout at each individual group meetings thus increasing parent participation in the LCAP process.|The District shall continue to increase input from certain underrepresented or site specific groups that are not experiencing levels of engagement and input-seeking at the standard that the District strives for.|The District will continue to develop and monitor the success and growth of the District Parent Advisory Committee with the goal of increasing attendance and participation in the group in year two of its incarnation.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
12628280000000|Freshwater Elementary|3|Freshwater School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals.|A focus area of improvement for Freshwater School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  In addition, Freshwater School is redesigning a school facebook page to engage more families.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.|Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities.  We now provide childcare and food to encourage attendance from our families.|Freshwater's strengths (school safety and welcoming parent input) are highlighted in our annual student, staff, and parent CA Healthy Kids Survey results.|This year as part of our continued work to build partnerships with our families we will be conducting additional surveys and focus groups to gather more authentic feedback for improvements.  In addition, we are streamlining our school social media platform and providing food and childcare to increase participation at community meetings.|We will increase outreach efforts to our community, including the use of social media, and including food and childcare to increase participation at community meetings.|Freshwater School District seeks input from parents/guardians in several ways. The Parent Advisory Council serves as the district’s LCAP Advisory Committee and works to collect valuable data from our educational partners.  In the 2024-2025 school year, FSD administered the annual California Healthy Kids Parent Survey (CHKS).  Additional parent input was received through public committee meetings, conferences, emails, and phone calls.  Ongoing parent input will be gathered during the 2025-2026 school year.|Freshwater School District will promote parental participation in a variety of ways.  The District will encourage parent volunteers, parent participation at school events and activities, 100% parent attendance at parent teacher conferences, parent participation in fundraising efforts, and parental involvement in our Parent Advisory Council, Community Club, and the Freshwater Educational Foundation.      This year, Freshwater administered a community engagement survey that aimed to gather parent preferences for volunteer opportunities.   Though Freshwater School District has a very small number of English Learners, we will continue to provide support services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. A translator will be provided when needed.  Progress will be measured by tracking attendance at Back-to-School Night and Parent Teacher Conferences, tracking participation in educational partner meetings, tracking survey responses, and monitoring whether or not fundraising goals are met.|The District LCAP includes the goal: Maintain and/or improve high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment, where students attend and are connected to their school.  To accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other educational partners to participate in school activities.  We will continue to promote the opportunities and events that our parents can get involved with and will continue to solicit feedback via surveys and public meetings.  By focusing on formal and informal meeting opportunities, we will create an environment that allows for full participation in the Freshwater School community|4|4|4|4|4|4|4|4|4|3|4|3|Met||2025-06-16|2025
12628286116289|Freshwater Charter Middle|3|Freshwater Charter Middle School seeks input from parents/guardians in several ways. The Parent Advisory Council serves as the district’s LCAP Advisory Committee and works to collect valuable data from our educational partners.  In the 2024-2025 school year, FSD administered the annual California Healthy Kids Parent Survey (CHKS).  Additional parent input was received through public committee meetings, conferences, emails, and phone calls.  Ongoing parent input will be gathered during the 2025-2026 school year.|Freshwater Charter Middle School will promote parental participation in a variety of ways.  FCMS will encourage parent volunteers, parent participation at school events and activities, 100% parent attendance at parent teacher conferences, parent participation in fundraising efforts, and parental involvement in our Parent Advisory Council, Community Club, and the Freshwater Educational Foundation.      This year, Freshwater administered a community engagement survey that aimed to gather parent preferences for volunteer opportunities.   Though Freshwater Charter Middle School has a very small number of English Learners, we will continue to provide support services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. A translator will be provided when needed.  Progress will be measured by tracking attendance at Back-to-School Night and Parent Teacher Conferences, tracking participation in educational partner meetings, tracking survey responses, and monitoring whether or not fundraising goals are met.|The District LCAP includes the goal: Maintain and/or improve high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment, where students attend and are connected to their school.  To accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other educational partners to participate in school activities.  We will continue to promote the opportunities and events that our parents can get involved with and will continue to solicit feedback via surveys and public meetings.  By focusing on formal and informal meeting opportunities, we will create an environment that allows for full participation in the Freshwater School community.|Freshwater Charter Middle School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals.|A focus area of improvement for Freshwater Charter Middle School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  In addition, FCMS is redesigning a school facebook page to engage more families.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.|Freshwater Charter Middle School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities. We now provide childcare and food to encourage attendance from our families.|Freshwater Charter Middle School's strengths (school safety and welcoming parent input) are highlighted in our annual student, staff, and parent CA Healthy Kids Survey results.|This year as part of our continued work to build partnerships with our families we will be conducting additional surveys and focus groups to gather more authentic feedback for improvements.  In addition, we are streamlining our school social media platform and providing food and childcare to increase participation at community meetings.|We will increase outreach efforts to our community, including the use of social media, and including food and childcare to increase participation at community meetings.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
12628360000000|Garfield Elementary|3|Garfield School District has made good progress in building relationships between school staff and families.|Garfield's focus area for improving relationships between school staff and families includes increased opportunities for parent volunteers, parent teacher conferences and consistent  communication between school staff and families..|Garfield School District works diligently to improve engagement of underrepresented families in relation to building relationships between school staff and families. Data indicates that all families at Garfield School district show a strong sense of belonging and inclusion.|Garfield's analysis of educational partner input and local data indicate strong partnerships for student outcomes.|Based on the analysis of educational partner input and local data Garfield's focus area(s) for improvement in building partnerships for student outcomes include partnering worth local agencies in order to ensure student success.|Based on the analysis of educational partner input and local data Garfield will continue improve engagement of underrepresented families identified during the self-reflection process in relation to Building partnerships for student outcomes.|Based on the analysis of educational partner input and local data, Garfield’s current strengths and progress in seeking input for decision-making remains strong|Based on the analysis of educational partner input and local data, Garfield’s focus area(s) for improvement in seeking input for decision-making will includes parent participation in Parent Advisory Council Meeting, School Surveys and monthly Board of Trustees meetings.|Based on the analysis of educational partner input and local data, Garfield will continue to will improve engagement of underrepresented families. This will include parent participation in Parent Advisory Council Meeting, School Surveys and monthly Board of Trustees meetings.|5|4|3|4|4|4|5|4|4|4|4|4|Met||2025-06-12|2025
12628510000000|Green Point Elementary|3|We are a very small school of just 3 students. We have strong relationships with our 2 families and small staff. The school is run with a great deal of community participation. Two of our three school board member are parents of students. The community is invited to many social events (e.g. pen House, holiday ornament exchange, potlucks, information/study sessions, graduations/special events and board meetings.|We wanted to increase communications with families so we started a monthly administrative news letter as well as a Facebook page. We provided numerous educational opportunities to parents and held several community wide events this year.|In addition to the community events, Facebook page, newsletters, educational opportunities and surveys, we are always looking for additional opportunities to engage all of our families.|We have strong support from the local community. We have a strength in family involvement. We have had involvement with guest speakers/teachers from our surrounding areas|Due to our remote locations it is difficult to get services and enrichment opportunities. Therefore, we drive to town to expose children to learning opportunities and partnerships in the community. Sadly our school will lapse this June 30, 2025 due to declining enrollment.|We only have 2 families in our district, so families are represented fairly well. Input indicated a desire with help for transportation to before/after school enrichment programs. We recently purchased an additional van to help with transportation needs and we used it extensively this year.|We are small and see most families daily.  Parents, students and staff participated in our surveys.  Our parents are also board members. We converse daily, exchange texts, emails and all take surveys.    Parent attendance at board meetings and other activities is good.|We have used surveys, data and conversations to drive improvement in seeking input for decision making. We close at the end of this year due to low enrollment.|We improved our communication with underrepresented families by adding, learning opportunities, newsletters, Facebook page and community events. We close at the end of this year due to low enrollment.|4|5|5|5|5|5|5|4|5|5|4|5|Met||2025-06-26|2025
12628850000000|Hydesville Elementary|3|Through staff and family surveys, it was indicated that classroom family communication was overall good.|Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District has begun the process of unifying communication procedures so families won't have to search through multiple apps.|The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.|Hydesville Elementary School District promotes parental participation in a variety of ways. The district encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher conferences, etc. Though Hydesville elementary school district has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child's education.|Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District is also increasing recruiting efforts for district committee participation.|The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.|Hydesville Elementary school district seeks input from parents/guardians in a number of ways. HESD has a Parent Advisory Group, LCAP community input events, a Parent Group, and a booster club which will meet formally throughout the 2024/25 school year. Additional opportunities for input are available during board meetings and family events.  HESD also looks for input through the use of online surveys.|Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District is also increasing recruiting efforts for district committee participation.|Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District is also increasing recruiting efforts for district committee participation.|4|4|4|3|3|4|4|4|3|3|3|4|Met||2025-06-17|2025
12628930000000|Jacoby Creek Elementary|3|Jacoby Creek School works diligently to connect with our families to create a welcoming environment on campus.  Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more.  Our school holds parent conferences twice a year where it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement.  More than half of our students come from out of the district boundaries so by making the choice to attend our school they are often more willing to be involved in these activities. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.|We have a high percentage of families that express they are very happy with our school and how programs are offered for those students that are struggling or opportunities to challenge students that excel academically.  We are proud of our support for struggling students as we have Student Study Teams that involve school staff and student families to create a cohesive team that works for the best interest for each student for positive behavioral and educational outcomes.  Each family is given a student handbook at the beginning of the school year as well as a parent rights handbook to make sure they are given information on their legal rights to advocate.  A focus area for improvement for all families including underrepresented is to engage by doing additional outreach and making more personalized contact to help provide information and resources to support student learning and improve student outcomes for struggling students.  We continue to work in this area to present information in a positive way and to bring in support from our county office to connect with parents on the positives of early intervention.|Seeking input for decision-making is always something we do throughout the school year.  We have Parent Advisory Commitee, Jacoby Creek Children’s Educational Foundation, MTSS Leadership Commitee, School Board, and parent surveys in order to give families opportunities to engage in decision-making.  It's difficult to get families to participate in these due to work schedules or other prior commitments.   Families have expressed they are most likely to participate in a school field trip or an evening school event.  We continue to be challenged to make personal connections with all families to encourage and promote participation.|The JCS MTTS leadership team meets monthly to ensure that communication within the staff is operating well so that we have all of the information needed about all of our students in order to support them appropriately.  Data collection in our Student information system has also become a strength.|The LEAs focus area for improvement in building partnerships for student outcomes is to increase attendance at Back to School Night.|The LEA will improve engagement of underrepresented families by personally reaching out to those students' families to ensure their voices are heard in decision making involving their students' education.|The monthly Parent Advisory Committee Meetings, and monthly staff meetings, and monthly school board meetings allow access for all interested community members to contribute ideas and information for decision making.|It has been challenging to find parent representative of student who qualify for free and reduced lunch. The district will work to solicit more representatives of the socio-economically disadvantaged students.|Increased representation of socio-economically disadvantaged students will support seeking input for decision making.|5|5|5|5|5|5|4|4|4|4|5|4|Met||2025-06-09|2025
12629010000000|Klamath-Trinity Joint Unified|3|District staff have demonstrated a connection with families and families state that there are caring adults in the schools. The LEA provides frequent update on highlights of schools through multiple sources (newspaper, social media). School events encourage family participation.|Improve communication so that it is coordinated and predictable; focus on hosting more family-inclusive events; provide additional training opportunities to district staff, hire the most competent people to fill our district positions.|Improve school site-family contacts; seek engagement of underrepresented families; intentional invitations to families to attend school events, use ELOP funding to improve the quality of after school and parent activities.|Staff have demonstrated desire to improve family partnerships; there are scheduled minimum days for parent contact; expectation that teachers make contact with all students' families during the first week of school and monthly, not just for discipline.|While many staff are active in connecting with families, there is feedback that families seek more outreach and regular contact from teachers. We will continue to use our Outreach Consultants and Tribal Community in Schools Site Leads for maintaining on-going contact with parents and guardians.|Underrepresented families will be contacted first by their child's teacher at the beginning of the school year and monthly to discuss student academic achievement. The TCIS Coordinators at each site will also make contact with underrepresented families, along with the outreach consultants. Each family also is contacted via parent square for other school activities and events.|KTJUSD's current strength in seeking educational partner input is holding monthly IPP meetings, holding yearly community engagement dinner/meetings for LCAP input at each school site, monthly site council meetings at each school site, and during the community input/comment portion of each monthly board meeting.|KTJUSD will focus on providing more parents with surveys, newsletters, and more community dinners and events to seek input for decision making.|We will improve engagement of underrepresented families by having our TCIS and Outreach Workers reach out via home visits, phone calls, letters, to our underrepresented families to complete surveys, attend meetings, and to offer rides to school events if no transportation is available.|4|4|4|4|4|3|4|3|5|3|4|3|Met||2025-06-27|2025
12629190000000|Kneeland Elementary|3|The parent/family/community school climate survey elicited a 72% response rate overall.  With only 14 families in total, disaggregating the data manifests disproportionate shifts due to the extremely small class size and weighs individual class feedback heavily for grades with only one or two students.  The survey shows a 95% overall satisfactory rating for the school in inclusivity, morale, academic rigor, and staff to family relationships.|The juxtaposition of the school campus places high emphasis for the school to act as a community hub, supporting the needs of the community as well as the needs of the school's families.  Increased supports for volunteerism and family involvement in the daily routine as well as encouraging family participation in activities and field trips are a consistent focus.|The small size of the district promotes active involvement by all families, including underrepresented families.  The LEA reaches out directly to families with unique challenges as a means to increase accessibility and inclusivity for those families.  Needs are directly addressed, and accommodations are made whenever possible.|Due to the isolation and distance of the LEA to town, consistent efforts are made to increase student learning activities and opportunities through presentations, field trips, and partnerships with local entities that bring unique educational programs to the students.|"The LEA endeavors to research and discover new and engaging learning opportunities for all students.  The school is creating a ""Makers Space"" to incorporate life skills and hands-on learning as a focus for improving student outcomes through multiple strategies while utilizing local resources to enhance the learning base."|The small school configuration provides ample opportunities for strong relationships between staff and students as well as student families and the school.  The well-developed relationships allow the LEA to assess and address any and all needs of underrepresented families.|Monthly board meetings, weekly family updates, quarterly newsletters to the community, and email or phone check-ins as needed provide myriad opportunities for input toward decision-making. Data collected from surveys and in-person indicated parents supported the educational program and services provided by Kneeland School: It is important to recognize that the LEA is extremely small, so one response holds a large percentage rate. 100% of responses indicate that parents believe their children have access to California State Standards.   100% agreed their children's classroom experiences were preparing them for the next level of education  100% agreed or strongly agreed a nurturing learning environment, and efforts to foster attendance were in place 100% believe staff were inclusive and they felt welcome.|The LEA has a small community spread across a vast geographical range.  Efforts are being implemented that will assist the LEA in reaching the most isolated areas of the district including hard-copy notices as well as digital versions available weekly, and opportunities to attend meetings in-person or virtually to provide input opportunities.|Underrepresented families are specifically contacted via email or phone to garner feedback and input that helps guide the LEA in decision-making.  SELPA is also consulted to confirm that the LEA is compliant with all required services and supports for families with unique needs.|5|5|4|5|5|4|5|5|5|5|5|5|Met||2025-06-09|2025
12629270000000|Loleta Union Elementary|3|"Based on the 11 responses to this particular survey, perceptions of Loleta's progress in developing the capacity of staff to build relationships with families and in creating welcoming environments for families have remained steady since last year. In addition,  ""street data"" and other local survey results indicate that the school community believes that the LEA is moving in the right direction in this regard.  Our partnership with the Loleta Community Resource Center (LCRC) and the work of the Community School Team allows the school staff to better reach our community and to work collaboratively to create a welcoming environment."|Developing more opportunities for two-way communication with families in English and in Spanish remains an area of focus, which is reflected in the 2024-2027 LCAP. Other data sources also note a need for stronger and more consistent communication between the school and families.|Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to improve relationships between school staff and families are by definition addressing the needs of underrepresented families.|Based on the 11 responses to this particular survey, Loleta's progress in providing professional learning and support for teachers to partner with families is ranked as a relative strength. Scores in all areas improved from the previous year's responses.|As our student performance data indicates, there is a need to continue to focus on systems and practices to foster student success in behavior, social-emotional learning, and academic performance. Separate surveys on school climate also indicate that family engagement is area area for growth.This local data reinforces our commitment to outreach and engagement efforts as reflected in the 2024-2027 LCAP.|Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to build partnerships for improved student outcomes are by definition addressing the needs of underrepresented families.|Based on the results of this particular survey, providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community is an area for growth. Scores in each of the areas improved. Our bilingual Community School Coordinator and Community School Assistant invested a lot of time and effort in conducting outreach to the school community, especially to the Spanish-speaking families.|As we continue to grow in our capacity as a Community School, we will focus on strengthening family involvement in our advisory groups to ensure that all families have the opportunity to provide input on the school's policies and programs.  Loleta has a variety of advisory groups including DELAC and a Native American Parent Advisory group that meet regularly; however, family participation has been lower than hoped in the 2024-2025 school year despite a variety of outreach efforts. Loleta will continue to seek to understand the barriers to participation in the decision making process and will explore ways to address those barriers. As noted above, families and community members ranked Parent Engagement as the top area of need. This local data reinforces our commitment to outreach and engagement efforts as reflected in the 2024-2027 LCAP.|Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to build partnerships for improved student outcomes are by definition addressing the needs of underrepresented families.|3|3|3|3|3|3|3|3|3|3|4|3|Met||2025-06-26|2025
12629350000000|Maple Creek Elementary|3|As a small rural school serving just 9 students, our relationship-building approach is deeply personalized. Our daily practice of personally picking up each student at their home via the school bus creates a unique opportunity for consistent connection with both students and families. This daily touchpoint allows teachers and staff to briefly check in with parents, observe students in their home environment, and ensure a smooth transition to the school day.  Beyond this daily connection, we host family three annual events at the school where our students showcase their learning and families share a meal together. These gatherings foster a tight-knit community atmosphere where academic progress, concerns, and celebrations can be discussed in an informal setting.  Our small size enables us to provide individualized communication through weekly newsletter notes and phone calls to each family. Teachers maintain an open-door policy, inviting parents to observe or participate in classroom activities whenever possible.  These relationship-building strategies have resulted in strong school-community bonds, high attendance rates, and active family involvement in student learning - all critical factors in supporting our students' academic and social-emotional development.|We plan to establish a Family Advisory Committee that meets twice a year to provide input on school decisions and help plan community events. This will ensure family voices are central to our school's operation and direction.|"Although our small rural school serves only 9 students, we recognize that even in small communities, certain families may face barriers to full engagement. While our size makes it challenging to identify clearly defined ""underrepresented"" groups in the traditional sense, our self-reflection process revealed opportunities to strengthen engagement with all families, particularly those who may face unique challenges.  Based on our analysis of educational partner input and local data gathered through informal conversations and feedback sessions, we've identified strategies to improve engagement. First, we plan to implement a resource-sharing system where families can request specific support or information about educational topics. This approach allows us to respond to individual family needs rather than making assumptions about which families need what type of support.Secondly, we're creating more opportunities for families to gather through Super Saturday outings through the school year.   By implementing these strategies, we aim to ensure that every family in our small school community feels genuinely valued, heard, and engaged in their child's education, regardless of their circumstances or background."|Family teacher conferences are scheduled with flexible meeting times for our families, offering both daytime, evening and virtual call options. This removes barriers for working families with non-traditional schedules. Daily school to home communication allows for families to maintain a high level of knowledge of student success on a daily basis. The small number of students allow these reports to include details on successes and challenges with a chance for the families to respond and support their child at home.|One area of growth is to provide additional learning resources for home learning. The school is pursuing a relationship with organizations that can provide free in home learning materials. In addition we are identifying resources at the school that can be allocated to a lending library for families.|"Although our small rural school serves only 9 students, we recognize that even in small communities, certain families may face barriers to full engagement. While our size makes it challenging to identify clearly defined ""underrepresented"" groups in the traditional sense, our self-reflection process revealed opportunities to strengthen engagement with all families, particularly those who may face unique challenges.  One way that we can increase engagement for families is to offer student led conferences mid-way through each semester. The students would share a portfolio of their work with their family, providing a chance for the partnership to strengthen in an effort to increase student outcomes."|Families consistently participate in regular informal conversations, family input events and complete surveys to provide input to decision making. Leveraging the nature of our small rural school we lean on our relationships with families to seek input that directly impacts the decision making process.|Based on analysis of our educational partner input and local data, our school has identified a focus areas to enhance family involvement in the decision-making process. We will create a more structured approach to translate our strong informal family relationships into meaningful participation in governance. While families actively engage in conversations and surveys, we recognize the need to bridge the gap between informal input and formal decision-making structures. To address this, We plan to establish a Family Advisory Committee that meets twice a year to provide input on school decisions and help plan community events. This will ensure family voices are central to our school's operation and direction  This focus area will leverage our existing strength in building relationships while addressing our identified challenge of limited family participation in formal governance structures. Our small size gives us the flexibility to implement these changes quickly while providing the personalized follow-up needed to ensure families understand how their voice matters in school decision-making.|"For our small rural school where traditional definitions of ""underrepresented"" may not clearly apply, we'll implement inclusive strategies that ensure every family's voice contributes to decision-making. We plan to adopt an individualized approach to gathering input by creating ""Family Voice Pathway."" Since our small size allows for personalization, we'll work with each family to identify their preferred method of participation. For some, this might be brief conversations during bus pickup; for others, it could be written feedback or phone calls. Each family will have a documented preference that we honor consistently.  This strategies will help ensure that every family in our small school community has meaningful pathways to influence decision-making, regardless of their circumstances or communication preferences."|5|4|4|5|4|4|5|4|4|4|4|4|Met||2025-06-16|2025
12629500000000|McKinleyville Union Elementary|3|MUSD certificated staff and administrators have engaged in a number of professional learning opportunities addressing topics of racial equity and inclusive school practices.  Teachers and administrators have partnered to develop more welcoming family teacher conference practices and school events based on family input. MUSD has welcomed families to school for conferencing twice a year and makes extraordinary efforts to ensure every family can attend including, late night scheduling, translation services, and welcoming students to the conferences.  MUSD has invested in the Parent Square to ensure that families can receive communication in their home language, and we continue to update forms on our websites to ensure they are available in English and Spanish. A key goal for our district is related to creating a welcoming environment for students and their families were developed and metrics of success will be monitored three times a year for improvement in this area.  Additionally, with the support of the Community Engagement Initiative, our CEI team has developed additional strategies to improve our relationship building.|MUSD recognizes that many classified staff have not had access to the same professional learning opportunities as their certificated peers.  MUSD has implemented twice annual training opportunities for classified staff during early release days scheduled during conferences.  Additionally, MUSD negotiated a full day of pre-service learning for all classified staff to ensure that messaging and learning is consistent across all units at the beginning of the year.  A system of input from Classified staff including surveys and Rounding Interviews is in place with goals for increasing the percentage of Classified staff who participate. And families have asked consistently for more communication. With CEI funds, we have hired a Communication Liason who manages monthly district newsletter, our social media presence and the use of videos to share information with families and our community.|Our school sites adopted aligned Site Council Bylaws to improve access to all families.  School sites are prioritizing the hiring of bilingual staff and supporting teachers at all sites to support family engagement in the home language.  MUSD partners with our local high school district in grants designed to support Native American students and to fully implement an MTSS model of support at all sites.  MUSD received the CA state Community Schools Implementation Grant and a Community Engagement Initiative Grant and will use the next year to further understand the needs of families.  And the district is partnering with Studer Education implement our Strategic Plan which includes goals and metrics related to community relationships.|McKinleyville Union School District works with families as partners in their children's educational success.  Families are key members of SST meetings, Conferences, IEP meetings, family events, and student athletics.  MUSD encourages families to volunteer at school sites, attend school events, and participate as educational partners in decision making. MUSD is prioritizing the creation of opportunities for families to engage in our schools, their children's education, and our decision making processes.  The addition of a family/staff requested messaging app has improved family/school communication significantly in the past year.  Staff continue to partner with the Studer Education to implement our Strategic Plan goals related to community engagement and will participate in the Community Engagement Initiative built to improve capacity in this area. Our Community Schools staff is instrumental in developing partnerships with local agencies to provide individualized support to families with intensive needs.|District leadership is committed to improving communication to families using a variety of regularly scheduled outreach efforts.  The return of family engagement evening events, in person conferences, and sporting events open to the public have improved family connection to our school sites.  Additionally, as part of the Community School Planning process, families will be asked to provide regular input on district and site decisions in the form of regular surveys, focus groups during our Strategic Planning process, and Planning Group.  As part of our continued improvement, the team will work to implement startegies gained during our Community Engagement Initiative trainings.|MUSD is committed to serving all students and families.  The district has implemented a two-way communication app that allows for instant translation in the families language of choice.  The district partners with Northern Humboldt Union High School District's Indian Education grant to provide on site support for Native students and families.  The district Spanish Immersion program provides a rich program for Spanish speaking students and their families.|MUSD understands the importance of family input for decision making.  All five board trustees are parents of MUSD students.  Many of our teaching staff and classified staff are current parents as well. Families are encouraged to participate in our School Site Councils and Parent Advisory Committee to provide input and surveys are provided to families to provide input as well.  Meetings are held during the evenings and food and childcare are provided when appropriate to encourage attendance.  The districts in person events are very well attended, often with 75%+ of families in attendance.  We have parents and students as part of our Community Engagement Initiative team and extensive outreach was employed as the district discussed and decided on consolidation of our school sites in response to declining enrollment.|Based on input from families and data from annual meetings, MUSD will increase the use of invitational focus groups to improve our ability to get input for decision-making.|In order to better serve all students, MUSD has structured an annual calendar of parent/caregiver input (surveys, Rounding Interviews, CHKS, Advisory groups) to ensure that our demands on parent/caregiver time is reasonable and well spaced.  Additionally, both the Community School Implementation Grant and Community Engagement Initiative will engage another layer of family/caregiver input for the next few years.|4|4|4|4|4|3|5|4|4|4|4|4|Met||2025-06-09|2025
12629680000000|Orick Elementary|3|The district has develpoed additional means to communicate with families including an auto-dial/text/email service to notify families and educational partners of upcoming events, updates and general information. Families expressed that they would like more regular information sent through paperwork going home regularly and text notifications.|The district is formalizing new assessment tools that will enable a common language for staff and families to discuss academic success and needs of our students. Regular meetings are scheduled each trimester to meet with families and track howe they are doing not only academically but socially and emotionally as well.|The District has hired a staff member to address the academic needs of our unduplicated population. They specialize in differentiated instruction and will support the classroom teachers in all areas of the school day. They will also communicate with families on a regular basis to address concerns and celebrate successes.|We have a new staff with an appetitude to determine student needs. Families have expressed their appreciation in the regular feedback on student outcomes, but also expressed a desire to see the growth in the work that comes home. Teachers are developing homework to support the classroom curriculum and allow for practice and sharing success at home.|A focus area of improvement is to inform families how to support students' growth by helping with reading mechanics and number sense. Meetings where the staff demonstrate the processes and routines in the classroom to be carried over at home.|The Community School Liaison will be tasked with outreach when we are unable to engage underrepresented families. This can be with home visits, calls, emails, and face-to-face meetings on campus before and after school.|Being in a small community, we can engage with most families daily during drop-off and pick-up. By creating community dinner nights, we are able to have all educational partners in one space to discuss the current state of the school and upcoiming decisions to be made.|We are going to focus on proactive advertising of events, needs and successes at the school. We will ensure staff have time to plan and create informative documents and posts to be shared in the community.|The Community School Liaison will be tasked with outreach when we are unable to engage underrepresented families. This can be with home visits, calls, emails, and face-to-face meetings on campus before and after school.|3|3|3|4|3|3|3|3|3|3|3|3|Met||2025-06-11|2025
12629760000000|Pacific Union Elementary|3|Relationships between School Staff and Families are critical for ensuring student success.  The District fosters these relationships in a number of ways. Based on the analysis of educational partner input and local data, the LEA continues to prioritize building relationships between school staff and families. The District maintains several parent/guardian involvement structures including PTO, Site Council/PACT, and DELAC committees that provide opportunities for families to participate in decision-making processes.  The District offers various ways for parents/guardians to engage, such as classroom volunteering, attending school events, and participating in connections conferences and parent/teacher conferences. Staff receive professional development on parent participation, and the District provides translation services to help non-English speaking families participate in meetings and educational programs. English Learner families can request that an EL Technician attend conferences for translations when needed or a translator will be provided.  Communication efforts include weekly updates to the District's PTO Facebook page and website to keep families informed about school events and activities, as well as ParentSquare. Parents/guardians generally report that staff are responsive and treat them respectfully.  The District continues to work on providing both formal and informal opportunities for family engagement while addressing language barriers through translation services. These efforts support the goal of creating an environment where families can participate in their children's education and the broader school community.|Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in Building Relationships Between School Staff and Families. While the District has established basic communication and engagement structures, there are opportunities to strengthen the quality and consistency of family-school partnerships.  The District recognizes the need to enhance staff capacity for meaningful family engagement beyond traditional events and conferences. This includes developing more personalized communication approaches and ensuring all staff members are equipped with the skills to build authentic relationships with diverse families.  Another focus area involves expanding outreach to families who may not currently participate in existing programs or committees. The District aims to identify and address barriers that prevent some families from engaging, including scheduling conflicts, transportation challenges, or cultural factors that may limit participation.  The LEA also seeks to improve the effectiveness of its translation and interpretation services to ensure all families can fully participate in their children's education. This includes not only language accessibility but also cultural responsiveness in communications and interactions.  Additionally, the District is working to create more systematic feedback mechanisms to better understand family needs and preferences for engagement, moving beyond traditional surveys to develop ongoing dialogue opportunities that inform continuous improvement in family-school relationships.|Based on the analysis of educational partner input and local data, the LEA will implement targeted strategies to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.  The LEA will prioritize cultural competence training for school staff to enhance their understanding and appreciation of diverse cultural backgrounds. This training will help create a more welcoming and inclusive environment where all families feel valued and respected regardless of their cultural or linguistic background.  The District will establish more consistent and meaningful communication channels with underrepresented families, ensuring that information is accessible and language barriers are effectively addressed. This includes the new communication system, ParentSquare, that translates all information immediately for families.  Additionally, the LEA will work to identify and remove systemic barriers that may prevent underrepresented families from participating in school activities and decision-making processes. This involves examining meeting times, locations, and formats to ensure they accommodate diverse family schedules and needs.  The District will also focus on building trust through consistent outreach efforts and by creating more informal opportunities for relationship-building that respect different cultural approaches to family-school engagement. These strategies aim to ensure that all families have equitable opportunities to participate meaningfully in their children's education.|Relationships between families and school staff are essential for student success. Pacific Union School District fosters collaborative and positive relationships through a variety of approaches. The District maintains several engagement structures including a school-based wellness center, DELAC committee, Site Council/PACT committee, and an active PTO that provide opportunities for meaningful family participation.  Families are invited to volunteer in classrooms and participate in school-sponsored field trips, creating direct connections between home and school. The District ensures that all communication is accessible through multiple channels including the school website, ClassDojo, and email systems. To support our English Learner families, all communications are translated to ensure equitable access to information and participation opportunities.  These varied engagement strategies demonstrate the District's commitment to building strong partnerships with all families in support of student achievement and success.  86% of our families feel they are kept informed about their child's academic progress 94% of our families feel staff is approachable and responsive|To continue building partnerships for student outcomes, the District will focus on providing diverse opportunities, including academic support and enrichment as well as extracurricular activities and community events.  Social and emotional support and services will continue to be a focus to build a stronger connection and engagement to our school community.  The District will encourage parental/guardian to plan school events and opportunities for students and family to participate in.  Staff will focus on Universal Design for Learning (UDL) to ensure that the unique needs of each student are met, fostering academic achievement, personal growth, and a positive social/emotional awareness.|To continue building partnerships for student outcomes, the District will focus on providing diverse opportunities, including academic support and enrichment as well as extracurricular activities and community events. Social and emotional support and services will continue to be a focus to build stronger connections and engagement within our school community. The District will encourage parents and guardians to help plan school events and opportunities for students and families to participate in together. Staff will focus on Universal Design for Learning (UDL) to ensure that the unique needs of each student are met, fostering academic achievement, personal growth, and positive social-emotional development.  These comprehensive approaches will strengthen family-school partnerships while supporting holistic student development and community engagement.|One of our strengths lies in our commitment to engaging our educational partners in the decision-making process. We have actively sought input from various educational partners, including parents, guardians, students, teachers, and community members. Through surveys, focus groups, and advisory committees, we have provided opportunities for these partners to share their perspectives, voice concerns, and contribute to shaping educational policies and programs.  Our LEA has demonstrated a willingness to listen and respond to the input received. We have utilized the feedback to inform our decision-making processes and make data-driven choices. This approach has resulted in more inclusive and equitable decision-making, ensuring that the diverse needs and perspectives of our educational partners are considered and valued in our planning and implementation efforts.|Our LEA will continue to engage our educational partners, but our focus will be on expanding our outreach and engagement efforts to reach a broader range of educational partners.  We will improve accessibility and clarity of the LCAP engagement survey.  This may involve hosting community forums, conducting targeted outreach campaigns, and utilizing multiple communication channels to ensure all information is received and understood.|Our LEA has embraced transparency and open communication in seeking input from all our families including our underrepresented families.  We will continue to provide clear channels for our educational partners to express their opinions and concerns, and we have been proactive in sharing information and updates on decisions made based on the input received.  This transparency has fostered trust and collaboration among our educational partners, creating a sense of ownership and shared responsibility for the success of our educational programs.   Our LEA will prioritize outreach efforts specifically tailored to underrepresented families.  This may include conducting culturally sensitive and inclusive community meetings, hosting focus groups, or utilizing trusted community leaders as liaisons to facilitate dialogue and gather input.  By actively seeking out underrepresented families and creating spaces that foster open and respectful communication, we aim to ensure their voices are heard and valued in the decision-making process.|4|4|3|4|4|3|4|5|4|4|4|4|Met||2025-06-12|2025
12629760115154|Trillium Charter|3|Parent-family participation rates remained high in 24-25 with >85% of family members attending in-person school events, field trip chaperoning, and attending a conference with their child's teacher. We notice that in-person engagement rates tend to be higher than the return of online surveys or paperwork.  Climate and planning survey return rates remained steady at around 50% and we hope to increase this to a minimum of 75% in 2025-2026.|Trillium has applied for a Restorative Justice Implementation Grant that includes a family outreach component.|Our goal is to increase family participation rates to >95% in 25-26 through monthly family events tailored to address relatable parenting topics and will include local parenting specialists, free child care, and dinner for all participants as part of our school-wide Restorative Practices Implementation plan.|Trillium staff meets regularly with parents/guardians to monitor student progress and academic or behavior address issues when they arise. We hold bi-annual conferences for all students, SST meetings for targeted students, and regularly refer identified students for SPED evaluations or 504 plan development.|The focus areas for improving student outcomes for Trillium's 85% unduplicated population include support for high rates of attendance, access to no-cost meals for all students, instructional flexibility with short or long term independent study options, academic interventions for students performing below grade level, and team planning for individualized academic or behavior supports through SST, IEP, or 504 meetings with parents/families.|Trillium is expanding it's Nutrition Program in 25-26 and all meals will be made in-house at no cost to families. Trillium's McKinney-Vento liaison works closely with identified families to support school attendance & provide access to community-based resources. Trillium has designed all LCAP priority actions with a school-wide scope to assure equitable access to all educational, enrichment,  and ELO-P programs.|Trillium has a string 501(c)(3) non-profit Steering Committee comprised of current parents, former parents, and local community members who bring a diverse range of perspectives and expertise to the group.|Many of the parents who are already involved in our Steering Committee are the same ones who regularly provide input for group decision-making. We would like to expand this base to hear from the families we have the least contact with to learn more about how we can better serve their needs.|Our goal is to increase family participation rates to >95% in 25-26 through monthly family events tailored to address relatable parenting topics and will include local parenting specialists, free child care, and dinner for all participants as part of our school-wide Restorative Practices Implementation plan. Participants at these gatherings will be given mini surveys at each event to bolster annual climate and LCAP survey data collection.|5|4|4|5|5|4|5|5|3|3|5|3|Met||2025-06-06|2025
12629840000000|Peninsula Union|3|Peninsula Union School has been growing relationships actively this school year with monthly family events and multiple options for two-way communication with students, families, and staff.|Following survey results from our educational partners, Peninsula Union will be looking for ways to grow opportunities for families to contribute and lead within school initiatives.|Peninsula Union engaged the tools of rounding and monthly surveys with families to do brief listening sessions with guardians of students experiencing chronic absenteeism. We will continue to use these tools to more deeply understand what works for families to remain engaged with school, and what barriers they are facing.|Peninsula Union School is always striving to build stronger foundational relationships between staff, students, and families, all in service of student growth and success. Our current strengths include creating a community spirit at family nights each month and investing in various forms of listening sessions to be sure we are following our educational partners' lead.|We are working collaboratively with our educational partners to identify barriers and possibilities for removing those barriers to help students better engage with learning and grow academically and socially.|Individualized invitation phone calls and conversations will be used to directly engage all families, especially those who may be underrepresented, especially in times of celebration of student success, and in seeking educational partner input.|In addition to email, all-call invitations, digital surveys, and paper surveys, staff will also reach out with targeted, intentional, short conversations with families to seek input on decisions. All families will always be invited to share their thoughts in multiple ways.|We have just begun to implement the rounding method to host short in-depth listening sessions, and this coming school year we plan to expand the use of this tool to gather meaningful input from all educational partners.|We will continue our implementation of monthly family nights with themes that meet the educational partners' needs and requests In this way we hope to meet underrepresented families where they are most in need and provide support that specifically serves them.|5|5|4|5|5|4|4|4|4|4|4|4|Met||2025-06-10|2025
12630080000000|Rio Dell Elementary|3|We have a school app that has the ability for 2-way communication between staff and families. This is also translatable into any language for families that may not be fluent in English. We also have 95% of families that attended a parent teacher conference this year, over 100 people in attendance at Panther Picnic Events and over 200 people in attendance at our annual Mother's Day Tea. We have built our family engagement opportunities to be able to offer families more opportunities to attend an even at school. Between a variety of events offered we have had every family attend at least one event.|We want to continue to build relationships with parents and will continue to employ a culture and climate ambassador next year and continue to build supports and opportunities for families.|The district will continue to search for bilingual families and offer opportunities that specifically target bringing hispanic families on campus.|The district has a strong partnership with the Rio Dell Community Center as well as Redwood Rural Health, who provided dental services on site for students. The District also works very closely with the Rio Dell Police Department in regards to wellness checks and support for attendance.|With the recent award of the Community Schools Grant the District hopes to strengthen and develop partnerships with the community and use the people in those roles to connect and support families.|To improve engagement of underrepresented families identified during the self-reflection process, the Local Educational Agency (LEA) will implement targeted strategies focused on Building Partnerships for Student Outcomes:  1. **Climate and Culture Ambassador**: Hiring a community liaison from the underrepresented groups can bridge the gap between the school and families. These liaisons will build trust and act as a direct link, facilitating better communication and understanding.  2. **Family Education Workshops**: Organizing workshops that educate families on how to support their children’s education, understand school processes, and access available resources can empower them to engage more effectively.  3. **Inclusive School Activities**: Planning inclusive events and activities that celebrate the diversity of the student body and their families can create a more welcoming environment and foster a sense of community.  4. **Partnerships with Local Organizations**: Collaborating with local community organizations that already have established relationships with underrepresented families can enhance outreach efforts and provide additional support.  By focusing on these areas, the LEA aims to create a more inclusive and engaging environment for underrepresented families, ultimately improving student outcomes through stronger school-family partnerships.|The LEA offers multiple opportunities for seeking input from educational partners: monthly board meetings, surveys, family engagement nights.|The LEA is going to continue to work on seeking a more diverse representation for educational partners to sit on school committees. With the implementation of the new Community Schools Grant we will have a designated position that focuses specifically in this area and will plan events that continue to bring educational partners on campus for various events.|The LEA will improve engagement of underrepresented families during the self reflection process by hosting family engagement nights where space is provided for input and decision making, provide childcare at events that educational partners need to attend. The District is also planning on having empathy interviews with parents in the next school year.|4|5|4|5|5|5|5|4|4|3|5|4|Met||2025-06-26|2025
12630240000000|Scotia Union Elementary|3|"Scotia School keeps relationship building at the forefront of daily interactions with families. According to the local community partner school climate survey, 100% of parent responses agreed with the statement ""I feel welcome at Scotia School"". The school continued its monthly ""Positive Parent Contact"" system where teachers reach out to parents on a regular schedule throughout the school year. Regularly scheduled parent-teacher conferences twice yearly and regular school to home communication methods were also utilized as building blocks for positive relationships between the school and its families, Additional school wide family events were regularly held throughout the school year to encourage relationship building between school staff and families. According to staff and family feedback, these events were successful in helping families to feel welcome, supported, and a part of the school community."|Based on data from educational partner input, the LEA increased student supports around engagement, belonging, and attendance. District staff implemented schoolwide Positive Behavior Interventions and Support (PBIS). The implementation of PBIS supported school climate improvement. Data shows a decrease in chronic absenteeism and an increase in positive relationship building between staff and families. Teachers reached out to students who were absent for multiple days. The school counselor or intervention paraprofessional met with students who were chronically absent to provide additional social emotional support. Through the work of our Community Schools Coordinator, families were educated on the importance of family engagement in their child's education, and were provided with diverse opportunities for participation in family engagement activities during the school year.|Based on educational partner input, the LEA's Community Schools Program will continue to focus on improving engagement of all families, and especially our underrepresented families. School staff has been trained in trauma informed practices, and will continue to focus on breaking down barriers to family engagement. The schoolwide focus is on forming and maintaining relationships with students and parents. The LEA's participation in the Community Engagement Initiative and California Community Schools Partnership Program are integral to this movement to build relationships between school staff and families.|Based on educational partner input and local data, parents and students agree that they are in a partnership with the school staff in terms of education and student outcomes. The school has a well developed Student Study Team that meets regularly with parents and staff members regarding student outcomes. The school also has 2 intervention teachers and a learning specialist on staff, as well as a highly effective after school program, who work closely with families to improve student outcomes. The staff has been trained in trauma informed practices and Positive Behavior Interventions and Supports as part of the LEA's multi tiered system of support.|Based on educational partner input and local data, the LEA's focus area for improvement in building partnerships for student outcomes is increasing student supports around engagement, belonging, and attendance. By increasing student and parent engagement, student's sense of belonging, and attendance, student outcomes will improve. The LEA continues to focus on educating families and students on the importance of engagement and attendance, as well as providing supports for students and families related to the LEA's focus area.|Based on educational partner input and local data, the LEA's Community Schools Program will continue to focus on building relationships in order to improve student outcomes, especially with our underrepresented families. School staff has been trained in trauma informed practices, and will continue to focus on breaking down barriers to family engagement. Some of these barriers include language, work schedules, and parents' prior negative experiences with the school system. The LEA will provide opportunities in families' language of choice, at diverse times, in person and virtual, and will reach out to parents of underrepresented families personally to encourage participation in school events and meetings. The schoolwide focus is on forming and maintaining relationships with students and parents, including underrepresented families. The LEA's participation in the Community Engagement Initiative is integral to this movement to build relationships between school staff and families in order to improve student outcomes.|Based on educational partner input and local data, bi-annual survey, parents agree that they are connected and feel welcome at the school. This is due to the school's strength of seeking educational partner input for decision making. 100% of the staff agree that their ideas are heard and considered. The data showing connection to the school shows that educational partners feel their input is valued as part of the decision making process.|Based on educational partner input and local data, input for decision making is currently gathered as street data. The LEA will continue to focus on educational partner input in decision making in more formalized settings, such as meetings. Previously, successful data collection has been through surveys, 1 on 1 conversations, and input gathered at meetings regarding student achievement, such as parent conferences, IEP meetings, and student study team meetings. The LEA will continue to focus on seeking input at formalized gatherings and meetings which are intended as community input sessions.|Based on educational partner input and local data, the LEA's Community Engagement Team will continue to focus on building relationships in order to improve the quantity and quality of input for decision making, especially with our underrepresented families. School staff has been trained in trauma informed practices, and will continue to focus on breaking down barriers to educational partners providing input. Some of these barriers include language, work schedules, and parents' prior negative experiences with the school system. The LEA will provide opportunities in families' language of choice, at diverse times, in person and virtual, as well as in different modalities, and will reach out to parents of underrepresented families personally to encourage participation in school events and meetings in order to gather input for decision making. The schoolwide focus is on forming and maintaining relationships with students and parents, including underrepresented families. The LEA's participation in the Community Engagement Initiative is integral to this movement to build relationships between school staff and families in order to increase participation in input opportunities.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2025-06-17|2025
12630320000000|South Bay Union Elementary|3|Based on input from our educational partners, our strengths are the relationships our school community builds with our families. Families feel connected and supported by the teachers and staff.|An area of focus for our school district is the delivery of timely feed back on student academic performance on local measures.|We will continue hosting focus group meetings in a variety of settings and times to solicit feedback to improve engagement of underrepresented families.|Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.|South Bay will build on our current structure to increase engagement opportunities using focus groups, parent support groups and advisory committees.|Our district will continue to engage with underrepresented families by focusing on direct outreach and personal connections.|Education partners feel connected to our school.|Education partners participation in focus groups and surveys remains lower than we would like to see. Attention will be given to provide a wider variety of opportunities for engagement.|Improvements will be made in increasing the variety of engagement activities offered.|5|5|4|4|3|3|4|4|3|3|4|3|Met||2025-06-26|2025
12630320111203|Alder Grove Charter School 2|3|Alder Grove Charter School is a personalized learning public school based on strong and effective educator, student, family, and community partnerships, and will continue to promote family participation in a variety of ways. The school encourages family participation in all events, field trips, curriculum choices, parent attendance at weekly or semi-weekly meetings with teachers, and advertising LCAP Parent Advisory Committee Leadership Team and Governance Council meeting times for family input.|"Family educational events were better promoted for increased attendance and participation. They were also expanded to be ""festivals"" rather than workshops, and this has been more successful."|Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children.|AGCS offers regular parent/guardian trainings and other family events addressing a variety of interests and subjects chosen to learning and development in the home. Teachers meet with students and families either weekly or semi-weekly to assess progress, assign work, and discuss student progress. Because of the nature of our school, the family is very involved in each student's education.|The school is in the finishing stages of creating more parent/guardian training materials and opportunities to improve instruction at home.|Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children.|Alder Grove Charter School seeks input from families in a number of ways. Our school has a Leadership Team that includes family involvement and input on local decisions, as well as an LCAP Advisory Committee for input on the LCAP. Our Governance Council is also currently made up of all Alder Grove former or current parents. Additional opportunities for input are available by submitting surveys, open communication with the Superintendent/Executive Director, a direct email address to the Governance Council, and during regular trainings s and other family events. An LCAP information session has been offered at many of these events. Additional formal input meetings, including LCAP parent advisory council meetings, will continue to be scheduled during the 25-26 school year.|The school added one Council member and currently is a full school board.|Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The long term goal is to have translation for surveys going home to families who do not speak English.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
12630320124289|South Bay Charter|3|Based on input from our educational partners, our strengths are the relationships our school community builds with our families. Families feel connected and supported by the teachers and staff.|An area of focus for our school district is the delivery of timely feed back on student academic performance on local measures.|We will continue hosting focus group meetings in a variety of settings and times to solicit feedback to improve engagement of underrepresented families.|Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.|South Bay will build on our current structure to increase engagement opportunities using focus groups, parent support groups and advisory committees.|Our district will continue to engage with underrepresented families by focusing on direct outreach and personal connections.|Education partners feel connected to our school.|Education partners participation in focus groups and surveys remains lower than we would like to see. Attention will be given to provide a wider variety of opportunities for engagement.|Improvements will be made in increasing the variety of engagement activities offered.|4|4|4|4|3|3|4|4|3|3|3|3|Met||2025-06-26|2025
12630400000000|Southern Humboldt Joint Unified|3|Through our Back-to-School Night, Open House, Multicultural Food Fest, sports events, and community events at our site like Touch-A-Truck, we are continuing to connect with families and make our campuses a fun and welcoming place.|Our improvement areas are focused on ensuring that ALL families feel welcomed. We are working with our Wellness Center Secretary to support the Spanish translations and supporting our connections to Spanish speaking families. We are also increasing out Multicultural events on campuses as an effort to increase knowledge and understanding of many cultures for our students.|We work closely with the Family Resource Center who regularly meet with many of our families who may not otherwise engage in school events. Our Community Schools Coordinators are also reaching out and working with families and connecting them with resources and engaging with them to create relationships. Our district Community Schools Coordinator is also our McKinney Vento liaison and works in collaboration with our schools, families and the Family Resource Center to connect with families and crease a sense of belonging for all families.|We are still working to increase our professional learning in building partnerships. Through conferences, IEP's, and 504's, teachers are able to engage with parents about the needs of their students.|We are increasing our involvement of our Community Schools Coordinators, Wellness Coach, School Psychologist, and Counselors in parent meetings to ensure that we have all the support at the table that could benefit students and families.|We will continue to work with the Family Resource Center, Community Schools Coordinators, and Wellness Team to connect with families|We have School Site Council meetings for all schools which have been successful. Casterlin and Whitethorn have very successful Friends of Casterlin Elementary School (FOCS) and Friends of Whitethorn Elementary School (FOWES) meetings to gather input. Our Community Schools Coordinators have also been implementing meetings for their 3 sites which have been able to gather input for our district.|We plan to gather more information throughout the year from each of the groups. We also plan to send out more surveys both digitally and hard copies for parent input in the coming years. Our LCAP community meeting will be better advertised in the future and we will also try to do it on a night where there are already families on campus.|We will include all of our teams when planning community events to ensure the best outreach to families and try to break down the barriers that are built between the district and our underrepresented families.|3|4|3|3|2|3|3|3|3|2|4|2|Met||2025-06-27|2025
12630570000000|Trinidad Union Elementary|3|As part of the educational partner engagement process for the LCAP, the district reached out to staff, families, and community members in the following ways: + Monthly school board meetings with opportunity for comment from parents and community members + Weekly staff meetings + Parent-Teacher conferences in October and March +Monthly classified staff meetings + Weekly Support Service Team Meetings + Student Study Team, IEP, and 504 Meetings - at a minimum, held annually for each student receiving services. + Fall and spring climate surveys for students + Spring Interviews regarding school connectedness for students Surveys were developed by the PBIS Team and the Site council in order to assess parent involvement and engagement in the school community and how actively involved they felt in the decision making process. The survey questions were directly related to Trinidad USD’s LCAP Goals. Educational partners saw Trinidad School as both a physical and cultural hub in our small town. They value the fact that it is one of the largest social components of the community, and that it serves as “a catalyst for community events through fundraisers and other events held on the campus. When asked what they liked most about the school, families said they valued the sense of community on campus. Several highlighted the feeling of being part of a school family.|Based on the spring family survey and the community meetings, praise for the caring environment and extra programs was widespread. Of note were the following themes: + Most parents feel very positive towards the school, indicating they strongly agree that the staff is welcoming, encourages parent volunteers, is approachable and treats their children with kindness and respect. + The majority of parents strongly agree that their children feel accepted by peers, safe at school (in classrooms, playground, restrooms, after school program), treated fairly by teachers/staff, and that the school fosters the whole child development. + The small community feel + How caring and engaged the staff and employees are with the students + The warm and welcoming environment + All the extra programs offered like gardening, art, and music + The positive atmosphere + Maintaining a robust counseling program, small class sizes, and paraprofessional support is a priority for educational partners. Areas for growth based on educational partner feedback include the following: + Better communication and an updated website/calendar to know about upcoming events, assignments, grades slipping, etc. + More opportunities to spend time together as a community (evening and weekend events)|In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One focus area for improvement will be increasing outreach and support to low income families through increased support from our school social worker. We have learned that many of these families do not have consistent phone contact information, and the district has shifted towards a parent portal and an app-based messaging system to ensure that the families will have consistent access to school information - not text/phone dependent.|Trinidad Union School District recognizes parents/guardians as partners and works with families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The District encourages classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The school promotes 100% parent attendance at parent teacher conferences. By focusing on formal and informal meeting opportunities, and professional development on promoting parent participation, we will create an environment that allows for full participation in the school community. District and school staff are doing a great job of keeping families well informed. ParentSquare (automated voice calls, texts, and emails) is increasingly being used to update families and ensure timely communications, and families of students in grades 5-8 have access to academic progress through the Aeries Parent Portal.|The past year has marked a turning point in parent/guardian participation and partnership since the return to distance learning. Our Parent Teacher Organization is growing and they have been an integral part of providing evening opportunities for families to get to know one another and to be more involved in school activities. Site Council's parent membership has doubled, and families are more engaged in the school community. Our focus for improvement is to recruit more families into the education foundation and PTO groups, and to continue building on our literacy nights, movie nights, and other family celebrations.|TUSD has changed our fall conference format to be a conversation, with guided questions focusing on getting to know the families and their specific needs and hopes for their children. This will allow for a greater understanding of each family and how to support and involve them. Administration and the support services team has expanded the home visitation program for students who are experiencing chronic absenteeism and school refusal, and are working to connect families with resources in the community.|Parent input is an integral part of the Trinidad USD decision making process. Annual parent survey results drive district decision making. Families are encouraged to serve on the Board of Trustees and the School Site Council, and give feedback through surveys, parent meetings, and other less formal communications. The Site Council implements an annual parent survey and provides excellent mechanisms for connecting with families and engaging them in the decision making process.|In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area.|In order to better serve all District students, Trinidad USD continues to implement actions/services related to including parents/guardians in the decision making process. TUSD has hired a full time social worker and increased the number of available internship positions, which has helped to provide outreach to low income families and to connect them with resources and support. The district will continue the emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children.|5|5|5|5|5|4|5|5|5|4|4|5|Met||2025-06-23|2025
12753740000000|Ferndale Unified|3|Our district's strength in engaging educational partner input in local data is exceptional. This year, we've implemented Empathy Interviews and on-campus events to foster inclusivity.|We want to employ all our teachers across disciplines to hold Empathy Interviews with 100% of students and families.|We need to find a way to engage students with their friends in a productive way to advocate for students to come to school.|Our current strengths are that we are transparent, engaged in professional development, and put our goals into action.|We are working towards unifying our TK-8th grade and our 9th-12th grade campuses. We look forward to working together to learn best practices.|Increase our DELAC participation and have our bilingual Attendance Clerk and teachers invite our underrepresented community to school events.|Our strength is that we are open to local input and we authentically desire to hear feedback.|We want to collect data from more subgroups of students and families.|We are going to work with parents during the school conference week, open house, back to school night, and high school orientation.|4|3|4|4|3|4|4|4|4|4|4|4|Met||2025-06-18|2025
12753820000000|Mattole Unified|3|Mattole Unified School District uses several strategies to provide assistance to families in order that they may better their understanding of our academic expectations for their children. At the school site level, Orientations and Meet/Greet events are held at the start of the school year and parent conferences are scheduled for all parents/students with their classroom teachers at the end of every trimester. Targeted assistance meetings are held as school and district community forums throughout the school year. Through the LCAP process and School Site Council meetings, collaboration with educational partners provides valuable information regarding how to best support our families. Technology is used to communicate information and to gather input and feedback about LCAP and school site goals from the community. Information and questionnaires are posted on the district website. Annual surveys for educational partners are given. Requests for feedback and participation is regularly sought through both mass and personalized email communications.|Based on our educational partner input our current focus areas for improvement in building relationships between school staff and families include: - Streamlining and communicating expectations for staff regarding regular/timely communication and messaging with families through a variety of channels such as emails, social media (district and school Facebook pages), use of text messages, phone calls, weekly office hours, and website bulletin boards about school and classroom events and the educational progress of their students, especially when there is a concern about student learning outcomes. - Increasing educational partner knowledge by providing multiple opportunities to learn about critical information that non-educators should/need to know. Mattole USD will continue to focus on improvement of effective communication between schools and families in order that we may continue to build a safe and productive school environment and increase parental/caregiver involvement in their children's schools. We strive to provide an environment where families feel comfortable raising issues with their child's school, and to ensure that issues are addressed promptly.|Educational partner input shows a desire to have more in depth knowledge of the local TK-12 curriculum, instructional strategies and assessments that are utilized to improve and accelerate student learning at Mattole USD. Community forums such as the Bi-annual Superintendent Round Tables surrounding these topics are held to discuss the local measures used to ensure that our students are at or above grade level. Mattole USD will continue to develop strategies to improve the engagement of our underrepresented families in these forums by: - including personal invitations to participate - adjusting meeting times and locations, and - utilizing virtual options (including video recordings) when applicable.|Our current strengths and progress in building relationships between school staff and families at Mattole USD include: - Multiple parent/student events and participation in field trips at all schools throughout the school year - Opportunities to participate in multiple community/public forums at schools - Membership and Participation in School Site Councils - Weekly District News communication from administration in various on-line formats (emails, texts, social media postings) - Classroom News emails to parents from teachers - Parent surveys - Personal conversations and invitations to participate|Our current focus areas for improvement in building relationships between school staff and families include: - strengthen relationships with families who rarely or never participate in school meetings and events - identify alternative forms and manners to make 2-way communication more accessible to families|Mattole USD is striving to improve engagement of identified underrepresented families by - expanding on forms and manners of communication to families that are accessible and understandable - providing intentional outreach to families at community events - providing more targeted parent workshops|Mattole USD provides multiple opportunities throughout the school year for seeking family input for decision making at both school site and district levels. District/Site Administration, teachers, other staff members, families, students and community members collaborate and work together to plan, design, implement and evaluate student, family and community engagement activities at all of our schools and at the district level. The District focuses on utilizing a three-phase process for gathering input from stakeholders for plans such as the district LCAP and school SPSAs. The first phase focuses on sharing information about prior plans and the development process for plans, the second phase focuses on gathering input around needs, goals and actions and the third phase focuses on the review and approval of draft documents.|The Mattole Unified School District is committed to maintaining an inclusive climate that encourages input in the decision-making process from all stakeholders. Identified areas for improvement in seeking input for decision-making include: - increased output of information to families about decision making opportunities at district and site levels - increased outreach to welcome, build capacity, accommodate. and engage all identified unrepresented groups in the decision making process.|Our identified underrepresented groups include families of unduplicated students (homeless, migratory, low income, EL) and special education youth. We will continue to expand on our number and availability of both whole community forums and also individualized group forums. We will continue to engage with and build relationships with individual unrepresented families and provide necessary, personalized supports and accommodations for the academic success, well being and full, positive, equitable school experiences for their children.|5|5|5|4|5|4|4|4|4|4|5|4|Met||2025-06-30|2025
12755150000000|Eureka City Schools|3|"Schools have developed systems at the elementary level to address family involvement, from parent meetings for all students to frequent informative mailers and phone calls that reach out to all families (or select families, given the situation). 2024-25 was the second year of Empathy Interviews and data collection at the elementary level, where 56% of families attended had data included in the site and district level Google Form for analysis of strengths and needs. The elementary schools also have events that celebrate parent inclusion. Events such as back-to-school nights, open houses, multicultural fairs, and ELAC can be both broad and specific to address the needs of the parents in the setting.   At the middle school level, many of the same structures to engage families are present at the elementary level (mailers, all calls, open house, back-to-school nights). The middle school employs a different practice for parent meetings by making the student present a ""student-led parent conference."" The middle school also incorporates sports to address activities where parents engage with their students and school/staff.   At the high school level, there are similar structures to the rest of the district (mailers, all calls, open house, back-to-school nights). Parent/community booster clubs for athletics and select programs like music and agriculture are active and engaged. Three academic counselors address student success over their four-year high school career. The high school also has a Wellness Center that works with students, supports mental health and non-academic support, and refers families to community resources if needed.  All parents are encouraged to use the district-wide student information system, PowerSchool, to further communication between the sites and the home. Each site can post updates and events on the Power School home screen, which is also emailed to the parents ' provided emails. ECS has implemented online registration of students and E-Collect for enrollment in summer school and after-school programs. Training for parents was offered on a drop-in basis at the district office or sites with bilingual staff available. Kiosks were set up at each site for parent/guardian access, and site secretaries and after-school leads were trained to assist with enrollment."|An area of improvement focus in this category is making student progress reports (grades and attendance) as well as classroom assignments even more accessible to parents and guardians through training and access to PowerSchool. Additional communication through regular updates to district and site websites and social media is also a goal. The district did roll out a completely revised website, which includes all departments and school sites.|A district-wide platform for school-to-home communication, including Remind at the elementary and School Messenger at all sites, was utilized during the 24-25 school year.  Accurate demographic data is an issue and an area of focus to clean up the data to ensure communication through digital platforms. Contacts in PowerSchool being accurate continues to be an issue; the district contracted with PowerSchool to clean up data on the backend of the system to ensure correct functionality.  The district voluntarily underwent a Diversity, Equity, and Inclusion audit during the 2022-23 school year and will implement recommendations over the next 3-5 years.|The District’s Strategic Plan and the LCAP outline the goals for building and sustaining positive relationships with our families and the greater community. The District’s LCAP contains the following planned actions and services for parent engagement: a. Outreach communications to families of English Learners, Foster and Homeless Youth, and socio-economically disadvantaged students highlight opportunities to participate in school events and decision-making forums. b. For the fourth year, the district utilized PIQE- Parent Institute for Quality Education- to reach Latino families based on feedback from the District English Learner Advisory Committee on the needs of families. c. The district Indian Education Parent Advisory Committee is active and helped coordinate a week-long celebration of California Native American Day in September, with events at all school sites and a culminating community event held at Eureka High School, featuring performances and local vendors. d. Provide opportunities for input to all families, including targeted students and students with disabilities, through School Site Council meetings, open stakeholder meetings facilitated by Community Schools, Board meetings, and online and paper surveys. ECS staff understands the importance of strengthening positive relationships with our families. To this end, we leverage many tools to make meaningful connections, such as back-to-school nights, open houses, family nights, and parent conferences.|Moving forward, an area of focus for us is outreach to our EL families to become involved in ELAC and DELAC committees. ELAC participation has increased this year with the separation of Site Council and ELACs at multiple sites and support from Community Schools outreaching to parents.  The District EL Coordinators meet regularly to discuss ways to increase parent participation.|ECS uses ThoughtExchange to capture the voices of our parent partners as an initial step in building a comprehensive parent engagement plan. Built with equity of voice in mind, ThoughtExchange will capture every perspective, linguistic group, and even the quietest of voices. The district superintendent, accompanied by several board members, held student listening sessions at each school, interviewing over 120 students. Responses were shared with the executive team and reported out at a School Board meeting.|Families meaningfully engage in District decision-making through school site councils, English Learner Advisory Committees, and PTAs, as well as through the parent/guardian version of the California Healthy Kids Survey and Thought Exchange LCAP survey. Community School Liasons hosted listening sessions at each site to gather input on needs and priorities specific to the site.|An area of focus for improvement would be to develop a coordinated plan for providing opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district levels. Many sites host family nights, such as literacy, STEM, and multicultural events.  The district received funding for Community Schools at three elementary sites for 2022-23 and all other sites for 2023-24. A large Community Schools advisory panel provides input for decision-making. Based on this input, all sites are implementing action plans.|The district conducted a listening session at each site through Community Schools and will continue to refine each sites implementation plan based on input. Principals and community school staff will work with their partners to refine site-specific parent engagement plans.|3|4|3|3|3|3|3|4|3|3|3|3|Met||2025-06-25|2025
12755151230150|Pacific View Charter 2.0|3|Based on the analysis of educational partner input and local data, Pacific View Charter demonstrates strength in maintaining consistent and personalized communication between school staff and families. The school has made notable progress in building trusting relationships through regular parent-teacher and empathy conferences, timely outreach from academic coaches, and the use of digital platforms to keep families informed and engaged in student learning.|Based on the analysis of educational partner input and local data, Pacific View Charter has identified a need to deepen authentic parent engagement, particularly in involving families in shaping school policies, events, and decision-making processes. Increasing the number of parents who actively participate in advisory groups, school events, and feedback opportunities remains a focus area for improvement to ensure all voices are represented and valued in the school community.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 is committed to improving engagement of underrepresented families by expanding access and outreach efforts. While the school already fosters parental participation through regular meetings, school events, and cultural activities, it recognizes the need to better connect with families who are unable to engage during traditional school hours. To address this, the LEA is exploring technological and virtual solutions—such as virtual conferences, recorded information sessions, and digital communication platforms—to ensure greater flexibility and accessibility. Additionally, the school is preparing to implement a community school model in the 2025–2026 school year, which will include targeted strategies to build stronger relationships with families who have historically been underrepresented in school decision-making and engagement opportunities.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 has demonstrated strong progress in building partnerships for student outcomes through high levels of parent participation, including consistent classroom volunteering, engagement at school events, and 100% attendance at parent-teacher conferences. The LEA also invests in professional development for staff to strengthen strategies that promote meaningful parent involvement. These efforts reflect a solid foundation of collaboration between families and educators aimed at supporting student success.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 has identified a key focus area for improvement in building partnerships for student outcomes: enhancing the support families receive to foster student learning and development at home. While parent participation in school events and conferences is strong, there is a need to provide more accessible resources, guidance, and tools that empower families to actively support academic growth outside of school. The LEA is exploring updated digital curricula and platforms, including alternatives to APEX, to better engage families and strengthen home-school connections in support of student achievement.|PVCS will continue to make progress on engagement for our underrepresented families and increase partnerships. We are excited by the increase in our metrics.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 has demonstrated strengths in seeking input for decision-making by maintaining open lines of communication and providing multiple opportunities for stakeholder engagement. The school has made progress through initiatives such as parent-teacher conferences, LCAP surveys, empathy interviews, and family events that encourage feedback and collaboration. Additionally, the LEA’s participation in the Community Engagement Initiative (CEI) grant has strengthened its efforts to engage the broader community in meaningful dialogue, fostering inclusive decision-making practices that reflect the diverse needs and perspectives of its stakeholders.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 has identified key focus areas for improvement in seeking input for decision-making. These include expanding methods to engage a broader and more diverse group of parents, particularly those who may face barriers to participation. The LEA aims to strengthen parent education efforts to ensure families are well-informed and equipped to contribute meaningfully to school decisions. Additionally, the school is exploring communication tools such as ParentSquare to enhance outreach, streamline feedback collection, and make it easier for families to stay connected and involved in the decision-making process.|Based on the analysis of educational partner input and local data, Pacific View Charter School 2.0 will improve engagement of underrepresented families in decision-making by implementing more accessible and inclusive communication strategies. This includes adopting tools like the possible adoption of ParentSquare to provide timely, translated, and user-friendly messaging that encourages feedback and participation. The LEA also plans to offer parent education opportunities to help families understand school processes and their role in shaping decisions. Additionally, flexible meeting times, virtual input sessions, and targeted outreach efforts will be used to ensure families with limited availability or language barriers have equitable opportunities to engage in the decision-making process.|4|4|3|5|5|4|5|4|5|4|4|4|Met||2025-06-17|2025
12768020000000|Fortuna Elementary|3|District staff continue to meet with parents/guardians for annual conferences, send home progress reports regularly, meet for Student Study Team meetings, and attend annual IEP meetings. Teachers and administrators utilize ParentSquare and ClassDojo to communicate electronically with families about school events and provide general information. These programs translate posts into each family's home language. Teachers also frequently communicate positively about their students to build trust through electronic messaging and phone calls.  The District maintains partnerships with the county's Department of Health and Human Services, Changing Tides counseling services, the county dental van, Public Health, and the weekend food backpacks program through Rotary Clubs. It also receives additional school support through the local Kiwanis and Soroptimist service clubs. The Family Resource Center on the Walker campus provides essential services to families, including housing assistance, food, mental health, and more.   This year, an online family outreach referral was implemented. School sites can contact the district for additional support when site-based efforts have not produced desired results. The Family Resource Center coordinator, Community School Coordinator, or Climate/Culture Ambassador contacts families to offer support and resources based on the referral and discussion with the families.|FESD annually seeks input from parents/guardians to determine areas of focus. All schools maintain active and functioning Advisory Councils or School Site Councils, and input is gathered from discussions held by members of the District's English Learner Advisory Committees (ELACs). Also, it gathers parent/guardian input through regularly scheduled English Learner parent group meetings.  In addition, each school distributes annual surveys to all families seeking input on a variety of school-related topics.  At all sites, additional opportunities for input are available during monthly SSC/LCAP stakeholder meetings and various family events.  Parents/Guardians also have the opportunity to provide input at monthly board meetings/public hearings.  Schools are also actively soliciting parent/guardian help through site-based volunteer opportunities.  The District has two Community School implementation grants that prioritize improving relationships between school staff and families. The Community School Coordinator has made a concerted effort to improve communication with families and provide meaningful information and guidance to families about school attendance, parenting, technology's impact on today's youth, the importance of education, and much more. The Coordinator will solicit more specific information from families and community members through needs surveys.|Honoring and sustaining acceptance among all student/family cultures is still an area of needed growth. The Community School Coordinator will continue to provide information to the community that educates and empowers our families. Underrepresented families will be encouraged to participate in the schools' various parent committees (Site Council, PTO, Community School Advisory Council, ELAC, etc.). The Community School Coordinator contacted several underrepresented families to gauge their level of need and offered assistance. This practice will continue next school year and beyond.|"Elementary school parents report feeling included in school activities and events, whereas middle school parents feel less included. Over 90% of the families that completed the survey are happy with the communication and availability of their children's teachers. The District will work to provide additional opportunities for teachers and families to meet to discuss parents' wishes for their kids and ways the schools can work with families to help make those a reality. A considerable amount of information and resources to support learning in the home was provided via ParentSquare posts, but more work can be done in this area. The District is considering organizing a ""Parent University"" to provide targeted assistance to families based on their input.  The LEA's relationships with service providers in the community have been in place for many years. These providers assist in many areas, including mental and physical health, food assistance, and housing assistance. Their partnership with the Fortuna Family Resource Center has been critical to providing key support to the students and families of FESD."|One focus area for improvement is supporting families in understanding and exercising their rights and advocating for their children. The Community Schools Coordinator did some work in this area by educating parents via ParentSquare posts. The Student Study Teams and IEP teams continually work on increasing awareness in this area, but the LEA needs to continue working on this. The Family Resource Center (FRC) is also available to assist families in this area.|The District continues to seek additional ways to reach out to and involve our non-English-speaking parents/guardians to let them know they are valued partners within our schools, even though there are language barriers to overcome. Employing multiple interpreters in the district has helped build bridges between the families and the District.|Based on the analysis of educational partner input and local data, the Local Education Agency (LEA) has demonstrated several strengths and made notable progress in seeking input for decision-making.  1. Collaboration with Educational Partners: The District has fostered strong partnerships with various educational stakeholders, including teachers, administrators, parents, and community members. These collaborations have enabled the LEA to gather diverse perspectives and valuable input from all relevant parties. 2. Effective Communication Channels: The District has established effective communication channels to facilitate the exchange of ideas and feedback. These channels may include regular meetings, surveys, focus groups, and online platforms. By utilizing these channels, the District has ensured that relevant information reaches the stakeholders and their input is solicited promptly. 3. Transparent Decision-Making Processes: The District has made significant strides in promoting transparency in its decision-making processes. It has actively shared information regarding proposed policies, initiatives, and reforms, allowing stakeholders to provide informed input. This transparency is hopefully building trust and credibility among our partners. 4. Data-Driven Approach: The District has leveraged local data to inform decision-making. By analyzing relevant educational data, such as student performance, attendance rates, and demographic information, FESD has gained valuable insights into the community's needs and challenges. Empathy interviews of every FESD student provided actionable data that counselors and support staff used to provide targeted interventions to students. This data-driven approach has strengthened the decision-making process. 5. Inclusive and Equitable Practices: The LEA has made progress in ensuring inclusivity and equity in seeking input. It has implemented strategies to engage traditionally marginalized and underrepresented groups, providing them equal opportunities to contribute their perspectives. This commitment to inclusivity has resulted in a more comprehensive and representative decision-making process.|Based on the analysis of educational partner input and local data, the district has identified specific focus areas for improvement in seeking input for decision-making. These areas include:  1. Enhancing Stakeholder Engagement: The District recognizes the need to increase stakeholder engagement and participation in decision-making. Despite existing efforts, feedback indicates that some segments of the community feel their voices are not adequately heard or valued. The District will continue to improve outreach strategies and communication channels to prioritize the representation and involvement of all stakeholders. 2. Diversifying Input Sources: The District acknowledges the importance of gathering input from a wide range of sources beyond traditional channels. Currently, input primarily comes from established groups and organizations, while some stakeholders may feel excluded. Through the District's community schools implementation grants, the District aims to diversify input sources by actively seeking perspectives from underrepresented groups, culturally diverse families, and marginalized populations to ensure their voices are heard. 3. Streamlining Feedback Mechanisms: Feedback from educational partners has highlighted the need for streamlining feedback mechanisms to make them more accessible and user-friendly. The District aims to simplify the process of providing input by utilizing user-friendly online platforms, conducting regular surveys, and implementing mechanisms that encourage timely and convenient feedback submission. 4. Enhancing Data Utilization: While the District has made progress in utilizing data for decision-making, there is a recognized need for further improvement. Feedback suggests that stakeholders desire more transparent and data-driven decision-making processes. The District aims to enhance its capacity to collect, analyze, and share relevant data, ensuring that decisions are based on accurate and comprehensive information. 5. Building Trust and Collaboration: The District acknowledges the importance of building trust and fostering collaboration with educational partners. Feedback indicates that stakeholders would like to see more meaningful involvement in decision-making, where their input is genuinely considered and acted upon. The District aims to strengthen relationships, promote open dialogue, and provide clear feedback loops to build trust and ensure ongoing collaboration with all stakeholders.  By addressing these focus areas, the District aims to improve the effectiveness of seeking input for decision-making. These efforts will contribute to a more inclusive, transparent, and responsive decision-making process that better serves the needs of the educational community.|The District has recognized the importance of improving underrepresented families' engagement in seeking input for decision-making. To address this, the District has developed a plan to enhance the engagement of these families through the following strategies:  1. Culturally Responsive Outreach: The District acknowledges the need for culturally responsive outreach strategies to effectively engage underrepresented families. This includes understanding and respecting these families' cultural norms, values, and communication preferences. The District will tailor its outreach efforts to meet the specific needs of underrepresented families, ensuring that communication is accessible and relevant to their backgrounds. 2. Language Accessibility: Language barriers can significantly hinder engagement. The District will prioritize providing language support and translation services to ensure that underrepresented families can fully participate in the input process. This involves translating documents, offering interpretation services during meetings, and providing multilingual staff or volunteers to facilitate communication. The district feels good about its efforts in this area. 3. Targeted Communication Channels: The District will identify and utilize communication channels that effectively reach underrepresented families. This could involve leveraging community organizations, places of worship, and social media platforms that are popular within these communities. The District can enhance engagement and encourage input by meeting families where they are and using channels they trust. 4. Inclusive Meeting Formats: The District recognizes that traditional meeting formats may not be conducive to the participation of underrepresented families. To address this, the District has explored alternative meeting formats such as informal parent meetings, small group discussions, or interactive gatherings that allow for more inclusive and meaningful engagement. These formats help to create a safe and welcoming space where families can comfortably express their perspectives. 5. Family Liaisons, School Climate, and Community School Coordinator: The District has employed family liaisons, a grant-funded Community School Coordinator, and community school-related positions who work to establish personal connections with underrepresented families. These individuals serve as points of contact, provide support, and help bridge the communication gap between families and the District. It is hoped that their presence fosters trust and facilitates ongoing engagement.|3|3|3|4|3|3|4|4|3|3|3|4|Met||2025-06-12|2025
12768020124164|Redwood Preparatory Charter|3|Redwood Prep excels at fostering strong family involvement, offering numerous opportunities for participation, and ensuring transparency in all our processes and communications. The CA Healthy Kids Parent Survey results indicate that 100% of parents who completed the survey agree or strongly agree that the school promptly responds to emails, calls, and messages. 98% of those who completed the survey agree or strongly agree that the school encourages parents to be active partners in their child's education.|"Redwood Prep's primary focus area for improvement in ""Building Relationships Between School Staff and Families"" will be to create more opportunities for genuine connection through engaging family event nights.  While we currently have various formal channels for engagement, we've identified a need for more informal, community-building events that foster a sense of belonging and allow for relaxed interaction between staff and families. These dedicated family event nights will serve as a welcoming space for all families, particularly those who may feel less connected, to build rapport with school staff in a fun and supportive environment, ultimately strengthening the overall school community."|At Redwood Prep, building trusting and positive relationships with all our families is a core value. We're committed to engaging our community through meaningful communication and diverse opportunities to participate in school life. To better reach underrepresented families, we're actively working to break down common barriers. This includes providing childcare and sharing meals during key meetings and events. For example, we offer babysitting for Parent Council and Board meetings, and we provide dinner for our LCAP night, a crucial event where we seek parent involvement and feedback on the school's goals and actions. We're also offering Zoom options for meetings to increase accessibility and flexibility for families.|"At Redwood Prep, we recognize that strong partnerships with our educational stakeholders are fundamental to student success. We've made significant progress and have several key strengths in ""Building Partnerships for Student Outcomes"" by creating diverse and accessible avenues for engagement:  Current Strengths and Progress:  Robust Committee Structure for Shared Governance: We have established multiple active committees that directly involve parents, teachers, staff, and even board members in decision-making processes. These include our Wellness Committee, Safety Committee, Facilities Committee, and Gym Committee. This multi-stakeholder participation ensures that diverse perspectives are considered in crucial areas impacting student well-being, safety, and learning environment. Active and Accessible Parent Council: Our Parent Council meets monthly, offering both in-person and Zoom options to maximize parent participation and feedback. This consistent forum is a primary channel for parents to voice their input and contribute to school improvements. Intergenerational Engagement through ""Grandparents in Action"": The ""Grandparents in Action"" program is a unique strength that leverages the wisdom and support of a vital community demographic. This partnership enriches the school environment and provides students with additional mentorship and support. Student Voice and Leadership: We actively empower our students through the Student Council and Leadership team. These groups offer students opportunities to develop leadership skills, contribute to school culture, and have a direct voice in matters that affect them, thereby fostering a sense of ownership and belonging. Collaborative Leadership Team: The involvement of various stakeholders in the Leadership team ensures that decisions are made with a comprehensive understanding of the school's needs and goals, aligning efforts across different areas to support student outcomes. These established partnerships demonstrate Redwood Prep's commitment to creating a collaborative and inclusive environment where all educational partners actively contribute to the holistic development and academic achievement of our students."|At Redwood Prep, we're dedicated to increasing student opportunities to participate and offer feedback in decision-making. Our existing Student Council is vital in empowering students. Moving forward, we plan to support growth for student leadership, empowering them to gather information directly from their peers. This will enable students to offer meaningful suggestions for improving our programs and services, ensuring their voices are integral to our continuous improvement efforts.  We aim to strengthen community partnerships to expand the range of opportunities and resources available to our students.|We want to break down the barriers that keep underrepresented families from being engaged in partnerships. This includes removing barriers to language, time, child care and feeding their families.|Redwood Prep excels at fostering strong family involvement, offering numerous opportunities for participation, and ensuring transparency in all our processes and communications. The CA Healthy Kids Parent Survey results indicate that 92% agree or strongly agree that the school actively seeks parent input before making important decisions.|At Redwood Prep, we're dedicated to finding the most effective ways to hear from our entire community: families, students, and staff. Our Parent Council serves as a vital avenue for parent feedback, though past data suggests that traditional surveys aren't the preferred method for many of our parent partners.  Recognizing that only a small portion of parents are represented on the Parent Council, we aim to implement an additional survey specifically for our elementary parents. For students in grades 4 through 8, we already utilize the CA Healthy Kids Survey to gather their valuable input. However, we're committed to exploring more authentic and preferred methods for collecting feedback from all our families, understanding that traditional surveys haven't resonated as effectively as we'd hoped. Based on this feedback, we also offer an annual in-person LCAP night, where we provide dinner, to gather direct input from parents.|At Redwood Prep, we are deeply committed to ensuring all our families have meaningful opportunities to provide input on school decisions. We actively engage our community through clear communication and various avenues for participation in school life. To better include underrepresented families in these processes, we're working to break down common barriers. This means offering practical support like childcare and shared meals during key meetings and events. For instance, we provide babysitting for Parent Council and Board meetings, and we serve dinner at our annual LCAP night—a crucial event specifically designed to gather parent involvement and feedback on the school's goals and actions. We also offer Zoom options for meetings to increase accessibility and flexibility, making it easier for all families to contribute their perspectives to decision-making.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2025-06-18|2025
13101320000000|Imperial County Office of Education|3|Fostering strong relationships with students, parents, and school staff greatly enhances student motivation and supports academic success. At ICOE, school staff maintain daily communication with students and families to help keep students engaged and on the path to graduation. Regular events such as School Site Council meetings, English Learner Advisory Committee meetings, the Parent and Student Posada, Student Awards Ceremony, and financial aid workshops create meaningful opportunities for connection and involvement. Bilingual communication in English and Spanish is a consistent priority, taking place through parent conferences, school events, and surveys. Additionally, ICOE Special Education provides an annual Parent Handbook with essential resources to support collaboration between families and staff in meeting each student’s individual needs.|ICOE is committed to strengthening relationships between staff and families. Guided by feedback from educational partners and data, ICOE plans to incorporate non-traditional engagement methods—such as early morning meetings, state and local testing Loteria, and connecting with parents during drop-off—to increase family participation and input. These strategies will complement our existing, more traditional forms of communication. Another key focus is re-engaging parents, families, and the broader community in school events and opportunities that were otherwise limited to our parents. Reviving community gatherings such as the Harvest Festival, Winter Program, Parent and Student Posadas, job training sessions, and Back-to-School nights will help rebuild connections and foster meaningful involvement. An area identified for continued growth is increasing parent participation in the English Learner Advisory Committee (ELAC) and School Site Council (SSC).|To build and improve the engagement of underrepresented families, ICOE commits to inviting families and staff to participate in focus groups and equity data walks. In addition, transportation for parents will be offered to enable them to attend school meetings, training sessions, and parent and community events. All SSC and ELAC meetings are open to the public, and in addition to the non-conventional means of communication noted in prompt 2, ICOE is also utilizing social media such as Facebook and Instagram to assist with communication to improve the engagement of underrepresented families. The addition of the California Community Schools Partnership grant has also supported us in integrating community resources and partnerships that focus on academics and the well-being of our youth and families included our underrepresented families.|ICOE continues to focus on building community partnerships to ensure the success of all students. We continue to partner with the Imperial Valley Regional Occupational Program to offer Career Technical Education (CTE) pathways such as Patient Care, Personal Services, Design, Visual and Media Arts, and Mechanical Systems Installation and Repair. In addition, we partner with Imperial County Social Services, Imperial County Behavioral Health, Imperial Valley Food Bank, and America‘s Job Center. We continue to partner with multiple CTE industry partners such as 25 medical facilities, barber shops, and HVAC businesses to support student internship hours.|ICOE strives to increase parent communication and participation through school and district meetings, parent workshops, and community events. Research shows that increased parent involvement is correlated to increased student success. We are also vested in continuing to build and strengthen partnerships amongst our Imperial County communities and businesses in order to expand support for our students.|ICOE programs have English Learner Advisory Committees that continue to serve their respective School Site Councils (SSC). These committees play a vital role in providing our SSCs, staff and community with feedback and input in relation to specific EL needs. We will continue to partner with our Homeless Liaison and Foster Youth coordinator to improve support to these underrepresented groups for the purpose of improving student success.|ICOE school staff encourages students and parents to participate in advisory groups such as School Site Council and the Ambassador program. Parental involvement is important to promoting student achievement and success in the classroom and community. Instructional staff keep students and parents informed as to student’s progress and attendance by conducting daily phone calls and/or communicating via Remind or electronic mail. We also provide surveys and forum meetings throughout the year to provide opportunities for feedback and input on a variety of areas, including LCAP, SPSAs, and Parent Connectedness. ICOE sites have also participated in the continuous improvement process which has allowed an opportunity to create a system of shared decision-making.|ICOE strives to support a process with an embedded structure that systematically checks for feedback and input that indicate opportunities for improvement, and monitoring adjustments on a continual basis.|In order to boost the engagement of our underrepresented families in relation to seeking input for decision-making, ICOE will make a concerted effort to build our understanding of the culture and dynamics of our surrounding communities; as well as value and respect the communities' role in student learning through encouragement and support of participation in school events and school leadership structures. We will leverage our wide and varied relationships to ensure underrepresented families have a voice that is heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
13101320134379|Imperial Pathways Charter|3|IPCS staff has created a welcoming, professional environment for all of our students.  Student and community feedback from surveys and meetings indicate our students feel safe (96%), supported (96%), and develop strong bonds with our staff (95.2%).  Our program is growing mostly by student referrals, with new enrollees entering with positive feelings and a belief that this program will work for them.|IPCS will continue on our current path of PD focused on ELD, reflecting on data focused on graduation rates, and refining our social emotional practices.  We are teachers, counselors, and life coaches.  We are here to serve our students, and to provide the type of environment that changes their notion that a California high school diploma isn't attainable.|Forming educational relationships with our students and families is one of our strengths.  We will continue to provide welcoming environments that celebrate our students' and their families' accomplishments and cultures, through resource presentations, award ceremonies, Family Posada Day, Parent/Teen conferences, graduation breakfasts, and ceremonies.|An Individual Learning Plan for each student is created with counselor, teacher, and student input.  Teachers and staff create supportive relationships to help our students develop into productive, responsible students.  Students are active in School Site Council as evident through student and community surveys, this approach is really working for our students.  They feel safe, supported, and cared for.|Our focus is to continue with our strategies and procedures with all of our students.  As our student population grows, additional staff will be added to accommodate and effectively support our students and their families.|"The faculty at IPCS believes in an underlying principle, ""If you want to make a difference with a student, take an interest in their life"".  We will continue the rewarding work."|Through SSC and student/community surveys IPCS staff has received very positive responses from our educational partners about the positive culture that has been created and maintained at the IPCS campuses.  Our educational partners have been vocal and responsive to the development and progression of the IPCS.  Many of our graduates become champions of our program, encouraging others to enroll at IPCS.|The educational partners for IPCS have identified areas for focus which are to continue to develop and improve our student's ELD, ELA, and Math programs to improve outcomes and make our students better prepared to be proficient and effective components of the work force and/or successful participants in post secondary education.|IPCS has been very successful at engagement of all of our students and families.  Strategies, policies, and procedures will continue as they are showing success.  Yearly self-reflection tools allow us to evaluate and modify our programs as needed.  An independent study program can create a feeling of isolation for our students, so our staff works very hard to keep close contact and continuous student work monitoring.  Daily teacher check-ins are conducted via messaging and phone calls.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
13630730000000|Brawley Elementary|3|BESD has made solid progress in building relationships with families, reflected in overall ratings around 3.7 out of 5. Strengths include creating welcoming school environments and supporting staff to learn about each family’s unique strengths, cultures, languages, and goals. We have expanded two-way communication efforts to ensure language is accessible and understandable to all families. These efforts foster a respectful, inclusive culture where families feel valued and heard. Ongoing staff training and family engagement initiatives continue to build capacity for authentic connections between school staff and families across all sites.|While progress has been made, BESD recognizes the ongoing need to strengthen staff capacity to build trusting and respectful relationships with families. This includes deepening cultural responsiveness and improving staff skills in engaging families from diverse backgrounds. We aim to increase personalized outreach and expand professional development focused on effective, culturally relevant communication strategies. Additionally, we are exploring ways to improve two-way communication channels to enhance family voice and partnership in student learning and school decision-making.|BESD is committed to identifying and addressing barriers faced by underrepresented families by actively seeking their input through surveys, focus groups, and listening sessions. We will disaggregate engagement data by student groups to monitor outreach effectiveness and equity. Building on our Community Schools model, we will tailor engagement strategies to meet the unique needs of diverse families, ensuring communication is accessible and culturally relevant. Staff will receive ongoing training to support relationship-building with all families, fostering trust and deeper partnerships that enhance student success.|BESD has made significant strides in building partnerships to support student outcomes, beginning with our Community Schools implementation. This approach has increased family inclusion in planning and decision-making through enhanced roles for parent liaisons and engagement initiatives. Administrators are focused on improving school culture and climate, fostering welcoming environments that strengthen family and community trust. Professional learning for teachers and principals around family partnership continues to support this shift.|While BESD ensures parent conferences are held consistently, families have expressed a desire for enhanced opportunities where staff meets with families to discuss student progress and ways to work together to support improved outcomes. Our focus is to implement varied and accessible programs that facilitate regular, meaningful dialogue between teachers, families, and students about progress and strategies for improvement. We aim to provide families with more targeted information and resources to support student learning at home.|BESD is committed to addressing barriers faced by underrepresented families by actively seeking their input through surveys, focus groups, and community listening sessions. We will disaggregate engagement data by student group to evaluate outreach effectiveness and equity. Our Community Schools model guides tailored engagement strategies that honor cultural and linguistic diversity. We also ensure parent advisory groups reflect site demographics to better represent all families. Continued professional development supports staff in building trust and partnerships.|BESD values the voices of all families and offers a wide range of opportunities for input and participation. At the district level, families serve on advisory groups such as LCAP, DELAC, MPAC, GATE, and PAC, contributing feedback that directly informs decisions. At the site level, families participate in SSC, ELAC, PTO, and Community School advisory teams. Surveys are used consistently to gather input from a broad range of families. Staff and administrators support inclusive decision-making by sharing outcomes from family input and encouraging continued engagement.|BESD continues to build its capacity to ensure families, teachers, principals, and district leaders can work together to design, implement, and evaluate engagement activities. We are committed to creating more opportunities for shared planning and collaboration with families at both the school and district levels. This includes strengthening staff training on inclusive engagement strategies and increasing outreach to ensure family voice is embedded throughout key decision-making processes.|To engage underrepresented families, BESD is strengthening its Community Schools efforts by identifying barriers to participation and designing strategies that foster inclusion. We use disaggregated data to track outreach success and ensure representation. Advisory groups are reviewed regularly to reflect each site’s demographics. We are expanding opportunities for collaboration and ensuring all families are equipped with the knowledge and support needed to participate meaningfully in decision-making processes.|4|4|4|4|4|3|3|3|3|4|3|3|Met||2025-06-24|2025
13630810000000|Brawley Union High|3|It is nice to see that the majority of parents feel welcomed at the school sites. They rated the district a 4 in the area of creating a welcoming environment for families. It is the priority of the district to ensure all families feel comfortable coming to the various campuses of BUHSD.|BUHSD will focus on effectively engaging in 2-way communication between families and educators using language and terminology that is understandable and accessible to families. It is a priority to ensure that families thoroughly understand the information being presented and are able to be active participants in their student's education.|The LEA will take every measure available to them to advertise and notify families of events and meetings being held. When feasible, multiple phone calls, letters and messages will be disseminated multiple times.|Educational partners feel supported in being provided professional learning in skills needed to improve certificated staff's abilities to become educational partners with families. The district is committed to ensuring that staff members have the tools and skills needed to continue to improve upon becoming educational partners with families of students at our school.|The LEA is focused on finding resources, training and support to assist families with being able to support student learning and progress in the home. At various parent meetings, families have asked for assistance in how they help their students be successful and ways in which they can help them at home. It is important that this request is heard and supported.|The LEA will reach out to families regarding participation in parent meetings, school events, and committees. The district will use a variety of communication methods in order to ensure families are receiving the information.|Based on the district survey results, the LEA is being successful in providing opportunities for families to provide input on policies and programs, and implementing strategies to reach and seek input from each and every family in the district.|A focus area for the LEA is building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. The LEA is actively finding strategies to increase their parent participation in advisory committees. The district is seeking to find training that will empower families to feel as though they are able to make informed decisions and provide knowledgeable suggestions when attending parent committees.|The LEA will conduct a needs assessment amongst its families to seek input regarding the various needs of families and the obstacles they may face when attending committee meetings. Gaining as much insight as the reasons why families do not participate will assist the LEA in finding solutions to improving parent attendance.|4|5|5|5|4|5|5|5|5|5|5|4|Met||2025-06-25|2025
13630990000000|Calexico Unified|3|Based on the analysis of educational partner input and local data, the District has several strengths in engaging with the community and fostering a collaborative environment. Families and community members have direct access to both school and district staff, facilitating open communication and collaboration. There is a strong sense of partnership between the district, families, and the community, enhancing the collective effort to improve student outcomes. Additionally, the district places a high priority on communication, as evidenced by the superintendent’s focus on the importance of student outcomes. This ensures that all educational partners are well-informed and aligned with the district’s goals.   96% of parents strongly agreed or agreed as indicated in the 2025 CA Parent Survey, that school encourages them to be active partners. 95% of parents strongly agreed or agreed that they feel welcome to participate at their school and 91% of parents strongly agreed or agreed that  the school actively seeks their input.|Based on the analysis of educational partner input and local data the district will work on continuing efforts to create welcoming environments for all families and strengthening two-way communication between staff and parents. There is a recognized need to establish stronger relationships between parents and site administrators, as well as to expand opportunities for teachers to meet with families and students to discuss academic progress and collaborate on strategies to support student success. Educational partners also emphasized the importance of increasing communication with teachers at the junior high and high school levels.|Based on the analysis of educational partner input and local data, the district will improve engagement of underrepresented families identified during the self-reflection process by strengthening relationships and involving parents as active partners in planning school activities. Schools will continue to host inclusive events and actively recruit parent volunteers to foster strong, trusting relationships.  To ensure equitable representation, Educational Services programs will promote participation of underrepresented families in advisory groups such as DELAC, SSC, Migrant PAC, DPAC, and LCAP. The district will also implement strategies to increase parent attendance at site and district-sponsored events, including flexible scheduling, virtual access, and recognition for participation.  These efforts aim to elevate engagement among underrepresented families, ensuring their voices are included in decision-making and contributing to stronger partnerships that support student outcomes.|Based on the analysis of educational partner input and local data, the district has shown strengths and continued progress in building partnerships that support student outcomes. Educational partners highlighted multiple methods of communication, accessible and open district administrators, and strong community commitment. Parents noted that the relationship between families and administrators has improved and should continue to grow rather than return to a transactional approach. The district also provides resources to help parents support their children’s learning, and there is clear communication and transparency in decision-making. Additionally, schools and the district make efforts to include parents in important decisions and ensure that underrepresented groups are consistently represented.  During our Parent Advisory Committee meeting, parents shared that the district makes many resources available to families through the school sites.  According to the CA Parent Survey, 96% of parents strongly agreed or agreed that the school encourages them to be active partners in their child's education. Additionally, 96% of parents strongly agreed or agreed that the school keeps them well-informed about school activities, 94% indicated that teachers communicate with parents about what students are expected to learn in class, and 94% responded they strongly agree or agree to teachers communicating with them about what students are expected to learn in class.|Based on the analysis of educational partner input and local data, the district recognizes areas for improvement in building stronger partnerships for student outcomes. One key concern is the need to improve communication, including timely responses to parent emails sent through Synergy and simplifying the use of multiple communication platforms. Parents also expressed a desire for more respectful and welcoming treatment from all staff, and noted that school administrators, especially at the site level, are not as open or approachable as district leadership. There is also a clear need for more opportunities to communicate with teachers about student progress, particularly at the junior high and high school levels. Additionally, suggestions were made to make Open House events more meaningful and to implement a coordinated calendar of parent activities to avoid scheduling conflicts and encourage greater participation.|Based on the analysis of educational partner input and local data, we will improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. During meetings held with parent advisories to respond to the self-reflection process, we had parents from different student groups, including English learners, reclassified English learners, students with disabilities, socioeconomically disadvantaged students, and migrant students.  To support our underrepresented parents, all information disseminated to parents is available in both English and Spanish. There are personnel at all school sites and district offices who speak Spanish. All school and district meetings and training are offered in both languages. The district prioritizes the participation of underrepresented families in our various parent groups, including parent advisories and the LCAP core committee. During our parent advisory committee meetings, parents have shared that the district ensures representation of parents from various student groups (EL, FY, SED, HL, SWD, Migrant, etc.) in advisory councils such as DELAC, Migrant PAC, and DPAC.|The district has demonstrated strengths and progress in seeking input for decision making, primarily through its willingness and active effort to engage and support families. Based on the analysis of educational partner input and local data, parents indicated that the district provides numerous opportunities for collaboration and involvement with school sites, fostering a cooperative environment for informed decision making. The district continues to highly encourage parents to participate in school-related activities and to have a voice through the School Site Council and English Language Advisory Committees. They also encourage participation in DELAC, DPAC, and Migrant PAC.  According to our 2024 CA Parent Survey, 96% of parents agreed or strongly agreed that the school encourages them to be active partners in educating their child, and 91% of parents strongly agreed or agreed that the school actively seeks input from parents before making important decisions. Parents have expressed that through committees such as DPAC, SSC, ELAC, Migrant PAC, and DELAC, they are provided opportunities to provide input on policies.|Based on the analysis of educational partner input and local data, the district aims to further enhance the engagement of underrepresented families. The LEA plans to create more representative committees that include diverse voices from various student groups. This initiative will ensure that a wide range of perspectives is considered in decision-making processes, promoting inclusivity and equity.  Additionally, in response to parent recommendations, the district will collaborate with school sites to reintroduce parent institutes facilitated by counselors. These institutes will offer skill-building workshops at different sites on various topics. This initiative aims to empower parents with knowledge and resources to actively participate in their children's education and advocate effectively within the educational system.|During our Parent Advisory Committee meeting, parents indicated that the district offers a wide variety of workshops to build their capacity and increase involvement in school and district activities. Based on the analysis of educational partner input and local data, the district will work on improving the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. The district and school sites will continue to ensure that parents representing various student groups (EL, FY, HL, SED, SWD, Migrant, etc.) are included in advisory councils such as DELAC, SSC, Migrant PAC, DPAC, and LCAP.  By implementing these strategies, the LEA aims to strengthen its engagement with underrepresented families, ensuring that their voices are heard and valued in shaping educational policies and practices that benefit all students.|4|3|4|4|4|5|3|4|5|5|5|4|Met||2025-06-26|2025
13631070000000|Calipatria Unified|3|Calipatria Unified School District’s current strength lies in creating and improving communication with families through the use of information disseminated via district and school websites, social media, and text messaging. District-wide tools to further support regular communication with parents and engagement partners have been attained through the use of district and site websites to address progress toward graduation, daily attendance, and student outcomes. The district has continued to provide trauma-informed tips through the use of text messaging designed to promote (1) Social and Emotional Competence of Children, (2) Parent Resilience, (3) Knowledge of Parenting and Child Development, (4) Social Connections, and (5) Concrete Support in Times of Need. Each week, parents receive three text messages with fun facts and easy-to-use tips on ways they can help their child(ren) learn and grow (there are no charges applied to their service provider). Every message is tailored to the student’s stage of development based on their age and grade level.    Calipatria Unified School District conducts an annual district LEA and LCAP Parent Survey.   Parent Survey Results (53 Respondents)  Teacher-Student-Parent Relationship (Supporting Student Engagement):  43.4% – Strongly Agree 34% – Agree 15.1% – Neutral 5.7% – Disagree 1.9% – Strongly Disagree  Effective Home-to-School Communication (Promotes Parental Involvement):  28.3% – Strongly Agree 37.7% – Agree 20.8% – Neutral 5.7% – Disagree 7.5% – Strongly Disagree  Promotion of Good Attendance (Encourages Regular School Attendance):  34% – Strongly Agree 43.4% – Agree 15.1% – Neutral 3.8% – Disagree 3.8% – Strongly Disagree|The schools and district have taken steps to increase on-site parent activities toward the end of the school year. Parents appreciated the continuation of virtual platforms, both for safety and to increase opportunities to participate in school activities. The district will continue to focus on improving home-to-school communication through its district and school websites. It will incorporate a social media tool that facilitates two-way communication, allowing for more timely responses. In addition, the district will continue to foster the inclusion of primary language communications to increase communication between families and educators. The district will train website managers to utilize the website design to promote communication. Furthermore, the district plans to conduct additional surveys to explore the reasons behind the percentages in the NEUTRAL sections. These questions will be designed to elicit further elaboration from parents, helping the district identify approaches to implement that will increase and solidify relationships between school staff and families.|The district is actively taking meaningful steps to strengthen engagement with underrepresented families by fostering inclusive and supportive school communities. Through collaborative efforts between district leadership and site staff, we are implementing targeted case management services that are uniquely tailored to meet the diverse needs of these families. We are also investing in professional development by training district and site committees on effective strategies to build strong, trust-based partnerships between school staff and families. In addition, our office staff are being equipped with tools and training to create welcoming, culturally responsive environments that ensure every family feels seen, heard, and valued. These efforts reflect our unwavering commitment to breaking down barriers and making all families—especially those traditionally underserved—true partners in their children’s educational journey.|Educational partners have reported that the district continues to provide valuable opportunities for building partnerships. According to the annual district 2024-2025 LEA and LCAP Parent Survey, when asked whether their child’s school seeks parent input and encourages participation in school governance, parents responded as follows:  Strongly Agree: 22.6% Agree: 35.8% Neutral: 24.5% Disagree: 7.5% Strongly Disagree: 9.4%   In response to the significant percentage of neutral responses, the district plans to conduct additional surveys to understand the reasons behind these ratings better. These follow-up questions will allow parents to provide more detailed feedback, helping the district identify and implement strategies to strengthen and solidify relationships between school staff and families.|The district is deeply committed to strengthening school-family partnerships. This commitment is at the core of our efforts to expand parent access to critical information and engagement opportunities. We are enhancing website resources, written communications, and on-site visual displays to ensure families are well-informed and empowered. Through meaningful activities such as parent-teacher conferences, Back to School Night, district-wide parent events, and participation in school and district committees, we are creating multiple avenues for families to actively engage in their child’s education. To further support this goal, the district will implement comprehensive, district-wide training to equip staff with the skills and knowledge needed to partner effectively with families and elevate parent engagement across all school sites. You can rest assured that we are committed to this mission and confident in our ability to make a positive impact.|Recognizing the importance of equitable communication, the district will ensure that all outreach efforts are accessible and linguistically appropriate, with a particular focus on providing information in Spanish, as it is the predominant language spoken in our community. We are committed to removing barriers by training district and site committees to create culturally responsive partnerships with underrepresented families. Additionally, we will continue to offer support for targeted case management services, helping families access the tools, information, and resources they need at home. These efforts highlight our district’s intentional focus on inclusion, equity, and genuine family engagement as essential pathways to student success.|Calipatria Unified School District remains deeply committed to inclusive decision-making by actively fostering strong partnerships with educational stakeholders. The district’s use of website communication and virtual meetings has created greater access and flexibility for families and community members to engage meaningfully. These efforts have not gone unnoticed—partners have acknowledged the value of the School Site Council and other district-level committees as key avenues for input. Furthermore, the established coordination between district and site staff in organizing engagement events demonstrates our ongoing dedication to ensuring that every voice is heard and valued in shaping educational outcomes.|Looking ahead, the district is committed to increasing participation by leveraging technology and conducting timely outreach. We will expand the use of our website and electronic tools to enhance transparency and ensure that all families receive prompt, accessible notifications of important district and school meetings. The district will continue to train sites on best practices to maximize outreach and visibility. To further empower informed decision-making, district administrators will undergo training to understand better the structure and responsibilities of School Site Councils and English Language Advisory Committees. These strategic improvements aim to create a more informed, engaged, and empowered community of stakeholders.|The district recognizes that inclusive governance begins with equitable access and meaningful engagement, especially for underrepresented families. To achieve this, we are increasing coordination between district and school site leadership to host more family-centered engagement events on every campus. We will also implement multilingual video resources to motivate and equip parents to participate confidently in advisory roles. By creating welcoming and informed pathways for families to engage in School Site Councils and English Language Advisory Committees, we ensure that every parent—not just a few—has the opportunity to contribute to decisions that shape their children’s futures.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
13631150000000|Central Union High|3|Currently, our stakeholder input indicates that we have a strength in school staff treating students with respect, keeping families informed about important issues and events, providing translators when needed, and creating welcoming environments.  We do have some feedback that indicates parents would like to have staff available after hours.  Our LCAP includes  a partnership with ARC Education to create a learning hub that will be open before and/or after hours.  While most feel that campus staff is welcoming, helpful, and responsive, we recognize the need to expand training and conversations regarding relationships and communication across the board. Many family meetings are held throughout the year to inform and support families in many areas: Parent Portal (both access and usage), stress management, internet safety, Career Technical Education, Road to College, dangers of vaping, extracurricular activities, etc. Administrators and counselors have an open door policy; students and parents can be seen in emergencies and when these staff members are available. Parent University classes were held and parents were celebrated for their participation and completion of these courses. A variety of modalities for communication are available and used: Parent Square, Remind, Parent Portal, email, phone calls, website postings, Parent Teacher Conferences, etc.|Feedback from educational partners could be found on both ends of the spectrum with data being on the upward trend. Most feel that most staff build trusting and respectful relationships with families, but there are still others who feel marginalized. This marginalization occurred most frequently in certain departments. Additional personnel have been hired in the 23-24 school year to assist with conferencing with families regarding important school issues like attendance, grades, and discipline. Customer Service sessions will continue to be held with classified staff. We will share and analyze data from surveys and feedback sessions with staff to ensure that we are aware of the perspectives of our educational partners and work to improve in the areas currently identified as areas of need.|We will continue to ensure that all correspondence sent from the sites and the District Office will be distributed in a language that parents can understand as well as have transloators and/or interpreters available:  English and Spanish.  Specific positions (current and new) will assist in the improved communication with underrepresented families. Our Counselors on Special Assignment and Family Resource Center Coordinator (also our McKinney Vento and Foster Youth Liaison) work closely with the families of Foster Youth and Low Income families and check in with these students and their families often. Additionally, EL Program staff members are working directly with the parents of EL students to share information, collect input for improvement, and make recommendations for improved services and activities.|Our stakeholder input indicates a strength in providing resources.  We need to continue to train staff and work in developing skills necessary to partner with parents in other ways besides recorded phone calls, Parent Portal, social media, and email.  Parents have asked for phone calls to be in person and to have meetings in person; this will allow CUHSD to be a stronger partner for student success.  We will investigate the opportunity to hold hybrid meetings and acquire technology that will assist us in this process.|Our focus for improvement in this area will be in ensuring that we provide professional learning opportunities to our staff members to understand our impact and to ensure that we have the mindset and tools to consistently see ourselves as support to students and families.|We have hired additional staff to a few departments to ensure that we are better able to meet the needs of our students and their families. We hired additional counselors to assist us in lowering the caseload of counselors to allow for more frequent counseling sessions with both students and parents in areas like graduation requirements, a-g requirement completion, CTE pathway availability, Dual Enrollment opportunities, attendance/discipline concerns, etc. We hope to better empower parents with knowledge to coach their students through the learning process and their four years with us. Additionally, we hired Attendance Specialists and another Community Liasion to increase the number of staff members available to counsel parents in the impact of decisions, particularly in the areas of attendance and discipline, on the academic side of school. We saw great improvement in chronically absent students in 23-24 whose parents received these services, but those numbers have chronically absent students have increased in 24-25. We also hired a Public Information Officer to ensure that communication is clear, transparent, and consistent. We want everyone to know everything that is going on and about opportunities that are available for families to support their students through our high schools.|CUHSD offers many opportunities for parents to be part of the decision making process. Several meetings are held with different groups of educational partners at different campuses and through both in person and virtual means.|While CUHSD offers many opportunities for parents and other educational partners to be part of the decision making process, often times parents and/or staff do not take advantage of or are unable to take advantage of the opportunity.  CUHSD needs to find a way beyond surveys to seek input from all parents.  Discussion is in the works for holding trainings and meetings in communities rather than asking the community to come to us. We recognize the need to make both virtual and in person meetings available at a variety of times. We are also working with parents to strengthen their knowledge regarding their rights and responsibility to provide feedback.  Parents have asked for reports on feedback and for CUHSD to share the results so they can see that their input is actually making a difference.|We will make collection of feedback a part of every meeting by providing a few minutes to share their concerns, their appreciation, etc. We will continue to offer an assortment of meeting options and better utilize electronic means of both communication and collection of data.|3|4|3|4|2|3|3|3|3|3|4|3|Met||2025-06-24|2025
13631230000000|El Centro Elementary|3|El Centro Elementary School District continually works to build positive relationships with parents and families. Each school creates a welcoming environment and develops the capacity of their staff to provide positive engagement and communication with families. All communication sent home is provided in English and Spanish to ensure accessibility by all.|The focus areas for improvement are to promote cultural awareness through site-based cultural events and continue a districtwide emphasis on providing the best customer service to our parents and families.|he district will improve engagement with underrepresented families by ensuring all communication is in both English and Spanish and that each school provides a welcoming environment for all parents and guardians and will implement targeted communication strategies to effectively reach underrepresented families.|El Centro Elementary School District, through the LCAP, has provided families and the community with a Parent And Community Engagement (PACE) Center. This Center supports the district’s goal of building partnerships for student success with families by providing trainings and classes to parents and community members. The district LCAP also supports the Community Schools and the Family And Community Together (FACT) Center which provides outside resources and case management to families.|The focus area for improvement is increasing professional learning for teachers and principals to strengthen the school’s capacity to partner with families. The district will continue to create training opportunities for staff in this area with an emphasis on engaging underrepresented families.|The district will continue to develop targeted communication strategies to reach underrepresented families effectively. This may involve utilizing multiple channels such as text messages, phone calls, newsletters, and social media platforms, and delivering information in a clear, concise, and culturally sensitive manner.|The El Centro Elementary School District provides multiple opportunities for parents to provide input for decision making including various parent advisory committees, parent and community trainings at the PACE Center, and parent events at school sites. The district also surveys parents each year including during Parent Conference week and after all parent trainings.|The focus area for improvement is to build parent capacity to effectively engage in advisory groups and decision making. The district continues to create trainings to support parents and families in this area.|The district will implement targeted outreach strategies to reach underrepresented families and ensure they are aware of opportunities for providing input. Language barriers can hinder meaningful engagement, so the LEA will prioritize providing language access services. This includes offering interpretation and translation services in meetings and written materials, ensuring that underrepresented families can fully understand and contribute to the decision-making process.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
13631230118455|Ballington Academy for the Arts and Sciences|3|Ballington’s strength is in creating a welcoming environment where parents feel welcomed to reach out to teachers and administration via phone call or the remind app.|Educational partner input was very positive this year with a 27% increase in parent input. Parents communicated they like the schoolwide events. As a result, the school intends to establish several parent educational events geared to helping our parents get a better understanding of roles they can play at the school and various other ways they can support their child’s education.|This year Ballington Academy has increased parent communication via our enrollment coordinators daily phone communication with parents regarding student needs. Funds from our learning loss grant allowed us to hire a part time coordinator. Ballington Academy intends to also use general funds so the position will become full-time and increase opportunities to reach out more to our underrepresented families. Parent input from our survey communicates a strength of the teachers in in creating welcoming environments.|Increased parent participation via our parent survey is a great indicator of growth in this area.|Unfortunately, a lower number of parents took time to be a part of the opportunities provided by committee work. Parent feedback has communicated the desire for additional events at the school to provide parents more access to parent involvement committees.|A part-time enrollment coordinator will be full time for the 25-26 school year who will be the point person to communicate with parents, especially underrepresented families.|Increased parent participation via our parent survey is a great indicator of growth in this area.|Unfortunately, a lower number of parents took time to be a part of the opportunities provided by committee work. Parent feedback has communicated the desire for additional events at the school to provide parents more access to parent involvement committees.|A part-time enrollment coordinator will be full time for the 25-26 school year who will be the point person to communicate with parents, especially underrepresented families.|5|5|5|5|3|4|4|3|3|3|4|3|Met||2025-05-27|2025
13631230122663|Imperial Valley Home School Academy|3|Imperial Valley Home School Academy specializes in building relationships with families including building staff capacity in this area and continually working with families on their needs. Families meet regularly with teachers during Documentation Days which include in depth two-way communication regarding student and family strengths and needs.|The focus area for improvement is a more structured family networking opportunities.|Provide more structured family networking opportunities.|Imperial Valley Home School Academy specializes in building partnerships for student success with their families. Regular Documentation Days are dedicated to providing families with information and resources to support student learning as well as discussing student progress.|The focus area for improvement is to share outside resources between families.|Provide this information in the weekly digital newsletter sent to all families.|Imperial Valley Home School Academy specializes in building relationships and seeking input for decision making with their families. Families provide continued input in all activities and policies and programs.|The focus area for improvement is to continue to strengthen the LCAP Parent Advisory Committee.|Continue to strengthen the LCAP Parent Advisory Committee.|4|5|4|4|5|5|5|4|4|4|4|5|Met||2025-06-24|2025
13631310000000|Heber Elementary|3|Based on the analysis of educational partner input and local data, HESD has made significant progress in building strong relationships between school staff and families. Parents and families have consistently expressed their appreciation for the welcoming, appreciative, and inclusive environment fostered through various meetings and events, such as the CCSPP Parent Voice, Superintendent's Coffee Chats, LCAP Parent Committee meetings, and Coffee with the Principals. These platforms reflect the district's commitment to offering multiple opportunities and different venues for parents to engage, learn, provide input, and contribute to decision-making. The district has created spaces where families feel heard and valued, with their feedback being actively considered in shaping school practices. This positive feedback has resulted in HESD achieving the highest rating in this area, and we are proud of the progress made. Moving forward, we remain dedicated to further investing in strengthening these relationships.|HESD is committed to improving the process of seeking input for decision-making by being strategic and intentional in engaging parents and families. We will continue to offer multiple opportunities for involvement, including CCSPP Parent Voice, Superintendent's Coffee Chats, School Site Council, ELAC/DELAC Committee, Migrant Advisory Council, and the LCAP Parent Committee. Our focus remains on maintaining these consistent efforts while being proactive in utilizing our Communication Specialist and CCSPP Coordinator for outreach if response rates fall short. Their expertise will support us in securing continuous and meaningful input from our community.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by focusing on building stronger, more personal relationships between school staff and families. This will be achieved by providing staff with training on culturally responsive communication and strategies for maintaining supportive, caring relationships with all families. Additionally, the District will prioritize regular, two-way communication with underrepresented families, offering meetings in both English and Spanish, and ensuring flexibility with AM and PM sessions to accommodate different schedules. The LEA will also encourage school staff to reach out proactively to these families, offering resources and support to ensure they feel connected and valued within the school community. By fostering trust and collaboration, the District aims to create a welcoming environment that strengthens the partnership between families and the school.|Based on the analysis of educational partner input and local data, the LEA has made significant progress in Building Partnerships for Student Outcomes. A key strength is the recent hire of a Communications Specialist, who is dedicated to showcasing our schools, highlighting successes, and promoting our various programs. Building partnerships remains an overarching goal of our Local Control Accountability Plan (LCAP), and we are making excellent progress in this area. We have worked diligently to enhance opportunities for parent engagement by offering more family nights, advisory committees, and parent training sessions. Additionally, we have improved communication methods, ensuring that parents have easy access to online platforms where they can monitor their child’s progress, grades, and attendance. These efforts reflect our commitment to fostering stronger partnerships with families to support student success.|Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in Building Partnerships for Student Outcomes include enhancing the promotion of the District’s initiatives and successes to foster stronger community engagement. This involves improving access to parent communication apps to ensure they are user-friendly and easily accessible for all families. The LEA also aims to explore diverse communication channels to reach parents more effectively, including digital and in-person methods. Additionally, staff training will be prioritized to equip educators with the skills needed to build and maintain meaningful, caring relationships with parents. Finally, the District will offer multiple avenues for parental input and feedback, including surveys, forums, and outreach events, to ensure that parents' voices are heard and valued in the decision-making process. These efforts will strengthen family partnerships and contribute to better student outcomes.|Based on the analysis of educational partner input and local data, HESD will improve engagement of underrepresented families by implementing targeted outreach strategies to ensure they have access to information and opportunities to engage with the school community. This will include offering translated materials, using diverse communication methods, and holding events at varied times to accommodate families' schedules. Additionally, the District will provide resources and support to help underrepresented families navigate communication platforms and school programs. By fostering a more inclusive environment, HESD aims to strengthen partnerships with these families and ensure their voices are heard in the decision-making process.|Based on the analysis of educational partner input and local data, HESD’s current strengths and progress in seeking input for decision-making include a strong commitment to engaging various stakeholders through multiple channels, such as surveys, parent meetings, and advisory committees. The District actively involves parents, staff, and community members in key decisions, ensuring their voices are heard and considered in shaping educational policies and practices. Notably, the establishment of the LCAP Parent Advisory Committee and ongoing efforts to incorporate feedback from teachers, families, and students highlight HESD’s dedication to a collaborative decision-making process. These efforts contribute to a more inclusive and transparent approach, supporting continuous improvement and positive outcomes for all students.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include increasing opportunities for all families, particularly underrepresented ones, to provide feedback. This will involve offering communication in both English and Spanish to ensure accessibility for the community. The LEA will also focus on providing ongoing communication through various means, such as in-person meetings, AM and PM sessions, and when appropriate, virtual meetings. To further engage families, surveys will be sent out more deliberately, with follow-up phone calls and multiple reminders to increase responses. Incentives will also be offered to encourage greater parent participation, ensuring that a wide range of voices contribute to the decision-making process.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by ensuring more intentional outreach and support. This includes providing information in both English and Spanish, offering flexible meeting times with AM and PM sessions, and utilizing in-person and virtual formats when possible. To further engage underrepresented families, the District will be deliberate in sending surveys, following up with phone calls, and sending multiple reminders to ensure greater participation. Incentives will also be provided to encourage families to provide their input. These strategies aim to make the decision-making process more inclusive and ensure that underrepresented families have the opportunity to share their voices and influence decisions.|4|4|3|4|3|4|3|3|3|3|3|3|Met||2025-06-16|2025
13631490000000|Holtville Unified|3|1.	According to a local survey, HUSD is rated 4 - Full Implementation in the four areas for Building Relationships Between School Staff and Families. Some strengths of HUSD include increased participation in parent survey responses, the district's increased use of parent notification systems, and increased attendance of parents at events for all students including English Learners, socio-economically disadvantaged students, and Foster Youth.|The district is rated 4 - Full Implementation in all areas of Building Relationships Between School Staff and Families. However, HUSD does have a few focus areas for improvement. The focus areas of improvement include a lack of parent volunteers, a lack of staff availability after school, and a lack of consistent discipline procedures across school sites.|The district will develop and implement parent engagement strategies at all sites to provide up-to-date communication, create a cohesive school culture between staff and parents, and provide support for parents to better help students at home.|"According to a local survey, HUSD is rated ""4 - Full Implementation"" in all areas for Building Partnerships for Student Outcomes except for one. Some strengths of HUSD include providing professional learning for teachers, paraprofessionals, administrators, and parents, providing school sites with supplemental, standards-aligned materials, lowering the student-to-staff ratio, and providing expanded learning opportunities for all students including English Learners, socio-economically disadvantaged students, and Foster Youth."|"According to a local survey, HUSD is rated ""4 - Full Implementation"" in all areas for Building Partnerships for Student Outcomes except for one, however, there are a few areas of improvement to address. One area for improvement is the data analysis and disaggregation of assessment data to measure the effectiveness of various interventions on student achievement of English learners compared to all students."|As a district, we will develop and implement strategies to build capacity for teachers in relation to ELs and/or dual-identified ELs with disabilities. We will do this by leveraging our existing student information systems and continuing to provide professional learning on how to use the reporting features of the systems.|"According to a local survey, HUSD is rated ""3 - Initial Implementation"" in all areas for Seeking Input for Decision-Making. The district and schools regularly meet with various councils and committees including families, teachers, principals, and district administrators. We actively recruit and invite parents to participate in our meetings. As a district, we have begun to implement more guidance for the schools in relation to School Site Council meetings so they are not only fully compliant, but engaging for parents."|"According to a local survey, HUSD is rated ""3 - Initial Implementation"" in all areas for Seeking Input for Decision-Making, however, there are a few areas of improvement to address. We have low parent attendance at meetings such as board meetings, SSC, ELAC, and DELAC. We normally get enough parents to form the councils and committees, but not more than that."|To increase parent participation and the effectiveness of seeking input for decision-making, the district is planning to create additional opportunities paired with other school events with more participation such as ice-cream socials, father-daughter/mother-son dances, and local farmers markets.|4|4|4|4|3|4|4|4|3|3|3|3|Met||2025-06-18|2025
13631640000000|Imperial Unified|3|he District is in its third year of implementing Lunch on the Lawn. Lunch on the Lawn has been successfully implemented at every site. Students and Parents have reported feeling welcome and more engaged. We will continue to host this event yearly. For the 2025-2026 school year, an LCAP goal action will provide funds for more family engagement nights. Our goal for offering parent involvement nights increased.  Effective Communication—Last year was our first year of fully implementing ParentSquare. ParentSquare was required to be used by teachers as the first form of communication. District and site administration continue to use ParentSquare as the major form of communication. The parent survey detailed that communication among parents increased by teachers and site administrators.|Family Outreach Programs-This is an area of needed growth for the District. The District has added LCAP action 3.3 Parent Partnerships and Learning to accomplish this goal. This action will ensure staff and families have access to training in effective school, family, and community partnerships by identifying and integrating resources and services from the community to strengthen school programs, family practices, and student learning and development.|Parent Involvement Opportunities—All school sites hold ELAC and SSC quarterly meetings, which gives parents a voice in important school decision-making.  It’s been one full year since we have had an EL and Migrant Resource Teacher to serve as a liaison for our parents of English language learners. With the support of this position, we have strengthened our site ELAC and District DELAC groups and have been able to focus on reclassification of EL and LTEL students.   Celebrating Diversity and Cultural Heritage- This continues to be an area of growth for the District. The addition of dual immersion has created opportunities for more diversity at Cross Elementary. However, we also implemented Circle of Friends, a new club that integrates special education students.|70.9% of parents agreed with the statement, “Schools encourage parental involvement and participation. This is a decrease of 1.4% from the previous school year. This data tells us that there is room for improvement. Some of our strengths in this area include lunch on the lawn, well-established Parent Teacher Organizations (PTO), Tiger Talks, and recently added parent events at Ben Hulse that focus on STEM and literacy. Moving forward, we add a survey tool to allow for data disaggregation by high-needs student groups.|Establishing Parent Committees- The District has formed parent advisory committees or councils representing diverse backgrounds and grade levels. These committees serve as a formal platform for parents to provide input and feedback on important school decisions. Each committee has a clear purpose, defined roles, and regular meetings to discuss relevant topics. Conducting Surveys—Each year, the district administers surveys on various topics to staff, parents, and students. The information gleaned from surveys informs our decision-making and LCAP goals and actions. Host Meetings-Meetings are hosted at all sites for parents throughout the year. With the addition of Zoom, the District has increased the number of parents who participate. The high school also holds “Tiger Talks” throughout the school year. These meetings provide a platform for families to engage with the school administration.|This year, we enhanced our efforts to support high-needs student groups by introducing a new survey tool designed to disaggregate data more effectively. In addition, we implemented two targeted LCAP actions to further strengthen this process. In LCAP Action 1.2: Support for English Learners we have added an English Learner (EL) and Migrant Resource Teacher who serves as a vital liaison between parents and the District, ensuring improved communication and support for our EL and migrant families. We also added, LCAP Action 3.3: Parent Partnerships and Learning.This action focuses on equipping staff and families with training in effective school, family, and community partnerships. By identifying and integrating relevant community resources and services, we aim to enhance school programs, support family engagement, and promote student learning and development. These initiatives reflect our ongoing commitment to inclusivity, collaboration, and continuous improvement in meeting the needs of all students and families.|One of our key strengths is our comprehensive and inclusive process for gathering input on the LCAP. We actively engage all stakeholder groups through regular meetings and targeted surveys, ensuring that every voice is heard. Feedback collected through these channels directly informs our decision-making, with many initiatives and adjustments reflecting the valuable insights provided. Additionally, staff and parents are encouraged to participate in multiple needs assessments conducted throughout the year during advisory group meetings, further strengthening our collaborative approach to continuous improvement.|Our ability to disaggregate survey data using our current tool is a weakness. The District has not been able to compare high-needs groups of students against the rest of the school population. We will look for better survey options for the 2025-2026 school year.|We will improve our process for seeking input by strengthening our approach to planning and advertising our parent partnership meetings. Each site will set a calendar for the year in August to ensure parents can access the dates in advance. Additionally, we have added funding to our LCAP to provide food and supplies and do outreach.|4|4|3|4|3|3|4|4|4|4|3|1|Met||2025-06-24|2025
13631720000000|Magnolia Union Elementary|3|The staff and school families have a very strong bond in Magnolia.  Teachers communicate directly with each parent.  Each staff member is open and available for all parent concerns.  The superintendent/principal has an open-door policy for all families.  In a 2025 parent survey all families surveyed responded in the affirmative that Magnolia builds trusting and respectful relationships with families.|Magnolia is currently working with the CEI grant.  The purpose of the grant is to build meaningful dialogue between parents and school staff.  Magnolia has completed year 1 of the 2 year cohort.  Magnolia is currently working with families to move from families participating to families being engaged in the school.|In the 2025-26 school year, parents will be presented with more ways to be engaged with their children and Magnolia during parent teacher conferences.  Magnolia will also host several coffee town halls with the principal.   These areas will give all families a chance to be more engaged at the school and communicated their needs with the administrator.|In Magnolia teachers and families are in constant and direct communication with each other.  When a student needs support the staff is quick to communicate with the parent about how to best support the student.  Extra resources are dedicated to Magnolia students who are in most need of support.   In a 2025 parent survey all families surveyed responded in the affirmative that Magnolia shares student progress updates and available supports with my family.|Magnolia is working on providing better resources for our parents to use at home.  Magnolia has found that many parents want/willing to help support their children but lack the knowledge or resources to do so.|Magnolia will provide a student resource outline to each parent at the beginning of the 2025-26 school year.  During parent teacher conferences the staff will explain the outline to each parent, and how to access the support it contains.|Magnolia staff is always in constant and direct contact with families.  This allows parents to have input in the classroom and for decision making.  Magnolia also has a robust PTO (Magnolia Community Club) which provides families with an opportunity to be active and make decisions which effect the school.  There is a SSC that meets quarterly, and monthly board meeting which are open to the public.  In a 2025 parent survey all families surveyed responded in the affirmative that Magnolia provides decision making input opportunities for my family.|Magnolia is currently working with the CEI grant.  The purpose of the grant is to build meaningful dialogue between parents and school staff.  Magnolia has completed year 1 of the 2 year cohort.  Magnolia is currently working with families to move from families participating to families being engaged in the school.|Magnolia is making a conscious effort to ensure that underrepresented families can/will participate in the many opportunities that are provided to them to give input and participate in decision making.  Reaching out to underrepresented families and asking for them to participate and provide input will increase in the coming school year.|5|5|4|5|4|4|5|4|5|4|4|4|Met||2025-06-17|2025
13631800000000|McCabe Union Elementary|3|McCabe Union Elementary School District has a rich history of traditions that embrace the connection between staff and families. All parent events have outstanding participation from our parent community. This includes academic-related events such as parent conferences, back-to-school or open house, and student exhibition events. Our communication tools also provide an easy and interactive way to maintain communication between staff and parents. Our traditional and extra-curricular events are held monthly with great attendance. This includes our Halloween Carnival, seasonal arts and crafts days, student plays and other performances, and athletic events. We actively seek input for decision-making through our School Site Council, DELAC, and LCAP Community Forums. We also provide family resources as needed.|Based on feedback from educational partners and local data, this is already an area of strength. The high satisfaction of our parent community with the school, coupled with the strong relationships built through our rich traditions, highlights a need for increased parental participation when opportunities for input are provided.|Although we have a strong connection with our parent community, we don't currently track family engagement data based on demographics. We will create a survey for our underrepresented families to identify needs and barriers of engagement to be able to respond to their needs. In addition, based on parent input, a need for additional parent/teacher communication in regard to student academic growth and behavior were recommended. The district will implement spring parent conference.|Current strengths and progress in building partnerships with McCabe families represent an important strategy for promoting student achievement. Teachers, office staff, and administrators keep parents informed as to student progress and attendance. The curriculum for the core subject areas of English Language Arts, Mathematics, History/Social Science, and Science includes a digital component with resources and translation options for families to access from home. In addition to quarterly report cards, mid-quarter progress reports are sent out. Parents with fourth through eighth-grade students can monitor their child’s academic progress through a web-based parent portal. The School Site Council (SSC) and the District English Language Advisory Committee (DELAC) continue to provide more opportunities for parent participation in the school, and for parent voice in the decision-making process related to improving student outcomes.|Based on educational partner input and local data, the McCabe Union Elementary School District will continue to focus on improving partnerships to support our students with high absenteeism rates. Although our actions in this area have produced improvement in student attendance rates, this area continues to be a priority. The focus will continue to be on strengthening community partnerships that can assist our students and their families with resources that will lead to improved attendance and academic achievement. In addition, the district will include a second parent conference for at-risk students in the spring.|The McCabe Union Elementary School District will improve the engagement of underrepresented families to build partnerships for student outcomes by improving community outreach which will include hosting community forums to 2025-26 Local Performance Indicator Self-Reflection for McCabe Union Elementary School District Page 11 of 18 gather input and address concerns from unrepresented families, by offering parent workshops that are relevant and beneficial to underrepresented families such as how to support their children with homework, college readiness and parenting skills. We will continue to host parent-teacher conferences and will schedule them at convenient times for working parents and offer virtual conference options to accommodate busy schedules and transportation limitations. Our counselors will host resource centers within the school that provide access to relevant materials and support for parents and students. Our counselors will assist families with their questions and concerns. The district will also regularly use surveys to solicit feedback from unrepresented families about their experiences with the school district and identify areas of improvement.|The district has compiled strong advisory groups (e.g. PTO, SSC, DELAC, LCAP) that meet regularly to review policies, programs, and progress monitoring. Staff and parents are well informed, and are encouraged to provide input and recommendations in decision-making. A stakeholder survey is issued annually seeking parent input on the effectiveness of school programs and suggestions for areas of improvement.|The district will focus on the following areas for improvement in seeking input for decision-making: Curriculum and Instruction: Seek feedback on the alignment of curriculum with state standards and the needs of diverse student populations. School Safety and Security: Engage with parents, students, and community members to address concerns and gather suggestions for enhancing school safety measures. Continue to refine emergency response plans in collaboration with the School Safety Committee, local law enforcement, and emergency services. 2025-26 Local Performance Indicator Self-Reflection for McCabe Union Elementary School District Page 12 of 18 Academic Intervention and Special Education Services: Collaborate with teachers and parents of students with disabilities to ensure that our special education programs meet the needs of students. Student Wellness and Mental Health: Establish mechanisms for students, parents, and staff to provide input on mental health support services. Promote strategies for reducing stress and fostering a positive school climate. Community Engagement and Partnerships: Establish ways to involve community organizations, local businesses, and non-profits in supporting educational initiatives and seek input on how to strengthen community-school relationships.|The school district will regularly solicit feedback from underrepresented families about seeking input for decision-making in the areas of Curriculum and Instruction, School Safety and Security, Academic Intervention and Special Education Services, Student Wellness and Mental Health, and Community Engagement and Partnerships.|5|5|4|5|5|5|4|5|5|5|5|5|Met||2025-06-16|2025
13631980000000|Meadows Union|3|During the 2023-2024 school year, MUSD took part in a California Community Schools Partnership Program grant. A comprehensive needs and assets assessment took place. Starting in the 2024-2025 school year, MUSD will implement a five-year Community Schools grant and received almost 1.2 million dollars to implement this transformation. MUSD is excited to continue its journey to become more responsive to the needs of the school community.  Regular meetings were held to ensure the district shared and captured as much feedback as possible from the staff and community.|Students expressed a desire for continued and expanded learning opportunities around college and career. Student feedback was very positive related to Biz Town (Action 1.1). Empathy interviews with students were conducted and data collected to ensure Actions 4.1, 4.2, & 4.3 were on track or needed modifications. Parents expressed a desire for continued social-emotional and behavioral support for their children. They also expressed a desire for continued expanded learning opportunities, particularly to enhance their child's access to a broad course of study. Parents also expressed a desire to finish the Parent Center and appreciate the technological supports that are embedded. Parents also expressed gratitude regarding the variety of tools being used to communicate with families. Parents would like to see continued improvements to our facilities and grounds to enhance our welcoming environment and maximize safety. Parents also appreciate the expanded transportation services that are in place, considering our rural location (Actions 1.1, 1.3, 1.6, & 3.1). Certificated and Classified provided interest in continued need in accelerating learning through small group instruction opportunities, building healthy collaboration within grade-level teams and grade-level spans, increasing support for students' social-emotional and behavioral needs, enhanced AVID implementation, expanded character education opportunities, and college and career learning opportunities. Staff has expressed interest in continued staff professional development in social-emotional learning, student engagement strategies, districtwide grade-level collaboration, and focused cross-grade collaboration (Actions 1.2, 1.4, 1.5, 1.7, & 2.2).|Overall, adjustments were made to actions that were not as effective based on data and feedback, these adjustments reflect a strategic response to stakeholder feedback, a focus on expanding successful programs to younger students, and a commitment to refining metrics and interventions to better support disadvantaged and English learner students.|MUSD values the participation of parent involvement in our students' success. The District is investing in a Parent Learning Center to expand on parent training and support which will provide parents with more tools to support their children in their education and social-emotional learning. To strengthen this connection and improve student engagement and academic achievement, MUESD grouped the following actions: * Sustain and expand our Parent Center (Action 3.1) * Enhance and vary the ways in which we communicate with parents (Action 3.2) * Increase opportunities for parent learning and parent shared decision making opportunities (Action 3.3)|The district's responsiveness to feedback from parents, students, and staff has been a crucial factor in shaping and improving engagement activities. Collaborations with other agencies have enabled the district to offer more events and resources, enhancing the overall engagement strategy. The district reported being on track with the planned budget, with no overspending or underspending, which supports the ongoing implementation of the goal. The use of technology platforms like Zoom and social media has been instrumental in maintaining communication, especially in the absence of a dedicated technology position.|The metrics and actions grouped and described below will help improve engagement of underrepresented families  by implementing targeted services to all students, with an emphasis on EL, Foster and Homeless Youth and Low Income in the following ways: * Increase families opportunities to participate as full partners in their child's education * Increase parent learning opportunities * Expand and increase home to school communication * Decrease chronic absenteeism * Increase feelings of connectedness, communication, support * Improve attendance rates * Improve academic achievement (as delineated in Goal 1)|To enhance additional parent and family communication ,MUSD will provide additional support in training of communication platforms (i.e. REMIND, ZOOM, etc.) and the parent portal system to assure enhanced, continued methods of home-to school communication so as to improve student achievement. Provide additional parent engagement training in areas such as technology (i.e. Google classroom, etc)and expanded, continued facilitation of parent communication (i.e Coffee with Administration, Coffee with the Counselor, etc) so as to support improved student achievement.|Collaborate and create partnerships with community agencies for parent trainings and ongoing social-emotional supports. Provide a Parent Learning Center where parents will be able to access additional supports, resources, and training opportunities on how to further support their child in areas including social emotional support, math and reading skills; in addition to access to targeted case management services from community agencies and county program services that will support the increase of student achievement and well-being.|Additional Parent Engagement, has been implemented within the planned budget. The introduction of a parent liaison position and the utilization of partnerships with other agencies have facilitated increased parent engagement opportunities, such as movie nights and Loteria nights, without financial strain. This effective budget management has ensured that the scope and scale of parent engagement activities have been expanded as planned, positively impacting student services and contributing to the achievement of Goal 3.  Parent liaison will conduct empathy interviews to ensure we are meeting the needs of students, families, and communities.|3|4|3|4|3|3|3|3|4|3|3|3|Met||2025-06-26|2025
13632060000000|Mulberry Elementary|3|Mulberry Elementary is a small, rural K-8 school which currently has 62 students. Due to the small size of our district, we are able to have a close working relationship with our students and their families on a regular basis. We are a District of Choice and the majority of our students are from neighboring districts whose parents are seeking a smaller school environment. Mulberry Elementary values the input and involvement from parents/guardians in order to provide the best educational experience for our students. We provide many opportunities in which parents can be a part of decision making and be involved. Mulberry has a very active PTA which holds monthly meetings. School staff and administration attend the meetings where they update and ask for input on LCAP goals and progress we are making toward meeting our goals. We also hold parent forums where parents are able to give input and be involved in the reviewing of the progress on current LCAP goals and the development of new goals. Mulberry also conducts parent surveys in both the fall and the spring in order to gain input towards our LCAP development. We strive to keep our parents informed through many forms of communications including our website, newsletters (printed and emailed), and the use of the Remind app.|The area of focus which we would like to work on improving is providing professional learning and support to staff to improve the school’s capacity to partner with families, especially are underrepresented families.  Particularly we feel as though professional development in the area of social and emotional learning would help staff to better understand and work with students and families.|Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, and newsletters. We will strive to improve engagement of underrepresented families by ensuring that we make personal contact with them and invite them to become more involved.  We will also ensure that we send home all communication in both Spanish and English and provide translation services when needed.|The staff at Mulberry believes that in order for our students to be successful in the classroom, we must build a partnership and relationship with our students and families. The small size of our school makes it possible for us to have strong partnerships, because all staff knows each student and family. We make it a priority when new families join our school we get to know them and make them aware of all of the services, programs, and opportunities for our students. The school keeps families informed by providing information through emails, phone calls, our school website, and the Remind App. Families are also given progress reports to keep them informed on how the students are doing academically. Parent conferences are also conducted during the first quarter and as needed through out the year.|The district will use the data received in order to continue to reach out to involve parents on a regular basis.  We will work on providing answers to questions in a timelier manner and making sure our parents feel comfortable asking questions of the teacher and staff.|Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, and newsletters. We will strive to improve engagement of underrepresented families by ensuring that we make personal contact with them and invite them to become more involved.  We will also ensure that we send home all communication in both Spanish and English and provide translation services when needed.|Seeking input for decision making is done through several avenues at Mulberry. We utilize parent surveys, parent forums, phone calls, and emails in order to seek information for decisions here at Mulberry concerning programs and policies. Parents and stakeholders are involved in the LCAP development and goal setting. When conducting parents surveys we have over 90% of our parents particip|Based on our analysis we will be focusing on increasing the number of educational partners that attend advisory meetings and continuing to provide multiple opportunities for all of our educational partners to share their input.|We would like to continue to work on improving and building the capacity of and supporting the staff to effectively engage families and advisory groups, in particular our underrepresented families including our EL families in order to gain their input in decision making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
13632140000000|San Pasqual Valley Unified|3|San Pasqual Valley Unified School District demonstrates a strong commitment to fostering relationships between school staff and families. All three sites actively implement a variety of communication strategies to maintain family engagement, including ClassDojo, phone calls, newsletters, social media, and bilingual outreach. Regular family events, such as awards assemblies, Cafecitos, Parent-Teacher Conferences, and academic workshops, create welcoming environments and provide multiple opportunities for connection. Sites also engage in home visits and utilize outreach coordinators to build trust and address individual family needs. Across the district, staff are intentional about building respectful relationships with families and encouraging feedback through both formal and informal avenues, such as the “Listening Lodge” at the high school. Schools ensure that families have access to translated materials and interpretation services, helping ensure communication is accessible and culturally responsive. Additionally, consistent outreach efforts are made to support students with academic or behavioral concerns, and efforts are in place to build the cultural competency of staff. This collective work reflects progress in building trust, promoting two-way communication, and honoring family cultures and strengths as foundational elements of the district’s family engagement efforts. The LEA also utilizes social media, specifically Facebook, to provide ongoing updates to families. This demonstrates an effort to meet parents where they are and engage them through a popular communication platform. By utilizing social media, the LEA can reach a broader audience and ensure that parents are kept informed about important events, announcements, and resources. LEA's regular phone calls home to inquire about attendance and seek ways to support families indicate a commitment to addressing the holistic needs of students and their families. By proactively checking on attendance and offering support, the LEA shows a genuine concern for the well-being of students and their families beyond academic performance alone. Overall, the LEA has made notable progress in building relationships between school staff and families. By creating welcoming environments during meetings, increasing communication through phone calls and social media, and actively supporting families, the LEA is fostering a collaborative and supportive educational environment that values the partnership between educators and parents.|San Pasqual Valley Unified School District recognizes several areas for growth to strengthen relationships between school staff and families. A consistent theme across all sites is the need to increase participation in surveys, events, and engagement opportunities. While many outreach efforts are in place, participation remains uneven, particularly among underrepresented families such as Native American, migrant, and English Learner households. Another key area of improvement is enhancing the cultural responsiveness and family engagement capacity of staff. Not all staff have received training in trauma-informed practices or culturally responsive communication, and the welcoming atmosphere experienced by families varies by site and teacher. There is a call for more professional development and shared expectations for creating inclusive, respectful environments. Additionally, the high school identified a need to ensure consistency in communication practices and improve accessibility, including simplifying language and strengthening translation services. The elementary site also noted the benefit of establishing a centralized communication hub—such as a district-wide Facebook page or ClassDojo space—for more reliable and accessible updates. Together, these areas reflect the district’s commitment to fostering deeper trust and partnership with all families through consistent outreach, targeted staff development, and culturally informed practices.|To improve engagement of underrepresented families, San Pasqual Valley Unified School District will implement targeted, culturally responsive strategies across all school sites. These include expanding outreach through bilingual communication, culturally relevant events, and workshops facilitated by trusted community members. Schools will increase the use of translated materials and interpretation services to ensure information is accessible to all families, particularly those who speak Spanish or Quechan.  Staff will receive additional professional development focused on trauma-informed practices, family engagement, and cultural responsiveness, especially as it relates to supporting Native American, migrant, English Learner, and foster youth families. At the high school, the “Listening Lodge” initiative will be expanded to include themed sessions that reflect the voices and experiences of underrepresented groups. Elementary and middle schools plan to enhance direct outreach methods such as home visits, personalized invitations, and visual communication formats like short informational videos.  Across the district, efforts will be made to establish more consistent, centralized platforms—such as a unified Dojo or Facebook page—to ensure families can access important information easily and revisit it when needed. Parent liaisons and outreach coordinators will work collaboratively with school staff to identify barriers and design home-school engagement plans that reflect the unique strengths and needs of each family.|San Pasqual Valley Unified School District has made consistent progress in building partnerships that support student outcomes by fostering collaboration between families, educators, and community partners. Across all sites, there are structured opportunities for families to engage in their child’s academic journey. Regularly scheduled parent-teacher conferences, SST/SART/SARB meetings, and academic support programs provide personalized avenues for two-way communication focused on student progress and needs.  The district has also expanded efforts to ensure families are informed and equipped to support learning at home. At the elementary and middle school levels, families receive frequent updates through progress reports, conferences, and access to digital platforms that allow monitoring of assignments and grades. Cafecitos, social events, and parent meetings foster informal opportunities for connection and learning. The middle school’s themed family engagement activities promote social-emotional development, literacy, and attendance.  At the high school, targeted workshops such as A–G requirement nights, FAFSA completion sessions, and mental health awareness events have increased awareness of college and career pathways. Families of English Learners and Native American students benefit from tailored supports, including bilingual communication, tutoring, and designated academic programs. The high school has also launched the “Listening Lodge,” an informal space for family feedback and community voice.  All sites report partnerships with community organizations such as Behavioral Health and the County Office of Education, which support both academic and wellness goals. These collaborations have strengthened access to services for students and families, particularly those in special populations.  While levels of engagement vary by site, the district's consistent emphasis on communication, collaboration, and culturally relevant programming has laid a strong foundation for deeper family-school partnerships. The use of outreach coordinators, parent events tied to academic goals, and the integration of family input into program planning demonstrate the district’s commitment to authentic engagement as a driver of improved student outcomes.|While San Pasqual Valley Unified School District has taken meaningful steps to engage families in support of student learning, several areas of improvement have been identified to deepen these partnerships. One major focus is increasing the depth and consistency of staff training on how to effectively engage families, not just through information-sharing but through authentic collaboration. Across all sites, there is a need to build the capacity of teachers and school leaders to partner with families in goal-setting, instructional planning, and progress monitoring—particularly for students with disabilities, English Learners, and those facing chronic absenteeism.  Although events such as Cafecitos, A–G nights, and conferences are well attended, many of these engagements remain primarily informational in nature. Staff and families alike have noted that greater effort is needed to make these gatherings more interactive and student-centered, allowing for co-creation of support plans and shared decision-making.  Another focus area is the development of systems for follow-up and feedback. Currently, there is limited structure in place for checking in with families who are unable to attend events or for gathering input that could improve future programming. Additionally, families have expressed the need for clearer communication around high school academic pathways such as A–G, CTE, and dual enrollment, especially in communities where college-going is not the norm.  Lastly, the district recognizes a need to better support families in understanding and exercising their rights. While meetings like SSTs and IEPs are held regularly, more proactive outreach and plain-language communication are needed to help families—especially those new to the system—navigate supports, advocate for their children, and feel confident engaging in decision-making.  Addressing these gaps will require a coordinated effort to embed family engagement into the instructional culture, provide ongoing professional development, and implement consistent systems for family outreach, follow-through, and feedback.|To improve engagement of underrepresented families—particularly Native American, migrant, English Learner, and foster youth families—San Pasqual Valley Unified School District is committed to a multifaceted approach that combines culturally responsive practices, targeted outreach, and capacity-building.  At the high school, the “Listening Lodge” will be expanded to include sessions specifically focused on academic topics that matter most to underrepresented families, such as understanding A–G requirements, accessing mental health supports, and navigating IEP or 504 processes. These sessions will be co-facilitated by staff and trusted community leaders to build relational trust and increase family voice.  All sites will strengthen bilingual outreach by ensuring that communications—flyers, workshop materials, surveys, and meeting invites—are accessible in families’ home languages. Interpretation services will be offered at all major school events and meetings. Additionally, the district will explore multimedia formats, such as short videos and infographics, to communicate complex academic topics more clearly and accessibly.  The district will also invest in professional development for staff on family engagement strategies rooted in cultural humility and equity. This includes helping teachers and school leaders learn how to co-create academic support plans with families, rather than present them, and how to recognize and honor the cultural and educational values that families bring.  Finally, outreach coordinators and parent liaisons will work directly with families who have historically been less engaged, using personalized contact and home visits where needed. Follow-up systems will be developed to ensure families who miss events are still provided with information and invited to future opportunities.  These efforts aim to ensure that all families—regardless of background—feel seen, heard, and empowered to actively partner in their children’s academic journey.|San Pasqual Valley Unified School District is committed to engaging families in decision-making processes that influence school culture, programs, and student outcomes. Across all school sites, the district has established formal advisory structures such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District Parent Advisory Committees (DIPAC/DELAC), and the Title I Parent Meeting. These groups meet regularly to review policies, provide feedback on school plans, and evaluate student performance data related to the LCAP and SPSAs.  At the elementary and middle school levels, family input is also gathered through surveys, open house feedback, and informal conversations with teachers and administrators. Middle school staff have successfully encouraged family involvement in committees by ensuring clear communication, food and incentives at meetings, and direct outreach to families of underrepresented students.  The high school has made intentional progress in creating more inclusive and responsive feedback opportunities through the launch of the “Listening Lodge.” This initiative provides a culturally sensitive, informal space where parents can share concerns, suggestions, and experiences directly with school leadership. SSC and ELAC meetings are held monthly, and materials are consistently translated to support bilingual participation. The high school also leverages family surveys to gather data on school climate and engagement, using results to inform future programming and communication.  Another strength districtwide is the increasing alignment between family engagement practices and academic goals. Leadership teams actively incorporate parent feedback into site-level planning, and families are invited to review data on student attendance, discipline, and achievement to guide decision-making processes. The district has also implemented outreach strategies—such as home visits and bilingual communication—to encourage family input from those who may not traditionally engage in school forums.  These efforts reflect the district’s ongoing progress in building an inclusive culture where family voice is valued and where educators, staff, and parents work together to shape a shared vision for student success.|While San Pasqual Valley Unified School District has established multiple structures for educational partner input, the district recognizes key areas for improvement to increase the inclusivity and effectiveness of its decision-making processes. A recurring theme across sites is the need to expand participation in advisory groups such as School Site Council (SSC), English Learner Advisory Committee (ELAC), and District Parent Advisory Committees (DIPAC/DELAC). Attendance at these meetings—especially among underrepresented groups such as Native American, migrant, foster youth, and English Learner families—remains inconsistent, and feedback from school sites suggests that some families are unfamiliar with the purpose or importance of these forums.  Another area of improvement is building the confidence and capacity of family members to engage meaningfully in shared decision-making. Many parents are new to these roles and may feel uncertain about how to contribute or advocate for change. There is limited onboarding or guidance to help families understand how advisory processes work or how their voices influence programs and policies. This gap affects the depth and quality of family participation.  In addition, there is a need to provide more consistent opportunities for informal feedback that complements formal meetings. While tools such as surveys and family nights are in place, the district aims to improve how input is collected, analyzed, and integrated into planning cycles. Follow-up after events or meetings is often informal or inconsistent, reducing the potential for closing feedback loops and demonstrating to families how their input leads to action.  Finally, communication about decision-making opportunities must be more proactive and inclusive. Invitations and materials must be clear, timely, and accessible in multiple languages to ensure equitable participation. Site teams have also noted the need to rotate meeting formats, offer child care or virtual access, and host meetings in community-based settings to remove barriers to participation.  By addressing these focus areas, the district seeks to ensure all families—especially those historically underrepresented—can participate with confidence, see the impact of their engagement, and feel empowered as co-leaders in their child’s education.|To improve the engagement of underrepresented families in school and district decision-making processes, San Pasqual Valley Unified School District will implement a series of targeted strategies focused on accessibility, capacity-building, and relationship-centered outreach.  First, the district will expand personalized outreach to families of English Learners, foster youth, Native American students, and students with disabilities. This includes direct contact through phone calls, home visits, and culturally relevant invitations from outreach coordinators and bilingual liaisons. Staff will also identify trusted messengers within the community to help promote advisory opportunities and encourage participation.  To build confidence and clarity around advisory group roles, SPVUSD will introduce “onboarding” sessions for new family members joining School Site Councils (SSC), English Learner Advisory Committees (ELAC), and other decision-making groups. These sessions will use plain language and translated materials to explain how decisions are made, what input is sought, and how family voices influence plans such as the LCAP and SPSAs. Trainings will be incorporated into family nights and promoted through newsletters and ClassDojo.  Meeting formats will be adjusted to reduce barriers and improve participation. This includes offering hybrid or fully virtual options, providing child care when possible, rotating meeting locations to community-based venues, and holding sessions at varied times to accommodate working families. Materials for meetings—including agendas, minutes, and data presentations—will be translated and shared in advance.  The district will also strengthen the use of informal feedback mechanisms, such as the high school’s Listening Lodge model, to provide safe, culturally welcoming spaces for families to share input outside of formal advisory settings. This feedback will be documented and incorporated into planning processes, and families will receive follow-up communication that demonstrates how their perspectives informed decisions.  By prioritizing outreach, accessibility, and trust-building, San Pasqual Valley Unified aims to ensure that all families—not just the most vocal or available—have opportunities to meaningfully shape school programs and policies.|4|4|3|4|3|4|4|3|3|3|3|3|Met||2025-06-24|2025
13632220000000|Seeley Union Elementary|3|Based on the analysis of educational partner input and local data, Seeley School demonstrates several strengths and notable progress in Building Relationships Between School Staff and Families: Strong Communication Channels: Families report consistent and clear communication from school staff through newsletters, parent-teacher conferences, and digital platforms. This supports transparency and keeps families informed about student learning and school events. Welcoming School Environment: Parents and guardians feel welcomed on campus, noting that school staff are approachable and responsive. This fosters a sense of trust and partnership. Family Engagement Activities: The school has increased efforts to involve families in student learning through workshops, curriculum nights, and cultural events. These initiatives have led to improved attendance at family events and stronger school-community ties. Bilingual Support: With a diverse community, Seeley has made progress in providing bilingual communication, helping non-English-speaking families feel more included and informed. Overall, Seeley School is making steady progress in building positive, two-way relationships with families, laying a strong foundation for student success and community collaboration.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in Building Relationships Between School Staff and Families include: Increasing Two-Way Communication: While families appreciate existing communication, a need for more opportunities to provide feedback and engage in meaningful dialogue with school staff, rather than receiving mostly one-way updates. Expanding Outreach to Underserved Families: Data indicates that some families—particularly those from marginalized or lower-income backgrounds—are less engaged. The LEA aims to develop more inclusive outreach strategies to ensure all voices are heard and represented. Improving Staff Training on Family Engagement: Educational partners highlighted the need for professional development focused on cultural competency and effective family engagement strategies, to help staff build stronger, more empathetic relationships with diverse families. Enhancing Access to School Events and Resources: Some families face barriers such as language, transportation, or scheduling conflicts. The LEA is working to offer more flexible, accessible opportunities for involvement. These areas of improvement are central to strengthening trust, promoting equity, and ensuring every family feels valued and connected to their child’s educational journey.|Based on the analysis of educational partner input and local data, Seeley School will improve engagement of underrepresented families identified during the self-reflection process through the following targeted actions: Culturally Responsive Outreach: The school will implement outreach strategies that reflect the cultural and linguistic backgrounds of underrepresented families, including increasing the use of translated materials and bilingual staff at events and meetings. Flexible Family Engagement Opportunities: To accommodate families with varying work schedules or transportation challenges, Seeley will offer virtual meeting options and flexible times for parent-teacher conferences and school activities.  Community Partnerships: Seeley plans to strengthen its use of  liaisons and collaborate with community organizations that have established trust with underserved populations, creating more accessible entry points for engagement. Feedback and Voice: The school will establish regular opportunities for underrepresented families to share input—through surveys, listening sessions, and advisory groups—to ensure their voices guide decisions and program development. These actions aim to build trust, reduce barriers, and create a more inclusive school environment where all families feel connected, respected, and empowered to participate in their child’s education.|Based on the analysis of educational partner input and local data, Seeley School demonstrates several strengths and clear progress in Building Partnerships for Student Outcomes: Collaborative Academic Support: Teachers and families regularly partner to support student learning, with many parents reporting that they receive helpful resources and strategies to assist their children at home. Increased Family Participation in Academic Planning: Families are more involved in goal-setting and academic planning through student-led conferences and progress monitoring meetings, which has contributed to improved student accountability and engagement. Targeted Communication Around Student Progress: The school has strengthened its systems for informing families about academic performance, including regular updates on assessments, intervention plans, and student achievements. Support Services and Referrals: Seeley effectively connects families with academic and social-emotional support services, including tutoring, counseling, and special education resources, fostering a more holistic approach to student success. These efforts reflect Seeley’s commitment to engaging families as active partners in their children's education and ensuring that collaboration directly supports improved student outcomes.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in Building Partnerships for Student Outcomes include: Strengthening Family Understanding of Academic Standards: Many families  need clear guidance on grade-level expectations, assessments, and how to support learning at home. The LEA aims to provide more accessible tools and workshops to bridge this gap.  Seeley School is working to standardize practices so all families receive timely, clear, and actionable information about their child’s progress. Expanding Family Involvement in Intervention Planning: Seeley School will focus on ensuring families are engaged earlier and more meaningfully in conversations around academic supports. Enhancing Collaboration Between School Staff and Families for Diverse Learners: Families of English Learners and students with disabilities indicated a need for more personalized communication and joint planning to support individual student needs. These focus areas are designed to strengthen the home-school partnership, promote educational equity, and ensure every family is equipped to support student achievement.|Based on the analysis of educational partner input and local data, Seeley School will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes through the following strategies: Targeted Academic Workshops: Seeley will offer family workshops focused on understanding curriculum standards, assessment data, and home-learning strategies—tailored to the needs of underrepresented families and provided in families’ home languages. Personalized Communication and Outreach: The school will enhance outreach efforts by using bilingual staff and trusted family liaisons to personally invite and engage families who have traditionally been less involved in academic discussions. Increased Access to Student Progress Tools: Seeley will provide training on how to use digital platforms (such as parent portals and apps) that track student progress, ensuring underrepresented families can access and interpret academic information regularly. Collaborative Intervention Planning: The school will ensure underrepresented families are included early and meaningfully in intervention and support planning, fostering shared responsibility for student growth. These steps aim to build trust, remove barriers, and create equitable opportunities for all families to engage deeply in their children’s academic success.|Based on the analysis of educational partner input and local data, Seeley School demonstrates several strengths and progress in Seeking Input for Decision-Making: Active Use of Surveys and Feedback Tools: The school regularly administers surveys to gather input from families, staff, and students. Results are reviewed and used to guide site decisions, such as program development and resource allocation. Inclusive Committees and Councils: Seeley has made progress in involving parents and community members through advisory groups like the School Site Council and English Learner Advisory Committee, ensuring diverse perspectives are represented in decision-making processes. Transparent Communication of Outcomes: Families and staff report that Seeley shares how their input has influenced decisions, helping build trust and reinforcing the value of community voice in school planning. Efforts to Reach a Broader Audience: The school has expanded efforts to include underrepresented voices by offering translated materials, holding bilingual meetings, and conducting outreach through multiple channels. These strengths reflect Seeley’s commitment to shared leadership and meaningful collaboration with its educational partners in shaping a responsive and inclusive school environment.|Based on the analysis of educational partner input and local data, Seeley School’s focus areas for improvement in Seeking Input for Decision-Making include: Expanding Participation of Underrepresented Families: While input is regularly collected, participation from certain groups—such as non-English-speaking families and those with limited prior engagement—remains low. The school aims to develop targeted strategies to ensure these voices are actively included. Improving Follow-Up and Communication of Impact: Seeley will work on strengthening follow-up communication to clearly show how input influences decisions and actions. Creating More Informal Input Opportunities: Feedback indicates a desire for more informal and accessible ways for families to share ideas and concerns, beyond structured meetings or surveys.  Building Staff Capacity for Engagement: Additional training for staff on how to facilitate inclusive and equity-centered input processes will be a focus, ensuring all families feel welcomed and empowered to contribute. These improvements aim to create a more inclusive, transparent, and responsive culture of decision-making at Seeley School.|Based on the analysis of educational partner input and local data, Seeley School will improve engagement of underrepresented families in Seeking Input for Decision-Making through the following actions: Targeted Outreach and Communication: The LEA will develop culturally responsive communication strategies, including translated materials and outreach through trusted community partners, to invite underrepresented families to participate in decision-making forums. Flexible and Accessible Input Opportunities: Offering multiple avenues for input—such as virtual meetings, surveys in multiple languages, and informal listening sessions—will help remove barriers related to time, language, and technology access. Capacity Building for Families and Staff: The LEA will provide training and resources to empower families to effectively engage in decision-making and equip staff with skills to facilitate inclusive and equitable input processes. Feedback Loops to Demonstrate Impact: Establishing clear follow-up practices to show how family input influences decisions will help build trust and encourage ongoing participation from underrepresented groups. These strategies aim to foster a more inclusive and representative decision-making culture across Seeley School, ensuring all families have a meaningful voice in shaping educational priorities.|5|5|5|4|5|5|5|5|5|5|5|4|Met||2025-06-24|2025
13632300000000|Westmorland Union Elementary|3|In the section Building Relationships Between School Staff and Families, the average family rating increased from 3.26 in 2023–24 to 3.80 in 2024–25, a growth of .54 points based on four key focus areas. The highest-rated area was “creating welcoming environments for all families,” which received a 4.0. This reflects families’ growing sense of belonging on campus and highlights the district’s ongoing efforts to create a warm, respectful, and inclusive atmosphere through friendly front office interactions, culturally responsive events, and consistent, welcoming communication practices.|Although family ratings improved significantly, the data indicate a continued need to build the capacity of school staff to foster trusting and respectful relationships with families. This item received the lowest family rating at 3.59, highlighting it as a key area for growth. In a district where 48.6% of students are English Learners and over 95% are socioeconomically disadvantaged, building strong personal connections with families is essential. The feedback shows that while progress has been made, families still desire more meaningful, respectful engagement from staff. Continued professional development will be needed to help all staff engage families with empathy, cultural responsiveness, and genuine partnership.|WUESD will continue to partner with underrepresented families—especially English Learners, migrant families, and those experiencing homelessness—by strengthening culturally responsive communication and relationship-building practices. The district will provide ongoing professional development focused on building trust, using trauma-informed approaches, and engaging families as authentic partners. Communication in home languages will be expanded, and two-way tools such as surveys and listening sessions will be used to elevate family voice. WUESD will also continue to partner with trusted local organizations and parent leaders to co-host outreach and engagement efforts that reflect the strengths, needs, and schedules of our families.|In the section Building Partnerships for Student Outcomes, the average rating increased from 3.28 in 2023–24 to 3.66 in 2024–25, a gain of .38 points. All four focus areas showed growth and relatively stable scores, ranging from 3.6 to 3.7, indicating consistent progress toward full implementation. The strongest areas were providing professional learning for staff and providing families with resources to support learning at home—both rated at 3.7. These results reflect WUESD’s commitment to equipping educators and families with tools to collaboratively support student success.|While families recognized growth across all areas, the lowest-rated focus area was supporting families to understand and exercise their legal rights and advocate for their own students and all students, which received a 3.6. This feedback indicates that WUESD must continue to strengthen its efforts in empowering families with accessible, clear information about their educational rights and opportunities to engage in decision-making processes that impact their children’s learning and well-being.|WUESD will continue to partner with underrepresented families by increasing efforts to help them understand and exercise their legal rights and strengthen their ability to advocate for their students. The district will expand access to user-friendly resources and host workshops in families’ home languages on topics such as special education, English Learner services, and student supports. WUESD will also continue to partner with community-based organizations and family liaisons to ensure outreach is responsive to the needs of migrant, homeless, and English Learner families, and rooted in trust and cultural relevance.|In the section Seeking Input for Decision-Making, the average family rating increased from 3.03 in 2023–24 to 3.58 in 2024–25, showing a growth of .55 points—the largest increase across all three sections. This indicates significant progress in engaging families more meaningfully in decision-making processes. Families recognized improvement in the district’s efforts to build the capacity of staff and family members to participate in advisory groups, and to collaborate on the design and evaluation of family engagement activities. These results reflect WUESD’s growing commitment to shared leadership and inclusive planning.|Despite strong growth, families identified an ongoing need to improve how the district provides opportunities for all families to give input on policies and programs, and to implement strategies that reach underrepresented groups. This item was identified as the most pressing need within this section. WUESD acknowledges the importance of inclusive input and is committed to refining its outreach and engagement practices to ensure every voice—especially from historically underrepresented families—is actively invited and valued in decision-making.|WUESD will continue to partner with underrepresented families by expanding opportunities to provide input through multilingual surveys, listening sessions, and targeted outreach efforts. The district will continue to refine its advisory group recruitment to better reflect the diversity of the community, and build capacity among families to engage confidently in these spaces. Culturally responsive strategies, trusted messengers, and flexible meeting formats will be used to ensure families—particularly English Learners, migrant families, and those experiencing homelessness—have meaningful, supported opportunities to help shape school and district decisions.|4|4|4|4|4|4|4|4|4|4|4|4|Not Met|||2025
14101400000000|Inyo County Office of Education|3|Jill Kinmont Boothe School (JKBS) has a low enrollment, which presents unique opportunities for us to understand the needs and challenges faced by our families. We work closely with students and their families to help them overcome obstacles that may hinder their success. Building strong partnerships and fostering trusting relationships are essential for achieving our goals and fulfilling our mission. The small student body at JKBS allows us to focus on the individual needs of each student and their family. We provide personalized support to help students overcome barriers to success. We prioritize weekly direct communication with parents and guardians to develop trusting relationships. Our commitment to open communication and collaboration is a cornerstone of our approach. All our families are connected through the ParentSquare Communication Platform, which facilitates ongoing communication among teachers, administrators, and families. This platform supports translation between Spanish and English, ensuring clear communication for both parents and teachers. Additionally, we have bilingual staff who are available to assist our Spanish-speaking community members. Finally, we conduct an annual survey that includes all families and educational partners. The information gathered from this survey is critical for developing our Local Control and Accountability Plan (LCAP).|Based on educational partner input, JKBS is going to continue prioritizing a positive school climate and school connectedness. Survey results also want us to focus on building trusting relationships with our parents/guardians through improved communication between our teachers, admin, and parents.|The JKBS team will focus on enhancing relationships and building trust with our underrepresented families through clear and consistent communication about student progress. We aim to connect with students beyond just attendance and behavior issues, encourage family involvement, and allocate resources to ensure early screening, diagnosis, and timely social-emotional and academic interventions. Additionally, we will collaborate with families as equal partners on a team dedicated to student success.|One of the strengths of a small program like JKBS is our ability to offer students a highly individualized program that addresses their academic and social-emotional needs. Our low student-to-teacher ratio enables more one-on-one support, which is especially beneficial for students whose needs are often overlooked in larger school programs. Both students and parents value the focused attention that their children receive, fostering productive partnerships.  The intake process at JKBS is a crucial programmatic strength that facilitates engagement with our educational partners and helps build strong collaborative relationships to achieve positive student outcomes. Establishing successful partnerships is essential for positively impacting student learning and social-emotional growth. Our educational partners frequently express their appreciation for the time we dedicate during the intake process to providing critical program information and learning about our new students, including their strengths, goals, and the challenges they face as they work towards achieving success.  We aim for seamless and positive transitions to the community school through an intake process that identifies the academic and behavioral supports necessary for sustaining student progress and growth. The ultimate goal is always to help students matriculate back to their district of residence.  Additionally, the intake process clearly outlines the goals, available supports, and overall policies and expectations, ensuring that students and their families understand how to navigate the available resources to achieve their goals effectively. We have made significant progress in building relationships with parents and guardians, which supports positive student outcomes. This progress is evident in our measurable improvements in parental support for individualized behavioral and academic intervention plans.|Analysis of educational partner input and local data indicates areas for improvement, including enhancing parent engagement through our one-on-one meetings and building greater capacity in our parents/guardians to express their voices through meaningful engagement and representation. The majority of our Educational Partners are parents/guardians of unduplicated students and are both underrepresented and disenfranchised in the traditional comprehensive school setting. As mentioned above, we work diligently to strengthen their voices and participation in our program.|We sincerely appreciate the valuable feedback we've received from our educational partners. This insight helps us understand our students' unique strengths and needs while guiding us on how to better engage with our community.  We recognize that one-on-one parent meetings have historically been a vital and effective way for our small program, especially given our students' high mobility rates, to gather meaningful feedback. We've noticed that parents tend to feel more engaged and collaborative during the intake and entrance meetings, and we are committed to maintaining these personal connections throughout the school year.  One of the benefits of having a smaller enrollment is the ability to create more opportunities for individual engagement with both parents and students. Since these meetings are customized for each family, we can have meaningful and transparent conversations that foster collaborative partnerships. This approach helps us gain a deeper understanding of the specific challenges each student faces, allowing us to address their unique needs effectively. We understand that many parents are seeking guidance, understanding the results of our local STAR assessments and how progress monitoring works in our online curriculum, and we are here to support you in that journey.|Due to our small size, the JKBS administration and instructional staff can communicate one-on-one with students and families. This allows us to maintain consistent communication throughout the year and provides multiple opportunities for input. However, the mobility of our students, who often come and go throughout the year, makes it exceptionally challenging to achieve attendance at PAC meetings or other larger group events where we seek input. As a result of this mobility, we also have less time to develop meaningful relationships with some parents and guardians.|Increasing parent engagement is the primary focus of JKBS, as reflected in our yearly survey data and feedback from our educational partners during in-person meetings. We have struggled with poor attendance at PAC and other informational meetings, so we continue to prioritize individual engagement with families. At the same time, we still aim to successfully hold larger group meetings to gather collaborative feedback and input for decision-making.|All the aforementioned engagement strategies seek to build trust and transparency with our educational partners. Hence, they feel more comfortable and confident that their voices are heard, have an impact, and create a level of comfort, confidence, and capacity to advocate for what they think is best for their children and others. We will continue this process of seeking input and continue to communicate to demonstrate to our educational partners that their input has made a difference. We have developed numerous programs and experiential learning opportunities for our students, which were created due to educational partner feedback. In addition, based on the survey and face-to-face input from educational partners, we will expand the use of ParentSquare text and voice messaging and include the engagement strategies mentioned, aiming to build trust and transparency with our educational partners. This approach helps them feel more comfortable and confident that their voices are heard and that they can make a meaningful impact on their students' progress and success. This fosters a sense of comfort, confidence, and the ability to advocate for what they believe is best for their children and others.  We will continue to seek input from our educational partners and maintain open communication to show them that their feedback truly makes a difference. As a result of their input, we have developed numerous programs and experiential learning opportunities for our students. Additionally, based on surveys and feedback from educational partners, we plan to expand the use of ParentSquare for text and voice messaging. We will include paper communication for our underrepresented families when necessary.|4|5|5|5|4|4|5|4|5|3|4|3|Met||2025-06-24|2025
14101400117994|YouthBuild Charter School of California|3|YouthBuild Charter School of California has been intentional about merging our Community School goals with our LCAP goals to strengthen the building of relationships between school staff and families. As part of its Community School initiative, YCSC has improved its efforts to reach out to families and parents but could still improve on its overall effort to get more family input. We believe in actively engaging families and communities by involving them in decision-making processes, providing resources, and fostering open communication. Through these practices, we create a strong support system that contributes to student success. Parents and families are invited to participate in the LCAP survey process every year. Additionally, parents and families are invited to school events and activities, such as Community Action Projects (CAPs). The majority of parents agreed or strongly agreed that YCSC encourages parental involvement and participation (as per LCAP surveys.) Through CCSPP efforts, we have sought to further engage parents and families in their child's education through initiatives like parent-teacher conferences, workshops, and volunteer programs. This involvement enables parents to play an active role in school activities and decision-making processes. 75.8% of YCSC students, 76.1% of YCSC staff, and 100% of parents surveyed said that they worked on a Community Action Project that integrated community and family support (according to LCAP survey data.)|Based on CCSPP survey data, we decided to transform our student Wellness Centers into Community and Family Support Centers. These support centers will play a vital role in Community Schools, providing services such as counseling, tutoring, health and wellness programs, childcare, financial and housing support, and legal aid. They support students in achieving their academic and career goals and foster family access and community involvement for a compassionate learning environment.|More than 95% of YCSC students are from underrepresented families. We have translated LCAP surveys into Spanish to ensure all parents have an opportunity to participate.|By design, YCSC works with a community partner (a local nonprofit youth development program) at each of its 16 sites to deliver an instructional model that is centered on blending academics towards transforming communities. YCSC currently has two school sites that are co-located at a college campus (Pierce College and LA Trade Tech), offering those students a chance to dual enroll in community college while finishing their diploma. Additionally, we have offered construction classes over the years in partnership with the LA and OC Building Trades and other local unions to provide hands-on learning opportunities for our students. 74.5% of YCSC students said that they had access to a variety of college and career preparation (according to LCAP data).|Currently, YCSC has several new initiatives around building partnerships for student outcomes. We are improving and expanding our relationships with local community colleges. One of our school sites partnered with Pierce College this year and is now co-located on the Pierce College campus, where all students are able to dual enroll. As part of our College and Careers Access Partnership Agreement between YCSC and the LA Community College District, we plan to expand our community college partnership so that students at all of our school sites can dual enroll for free at a community college near them and receive credit for their courses. We have been pursuing more grants to expand these community college partnerships. Additionally, we have been expanding our CTE offerings and building new CTE partnerships with industry members so that students have more opportunities to get hands-on career training in a wider variety of pathways while enrolled at YCSC. 46.1% of students and 66.1% of parents would like to see more opportunities for after-school tutoring, so that is a potential opportunity for a new partnership that YCSC plans to explore in the future.|N/A. More than 95% of students are from underrepresented families, so by default, all underrepresented families are engaged through LCAP and CCSPP surveys, school activities and events, and more.|"We use LCAP and CCSPP surveys to regularly survey students, staff, parents, family members, and community partners. Additionally, we have a new Student Advisory Panel that meets about 3-4 times a year to provide direct in-person feedback to our school leadership team. We have curriculum and ethnic studies committees comprised of teachers as well as department chairs who are able to get regular feedback from teachers that informs school decision-making. As a Community School, we make an extremely concerted effort to get feedback from our students, staff, community and families on a regular basis. As part of our project-based model, we also use student feedback and input to determine the ""essential question"" that each site focuses on each trimester and the Community Action Project (CAP) they will work on together."|YCSC is seeking to create even more democratic opportunities for staff to be involved in instructional and operational decision-making and will utilize such efforts to better accomplish both long term and short endeavors.|N/A. More than 95% of students are from underrepresented families|5|5|5|5|4|5|4|5|5|5|5|5|Met||2025-06-26|2025
14101400128447|The Education Corps|3|Our school provides wrap-around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations, such as local Conservation Corps and other Community Based Organizations, we connect our families to resources and support services. Parent involvement is increasing and we have boosted our parent participation rates at our Back-to-School nights, Open House, and family events. Family engagement events are sent out with the school's monthly calendar and are scheduled at various times to accommodate parent participation and their varying work schedules. We purchased a two way messaging system called Deanslist to strengthen the school-to-home connection for our families and we committed over the last three years to keeping in constant contact with our families through emails, phone calls, and home visits. We also had many families participate in our online needs surveys. For our college bound students, we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process. Families listed college exposure events, field trips, and support in completing applications as the most impactful activities that assisted students in matriculating to college.|Over the last three years, we have increased our fleet of vehicles which allows us to make home visits and pick up and drop off students that are having issues securing transportation to school. This has helped boost attendance and has also strengthened our school to home connection. We are also part of Metro’s Go Pass program which provides free bus passes across multiple municipalities to our students. We believe this helps to lessen the burden of transportation to and from school for our families. Additionally, as mentioned above, the school is on its third year of using an accountability and behavior/attendance tracking system called DeansList. This system allows parents direct access to teachers and staff through a two way text system. It also shares weekly reports with families about positive behaviors the students are demonstrating in class. This software allows teachers to easily and consistently connect with families using a familiar tool and technology- phones, text, and emails. We want families to see a holistic picture of how their students are behaving and performing in school. Instead of just getting phone calls for discipline incidents, families will get weekly reports that recognize students for admirable behaviors, academic progress, and includes any behavior interventions that are implemented. Lastly, our staff and MSW Interns work hard to build relationships with families and encourage communication when issues arise.|Our schools are designed to work with students and families in small learning communities so that individualized student needs can be met. Most of our students come from underserved communities with many educational risk factors.  Our unique model provides students with academic support along with social emotional support and work based learning opportunities (for those interested). Along with our on-site counselors, we expanded our mental health services through a partnership with Hazel Health to provide short term student and family virtual counseling to families in need. This year we are also increasing the number of MSW counselors at each of or sites. Another area of focus has been our ELL population. We have been increasing staffing and services to these youth and will continue to invest in ELD support services this upcoming school year.  Lastly, our population of students experiencing homelessness and housing instability has been growing each year. We have improved our processes for identifying students experiencing homelessness, set aside additional funds to support these students, and formed partnerships with local organizations to assist these students in securing stable housing.|Our schools interact with various community-based organizations to provide resources and services to our students and their families.  Our strongest connections are those that provide work based learning opportunities and stipends to our students that want to gain work experience and earn money while in school.  Through partnerships with Youth Source Centers and local conservation corps, students have the opportunity to participate in programs that offer 20-30 hours of paid work weekly (depending on age). Our college transition team is very active in forming partnerships with local community colleges and universities (such as the EOPS program) so that students are connected to supportive resources at the postsecondary institutions where they transition after high school. We have increased the number of students that are dual enrolled in both high school and community college courses and have formed MOU's with colleges for some of our CTE pathways.  Lastly, student wellness and mental health care is a focus at our school. We collaborate with CBO's for health fairs, education around living a healthy lifestyle, and we provide multi-layered counseling options for our students.|From our parent and student input surveys, paid work experience was highlighted as something that motivates students to come to school and finish their education. As such, increasing student opportunities for paid work experience and internships is a focus area for our schools. College transition support is also a service that many of our families are very grateful for. Families appreciate the individualized college transition support and all of the exposure and matriculation activities that are organized throughout the school year. With the help of additional A-G grant funding we have increased our staffing for the college transition team and will be able to offer more field trips to colleges and college transition support for students and their families.|Our school has increased the avenues of communication for sharing resources and programs to families. As mentioned above, along with sending out our event/program calendars and increasing our monthly parent events, the DeansList system allows us to target particular groups of students and send out additional information to families through text, email, or phone calls. We have also augmented our orientation and intake process so that these services are presented to parents when students first enroll in the school. Lastly, the school has been in the process of revamping our website so that all programmatic opportunities and calendars are more readily accessible online.|"For the most part, sending out online surveys has been the most effective way that we have found to get the greatest percentage of parent and student input in decision- making. These surveys have been extremely valuable and have informed our annual goals. We have also had some success with forming committees for targeted improvement and feedback. For instance, we created PLC's such as an ""intervention committee"" of staff people focused on improving our academic intervention classes. We also have Associated Student Body Leadership Councils at many of our schools that provide feedback and guide our student programming and events. During our parent college and financial aid workshops we have parents provide feedback and share any obstacles that have experienced in relation to understanding the postsecondary transition process. Lastly, we have a comprehensive orientation process for families of students that are participating in our work program. This occurs at the beginning of the orientation and hiring process so that parents are involved and understand the expectations of the program and can support their students in being successful."|We seek to create more opportunities for parent involvement at our schools. While we have some well attended and successful events, we want to increase the opportunities for families to participate in school events.  The events were successful and we hope to increase attendance this year for those events and add to them. Face to face conversations and interactions provide deeper relationships and insight that surveys cannot always capture.|Our goal this year is to increase and maintain open and regular communication with parents. We believe more routine communication with parents is the first step in getting more communication back from our underrepresented families. Since the school has had success with online surveys, we are going to take the surveys one-step further by inviting parents to more family events such as barbecues and academic nights such as our science and art nights that have been successful at some sites.|4|4|4|3|3|4|5|4|4|3|4|3|Met||2025-06-27|2025
14101400128454|College Bridge Academy|3|Our school provides wrap-around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations, such as local Conservation Corps and other Community Based Organizations, we connect our families to resources and support services. Parent involvement is increasing and we have boosted our parent participation rates at our Back-to-School nights, Open House, and family events. Family engagement events are sent out with the school's monthly calendar and are scheduled at various times to accommodate parent participation and their varying work schedules. We purchased a two way messaging system called Deanslist to strengthen the school-to-home connection for our families and we committed over the last three years to keeping in constant contact with our families through emails, phone calls, and home visits. We also had many families participate in our online needs surveys. For our college bound students, we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process. Families listed college exposure events, field trips, and support in completing applications as the most impactful activities that assisted students in matriculating to college.|Over the last three years, we have increased our fleet of vehicles which allows us to make home visits and pick up and drop off students that are having issues securing transportation to school. This has helped boost attendance and has also strengthened our school to home connection. We are also part of Metro’s Go Pass program which provides free bus passes across multiple municipalities to our students. We believe this helps to lessen the burden of transportation to and from school for our families. Additionally, as mentioned above, the school is on its third year of using an accountability and behavior/attendance tracking system called DeansList. This system allows parents direct access to teachers and staff through a two way text system. It also shares weekly reports with families about positive behaviors the students are demonstrating in class. This software allows teachers to easily and consistently connect with families using a familiar tool and technology- phones, text, and emails. We want families to see a holistic picture of how their students are behaving and performing in school. Instead of just getting phone calls for discipline incidents, families will get weekly reports that recognize students for admirable behaviors, academic progress, and includes any behavior interventions that are implemented. Lastly, our staff and MSW Interns work hard to build relationships with families and encourage communication when issues arise.|Our schools are designed to work with students and families in small learning communities so that individualized student needs can be met. Most of our students come from underserved communities with many educational risk factors.  Our unique model provides students with academic support along with social emotional support and work based learning opportunities (for those interested). Along with our on-site counselors, we expanded our mental health services through a partnership with Hazel Health to provide short term student and family virtual counseling to families in need. This year we are also increasing the number of MSW counselors at each of or sites. Another area of focus has been our ELL population. We have been increasing staffing and services to these youth and will continue to invest in ELD support services this upcoming school year.  Lastly, our population of students experiencing homelessness and housing instability has been growing each year. We have improved our processes for identifying students experiencing homelessness, set aside additional funds to support these students, and formed partnerships with local organizations to assist these students in securing stable housing.|Our schools interact with various community-based organizations to provide resources and services to our students and their families.  Our strongest connections are those that provide work based learning opportunities and stipends to our students that want to gain work experience and earn money while in school.  Through partnerships with Youth Source Centers and local conservation corps, students have the opportunity to participate in programs that offer 10-20 hours of paid work weekly. Our college transition team is very active in forming partnerships with local community colleges and universities (such as the EOPS program) so that students are connected to supportive resources at the postsecondary institutions where they transition after high school. We have increased the number of students that are dual enrolled in both high school and community college courses and have formed MOU's with colleges for some of our CTE pathways.  Lastly, student wellness and mental health care is a focus at our school. We collaborate with CBO's for health fairs, education around living a healthy lifestyle, and we provide multi-layered counseling options for our students.|From our parent and student input surveys, paid work experience was highlighted as something that motivates students to come to school and finish their education. As such, increasing student opportunities for paid work experience and internships is a focus area for our schools. College transition support is also a service that many of our families are very grateful for. Families appreciate the individualized college transition support and all of the exposure and matriculation activities that are organized throughout the school year. With the help of additional A-G grant funding we have increased our staffing for the college transition team and will be able to offer more field trips to colleges and college transition support for students and their families.|Our school has increased the avenues of communication for sharing resources and programs to families. As mentioned above, along with sending out our event/program calendars and increasing our monthly parent events, the DeansList system allows us to target particular groups of students and send out additional information to families through text, email, or phone calls. We have also augmented our orientation and intake process so that these services are presented to parents when students first enroll in the school. Lastly, the school has been in the process of revamping our website so that all programmatic opportunities and calendars are more readily accessible online.|"For the most part, sending out online surveys has been the most effective way that we have found to get the greatest percentage of parent and student input in decision- making. These surveys have been extremely valuable and have informed our annual goals. We have also had some success with forming committees for targeted improvement and feedback. For instance, we created PLC's such as an ""intervention committee"" of staff people focused on improving our academic intervention classes. We also have Associated Student Body Leadership Councils at many of our schools that provide feedback and guide our student programming and events. During our parent college and financial aid workshops we have parents provide feedback and share any obstacles that have experienced in relation to understanding the postsecondary transition process."|We seek to create more opportunities for parent involvement at our schools. While we have some well attended and successful events, we want to increase the opportunities for families to participate in school events.  The events were successful and we hope to increase attendance this year for those events and add to them. Face to face conversations and interactions provide deeper relationships and insight that surveys cannot always capture.|Our goal this year is to increase and maintain open and regular communication with parents. We believe more routine communication with parents is the first step in getting more communication back from our underrepresented families. Since the school has had success with online surveys, we are going to take the surveys one-step further by inviting parents to more family events such as barbecues and academic nights such as our science and art nights that have been successful at some sites.|4|4|4|3|3|4|5|4|4|3|4|3|Met||2025-06-27|2025
14632480000000|Big Pine Unified|3|The LEA's strengths include meeting with families to discuss student progress through informal communication and bi-annual student-led conferences. The LEA identifies additional opportunities for professional development for staff to improve the school's capacity to partner with families to support student success.|The LEA's focus area for improvement is utilizing surveys and/or Parent Focus Groups to ascertain family expectations and needs. The addition of a School & Community Liaison will also improve building relationships between school staff and families.|The LEA will improve engagement of underrepresented families by encouraging participation from all families in school events and surveys. The addition of a School & Community Liaison will also improve engagement with unrepresented families.|The LEA is committed to meeting with families for bi-annual SLCs, Passages at the end of 6th, 8th and 12th grades, and regular community engagement activities that include, sports competitions, Homecoming Bonfire and celebrations, Holiday Performance, Book Fair, Family Literacy Nights, Talent Show, and more. The LEA collaborates with other local agencies and the Big Pine Paiute tribe. In addition, the LEA collaborates with Inyo County and Health and Human Services agencies that address social-emotional and mental wellness concerns for students and families.|A focus area for improvement in building relationships between school staff and families is to offer more opportunities for families and the community to be on campus and attend school events. The LEA has added a School & Community Liaison to strengthen partnerships and support student outcomes.|To improve engagement of underrepresented families, the LEA will offer more opportunities for all families and the community to be on campus and attend school events. The LEA has added a School & Community Liaison to strengthen partnerships and support student outcomes.|The LEA administers formal surveys and periodic informal surveys to students, parents, staff and the school community. The District Advisory Committee (DAC) will continue to encourage diverse voices to participate and provide input for decision making.|The LEA's focus area for improvement is to continue to encourage diverse voices to participate and provide input through DAC and surveys.|The LEA honors the input of all families for decision-making through inclusive processes, such as SLCs, school and district-wide community events, and surveys.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-02|2025
14632710000000|Death Valley Unified|3|Maintaining the two community liaisons has been a tremendous success, providing in-person communication between school and parents.|Since the faculty largely moved into the district from out of the area, the focus area in building relationships between school staff and families continues to be solidifying staff understanding of local populations and needs.|Due to our small size (current student population is 24 in the K-12 district), we are able to connect individually with all families in the district.|The current strength lies in the LEA’s community liaisons and the open availability of school administrators to meet with parents.|Teachers regularly develop and maintain direct contact with parents and families through parents preferred means of communication.|Due to our small size (current student population is 24 in the K-12 district), we are able to connect individually with all families in the district.|The community liaisons and administrators provide opportunities for parents and educational partners to have input on school decisions.|The district will continue to seek input for decision making through 1:1 contact with educational partners.|Due to our small size (current student population is 24 in the K-12 district), we are able to connect individually with all families in the district.|4|4|4|4|3|4|4|3|3|3|3|3|Met||2025-06-17|2025
14632890000000|Lone Pine Unified|3|The LEA's greatest strength is the ongoing working relationship between the faculty/staff, LEA and educational partners. The faculty is willing to work with the district office and families in ensuring we are providing the standard’s-based curriculum needed to drive positive student outcomes.|The LEA, as driven by a shared educational vision held by the Superintendent and the teachers. This shared vision is tethered to the concepts of student engagement and making curriculum accessible to ALL of our students. Included in this vision is the increasing desire that the district provide for the educational needs of our SPED students through both curriculum opportunities and highly qualified teachers at all levels.|The LEA's plan moving forward is to continue to improve engagement of our underrepresented families. It is the LEA's belief that through improved communication the dialogue needed to support all of our students’ educational needs. The consensus is that it is imperative that all grade levels are vertically aligned in order for student learning to continue to grow and build upon itself. Finally, it is a widely held belief by the faculties of Lo Inyo and LPHS that Parents need to have a strong and viable voice in all student outcomes within the schools their students attend.|The LEA embarked on two programs, one at each site, designed to raise student outcomes. First, at Lo Inyo, the 95% Group Program was launched in order to aide our K-3 students in phonics and phonemic awareness, This is all in an effort to bridge learning gaps early in a student's educational journey. The other program, launched at LPHS, was a credit recovery program. This program, aimed at seniors who are behind in credits and in danger of not graduating. The program saved over 90% of Seniors who were off track in it's first year.|The LEA's primary focus for the 2025-26 school year is to build a pathway to inclusion, for our educational stakeholders, that is constructed through effective communication (new web site established, and better two-way communication through Parent Square).|The chief way for the LEA to continue to build and improve the relationships between our underrepresented families is through our methodologies of engagement, inclusion and communication. All groups need to feel they have a connectedness to schools their children attend.|The LEA and our educational partners need to strive to work together in establishing monthly meetings. This should be undertaken through a jointly created agenda for the purpose of flushing out solutions. A solid example of this type of meeting structure currently exists through the Lo Inyo PTO and should be replicated as needed.|The LEA's focus areas will continue to be will be inclusion, engagement, transparency and equity in its decision-making process. These four items will be the cornerstones in the building a communication network that is engaging and effective for the needs of all.|The LEA's plan to improve the engagement of our underrepresented families is to design every associated policy with the intent of giving the parent an opportunity to have a voice in their children's educational future and for that voice to be respected|3|3|3|3|3|3|3|3|2|2|3|3|Met||2025-06-18|2025
14632970000000|Owens Valley Unified|3|Our strength in Building Relationships Between School Staff and Families includes our small size, which allows all staff members to cultivate positive relationships with families.|Our focus area for improvement in Building Relationships Between School Staff and Families is ensuring that our staff members continue to cultivate relationships with our families, especially those who are new to the school district. We are also prioritizing effective, timely communication between the school and our families. In 2024-25, we added a stipend position for a Communications and Social Media Liaison to improve the timeliness and frequency of our communication with families.|We will improve engagement of underrepresented families in the area of Building Relationships Between School Staff and Families through personal contact with these families to cultivate strong relationships and a comfort level that promotes improved engagement.|Our strengths in Building Partnerships for Student Outcomes is providing information regarding families' legal rights and means for advocating for students, meeting with families to discuss student progress and improce student outcomes, and providing opportunities for staff to partner with families.|Our focus area in Building Partnerships for Student Outcomes is to provide families with more information and resources to support student learning in the home.|We will improve engagement of underrepresented families in the area of Building Partnerships for Student Outcomes by creating opportunities at school for parents to learn about how they can help and support their students' academic growth.|Our strengths in seeking input for decision-making including making surveys widely available and easily accessible to our educational partners. We are struggling with getting our partners to provide input on the surveys we develop and share.|Our focus area for improvement in Seeking Input for Decision-Making is to increase the response rate on all surveys that are shared with educational partners.|We will improve engagement of underrepresented families in the area of Seeking Input for Decision-Making by making personal contact with our underrepresented families to ensure that we obtain their input for school decision-making.|5|5|5|5|4|3|4|4|4|3|4|3|Met||2025-06-02|2025
14633050000000|Round Valley Joint Elementary|3|Parents are involved in student outcomes in many ways. Parents have access to the student portal for up-to-date grading and assignments. Parent conferences are held for every parent yearly and repeated when needed. Conferences are held yearly for students with disabilities, for English Language Learners, and for students identified through District testing as being at risk. In order to keep families informed, the school has a new, easy to access website. The school also communicates regularly with families via Parent Square, and special events are celebrated on Instagram. Teachers and parents correspond regularly through emails, text, the Remind App., written notes, and phone calls. Our PTO creates family / community engagement opportunities. With our PTO's support, attendance at our Back to School Breakfast and Open House, Breakfast & Jogathon has increased to 95 - 100% since it was moved to the morning and now includes a full breakfast.|The LEA would like to continue focusing on encouraging families that reside within our school district to attend school at our site.|The LEA would like to work to create and disseminate informative, promotional information about our school to local realtors and offer tours to perspective buyers with children.|Round Valley School is a small rural school that has a rich tradition of parent involvement. Teachers are the front line in parent communication and all teachers make themselves accessible to parents via email, phone, text, the Remind App., or handwritten notes. Additionally, our Parent Square Notification System provides a portal to parents notifying them of all upcoming events and important details. Parents are also able to access their students grades, assignments, missing work and due dates for long term projects via Aeries Our Board Meetings and PTO are open to all parents and community members and meetings are schedulaed monthly to provide opportunities to address new or existing concerns. Board meetings are also shared publicly via Google Meet for those that cannot attend in person. We schedule workshop style meetings to share in a relaxed forum topics such as budget and Superintendent reports, so that parents feel free to participate.|Our focus area continues to be recruiting members for our PTO. It is always necessary to recrutit PTO officers and members. Our PTO provides a tremendous amount of enrichment activities for our students and families and it is vital to the school's culture to have their support.|Communicating PTO meetings to families via Parent Square is vital to participation. Attendance incentives, such as food and beverages, asre provided at meetings. In order to draw attention to and communicate the importance of PTO, the school's yearbook is dedicated to the organization. For the comfort of all families, meetings ar held in our newly revitalized and welcoming library.|We are a small, rural elementary school with a small family base (approximately 60 families total). All families are invited to participate in areas where they feel comfortable including Board Meetings, School Site Council, PTO, STEP Foundation, parent volunteers, field trip chaperones, etc. Correspondences are through email, text, robo calls, Parent Square, website announcements, Instagram, phone calls and written materials. Various apps. such as Remind are utilized by teachers.|We would like to increase parent attendance at monthly board meetings.|In order to increase parent attendance at monthly board meetings, meetings will continue in hybrid form and meetings will be held at 3:30 p.m. to more easily enable parents to attend after parent pick-up. This meeting time will make attending meetings more convenient as families will no longer have to make an additional drive back to our frontier school in order to attend a board meeting.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2025-06-12|2025
14766870000000|Bishop Unified|3|Back to School Nights are well attended across sites as are parent/student conferences with teachers, provided triennially in grades TK-8. Additionally, families report the main source of parent involvement is to attend extracurricular events, such as athletics. The Bishop Indian Education Center has been a long-time supporter of the schools and provides daily tutoring support for Native American students of all ages. Professional development workshops have been provided focusing on cultural awareness, historical trauma, and inclusivity. Annually, the November school board meeting is held at the Bishop Paiute Tribal Chambers and focuses on Native American students; their involvement in school, progress, and achievements.|BUSD has expanded afterschool program offerings, providing tutoring, enrichment, and supervision for students in grades TK-6 every day after school. The District continues to build on it's positive relationship with the Bishop Indian Education Center.|The District provides accommodations and incentives for parent involvement and participation in school events by offering food, childcare, and making information available in Spanish.  In 24/25, BUSD introduced several community nights focusing on English Learner family involvement.|The District values and celebrates community involvement and partnerships within our schools. Parent and staff feedback indicate that strong relationships with students are among our greatest strengths. Hispanic Liaisons and Native American Liaisons staffed at each school site. All school offices have a bilingual staff member. ParentSquare communication system provides notices and information to families via their preferred method (i.e. text, call, email) in their home language. Re-establishment of the Parent-Teacher-Community-Organization (PTCO) which helps arrange regular community nights/events at Bishop Elementary School. District Parent Advisory Council (DPAC) reorganized to better reflect and represent the diverse demographics in our community.|The District would like to continue to increase parent involvement and input in various school and district level committees and events such as School Site Council membership, Parent Advisory Council, ELAC and DELAC, and PTCO community building events. BUSD also looks forward to increased parent participation during regular meetings of the local tribal parent advisory council.|The District will utilize the ParentSquare communication platform to reach parents in their home language and will ensure newsletters and flyers are translated and accessible on the school website. Staff will communicate directly with parents via the parent portal on our school information system to communicate student progress, concerns, and celebrations. Signage across all campuses is beginning to reflect the three main dialects in our community.  The District plans to continue to hold more community nights and events aimed at celebrating English learner progress and achievements and elicit more input from our Spanish-speaking families.|School Site Councils and ELAC committees are established at each site, to review and provide input on school/district plans such as the school's Single Plan for Student Achievement (SPSA) and the district's Local Control Accountability Plan (LCAP). Families are surveyed periodically throughout the year, via the ParentSquare app, to elicit input and inform various plans.|The District seeks more frequent and less formal feedback on school activities and program offerings from families and students.|BUSD has more resources targeted towards collaborating with Spanish-speaking families.  This year, DELAC and ELAC meetings were held concurrently, to connect more parents across the district.|4|3|4|3|3|3|3|3|3|3|3|3|Met||2025-06-12|2025
15101570000000|Kern County Office of Education|3|According to the 2025 LCAP survey, 96.1% of parents/guardians agreed with the statement, “I feel welcome at my student’s school,” and 97.4% of parents/guardian agreed with the statement, “The interactions I have with school staff are pleasant.”  The Alterative Education program believes that building relationships with students and their families is the foundation for students’ educational success.  Program staff regularly connect with parents/guardians through phone calls and strive to make families feel welcome during each visit to campus.  Due to short enrollment periods in Community School, creating long-term and lasting relationships with families can be challenging.  Court School restrictions typically limit access to parents/guardians outside of events such as Back to School Night and various meetings.|The Alternative Education program is committed to continuing to foster positive relationships with families through regular communication and invitations to school events.  A continued focus in this area is securing parents/guardians to participate in various advisory committee meetings, including Court and Community School Site Councils and Court and Community English Learner Advisory Committees.|As mentioned in a previous prompt, due to the short enrollment periods of students and the lack of ability to engage with most Court School parents/guardians, securing parent/guardian involvement in the Alternative Education program is a challenge.  Due to the services provided through the California Community Schools Partnership Program, the program has increased the number of events and support services offered to parents/guardians and families.  The program would like to continue to increase and improve the engagement of all families, including those that are underrepresented.|According to the 2025 LCAP survey, 94.7% of parents/guardians who participated in the survey agreed with the statement, “My school values parents/guardians as important partners in their student’s education.”  Each Community School site has an open-door policy related to meeting with parents/guardians to discuss student progress and determine ways to work together to support student success, both behaviorally and academically.  Administrators schedule meetings with the families of students who are struggling in order to determine any barriers to success and what the school can do to support the student and their family.|Through the California Community Schools Partnership Program, the Alternative Education program supports staff in their efforts to partner with parents/guardians to improve the social emotional and academic well-being of their children.  Through surveys, focus groups, and parent workshops, the program determines what parents/guardians indicate is needed for them to appropriately support their children academically.|The Alternative Education program will continue to build on the work that is already in place to ensure that the program is building partnerships to benefit student outcomes, including with those families that are considered underrepresented.  These measures include invitations to all school events and communication through Parent Portal and Parent Square.  In addition, the positive impacts of participating in the California Community Schools Partnership Program will further support these efforts.|The Alternative Education program encourages parents/guardians to participate in committees in order to help the program make decisions that impact students.  The program actively recruits parents/guardians to participate in the Court and Community School Site Councils and the Court and Community English Learner Advisory Committees.  Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey is made available for parents/guardians to provide input.  Parents/guardians of students who receive special education services are invited to attend and actively participate in all IEP meetings.  Results from the 2025 LCAP survey indicate that 92.0% of parents/guardians surveyed agreed with the statement, “My school actively seeks parent/guardian input into decisions related to their student’s education through surveys, IEP meetings, parent conferences, etc.”  The high turnover rate in both Court and Community Schools makes it challenging to have continuous parent/guardian involvement.|Through parent/guardian conferences, IEP meetings, School Site Council meetings, and school-based events, the Alternative Education program intends to continue to encourage parents/guardians to become involved in the decision-making process for their child’s school.  The outreach that takes place through the California Community Schools Partnership Program also supports these efforts.|All actions the Alternative Education program takes to improve parent/guardian engagement will include the engagement of underrepresented families.  Due to the program’s highly transient population and the limited access the program has to Court School parents/guardians, ensuring parents/guardians understand the critical importance of their involvement in decision making can be challenging.  However, the program will continue to make every effort to involve parents/guardians in the schools’ decision-making processes.|4|5|3|5|3|3|5|4|4|4|4|4|Met||2025-06-10|2025
15101570119669|Wonderful College Prep Academy|3|After reviewing educational partner feedback, families continue to report that their students feel safe at WCPA, the campuses are clean, and that they are well-informed with their child’s progress in school. Parents continue to provide feedback that the best way for communication with school staff and important issues is through the ParentSquare communication platform. Families were positive about the number of opportunities available for on campus engagement. WCPA has made improvements in engagement and communication to families during the 2024-2025 school year. There continues to be a significant focus on what types of family events were held to maximize opportunities for family engagement and partnerships in support of student success. Families appreciated the variety of events focused on supporting students at home including, but not limited to, WCPA Signature Events, Family Orientations, Math and Literacy Nights, and Financial Aid Awareness (for High School Families). Families also expressed that regular newsletters and classroom updates help them stay connected to daily school life. Several families noted that opportunities to provide input through surveys and feedback sessions strengthen their relationship with the school. Some families shared that seeing consistent staff presence at community events increases their sense of connection.|Based on the feedback received from families and school staff, WCPA will continue to focus on ensuring that all family events provide academic, social-emotional, and family-friendly engaging opportunities to help support students both in and outside of the classroom in both English and Spanish to help with the language gap. Additionally, the Student Support Services staff continues to support  team members to help with family and student outreach including a School Social Worker, School Nurse, Student Incident Response Staff which will help identify students at risk for chronic absenteeism or provide early academic and social-emotional interventions and supports for students and their families. WCPA will work to increase awareness and access to community resources that support family well-being. WCPA aims to enhance communication by simplifying messages and using multiple formats to reach families with varying preferences and needs.|During the 2024-2025 families gave WCPA feedback on how they were satisfied with the updates given throughout the school year and to continue with providing this information. For the 2025-2026 families will continue to receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families are able to meet one-on-one with school leaders and teachers. Families that do not attend these sessions will be scheduled to meet with a school leader or counselor to review their child’s progress so that all families are engaged in their child’s success at WCPA. WCPA will collaborate with community organizations trusted by underrepresented groups to build stronger connections and promote engagement opportunities. These targeted efforts aim to ensure all families feel welcomed, informed, and actively involved in their child’s education.|After review of educational partner feedback, WCPA continued to make great strides during the 2024-2025 school year to provide students both academic and social-emotional wrap-around supports. Families stated in survey results, Parent Advisory Committee Meetings and English Learner Advisory Council meetings that they appreciate the amount of staff available to help students with both academic and social-emotional supports and that WCPA should continue investing in these services to students. Additionally, WCPA provided onsite Social Workers, School Nurse, School Psychologists, and specialized supports to help school leaders address early interventions and supports for students and will continue to invest in providing these supports. WCPA encourages family volunteers, providing meaningful ways for partners to engage directly in supporting school activities and events.|School leaders met with families to review schoolwide goals and priorities and as a team to determine if adjustments were needed towards strategy. They actively reviewed and analyzed student performance data in both Math and English Language Arts, A-G performance data, chronic absenteeism data and other local indicators to ensure the best opportunities for student performance. We continue to set aggressive growth targets for all of our students and plan to continue engaging with families and staff to regularly meet and review student performance data.|School leaders regularly review data by subgroup with staff, Parent Advisory Committee members and administrators to ensure all students (including Foster/Homeless Youth, Students with Disabilities, English Learners, Migrant Students, Student from Low-Income Households) are accounted for on a regular basis. Families receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families are able to meet one-on-one with school leaders and teachers. Families that do not attend these sessions will be scheduled to meet with a school leader or counselor to review their child’s progress so that all families are engaged in their child’s success at WCPA.|Wonderful College Prep Academy sought to engage all stakeholders in the feedback process. Parents on the Parent Advisory Committee and English Learner Advisory Council were given multiple opportunities to provide feedback on methods to best meet WCPA goals. Student representatives on the student advisory were also able to provide consultation and feedback on school culture, academic opportunities, interventions, and other supports they may benefit from. Staff were given the opportunity to review and provide input towards school-wide goals and priorities. Staff members were also engaged through the Parent Advisory Committee. Administrators reviewed the schoolwide goals and priorities as a team to determine if adjustments were needed towards strategy.|Families and Staff have appreciated the level of input and opportunities provided for process improvements related to decision-making during the 2024-2025 year. School leaders are focusing on increasing family involvement in both the Parent Advisory Committee, English Learner Advisory Council and the Parent Representative on the Board of Directors for the 2024-2025 school year.|WCPA school leaders will continue to use feedback from family surveys, Parent Advisory Committee and English Learner Advisory Council families to continue with focused outreach to families. Events and information are provided in both English and Spanish, all school communications through the ParentSquare portal are provided in the families’ preferred language and allows School Leaders to reach out and engage families directly. The Student Support Services Team will continue to work with families to ensure those at risk of chronic absenteeism, continue to receive the intervention supports (both academic and social-emotional) they need to succeed.|4|4|3|4|4|4|4|4|4|4|4|3|Met||2025-06-19|2025
15101570124040|Grow Academy Arvin|3|"Capacity of Staff to Build Trusting and Respectful Relationships with Families At Grow Public Schools, we are rooted in our belief that ""Every parent can be engaged."" Through Home Visits and Parent Teacher Conferences, Grow Academy Arvin (GAA) builds strong relationships with families and empowers them to contribute to student growth and achievement. GAA encourages participation by organizing volunteer opportunities for parents to share their time, skills, and expertise, helping families connect to the school and build positive relationships with staff. GAA holds a Parent Appreciation Night to recognize family involvement and support, reinforcing the value of engagement and inspiring others to participate. Through the Community Schools Grant, an AmeriCorps Mentor provided full-time support via 1:1 mentorships and small group activities to improve attendance, reduce absenteeism, and provide academic assistance.  Creating Welcoming Environments for All Families in the Community GAA hosts Enrollment and Mutual Promise Nights so new families can get to know the campus, teachers, and staff before school starts. Parents are invited to monthly Coffee & Conversation meetings where families and staff discuss key topics, share ideas, and ask questions. This year, home office departments joined sessions so families could learn more about Grow Public Schools and its support for students. GAA offers monthly educational family nights and cultural celebrations to promote belonging and unity, encouraging families to connect with one another and the school. Edible Schoolyard staff engage families through seed-to-table Family Cooking Nights, where they prepare healthy, organic meals with their Grow scholars.  Supporting Staff to Learn About Each Family's Strengths, Culture, Languages, and Goals for Their Children A key feature of GAA is its focus on each child. Home Visits are an important first step to build trust with families. All students create ILPs (Individualized Learning Plans) in collaboration with teachers, small group instructors, and parents.  Developing Multiple Opportunities for the School to Engage in 2-Way Communication Between Families and Educators Using Language That Is Understandable and Accessible to Families Parent Teacher Conferences provide time to discuss student progress and academic goals while involving parents in planning strategies for success. Parent Tech Nights allowed families to engage with teachers, explore curriculum, get testing tips, provide LCAP feedback, and celebrate growth. This year, 100% of families created a ParentSquare account. Star Parents of Grow Academy (SPGA) promotes student interests through partnership with staff and leadership, offering a forum for sharing ideas and educating families about GAA programs."|Supporting Staff to Learn About Each Family's Strengths, Culture, Languages, and Goals for Their Children The Family and Community Engagement Coordinator will deepen the implementation of the question and discussion topics added last year to the conversation guide for home visits. These were designed to invite responses about each family's strengths, culture, languages, adn goals for their children.   Developing Multiple Opportunities for the School to Engage in 2-Way Communication Between Families and Educators Using Language That Is Understandable and Accessible to Families An area of improvement is ensuring all parents have access to and understand how to navigate Parent Square to establish two-way communication between home and school. Last year, GAA purchased and put into use new interpretation devices in an effort to provide Spanish translation to all parent/family meetings and events and conducted an LCAP educational partner input session in Spanish as the primary language. The next step is to increase the number of key parent meetings that are conducted in Spanish by a facilitator who is equipped to lead the meeting.|ELAC Meetings, IEPs, and developmentally appropriate student input groups are key opportunities to improve engagement of underrepresented families. Grow Academy plans to continue to increase the quantity and quality of student input groups, conduct ELAC meetings primarily in Spanish, advertise nominations to SSC and ELAC in a more vigorous and focused manner, and specifically seek input from parents of Special Education students at annual meetings.|Parent and Community involvement is a top priority for all staff at Grow Academy.  During the school year, the school engages parents in the following ways: 1. Home Visits 2. Back to School Night 3. Monthly Coffee and Conversation 4. Parent-Teacher Conferences 5. Weekly Newsletter sent through Parent Square 6. Ongoing posts on upcoming events and community resources 7. Weekly folder home with important information 8. Aeries Parent Portal to see student grades, attendance, and behavior. 9. Drive-thru oral health & dental screening clinic for scholars in partnership with the Kern County Children's Dental Health Network and First 5 Kern 10. Parent Tech Nights 11. Parent Informational Meeting 12. Monthly Family Educational Night 13. Parent Advisory Council 14. Community Schools Grow Advisory Council 15. Loving Solutions (parenting class) 16. Parent Project 17. Math Workshops 18. Literacy Workshops 19. Community Partner Resource Workshop  We are constantly mindful of challenges in connecting with our school community. We have implemented a range of tools to make access easier, from digital communications platforms such as ParentSquare that automatically translates content from English into Spanish, to having translators available at all parent meetings, to ensuring that we offer both morning and evening meeting times to accommodate work schedules for parents. Through engaging with the McKinney Vento representatives from the local district and County Office of Education, we are able to identify and ensure that our homeless students are being provided with access to their education, including transportation.|Providing Families with Information and Resources to Support Student Learning and Development in the Home Ongoing educational and academic parent workshops such as Parent University, Parent Project, and Loving Solutions. Additional ways to earn parent engagement hours.  Family educational nights. Family Cooking Nights. Health & Wellness Fairs  Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students Outreach efforts to engage, increase awareness, educate, and build partnerships with our parents/guardians through surveys, School Site Council meetings, ELAC, SPGA and Parent Advisory Council (PAC).|Providing Professional Learning and Support to Teachers and Principals to Improve a School's Capacity to Partner with Families GAA will continue to include teachers and staff to participate in parent and family events which will encourage families and strengthen diverse community partnerships.  Providing Families with Information and Resources to Support Student Learning and Development in the Home The GAA FACE Liaison will work to bring awareness of services and resources to our parents by connecting our families with community organizations. We will bring awareness and information on the McKinney Vento program to help support our homeless and foster youth. Our partnership with KCSOS' Migrant Department will help connect our families to opportunities for our identified migrant students and families.  Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students GAA and the Family and Community Engagement Liaison will continue communicating information, resources, and services available to our underrepresented families. Work closely with and maximize outreach with our Multilingual Education Learner families to increase parent attendance at ELAC meetings. During parent sessions, meetings, and family events, ensure that childcare options, food, and prizes are open to all families to prevent any barriers to parent participation. Provide multiple opportunities for parents to attend events at a time that suits their work schedule or availability.|Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making Our vision at GAA is to develop collaborative partnerships with our families, alumni, and communities so they feel empowered to take shared ownership of scholars' success. In 2023-2024, Grow Public Schools launched several parent advisory groups, including the Parent Advisory Council and the Community Schools Grow Advisory Council.  Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making GAA intentionally provides and develops meaningful opportunities for families to be engaged and informed.  Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community One of our top priorities is to integrate educational partner input to align resources and support with families' needs. Provide input during school activities that support learning at home, School Site Council, ELAC, SPGA, Coffee & Conversation, and LCAP Surveys.  During the 2023-2024 school year, Coffee and Conversation meetings grew in attendance due to the outreach efforts of the Family and Community Engagement Team. Parents were more involved in SPGA, with several new parents joining the group.|Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making A focus area for improvement is to ensure that we establish structures that build capacity in our advisory groups (education research, including social and emotional research and education policy) and then increase the frequency of opportunities to engage in schoolwide decision-making.  Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making Improving our engagement with our underrepresented families as it relates to decision-making will require a concerted effort to educate our families on learning strategies, related curricula, and relevant schoolwide policies.  Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community Grow Academy has multiple means of collecting input from all stakeholder groups, including a School Site Council, English Learner Advisory Committee, and Star Parents of Grow Academy (SPGA), as well as through monthly Coffee and Conversation meetings, annual parent surveys, Parent Tech Nights, and End of Year Parent Informational Meeting.   Providing Opportunities to Have Families, Teachers, Principals, and District Administrators Work Together to Plan, Design, Implement, and Evaluate Family Engagement Activities at School and District Levels Ensure that we have created access to our existing platforms for family engagement, such as our advisory councils.|GAA will continue processes to include all parents in decision-making platforms and surveys that is in their language and easily accessible.|5|5|4|4|4|4|5|4|4|4|4|4|Met||2025-07-23|2025
15101570135467|Wonderful College Prep Academy - Lost Hills|3|After reviewing educational partner feedback, families continue to report that their students feel safe at WCPA, the campuses are clean, and that they are well-informed with their child’s progress in school. Parents continue to provide feedback that the best way for communication with school staff and important issues is through the ParentSquare communication platform. Families were positive about the number of opportunities available for on campus engagement. WCPA has made improvements in engagement and communication to families during the 2024-2025 school year. There continues to be a significant focus on what types of family events were held to maximize opportunities for family engagement and partnerships in support of student success. Families appreciated the variety of events focused on supporting students at home including, but not limited to, WCPA Signature Events, Family Orientations, Math and Literacy Nights, and Financial Aid Awareness (for High School Families).|Based on the feedback received from families and school staff, WCPA will continue to focus on ensuring that all family events provide academic, social-emotional, and family-friendly engaging opportunities to help support students both in and outside of the classroom in both English and Spanish to help with the language gap. Additionally, the Student Support Services staff continues to support team members to help with family and student outreach including a School Social Worker, School Nurse, Student Incident Response Staff which will help identify students at risk for chronic absenteeism or provide early academic and social-emotional interventions and supports for students and their families. WCPA will work to increase awareness and access to community resources that support family well-being. WCPA aims to enhance communication by simplifying messages and using multiple formats to reach families with varying preferences and needs.|During the 2024-2025 families gave WCPA feedback on how they were satisfied with the updates given throughout the school year and to continue with providing this information. For the 2025-2026 families will continue to receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families are able to meet one-on-one with school leaders and teachers. Families that do not attend these sessions will be scheduled to meet with a school leader or counselor to review their child’s progress so that all families are engaged in their child’s success at WCPA. WCPA will collaborate with community organizations trusted by underrepresented groups to build stronger connections and promote engagement opportunities. These targeted efforts aim to ensure all families feel welcomed, informed, and actively involved in their child’s education.|After review of educational partner feedback, WCPA continued to make great strides during the 2024-2025 school year to provide students both academic and social-emotional wrap-around supports. Families stated in survey results, Parent Advisory Committee Meetings and English Learner Advisory Council meetings that they appreciate the number of staff available to help students with both academic and social-emotional supports and that WCPA should continue investing in these services to students. Additionally, WCPA provided onsite Social Workers, School Nurse, School Psychologists, and specialized supports to help school leaders address early interventions and supports for students and will continue to invest in providing these supports. WCPA encourages family volunteers, providing meaningful ways for partners to engage directly in supporting school activities and events.|School leaders met with families to review schoolwide goals and priorities and as a team to determine if adjustments were needed towards strategy. They actively reviewed and analyzed student performance data in both Math and English Language Arts, A-G performance data, chronic absenteeism data and other local indicators to ensure the best opportunities for student performance. We continue to set aggressive growth targets for all of our students and plan to continue engaging with families and staff to regularly meet and review student performance data.|School leaders regularly review data by subgroup with staff, Parent Advisory Committee members and administrators to ensure all students (including Foster/Homeless Youth, Students with Disabilities, English Learners, Migrant Students, Student from Low-Income Households) are accounted for on a regular basis. Families receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families are able to meet one-on-one with school leaders and teachers. Families that do not attend these sessions will be scheduled to meet with a school leader or counselor to review their child’s progress so that all families are engaged in their child’s success at WCPA.|Wonderful College Prep Academy-Lost Hills sought to engage all stakeholders in the feedback process. Parents on the Parent Advisory Committee and English Learner Advisory Council were given multiple opportunities to provide feedback on methods to best meet WCPA goals. Student representatives on the student advisory were also able to provide consultation and feedback on school culture, academic opportunities, interventions, and other supports they may benefit from. Staff were given the opportunity to review and provide input towards school-wide goals and priorities. Staff members were also engaged through the Parent Advisory Committee. Administrators reviewed the schoolwide goals and priorities as a team to determine if adjustments were needed towards strategy.|Families and Staff have appreciated the level of input and opportunities provided for process improvements related to decision-making during the 2024-2025 year. School leaders are focusing on increasing family involvement in both the Parent Advisory Committee, English Learner Advisory Council and the Parent Representative on the Board of Directors for the 2024-2025 school year.|WCPA school leaders will continue to use feedback from family surveys, Parent Advisory Committee and English Learner Advisory Council families to continue with focused outreach to families. Events and information are provided in both English and Spanish, all school communications through the ParentSquare portal are provided in the families’ preferred language and allows School Leaders to reach out and engage families directly. The Student Support Services Team will continue to work with families to ensure those at risk of chronic absenteeism, continue to receive the intervention supports (both academic and social-emotional) they need to succeed.|4|4|3|4|4|4|4|4|4|4|4|5|Met||2025-06-19|2025
15101570142505|Central Academy of Arts and Technology|3|One of our greatest strengths as a new school has been our intentional focus on building strong, trusting relationships between school staff and families. Based on feedback from educational partners and internal reflection, this was consistently identified as an area of excellence. Families reported feeling welcomed, heard, and included in their child’s educational experience. From the start, we implemented open communication systems, held family onboarding events, conducted community outreach, and ensured that all staff; teachers, support staff, and leadership, prioritized relationship-building as foundational to student success.  A key indicator of this strength is our 100% retention of teachers and staff during our first year. This continuity allowed families to develop meaningful, consistent relationships with the adults serving their children. The sense of stability, care, and connection has not only supported strong family engagement but also helped establish a school culture rooted in trust and shared purpose. As we grow, we remain committed to deepening these partnerships as a cornerstone of our school community.|Based on the analysis of educational partner input and local data, one of our focus areas for improvement in building relationships between school staff and families is ensuring that students with disabilities (SWD) and their families have a stronger voice in our school community. As our population of SWD continues to grow, we recognize the need to create more intentional structures for two-way communication, family advocacy, and inclusive partnership in decision-making. We are committed to providing more opportunities for these families to engage meaningfully and to feel seen, heard, and supported throughout the school year.  Another area of growth is improving the consistency of communication across grade levels and classrooms. While families have expressed appreciation for the relationships they’ve built with individual teachers, feedback shows a desire for more uniform systems and clearer expectations for how and when information is shared. We are working to strengthen our internal coordination and adopt shared tools and practices that ensure every family, regardless of grade level, experiences high-quality and timely communication from our team.|Based on our self-reflection process and input from educational partners, we have identified families of students with disabilities, multilingual learners, and those new to our community as underrepresented in ongoing engagement efforts. To improve engagement with these families, we will implement targeted strategies that build trust, increase access, and create meaningful opportunities for two-way communication.  For families of students with disabilities, we are creating more inclusive spaces for dialogue, such as family forums and listening sessions that focus specifically on their experiences and needs. We also continue to strengthening our IEP process to be more collaborative and user-friendly, ensuring families feel empowered and informed.  For multilingual families, we are expanding translated materials and increasing the use of interpretation services at all events and meetings. We are also working to hire and train bilingual staff who can build stronger bridges between home and school.  To support all underrepresented families, we are improving the consistency and clarity of communication across classrooms and grade levels, using shared tools and expectations. Additionally, we are building more flexible opportunities for engagement, such as virtual sessions, informal gatherings, and family advisory groups, so that all families, regardless of schedule or background, have a place and a voice in our school community.|Based on input from educational partners and local data, one of our current strengths in building partnerships for student outcomes is the strong collaboration between staff and families around academic support. Families reported feeling informed and involved in their child’s learning, particularly through clear communication about student progress, access to digital tools, and regular updates from teachers. We have established routines for sharing data with families, including report cards, progress reports, and family-teacher conferences focused on student growth and goals.  Our team works proactively to engage families as partners, not just participants. For example, during our first year, we hosted academic nights, family onboarding sessions, and classroom events that helped families understand curriculum expectations and how to support learning at home. This consistent communication and accessibility contributed to our early success in building trust and alignment between home and school. Our internal data shows strong attendance at family events, high satisfaction in family surveys, and a shared sense of purpose around student success. As we grow, we will continue to prioritize these partnerships as essential to improving outcomes for every student.|Based on the analysis of educational partner input and local data, a key focus area for improvement in building partnerships for student outcomes is expanding the scope of family engagement beyond traditional academics to include more events and opportunities connected to our school’s unique focus on the arts and technology. While families have responded positively to academic nights and progress-focused conferences, feedback indicates a strong interest in being more involved in the creative and innovative aspects of our program.  To address this, we are developing more arts and technology-focused events where students can showcase their learning, and families can engage with the hands-on, project-based experiences that define our school model. These events will not only celebrate student achievement but also strengthen the connection between school, home, and the real-world skills our students are building. By broadening the ways families can participate, we aim to deepen their understanding of our vision and empower them to support student growth across a wider range of disciplines.|Based on our self-reflection process and educational partner feedback, we identified families of students with disabilities, multilingual learners, and newly enrolled families as underrepresented in engagement efforts related to student outcomes. To improve engagement with these groups, we are taking intentional steps to create more inclusive, accessible, and empowering opportunities for participation.  We will strengthen engagement with families of students with disabilities by hosting targeted workshops and resource nights focused on IEP understanding, progress monitoring, and how to support learning at home. We will also create more regular, informal spaces such as parent coffee chats and advisory sessions, where families can share experiences and help shape the supports we provide.  For multilingual families, we are enhancing communication by expanding interpretation services and translated materials, as well as offering multilingual workshops on curriculum, assessments, and learning tools. We are also building relationships through bilingual staff and community liaisons who can provide ongoing, culturally responsive support.  To better support newly enrolled families and those unfamiliar with school systems, we are designing onboarding sessions that explain how to navigate academic expectations, technology platforms, and school resources. These sessions will emphasize how families can be active partners in their child’s learning journey from day one.  Through these strategies, we aim to remove barriers, elevate family voices, and build stronger partnerships that lead to meaningful, sustained student outcomes.|Based on the analysis of educational partner input and local data, one of our key strengths in seeking input for decision-making is the intentional creation of multiple, accessible avenues for stakeholders to share their voices. During our first year of operation, we prioritized building a culture of collaboration and transparency by regularly engaging families, staff, students, and community partners in conversations about the school’s development and improvement.  We held LCAP input sessions, family forums, and leadership advisory meetings that welcomed open discussion and genuine feedback. Surveys and direct outreach were used throughout the year to gather input on topics such as school culture, academic programming, and support services. Our team made visible efforts to respond to this input, whether by adjusting schedules, enhancing communication tools, or expanding student supports and shared updates to close the feedback loop.  Staff participation in decision-making has also been a strong area, with regular team meetings, collaborative planning time, and shared leadership structures that value teacher expertise. This collective approach has helped build trust and ownership across the school community, laying a strong foundation for continued shared decision-making as we grow.|Based on the analysis of educational partner input and local data, a key focus area for improvement in seeking input for decision-making is increasing the engagement of underrepresented voices, particularly families of students with disabilities, multilingual learners, and working families who may face barriers to participating in traditional meetings or input sessions. While we have established multiple ways to collect feedback, we recognize the need to diversify our outreach strategies and offer more flexible, culturally responsive, and accessible opportunities for engagement.  Additionally, we are working to strengthen the feedback loop by not only gathering input but also clearly communicating how that input informs decisions. Some families and staff shared that while they appreciated being asked for feedback, they were not always aware of the outcomes or changes that resulted from their contributions. To improve this, we will provide more consistent follow-up communication that shows how stakeholder voices directly impact planning and priorities.  We are also continuing to build and expand our shared governance model, which includes school-level committees made up of staff, families, and community members who collaborate on key initiatives such as the LCAP, curriculum planning, student supports, and campus culture. As we grow, we will add more representative voices to these committees and ensure they are empowered to take an active role in shaping our school's direction. This model supports transparent, inclusive decision-making and reflects our commitment to building a school where every voice matters.|Based on our self-reflection process and educational partner input, we identified families of students with disabilities, multilingual learners, and working families with limited availability as underrepresented in our current decision-making engagement efforts. To improve engagement with these families, we are implementing targeted strategies that reduce barriers and create more inclusive, meaningful opportunities to participate in shaping school decisions.  We will expand the use of flexible engagement formats such as virtual meetings, translated surveys, and recorded input sessions that families can access on their own time. We are also increasing the use of interpretation services at all public meetings and ensuring that key documents and communications are available in families’ home languages.  In addition, we are building family leadership opportunities within our shared governance structure by actively recruiting diverse representation on committees and advisory groups, particularly ensuring the voices of families of students with disabilities and English learners are present and heard. These committees will be supported with clear roles, accessible information, and intentional facilitation so that all members can participate with confidence.  Through these efforts, we aim to create a culture where all families, especially those historically underrepresented feel invited, equipped, and empowered to engage in decisions that shape our school’s future.|4|4|4|5|4|4|4|4|4|4|4|4|Not Met|||2025
15101570156364|Grow Public Schools|3|At Grow Public Schools (GPS), we believe every parent can be engaged. Through Home Visits and Parent Teacher Conferences, GPS builds strong relationships with families and empowers them to support student growth. GPS hosts Parent Appreciation Night and encourages volunteer opportunities, ensuring families feel connected and valued. With Community Schools Grant support, an AmeriCorps Mentor provided 1:1 mentorship and small group sessions to improve attendance and academic success.  To create welcoming environments, GPS organizes Enrollment and Mutual Promise Nights for new families to meet staff and tour campuses. Monthly Coffee & Conversation meetings bring families and staff together to discuss topics, address concerns, and foster connection. This year, home office departments joined to increase transparency and engagement. Educational family nights and cultural celebrations build unity, while Edible Schoolyard Family Cooking Nights engage families in seed-to-table activities with their children.  GPS supports staff in learning about each family’s strengths, cultures, languages, and goals. Every student creates an ILP (Individualized Learning Plan) with input from teachers, instructors, and parents—beginning with Home Visits to establish trust.  Two-way communication is emphasized through Parent Teacher Conferences and Parent Tech Nights. These events promote dialogue around student progress, curriculum, testing, and feedback on school planning such as the LCAP. This year, GPS achieved 100% parent activation on ParentSquare.  Parent groups—Arvin’s Star Parents of Grow Academy (SPGA) and Shafter’s Parents of Grow Academy (POGA)—collaborate with staff, students, and the board to advocate for students, share ideas, and help families understand the educational program through direct consultation with leadership.|Providing Families with Information and Resources to Support Student Learning and Development in the Home Ongoing educational and academic parent workshops such as Parent University, Parent Project, and Loving Solutions. Additional ways to earn parent engagement hours.  Family educational nights. Family Cooking Nights. Health & Wellness Fairs   Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students Outreach efforts to engage, increase awareness, educate, and build partnerships with our parents/guardians through surveys, School Site Council meetings, ELAC, SPGA, POGA, and Parent Advisory Council (PAC).|ELAC Meetings, IEPs, and developmentally appropriate student input groups are key opportunities to improve engagement of underrepresented families. Grow Academy plans to continue to increase the quantity and quality of student input groups, conduct ELAC meetings primarily in Spanish, advertise nominations to SSC and ELAC in a more vigorous and focused manner, and specifically seek input from parents of Special Education students at annual meetings.|Parent and Community involvement is a top priority for all staff at Grow Academy.  During the school year, the school engages parents in the following ways: 1. Home Visits 2. Back to School Night 3. Monthly Coffee and Conversation 4. Parent-Teacher Conferences 5. Weekly Newsletter sent through Parent Square 6. Ongoing posts on upcoming events and community resources 7. Weekly folder home with important information 8. Aeries Parent Portal to see student grades, attendance, and behavior. 9. Drive-thru oral health & dental screening clinic for scholars in partnership with the Kern County Children's Dental Health Network and First 5 Kern 10. Parent Tech Nights 11. Parent Informational Meeting 12. Monthly Family Educational Night 13. Parent Advisory Council 14. Community Schools Grow Advisory Council 15. Loving Solutions (parenting class) 16. Parent Project 17. Math Workshops 18. Literacy Workshops 19. Community Partner Resource Workshop   We are constantly mindful of challenges in connecting with our school community. We have implemented a range of tools to make access easier, from digital communications platforms such as ParentSquare that automatically translates content from English into Spanish, to having translators available at all parent meetings, to ensuring that we offer both morning and evening meeting times to accommodate work schedules for parents. Through engaging with the McKinney Vento representatives from the local district and County Office of Education, we are able to identify and ensure that our homeless students are being provided with access to their education, including transportation.|Providing Families with Information and Resources to Support Student Learning and Development in the Home Ongoing educational and academic parent workshops such as Parent University, Parent Project, and Loving Solutions. Additional ways to earn parent engagement hours.  Family educational nights. Family Cooking Nights. Health & Wellness Fairs   Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students Outreach efforts to engage, increase awareness, educate, and build partnerships with our parents/guardians through surveys, School Site Council meetings, ELAC, SPGA, POGA, and Parent Advisory Council (PAC).|Providing Professional Learning and Support to Teachers and Principals to Improve a School's Capacity to Partner with Families GPS will continue to include teachers and staff to participate in parent and family events which will encourage families and strengthen diverse community partnerships.   Providing Families with Information and Resources to Support Student Learning and Development in the Home The FACE Coordinator and Liaisons will work to bring awareness of services and resources to our parents by connecting our families with community organizations. We will bring awareness and information on the McKinney Vento program to help support our homeless and foster youth. Our partnership with KCSOS' Migrant Department will help connect our families to opportunities for our identified migrant students and families.   Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students The Family and Community Engagement Coordinator and Liaisons will continue communicating information, resources, and services available to our underrepresented families. Work closely with and maximize outreach with our Multilingual Education Learner families to increase parent attendance at ELAC meetings. During parent sessions, meetings, and family events, ensure that childcare options, food, and prizes are open to all families to prevent any barriers to parent participation. Provide multiple opportunities for parents to attend events at a time that suits their work schedule or availability.|Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making Our vision at GPS is to develop collaborative partnerships with our families, alumni, and communities so they feel empowered to take shared ownership of scholars' success. 2024-2025 was the 2nd year GPS hosted several parent advisory groups, including the Parent Advisory Council and the Community Schools Grow Advisory Council.   Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making GPS intentionally provides and develops meaningful opportunities for families to be engaged and informed.   Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community One of our top priorities is to integrate educational partner input to align resources and support with families' needs. Provide input during school activities that support learning at home, School Site Council, ELAC, SPGA, POGA, Coffee & Conversation, and LCAP Surveys.  Coffee and Conversation meetings featured guest speakers from various departments at the home office.|Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making A focus area for improvement is to ensure that we establish structures that build capacity in our advisory groups (education research, including social and emotional research and education policy) and then increase the frequency of opportunities to engage in schoolwide decision-making.   Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making Improving our engagement with our underrepresented families as it relates to decision-making will require a concerted effort to educate our families on learning strategies, related curricula, and relevant schoolwide policies.   Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community Grow Academy has multiple means of collecting input from all stakeholder groups, including a School Site Council, English Learner Advisory Committee, Parents of Grow Academy (POGA) and Star Parents of Grow Academy (SPGA), as well as through monthly Coffee and Conversation meetings, annual parent surveys, Parent Tech Nights, and End of Year Parent Informational Meeting.    Providing Opportunities to Have Families, Teachers, Principals, and District Administrators Work Together to Plan, Design, Implement, and Evaluate Family Engagement Activities at School and District Levels Ensure that we have created access to our existing platforms for family engagement, such as our advisory councils.|GPS will continue processes to include all parents in decision-making platforms and surveys that is in their language and easily accessible.|4|3|4|4|3|4|4|3|3|4|3|3|Met||2025-07-23|2025
15101571530492|Valley Oaks Charter|3|Valley Oaks Charter School (VOCS) was founded on respecting and valuing parent choice, allowing parents to tailor an education to fit their children's individual needs in a homeschool environment. Students at VOCS are educated one child at a time, incorporating various teaching methods. Working closely with VOCS' credentialed teachers, parent educators take the opportunity to teach lessons based on the child's academic ability and style of learning in a homeschool environment. Whether a student is a visual learner, an audio learner, and/or a kinesthetic learner, all students are expected to work to their fullest potential at Valley Oaks Charter School. To assist parent educators with this goal, VOCS provides numerous educational options and opportunities that can be individualized to each student's learning style, skill set, and academic potential. In addition, parent educators may choose to have their students participate in a variety of enrichment activities offered by the school.|Based on feedback from educational partners and local data, our focus this year in strengthening relationships between school staff and families is to sustain family participation across all campuses. We aim to ensure families feel informed, connected, and supported through clear, consistent communication and meaningful engagement opportunities. We are building on our strong foundation of community and continuity by maintaining a welcoming school culture and offering a variety of ways for families to get involved, including enrichment classes, tutoring, workshops, clubs, dances, and field trips. Parent Clubs, ASB, and Jr. ASB continue to be key in organizing events and fostering connections between families and staff. Our goal is to ensure that every family—regardless of location or grade level—feels welcomed, valued, and actively involved in their student’s educational experience.|Since VOCS is a parent-choice, parent-participation, independent/homeschool charter school, the school recognizes that consistency throughout the grade levels can vary from family to family and year to year.  VOCS will continue to review data and listen to the needs and wants of our educational partners to offer MTSS, tutoring, enrichment classes and workshops that meet the needs of our students and parents.|Throughout the school year, educational partners had opportunities to be part of decisions about VOCS through surveys, meetings, and committees.  Results from the 2024-25 Annual Educational Partners Survey indicated 90% of educational partners feel valued by VOCS as important partners in our school.  Additional results from the 2024-25 Annual Educational Partners Survey include: 96% agreed/strongly agreed that VOCS staff responded quickly to parent phone calls, Remind text, and/or emails; 92% felt connected to VOCS; and 95% reported that VOCS demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.  Additionally, survey results report that 94% of students feel safe at a VOCS campus; 92% feel engaged at VOCS, and 94% believe their feelings matter to VOCS teachers.|Valley Oaks Charter School teachers will continue to work with students and parents to determine the areas of need.  In addition of individual meetings, local assessments are administered throughout the school year, to tailor the students learning and give support in the areas that need improvement. Through surveys, PLC, and parent workshops, the program will determine what parents/ guardians indicate is needed for them to appropriately support their children academically.|Valley Oaks Charter School will continue to build on the work that is already in place to ensure that the program is building partnerships to benefit student outcomes, including with those families that are considered underrepresented.  These measures include invitations to all school events and communication through ParentSquare, Remind, and Facebook.|Valley Oaks Charter School encourages parents/guardians to participate in committees to help the program make decisions that impact students.  All educational partners are encouraged to complete surveys throughout the school year.  Parent representatives are on the school governing board.  Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey results are made available for parents/guardians to provide input.  Parents/guardians of students who receive Special Education services attend and actively participate in all IEP meetings.  Results from the 2025 LCAP survey indicate that 97% of parents/guardians agreed with the statement, “VOCS actively seeks parent/guardian input into decisions related to their student’s education through parent meetings, surveys, IEP meetings, etc.|Through regular table meetings, conferences, SST meetings, IEP meetings, VOPTAC meetings, VOCS Governing Board meetings, Town Hall Meetings, and school-based events, Valley Oaks Charter School intends to continue to encourage parents/guardians to become involved in the decision-making process for their child’s school and educational journey.|All actions Valley Oaks Charter School takes to improve parent/guardian engagement include the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-05-19|2025
15101571530500|Ridgecrest Elementary Academy for Language, Music, and Science|3|As a small school, REALMS is able to focus great effort on building relationships with our families through opportunities such as the Parent Teacher Organization and School Site Council. Although attendance at these two meetings has not been strong, REALMS will continue to look for opportunities to have families participate. There are plans to have more regular opportunities for families to connect with REALMS staff in the form of social functions, events, concerts, and meals on weeknights as well as weekends.|REALMS is focusing on additional social events to gather the staff and families of REALMS together to make parents more comfortable at school and increase opportunities for feedback for greater student engagement, attendance, and satisfaction.|Based upon feedback received, REALMS will improve engagement of underrepresented families by offering a greater variety of opportunities for families to be engaged in as well as providing engagement opportunities on weekends as well as weekdays.|REALMS continuously seeks opportunities to collaborate with community partners to provide resources for students and families. Parent Teacher Organization and School Site Council are two committees where parents can participate. REALMS also has campus beautification days on various Saturdays throughout the year.|REALMS is working toward building more family nights so that each grade level has one family night per month. This will provide a monthly venue for having parents and guardians come alongside their children for food, games, or activities that help foster learning.|REALMS will improve engagement of underrepresented families through targeted meetings and opportunities for input. For example, families will be able to participate in meetings that are offered outside of school hours to better accommodate working families, will be offered via ZOOM, and will offer interpreters as needed.|We had formal opportunities for input and decision making in the creation of the LCAP from teachers, staff, parents in the PTO, and parents on the SSC.|REALMS will continue to engage parents as partners in both the PTO and School Site Council, were participation has been just enough to meet CDE guidelines.|REALMS will be making a fervent effort to recruit more parents into the PTO and SSC committees during the upcoming school year. The focus will be on finding incentives such as meals and small gifts, along with Zoom options and providing childcare.|4|3|4|4|2|4|4|4|3|3|4|3|Met||2025-06-24|2025
15633130000000|Arvin Union|3|Based on the analysis of educational partner input and local data, the Arvin Union School District has made notable progress in building relationships between school staff and families, particularly at the elementary level. According to California Healthy Kids Survey data, the district saw a 12% increase in elementary parent responses indicating that schools actively seek their input, and a 10% increase in responses highlighting parents being engaged as active partners. These improvements reflect the district’s ongoing efforts to implement family-focused initiatives such as parent workshops (e.g., Parenting Partners, Latino Family Literacy, Fresno State Parent University), Coffee with the Principal sessions, expanded family engagement nights and lunches on the lawn. The Family Resource Center also played a critical role in deepening trust with families, especially foster, homeless, and socio-economically disadvantaged students, through increased case management and wraparound supports.  However, the middle school data reflects more modest growth, with only a 1% increase in the perception that families are being asked for input and a 4% decline in views that parents are engaged as partners. Additionally, while elementary student responses indicate that 46% to 58% “strongly agree” that their parents are involved at school, only 35% of middle school students expressed the same confidence in parental involvement. Staff feedback shows slight gains in welcoming the community and collaborating to support student success, yet reveals significant decreases in communicating effectively and in sharing power and leadership with families.  Overall, the district’s self-reflection rating of Level 3 (Initial Implementation) is supported by this mixed but promising data. Elementary sites are showing positive momentum, but targeted support for middle school engagement—especially in shared decision-making and meaningful communication—remains an area for improvement. These findings reinforce the importance of the district’s Community Schools Implementation Grant, which will help formalize structures such as home visit programs, enhanced translation services, and more consistent, accessible communication systems like ParentSquare and AERIES to continue bridging the gap between school staff and families.|Based on the analysis of educational partner input and local data, the Arvin Union School District has identified several key focus areas for improvement in building relationships between school staff and families. While progress has been made, particularly at the elementary level, the district recognizes that more intentional, structured, and inclusive practices are needed to strengthen these relationships across all school sites, with particular attention to middle school engagement.  Various action steps within the district's LCAP have addressed building relationships with families and the district will be in Year 2 of our Community Schools Implementation Grant.    A significant area of focus for the 2025–2026 school year will be the implementation of the Parent Teacher Home Visit model. This initiative, launched during Summer School 2025 following training that began in 2024–2025, is grounded in building trust and understanding by learning about families’ hopes and dreams for their children. By meeting families where they are—in their homes or other preferred spaces—staff aim to deepen relationships, improve communication, and co-create stronger partnerships that extend beyond the classroom.  The Community Engagement Initiative (CEI), through its Problem of Practice and root cause analysis, is further guiding the district’s improvement efforts. This process has surfaced specific opportunities to reimagine family engagement events—such as orientations, open houses, and parent conferences—to be more welcoming, responsive, and meaningful, especially at the middle school level where input and engagement have shown signs of decline. Elementary sites will also incorporate CEI findings to address site-specific concerns and replicate practices that have proven effective. Community School funded staff and the district's Parent Ambassador are tasked with leading initiatives supporting staff, sites, and families to better gather and share information to improve communication efforts and increase shared power and leadership with families.   Together, these strategies reflect a district-wide shift toward deeper relationship-building and equity-focused engagement, grounded in trust, cultural responsiveness, and the shared goal of improving student outcomes.|Based on the analysis of educational partner input and local data, the Arvin Union School District recognizes the need to strengthen engagement with underrepresented families as a critical component of building meaningful relationships between school staff and families. The district’s self-reflection process, supported by California Healthy Kids Survey data and stakeholder feedback, revealed disparities in engagement levels—particularly among families of foster and homeless youth, Students with Disabilities, English Learners, socio-economically disadvantaged students, and various ethnicities. In response, the district has identified specific strategies to improve access, representation, and meaningful involvement for these groups.  A central pillar of this work is the continued expansion and strategic use of the Family Resource Center (FRC), which has already demonstrated a significant increase in case management and support services for foster, homeless, and low-income families. The FRC will play an even more prominent role in connecting these families with district services, promoting awareness of available resources, and coordinating outreach tailored to each group’s unique needs.  To address barriers to communication and participation, the district will continue use of translation and interpretation services, ensuring all meetings, workshops, and written materials are accessible in families’ home languages. Bilingual staff and translated digital resources will be a standard feature of engagement efforts. Additionally, recognizing that many families face challenges with technology or time constraints, the district will continue diverse communication methods—incorporating phone calls, printed flyers, and in-person conversations in addition to digital platforms like ParentSquare and AERIES. These varied modes are intended to reduce the digital divide and ensure consistent messaging reaches all families however, surveys will be critical to determine which of these methods are actually utilized by parents for communication with the district.   Targeted engagement strategies will also include the development of inclusive feedback mechanisms that disaggregate input by student group. The district will increase the frequency and depth of surveys, focus groups, and advisory meetings, specifically seeking feedback from families of English Learners, Students with Disabilities, and those experiencing homelessness or foster care. Input from these families will be used not only to guide decision-making but to inform the Community Schools Implementation Plan and refine ongoing LCAP development.  Finally, the district will enhance training and reflection for program directors, supervisors, and site administrators on effective communication and culturally responsive engagement practices. This includes better outreach to families of students with special needs, whose participation in school engagement activities has been historically limited.|The Arvin Union School District has demonstrated emerging strengths in building partnerships for student outcomes. While the overall self-assessment rating has remained stable, specific areas of growth reflect intentional efforts to create more meaningful, academically aligned collaboration between schools and families.  One of the district’s key strengths is the expansion and full implementation of its early learning programs.  Transitional Kindergarten and Preschool programs provide foundational academic and social-emotional development and serve as early opportunities for partnership with families. PreK, TK, and Kindergarten Round-Up events are intentionally designed to foster relationships, orient families to early learning expectations, and introduce them to school routines, services, and staff. These early engagement efforts set the tone for long-term collaboration and contribute to readiness and positive school transitions.  Orientation also occurs at the transition between elementary and middle school.   Title 1 Parent Meetings are jointly conducted by site administrators to describe opportunities for parents and students and to share programs focused on student outcomes.  Open House formats vary yet are focused on building a first connection with the student's new teacher or teachers.  Parent Conferences continue to be held twice per year. School sites have modified parent conference structures across sites to go beyond basic progress updates. Conferences now integrate student performance data with actionable strategies that families can use at home to support academic development. This shift was prompted by parent feedback and aligns with the district’s goal of building a true partnership in learning. The availability of in-person, virtual, and phone conferencing options further supports accessibility for all families.  Increased alignment of family engagement events with state standards has further strengthened the connection between families and student outcomes. School sites regularly host AVID, Science, Language Arts, and Math nights designed to celebrate student learning and provide parents with an understanding of the skills and standards their children are expected to master. These, in conjunction with parent workshops, equip families to support learning at home and become more engaged in their child's academic journey. Additionally, the Expanded Learning Opportunities Program (ELOP) extends academic learning time and provides families with consistent opportunities to engage in their children’s learning through student showcases collaborative events.  These efforts, combined with strengthened communication systems, reflect the district’s evolving capacity to build meaningful, student-focused partnerships. While continued growth is needed, the district’s foundation is steadily strengthening through a blend of academic alignment, early outreach, and family-focused communication strategies.|While current efforts have laid a foundation for collaboration—particularly through events such as AVID, Science, Math, and Literacy nights—educational partners continue to express a desire for deeper, more consistent academic engagement and clarity about student progress and expectations. A central focus  for improvement is the implementation of grade-level, standards-aligned parent workshops. These workshops, coordinated by a district Teacher on Special Assignment (TOSA), aim to increase family understanding of the California State Standards and equip parents with actionable strategies to support their child’s learning at home. This effort directly responds to parent input requesting more timely academic updates, clearer explanations of grade-level expectations, and practical tools to assist with learning reinforcement beyond the classroom.  Another area of improvement involves enhancing the structure and purpose of parent-teacher conferences. While these meetings now incorporate student performance data, the district aims to further strengthen their effectiveness by embedding specific suggestions for home-based support and ensuring that all families leave conferences with a clearer sense of how to help their child succeed. This refinement aligns with feedback from underrepresented families who noted the importance of direct, comprehensible academic communication.  The district’s Community Engagement Initiative (CEI) also plays a vital role in shaping improvement strategies. Root cause analysis conducted through CEI has underscored the need to reimagine traditional family events—such as orientations, open houses, and academic showcases—so they are more purposeful, accessible, and focused on student outcomes. In response, the district and sites will work together to redesign these events, especially at the middle school level, to emphasize academic standards, student data, and parent-school collaboration.  Furthermore, the district recognizes the importance of including the voices of historically underrepresented families and improvement efforts will focus on disaggregating engagement data by student group and using that information to tailor outreach and support with support from Teachers on Special Assignment. A growing network of universal communication focused on student outcomes, family workshops, advisory meetings, family connections, and case management will all be leveraged to ensure these families are not only heard but are active participants in their child’s educational journey. Through these focused strategies, the district is working to shift family engagement from event-based participation to meaningful partnerships that directly support student learning and long-term academic success.|Based largely on disparate data outcomes for students, the Arvin Union School District recognizes the need to more effectively engage underrepresented families in building partnerships for student outcomes. The self-reflection process highlighted persistent disparities in engagement, particularly among families of foster and homeless youth, English Learners, Students with Disabilities, and socio-economically disadvantaged students. These voices have been historically underrepresented in shaping school and district decisions, prompting a renewed focus on inclusive and equity-centered engagement strategies.  Additionally, the California Health Kids Local measure continues to indicate a low rate of positive response by students for meaningful engagement.    To improve in this area, the district will strengthen and expand the role of the Family Resource Center staff (FRC), which has already demonstrated a positive impact through targeted support and case management for foster and homeless student populations. An expanding wellness center concept is being created to support the foundational needs of students to ultimately impact student outcomes.    Opportunities for feedback from underrepresented families will also be expanded. Input will be actively sought through focus groups, surveys, advisory councils, and one-on-one outreach efforts. These mechanisms will allow the district to disaggregate engagement data by student group and more precisely identify gaps in access, participation, and satisfaction. Additionally, through the Community Schools Implementation Grant and in partnership with the Equity Teacher on Special Assignment, the district will implement culturally responsive engagement strategies and increase the availability of both in-person and video-based parent learning tools. This may include resources to help families support academic learning at home and understand assessment results, particularly through translated videos explaining CAASPP and ELPAC score reports.  Overall, the district’s improvement efforts are grounded in the belief that student outcomes are best supported when all families—especially those who have been marginalized—are welcomed, empowered, and engaged as true partners in education.|The District has demonstrated steady progress and several emerging strengths in seeking input for decision-making. The district has rated itself at a Level 3 of 5—“initial implementation”—for effectively engaging families in advisory groups, building capacity to support meaningful participation, and planning, designing, implementing, and evaluating family engagement activities. While there is still considerable work to be done, especially in reaching underrepresented families, the foundation for shared decision-making has been clearly established.  Key strengths include the establishment of parent and student advisory governance and input committees at both the site and district levels. These groups provide ongoing opportunities for families and students to engage in dialogue with administrators, ask questions, and contribute to district planning. The participation rate and quality of input in these groups has increased over time, and while the representative sample remains small, the depth of engagement from participating members reflects an authentic commitment to partnership.    The district’s evolving approach to seeking input has also improved in structure and responsiveness. For instance, opportunities for educational partner input are embedded throughout the year and communicated through multiple platforms, including ParentSquare and various forms of surveys.  A districtwide calendar of input sessions, developed each fall and updated throughout the year, supports timely engagement.   Additionally, district staff meet in spring prior to departure for summer to set up district and site calendars for governance meetings and events in attempts to avoid scheduling conflicts and support attendance.   A district timeline is created utilizing this input.   Meetings are held during both daytime and evening hours to accommodate different family schedules, and input is gathered through a variety of formats—surveys, forums, workshops, and informal gatherings such as Coffee with the Principal.  Additionally, as part of the Community Schools Implementation and the Local Control and Accountability Plan (LCAP) process, the district has shifted from generic input collection to structured discussions tied to data outcomes. This allows families to see the direct connection between their input and district decision-making. The use of follow-up surveys after family events has also increased, providing an additional avenue for feedback on the effectiveness and accessibility of engagement efforts.  Despite these areas of progress, the district acknowledges that engagement of underrepresented groups remains at the Beginning Development stage. Targeted strategies to improve representation and access for these groups are being investigated to expand beyond those elements already in place.  These actions are designed to expand the voices involved in decision-making and ensure a more inclusive, representative feedback loop moving forward.|Educational Partners and survey outcomes / responses continue to mention the important but few voices that are heard based on limited participation or responses.  This includes those possibly not adept at managing technology, with limited time to participate, language differences between school and home, and a belief that voices will be heard and that they will have an impact on decision-making and student outcomes.   Expanding the voices and participation is our focus with personnel being assigned to facilitate first and second order level work in this area.  Continued efforts to identify and elevate underrepresented voices will be key to deepening these partnerships in the years ahead.|The District is implementing several targeted strategies identified through the self-reflection process. Recognizing that voices from families of foster and homeless youth, English Learners, Students with Disabilities, socio-economically disadvantaged students, and various ethnicities remain underrepresented, the district is committed to deepening outreach and creating more inclusive opportunities for participation.  A key improvement effort is the expansion of the Parent Teacher Home Visit program, which began during Summer 2025 following training in the 2024–2025 school year. These home visits are designed to foster trust and build relational capacity by meeting families where they are—literally and figuratively—and centering conversations on their hopes and goals for their children. By establishing personal connections in non-traditional settings, school staff can better understand family perspectives, reduce communication barriers, and invite more meaningful participation in decision-making structures.  In addition to this relational approach, the district will expand the role of site and district advisory groups, with a renewed emphasis on inclusion and representation. Existing parent and student advisory committees will continue to serve as foundational forums for feedback, and new efforts will focus on identifying and supporting participants from historically underrepresented groups. Through the Community Schools Implementation Grant, a district-level Steering Committee will be established to guide engagement strategy and ensure that input from diverse family voices informs the planning, design, and evaluation of key initiatives.  The district will also continue to strengthen formal governance structures, including School Site Councils, English Learner Advisory Committees (ELAC), and the District Advisory Committee. Outreach for these groups will be expanded through multilingual communication and personal invitations. Meeting times will remain flexible, and translation services will be available to ensure accessibility.  Overall, these efforts reflect a comprehensive strategy to engage underrepresented families not only as stakeholders, but as partners in shaping district priorities and educational outcomes. Through home visits, community school steering work, strengthened advisory structures, and inclusive outreach, the district is actively working to ensure that all families have a voice in decision-making.|3|3|3|3|3|3|3|3|3|3|2|3|Met||2025-06-24|2025
15633210000000|Bakersfield City|3|The district has reached Level 5: Full Implementation and Sustainability in providing professional learning and support to educators, enhancing the overall capacity of schools to engage families meaningfully.  Each school site is supported by a dedicated Family and Community Liaison who plays a critical role in facilitating ongoing communication, organizing engagement opportunities, and offering training and support for families throughout the year. These efforts are guided by annual input from parents and guardians gathered through self-reflection tools and survey data.  Survey results reflect positive growth across key indicators of family engagement:  92.5% of respondents strongly agree/agree that their school provides regular opportunities for parent participation — a 1.9% increase from the previous year.  91.2% of respondents strongly agree/agree that they are invited to participate in decisions that improve student achievement — a 2.1% increase from the previous year.  90.8% of respondents strongly agree/agree that their overall experience at BCSD schools is very positive — a 2.3% increase from the previous year.  This upward trend in family engagement data highlights the district’s sustained commitment to cultivating strong school-family partnerships and fostering an inclusive, collaborative environment for all stakeholders.|One significant area of focus is increasing opportunities for whole-family engagement, where families can participate in meaningful activities alongside their children. In response, school sites host a variety of inclusive events such as Family Picnics, Family Science Night, Family Literacy Night, Family Movie Night, and College and Career Fairs. These events are designed to merge academics and enrichment in a fun, collaborative setting that strengthens the school-home connection.  Another focus area is enhancing two-way communication between schools and families. Survey results indicate that families prefer communication through text messages and phone calls. In response, the district continues to refine its communication strategies to better align with family preferences and ensure accessibility.  To further support relationship-building, BCSD offers Parent University each year. This program provides a series of workshops led by both district and school site experts across a range of educational topics. Parents and guardians are invited to select courses based on their interests and needs, empowering them to become more engaged in their child’s educational journey.  These focus areas reflect BCSD’s ongoing commitment to listening to families, responding to their input, and creating welcoming, inclusive environments that support student success.|In addition to reviewing disaggregated Parent and Guardian Survey data to identify engagement gaps, BCSD actively partners with school site and district-level advisory groups. These groups provide an essential platform for district leaders to regularly meet with parent and guardian representatives—particularly those from historically underrepresented populations—to gather input, listen to concerns, and develop strategies for improved engagement.  To further support this work, BCSD is taking the following actions: Expanding outreach efforts to ensure underrepresented families are aware of and have access to engagement opportunities, including targeted communication in families’ home languages. Strengthening advisory group representation by encouraging broader participation from diverse families through personal invitations, site-based outreach, and support from Family and Community Liaisons. Through these targeted efforts, BCSD aims to reduce barriers to engagement, ensure all families feel valued and heard, and deepen relationships between school staff and families—particularly those who have been historically underserved.|According to the self-reflection tool and the Parent and Guardian Survey, the district has achieved Level 5: Full Implementation and Sustainability in providing professional learning and support to teachers and principals. These efforts have strengthened each school’s capacity to partner meaningfully with families in support of student learning.  A key strength in this area is the districtwide implementation of Family and Community Liaisons at every school site. These liaisons play a critical role in: Offering ongoing training and support for families around academic expectations and learning strategies. Promoting family engagement in school activities and academic planning. This infrastructure has allowed BCSD to foster deeper collaboration between home and school, ensuring families are active partners in their child’s academic success.|While the district has made progress in engaging families in academic decision-making—91.2% of survey respondents strongly agree/agree that they are invited to participate in decisions that improve student achievement, a 2.1% increase from the previous year—BCSD recognizes the need to further strengthen how student progress is communicated to families.  As part of this improvement focus, BCSD has: Enhance clarity and consistency in communicating student progress, ensuring that families understand how their child is performing academically and how to support learning at home.  Provide professional development for school staff on effective strategies for engaging families in academic conversations, including the use of assessment data and goal-setting practices. Expand parent education opportunities to help families interpret academic data and access resources that support student achievement. These strategies aim to deepen partnerships between educators and families, ensuring that all students receive the coordinated support they need to succeed.|Based on the analysis of educational partner input and local data, the Bakersfield City School District (BCSD) is committed to improving engagement of underrepresented families to strengthen partnerships that support student outcomes. In addition to reviewing data from the Parent and Family Survey, BCSD actively collaborates with a variety of district and site-level advisory groups—including District English Learner Advisory Committee, DELAC, District Advisor Committee, DAC, African American Parent Advisory Committee, AAPAC, and site-based School Site Councils—to ensure that the voices of underrepresented families are heard and valued. Through these advisory group meetings, district staff: - Regularly review disaggregated data to identify academic gaps impacting underrepresented student groups. - Facilitate dialogue with families to understand barriers to engagement and academic success better. - Develop support strategies based on family input, including resources, communication methods, and academic workshops tailored to community needs. These efforts reflect BCSD’s ongoing commitment to building inclusive, data-informed partnerships that empower all families to support student learning and achievement.|The Bakersfield City School District is currently operating at Level 5: Full Implementation and Sustainability in the area of Seeking Input for Decision-Making. The district maintains a strong commitment to engaging families and educational partners in meaningful decision-making processes. Input is regularly gathered through multiple channels, including districtwide surveys, school-site and district-level advisory committees, and family engagement forums. These platforms provide opportunities for parents and guardians to share feedback and participate in shaping programs, policies, and initiatives. The consistent use of these practices demonstrates a sustained culture of collaboration and transparency across the district.|The Bakersfield City School District maintains multiple advisory groups and remains committed to equipping parents with the knowledge and skills needed to actively participate and take on leadership roles within these committees. The district actively encourages all families to engage in school and district-level decision-making processes. For many, this represents their first opportunity to serve on a committee or advisory council, and the district prioritizes creating welcoming, supportive environments to foster their ongoing involvement.|The Bakersfield City School District continually works to strengthen engagement with underrepresented families through targeted outreach and inclusive advisory group practices. Advisory groups serve as a vital platform for district staff to meet with families, review relevant data regularly, and collaboratively identify support strategies. To increase participation, the district will continue to utilize Family and Community Liaisons who conduct personal outreach to invite underrepresented families to join committees and provide input. By fostering trusting relationships and ensuring culturally responsive communication, the district aims to elevate the voices of all families in the decision-making process.|5|5|5|4|5|5|5|4|5|5|5|5|Met||2025-06-24|2025
15633390000000|Beardsley Elementary|3|"The Beardsley School District continuously seeks opportunities to improve relationships between home and school.  Campuses saw a return to ""in-person"" events such as parent-teacher conferences, awards assemblies, Literacy Luncheon, and the Honor Reception Banquet.  Families had opportunities to attend events held on campuses during evening and weekend hours, such as Books Til Bedtime, Family Math Nights, Family Reading Nights, Trunk or Treat, Family Dance Night, Star Wars Bingo Night, Social-Emotional Health Fair, as well as Band and Choir concerts.  The District also began to see a return of parents and guardians volunteering in classrooms and helping at events.  Additionally, parent enrollment in Parent University is on the rise."|According to the Parent Survey administered in the spring of 2025, 91.7% of respondents agree that school-to-home communication is the primary priority for supporting parent involvement.  Parents would like to continue receiving multiple sources of communication, such as more information on the website, automated phone calls home with announcements, text messages, and bulletins and flyers for events.|The District's Community Outreach Team, comprising Community Specialists, Homeless and Foster Youth Liaisons, and a Parent Volunteer Coordinator, will continue to reach out to families to encourage underrepresented groups to participate in opportunities to build relationships.|The Beardsley School District encourages teachers and parents to engage in open communication and for parents to be partners in their child's education.    Parents and staff collaborate to identify resources and strategies that enhance student outcomes.  The District also partnered with Fresno State University to provide a variety of courses through Parent University, free of charge.  Some of these courses guide parents in helping their children succeed at school and in life.  Several parents attend each four-week session, and the program continues to see increased enrollment with each new session.|"Responses to the Parent Survey administered in the spring of 2025 indicate that parents would like to see more information on their child's progress beyond just a score or grade, especially regarding assessment data.  The District has implemented the ""Parent Portal"" for all enrolled students, providing parents with more real-time data on their child's progress in each academic area.  The results of each benchmark assessment and resource will help parents understand and utilize the data, which will be sent during each assessment window.  Parent training is available throughout the year to assist parents in reading and interpreting student scores, as well as informational sessions to inform parents of their rights."|Resources and assessment results will also be sent out in Spanish to assist underrepresented families.|According to the parent survey administered in 2024, 100% of parents agreed that the District provides opportunities for parents to give input on decision-making, including School Site Council and District Advisory Committee meetings, English Learner and District English Learner Advisory Committees, surveys, Educational Partner meetings, parent/teacher conferences, and School Board Meetings.  53.8% of the parents agreed that the District provides many opportunities, 30.8% agreed that the District offers some opportunities, and 15.4% agreed that the District offers few opportunities.  Responses also show that 84.6% feel that the District values their opinion.|The District will continue exploring new opportunities to encourage parents and guardians to participate in school-site and district-wide decision-making.|The District will work through the Homeless and Foster Youth Liaison and the English Learner Committee to determine avenues for encouraging greater participation from these underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
15633540000000|Blake Elementary|3|The Blake School community is comprised of 16 families, all of whom are close-knit and involved in the school their community.  Relationships between teachers and parents are built on consistent communication and trust.  The district does not have a bus system, so parents bring their children to school every morning and pick them up every afternoon.  This gives both teacher and parents the opportunity to touch base with each other daily.  The district also sends out newsletters, fliers and communicates through the GroupMe App to communicate information out to families in a timely manner.  Additionally, parent/teacher conferences are held once per year and additional conferences are held throughout the year as needs arise.  The teacher makes regular phone calls home to communicate with parents when needed.  We have implemented a Parent Advisory Team to research policies and programs on effective family engagement, school connectedness and help plan school functions that will include and engage our families.  Back to School, the Fall BBQ Dinner, the Christmas program, Open House and Kindergarten/8th Grade Graduation that have been implemented in the 2024-2025 school year have offered opportunities for the community to get involved with the school and staff. We are constantly looking at ways to improve our communication with parents are currently investigating implementation of a social media platform to use for more communication options.|The school community is very close-knit with only 16 families in the school. Relationships between teachers and parents are fostered through consistent communication. We do not have a bus for transporting students, so parents are able to communicate with teachers on a daily basis at drop off in the morning or pick up in the afternoon. Further communication is sent home via fliers for reminders of important dates and events. The teacher will contact parents via telephone if needed. We have implemented a Parent Advisory Team to research policies and programs on effective family engagement. We are constantly looking at ways to improve our communication with parents and are currently investigating implementing communication through our website as well as social media.|Staff, Board Members, parents, and stakeholders work together to create a safe and nurturing environment for the students. Any and all concerns brought before the Board of Trustees is taken into account and voted upon as needed.  Stakeholder meetings and an End of the Year Survey are offered to all families and students each year to assess the climate of the school. Parents feel connected with the school and staff and feel supported by the Board of Trustees. Their ideas and concerns are consistently considered during board meetings.|We believe that building relationships with our parents and school community will greatly benefit student outcomes because when the parents value the school and education system, so will the students.  Parent involvement in the classroom is always welcomed and encouraged.  We have several parents who have chosen to volunteer in the classroom.  Strong parent and teacher communication is an area that the district is proud of, we have worked quite hard to make the parents feel welcome, supported, and valued.  Conferences between parents and teachers typically happen daily during drop off or pick up in the afternoons. Again, we have implemented a Parent Advisory Team to research policies and programs on effective family engagement.  The district used Back to School Night, the Fall BBQ, Christmas program, Open House and graduation to engage with the parents and community.  We are also investigating ways to engage families in extra-curricular activities, such as Family Math/Literacy Night, Grandparent’s Day, Spring Picnics, etc.; things that will get the families involved with each other and the community while improving school comradery.  We are constantly looking at ways to improve our communication with parents and are currently investigating implementing communication through our website as well as social media.|The area of focus for the district is to continue implementing/improving on the family engagement activities.  We will use our parent advisory team to plan, develop and implement activities that will engage our families and community with the school.|We believe all families have a voice in our district and that all families should feel supported and that they are given equal opportunity to engage and have input.  We will use perception surveys to determine the needs of our underrepresented families and research ways to meet the needs that arise from those surveys.|We have one parent that serves on the Board of Trustees.  With our families being so close-knit, this give them the opportunity to bring any concerns or suggestions from the public or other parents before the board to be discussed and acted upon as deemed necessary.  Parents and other community members are encouraged to attend the open session Board Meetings to express any and all concerns, suggestions or praises as well.  The district holds an end of the year Stakeholder meeting for all parents and community members to attend and have the opportunity to have their voices heard.  Attendees are also provided with a perception survey.  The new Parent Advisory Team will provide parents with yet another opportunity to be involved in the district as well as give parents another means of communication with the district.  This team will be researching policies and programs on effective family engagement.  We are constantly looking at ways to improve our communication with parents and are currently investigating implanting communication through our website and social media.|The district will continue to focus on communication with families about board meetings and encourage them to attend.  We will continue to offer parent meetings and perception surveys at the beginning and end of the school years to give parents a voice.  Parents have meet with the Parent Advisory team as well to stay in communication with the district.|We believe all families have a voice in our district and that all families should feel supported and that they are given equal opportunity to engage and have input.  We will use perception surveys to determine the needs of our underrepresented families and research ways to meet the needs that arise from those surveys.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
15633620000000|Panama-Buena Vista Union|3|The LEA demonstrates several key strengths and notable progress in building relationships between school, staff, and families including:  Effective Communication: A strong majority of families (87%) indicate that school staff communicate effectively with them about their child’s learning. This indicates successful implementation of two-way communication strategies and consistent outreach to families. This ongoing communication is supported through multiple channels, including parent meetings, ParentSquare, district and school websites, social media, and family engagement events, ensuring families stay informed and connected.  Increased Family Involvement and Trust: Educational partners highlighted trust between families and schools as a key strength. There is consistent input noting that families feel their voices are heard and valued, which reflects intentional efforts by staff to engage and build genuine relationships with parents and guardians. This is reflected through the advisory groups and parent clubs parents have the opportunity to participate in and the surveys provided to parents.   Bilingual Support and Cultural Responsiveness: The District has made progress in ensuring communication is accessible in families’ home languages and in acknowledging the cultural diversity of its community, further strengthening family-staff connections.  These strengths reflect ongoing efforts to foster a positive school climate that values family engagement as a key component of student success.|The following focus areas for improvement in building relationships between school staff and families have been identified:  Improving Communication Consistency: While many families feel communication is effective, there are notable concerns about inconsistency, regarding academic updates, homework, and school systems. Families expressed a need for clearer, more timely communication.  Addressing Barriers to Participation: Families reported challenges attending school events due to scheduling conflicts. This suggests a need for more flexible engagement opportunities and on-site family supports.  Expanding Outreach and Family Resource Services: Educational partners expressed interest in accessible parent resource centers and programs that offer community-based services to support family engagement and student wellness.  Increasing Family Engagement Training for Staff: To build capacity and strengthen school-home connections, the District has the opportunity to expand family engagement training to a broader range of staff. This effort aims to ensure that all school personnel are equipped with the knowledge and skills to foster meaningful relationships with families.  These focus areas will guide targeted strategies to enhance inclusivity, communication, and support for all families, especially those historically underrepresented in school engagement efforts.|The LEA will improve engagement of underrepresented families through targeted strategies identified during the self-reflection process. One key strategy includes exploring the development of Family Resource Centers, which would serve as accessible hubs offering translation services, community resource connections, and other supports designed to meet the diverse needs of families. To accommodate diverse schedules, Parent University and other family engagement opportunities will be offered at varied times. Additionally, staff will receive professional development focused on family engagement practices and outreach efforts will be strengthened to ensure all families are informed and included. These efforts aim to foster a more inclusive and equitable school community.|The following actions demonstrate several strengths and notable progress in building partnerships including parents, staff and community organizations/agencies for student outcomes:  Advisory groups: During meetings, participants review relevant data, discuss available supports and opportunities, and offer feedback to help guide decisions and address identified needs. This provides a consistent platform for district staff to engage with families and gather their input.   Partnerships with Higher Education: P-BVUSD has developed strong partnerships with local universities to support teacher preparation and professional development. These partnerships enhance instructional quality and help ensure that students are taught by well-prepared educators. Additionally, efforts are underway to develop pre-Career Technical Education (CTE) pathways in junior high, expanding students’ exposure to future career options. The District also collaborates with local universities through the Parent University Program, which builds the capacity of parents and guardians, strengthens the home-school connection, and promotes improved student outcomes.  Integrated Academic and Wellness Supports: The District continues to grow programs that combine academic assistance with social-emotional learning and wellness resources. These efforts, coordinated with our Student Resource Officer (SRO) and other support personnel, are designed to reduce chronic absenteeism and provide holistic support for students and families. Family Engagement Events: A significant majority of families (84.9%) reported that participating in district-led Family Engagement Events empowered them to better support their child’s academic progress, highlighting the impact of these efforts in fostering meaningful home-school partnerships.  These collective efforts reflect the District’s commitment to shared responsibility, community engagement, and strategic partnerships that enhance student learning and long-term success.|The following focus areas have been identified for improvement in Building Partnerships for Student Outcomes:  Expanding Awareness of Academic and Support Programs: Families have expressed a need for more accessible and timely information about academic options, tutoring, intervention services, and programs. Improving outreach and clarity in communication will help families better support their children's academic progress.  Strengthening College and Career Pathways Communication: While the District has initiated partnerships with universities and is developing pre-CTE pathways, stakeholders noted a need for clearer communication and guidance regarding college and career readiness opportunities, especially at the junior high level.  Enhancing Cultural Responsiveness: Families and staff emphasized the importance of culturally relevant practices.   These focus areas reflect the District’s commitment to continuous improvement and its goal of building stronger, more inclusive partnerships that directly support student success.|The LEA will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by implementing targeted, inclusive strategies that address identified barriers. The District will expand culturally responsive outreach efforts through multilingual communication, ensuring information is accessible and relevant. Family engagement opportunities, such as Parent University and Power Hours, will be offered at flexible times, with translation services and in-person and online options to help. By fostering welcoming school environments and prioritizing relationship-building, the District aims to empower all families to actively support their child’s academic and social-emotional success.|"Strong and consistent practices are demonstrated in seeking input from families and stakeholders to inform decision-making at both the site and district levels. Key strengths and progress include:  Site-Level Advisory Involvement: Families are actively invited to participate in school-level advisory bodies, including the School Site Council (SSC), English Learner Advisory Committee (ELAC), School Plan for Student Achievement (SPSA) planning teams, and Parent Clubs. These groups allow parents to collaborate directly with educators in shaping school goals, reviewing data, and making decisions that support student outcomes.  District-Level Committees and Input Channels: At the District level, families are engaged through established structures such as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Community Advisory Committee (CAC), and Parent Council. These platforms ensure ongoing dialogue between families and district leadership about academic achievement and student support.  Survey Practices: P-BVUSD regularly deploys surveys, including LCAP surveys, School Connectedness Surveys, Communication surveys, and Community and Family Engagement surveys in multiple languages to gather feedback from a broad range of stakeholders. These tools provide vital data to guide continuous improvement efforts and ensure that family voice is incorporated in key planning processes.  Accessible and Inclusive Input Opportunities: Families are invited to provide input through LCAP Educational Partner Input Session. A ""Contact Us"" feature on the District website also offers an open, year-round channel for families to submit concerns, questions, or suggestions. Families and community members are encouraged to attend regularly scheduled events where they have the opportunity to address the Board of Trustees.  Capacity-Building for Family Engagement: Through partnerships like the Parent Institute for Quality Education (PIQE), the District builds the capacity of families to understand the educational system, advocate for their children, and participate meaningfully in advisory and leadership roles.  These efforts reflect P-BVUSD’s commitment to two-way communication, inclusive practices, and the empowerment of families as true partners in shaping the educational experience of all students."|The following focus areas for improvement in seeking input for decision-making include:  Making Information More Understandable and Contextualized: There is a need to present information in a more user-friendly way and consistently follow up on input gathered, as survey feedback showed families may not understand the context of surveys or how their feedback influences decisions, especially if there are language barriers.  Providing Clear Follow-Up on Input and Survey Results: Families have voiced a desire to see how their input is used after surveys and engagement sessions. While the District gather feedback, there is an opportunity to strengthen trust and transparency by consistently reporting back on how input has influenced decisions, what changes were made, what priorities were identified, and what next steps will be taken  These focus areas highlight the District’s need to build on its current engagement efforts by making them more understandable and contextualized for all families. Enhancing these areas will ensure that input from all educational partners is valued, understood, and used to guide meaningful improvement.|To improve engagement of underrepresented families, P-BVUSD will take specific steps to make information more understandable and provide clear follow-up on input gathered. The District will simplify and translate materials into home languages, use visuals and plain language. This will help explain the purpose of surveys and provide context for how feedback will be used. Staff will be trained in family-centered communication. To close the feedback loop, the District will share summaries of input and resulting actions through ParentSquare, information sessions, and/or printed materials. These efforts aim to build trust, improve transparency, and ensure all families including underrepresented families, feel valued and heard in decision-making.|4|4|3|5|4|4|5|4|4|3|4|4|Met||2025-06-24|2025
15633700000000|Buttonwillow Union Elementary|3|Based on parent survey results, 91% agreed the school provides adequate communication, 83% agreed that the school invited them to attend school events (90% of respondents stated they had a students in an unduplicated category). Based on staff survey results, 96% believe that the school/district helps parents support their children's learning at home, 97% agree that teachers actively seek parental input into decisions that affect students' education.|The district has continued our partnership with Hippy International that provides training for parents of children aged 0 - 4 with activities they can use at home to teach their children the early learning skills they need to be successful when they enter school. Providing more parent activities/training was identified on both parent and teacher survey results. This is a goal in our LCAP and will continue to be a district/school priority in the 25-26 school year.|Drawing from educational partner feedback and local data, our LEA has developed targeted strategies to strengthen engagement with underrepresented families in support of Building Partnerships for Student Outcomes. These efforts include expanding outreach through community events and social media, offering translation services for families with limited English proficiency, establishing a parent engagement committee, and providing staff training on culturally responsive communication. Through these initiatives, our LEA seeks to build meaningful connections between families and school personnel, ensuring every family feels respected, heard, and supported in their child’s educational journey.|Based on parent survey results 95% believe the school is meeting the academic needs of students; 93% agree the school has high expectations for students; and 86% feel students will have the skills to be successful in high school and beyond.|The Buttonwillow Union School District continually looks for additional ways to continue to build relationships between school staff and families. Parents have reported support for our system of Parent Communication including providing current grade and assessment data to our families to keep them engaged in the academic progress of their student(s).|Informed by educational partner feedback and local data, our LEA has identified key strategies to enhance engagement with underrepresented families in the area of Building Relationships Between School Staff and Families. These include increasing outreach through community events and social media, providing translation services for families with limited English proficiency, establishing parent engagement committees, and delivering training to staff on culturally responsive communication. Together, these efforts are designed to strengthen trust and connection between families and school personnel, ensuring that all families feel recognized, respected, and actively involved in their child’s education.|Based on parent survey results, 93% of parents reported that they were given the opportunity to provide input into school programs. Parents are given several opportunities to provide input throughout the school year through the following means: Parent Club, School Site Council/ELAC/DELAC, various surveys, LCAP Taco Night, parent communication app (ParentSquare), two scheduled parent conferences, and parents can visit the school to meet with school staff any time.|The Buttonwillow Union School District continually strives to work with parents for additional ways to collect input. While input opportunities are continually increasing, the feedback received is decreasing. While we could interpret that information to mean that we are meeting all requested needs of families and the community, the Buttonwillow staff continue to analyze the data and feedback received to find ways to increase the amount of feedback received.|After reviewing community feedback and local data, Buttonwillow Union School District has identified ways to better involve underrepresented families in decision-making. These include using community events and social media for outreach, offering translation services, forming parent engagement committees, and training staff in culturally respectful communication. These efforts aim to build stronger connections between families and schools, so every family feels included and supported in their child’s education.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2025-06-11|2025
15633880000000|Caliente Union Elementary|3|The communication has improved this year with the support of a parent liaison. The parent liaison keeps Class Dojo current, calls parents, and send out fliers of upcoming events. The home to school survey show that parents are appreciative of the added layer of communication.|Improved connections from the students' teacher to parents. The teachers are encouraged to call students prior to the school year beginning. This will become a requirement for the month of July. Back to School Night will be advertised on the webpage and in Class Dojo. Parents/Staff will also receive a letter prior to starting of school. Each quarter the parents will have the opportunity to meet with teacher and students in a student led conference.|Students in underrepresented families will be contacted by the Special Education Teacher as well as through IEPs and attend conferences. An interpreter will be included in parent conferences and the interpreter will contact the non-English speaking families regarding events that are occurring at the school. The interpreter will also be available by phone when the family has a question.|During parent conferences the students lead the parent through their set goals and how they have met their goals for the quarter. Students have had ample opportunities to improve attendance through rewards and phone calls home by the parent liaison. Students attending school on a regular basis has had a positive impact on student benchmark scores and confidence levels of parents toward their child's education.|The data shows that the teachers need to contact students' parents as soon as their is a drop in behavior expectations and/or academics- instead of waiting until parent conferences. The school administration will require teachers to contact parents by phone and log the calls prior to and as early as known issues occur.|The Special Education Teacher and MTSS team will concentrate on communication through SST meetings as part of Tier 2 support. An interpreter will continue to be involved with any communication with non-English speaking families.|The District makes personal calls, invites families in newsletters, Class Dojo, and on Social Media inviting parents and the community to be a part of the Parent Advisory Committee, Parent Teacher Club, and volunteering. This has resulted in strong support with members. There is an average of 8 members at meetings that include underrepresented families.|The PAC would like to ask for a volunteer from each class so that communication will be funneled through the representative of the classroom.  This will help with parties and other activities that are supported by the PAC and PTC. Ideas for the LCAP and SPSA will be be focused by grade level as the representative will submit information to families within the grade levels.|Families from underrepresented populations will be invited to participate through phone call and written communication.|3|3|3|3|3|2|3|3|4|4|3|2|Met||2025-06-17|2025
15634040000000|Delano Union Elementary|3|Delano Union School District (DUSD) places great importance on the role educational partners play in supporting student success. According to the 2025 LCAP Parent Survey, 90.7% of respondents reported that the district offers activities and services that encourage parent involvement. Additionally, 88% indicated that schools actively collaborate with parents and guardians to help students succeed and maintain regular communication. Furthermore, 89.3% of respondents felt well-informed about meetings and opportunities to participate in school-based parent engagement efforts. Beyond academic communication, DUSD is dedicated to fostering a welcoming and inclusive environment for families. Each school site offers activities such as “Lunch with Your Child” and “Coffee with the Principal” to build strong relationships between school staff and families, reinforcing a sense of connection and shared responsibility for student achievement. The district also prioritizes identifying and supporting students and families facing hardship, especially those who are underrepresented. The Delano Community Connections Center (DCCC), sponsored by DUSD, serves as a comprehensive family resource hub. Recognizing the link between social determinants of health and educational outcomes, DUSD works to ensure families have access to the essentials—healthcare, safe housing, food, clothing, and clean water—so students arrive at school ready to learn. Many DUSD families live below the poverty line, and some lack even basic necessities.  The Delano Community Connections Center (DCCC) provides consistent outreach and support to promote family stability. Through a partnership with the Kern County Food Bank, monthly food distributions are held, and an on-site pantry is stocked for students and their families. During the winter months, at least 100 families receive Holiday Food Baskets that include a turkey or canned ham. The DCCC also hosts vaccination clinics and basic health screenings to support student wellness. In collaboration with organizations such as the Salvation Army, United Way, HEAP, and FEMA, the district helps families pay utility bills ranging from $100 to $500. These services are available to underrepresented families or any household experiencing financial difficulty. The Delano Community Alliance partners with DUSD to prevent evictions. Families at risk are referred to the district’s Health Services Director and paired with a family advocate at the DCCC, who works with them toward achieving self-sufficiency. For families experiencing homelessness or at risk of becoming homeless, DUSD provides temporary hotel accommodations for 5–10 days and connects them with agencies that offer long-term housing support. Family advocates also assist families in enrolling in Medi-Cal through Covered California, ensuring access to routine physicals, dental care, vaccinations, and mental health services.|DUSD places a high priority on creating a safe and connected learning environment for all students. While 93.3% of respondents to the 2025 LCAP Parent Survey report that the district provides the necessary instructional materials for student success, and 83.4% of students indicate that their schools work with parents and guardians to help them succeed, there are still opportunities to strengthen relationships between school staff and families. Notably, 50% of student respondents report facing challenges in completing classwork and homework, despite 88.4% stating they feel supported with their instructional needs. This highlights a disconnect between the support systems in place and students' ability to independently apply their learning. To address this, DUSD recognizes the need to evaluate the complexity and accessibility of assignments given for independent practice and to expand instructional support through targeted interventions and tutoring. Enhancing communication between educators and families regarding student progress and support strategies will also be essential in bridging this gap. Additionally, while 77.8% of student respondents feel supported in their social, emotional, or mental health needs, DUSD sees the importance of further promoting and optimizing the use of mental health and SEL services for both students and families. This includes increasing awareness, access, and engagement in available support services. To further strengthen social-emotional learning (SEL), DUSD plans to continue dedicating time during the school week—particularly on Wednesdays—for SEL check-ins and formal lessons. However, there remains a need to deepen collaboration between school staff and families to reinforce SEL practices at home and in the community. By focusing on these areas of improvement—academic support, family engagement, and mental health services—DUSD aims to build stronger partnerships with families and create a more holistic, supportive environment that promotes student success in all aspects of their development.|Based on the analysis of educational partner input and local data, the Delano Union School District (DUSD) will strengthen efforts to engage underrepresented families by fostering authentic partnerships and ensuring all voices are heard and valued. Data from the 2025 LCAP Parent Survey indicates that 88% of respondents are aware of school meetings and opportunities to participate in parent involvement activities. However, feedback also highlights a need for more timely and accessible communication to enable families—especially those who are underrepresented—to plan and participate effectively.  To address these needs, DUSD will improve communication by utilizing a variety of platforms—including the district website, Aeries Parent Portal, Class Dojo, Seesaw, and the newly implemented ParentSquare system—to deliver consistent, multilingual, and timely updates. These tools will be used strategically to reduce barriers and enhance access to important information for all families.  Informed by community input, DUSD will also expand inclusive events and outreach efforts at both the district and school levels. Initiatives such as the “Giving Tree” for foster youth and McKinney-Vento students, college awareness nights, AVID showcases, parent-teacher conferences, and other culturally responsive and welcoming events will serve to build trust and shared purpose with families.  By aligning our practices with local data and community voices, DUSD is committed to creating a more inclusive, responsive, and equitable environment—one that empowers all families, particularly those historically underrepresented, to play an active and meaningful role in their child’s education and success.|DUSD is committed to fostering strong, outcomes-driven partnerships with parents, students, and families. This strength is reflected in the 2025 LCAP Parent Survey results, where 90.7% of respondents affirmed that the district provides activities and services to support parent engagement, and 88% acknowledged the district’s consistent efforts to collaborate with families and communicate regularly to support student success.  This culture of partnership is embedded across all district and school sites. Staff at every level actively connect families to essential resources that promote student achievement and well-being. At the district level, the Director of Student Support Services works in close coordination with school-based mental health teams to ensure that students receive comprehensive, timely support. This includes targeted efforts to eliminate barriers for McKinney-Vento and foster youth, ensuring equitable access to educational opportunities.  DUSD’s multidisciplinary support teams—teachers, administrators, academic counselors, social workers, school psychologists, mental health therapists, nurses, and health assistants—deliver a broad range of services. These professionals not only provide education and counseling but also host parent engagement events, such as family information nights, designed to empower caregivers as partners in their child’s education.  At the heart of DUSD’s approach is a deep commitment to recognizing and celebrating student growth. Every student benefits from individualized attention by caring and skilled team members who address their academic and social-emotional needs with empathy and intentionality. This collaborative, student-centered approach reflects DUSD’s core belief: when schools and families work together, students thrive.|The Delano Union School District (DUSD) remains deeply committed to building strong, meaningful partnerships that directly contribute to improved student outcomes. Understanding that student success is most effectively achieved through collaborative efforts, DUSD emphasizes the importance of fostering a cohesive network involving educators, parents, and the broader community. These partnerships are essential to creating an environment where students feel supported and empowered to thrive academically, socially, and emotionally.  As part of this commitment, DUSD actively works to maintain open and transparent communication channels. This includes providing regular updates on district initiatives and school activities, implementing feedback mechanisms such as surveys and focus groups to listen to the voices of families and community members, and offering engagement opportunities like “lunch with your child” events and academic showcases that encourage meaningful parent participation.  While the 2025 LCAP Parent Survey reveals that 89.3% of respondents are aware of meetings and opportunities to participate in their child’s school activities, valuable feedback highlights a critical area for improvement: the timeliness and consistency of notifications. Parents and guardians have expressed a need for earlier and clearer communication to better accommodate their schedules and fully engage in their child’s education.  In response, DUSD is prioritizing the enhancement of its communication strategies to ensure that families receive timely and effective information. The district will leverage multiple platforms—including the district website, Aeries Parent Portal, Class Dojo, Seesaw, and the newly implemented ParentSquare system—to disseminate updates, event invitations, and opportunities for involvement in a more coordinated and accessible manner. By improving these communication pathways, DUSD aims to remove barriers to parent engagement and foster a more inclusive community where all families feel valued and informed.  Furthermore, DUSD recognizes that building strong partnerships is an ongoing effort requiring shared goals and proactive collaboration among all stakeholders. The district will continue to cultivate these relationships through consistent outreach, responsive feedback loops, and tailored programs designed to meet the diverse needs of its student population and their families. Through these focused improvements in communication and partnership-building, DUSD is dedicated to strengthening the support network around every student, thereby enhancing educational programs and services to promote success for all learners.|"DUSD remains deeply committed to improving the engagement of underrepresented families, particularly those facing unique challenges such as McKinney-Vento and Foster care situations. Recognizing that these families often require additional support during critical transition periods, DUSD prioritizes a multifaceted approach designed to build trusting, collaborative partnerships that directly enhance student outcomes.  At the core of our efforts is the intentional creation of a warm, welcoming, and culturally responsive environment that acknowledges and respects the diverse experiences and needs of our families. We actively seek to remove barriers to engagement by offering flexible meeting schedules, including evenings and weekends, to accommodate parents’ varied work hours and personal commitments. By doing so, we ensure families can meaningfully participate in discussions about their children’s academic progress and school experiences.  Our engagement strategy incorporates a broad range of events and communication channels designed to foster connection and dialogue. Parent education nights are tailored to provide relevant information and resources, empowering families to support their children’s learning at home. Additionally, we create opportunities for families to share feedback on school plans and student activities, ensuring their voices help shape decisions that impact their children’s education.  Throughout the school year, DUSD hosts ongoing community-building events such as the ""Giving Tree"" Christmas gathering and Coffee and Community sessions. These gatherings serve as vital platforms for families to build relationships with school staff and each other while addressing critical topics like trauma, mental health, and self-care. Such conversations are essential in equipping families with tools to support their children’s social-emotional well-being and academic success.  For Foster Families, we provide tailored support including welcoming breakfasts, access to essential resources, and invitations to participate in county-level conferences focused on empowerment and inspiration. These efforts aim to strengthen their sense of belonging and equip them with strategies and connections to advocate effectively for their children.  In addition to family-focused initiatives, DUSD is dedicated to professional development that enhances educators’ ability to support multilingual learners. Training aligned with the English Learner Roadmap ensures that all staff are equipped to provide equitable access to rigorous, standards-aligned instruction that promotes English proficiency alongside mastery of grade-level content and bilingual skills. This dual focus prepares students for success in a global, 21st-century economy. By integrating these comprehensive efforts—flexible engagement, culturally responsive programming, targeted support for vulnerable populations, and educator capacity-building—DUSD fosters strong, reciprocal partnerships with underrepres"|The Delano Union School District (DUSD) values the input of all educational partners for the completion of the LCAP, other key plans, and guidance on a variety of district programs. The district team, which includes the superintendent, assistant superintendents, and directors overseeing curriculum, data analysis, health, special education, safety, and student support services, meets regularly throughout the school year. This team reviews quantitative and qualitative data, progress on goals and action steps, budget and expenditures, and recommendations from educational partner meetings. By continually assessing the effectiveness of each action and service provided through the LCAP, the team determines whether actions should remain the same, be adjusted, or be replaced with new initiatives. They also redirect funds as necessary to address areas of greatest need.  From March to May 2025, a series of meetings were held with various groups to gather input for decision-making. These educational partner groups included parents, teachers, students, administrators, principals, school personnel, local bargaining units, and community members. The district also consulted with the local SELPA to review the specific needs of students with exceptional needs. Meetings were held at each individual school site to maximize attendance, with all parents invited to attend. Additionally, virtual meetings were offered for those unable to attend in person.  Special group meetings included School Site Councils, the Migrant Parent Advisory Committee, the GATE Parent Advisory Committee, DELAC, bargaining units, and administrators. DELAC parents met every other month throughout the school year, while the GATE Parent Advisory Committee met quarterly and the Migrant Parent Advisory Committee met monthly. School Site Council and administrator meetings were held monthly, as were meetings with bargaining units. Furthermore, an educational partner parent meeting was held to gather additional feedback from parents and community members.  Through these extensive and inclusive consultation processes, DUSD demonstrates its commitment to seeking input from all educational partners, ensuring that decisions are well-informed and reflective of the community's diverse needs and perspectives. By fostering a collaborative environment and maintaining open lines of communication, DUSD continues to make significant progress in enhancing educational outcomes and supporting the well-being of all students.|The Delano Union School District is committed to making informed decisions that reflect the needs and aspirations of our entire community. A core element of this commitment is valuing the voices of our educational partners and consistently seeking their input in key decision-making processes. Moving forward, we recognize the need to strengthen and broaden our engagement efforts to ensure that a wider, more representative group of parents and community members is involved. In particular, we will prioritize the inclusion of perspectives from traditionally underrepresented groups, including parents of English Learners, socioeconomically disadvantaged families, resource parents, and families experiencing homelessness under the McKinney-Vento Act. These voices bring essential insights that are critical to shaping equitable and effective decisions. By deepening our outreach and collaboration, DUSD aims to foster a more inclusive and responsive decision-making process that truly reflects the diversity of our district.|"The Delano Union School District (DUSD) places high value on the input of all educational partner groups. We will continue to foster relationships on both an informal and formal basis through hosting welcoming events such as ""lunch with your child"" and providing updates on the growth and progress of our students. Our commitment to engagement is reflected in our ongoing efforts to create numerous opportunities for feedback and interaction. We will continue to offer focus groups and surveys to gather diverse perspectives and insights from parents, teachers, and students.  Site administrators will actively engage families by being present and approachable during drop-off and pick-up times, helping to maintain open and consistent communication. They will also host events such as college awareness nights, family math nights, and AVID showcases to strengthen parent involvement in students’ educational experiences. These events create opportunities for families to connect with staff, explore academic programs, and learn strategies to support learning at home. Special attention will be given to ensuring that all families—including English learner parents, resource parents, socioeconomically disadvantaged families, and McKinney-Vento parents—receive information and are included in these important opportunities.  By consistently prioritizing both informal interactions and structured feedback mechanisms, DUSD aims to build strong, collaborative relationships with all educational partners. This inclusive approach ensures that every voice is heard, and that the district's decisions are informed by the community's needs. Through these efforts, DUSD is dedicated to creating a supportive and engaging environment that fosters the academic and personal growth of every student."|5|5|4|5|5|4|5|4|5|4|5|5|Met||2025-06-11|2025
15634040120139|Nueva Vista Language Academy|3|Nueva Vista Language Academy offers many opportunities for parents and guardians to participate in the education of their children and places a high value on the role educational partners play in student success. According to educational partner feedback 92% believe the NVLA offers activities and services to increase parent engagement. NVLA offers several parent education nights throughout the year. For example, NVLA’s “Tips and Tricks” eventprovides parents resources on supporting learning at home with mathematics, reading, technology and behavior. Other activities that strengthen the connection between home and school include, semester awards assemblies, parent volunteer opportunities, Back to School Night, Spring Open House, Culture Day and Late Night Conferences. Additionally, according to the LCAP Parent Survey 2025, 88% of respondents feel their child’s school communicates regularly with them and collaborates with parents to help students excel. Effective two-way communication channels, including the use of native languages for parent communication, facilitate mutual understanding and engagement. Frequent updates through platforms like Parent Square, social media (e.g., Facebook, ClassDojo) ensure transparent and timely information sharing, fostering a supportive environment that enhances student success through collaborative efforts between educators and families. The Delano Community Connections Center (DCCC), sponsored by DUSD, serves as a family resource center, recognizing the strong link between social determinants of health and educational outcomes. NVLA works alongside DUSD to ensure that students and families receive these crucial resources so parents can send their children to school ready to learn.|Nueva Vista Language Academy will continue to promote both academic and culture-building activities to further strengthen the connection between home and school. NVLA places top priority on providing all students a learning environment where they feel safe and connected Approximately 94% of respondents on the LCAP Student Survey 2025 indicate that they have all the instructional materials they need, however about 50% of students experienced challenges with classwork and homework. To address this, there is a need to evaluate the complexity and accessibility of assignments used for independent practice and to provide additional instructional support in the form of intervention and tutoring. These measures will ensure students are successful and feel more confident in completing their work independently. Addressing mental health needs and providing social-emotional learning (SEL) opportunities remain critical for positive student outcomes. While 75% of student respondents feel supported with their social, emotional, or mental health needs, there is a need to better quantify and maximize the use of support services provided to students and families. By implementing these strategies, NVLA aims to create a more supportive and effective learning environment. This holistic approach ensures that academic and emotional needs are met, fostering an atmosphere where students can thrive both socially, physically, and academically|NVLA will continue to diligently build partnerships with underrepresented families by creating opportunities to understand the needs, goals, values, languages, and experiences of our students and their families. Nueva Vista Language Academy has added additional support for students through their social worker. The social worker sets behavior, academic, and attendance goals with students and meets with them throughout the week, and will be mentoring these students throughout the academic year. All students and parents, including their Foster youth and McKinney-Vento families, have access to other resources through a referral process including Child Guidance, Community Connections Center, Vision Center, school uniforms, and other school related resources. Nueva Vista Language Academy has access to district-level administrators who oversee the Community Connections Center, Foster youth and McKinney-Vento and migrant families. Nueva Vista Language Academy staff participate in professional development throughout the year. A portion of this professional development is dedicated to the value and utility of contributions of parents and adult students, and in how to reach out to, communicate with, and work with them as equal partners, implement and coordinate schoolprograms, and build ties between educational partners and the school. Their professional development activities are driven by input from School Site Council meetings, Parent Engagement meetings, and surveys. Additionally, NVLA has increased opportunities for the informed participation of educational partners with students of disabilities, English learners, Foster Youth, and low-income. Educational partners are provided with opportunities to develop their skills allowing them access all pertinent information (grades, attendance information, school policies, and resources) so they can completely partner with the staff serving their student.|Students and their families have many opportunities in the school year to communicate and conference with teachers to discuss student progress. Ways in which this occurs includes, quarterly progress reports, parent teacher conferences, Back to School Night, Open House, student growth reports, Class Dojo, Parent Square, and Aeries Parent Portal. Additionally, the district Student/Parent handbook is distributed at the start of each school year and is readily available on their district website.|Partnerships are built at Nueva Language Academy with parents and students by regularly communicating and creating outreach opportunities. Examples include, school surveys, School Site Council Meetings, and school needs assessments. LCAP Goal 1 & 2 outline actions and services to improve parent participation.|Educational partner input and local data indicate that Nueva Vista Language Academy is bridging the gap between school and home life. Nueva Vista Language Academy aims to create an inclusive and equitable educationalenvironment that actively engages underrepresented students. They will emphasize the value of diversity within the school community and continue to provide ample parent education opportunities.|Nueva Vista Language Academy recognizes that parent involvement is a key factor for student success. They will continue to encourage parents to foster a sense of ownership and engagement in their child's learning. Collaborative decision making through committees such as School Site Council and ELAC will create a strong relationship between schools, home life and the community.|Nueva Vista Language Academy will continue to provide a student centered focus with the input from educational partners. Decisions will prioritize the well being and academic success of all students.|Nueva Vista Language will leverage input form Ed partners and local data analysis to empower their school community to make informed, context specific, decisions that benefit all students, including those in underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
15634046009351|Cecil Avenue Math and Science Academy|3|ecil Avenue Math and Science Academy (CAMSA) recognizes the critical role parents, guardians, and grandparents play in supporting a child's education. With this in mind, CAMSA is expanding opportunities for family engagement to strengthen the connection between home and school. The academy fosters a strong home-school partnership through a variety of academic and cultural events designed to increase parental involvement and enrich the school environment. Current initiatives include “Lunch with Your Patriot” events, where families join students for lunch, family math and paint nights that blend learning and creativity, trimester awards assemblies to celebrate student achievements, field trip chaperone opportunities, back-to-school nights, and STEAM nights that spotlight science, technology, engineering, arts, and mathematics. These activities are thoughtfully designed to create meaningful interactions and build positive relationships between families and the school. The impact of these efforts is clear: 90% of responding parents express confidence in CAMSA’s commitment to fostering strong family-school connections, while 97% report feeling well-informed about meetings and opportunities to engage in the school community. CAMSA remains dedicated to these initiatives, ensuring that all families feel welcomed, supported, and empowered to take an active role in their child's educational journey, creating a collaborative and thriving school community.|Cecil Avenue Math and Science Academy (CAMSA) is committed to fostering strong connections between home and school by continuing to promote both academic and culture-building activities. In addition to existing events like family nights, awards assemblies, and STEAM activities, CAMSA plans to introduce new initiatives such as parent workshops on supporting learning at home, cultural heritage celebrations, and family-involved community service projects. A recent survey of 16 parents highlighted the importance of frequent communication, continued incentives for attendance, and stronger parent accountability in supporting student success. Suggestions included offering engaging first-period classes, clear communication about the importance of attendance, home visits, safe routes to school, early drop-off options, and continued outreach to families not yet engaged. Parents also emphasized the need for a positive learning environment, incentives like prizes and rewards for attendance, and helping students understand the why behind coming to school, beyond just rewards. CAMSA remains dedicated to implementing these ideas while continuing to provide meaningful opportunities for families to stay connected, supported, and involved in their child’s education.|At Cecil Avenue Math and Science Academy, we remain committed to continuous improvement through ongoing professional development that equips our staff with the tools to engage, communicate, and collaborate effectively with parents, guardians, and educational partners. Our training focuses on strategies to build strong relationships, informed by feedback from School Site Council meetings, Parent Engagement meetings, and surveys. CAMSA will continue to expand meaningful participation opportunities for families supporting students with diverse needs, including students with disabilities, English learners, foster youth, and those from low-income backgrounds. We are dedicated to providing these partners with the information, skills, and resources necessary to navigate academic progress, attendance, school policies, and available supports. By empowering our families and partners, CAMSA fosters an inclusive, equitable, and collaborative learning environment where every student has the opportunity to thrive.|At the start of the year, information on performance and goals, grades, and attendance was made available to parents through Aeries portal and Parent Square. Information was provided to parents, outlining the academic objectives for the year. Parents and students are encouraged to schedule meetings with teachers at any time throughout the year. Teacher email addresses and phone numbers are available on the school website and are shared with parents and students. Additionally, the Student/Parent Handbook is distributed at the beginning of the school year and posted on the school website. 92% of parents who completed the LCAP survey expressed confidence in our efforts to build strong partnerships for improving student outcomes. This high level of approval highlights our success in fostering effective collaboration between the school, parents, and the community, ensuring a supportive and enriching environment for students' academic and personal growth.|Feedback from educational partners shows the need to strengthen parent and student partnerships through ongoing outreach like surveys, School Site Council meetings, and involvement activities, supporting LCAP Goals 2 and 3. Cecil Avenue will also review and upgrade safety equipment and protocols to enhance campus safety. Additionally, the school is developing a long-term facilities plan based on parent and student input, focusing on playgrounds, infrastructure, and family spaces. With 20% of students requesting upgrades, these efforts aim to create a safer, more engaging, and welcoming environment for all.|nput from educational partners, combined with local data, shows that Cecil Avenue Math and Science Academy (CAMSA) is making important progress in closing the gap between school and home life for its students and families. CAMSA is committed to building an educational environment that is both inclusive and equitable, where every student feels valued and supported, especially those from underrepresented groups. The school is actively working to engage these students by recognizing and celebrating the diversity within its community, understanding that a rich mix of cultures and backgrounds strengthens learning for everyone. To further support families, CAMSA continues to offer a wide range of parent education opportunities, ensuring that all parents have the tools and knowledge they need to be involved in their child’s education. Through these efforts, CAMSA strives to foster strong partnerships between families and the school, creating a supportive community where students can thrive academically, socially, and emotionally.|Cecil Avenue Math and Science Academy values the voices of all families, staff, and students. We are dedicated to building strong relationships through both informal and formal opportunities to connect. Welcoming events like “Lunch with Your Child” and School Carnival foster a sense of community, while celebrations such as STEM Night, Family Math Night, and awards assemblies highlight student learning and achievements. We also offer meaningful ways for parents and guardians to get involved and share their perspectives through the School Site Council, English Learner Advisory Council, surveys, and Parent Education Nights. These ongoing efforts reflect our commitment to collaboration and open communication as essential to supporting every student’s success.|Cecil Avenue Math and Science Academy is dedicated to building a culture of trust, respect, and professionalism within our school community. We prioritize open communication and collaboration with educational partners to promote inclusivity and active participation. This commitment is reflected in the unanimous feedback from parents in the LCAP survey, with many affirming they feel well-informed about meetings and opportunities to engage in our parent involvement efforts. At CAMSA, we hold regular administrative meetings to explore best practices and improve communication across campus. Monthly staff meetings and ongoing professional development sessions support active engagement from our dedicated staff, helping to create a supportive and productive environment. To further enhance transparency and involvement, CAMSA employs multiple communication channels, including School Site Council meetings and frequent surveys of parents, students, and staff. These initiatives ensure that all stakeholders have a voice in shaping our educational practices and community initiatives. Through these comprehensive efforts, Cecil Avenue Math and Science Academy strives to strengthen relationships, empower participation, and uphold our commitment to excellence in education and community engagement.|CAMSA fosters strong, collaborative relationships with families, staff, and students through ongoing conversations and structured feedback opportunities. By involving everyone, the school ensures all voices are heard and that decisions truly reflect the community’s needs. These efforts highlight CAMSA’s dedication to creating a supportive, engaging environment where every student can thrive both academically and personally.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
15634046009369|Del Vista Math and Science Academy|3|Del Vista Math and Science Academy places top priority on providing all students a learning environment where they feel safe and connected. According to the 2025 LCAP Student Survey, 100% of respondents indicate they have all the instructional materials they need to succeed, and 96.8% report their school is clean and welcoming. Additionally, 94.2% of students feel safe at school, demonstrating a strong foundation for learning. However, areas for improvement have been identified through the survey data. While 83.5% of students feel their school collaborates with their parents to help them do their best, 39.2% report experiencing challenges completing their classwork or homework. Furthermore, 21.5% of students indicate they do not feel supported with their social, emotional, or mental health needs, highlighting an important area for growth. To address these concerns, DVMSA recognizes the need to evaluate the complexity and accessibility of assignments used for independent practice and to provide additional instructional support in the form of intervention and tutoring. The school will also focus on enhancing social-emotional learning supports and mental health services to better serve all students. With 91.1% of students reporting they feel connected to their school, there is a strong foundation upon which to build these improvements. These targeted measures will ensure students are successful and feel more confident in completing their work independently while receiving the emotional support they need to thrive.|Addressing mental health needs and providing social-emotional learning (SEL) opportunities remain critical for positive student outcomes. According to the 2025 LCAP Student Survey, 74.9% of student respondents feel supported with their social, emotional, or mental health needs, indicating that while the majority of students feel supported, there is still room for improvement to reach all students. Additionally, 94.2% of students report feeling supported with their instructional needs, demonstrating strong academic support systems are in place. To address the 25.1% of students who do not feel adequately supported with social-emotional or mental health needs, DVMSA recognizes the need to better quantify and maximize the use of support services provided to students and families. The school will focus on identifying barriers to accessing these services and ensuring all students are aware of available resources. To further enhance SEL programming, DVMSA plans to allocate additional time in the daily schedule for SEL check-ins and formal lessons focused on social-emotional learning. These targeted interventions will work alongside existing support structures to ensure comprehensive social-emotional support for all students, with the goal of increasing the percentage of students who feel fully supported in this critical area.|By putting these plans into action, DVMSA aims to create a better learning environment that supports all students. This complete approach makes sure that both learning and emotional needs are met, creating a school where students can succeed socially, physically, and academically.|Parents and students have several opportunities in the school year to meet with teachers and discuss student progress. Parent-teacher conferences, at which teachers discuss individual student performance and goals, grades, and attendance, are scheduled at the beginning of the year providing parents with the academic objectives for the year.  Parents and students are welcome to schedule a meeting with their teacher at any time in the year. Teacher email and phone contact information are listed on the school website and shared with parents and students. Teachers utilize the Class Dojo application as well as Parent Square as another means of communication with families.  Additionally, the Student/Parent Handbook is provided at the beginning of the school year and is posted on the school website.|Parents and students have many chances during the school year to meet with teachers and talk about how students are doing. Parent-teacher conferences happen at the start of the year, where teachers talk about each student's work, goals, grades, and attendance. These meetings help parents understand what their child will learn during the year. Parents and students can also ask to meet with their teacher at any time during the year. Teachers' email addresses and phone numbers are on the school website so parents and students can contact them easily. The Student/Parent Handbook is given out at the beginning of the school year and can also be found on the school website.|Based on the feedback from families as well as school data, Del Vista Math and Science Academy ensures open communication by providing multiple accessible ways for parents to connect. According to the 2025 LCAP Student Survey, 93.7% of students feel their school works with their parents to help them do their best. However, we want to keep working on making communication between home and school even better. Giving personal attention to families is very important to us because our students come from many different backgrounds. Our school serves low-income students, English learners, foster and homeless youth, and students with disabilities. We will keep working to get families more involved through personal outreach, fun activities, and by creating an environment that welcomes all cultures.|Del Vista Math and Science Academy values the voices of all families, staff, and students. We are committed to building strong relationships through both casual and formal opportunities for connection. Welcoming activities like “Lunch with Your Child,” Winter Wonderland, and the Spring Dance help create a sense of community, while events such as Read Across America, STEM Night, Family Math Night, and awards assemblies celebrate student learning and achievement. We also provide meaningful ways for parents and guardians to get involved and share their perspectives through School Site Council, the English Learner Advisory Council, focus groups, surveys, and Parent Education Nights. Our ongoing efforts reflect our belief that collaboration and open communication are key to supporting every student’s success.|Our school administrators will actively work with families by being available to talk during drop-off and pick-up times, making sure communication stays open. The administrative team will also organize activities like parent education nights, family math nights, and STEAM Day to get parents more involved in their children's learning. These events give parents a chance to connect with teachers, learn about school programs, and talk about ways to help their children succeed at home.|By focusing on both casual conversations and organized feedback opportunities, DVMSA aims to build strong working relationships with all families, staff, and students. This approach that includes everyone makes sure that every voice is heard and that the school's decisions are based on what the community needs. Through these efforts, DVMSA is committed to creating a supportive and engaging environment that helps every student grow both academically and personally.|4|4|3|4|4|4|5|4|4|4|4|4|Met||2025-06-11|2025
15634120000000|Delano Joint Union High|3|A major strength of the Delano Joint Union High School District is the wide range of structured engagement opportunities that foster strong relationships between school staff and families. Throughout the year, families are welcomed onto campuses for events such as registration days, back-to-school nights, parent-teacher conferences, academic and athletic award presentations, performing arts showcases, athletic competitions, and Parent University sessions. These events not only celebrate student achievement but also create meaningful space for connection and dialogue between home and school. To ensure accessibility for all families, translation services are consistently provided during events. Additionally, the district has leveraged ParentSquare, social media platforms, and its website to enhance outreach and communication. Expanded staff hours have also supported timely and personalized interactions with families. These combined efforts have helped build trust, increase transparency, and strengthen family-school partnerships across all school sites.|The Delano Joint Union High School District has identified several key areas for continued improvement in strengthening family-school relationships. One ongoing focus is maintaining the accuracy and visibility of school site calendars and electronic marquees to ensure families are well-informed about engagement opportunities. Additionally, the district aims to increase its use of social media to promote events and share timely information. By enhancing digital communication, the district seeks to improve outreach and engagement—particularly for families who may not regularly interact with traditional school-based communication tools. These strategies are intended to reduce access barriers and ensure that families stay informed and connected.|To improve engagement of underrepresented families, the Delano Joint Union High School District continues to expand targeted outreach efforts. Staff members conduct personalized communication—including phone calls, text messages, and, when needed, home visits—to ensure families receive timely invitations to events and feel personally welcomed. In response to feedback, the district has also made event materials available online in multiple languages for families unable to attend in person. Additionally, school community liaisons have been instrumental in identifying barriers and suggesting culturally relevant strategies to strengthen connections with families of English learners, foster youth, and socioeconomically disadvantaged students.|Delano Joint Union High School District has made significant progress in building meaningful partnerships between families and educators to support student outcomes. Each school site hosts a series of parent trainings and informational meetings throughout the year, with a strong emphasis on college and career readiness. Counselors lead sessions on financial aid, graduation requirements, and postsecondary planning, ensuring that families are equipped to support students' educational pathways. The district’s Parent and Family Engagement Policy is reviewed annually with input from both families and staff, ensuring alignment with current needs. Staff schedules, including those of teachers, counselors, and classified employees, have been extended strategically to allow for after-school collaboration and one-on-one meetings with families. In the 2025 educational partner survey, 94% of parents agreed that the district provides timely and relevant communication about partnership opportunities.|While the district offers a robust menu of partnership opportunities, a key area for improvement remains increasing parent and guardian participation in school advisory and decision-making committees. Despite high satisfaction rates, some committees—particularly at the site level—struggle to maintain diverse representation and sustained attendance. To address this, the district plans to strengthen outreach through personalized invitations and follow-up calls. Additionally, the district is conducting parent interest surveys to better align workshops and meetings with families’ needs and schedules. This includes identifying topics of greatest relevance—such as mental health, A-G requirements, and vocational opportunities—so families feel their engagement is meaningful and directly connected to their students’ success.|To strengthen engagement with underrepresented families, the Delano Joint Union High School District is implementing focused outreach strategies aimed at increasing inclusivity in school partnerships. The district is prioritizing representation from all student subgroups—including English learners, students with disabilities, foster youth, and families experiencing homelessness—on school committees and advisory groups. Personalized outreach, such as phone calls in the family's home language, follow-up by trusted school liaisons, and flexible meeting formats (including virtual options), are being used to reduce participation barriers. Additionally, the district is creating new advisory spaces based on parent interest, such as topic-specific workshops and informal listening sessions, to ensure families feel heard and empowered to contribute to student outcomes.|Delano Joint Union High School District has institutionalized a strong culture of shared decision-making through active engagement with educational partners. The district regularly consults with advisory groups such as the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), English Learner Advisory Committees (ELAC), School Site Councils, the Special Education Parent Advisory Committee (SEPAC), and other site-based groups. These committees are deeply involved in reviewing, providing input on, and approving site and district plans for student achievement. The LCAP development process includes multiple opportunities for families to give feedback on actions, services, and expenditures. Survey results from Spring 2025 indicate that 89% of families feel their input is valued in school and district decisions. This reflects the district’s strong emphasis on transparency, responsiveness, and family voice.|A continued area of growth for the Delano Joint Union High School District is increasing participation in school and district decision-making among families from historically underrepresented groups. While the district has established a solid foundation of committees and feedback opportunities, challenges remain in ensuring that advisory group membership reflects the diversity of the student population. In response, the district is exploring new outreach techniques, such as hosting pre-meeting orientation sessions for families unfamiliar with school governance structures and offering incentives for consistent participation. Additionally, the district is refining its data collection tools to capture more actionable input and inform continuous improvement.|To deepen the engagement of underrepresented families in decision-making, Delano Joint Union High School District is implementing targeted strategies to foster inclusion and accessibility. The district is leveraging its school liaisons to personally invite and support parents of English learners, foster youth, and students with disabilities in joining site and district-level advisory groups. Additionally, materials are translated and delivered in culturally responsive formats to ensure clarity and understanding.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
15634200000000|Di Giorgio Elementary|3|The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.|The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.|The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights|The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.|The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.|The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.|The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.|The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.|The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.|4|5|5|4|5|4|4|4|4|4|4|4|Met||2025-06-30|2025
15634380000000|Edison Elementary|3|EESD fosters strong family-school relationships through multilingual communication platforms, welcoming campus environments, and staff training in inclusive outreach practices. School sites regularly host family events and ensure that front office staff are trained to serve as first-point ambassadors. Use of platforms such as ParentSquare ensures two-way, accessible communication in families’ preferred languages. Annual family engagement surveys provide insight into school climate and relationship quality. Teachers routinely engage families through conferences, IEP meetings, and goal-setting dialogues.|While relationship-building has matured, the district is focused on increasing culturally responsive practices and refining how site teams use survey data to personalize engagement efforts. Some campuses are strengthening home visit models and expanding community liaison roles. Increased support is also planned for staff onboarding to reinforce equitable engagement expectations.|To improve engagement of underrepresented families, EESD is expanding its partnership with community organizations that serve foster youth, multilingual families, and families experiencing housing insecurity. Materials are translated consistently, and input is gathered through targeted listening sessions and bilingual advisory forums. Family liaisons help bridge trust gaps by building ongoing relationships and facilitating referrals to wraparound services.|EESD supports families as learning partners through workshops, family-friendly report cards, and access to online learning platforms like STAR Family Reports. Conferences are offered in-person and virtually, with translation as needed. Parent training events cover literacy, numeracy, and digital literacy. Leadership teams regularly discuss how to align family engagement strategies with instructional goals.|The district is working to expand access to parent learning sessions across all sites and streamline delivery of academic information in more digestible formats. While advocacy resources are available, the district aims to strengthen understanding of educational rights, especially for families of English learners and students with disabilities.|To better support underrepresented families, EESD is implementing targeted outreach strategies such as evening and weekend events, school-based resource fairs, and transportation support for meetings. District and site staff are refining engagement strategies based on input from migrant, EL, and low-income family groups.|EESD regularly seeks family input through multiple channels, including LCAP feedback sessions, digital surveys, and advisory councils such as DELAC, ELAC, and SSC. These meetings include staff, administrators, and parent leaders working toward common goals. Parent input is documented and reflected in board presentations and LCAP updates.|While district-wide input mechanisms are well-established, building site-level capacity to co-design engagement strategies with parents remains an area of growth. Additional training and models for shared leadership are being introduced in the 2025–26 year.|EESD continues to refine practices that ensure underrepresented voices are centered in planning. Home language surveys, targeted outreach by bilingual liaisons, and partnerships with community-based organizations are helping increase advisory participation. Future efforts will include co-hosted input nights with local partners and expanding mobile access to surveys and forums.|4|5|4|5|4|4|4|3|4|3|4|3|Met||2025-06-23|2025
15634460000000|Elk Hills Elementary|3|Elk Hills School District provides professional development for all instructional staff for strong tier one instruction. Monthly release time for teachers is provided for teachers to evaluate student data and make data informed decisions for instruction. Cyclical reviews are conducted yearly to evaluate the student outcomes in ELA and mathematics. The school also has a school wide literacy intervention program. Recently, the school implemented a math intervention program for all students as well.|Elk Hills School District instructional focus is literacy and math intervention as well as becoming a full service community school.|Elk Hills School District instructional focus is literacy and math intervention as well as becoming a full service community school.|Elk Hills School District engages educational partners regarding decision making through LCAP surveys, school connectedness surveys, and school climate surveys. Feedback and communication is also encouraged during the many community activities that the school hosts. Finally, Elk Hills welcomes an open door policy for all educational partners.|Elk Hills School District will host an event this year to gather more information regarding the LCAP goals and actions. The district will also focus on social emotional learning at the tier one instructional level to help build positive relationships with students and families.|Elk Hills School District will host an event this year to gather more information regarding the LCAP goals and actions. The district will also focus on social emotional learning at the tier one instructional level to help build positive relationships with students and families.|Elk Hills School District hosts many community events and uses multiples means of communication to seek input from educational partners regarding decision-making.|Elk Hills will offer virtual meeting options for parents to provide input in order to accommodate schedules and remove the barrier of lack of transportation to the school campus.|Elk Hills will offer virtual meeting options for parents to provide input in order to accommodate schedules and remove the barrier of lack of transportation to the school campus.|5|5|4|5|5|5|5|5|5|4|5|5|Met||2025-06-12|2025
15634610000000|Fairfax Elementary|3|The Fairfax School District is recognized for its strong commitment to fostering meaningful relationships between staff and families. A core strength of the district lies in its consistent focus on engagement and communication, ensuring families remain informed, involved, and heard.  To support this commitment, the district utilizes a variety of communication tools—including newsletters, email, and social media—to keep families updated on school news, events, and programs. Teachers and staff are encouraged to maintain open lines of communication with parents through multiple channels, including email, phone calls, and in-person meetings, promoting accessibility and responsiveness.  A distinguishing feature of the district’s approach is its emphasis on two-way communication. Beyond providing information, Fairfax actively seeks input from families through public hearings, surveys, and town hall meetings. This feedback loop helps ensure school programs and services reflect community needs and perspectives.  The district also prioritizes inclusive outreach to underrepresented families by addressing language and cultural barriers. Translation services and home visits are offered to foster trust, improve access to information, and ensure all families can engage meaningfully in the school community.  To further encourage parent involvement, the district hosts a variety of engagement events such as parent-teacher conferences, open houses, and back-to-school nights. These opportunities strengthen school-home connections and invite families to take an active role in their children’s education.  Together, these strategies have helped create a welcoming and collaborative school culture. By cultivating trust and ensuring that all voices are valued, the Fairfax School District continues to strengthen family engagement and support positive academic outcomes for all students.|A primary area of focus is strengthening regular and transparent communication with families. To address this, the district is utilizing platforms such as ParentSquare, email, and social media to share timely updates on school events, academic programs, and district-wide initiatives. These tools help ensure families are consistently informed and engaged.  Equally important is enhancing two-way communication. Teachers and staff are encouraged to maintain open and responsive dialogue with families through multiple avenues, including office hours, phone calls, emails, and in-person meetings. This approach ensures that families feel heard and supported in addressing concerns or questions.  Creating meaningful opportunities for in-person engagement is another district priority. Fairfax continues to host events such as parent-teacher conferences, open houses, and back-to-school nights to encourage families to visit school campuses and develop direct relationships with educators and support staff.  In addition, Fairfax has identified a need to strengthen relationships with families from underrepresented and linguistically diverse communities. To address barriers such as language and access, the district offers translation services and home visits to build trust and increase participation from all families.  Through these targeted efforts, Fairfax aims to foster deeper connections between school staff and families, creating a more inclusive, welcoming environment. These improvements are designed to support higher levels of parent involvement and contribute to a stronger school culture and improved student outcomes.|The district has already established multiple avenues for stakeholder engagement, including public hearings, surveys, town halls, advisory committees, and school site councils. These efforts have informed school site-level and districtwide parent engagement plans, which are designed in collaboration with families and educational partners to foster inclusive participation.  However, through the self-reflection process, Fairfax identified a need to better support families who have historically been underrepresented in school engagement efforts. In response, the district is taking intentional steps to reduce barriers and improve access to information, communication, and opportunities for involvement.  To address language and communication challenges, the district has implemented ParentSquare, a two-way communication platform that provides automatic translation in multiple languages, ensuring families receive timely information and can interact with teachers and staff in their preferred language. This platform has improved accessibility and responsiveness across school sites.  In addition, school sites are working to create more welcoming and culturally responsive environments through outreach strategies such as home visits, multilingual communications, and targeted family events. Schools are also refining their engagement plans to include input from families in underrepresented groups, ensuring their voices directly inform the development of site-based goals and supports.  By identifying specific needs and eliminating engagement barriers, Fairfax demonstrates a clear commitment to fostering an inclusive school culture where every family—regardless of background—feels welcomed, valued, and empowered to participate in their child’s educational journey.|Based on analysis of educational partner input and local data, Fairfax School District has demonstrated notable strengths in fostering partnerships that support student success.  A key strength is the district’s consistent engagement with a wide range of educational partners, including parents, students, educators, administrators, and community groups. Engagement opportunities are embedded in district operations through regular town hall meetings, surveys, advisory councils, and collaborative forums such as school site councils and board meetings. These channels provide multiple access points for stakeholder feedback and help guide decisions that affect student outcomes.  Another area of strength is Fairfax’s commitment to using data to inform practice. Student achievement data, attendance trends, graduation rates, and behavioral metrics are regularly reviewed with input from staff and families to identify gaps and tailor interventions. This collaborative, data-driven approach has contributed to measurable improvements in academic achievement and school climate.  Additionally, the district partners closely with groups that represent historically underserved families, including ELAC, DELAC, Migrant PAC, and Booster Clubs. These partnerships promote inclusive decision-making and ensure that the unique needs of English learners, migrant families, and other underrepresented populations are addressed in school plans and services.  Overall, Fairfax’s strengths lie in its culture of collaboration, transparent communication, and shared responsibility for student success. These practices have led to stronger family-school connections, increased participation in decision-making processes, and improved outcomes for students across diverse backgrounds.|While Fairfax School District has made significant progress, analysis of educational partner feedback and local data has highlighted several areas for continued improvement in building effective partnerships.  First, the district seeks to broaden engagement with underrepresented families who have historically had limited involvement in school activities and decision-making. Fairfax recognizes the importance of ensuring that all families, regardless of background or circumstance, have equitable opportunities to contribute their perspectives. Strategies under consideration include increasing the accessibility of meetings (e.g., through virtual options and translated materials) and expanding culturally responsive outreach efforts.  Second, the district aims to strengthen collaboration among internal and external partners to enhance student support systems. While various advisory groups exist, there is a need for more structured cross-collaboration between families, staff, and community organizations. Fairfax plans to provide additional professional learning for staff focused on family engagement and to increase opportunities for families to engage in co-creating site-level plans.  Finally, Fairfax will work to improve data collection related to family engagement and student outcomes, especially in areas such as social-emotional learning and participation in enrichment opportunities. This data will help identify gaps and inform the development of targeted strategies to support all learners more effectively.  By addressing these areas, the district aims to build deeper, more inclusive partnerships that directly contribute to improved outcomes for all students.|Fairfax School District is committed to improving the engagement of underrepresented families in support of student outcomes. Input from educational partners and findings from the self-reflection process have prompted a multi-tiered approach focused on equity, access, and relationship-building.  To begin, the district is strengthening outreach and communication strategies tailored to the unique needs of underrepresented families. This includes expanding the use of multilingual tools like ParentSquare for real-time, two-way communication in families’ preferred languages. Schools will also receive guidance on simplifying communication and making district events more welcoming and accessible.  Additionally, Fairfax is investing in staff training around cultural competence and inclusive engagement practices. This training will equip teachers and staff with the tools needed to build trusting relationships with families who may face language, cultural, or socioeconomic barriers to involvement.  The district also plans to partner with local community organizations, such as neighborhood nonprofits, faith-based groups, and cultural centers, to provide wraparound supports for families and extend engagement beyond the school setting. These partnerships will help connect families with critical services such as healthcare, housing support, and adult education—factors that directly impact a student’s ability to thrive in school.  Finally, Fairfax will create family engagement liaisons at key sites to serve as trusted points of contact for families. These liaisons will support navigation of school processes, provide interpretation services, and serve as connectors between home and school.  Through these actions, Fairfax aims to reduce barriers and foster more inclusive, empowering relationships with all families—especially those historically underrepresented—so that they can play an active role in their children’s academic and social-emotional success.|Based on the analysis of educational partner input and local data, Fairfax School District has demonstrated clear strengths and ongoing progress in promoting inclusive and meaningful input from families and stakeholders in decision-making.  One of the district’s key strengths is its intentional effort to foster a culture where family and community voices are valued. Fairfax regularly engages parents, students, educators, and administrators through surveys, focus groups, town hall meetings, and advisory councils such as the DAC, DELAC, ELAC, and site-level committees. These engagement structures offer multiple entry points for stakeholders to inform decisions around programs, policies, and district priorities.  The district has also made progress in building the capacity of principals and staff to effectively involve families in advisory and leadership roles. Professional development on effective communication strategies, facilitation of inclusive meetings, and family partnership frameworks has helped increase engagement at the school site level.  In parallel, Fairfax has invested in empowering family members to participate more actively in decision-making. Parent leadership workshops and resource nights help families understand district systems, policy development, and how to navigate and contribute to school governance structures.  In its commitment to equity, Fairfax uses translation and interpretation services, culturally responsive practices, and targeted outreach to ensure underrepresented families can meaningfully participate. Advisory group agendas are shared in home languages, and input is sought during both in-person and virtual meetings to accommodate diverse needs.  These efforts collectively reflect the district’s dedication to shared decision-making, ensuring that stakeholder perspectives are not only gathered but also used to shape initiatives that support student success.|Despite meaningful progress, Fairfax has identified several focus areas for improvement to strengthen its input-seeking processes, particularly to ensure equity, inclusivity, and broad representation in decision-making.  A central area for growth is expanding the capacity of site leaders and staff to engage families, especially from underserved communities, in advisory roles. Fairfax will provide additional professional development that focuses on culturally responsive facilitation, active listening, and inclusive practices that support more authentic collaboration with families.  Another priority is building the confidence and leadership skills of families, particularly those new to the educational system. Fairfax plans to expand its parent training offerings—covering topics like school governance, data literacy, advocacy, and navigating educational policies—to increase family readiness for sustained involvement in decision-making spaces.  The district also aims to improve outreach to underrepresented communities by implementing more proactive, personalized, and culturally relevant engagement strategies. This includes holding meetings in community-based settings, using multilingual outreach, and partnering with trusted community-based organizations.  Additionally, Fairfax is exploring the use of digital engagement tools to make feedback processes more accessible. This includes enhancing online surveys, leveraging two-way platforms like ParentSquare, and incorporating digital polls during virtual events to capture more immediate input.  Together, these focus areas demonstrate Fairfax’s ongoing commitment to improving inclusive engagement practices and ensuring that all families—particularly those historically underrepresented—are supported in shaping the direction of district policies and programs.|Through the self-reflection process and analysis of input from educational partners, Fairfax School District has identified the need to deepen engagement with underrepresented families to ensure their voices inform decision-making across all levels.  To address this, Fairfax will first prioritize targeted outreach efforts to families who may face barriers such as language, mobility, work schedules, or unfamiliarity with school systems. This includes hosting input sessions in community-centered spaces, offering virtual and in-person options, and increasing the availability of interpretation and translation services during meetings and events.  Second, the district will build trust and relational capacity by offering family workshops on understanding school systems, the roles of advisory groups, and strategies for navigating decision-making processes. These workshops will also focus on culturally relevant topics and be co-hosted with community leaders to strengthen comfort and trust.  To ensure sustained participation, Fairfax will develop family leadership pipelines that identify and mentor parents from underrepresented groups to participate in ELAC, DELAC, site councils, and the District Advisory Council. Mentorship and ongoing support will help build continuity and sustainability of representation in leadership roles.  Finally, Fairfax will partner with community-based organizations that have strong relationships with underserved families. These partnerships will be leveraged to co-design engagement events, distribute information, and gather feedback from families who may not traditionally participate in district processes.  By implementing these strategies, Fairfax is taking intentional steps to eliminate participation barriers, elevate marginalized voices, and create a more inclusive and representative input process that reflects the full diversity of its school community.|5|5|4|5|5|4|4|4|4|4|4|4|Met||2025-06-26|2025
15634790000000|Fruitvale Elementary|3|The Fruitvale District and each school foster a family-inclusive environment as reflected in District surveys. 2025 Spring Survey Results: Staff surveys reflect that 87% of staff feel they are considered when decisions are made in the District (an increase of 5% from 2024). 81% of students reported their school helps families in need and 96% say their school provides a good education for all students. 92% of parents reported their child's school embraces family diversity by recognizing strengths, cultures, and languages. 96% of parents reported their child feels connected to the staff and school and look forward to going to school. In the comment section of the Spring 2025 parent survey, an overwhelmingly large percentage of parents left positive comments specifically complementing the District for communication with families.|Fruitvale continues to experience exceptional attendance at school events and gatherings. FSD will continue to foster our multicultural diversity with events and education specifically highlighting the many different cultures in our demographics. Endeavour Elementary hosted a Multicultural Celebration at their Open House event in the Spring of 2025. The District has robust DELAC and site ELAC teams to support our ELL families. Additionally, we host a Family Resource Fair at all sites connecting our community with school and outside resources connected to food security, housing, medical, dental and mental health providers, internet safety, sports, clubs, academic supports, parenting resources, district initiatives and involvement opportunities, as well as our connecting high schools and universities. Starting in 2025-26 the FSD LCAP includes specific expenditures for community engagement, including increased involvement opportunities and communication.|"The Fruitvale School District subscribes to the motto, ""Fruitvale Family"" in all aspects of school happenings. The District continues to provide extensive training on relationship building, trauma-informed care, and building relationships. The District employs two District Social Workers to increase support for staff and the community, build relationships, learn about family strengths, cultures, and languages, and ultimately remove barriers to student engagement and success. The District maintains full staffing to ensure each school site has a full-time counselor and a full-time psychologist to assist students and families in need. The primary focus is to remove barriers and find support to assist student success. Fruitvale is fully invested in the MTSS process, building and refining multi-tiered systems of support throughout the District. The District also increased the part-time reading specialist teachers to full-time intervention teachers on each site in 2024-25. The District has planned to increase the BPD School Resource Officer contract from one day per week to a full-time position for 2025-26."|The Fruitvale School District holds communication as an extremely high priority. The District utilizes a number of communication pathways to ensure families are partners in their student's education, both academically and socialemotionally. In the LCAP Survey, over 96% of parents reported they believe their school effectively communicates student academic progress by providing families with access to grades, progress, and posting communication through Canvas/Aeries Parent Portals. Additionally, 95% of families stated they feel students and families are considered when decisions are made in the District.|The district will continue to partner with families, in a positive supportive manner. The Multi-Tiered System of Supports approach lends itself to removing the punitive aspect of addressing concerns and provides avenues for seeking the root of specific barriers to success. The District is actively reaching out to families to assist with absenteeism, mental health needs, homelessness, foster youth support, addiction assistance, transportation support, behavioral intervention, health care access, and much more, through every staff member supporting students. The District is in the fourth year of providing 3 series of 9-week parent courses to support parents seeking assistance with challenges including behavioral difficulties, home structure, and academic concerns. The District also fosters relationships with many community support organizations to which they can refer families for additional support. The annual Family Resource Fair is a new addition to assist families with a host of valuable resources within the District and throughout the community.|"The District continues to build support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Our social workers, psychologists, and counselors provide support for staff including education about McKinney-Vento policies and trauma-informed care. The District is actively participating in the MTSS process in which a consultant leads the district in the self-reflection and improvement process about building partnerships for student outcomes, as well as all systems of support. Response to the survey question: ""Students who are learning the English language have extra support to learn to speak, read, and write in English"" 92% of students agree, 91% of staff agree, and 95% of parents agree. The District Social Workers, SRO, and team have developed an extensive network of support for our students with the highest needs including foster youth, homeless, and low socioeconomic students."|The Fruitvale School District seeks parent, staff, student, and community input in a multitude of ways. The District has high attendance for town hall meetings, educational partner input meetings, facility needs input meetings, DELAC, ELAC, and LCAP priority meetings. The flexibility of teleconferencing has opened the door for increased participation and has greatly benefited the planning process for the District. Throughout the response to COVID, school reopening, and navigating the evolving health regulations, the District partnered with Educational Partners every step of the way. 82% of staff report they are considered in District decisions, and over 95% of parents reported they believe their school effectively communicates.|As the District's demographics have been rapidly changing, with over 30% increase in unduplicated pupil count in the past 15 years, the District has learned and implemented new strategies to reach and seek input from all groups. Interestingly, the Covid-19 pandemic revealed new avenues including virtual platforms which have also enhanced education partner participation in the school community. The District greatly utilizes translators for our diverse language population, including ASL. The District holds town-hall meetings for each school site, virtually and inperson. The District also holds meetings with the District Leadership Team (comprised of teachers and classified staff), Administrative Leadership Teams, DELAC, ELAC, School Site Councils, Parent-teacher Organizations, Community Bond Oversight Committees, and Parent Advisory Committees. We also connect with educational partners at school site events such as Resource Fair Events, Back to School Nights, Open Houses, Family Picnic Days, Parent Training Sessions, and Track Meets.|The District continues to build support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Input from families is solicited during meetings to inform decisions throughout the district. Our social workers, SRO, and support staff provide support for staff including education about McKinney-Vento policies and trauma-informed care. They also provide input for the students and families they assist. The District is actively participating in the MTSS process, in which a consultant leads the district in the self-reflection and improvement process about building partnerships for student outcomes, as well as gathering input for district decisions. The District has dedicated an action item in the 2025-26 LCAP to improve community engagement.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2025-06-12|2025
15634870000000|General Shafter Elementary|3|Parent engagement is a goal our school district is constantly focused on. We have made progress by way of communication to families in regard to school happenings and information. However, we can and need to improve in our hands on training and engaging with families. This is addressed extensively in our current LCAP.|Parent engagement is a goal our school district is constantly focused on. We have made progress by way of communication to families in regard to school happenings and information. However, we can and need to improve in our hands on training and engaging with families. This is addressed extensively in our current LCAP.|Parent engagement is a goal our school district is constantly focused on. We have made progress by way of communication to families in regard to school happenings and information. However, we can and need to improve in our hands on training and engaging with families. This is addressed extensively in our current LCAP.|Parent engagement is a goal our school district is constantly focused on. We have made progress by way of communication to families in regard to school happenings and information. However, we can and need to improve in our hands on training and engaging with families. This is addressed extensively in our current LCAP.|Parent engagement is a goal our school district is constantly focused on. We have made progress by way of communication to families in regard to school happenings and information. However, we can and need to improve in our hands on training and engaging with families. This is addressed extensively in our current LCAP.|Parent engagement is a goal our school district is constantly focused on. We have made progress by way of communication to families in regard to school happenings and information. However, we can and need to improve in our hands on training and engaging with families. This is addressed extensively in our current LCAP.|General Shafter has improved over the years in the area of seeking input for decision making purposes. We advertise and host multiple meetings in different formats for input to be given. We ask for input via email, face to face meetings, group meetings, and zoom meetings.|General Shafter has improved over the years in the area of seeking input for decision making purposes. We advertise and host multiple meetings in different formats for input to be given. We ask for input via email, face to face meetings, group meetings, and zoom meetings.|General Shafter has improved over the years in the area of seeking input for decision making purposes. We advertise and host multiple meetings in different formats for input to be given. We ask for input via email, face to face meetings, group meetings, and zoom meetings.|2|4|3|5|3|3|2|3|3|3|3|3|Met||2025-06-04|2025
15635030000000|Greenfield Union|3|Based on the analysis of educational partner input and local Needs Assessment Survey data from students, staff, and families, the district has demonstrated clear strengths and steady progress in Building Relationships Between School Staff and Families. Key highlights include:  Strong Sense of Belonging and Respect: Parent feedback throughout the 2024-25 school year, including from site-based consultations and the districtwide Needs Assessment Survey, affirmed that families feel welcomed and respected at their child’s school. Over 90% of families agreed that school staff treat them with respect, and students echoed this sentiment, with a high percentage indicating that adults at their school care about them and help them feel safe.  Increased Access and Engagement Opportunities: The district expanded multiple access points for family input, including school events, LCAP Advisory Committee meetings, the Equity and Achievement Task Force, and site-level SSC and ELAC meetings. Parents were regularly invited to share feedback in both English and Spanish, and interpretation was consistently provided. The quarterly virtual LCAP Advisory meetings ensured broad participation and elevated parent voice in decision-making.  Collaborative School Climate: Staff survey responses showed that educators recognize the importance of partnering with families to support learning, with many schools implementing intentional strategies for communication and outreach. Teachers and classified staff noted growth in the consistency of family communication and praised initiatives that made schools more welcoming to diverse family backgrounds.  Clear Progress in Student-Staff Relationships: Students across grade levels reported that school feels like a safe and inclusive place, and that adults on campus listen to them and provide meaningful support. The involvement of middle school student representatives in district planning (quarterly LCAP Advisory Meetings) has created a stronger culture of student voice and mutual respect between youth and educators.  Overall, the district’s commitment to family engagement is visible in its structures, partnerships, and the affirming, human-centered culture that families and staff alike described. The district’s focus on respect, accessibility, and cultural relevance has helped create a foundation of trust and shared purpose between school staff and families.|While the district has made measurable progress in strengthening school-family partnerships, educational partner input and local data highlight several areas that warrant deeper focus and refinement.  Strengthening Cultural Responsiveness and Inclusion: Feedback from families, particularly through the Equity and Achievement Task Force, emphasized the importance of making all families feel welcome and understood. While many parents described their schools as supportive, others noted inconsistent experiences, especially when language or cultural differences were involved. Families called for continued investment in professional learning that equips staff with the tools to communicate inclusively and respond empathetically to the diverse needs of the school community. Starting next school year, the district will improve in this area by securing outside grants to fund the addition of a Student and Family Wellness Coach at each school site, further strengthening and deepening communication and engagement with all families.  Fostering Two-Way Communication: Although the district regularly communicates important updates, families expressed a need for more reciprocal communication. Surveys and engagement sessions revealed that while parents receive information, opportunities to share feedback or raise concerns are not always clear or responsive. Partners recommended clearer feedback loops, especially for issues like bullying, mental health, or academic struggles. In alignment with this need, the district will participate in the Community Engagement Initiative Cohort 4 with CCEE and CDE, dedicating the next two years to identifying new and improved strategies for fostering communication and engagement.  Deepening Engagement Beyond Events: Families expressed appreciation for the growing number of events and virtual meetings but also urged the district to move beyond information-sharing toward relationship-based engagement. Suggestions included peer mentorship programs, school climate-building activities, and practical support offerings such as adult English classes or student-led community events. The goal is to create sustained, two-way relationships and not just one-time interactions. The addition of Student and Family Wellness Coaches will play a critical role in transforming these recommendations into sustained practices that build genuine trust and engagement.  Supporting Families in Early Grades: The transitional kindergarten and kindergarten years present a powerful upstream moment to build lasting family-school partnerships. Parents emphasized the need for more individualized outreach and guidance as they navigate the early transition into school. Both teachers and families identified this early window as a critical point for establishing trust, setting expectations, and laying the foundation for long-term engagement.|Based on the analysis of educational partner input and local data, the district recognizes that improving engagement with underrepresented families, particularly families of English learners, students with disabilities, and families experiencing housing instability requires intentional, relationship-centered strategies that go beyond access to information and focus on building authentic trust.  To improve engagement with these families, the district will take the following actions:  Expand culturally and linguistically responsive communication practices: Findings from the parent needs assessment and feedback from DELAC and the Equity and Achievement Task Force indicate that language remains a barrier for many families. The district will provide expanded professional development focused on culturally responsive communication and empathy-driven service.   Increase inclusive outreach efforts through trusted messengers: The district will leverage bilingual staff  and school social workers to reach underrepresented families more directly. These individuals often hold trusted roles in the community and can help bridge the gap between families and school systems. Outreach will include phone calls, home visits when appropriate, and presence at community events and not just school-based activities.  Create family leadership and mentorship opportunities: To foster two-way engagement, the district will invite underrepresented parents to serve in advisory roles, including on School Site Councils, ELACs, and districtwide planning teams.   These actions reflect the district’s commitment to equity in relationship-building and to removing systemic barriers that have historically limited the voice and presence of underrepresented families. By investing in personal connection and school to home relationships, the district aims to ensure that every family feels they belong and are valued partners in their child’s success.|The district has made measurable progress in building meaningful partnerships for student outcomes, as reflected in both stakeholder input and local needs assessment data. Across all educational partner groups, including students, families, and staff, there is a strong sense of shared responsibility and alignment around student success. Parents reported high levels of satisfaction with their child’s academic progress, with over 90% of families stating they feel welcomed on campus and well-informed about their child's learning. Similarly, staff surveys indicated that teachers regularly communicate with families about student progress and offer supportive strategies for use at home, reinforcing a two-way partnership between school and home.  One of the district’s key strengths is its structured support network for student outcomes, which includes academic coaches, intervention teachers, and targeted programs such as Renaissance Star Reading and Math. Families and staff emphasized the impact of these supports, particularly for unduplicated student groups, and student survey responses showed that a significant majority feel adults on campus care about their success. Initiatives like family math nights, parent workshops, and targeted intervention meetings have also strengthened home-school collaboration.  The district’s investment in accessible tools such as the Parent Portal, regular progress updates, and virtual parent-teacher conferences has expanded equitable access to student performance data and built capacity among families to actively support learning. These systems have helped normalize family engagement as a shared responsibility, reflecting the district’s ongoing commitment to equity, partnership, and achievement.|Based on the analysis of educational partner input and local data, the district has identified several focus areas for improvement in building partnerships for student outcomes. While families overwhelmingly expressed feeling welcomed on campus, needs assessment data and advisory group feedback pointed to a desire for deeper involvement in the academic side of schooling. Many parents shared that while they receive general updates, they would like clearer, more timely communication about their child’s academic progress, interventions, and how they can help at home.  In particular, underrepresented families especially those including those of English Learners and students with disabilities called for more culturally responsive communication practices and direct guidance on supporting learning at home. Some parents expressed uncertainty about where to find information on tutoring, IEP services, or extended learning opportunities. Similarly, teachers noted that while structures exist to engage families, additional training is needed to equip staff with the tools to effectively partner with all parents, especially those who may face language, technology, or access barriers.  To address these gaps, the district will focus on improving the clarity and consistency of academic communication, ensuring progress updates are timely, actionable, and accessible to all families. Efforts will also include expanding family workshops aligned to curriculum goals, strengthening the role of academic coaches and intervention teams in engaging parents, and providing targeted outreach for families of students requiring additional academic support.|To improve engagement of underrepresented families in building partnerships for student outcomes, the district will strengthen both access and relevance of academic engagement efforts. Based on educational partner input and needs assessment data, underrepresented families including families of English Learners, students with disabilities, and socioeconomically disadvantaged students often face barriers to participation rooted in language, scheduling, cultural disconnects, or uncertainty about how to support their child’s learning.  In response, the district will expand its outreach and support systems by offering bilingual and evening academic workshops tied directly to curriculum, assessment, and intervention strategies. These sessions will be designed in collaboration with families to ensure content meets their expressed needs such as understanding report cards, using online tools like Aeries or MyOn, and navigating academic supports like tutoring or IEP services. These workshops will be delivered through both district and school site-led events, including targeted gatherings such as the Equity and Achievement Task Force. The Greenfield Family Resource Center will serve as a central hub for many of activities, providing a welcoming and accessible space for events, workshops, and support services tailored to family needs.  Additionally, the district will prioritize culturally responsive practices, ensuring that school communications and staff interactions foster trust and belonging. Staff, teachers, and site leaders will receive targeted training in inclusive communication and family-centered conferencing. The Greenfield Family Resource Center will also support this work by hosting family engagement sessions and serving as a trusted point of connection for families seeking guidance or partnership with their schools. The district will enhance two-way communication through expanded use of surveys, focus groups, and site-based listening sessions with underrepresented families to co-design improvements. These combined efforts aim to create more personalized, respectful, and effective partnerships that elevate every family’s role in supporting student success.|Based on the analysis of educational partner input and local data, the district has demonstrated clear strengths and consistent progress in seeking input for decision-making. Throughout the 2024-25 school year, a multi-tiered system of engagement ensured that educational partners including students, families, teachers, classified staff, administrators, and community members had structured and recurring opportunities to offer input aligned to district goals and planning efforts. The district’s LCAP Advisory Committee met quarterly in a virtual format to expand access, while monthly site-level staff meetings, quarterly MTSS Advisory Partner events, and annual needs assessment surveys provided additional venues for reflection and feedback.  One of the district’s greatest strengths is the intentional inclusion of diverse perspectives in these processes. Notably, student voice was elevated through site-based focus groups and the active participation of three middle school student representatives in the LCAP Advisory Committee. Similarly, families from across the district including those representing English Learners and students with disabilities shared their perspectives through site-based consultations, the annual needs assessment, and the Equity and Achievement Task Force. This breadth of engagement has fostered a culture of shared ownership and transparency. A large majority of participants affirmed the district’s direction, and many expressed appreciation for the opportunity to be part of shaping decisions. The inclusion of these multiple feedback channels has allowed the district to not only validate the effectiveness of current strategies but also to surface critical areas for refinement, underscoring the district’s commitment to listening, learning, and leading in partnership with its community.|Based on the analysis of educational partner input and local data, the district has identified several key focus areas for improvement in seeking input for decision-making. While the current engagement structure is robust, feedback from the annual needs assessment and advisory meetings suggests the need to strengthen awareness, access, and follow-up.  Several staff and family members noted that although engagement opportunities are available, they are not always well-publicized or accompanied by enough lead time for meaningful participation. This highlights a need to improve the timeliness and clarity of communication about engagement events, surveys, and decision-making processes. Additionally, some participants expressed a desire for greater visibility into how their feedback is used suggesting that the district focus on closing the feedback loop by consistently sharing how input influenced final decisions or changes to LCAP actions.  Underrepresented families, including those of English Learners, students with disabilities, and families experiencing poverty, indicated through surveys and advisory groups that more personalized outreach and culturally responsive communication would increase their participation. Finally, while student voice was meaningfully included this year, expanding this practice beyond middle school students and formal settings would improve student inclusion in ongoing, site-based decision-making.|To improve engagement of underrepresented families in seeking input for decision-making, the district will implement targeted strategies that enhance access, inclusion, and visibility within all levels of the engagement process. Analysis of educational partner input and local needs assessment data indicates that families of English Learners, students with disabilities, foster and homeless youth, and socioeconomically disadvantaged students often face barriers to participation including limited awareness of engagement opportunities, language access issues, and uncertainty about how their input will be used.  In response, the district will expand multilingual outreach efforts using multiple modes of communication (text, email, phone, social media, printed flyers) and ensure that announcements of input opportunities are distributed with ample lead time. Engagement sessions will be scheduled at varied times including mornings and evenings will be offered in both virtual and in-person formats to accommodate different family needs.  The district will also leverage the Greenfield Family Resource Center as a central hub for supporting underrepresented families through listening sessions and partner-hosted engagement events and activities. These forums will be co-designed with families to ensure they are welcoming, culturally responsive, and aligned with real concerns raised by underrepresented groups. Special attention will be given to hosting these events in trusted community spaces and ensuring that facilitators reflect the linguistic and cultural diversity of participants.  Through these combined strategies, the district aims to cultivate authentic, two-way engagement that elevates the voice of every family and ensures more inclusive and equitable decision making across the system.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-11|2025
15635290000000|Kern High|3|The Kern High School District has made measurable progress in building strong relationships between school staff and families, with a particular focus on supporting underrepresented and underserved communities. The district’s multifaceted approach reflects a clear commitment to equity, access, and authentic engagement as essential components of student success.  A core strength in KHSD’s family engagement strategy is the creation of districtwide infrastructure that fosters meaningful connections. This includes the establishment of Parent Centers, the deployment of Parent Center Liaisons, and Community Specialists who serve as trusted points of contact for families. These roles provide direct outreach and support, helping families navigate school systems and access critical resources. KHSD also offers inclusive programs that promote a welcoming environment and build trust. Events such as Pozole with the Principal, Parent University, and Cash for College are culturally responsive and widely accessible, encouraging stronger family-school partnerships. At campuses like East Bakersfield High School, these efforts have led to greater transparency, improved attendance at family events, and stronger participation in student support initiatives such as College and Career Readiness workshops. The district has also improved communication through the expanded use of ParentSquare, a multilingual messaging platform that allows for timely, two-way communication between school staff and families. While Spanish-speaking families are generally well-supported, gaps remain in immediate access for families who speak other languages, highlighting the need for expanded language services.In addition, KHSD supports active parent advisory groups, including the District English Learner Advisory Committee (DELAC) and African American Parent Advisory Councils (AAPAC) at both the district and school levels. These forums ensure that underrepresented families have opportunities to participate in decision-making and contribute to district planning efforts.|Engagement often remains event-based or surface-level, rather than fostering sustained, two-way partnerships with families. There is also a continued need to build authentic connections with historically underserved groups—especially migrant families, English learners, foster youth, and African American students. While Spanish-speaking support is widely available, immediate communication in other languages is still limited, and sites often lack dedicated staff to connect with non-English-speaking families more broadly.Another area in need of growth is outreach to families of chronically absent students. These families often require deeper, targeted support to address barriers to attendance and student success. While KHSD has laid a solid foundation, continued efforts are needed to deepen relationships, improve cultural responsiveness, and build ongoing, meaningful engagement that evolves with the changing needs of families across the district.|KHSD recognizes the need to strengthen engagement with underrepresented families—particularly those from migrant, English learner, African American, foster youth, and chronically absent student populations. Through the self-reflection process, the district identified that while current efforts have increased outreach, much of the engagement remains event-based or surface-level. To address this, KHSD will deepen its focus on building consistent, two-way partnerships between staff and families to move from Involvement to Engagement. Key strategies include expanding the roles and reach of Student and Family Support Liaison and Community Specialists to provide more individualized, culturally responsive support. The district will invest in professional development for school staff to build capacity in relationship-building, cultural competence, and trauma-informed practices. KHSD will also enhance multilingual communication by improving real-time access to interpreters and translation services, particularly for languages beyond Spanish. Parent advisory groups such as DELAC and African American Parent Advisory Councils will be strengthened and supported at both site and district levels to ensure families have a meaningful voice in decision-making. The district will continue to fund site-based initiatives tailored to community needs and increase outreach efforts to engage families of chronically absent students through home visits, student and family support liaisons, and targeted support programs. By fostering inclusive events, improving communication systems, and developing sustained, trusting relationships with families, KHSD aims to ensure all families—especially those historically underserved—feel welcomed, valued, and empowered as partners in their children’s education.|KHSD has made steady progress in building strong partnerships between families, staff, and the community to support student outcomes. Key strengths include the establishment of Parent Centers, Community Schools, and outreach teams such as truancy and community specialists who help connect families to valuable academic and social-emotional resources. Programs like PBIS, the Sun Shack, and community-based events contribute to more welcoming school environments. Communication tools like ParentSquare have improved timely, multilingual outreach to families, while Parent Center Liaisons and advisory groups such as DELAC and African American Parent Advisory Councils have increased family involvement and voice in school decision-making. The recent Community Schools Grant will further enhance these efforts by expanding wraparound services, building staff capacity, and supporting consistent engagement practices across the district. This includes opportunities for regular family meetings to review student progress and set goals collaboratively.  Overall, KHSD is on the right path, with strong systems in place and a clear focus on deepening family-school partnerships to support every student’s success.|While KHSD has made notable progress in family and community engagement, several areas for improvement remain to strengthen partnerships that directly support student outcomes. One key area is ensuring consistent staff training across all school sites. Many teachers, counselors, and administrators lack sufficient professional development in building strong, culturally responsive relationships with families. Providing training in effective communication, family engagement strategies, and the importance of family partnerships in student success will help establish a more unified, district-wide approach. Another area for growth is addressing inequities in family involvement opportunities across schools. While some sites have strong programs and events, others lack consistency in hosting family meetings, sharing academic progress, and involving parents in goal-setting or intervention planning. A more cohesive framework across the district would ensure all families, regardless of school site, have access to meaningful engagement opportunities. Time constraints for teachers also present a barrier. Limited contractual time to communicate with families can lead to inconsistent engagement. While many teachers go above and beyond to connect with parents, systemic solutions are needed to embed parent engagement into the school culture and schedule. This includes exploring flexible scheduling, expanded roles for support staff, and leveraging digital tools for communication. Finally, continued efforts are needed to break down barriers that impact underrepresented families, including those facing language, socioeconomic, or logistical challenges. While the district has resources in place, more targeted outreach and support services are needed to ensure all families can participate as equal partners in their child’s education.|Through the self-reflection process, KHSD identified the need to improve engagement with underrepresented families—including migrant, English learner, African American, foster youth, and families of chronically absent students—as a key area of focus in strengthening partnerships for student outcomes. While current efforts like Parent Centers, advisory groups, and multilingual communication tools have laid a solid foundation, the district recognizes that engagement for many families remains inconsistent or limited to event-based interactions.  To address these gaps, KHSD will expand its use of targeted outreach through Community Schools, truancy teams, and community family Liaisons and Specialists. These roles will provide more personalized support and help break down barriers related to language, transportation, and access to information. Special attention will be given to increasing real-time translation services beyond Spanish, so families from all linguistic backgrounds can engage fully. The district will also invest in professional development for teachers, counselors, and administrators to strengthen their capacity to build culturally responsive, inclusive partnerships with families. This training will focus on practical strategies for engaging underrepresented families in academic planning, goal setting, and student intervention processes. In addition, the recently awarded Community Schools Grant will fund expanded wraparound services, ensuring families receive both academic and non-academic support. These services, paired with consistent, site-based outreach strategies, will help shift from ‘Involvement’ one-time events to sustained, two-way partnerships and ‘Engagement’ rooted in trust and collaboration. By taking these steps, KHSD aims to ensure that all families—especially those historically underrepresented—are empowered to contribute meaningfully to their students’ educational success.|KHSD has made meaningful progress in increasing family and community involvement in school and district decision-making. The district has established a variety of advisory structures—including DELAC, AAPAC, ELAC, and School Site Councils—that provide families with formal opportunities to contribute feedback on programs, policies, and resource allocation. These groups have helped elevate family voices and reflect a broader range of student needs and experiences. Communication tools like ParentSquare, along with the support of Parent Center Liaisons, have expanded outreach and ensured that families are informed about opportunities to participate. Across many school sites, families are attending meetings, engaging in discussions, and shaping school events and initiatives. Schools have seen increased family involvement in their School Site Council and ELAC meetings, contributing to stronger school-family collaboration. KHSD also provides multiple opportunities for families to attend sessions and meetings at both the district and school levels to offer input. Community Schools and Parent Centers serve as accessible hubs for engagement, offering support services, information, and a space for dialogue between families and school staff. These efforts reflect a district-wide commitment to fostering strong partnerships with families and encouraging shared responsibility for student success.  Overall, KHSD’s multi-layered approach to communication, advisory participation, and accessible engagement opportunities demonstrates a strong foundation for meaningful family input in decision-making.|While KHSD has systems in place to engage families in decision-making, several key areas for growth remain to ensure input is meaningful, consistent, and inclusive across all communities. One major area for improvement is the engagement of underrepresented families—such as migrant, English learner, African American, and foster youth families—who often face barriers to participation and may not feel fully welcomed or empowered in advisory spaces.  Building the capacity of both families and staff is critical. Many staff members, including teachers and site leaders, have not received adequate training on how to facilitate inclusive meetings, support authentic family voice, or guide parents in understanding their roles in advisory groups. Simultaneously, families may lack awareness or confidence to participate meaningfully in these roles. More accessible onboarding, education on parent rights, and leadership development are needed to increase engagement, especially among underrepresented populations. There is also a need for more consistent implementation of input-seeking practices across school sites. While some schools are proactive in gathering feedback and encouraging participation, others may not offer the same level of access or support. A more unified district-wide approach—especially in areas like family goal-setting meetings, feedback forums, and transparent decision-making processes—would help ensure equity in engagement opportunities. To make progress, KHSD must continue investing in intentional outreach, staff development, and inclusive engagement practices to ensure all families, particularly those historically underrepresented, have a meaningful voice in shaping school and district decisions.|The KHSD recognizes that while systems for family input—such as advisory councils and communication tools—are in place, underrepresented families, including migrant, English learner, African American, and foster youth families, continue to face barriers to meaningful participation in decision-making processes. Through the self-reflection process, the district identified the need to strengthen inclusive practices and expand support for both families and staff.To improve engagement, KHSD will invest in building the capacity of site leaders and staff through professional development focused on inclusive facilitation, cultural responsiveness, and strategies to actively welcome and support underrepresented voices in advisory spaces. Principals and school teams will be trained to create environments where all families feel comfortable and valued when contributing to school decisions.Simultaneously, the district will provide families with more accessible opportunities to understand their roles, rights, and responsibilities in decision-making through onboarding sessions, leadership training, and multilingual resources. This support will help equip families—particularly those from historically underserved communities—to participate with greater confidence and impact. KHSD will also implement more intentional outreach efforts, including culturally responsive communication, expanded translation services, flexible meeting times, and the provision of childcare during events. Hiring more educators and staff who reflect the cultural and linguistic backgrounds of the student population—especially Hispanic educators—will also support more trusting and representative engagement. With the support of the Community Schools Grant, KHSD will coordinate these efforts more effectively, ensuring that input from all communities is not only heard but actively used to shape decisions at both the school and district levels.|4|4|3|4|4|3|3|3|4|4|3|4|Met||2025-06-23|2025
15635291530435|Kern Workforce 2000 Academy|3|Over the past year, our LEA has made consistent progress in building stronger relationships between school staff and families. A key strength has been the intentional hiring and integration of a dedicated Parent Outreach Coordinator, who has served as a bridge between families and the school. This position has led to more responsive communication and personalized follow-up with families, particularly for English Learner (EL) and Long-Term English Learner (LTEL) students.  Additionally, our school has expanded its in-person and virtual family engagement opportunities, including literacy and math nights, college and career workshops, and targeted outreach events focused on credit recovery and graduation. Parent participation in these events has increased, and our surveys show families feel more connected to staff and supported in helping their students succeed.  We also implemented monthly check-ins and progress reports aligned with our LCAP goals, which have improved transparency and allowed staff to work proactively with families to support student achievement.|While we have seen growth in overall engagement, feedback from our educational partners, including surveys and LCAP meetings, has highlighted the need for more consistent two-way communication between classroom teachers and families, particularly regarding academic progress and early intervention strategies.  Families of students in our credit recovery and EL programs expressed a desire for more real-time updates and more culturally responsive outreach that reflects their needs and languages. In some cases, families reported not feeling fully equipped to support their children's academic goals at home, especially in core subjects such as math and English.  We also recognize the need to build staff capacity in relationship-building strategies, including trauma-informed communication, empathy-driven practices, and home-school partnership models that are inclusive of underrepresented voices.|To improve engagement of underrepresented families—particularly those of EL, LTEL, foster youth, and students at risk of not graduating—we will implement a multi-pronged strategy:  Targeted Communication: Expand use of multilingual communication tools and provide translated progress reports, meeting notices, and outreach materials in families' home languages.  Parent Liaisons and Community Events: Enhance the role of bilingual parent liaisons and offer more culturally responsive events that focus on academic recovery, literacy development, and postsecondary planning.  Workshops and Capacity-Building: Host parent workshops on understanding transcripts, credit recovery options, and strategies to support learning at home. We will also provide training for staff on culturally responsive engagement and effective relationship-building with underrepresented families.  Feedback Loops: Establish regular feedback mechanisms (surveys, focus groups, informal coffee chats) to ensure underrepresented families have a voice in shaping school practices.  These efforts are grounded in our LCAP Goal 4, which prioritizes improved academic outcomes for students most in need and recognizes families as essential partners in that progress.|Our LEA has made measurable progress in building partnerships with families that directly support student academic and social-emotional outcomes. A significant strength has been our collaborative approach to aligning parent workshops and outreach with our instructional goals in literacy, mathematics, credit recovery, and college and career readiness.  We have expanded family access to resources, including progress monitoring tools, academic support sessions, and goal-setting conferences. Families are increasingly involved in reviewing student data and participating in intervention planning, particularly for students who are off track in credits or language development. This includes focused outreach to families of English Learners, who now receive tailored communication regarding reclassification, academic supports, and ELPAC readiness.  Additionally, the involvement of families in our LCAP process has grown significantly. Their feedback led to the addition of new programs and the expansion of hours for credit recovery, as well as the earlier identification of students who needed targeted academic support.|Despite recent gains, our self-reflection and input from educational partners identified key areas for improvement. One key need is for more strategic alignment between family engagement activities and student learning goals, particularly in how we equip families to support learning at home.  While events such as parent-teacher conferences and workshops are well-attended, there is a gap in ensuring families leave those interactions with clear, actionable steps that directly connect to improving student outcomes (e.g., daily literacy routines, math practice, or graduation planning).  Another area of growth is ensuring timely access to student data for families, including real-time updates on attendance, assignment completion, and progress toward interventions. In some cases, families reported difficulty navigating the platforms or understanding how to interpret the shared data.|To better engage underrepresented families—especially those of ELs, LTELs, foster youth, and students at risk of not graduating—we are implementing targeted strategies to make family partnerships more meaningful and outcomes-focused:  Academic Partnership Workshops: Launch a series of hands-on workshops designed to help families directly support their educational goals (e.g., strategies for reading comprehension, utilizing math support tools, and understanding credit tracking systems).  Data Coaching for Families: Provide short, accessible training sessions (in families’ home languages) on how to read transcripts, track academic progress online, and access support services, with support from bilingual staff or community liaisons.  Home-School Academic Action Plans: Pilot academic action plans that include clear, family-friendly goals, next steps, and check-in points tied to the student’s individual needs, particularly for those at risk of not meeting key benchmarks.  Flexible Scheduling and Outreach: Offer multiple engagement formats (in-person, virtual, evening hours) to reduce barriers for working families, with increased follow-up from the Parent Outreach Coordinator and counselors for those who do not initially respond.  These improvements reflect our commitment to ensuring that every family—not just those who are traditionally involved—has the tools, information, and access to support their student’s academic success fully.|Our LEA has significantly strengthened its systems for collecting and using educational partner input to guide key decisions. This year, we expanded opportunities for authentic engagement through a series of structured LCAP meetings, focus groups, and surveys, resulting in broader and more diverse participation from families, students, staff, and community members.  One of our strengths has been the intentional facilitation of small-group feedback sessions, particularly with families of English Learners, LTEL students, and students at risk of not graduating. Their input directly influenced updates to our LCAP, including the addition of more credit recovery options, expansion of bilingual communication, and increased investment in academic interventions.  We also ensured that all educational partner meetings included clear data presentations and decision points, allowing stakeholders to provide input not only on priorities but also on how funds should be allocated to support academic and engagement goals.|Despite these improvements, our analysis identified areas where our input-seeking processes can be more inclusive and ongoing. A key focus area is building year-round engagement opportunities, rather than primarily collecting feedback during the formal LCAP season.  Additionally, some families—especially those new to the system or whose first language is not English—reported feeling uncertain about how their input would be utilized or whether it would truly influence decision-making. We recognize the need to close the feedback loop more clearly by showing how family voices lead to specific actions or changes in programs.  Another area for growth is increasing representation from historically under-engaged groups in advisory councils, planning committees, and site-based leadership teams.|To improve engagement of underrepresented families in decision-making processes, we will implement the following strategies:  Feedback-to-Action Communication: Following each significant engagement activity (e.g., surveys, focus groups, advisory meetings), we will publish concise summaries that clearly outline the input received and the resulting decisions or changes. These will be shared in multiple languages via text, email, and in-person meetings.  Advisory Council Expansion: We will actively recruit families of ELs, LTELs, foster youth, and students not on track to graduate to participate in advisory groups such as the School Site Council and English Learner Advisory Committee. Meetings will include interpreters and be scheduled at accessible times with childcare and refreshments when possible.  Ongoing Input Opportunities: Launch a standing “Family Voice” section in our newsletters and at parent events to invite year-round suggestions and highlight areas where input is still needed. We will also use brief digital pulse surveys throughout the year to gather timely feedback on emerging needs.  Capacity Building: Provide training for underrepresented families on how school governance works, the existing decision-making structures, and the impact of their participation on school improvement planning.  These steps reflect our commitment to ensuring that every family has not just a voice, but a meaningful role in shaping decisions that affect their students’ success.|3|4|3|4|3|4|3|4|4|4|4|3|Met||2025-06-03|2025
15635450000000|Kernville Union Elementary|3|The Kernville Union School provides multiple opportunities for school staff to build relationships with families. There are several events throughout the year that provide opportunities for relationship building. Opportunities include: Back to School nights, Laps for Learning, holiday programs, parent-teacher conferences, family nights, science night, literacy night, family picnics, parent education of substance abuse, and open house. KUSD has two Family and Community Engagement Liaisons, Community Schools Administrator, Family Resource Center family advocates and an administrator to support school and family relationships. Further, a Family Connections Center was created to serve as the hub for families to connect with our schools. On a local spring 2025 family survey, 72% of respondent feel they have opportunities to become involved in their children’s school and 72% of respondents said teachers and school staff provide timely assistance to questions and concerns.|Removing the institutional stigma and creating a more welcoming school environment continue to be KUSD’s focus for improvement in building relationships between school and families. By creating a more welcoming school environment, KUSD is building trust between our schools and families.|KUSD has invested in staff positions, such as FACE liaisons and family advocates, and created a welcoming space with the Family Connections Center to create a welcoming and helpful school environment. Teachers and staff members receive annual training on  creating and maintinaing positive relationships with students and families.|The Kernville Union School District has established and expanded partnerships with district and community groups and organizations to improve student outcomes. These partnerships include Kern Family Healthcare, Riverstone Wellness, First 5, Community Action Partnerships of Kern, Clinica Sierra Vista, Kern Valley Hospital, Children and Youth Behavioral Health Initiative, National Center of Chronic Disease Directors, Telehealthdocs Kern River Valley Family Resource Center, the Boys and Girls Club of Kern County, and the Kern River Valley Collaborative. A majority of our students are low-income, living in poverty, and have experienced trauma. Our community partners assist with providing families with basic needs so our students can learn and develop. KUSD has a track record of outreach and building collaborative partnerships with local, county, state, and national organizations. Through grants, KUSD provides a comprehensive support system to students and families through local partnerships to support student learning.|KUSD has built systems and structures in place to support existing partnerships. Our focus for improvement is to continue outreach to increase engagement with our marginalized students and families.|KUSD has built systems and structures in place to support existing partnerships. Our focus for improvement is to continue outreach to increase engagement with our marginalized students and families. KUSD has partnered with Family Leadership to offer the Parenting Partners workshops to empower parents to understand and be key contributors to their children’s academic success.|The Kernville Union School District will continue to improve engagement of underrepresented families through data analysis and direct outreach. Analyzing data on the Kern Integrated Data System (KiDS), local surveys, and focus groups, KUSD will send identify contact staff members to personally invite underrepresented families to events and decision-making committees.|KUSD’s focus will be to utilize technology tools and platforms to improve input for local decision- making. It is challenging to attract and retain educational partners to actively and consistently participate in decision-making committees. KUSD has seen an increase two-way communication between our teachers and families through the Parent Square platform. This had increased family engagement in their children’s academics and school events. Offering a similar resource will allow our families to engage and participate in decision-making opportunities outside of traditional committee meetings.|KUSD recently partnered with Parsec Education to collect feedback from various educational partners. Feedback is collected via text, video, or audio in short bite-sized questions, instead of a longer survey format. This will allow our families, including underrepresented families, unable to attend decision-making committee meetings to be able to engage and participate in decision-making outside of traditional committee meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
15635520000000|Lakeside Union|3|Based on the analysis of input from educational partners and local data, our LEA has made notable progress in strengthening relationships between school staff and families. Approximately 70% of families reported satisfaction with the school’s communication regarding their child’s progress, school events, and updates. Additionally, 62% of families feel the school offers meaningful opportunities to engage in their child’s learning and foster a strong home-school connection.  A majority—84%—of families indicated that the school has effectively communicated the importance of regular attendance and its impact on student success|The LEA will continue to focus on strengthening home-school connections by offering regular family nights and engagement events designed to build relationships between school staff and families. These events aim to create welcoming environments where families feel connected, informed, and supported in their child’s educational journey. Additionally, efforts will be made to increase opportunities for two-way communication and promote active family participation in school activities.|Based on the analysis of educational partner input and local data, our LEA has made significant progress in building partnerships for student outcomes. The district provides robust professional development opportunities in areas such as Positive Behavioral Interventions and Supports (PBIS), Trauma-Informed Care, Grief Counseling, Aggression Replacement, and Social-Emotional Learning, with the support of counselors and school psychologists. These efforts enhance the district’s capacity to effectively serve students' diverse needs. Building on family partnerships remains a focus area for improvement. By engaging in multiple cycles of inquiry, we can better define family needs and determine appropriate supports. This approach enables the district to reach out to underrepresented families more effectively, ultimately improving student outcomes.|Based on the analysis of educational partner input and local data, our LEA has made significant progress in building partnerships for student outcomes. The district provides robust professional development opportunities in areas such as Positive Behavioral Interventions and Supports (PBIS), Trauma-Informed Care, Grief Counseling, Aggression Replacement, and Social-Emotional Learning, with the support of counselors and school psychologists. These efforts enhance the district’s capacity to effectively serve students' diverse needs. Building on family partnerships remains a focus area for improvement. By engaging in multiple cycles of inquiry, we can better define family needs and determine appropriate supports. This approach enables the district to reach out to underrepresented families more effectively, ultimately improving student outcomes.|Based on the analysis of educational partner input and local data, our LEA’s focus areas for improvement in building partnerships for student outcomes include purposeful engagement efforts. We will concentrate on sincere engagement that supports planning for prevention and mitigation strategies. Additionally, we will develop strategies to address the academic impact of lost instructional time. These targeted efforts aim to enhance collaboration with families and stakeholders to improve student success and outcomes.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes. We will provide program surveys aimed at improving the engagement of underrepresented families. These surveys will gather data on how individuals perceive the district's efforts in building partnerships for student outcomes and provide insights into areas where improvement is needed. This initiative aims to enhance communication, collaboration, and support between the district and underrepresented families to improve student success.|Based on the analysis of educational partner input and local data, one of the LEA’s current strengths in seeking input for decision-making is our collaborative efforts among school staff and program staff. This collaboration ensures that we are all working together effectively to serve our students.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include: The district currently provides numerous opportunities for staff and family members to participate in advisory groups such as the School Site Council, District/Site English Language Advisory Committee, Local Control Accountability Plan Advisory Committee, Positive Behavior Intervention and Supports Committee, and Parent Teacher Committee and Booster Club. Moving forward, a key focus area is to increase genuine and collaborative participation in the decision-making process by both staff and family members. This will involve engaging in root cause analysis and committing to a Continuous Improvement Process that prioritizes seeking input for decision-making to enhance outcomes for all students. Furthermore, the district recognizes the importance of reaching out and engaging with underrepresented families. Efforts will be made to invite their input for decision-making at both the school and district levels, ensuring that their perspectives are valued and considered in the decision-making process.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. We will provide program surveys specifically aimed at improving the engagement of underrepresented families. The goal of these surveys is to gather data on how individuals perceive the district's efforts in seeking input for decision- making and to identify areas for improvement. These surveys will provide valuable insights into the preferences, concerns, and ideas of underrepresented families regarding their involvement in decision-making processes at both the school and district levels. This initiative aims to enhance communication, collaboration, and participation among all stakeholders, ultimately leading to improved outcomes for all students.|4|5|4|5|4|5|5|5|5|5|5|5|Met||2025-06-17|2025
15635600000000|Lamont Elementary|3|Based on educational partner input and local data, Lamont Elementary School District continues to demonstrate strong progress in building meaningful relationships between school staff and families. Family engagement is a districtwide priority, grounded in the belief that strong school-home partnerships are essential for student success.  The district hosts a variety of interactive family events such as Math, STEAM, and Literacy Nights that provide families with practical tools to support learning at home. These events also create positive, welcoming environments that strengthen the home-school connection. Each school site expands on this effort by organizing its own parent involvement activities such as Literacy Lunches, family dances, paint nights, and student showcases that celebrate learning and build community.  Families are also active participants in school governance. Through School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC) meetings, parents engage in planning and provide input on funding, school priorities, and student supports. These opportunities reflect the district’s commitment to shared decision-making and family voice.  To support consistent and accessible communication, staff across the district are trained to use ParentSquare, a communication platform that allows families to receive real-time updates in multiple languages. This tool helps ensure that families stay informed and are able to maintain open lines of communication with teachers and school staff.  A central pillar of the district’s relationship-building efforts is the Lamont Elementary School District Family Success Center (LESD-FSC). The center is a welcoming, compassionate space that partners with families to strengthen children, youth, and the community through a wide range of programs and services. It serves as a one-stop hub for resources and referrals such as food baskets, utility assistance, translation, and access to health and insurance services. For families in crisis, FSC staff provide one-on-one support until stable connections are made. The center also offers parent education programs, guidance on navigating school systems, and school readiness supports including preschool and parenting workshops to ensure that families are prepared to support their child’s success from the start.  These efforts reflect LESD’s deep commitment to fostering a culture where all families feel valued, informed, and supported as essential partners in their children’s education.|Based on educational partner input and local data, Lamont Elementary School District has identified several focus areas to further strengthen relationships between school staff and families. While the district has made strong progress in offering engagement opportunities and improving communication, ongoing feedback highlights the need for deeper outreach to harder-to-reach families, expanded access to family education programs, and continued improvement in two-way communication practices.  One focus area is increasing participation from families who face unique challenges that may limit their engagement. While School Site Council (SSC), ELAC, and DELAC provide valuable avenues for input, some families are unable to attend due to work schedules, limited transportation, or unfamiliarity with school processes. More flexible engagement formats, increased outreach, and personalized invitations are needed to ensure all voices are represented.  Another area of growth is enhancing support for families who speak less common languages or dialects. The district ensures interpretation services in English and Spanish are available at all events and meetings; however, occasionally, families speak a language or dialect for which interpretation services are not readily available. In these cases, communication can be delayed or limited. The district is exploring strategies to better support these families, including community outreach, visual resources, and partnerships with organizations that can assist with specialized interpretation needs.  While the use of ParentSquare has improved communication consistency, educational partner feedback indicates a need for more proactive, personalized outreach from school staff. Additional training and support in culturally responsive practices and relationship-building will continue to be a priority to ensure communication is not only consistent but also meaningful and relationship-based.  The district is also working to increase awareness and access to the Lamont Elementary School District Family Success Center (LESD-FSC), which offers a variety of services, including resource referrals, crisis support, parenting programs, and school readiness services. Although the FSC is a trusted and welcoming hub, some families may not be aware of the full range of available services. The district will continue to promote these offerings more broadly and ensure equitable access for all families.  Finally, expanding parent leadership opportunities is an area of continued focus. The district aims to empower families by involving them in the planning and facilitation of workshops and engagement events, strengthening the sense of ownership and partnership in the school community.  Through these efforts, Lamont ESD remains committed to ensuring all families feel seen, supported, and empowered as partners in their child’s success.|Based on educational partner input and local data, Lamont Elementary School District will take targeted steps to improve the engagement of underrepresented families. The self-reflection process identified barriers for families facing economic hardship, working non-traditional hours, or speaking languages or dialects other than English or Spanish.  To address these challenges, the district will expand flexible engagement opportunities, including varied meeting times, virtual access, and informal events. Staff will continue personalized outreach to build trust with families who may be hesitant to participate in larger settings.  While interpretation is consistently available in English and Spanish, the district will explore additional language support by partnering with community agencies to assist families who speak less common dialects. Visual resources and translated materials will also be expanded.  The Lamont Family Success Center will continue to serve as a key resource, offering referrals, parenting programs, and one-on-one support. Outreach efforts will increase to ensure more families are aware of and feel welcomed to use these services.  The district will also provide ongoing staff training in culturally responsive communication and create more opportunities for underrepresented families to take on leadership roles in school events and advisory groups, strengthening trust and collaboration across the district.|Based on educational partner input and local data, Lamont Elementary School District has made steady progress in building partnerships that support positive student outcomes. The district actively plans and hosts a variety of events aimed at helping families better understand how to support their child’s academic and social-emotional development. These include Family Math Nights, Literacy Nights, and STEAM events, all designed to strengthen the connection between home and school learning.  Each school site also provides opportunities for families to engage in their child’s learning through grade-level academic events, parent workshops, and family-focused activities that align with instructional goals. The district’s use of ParentSquare has improved communication by providing timely, multilingual updates that help families stay informed about student progress, resources, and upcoming activities.  A major strength is the Lamont Family Success Center (LESD-FSC), which directly supports student outcomes by equipping families with tools and resources to meet basic needs and strengthen parenting skills. The center offers parenting classes, one-on-one support, school readiness programs, and connections to services such as food, utilities, translation, and healthcare—helping remove barriers that impact student learning.  While the district continues to provide meaningful engagement opportunities, a challenge remains in increasing consistent attendance and participation across all family groups. Some families face challenges such as work conflicts or limited transportation, which may impact their ability to attend events. In response, the district is exploring more flexible scheduling options, increased outreach, and creating more opportunities for families to co-facilitate or lead events. These strategies aim to build stronger trust, ensure inclusivity, and deepen the partnership between families and schools to better support student success.|Based on educational partner input and local data, Lamont Elementary School District has identified several focus areas for improvement in building stronger partnerships to support student outcomes. While the district regularly offers family engagement events and academic workshops, participation levels vary, and some families—particularly underrepresented groups—continue to experience barriers to full engagement.  One key area for improvement is increasing family attendance and active participation in school events. Although the district hosts Family Math Nights, Literacy Nights, STEAM events, and academic showcases, data and feedback show that attendance can be inconsistent. To address this, the district is working to offer more flexible scheduling, such as morning, evening, and virtual options, to accommodate families’ work and transportation constraints. Additionally, schools are encouraged to provide child care or student activities during events to further support parent attendance.  Another area of focus is deepening families’ understanding of how to support student learning at home. While events are well-received, partners have expressed a desire for more ongoing support in navigating curriculum, assessments, and interventions. The district will expand family education opportunities through the Lamont Family Success Center (LESD-FSC), offering more frequent parent workshops, school readiness sessions, and access to learning resources tied directly to student achievement.  The district also recognizes a need to expand outreach to families who speak less common languages or dialects. While English and Spanish interpretation is provided, communication with families speaking other languages can be delayed or limited. To improve access, the district will develop more visual and translated materials, build partnerships with outside agencies for additional interpretation support, and ensure messaging is clear and accessible.  Lastly, the district seeks to increase shared ownership by encouraging family voice in planning and leading events. Empowering families to co-host workshops or serve as peer mentors builds trust and creates more culturally responsive programming. These strategies aim to move beyond participation to true partnership—ensuring all families, especially those traditionally underrepresented, feel welcomed, informed, and equipped to support their child’s success.|Based on the analysis of educational partner input and local data, Lamont Elementary School District has identified several strategies to improve engagement of underrepresented families, especially those who face barriers related to work schedules, limited transportation, or communication challenges due to language or dialect differences. The district remains committed to ensuring all families—regardless of background—are valued partners in supporting student outcomes.  To improve engagement, the district will increase outreach efforts with more flexible and accessible family events. These include offering workshops and academic nights at varied times, including mornings, evenings, and virtual options, to accommodate working families. Schools are also encouraged to provide child supervision or activities during events to further reduce attendance barriers.  A key strategy is expanding personalized communication and support. Staff will continue outreach efforts through one-on-one communication using ParentSquare, home visits, and informal check-ins. Additional training will be provided to help staff build culturally responsive relationships and better engage families who may not feel connected to the school system.  The district will also expand access to the Lamont Family Success Center (LESD-FSC), which offers parenting workshops, school readiness programs, and referrals to community resources. The FSC provides one-on-one support for families in crisis and serves as a welcoming hub for underrepresented families who may need additional guidance or assistance navigating educational systems.  To address communication gaps, particularly for families who speak dialects or languages other than English and Spanish, the district will strengthen partnerships with community-based organizations to provide interpretation and translation support. Visual materials, simplified messaging, and multi-modal communication tools will also be used to ensure messages are accessible to all.  Finally, the district is focused on increasing opportunities for families to take on leadership roles in school events and parent workshops. By co-creating activities with families and inviting them to serve as peer leaders, the district seeks to build trust and create a stronger sense of shared ownership in student success.  These targeted efforts reflect the district’s ongoing commitment to improving access, inclusion, and equity in all family engagement initiatives.|Based on the analysis of educational partner input and local data, Lamont Elementary School District has demonstrated progress in creating structures for seeking input in decision-making. The district provides multiple opportunities for families and community members to engage in discussions that inform school and district decisions. These include School Site Council (SSC), English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC) and other community forums such as Superintendent Nights and LCAP Educational Partner input sessions.  Training is offered to support participants in understanding their roles within these committees, including how to review data and provide input on school goals, budget planning, and program effectiveness. Interpretation in English and Spanish is consistently available, and childcare is often provided during in-person events. These efforts reflect the district’s commitment to removing logistical barriers and promoting inclusive participation.  Despite these supports, educational partner input and attendance data indicate that many families—particularly those from underrepresented groups—continue to face challenges in engaging with decision-making opportunities. Some families report they are unsure how to participate, lack confidence in contributing, or are unaware of the purpose of the meetings. Additionally, many of our families work late hours, making it difficult for them to attend in-person events even when supports like childcare are provided.  As a result, the district is recognizing that providing access alone is not always sufficient. Efforts are now focused on improving outreach strategies, simplifying communication around purpose and expectations for participation, and building confidence among families through personal invitations, informal information sessions, and peer-led support. The district has also expanded the use of surveys—both digital and paper-based—to capture input from families who cannot attend meetings in person. These surveys are used to inform LCAP development, guide professional learning, and shape school site goals.  Lamont ESD acknowledges that authentic engagement requires ongoing relationship-building and a deeper understanding of community needs. Moving forward, the district will continue refining its outreach and engagement efforts to ensure all educational partners feel welcomed, informed, and empowered to contribute to meaningful decision-making processes.|Based on educational partner input and local data, Lamont Elementary School District has identified several focus areas for improvement in seeking input for decision-making. While SSC, ELAC, DELAC, PAC and community meetings are in place, participation—especially from underrepresented families—remains low.  Many families report feeling unsure about how to participate or uncomfortable speaking up in formal settings. Others are unfamiliar with the purpose of advisory groups or face challenges attending due to late work hours. Even when interpretation and childcare are provided, these barriers persist.  To address this, the district will simplify communication about opportunities for input, offer informal orientations, and increase personal outreach. Meetings will be offered at varied times and formats, including virtual and informal gatherings, to improve accessibility.  The district also plans to expand its use of multilingual surveys and direct input strategies for families unable to attend in person. In addition, efforts will focus on building parent leadership by identifying family representatives who can serve as liaisons and encourage broader participation.  These steps aim to ensure all families feel welcome, informed, and empowered to engage in district decision-making.|Based on the self-reflection process and educational partner input, Lamont Elementary School District will take targeted steps to improve engagement of underrepresented families in decision-making processes. Input revealed that many families are unsure how to get involved or feel uncomfortable participating in formal meetings. In addition, families who work late hours often cannot attend events, even when supports like childcare and interpretation are provided.  To address this, the district will simplify communication about advisory groups and engagement opportunities. Outreach materials will be more accessible and include clear explanations of the purpose, roles, and ways to participate. Informal orientation sessions and direct outreach will help families feel more confident and welcomed.  To increase access, the district will expand the use of flexible engagement options, such as virtual meetings, rotating meeting times, and informal small group discussions. The district will also use multilingual surveys and one-on-one outreach to gather input from families who cannot attend in person.  Additionally, the district will build family leadership by identifying parent liaisons who can serve as advocates and help other families become more involved. These efforts aim to create a more inclusive environment where all families feel valued and empowered to contribute to school and district decision-making.|4|4|4|5|3|4|4|3|4|4|3|3|Met||2025-06-24|2025
15635780000000|Richland Union Elementary|3|Our district’s current strengths in building relationships between school staff and families are rooted in our ongoing efforts to create inclusive, welcoming environments and foster strong, respectful connections. One key area of progress is our commitment to building staff capacity around cultivating trust and mutual respect with families. Through professional development and consistent support, staff are better equipped to engage with families in ways that are empathetic, culturally responsive, and relationship-centered. Additionally, we have maintained a strong focus on ensuring that all families feel invited and encouraged to participate in school activities. This welcoming atmosphere has helped build a sense of belonging and partnership between families and schools. Importantly, our families continue to express appreciation for our communication practices. They report feeling informed and connected, and many have asked that we maintain these efforts. This feedback reflects the success of our current strategies in ensuring timely, accessible, and multilingual communication.|Our area in need of improvement  is in the areas of supporting staff to learn about family's strengths, cultures, languages and goals for their children as indicated by the ed partner input and local data.|While foundational practices are in place, we recognize the importance of deepening this work to build stronger, more authentic partnerships with families. We are committed to moving toward full implementation by enhancing professional development, creating more culturally responsive tools, and embedding these practices into daily interactions with families.|Educational partner feedback and local data indicate strength in all areas of building partnerships for student outcomes as we are at a level of full implementation or full implementation and sustainability.|Efforts will be continued to have family engagement activities that center around building relationships and not just providing feedback on student performance, as our local data have indicated that families are encouraged by the increases during the last year.|We will continue to provide specific outreach to our underrepresented families at sites and our district using our communication platform which will allow personalizing invitations to events.|Based on our analysis of educational partner input and local data, we are strong in seeking input for decision-making, having reached full implementation across all indicators in this area of the self-reflection tool.|In order to grow from full implementation to full implementation and sustainability, we will continue our efforts to ensure all families are welcomed back and that students are encouraging their families to get involved. We will also continue our efforts to promote opportunities for input and involvement in decision making via social media for families who prefer electronic communication (per our Ed Partner survey).|In all our efforts, we will prioritize the needs and circumstances of our underrepresented families, taking intentional steps to engage them in ways that are most accessible and effective. This includes offering both in-person and virtual opportunities to provide input, as survey results indicate a preference for having multiple options. Additionally, future Parent University offerings will be increasingly tailored to reflect and support their specific needs.|4|4|3|4|5|4|4|4|4|4|4|4|Met||2025-06-30|2025
15635780135186|Grow Academy Shafter|3|At Grow Public Schools, we believe that every parent can be engaged. At Grow Academy Shafter (GAS), we prioritize strong, respectful relationships with families through Home Visits and Parent Teacher Conferences. These foster collaboration and empower parents to support student growth. GAS invites families to participate in volunteer opportunities, Parent Appreciation Night, and increased contact regarding chronic absenteeism. The Parent Support Portal offers access to academic and behavior assistance.  To create welcoming environments, GAS hosts Enrollment and Mutual Promise Nights so families can meet staff and tour the campus. Monthly Coffee & Conversations and educational/cultural family nights foster a sense of unity. Family Cooking Nights, led by Edible Schoolyard staff, promote healthy habits and build connections through shared experiences.  GAS supports staff in learning about each family’s strengths, cultures, languages, and goals. All students co-develop ILPs (Individualized Learning Plans) with teachers and parents, starting with Home Visits as a foundation for trust.  Two-way communication is cultivated through Parent Teacher Conferences where student goals, progress, and strategies for improvement are discussed. Parent Tech Nights allow families to understand curriculum, testing, and provide feedback on the LCAP while giving input for the school year.  Parents of Grow Academy (POGA) collaborates with staff, administrators, and the board to support students’ best interests and educate families about school programs. POGA also provides a platform for community feedback and family learning.|Capacity of Staff to Build Trusting and Respectful Relationships with Families GAS will continue efforts in parent recruitment to increase engagement and parent attendance at School Site Council (SSC), English Language Advisory Council (ELAC) meetings, Parents of Grow Academy (POGA), Coffee & Conversation, Parent Tech Night, and Family Educational Nights. In particular, ELAC will be conducted primarily in Spanish.   Supporting Staff to Learn About Each Family's Strengths, Culture, Languages, and Goals for Their Children Specific questions and discussion topics designed to invite responses about each family's strengths, culture, languages, and goals for their children will be added to the conversation guide for home visits.|ELAC Meetings, IEPs, and developmentally appropriate student input groups are key opportunities to improve engagement of underrepresented families. Grow Academy plans to increase the quantity and quality of student input groups, conduct ELAC meetings primarily in Spanish, advertise nominations to SSC and ELAC in a more vigorous and focused manner, and specifically seek input from parents of Special Education students at annual meetings.|Parent and Community involvement is a top priority for all staff at Grow Academy.  During the school year, the school engages parents in the following ways: 1. Home Visits 2. Back to School Night 2. Monthly Coffee and Conversation with administrators 3. Quarterly Academic Parent Teacher Team Meetings 4. Weekly Newsletter sent through Parent Square 5. Ongoing posts on upcoming events and community resources 6. Weekly folder home with important information 7. Aeries Parent Portal to see student grades, attendance, and behavior. 8. Drive-thru oral health & dental screening clinic for scholars in partnership with the Kern County Children's Dental Health Network and First 5 Kern 9. Parent Tech Night 10. EOY Parent Informational Meeting 11. Monthly Family Educational Nights 12. Spring Art, Music, and PE Showcase 13. Loving Solutions (parenting class) 14. Parent Project 15. Math Workshops 16. Literacy Workshops 17. Community Partner Resource Workshop  We are constantly mindful of challenges in connecting with our school community. We have implemented a range of tools to make access easier, from digital communications platforms such as ParentSquare that automatically translates content from English into Spanish, to having translators available at all parent meetings, to ensuring that we offer both morning and evening meeting times to accommodate work schedules for parents. Through engaging with the McKinney Vento representatives from the local district and County Office of Education, we are able to identify and ensure that our homeless students are being provided with access to their education, including transportation.|Providing Professional Learning and Support to Teachers and Principals to Improve a School's Capacity to Partner with Families Partnerships with our MTSS teams to provide Social Emotional Learning strategies for our parents/guardians. Additional ways to earn parent engagement hours.   Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students Outreach efforts to engage, increase awareness, educate, and build partnerships with our parents/guardians through surveys, School Site Council meetings, ELAC, Parent Advisory Council (PAC), and POGA.|Providing Professional Learning and Support to Teachers and Principals to Improve a School's Capacity to Partner with Families GAS will continue to include teachers and staff to participate in parent and family events which will encourage families and strengthen diverse community partnerships.  Providing Families with Information and Resources to Support Student Learning and Development in the Home The GAS FACE Liaison will work to bring awareness of services and resources to our parents by connecting our families with community organizations. We will bring awareness and information on the McKinney Vento program to help support our homeless and foster youth. Our partnership with KCSOS' Migrant Department will help connect our families to opportunities for our identified migrant students and families.  Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students GAS and the Family and Community Engagement Liaison will continue communicating information, resources, and services available to our underrepresented families. Work closely with and maximize outreach with our Multilingual Education Learner families to increase parent attendance at ELAC meetings. During parent sessions, meetings, and family events, ensure that childcare options, food, and prizes are open to all families to prevent any barriers to parent participation. Provide multiple opportunities for parents to attend events at a time that suits their work schedule or availability.|Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making Our vision at GAS is to develop collaborative partnerships with our families, alumni, and communities so they feel empowered to take shared ownership of scholars' success.  In 2023-2024, Grow Public Schools launched several parent advisory groups, including the Parent Advisory Council and the Community Schools Grow Advisory Council. Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making GAS intentionally provides and develops meaningful opportunities for families to be engaged and informed. Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community One of our top priorities is to integrate educational partner input to align resources and support with families' needs. Provide input during school activities that support learning at home, School Site Council, ELAC, POGA, Coffee & Conversation, and LCAP Surveys.|Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making A focus area for improvement is to ensure that we establish structures that build capacity in our advisory groups (education research, including social and emotional research and education policy) and then increase the frequency of opportunities to engage in schoolwide decision-making. Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making Improving engagement with underrepresented families as it relates to decision-making will require a concerted effort to educate our families on learning strategies, related curricula, and relevant schoolwide policies. Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community Parental participation is encouraged and expected at Grow Academy. Grow Academy has multiple means of collecting input from all stakeholder groups, including a School Site Council, English Learner Advisory Committee, Parents of Grow Academy (POGA), as well as through monthly Coffee and Conversation meetings, annual parent surveys, Parent Tech Nights, and Parent Informational Meeting.|GAS will continue processes to include all parents in decision-making platforms and surveys that is in their language and easily accessible.|4|5|4|5|4|5|5|3|4|4|4|3|Met||2025-07-23|2025
15635860000000|Linns Valley-Poso Flat Union|3|100% of families communicate through phone calls, texts, emails, or ParentSquare with teachers and staff on a daily or weekly basis. Staff meet and greet parents each morning and afternoon as families do a drive-through to drop off and pick up their students daily. Families are also greeted at the bus stops when picking students up or dropping them off by school staff. We have many school events within our year; inviting staff, families, community members, and students to attend.|We will strive to maintain the progress with 100% of our families' communication through phone calls, texts, emails, or ParentSquare with teachers and staff on a daily or weekly basis. Staff will continue to meet and greet parents each morning and afternoon as families do a drive-through to drop off and pick up their students daily. Families will also be greeted at the bus stops, while picking students up or dropping them off, by school staff. School events will be offered; inviting staff, families, community members, and students to attend.|Linns Valley is committed to providing communication to our parents. The feedback from parents requested that this would continue to be a focus. Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster youth, and Low-Income students. We will continue to provide constant and consistent feedback to our stakeholders by maintaining ParentSquare, Bobcat Newsletter, and Parent Engagement activities to inform them how school attendance is important, encouraging a reduction in Chronic Absenteeism.|Some of the Linns Valley District partnership activities that were offered were Back-To-School Night, Grandparent Picnic, Board Meetings, Oral Language, Winter Program, Parent/Teacher Conferences, Red Ribbon/Halloween Carnival parade, Derby Races, Movie Night, Open House, Science Fair, Spaghetti Dinners, Graduation Planning, Graduations, and the Annual Softball Tournament. We usually have 96% to 100% in attendance in activities such as Back-To-School night, Winter Program, Teacher Conferences, etc. but our attendance usually drops at stakeholder meetings. When combining an event with a stakeholder meeting we had 96% parent participation, while our surveys only had 45-50% participation.|To increase attendance at stakeholder meetings, we will continue to combine them with our programs of high attendance such as during Back-To-School Night, Winter Programs and Open House.|Linns Valley feels we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster Youth, and Low-Income students. We will continue to provide stakeholder meetings and surveys by maintaining ParentSquare, BobCat Newsletter, and Parent Engagement activities to build partnerships for student outcomes.|Linns Valley District uses meetings such as stakeholder meetings to help gather parent/guardian feedback across the community. We will also continue to use Surveys to better capture unfiltered feedback regarding seeking parent input and promoting participation in programs during our LCAP process during the 2025-26 year.|We will combine stakeholder meetings with activities of higher attendance to increase our staff, parent, and community member input in decision-making.|Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster Youth, and Low-Income students. We will continue to provide stakeholder meetings and surveys by maintaining ParentSquare, BobCat Newsletter, and Parent Engagement activities to build partnerships for student outcomes.|5|5|5|5|5|5|5|5|5|4|5|5|Met||2025-06-26|2025
15635940000000|Lost Hills Union Elementary|3|Current Strengths and Progress LHUSD has demonstrated notable progress in building strong, trusting relationships between school staff and families, as reflected in the district's self- ratings.  The district rated a 4 in its efforts to develop the capacity of staff, including administrators, teachers, and classified employees, to build respectful, culturally responsive practices.   The district earned a 5 for creating welcoming environments across all school sites. This strength is evidenced by improvements in campus signage, family-friendly office procedures, and the presence of bilingual paraprofessionals and community coordinators who support both in-person and digital interactions. Parent feedback collected through local surveys and site council meetings affirms that families increasingly feel valued and respected when interacting with school staff.   A rating of 4 was also earned in supporting staff to learn about early family's strengths, cultures, languages, and educational goals for their children. Staff engage in intentional outreach strategies, such as home visits led by the Community School Coordinator, and targeted efforts through the ELAC and MPAC committees to better understand family contexts and aspirations.   Finally, the district rated a 5 for its development of multiple, accessible two-way communication channels between educators and families. LHUSD uses translated digital platforms and parent portals that are accessible via mobile devices. Additionally, the district holds regular parent focus groups that foster dialogue and feedback in families home languages.   Collectively, these efforts reflect a system-level commitment to strengthening family-school partnerships as foundational to student success.|LHUSD has identified its primary focus area for improvement as strengthening staff capacity to better understand and respond to each family's strengths, cultures, home languages, and goals for their children. While progress has been made through advisory committees and targeted outreach, the district recognizes a need for deeper, more consistent implementation of culturally responsive practices across all sites.   To address this, the district will prioritize professional development and coaching opportunities for administrators, teachers, and classified staff that focus on cultural humility, asset-based communication, and inclusive engagement strategies.  This will include ongoing training, reflection tools, and collaborative learning sessions designed to help staff build more personalized, respectful relationships with families, particularly those of unduplicated pupils.  Strengthening this area will support equitable engagement and ensure families are seen as valued partners in the educational process.|To strengthen engagement with underrepresented families, the district will expand meaningful opportunities for input and connection. Community school coordinators and school social workers will continue to conduct targeted home visits for families who are traditionally harder to reach, including those facing language barriers, housing instability, or work-related constraints.  These visits build trust, offer personalized support, and provide a valuable window into the lived experiences of these families.   Insights gathered from these interactions will be systematically shared with site and district administrators to inform responsive changes in family engagement practices.  By elevating the voices and needs of underrepresented families, the district will refine its outreach strategies, remove participation barriers, and ensure that engagement efforts are culturally relevant, inclusive, and equity driven.|LHUSD has made significant progress in fostering partnerships with families to improve student outcomes, as reflected by consistent efforts across multiple areas. One key strength is the provision of professional learning and support for teachers and principals to build the capacity to partner effectively with families. Ongoing coaching and training support staff in building family engagement strategies that are inclusive, culturally responsive, and focused on student achievement.   The district continues to partner with the Parent Institute for Quality Education (PIQE) to offer workshops and training that support knowledge in literacy, parent engagement, and early childhood development. These sessions provide families with accessible tools and strategies to reinforce learning at home.   A continued area of strength is the district's practice of providing structured opportunities for teachers and families to meet and collaborate on student progress.  Schools conduct regular parent-teacher conferences and open houses, as well as encourage ongoing communication via phone, email, student information systems, and in-person meetings. These interactions promote two-way collaboration and help parents understand how to support their children's learning.   To ensure equitable access, translation and interpretation services are available for all meetings, conferences, and events. The district has also worked to increase families' understanding of their educational rights and how to advocate for their students through workshops and information sessions hosted at school sites and the Parent Center.   Overall, these coordinated efforts reflect a strong and growing commitment to engaging families as partners in supporting academic success and whole-child development.|The district has identified two key areas for continued improvement: (1) enhancing professional learning and support for teachers and principals to strengthen their capacity to build authentic partnerships with families, and (2) increasing support for families to understand and exercise their educational rights and become effective advocates for their own students and others.   To address these priorities, the district will expand access to training opportunities to both families and staff. Through continued collaboration with the Parent Institute for Quality Education (PIQE), the district will provide targeted workshops and resources focused on parent empowerment, advocacy, and academic support strategies. Simultaneously, school staff will participate in ongoing professional development focused on building culturally responsive, inclusive practices that foster collaborative relationships with all families.    These efforts are designed to ensure that every family, especially those who have been historically underrepresented, feels confident, informed, and equipped to partner with educators in support of student success.|The district will continue leveraging community school coordinators, social workers, and other support staff to strengthen engagement efforts with all families of unduplicated students, including English learners, low-income students, foster youth, and students with exceptional needs. These staff members will focus on building trust, facilitating communication, and removing barriers to participation to ensure that all families have meaningful opportunities in their children's education.|The district has demonstrated ongoing progress in engaging families in decision-making processes. One key strength is the district's continued investment in building the capacity of principals and staff to facilitate meaningful family engagement within advisory groups. Another strength lies in the district's comprehensive approach to involving families, teachers, principals, and administrators in planning, designing, implementing, and evaluating family engagement activities at both the school and district levels.   High-quality training opportunities were provided for families to support their effective participation in decision-making bodies.  Throughout the year, the district's ELAC, DELAC, SSC, and MPAC committees met regularly and contributed to key decisions affecting district programs and services. These groups ensured representation of diverse family voices, especially those of English learners and unduplicated students.   The district also expanded opportunities for two-day input through structured collaboration within school leadership teams, parent advisory groups, and the Local Control Accountability Plan (LCAP) development process. Feedback collected from these engagements informed both the LCAP and other district-wide planning efforts, ensuring that family perspectives are consistently embedded in local educational decision making.|In the upcoming year, the district will focus on strengthening two key areas: (1) building the capacity of and supporting family members to effectively participate in advisory groups and decision-making processes, and (2) expanding opportunities for collaborative planning and evaluation of family engagement activities across school and district levels.   To support this work, the district will prioritize the recruitment and onboarding of new family participants with an emphasis on training them to engage meaningfully in groups such as ELAC, DELAC, SSC, MPAC, and other advisory committees. Additionally, the district will intentionally increase opportunities for families, educators, and administrators to collaborate in the planning, design, and evaluation of family engagement initiatives. This effort will be embedded in the district's ongoing LCAP educational partner engagement process, ensuring inclusive and representative input informs both school site and district-level decisions.|The district will leverage well-attended school events as strategic opportunities to inform and encourage underrepresented families to participate in decision-making groups. These events will serve as accessible platforms to share information about the value of family voice in shaping school and district programs, and to promote involvement in advisory committees such as ELAC, DELAC, SSC, and MPAC.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-19|2025
15636100000000|Maple Elementary|3|Maple is engaged in a consortium with education partners in the community through the Wet Kern Children's cabinet. We meet regularly to discuss strengths as well as areas of need.|Continue to build relationships with feeder school districts at the high school level.|Continue to engage all families during the LCAP season and seek feedback on how we can strengthen the partnership between home and school.|Maple values the input of all community partners. During this previous year nearly 80% of all community partners provided feedback through our annual survey. In addition, Maple communicates data and survey findings to all community partners. With the help of our Community School Coordinator, we will continue to engage our parents on multiple platforms and expand as needed. With the continued efforts of our Ed Tech specialist, we will continue to support our 1:1 (student to device) initiative as well as providing much-needed support for parents and students. With continued use of PD provided by the Principal position, we plan to increase our targeted reading intervention as well as increase our services to our ELLs (English Language Learners). With the support of our Foundation (The Tradition of Excellence Foundation) and community donations, we plan to continue to increase the quality of our school grounds by improving our green spaces and planting additional trees and the addition of our UPK/Kinder area of campus. We have also hired our own School Psychologist and Speech Language Pathologist so that we can be certain that they are available when our students need them as well as working in partnership with other District and community organizations to increase services to support our students Social-Emotional Health and Special Needs.|Based on input from educational partners, Maple can improve on the tools utilized to communicate between the school and home.|With the help of our Community School Coordinator, outreach to underrepresented families is done through constant outreach and committee work on important/valuable initiatives.|The District works hard to engage in communication with decision makers as well as all other education partners. This is facilitated through shared meetings, shared events and shared goals for serving students in our small, rural setting.|Continue to build relationships with feeder school districts at the high school level.|Continue to engage all families during the LCAP season and seek feedback on how we can strengthen the partnership between home and school.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-05|2025
15636280000000|Maricopa Unified|3|One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.  As the District moves forward in the learning and fully implement of AVID strategies in the middle and high schools, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.|The MUSD used LCAP surveys and real meeting information to determine that the communication between parents and administration needs to be improved.  A more robust student information system that allows for real time information sharing between the home and the classroom was implemented.  As well, more consistent standard communication is needed between the home and school.  One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.|As the District moves forward in the learning and fully implementing AVID in the high school, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.  The District was awarded a Community Schools Grant that will add additional resources to connect the families to the school campus;|One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.    The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for effective communication between the district and underrepresented families.|As the District moves forward in the learning and the application of a growth mindset and fully implement AVID district wide, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.  With this focus, the school and home can focus together on student outcomes.  Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be real leaders in their student's outcomes.  Implementing a parent resource center and providing additional resources that will allow for parents to better engage with their student(s) is a focus for the MUSD moving forward.|The District will provide more opportunities for families to be trained on resources to support student learning and development in the home.|One strength is the District is open and inviting of input from families and provides multiple avenues for input.|Going forward the District will provide more support for underrepresented groups such as EL families.  Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be real leaders in the school decision making process. Actively recruiting for involvement in the SSC/ELAC/DELAC and other school based committees and organizations as well as providing support/training for those individuals so that they are participating in an informed manner and feel capable to provide their input.|The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for effective decision  making between the district and underrepresented families.  The District will provide more opportunities for families to be trained on resources to support student learning and development in the home.|3|4|3|3|3|3|4|4|3|3|3|3|Met||2025-06-12|2025
15636280127209|Insight School of California|3|Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Educational Partner meetings are held with students, families, staff, and community members to gather feedback on LCAP actions/data as well as school procedures. Insight values feedback from all members to support our school in addressing concerns or missed opportunities.   Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.  The English Language Development Coordinator held school English Learner Advisory Committee (ELAC) meetings and provided additional supports for our EL student and family population. Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school. Insight is focusing on resources for Limited English Proficient (LEP) families to improve access to school information and resources.  Insight will be providing support sessions for students and families that assist with accessing our platforms to ensure that families and students have a clear understanding of our virtual programs.   Social media platforms such as Facebook, Instagram, and Tik-Tok continue to be a highlight.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms. The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.|Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Educational Partner meetings are held with students, families, staff, and community members to gather feedback on LCAP actions/data as well as school procedures. Insight values feedback from all members to support our school in addressing concerns or missed opportunities.   Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.  The English Language Development Coordinator held school English Learner Advisory Committee (ELAC) meetings and provided additional supports for our EL student and family population. Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school. Insight is focusing on resources for Limited English Proficient (LEP) families to improve access to school information and resources.  Insight will be providing support sessions for students and families that assist with accessing our platforms to ensure that families and students have a clear understanding of our virtual programs.   Social media platforms such as Facebook, Instagram, and Tik-Tok continue to be a highlight.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms. The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.|Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Educational Partner meetings are held with students, families, staff, and community members to gather feedback on LCAP actions/data as well as school procedures. Insight values feedback from all members to support our school in addressing concerns or missed opportunities.   Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.  The English Language Development Coordinator held school English Learner Advisory Committee (ELAC) meetings and provided additional supports for our EL student and family population. Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school. Insight is focusing on resources for Limited English Proficient (LEP) families to improve access to school information and resources.  Insight will be providing support sessions for students and families that assist with accessing our platforms to ensure that families and students have a clear understanding of our virtual programs.   Social media platforms such as Facebook, Instagram, and Tik-Tok continue to be a highlight.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms. The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported. Insight counselors meet with students each trimester to review their graduation plan and discuss with students the courses needed to graduate.  Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. This option was piloted with 25 students and was successful in exposing students to college courses and credits. We are excited to have this as an option for the 2024-2025 school year.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported. Insight counselors meet with students each trimester to review their graduation plan and discuss with students the courses needed to graduate.  Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. This option was piloted with 25 students and was successful in exposing students to college courses and credits. We are excited to have this as an option for the 2024-2025 school year.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported. Insight counselors meet with students each trimester to review their graduation plan and discuss with students the courses needed to graduate.  Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. This option was piloted with 25 students and was successful in exposing students to college courses and credits. We are excited to have this as an option for the 2024-2025 school year.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.  Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group. Feedback from student/family surveys provided ways that we could improve our outings practices:  1.	Consider hosting events in multiple locations to improve accessibility. 2.	Explore transportation assistance for students in need. 3.	Offer varied event timing (including mornings) for better flexibility. 4.	Increase student engagement through interactive and themed activities to encourage participation. 5.	Ensure clear and timely event communications to allow families to plan accordingly.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.  Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group. Feedback from student/family surveys provided ways that we could improve our outings practices:  1.	Consider hosting events in multiple locations to improve accessibility. 2.	Explore transportation assistance for students in need. 3.	Offer varied event timing (including mornings) for better flexibility. 4.	Increase student engagement through interactive and themed activities to encourage participation. 5.	Ensure clear and timely event communications to allow families to plan accordingly.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.  Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group. Feedback from student/family surveys provided ways that we could improve our outings practices:  1.	Consider hosting events in multiple locations to improve accessibility. 2.	Explore transportation assistance for students in need. 3.	Offer varied event timing (including mornings) for better flexibility. 4.	Increase student engagement through interactive and themed activities to encourage participation. 5.	Ensure clear and timely event communications to allow families to plan accordingly.|4|5|4|5|5|4|5|4|4|4|4|4|Met||2025-06-20|2025
15636280128504|Peak to Peak Mountain Charter|3|Peak to Peak's current strengths and progress in building relationships between school staff and families are primarily through the coordinated efforts of SAC (Parent Group), and teachers meeting with parents to develop students' Individual Learning Plans three times a year, teachers and administration have an open door policy.|Spring listening sessions surfaced one consistent barrier: working caregivers and single-parent households struggle to attend daytime events or evening meetings because they lack child care. Parents said, “I’d come to SAC meetings if I could get a sitter,” and several noted they would volunteer in class if they had somewhere safe for younger siblings. While overall communication is rated positively, equitable access to engagement opportunities is limited by scheduling and child-care constraints.|Add an evening option for every major event (Back-to-School Night, ILP conferences, SAC meetings) and provide complimentary child-care in the MPR, or an open classroom, tracked by a simple sign-in sheet.|Strengths and progress Peak to Peak provides parents with i-Ready and STAR reports each trimester, and all families receive a written ILP/IEP progress note. Teachers host student-led conferences in November and March; 90 % of households attend at least one conference annually.|Families want clearer guidance on supporting math fluency at home and more hands-on workshops. We plan to have a family math night where we train parents in how to engage in math games with their children and practice using manipulatives.|The school will provide more opportunities for families to be trained on resources to support student learning and development in the home.|Strengths and progress Parent representation on the School Advisory Council (SAC) met quorum at every 2024-25 meeting.|Meeting times are not convenient for shift-working families. Foster parent recruitment for advisory groups is still zero because no foster youth are currently enrolled, but the process should be established.|The charter will keep a standing SAC seat open for any future foster-youth, homeless and social economically disadvantaged student guardians.|5|5|5|4|4|4|4|3|3|3|3|4|Met||2025-06-26|2025
15636280134312|Blue Ridge Academy|3|Based on educational partner input and an analysis of local data, Blue Ridge Academy demonstrates significant strengths in building strong, trusting relationships between school staff and families. Stakeholder feedback, including family climate surveys, engagement logs, and parent focus groups, indicates consistent satisfaction with the school’s efforts to maintain open communication, provide access to support, and create inclusive, responsive school cultures.  One key area of strength is the accessibility of school staff. Families report timely, personalized responses from teachers, case managers, and support staff, which fosters trust and collaboration. Regular check-ins, flexible scheduling for IEPs and SSTs, and virtual accessibility have improved engagement, particularly for families in rural or underserved areas. Staff are trained in culturally responsive practices and communication strategies, ensuring that families feel respected, valued, and heard.  Blue Ridge has also expanded its efforts in building two-way communication channels. Families are invited to participate in advisory councils, school surveys, parent education workshops, and informal forums where their feedback directly informs decision-making. These opportunities have helped families feel more connected to school planning and their children’s learning paths.  Progress is also evident in the increased use of multilingual communications, translated materials, and interpreter services to support non-English-speaking families. Local data reflects improved participation among English learner families, particularly in IEP meetings, community events, and academic planning sessions.  Additionally, the school has made substantial progress in identifying and reducing barriers to engagement. Strategic use of family liaisons and support personnel has helped connect families with mental health, academic, and behavioral resources. These wraparound supports have contributed to an increase in family confidence in navigating school systems.  Moving forward, the Blue Ridge continues to prioritize relationship-building as a foundational element of student success.|While Blue Ridge Academy has made significant strides in fostering strong relationships between school staff and families, analysis of educational partner feedback and local data has identified several key areas for improvement. These focus areas are aligned with the broader goals of equity, access, and sustained engagement across all student groups, especially those who have historically been underserved.  One area of growth involves increasing consistency in family communication across all educational teams. Although many families report positive interactions with teachers and case managers, input indicates variability in how often and how clearly staff communicate academic expectations, progress updates, and available support services. Families have expressed a desire for more structured, proactive communication across all departments, especially during transition periods such as enrollment, grade promotion, or service changes. BR is committed to developing standard communication protocols, templates, and training to ensure that all families receive timely and uniform updates, regardless of teacher, grade level, or program.  Another focus area is increasing authentic engagement of families from diverse cultural and linguistic backgrounds. While multilingual supports have expanded, some non-English-speaking families continue to report challenges navigating school systems, fully participating in meetings, and accessing resources. BR recognizes the need to deepen cultural responsiveness and is working to strengthen interpreter availability across languages. This includes adapting engagement events and materials to better align with the unique needs and preferences of each community group.|Based on the self-reflection process and analysis of educational partner input and local data, Blue Ridge Academy has identified several underrepresented family groups whose engagement in school activities, communication, and decision-making remains below expectations. These include families of English learners, students with disabilities, foster youth, low-income students, and students living in rural or isolated areas. While progress has been made in broadening access and responsiveness, Blue Ridge Academy recognizes that deeper, more sustained strategies are needed to authentically connect with and empower these communities.  To improve engagement, Blue Ridge Academy is prioritizing culturally responsive practices and enhanced access to communication tools and support systems. This includes expanding the availability of translation and interpretation services beyond IEP meetings to include school events, workshops, advisory councils, and all routine communication.  To reduce barriers caused by geography or time constraints, Blue Ridge Academy is expanding virtual engagement opportunities and offering flexible scheduling for meetings and events. By making it easier for working parents, caregivers in rural communities, and foster families to connect with staff, the school hopes to increase participation and build stronger school-home relationships.  Targeted outreach efforts will also be led by family engagement specialists and department liaisons who will serve as bridges between underrepresented families and school teams. These individuals will provide 1:1 support, host community-based listening sessions, and guide families through educational processes such as IEPs, SSTs, and transition planning.   By implementing these strategies, Blue Ridge Academy aims to foster an environment where all families, regardless of background, language, or circumstance, feel connected, informed, and empowered to play an active role in their child’s education.|Based on educational partner input and analysis of local data, Blue Ridge Academy has demonstrated clear strengths and continued progress in building meaningful partnerships that support improved student outcomes. Through sustained efforts to collaborate with families, educators, service providers, and community organizations, the school has built a foundation of trust, shared accountability, and equity-focused practice that directly benefits students’ academic and developmental growth.  A key strength is Blue Ridge Academy’s individualized, student-centered approach, which ensures that parents and caregivers are treated as active partners in the educational process. This is particularly evident in the school’s special education, intervention, and counseling programs, where families report feeling included in planning and decision-making. IEP and SST processes are structured to encourage collaboration and transparency, with follow-up meetings and progress updates designed to keep families informed and involved in their child’s growth.  Staff routinely engage in cross-department collaboration to align academic goals with behavioral, social-emotional, and postsecondary outcomes. This whole-child model has led to improved student engagement, particularly among students with disabilities, English learners, and those requiring mental health support. Educational partners recognize the school’s commitment to ensuring that student progress is not measured by academics alone, but by growth in confidence, independence, and life-readiness skills.  Blue Ridge has also expanded its partnerships with external agencies, including mental health providers, community-based organizations, and regional centers. These collaborations have improved access to wraparound services, parent education opportunities, and transition supports for students with complex needs. As a result, more students are connected to targeted supports that reinforce school-based instruction and behavior goals.  In addition, Blue Ridge Academy has invested in family learning opportunities such as webinars, workshops, and virtual office hours focused on curriculum, learning strategies, and progress monitoring tools. Families report that these sessions help them better support their students at home and understand how to advocate for academic and personal success.  Ongoing professional development for staff emphasizes the importance of relational trust, data-informed communication, and culturally responsive practices, ensuring that all partnerships are inclusive, empowering, and aligned to each student’s unique goals.|Based on educational partner input and local data, Blue Ridge Academy has identified key focus areas for improvement in building stronger and more equitable partnerships to support student outcomes. While families and stakeholders acknowledge the school’s efforts to provide individualized communication and access to learning tools, feedback reveals a need for deeper and more consistent collaboration, especially with families of underrepresented student groups, such as English learners, students with disabilities, foster youth, and low-income students.  One area for growth is enhancing family understanding of academic expectations, student progress, and available interventions. While tools and resources are in place, not all families feel confident in navigating platforms or interpreting data. Blue Ridge Academy is working to improve the accessibility and clarity of information shared with families, including expanded training on progress monitoring systems, clearer communication on intervention plans, and proactive check-ins from staff.  Blue Ridge Academy recognizes the need to expand culturally responsive outreach to better connect with linguistically diverse and historically underserved communities. This includes growing the capacity of family liaisons, increasing multilingual resources, and adapting engagement models to meet families where they are culturally, geographically, and emotionally.  These efforts aim to build more equitable, informed, and empowered partnerships that positively impact student growth across academic, social-emotional, and long-term success indicators.|Through the self-reflection process and review of educational partner input and local data, Blue Ridge Academy has identified underrepresented families, including those of English learners, students with disabilities, foster youth, and low-income students, as needing additional, targeted engagement to support improved student outcomes.  To address this, Blue Ridge Academy will implement several strategies to strengthen partnerships that are inclusive, culturally responsive, and outcome-driven. First, the school will expand its use of multilingual communication tools and increase access to translation and interpretation services across all platforms and events, not only for compliance purposes, but to support authentic, ongoing collaboration. This includes translated resources, virtual meeting support, and multilingual outreach from trained staff and liaisons.  Family liaisons and engagement specialists will play a critical role in conducting outreach, offering 1:1 assistance, and guiding families through processes such as IEP development, reclassification for English learners, and academic goal setting. These staff members will also help families connect with community-based services that reinforce school efforts.  Finally, Blue Ridge Academy is committed to building leadership opportunities for underrepresented families through advisory roles, planning committees, and parent-led feedback groups. By elevating family voice in governance and student planning, the school aims to ensure every family, regardless of background, can actively participate in driving outcomes for their children.|Based on the analysis of educational partner input and local data, Blue Ridge Academy demonstrates clear strengths and continued progress in its efforts to seek meaningful input from stakeholders to inform decision-making processes. A core strength of the school is its commitment to building a culture of transparency, where families, staff, and community members are invited to contribute their perspectives through multiple accessible channels.  Blue Ridge Academy has developed a comprehensive stakeholder engagement model that includes structured opportunities such as District English Learner Advisory Committees (DELAC), Special Education Parent Workshops, and LCAP Parent and Student Advisory groups. These platforms have enabled the school to gather timely input on budget priorities, academic supports, program development, and school climate. Participation rates in these forums have increased year over year, reflecting growing trust and interest in shared governance.  In addition to formal structures, the school has created informal opportunities for input through regular surveys, virtual information sessions, and one-on-one outreach. The results of these efforts are actively reviewed by leadership teams and directly influence decisions related to resource allocation, professional development, student support services, and instructional programming.  A notable area of progress has been increasing representation among historically underserved groups, including families of English learners, students with disabilities, and foster youth. By offering translated materials, flexible scheduling, and virtual participation options, Blue Ridge Academy has reduced barriers to engagement and elevated diverse perspectives in policy discussions.  Blue Ridge also uses data dashboards and visual reports to share results from stakeholder input, reinforcing transparency and showing how voices are reflected in school actions. This cycle of feedback and response demonstrates the school’s deepening commitment to shared leadership, inclusivity, and continuous improvement.|Based on the analysis of educational partner input and local data, Blue Ridge Academy has identified several key focus areas for improvement in seeking input for decision-making. While educational partner engagement structures are in place and participation has grown, feedback suggests there is room to deepen the inclusivity, consistency, and responsiveness of the input-gathering process, especially for underrepresented and marginalized families.  One focus area is increasing engagement from families of English learners, students with disabilities, foster youth, and rural families, whose voices are not always proportionally reflected in decision-making spaces. Though advisory groups and forums are open to all, data shows that participation from these groups varies depending on outreach practices, language access, and meeting formats. To address this, Blue Ridge Academy is exploring expanded use of multilingual outreach, personal invitations, and culturally relevant engagement strategies to ensure that more families feel welcomed, informed, and empowered to contribute.  Additionally, there is an opportunity to build capacity among staff and advisory participants to facilitate more inclusive and effective dialogue. This includes providing training on facilitation, data interpretation, and shared decision-making practices to strengthen the quality and impact of stakeholder participation.  By focusing on equitable outreach, transparent communication, and empowered participation, Blue Ridge Academy is working to ensure that all educational partners have a meaningful voice in shaping the future of its programs and services.|Based on the self-reflection process and analysis of educational partner input and local data, Blue Ridge Academy has identified the need to strengthen engagement of underrepresented families, particularly those of English learners, students with disabilities, foster youth, and low-income students.  To improve engagement, Blue Ridge Academy will implement targeted outreach strategies that focus on reducing barriers and increasing access to advisory and feedback opportunities. This includes expanding multilingual communication, offering translated materials, and providing real-time interpretation during meetings, forums, and focus groups. These efforts will ensure that non-English speaking families can fully participate and express their perspectives confidently.  Additionally, Blue Ridge Academy will create clear feedback loops so families can see how their input influences decisions. Meeting summaries, action updates, and visual infographics will be shared in multiple languages to demonstrate transparency and accountability.  Professional development for staff will also focus on inclusive facilitation, cultural responsiveness, and equity-driven engagement practices to ensure that all participants, regardless of background, feel valued and heard.  Through these efforts, Blue Ridge Academy aims to create a culture of authentic shared leadership where underrepresented families are not only invited to the table but are empowered to shape the direction of the school community.|4|5|5|5|5|5|5|5|4|4|4|4|Met||2025-06-24|2025
15636280137687|California Virtual Academy at Maricopa|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. These personalized interactions with their onboarding coach, ensure a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish. Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.In addition, the school has implemented behavioral schoolwide expectations that clarify preferred social behaviors, offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in efforts with students. In addition, the school wide behavior expectations show students how they can be successful and allow all school staff members to proactively teach and provide students and parents with a positive message about behavior. In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer. School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, offer support to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services. The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Meetings, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities. Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences. The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation. As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit. To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success. To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and internet/hot spots. All staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year. CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensuring high levels of learning for every student. The school’s PLC teams are dedicated to a focus on learning, collaborative work, and being results-driven. The PLC teams include: -The Leadership Team: A team of leaders responsible for uniting and coordinating the schools' collective efforts across grade levels, departments, and subjects. -The Guiding Coalition: A team of educators that is singularly responsible for leading PLC processes at the school, focusing on student learning, a collaborative culture, and results orientation. Team members serve to advise and support the Leadership Team and share as equals in the decision-making process. -Professional Learning Teams: Teams composed of educators who share curriculum and take collective responsibility for students learning their common essential learning outcomes. Collaboratively, PLTs provide tier 1 and tier 2 instruction, support, intervention, and extension. -Multi-Tiered System of Supports (MTSS) / Intervention Team: A team that focuses intensely on the individual needs of a department's most at-risk students: Diagnosing the cause of the student's struggles, determining the most appropriate intervention(s), monitoring progress, and revising intervention(s) as necessary. -Schoolwide Student Study Team (SST): A multi-disciplinary team that assesses and makes recommendations for general education interventions and supports for students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. This team determines when special education assessment is appropriate.|"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in school-wide and departmental plans, and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives. LCAP Survey – Feedback and Priorities The top three rated priorities, based on the number of ""High"" ratings from parents, are: 1. Ensure students will graduate from high school 2. Recruiting, training, and retaining qualified teachers 3. Ensure that students attend school Trends: Expanded Access to Live Instruction - Families continue to express appreciation for live, synchronous instruction, recognizing its role in enhancing student engagement and understanding. There is strong support for further expanding these real-time learning opportunities, especially for students who thrive with direct interaction and structured support. Teacher Responsiveness and Communication - Consistent, timely communication from teachers remains a key in student success. While parents value the efforts made so far, continued focus on prompt feedback and outreach is seen as essential to support student success and maintain strong family-school connections. Strong Support from Special Education Staff - Families shared positive feedback about the care and dedication of Special Academic Instruction (SAI) teachers. Their commitment to meeting the unique needs of students with disabilities is widely recognized and appreciated, reflecting a strong culture of inclusion and individualized support. Valuing Transparency in the LCAP Process - Parents emphasized the importance of being included in school planning and decision-making. Their input reinforces the value of maintaining open, transparent communication about how family feedback influences programs and priorities. This presents an opportunity to further strengthen trust and collaboration through clear, visible feedback loops. In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: ELAC Meetings, EL Needs Assessment Annual Survey, School Climate Surveym Parent Connections, including coffee chats and parent training. Student Government, Family Teacher Organization (FTO), Student and Teacher Check-ins. Two-way communication between parents/families and school includes: Parent Square, LC Community, Emails, Connection Calls, Academic Conferences, Student Support Sessions, Graduation Plan Reviews, Sharing of Student's Individual Learning Plans, Student Support Team Meetings, IEP meetings, ELD Program  meetings, Bear Tracks weekly community newsletter highlights events and activities."|Based on parent feedback, the school will: -Continue Parent Engagement initiatives -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and assess parental participation in school decision-making. -Implement a new feedback system - A multilingual survey platform that allows anonymous text, audio, or video submissions via QR codes and links in ParentSquare. This system identifies key themes and informs targeted interventions. -Launch On-Demand Informational Videos - Share short, accessible videos that explain LCFF, the LCAP process, and provide guidance on how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Provide time management tools, tech training, and resources to strengthen capacity. -Further enhance onboarding and follow-up support for families, and provide additional parent workshops and technology-focused sessions. -Communicate available, student-specific, research-based interventions delivered by specialized staff across varying levels of support. -Add Science Camp for Rising 8th Graders focused on NGSS-aligned science learning and exploration. -Offer High School After-Hours Academic Support - Provide courses in Geometry, Literature, A-G credit recovery, and graduation support to better serve students’ diverse schedules and academic needs. Continue implementing a collaborative SEL plan that involves teachers, students, staff, and parents. -Increase student interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person events. -Improve ISP Reimbursement Processes -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement and reduce delays in verification. -Attendance Support: Increase attendance team staffing to match enrollment growth. -Add staff to better serve students experiencing homelessness or housing instability. -Increase Family Feedback Participation - Reach out to families who have not participated in feedback opportunities to identify and remove barriers.|Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-23|2025
15636280138131|Heartland Charter|3|Heartland Charter School strives to provide a personalized education to each student. In doing so, teachers and staff are involved in regular, and frequent two-way communication with parents/learning coaches and family members. Regular learning period meetings between teacher, parent/learning coach, and student, provide an organized structure for a strong partnership and allow for the building of trusting and respectful relationships with families. Collaboration and communication between families and staff also occur via school events, field trips, parent advisory committees, and parent education workshops. In addition, regular communications are shared via email, newsletters, school website, social media, and parent meetings. Translation of documents and in meetings is made available as often as needed.|A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to families. Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication, and inclusion of all, including typically underrepresented students and families.|A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to all families. Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication , and inclusion of all, including typically underrepresented students and families.|As a non-classroom based charter school parents are most often the learning coach and are key drivers in education. Heartland’s independent study model is built upon partnering with parents for providing education at home (and within the community). As a result of this model and through the partnership of highly qualified, credentialed teachers, parents and students are well supported in and progress learning outside of a classroom environment. Teachers work with families to select and implement appropriate, grade-level, standards-aligned curriculum that matches the students’ needs and learning style. The director of curriculum has developed a curriculum catalog outlining curricular options to support both teachers and parents with the tools needed to utilize curriculum. The inventory coordinator and family liaisons also support with helpful information related to curriculum and learning opportunities, such as field trips. in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families. With regards to implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, Heartland has frequent learning period meetings designed to provide time for in-depth conversations regarding student progress as credentialed teachers review student work and update the Assignment Work Record (AWR) to note which state standards have been mastered, which are in progress, and which standards will be addressed in the future, such that progress toward mastery is an ongoing process with frequent monitoring. For high school students, monthly progress reports are shared with parents to allow families and students the opportunity to discuss student progress and ways to work together to support improved student outcomes. Lastly, the STAR 360 benchmark assessment reports for grades TK-12 provide valuable data regarding a student’s progress and facilitate conversation and instructional planning. Via school policies (made public on the school website), information within the Parent Student Handbook, and links and resources on the school website, families are made aware of and understand and exercise their legal rights and advocate for their own students and all students.|One focus area for improvement which is addressed within the LCAP are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Heartland will provide professional learning and support to teachers and principals to improve a school’s capacity to partner with all families, including training on best practices to support the engagement of underrepresented families.|While Heartland has great involvement with parents and students in family learning period meetings each month, Heartland is a young school and is actively seeking to build the capacity of and supporting staff to effectively engage families in advisory groups and with decision-making. Professional development training in 2025-2026 are planned to meet this goal. In addition, Heartland is actively building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. To that end, Heartland has an established English Learner Advisory Committee (ELAC), which is one and the same as the District English Learner Advisory Committee (DELAC), with several active members and officers who represent EL and RFEP (reclassified fluent English proficient) students. Furthermore, the Title I, Part A Parent Advisory Committee (PAC) meets annually in the fall to support decision-making. Efforts will be made to include underrepresented families via outreach communications (emails, newsletters, social media, etc.).|Heartland continues to make progress in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community. School board meetings are public meetings and are held in accordance with the Brown Act. Parents are invited to attend. More formally, the ELAC/DELAC and PAC will continue to be important avenues of communication on policies and programs between parents and staff. The ELAC/DELAC has been in existence for several years and has allowed for representation of English learners. The further development of the PAC is a focus area for 2025-2026 such that more underrepresented families will be engaged in providing input. Another focus area is Heartland’s goal to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. A parent and family engagement action and corresponding strategies are included in the LCAP to assist with planning for family engagement activities, such as parent education workshops and community events that will draw families across backgrounds, ethnicities, and socioeconomic status.|To increase engagement of underrepresented families, Heartland will continue to utilize a parent engagement coordinator to work in conjunction with administrators, coordinators, and family liaisons. The parent engagement coordinator will further implement efforts to gain input from families, especially underrepresented families, to utilize for decision-making related to policies, programs, and family engagement activities.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
15636510000000|McKittrick Elementary|3|Teachers are accessible to parents and students. We hired a new Superintendent/ Principal. The climate at the campus has changed immensely in a positive manner. Parents and students feel welcome on campus and feel like the entire staff is supportive.|Parents and students would like a central form of communication with teachers and administration.|"We have added support days for parents scheduling specific times for them to come on campus for support. Our new Superintendent/ Principal has implemented a "" 2nd cup of coffee with Bourelle day( one day every month) to encourage parents to get more involved on campus. All Teachers will be using Class Dojo to communicate with families."|Teachers have commented that the PD training days have been valuable to instruction and a lot more relevant. Superintendent/ Principal is highly visible and has implemented programs to increase teachers use of data in the classroom.|Parents suggested data driven instruction and a higher use of technology in the classroom|"We have added support days for parents scheduling specific times for them to come on campus for support. Our new Superintendent/ Principal has implemented a "" 2nd cup of coffee with Bourelle day( one day every month) to encourage parents to get more involved on campus. All Teachers will be using Class Dojo to communicate with families."|McKittrick sends out surveys to the community and we have a parent group that meets monthly to get input from the community. The Superintendent has been building relationships with the families. We also have multiple events throughout the year that involves parent participation and feedback.|We did not offer a variety of ways for parents to get involved or to get parent feedback. We only have 70 students and the district is wide spread. Parents are looking for more opportunities to be present.|McKittrick is now sending out surveys to the community, making phone calls to parents and offering meetings in the morning and in the evening for parents to participate. We have a parent group that meets monthly to get input from the community. The Superintendent has been building relationships with the families. We also have multiple events throughout the year that involves parent participation and feedback.|4|4|4|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
15636690000000|Midway Elementary|3||||||||||||||||||||||Not Met|||2025
15636770000000|Mojave Unified|3|The Mojave Unified School District prioritizes the building of partnerships for student outcomes. Progress in this area is revealed by annual LCAP parent surveys, which show that a majority of parents have indicated that they felt invited to give their input and participate in the decision making process. However, this is still an area in need of continued improvement|Based on educational partner input and local data, the following areas will be focused on in our LCAP to improve relationships between school staff and families: increasing parent engagement (Action 2.1); increasing parent participation (Action 2.3 and Action 2.4); increasing parent volunteering opportunities (Action 2.5); Increasing parent involvement for students with disabilities (action 2.6); improved cultural awareness (Actions 2.6 and 2.11); identifying needs (action 2.24); and improving educational partnerships (action 2.25).|To further improve in this area, our LCAP has funds dedicated to: providing professional development to employees on involving parents in the educational process; expanding the participation of parent volunteers by exploring methods of reducing cost prohibitive barriers; increasing community outreach efforts; coordinating input opportunities for community groups and organizations in order magnify outcomes; organizing frequent opportunities for community participation in the development of the LCAP; and, utilizing social media, surveys and other communication resources to actively seek stakeholder feedback and organize community outreach activities.|In our most recent parent survey, 77% of parents felt encouraged to share their input with school staff, and 71% of parents felt informed about important issues and events. This is an area that the Mojave Unified School District has continued to strengthen with the expansion of community engagement events (back to school bash, literacy nights, etc.).|Our 2nd LCAP goal emphasizes this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” This is an area that the Mojave Unified School District will continue to strengthen with the expansion of LCAP stakeholder feedback opportunities, the creation of new advisory councils, and the addition of staffing to assist with educational partnerships.|Focus groups will be established to better understand how we can meet the needs of our students and families. Additionally, we continue to offer multiple opportunities for parents to engage in meaningful communication with educators. This includes traditional methods (parent teacher conferences, meetings, office hours, phone calls, emails, etc.), and also different electronic avenues (Facebook, Parent Portal, Class Dojo, Remind101, websites, Parent Square).|In our most recent LCAP parent survey, 77 % of respondents felt encouraged to share their concerns and input with school staff. Although this is an area that has increased in recent years, the Mojave Unified School District acknowledges the critical importance of improving in this area.|To help facilitate this improvement, multiple opportunities are established to engage all student groups: Eight LCAP community forum meetings are held throughout the school year, both in Mojave and in California City; Multiple advisory meetings are also conducted to engage parents in the planning process and get input for LCAP development; LCAP surveys are available to all parents, as well as students and staff; Quarterly ELAC and School Site Council meetings are held at the site-level; LCAP presentations/updates to the board are delivered with opportunities for input/questions; and PIQE Programs are offered at all levels.|Our 2nd LCAP goal emphasizes this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” As part of that goal, the following actions outline essential steps to be taken to improve this area: Action 2.1 (Parent Engagement) Action 2.3 (Increased Parent Participation) Action 2.4 (Increased Parent Participation--Additional Supports) Action 2.5 (Parent Volunteers) Action 2.6 (SPED Parent Involvement) Action 2.11 (Cultural Awareness) Action 2.11 (Cultural Awareness--Additional supports) Action 2.24 (Needs Identification) Action 2.25 (Educational Partnerships)|3|3|3|4|3|3|3|4|3|3|3|3|Met||2025-06-03|2025
15636850000000|Muroc Joint Unified|3|Muroc Joint Unified School District engages parents with surveys and committees to participate in to provide feedback. The data from the surveys were compiled and used to complete the self-reflection tool. Muroc Joint Unified School District will continue to build upon this initiative and push for diverse stakeholder feedback.|Based on the recent parent survey, there is still a perception from parents that the district does not seek input from parents. Muroc JUSD will research strategies to informal parents and seek their feedback and input.|Muroc will utilize the social workers and intervention teachers to improve engagement with the families of our underrepresented families.|Muroc Joint Unified School District has provided comprehensive professional development with AVID as a district wide initiative. MJUSD has partnered with AVID and has implemented AVID and AVID strategies at each school site, including professional development during the summer, district professional development days, and collaboration. The district has created additional professional development days in the master calendar to implement these changes. Surveys and a needs assessment with each site provided topics teachers would like to learn and will help improve student achievement. This will be a focus for the professional development days and collaboration throughout the year.|An area of focus would be to continue with planning and implementation of a Multi-Tiered Systems of Support, Positive Behavioral Interventions and Supports, and standards based grading.|To improve the engagement of underrepresented families, Muroc Joint Unified School District will look to provide more outreach in the form of workshops for parents.|Muroc Joint Unified School District will continue to build upon this initiative to gather input from all educational partners and push for diverse feedback. Muroc Joint Unified School District created multiple task forces that included the following stakeholders: teachers, Collective Bargaining Units, administrators, principals, classified staff, and parents. These meetings were used to engage with a diverse group and make decisions as a team.|A focus area would be to increase participation with students. Muroc will use the Kern County Connectedness survey to be administered to students 2 times a year.|Muroc will utilize our social workers to reach out to our underrepresented families to get feedback and build on the connection to the school.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-06-30|2025
15636930000000|Norris Elementary|3|In order for students to be successful, school personnel and families must work as partners to provide a positive learning environment and eliminate barriers. According to the Parent Survey, which was administered in the spring of 2025, 89.8% of parents feel that the district values them as partners in their child's education. The district views parents/guardians as a critical component in student achievement and success. Although student learning primarily takes place within the classroom, it must be reinforced and supported at home for many students to achieve mastery. Parent conferences are conducted for every student, regardless of academic progress, within the first quarter of the school year. This is a time for teachers and parents to connect and discuss areas of strengths and concerns surrounding the whole student, not just academics. Many times, this is not the first contact the parents and teacher have had so it is often an opportunity to revisit things discussed previously. Conferences are a time for offering clarity regarding expectations and goals for each student throughout the remainder of the school year.|Although we believe the district, as well as the individual school sites, effectively establish partnerships with families, we continue to strive for improvement. Our focus is to improve parent access to resources on the district and school websites as well as to improve two-way communication. We serve a community that relies heavily on technology for information and communication. It is important that we keep information current and provide as many resources as possible via the websites. The district and school websites are often the first place the community goes for information so it is critical that they are a reliable resource. In addition to making sure the websites are updated regularly, it is necessary to promote the resources available through the use of newsletters, marquees, and announcements. This process is also made more efficient with the implementation of Parent Square.|We are continuing to utilize Parent Square as a communication platform that makes information more accessible for all families but most specifically for the families of English learners. Through the use of this platform, we hope to further increase parent and family engagement and give families an efficient way to communicate with district staff.|The Norris School District takes pride in the fact that we have a high rate of parent participation. According to the Parent Survey, which was administered in the spring of 2025, 93.5%% of parents feel welcome when they visit their child's school. The district and school sites encourage parent participation to the fullest extent. Multiple means of communication are used to solicit parent participation in the day to day activities of the classroom as well as with larger school events. Even parents who work full-time and are unable to volunteer during the regular school day are given opportunities to provide support from home and participate beyond school hours. The strong ties developed between the school and its families are integral to every student's success.|One of the areas we continue to focus on as a district is having teachers initiate positive contacts with parents regarding student achievement and behaviors. It is important that both the challenges and successes of our students are being communicated to parents on a regular basis. By focusing on making positive contacts and establishing trusting relationships with parents, it makes the more difficult conversations easier to have if and when necessary. The ultimate goal is for all of our students to be supported academically and socio-emotionally so they can be successful in every aspect of life.|This is another area where utilizing Parent Square will be beneficial for underrepresented families. Teachers and staff will have the ability to send messages in a student's home language making the information more accessible for families. The platform will allow for quick and easy two-way communication, therefore, increasing the frequency of contact and the opportunity to quickly address any concerns or share successes.|Based on the Parent Survey, which was administered in the spring of 2025, 89.8% of parents/guardians believe the district provides a variety of opportunities to contribute to decisions in our school/district through surveys and advisory groups. The district gathers this information in various different ways through educational partner meetings that are held throughout the year. Each LCAP goal is presented during the educational partner meetings along with a summary of the priorities and actions included within the goal. After these are shared, parents are encouraged to share their input and opinions regarding the goals and actions and whether they perceive them as effective and appropriate or if modifications or changes are needed. The educational partner groups that include parents as participants are Parent Teacher Club, English Language Advisory Committee (site and district), District Advisory Committee, and School Site Councils. All of these avenues provide parents/guardians with opportunities to provide input and feedback. The district and school sites use multiple methods to encourage participation in these committees so we can glean input from a variety of sources.|We will continue to solicit parent participation in decision-making to the fullest extent possible. Parent input is a valuable factor in determining what is best for students. Making parents aware of the simple ways (i.e. Educational Partner Feedback Form) they can provide input and feedback is essential to including families in the process. Transparency and awareness will be a primary focus.|Although we encourage involvement from multiple angles, it is often difficult to get parent participation in these committees and meetings, especially with our underrepresented families. One barrier that we believe affects attendance is that many of these meetings take place during the workday when it is difficult for people to get away. We are focusing on offering more evening opportunities as it is often more feasible for families to attend at that time. In addition, providing activities for children during the meetings so parents do not have to secure child care will increase attendance. There is also potential to offer virtual attendance at these meetings giving families flexibility in how they participate. The district prioritizes involving parents in the decision making process and want to ensure families feel they have ample opportunity to participate in these educational partner meetings.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
15637190000000|Pond Union Elementary|3|Based on educational partner input and local data, the LEA has demonstrated strengths in fostering relationships between school staff and families through consistent, intentional engagement opportunities. Monthly award assemblies provide regular positive recognition and invite families to celebrate student success alongside staff. Literacy Lunches, held once each trimester, offer families meaningful academic interaction in a welcoming school environment. The LEA also prioritizes two-way communication through surveys sent home to gather input and maintain open dialogue. Teachers and staff are accessible and responsive, contributing to a school culture where families feel valued, heard, and connected to their child’s education.|Analysis of educational partner input and local data indicates a need to increase attendance at parent education workshops and improve outreach to hard-to-reach families, especially English Learners and socioeconomically disadvantaged households. Families have also expressed interest in more opportunities to engage in open conversations with administration and participate in culturally relevant events. Expanding flexible scheduling and targeted outreach remain key areas for growth.|To improve engagement of underrepresented families, the LEA will increase targeted outreach through expanded home visits and consistent, year-round educational workshops. A school van will be purchased to support transportation for staff conducting home visits, allowing for stronger connections with families who face barriers to school access. The LEA will also offer more parent education workshops throughout the school year, scheduled at varied times and with translation services, to ensure accessibility for all families. These efforts aim to build trust, increase family involvement, and create more inclusive, responsive school-home partnerships.|Based on educational partner input and local data, Pond Union Elementary has demonstrated strengths in building partnerships for student outcomes through expanded access to intervention services, consistent use of data systems like KiDS, and collaborative structures such as MTSS and Achievement Team training. Teachers, administrators, and support staff actively use STAR and CAASPP data to identify student needs and implement evidence-based practices, especially for English Learners and socioeconomically disadvantaged students. The addition of a Reading Interventionist, implementation of AVID strategies, and consistent stakeholder involvement through SSC and ELAC meetings have all contributed to improved student support systems and academic monitoring.|While progress has been made, the LCAP identifies key areas for improvement, including increasing the effectiveness of Tier 1 instruction and strengthening the connection between data analysis and instructional planning. CAASPP scores reveal persistent achievement gaps in ELA and Math, particularly among English Learners and SED students. Educational partners emphasized the need for more structured collaboration time for staff to reflect on data, align instructional strategies, and better engage families in understanding academic expectations and student progress.|To improve engagement with underrepresented families, Pond Union plans to increase home-school connections through expanded parent education workshops and more direct outreach. A new school van will be purchased to support home visits, especially for families without transportation, ensuring staff can build relationships and provide resources directly. Additional workshops will be scheduled throughout the year, with translation and childcare offered to remove barriers to participation. These strategies aim to foster greater trust, transparency, and shared responsibility for student achievement.|Pond Union Elementary has demonstrated strong practices in seeking input for decision-making through regular engagement with educational partners across multiple forums. Monthly School Site Council and ELAC meetings provide structured opportunities for families, staff, and community members to give input on LCAP development and student needs. Teachers and staff participate in weekly collaboration meetings, while student perspectives are gathered through surveys and focus groups. Input from these groups directly influenced actions such as hiring a math interventionist, expanding parent education, and purchasing a school van to support home visits.|While progress has been made, the LCAP identifies key areas for improvement, including increasing the effectiveness of Tier 1 instruction and strengthening the connection between data analysis and instructional planning. CAASPP scores reveal persistent achievement gaps in ELA and Math, particularly among English Learners and SED students. Educational partners emphasized the need for more structured collaboration time for staff to reflect on data, align instructional strategies, and better engage families in understanding academic expectations and student progress.|To improve engagement with underrepresented families, Pond Union plans to increase home-school connections through expanded parent education workshops and more direct outreach. A new school van will be purchased to support home visits, especially for families without transportation, ensuring staff can build relationships and provide resources directly. Additional workshops will be scheduled throughout the year, with translation and childcare offered to remove barriers to participation. These strategies aim to foster greater trust, transparency, and shared responsibility for student achievement.|3|4|3|3|3|3|3|3|4|4|3|4|Met||2025-06-24|2025
15637500000000|Rosedale Union Elementary|3|Based on the analysis of educational partner input and local data, an area of strength in the Rosedale Union School District is in creating welcoming environments, having multiple opportunities for families and staff to partner in support of student success, and creating engaging community events as a comfortable entry point for families.|Based on the analysis of education partner input and local data, a focus area for improvement in Building Relationships Between School Staff and Families is in outreach to families of English Learners, and student groups with very small membership.|Based on the analysis of educational partner input and local data, we will improve engagement of underrepresented families through the personal connections with families of English Learners, student groups with very small membership and all other underrepresented families. It is through the personal connection and outreach, through one conversation at a time that we have the most success in removing barriers to participation with these families.|Based on the analysis of educational partner input and local data, the Rosedale Union School District's strengths and progress are through regular and frequent communication with families about school events, student progress, ways to be involved within the school community, Expanded Learning Opportunities, and additional supports offered to our students.|Based on the analysis of educational partner input and local data, our focus area for improvement in Building Partnerships for Student Outcomes is to create more robust partnership and participation with our underrepresented families in the areas that are areas of strength for our All Students group.|Based on the analysis of educational partner input and local data, our process to improve engagement of underrepresented families will be through personal communication/invitation and collaboration with these families.|Based on the analysis of educational partner input and local data, our strengths and progress in Seeking Input for Decision-Making are the multiple opportunities advertised to all families.  This includes participation in site and district advisory committees, parent information meetings, surveys, etc.|Based on the analysis of educational partner input and local data, our focus area for improvement in Seeking Input for Decision-Making is to increase the participation in site and district advisory committees, parent information meetings, and surveys for our underrepresented families.|The Rosedale Union School District will improve engagement of underrepresented families through a variety of means including: personal invitations to become involved/attend, paper copies of information sent home in English and Spanish, and ensuring school offices are extending invitations for collaboration and participation on a regular basis.|5|5|4|4|5|4|5|4|5|5|4|4|Met||2025-06-11|2025
15637680000000|Semitropic Elementary|3|"We continue to have high levels of trusting and respectful relationships with families through ongoing communication, Back to School Night, schoolwide events, and Parent-Teacher Conferences. WestEd Parent survey results show that: • 90% agree or strongly agree that “My child(ren) trust their teachers and the school staff.” • 100% agree or strongly agree that “My child(ren) are respected by other students at school.” • 100% stated that they are able to speak with teachers and staff when they need to. Creating a welcoming environment for all families is a priority for the district. • 100% agree or strongly agree that ""I feel comfortable participating in school activities for parents."" • 100% agree or strongly agree that “I feel that my school/district values my participation or input.” • 100% agree or strongly agree that ”I feel like I have a say in the decision-making process at my child(ren)'s school."" We have systems in place to learn about each family’s strengths, cultures, languages, and goals for their children through Parent-Teacher Conferences, Back to School Night, communication systems, etc. However, it is a priority for the district to continue to grow in this area through collaboration with families. On the WestEd survey: • 60% reported that the reason for not attending community events is ""scheduling conflicts"". This data shows that the Semitropic School District has high levels of family relationships in these essential areas; however, we still have an important opportunity to make improvements and put further systems in place to ensure that all families feel that they are respected and valued and are an essential part of the school community. We are engaging in 2-way communication between families and educators in a language that is understandable and accessible to families by providing: Back to School Night, Parent Conferences, Open House, Cafe con la Directora meetings, ELAC/DELAC, school messaging, robocalls and newsletters. • 100% stated that they are able to speak with teachers and staff when they need to. • Parent conference attendance is typically between 95% - 100% as teachers make every effort to reach every parent (rescheduling and providing makeup conferences as needed)."|"We will continue to focus on developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families based on the following data point: • 60% reported that the reason for not attending community events is ""scheduling conflicts""."|The Semitropic School District will continue to survey families and students using the WestEd Survey as well as conduct DELAC/ELAC meetings, School Site Council meetings, parent coffee meetings, parent-teacher conferences, and the use of ParentSquare and Robocalls. Next year, we will focus on increasing participation in DELAC/ELAC meetings and attendance at parent club meetings. The district will partner with teachers to ensure we reach parents with the most important district messages being sent home (such as WestEd survey participation). Semitropic School District’s strengths for building relationships with parents include but are not limited to: parent coffee meetings, parent conferences, and maintaining warm and welcoming school environments. Next steps for the district are to provide further professional development for staff in order to help honor and strengthen students/families’ cultural identify and to ensure staff members have the tools necessary to support our parents and families.|"We are beginning to provide professional learning and support to staff to improve a school’s capacity to partner with families through professional development days, staff meetings, bilingual Back-to-School Night and Open House. While our families rate relationships positively on the WestEd Survey (90% of parents strongly agree/agree that My child(ren) trust the teachers and school staff), there is still room for improvement.  We are providing families with information and resources to support student learning and development in the home by holding summer orientation,  parent-teacher conferences, parent coffee meetings, and a variety of community events such as the Harvest Festival, Movie Nights, Family Picnic, etc.. - 100% agree or strongly agree that “I feel that my school/district values my participation or input.” - 100% agree or strongly agree that ”I feel like I have a say in the decision-making process at my child(ren)'s school.""   We are implementing policies or programs for teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes by holding parent-teacher conferences and IEP, 504, and SST meetings. - 100% agree or strongly agree that “I understand the types of academic and non-academic supports are available to my child(ren).”   We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our website, annual notifications (including the Student/Family Handbook), IEP/504 meetings, and DELAC/ELAC meetings."|The focus area for this section will be supporting families to understand and exercise their legal rights and advocate for their own students and all students.|The district will continue to survey families and students using the WestEd Survey as well as conduct DELAC/ELAC meetings,  parent coffee meetings, Parent-Teacher conferences, and the use of the website and robocalls.  The district will also be working on developing parent workshops on identified parent areas of interest/need.|"We are building the capacity of and supporting staff to effectively engage families in advisory groups and with decision-making. Ways in which we seek input for decision making include: - Site Council - ELAC /DELAC - LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by holding Parent coffee meetings, DELAC/ELAC and site council meetings. - 100% agree or strongly agree that ”I feel like I have a say in the decision-making process at my child(ren)'s school.""   We are providing families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by conducting surveys, ELAC/DELAC meetings, parent coffee meetings, and school site council meetings.  Additionally, families, teachers, site and district administrators work together to plan, design, implement and evaluate family engagement activities at school and the district through parent coffee meetings, school site council meetings, and by conducting surveys.  - 100% agree or strongly agree that “I feel that my school/district values my participation or input.”  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. - 100% agree or strongly agree that “ I feel comfortable participating in school activities for parents."|The focus area for this section will be on building the capacity of and supporting staff to effectively engage families in advisory groups and with decision-making.  Attendance and ELAC and DELAC meetings has been increasing and these meetings provide opportunity to increase parent input in the decision-making process.  The district employs bilingual staff, including a Community Schools Coordinator and Social Worker, to help recruit and engage families in ELAC/DELAC so attendance increases on these important groups.  Additionally, LCAP development presents an important opportunity to engage parents in the decision-making process by identifying needs and helping prioritize actions/services in the budget that will best meet student needs. The district will seek ways to further engage parents in this process beyond surveys and DELAC/PAC by conducting focus group meetings, parent coffee meetings, etc.|The district will continue to survey families and students using the WestEd Survey as well as to conduct DELAC/ELAC meetings, parent coffee meetings, Parent-Teacher conferences, and the use of school messaging systems and robocalls.  A  particular focus area will be on increasing parent participation/attendance at DELAC/ELAC and supporting parent leadership development on these important advisory groups.|3|4|4|4|3|4|3|4|4|4|4|4|Met||2025-06-12|2025
15637760000000|Southern Kern Unified|3|Family engagement is a focus of SKUSD, and is one of the four goals of the District's LCAP.  The District included a wide range of stakeholders in the self reflection process. This included the LCAP Committee, which consists of teachers, administrators, classified employees, and parents.  In the 2024-25 California School Parent Survey: 85% of respondents had attended a general school meeting 71% of respondents had attended a parent teacher conference 76% of respondents agreed that school staff treat parents with respect. 64% of respondents agreed that the school promptly responds to my phone calls, messages, or emails 76% of respondents agreed that the schools let them know how their child is doing in school between report cards 73% of respondents agreed that school keeps them well informed about school activities  The District is providing professional learning and support to faculty, staff, and administration to improve a school’s capacity to build relationships with families.   SKUSD has a lot of strengths in communicating with families. The District has a modern website that we keep updated with postings about upcoming events. The District has implemented ParentSquare as its communications platform. The schools and district send out phone, email, app, and text messages regularly.  The schools and district post information to the district Facebook page. Parents and guardians can keep informed of their students’ learning through the Aeries portal. Parents and guardians can engage with their school and with the District through school site council meetings, English Learner Advisory Committee, District English Learner Advisory Committee, District Advisory Committee, and the LCAP Committee.|In spring 2025, the District administered an LCAP survey to the entire school community in English and in Spanish. There were 333 respondents. Suggestions for improving family engagement included: Better, timelier notification for events Better marketing for athletic events Offer school events after work hours and on weekends Give families the option of connecting to family events via Zoom Provide childcare Use a variety of media to communicate with parents, including Facebook  The district will focus on the areas listed above.   The District has opened a Family Resource Center. The Family Resource Center provides mental health resources to families, and serve as a directory for community resources. The District uses the Center for a variety of family events and trainings.   One area for growth is working with the school site councils in developing and implementing the School Plans for Student Achievement (SPSA).|To facilitate two way communication with families, the District will be providing a translator at all school events. The school sites will increase the number of family nights with topics that are relevant to families. By communicating through ParentSquare, we make sure that all communication is translated into the recipient's home language.|The District has many strengths when it comes to building partnerships with families. The District does a good job of providing families with information and resources to support student learning and development in the home. Every student in grades 4-12 is issued a Chromebook to take home. Students use their Chromebook to engage with digital curriculum in all core subjects. Students use a variety of applications for productivity, research, communication, creativity, personalized academic support, and a digital library.  The District provides professional learning and support to teachers, staff, and administrators to improve a school’s capacity to partner with families. The District has implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This includes parent teacher conferences, Individual Education Plan (IEP) meetings, Student Study Team (SST) meetings, and 504 meetings.  Families use the Aeries Portal to monitor their students’ academic performance and progress. Teachers and administrators use the ParentSquare communications platform to keep families informed of their students' academic progress, and their upcoming assignments. Academic counselors partner with families to provide support for students, including college counseling.|In 2025, the District administered an LCAP survey to the entire school community in English and in Spanish. There were 333 respondents. There were numerous suggestions for improving family engagement which the District will focus on in order to improve its partnerships with families for student outcomes. These are:  Allow parents to volunteer on campuses Advertising events in multiple ways Provide food at events Give better notice of events Provide Spanish translation Provide child care for parents for afterschool and evening meetings Hold events outside of work hours|To facilitate families attending school events, the District will provide child care at all family events. The District will offer parents additional training and learning opportunities, for instance technology training, math and literacy nights, science fair, etc.|The District and its schools have numerous strengths with regards to seeking input for decision making. Each school site regularly holds school site council meetings. The school site council members work with the school site administrators to develop and implement the School Plans for Student Achievement. The District’s LCAP Committee has parents on it. The Committee meets twice monthly to develop the LCAP. The feedback from the LCAP Committee informs the LCAP. The District holds regular DELAC meetings. The District conducts numerous surveys (in English and Spanish) that collect input from the school community. The District uses the data collected from these surveys to plan school programs and to inform the LCAP.|There are areas where the district needs improvement. In the 2024-25 California School Parent Survey, on the question, “School actively seeks the input of parents before making important decisions,” only 48% of parents agreed or strongly agreed. On the same survey, only 6% of parents indicated that they had served on a school committee. This is a focus area for needed growth.|The District will focus on clearly communicating with families about the various opportunities to have input into the District’s programs. There are numerous opportunities for input. We need to do a better job of communicating with families about the opportunities for meaningful input that are available to them. The District and school sites will send out invitations to families to participate in committees via phone, email and text messages, in English and in the recipients' home language.|3|3|2|4|3|4|3|3|4|4|3|3|Met||2025-06-18|2025
15637840000000|South Fork Union|3|Multiple events to build collaborative relationships with parents and stakeholders have been held in the past school year. South Fork Union School District will continue to build collaborative activities into the new school year.|The goal this year is to understand why 22% of our student population is chronically absent.  What resources can we offer to parents to support student attendance at school?|Direct parental contact and engagement will be made to find out what resources is needed for absenteeism and low student academic achievement.|Building partnerships is done through school resource officer, school social worker contact and parent/teacher conferences.|Additional transportation options provided to students. Modification of schedules.  Providing access to telehealth options.|Building opportunities for staff and parents to engage in social activities. Reaching out to parents on an individual basis to seek input and support options.|Input on decision making is sought in Parent Teacher Council meetings,  School Site Council, District Advisory Council and assigned committee meetings.  It is at times difficult for parents and staff to commit to a variety of meetings as we are  a small rural school.  We continue to seek input on a regular basis.|Our focus is on building collaborative processes that brings staff and parents together to share ideas and goals and objectives for the education community.|Reaching out and collecting input, personal invitations to advisory and committee meetings and collaborative engagements are used to bring in underrepresented families.|3|4|3|4|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
15637920000000|Standard Elementary|3|Based on the analysis of educational partner input and local data, the LEA's current strength in building relationships between school staff and families lies in our family and community coordinators stationed at each site. These coordinators excel in reaching out to parents, addressing barriers to learning, and coordinating community resources to make them accessible to families, thereby fostering strong, supportive connections and enhancing student success.|Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in building relationships between school staff and families has increased this year due to the implementation and continuous use throughout the year of our two way communication tool, Parent Square. Each school site sends out weekly messages to parents about events and updates on campus activities. In addition, teachers reach out to parents of their students. They are able to reach out to all the parents at once, or individually. The parents are able to respond and have direct communication with their student's teacher. Parent nights have proven successful in fostering a sense of community involvement. Additionally, the hiring of our community schools coordinator this year has helped to bridge the gap by bringing essential resources directly to families, supporting their needs, and strengthening the overall school-community connection.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process by leveraging school site events, which attract significant attendance from marginalized families, to gather valuable input. School site events will consist of Bingo Nights, cooking classes, and carnivals. These gatherings will serve as key opportunities to listen to the voices of underrepresented families, understand their needs and concerns, and involve them more actively in the educational process, thereby strengthening relationships between school staffs and families.|Based on the analysis of educational partner input and local data, the LEA's current strengths and progress in building partnerships for student outcomes include the effective use of two-way communication tools such as Parent Square. This platform plays a pivotal role in facilitating real time communication between staff and parents. Additionally, the fall parent conference week is crucial in establishing strong working relationships between teachers and families, providing an opportunity for personalized discussions and student progress and ways to support learning at home. These strategies collectively enhance collaboration and contribute to improved student outcomes.|Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in Building Partnerships for Student Outcomes is centered on removing barriers to learning. This includes addressing needs such as healthcare, clothing, dental work, and housing to ensure all students have equitable access to educational opportunities. Collaborative efforts with community partners will be key to providing comprehensive support and fostering positive student outcomes.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process by leveraging school site events, which attract significant attendance from marginalized families, to gather valuable input. Events such as Back to School Night, Open House, the winter choir performance, movie nights and carnivals are ideal for connecting with these families. These gatherings will serve as key opportunities to listen to the voices of underrepresented families, understand their needs and concerns, and involve them more actively in the educational process, thereby strengthening relationships between school staff and families.|Based on the analysis of educational partner input and local data, the LEA's current strength in seeking input for decision making lies in the Family and Community Engagement (FACE) position at each school site. These positions serve as vital outreach resources, making schools welcoming and safe places for families. By facilitating communication between schools and the community, FACE Coordinators ensure diverse voices are heard in decision-making processes, fostering inclusive and collaborative environments conducive to positive outcomes for all stakeholders.|Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in seeking input for decision-making revolves around addressing challenges related to parental engagement. Despite efforts, parents may exhibit hesitancy or disengagement in providing input.|Strategies to overcome these barriers may include implementing targeted outreach efforts, such as personalized invitations and home visits, to engage hesitant parents. Additionally, creating welcoming and accessible platforms for input, such as online surveys or community forums, can encourage participation. Fostering a culture of collaboration and trust between schools and families through regular communication, transparency, and meaningful involvement in decision-making processes is essential to overcoming parental disengagement.|3|3|3|3|3|3|3|2|3|3|3|3|Met||2025-06-17|2025
15638000000000|Taft City|3|The Taft City School District's (TCSD) current strengths in building relationships between school staff and families are in the established traditional convening such as Parent Advisory Committee Meetings, District English Learner Advisory Committee Meetings, English Learner Advisory Committee Meetings, Parent Teacher Conferences, Parent Teacher Association Meetings and School Site Councils. TCSD continues to plan ways to involve parents in the implementation of programs and activities that promote learning and provide support for academic achievement.|The Taft City School District (TCSD) believes that a strong parent and school partnership will increase student engagement and achievement. TCSD has formed a Continuous Improvement Process (CIP) focus group on Building Relationships to grow the school-to-home connection. The Building Relationship CIP Committee has established standardized expectations of annual events for parent engagement at all school sites. Implementation of the standardized expectations events is monitored by the school site administrator. A log is kept of the event dates, title, and participation numbers.|The Taft City School District (TCSD)  is improving the engagement of underrepresented families and continues to build relationships between school staff and families throughout eight Parent Engagement Nights held at two locations simultaneously. TCSD surveyed parents to find the areas of need for parents to support their child’s success in school. The survey results determine the topics of the 8 parent engagement sessions there were held during the 2023-2024 school year. The Parent Engagement topics presented were as follows. Math Make and Take Night; English Language Arts Night; 3 - Community Resources Nights; Expectations, Routines and Student Behavior Night; Preparing and Understanding State Testing; and Creating Responsible, Independent, Students. TCSD held a Parent Institute for Quality Education (PIQE) in Fall and had over 100 parents participate and complete the course. In addition, TCSD offered Parent Project (Parents of 6th - 8th grade) and Loving Solutions  (Parent of TK-5th grades) as part of the School Attendance Review Board (SARB) contract and/or referral from a Principal. Four parents completed the Parent Project / Loving Solutions course.|The Taft City School District continues to strive to build partnerships and has identified a focus area for improvement in the engagement of underrepresented families. This evolved from the Continuous Improvement Process District Self-evaluation facilitated by the Kern County Superintendent of Schools office Differentiated Assistance branch. An Action Plan was created to address the needs. The Action Plan included developing three work groups. Each work group focused on one of the three areas of the Action Plan. 1) Building Relationships 2) Communication and 3) Social Emotional Learning. The action plan is available by request. For paper copies or an electronic link, contact the Taft City School District Office 661-721-1521 or info@taftcity.org.|TCSD focus area for improving and building partnerships for student outcomes revolves around the time and work in the Continuous Improvement Process Action Plan and Committees. Three committees met to analyze data and determine action steps to improve student outcomes in relation to their focus area.|TCSD will improve engagement by providing translators upon prior notice for the underrepresented families in Spanish or Mazatec during informational sessions, and parent engagement/education night with the goal of having a positive impact on student outcomes.|1.	Taft City School District (TCSD) seeks input for decision-making through surveys, meetings, public hearings, and equity focus groups. TCSD examines the input data on an ongoing basis and is responsive to this input. The strength of this process is in the ability of the district to evolve based on this input while sustaining the focus on our goals and desired outcomes. The Taft City School District's specific current areas of opportunities for seeking input for decision-making are through family events including Back to School Night, Parent/Teacher Conferences, Book Fairs, Student Study Team meetings, classroom volunteer encounters, English Language Advisory Committees, District English Language Advisory Committee, School Site Council meetings and Board meetings.|2.	Taft City School District's (TCSD) focus area for improvement in seeking input for decision-making is on effective communication. TCSD is investing in a multi-media, multi-language communication system to communication with parents and other educational partners.|3. The district has determined that underrepresented populations require accessibility that extends beyond traditional methods of communication. TCSD has invested in a new multi-media platform that translates test, email and phone messages into the parent’s primary language. The new platform is used to send surveys to seek input from parents for decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
15638180000000|Taft Union High|3|Taft Union High School District prioritizes meaningful family and community engagement through various avenues that support strong school-home relationships. Parents are encouraged to participate in decision-making through the School Site Council, the District English Learner Advisory Committee (DELAC), and Career Technical Education (CTE) advisory groups. These forums offer opportunities for families and stakeholders to provide feedback and help guide school improvement efforts.  A major strength identified by families is the district’s consistent and timely communication. Tools like ParentSquare and social media help keep families informed about grades, events, and activities. ParentSquare’s automatic translation feature has been especially helpful in supporting two-way communication with families whose primary language is not English.  The district has made progress in creating a welcoming and inclusive environment at both Taft Union High School and Buena Vista High School. Families are treated with respect when visiting campuses, and small-group discussions during the LCAP engagement process have helped build trust and promote open dialogue.  Athletics also play a key role in strengthening relationships, as many coaches are teachers and district staff. This connection fosters informal engagement and collaboration. Events like “Wildcat to Watch” give parents the opportunity to celebrate student success alongside educators, reinforcing shared investment in achievement.  Through these ongoing efforts, TUHSD remains committed to building inclusive, supportive, and communicative relationships with all families and the broader community.|An area identified for improvement is enhancing communication and access to college-related information, particularly regarding dual and concurrent enrollment opportunities. Families have expressed a need for more timely, clear, and comprehensive updates on college planning, including how students can take advantage of earning college credit while still in high school. While the schools currently share information through the website and ParentSquare, parents have noted that this content can be difficult to locate and is not always updated consistently.   Additionally, there is a need for clearer guidance on how to access and customize communication tools like ParentSquare, including features such as the daily digest and notification timing. Providing targeted support sessions or step-by-step resources to help families navigate these tools—and understand how to access dual and concurrent enrollment programs—would improve access to essential information, strengthen school-to-home communication, and build greater trust and engagement with families.|The LEA will strengthen relationships with underrepresented families by enhancing communication and increasing access to key information. This includes the continued use of ParentSquare and social media to provide timely and accessible updates, and ensuring parents are included in all college-related communications, not just students. The district also plans to improve its website to ensure that information is current and easy to navigate. To support greater participation, meetings and advisory groups will be scheduled at times that accommodate working families, and DELAC meeting agendas will be shared in advance to encourage engagement. Translation services will be provided to ensure all families have equitable access to information. Together, these efforts aim to foster more inclusive and effective family-school partnerships.|A current strength of the District is its commitment to building collaborative partnerships with families to support student success and postsecondary readiness. Significant progress has been made in actively engaging families by expanding their understanding of high school graduation requirements, A-G coursework, and Career Technical Education (CTE) certification pathways. The District promotes academic partnership by encouraging parents to collaborate with teachers and monitor their students’ progress throughout the school year. Parents are provided with real-time online access to grades, assignments, and performance data, allowing for informed and timely support. In addition, the consistent use of ParentSquare helps maintain regular communication between school staff and families. These efforts reflect the District’s dedication to empowering families as key partners in promoting academic achievement and long-term student outcomes.|While the small community fosters strong, personal connections between school staff and families, the LEA recognizes the need to continue to work to strengthen inclusive family relationships. Efforts are focused on breaking down cultural and language barriers to ensure all families feel welcomed, respected, and understood. This includes expanding multilingual and culturally responsive communication strategies, as well as creating more inclusive opportunities for all families to engage meaningfully in their child’s education. These actions aim to build stronger, more equitable partnerships that support student success and family involvement across the district.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by scheduling planning meetings and advisory committees with ample advance notice and at times that are convenient for working families. To strengthen communication and build partnerships for student outcomes, the LEA will continue to provide training for staff on the effective use of ParentSquare and offer targeted support to help parents understand how to use the platform to connect with teachers and school staff. In addition, translation services will be provided to ensure all families, regardless of language background, have equitable access to information and can participate meaningfully in school-related communication and activities. These efforts aim to create more inclusive and responsive systems that promote deeper family engagement in student success.|Based on the analysis of educational partner input and local data, the LEA demonstrates strong and sustained progress in seeking input for decision-making. One of the district’s key strengths lies in its commitment to engaging a wide range of stakeholders through multiple, accessible formats. Surveys are regularly used to collect input from parents and guardians, providing a convenient way for busy families to share their perspectives without the need to attend in-person meetings. At the same time, the district places a high value on face-to-face engagement by hosting meetings that foster relationship-building and encourage open dialogue with families. Additionally, the LEA benefits from a network of advisory groups and maintains strong, collaborative ties with local community organizations. These partnerships support ongoing, meaningful feedback loops that inform district decisions and promote inclusive participation in the educational process.|A key focus area for improvement in seeking input for decision-making is refining and expanding opportunities for underrepresented families to share their feedback through multiple formats, including surveys and face-to-face meetings. The LEA recognizes the importance of removing language and accessibility barriers by ensuring that translation services are available during meetings and that written materials are translated in advance. Additionally, having staff available to read documents aloud or clarify questions helps ensure that all parents fully understand the information being presented and feel confident in sharing their input. These efforts are aimed at fostering more inclusive engagement and ensuring that all voices, especially those from traditionally underrepresented groups, are heard and considered in the decision-making process.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by implementing targeted strategies to increase accessibility and encourage participation. Efforts will include continuing to monitor the effectiveness of communication platforms such as social media and district websites to ensure that important information reaches all families in a timely and user-friendly manner. All materials will be translated in advance, and meeting reminders will be sent out proactively to support awareness and preparation. Additionally, the LEA will enhance face-to-face engagement by hosting DELAC meetings designed to foster a more welcoming and informal atmosphere. These meetings will allow families to interact in smaller groups with school personnel, promoting open dialogue and providing opportunities to ask questions and receive explanations in a supportive setting. These actions aim to build trust, improve understanding, and ensure that underrepresented voices are actively included in the decision-making process.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-02|2025
15638260000000|Tehachapi Unified|3|TUSD aims to provide a collaborative environment that provides ample opportunities for parents to participate in school activities and provide input into their child's education, activities that take place at school, and instructional programs and services. All school sites facilitate a School Site Council, English Language Advisory Committee (ELAC), and Parent Teacher Organization that provide opportunities for parents to collaborate with school staff in making decisions that impact the school site and students. When reviewing parent survey data from the California Healthy Kids Survey, 82% of parent respondents believe that their student's school encourages parents to be active partners with the school in educating their child. 88% of parent respondents indicated that the school promptly responds to phone calls, messages, or emails. 66% of parents felt that their child's school actively seeks input from parents before making important decisions. All three metrics increased when compared to 2024 results of the California Healthy Kids Survey.|TUSD families provided positive ratings in all areas, however, parents identified that they are not always well informed on why their student(s) are selected to participate in particular programs or are placed in a certain class. Additionally, parents expressed that they would like more information about how to help their student plan for college or a vocational school.|TUSD's schools offered multiple opportunities throughout the school year to have families participate in activities on the school campus to increase the engagement of underrepresented families. Family events included:  math night, parent university nights, Back to School Night, Open House, Family STEAM Night, and training on college and career expectations. Tehachapi High School offers parent workshops on A-G requirements, college planning, and THS programs that include dual enrollment opportunities. Parent resources are provided to assist parents in monitoring their child's progress through AERIES, iReady diagnostic reports, and Canvas (secondary). Educational Partners are invited to give their input by participating in the Superintendent's Parent Advisory Committee, Citizens Task Force, Parent Teacher Organization President's meetings, School Site Council, Sipping with the Supe, Superintendent Dialogue, Facilities Advisory Committee, DELAC, and ELAC.   TUSD will continue to work on developing parent engagement at our Title 1 schools through family academic nights, parent compacts, and parent involvement in Title 1 meetings.|When reviewing parent and staff response data from The California Healthy Kids Survey, parents and staff members have indicated that they have established a positive partnership that supports students. Parents reported that the school responds promptly to their needs.|TUSD will continue to facilitate parent advisory groups allowing parents to ask questions and provide input in district and site decision-making.|TUSD will continue with current practices that provide many opportunities for parents to participate in their child's education. School staff will continue to reach out personally to underrepresented families to invite families to participate.|From the LCAP input meetings and from data collected from the California Healthy Kids Survey, Educational Partners indicated that TUSD provides ample opportunities to participate and provide input on the decision-making process at the school site and district. School sites and the District facilitate a variety of Parent and Community Advisory Groups that allow families to provide input and suggestions to the District and schools.|For the past two years, TUSD has implemented, Student Listening Circles (SLC). SLC provides opportunities for students to provide feedback on current programs and identify new areas of need that need to be addressed. Additionally, TUSD has added student surveys to gain feedback on specific district programs that are provided through the LCAP.|School Social Workers and the Site Intervention Specialists work closely with underrepresented families. Through the development of these relationships, the school Social Worker and Intervention Specialist will provide opportunities for students to provide input in school policies and participate in decision-making opportunities.|5|4|3|5|4|4|4|4|4|5|5|4|Met||2025-06-24|2025
15638340000000|Vineland Elementary|3|Based on analysis of educational partner input and local engagement data, the Local Educational Agency (LEA) demonstrates strong progress in fostering meaningful relationships between school staff and families. Educational partners consistently report that school sites are welcoming, responsive, and actively engage families as partners in student success. Data indicates high family participation rates in key activities such as parent-teacher conferences, School Site Council meetings, and Migrant Parent Advisory Committee (PAC) gatherings. These high levels of participation reflect a culture of trust and collaboration, supported by consistent communication, culturally responsive practices, and targeted outreach efforts. The LEA continues to build on these strengths through ongoing staff training in family engagement, translation services, and flexible meeting formats to ensure inclusive and accessible involvement for all families.|Analysis of educational partner input and local data indicates that while overall family engagement is strong, there is a need to improve communication and relationship-building with hard-to-reach families, including those with limited English proficiency and families of chronically absent students. The LEA is prioritizing efforts to strengthen two-way communication, expand outreach strategies, and provide additional staff training on culturally responsive practices to ensure all families feel valued, informed, and empowered to support their child’s education.|Based on the analysis of educational partner input and local data gathered during the self-reflection process, the LEA has identified underrepresented families—including those from non-English-speaking households, migrant communities, and families of students with disabilities—as needing more targeted support. To address this, the LEA will implement culturally and linguistically appropriate outreach strategies, increase access to interpretation and translation services, and provide flexible meeting times and formats. Additionally, staff will receive professional development on inclusive family engagement practices to build stronger, more trusting relationships with all families, particularly those who have historically been underrepresented in school activities and decision-making processes.|Based on educational partner input and local data, the LEA has demonstrated significant progress in building effective partnerships that support positive student outcomes. A key strength is the establishment of a new Family Resource Center, funded through a recently awarded grant, which serves as a central hub for connecting families with academic, social-emotional, and community-based supports. The LEA continues to strengthen collaboration with community organizations, expand access to services, and engage families as active partners in their children's education. These efforts have led to increased family participation, improved access to resources, and stronger alignment between school and community in supporting student success.|Analysis of educational partner input and local data indicates a need to strengthen partnerships that directly support academic achievement and student well-being. While existing collaborations have provided valuable resources, the LEA recognizes the need to deepen alignment between school programs and community services, particularly in areas such as mental health support, college and career readiness, and outreach to underrepresented families. The LEA will focus on building more strategic, data-informed partnerships and improving communication between schools and external agencies to ensure services are effectively coordinated and accessible to all students.|Based on the self-reflection process and analysis of educational partner input and local data, the LEA has identified underrepresented families—including families of English learners, migrant students, students with disabilities, and foster youth—as needing increased support and involvement in partnerships that impact student success. To improve engagement, the LEA will strengthen collaboration with community-based organizations that serve these populations, expand the role of the Family Resource Center in outreach efforts, and provide multilingual communication and culturally responsive engagement opportunities. These strategies aim to ensure that all families have equitable access to resources and a meaningful voice in supporting positive student outcomes.|Based on analysis of educational partner input and local data, the LEA has made strong progress in creating inclusive and accessible opportunities for stakeholder engagement in decision-making processes. Strengths include regularly scheduled input sessions, surveys in multiple languages, and active participation from families, students, staff, and community members in forums such as the School Site Council, English Learner Advisory Committee, and LCAP meetings. This ongoing engagement has led to increased transparency, trust, and incorporation of diverse perspectives into LEA planning and resource allocation decisions.|Based on analysis of educational partner input and local data, the LEA has made strong progress in creating inclusive and accessible opportunities for stakeholder engagement in decision-making processes. Strengths include regularly scheduled input sessions, surveys in multiple languages, and active participation from families, students, staff, and community members in forums such as the School Site Council, English Learner Advisory Committee, and LCAP meetings. This ongoing engagement has led to increased transparency, trust, and incorporation of diverse perspectives into LEA planning and resource allocation decisions.|Based on the self-reflection process and analysis of educational partner input and local data, the LEA has identified the need to better engage underrepresented families—particularly those of English learners, migrant students, foster youth, and students with disabilities—in decision-making processes. To address this, the LEA will enhance outreach efforts by offering multilingual communication, culturally responsive engagement strategies, and flexible meeting options (in-person, virtual, and hybrid). The LEA will also collaborate with community liaisons and trusted local organizations to build relationships and create safe, welcoming spaces that empower all families to participate meaningfully in shaping school and district decisions.|4|4|4|4|4|4|4|3|4|4|4|3|Met||2025-06-23|2025
15638420000000|Wasco Union Elementary|3|The district's strengths and progress in Building Relationships Between School Staff and Families are evident in various areas. Parent Square unifies all communications between school staff and families. Currently, Parent Square communication has an 72% plus positive contact communication threshold. Parent and Guardian surveys indicated a 15% increase in positive communication between school staff and families. In addition, the district has effectively implemented Aeries online enrollment and data verification. The district's LCAP goal #3 has multiple actions that include building relationships between school staff and families. Those actions include Parent University, school site family liaisons, Title 1 parent nights, back-to-school events, parent-teacher conferences, and more.|The District is committed to increasing and building relationships between school staff and families. During the 2024- 2025 academic year, Educational Partners focus groups will be created to help identify the needs and areas for improvement for the upcoming LCAP cycle years. Focus areas for improvement in building relationships between school staff and families include school site-based family engagement. School sites have been provided with site funding to increase family engagement opportunities for all students and families. Family engagement opportunities at the site level may include parent workshops, parent volunteers, coffee with the principal, and much more.|The district will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families in the areas of expanded learning. The selfreflection process identified the need to support students and families before and after school. In particular, offering wrap-around services for all students. The District is committed to increasing after-school opportunities for all students, particularly underrepresented families - EL, Homeless, Foster, Low Income.|Educational Partners have identified the need to increase partnerships with local community-based organizations, the City of Wasco, and Wasco Parks and Recreation. In addition, Educational Partners have identified the continued need to address students learning loss and social-emotional learning. Current strengths based on Educational Partners include targeted after-school intervention for advancement in student outcomes. Social-emotional learning services have been increased district-wide to address students' mental health needs that will directly impact student outcomes. Online instructional intervention programs have been acquired district-wide to address student learning loss and improve student outcomes.|Based on the analysis of educational partner input and local data, the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes will include professional development and learning for both certificated and classified staff. The LEA will improve partnerships with Kern County Superintendent of Schools, Advances Collaborative Solutions, California Spectrum Services, County SELPA Consortium, and much more. Partnerships will include professional development and learning towards literacy, high-yield research-based instructional strategies, tier 1 instruction, professional learning communities, behavior supports, MTSS, and social-emotional learning.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes in the area of parental involvement, attendance interventions, social-emotional learning supports, and behavior supports. Input and local data of underrepresented families identified the need to support students inside and outside the classroom. The data indicates continued support in the area of wrap-around services for underrepresented families.|Based on educational partner input, the LEA's strengths in seeking input for decision-making include the following: 1. LCAP parent nights for each district school site. LCAP parent nights allow district parents and families to partake in the district input for decision-making for LCAP and LCFF funding. 2. District-wide surveys for students, parents, teachers, and staff. District-wide surveys allow all educational partners to provide decision-making and progress-monitoring input. 3. Student focus groups help identify key areas of decision-making. Student focus groups are ad-hoc and allow all student subgroups to participate in the process.|Based on the analysis of educational partner input and local data, the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making include the following: 1. Expanded outreach services to acquire input from underrepresented families in the form of home visits, town hall meetings, drop-off and pick-up times, and focus groups. 2. Provided all teachers and staff with alternative forms of input that are not limited to surveys and staff meetings. 3. Increase participation of teachers and staff in District advisory groups.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for DecisionMaking including the following: 1. Provide user-friendly survey options to underrepresented families during drop-off and pick-up times. 2. Develop focus groups of underrepresented families in the area of Expanded Learning. 3. Utilize business and community partnership services to increase participation of underrepresented families at Parent Universities, Title 1 Annual Meetings, and District Advisory Groups.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
15638590000000|Wasco Union High|3|The District’s strengths in building relationships include the creation of a welcoming environment for all families in the community. The progress made in this area stems from small group “table discussions” of the LCAP stakeholder engagement process and the way in which parents and the community are addressed when entering the campus of both sites. Additionally, we have added a Community Liaison to help better connect with parents and community members at large.|A focus area of improvement includes increasing the use of language that is understandable and accessible to families during meetings that involve communication between families and educators. Making language more understandable and accessible will improve the engagement of underrepresented families by reducing the barriers created when educators speak with too many acronyms and educational jargon that is not often recognized by underrepresented families and the community.  Beyond translation on documents that go home, we have also ensured that the school's website and important program and plan information are also available in English and Spanish.|To improve the engagement of underrepresented families in Building Relationships Between School Staff and Families, the LEA will focus on enhancing communication accessibility. This involves reducing the use of educational jargon and acronyms during meetings and interactions with families. By adopting language that is more understandable and accessible, the district aims to break down barriers that hinder engagement, particularly for underrepresented families. This initiative builds upon the district's existing strengths, such as creating a welcoming environment, and aligns with insights from educational partners and local data analysis. The district will also utilize the community liaison to make personalized contacts and invite parents.|The District’s strengths in Building Partnerships for Student Outcomes include providing families with information and resources to support student learning and development in the home. Communication with parents and families occurs from multiple sources and recent progress in this area has expanded communication strategies to include email and text, including English to Spanish text translation.|A focus area of improvement includes increasing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Increasing professional learning and support in this area will improve the school’s capacity to partner with families because teachers and principals will become more knowledgeable about how to communicate with families and improve strategies in partnering with families to improve student outcomes.|To enhance engagement of underrepresented families in Building Partnerships for Student Outcomes, the LEA will prioritize professional learning and support for teachers and principals. This initiative aims to increase the school's capacity to effectively partner with families by equipping educators with enhanced communication skills and strategies tailored to diverse family backgrounds. By providing targeted training and support, teachers and principals will gain the necessary knowledge and tools to foster stronger partnerships with underrepresented families, ultimately improving student outcomes. This approach builds upon the district's existing strengths in providing information and resources to support student learning in the home, while addressing identified areas for improvement based on educational partner input and local data analysis.|The District’s strengths in Seeking Input for Decision Making includes multiple opportunities for all families to provide input on policies and programs, including advisory groups. The many opportunities to provide input on policies and programs come from the LCAP stakeholder engagement process, Tiger Parent Club, SSC, and Advisory Meetings that include CTE and English Learners.|A focus area of improvement includes increasing the opportunities for families, teachers, principals, and district administrators to evaluate family engagement activities at school and district levels. Providing more opportunities to evaluate family engagement activities will provide the input needed from parents and families to make adjustments to current activities and improve the overall process of seeking input for decision-making.|To enhance engagement of underrepresented families in Seeking Input for Decision-Making, the LEA will prioritize increasing opportunities for evaluation of family engagement activities at both school and district levels. This initiative aims to gather input from a diverse range of stakeholders, including families, teachers, principals, and district administrators, to assess the effectiveness of current engagement activities and identify areas for improvement. By providing more avenues for evaluation and feedback, the district can ensure that underrepresented families have a voice in shaping policies and programs. This approach builds upon the district's existing strengths in providing multiple opportunities for input through advisory groups and stakeholder engagement processes, while addressing the need for broader evaluation and inclusivity in decision-making processes.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
15735440000000|Rio Bravo-Greeley Union Elementary|3|RBGUSD maintains a strength of communication and reaches 99% of families through the messaging service Parent Square as well as additional platforms including: Class Dojo, phone calls, emails, and social media. Communication focuses on student academics, social-emotional needs, attendance, events, opportunities for engagement, and updates. Based on educational partner input and local data, RBGUSD families continue to value being on campuses and a part of the RBGUSD community and involvement. Based on 2025 LCAP survey data, 96.5% of families believe the school and district value parents as important partners in their child's education.|RBGUSD has established the following focus areas for improvement in building relationships between school staff and families: - Family engagement opportunities - Parent engagement nights  - Regular communication between staff and the families of students|RBGUSD will continue to improve the engagement of underrepresented families by continuing with engaging topics for parent events and offering various times and dates for engagement. The district will continue to develop staff's level of strategies to share with family's strengths, cultures, languages, and goals for their children.|RBGUSD has continued to provide professional learning and support to teachers and principals to improve a school's capacity to partner with families.|RBGUSD would like to focus on improving parent/family access to information and resources to support student learning and development in the home setting. This can be done through parent nights as well as home communication.|RBGUSD, specifically the district, would like the above-listed focus area to target those families and engagement of underrepresented families.|RBGUSD continues to succeed in offering ample engagement opportunities for decision-making and sharing through the academic school years. Parents are invited to attend and participate in a variety of advisory groups, including but not limited to SSC, DAC, ELAC, and DELAC. The district continues to annually seek parent input several times throughout the year. The district offers opportunities to educational partners, including parents, teachers, principals, students, and staff.|RBGUSD will focus on continually building the capacity of and supporting principals and staff to effectively engage families in advisory group opportunities.|RBGUSD will improve engagement of underrepresented families by continuing to extend invitations and opportunities for seeking input from various educational partners and groups.|5|5|4|5|5|4|4|4|5|5|5|5|Met||2025-06-16|2025
15737420000000|Sierra Sands Unified|3|Areas of strength and progress in building relationships between school staff and families through the implementation of Capturing Kids Hearts, various District Advisory groups that informed District Reorganization initiatives, offering Family Nights at elementary sites, and increased opportunities for secondary families to engage with staff through extracurricular activities.|Focus areas for improvement in building relationships between school staff and families include varying the times offered for engagement and advising such as School Site Council, Family Nights, and district advisory groups and the implementation of Capturing Kids Hearts to build relationships that are meaningful and improve the support of families.|The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about translation support on campuses and EL office hours.|Areas of strength and progress in building partnerships for student outcomes include an annual training of School Site Council members in understanding educational partnership roles and the implementation of each site’s School Plan for Student Achievement (SPSA). Through the SPSA, student outcomes are identified and addressed. Another area of strength and progress is the site Student Support Team (SST) engagement of educational partners in identifying areas of need and support for improved student outcomes. In addition, there are increased opportunities to provide input into the development of the LCAP through an annual survey and the LCAP Advisory Committee.|Focus areas for improvement in building partnerships for student outcomes include increasing the frequency of School Site Council meetings to monitor the progress of SPSAs. Another area of focus is improving the data culture to regularly assess student outcomes and develop timely responses to student outcome needs.|The district will improve the engagement of underrepresented families such as parents of English Learners in building partnerships for student outcomes through training in site and district English Learner Advisory Committees (D/ELAC) in terms of instruction, assessment, intervention, designated/integrated English Language Development, and supplemental programs.|Areas of strength and progress include providing information and opportunities to engage in dialogue to build background knowledge prior to seeking input for decision-making and various District Advisory groups that informed District Reorganization initiatives. In addition, there are increased opportunities to provide input into the development of the LCAP through an annual survey and the LCAP Advisory Committee.|Focus areas for improvement in seeking input for decision-making include increasing opportunities for educational partner input through additional surveys and the sustained implementation of various District Advisory groups.|The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about student outcomes/progress monitoring to inform input for decision-making.|5|5|3|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
15739080000000|McFarland Unified|3|"This year, we have identified several notable strengths within our LEA, particularly in the area of family engagement and communication.  According to data from ParentSquare, 99% of our families are successfully receiving digital communications, with 45% of parents actively interacting with messages.  Given that many families have more than one child or contact listed, this level of engagement likely reflects interaction from as much as 90% of our parent base.  Additionally, over 51% of families have downloaded the ParentSquare app, and 98% receive notifications directly to their cell phones, increasing accessibility and timely communication.  Schools have also reported increased attendance at family night events, indicating a growing sense of connection and participation. Our district further demonstrated community involvement by actively participating in both the Christmas and Cinco de Mayo parades, events that promote school pride and visibility within the broader community.  In last year’s reflection, we identified the need to strengthen communication between teachers and families, especially around student progress, as our annual spring survey showed a higher percentage of parents disagreed with the statement, ""Teachers take time to discuss the progress of their child with them.""  This year, we have seen encouraging improvements.  According to our most recent spring survey, 93% of responding parents agreed with the statement, ""The school is welcoming and wants my child there,"" and 87.3% reported that their child looks forward to coming to school most days.  These outcomes reflect the positive impact of our ongoing efforts to improve family-school partnerships and build a more inclusive and supportive school climate."|"Based on the analysis of educational partner input and local data, we have identified the following as focus areas:  *Creating a sense of belonging for ALL students *Creating an environment that students look forward to attending  These two areas were identified based on the following student survey results:  -""I look forward to coming to school most days"": 57.6% agreed, up from 55% a year ago -""The school makes an effort to keep me coming to school and involved in activities"": 72.4% agreed, up from 64% a year ago"|Based on the analysis of educational partner feedback and local survey data, we have identified two key focus areas for improvement:  Fostering a sense of belonging for all students  Creating a school environment that students are excited to attend  These priorities emerged from recent student survey results, which revealed the following trends:  57.6% of students agreed with the statement, “I look forward to coming to school most days,” reflecting a slight increase from 55% the previous year.  72.4% of students agreed that “The school makes an effort to keep me coming to school and involved in activities,” up from 64% last year.|We provide a range of parent training and support opportunities through programs such as PIQE and the Parent Project.  Parent groups including DELAC, ELAC, SSC, and others, are regularly engaged to offer meaningful input on how we can strengthen our practices.  We also collect annual feedback to inform both Title I and LCAP planning.  Notably, our District Advisory Committee (DAC) now meets multiple times throughout the year and has expanded to include student representatives from the secondary level an improvement from previous years.|As previously emphasized, our goal is to ensure that all parents feel their child’s teachers are approachable and that effective two-way communication is consistently in place.  Teachers serve as the primary point of contact between the school and families, and we recognize the critical role they play in shaping the overall experience for both students and parents.  It is essential that every teacher remains accessible, responsive, and engaged in open dialogue with families.  Encouragingly, our recent survey data shows improvement in this area, reflecting progress in building stronger home-school connections.  However, we remain committed to continuous growth and will persist in our efforts to enhance communication and foster meaningful parent-teacher partnerships.|In our community, many families face challenges that make it difficult to attend evening events, with one of the most commonly identified barriers being the lack of available childcare.  To address this, we have recognized the need to allocate additional funding specifically for parent engagement efforts.  These funds will be used to provide essential supports such as on-site childcare and meals for attendees, helping to remove obstacles and encourage greater participation in school events.  In addition, we have taken steps to enhance digital accessibility for families.  Each school office is now equipped with tablets, allowing parents to complete surveys or digital registration forms on-site.  Office staff are available to assist, ensuring that all parents, regardless of their comfort level with technology, can engage fully with school communications and processes.  These efforts reflect our ongoing commitment to removing barriers and strengthening the partnership between families and schools.|Our educational partner response rate to the annual LCAP survey has steadily increased each year, reflecting growing engagement and interest in shaping district priorities.  We also maintain a high connectivity rate through ParentSquare, with noticeable growth in interaction over the past year.   This increase in engagement is further supported by the active participation of our DELAC and DAC committees, which continue to provide valuable input and recommendations that inform our decision-making processes.  Additionally, we offer all parents the opportunity to participate in PIQE (Parent Institute for Quality Education), a program that delivers impactful training focused on empowering families to become active partners in their child's education.  These combined efforts demonstrate our commitment to fostering inclusive, two-way communication and ensuring that parents and guardians play a meaningful role in the educational journey of their students.|While we have seen encouraging growth in parent involvement and communication, there remains a significant portion of families who are more passive in their engagement with educators.  These parents may not actively seek out opportunities to share their perspectives or participate in school-related discussions, even though their voices are equally important.  It is essential that we continue to explore and implement diverse, inclusive strategies to ensure all parents, regardless of their level of engagement, feel welcomed, valued, and heard.  Gathering their input consistently, year after year, will help us better understand the needs of our students and families and guide meaningful improvements across our schools.|One of the major barriers faced by families in our community is the reliance on hourly wages, which makes it difficult for parents to take time off work without sacrificing income.  As a result, attending school events or engaging in in-person activities can be a challenge.  To help address this, we have successfully implemented strategies such as providing meals and childcare during school events, two key factors that previously limited participation.  These supports have helped increase attendance and make our events more accessible to working families.  Additionally, our strong connectivity rate on ParentSquare has significantly improved our ability to communicate with families.  By offering forms and required documents digitally through the platform, we’ve made it easier for parents to complete essential tasks without needing to visit the school office during working hours.  This approach has been especially effective in reducing time-related barriers and streamlining parent engagement.  Moving forward, we are committed to continuously reducing participation barriers by actively seeking input from families.|4|4|3|4|4|4|5|4|4|4|5|4|Met||2025-06-12|2025
15751680000000|El Tejon Unified|3|ETUSD currently has developed a Community School at El Tejon Middle School and is in the process of rolling this process out to Frazier Mountain High School next school year.  The community school concept is to establish an area and offerings to meet the needs of not only our students, their families, but all the families of the mountain communities.  We have also developed two positions which sole goal is to work closely with all families to ensure their needs are being met in order to establish regular school attendace and behaviors on a daily basis.|ETUSD's focus areas are to establish more regular communication on an on-going basis between teachers and all families, not just the families of those struggling students. We are focused on providing the necessary environment to both meet the needs of students who need intervention as well as those who are in need of acceleration.|ETUSD's CalPads Data Coordinator runs monthly reports for all sites targeting the attendance of all students from underrepresented families to see where improvements can be made and identify which families may need additional support.  These reports are discussed and analyzed with administration, Student Success Facilitator, and additional staff to communicate and offer support to these families.|ETUSD currently has developed a Community School at El Tejon Middle School and is in the process of rolling this process out to Frazier Mountain High School next school year.  The community school concept is to establish an area and offerings to meet the needs of not only our students, their families, but all the families of the mountain communities.  We have also developed two positions which sole goal is to work closely with all families to ensure their needs are being met in order to establish regular school attendace and behaviors on a daily basis.|ETUSD's focus areas are to establish more regular communication on an on-going basis between teachers and all families, not just the families of those struggling students. We are focused on providing the necessary environment to both meet the needs of students who need intervention as well as those who are in need of acceleration.|ETUSD's CalPads Data Coordinator runs monthly reports for all sites targeting the attendance of all students from underrepresented families to see where improvements can be made and identify which families may need additional support.  These reports are discussed and analyzed with administration, Student Success Facilitator, and additional staff to communicate and offer support to these families.|"ETUSD uses staff, parent, and student surveys in multiple areas to gain input from all stakeholders in making decisions. All school sites have a school site counsel for local decisions, the high school has their WASC team, and the district has both the DAC and DELAC for district level input on various items. Principals also hold ""Donuts with the Principal"" regularly as well as utilizing PTSO and the Booster Club."|ETUSD realizes that as students get older and enter into high school parents start to become less involved in the schooling process. We are using Parent Square to frequently communicate important information and updates to all parents.  Parents receive this information in the form of emails, text messages, and voicemails.|ETUSD's Student Success Facilitators will regularly reach out to underrepresented families via phone calls, text messages, and emails to ensure they are receiving all support needed in all areas including: academics, attendance, and other community services available. Regular events such as Back to School nights, conferences, and sporting events will be utilized to also get necessary information sent home to all families in addition to flyers with available resources mailed home to families.|5|4|4|4|4|4|5|5|4|4|4|4|Met||2025-06-16|2025
16101650000000|Kings County Office of Education|3|An area of strength would be the Title I and Schools Site Council (SSC)/Local Control and Accountability Plan (LCAP) work surrounding the communication we have completed. We have worked diligently to promote parent communication and the opportunity to provide input as we work together to advance student achievement. Parentteacher conferences are held each quarter to share information about students and to foster relationships. Parent input is collected via phone calls and in-person meetings. Staff were provided professional development around culturally relevant practices, including learning about local cultures. A translator is provided as needed for all meetings with families, and information is provided in English and Spanish.|As an area for improvement, parent education events will be held next year to build understanding and capacity in advocacy and exercising legal rights. The LEA has set a goal for the next five years to increase the engagement of underrepresented families to build capacity among students, families, JCM staff, Probation staff, and community members to foster shared leadership systems, democratic participation, and collaborative decision-making. The site will design leadership development opportunities that are asset-based, culturally relevant, inclusive, and accessible to all.|Based on the analysis of educational partner input and local data, the site has set a goal for the next five years to develop family and community engagement opportunities both on-site and in each town within Kings County. The site plans to include opportunities for parent education based on their input around topics that would be of interest/benefit to them. The site will also identify and curate assets within the community, including opportunities for families to share.|An area of strength where we would like to continue to improve is the LEA’s progress in creating welcoming environments for all families in the community. Parent input is collected individually via phone calls and in-person meetings and is used during the LEA needs assessment process. Parent/teacher conferences are held each quarter. This year, the LEA held IEP, 504, and SST meetings in-person with virtual options for families. In-person graduations were held multiple times throughout the year.|An area of improvement that we would like to continue to focus on is the LEA’s progress in developing staff capacity (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. To strengthen these relationships, teachers will reach out to parents more regularly. An advisory was formed to foster trusting and respectful relationships with families as part of the community school implementation plan process. Families were invited to attend a Community School Advisory Committee meeting and participated by attending in person. Next year, staff will conduct home visits to share the benefits of engaging in these advisory committees to improve attendance.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families via technology implementation to regularly reach out to families. Reminders will be sent out to families and reinforced via community partners such as probation officers and community-based organizations.|An area of strength where we would like to continue improving is the LEA’s progress in building the capacity of and supporting principals and staff to engage families in advisory groups and decision-making effectively. Parents are invited to participate in regularly scheduled SSC meetings. We continue to provide materials in English and Spanish and have a Zoom option. The site Transition Specialist actively ensures continuous parent participation on the School Site Council, including input from English learners’ parents. Parent surveys are conducted via telephone, with translation services available to ensure most families complete site surveys.|An area of improvement that we would like to continue to focus on is the LEA’s progress in providing all families with opportunities to provide input on policies and programs and implement strategies to reach and seek input from any underrepresented groups in the school community. A student panel was held at the event to gather input from educational partners. Community members were invited to this event as well. We aim to explore other ways to contact parents to attend engagement meetings. Tapping into community groups to better reach out to families would be a way to explore and solicit feedback.|Based on the analysis of educational partner input and local data, the LEA will improve educational partner input in critical decision-making by exploring new ways to gain feedback. Methods include using technology to reach out to educational partners and/or implementing community partnerships to form lasting and meaningful relationships.|4|4|4|4|4|3|4|3|4|4|5|3|Met||2025-06-11|2025
16638750000000|Armona Union Elementary|3|Strengths: -80% of parents feel welcome to participate in activities at their child's school -80% of parents believe their child's school is clean, safe, and in good repair|Areas of Progress: -85% of parents believe their student is safe while at school -75% of parents believe the English learner program is helping English learners to learn English as quickly as possible -88.8% of staff fee the school is clean, safe, and in good repair|Focus Area: -66% increase of students who said they feel their input or opinion is sought|Strengths: My child's school offers support that helps my child be academically successful = 80% Twice a year parent-teacher conferences are well advertised and attended. We work to disseminate relevant information to parents in a timely manner.|Areas of Progress:  My child's school offers helpful parent education opportunities = 55% We are working to develop processes to better support families to understand and exercise their legal rights as they advocate for students and ways to effectively communicate family needs.|Focus Areas: More capacity building in structuring meaningful parent involvement opportunities.|Strength: -85% of parents feel their child's school actively seeks parent/community input into decisions related to their child's education As a district, we will go the extra mile to provide a safe environment to allow for honest and quality parent input.  We look for every opportunity to involve parents in all aspects of student-focused decision-making.|Area of Progress:  Parent comments showed requests to increase communication surrounding activities, opportunities to chaperone/volunteer, and information regarding conflicts in school.   We are working to develop processes that would allow more opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|Focus Area: Our focus is to continue to build capacity to work together for a long-term family engagement program.|3|3|3|3|3|3|4|3|3|4|4|3|Met||2025-06-18|2025
16638750101717|Crossroads Charter Academy|3|Area of Strength: Crossroads effectively uses Parent Square to communicate with parents, students, and staff. This app enables us to post on a message board and send emails or texts. Crossroads also leverages social media via Facebook and Instagram to communicate with educational partners, which has helped keep families informed and highlight activities within our school.  Additionally, teachers use in-house email, phone calls, and other communication apps to meet the needs of students and parents effectively.|Area for Improvement: Crossroads Charter Academy collects input through the Parent Advisory Committee (PAC) and an English Learner representative (as we do not have enough English Learners enrolled to form an English Learner Advisory Committee) to better understand the interests of all families, especially those of underrepresented students. We will continue to promote and encourage all parents, particularly those from underrepresented groups, to participate in these councils.|Area of Focus: We will continue re-engaging families and increasing their participation in school functions and activities. The monthly activities have helped to engage families and make lasting connections.|Area of Strength: Building partnerships is a key strength for Crossroads Charter Academy, as our staff forms lasting relationships with students who return year after year. Teachers can remain the student’s teacher of record based on their credential type; for instance, a single-subject teacher might stay with a student from 7th grade through graduation, while a multiple-subject credentialed teacher could be the teacher of record from kindergarten through 8th grade. Our front office staff warmly greets each student and parent daily.|Area for Progress: Engaging families and students more actively in our Parent Advisory Committee (PAC) meetings remains a focus. Our instructional technology employee assists students and families with issues surrounding computer logins or connectivity problems.|Area of Focus: We will continue to better support foster and homeless youth by educating them about their rights and providing opportunities to learn how to advocate for their education.|Area of Strength: Crossroads Charter Academy excels in making families feel welcome and included in their child’s education. Since teachers work with the same students year after year, these relationships allow our staff to become an extended part of the family.|Area of Need: A priority is ensuring that all families are included in educational partner decisions. Our Parent Advisory Committee (PAC) is an ideal forum for this involvement. We continue to encourage, provide opportunities, and support our families participating in these meetings. According to WASC, students reported they needed more socialization opportunities. As such, the monthly activities and study trips have helped to foster these connections. We will continue to support these community-building efforts.|Area of Focus: We aim to seek input on policies and programs and implement strategies to reach out to and gather input from underrepresented groups within the school community. These groups include unduplicated pupils, homeless students, students with disabilities, students at risk of abuse, neglect, or exploitation, disengaged students, and at-promise students. These groups have been prioritized throughout our Local Control and Accountability Plan (LCAP) and additional funding sources.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
16638750112698|California Virtual Academy at Kings|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. These personalized interactions with their onboarding coach, ensure a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish. Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.In addition, the school has implemented behavioral schoolwide expectations that clarify preferred social behaviors, offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in efforts with students. In addition, the school wide behavior expectations show students how they can be successful and allow all school staff members to proactively teach and provide students and parents with a positive message about behavior. In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer. School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, offer support to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services. The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Meetings, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities. Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences. The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation. As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit. To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success. To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and internet/hot spots. All staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year. CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensuring high levels of learning for every student. The school’s PLC teams are dedicated to a focus on learning, collaborative work, and being results-driven. The PLC teams include: -The Leadership Team: A team of leaders responsible for uniting and coordinating the schools' collective efforts across grade levels, departments, and subjects. -The Guiding Coalition: A team of educators that is singularly responsible for leading PLC processes at the school, focusing on student learning, a collaborative culture, and results orientation. Team members serve to advise and support the Leadership Team and share as equals in the decision-making process. -Professional Learning Teams: Teams composed of educators who share curriculum and take collective responsibility for students learning their common essential learning outcomes. Collaboratively, PLTs provide tier 1 and tier 2 instruction, support, intervention, and extension. -Multi-Tiered System of Supports (MTSS) / Intervention Team: A team that focuses intensely on the individual needs of a department's most at-risk students: Diagnosing the cause of the student's struggles, determining the most appropriate intervention(s), monitoring progress, and revising intervention(s) as necessary. -Schoolwide Student Study Team (SST): A multi-disciplinary team that assesses and makes recommendations for general education interventions and supports for students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. This team determines when special education assessment is appropriate.|"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in school-wide and departmental plans, and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives. LCAP Survey – Feedback and Priorities The top three rated priorities, based on the number of ""High"" ratings from parents, are: 1. Ensure students will graduate from high school 2. Recruiting, training, and retaining qualified teachers 3. Ensure that students attend school Trends: Expanded Access to Live Instruction - Families continue to express appreciation for live, synchronous instruction, recognizing its role in enhancing student engagement and understanding. There is strong support for further expanding these real-time learning opportunities, especially for students who thrive with direct interaction and structured support. Teacher Responsiveness and Communication - Consistent, timely communication from teachers remains a key in student success. While parents value the efforts made so far, continued focus on prompt feedback and outreach is seen as essential to support student success and maintain strong family-school connections. Strong Support from Special Education Staff - Families shared positive feedback about the care and dedication of Special Academic Instruction (SAI) teachers. Their commitment to meeting the unique needs of students with disabilities is widely recognized and appreciated, reflecting a strong culture of inclusion and individualized support. Valuing Transparency in the LCAP Process - Parents emphasized the importance of being included in school planning and decision-making. Their input reinforces the value of maintaining open, transparent communication about how family feedback influences programs and priorities. This presents an opportunity to further strengthen trust and collaboration through clear, visible feedback loops. In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: ELAC Meetings, EL Needs Assessment Annual Survey, School Climate Surveym Parent Connections, including coffee chats and parent training. Student Government, Family Teacher Organization (FTO), Student and Teacher Check-ins. Two-way communication between parents/families and school includes: Parent Square, LC Community, Emails, Connection Calls, Academic Conferences, Student Support Sessions, Graduation Plan Reviews, Sharing of Student's Individual Learning Plans, Student Support Team Meetings, IEP meetings, ELD Program  meetings, Bear Tracks weekly community newsletter highlights events and activities."|Based on parent feedback, the school will: -Continue Parent Engagement initiatives -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and assess parental participation in school decision-making. -Implement a new feedback system - A multilingual survey platform that allows anonymous text, audio, or video submissions via QR codes and links in ParentSquare. This system identifies key themes and informs targeted interventions. -Launch On-Demand Informational Videos - Share short, accessible videos that explain LCFF, the LCAP process, and provide guidance on how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Provide time management tools, tech training, and resources to strengthen capacity. -Further enhance onboarding and follow-up support for families, and provide additional parent workshops and technology-focused sessions. -Communicate available, student-specific, research-based interventions delivered by specialized staff across varying levels of support. -Add Science Camp for Rising 8th Graders focused on NGSS-aligned science learning and exploration. -Offer High School After-Hours Academic Support - Provide courses in Geometry, Literature, A-G credit recovery, and graduation support to better serve students’ diverse schedules and academic needs. Continue implementing a collaborative SEL plan that involves teachers, students, staff, and parents. -Increase student interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person events. -Improve ISP Reimbursement Processes -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement and reduce delays in verification. -Attendance Support: Increase attendance team staffing to match enrollment growth. -Add staff to better serve students experiencing homelessness or housing instability. -Increase Family Feedback Participation - Reach out to families who have not participated in feedback opportunities to identify and remove barriers.|Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-23|2025
16638830000000|Central Union Elementary|3|Parents are greeted at the front gate, attend in-person meetings, and receive weekly updates. Many family engagement opportunities are available, including Muffins with Mom, Grandparents' Day, Doughnuts with Dad, School Site Council, District Advisory Committee, English Language Advisory Committee, Indian Education Committee, SRR Liaisons, and Parent-Teacher Committees. We strive to create an environment that fosters two-way communication.|We will strive to increase in-person contact between teachers and parents, focus on communicating academic progress versus behavioral issues, and provide childcare during parent-teacher meetings. We will continue to offer family opportunities with training on how to support children's learning at home.|We will make personal phone calls rather than ParentSquare messages, and we will increase community events tied to specific student subgroups.|There are many existing partnerships: Santa Rosa Rancheria Cultural Department, Santa Rosa Rancheria Education Center, Reestablishing Stratford, Soul Youth, MFLAC Services, Fleet and Family Services, NASL Liaison, SARB Boards, Parent Committees, District Advisory Council, School Site Councils, Indian Education Council, School Resource Officer, Base Security, KCOE After-school Program, and site Leadership meetings.|We will ensure that at School Site Council meetings, a standing agenda item is included to review student data on attendance, academics, and behavior. We will provide regular updates on data, including Title IX, via our website. We will extend professional development (PD) offerings to our Santa Rosa Rancheria liaisons, NASL liaison, Fleet and Family Services staff, and the Santa Rosa Rancheria Recreation Department.|We will continue to work with Tribal Social Services to strengthen our working relationships, bridging outreach to foster care services, county social services, and the foster family agency. We will increase our contact with agencies to assist students and families, and help families enroll in the KCOE after-school program.|Multiple opportunities are provided through various parent collaboration structures, including the English Language Advisory Committee, School Site Council, District Advisory Council, and Parent-Teacher Club.|Opportunities will be provided for input from parents and/or communities during each group meeting, allowing us to gather information informally and bring it back to our standing committees for reflection on areas of concern and action.|We will increase engagement with foster and homeless outside agencies. We will continue regular contact with social workers and do monthly check-ins with foster families or agencies.|5|5|4|5|4|4|5|4|5|4|4|5|Met||2025-06-06|2025
16638910000000|Corcoran Joint Unified|3|Staff is available and visible to families before and after school.  The district has worked and will continue to work on providing school site offices with training to promote welcoming environments for families and community members.  In addition, each site has translators and printed materials in dual languages in order to effectively communicate with parents and to engage in conversations about student progress/concerns/assistance.  We communicate with our families in a variety of ways:  phone calls home, newsletters, ParentSquare, X, Facebook, Instagram, Seesaw, Gradebook, and personal notes.  In surveys conducted in the Spring of 2025, 89% of parents felt the schools are caring and welcoming, while 82% of parents feel they are provided the opportunity to give input on decisions.  91% of parents also felt that the school’s policies and programs reflect and value diversity of families in the community.|An area for improvement in Building Relationships Between School Staff and Families this coming year for Corcoran Joint Unified School District will be creating and offering families options for engagement.  This means adding additional activities, volunteering opportunities and education/training opportunities for parents.  Surveys were sent out to parents to determine their interests at the beginning of the year.  Training opportunities were provided and held in the evenings, however, there was a lack of participation from families.  Participation and engagement for events, committees, and other educational opportunities continue to be relatively low.  Therefore, parent engagement/involvement is the area that Corcoran Joint Unified School District will continue to work on improving this coming year.|The district will also work on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  This will help support relationship building between underrepresented families, the school staff, and students.|Every school promotes events such as Back to School Night, Open House, Literacy Nights, Math Nights and multiple school events including music performances and assemblies. Healthy, Happy Families, Suicide Prevention, Wellness Workshops, and other events also promote parent participation at the district-level. There is a collective effort by the district and the sites not only to promote the events, but to establish partnerships with parents to improve student outcomes. Each school is implementing or enhancing partnerships with families in the areas of attendance, academics and behavior. They do this through home visits, Student Attendance Review Teams (SART) that work with families to help improve student attendance, Study Support Teams (SST) provide additional academic support, 504 Meetings or Behavior Support meetings where schools and parents identify appropriate behavioral supports for students and develop intervention plans.|An identified focus area for improvement is to provide families with information and resources to support student learning.  The LEA would also like to provide training and information sessions to the sites for teachers, administrators, and families to discuss student progress and ways to work together to support improved student outcomes using the District Liaison.|The district and schools will reach out to underrepresented families during parent conferences, parent advisory meetings (i.e. ELAC or SSC), or by using the community contacts to contact and support them.  By using these district resources, families will be given a voice.  The district will encourage the participation of underrepresented families at DELAC meetings or the district’s Educational Partner Advisory Committee.  Training will also be provided in technology, Aeries, Gradebook, navigating the internet, literacy strategies, mathematics strategies to support their children, and other parent education/training opportunities that may be requested during the year through surveys or advisory meetings.|The district seeks to gain input and feedback from parents throughout the school year. Multiple opportunities for this to take place occurs in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Educational Partner Advisory Committee (EPAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping our district reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities.|An area of improvement is to continue to seek effective ways to engage families in advisory groups so that parents are able to provide input and are comfortable in a role where they are providing feedback that leads to important decision-making.|The district and schools will continue to reach out to underrepresented families to have them participate in parent advisory committees/councils, school surveys, school and district activities, volunteering, or partnering with the school to provide valuable feedback regarding school/district services. District team members will also work with school administrators and parents to continue to refine key questions used in district surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.|4|3|3|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
16639170000000|Hanford Elementary|3|"The district continues to expand upon its success in building relationships between school staff and families. The district's 2024-2025 annual LCAP Parent Survey indicates that parents are satisfied with the communication and support they receive from their child's school.    99% of parents agree/strongly agree with the statement: My child is receiving satisfactory instruction in Language Arts and Math. 97% of parents agree/strongly agree with the statement: My child receives adequate support so he/she can make satisfactory progress toward the Standards in Language Arts and/or Math. 93% of parents agree/strongly agree with the statement: I have been given suggestions/ideas to use at home to help my child meet grade level standards in English Language Arts and Math. 96% of parents agree/strongly agree with the statement: There are adequate opportunities for me to become informed about the school’s programs. 98% of parents agree/strongly agree with the statement: When I have questions about my child’s class work, I can ask for clarification and assistance from my child’s school.  The district, school administration, and individual teachers make extensive use of the district's online communication tools, including Parent Square, Zoom, and Teams, to communicate with families.  The district upgraded its online parent communication tools to Parent Square in 2022-2023 and continues to use it in 2024-2025.  Based on the 2024-2025 annual LCAP Parent Survey, 90% of the parents said they ""regularly"" use Parent Square, and 9% ""sometimes"" use Parent Square.  The district plans to expand parent education/training opportunities in the coming school year.  The District’s (and school site) websites provide information about school operations, our instructional programs, and opportunities for involvement and participation in decision-making. The district maintains a Facebook feed as another layer of communication.   The district surveys parents for feedback and input."|1. In 2025-2026, the district will continue to implement the parent/family communication tool Parent Square.  The district will look to expand opportunities for parent/family engagement and communication on other district-provided platforms.  2. The district's Parent Advisory Committee and District English Learner Advisory Committee enthusiastically support the parent support and training programs that are currently being offered.  The district will work to expand these programs in the coming year.|LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.|The district continues to work on developing partnerships with families to build partnerships for student outcomes.  The 2024-2025 HESD Parent Survey indicates that:  97% of parents strongly agree or agree with the statement, “The Report to Parents helps me to understand what my child is expected to achieve in ELA and math.” 93% of parents strongly agree or agree with the statement, “I have been given suggestions/ideas to use at home to help my child meet grade level standards in ELA and math.” 98% of parents strongly agree or agree with the statement, “When I have questions about my child’s classwork, I can ask for clarification and assistance from my child’s school.” Parent/teacher conferences were attended at a rate of 99.8%.  The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities, including Kinder Counts, along with First and Forward.  There are versions of these popular parent education programs that are focused on the families of English learners as well as on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower-achieving subgroups. The district plans to expand these programs and offer additional opportunities targeted to the families of subgroups.|The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities, including Kinder Counts, along with First and Forward.  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower-achieving subgroups.  The district's focus on Building Partnerships for Student Outcomes will look to expand the training and education offerings for parents. The expansion of parent education/training opportunities will necessitate additional outreach, staff, facilities, and materials.  The district's planning will include provisions for these resources.|The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts along with First and Forward.  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.  The district plans to expand the offering of parent education and training opportunities to underrepresented families that include families of underachieving student subgroups.  These include families of English learners, Long-Term English Learners, African American, homeless, and foster youth.|The district maintains a Parent Advisory Committee (PAC) that meets regularly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the Parent Advisory Committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made by the PAC go beyond the LCAP, supporting the needs of students across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The PAC is a well-informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs. Members of the PAC are well-informed on the district's programs and services for students, also going beyond programs and services in the LCAP, and are active participants in the district's comprehensive strategic planning.  The District English Learner Advisory Committee (DELAC) is comprised of a majority of parents of students who are English learners. The DELAC meets regularly throughout the school year. Although the primary purpose of the DELAC is to provide input into the development of the district's federal Title I and Title III programs and services for English learners, the recommendations made by the DELAC go beyond these funding sources and plans, supporting the unique needs of students who are English learners across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The DELAC is a well-informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs as they relate to students who are English learners. Members of the DELAC are well-informed on the district's programs and services for all students, with an emphasis on students who are English learners, and are active participants in the district's comprehensive strategic planning.  Based on the 2024-2025 annual LCAP Parent Survey, 98% of parents agree/strongly agree with the statement: I receive adequate information regarding parent meeting/activities such as School Site Council, English Learner Advisory Committee, parent Workshops, Back to School Night, and Parent Education Presentations.|The district will continue to support committee members' understanding of the district's achievement, school climate, and other metrics, along with their knowledge of the district's programs and services for students with the goal of leading them toward providing thoughtful, informed input and recommendations.|The district will continue to include, on its committees, parent representatives of the district's student subgroups.|4|5|4|5|4|4|5|4|4|4|4|4|Met||2025-06-25|2025
16639250000000|Hanford Joint Union High|3|Based on input from educational partners and local data, HJUHSD has made strong progress in fostering meaningful relationships with families through consistent communication, culturally responsive outreach, and increased opportunities for engagement. Bilingual staff and translated materials have improved accessibility, especially for families of English learners. Events such as family nights, student forums, IEP meetings, and college/career workshops have created spaces for collaboration and trust. Our use of surveys and feedback tools—like the YouthTruth Survey—has helped guide improvements, and families report feeling more connected and valued as partners in their students’ education.|Through educational partner input and local data, HJUHSD has identified the need to deepen engagement with families of underserved student groups, including students with disabilities, English learners, and foster youth. Families have expressed a desire for more consistent two-way communication, greater involvement in decision-making processes, and clearer information about academic expectations and support services. In response, HJUHSD is working to strengthen family outreach, expand parent education opportunities, and create more accessible, welcoming spaces for collaboration across all school sites.|Based on educational partner input and self-reflection findings, HJUHSD is prioritizing the engagement of underrepresented families, including those of students with disabilities, English learners, foster youth, and low-income students. The district will expand culturally responsive outreach efforts, increase the availability of bilingual communication, and host targeted family workshops focused on navigating academic supports and student services. Additionally, HJUHSD will strengthen partnerships with community organizations to build trust and provide wraparound resources, while also developing more accessible opportunities for families to participate in site-level and district-level decision-making processes.|Based on the analysis of educational partner input and local data, our LEA has made significant progress in Building Partnerships for Student Outcomes through intentional collaboration with families, students, staff, and community organizations. A key strength is our commitment to inclusive engagement, demonstrated by regular student forums, family nights, and advisory councils that ensure all voices—especially those of English learners, foster youth, and low-income families—are heard and valued. We have increased two-way communication through multilingual outreach and digital tools, helping families stay informed and involved in their student’s progress. Additionally, we’ve expanded partnerships with local businesses and community colleges to support college and career readiness, work-based learning, and mentorship programs. These efforts have resulted in improved attendance rates, stronger student engagement, and more targeted academic supports aligned with student needs and interests.|Based on the analysis of educational partner input and local data, our LEA has identified several focus areas for improvement in Building Partnerships for Student Outcomes. While progress has been made in engaging families and community members, we recognize the need to strengthen consistent two-way communication, particularly with families of English learners, foster youth, and other underserved populations. There is also a need to increase opportunities for authentic collaboration, where educational partners play a more active role in decision-making, program design, and goal setting. Additionally, we aim to improve access to resources and training for families, so they feel more confident supporting their students’ academic and social-emotional development. Expanding school-community partnerships and better aligning them with students' career interests and real-world learning experiences is also a priority moving forward.|Based on the analysis of educational partner input and local data, our LEA will improve the engagement of underrepresented families, such as those of English learners, foster youth, low-income students, and students with disabilities, by implementing targeted, culturally responsive strategies that remove barriers to participation. This includes expanding translation and interpretation services at all events and in all communications, offering flexible meeting times, and providing childcare and transportation support when possible. We will increase opportunities for underrepresented families to engage in meaningful dialogue through small-group listening sessions, parent advisory committees, and school site councils, ensuring their input directly informs programs and policies. Additionally, we will provide family workshops focused on navigating the school system, supporting student learning at home, and accessing community resources. By building trust and improving access, we aim to create a more inclusive and empowering environment for all families.|Based on the analysis of educational partner input and local data, HJUHSD demonstrates clear strengths and continued progress in Seeking Input for Decision-Making. The district has established strong systems for gathering stakeholder input through multiple channels, including surveys, public forums, and regular meetings with advisory groups such as DELAC, CAC, and SAC. These efforts ensure that diverse voices—parents, students, staff, and community members—are included in key conversations about district priorities.  A major strength is the district’s commitment to accessibility and inclusion. Meetings are offered in multiple languages and formats, ensuring that all partners, including English learners and underserved families, can participate meaningfully. The district also makes use of student voice forums and leadership opportunities to ensure that students are directly involved in shaping their educational experience.  Progress is evident in how the district uses this input to inform decision-making. Stakeholder feedback directly influences the development of the Local Control and Accountability Plan (LCAP), with clear connections between what is heard and the actions that are taken. For example, DELAC’s request for more engaging instructional strategies, SAC’s emphasis on teacher-student relationships, and CAC’s focus on expanding CTE and early college opportunities were all reflected in LCAP goals and actions.  Finally, HJUHSD has improved transparency by regularly communicating how input is used. Updates are shared through newsletters, presentations, and site-level meetings, creating a stronger sense of trust and collaboration across the district. These efforts reflect a strong and growing culture of shared decision-making and responsiveness to community needs.|Based on the analysis of educational partner input and local data, HJUHSD has identified several key focus areas for improvement in Seeking Input for Decision-Making. One area of growth is increasing participation from underrepresented stakeholder groups, particularly families of English learners, foster youth, and low-income students. While the district provides opportunities for engagement, turnout and consistent involvement from these groups remain lower than desired. To address this, the LEA is exploring more targeted outreach strategies, flexible meeting times, and additional language supports to reduce barriers to participation.  Another focus area is strengthening feedback loops so that stakeholders clearly understand how their input influences decisions. While efforts have been made to share updates through newsletters and meetings, some partners have expressed a need for more direct and timely communication that shows the impact of their contributions.  Additionally, the district aims to build capacity among staff and site leaders to more effectively engage with stakeholders at the school level. This includes professional development focused on culturally responsive communication and facilitation strategies that foster inclusive dialogue. By addressing these areas, HJUHSD seeks to deepen trust, increase equity in participation, and ensure that all voices are valued in shaping district priorities.|Based on the analysis of educational partner input and local data, HJUHSD will improve engagement of underrepresented families—particularly those of English learners, foster youth, and low-income students—through a series of targeted strategies. First, the district will expand outreach efforts by partnering with community organizations, family liaisons, and cultural leaders to build trust and strengthen connections with families who have traditionally been less involved in district decision-making.  To reduce barriers to participation, HJUHSD will offer more flexible engagement opportunities, such as virtual meetings, in-person gatherings at community-based locations, and events held outside of standard work hours. Language access will continue to be a priority, with interpreters, translated materials, and bilingual facilitators provided to ensure inclusive communication.  Additionally, the district will increase the visibility of how family input is used by sharing clear, timely updates that highlight changes or decisions influenced by stakeholder feedback. By creating more accessible, culturally responsive, and relationship-driven engagement opportunities, HJUHSD aims to ensure that underrepresented families feel welcomed, valued, and empowered to participate in shaping educational priorities.|4|4|3|3|3|3|3|3|3|3|4|4|Met||2025-06-24|2025
16639250137901|Hanford Online Charter|3|HOC has made significant progress in building strong relationships between school staff and families, as highlighted by input from educational partners and local data. Key strengths include implementing regular family engagement activities, such as workshops, meetings, and school events, that promote open communication. Additionally, the school has adopted inclusive practices to ensure families from diverse backgrounds actively participate in their children's education. The LEA has also developed effective, consistent, and transparent communication channels, including newsletters, digital platforms, and community outreach. These efforts have improved trust and collaboration, enhancing overall student success.   1. In-person academic meetings with families, weekly 2. In-person and virtual tutorials—expanded with a bilingual aide for the 23/24 school year and our special program's aide. 3. Surveys of parents and students, ongoing  4. In-person Intake, orientation, and contract meetings three times per year 5. ParentSquare is a communication vehicle heavily used to translate everything into the home language through email and text.  6. SSC meetings, held five times per year 7. Parent/Family information nights are held in-person and virtually.  8. IEP, 504, SST, and Truancy meetings.  9. Student advisory groups.|Based on input from educational partners and local data, HOC's focus areas for improvement in building relationships between school staff and families include enhancing the accessibility and effectiveness of communication, particularly for non-English speaking families. There is a need to expand opportunities for more personalized engagement, ensuring that all families feel welcomed and valued. HOC also aims to strengthen staff training on cultural competency and family engagement strategies to foster more profound, meaningful connections. Improving follow-up and feedback mechanisms to ensure that family input is acted upon and addressing the barriers to participation for families with limited time or resources are also critical areas for growth.  1. Use registration time to build a foundation. During our in-person intake/enrollment meetings, we can better understand the unique needs of each student and their family. These ongoing meetings build the foundation of the school/family relationship we rely on to make them improve school performance. 2. Create detailed Student Information Sheets—Based on information gleaned from ongoing family meetings, we develop an individualized academic learning plan for the students customized to their needs. We have found that families find this very refreshing, as they know that we have a vested interest in their student's success and see their partnership as integral to our success.  3. Send Out Parent Surveys- We seek parent input multiple times throughout the year to gain feedback about various aspects of our program. Stakeholder input is invaluable for future planning and reflection on the current practices. This information guides our LCAP and state/federal grant plans.  4. Special/Parent information events- We are working toward hosting multiple parent information events. We already hold School Site Council meetings. However, these events (in initial planning) would focus more on transitions to post-secondary. We could use these family leaders to plan interactive sessions on how to support college and career readiness.  5. Contact parents regularly with good news- We make positive phone calls and referrals. 6. Utilize technology—We continue to use email and text as communication vehicles that translate everything into the home language. We also prepare family-friendly information materials in multiple languages. 7. Continuing or adding student services for social/emotional support.  8. Discuss core beliefs about family engagement with staff and families, as different parties may identify priorities.  9. We added a Student Specialist who acts as a liaison between the families and school to provide an extra layer of communication weekly.|"Based on educational partner input and local data, HOC plans to improve the engagement of underrepresented families by implementing targeted outreach strategies. This includes offering flexible meeting times and virtual platforms to accommodate families with varied schedules. Additionally, the LEA will provide translated materials and bilingual support to ensure non-English speaking families can actively participate. Schools will also build trust by addressing specific cultural and community needs through culturally responsive programs and staff training. By fostering inclusive and accessible engagement opportunities, the LEA aims to ensure that underrepresented families feel heard, valued, and involved in their children's education.  Priority 1: In the last two years, we have added a bilingual counselor, bilingual administrative secretary, and bilingual aide to meet our families' needs better. Priority 2: In 23/24, we will bring counselors from surrounding junior colleges to work on-site with families to enroll, apply for financial aid, and sign up for classes.  Priority 3: We are holding At-Promise meetings with county social workers to meet the needs of Foter Youth and their families Priority 4: We are working with the Workability office and the Department of Rehab to supply extended services for our Special Education students and their families.  Priority 5: Fulls staff book study, ""Closing the Attitude Gap"" by Baruti K. Kafele - addressing implicit bias, inspiring students, and academic success.  Key considerations for enhancing family engagement in education have been successfully addressed by building trusting, culturally responsive relationships between educators and families while ensuring effective communication. Families now feel welcomed and respected at school, and educators and administrators are well-equipped to assist families in supporting student learning, particularly those unsure of how to help. Family engagement activities have been aligned with district goals, providing valuable support for at-home learning. Evidence has been gathered through surveys, focus groups, and home visits, and additional student support staff have been added to offer targeted academic assistance and re-engagement."|Based on the analysis of educational partner input and local data, the LEA has demonstrated notable progress in building partnerships for student outcomes. Strengths include weekly parent, student, and teacher meetings, fostering ongoing communication and collaboration. There has been an increase in translated materials to support families at home better. Monthly MTSS meetings address student needs, and progress monitoring is conducted weekly, focusing on graduation status, referrals, attendance, mental/emotional needs, and credit accrual. The LEA also boasts 100% attendance at student IEP meetings. Implementing a School-Family Compact and utilizing surveys to gather feedback from students, staff, parents, and community members further strengthens partnerships and ensures continuous improvement.|Based on the analysis of educational partner input and local data, the LEA's ongoing focus areas for improvement in building partnerships for student outcomes include the continued development of student and family social services to address their needs better. Efforts to expand social-emotional learning (SEL) support within counseling services will also remain a priority to promote student well-being. Additionally, the LEA is committed to further enhancing family engagement activities to strengthen collaboration and support student success.|Based on the analysis of educational partner input and local data, the LEA will implement several strategies to improve the engagement of underrepresented families identified during the self-reflection process. First, the LEA will seek to understand the specific barriers families may face and refer them to an alternative education social worker for community support, embracing a determination model. To address the lack of parental education or English language skills, families will be referred to the Hanford Adult School for HSE/GED and ESL programs, with the belief that when parents prioritize education for themselves, they set a powerful example for their children, reinforcing a model of life-long learning. The LEA will also focus on creating a student-centered learning climate that supports family involvement in education. Additionally, the roles of Student Specialists and Counseling staff will continue to expand, using the MTSS framework to identify and assist students and families experiencing educational barriers, ensuring targeted and sustained support.|"HOC has organized additional community engagement opportunities throughout the 2024-2025 school year to gather feedback and insights for developing the Local Control Accountability Plan (LCAP). These opportunities targeted a broad range of stakeholder groups, including students, parents/guardians, school and district administrators, teachers, support staff, ELAC/DELAC, SELPA, Local Bargaining Units, families of students with disabilities, those experiencing homelessness, foster care, and military-dependent students. Various surveys, including family, student, staff, LCAP, and YouthTruth surveys, were utilized to ensure meaningful feedback. The HJUHSD Assistant Superintendent led community advisory committees, while the Superintendent hosted ""State of the District"" community forums. Additionally, meetings focused on student achievement data analysis were held to identify students needing academic or social-emotional support. ParentSquare messages will also be sent to collect further feedback for the LCAP. Other meetings, including SSC, student advisory, Title 1, ELAC/DELAC, and LCAP advisory meetings, were conducted as part of the engagement process.  1. SSC meetings X 5 2. Staff, student , parent surveys, ongoing 3. Title 1 meeting - September/October 2024 4. Community Advisory Committee meetings X 2 5. Student advisory groups X 2 6. ELAC/DELAC meetings, ongoing 7. LCAP advisory meetings, ongoing"|It is crucial to establish trust and build capacity for effective involvement to enhance parent engagement and encourage active participation in decision-making. Partnering with community organizations can foster a collaborative environment that strengthens these efforts. Actively seeking parents’ opinions on school climate and the development of the LCAP can offer valuable perspectives that support ongoing improvement. Additionally, collaboratively designing and reviewing programs that promote family involvement in learning and healthy development can lead to positive student outcomes. Engaging parents in problem-solving discussions about their children's education further supports their role in student success. Gathering both student and parent feedback and providing timely, clear, and accessible information about school activities and student progress—using language and formats that are easy to understand, will further improve parent involvement and contribute to better educational outcomes. Additional strategies include hosting regular family workshops and information sessions, establishing parent advisory groups, and utilizing technology such as ParentSquare to facilitate communication and gather feedback|Based on a comprehensive analysis of input from educational partners and a review of local data, our Local Educational Agency (LEA) remains deeply committed to enhancing the engagement of underrepresented families in the decision-making process. We recognize that inclusive family engagement is foundational to fostering an equitable and supportive learning environment for all students.  At HOC, we have proactively implemented a range of strategies to support this goal. These include culturally responsive programming, the translation of materials and meetings into families’ home languages, and intentional, direct outreach efforts to build trust and strengthen relationships. Additionally, HOC has created multiple avenues for families to engage meaningfully in school decision-making and has provided access to resources that address their diverse needs, such as referrals to community services and educational opportunities for parents and caregivers.  We believe that strong, trust-based relationships between schools and families are essential for meaningful engagement. By prioritizing communication in home languages and creating culturally relevant opportunities for involvement, we ensure families feel welcomed, valued, and empowered to support their children’s academic success. HOC continues to host culturally responsive events, provide language access services, and gather feedback through surveys and school/community meetings. These efforts are intentionally designed to reach families who have been historically underrepresented and to invite them into active partnership with our schools.  Through these focused actions, HOC is strengthening family-school partnerships and equipping families with the tools and support necessary to participate in their children's education fully. We remain committed to ensuring that every student receives the comprehensive support they need to be successful.|5|5|4|5|5|5|5|5|5|5|4|4|Met||2025-06-24|2025
16639330000000|Island Union Elementary|3|Based on our most recent parent surveys, 93% of our parents feel that our school staff treat students with respect and 94% of parents feel that teachers work hard to make sure students do well in school.  School staff continue to build relationships with parents through regular communication and parent/teacher conferences.|Based on parent surveys, we have adjusted how we communicate events at school so that it is readily available for parents on Parent Square rather than just on the website. Based on parent feedback, we are also concentrating this coming school year on inviting parents onto campus to share in classroom learning and events.|We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child’s education. 96% of our parents surveyed said they feel welcome on campus.  We strive to build strong relationships with families and have been successful with most,  but we will continue to implement further suggestions and strategies that will encourage all parents to be involved.  We are intentionally planning opportunities to welcome families onto campus more often through events held in the classrooms at each grade level along with our regular schoolwide events for families.|We offer multiple opportunities for parents to be involved in their child’s education. Examples of opportunities range from Parent/Teacher Conferences, performances at our Variety Show, Winter Program and Music Program, IEP Meetings, sporting events, and Boosters Parent Club. We recently made changes to our TK-3rd grade report cards to give parents more information on their child's growth and performance measurement towards grade level standards. We continue to have parent conferences at the mid first trimester so that we can be proactive in assisting students and parents, working as a team, to support successful academic performance and progress.|Based on the feedback we received from parents, making sure students have opportunities to be challenged in the curriculum as well as offered tutoring will both be an ongoing focus for the coming school year. We are also focusing on increasing opportunities for parent involvement opportunities within their child's grade level learning experiences.|Based on the feedback we received, in order to have a better representation from underrepresented families, we will work with our ELOP staff to ensure that we gather input from underrepresented families.|The LEA looked for ways to ensure all stakeholders were given opportunities to give input.  Staff, students, and parents participated in surveys.  Input was also solicited at staff meetings, school site council, and Parent Boosters meeting.|Currently, we receive input from a multitude of parents who are from a variety of backgrounds.  Parents were given several opportunities and were reminded to complete the survey. Approximately 40% of students had a parent that participated in the survey.  Island has advisory groups, such as Boosters and SSC, who are given opportunities to make suggestions on programs and policies.  We will continue to reach out to those parents who do not give input about their concerns and all students' needs.|The LEA will work with ELOP staff to seek input from parents in the decision making process.|5|4|3|4|3|4|4|3|4|4|4|5|Met||2025-06-18|2025
16639336010466|Island Elementary|3|Based on our most recent parent surveys, 93% of our parents feel that our school staff treat students with respect and 94% of parents feel that teachers work hard to make sure students do well in school.  School staff continue to build relationships with parents through regular communication and parent/teacher conferences.|Based on parent surveys, we have adjusted how we communicate events at school so that it is readily available for parents on Parent Square rather than just on the website. Based on parent feedback, we are also concentrating this coming school year on inviting parents onto campus to share in classroom learning and events.|We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child’s education. 96% of our parents surveyed said they feel welcome on campus.  We strive to build strong relationships with families and have been successful with most,  but we will continue to implement further suggestions and strategies that will encourage all parents to be involved.  We are intentionally planning opportunities to welcome families onto campus more often through events held in the classrooms at each grade level along with our regular schoolwide events for families.|We offer multiple opportunities for parents to be involved in their child’s education. Examples of opportunities range from Parent/Teacher Conferences, performances at our Variety Show, Winter Program and Music Program, IEP Meetings, sporting events, and Boosters Parent Club. We recently made changes to our TK-3rd grade report cards to give parents more information on their child's growth and performance measurement towards grade level standards. We continue to have parent conferences at the mid first trimester so that we can be proactive in assisting students and parents, working as a team, to support successful academic performance and progress.|Based on the feedback we received from parents, making sure students have opportunities to be challenged in the curriculum as well as offered tutoring will both be an ongoing focus for the coming school year. We are also focusing on increasing opportunities for parent involvement opportunities within their child's grade level learning experiences.|Based on the feedback we received, in order to have a better representation from underrepresented families, we will work with our ELOP staff to ensure that we gather input from underrepresented families.|The LEA looked for ways to ensure all stakeholders were given opportunities to give input.  Staff, students, and parents participated in surveys.  Input was also solicited at staff meetings, school site council, and Parent Boosters meeting.|Currently, we receive input from a multitude of parents who are from a variety of backgrounds.  Parents were given several opportunities and were reminded to complete the survey. Approximately 40% of students had a parent that participated in the survey.  Island has advisory groups, such as Boosters and SSC, who are given opportunities to make suggestions on programs and policies.  We will continue to reach out to those parents who do not give input about their concerns and all students' needs.|The LEA will work with ELOP staff to seek input from parents in the decision making process.|5|4|3|4|3|4|4|3|4|4|4|5|Met||2025-06-18|2025
16639410000000|Kings River-Hardwick Union Elementary|3|The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support and enhance student learning outcomes in all areas.  Teachers and administrators receive ongoing professional development in effective ways to improve the school's capacity to partner wit parents.  At KRH, we are fortunate to have strong family ties to the community we serve, and a parent population that actively seeks opportunities to partner with us.  This level of parent engagement plays a large part in the success our students are able to achieve.  Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day for students and their families.  These events provide parents and families the opportunity to become acquainted with the school, their child's teacher, and the rest of the staff.  Teachers provide parents with an overview of grade level standards, class expectations, methods of communication, and ways parents may become involved in supporting their child's education.  During BTSN or MTTD, parents also have the opportunity to sign-up and learn to utilize the class and district communication account, Parent Square.  In order to ensure parents receive the information and resources they need to support their child's learning and development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of the first trimester.  During the conference, teachers share student progress with parents, and their current level of performance on each standard reported on.  In addition, teachers provide parents with resources and information they may utilize to support the specific learning needs of their child at home.  Conferences are an excellent opportunity for parents to see portfolios and artifacts of their child's work, ask questions, and discuss ways they may work together with the school to support improved learning outcomes for their child.  The school also provides parent workshops and information sessions in the areas of ELA, reading, and mathematics for parents and family members to enhance parents' ability to support student learning at home.  These workshops help build a common foundation and understanding for parents around the standards their children are learning, and provide them with information and resources they may find useful when working with their children at home.  KRH supports parents in understanding and exercising their legal rights and advocating for their children.  As a charter school district, more than 50% of the student population attend on an inter-district transfer.  Parents who seek admission for their children to our charter district tend to be strong advocates for their  children from the onset of their education.  We continue to foster that advocacy through parent engagement and involvement opportunities, providing information in our Student/Parent Handbook, and communication during Parent Advisory, School Site|The Kings River-Hardwick School District will focus on increasing the number of family engagement opportunities provided throughout the school year.  In addition, the district will focus on building its social media presence.|It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the previous 15 months of the pandemic, who have not otherwise been able to participate consistently via our previous in-person formats offered pre-pandemic.  The district will also work with underrepresented families to schedule engagement opportunities at times that are most convenient for families.|The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to nurture with out families.  We are truly a team, working together wit hour parents and families, to ensure our children have access to a rich, nurturing, and engaging learning environment.  All staff are committed to building and maintain strong, trusting relationships with our families, and are aware of the important role they play in this endeavor.  We strongly encourage and welcome parent involvement in the education of their children, and have been able to build a community of parent and family volunteers that support and enhance the learning opportunities afforded to our children on a weekly basis.  These volunteers provide help and support in our classrooms, with special activities school-wide, and as chaperons on field trips.  In addition, we offer opportunities for families to engage in special events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open House, Book Fairs, Awards Ceremonies, etc.  Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides parents with hands-on opportunities to be involved and make a difference for their children.  At the beginning of each school year, teachers make person contact with the parent of each child in their class to get to know more about the student and their family, and open the lines of communication with parents and families.  In addition, the district utilizes Parent Square, an interactive communication platform that allows parents to receive news and information from the district, school, and teachers, as well as engage in two-way communication with school staff.  This platform also enables parents within a class or specified group, to communicate with one another via text or email.  In addition, teachers are able to post pictures of the learning taking place in the classrooms for parents to enjoy and stay connected with what their children are doin in class.  This communication platform is available in multiple  languages, which enables all families to access interactive communication with the school and district.  The Parent Square platform is used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc. where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families.|t is the goal of the district to focus on expanding our parent volunteer program.  This will provide parents with the opportunity to be more actively involved in the day to day educational experience of their children. In addition, the district has hired a Student Specialist and School Psychologist to help support families support their students to enhance student academic performance and social emotional well-being.|It is our goal to further enhance and extend our outreach to the families of our English learner children.  Although they only comprise approximately 3.5% of our population, their voice is important to us and we are dedicated to building strong, trusting relationships with them.  It is important that we understand the goals they have for their children and are properly equipped to help their children achieve those goals.|The Kings River-Hardwick School District seeks parent and family input in many ways.  Currently, parents and families have the opportunity to provide input and be actively engaged in advisory groups and decision making through School Site Council/Parent Advisory Committee, English Learner Advisory Committee, school board meetings, surveys, and Parent Booster Club.  These advisory groups play a key role in the development of our Local Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as providing guidance to the school and district regarding family engagement activities.|It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all student subgroups to engage in advisory groups and decision-making.  This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.|It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for underrepresented families to engage in advisory groups and decision-making.  This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.|5|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-24|2025
16639416010474|Kings River-Hardwick Elementary|3|The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support and enhance student learning outcomes in all areas.  Teachers and administrators receive ongoing professional development in effective ways to improve the school's capacity to partner wit parents.  At KRH, we are fortunate to have strong family ties to the community we serve, and a parent population that actively seeks opportunities to partner with us.  This level of parent engagement plays a large part in the success our students are able to achieve.  Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day for students and their families.  These events provide parents and families the opportunity to become acquainted with the school, their child's teacher, and the rest of the staff.  Teachers provide parents with an overview of grade level standards, class expectations, methods of communication, and ways parents may become involved in supporting their child's education.  During BTSN or MTTD, parents also have the opportunity to sign-up and learn to utilize the class and district communication account, Parent Square.  In order to ensure parents receive the information and resources they need to support their child's learning and development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of the first trimester.  During the conference, teachers share student progress with parents, and their current level of performance on each standard reported on.  In addition, teachers provide parents with resources and information they may utilize to support the specific learning needs of their child at home.  Conferences are an excellent opportunity for parents to see portfolios and artifacts of their child's work, ask questions, and discuss ways they may work together with the school to support improved learning outcomes for their child.  The school also provides parent workshops and information sessions in the areas of ELA, reading, and mathematics for parents and family members to enhance parents' ability to support student learning at home.  These workshops help build a common foundation and understanding for parents around the standards their children are learning, and provide them with information and resources they may find useful when working with their children at home.  KRH supports parents in understanding and exercising their legal rights and advocating for their children.  As a charter school district, more than 50% of the student population attend on an inter-district transfer.  Parents who seek admission for their children to our charter district tend to be strong advocates for their  children from the onset of their education.  We continue to foster that advocacy through parent engagement and involvement opportunities, providing information in our Student/Parent Handbook, and communication during Parent Advisory, School Site|The Kings River-Hardwick School District will focus on increasing the number of family engagement opportunities provided throughout the school year.  In addition, the district will focus on building its social media presence.|It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the previous 15 months of the pandemic, who have not otherwise been able to participate consistently via our previous in-person formats offered pre-pandemic.  The district will also work with underrepresented families to schedule engagement opportunities at times that are most convenient for families.|The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to nurture with out families.  We are truly a team, working together wit hour parents and families, to ensure our children have access to a rich, nurturing, and engaging learning environment.  All staff are committed to building and maintain strong, trusting relationships with our families, and are aware of the important role they play in this endeavor.  We strongly encourage and welcome parent involvement in the education of their children, and have been able to build a community of parent and family volunteers that support and enhance the learning opportunities afforded to our children on a weekly basis.  These volunteers provide help and support in our classrooms, with special activities school-wide, and as chaperons on field trips.  In addition, we offer opportunities for families to engage in special events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open House, Book Fairs, Awards Ceremonies, etc.  Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides parents with hands-on opportunities to be involved and make a difference for their children.  At the beginning of each school year, teachers make person contact with the parent of each child in their class to get to know more about the student and their family, and open the lines of communication with parents and families.  In addition, the district utilizes Parent Square, an interactive communication platform that allows parents to receive news and information from the district, school, and teachers, as well as engage in two-way communication with school staff.  This platform also enables parents within a class or specified group, to communicate with one another via text or email.  In addition, teachers are able to post pictures of the learning taking place in the classrooms for parents to enjoy and stay connected with what their children are doin in class.  This communication platform is available in multiple  languages, which enables all families to access interactive communication with the school and district.  The Parent Square platform is used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc. where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families.|It is the goal of the district to focus on expanding our parent volunteer program.  This will provide parents with the opportunity to be more actively involved in the day to day educational experience of their children. In addition, the district has hired a Student Specialist and School Psychologist to help support families support their students to enhance student academic performance and social emotional well-being.|It is our goal to further enhance and extend our outreach to the families of our English learner children.  Although they only comprise approximately 3.5% of our population, their voice is important to us and we are dedicated to building strong, trusting relationships with them.  It is important that we understand the goals they have for their children and are properly equipped to help their children achieve those goals.|The Kings River-Hardwick School District seeks parent and family input in many ways.  Currently, parents and families have the opportunity to provide input and be actively engaged in advisory groups and decision making through School Site Council/Parent Advisory Committee, English Learner Advisory Committee, school board meetings, surveys, and Parent Booster Club.  These advisory groups play a key role in the development of our Local Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as providing guidance to the school and district regarding family engagement activities.|It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all student subgroups to engage in advisory groups and decision-making.  This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.|It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for underrepresented families to engage in advisory groups and decision-making.  This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.|5|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-24|2025
16639580000000|Kit Carson Union Elementary|3|Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 95% or greater attendance at parent conferences, school site council and ELAC has 100% participation. All communication to families is disseminated in English and Spanish. Kit Carson holds many family events including, but not limited to: family art night, pancakes with parents, grandparents day, book fair, Drama play performance, Christmas performance, Spelling Bee, 8th grade graduation ceremony.|The district would like to focus on parenting support for parents and also provide opportunities for learning such as a family game night. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children. We would like to find opportunities to support our families.|The district believes that our second language parents would appreciate more opportunities to connect. Our EL Specialist will be working with families regarding academic support that is being offered at school and how that connects to families and the work they do at home.|The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Student grades are also available online for families of each 4th-8th grade student. Uniform complaint procedures are disseminated in the student handbook. We have built processes to offer families an onsite opportunity to complete feedback surveys, as necessary.|The LEA would like to implement professional development in the area of teacher support to improve a school’s capacity to partner with families; specifically for our second language population. We would like to improve our practices surrounding obtaining survey feedback.|Parenting resources were provided to help families support their students in the area of academic achievement as well as the ability to address social-emotional stressors. We will continue to provide these classes to learn effective strategies to improve equity for our underrepresented families. We will work to improve practices surrounding supporting families to understand and exercise their legal rights and advocate for their own students and all students.|We were sure to solicit input and feedback from educational partners not only through successful school site council meetings, but offering the opportunity to complete surveys. These opportunities allowed parents and families to have their voices heard whether in person or through written means. The variety of modes allowed underrepresented groups to participate equitably.|An area of growth would be the ability to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We were pleased to see the large number of families attend and embrace school activities; such as, Back to School Night, Family Art Nights, Science Fair, Spring Carnival, field trips, and Open House. We will continue to send a quarterly newsletter to strengthen connections and allow further opportunities to provide input.|Based on the requests from all educational partners, we will continue offering in-person events and provide more opportunities for input and feedback. This will allow for an increase in collaborative opportunities for educational partners to work together in supporting student learning and engagement. We will continue to provide an EL specialist to help target English Learner language acquisition and would like this person to be a liaison for families to further seek input. A full time psychologist will also continue to help with students and families who are seeking mental health support. This would include support for students with disabilities and their families.|3|4|4|5|3|3|4|4|4|4|4|4|Met||2025-06-18|2025
16639580136556|Kings Valley Academy II|3|Kings Valley Academy II (KVAII) takes prides in building positive and lasting relationships with the community. The connection with our Educational Partners continues to be a priority at Kings Valley Academy II. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. KVAII families appreciate the open communication and monthly updates.  Data from our annual Survey shows that 95% of our parents feel the school is safe, 98% feel they are connected to the school and pleased with their student’s progress. In addition, 97% state that the school communicates clearly and effectively which is consistent with last year. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. For example, parents have shared that school staff genuinely care about their students' overall well-being, both socially and academically. Parents strongly agree that their voices are welcomed and heard, giving them a sense of ownership in their child's education. Additionally, a significant majority of parents report that staff regularly communicate with their children about academic progress and provide additional resources when needed. Parents also appreciate that their children are treated with respect and receive a quality education that prepares them for life after graduation. At one of our parent meetings one parent stated that she talks to her child’s teacher every week and that communication from all of the staff is great. Another parent stated that their child is progressing faster than at their traditional school and it is because of the one-on-one support they receive from us.|Kings Valley Academy II has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend. Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities. A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program. In addition, Kings Valley Academy II understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.|KVAII staff is well aware of the various needs of the community especially the underrepresented families. KVAII will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests. We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.|A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media. Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at any time of the day.|Input and data analysis, confirm that the Kings Valley Academy II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.|An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.|The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Kings Valley Academy II was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this there was more participation and engagement with our Educational Partners. Parents were able to login form their own devices and join the discussions. Although parents attend meetings and events, an area of improvement for Kings Valley Academy II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Kings Valley Academy II plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.|Kings Valley Academy II will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community. In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.|Our underrepresented families of Kings Valley Academy II are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 97% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-05-29|2025
16639586113120|Mid Valley Alternative Charter|3|Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 95% or greater attendance at parent conferences, school site council and ELAC has 100% participation. All communication to families is disseminated in English and Spanish. Mid Valley holds family events including, but not limited to: family art night, pancakes with parents, grandparents day, book fair, 8th grade graduation ceremony.|The district would like to focus on parenting support for parents and also provide opportunities for learning such as an orientation for the curriculum online. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children. We would like to find opportunities to support our families.|The district believes that our second language parents may be underrepresented. In an effort to improve support the LEA will provide a translator in our office so that parents feel connected and are able to build relationships with staff.|The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Student grades are also available online for families of each 4th-8th grade student. Uniform complaint procedures are disseminated in the student handbook. We have built processes to offer families an onsite opportunity to complete feedback surveys, as necessary.|The LEA would like to implement professional development in the area of teacher support to improve a school’s capacity to partner with families; specifically for our second language population. We would like to improve our practices surrounding obtaining survey feedback.|Parenting resources were provided to help families support their students in the area of academic achievement as well as the ability to address social-emotional stressors. We will continue to provide parent classes to learn effective strategies to improve student expectations and behaviors These classes to learn effective strategies will be especially helpful to improve equity for our underrepresented families. We will work to improve practices surrounding supporting families to understand and exercise their legal rights and advocate for their own students and all students.|We were sure to solicit input and feedback from educational partners not only through successful school site council meetings, but offering the opportunity to complete surveys. These opportunities allowed parents and families to have their voices heard whether in person or through written means. The variety of modes allowed underrepresented groups to participate equitably.|An area of growth would be the ability to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We were pleased to see the large number of families attend and embrace school activities; such as, Orientation, Field trips, and social interactive activities . We will be implementing quarterly updates on Parentsquare to strengthen connections and allow further opportunities to provide input.|Based on the requests from all educational partners, we will continue offering in-person events and provide more opportunities for input and feedback. This will allow for an increase in collaborative opportunities for educational partners to work together in supporting student learning and engagement. We will be providing an EL specialist to help target English Learner language acquisition and would like this person to be a liaison for families to further seeking input. A full time psychologist will also be able to help with students and families who are seeking mental health support. This would include support for students with disabilities and their families.|3|4|4|5|3|3|4|5|4|4|4|4|Met||2025-06-18|2025
16639660000000|Lakeside Union Elementary|3|Lakeside supports parent involvement school events such as: back to school, family game nights, open house and school carnival. Parent survey comments for these events were very positive. The Lakeside family encourages teachers, staff, and families to work alongside one another during these opportunities . An area of focus for improvement in this area is increasing parent participation in classes offered by the Parent Liaison and outside agencies including topics relating to academic standards and strategies to support students at home .|Lakeside has identified through this process that family and student voice opportunities are a focus area. Upon reviewing attendance at events , we have identified a need to expand the timeline for notifying families about events and personalized phone calls may be beneficial .|Lakeside has identified through this process that family and student voice opportunities are a focus area. Upon reviewing attendance at events , we have identified a need to expand the timeline for notifying families about events and personalized phone calls may be beneficial .|Increasing parent participation continues to be a focus at Lakeside. We continue to have a high rate of parent participation in parent-teacher conferences. Parents indicated that they felt their child’s school and teachers are providing flexible parent conference times to increase access for parents to attend. An area of focus for improvement in this area is establishing increased opportunities for parent-teacher communication throughout the school year beyond the two parent-teacher conferences offered through our REMIND app and routine phone calls.|Lakeside will utilize varying means of communication , including utilization next year of the Parent Square communication app and reaching out individually to families who do not attend parent teacher conferences .|Lakeside will utilize varying means of communication , including utilization next year of the Parent Square communication app and reaching out individually to families who do not attend parent teacher conferences .|Lakeside chose to use a locally created survey to garner parent input. We include questions that relate to all district LCAP goals, actions and services. We have a specific parent engagement goal: Lakeside Union School District will provide opportunities and services to parents that establish and maintain a positive and collaborative relationship for the benefit of our student’s academic success. This goal includes actions to support parent engagement, such as a parent liaison. This position works to build positive partnerships between home, school, and community. Lakeside has established foundations through aligned systems for parent engagement to support continued student success. As we have had an increase in parent participation within our committees , we continue to maintain an area of focus for improvement relating to ensuring that parents of all student groups are represented .|Lakeside will utilize varying means of communication , including utilization next year of the Parent Square communication app and reaching out individually to families who do not attend events or committee meetings . Zoom has been utilized by the District as offering of a varying way to attend and provide input.|Lakeside will utilize varying means of communication , including utilization next year of the Parent Square communication app and reaching out individually to families who do not attend events or committee meetings . Zoom has been utilized by the District as offering of a varying way to attend and provide input.|4|5|3|5|4|4|5|4|5|5|5|5|Met||2025-06-17|2025
16639740000000|Lemoore Union Elementary|3|Based on educational partner input and local data, the LEA has identified several focus areas for improvement in building relationships between school staff and families. One key area is increasing outreach and engagement with underrepresented families, particularly those who may face language, cultural, or logistical barriers to participation. While efforts such as multilingual communication and flexible meeting options are in place, feedback indicates a need for deeper, more personalized connections with these families to ensure they feel welcomed, heard, and supported. Additionally, the recent decline in parent survey participation—from 948 responses in 2023–2024 to 251 in 2024–2025—has highlighted the need to rebuild trust and confidence in feedback processes, especially following the removal of survey anonymity. The LEA recognizes this as an opportunity to strengthen two-way communication and clarify how parent input is used to inform decisions. To address these areas, the LEA is prioritizing more proactive outreach strategies, including increased direct contact from site staff, expanded opportunities for family input in both formal and informal settings, and continued support for parent leadership development. By focusing on equitable access and authentic engagement, the LEA aims to build stronger, more inclusive partnerships with all families.|Based on educational partner input and local data, the LEA has identified several key focus areas for improvement in building relationships between school staff and families. One area of need is creating a more unified, districtwide approach to family engagement. While there are many beneficial activities happening at individual school sites—such as family nights, parent workshops, and school events—these efforts are often isolated rather than coordinated across the LEA. As a result, the quality and consistency of family engagement can vary depending on the school a student attends. The LEA recognizes the importance of aligning these efforts to ensure that all families have access to meaningful engagement opportunities, regardless of their child’s school site. Another area for improvement is strengthening the LEA’s understanding of each family’s strengths, languages, and aspirations for their children. Educational partner input indicates a need for more intentional outreach and communication strategies that build trust and increase participation. Moving forward, the LEA is committed to improving two-way communication and implementing consistent, systemwide strategies that support strong, positive relationships between schools and families.|Based on educational partner input and local data, the LEA recognizes the need to improve engagement with underrepresented families to build stronger relationships between school staff and families. To address this, the LEA will implement targeted outreach strategies designed to reduce barriers and increase access to meaningful engagement opportunities for these families. Key strategies include expanding bilingual communication efforts, providing flexible meeting times and formats (including virtual options), and increasing direct personal contact through home visits and phone calls by trusted school staff. The LEA will also collaborate with community organizations to connect with families who may face cultural, linguistic, or logistical challenges to participation. Additionally, the LEA will focus on increasing awareness and involvement of underrepresented families in advisory councils, volunteer opportunities, and school events. Staff professional development will support more effective engagement practices, ensuring families feel welcomed, heard, and valued. These intentional actions are intended to foster trust, build authentic partnerships, and promote equity in family engagement across all schools in the district.|Building strong parent partnerships is a priority for LUESD and a key strength in supporting positive student outcomes. Each school actively promotes family engagement through events such as Back to School Night, Open House, literacy, science, and art nights, as well as music performances and assemblies, providing multiple opportunities for families to connect with staff and the school community. At the district level, the Parent Advisory Council and District English Learner Advisory Committee encourage parent participation in decision-making and help ensure family voices are represented. Schools have recently implemented or enhanced targeted partnerships with families focused on academics and behavior. For example, Study Support Teams (SST) provide additional academic assistance through family involvement, and Tier 2 behavior plans are developed with parents to identify and implement appropriate behavioral supports. Additionally, several school sites have established partnerships with community organizations such as Big Brothers Big Sisters, providing mentoring support to students, and Vision to Learn, which offers vision care services to students in need. Schools also proactively reach out to underrepresented families to increase their participation in parent conferences, English Learner Advisory Councils (ELAC), and School Site Councils (SSC). These coordinated efforts demonstrate the LEA’s ongoing commitment to fostering collaborative partnerships that promote student success across academic, behavioral, and social-emotional domains.|Based on the analysis of educational partner input and local data, a key focus area for improvement as the district transitions to the Professional Learning Community (PLC) Framework is strengthening communication and engagement with families who may feel disconnected from the changes in instructional practices. Many families have experience with traditional models of schooling, and the core principles of a PLC—such as collaborative teacher teams, data-driven instruction, continuous improvement, and standards-based grading—may seem unfamiliar or confusing to those not acquainted with this framework. To address this, the LEA will prioritize efforts to increase family awareness and understanding of the PLC approach and standards-based grading through clear, consistent communication and opportunities for families to engage in dialogue about how these practices benefit student learning and outcomes. By providing accessible information and involving families as partners in this transition, the district aims to build trust, reduce uncertainty, and foster stronger collaboration that supports student success.|Based on educational partner input and local data, the LEA recognizes the need to improve engagement with underrepresented families to strengthen partnerships that support student outcomes. To address this, the district will implement several targeted strategies aimed at fostering meaningful involvement and shared responsibility. One key approach is inviting parents or guardians to participate in Professional Learning Community (PLC) meetings alongside educators. This inclusion provides families with the opportunity to share their perspectives, experiences, and insights into the educational process, promoting collaboration and a deeper sense of partnership in supporting student success. Additionally, the district will explore offer workshops and training sessions for families on topics related to the PLC framework, such as understanding assessment data, setting academic goals, and supporting student learning at home. Empowering families with this knowledge enhances their ability to actively engage in the PLC process and advocate effectively for their children. Finally, the LEA will establish clear, consistent communication channels between educators and families to ensure information about PLC activities, student progress, and goals is regularly shared and easily accessible. This will include newsletters, emails, parent-teacher conferences, and online platforms, designed to reach all families, including those underrepresented in current engagement efforts. Through these intentional actions, the district aims to build stronger, more inclusive partnerships that contribute to improved student outcomes.|Based on the analysis of educational partner input and local data, the LEA has demonstrated strengths and progress in actively seeking input for decision-making. The district provides multiple, varied opportunities for educational partners—including parents, staff, and community members—to share their perspectives and contribute to the decision-making process. Regular engagement occurs through established groups such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Learner Advisory Committee (DELAC), Parent Advisory Council (PAC), and District Advisory Council (DAC). Additionally, input is gathered through individual meetings such as parent-teacher conferences, Individualized Education Programs (IEPs), Student Study Teams (SSTs), and behavior support meetings. These ongoing, structured opportunities for input help ensure that diverse voices are heard and considered in district decisions. The LEA continues to emphasize building partnerships with families and community members, recognizing that collaboration is essential to achieving academic and social goals, including improving attendance, behavior, and extracurricular participation.|Based on the analysis of educational partner input and local data, the LEA has identified a need to increase engagement and participation from underrepresented families in decision-making processes. Although the district offers multiple avenues for input, such as the School Site Council (SSC), English Learner Advisory Council (ELAC), Parent Advisory Council (PAC), and District Advisory Council (DAC), participation rates among certain groups remain low. To address this, the LEA will focus on enhancing outreach and communication strategies by providing multilingual resources, flexible meeting times, and varied formats (in-person, virtual, and hybrid). The district also aims to foster stronger relationships with families by building trust and making participation more accessible and meaningful. These improvements will support the LEA’s goal of ensuring that all voices are heard and reflected in decisions that impact students and families.|Based on the analysis of educational partner input and local data, the LEA plans to improve engagement of underrepresented families in Seeking Input for Decision-Making by implementing targeted outreach and support strategies. The district will increase efforts to communicate opportunities for input through multiple languages and diverse communication channels, including phone calls, texts, emails, and social media. The LEA will offer flexible meeting times and formats (in-person, virtual, and hybrid) to accommodate families’ varied schedules and preferences. Additionally, the district will collaborate with community organizations and trusted school staff to build relationships and encourage participation among families who have historically been less involved. By creating welcoming, accessible, and culturally sensitive environments, the LEA aims to empower all families to contribute meaningfully to decision-making processes, ensuring that district policies and initiatives reflect the diverse needs and perspectives of the entire community.|4|4|3|4|3|3|5|4|4|5|4|3|Met||2025-06-17|2025
16639740100156|Lemoore University Elementary Charter|3|A parent survey was conducted by the site/LEA in April of 2024, that received a better response rate from the year before.  This may have been due to the survey being sent just to our site's parents, by the site, versus the district survey being sent out to all parents.  Based on this survey, 85.7% of parents felt the school staff builds trusting and respectful relationships with families, and 72.1% were satisfied with the communication between the school and parents.  We have been working to improve our two-way communication with parents and the community by utilizing increased for increased online communication, including social media, Parent Square and our district/school website.|One of the areas we will focus on to improve relationships between families and school staff is to re-orient parents back onto campus by bringing back such annual events such as Back to School Night, Open House, Family Involvement Nights (reading, math, science, art, etc.), award ceremonies, and student recognition events.  We also need to improve in learning about each family's strengths, cultures, languages, and goals for their children in the future.|The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square.  This is a communication system that is tied to the school's student information system, that allows two-way communication between the district, school, and/or teacher and the parent/guardian in their home language.|Building parent partnerships is paramount at UCS.  We promote such events as Back to School Night, Open House, Family nights (reading, math, science, art), and award/recognition ceremonies on campus.  We have recently implemented and/or enhanced partnerships with families in the areas of attendance, academics, and behavior.  These include a Student Attendance Review Team (SART) to help improve attendance, Student Support Teams (SST) to work with families to provide additional support and behavior plans that are established with parents to identify appropriate behavioral supports for students.  The school reaches out to underrepresented families for parent conferences, participation in Charter Council and PSO.|An area where the school should focus to improve building partnerships for student outcomes is in regards to sharing and involving educational partners in is the introduction/expansion of the CTE opportunities available to us via partnerships with the local high schools and West Hills. Creating partnerships with these entities and other local and/or community partners will help build a strong foundation to expand upon for our students in the area of career and college readiness.|The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square.  This is a communication system that is tied to the school's student information system, that allows two-way communication between the district, school, and/or teacher and the parent/guardian in their home language.|The school seeks to gain input and feedback from parents throughout the school year through a variety of means, including those noted above.  Multiple opportunities for this to take place occur in group settings such as the Charter Council, Parent-Staff Organization (PSO), and grade level parent meetings.  Additional opportunities occur on an individual basis such as in parent-teacher conferences, SART, IEPs, SSTs and behavior support meetings.  Building partnerships with parents and families is fundamental in helping UCS reach its goals of supporting students academically, emotionally, and behaviorally, improving attendance, and increasing participation in extracurricular activities.  The school will continue to reach out to underrepresented families to have them participate in some of the parent advisory groups, as well as having them volunteer at the school.|A focus area for the school in improving input for decision making is to improve the school's survey processes and content.  Another area of focus should be on expanding the various educational partner groups to include community and civic members.|The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square.  This system can be used to gather information from the educational partners, including the parent/guardian, via electronic surveys, in their home language.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
16639820000000|Lemoore Union High|3|LUHSD uses multiple tools to gather data on parent engagement. LUHSD's District Advisory Committee includes parent representatives who meet throughout the year to provide input on district programs and priorities.  Regular meetings are held with parents of English Learners, Migrant students, and Native American families through the Indian Education Council. Input from these meetings is combined with survey data from parents and students, which reflects the district’s current demographics and includes responses from all grade levels (9–12). Parents have opportunities during meetings and in surveys to share input on funding priorities, as well as identify strengths and areas for improvement at each school site. This data helps guide the district in evaluating current practices, determining needed actions, and developing or refining district goals.  Survey feedback shows strong progress in building positive relationships between school staff and families. Parents generally feel their input is valued, they are well-informed about their child’s education, and schools encourage active involvement. Many parents report that caring adults are present on campus and that they feel welcomed to participate in school activities. Staff and student feedback also reflects growing feelings of school connectedness across campuses, highlighting LUHSD’s ongoing efforts to strengthen communication, engagement, and community support.|LUHSD uses multiple tools to gather data on parent engagement. Regular meetings are held with parents of English Learners, Migrant students, and Native American families through the Indian Education Council. Input from these meetings is combined with survey data from parents and students, which reflects the district’s current demographics and includes responses from all grade levels (9–12). Parents have opportunities during meetings and in surveys to share input on funding priorities, as well as identify strengths and areas for improvement at each school site. This data helps guide the district in evaluating current practices, determining needed actions, and developing or refining district goals. Survey feedback shows strong progress in building positive relationships between school staff and families. Parents generally feel their input is valued, they are well-informed about their child’s education, and schools encourage active involvement. Many parents report that caring adults are present on campus and that they feel welcomed to participate in school activities. Staff and student feedback also reflects growing feelings of school connectedness across campuses, highlighting LUHSD’s ongoing efforts to strengthen communication, engagement, and community support.|LUHSD is committed to strengthening the involvement of underrepresented families and building meaningful connections between school staff and families. Building on the success of cultural events such as Native American Month and Mexican Heritage Month, the district plans to expand these efforts to celebrate and honor the diverse backgrounds of its students and families. Through collaboration with the Santa Clara County Office of Education, LUHSD gained valuable resources to better support underrepresented communities and promote inclusive practices. Through the implementation of Multi-Tiered Systems of Support (MTSS) and Universal Design for Learning (UDL), LUHSD is taking efforts to ensure that all families feel respected, included, and engaged in their child’s education. LUHSD also continues to enhance inclusivity within the curriculum and school activities, refining its strategies to ensure every family has a voice and an active role in the school community.|The analysis of educational partner input and local data shows that LUHSD has made strong progress in building partnerships that support student success. Many parents express confidence in the district’s efforts to provide quality education, academic support, and preparation for college and career readiness. Families also report that students have access to a challenging curriculum and are being taught essential critical thinking skills. These positive perceptions reflect the effectiveness of LUHSD’s collaboration with families in enhancing the overall educational experience. Looking ahead, staff remain committed to strengthening instructional practices and expanding support for diverse student groups, recognizing that strong school-family partnerships are key to fostering student achievement.|LUHSD has identified the need to improve access to social-emotional and additional supports for parents to help their children. Analysis of survey data and feedback reveals disparities in parental awareness and accessibility of these supports across school sites. In some areas, fewer parents are aware of or know how to access social-emotional supports compared to others. This lack of awareness can negatively impact students' academic achievement and their ability to effectively utilize educational services.  To address this, LUHSD will implement strategies to enhance communication, provide resources and informational sessions, and partner with community organizations specializing in mental health and wellness. By focusing on improving access to social-emotional supports, LUHSD aims to strengthen partnerships with parents and create a more supportive environment for student success and well-being.|LUHSD is dedicated to improving the engagement of underrepresented families, with a focus on establishing strong partnerships to support student outcomes. To achieve this, the district is prioritizing equity and access initiatives and training staff to engage effectively with families from diverse backgrounds. Regular meetings with groups such as the Indian Education Council and DELAC ensure that the perspectives of underrepresented families are included in the decision-making process.  Additionally, LUHSD has partnered with Fresno State’s Parent University program to offer free courses for parents and family members, covering a range of support and resource topics. This initiative aims to foster community outreach and strengthen partnerships with underrepresented families. By leveraging these efforts, LUHSD seeks to create an inclusive and supportive environment where all families feel valued and empowered in their children's education. The district’s ongoing collaboration and proactive engagement efforts are designed to build meaningful partnerships that contribute to improved student outcomes for all.|LUHSD has shown significant progress in seeking input for decision-making processes, with active parental engagement in communication and participation opportunities. Parents have responded positively to surveys regarding updates on student progress, enforcement of rules, and school activities, indicating a strong level of involvement. Parents across school sites report feeling welcome to participate in school activities and well-informed about school events, reflecting effective communication channels.  Parents have also responded positively to the addition of the Kelvin survey system and appreciate the communication they receive through ParentSquare. During the 2024–2025 school year, LUHSD implemented a District Advisory Committee to further support parent engagement.  However, there are areas for improvement, particularly regarding opportunities for input on rules, policies, and changes at school sites. Fewer parents felt they had a voice in these matters. To address this, LUHSD will focus on expanding opportunities for feedback and input, aiming to create a more collaborative environment where all stakeholders feel valued and empowered in the decision-making process. This continued focus on communication and participation is intended to enhance the overall educational experience for all students.|LUHSD has identified key areas for improvement in seeking input for decision-making, with a focus on increasing parent and student involvement in the development of rules, policies, and educational updates across all school sites. A particular emphasis is being placed on engaging Spanish-speaking parents to address language barriers and promote inclusivity. DELAC meetings are used to discuss school rules and policies and to gather parent input, recognizing the importance of stakeholder engagement. These meetings have been held at various times during the day to encourage greater participation.  The district has also implemented Equity and Access training to expand staff capacity to support all students, particularly those from traditionally underserved groups, fostering a more inclusive and equitable learning environment.  LUHSD introduced a District Advisory Committee during the 2024–2025 school year and will continue using it to gather parent input. The Kelvin survey platform will also remain in use, allowing the district to analyze data disaggregated by student groups. This ensures LUHSD can consider the perspectives of staff, students, and families both collectively and individually when necessary.  LUHSD remains committed to ongoing communication and engagement through meetings and surveys. Administrators will continue working together to develop strategies that increase the involvement of traditionally underserved student groups in the decision-making process.|LUHSD is committed to improving the engagement of underrepresented families in decision-making processes. The district uses various tools to gather data and facilitate parent engagement, including regular meetings with parents of English Learners, Migrant students, and Native American families. Principals and the Assistant Superintendent participate in monthly Indian Education Council meetings, demonstrating a targeted effort to connect with these communities. Parent conferences and Back-to-School Night events also provide valuable opportunities for gathering input.  LUHSD distributes surveys to parents and students to collect feedback on funding priorities and to identify strengths and areas for improvement at each school site. The data collected is used to inform decision-making, assess implementation levels, identify necessary actions, and develop or adjust district goals. Moving forward, LUHSD will continue to use this data to create new plans that enhance parent input and involvement across all school sites, fostering a more inclusive and collaborative educational environment.|4|4|4|4|4|4|4|4|4|3|3|4|Met||2025-06-11|2025
16639820110205|Lemoore Middle College High|3|On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt tha:t LMCHS keeps them well informed about their student's progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (23%) felt that the school did not offer enough quality activities that meet their student's interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.|100% of parents surveyed felt that LMCHS keeps them well informed about their student’s progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails.|Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 1 A number of parents (23%) felt that the school did not offer enough quality activities that meet their student’s interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.|The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (62%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (92%) and were taught critical thinking skills (100%). This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers.|Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (84%). This was an area that we work hard to ensure students had appropriate access to.|LMCHS hosts parents for Back to School Night, as well as an in person Orientation and Registration nights annually. Additionally, Parent U informational nights are held 4 times per year, and topics vary based on input from educational partners gathered throughout the school year.|Lemoore Middle College has a reputation for providing a high quality education to all students. As a school of choice, we actively engage our educational partners to ensure that our reputation remains a positive one. This engagement is critical to stabilize our student enrollment, and guarantee the long term success of LMCHS.|Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped (77%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. LMCHS is utilizing a Certificated teacher to provide additional tutoring and regular two-way communication for our students classified as English Language Learners. This will allow improved access to resources and opportunities for families to provide meaningful input to LMCHS.|LMCHS hosts parents for Back to School Night, as well as an in person Orientation and Registration nights annually. Additionally, Parent U informational nights are held 4 times per year, and topics vary based on input from educational partners gathered throughout the school year.|4|4|4|4|4|4|5|5|4|4|3|4|Met||2025-06-12|2025
16639820136234|Lemoore Online College Preparatory High|3|"At Lemoore Online, the staff prides itself on our ability to build, bolster, and nurture relationships between school staff and families. This process starts at Orientation when each family meets the principal, the counselor and their child's mentor teacher personally. From here, weekly Progress Check Meetings between the teacher and the parent keep the lines of communication open. Parents are encouraged to be active participants in their child's education, and the school invites parents to engage with the teacher and the school often by whatever means is most convenient for the family, including: in person/on campus, via phone or via virtual meetings. Lemoore Online also works in collaboration with the Liaisons from Santa Rosa Rancheria who represent the Tachi Yokut Tribe. Our school counselor also maintains ongoing communication with many of our students and their families as we work as a team to support students academically, behaviorally, and social-emotionally. When staff raise a concern about a student, the first call is to the parents. The LIHSD Student Services team is also a huge part of our success in forming strong, supportive relationships with families. Students in need of intervention are guided by the supportive framework of our MTSS plan. Interventions include: phone calls home, home visits, parent meetings, tutoring, and a ""Tier 2"" Goals Meeting that occurs with the student, parent, and the counselor. At this meeting, goals are developed as a team and the parent(s) is a key part of this collaborative process. The end-of-semester awards assembly was a huge hit with parents and we had nearly 95% of students and their families attend to celebrate students' accomplishments. At Lemoore Online we believe that the more informed parents are about the expectations of the program and how students can be successful, the more effective parents can be in helping their child succeed.   According to our LCAP Survey data, parents surveyed responded as follows: 90% believe the school ""seeks parent input."" 90% ""feel welcome to participate in school activities"" 90% ""feel well-informed"|In the future, Lemoore Online will focus on the following areas when it comes to Building Relationships between School Staff and Families: 1) Publish student-created videos and post on our website featuring teachers, students and staff to help all in our community get to know each other.  2) Encourage attendance at Parent Info Nights and participation in Charter Council.  3) Continued use of a variety of media types to get information to parents, including: Facebook, Parent Square, Emails, Phone calls, Texts, Letters Home, Flyers, etc. 4) Offer Parenting support nights in collaboration with the District|"Lemoore Online builds excellent rapport and support networks for all stakeholders. This takes place primarily within the framework of the ""Weekly Progress Meeting"". Parents and students are active participants in these progress meetings wherein teachers not only report on ""current progress"" but guide parents and students in the necessary/suggested steps for improvement. College and career readiness and graduation preparation are also discussed in these meetings. If further support or intervention is needed, the teacher will also use these Progress Check meetings to connect families with resources.  LCAP survey data clearly shows that parents and students feel supported at Lemoore Online."|"At Lemoore Online, the staff prides itself on our ability to build, bolster, and nurture relationships between school staff and families. During weekly Progress Check Meetings, the teacher and the parent keep the lines of communication open as they review the student's progress. Parents are encouraged to be active participants in their child's education, and the school invites parents to engage with the teacher and the school often by whatever means is most convenient for the family, including: in person/onsite, via phone or via virtual meetings. Lemoore Online also works in collaboration with the Liaisons from Santa Rosa Rancheria from the Tachi Yokut Tribe. Our school counselor also maintains on-going communication with our students and their families as we work as a team to support students academically, behaviorally, and social-emotionally. During the 2024-2025 school year, the counselor met with each student to develop and/or refine a 4-year plan and discuss post-high school options. At Lemoore Online, we believe that the more informed parents are about the expectations of the program and how students can be successful, the more effective they can be in helping their child succeed.   According to our LCAP Survey data, parents surveyed responded as follows: 90% believe the school ""seeks parent input"" 90% ""feel welcome to participate in school activities"" 90% ""feel well-informed"""|"In the future, Lemoore Online will focus on the following areas when it comes to Building Partnerships for Student Outcomes: 1) Communicating support opportunities for parents. Only 60% of parents surveyed were aware of the free online classes offered by the school through Fresno State's ""Parent University"". 2) Offering relevant support opportunities for parents. After the most recent LCAP Survey, only 84% of parents surveyed believed the school provides ""useful"" parent workshops.  3) Collaborate with LUHSD to offer Parenting/Support Classes for parents. Oftentimes, parents of our online students report that they struggle with the following: establishing a healthy routine for their teen at home, knowing and enforcing program expectations, homework support, college and career planning, support for graduation, etc."|Lemoore Online plans to improve the engagement of underrepresented families as follows: 1) Offer virtual and in-person Parent Nights with targeted topics led by our Counselor and Social Worker. Topics to include: Financial aid/FAFSA, college applications, career readiness, how to support your online student, social emotional learning, and support at home, etc. 2) Personally invite parents to events via texts, phone calls, email, ParentSquare, etc. 3) Incentivize parent participation for students 4) Host and advertise events put on by our Clubs that represent a diversity of ethnic groups, cultural back grounds, etc. 5) Offer info nights for parents of students in our ELD Class 6) Offer info nights for parents of students on an IEP/504 Plan 7) Encourage more participation in our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners.|"Lemoore Online seeks to work in collaboration with our students and their parents/guardians, as well as with the unique cultures and community groups our students belong to. Our strengths include the following: 1) Lemoore Online Charter Council - There are currently 2 parents on our Charter Council and 1 student  2) Weekly Progress Check Meetings - These meetings have been noted by staff, students and their parents as a highlight of our program. These weekly meetings offer all involved a regular venue for ""catching up"", expressing concerns, alignment of goals, coordinating supports, etc.  3) Parent Input - When surveyed, 90% of parents agreed that the school ""seeks parent input""."|In the future, Lemoore Online will focus on the following areas when it comes to Seeking Input for Decision Making: 1) Increase the diversity of our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners. 2) Develop a Multicultural Club that represents a diversity of ethnic groups, cultural backgrounds, etc. 3) Offer Parent Nights for parents of students in our ELD Class 4) Offer Parent Nights for parents of students on an IEP/504 Plan|Lemoore Online plans to improve the engagement of underrepresented families as follows: 1) Offer virtual and in-person Parent Nights with targeted topics led by our Counselor and Social Worker. Topics to include: Financial aid/FAFSA, college applications, career readiness, how to support your online student, social emotional learning and support at home, etc. 2) Personally invite parents to events via texts, phone calls, email, ParentSquare, etc. 3) Incentivize parent participation for students 4) Host and advertise events put on by our Multicultural Club that represent a diversity of ethnic groups, cultural backgrounds, etc. 5) Offer Parent Info Nights for parents of students in our ELD Class 6) Offer Parent Info Nights for parents of students on an IEP/504 Plan 7) Encourage more participation in our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners.|5|5|5|5|4|5|5|4|4|4|3|4|Met||2025-06-12|2025
16639900000000|Pioneer Union Elementary|3|"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2024-2025 parent survey, 97.70% of parents gave a positive response to the statement, ""My school provides me with progress reports and report cards to inform me about my child's success."" 95.43% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 96.55% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant stregnth in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a Community Support Liaison to support the families in meeting their needs for the education for their students.  Overall, 97.7% of parents and families responded positively to their sense of school connectedness which is a 1.5 percentage point increase over the previous year. 96.9% responded positively that they felt their children were safe while at school, which is a 0.3 percentage point decrease from the previous year. The increase in positive responses to both connectedness among students and their families is a clear strength of Pioneer District. The continued growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."|Based on the self-assessment survey, the District could provide some more specific support for staff in learning about each family's strength, cultures, languages, and goals for their children.|Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2024-2025 parent survey, 97.70% of parents gave a positive response to the question, ""My school provides me with progress reports and report cards to inform me about my child's success."" 98.86% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a significant strength in building partnership for student outcomes. It also shows an increase in positive responses over the previous school year. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student's grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implemetnation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education for their students."|Based on the self-assessment survey results, the District shows an area potential improvement in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families.|Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2024-2025 survey, 175 responses were received. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 95.43% of parents gave a positive response to the question, ""My school seeks parent participation and input. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implemetnation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."|The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.|Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District montiors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.|5|5|4|5|3|5|5|4|5|5|5|5|Met||2025-06-18|2025
16639900116699|Frontier Elementary|3|"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2024-2025 parent survey, 97.70% of parents gave a positive response to the statement, ""My school provides me with progress reports and report cards to inform me about my child's success."" 95.43% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 96.55% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant stregnth in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a Community Support Liaison to support the families in meeting their needs for the education for their students.  Overall, 97.7% of parents and families responded positively to their sense of school connectedness which is a 1.5 percentage point increase over the previous year. 96.9% responded positively that they felt their children were safe while at school, which is a 0.3 percentage point decrease from the previous year. The increase in positive responses to both connectedness among students and their families is a clear strength of Pioneer District. The continued growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."|Based on the self-assessment survey, the District could provide some more specific support for staff in learning about each family's strength, cultures, languages, and goals for their children.|Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2024-2025 parent survey, 97.70% of parents gave a positive response to the question, ""My school provides me with progress reports and report cards to inform me about my child's success."" 98.86% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a significant strength in building partnership for student outcomes. It also shows an increase in positive responses over the previous school year. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student's grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implemetnation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education for their students."|Based on the self-assessment survey results, the District shows an area potential improvement in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families.|Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2024-2025 survey, 175 responses were received. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 95.43% of parents gave a positive response to the question, ""My school seeks parent participation and input. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implemetnation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."|The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.|Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District montiors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.|5|5|4|5|3|5|5|4|5|5|5|5|Met||2025-06-18|2025
16639906010557|Pioneer Elementary|3|"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2024-2025 parent survey, 97.70% of parents gave a positive response to the statement, ""My school provides me with progress reports and report cards to inform me about my child's success."" 95.43% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 96.55% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant stregnth in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a Community Support Liaison to support the families in meeting their needs for the education for their students.  Overall, 97.7% of parents and families responded positively to their sense of school connectedness which is a 1.5 percentage point increase over the previous year. 96.9% responded positively that they felt their children were safe while at school, which is a 0.3 percentage point decrease from the previous year. The increase in positive responses to both connectedness among students and their families is a clear strength of Pioneer District. The continued growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."|Based on the self-assessment survey, the District could provide some more specific support for staff in learning about each family's strength, cultures, languages, and goals for their children.|Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2024-2025 parent survey, 97.70% of parents gave a positive response to the question, ""My school provides me with progress reports and report cards to inform me about my child's success."" 98.86% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a significant strength in building partnership for student outcomes. It also shows an increase in positive responses over the previous school year. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student's grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implemetnation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education for their students."|Based on the self-assessment survey results, the District shows an area potential improvement in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families.|Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2024-2025 survey, 175 responses were received. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 95.43% of parents gave a positive response to the question, ""My school seeks parent participation and input. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implemetnation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."|The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.|Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District montiors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.|5|5|4|5|3|5|5|4|5|5|5|5|Met||2025-06-18|2025
16639906110233|Pioneer Middle|3|"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2024-2025 parent survey, 97.70% of parents gave a positive response to the statement, ""My school provides me with progress reports and report cards to inform me about my child's success."" 95.43% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 96.55% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant stregnth in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a Community Support Liaison to support the families in meeting their needs for the education for their students.  Overall, 97.7% of parents and families responded positively to their sense of school connectedness which is a 1.5 percentage point increase over the previous year. 96.9% responded positively that they felt their children were safe while at school, which is a 0.3 percentage point decrease from the previous year. The increase in positive responses to both connectedness among students and their families is a clear strength of Pioneer District. The continued growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."|Based on the self-assessment survey, the District could provide some more specific support for staff in learning about each family's strength, cultures, languages, and goals for their children.|Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2024-2025 parent survey, 97.70% of parents gave a positive response to the question, ""My school provides me with progress reports and report cards to inform me about my child's success."" 98.86% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a significant strength in building partnership for student outcomes. It also shows an increase in positive responses over the previous school year. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student's grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implemetnation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education for their students."|Based on the self-assessment survey results, the District shows an area potential improvement in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families.|Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.|"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2024-2025 survey, 175 responses were received. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 95.43% of parents gave a positive response to the question, ""My school seeks parent participation and input. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implemetnation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."|The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.|Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family's strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District montiors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.|5|5|4|5|3|5|5|4|5|5|5|5|Met||2025-06-18|2025
16739320000000|Reef-Sunset Unified|3|As a community schools district, we have implemented the community schools' frameworks. One of the pillars  focuses on building strong community partnerships and family engagement. The district operates a family  engagement center and commits funding to secure a wellness specialist at each school site. Through early  identification and continuous communication, RSUSD staff members are able to improve and adapt the services and  resources that they provide based on specific needs and data trends. Meetings with site teams met at least six times  a year to discuss needs and bring in the resources as needed. The community school program manager also  headed a District steering committee. These teams and committees consisted of administrators, district nursing  personnel, Wellness Specialists (PPS), teachers, classified staff, parents, and students. Through discussion at these  meetings the district received valuable input from several perspectives and was then able to make decisions based  on their feedback. 86% of educational partners were satisfied and felt connected to the district|RSUSD is focusing on trauma informed training and the implementation of restorative practices in order to improve  relationships between school staff and families. We also had several district administrators become certified Crisis  Prevention Intervention (CPI) trainers in order to have in house training available throughout the school year for all  staff. CPI also has a trauma informed component to it that is crucial to establishing rapport and building empathy  and understanding of behaviors. Trauma-informed practices emphasize the importance of respecting personal  boundaries. School staff can learn strategies for engaging with parents in a respectful manner that honors their  autonomy and preferences. This can involve seeking consent before discussing sensitive topics, respecting cultural differences, and being mindful of power dynamics. This also equips school staff with communication skills that are  essential for building positive relationships with families. This includes active listening, validation of feelings, and  clear, non-judgmental communication.|Based on qualitative data and feedback received from our parent parents and committees, they feel there is a strong  need to improve student behaviors and the development of teacher/staff capacity to address said behaviors. Only  57% of respondents are satisfied or high satisfied with safety. 68% are satisfied or highly satisfied with student  services which include mental health services. Finally, 64.3% are satisfied or highly satisfied with special education  services. By providing appropriate training and establishing policies and supports that are trauma-informed, school  staff will be able to connect families with available resources and support services. Parents who may be experiencing  trauma or other challenges can be connected with appropriate support networks and staff will demonstrate their  commitment to the well-being of the entire family, further enhancing the relationship between school and home.|We completed the second year of implementation of MTSS frameworks district wide. Coordination of Services  Teams were established at each site. Attendance Teams were established at each site. The collaboration of  interdisciplinary staff provides an approach that meet the needs of the child as a whole. The MTSS framework is  designed to meet the diverse academic, behavioral, and social-emotional needs of all students. MTSS, COST and  Attendance Teams have improved early identification and intervention, collaborative problem solving, tailored  support and resources, and regular communication and feedback. Although we are in the beginning phases of the  MTSS implementation process, we are planning continued growth in this area by reviewing policies, providing  professional development for staff, monitoring of practices and fidelity of implementation. We are also looking to  reinvigorate PBIS practices that will compliment MTSS, and community school's implementation. By following the  improvement model, student outcomes will be analyzed to determining the effectiveness of our strategic plan.|Continuing to develop our community school's emphasis on a site level will be a focus area for improvement in  building partnerships for student outcomes. We want each school site to use their community school's knowledge to  develop an intentional and well thought out model that addresses individual site needs. This means that each sites  use of community school funds, resources and partnerships will look different and unique to their site. We also  understand that consistent data reviews will be the key. All decisions should be data driven, in order to improve  student outcomes.|Although we are happy about the amount of progress we have made and the many partnerships we have  established, we understand the importance of nurturing these partnerships. By doing so, we can ensure that the  everchanging needs of our students and families are being met, especially for those underrepresented families that  we serve. Communication is key. Continuing to have difficult and meaningful conversations with our families can  give us a perspective that we may not have identified otherwise. Through community outreach initiatives, specifically  targeted at underrepresented families, such as hosting community events, parent education, and conducting home  visits, we can help build trust and rapport with families who may feel marginalized or disconnected from the school  community.|Currently RSUSD seeks input for decision making via several outlets. Surveys are one point of data but not the only  form. We have annual needs assessment survey, staff PD interest surveys, SEL curveys (panorama) and california  healthy kids surveys. Some ed partner groups also meet with LEA staff and administrators to provide feedback and  input throughout the year. Some of these groups include, SSC teams, Leadership Teams, ELAC/DELAC/DAC,  community school steering committee, principals meetings, differentiated assistance meetings, data achievement  teams and more.|RSUSD will focus on accessibility and inclusivity, transparent communication, and cultural responsiveness. We will  make sure that input-seeking processes are accessible and inclusive to all educational partners, regardless of  background, language proficiency, or ability. We will foster transparent communication channels that keep our  educational partners informed about decision-making processes, timelines, and opportunities for input. By provide  regular updates on how input is being utilized and how decisions are being made we can demonstrate accountability  and build trust with our partners. RSUSD recognizes and respects cultural diversity and we tailor engagement  strategies to be culturally responsive. This is done by providing language access, culturally relevant materials, and  opportunities for culturally appropriate engagement to ensure that everyone feels valued and heard.|To ensure comprehensive representation and inclusivity across all student demographics, RSUSD will prioritize  enhancing follow-up efforts after instances of disengagement. For instance, our current data reveals persistent  issues of chronic absenteeism, particularly within specific student subsets, district-wide. It is imperative not only to  offer parental education and resources but also to proactively reach out to families. This may entail increasing home  visits, adjusting meeting schedules or formats, and modifying existing engagement strategies to better cater to the  needs of these particular groups.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
17101730000000|Lake County Office of Education|3|CS and Hance staff work with families and students to develop positive relationships to support academic success, behavioral improvement, and social-emotional development. As specialized educational settings, CCS and Hance faculty support students and families who have not typically experienced success in the comprehensive school setting.  With a low student-to-teacher ratio, paraprofessional support in every classroom, dedicated school administration and access to therapeutic services from a licensed clinician, CCS and Hance students are able to work with a dedicated team of adults to address their specific needs so that they may successfully return to their school of residence.|CCS and Hance continue to evaluate and improve their intake procedures when a student joins the school setting. This involves meeting with the parents/guardians to communicate and establish expectations, assessing student academic levels and needs to set appropriate learning goals, and identifying behavioral and social-emotional goals to support student growth. Both campuses continue to work on positive messaging throughout the school year so that communications involving concerns are not the only points of contact.|CCS and Hance are fortunate to have a caring and dedicated team of adults who work with students and families to support student success.  Teachers and school administration monitor student progress and communicate with families on a regular basis.  Small class sizes and low student-to-staff ratios ensure a high level of individualized student attention. Additionally, both Hance and CCS qualified for Equity Multiplier funds for the last two school years.  This funding was designated towards a full-time PPS School Counselor to further support student and family engagement with a deeper emphasis on college and career readiness.|CCS and Hance are schools that address specific student needs. Hance works with our expelled youth and CCS is dedicated to working with students with emotional disabilities and/or severe behavioral needs.   CCS is designed after the Diana Browning Wright program of Supporting Students With Intense Social, Emotional and Behavioral Challenges - the NEEDS-SEB Model.  Behavior data is collected and analyzed to track improvement and to establish growth targets.  Hance embraces the Big Picture Learning model.  Through career focused, project-based learning experiences, the Hance students shape their learning by doing.  Students are more engaged in their education and academic path since they are at the helm of designing their work with their teachers.  Students have a stronger sense of belonging because of their direct participation in their educational decisions.  Both schools monitor academic progress and develop individualized learning plans or individualized educational plans (IEP) for all students.|CCS and Hance continue to strive to support positive student behavior and improve student academic outcomes.  During the 2024-25 school year both schools focused on implementing their prescribed programs (Big Picture Learning for Hance and NEEDS-SEB for CCS) with greater fidelity to improve student outcomes and develop stronger relationships between staff and students.|CCS and Hance teams are fortunate to have strong bonds with their students.  Given the small class sizes, CCS and Hance teams are able to maintain consistent and positive communication with families via in-person conferences, phone calls and email communication. The average student at CCS and Hance remains on campus between 12-24 months before returning to their district of residence. This high turnover in student population demonstrates the need for the dedicated attention of the faculty to student success.  CCS and Hance staff ensure positive communication with all families and work towards improved family engagement through community events such as holiday celebrations, awards assemblies, open house/Back-to-School nights, talent shows, and graduation ceremonies.|CCS and Hance hold School Site Council meetings four times annually to establish SPSA goals and actions and to evaluate overall progress toward SPSA goals.  These meetings include input from parents/guardians, students and staff.  Additionally, LCOE staff seeks input from families, students, staff and community members through the LCAP engagement process and to provide greater opportunity for input towards Equity Multiplier funds.  LCAP engagement meetings were held at each school.  These opportunities allowed for an open dialogue to discuss current practices, gather input from student voices, and communicate future goals.|CCS and Hance continue to explore effective options to engage families, students and community members in the decision making process. Both schools invite families to participate in school events and in the governance of their school site councils.  Student voice is included in both the SPSA and LCAP.  Teachers and administrators strive to include parent and student input into all programming decisions at both schools.|CCS and Hance administration endeavor to communicate and to engage all families in their student’s educational journey.  Teachers and school administration actively work to engage families throughout a student’s time in our schools. When students enroll, their first experience is through an intake meeting with the school administration and their family. Individual needs are discussed and the school team begins working with the student and family to transition the student into their new program. Student attendance, academic progress and behavior goals are monitored closely to support a student’s successful return to their district of residence.|5|5|4|5|3|3|4|4|3|3|3|3|Met||2025-06-24|2025
17640140000000|Kelseyville Unified|3|KVUSD is committed to strengthening relationships between school staff and families. We have expanded opportunities for parent and family involvement and continue to actively recruit parents to serve as volunteers and members of our advisory committees.|For the past two years, KVUSD has prioritized increasing family involvement across our schools. While we have expanded opportunities for engagement, participation in events, advisory committee meetings, and volunteer activities remains lower than desired. We will continue to focus our efforts on intentional outreach to better connect with parents and community members, including offering events at times that are more convenient for families. This ongoing goal includes increasing attendance at school events, committee meetings, and volunteer participation districtwide.|KVUSD will continue to invest in key support positions and partnerships to strengthen family engagement and access. Our full-time bilingual liaison will remain available to attend all school events and advisory committee meetings, providing translation services for our Spanish-speaking families. We will also continue to offer translation services upon request and ensure that all school communications are translated into Spanish. Additionally, our homeless liaisons at each school site will maintain active communication with our homeless and foster youth families, while also working closely with community partners to connect families with needed resources and support.|KVUSD continues to prioritize time in the school calendar for parent and family conferences. At the elementary level, conferences are held twice a year, while at the middle school level, they take place once annually. In addition to scheduled conferences, it remains our practice to arrange meetings between parents and teachers whenever requested by either party.|KVUSD will continue to dedicate time in the school calendar for parent and family conferences. We remain committed to working with teachers and principals on strategies to strengthen partnerships with families. This year, we are continuing our focus on providing families with information and resources to support their children's learning in math and reading at home. We will also expand opportunities for meaningful collaboration between school and home.|KVUSD will continue to actively recruit underrepresented families to participate in our advisory committees and complete school surveys, ensuring all voices are heard. This ongoing outreach is supported by our bilingual liaison, homeless liaisons, and school counselors, who work closely with families to promote inclusive engagement.|KVUSD continues to provide multiple opportunities for families to share input and feedback. We maintain a variety of advisory committees—including DELAC, ELAC, NAAC, DAC, and Site Councils at each school site—to ensure diverse family voices are represented. In addition, we regularly distribute surveys in both English and Spanish throughout the year to gather broad community input.|KVUSD continues to face challenges in securing consistent family participation in advisory committees and survey responses. Our ongoing goal is to increase the number of parents actively engaged in each advisory group and to boost parent participation in completing our surveys. To support this effort, we will continue partnering with organizations such as Migrant Education and Healthy Start, while also leveraging the support of our bilingual and homeless liaisons to assist families in navigating and completing these opportunities for input|KVUSD will improve engagement of underrepresented families identified during our self-reflection process by leveraging the support of our bilingual liaison, homeless liaisons, and school counselors. These staff members will actively reach out to families to encourage their participation in advisory committees and completion of school surveys, ensuring their voices contribute to important decision-making. By providing culturally responsive support, reducing language and access barriers, and building trusting relationships, we aim to increase meaningful input from all families and create more inclusive opportunities for family engagement in district decisions.|4|4|3|4|4|3|4|4|3|3|4|4|Met||2025-06-17|2025
17640140141382|Shade Canyon|3|Shade Canyon School fosters strong, respectful relationships with families through monthly Community Council meetings, regular classroom-level parent meetings, biannual family conferences, annual festivals, Community Garden Days, Volunteer opportunities, and other informal touchpoints throughout the year. Parents report high satisfaction with communication and feel welcomed on campus. Staff prioritize approachability and community spirit, supported by regular teacher newsletters to parents, small class sizes and shared values. In addition, administration and teachers produced podcasts during the year to expand the methods of communication to our community.|Although informal engagement is strong, we recognize a need for more systematic staff development in understanding families’ diverse cultural backgrounds—particularly as our enrollment continues to diversify. To address this, we are in the process of developing a formal Parent and Family Engagement Policy to guide inclusive practices and build staff capacity. Additionally, parents have expressed a desire for more regular newsletters and consistent communication from the school. This has been identified as a limitation of our current parent communication platform. In response, we are transitioning to a new system designed to improve the ease, consistency, and clarity of communication with families. Finally, as our staffing increases in 2025–26, we will be better positioned to host additional parent education nights, providing families with more opportunities to engage with the school and support their children's learning.|To better engage underrepresented families, we will implement a parent welcome form that captures family goals, preferred communication methods, and cultural background. Additionally, we plan to provide bilingual outreach materials and build capacity among staff to conduct intentional check-ins with socioeconomically disadvantaged families.|Teachers meet with families regularly to discuss student progress through scheduled conferences and informal communication. We provide narrative progress reports and hold events that showcase student work. Staff mentors and parent volunteers collaborate in classrooms and during events, supporting whole-child development. Teachers carefully monitor individual student progress and make referrals for social-emotional or special education support when needed. These practices are embedded within the school’s developing Multi-Tiered System of Supports (MTSS), which guides proactive intervention and collaboration among staff, families, and specialists to support student learning and well-being.|While Shade Canyon has strong informal family engagement and individualized teacher communication, families have expressed interest in more consistent communication and structured engagement opportunities. Additionally, we recognize a need to strengthen support for partnerships focused on student social-emotional growth. As part of our continuous improvement efforts, we are enhancing our MTSS framework, transitioning to a more effective communication platform, and expanding parent education offerings to support academic and social-emotional development.|We plan to hold informational sessions (in English and Spanish) on students’ educational rights and how families can advocate for services. We will also partner with local organizations to co-host workshops on navigating IEPs and other processes, especially for low-income and special needs families.|Our Community Council is an open group where parents participate in school event planning and provide input on school-wide topics. Parents also serve on our Board of Directors, and Kelvin Pulse surveys allow for broad input on safety, communication, and engagement. These feedback channels are valued and inform decisions.|We are working to build parent leadership capacity by providing clearer information about how advisory roles influence decisions and by offering more structured onboarding for Board participation and advisory involvement.|To better include underrepresented voices, we will conduct targeted outreach using multilingual communication and personal invitations to advisory meetings.  As staffing increases, we plan to offer more flexible meeting formats (e.g., in-person and virtual options) and to proactively invite diverse family voices to participate in surveys, committees, and community events. These efforts aim to ensure that all families feel welcomed, heard, and empowered to contribute meaningfully to school decision-making.|4|3|3|3|3|3|3|2|3|3|3|3|Met||2025-06-24|2025
17640220000000|Konocti Unified|3|- KUSD is at full implementation of our Multi Tiered System of Supports for students and families in the areas of Academics, Behavioral Supports, and Social and Emotional Support. - KUSD has a fully functioning District English Learner Advisory Committee that meets monthly. - All school sites publish a weekly Principal's Message that includes information regarding parent participation at school. - School staff conduct regularly scheduled parent-teacher conferences to discuss student progress and performance.|- KUSD is in the initial implementation phase of establishing fully functioning English Learner Advisory Committees at each school site. - Continue to expand educational options for students to recover credits to graduate with a high school diploma including Summer School, Intersession, 5th-year Senior, and Edgenuity credit recovery courses. - Continue to provide parent-information nights for topics including FAFSA, Financial Aid, and College application support.|- KUSD will continue to promote participation in School Site Councils and English Learner Advisory Committees at all school sites . - KUSD is establishing a Native American Advisory Committee (NAAC) to begin in Fall 2025.|- School staff conduct regularly scheduled parent-teacher conferences to discuss student progress and performance. - Each school site has at least one Bilingual Family Liaison who supports communication between English Learner families and school staff regarding student outcomes. - All school sites have active School Site Councils and increasing participation in English Learner Advisor Committees.|- Continue to develop the capacity of staff (administrators, teachers, and classified staff) to build trusting and respectful relationships with families. - Continue to focus on improved communication between the district, school sites, and families. - Increase opportunities for school staff/family relationship building activities and participation in decision-making parent advisory groups.|- Continue to provide families with information and resources to support student learning and development in the home. - Continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|- KUSD's District English Learner Advisory Committee meets monthly and satisfies the Title III compliance requirements under ESSA. - Each KUSD school site has a School Site Council that satisfies the Title I compliance requirements under ESSA. - KUSD implements a rigorous Education Partner Group engagement process when seeking input for the Local Control Accountability Plan (LCAP).|- Based on the successful implementation of our DELAC process, KUSD will hold quarterly English Learner Advisory Committee meetings at all school sites. - KUSD will utilize all forms of parent communication to encourage participation in school and district level decision-making groups.|- KUSD will establish a Native American Advisory Committee (NAAC) in Fall 2025. - KUSD will utilize all forms of parent communication to encourage participation in school and district level decision-making groups.|4|3|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
17640300000000|Lakeport Unified|3|LUSD remains committed to strengthening connections with families and the broader community. In the 2024-2025 school year, the district joined the Community Engagement Initiative as part of Cohort V, a collaborative effort focused on improving district-community relationships. Through this initiative, LUSD identified communication and engagement as key areas needing improvement. Building on these findings, the CEI Team will partner with district staff, students, families, and community members throughout the 2025-2026 school year to develop and implement strategies that enhance communication and deepen engagement across LUSD.|LUSD remains committed to strengthening connections with families and the broader community. In the 2024-2025 school year, the district joined the Community Engagement Initiative as part of Cohort V, a collaborative effort focused on improving district-community relationships. Through this initiative, LUSD identified communication and engagement as key areas needing improvement. Building on these findings, the CEI Team will partner with district staff, students, families, and community members throughout the 2025-2026 school year to develop and implement strategies that enhance communication and deepen engagement across LUSD.|LUSD remains committed to strengthening connections with families and the broader community. In the 2024-2025 school year, the district joined the Community Engagement Initiative as part of Cohort V, a collaborative effort focused on improving district-community relationships. Through this initiative, LUSD identified communication and engagement as key areas needing improvement. Building on these findings, the CEI Team will partner with district staff, students, families, and community members throughout the 2025-2026 school year to develop and implement strategies that enhance communication and deepen engagement across LUSD.|LUSD maintains a strong commitment to professional development and has launched innovative approaches to support educator growth. Over the past two years, the district has introduced the Seminar Series, a comprehensive professional development program available to all teachers. This initiative specifically addresses the six professional teaching standards while meeting the practical needs of classroom educators. The Seminar Series runs throughout the school year on Wednesdays, with participating teachers receiving stipend compensation for their completion of courses. As teacher participation continues to grow, LUSD plans to expand course offerings based on identified educator needs and interests. Beyond internal professional development, LUSD strengthens community connections through its ongoing partnership with the Big Valley Rancheria. District staff regularly support programming at the Big Valley Boys and Girls Club, providing academic assistance while building meaningful relationships with students and families in the community.|LUSD maintains a strong commitment to professional development and has launched innovative approaches to support educator growth. Over the past two years, the district has introduced the Seminar Series, a comprehensive professional development program available to all teachers. This initiative specifically addresses the six professional teaching standards while meeting the practical needs of classroom educators. The Seminar Series runs throughout the school year on Wednesdays, with participating teachers receiving stipend compensation for their completion of courses. As teacher participation continues to grow, LUSD plans to expand course offerings based on identified educator needs and interests. Beyond internal professional development, LUSD strengthens community connections through its ongoing partnership with the Big Valley Rancheria. District staff regularly support programming at the Big Valley Boys and Girls Club, providing academic assistance while building meaningful relationships with students and families in the community.|LUSD maintains a strong commitment to professional development and has launched innovative approaches to support educator growth. Over the past two years, the district has introduced the Seminar Series, a comprehensive professional development program available to all teachers. This initiative specifically addresses the six professional teaching standards while meeting the practical needs of classroom educators. The Seminar Series runs throughout the school year on Wednesdays, with participating teachers receiving stipend compensation for their completion of courses. As teacher participation continues to grow, LUSD plans to expand course offerings based on identified educator needs and interests. Beyond internal professional development, LUSD strengthens community connections through its ongoing partnership with the Big Valley Rancheria. District staff regularly support programming at the Big Valley Boys and Girls Club, providing academic assistance while building meaningful relationships with students and families in the community.|LUSD provides comprehensive opportunities for families and community members to participate in school decision-making through various advisory and action committees. While these committees serve important functions, participation levels vary significantly across different groups. The district celebrates strong engagement in key areas. DELAC (District English Learner Advisory Committee) maintains robust participation with consistently well-attended meetings. Similarly, the NAAC (Native American Advisory Committee) meets regularly and demonstrates strong attendance and active participation from community members. However, challenges persist in other areas. School site councils often struggle to recruit adequate parent representatives, resulting in smaller, less representative groups than desired. Recognizing these participation gaps, LUSD actively explores new strategies and approaches to enhance parent and community engagement across all committee structures, ensuring that every family has meaningful opportunities to contribute to their children's educational experience.|LUSD provides comprehensive opportunities for families and community members to participate in school decision-making through various advisory and action committees. While these committees serve important functions, participation levels vary significantly across different groups. The district celebrates strong engagement in key areas. DELAC (District English Learner Advisory Committee) maintains robust participation with consistently well-attended meetings. Similarly, the NAAC (Native American Advisory Committee) meets regularly and demonstrates strong attendance and active participation from community members. However, challenges persist in other areas. School site councils often struggle to recruit adequate parent representatives, resulting in smaller, less representative groups than desired. Recognizing these participation gaps, LUSD actively explores new strategies and approaches to enhance parent and community engagement across all committee structures, ensuring that every family has meaningful opportunities to contribute to their children's educational experience.|LUSD provides comprehensive opportunities for families and community members to participate in school decision-making through various advisory and action committees. While these committees serve important functions, participation levels vary significantly across different groups. The district celebrates strong engagement in key areas. DELAC (District English Learner Advisory Committee) maintains robust participation with consistently well-attended meetings. Similarly, the NAAC (Native American Advisory Committee) meets regularly and demonstrates strong attendance and active participation from community members. However, challenges persist in other areas. School site councils often struggle to recruit adequate parent representatives, resulting in smaller, less representative groups than desired. Recognizing these participation gaps, LUSD actively explores new strategies and approaches to enhance parent and community engagement across all committee structures, ensuring that every family has meaningful opportunities to contribute to their children's educational experience.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-16|2025
17640480000000|Lucerne Elementary|3|The results from our community survey indicate that overall, they feel welcome when they visit our site.|Parents indicated that providing transportation via bus service would help to better support the needs of their students and families.  Also, they  indicated that after school services such as tutoring and/or enrichment activities would help students.|We will begin to offer transportation during summer school, as well as  continue to offer ELOP enrichment programs throughout the upcoming school year.|The Lucerne Elementary School District continues to work to provide support to families and improve student attendance rates.|The Parent/Community Survey data indicates that transportation is important to improving attendance rates and student outcomes.  In addition, the survey data indicates that providing students with incentives helps to encourage students to attend.  We will continue to provide our students with incentives, ELOP camp opportunities and other encouragement and support to improve attendance rates and student outcomes.|An area of improvement would be to continue to partner with and build relationships with community partners such as Healthy Start, Adventist Health, Redwood Community Services, and Lake County Behavioral Health.|The Lucerne Elementary School District has an active School Site council that discusses pertinent school issues and uses their influence to make school wide decisions.  In addition, we have worked to establish an English Learner’s Advisory Committee (ELAC) group that has met periodically throughout  the school year and provided input and feedback on several important topics. Family engagement activities are held throughout the year to survey additional information.|The LEA can improve on gaining input from underrepresented groups.  One underrepresented group that the district will be working to support in the 2025/26 school year is our Homeless families.|The District plans to provide more direct outreach to homeless families. These outreach support services will inform our practice and allow us to better serve homeless families and students.|3|3|3|3|3|4|3|3|4|3|2|3|Met||2025-06-18|2025
17640550000000|Middletown Unified|3|Every school in MUSD communicates regularly with families and invites families to on campus events|We can improve our support for families who are not comfortable coming to large community events.|We can improve our support for families who are not comfortable coming to large community events.|"MUSD schools work closely with parents to support students.  This work includes communication regarding student performance at parent teacher conferences and at other times as needed.  School employees work to support students in the areas of academics, attendance and behavior.  Schools also provide ""content events"" such as Math Night or Literacy Night.  Student performances are also a regular focus of school-home partnerships."|MUSD will be improving our services for students with disabilities who qualify for a 504 plan.|Enhancing opportunities for parent engagement continues to be a focus for the district.  MUSD will be improving our services for students with disabilities who qualify for a 504 plan.|Parent groups are active at every campus, including booster organizations, parent-teacher organizations and school site councils.  At the district level, parent input is actively sought out for decision making, such as determining our budget reduction strategy and developing the school district calendar and the LCAP.|Enhancing opportunities for parent engagement continues to be a focus for the district.|Enhancing opportunities for parent engagement continues to be a focus for the district.|4|3|3|4|3|3|4|3|3|4|4|4|Met||2025-06-25|2025
17640550108340|Lake County International Charter|3|LCICS has established comprehensive systems to foster and strengthen relationships across our entire school community—students, staff, and families. We prioritize consistent, multi-channel communication through newsletters, emails, phone calls, and our school website to ensure all families stay informed and connected. Throughout the academic year, we host various family engagement events, social gatherings, and volunteer opportunities that bring parents together and create meaningful connections within our community. Our commitment to accessibility extends to maintaining an open-door policy, where families are always welcome to visit the office and engage in direct dialogue with the Director and other team members. We believe that strong partnerships between home and school are fundamental to student success, so we actively encourage ongoing communication and feedback from all stakeholders. Additionally, we offer multiple ways for families to stay involved, ensuring that every family has opportunities to contribute to and benefit from our collaborative school environment.|We would like to see even more consistent family participation in events. This may involve changing the times/days/seasons for which they are planned.|The families who face the greatest barriers to school participation are frequently those experiencing economic hardship, working multiple jobs or irregular schedules while managing the daily challenges of making ends meet. Recognizing these realities, we remain committed to proactive outreach and creating inclusive opportunities for all families to engage with our school community. We deliberately schedule events at various times throughout the day and week, considering the diverse work schedules of our families, including evening and weekend options when possible. Our staff makes personal contact with families who may not typically reach out, ensuring they feel welcomed and valued rather than overlooked. We also explore flexible participation methods, such as virtual meeting options or brief check-ins that accommodate busy schedules. While survey feedback consistently shows that families appreciate additional events and engagement opportunities, we recognize the gap between interest and actual attendance often reflects practical constraints rather than lack of commitment to their children's education. Moving forward, we're working to better understand these specific barriers through targeted conversations Our goal is to meet families where they are and remove obstacles that prevent meaningful participation in their children's educational journey.|We are fortunate to serve a community that values active engagement in their children's education, drawing families who seek meaningful involvement in the learning process. However, like many educational institutions, we have observed a notable decline in family participation across all grade levels since 2020, reflecting broader societal shifts and ongoing challenges that families continue to navigate in the post-pandemic landscape. Despite these participation challenges, we maintain a dedicated teaching staff committed to transparent, ongoing communication with families. Our educators actively share classroom happenings through regular updates, provide specific guidance on how families can support their children's academic and social development at home, and consistently seek input from parents and guardians to ensure we're meeting each student's unique needs. We recognize that decreased participation doesn't necessarily indicate decreased interest, but rather may reflect evolving family priorities, work demands, health concerns, or comfort levels with in-person gatherings. Our staff remains flexible and responsive, utilizing multiple communication channels and adapting our outreach strategies to meet families where they are. We continue to value the partnership between home and school, understanding that family engagement may look different now than it did before 2020, while still maintaining our commitment to keeping every family informed, involved, and supported in their child's educational journey.|Recognizing that some families may feel hesitant to engage or face barriers that make participation challenging, we have implemented more individualized approaches to family outreach. Our staff makes personal contact through phone calls, informal conversations, and one-on-one meetings to build relationships with families who may not typically participate in larger group settings. This personalized approach allows us to better understand each family's unique circumstances, preferences, and needs, while demonstrating our genuine commitment to including every family in our school community regardless of their comfort level or availability for traditional participation methods.|Our staff will continue to make personal contact through phone calls, informal conversations and one-on-one meetings to build relationships with families who may not typically participate in larger group settings.|LCICS benefits from its intimate size, which naturally facilitates frequent, meaningful conversations between staff and families on a wide range of topics affecting our school community. This close-knit environment enables us to maintain personal relationships and respond quickly to individual family needs and concerns. We actively encourage families to become integral parts of our daily operations through diverse volunteer opportunities.. Our governance structure reflects our commitment to shared decision-making, with all families encouraged to attend monthly Council Meetings where they can contribute to discussions about school policies, programs, and future directions. These meetings serve as forums for transparent communication and collaborative problem-solving, ensuring that all voices are heard and valued. We view our community as an extended LCICS family, where every stakeholder—parents, guardians, extended family members, and community supporters—is encouraged to share their perspectives, raise concerns, and contribute their expertise. This culture of open dialogue and shared responsibility ensures that important decisions reflect the collective wisdom and values of our entire school community, strengthening our ability to serve each child effectively while maintaining the collaborative spirit that defines our educational approach.|Our focus is to bring more families in to the conversation by continuing to offer multiple opportunities for engaging in our community through events, activities, volunteering and open communications.|LCICS makes a concerted effort to engage those families that tend to stay on the sidelines. Creating a warm environment where people feel welcome and supported is paramount. Personal contact from the office and the Director will continue to be a priority during the 2025-26 school year.|4|5|4|5|4|4|5|5|4|4|4|4|Met||2025-06-25|2025
17640550129601|California Online Public Schools North Bay|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|5|4|4|4|4|5|5|4|4|4|4|Met||2025-06-10|2025
17769760000000|Upper Lake Unified|3|All three school sites serve as the hub for our community, offering community and student events throughout the school year. Our communication builds relationships by addresssing communication in the manner that is most effective for the families (phone, paper, text, emails etc.). Our school sites partner with community agencies to address student and community needs through wrap around servces to ensure that we are addressing needs that we see at school and those reported to us through the community. Our stakeholders report feeling welcome and supported while on all campuses, this fosters relationships.|Our area of growth stems from the community schools grant and our Middle School. We are striving to make the ULMS campus a more welcoming community hub with resources for during and after school hours. The limitations of funding have proven to be a barrier in meeting the needs and the expected outcome that our community has asked for. We will continue to work to provide support for families with students who are struggling at school and likely at home. A support group, hosted by the district will help to bridge the trauma response.|The LEA will continue to provide communication in the means that works best for the families and participate in community events on and off campus. As lead facilitators for our NAAC (Native American Action Committee) and CEI (Community Engagement Initiative), we will continue to partner and train with our community partners and expand this network to include additional underrepresented families, specifically SWD (Students With Disabilities).|Our school sites all share strength in the areas of parent communication and collaboration. Our site leaders eagerly invite parents and community members to participate in decision making. Our sites reach out to share student successes from inside of the classroom as well as campus-wide which is seen and appreciated according to our stakeholder feedback.|The LEA will continue to focus on expanding to underrepresented families through partnerships with our Pupil Personnel Department in the hosting of events for our Students With Disabilities, beyond sharing outcomes through IEP meetings. We will also work to increase behavior supports for students in need both within the school setting and home setting.|This improvement will be refected in the increased success surrounding student outcomes.  Our community partner input shared success in the varied opportunities provided for families to be engaged within the school settings. Our school sites will continue to offer and provide opportunities for the community to gather and celebrate the success of our students- their children.|Our community has provided feedback stating that they appreciate the many ways we provide input to them. This strength has estabilished trusting relationships for great qualitative data in making decisions.|The LEA's focus area is to provide more, varied opportunities for the community to review data and provide input in a community friendly method. Our past input has come through advisory commitee meetings, electronic surveys, paper surveys and 1-1 conversations. Our focus area is to expand these opportunities to invite families/underrepresented populations that are not captured based on the data.|We will continue to utilize our varied means of seeking input in decision making and expand to build new relationships with groups from within our community. This will provide varied input during decision making. This will include attending community events, meetings and utilizing student celebrations as an opportunity to gather input and make decisions that will meet their needs and move them from being underrepresented to decision makers.|5|5|4|5|4|4|4|4|4|4|4|3|Met||2025-06-16|2025
18101810000000|Lassen County Office of Education|3|LCOE has demonstrated exemplary performance in building and sustaining strong relationships with families, creating welcoming environments, appreciating family diversity, and facilitating effective communication. These efforts reflect a deep commitment to family engagement and community partnership.|LCOE will focus on building relationships between school staff and families through open, honest communication and input from families in meeting students individual needs.|LCOE will focus on building relationships between school staff and families through open, honest communication and input from families in meeting students individual needs. LCOE has 8 total students and is able to create unique and strong relationships with families.|Overall, the LEA has demonstrated exemplary performance in building and sustaining partnerships for student outcomes through professional learning for educators, providing valuable resources to families, fostering regular communication between teachers and families, and supporting family advocacy. These efforts reflect a strong commitment to collaboration and family engagement in education|LCOE should maintain its strong foundation while focusing on continuous improvement in these areas to enhance partnerships for student outcomes. These efforts will help to ensure that all families are well-supported and engaged in their children's education.|LCOE will strengthen policies for family-teacher meetings by incorporating flexible scheduling, virtual meeting options, and ensuring interpreters are available. This will help underrepresented families participate more actively in discussions about their child’s progress and collaborate on strategies for improvement. LCOE will expand programs that help families understand and exercise their legal rights. This includes offering more frequent and accessible workshops, providing legal resources in multiple languages, and partnering with community organizations to reach and support underrepresented families effectively.|LCOE excels in building the capacity of and supporting family members to engage effectively in advisory groups and decision-making processes. Programs are in place to educate and empower families, ensuring they have the knowledge and confidence to participate actively. This includes workshops, informational sessions, and resources tailored to diverse family needs.|While LCOE has successfully provided opportunities for collaboration among families, teachers, principals, and administrators, ongoing evaluation and improvement of these initiatives are crucial. Regular assessments and adjustments based on stakeholder feedback can ensure that these collaborative efforts remain effective and responsive to the community's evolving needs.|LCOE will implement robust feedback loops to ensure that input from underrepresented families is not only collected but also acted upon. Regular updates will be provided to families on how their feedback is being used to inform decisions, thereby building trust and demonstrating the value of their participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
18640890000000|Big Valley Joint Unified|3||||||||||||||||||||||Not Met|||2025
18641050000000|Janesville Union Elementary|3|Janesville Union Elementary has worked to build strength in building relationships between school staff and families by hosting four family/community nights each school year as well as numerous other parent involvement events throughout the year. Some of these events include the Winter program, Thanksgiving lunch and our annual field trips hosted by each grade level. Based on parent feedback from surveys administered we have recieved positive feedback that families feel connected to the school and school staff, we have also recieved feedback that families feel welcome at the school and in their child's education.|In looking at data collected from the California Healthy Kids survey and our annual parent/guardian survey we have recieved positive feedback about parents/guardians feeling welcome in the school community. We are looking at ways to continue to improve this for the 25/26 school year. Through the work of the school site council and the LCAP committee we have identified an area of growth and want to include several activities for the upcoming year to help increase the relationships between school staff and families. Those ways include adding in one more parent/family night, a movie night in the fall and continuing to find ways to help support learning at home for students who struggle. From feedback we have recieved parents want to help their students at home but don't have the resources to be able to do that.|Based on the analysis of educational partner input and local data from our self-reflection process, Janesville Union School District (JUSD) has identified that underrepresented families—including families of students with disabilities, low-income families, and families of English Learners—face barriers to active engagement due to scheduling conflicts, limited transportation options, and a need for more personalized communication from school staff. In the upcoming school year we plan to work to address these areas of concern by providing more professional development to teachers so they can better help work with the students and families as well as work to have a more personalized outreach program and have a more individualized approach when working with these families.|Janesville Union School District’s current strengths in building partnerships for student outcomes include strong relationships with parents through regular communication, personalized outreach, and well-attended parent-teacher conferences. The district has made progress by increasing opportunities for parent involvement in academic programs, such as family literacy nights, student showcases, and parent workshops. Ongoing collaboration with the Parent Teacher Organization and community partners has also enhanced support for student learning and well-being.|Based on the analysis of educational partner input and local data, Janesville Union School District has identified a need to increase engagement of underrepresented families in academic programs and decision-making processes. The district will focus on improving communication about student progress, expanding parent education opportunities, and creating more inclusive and accessible events to strengthen partnerships that support student outcomes.|To improve engagement of underrepresented families, Janesville Union School District will implement targeted strategies such as personalized outreach, flexible meeting times, and expanded parent education opportunities. The district will also strengthen two-way communication and provide translation and interpretation services to ensure all families can access and participate in academic programs and decisions that impact student outcomes.|Janesville Union School District’s strengths in seeking input for decision-making include consistent engagement through School Site Council, LCAP stakeholder meetings. The district regularly solicits feedback through parent and staff surveys and maintains open lines of communication with families and community members. Progress has been made in expanding opportunities for input from a broader range of stakeholders, ensuring decisions reflect community needs and priorities.|Based on the analysis of educational partner input and local data, Janesville Union School District has identified the need to increase participation of underrepresented families and community members in decision-making processes. The district will focus on improving outreach, offering more flexible and accessible opportunities for input, and strengthening feedback loops so stakeholders see how their input informs district decisions.|To improve engagement of underrepresented families in decision-making, Janesville Union School District will enhance outreach through personalized communication and partnerships with community organizations. The district will provide flexible meeting formats and times, increase translation and interpretation services, and create more accessible opportunities for families to provide meaningful input on district policies, programs, and resource allocation.|4|4|3|3|3|3|4|3|3|3|3|3|Met||2025-06-17|2025
18641130000000|Johnstonville Elementary|3|Johnstonville School has made sustained efforts to create an environment where families and staff can build trusting, respectful, and collaborative relationships. To further strengthen engagement, Johnstonville has implemented a variety of strategies. These include virtual and in-person meetings, targeted phone outreach to gather feedback and share school data, regular one-on-one meetings, and consistent progress updates for families. Additionally, we transitioned to shorter, more frequent surveys to collect timely, focused input. These surveys were published via our website, ClassDojo, and our social media accounts, Facebook and Instagram. While parental participation is not yet at the level we aim for, these gains represent meaningful progress.  These actions have contributed to a shift in our Local Educational Agency’s (LEA) self-assessment regarding family engagement. Johnstonville has progressed from Initial Implementation to Full Implementation in creating welcoming environments for all families. The structures we have established ensure that families feel respected, heard, and empowered to support their children’s education. This growth has laid a solid foundation for continued collaboration, helping to ensure a supportive and inclusive learning experience for every student.|Based on the analysis of educational partner input and a review of local data, Johnstonville School has identified increasing parental engagement as a primary focus area for improving the building of relationships between school staff and families. While we have made notable progress in creating a welcoming environment and have moved from Initial Implementation to Full Implementation in this area, we recognize that opportunities for deeper, more consistent parent involvement in the educational experience remain an area for growth.  Moving forward, Johnstonville School will continue to prioritize clear, consistent communication and strengthen the ways families are invited to engage with the school. Emphasis will be placed on providing families with timely information, creating more opportunities for personalized outreach, and ensuring that school activities and feedback opportunities are accessible to all. By deepening two-way communication and being responsive to family input, Johnstonville aims to cultivate stronger partnerships that promote a collaborative, inclusive, and supportive school community.  Through these initiatives, Johnstonville School seeks to create a more participatory and inclusive school environment where parents are welcomed as essential partners in supporting student success and fostering a positive school community.|To increase engagement with underrepresented families, Johnstonville will take additional measures to improve communications. These efforts will include offering more personalized outreach and ensuring that information is accessible and comprehendable to all families. We plan to utilize our socio-emotional curriculum to help improve school connectedness with both our students and families. Furthermore, we will use surveys and other feedback tools to monitor participation and adjust our strategies to ensure all families, including those underrepresented, have the opportunity to actively engage with the school community.|Johnstonville has made progress in building effective partnerships between school staff and families to improve student outcomes. One of the key successes has been our commitment to providing families with clear, timely, and accessible information about their children's academic progress. This transparency has empowered families to take an active role in supporting their children’s learning. Furthermore, the district has worked diligently to equip families with resources and strategies to enhance student development at home. These resources are carefully curated to align with the school’s instructional goals and to address specific academic needs. In addition, Johnstonville has prioritized ongoing communication efforts to ensure that all families are well-informed about available support services, extracurricular activities, and academic expectations.  While significant strides have been made, the district recognizes there is still more to be done to fully integrate family engagement into all aspects of school decision-making and student support. Going forward, Johnstonville is committed to further enhancing these partnerships by exploring innovative ways to involve families more deeply in the educational process, ultimately ensuring that family collaboration continues to play a central role in supporting student achievement.|After reflecting on this past year's progress, Johnstonville has identified several key areas for improvement. The most significant of these is increasing professional learning opportunities for staff to enhance their ability to partner with families in supporting student learning. While staff already conducts themselves professionally, there is a clear need to refine our approaches to family engagement. This includes equipping staff with the knowledge and skills necessary to communicate effectively with families, particularly those from diverse cultural and socioeconomic backgrounds, in order to build stronger, lasting relationships.  Additionally, the district recognizes that supporting families as active partners in their children's education requires a sustained commitment to providing them with tools and resources that can be utilized at home. Johnstonville is working to develop a more structured approach that ensures families have access to targeted academic materials and strategies to support their children's success outside of school.  By focusing on these areas of improvement, Johnstonville aims to continue fostering a collaborative approach to education. This will help ensure that all students, regardless of their backgrounds or challenges, receive the support they need both at school and at home, creating a shared responsibility for their academic success.|To improve engagement of underrepresented families, Johnstonville will implement a variety of targeted strategies aimed at fostering deeper and more meaningful connections with these families. Johnstonville will focus on connecting families with the school’s Social and Emotional Learning (SEL) curriculum, providing them with tools and resources that allow them to engage with their children's learning at home. This will empower families to participate in their child’s emotional and social development, strengthening the partnership between home and school. In addition, Johnstonville will focus on providing families with clear, actionable strategies for supporting their children's academic growth outside of school. These strategies will be integrated with the school’s overall instructional goals, ensuring that families can actively support their children’s learning and growth at home.  By enhancing communication and ensuring families have the resources to engage meaningfully in their children's education, Johnstonville aims to foster stronger partnerships with underrepresented families, ultimately supporting better educational outcomes for all students.|Johnstonville continues to engage families in the decision-making process. The district has implemented several strategies to ensure that families, teachers, and other stakeholders have opportunities to contribute to decisions regarding school policies, programs, and practices. One of our key strengths is the use of surveys and direct communication to gather input from families about school practices, policies, and initiatives. More parents participated in our surveys this year than the previous years. These avenues have allowed us to collect valuable feedback that informs decisions made at the school and district levels. In addition, Johnstonville has worked to ensure that the feedback gathered from families is acted upon, leading to tangible changes in how the school operates. For instance, adjustments to school schedules and academic programs have been made in response to family input, ensuring that the decisions align with the needs and priorities of the community.  Moving forward, Johnstonville will continue to refine these practices by providing more opportunities for families to participate in shaping school policies and decisions, ensuring that the process remains collaborative and responsive to the needs of all students.|While Johnstonville has made strides in seeking input for decision-making, we recognize the need to expand opportunities for families to contribute meaningfully to the decision-making process. One area for improvement is ensuring that families, particularly those who have not previously engaged, have a clear and consistent way to share their input. To address this, Johnstonville will focus on making the input process more accessible by using more frequent check-ins and communicating how families can provide feedback on key decisions. In addition, Johnstonville will focus on strengthening our feedback loop. We will work to ensure that families see how their input is being used and how it is influencing the decisions that affect their children's education. This approach will build trust and reinforce the idea that family input is valued and integral to the decision-making process.|To improve engagement of underrepresented families in the decision-making process, Johnstonville will focus on increasing the accessibility of opportunities for these families to provide input. This will involve streamlining communication to ensure that families are aware of how they can participate in decision-making, whether through surveys, meetings, or other feedback mechanisms. Johnstonville will also ensure that the input provided by families is meaningfully incorporated into the decision-making process. This will include regular updates on how family feedback is influencing policies, allowing families to see the impact of their participation. By making the process more transparent and responsive, Johnstonville aims to ensure that families, particularly those who may not have historically been involved, feel their voices are heard and valued in shaping the decisions that affect their children’s education. Through these efforts, Johnstonville will continue to build a more collaborative environment where families can engage in decision-making in a meaningful way. This, we believe, will help foster a stronger connection between the school and the community.|3|4|3|3|2|3|4|2|3|3|3|3|Met||2025-06-17|2025
18641390000000|Lassen Union High|3|The LEA is currently in the Initial Implementation phase in building relationships between school staff and families. Staff are beginning to develop the capacity to establish trusting and respectful partnerships, supported by early-stage professional development. Efforts to create welcoming environments and understand each family’s unique strengths, cultures, languages, and goals are underway but not yet consistently embedded across all sites. Similarly, the LEA has started to implement multiple avenues for two-way communication that are accessible and understandable to families, though these practices require further growth. The LEA is committed to continuing development to strengthen family engagement and communication.  Progress Ratings:  Staff capacity for trusting family relationships: 3 – Initial Implementation  Welcoming environments for families: 3 – Initial Implementation  Supporting staff to learn about families: 3 – Initial Implementation  Two-way accessible communication: 3 – Initial Implementation|Based on feedback from educational partners and analysis of local data, the LEA has identified several key areas for growth to strengthen family engagement. These include enhancing staff capacity to consistently build trusting and respectful relationships with all families, especially those from diverse cultural and linguistic backgrounds. The LEA aims to deepen efforts to create more welcoming and inclusive school environments that reflect and celebrate family diversity. Additionally, improving staff understanding of each family’s unique strengths, cultures, languages, and educational goals remains a priority. Finally, expanding and refining multiple two-way communication channels that are accessible, culturally responsive, and available in families’ primary languages is essential to fostering meaningful family partnerships and engagement.|The LEA will enhance engagement with underrepresented families by offering bilingual communication and translated materials, providing staff with cultural competency training, and expanding flexible, accessible opportunities for two-way communication. Partnerships with community organizations will be strengthened to build trust and increase family involvement, creating a more inclusive and welcoming environment for all families.|Based on educational partner input and local data, the LEA is in the Initial Implementation phase in strengthening partnerships that support student success. Professional learning and support are being provided to teachers and principals to enhance their capacity to engage families effectively. Families are beginning to receive information and resources to support learning and development at home, though outreach is still developing. Policies and programs encouraging teacher-family-student meetings to discuss progress and collaboration are in place but not yet fully embedded. Additionally, the LEA is working to support families’ understanding of their legal rights and ability to advocate for their children and all students.  Progress Ratings:  Professional learning to improve family partnerships: 3 – Initial Implementation  Providing families with information and resources: 3 – Initial Implementation  Policies/programs for teacher-family-student meetings: 3 – Initial Implementation  Supporting families’ rights and advocacy: 3 – Initial Implementation|The LEA has identified key areas for growth to strengthen partnerships that support student achievement. These include expanding professional learning opportunities for teachers and principals to build effective family engagement skills. The LEA seeks to improve the consistency and accessibility of information and resources provided to families to better support student learning at home. Increasing the implementation and fidelity of policies and programs that promote regular teacher-family-student meetings is also a priority. Additionally, the LEA aims to enhance support for families to understand their legal rights and become stronger advocates for their students. Focused efforts in these areas will help deepen partnerships and positively impact student outcomes.|Based on educational partner input and local data, the LEA will enhance engagement of underrepresented families by implementing culturally responsive communication and outreach strategies that address language barriers and cultural differences. The LEA will provide targeted professional development for staff to build skills in family engagement and cultural competence. Efforts will include offering flexible meeting times, virtual participation options, and partnering with community organizations trusted by underrepresented groups to foster stronger relationships. These steps aim to ensure all families have meaningful opportunities to collaborate with educators in supporting student success.|Based on educational partner input and local data, the LEA is in the Initial Implementation phase of building effective family engagement in decision-making. The LEA is beginning to develop the capacity of principals and staff to involve families in advisory groups and decision-making processes. Efforts to build family members’ skills for meaningful participation in these groups are underway but not yet fully established. The LEA provides opportunities for all families to offer input on policies and programs and is working to reach underrepresented groups more effectively. Additionally, collaborative planning and evaluation of family engagement activities involving families, teachers, principals, and administrators are developing at both school and district levels.  Progress Ratings:  Building staff capacity for family engagement in decision-making: 3 – Initial Implementation  Building family capacity for participation in advisory groups: 3 – Initial Implementation  Providing input opportunities to all families, including underrepresented groups: 3 – Initial Implementation  Collaborative planning and evaluation of family engagement activities: 3 – Initial Implementation|The LEA has identified several areas for growth to enhance family engagement in decision-making processes. These include increasing the capacity of principals and staff to effectively facilitate family participation in advisory groups and governance. The LEA aims to strengthen support and training for family members to confidently engage in decision-making roles. Additionally, expanding outreach efforts to ensure underrepresented families have equitable opportunities to provide input on policies and programs is a priority. Improving structures for meaningful collaboration among families, educators, and administrators in planning, implementing, and evaluating family engagement activities is also essential. Focused efforts in these areas will support more inclusive and effective decision-making.|Based on educational partner input and local data, the LEA will enhance engagement of underrepresented families by implementing targeted outreach and communication strategies that address cultural, linguistic, and accessibility barriers. The LEA will provide training and support to empower family members from underrepresented groups to participate confidently in advisory and decision-making roles. Efforts will include offering flexible meeting times, multiple communication formats, and collaboration with trusted community organizations to build trust and increase participation. These actions aim to ensure that all families have meaningful opportunities to influence policies and programs that impact their children’s education.|3|3|3|3|3|3|3|3|3|3|3|4|Met||2025-06-24|2025
18641620000000|Ravendale-Termo Elementary|3|The LEA has always enjoyed a strong relationship between the educational partners and the school site. The small number of families allows the staff at the school to build personal relationships with each family.|The LEA will focus on increasing opportunities for parental engagement with families that are new to the district.|The LEA's current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement at the school, we recognize that it can always improve. Our focus will remain tied to strategies and activities that improve parent engagement across the school year.|The current strength of the LEA lies in the small number of students and the relationship that is built between the school staff and the parents. With only a few families in the community that have students in the school, communication is very personalized. The school invites parents to the site for a variety of engagements throughout the school year. We will work to develop strategies to increase engagement that will fit the needs of our students and programs.|Our rural setting minimizes our ability to partner with outside entities and create more engagement for our families, but we are seeing improvements in this area. Our remote isolation still hinders our ability to partner with many entities. The LEA will focus generating more opportunities for collaboration in the near future.|Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families. The LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.|The close, interpersonal relationships that exist between the families and the school employees provides a strong foundation for meaningful input. Our parents provide almost daily interactions with staff and freely share input on a regular basis.|With the small number of families and the intimate setting of the school, the District has continuous interaction with representative members from all groups of stakeholders. We will continue to seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for parents and family members.|Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families during the self-reflection process in relation to seeking input for decision-making. The LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.|4|4|3|4|3|4|4|3|3|3|3|4|Met||2025-06-18|2025
18641700000000|Richmond Elementary|3|The small community of Richmond paired with small class sizes allow for families to interact frequently with  classroom teachers. Data from the summer climate survey shows parents are looking to improve avenues and  frequency of communication with administration.|Results from input, Richmond brought back the Rebel Report, which is a monthly newsletter to parents on school  happenings. The student leadership has also held monthly student council meetings, which drive student suggested  programs throughout the school year. The district is exploring initiatives to increase CAHKS participation by families.|Richmond unduplicated parent population is very small. The same methods of engagement will be utilized as all  other students within the district.|Through weekly newsletters, all calls to families, and consistent updates to the school webpage, the LEA continues  to build transparency and partnerships with families.|The LEA intends on providing families with resources for year long access to grade level curriculum and instructional  materials closing the academic gap experienced by some students. The focus area will be to explore materials and  develop effective ways to communicate strategies for implementation.|Richmond unduplicated parent population is very small. The same methods of engagement will be utilized as all  other students within the district.|Richmond has the desire to seek input from stakeholders and increase avenues for decision making. Small steps  have been initiated and a plan has started inviting parents to participate in advisory groups. The progress of the plan  is in the initial implementation phase.|The LEAs focus will be to fully implement process for families to provide input for making decision in the district.  Additionally, to find ways to encourage and communicate scheduled advisory groups. Being new to the district in  some years, time is needs for the building process to be in full implementation.|Richmond unduplicated parent population is very small. The same methods of engagement will be utilized as all  other students within the district.|5|4|4|3|4|3|4|4|3|3|2|3|Met||2025-06-26|2025
18641880000000|Shaffer Union Elementary|3|Cultivating a Welcoming Environment: The LEA has prioritized creating inclusive and welcoming school environments that value and celebrate the diversity of families. This includes promoting cultural responsiveness, providing multilingual resources, and organizing events that actively engage families from various backgrounds.  Enhanced Communication Channels: LEA has embraced multiple communication channels to bridge the gap between school staff and families. Alongside traditional methods such as newsletters and phone calls, they have implemented digital platforms, email updates, and mobile applications to ensure timely and transparent communication. These platforms enable parents and guardians to stay informed about their child's academic progress, school events, and opportunities for involvement.  Family Engagement Programs: The LEA has developed comprehensive family engagement programs that encourage parents to actively participate in school activities and decision-making processes. The main program is the parent-teacher organization. Families are encouraged to voice their opinions, contribute to school improvement plans, and collaborate with educators to shape educational policies and practices.   Collaborative Partnerships: The LEA has actively sought partnerships with community organizations, nonprofits, and local businesses to further strengthen the relationship between school staff and families. These collaborations provide additional resources, support services, and opportunities for engagement beyond the school walls.   Continuous Feedback and Evaluation: LEA has established feedback loops to continuously evaluate and improve family engagement efforts. Regular surveys, focus groups, and town hall meetings gather input from families to ensure their voices are heard and to identify areas for growth. This feedback-driven approach allows LEA to adapt strategies and initiatives based on the evolving needs and expectations of families.|While the LEA have made significant progress in building relationships between school staff and families, there are still areas with potential for growth. Here are a few key areas that can be focused on for further improvement:  Engaging Hard-to-Reach Families: Despite efforts to promote family engagement, the LEA still faces challenges in reaching and involving certain segments of the community. It is essential to identify and understand the barriers that prevent these families from actively participating in school activities and develop targeted strategies to overcome them. This may involve providing transportation assistance, conducting home visits, offering flexible meeting times, or leveraging community partnerships to connect with hard-to-reach families.  Strengthening Two-Way Communication: While the LEA has adopted various communication channels, it is crucial to ensure that communication is truly two-way and interactive. Encouraging open dialogue, actively listening to parents' perspectives, and seeking their input on decision-making processes can enhance the sense of shared responsibility and trust. Providing platforms for meaningful feedback, such as surveys or focus groups, and promptly responding to parent inquiries and concerns can further strengthen the communication between school staff and families.  Building Cultural Competence: The LEA must continue to enhance it's cultural competence to effectively engage families from different backgrounds. This includes providing professional development opportunities for educators and staff to increase their understanding of cultural nuances, traditions, and perspectives. Creating a culturally responsive curriculum and incorporating diverse resources can also help foster an inclusive learning environment that values and respects all students and their families.|SUESD stakeholders include:  parents, students, teachers, staff, principal/administration, bargaining units, parent advisory and the Shaffer School Board of Trustees.   Surveys were distributed to stakeholder groups throughout the fall and spring sessions of the school year fall 2024 Healthy Kids Parent Survey, Student Survey, and Staff Survey, along with the spring parent reflection survey, student reflection survey and the teacher self reflection survey.  Other input was shared through Parent/Teacher conferences, Student Study Team Meetings,  IEP's and 504 meetings, School Site Council/Parent Advisory meeting, school board meetings, staff meetings, PTO meetings, bargaining unit meetings and Student  Council Meetings. Teachers also scheduled positive parent calls and logged their efforts to promote parent engagement in the positive actions of students.  SUESD regularly encourages participation in school activities for all parents through the utilization of our monthly newsletter, School Wise telecommunication program, school website, and Facebook.  Monthly family events for students and parents to engage with the school programs and enjoy student performances, classroom projects and art work. Included in these events: Back to School night, Parent/Teacher Conferences, Bonfire, Fine Arts Night, Fall Harvest Carnival, Veteran’s Day performance, Winter Performance, House Team assemblies, Shaffer Community PRIDE night, athletic competitions, PTO Field Day.   SUESD also encourages parents to attend the following meetings to be informed and have input: Parent Teacher Organization, School Board, School Site Council/Parent Advisory Committee meetings.    To reach the needs of our English Learner parents the district utilizes an interpreter during our parent-teacher conferences, ELPAC meetings, Student Study Team meetings (SST), and Individual Education Plan meetings (IEP) to discuss goals and student progress.   Our website provides the capacity for our school to home communication to be translated so that all of our parents have access to school information.  Some items sent home from the school is translated but we can continue to improve in this area of sending translated communications.   In these areas we rated high with overall scores of full implementation and sustainability.  Our continued efforts seem to be bringing about increasing input and participation in community events and district activities.  With conflicts in survey distribution our overall participation dropped but adjustments to parent survey schedules and distribution will be made in the upcoming year.  Collectively, stakeholders agreed that the continued communication programs and strategies have been effective in stakeholder outreach and input.  The LCFF funds priorities in the LCAP will continue to provide communication devices  such as Schoolwise, the district webpage, and NWEA MAP assessments to communicate upcoming events and student progress.|SUESD stakeholders include:  parents, students, teachers, staff, principal/administration, bargaining units, and parent advisory.  Additional input has been provided by the Shaffer School Board of Trustees  Several surveys were distributed to stakeholder groups throughout the fall and spring sessions of the school year which includes, Fall 2022 Healthy  Parent survey, Student Survey, and Staff Survey, along with the Spring parent reflection survey, student reflection survey and the teacher reflection survey.  Other input was shared through Parent/Teacher conferences, Student Study Team Meetings,  IEP's and 504 meetings, School Site Council/Parent Advisory meeting, school board meeting, staff meetings, PTO meetings, bargaining unit meetings and Student Body Council Meetings. This year the teachers scheduled positive parent calls and logged their efforts to promote parent engagement in the positive actions of students.  In all  these areas  professional learning and support to teachers and principals to improve a school’s capacity to partner with families and  providing families with information and resources to support student learning and development in the home district received overall  scores of initial implementation.  LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes and progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students overall score of full implementation.  SUESD  has calendared a back-to-school night to discuss with parents and students the classroom expectations, state standards to be mastered, and resources available.  This year these events were held virtually.  The district scheduled parent-teacher conferences during mid-term of first and second trimester to discuss data, student progress and develop a plan for student support between the teacher and parent.  The district utilizes a Student Study Team meetings, IEP Meetings, and 504 meetings  to work with students, staff, and parents to develop plans of approach to providing purposeful interventions of support for student success.  The district  provided professional learning opportunities to our teachers in CAASPP, NWEA MAPS data analysis, Google Classroom, Google Suite, zoom, Schoolwise SIS, and District Webpage to continue our efforts of developing the capacity to partner with families.|Strengthening Community Engagement: The LEA aims to enhance its partnerships with community organizations, local businesses, and other stakeholders to expand resources and support for students. By forging stronger connections with external entities, the LEA seeks to provide students with additional learning opportunities, mentorship programs, and access to services that positively impact their educational outcomes.  Increasing Parent and Guardian Involvement: Recognizing the vital role parents and guardians play in students' success, the LEA is dedicated to fostering greater parent and guardian engagement. The focus is on developing strategies to actively involve families in decision-making processes, creating opportunities for meaningful collaboration, and providing resources that empower parents and guardians to support their child's learning both in and outside of the classroom.  Enhancing Collaboration with Educators: The LEA aims to strengthen partnerships and collaboration among educators within the district. This includes fostering a culture of shared learning and best practices, providing professional development opportunities that promote effective teaching strategies, and establishing platforms for educators to collaborate, share insights, and collectively address challenges that impact student outcomes.  Promoting Student Voice and Leadership: The LEA recognizes the importance of amplifying student voice and fostering student leadership within the educational ecosystem. Efforts are directed towards creating spaces and initiatives that allow students to actively participate in decision-making processes, engage in school governance, and contribute to shaping their own educational experiences. This focus area seeks to empower students, promoting a sense of ownership and responsibility for their academic success.|Culturally Responsive Outreach: The LEA will develop culturally responsive outreach initiatives to establish meaningful connections with underrepresented families. This may involve employing bilingual staff or interpreters, providing translated materials, and utilizing culturally sensitive communication channels. By acknowledging and respecting the diverse backgrounds of these families, the LEA aims to build trust and create a welcoming environment that encourages their active participation.  Personalized Family Support: Recognizing that underrepresented families may face specific barriers, the LEA will provide personalized support to address their individual needs. This could include offering assistance with navigating school processes, connecting families to community resources, and providing guidance on accessing academic and social support services. By offering tailored support, the LEA aims to empower underrepresented families and build a strong foundation for their engagement in their child's education.  Collaborative Partnerships: The LEA will forge partnerships with community organizations and stakeholders that have expertise in engaging underrepresented families. These collaborations can provide valuable insights, resources, and guidance to ensure effective outreach and engagement strategies. By leveraging external partnerships, the LEA aims to tap into existing networks and collectively work towards building meaningful relationships with underrepresented families.  Family-Led Initiatives: The LEA will actively involve underrepresented families in the decision-making process and seek their input on key initiatives. This can be achieved through the establishment of advisory committees, focus groups, or regular feedback sessions. By valuing and incorporating the perspectives and voices of underrepresented families, the LEA aims to create a sense of ownership and shared responsibility for student outcomes.  Ongoing Evaluation and Improvement: The LEA will regularly assess the effectiveness of its engagement strategies through data collection, surveys, and feedback mechanisms. This ongoing evaluation will allow the LEA to identify areas of success and areas for improvement, ensuring a continuous learning process. By incorporating the feedback of underrepresented families into their improvement efforts, the LEA aims to refine and enhance its strategies to better meet their needs.|SUESD administration has consistently shared key data with stakeholders through leadership meetings, teacher and staff meetings and in-services, regular meetings with union representatives, student council meetings, back to school night and parent/teacher conferences. The survey results, in addition to,  the State Dashboard results, MAP Data, Schoolwise SIS  discipline and attendance data,  and Williams Visit data were discussed with the parents, teachers, staff, students, school leadership and administration,  and representative members of both bargaining units. School Site Council, and SUESD School Board of Trustees.  SUESD provides regular and consistent LCAP updates and two-way feedback through its School Site Council membership, which approved the LCAP as presented. The same processes were followed with parent and student feedback through formal and informal surveys, as well as the staff. SUESD School Site Council was provided with regular updates on the progress of the LCAP plan and was involved in providing feedback and input. The 2024-2027 LCAP and the 2024/25 annual updates have been completed, presented, and submitted for approval by SUESD School Site Council/Parent Advisory. All will be submitted to the SUESD School District Governing Board, SUESD's authorizer, for review in June of 2025. Processes were followed to collect parent, student, and staff feedback through informational meetings, and formal and informal surveys, as well as reviewed by the School Site Council / Advisory Committee. Evidence from the feedback indicates that the goals around student achievement, safe and healthy learning environments, and meaningful partnerships continue to be priorities for all stakeholders. During the planning of the LCAP and the utilization of LCFF funds the specific needs and obstacles of English Learners, foster youth, and low income students has been the driving focus of setting goals and actions.   Data and reflection on responses from all stakeholders suggest that efforts need to continue to be made to provide the students with access to technology, professional development, programs, staffing and curriculum for needed interventions to address learning loss and overall low achievement in mathematics and English Language Arts, access to educational supports, and specifically related social-emotional support related to academic and campus culture.  An LEA strength is having a dedicated Parent Teacher Organization and School Site Council/ Parent Advisory.    One of our needs is to solicit more engagement in from our families to allow more input to guide decision-making.  This upcoming school year, in an effort to increase parent participation in the Healthy Kids Survey we will be opening up the computer labs to parents to complete the online survey. Unfortunately this year the Healthy Survey was not ready to be administered at the time of conferences so these efforts were thwarted and we had another year of low participation in the survey.|Shaffer Union Elementary School District (SUESD) has invited all stakeholders to ongoing School Site Council/Parent Advisory meetings, open houses, school board meetings, and in general has an open-door policy for input of ideas, questions, and concerns. In addition, we advertise all district LCAP events and encourage parents to attend. SUESD stakeholders including: bargaining units, teachers, staff, parents, students, and community members have been invited and many representatives from these stakeholder groups have had significant  involvement  in the development of the 2024-2027.  Throughout the 24/25 LCAP year, SUESD has communicated using various vehicles to carry the information to our stakeholders, which again include: staff, teachers, bargaining units, administration,  parents/families, students, and the community – anyone who has an interest or may be affected by actions/services within the LCAP.   Open dialogue with stakeholders through School Site Council/Parent Advisory meetings, which serve as the foundation for SUESD parents, teachers and staff and maintains elected representatives for each group, as well as open public meetings. SUESD incorporated LCAP conversations with parents and the community when planning and developing the LCAP. The Healthy Kids Surveys was administered in the fall and a Self-Evaluation Survey was provided in the spring 2024/25 school year to parents, students, and staff to evaluate considerations for planning the LCAP for Shaffer School.   SUESD administration has consistently shared key data with stakeholders through leadership meetings, teacher and staff meetings and in-services, regular meetings with union representatives, student council meetings, back to school night and parent/teacher conferences. The survey results, in addition to,  the State Dashboard results, MAP Data, Schoolwise SIS  discipline and attendance data,  and Williams Visit data were discussed with the parents, teachers, staff, students, school leadership and administration,  and representative members of both bargaining units. School Site Council, and SUESD School Board of Trustees.  SUESD provides regular and consistent LCAP updates and two-way feedback through its School Site Council membership, which approved the LCAP as presented. In 2024/25, the same processes were followed with parent and student feedback through formal and informal surveys, as well as the staff. SUESD School Site Council was provided with regular updates on the progress of the LCAP plan and was involved in providing feedback and input. The 2024-2027 LCAP and the 2023/24 annual updates have been completed, presented, and submitted for approval by SUESD School Site Council/Parent Advisory. All will be submitted to the SUESD School District Governing Board, SUESD's authorizer, for review in June of 2025.  Processes were followed to collect parent, student, and staff feedback through informational meetings, and formal and informal surveys, as well as reviewed by the|Each year the Healthy Kids Survey is distributed to students, staff, and parents.  After guidance with the Lassen County Office of Education it was made aware to SUESD administration that the company that provides the survey is able to disaggregate the data by unduplicated subgroups.  Going forward SUESD intends to use this data to monitor progress of parent engagement of English Learner, foster, and low-income parents.|4|4|4|4|4|4|3|3|3|4|4|3|Met||2025-06-17|2025
18641960000000|Susanville Elementary|3|District and school staff have worked diligently to improve on our efforts to build better relationships and trust with the families in our district. Overall, our educational partners trust our staff and the work we do on a day-to-day basis. District strengths have always included our ability to work with parents to achieve positive outcomes for our students and this partnership has grown stronger with the multitude of options for communicating with parents regarding the educational setting. The PTO's in the district work well with staff at the schools and continue to see successful events with great participation.|Our schools have grown a great deal with their communication practices over the past several years. More avenues are available to correspond with parents in a meaningful way about our educational programs and opportunities. School site councils are more active and parents have taken a more robust role in programs at each school site. Our SEL programs have helped reshape the way staff works with families for a more individualized approach to learning and participation in the schools.|The current strength of the LEA lies in the relationships between the staff at our schools, the parents and the students. Strong Parent-Teacher Organizations foster trust and build relationships as soon as students enter the District as incoming Kindergarteners. Our DELAC, ELACs and School Site Councils provide parents from a variety of educational partners to participate in educational dialogue with the LEA about student opportunities and programs. The district will continue to work on developing strategies to increase engagement that will fit the needs of our programs.|The LEA’s current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement in the primary grades, overall participation has traditionally faltered as we reach the middle school. The development of the HOUSES system at the middle school level has helped increase our parent participation for our Junior High students. Our focus will continue to identify strategies and activities to improve parent engagement across all schools, including more learning opportunities for parents to engage with outside agencies while working with our school staff.|The LEA has recently begun working towards expanding our community partnerships for our Expanded Learning Opportunity Program and the After-School offerings. These partnerships are vital to help improve educational outcomes for our students and to improve engagement across all aspects of the educational environment. The District's work with other agencies plays a central part in working towards this goal.|The LEA has improved participation with our English Language Learner families this past year and has doubled participation in parent surveys representing all families in the district. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't receive information in the same manner and schools must work diligently to involve all families.|The LEA has seen improved engagement with our phone app and our online social media platforms as a means to engage families in the decision-making process. The district continues to increase its participation from parents in the CA Healthy Kids Survey each year and has seen an uptick in participation in school-level events and surveys. Teachers have actively used apps to communicate with parents on a daily basis with a high level of success.|The LEA strengths are that our stakeholder committee, DELAC, ELACs and School Site Councils include representative members from all groups of stakeholders. We will seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for our parents and family members.|The LEA has improved participation with our English Language Learner families this past year and has doubled participation in parent surveys representing all families in the district. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't receive information in the same manner and schools must work diligently to involve all families.|4|4|4|4|4|4|4|3|4|4|3|4|Met||2025-06-18|2025
18641960135756|Thompson Peak Charter|3|"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes, and families are encouraged to participate regularly."|Supporting staff in increasing communication between staff and parents is important.|The school plans to make an additional effort to emphasize two-way communication by providing more frequent small surveys to invite more comments. The site administrator also plans to send out bi-weekly videos for families to watch to support teaching in the independent study model.|The LEA works closely with families. In this independent study program, staff meet individually with the students and their families weekly.|An area for growth continues to be supporting families to advocate for their own children.|The school will provide information on legal rights when there are procedural questions.|The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making.|An area of growth continues to be to engage all educational partners in the review of family engagement activities and the impact on input.|The Advisory committee and PTSA will consider how to improve engagement of families, especially in planning, designing, implementing, and evaluating family engagement activities.|4|4|3|3|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
18642040000000|Westwood Unified|3|Westwood Unified School District excels in fostering robust relationships between school staff and families through collaborative efforts and a diverse array of engagement opportunities. Teachers, School Site Council, parents, students, and the administrator work cooperatively to provide comprehensive support for families, encompassing in-person learning, social-emotional assistance, and active parent involvement. The PTA hosts numerous events, including information nights, Book Fair Week, and various parent-teacher activities like Ornament Decorating Night and Halloween Carnival, fostering regular interaction and mutual understanding. Moreover, co-curricular activities further strengthen these bonds, with events like sports and FFA/Agriculture activities serving as additional avenues for connection. The district's small size facilitates personalized engagement, allowing staff to connect with families in meaningful ways. The open and inviting campus atmosphere encourages all stakeholders to participate actively in the educational process, promoting a cohesive and supportive school community.|Westwood Unified School District recognizes the importance of enhancing communication and participation with our educational partners in the community. While efforts have been made to foster relationships between school staff and families, there's a clear focus on improving involvement further. A key area of concern is the low attendance at activities scheduled for after school or in the evening, attributed to challenges like transportation, the cost of fuel, and the distance between home and school. To address this, the District aims to delve deeper into these barriers, conducting thorough investigations to find innovative solutions that will facilitate increased participation from families.|Westwood Unified School District has taken proactive steps to engage underrepresented families, collaborating directly with parents through various events and surveys to gather input and feedback. To further enhance engagement, the District aims to improve its presence on social media platforms, recognizing the importance of utilizing multiple communication channels to reach diverse audiences. Additionally, teachers, parents, and administrators work together to provide support for families, including distance learning, social-emotional assistance, and virtual parent involvement. Parent involvement is a recurring agenda item in board meetings, professional development sessions, and monthly site council meetings, emphasizing its significance in the educational process. Furthermore, staff members receive training on the value of parental contributions and effective strategies for reaching out to and collaborating with parents as equal partners. These efforts extend to reviewing academic standards, assessments, and monitoring students' progress collaboratively with parents. Importantly, the District ensures that parents of students with disabilities have increased opportunities for informed participation, fostering inclusivity and equity in family engagement initiatives.|Westwood Unified School District has made significant progress in building partnerships for student outcomes by prioritizing increased communication options with parents and guardians. Through ongoing phone calls, Parent-Teacher conferences, weekly grade reports, and social media messages, the district has created multiple avenues for parent involvement and discussions regarding student progress. Moreover, additional opportunities for dialogue are provided through IEP meetings, teacher calls, and site secretary outreach. The district ensures parent support, including translation services, for various events such as IEP meetings, transition meetings, parent-teacher conferences, student exhibitions of learning, and school Open House/Gallery Night. Specific activities and meetings are tailored to address key topics like academic success (A-G Requirements) Financial Aid Workshop and Career and Technical Education (CTE). Moving forward, the District aims to further enhance communication regarding parent involvement activities, independent study opportunities, and access to tools on the parent portal, thus improving the accessibility of information on student progress for all stakeholders.|Westwood Unified School District's focus areas for improvement in building partnerships for student outcomes stem from a needs assessment driven by family engagement feedback and insights from the California Dashboard. Recognizing the prevalence of social and emotional issues among students, the District has implemented social and emotional counseling services through Presence Learning to address these challenges. Additionally, efforts are underway to increase access for Low Income students, particularly in terms of participating in dual enrollment and completing the A-G requirements necessary for college readiness. To evaluate the effectiveness of these changes, the District plans to survey students and parents, review College Board SAT statistics on CTE pathway participation and completion rates, and track the number of students transitioning to higher education post-graduation. This data-driven approach ensures ongoing assessment and adjustment to initiatives aimed at improving student outcomes.|To improve the engagement of underrepresented families in building partnerships for student outcomes, Westwood Unified School District will continue to prioritize relationship-building through personalized interactions such as one-on-one conferences and calls. These efforts are essential for fostering trust and promoting collaboration between school staff and families. Additionally, the District will work closely with individual families to ensure they understand the support services and programs available to them within the school, including processes such as the student study team, individualized education plans (IEPs), and English learner support services. Specific activities, workshops, training opportunities, and PLC meetings will be tailored to address the needs and concerns of underrepresented families. Topics covered will include academic success, transition opportunities, attendance, financial aid and scholarships, restorative practices, substance use prevention, technology usage, and Career Readiness and Technical Education (CRTE). By providing targeted support and resources, the District aims to empower underrepresented families to actively participate in their children's education and support their academic success.|Westwood Unified School District has demonstrated current strengths and progress in seeking input for decision-making by fostering an open and inviting campus environment that encourages educational partners to actively participate in the decision-making process. This inclusive approach creates opportunities for collaboration and engagement, allowing educational partners to contribute their perspectives and insights to inform decision-making processes. By prioritizing transparency and accessibility, the District ensures that diverse voices are heard and valued, ultimately leading to more informed and equitable decisions that reflect the needs and priorities of the entire school community.|Westwood Unified School District's focus areas for improvement in seeking input for decision-making center on enhancing the accessibility and effectiveness of parent engagement channels. While parent surveys are currently provided in a virtual format, efforts will be made to expand and diversify these platforms to reach a broader range of stakeholders. Additionally, soliciting parent feedback at Board meetings, LCAP discussions, and stakeholder surveys will continue, with a focus on increasing participation and ensuring that voices are heard in shaping key district initiatives and plans. To further improve parent engagement, the District aims to provide clear and accessible information about the Parent and Family Engagement Plan (PFEP) through various channels, including parent meetings and the district website. Encouraging and soliciting parent feedback on School Plans for Student Achievement (SPSA) and LCAP goals will remain a priority, as this input is integral to the development of these plans. Moreover, the District recognizes the importance of supporting families with essential resources such as food, school supplies, devices, and internet access. Efforts to connect with families through calls and emails will be strengthened to ensure that their needs are addressed effectively, thereby fostering a more collaborative and responsive decision-making process. Parent surveys are provided through a virtual and paper-based formats. Parent feedback at School Site Council and Board meetings, LCAP & stakeholder surveys were used to guide us in forming the 2024-2025 LCAP Goals & Actions and Services which aligns with our SPSA and WASC action plans. Information for the Parent and Family Engagement Plan (PFEP) is provided at parent meetings and on the district website. Parent feedback on SPSA and LCAP goals is solicited, encouraged and has been a key element in the development of our LCAP. Primary areas of focus have been supporting families with resources (food, school supplies, devices, and Hot spots) by connecting through calls and emails.|To improve engagement of underrepresented families in seeking input for decision-making, Westwood Unified School District will employ a multifaceted approach that ensures all families are included and accommodated. The District will continue to prioritize communication accessibility by providing translation services, scheduling meetings at convenient times, partnering with Lassen Truancy program, and offering individualized support as needed. Special attention will be given to families of Low Income, foster, or homeless youth, with close monitoring of student attendance and timely communication to minimize disruptions to educational services. Recognizing the importance of addressing language barriers, the District will utilize liaisons and work closely with advocates for underrepresented families to facilitate effective communication and engagement. Additionally, efforts will be made to collaborate with community organizations and support networks to further amplify outreach and engagement initiatives. The Community School grant presents an invaluable opportunity to further support underrepresented families by connecting them with essential resources and support services. By leveraging this grant, the District can effectively address the needs of low-income families and promote regular school attendance among students. This holistic approach not only enhances student well-being but also strengthens the school community by fostering meaningful partnerships with local organizations and stakeholders. Given the observed increase in student absences compared to pre-pandemic times, the District will focus on enhancing efforts to communicate with and engage students and families more effectively. This proactive approach aims to ensure that underrepresented families have meaningful opportunities to provide input and participate in decision-making processes that impact their children's education.|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
18750360000000|Fort Sage Unified|3|Fort Sage has improved in the area of building and sustaining relationships with staff and parents overall. Even with quite a few new staff members to the area the district's focus has been on building relationships with students, provide a quality classroom experience, engage in 2-way communication with parents and attend extra-curricular activities through out the community as much as possible.  In the school year 2024 FSUSD hired a full time Counselor, a Wellness coach and a Full time Community Schools coordinator.  The Counselors position as well as the Community School coordinator are grant funded 5 year positions.|FSUSD will focus on systems for improvement in building relationships between school staff and families. Systems will be in place and organized ahead of time for basic communication from staff, website managing, gradebooks updated weekly and other communications on a scheduled calendar.  Also, the district will be implementing restorative practices, PBIS programs and the community school model to help on creating positive environments for all.|FSUSD will focus on systems for improvement in building relationships  between school staff and families. Systems will be in place and organized ahead of time for basic communication from staff, website managing, gradebooks updated weekly and other communications on a scheduled calendar.  Also, the district will be implementing restorative practices, PBIS programs and the community school model to help on creating positive environments for all. These strategies are specifically  designed and proven to be effective for those under represented families in our district.|Our strength and continued progress in this area is our dedicated efforts in trauma informed practices, restorative practices  and our new Community School model. These all have a parent involvement piece and simply by doing a better job at meeting the needs of all students through a whole child approach will give parents a positive feeling about their child's and theirs experience.|Our strength and continued progress in this area is our dedicated efforts in trauma informed practices, restorative practices  and our new Community School model. By removing as many barriers as possible, like ensuring students are not hungry and feel safe at school, will improve student outcomes.|The previous strategies describes in this section are specifically  designed and proven to be effective for those under represented families in our district.|FSUSD has had recent success engaging in our local community through our WASC accreditation process, site councils, athletic  participation and boosters involvement and the Sierra Alliance meetings as well as our FCI Community Relations board meeting where we have a scheduled monthly meeting and receive support and feedback from all stakeholders.|FSUSD has had recent success engaging in our local community through our WASC accreditation process, site councils, athletic  participation and boosters involvement and the Sierra Alliance meetings as well as our FCI Community Relations board meeting where we have a scheduled monthly meeting and receive support and feedback from all stakeholders. Surveys, listening sessions and presenting issues/barriers while collecting input for decision making have been a tremendous help.|FSUSD will be improving and ensuring attendance at all local meetings giving updates and challenges to all previously mentioned groups.|3|3|3|3|4|4|2|3|3|3|3|3|Met||2025-07-09|2025
18750360121657|Mt. Lassen Charter|3|Based on the analysis of educational partner input and local data through a student and family survey, MLCS's strengths include proactive communication strategies, consistent engagement efforts, and positive student/teacher relationships that foster trust and collaboration. The LEA has shown measurable progress in building relationships with school staff and families.  The satisfaction rate was 91.4% (74/81 responses) for building relationships.. Ongoing efforts focus on further enhancing these relationships to support student success and community cohesion by continuing to foster communication in mulitple forms with all educational partners.|Based on the analysis of educational partner input and local data, MLCS's focus are for improvement in building relationships between school staff and families include enhancing outreach efforts by keeping families updated on the progress of their students academic success and needs. These efforts aim to strengthen trust, increase participation in school activities, and promote inclusivity within the educational community.|Based on the analysis of educational partner input and local data, the LEA plans to improve engagement of underrepresented families identified during the self-reflection process by implementing targeted outreach initiatives. These initiatives will include keeping families updated on the progress of their students' academic success and needs, and communicating strategies tailored to the specific needs and preferences of diverse families. The LEA will also prioritize building trust through consistent and transparent interactions, offering resources and support that address barriers to engagement such as language or cultural differences. By actively seeking feedback and adjusting their approach based on community input, the LEA aims to create inclusive environments where all families feel valued and empowered as partners in their children's education.|Based on analysis of educational partner input and local data our current strengths and progress in Building Partnerships for Student Outcomes are developing the capacity of staff to support students, creating a welcoming environment, communication, support improved student outcomes, and keeping families updated on the progress of their students academic success and needs.|Based on analysis of educational partner input and local data our current strengths and progress in Building Partnerships for Student Outcomes are improving providing resources to support development in the home in connection with the progress of their students academic success and needs.|Based on analysis of educational partner input and local data, MLCS plans to improve engagement of underrepresented families identified during the self-reflection process by providing staff with trainings and professional development on culturally responsive practices to address the needs of the families and students from culturally diverse groups.  In developing these skills we hope to create an environment that nurtures connectedness where students from underrepresented groups feel more welcomed.  We also hope to help parents develop the necessary skills to empowers them to help their students achieve and progress.|Based on the analysis of educational partner input and local data our current strengths and progress in Seeking Input for Decision-Making, parents had an overall satisfaction rate of 96.3% (26/27 responses) includes actively engaging families though advisory council, multiple forms of communication and day to day interactions with families concerning their input on school related decisions.|Based on the analysis of educational partner input and local data our current needs for improvement in Seeking Input for Decision-Making includes providing alternative opportunities for underrepresented groups to work together to plan, design, implement and evaluate school level activities.  The overall satisfaction of families is extremely high but MLCS always looks to improve the relationships with educational partners and their input for decision-making.|Based on the analysis of educational partner input and local data MLCS plans to improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing staff with trainings and professional development to address the needs of the families and students by improving communication specifically in the area of reporting specific progress on student outcomes.  In developing these skills, we hope to create an environment that empowers families to help their students achieve and progress.|4|4|4|4|4|3|4|4|4|4|4|4|Met||2025-07-09|2025
18750366010763|Long Valley|3|"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes, and families are encouraged to participate regularly."|Supporting staff in learning about each family’s cultures and goals for their children continues to be an area of focus for the school.|To continue to strengthen relationships with families, the staff will continue to offer relevant family programing that encourages family engagement.|The LEA works closely with families. In the independent study program, staff meet individually with the students and their families weekly.  In the classroom-based program, teachers communicate ways to support student learning during student-led conferences.|An area for growth continues to be supporting families to advocate for their own children.|The school will focus on creating and disseminating literature for families on how to advocate for their own children.|The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making.|An area of growth continues to be to engage all educational partners in the review of family engagement activities and the impact on input.|The school will continue to administer surveys to families to gather input and encourage meaningful conversations during parent/student conferences.|4|4|3|4|3|3|3|3|3|4|4|3|Met||2025-06-18|2025
19101990000000|Los Angeles County Office of Education|3|The Parent & Family Education and Consultation Program (PFECP) builds strong relationships between school staff and families through consistent, multi-modal communication and engagement. PFECP staff at all school sites and the central office connect with parents in person at school events and visitations, through phone calls and text messages, via Aeries Communications, and virtually through Zoom.   Families are invited to attend monthly town hall meetings where they engage in dialogue with educators about academic programs, student services, and updates from local agencies that support student wellbeing and help families navigate complex systems. In addition to town halls, families participate in a wide variety of workshops, parenting classes, and engagement activities that are scheduled at times convenient to families and offered in both English and Spanish to ensure accessibility.   During the 2023–2024 school year, a total of 2,309 parents and guardians participated in engagement activities. In 2024–2025, participation increased to 2,891, reflecting the success of PFECP’s outreach and programming efforts. Bimonthly Parent Advisory Committee (PAC) meetings provide additional opportunities for families to share feedback on budgets, programs, and student services.   According to the 2024–2025 California Healthy Kids School Parent Survey, 72% of respondents indicated that the school encourages them to be active partners in their child’s education. To support these efforts, school and district staff engage in ongoing professional development focused on cultural responsiveness, trauma-informed practices, and effective strategies for family engagement. PFECP continues to analyze participation data and feedback to tailor programming that meets families’ evolving needs and preferences.|Underrepresented families are identified using a combination of data sources, including the California School Dashboard, the California School Parent Survey, and program attendance records collected from sign-in sheets at workshops and events.   For the 2024–2025 school year, demographic data indicates that parent participation consisted of 62 percent Hispanic, 17 percent African American, 6 percent White, 3 percent Asian, 4 percent Multicultural, and 8 percent who declined to state. While Hispanic families represent the majority of engagement, the data highlights the need for increased outreach to African American families, families of English Learners, and families of students in Special Education.   To support these groups, PFECP conducts intentional outreach using culturally responsive communication, multilingual messaging, and direct contact by site-based parent liaisons. In the 2024–2025 school year, PFECP hosted separate focus groups for parents of African American students, English Learners, and students with disabilities. These sessions provided a space to build relationships, gather input, identify barriers to participation, and co-develop strategies for more inclusive engagement.   PFECP continues to apply the principles from Supporting the African American Learner (STAAL) and partners with the Wellbeing and Support Services Division to offer staff professional development focused on cultural responsiveness, equity and trauma-informed family engagement. These efforts help ensure that all families feel welcomed, valued, and equipped to support their child’s educational experience.|Underrepresented families are identified using data from California Dashboard, the California School Parent Survey and program attendance data. Based on this, PFECP is intentional in outreaching to underrepresented families, including families of African American students, families of English Learners and families of students in Special Education. Focus groups for these specific groups will continue to be conducted. Focus groups provide opportunities to build relationships with underrepresented families, to receive feedback, guidance to increase engagement and recommendations for targeted programming.|The Parent & Family Education and Consultation Program (PFECP) provides families with information, resources, and learning opportunities to support their student’s academic achievement. Parent Liaisons at each school site host monthly town hall meetings to update families on student progress and connect them with services and community partners that promote academic success.   Parents and caregivers are also informed about their legal rights through events such as town hall meetings, School Site Council (SSC) meetings, the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC) meetings. All events are offered in English and Spanish, with interpretation in additional languages as needed to ensure equitable access for all families.   During the 2024–2025 school year, PFECP conducted 180 parent engagement events, including workshops such as the Parent Project 10-Week Parenting Course, Special Education Information Sessions, Title I Program Overviews, Stress Management for Parents, Nutrition in Schools, Drug Awareness, Social Emotional Learning, Rights and Protections for Families, Positive Behavioral Supports and PAC trainings.   According to data from the 2024-2025 California Healthy Kids Survey (CHKS), 73 percent of families reported feeling well-informed about how to support their child’s learning at home. Resources shared through PFECP events include grade-level content standards, practical strategies to support literacy and numeracy development, and guidance on navigating the IEP process and English Learner services. These efforts are designed to empower families to support student learning and strengthen school-home partnerships.|Focus areas for improvement include conducting regular reviews of multiple data sources to better understand the needs and interests of families and to ensure that programming remains relevant, responsive and engaging. Data sources reviewed include parent evaluations collected at the conclusion of workshops, feedback gathered through the California Healthy Kids Survey (CHKS), California School Parent Survey results, and qualitative input submitted by families via email and parent suggestion boxes.   This ongoing data analysis informs the design of workshops and engagement activities tailored to family priorities and student learning needs. Parents and caregivers will continue to be invited to participate in Road to Success Academy Exhibitions, which provide classroom walkthrough opportunities with principals and central office staff to observe student learning and projects in action.   Additionally, PFECP will continue offering workshops that focus on building school-home partnerships and supporting academic outcomes. These sessions aim to deepen families’ understanding of instructional goals, equip them with strategies to support student learning at home and strengthen their ability to advocate for their child’s academic success. By aligning programming with data-informed needs, the district seeks to enhance the effectiveness and reach of its family engagement efforts.|Improved engagement of underrepresented families includes conducting targeted outreach, conducting focus groups and interviews to gather feedback on how to effectively engage families and identifying strategies to connect with parents/caregivers. Underrepresented families will be identified using data from the California Dashboard, School Parent Survey and an analysis of attendance to PFECP events. PFECP will continue to explicitly seek to partner with underrepresented families, including African American families, families of English Learners and families of students in the Special Education program, by inviting them to participate in the learning and consultation opportunities.|Parents are invited to attend district-level meetings such as the Parent Advisory Committee (PAC) and District English Learners Advisory Committee (DELAC) to provide comments, input and feedback on the LCAP, budgets, programs and services offered to students and other related matters. Parents are invited at the school-level to attend meetings, based on the school, such as town hall meetings, School Site Council meetings and Shared Decision-Making Committee meetings to provide input and feedback. Parents can also provide input for decision making through informal communications with staff, evaluations, feedback forms, focus groups and surveys. Parents elected as representatives for committees receive training to equip them to participate in an informed manner in those meetings. In the year 2024-2025, 180 participants attended 9 consultation meetings (PAC & DELAC) hosted by the central office and parents participated in consultation meetings at school sites. The California School Parent Survey was completed by 424 parents. 72% of parents/caregivers surveyed indicated that they agree or strongly agree that the school encourages them to be an active partner. 68% agree or strongly agree that the school actively seeks the input of parents before making important decisions.|To move toward a fully implemented and sustainable stage of implementation on the family engagement continuum, PFECP will intensify efforts to build the capacity of families to actively and effectively participate in school and district-level decision-making. This includes intentionally preparing parents to engage in advisory roles such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and Parent Advisory Committee (PAC). These structures serve as key platforms for influencing program design, budget allocation, and policy development, including input into the Local Control and Accountability Plan (LCAP).   PFECP will expand its tiered family leadership training series to support this goal. The training will include role-specific sessions for SSC, ELAC and LCAP contributors, focusing on the structure and purpose of advisory committees, requirements of the Greene Act, and the use of Roberts Rules of Order. Parents will also be trained to analyze school data, such as California School Dashboard indicators, and to interpret policy documents, including the School Plan for Student Achievement (SPSA) and the LCAP, so they can contribute meaningfully to decision-making.   To support the transition from initial to full implementation, PFECP will provide additional coaching and peer mentorship opportunities, modeled after successful strategies used in Specialized High Schools. These include leadership pathways for experienced parent representatives to mentor new participants and co-facilitated advisory sessions where families learn alongside school staff. These practices not only build knowledge but also confidence, helping families feel prepared and valued as decision-making partners.   In addition, PFECP will collaborate with site administrators to ensure that school-level advisory structures are fully implemented and that families are equitably recruited and supported. Consistent monitoring of participation rates, demographic representation and feedback from families, will inform ongoing improvements in the engagement model. Through these targeted strategies, the district aims to embed family leadership into the fabric of its governance and accountability systems.|To address systemic inequities in participation and move toward a fully implemented and sustainable stage on the family engagement continuum, PFECP will prioritize shared leadership structures that bring families, teachers, principals, and district administrators together to co-plan, co-design, implement, and evaluate family engagement strategies. These efforts reflect a highly effective level of practice by embedding parent voice particularly from underrepresented families into the core of school and district decision-making.   To expand access and representation, PFECP will continue to implement culturally responsive outreach strategies. These include coordinated multilingual campaigns, personalized phone calls and community-based messaging delivered by trusted messengers such as community liaisons and parent leaders. These approaches ensure that families who may not traditionally engage in formal systems such as families of English Learners, African American students, students with disabilities, foster youth, migrant families and newcomers are welcomed and supported in contributing their perspectives.   Beyond formal meetings, PFECP will host structured focus groups, empathy interviews, and listening sessions that are inclusive, trauma-informed, and designed to elevate the voices of families historically excluded from school decision-making. The input gathered will directly inform district plans, including the development and revision of the Local Control and Accountability Plan (LCAP), helping ensure that programs, services and budgets are responsive to the community’s needs.   At the school level, PFECP will support the implementation of inclusive and effective School Site Councils (SSC) by providing guidance on transparent election processes, outreach strategies that reflect the diversity of the school community, and leadership development opportunities for parents. Real-time interpretation and translated materials will be provided to ensure full participation by multilingual families.   Drawing from models used in Specialized High Schools, PFECP will work with sites to develop peer mentorship structures in which experienced parent leaders support new participants in learning their roles, understanding governance documents, and contributing meaningfully to school-level decision-making. Schools will also receive guidance on co-hosting advisory sessions where families and staff review data and policy together, fostering a shared sense of ownership.   These combined efforts will promote inclusive participation in SSCs, ELACs, PACs, and DELAC, strengthen the parent pipeline for advisory leadership, and establish a governance culture that values equity, transparency and authentic collaboration. Through this work, the district is committed to removing barriers to participation and ensuring that underrepresented voices are present, heard and influential at all levels of decision-making.|4|4|4|4|4|4|4|4|3|3|4|3|Met||2025-06-17|2025
19101990106880|Jardin de la Infancia|3|Jardin de la Infancia has made consistent progress in fostering strong relationships between school staff and families, which has been a cornerstone of our small school community. Educational partner input highlights that families feel welcomed and valued on campus, with many expressing appreciation for our open-door policy and the regular communication provided by teachers and staff.  Teachers engage families through weekly Class Dojo updates, individualized messages, and in-person conversations during pick-up and drop-off. This year, we hosted several family engagement events, including, Parent-Teacher Conferences, Parent Workshops and classroom showcases, all of which were well-attended and positively received. These opportunities have strengthened trust and increased parent involvement in student learning.  Additionally, our small school size enables staff to build personal connections with each family. Surveys and informal feedback show that parents feel comfortable reaching out to staff with concerns or questions, and they see the school as a safe and supportive environment.  Overall, the school’s strength lies in its consistent and accessible communication, culturally responsive approach, and a deeply embedded culture of care that prioritizes relationship-building as foundational to student success.|To strengthen family engagement, Jardin de la Infancia plans to survey parents at the beginning of the year to better understand preferred times and formats for school events. This will help us schedule activities that support strong parent involvement and increase attendance across all grade levels and family groups.|Based on input and local data, Jardin de la Infancia will survey families at the beginning of the year to identify the specific needs and preferences of underrepresented groups, including working families and families of English Learners. This will guide the scheduling and format of school events to ensure they are accessible and inclusive. By aligning events with family availability and providing bilingual communication, we aim to increase meaningful participation and strengthen relationships across our school community.|Jardin de la Infancia has developed strong partnerships with families to support student learning. Teachers regularly communicate academic progress through Class Dojo, weekly updates, and parent-teacher conferences. Families are provided with clear guidance on how to support learning at home, including literacy strategies, sight word practice, and math games. This year, we introduced more targeted workshops and classroom events that connect families directly to student learning goals. Educational partner feedback reflects appreciation for the school’s consistent outreach and the individualized support offered to help students succeed.|Jardin de la Infancia aims to strengthen family understanding of student progress by offering more frequent updates tied to learning goals and growth data. Educational partner input indicates a desire for clearer explanations of assessments like i-Ready and how families can support progress at home. We also plan to expand our family workshops to include hands-on strategies for supporting literacy and numeracy, with flexible scheduling to reach a broader group of families.|To better engage underrepresented families, Jardin de la Infancia will provide translated materials, offer workshops in both English and Spanish, and schedule events at varied times to accommodate working families. Based on self-reflection and parent feedback, we will also provide clear, accessible explanations of student assessments and growth, ensuring all families—regardless of language or availability—understand how to support learning at home.|Jardin de la Infancia actively seeks input from families and staff through surveys, parent meetings, and informal feedback throughout the year. We regularly engage families during School Site Council and parent meetings, and use their input to shape programs, events, and school priorities. Educational partner feedback has directly influenced decisions related to school safety, enrichment offerings, and communication tools. Our small school setting allows for open, ongoing dialogue, fostering a strong sense of shared responsibility in decision-making.|Jardin de la Infancia aims to increase participation from underrepresented families in decision-making processes and bring awareness and clearer communication about how parent input informs school decisions. To improve, we plan to offer multilingual outreach, simplify meeting materials, and provide multiple avenues for families to share feedback, including short surveys and informal discussions during school events.|To improve engagement of underrepresented families in decision-making, Jardin de la Infancia will personally invite families to participate in decision making process, and offer flexible meeting options, including virtual access. We will also provide simplified, translated materials and create informal spaces to encourage open dialogue and ensure all voices are heard in shaping school decisions.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19101990109660|Aspire Antonio Maria Lugo Academy|3|Across Aspire Maria Lugo Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Maria Lugo Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Maria Lugo Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Maria Lugo Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19101990112128|Aspire Ollin University Preparatory Academy|3|Across Aspire Ollin Preparatory University Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|"""Recognizing the potential to further strengthen established staff-family connections within Aspire Ollin Preparatory University Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community. """|To better support underrepresented families at Aspire Ollin Preparatory University Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Ollin Preparatory University Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19101990115030|Magnolia Science Academy 3|3|We engage families and the broader school community through a variety of events and communication channels designed to foster strong home-school connections and promote transparency. Key events include Honor Roll Assemblies, Back-to-School Night, Student Orientation, Parent-Teacher Conferences, and Open House events. These gatherings provide opportunities to celebrate student achievements, inform families about academic expectations and school programs, and strengthen partnerships between staff and families.  In addition to in-person events, we utilize multiple platforms to ensure effective and timely communication. ParentSquare is regularly updated with important announcements, student successes, event information, and details about any upcoming changes or improvement initiatives. These tools allow us to maintain open lines of communication, ensure families remain informed and involved, and encourage two-way dialogue that supports student success.|To strengthen partnerships with our families and foster a more inclusive school community, MSA-3 has employed a Family Success Coordinator. This dedicated staff member plays a vital role in enhancing communication between the school and families, ensuring that all voices are heard and that families feel supported and valued. The Family Success Coordinator actively engages with families to connect them with relevant community resources, provides assistance during school events, and serves as a bridge to help address any concerns or needs that may arise.  As part of our continuous improvement efforts, MSA-3 is also in the process of establishing a Parent Task Force. This initiative is designed to provide families with meaningful opportunities to be involved in school decision-making and community-building efforts. Through the Parent Task Force, families will be able to actively participate in events such as Fun Fridays, fundraising activities, and other school-wide initiatives that foster student engagement and school pride.  By investing in family engagement through dedicated staff and structured involvement opportunities, MSA-3 is committed to building a strong, collaborative, and supportive school community where all families can thrive.|MSA-3 is committed to providing equitable support for all students and families, including our most vulnerable populations. To this end, we have a designated Homeless and Foster Youth Liaison, a role that ensures families in transitional living situations receive targeted support, including access to Social Emotional Learning (SEL) resources and services that promote student well-being.  We maintain open lines of communication with families through regular events such as Coffee with Admin, which offers a space for parents to voice concerns, ask questions, and provide feedback. These sessions play a critical role in helping our leadership team evaluate and refine academic practices and school operations based on community input.  To further enhance engagement, MSA-3 utilizes a variety of communication channels—including social media platforms and school events—to keep our community informed, involved, and connected. These platforms also serve as avenues for gathering valuable feedback, encouraging two-way dialogue, and strengthening collaboration among all stakeholders.  Our student population is made up of approximately 42% African American and 55% Latino students. We are deeply committed to fostering a school culture that values diversity, equity, and inclusion across all genders, races, ethnicities, and cultural backgrounds. While the journey toward achieving full inclusivity is ongoing, MSA-3 is steadfast in its efforts to create a cohesive and supportive environment for all students, families, and staff.  One key area for continued growth is improving the overall climate of support for families. To address this, MSA-3 will implement the following strategies:  Collecting and analyzing parent feedback through regular surveys to guide decision-making and identify areas for improvement.  Increasing awareness and access to volunteer opportunities to promote deeper family involvement in school life.  Incorporating academic and behavioral data into parent meetings to foster more informed, transparent, and student-centered discussions that directly impact school operations and student success.  Through these efforts, MSA-3 aims to build a school community that is not only academically rigorous but also inclusive, responsive, and supportive for every family we serve.|At MSA-3, we are committed to continuous improvement in teaching and learning. As part of this commitment, we are investing in the enhancement of instructional strategies, with a particular focus on collaborative learning to promote student engagement, critical thinking, and peer-to-peer interaction. To support the effective implementation of these strategies, we provide ongoing professional development (PD) for teachers, including targeted training on classroom management techniques that foster positive, productive learning environments.  In addition to strengthening instruction, MSA-3 is deeply focused on college and career readiness. We actively invest in dual enrollment opportunities and comprehensive college counseling services to ensure that all students graduate prepared for postsecondary success. Our goal is to equip every student not only with a high school diploma but also with the skills, experiences, and support needed to gain admission to and succeed in college.  For the 2024–2025 school year, MSA-3 expanded its college readiness programming by offering 20 college-level courses through a partnership with Los Angeles Harbor College. These dual enrollment courses allow students to earn both high school and college credit simultaneously, giving them a head start on their college education and exposing them to rigorous, real-world academic experiences.  Through these strategic investments in instructional quality, professional development, and college readiness, MSA-3 continues to advance its mission of preparing all students for lifelong success.|Based on 24-25 Educational Partner survey, we will take the following actions:  Continue to strengthen family-school communication through timely updates and transparent information-sharing. Maintain programs that build community and student engagement—such as after-school events, college prep, and family nights. Celebrate supportive staff and reinforce a welcoming environment with positive reinforcement and mentorship opportunities.|MSA-3 recognizes that authentic relationships and trust are foundational to successful partnerships that support student outcomes. Across student, family, and staff responses, the importance of strong relationships, supportive staff, and consistent communication emerged as clear strengths. Underrepresented families—particularly those from Latino (55%) and African American (42%) backgrounds—have expressed appreciation for the caring staff, positive school culture, and individualized attention their children receive. These findings affirm that MSA-3 is on the right path in building inclusive, supportive partnerships. However, the feedback also highlights areas for targeted improvement.  Key Strategies to Improve Engagement: Strengthening Communication and Accessibility  Families expressed a desire for more direct and efficient communication with teachers and timely updates on extracurriculars.  To address this, MSA-3 will enhance the use of ParentSquare and other platforms to streamline communication and provide multilingual updates for non-English-speaking families.  The school will also increase the frequency of family surveys and feedback loops to ensure voices—especially those from underrepresented communities—are consistently heard and acted upon.  Expanding Opportunities for Engagement  MSA-3 is in the process of launching a Parent Task Force, which will create space for parents, particularly from underrepresented groups, to participate in decision-making, school improvement efforts, and community events such as Fun Fridays and fundraisers.  The school will continue to prioritize home visits and personal outreach to build trust with families who may not typically engage through traditional channels.  Focusing on Equity and Representation  In response to input regarding extracurricular equity and culturally relevant teaching, MSA-3 will ensure that programs reflect the cultural and social backgrounds of the student body.  Staff will receive professional development on culturally responsive pedagogy and inclusive communication practices to better connect with and represent the diverse school community.  Enhancing Access to Student Success Resources  MSA-3 is expanding dual enrollment and college counseling services, with 15 college courses offered through LA Harbor College during the 2023–24 school year. These opportunities will be promoted through community outreach to ensure equitable access, particularly for first-generation college-bound students.  The Family Success Coordinator will also continue to connect families to academic, mental health, and community resources, including Social Emotional Learning (SEL) support for foster and homeless youth.|Based on the analysis of educational partner input and local data, MSA-3 demonstrates several key strengths in the area of Seeking Input for Decision-Making:  Consistent Engagement Opportunities MSA-3 provides ongoing opportunities for families, students, and staff to share feedback that informs school decisions. Regular events such as Coffee with Admin, Parent-Teacher Conferences, and family surveys serve as important platforms for collecting input directly from stakeholders. These interactions have helped leadership stay connected to the evolving needs and concerns of the school community.  Use of Surveys and Feedback Tools The school uses structured tools, including climate surveys and feedback forms, to gather data on school culture, safety, academic offerings, and areas for improvement. These survey results are analyzed and used to guide decisions around campus cleanliness, extracurricular equity, academic rigor, mental health support, and instructional practices.  Leadership Responsiveness Responses from students, families, and staff indicate that leadership is open to feedback and willing to act on it. For example, based on input, MSA-3 has expanded dual enrollment opportunities, initiated mental health supports, and planned improvements in communication and campus safety.  Development of a Parent Task Force As part of its ongoing progress, MSA-3 is working to establish a Parent Task Force that will allow parents—especially from underrepresented communities—to take a more active role in shaping school priorities. This initiative aims to increase transparency, trust, and shared ownership of school outcomes.  Role of the Family Success Coordinator MSA-3 has designated a Family Success Coordinator to build stronger relationships with families, particularly those from historically underserved populations. This role supports family engagement by helping parents access resources and ensuring their voices are considered in school planning.|Increase participation of underrepresented families in surveys, meetings, and decision-making groups to ensure all voices are equitably represented.  Strengthen communication strategies to ensure information about engagement opportunities reaches all families, especially those with language or technological barriers.  Establish the Parent Task Force to provide a consistent and structured platform for family input and shared decision-making.  Improve feedback loops by clearly communicating how stakeholder input is used to inform decisions, policies, and program changes.  Expand engagement opportunities beyond traditional events, offering flexible formats such as virtual meetings, home visits, and small focus groups.  Enhance staff training on culturally responsive communication to better engage families from diverse backgrounds and increase trust.|"Establish a Parent Task Force to provide underrepresented families with a formal and consistent platform to share input, participate in decision-making, and collaborate with school leadership on schoolwide initiatives.  Expand home visits and personalized outreach to build trust and encourage participation from families who may not typically engage through traditional formats.  Utilize multilingual communication tools such as ParentSquare and translated materials to ensure non-English-speaking families can access information and share their perspectives.  Offer flexible engagement formats, including virtual meetings, small-group discussions, and informal gatherings like ""Coffee with Admin,"" to accommodate diverse family schedules and preferences.  Increase the visibility of how input is used by regularly sharing updates on decisions influenced by family feedback through newsletters, meetings, and the school website.  Leverage the Family Success Coordinator to serve as a liaison between school and home, particularly for families of English Learners, foster youth, and other underserved groups, ensuring their voices are heard and needs addressed."|5|5|5|4|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
19101990115212|Magnolia Science Academy 2|3|In reflecting on our LCAP journey, we are pleased to acknowledge the strengths and progress that our school has demonstrated over the past year. One notable strength lies in the positive relationships fostered within our school community, as indicated by the feedback from students, who express a high level of satisfaction with their friends, staff, and teachers, and whereby they discusses and overall increase in satisfaction with the school. Furthermore, the favorable response from 67% of students regarding their sense of safety at school is a testament to our ongoing commitment to creating a secure and welcoming environment. Additionally, the 8% positive response from staff members regarding the climate of support for academic learning reflects our dedication to fostering a conducive atmosphere for teaching and learning. Equally encouraging is the feedback from families, with an impressive 93% overall satisfaction rate and a 95% confidence level in our safety measures. These strengths highlight our progress in meeting the needs and expectations of our school community and serve as a foundation for continued growth and improvement in the years ahead.|While the overall school experience for families is highly favorable at 93%, the highest among all three educational partners, we did observe a notable decrease from previous years. To address this, MSA2 is committed to proactive measures aimed at enhancing family involvement and satisfaction. We will create additional opportunities for families to engage in discussions on school discipline, rules, and norms through active participation in the Parent Advisory Committee (PAC), ELAC, and Parent Task Force (PTF). This involvement will allow families to provide valuable input on specific policies and practices.  The Sense of Belonging (School Connectedness) for families during the 2024-25 school year received an 93% favorable rating, a 4% increase from the previous year. Despite this, it remains a significant success for MSA2, especially given the increased challenges, including staff mental and physical health issues affecting attendance rates. To elevate this area in the upcoming school year, MSA2 plans to increase opportunities for student, staff, and family leadership in assemblies, celebrations, and social events, just like in previous years. We will also enhance community engagement through events and resource fairs, prioritizing family involvement through MET engagement strategies and collaboration.  Furthermore, MSA2 will continue to involve families through the Community Advisory Committee (CAC), ELAC, and Parent Task Force (PTF). These committees will provide platforms for families to offer input on events and activities that foster a stronger sense of belonging and connectedness, such as inclusive sports games, food celebrations, and other community-building activities.   Finally, we also hope to norm around the idea of the Knowledge and Fairness of Discipline, Rules and Norms, as we saw a decrease of 9%. This noted decrease was displayed across all surveyed groups. To this end, we are hoping to ensure that we refine our practices and demonstrate our willingness to adhere to commonly agreed upon practices and the application of said practices in fidelity. We are in the process of reworking our disciplinary measures, especially as we are headed into the summer months.  We are incredibly proud of our areas of growth and remain focused on proactive steps to further improve these priority areas in the 2025-26 school year.|As previously mentioned, MSA2 is committed to enhancing the engagement of underrepresented families identified during our self-reflection process. We aim to build partnerships for student outcomes through various methods, opportunities, and collaborations.  MSA2 fosters trusting and respectful relationships with parents through numerous activities and events, such as Student/Parent Orientation, Back to School Night, and parent conferences, all designed to promote parental involvement in school programs. Our administrators and school staff greet all students and parents in the mornings during drop-off and maintain an open-door policy, welcoming all parents. Our staff also connects with families through home visits, learning about students’ interests, family dynamics, and home routines, which helps create happier, healthier, and smarter children. Home visits are a key feature of our educational program to improve student and school performance; to this end, MSA-2 will need to put forth even more effort to establish connection between the parents, the students, and the staff in these home visits through reinforced visitations and actionable plans as a result of said visits.  The school holds periodic meetings to gather input from families, including Community Advisory Council (CAC) meetings, Parent Task Force (PTF) meetings, ELAC meetings, parent workshops, and classes. We also conduct family and student experience surveys, and needs assessment surveys with specific questions on safety, school connectedness, culture, climate, and other areas of school improvement. Additionally, we hold Coffee with the Admin meetings every Friday, where parents are invited to join school administration and support staff to discuss important topics, ask questions, provide feedback, and build community. These meetings are also broadcasted via video conference to increase participation. Parents frequently serve on committees with staff members and students, collaborating in planning events such as school dances and award assemblies.  Parents are invited to assemblies celebrating student academic excellence, behavioral improvement, outstanding attendance, and other achievements, fostering school spirit and taking a stand against bullying. They also attend school events as part of the Positive Behavioral Interventions and Supports (PBIS) system, where students compete in academic, athletic, and creative problem-solving events. Parents participate in the PBIS committee and attend trainings with the Los Angeles County Office of Education (LACOE).  MSA2 hosts cultural events, including a Dia de los Muertos (Day of the Dead) celebration with live music, student art, and traditional food prepared by families and staff. This year, we also hosted a multi-cultural festival led by parents, showcasing the cultures, music, food, and historical significance of countries represented by our student population.|During the 2024-25 academic year, MSA2 we refocused on growth metrics following a down year from the previous year. While we were recognized as a California Distinguished School for the 2023-2024 school year, the practices in place did not account for lower-than-expected retention rates for staff members (from the 2 years prior, when the data was collected) and a deeper need for academic coaching, which was focused on during the 2024-2025 school year.  MSA2 was celebrated for its exceptional student performance, particularly in closing the achievement gap. Our school enrolls at least 40 percent of students from socioeconomically disadvantaged backgrounds and has shown exemplary overall performance in ELA and Math. Additionally, MSA2 has achieved accelerated academic growth for one or more historically underserved student groups, showcasing our commitment to providing high-quality education for all students.  MSA-2 provides resources to support student learning at home through multiple workshops such as parent college and through feedback given to parents during parent conferences. We have also partnered with CCSA to help equip parents with the knowledge and tools to become an advocate for their students and for their school. We have also sought outside partnerships with StudySmart tutors, who may be able to provide further tutoring services for our EL students.  MSA 2’s communication system ParentSquare keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. ParentSquare has also broken language barriers between staff and families through its automatic language translation and thus, facilitates communication across multiple linguistic and cultural backgrounds. Parents also have the ability to check student grades in the school information system, Infinite Campus, as well as stay updated about student attendance in order to remain informed about their child’s progress in a variety of areas.  Moreover, parents receive daily phone calls from office staff members to verify student absences and gather useful information about areas of support which students may need when they return to school.    MPS Board meetings are open to MSA2 parents to attend, as the campus is open to the public during all Board and committee meetings.  Additionally, parents are able to serve as MPS Board members where they vote on decisions which impact the budgets, operations, and decisions of all ten schools in the MPS charter management organization. Currently, a former MSA2 parent serves as the only former parent educational partner on the MPS Board.  MSA2 has a Parent and Community Engagement (PACE) coordinator who facilitates parent training, including on topics related to social emotional learning and mental health support.  Parents are also invited to attend workshops where English language courses are taught, and college readiness is presented.|MSA2 will continue to focus on maintaining the current priorities of providing ongoing opportunities to participate, collaborate and reflect amongst all educational partners within the school community, including between students, families, and the school.  In particular, the focus areas which will be priorities in the upcoming school year relate to continuing to improve upon the CTE pathways opportunities provided to students in middle school and high school, as well as to provide increase college courses to the high school community through community partnerships at LA Valley College, Pierce College and Mission College. In the coming year, we also hope to strengthen academic programming through the implementation of Honors programs at our school site.  At MSA2, we are dedicated to supporting our students' social-emotional learning (SEL) and overall well-being through a comprehensive support system on campus, which includes social workers and a school psychologist. These professionals provide personalized support, individual counseling, group therapy, and crisis intervention, addressing each student's unique needs and fostering a safe, nurturing environment.  Additionally, MSA2 offers life skills classes for all middle school students, preparing them for the teenage years and future phases of their lives. These classes cover emotional regulation, effective communication, goal setting, time management, and decision-making, alongside practical knowledge like financial literacy, career exploration, and basic self-care.  By combining SEL support from our social workers and school psychologist with a robust life skills curriculum, MSA2 ensures a holistic educational experience that enhances academic performance and empowers students to become confident, capable, and compassionate individuals ready for future success.  In partnership with LACOE, MSA2 has met the requirements for Gold Medal achievement in PBIS. While we were striving for the Platinum Medal Achievement in PBIS this year, we fell a bit short are are currently qualified for Gold Medal Achievement in PBIS. We hope to achieve Platinum Medal achievement in the coming year through further training and increased implementation of PBIS practices in the classroom.  MSA2 also aims to improve outcomes academically for all student groups and across all demographics of students, including homeless / foster youth, EL students, students with disabilities, socioeconomically disadvantaged youth, and all racial / ethnic demographics of students.|As was stated previously, MSA2 will continue to improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes through a variety of methods, opportunities, and partnerships.  MSA-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. School staff greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connects with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of  the important features of its education program to improve student and school performance; however, we fell short of expectations on the implementation of said home visits, so we look forward to implementing a strategy for said home visits during the 2025-2026 school year.  The school holds periodic meetings to gather input from our families. These meetings include Community Advisory Council (CAC) meetings, Parent Task Force (PTF) meetings, ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  In addition, the school holds Coffee with the Admin meetings each Friday where all parents are invited to join school administration and support staff to discuss areas of importance for the parents, ask questions, provide feedback and gather as a community.  Further, parents frequently serve on committees which include staff members and students where all educational partner groups collaborate in  planning events, including school dances and award assemblies.    Parents are also invited to attend assemblies which celebrate student academic excellence, behavioral improvement, outstanding attendance, and other accomplishments, as well as build school spirit and help the school take a stand against bullying.  Further, parents are invited to attend school events which are a part of the Positive Behavioral Interventions and Supports (PBIS) system in which students compete in academic, athletic and creative problem-solving events.  Parents also participate in the PBIS committee which includes attending trainings with the Los Angeles County Office of Education (LACOE).  During the 2024-25 academic year, MSA2 hosted a combination of in-person and hybrid events, meetings and workshops related to the above categories to provide the optimal opportunity for families to be involved in the school community. Additional optional trainings were offered.|MSA2 has a tremendous amount of strengths related to the school's methods for seeking input for decision-making.  In particular, MSA2 has continued to hold Friday Coffee with the Admin weekly meetings with educational partners in which a tremendous amount of input is regularly collected.  Further, MSA2 holds monthly Community Advisory Committee (CAC),  Parent Task Force (PTF), ELAC, and Title I meetings in which additional input is provided by committee members, including elected representative feedback across multiple educational partnership groups.  Additionally, MSA2 continues to have a Parent and Community Engagement coordinator and a Community Schools Coordinator who both work with the families and community to gather feedback and improve opportunities to seek input for decision-making.  MSA2 also continues to hold elections for student government representatives which include grade level representatives from middle school and high school, as well as executive officers for the full school and 12th grade.  These student government members provide feedback related to the content which will be taught to students each week during the weekly PBIS videos which are created by the student government members.  The staff also continue to vote for PBIS Ambassadors who serve as the leaders of each of the 4 houses in the school and lead activities as well as attend trainings and provide input about PBIS programs which the school will implement. Beyond this, staff continue to fill out surveys related to the additional committees and duties which they would like to be involved in during the upcoming school year which included providing feedback to the school operations.  There are numerous strengths related to the opportunities to seek input for decision-making beyond the ones highlighted here, but these are some of the most significant ones currently at MSA2.|MSA-2 holds periodic meetings to gather input from our families. These meetings include Community Advisory Committee (CAC) meetings, Parent Task Force (PTF) meetings and ELAC meetings. During these meetings parents have the opportunity to review school goals, priorities and decisions being made which are included in the LCAP and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including educational partners surveys, and we will make plans to expand upon the existing support and services provided in this area.|As was stated previously, MSA2 will continue to improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making through a variety of methods, opportunities, and partnerships.  In particular, MSA2 will build upon the below existing systems, structures, programs and services related to this matter.  MSA-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators have, in the past, greeted all students and parents in the mornings during student drop off and have an open door policy welcoming all parents; in this past academic year, we fell short on our execution of this. Our staff connects with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of  the important features of its education program to improve student and school performance.  The School holds periodic meetings to gather input from our families. These meetings include Committee Advisory Committee (CAC) meetings, Parent Task Force (PTF) meetings and ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  In addition, the school holds Coffee with the Principal meetings each Friday where all parents are invited to join school administration and support staff to discuss areas of importance for the parents, ask questions, provide feedback and gather as a community.  Further, parents frequently serve on committees which include staff members and students where all educational partner groups collaborate in  planning events, including school dances and award assemblies.    Parents are also invited to attend assemblies which celebrate student academic excellence, behavioral improvement, outstanding attendance, and other accomplishments, as well as build school spirit and help the school take a stand against bullying. Further, parents are invited to attend school events which are a part of the Positive Behavioral Interventions and Supports (PBIS) system in which students compete in academic, athletic and creative problem-solving events.  Parents also participate in the PBIS committee which includes attending trainings with the Los Angeles County Office of Education (LACOE).  During the 2024-25 academic year, MSA2 hosted a combination of in-person and hybrid events, meetings and workshops related to the above categories to provide optimal opportunities for families to be involved in the school community.|5|5|5|5|5|4|5|5|4|5|4|5|Met||2025-06-26|2025
19101990121772|Environmental Charter Middle - Gardena|3|ECMS - Gardena works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making.   We host a coffee with teachers event the Friday before the school year starts to allow families to meet teachers, sign up for the after school program and get parent orientation. Additionally we host a high school fair to support 8th grade families in their transition to high school. We also have a back to school night.   We communicate via a weekly school newsletter in both English and Spanish, and grades are updated weekly on our PowerSchool platform. Parents and students are trained and supported to navigate the information system which houses grades and parents use our Talking Points platform when seeking technical support with this system. We provide prompt communication/responses pertaining to school behavior and use restorative discipline processes to help students repair any harm caused to the community. Parents receive weekly discipline and grade reports produced by the DeansList platform.  We send out family surveys to measure connection, perception of communication, perception of academic rigor and to solicit general feedback.  We provided many digital opportunities for communication between families and school, and in many cases saw higher participation compared with our in-person events. These opportunities included:  Coffee with leadership: Events provided an opportunity for families to interface with administration regarding site issues, curriculum, school culture, or other issues that are on parents’ minds.  Parent Workshops: We held parent workshops every month to support families with a multitude of topics ranging from the transition to middle school to how to purchase a home in California. Topics in the 2nd semester were based on parent requests.  English Learners: We held a virtual town hall for just families of ELs, and five ELAC meetings were held both in person and virtually during the course of the year.   Talking Points: A platform to facilitate two-way communication between our school and families. Talking Points automatically translates messages into Spanish for our Spanish speaking families.  Twice-yearly Parent Teacher Conferences: As in prior years, we hosted 2 Parent Teacher Conferences and 1 round of Priority Conferences for the families of students that were struggling academically or behaviorally.|Analysis of data and stakeholder input indicates a need to focus on strengthening two-way communication and collaboration with families. While we have initiatives in place to increase family engagement, there are opportunities to deepen relationships and create a more collaborative environment.  Here's how we'll address this focus area:  Enhanced Stakeholder Feedback: We're increasing the frequency of School Site Council meetings to gather more comprehensive and nuanced feedback. Revitalized Parent Partnership Group: We've re-established the Parent Partnership Group, providing a platform for families to collaborate on school improvement, offer feedback, and volunteer. Improved Communication: Family Handbook: We're revising the family handbook to be more user-friendly with summaries and bullet points for key information. Monitoring Responses: We'll monitor parent responses to communications and intervene if families aren't responding, ensuring two-way communication. Positive Reinforcement: Weekly positive behavior notes sent home will highlight student achievements and build social capital with families. These initiatives aim to create a more open and collaborative environment where families feel valued and empowered to contribute to their child's education.|Our self-reflection identified a need to improve engagement specifically with underrepresented families. Here's how we'll address this:  Strengthened Advisory Program:  Building Relationships: We'll strengthen our advisory program to foster strong connections with families, particularly those with students facing academic or behavioral challenges. Tier 1 Support: Advisors will act as a Tier 1 support system, proactively addressing social-emotional and academic needs, and fostering communication with all families.  Targeted Support:  Social Worker: We'll leverage our full-time social worker to expand Tier 3 support, focusing on students and families with the highest needs. Chronic Absenteeism: We'll provide tailored support for families with chronically absent students, aiming to reduce absenteeism rates. Communication Strategies:  In addition to the initiatives mentioned in the previous response, we will explore additional communication strategies to reach underrepresented families. This may involve: Multilingual Communication: Providing translated documents and resources in the primary languages of our families. Culturally Responsive Engagement: Developing culturally responsive outreach methods that resonate with diverse family backgrounds. Flexible Communication Options: Offering alternative communication channels beyond traditional methods (e.g., text messages, social media platforms) to reach families who may not have consistent internet access. Data-Driven Approach:  We'll regularly monitor family engagement data to assess the effectiveness of these strategies and make adjustments as needed. By implementing these targeted approaches, we aim to build stronger relationships with all families, particularly those who may have felt less connected to the school in the past.|"ECMS Gardena demonstrates several strengths in fostering partnerships for student success: Comprehensive Communication: We provide various opportunities for parents to engage with educators. This includes bi-annual parent conferences, additional meetings for struggling students, and regular progress reports (academic and behavioral). Accessibility and Transparency: Parents have access to student grades, assignments, and resources through online platforms like Google Classroom and a dedicated student website. Weekly newsletters, translated materials, and communication after awards ceremonies ensure transparency and inclusivity. Family Engagement Initiatives: We offer engaging avenues for family participation: ""Coffee with the Principal"" sessions, online supplemental academic support programs, and monthly topical parent meetings based on parent input. Teacher Support: Regular administrative support and professional development opportunities empower teachers to effectively partner with families in supporting student learning. Survey Data: The high percentage of parents (92%) reporting their input being sought before important decisions reflects a commitment to collaborative decision-making. Overall, these strengths create a foundation for strong partnerships between families and educators, ultimately benefiting student outcomes."|"Strengthening Tier 1 Partnerships for Student Success  Data analysis highlights a need to enhance Tier 1 partnership practices, fostering a universally supportive environment for all families.  Enhanced Communication: We'll expand translated documents (primary languages) and explore alternative communication channels (text messages, social media) to reach all families. Culturally responsive outreach methods will resonate with diverse backgrounds.  Family Engagement: Pre-school year events (""Coffee with Teachers,"" open houses) establish early connections.Innovative student-led conferences empower students to share progress and goals, while TalkingPoints, our high-quality translation platform, facilitates deeper discussions for families and educators in preferred languages. Tiered conferences address individual needs, with regular sessions for all families and additional support for students requiring intervention.Weekly advisory programs with parent/guardian-signed homework foster two-way communication regarding study habits and allow for targeted interventions/incentives at home. We'll ensure welcoming and inclusive schools where all families feel a sense of belonging. Diverse volunteer opportunities allow families to contribute their skills.  Teacher-Family Collaboration: TalkingPoints encourages ongoing communication and feedback, fostering a collaborative environment. Interactive conferences promote shared goal setting and success strategies.  By strengthening Tier 1 partnerships, we aim to build a foundation for collaboration with all families, ensuring every student feels supported and empowered to succeed."|Data analysis reveals a need to focus on improving the achievement and sense of connectedness specifically for Black/African American (Black/AA) students.  Here's how we'll address this focus area:  Data-Driven Approach: We'll actively monitor advisory-level connectedness data alongside achievement data to identify correlations and areas needing improvement for Black/AA students. Targeted Focus: We'll dedicate data collection and course corrections specifically to support the academic success and connectedness of Black/AA students. Potential Strategies:  Culturally Responsive Practices: Implementing culturally responsive practices in classrooms and advisory programs can foster a more inclusive and connected learning environment for Black/AA students. Parent and Community Collaboration: Building stronger partnerships with Black/AA families and community organizations can provide valuable resources and tailored support for students.  By focusing on these areas, we aim to create a more equitable learning environment where Black/AA students thrive academically and feel a strong sense of belonging|Analysis of data highlights several strengths in our approach to seeking input for decision-making:  Two-Way Communication Platform: Talking Points facilitates seamless communication between families and educators, regardless of language barriers. Parents can message teachers, administrators, and even the principal directly through this platform. Multilingual Communication Efforts: We prioritize accessibility by offering translated weekly newsletters and hosting ELAC meetings in both person and online formats. Regular Surveys: We actively gather feedback through regular surveys, ensuring all stakeholders have a voice. Engagement Opportunities: We provide multiple avenues for family participation, including School Site Council meetings, the Parent Partnership Group, and ELAC meetings.  These strengths demonstrate our commitment to:  Transparency: Clear communication through translated materials and accessible meetings ensures everyone is informed. Inclusivity: Diverse engagement opportunities cater to different communication styles and preferences. Accessibility: Two-way translation platforms like Talking Points remove language barriers and empower families to participate fully.  By prioritizing these elements, we create a collaborative environment where all voices are heard and inform our decision-making processes.|While our current efforts provide avenues for input, data analysis reveals a need to enhance the systematic nature of seeking input and sharing feedback. Here's how we'll address this focus area:  Increased Input Frequency: We'll move towards gathering stakeholder input more frequently through surveys,focus groups, or other methods identified through data analysis. Systematic Data Collection: We'll develop a more standardized approach to data collection, ensuring consistency and allowing for easier trend analysis. Multimodal Feedback Sharing: We'll expand our feedback sharing methods beyond traditional formats (e.g.,board meetings) to include online platforms, translated summaries, and infographics. This ensures accessibility and caters to diverse preferences. Regular Reporting: We'll establish regular reporting schedules to communicate the results of gathered input and how it informs decision-making. This fosters transparency and demonstrates the value placed on stakeholder input.  By implementing these strategies, we aim to create a more systematic and comprehensive approach to seeking input.Regularly shared, actionable feedback will further strengthen our collaborative decision-making processes.|Our self-reflection process identified a need to improve engagement specifically with underrepresented families in seeking input for decision-making. Here's how we'll address this:  Targeted Outreach and Feedback Mechanisms: ELAC Meetings: We'll leverage ELAC meetings for families to share concerns and provide feedback on decisions affecting their children. IEP Meetings: We'll also explore additional input mechanisms beyond the IEP meeting format and provide questionnaires for families to complete. Black/AA Parent Meetings: We'll establish dedicated Black/AA parent meetings to address specific needs and concerns.   Expanding Communication Channels:. Focus Groups: We'll conduct targeted focus groups with underrepresented families to delve deeper into their perspectives and recommendations on key decisions.  Building Trust and Transparency: Feedback Sharing: We'll share feedback received from underrepresented families, demonstrating the value placed on their input. Actionable Outcomes: We'll track how feedback from underrepresented families informs decision-making and share these concrete examples to build trust and encourage continued participation.  By implementing these targeted strategies, we aim to create a more inclusive environment where underrepresented families feel empowered to contribute their valuable perspectives to our decision-making processes.|5|4|3|5|4|4|4|5|4|4|4|3|Met||2025-06-23|2025
19101990127498|Environmental Charter Middle - Inglewood|3|ECMS - Inglewood works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. We encourage and invite parent participation in curricular endeavors and classroom events. We enact these goals through a variety of regular meetings, including PTA/Site Council and ELAC.   We communicate via a weekly school newsletter in both English and Spanish and weekly progress reports are also sent home with students. We interface directly with parents in parent-student conferences held 2 times a year and we maintain active parent attendance at those meetings. We provide prompt responses pertaining to school behavior and use restorative processes when discipline issues arise.  We provided many opportunities for communication between families and school. These opportunities included:  Coffee with the principal: In these meetings, parents have a free-flowing conversation with administration regarding site issues, curriculum, school culture, or other issues that are on parents’ minds.  Parent Town Halls: We used town halls to communicate changes and solicit feedback about school decisions.  School-site Council/ PTA Meeting: Lead by our parent/ community liaison and our parents with administrators and teachers to review data, student climate and academic data and fundraisers.    English Learners: We held a “meet and greet” for families of ELs before the start of the school year. Multiple ELAC meetings were held throughout the year.   Back to School Night and Open House: Are opportunities for parents to visit their students classroom and interact with teachers and staff   Boy Scouts of America: Worked with current students, engaged in boy scouts curriculum, and maintained communication and engagement with former students and families.  Harvest Festival and Earth Day: Are community events for the parents, students and families to attend and learn more about our school, and celebrate the earth and environmentalism   Talking Points: A platform to facilitate two-way communication between our school and families. Talking Points automatically translates communications into Spanish for our Spanish speaking families.  Parent Teacher Conferences: As in prior years, this year we hosted a Parent Teacher Conference, two Priority Teacher Conferences.  Additional opportunities include: Turkey Baskets, High School Fair. SST and 504 Meetings, In School/ Outside Counseling, Parent Workshops, Home Visits|Focus on reinstituting our African American Partnership Meetings to connect to our Black/African-American families. In addition, we want to focus on celebrating different cultures and languages of our school community.|ECMSI will continue to improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with students, teachers and families, and identifying specific needs and ensuring appropriate supports for every student. In advisory, relationships act as a Tier 1 support for social emotional & academic needs. We are also continuing to expand our resources for Tier 3 support by maintaining a full time social worker, who can focus on students and families with the highest needs. We will also integrate the feedback we gained from our parent surveys, and town halls to improve the engagement of underrepresented families.|Environmental Charter Middle School - Inglewood’s current strengths in building partnerships for student outcomes include providing several opportunities for parents to engage with staff, teachers and school administrators to discuss their student’s progress and receive important resources to support student learning at home. Regular administrative support and yearly professional developments are provided to teachers. Family partnership opportunities include: Parent conferences 3x a year  Weekly progress reports Regular online access to student grades and assignments Google classroom Weekly tutoring for every class Coffee with the Principal 3x a year Online supplemental academic support (Khan Academy, Freckle, Reflex Math)|This year’s area of focus includes providing more opportunities for families to participate in workshops, programs, and affinity spaces for parents of students with common needs.|We are continuing to incorporate our Special Education Coordinator, English Language Development Coordinator and Parent Coordinator in parent workshops, programs, and affinity spaces. We will also provide targeted workshops and increase accessibility, as well as opportunities, for families to advocate for their students.  Additionally we continue to create spaces on campus such as student clubs, student council, afterschool program clubs, contest so students can feel connected on campus. We will also facilitate student focus groups to get insight and feedback from students.|Environmental Charter Middle School - Inglewood’s current strength lies in the consistent opportunities for parents to provide input and elicit feedback for decisions at our school. We host regular meetings that include ELAC, PTA/Site Council, and our revamped African American Parent Partnership. These meetings allow families to discuss, plan, and evaluate school policies and programs, including our annual LCAP.  With the larger community, we have collaboratively hosted families at our Annual Harvest event, Book Fairs, and 8th-grade Culmination. Parent feedback is collected annually via a survey to keep an active grasp on the perception regarding school climate, student behavior, and family involvement. According to the survey, 98% of parents believe that the school allows input and welcomes parents’ contributions, and 95% believe that the school actively seeks the input of parents before making important decisions.|Our current area of focus this year is to increase the capacity of English Language Development Coordinator, Special Education Coordinator, Parent Coordinator and in order to create sustainable practices to better engage our families.|Our primary area of focus this year is to strengthen the roles and capacities of our English Language Development Coordinator, Special Education Coordinator, Parent Coordinator, and African American Parent Partnership Coordinator. By doing so, we aim to establish sustainable practices that effectively engage our diverse family groups.  To achieve this, we will: 1. Expand Training and Professional Development: Provide targeted training and professional development opportunities for these coordinators. This will ensure they are well-equipped with the latest strategies and tools for family engagement, cultural competency, and effective communication. 2. Implement Regular Communication Channels: Establish consistent and accessible communication channels tailored to the needs of underrepresented families. This includes multilingual newsletters, regular virtual and in-person meetings,  3. Strengthen Community Partnerships: Collaborate with local community organizations and resources that serve underrepresented groups. These partnerships will help us reach families who might otherwise be disconnected from school activities and decision-making processes. 4. Enhance Accessibility: Ensure all engagement efforts are accessible to families with varying needs. This includes providing translation services, childcare during meetings, and flexible meeting times to accommodate different schedules.  By focusing on these areas, we aim to create a more inclusive and participatory environment where underrepresented families feel valued and empowered to contribute to the educational decision-making process. This strategic approach will not only improve engagement but also foster a stronger, more connected school community.|5|5|3|5|4|4|5|4|4|3|4|4|Met||2025-06-23|2025
19101990128025|Lashon Academy|3|To foster ongoing involvement of parents and guardians at Lashon Academy, we continue to offer a wide range of opportunities for participation, including volunteer activities, parent workshops, school-wide events, and regular meetings. These are communicated through multiple platforms: our school website, social media pages, school-home communication platform, annual calendar, and visible postings around campus. Our communication platform remains a key strength, allowing families to receive timely updates and engage with school staff through written messages, questions, and direct communication with teachers and administrators. It has helped overcome barriers related to language, schedules, and in-person attendance. Educational partner feedback continues to highlight the accessibility and warmth of our staff, noting that families feel welcomed, supported, and part of a connected school community where their voices are heard and their children’s well-being is prioritized.|For the 2024–2025 school year, Lashon Academy continues to prioritize strengthening communication and fostering meaningful connections between staff and families. Based on educational partner input, our focus remains on improving accessibility and inclusivity. We aim to schedule meetings and events at more convenient times for families, expand access to recorded workshops and informational sessions, and continue leveraging technology to provide reliable translation and interpretation services. We are also working to increase collaboration with families through expanded volunteer opportunities and more culturally responsive parent education programs. Our goal is to ensure all families feel welcomed, informed, and empowered to engage in their child’s educational experience.|For the 2024–2025 school year, Lashon Academy remains committed to improving engagement with underrepresented families by fostering cultural competence, inclusivity, and trust. We continue to emphasize cultural sensitivity and respect for the diverse backgrounds within our school community. To support this effort, we provide translation services and multilingual materials to bridge communication barriers and ensure all families have equitable access to school information and opportunities. We are expanding culturally relevant events and activities that reflect the values, traditions, and voices of underrepresented families. Our community outreach coordinator, a member of the local community, continues to play a vital role in serving as a trusted liaison between families and the school. In addition, we are enhancing our efforts to offer parent workshops, resources, and leadership opportunities that empower families to actively participate in school decision-making. These strategies are designed to strengthen relationships and create a school culture where all families feel respected, included, and engaged in their children's education.|Lashon Academy continues to uphold the belief that meaningful partnerships between families and educators are foundational to student success. In 2024–2025, our key strengths in building partnerships for student outcomes remain rooted in consistent, transparent communication through weekly newsletters, emails, and regular parent-teacher conferences. We actively promote family involvement by inviting parents to take part in school events, join the PTO, and participate in decision-making bodies such as the School Site Council (SSC) and DELAC. These opportunities cultivate a strong school community and promote shared responsibility for student achievement. To ensure personalized support, we continue to develop thoughtful, collaborative Individualized Education Plans (IEPs), aligning services with each student's specific needs. Student-led conferences remain a powerful practice at Lashon Academy, offering students the opportunity to reflect on their growth, celebrate successes, and set future goals alongside their families. These conferences strengthen home-school connections while fostering student agency and accountability. Our continued commitment to building authentic partnerships ensures that education is a shared journey, one in which students are supported by both school staff and families working together to promote academic, social, and emotional growth.|For the 2024–2025 school year, Lashon Academy continues to focus on strengthening key areas to deepen partnerships that support student outcomes. One ongoing priority is improving the feedback loop between families and school staff. We are exploring additional ways to create safe, accessible, and convenient channels for parents and guardians to share input, ask questions, and voice concerns. We also aim to expand opportunities to celebrate not only student success but the contributions of all educational partners, reinforcing a shared culture of achievement and collaboration. Another central area of improvement remains our commitment to empathy and inclusivity. We recognize and value the diverse backgrounds and experiences of our families and are working to provide more tailored support and resources that respond to individual family needs—especially for those facing challenges that may impact student learning. By staying responsive to community input and centering inclusivity, we are committed to building stronger, more trusting partnerships that positively influence student outcomes.|Lashon Academy remains deeply committed to ensuring the active engagement of all families, particularly those from underrepresented backgrounds, as a vital component of student success. We recognize that barriers such as language differences, cultural disconnects, socioeconomic challenges, and prior negative experiences with schooling can limit engagement. In response, we continue to focus on listening to and learning from these families to better understand their needs and perspectives. For the 2024–2025 school year, we will maintain our practice of providing all key communications in the multiple languages spoken by our community to reduce language barriers and increase accessibility. Our dedicated community liaison continues to play a critical role in fostering trust, serving as a consistent point of contact and advocate for underrepresented families. We are also working to increase representation and participation in decision-making groups like the School Site Council (SSC) and DELAC, ensuring that diverse voices influence school planning and priorities. By expanding outreach, strengthening support systems, and elevating family voice, we aim to foster a more inclusive, welcoming environment that empowers every family to play an active role in their child’s education, ultimately contributing to stronger student outcomes across all groups.|Lashon Academy continues to demonstrate strength in seeking input for decision-making through a variety of intentional and inclusive strategies that engage both staff and families. We recognize that meaningful collaboration with our educational partners is essential to making informed and community-responsive decisions. Regularly scheduled staff meetings—both by department and schoolwide—create space for educators to contribute to ongoing conversations about instruction, school climate, and operations. In addition, anonymous suggestion boxes remain available throughout the campus, providing a confidential and continuous way for staff to share ideas or concerns. For families, parent-teacher conferences are held at least twice annually, offering structured time for two-way dialogue about student progress and shared academic goals. Parent focus groups are convened periodically, encouraging families to weigh in on school initiatives, curriculum, policies, and enrichment opportunities. We continue to utilize online surveys to reach a broader audience and gather feedback on topics such as school improvement planning, safety, and program effectiveness. Our advisory committees, which include both staff and parent representatives, meet consistently to provide input on targeted topics and schoolwide goals. These structures ensure that diverse perspectives inform decision-making and that the school remains responsive to the evolving needs of our community. Through these practices, Lashon Academy reinforces its commitment to transparency, inclusion, and shared responsibility for the success of all students.|Based on continued analysis of educational partner input and local data, Lashon Academy has reaffirmed several focus areas to strengthen how we seek input for decision-making. One key area of improvement is increasing the frequency and intentionality of joint workshops and forums where staff and families come together to discuss school initiatives, provide feedback, and co-develop strategies that directly impact the student experience. These collaborative opportunities help ensure that a variety of perspectives are meaningfully included in the decision-making process. We also continue to work toward greater representation of both staff and parents on leadership committees, such as our PBIS team and other advisory groups to ensure these voices are directly involved in shaping the school’s vision, culture, and strategic goals. This commitment to inclusive leadership reinforces our belief that shared input leads to better, more equitable outcomes. Lashon Academy remains dedicated to listening to our community and taking visible, concrete actions based on the feedback we receive. By strengthening these collaborative structures and expanding opportunities for authentic engagement, we are working to ensure that all stakeholders feel heard, valued, and empowered to contribute to the school’s ongoing growth.|Lashon Academy remains committed to improving the engagement of underrepresented families in decision-making processes to foster a more inclusive and equitable school environment. For the 2024–2025 school year, we continue to implement a multifaceted approach to support and elevate the voices of these families. Cultural competence training for school staff remains a key initiative, helping educators build awareness and understanding of the diverse backgrounds and lived experiences of our families. By strengthening cultural sensitivity and empathy, we aim to create more meaningful and respectful partnerships. In addition, we continue to recruit parent ambassadors from underrepresented communities who serve as trusted advocates and peer connectors, encouraging greater involvement from families who may feel less connected to traditional school structures. To reduce barriers to participation, we offer flexible scheduling for meetings, conferences, and events, with virtual options available to accommodate working parents and those with transportation or childcare challenges. We also provide access to helpful resources—including academic support, scholarships, and community services to ensure families have the tools they need to actively engage in their child’s education. Consistent, multilingual communication ensures that families are informed and invited to participate in school decisions. Through these intentional efforts, Lashon Academy strives to empower underrepresented families, promote shared leadership, and enrich the overall educational experience for our entire school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
19101990134346|Intellectual Virtues Academy|3|100% of our families are satisfied with IVA High, including 100% satisfied with our communications, and 100% believe that their feedback is valued.|This is one of our strengths. As a public high school serving urban families, parent participation is not as high as we would like, so continuing to find ways to engage our families as more robust partners is an area of growth.|This is one of our strengths. Engagement with underrepresented families is not as high as we would like, so continuing to find ways to engage our families as more robust partners is an area of growth.|100% of our families are satisfied with IVA High, including 100% satisfaction with our student-led conferences. 96% of parents/guardians participated in student-led conferences, and were otherwise: 100% satisfied with our communications, and 100% believe that their feedback is valued. This is strength of ours.|We do not do enough supporting of families for students to continue their learning at home. We provide a robust learning environment at school, provide good communications home regarding student progress, but do not link the two as well as we could and provide resources on how students can partner with their families to complete, edit, and follow up on their work at home.|This is a strength of ours. While we do not have as many underrepresented families engage with the learning and staff and otherwise are present at school events, 97% participation at student conferences is excellent.|100% of our families state that they feel their feedback is valued.|While family input is valued, we could do better is organizing and soliciting feedback more robustly. Advisory and decision-making groups could be better organized, meet more visibly, etc.|We could have more engagement of underrepresented families at our advisory and decision-making groups. More communication, and pro-active invitations, to help encourage and recruit participation are key to our forward looking efforts.|5|5|5|5|4|4|5|5|4|4|5|4|Met||2025-06-04|2025
19101990135368|Alma Fuerte Public|3|Alma Fuerte has made significant progress in building strong relationships between school staff and families. One of our current strengths is our emphasis on open communication and collaboration. This sense of community and even more so, family, was made stronger as a result of the 2025 Eaton Fire. We have implemented various initiatives to facilitate meaningful interactions between staff and families, such as regular parent-teacher meetings, parent workshops/trainings, and family engagement events. These initiatives have created opportunities for staff and families to connect and work together towards a common goal of supporting student success. We have also created a welcoming and inclusive environment where families feel comfortable and valued. We encourage parental volunteers, and parental involvement, inviting families to actively participate in school activities and contribute to their child's education. This approach has not only strengthened the bond between staff and families but has also fostered a sense of ownership and involvement among parents. By involving families in school activities, we are promoting a collaborative partnership between staff and families, which is essential for creating a supportive learning community. The Alma Fuerte staff and leadership recognizes the importance of cultural sensitivity and understanding. We have taken steps to ensure that staff members are mindful of the diverse backgrounds and experiences of the families they serve. This includes providing professional development opportunities to enhance cultural competence and promoting inclusive practices within the school community. By valuing and respecting the  unique perspectives and cultures of our families, we have established a more inclusive and respectful relationship between staff and families. Alma Fuerte's dedication to building relationships between school staff and families has yielded positive results, creating a supportive and collaborative community that is conducive to student success. We will continue to prioritize open communication, collaboration, and cultural sensitivity to further strengthen these relationships and enhance the educational experience for all our students.|Alma Fuerte's focus areas for building relationships between school staff and families include: 1. Increasing volunteer opportunities: Alma Fuerte actively encourages parents and community members to participate as volunteers in various school activities. By increasing volunteer opportunities, the school creates more chances for staff and families to collaborate and interact, fostering stronger relationships and a sense of community. 2. Parent education: Recognizing the pivotal role parents play in their child's education, Alma Fuerte provides resources and workshops to support parents in their journey as their child's first teacher. These programs cover topics such as child development, parenting strategies, and educational support and more recently common core Math and English language acquisition. By offering parent education, Alma Fuerte empowers parents with knowledge and skills, strengthening the partnership between school staff and families. 3. Family counseling: Alma Fuerte understands that families may face various challenges that can impact a child's educational experience. To address this, the school offers family counseling services to support and guide families in navigating these challenges. By providing counseling, Alma Fuerte aims to foster open communication, understanding, and a supportive environment for both students and their families. 4. Farm-to-table initiatives: Alma Fuerte recognizes the importance of healthy eating and sustainable practices. The school integrates farm-to-table initiatives, such as organic gardening and nutrition education, into the curriculum. By involving families in these initiatives, Alma Fuerte promotes a deeper connection to food, health, and the environment, while also facilitating opportunities for staff and families to work together towards a common goal. 5. Entrepreneurship programs: Alma Fuerte believes in nurturing students' entrepreneurial skills and mindset. The school offers entrepreneurship programs that encourage creativity, problem-solving, and innovation. By involving families in these programs, Alma Fuerte creates opportunities for collaboration and shared experiences, strengthening the relationship between school staff and families. Through these strategies, Alma Fuerte aims to build strong and meaningful relationships between school staff and families, creating a supportive and inclusive school community focused on student success and holistic development.|Alma Fuerte will improve engagement of underrepresented families during the self-reflection process in relation to building relationships between school staff and families by implementing the following strategies: 1. Culturally Responsive Outreach: Alma will ensure that all outreach efforts to underrepresented families are culturally responsive. This includes tailoring communication to the cultural preferences and language needs of the families. Alma will actively seek input and feedback from underrepresented families to understand their needs and preferences for engagement. By demonstrating cultural sensitivity and respect, Alma will create an inclusive environment that encourages active participation and engagement. 2. Community Partnerships: Alma will establish partnerships with community organizations that serve underrepresented families. These partnerships will allow for collaborative efforts in engaging families during the self-reflection process. Alma will work with these organizations to identify barriers to engagement and develop strategies to overcome them. By leveraging the expertise and resources of community partners, Alma will strengthen relationships between school staff and underrepresented families. 3. Parent Ambassador Program: Alma will create a parent ambassador program, where selected parents from underrepresented communities will serve as liaisons between the school and families. These parent ambassadors will receive training and support to effectively communicate with families, address concerns, and provide information about the self reflection process. By empowering parents to take on leadership roles, Alma will enhance engagement and build trust with underrepresented families. 4. Culturally Relevant Workshops and Events: Alma will organize workshops and events specifically designed to address the needs and interests of underrepresented families. These workshops can cover topics such as navigating the education system, understanding the self-reflection process, and building relationships with school staff. By offering culturally relevant and meaningful content, Alma will demonstrate a commitment to understanding and supporting the unique experiences of underrepresented families. 5. Language Access and Translation Services: Alma will ensure that language access is provided to underrepresented families throughout the self-reflection process. This includes offering translation services for important documents, providing bilingual staff or interpreters during meetings and events, and creating multilingual resources. By removing language barriers, Alma will ensure that all families have equal access to information and opportunities for engagement. 6. Ongoing Communication and Feedback: Alma will establish regular channels of communication with underrepresented families to foster ongoing engagement and feedback. This can include regular newsletters, parent-teacher conferences, and virtual platforms.|Alma Fuerte has made significant progress in building partnerships for student outcomes, with several current strengths in this area. One of our strengths is our collaborative approach to partnering with external organizations and community stakeholders. We actively seek out partnerships with local businesses, non-profit organizations, and community groups to enhance the educational experience and support the overall well-being of our students. Alma Fuerte has established strong relationships with these partners, who provide resources, expertise, and opportunities for students. For example, we may collaborate with a local museum to offer field trips and hands-on learning experiences, or partner with a youth mentorship program to provide additional support and guidance to students. These partnerships enrich the curriculum and provide students with real-world connections and experiences that enhance their learning and personal growth. Alma Fuerte's partnerships extend beyond academic support. We recognize the importance of addressing the social, emotional, and physical needs of students to ensure their overall well-being. As a result, we have formed partnerships with local healthcare providers, mental health organizations, and sports clubs to provide comprehensive support services for their students. These partnerships help address barriers to learning and create a supportive environment that nurtures student success. Alma Fuerte also values and cultivates strong relationships with families. We actively involve parents and guardians in the educational journey of their children through various initiatives such as parent-teacher meetings, workshops, and volunteer opportunities. By building a strong partnership with families, Alma Fuerte ensures that students receive consistent support and encouragement both at home and in school. Alma Fuerte's current strengths in building partnerships for student outcomes lie in our collaborative approach, strong relationships with external organizations, and the emphasis on holistic student support. By leveraging these partnerships, we are able to provide students with a well-rounded education and support system that enhances their academic achievement, personal development, and overall well-being.|Alma Fuerte is dedicated to improving its range of elective courses by incorporating real-life connections. By offering a diverse set of electives that provide practical skills and connections to the real world, Alma Fuerte aims to enhance student outcomes. The school recognizes that traditional academic subjects are important, but also believes in the value of electives that go beyond the classroom and offer students opportunities to explore areas relevant to their lives and future careers. Courses such as gardening, culinary arts, financial literacy, wood working, coding, and entrepreneurship are examples of the electives Alma Fuerte aims to offer. By providing these courses, students can develop valuable skills and gain insights into various industries and practical applications. To achieve this, Alma Fuerte actively seeks partnerships with professionals and organizations in these fields and continues to grow our own educators through CTE credentialing.  Collaborations with local businesses and professionals allow for guest lectures, mentorship programs, and internship opportunities to be offered to students in these elective courses. By bridging the gap between classroom learning and practical application, Alma Fuerte's electives with real-life connections not only provide students with valuable skills but also foster creativity, critical thinking, and problem-solving abilities. They expose students to potential career paths and help them make informed decisions about their future. The commitment to expanding the range of elective courses with real-life connections reflects Alma Fuerte's dedication to providing a well-rounded education that prepares students for success beyond the classroom. By continuously improving and diversifying their elective offerings, Alma Fuerte ensures that students have access to a variety of experiences and opportunities that align with their interests and goals.|Alma Fuerte will improve engagement of underrepresented families during the self-reflection process in relation to building relationships between school staff and families by implementing the following strategies: 1. Culturally Responsive Outreach: Alma will ensure that all outreach efforts to underrepresented families are culturally responsive. This includes tailoring communication to the cultural preferences and language needs of the families. Alma will actively seek input and feedback from underrepresented families to understand their needs and preferences for engagement. By demonstrating cultural sensitivity and respect, Alma will create an inclusive environment that encourages active participation and engagement. 2. Community Partnerships: Alma will establish partnerships with community organizations that serve underrepresented families. These partnerships will allow for collaborative efforts in engaging families during the self-reflection process. Alma will work with these organizations to identify barriers to engagement and develop strategies to overcome them. By leveraging the expertise and resources of community partners, Alma will strengthen relationships between school staff and underrepresented families. 3. Parent Ambassador Program: Alma will create a parent ambassador program, where selected parents from underrepresented communities will serve as liaisons between the school and families. These parent ambassadors will receive training and support to effectively communicate with families, address concerns, and provide information about the self-reflection process. By empowering parents to take on leadership roles, Alma will enhance engagement and build trust with underrepresented families. 4. Culturally Relevant Workshops and Events: Alma will organize workshops and events specifically designed to address the needs and interests of underrepresented families. These workshops can cover topics such as navigating the education system, understanding the self-reflection process, and building relationships with school staff. By offering culturally relevant and meaningful content, Alma will demonstrate a commitment to understanding and supporting the unique experiences of underrepresented families. 5. Language Access and Translation Services: Alma will ensure that language access is provided to underrepresented families throughout the self-reflection process. This includes offering translation services for important documents, providing bilingual staff or interpreters during meetings and events, and creating multilingual resources. By removing language barriers, Alma will ensure that all families have equal access to information and opportunities for engagement. 6. Ongoing Communication and Feedback: Alma will establish regular channels of communication with underrepresented families to foster ongoing engagement and feedback. This can include regular newsletters, parent-teacher conferences, and virtual platforms.|Alma Fuerte is dedicated to seeking input from all stakeholders and values inclusivity in decision making processes. We actively prioritize gathering input and perspectives from students, families, staff, and community members. Our commitment to creating opportunities for input is evident through various channels such as surveys, focus groups, town hall meetings, and individual meetings. These avenues allow stakeholders to express their thoughts, concerns, and ideas, ensuring that decisions are made with a comprehensive understanding of the community's needs and desires. Transparency is a key aspect of Alma Fuerte's decision-making processes. We provide clear communication about the decision-making timeline, the purpose of the decision, and the potential impact on stakeholders. This transparency fosters trust and encourages stakeholders to actively engage in the input process. In order to ensure representation and inclusivity, Alma Fuerte actively seeks diverse perspectives. We make intentional efforts to engage underrepresented groups and provide support for those who may face barriers to participation. By doing so, we strengthen the overall quality and fairness of the decisions made. Alma Fuerte is committed to continuous improvement and responsiveness to stakeholder needs. We continuously evaluate and refine our methods for seeking input, reflecting on past practices and gathering feedback on their effectiveness. This iterative approach allows us to make necessary adjustments and improve inclusivity and participation, demonstrating our commitment to continuous improvement.|Alma Fuerte values the input and insights of our educational partners and local data in shaping our decision-making process. We have identified three key focus areas for seeking input: middle school, entrepreneurship program, and community school ideology implementation. First and foremost, especially as we grow and improve our middle school, Alma Fuerte actively seeks input from a range of stakeholders, including students, parents, teachers, and community members. We believe that their perspectives are invaluable in shaping the curriculum, extracurricular activities, and support services offered at the middle school level. By involving stakeholders in decision-making, we ensure that our middle school program meets the specific needs and aspirations of our community. Alma Fuerte places a strong emphasis on fostering entrepreneurship skills among our students. To develop an effective entrepreneurship program, we actively seek input from various stakeholders. This includes gathering insights on curriculum design, mentorship opportunities, and partnerships with local businesses and organizations. By incorporating the input of our stakeholders, we can create a program that equips students with the necessary skills and knowledge to thrive in an entrepreneurial landscape. Additionally,  Alma Fuerte is committed to implementing the community school ideology. This ideology emphasizes collaboration and integration between the school, families, and the broader community to support the holistic development of students. In seeking input for community school ideology implementation, we engage with stakeholders to gather ideas and feedback on initiatives such as family engagement  programs, community partnerships, and wraparound services. By involving stakeholders in decision making, we can ensure that our community school approach aligns with the unique needs and values of our community. By actively involving stakeholders and considering local data, we aim to create a learning environment that is responsive to the needs and aspirations of our community.|Alma Fuerte has developed several strategies to improve the engagement of underrepresented families based on the data obtained during the self-reflection process. They will actively reach out to underrepresented families and create opportunities for their input on various matters. This will involve personalized invitations, targeted outreach efforts, and culturally and linguistically responsive communication methods to ensure that underrepresented families feel welcomed and valued. To further support underrepresented families, Alma Fuerte will work closely with community liaisons or cultural brokers who are familiar with their culture, language, and needs. These liaisons will act as a bridge between the school and families, providing support, guidance, and resources. They will actively engage with underrepresented families, listen to their concerns, and encourage their participation in the self reflection process. Alma Fuerte will also provide resources and support to underrepresented families to facilitate their engagement. This may include offering translation services, providing interpretation support during meetings and discussions, and ensuring that materials are accessible and culturally relevant. By removing language and cultural barriers, Alma Fuerte aims to create an inclusive environment where underrepresented families can fully participate in all aspects of their child's academic journey. In addition, Alma Fuerte will actively seek feedback from underrepresented families through various channels. They will provide multiple opportunities for input, such as surveys, focus groups, and community forums, ensuring that underrepresented families have a voice in decision making processes. The input received will be valued and considered, and will be incorporated into decision-making discussions and actions. By improving the engagement of underrepresented families during the self-reflection process and seeking their input for decision-making, Alma Fuerte aims to create a more inclusive and equitable educational environment. They recognize that the perspectives and experiences of underrepresented families are essential in shaping decisions that promote student success and well-being. Through these efforts, Alma Fuerte seeks to build strong partnerships with underrepresented families, fostering a sense of ownership and shared responsibility in the educational journey of their students.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
19101990135582|Westbrook Academy|3|Westbrook Academy has built a strong foundation of positive relationships between families and school staff to support both middle and high school students. Student–Parent–Team conferences are held every five weeks to align with progress reporting periods and are also available upon request. These conferences help ensure that families stay informed about their student’s academic progress, including their path toward meeting A-G requirements for UC/CSU eligibility in high school. Westbrook Academy also hosts monthly events, such as Coffee with the Principal to keep families informed and involved. A variety of workshops are offered throughout the year, covering topics such as mental health, social-emotional learning, college and career planning, financial aid, and academic achievement. To further strengthen family engagement, Westbrook Academy launched and has successfully completed year two of the Black Family Committee, which focuses on sharing academic and attendance data, building community, and promoting a sense of inclusion and belonging for all families. Westbrook Academy hosts a biannual Academic Awards Ceremony to celebrate and recognize the hard work, academic achievement, perseverance, and outstanding attendance of our students. Families are invited to attend and share in this special celebration of student success. Looking ahead to the 2025–2026 school year, Westbrook Academy plans to expand parent involvement through a new Parent Hub, a Dad’s Club led by our Lead Culture Aide, STEM workshops, and increased volunteer opportunities. The front office remains a welcoming space with Spanish language support, and families continue to have direct access to school leadership and community resources. Areas for growth continue to include increasing family participation at school events and reaching out to parents who have not yet engaged in school activities. To support this, the Parent Coordinator and our Academic Counselor, will lead targeted outreach efforts, including personal phone calls. Another key focus is creating more opportunities for parents and caregivers to share feedback on the instructional program and school climate and continue to build on that momentum through consistent communication and outreach|Westbrook Academy provides a range of professional learning opportunities for leaders and teachers to improve relationships with families. The school is actively involved in the PBIS cohort through the LA County Office of Education which includes engagement in the community for all stakeholders. The school has effectively developed partnerships with community agencies to support struggling families impacted during the pandemic for mental health, food insecurity (food bank) and agencies that provide housing. The staff has been trained in meeting students and families social-emotional needs through trauma informed practice. The school has effectively established structures and systems that inform families of student progress, namely, tracking A-G Completion rates, and credits toward high school graduation. Parents of students who are credit deficient are immediately informed and involved in the intervention/credit recovery using the Apex online curriculum. Staff and families collaborate to improve student outcomes. Communication with teachers, counselors, support staff and leaders occurs daily. Areas of growth include more structures and outreach to engage families of Multilingual Learners and SWD to increase their involvement in order to support learners. Initiatives to improve in this area include parent training and workshops that focus on learning about these areas.|School leaders and staff are committed to continuous improvement in engaging families—especially those from underrepresented groups—in meaningful decision-making. Moving forward, the school will expand the number of in-person events and increase opportunities for families to provide input on key areas such as instruction, school safety, and overall learning conditions. To strengthen this work, the school will implement the following strategies: ? Increase frequency and clarity of school-to-home communication ? Improve access to technology to ensure equitable participation ? Promote shared accountability between families and school staff ? Share relevant student data in accessible ways ? Invite families to select topics for workshops based on their interests and needs ? Celebrate successes and transparently discuss areas for growth These efforts are aimed at building trust, deepening relationships, and ensuring that family voices are central in shaping the school experience.|The LEA has made steady progress in building partnerships that support student outcomes. Teachers and principals receive ongoing professional development focused on effective family engagement strategies, through our Parent Engagement team and partnership with LAIRP (Los Angeles Institution for Restorative Practices). Families are regularly provided with resources to support learning at home and are invited to participate in meetings focused on student progress and goal-setting. Additionally, the LEA has expanded efforts to ensure families understand their legal rights and can advocate for their children, particularly through workshops, multilingual resources, and personalized support.|While the LEA has made progress in several areas, a key focus for improvement is expanding professional learning for teachers and principals to strengthen their ability to build authentic partnerships with families. Feedback from educational partners highlights the need for more training on culturally responsive communication, family engagement strategies, and collaborative problem-solving. Strengthening staff capacity in these areas will help deepen trust, improve alignment between home and school, and support better outcomes for all students.|Based on the self-reflection process and input from educational partners, the LEA will strengthen engagement with underrepresented families by increasing culturally responsive outreach and ensuring more equitable access to engagement opportunities. Specific strategies include: offering workshops in families’ home languages, providing flexible meeting times, expanding access to technology and interpretation services, and partnering with community-based organizations to build trust. Additionally, the LEA will gather regular feedback from underrepresented families to inform and adjust engagement practices, ensuring their voices are reflected in decisions that impact student success.|The LEA is in the early stages of implementing systems to consistently seek and incorporate family input in decision-making. Initial structures are in place to engage staff and families in advisory groups, but efforts are still developing to build capacity and ensure consistent participation, especially from underrepresented groups. Opportunities for families to provide feedback—such as surveys, meetings, and informal outreach—have increased, and staff are beginning to implement strategies to act on that input. While collaboration across families, educators, and administrators is emerging, the LEA recognizes the need for more structured, intentional approaches to strengthen these partnerships and ensure they meaningfully influence school and district decisions.|Based on educational partner input and local data, the LEA’s primary focus for improvement is strengthening systems that build the capacity of both staff and families to engage meaningfully in decision-making. This includes providing targeted training for all staff on how to facilitate inclusive advisory groups, increasing outreach to underrepresented families, and creating more accessible and consistent channels for gathering input. Additionally, the LEA will focus on ensuring that family feedback is not only collected but visibly used to inform policies, programs, and school improvement efforts—building trust and shared ownership in the process.|The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions. The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2025-06-12|2025
19101990136119|Animo City of Champions Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19101990137166|Soleil Academy Charter|3|"Soleil Academy continues to make strong progress in building meaningful, trusting relationships between school staff and families. Based on educational partner input and local reflection, we have achieved Full Implementation and Sustainability in areas such as staff capacity to build respectful relationships and creating welcoming environments. Staff are intentionally trained to foster connections with families through various touch points across the year. A core strength of our engagement efforts includes our monthly ""Cafecito"" (Coffee with the Principal) meetings, which are hosted in both English and Spanish and rotate between our two campuses. These gatherings provide regular, low-barrier opportunities for families to hear school updates, ask questions, and build community with school leaders and other parents. We also ensure consistent access to communication by providing all families with ParentSquare, a platform that facilitates two-way messaging between teachers, staff, and families in their preferred language. Teachers regularly engage families through this tool for updates and timely responses, enhancing accessibility. Our school holds trimester-based parent-teacher conferences to provide detailed academic updates and collaboratively set goals with families. This year, we expanded our efforts through the Community Schools Framework, which included a series of community engagement meetings that emphasized listening to families and co-developing solutions. We have also strengthened volunteerism through structured volunteer opportunities both on campus (e.g., event support, classroom help) and off campus (e.g., community outreach, field trips). In response to local feedback and community needs, we hosted multiple parent workshops including sessions on social-emotional wellness, navigating community services, and educational strategies at home. Additionally, teachers have led content-specific Family Nights focused on literacy, math, and physical education. These events are designed to empower families with tools to support student learning beyond the classroom and deepen the partnership between home and school. These practices demonstrate Soleil Academy’s ongoing commitment to inclusive, culturally responsive engagement and a strong foundation for relational trust between educators and families."|While Soleil Academy has made substantial progress in establishing strong connections between school staff and families, educational partner input and local data highlight opportunities to deepen relationship-building by expanding family-to-family engagement and collaborative community experiences. Families have expressed a desire for more informal, social opportunities to connect with other parents and caregivers. This includes increased interest in events such as family game nights, potlucks, and community-building activities that extend beyond academic-focused programming. These types of gatherings are seen as essential for fostering cross-family relationships and nurturing a stronger sense of belonging within the school community. In response to positive feedback from this year’s new cultural celebrations, families have also requested more opportunities to celebrate the diversity of our school. They seek a broader calendar of culturally relevant events that reflect the backgrounds of all Soleil families and allow them to share traditions, foods, and stories in a school setting. These events are viewed not only as celebratory but as valuable spaces for mutual understanding and inclusion. Additionally, parents have expressed interest in deeper participation in school-wide conversations, particularly through expanded roles in the Community Schools Committee. While families currently engage in these meetings, there is an identified need to build capacity for co-leadership and ensure that family voices are embedded earlier and more consistently in planning and decision-making processes. This includes creating structures for small group discussions, open forums, and multilingual facilitation to ensure all families feel heard and empowered. Overall, Soleil Academy's focus areas for improvement in this domain center on strengthening peer-to-peer connections, broadening inclusive celebrations, and enhancing family partnership in school leadership spaces, ensuring our relational approach continues to evolve with the aspirations of our community.|To better engage underrepresented families, Soleil Academy is prioritizing efforts that reduce participation barriers, increase access to information, and strengthen pathways for ongoing involvement. Based on feedback and data from the self-reflection process, we recognize that while many families are eager to contribute, logistical and informational challenges can limit their participation. One key action is the continued allocation of budget resources to support Livescan fingerprinting for families who wish to volunteer. By offering on-site fingerprinting services during both the summer and regular school year, we remove a significant financial and logistical burden that often prevents families, especially those with limited time or transportation, from completing this requirement independently. This commitment reflects our belief that all families should have equitable access to volunteer opportunities. Additionally, we are building upon the soft launch of our Family Engagement Passport, a new initiative designed to make school engagement more transparent, motivating, and accessible. This booklet includes a year-round calendar of family events, outlines volunteer requirements, and allows parents to track their participation hours toward our collective school-wide goals. It also includes a range of community and school resources, empowering families to seek support as needed. The passport model not only serves as a communication tool but also encourages ownership and visibility for families who may be less familiar with school systems or who are new to engagement. In future iterations, we plan to translate the passport into multiple languages and include space for reflections and feedback, making it more culturally responsive and interactive. By combining logistical support with clear, culturally relevant communication tools, Soleil Academy is committed to proactively addressing inequities in participation and ensuring that all families regardless of background feel welcomed, informed, and empowered to build relationships within the school community.|Soleil Academy has made strong progress in building meaningful partnerships with families that are directly tied to student learning and academic outcomes. A significant advancement this year is the introduction of a dedicated Parent Coordinator role. This staff member serves as a vital bridge between families and school staff by facilitating parent engagement efforts and supporting teachers through professional development sessions focused on family-school collaboration. This investment ensures that teachers are equipped with strategies to engage families as partners in the academic journey of their children. Our instructional program is reinforced by a comprehensive 2.5-week summer professional development (PD) period. During this time, teachers engage in structured learning to deeply understand the academic program, curriculum expectations, and best practices for lesson planning and internalization. This extended PD ensures alignment across classrooms and allows teachers to plan with a focus on instructional quality and academic interventions from the outset of the year. One of the most impactful components of this structure is the final week of summer PD, during which teachers engage in a detailed review of student data to plan targeted interventions before the school year begins. This forward-planning approach ensures that supports are implemented immediately on day one, rather than waiting for students to fall behind. Throughout the school year, Soleil has institutionalized “Data Days” designated times during which teaching staff focus exclusively on analyzing student performance data. These sessions are essential for evaluating academic progress, identifying areas of need, and coordinating with families about next steps. This reflective cycle allows us to adjust instruction and interventions in real time, keeping families informed and involved along the way. Together, these structures reflect our LEA’s commitment to intentional alignment between teaching practices, family engagement, and student outcomes, ensuring that all efforts are focused on helping every student thrive.|One focus area is strengthening the home-school connection for students receiving targeted academic interventions. Our interventionist teacher has laid a strong foundation by providing structured support to scholars who need additional academic assistance. However, there is a need to enhance the communication between intervention services and families, ensuring that parents are consistently informed about their child’s progress, goals, and strategies being used in school. Families have expressed a desire to be more involved in the intervention process and to better understand how they can support learning at home. To address this, we aim to build out a system of regular updates including progress summaries, check-in calls, and translation-friendly communication so families feel equipped and empowered to contribute to their child’s success. Another related improvement area is the expansion of at-home learning resources specifically tailored for students receiving intervention. While we offer general academic supports, underrepresented families in particular would benefit from customized tools, routines, and skill-based practice materials that align with the intervention work happening at school. These resources could include literacy and numeracy packets, instructional videos, or family guides aligned to key standards. By focusing on strengthened family communication around interventions and equipping families with accessible, at-home tools, we can close the loop between classroom supports and home engagement, ensuring a unified and proactive partnership for student outcomes.|A key component of this work is the continuation of the Parent Coordinator role, which has proven instrumental in facilitating consistent outreach, organizing accessible events, and offering tailored support to families with varying needs. This role will continue to focus on intentional outreach to families who have been less engaged, including personalized follow-ups, flexible meeting options, and communication in home languages to build trust and encourage participation. We will also sustain and expand access to family-facing academic resources, with a focus on creating materials that are culturally relevant, easy to implement at home, and directly aligned with classroom learning. These tools will support families in reinforcing core academic skills and better understanding intervention strategies. Another improvement area is increasing touchpoints between teachers and families, especially for underrepresented groups. In addition to our trimester-based parent conferences, we are exploring more informal and flexible opportunities for teacher-family dialogue throughout the year. These interactions will be designed to emphasize student growth, clarify academic expectations, and invite families into the learning process as partners. Overall, our strategy centers on building relational trust, reducing barriers to engagement, and fostering ongoing, meaningful collaboration between educators and all families particularly those who have historically been underrepresented in academic partnership efforts. Through sustained outreach, a dedicated staff role, and more accessible avenues for communication and collaboration, Soleil Academy is committed to ensuring that every family feels empowered to contribute to their child’s success.|Soleil Academy has developed a robust and inclusive system for gathering and utilizing educational partner input to guide school decisions. A key strength is our intentional use of multiple, structured avenues for feedback, including the Community Schools Steering Committee, Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and monthly Cafecitos (Coffee with the Principal). These spaces provide families with regular opportunities to voice concerns, share suggestions, and engage directly with school leadership. In addition to these interactive forums, Soleil Academy has strengthened its data collection through ongoing family surveys, now conducted using the Kelvin platform, alongside customized Google Form surveys. These tools allow us to reach a broader and more representative group of families particularly those unable to attend live meetings and provide accessible ways for parents to give input in their preferred language. The use of Kelvin allows us to track trends over time, disaggregate data, and respond quickly to emerging themes. One of the LEA’s strongest practices is our process for translating this input into action. Feedback gathered from committees and surveys is systematically reviewed by our Leadership Team, where we analyze emerging trends and identify key strengths and areas for growth. From there, we develop action steps that are aligned with both family input and instructional priorities, ensuring community voice is a consistent driver of decision-making. This intentional feedback-to-action loop from engagement to reflection to implementation demonstrates Soleil Academy’s commitment to transparency, shared leadership, and continuous improvement. Our current progress reflects a well-embedded culture of listening and responsiveness, and we will continue to refine these systems to ensure all voices are heard and valued.|"While Soleil Academy has made meaningful strides in creating consistent structures for gathering input from families and educational partners, one of our key focus areas for improvement lies in deepening the level of engagement and ownership families feel in the decision-making process. We recognize that the challenge is not solely about collecting input, something we already do well through committees, surveys, and Cafecitos but about helping families understand the impact of their contributions and motivating sustained involvement. For many families, especially those who may be new to the school system or unsure of their role, it is essential that we clearly illustrate how their voice directly informs school decisions and affects their child’s educational experience. Moving forward, we aim to enhance how we ""close the feedback loop"" by not only summarizing the input received but also explicitly showing families how that feedback shaped policy, programming, or resource allocation. This could include more visual storytelling (e.g., infographics, newsletters, or live summaries) and concrete examples that demonstrate: “Here’s what we heard, here’s what we changed, and here’s how it benefits your scholar.” In addition, we plan to explore ways to increase parent agency and participation in collaborative problem-solving, not just feedback-giving. This means fostering more interactive dialogues where parents co-create solutions alongside staff, especially in areas that affect their children’s academic and social-emotional development. Ultimately, the goal is to move beyond input collection and toward shared responsibility and empowerment, ensuring families are not only heard, but also feel a sense of purpose, impact, and connection to the decisions being made at the school level."|To strengthen engagement of underrepresented families in school decision-making, Soleil Academy will continue to leverage the role of our Parent Coordinator to lead intentional outreach efforts that build trust, break down participation barriers, and ensure these families feel seen and valued in the decision-making process.  One key strategy will be the direct outreach to underrepresented families, those who may have historically not participated in advisory groups, surveys, or engagement forums. The Parent Coordinator will personally contact these families via phone calls, text messages, or in-person conversations to invite them into feedback opportunities and explain how their input contributes to shaping school policies, programs, and supports that directly impact their children. We recognize that traditional methods of seeking input, such as committee meetings or online surveys, may not be equally accessible or comfortable for all families. Therefore, the Parent Coordinator will also explore alternative formats for gathering input, such as one-on-one listening sessions, community walks, or targeted small group gatherings held at convenient times and in the families’ home languages. Additionally, we will work to contextualize the importance of family voice, helping underrepresented families understand how their lived experiences and perspectives contribute to meaningful school change. This will include providing real-world examples of past family input that led to new initiatives or improvements, thereby fostering trust and motivation to participate.|5|5|4|4|4|3|4|4|4|4|3|4|Met||2025-06-28|2025
19101990137679|Magnolia Science Academy 5|3|MSA-5 has demonstrated a strong commitment to implementing California's academic standards across all subject areas. The school's instructional programs are fully aligned with the California State Standards, including the Common Core State Standards (CCSS) for English Language Arts and Mathematics, the Next Generation Science Standards (NGSS), and the California English Language Development (ELD) Standards.  Key actions undertaken include:  Professional Development: Teachers participate in ongoing professional development focused on standards-based instruction, data-driven decision-making, and differentiated instruction to meet the diverse needs of students.  Curriculum Alignment: The school has adopted and implemented curriculum materials that are aligned with state standards and ensuring consistency. MSA-5 is determined to improve rigor across grade levels and subjects as identified on California School Dashboard in response to increase CAASPP Math and ELA scores.   Assessment Practices: MSA-5 utilizes formative and summative assessments aligned with state standards to monitor student progress and inform instruction.  Support for English Learners: The school provides designated and integrated ELD instruction, ensuring that English learners have access to the core curriculum and are supported in developing language proficiency.  STEAM Integration: As a STEAM-focused school, MSA-5 integrates science, technology, engineering, arts, and mathematics into the curriculum, promoting interdisciplinary learning and critical thinking skills.  These efforts reflect MSA-5's dedication to providing all students with access to a high-quality, standards-aligned education that prepares them for college and career success.|Despite these strengths, challenges persist in aligning the perceptions of staff and families—staff satisfaction dropped to 53% in 2025. Key areas needing improvement include addressing safety concerns, particularly around the school’s physical environment, and aligning staff and student perceptions of school culture. Disparities in survey responses suggest that marginalized student groups may experience lower belonging, prompting a need for more inclusive and responsive strategies|Despite these strengths, challenges persist in aligning the perceptions of staff and families—staff satisfaction dropped to 53% in 2025. Key areas needing improvement include addressing safety concerns, particularly around the school’s physical environment, and aligning staff and student perceptions of school culture. Disparities in survey responses suggest that marginalized student groups may experience lower belonging, prompting a need for more inclusive and responsive strategies|MSA-5 excels in engaging families as partners in student success. Strategies like the “Train the Trainer” PD model, implementation of strong curricular programs (e.g., HMH Math, TCI Social Science), and the home visit program ensure meaningful collaboration. Teachers and staff routinely host parent conferences, use positive reinforcement strategies (e.g., celebratory phone calls), and organize community-building activities for both students and staff. This has cultivated a school culture of academic rigor and emotional support|A major focus area for improvement is securing a permanent school location, as shared facilities have hindered the school’s ability to foster a stable school culture. Another concern identified in student surveys is dissatisfaction with the uniform policy and the broader school climate—particularly the Sense of Belonging, which was rated at only 53% favorable. There’s also a collective call to enhance communication, promote a positive work culture, and increase interaction between students and staff|To increase engagement of underrepresented families, MSA-5 is building upon the recent hiring of a Social Worker and Family Success Coordinator. These roles focus on providing accessible workshops, helping families navigate digital platforms, and bridging communication gaps. Efforts to offer programming in parents' preferred languages and flexible meeting options have already improved participation and will continue to evolve.|MSA-5 provides robust platforms for stakeholder input. Committees such as the PAC, ELAC, Restorative Justice Committee, and Student Council enable stakeholders to voice opinions on topics including the budget, school climate, and campus changes. Frequent use of surveys and platforms like ParentSquare ensures transparency and shared decision-making. These efforts have helped shape initiatives like the Community Schools Grant and facilities planning|There’s a need to increase parent attendance at school meetings and events, especially outside traditional school hours or locations. While internal decision-making structures are strong, expanding community-based engagements and off-site events could help reach more families and strengthen overall inclusion in the decision-making process. Therefore, our California Engagement Initiative circles have been effective to provide useful feedback and strategies to engage more parents in Spring 2025. Therefore, a significant number of parents started attending school-wide events and volunteer as well.|MSA-5 has adopted a dual strategy to improve outreach: paper-based notices and digital communication, paired with PBIS incentives for students to encourage family engagement. The FSC (Family Success Coordinator) plays a critical role in onboarding families onto the parent portal and ensuring they receive school updates in their preferred language. In a creative and responsive move, the school encourages student participation in family engagement by offering PBIS (Positive Behavioral Interventions and Supports) incentives when students’ families engage with school initiatives (e.g., setting up a parent portal account or attending a PAC meeting). This not only reinforces home-school partnerships but also communicates to families that their voices matter.These steps aim to reduce information barriers and increase the participation of underrepresented families in advisory and decision-making structures.Finally, the school plans to use disaggregated data from future surveys to monitor whether certain student or family groups are underrepresented in decision-making forums. When disparities are found, targeted outreach efforts will be deployed to invite, support, and elevate those voices, ensuring equity in policy development and implementation.|4|5|5|5|4|5|4|4|5|4|5|5|Met||2025-06-26|2025
19101990138669|Da Vinci RISE High|3|Da Vinci RISE High School continues to prioritize building trusting relationships between school staff and families through both formal structures and individualized outreach. Staff receive training and support in engaging with families and stakeholders in a variety of meaningful ways, including:   - Student-Led Conferences   - Intake and orientation meetings   - School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Advisory Committee (PAC)   - STAC (Student-Teacher-Adult-Counselor) meetings, which can be requested by staff, students, or family members   - Re-entry meetings following a breach of community norms (restorative justice)   - Stakeholder engagement nights  In 2024–25, RISE expanded these efforts by:   - Hosting an LCAP Dinner & Discussion with over 10 parent/guardian participants across both sites.   - Hiring a new Dean of Student Success and Culture, who has played a key role in increasing consistent family engagement, communication, and trust-building.   - Participating in regional monthly Community Schools convenings with other South Bay/West LA schools, fostering best practices in family partnership.   - Offering professional development through LACOE's Child Welfare and Attendance division, with a focus on improving family engagement strategies related to attendance and re-engagement.  These enhancements reflect the school’s continued commitment to family voice, cultural responsiveness, and individualized support.|Educational partner input highlighted several areas for improvement:   - Families want greater transparency and tools to track their students’ independent day work, including visual assignment trackers, updated online platforms, and summaries of student progress.   - Parents/guardians expressed interest in more direct communication via text rather than email, with clear links and reminders.   - There’s strong demand for more in-person instruction days or structured support during independent study time. Parents requested Zoom check-ins, small study pods, and interactive notebooks or planners to promote accountability and motivation.   - Families are eager for more interactive workshops and community-building activities, not just informational meetings. They suggested things like cooking classes, dinner & discussion nights, and sports events as ways to build stronger school-family bonds.  Based on this feedback, RISE will expand tools for visibility into student assignments, add interactive family events, and increase student accountability structures on independent learning days.|RISE will strengthen engagement of underrepresented families, including those of foster youth, English Learners, and students experiencing homelessness, by:   - Continuing and expanding individualized family outreach and case management through our social work and counseling team.   - Leveraging our Dean of Student Success & Culture to coordinate cross-departmental supports that reduce barriers to family participation.   - Providing multilingual communication and text-based updates to reach families in real time.   - Integrating mentorship check-ins, home-school communication logs, and updated online tools so families better understand student expectations, progress, and how to help.  These efforts will be paired with our broader Community School strategies and LCAP engagement cycles to ensure families are active participants in shaping their students’ educational experiences.|Building relationships and partnering with parents/guardians, families, and other stakeholders is a strength of the Da Vinci RISE team. These relationships are cultivated through a variety of structures, including:   - STAC meetings (Student-Teacher-Adult-Counselor/Case Manager), which provide individualized, student-centered planning with family involvement.   - Student-Led Conferences and Family-Stakeholder Collaborative Meetings, which position students as drivers of their own learning and growth.   - School Site Council and Parent Advisory Committee meetings, which allow for shared decision-making and feedback on key initiatives.  We ensure consistent and accessible communication with families in both English and Spanish through multiple channels: text notifications, robocalls, school blog updates, and individual outreach by Advisors and Case Managers. Translators are provided for all family-facing meetings and all school-wide communication is delivered bilingually.  In 2024–25, RISE expanded its commitment to family/caregiver partnerships in several key ways:   - Hosted an LCAP Dinner & Discussion family engagement event, with participation from over 10 parents/guardians across both sites. Input gathered at this event is actively shaping school priorities and communication strategies.   - Hired a Dean of Student Success and Culture, who has played a central role in strengthening school-home relationships and launching new communication systems to improve responsiveness and follow-up.   - Participated in regional community school convenings through LA County’s Community Schools initiative, learning alongside other LEAs about best practices for family engagement and whole-child supports.  Looking ahead to the 2025–26 school year, RISE plans to:   - Launch workshops on topics such as supporting learning on independent days, understanding transcripts, postsecondary planning, and accessing community resources.   - Track family and stakeholder touchpoints across staff roles to ensure that each student’s support network is consistently engaged and informed.  This work reflects RISE’s ongoing belief that family partnerships are foundational to student success and must be rooted in mutual trust, accessibility, and shared purpose.|Educational partner input surfaced several key areas for improvement:   - Families desire more interactive, joyful, and culture-building events that go beyond traditional academic or compliance-based meetings. Parents/Guardians expressed interest in more dinner & discussion events, sports opportunities, cooking nights, and other creative opportunities to come together in community.   - Support for navigating independent learning days remains an area of concern. Families asked for tools, visual assignment trackers, and Zoom-based check-ins to better support students at home.   - Some families noted difficulty in accessing or understanding critical student data, like progress monitoring or graduation plans, suggesting a need for more family-friendly, transparent tools and explanations.  To address these areas, RISE will increase its culture-based event planning, provide additional tools to help families support independent work at home, and strengthen access to information through visuals, family guides, and text updates.|To ensure equitable access and engagement of underrepresented families, including those of English Learners, foster youth, students experiencing homelessness, and justice-involved youth, RISE will:   - Host culturally responsive, accessible events that include food, resource fairs, and translation, while also being scheduled at times convenient for working families.   - Increase 1:1 outreach and case management, leveraging the Dean of Student Success & Culture and social work teams to build trust and follow through on family needs.   - Partner with community organizations to offer on-site access to services such as housing navigation, public benefit enrollment, and workforce development.  These actions are grounded in the belief that families are not just supporters of student success, but essential partners whose voices must be reflected in the culture and strategy of the school.|Da Vinci RISE leverages multiple advisory structures, including the English Learner Advisory Committee (ELAC), School Site Council (SSC), and Parent Advisory Committee (PAC), to engage families in key decisions related to budget development, program design, and policy input. These forums provide accessible entry points for families to participate meaningfully in school planning and accountability processes. Meetings are offered in person and virtually, with translation support and flexible scheduling to accommodate diverse needs.  In 2024–25, RISE expanded its outreach efforts and engagement activities such as the LCAP Dinner & Discussion, which brought together over 10 parents/guardians from both campuses to reflect on school priorities and give feedback. Input from this session directly informed revisions to curriculum, student support practices, and the advisory model.|RISE would like to focus on increasing our community involvement and participation in SSC/PAC and ELAC meetings. We often have attendance from a very small group of community members. In many cases not including more than 1-2 parents. We want to work on increasing our number of both stakeholders and students involved in our SSC/PAC and ELAC meetings. We also received feedback from families requesting more accessible and less formal opportunities to provide input, including small group listening sessions and interactive events where feedback is gathered through storytelling, informal conversation, and interactive activities. Building these relational and culturally responsive spaces will be a focus area in 2025–26.|RISE plans to increase intentional outreach and capacity-building efforts with underrepresented families by:   - Actively recruiting SSC/PAC/ELAC members from key underrepresented groups, including foster youth, homeless, newcomer, and justice-involved families.   - Hosting more informal, community-centered engagement opportunities (e.g., culture nights, community dinners, pop-up listening sessions) to lower the barrier to participation.   - Providing food, child care, transportation, and translation services to reduce logistical barriers.   - Creating opportunities for underrepresented families to lead sessions, share their expertise, and contribute to collective decision-making.   - Tracking participation trends to ensure diverse representation and adjusting outreach methods accordingly.  These efforts aim to shift family engagement from consultation to shared leadership in shaping school priorities.|4|4|4|3|4|3|4|4|4|4|4|3|Met||2025-06-24|2025
19101990139170|Lashon Academy City|3|To foster ongoing involvement of parents and guardians at Lashon Academy City, we continue to offer a wide range of opportunities for participation, including volunteer activities, parent workshops, school-wide events, and regular meetings. These are communicated through multiple platforms: our school website, social media pages, school-home communication platform, annual calendar, and visible postings around campus. Our communication platform remains a key strength, allowing families to receive timely updates and engage with school staff through written messages, questions, and direct communication with teachers and administrators. It has helped overcome barriers related to language, schedules, and in-person attendance. Educational partner feedback continues to highlight the accessibility and warmth of our staff, noting that families feel welcomed, supported, and part of a connected school community where their voices are heard and their children’s well-being is prioritized.|For the 2024–2025 school year, Lashon Academy City continues to prioritize strengthening communication and fostering meaningful connections between staff and families. Based on educational partner input, our focus remains on improving accessibility and inclusivity. We aim to schedule meetings and events at more convenient times for families, expand access to recorded workshops and informational sessions, and continue leveraging technology to provide reliable translation and interpretation services. We are also working to increase collaboration with families through expanded volunteer opportunities and more culturally responsive parent education programs. Our goal is to ensure all families feel welcomed, informed, and empowered to engage in their child’s educational experience.|For the 2024–2025 school year, Lashon Academy City remains committed to improving engagement with underrepresented families by fostering cultural competence, inclusivity, and trust. We continue to emphasize cultural sensitivity and respect for the diverse backgrounds within our school community. To support this effort, we provide translation services and multilingual materials to bridge communication barriers and ensure all families have equitable access to school information and opportunities. We are expanding culturally relevant events and activities that reflect the values, traditions, and voices of underrepresented families. Our community outreach coordinator, a member of the local community, continues to play a vital role in serving as a trusted liaison between families and the school. In addition, we are enhancing our efforts to offer parent workshops, resources, and leadership opportunities that empower families to actively participate in school decision-making. These strategies are designed to strengthen relationships and create a school culture where all families feel respected, included, and engaged in their children's education.|Lashon Academy City continues to uphold the belief that meaningful partnerships between families and educators are foundational to student success. In 2024–2025, our key strengths in building partnerships for student outcomes remain rooted in consistent, transparent communication through weekly newsletters, emails, and regular parent-teacher conferences. We actively promote family involvement by inviting parents to take part in school events, join the PTO, and participate in decision-making bodies such as the School Site Council (SSC) and DELAC. These opportunities cultivate a strong school community and promote shared responsibility for student achievement. To ensure personalized support, we continue to develop thoughtful, collaborative Individualized Education Plans (IEPs), aligning services with each student's specific needs. Student-led conferences remain a powerful practice at Lashon Academy, offering students the opportunity to reflect on their growth, celebrate successes, and set future goals alongside their families. These conferences strengthen home-school connections while fostering student agency and accountability. Our continued commitment to building authentic partnerships ensures that education is a shared journey, one in which students are supported by both school staff and families working together to promote academic, social, and emotional growth.|For the 2024–2025 school year, Lashon Academy City continues to focus on strengthening key areas to deepen partnerships that support student outcomes. One ongoing priority is improving the feedback loop between families and school staff. We are exploring additional ways to create safe, accessible, and convenient channels for parents and guardians to share input, ask questions, and voice concerns. We also aim to expand opportunities to celebrate not only student success but the contributions of all educational partners, reinforcing a shared culture of achievement and collaboration. Another central area of improvement remains our commitment to empathy and inclusivity. We recognize and value the diverse backgrounds and experiences of our families and are working to provide more tailored support and resources that respond to individual family needs—especially for those facing challenges that may impact student learning. By staying responsive to community input and centering inclusivity, we are committed to building stronger, more trusting partnerships that positively influence student outcomes.|Lashon Academy City remains deeply committed to ensuring the active engagement of all families, particularly those from underrepresented backgrounds, as a vital component of student success. We recognize that barriers such as language differences, cultural disconnects, socioeconomic challenges, and prior negative experiences with schooling can limit engagement. In response, we continue to focus on listening to and learning from these families to better understand their needs and perspectives. For the 2024–2025 school year, we will maintain our practice of providing all key communications in the multiple languages spoken by our community to reduce language barriers and increase accessibility. Our dedicated community liaison continues to play a critical role in fostering trust, serving as a consistent point of contact and advocate for underrepresented families. We are also working to increase representation and participation in decision-making groups like the School Site Council (SSC) and DELAC, ensuring that diverse voices influence school planning and priorities. By expanding outreach, strengthening support systems, and elevating family voice, we aim to foster a more inclusive, welcoming environment that empowers every family to play an active role in their child’s education, ultimately contributing to stronger student outcomes across all groups.|Lashon Academy City continues to demonstrate strength in seeking input for decision-making through a variety of intentional and inclusive strategies that engage both staff and families. We recognize that meaningful collaboration with our educational partners is essential to making informed and community-responsive decisions. Regularly scheduled staff meetings—both by department and schoolwide—create space for educators to contribute to ongoing conversations about instruction, school climate, and operations. In addition, anonymous suggestion boxes remain available throughout the campus, providing a confidential and continuous way for staff to share ideas or concerns. For families, parent-teacher conferences are held at least twice annually, offering structured time for two-way dialogue about student progress and shared academic goals. Parent focus groups are convened periodically, encouraging families to weigh in on school initiatives, curriculum, policies, and enrichment opportunities. We continue to utilize online surveys to reach a broader audience and gather feedback on topics such as school improvement planning, safety, and program effectiveness. Our advisory committees, which include both staff and parent representatives, meet consistently to provide input on targeted topics and schoolwide goals. These structures ensure that diverse perspectives inform decision-making and that the school remains responsive to the evolving needs of our community. Through these practices, Lashon Academy reinforces its commitment to transparency, inclusion, and shared responsibility for the success of all students.|Based on continued analysis of educational partner input and local data, Lashon Academy City has reaffirmed several focus areas to strengthen how we seek input for decision-making. One key area of improvement is increasing the frequency and intentionality of joint workshops and forums where staff and families come together to discuss school initiatives, provide feedback, and co-develop strategies that directly impact the student experience. These collaborative opportunities help ensure that a variety of perspectives are meaningfully included in the decision-making process. We also continue to work toward greater representation of both staff and parents on leadership committees, such as our PBIS team and other advisory groups to ensure these voices are directly involved in shaping the school’s vision, culture, and strategic goals. This commitment to inclusive leadership reinforces our belief that shared input leads to better, more equitable outcomes. Lashon Academy City remains dedicated to listening to our community and taking visible, concrete actions based on the feedback we receive. By strengthening these collaborative structures and expanding opportunities for authentic engagement, we are working to ensure that all stakeholders feel heard, valued, and empowered to contribute to the school’s ongoing growth.|Lashon Academy City remains committed to improving the engagement of underrepresented families in decision-making processes to foster a more inclusive and equitable school environment. For the 2024–2025 school year, we continue to implement a multifaceted approach to support and elevate the voices of these families. Cultural competence training for school staff remains a key initiative, helping educators build awareness and understanding of the diverse backgrounds and lived experiences of our families. By strengthening cultural sensitivity and empathy, we aim to create more meaningful and respectful partnerships. In addition, we continue to recruit parent ambassadors from underrepresented communities who serve as trusted advocates and peer connectors, encouraging greater involvement from families who may feel less connected to traditional school structures. To reduce barriers to participation, we offer flexible scheduling for meetings, conferences, and events, with virtual options available to accommodate working parents and those with transportation or childcare challenges. We also provide access to helpful resources—including academic support, scholarships, and community services to ensure families have the tools they need to actively engage in their child’s education. Consistent, multilingual communication ensures that families are informed and invited to participate in school decisions. Through these intentional efforts, Lashon Academy City strives to empower underrepresented families, promote shared leadership, and enrich the overall educational experience for our entire school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
19101990140681|Environmental Charter High - Gardena|3|Environmental Charter High School - Gardena focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We also seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year and there are also ongoing professional development opportunities to continue to refine our customer service to best meet the needs of our families.   Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them to work with the community. We understand that accurate and timely information is crucial for families to be effective stakeholders and we provide relevant information to our families through:   Annual orientation meetings  Enrollment meetings Family newsletters Student bulletins Parent Conferences  Back to School Night/Outdoor Education meetings College access and financial aid support meetings  We solicit information from our community of stakeholders through a variety of methods that include:  Coffee with administration Digital feedback surveys Virtual Town Halls Black Parent Groups Confronting Anti-Blackness & Racism workshop Advisory feedback circles ELAC School Site Council Open door policy Access to administration via email, phone, and in person.  Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster. When we last surveyed parents in Spring 2025…  95% reported feeling welcomed to participate in the school 95% felt that we allow parent input and welcome their contributions 96% feel the school encourages them to be an active partner in their child’s education  ECHSG has also adopted TalkingPoints as a means for two-way communication with families. ECHSG has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings for IEPs. ECHSG has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services.|As ECHS Gardena prepares for its fifth year in operation, the administration team will continue to work with teachers and office staff to refine practices, and collaborate with current and prospective families to identify other means of communication that are effective, timely, and accessible to all.|ECHSG will continue to improve the engagement of underrepresented families by strengthening our advisory program, a Tier 1 support, to build strong connections with a trusted adult on campus and meaningful peer relationships. Additionally, we are working to improve the ability of our general education teachers and specialists to identify needs of and ensure appropriate supports or interventions for every student. We are also expanding our resources for Tier 3 support by adding a full time counselor who will focus on students and families with the highest needs. Finally, we will integrate the lessons we learned about communication in 24-25 to improve the engagement of underrepresented families.|Environmental Charter High School - Gardena prioritizes the building of partnerships with the explicit goal of improving student achievement. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following:  Relevant and engaging instruction Culturally relevant pedagogy and curriculum Well trained and supported teaching staff Accurate and timely information to empower family units as partners Opportunities for self-assessment and reflection  ECHSG believes that our areas of strength include a structured weekly advisory program that allows students to build positive relationships with each other, as well as their advisory teacher, who is a trusted adult on campus. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal portfolios that will become a part of their senior project. Every 5 weeks, parents receive printed progress reports in addition to having access to the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool training sessions for parents and will continue to do so. Our student usage on the app is remarkable.  ECHSG hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year, families receive a welcome back presentation where they learn about changes to our schedule, staff updates or new school programs. Finally, new families receive our Parent/Student Handbook.   ECHSG has a 115-1 student to counselor ratio. This allows our counseling staff to have a powerful and holistic impact on social-emotional wellness, student outcomes and ensure that all learners are on track to graduate having completed their  A-G requirements. Counselors provide families with additional support through our extensive partnerships with external agencies, and assist  with the college application and financial aid processes. At ECHSG, we are focused on getting students into college and ensuring they are set up to graduate from a 2 or 4-year institution.|We are actively working to build the capacity of our parents to better support their students in the home and act as an education partner beyond just having access to the gradebook. As part of these efforts, we hired and trained a part-time parent liaison to create a system that bridges communication with parents and begins to foster strong parent to school relationships.|ECHSG will improve the engagement of underrepresented families by strengthening our advisory program, a Tier 1 support,to build strong connections with each other, identify academic and emotional needs, and ensure appropriate support or interventions for every learner. We are also expanding our resources for Tier 3 support by adding a full time counselor who can focus on students and families with the highest needs. Finally, we will integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.|For the past 8 years, Environmental Charter Schools’ mission statement is to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. We have a strong English Learner Advisory Committee and a strong School Site Council, and we regularly administer surveys to our students and their families which influence our decision making.|ECHSG is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population, as well as traditionally underrepresented families.|We will establish a site specific Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Additionally, we aim to begin a professional learning community that begins the initial implementation of confronting racism and anti-blackness, individual identity circles, etc. to support ECS’s mission.|4|4|3|5|4|3|4|4|4|3|3|3|Met||2025-06-23|2025
19101990140798|Bridges Preparatory Academy|3|As a Local Educational Agency (LEA), we recognize the importance of involving our educational partners and deeply value their contributions. Family engagement plays a crucial role in providing insights that help us better support our students. To gather feedback on student needs and enhance our academic programs, our school uses various methods, including Coffee with the Principal, surveys for students, staff, and parents, Parent Workshops, ParentSquare, and ELAC meetings. Approximately 95% of parents participate in parent-teacher conferences, and we consistently see attendance at Coffee with the Principal events, other school activities, and strong volunteer involvement. This level of engagement is largely a result of our school’s ongoing communication with all educational partners, which reinforces the value we place in their involvement. Before the school year begins, all teachers are required to attend two weeks of professional development. During this time, sessions are dedicated to emphasizing the importance of engaging educational partners. Our Parent Liaison leads these sessions, providing staff with insights into the specific needs of parents and guardians, as well as their preferred methods of communication. This training helps ensure we are continually improving our educational services for all students.|To strengthen relationships between school staff and families, our LEA has identified key areas for improvement. These include increasing participation of our unduplicated student populations (English Learners, foster youth, and low-income families) in school events, ensuring families have access to school communications and necessary devices at home, and establishing regular drop-in hours with the school counselor so families can easily access support services.|Our school is dedicated to increasing the engagement of underrepresented families. To support this commitment, we ensure that all important documents are translated into families’ native languages. Our Family Liaison plays a key role in creating opportunities for families, staff, and administrators to collaborate in the planning, implementation, and evaluation of family engagement activities at all levels. We also provide ongoing professional development for our staff, including summer training and weekly sessions throughout the school year. Every Tuesday, students are dismissed early to allow staff time for targeted professional development. Additionally, our campus features a Parent Center that serves as a welcoming space for families and staff to connect. The center offers daily coffee and hosts regular Parent Workshops, creating an inviting environment that encourages family involvement and strengthens school-community relationships.|Great strides have been made in developing systems and standards to provide consistent communication, Multi-Tiered System of Support (MTSS), English Learner Support, and Social Emotional Learning.  The LEA provides professional learning for teachers, administrators, and support staff to support building and maintaining partnerships with families. Comprehensive training has helped to equip staff with knowledge to effectively navigate challenges families and students might be facing. To assist with this, the LEA ensures a designated full-time parent liaison available to connect with parents and families on a consistent basis to help them work through issues with challenges they face, communication barriers, transportation, and/or work conflicts.   The LEA has established multiple communication methods to share information with families through the use of the Parent Square, Class Dojo, and Instagram platforms. Through these communications, families receive updates about student progress, school goals, and activities. Additionally, teachers use these platforms to build and foster relationships with families to further support student educational and social emotional learning.  It has implemented a pre-planned, annual calendar to include monthly parent meetings, parent-teacher conferences, and school events that provide numerous opportunities for family involvement. Collaborative partnerships have been built with local community organizations and other educational partners to provide services for student wellness, after school academic support and enrichment programs, and other support services. The LEA seeks periodic feedback from students, families, and partners to ensure programs meet the needs of students and that all stakeholders and organizational needs are met.   The LEA has established policies for teachers to meet with families at least twice a year to formally discuss student outcomes at student-lead parent-teacher conferences. Furthermore, it includes that teachers are to reach out to parents as much as needed to maintain communication about student well-being and academic progress. Each month, families are encouraged to attend parent meetings and Coffee with the Principal, to discuss important topics. Here they are also encouraged to advocate for their children.|The focus of the LEA is to continue to foster relationships with families and community partners to help provide support to all families when needed. Data received reflects the need for the establishment of a PTO to help provide more opportunities for families to get involved and voice their needs. Additionally, continuing to build and strengthen deeper home-school connections through communication and opportunities for families to stay involved with planning and promoting school events. Another area of improvement is offering parent workshops to address the specific needs of the families representing the school community. Providing flexible meeting times and e-connection opportunities to attend.|To improve engagement of underrepresented families, data suggests that there are areas that can be enhanced or implemented. The LEA found that maintaining the system of consistent and positive communication regularly with families will continue to build trust and deeper school-family connections. Moreover, home visits made by the parent liaison, administrator, and/or school social worker were welcomed and helped to gain a deeper understanding of familial situations.   Providing more opportunities for parents to be present on campus for activities, ceremonies, and events, provides a sense of belonging and community. Continuing to provide after school programs and extracurricular activities engages parents to be on campus with their children.   LEA will continue to provide students, teachers, and staff with anti-bias curriculum and practices that are relationship-centered and ensure respectful interactions with all school community members and continue recognizing and celebrating family involvement through mentions on socials of family engagement and recognition events.|BPA regularly seeks out and compiles input from stakeholders in the form of meetings and surveys to ensure all voices are heard. PAC, ELAC, PLC, and Coffee with the Principal meetings are calendared for the school year and posted to the school website. Additionally, internal meetings such as staff, leadership, and student council are held to collect, discuss and review feedback throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress.|The LEA recognizes the need to focus on improving upon newly implemented and established systems of communication and family involvement. Utilizing data received, the LEA will expand its vision for involving all families and stakeholders in community building activities through campus events, outreach programs, and wellness initiatives.|Based on educational partner input and local data reviewed during the self-reflection process, The LEA identifies potential to build on current efforts to more fully engage underrepresented families in decision-making. To improve this, the LEA will expand outreach efforts to ensure these families are invited to planning meetings, focus groups, and advisory committees. The LEA will also host events in accessible locations and times, continue to offer interpretation services, and build stronger teacher-family relationships through home visits and ongoing communication. Partnerships with community organizations will help identify and remove barriers to participation, ensuring all families can provide meaningful input into school decisions.|5|5|4|5|5|5|5|5|5|4|4|4|Met||2025-06-16|2025
19101990140962|The SEED School of Los Angeles County|3|The SEED School of Los Angeles County has intentionally built and fostered relationships between school staff and families. The school has facilitated town hall meetings to deepen the partnership and gratitude, as well as dinners to celebrate the cultural strengths within our community. Parent University is also a cornerstone of our program that brings parents and staff to visit SEED-endorsed colleges and universities. Moreover, as a public boarding school, we find many opportunities to build a rich dialogue on enhancing our relationship as we scale to a 9-12 high school.|The SEED LA initiative focuses on enhancing the relationships between school staff and families by implementing strategies that foster effective communication, trust, and collaboration. Key areas for continued attention include: Communication: Ensuring that we are inclusive of all languages spoken at school. Trust-Building: Allow parents to help craft policies and practices with the school. Cultural Competence: Training staff to understand and respect diverse family backgrounds and needs to ensure inclusive and equitable interactions. Family Engagement: Increasing opportunities for families to participate in school events, workshops, and activities to boost their involvement in the educational process.|SEED LA aims to continue to improve the engagement of underrepresented families, particularly those of English Learners (EL), through several targeted strategies: 1. Bilingual Communication: Providing bilingual resources and translation services ensures that non-English-speaking families receive all communications in their preferred language. 2. Cultural Sensitivity Training: This program offers professional development for school staff to understand and respect the cultural backgrounds and unique needs of EL families. 3. Inclusive Family Events: Organizing culturally relevant and inclusive events that encourage participation from diverse families and create a sense of belonging and community. 4. Accessible Information: Ensuring all school information, including events, programs, and resources, is easily accessible to EL families through various formats and platforms.|SEED LA has demonstrated significant strengths and progress in building partnerships that enhance student outcomes through its collaborations with various organizations. Key strengths and developments include: 1. UnBoundED Standards Institute: SEED LA leverages this partnership to provide professional development and resources that align with rigorous academic standards, enhancing instructional quality and student achievement. 2. College Board: Through this collaboration, SEED LA offers students access to Advanced Placement (AP) courses and college readiness programs, supporting higher education aspirations and academic excellence. 3. NAF Academies: SEED LA's involvement with NAF Academies offers students career-themed academies that integrate industry-specific curricula, work-based learning experiences, and professional skills development. 4. LA Metro and Aviation Mentoring: These partnerships provide students with unique mentorship opportunities and exposure to careers in transportation and aviation, broadening their career horizons and practical learning experiences. 5. YMCA Youth In Government: This program encourages civic engagement and leadership skills among students, empowering them to participate in government simulations and develop a deeper understanding of democratic processes. 6. Tumaini DC: Collaboration with Tumaini DC supports students' social-emotional learning and well-being, offering programs that address mental health and personal development. 7. Harvard Model Congress: Participation in this program allows SEED LA students to engage in simulated congressional activities, enhancing their understanding of government, policy-making, and public speaking skills. Overall, SEED LA's strategic partnerships contribute to a well-rounded educational experience, providing students with academic, career, and personal development opportunities that prepare them for future success.|SEED LA's continued focus areas for improvement in building partnerships for student outcomes include: 1. Dual Enrollment: Expanding dual enrollment opportunities to allow more students to earn college credits while still in high school, thus accelerating their educational progress and reducing the time and cost required to complete a college degree. 2. Internships: Developing and strengthening partnerships with businesses and organizations to offer a wider range of internship opportunities, providing students with hands-on, practical experience in their fields of interest. 3. Summer College Programs: Increasing participation in summer college programs like Upward Bound, which offer academic enrichment, college preparation, and exposure to college life, particularly for first-generation and low-income students. By focusing on these areas, SEED LA aims to enhance students' academic and career readiness by providing valuable experiences and opportunities that support their long-term success.|SEED LA plans to continue to improve the engagement of underrepresented families, particularly those of English Language Learners (EL), in building partnerships for student outcomes and reclassification through several key strategies: Family Workshops: Conducting workshops and informational sessions specifically designed for EL families to educate them about dual enrollment, internships, and summer college programs, as well as the reclassification process. Parent Liaison Support: Employing bilingual parent liaisons who can bridge the communication gap, provide personalized assistance, and help families navigate the educational system and partnership opportunities. Collaborative Meetings: Hosting regular meetings with EL families to discuss their needs, gather feedback, and involve them in decision-making processes related to partnerships and student outcomes. Resource Accessibility: Providing easily accessible resources and materials, both online and offline, to help EL families understand and engage with partnership opportunities and the reclassification process.|SEED LA has continued to demonstrate several strengths and progress in seeking input for decision-making from families, including: 1. Townhall Meetings: Regularly hosting town hall meetings provides a platform for families to voice their opinions, ask questions, and engage in open dialogue with school leaders. 2. Parent Advisory Committee (PAC): Involving families in the Parent Advisory Committee, where they can actively participate in discussions, provide feedback, and contribute to school policies and initiatives. 3. Parent Teacher Organization (PTO): Supporting an active Parent Teacher Organization that fosters collaboration between parents and teachers, enhancing community involvement and shared decision-making. 4. Surveys: Conducting surveys to gather broad and diverse input from families on various topics, ensuring that the school's decisions reflect the community's needs and preferences. 5. Direct Meetings: Provide opportunities for direct meetings between families and school staff, facilitate personalized communication, and ensure that individual concerns and suggestions are addressed. These efforts reflect SEED LA's commitment to inclusive and participatory decision-making, strengthening the partnership between families and the school for better student outcomes.|SEED LA's focus areas for improvement in seeking input for decision-making continue to include: 1. Accessible Board Meetings: Scheduling board meetings at times that are more convenient for families, such as evenings or weekends, and holding them at locations within the community to increase accessibility and participation. 2. Enhanced Communication Channels: Developing additional communication channels, such as virtual meetings or live-streamed sessions, to allow more families to participate and provide input, regardless of their location or schedule constraints. 3. Proactive Outreach: Increasing proactive outreach efforts to engage a broader range of families, especially those who may not have participated in the past, ensuring that all voices are heard and considered in the decision-making process. 4. Diverse Feedback Mechanisms: Implementing various feedback mechanisms, such as focus groups, suggestion boxes, and digital platforms, to gather more comprehensive and diverse input from the school community. 5. Follow-Up and Transparency: Ensuring transparency by providing clear follow-up communications on how family input is used in decision-making processes, demonstrating that their contributions are valued and impactful. By focusing on these areas, SEED LA aims to enhance family engagement in decision-making and foster a more inclusive and collaborative school environment.|SEED LA will improve the engagement of underrepresented families, particularly those of English Language Learners (EL), in seeking input for decision-making through several targeted strategies: 1. Bilingual Resources and Meetings: Providing translation services and bilingual resources at meetings, including board meetings, town halls, and Parent Advisory Committee (PAC) sessions, to ensure EL families can fully participate and understand the discussions. 2. Convenient Meeting Times and Locations: To increase accessibility and attendance, meetings should be scheduled at times and places that are convenient for EL families, such as evenings or weekends and community-based locations. 3. Targeted Outreach: Conduct targeted outreach to EL families through culturally relevant communication channels and trusted community members, encouraging their involvement and ensuring they are aware of opportunities to provide input. 4. Dedicated EL Liaisons: Employing dedicated EL liaisons who can facilitate communication, assist with navigating school processes, and personally invite and support EL families in decision-making activities. 5. Multifaceted Feedback Collection: This involves utilizing various feedback collection methods, such as surveys, focus groups, and suggestion boxes, that are available in multiple languages and formats, making it easier for EL families to share their perspectives. By implementing these strategies, SEED LA aims to foster greater involvement of EL families in decision-making processes, ensuring their voices are heard and considered in shaping the school's policies and practices.|4|3|4|4|3|3|3|4|3|3|4|3|Met||2025-06-26|2025
19101996116883|Odyssey Charter|3|Relationship building is a core belief of how we work, how we treat each other, and what our school values in life and through education. Essential to building trusting and respectful relationships with families that create welcoming environments is our looping philosophy. Looping practices support our educational environment where a single group of students stays with a teacher for two (or more) years or grade levels. These multi-year relationships between teacher and student create a familiarity with the social-emotional health of a student and provide for deeper understanding of the whole child to guide instructional decisions. Odyssey’s looping classroom environments are a critical component to the success of our unique and innovative school design. They are key to the success of our School-Family Partnership, encouraging and developing a stronger sense of community and family among parents, students, and teachers. Despite the devastation and disruption caused by the Eaton Fire, it was this core belief in relationship building that helped sustain our school community and keep us moving forward during a difficult semester. The strong, trusting relationships between students, families, and staff provided a foundation of support, connection, and resilience in the face of adversity. The results of our Spring 2025 Parent Satisfaction Survey, 71 parents/guardians responded to strongly agree demonstrating the following areas are some of our greatest strengths: ? 86% of parents indicated the school actively seeks the input of parents before making important decisions ? 96% of parents indicated the school encourages them to be an active partner with the school in educating their child ? 97% of parents indicated feeling welcomed by to participate at school ? 99% of parents indicated the school promotes academic success for all students ? 100% of parents indicated that this school is a supportive and inviting place for students learn ? 100% of parents indicated that the school is a safe place for their child This demonstrates our continued commitment to relationships with families and students in the continued education and development of our students.|Through the analysis of educational partner input and local data, our continued focus remains on social-emotional learning and support for our students—especially in light of the disruption and displacement caused by the Eaton Fire. While we have made progress over the past year by building community through classroom relationship-building practices and increasing parent-teacher connections with both fall and spring conferences, we recognize that the return to campus next year marks a critical transition for our entire school community. Given the impact of the Eaton Fire and the significant changes our families and staff have experienced, our primary area of improvement this year is centered around reestablishing a safe, welcoming, and connected school environment. As we return to a unified campus, fostering a strong sense of belonging and community will be essential to supporting student well-being and academic success. To support this effort, we will continue to prioritize parent involvement and community-building activities. Opportunities for families to engage in school life—through volunteering, events, workshops, and participation in decision-making processes—will be essential to rebuilding trust and connection. We remain committed to strengthening communication channels that are accessible and responsive to the diverse needs of our families. Additionally, maintaining the Family and Community Engagement Specialist on staff will play a key role in deepening relationships with families, particularly those of our unduplicated students, ensuring they are supported, heard, and connected. Parent education workshops will continue to be offered each semester to further build bridges between home and school, reinforce shared values, and promote a collaborative school culture.|Based on the analysis of educational partner input and local data, the most significant area of growth identified in building relationships between school staff and families—particularly underrepresented families—is improving communication. In response, our LEA will implement strategies to make communication more consistent, accessible, and culturally responsive. To improve engagement, we will focus on strengthening two-way communication between home and school. This includes enhancing the clarity and frequency of updates through multiple platforms (newsletters, text messages, email, and social media), increasing translation and interpretation services, and providing more opportunities for families to ask questions, share concerns, and offer input. Our Family and Community Engagement Specialist will play a critical role in reaching out to underrepresented families, building trust, and ensuring their voices are heard in school planning and activities. We will also continue to offer parent workshops and listening sessions that reflect the needs and experiences of our diverse families. These efforts are designed to build stronger relationships, reduce barriers, and promote a more inclusive and supportive school community.|A hallmark of our school community is our School Family Partnership to ensure we have developed processes and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Analysis from our educational partner input and local data identify for the following strengths for Building Partnerships for Student Outcomes:  ? Verified assessments such as i-Ready, CAASPP, as well as authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home. ? Multiple forms of communication ensure students and families are supported, have access to resources and a clear policies and procedures in our Parent Student Handbook. Strategies to support communications are: daily home to school folders, weekly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board. ? Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students|Odyssey Charter Schools values the opportunities and process for building partnerships to improve student outcomes. We believe that Improving partnerships for student outcomes involves establishing a shared vision and goals with schools and community stakeholders. Open communication channels and regular engagement provide opportunities for parents to actively participate and provide feedback. Involving parents in decision-making processes, school committees, and volunteer opportunities empowers them as partners in their child's education. Access to coordinated support services, such as mental health resources and tutoring programs, ensures that parents have the necessary tools to support their child's academic and personal growth. Collaborative professional development opportunities enhance parents' knowledge and skills, allowing them to better navigate the educational system and support their child's learning needs. Sharing relevant data and celebrating successes recognize parents' contributions and keep them informed about their child's progress. By prioritizing these areas, schools can foster strong partnerships with parents, leading to improved student outcomes and a sense of shared responsibility for their child's success. To further address this area, school leadership is introducing opportunities designed to welcome families onto campus in meaningful and accessible ways. These moments of engagement are intended to build a stronger sense of community and support trusting relationships. In addition, families will continue to have multiple opportunities throughout the year—such as parent-teacher conferences—to engage in focused conversations about their child’s progress and learning experience.|Based on the analysis of educational partner input, local data, and our 2025 self-reflection process, our LEA remains committed to strengthening engagement with underrepresented families, particularly in light of the disruptions caused by the Eaton Fire and the continued need for consistent, accessible communication. The Family and Community Engagement Specialist position continues to be a vital part of this work. This role, in partnership with the Director of Education, focuses on addressing the unique challenges faced by underrepresented families and on building meaningful partnerships between home and school. The specialist works to increase family awareness of academic expectations, school programs, and available resources, while also supporting families in becoming active participants in their child’s education both at home and on campus. To further build partnerships for student outcomes, school leaders, teachers, and support staff will continue to prioritize relational trust and intentional outreach. Specific strategies for improving engagement include: ? Ensuring all school-based communications remain accessible in multiple languages and formats. ? Providing professional development for staff on how to recognize and honor families’ strengths, cultures, and languages in both communication and classroom practice. ? Encouraging inclusive classroom practices where families are invited to contribute their lived experiences and perspectives. ? Engaging in direct outreach efforts with families who may not have regular access to digital communication, ensuring that information and opportunities to participate are equitably distributed. As we transition back to a unified campus, this work is especially important for reestablishing a sense of community, trust, and shared responsibility for student success.|The strength of Odyssey Charter School’s Governing Board remains a cornerstone of our stability, success, and reputation as a high-quality public choice school. Composed of diverse community members and parents, our board brings a range of skills and perspectives essential for fulfilling its oversight and fiduciary responsibilities in alignment with school policies and local, state, and federal regulations. Their leadership ensures ongoing support for our school’s mission, unique educational design, and organizational goals. Despite the significant disruptions caused by the Eaton Fire and the relocation across three campuses, our commitment to shared decision-making and strong communication with families has remained steadfast. We continue to build family engagement by increasing accessibility, transparency, and opportunities for participation in school governance and planning.  ? Based on the results of our 2025 survey, over 90% of parents indicated feeling welcomed at the school ? Based on the results of our 2025 survey, over 90% of staff strongly agree that Odyssey is a supportive and inviting place to work. ? We are in our 3rd year of implementing the Parent Square platform to ensure we provide staff, administrators, and teachers with a common approach to communication. ? Increased administrative support in our organization structure has increased the capacity of principal and staff to improve engagement with families in decision making. ? We continue to demonstrate progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and OPPG. Families and our faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, and end of year Surveys to obtain family feedback. ? Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders. This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community.|Based on the analysis of educational partner input and local data, Odyssey Charter Schools has identified a continued focus on improving the consistency and accessibility of opportunities for families—particularly underrepresented families—to engage in decision-making processes. The challenges presented by the Eaton Fire and the relocation across multiple campuses temporarily disrupted some of our established communication routines and advisory structures, making it more difficult for families to remain involved and informed. As we transition back to a unified campus, our focus will be on reestablishing and strengthening systems for gathering input from all families and ensuring their voices are meaningfully included in planning and decision-making. This includes improving outreach efforts to engage families who have historically been underrepresented in advisory groups, increasing language access, and offering multiple modes (in-person, virtual, written) for participation. Additionally, we aim to streamline how feedback is collected and used—through surveys, forums, and direct communication—so that families clearly see how their input informs school priorities. The continued development of our Family and Community Engagement Specialist role will support these efforts by creating more inclusive structures and ensuring all families have access to contribute to the school’s decision-making processes.|To further engage underrepresented families in Seeking Input for Decision Making, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific items that we will do to engage underrepresented families include: ? Inform families of the capacity of Parent Square to translate communications into multiple languages to increase accessibility ? Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences. ? Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. ? Deliberate individual outreach with families that do not have access to email or electronic communication.|5|4|3|4|3|3|3|4|4|3|3|4|Met||2025-06-24|2025
19101996119945|Magnolia Science Academy|3|MSA-1 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, festivals, and parent/teacher conferences to promote parental participation in programs. We use ParentSquare to communicate with students and parents, which has supported our improved communication with all educational partners. Staff greet students and parents in the mornings during student drop-off and have an open-door policy welcoming all parents. Also, our team connects with families through in-person and virtual home visits. Home visits help us learn about students’ outside interests, families, and home routines, and then use that information to connect in meaningful, individualized ways that can have considerable rewards in helping to create happier, healthier, and engaged students. The school uses home visits as an essential feature of its education program to improve student and school performance.|The LEA's focus areas for improvement in building relationships between school staff and families are having more parent involvement on the campus, more social events (i.e., cultural), and more workshops for the families during school hours, after school, and on Saturdays.|The LEA will improve the engagement of underrepresented families to build relationships between staff and families by providing more opportunities for both groups to connect.  These opportunities will include in-person and virtual home visits and having events for families during the instructional day, after school, and on Saturdays.|MSA-1  provides resources to support student learning at home through multiple workshops such as parent college and feedback given to parents during parent conferences. We have also helped equip parents with the knowledge and tools to advocate for their students and school.   MSA-1’s communication system, ParentSquare, keeps parents and staff in constant communication through multiple mediums, such as texts, private messages, and voicemails. ParentSquare has also broken language barriers between staff and families through automatic translation.|MSA-1's focus areas for improvement in building partnerships for student outcomes is to continue to build a bridge between the educational partner and school-site to collaboratively support the student's growth through multiple modalities (i.e., trainings, meetings, conferences).|MSA-1 will improve engagement of underrepresented families in relation to building partnerships for student outcomes by providing more opportunities for these families to engage with the school-site.  These opportunities will include workshops and meetings and home visits and parent classes.|MSA-1 holds periodic meetings to gather input from our families. These meetings include PTF meetings, Coffee with Admin, PAC meetings, and ELAC meetings. During these meetings, parents can review the school's LCAP and SARC reports and provide input for our administration team. The school also conducts an educational partner survey (families, students, staff) with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|MSA-1's focus area(s) for improvement in Seeking Input for Decision-Making is to get more educational partner involvement in the mentioned meetings and provide more opportunities for them to be involved.|MSA-1's will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing more opportunities for these families to engage with the school-site.|3|4|4|4|3|4|5|4|4|4|4|4|Met||2025-06-26|2025
19642120000000|ABC Unified|3|Parents/guardians are provided the opportunity to deepen their understanding and contribute to discussions regarding student safety and student learning experiences at both the site and district levels. School’s designated representatives for the District English Learner Advisory Committee (DELAC), English Learner LCAP Parent Advisory Committee (EL LCAP PAC), LCAP Parent Advisory Committee (LCAP PAC), Title I Parent Advisory Committee (PAC), Migrant Education, and Community Advisory Council (CAC) were invited to four in-person meetings in which feedback was provided on the use of state/federal funds to strengthen the instructional program. Their collective feedback was reflected in state-required plans (Extended Learning Opportunity Grant, Local Control Accountability Plan) and accompanying expenditure reports, as they related to their recommendations. District and school site meeting structures were used to provide parents/guardians information on their legal rights and on how to advocate for their children: Parent Council (PC) and Parent Advisory/Cafe for children in Head Start/State Preschool; Community Advisory Council for students with special needs; DELAC for students who are designated as English learners (EL); LCAP PAC and EL LCAP PAC; Title I PAC, Parent Teacher Association (PTA), School Site Council, Individualized Education Plan meetings (IEP), and Migrant Education Parent Committees. Report card conferences, parent-teacher conferences, Back-to-School Nights, and Open Houses are venues to discuss student progress with their families. Schools and the district utilized several outreach methods to include family input, including in-person meetings, virtual Zoom meetings, and online surveys sent via email. The District will continue to explore these options to expand on parent and family outreach efforts, including the use of phone call surveys.|The district-wide Parent Leadership Conference, known as the ABC District Showcase, is held annually in the Fall. This one-day workshop-style event, held at Artesia High School, aims to increase accessibility for underrepresented families. There are community resources available to families, including information on how to join various parent advisory committees, register for Extended Learning After-School Programs, and access community programs. The workshops focused on the three ABC Unified focus areas: Safety, Social Emotional, and Academic Supports. The district will continue to offer this workshop, as well as a series of follow-up workshops, earlier in the school year to coincide with the review of resources and support to students at the start of the school year.|"The District is committed to providing support for specific student groups, such as English learners, low-income, and foster students. Schools have access to Specialized Support Counselors, who will help provide a way to improve family outreach to underrepresented families. Families were provided with either paper or online links for surveys. The counseling staff held parent workshops and one-on-one counseling sessions, and sent out quarterly newsletters in multiple languages to keep families informed about upcoming events and forums. Furthermore, the Department of Special Programs coordinated two parent groups during the 2024-2025 school year to increase the involvement of underrepresented groups: the Black Family Circle and the Hispanic Latino Family Circle. These community groups included high school site representatives, students, and families engaged in learning and discussions on topics such as ""Leadership and Life Skill Development for Latino Students"", ""Creating a 6-Year Academic Plan"", and ""Mental Health in the Black Community."" These workshops will continue to be offered in the 2025-2026 school year to increase attendance, with a variety of in-person and virtual options available. Additionally, empathy interviews were conducted during the 2024-2025 school year to gain a deeper understanding of the parent and student experiences in ABC USD. The information from the empathy interviews was used to inform goals in the Local Control Accountability Plan and shared with principals and school site leaders to raise awareness of site concerns."|ABC Unified provides a variety of opportunities for families to meet with teachers to discuss student progress. In October, elementary parent conferences are held to provide one-on-one support for families regarding their student's progress. In middle and high school, student-led conferences and report card nights offer a way for parents and students to connect with teachers regarding student progress in either January or February. In addition, schools host parent orientation events to discuss programs that would support their students' academic and social-emotional well-being. Back-to-School Nights also provide families with information on school and classroom policies that support instruction and student academic progress. Each parent is also provided an ABC student handbook that outlines the policies, legal rights, and procedures to ensure families have a way to advocate for their students.|In addition to the ABC District Showcase, the District revived its annual District College and Career Fair, which is designed for families and students. This event is held in conjunction with the Parent Leadership Conference in September/October, allowing families to gain a wealth of resources and information in time for college applications. The district is also committed to clarifying its grading practices, particularly for parents of students in grades 6 to 12. The Secondary Curriculum Department will provide families with informational flyers to clarify board policies, grading policies, and parents' rights regarding student grades.|"Through the District's ""Leadership Enrichment Academy"", ongoing professional learning support will be provided to administrators to ensure increased engagement with underrepresented families. Administrators and district department leaders participate in an Annual Summer Leadership Institute, with one of the focus areas on communicating with families. Additionally, community liaisons are available to school sites to support the translation of materials, enhance two-way communication during parent conferences, and facilitate outreach to the community. Schools identified as Title I will utilize community liaisons to reduce chronic absenteeism, increase school connectedness, and help with resources for community outreach."|The District and schools maintain all state and federal required committees (e.g., PC, DELAC, LCAP PAC, etc.) that provide parents/guardians an opportunity to provide input on policies and programs affecting underrepresented student groups. In addition, the Board-appointed committees, which include parents, guardians, and community members, provide oversight of district and school programs and recommend revised and new Board Policies and Administrative Regulations. Annually, the PTA and Adult School collaborate to plan and implement the Parent Leadership Conference, which features workshop topics requested by parents and guardians. As part of the LCAP educator engagement process, student voice forums are conducted at elementary, middle, and high schools. The input provided at these forums is then shared with principals and district administrators as part of the input process for districts' actions and services. Additionally, the Migrant Education Center has expanded its program offerings to families, resulting in increased parent participation in parent workshops and community-based events.|To improve the engagement of underrepresented families, the District and schools should continue offering training (e.g., Parent Institutes, Parents Take the LEAD) focused on building capacity in parents/guardians to engage in advisory groups and decision-making. This training needs to support parents' interests and be held in areas accessible to families with limited transportation. Professional learning on how schools can effectively work with the school site council and parent advisory groups. Parent phone calls and staff presence at community-based events have improved outreach efforts and will be expanded to support various underrepresented families in ABC Unified.|The District plans to utilize a community-based approach to support underrepresented families. The District's Language Assessment Center, which supports English learner families, is expanding to include a parent education and enrollment center. In order to support underrepresented families, the District Language Assessment Center was relocated to Willow Elementary, at a central location in the district and closer to families in need. The goal of creating a parent education center is to support families in navigating the public educational system, understanding the various means for communication with schools, and the available structures to support families. Ongoing partnership efforts with community-based programs, such as the Fedde Community Center, bring the community into school locations to receive support services, including employment resources, food and clothing donations, and access to mental health support. Seeking parent input at these locations will help increase outreach to underrepresented families in the District.|5|4|4|4|4|5|5|5|5|4|4|5|Met||2025-06-17|2025
19642460000000|Antelope Valley Union High|3|Based on the analysis of educational partner input and local data, Antelope Valley Union High School District (AVUHSD) has made significant strides in fostering strong relationships between school staff and families. The district prioritizes consistent communication through newsletters, conferences, and digital platforms, ensuring families stay informed and connected. Family events, workshops, and advisory committees further promote collaboration and shared decision-making, resulting in increased engagement and a supportive environment that contributes to student success.|Based on the analysis of educational partner input and local data, AVUHSD has identified the need to improve how relationships are built between school staff and families. Efforts will focus on strengthening communication and engagement strategies to better reach and include families from diverse and historically underrepresented backgrounds. This includes non-English speaking families, families of students with disabilities, and those from underserved communities. The district is committed to implementing culturally responsive practices, expanding access to resources, and creating more meaningful opportunities for collaboration and dialogue to build trust, ensure all voices are heard, and support student success and well-being.|Based on the analysis of educational partner input and local data, AVUHSD will enhance engagement with underrepresented families by implementing targeted strategies that strengthen relationships between school staff and families. These efforts include developing culturally responsive communication and outreach to ensure inclusivity and accessibility. The district will provide expanded support such as translation services, interpreters, and culturally relevant workshops to meet diverse needs. AVUHSD will also partner with community organizations and leaders to build trust, foster meaningful connections, and increase opportunities for family involvement in decision-making. These initiatives aim to uplift underrepresented voices, deepen family-school partnerships, and support student success and well-being.|Based on the analysis of educational partner input and local data, AVUHSD has shown significant strengths and progress in building partnerships that support student outcomes. The district collaborates with community organizations, businesses, and higher education institutions to offer students enriched learning experiences, internships, and career pathways. AVUHSD also engages in professional development partnerships to strengthen teaching and learning. Prioritizing family involvement further supports student success and enhances the overall educational experience.|Based on the analysis of educational partner input and local data, AVUHSD has identified a need to strengthen partnerships that support student outcomes. This includes deepening collaboration with community organizations, businesses, and higher education to expand access to internships, mentorships, and career exploration. The district also aims to enhance family partnerships by increasing outreach, improving communication, and offering more resources to support meaningful engagement in students’ academic success.|Based on the analysis of educational partner input and local data, AVUHSD will strengthen engagement with underrepresented families in building partnerships for student outcomes through targeted strategies. This includes developing culturally responsive outreach and communication to ensure inclusivity and accessibility. The district will host community-specific events, collaborate with local leaders, and gather feedback through surveys, focus groups, and advisory committees. These efforts aim to empower families, elevate their voices, and promote equitable student success.|Based on the analysis of educational partner input and local data, AVUHSD has demonstrated significant strengths in gathering input for decision-making. The district regularly uses surveys, focus groups, and advisory committees to engage parents, teachers, students, and community members. AVUHSD values this feedback and integrates it into decisions, fostering a culture of collaboration and transparency. These efforts support inclusive, informed decision-making that promotes student success.|Based on the analysis of educational partner input and local data, AVUHSD has identified a focus area for improvement in seeking input for decision-making. This includes enhancing the diversity and representation of voices in decision-making processes by actively engaging underrepresented educational partners, such as parents from diverse backgrounds, students with disabilities, and community members from underserved areas. AVUHSD aims to implement more inclusive and accessible feedback mechanisms, such as multilingual surveys, community forums, and virtual platforms, to ensure equitable participation and representation. Additionally, the district seeks to strengthen partnerships with organizations that represent underrepresented communities to amplify their voices and perspectives in decision-making processes, leading to more informed and equitable outcomes for all educational partners.|Based on the analysis of educational partner input and local data, AVUHSD will strengthen engagement with underrepresented families in decision-making by implementing targeted strategies. These include culturally responsive communication and outreach to ensure inclusivity, as well as providing translation services, interpreters, and relevant workshops. The district will also partner with community leaders to build trust and create meaningful opportunities for families to share input, helping to inform more equitable and effective decisions that support student success.|4|4|3|3|3|3|3|3|3|3|4|3|Met||2025-06-10|2025
19642460126003|Academies of the Antelope Valley|3|Based on the analysis of educational partner input and local data, the Academies of the Antelope Valley (AAV) has shown strong progress in building relationships between school staff and families. Strengths include consistent communication through newsletters, conferences, and online platforms, along with family-focused events and workshops that promote collaboration. Parent advisory committees also play an active role in decision-making. These efforts have strengthened family engagement and supported student success and well-being.|Based on the analysis of educational partner input and local data, the LEA has achieved notable success in building strong relationships with families with a PAC and ELAC. These committees have served as effective platforms for fostering family engagement, encouraging meaningful collaboration, and supporting the success and well-being of English learner students.|Based on the analysis of educational partner input and local data, AAV will enhance engagement with underrepresented families through targeted outreach strategies. This includes offering translation services, bilingual materials, and staff training on cultural awareness. Meetings and events will be scheduled at varied times to accommodate families’ needs, and more accessible feedback channels will be created. These efforts aim to build stronger relationships and ensure all families feel heard, valued, and included.|Based on the analysis of educational partner input and local data, the Academies of the Antelope Valley (AAV) has demonstrated strong progress in building partnerships that support student outcomes. The LEA collaborates with community organizations, businesses, and higher education institutions to provide students with internships, career pathways, and diverse learning experiences. AAV also prioritizes professional development partnerships and family engagement, contributing to a well-rounded and enriching educational experience.|Based on the analysis of educational partner input and local data, AAV has identified a need to strengthen partnerships to better support student outcomes. This includes expanding collaboration with community organizations, businesses, and higher education to increase access to internships, mentorships, and career exploration. AAV also plans to enhance family partnerships through increased outreach, improved communication, and additional resources to promote meaningful engagement in students’ education and success.|Based on the analysis of educational partner input and local data, AAV will strengthen engagement with underrepresented families in building partnerships for student outcomes through targeted strategies. These include culturally responsive outreach materials, accessible communication, and tailored events for diverse communities. AAV will also collaborate with community leaders and gather family feedback to ensure their voices shape partnership efforts, leading to stronger connections and improved student outcomes.|Based on the analysis of educational partner input and local data, AAV has shown strong progress in gathering input for decision-making. The district regularly engages parents, teachers, students, and community members through surveys, focus groups, and advisory committees. AAV values this feedback and incorporates it into its decision-making processes, fostering a culture of transparency and collaboration. These efforts support informed decisions and a positive environment for student success.|Based on the analysis of educational partner input and local data, AAV has identified a need to improve the inclusivity of its decision-making processes. This includes actively engaging underrepresented voices - such as parents from diverse backgrounds, students with disabilities, and community members from underserved areas. AAV will implement accessible feedback tools like multilingual surveys, community forums, and virtual platforms, while partnering with advocacy groups to ensure more equitable and representative input that informs decisions and promotes fair outcomes for all.|Based on the analysis of educational partner input and local data, AAV will enhance engagement with underrepresented families in decision-making through targeted strategies. These include developing culturally responsive outreach and communication to ensure inclusivity, hosting community-specific events, and partnering with local organizations to build trust. AAV will also gather feedback through surveys, focus groups, and advisory committees to ensure family voices are heard and reflected in decisions, leading to more equitable outcomes and stronger support for student success.|4|4|3|3|3|3|3|3|3|3|4|3|Met||2025-06-10|2025
19642461996537|Desert Sands Charter|3|The Desert Sands (DS) staff is committed to building, sustaining, and strengthening relationships with the families of its students. Throughout the year, DS hosts events such as the Parent Advisory Committee, English Learner Advisory Committee, Back to School Night, and Parent-Teacher Conferences to name a few. To ensure consistent communication, DS staff use the Data+Design system, L4L Connect, and RingCentral to provide timely updates on student progress to both parents and students. Families appreciate this transparency and feel a strong sense of connection and inclusion through these multiple communication channels. A parent shared that ‘Desert Sands does a good job communicating with her in different ways.’ Additionally, DS invites various community partners on-site throughout the year to engage with students and parents.|DS is dedicated to strengthening relationships between school staff and families. Although the partnership between the school staff and families is good, there is always room for improvement. “The school keeps me informed all the time” one parents said during a PAC meeting. Every year the DS staff host several events that are geared towards improving the students families connection to the school. The counselors also host numerous information sessions that families are invited to. To better support incoming students, a specialized orientation for both students and parents has been implemented with the intention of promoting academic success. DS continues to encourage full parent participation in biannual parent-teacher conferences and quarterly PAC and ELAC meetings. Additionally, the school is always exploring new ways to bring parents on-site to engage with staff and community partners.|DS recognizes that English Language Learners, African-American students, Foster Youth, and Homeless Youth are underrepresented in the relationship building efforts between the school and families. To encourage greater inclusion, Desert Sands is scheduling key meetings at various times and through multiple platforms throughout the school year. Additionally, the school is enhancing its outreach efforts to ensure all families are informed about these meetings and other events happening at the school. DS is also being more intentional about inviting families on-site to experience how the school celebrates diverse cultures. Lastly, DS remains committed to supporting advocacy groups and incorporating bilingual staff members into school activities to ensure inclusive communication and engagement.|Partnerships are essential to DS’s ongoing efforts to enhance student outcomes. Desert Sands currently has a robust list of community partners it works with to support the students and their families, and this list grows yearly due to the efforts of DS’s community liaison and newly hired community schools manager. If a specific resource is requested but not currently available, effort is put in to finding and establishing partnerships with organizations that can meet these needs. Through established partnerships, students can access college courses, receive free meals, receive mental health support, gain temporary housing and engage in experiential learning trips.|Desert Sands’ main area of focus on improving partnerships for student outcomes is to make the students and their families aware of all the resources DS has available to them. A parent recently share that she ‘is not aware of any partnerships Desert Sands has.’ Along with informing the staff of all the resources/partnerships Desert Sands has, every year DS aims to increase attendance at events featuring community partners. To achieve this, DS is conducting more on-campus events and workshops where students and their families can connect with community members. Given the high turnout at holiday events, community partners are now invited to participate in these gatherings as well. Additionally, the DS leadership team is working to ensure that all staff members are informed about upcoming events and given sufficient time to promote them. Finally, DS’s community liaison and community schools manager are also working to expand its network of community partners to include businesses that can provide incentives for student attendance and academic achievement.|Desert Sands recognizes that foster youth and English language learners families have been underrepresented in events and partnership opportunities. To improve engagement, DS has been more intentional about hosting events that appeal to all families, providing flexible attendance options, and promoting these events through all available communication channels. Additionally, DS has tasked the community schools manager and community liaison with finding organizations that can fill any resource gaps DS might have. More partnerships should lead to more engagement. Desert Sands’ counselors and social workers continue to support all students, and leadership is constantly looking for and/or hosting professional development opportunities that address student needs.|Desert Sands employs a range of tools to gather input and feedback from educational partners. Staff members use Data+Design, Ring Central, and L4L Connect daily to communicate with families and students, providing updates on academic progress. A parent of an DS student said that her daughters teacher ‘asks for her feedback and input every time they meet.’ These platforms also serve to inform families about upcoming events such as Parent-Teacher Conferences, IEP meetings, PAC and ELAC meetings, ceremonies, surveys, and other school or community activities. During these events, DS actively seeks input to guide decision-making, reinforcing a continuous improvement cycle that thrives on stakeholder engagement. According to the Annual Survey, 99% of parents reported positively on the school’s clear and effective communication between home and school.|Desert Sands needs to increase its attendance at campus events and meetings. These affairs are one of the main activities DS conducts to seek input from community members. When students were asked if they felt encouraged to participate in events, 98% responded positively. A parent answered that she is ‘kept informed of what is happening at Desert Sands’ when asked about how well Desert Sands does in communicating with her. The awareness is high but unfortunately the turn out needs to be improved. Leadership feels the school needs to offer activities that genuinely interest students. To bridge this gap, all DS staff are encouraged to engage students in meaningful conversations to gather honest feedback about the types of events, activities, and workshops they would like to see on campus and would find valuable. Additionally, while attendance at PAC and ELAC meetings is steady, there is room for growth, and DS will continue efforts to increase participation. Lastly, Desert Sands aims to strengthen parent participation in the annual survey so more voices are heard.|The feedback Desert Sands has gathered from staff and student conversations, parent meetings, advisory meetings, and the annual survey has been invaluable in guiding efforts to enhance engagement with underrepresented families. To improve in gaining input for decision making, DS has worked to host workshops and events that cover an array of topics that appeal to many students and families. Desert Sands is also using social media to promote the great things happening on campus. Additionally, important meetings are being held at various times throughout the week and through multiple mediums to improve accessibility. Desert Sands remains committed to strengthening community partnerships, expanding support services, and hiring high-quality staff to foster meaningful connections with every student's family.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-05|2025
19642610000000|Arcadia Unified|3|Building relationships with families begins during the Spring of the previous school year. Every year, Dr. Vannasdall welcomes all our new families during the Superintendent’s Welcome. This event had great attendance with over 100 families participating. Registration days are held at school sites in August before school begins, and information for each site’s registration process is advertised on the school’s websites. Back-to-school events are held at every site for parents to meet their classroom teachers and administration. Throughout the school year, Parent Teacher Student Associations plan many activities to engage families through various events during the school year. Various family fun nights are held for families to engage with their school communities. School performances and other activities are hosted to welcome all of our families. There is a strong relationship between the Parent, Teacher, and Student Association (PTSA) in bringing events to the school and welcoming families to the school communities. Principals use various forms of communication to build relationships with families. They have maintained communication through various outlets such as School Messenger and Peachjar. Phone and email blasts, newsletters, and the school marquees are used to send reminders for the week about the events going on at the school site. The Communications and Public Information Offices work to build relationships between staff and families through their DCI interns in highlighting events and activities that maintain and build upon family engagement.|Communication between school staff and families has been of the utmost importance. It has been key in building relationships and trust between families and the school district. Arcadia Unified School District has seen an increase in English Language Learners this year. To accommodate and help these students and their families feel welcome, we are working to engage these families through informational videos and personnel who can continue to support them in making them feel welcomed and as part of our school communities.   Arcadia USD will continue to strive to keep open the forms of communication for families and staff to build upon the relationships within each of our school sites and staff.|Getting feedback from underrepresented communities has become an important aspect of AUSDs various committees and events.  Each school forms an English Language Advisory Committee (ELAC) to connect with parents of students learning English.  This committee works closely with the School Site Council (SSC) to offer guidance for the Single Plan for School Achievement (SPSA).  The SPSA provides a roadmap for how schools spend site funds to achieve their academic, social, and emotional goals for the year.  The SPSA also ties directly to the Local Control Accountability Plan (LCAP) which is written by the district to ensure that the district-wide budget is spent appropriately at the district and school level. Many of our underrepresented families are invited to attend our LCAP advisory meetings to provide input on the LCAP. The ELAC recommendations are provided to the SSC so that the underrepresented families have a voice in each school's goal and budget process.  Finally, the District Language Advisory Committee (DELAC) meets to bring together parents from all schools.  The various meetings provided for our underrepresented families allow them to understand the goals, processes, and procedures from a district perspective.  The district continued to use various communication systems like “School Messenger,” Peachjar, and social media to communicate with families. Translation and interpretation services continue to be essential in building relationships and breaking down language barriers for families needing support communicating with schools and the district office. Translators will continue to be hired to support student and family language needs. Principals and staff intentionally made efforts to engage with underrepresented families by inviting families to advisory committee meetings and other events hosted by school sites. We will continue to evaluate programs to target parent engagement throughout the district.|Arcadia Unified School District (AUSD) offers multiple ways for staff and families to build partnerships for successful student outcomes. At the elementary level, students participate in student-led conferences, allowing them time to share their progress in school with their parents/guardians. In middle and high school, parents have access to PowerSchool. This allows parents to monitor their child’s grades and progress. Notification letters are sent home for state testing and results, in addition to elementary report cards in our student information system. In addition, AUSD leadership continues to meet with our bargaining units regularly to evaluate staff needs, successes, and support needed. Beginning this year, we are proud that all bargaining units participate in interest-based bargaining. AUSD also continues to maintain its work with several organizations within the community, such as the Arcadia Educational Foundation, Arcadia Rotary, Lions Club, and Arcadia Public Library, in supporting families and staff to offer resources to improve student outcomes.    Educational partners continue to have options to watch events through a live stream or attend in-person events that proactively impact student outcomes. Educational partner meetings continued, allowing for opportunities to connect with students during the LCAP Educational Partner Meetings, District English Language Advisory Committee, Special Education Coffee with the Director, and other ongoing meetings. In working with our educational partners, funds have been raised by various groups to offer scholarships and grants for school programs.|Based on the reflection of this year’s activities and partnerships with organizations, AUSD continues to have various scholarship and recognition programs accessible to them. Local leaders attend and recognize students and educators for their hard work and dedication. Measure AS was passed by the community in November, allowing for facilities and maintenance projects to take place in order to maintain and build upon our existing structures.  Students have received scholarships from our local partners as they graduate from Arcadia High School and Rancho Learning Center. We continue to work with our SELPA program to recognize the various accomplishments of students, including completing the adult transition program. We are proud of our multiple partnerships and will continue to evaluate them. We will work towards allowing continued opportunities for our students.    The MTSS leadership team continues its work in defining Tier 1 strategies used with students. Teachers have been very deliberate and intentional in working with students to fit their learning needs best. Local data continued to be monitored and reviewed to assess student progress. Data from formative and summative assessments and committee input are all factors, among other indicators, that influence decision-making regarding student outcomes. Data will continue to be collected and monitored to ensure all students receive the necessary support to enhance student outcomes. Continued analysis and review of data points are integral to how we develop our partnerships for student outcomes.|AUSD will continue to work on making progress on how we provide professional learning to our staff and families to build upon partnerships with our underrepresented families. An Absence Recovery Program is being implemented to assist students with unique needs that keep them from attending school. In addition, we are also focusing on how we can continue to evaluate the various professional development needs of our teachers to support all students, including our underrepresented families.     Students continue accessing social-emotional resources through Care Solace and Hazel Health. Sites have counseling and intervention services available to students. Students are also provided with free bus passes and free lunch. Free child care has also been an option for our underrepresented families through our ELOP program and partnership with Right at School. We will continue to offer different resources and programs to support the needs of underrepresented families.|There are several avenues for families and staff to participate in local decision-making and advisory roles in the Arcadia Unified School District (AUSD). Our current educational partner involvement is an area that we continue to focus on and build upon. It is evident through our advisory committees for English Learners, the Local Control Accountability Plan, Title 1, Special Education, Parent Teacher Associations, and School Site Councils that educational partners have multiple opportunities and areas of focus to participate in. For example, we adjusted how we invite families to our English Language Advisory Committee (ELAC) meetings based on feedback from our DELAC, utilizing phone blast options to invite and inform parents of meetings. This adjustment has increased participation at those meetings. Virtual and in-person meetings continue to allow families to attend meetings for easier access to information. Our board meetings continue to be streamed virtually to allow access for online viewing. In addition, our relationships with our bargaining units have remained healthy, allowing for open communication channels. This fosters a sense of involvement and confidence in the decision-making process.|District communications continued to be released to share important news throughout the 2024-2025 school year. We continued to provide opportunities for educational partners to participate in our meetings and attend multiple events throughout the district. Live streaming was continued as an option for many events that took place at the Arcadia Performing Arts Center and board meetings. We will continue focusing on reflecting and providing opportunities for seeking input as needs arise within the district. Parents are encouraged to attend meetings, and information is sent out through our various social media channels, emails, phone blasts, and phone calls.|We will continue to focus on how we can continue to reach out to our underrepresented families to attend and participate in the various opportunities we have available for staff and parent input committees through our translation services and various communication channels. PearJar, SchoolMessenger, and district translators are an integral part of working with our underrepresented families, as well as the one-on-one communication at our school sites and district office. We reach out to underrepresented groups to invite them to our established district meetings to seek input from our educational partners.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
19642790000000|Azusa Unified|3|AUSD takes great pride in the family partnerships that have been a core foundation of the schools and the District. The positive relationships between staff and families support student outcomes and improve schools and the District as a whole. Through both formal and informal opportunities, parents and families can play a role in their children's education. Parent survey results and parent feedback support the analysis that parents feel welcome and listened to at both the District and school levels. Strengths of AUSD include the opportunity for Spanish-speaking parents to participate in meetings and committees as well as engage individually with school and District staff. All meetings offer translation. A large number of AUSD teachers and staff speak both English and Spanish, and every school site has a bilingual community liaison to support translation and interpretation in family engagement forums. Through the expansion of the Dual Language Immersion program, the District supports Mandarin translation at many school meetings and events. Formal meetings and committees often involve facilitated discussions rather than simple presentations, allowing for maximum two-way communication. Schools and teachers welcome parents and families to formally consult on student progress at District-calendared conferences or informally at any time through email, phone calls, web-based applications, or scheduled appointments. The District also uses Parent Square, an online portal that allows two-way communication between parents and teachers. Parents also have access to the AERIES parent portal, where they can view student grades, attendance, and other pertinent information at the secondary level. To better serve all populations in the AUSD community, the District continues to explore opportunities to increase staff formal training in parent engagement strategies and expand their understanding and appreciation of the diverse cultures, languages, and backgrounds of our students and families, especially those underrepresented in AUSD. As a Community Schools District, there is an intentional focus on creating a sense of belonging and welcoming environments for all educational partners.|AUSD will continue to support staff through professional learning that targets engagement strategies. Additionally, the District will provide opportunities for two-way communication to foster collaboration with families. This could include a focus on increasing participation in committees and meetings where parents are engaged in decision-making processes or where parents are engaged in learning to support student progress. Furthermore, there will be an emphasis on expanding the understanding of different cultures through the implementation of culturally relevant teaching.|To better serve all populations in the AUSD community, the District will continue to explore opportunities to increase staff formal training in parent engagement strategies and expand their understanding and appreciation of the diverse cultures, languages, and backgrounds of our students and families, especially those underrepresented in AUSD. In addition, AUSD will strengthen relationships by expanding partnerships with community-based organizations that serve underrepresented groups, offering more multilingual communication and interpretation services, and increasing outreach through culturally responsive events and activities. The District will also refine feedback mechanisms to ensure underrepresented families have authentic opportunities to share their perspectives and influence school and district decision-making.|AUSD strongly supports parents in learning about District-adopted curriculum, standards, and teaching strategies. As the District implements and adopts frameworks, standards, and curriculum, parents are provided opportunities to preview, provide input, and gain an understanding of the expectations and resources that AUSD provides students. School sites offer families workshops that outline the connections between the curriculum and their family. Principals and District instructional leaders meet with parents to outline curriculum and content with a focus on the role families play in supporting students. Academic content events, such as Math Game Day, enable parents to partner with teachers in supporting students’ learning and create opportunities for everyone to engage in learning together. At events such as Math Game Day, parents not only learn about math games and participate during the school day, but they can replicate the games at home to enhance student achievement. Math Game Day is an example of how AUSD schools partner with parents to improve student outcomes. AUSD offers additional ways for parents to engage with schools and teachers in supporting students. Parents at all schools are provided opportunities to participate in the Azusa Parent Learning Network, which offers Project 2INSPIRE workshops. One strength of these parent workshops is the leadership building that occurs for our AUSD parents. Additionally, Project 2INSPIRE increases family members’ understanding of how families can effectively advocate for their students. A variety of schools also continue to offer Families in Schools modules, a program that focuses on increasing parent engagement. Some modules enhance academic achievement, such as the very popular Reading Roads module. Other modules offer resources and strategies that parents can utilize to support their students' transitions to middle school, high school, and college. Another notable success was the partnership with the Los Angeles County Department of Mental Health to provide monthly workshops in English and Spanish, with Dalton Elementary School also offering sessions in Mandarin. The topics addressed a range of subjects such as immigration-related stress, mental health stigma, anxiety, and understanding neurodevelopmental disorders, among others. By helping families understand the emotional and psychological challenges that can impact learning and attendance, these workshops empower parents to support their children in a more holistic and informed way.|Through the implementation of Community Schools, AUSD will focus on fostering collaborative environments where families are valued as partners in their children's education. The District will strengthen staff strategies to maintain open, two-way communication with families, provide academic resources aligned to student learning goals, and create inclusive, culturally responsive school climates. Efforts will also focus on increasing family participation in school events and decision-making bodies such as site councils and advisory committees. By actively seeking feedback and using it to guide improvement, these partnerships will directly support students' academic and social-emotional outcomes, ensuring that families are engaged as key contributors to student success.|Our District will work to identify barriers for underrepresented families through surveys and ongoing feedback opportunities. Staff will receive continued training on cultural responsiveness and implicit bias to strengthen their ability to build meaningful relationships with diverse families. Language access remains a priority, with translation and interpretation services provided to ensure full participation of non-English-speaking parents. The District will also expand flexible communication methods through various means, such as phone calls, text messages, emails, and social media, to reach a wide range of families.  Through Community Schools work, we will deepen trust by offering inclusive, needs-based events, consistent outreach, and partnerships with community organizations. These efforts will build authentic partnerships that empower families to support student learning and shared success.|AUSD has a long history of collaborative, positive relationships between schools and families. Year after year, parents report high levels (>50%) of engagement with District schools. Because of the successes, AUSD was selected as one of six districts in the state to be part of California’s Community Engagement Initiative Professional Leading and Learning Network. Participation in this network has allowed AUSD to share promising practices with other districts and schools. AUSD infuses community engagement into all areas of the District. Throughout the school year, multiple opportunities exist for families to be part of their child’s education and to support the school and District decision-making. One of the strengths of AUSD is the many opportunities for families to partner with the District in developing and recommending improvements and changes. School Site Council meetings, English Learner Advisory Councils, school parent organizations, the District Parent Advisory Committee Plus (PAC+), District English Learner Advisory Council (DELAC), and the Superintendent’s Roundtable all provide formal avenues for families to partner in decision-making and the continuous cycle of improvement in AUSD. These committees and meetings are held on an ongoing basis and intentionally seek to promote diversity, incorporating the voices of all students, staff, families, and the broader community. Additionally, through participation in the Professional Leading and Learning Network, AUSD will focus on other growth areas, such as adding additional measures of District family engagement. One of the greatest strengths of AUSD is the incorporation of families/parents and the community into all aspects of AUSD, from District departments to each school. Future growth will focus on continued diversity of representation by tracking the student populations that comprise the District and ensuring equitable representation, so that all voices are heard in decision-making.|Through participation in the Professional Leading and Learning Network, AUSD will strengthen efforts to seek input from a broader and more representative range of families, especially those historically underrepresented. The District will expand its measures of family engagement to include both qualitative and quantitative indicators that reflect authentic participation. One of AUSD’s greatest strengths is the integration of families and community members into decision-making at all levels, from district initiatives to site-based planning. To build on this, AUSD will ensure committee membership reflects school and district demographics, allowing all voices to be heard and valued. Meetings will be scheduled at family-friendly times with hybrid and multilingual access to remove participation barriers. Additionally, workshops and leadership development opportunities will empower families to actively participate in and contribute to school improvement efforts. Ongoing feedback mechanisms, such as surveys, listening circles, and advisory input, will inform district planning and budgeting processes, ensuring that decisions are grounded in the lived experiences and needs of our diverse community.|Future growth will focus on increasing the diversity and inclusiveness of family voices in decision-making by monitoring student demographic data and ensuring representative participation across all advisory and decision-making groups. The District will implement targeted outreach and recruitment strategies to engage underrepresented families, including personalized invitations, community liaison support, and collaboration with trusted local organizations. The implementation of Community Schools will further support these efforts by fostering welcoming school environments and offering culturally responsive engagement opportunities. AUSD will also improve input-gathering processes through multilingual feedback tools, surveys, and listening sessions, ensuring families can meaningfully contribute to shaping policies, programs, and resource allocation. These strategies will amplify the voices of families who have traditionally been underrepresented in decision-making, resulting in more equitable and responsive district practices.|4|4|4|5|4|4|4|4|5|5|4|4|Met||2025-06-24|2025
19642870000000|Baldwin Park Unified|3|Baldwin Park Unified School District has demonstrated strong and sustained progress in building trusting and respectful relationships with families by developing the capacity of administrators, teachers, and classified staff. Additionally, the LEA has fully implemented systems for two-way communication that are accessible and understandable to families, ensuring inclusive and effective engagement practices across school sites.|Creating welcoming environments for all families and supporting staff in learning about families' cultures, strengths, and goals are both rated a 4, indicating full implementation but not yet at full sustainability. While consistent practices are in place, there may be variability in implementation across sites or opportunities to deepen connections with underrepresented families.|To improve, the District should focus on supporting welcoming practices across all schools by providing guidance, training, and tools to create culturally inclusive environments. Gathering ongoing feedback from families through surveys or listening sessions will help assess needs and identify areas for growth. Highlighting and replicating successful site-level strategies can also support district-wide consistency and sustainability.|The Baldwin Park Unified School District has achieved full implementation and sustainability in providing professional learning and support to teachers and principals to strengthen school-family partnerships (rated 5). This indicates well-established systems that build staff capacity to engage families effectively. Meanwhile, the District is at full implementation (rated 4) in three areas: equipping families with resources to support learning at home, facilitating structured family-teacher meetings around student progress, and empowering families to understand and advocate for their legal rights.|The consistent rating of 4 across multiple indicators suggests that while strong systems are in place, they are not yet fully embedded or sustained across all schools. The key focus should be on strengthening family-facing supports—ensuring that communication about student learning, home resources, and legal advocacy is ongoing, culturally responsive, and equitably accessible to all families.|To advance from full implementation to sustainability, the District can enhance consistency across school sites by standardizing outreach strategies and offering regular, multilingual communication about academic progress and available supports. Increasing opportunities for families to participate in workshops, advisory councils, and rights-based trainings can further empower them as advocates. Lastly, evaluating the impact of current engagement efforts through surveys or focus groups can help the District refine practices and close any remaining gaps in access or understanding.|Baldwin Park Unified School District has achieved full implementation and sustainability in all areas related to family engagement in leadership and decision-making. This includes building the capacity of both staff and families to participate in advisory groups, creating equitable input opportunities for all families—including underrepresented groups—and fostering collaboration among families, educators, and administrators in the planning and evaluation of family engagement efforts. These ratings reflect a strong, systemwide culture of shared leadership and inclusive decision-making.|Baldwin Park Unified School District has achieved full implementation and sustainability in all areas related to family engagement in leadership and decision-making. This includes building the capacity of both staff and families to participate in advisory groups, creating equitable input opportunities for all families—including underrepresented groups—and fostering collaboration among families, educators, and administrators in the planning and evaluation of family engagement efforts. These ratings reflect a strong, systemwide culture of shared leadership and inclusive decision-making.|To strengthen and sustain progress, the District can regularly assess the effectiveness of advisory groups through participant feedback and monitor participation trends to ensure ongoing representation. Providing leadership development opportunities for families—particularly those from underrepresented backgrounds—can deepen engagement. Additionally, sharing outcomes and decisions that result from family input fosters transparency and builds trust, further reinforcing meaningful partnerships across the system.|5|4|4|5|5|4|4|4|5|5|5|5|Met||2025-06-24|2025
19642871996479|Opportunities for Learning - Baldwin Park|3|Based on the analysis of educational partner input and local data, OFL-BP continues to strengthen its efforts in building meaningful relationships between school staff and families.   Through LCAP Goal 5 - Action 1, the school has sustained regular meetings with students and families to review academic progress, benchmark assessment data (Goal 2 - Action 4 and Goal 3 - Action 4), and support planning around graduation, A-G completion, and college and career readiness. This year, additional emphasis was placed on sharing information about expanding CTE offerings, new dual enrollment opportunities, and personalized graduation pathways, ensuring families are engaged partners in each student’s success.  Communication remains a priority, with ongoing outreach through phone calls, email, text messages, Google Meet and Zoom meetings, in-person appointments, and school newsletters. OFL-BP also expanded its use of social media to share timely updates and recognize student achievements. Family engagement continued through consistent recruitment for the Parent Advisory Committee, Back-to-School Nights, and newly added college and CTE information sessions.  The school also increased opportunities for families to participate in celebratory and community-building events, including student award ceremonies, Senior Socials, field trips, bilingual recognition events, and interactive workshops designed to connect families to academic and social-emotional resources (Goal 4 - Action 2 and Goal 5 - Action 3). These efforts reflect our ongoing commitment to fostering a welcoming and inclusive school community where families are informed, involved, and valued as essential partners in their student’s educational journey.|Based on our School Climate Survey results and ongoing analysis of educational partner feedback, OFL-BP continues to show positive perceptions among families, with no negative responses recorded on this year’s survey.   While this indicates a strong foundation of trust and satisfaction, we have identified low family participation in the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC) as key focus areas for improvement. These advisory groups are essential platforms for collaborative input, and increasing participation is critical to strengthening shared decision-making and ensuring all voices are represented.  To address this, we are prioritizing strategies under Goal 5 – Action 1 and Goal 4 – Action 2 that are designed to expand outreach and remove barriers to engagement. These include:  Offering more flexible meeting times and formats (e.g., virtual and in-person hybrid meetings) Increasing personalized outreach to invite families, particularly those of English Learners and underserved student groups Providing clearer communication about the purpose and impact of PAC and DELAC involvement Expanding multilingual communication to ensure all families can access and understand school communications Showcasing how parent input has influenced school decisions to build relevance and trust|The following strategies are informed by our ongoing self-reflection process and aim to improve engagement with underrepresented families, particularly in the areas of shared decision-making and access to academic and postsecondary readiness supports.   As outlined in LCAP Goal 5 – Action 1 and Goal 4 – Action 2, OFL-BP is committed to removing barriers that may prevent families—especially those of English Learners, socioeconomically disadvantaged students, and students with disabilities—from fully participating in their child’s educational experience.  To address low turnout in our Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC), we will increase targeted outreach to families through personalized invitations, expanded multilingual communications, and clearer messaging around the purpose and impact of these groups. We will also offer hybrid meeting options and flexible scheduling to accommodate working families and those with limited access to transportation.  This year, OFL-BP is also enhancing its academic and college/career pathways through new dual enrollment partnerships and expanded CTE programs such as Interplay Learning and YaizY. We will ensure that underrepresented families receive timely, accessible information about these opportunities through translated materials, direct outreach, and counselor-facilitated info sessions designed to build understanding and increase participation.  Additionally, we will continue to: Provide consistent updates via newsletters, social media, and teacher outreach Offer workshops and virtual sessions to help families support learning at home and understand graduation, A-G, and CTE pathways Invite feedback through surveys, open office hours, and individual academic conferences Collaborate with local organizations to expand access to wraparound services for families in need  These strategies are rooted in our belief that every family—regardless of background—deserves a voice in their student’s educational journey and the confidence to navigate it successfully.|The LEA continues its commitment in Building Partnerships for Student Outcomes. The LEA continues to foster a welcoming and inclusive atmosphere at both physical school sites and online learning platforms, actively engaging families and educational partners through structured events and meaningful interactions. A key example is the annual Back to School Night, which allows families to familiarize themselves with available resources, engage with staff members, and provide valuable feedback regarding school programs and activities (Goal 5 Action 1). During this event, families are proactively encouraged to connect with important school resources, including Postsecondary Counselors (PSC), tutors, and additional support services.  The LEA places a strong emphasis on professional development, leveraging staff feedback and student academic performance data to identify targeted training opportunities that enhance instructional practices and support student success (Goal 1 Action 3). Staff members are empowered to engage in external professional development activities that align with their professional goals and the broader mission of improving student outcomes.  Regular interactions between families, students, and key support personnel, such as PSCs, Special Education Specialists, and English Language Development (ELD) teachers, underscore the LEA's commitment to clear communication and advocacy for student rights and needs. Independent Study teachers further strengthen partnerships through structured Achievement Chats held each semester, providing opportunities for collaborative goal-setting and targeted interventions based on ongoing student progress monitoring (Goal 5 Actions 1 and 2).|The LEA recognizes the importance of parent and guardian input and has identified this as a key area for continued improvement. To enhance partnerships, the LEA will increase engagement opportunities for parents and guardians to actively participate and share their perspectives. Additionally, targeted efforts will be made to encourage more frequent utilization of existing resources, particularly Postsecondary Counselors (PSCs), to better support students and families in college readiness and future planning.|The LEA will continue to enhance engagement with underrepresented families by organizing inclusive events and activities that celebrate and honor the diverse cultures within our school community. By creating environments where all families feel valued, respected, and welcomed, the LEA aims to strengthen partnerships and promote active participation. Additionally, the school will further support student achievement by consistently recognizing students for demonstrating perseverance, resilience, and overcoming challenges, affirming to students and families that their holistic progress and efforts are both valued and acknowledged.|The LEA consistently seeks input from students, staff, and families throughout the year, significantly shaping practices and offerings based on feedback from family surveys, Achievement Chats, and structured engagement events. Family surveys and Achievement Chats conducted each semester provide targeted insights into school climate, student engagement, and academic progress, directly influencing strategic improvements aligned with LCAP goals (Goal 5 Action 2).   Additionally, structured opportunities such as Coffee with the AP, New Year Kick-Off, Fall Family Engagement, Spring Climate Survey events, virtual Back-to-School Nights, Parent Nights, and dedicated advisory committees (PAC and DELAC) ensure ongoing and inclusive dialogue that shape practices and offerings. These events and committees emphasize community involvement, continuously aligning the school’s programs and supports to the evolving needs and expectations of educational partners (Goal 5 Action 1).|The LEA remains dedicated to increasing parent representation and continues to actively recruit for the Parent Advisory Committee (PAC). Efforts have expanded this year with the establishment of the District English Learner Advisory Committee (DELAC), to increase parent representation. However, obtaining consistent and parent feedback remains a challenge, as survey response rates continue to be lower than desired. The LEA is committed to addressing this issue by exploring additional strategies to strengthen communication, engagement, and parent involvement to ensure comprehensive input for decision-making (Goal 5 Action 1).|The LEA remains committed to enhancing engagement among underrepresented families through ongoing and expanded opportunities that encourage diverse avenues for input and participation. Efforts will continue to emphasize a variety of inclusive engagement opportunities such as Awards Night, Virtual Family Nights, Parent Nights, and Coffee with the AP, allowing parents to feel comfortable sharing feedback in different settings.  Student recognition events will be maintained and expanded, inviting families to celebrate student achievements and foster a deeper connection with the school community (Goal 5 Action 1). Additionally, targeted support programs leveraging specialized staff will continue to provide critical resources for our students. Our Family Liaison and Social Worker will conduct workshops and home visits, offering tailored resources particularly to foster youth and students experiencing homelessness.  Furthermore, our ELD Coaches will actively promote and enhance involvement opportunities specifically designed for families of English Language Learner (ELL) students through DELAC, improving their engagement and interaction with school activities and resources (Goal 4 Action 2).  To further mitigate language barriers and maximize parent participation, the LEA will continue utilizing accessible digital resources, ensuring equitable and effective communication with all families.|5|5|5|5|5|4|5|5|5|5|4|4|Met||2025-06-23|2025
19642950000000|Bassett Unified|3|"Building Relationships Between School Staff and Families – Strengths and Progress Based on educational partner input and analysis of local engagement data, our LEA has demonstrated significant strengths and ongoing progress in building strong relationships between school staff and families. We have established a multi-tiered approach to family engagement that is both consistent and inclusive.  Key strengths include our monthly ""Coffee with the Principal"" events, which provide an informal, welcoming space for families to engage in open dialogue with school leadership. These sessions have consistently been well-attended and have led to increased transparency and trust between families and school staff.  We also offer two Parent Academy sessions annually, which are designed to empower parents with the tools and knowledge needed to support their child’s academic and social-emotional development. These sessions cover topics such as literacy strategies, college and career readiness, digital literacy, and mental health resources.  In addition, our Family Leadership Institute provides an extended opportunity for parents to build leadership skills and engage in school decision-making processes. Feedback from participants has shown increased confidence and advocacy among families involved in this program.  Our District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meet regularly and serve as vital platforms for parent voice in policy and program decisions. These meetings are held in multiple languages to ensure equitable access and participation.  Through these efforts, we have seen improved communication between home and school, increased family attendance at events, and greater parent representation in school governance. Continued input from educational partners confirms that our intentional focus on relationship-building is creating a more connected and collaborative school community."|Focus Areas for Improvement – Building Relationships Between School Staff and Families Based on analysis of educational partner input and local engagement data, our LEA has identified several key focus areas for improving relationships between school staff and families. While existing efforts such as parent academies, leadership institutes, and advisory meetings have laid a strong foundation, we recognize the need to increase both family participation and volunteer engagement across all school sites.  One priority area is to expand opportunities for parent volunteers in classrooms, at school events, and within school governance structures. Feedback from families has shown interest in becoming more actively involved, but also highlighted barriers such as scheduling conflicts and lack of clear pathways to participate. As a result, we are working to provide flexible volunteer opportunities and improved onboarding processes to welcome more families into school life.  Another focus is to increase attendance at all family engagement events. While many of our current events are well-received, participation levels vary across schools and demographic groups. To address this, we are actively seeking input on preferred event times, formats, and topics to better meet the needs of our diverse parent community.  Additionally, our LEA is committed to improving communication channels with families. We are exploring alternative methods of outreach—including text messaging, multilingual digital platforms, and community liaisons—to ensure that all families receive timely, accessible, and culturally relevant information about school events and opportunities to engage.  These focus areas reflect our commitment to creating a more inclusive, responsive, and supportive environment where all families feel connected to and valued by their school community.|Improving Engagement of Underrepresented Families – Building Relationships Between School Staff and Families Through the self-reflection process and educational partner feedback, our LEA identified a need to strengthen engagement with underrepresented families, particularly those from low-income households, non-English speaking communities, and families of students with disabilities. While we have built strong relationships with many families, participation data and partner input indicate that some groups still face barriers to engagement.  To address this, our LEA is implementing several targeted strategies:  Culturally and Linguistically Responsive Outreach: We are expanding the use of multilingual communication tools—including translated messages via text, email, phone, and social media—to ensure all families can access important school information. We are also training staff in culturally responsive communication practices to build trust and rapport with families from diverse backgrounds.  Family Liaisons and Community Connectors: We are strengthening the role of bilingual family liaisons at school sites to serve as bridges between schools and historically underrepresented families. These staff members will provide personalized outreach, assist with navigation of school systems, and follow up with families to encourage participation in events and decision-making processes.  Flexible Engagement Opportunities: Recognizing that time and transportation are major barriers for some families, we are offering more flexible options for participation—including virtual meeting access, weekend and evening events, and mobile outreach efforts such as neighborhood-based events or home visits when appropriate.  Voice and Representation: We are expanding efforts to elevate the voices of underrepresented families by creating more intentional opportunities for input, such as targeted listening sessions, parent focus groups, and inclusive representation on site councils and advisory committees (DAC, DELAC, and others).  Capacity Building: Through expanded workshops and resources, we aim to empower underrepresented families with tools to support student learning and advocate effectively for their children. These include sessions on navigating special education, supporting English learners, and understanding academic expectations.  These actions reflect our LEA’s commitment to equity, inclusion, and authentic partnership with all families—especially those whose voices have historically been marginalized. By removing barriers and creating more accessible and welcoming pathways to engagement, we aim to strengthen trust and foster deeper collaboration between school staff and all members of our school community.|"Current Strengths and Progress – Building Partnerships for Student Outcomes Based on the analysis of educational partner input and local data, our LEA has made significant progress in building meaningful partnerships with families and community stakeholders to support student outcomes. One of our core strengths lies in our commitment to providing consistent, accessible opportunities for families to engage in their children’s academic success.  Our Parent Academies offer targeted sessions that equip families with tools and strategies to support learning at home, covering topics such as literacy development, homework help, and understanding assessment data. These sessions are aligned with district instructional priorities and are designed with input from families to ensure relevance and accessibility.  We also host regular ""Coffee with the Principal"" events where academic progress, student supports, and school initiatives are discussed openly with families. These informal gatherings foster two-way communication and create opportunities for parents to ask questions and offer feedback in a welcoming setting.  Through our Family Leadership Institute, we have empowered parents to take active roles in supporting both their own children’s learning and broader school improvement efforts. Participants report increased confidence in engaging with school staff and navigating the educational system.  Additionally, our LEA actively collaborates with community organizations and agencies to provide wraparound supports that positively impact student learning—such as mental health services, tutoring, and college readiness programs. Advisory groups such as the District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) ensure that family voices are included in the development and review of programs and services aimed at improving academic outcomes.  Overall, educational partner feedback affirms that our multi-faceted approach to family and community engagement is contributing to a stronger, more collaborative school environment. As a result, we have seen increases in family participation, improved communication, and greater alignment between home and school in supporting student achievement."|Focus Areas for Improvement – Building Partnerships for Student Outcomes Based on educational partner input and local data, our LEA has identified key focus areas for improvement in building partnerships that support student outcomes. One primary area is enhancing support for families to effectively monitor their child’s academic progress. Feedback indicates that while families want to be more engaged, they often lack the tools or understanding to interpret student data and know when and how to intervene.  To address this, our LEA is working to provide families with clearer, more user-friendly access to academic progress updates through parent portals, progress reports, and data workshops. We are also developing resources and training to help families understand grading practices, assessment results, and how to support learning at home.  Another focus area is increasing opportunities for one-on-one communication between families and school staff, including counselors, teachers, and administrators. We recognize the value of individualized conversations in addressing student needs and building trust. As a result, we are working to streamline systems for scheduling conferences, offering flexible meeting times, and proactively reaching out to families when concerns arise.  By focusing on these areas, we aim to strengthen the home-school connection and ensure that families are equipped and empowered to be active partners in their child’s academic journey.|Improving Engagement of Underrepresented Families – Building Partnerships for Student Outcomes Based on educational partner input and self-reflection data, our LEA has identified a need to improve engagement with underrepresented families, including English learner families, low-income households, families of students with disabilities, and foster/homeless youth.  To address this, we are focusing on:  Personalized Outreach: Expanding the use of family liaisons to connect with underrepresented families and support them in navigating school systems and student progress.  Targeted Workshops: Offering multilingual workshops to help families understand academic data, support learning at home, and participate in parent-teacher conferences and IEP meetings.  Proactive 1:1 Meetings: Scheduling individual check-ins with counselors, teachers, and administrators for families of students needing additional support.  Community-Based Engagement: Hosting events at local community sites to increase comfort and accessibility for families who may not visit school campuses.  Improved Communication Tools: Expanding the use of mobile-friendly, multilingual platforms to ensure all families receive and understand updates about student progress.  Listening Opportunities: Creating focus groups and listening sessions to gather feedback and strengthen the role of underrepresented families in academic planning.  These strategies are designed to remove barriers and build more inclusive partnerships that support all students' success.|Current Strengths and Progress – Seeking Input for Decision-Making Based on educational partner input and local data, our LEA has demonstrated strong and consistent practices in seeking input from families to inform decision-making. One of our key strengths is the regular distribution of parent surveys, which provide valuable feedback on school climate, communication, academic support, and family engagement.  In addition, we actively collect parent input at all engagement events, including Parent Academies, Coffee with the Principal, and advisory committee meetings (DAC, DELAC). This ongoing feedback loop ensures that family voices are heard and considered when shaping district programs, policies, and improvement plans.  As a result, families report feeling more included in school decisions, and we have seen increased participation and more targeted improvements based on their input.|Focus Areas for Improvement – Seeking Input for Decision-Making Based on educational partner input and local data, our LEA has identified a key area for improvement in seeking input for decision-making: increasing overall parent participation in engagement opportunities. While current efforts such as surveys and feedback at events provide valuable insights, families have expressed a desire for broader representation to ensure that the feedback collected reflects the diverse perspectives across our school community.  To address this, we are exploring strategies to expand outreach, remove participation barriers, and engage a wider range of families—particularly those who have been historically underrepresented in district decision-making processes. Strengthening participation will allow us to gather more comprehensive and representative feedback, leading to more informed and equitable decisions.|Improving Engagement of Underrepresented Families – Seeking Input for Decision-Making Based on the self-reflection process and educational partner input, our LEA has identified the need to improve engagement of underrepresented families—including non-English speaking families, low-income households, and families of students with disabilities—in decision-making processes.  To address this, we will implement targeted strategies such as:  Multilingual outreach and translated materials to ensure families can access and understand opportunities to provide input.  Flexible meeting formats, including virtual and in-person options at varied times, to increase accessibility.  Personal outreach by family liaisons and school staff to invite and encourage participation in surveys, focus groups, and advisory committees.  Smaller, informal listening sessions designed to create safe and welcoming spaces for families who may not feel comfortable speaking in larger forums.  These efforts aim to build trust, reduce participation barriers, and ensure that the voices of underrepresented families are heard and reflected in school and district decision-making.|4|4|4|5|4|5|5|5|5|5|5|4|Met||2025-06-24|2025
19643030000000|Bellflower Unified|3|The district LCAP survey is administered annually in March and all educational partners have the opportunity to participate. This year, there were 4,280 responses. Based on the survey data, strengths emerged in the area of building relationships between school staff and families. In comparison to the 23-24 survey providing opportunities for two-communications between the school and parents increased. There was a decline in the percent of parents that felt that the school respects them from 88% to 83%. The remaining areas within this category maintained.|Based on feedback from our educational partners, site administrators will continue to work to improve relationships with families by hosting regular and informal meetings in open ended forums such as coffee with the principal.  A focus for next year is to provide professional development for staff to improve the climate and culture of the campus.|Goal three of the LCAP states that BUSD will provide ongoing communication and opportunities for educational partners to advocate for the success of all students. Engagement is important for all families and this is achieved by providing effective translation, interpretation and parental access and involvement with school sites and the district. We will continue our efforts to increase communication and involvement with the parents of English learners and foster youth through programs such as the Parent Institute for Quality Education, Disciplina Positiva, and the Latino Family Literacy Project. We will also continue to provide parent engagement opportunities through FACTOR which allows for parents to engage virtually. The ability to engage virtually has increased parent participation this year.|Data from the LCAP survey indicates that professional learning for teachers and administrators on how to engage with families has maintained with 75% agreement and 84% of parents agree that they are supported with knowing how to advocate for their student. These are strength areas for BUSD. The remaining areas: providing resources for parents to support students at home and teachers meeting with families to discuss student progress remain at the initial implementation level.|Bellflower Unified School District will work with parents to improve student outcomes by continuing to offer parent workshops on pertinent programs and topics, providing family reports on local assessments so parents understand their students' progress, and communicating student progress. Student progress is communicated via progress reports, Academic Intervention Plans, Individual Learning Plans, and report cards throughout the school year. Site community service workers reach out to our underrepresented families to ensure they understand the resources available at the school and the opportunities for parents to become involved in their child's education. Interpreters are offered and are present at important academic meetings so parents understand the progress of their student. Sites communicate upcoming events and parent education offerings via email, text, phone calls, and social media.|Engagement of underrepresented families is a high priority and is achieved by ensuring parents have information that is communicated in a language that is accessible. On the LCAP survey, 86% of parents strongly agree and agree that the district is providing this service. This is an increase from last year. Although resources for parents regarding the standards students learn by grade level are posted to the BUSD website, next year, a work group is forming to review report cards and build additional resources for parents to know how to support their student progress. Sites provide a variety of workshops and opportunities for parents to engage and a concerted effort has been placed on providing parents with information regarding social emotional learning and understanding the educational systems; however, next year, a focus will be for sites to provide more workshops to support academic improvement.|Parents have many opportunities to engage in the decision-making process in BUSD. At the district level, parents participate in the District English Learner Advisory Committee (DELAC) and the Parent Advisory Committee (PAC). At the meetings, parents review data and provide input on LCAP goals and actions. Each site has parent representation on their School Site Council (SSC) and English Learner Advisory Committee (ELAC). Healthy Kids Survey data shows this as a strength as there was an increase, in comparison to last year, in parents’ agreement that schools actively seek input from parents, take parent concerns seriously, and that staff are helpful to parents.|Every year, school staff are trained on the composition of committees such as SSC and ELAC and the legal requirements for parent representation. This practice will continue as well as providing parents with timely information on their role within these committees and how they can participate. Parent workshops will continue to be offered and site principals will host informal meetings such as coffee with the principal to hear parents’ views on a variety of topics.|The district and school sites work hard to ensure all families are represented in the decision-making process. The district coordinator will provide support to sites next year providing strategies and support with reaching out to families, especially families of English learner students, to participate in site committees to provide input and suggestions as part of the site decision making process. Community service workers will also reach out to underrepresented families to ensure they are availing of all resources the school has to offer and may conduct home visits if needed.|4|4|3|5|4|3|3|4|3|3|3|3|Met||2025-06-18|2025
19643110000000|Beverly Hills Unified|3|For the 2024–2025 school year, BHUSD remains committed to strengthening relationships between staff and families by fostering a welcoming, inclusive, and positive environment across all schools. The district continues to offer a wide range of opportunities for family engagement, involvement, and input, ensuring parents and guardians remain active partners in their child’s educational journey.  Throughout the year—and even during the summer—our schools support robust parent participation through site-based committees, community events, and open lines of communication. All parents/guardians are invited and encouraged to attend school meetings and activities, including but not limited to: Back to School Night, Open House, parent-teacher-student conferences, music and arts performances, PTA-sponsored events, Principal Advisory Committees, and Parent Education Nights.  To support transparency and connectedness, both district and site leadership maintain regular, timely communication that keeps families well-informed and actively engaged. This ongoing collaboration is essential to maintaining a strong, unified school community.  Our work in this area is reflected in the implementation of BHUSD’s Strategic Plan, which continues to serve as a guiding document for equity, access, and academic excellence. For more details, please visit our Strategic Plan webpage: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503|BHUSD remains dedicated to continuously strengthening the relationships between school staff and families. In collaboration with our educational partners, we’ve gathered meaningful feedback that is actively shaping our practices. Families have expressed appreciation for the option to attend parent education nights via Zoom and the ability to access recordings afterward, acknowledging that in-person attendance isn’t always feasible. Additionally, we recognize the importance of ensuring all communications reach every family, which includes providing information in families’ home languages to promote inclusivity and access. To further enhance connection and transparency, BHUSD will also continue to leverage social media to celebrate student and staff achievements and to deliver timely updates across the school community.|BHUSD collaborated closely with both our English Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC) to better understand and address the needs of our underrepresented families. Through these partnerships, we identified a continued need for enhanced translation services, support in navigating the American school system, and academic tutoring in students’ home languages. In response, we have secured additional resources by partnering with AirTutors to help close these gaps. These targeted supports are outlined as key actions in both our LCAP and Strategic Plan, reinforcing our commitment to equity and access for all learners.|In collaboration with our diverse educational partners, BHUSD has received strong feedback highlighting the many ways the District is actively building partnerships to support student success. Partners pointed to several key structures that foster collaboration, including the Principal’s Advisory Committees, Instructional Leadership Teams, ELAC/DELAC, PTA/PTSA meetings, ASB, and our partnership with SELPA. These forums provide regular opportunities to engage in meaningful dialogue around student outcomes and school improvement. Educational partners also noted that communication has significantly improved, with parents now feeling more empowered to reach out directly to teachers and administrators to collaborate in support of their child’s education. Principals regularly share information through newsletters, social media, parent education nights, and PTA meetings, ensuring families are informed and involved. Additionally, BHUSD staff have conducted individual goal-setting meetings with families, aimed at strengthening learning support at home. The district has also launched community outreach initiatives that span from technology access and training to social-emotional wellness supports for students and families. As we look ahead, BHUSD remains committed to continuously refining and expanding communication practices to meet the evolving needs of our families and ensure every parent feels connected, informed, and supported.|An area of continued focus and improvement for the District is expanding access to information and resources that support student learning and development at home and beyond the school day. While BHUSD has hosted events such as Math Family Night and academic pathway town halls, attendance at these events can vary. To increase accessibility, the District makes every effort to record and stream parent education sessions, posting them to the district website so families can view them at their convenience. Looking ahead, the District is working to communicate more effectively the full range of academic resources available to families, including practice materials for summative assessments such as the SAT and CAASPP, as well as grade-level standards review tools aligned with each course. By ensuring families are well-informed and equipped with the right resources, we aim to strengthen at-home support and improve student outcomes across all grade levels.|To improve engagement of underrepresented families, the District will continue to communicate through multiple measures. This includes updating the websites, sending district communications, sending site letters, sharing information with the PTA, ELAC, DELAC, SEC, and other committees. BHUSD has updated their strategic plan with provided input from both educational partners and local data. The strategic plan can be found here: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503|BHUSD remains committed to strengthening policies and procedures that promote inclusive engagement with all community and family members. In recent years, the District has taken deliberate steps to formalize and expand participation across key stakeholder groups. This includes establishing a consistent structure for Principal’s Advisory Committees, launching a Family and Community-Based Discipline Committee, and actively recruiting members for organizations such as PTA/PTSA, ELAC, and DELAC. Additional examples of meaningful engagement include the Budget Advisory Committee, Facilities Advisory Committee, Citizens’ Oversight Committee (COC), and the Nutrition and Wellness Committee—all of which offer families and community members opportunities to contribute to district planning and decision-making. To further enhance accessibility and participation, BHUSD has leveraged technology tools to offer hybrid and virtual meeting options for everything from Board of Education meetings to Parent Education programs, ensuring that more voices can be heard and more families can stay informed and involved, regardless of scheduling or location barriers.|BHUSD wants to continue efforts on utilizing some of the parents/ family members that consistently attend events or committees to help recruit more members. Our Board of Education and administration attend as many events as possible to be accessible to our community and families. Another focus for improvement will be building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. This will be accomplished through a leadership conference over the summer along with ongoing principal and leadership team meetings throughout the year.|The district will continue to improve the engagement of underrepresented families by identifying who is providing input. If underrepresented families are not included, the district will work to seek their feedback to ensure their voice is heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19643290000000|Bonita Unified|3|Using the West Ed survey data and stakeholder input, Bonita USD has identified several strengths in building relationships between school staff and families. According to the West Ed Parent Survey, 84% of parents strongly agreed or agreed that they feel welcome to participate in their child's school activities, indicating a supportive environment for parental engagement. Additionally, 76% of parents strongly agreed or agreed that the school communicates the importance of respecting different cultural beliefs and practices across all grade levels.  All school sites use ParentSquare features to communicate important information with parents, such as attendance notifications, school activities, and teacher updates. The district has added features to the available communication tools, including sign-ups for teacher conferences, polls, and secure documents, such as test results. Communicating important information between parents and staff is critical to Bonita Unified's success.  Sites will continue to provide opportunities for parents to engage in student progress and success by offering site-based events. Elementary schools have found that Reading and STEM nights are vital to sharing the importance of foundational learning. The arts are also a focus in Bonita USD, providing families with opportunities to engage with the district and schools. The Bonita Center for Arts is a premier venue for families to see their students excel in choirs, band, and drama events on a professional stage. These performing arts programs will continue to be promoted to engage students and families.|"Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.* Bonita Unified will continue to provide opportunities for families to engage with our school sites. Families are encouraged to participate in activities and have a variety of ways to volunteer with our school programs.  In the data from the West Ed Parent survey, two areas of focus for improvement stood out:  82% of parents answered ""very well"" or “just ok” in providing information to parents about their expected roles. This rating continues to show room for growth; each school site should reflect on its families' needs in addressing this topic. Finding specific resources to help parents support their students for the appropriate grade span and providing resources that specifically address underrepresented families.  89% of parents answered ""very well"" or “just ok” to sites letting parents know how their child is doing between report cards. This response can be improved by sites improving how parents access resources like grade books to understand student progress. Sites will continue to identify additional ways to support families accessing resources such as Canvas, Google Classroom, and grade books."|Bonita USD will continue to prioritize the involvement of underrepresented families. The addition of the Expanded Learning Opportunities Program (ELOP) to our unduplicated students (English Language Learnings, Free & Reduced Program students, and Foster students) allowed Bonita USD to add additional space in the after-school program to support families that qualified for no-cost to these families. This opportunity creates a safe space for families with students from Transitional Kindergarten to grade 6. The program provides homework help and a safe place to be with peers in an after-school setting.|Bonita Unified School District offers its families a variety of opportunities to support their students. The District and school sites host parent education through workshops to provide resources to parents to better support their students. Topics provided include reading intervention, assistive technology, helping students with anxiety, support for addressing student behavior concerns, and many more parenting topics.  Elementary schools host family reading nights and STEM nights to connect families with the content that students engage in. Additionally, middle schools provide a transition to middle school events for new parents of incoming 6th graders. High schools offer a transition to high school meeting for parents and college preparedness evenings.  A CTE (Career Tech Ed) Counselor position develops partnerships with local industries and connects students and their parents to career pathways. Several Community Resource Fairs are held with tradespeople, university departments, local businesses, and volunteer organizations in attendance.  Teachers provide multiple ways to engage with the content that each student is learning through the Aeries grade book, the Canvas Learning Management System, and Google Classroom.|"85% of parents (for elementary/middle) rated the District ""very well"" or “just ok” in providing information to help children with homework. Sites will explore solutions to identify resources that parents can be directed to support homework for their students.   72% of High School parents rated schools ""very well"" or “just ok” in providing information on college/vocational planning. 2023-24 was our first year with a District CTE Counselor in place. The creation of this role is to support school sites in informing students and parents about career pathways available in our community. CCGI (California College Guidance Initiative) was implemented at both comprehensive high schools this year. This system allows students to review their progress towards earning credit to meet state and UC requirements for college entry. High School counselors are training students to use the tools to improve their understanding of the requirements to qualify for college opportunities."|As the district identifies ways to build partnerships for student outcomes, it will address underrepresented families with intention. Schools and the district continue to look for ways to serve students in the unduplicated subgroups. Removing barriers that come with being part of the free and reduced lunch programs comes with additional burdens for these students to succeed academically. Expanding opportunities, including free busing and free and reduced school-age care, are priorities in supporting our families.  Each school site prioritizes the students at their sites, focuses on the individual needs of families, and creates opportunities to partner with families on their needs. The ability for each site to design solutions for underrepresented students on each campus will provide Bonita USD with the opportunity to improve outcomes for all students.|In analyzing our district survey, two positives emerge regarding input in decision-making: the first positive deals with feelings of respect. Eighty-nine percent of respondents stated that they are respected by school staff. Additionally, 81% state that the schools take concerns seriously. These results indicate that educational partners feel they have a voice in the workings of the school and that this voice is respected and valued. Both variables are critical in developing a positive culture in which parents feel agency in giving input.  Our district survey data demonstrates that the majority of parents do feel that their input is valued in the decision-making process. 63% of parents across all grade levels strongly agreed or agreed that the school actively seeks parent input before making important decisions. However, we are concerned that the same proportion of families from unduplicated populations do not engage in existing processes. We strive to actively build relationships that can provide safe communication with all educational partners while still protecting individual anonymity.|Working groups have determined that families of unduplicated students are most engaged at the teacher level, so we are striving to communicate with families through teachers while also working in a manner that does not overburden teachers. In the coming year, we will provide multiple modalities for families that can originate from safe relationships but inform the wider decision-making process.|We are prioritizing underrepresented families, as we know that our general population does feel their input is sought and valued. We know that families of unduplicated students also want to be involved, but they are faced with competing responsibilities. They might also feel less engaged in the school environment based on their own experiences with school settings. Anecdotal data has demonstrated that families of unduplicated students are most engaged at the teacher level, so we are striving to communicate with families through teachers in a manner that does not overburden teachers. In the coming year, we will provide multiple modalities for families that can originate from safe relationships but inform the wider decision-making process.|4|4|4|3|4|4|5|5|4|4|3|3|Met||2025-07-25|2025
19643370000000|Burbank Unified|3|The District Parent Involvement Policy is distributed annually to all staff, parents, and guardians as part of the Annual Notice to Parents at the start of each school year. It complies with both Federal and State regulations.  Title I and non-Title I schools review the policy annually during School Site Council meetings. Additionally, Title I schools hold an annual parent meeting where the policy, State Standards, and grade-level curricula are reviewed to enhance parents’ understanding of academic expectations. Non-Title I schools also review standards and curricula, while high schools share this information through teachers and parent meetings.  Parents receive updates on student progress via failure notices, progress reports, and report cards. Elementary schools hold parent-teacher conferences at the end of the first and second trimesters. Middle and high schools have designated conference days, but parents are encouraged to contact teachers anytime. The Aeries Parent Portal provides real-time access to attendance, grades, test scores, and more. Teachers are available for conferences beyond scheduled times.  For State assessments like CAASPP, parents receive annual reports comparing their child’s performance to State proficiency standards.  Parent involvement in the Local Control and Accountability Plan (LCAP) process is encouraged through scheduled meetings, offering opportunities to ask questions and receive information about district resources and student success strategies.  The district provides materials and training to support learning at home in both Title I and non-Title I schools. Parents of incoming Transitional Kindergarten and Kindergarten students receive resources to support early learning. Information on State Frameworks, Standards, curriculum, instruction, grading, and testing is shared with all parents. The district ensures that economic status does not limit parental involvement.  Principals, support staff, and teachers from TK through high school offer individual and group training on using the Parent Portal. Elementary and middle schools host family math nights to familiarize parents with the math curriculum and online tools for English language arts and math.|Feedback from BUSD parents through our annual school satisfaction survey indicates that parents want to continue to be able to access school information in a variety of ways. The majority of families still prefer getting information via email from school staff and Principals. BUSD is focused on providing timely updates and information to parents and families when emergencies occur on campus. Information about our processes and communication plans has been shared with families so they are more familiar with our patterns of communication and what to expect in emergencies. Lastly, discussions, training, and professional development regarding Diversity, Equity, and Inclusion have brought increased attention to how we interact and respond to parents and families with diverse backgrounds or unique needs.|Multiple modes of communication between families and District staff address families’ diverse needs and interests. Information is provided through phone contact, text messaging, emails, Facebook, Instagram, website postings, and newsletters. Notices are also mailed home in a timely fashion.  Communication is translated into the required languages, primarily Armenian and Spanish, per the Education Code in a format that communicates well to parents. Families receive text messages if they opt in, and/or phone calls providing them with critical school information. In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, Individualized Education Plan, English Learner status, graduation requirements, discipline records, transportation schedule, lunch application, health records, and contact information.|BUSD gathers input from parents, especially those whose children are eligible for Socio-economic Disadvantaged, English Learners, Foster Youth, and Students Experiencing Homelessness services, in multiple ways including surveys, school site meetings, English Learner Advisory Committee (ELAC) meetings, District English Learner Advisory Committee (DELAC) meetings, Title I Advisory meetings, School Site Council (SSC), and other parent meetings. Staff and Principals are always available to work with families and guardians.  District and school-level parent involvement policies are annually evaluated and reviewed for revision to ensure that the policy is up-to-date and is being carried out. The Board of Education approves changes to Board Policy and Administrative Regulations annually as needed. School and district policies are distributed through the annual notification. The District and school sites regularly send communications to families and staff about safety updates, operational updates, curricular updates, and special events. The District and schools also maintain websites with information on demand.|Based on national and local trends, a primary focus of improvement for BUSD has been creating a more inclusive and diverse school community and culture. For the past three years, BUSD has been building partnerships around Diversity, Equity, and Inclusion (DEI). Parents, staff, and administration have participated in discussions, in-services, and implementation of new practices and supports for students. The work in DEI will continue with an advisory group of teachers. The work includes consultants, site leaders, and administrators. This is an area of improvement to ensure practices become part of our school culture and foundational beliefs with an impact on classroom and student outcomes. Parents will be encouraged to participate in governance at the school and District levels. Parents will be encouraged to participate in the SSCs, ELACs, DELACs, the PTAs, and Fundraising Committees at schools. The District will utilize a robust parent volunteer program to continue to provide parents opportunities to be involved in their child(ren)’s school by providing a variety of volunteer activities.|BUSD will leverage the existing committees and structures to improve engagement for these families. BUSD has committed resources to ensuring that translation is available and provided for district communications. Advisory panels and new committees have been prescriptive in requiring students and parent members. The LCAP advisory group includes English-learner parents and students as part of the core members attending meetings.  Schools also have English learner point persons and Special Education point persons who make it a priority to reach out and involve underrepresented families.|All school sites and the District hold the required number of meetings for the English Learner Advisory Committee (ELAC), District English Learner Advisory Council (DELAC), and School Site Council (SSC). Agendas are posted. Minutes are taken. Recent Federal Program Monitoring (FPM) reviews had not found any issues with governance and decision-making procedures.  The District's LCAP is updated annually and goes through a rigorous process to share information and gather input from educational partners. This includes seeking input from teachers, Principals, District Office administrators, classified personnel, the Burbank Teachers Association, the California State Employees Association, parents, and students. The District's website advertises the dates of the meetings and the presentations that contain the content of the meetings, including metrics, action items, and the budgeted expenditures. Electronic invitations are sent to the entire Burbank school community or school communities, including administrators and staff, parents/guardians, and high school students. The general public had access to information from the BUSD website and BUSD eNEWS, which is sent to the general public. All materials presented at the LCAP committee meetings were translated into Spanish and Armenian, including presentations, the budget, and all handouts. Additionally, every General Parent/Community Committee meeting was live-streamed on Zoom. The videos for each meeting were then posted on the district website, along with all the materials (presentations, budget, and handouts).|Annual surveys are distributed to all parents, students, and families. BUSD staff review the survey results for decision-making.  Data is also collected and shared with our educational partners. Parents/ guardians and students who participate in advisory groups serve as a focus group for gathering and soliciting qualitative data about programs and initiatives. Areas of focus are social-emotional learning and emergency communications.|Parents and District staff partner with one another to build capacity. Schools offer training to parents to understand District and school academic initiatives and to provide parents with opportunities to learn how to support learning in the home, the California School Dashboard, and graduation requirements. The engagement of underrepresented families is addressed in multiple ways.  These ways include specific outreach to families by designated personnel in areas where underrepresented families are concentrated, through surveys at the district, school, and program levels, governance committees, and through site parent meetings.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-18|2025
19643450000000|Castaic Union|3|We had 3 Education Partner Meetings this year that staff, parents and community members could participate in at the district level.  Each month at the board meetings we highlight a different school and honor staff, student and volunteers from that site.  We have had three well attended district ELAC meetings for parents of English Learners that provided resources for parents and engaging activities for students. We hosted 8 parent workshop nights this year on a variety of topics.  Each school has individual events to include staff and families, including Back to School Night, Open House, conferences, PTA sponsored family events, STEM or literacy nights, School Site Councils, Parent Organizations, etc. Parent Square has been a great resource to keep families informed on what is going on at their school site and at the district.  Parent Square will translate information into families preferred language.  We have a district Family Liaison who is available to translate, assist families with enrollment, bus applications, communication with staff, support for struggling learners, etc. Each fall, parents and students meet with their teacher to discuss progress towards state standards and set goals for the school year. Teachers send home progress reports and report cards three times per year. Districtwide assessment results are sent home 3 times per year. Parents are surveyed and invited to participate in site and district meetings to share input.|In February of 2025 we gave students, staff and families the opportunity to participate in a survey from Youth Truth.  Based on the survey results, 86% of our parents feel as though teachers, students and families have built caring relationships with each other.  While we have provided multiple opportunities for parents to become involved, only  44% of our families feel like they are a part of the decision making process at their school.  61% of our staff feel as though they are a part of the decision making process.|We plan to continue to reach out personally to our underrepresented families and offer opportunities to build partnerships and improve student outcomes.  We plan to host events in our most remote communities to give better access to our underrepresented families.  In addition, we are continuing to provide after school tutoring in the communities that serve these students. We are also providing a variety of after school learning opportunities free of charge to all students, but giving priority registration to our underrepresented families.  A continued focus will be educating parents on ways they can help support their child at home and reinforce what is being learned in school both academically and social-emotionally. Whenever possible, we want to provide support for in home learning, such as books, manipulatives and access to technology when appropriate.  We are planning to conduct a survey at the end of the year on what types of parent education parents are interested in and provide them at the school level, instead of the district level, as they workshops were poorly attended this year.|We have three progress reporting periods, three report card periods and fall parent/teacher conferences to provide opportunities for school staff to provide input on student progress on learning.  Students take a diagnostic test for reading and math three times per year and family reports are sent home to show progress.  District Administrators meet with school site administrators twice a month to discuss ways to support staff, students and families.|Parent education is a continued area of focus for next year.|During the  school year, we have planned multiple parent education nights to help parents understand how they can support their children's learning at home, including supporting them on district technology platforms.  Despite the vast offerings for Parent Education Nights, they were poorly attended this year.  We plan to survey our parents at the end of the year to see how we can improve attendance and participation.|We provide multiple opportunities throughout the year for parents to give input and help with decision making. Parents can participate at the site level in school surveys, School Site Council, PTA, PAC, ELAC and opportunities to ask questions and give input directly to the site administrator. As the district level, parents can participate in district surveys, DELAC Meetings, LCAP Stakeholder Meetings, Parent Advisory Committee Meetings and district board meetings.  Our LCAP stakeholder meeting were very well attended this year by all stakeholder groups.|We need to find multiple ways for parents to feel included in the decision making process, beyond what we are currently offering.|We plan to host a School Site Council district training for our school Site Council members this fall, as it has been several years since we have done a training and there are new member at each site.  We plan to make it a point to have parents of underrepresented families a part of each School Site Council. We are going to be strategic in the locations of our meetings to increase participation from our underrepresented families.|5|5|4|5|5|4|5|4|4|4|5|4|Met||2025-06-26|2025
19643520000000|Centinela Valley Union High|3|According to the 2024–25 California School Parent Survey (CSPS), 93% of parent respondents agree or strongly agree that CVUHSD staff treat parents with respect—an increase from 89% in 2023–24. Additionally, 90% of parent respondents agree or strongly agree that our schools encourage parents to be active partners in educating their children, consistent with the 90% reported the previous year. This continued positive trend reflects a districtwide commitment to family engagement, accomplished most notably through the sustained implementation of fully staffed Parent Centers that foster strong school-home connections.     The launch of our Community Schools initiative—along with the addition of Community School Coordinators—has significantly enhanced our efforts to connect with families. These roles have created more meaningful opportunities for families to participate in school-based events that support two-way communication: helping parents better understand academic expectations and student progress, while allowing educators to gain deeper insight into each family’s unique strengths, cultures, languages, and aspirations for their children.  Our Parent Centers have supported this work by hosting events such as Coffee with Staff (including the Principal, Counselors, and Safety Officers), Back-to-School Nights, Grade-Level Parent Meetings, and informational sessions for AVID and Academy programs. Community Schools have further strengthened engagement through Resource Fairs, distributions of produce and essential items, collaborative community projects, and parent training workshops.|The District is committed to strengthening its approach to tracking and analyzing family engagement and education opportunities. In 2023–24, a shift in oversight for family engagement led to a temporary lapse in consistent tracking procedures. As a result, the reporting of engagement activities declined, even though actual family involvement likely increased—especially with the expansion of Community Schools. In 2024–25, oversight of both the District’s Family Engagement Program and the Community Schools Program was placed under the same District Coordinator. This alignment not only improved the coordination of outreach efforts across sites, but also enhanced the accuracy and consistency of data reporting districtwide. Moving forward, the District will continue to enhance its data collection systems to allow for clearer year-to-year comparisons and more meaningful insight into patterns of sustained parent participation. A key component of this work will be clearly defining what qualifies as “engagement” and “education” to ensure consistent reporting across all school sites and programs. This clarity will support our ability to measure progress and identify gaps in participation, particularly among families who have been historically underrepresented in district-wide engagement efforts. Increasing authentic opportunities for family involvement remains a top priority. The District will continue to create more ways for parents and guardians to be present on campus—whether through celebrations of student achievement, classroom activities, or events where students take an active role in inviting their families. Improving outreach and visibility of the CV Family Academy will also be a major focus, with an emphasis on equipping families with the tools and knowledge to support their students and navigate school systems more effectively. Equity will remain central to our family engagement strategy. The District will continue to expand site-level engagement opportunities, including African American Parent Advisory Council (AAPAC) meetings, English Learner Advisory Committee (ELAC) meetings, and School Site Council (SSC) meetings. Special attention will be paid to ensuring that family engagement opportunities reflect the diverse cultural backgrounds of our student population. Ultimately, our goal is to ensure that all families—regardless of background—feel welcomed, empowered, and meaningfully connected to their students’ educational experiences.|One strategy the District will continue to use to improve engagement of underrepresented families is to leverage implementation of the Community Schools model (through our Community Schools Implementation Grant) to increase family connectedness to our schools and their resources. The Community Schools Site Coordinators will continue to collaborate with the Parent Liaisons at each school site to manage and lead the development of a full service community school, including assessment of the school community’s needs and assets, coordination of all student and family support services, and development of resources and partnerships. We will also continue to convene and grow the districtwide African American Parent Advisory Council (AAPAC), the ultimate goal of which is to give African American families a voice as we continue to work together on equitable outcomes for African-American students. As another means of increasing participation of underrepresented families, the District will include DELAC parents in developing DELAC and ELAC agendas to ensure high interest topics, and revise our District parent survey to increase input and to improve feedback. Additionally, our Parent Liaisons and site administrators will continue to engage families in parent education and engagement efforts, such as participation in the California Association of Bilingual Education (CABE) Conference.|The District’s strength in this area lies in the provision of multiple opportunities through community partnerships for families to engage in meaningful opportunities to gather information and resources to support student learning. Through the Parent Centers, the District offered the following family engagement options: Parent Teacher Organizations (PTO/PTSO); Coffee with Staff (Principal, Academies, EL support, Counselors, etc.); PowerSchool workshops; referrals to outside community services; basic computer skills support, and; financial aid workshops. All parents are invited to attend the District Parent Advisory Council (DPAC) and LCAP & Budget Community Forums.  Another strength for the District in this area is in relation to providing families with information and resources to support student learning and development in the home. Through the California School Parent Survey we learned that parents want increased opportunities to gain knowledge about how to better help their children continue the learning process at home. This year, according to the California School Parent Survey (CSPS), 76% of parents agree or strongly agree that teachers communicate with parents about what students are expected to learn in class (an increase from the 73% reported in the prior year). The District’s engagement with parent education organizations Grupo Crecer and Factor - both deemed highly effective and valuable by parent participants - continues to support the District’s progress in providing families with information and resources to support student learning and development in the home.   Finally, the District has continued to leverage its relationships with our partner districts to increase awareness about CVUHSD among elementary and middle school families. This year, the District hosted multiple campus tours at all sites where prospective students and their families explored our CTE pathway programs, athletics, and club offerings. Families were also invited to our Maker Faire where all attendees could engage in hands-on activities and experiences related to our pathway programs and school community offerings.|In order to increase our focus on building partnerships with families in direct service of student outcomes, the District has revised two actions within our Local Control & Accountability Plan (LCAP) that are directly tied to family and community engagement. Both Action 2003: Family Engagement and Action 2005: Community Schools Transformation now include language that explicitly identifies the coordinated efforts in which these two actions will engage in services of improving and increasing partnerships for student outcomes.The District will focus on providing more parent education workshops that include critical information for supporting their students’ preparations for college and/or career. This is in direct response to the need to increase the percentage of parent respondents who indicate that their child’s school is providing information on how to help their child plan for college or vocational school (52% of parent respondents indicated their child’s school is doing this very well, an increase from 49% in the prior year). Additionally, the District will continue to partner with parent education organizations (Grupo Crecer and Factor) to provide parents with multiple opportunities to attend a series of workshops that will support them with a wide range of parenting resources and skills.|To align with the goals outlined in LCAP Action 2003: Family Engagement, the CV Family Academy is focused on providing meaningful, culturally responsive engagement opportunities and parent education workshops that support both academic success and student well-being. As part of this work, the District continues to prioritize outreach to underrepresented families through the ongoing implementation of the districtwide African American Parent Advisory Council (AAPAC), along with site-based AAPAC meetings that have been in place for two years and are highly valued by families. Additionally, the District will use its Community Schools Focus Groups to gather deeper input from underrepresented families on how to improve support and engagement strategies. Based on the feedback received through these focus groups, the District will continue to source and develop partnerships that offer workshops and resources not only for students, but for parents as well—further strengthening family-school connections and supporting shared student success.|Although the number of parents responding to the California School Parent Survey remains lower than the District would like, our effort to ensure as close to 100% of families as possible engage in the Community Schools Survey (which serves as our annual needs assessment for our Community Schools initiative) has been very successful due to embedding the survey questions in our InfoSnap enrollment system. This has ensured that as new families enroll and returning families confirm their continued enrollment and make updates to their information, they respond to this survey which is critical to District decision-making.  In relation to seeking input from parents/guardians in school and district decision making, the following are key findings from the 2024-25 California School Parent Survey CSPS): 80% of parent respondents agree or strongly agree that CVUHSD schools actively seek the input of parents before making important decisions (an increase from 76% the prior year); 88% of parent respondents agree or strongly agree that they feel welcome to participate at our schools (a slight increase from 87% the prior year), and; 90% of parent respondents agree or strongly agree that they are encouraged to be an active partner with CVUHSD schools in educating their children (holding steady from the prior year).|According to the 2024–25 California School Parent Survey (CSPS), 88% of parents agree or strongly agree that they feel welcome to participate at our schools—an increase from 87% in 2023–24. However, only 40% of parents reported actually participating in opportunities at their child's school, a slight decline from 41% the previous year. Though the District has continued to focus on institutionalizing our Parent Teacher Organizations (PTO/PTSO) and including those groups in the District Parent Advisory Committee (DPAC), we recognize the need to further close the gap between parents feeling welcome and actively engaging. To support this, the District will expand outreach efforts at the middle school level, where parent involvement tends to decline. These efforts will include inviting families to visit high school campuses throughout the year for guided tours and participating in high school information nights held at middle schools. By fostering early connections with families before students transition to high school, the District aims to strengthen parent engagement and build continuity across grade levels.|Based on the self-reflection process and analysis of local data, the District has identified the need to deepen engagement with underrepresented families—particularly African American, English Learner, and Foster Youth families—in the area of Seeking Input for Decision-Making. To address this, the District will continue to strengthen both districtwide and site-based African American Parent Advisory Councils (AAPAC) by positioning them as key platforms for providing input on strategic initiatives, including LCAP priorities and school climate goals. To reduce barriers to participation, all meetings will continue to offer a virtual option via Google Meet, which has proven especially important in increasing access for working families and those facing transportation challenges. Parent Liaisons at each site will play a more proactive role in conducting personalized outreach to underrepresented families to encourage their participation in input-gathering opportunities, such as School Site Council (SSC), English Learner Advisory Committee (ELAC), and LCAP listening sessions. These staff members will collaborate with school leaders to ensure that meetings are welcoming, culturally responsive, and clearly structured to communicate how family feedback influences decision-making. In addition, as part of our Community Schools strategy, schools will gather family input through a range of venues, including school events, parent-teacher conferences, and the Community Schools module of the California Healthy Kids Survey. The District will analyze this feedback to identify common concerns and priorities among underrepresented groups and use these findings to inform LCAP development, school-level planning, and site-based initiatives. Overall, the District’s goal is to ensure that families from all backgrounds—not just those traditionally engaged—have equitable opportunities to participate in shaping decisions that affect their students’ educational experiences.|5|5|5|4|4|5|4|4|5|5|4|4|Met||2025-06-26|2025
19643520128488|Family First Charter|3|Our school provides a full in-depth student support services that focuses on the whole student.  We provide MTSS tiered interventions in key areas like attendance, behavior, and academic supports.  We offer academic counseling, college/career preparation support and health services workshops.  We continue our strategic partnerships with multiple agencies that support school to job placement like the America's Job Center of California.  Our stakeholder data demonstrates that over 90% feel that our staff is committed to providing a safe and welcoming environment for all students and families.|Where our school can improve is to have additional engagement opportunities for families with school staff.  We want to increase our survey implementation to provide ample opportunities for our families to have a clear voice.  We have created leadership council groups of students to receive that critical input.  We have also implemented the coffee with the Principal model and we look forward to engaging students and families in their native languages. We want to have all practices implemented equally at all sites thus ensuring student equity.|As a school we are constantly in a state of improvement.  We will continually utilize data collection to identify the needs of underrepresented groups and families.  Resources and strategic partnerships will enable us to better serve the needs of the targeted groups.  We will increase our utilization of coffee with the Principal meetings and increase the frequency of our staff availability throughout the day and evenings to meet with underrepresented groups. We will also provide more frequent information about the school and community events in primary languages like Spanish, Arabic, Farsi, Urdu in our future survey collection cycles.|Our school is continually committed to a self-reflective process whereby we analyze data through surveys and student focus groups.  Our current survey data reveals that over 90% of the students feel connected to the school and that the staff is invested in creating positive student outcomes.  We have strengthened our partnerships with students by providing more ways in which they directly participate and inform us on our strengths and areas where we can improve.  Our community partnerships continue to grow as we seek to provide resources based on academic, job placement, career advancement, wellness, and financial literacy.|To better serve the needs of our students we would like to continue to increase the opportunities for our staff to engage them. The increased Coffee with the Principal and Student Leadership focus groups will continue. In the 24-25 school year we partnered with local community colleges and trade school organizations to provide further educational, vocational and employment opportunities for our students.  Our goal is to have these college fairs on a bi-annual timetable.  We also would want to increase to increase workshops by creating partnerships with the local community.  As our school is constantly engaged in an improvement of services cycle our student services team plays an integral part to build lasting partnerships based on data we've acquired from student needs.|In relation to building partnerships to improve the engagement of underrepresented student groups the school is committed to providing whole student support through our student services team.  We also would like to engage underrepresented groups at all the campuses by creating unique focus groups to meet the needs of our students and improve our two way communication efforts with support in their primary language.|Our strengths to report in our decision-making and partner input is the continued use of surveys and our student leadership or focus groups.  We were able to increase the frequency to bi-annual surveys thus capturing more student voices.  We also hosted informal meetings with students at each campus in the form of coffee with the Principal.  We provided primary language translation of the surveys in Spanish and provided different means for students to access the surveys whether online or paper-based.  We also surveyed our support staff and Teachers for their input on decision-making.  We will continue to provide opportunities for voices and input in our professional learning community and our professional development offerings.|Continue the use of our data collection efforts and continue to refine our practices.  The school will increase survey collection to quarterly or bi-semester for additional stakeholder participation throughout the school year.  Also increase our Student Leadership meetings to monthly via Coffee with the Principal.|o continue to improve the participation and engagement of underrepresented families our school needs to deploy multiple pathways to receive their valuable input.  We plan to have specific focus groups targeting underrepresented families.  While some of our surveys are conducted anonymously we also need to collect specific demographic information to make key educational decisions to provide the best service and support for underrepresented groups and families.|4|4|4|3|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
19643520128496|New Opportunities Charter|3|Our school provides a full in-depth student support services that focuses on the whole student.  We provide MTSS tiered interventions in key areas like attendance, behavior, and academic supports.  We offer academic counseling, college/career preparation support and health services workshops.  We continue our strategic partnerships with multiple agencies that support school to job placement like the America's Job Center of California.  Our stakeholder data demonstrates that over 90% feel that our staff is committed to providing a safe and welcoming environment for all students and families.|Where our school can improve is to have additional engagement opportunities for families with school staff.  We want to increase our survey implementation to provide ample opportunities for our families to have a clear voice.  We have created leadership council groups of students to receive that critical input.  We have also implemented the coffee with the Principal model and we look forward to engaging students and families in their native languages. We want to have all practices implemented equally at all sites thus ensuring student equity.|As a school we are constantly in a state of improvement.  We will continually utilize data collection to identify the needs of underrepresented groups and families.  Resources and strategic partnerships will enable us to better serve the needs of the targeted groups.  We will increase our utilization of coffee with the Principal meetings and increase the frequency of our staff availability throughout the day and evenings to meet with underrepresented groups. We will also provide more frequent information about the school and community events in primary languages like Spanish, Arabic, Farsi, Urdu in our future survey collection cycles.|Our school is continually committed to a self-reflective process whereby we analyze data through surveys and student focus groups.  Our current survey data reveals that over 90% of the students feel connected to the school and that the staff is invested in creating positive student outcomes.  We have strengthened our partnerships with students by providing more ways in which they directly participate and inform us on our strengths and areas where we can improve.  Our community partnerships continue to grow as we seek to provide resources based on academic, job placement, career advancement, wellness, and financial literacy.|To better serve the needs of our students we would like to continue to increase the opportunities for our staff to engage them. The increased Coffee with the Principal and Student Leadership focus groups will continue. In the 24-25 school year we partnered with local community colleges and trade school organizations to provide further educational, vocational and employment opportunities for our students.  Our goal is to have these college fairs on a bi-annual timetable.  We also would want to increase to increase workshops by creating partnerships with the local community.  As our school is constantly engaged in an improvement of services cycle our student services team plays an integral part to build lasting partnerships based on data we've acquired from student needs.|In relation to building partnerships to improve the engagement of underrepresented student groups the school is committed to providing whole student support through our student services team.  We also would like to engage underrepresented groups at all the campuses by creating unique focus groups to meet the needs of our students and improve our two way communication efforts with support in their primary language.|Our strengths to report in our decision-making and partner input is the continued use of surveys and our student leadership or focus groups.  We were able to increase the frequency to bi-annual surveys thus capturing more student voices.  We also hosted informal meetings with students at each campus in the form of coffee with the Principal.  We provided primary language translation of the surveys in Spanish and provided different means for students to access the surveys whether online or paper-based.  We also surveyed our support staff and Teachers for their input on decision-making.  We will continue to provide opportunities for voices and input in our professional learning community and our professional development offerings.|Continue the use of our data collection efforts and continue to refine our practices.  The school will increase survey collection to quarterly or bi-semester for additional stakeholder participation throughout the school year.  Also increase our Student Leadership meetings to monthly via Coffee with the Principal.|To continue to improve the participation and engagement of underrepresented families our school needs to deploy multiple pathways to receive their valuable input.  We plan to have specific focus groups targeting underrepresented families.  While some of our surveys are conducted anonymously we also need to collect specific demographic information to make key educational decisions to provide the best service and support for underrepresented groups and families.|4|4|4|3|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
19643780000000|Charter Oak Unified|3|Based on the analysis of educational partner input and local data, the LEA has made strong and measurable progress in Building Relationships Between School Staff and Families, with all key practices rated at the Full Implementation level. A central strength lies in the LEA’s commitment to cultivating a welcoming, inclusive, and relationship-centered culture across all school sites.  One significant area of progress is the development of staff capacity to build trusting and respectful relationships with families. Professional learning opportunities for teachers, administrators, and classified staff have emphasized the importance of empathy, cultural responsiveness, and family engagement as essential components of student success. Trainings, site-based coaching, and community-building activities have supported staff in deepening their understanding of family needs, values, and strengths.  The LEA has also focused intentionally on creating welcoming environments for all families. School sites have implemented a variety of strategies to ensure that families feel invited and valued, such as bilingual front office staff, welcoming signage in multiple languages, parent resource centers, and hospitality practices during school events. Feedback from families has highlighted improvements in the overall tone and accessibility of school campuses.  Another area of strength is the LEA’s support for staff to better understand the cultural and linguistic backgrounds of students and families. Through parent surveys, listening sessions, and family-teacher meetings, staff have been encouraged to actively learn about families’ goals, strengths, and lived experiences. This knowledge is used to inform instructional practices and build stronger home-school connections.  In addition, the LEA has made considerable strides in improving two-way communication between families and educators. Communication tools such as multilingual messaging apps, parent portals, and newsletters in home languages are used consistently across schools. Staff are also trained to engage in proactive, regular outreach to families—not just when issues arise—ensuring that communication is timely, relational, and supportive.  Overall, these efforts have fostered a more inclusive and collaborative school culture, where families are seen as essential partners in their children’s education. The LEA remains committed to strengthening these relationships as a foundation for student engagement, achievement, and well-being.|Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in Building Relationships Between School Staff and Families. While strong progress has been made in developing welcoming environments and enhancing communication, there is still work to do to ensure consistency, depth, and equity in relationship-building efforts across all schools and communities.  One primary area for growth is deepening staff understanding of the diverse cultural and linguistic identities within the LEA’s school communities. While efforts to celebrate diversity and learn about families’ backgrounds are in place, educational partner feedback indicates a need for more meaningful, ongoing opportunities for staff to engage with families’ lived experiences. The LEA plans to strengthen this through expanded cultural proficiency training and intentional opportunities for dialogue and storytelling between staff and families.  Another focus area is expanding the quality and variety of two-way communication methods. Although multilingual platforms and regular updates are being used, some families have expressed a desire for more personalized, relationship-based communication—especially from teachers and school leaders. The LEA will work to ensure all staff engage in proactive outreach and follow up with families in culturally respectful, timely, and interactive ways.  Additionally, while welcoming environments have improved, the LEA recognizes the need to further empower families to participate as co-creators of school culture. This includes involving families in campus planning, improvement efforts, and decision-making related to family engagement activities. Increasing the visibility of family voices in school climate initiatives will help build stronger mutual trust and ownership.  Lastly, ensuring that classified staff—such as front office personnel, custodians, and campus aides—are fully included in professional learning related to family engagement is an area for improvement. These staff members often have daily, informal contact with families and play a key role in shaping their school experience. The LEA will focus on equipping all staff with the tools to foster inclusive, respectful, and welcoming interactions.  Through these targeted improvements, the LEA aims to strengthen authentic, trusting relationships between families and schools, ensuring that all families feel seen, heard, and valued as essential partners in student success.|Charter Oak Unified School District (COUSD) seeks to continue to build partnerships between school and home to improve student outcomes.  One of the District's Pillar of Success is strengthening relationships through collaboration and communication.  COUSD builds capacity of administrators to build trusting relationships with families through principals' meetings and leadership meetings.  Principals work with their staff in both formal and informal settings on how best to continue building strong relationships with families.  Teachers have developed positive relationships with the families they work with.  An evidence of our strength and progress in this area is the communication that occurs between the district/school and home.  The Superintendent's office, Educational Services, and each school site, sends home timely communication on areas of interest and importance to families.  During the pandemic, the district sent home periodic communication to families.  School sites do a remarkable job in communicating with families using a variety of means, including Blackboard messages, Dojo messages, and/or daily bulletins.  A focus area of improvement is to offer increased opportunities to connect with our English Learner families.  The District aims to continue improving the engagement of these underrepresented families through family literacy nights, parent workshops, and sessions offered with translation services. Based on the analysis of educational partner input and local data, the LEA has identified the need to improve engagement of underrepresented families—particularly those who are multilingual, from low-income households, or who have students with disabilities—in relation to Building Relationships Between School Staff and Families. While inclusive practices are in place, the LEA recognizes that additional targeted strategies are necessary to ensure these families experience equitable access, meaningful connections, and active partnership.  To address this, the LEA will expand culturally and linguistically responsive practices to ensure every family feels welcomed and included. This includes increasing the presence of bilingual staff and interpreters at school events, translating all communications into families’ home languages, and offering events at flexible times and locations to accommodate varied work schedules and transportation needs.  The LEA will also prioritize relationship-building efforts that go beyond traditional formats. Staff will receive professional development on culturally responsive communication, implicit bias, and trauma-informed engagement practices to foster deeper, more authentic connections with families who may feel historically marginalized or disengaged. Classified staff, who often serve as first points of contact, will be included in this training to ensure all interactions reflect a welcoming and respectful school climate.  In addition, the LEA will strengthen partnerships with community organizations and cultu|Based on the analysis of educational partner input and local data, the LEA has demonstrated strong and consistent progress in Building Partnerships for Student Outcomes, with all related practices currently at the Full Implementation stage. One of the LEA’s key strengths is its commitment to building the capacity of teachers, principals, and school staff to effectively engage with families in support of student achievement. Through targeted professional development, site-level coaching, and dedicated collaboration time, educators are supported in developing culturally responsive communication skills and strategies for inclusive family engagement.  Another area of strength is the LEA’s provision of accessible, multilingual information and resources that empower families to support learning and development at home. Families have expressed appreciation for the variety of tools provided, including grade-level academic expectations, digital learning resources, literacy and math nights, and workshops focused on social-emotional learning and wellness. These efforts help bridge school-home connections and foster a shared sense of responsibility for student success.  The LEA has also made significant progress in creating structured opportunities for teachers and families to collaborate around student progress. Parent-teacher conferences, student-led conferences, individualized academic plans, and ongoing communication through digital platforms have created consistent opportunities for families to understand their child’s progress and co-develop support strategies. These interactions reinforce families’ roles as key partners in the learning process.  Finally, the LEA is committed to supporting families in understanding and exercising their legal rights. Through partnerships with community organizations, family engagement teams, and bilingual parent liaisons, the LEA provides workshops and resources on topics such as special education rights, English learner services, and Title I programs. These initiatives are designed to ensure all families—particularly those from historically underrepresented groups—are informed, empowered, and equipped to advocate for their own students and for equity across the school system.  As a result of these collective efforts, the LEA continues to build strong, trust-based partnerships with families, aligned with its vision of shared responsibility and student-centered collaboration.|Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in Building Partnerships for Student Outcomes. While significant progress has been made in providing professional learning for staff and resources for families, there is a clear need to strengthen consistency and deepen impact across all school sites.  One key area of focus is expanding differentiated and ongoing professional development for educators to build more culturally responsive practices when partnering with diverse families. Feedback from educational partners suggests that while training has been provided, additional support is needed to ensure that family engagement strategies are personalized, equity-focused, and embedded into daily instructional practices.  Another area for improvement is increasing the accessibility and relevance of information provided to families to support learning at home. Families have expressed a desire for more hands-on workshops, real-time academic updates, and practical strategies tailored to their child’s individual needs. To address this, the LEA plans to enhance the use of digital platforms, provide more targeted support based on grade level and language needs, and co-design family learning events with parent input.  The LEA also seeks to improve the quality and frequency of family-teacher communication around student progress. While structured meetings such as conferences are in place, partners noted the need for more frequent, two-way communication that focuses on actionable steps for academic and social-emotional growth. Strengthening systems for real-time updates and creating more informal touchpoints throughout the year will be a priority.  Lastly, the LEA recognizes the importance of expanding family understanding of legal rights and advocacy beyond one-time workshops. Building sustainable, site-based systems for peer-to-peer support, leadership development, and ongoing rights education—especially for multilingual families and families of students with disabilities—will help ensure more equitable access to information and support.  By focusing on these areas, the LEA is committed to deepening its partnerships with families to foster stronger collaboration, improve student outcomes, and ensure that every family feels informed, valued, and equipped to support their child’s success.|Based on the analysis of educational partner input and local data, the LEA is taking intentional steps to improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes. Recognizing that some families—particularly those who are multilingual, low-income, or have students with disabilities—continue to face barriers to full participation, the LEA is committed to removing those barriers through targeted, equity-focused strategies.  To begin, the LEA will enhance culturally and linguistically responsive outreach efforts by expanding the use of bilingual parent liaisons and community partnerships to connect with families in more personalized and accessible ways. This includes offering outreach in families’ home languages, providing interpretation at all school events, and conducting family meetings in community-based or virtual settings that feel more comfortable and inclusive.  The LEA will also co-design family engagement activities with input from underrepresented families to ensure content, format, and timing meet their needs. These may include hands-on learning nights, peer-led information sessions, and workshops that focus on both academic strategies and navigating school systems. Childcare, transportation assistance, and flexible scheduling will be provided to reduce participation barriers.  To strengthen communication between families and educators, the LEA is working to build more consistent and two-way systems for dialogue. Schools will use digital tools to share real-time updates and gather feedback, while also encouraging informal, relationship-based communication throughout the year to build trust and ongoing collaboration.  In addition, the LEA will expand capacity-building opportunities for families to understand their rights and how to advocate for their children and the broader school community. This includes developing a parent leadership series, offering recurring workshops on key topics (e.g., special education, English learner services), and creating spaces for families to support one another through peer networks.  By implementing these strategies, the LEA aims to ensure that underrepresented families are not only included but truly empowered as partners in their children's education, leading to stronger outcomes and a more equitable, supportive school community for all.|The LEA has demonstrated strong commitment and measurable progress in Seeking Input for Decision-Making by prioritizing inclusive engagement practices and building the capacity of both staff and families to participate meaningfully in the decision-making process. One of the LEA’s key strengths is its sustained effort to support principals, site leaders, and staff in effectively engaging families through advisory groups such as School Site Councils, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), and the Local Control and Accountability Plan (LCAP) Committee. These efforts have reached a stage of Full Implementation and Sustainability and reflect a system-wide culture of shared leadership and collaboration.  Another notable strength is the growing support provided to families to help them engage in advisory roles. Through targeted training, interpretation services, and accessible communication, the LEA has achieved Full Implementation in building families’ capacity for participation. There has been a deliberate focus on fostering leadership among historically underrepresented groups, including multilingual families and families of students with disabilities, to ensure a broader and more inclusive range of voices in decision-making.  In addition, the LEA has made significant progress in providing families with multiple and accessible opportunities to give input on policies and programs. These include annual LCAP input meetings, family surveys, focus groups, and open forums—many offered in multiple languages and formats (virtual, hybrid, and in-person) to reduce barriers to participation. While this area is currently rated at Full Implementation, the LEA continues to refine its outreach strategies to increase representation and responsiveness, particularly among underserved communities.  Finally, a major area of strength is the LEA’s collaborative planning and evaluation processes. Families, educators, and district leaders work together throughout the year to co-design and assess family engagement initiatives. These practices reflect Full Implementation and Sustainability and are embedded into the LEA’s continuous improvement cycles. Input from these collaborative efforts has directly influenced decisions regarding academic programs, school climate supports, and budget priorities—ensuring that family voice is not only heard but meaningfully integrated into district planning and action.  Looking ahead, the LEA will continue to strengthen this work by expanding leadership development opportunities for families, using disaggregated participation data to guide outreach, and deepening collaboration between families and school leadership to ensure equitable input and impact.|COUSD provides opportunities for families, teachers, principals, staff, and District administrators to collaborate, plan, and execute family engagement opportunities.  Each school site works closely with parent leaders in assessing the needs of students, and how best parents might be involved in this effort.  Each school has the support of an engaged Parent-Teacher-Association (PTA) leadership.  As well, a District PTA meets regularly to support the needs of our students and schools.  Parents are encouraged to join committees such as ELAC, DELAC, and School Site Council. Most of these committees are decision-making and/or advisory groups.  The District aims to improve on capturing the input of a wider breadth of families, especially our underrepresented families.  This will be accomplished through the use of stakeholder engagement surveys and focus groups. Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in Seeking Input for Decision-Making. While there is strong evidence of full implementation in many areas, opportunities remain to deepen family engagement, especially among underrepresented and historically marginalized groups.  A primary area of focus is expanding the capacity-building efforts for families who are less familiar with school systems or who face barriers to engagement due to language, accessibility, or trust. While progress has been made through translation services, outreach, and flexible meeting formats, the LEA recognizes the need for more targeted, culturally responsive strategies to ensure these families feel empowered to participate meaningfully in advisory roles and decision-making processes.  Additionally, the LEA is working to improve the consistency and depth of family involvement in district and school-level planning beyond one-time input opportunities. Educational partners expressed a desire for more transparent communication about how their feedback influences decisions. In response, the LEA is exploring ways to strengthen feedback loops, such as sharing summaries of input and resulting actions through newsletters, family forums, and digital platforms.  Another area for growth is increasing opportunities for two-way dialogue between families and district leadership, particularly around program evaluation and policy development. Enhancing structures for authentic collaboration—such as co-design teams or parent-led initiatives—will help shift family engagement from consultation to partnership.  Finally, the LEA aims to use data more strategically to monitor the reach and effectiveness of family engagement efforts. By disaggregating participation data and collecting ongoing feedback from families, the LEA will be better positioned to adjust strategies, close engagement gaps, and ensure that all voices are equitably represented in decision-making.|Based on the analysis of educational partner input and local data, the LEA is committed to improving engagement of underrepresented families through intentional, equity-driven strategies that address identified barriers and promote inclusive participation in decision-making processes.  To begin, the LEA will strengthen outreach efforts by partnering with community liaisons, cultural brokers, and site-based family engagement teams to build trust and relationships with families who have historically been less engaged, including multilingual families, families of students with disabilities, and those experiencing economic hardship. These efforts will include home visits, personalized invitations, and small group listening sessions conducted in families’ home languages and in settings that feel safe and welcoming.  The LEA will also expand and tailor capacity-building opportunities to ensure families understand their rights, roles, and the impact of their input. This includes offering workshops on how to participate in advisory committees, interpret educational data, and navigate school systems. Sessions will be held in multiple languages, with interpretation and childcare support provided to remove logistical barriers.  To improve two-way communication, the LEA will implement consistent feedback loops—clearly communicating how family input is used to shape programs, policies, and resource allocation. Updates will be shared through multiple channels (e.g., school websites, texts, social media, and newsletters), and input will be regularly gathered through multilingual surveys and focus groups.  Finally, the LEA will utilize participation data to identify gaps and monitor progress. This data will guide targeted engagement strategies, help assess the effectiveness of outreach efforts, and ensure that improvement plans are responsive to the unique needs of underrepresented groups. These actions will foster a more inclusive culture where all families feel valued, heard, and empowered to influence decisions that affect their children’s education.|4|4|4|4|4|4|4|4|5|4|4|5|Met||2025-06-18|2025
19643940000000|Claremont Unified|3|Claremont Unified’s educational partners continue to feel that our schools, as well as the District Office, are welcoming, which is crucial in building relationships between school staff and families. The district office and school sites offer trainings, committee opportunities, and provide resources on building trusting and respectful relationships with families. CUSD offers a wide variety of workshops throughout to engage families. These workshops include the Parent Institute for Quality Education (PIQE), Social Emotional Learning, Attendance Awareness, College Awareness, Community Resource Meetings, and Family Literacy. CUSD also provides opportunities for parents to attend Parent Leadership Conferences. Claremont Unified continues to partner with the Claremont Educational Foundation and Tri-City Mental Health to support parent engagement. The school district also utilizes many tools to provide home language communication with its educational partners such as Apptegy, Peachjar, Remind, and Canvas. There are numerous ways for families to receive information such as email, text, phone, or flyers. The district also offers opportunities for the public to express needs and concerns as well as offer suggestions for any changes or adaptations that need to be made.|There are some areas CUSD has identified as areas of improvement for building relationships between school staff and families. While the district offers many options for educational partners to receive information, families can be overwhelmed with information and sometimes have difficulty separating the site information from district and community information. CUSD is working on improving the processes for ensuring families receive and engage with the opportunities and information that would be beneficial for them. CUSD continues to focus on two-way communication as an area for improvement. Educational partners also felt that communication can often be one-sided and many times there are insufficient opportunities to respond. Partners would like more communication from teachers, school sites, and the district proactively contacting them regarding academic and behavior concerns and soliciting their involvement in a two-way process.|Based on the analysis of the feedback received from educational partners, CUSD is working closely with school sites to improve engagement of our underrepresented families with respect to building relationships between school staff and families in the following ways. CUSD will provide more specific communication with families through site communications (Principal’s Weekly Newsletter, Apptegy, Peachjar, Remind, and Canvas, etc.). The secondary sites will continue to explore ways to increase opportunities for parent engagement. CUSD’s Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services have planned additional workshops and will be reaching out personally to underrepresented families regarding these opportunities. Additionally, the Educational Services Department will continue to offer workshops to certificated and classified staff on cultural diversity and culturally responsive teaching, along with other topics based on input from the District Equity Advisory Council (EAC). Feedback from educational partners continues to lead CUSD to address the needs of families of foster youth, LGBTQ+ students and families, and Black students and families. Additionally, meetings will be held at times that do not conflict with work schedules, and translation services and childcare will be provided.|As before, educational partners feel that both the district and school sites work hard at building partnerships for student outcomes. This is demonstrated through the use of additional communication tools as well as the numerous workshops and trainings offered at both the district office and school sites. Families have opportunities to partner on committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and EAC. CUSD also has strong partnerships with the Claremont After-School Program (CLASP) and the Claremont Educational Foundation (CEF) as well as other community partnerships to support student outcomes. Educational partners feel that CUSD is very accommodating to families, and that a huge strength in building partnerships for student outcomes is the Senior Liaison of Youth and Family Services and the Liaison for Youth and Family Services who together, work tirelessly to reach out and engage families.|An area of focus for improvement in building partnerships for student outcomes continues to be working to engage underrepresented families. CUSD appreciates feedback and realizes that if a family is disengaged, the district does not receive their feedback. The site administrators focus on reaching out to all families in multiple languages via various communication tools and site activities. The Senior Liaison of Youth and Family Services and Youth and Family Services Liaison will continue to personally reach out to underrepresented families to increase their comfort level with the district and in turn, site personnel. These two people serve as liaisons for students identified as foster youth and/or homeless youth attending school in the Claremont Unified School District and act as liaisons between the school district, parents, schools and the community.|Based on the input from educational partners, several recommendations emerged to improve engagement or our underrepresented families with respect to building partnerships for student outcomes. These include providing families with connections to mental health resources that they can access for their family, expanding opportunities for career and technical education, and reaching out to leaders of underrepresented communities to plan activities with them. The Equity Advisory Council is an forum with the structure to address the suggestions of educational partners about improving engagement with underrepresented families.|Educational partners feel that both CUSD and school sites work hard at building partnerships with families with respect to seeking input for decision-making. Although most committees are advisory in nature, the feeling among educational partners is that most of these committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and EAC, are decision making committees and play an important role in the decision-making process. In addition, the District Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services started a Foster Youth Advisory Committee, and the Equity Advisory Council expanded to include an LGBTQ+ Advisory Group this year to better meet the needs of these students and families. However, as stated previously, only partners providing feedback and making decisions are those that are engaged.|Based on input from educational partners, an area of focus for improvement in seeking input for decision-making will be to engage more underrepresented families, including foster parent leaders and LGBTQ+ families on campuses. The District Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services have worked hard to provide more parent workshops and activities to involve more schools in some of the activities that are happening at other sites. In 2024-2025, CUSD offered workshops both in-person and virtually which helped to increase engagement and provided options for ways to engage. This will be continued in 2025-2026 and include such topics as UC/CSU A-G requirements, college and career readiness, social emotional and mental health, anti-drug/vaping, school attendance, parenting, Parent Institute for Quality Education (PIQE), IB Middle Years Information, suicide prevention, and STEAM Family Engagement Nights.|The ways CUSD will work to improve the engagement of underrepresented families with respect to seeking input for decision-making are much the same as with the previous two areas. The site administrators focus on reaching out to all families via various communication tools and site activities and offering the opportunity to attend virtually. The Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services continue to personally reach out to underrepresented families to increase their comfort level with the district and in turn, site personnel. CUSD will continue to find ways to improve language access, provide flexible meeting times and locations, and investigate the feasibility of providing a dedicated email address for feedback. These methods of outreach are good protocols for increasing parent engagement in general.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
19644360000000|Covina-Valley Unified|3|Covina-Valley Unified School District continues to demonstrate progress in building meaningful relationships between school staff and families. The district is deeply committed to creating welcoming school environments and ensuring two-way communication that is clear, accessible, and inclusive for all families. This commitment is reflected in the implementation of effective and sustainable family engagement practices across schools.  Educational partners have shared numerous examples of the district’s success in fostering trust and collaboration. Families are offered multiple opportunities to engage with schools through advisory committees, Parent-Teacher Associations (PTAs), booster clubs, family nights, special events, co-curricular activities, and parent-teacher conferences. Parents and guardians are actively encouraged to volunteer and participate in their children's education, reinforcing the district’s inclusive culture.  The district prioritizes consistent and respectful communication. Informal interactions with site leaders and principal visibility in daily school life contribute to a welcoming atmosphere. According to a recent local survey, 96% of parents and community members agree that they feel welcomed and treated with respect when visiting schools. Additionally, districtwide communication strategies, such as monthly Superintendent update videos, hybrid Town Hall meetings, a community newsletter, and reports to the community, help ensure families remain informed, connected, and involved in district initiatives. On the same survey, 96% of respondents agreed that the district keeps them well-informed about important issues and events.  C-VUSD’s collaboration with advisory groups is robust, using in-person and virtual meetings, surveys, emails, and phone calls to gather diverse input. Tools like ParentSquare support communication in families' primary languages, underscoring the district’s commitment to language accessibility. Families can also easily access information through the district website, mobile app, and social media platforms.  These collective efforts highlight C-VUSD’s strengths in fostering trust, improving communication, and building strong, inclusive relationships with families.|Based on input from educational partners and an analysis of local data, Covina-Valley Unified has identified targeted outreach to underrepresented student and family populations as a key focus area for improving relationships between school staff and families. While overall family engagement remains strong, there is a continued need to ensure all voices, particularly those of historically underserved communities, are meaningfully included in school decision-making.  The district is working to expand opportunities for parent education, increase access to school-based and home-based support services, and foster a more inclusive environment where every family feels empowered to engage. By addressing these needs, C-VUSD aims to strengthen trust, improve communication, and promote equitable involvement across all schools. These efforts are critical to ensuring that every family, regardless of background, has the opportunity to actively support their child’s learning and success.|Based on the analysis of educational partner input and local data, Covina-Valley Unified School District has identified specific strategies to improve the engagement of underrepresented families in building stronger relationships between school staff and families. The district will expand parent education offerings, including culturally responsive workshops and informational sessions tailored to the needs and experiences of underrepresented families. These sessions will provide practical tools to support students both academically and personally, helping families feel more confident and connected to their child’s learning.  In addition, the district will continue to create inclusive and welcoming school environments by actively encouraging family voice and representation in school decision-making. This includes intentional outreach efforts, increased translation and interpretation support, and building trust through ongoing, two-way communication. By addressing barriers and fostering authentic partnerships, Covina-Valley aims to ensure that all families, particularly those historically underrepresented, feel empowered to engage and contribute to their students' success.|Based on input from educational partners and local data, Covina-Valley Unified School District has made notable progress in fostering partnerships that directly support student success. The district remains committed to strengthening relationships between families, educators, and the broader community to improve academic and developmental outcomes for all students.  Recent survey results show that 83% of parents agree that the district provides them with helpful resources and ideas to support their students at home, demonstrating Covina-Valley’s success in equipping families with tools to reinforce learning beyond the classroom. These efforts are enhanced through ongoing access to supplemental learning platforms, family workshops, and consistent communication strategies.  C-VUSD also prioritizes communication between home and school. Ninety-six percent of parents reported that Covina-Valley Unified and its schools keep families and the community informed about important issues and events, reflecting the district’s inclusive climate and investment in building trust through consistent engagement. Families regularly meet with teachers to review student progress, attendance, and postsecondary plans, creating personalized opportunities to align home and school efforts.  The district further ensures that parents and students have structured platforms for involvement and voice through active participation in School Site Councils (SSC), English Learner Advisory Committees (ELAC), District Advisory Committees (DAC), District English Learner Advisory Committees (DELAC), and the Local Control and Accountability Plan (LCAP) Advisory Committee. These forums offer opportunities for educational partners to influence decision-making processes that impact student programs and outcomes.  To deepen family engagement, C-VUSD expanded its formal parent education initiatives, offering site-based parent academies designed to help families understand the educational system, support academic success, and advocate effectively for their children.  Covina-Valley’s comprehensive and intentional approach to partnership-building reflects a district-wide culture of collaboration, transparency, and support. These efforts have contributed to a more engaged school community and improved outcomes for students across all grade levels.|Based on input from Covina-Valley’s educational partners and local data, the district has identified targeted outreach to underrepresented student and family groups as a key area for improvement in building stronger school–family relationships. Efforts will focus on elevating the voices of underrepresented families, expanding parent education opportunities, and providing ongoing support both at school and at home. By fostering a more inclusive and welcoming environment, C-VUSD aims to empower all families to engage meaningfully in their children’s education, strengthening connections between school staff and families, and promoting equitable outcomes for all students|Based on educational partner input and local data, Covina-Valley has identified specific strategies to improve engagement of underrepresented families and strengthen relationships with school staff. The district will expand access to parent workshops and informational sessions tailored to the needs of these families, with topics informed by family survey results. These sessions will equip families with tools to support their children’s academic and personal growth. In addition, C-VUSD will continue to foster an inclusive culture where all families feel welcomed, valued, and empowered to participate in school decision-making. By intentionally addressing barriers and elevating the voices of underrepresented families, the district aims to build more equitable partnerships that support student success.|Covina-Valley Unified demonstrates a strong commitment to inclusive and transparent decision-making by actively engaging educational partners, including families, staff, students, and community members, across multiple platforms. Every school maintains a compliant School Site Council (SSC) and English Learner Advisory Committee (ELAC), providing structured opportunities for families to participate in shaping site-level priorities. These voices are further represented at the district level through the District English Learner Advisory Committee (DELAC), which brings together representatives from each school to advise on programs and services for English Learners. Through these groups, educational partner input is meaningfully reflected in both site and district planning and decision-making processes.  To broaden engagement and ensure accessibility, the district provides interpretation and translation services at all meetings and events, and ensures that surveys and input tools are available in multiple languages. Covina-Valley also hosts regular LCAP Advisory Meetings, which include a diverse group of educational partners, including students, families, educators, administrators, and community members. These meetings are widely promoted and structured to collect meaningful input on district goals, initiatives, and budget decisions.  In addition, educational partner surveys are administered multiple times throughout the year to gather ongoing feedback. This input helps the district monitor progress, identify areas for growth, and align decisions with the evolving needs and priorities of its school communities.|Covina-Valley Unified recognizes the need to strengthen its efforts in seeking input for decision-making by focusing on more inclusive engagement practices. One key area for improvement is expanding outreach to underrepresented families to increase their participation in advisory committees and district-level planning. This involves identifying and addressing barriers, such as language and cultural differences, as well as scheduling conflicts, that may hinder involvement.  The district is committed to implementing strategies that ensure input from all educational partners is genuinely reflective of the community’s diversity. By broadening representation and engagement, C-VUSD aims to make decision-making more equitable and aligned with the needs and priorities of all families it serves.|Covina-Valley Unified is committed to strengthening the engagement of underrepresented families in decision-making processes, as identified through input from educational partners and local data. To address this, the district will implement targeted outreach strategies and remove barriers that limit participation. This includes offering meetings at various times and locations, providing childcare when feasible, and using multiple communication channels, such as email, text, phone calls, and social media, to connect with families in their preferred languages and formats.  To expand access, C-VUSD will also improve its use of technology to support virtual attendance and gather input through online platforms. Additionally, the district will provide training, translated materials, and culturally responsive resources to help families better understand and navigate the decision-making process. These efforts are designed to ensure that all educational partners, especially those historically underrepresented, have meaningful opportunities to engage and contribute to school and district planning.|4|5|4|5|4|4|5|4|5|5|5|4|Met||2025-06-30|2025
19644440000000|Culver City Unified|3|CCUSD has multiple affinity groups, PTA and Booster partnerships, as well as, a strong educational foundation that support students, families, and staff. The groups bridge communication and offer multiple opportunities for access to the school system.|CCUSD will continue to grow and expand out reach to English learner families with parent/family trainings and messaging for ELAC meetings.|Expanding the use of text messaging, calls, and emails to families will facilitate stronger communication with our communication app.|Families note that schools are welcoming environments. We are working to streamline communication in order to continue and expand positive relationships. In order to expand our practices, we continue to train educators on how to best use the tool to communicate with families.|Upon reflection and input from DELAC, LCAP PAC, and educators the communication tool for attendance was cancelled and attendance notifications will be sent by the school sites.|Continued outreach for families will be expanded with the messaging app, home visits, and personal calls home to connect with families.|CCUSD had 418 respondents to the LCAP Survey, used CHKS, and Youth Truth Survey to inform the LCAP.|There is a request to provide disaggregated data by student group on all assessments.|CCUSD leaders will continue to visit school sites and community events to gather partner and interest holder input.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
19644510000000|Downey Unified|3|Downey Unified School District demonstrates strong progress in fostering positive relationships between school staff and families. All school sites are committed to creating welcoming, inclusive environments where families feel valued and supported. Site administrators and staff prioritize building trust and ensuring families are comfortable engaging in the school community.   The district provides multiple opportunities for meaningful interaction through events such as Back-to-School Nights, Open House, PTA-sponsored activities, and student recognition ceremonies. These events serve as important touchpoints for cultivating positive relationships and open communication between families and school staff.  To further support relationship-building, Downey Unified offers a variety of parent workshops, meetings, and academies that enhance parent understanding of the educational system and empower them to support student success.  Family input is a key driver in district planning. The Annual LCAP Parent Survey engages families across all grade levels (TK–12), with 7,590 responses collected for the 2024–2025 school year. Survey feedback informs the district’s six LCAP goal areas—Student Achievement, Whole Child, Homeless & Foster Youth, Best Staff, Parent Engagement, and Infrastructure. Results show high levels of satisfaction with communication practices and access to school staff, highlighting the district’s effectiveness in building strong school-family partnerships.  Statement (%that Strongly Agree/Agree) ~My child’s school makes it easy to attend meetings and/or workshops. (90.4%) ~My child’s school encourages parents to participate in their education.	(92.7%) ~My child’s teachers are accessible to me if I have questions/concerns. (93.5%) ~The administrators at my child’s school are accessible to me if I have questions or concerns. (94.1%) ~My child’s school communicates effectively with parents. (90.6%) ~My child’s school informs me of upcoming events or activities. (95.9%) ~My child's school involves parents when making decisions about school programs. (85.6%)|The Downey Unified School District has established positive relationships with parents and families. Our LCAP Goal #5 targets parent and family engagement to provide timely and transparent communication where parents are well-informed of the district and school events. An analysis of the free-response questions in our Annual Partner Engagement Survey indicates a need to strengthen our efforts in the following:  •	Provide Spanish language interpretation during school site meetings and workshops. Though the district does provide interpretation at all Board Meetings,  PAC, DELAC, and District sponsored meetings and parent academies, there is a need to provide consistent interpretation during school meetings and events.   •	Timely notice for events: The District and all school sites make efforts to provide efficient and timely communication to parents about upcoming events, meetings, and workshops. There is a need for schools to provide advance communication and invitations to families, more than 24-48 hours before an event.   •	The time of the event. Due to work or other commitments, some parents are unable to attend events.   •	Limited Parking for special events discourages parents from attending. There is a need to investigate alternate parking at sites for special events that draw large crowds. Schools that will be modernized with recent bond measure funding will include increased parking as a consideration for improving the campus.|We are focused on creating welcoming, inclusive environments where all families feel safe to ask questions, seek information, and engage in their child’s education.  During the self-reflection process, Spanish-speaking families expressed a need for increased interpretation services and more opportunities for leadership development. In response, DUSD has hired a Family and Community Engagement (FACE) Specialist through the California Community Schools Partnership Program (CCSPP). The FACE Specialist is expanding access to parent leadership training and engagement opportunities.  To improve communication and engagement, each school develops an action plan informed by site-specific LCAP survey data, with a focus on parent involvement. Districtwide, DUSD is also enhancing outreach to families of students receiving Special Education services, Foster Youth, Homeless Youth, and English Learners through our Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC).  Our goal is to ensure families feel informed, valued, and empowered to participate actively in their school communities.|Downey Unified actively seeks educational partner input through the annual LCAP Parent Survey. In Spring 2025, a total of 7,590 parents participated. Results indicate strong family engagement, with 92% of parents agreeing that their child’s school encourages them to be involved in their education. Recognizing the critical role of family partnerships in student success, Downey Unified offers a range of opportunities throughout the year—such as parent workshops and school events—designed to build parent confidence and strengthen collaboration between families and staff. These efforts not only support parent learning but also foster meaningful relationships that contribute to improved student outcomes|The Downey Unified School District has established positive relationships with parents and families. Our LCAP Goal #5 targets parent and family engagement to provide timely and transparent communication where parents are well-informed of the district and school events. An analysis of the free-response questions indicates that there is a continued need to provide interpretation at school events. When the language barrier is removed, then parents feel they can participate in school events. Their participation leads to improved relationships and opportunities to build partnerships for student success.|Downey Unified remains committed to creating school environments where all families feel welcomed and valued. Each school site reviews feedback from the annual LCAP survey and develops an action plan to address identified areas of need.  One priority area is reducing barriers that prevent Spanish-speaking families from participating in school events. Strategies under consideration include ensuring interpreters are available at key events and meetings, providing advance notice for events, offering childcare, using incentives to encourage participation, and expanding communication methods—such as multilingual messaging and regular reminders—to keep families informed and engaged.|Downey Unified values the input of educational partners and gathers feedback annually through the LCAP Parent Survey. In Spring 2025, 7,590 parents participated. Results show that families feel welcomed and believe the district provides meaningful opportunities to engage in their child’s learning and participate in school events. Ninety percent of parents agreed that their child’s school makes it easy to attend meetings and workshops—creating more opportunities for families to be involved in decision-making processes. A present and informed parent is better equipped to offer valuable input that supports school improvement. Additionally, 85% of parents agreed that their child’s school actively involves them in decisions about school programs.|Downey Unified utilizes an annual survey to gather meaningful input from a broad representation of parent partners to monitor and evaluate LCAP programs and services. The Engagement Survey aligns with the district’s vision that all students will graduate with a 21st-century education—prepared for college, career, global competitiveness, and responsible citizenship. Survey results show that parents view the district’s programs favorably and believe their children are receiving a high-quality education.  A continued area of focus is expanding opportunities for Spanish-speaking families to engage more fully in district and school-level meetings and events, ensuring all voices are heard in shaping student success.|Downey Unified is committed to building capacity among our educational partners. A key component of this effort is the Annual Partner Engagement Survey, which gathers input from families and stakeholders across the district. The results are analyzed at both site and district levels to inform targeted action plans. Each school evaluates the feedback from its community to guide improvement efforts. The district highly values the advisory committee process and provides support to ensure effective implementation at all sites. The Parent Advisory Committee (PAC), which includes representatives of English Learners, Homeless and Foster Youth, Special Education, and low-income families, meets five times annually to review academic and survey data and provide input on programs that serve our most vulnerable students. The District English Learner Advisory Committee (DELAC) also collaborates on English Learner programs and offers input to the PAC. Downey Unified continues to prioritize meaningful parent engagement and shared decision-making. Based on parent feedback, the district designs educational workshops to meet identified needs, with a focus on the social-emotional well-being of students. Funding is allocated to ensure families have access to multiple opportunities for learning and support.|5|4|5|5|4|4|4|5|5|4|4|4|Met||2025-06-24|2025
19644690000000|Duarte Unified|3|Duarte Unified School District fosters strong relationships between school staff and families through intentional communication, engagement, and support strategies. Parents stay informed through an updated district website, digital marquees, active social media, and ParentSquare, which ensures timely and bilingual communication. Regular newsletters and meetings help parents stay connected and involved in their children’s education. To support academic engagement, the District promotes the use of the Aeries Parent Portal, empowering families to monitor student progress. Additionally, parent workshops provide guidance on navigating the system and supporting student success at home. Through a partnership with the Los Angeles County Office of Education’s Community Schools Initiative, Duarte High School offers dedicated staff and services that assist families with essentials such as food, clothing, and school supplies, further enhancing wraparound support. Schoolwide events such as IB Night, STEAM Nights, Back to School Night, International Fairs, and other family-oriented activities—create welcoming environments for families to engage meaningfully with schools. By prioritizing open communication, family-friendly events, and community-based resources, Duarte Unified builds trust and collaboration, strengthening the connection between home and school.|While Duarte Unified School District maintains strong communication and engagement with families, a key area for improvement is increasing parent participation in formal decision-making bodies such as the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), and Community Education Council meetings. Strengthening relationships between school staff and families can directly support improved attendance at these critical forums. To address this, the District is exploring strategies that create more welcoming, accessible, and culturally responsive environments for families. This includes offering flexible meeting times, providing childcare and interpretation services, and integrating these meetings with family events to boost visibility and convenience. Clear communication about the influence parents have in shaping programs and policies, shared through ParentSquare, social media, and school newsletters, empowers families to engage more confidently. Training and support for parent leaders is another area of focus. By equipping families with knowledge about how meetings work and how to contribute meaningfully, the District builds leadership capacity and sustains long-term engagement. By strengthening relationships and reducing barriers, Duarte Unified aims to foster a culture of authentic partnership—where all families feel valued, informed, and motivated to participate in shaping the educational experience for all students.|Duarte Unified will improve engagement and representation of underrepresented families by building the capacity of school leaders and staff to ensure schools are welcoming, inclusive environments for all families. Parent and family engagement activities will be collaboratively designed with families and embedded within each site’s School Plan for Student Achievement. The District will offer parent education workshops focused on building families’ understanding of the educational system and empowering them with the knowledge and confidence to actively participate in decision-making processes.|Duarte Unified School District (DUSD) effectively builds partnerships to enhance student outcomes through comprehensive communication and collaborative efforts. The district provides families with information and resources via monthly newsletters, an informative website, SSC, PTA meetings, ELAC, and Home/School Folders. Parent/teacher conferences, SST, and IEP meetings offer additional support and resources to families. DUSD has established valuable partnerships, including one with USC College Advising Corps, placing a full-time advisor at DHS to assist with college planning and FAFSA completion. The district also collaborates with local agencies to offer mental health support. Counseling services, PBIS strategies, and various clubs and organizations further contribute to student support. Fundraising efforts and in-class support by staff ensure that students receive comprehensive assistance for their educational needs.|Duarte Unified continues its focus on building partnerships for student outcomes by empowering families as true partners in learning. Parent active involvement in student outcomes not as strong in middle and high school when students are independent. An area of improvement for this effort is to offer meaningful parent workshops that focus on helping parents support learning at home, navigate college/career pathways, and understand district goals (e.g., LCAP priorities, state standards).|To engage underrepresented parents more meaningfully—especially those who have expressed a desire for more opportunities—Duarte Unified School District will explore inclusive strategies that break down barriers and build authentic relationships. DUSD will plan flexible, accessible involvement opportunities by scheduling engagement opportunities that cater to both working and non-working parent schedules.|Duarte Unified School District (DUSD) seeks parent input for decision-making through both formal and informal channels. Formal shared decision-making teams include the School Site Councils, DELAC, Community Education Council, and School and Bond Elections. The LCAP development process utilizes ThoughtExchange and other parent surveys to gather wide-ranging input. Monthly Coffee with the Principal meetings and the establishment of positive relationships between school leadership and parents provide informal opportunities for parents to ask questions, share concerns, and offer feedback. At Duarte High School, the Community School Advisory Council (CSAC) regularly engages in needs and asset assessments, reviewing a variety of data sources such as student achievement, CHKS data, PBIS assessments, and survey data from LACOE’s Community Schools Initiative. Active participation from parents in shared decision-making bodies like SSC, ELAC, and PBIS teams, along with input collected during parent-teacher conferences and through ParentSquare communications, ensures that diverse perspectives are considered in school operations. This collaborative approach highlights DUSD’s commitment to involving parents and families in shaping educational experiences and outcomes.|Improvement efforts will focus on implementing strategies that actively engage underrepresented groups in formal decision-making processes. Offer flexible meeting times (morning, evening, virtual, and in-person options). Provide supports like interpretation services and child care. Implement feedback loop and show parents how input leads to action. Share back to parents what was done with their feedback. Create safe and inclusive spaces where all parents feel welcome and valued.|Duarte Unified continues to explore new pathways for authentically engaging underrepresented families in decisionmaking processes. The use of digital opinion sharing platform and virtual meetings has expanded the ability for parents to participate, the District will continue to re-prioritize face-to-face interactions and meetings with those families that have been historically underrepresented in decision-making processes.|3|4|3|4|4|4|4|3|4|4|4|2|Met||2025-06-26|2025
19644690128736|Opportunities for Learning - Duarte|3|Based on analysis of educational partner feedback and local data, OFL-Duarte has demonstrated key strengths in fostering strong, supportive relationships between school staff and families. Our independent study model allows for individualized attention and flexible communication, which helps build trust and rapport with families. Regular student-parent-teacher meetings, weekly progress monitoring, and personalized outreach have contributed to increased parent engagement and a shared focus on student success. Surveys and partner input highlight that families value the consistent communication from teachers and support staff, as well as the responsiveness of our school teams in addressing concerns. Staff members make regular phone calls, host virtual meetings, and use digital platforms like SchoolPathways and Edmentum to keep families informed and involved in their students’ academic progress. This year, we expanded parent access to digital tools that allow real-time tracking of attendance and course completion, strengthening transparency and accountability. We have also made progress in culturally responsive engagement by offering materials in families’ home languages and working to ensure that school events and resources are inclusive and accessible. Parent feedback indicates appreciation for the supportive environment and the individualized approach our school provides, especially for students needing additional academic or social-emotional support. These ongoing efforts reflect our commitment to building meaningful, two-way communication with families as partners in student learning. We will continue to expand opportunities for feedback, increase the visibility of school resources, and deepen the connections between home and school to support every student’s growth and success.|While OFL-Duarte has made progress in establishing strong communication practices with families, educational partner input and local data highlight several key areas for improvement. One primary area is increasing consistent engagement with families of students who are chronically absent or struggling academically. Although staff reach out regularly, the impact of these efforts is sometimes limited by barriers such as inconsistent contact information, family availability, or low response rates.   Another area for growth is expanding in-person and community-based engagement opportunities. Feedback suggests that while virtual communication is convenient, some families would benefit from more face-to-face interactions to build deeper relationships with school staff. Educational partners have also indicated a need for clearer guidance on how parents can support their students academically at home, particularly in subjects like math and reading. Additionally, families of English Learners and students with unique needs have expressed a desire for more culturally and linguistically responsive outreach. While translation services are available, the school aims to improve proactive communication that reflects the diverse cultural backgrounds of our families and ensures equitable access to support services. To address these areas, OFL-Duarte plans to strengthen personalized outreach efforts, increase staff training in family engagement strategies, and develop more structured opportunities for families to connect with the school community—whether through workshops, events, or regular check-ins. These steps will support more meaningful, collaborative relationships that directly impact student success.|Based on the self-reflection process and input from educational partners, OFL-Duarte has identified underrepresented families—particularly those of English Learners, foster youth, and families experiencing housing or economic instability—as needing more intentional and targeted engagement. These families often face barriers such as language differences, limited access to technology, or competing responsibilities that hinder their ability to connect with school staff.   To address these gaps, OFL-Duarte is prioritizing more personalized and proactive outreach efforts. This includes increasing the use of bilingual staff and translated communication across all platforms to ensure language is not a barrier to engagement. The school will also implement flexible meeting options—such as virtual and after-hours meetings—to accommodate diverse family schedules.   Additionally, OFL-Duarte will continue to build upon the membership of its Parent Advisory Committee and expand partnerships with community-based organizations to build trust and act as bridges between the school and underrepresented families. These initiatives will be supported by staff professional development focused on culturally responsive practices and inclusive communication.   Through these strategies, the school aims to foster stronger, more authentic relationships with families who have historically been less engaged, ensuring that all voices are heard and all students are supported.|Student success remains at the heart of the LEA’s efforts to foster strong partnerships with educational partners. This collaborative approach begins during the enrollment process, where new student orientations provide families with an overview of school expectations, academic programs, extracurricular offerings, and available support systems. These orientations also offer families the chance to build an initial connection through a one-on-one meeting with their child’s assigned teacher, laying the foundation for a productive partnership between home and school. In addition, teachers conduct biannual “achievement chats” with parents to review student progress and reinforce shared academic goals. The LEA sustains strong partnerships with families and educational partners through its active Parent Advisory Committee, which brings together staff, students, and parents to review and provide input on school-wide initiatives and the Local Control and Accountability Plan (LCAP). This collaborative structure ensures that parent voices are included in decision-making. In parallel, instructional staff engage in weekly professional learning community (PLC) meetings, where they use internal benchmark data in English Language Arts and Mathematics—as well as other academic indicators—to monitor student progress and inform instructional planning. The LEA ensures ongoing support for student groups with unique needs by providing semesterly updates on IEP goal progress for students with disabilities. Foster and homeless youth receive targeted interventions and individualized guidance through regular meetings with the Post-Secondary Counselor. Additionally, the school promotes student well-being through social-emotional learning and experiential opportunities designed to strengthen mental health and reduce barriers to full participation in the general education program.|Based on educational partner input and internal data, the LEA has identified increasing students' sense of belonging as a key area for improvement in building partnerships that support student outcomes. While existing efforts such as orientation meetings, achievement chats, and wellness supports have laid a foundation, feedback indicates that more consistent, culturally responsive, and student-centered engagement is needed. As a result, the LEA is working to strengthen school-family partnerships that directly foster student connection and inclusion, particularly for historically underserved groups such as English Learners, Foster Youth, and students with disabilities. Efforts include expanding extracurricular and enrichment opportunities, providing training for staff on culturally sustaining practices, and creating more spaces for student voice and leadership in school planning and decision-making.|Based on input from educational partners and local data collected during the self-reflection process, the LEA recognizes the need to strengthen outreach and engagement efforts for underrepresented families, including those of English Learners, Foster Youth, students experiencing homelessness, and students with disabilities. While current structures such as the Parent Advisory Committee, Achievement Chats, ALP Meetings, and IEPs provide essential rights-based information and collaboration opportunities, the LEA is expanding its approach to reach families who may face language, technological, or logistical barriers. New strategies include increasing the availability of translated materials and interpretation services, offering flexible meeting formats (virtual, in-person, and phone-based), and deepening community partnerships to connect families with needed resources. Additionally, the LEA is developing culturally responsive engagement activities and building staff capacity to create more welcoming, inclusive spaces where all families feel empowered to participate in their child’s education. The LEA is strengthening its efforts to engage underrepresented families by ensuring consistent communication about resources and supports available to English Learners (ELs), Long-Term English Learners (LTELs), foster youth, and students experiencing homelessness. Recognizing the importance of access and trust, the LEA provides targeted outreach through English Language Specialists who participate in ongoing professional development, attend EL-focused conferences, and apply best practices in one-on-one sessions with students and families. To further support foster and homeless youth, the Post-Secondary Counselor holds regular check-ins that provide mentoring, guidance, and information on educational rights and opportunities. These efforts are designed not only to inform but also to build stronger, more equitable partnerships that support academic and post-secondary success.|The LEA demonstrates strong commitment to inclusive decision-making by actively engaging a diverse range of educational partners in planning and evaluation processes. Key structures such as the Parent Advisory Committee, student focus groups, staff professional learning communities, and regular surveys provide multiple avenues for meaningful input. These forums foster transparent communication and collaborative problem-solving, ensuring that decisions reflect the needs and perspectives of families, students, and staff. Local data indicates steady participation rates and positive feedback on these engagement opportunities, highlighting the LEA’s progress in cultivating a culture of shared ownership and responsiveness. This ongoing dialogue strengthens trust and supports more informed, equitable decision-making that benefits the entire school community.|While the LEA has established multiple channels for gathering input from educational partners, analysis of local data and educational partner feedback highlights opportunities to broaden and deepen engagement, particularly among underrepresented families and students. Challenges include ensuring consistent participation across all demographic groups and increasing awareness of decision-making opportunities. Additionally, some families have expressed a need for more timely communication and clearer explanations of how their input influences decisions. To address these gaps, the LEA aims to enhance outreach strategies by providing translated materials, offering varied meeting times and formats, and strengthening follow-up communication that shares outcomes and next steps. These improvements are intended to create a more inclusive and transparent decision-making process that empowers all partners to contribute meaningfully.|To improve engagement of underrepresented families in decision-making processes, the LEA will implement targeted outreach efforts that address identified barriers such as language, scheduling, and access to technology. This includes providing translated materials and interpretation services during meetings, offering flexible meeting times—including virtual options—to accommodate diverse schedules, and actively reaching out through trusted community liaisons. Additionally, the LEA will enhance communication by clearly explaining how family input informs decisions and by sharing follow-up updates on outcomes. By creating more accessible, culturally responsive, and transparent engagement opportunities, the LEA aims to empower underrepresented families to participate fully and confidently in shaping school policies and practices.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
19644690134858|California School of the Arts - San Gabriel Valley|3|We have greatly improved in this regard with the full implementation, starting in 2022 with Parent Square. This facilitated better communication, rather than just email, to all families and allowed for materials to be easily translated into a family's preferred language. Additionally, the continued expansion of various parent engagement organizations has improved relationships. These include our FAN group similar to a PTA, our various PAC groups per conservatory, our school committee members, and many volunteers. Our counselors also meet with every single junior family to plan for college and career. Additionally, several orientations and onboarding events at the start of the year provide informational and social opportunities for parents and staff to engage. All of this culminates in Welcome Week. Additionally, the over 100 performances throughout the year connect parents and staff in celebratory moments as they get to witness students' creativity unfold. In general, in all schoolwide surveys we conduct, parents are very satisfied with our school.|Continue to explore ways to engage parents who have not yet engaged in a more meaningful way with the school. Finding ways to defer costs for show performances and other opportunities would help. Additionally, building more robust relationships with parents of various subgroups such as our EL students, foster, homeless youth, and those from low socioeconomic situations is a priority.|More opportunities, such as coffee with the principal and other such types of low-stakes gatherings with administration and staff are essential. We have also recently hired a Restorative Practices Specialist and Learning Specialist. Both positions are working to improve relationships with families from lower socioeconomic situations as well as with families of students with needs, particularly when situations arise around behavior and learning that need resolution or improvement. We've also recently hired two Middle School Coordinators, who will focus on further engaging our middle school families. These students, while attending DUSD middle schools, continue their education in the afternoons with us in the arts. These families can easily feel on the outskirts of our family population and they are split between schools. Our goal is to further integrate them in our community through socializing events, more community gatherings, and more middle school specific performances.|Teachers, school counselors, administrators, and support providers are readily available and willing to meet with families and community members in our collective work toward improving student outcomes. Committees meet regularly to establish goals and make school improvements. The WASC improvement model is regularly utilized in this regard. Our Academic Intervention systems and behavior and attendance tiered intervention and reflection systems build a structure to facilitate this as well. Our school counselors utilize the ASCA goal-setting model to focus on groups of students dealing with chronic absenteeism and meets with families to track goals and offer incentives for improvement.|While we have a robust onboarding system for new families, we could better improve partnerships by continuing to offer more robust parent education opportunities throughout the year. College Fair does this with regards to college going, but other opportunities could expand to topics such as community health, drug education, mental health, and social and emotional wellness.|We need more parent involvement in our various committees that work towards improvement student outcomes. While we have some really involved parents, they do not represent enough of our underrepresented families. Reaching out directly to those groups, meeting them where they are at when it works for them, may be a way to further bring them into the conversation. Parent education opportunities would also be helpful. While counselors are currently focused on chronic absenteeism, they will, in oncoming years, also look at other sub groups to concentrate their efforts.|There are many ways in which input is gathered. The main ways are through regular surveys, various committee meetings (LCAP, WASC, Safety, Operations, Equity, Restorative Practices, Professional Development), and through various parent engagement groups such as FAN, PAC, Encore, and other various boards. Board meetings are also open to public comment. Additionally, administration has close working relationship with our teachers' union.|While parents and students are invited to the various school committees, sustained partnership has been a challenge. As a commuter school it has been challenging to find the right time for all stakeholders to successfully meet. We are continuing to tackle this challenge and creatively brainstorm solutions. Additionally, we are always seeking ways to further encourage all types of parents from various subgroups to participate in parent engagement groups such as FAN.|We need more active recruitment efforts so that underrepresented families know that their feedback is sought and important. We need a more low-stakes way to further engage and involve these families so they feel comfortable participating. We also need to navigate more thorough ways of utilizing translation services for these kinds of gatherings.|5|4|5|4|4|5|4|5|5|4|4|4|Met||2025-06-23|2025
19644690139535|Options For Youth - Duarte, Inc|3|OFY-Duarte recognizes that meaningful relationships with educational partners are a key foundation for student success. The charter actively fosters an inclusive school culture that honors the diversity of its students, families, and surrounding community. To support strong family-school partnerships, the charter equips staff with tools to facilitate two-way communication in multiple languages, ensuring accessibility for all families. Communication platforms include Smore, Remind, ParentSquare, TalkingPoints, DeepL, and a custom Student Information System with a Parent Portal, which provides real-time access to student academic information. Teachers maintain consistent communication with families, sharing updates on behavior and academic progress, including monthly graduation progress reports. Twice a year, formal Achievement Chats are held to review each student’s personalized learning plan. When students face academic or behavioral challenges, staff initiate parent conferences to revisit and revise the plan with input from both parents and students. Additionally, support staff help re-engage students and remove barriers to attendance or participation (LCAP Goal 5, Action 4). Through LCAP Goal 5, Action 6, OFY-Duarte empowers parents to shape school improvement by participating in advisory groups such as the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). These groups meet regularly throughout the year to provide input and guidance. Parent engagement remains a top priority, supported by events like Back-to-School Night, Open House, LCAP Nights, and Parent Information Nights. Feedback is also gathered through semesterly surveys. As a result of these efforts, 87% of parents and 72% of students and staff reported feeling connected and described the school environment as positive.|OFY-Duarte places a strong emphasis on educational partner engagement, as outlined in LCAP Goal 5, Action 6: Parent and Family Engagement and Goal 5, Action 4: Educational Partner Liaison. These actions play a vital role in ensuring that families and community members are consistently offered opportunities to connect with the school, engage in two-way communication, and feel welcomed and valued in the school community. Drawing on input from educational partners and analysis of local data, OFY-Duarte is committed to expanding meaningful opportunities for families to engage with educators and support their students' learning. Strong communication and collaboration between families and staff are essential to building trust, strengthening relationships, and promoting a positive, inclusive school culture. While traditional communication tools such as newsletters and emails are used regularly, OFY-Duarte also recognizes the importance of removing language barriers that may limit family engagement. To ensure equitable access, key updates and resources are translated into families’ home languages. Our school website also includes translation capabilities, providing accessible information with a simple click—reinforcing our commitment to inclusivity and belonging for all. Understanding that families have varied schedules and needs, the school provides both in-person and virtual engagement opportunities at flexible times. This approach increases access and allows more families to participate in school events, conversations, and decision-making processes, fostering a stronger sense of community and partnership.|OFY-Duarte is committed to increasing family engagement through accessible and inclusive communication. This is reflected in ongoing efforts such as regular school newsletters, emails, translated materials, and flexible meeting times that accommodate diverse family schedules. Translators are also made available during parent meetings to ensure all families can meaningfully participate and connect with school staff. Educational partner engagement is a central priority in OFY-Duarte’s 2024–27 LCAP, anchored in Goal 5, Action 6: Parent and Family Engagement. This commitment is also supported through related actions, including Goal 2, Action 2: Academic and Postsecondary Planning, Goal 4, Action 2: Enhancing School Climate and Safety, and Goal 5, Action 8: Threat Assessment Training. Collectively, these efforts aim to create multiple entry points for families to actively engage with school programs and contribute to a safe, welcoming environment—whether in person or through virtual platforms. To strengthen collaboration and elevate parent voice, OFY-Duarte will continue developing an effective Parent Advisory Committee (PAC) and expanding outreach to increase participation in the District English Learner Advisory Committee (DELAC). These groups serve as critical channels for collecting family input and guiding school decisions. In addition, the school will ensure that English Learner (EL) students and Students with Disabilities (SWD) have opportunities to meet with staff during Open House events, supporting greater understanding of individual needs and fostering an inclusive school culture. OFY-Duarte remains dedicated to evolving its practices to meet the changing needs of its diverse student population and their families. By expanding engagement efforts and deepening collaboration with the community, the school strives to create a learning environment where all students are supported, connected, and set up for long-term success.|OFY-Duarte’s analysis of strengths and progress in building effective educational partnerships is supported by favorable results from the Spring 2024 School Climate Survey. Educational partner feedback highlights strong connections and shared commitment to student outcomes: Family members reported: School Climate – 87%, School Safety – 90%, and Family Engagement – 80%   Students reported: Safety – 91%, Teacher-Student Relationships – 79%, and School Climate – 72%   Staff reported: Staff-Leadership Relationships – 81%, and School Safety – 83%   These results reflect OFY-Duarte’s ongoing efforts to foster a student-centered learning environment built on trust, collaboration, and meaningful engagement with all educational partners. The charter continues to implement innovative strategies to engage families, students, and staff. Parents have expressed appreciation for the welcoming, informal environment and encouraged the school to host more community-building events like it. Through events like sports gatherings, and through PAC and DELAC participation, OFY-Duarte continues to create multiple pathways for educational partners to engage in building stronger community ties, advocating for student needs, and celebrating collective successes.|One key growth area for OFY-Duarte is the recruitment, development, and retention of highly qualified instructional staff in an increasingly competitive education labor market. To address this need, the charter has outlined a comprehensive strategy in Goal 1, Action 1, which focuses on recruiting, retaining, and empowering educators through professional learning to foster an inclusive and equitable learning environment for all students. Highly qualified instructional staff are foundational to the successful delivery of OFY-Duarte’s educational program. Their expertise ensures rigorous academic expectations, equitable learning outcomes, and strong connections with students and families. Retaining experienced educators not only reduces staff fatigue and turnover but also deepens school connectedness. In many cases, new student enrollments are driven by positive interactions families have had with long-serving staff, leading to the enrollment of siblings and extended family members. To support this effort, professional learning opportunities include, but are not limited to: Data-driven Professional Learning Communities (PLCs)   Center-level shared decision-making   Content-specific trainings and conferences   Instructional initiatives led by the Assistant Principal of Instructional Programs (APIP) in areas such as curriculum, technology integration, instructional strategies, and best practices Aligned with Goal 1, additional supports include: Goal 4, Action 3: Supporting staff social-emotional learning, which promotes staff well-being and resilience   Goal 5, Action 2: Leadership development through tuition reimbursement, supporting school leaders in guiding instructional staff and fostering a positive school climate that encourages long-term retention Together, these actions are designed to strengthen staff capacity, increase job satisfaction, and promote a thriving, connected school community.|To improve engagement among underrepresented families, OFY-Duarte employs a comprehensive, multi-pronged strategy. Families are provided with resources to support learning at home, are actively engaged in teacher-family collaboration to enhance student outcomes, and are empowered with knowledge of their legal rights to advocate for their children’s education. Engagement begins at enrollment with personalized orientation meetings, where school policies, procedures, and expectations are reviewed. Families are introduced to mentor teachers and support specialists tailored to each student’s individual learning profile. All students receive a Student Handbook, and those requiring additional support—such as English Learners, students with disabilities, and foster/homeless youth—are connected to designated specialists, including ELD and Special Education staff and Foster/Homeless Liaisons. To expand access to resources, Career Pathways Coordinators collaborate with local community organizations and WIOA providers to connect students and families with relevant services and supports. The charter actively encourages parent participation through involvement in the Parent Advisory Committee (PAC), the District English Learner Advisory Committee (DELAC), and school board meetings, offering families meaningful forums to provide feedback and shape school initiatives. Engagement opportunities also include Open House, Back-to-School events, and semesterly parent-teacher conferences. Special Education Specialists (SES) ensure full compliance with state and federal laws and provide education rights holders and/or adult students with clear explanations of their rights during IEP meetings. School staff and leadership maintain regular communication with families to ensure transparency and timely updates about student progress. Charter leadership also sets clear expectations for educators to follow board-approved policies, procedures, and best practices to uphold high-quality family engagement and student support.|Based on the analysis of educational partner input and local data, OFY-Duarte has established multiple forums to promote collaboration and shared decision-making. These include the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and School Board meetings, which serve as platforms to disseminate information, gather actionable feedback, and strengthen engagement with families, students, and community stakeholders. These efforts underscore the charter’s commitment to inclusive and transparent planning processes. To ensure educational partners remain well-informed, the charter utilizes a multi-channel communication strategy. Tools such as Parent Square, Talking Points, social media, Google Meet, the school website, email, site-based flyers, and home mailers are used to reach a broad audience and promote open, accessible lines of communication. OFY-Duarte staff are deeply invested in building strong relationships with students and their families. This personalized approach supports ongoing monitoring of student progress, timely interventions, and regular updates through phone calls, emails, Parent Square messaging, announcements, surveys, and digital forms. The charter has expanded student voice by inviting student members to participate in the PAC. This addition has provided students a direct role in shaping school initiatives amplifying their voices in the school community.|Based on the analysis of educational partner input and local data, OFY-Duarte has identified the need to strengthen sustainable forums for collaboration through DELAC and PAC as a focus area for improvement in seeking input for decision-making. These forums are central to re-engaging students at risk of chronic absenteeism or dropping out and improving students’ sense of belonging and engagement. Educational partner engagement remains a critical driver of student success. In response, Goal 5 Action 6: Parent and Family Engagement was designed to increase parent participation in shared decision-making and provide feedback on school initiatives aimed at re-engagement, wellness, and overall school climate. To support students at risk, the charter will continue to offer individualized academic support, embed social-emotional learning, and implement a Multi-Tiered System of Supports (MTSS) under Goal 4 Action 1. The charter also prioritizes tracking Chronic Absenteeism (Goal 4 Metric 2) and student progression through Goal 4 Action 4. To enhance students’ sense of belonging, climate surveys will be used to gather feedback from educational partners to inform strategies that foster stronger connections and more inclusive learning environments.|Based on an analysis of educational partner input and local data, OFY-Duarte identified the need to strengthen engagement with underrepresented families in school decision-making. To support this, the charter developed two focused actions under Goal 4: Goal 4 Action 1: MTSS and Experiential Learning – Implements a tailored Multi-Tiered System of Supports (MTSS) that integrates social-emotional and experiential learning for at-promise students, providing personalized resources in a safe, supportive environment.   Goal 4 Action 2: Enhancing School Climate and Safety – Uses LCAP to improve perceptions of safety and climate through strategic resource allocation that fosters trust and connection across the school community. Survey feedback from families emphasizes the importance of reducing barriers to participation. The charter is working to increase involvement by offering flexible in-person and virtual engagement opportunities and wellness-focused events. To ensure all voices are heard, OFY-Duarte will continue multilingual outreach and provide translation at meetings, encouraging unduplicated families to participate in PAC and DELAC. These efforts aim to foster inclusive, data-driven decision-making. Through these actions, OFY-Duarte remains committed to creating a welcoming school culture where all families feel valued and connected.|5|5|5|5|5|5|5|5|5|5|5|4|Met||2025-06-27|2025
19644770000000|Eastside Union Elementary|3|Based on the analysis of educational partner input from surveys and local indicator data, the Eastside Union School District demonstrates clear strengths and progress in building relationships between school staff and families. Survey data from Panorama shows that families perceive relatively few barriers to engagement, with 86% of respondents reporting favorable experiences—placing the district in the 60th–79th percentile nationally. Specific areas of strength include transportation access, school safety, communication, and a welcoming school culture. For instance, 91% of families reported that transportation was not a barrier, 87% felt welcomed by the school, and 89% did not report issues of belonging—all of which reflect strong efforts by the district to create an inclusive and supportive environment. Local indicator data further supports these findings by highlighting that the district has implemented strategies such as multilingual communication, family events, and increased access to staff during flexible hours, which likely contribute to the favorable survey responses. Additionally, a high percentage of families (72%) reported providing strong academic and emotional support at home, suggesting a solid home-school partnership, particularly in conversations about learning and problem-solving. However, the data also points to key areas for growth. Despite families feeling welcomed and informed, only 25% reported active participation in school-based activities, including parent groups, fundraising, or regular volunteering. Inferences from both the survey and local indicator spreadsheet suggest this may be due to scheduling conflicts or lack of awareness about opportunities. Moreover, while families trust the school and feel comfortable communicating, the low engagement rates indicate that stronger two-way communication strategies and relationship-building efforts may be needed to convert passive support into active participation.|Based on the analysis of educational partner input and local data, Eastside Union School District has identified increasing active family engagement in school-based activities as a key focus area for improvement in building relationships between school staff and families. While survey results reflect that families feel welcomed, informed, and supported—with 86% indicating minimal barriers to engagement—only 25% reported meaningful involvement in school functions such as parent groups, volunteering, or fundraising. This discrepancy suggests that although families trust the school environment and are willing to support learning at home, there are persistent challenges in translating that support into consistent on-campus engagement. The local indicator data reinforces this need by identifying limited participation in decision-making opportunities and school governance activities. Families expressed a desire for more accessible and relevant engagement opportunities, particularly those that reflect their cultural and linguistic backgrounds. Therefore, the district's improvement focus will include developing more inclusive and flexible engagement strategies, strengthening communication about involvement opportunities, and expanding culturally responsive practices to deepen two-way relationships and promote shared leadership between families and school staff.|Based on the analysis of educational partner input and local data, Eastside Union School District will improve engagement of underrepresented families—particularly those from Hispanic, Black, and multilingual households—by implementing culturally and linguistically responsive strategies that address identified gaps in participation and connection. During the self-reflection process, it became evident that while families generally feel welcomed and informed, underrepresented groups are less likely to engage in decision-making roles or school-based activities, despite expressing interest in being more involved. To address this, the district will expand its communication efforts by increasing the use of translated materials, multilingual outreach, and culturally relevant messaging across multiple platforms such as email, phone calls, and text messages—methods identified as preferred by families in the survey. Additionally, the district will partner with community liaisons and parent leaders who reflect the backgrounds of underrepresented groups to co-host family workshops, listening sessions, and school events designed to foster trust and build relational capacity with staff. Flexible meeting times will be provided to reduce participation barriers that disproportionately affect working families. These targeted efforts aim to create more inclusive and meaningful engagement opportunities, ensuring that all families—particularly those historically underrepresented—are empowered to actively contribute to their children’s educational experiences and the broader school community.|Based on the analysis of educational partner input and local data, Eastside Union School District has demonstrated several strengths and progress areas in Building Partnerships for Student Outcomes. Survey data indicates that families are highly engaged in supporting student learning at home, with 87% reporting regular conversations with their children about classroom learning and 82% stating they frequently talk to their children when facing social or emotional challenges. Additionally, 75% of families feel well-informed about their child’s social development at school, reflecting strong home-school communication regarding student well-being. The district’s local indicator data highlights that Eastside Union provides consistent academic updates through progress reports, parent-teacher conferences, and digital platforms. These efforts have enabled families to track academic growth and collaborate with educators to support student success. Moreover, the district’s investment in accessible communication—offering information in multiple languages and using preferred methods like email, phone calls, and text messaging—has strengthened the flow of information between schools and families.|Based on the analysis of educational partner input and local data, Eastside Union School District has identified a key focus area for improvement in increasing family involvement in school-based academic partnerships to further strengthen student outcomes. While families report high levels of support at home—such as frequent conversations about learning and efforts to build independence—the data shows limited participation in structured school activities that directly support academic growth, including parent-teacher conferences, workshops, and curriculum-related events. Survey responses revealed low engagement in school fundraising, volunteerism, and parent group involvement, which can serve as gateways to deeper academic collaboration. Additionally, local indicator data indicated that underrepresented families—especially those from multilingual backgrounds—often lack awareness of or access to academic resources and school events due to scheduling conflicts, language barriers, or limited outreach. To address these gaps, the district’s focus will be on developing more accessible, culturally relevant, and interactive opportunities for families to engage with teachers and school staff around academic goals. This includes expanding family workshops, increasing bilingual academic communication, and offering flexible, non-traditional engagement formats (e.g., virtual meetings, weekend events).|Based on the analysis of educational partner input and local data, Eastside Union School District will improve engagement of underrepresented families—particularly Hispanic, Black, and multilingual households—in Building Partnerships for Student Outcomes by implementing targeted, culturally responsive strategies that promote equity and accessibility. The self-reflection process revealed that while families demonstrate strong support for learning at home, underrepresented groups are less likely to participate in school-based academic activities, such as curriculum nights, academic workshops, or parent-teacher meetings, often due to language barriers, scheduling conflicts, and limited familiarity with available resources. To address these challenges, the district will enhance two-way communication by increasing the use of bilingual staff and translated materials across all academic communications and the develop the capacity of parent liaisons. Additionally, the district will offer more flexible engagement opportunities—such as virtual academic events, afterhours workshops, and weekend learning sessions—to accommodate working families. Culturally relevant content will be embedded into academic outreach to ensure families see their values and experiences reflected in the educational process.|Based on the analysis of educational partner input and local data, Eastside Union School District has made meaningful progress and demonstrates key strengths in Seeking Input for Decision-Making. The district has established multiple channels to solicit feedback from families, including annual Panorama surveys, school site council meetings, and Local Control and Accountability Plan (LCAP) stakeholder sessions. These tools have provided valuable insights that inform planning and resource allocation, ensuring that family voices are integrated into district-level decisions. Survey data indicates that families feel increasingly informed and invited to participate in school improvement efforts. The district has also taken steps to ensure inclusivity by offering multilingual communication and interpretation services, which has helped remove language as a barrier for many underrepresented groups. Additionally, the use of multiple communication platforms—such as emails, phone calls, and text messages—has broadened outreach and increased awareness of opportunities to engage.|Survey data indicates that families feel increasingly informed and invited to participate in school improvement efforts. The district has also taken steps to ensure inclusivity by offering multilingual communication and interpretation services, which has helped remove language as a barrier for many underrepresented groups. Additionally, the use of multiple communication platforms—such as emails, phone calls, and text messages—has broadened outreach and increased awareness of opportunities to engage.|Based on the analysis of educational partner input and local data, EUSD will improve engagement of underrepresented families—particularly those from low-income backgrounds, limited English-speaking households, and communities of color—by enhancing and expanding strategies that support their participation in school and district decision-making processes. While the Panorama Family Survey indicates that most families do not face significant logistical barriers to engagement, meaningful participation in school-based decision-making remains low. The survey data shows that 67% of respondents identified as Hispanic or Latino, and 38% reported Spanish as the primary language spoken in the home. Despite these demographics, participation in parent groups, school meetings, and advisory activities remains disproportionately low among these families. Additionally, many families indicated a preference for text messaging and phone calls over more formal communication channels, pointing to a need for more accessible outreach. To address these concerns, EUSD will build on its existing foundation of support through its team of bilingual family engagement liaisons. These liaisons currently serve as trusted connectors between families and schools, and their roles will be further enhanced to proactively identify and reach out to underrepresented families, provide interpretation and translation support, and personally invite families to participate in school site councils, advisory committees, and other input-driven forums. EUSD will also expand culturally relevant outreach by ensuring communication materials are translated and tailored to the community's needs. Engagement events will be offered in flexible formats, including virtual sessions, off-site gatherings in community spaces, and events held outside of standard work hours. Additionally, the district will deepen partnerships with local community organizations to reach families who may not yet feel comfortable engaging directly with the school system.|3|3|4|4|4|4|4|3|4|4|4|4|Met||2025-06-25|2025
19644850000000|East Whittier City Elementary|3|Throughout the 2024-2025 school year, EWCSD and its ten elementary schools and three middle schools provided ongoing opportunities for parents to engage in meaningful conversations with school site staff and District staff.  EWCSD and its school sites provide various parent engagement activities such as parent education opportunities, family nights, school celebrations, and PTA-sponsored events that enhance the opportunities to build relationships with school staff and families. EWCSD continues to outreach to all families and build positive relationships through Coffee with the Principal meetings, District and Site PTA meetings and events, DELAC/ELAC meetings, and participating in community-sponsored events. In the 2024-2025 LCAP survey, 90.6% of our parents indicated they feel comfortable attending school events which indicates that our efforts to build relationships with families and staff are a strength.|EWCSD is committed to strengthening family engagement by improving access to school staff and ensuring primary language support for our multilingual families. These efforts are key to fostering meaningful, trusting relationships between families and school personnel. Our Bilingual Parent and Community Facilitators will continue to play a vital role in connecting families to academic, social-emotional, and community resources and serving as a bridge between classroom teachers and school staff. Additionally, EWCSD has enhanced outreach and communication strategies to ensure all language needs are met. As the number of families speaking languages other than English continues to grow, the district is adopting a more targeted, culturally responsive approach to effectively engage and support all families.|EWCSD has identified building relationships with our English Learners and Special Education families as an area for improvement. While our English Learner parents participate and are involved in the District English Learner Advisory Committee and their site English Learner Advisory Committee, they are still not significantly represented at  district-level committees, but progress has been made as evidenced by their representation during our LCAP Community Meetings. Our Bilingual Parent Liaisons will continue to support by removing language and cultural barriers that might hinder their participation.  Special Education families continue to be involved in the education of their children.  This year, EWCSD included an Access & Inclusion Committee comprised of staff and parents interested in supporting the District’s efforts to provide equitable opportunities to all students.  Together, the committee studied historical educational research, analyzed data, determined equity gaps, and developed action plans for the District to better address student needs and provide all students with what they need when they need it.  However, it remains a priority for EWCSD to improve participation in all committees and school events. EWCSD will continue to promote and reach out to EL and Special Education families to ensure that families and school staff continue to build strong relationships. We will work in collaboration with WACSEP (Whittier Area Cooperative Special Education Program) to find ways to engage Special Education families. We will also work in collaboration with our DELAC parents to find ways to engage our families in committees.|EWCSD is invested in building partnerships with families to enhance student outcomes. EWCSD works with the local community, including parents, caregivers, businesses, and community organizations. Building stronger relationships with these partners can lead to increased support and resources for students. EWCSD is proud of the strong and collaborative partnerships with community agencies. Our Parent and Community Liaisons play a vital role in seeking partnerships and attending community resource meetings. As a result of these partnerships, EWCSD connects families, especially underrepresented families, with resources to support academic, social-emotional, and health needs.  This year, EWCSD hosted the annual Hispanic Outreach Taskforce (HOT) Parent Conference, in which families from all local Districts in Whittier attended workshops designed to support their child’s learning and success in all current and future educational opportunities.  As the District continues to expand TK, EWCSD will prioritize outreach to the families of these young learners to ensure we begin to build positive relationships and orient new families to our District.  EWCSD will continue to seek partnerships with organizations and local businesses who can provide additional resources, mentoring, tutoring, or other support services to students in need.  Addressing equity gaps in education is a priority for EWCSD. EWCSD will work on building partnerships that promote inclusivity and address disparities in resources and opportunities for underrepresented students.|Based on educational partner input and local data, EWCSD has identified the need to strengthen engagement with families of underrepresented students—specifically Foster Youth, English Learners, Low-Income, and Homeless Youth—as a key area for improvement in building partnerships for student outcomes.  Survey results show that while English Learner parent participation increased, they comprised only 10% of responses, and 1% of the responses were from our Homeless and Foster Youth families, indicating the need for more inclusive engagement strategies. To address this, the District will continue to prioritize communication and outreach efforts between school sites, District Parent Liaisons, and Social Workers to ensure families are aware of and can access academic, enrichment, and social-emotional resources.  A continued focus will be placed on supporting Homeless and Foster Youth families through targeted outreach and wraparound services. EWCSD recognizes that improving family participation, especially among underrepresented groups, is essential to student success and will remain a priority in its continuous improvement efforts.|EWCSD is dedicated to improving the engagement of underrepresented families. In addressing barriers to ensure greater participation of Spanish-speaking families.  Our District Parent Liaison, along with our school-based parent liaisons, will meet with families and make themselves visible at all school events and in the front office to be accessible to families.  EWCSD will provide training focused on outreach and best practices to our liaisons.  Liaisons will collaborate with our District Parent Liaison to secure resources for families, to ensure students come to school and are ready to learn. Parent Liaisons will collaborate with our School Social Workers to provide resources to families around wellness, mental health, and building strong relationships at school. The District will continue to work with school sites to ensure families know how to access resources and provide needed support to students and families through our Parent Connections, DELAC Meetings, and School Site Parent Education Nights. Another group of families EWCSD will continue to support and conduct outreach to is our Homeless and Foster Youth families. Through the support of the Student Services Department and Parent Liaisons, EWCSD will provide targeted outreach and communicate with families about academic, social-emotional, health, and other resources. EWCSD’s District Parent Liaison attends the Los Angeles County Office of Education (LACOE) Homeless Education Program meetings and the Community Service Providers Meeting, where she is provided resources and ideas to engage our Homeless and Foster Youth Families.  Ensuring the participation of our underrepresented families continues to be a focus for EWCSD. This year, EWCSD partnered with local legal entities to provide families with information about immigration rights.|East Whittier City School District values families as partners and seeks their participation in the decision-making process.  In the 2024-2025 school year, the East Whittier City School District continuously sought input from families and informed and involved parents about decision-making processes. The District provided guidance to support school site advisory committees.  At the school level, the School Site Council (SSC), English Learner Advisory Committee (ELAC), and other outlets (e.g. Annual Title I meeting, PTA, surveys) met throughout the year and provided input on the school plan for student achievement, the school’s parent and family engagement policy, broad course of study, and safety plan.  At the District level, there were ample opportunities for parents to voice their concerns and provide input. Throughout the 2024-2025 school year, the District provides public presentations to the Board of Education regarding a variety of topics, including school finance, accountability, academic achievement, enrichment programs, safety, and academic supports.  District English Learner Advisory Committee ( DELAC) meetings, Parent Advisory Committee meetings, and PTA Presidents’ meetings are held to allow for input and collaboration into District decision-making, including the English Learner Master Plan and the LCAP.  EWCSD successfully uses digital communication such as Parent Square, Google Surveys, parent bulletins on the website, and social media to communicate with families on current events and district initiatives.|East Whittier City School District will focus on seeking input for decision-making in the area of Special Education and English Learner programs. These two student groups are of the highest priority in our District, and it is important that we seek input from parents of English Learners and students in Special Education. As we reviewed student achievement data, we recognize there is significant academic underperformance among both of these groups.  This year, the East Whittier City School District will ensure that we seek input and ensure there is representation among these groups during parent advisory committee meetings, strategic planning meetings, and all school and District-level advisory meetings.|The District will focus on intentionally including parents, but principally targeting our English Learners and Special Education families in the decision-making process of our programs. The District and sites will prioritize gathering responses from these parent groups in District and site-level surveys. In order to ensure that our English Learner families are engaged in the decision-making process, our Bilingual Parent Liaisons will provide materials and valuable learning resources in the parents’ primary language.  Translation services will be offered and provided for languages that our staff are not able to provide. In addition, in every meeting, whether in person or virtually, interpreters and childcare are provided to ensure clear communication and encourage engagement and participation. With the support of our WACSEP (Whittier Area Cooperative Special Education Program) school social workers, Special Education Program Specialists, and Special Education Coordinator, we will offer workshops around targeted topics that meet the needs of our Special Education families. Based on parent surveys and input, childcare will be offered at parent meetings for our parents to be fully engaged in parent education opportunities, conferences, and meetings.|5|5|4|5|5|5|4|4|5|5|4|5|Met||2025-06-11|2025
19645010000000|El Monte City|3|Based on input from educational partners and local data, the El Monte City School District (EMCSD) demonstrates significant strengths and steady progress in building strong, collaborative relationships between school staff and families. Feedback collected through parent surveys, School Site Council (SSC) meetings, and Local Control and Accountability Plan (LCAP) engagement sessions reflects a high level of trust in school personnel, appreciation for consistent communication, and increased opportunities for families to participate in their children’s education. One of EMCSD’s strengths lies in its commitment to two-way communication. The district ensures families are well-informed through multilingual outreach, weekly school-to-home communication, digital platforms (such as ParentSquare and Google Classroom), and in-person engagement opportunities. Family surveys indicate that parents perceive school staff as accessible, responsive, and respectful, which fosters a sense of partnership and shared responsibility. Professional learning for educators includes a strong emphasis on equity, cultural responsiveness, and the importance of family engagement. Teachers and administrators are supported in developing inclusive communication strategies that honor family perspectives and build trust. This is further reinforced through collaboration and coaching structures, including Teachers on Special Assignment (TOSAs), who model and support best practices in engaging diverse families. The district also incorporates family voice into instructional and school improvement decisions. Input gathered directly from families influences planning for curriculum, student supports, and site-level initiatives. For example, data from parent input helped inform the district’s literacy and math implementation plans, as well as the expansion of social-emotional learning supports. This responsiveness demonstrates EMCSD’s ongoing effort to elevate family perspectives in shaping the educational experience. Additionally, EMCSD hosts family-focused events such as literacy nights, parent education workshops, and community forums to strengthen the home-school connection. Schools provide regular opportunities for families to engage in learning about curriculum, standards, and how to support student learning at home. Overall, EMCSD’s strategic alignment of professional learning, instructional leadership, and community engagement fosters a culture of partnership with families. Continued investment in building staff capacity to engage families in meaningful ways remains central to the district’s equity-driven mission.|Based on analysis of educational partner input and local data, El Monte City School District (EMCSD) has identified key areas for improvement in building and strengthening relationships between school staff and families. While the district has made meaningful progress in communication and engagement, input from LCAP sessions, School Site Councils, and parent surveys highlights opportunities to deepen trust, increase participation among historically underrepresented families, and enhance two-way communication. A primary focus is expanding culturally responsive outreach. While EMCSD communicates in multiple languages and uses digital platforms to reach families, data show that some families—particularly those of English Learners, students with disabilities, and socioeconomically disadvantaged students—still face barriers to full participation in school-based decision-making. The district is working to move beyond information sharing by offering more accessible, culturally relevant opportunities and reducing logistical challenges, such as timing, transportation, and childcare. Another area for growth is increasing staff capacity to engage families in ongoing, meaningful dialogue about academic progress. While equity and family engagement are included in professional learning, partners express a need for more consistent collaboration between teachers and families, especially around standards-based instruction, assessments, and home support strategies. EMCSD is exploring ways to strengthen these connections through enhanced training, tools, and time for student-led conferences, goal setting, and progress updates. The district also aims to enhance its approach to capturing and responding to ongoing family feedback. While surveys are administered regularly, EMCSD plans to increase informal, real-time opportunities—such as listening circles, town halls, and site-based input sessions—to ensure responsiveness to evolving needs. Closing the feedback loop so families see their input reflected in decisions is essential for building trust and strengthening partnerships. To support these goals, EMCSD will embed family engagement more intentionally into professional development, school site plans, and leadership coaching. By treating family engagement as a shared responsibility—not limited to administrators or liaisons—the district will foster stronger, more authentic relationships with families as partners in student success. In summary, EMCSD is committed to deepening trust, improving access, and building staff capacity to engage all families in meaningful, empowering ways that reflect the diversity and strengths of the school community.|Based on self-reflection data and educational partner input, El Monte City School District (EMCSD) recognizes the need to deepen engagement with underrepresented families, particularly those from linguistically and culturally diverse backgrounds. While the 2024–25 CalSCHLS data show strong parent satisfaction—97% of parents affirm their child’s school is safe and 94% feel welcome—EMCSD remains focused on building more equitable, inclusive partnerships with families who have historically faced barriers to engagement. A key strategy is the continued use and refinement of culturally and linguistically responsive communication. EMCSD’s use of ParentSquare enables real-time two-way communication with automatic translation, significantly reducing language barriers. The district will continue leveraging this platform while expanding staff training on inclusive digital communication practices to ensure consistency and accessibility. To support underrepresented communities, EMCSD assigns community liaisons at each school and a district-level liaison to coordinate efforts. These liaisons serve as trusted cultural brokers who connect families to school resources, clarify school processes, and help create welcoming environments. EMCSD will enhance this model by offering additional training focused on equity, trauma-informed communication, and culturally relevant outreach strategies. The district will also expand multilingual family workshops focused on empowering parents as co-educators. Topics will include understanding standards-based report cards, navigating assessments, supporting learning at home, and accessing academic and wellness resources. EMCSD will collaborate with community-based organizations to host events in accessible formats and familiar community spaces. In support of Asian American and Pacific Islander (AAPI) families, EMCSD will continue targeted outreach through Chinese and Vietnamese-speaking liaisons. These liaisons foster trust through culturally affirming practices. The district will expand resources and engagement materials that reflect AAPI cultural values to bridge home-school connections. To promote consistency across schools, the district-level community liaison will provide coaching, model inclusive practices, and coordinate equity walks to help identify opportunities for improved engagement with underrepresented families. EMCSD will also increase opportunities for family input through listening circles, focus groups, and inclusive advisory councils. Ensuring families see how their voices influence decisions will strengthen trust and reinforce the message that all families are valued partners in student success. Through these actions, EMCSD continues its commitment to authentic, equity-centered engagement where every family feels seen, heard, and connected to their child’s education.|El Monte City School District (EMCSD) demonstrates strong progress in building effective partnerships with families to support student outcomes. Analysis of 2024–25 CalSCHLS data reflects high levels of engagement: 94% of families feel encouraged to partner in their child’s education, 94% feel informed between report cards, 91% receive tips for supporting learning at home, and 88% report access to wellness-related resources. These indicators affirm EMCSD’s commitment to authentic, two-way partnerships that bridge home and school. A core strength is the district’s use of structured events that promote collaboration and goal setting. Parent-Student-Teacher Conferences, Back to School Night, and Open House events are held at every site to foster relationships, align expectations, and engage families in academic growth. Additionally, events like Family Art Night, Math Night, and Literacy Night offer joyful, hands-on opportunities for families to connect with their child’s learning. EMCSD also supports families with targeted workshops led by counselors, social workers, and community liaisons. These sessions respond to family interests and cover topics such as mental health, artificial intelligence, digital safety, and substance use prevention. These offerings empower families and validate their cultural knowledge and lived experiences. The district cultivates parent leadership through School Site Councils (SSC), English Learner Advisory Committees (ELAC), Community Schools Committees, and PTAs. Parents contribute to the development of School Plans for Student Achievement (SPSA) and the LCAP through training in data analysis, goal setting, and decision-making, reinforcing EMCSD’s belief that families are essential partners in student success. To enhance inclusivity, EMCSD ensures multilingual communication and promotes culturally responsive engagement through school-based liaisons. These liaisons support families in navigating school systems, accessing resources, and connecting with leadership opportunities. Although only 49% of families report being actively involved at school, EMCSD is expanding participation by offering flexible engagement options, including virtual formats, alternative scheduling, and targeted outreach through trusted messengers. Recognizing that 28% of staff report needing more support in cross-cultural engagement, EMCSD will continue professional learning focused on asset-based mindsets, relationship-building, and inclusive practices. These efforts will increase educator capacity to engage all families meaningfully and equitably. By honoring family voice, broadening leadership pathways, and investing in staff development, EMCSD is strengthening equity-centered partnerships that support the academic and social-emotional success of every student.|El Monte City School District (EMCSD) has made meaningful progress in building strong partnerships with families, as reflected in 2024–25 CalSCHLS data: 94% of families feel encouraged to participate in their child’s education, 91% receive tips for learning at home, and 88% report access to resources that support their child’s well-being. However, analysis of local data and educational partner input highlights focus areas for improvement to strengthen these partnerships and ensure equitable participation for all families. A key area for growth is increasing active family involvement. While communication and support are strong, only 49% of families report being actively involved in school-based activities. EMCSD recognizes that traditional formats may not meet the needs of all families. To address this, the district will expand flexible, culturally responsive engagement opportunities—including virtual options, varied scheduling, and alternative formats—to reduce logistical and cultural barriers. Another focus is improving staff capacity in culturally responsive engagement. While professional learning on equity and inclusion is available, 28% of staff report needing more support to engage across cultural and linguistic differences. EMCSD will strengthen professional development on asset-based mindsets, cross-cultural communication, and strategies to honor the lived experiences of families. These efforts aim to build trust and deepen relationships with underrepresented communities. EMCSD also seeks to broaden leadership opportunities and representation. Although School Site Councils, ELACs, and Community Schools Committees offer decision-making roles, voices of immigrant families, English Learners, and working families remain underrepresented. The district will use targeted outreach, multilingual communication, and partnerships with trusted organizations to encourage broader participation in leadership. To better align home and school, EMCSD will increase efforts to connect families with academic tools and monitoring systems. While many families receive tips for learning at home, partners have requested more training on standards-based grading, digital platforms, and academic support strategies. The district will expand workshops and resource guides to help families understand and contribute to student progress. In summary, EMCSD’s focus areas include: expanding flexible engagement, building staff capacity for inclusive practices, increasing representation in leadership, and enhancing family understanding of academic tools. These priorities reflect EMCSD’s commitment to ensuring all families can meaningfully support student success.|Based on self-reflection and educational partner input, El Monte City School District (EMCSD) remains committed to strengthening partnerships with underrepresented families, particularly those facing barriers related to language, work schedules, or cultural differences. While 2024–25 CalSCHLS data shows most families feel welcomed and informed, only 49% report being actively involved at school. To address this gap, EMCSD will expand multilingual communication and culturally responsive outreach. The district will continue using ParentSquare’s translation features and provide staff training to ensure respectful and accessible communication. EMCSD will also collaborate with trusted community-based organizations to co-host events in welcoming spaces that reflect families’ cultures. To reduce barriers such as time, transportation, and childcare, EMCSD will offer flexible engagement options like virtual meetings, on-demand recordings, and events held at various times. These efforts aim to support greater participation from working families. To elevate underrepresented voices, EMCSD will expand inclusive leadership opportunities through targeted outreach and mentorship. Community liaisons will help families engage in School Site Councils, ELACs, and Community Schools Committees by guiding them through school systems and governance processes. The district will also expand workshops addressing community-identified needs, including grading practices, digital tools, mental health, and home-based learning. These will be offered in multiple languages and formats. Internally, EMCSD will enhance professional development focused on asset-based, culturally responsive engagement. These efforts reflect EMCSD’s commitment to equity and ensure all families feel valued, empowered, and connected to student success.|El Monte City School District (EMCSD) has made consistent progress in fostering inclusive, collaborative decision-making processes that elevate family and community voice. According to the 2024–25 California Healthy Kids Survey (CalSCHLS), 86% of families agreed that schools actively seek their input before making important decisions—an increase from the previous year. This positive trend reflects EMCSD’s commitment to shared governance, transparency, and meaningful stakeholder engagement. A key strength of EMCSD’s approach is its emphasis on empowerment through capacity-building. Families serve on School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the LCAP Advisory Committee, where they contribute to shaping academic goals, reviewing budget priorities, and influencing the School Plan for Student Achievement (SPSA). Parents receive annual training in data analysis, goal setting, and the legal responsibilities of advisory roles, equipping them to participate as informed partners in school and district-level planning. The District English Learner Advisory Committee (DELAC) plays a vital role in ensuring English Learner families have structured and meaningful opportunities to inform district policies. DELAC members review student achievement data, support services, and Title III programs for multilingual learners, providing input that directly informs the district’s language development efforts. EMCSD also uses a variety of input tools to reach a broader cross-section of the community. In the most recent LCAP engagement cycle, nearly 300 parents and guardians submitted feedback through surveys, written forms, and site-based discussions. This broad participation demonstrates growing trust in the district’s systems for listening and responding to family voice. To sustain and expand this progress, EMCSD is refining its outreach to ensure families from historically underrepresented groups feel welcomed and included. This includes providing multilingual materials, culturally responsive facilitation, and flexible meeting formats—such as virtual options and alternative times—to meet families’ diverse needs. Community liaisons at both school and district levels serve as essential connectors, conducting personal outreach and building bridges between families and decision-making spaces. In addition, EMCSD is launching equity-focused family workshops and offering targeted training to advisory group participants to increase representation and confidence among underrepresented families. The district is also deepening partnerships with community-based organizations that reflect the linguistic and cultural identities of its families to strengthen trust and engagement. Through these intentional strategies, EMCSD ensures that its decisions reflect the voices, priorities, and lived experiences of the families it serves, reinforcing the belief that families are essential partners in student success and district improvement.|El Monte City School District (EMCSD) has made meaningful strides in engaging families in decision-making processes, with 86% of families surveyed in the 2024–25 CalSCHLS indicating that schools seek their input, a slight increase from the previous year. While this data reflects progress, educational partner input and local data reveal key areas for growth to ensure all families, particularly those from underrepresented communities, are meaningfully included. A primary focus is broadening representation and participation in formal advisory groups such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the LCAP Advisory Committee. While these groups provide valuable platforms for parent voice, participation does not yet fully reflect the diversity of EMCSD’s student population. Immigrant families, non-English speakers, and working parents may face barriers such as limited time, language access, or unfamiliarity with district processes. EMCSD will strengthen outreach, provide leadership development, and create welcoming pathways to help more families feel informed, supported, and confident in contributing. Improving accessibility and flexibility in how input is gathered is another area of focus. While EMCSD regularly collects input through surveys and meetings, not all families can engage in traditional, in-person formats. To address this, the district will increase virtual meeting options, offer asynchronous feedback opportunities, and provide flexible scheduling to better accommodate families with varying availability. These approaches aim to improve response rates and expand the diversity of voices contributing to district decisions. Cultural responsiveness also remains a priority. While multilingual materials and interpretation services are available, some families still feel uncertain about how to engage or whether their voices are valued. EMCSD will expand staff training on inclusive facilitation, ensuring all families—especially those historically underrepresented—experience respectful and welcoming environments when invited to share input. Community liaisons play a key role by serving as cultural bridges, building trust and supporting ongoing family engagement. To further support inclusive input, EMCSD will expand equity-centered family workshops and training for parent leaders. These sessions will focus on advocacy, data use, and shared decision-making. The district will also deepen partnerships with community-based organizations that reflect the identities and values of EMCSD families, offering additional spaces for connection and feedback. In summary, EMCSD is focused on increasing representative participation, enhancing flexible and accessible engagement, strengthening culturally responsive practices, and deepening collaboration with trusted community partners. These efforts reflect the district’s commitment to inclusive systems where all families have a voice in shaping student outcomes.|Based on self-reflection and analysis of educational partner input and local data, El Monte City School District (EMCSD) has identified key actions to improve the engagement of underrepresented families in decision-making. While 86% of families reported through the 2024–25 CalSCHLS survey that schools actively seek their input, the district recognizes that not all groups are equitably represented in formal advisory structures. In response, EMCSD is implementing targeted strategies to ensure every family—especially those historically underrepresented—has the opportunity to share their voice and influence school and district decisions. To improve engagement, EMCSD will expand personalized, culturally responsive outreach. Community liaisons at both the school and district levels will continue serving as trusted messengers who build relationships, offer translation and interpretation, and support families in navigating systems such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the LCAP Advisory Committee. These liaisons are critical in helping underrepresented families understand how to get involved and feel confident participating in planning and governance. The district will also provide targeted training to help families effectively engage in leadership roles. EMCSD will offer workshops in families’ home languages focused on data analysis, goal setting, and understanding school systems. Sessions will be available in multiple formats—virtual, in-person, and recorded—to meet different access needs and family schedules. EMCSD will host equity-focused family workshops aimed at building leadership capacity and elevating underrepresented voices in spaces where they have traditionally been absent. These workshops will focus on identity, advocacy, and collaboration between schools and families. By equipping families with tools and support, EMCSD aims to foster stronger, more inclusive participation across all communities. In addition, EMCSD is strengthening partnerships with community-based organizations that reflect the cultural and linguistic identities of its families. These partnerships will help the district reach families less connected to school-based systems by providing familiar, welcoming spaces for engagement. To reduce barriers, EMCSD will continue offering flexible engagement options such as virtual meetings, varied scheduling, and multilingual materials. These efforts ensure families facing time, childcare, or language challenges can still contribute meaningfully. Through these intentional actions—outreach, leadership development, equity-centered training, and trusted partnerships—EMCSD is building inclusive pathways for all families to engage in shaping student outcomes.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
19645190000000|El Monte Union High|3|The El Monte Union High School District (EMUHSD) is committed to building strong partnerships that support student achievement. Every school offers a welcoming parent center staffed by a community liaison, providing multilingual resources and information to encourage collaboration between families and schools.  Families are invited to participate in a wide range of workshops designed to support student learning at home. Topics include technology use, mental health, and positive discipline, with many sessions offered in Spanish in response to parent feedback. Districtwide events—such as College Night, Cash for College workshops, the College and Career Family Conference, and the annual Parent Involvement Academy—are consistently well-attended and help build college and career readiness.  Parents and guardians are also supported in monitoring their child’s academic progress, with staff available to assist with any technical needs. The district values family input and regularly gathers feedback through surveys, focus groups, and committee participation, ensuring that family voices help shape school initiatives and decisions.|Based on an analysis of feedback and local data, EMUHSD will strengthen engagement with underrepresented families by ensuring that all communication and workshops are accessible in families' preferred languages and offered at times that are convenient for them, including weekday, daytime, and weekend options. To further support outreach, additional counselors will be hired at select sites to focus on building meaningful relationships with families of English Learners and enhancing parent engagement efforts.|To improve engagement with underrepresented families identified through the self-reflection process, the District has implemented ParentSquare as its primary communication platform. This tool allows staff to connect with families in their home language, ensuring that language is not a barrier to involvement. Recognizing that many of these families do not speak English as their first language, the District is committed to delivering communication in multiple formats—both written and verbal—to promote inclusive participation.  In addition, staff are actively seeking direct input from families through in-person focus group meetings. To increase outreach, parents are receiving more personalized phone calls and mailed invitations, in response to concerns about the overuse of email as the primary method of communication.      To improve engagement with underrepresented families identified through the self-reflection process, the District has implemented ParentSquare as its primary communication platform. This tool allows staff to connect with families in their home language, ensuring that language is not a barrier to involvement. Recognizing that many of these families do not speak English as their first language, the District is committed to delivering communication in multiple formats—both written and verbal—to promote inclusive participation.  In addition, staff are actively seeking direct input from families through in-person focus group meetings. To increase outreach, parents are receiving more personalized phone calls and mailed invitations in response to concerns about the overuse of email as the primary method of communication.|Local data shows that EMUHSD staff continue to strengthen relationships with families across the district. Schools consistently provide families with information and resources to support student learning at home, using a variety of tools and offering materials in multiple languages. Each school actively seeks parent input on ways to improve the home-school connection. In addition to annual site-based surveys, the district gathers broader feedback through districtwide surveys, giving families an opportunity to share ideas for enhancing collaboration and strengthening relationships that support student success. Targeted focus groups have also been conducted with both parents and students at each school to gather more direct input.  Every school has created a welcoming environment through dedicated parent centers that offer multilingual resources for families, staff, and community members. EMUHSD encourages parents and guardians to take part in school events and be actively involved in their child’s educational experience. Families have access to a wide range of engagement opportunities, including Financial Aid workshops, the College and Career Family Conference, and the Parent Involvement Academy. In addition, cultural events such as the annual Posada and Lunar New Year celebration serve to promote community connection and deepen relationships between families and school staff.|To strengthen partnerships that support student success, EMUHSD will focus on expanding workshops and training opportunities for parents. These sessions will address key areas tied to student achievement, including graduation and A-G requirements, attendance expectations, State assessments, and post-secondary pathways. Additionally, workshops will be offered to help families support math learning at home, as part of a broader effort to improve student outcomes in mathematics.|Based on feedback and local data, EMUHSD will improve engagement with underrepresented families by ensuring all information and workshops are accessible in their preferred languages and scheduled at convenient times, including weekdays, daytime hours, and weekends. We will continue to rely on parent input through surveys, focus group meetings, and parent committees to improve engagement of underrepresented families.|Throughout the school year, EMUHSD works closely with families to identify meaningful engagement opportunities, as well as the most convenient times and settings for participation at both the site and district levels. Input collected through surveys, events, and committee meetings helps shape parent and family activities, resulting in increased engagement across the district each year.  EMUHSD also provides ongoing training for both staff and families to strengthen participation in advisory groups and decision-making processes. Parents involved in English Learner Advisory Committees (ELAC) at school sites and the District English Learner Advisory Committee (DELAC) receive leadership training and support to serve as facilitators in the learning process. These parents gain expertise in key topics and are encouraged to share information with other families. Feedback from these groups is gathered through surveys and evaluations, helping to guide future training topics and engagement opportunities.  Parents serving on the Superintendent’s Parent Advisory Committee and the Local Control and Accountability Plan (LCAP) Committee also receive leadership training and contribute valuable input on LCAP actions. These parent leaders help organize districtwide events—such as the annual Posada—which serve as powerful opportunities for community building and family engagement.|Although districtwide parent and family engagement continues to grow each year, local data highlights the need for greater participation in decision-making processes. EMUHSD will focus on expanding committee membership and ensuring diverse representation, creating more opportunities for parents to engage meaningfully and take on leadership roles. School sites will continue to track not only the total number of participating families, but also the number of unique families involved. This will continue to help identify and target underrepresented groups to ensure more inclusive engagement.|To strengthen engagement with underrepresented families identified through the self-reflection process, the District has shifted toward more personalized communication, including increased use of paper mailings. All communication is provided in English and Spanish, and in other languages when possible. ParentSquare will remain the primary platform for ongoing home-school communication, allowing staff to connect with families in their preferred language.  The District remains committed to using multiple formats—both written and verbal—to support families’ understanding of their roles and to encourage their participation in decision-making. To further support in-person interactions, translation devices have been acquired to better communicate with non-English-speaking families. These efforts aim to increase meaningful engagement and representation of underrepresented families in district and school decision-making processes.|3|5|4|4|4|5|4|5|5|5|5|4|Met||2025-06-18|2025
19645270000000|El Rancho Unified|3|Based on our LCAP Surveys, the staff and community respondents feel that the district engages them as educational partners. In the 2023-24 Staff Survey, 61.3% of staff reported feeling engaged by ERUSD as an educational partner. In 2024-2025, there was an increase of 8%, as 69.3% of staff reported feeling engaged by ERUSD as an educational partner. On the 2023-2024 LCAP Parent Survey, 56.67% of parents report participating in district sponsored activities (i.e. PTA, School Site Council, performances, festivals, ceremonies, etc.) and 53.49% of English Learner parents reported participating in district sponsored activities. There were increases of 7.13% as on the 2024-2025 LCAP Parent Survey 63.8% of parents report participating in district sponsored activities (i.e. PTA, School Site Council, performances, festivals, ceremonies, etc.) and a .61% increase for English Learner parents, as on the 2024-2025 LCAP Parent Survey 54.1% of English Learner parents report participating in district sponsored activities.|While we continue to make progress in the area of building relationships between school staff and families, we will continue to make efforts to build relationships between ERUSD staff and parents. An area of improvement is creating structures, policies and opportunities to sustain our current level of communication by providing access to platforms such as ParentSquare, Aeries Parent Portal, and Seesaw . In addition, ERUSD has continued to communicate with families and staff through social media, emails, automated phone calls, and letters. Community Liaisons at school sites are other partner that will support the communication between home and school as they build relationships with our families.|ERUSD is committed to working with our families and creating a partnership to ensure the success of our students. Our 2024-2027 LCAP Goal #2 focuses on engagement for all educational partners, including parents. It reads, “El Rancho USD will create an inclusive environment that fosters a feeling of safety and belonging among all students, parents, and staff.”  This year, we were able to offer engagement opportunities for families both in-person and virtually, through Zoom/Google Meet. This continued to allow parents who are not normally able to attend in-person meetings to be able to participate virtually. The current level of engagement that we hold with our families is an area of strength for us and we hope to continue to increase parent engagement.|Our LCAP Goal #2 focuses on engagement for all stakeholders, including parents. It reads, “El Rancho USD will create an inclusive environment that fosters a feeling of safety and belonging among all students, parents, and staff.”  We are continuing to build partnerships to offer parent workshops in a variety of areas. These workshops will better prepare parents to support their students in their homes. Possible topics for these workshops can include how to support literacy at home, how to support students with homework at home, and what the a-g requirements for students in high school. In addition, this year, we were able to offer additional parent learning opportunities, with  our second Annual Parent Summit and a Community Resource Fair. Community Liaisons are also offering opportunities for parents to become more engaged in their student's school and community.|In order for parents and community members to feel they receive the information they need and/or requested, we will have to implement the following strategies to enhance our communication with parents and the community, ensuring they feel informed, valued, and engaged: * Establish clear communications channels so that parents have different platforms where they can receive updates and information, such as emails, newsletters, social media, and the district’s website.  * We will offer the information in multiple languages when possible to cater to our non-English speaking families. * Ensure that school sites’ and the district’s website is easy to use and is regularly updated with relevant information. * Conduct regular surveys to gather input from parents and the community on the information they find useful and what they need more of. * Hold regular meetings or forums where parents and community members can ask questions and provide feedback. * Respond promptly to inquiries and requests for information from parents and community members. * Communicate in a clear and concise manner to ensure everyone understands the information provided. * Work with school sites and their parent groups, such as PTA, PTO, SSC, and ELAC, to ensure parents have an opportunity to participate in their school’s events and have a platform to share their ideas, concerns, and suggestions. * Collaborate with local organizations and businesses to share information and resources that benefit the school community. * Podcasts so that parents are aware of different programs and opportunities ERUSD has.|We want to provide professional learning opportunities for both teachers and principals to improve their school' capacity to partner with families. ERUSD will implement  strategies to help create a more inclusive and supportive environment for underrepresented families, leading to stronger partnerships and better student outcomes. One of the strategies we were able to implement and plan to sustain  is that we were able to maintain Parent Liaisons at each site that share  cultural and linguistic backgrounds with underrepresented families to facilitate communication and trust. As they begin to develop relationships with families and the community, we will  continue to improve our schools and district's capacity to partner with families so that they have the resources to support student learning and development at home.  We will  also offer workshops on navigating the school system, supporting student learning at home, and understanding educational expectations at schools. Meeting and events will continue to be offered at various times, including evenings and weekends, to accommodate working families and their schedules.|The district has demonstrated significant strengths and progress in actively seeking input for decision making. In the 2024-2025 staff LCAP Surveys, 69.3% of staff reported feeling engaged by ERUSD as an educational partner. The 2023-2024 Student Surveys/California Healthy Kids Survey (CHKS)showed that 37% of elementary, 22% of 7th grade, 15% of 9th grade, and 21% of 11th grade students reported meaningful participation at their schools. While these findings highlight a foundation of student voice and engagement, there is a continued need to strengthen opportunities for authentic student participation, particularly at the secondary level. Moving forward, the district remains committed to increasing student input and fostering inclusive environments where all students feel their voices are heard and valued in shaping their school experience.|El Rancho Unified School District is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create and sustain communication between home and school to meet the unique needs and background of each student. To build strong relationships, ERUSD communicates regularly with parents, students, and other stakeholders through monthly meetings at school sites, frequent phone calls/text messages and email, weekly newsletters which are written in English and Spanish, and a robust school website. Parents and community members also receive information through a number of social media platforms, such as Twitter, Facebook, and Instagram. Schools and district offices also use a translator when needed for phone calls, school/district meetings, SARBS, and IEP or 504 meetings. These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school services and programs. To help our families connect to the greater school community, as well as support learning at home, ERUSD made available parent videos and schools hosted parent workshops during the school year. In addition, the schools held School Site Council meetings, the district held Parent Advisory Committee Meetings, and other  parent input meetings for students with disabilities. Staff members were effective at recruiting underrepresented families.|To improve the engagement of underrepresented families identified during the self-reflection process, ERUSD will enhance outreach efforts, increase accessibility to engagement opportunities for students, parents, and staff, and strengthen communication and relationships with our educational partners.  We can continue to improve engagement of underrepresented families by continuing to advertise and communicate using a variety of communication methods, including social media, newsletters, and text messages, to ensure the information is easily accessible. We will also communicate when meetings are held, as well as the purpose of the meetings, so that our partners are aware that we are seeking their input for decision-making and how their input is utilized.  In addition, we can also offer  meetings/workshops/training Offer meetings and input sessions at various times and locations, including virtual options, to accommodate different schedules and transportation limitations. We can also provide childcare support for in-person events. We will ask our community liaisons to bridge gaps and build trust so that our families feel welcomed and want to participate.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
19645350000000|El Segundo Unified|3|ESUSD provides a variety of opportunities for educational partners to share their input, including district and school site committees, parent-teacher conferences, educational evenings, and focus groups. During these collaborative gatherings, examples were shared of how ESUSD is working to build strong partnerships that support all students. These include the addition of school counselors, active participation in committees, and events designed to engage families. Educational partners expressed that communication is well-managed, with parents able to reach out to teachers or administrators at any time to support student success. Principals also keep families informed through newsletters, parent nights, social media updates, and PTA meetings.|While ESUSD continues to host a wide variety of events such as community gatherings, coffees with the principal, parent education nights, and social activities, it became apparent that some families faced barriers to attending in person. In response, the district began offering virtual access to several of these events, which helped increase participation and strengthen family-school connections. This shift has allowed more families to stay informed and involved, regardless of scheduling conflicts, transportation challenges, or other obstacles. ESUSD remains focused on expanding these efforts to ensure all families feel welcomed and included.|Expanding the number of school counselors and increasing the availability of shared resources has helped foster stronger, more supportive relationships with families in a welcoming environment. To better engage underrepresented groups such as English Learners, socio-economically disadvantaged students, and foster youth, site administrators and counselors are making intentional efforts to connect directly with each family. These personalized interactions help ensure that families feel supported, valued, and empowered to engage more actively in their child’s educational journey.|ESUSD benefits from an engaged and supportive parent community, which contributes to a collaborative, team-based approach to student success. The district remains committed to fostering a culture of service that is welcoming, respectful, and inclusive. Our focus is to ensure families have access to timely information about student progress, school updates, and district initiatives, while also offering meaningful opportunities for involvement and feedback. ESUSD continues to prioritize strong relationships between staff and families by promoting a positive, family-friendly environment across all schools. Parent engagement is visible through active participation in school events, advisory committees, and volunteer opportunities throughout the year, including summer. Families are always invited and encouraged to attend school meetings and activities such as education nights, open houses, back-to-school nights, conferences, PTA events, School Site Council, and student performances. Ongoing communication at both the district and site level helps ensure families stay informed, engaged, and connected, ultimately supporting student achievement and strengthening our school community.|Through continued review of survey data and input gathered from various committees, ESUSD has developed parent education nights that provide valuable support and help strengthen the connection between home and school. One challenge identified is that families often have conflicting schedules due to the number of events and opportunities offered. To accommodate this, the district has made some sessions available as recordings, allowing parents to access them at their convenience. While feedback on this approach has been positive, increasing attendance at family nights and parent education events at the secondary level remains a priority. This continues to be an area of focus, and ESUSD is committed to refining our efforts and ultimately excelling in building stronger partnerships for student outcomes. We will continue engaging educational partners through surveys, focus groups, and committee discussions to develop new strategies that deepen school-family collaboration.|ESUSD continues to engage underrepresented families through meaningful outreach and targeted support. Our English Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC) meetings, along with parent information nights, play a key role in helping English Learner families better understand the English Language Proficiency Assessments for California (ELPAC) and the reclassification process from English Learner to Fluent English Proficient. Families shared that these efforts have equipped them with the tools they need to support their students at home, particularly when preparing for assessments. In addition, our college and career advisor provides direct support to unduplicated students, including English Learners, socio-economically disadvantaged students, and foster youth, through services such as AirTutors and in-school tutoring. Counselors also connect personally with families of underrepresented students to ensure they have access to essential information, resources, and opportunities to make informed decisions about their child's future. These strategies are the result of ongoing collaboration with educational partners and will continue to evolve to meet the needs of our diverse student population.|Parental involvement and open communication remain key strengths in building strong school communities and encouraging engagement, particularly among families of unduplicated students including English Learners, socio-economically disadvantaged students, and foster youth. ESUSD provides multiple avenues for families to participate in the decision-making process. These include School Site Council meetings and a range of districtwide committees focused on areas such as instructional technology, artificial intelligence, environmental initiatives, wellness, special education, facilities, and the Local Control Accountability Plan. The district continues to evaluate and expand access to these meetings by offering more virtual participation options, which has led to increased involvement and input from educational partners.|ESUSD recognizes the critical role of all educational partners in shaping meaningful decisions that impact our schools. Throughout the year, the district hosts committees, focus groups, surveys, and parent nights to gather input and strengthen collaboration. Survey feedback is carefully reviewed and used to guide improvements in how we engage families. Moving forward, ESUSD remains focused on expanding opportunities for input by offering a range of formats including small and large group discussions, focus groups, surveys, and both school and district-level committees. The goal is to ensure all voices are heard and valued in the decision-making process.|ESUSD is committed to elevating the voices of underrepresented families by engaging them at the school, district, and community levels. Their input directly informs district goals, programs, actions, and spending decisions. Through the Local Control and Accountability Plan (LCAP) committee and dedicated input sessions, families are invited to share their perspectives and help shape improvements. Staff members actively connect with parents and guardians of unduplicated students, including English Learners, socio-economically disadvantaged students, and foster youth, through a variety of touch points. These include parent-teacher conferences, Back to School Night, Open House events, Student Study Team meetings, Individualized Education Plan meetings, English Learner Advisory Committee sessions, and participation in district committees such as LCAP, Facility Advisory, Wellness, and Equity and Inclusion. These efforts ensure that all families have meaningful opportunities to contribute to the decision-making process.|4|4|4|4|4|4|4|3|5|4|4|5|Met||2025-06-10|2025
19645500000000|Garvey Elementary|3|The District continued to promote a welcoming environment and provide multiple opportunities for 2-way communication between the district/school staff and families, by using multiple forms of communication (e.g., ParentSquare, Class Dojo, text and voice messages, newsletters, parent focus groups), and by having bilingual School Community Coordinators housed at each school to conduct target parent outreach in different languages.|The focus area for improvement is to strengthen the District’s efforts in providing ongoing training and support for all staff, including office staff and teachers, in learning about each family’s strengths, cultures, languages, and goals for their children.|The District will improve engagement of underrepresented families by providing professional development for all school staff on culturally responsive practices and the strategies to serve high-need families.|The District continued to provide district- and school-level parent education opportunities, including community resources fair, districtwide parent institutes, monthly meetings with the Principal, parent training events, with translations/interpretations provided at all events. Resources and information that support student learning at home were shared in an ongoing manner by principals, counselors, and bilingual School Community Coordinators.|The focus areas for improvement include: 1) developing the capacity of staff in partnering with families with diverse backgrounds, particularly in addressing the mental, social-emotional, and academic needs of high-priority children, and 2) providing more progress reports, support, and resources for parents of struggling students.|The District will continue to improve engagement of underrepresented families by providing professional development and for staff to partner with families, in addressing the mental health and social-emotional needs of students, and by providing families with information and resources on intervention and enrichment programs to meet the diverse needs of students.|The District continued to provide all families, including underrepresented groups (e.g., English learners) with opportunities to provide input and opportunities to have families and staff work together to plan and implement family engagement activities, through regularly-scheduled district- and school-level parent participation and education meetings, a variety of parent engagement activities, and the parent outreach programs facilitated by district- and site-based bilingual parent support staff.|The focus area for improvement is to build the capacity of and supporting principals and staff to effectively engage families, particularly underrepresented families, in advisory groups and with decision-making.|The District will improve engagement of underrepresented families by providing training and support for both the staff and the underrepresented families, including working parents, new immigrants, and low-income families, in effectively engaging in advisory groups and decision-making, through ongoing parent training, target outreach from bilingual School Community Coordinators, support services (e.g., translation, childcare services), and meeting schedule accommodations.|3|4|3|4|3|3|4|4|4|4|4|4|Met||2025-06-26|2025
19645680000000|Glendale Unified|3|GUSD recognizes that parent/guardian involvement in their child’s education contributes greatly to student achievement and a positive school environment. On the 2024-2025 Annual School Survey, 54.8% parents/guardians responded that they agree or strongly agree that their child is academically challenged at school, and 79.9% stated that their school keeps them well informed of their student’s academic progress. This partnership between home and school is important to achieving positive outcomes for students. 64.9% of parent/guardian responses agreed or strongly agreed with the statement that they know how to access mental health supports through their school. Maintaining this strong sense of connection to the school has emerged as a top priority in order to link families to resources. Also, schools encourage families to participate in groups such as the PTA, school foundations, School Site Council, etc. The Superintendent works directly with the Superintendent’s Parent Advisory Committee and Glendale Council PTA, both composed of parents/guardians and community members, to meaningfully involve parents/guardians and family members in District and school activities; advisory, decision-making, and advocacy roles; and activities to support learning at home. Title I schools have a Student-Parent-School Compact signed by each student’s parent/guardian that outlines the commitment students, families and teachers have to each other. In order to foster a positive culture of learning that maximizes student achievement, GUSD partners with families to accelerate student learning, support physical, social and emotional wellbeing, and increase school connectedness. The Equity, Access and Family Engagement Department uses survey results to strategize efforts and coordinates family engagement sessions. GUSD offers outreach and education efforts to help families understand and access resources for state assessments such as CAASPP and ELPAC. Site-specific achievement data is shared with families and next steps are discussed to address areas of focus. Resources for support and learning at home are shared. Staff meet with families to review academic progress and engage them in learning experiences at events for building a joy in and partnership for learning. Families take part in ELAC and DELAC meetings. Families are offered training and support for students who have special needs, are gifted, enrolled in dual immersion programs, interested in college and career guidance, are new to the country, are English Learners and receive foster/homeless support.  In 2024-2025, GUSD launched the new African American Student Parent Council, as a direct result of feedback during the LCAP development process. This allowed families to directly engage with district leadership and have a voice in the District culture.|Based on the results of the Annual Plan Survey, GUSD staff will focus on increasing family engagement to improve all areas addressed by the survey. Particular focus will be placed on increasing the effectiveness of communication in order to seek input from parents/guardians before making important decisions which received favorable responses from 62% of parents/guardians. This is an improvement of 4% from the prior year, but demonstrates that there is still work to do in this area by working collaboratively with school principals and Glendale Council PTA, the Director of Equity, Access and Family Engagement to focus on implementing effective communication strategies that will result in increased participation of families in organized school events. GUSD uses ParentSquare, which integrates with the student information system to better inform parents/guardians about school events using a variety of communication strategies such as targeted emails, texts, phone calls, push notifications, newsletters, and social media posts. ParentSquare provides targeted and large group notifications and has a highly effective translation tool embedded for parent/guardian use. It provides a centralized app-based portal for parents to complete forms and permission slips, to calendar and RSVP to events, to take polls and surveys, and to participate in community groups. ParentSquare also provides analytics to identify which groups are actively engaged with these tools and which might need more support or an alternative approach to fully accessing information. District and school site leadership will know who is not being reached and can use tools to improve contactability, communications equity and oversight, while maintaining privacy and security. We will train new staff and provide follow-up to existing users to maximize this communication tool.|ParentSquare metrics will assist District staff in identifying parents/guardians that have not yet fully engaged is important for understanding the effectiveness of GUSD’s family engagement efforts. The Senior Director of Teaching, Learning & Family Engagement will meet with GUSD’s Communications department to identify which groups of families might need more personalized outreach and brainstorm alternative efforts to inform and engage these families. Another area of focus will be expanding the Community Schools initiative. Currently, the Community Schools which have the highest percentage of unduplicated students among the District’s elementary schools are: Marshall Elementary School (91%), Mann Elementary School (90%), Columbus Elementary School (89%), Thomas Jefferson Elementary School (87%) and Cerritos Elementary School (85%). The Annual Plan and English Learner Parent Surveys will be updated based on educational partner feedback so they can then be utilized across the District to identify untapped assets and develop plans to transform all schools into highly effective and impactful community schools. GUSD endeavors to partner with community agencies to align resources to improve student outcomes and address barriers to learning.|GUSD utilizes a strategic, multilingual and multiplatform outreach campaign to increase family engagement and opportunities for schools to build strong relationships with families. The use of ParentSquare has transformed District communication. With a “contactability rate” of 100%, families choose the most effective way to receive information: text, email or push notification. Multiple surveys provide insight into school needs in addressing community questions and concerns. Parent Academies, Coffees with Principal and Superintendent, along with initial orientations and intakes at the GUSD Welcome Center and Student Wellness Services provide information and resources necessary for successful school experiences. Data and input opportunities are offered to families through the Superintendent’s Parent Advisory Committee (SPAC), School Site Council (SSC), ELAC (English Learner Advisory Committee), and DELAC (District English Learner Advisory Committee). The Dual Immersion Parent Advisory Committee provides input on this program. And the Gifted and Talented Education (GATE) Parent Advisory group meets to provide feedback and adjust policies related to the GATE program. GUSD engages community partners to improve school climate, address students’ academic and social-emotional needs and improve school facilities. Students participated in internships and hands-on experiences through Glendale Memorial Hospital. The Community Schools grant has been effectively implemented across GUSD to transform five elementary schools. The College and Career Division received many grants to strengthen CTE programs including CTE Incentive Grant (CTEIG), Perkins funding, Specialized Secondary Program funds, and California Partnership Academy funds. With the support of community partners, including the City of Glendale Parks and Recreation, Glendale YMCA, YMCA of the Foothills and Homenetmen Glendale Ararat, the District expanded child care and extracurricular opportunities for students and families.|GUSD schools continue to focus on equity, access and family engagement and put into practice foundational tools to support anti-bias education, including improving staff capacity in asset-based youth development modalities. Schools continue their work to understand the correlation between mental health and wellbeing and academic outcomes for students. During the 2024-2025 school year, the mantra of “Literacy by 3rd Grade, Math Literacy by 6th Grade and College and Career Ready by 12th Grade” was the cornerstone of professional development planning across the school sites. Using a shared focus on instructional walkthroughs and collaborative inquiry cycles, some schools demonstrated gains by addressing their shared vision for equity and academic support for students. Collective improvement across all sites and the organization at large requires administrators, teachers, counselors, teacher specialists, parents/guardians, students, and community partners to build a shared understanding of the changes needed, then being able to align resources towards a plan of action. GUSD believes that a key to improving the engagement of underrepresented families is by enthusiastically engaging students. GUSD has used Student Voice panels and Student Senate meetings to get input from students on how to increase their personal engagement and the engagement of their families. Capturing student voice and continued focus on instructional best practices and interventions are the priorities going forward.|The District has taken several steps to advance equity work. GUSD’s own teachers developed and piloted the curriculum and learning resources in the Ethnic Studies curriculum, which uses the Board-adopted social justice standards from Learning for Justice, formalizing a commitment to equity and inclusion. Implicit bias training was hosted at both the District and school levels. Work on addressing disproportionality in special education includes implicit bias training for targeted school sites. There is a desire to engage the entire community, not just educators, in the work against bias and racism, and move toward more culturally inclusive pedagogy and practices. Through continued reflection, GUSD will look for improved metrics on the Annual Plan and Employ Culture Surveys, the Panorama survey, and the CA Healthy Kids Survey. The goal is to reduce the total number of behavior incidents, improve attendance and chronic absenteeism rates (despite the major gains made this year on attendance), along with English and Math achievement. Since the issues are both school- and community-based, programs like the Community Schools initiative are linking families to resources. Improving health and wellness is key, so engaging community partners like Glendale Memorial Hospital, increasing student access to internships in the medical field through our local hospitals and partnering with Comprehensive Community Health Centers for mobile health clinics help connect students and families experiencing the highest degree of poverty with support and tools to keep them healthy and more engaged at school. In addition, paying close attention to our newcomer families, including refugees and foster/homeless youth, along with our Long-Term English Learners and their unique needs is imperative as we embrace them into the broader school community.|In 2024-2025, the Annual School Plan Survey was administered at each school to determine parent/guardian perception of decision-making opportunities. Overall, 62% of parents/guardians said their school actively seeks input from them before making important decisions. 66% of parents/guardians stated that they are familiar with their school’s Parent and Family Engagement Policy and 47% agreed or strongly agreed that their school provides training for parents to help support student learning. Each of these three metrics achieved an average of 3% gain over the prior year, indicating improved perceptions of engagement. GUSD encourages participation in school- and District-level advisory committees to seek input and engage parents/guardians in decision-making processes regarding program and curriculum development and implementation. Parent involvement at GUSD schools include the PTA, foundations, and School Site Council. Messaging regarding events and requests for participation are provided in English and the home languages of Armenian, Spanish, and Korean. ParentSquare offers delivery of messages in additional languages. Meetings are held throughout the year to allow for increased participation, feedback regarding programs and services and opportunities for families, teachers, principals and district administrators to work together to develop effective family engagement activities. Translation and child care services are provided, as needed, to address potential barriers to full participation. Student Voice Panels are Special Board Meetings to allow all Board members to hear directly from students representing all five high schools and to address questions generated by the GUSD Student Advisory Council which selects the student moderator and student participants. Topics addressed: creating a sense of belonging; college and career readiness; mental and physical health; building school spirit; fostering stronger communication; improving attendance; diversity, equity, and inclusion; and school safety and security. Student Voice Panels are livestreamed and archived on the District website to engage the community. The Superintendent meets regularly with leaders of the GUSD Council PTA. These meetings afford leadership the opportunity to hear from parents/guardians regarding events and practices throughout the school year. The Superintendent also meets regularly with representatives from the City of Glendale, Crescenta Valley Town Council and Glendale Community College to provide updates and seek feedback on District efforts.|Based on the analysis of the Annual Plan Survey to determine parent/guardian access to decision-making opportunities, GUSD schools will focus on increasing efforts to seek input from all community partners. 62% of parents/guardians agreed or strongly agreed that their school actively seeks input from them before making important decisions, and this is a major area of focus, while there was a 4% gain over the prior year. The goals for seeking greater levels of input from community partners are to increase parent/guardian involvement, increase transparency with the decision-making process, and ensure access and equitable voice. Through these efforts, the District expects the favorable response percentage to this survey prompt to increase in subsequent surveys. The five elementary schools that are Community Schools will serve as role models for the rest of the GUSD schools. These schools are engaged in a comprehensive community needs assessment process in order to engage as many parent/guardian partners as possible in order to design school services to meet their needs. This process intentionally engages a large number of parents/guardians, staff, students, and community partners to redesign support services at the school level in order to best meet their unique needs and interests. The lessons learned, processes that are developed, and tools that are created will be shared across all schools.|To achieve these goals, GUSD will use ParentSquare to identify parents/guardians who have not received messages about opportunities to share input and will contact them using other outreach methods such as phone calls, text messages, and emails to ensure they are aware of the opportunities. ParentSquare has integrated translation tools which allows families of English Learners an opportunity for two-way communication GUSD staff members. Opportunities to provide feedback to inform decision-making will be made available both in-person and virtually. Whenever possible, the video or notes from the meeting will be made available for viewing asynchronously. The Community Schools initiative along with Student Wellness Services and the Equity, Access and Family Engagement department regularly interact with families of our unduplicated students (English Learners, socioeconomically disadvantaged and foster youth) and have many successes to share. Our goal will be to develop a list of best practices and seek feedback from the families served by these departments and initiatives that can be shared Districtwide in order to foster richer family engagement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
19645760000000|Glendora Unified|3|Through looking at both local data and survey input Glendora Unified's strengths in building partnerships for student outcomes are seen in our increased collaboration with parents and families, as well as an increase in student support services. We have expanded our family resource center (Glendora Gives), parent education, as well as our mental health professionals, (through a Grant Process),  and access to support in social and emotional issues for students. We have access to increased personnel as well as Hazel Health and Care Solace. Further, there are increased intervention programs and opportunities at each site. All elementary sites have a Reading and Math intervention teacher. We have streamlined our website to be sure critical information is accessible in 3 clicks or less. We also introduced “Let’s talk”. Let’s Talk gives school communities an accessible way to ask questions, report concerns, and provide feedback 24-7 from any device or channel, including forms, text messages, phone calls, chatbot, and more. — regardless of their level of technology access.  Glendora Unified has had a consistently engaged community of families engaged with students' education. As a result, new practices have continued to enhance this work. We have continued to support our relationship with our community. There has been an increase in communication, transparency, and positive working environments. This was evidenced in our most recent responses in our LCAP survey.|Glendora Unified will continue to gain insight into areas of growth through 2-way communication with our community. Through the use of Let’s Talk,  parent committees, parent education nights, open forums, and our Parent Advisory committees we will continue to get input. Staff focus for the 24-25 school year was meeting the needs of all students focusing on making connections with staff, students, parents, and community members. We have celebrated our school and district’s by telling their stories and by telling our stories we are able to share about our families and communities.  For the 25-26 school year the focus will be Supporting Every Students’ Journey.|Based on the above input, Glendora Unified is continuing to streamline and focus on communication. We have opportunities to communicate with parents who speak another language other than English through our use of Language Line. Our communication tool, Parent Square, can be translated into various languages for accessibility. Further parents can choose to receive emails or text messages of the information at a convenient time for them.|Strengths for building partnerships for student outcomes include investing  in professional development, including instructional rounds and targeted training sessions.GUSD provides resources such as curriculum guides, parent workshops, and online platforms to support learning at home. The district's collaboration with MEG Languages suggests an interest in expanding support for multilingual families. Parent-teacher conferences, IEP meetings, and intervention support structures provide structured opportunities for communication. The district’s focus on Multi-Tiered Systems of Support (MTSS) aligns with best practices in collaborative problem-solving. GUSD follows state and federal requirements for family advocacy, including special education rights and Title I family engagement activities.|Glendora Unified focus area for improving student outcomes includes an emphasis on meeting all learners' needs through differentiation and Tiered levels of support, as well as the social-emotional well-being of our students. Having timely, consistent 2-way communication enhances the ability for school staff and parents to have access to student data.    Expanding informal engagement opportunities beyond traditional meetings (e.g., home visits, family-teacher learning nights) could enhance this further. stronger, more proactive outreach—such as legal rights workshops or multilingual advocacy training—could increase awareness and empowerment for families, particularly for those navigating special education, English learner programs, and equity-related concerns.|Glendora Unified will continue to support the engagement of our underrepresented families by having an increased community outreach, using our parent resource center (Glendora Gives) Further, in addition to expanding resources and communication tools,  Glendora Unified will enhance its efforts through our Director of Student Supports, MTSS, and LACOE attendance support. More structured training on family engagement strategies (e.g., responsive practices or parent-teacher communication) could further strengthen this area. However, ensuring equitable access to information, especially for historically underserved families, remains an area for continued improvement.|GUSD has structures like School Site Councils (SSC), English Learner Advisory Committees (ELAC), and district advisory groups where principals and staff engage with families. Glendora Unified School District (GUSD) has made progress in fostering family engagement.We  work diligently to build, maintain, and enhance relationships with constituents. Our parent LCAP survey showed Strengths per families include school fit   which was our greatest increase from the previous year and that there are few barriers  (83% said there are no or little problems - including child care, transportation, safety, school staff, communication or school environment ) to engagement. Barriers mostly included parents'busy schedules.  Our superintendent’s Parent Advisory group has been very successful as well as our school based parent meetings and education events. The LEA's focus area for improving input for Decision-making was to improve our community and student survey questions to increase the amount of applicable received data information to inform practices. This was done using the Panorama platform which has allowed us to vary our questions, compare to national averages, and disaggregate when available. Glendora Unified continues to expand the engagement of all students and families. Based on the survey results we want to have more parents involved on a regular basis, only about 24% reported being involved weekly or more. This is near the 60% as compared to schools nationally|While GUSD offers opportunities for families to participate in decision-making (e.g., LCAP stakeholder input meetings), ensuring that families—especially from historically underrepresented groups—have the skills, knowledge, and confidence to participate meaningfully is an ongoing effort. Providing targeted training (e.g., leadership development for parents, multilingual outreach) could further strengthen family engagement. GUSD gathers family input through surveys and meetings, but ensuring that feedback is representative of all student populations, particularly historically underserved families, is an area for continued improvement. Expanding outreach strategies—such as focus groups, home-school liaisons, or community partnerships—could help amplify underrepresented voices.|To improve the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making, the LEA can undertake the following steps: flexible meeting formats, timely information and communication, family workshops, home visits with Liaison, continuous reflection, and multilingual communication.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-07-26|2025
19645840000000|Gorman Joint|3|Gorman School is welcoming, according to parent, student, and staff surveys. There are many opportunities for educational partners to participate in academic and social meetings. There are monthly meetings for partners to meet with the administration. PTSO meets regularly and also provides opportunities.|Focus on improving relationships between school staff and families is on engaging  EL families even more.|The analysis shows that although we have opportunities for engagement, there is still a need to engage EL families further.|Based on the analysis of educational partner input and local data, the LEA's strengths are in involving partners in decision-making, as well as providing academic opportunities for parents to engage in strategies for academic success.|The LEA data show extremely high satisfaction in partnerships for student outcomes. For 2025-2026, the LEA is offering short weekly dinners focusing on specific academic topics in a social setting.|The LEA will continue to utilize a liaison to improve engagement of underrepresented families.|According to the analysis of educational partner surveys and in-person input, the LEA's strengths are providing opportunities for decision-making.  The LEA had a 100% agreement with the campus being welcoming.|Although there are ample opportunities for participation, getting partners to meetings is challenging.   The LEA will work on bringing partners into more meetings.|The focus is on bringing underrepresented partners to campus to gather input for informed decision-making.|4|5|5|5|5|5|5|5|5|4|5|5|Met||2025-05-24|2025
19645841996305|Gorman Learning Center|3|According to the GLCN Satisfaction Survey, 96% of parents state that Gorman provides a welcoming environment for all parents.  In addition to this, 95% state that the concerns they share with their students’ teacher are heard and receive an appropriate response.|The focus area for improvement is increasing parent seminars and trainings throughout the year. In addition to this, we are providing digital libraries for families to access throughout the year. We are continuing to gather meaningful input from parents and guardians of students in underserved groups, including homeless and foster youth and English Learners.|Our homeless and Foster Youth have a liaison that provides services and resources to this population. The advisory council consists of parents and students who work closely with staff to offer feedback on programs offered to students. Translating services have been provided for EL parents to support the relationship between our staff and parents.|96% of parents who participated in the Satisfaction Survey state that Gorman Teachers and school staff hear concerns and they receive an appropriate response. 93% of parents indicate that they are satisfied with the opportunity to support the school.  Key strengths of the program are continued parent seminars, increased Title I Targeted Services, and providing synchronous instruction opportunities.|The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery. LEA will also continue to focus on educational partner engagement in Advisory Council and parent seminars. We continue to improve our MTSS program by targeting synchronous instruction opportunities to address the academic needs of all students.|Continue to provide professional development and training to teachers, parents, and staff in regard to our UP population. Use data to reflect on areas of need and growth. Continue to implement a multiple-tiered support system for all students to provide instructional strength.|The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. Gorman’s Homeless and Foster Youth Liaison has brought support to this population of students and families. Parents of SPED students were invited to participate in regular parent seminars.|The focus area for improvement is increased parent awareness of and engagement with the Council and ELAC.|Homeless and foster youth students work closely with the homeless/foster youth liaison.  Similarly, our EL staff work closely with English Learners and their families.  Parents participate in targeted surveys as well as collaboration with their staff liaisons to ensure decisions are made with the needs of unduplicated pupils in mind.  In addition to these resources, Gorman will ensure that parents of English Learners are represented on the Advisory Council and ELAC.|5|5|5|5|5|5|5|5|5|4|4|4|Met||2025-06-26|2025
19645920000000|Hawthorne|3|Based on the analysis of educational partner input, the Hawthorne School District funds a robust community school initiative and allocates resources to implement and sustain areas of strength that foster meaningful relationships between school staff and families. These efforts are designed to support student achievement, improve attendance, and promote a positive school climate. Key actions include: Developing, coordinating, and conducting programs and activities to engage families and the community in support of student success.   Enhancing communication between families and school staff by upgrading SchoolMessenger software to increase home-school communication and provide analytics to inform future initiatives.   Collaborating with District staff and school leadership teams to plan and implement community school partnership plans and cultivate family- and community-friendly school climates (e.g., developing customer service protocols for welcoming parents and community partners and creating inviting physical environments).   Maintaining and enhancing Family Resource Centers at school sites, providing academic and social-emotional resources, teacher communication tools, technology access, ESL and Adult Education courses, and information about community services.   Strengthening relationships with staff, families, volunteers, and community partners, including local faith-based organizations, public agencies, and service providers.   Supporting schools in collecting accurate parent participation data, implementing community programs, and sustaining family engagement initiatives.   Building school capacity to engage families meaningfully and equipping staff with tools to design, implement, and evaluate family and community involvement activities.   Assisting schools in recruiting and training volunteers, improving student attendance, and addressing at-risk behaviors collaboratively with families.   The District also continues to expand the Parent Arts Docent initiative, where parents/guardians participate in training and professional development to deliver art lessons directly in classrooms, fostering both family engagement and arts education. Throughout the 2024–2025 school year, numerous family engagement events were held across all school sites, including math nights, literacy nights, parent workshops, and other site-specific activities. Family participation was tracked using the District’s internal Family Event Attendance Tracking Form, which documented 60,747 instances of family involvement. In addition, the Hawthorne School District was awarded the California Community School Partnership Program Grant, enabling the continued growth of services and opportunities to strengthen school-family relationships and transform school sites into thriving Community Schools.|Based on the feedback gathered from our parent surveys, the Hawthorne School District will continue to offer and enhance the services and supports outlined above to strengthen and expand relationships between staff and families. The District remains committed to providing both in-person and virtual events to ensure flexibility and increase accessibility for family participation. This approach reflects the preferences expressed by families, who have shared their appreciation for the convenience and inclusivity these options provide. Furthermore, through the California Community Schools Partnership Program (CCSPP), the District will expand offerings and activities designed to engage both staff and families. The CCSPP Teachers on Special Assignment (TOSAs) will play a vital role in increasing access to resources and creating additional opportunities for parents and families to engage in meaningful two-way communication. These efforts are integral to our vision of transforming Hawthorne School District campuses into thriving Community Schools.|The District’s evaluation results from our parent workshops and the completion of a Parent Needs Assessment at the end of each school year are examined through the lens of our underrepresented families. This data was utilized to refine the parent engagement opportunities for the upcoming year.|The Hawthorne School District employs one full-time Teacher on Special Assignment (TOSA) through the California Community Schools Partnership Program (CCSPP) to build capacity and effectively support school sites in engaging and empowering parents and guardians as active partners in their children’s education. These individuals lead numerous workshops designed for parents and guardians, fostering strong school-family partnerships. In addition to CCSPP  lead parent workshops and bringing partners to provide parent engagement sessions, the school site principals facilitate several “Coffee with the Principal” sessions, and content coaches provide several parent workshops at their school, with the focus being student outcomes.  Furthermore, all school sites facilitate Hawthorne Parent Academy (HPA) sessions at each school site. The HPA serves as a targeted support group for parents and guardians of students in key transitional grades, including kindergarten, sixth grade, and ninth grade. It offers a series of strategic monthly workshops that address age-appropriate academic, social-emotional, and behavioral topics relevant to both school and home environments. By facilitating these recurring workshops, the District strengthens parent partnerships at critical points in students’ academic journeys. Recognition ceremonies are held at all school sites to celebrate parents who complete their “passport” through consistent participation in HPA activities. In addition, the District has established a partnership with the UCLA Parent Empowerment Project. Together, UCLA staff and District staff design and facilitate District-wide “Village Sessions” for parents. These monthly gatherings provide a collaborative space for parents to process their children’s school experiences and to share their hopes, dreams, and concerns. The Village Sessions foster a sense of community, build trust, strengthen relationships, and promote restorative practices grounded in reciprocity—all with the goal of supporting student well-being and academic achievement. Looking ahead, the District plans to expand this initiative by developing site-specific Village Sessions at individual school sites, further reinforcing our commitment to building inclusive and supportive school communities.|The Hawthorne School District remains committed to strengthening parent partnerships by continuing to offer and expanding the number of family engagement opportunities, programs, and activities outlined above. These efforts are designed to foster meaningful connections between families and schools. Feedback gathered from multiple sources, including LCAP survey responses, parent evaluations, LCAP parent consultation meetings, parent needs assessments, School Site Council (SSC) meetings, CCSPP advisory council meetings, and other communication channels, reflects a strong interest in reinstating parent volunteer opportunities and maintaining virtual options for parent involvement through Zoom. In response, the District will continue to provide both in-person and virtual events to enhance flexibility and accessibility, ensuring that all families have equitable opportunities to participate in and contribute to their children’s educational experiences.|The survey results, evaluation results from parent workshops, and Parent Needs Assessment at the end of each year provide data from our educational partners that we utilize to refine the parent engagement opportunities for the following year. This will increase access to strong participation in our current programs and activities. We are a district with a student population of 90% low-income, English learners, and Foster Youth. Therefore, we will continue to examine and seek input and feedback from our families that have historically been underrepresented. We will utilize this feedback data to refine the parent engagement opportunities each school year.  ( examples: more home visits, direct calls from the CCSPP TOSAs, and home connections from the liaisons.)|Based on analysis of educational partner input and local data, Hawthorne School District (HSD) demonstrates strong progress in seeking meaningful input for decision-making. The school sites have established multiple inclusive platforms, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), ELOP parent meetings, and Community School Advisory Council, ensuring diverse family voices are heard and valued.   HSD  is strong in encouraging parents and community members to be active members of the school community. Our intimate school size allows for immediate attention to areas needing improvement and to highlight areas of success. HSD families vocalize needs, concerns, and even strengths through a variety of platforms, allowing the school leadership team to act accordingly, assess requests, and make changes where necessary.   HSD actively uses parent surveys, student feedback, and staff input to guide planning and improvements. Increased attendance at events and advisory meetings, along with enhanced communication efforts, reflect a growing culture of trust and collaboration.  Continued efforts to expand access and remove barriers have strengthened family and educational partner engagement across the school community.|HSD is committed to strengthening our decision-making processes by ensuring all families have opportunities to share their voices and experiences. A recurring concern from families is the lack of familiarity with the digital platforms used for school communication and engagement. Many parents have expressed challenges navigating basic online tools.  To support families, HSD offers hands-on workshops focused on building digital literacy and helping parents feel more confident using school-related platforms. In addition, we will provide on-campus access and staff support so families can complete important tasks, such as surveys and enrollment forms, in a welcoming, tech-supported environment.  Understanding that digital tools may not work for everyone, HSD will also broaden its outreach methods. This includes increasing the use of printed materials, personal phone calls, and in-person meetings to ensure no family is left out of important conversations. By expanding access and communication options, HSDA aims to create stronger, more inclusive partnerships that reflect the voices of all families and support student success at every level.|During the self-reflection process regarding Seeking Input for Decision-Making, HSD has identified key strategies to strengthen family engagement and address concerns raised by our school sites.  To enhance communication and build stronger connections with underrepresented families, HSD will work closely with the Community School and Community Engagement TOSA. This collaboration will support efforts to address the unique challenges many families experience and ensure engagement practices are consistent, accessible, and culturally responsive.  In partnership with the Community School Parent Liaison, we will also develop an updated Family Engagement Calendar that outlines all key events for the school year. Providing this information in advance will empower families to plan and encourage greater participation in school activities.  Furthermore, HSD will continue fostering partnerships with local organizations to connect families with essential resources, including mental health services and healthcare support. These initiatives are designed to remove barriers, improve accessibility, and cultivate a more inclusive and supportive school environment for all families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
19645920100354|Hawthorne Math and Science Academy|3|At Hawthorne Math and Science Academy (HMSA), fostering effective and consistent communication with families is a cornerstone of the school’s commitment to student success and community trust. Administrators, teachers, counselors, and support staff work collaboratively to ensure communication is open, responsive, and tailored to meet the diverse needs of students and their families. Grade-level teams regularly send targeted academic and behavioral updates, while school-wide newsletters and announcements are distributed weekly to inform families about upcoming events, academic benchmarks, and enrichment opportunities. To deepen family engagement, HMSA hosts various events throughout the school year, including Back to School Nights, parent workshops, and informational sessions. These gatherings—offered in both in-person and virtual formats—provide valuable opportunities for families to learn about the curriculum, meet teachers and staff, and engage with the school community in meaningful ways. Additionally, families are encouraged to schedule parent-teacher conferences at any point in the academic year. These flexible meeting opportunities support ongoing dialogue and collaborative problem-solving regarding student progress, goals, and individual needs. HMSA also provides multiple structured pathways for families to take an active role in school governance and improvement efforts. Groups such as the Hawthorne Parent Academy, Parent Booster Club, School Site Council, and Community School Advisory Council invite parents and guardians to participate in decision-making processes, share perspectives, and lead community-focused initiatives. These forums empower families to build leadership capacity and help shape a supportive and inclusive school culture. For students with Individualized Education Plans (IEPs), HMSA holds annual review meetings that bring together families, teachers, specialists, and service providers to assess progress, revise goals, and address any concerns. Translation services are consistently offered at these and other school meetings to ensure equitable access and inclusive participation for families whose primary language is not English. HMSA is deeply committed to cultivating a welcoming, inclusive, and respectful school climate for all families. To guide continuous improvement, the school regularly collects and analyzes site-level data, formal parent surveys, and informal feedback from educational partners,including students, families, staff, and district representatives. This input is essential to HMSA’s strategic planning process and helps inform decisions that enhance communication, strengthen partnerships, and align school practices with the community’s needs and values. Through intentional outreach, meaningful engagement opportunities, and inclusive decision-making practices, HMSA ensures that families are valued collaborators in their children’s education.|Based on recent school-site data highlighting the experiences of underrepresented families, Hawthorne Math and Science Academy (HMSA) is committed to strengthening partnerships with all educational stakeholders by intentionally engaging family leaders who represent diverse perspectives. HMSA leadership will prioritize ensuring that these voices are meaningfully included in key decision-making groups such as the English Learner Advisory Committee (ELAC), parent organizations, leadership teams, and other advisory bodies at both the school and district levels. Recent feedback from the Local Control and Accountability Plan (LCAP) process has identified a desire among parents for more support in college planning, fostering healthy relationships, and managing technology use at home. In response, HMSA will incorporate these topics into its monthly parent workshops, ensuring programming aligns with families’ evolving needs. These workshops will be part of the HMSA Parent Academy, offered in collaboration with the Community Schools TOSA. Though primarily designed for parents of ninth-grade students, the academy is open to all families and focuses on academic readiness, social-emotional learning, and building parent capacity to advocate for their students throughout high school. HMSA remains dedicated to actively listening to and valuing parent voices. Counseling staff regularly survey families to gather feedback on workshop topics and overall experiences. This responsive approach has led to high levels of family engagement and attendance at HMSA events. The school will continue to refine and tailor its programming to reflect the feedback received, ensuring a welcoming and inclusive environment. To increase accessibility and family participation, HMSA will schedule events and engagement opportunities at varied times to accommodate different work and life schedules. Expanding access and flexibility is key to supporting meaningful involvement from a broader range of families. This effort aims to build stronger, more consistent connections between home and school, reinforcing the shared commitment to student success. Families are encouraged to take part in numerous engagement opportunities offered at HMSA, including the School Site Council (SSC), Hawthorne Parent Academy (HPA), ELAC, Parent Booster Club (PBC), informational nights, and school-wide celebrations. These platforms ensure families remain informed, connected, and empowered to actively participate in their children’s educational journey. Additionally, teachers maintain ongoing communication with families through in-person meetings, phone calls, and email to discuss academic progress and individual student needs.  Through intentional outreach, responsive programming, and inclusive leadership, HMSA continues to foster a learning community where all families feel welcomed, heard, and empowered to make meaningful contributions.|Hawthorne Math and Science Academy (HMSA) remains committed to strengthening relationships with underrepresented families by fostering an inclusive, welcoming environment rooted in trust and collaboration. Building meaningful partnerships with all families is essential to supporting student well-being and academic achievement.  As a result of thoughtful input from educational partners and local data review, HMSA recognizes a clear desire among families—particularly those from historically underrepresented groups—for stronger reassurance that their children are seen, supported, and connected. In response, HMSA will work to increase meaningful interactions between students and trusted adults on campus, including mentors, advisors, and faculty members, to help deepen students’ sense of belonging and emotional safety.  To improve access and participation, the school will take a more intentional approach to scheduling events, workshops, and meetings. Consideration will be given to the timing, format, and accessibility of all engagement opportunities so that families have the flexibility and support needed to attend and participate fully.  These efforts are part of a broader strategy to elevate parent voice, enhance transparency, and strengthen the home-school connection. HMSA will continue to listen to and act upon the perspectives of its families, ensuring that all stakeholders feel empowered and included in shaping the educational experience for their children.  Additionally, we will continue building partnerships with local organizations to connect families with valuable resources, including mental health services and healthcare support. These efforts aim to remove barriers, increase accessibility, and create a more inclusive, supportive school environment for all families.|Hawthorne Math and Science Academy (HMSA) continues to demonstrate strength in building meaningful partnerships with families to support student success. We believe that authentic engagement between school staff and families is essential to student achievement and well-being. Our approach emphasizes consistent communication, collaborative opportunities, and shared accountability.  A key strength of HMSA is the intentional preparation of teachers, counselors, and staff to work effectively with families. Through ongoing professional development, educators are trained in culturally responsive communication, trust-building strategies, and using data to collaborate with families around student progress. Staff are encouraged to maintain proactive communication through tools such as phone calls, emails, weekly newsletters, and parent-teacher conferences. This ensures that families remain informed, involved, and empowered.  Although HMSA is a small, high-performing school with limited facilities—no gym, no on-site sports fields, and minimal space—we remain committed to creating a rigorous academic environment where families are active partners. Our families choose HMSA because they support the school’s vision and values, including our academic focus, phone-free policy, and professional dress code. Their continued investment helps students meet high expectations and prepares them for college and beyond. The HMSA Parent Academy is a cornerstone of our family engagement work. Offered monthly, the workshops are shaped by parent feedback and cover a range of relevant topics including financial aid, A-G requirements, stress management, mental health, and digital literacy. Sessions are conducted in both English and Spanish, and offered in-person and virtually to maximize accessibility. Ninth-grade family meetings further strengthen early connections between families and school staff, building trust and understanding from the start of the high school journey.  In addition to informational programming, HMSA offers structured avenues for parent leadership and voice. Families are invited to participate in the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Booster Club (PBC), and Community School Advisory Council. These groups ensure that parent input is reflected in school decisions and that diverse perspectives are represented in shaping policies, programs, and school culture.  Through this ongoing collaboration, HMSA is continually strengthening the home-school connection. We strive to ensure every student is supported by a network of caring, informed adults—both at home and at school—who are aligned in their belief in the student’s potential. These strong partnerships remain a central part of what makes HMSA a unique and successful learning community.|Hawthorne Math and Science Academy (HMSA) prioritizes building strong partnerships with families as a critical part of its mission to improve student outcomes. Through analysis of educational partner input and local data, HMSA has identified key focus areas to strengthen family-school collaboration and ensure that all families feel connected, informed, and empowered to support student success.  One major focus area is expanding opportunities for meaningful parent involvement. Families expressed a desire for more inclusive, accessible, and diverse ways to participate in school life. In response, HMSA is increasing both on-campus and virtual opportunities for family engagement. These include greater access to school events, student showcases, and involvement in decision-making spaces such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Booster Club (PBC), and the Community School Advisory Council. These efforts are designed to remove barriers related to scheduling, language, and background, ensuring that all families feel welcome and equipped to engage.  Another area identified for improvement is enhancing communication systems to ensure information is shared in a timely, accessible, and consistent manner. Some families previously noted delays or gaps in receiving important updates. In response, HMSA made communication improvements a schoolwide priority. As a result, family attendance at events tripled, and survey feedback showed that parents now feel significantly more informed and supported by the school.  To build on this momentum, HMSA is focusing on maintaining up-to-date contact information in PowerSchool and continuing to improve its school website as a reliable source for current announcements and resources. The school’s technology coordinator and counseling team will also host ongoing parent workshops that focus on navigating digital platforms, including email, PowerSchool, and school messaging tools. These trainings are designed to help families stay engaged in their child’s academic progress and enhance their ability to access important school information.  These improvement efforts are part of HMSA’s broader commitment to fostering a welcoming and inclusive school culture where families are seen as essential partners. By expanding engagement opportunities, improving communication, and ensuring consistent access to information, HMSA is creating an environment where every family can be an active contributor to their child’s educational journey.  Through ongoing collaboration and responsive planning, HMSA continues to strengthen the home-school connection, ensuring that students are surrounded by a community of informed and involved adults who are committed to their success.|Hawthorne Math and Science Academy (HMSA) is committed to improving engagement with underrepresented families, especially parents of English Learners and working families who face barriers to participation. Based on feedback and reflection, HMSA recognizes the need to improve communication, offer more flexible involvement opportunities, and ensure all families feel welcomed and valued.  To better serve these families, HMSA will continue using multilingual surveys and work with our community school liaison to gather input and tailor engagement efforts. We will improve how and when we communicate event details, ensuring that families receive key dates, like Back to School Night, Open House, and cultural events, well in advance to plan around work and childcare needs. Events will be offered at varied times, with summaries or recordings provided when possible.  We will also enhance language access, provide interpretation at meetings, and offer digital workshops to help families navigate school tools like PowerSchool. These steps will help remove participation barriers and strengthen our school-family partnerships to support student success.|Based on analysis of educational partner input and local data, Hawthorne Math and Science Academy (HMSA) demonstrates strong progress in seeking meaningful input for decision-making. The school has established multiple inclusive platforms, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Booster Club (PBC), and Community School Advisory Council, ensuring diverse family voices are heard and valued.   Our school is strong in encouraging parents and community members to be active members of the school community. Our intimate school size allows for immediate attention to areas needing improvement and to highlight areas of success. HMSA families vocalize needs, concerns, and even strengths through a variety of platforms, allowing the school leadership team to act accordingly, assess requests, and make changes where necessary.   HMSA actively uses parent surveys, student feedback, and staff input to guide planning and improvements. Increased attendance at events and advisory meetings, along with enhanced communication efforts, reflect a growing culture of trust and collaboration.  Continued efforts to expand access and remove barriers have strengthened family and educational partner engagement across the school community.|At HMSA, we are committed to strengthening our decision-making processes by ensuring all families have opportunities to share their voices and experiences. A recurring concern from families is the lack of familiarity with the digital platforms used for school communication and engagement. Many parents have expressed challenges navigating basic online tools.  To support families, HMSA will offer hands-on workshops focused on building digital literacy and helping parents feel more confident using school-related platforms. In addition, we will provide on-campus access and staff support so families can complete important tasks such as surveys and forms in a welcoming, tech-supported environment.  Understanding that digital tools may not work for everyone, HMSA will also broaden its outreach methods. This includes increasing the use of printed materials, personal phone calls, and in-person meetings to ensure no family is left out of important conversations.  By expanding access and communication options, HMSA aims to create stronger, more inclusive partnerships that reflect the voices of all families and support student success at every level.|To strengthen engagement and address concerns from our school community, HMSA will partner closely with our Community School and Community Engagement TOSA to improve communication with underrepresented families. This support will help address the unique challenges many families face and ensure more consistent, accessible, and culturally responsive engagement.  In collaboration with our Community School Parent Liaison, we will develop an updated family engagement calendar that includes all key events for the school year. Sharing this information early will help families plan and increase participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
19646000000000|Hermosa Beach City Elementary|3|The Hermosa Beach City School District is proud of its strong and collaborative relationships with educational partners and has cultivated a wide range of meaningful opportunities for engagement. Valuing the voice of the community, the district actively seeks input through various advisory committees that serve as important platforms for dialogue and shared decision-making. These include the LCAP Advisory Committee, the Social-Emotional Learning (SEL) Committee, the Wellness Advisory Group, and the Special Education Inclusion Advisory Group. Each of these committees brings together a diverse group of stakeholders—students, families, staff, administrators, and community members—to examine data related to school climate and student success, review current practices, and provide recommendations aimed at enhancing services and supports. The contributions of these groups have not only led to concrete improvements but have also significantly strengthened two-way communication between the district and its broader school community.  One of the district’s most notable strengths is the high level of family engagement and participation in school life. Through the combined efforts of district leadership, site administrators, teachers, and support staff, schools foster welcoming, inclusive environments where families feel valued and connected. Support from organizations such as the Parent Teacher Organization (PTO), the XXX Beach Education Foundation, and the Beach Cities Health District enhances these efforts. Parents play an active role in shaping school goals and policies through groups like Principal Advisory Councils and the District English Learner Advisory Committee (DELAC). Additionally, families are encouraged to participate in a wide range of school events and programs, including parent education nights, Open House, Back to School Night, conferences, Career Day, PTO-sponsored gatherings, musical performances, speaker series, and more. These events create valuable touchpoints that deepen family-school partnerships.  The district places a high priority on clear, consistent, and timely communication with both families and staff. This commitment is reflected in multiple channels used to share updates and foster transparency. Tools such as regularly maintained social media accounts, a monthly Superintendent’s message, the annual parent-student handbook, Constant Contact emails, the PowerSchool Parent Portal, and the weekly “Wave Watch” newsletter all help keep stakeholders informed and engaged. Principals and teachers also contribute through weekly communications and newsletters, while ongoing events like parent-teacher conferences and public meetings offer additional avenues for connection. Educational partners consistently identify communication as a key strength of the Hermosa Beach City School District, reinforcing the district’s dedication to openness and collaboration in support of student success.|HBCSD remains committed to strengthening the connection between school staff and families. Educational partners have highlighted the value of offering Zoom access and recording events when feasible, acknowledging that in-person attendance isn’t always possible for every parent.|Fostering meaningful parental involvement and clear, consistent communication is essential to building inclusive, thriving school communities—especially when seeking to increase engagement with historically underrepresented families. HBCSD iscommitted to strengthening connections with parents and guardians of unduplicated students, including English Learners, socio-economically disadvantaged students, and foster youth. To deepen these partnerships, the district will implement targeted strategies that promote access, collaboration, and two-way communication:  Multicultural Week/Night: These events offer families a chance to share cultural traditions, fostering empathy, global awareness, and language learning. By highlighting the cultural wealth of the community, they build meaningful connections and create joyful, unifying experiences for students, families, and staff. These gatherings also support student leadership and reinforce equity and inclusion.  Parent-Teacher Conferences: These meetings will be enhanced to allow for more personalized, in-depth conversations about each child’s academic and social development. The goal is to build trust and deepen the partnership between school and home.  Back to School Night & Open House: To improve access, these events will be scheduled in the evenings or outside of typical school hours, ensuring more working families can attend and engage meaningfully.  Student Study Team (SST) & IEP Meetings: These critical touchpoints will be approached with transparency and collaboration, ensuring families are fully informed and included in planning to support their child’s individual needs.  English Learner Advisory Committee (ELAC): English Learner families will have regular opportunities to meet with the EL Coordinator to discuss progress and goals in a setting that encourages open dialogue and shared decision-making.  Advisory Committees & Councils: Efforts will continue to broaden participation in key stakeholder groups, including the Principal Advisory Council, LCAP Advisory Committee, Social Emotional Wellness Committee, and the Equity and Inclusion Committee. This ensures diverse voices are represented in shaping district policies and initiatives.  Currently, English Learners comprise the largest group of unduplicated students at Hermosa Schools, representing 2.9% of the student body. To support their success, the district invests in a dedicated EL Coordinator who plays a key role in strengthening home-school partnerships, advocating for EL needs, and building bridges between families and educators. Additionally, the District English Learner Advisory Committee (DELAC) meets once per trimester, giving families a voice in shaping the Local Control and Accountability Plan (LCAP).  Through these intentional strategies, Hermosa Schools is committed to cultivating a welcoming, inclusive environment—where every family, regardless of background, has the tools, access, and opportunity to engage deeply in the|This year, HBCSD administered the Strategic Plan/LCAP Survey to families of students in grades K–8 as part of its ongoing commitment to strengthening parent engagement and satisfaction. This survey plays a key role in identifying district strengths, highlighting areas for growth, and establishing baseline targets for continuous improvement. In addition to survey data, HBCSD gathers valuable feedback through parent engagement forums and advisory committees, which offer deeper insight into progress in building strong school-home partnerships.  To complement these efforts, HBCSD also conducts student surveys focused on campus safety, school connectedness, and sense of belonging. These findings are shared transparently with the community and guide goal-setting and progress monitoring within the Local Control and Accountability Plan (LCAP).  One of HBCSD’s greatest strengths is its collaborative relationships with families and community organizations. The district works closely with both the Hermosa Beach Parent Teacher Organization (PTO) and the Hermosa Beach Education Foundation, whose support bolsters programs that enhance family-school connections. HBCSD also benefits from a long-standing partnership with the Hermosa Beach Police Department, which contributes to maintaining safe and supportive learning environments. Additionally, the Beach Cities Health District continues to play a vital role in addressing student physical and mental health needs.  Feedback from educational partners consistently highlights strong, effective communication between schools and families as a district strength. Schools share timely updates, and families have continuous access to student academic records through PowerSchool, HBCSD’s student information system. Counseling staff across grade levels are available to support families with academic guidance, emotional well-being, and social development.  Teachers throughout HBCSD are known for cultivating meaningful relationships with the families they serve. Regular communication about student progress is a cornerstone of the district’s educational approach. In addition to fall and spring parent-teacher conferences, families receive mailed growth reports and are invited to participate in IEP, Section 504, and Student Success Team meetings. Parents are also encouraged to request meetings with teachers at any time during the school year to discuss concerns or celebrate progress.  In alignment with Education Code (EC) 48980, HBCSD fulfills its annual obligation to inform families of their rights and responsibilities at the start of each school year. These notifications are provided as part of the back-to-school registration process, ensuring families are well-informed and empowered to support their child’s educational journey.|Feedback from educational partners underscored the importance of increasing academic rigor in English Language Arts (ELA). In response, the district launched a professional development initiative titled “Everyone is a Reading Teacher” and convened an ELA textbook adoption committee composed of certificated and classified staff, administrators, and parents. This collaborative effort led to the selection of Wit & Wisdom (K–8), Geodes (K–3), and Fundations (TK–3) as the district’s new ELA curriculum. Supported by a multi-year plan for intensive professional learning, this adoption marks a significant instructional shift—from a balanced literacy approach to one grounded in the Science of Reading. The implementation of these research-based programs is designed to elevate instructional practices and lead to improved student achievement in literacy.|HBCSD has committed resources to hiring staff specifically focused on supporting underrepresented students and their families. These dedicated team members will deliver targeted academic support and engage in personalized outreach efforts aimed at strengthening family participation in both school and district-level activities. Their work is intended to foster greater inclusion, build trust, and ensure that all families feel connected and empowered within the educational community.|HBCSD takes a comprehensive approach to engaging its educational partners, placing strong emphasis on creating continuous and meaningful opportunities for stakeholder input. A key strength of the district lies in both the variety of engagement avenues offered and the high level of participation across these platforms. This is reflected in the active involvement of families and community members in a range of advisory groups, including Principal Advisory Councils, the Wellness Council, the District English Learner Advisory Committee (DELAC), the Social-Emotional Learning (SEL) Committee, and the Special Education Inclusion Advisory Group. Additionally, the district's collaboration with the Beach Cities Health District (BCHD) enables parents to volunteer in school wellness initiatives, further enriching student support efforts. Regular surveys are also administered to collect feedback from educational partners, ensuring that their voices continue to inform district planning and priorities.  To support administrators in effectively engaging stakeholders in advisory and decision-making processes, the district hosts bi-monthly principal meetings. These sessions serve as ongoing professional learning opportunities, with a focus on school improvement strategies, data analysis, and aligning instructional goals with identified needs. This intentional capacity-building ensures that school leaders are well-equipped to foster collaborative, informed, and inclusive practices across their campuses.|One area identified for growth is boosting educational partner participation in school and district surveys. While in-person involvement in committees remains strong, engagement in community feedback meetings and survey completion is notably lower. For example, only 179 out of 1,415 families responded to the district’s annual Strategic Plan/LCAP survey—highlighting a need for more effective outreach and communication strategies to increase response rates.  Another priority is enhancing the participation of underrepresented families in advisory roles. Ensuring diverse voices are represented across committees is essential, and the district is committed to improving outreach efforts to achieve more inclusive representation. Although there has been a slight uptick in engagement from families of unduplicated students, HBCSD recognizes the need to build on this progress. In the coming school year, the district will focus on increasing attendance at school and district-level activities tailored to these families, such as Family Engagement Nights and the District English Learner Advisory Committee (ELAC), to foster stronger connections and elevate their voices in the decision-making process.|Hermosa Schools will continue to recruit unduplicated families to participate in advisory groups, working committees and soliciting input through our EL Coordinator, communication through site principals and classroom teachers.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-04|2025
19646260000000|Hughes-Elizabeth Lakes Union Elementary|3|Our school has a steady pattern of building relationships between school staff and families. Both staff and families had low participation percentages on the surveys. The surveys indicated average to above average feelings about relationships and connection to the school.|The local data and educational partner data indicated that the school needs to encourage more engagement between school staff and families. More communication and more opportunities for families to connect to the school will be offered going forward.|All families need more opportunities for engagement and input with the school, including the underrepresented families. This will be accomplished through Town Halls, more frequent communication and opportunities to provide meaningful feedback and input for decision making.|The school has a committed group of teachers determined to build partnerships to promote student outcomes. The school will increase engagement with community and other partners to provide student access to opportunities designed to enhance outcomes and preparedness for college or career.|The area of improvement is renewing partnerships with external community agencies to enhance student experience.|Inclusive of all families, the school will seek ways to connect to the community through partnerships, specifically related to art, CTE opportunities and emergency preparedness.|The strength is that the school has sought input through surveys and opportunities to join the SSC and other committees.|The school will offer more opportunities for staff, families and the community to provide feedback to contribute to improvement.|The school will actively pursue input from all families, especially making personal contact with underrepresented families, including translation or other accommodations when necessary, to improve engagement and input for decision making.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-10|2025
19646340000000|Inglewood Unified|3|Based on educational partner input and local data, Inglewood Unified School District (IUSD) shows strong progress in building relationships between school staff and families. The district earned a rating of 4 out of 5 in three key areas: building staff capacity to form trusting relationships, creating welcoming environments, and helping staff understand families’ cultures, strengths, and goals. Two-way communication is rated slightly lower at 3, highlighting an area for improvement.  Professional development has been a major strength, with training for classified and certificated staff on self-care, working with families, and creating inclusive environments. Office managers, for example, received training to make front offices more welcoming, which has improved school culture and family experiences. Community Liaisons continue to play a central role by organizing monthly events that bring parents and staff together, fostering engagement and trust. Advisory groups, such as the District Parent Advisory Council and the LCAP Educational Partner Committee, ensure family voices contribute meaningfully to decision-making, reviewing student data, goals, and strategies.  IUSD has also improved outreach through monthly letters, phone alerts, and social media. ParentSquare, a two-way communication platform, was launched to address language, access, and scheduling barriers. Though adoption is still underway, the district is committed to providing training and support for staff and families to improve communication and transparency. While progress is evident, the quality of school-to-home relationships varies by site. To promote consistency, IUSD will continue investing in staff development, culturally responsive communication, and improved use of tools like ParentSquare.  IUSD has laid a strong foundation through professional learning, community involvement, and improved communication. Continued focus on consistency and accessibility will help build more inclusive and collaborative environments that support all families and students.|Based on the analysis of educational partner input and local data, Inglewood Unified School District (IUSD) has identified a key focus area for improvement in building relationships between school staff and families: enhancing two-way communication that is accessible and understandable to all families. While the district has made meaningful progress in building staff capacity to foster respectful relationships, creating welcoming environments, and understanding families’ diverse backgrounds—each of which is rated at a 4 (Full Implementation)—the area of two-way communication is currently rated at a 3 (Initial Implementation), signaling a need for further development.  Educational partner feedback highlights that although platforms such as ParentSquare have been adopted to support timely and multilingual communication, many parents and staff are still in the early stages of learning how to use these tools effectively. This learning curve has created inconsistencies in how information is shared and received across schools. Parents report challenges with access, timing, and clarity of messages, which can hinder their ability to fully engage with their child’s education.  Additionally, the variability in home-to-school relationship experiences from site to site suggests that not all families feel equally connected or informed. While some school communities have successfully created strong parent engagement structures, others are still building capacity and consistency. This uneven implementation reinforces the need for a districtwide emphasis on training and support that empowers staff and families to communicate more effectively.  To address this, IUSD is focusing on strengthening professional development around communication best practices and expanding training on ParentSquare for principals, teachers, parents, and students. The goal is to ensure that all families receive timely, relevant, and comprehensible updates about school events, academic progress, and opportunities for involvement, in their preferred languages and through accessible formats.  In summary, IUSD’s primary focus area for improvement is ensuring consistent, meaningful two-way communication across all school sites. By investing in technology support, culturally responsive communication strategies, and site-level implementation coaching, the district aims to eliminate communication barriers and foster stronger, more equitable partnerships with all families.|Based on the analysis of educational partner input and local data, Inglewood Unified School District (IUSD) has identified key areas for improving the engagement of underrepresented families, particularly around earlier and more meaningful inclusion in the decision-making process. Despite a robust network of advisory committees—such as the District Parent Advisory Council, District English Learner Advisory Committee, Special Education Parent Advisory Committee, and the LCAP Educational Partner Committee—many families, especially those historically underserved, report limited awareness or involvement in district decisions prior to their finalization.  To address this, IUSD is prioritizing more culturally responsive, accessible, and proactive engagement strategies. A major focus will be expanding the role of Community Liaisons and front office staff as trusted connectors. These staff members will receive targeted training to strengthen their capacity to build trust with families and encourage participation from those who may feel disconnected or hesitant to engage.  Understanding that logistical barriers often prevent involvement, the district will offer more flexible opportunities for family engagement. This includes hosting meetings in multiple formats (virtual and in-person), at various times, and with interpretation and translation services. The district will also improve feedback loops to demonstrate how family input directly informs district decisions, helping to build trust and foster transparency. IUSD will also strengthen connections between student and family engagement. With the recent formation of Elementary/Middle and Secondary Student Advisory Committees (serving students in grades 3–12), the district is creating shared spaces where student and family perspectives intersect. Joint student-family events will offer a platform for open dialogue and foster a sense of shared purpose around student success.  Two-way communication was rated at a 3 out of 5, indicating a need for further development. To address this, IUSD will continue implementing ParentSquare, a communication platform that allows real-time, bilingual, two-way messaging. The district will offer training and technical support to ensure all users—principals, teachers, staff, and families, can fully utilize the system to stay informed, exchange information, and build stronger school-home partnerships. IUSD will focus on building staff capacity to connect with families, removing barriers to access, improving transparency in decision-making, and enhancing two-way communication tools. These strategies are designed to ensure underrepresented families feel welcomed, heard, and valued in shaping their children’s educational experience.|Based on the analysis of educational partner input and local data, Inglewood Unified School District (IUSD) has made significant progress in Building Partnerships for Student Outcomes, earning a rating of 4 across all four key areas. These include providing professional learning to educators, supplying families with tools to support learning at home, facilitating teacher-family meetings to discuss student progress, and helping families understand their rights and advocacy roles. These ratings reflect full implementation and show meaningful improvement in how the district partners with families to support student achievement. A standout initiative that continues to guide district efforts is the “20-20-95” goal. Now in its second year, this ongoing effort sets ambitious targets: a 20% increase in students meeting or exceeding grade-level standards, a 20% decrease in students performing below or well below standard, and maintaining 95% assessment participation. The continuation of this goal reinforces a districtwide culture of high expectations and shared accountability among staff, families, and students. This year, parents again received local data reports to monitor progress, deepening transparency and supporting more informed family engagement in student learning. To help families engage with this data, the District Parent Center offered workshops on how to read assessment reports and collaborate with school staff. School Site Program Support Specialists (SSPSS) partnered with teachers to explain student data, empowering families to take an active role in their child’s learning. IUSD continues to invest in site-based Community Liaisons, ensuring that each school operates a Parent Center. These centers serve as welcoming spaces where families receive support, attend trainings, and participate in school events. Community Liaisons help organize programs that strengthen the partnership between school staff and families. Family engagement has also expanded through advisory councils and committees, including growing participation in academic-focused groups. Parents are becoming more confident in their roles, contributing to discussions about student data, progress, and strategies for success. The district’s Cultural Series, which celebrates student achievements in art, music, and literacy, also fosters stronger connections among students, staff, and families. IUSD’s targeted professional learning, expanded access to student data, increased advisory involvement, and celebration of student success are all driving stronger partnerships between schools and families. These efforts support improved outcomes and a shared commitment to student achievement.|Based on educational partner input and local data, Inglewood Unified School District (IUSD) has identified several focus areas for improvement in building partnerships for student outcomes. While the district is rated at Level 4 (full implementation) in key areas professional learning, parent resources, family-teacher conferences, and supporting parent advocacy there is still work to be done to ensure consistency and impact across all sites.   Improving school-to-home communication remains a priority. Although tools like ParentSquare and Aeries Gradebook are in place, not all families and staff are fully trained in their use. These tools help parents identify academic concerns early, but more training and support are needed to ensure families can actively engage. Schools are taking steps to strengthen relationships through events like “Coffee with the Principal,” “Moms and Muffins,” and newsletters to share academic updates. Increasing positive, proactive communication between families and educators continues to be an area for growth. While districtwide professional learning, including banked time, has supported teacher development and planning, additional training is needed to deepen the implementation of Multi-Tiered System of Supports (MTSS). Families also need clearer information about how MTSS works and how interventions support their child’s learning. Bridging this knowledge gap will help families partner more effectively with school staff. At the site level, advisory participation and meaningful input remain inconsistent. Although district-level committees are strong, some school-based advisory groups need additional support. The district has provided School Site Council training for site leaders, staff, students, and families to strengthen engagement and input collection. However, continued support is needed to fully engage underrepresented voices. Additionally, many families are still unaware of the Single Plan for Student Achievement (SPSA) and its importance. The School Site Program Support Specialists and Community Liaisons will continue partnering to increase awareness and provide opportunities for families to learn about and support the SPSA. IUSD is working to strengthen consistent site-level communication, MTSS implementation, and advisory engagement, while deepening parent understanding of student supports and school improvement efforts.|Based on the analysis of educational partner input and local data, Inglewood Unified School District (IUSD) recognizes the need to enhance engagement with underrepresented families as part of building stronger partnerships for student outcomes. The self-reflection process included comprehensive participation from both district-level and site-level Parent Advisory groups, which provided valuable feedback on family engagement practices and identified areas for improvement. Moving forward into the 2025–2026 school year, the district is committed to taking intentional steps to improve staff capacity around family engagement. One key focus will be expanding professional development opportunities for all staff, including teachers, principals, and support personnel. During the summer, staff will have access to targeted training sessions designed to deepen their understanding and skills in several critical areas: improving academic achievement, implementing and supporting the Multi-Tiered System of Supports (MTSS), fostering strong relationships between families and schools, preparing students for college and career readiness, and promoting social-emotional wellness. By equipping staff with these focused learning opportunities, IUSD aims to create a more welcoming and responsive school environment that meets the diverse needs of all families, especially those who have historically been underrepresented or less engaged. Staff will be better prepared to connect with families, understand their unique strengths and challenges, and collaborate effectively to support students’ academic and social-emotional growth. In addition to professional development, the district will continue to prioritize clear, accessible communication strategies that empower families with information and resources needed to support learning at home. This includes ensuring that families understand their rights and how to advocate for their children’s education, further promoting equity and partnership. IUSD’s ongoing collaboration with Parent Advisory groups and other family stakeholders will help ensure that these efforts remain responsive to community needs. By integrating family feedback into planning and implementation, the district will strengthen trust and engagement, ultimately improving student outcomes. Through targeted staff training, enhanced communication, and active family involvement, IUSD is committed to improving engagement with underrepresented families, fostering inclusive partnerships that support student success and well-being.|Inglewood Unified School District (IUSD) shows strong progress in seeking input for decision-making, with ratings of 4 in all key areas, reflecting solid engagement of families, students, staff, and community members in advisory roles that influence policies and programs. A major strength is the district’s inclusive approach, involving diverse educational partners—students, parents, school and district staff, and community members—across many advisory groups. These include School Site Councils, English Language Advisory Committees, Student Advisory Committees at elementary and secondary levels, District Parent Advisory Committee, District English Language Advisory Committee, District Budget Advisory Committee, and collaboration with labor unions and advocacy groups like SEPAC, SELPA, and PTA. IUSD uses multiple feedback methods such as surveys, virtual forums, committee meetings, and focus groups to gather input on district plans, policies, and student achievement. This ensures diverse voices inform decision-making at both site and district levels. However, challenges remain in consistently engaging parents and staff, especially at the school site level. Parents want earlier involvement in critical decisions affecting their children, highlighting a need for improved outreach and communication before decisions are finalized.|Based on the analysis of educational partner input and local data, Inglewood Unified School District (IUSD) has made strong progress in seeking input for decision-making, with a consistent rating of 4 across all key indicators. However, the data also reveals specific areas for growth—particularly at the school site level, where greater efforts are needed to engage families and teachers more meaningfully in shared decision-making processes. A primary area for improvement is increasing parent participation in site-based decision-making. While district-level advisory groups such as the District Parent Advisory Council (DPAC), District English Learner Advisory Committee (DELAC), and Student Advisory Committees remain active and effective, many school sites continue to struggle with broad and consistent family involvement. To address this, Community Liaisons have been deployed to every school and continue to serve as essential connectors, offering outreach and encouragement to families and helping to cultivate a stronger culture of engagement. Their presence has created more welcoming environments and increased the visibility of opportunities for parent input, but challenges persist in ensuring participation reflects the full diversity of the school community. Another notable area of focus is teacher involvement in decision-making. While school administrators and district leaders have multiple avenues for collaboration, there remains a gap in engaging classroom educators in meaningful ways—particularly in site-based advisory groups and planning efforts. The introduction of the School Site Program Support Specialist (SSPSS) role has helped to bridge this gap by supporting teachers with the implementation of key site initiatives and acting as a liaison between instructional practice and broader school planning. Still, more consistent and systematic strategies are needed to ensure teacher voices are actively represented in shaping school goals and family engagement efforts. Looking ahead, IUSD will prioritize building the capacity of school sites to deepen inclusive decision-making practices. This includes strengthening internal communication structures, offering additional training for staff and families on advisory roles, and leveraging tools such as ParentSquare to better inform and invite educational partners to the table early and consistently. The district remains committed to ensuring that site-based decisions are informed by a broad range of perspectives and that every family and staff member feels empowered to contribute to shaping a positive and equitable educational experience for all students.|Based on the analysis of educational partner input and local data, Inglewood Unified School District (IUSD) has identified the need to improve engagement of underrepresented families, particularly those from groups such as families of students in Gifted and Talented Education (GATE), foster youth, and students experiencing homelessness, in the decision-making process. While the district has achieved a rating of 4 in all areas related to seeking input, there is a continued need to intentionally focus on increasing the visibility, participation, and impact of voices that have historically been underrepresented in advisory roles and collaborative planning. To address this, IUSD will strengthen outreach efforts using multiple, accessible methods of communication. This includes expanding the use of ParentSquare, social media, emails, and multilingual notices to advertise advisory committee meetings and opportunities for input. By utilizing a broader range of platforms and formats, the district aims to ensure families who may not traditionally participate in school functions are informed, invited, and encouraged to take part in shaping school and district priorities. At the site level, the district will work closely with Community Liaisons and School Site Program Support Specialists (SSPSS) to identify and personally connect with families of GATE students, foster youth, and students experiencing homelessness. These staff members will be trained to conduct targeted outreach that is respectful, culturally responsive, and sensitive to the unique needs of these populations. Their role will include helping families understand the purpose of advisory groups, how they can contribute, and why their input is vital to equitable decision-making. In addition, IUSD will develop and offer specialized training for both families and staff to build confidence and capacity for participating in decision-making. These trainings will focus on clarifying the structure and function of advisory committees, demystifying educational policies, and empowering families with the knowledge needed to advocate for their students and communities. Sessions will be offered in multiple languages and formats to ensure accessibility. The district will also begin piloting community feedback forums at the school site level to gather informal input from families who may not be able to commit to ongoing advisory group participation. These forums will create low-barrier opportunities for parents to voice concerns, share ideas, and provide feedback on school initiatives and student supports. Through these targeted efforts, IUSD seeks to improve both the representation and influence of underrepresented families in decision-making, ensuring that all students benefit from policies and practices that are inclusive, equitable, and shaped by the diverse communities they serve.|4|4|4|3|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
19646340101667|Wilder's Preparatory Academy Charter|3|Based on the analysis of educational partner feedback and local data collected from numerous parent meetings and parent survey results, we have demonstrated notable strengths in fostering positive relationships between school staff and families. Surveys and meeting participation data reflect that families feel welcomed on campus and report strong communication with teachers and administrators. Progress has been made in increasing family engagement opportunities, such as increased parent meetings, school events, and regular updates through multiple communication platforms. Staff have also received training on culturally responsive practices, which has improved their ability to connect with and support diverse families. As a result, we have seen growth in parent participation rates and strengthened trust between families and school personnel.|Analysis of educational partner input and local data indicates that the our primary areas for improvement in building relationships between school staff and families center on increasing two-way communication and expanding opportunities for meaningful family involvement. While families report feeling welcomed on campus, feedback highlights a need for more consistent communication regarding student progress and school initiatives, particularly in languages other than English. Additionally, data suggest that not all families are equally engaged in school decision-making processes or events due to scheduling barriers and limited outreach strategies. We will focus on developing targeted family engagement strategies, increasing translation and interpretation services, and providing additional staff training to strengthen family partnerships and ensure equitable access to information and participation for all families.|Based on the self-reflection process and partner input, we identified underrepresented families—including multilingual households, families experiencing economic hardship, and those with limited prior engagement in school activities—as needing targeted support to strengthen relationships with school staff. To improve engagement, the we will implement proactive outreach strategies, such as personalized invitations, flexible meeting times, and home–school liaison support. Translation and interpretation services will be expanded to ensure all families can fully participate in meetings and receive timely communication in their home language. Additionally, we will create culturally responsive engagement opportunities, including family workshops and community events designed to reflect the diverse backgrounds of students. Staff will receive training in relationship-building and inclusive communication practices to foster trust and ensure underrepresented families feel valued and connected to the school community.|Analysis of educational partner feedback and local performance data indicates that we have made meaningful progress in building partnerships that directly support student outcomes. Families and community partners report increased access to academic updates, intervention plans, and resources that help them support learning at home. We have strengthened collaboration through regular parent-teacher conferences, data-informed student support meetings, and tutoring focused on literacy, math, and social-emotional development. Partnerships with community organizations have expanded access to tutoring, mental health services, and enrichment programs, contributing to improved student engagement and academic growth. These efforts reflect our commitment to maintaining strong connections with families and leveraging community resources to enhance student achievement.|Educational partner feedback indicates that key areas for improvement in building partnerships for student outcomes include expanding two-way communication about academic progress and increasing family participation in collaborative decision-making. Additionally, we will focus on addressing barriers—such as language access and scheduling conflicts—that limit the involvement of some families and community partners. Strengthening these areas will help ensure that partnerships are equitable, proactive, and directly linked to improved student achievement and well-being.|The self-reflection process and partner input identified multilingual families, foster families, and those facing economic challenges as underrepresented in current engagement efforts. To strengthen partnerships for student outcomes, we will implement targeted strategies to remove barriers and create inclusive opportunities for involvement. This includes expanding translation and interpretation services, offering flexible meeting times and virtual options for key events. We will develop family workshops that focus on understanding academic data, supporting learning at home, and navigating available school and community resources. Additionally, school staff will receive professional development on culturally responsive engagement practices to ensure underrepresented families feel valued and empowered to collaborate in improving student achievement.|Based on an analysis of educational partner feedback and local data, we have demonstrated notable progress in establishing systems for seeking and utilizing stakeholder input to inform decision-making processes. We employ multiple structured engagement methods, including parent and staff surveys, site council meetings, and public forums, which have collectively contributed to more inclusive participation across school communities. Furthermore, we have improved transparency by consistently communicating how partner feedback informs programmatic and budgetary decisions, strengthening trust and fostering a collaborative approach to continuous improvement.|Analysis of educational partner input and local data indicates that, while progress has been made in soliciting feedback, we must strengthen efforts to ensure equitable representation and participation in decision-making processes. Underrepresented groups, including multilingual families, foster families, and those experiencing economic hardship, remain less engaged in advisory structures and formal feedback opportunities. We will focus on expanding targeted outreach, providing additional supports such as translation and flexible meeting formats, and enhancing communication to explicitly link partner feedback to policy and programmatic decisions. These strategies aim to create a more inclusive and transparent process that fosters trust and shared ownership of school priorities.|The self-reflection process and local data analysis identified multilingual families, foster families, and families experiencing economic hardship as underrepresented in decision-making engagement. To address this gap, we will implement intentional strategies to remove participation barriers and foster inclusive input opportunities. Planned actions include expanding interpretation and translation services, offering meetings at varied times and formats (including virtual options). We will also increase direct outreach through family liaisons, our room parent organization and targeted communications to ensure these groups are aware of opportunities to participate. Additionally, we will enhance transparency by explicitly sharing how feedback from underrepresented families informs program and budget decisions, thereby strengthening trust and promoting equitable collaboration in shaping student outcomes.|5|5|4|4|5|5|5|5|4|4|5|5|Met||2025-06-25|2025
19646340116822|Wilder's Preparatory Academy Charter Middle|3|Based on the analysis of educational partner feedback and local data collected from numerous parent meetings and parent survey results, we have demonstrated notable strengths in fostering positive relationships between school staff and families. Surveys and meeting participation data reflect that families feel welcomed on campus and report strong communication with teachers and administrators. Progress has been made in increasing family engagement opportunities, such as increased parent meetings, school events, and regular updates through multiple communication platforms. Staff have also received training on culturally responsive practices, which has improved their ability to connect with and support diverse families. As a result, we have seen growth in parent participation rates and strengthened trust between families and school personnel.|Analysis of educational partner input and local data indicates that the our primary areas for improvement in building relationships between school staff and families center on increasing two-way communication and expanding opportunities for meaningful family involvement. While families report feeling welcomed on campus, feedback highlights a need for more consistent communication regarding student progress and school initiatives, particularly in languages other than English. Additionally, data suggest that not all families are equally engaged in school decision-making processes or events due to scheduling barriers and limited outreach strategies. We will focus on developing targeted family engagement strategies, increasing translation and interpretation services, and providing additional staff training to strengthen family partnerships and ensure equitable access to information and participation for all families.|Based on the self-reflection process and partner input, we identified underrepresented families—including multilingual households, families experiencing economic hardship, and those with limited prior engagement in school activities—as needing targeted support to strengthen relationships with school staff. To improve engagement, the we will implement proactive outreach strategies, such as personalized invitations, flexible meeting times, and home–school liaison support. Translation and interpretation services will be expanded to ensure all families can fully participate in meetings and receive timely communication in their home language. Additionally, we will create culturally responsive engagement opportunities, including family workshops and community events designed to reflect the diverse backgrounds of students. Staff will receive training in relationship-building and inclusive communication practices to foster trust and ensure underrepresented families feel valued and connected to the school community.|Analysis of educational partner feedback and local performance data indicates that we have made meaningful progress in building partnerships that directly support student outcomes. Families and community partners report increased access to academic updates, intervention plans, and resources that help them support learning at home. We have strengthened collaboration through regular parent-teacher conferences, data-informed student support meetings, and tutoring focused on literacy, math, and social-emotional development. Partnerships with community organizations have expanded access to tutoring, mental health services, and enrichment programs, contributing to improved student engagement and academic growth. These efforts reflect our commitment to maintaining strong connections with families and leveraging community resources to enhance student achievement.|Educational partner feedback indicates that key areas for improvement in building partnerships for student outcomes include expanding two-way communication about academic progress and increasing family participation in collaborative decision-making. Additionally, we will focus on addressing barriers—such as language access and scheduling conflicts—that limit the involvement of some families and community partners. Strengthening these areas will help ensure that partnerships are equitable, proactive, and directly linked to improved student achievement and well-being.|The self-reflection process and partner input identified multilingual families, foster families, and those facing economic challenges as underrepresented in current engagement efforts. To strengthen partnerships for student outcomes, we will implement targeted strategies to remove barriers and create inclusive opportunities for involvement. This includes expanding translation and interpretation services, offering flexible meeting times and virtual options for key events. We will develop family workshops that focus on understanding academic data, supporting learning at home, and navigating available school and community resources. Additionally, school staff will receive professional development on culturally responsive engagement practices to ensure underrepresented families feel valued and empowered to collaborate in improving student achievement.|Based on an analysis of educational partner feedback and local data, we have demonstrated notable progress in establishing systems for seeking and utilizing stakeholder input to inform decision-making processes. We employ multiple structured engagement methods, including parent and staff surveys, site council meetings, and public forums, which have collectively contributed to more inclusive participation across school communities. Furthermore, we have improved transparency by consistently communicating how partner feedback informs programmatic and budgetary decisions, strengthening trust and fostering a collaborative approach to continuous improvement.|Analysis of educational partner input and local data indicates that, while progress has been made in soliciting feedback, we must strengthen efforts to ensure equitable representation and participation in decision-making processes. Underrepresented groups, including multilingual families, foster families, and those experiencing economic hardship, remain less engaged in advisory structures and formal feedback opportunities. We will focus on expanding targeted outreach, providing additional supports such as translation and flexible meeting formats, and enhancing communication to explicitly link partner feedback to policy and programmatic decisions. These strategies aim to create a more inclusive and transparent process that fosters trust and shared ownership of school priorities.|The self-reflection process and local data analysis identified multilingual families, foster families, and families experiencing economic hardship as underrepresented in decision-making engagement. To address this gap, we will implement intentional strategies to remove participation barriers and foster inclusive input opportunities. Planned actions include expanding interpretation and translation services, offering meetings at varied times and formats (including virtual options). We will also increase direct outreach through family liaisons, our room parent organization and targeted communications to ensure these groups are aware of opportunities to participate. Additionally, we will enhance transparency by explicitly sharing how feedback from underrepresented families informs program and budget decisions, thereby strengthening trust and promoting equitable collaboration in shaping student outcomes.|5|5|4|4|5|5|5|5|4|4|5|5|Met||2025-06-23|2025
19646340120303|ICEF Inglewood Elementary Charter Academy|3|We create many opportunities for healthy, strong relationships between school staff and families. At the beginning of the year each teacher sends a Welcome Letter home to families introducing themselves, their excitement, and expectations for the year. This is followed by Back to School night in which the purpose is to have more opportunities for staff and family interactions while reviewing expectations and best contact methods for both parents and staff. Throughout the year, the teachers and school utilize apps such as ClassDojo and ParentSquare to communicate with parents. ClassDojo is further utilized as a behavior tracking system, instant messaging, and real time access to what is occurring in the classroom with images and videos.  Throughout the year we foster a welcoming environment by having staff at various levels(administrators, classified, certificated) out at the Morning Valet Drop-Off, Dismissal Pick-Up, and supervision. This creates an informal opportunity for parents to chat with staff and put a name to the different faces they will encounter on campus. We have a strong sense of community by providing a customer service attitude. Two positions that help support our families are our Community Schools Coordinator and ICEF Social Worker. These roles have been essential in helping our families find resources whether it is food, clothing, shelter, services, or help getting their child to school.  We have a dedicated staff that values and sees the benefits of having strong family and staff relationships. It truly takes a village to help raise children . All staff members respond to emails and messages within 48 hours.|Based on survey feedback collected by the Community Schools Coordinator, we will improve our relationships between staff and families by providing more opportunities to volunteer on campus. We will also work on preparing and launching mini workshops during family engagement nights that will support parents in the needs they have communicated in the survey. Our school will also plan and engage parents in activities that require more staff and family involvement such as staff vs. parents fun games or team games that mix teams with staff, parents, and students.|We are always looking for ways to improve our family engagement. One idea we have is to pre-set a variety of times when meetings are offered in various languages. This way, parents feel like home language is valued. Also, it takes the uncertainty away wondering if there is going to be a translator at the event.  We also thought we could start to incentivize some of our school events. Maybe if they come to Yoga-at-Night  they could walk away with a yoga mat or if they come to Paint-at-Night, they could go home with a set of watercolors. This way they can continue what they learned at home. They also might be more motivated to come to events for free giveaways.  We have also discussed creating various parent clubs based on interest. One idea is creating a “Mommy and Me” club for new mothers. We would host meetings where they could bring their little one and share parenting tips and get strategies for early literacy. Another club that was mentioned was “Monday Night Football” where we could air the national televised game and come watch as families. By creating these interactions with families, they will feel more connected with the school and start to come to more school events.|Our teachers play a key role in building partnerships for student outcomes. They are comfortable messaging and communicating with families with updates on their child's progress. They do this in a number of ways: messages via email, text, apps; sending home progress reports, classwork, assessments; giving virtual access to gradebooks; and setting up parent conferences.  Our staff also meets during the year on specific days completely dedicated to looking and analyzing data. We call these out “Data Days.” During these days we collaborate on student's current work and assessment results while determining next steps in instruction and intervention. These plans are shared not only with students, but their families as well.  If we see students struggling in attendance, academics, and/or behavior we begin our Student Support and Progress Team. This team meets collectively with the teacher, parent, interventionist(s), and school administrator to determine appropriate next steps. This is a collaborative effort with multiple people involved for the ultimate goal of student success.  We have a strong Intervention Team that works collaboratively and communicates well with families. First, good instruction begins in the classroom with the teacher. Each teacher has an instructional aide to help support a workshop model and small group instruction. Beyond that, we have Language and Literacy Specialists who do small group pull-out interventions as well as support and train teachers in English Language Arts instruction. We also have a Math Intervention Teacher that supports our upper grades with math. We have a school counselor that supports DIS caseload students as well and general education counseling.|Based on parent feedback, we find a need to teach parents how to read and interpret their child’s data. Parents admit they receive communications, but they do not necessarily know what they are looking at or what the report is exactly telling them. As an admin team, we would like to have more opportunities to schedule regular data conferences with teachers. As mentioned above, we do have 3 Data days scheduled throughout the year, but in between those Data Days, we see a need to check in to make sure plans are not forgotten or plans are consistently being implemented. Regular data check-ins would also give administrators a clue to what data inputs teachers are valuing and what they need more training in.  One last area of improvement is to create Professional Learning Communities centered around lesson planning. As we dig deeper into our curriculum guides, teachers can center their lesson planning based on the 4 guiding questions of a PLC: What do we want all students to know and be able to do?How will we respond when students do not learn? How will we extend the learning for the students who are already proficient? Right now, our staff does a great job with questions 1 and 2, but can further their discovery in questions 3 and 4. This will be done collaboratively with teacher teams and cohorts.|As mentioned above, we have 3 Data Days scheduled during the year for staff and students to analyze data and next steps. We have shared data with parents after our analysis. It would be really awesome if we can find ways to include parents in the data analysis portion so that there's more buy-in.  We would also like to create more consistent habits of sending resources home that would benefit our various subgroups. This came up as feedback from our ELAC committee. Some of these resources could include Mirroring Folders with planned activities that families could do that mirror what the teacher and instructional aide are doing in the classroom. Another resource could be questions/pictures for English Learners to discuss with members at their home.  Our SPED department would like to host parent workshops informing families how to read their child’s IEP.  We would also like to be able to provide tutoring for our students after school as parents are still asking for this service.  One last thing that came up with our various stakeholders is the idea of a Black Males Group/Club on campus. We currently have 3 groups that meet for 6 weeks, but we would like to offer this club year round.|We actively seek and listen to all stakeholders. We do this by offering formal and informal surveys throughout the year. We host a variety of meetings to collect data and input before making schoolwide decisions. Our school also has a OParent Advisory Council and ELPAC that meets during the school year. We have also centered our work around the Community Schools Framework.  We have a Student Council that meets regularly to give student input, suggestions, and action plans attention. They create school goals and projects that they work on during the year. They report back to their homeroom classes to monitor progress and collect feedback. It has been a great way to collect student voices on campus.  We collect teacher feedback to inform Professional Development needs. This is monitored by focus groups, survey data collected, and teacher scores on our Teacher Effectiveness Framework.  We also use a distributive leadership style when meeting with teachers. Each teacher on the grade level attends a focus group: Academic, Intervention, and Events. Members of the focus groups share concerns, strengths, and ideas pertaining to the group. The group members then go back to the grade-level co-workers to share information.|We do a great job at sending surveys, but a way we could take that to the next level is to actually interview different stakeholders to collect anecdotal data. We could ask further questions and dig deeper into what stakeholders are really trying to say that can’t be captured in a survey.  Another thing we could do is to share various data points with all stakeholders more regularly. We’ve done this with academic data with their individual child, but how is the whole school doing? We also share data points with certain committees and parent groups, but what can we share more and on a regular basis? Sharing data more broadly will create more questions and comments from different stakeholders and push us to create a better program overall for students.|In order to get more underrepresented families to attend our events, thus being able to give more input to aid in our decision making, we thought we could incentivize school meetings. Another could be to provide food (dinner, breakfast) during meetings. Another could be to provide child care so parents can attend meetings and focus on the content. One other idea is that we reach out and personally call and invite different families to the meetings/events, parents might feel more welcomed and attend the event. We also thought we could involve guest speakers depending on the topic so parents are educated and can give thoughtful input.|5|5|5|5|5|4|5|5|5|5|5|4|Met||2025-06-26|2025
19646340128991|Grace Hopper STEM Academy|3|Grace Hopper's strengths and progress lie in the  engagement of staff and our GHSA families as they engage in the following activities and events provided throughout the entire school year: 1. Summer Bridge Program-designed to welcome and engage new students over the summer before each new school year begins. Students are introduced to the school's culture through staff classes: ELA, math and Life Skills. Students also engage in a weekly fieldtrip to learn more about the CBO's and the school community. 2. Back To School Night-student earn Hopper Bucks when their parents attend any school events/activities so parents are initially more engaged and typically develop deeper relationships with staff through these events/activities. 3. Mandatory Student-led Conferences-parents/guardians are required to sit with all teachers on a students schedule to set goals, discuss progress and varied means of needed communication. 4. Email/Text Communications-teachers are recquired to reach out to parents for positive and negative purposes to keep parents/guardians fully aware of the goings-on with their child(ren) during the school year. 5. Open House-staff get to share with students and their families all about their classroom, teachings and more. Parents get a chance to see teaching staff's full environment and how it contributes to the school community. 6. Volunteer Parent Hours-parents are encouraged to volunteer a minimum of 30 hours for one school year, which involves parents and other family members to assist teachers in their classes, assist the development and/or support of school events/activities, or to be chaperones with staff on vartied field trips. 7. Monthly Parent Meetings-parents/guardians are encourage to attend all monthly parent meetings, to be well informed of school policy & procedure, discipline & attendence, curriculum & instruction and being able to be part of the decision-making process when it comes to the updating of our master documents: LCAP, SPSA, Wellness Policy and more.|Relationships between school staff and our families is enhanced when staff lead inservices and trainings for our monthly parent/guardian meetings. To see our staff in a variety of environments builds relationships and allows greater comfort from the parent/guardian perspective (as described on our parent survey).|GHSA will continue the current methods in place, understanding that different families will need different means of communication, which we highlight in our notes and continue to implement.|GHSA's current strengths and progress in building partnerships for student outcomes are implemented through the following processes: 1.  Mandatory (Student-led) Conferences 2.  Monthly Parent Meetings 3.  Monthly School Site Council meetings 4.  Shared data for intervention and formative assessments each quarter of the school year. 5.  Shared data with parents/guardians from all CBO (Community Based organizations) events, interactions and activities involving our students.|GHSA's focus areas for improvment in building partnerships for student outcomes is developed through surveys and parent monthly meeting inquiries. All inquiry and survey results are openly discussed in all school stakeholder group meetings for identification, input, comparison and resolution.|GHSA will continue the current methods in place, understanding that different families will need different means of communication, which we highlight in our notes and continue to implement.|In all decision-making processes, our GHSA parents/guardinas/families are invited to the table to learn, dialogue, have input & full comprehension.|In all decision-making processes, our GHSA parents/guardinas/families are invited to the table to learn, dialogue, have input & full comprehension. We improve constently with the more families we reach.|In all decision-making processes, our GHSA parents/guardinas/families are invited to the table to learn, dialogue, have input & full comprehension. We improve constently with the more families we reach. We use all methods of communication (website, blasts, newsletters, texts, messages & more) to keep all well in-formed and involved. We will  continue to do so.|4|4|5|5|5|5|5|5|5|5|5|5|Not Met|||2025
19646341996529|City Honors International Preparatory High|3|Communication and Accessibility: Our school maintains robust multilingual communication channels ensuring all families can meaningfully engage in their student's education. We provide consistent outreach through multiple platforms including digital communications, translated materials, and culturally responsive messaging. The structured admissions interview process demonstrates our commitment to family partnership with bilingual support materials.  Family Engagement Opportunities: Data indicates strong participation in school-sponsored activities including admission interviews, orientation sessions, and academic conferences. Our International Prep focus requires close collaboration with families to support students' global perspectives and academic rigor, resulting in enhanced home-school partnerships.  Responsive Support Systems: Educational partner feedback highlights our responsive approach to individual family needs, including flexible conference scheduling, accommodation for working parents, and personalized communication based on family preferences. Staff demonstrate cultural competency working with our diverse student population and families.  Academic Partnership: Progress data shows increased family understanding of academic expectations and college preparatory requirements. Regular communication about student progress, graduation requirements, and post-secondary planning strengthens partnerships between families and school staff.|Areas for Continued Growth: We continue expanding family leadership opportunities in school governance, enhancing digital engagement platforms, and increasing family participation in curriculum discussions. Ongoing professional development ensures staff maintain best practices in family engagement.  Next Steps: Maintain high-quality relationships while expanding engagement opportunities in student leadership development and post-secondary planning support, ensuring all families feel valued as educational partners.|"Addressing Communication Barriers The data shows some families strongly disagreeing with communication accessibility (Q3). The LEA should implement multilingual communication systems, ensure all materials are available in Spanish, and provide interpreter services for phone calls and meetings. Staff training on culturally responsive communication practices is essential.  Strengthening Academic Support and Transparency Several families indicated ""Don't Know"" responses regarding academic programs and English Learner services. The LEA should develop clear, accessible explanations of academic expectations, program offerings, and support services. Regular family workshops explaining curriculum, grading systems, and how to support learning at home are needed.  Expanding Meaningful Participation Opportunities Many families cited work schedules and time barriers preventing participation. The LEA should offer flexible meeting times (evenings/weekends), provide childcare during events, and create multiple ways to engage (virtual options, brief surveys, home visits). The data shows families want to be involved but need accommodating structures.  Building Cultural Responsiveness Positive responses to cultural art series events suggest families value culturally relevant programming. The LEA should expand these offerings and ensure all staff receive cultural competency training to better understand and connect with diverse family backgrounds and values.  Improving Counselor and Support Staff Engagement Several families expressed concerns about counselor accessibility and support. The LEA should increase counselor-family meeting frequency, provide clearer information about support services, and ensure families understand how to access academic and social-emotional resources for their students."|City Honors demonstrates strong foundational capacity in building partnerships for student outcomes, as evidenced by consistently high ratings (4s) across three key performance areas and solid progress (3) in collaborative policy implementation.  City Honors has established robust professional learning systems that effectively prepare educators to partner with families. The rating of 4 reflects comprehensive training programs that have equipped teachers and principals with cultural competency skills, communication strategies, and family engagement best practices. This investment in staff development has created a foundation for meaningful family partnerships across all school sites.  City Honors excels in providing families with comprehensive information and resources to support student learning at home. Our rating of 4 demonstrates successful implementation of multilingual communication systems, family workshops, and resource distribution networks. Families report strong confidence in their ability to support their children's academic progress, particularly through our structured home learning support programs and accessible educational materials.  Significant progress has been made in empowering families to understand and exercise their legal rights. The rating of 4 reflects successful implementation of family advocacy training, clear communication of educational rights and processes, and accessible pathways for family voice in decision-making. Our parent advisory committees and grievance processes demonstrate institutional commitment to family empowerment.|While strong in capacity building and resource provision, our rating of 3 in implementing collaborative policies indicates opportunity for enhancement. City Honors is actively working to strengthen structured protocols for regular family-teacher collaboration and developing more systematic approaches to joint problem-solving and goal-setting partnerships.|Based on educational partner input and local data analysis, City Honors has identified specific strategies to enhance engagement of underrepresented families, particularly Hispanic/Latino and African American families, in building meaningful partnerships for student outcomes.  City Honors will expand professional learning opportunities for teachers and principals to include deeper cultural competency training focused on the specific needs and strengths of our underrepresented families. This includes training on implicit bias, culturally sustaining pedagogical practices, and effective communication strategies that honor diverse family structures and values. Staff will receive ongoing coaching to develop authentic relationship-building skills with families from different cultural backgrounds.  Recognizing the need to improve our rating of 3 in collaborative policies, City Honors will establish structured protocols for regular family-teacher partnerships. This includes mandatory quarterly conferences with interpretation services, flexible scheduling options (evenings/weekends), and collaborative goal-setting processes where families are equal partners in developing student success plans. We will create multiple engagement pathways that accommodate work schedules and family circumstances.|City Honors demonstrates exceptional performance in seeking input for decision-making, achieving ratings of 4 (Full Implementation) across all key areas. This reflects our robust commitment to meaningful family engagement and collaborative decision-making processes.  City Honors has successfully established comprehensive systems for engaging families in advisory groups including ELAC, SSC, and DELAC. Our school demonstrates full implementation in building both staff and family capacity to effectively participate in decision-making processes. Staff receive ongoing professional development to facilitate meaningful family engagement, while families are provided with training and support to effectively contribute to advisory committees and governance structures.  City Honors has implemented multiple channels for gathering family input on policies and programs, with particular attention to reaching underrepresented groups in our school community. Evidence from educational partner feedback shows active parent participation across diverse engagement opportunities including athletic events, cultural celebrations (Hispanic Heritage Month, Black History Month festivals), parent conferences, and volunteer activities such as chaperoning field trips.  City Honors excels in providing opportunities for families, teachers, principals, and district administrators to work together in planning, designing, implementing, and evaluating family engagement activities at both school and district levels. This multi-stakeholder approach ensures that decision-making reflects the diverse perspectives and needs of our entire educational community.|While maintaining full implementation status, City Honors acknowledges ongoing work to address participation barriers identified by families, including work schedule conflicts, transportation challenges, and timing issues. Our 2025-2026 goals include enhanced flexible scheduling, improved communication about opportunities, and targeted outreach strategies to ensure all families can meaningfully participate in decision-making processes.|"Based on educational partner input and local data analysis, City Honors has identified specific strategies to enhance engagement of underrepresented families, particularly Hispanic/Latino and African American families, in seeking meaningful input for decision-making processes.  City Honors will implement flexible scheduling solutions to accommodate working families who identified ""work schedule conflicts"" and ""single working mom"" challenges as primary barriers. This includes offering evening and weekend advisory meetings, virtual participation options, and recorded sessions for families unable to attend in real-time. We will establish rotating meeting schedules to ensure all families have opportunities to participate regardless of work constraints.   Recognizing families' transportation challenges (""no vehicle,"" ""traveling to school""), City Honors will explore shuttle services within a 10-mile radius and establish satellite meeting locations in community centers and churches where families already gather. We will partner with community organizations to host decision-making meetings in culturally familiar spaces that reduce barriers to participation.  Survey data revealed that some parents are unaware of volunteer and committee opportunities. City Honors will implement comprehensive communication strategies including multilingual notices, social media outreach, and personal invitations through community liaisons. We will create visual displays on campus announcing activities and establish a parent communication network to share opportunities through trusted community connections.  City Honors will implement culturally responsive outreach strategies, including partnering with Hispanic/Latino and African American community leaders to facilitate introductions to advisory processes. We will provide mentorship programs pairing experienced parent leaders with new families and offer orientation sessions in Spanish to ensure language is not a barrier to meaningful participation in decision-making roles."|4|4|4|4|4|4|3|4|4|4|4|4|Met||2025-06-25|2025
19646341996586|Animo Inglewood Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19646346014518|La Tijera Academy of Excellence Charter|3|A strength in our school is the willingness to include all Educational Partners in the Decision-Making process. The Educational partners consisted of students, parents/guardians, school and district administrators, teachers, support staff, our site English Language Advisory Committee and our School Site Council.  Our site representatives participate in the District Parent Advisory Committee (DPAC), District English Language Advisory Committee (DELAC), Special Education Parent Advisory Committee (SEPAC), Southwest-Special Education Local Plan Area (SELPA), and Parent Teacher Associations (PTA).  The platforms used to solicit meaningful feedback from the La Tijera school community included: parent, student, staff and community surveys via Google form for each funding source, virtual community forums, in-person/virtual committee meetings and focus groups.   Our Educational partners participated in a highly collaborative process. La Tijera partners participate in the district’s LCAP committee meetings which are open to the IUSD Community. The committee consisted of representatives of all of the Educational partners listed above. The LCAP committee meetings were designed to allow Educational partners to be a part of the planning and discussion. Each participant brought their own level of expertise and experiences in or with the Inglewood Unified School District.  Each meeting began with a problem of practice (focus). The participants were provided with district data from state and local indicators, as well as status reports on the state of the district. The discussion process involved the participants working in breakout groups (virtual meetings). The meetings were progressive, and the focus was to walk the committee through each part of the plans, from data collection to completion.    Knowing the strength of working together with families, guardians, and  parents, La Tijera is very committed to building strong relationships as partners. Through our site Community Liaison outreach activities, Coffee with Principal, Parent meetings, and parent center at the district office, district office we are able to provide several avenues for parents to become engaged in their students’ learning and socio emotional wellbeing.|There continues to be a need to improve on getting more parent engagement in the decision making process at the site level. Our Community Liaison continues to support and has been deployed to encourage parent engagement. It is equally a challenge to get teachers involved in the decision-making process.  La Tijera will continue to include teachers to become more active through transparency and accountability.|We also recognize the need to even engage more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement.  We know we cannot do it alone.  There continues to be an effort to engage our families experiencing Homelessness and guardians who support foster youth.   La Tijera in collaboration with the district will continue to reach out to  worked with agencies that can help meet the families’ needs.|A strength in our school is the willingness to include all Educational Partners in the understanding of student outcome data. The Educational partners consisted of students, parents/guardians, school and district administrators, teachers, support staff, our site English Language Advisory Committee and our School Site Council.   The platforms used to solicit meaningful feedback of student outcome data from the La Tijera school community included: parent, student, staff and community surveys.    The cycle of inquiry is a more intense look at student outcomes to identify potential supports for students who may require them. An outreach is then made to the parents to allow students to receive these support services.|Knowing the strength of working together with families, guardians, and  parents, La Tijera is very committed to building strong relationships as partners. Through our site Community Liaison, outreach activities, Tea with Principal, Parent meetings, and parent center at the district office, district office we are able to provide several avenues for parents to become engaged in their students’ learning and academic outcomes.|La Tijera along with the district will continue to add parent advisory groups to expand the reach and voices of parents. In the 2024-2025 school year the district will work to get more parents involved in the  Gifted and Talented Education (GATE) and other Advisory Committees. There continues to be an effort to engage our families experiencing Homelessness and guardians who  support foster youth. The district has worked with agencies.|Our Educational partners participated in a highly collaborative process. La Tijera partners participate in the district’s LCAP committee meetings which are open to the IUSD Community. The committee consisted of representatives of all of the Educational partners listed above. The LCAP committee meetings were designed to allow Educational partners to be a part of the planning and discussion. Each participant brought their own level of expertise and experiences in or with the Inglewood Unified School District.|Knowing the strength of working together with families, guardians, and  parents, La Tijera is very committed to building strong relationships as partners. Through our site Community Liaison, outreach activities, Tea with Principal, Parent meetings, and parent center at the district office, district office we are able to provide several avenues for parents to become engaged in their students’ learning and academic outcomes.|La Tijera along with the district will continue to add opportunities for parents to expand and collect their feedback in relationship to stronger decision making when it comes to our underrepresented students and families. There continues to be an effort to engage our families experiencing homelessness and guardians of our foster youth. The district will work with agencies within our local area and the county. Particular actions in our LCAP have designated funds to support this area.|4|4|4|4|3|3|3|3|3|3|3|3|Met||2025-06-25|2025
19646420000000|Keppel Union Elementary|3|Our district continues to build strong relationships with families through regular communication, family events, and parent workshops. Staff are intentional about creating welcoming environments and ensuring families feel connected to their school communities. Site leadership teams meet regularly with parent advisory groups to gather feedback and address concerns. We have also expanded outreach efforts to increase participation from families of English learners and other underserved groups.|Our district is focused on increasing engagement from families who have been historically underrepresented in school activities and decision-making. We are working to strengthen two-way communication and ensure all families have access to information in their home language. Staff will receive additional training to support culturally responsive practices. We also plan to expand community partnerships to better connect families with resources and support services.|To improve engagement of underrepresented families, our district will provide more targeted outreach, including home language communication and personal invitations to events. We will host small-group meetings and listening sessions to build trust and better understand family needs. Site teams will monitor participation data to identify gaps and adjust strategies. Staff will also receive ongoing support in building inclusive, culturally responsive relationships with families.|Our district has made strong progress in building partnerships that support student outcomes through regular parent-teacher conferences and regular 2-way communication. Families are invited to engage in their child’s learning through access to online portals, curriculum nights, and student showcases. Collaboration with families around student progress is becoming more consistent across sites. We have also expanded partnerships with local organizations to offer additional academic and enrichment opportunities|Our district is focused on improving consistent family engagement in academic goal setting and progress monitoring. We aim to ensure that all families understand how to support learning at home and have regular opportunities to discuss student progress. Increasing participation in academic events and improving access to tools like parent portals are also key priorities. We will continue to strengthen communication about student learning in ways that are clear and actionable for all families.|To improve engagement of underrepresented families, our district will provide more accessible and personalized communication about student progress and learning goals. We will offer translated materials, flexible meeting times, and additional support during conferences and academic events. Staff will receive training on effective strategies for engaging all families in student learning. We will also work with community partners to help families better understand how to support academic success at home.|Our district has made steady progress in creating regular opportunities for families and staff to provide input on key decisions through surveys, advisory councils, and community meetings. Participation in our District English Learner Advisory Council and parent committees has increased, helping us better understand and respond to community needs. We are also using Educational Partner feedback to shape our Local Control and Accountability Plan and other district initiatives. This ongoing input has led to more responsive planning and stronger partnerships.|Our district is focused on increasing participation from families and community members who have not historically engaged in decision-making processes. We aim to improve awareness of input opportunities and make meetings more accessible through translation, childcare, and flexible scheduling. We also want to build stronger systems for sharing how input is used to guide district decisions. Strengthening trust and transparency remains a key priority in this area.|To improve engagement of underrepresented families, our district will increase outreach efforts using home language communication, personal invitations, and trusted community contacts. We will offer input opportunities in multiple formats, including in-person, virtual, and written options. Meeting times and locations will be adjusted to better meet family needs. We will also follow up with clear communication about how input was considered in final decisions.|5|5|5|5|5|5|5|3|5|5|5|5|Met||2025-06-26|2025
19646420136127|Sage Oak Charter School- Keppel|3|Sage Oak Charter School excels in fostering strong relationships between staff and families. Regular communication—both virtual and in-person—keeps families aligned with school goals. Families engage through the Parent Advisory Committee (PAC), Student Advisory Committee (STAC), English Learner Advisory Committee (ELAC), and monthly board meetings, all of which promote two-way communication and transparency. The school also hosts a Fall Parent Summit with sessions on academic and social-emotional topics, strengthening family-school connections. Feedback from surveys informs school planning, reflecting Sage Oak’s commitment to collaboration and shared responsibility in student success.|Sage Oak aims to increase awareness of engagement opportunities. Some families may not fully understand available committees or their roles. Targeted communication efforts will promote PAC, ELAC, and STAC participation. The school will also improve messaging about support services, using Parent Summits and other outreach to highlight resources. These efforts seek to ensure all families feel informed, welcomed, and equipped to participate in their children’s education.|To strengthen engagement among underrepresented families, Sage Oak will increase outreach to recruit diverse voices for advisory groups, including PAC and ELAC. A new Parent Engagement Committee will offer additional opportunities for involvement. Parent Summits will feature sessions tailored to these families, providing a welcoming, low-barrier way to participate. These steps are part of a broader commitment to equity, ensuring all families can contribute to shaping school programs and policies.|Sage Oak Charter School has made consistent progress in cultivating strong family-school partnerships to support student success. Bi-monthly teacher PLC meetings provide targeted training in effective communication, learning period facilitation, and collaborative parent engagement strategies. Families benefit from frequent and structured access to teachers through learning period meetings and parent-teacher conferences. These meetings, paired with ongoing communication, ensure that student progress is regularly assessed, resources are shared, and individualized learning goals are developed collaboratively. The school also ensures transparency and access to important legal and procedural information through its website and handbooks, which include Title IX contacts, student rights, and uniform complaint procedures. Parents of students with IEPs are provided the Procedural Safeguards annually, and translation services are available at IEP meetings to support non-English-speaking families. These practices reflect the school's commitment to accessible, informed, and meaningful partnerships.|To further strengthen outcomes, the school has set a goal to offer 200 synchronous classes by 2026–27, enhancing student engagement through interactive instruction. This initiative will provide more equitable access to quality learning, addressing varied learning styles and scheduling needs. A key area of focus is increasing math intervention participation for Students with Disabilities (SWD), Socioeconomically Disadvantaged students (SED), and English Learners (EL). Tailored academic supports for these groups aim to close achievement gaps and foster inclusive success. Additionally, there is an ongoing effort to increase EL student participation in core synchronous classes, supporting both language acquisition and academic growth. These areas were identified through educational partner feedback and data analysis as critical to improving outcomes through more robust family and student partnerships.|Sage Oak is committed to deepening engagement with underrepresented families through multiple strategies identified during its self-reflection process. Teacher professional development is expanding to strengthen live instruction practices, making synchronous learning more accessible and impactful. Additionally, school counselors are leading more live sessions that offer targeted support to address the unique challenges faced by these families. To ensure awareness and participation, the school will enhance its communication efforts through weekly newsletters, social media highlights, and presentations to both existing and newly formed advisory groups. Teachers will also facilitate direct conversations with families to promote available resources and learning opportunities. These efforts aim to build trust, reduce barriers, and create inclusive partnerships that empower every family to actively participate in their student’s educational journey.|Sage Oak Charter School continues to strengthen its decision-making process by actively engaging educational partners across various platforms. In 2024–25, the school operated three advisory committees: the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), and newly launched Student Advisory Committee (STAC). These groups meet consistently to reflect on student needs and school priorities. Additional input is collected through annual and mid-year family surveys, live and recorded trainings, and regular interaction between families and teachers. The school also hosted a virtual parent summit to expand opportunities for family engagement. Events such as field trips, socials, college tours, and graduation ceremonies further promote communication and shared decision-making. This multifaceted approach ensures educational partners are informed, included, and heard throughout the year.|For 2025–26, the school is focused on increasing family participation in decision-making groups by launching a new Parent Engagement Committee. This committee will serve as another forum for families to provide feedback and influence planning of regular parent engagement opportunities. Earlier and more intentional recruitment for PAC and ELAC will also be emphasized to increase awareness and engagement. The Student Advisory Committee, now in place, provides students a dedicated voice in school improvement efforts. Together, these expanded opportunities aim to improve equity and inclusion in the input-gathering process.|To improve participation among underrepresented families, Sage Oak will implement targeted strategies aimed at accessibility, inclusion, and outreach. The school will continue its multi-channel communication approach—email, social media, website updates, and teacher-family conversations—to keep families informed about surveys, advisory meetings, and public board sessions. Staff will proactively invite families from diverse backgrounds to participate in the new Parent Engagement Committee, as well as in PAC, ELAC, and parent summits. Presentations at school events and onboarding sessions will also highlight how families can get involved in decision-making. These steps will help foster a culture of belonging and ensure a broader range of voices guide the school's direction.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
19646590000000|La Canada Unified|3|LCUSD is dedicated to engaging educational partners by creating meaningful opportunities that strengthen the connection between staff and families. The district has implemented a variety of committees, programs, and events designed to support outreach and build lasting relationships with families.  To promote inclusivity, parents and guardians are encouraged to take part in school-related activities and meetings. These include Parent Teacher Association (PTA) meetings and events, Back-to-School Nights, Open House, parent/teacher conferences, and meetings such as the School Site Council, English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), GATE Advisory Committee, and the LCAP/Parent Advisory Committee (LCAP/PAC).  LCUSD’s commitment to engagement extends beyond formal meetings. Families are welcomed to participate in both structured and informal events such as on-site family gatherings, Multi-cultural nights, parent education workshops through the Wellness Center, college and career informational nights, student performances in music, art, and theater, and feedback opportunities like self-reflection surveys. Communication is further supported through the Parent Square platform.  Findings from the 2024-25 Annual Family and Caregivers Perception Survey by Panorama Education show strong results; 86% of families felt their school incorporates parent feedback into its decision-making process, 93% feel welcomed, and 99% feel respected by school staff. Among teachers, 98% believe schools foster a welcoming environment, and 100% feel valued by families. Data from the 2024-25 “English Learner Family Needs Assessment,” revealed that 95% of EL families reported receiving clear and understandable information about the ELD program. These outcomes reflect LCUSD’s culture of collaboration and mutual respect among families, staff, and the broader school community.|LCUSD, guided by educational partner input and local data, is committed to strengthening staff-family relationships to support student belonging, well-being, and success. Efforts include targeted outreach to underrepresented groups who would benefit from ongoing interactions with the school, and stronger connections with families who speak languages other than English. This includes prioritizing the welcoming of new LCUSD families and providing translators and interpreters as needed for meetings and conferences.|Based on the analysis of local data, educational partner survey input, including the 2024-25 “English Learner Family Needs Assessment,” LCUSD staff will continue to offer translation and interpretation services across multiple communication platforms during school meetings and events to enhance the involvement of underrepresented families. Additionally, site administrators will continue to utilize Parent Square to ensure that non-English-speaking families receive school communications in their preferred language.|LCUSD is intentional and systematic in fostering strong, lasting partnerships with families and community organizations to support students academically, socially, and emotionally. At the start of each school year, families receive a Notification of Parents' Rights and a Parent/Student Handbook that outlines district policies, support services, and key school information. Engagement is further supported through advisory groups such as Local Control and Accountability/School Site Councils (LCAP/SSC), English Learner Advisory Committees (ELAC), and Parent-Teacher Associations (PTA). District-level groups like the District English Learner Advisory Committee (DELAC) and the LCAP/Parent Advisory Committee further strengthen collaboration with families and caregivers.  LCUSD invites families to engage throughout the year via events such as Back-to-School Night, Open House, student performances, academic information nights, wellness events, and college/career readiness programs. Many meetings and workshops are offered in virtual and in-person formats to maximize accessibility. Communication is supported through tools like ParentSquare, Aeries, Google Classroom, and school websites and apps. LCUSD also prioritizes inclusive outreach by personally inviting underrepresented families to participate and feel welcome.  Survey data reinforces the impact of these efforts In LCUSD, 95% of parents believe LCUSD prioritizes academic excellence, 94% believe administrators support student success, and 91% feel decisions are made in students’ best interests. These results highlight a shared commitment to inclusive, respectful, and supportive school-family partnerships to support and encourage positive student outcomes.|LCUSD is proud of its ongoing efforts to build and strengthen relationships between families and schools, recognizing the strong connection between these partnerships and student and school success. In the spirit of continuous improvement, LCUSD will continue to implement the following actions to foster continuous improvement in building partnerships for enhanced student outcomes:  * the inclusion of parent representation on district, site, and curriculum committees, * providing translation and interpretation services for parent conferences, SST meetings, IEP meetings, ELAC and DELAC meetings * Implementing and refining Positive Behavior Intervention and Support (PBIS) plans to foster a safe, supportive, and inclusive school environment, with a focus on proactive communication and involvement with families|LCUSD is proud of its efforts to strengthen engagement with underrepresented families and remains committed to fostering inclusive school-family partnerships. Based on educational partner input and local data, the district will continue targeted outreach, including personal invitations to parent workshops through Wellness Centers, the College and Career Center, and site ELACs to strengthen partnerships for student outcomes.|LCUSD is committed to inclusive, collaborative decision-making by engaging parents, staff, students, and community members in both district-wide and school-level processes. Each school supports this goal through advisory groups such as the LCAP/School Site Council, English Learner Advisory Committee (ELAC), and Parent Teacher Association (PTA). Families are also encouraged to share input at Governing Board meetings and through participation in district committees, including the LCAP/Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Curriculum Adoption Committees, and School Site Design Teams.  To ensure decisions reflect community needs, LCUSD regularly gathers input on topics like LCAP goals, social-emotional learning (SEL), school climate, and safety. Feedback is collected through the Annual Perception Survey (Panorama Education), Challenge Success survey, California Healthy Kids Survey (CHKS), LCAP survey, and the English Learner Needs Assessment, along with fall Educational Partner meetings. Ongoing communication is supported through Superintendent and school newsletters, press releases, and digital platforms such as Aeries Parent Portal, ParentSquare, email, and social media.|The District LCAP/Parent Advisory Committee, comprised primarily of parents, reviewed and discussed the goals outlined in the 2024-25 Local Control and Accountability Plan (LCAP). To gather input for the development of the 2025-26 LCAP, an Educational Partner Survey was distributed to all families via Parent Square. The survey asked respondents to rank district priorities and provide feedback on progress toward existing goals.   In addition to the survey, LCAP committee members engaged with more than 30 student, parent, district, and community groups to gather further input from LCUSD educational partners. The 2025 Annual Perception Survey, administered through Panorama Education, revealed that 86% of participating families felt their school effectively incorporates parent feedback into its decision-making processes. Similarly, data from the California Healthy Kids Survey (CHKS) indicated that 70% of 7th graders and 66% of 9th and 11th graders believe they have a voice in how their school operates.   LCUSD remains committed to fostering inclusive, collaborative decision-making by providing diverse opportunities for educational partners, including parents/guardians, staff, students, and community members, to engage meaningfully in school-related discussions and planning.|Based on the analysis of feedback from educational partners and local data, LCUSD will strengthen its efforts to engage underrepresented families by extending personalized invitations to participate in oversight committees, as well as school and district-wide meetings, and by providing translation services to ensure inclusive and meaningful participation.|5|5|5|5|5|5|5|4|5|5|4|5|Met||2025-06-24|2025
19646670000000|Lancaster Elementary|3|According to recent results from the Lancaster School District's administration of the Youth Truth Survey, there is an ongoing need for staff training focused on more effective family engagement. Currently, our staff interacts with families during parent-teacher conferences and regularly shares resources and strategies to support student success at home. This year, we enhanced our efforts by training staff at several school sites using a dual capacity framework. As a result, those sites reported significantly higher scores on both the Youth Truth Survey and Thought Exchanges.|As part of our ongoing commitment to family and community engagement in support of student success, we have identified key focus areas for continued development. These include enhancing communication strategies to ensure that families have consistent and equitable access to information regarding their child's academic progress, and strengthening home-to-school partnerships that actively support the academic achievement of all students. By fostering open lines of communication and collaborative relationships between educators and families, we aim to create a more inclusive and supportive learning environment. These priorities will be clearly reflected and reinforced in our upcoming Local Control and Accountability Plan (LCAP), demonstrating our dedication to shared responsibility and student-centered outcomes.|We remain committed to recruiting and retaining active family participation in our African American Advisory Councils (AAACs) across the district. In collaboration with individual school sites, Lancaster School District continues to engage both English Learner Advisory Councils (ELACs) and AAACs to strengthen relationships between families and district leadership, ensuring that all voices are heard and valued in the decision-making process.  To better support the needs of our diverse families, we have revitalized our district-level AAAC by introducing strategies such as incentivizing family attendance at events and meetings. These efforts are designed to encourage consistent engagement and create welcoming, culturally responsive spaces for collaboration. In addition to these internal initiatives, we have sustained and expanded a variety of community events that directly address the needs identified by families in our local climate surveys.  Our work is further strengthened through strategic partnerships with organizations such as the California Association of African American School Administrators (CAAASA), Agents for Change, and Salva. In partnership with our Student and Family Services Department, these organizations play a vital role in bringing community members together, offering essential resources, and encouraging families to become more involved at both the school site and district levels.  We also maintain a strong system of advisory committees to ensure diverse representation and shared leadership. This includes our District English Learner Advisory Committee (DELAC) and site-based English Learner Advisory Committees, which provide critical input on programs and services for English learners. Additionally, our Superintendent’s Advisory Council (SAC) serves as a key partner in guiding district-wide initiatives, offering family and community feedback on the implementation of various programs and actions.  Collectively, these councils and partnerships have been instrumental in fostering stronger, more meaningful relationships between families, schools, and the broader Lancaster community.|During the 2024–2025 school year, the YouthTruth survey results indicated a decline in our district’s overall relationship measure. However, a notable strength emerged: families at both the elementary and middle school levels reported feeling comfortable approaching teachers with concerns—an encouraging sign of trust and approachability at the classroom level.  To address areas of growth, Lancaster School District adopted a new districtwide communication platform aimed at improving engagement with families. As of this year, we have fully implemented and begun sustaining this system, and we are confident that, as we refine and strengthen its use, we will see a positive shift in our relationship measures.  Looking ahead to the 2025–2026 school year, we are expanding our efforts through the newly established Department of Family and Community Engagement—an initiative developed and funded through our Local Control and Accountability Plan (LCAP). This department will play a central role in deepening family-school connections and broadening outreach across all school sites.  The district continues to support and sustain the use of Family Ambassadors, who serve as vital liaisons between families and schools. Additionally, we offer training opportunities for parents and caregivers through the Parenting Partners Program, which helps families develop leadership skills and strengthen home-school collaboration.  Throughout the 2024-25 school year, our Family and Community Engagement Team—comprised of representatives from various school sites and all job classifications—collaborated to create inclusive and responsive strategies to support families. We have also continued to maintain active African American Advisory Councils (AAACs) at many of our school sites, providing families with a dedicated space to share their voices and contribute to ongoing dialogue.  Finally, our Superintendent’s Advisory Council (SAC) remains a key partner in guiding district-level decisions. This council offers meaningful feedback on district initiatives and ensures family and community input is incorporated into our planning and implementation processes. Together, these structures and partnerships continue to play a vital role in building strong, collaborative relationships with families across the Lancaster School District.|Lancaster School District remains committed to strengthening staff capacity in order to implement a cohesive and effective family engagement strategy. Through the continued use of a dual capacity-building framework, we provide educators with targeted professional development focused on equipping them with practical strategies to engage families in meaningful ways that support student achievement.  This approach not only enhances teachers' ability to foster strong partnerships with families, but also empowers parents and caregivers to take an active role in their children's educational journey. We support staff in offering resources that families can use at home to reinforce learning and encourage academic growth. Additionally, we are focused on developing and refining communication systems that ensure families have timely and consistent access to information about their child’s academic progress.  By investing in both staff development and family empowerment, Lancaster School District is working to create a collaborative, student-centered environment where families and schools work together to support success for all learners.|Lancaster School District has created a new Department of Family and Community Engagement to make family and community involvement more meaningful and effective. This department works closely with the Curriculum and Instruction team and the Continuous Improvement department to help train teachers and staff on how to better support families. The goal is to connect what students are learning in school with learning opportunities at home, using a strategy called the dual capacity framework.  In the 2024-25 school year, we also partnered with an outside organization to support schools that need extra help, especially in areas like early reading. This partnership focuses on giving families the tools and support they need to help their children succeed.  In addition to academic support, the district continues to host food pantries and partner with local organizations to serve students and families who are often underrepresented. We’ve also organized community events that offer groceries, as well as free medical and dental services for students—helping meet basic needs so every student has a better chance to thrive in school and beyond.|An analysis of input from our educational partners highlights that parents and families are actively engaging with the district through our use of multiple feedback platforms, such as YouthTruth and ThoughtExchange. These tools have provided valuable avenues for families to share their perspectives on a wide range of district initiatives, priorities, and areas for growth. The quality and quantity of feedback received demonstrate a strong willingness among families to participate in shaping the educational experience for their children.  To deepen this engagement and make it even more meaningful, we plan to expand our efforts beyond traditional surveys by incorporating more intentional, relationship-based strategies. This includes the use of focus groups and empathy interviews to gather deeper insights into the lived experiences, concerns, and hopes of our diverse family populations. These approaches will allow us to hear directly from families in more personal and detailed ways, particularly those whose voices have historically been underrepresented in district planning and decision-making.  Moving forward, Lancaster School District is committed to building a culture of authentic engagement by not only listening to families, but also responding with actionable steps that reflect their input. Through this layered approach—combining surveys, focus groups, and empathy-driven dialogue—we aim to foster stronger, more trusting relationships with our families and ensure their voices remain central to the continuous improvement of our schools.|Driven by valuable input from our educational partners, Lancaster School District is taking bold steps to deepen our connection with families and elevate their role as essential partners in student success. Recognizing the need for more in-person engagement and meaningful two-way communication, we are expanding our efforts to ensure that every family feels seen, heard, and empowered to contribute.  In the upcoming year, we will be launching a series of in-person focus groups and “Coffee Chats” at the district level. These gatherings are designed to create welcoming, inclusive spaces where families can engage in open dialogue with district leaders, share their perspectives on key topics, and help shape the direction of our initiatives. By focusing on topics that matter most to our community, we are making it easier for families to connect, collaborate, and co-create solutions that support every student’s academic and personal growth.  At Lancaster School District, we believe family voice is not just important—it’s vital. These enhanced engagement opportunities reflect our ongoing commitment to creating a school system where every family has a seat at the table and a voice in the conversation. Together, we are building a stronger, more united community focused on excellence, equity, and the success of all learners.|The Lancaster School District continues to lead with excellence in family and community engagement, consistently demonstrating strong participation in surveys and feedback opportunities at both the site and district levels. We are proud of our ongoing commitment to ensuring that every family has a voice in shaping the educational experience of our students.  All families are regularly offered meaningful opportunities to provide input on district policies, programs, and strategies through comprehensive outreach efforts—including surveys, focus groups, and engagement sessions. Since piloting focus groups in the 2018–2019 school year, we have continually expanded and refined this model. Our Family Ambassadors—trusted representatives trained during the 2020–2021 and 2021–2022 school years—continue to lead these focus groups, working closely with both families and students to foster inclusive dialogue. This impactful work remains active and thriving into the 2024–2025 school year.  Recognizing the importance of equitable access and representation, we are strategically enhancing our outreach to underrepresented families. By leveraging high-traffic, community-centered events such as food giveaways and local festivals, we are meeting families where they are—ensuring that their voices are not only heard but truly valued.  Through these dynamic and intentional efforts, Lancaster School District is setting a high standard for authentic, responsive family engagement—one that is rooted in trust, partnership, and a shared vision of success for all students.|4|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19646670123174|Life Source International Charter|3||||||||||||||||||||||Not Met|||2025
19646670125559|iLEAD Lancaster Charter|3|iLEAD Lancaster is committed to the meaningful engagement of its educational partners in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Lancaster staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Lancaster's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings. During the 2024-25 school year, monthly iSUPPORT meetings, Parent Universities, and Coffees with the Director were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at schoolwide events. ELAC meetings were held in spring and fall for families of EL learners to provide program feedback. School Site Council was held twice to review data and safety and prepare and approve the school's Single Plan for Student Achievement. Both ELAC and SSC had input on the school's LCAP. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.		|iLEAD Lancaster will continue engaging educational partners in its continuous cycle of improvement and strategic planning. A focus on improving the school-home connection around literacy as well as increasing engagement and attendance with educational activities and relationship building will occur in 2025-26.					|When building relationships between school staff and families, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Educational Partner feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.   The equity task force conducted listening session to different educational partner groups and made systemic recommendations as a result. The actions developed are important for all learners, especially foster/homeless youth, English learners and low-income students.   The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data. Staff will provide 1:1 academic and social emotional support for English Learners, Foster Youth and Homeless Learners, as well as low income learners.   Through alignment of resources, staff will be able to provide additional services to these three subgroups in order to close achievement gaps. The Foster Youth and Homeless Liaison, and the English Learner Liaison will work together to match the families of English Learners, Foster Youth, and Homeless learners, and low income learners with specific community resources based on the families' needs. The school will continue to increase community partnerships, utilize the campus to provide more in-person services, and utilize as many communication strategies as possible to increase the school-home connection.		|iLEAD Lancaster's strength is utilizing SEL and PBL to increase student outcomes at school and home. Our area of improvement would be providing consistent and timely progress toward academic and social emotional goals. We will continue to communicate regularly with weekly facilitator updates, quarterly check ins, use of the Student information System to track progress toward learner outcomes, and assessments data (MAP, MAP Reading Fluency).					|When developing each action in our LCAP for iLEAD Lancaster, the needs of all learners were considered by looking at the CA School Dashboard, NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.				|The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in DEI, best practices, and SEL) and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data. The school's ELAC meets in fall and spring. Additionally, the counseling team sends out regular surveys to homeless/foster youth to determine current needs and work to provide resources in response. The school's social worker also works to engage underrepresented families.					|Twice a year, iLEAD Lancaster learners and staff completed the iLEAD Learner Outcome Reflection Survey, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals.   Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements.   Parent, Staff, and Learner Educational Partner surveys regarding aspects of the program were sent in the spring of 2025 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps).   Additionally, in the spring of 2025 iLEAD Schools’ Equity Task Force also conducted listening sessions and/or facilitated surveys of staff, leadership and learners. Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners).   During the 2024-25 school year, monthly iSUPPORT meetings, Parent Universities, and Coffees with the Director were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at schoolwide events.   ELAC meetings were held in spring and fall for families of EL learners to provide program feedback. School Site Council was held twice to review data and safety and prepare and approve the school's Single Plan for Student Achievement. Both ELAC and SSC had input on the school's LCAP. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.					|iLEAD Lancaster will continue its educational partner engagement strategy as described above. 					|iLEAD Lancaster will continue its educational partner engagement strategy as described above. iLEAD Lancaster ensures that translation services are available to families. Survey data is disaggregated by population to ensure that the surveys of underrepresented families are being analyzed and responded to. 				|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
19646830000000|Las Virgenes Unified|3|LVUSD has developed robust communication systems, including newsletters, emails, school web pages, and social media platforms to keep families informed and engaged. LVUSD organizes various family engagement events, such as back-to-school nights, open houses, college nights, and cultural celebrations, that encourage families to participate in the school community and interact with staff. Every effort is made to create a welcoming and inclusive school climate, where families feel respected and appreciated.|LVUSD continually seeks more opportunities for families to engage with schools through events, volunteer programs, and advisory committees, especially targeting families who are currently less involved. LVUSD provides ongoing professional development for school staff on cultural awareness and sensitivity, helping them to better understand and respect the diverse backgrounds of the families they serve.|As the needs of our community evolves, LVUSD will ensure all communications are provided in multiple languages to accommodate non-English speaking families, including newsletters, websites, and meeting notices. LVUSD will continue to offer meetings and engagement opportunities at various times and formats, including virtual options, to accommodate the diverse schedules and preferences of underrepresented families.|LVUSD encourages active participation of parent-teacher associations (PTAs/PFCs) that collaborate with LVUSD on various programs and initiatives aimed at enhancing student outcomes. LVUSD provides robust counseling support offering comprehensive health and wellness services, including mental health support, to address students’ holistic needs.|LVUSD is committed on building partnerships with families of underrepresented and marginalized communities to ensure equitable access to resources and opportunities for all students. LVUSD has Identified and allocated resources more effectively to support and sustain partnerships that have a direct impact on student learning and well-being.|LVUSD engages parents in parent groups, advisory boards and committees to seek parent input for decision making. Each school has an active PFA (Parent Faculty Association) or PFC (Parent Faculty Club) as well as School Site Council that allow parents to share input on school goals and strategies actions. Additionally, we have an SDC (PFA/PFC Presidents), Pathways Committee/Curriculum Council (with multiple stakeholders to evaluate instructional programs), Safety/Wellness Committee (multiple stakeholders to ensure the education of the whole child), LCAP PAC (majority unduplicated), and DELAC (District English Learner Advisory Committee).|LVUSD has developed and maintained various communication channels, such as newsletters, emails, websites, and social media platforms, to keep stakeholders informed and facilitate the collection of feedback. In addition, LVUSD has formed multiple advisory committees, including parent, student, and community advisory groups, which meet regularly to discuss important issues and provide input on school policies and initiatives.|LVUSD is increasing efforts to reach underrepresented and marginalized groups to ensure their voices are heard in the decision-making process. This includes providing language support, holding meetings at various times, and using accessible venues. LVUSD utilizes technology to facilitate broader and more efficient stakeholder engagement. This includes creating online platforms for surveys, virtual meetings, and interactive forums for real-time feedback.|Parent engagement is a top priority in the districts' Local Control and Accountability Plan. Our LCAP Committee consists of majority unduplicated families. We have a robust DELAC to help reach our EL network.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19646910000000|Lawndale Elementary|3|LESD’s Family University provides a plethora of opportunities for families to engage with their child’s learning as well as get involved with their school.|The focus area is now to provide early intervention for prek/TK/kindergarten students with behavioral challenges as well as support and training for both parents and school staff to work as partners in building school readiness for our youngest students.|The District English Learner Advisory Committee (DELAC), now named the Community of Multilingual Families; the District Parent Advisory Committee (DPAC); the African American Parent Advisory Committee (AAPAC); and the Families with Special Needs Support Group work in partnership with the district to improve engagement.  Parent members of AAPAC  have asked for training for administrators, front office staff, and before and after school staff on creating more welcoming environments for all parents.  All groups began that training in 2024-25 and will continue into 2025-26.|LESD has partnered with Trajectory of Hope to provide professional development for afterschool and front office staff on building more welcoming environments and trusting relationships with families, particularly African-American and Black families.  Parents who attended the California Association for Bilingual Education (CABE) also brought back information and training to help school staff better understand how to develop a feeling of belonging, especially for our students with special needs.  This area will be developed in 2025-26.  LESD schools have also been awarded the Community Schools grant, which will enable us to provide additional resources for partnering with parents to support our students.|LESD’s focus area will be on early education, to support our families when they first join our district in helping their children be ready for school.  This focus will include behavioral interventions and training for parents, workshops on developing language in the home, and training for our early education teachers on play-based learning.|The Families with Special Needs Support Group has greatly increased engagement and representation for our families of students participating in our special education programs. The next group of underrepresented families that we will be focusing on in 2025-26 are those with young children (ages 3-6) with behavioral challenges so that we can provide early intervention to set up the parent and child for educational and life success.|Robust district wide parent advisory committees that provide input for decision making on a regular basis.|Implementing more extensive training for principals and school site councils on how to collaboratively develop the school plan for student achievement based on needs identified through student data, surveys, etc.|Continue to build and grow the leadership capacity of our newest parent committees - African-American Parent Advisory Group and Families with Special Needs Support Group.|4|3|3|4|2|3|2|4|4|4|3|3|Met||2025-06-26|2025
19646911996438|Environmental Charter High - Lawndale|3|Environmental Charter High School - Lawndale focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We also seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year.  Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them to work with the community. We understand that accurate and timely information is crucial for families to be effective stakeholders. We provide relevant information to our families through:   Annual orientation meetings  Enrollment meetings Family newsletters Student bulletins Parent Conferences  Back to School Night/Outdoor Education meetings College access and financial aid support meetings Specialized Senior and Junior Parent Nights  We solicit information from our community of stakeholders through a variety of methods that include:  Pupusas with the Principal Digital feedback surveys Virtual Town Halls Black Parent Groups Annual Feedback Surveys Course Evaluation Surveys Advisory feedback circles ELAC School Site Council Focus groups Open door policy Access to administration via email, phone, and in person.  Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster. When we last surveyed parents in Spring 2024…  99% reported feeling welcomed to participate in the school 99% felt that we allow parent input and welcome their contributions 97% feel the school encourages them to be an active partner in their child’s education  ECHSL has also adopted TalkingPoints as a means for two-way communication with families. ECHSL has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings for IEPs. ECHSL has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services.|Feedback from teachers, staff, students and parents reflects the ongoing toll of the global pandemic and recent events on students, and informs our LCAP actions. In addition to supporting students’ mental health, we must rekindle their natural curiosity and desire to learn through actions including improving teacher efficacy with engaging classroom best practices, tier 1 supports, outdoor education, and our math and literature initiatives.  The feedback received during our efforts to Confront Anti-Blackness and Racism also influenced the centering of student wellness in our LCAP through reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose achievement outcomes indicate equity gaps.|ECHSL will continue to improve the engagement of underrepresented families by strengthening our advisory program, a Tier 1 support, to build strong connections with a trusted adult on campus and meaningful peer relationships. Additionally, we are working to improve the ability of our general education teachers and specialists to identify needs of and ensure appropriate supports or interventions for every student. We are also expanding our resources for Tier 3 support by adding a full time social worker who will focus on students and families with the highest needs. We have also developed a targeted family conference model, where our highest need families are actively invited to come to campus with their student to meet with their grade level teachers, counselor, and administrators. Finally, we will integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.|Environmental Charter High School - Lawndale prioritizes the building of partnerships with the explicit goal of improving student outcomes. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following:  Relevant and engaging instruction Culturally relevant pedagogy and curriculum Well trained and supported teaching staff Accurate and timely information to empower family units as partners Opportunities for self-assessment and reflection  ECHSL believes that our areas of strength include a structured weekly advisory program that allows for students to build positive relationships with each other, as well as their advisory teacher, a trusted adult on campus. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal action plans. Each month, parents receive printed progress reports and have access to both the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool trainings for parents and will continue to do so. Our student usage on the app is remarkable with an average of 801 logins per day. Our students are clearly engaged and regularly monitor their progress because their future matters to them.  ECHSL hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year families receive a welcome back presentation from their student’s advisory teacher where they learn about any major changes to our schedule, staff or school program. New families receive our Parent/Student Handbook, returning families also receive a summary of any changes to our handbook. Throughout the year ECHSL hosts culturally relevant family nights in addition to back to school events and parent/teacher conferences.   ECHSL has a 120-1 student to counselor ratio. This low ratio allows our counseling staff to have a powerful and holistic impact on student outcomes. Counselors ensure that students are on track to graduate having fulfilled A-G requirements. They support families with not only social-emotional support in school, and through our extensive partnerships with external agencies, but also with the college and financial aid processes. At ECHS, we are focused on not only getting students into college but also ensuring they are set up to graduate from college. Our community liaison and lead counselor are working to fortify our alumni network and support system for our students presently in college.  The feedback received during our efforts to Confront Anti-Blackness and Racism influenced the centering of student wellness in our LCAP by reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose achievement outcomes indicate equity gaps.|We are actively working to build the capacity of our parents to support their students in the home and act as an educational partner beyond just having access to the gradebooks. We are also soliciting feedback and working to improve feelings of school connectedness through regular review of focus questions on our school climate surveys.|ECHSL will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate support for every student. In advisory, relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families. We also use a twice yearly targeted conference model where we actively invite our tier 3 and underrepresented families to campus to meet with their grade level team of teachers in order to determine needs and next steps as a team.|For the past 8 years, Environmental Charter Schools’ mission statement is to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. We have a strong English Learner Advisory Committee and School Site Council. We regularly look at the data from our annual climate surveys, hold family town halls and have an open door policy for our administrators where feedback and suggestions are welcomed.|ECHSL is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population, as well as traditionally underrepresented families.|In our regularly planned ELAC, School SIte Council, Special Education Parent Meetings, and Pupusas with the Principal meetings we actively collect input regarding academic and socioemotional support needed for their students. Our social worker also actively invites our underrepresented families to campus to ensure they have personal invitations to events and regular communication with a point person on campus.|4|4|3|5|4|3|4|4|4|4|3|3|Met||2025-06-23|2025
19647090000000|Lennox|3|In the Lennox School District, we continue to prioritize building strong, collaborative relationships with families, understanding that open and consistent school home communication is essential to student achievement. To empower parents in supporting learning at home, we’ve expanded a wide range of workshops and family focused activities across all school sites.  Our District Teachers on Special Assignment facilitate informative sessions for parents and guardians on topics such as reclassification, standardized testing, digital citizenship, and services for students with disabilities. This year, we also introduced Leader in Me parent workshops, offering guidance on how to integrate the 7 Habits of Highly Effective Families into everyday family routines.  Schools across the district offer a variety of opportunities to engage families, including Family Literacy Nights, Math Nights, and Health and Wellness events. District wide events like Parent Conferences, Back to School Nights, and Open Houses help deepen the connection between home and school communities.  Family voice is a key part of our decision making process. Each school hosts regular English Learner Advisory Committee (ELAC) and School Site Council meetings, while the district maintains an active District English Learner Advisory Committee (DELAC). Additionally, our annual parent survey provides valuable insight and consistently sees high participation rates.|The Lennox School District remains dedicated to expanding parent workshops and family engagement opportunities, in response to our families’ strong interest in taking on more active volunteer roles. Guided by meaningful input from our educational partners, the district will also continue to prioritize strengthening mental health services and social emotional supports for families.  At each school site, we are committed to reinforcing safety measures and promoting student health to ensure all learners and their families feel safe, supported, and valued. These efforts reflect our ongoing commitment to nurturing a connected, healthy, and collaborative school community.|Based on both educational partner feedback and local data analysis, the Lennox School District is implementing targeted strategies to strengthen engagement among underrepresented families:  Focused Outreach and Inclusive Communication: We are committed to improving how we reach underrepresented families by providing timely, accessible information through multilingual platforms and culturally relevant messaging. Personalized invitations to events and workshops will help ensure all families feel welcomed and included.  Culturally Responsive Workshops: Our parent workshops will be designed to reflect the unique needs and interests of underrepresented communities. Topics will include navigating the school system, understanding academic goals, and supporting learning at home. All sessions will be delivered with cultural sensitivity and respect.  Flexible Engagement Opportunities: To better accommodate varying schedules and responsibilities, we will offer multiple ways for families to participate such as virtual meetings, sessions held at different times, and childcare during in person events.  Through these efforts, Lennox School District is committed to deepening family partnerships and supporting student success by actively engaging all members of our diverse school community.|According to feedback from educational partners and local data, the Lennox School District has demonstrated strong efforts in building positive relationships between school staff and families. Schools create a welcoming and inclusive environment, supported by friendly front office teams, approachable administrators, and committed parent liaisons who are available to support families. The district emphasizes clear, consistent communication by using multiple methods such as email, newsletters, social media, and multilingual tools to keep families well informed about school events and student progress. Survey responses show that many parents feel their concerns are addressed promptly and thoroughly, that staff show genuine care for their children and families, and that they are encouraged to take an active role in their child’s education.|Based on input from educational partners and local data, Lennox School District has identified key areas to strengthen family school partnerships. We aim to better engage underrepresented families, improve two way communication, increase meaningful parent involvement, and implement culturally responsive practices. These efforts reflect our commitment to supporting student success through strong collaboration.|"Lennox School District serves a diverse student population, including many from low income and English learner backgrounds. We are committed to engaging all families by addressing the unique challenges faced by historically underrepresented communities.  To support this, every school has a parent center staffed by bilingual liaisons, and all communications are provided in English and Spanish. Bilingual staff ensure families can communicate easily with school personnel.  We host events like family nights, open houses, and workshops to foster connection and provide resources. Communication is maintained through calls, texts, email, and social media.  Parents are also encouraged to take part in decision making through councils such as the School Site Council and English Language Advisory Council. Monthly ""Cafecitos"" with principals and live-streamed board meetings further promote transparency and involvement."|Lennox School District has made great progress in incorporating input from educational partners and local data to guide decision-making. We emphasize transparency and collaboration by actively involving parents, teachers, and community members through surveys, forums, and advisory committees, ensuring diverse voices shape our policies and initiatives.  Parents are key contributors on the District School Leadership Team, which meets about five times a year to develop and update the Local Control Accountability Plan (LCAP), focusing on building capacity and boosting family engagement. They also hold leadership roles in important councils like ELAC, DELAC, and SSC, highlighting our dedication to inclusive governance.  We value every stakeholder’s input and maintain open communication through newsletters, meetings, and digital platforms. This collaborative approach fosters trust and ensures families and community members stay informed and involved, supporting our commitment to a nurturing and effective educational environment for all students.|Lennox School District, after reviewing input from educational partners and local data, has pinpointed key areas to improve how we gather feedback for decision-making. We plan to make our feedback processes more accessible and inclusive by expanding digital platforms, offering more convenient meeting options, and providing materials in multiple languages to better serve our diverse community.  We also aim to strengthen advisory groups like the District School Leadership Team and school councils (ELAC, SSC) by enhancing training and support, ensuring members can contribute effectively.  Lastly, we are committed to increasing transparency by improving communication about district initiatives, budgets, and policies to keep all stakeholders well-informed and engaged.|Lennox School District is dedicated to increasing the participation of underrepresented families in decision making, recognizing the need to amplify voices from marginalized communities. To do this, we are implementing focused strategies to promote inclusivity.  We are expanding outreach using culturally sensitive and multilingual communication, partnering with community groups, and running targeted campaigns to overcome language and other barriers.  Additionally, we are making advisory committees more accessible by offering translation services, scheduling meetings at convenient times, and providing childcare to support participation.  Finally, we are creating meaningful opportunities for underrepresented families to share input in welcoming, informative settings that encourage open dialogue.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
19647090100602|Lennox Mathematics, Science and Technology Academy|3|Formal parent conferences are held each fall with identified students, and all families have the option to request meetings with teachers at any time throughout the year, promoting ongoing access and communication. The school effectively uses ParentSquare to communicate with families in their preferred language, ensuring inclusivity and accessibility. Parents receive timely alerts via text and email, including direct messages from staff and important school-wide updates. The principal also shares a weekly bilingual memo outlining the weekly schedule, key events, and announcements. Survey data further reflects these efforts: 97% of families agree that Lennox Academy is a safe environment for their child, and 89% agree that teachers are responsive to their child's social and emotional needs. These indicators show meaningful progress in fostering trust, safety, and responsive communication with families.|While approximately thirty families per grade level are invited to participate in fall parent conferences, the school recognizes the need to expand these efforts to ensure that all families have the opportunity to engage with their child’s teachers at least once during the academic year. Increasing consistent and meaningful touchpoints with all families remains a central goal to support student success. Additionally, Lennox Academy is working to strengthen family engagement beyond conferences by encouraging parent volunteers to support school activities, such as lunchtime supervision and campus events. The school is also expanding the number and variety of family-inclusive events, including the Día de los Muertos Festival, Cinco de Mayo Celebration, and Engineering Day. These efforts aim to create more welcoming, culturally responsive, and participatory opportunities for families to connect with the school community.|Lennox Academy will improve engagement of underrepresented families by offering targeted parent grade-level meetings that address topics identified as high-interest per parent and student feedback. These topics include A-G requirements, the college admission process, English Learner reclassification criteria, and financial aid. To ensure accessibility and inclusivity, all meetings will be offered in both English and Spanish, with the goal of providing families the information and support needed to actively engage in their child’s educational journey.|Lennox Academy actively fosters a welcoming and inclusive environment for all parents and guardians. Monthly Cafecitos (parent workshops) provide families with valuable information on how to support students academically and emotionally, including topics related to mental health, study habits, and school resources. Ninth-grade families attend a mandatory orientation before the academic year begins, where they are introduced to Lennox Academy’s educational philosophy, academic expectations, and support services. In the spring, families are invited to attend their child’s Presentation of Learning (POL), a capstone event where students reflect on their academic and personal growth throughout the year. These ongoing efforts reflect Lennox Academy’s commitment to building strong partnerships that promote transparency, shared responsibility, and improved student outcomes.|One area for growth is expanding access to workshops that equip families with the tools to navigate school-based online platforms (such as PowerSchool, Hero, and ParentSquare) and enhance their ability to effectively communicate concerns and advocate for their children. While some families currently meet with staff during the fall, the school recognizes the need to engage all families at least once throughout the school year to foster stronger two-way communication. Lennox Academy has reinstated grade-level parent meetings  which are led by the College & Career counseling team and provide academic and postsecondary planning information. Moving forward, the school aims to expand these efforts by offering more frequent and topic-specific sessions that empower families to actively support their child’s academic and personal development.|Lennox Academy will improve engagement of underrepresented families by strengthening communication efforts and expanding opportunities for meaningful involvement in student learning. The school will continue to use multiple modes of communication—including electronic messages, phone calls, and in-person meetings—to ensure that all families, regardless of language or access barriers, receive timely and relevant information about school programs, resources, and student progress. To further support underrepresented families, Lennox Academy will increase the frequency and variety of parent events, workshops, and grade-level meetings that are responsive to family interests and needs. Special emphasis will be placed on topics such as college and career readiness, supporting student mental health, navigating school  platforms, and understanding academic requirements. The school aims to build stronger, more equitable partnerships with families that positively impact student outcomes.|Lennox Academy regularly informs families about opportunities to engage in school decisions through ParentSquare and during parent meetings. Although parent engagement in decision-making continues to grow, it remains an area for further development. While ad-hoc parent committees have provided meaningful input during the Local Control and Accountability Plan (LCAP) process, a consistent structure—such as a PTA or school site council—has yet to be established. In the past, sustaining a PTA proved difficult due to administrative staff taking on financial and clerical responsibilities, underscoring the need for more sustainable family leadership structures. Despite these challenges, survey results indicate strong foundational support: 90% of parents agree that the school seeks their input before making decisions, and 92% agree that the school encourages them to be active participants in their child’s education. These data points reflect the school’s commitment to including families in the decision-making process and serve as a foundation for continued growth in formalizing and expanding parent leadership opportunities.|While parents currently support the school through volunteer roles—such as supervising events and contributing to fundraising efforts for senior activities—there is a need to move beyond task-based involvement and cultivate more consistent, structured opportunities for shared decision-making. A key area for improvement is the development of a sustainable parent advisory group or formal parent leadership body that can meet regularly, contribute input on school policies and programs, and collaborate with staff on initiatives such as the Local Control and Accountability Plan (LCAP).|Lennox Academy is committed to improving engagement of underrepresented families by expanding access to flexible opportunities for providing input into school decision-making. To address barriers such as scheduling conflicts, language accessibility, and limited familiarity with school systems, the school will explore implementing a variety of engagement strategies aimed at increasing participation among all families. Additionally, the school will explore creating a standing parent advisory group to ensure that family input is consistently gathered and incorporated into school planning, including the development of the Local Control and Accountability Plan (LCAP). By offering more accessible entry points for involvement, Lennox Academy seeks to build trust, amplify diverse voices, and ensure all families are engaged partners in shaping student success.|4|3|4|4|4|4|3|4|3|3|4|3|Met||2025-05-22|2025
19647090107508|Century Community Charter|3|Century Community Charter School (CCCS) prides itself in building positive relationships not only with our students but with our families; All families are welcomed and respected. We currently provide opportunities for our families to meet staff and other families through potlucks, workshops, meetings, family nights and conferences. These events along with various forms of communication also provide two-way communication encouraging collaboration and learning experiences for all in order to support families. All forms of communication and meetings are provided using language that is understandable and accessible to families. CCCS will continue to provide opportunities to foster positive relationships and communicate with families that are not able to personally attend events due things such as work schedules, health related issues, or transportation. Our website will also provide important information provided at our workshops meetings for parents that need to access it remotely. Since the COVID-19 pandemic, we continue programming via zoom and on campus. All information is readily available on our website.|Century Community Charter School has very strong relationships between staff and family.  We will continue to focus on improving communication with a diverse population of students and families.|Century Community Charter School staff will actively reach out to families who are not able to participate in on campus events to build relationships.|Century Community Charter School (CCCS) continuously forms partnerships with community organizations to engage and assist students, staff and families. These partnerships provide resources that can assist stakeholders in gaining knowledge and support. Examples of these resources are mental health promotion, parks and recreation, substance abuse prevention, mental health services, vision and dental screenings, and tutoring, among others. CCCS also holds an annual wellness fair in which the community has the opportunity to speak to community partners in a single safe environment.|We provide families information about their legal rights and how to advocate for their students.  We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all Century families.|Century Community Charter plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences.  We have a rideshare program that we instituted where we pick up students who struggle to make it to school.  We are serving about ten students at this time.|Century Community Charter School (CCCS) values all stakeholders and believes that seeking input for decision-making is key to its success. CCCS uses surveys to better understand our community needs and shares findings with parents to develop a plan and implement programs to assist families. Some of the advisory groups include Parents as Leaders (PALs), English Learner Committee and our wellness group. Evaluation of different programs takes place to determine its effectiveness and changes that need to occur to better assist our families. These advisory group meetings are always translated providing the opportunity for all parents to feel welcomed and participate. CCCS will continue to use surveys to evaluate its policies and programs in order to maintain our community needs in mind as we develop the appropriate programs to meet those needs.|Century Community Charter will continue to focus on finding diverse ways to obtain more family input.  We want to ensure that all families have a voice in the process.|To meet the needs of parents who are not as vocal, we take measures such as providing meeting opportunities via Zoom and on campus.  We are also exploring providing meetings at alternate times to meet all family needs.  We are also going to record our meetings and post them in order to allow more families to engage and make comments.|4|5|4|5|4|4|4|4|4|5|4|5|Met||2025-06-11|2025
19647091996313|Animo Leadership High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647170000000|Little Lake City Elementary|3|The Little Lake City School District is strong in building relationships between staff and families.  This has been a District-wide focus over the past several years and reinforced by the superintendent and principals throughout the school year.  These solid foundations are reflected in our Parent Satisfaction survey results where 96% of parents agreed that they are satisfied overall with their child’s school. Parents agree with the statement, “I have a positive relationship with staff at my child’s school” - 97%.  We dedicate time for staff members to learn about family’s goals for students during parent-teacher conference week.  Beyond those dedicated weeks, teachers are always available to meet or speak with parents who have concerns or questions regarding their children.|The District works hard to continually increase two-way parent communication by providing multiple means of communication through email, phone calls, and text messages in each family’s home language.  A focus area for the District is to continue to ensure that all families receive pertinent and timely information from the District through our new Parent Square communication system and to expand our text messaging service.  It is important that all families, including those who may not have access to social media and other tech services, receive information that is timely and in their home language. Parent Square was widely used over the past several school years. In addition, the use of video conference platforms, such as Google Meets, were continued to be used to engage parents and families throughout the year.|The District is committed to improve engagement of underrepresented families in order to build relationships between school staff and families. Our Family Outreach Liaisons are utilized to reach out to those families to ensure we use the best method of communication with them, whether that be by phone/text/email, and to develop events and programs to keep families engaged and involved with their children's education.|The Little Lake City School District recognizes the importance of schools and families partnering together to ensure positive student outcomes. Funds are set aside through LCAP and Title I to directly support a wide variety of parent engagement opportunities including Literacy Night and Family Science Days. These site specific events assist in building and strengthening school and parent partnerships. The District provides parent education opportunities and direct support through parent training focused on how parents can support their children at home. Teachers share information with parents at conferences regarding the best way to support their child at home.  The District notifies all parents of their rights and responsibilities annually. In addition, specific information on parents’ rights are given to our homeless population and special education parents. Google Meet has continued to make it possible to offer training remotely and at alternate times allowing families more convenience to engage with their school.|We continue to look for new and engaging ways to maximize and foster the important relationship between the school and parents focused on student outcomes. In addition to our annual parent conferences for all students, annual at-risk conferences for at-risk students, schools will also meet with families of English Learners students. This will provide an opportunity to ensure parents are aware of the reclassification criteria and ways that the school and families can work together to help students achieve reclassification.|Based on the analysis of data, the District is committed to improve engagement of underrepresented families for student outcomes. One on one phone calls will be made to families that don't typically attend parents conferences. We will ensure that they are aware of the flexibilities offered for conferences - in person, Google Meet, phone call and ensure we offer translation, if needed. It is out goal to meet with all families of at-risk students to ensure we share ideas and best practices to support their child at home.|The Little Lake City School District seeks input from parents through a variety of ways including parent surveys and parent advisory groups.  Principals are trained on how to effectively hold SSC and ELAC meetings and how to engage parents in the decision-making process that comes with those roles.  Each site has a SSC and ELAC who are trained in their roles and responsibilities and make important decisions regarding School Plans.  In addition, each site has a PTA/PTO who make decisions regarding school and family events.  The District has a DAC/DELAC who advise the District on the Consolidated Application for federal funds and other policies, including the Family Engagement Policy.  In addition, parent input is solicited annually through the Parent LCAP Survey.  Data is collected from parents at each school site and across grade levels to provide feedback, including comments, to school and district administrators in a variety of areas.  The District has created SSC and ELAC presentations for each of the 5 required meetings that adhere to legal compliance which has helped streamline our SSC and ELAC process so that they are similar from site to site.  Additionally, while Engagement Policies are acknowledged during registration, it is important to ensure that they are easily accessible to all parents throughout the school year.  Finally, in order to engage all parents, the time and accessibility of all advisory group meetings should be considered.  Video conferencing platforms, such as Google Meet, were utilized for parent meetings. This allowed many parents to access parent meetings.|Based on the analysis of data the District continues to find best practices to improve seeking parent and guardian input for decision making. We have continued the use of Parent Square forms to send out parent surveys, such as the LCAP survey. Parent Square allows us to send emails and text messages to those families that have not yet completed and submitted a survey. Furthermore, schools incentivize the submission of surveys and this helps us achieve our goal of 85% response rate. In addition, the Family Resource Center is open and available with Chromebooks and hotspots should a parent need assistance in completing the survey.|Based on the analysis of data the District continues to find best practices to improve engagement of underrepresented families in seeking input for decision making. We have continued the use of Parent Square forms to send out parent surveys, such as the LCAP survey. In addition, the Family Resource Center has Chromebooks and hotspots available for families to use or who may need assistance in completing and submitting a survey. Hard copies of the surveys will be provided to families when groceries/produce are picked up to ensure all families have an opportunity to share their valuable input.|4|4|3|4|4|4|4|3|3|3|4|4|Met||2025-06-24|2025
19647250000000|Long Beach Unified|3|LBUSD is building systems to strengthen trusting relationships between staff and families. The development and implementation of the Community Engagement Framework ensures staff are guided by principles to build trust, practice inclusion, and promote welcoming environments. Translation and interpretation services are embedded into numerous family engagement events. Families report high favorability scores in climate and participation measures on the CORE survey, with 92.5% of parent participants responding favorably to their children’s academic learning climate (from 91.9% last year). and 92.4% of participants responding favorably on school connectedness (from 91.4% last year).|There is a commitment to improve as a system to holding a more culturally respected/understood posture, especially for our families who have experienced historical harm.  Our Excellence and Equity Policy speaks to the harm to our communities of color and how we must improve.   As an organization, we recognize and acknowledge our differences, and we commit to authentic, continuous improvement. This policy creates a path forward through informed professional development and a focus on identifying and dismantling practices that are racist, oppressive, and exclusive for specific individuals or student groups. While this policy reflects our district's values, it is designed with the recognition that our work on equity will be guided by the data we gain through continued student and family engagement. LBUSD commits to evolving as professional development continues for school site personnel, as well as the entire system. The Strategic Plan includes the development of a comprehensive framework for a system-wide practice of community engagement, with work commencing in SY 2023-24.  This framework is designed to formalize an engagement process that involves all educational partners, including families, community members, nonprofits, businesses, and city partners. We aim to create and maintain integrated systems that meet the needs of our students and community. The Community Engagement Framework provides guiding principles, strategies and resources to enhance family-school partnerships. In addition, a strategic plan action (in Strategy 6) focuses on creating welcoming school cultures to ensure the community feels valued and heard.|In response to educational partner input and local data, LBUSD continues its commitment to foster culturally responsive, affirming, and welcoming environments across all school sites—particularly for underrepresented families, including Black, Latinx, newcomer, and multilingual communities. ThoughtExchange feedback and advisory group input highlight ongoing needs for increased bilingual staffing, more representative school personnel, and deeper connections between staff and families with shared cultural or linguistic backgrounds. To address this, LBUSD is actively working to diversify its educator workforce and create more inclusive systems. Strategic Plan language acknowledges this effort: “LBUSD has successfully retained diverse staff, especially Black and multilingual staff, in order to increase our cultural dexterity as an organization and to support our efforts to culturally and demographically reflect our student population, especially at school sites.” This commitment is supported by LCAP Metric 8.4, which tracks whether the percentage of highly qualified K–12 certificated new hires reflects or exceeds the demographic composition of the student body. Additionally, the district is advancing equity-centered structures such as the Center for Black Student Excellence (Action 2.1). Opened in May 2025, the Center serves as a hub for supporting the social-emotional wellness, academic achievement, and community engagement of Black students and their families. Led by a Director, Administrative Secretary, and three Administrators, the Center provides professional learning, hosts culturally affirming events, and collaborates with schools and partners to strengthen student and family experiences districtwide. LBUSD also continues to expand multilingual access through the Interpretation and Translation Unit and invests in staff training on culturally responsive communication, implicit bias, and relationship-building. Site-based parent liaisons, bilingual outreach staff, and dedicated family engagement personnel at high-need schools help build trust and remove barriers to participation. These initiatives reflect LBUSD’s belief that authentic relationships with underrepresented families are foundational to educational equity. Continued implementation and refinement of these strategies will ensure that all families are welcomed, heard, and engaged as valued partners in student success.|LBUSD builds on the momentum of its community visioning process by advancing authentic, collaborative engagement. Family engagement is not viewed as passive participation, but as a meaningful partnership grounded in two-way communication, shared decision-making, and co-ownership of student success. These partnerships contribute directly to student academic growth, well-being, and whole-child development. Educational partner input—gathered through ThoughtExchange (11,000+ participants), advisory groups, and surveys—continues to shape district priorities. Families consistently elevate the need for academic support, mental health resources, teacher training, tutoring, arts, and increased parent involvement. Feedback also emphasizes smaller class sizes, career guidance, and wellness centers, especially at the secondary level. In response, LBUSD continues to expand its engagement infrastructure. All Title I elementary, K-8, and middle schools now have Parent-Community Facilitators (PCFs). These facilitators strengthen both the quantity and quality of engagement by hosting family workshops, supporting multilingual outreach, and cultivating inclusive school cultures. PCFs also help implement site-based family engagement plans that align with district priorities. Districtwide programs such as Parent University, the Family Leadership Institute, and Parenting Partners equip families with strategies to support learning at home and partner effectively with educators. Families have access to digital tools like Canvas and ParentVue to monitor student progress and stay engaged in academic planning. To support staff, LBUSD provides professional development on building family partnerships, including training in culturally responsive practices, effective communication, and student-led conferences. Schools are encouraged to use engagement data and family input to refine practices and strengthen the link between home and school. The newly launched Center for Black Student Excellence adds another layer of support by offering culturally affirming programs, events, and services that center Black student and family experiences. The center serves as a hub for community partnerships, educational equity, and family advocacy. These efforts reflect LBUSD’s systemwide commitment to positioning families as essential partners in advancing student outcomes. Progress is visible in high parent favorability ratings, active participation in engagement programs, and the alignment of LCAP actions to family-identified needs and values.|LBUSD identifies authentic and inclusive partnerships with families and the community as a critical area for growth in its ongoing efforts to improve student outcomes. The Local Control and Accountability Plan (LCAP) emphasizes this commitment through Goal 6 – Engagement, which states: “LBUSD will cultivate authentic and inclusive partnerships between families, schools, and the community, rooted in trust, respect, and recognizing parent and caregiver assets.” As a result of educational partner feedback and internal data, the district is prioritizing the development and implementation of a Community Engagement Framework to provide coherence, sustainability, and equity in engagement practices across all schools and departments. A central principle of this work is Family Partnership—collaborating with families to support student learning, while ensuring that staff have the training, structures, and tools needed to engage families effectively. To operationalize this commitment, LBUSD is focusing on several key improvement areas: A unified approach that embeds engagement principles into every facet of the organization, ensuring alignment across departments, school sites, and community-facing teams.   Professional development workshops that build the capacity of school and district staff to cultivate inclusive, asset-based relationships with families through culturally responsive practices and two-way communication.   A Community Engagement toolkit for site leaders to support planning, implementation, and continuous improvement of engagement strategies that are responsive to their unique communities.   Clearly defined customer service standards to promote welcoming environments, ensure respectful communication, and reflect the district’s values in every family interaction.   Support for the implementation of the Board of Education Guardrails, which emphasize inclusive decision-making, transparency, and the involvement of families—particularly those who have been historically underrepresented in traditional engagement spaces.   Through this work, LBUSD aims to ensure that all families—regardless of language, background, or experience—are informed, welcomed, and empowered to serve as partners in their child’s education. These focus areas address key themes from educational partner input, including the desire for more consistent engagement practices, culturally affirming support, and accessible tools that help families meaningfully participate in their child’s academic journey. By strengthening its systemwide infrastructure for engagement, LBUSD is building the conditions necessary for long-term, equity-driven partnerships that contribute to student achievement and whole-child success.|LBUSD is committed to improving engagement with underrepresented families by centering equity, access, and belonging in all engagement strategies. Feedback from advisory groups, ThoughtExchange surveys, and local data highlight the need for deeper relationships with families who have historically been underserved—particularly Black families, English Learners, newcomers, families experiencing housing instability, and those with limited access to traditional engagement spaces. A core concept guiding this improvement is the principle of “meeting families where they are”—a theme that emerged during the Vision 2035 process and now informs the district’s engagement planning. This principle is both literal and figurative. LBUSD is increasing its presence at community-based events and local gathering spaces, where authentic dialogue is more likely to occur. The district also recognizes the importance of allowing families time and support to process complex topics such as curriculum, assessment, and school policies. To move beyond one-size-fits-all approaches, the Office of Equity, Engagement, and Partnerships leads the implementation of the IAP2 Spectrum of Public Participation. This framework ensures that engagement strategies are aligned with the purpose and scope of each initiative—from informing and consulting to collaborating and empowering. Staff are trained to select engagement methods that are inclusive, culturally responsive, and designed to elevate community voice. LBUSD is also developing a districtwide Community Engagement Framework, which outlines strategies to systematize and sustain equitable family partnerships across schools. A key focus of the Framework is ensuring that underrepresented families feel welcome, heard, and valued as co-educators and decision-makers. To support this work, the district is: Expanding outreach through multilingual communication channels and translation services;   Embedding family voice in decision-making processes through School Site Councils, ELACs, and advisory groups;   Providing professional development on anti-bias practices, cultural humility, and relationship-building;   Strengthening partnerships with trusted community organizations that serve targeted populations;   Offering programs and workshops tailored to the needs and schedules of working families, newcomers, and families navigating multiple barriers. Through these efforts, LBUSD strives to remove systemic barriers and create conditions where all families, especially those least represented in traditional spaces, can fully participate in shaping student outcomes and school improvement.|LBUSD continues to demonstrate growth in cultivating inclusive structures for seeking family input, aligned with the district’s Board Guardrail for inclusive decision-making, which ensures that major districtwide initiatives engage students of color and their families using research-based engagement practices. According to the annual CORE survey, which includes input from over 11,000 families, 94% of respondents agree with the statement, “I feel welcome to participate at this school,” while 92% agree that “School staff welcomes my suggestions.” These favorable ratings reflect a district culture that values family voice and affirms families as partners in shaping school climate and student outcomes. To build site-level capacity for meaningful input, LBUSD strengthens structures such as School Site Councils (SSCs) and English Learner Advisory Committees (ELACs). Four central office departments collaborate to deliver training to site facilitators on shared decision-making and compliance. This year, site completion of governance-related tasks involving SSCs and ELACs improved by 5% districtwide compared to the previous year. The School Site Council Institute provided an opportunity for participants from every site team to attend a full-day workshop to review student data, strengthen their understanding of their roles, and plan collaboratively for school improvement. This biennial institute is a cornerstone in building collective efficacy and ensuring that families participate meaningfully in decisions that shape instructional and budget priorities. At the district level, LBUSD integrates ThoughtExchange surveys, family focus groups, advisory committees (PAC, DELAC, DCAC), and public comment opportunities to gather input on key initiatives such as LCAP development, resource allocation, and school safety strategies. These multiple modes of engagement reflect the district’s efforts to meet diverse family needs, promote accessibility, and elevate underrepresented voices. To ensure alignment with Board Guardrails, LBUSD is also working to increase the percentage of students and families engaged in decision-making across all platforms. The district’s interim goal aims for engagement from 20% of student enrollment by 2028, reinforcing the expectation that educational partners’ voices drive continuous improvement and equitable outcomes.|While survey data reflects high overall favorability regarding school welcoming and receptiveness to family input, LBUSD acknowledges that certain members of the community—particularly families of color—continue to feel marginalized or disconnected from decision-making spaces. Educational partner input reinforces the need for more culturally responsive and inclusive approaches that build trust and reduce barriers to participation. One area of focus is the district’s commitment to “meeting the community where they are,” a guiding principle from the Vision 2035 process. LBUSD recognizes that inclusive decision-making often starts outside of formal meetings. The district is increasing its presence in community spaces to build relationships, invite open dialogue, and co-create solutions with families and stakeholders. This approach reflects the collaborative mindset of “let’s work together to solve the problem,” which families have identified as more effective than one-way information sharing. LBUSD is also working to strengthen feedback loops. When the district invites input—whether through surveys, forums, or committees—there is a growing effort to close the loop by communicating back to families how their input is being used, and providing transparent reasoning when certain ideas cannot be implemented. This follow-up fosters accountability and demonstrates respect for community voice. The 2025–26 LCAP reflects many educational partner priorities developed in partnership with the community. Examples include: School Site Allocations (Action 7.2) TK–3 Literacy Intervention (Actions 1.6, 7.3) Care and Wellness Centers (Action 1.9) Social-Emotional Learning and Pupil Support (Actions 1.1, 1.4) Quality Core Instruction (Action 1.2) English Learner Supports (Action 3.1) Black Student Achievement Initiative (Action 2.1) High School Leadership Academies and College Promise (Action 7.7) Restorative Justice Implementation (Action 7.5) Foster and Homeless Youth Supports (Action 5.1) LBUSD continues to refine its systems to increase authentic participation in shared decision-making. The district remains committed to advancing the goals of Board Guardrails, which calls for the use of evidence-based engagement strategies to ensure students of color and their families are actively involved in shaping major initiatives.|From the Vision 2035 process as described throughout this Priority, LBUSD is committed to achieving this stated Core Value:  “AUTHENTIC COMMUNITY ENGAGEMENT AND COLLABORATION We believe that by working together we can address challenges and take actions needed to have a positive impact on student outcomes. We value the diverse perspectives, culture and languages of our collective community and acknowledge the importance of partnership and transparent communication to achieve our vision.”  Our communities of color often do not feel heard.  When we emphasize a more collaborative posture for decision-making, it builds trust and agency.|4|4|4|4|4|5|4|4|5|5|4|4|Met||2025-06-18|2025
19647250127506|Intellectual Virtues Academy of Long Beach|3|IVA works closely with our PTO (parent-teacher organization) to organize multiple opportunities for families to connect with staff and each other and to become comfortable with our school's mission and how families can receive support and give support to their students. Our school hosted family events include family orientation and multiple Parent Academies scheduled throughout the fall especially to support onboarding new families. In addition, our Parent-Student-Teacher Character Conferences scheduled throughout the year support close connections between families and teachers. IVA utilizes our two way communication platform, ParentSquare, to provide weekly newsletters, updates from teachers, and opportunities to connect. Our office works carefully at the beginning of the year to ensure that 100% of our families are connected on ParentSquare to connect with the school.|As we head into next school year, school staff are already working alongside our PTO leaders to plan and implement various events that will provide ample opportunity and encouragement for students and families to engage with the school community.|"IVA will continue to implement several student affinity groups and student clubs, including a chance to participate in the ""Business of Student Success (BOSS)"" program at a local university."|All of IVA's professional development focuses on intellectual character development for faculty and staff. This allows the adults on campus to be the first to practice the values of the school before implementing with students.|With our full time counselor as our designated homeless/foster liaison, IVA continued to improve the services offered to and the direct care and follow up given to homeless students.|Using continued ELO-P and Prop 28 funds, IVA will continue to offer both before and after school support and enrichment opportunities for all students, and give specific and priority access to underrepresented families.|IVA is a small and personalized school that is able to be highly responsive to parent needs through multiple methods of collecting feedback and encouraging parents to be decision-makers in their child's education journey. IVA continues to host regular Parent Academy education nights based on feedback requests families and students. In addition, IVA has implemented restorative circle round table discussions with parents related to timely topics of concern. These responsive events are well publicized in the weekly parent newsletter, school messenger, contacts by phone, text, and email.|IVA informally gathers parent/guardian feedback throughout the year in a variety of settings (see above). In many ways, this less formal feedback feels the most genuine, practical, and actionable. We also collect more formalized feedback for specific purposes such as LCAP development. We continually work to improve how we balance and merge these formal and informal feedback opportunities.|"IVA has implemented several ""listening sessions"" throughout this school year specifically designed to provide a safe and open forum for specific underrepresented groups to give feedback."|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-04|2025
19647250131938|Clear Passage Educational Center|3|Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development.|Based on the analysis of educational partner input and local data, continued professional development has been identified as the focus area for improvement. Professional development activities conducted during the school year cover topics and strategies related to the educational and socio-emotional needs of students, teaching staff and parents. A trainer-of-trainers model is used whenever possible to make the most effective use of resources with lead teachers serving as the trainers and mentors.|Suggestions on ways to further build relationships and improve engagement include increased opportunities for parents/guardians, community based agencies and staff to engage in information sessions, additional opportunities for parents to become acclimated with the school's curriculum and required assessments, additional opportunities for families to access tutorial services for their children that support course completion and continued expansion of services that address the social-emotional well-being of all students.|Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet, REMIND and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs, and virtual community forums to discuss targeted areas of school-wide development.|Throughout the school year, Clear Passage Educational Center facilitates professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations. The administrative team at CPEC uses multiple tools such as the school plan and data gathered during cross-functional meetings to identify professional development opportunities which are then discussed with stakeholders during planning meetings and articulation sessions. Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability.|Data is collected annually to secure feedback from parents and students via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during parent advisory sessions and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation. In addition, the data is used in evaluating the school’s Tier I intervention resources, such as its PBIS (Positive Behavioral Interventions & Supports) platform, and its “SEL Check” function (in PBIS) that monitors and tracks the emotional status of CPEC students and makes referrals to allied agencies.|Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet, REMIND and phone. Additional touchpoints include virtual planning sessions with community partners to discuss at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development.|Throughout the school year, Clear Passage Educational Center focuses on facilitating professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations and meeting school-wide learner outcomes, while also exploring strategies for increasing and expanding collaborative practices employed by all stakeholders. Professional development activities conducted during the school year cover topics and strategies related to parent/school engagement and educational needs of students and teaching staff. Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability.|Data is collected annually to secure feedback from parents, students, and community based agencies/partners via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during parent advisory sessions and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330000000|Los Angeles Unified|3|The strengths include ongoing training for school personnel on fostering a welcoming environment and implementing research-based best practices for family engagement, which are highlighted during the annual Family Engagement Professional Development Summits. Other professional development include monthly Parent and Family Center personnel training, training collaboration with Federal State and Education Programs, Multilingual and Multicultural Education Department, and other offices supporting classified and certificated personnel. Additionally, administrator preparation programs continues providing school leaders with training on building relational trust with families and sustaining meaningful engagement through school opportunities connected to student learning and parent leadership. To further enhance inclusivity, staff continues participating in Implicit Bias training to deepen their understanding of diverse cultures and ensures all families feel welcomed and supported. Other key strengths in relationship-building include the availability of a Family Hotline, which provides parents with additional information and support, as well as dedicated Family and Community Engagement teams in each Region that assist school-based staff in strengthening connections with families. The LAUSD Volunteer Program also continues expanding opportunities for families to engage with school staff by contributing their time, talents, and strengths to benefit students and the school community. Professional development and training for families to learn how to engage with Los Angeles Unified is fully implemented and prioritized through the District's Strategic Plan. Data collected through surveys and number of persons trained are also available and highlight the significant growth in participant satisfaction and overall participation numbers.|We are implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents. This approach is a key focus in the LAUSD Family Engagement Micro-credential courses, Family Engagement Professional Development Summits, aspiring pipeline programs and training hosted with Human Resource and offices, and imbedded in instruments like the Los Angeles Unified Family Empowerment Rubric. Going into the new year the District will invest further in training for classified personnel to expand their skills sets and how they engage with families who are not connecting with the school site. This will include collaboration with programs such as the Black Student Achievement Plan, Student Support and Attendance Services, and Multilingual Multicultural Education Department. Planning for the new year will also include collaborating with the Personnel Commission to arrange training course content for Parent and Family Center personnel.  Furthermore, the District will be expanding opportunities for families to practice using technology and linking to services that help them grow in this area through training offered with the Division of Adult and Career Education.|Family engagement leads will continue to build upon current efforts to engage families who may not be responding to traditional engagement approaches offered by the school site. This includes offering training to certificated and classified personnel with a focus on listening and designing engagement for families supported by Black Student Achievement Plan, Division of Special Education, Student Support and Attendance Services, and Multilingual Multicultural Education Department practitioners. The programs that will be of focus for engaging underrepresented families will include further training for school personnel to arrange engagement that is rooted in the Los Angeles Unified Family Empowerment Rubric element of Respecting Diversity. At the Region and Central office, we will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also place greater supports specifically to increase participation of families in the Equity Course Pathways. These are four courses offered with the Division of Adult and Career Education which serve as an anchor to enlist families in career preparation programs. The family engagement strands include: Families of Youngest Learners, Families of Black and African American Learners, Families of Multilingual Learners, and Families of Exceptional Learners (Special Education).|Building partnerships for student outcomes remains a core focus of our Strategic Plan, emphasizing strong relationships. We continue to capture school site engagement data, tracking interactions facilitated for families, as well as engagement opportunities organized through Regions and the central office Family Academy Course Catalogues. Additionally, we regularly review satisfaction surveys from school teams participating in the annual Family Engagement Professional Development Summits. Feedback consistently highlights these experiences as highly beneficial in strengthening collaboration between parents and school staff, reinforcing their role as a bridge between families and schools. Through the District's Strategic Plan, we have also expanded options for families to engage based on preference. This includes school site, Region and central office hybrid engagement. Families have also learned to access technology which has resulted with 87% of parents linking a Parent Portal account to their student information. Moreover, we have tripled the number of school and District volunteers from 12,000 in 2022 to over 37,000 in the 2024-25 school year. The Family Academy has also organized course catalogues with engagement topics at the school site, Region and central office. To ensure families can engage at their own pace, a new instrument was purchased to house a channel of recorded Family Academy content.|Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families both in-person and online. Engagement through online platforms remains strong, and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation. Additionally, professional development opportunities now provide school teams with training designed to increase engagement among underrepresented populations. Another key focus is the development of curated engagement content to support families in monitoring and advancing their students' academic progress. This includes resources linked to the LAUSD Mobile App, such as Telehealth options, reading assessments and following student attendance. In the new year, families will be able to learn about assessments used to monitor student academic progress. These are currently available in the Parent Portal and feature video guides to interpret the information. Efforts to be featured in the new year with a focus on continuous improvement will include Learning Rounds for families to understand school site instructional focus areas and finding models for engaging underrepresented groups.|The District offices serving under representative families are working closely by supporting Strategic Plan initiatives of focus. The Office of Student, Family and Community Engagement is co-leading programming which seeks to engage families who may want options beyond the school site to engage. This will include further organization of course catalogues with the Black Student Achievement Plan, messaging to families the importance of participating in Region Ambassador workshops and serving as promoters (promomotoras) to entice other families to engage in topics featuring students with special needs, English Learners, foster and other populations supported by the LCAP. As referenced in another section, the District will also continue to promote the Equity Course Pathways hosted with the Division of Adult and Career Education which seeks to initially engage parents around their child's needs before encouraging them to register into a career program.|The Los Angeles Unified School District (LAUSD) refers to this section as our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making. These training sessions are organized as Region-based learning and central office learning opportunities. For example, during the fall, all School Site Councils (SSC) and English Learner Advisory Committees (ELAC) are provided with two virtual training sessions, each lasting four hours, along with two in-person training opportunities to learn about council and committee procedures, School Plan for Student Achievement, use of data, and learning about the District's guide to the Strategic Plan. Participation is highest when training sessions are conducted via webinar platforms. SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. Participants attend a monthly workshop that complements the training topics, helping them make decisions and provide their school sites with recommendations. At the central office level, the District supports the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers Parliamentary Procedures, Understanding Data, and Writing SMART Comments. The training and learning content for District parent committees surpasses compliance requirements and include jointly designing and convening a year-long syllabus of training, joint agenda development, hosting of business, subcommittee and ad-hoc meetings.|Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered both in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater democratic input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25, school year approximately 3,400 participants joined as Ambassadors. This year's count increased by over 1,000 participants. The District will continue to implement outreach which increase participation.  Another area for improvement is the continued training of school staff to engage families in the cycle of continuous improvement. By fostering conversations about school data related to student achievement and wellness, families can become engaged and active partners in providing informed input for decision-making. A set of budget development process modules are available for school sites to adapt when they engage families. Ongoing training offered to school site teams will feature this content.|Federal policy requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school. The District has also invested in messaging tools that enable schools to email, text, and provide families with the option to opt-in to receive targeted event reminders. An area for growth is providing school staff with additional opportunities to enhance two-way communication and engagement with high-need students. This will be achieved through continued training, the development of module courses, and the sharing of promising practices. Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students, as well as all students, through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both a SSC and an ELAC. Future training will work toward increasing representation of demographic subgroups and multilingual representation on councils and committees.|4|4|4|4|4|4|4|5|5|5|5|5|Met||2025-06-24|2025
19647330100289|N.E.W. Academy of Science and Arts|3|At N.E.W. Academy of Science and Arts (NASA), we communicate with our families through newsletters, phone calls, meetings, and platforms such as ParentSquare and ClassDojo. All communications are in both English and Spanish. We have parent representation in our ELAC and School Site Council meetings that are held every month. There is opportunity for 2 way communications through regular committee meetings, conferences, workshops, coffee with the principal, and monthly parent meetings. NASA also has a parent liaison who is available to parents and communicates family needs to administration.|NASA has very strong relationships between staff and families.  We will continue to focus on building capacity with staff regarding online platforms, assessments and curriculum.  We are working closely with families to help them understand educational systems within the United States.  We want to help families to understand dual language programs and the importance of their heritage.  We are also incorporating our parents into our safety plan.|NASA staff will actively reach out to families who are not able to participate in on campus events in order to build relationships.  We hired an attendance clerk who is engaging actively with families in order to improve outcomes.  We continue to hold events through Zoom for families who cannot make it to campus.|N.E.W. Academy of Science and Arts provides professional development in a variety of subjects related to improving student outcomes. Our parent liaison and administration work together to provide parents with workshops on a variety of topics that support student learning at home. Subjects also include legal subjects and ways in which parents can advocate for children. Teachers have opportunities to meet with parents during trimester conferences as well as monthly parent meetings. NASA has a support staff called the Student Academic Support Team. The team meets regularly to address student needs and how to improve student outcomes.|We will continue to focus on school security, as it is a priority for our families and community members.  We will also work on providing more playground equipment for students.|NASA plans to improve communication with underrepresented families by seeking interpreters of Indigenous languages so that we can engage those families better.  We also want to continue to identify homeless families through the work of our Parent Advocate and Attendance Clerk.  We have been regularly reaching out to families with students who struggle with attendance.|N.E.W. Academy of Science and Arts (NASA) works at building the capacity of all educational partners in supporting engagement of families in advisory groups and with decision-making. NASA does this through school based committees such as the School Site Council (SSC) and English Language Advisory Committee (ELAC). Additionally, all educational partners have the opportunity to engage in these processes and work together to plan, design, implement and increase active participation in meetings related to developing the Local Control Accountability Plan (LCAP).|NASA will continue to focus on creating hybrid meetings for working parents.  Many come on campus for meetings, and others prefer to meet via Zoom.  Also we will continue to provide both online and hard copy options for family surveys.|To meet the needs of parents who are not as vocal, we take measures such as individual meeting time during Coffee with the principal.  We also give families many opportunities to complete surveys or discuss issues via online messaging.  In addition, we have an open door policy with our parents.  We are also transitioning to an online system for phones that will give families more access.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
19647330100669|Stella Middle Charter Academy|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 86% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 95% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 98% of families who attended at least one event. This year we're also tracking families who attended 2 events at 39%. Due to role transitions this year, attendance data was not consistently tracked, which may not accurately reflect actual participation. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 42% attended this year.|The  school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 80% participation in our Teacher-Parent Conferences. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 18%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 86% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 39%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330100677|High Tech LA|3|HTLA has great strengths in seeking input from parents/guardians in school decision-making our school hosts Parent Association Meetings Monthly which include LCAP advisory and School Site Council.  In addition, HTLA also sends regular emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square.|HTLA would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.  HTLA will regularly remind parents how to log into the SIS system in the principal’s update emails to families.|HTLA will continue to provide translation into parents' preferred language.  HTLA hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our two counselors, our college counselor provides support with post high school placement and services, and our school counselor provides parents and students with socio-emotional support.|Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:00 am and after school tutoring is until 5:00pm, both to best serve our students’ needs and accommodate working families.  In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.  We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents.  Our students participate in the conferences as well.|We would like to continue to create more opportunities for parents to support their children's learning environment at home and support parent education.|HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, accessing your child’s education, pathways to college and beyond.|In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2025 to parents to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well.|HTLA would like to increase participation in the family survey.|HTLA will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation.|5|5|4|4|5|4|5|4|4|4|4|4|Met||2025-06-17|2025
19647330100743|Accelerated Charter Elementary|3|ACES’ strengths as a school and community is its student-centered relationships. When asked, “Overall, how much respect do you think the children at your child's school have for the staff?” parents responded with a rating of 89 out of 100. Additionally, when asked the following question, “Overall, how much respect do you think the teachers at your child's school have for the children?” parents responded with a rating of 89 out of 100, as well. ACES staff members intentionally build relationships with students that are supportive and constructive.|One area of improvement is communicating proactively about the school’s discipline policy. ACES has a tiered approach to both rewards and consequences, however when prompted about the school’s discipline policy and the extent to which it works for their children, parents rated ACES 33 out of 100.  There are opportunities to provide information through the parent newsletter, parent committees, and parent orientations about ACES’ discipline policy as well as the school’s rewards system.|ACES has considered providing a paper option to parents for the survey.|Teacher coaching, as a tool for strengthening educators’ teaching and students’ learning is one of ACES greatest strengths in the educational partner input and local data. Based on the 2024-2025 LCAP survey results as captured by Panorama, ACES ranks near the 99th percentile in feedback and coaching.  To gather data about ACES’ feedback and coaching for teachers, Panorama posed the following questions to teachers, “How often do you receive feedback on your teaching?; At your school, how thorough is the feedback you receive in covering all aspects of your role as a teacher?; How useful do you find the feedback you receive on your teaching?; How much feedback do you receive on your teaching?;” as well as, “How much do you learn from the teacher evaluation processes at your school?”|One area of focus is student behavior. Staff are requesting that clarity about student behavior be provided to families and students, alike. Additionally, staff are requesting that behavior expectations be communicated and implemented consistently.|ACES has considered administering the survey by different means–paper or via telephone.|ACES has intentionally created varied spaces for collaboration, discussion, and constructive feedback. When answering the following question, “How much does your school value teacher collaboration?, teachers collectively rated ACES 83 out of 100.  In addition, ACES provides families opportunities for engagement through the EL-PAC, PAC, Coffee with Leadership meetings, and parent workshops. When asked, “How well do you feel your child's school is preparing him/her for his/her next academic year?” parents rated ACES 76 out of 100.  This might be attributed to ACES focusing on a set of priorities that will drive teacher and student learning over many years.|One area of focus is ACES specifically naming the staff members who support students when bullying is identified. Parents rated ACES 60 out of 100, when asked, “If a student is bullied at your child's school, how difficult is it for him/her to get help from an adult?” This indicates an opportunity for ACES to intentionally communicate the SEL, Dean, Family Coordinator, Principal, AP, all ACES teachers and staff as support for students who are being bullied.|ACES has considered administering the survey by different means–paper or via telephone.|4|4|4|4|4|4|4|4|4|4|4|3|Met||2025-06-27|2025
19647330100750|Wallis Annenberg High|3|Wallis Annenberg High School (WAHS) is working hard to build strong relationships with families. We host regular events like open houses, and student showcases. These events help families meet teachers, ask questions, and learn how to support their children at home. We also use ParentSquare, robocalls, social media, and our school website to keep families updated on school news and events. We make sure all families can understand what we share. We translate materials into other languages and offer interpreters for meetings. This helps families feel included and respected. This year, we partnered with a group called UnidosUS and their Padres Comprometidos program. They ran an 8-week program to help families learn more about the college process. Ten parents completed the program. This was a big step forward in helping parents feel more confident and connected to their children’s education. We also held Student-Led Conferences (SLCs) where students shared their own progress with families. This helped parents and guardians hear directly from their child and ask more personal questions. Families said they appreciated this new format and felt more involved in their child’s learning. Overall, WAHS is building a stronger culture of teamwork with families and helping them take an active role in school life.|While WAHS has made good progress, we know we still have room to grow. Some families told us they want more chances to talk with teachers, not just get updates. They want to share their ideas, ask questions, and work with us to support their child. Our school also needs to improve attendance at meetings like ELAC (for English Learner families) and PAC (Parent Advisory Committee). Sometimes parents don’t come to meetings because of timing, child care needs, or not knowing what the meetings are for. We need to listen more and find ways to make meetings easier to attend and more welcoming. We also want to better connect with parents of students with disabilities, newcomers, and students in foster care or who are homeless. These families may face more barriers and may not always feel heard or supported. We want to change that.|To better support families who are often left out, WAHS will take several steps. First, we will reach out directly to families of English Learners, students with disabilities, and students in foster care or experiencing homelessness. We will use our bilingual academic tutors and our Parent Engagement Coordinator to make personal phone calls and send invitations to events, meetings, and programs. Second, we will make our meetings and events more welcoming and easier to attend. This might mean offering meetings at different times, providing food or child care, and making sure information is clear and easy to understand. Last, we plan to integrate “Listening Circles” where families can share their thoughts, ask questions, and give feedback in a safe space. These conversations will help us learn what families need and how we can better serve them. By doing these things, WAHS hopes to build trust, improve communication, and make sure all families feel like they belong at our school.|Wallis Annenberg High School (WAHS) has made strong progress in building partnerships with families to support student success. One of our biggest strengths is sharing student academic progress in ways that help families understand how their children are doing. We send home progress reports, report cards, and family-friendly reports for assessments like NWEA MAP. Teachers and counselors also reach out when students need extra support. This year, we also improved how families can connect with staff. We fully launched Student-Led Conferences (SLCs), where students talk to their families about their goals and grades. This helped families get more involved in helping students improve. Many families said they liked this approach better than traditional parent-teacher conferences. WAHS also works with college and career advisors to help students with their future goals. Families are invited to workshops about financial aid, college applications, and graduation requirements. We now work directly with CSU/UC systems and use tools like CaliforniaColleges.edu to give better support. Our Padres Comprometidos program is another success—families of English Learners learned how to help their students get ready for college and beyond. We are also proud that we translate materials and offer interpretation at meetings, so more families can take part in these partnerships.|WAHS knows we can improve how we involve families in setting goals for students and planning how to reach them. While we share data and host events, we need to give families more chances to share their own insights and work with teachers to support student learning at home. We also need to improve communication between general education and special education staff and families, so that students with disabilities get the support they need. Some families want clearer updates on IEP goals and progress, and we want to do better in that area.|WAHS is planning several actions to better support underrepresented families—especially families of English Learners, students with disabilities, and students in foster care or facing homelessness. We will provide simple, clear tools—like checklists or “family tip sheets”—to show how families can support learning at home. These will be translated into families’ home languages. We also plan to hold more family workshops in the evenings, covering topics like understanding grades, helping with reading and math, and getting ready for college. Our bilingual academic tutors and Parent Engagement Coordinator will personally reach out to families to invite them and offer support. Finally, we will keep using tools like ParentSquare, phone calls, and text messages to make sure families get the information they need. By building stronger two-way partnerships, we hope every family feels supported and ready to help their student succeed.|Wallis Annenberg High School (WAHS) is building stronger ways to get input from families and use that feedback in our school planning. One of our main strengths is holding meetings and sending surveys to hear from families about school programs, academics, and student needs. These surveys have helped shape our plans, including the LCAP. This year, we included families in reviewing our math programs and supports. After hearing that students were struggling in math, we shared data and discussed new ideas with families. Their feedback helped guide the decision to double-block Algebra, Geometry, and Algebra 2 starting next year. We also invite families to share input during English Learner Advisory Committee (ELAC) and Parent Advisory Committee (PAC) meetings. At these meetings, we review student progress data and school goals. Families also help give feedback on the school’s Local Control and Accountability Plan (LCAP), especially on goals for English Learners, students with disabilities, and students from low-income households. We use ParentSquare, phone calls, and translated flyers to invite families to meetings and share updates. We make sure materials are translated and interpreters are available at events. These steps help us include more voices in our decisions.|Even though we offer ways for families to give input, WAHS wants to improve how many families take part—and how their feedback shapes decisions. Some families are not sure how their ideas are used or whether their voices make a difference. Others face barriers like language, work schedules, or not feeling comfortable speaking in a group. We also want to make sure students and families from underrepresented groups—like foster youth, newcomers, and families of students with disabilities—are part of the decision-making process. These families may need more personal invitations and support to participate fully. Another area for growth is helping families understand the school’s big decisions, like how funding is used, how programs are added or removed, and how staff are trained. We want to make these topics easier to understand and talk about together.|WAHS is working to include more voices in school decisions, especially those from underrepresented families. First, we will do more personal outreach through our Parent Engagement Coordinator, bilingual tutors, and counselors. These staff will help invite families of English Learners, students with disabilities, and foster/homeless youth to join meetings, surveys, or smaller focus groups. Second, we will offer new “listening circles” where families can talk with staff in a more casual setting. These may be held in homes, community centers, or online—places where families feel more at ease. We will also share how their input is being used, so families see the impact of their ideas. Third, we will simplify how we share school plans, such as the LCAP. We’ll use visuals, summaries, and videos to help families understand key decisions and feel ready to give input. Finally, we will train staff on how to invite and welcome feedback, especially from families who may feel unsure or disconnected. We believe all voices matter and want every family to help shape the future of WAHS.|3|3|3|4|3|3|4|4|3|3|3|3|Met||2025-06-27|2025
19647330100800|Central City Value|3|Central City Value continues to demonstrate a strong commitment to building respectful and inclusive relationships with families: Full implementation is maintained across all indicators, reflecting a system-wide emphasis on family engagement.   Slight growth in recognizing family strengths and cultures (Q10: 74% to 76%) shows deeper efforts to understand and connect with families on a personal level. This reflects the school’s commitment to cultivating a safe and nurturing community (Value 4) through consistent two-way communication, including parent conferences, Coffee with the Principal, and regular opportunities for feedback such as surveys. The school also supports and empowers families by offering academic and discipline workshops, providing access to resources, and encouraging active participation in school life. Families are informed about events, supports, and learning practices through platforms such as ParentSquare, PowerSchool,  and social media.|Despite high ratings, modest declines in several indicators highlight opportunities for reinforcement: Trust-building with families (Q8: 79% ? 73%) and 2-way communication practices (Q11: 74% ? 73%) both saw minor declines.  These dips suggest a need to reinvigorate relational practices and check for consistency across staff roles (e.g., office staff, teachers, leadership).|Central City Value can implement the following strategies to improve family engagement with underrepresented families:  Provide refresher professional learning on culturally responsive engagement strategies. Audit communication practices to ensure translation, accessibility, and multiple formats reach all family groups. Increase touch points between school staff and families through home visits, family-teacher-student conferences, and informal gatherings to strengthen trust. Empower classified staff as key partners in relationship-building, as they often serve as first points of contact for families.|Family engagement measures showed consistent growth, with all indicators improving from the previous year. Support for legal rights and advocacy rose to 86%, partnership meetings reached 83%, and access to home learning resources increased to 80%, demonstrating stronger school-home collaboration.  Central City Value demonstrated strong and consistent growth across all indicators, showing a clear commitment to deepening partnerships that directly support student success: Professional development for educators (Q27) increased from 62% to 74%, indicating expanded training for staff to engage families meaningfully.  Home learning support for families (Q28) rose significantly from 62% to 80%, suggesting improved access to academic resources and tools for families.  Family-teacher collaboration structures (Q29) achieved Full Implementation and grew from 76% to 83%, showing Central City Value  is successfully facilitating regular meetings and cooperative strategies.  Legal rights awareness and advocacy support for families (Q30) increased notably from 71% to 86%, reflecting effective systems to empower families with knowledge and resources.|Teachers and principals may still need structured, ongoing support to meaningfully partner with families.   While Central City Value  has made clear progress, professional development for staff (Q27) still has room to grow to full implementation. Ensuring that training is differentiated, ongoing, and culturally responsive will be key to sustaining family partnerships.|The school will maintain  engagement of underrepresented families by implementing their parent involvement policy, providing office hours, and workshops to support parents who may be struggling supporting their children at home.  Ensuring attendance to coffee with the principal, school site council, along with many fall, winter, and spring events.  To strengthen family-school partnerships, the school should prioritize a comprehensive and differentiated professional development plan for staff. This plan may include training on culturally responsive communication, strategies to build relational trust, integrating family engagement into MTSS and instructional practices, and fostering cross-role collaboration among teachers, counselors, and operations teams to support consistent and meaningful family outreach.  Continue targeted outreach efforts to families who may be underrepresented in engagement activities, including multilingual and newcomer families.   Offer flexible formats for workshops and progress meetings (in-person, virtual, phone) to accommodate varied schedules and access needs.   Collaborate with family liaisons or community partners to bridge relationships and ensure materials and resources are understandable and culturally relevant.   Build cross-functional teams (teachers, counselors, operations staff) to coordinate outreach efforts and improve consistency in family communication.|Central City  Value School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on programs, policies, the Local Control Accountability Plan, and student nutrition.  Central City has maintained a strong commitment to inclusive governance practices, with all four indicators rated at Full Implementation. Key progress includes: An increase in staff capacity to engage families in decision-making (Q14), rising from 72% to 77%, highlighting investment in leadership development and advisory support.   Continued high engagement of families in advisory groups (Q15) at 75%, demonstrating a culture of shared leadership.   Implementation of strategies to engage underrepresented families (Q16) is sustained at 69%, showing consistent outreach practices.   Structures for collaborative planning across school (Q17) remain in place, with 70% indicating room to further strengthen cross-role planning and evaluation.|Central City  Value School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  Some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful.  Despite overall Full Implementation ratings, there are slight declines in family engagement (Q15), and opportunities for shared design and evaluation (Q17), suggesting the need to: Reinvigorate and diversify participation in advisory groups,  Ensure family voice is reflected not only in meetings but also in policy and program outcomes.|Strengthen efforts to equip families, particularly those from underrepresented groups, with the tools, confidence, and access needed to actively participate in school governance, planning, and evaluation. Recommit to inclusive, co-designed engagement practices.   Audit representation in advisory groups to identify gaps in participation across subgroups. Offer training and orientation for family members to participate confidently in decision-making spaces. Utilize multiple feedback loops (surveys, listening sessions, informal gatherings) to gather family input outside formal advisory settings. Create a feedback-to-action cycle, regularly reporting back to families how their input shaped decisions.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-06|2025
19647330100867|KIPP Los Angeles College Preparatory|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Los Angeles College Preparatory. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330101196|ICEF View Park Preparatory High|3|ICEF VPPHS initiates communication to families during the summer.  Teachers and staff reach out to families to introduce themselves by advisory.  Our counseling department communicates with families to introduce themselves and introduce new course offerings as  well  as  discuss  expectations  for  student  academic  success  during  the  upcoming school year.   Our administration facilitates a parent orientation to provide information to  families  about  school  plans,  policies,  initiatives,  for  the  school  year.    Building connection is continued in our student success conferences.  Parents have multiple opportunities to interact with staff during PEM meetings, Teacher and  Student  Led  conferences,  Coffee  w/  the  principal,  as  well  as  Family  Nights.   All events are offered both in person and online to meet the needs of all families.  Parents are welcomed to participate in Parent Advisory Council meetings and serve as grade level representatives to help inform grade level specific opportunities for students.|We have identified the following areas of improvement which will be our focus for the next and upcoming school years.   View Park High will increase parent participation in engagement opportunities.   Our meetings are mostly informative, so we want to give parents  an  opportunity  to  engage  with  our  school  community  on  issues  that  support students both on and off campus.  We will improve response favorability as it relates to families  feeling  that  our  school  meets  the  needs  of  each  student  and  supports  their academic and social development as measured by regular survey data.  View Park High will also leverage our Community Schools initiative to seek out and establish community partnerships and provide education and access to vital community resources to support families.|For the upcoming school year, our Community School Coordinator will be instrumental in  developing  systems  to  engage  our  families.    The  first  step  will  be  to  establish  a committee of school staff, parents, and students to specifically address ways to come together  as  a  school  community.   We  will  connect  with  the  community  “Destination Crenshaw” initiative that is raising awareness of community transit, arts, vendors, and health services in our backyard.  In our previous indicator report we wanted to begin a series of town hall styled events (Quarterly) called S.O. S .which stands for the Solution Oriented Series.  This didn’t take form  as  we  focused  energy  in  our  community  schools  implementation,  but  we  are planning  to  introduce  the  concept  in  order  to  allow  parents  to  be  collaborative  and solution oriented in challenges that affect our community.|ICEF   Public   Schools   provides   extensive   development   to   our   administrators   on supporting students and families in a variety of areas.  Another strength is parent access to  platforms  such  as  parent  square  and  Google  Classroom  and  PowerSchool  Parent Portal that keeps them abreast of student progress.  We also provide regular cycles of digital and hard copy progress reports for all students as well as parent and student led conferencing  each  quarter.   Additionally,  this  year  our  planning  in  our  community schools initiative gave us multiple opportunities to engage with parents and students and  give  them  a  voice  in  the  direction  of  the  school  as  it  relates  to  Academic performance and students’ social emotional well being.|Areas of improvement for View Park High in building partnership for student outcomes is  our  continued  learning  and  work  in  the  community  schools  initiative  to  develop systems to gather and analyze feedback from multiple contributors and respond in ways that lead to stronger student outcomes. We will also strengthen PLC teams to leverage staff  expertise  in  ensuring  proper  interventions  and  response  to  student  data.    Our academic  counseling  department  has  been  expanded,  which  will  result  in  increased access to counselors for students to monitor grad plans and current academic progress. The  expansion  of  the  counseling  department  will  also  support  consistent  use  of  SEL programs to support non academic challenges.|Most of our school demographics align with common underrepresented populations so Universal engagement opportunities would benefit our entire school.  Although we don't have a significant Spanish speaking population, we have an emerging one.  We will ensure that we have Spanish speaking staff support with communication with latinx families so they are not disconnected with school.  We will also ensure that we provide direction or access to accelerated programming for students who are academically gifted and require appropriate differentiation.  Additionally, our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc.  Through this  regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.|View Park High School actively engages parents through Parent Advisory Council, Parent Grade level Representatives, and Coffee with the Principal.  Parents are encouraged to provide feedback on LCAP development and school policies as well as other activities for the school.  Parents can also provide feedback using survey instruments such as Panorama or Google (for immediate feedback).|View Park High is working to increase our social media presence as a means of communicating positive aspects of student/staff culture, and celebrating success. View Park High is developing a parent focus group process designed to to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions.|View Park High will improve engagement by designing events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.|4|4|4|4|5|4|5|5|4|4|4|5|Met||2025-06-26|2025
19647330101444|KIPP Academy of Opportunity|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Academy of Opportunity. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey. In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.  Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.  In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330101659|CATCH Prep Charter High, Inc.|3|CATCH Prep Charter High School demonstrates a strong commitment to building and sustaining meaningful relationships between school staff and families through intentional, multifaceted engagement strategies. Based on educational partner input and local observations, one of the school’s greatest strengths lies in its consistent, personalized, and culturally responsive communication efforts, which form the foundation for trust and collaboration between home and school. School leadership is highly effective in fostering a welcoming and inclusive environment for families, and this commitment is reflected in the wide range of outreach strategies employed. CATCH maintains open lines of communication with families through multiple platforms, including PowerSchool, email, text messaging, mailers, personalized phone calls, parent surveys, and the school website. Information is consistently provided in both English and Spanish to ensure accessibility for all families, and translation services are offered during meetings and school events to facilitate inclusive participation. CATCH staff proactively reach out to families as partners in the educational process. Teachers and administrators engage with parents as individuals, in small groups, and at community-wide events. From academic conferences to informal check-ins, staff build rapport and listen actively to concerns, suggestions, and feedback. The school prioritizes transparency in academic reporting and behavioral updates, and seeks to partner with parents in developing intervention plans and supporting student success. Beyond traditional forms of engagement, CATCH cultivates strong family and community ties through experiential and celebratory events that reflect the diversity and strengths of its school community. Presentations of learning, student-led exhibitions, cultural heritage celebrations, College and Career Days, and guest speaker panels offer parents meaningful ways to participate in the life of the school. These events also affirm students’ identities and invite families to serve as co-educators and role models, strengthening the home-school connection. In addition, the school provides community service opportunities and other leadership-building events that welcome family involvement and reinforce CATCH's core values of respect, pride, and social responsibility. The success of these programs is evident in positive feedback from parents, high turnout at family events, and a deep sense of trust expressed in stakeholder input. In sum, CATCH Prep's strengths in building relationships with families are grounded in its intentional communication practices, inclusive programming, and a school culture rooted in mutual respect and partnership. These efforts are continually refined based on family input and are central to the school’s mission of preparing every student for postsecondary success through academic excellence and a caring, supportive learning environment.|CATCH Prep has identified several focus areas for improving relationships between school staff and families, based on input from educational partners, self-reflection, and local data. While the school has built a positive foundation of communication and trust, feedback suggests the need to deepen engagement by fostering more inclusive, transparent, and ongoing relationships with all families, especially those traditionally underrepresented in school processes. A central area for improvement is strengthening two-way communication. While the school shares regular updates through PowerSchool, newsletters, and personalized outreach, some families expressed the need for more opportunities to provide feedback and collaborate with school staff throughout the year. In response, CATCH will expand dialogue-driven events such as town halls, family forums, and small-group listening sessions to ensure parents are both informed and heard on matters impacting their students. Another area of growth involves increasing participation among families of English Learners, foster youth, students with disabilities, and low-income households. Although overall satisfaction is high, these groups remain underrepresented in school planning and engagement activities. CATCH will address this by enhancing translation and interpretation services, offering family workshops in home languages, and providing more flexible opportunities to engage both virtually and in person. The school will also work to increase transparency around academic and behavioral supports. Families have expressed interest in clearer information on how students are monitored and supported, especially when academic or social-emotional interventions are put in place. CATCH will provide families with user-friendly explanations of intervention plans, progress monitoring tools, and access to relevant staff who can support students holistically. To track progress, CATCH will begin disaggregating family participation data to better understand which families are engaged and where outreach efforts should be targeted. This data will be reviewed with leadership and the School Site Council to ensure engagement efforts are responsive to family needs. Finally, CATCH will strengthen the visibility and responsiveness of its family engagement systems within the LCAP and school accountability processes. The school will document how input from families influences budget decisions, program design, and continuous improvement goals, ensuring a culture of shared leadership and transparent follow-through. By addressing these focus areas, CATCH Prep aims to build even stronger, more inclusive partnerships with families that directly contribute to student success and a more connected school community.|CATCH Prep is committed to improving engagement with underrepresented families, including those of English Learners, foster and unhoused youth, students with disabilities, and low-income households. Educational partner input and self-reflection revealed the need to create more intentional, inclusive, and accessible opportunities for these families to build strong relationships with school staff. To begin addressing this need, CATCH will expand culturally responsive communication strategies. All school materials will be translated into families' primary languages, and interpretation services will be consistently provided at meetings and events. The school will also utilize personalized outreach through trusted staff and parent liaisons, ensuring that underrepresented families receive timely, relevant, and respectful communication about their child’s progress and available supports. CATCH will also provide more flexible options for engagement. This includes offering both in-person and virtual meetings, holding events at varied times, and hosting community-based gatherings in familiar and accessible locations. These efforts aim to eliminate common barriers such as work schedules, transportation challenges, and language differences. To build capacity and trust, the school will offer family workshops that focus on navigating school systems, understanding student data, and accessing academic and behavioral supports. Sessions will be co-facilitated by school counselors and engagement staff to create a welcoming, supportive environment. Parents will also receive guidance on how to advocate for their children and contribute to school-wide initiatives. CATCH will begin tracking engagement by subgroup to evaluate participation and improve outreach efforts. Data from surveys, event attendance, and advisory committees will be disaggregated to identify where targeted support is most needed. The school will then refine its approach using input from families themselves. Finally, CATCH will increase representation of underrepresented families in decision-making spaces. This includes recruiting them to serve on the School Site Council, stakeholder committees, and advisory panels. These families will be invited to co-design programs and provide input on school planning, with appropriate training and support to help them engage fully and confidently. By centering equity, access, and collaboration, CATCH Prep aims to strengthen relationships between school staff and all families, ensuring that every voice contributes to student success and school improvement.|CATCH Prep Charter High School has established a strong foundation in building partnerships that support student outcomes, drawing upon deep-rooted community ties, a collaborative leadership approach, and intentional structures that prioritize transparency, shared responsibility, and equity. Guided by our mission to prepare all students for success in college, career, and life, the school consistently engages educational partners including families, students, staff, the governing board, and local organizations in shaping and supporting student achievement. One of CATCH Prep’s key strengths is its consistent effort to involve all stakeholders in the development and review of school-wide goals and instructional priorities. Each year, families, students, and staff are invited to participate in LCAP development sessions that provide meaningful opportunities to reflect on school progress and propose new supports for academic growth. The School Site Council, Instructional Leadership Team, and governing board all engage in data-informed discussions about how best to improve student outcomes through instructional strategies, staffing decisions, and budgetary priorities. The school regularly reviews academic performance data, social-emotional learning progress, attendance trends, and school climate indicators with all partners to foster a shared understanding of both strengths and areas for growth. This collaborative reflection leads to responsive actions, including targeted professional development, student interventions, and family engagement strategies that address the whole child. The integration of student voice in these processes further ensures that plans reflect the lived experiences and needs of the student body. CATCH also partners directly with families to support students’ postsecondary goals. Through events such as College and Career Days, financial aid workshops, and individualized advising meetings, families are equipped with knowledge and tools to guide their children through the college application and selection process. Feedback from the annual Parent Satisfaction Survey highlights strong family confidence in the school’s college readiness programming, with nearly all families reporting that their students feel safe, supported, and academically challenged. The school’s small size and inclusive culture foster close relationships between students, staff, and families. Personalized communication, ongoing outreach, and a welcoming campus environment encourage frequent interaction and trust-building. Teachers and administrators make themselves accessible and responsive to parent inquiries, which contributes to a strong sense of partnership in support of academic and behavioral success. In addition, CATCH partners with local organizations, colleges, and community leaders to expand students’ access to dual enrollment, internship opportunities, and mentorship programs. These partnerships directly enhance college and career readiness and provide|CATCH Prep continues to strengthen partnerships with families and community stakeholders to improve student outcomes. Based on input from educational partners and local data, the school has identified several key focus areas for improvement: aligning engagement efforts with student achievement goals, increasing participation among underrepresented families, expanding community partnerships, and formalizing evaluation of engagement practices. One area of growth involves better aligning family engagement with academic outcomes. While the school hosts events like College and Career Day and parent conferences, input suggests that these activities can be more directly tied to academic interventions, growth metrics, and college readiness indicators. In response, CATCH is developing systems that connect families to student progress data, encourage parent-teacher collaboration on interventions, and provide families with tools to support learning at home. Another focus area is increasing the engagement of underrepresented families. Although overall family satisfaction is high, participation rates from English Learner families, foster youth, and families of students with disabilities remain lower than desired. To address this, CATCH is expanding multilingual outreach, offering workshops on graduation and college requirements, and providing flexible options for engagement such as virtual meetings and off-site gatherings in community settings. CATCH is also investing in deeper partnerships with local colleges, businesses, and nonprofit organizations to support dual enrollment, internships, and college access. These partnerships are designed to expose students to real-world opportunities and expand postsecondary pathways, particularly for students who face systemic barriers to access. Finally, the school is formalizing systems to evaluate its engagement strategies. This includes disaggregating family participation data, collecting more frequent input through surveys and listening sessions, and using feedback to refine programs. CATCH will also share results with families to demonstrate how their voices inform school decisions and investments. Through these targeted improvements, CATCH aims to build a more inclusive and effective partnership model where families and community organizations are essential collaborators in driving student success.|CATCH Prep is committed to strengthening engagement with underrepresented families, including English Learners, families of students with disabilities, foster and unhoused youth, and low-income households. Based on self-reflection and educational partner input, the school has identified the need to improve access, representation, and impact of engagement efforts for these groups. To address this, CATCH will expand multilingual communication, provide interpretation services, and use culturally responsive outreach. Flexible engagement opportunities such as virtual meetings, community-based sessions, and workshops at varied times will help remove barriers related to work schedules and transportation. The school will offer parent workshops focused on academic supports, graduation requirements, college planning, and mental health resources. These sessions will be co-led by staff and tailored to family needs. CATCH will also monitor participation data by subgroup and adjust outreach accordingly. To amplify underrepresented voices, CATCH will recruit and support families from these groups to serve on advisory councils and planning committees. These efforts will ensure all families have a voice in shaping programs that support student success. Through this intentional approach, CATCH aims to foster trust, promote equity, and strengthen shared responsibility for student outcomes.|While CATCH Prep has made strong progress in building partnerships that support student success, educational partner input and analysis of local data have identified several important focus areas for improvement. These include strengthening data transparency with families, expanding academic collaboration beyond core subjects, and ensuring all parents—especially those of underserved students—are consistently informed and engaged in their child’s academic progress and postsecondary planning. One focus area is improving the frequency and clarity of communication regarding student progress. While parents report satisfaction with the school climate and trust school staff, feedback indicates a need for more timely and accessible academic updates. To address this, the school is exploring expanded use of platforms such as PowerSchool and Google Classroom to allow families real-time access to grades, assignments, and teacher feedback. CATCH also plans to increase personalized outreach to families when students are identified for interventions, so that parents can actively support academic improvement at home. Another area for growth is increasing structured opportunities for families to collaborate directly with teachers and staff around college and career readiness. Although CATCH hosts events such as College and Career Day and financial aid nights, families have expressed interest in more ongoing support and touchpoints throughout the school year. As a result, the school is designing a college and career advising calendar that includes quarterly checkpoints for students and families, with clear guidance on transcripts, A-G requirements, financial aid, and application planning. CATCH also aims to improve the representation and engagement of families from historically marginalized backgrounds in academic decision-making bodies such as the School Site Council and Instructional Leadership Team. The school will launch a recruitment and orientation process to encourage broader parent participation and ensure families are equipped with the knowledge and confidence to contribute meaningfully to student outcome strategies. Finally, the school will expand its partnership development strategy with local colleges, workforce programs, and community organizations. These partnerships will support dual enrollment, internships, and career exposure, with an emphasis on building culturally relevant and accessible pathways for all students. Through these improvement efforts, CATCH Prep seeks to foster a more inclusive, data-informed, and action-oriented partnership with families to support long-term student achievement.|CATCH Prep is committed to improving the engagement of underrepresented families in building partnerships for student success. Based on educational partner feedback and a review of stakeholder engagement data, the school recognizes the need to better connect with families of English Learners, foster youth, unhoused students, and students with disabilities. One way CATCH will address this is by establishing a formal family liaison system. A designated Family Engagement and Communications Coordinator will serve as the primary point of contact for underrepresented families, providing personalized support, coordinating communication, and connecting families with resources both on and off campus. This staff member will help ensure that every family has a clear path to accessing academic supports, social services, and advocacy tools for their child. To remove participation barriers, the school will offer engagement opportunities at flexible times and locations, including virtual sessions and off-campus meetings hosted in trusted community spaces. Interpretation services, child care, and transportation assistance will be provided to increase access. CATCH will also provide targeted parent education workshops focused on navigating special education services, supporting English Learners, and understanding high school graduation and college entrance requirements. Additionally, CATCH will expand its use of disaggregated engagement data to monitor which families are participating in school activities and which may need additional outreach. This data will inform tailored engagement strategies and help identify patterns of exclusion that can be proactively addressed. The school will also strengthen its efforts to involve underrepresented families in leadership and planning processes. Parent input will be solicited through surveys, focus groups, and representation on advisory councils, with training and support provided to ensure every family has a voice in decision-making. Through these intentional strategies, CATCH Prep aims to close the engagement gap and ensure that every family is a valued and empowered partner in their child’s academic journey.|CATCH Prep is committed to ensuring that underrepresented families are not only engaged in the life of the school but are meaningfully included in decision-making processes that shape school policy, programs, and priorities. Through the annual self-reflection process and educational partner feedback, CATCH has identified the need to strengthen how it solicits and responds to input from families of English Learners, foster and unhoused youth, students with disabilities, and other historically underserved groups. To improve this area, CATCH will develop a more intentional and equitable structure for seeking input from underrepresented families. This includes offering multiple entry points for family voice, such as small-group focus sessions, multilingual surveys, and one-on-one listening meetings coordinated by school counselors and the Family Engagement and Communications Coordinator. By diversifying the ways families can contribute their perspectives, the school aims to remove barriers related to time, language, access, and trust. Recognizing that some families may not traditionally participate in formal advisory bodies, CATCH will also increase informal outreach efforts by hosting community conversations in familiar settings, such as local churches, community centers, and student housing sites. These settings allow for relationship-building and provide a safer space for open dialogue. Interpretation services and culturally responsive facilitators will be provided to ensure all participants are heard and valued. Additionally, CATCH will expand parent training opportunities focused on school governance, budgeting, and educational accountability systems such as the LCAP and School Site Council. These workshops will empower families with the tools and knowledge needed to confidently contribute to decision-making processes. The school will also provide timely updates to families on how their feedback is being incorporated into school planning, closing the loop and reinforcing a culture of transparency and mutual respect. To ensure accountability, CATCH will begin tracking demographic representation in key decision-making groups, including advisory councils, leadership committees, and public input sessions. This data will be reviewed regularly to assess whether participation reflects the diversity of the student body and to guide further outreach and engagement efforts where needed. By embedding these inclusive practices into its culture and operations, CATCH Prep seeks to elevate the voices of all families in shaping the future of the school. These efforts will help ensure that school policies and programs are equitable, student-centered, and responsive to the needs and aspirations of the full community it serves.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
19647330101675|Oscar De La Hoya Animo Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330101683|Renaissance Arts Academy|3|RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a.	100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b.	100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c.	100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance.  d.	100% of 12th grade students had conferences aimed at college preparation. e.	The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation.|RenArts is rated as “Full Implementation and Sustainability” for each category in Building Relationships Priority 3 reflection tool.|RenArts is rated as “Full Implementation and Sustainability” for each category in Building Relationships Priority 3 reflection tool, across all subgroups.|RenArts has multiple mechanisms for actively building relationships with parents, including: a.	100% of faculty have participated in conferences collaboratively with parents. b.	100% of parents have translation needs met for individual conferences and school information meetings. c.	100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d.	100% of faculty are involved in producing student performances for families and the community. e.	Over 4500 family and friends of students attended biannual schoolwide performances. f.	RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization.|RenArts is rated as “Full Implementation and Sustainability” for each category in Building Partnerships for Student Outcomes Priority 3 reflection tool.|RenArts is rated as “Full Implementation and Sustainability” for each category in Building Partnerships for Student Outcomes Priority 3 reflection tool, across all subgroups.|RenArts has multiple mechanisms for actively seeking input from parents, including: a.	100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b.	100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c.	100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d.	100% of staff participated in professional development focused on parent input and results of parent surveys. e.	RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee.|RenArts is rated as “Full Implementation and Sustainability” for each category in Seeking Input for Decision-Making Priority 3 reflection tool|RenArts is rated as “Full Implementation and Sustainability” for each category in Seeking Input for Decision-Making Priority 3 reflection tool, across all subgroups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647330102335|Ocean Charter|3|OCS has multiple ways that we successfully build and maintain strong relationships between school staff and families. Creating a sense of community and partnership is one of OCS' greatest strengths.  From how new families are welcomed into the school, to how individual teachers connect with their child's teacher, to ongoing opportunities throughout the year to form and strengthen these connections, OCS excels is nurturing strong relationships between school staff and families.|Based on our analysis of educational partner input and local data, a focus area for improvement in building relationships between school staff and families is transparency about how school finances and operations work and ensuring all parents know of the many ways to make their voices heard.|OCS will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families by updating the Spanish information on our website, offering translation in multiple languages on our website, promoting our ELAC meetings earlier, and encouraging and enabling even greater involvement in community events, especially ones that highlight our underrepresented communities.|OCS offers many ways to support partnerships between families and teachers for student outcomes. These methods include meetings, conferences, letters, questionaires, resources, and more.|OCS' focus area for improvement in building partnerships for student outcomes is in creating a more centralized, easy to navigate site for parents.  OCS is investigating possibilities to use an interactive platform to maximize ease of use and access.|Targeted outreach to underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes is planned.  This outreach will ask parents how we can better support them in our collaborative work for student outcomes as well as offer additional supports to parents to maximize the tools we already have in place.|Families hold top leadership position at OCS in all areas, from the Board of Trustees to board committees such as Diversity, Equity, Inclusion and Belonging to our Parent Collective Coordinators who oversee parent work in the areas of community building, communication, events, and fundraising.|The focus for improvement at OCS in seeking input for decision-making is on expanding the number of parents who understand how they can get involved in decision-making at the school.  Greater transparency and support in stepping into leadership roles is our goal.|OCS is committed to underrepresented families having input on decision-making.  While representation has grown in our leadership groups, there is still room for growth.|5|5|4|4|4|4|5|5|4|4|4|4|Met||2025-06-26|2025
19647330102426|PUC Milagro Charter|3|Families are essential partners in their children's education program at PUC Milagro.  The school ensures communication is inclusive through a bilingual office and teaching staff in both English and Spanish. Online communication tools utilized by the school allow families to both access information and communicate with teachers and staff during the hours that best meet each family’s needs.  Video conferencing and meetings allow families to participate from home, work, or whatever location best fits their schedule.  The return of in-person events has allowed the school to once again feel like a family by celebrating the students and re-energizing the school-family partnership.|PUC Milagro will continue to work on strengthening relationships with families whose children continue to be chronically absent.  The school has continued its commitment to reach out to each family personally to understand the reasons and possible needs of the family, preventing regular school attendance. Based on the high number of chronically absent students, the school will continue to invest in staff to provide family support.|Moving forward PUC Milagro will continue to use technology as a means of connecting with all families. The current Family Support Team will stay in place to support all students and families who struggle to engage in the school community on a consistent basis.   PUC Milagro looks forward to continuing to redefine family engagement on campus with all stakeholders using lessons learned and feedback from stakeholders.|PUC Milagro believes that a child’s family is their first and most important teacher. For a child to succeed in school, they must be surrounded by people inside and outside of school who believe learning is important. Each family engages with their child's teacher in personalized conferences twice a year and as needed. The purpose of these meetings is to learn more about the family, receive insight from the family about the student’s passions, interests, and social-emotional needs, and for the family to learn about their child’s strengths and areas for growth.  In addition to family conferences, families also receive three academic reports a year. These reports included students' progress in meeting grade-level standards and benchmark testing results.  The reports are written in a way that families can review them with their children’s goals, and the next steps are known to all.|The school’s area of improvement is to find ways to increase family participation in the two student-led conferences twice a year. Student-led conferences allow families to experience how and what the students are learning within the classroom setting. Students showcase their knowledge, use of classroom tools, and growth. These events help to strengthen a family’s understanding of their child’s strengths and needs.|The school's area of improvement is to work toward 100% participation in family conferences and have families use the report card as a tool for celebrating and supporting their child at home. We want all families to work in partnership to ensure the success of all students.  PUC Milagro will continue to develop systems to track, reach out to, and support those families who are not active partners and develop alternative ways for participation and engagement.|It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the PAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also informs and utilizes our organization-wide Uniform Complaint Policy to inform families of their rights and provide them with support to resolve issues or concerns.|The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voices to be heard and have an impact on the school's decision-making.|Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school's multiple communication systems. Surveys are sent home to determine how each family would like to engage, and the councils and staff use this information to revise recruitment plans.|5|4|5|5|5|4|5|5|5|5|4|4|Met||2025-06-05|2025
19647330102434|Animo South Los Angeles Charter|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330102442|PUC Lakeview Charter Academy|3|PUC LCA offers multiple opportunities for families to connect with all stakeholders in an effort to build strong relationships that supports students' emotional and academic growth.  PUC LCA offers monthly family nights, ARTS showcases and performances, Student-Led conferences, graduate success meetings, and individual family support meetings to meet specific student needs.  PUC LCA also employs an open door policy coordinating times for parents to come into classrooms and observe as well as ensuring that parents' voices are heard via parent surveys around culture and academics. All verbal and written communication is offered in both Spanish and English.   In an effort to keep the lines of communication open at all times, PUC LCA shares events and school news via mass texts/calls, emails, social media, and home visits|An area of growth would be for PUC LCA to continue to provide more opportunities to connect with families.  Including monthly Coffee with the Administrators.|We will improve engagement of underrepresented families, such as our English Learners, Students with Special Needs, and our Immigrant and Homeless students by providing additional opportunities to connect with families.|PUC LCA is in constant communication with families around specific student goals and needs via student-led conferences, one to one conferences, and family nights.  During these times student data is shared with families. The data is used to create actionable steps that families can work with teachers around to target specific needs.  Whole group sessions (in both Spanish and English) walk stakeholders through the data ensuring understanding and building investment around a culture of continual growth and improvement.|Continue to hear parent’s voice to support student outcomes.|To improve engagement of underrepresented families the school will provide parent classes that will dive deeper into having parents understand those rights and how to best advocate for their children, especially to our English Learners and Immigrant parents.|PUC LCA has both a PAC/ELAC committee and meets at least 4 times yearly. During these meetings the LCAP and its goals are discussed and plans/ actionable steps are created to ensure that funds are spent appropriately.  Parents are also given the opportunity to provide input around how to best target subgroup needs.|A growth area would be finding more opportunities for families (especially our Continue to invite our families to our monthly Coffee with the Administrators and family nights.|The school will improve engagement of underrepresented families by inviting underrepresented families to our PAC and ELAC meetings.  In addition, encouraging families of students with special needs to attend the PUC Special Education Parent Advisory Committee quarterly meeting.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-05|2025
19647330102483|N.E.W. Academy Canoga Park|3|The School Site Council (SSC) and English Learner Advisory Council (ELAC), composed of parents and staff, meet monthly to discuss data and provide input on plan development. Coffee with the Principal is held monthly, where parents hear about school information, opportunities, and ask questions. Our board meets monthly as a public hearing with the opportunity for public comment and we also have Town hall meetings twice a year to garner more feedback. We promote parent participation in public meetings and public hearings through emails, phone calls, website, and agenda posting. Meetings are conducted via video conference and in-person, and have telephone call-in access. We provide translation as needed. Our teachers are able to provide feedback during regular staff meetings and surveys. As well as the principals, administrators, and other school personnel at their various weekly or monthly department meetings. Student surveys were/are conducted and informal classroom discussions with students regarding their experience, perspectives, and needs were/are performed. Teachers share the results of student feedback from these discussions with school leadership to inform plans.|We will continue to focus on providing support and resources for our families in regards to Health, Mental Health, Financial Literacy and Language in order to further strengthen our partnership. We are continuing to increase leadership opportunities for parents so that they can be excellent academic partners in supporting their students.|We will improve engagement of underrepresented families by surveying them to ensure we are meeting their needs.  We want to ensure that we have a robust parent advocate office that assists in strengthening communication and engagement with parents.  We will continue to provide a welcoming atmosphere so that parents feel they are true partners.  We will also provide opportunities for parents to provide leadership roles in school forums.  NACP is also going to invest more in CABE and ELAC Conferences so that those participating parents can share their knowledge with the rest of the parent community.|NACP has a yearly school calendar that includes a family engagement focus designed to provide numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These ongoing events include Meet the Teacher, Back To School Night, Success Award Celebrations, Coffee with the Principals, Fall Festival, Parent Conferences, Thanksgiving Feast, Winter Concert, Open House Art Show, Spring Extravaganza, SSPT meetings, IEP meetings, Parent Center events, cultural celebrations and more.|We will continue to focus on involving families, businesses, and local community leaders in school events and celebrations.|We will continue to focus on celebrating diversity in our school community in order to create an environment where students want to come to school.  We would also like to increase student government engagement.|NACP has established procedures for shared decision-making. We have a School Site Council, English Learner Advisory Committee, hold Coffee with the Principal meetings, hold weekly staff meetings, and various other staff committee meetings, and provide an annual staff, parent, and student survey regarding the school environment.|We will continue to focus on seeking feedback from our parents and families as it relates to how they may best share in the decision-making.|We will improve engagement of underrepresented families by identifying additional resources to address our parents and families from indigenous communities and their language needs.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
19647330102491|Dr. Theodore T. Alexander Jr. Science Center|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Dr. Theodore Alexander Science Center School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Dr. Theodore Alexander Science Center School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Dr. Theodore Alexander Science Center School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Dr. Theodore Alexander Science Center School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance. State and local funding will provide the purchase of additional support teams to provide family supports.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Dr. Theodore Alexander Science Center School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Dr. Theodore Alexander Science Center School is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-17|2025
19647330102541|New Designs Charter|3|New Designs Charter staff have built positive relationships with families and the community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, parent-teacher conferences, Coffee with the Principal, Parent Orientation, ELAC, School Site Council and Parent Workshops. The school has adapted, improved and established communication and messaging systems and infrastructure acquired and established during the COVID period to fit and work in the post-COVID era. The school also continues to develop the capacity of staff to build trusting and respectful relationships with families through professional development that emphasizes the importance of parents in the education process.|New Designs is focused on learning more about their families, their strengths, needs, cultures, languages and goals with the aim of enhancing connectedness amongst the families. Our survey data also indicated that our educational partners wanted to grow a stronger sense of belonging and community within the school community. The school intends to increase opportunities for participation for all parents in all the spheres of the school’s activities from the academic to the sporting and the social.|The school intends to ensure inclusiveness, access and equity in its communications, contacts, and provision of services to all families. This guarantees that those families on the margins due to their economic, social and cultural situations are not left out but have access and are full participants in all activities of the school. Where possible, the school will provide incentives and support that encourage participation.|New Designs’ strength is in building partnerships for positive student and family outcomes. Our LCAP goal # 2 focuses on not only showing growth toward meeting or exceeding standards but also preparing them to pursue their college and/or career goals. The school has recognized the importance of social emotional health as a critical equation in academic performance and has added counsellors who have created an effective and supportive educational environment as well as boosted timeliness of interventions. Professional development in core curriculum and English Learner Development continues to foster improvement-oriented mindsets among staff.  Our school meets with all families prior to the start of the school year during parent/student orientation, and during the school in parent/teacher conferences and back-to-school nights. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes.|A focus area for improvement is providing professional learning and support to teachers and school leadership to improve the school’s capacity to partner with families and to support families to understand and exercise their legal rights and advocate for their children. Our experience has shown participation in school-wide meetings (forums) and surveys tapering from the high levels achieved during the pandemic. We see a need to boost parent participation in all activities open to parents. We have also gathered from our data a need to improve the liaison and prominence of our partnerships with local colleges with ultimate goals of expanding enrollment and choices of college credit classes for our students.|The school will ensure inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins have access and are full participants in all activities of the school. This will come in the form of incentives and support that remove barriers to participation. Survey inputs from marginalized families will direct the creation of strategies to enhance their engagement.|New Designs seeks and promotes meaningful partnerships with parents and other stakeholders using a variety of platforms and means. General zoom meetings (town halls), surveys, newsletters, School Site Council meetings, ELAC, LCAP related meetings, Coffees with the principal, Open Board meetings and school updates via the school webpage, newsletters and BlackBoard are all used to engage, receive, and provide updates to parents and other stakeholders.|To improve partner input in decision-making, New Designs utilizes an array of strategies learned over time and that have proved to be successful. The LCAP provides a broad frame for areas of focus for inputs by parents and stakeholders. However, the LCAP information can be dense and technical, and we have learned to keep the information simple, digestible and communicable to increase responses and participation. One such specific area within the LCAP process is participation in the Budget Overview for Parents and the general partner engagement sessions focused on progress on the LCAP goals.                                                                                   Our data has also pointed to a need for increasing staff and student voices in the decision-making process.|To enhance family engagement and participation of underrepresented families the school will engage in outreach to provide incentives and remove or ease barriers that usually prevent such families from participating in the school’s decision-making process. The school will focus on such areas as providing translations, designating staff to work with families in need and encouraging such families to fully participate in school activities including ELAC, School Site Councils and any other school improvement bodies or forums|5|5|5|5|5|4|5|5|4|4|4|4|Met||2025-06-07|2025
19647330106351|Ivy Academia|3|Ivy Academia believes in community and connection between families and staff. Parents and caregivers are encouraged to stay engaged by regularly checking in with teachers about their child's progress. The school fosters parent/guardian involvement through multiple avenues, including School Site Council and ELAC meetings, which provide opportunities for collaboration and input.  According to a recent parent survey, 83% of respondents agree that teachers communicate regularly with families and 77% feel that school staff take their concerns seriously-reflecting a culture of open communication and mutual respect.|Our area of focus is to increase parent/guardian participation in educational partner input opportunities by expanding on-site engagement activities. While nearly 90% of families attend student performances, there is a need to boost involvement in key-decision making forums such as School Site Council, English Language Advisory Committee, and during Local Control and Accountability Plan input meetings.  To address this, we plan to strengthen outreach efforts and create more accessible opportunities for families to contribute meaningfully to the school's planning and involvement process.|In order to reach a greater number of underrepresented families, we plan to do more hard copy notifications and continue to try to engage families by announcing opportunities more frequently and at the conclusion of student performances.|Most families have indicated an awareness of our Parent/Guardian group, however few attend. New board members have additional plans to expand participation.|Providing Zoom and surveying parents about preferable times for these meetings aim to improve participation.|Parent/guardian involvement is to be included at every IEP meeting and we have secured a contracted provider to provide translation in all family languages.|90% of our educational partners agree that teachers are responsive to to students' social and emotional needs, and 80% feel that school staff demonstrate a strong sense of responsibility for school improvement.|We need to reach a greater number of families.|We plan to continue our Principal's Coffee meetings scheduled at student drop-off. Staff will continue to have a minimum of one meeting per month to offer input and suggestions regarding the educational program and overall functioning of the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-13|2025
19647330106427|Synergy Charter Academy|3|Parent survey data from the 2025 California Healthy Kids Survey indicates nearly all parents feel treated with respect by school staff (99%), receive prompt responses from the school to parent phone calls, messages, and e-mails (97%), and that the school communicates the importance of respecting different cultural beliefs and practices (97%).  The school-wide use of Class Dojo is the most frequently used and farthest-reaching communication tool that helps Synergy Charter Academy build and maintain strong relationships with its families. Parents also engage with administration and other staff members before morning assembly and at afternoon dismissal, and parent come on campus twice per year for Parent/Teacher Conferences, which parents have noted as a highlight.|SCA will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. Over the past year, parent meetings took place both virtually and in-person. However, families were also welcomed on campus for events, such as Coffee with the Principal and Family Art Night.|Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus, including parent conferences.|Parent survey data indicated that the vast majority (92%) of parents feel that the school encourages them to be an active partner in educating their child.  Teachers post information on their Dojo pages about what students are learning and working on in class, offer suggestions for parent support at home and also post student achievements. Our intervention teacher actively seeks parent involvement in helping their children use the Seesaw app to record themselves reading each night, which is then sent directly to the teacher.|Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to seek out and provide parent education workshops, such as Padres Comprometidos, to provide parents with training regarding educational rights and advocacy for their students and all students.|Synergy will continue to seek input and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.|Parent survey data indicated that 90% of parents feel that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.  Parent are given opportunities to be elected members of our School Operations and English Language Advisory Committees. They can also attend any of these meetings as a member of the public. There are also informational meetings throughout the year that parents may attend, which will help them in the decision-making process. Some of the meeting topics may include: Title I, After School All-Stars’ care as well as Summer and school year ELOP enrichment opportunities.|Parent survey data indicated that 90% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at the school and organizational levels.|While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels.|5|5|5|5|4|5|4|4|5|5|4|4|Met||2025-06-14|2025
19647330106831|Animo Venice Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330106849|Animo Pat Brown|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|3|At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 99% of our families responded postively in questions regarding Family Engagement at the school, and 98% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99.5% of Parents and 99.5% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 98.5% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330106872|Bert Corona Charter|3|"OUR SURVEY DATA STRENGTHS:  Families: Relationships (93% positive); Communications & Feedback (94% positive); Resources (93% positive) Staff: The highest-rated core survey question was ""I feel comfortable speaking honestly to families about their child's progress."" This question is part of the Relationships measure which overall was 82% positive.  As a charter school intentionally designed to be small, we view the relationship between the school and home as essential to student success academically, socially, and emotionally, during the most challenging time in a person’s development. With class sizes of up to 27 students, teachers are expected to develop positive relationships with students and families. Through regular communication with parents/guardians, our teachers seek to partner with families and create a bond based on mutual trust and respect. Parents are welcome to contact teachers regarding their child’s progress. The administrative teams described above are often involved with families to create a system of support for the student. Additionally, twice per year we hold six days of in-person parent conferencing with teachers to discuss student progress. Annually, the school holds a variety of cultural events representative of the ethnic and cultural backgrounds of our entire learning community. These events are intentionally integrated into our planning calendar each year to demonstrate respect for the various backgrounds of students, families and staff. Over the years, they have become traditions, and the staff fully engages with students to understand the significance not only to the school but to the larger global context. We also value parent involvement in our school– it helps their children understand their family values the school/education, and serves as a source of pride when students see their parents on campus or participating in the school. It has also assisted in integrating new immigrants to the area by serving as a vehicle for parents to establish relationships with each other. We have been fortunate to have several parents who give their time to participate in School Advisory Council (SAC)/English Learner Advisory Committee (ELAC), and English Learner Parent Advisory Committee (EL-PAC), all of which have input and review our Local Control and Accountability Plan (LCAP). Highly involved parents have been our most important community ambassadors as they spread the word about the welcoming environment for parent voice and partnership at the school."|"The Youth Truth Survey “Relationships” Theme questions aligned to building relationships seek to gauge different aspects based on the stakeholder group. For the coming academic year, we will prioritize actions/activities directed to the following Youth Truth Survey ""Relationships"" items: • Families: Engagement, School Safety • Teachers/Staff: Engagement, Culture, School Safety"|The LEA continues to have strong relationships with families, as evidence, in parent participation rates in student-led parent conferences, parent workshops, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social emotional, cultural needs, for our school community. The school should continue to provide access and communication between all educational partners.|The pre-service professional development in Summer 2024 included multiple sessions using materials from Relay Graduate School of Education. Two sessions were specific to building relationships: “Harnessing Identity to Build Trust” and “Deepening Connections with Families & Students.” Teachers are supported throughout the year through professional development building from the regular instructional coaching they receive from the Coordinator of Instruction. The Coordinators of Culture & Climate as well as the Community Schools Teams, regularly collaborate with administration to design relevant professional development for teachers to address PBIS implementation and MTSS. The school also has six days dedicated to individual teacher conferencing with parents (3 fall/3 spring). The average parent attendance for the school for the dedicated parent conferences over the current year exceeded 70%. We maintain a section on the school website with resources for parents to assist the continuity of student learning at home, including direct links to various digital platforms. All of our curricula are digital and posted in Google Classroom for ease of student access at home, and available for parents to monitor at home. Parents also receive regular communications from teachers about the academic progress of their child; and parents receive a login to Infinite Campus so they can view student academic marks at any time. Teachers are available for conferencing by appointment throughout the year. For special student populations, we have events and committees targeted to their needs. For example, we annually host SpEd Meet ‘n Greets for both fall and spring semesters to better engage the parents of these students who may have gone “unseen” in their prior educational setting. This is aimed at ensuring parents that we are here to partner with them for their child’s success in alignment with their IEPs. Additionally, our ELAC/EL-PAC holds meetings aligned to data timelines to discuss the specific needs of the English learner population. Our Board of Directors annually evaluates our parent involvement policy as a Title I school, and makes revisions accordingly. The SAC/PAC maintains the responsibilities of monitoring our Title I interventions. All parents are welcome to attend the meetings during the academic year and provide input on the program as it pertains to the performance of both our socioeconomically disadvantaged students and those in danger of not meeting standards. OUR SURVEY DATA STRENGTHS Youth Truth Engagement Theme • Families: Resources overall theme was 93% positive|The Youth Truth Survey Engagement Theme questions aligned to building partnerships for student outcomes seek to gauge different aspects based on the educational partner group. • Families: Engagement • Teachers/Staff: Culture, Professional Development & Support|"Continue Parent Conference Days (6 days/year); increase parent engagement/attendance at schoolwide events; hold Fall & Spring SpEd events; set expectations for teacher communication ""touch-points"" about student progress; MTSS process."|As a small charter school, we seek to involve parents and other community members in providing input for decisions that impact the school. The current charter petition describes the formal governance structure of the organization. Our Board encourages and expects the leadership to provide multiple opportunities to families and staff to engage in discussions to inform site-level decision making, and feedback to the Board on issues faced by the school. All families and staff have opportunities to provide input on plans for school improvement, such as the LCAP and event planning. While families are encouraged to participate in local governing board meetings and site-based committees, we know that these opportunities may be at inconvenient times. To address this, we hold monthly Café con los directores (Coffee with the Principal) as an informal setting for parents/families to share their thoughts on a wide range of issues and to raise concerns that require addressing by the administration. Throughout the year, the school holds workshops geared to parents on supporting their child’s learning, emotional well-being and wellness, bullying prevention, social media, college awareness, and readiness, among other topics. We maintain an “open door” policy for parents and staff to speak with the Executive Administrator about any concerns they may have related to the school and/or their child. Parents often use the open-door policy to meet with the executive administrator and other members of the administrative team.  2025 Youth Truth Survey of Families questions on engagement: Overall Engagement Summary Measure is 4.19 which describes the degree to which families are engaged in their school and empowered to influence decision making. • Parents/family members are included in planning school activities (Overall 83% positive, 4.20 rating) • I feel engaged with my school. (Overall 82% positive, 4.13 rating) • I feel represented by parent/family groups at my school. (Overall 81% positive, 4.17 rating) • I feel empowered to play a meaningful role in decision-making at my school. (Overall 77% positive. 4.09 rating) • I feel informed about important decisions regarding my school (Overall 88% positive, 4.32 rating)|While the data analysis from families and staff do not demonstrate a “need,” we continue to develop the capacity of our families and staff in participating in the various committees and engaging with our Board of Directors on policies/procedures and strategic planning that impact students, families and staff.|Maintain accurate engagement activity calendar on the website; upcoming events/reminder SIS-programmed calls, emails and text messages; backpack letters|5|5|5|5|5|5|5|5|4|4|5|5|Met||2025-06-30|2025
19647330107755|Port of Los Angeles High|3|POLAHS Qualtrics yearly Educational Partner surveys were launched in January 2025 and garnered the following response rates: Student Survey: 858 participants (96%) Staff Survey: 87 participants  (96%) Parent Survey: 170 participants (21%)  Survey incentives were successfully implemented to increase student and parent survey participation, which provided a more in depth understanding of student and family needs and attitudes regarding the school. Surveys were also provided in families´ preferred language.   POLAHS continues to innovate opportunities to build robust partnerships between staff and families, and connection between students, in order to improve student engagement and outcomes. In an effort to provide a welcoming environment for all families, POLAHS utilizes multiple methods of communication and technology for parent engagement that engage in each family´s preferred language of communication. These methods include in-person meetings and committees like Freshmen Welcoming meetings for new families, Back to School Night and Parent Teacher Conferences with translators, Cafe and Charla meetings presented in Spanish and covering topics on student academic planning and school decision making. Additionally the use of technology like Parent Square, which translates messaging and information shared to the family´s preferred language for communication, allows for timely connection between families and faculty.  Parent Square connects over 90% of our school community to faculty and staff; this ensures that families are kept involved and aware of school matters.   In an effort to improve family engagement, the Parent Advisory Committee (PAC) has provided feedback and review of school policies, LCAP goals, accountability reports. Additional committees like the English Learner Advisory Committee, Student Well-Being Committee have also offered opportunities for families and students to engage in shared decision making and feedback on school planning and policies.|POLAHS actively seeks new ways to improve parent participation throughout the school community. POLAHS will provide opportunities for parent engagement through Coffee with the Principal and Cafe y Charla events. Cafe y Charla events are designed for spanish-speaking families. We will continue to focus on ways to increase parent participation and foster a stronger relationship between school staff and families. We strive to look at different ways to increase the effectiveness of our parent/teacher communication. Collaboration meetings continued to focus on increasing outreach to parents regarding student progress, and dialogue with parents/guardians regarding academic planning and post-secondary goals. Teachers continue with phone calls home not only to inform families about missing assignments and grades, but also to give praise when students are doing well.|POLAHS continues use of translation services and translated materials when communicating with parents/guardians. The English Learner Coordinator and SpEd Department provide professional development for teachers to better support EL and SpEd students, while also connecting with their families. POLAHS full -time Social Emotional Counselor provides Tier I social emotional wellness workshops and information for our students as well as providing much needed resources to our families through community resources provided in home languages. POLAHS has also partnered with Care Solace, who provides assistance to families who need health services. The Behavior Intervention Specialist and Attendance Clerk provide Tier III emotional wellness support, communication to parents regarding student behavior and attendance for students who have disciplinary issues or have been identified as chronically absent.|POLAHS continues to implement various ways to build partnerships and provide avenues for feedback with our families in order to support student outcomes. POLAHS´s accountability newsletter Bear Tracks, Coffee with the Principal, and Cafe and Charla, are utilized  to disseminate information and offer a place for families to engage with school staff on school issues and decision making. POLAHS´s Parent Liaison and monthly school calendar, posted through parent square and printed shared with students to take home, help disseminate information about upcoming academic, social, and sporting events on and off campus. Parents are invited to participate in Parents of POLAHS Students (POPS), school committees and stakeholder groups to provide feedback. Because of this 92% of parents reported they are kept well-informed about school activities in the yearly survey. POLAHS Counseling Department including four Academic Counselors, a CTE and Career Counselor, and a Social Emotional Counselor, provides oning academic guidance and postsecondary planning for students and families, along with information on student mental health. Partnerships with Boys and Girls Club’s College Bound program offers students the opportunity to receive additional academic mentoring and college planning. Use of technology like Parent Square allows teachers and counselors to quickly communicate with parents in their preferred language, and the four year Academic Plans on Aeries allow parents to engage with their student and the school in planning for their student´s postsecondary goals. These tools have helped families to feel engaged; when surveyed, 82% of parents report POLAHS encourages them to be an active partner with the school in educating their child and 84% of parents feel teachers communicate with parents about what students are expected to learn. Additionally, POLAHS offers events like First Thursday at Pixels, the annual CTE Showcase, and VAPA Senior Showcase for parents and the community to connect socially while also offering students the ability to highlight what they are learning in their the visual and performing art classes, including Graphic Design, Photography, Advanced Art, Drama, and Film courses. These showcases give students the opportunity to show what they have learned to their families and provide them the opportunity to cultivate pride in what they have accomplished.|Based on Educational Partner input, POLAHS launched one-week summer enrichment courses that provide opportunities for students to collaborate with their peers in high interest, low stakes programming involving topics like: robotics, acting, and fashion.|POLAHS uses multiple platforms including Parent Square to provide direct messaging posting on the school´s website, and social media to share the monthly accountability newsletter, Bear Tracks.Throughout the year POLAHS offers multiple Cafe and Charla meetings for families with EL students and Spanish speaking families. These meetings offer families the ability to connect with each other and various school personnel as they learn skills and information to help them support their students. Meetings have covered topics from student mental health and wellness, college exploration and application process, and sharing student outcome data from State and local reports. Feedback from the English Learner Advisory Committee identified a Spanish speaking Math tutor as a potential need that would help improve student learning. The SpEd Department offers parent meetings by student grade level where families can support their students academically in the upcoming year along with how to support their student. These meetings provide families the ability to help build skills and knowledge that will help them provide support for their student at home.|POLAHS values educational partner feedback as a way to build stronger relationships within the school community. POLAHS has increased its opportunities to attend meetings in which decision making is discussed. POLAHS offers various committee meetings for seeking input for decision making including: Educational Partner Surveying, Coffee with the Principal, School Site Council, Student Well-being Committee, LCAP shares, and Finance Committee meetings.|POLAHS´s yearly parent survey, provided in both English and Spanish,  was shared electronically through Parent Square and a printed QR code that provided access to the survey was mailed home. Student incentives were provided, like offering students free dress outside of their uniform, were offered the grade level class that had the most parent participation in the hopes that this might encourage parent engagement. This did help, but parent engagement in surveys continues to be identified as a need.  POLAHS will continue recruitment efforts to increase parent participation in the various committees on campus including: School Site Council, Parents of POLAHS Students (POPS) and ELAC, as well as improve attendance at the meetings.|POLAHS will continue to seek ways to engage underrepresented families through offering ELAC meetings, involvement in committee meetings like School Site Council, SpEd meeting, and Parents of POLAHS Students (POPS) to provide avenues for families to offer feedback and participate in building skills and knowledge that support student success, shared decision making. POLAHs will continue to examine unique and varied opportunities to communicate and engage parents, especially underrepresented families in order to strengthen relationships that support student engagement.|4|5|3|3|3|4|4|5|3|3|4|4|Met||2025-06-11|2025
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|3|CHAMPS has increased the number of bilingual support providers, including counseling and support staff, in order to ensure families have equal access to information and feel welcome upon entering campus.  Attendance rates have improved since the hiring of full-time Attendance Counselor who is bilingual.  The school's increase in counseling services and referrals to local health services have resulted in more families viewing the school as a supportive partner who welcomes them.|CHAMPS continues to work to create additional opportunities for family engagement in school decision making via SSC and ELAC. While parents are present on campus often for performances and events, consistent participation in decision-making has been challenging. We look to improve these numbers via additional outreach and personalized communication.  In addition, CHAMPS continues to work to support effective and regular communication between faculty and families regarding student academic progress.|Underrepresented families have increased their attendance at performances and on-campus student arts events. We look to increase their engagement with faculty and counseling staff via ongoing outreach and professional development for staff regarding culturally responsive approaches to communication and teaching. In addition, we continue to work to improve survey response rates from all families.|CHAMPS' counseling staff provides a strong social-emotional and academic program for student and family support. In addition, families are regularly on campus for performances and are therefore generally comfortable with the school's venues and facility.|The primary focus area is facilitating continuous faculty outreach to families regarding student progress.|CHAMPS has increased bilingual support staff so that all have regular access to information|SSC and ELAC, as well as surveys, are the primary avenues for formal partner input.  Informal input occurs regularly at on-campus events which are primarily arts related.|CHAMPS looks to improve survey distribution and participation in order to capture more robust feedback from all families.|Continuous outreach, in the home language, is critical.  In addition, developing additional opportunities for engagement beyond performances and arts events, is a focus.  These include coffees with counselors, administrators, etc., at various times of the day (to meet the needs of working parents) where translation is provided and participation in multiple languages is welcome.|5|4|4|5|5|4|4|5|4|5|4|5|Met||2025-06-23|2025
19647330108886|Gabriella Charter|3|Our school is deeply invested in building relationships between school staff and families. We have a strong school-family communication platform, Parent Square, that helps facilitate regular updates, messaging, and schoolwide news. We have high attendance at our family conferences, back to school nights, classroom meeting nights, and more. Our staff gets to know students and families well.|One of our overarching goals is to have our curricula better reflect the experiences and backgrounds of our students. To that end, we are working to grow in our partnership with students and families so that we can bring their experiences and backgrounds into classrooms.|We are working this summer to engage and connect with underrepresented families. We are also continuing to offer a variety of times to engage in conferences and other events. We use all forms of communication, determined to figure out the best way to engage with all families, from Parent Square to calling to texting.|We view families and caregivers as our partners in educating and supporting their children. As such, we have many family-based events to share tools and strategies for learning. We communicate regularly with families in conferences, in other meetings, and via our Parent Square communication tool to provide school-wide, class-wide, and individual supports for students.|Our major focus area will be on building out specific strategies for families to use to support their scholars at home. As we build towards standards-based grading, we believe that caregivers will also understand grade-level expectations more specifically, and that understanding will also help all of us work together to support their students.|Again, we need to find new and thoughtful ways to enlist families who do not engage as frequently with us. By communicating student outcomes and grade-level expectations, we are hopeful that families will feel more empowered to support their scholars.|We use a variety of surveys, Coffee with the Principal, and Platica con el Liderazgo as spaces for families to give us feedback, share input, and otherwise help us adjust and make decisions for our school community.|We are looking to improve in the breadth of families that we are able to reach in these ways; while many families consistently engage, we have some that rarely do or have not yet.|As we continue to refine our programming, we can use opportunities like classroom meeting night, conferences, and other broader touch-points with families to try to enlist underrepresented families more frequently in giving input into decisions we make as a campus.  Our Equity Roadmap includes a Parent Empowerment Protocol that we are designed to uplift family voice in making decisions at our campus. Our shared parent coordinator will be a key player in supporting our growth in this area.|4|4|2|5|3|3|3|3|3|3|3|3|Met||2025-06-23|2025
19647330108894|Alliance Judy Ivie Burton Technology Academy High|3|At Alliance Judy Ivie Burton Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 13 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 19.01% of our scholars' families attended two or more parent engagement events this year.  In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 94% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Judy Ivie Burton Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 95% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330108910|ISANA Nascent Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we added a parent conference week in September during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2025-06-12|2025
19647330108928|Larchmont Charter|3|Larchmont Charter School conducts stakeholder surveys twice a year. Surveys from families indicate a high level of satisfaction with the school’s efforts to build strong relationships. Families appreciate the school’s transparency, responsiveness, and the genuine care shown by the staff.  There were areas that were highlighted as Larchmont’s strengths in Building Relationships Between School Staff and Families. One of these areas is family communication. Larchmont has established robust communication channels, including regular newsletters, emails, and an active online presence through its website and social media platforms. This ensures that families are consistently informed about school events, policies, and student progress. Larchmont also has the expectation of all its staff to respond to any family communication within 48 hours. Another area is the family engagement initiatives. The school organizes various events and activities aimed at engaging families, such as weekly assemblies that families can attend, back-to-school nights, parent-teacher conferences, community events such as the World Fair, and family workshops like Math Night. These events provide opportunities for families to connect with teachers and administrators.  There were areas that we also continue to progress in. There has been a notable increase in parent participation in school events and decision-making processes. Larchmont actively involves parents in advisory councils and committees, giving them a voice in school governance and policy development. The school has made progress in creating a culturally responsive environment that respects and values the diverse backgrounds of its students and families. Efforts to celebrate cultural diversity and include all families in school activities have strengthened community bonds. Larchmont has improved support services for families, including providing resources for those facing challenges such as mental health needs. Through the launching of Care Solace services, families feel more supported by the school.  In summary, Larchmont Charter School's stakeholder surveys highlight its strengths in maintaining active communication and engaging families through various initiatives. Progress has been made in increasing parent participation, fostering cultural inclusivity, enhancing support services, and receiving positive feedback from families. These efforts collectively contribute to stronger relationships between school staff and families.|Larchmont Charter School is committed to continuously monitoring and evaluating its efforts to improve family engagement. This involves setting clear goals, tracking progress, and making data-driven adjustments to strategies and programs. The school aims to establish more robust mechanisms for collecting and acting on feedback from families. This includes surveys, focus groups, and advisory councils that provide parents with a voice in school governance and decision-making. Larchmont is also focused on continuous training of staff to be culturally competent and responsive. This involves understanding and respecting the diverse cultural backgrounds of students and their families, which helps in building trust and fostering stronger relationships.|Larchmont aims to improve the engagement of underrepresented families by focusing on building strong, positive relationships between school staff and families. Larchmont Charter School continues to enhance communication efforts to ensure that information is accessible and comprehensible to all families. This includes providing translations of all school communications and holding multilingual meetings, as applicable, to reach a wider audience. The school will increase outreach efforts to connect with underrepresented families. This includes hosting community events, workshops, and informational sessions to build trust and rapport. The school will build on organizing more culturally relevant activities and events that celebrate the diverse backgrounds of its student body. These events will provide opportunities for families to connect with the school community and with each other, fostering a sense of belonging and inclusion. Larchmont will offer workshops and training sessions for parents to help them support their children’s education at home. Topics may include understanding the curriculum, effective communication with teachers, and strategies for supporting academic success. These sessions will be designed to be accessible and relevant to the needs of underrepresented families. The school will implement feedback mechanisms to ensure that the voices of underrepresented families are heard and valued. This includes regular surveys, focus groups, and forums where families can share their experiences, concerns, and suggestions. The feedback gathered will be used to inform and improve school policies and practices. By implementing these strategies, Larchmont Charter School aims to create a more inclusive and supportive environment for all families, with a particular focus on engaging those who have been historically underrepresented.|Larchmont has successfully engaged a diverse range of educational partners, including parents, local organizations, and community stakeholders. This engagement has fostered a collaborative environment where all parties are invested in the success of students. The partnerships have led to a stronger focus on student-centered practices. Educational partners have contributed to the development and implementation of programs that address the holistic needs of students, including academic support, mental health services, and extracurricular activities. Collaboration with educational partners has enhanced professional development opportunities for teachers. Partners have provided resources, training, and support that help educators implement innovative teaching strategies and improve student outcomes. Larchmont's efforts in building partnerships have contributed to a positive school climate. Strong relationships between staff, students, and families have created an inclusive and supportive environment that promotes student well-being and academic success. Input from educational partners has informed more effective allocation of resources. This has resulted in targeted interventions and support services that address the specific needs of students, particularly those from underrepresented and underserved communities.  Throughout the school year, Larchmont has organized targeted events such as schoolwide literacy and math nights, back-to-school nights, open houses, coffee with the principal, and Site Council gatherings.|Larchmont has shown a commitment to continuous improvement by regularly evaluating the effectiveness of its partnerships and making necessary adjustments. Feedback from educational partners is used to refine strategies and ensure that they are meeting the evolving needs of students. We continue to focus on our school academic alignment for TK-12th grade.|Larchmont Charter will ensure targeted messaging to underrepresented families to foster more active engagement. Information and resources on student outcomes will be available for families to access. Larchmont continues to increase the utilization of ParentSquare and provide alternative documentation to families who don’t have digital access.  Larchmont continues to enhance its outreach efforts to underrepresented families by using targeted communication strategies. This includes providing information in multiple languages, utilizing various communication platforms such as ParentSquare, and ensuring that all materials are culturally relevant and accessible. The school will leverage technology to improve engagement with underrepresented families. This includes using online platforms for virtual meetings, creating digital newsletters, and developing a user-friendly website with resources and information in multiple languages, as applicable.|Larchmont has established inclusive and transparent decision-making processes that actively involve educational partners, including parents, teachers, students, and community members. This ensures diverse perspectives are considered, fostering a sense of shared ownership and commitment to the school’s goals. The school has implemented regular and structured feedback mechanisms such as surveys and focus groups. These platforms provide stakeholders with consistent opportunities to share their views and contribute to the decision-making process. Larchmont has established strong advisory committees, such as the School Site Council that include representatives from various stakeholder groups. This committee plays a crucial role in guiding school policies, programs, and initiatives, ensuring that decisions are informed by a broad range of insights and expertise. The school effectively uses local data to inform its decision-making processes. This data is presented to the Larchmont Board and all stakeholders. By analyzing academic performance, attendance rates, and other key metrics, Larchmont ensures that decisions are based on accurate and relevant information, addressing the specific needs of the school community. Also, the leadership at Larchmont demonstrates responsiveness and adaptability in addressing feedback from educational partners. This includes being open to new ideas, making adjustments based on stakeholder input, and continuously seeking ways to improve the decision-making process.|Larchmont is committed to continuous improvement in its decision-making processes. The school regularly reviews and evaluates the effectiveness of its feedback mechanisms and makes necessary adjustments to better meet the needs of its stakeholders.|Larchmont continues to enhance its communication strategies to ensure underrepresented families are well-informed and able to participate in decision-making. This includes providing information in multiple languages, using various communication platforms (emails, texts, phone calls), and ensuring that materials are culturally relevant and accessible. The school will ensure that underrepresented families are represented on advisory committees and councils. By actively recruiting and involving these families, Larchmont can ensure their perspectives are included in shaping school policies and programs. To accommodate the schedules and needs of underrepresented families, Larchmont will offer flexible meeting times and locations. This may include virtual meetings and evening sessions. Larchmont will provide workshops and training sessions for underrepresented families to empower them with the knowledge and skills needed to engage in decision-making. Topics may include understanding the school’s governance structure, effective communication strategies, and how to advocate for their children’s needs. The school will use personalized invitations and follow-up communications to encourage participation from underrepresented families. This personal touch can help families feel valued and more willing to engage in the decision-making process.|5|5|5|5|5|5|5|5|4|5|5|5|Met||2025-06-03|2025
19647330108936|Alliance Collins Family College-Ready High|3|At Alliance Collins Family College-Ready High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 15.26% of our scholars' families attended two or more parent engagement events this year.  In addition, 100% of our families responded postively in questions regarding Family Engagement at the school, and 100% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 100% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Collins Family College-Ready High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 100% of Parents and 100% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 100% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 100% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 100% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330109884|James Jordan Middle|3|Our staff has intentionally built strong relationships with students and families, and in the most recent year, 100% of our students received positive, public recognition from our staff. Teachers are supportive of students and our community recognizes that. We are proud that our yearly surveys this year reveal how strong those relationships are. This year, 97% of families said that teachers want students to do well. Our school also regularly communicates with families when students are struggling academically, and those outreach efforts have been important for building relationships. This year, 100% of students with an NC quarter grade either had a parent conference with a teacher or administrator at our school or had at least three attempts to set that conference up. Our environment is a welcoming one as evidenced by 58% of our families attending our Welcome Breakfast this year and more than 200 parents attending our general parent meetings monthly. Our quarterly Coffee with the Administrators events and Parent Nights have been especially well-received, and those informal opportunities to build relationships with families have been some of the most successful staff-family events we’ve enjoyed this year. Our families appreciate being involved in the school community and often share how much they value our ability to attract and seek input from families.|Our families want us to stay in regular communication with them, especially when their child might begin to slip through the cracks, and since they’ve asked us to prioritize communication, they’ve asked us to keep them better informed, especially about academic performance and attendance issues. We are focusing on reaching out via text and phone messages when students are missing homework assignments, offering a Work Habits Advisory for teachers to support students who are struggling in their classes, and contacting families with attendance concerns. We want to be able to share specific data with families, so our attendance tracking spreadsheet has been revised so we can share how many instructional minutes students are missing, regardless of if they miss full days or simply leave school early.|We want our school to be safe for all students, and our parent survey results show we have created a space that 98% of parents agree is as safe as or safer than other schools. Other families have asked for assistance with parenting strategies, so we offered Parent and Student Workshops. One important workshop that was particularly well-received because it was focused on supporting students and encouraging their success was one that taught about 40 parents how to access their child’s grades, communicate with teachers, and how to prepare their student to meet the requirements of our promotion policy. We’ve also intentionally built relationships with community organizations who can offer mental health service opportunities for families in off-campus settings. We know how important mental health services are for our families, but we also know that accessing services is not always easy or affordable, so we participate in the Children Youth and Behavioral Health Initiative, a grant program that provides reimbursement for providing mental health services for non-IEP students as well as for helping us improve our counseling center on the campus.|On this year’s student survey, 94% of students said that teachers want students to do well, and those strong relationships strengthen our staff’s ability to positively support students who are struggling academically or behaviorally. Our students know that our staff cares about their success, so the systems and incentives we’ve put in place to positively reward academic and behavioral progress have been especially effective. The Dean’s List as well as rewards that celebrate attendance, homework completion, demonstrating prosocial behavior in peer interactions, tutoring attendance (asking and getting help), and accruing merits for academic/social behaviors have all been effective supporting and encouraging students to be successful. Our students know we look to celebrate them often, and 100% of students received positive, public recognition this year. Our partnerships with students are so strong, and our students feel so successful, 100% of students indicated, for the second year in a row, they plan to return to our school next year.|Students and staff agree that additional mental health supports are needed to help students with anxiety, depression, and drug use. We commit resources to supporting the mental health of our students because we know those supports will help us build partnerships and ultimately improve student outcomes. Next year, we will offer an advisory for students who have experienced trauma, and that advisory will be led by our mental health staff. We have also bolstered our partnerships with community agencies who can help us meet our students’ needs both via in-school services and by accessing services for themselves or their families in the community.|The school continues to actively work toward eliminating racism on campus to address the needs of the small percentage of African American families who feel uncomfortable with the racism their students encounter. The school’s principal has had individual meetings with the few families who have encountered that racism, and we’ve addressed hate language and bullying in parent workshops. Our families took those messages seriously and we’ve noticed a significant drop in the reported use of hate language on campus and online bullying on and off campus. We actively encourage families to access mental health supports off campus when they can, pointing them to community partners who can provide services.|Families know we actively encourage them to share their ideas and perspectives with the school, and more than 200 parents show up to our monthly general meetings. We use those meetings to seek input from our community, but we also host informal Coffee with the Administrators meetings where, for up to 90 minutes, parents meet with school leaders and share input about the school.|Our monthly parent meetings have been powerful opportunities for families to hear about our school’s efforts, but they can be intimidating, large meetings where some parents might feel uncomfortable sharing ideas, so our Parent Nights and Coffee with the Administrator gatherings exist to create space for families to meet with staff and leaders to share input and feedback in a smaller, more informal setting. Our parents have asked us to continue offering these events, perhaps even more often, so we are focused on providing informal, small-group events for families to meet and share input with us regularly.|The strengths and needs apply to all the families.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
19647330109934|Our Community Charter|3|Families were welcomed by grade level playdates or summer outings prior to the first day of school.  Additionally, we host a Meet and Greet prior to the first day of school where families meet teachers and visit classrooms.  Next, there are additional activities or events that are hosted by our school such as: The Welcome Back Pancake Breakfast, Back To School Night, Legacy Fest, Kids Dash, Big Night Out, Spring Faire, monthly student led assemblies, middle school dance and Panda Partner playdates.  Parents were invited to attend Family Conferences in the Fall and student led conferences in the Spring. Family Conferences are where in collaboration academic and social emotional goals are established for the year.  Student Led Conferences are where students lead parents through curriculum, activities and projects they completed through the year. Conferences are a big part of our mission because students are involved and empowered to participate in their own education and goal setting.  These are opportunities to connect with the teacher about their child's progress and goals in class.  Parents were invited to participate in various opportunities including Parent Orientation Meetings, Special Education Transition Task Force, Special Education Transition Updates, Equity Task Force, School Site Council, Parent Education Nights, class presentations and school performances. The school also had many more meetings and opportunities for parents to ask questions, get answers, and share feedback by utilizing our school app, Parentsquare.  Parentsquare is used by all to share information and learn what is happening at school. This app is able to translate information into a variety of language and is self selected by the user.|OCS plans to continue parent education resources in the areas of attendance/chronic absenteeism, bullying, culturally responsive teaching and learning strategies, and parent/education in relation to awareness in technology and social media.|OCS continues to work on including underrepresented families with all events and activities with staff and families. The Equity Task Force and Panda Partner Organization developed specific goals to support underrepresented families.  We will continue to strengthen this area and continue to build relationships to help reach all families.|Our Community School (OCS) knows that parent engagement and input are essential to the success of our school.  In 2005, a group of  parents, teachers, and administrators that wanted a new and different educational experience for their children founded OCS.  Today, OCS constantly seeks parent input through various means.  OCS collaborates with our Parent-Teacher-Student Organization to create many wonderful community-building events.  These events are open to all families where staff and administration are present to interact and get to know each other better.  It is essential that all families feel welcome and safe at Our Community School. Our Family Conferences and Student Led Conferences ensure that all students are seen and heard and have access to quality education as they continue to work on their goals.  Our Community School uses Responsive Classroom during the first thirty minutes of the instructional day for students in TK-5 or during advisory class each day.  All classroom teachers use the First Six Weeks to build classroom community and norms to get to know students' interests.|OCS will continue to improve creating tools and resources to help parents engage with their children's academic progress. OCS will use Parentsquare and Smore to communicate and educate families (new and existing) on its policies and practices.  It is vital that parents and school staff build stronger partnerships, so that students will have improved outcomes.|OCS will continue to include underrepresented families with knowledge and understanding of their child's outcomes with staff and families.  Our Panda Partner Organization and our 5ht grade team work together to donate food to a local food bank as well as fill our on site food pantry for any families that may need support due to food insecurities.  Our families also utilize social media to offer or exchange gently used items. There was an increase in the number of students who qualified for free and reduced lunch. This allowed familied to have access to scholarships for before and after school care, attending field trips and more.|Our Community School continues to provide multiple opportunities for parent involvement in school life and ease of home-school communication while ensuring continued parent representation in decision-making at the school.  OCS included parent involvement at community meetings, School Site Council, and as members of committees and task force groups such as the Equity Task Force.  All parents are encouraged to run for elected positions on the School Site Council and Panda Partners (parent Organization) and to attend meetings of Board committees, Board Meetings and Panda Partners (PTO).|Our Community School administered surveys to seek input from our parent, staff and student communities.  While these surveys attracted a low participation rate, we will work to develop ways to increase overall feedback, so we can use the data to be informed and seek input to evaluate the overall state of the school. It was suggested by a few members of our community to prepare QR codes at school events to encourage families to provide feedback.  Additionally, it is important to increase visibility.|OCS plans to work on including underrepresented families when seeking feedback and input on school issues with staff and families by having more participation and feedback opportunities after each event.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2025-06-25|2025
19647330110304|Los Angeles Academy of Arts and Enterprise|3||||||||||||||||||||||Not Met|||2025
19647330111211|New Heights Charter|3|New Heights Charter School builds strong relationships with parents, guardians, and families by making the school a welcoming place, providing translation services and translated materials in all parent communications, and celebrating the diverse family cultures that are represented in our student population. For the past two years, the school conduced an asset and needs assessment process as part of our Community Schools initiative which provided opportunities for school staff and families to engage in new ways through multi-stakeholder team-building events and outdoor hikes. In addition, each year, the school conducts a survey to get parent feedback on how we are doing in building relationships.  The following questions were asked as part of an end-year parent survey. The percentages of parents who replied with positive and strongly positive feedback are listed here:  •	I feel a sense of belonging with my child's school community: 98% •	The school is welcoming to parents: 98% •	The school communicates well with people from my culture: 95% •	I am sure about the ways I can communicate with the school: 93% •	I believe the teachers respect the children at the school: 91%.|One focus area for improvement is to increase the number of parents who value daily attendance at school. Our LCAP goal tracks chronic attendance data and the number of unexcused absences has not significantly decreased since our return from the pandemic. Through our data analysis we are able to disaggregate to track student attendance, student performance, and social-emotional needs. In addition, 65% of parents surveyed responded that their busy schedules get in the way of becoming more involved in their child's school--this is an increase of 5% from last year.  To address this issues, the school initiated home visits to support increased attendance, kept track of attendance data on a daily basis and conducted outreach to families, and met with parent leaders to problem-solve and design alternative approaches, including adding an attendance celebration to the 8th grade graduation ceremony as a way of signaling to parents the importance of daily attendance at school.|We plan to continue to support parent understanding of the importance of school as well as expand our communication regarding the content students are learning. We have identified Student-Led Conferences as our main strategy to reach 100% of our parents twice a year -- one way we are engaging parents who might otherwise be too busy to participate in school-related activities. We also plan to continue all the strategies we have used to build engagement of underrepresented families including regular communication in multiple languages, newcomer family meetings, parent participation in Student-Led Conferences twice a year, joyful family events, and regular parent meetings.|New Heights Charter School builds strong partnership with parents to support positive student outcomes by making the school a comfortable place for parents to ask questions and seek information, providing oral translation and translated materials for all report cards and reports of student progress, and inviting parents into the classroom. The school's special education program does an excellent job at informing parents of their rights, helping parents advocate for their children and ensuring that plans for students are a collaborative efforts between the school and the family. Teachers and the administration receive support to build their capacity to work with parents and the school's structure facilitates these relationships. Parents receive reports on student progress four times during the school year, with two of those times being face-to-face meetings. Parents are invited to attend Parent Tea's with the school administration which occur twice a month and provide a forum for discussion of school academic progress and a chance to ask questions about individual student needs.  Each year, the school conducts a survey to get parent feedback on how we are doing in this area. The following questions were asked as part of a parent survey and the percentages of parents who replied with positive and strongly positive feedback are listed here:  1. Do you feel a sense of belonging with your child’s school community? 98% responded positively 2. How well does the school value the diversity of children’s backgrounds?  95% responded positively 3. I believe the teachers respect the children at the school: 91%|Based on our parent data, 60% of our students do not read for fun at home (this is a decrease of 10% from last year), 47% struggle to get organized for school each day, 64% of students get easily distracted when working on school activities at home, and 62% have trouble motivating themselves when tackling tasks to help them reach their goals.  One focus area for improvement is to increase the number of Upper Campus parents who come to learning events and celebrations, including the engagement of underrepresented families. And for students the focus area will be increasing students' self-management strategies.|Based on the analysis of the parent survey date and interviews with teachers and staff, New Heights is increasing use of the robo-text feature to alert parents (in multiple languages) of classroom events such as unit-end Writing Celebrations, student presentations, and other opportunities for parents to learn more about what students are learning in school. In addition, we plan to focus on developing students' executive functioning skills to build motivation for attempting difficult learning tasks and organizing themselves to facilitate learning.|New Heights staff and parents work together well to help make decisions for the school, plan for the future, and address issues of concern. There are many structures in place to gather parent input and have parents part of the decision-making process including Parent Tea's (twice a month), Parent Advisory Committee, ELAC, Health Advisory Team, and the ad hoc groups that form around each Family Event scheduled throughout the school year. As a result, overall parent involvement has increased each year we've had the LCAP plan in place. This year, we had especially robust discussions about our chronic absence issues and gathered many great ideas for making attendance a central theme in all our family gatherings.|One focus area for improvement is to continue to build the capacity of families to effectively engage in decision-making and advisory groups by expanding their knowledge of our school's core vision, education policies that impact the school, and issues of teaching and learning.|Through our Community Schools implementation work, we plan to improve engagement of underrepresented families. By engaging families in our Community School Advisory Team and continuing to seek parent engagement in our ongoing assets and needs assessments and cycle of improvement, we will improve the engagement in decision-making.|4|4|4|4|4|3|4|3|4|3|3|3|Met||2025-06-18|2025
19647330111484|New Village Girls Academy|3|New Village Girls Academy (NVGA) continues to prioritize relationship-building as a core element of its mission to support the academic and social-emotional success of every student. The school has made strong progress in creating a welcoming, inclusive environment for families. Our community-based model centers on trust, care, and open communication, and this has been consistently affirmed in family surveys and direct feedback. Staff members—including teachers, counselors, administrators, and out of classroom team members—are trained to engage families with empathy and respect. This capacity has been developed through professional development focused on trauma-informed care and cultural responsiveness. The consistent presence of bilingual staff has ensured language accessibility, allowing families to feel seen and heard. NVGA also excels in creating multiple entry points for families to be involved in their children’s education. Regular parent meetings and family events such as the Annual Winterfest celebration serve as meaningful opportunities to connect. Two-way communication is a consistent priority, with teachers and staff using phone calls, texts via OneCall, in-person meetings, and multilingual materials to stay in dialogue with families.|While New Village has made important strides in fostering strong relationships with families, feedback from educational partners points to areas of continued growth. Some families, especially those with non-traditional work schedules or who are new to the school, face barriers to participating in events or accessing school communications in real time. Additionally, there are opportunities to strengthen the consistency of outreach practices across all staff members. Another area for improvement includes expanding the channels through which families can share their insights and feedback beyond scheduled events. While NVGA has multiple touchpoints for engagement, stakeholders have suggested adding more informal and flexible methods to reach all caregivers, including those who may not feel comfortable participating in group settings. Lastly, the school continues to examine how to deepen staff understanding of families' goals and aspirations for their students, especially in ways that affirm students' identities and lived experiences. We have begun to make strides in this area through an increase in family participation in student exhibitions.|To better engage underrepresented families identified during the self-reflection process, NVGA will expand efforts to personalize outreach and increase flexibility in engagement opportunities. This includes offering virtual access to meetings and events, conducting home visits when appropriate, and providing more one-on-one family conferences tailored to caregiver schedules. The school will also continue to strengthen staff training on cultural humility, language access, and family engagement strategies, with a focus on empowering every staff member—classified, certificated, and administrative—to play an active role in building family partnerships. NVGA will work closely with its Community School Coordinator to identify and reduce specific barriers faced by families, including those related to housing insecurity, work obligations, or limited transportation. Through partnerships with community-based organizations, families will be connected to wraparound resources and supports that enable fuller participation in school life. Finally, NVGA is committed to elevating family voice through new feedback tools, such as surveys and informal check-ins, and will use that input to shape programs, communication, and policy decisions. These steps reflect the school’s continued commitment to equitable, relationship-centered family engagement.|New Village Girls Academy (NVGA) has demonstrated strong progress in building partnerships with families to support student outcomes, a reflection of its holistic, student-centered approach. Families are seen as essential partners in the educational journey, and staff work proactively to ensure they are equipped with the knowledge, resources, and support needed to play an active role in student learning and development.  Professional development for teachers and administrators has been a central driver of this progress. Staff receive ongoing training in trauma-informed practices and have touched on effective family engagement strategies. These efforts have strengthened the school’s capacity to communicate academic expectations and co-develop strategies with families to address barriers to learning. This can be seen in how Open House student-teacher conferences have been structured, focusing on an asset-based approach with concrete examples of student learning. In addition, NVGA’s small school model allows for personalized relationships between staff, students, and families. Teachers sometimes meet with families outside of traditional conference settings to address student progress, celebrate growth, and problem-solve together. The school’s inclusive and relationship-oriented culture makes it easier for families to engage consistently and meaningfully.|While NVGA has strong foundational practices in place, there is room to improve the frequency and structure of teacher-family-student conferences. While teachers regularly communicate with families, some families have expressed a desire for more structured opportunities to engage in collaborative planning around student progress, including developing individualized academic or behavioral support plans. Also, while NVGA provides families with helpful information to support learning at home, there is an opportunity to tailor these resources more specifically to students’ individual learning needs and the cultural contexts of their families. This would enhance both the relevance and impact of these efforts.|NVGA will improve engagement of underrepresented families by engaging in more individual outreach and connections. We saw great success when parents received a concerted effort to invite them to student exhibitions. The efforts included a One-Call, an invitation in the mail from the Advisor, a phone call directly from staff, and a final call from the Principal. In this comprehensive outreach plan we were able to reach most families and hear directly from them what their availability was and how the school can support them (transportation, change in schedule, option to join via teleconference, etc.) in order to join the event. It is a great model we plan to replicate.|New Village Girls Academy has made notable progress in cultivating opportunities for families to participate in school decision-making. The school values parent and caregiver voice as a critical component of continuous improvement, asset-based and equity-driven planning. NVGA holds regular Parent Advisory Committee (PAC) meetings, where families participate in shaping academic and budget priorities. School leadership actively works to ensure that family members involved in these groups are supported and informed. Staff provide accessible materials, bilingual interpretation, and context to help families understand school policies, data, and programmatic choices. Beyond formal advisory groups, NVGA seeks input from families through parent surveys and informal check-ins with administrators, counselors, and teachers. These insights inform school priorities and are used to tailor programs, resources, and student supports. For example, family feedback directly influenced the addition of more enrichment to support mental health concerns.|Although NVGA has established multiple pathways for family input, data and feedback from educational partners suggest key areas for growth. One such area is increasing the depth and consistency of family involvement through parent workshops and other activities that add value to the school community. Another area for improvement is strengthening outreach and inclusion strategies to ensure that all families—particularly those from underrepresented or historically marginalized communities—feel invited and prepared to contribute. While the school provides interpretation and translated materials, some families still face barriers related to time, familiarity with processes, or previous negative experiences with educational institutions.|To improve the engagement of underrepresented families in school decision-making, NVGA is expanding its outreach and support structures. This includes working more closely with community partners and bilingual staff to personally invite families to participate in parent meetings, community and school wide events, parent-teacher conferences, and student exhibitions. Outreach will emphasize the importance of family voice and provide clear information on why their input matters and how it enriches the school community. NVGA will implement additional surveys specifically on underrepresented families, including those experiencing housing instability, immigrant families, and caregivers of English learners or students with disabilities through our case manager and home visit program.|4|5|4|5|5|5|4|3|4|3|4|4|Met||2025-06-25|2025
19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|3|At Alliance Patti & Peter Neuwirth Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 99% of our families responded postively in questions regarding Family Engagement at the school, and 98% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Patti & Peter Neuwirth Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 100% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330111500|Alliance Dr. Olga Mohan High|3|At Alliance Dr. Olga Mohan High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Dr. Olga Mohan High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of Parents and 97% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 100% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330111518|Alliance Jack H. Skirball Middle|3|At Alliance Jack H. Skirball Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 98% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Jack H. Skirball Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 95% of Parents and 95% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 92% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330111575|Animo Ralph Bunche Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330111583|Animo Jackie Robinson High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330111625|Animo Watts College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|3|At Alliance Ouchi-O'Donovan 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.5% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 94.5% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance Ouchi-O'Donovan 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of Parents and 97% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 95.5% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 95.5% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94.5% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330111658|Alliance Marc & Eva Stern Math and Science|3|At Alliance Marc and Eva Stern Math and Science School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 92% of our families responded postively in questions regarding Family Engagement at the school, and 91% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 92% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Marc and Eva Stern Math and Science School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 94% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 92% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330112060|Hesby Oaks Leadership Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Hesby Oaks Leadership Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Hesby Oaks will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Hesby Oaks Leadership Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Hesby Oaks will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Hesby Oaks Leadership Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Hesby Oaks Leadership Academy is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647330112201|PUC Excel Charter Academy|3|Families are essential partners in their young adolescent’s education program at PUC Excel. Family members are provided year-round opportunities to participate and build a relationship with the school to meet social emotional and academic demands young adolescent’s experience during the middle school years.  For example, incoming students have family success meetings, parent workshops occur weekly at Excel’s Parent Center, monthly coffee with the principal meetings, access to parent committees, annual family and student-led conferences, and opportunities to plan and participate in annual school events.  The school sends bilingual communication schoolwide on a weekly basis, and each teacher communicates weekly/daily with families through the school’s online communication platform.  Annual surveys are sent to each family schoolwide and grade level teams provide opportunities for families to share more about themselves and any possible needs.|We are working to improve reaching families who do not respond or utilize the schools’ communication systems.|Our goal is to ensure a 100% of our families have knowledge of important events and their child's academic progress.  The school will ensure that invites get sent out in all available media such as the school’s website, school’s social media platforms, flyers, and phone calls.  In addition, communication will be in both English and Spanish.|PUC Excel believes that a child’s family is their first and most important teacher.  In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important.  Preparing families for high school and college success becomes a data driven priority in Middle School.  Families are encouraged on developing an intimate relationship between student achievement and student data.  Families have multiple opportunities to engage meet with their child’s teacher around data and growth goals.  For example, families participate in student and teacher led conferences, math and literacy data nights, family success team meetings, grade level teacher meetings and Parent College classes.  Teachers are always available to provide support with any questions regarding their young adolescent’s academic progress through the school’s Online communication system, emails, and in person.  Annually each family engages with their child's teacher during a personalized conference, and these types of meetings continue to occur based on their child's or family’s needs.  Families are given year-round access to their students’ progress report card, including a detailed look into all graded assignments and assessments.  Monthly progress reports are sent home with two end of semester report cards.|The school's area of improvement is to work toward a 100% parent participation in Teacher Student Led Conferences, Math and Literacy Data Nights, and have families use our online grade book tool to celebrate, support and empower their students’ academic achievement.  We want all families to work in partnership.|In order to achieve this goal teachers and parent leaders are consistently developing new ways to track and reach out to those families who are not active partners and provide them alternative ways for participation.|PUC Excel recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also provides regional opportunities where families are informed about their schools, charter management organization, district, county, state, and federal level decision making process through its Parent College classes.  The PUC organization also informs, educates and utilizes our organization wide Uniform Compliant Policy to inform families of their rights and provide them with support to resolve issues or concerns.|The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making.|Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems.  Surveys are sent home and readily available throughout the year at school events to determine how each family would like to engage, parent leaders, grade level teams and staff use this information to revise recruitment and parent engagement plans.|5|5|5|5|5|5|5|5|5|5|4|4|Met||2025-06-05|2025
19647330112235|California Creative Learning Academy|3|Families are offered multiple pathways to learn about and discuss student progress to help build relationships between school staff and families. There are a variety of ways the families and school collaborate on supporting student progress: weekly class newsletters, parent conferences, Student Success and Progress Team meetings, social emotional learning supports, topical meetings for parents on curricular content, classroom learning celebrations events, participation in school committees and governance. A focus area for the school is to find additional ways to accommodate the needs of underrepresented families.  Strengths identified by the families include: The teachers and staff have a high level of commitment to CalCreative's mission and vision. They feel welcomed in the school. CalCreative creates an environment where children feel encouraged to ask questions.They believe in the school’s interdisciplinary approach. They believe in the school's arts integration approach. They believe in the school's Interdisciplinary (e.g. Storyline, Project-based learning) approach.|As mentioned above, the focus areas for growth identified from the different stakeholder groups mainly revolve around feeling connected at school along with actions related to academic expectations and success.  Areas of growth include: Parents are involved in decision making at the school. Students expect they will have a say in the decisions that effect them. CalCreative communicates well about programs, volunteer opportunities and school progress. It is evident from student behavior that there are clear expectations and consistency in the discipline policy Teachers set high expectations for learning.|We are continually strengthening efforts to engage underrepresented families. We currently provide translation, meetings at various times of the day with important feedback meetings in the evenings, ensuring information is communicated regularly in our weekly newsletter, and having teachers send weekly communications regarding classroom learning. We will work on strengthening student-student, student-staff, and staff-family relationships through more in-person activities and solicit ongoing feedback during the year. The actions are to help our diverse community both engage with and support one another.|CalCreative has a process that engages and educates stakeholders on the LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTSA meetings, parent workshops, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting about the LCAP and its development. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the Mid-year LCAP Update. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. behavior), and discuss the process of monitoring the actions in the school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, teacher teams, PTSA, the Annual Stakeholder Survey, etc. A focus area for the school will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations.|We are focusing on engagement, both student and family. With student engagement, we are incorporating more student-decision making into our systems, along with more parent education support, and opportunities for families to engage with one another.|We will at the start of each school year, ask families to sign up for engagement groups. These groups can be learning groups, affinity groups, support groups, etc. We are reducing the number of activities that are children-event centered, to activities that are adult facing.|CalCreative has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. We survey our stakeholders frequently. We have many committees that also request the participation of educational partners and they are part of decision-making (e.g. green team, development, Site Council, Board of Directors). We have a strong core of families that do engage and support the vision work of the school.  We have a good system of engaging educational partners authentically and are reaching families who are able to participate. We need to focus on finding ways to engage less resourced families, as they may not have the privilege to participate in the same way more resourced families can. In addition, from our Culture and Climate survey, they have indicated wanting to understand more about the school’s program, which is understandable given the many shifts that have occurred post-pandemic.|We continue to have the need to support the large number of new families who need more induction about our program. We are creating a stakeholder induction program to help partners have a better understanding of how the educational philosophy and program are applied in action, along with more authentic opportunities for families to participate and share their histories/stories.|We continue to improve in this area. We offer communications in English and Spanish and have hired bilingual Spanish staff in our Office team to support parents' needs.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-23|2025
19647330112508|Stella High Charter Academy|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 51% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 62% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 21% attended this year. Additionally, we'd like to increase the percent of families who have a yearly counselor meeting which was at 27% this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We  are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 6%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|Though we are proud to have 54% of parents returning surveys, and 79% of parents attending a meeting with the school counselor, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330114884|Aspire Junior Collegiate Academy|3|Across Aspire Junior Collegiate Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Junior Collegiate Academy,, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Junior Collegiate Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Junior Collegiate Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19647330114959|Monsenor Oscar Romero Charter Middle|3|"OUR SURVEY DATA 2024-25 Youth Truth Survey Results Families: Relationships (91% positive); Communications & Feedback Theme (94% positive; increase of 5%); Resources Theme (90% positive) Staff: The highest-rated core survey question was ""I feel comfortable speaking honestly to families about their child's progress."" This question is part of the Relationships measure which overall was 68% positive.  As a charter school intentionally designed to be small, we view the relationship between the school and home as essential to student success academically, socially, and emotionally, during the most challenging time in a person’s development. With class sizes of up to 27 students, teachers are expected to develop positive relationships with students and families. Through regular communication with parents/guardians, our teachers seek to partner with families and create a bond based on mutual trust and respect. Parents are welcome to contact teachers regarding their child’s progress. The administrative teams described above are often involved with families to create a system of support for the student. Additionally, twice per year we hold six days of in-person parent conferencing with teachers to discuss student progress. Annually, the school holds a variety of cultural events representative of the ethnic and cultural backgrounds of our entire learning community. These events are intentionally integrated into our planning calendar each year to demonstrate respect for the various backgrounds of students, families and staff. Over the years, they have become traditions, and the staff fully engages with students to understand the significance not only to the school but to the larger global context. We also value parent involvement in our school– it helps their children understand their family values the school/education, and serves as a source of pride when students see their parents on campus or participating in the school. It has also assisted in integrating new immigrants to the area by serving as a vehicle for parents to establish relationships with each other. We have been fortunate to have several parents who give their time to participate in School Advisory Council (SAC)/English Learner Advisory Committee (ELAC), and English Learner Parent Advisory Committee (EL-PAC), all of which have input and review our Local Control and Accountability Plan (LCAP). Highly involved parents have been our most important community ambassadors as they spread the word about the welcoming environment for parent voice and partnership at the school."|The Youth Truth Survey questions aligned to building relationships seek to gauge different aspects based on the partner group. For the coming academic year, we will prioritize actions/activities directed to the following Youth Truth Survey areas: • Families: Culture • Teachers/Staff: Culture, Engagement|The LEA continues to have strong relationships with families, as evidenced in parent participation rates in student-led parent conferences, parent workshops, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social, emotional, cultural needs, for our school community. The school should continue to provide access and communication between all educational partners.|OUR SURVEY DATA Youth Truth Themes: Families: Resources overall 90% positive, Engagement overall 83% positive Staff/Teachers: Engagement overall 61% positive, Professional Development & Support 48% positive  The pre-service professional development in Summer 2024 included multiple sessions using materials from Relay Graduate School of Education. Two sessions were specific to building relationships: “Harnessing Identity to Build Trust” and “Deepening Connections with Families & Students.” Teachers are supported throughout the year through professional development building from the regular instructional coaching they receive from the Coordinator of Instruction. The Coordinators of Culture & Climate as well as the Community Schools Teams, regularly collaborate with administration to design relevant professional development for teachers to address PBIS implementation and MTSS. The school also has six days dedicated to individual teacher conferencing with parents (3 fall/3 spring). The average parent attendance for the school for the dedicated parent conferences over the current year exceeded 70%. We maintain a section on the school website with resources for parents to assist the continuity of student learning at home, including direct links to various digital platforms. All of our curricula are digital and posted in Google Classroom for ease of student access at home, and available for parents to monitor at home. Parents also receive regular communications from teachers about the academic progress of their child; and parents receive a login to Infinite Campus so they can view student academic marks at any time. Teachers are available for conferencing by appointment throughout the year. For special student populations, we have events and committees targeted to their needs. For example, we annually host SpEd Meet ‘n Greets for both fall and spring semesters to better engage the parents of these students who may have gone “unseen” in their prior educational setting. This is aimed at ensuring parents that we are here to partner with them for their child’s success in alignment with their IEPs. Additionally, our ELAC/EL-PAC holds meetings aligned to data timelines to discuss the specific needs of the English learner population. Our Board of Directors annually evaluates our parent involvement policy as a Title I school, and makes revisions accordingly. The SAC/PAC maintains the responsibilities of monitoring our Title I interventions. All parents are welcome to attend the meetings during the academic year and provide input on the program as it pertains to the performance of both our socioeconomically disadvantaged students and those in danger of not meeting standards.|The Youth Truth Survey Engagement Theme questions aligned to building partnerships for student outcomes seek to gauge different aspects based on the partner group. - Families: Engagement, Culture - Staff: Engagement, Professional Development & Support|"Continue Parent Conference Days (6 days/year); increase parent engagement/attendance at schoolwide events; hold Fall & Spring SpEd events; set expectations for teacher communication ""touch-points"" about student progress; MTSS process."|As a small charter school, we seek to involve parents and other community members in providing input for decisions that impact the school. The current charter petition describes the formal governance structure of the organization. Our Board encourages and expects the leadership to provide multiple opportunities to families and staff to engage in discussions to inform site-level decision making, and feedback to the Board on issues faced by the school. All families and staff have opportunities to provide input on plans for school improvement, such as the LCAP and event planning.  While families are encouraged to participate in local governing board meetings and site-based committees, we know that these opportunities may be at inconvenient times. To address this, we hold monthly Café con los directores (Coffee with the Principal) as an informal setting for parents/families to share their thoughts on a wide range of issues and to raise concerns that require addressing by the administration.  Throughout the year, the school holds workshops geared to parents on supporting their child’s learning, emotional well-being and wellness, bullying prevention, social media, college awareness, and readiness, among other topics. We maintain an “open door” policy for parents and staff to speak with the Executive Administrator about any concerns they may have related to the school and/or their child. Parents often use the open-door policy to meet with the executive administrator and other members of the administrative team.  2025 Youth Truth Survey of Families questions on engagement: Overall Engagement Summary Measure is 4.12 which describes the degree to which families are engaged in their school and empowered to influence decision making. • Parents/family members are included in planning school activities (Overall 87% positive, 4.22 rating) • I feel engaged with my school. (Overall 84% positive, 4.16 rating) • I feel represented by parent/family groups at my school. (Overall 82% positive, 4.07 rating) • I feel empowered to play a meaningful role in decision-making at my school. (Overall 72% positive. 3.93 rating) • I feel informed about important decisions regarding my school (Overall 85% positive, 4.13 rating)|While the data analysis from families and staff do not demonstrate a glaring “need,” the survey response to being empowered to play a meaningful role in decision-making is an area we plan to focus on for the 2025-26 academic year. Additionally, we will continue to develop the capacity of our families and staff in participating in the various committees and engaging with our Board of Directors on policies/procedures and strategic planning that impact students, families and staff.|Maintain accurate engagement activity calendar on the website; upcoming events/reminder SIS-programmed calls, emails and text messages; backpack letters, etc. in order for parents to be aware of events and opportunities for providing input.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2025-06-30|2025
19647330114967|Global Education Academy|3|At Global Education Academy, we understand that the home-school connection is vital to our students' success. We have sustainable systems that ensure teachers, staff, and administrators can communicate with parents. All of our teachers use an app called Class Dojo, which allows them to connect with parents and message them directly, share student work, post class announcements, and use built-in app tools like a point system to aid in classroom management--all of which is available for parents to see. The principal sends home weekly newsletters that contain information about school events as well as issues or celebrations the school wants to address. The principal also holds various monthly meetings such as Coffee with the Principal, Booster Club Meeting, School Site Council Meetings, and Parent Workshops. If parents would like to meet with the principal individually, they schedule a meeting or just drop-in based on the availability of the principal. The front office staff is also the main point of contact for parents if they have any issues or concerns. The office staff is knowledgeable in who to direct the parents to, and in relaying information to the appropriate staff member. Parents also receive text messages for reminders and announcements from the school so that they are aware of the various activities that are happening at the school. All forms of in-person, online, and paper communication go out in both English and Spanish in order to meet the needs of our community so that all of the information is accessible to our parents. The majority of our staff is bilingual in English and Spanish. For our staff who do not speak Spanish, a translator is assigned to them so that there is no communication barrier between our parents and staff.|An area of improvement in building relationships between school staff and families is making sure all families are receiving our communication. We have a few families that are not responsive to our various methods of communication, so we need to reach out to them personally via phone calls, text messages, and even home visits.|In order to improve engagement of underrepresented families, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home.|Global Education Academy works with parents to better support their children at home. Teachers reach out to parents about their child's progress as deemed necessary throughout the school year. In addition, teachers communicate with parents about their child's progress at Back to School Night, two parent conferences throughout the year, and Open House. GEA also holds parent workshops in areas they have identified as being a need. Topics such as cybersafety, information on substance abuse, supporting children with schoolwork at home, ESL classes, and how to help students prepare for the CAASPP test are some examples that we have addressed. Another area of strength for us is in informing parents of students with special needs of their rights by explaining it to them at individualized education plan (IEP) meetings, providing them with written information of meetings, their rights, etc. as well as holding parent workshops explaining various topics in special education.|An area for improvement in building partnerships for student outcomes is supporting our families with how they can support their children and get involved with their education. Many of our families do not speak English nor were they educated in the States. During parent conferences, many comments are made about how parents/guardians are unsure about how to best help support their children because they did not learn what their students are learning.|In order to address our area of need, we plan to provide parent workshops on the topic of supporting children with their education, even if the home language is not English. We will also provide workshops on technology in general as well as on the specific programs that our school uses, like Google Suite. We have also implemented a survey for our families at the beginning of the school year so that they could provide additional input on the areas in which they need support, as well as finding optimal times for meetings and workshops so that the majority of our families are able to participate.|Our strength in seeking input for decision-making is getting our families involved in our School Site Council (SSC) and District English Language Advisory Council (DELAC) meetings throughout the school year. Following the Pandemic, we have kept our parent meetings on Zoom because we saw a sharp increase in parent participation and input during online meetings. We also send home surveys periodically seeking families' input when needed. Meetings and surveys are all translated into Spanish, which is the primary language of the majority of our families.|An area of improvement in seeking input for decision-making is reaching those families who do not participate in our SSC and DELAC meetings or surveys. Some families are unresponsive to our communication though we make phone calls, send messages, and reach out to them via our school communication apps.. We are continually trying to find an optimal time for decision-making meetings. Many of our families prefer to meet in the mornings, but some are not able to participate due to work, or their personal schedules. We seek regular feedback regarding the most optimal time for the majority of our families to join meetings and workshops. Thankfully, we have families who regularly join our meetings and they do their best to reach out to other families who are unable to join to fill them in on information provided.|In order to improve seeking input for decision-making, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
19647330115048|Fenton Primary Center|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools. The Charter School uses Renaissance and i-Ready to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Renaissance. State assessment data such as ELPAC and CAASPP are also imported into the database. Renaissance is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.|Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.|The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.|The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.|The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families. The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.|The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|3||||||||||||||||||||||Not Met|||2025
19647330115139|Center for Advanced Learning|3|The LEA has made strong progress in building relationships between school staff and families through regular meetings such as the School Site Council, English Language Advisory Committee, and Coffee with the Principal. These meetings provide consistent opportunities for two-way communication, increased parent engagement, and collaborative decision-making, reflecting a growing trust and partnership between families and school staff.|Based on educational partner input and local data, the LEA’s focus areas for improvement include offering more workshops for families, such as homework support, and increasing on-campus events to encourage greater parent involvement and strengthen connections with school staff.|To improve engagement of underrepresented families, the LEA will provide targeted resources, host culturally responsive workshops, and create a safe, welcoming environment that encourages open communication and builds trust between school staff and families.|The LEA’s current strengths in building partnerships for student outcomes include increased family participation through field trips, student awards, and recognition events, which foster strong school-family connections and celebrate student success.|To improve partnerships for student outcomes, the LEA will increase principal recognition of student achievements and expand individual classroom incentives to further motivate students and strengthen family engagement.|To improve engagement of underrepresented families, the LEA will provide targeted resources, host culturally responsive workshops, and create a safe, welcoming environment that encourages open communication and builds trust between school staff and families.|The LEA’s strengths in seeking input for decision-making include regularly distributing surveys and holding school meetings such as School Site Council, which provide families and stakeholders meaningful opportunities to share feedback and help guide school decisions.|An area for improvement is the need to provide more forums for open discussion, as current input methods like surveys and meetings could be strengthened by additional spaces for families to share ideas and concerns more freely.|To improve engagement of underrepresented families, the LEA will provide targeted resources, host culturally responsive workshops, and create a safe, welcoming environment that encourages open communication and builds trust between school staff and families.|4|4|3|4|4|3|3|4|4|3|3|3|Met||2025-06-28|2025
19647330115253|Discovery Charter Preparatory #2|3|75% of families reported on the parent survey that the school cultivates a culture of collaboration with families. Translation services are available for all communications and meetings to support 2-way communication.|80% of families report feeling connected to the school community. This percent drops to 56% for biracial families, and increases to 100% for English Learner families, suggesting that more can be done to build relationships across different groups of families. The school plans to implement professional development for teachers, staff, and administration on creating welcoming environments for all families in the community in order to encourage more families to participate in school activities and communicate their needs and perspectives freely.|The school will personally invite underrepresented families to our school events so that they feel welcomed and valued for what they contribute. The school will provide interpreters to ensure that everyone's voice can be heard.|The school hosts schoolwide events such as Back-to-School Night and monthly activities that provide information about student learning. The Parent Liaison organizes monthly events for parents, as well as Academic Acknowledgment Awards each semester. School staff meets with ninth grade parents on several occasions offering information about college readiness.|The school plans to implement professional development for teachers, staff, and administration on creating welcoming environments for all families in the community in order to increase parent participation, especially as it relates to supporting their children's progress and success.|One of the strategies is to offer some meetings in person and some via Zoom, when possible. The fact that we are a high school adds to the difficulty of involving parents for committees. However, when the concern is academic or behavioral, it is much easier to get them to attend in person.|The school holds at least 4 ELAC meetings annually to address the school’s Title III/ELL/LTEL Educational Program and improve methods to support student learning. It holds at least 5 School Site Council (SSC) Meetings annually to address the school’s Title I program and the academic support programs to increase student academic achievement in ELA & Math. The school also hosts monthly Parent Advisory Council (PAC) meetings along with monthly parent meetings. The committee is composed of a majority of parents, including parents of low-income students, English learners, foster youth, and students with disabilities.|While the school offers many opportunities for shared decision-making, it remains difficult to convince parents to come to school to participate in these events. The school plans to implement professional development for teachers, staff, and administration on effectively engaging families in advisory groups and other decision-making.|The school will establish protocols for recruiting parents from underrepresented groups in the school community for participation in advisory groups, including maintaining records of participation so the school can measure its success.|4|5|5|4|5|5|4|5|4|3|5|4|Met||2025-06-26|2025
19647330115287|ICEF Vista Middle Academy|3|Based on input and local data, our school has many strengths in building relationships between school staff and families. IVEA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two- way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a Parent Square portal that allows IVEA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate. Teachers build relationships with families through consistent communication using the systems mentioned above. Additionally, the school plans Parent Information Meetings once a month. These meetings are teacher-led and are used to keep families informed about classroom activities and give them an opportunity to ask questions.|Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise but rather aligning our messages to our proactive PBIS system so families are included in this effort!  Room Leads: We would like to include families in helping grow partnerships. To do this, we are going to ask for volunteer lead parents in each class. Their responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.  More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for teachers and families on building relationships and staying involved. We also partnered with Cyber Safety Cop to host 2 parent workshops on Cybersafety.|The school will improve the engagement of underrepresented families by:  Ensuring 100% of families are connected to Class Dojo and know how to use the program. Providing events at alternate times that make it easier for families to attend Providing meetings in a hybrid format so families can choose to log in online or attend in person Ensuring that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.|Current strengths for building partnerships for student outcomes include:  Regular parent conferences for families at each trimester break Parent access to online grade portal (PowerSchool) to regularly check student grades Parent workshops through Families in Schools Student success conferences for 100% of students to discuss grading/school policies|Current areas of improvement for building partnerships for student outcomes include:  Earlier referral for students into the student success program Additional counseling resources for students wrap-around support for families through community partnerships Identifying hard-to-reach families and agreeing upon best ways to communicate.|Our school will improve the engagement of underrepresented families by:  Ensuring 100% of families are connected to Class Dojo and know how to use the program. Providing events at alternate times that make it easier for families to attend Providing meetings in a hybrid format so families can choose to log in online or attend in person Ensuring that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.|Our current strengths in seeking input for decision-making include:  The use of Panorama Survey during Winter and Spring Regular coffee with the principal meetings to get feedback The use of surveys after events/meetings Parent Advisory Committee and ELAC/DELAC|The following areas of improvement in seeking input for decision-making include:  Higher response rate for Panorama Survey A wider range of families attending events (Same families) Events held at different times to make sure families can join Events held in a hybrid format|Our school will improve the engagement of our underrepresented families in decision-making by:  Offering alternate times for events (later and earlier in the day) Offering events/meetings in a hybrid format Reaching out personally to families who are underrepresented to ask them to attend Partnering with community groups to provide resources to families|4|4|4|5|4|4|5|4|4|4|5|5|Met||2025-06-26|2025
19647330116509|Alliance Morgan McKinzie High|3|At Alliance Morgan McKinzie High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 23 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 5.87% of our scholars' families attended two or more parent engagement events this year.  In addition, 98% of our families responded postively in questions regarding Family Engagement at the school, and 97% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 98% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Morgan McKinzie High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging families as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 98% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330117036|Enadia Way Technology Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|	Enadia Way will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Enadia Way will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Enadia Way is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Enadia Way Technology Charter is included in these engagement policies and processes.|4|5|4|4|4|4|4|4|5|5|4|4|Met||2025-06-17|2025
19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|3|At Alliance Piera Barbaglia Shaheen Health Services Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93% of our families responded postively in questions regarding Family Engagement at the school, and 92% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 93% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Piera Barbaglia Shaheen Health Services Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of Parents and 97% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 89% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 93% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 93% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|3|At Alliance Leichtman-Levine Family Foundation Environmental Science High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 41 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 62.1% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 94% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Leichtman-Levine Family Foundation Environmental Science High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of Parents and 97% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 94% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 95% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging families as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330117614|New Los Angeles Charter|3|Our Spring 2025 caregiver survey data shows an increase favorability rating for almost all questions. Our biggest gains were a 26 pt increase for implementing restorative practices when a child is disciplined and a 16 pt increase if the family felt the school handled their child’s discipline incident fairly. We also have a 9 pt in increase to 91% of families feel it is not difficult for their child to get support with bullying. 95% of caregivers think their child feels safe at school. 96% responded favorably that they feel their child wants them to be involved in their school. We continue to use the DeansList software as the main means for all staff to communicate with families, including the two-way text feature. The DeansList message center syncs with PowerSchool so all caregivers listed in PowerSchool are available to be contacted through either email or text and those messages are automatically translated into that caregivers’ home language setting. The two-way text feature allows staff to directly message caregivers in one-on-one chats which has allowed teachers, administrators, and office staff to create and maintain ongoing conversations with caregivers as situations arise for their child throughout the year (i.e. attendance check-ins, behavior check-ins, positive messages home, updates on child's academic progress). The principal sends home a weekly Friday Email through Mailchimp to all families in both English and Spanish that includes important information that caregivers need to know. A link to this email is always texted to families through the DeansList message center. Our monthly virtual Coffee with the Principals allow caregivers to directly interact with administrators and each other, while having an opportunity to provide feedback directly to administrators. These meetings provide opportunities for community partners like LA Institute for Restorative Practices to interact with caregivers and provide support. Our school counselor and family engagement manager present resources and tips to families at each meeting as well. This year we added multiple in-person events for families including a 4th Passion Night for Social Justice (in addition to one for each core subject Humanities, Math, Science), two in-person Coffee with the Principal meetings (one to provide feedback on our equity plan and one family circle related to PBIS and bully prevention), and we had a Spanish speaking PBIS related family meeting with LAIRP (LA Institute for Restorative Practices). We continue to have student-led conferences twice a year (over 98% of students & caregivers completed both conferences).|Our Spring 2025 caregiver survey data shows only 16% of caregivers responded favorably that they have been involved with a parent group at our school. This is a 3pt increase from spring 2024. This year we established a caregiver committee that was supported by a group of teachers and our family engagement manager. They planned our first school picnic which we hope to make an annual event. We’d like to see more caregivers join that group and add at least one caregiver to our PBIS committee.|We saw great improvements in terms of providing more opportunities for families to engage with each other in meaningful ways, including underrepresented groups. In February we hosted our first Black Family Circle which was a great success. Our caregiver committee will plan more events to support family involvement, and we can target intentional outreach to those underrepresented groups. We'll continue to use DeansList and create printed materials, when possible, to communicate opportunities to families.   This year teaching staff were challenged to send one positive message to each of their students (collectively). We hope to continue initiatives like that in the coming year.|This year we had two student leadership groups. The WEB (Where Everyone Belongs) 8th grade group serve as our student leadership council. They plan events, teach lessons to and partner with 6th grade students, and interact with families at after school events. We also now have our Student Advisory Committee (alongside our ELAC and PAC committees) who provides feedback relating LCAP. We are in year three of our partnership with LACOE’s PBIS cohort. Our PBIS committee comprised of the assistant principal, school counselor, classified staff, and certificated staff, meet multiple times per year with a PBIS liaison. Members are implementing a multi year plan that includes providing staff development schoolwide multiple times per year. We structure intentional opportunities for families to be partners in their child’s education. Student-led Conferences are held twice a year. Students spend multiple weeks preparing their reflections about their academic and social-emotional growth and actionable goals to present to their families and advisor. This information is the foundation for the rich dialogue that occurs during these meetings between the caregiver, advisor, and student. Our MTSS process involves parents and teachers at all tiers of implementation. Parents are active participants at in-person meetings like an SSPT (Student Support and Progress Team), where they meet with the assistant principal, and their child’s advisor to create and implement a plan for growth over a six-week cycle. Parents are aware of their rights to request an assessment for services, to continue with the SSPT, or to stop the SSPT cycle. All caregiver resource materials are available in English and Spanish. 8th grade students and families receive robust support with high school applications. We host an in-person high school fair in September where 15-20 schools (charter, public, and private) meet and greet students and provide resources about their schools. In October all 8th grade students and families meet with either the principal or the school counselor for a high school meeting. Caregivers and students discuss student’s passions, academic performance, and future goals to apply to high schools that are best for them individually. Families receive support applying to various types of high schools at the meeting. We follow up with families and students in the spring once acceptances are sent out. 8th grade families have expressed their appreciation for this process as it is very difficult to navigate the application process for many of our families. Partners like More Than Sex Ed, Prevention Solutions (Drug, Nicotine, and Alcohol prevention), and LAIRP (LA Institute for Restorative Practices) hold caregiver meetings prior to student programming. Caregivers appreciated hearing what their student will be learning in the sessions and had opportunities to ask clarifying questions of the presenters and principals.|Only 78% of caregivers responded favorably to the question “To what extent do you know how your child is doing socially at school?”. This is a fairly high number for middle school families, but we believe we can communicate each student’s well-being more effectively in the future (i.e. using universal screener tools).|There are opportunities to better support families of English Learners, Students with Disabilities and Black students in the areas our data shows them having challenges (i.e. attendance and academics). Administration (particularly assistant principal) will intentionally target these families early in the school year for attendance concerns.|Caregivers have opportunities to participate in developing our program at various meetings, including Coffee with the Principals, PAC, ELAC, and board meetings. Along with site principals, teacher and parent representatives can attend board meetings and provide input on various ideas for consideration. Annually all staff (certificated and classified) are given a survey (Panorama Education) that covers a wide array of topics relating to our school’s programming and culture. Families are also given an annual survey through Panorama as well.|We routinely have about 40-50 caregivers who attend meetings like Coffee with the Principals, but most do not ask questions or provide feedback when asked. We receive most feedback from our in-person caregiver meetings, so we will continue to provide more of those opportunities.|We will intentionally invite caregivers from underrepresented groups to be part of our committee offerings.|4|5|4|5|5|5|5|5|4|4|5|5|Met||2025-06-23|2025
19647330117622|Magnolia Science Academy 4|3|At Magnolia Science Academy-4, family engagement is at the heart of our educational mission. We believe that a child’s success is most fully realized when schools and families work hand-in-hand. In recent years—and especially during the 2024–25 school year—we have expanded our outreach, support systems, and communication channels to ensure that all families feel seen, heard, and connected.  A cornerstone of this work is the role of our Community School Coordinator, who has been instrumental in creating access for families to valuable experiences and services that might otherwise be out of reach. This includes connecting families—particularly those from underserved communities—with critical supports while also equipping them with the tools and knowledge to more confidently support their children’s academic and social-emotional development.  Our Parent Program, spearheaded by the same coordinator, has emerged as a vibrant hub of connection and empowerment. Through this initiative, parents are not only informed about attendance policies and school services, but are also encouraged to participate actively in school life. A notable example this year has been the introduction of free CPR certification classes offered to our families—an effort that both equips and empowers in meaningful ways.  To help foster transparency and real-time connection, MSA-4 has prioritized multi-channel communication. While ParentSquare remains a primary tool for announcements, we also maintain an active presence on Instagram and regularly share updates through school newsletters, ensuring families receive important information in the formats they prefer. These channels have enhanced our ability to keep families engaged with our programs, from classroom news to school-wide events.  In an effort to listen and respond to the needs of our community, we conduct annual family surveys and perform home visits. These personal touchpoints have provided our staff with authentic insights into the environments our students come from, helping to guide school decisions and support strategies in a way that reflects the lived realities of our families. In the 2024–25 school year, this form of engagement has been especially intentional and impactful.  Family participation in school activities remains a strong pillar of our approach. We host a variety of recurring engagement opportunities including Coffee with the Admin, Parent Advisory Committee (PAC) and Parent Task Force (PTF) meetings, ELAC meetings, Open Houses, Back to School Nights, and Parent/Teacher Conferences. Additionally, we offer virtual parent information sessions for families who may prefer or require flexible access. These events are not only informative—they serve as essential forums for feedback, collaboration, and shared vision-building between families and school leaders.  Recognizing the importance of meeting families where they are, we also host two annual resource fairs.|Based on a thoughtful review of educational partner feedback and school-level data, MSA-4 has identified key areas of focus to strengthen relationships between school staff and families. Our efforts are centered on deepening trust, communication, and collaboration with our parent community in ways that are both culturally responsive and logistically accessible.  One major area of focus is the increased involvement of families in school life. Input from families and staff emphasized the importance of creating more consistent and meaningful opportunities for parents to engage with educators. In response, MSA-4 is actively working to expand family participation in both instructional and governance-related settings, including classroom visits, committee involvement, and school-based leadership opportunities.  Additionally, we are broadening the scope of our social and cultural events to reflect and celebrate the diverse backgrounds represented in our school community. These events, which are designed to be inclusive and community-driven, serve as a bridge between staff and families, helping to build connection and shared understanding through positive, culturally relevant experiences.  A third targeted improvement area involves expanding access to parent education workshops. Many families expressed a need for flexible scheduling and more opportunities to learn about topics that impact student well-being and achievement. In response, MSA-4 is offering workshops during after-school hours and weekends, covering topics such as academic support strategies, mental health awareness, and family wellness. These sessions are designed to equip families with practical tools while opening new pathways for collaboration between home and school.  Through these coordinated initiatives, MSA-4 is committed to cultivating a school environment where families feel welcomed, informed, and empowered, and where staff-family relationships are grounded in mutual respect, open communication, and a shared investment in student success.|In response to insights gathered during our self-reflection process and informed by local engagement data, MSA-4 has developed a focused plan to increase the engagement of underrepresented families by strengthening the relationships between school staff and those whose voices are less often heard. Our approach is rooted in empathy, flexibility, and inclusivity, and is guided by the belief that all families—regardless of background—deserve equitable access to meaningful school connections.  A core element of this strategy involves the expansion of home visits, both in-person and virtual. These visits serve as a valuable tool for building trust and understanding, especially with families who may feel disconnected from traditional school outreach efforts. By meeting families where they are, we are able to better understand their unique circumstances and create stronger, more personalized relationships between staff and caregivers.  Additionally, MSA-4 is committed to offering flexible, culturally responsive family engagement opportunities. We recognize that many underrepresented families face scheduling barriers that prevent them from attending events held during standard school hours. To address this, we are designing a calendar of family-friendly activities offered at varied times—including during the school day, after school, and on Saturdays—so that all families have an opportunity to participate meaningfully in school life.  Our engagement efforts also include a renewed focus on inclusive programming that reflects the needs and interests of our diverse school community. These events and workshops are designed to be both relevant and welcoming, covering topics such as academic support, social-emotional wellness, cultural celebrations, and parenting resources. Special attention is given to creating spaces where families from historically marginalized backgrounds feel seen, respected, and empowered.  Through these intentional actions, MSA-4 is committed to eliminating barriers to participation and strengthening bonds of partnership between school staff and underrepresented families. This work not only enriches the educational experience of our students but also supports the creation of a school culture where all families are valued contributors to our collective success.|Through ongoing engagement with educational partners and analysis of school-level data, MSA-4 has identified several key strengths that reflect meaningful progress in building strong partnerships to support student outcomes. At the heart of this work is our commitment to empowering families with the knowledge, tools, and confidence to actively participate in their children’s educational journey.  A central component of our efforts is the Parent College program, a cornerstone initiative designed to support families in navigating college and career readiness pathways. This program not only provides families with critical information about postsecondary opportunities, but also cultivates advocacy skills—ensuring that parents and guardians understand their rights and are equipped to advocate for their children's academic success.  Our school leadership consistently prioritizes parent voice and empowerment. MSA-4’s administration engages families in discussions about school services, educational rights, and student supports through regularly scheduled Parent Advisory Committee (PAC) and Parent Task Force (PTF) meetings. These forums provide structured opportunities for families to learn, ask questions, and collaborate with school staff on shared goals.  Communication has also been a significant area of strength. We utilize ParentSquare as a dynamic tool to maintain regular, accessible communication with families. Through text messages, private messages, email, and voicemail, we ensure families stay informed and engaged. This multi-channel approach has proven effective in reaching families across various linguistic and technological backgrounds.  In response to input gathered during the 2024–25 school year, MSA-4 has committed to broadening parent engagement opportunities even further. Families expressed a desire for more tailored, interest-based events and workshops. As a result, we are actively planning new activities that align with family preferences, schedules, and cultural values, with the goal of fostering a more inclusive and connected school community.  Taken together, these efforts reflect MSA-4’s ongoing progress in building meaningful partnerships with families—partnerships that not only support student achievement but also strengthen the entire school community.|Based on educational partner input and findings from local engagement data, MSA-4 has identified two key focus areas for improving partnerships that directly support student success: increasing meaningful parent participation and enhancing staff capacity to address students’ social-emotional needs through collaborative family engagement.  First, MSA-4 recognizes that increasing parent engagement remains an essential step toward strengthening student outcomes. Through surveys, feedback sessions, and PAC/PTF meetings, families have expressed a desire for more relevant, interest-driven opportunities to connect with the school. In response, we are developing a broader range of parent-centered activities that are responsive to the lived experiences, cultural identities, and time constraints of our families. By aligning engagement strategies with what families value most, we aim to foster deeper and more consistent involvement in their children’s academic journey.  Second, MSA-4 is expanding its implementation of the Multi-Tiered System of Supports (MTSS) to more effectively meet the social-emotional learning (SEL) needs of students. Local data highlights a growing demand for emotionally supportive learning environments—an area where strong school-home partnerships are especially critical. To address this, we will continue investing in ongoing professional development for teachers and support staff, equipping them with tools to better understand and respond to the SEL needs of students. These trainings also include strategies for engaging families as partners in supporting student well-being, ensuring that communication and collaboration extend beyond the classroom.  Together, these targeted efforts reflect MSA-4’s commitment to cultivating a school culture where families are active contributors to student success and where school staff are empowered to work in tandem with families to support the academic, emotional, and social growth of every learner.|Guided by reflections from our self-assessment and feedback from educational partners, MSA-4 is committed to strengthening engagement with underrepresented families as a key lever in building partnerships that directly support student achievement. Our approach is rooted in equity, responsiveness, and relationship-building, with an emphasis on reaching those families who have historically faced barriers to consistent school involvement.  We recognize that strong partnerships with families—particularly those from marginalized or underserved groups—are essential to student success. To that end, MSA-4 is adopting a multifaceted strategy tailored to meet the unique needs of underrepresented communities. This includes students who are homeless or in foster care, English Learners, students with disabilities, socioeconomically disadvantaged youth, and families representing diverse racial and ethnic backgrounds. Our initiatives are designed to foster greater trust, access, and participation, ensuring that every family feels welcomed and empowered to contribute to their child's educational journey.  One critical area of focus will be the enhancement of our home visit program. By expanding the frequency and scope of these visits, we aim to deepen our understanding of students’ home lives and create a more personal bridge between school staff and families. These visits are not simply informational—they are an opportunity to listen, connect, and collaborate with families in a setting that feels safe and familiar. This outreach helps inform how we tailor our support services and engagement strategies for each student.  In addition, we will continue to forge targeted partnerships and support systems that respond to the needs of underrepresented families. This includes leveraging community-based resources, designing culturally relevant parent workshops, and offering engagement opportunities that align with families’ availability and interests. Our goal is to reduce barriers to participation—whether logistical, linguistic, or cultural—and create an environment where every family feels that their voice matters and their involvement makes a difference.  By embedding these practices into our everyday operations, MSA-4 affirms its commitment to inclusive, outcomes-driven family engagement, ensuring that all students—regardless of background—have the support they need to thrive academically, socially, and emotionally.|At Magnolia Science Academy-4, seeking and valuing stakeholder input is foundational to our decision-making process. We recognize that meaningful family, student, and staff participation leads to better outcomes and a stronger, more inclusive school culture. To that end, MSA-4 has established a multi-tiered system that provides consistent, structured opportunities for stakeholders to contribute to the direction of our school.  Our School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Advisory Committee (PAC)/Parent Task Force (PTF) serve as critical platforms for family engagement in policy and planning. These bodies are not symbolic—they are decision-making spaces where parent and community voices directly shape school initiatives, budget priorities, and academic program strategies. Meeting agendas are designed to be collaborative and transparent, and we actively encourage open dialogue, ensuring that our families—particularly those representing English Learners and other student groups—have a say in the issues that impact them most.  To ensure that decision-making is informed by a broad range of voices, MSA-4 also administers the ANA Survey annually. This comprehensive survey captures perspectives from students, families, and staff on a variety of factors, including school climate, engagement, and instructional quality. The data is analyzed closely by school leadership and then shared in stakeholder meetings, allowing the community to reflect on strengths, raise concerns, and co-create solutions.  Our school culture emphasizes responsiveness to stakeholder input. For example, feedback gathered from the ANA Survey and family forums has led to increased offerings of culturally relevant events, expansion of social-emotional support programs, and the implementation of more accessible communication tools such as ParentSquare and Instagram. In this way, feedback is not only collected—it is visibly and meaningfully acted upon.  Additionally, school leadership maintains an open-door policy and actively participates in informal and formal engagement opportunities, including “Coffee with the Admin” sessions and community resource events, where families can voice ideas and concerns in a welcoming environment.  Through these collective efforts, MSA-4 has cultivated a climate of shared responsibility and continuous reflection, ensuring that our policies and practices are grounded in the lived experiences of our school community. We are proud of the trust and collaboration we’ve built with our stakeholders and remain committed to sustaining and expanding these inclusive pathways for participation.|As part of our continuous improvement process and in direct response to feedback from our educational partners, MSA-4 has identified a need to deepen stakeholder understanding of the systems that inform school accountability and performance. While we have established strong structures for gathering input, such as PAC, ELAC, and SSC meetings, our next step is to ensure that these conversations are grounded in shared knowledge, particularly around the California School Accountability System.  To achieve this, we are focusing on empowering parents, staff, and community members through targeted educational opportunities. Many stakeholders have expressed a desire to be more informed about how school performance is measured, how data informs funding and planning, and how their feedback fits into that broader context. By offering clear, accessible training sessions—both in-person and virtual—we aim to demystify key elements such as the California School Dashboard, Local Control Funding Formula (LCFF), and Local Control and Accountability Plan (LCAP) metrics.  This focus on education and capacity-building is more than just informational—it is an equity-driven approach to engagement. When stakeholders understand the “why” and “how” behind decisions, they are better positioned to offer meaningful, data-informed feedback that helps drive school improvement efforts. This not only strengthens the quality of the input we receive but also reinforces a culture of shared leadership and trust.  Ultimately, this initiative reflects MSA-4’s commitment to building a community where all voices are not only heard but also informed, respected, and valued in the decision-making process. Through deeper collaboration and shared understanding, we are laying the foundation for more strategic, inclusive, and impactful decisions that benefit every student.|nformed by our self-reflection process and stakeholder feedback, MSA-4 has identified a key area of improvement: increasing the meaningful participation of underrepresented families in decision-making processes. We understand that equitable engagement requires more than simply inviting families to meetings—it requires intentional support, education, and culturally responsive outreach that empowers families to participate with confidence and clarity.  To address this, MSA-4 will continue and expand our Parent Academy workshops, which are designed to equip families with the knowledge and tools they need to navigate the educational system and become informed advocates for their children. These workshops provide guidance on understanding academic standards, accessing school resources, and interpreting school performance data. By breaking down complex systems into clear, practical knowledge, we aim to make school governance and decision-making more accessible to all families, particularly those historically underrepresented in such spaces.  In addition to academic support, we recognize that student well-being and family engagement are deeply interconnected. To that end, MSA-4 is launching a series of mental health workshops for parents, facilitated by our on-site social worker. These sessions will offer parents valuable insights into youth mental health, including how to recognize signs of distress and how to support their children through challenges. This initiative reflects our commitment to holistic student support and positions families as proactive partners in both academic and emotional development.  By providing these targeted workshops and supports, MSA-4 seeks to remove barriers to participation for families who have traditionally been underrepresented, including those from diverse linguistic, socioeconomic, or cultural backgrounds. We are building a culture where all parents—regardless of prior experience or familiarity with the school system—feel prepared, welcomed, and empowered to engage in meaningful dialogue and decision-making with school staff.  These efforts reinforce our belief that inclusive decision-making leads to stronger outcomes for all students. By investing in the capacity and confidence of our families, MSA-4 is fostering a more collaborative, informed, and equitable educational community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
19647330117648|Magnolia Science Academy 6|3|Magnolia Science Academy 6 has been focused on building relationships between the school, it's staff, and their families.  This year, we were able to conduct many meetings throughout the year in order to make sure that we have opportunities for our parents to be involved with our staff and our school.    On a monthly basis, the principal will host a PAC/Coffee with the Principal meeting with students and with parents in order to keep our families up to date with the latest news about our school.  Most of our meetings are in person with the option to zoom.  Through these options, we still have all of our parents zooming rather than being in-person.  We believe that this is the convenient option for our parents and it has yielded high participation rates throughout the year.  We had one in-person ptf/pac meeting, with no online option, and it was a success, with nearly a fourth of our parents coming for this meeting.    Lastly, we have had other opportunities for our families to be connected with our school through our ELAC meetings, which is held 4 times per year, and through our Parent College Program, which was held 5 times this year.|Although there are many ways to communicate with the school; including Coffee with the Principal, PAC meetings, ELAC meetings, and the Parent College Program, we would still like to have other opportunities to Build Relationships with our Families.  We are currently brainstorming other ways that we can get families to become a part of our Magnolia family by thinking of ideas like; Bingo night, Family movie night, and any other event that might interest our families to come to our school and to meet the school team.  This year we hosted one all in-person meeting with no zoom option and we were able to get about 1/3rd of our families to come in-person.  We had a book that the parents were given in order to give to their students, the 7 Habits of Highly Successful Teens.  The parents seemed to have a good time and it was a good time to connect with them.|Here at Magnolia Science Academy-6, we do our best to build positive relationships with staff members, the families, the students, and any other support members within our community. We have been having increased positive relationships, particularly since we have had PBIS trainings that were offered by Los Angeles County of Education in the years past.   Furthermore, we have opened up as many communication lines as possible for our parents and families to contact our school. Beyond our typical email and phone system we have also implemented other technological apps that build bridges between the school and its families. Some of the apps that we use are: Parent square, Class Dojo, Instagram, and Infinite Campus (our SIS system).  Also, our school website is always up to date to keep all stakeholders posted.  For face to face meetings, we have an open door policy where parents are able to join our /Parent Task Force (PTF), English Language Advisory Committee (ELAC), our Parent Advisory Committee (PAC) meetings, Title I meetings, and our Cafecito with the Admin. All of these face to face meetings occur multiple times (min 4 times for each meeting) throughout the year at various days of the week and at various times of the day in order to help maximize participation from all parent/culture groups. We always have one bilingual staff member who provides translation in these meetings. As an added way of building relationships with families, we have fun activities like; our, back to school night, and the Multicultural Food Festival to help bridge the gap between families and the school and orientation meetings in order to meet and greet parents and students before the year begins.   Magnolia Science Academy 6 will do it's best to help improve all families, including engagement from underrepresented families, by making sure that we do our Home Visit, which is a staple of all Magnolia Science Academy schools.  This year, our target was to hit 15% of our students.  We were able to hit that target by the end of the second semester.  With that in mind, we want to be strategic about who we do Home Visits for.  We would like to make sure that we are targeting students who are in need of a Home Visit or underrepresented families who may benefit from a Home Visit as well.    This year,  we will have a new Community Schools Coordinator (CSC), who has gathered resources from all of our partners, to share with our parents during our Coffee with the Principal Meetings and PAC meetings. We will be continuing with this CSC position in order for us to find and provide more resources for our community.  In addition, we will also have another teacher who will be the Family and Outreach coordinator in order to assist and take lead with meeting families in our community and outside our community.|MSA-6 feels that building partnerships for student outcomes is an important aspect of achieving higher results. Our teachers are given opportunities to grow professionally with our tuition reimbursement policy. The teachers are encouraged to take advantage of the tuition reimbursement policy in order to help with their own development but also to help with student outcomes as well. Some of the professional development opportunities that our teachers have taken are the: LACOE Admin program, Conditioning and Strengthening for Physical Education, and teaching credentialing degrees. As a result of these professional development growth opportunities, teachers become more adept in their content knowledge and teaching pedagogy. This then helps students in class, during after-school tutoring clubs, and even during Saturday school.|Magnolia Science Academy 6 looks at its own data and does an analysis of its data to make sure that we are familiar with our overall data and our detailed data as well.  Aside from the overall score, we look at the data from an ethnic standpoint, and from a special programs standpoint.  One of the areas that we want to improve on will be to increase our scores for the special programs group; English language learners and our Students with Disabilities group.  The students in these two groups have not shown significant improvement from last year's MAP results (Measures of Academic Progress) and we would like to make sure we have improvement and a focus on these two groups.|This year, we will have a PACE coordinator/CSC coordinator, the Parent and Community Engagement Coordinator from the beginning of the school year, and the Family and Outreach Engagement coordinator.  I am hoping that with these two positions filled at the beginning of the school year, we will be able to connect with families more than ever before.  This will then help strengthen our partnership with the families and which we hope will help with our academics.  The PACE coordinator and the Family and Community will help us be able to bring in more families to our afterschool programs, to our Saturday school programs, and to our online tutoring service, Tutorme.   This year, we have also partnered with Think Together, who is an after-school program until 6 pm.  We hope that with the added academic support we can see growth from all of our students who are involved.|Through Magnolia Science Academy 6's meetings; (PTF, Coffee with the Principal, PAC, ELAC...etc.) with our educational partners, any important information that will affect their lives will be presented in a way so that our families can be informed, make comments, and/or ask questions about the decision making process.  We encourage all of our parents to make sure that they are in attendance so that we can make a collaborative/joint decision on things that will affect our school.  Some of the examples, of decisions that we have made, include our bus transportation pick up locations and times, our Title I fund expenditures, our ESSER 3 funding expenditures, and our 8th-grade fundraiser/graduation decisions.|Magnolia Science Academy 6's is always looking for further improving our decision making process by gathering as much data as possible, analyzing that data, and then making an informed decision with that data.  One of the best ways to gather more data, is to use surveys/polls from our ed partner surveys.  Lastly, our parentsquare app, has helped us make sure that we communicate with all of our families about the important decisions that we are making and to share the news with them.  The parentsquare app also has features similar to Zoom and google forms, if needed.|We currently have a Family and Outreach Engagement coordinator.  We are hoping that with this position along with the Community schools coordinator, will be able to reach all families, especially underrepresented families, to help us with the decision making process.  We are hoping that these two positions will also help us with Home Visits, phone calls, zoom calls, emails...etc. to make contact with them to become more engaged and to be a part of our school.  Through making these connections, we plan to have these underrepresented families come to important meetings where they can listen, learn, and make informed choices/comments/questions about any decision that the school would like to make.|4|5|4|3|4|3|5|4|4|4|4|4|Met||2025-06-26|2025
19647330117655|Magnolia Science Academy 7|3|A key strength of MSA-7 is the strategic collaboration between the Family Success Coordinator (FSC) and the Community School Coordinator (CSC), who together form the Magnolia Engagement Team (MET). This unified team has played a vital role in streamlining communication and building strong, authentic relationships with families and local organizations.  The success of these efforts is reflected in our annual educational partner survey, where 99% of families reported feeling safe at school and in the surrounding community—a slight increase from the previous year. These relationships have allowed MSA-7 to introduce new resources to the school community and to elevate local partnerships that offer accessible support services for families, aligning with our holistic, community-driven approach to education.  Family engagement has also grown meaningfully, with increased parent participation in school events throughout the year. Notably, 25% of MSA-7 students received a home visit, demonstrating the school’s deep commitment to personalized outreach and meaningful family involvement.|Based on the analysis of educational partner input and local data, MSA-7’s focus area for improvement in building relationships between school staff and families will center on enhancing students' sense of belonging. While family survey results reflect exceptional satisfaction—97% favorable for sense of belonging and 96% for safety—student survey data indicates room for growth. Although student ratings for sense of belonging increased by 2 percentage points to 69%, this remains an area where stronger connections between staff and students can be developed.  In addition, MSA-7 remains committed to maintaining the strong levels of family trust and engagement, as shown by the 99% favorable rating for Climate of Support for Academic Learning. Continued efforts to strengthen communication and increase family involvement—such as through home visits and higher parent participation in school events—will support this goal.|While the bilingual capabilities of the Magnolia Engagement Team (MET) at MSA-7—primarily in English and Spanish—have significantly boosted family engagement, the school recognized a gap in supporting families who speak other languages. To bridge this gap, MSA-7 utilized funding from the California Community Schools Partnership Program (CCSPP) to acquire a real-time translation device that supports communication in over 100 languages. Housed in the front office, this device serves as a vital resource during Individualized Education Program (IEP) meetings, Student Support and Progress Team (SSPT) sessions, and other parent conferences, ensuring that language is not a barrier to meaningful participation.  Recognizing the power of digital outreach, MSA-7 has doubled its social media following by actively increasing its presence on various platforms. These channels are used strategically to reach a broader and more diverse audience, including families that may be traditionally underrepresented.  In addition, the school has expanded its use of the ParentSquare app, a comprehensive communication platform that offers robust multilingual support. This ensures that all key communications—such as monthly newsletters, school announcements, and reminders—are accessible to families in their preferred languages.  To further strengthen connections, MSA-7 has adopted a proactive and personalized communication strategy, offering weekly recaps tailored to the specific preferences and needs of its diverse families. As part of its ongoing commitment to equity and inclusion, MSA-7 continuously collects feedback from families to improve the school’s learning environment and practices, ensuring that all voices are heard and valued.|MSA-7 has made meaningful strides in building strategic partnerships to enhance student outcomes and support the broader school community. A key highlight is the school’s collaboration with local organizations such as Code Ninjas, Northridge Art Studio, and KidzToPro, which collectively offer engaging after-school clubs that promote creativity, critical thinking, and enrichment beyond the classroom. This initiative has already benefited 60 students during the current school year, expanding access to high-quality extracurricular opportunities.  In addition to academic partnerships, MSA-7 has taken a proactive role in addressing students’ and families’ basic needs through community engagement events. During the fall semester, the school hosted four major giveaway events, including:  August – Distribution of backpacks and school supplies  September – A community resource fair featuring 17 local partners  October – Distribution of essential hygiene products  November – A fresh produce and food giveaway  These initiatives not only meet immediate material needs but also strengthen relationships with families and community organizations, reinforcing a culture of care and support.  MSA-7 is equally committed to empowering families through ongoing meetings and support programs. In addition to the community events, the school regularly facilitates Student Support and Progress Team (SSPT) meetings, Academic Support Meetings, ELD Coordinator sessions, and Individualized Education Program (IEP) meetings. These gatherings serve as critical forums for collaborative planning, tailored interventions, and family involvement in decision-making to ensure each student’s academic and developmental success.  Through its intentional focus on partnership development, community connection, and family support, MSA-7 continues to demonstrate a deep commitment to fostering a well-rounded, inclusive, and achievement-oriented learning environment.|While MSA-7 has successfully partnered with local organizations to bring valuable resources and programs to campus, increasing attendance and engagement at these events remains a key area for improvement. Although participation has grown compared to the previous year, MSA-7 recognizes the importance of further boosting turnout to ensure that all families benefit from the support and opportunities available.  A noteworthy success this year was the launch of Adult ESL classes, which were enthusiastically received by parents. In response to ongoing feedback, families have expressed interest in additional workshops focused on practical and empowering topics such as financial literacy, navigating the educational system, and building computer skills. These areas are critical for equipping parents with the knowledge and confidence to more effectively support their children's academic and personal development.  MSA-7 is deeply committed to strengthening family and community involvement. Moving forward, the school is focused on implementing innovative strategies to increase awareness and participation. This includes enhancing outreach and promotion efforts, tailoring events to the diverse interests and needs of the school community, and ensuring that families feel welcomed, informed, and empowered to engage fully in their child’s educational journey.|MSA-7 is committed to ensuring that all families feel their cultures are reflected and valued in school activities. To support this goal, the school is expanding opportunities for families to share their cultural experiences, perspectives, and traditions. This year, MSA-7 hosted eight community events, including several initiated through parent suggestions—such as movie nights, a Multicultural Literacy Night, and a Food Festival—designed to foster stronger relationships and a greater sense of community among families.  To deepen engagement with underrepresented groups, MSA-7 will launch additional initiatives focused on inclusivity. These include conducting surveys and focus groups to better understand the unique needs and preferences of families and involving them more actively in planning and decision-making related to school events and programs.  By elevating diverse voices and experiences, MSA-7 seeks to build a welcoming and supportive educational environment where every family feels respected, included, and empowered to contribute to the school community.|One of MSA-7’s key strengths in shared decision-making is the variety of methods used to gather input from educational partners. The school engages families, students, and staff through meetings, surveys, and other collaborative channels. This year, MSA-7 expanded its efforts by introducing a comprehensive Asset and Needs Assessment in the fall, enhancing the depth and quality of feedback received.  Importantly, gathering input is just the beginning—MSA-7 is intentional about following up on feedback to demonstrate that voices are being heard and valued. The school shares updates and outcomes based on input through its website, social media platforms, and the ParentSquare app, ensuring that the entire school community stays informed. Whether through policy adjustments, event planning, or program development, MSA-7 consistently highlights actions taken in direct response to community feedback.  Another core strength lies in the accessibility and responsiveness of staff and school leaders. Families consistently express appreciation for how approachable and supportive the school team is. Timely communication and consistent outreach—especially regarding school events and student needs—have helped build a strong foundation of trust and collaboration. This accessibility reinforces MSA-7’s commitment to inclusive, transparent decision-making that reflects the needs and aspirations of the entire school community.|While MSA-7 typically receives strong response rates to surveys, a key area for growth has been increasing attendance at in-person meetings, particularly for the Parent Advisory Council (PAC) and the English Learner Parent Advisory Council (EL-PAC). Despite consistent efforts to organize and promote these gatherings, participation has historically been lower than anticipated.  To address this challenge, MSA-7 implemented a hybrid meeting format during the spring semester, allowing families to join either in person or virtually. This flexible approach was designed to accommodate varying schedules, accessibility needs, and comfort levels. As a result, the school has observed a notable increase in engagement, with more families actively participating in discussions and contributing valuable input.  Looking ahead, MSA-7 remains committed to refining its stakeholder engagement strategies, with the goal of creating inclusive, responsive opportunities for all community members to share their voices and play a meaningful role in the school’s decision-making processes.|MSA-7 is committed to ensuring that all families—regardless of language background—have equitable access to communication and participation. One important step toward this goal has been the enhancement of translation services for languages beyond English and Spanish. The school has invested in a real-time translation device, designed to support families with diverse language needs during meetings and school interactions, removing barriers to meaningful engagement.  Recognizing the unique needs of Newcomer families, our English Language Development (ELD) Coordinator is working in close collaboration with the Family Success Coordinator (FSC) and the Community School Coordinator (CSC) to strengthen systems of support. These efforts include improving access to resources, information, and culturally sensitive programming to help Newcomer families navigate and thrive in the school community.  In addition, MSA-7 is focused on fostering a welcoming and inclusive environment where all families feel encouraged to participate in meetings, school committees, and events. By prioritizing the development of culturally responsive programs, the school aims to celebrate diversity and ensure that every family’s voice is both heard and valued in the decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
19647330117846|Para Los Niños Middle|3|Based on input from educational partners and data from the Spring 2025 CMS Family Survey, PLN Charter Middle School (CMS) has made meaningful progress in strengthening relationships between school staff and families. The implementation of Community School strategies has expanded access to supports and increased family engagement through monthly Community School meetings, where parents contribute to site-based decision-making. The reopening of the Parent Center, family workshops, and the launch of a parent volunteer program planned for 2025–26 reflect intentional efforts to create more inclusive and responsive communication channels. Survey results support these improvements: 64% of families rated overall staff-family relationships favorably. Additionally, 87% said staff are respectful and 82% described them as friendly. Trust remains a strength, with 69% of families indicating confidence that school staff will treat them fairly. While 21% of families reported meeting with teachers frequently or almost all the time, 58% said it was “not at all challenging” to communicate—suggesting accessible systems are in place, though opportunities for deeper engagement remain. Families also expressed strong interest in academic partnership, with 65% requesting reading and writing support and 68% seeking help with math strategies. These findings indicate that PLN CMS has built a respectful, welcoming school culture and is making steady progress in fostering family-school partnerships that support student success.|Based on educational partner input and local data, PLN has identified several key areas for improvement in building relationships between school staff and families. While overall perceptions of respect and friendliness remain high—with 87% of families reporting that teachers and staff treat them respectfully and 82% finding them friendly— the Spring 2025 Family Climate Survey showed a decline of 10 percentage points in the overall Staff-Family Relationship favorability rating, down to 64%. This decline indicates a need for targeted efforts to strengthen engagement practices and communication systems. To address these areas PLN CMS is prioritizing the following: • Educating families about new curricula to promote better understanding of instructional approaches and encourage deeper engagement with their child’s academic experience. • Providing greater clarity on available supports for students needing help with social skills development, as part of broader communication efforts around tiered services. • Expanding parent leadership opportunities to ensure that family voices are represented in school-wide decisions, building on the foundation of Community School meetings. • Strengthening the parent volunteer program to promote consistent, meaningful family involvement in school activities and initiatives. These focus areas are supported by survey results showing that in-person meetings between families and teachers happen infrequently— 21% of families said they meet with teachers “frequently” or “almost all of the time.” Families also shared that there’s room to grow when it comes to how caring and supportive staff interactions feel. By focusing on these areas, the PLN CMS hopes to build stronger two-way communication, increase shared understanding, and deepen trust between families and school staff.|Based on input from educational partners and local data, the LEA has identified a need to strengthen engagement with underrepresented families, including newly enrolled families who may not yet feel fully connected to the school community. Survey results show that 21% of families reported meeting with teachers “frequently” or “almost all of the time,” and just 58% said it was “not at all challenging” to communicate with teachers—highlighting a need to build more consistent and accessible communication practices. To support new families, the LEA will enhance its onboarding process by providing a more in-depth orientation that includes an overview of the LEA’s mission, vision, and the full range of services offered. This orientation will be offered during Family Day for students who enroll before the start of school and as part of a structured onboarding process for those who enroll after the school year has begun. Additional efforts include expanding language access through translated materials and multilingual support, offering flexible meeting formats and event times, launching a parent volunteer program with inclusive outreach, and providing culturally relevant family workshops. These strategies aim to create more inclusive and responsive opportunities so that all families—regardless of background or enrollment timing—feel welcomed, informed, and supported.|Based on the analysis of educational partner input and local data from the Spring 2025 Panorama Family Survey, the LEA demonstrates a strength in Building Partnerships for Student Outcomes by creating multiple opportunities for families to meet with teachers and school staff to discuss student progress and collaborate on ways to support learning. Structures such as Family Conference windows, the School Support Services Team (MTSS), and the Student Support and Progress Team (SSPT) process provide regular opportunities for families to engage in shared decision-making and planning to meet student needs. According to the survey, 58% of families reported that it is not at all challenging to communicate with teachers, and an additional 19% said it is only slightly challenging. These results suggest that the majority of families feel able to connect with staff about their child’s academic progress. In addition, family workshops focused on reading, writing, and math support have helped deepen parent engagement in student learning. Together, these efforts reflect the LEA’s ongoing commitment to building meaningful partnerships that promote student success.|Based on educational partner input and results from the Spring 2025 Panorama Family Survey, the LEA has identified several key areas for improvement in Building Partnerships for Student Outcomes. While most families find communication with teachers accessible, 21% reported meeting with teachers “frequently” or “almost all of the time,” and 37% said they meet only “once in a while.” Additionally, 26% of families described teachers as “extremely caring,” and 18% reported “a tremendous amount” of trust that school staff will treat them fairly. These data points suggest a need to strengthen both the consistency and depth of family-school communication. Families also expressed interest in more tools to support student learning at home, with 65% seeking support with reading and writing, and 68% with math. To address these areas, the PLN will work to increase proactive outreach from teachers, offer more frequent and structured opportunities to discuss student progress, and expand family workshops focused on academic support strategies. The goal is to build stronger, more trusting partnerships that are centered on shared responsibility for student success.|Data suggests that underrepresented families, particularly those who enroll after the start of the school year, may not have full access to the information and relationships needed to support their child’s academic success. To improve engagement with these families, the LEA will implement a more in-depth orientation that provides an overview of the LEA’s mission, vision, and the full suite of services available to students and families. This orientation will be offered as part of an intentional onboarding process for students who enroll after the first day of school and during Family Day for those who enroll prior to the school year beginning. Survey data from Spring 2025 showed that only 21 percent of families frequently meet with teachers, and only 26% described staff as “extremely caring,” indicating opportunities to build more trusting and consistent connections. To support these efforts, the LEA will also expand language access, offer academic workshops in multiple languages, and increase direct outreach through the Social Worker and Community School team. These strategies are designed to ensure all families—especially those who are new—feel informed, welcomed, and engaged as partners in their child’s education|Based on educational partner input and local data from the Spring 2025 Panorama Family Survey, PLN has made meaningful progress in seeking input from families and other stakeholders to inform school decision-making. Families are engaged through established structures such as the School Site Council and English Learner Advisory Council, which serve as consistent forums for gathering input on school priorities and planning efforts. Additionally, with the launch of Community School Teams, parents, students, and staff now work together to identify equity issues on campus and develop collaborative solutions. According to survey results, 87% of families reported that school staff treat them with respect, and 82% found staff to be friendly—key indicators of an environment that welcomes and values input. These efforts have helped increase the visibility of parent voice and created more inclusive opportunities for educational partners to shape decisions that affect the school community.|Based on educational partner input and the Spring 2025 Panorama Family Survey, PLN has identified the need to strengthen inclusive participation in decision-making, particularly for families who are new to the school or who may feel less connected. While many families described the school environment as welcoming, supportive, and responsive, several noted concerns about favoritism and a lack of responsiveness when raising concerns. These comments indicate that not all families feel equally heard or empowered to participate in shaping school decisions. To address this, the PLN is prioritizing recruitment of a broader and more representative group of educational partners on decision-making bodies such as the School Site Council, English Learner Advisory Council, and Community School Teams.|Through the self-reflection process and feedback from the Spring 2025 Panorama Family Survey, PLN identified the need to improve engagement with underrepresented families, particularly those who are newly enrolled, speak a language other than English, or feel disconnected from school decision-making processes. While many families described the school environment as welcoming, some expressed concerns about feeling unheard when raising issues. In response, PLN will implement a more intentional onboarding process for new families, including an in-depth orientation that introduces PLN’s mission, vision, and the various opportunities for families to get involved in school planning and leadership. This orientation will take place during Family Day for those enrolling before the school year begins and as part of a structured onboarding process for those who enroll mid-year. PLN will also expand outreach efforts to ensure broader and more representative participation in decision-making bodies such as the School Site Council, ELAC, and Community School Teams. Strategies include multilingual communication, flexible meeting options, and clearer communication about how input is used. These efforts aim to ensure all amilies feel welcomed, respected, and empowered to contribute meaningfully to school decisions.|3|3|3|3|4|3|4|3|3|3|3|3|Met||2025-06-12|2025
19647330117895|Synergy Kinetic Academy|3|Recent parent survey data indicates nearly all parents feel treated with respect by school staff (98%), and that the school communicates the importance of respecting different cultural beliefs and practices (95%). Over 90% of parents also feel welcome to participate at the school (92%) and that their concerns are taken seriously (93%).|SKA will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. Over the past year, parent meetings took place both virtually and in-person. However, families were also welcomed on campus for events, such as parent workshops, Coffee with the Principal, and Family Field Day.|Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus. SKA intends to identify a staff member who can serve as a parent liaison to facilitate the recruitment and training of a core group of parent volunteers. Having a regular, visible group of parents on campus will foster parents’ identity as school partners, and, as the group grows, will result in more parents feeling welcome and part of our campus community.|Parent survey data indicated that the vast majority (91%) of parents feel that the school encourages them to be an active partner in educating their child.|Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to keep parents informed about their child’s progress at school by conducting parent conferences, sending home report cards and iReady growth reports, ensuring all parents have access to the Infinite Campus parent portal to monitor grades and attendance, encouraging parent-teacher communication through apps, email, phone calls, and/or text messages, and inviting parents to volunteer. Synergy will continue to seek out and provide parent education workshops and events that promote parents’ active involvement in their child’s education, such as Padres Comprometidos.|Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.|Parent survey data indicated that the majority of parents (89%) feel that the school actively seeks the input of parents before making important decisions. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee, so that parent consultation about decision-making if formalized and reaches a broader audience.|Parent survey data indicated that 89% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.|While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels. Our current goal is to increase our publicity and outreach to all parents about these opportunities, with the aim of increasing attendance at these gatherings and gaining input from a larger group.|4|5|3|3|3|4|4|4|5|4|4|4|Met||2025-06-14|2025
19647330117903|KIPP Raices Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Raíces Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330117911|New Millennium Secondary|3|NMSS's Commitment to Building Strong Stakeholder Relationships  At New Millennium Secondary School (NMSS), cultivating meaningful relationships with all stakeholders—parents, teachers, and support staff—is a core priority. The school engages each group through intentional, ongoing communication and inclusive practices that promote transparency, collaboration, and shared responsibility.  Parents: NMSS fosters parent partnerships through multiple touchpoints throughout the school year. At the start of the year, Orientation Meetings are held to provide families with essential information, including key school dates, academic and school culture goals, A-G course offerings, budget transparency, and the overall yearly plan. These sessions set the foundation for family engagement.  To ensure continued collaboration, NMSS hosts Parent-Teacher Conferences, which offer opportunities to discuss student progress, gather parent feedback, and deepen understanding of the curriculum. Back to School Night serves as an introduction to the instructional staff and a time to communicate important dates, reinforce the school’s culture, and highlight ongoing priorities.  In addition, NMSS invites families to participate in Public Hearings on topics such as the Local Control and Accountability Plan (LCAP), the school budget, and annual goals. To promote accessibility and inclusivity, parent surveys are shared via email and social media to collect feedback on school culture, communication practices, and safety protocols—ensuring parent voices are heard and valued.  Teachers: Teacher engagement begins before the school year starts with a comprehensive Summer Professional Development Orientation. This session introduces the school year calendar, outlines academic and cultural goals, discusses the school budget, reviews procedures, and ensures clarity around teacher scheduling and expectations.  Throughout the year, NMSS holds weekly Friday professional development sessions. These gatherings are designed for collaborative lesson planning, data analysis, safety updates, and discussions around school culture and instructional best practices—fostering a culture of continuous improvement and shared leadership among educators.  Support Staff: Support staff are actively included in NMSS’s communication and planning processes. During summer professional development meetings, they receive key updates about the school calendar, master schedule, safety procedures, and upcoming events. When relevant, support staff are invited to join weekly professional development sessions to ensure alignment and inclusion in schoolwide initiatives.  Furthermore, support staff regularly participate in monthly Zoom meetings with families, reinforcing the school’s belief in shared accountability and transparent communication across all roles.|NMSS recognizes the need to improve both the frequency and scheduling flexibility of meetings in order to better accommodate families. Our goal is to engage as many family members as possible, which requires a thoughtful examination of when and how information is shared. While we have explored a variety of communication formats, we continue to seek ways to increase participation. Analyzing the timing of meetings and expanding communication methods will help ensure that all families have meaningful opportunities to stay informed and involved.|NMSS is committed to opening as many lines of communication as possible to actively listen to families and respond to their needs. By fostering two-way communication, the school aims to build trust, increase transparency, and ensure that families feel heard and valued in the decision-making process. One key strategy includes expanding the use of surveys to gather direct, actionable input from families on topics such as school culture, safety, communication effectiveness, and academic support. These surveys are distributed in multiple formats—including email, social media, and in-person events—to ensure accessibility for all families. NMSS continuously reviews the feedback received and uses it to inform school policies, programming decisions, and community outreach efforts. This ongoing dialogue allows the school to remain responsive, adaptive, and aligned with the evolving needs of its families.|Students are the most important part of the puzzle. Partnerships are critical for the student, parent, teacher, administration, and staff. For NMSS students: clear surveys are given each semester regarding student voice, safety, and harassment or bullying taking place, and comment sections. Social Media posts about upcoming events and meetings; grade level meetings where information such as safety updates, program updates, schedule updates, and feedback are discussed. Orientation Meetings with information about important dates throughout the school year; 9th Grade Summer Bridge, Social Emotional learning opportunities through the school counselors, Daily Announcement Google Doc is constantly updated.|Continued used of surveys for ALL NMSS stakeholders; NMSS will increase the frequency of surveys and will broaden the stakeholders who receive the surveys. Student input on social media will occur with more frequency.|Using the feedback from orientation meetings, parent teacher conferences, and Open House can continuously bring helpful guidance to navigate the school year and increase the partnerships for better student outcomes.|Decision Making should involve all stakeholders. Therefore, here is how NMSS seeks input: Parents: Parent Feedback is attained through question and answer time during the summer orientation meetings, parent/teacher conferences with feedback on instruction, curriculum, grades, and behavior; Monthly Update Meetings and emails discussing school updates, dates, culture/climate, and events; Public Hearings for Feedback and Questions. School Site Council Meetings will update family members monthly.  Teachers: Weekly meetings, open office hours, school wide meetings; parent teacher conferences, Google Classroom  Students: Student Feedback is attained during the Summer Bridge Program with 9th Grade students. ASB students work during the summer that bring in input for decision-making opportunities. Surveys throughout the school year, grade level meetings, and Advisory grade level meetings; there is also a student panel who meets with Administration for updates, insight, and input.|Most surveys given to teachers, staff, students, families, and community members and different times for meetings to meet the needs of all of our community; flexibility to offer the meeting a couple times to help families that might have a better chance of attending a meeting if it was in the morning.|Making the surveys online, on paper, social media, and in multiple languages. Sending reminders in various languages and media.|5|5|5|5|4|4|5|5|4|4|4|4|Met||2025-06-23|2025
19647330117937|ICEF Vista Elementary Academy|3|Based on input and local data, our school has many strengths in building relationships between school staff and families. IVEA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two- way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a Parent Square portal that allows IVEA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate. Teachers build relationships with families through consistent communication using the systems mentioned above. Additionally, the school plans Parent Information Meetings once a month. These meetings are teacher-led and are used to keep families informed about classroom activities and give them an opportunity to ask questions.|Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise but rather aligning our messages to our proactive PBIS system so families are included in this effort!  Room Leads: We would like to include families in helping grow partnerships. To do this, we are going to ask for volunteer lead parents in each class. Their responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.  More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for teachers and families on building relationships and staying involved. We also partnered with Cyber Safety Cop to host 2 parent workshops on Cybersafety.|The school will improve the engagement of underrepresented families by:  Ensuring 100% of families are connected to Class Dojo and know how to use the program. Providing events at alternate times that make it easier for families to attend Providing meetings in a hybrid format so families can choose to log in online or attend in person Ensuring that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.|Current strengths for building partnerships for student outcomes include:  Regular parent conferences for families at each trimester break Parent access to online grade portal (PowerSchool) to regularly check student grades Parent workshops through Families in Schools Student success conferences for 100% of students to discuss grading/school policies|Current areas of improvement for building partnerships for student outcomes include:  Earlier referral for students into the student success program Additional counseling resources for students wrap-around support for families through community partnerships Identifying hard-to-reach families and agreeing upon best ways to communicate.|Our school will improve the engagement of underrepresented families by:  Ensuring 100% of families are connected to Class Dojo and know how to use the program. Providing events at alternate times that make it easier for families to attend Providing meetings in a hybrid format so families can choose to log in online or attend in person Ensuring that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.|Our current strengths in seeking input for decision-making include:  The use of Panorama Survey during Winter and Spring Regular coffee with the principal meetings to get feedback The use of surveys after events/meetings Parent Advisory Committee and ELAC/DELAC|The following areas of improvement in seeking input for decision-making include:  Higher response rate for Panorama Survey A wider range of families attending events (Same families) Events held at different times to make sure families can join Events held in a hybrid format|Our school will improve the engagement of our underrepresented families in decision-making by:  Offering alternate times for events (later and earlier in the day) Offering events/meetings in a hybrid format Reaching out personally to families who are underrepresented to ask them to attend Partnering with community groups to provide resources to families|4|4|4|5|4|4|5|4|4|4|5|4|Met||2025-06-26|2025
19647330117952|ICEF Innovation Los Angeles Charter|3|At the beginning of the year, teachers (& other staff) are encouraged to connect with families to begin creating strong relationships that motivate student learning and increase parent engagement. Through Student Success and Academic Snapshot Conferences, teachers, families, and students meet to ensure families know how to access the learning and are aware of the beginning of the year student progress. We make sure to address the multi-cultures that exist in our school community and encourage families to come out and share in this celebration with us. These relationships are further developed through school-wide activities and events, to include our annual Holiday Program, Hispanic Heritage Celebration, Career Day, Black History Program, Science Fair, Read Across America Week, Mother/Son & Father/Daughter Dances, Arts Night, STEM Night, and more. This year we were once again able to invite families to share in and celebrate our students and their excellence. Finally, we make sure we communicate with our families on a regular basis. We feel that open and honest communication is the best way to integrate families into the school community. Families receive communication in a number of ways, to include via our website, a weekly newsletter via Smore, Parent Square (email & text mass messaging system), and direct or phone contact, all of which are translated into Spanish for accessibility. We encourage families to be engaged in the school community as much as possible. This allows them to get to know us, us to get to know them, and everyone to learn how to work together to ensure student achievement.|We applied for a grant to become a Community Schools partner, and began implementation this year. Through this grant, we will be able to create more opportunities to engage families and build quality relationships within our school community. IILA would like to continue to focus on improving parent engagement by offering targeted workshops around how families can be more actively engaged in their students' educational journey. To increase student attendance, workshops about attendance and its long-term effect on student learning, would benefit the students as well. We currently hold bi- monthly Family Nights, which provides an opportunity for families and staff to come together and bond over like focuses.  We plan to hold a Meet and Greet, before school begins, so that staff and families can come together on the school campus, and interact through games, and activities geared toward strengthening relationships.|We feel it is important to engage our underrepresented families. We have an  increasing population of English Language Learners, which includes members of our “Newcomers” group. We have partnered with Ensemble Learning, an organization that works to make education more equitable for multicultural learners. Our goal focuses on incorporating the cultures of our represented families. We also offer Study Smart Tutors, a tutoring group that helps support emergent bilingual development. Community Schools Coordinator is our Homeless and Foster Youth liaison. She attends professional development opportunities throughout the year to find out about and offer more resources. We recognize that our varying groups have a variety of needs. Knowing that, it is our goal to find out what these needs are, how to best meet these needs, and address these needs to the best of our ability.|Our school has created partnerships with a number of organizations to increase student outcomes. We have organizations that focus on professional development for staff around the achievement of English Language Learners; Ensemble Learning. We have partnered with 3 tutoring organizations to address the individual needs; Tutors of America, Study Smart Tutors, and AirTutors. We have 3 partners that focus on the social and emotional health of our students, through mentoring and leadership, and counseling; Imagine Etiquette, South Central Training Consortium, and Care Solace. One of our biggest partnerships is with Challengers Boys and Girls Club. Students participate in an after-school program that supports the learning taking place during the school day, as well as offer enrichment and support programming to students and families. Through all of these partnerships, we are able to cultivate relationships with the community, which work to improve student outcomes.  Our in-house social workers and counselor, along with the support of our Community Schools Coordinator work continuously to look for and share resources with staff and families, to help influence student outcomes.|We are constantly looking for new partnerships to meet the needs of our students and families. We are currently seeking resources that can support families in supporting their children as students. We also want to bring more awareness around the social emotional needs of our students. This is inclusive of monitoring students on social media to prevent cyber bullying, which can lead to suicidal ideologies.|As mentioned in Section 3, we are aware that the influx of additional English Language Learners and Newcomers brings about the need for more focus on their needs and what will help them to be successful students. We also see the need, with our increasing number of Special Education students, to build partnerships with organizations that focus on their individual needs. We are in the beginning stages of this and have already brought on some partners to include Ensemble Learning, who we have worked with for the past 3 years, Study Smart Tutors, and Rosetta Stone. We have also dedicated 10% of one of our counselor’s time to working with our Newcomer students, in an effort to help them to acclimate to their new environment. We will continue to get feedback from this demographic through our ELAC committee, Coffee with the Principal gatherings, and family surveys.|Each year we look to engage families in our school-based committees. We hold quarterly Parent Advisory Committee (also EL-PAC) and ELAC (also DELAC) meetings where parents get a firsthand look at the inner workings of our school. Families who are a part of the committees get the opportunity to inform decisions made by the Principal and other school administrators that directly affect their child’s growth and progress. Family interaction has been helpful in establishing trust and confidence with ICEF Innovation families. Our committees inform us of Family interest in educating the children at IILA. Both committees have parents who are actively involved and want to participate in helping the school reach its goals. Another way we seek input for decision-making from our families is through Coffee with the Principal meetings, which are also held quarterly. The is a more informal setting, situated over a light snack and coffee, where family members can express their concerns and give suggestions on the school’s operations and program offerings.|While we feel like our offerings for ways to seek input for decision-making are substantial, our next step is to grow a more consistent base of families who attend these regularly scheduled meetings, as well as strengthen our parent/guardian led grade level committees, which take place during our Family Nights. Doing this would be an opportunity for all stakeholders to get involved on a larger level, and have more say, so that all students serviced by our school can benefit.|We have a strong group of English Language Learner (ELL) families that attend our school-based committee meetings, however we want to make their experiences more genuine, which requires us to have a deeper understanding of their needs and create an environment where they feel welcomed and heard. We plan to survey our ELL, Newcomer, and Homeless and Foster Youth families to determine the best times to hold our committee meetings, as well as ask about incentives that will encourage them to participate on a larger scale.|5|5|3|4|4|4|5|4|3|3|4|4|Met||2025-06-26|2025
19647330117978|Goethe International Charter|3|GICS’ educational model emphasizes collaboration between teachers and students, fostering strong relationships across the school community. Staff engage in weekly collaborative meetings, both by grade level and schoolwide, to assess strengths, identify areas for growth, and plan next steps. Each school year begins with a week-long professional development session, allowing staff to build rapport and alignment.  GICS also partners with the Goethe Parent Association to facilitate ongoing engagement between staff and families through events such as Back to School Night, student conferences, Middle School Exploratory Showcasing, International Flair, Lantern Festival, Middle School Socials (NO FAMILIES?), and movie nights. Weekly classroom meetings (TK–5) through the Caring School Community and Be Good People curriculum, and Sanford Harmony/Be Good People lessons and Common Sense (grades 6–8) support student-teacher relationship-building and cultural exchange.  Regular communication between teachers and families is maintained via student conferences, progress reports, report cards, newsletters, teacher websites, emails, and meetings. To strengthen community ties, GICS encourages family presence on campus. Volunteer opportunities include classroom support, garden classes, and field trips. Families are also invited to participate in monthly GPA meetings and the daily Family Fun Running Club, fostering informal interactions before the school day begins. Since returning to in person events and increased efforts to recruit volunteers in the previous school year, the number of families volunteering has grown. The volunteers also represent a broader spectrum of the school demographics and the breadth of grade levels.   To encourage volunteer participation, GICS consistently celebrates family involvement and presence through dedicated Volunteer Appreciation events. Based on End of Year family surveys, 88% of families indicated that GICS values the diversity of students’ backgrounds.|For the Middle School, a goal is to increase the opportunities of families to see the outcome of students’ learning in exploratory classes and core academic classes.  Although parent engagement has increased tremendously at school, it mostly is for activities and events outside of the classroom (e.g. school events, garden class, etc.). One area of improvement would be to promote more parental involvement inside the classroom.|The goal is to utilize other means of communications to inform about events in addition to emails and the newsletter, such as push notifications via text messages as well as to have a larger, more prominent display in the drop off and pick up area to notify of events.  One goal is to encourage parent involvement inside the classroom. An example would be to invite parents to participate in classroom cultural events across all grade levels—such as Heritage Month celebrations—by sharing presentations about their own cultural backgrounds. This initiative creates meaningful opportunities for families to contribute to the school community while celebrating the rich diversity of student experiences. By intentionally including voices from underrepresented families identified during the self-reflection process, the school seeks to deepen relationships between staff and families, foster a greater sense of belonging, and ensure all cultural identities are acknowledged and valued.|GICS places a strong emphasis on ongoing professional development for both teachers and support staff, including Instructional Assistants and Behavior Intervention Specialists. The school year begins with a full week of dedicated training before students return, followed by weekly professional development sessions throughout the year. Additionally, Behavior Intervention Specialists receive targeted support through weekly meetings with their Behavior Intervention Developer (BID) and monthly check-ins with the Assistant Principal overseeing Special Education. Instructional Assistants also meet regularly with their supervising Assistant Principal to discuss and finetune the social emotional and academic support they provide both inside and outside the classroom. To support student learning and development at home, GICS ensures that families have access to a variety of digital and print resources. Teacher websites, class newsletters, Google Classroom, and the PowerSchool Parent Portal all serve as essential tools for families to stay informed about academic progress and classroom activities. GICS offers regular Parent Conferences & Progress Meetings: two conferences throughout the school year (one Parent-Teacher in the fall and one Student-Led in the spring) for families and teachers to discuss student progress and support. Teachers also communicate regularly with families through emails, phone calls, and in-person meetings as needed throughout the year. In addition to regular report cards, students with IEPs receive progress reports on their IEP specific goals.  Special Education Inclusion: Families participate in IEP and 504 Plan meetings, and SSPTs, and receive communications in languages they understand. The Assistant Principal and Resource Specialists regularly support families in understanding their students' educational rights—particularly in relation to IEPs, accommodations, and other legal protections. The school also holds monthly Coffee Chats with Administration, which offer informal opportunities for parents to ask questions, share concerns, and stay up to date on school initiatives. Additionally, Community University events are held throughout the year to keep families informed about key aspects of their children's education and development, while also offering valuable resources and support. Both the Parent Advisory Committee and the English Learner Advisory Committee play an active role in guiding the administration by providing input on topics that matter most to families, such as student achievement and well-being.|While the diversity of the families on the various school committees which review school policies, procedures, and resources as well as analyze schoolwide academic data throughout the year has increased, GICS thrives to include parent representatives of all cultural backgrounds. To strengthen inclusivity, the school will implement targeted outreach efforts to raise awareness about the purpose and impact of these committees, as well as the roles and responsibilities of parent representatives.|GICS will continue to provide translations of school messaging and important information to families as well as translation services throughout the school year. Once parent representatives from all cultural backgrounds have been selected, these representatives can then do targeted outreach within their communities to encourage them to attend school meetings with teachers and to participate in school committees. GICS will collect data, by using digital sign-in and attendance sheets (instead of paper as previously), to easily track which families are participating in school meetings. This will aide in identifying what groups are underrepresented.|GICS offers a variety of opportunities for families to engage in advisory roles and contribute to school decision-making through participation in both Board of Trustee and school-based committees, as well as parent engagement evenings. Committees such as the Finance Committee, Safety Committee, Parent Advisory Committee, and English Learner Advisory Committee include both staff and parent representatives. To build capacity and ensure meaningful participation, all committee members receive training at the start of each school year to clarify their roles and responsibilities. GICS actively encourages members to serve for multiple years while also working to recruit new participants, ensuring continuity and fresh perspectives. To keep families informed and create meaningful opportunities for input, GICS hosts a variety of events throughout the year. These include Back to School Night at the start of the academic year, ongoing Community University sessions that focus on key topics in student learning and development, and monthly Coffee Chats with admin to offer opportunities to ask questions and share concerns. In addition, the Goethe Parent Association collaborates with school administration to hold monthly meetings where updates are shared, and parents are encouraged to ask questions and provide feedback.|GICS remains committed to fostering meaningful family engagement by providing structured opportunities for families and staff to assess engagement activities. While collaboration between staff and families informs the planning, design, and implementation of these efforts, greater emphasis is needed on evaluating their impact—particularly in terms of inclusivity and outreach to underrepresented groups within the school community. Annual family surveys offer additional insights by identifying both areas of success and opportunities for improvement.|GICS will improve the engagement of underrepresented families with the following strategies. One strategy will be to recruit lead parent representatives of all demographics. This will ensure that all demographic groups have representation, feel a sense of connectedness to the school and motivate others to attend events.  Dedicated GPA members recruit and connect with Elementary School and Middle School families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
19647330118588|Alain Leroy Locke College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330119982|Equitas Academy Charter|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|4|4|4|3|3|4|3|Met||2025-06-25|2025
19647330120014|KIPP Endeavor College Preparatory Charter|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Endeavor College Preparatory Charter. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public. Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330120022|Valor Academy Middle|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 81% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 95% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 98% of families who attended at least one event. This year we're also tracking families who attended 2 events at 51%. Additionally, 98% of families attended a yearly counselor meeting. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend at least one Parent Education Seminar as a focus area of improvement, as 8% attended this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We  are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 80% participation in our Teacher-Parent Conferences. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 8%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 81% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 51%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330120030|Alliance College-Ready Middle Academy 4|3|At Alliance College-Ready Middle Academy 4, parents as partners act as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 42 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 37.81% of our scholars' families attended two or more parent engagement events this year. In addition, 99% of our families responded positively in questions regarding Family Engagement at the school, and 97% of our families responded positively in questions regarding Teacher Relations at the school. Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions on how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide accountable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance College-Ready Middle Academy 4, we deeply value the role that parents, guardians, and families as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in support for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging families as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand support of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible support both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that all our educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330120071|New Designs Charter School-Watts|3|New Designs Charter-Watts’ staff have built positive relationships with families and the community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, parent-teacher conferences, Coffee with the Principal, Parent Orientation, ELAC, School Site Council and Parent Workshops. The school has adapted, improved and established communication and messaging systems and infrastructure acquired and established during the COVID period to fit and work in the post-COVID era. The school also continues to develop the capacity of staff to build trusting and respectful relationships with families through professional development that emphasizes the importance of parents in the education process.|New Designs is focused on learning more about their families, their strengths, needs, cultures, languages and goals with the aim of enhancing connectedness amongst the families. Our survey data also indicated that our educational partners wanted to grow a stronger sense of belonging and community within the school community. The school intends to increase opportunities for participation for all parents in all the spheres of the school’s activities from the academic to the sporting and the social.|The school intends to ensure inclusiveness, access and equity in its communications, contacts, and provision of services to all families. This guarantees that those families on the margins due to their economic, social and cultural situations are not left out but have access and are full participants in all activities of the school. Where possible, the school will provide incentives and support that encourage participation.|New Designs Charter-Watts’ strength is in building partnerships for positive student and family outcomes. Our LCAP goal # 2 focuses on not only showing growth toward meeting or exceeding standards but also preparing them to pursue their college and/or career goals. The school has recognized the importance of social emotional health as a critical equation in academic performance and has added counsellors who have created an effective and supportive educational environment as well as boosted timeliness of interventions. Professional development in core curriculum and English Learner Development continues to foster improvement-oriented mindsets among staff.  Our school meets with all families prior to the start of the school year during parent/student orientation, and during the school in parent/teacher conferences and back-to-school nights. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes.|A focus area for improvement is providing professional learning and support to teachers and school leadership to improve the school’s capacity to partner with families and to support families to understand and exercise their legal rights and advocate for their children. Our experience has shown participation in school-wide meetings (forums) and surveys tapering from the high levels achieved during the pandemic. We see a need to boost parent participation in all activities open to parents. We have also gathered from our data a need to improve the liaison and prominence of our partnerships with local colleges with ultimate goals of expanding enrollment and choices of college credit classes for our students.|The school will ensure inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins have access and are full participants in all activities of the school. This will come in the form of incentives and support that remove barriers to participation. Survey inputs from marginalized families will direct the creation of strategies to enhance their engagement.|New Designs Charter-Watts seeks and promotes meaningful partnerships with parents and other stakeholders using a variety of platforms and means. General zoom meetings (town halls), surveys, newsletters, School Site Council meetings, ELAC, LCAP related meetings, Coffees with the principal, Open Board meetings and school updates via the school webpage, newsletters and BlackBoard are all used to engage, receive, and provide updates to parents and other stakeholders.|To improve partner input in decision-making, New Designs utilizes an array of strategies learned over time and that have proved to be successful. The LCAP provides a broad frame for areas of focus for inputs by parents and stakeholders. However, the LCAP information can be dense and technical, and we have learned to keep the information simple, digestible and communicable to increase responses and participation. One such specific area within the LCAP process is participation in the Budget Overview for Parents and the general partner engagement sessions focused on progress on the LCAP goals.  Our data has also pointed to a need for increasing staff and student voices in the decision-making process.|To enhance family engagement and participation of underrepresented families the school will engage in outreach to provide incentives and remove or ease barriers that usually prevent such families from participating in the school’s decision-making process. The school will focus on such areas as providing translations, designating staff to work with families in need and encouraging such families to fully participate in school activities including ELAC, School Site Councils and any other school improvement bodies or forums.|4|4|4|4|4|4|4|4|4|3|4|3|Met||2025-06-07|2025
19647330120097|Academia Moderna|3||||||||||||||||||||||Not Met|||2025
19647330120477|Aspire Titan Academy|3|Across Aspire Titan Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Titan Academy,, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Titan Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Titan Academy, continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19647330120527|Watts Learning Center Charter Middle|3||||||||||||||||||||||Not Met|||2025
19647330121079|Ararat Charter|3|Building strong relationships between school staff and families is essential for fostering a supportive and collaborative educational environment. Here are several ways that LEA has accomplished this: 1. Regular Communication: - Newsletters: Sending regular newsletters with updates, news, and important information. - Parent-Teacher Conferences: Scheduled meetings to discuss student progress and address concerns. - Emails and Phone Calls: Direct communication for individual updates and feedback. 2. Involvement in School Activities: - Volunteer Opportunities: Inviting parents to volunteer in classrooms, at events, or on field trips. - School Events: Hosting events like open houses, family nights, and cultural fairs that encourage family participation. 3. Advisory Councils and Committees: - Parent-Involvement Committees: Encouraging active parent involvement in school decision-making processes. - School Improvement Teams: Including parents in planning and evaluating school programs and policies. 4. Positive Engagement Strategies: - Recognition Programs: Celebrating parent contributions and student achievements through awards and acknowledgments. 5. Accessible and Inclusive Practices: - Translation Services: Providing materials and interpreters for non-English speaking families. - Flexible Meeting Times: Offering meetings at various times to accommodate different schedules. 6. Technology and Online Platforms: - School Portals: Using platforms where parents can track student progress, attendance, and communicate with teachers. - Social Media: Utilizing social media to share updates and engage with the school community. 7. Collaborative Learning Projects: - Family Homework Assignments: Projects that involve family participation. - Community Service Projects: Engaging families in service projects that benefit the community.|The focus areas identified are:  1. Parent Education Programs: - Workshops and Seminars: Offering sessions on topics such as child development, learning strategies, and internet safety. - Parent Resource Centers: Providing access to resources and support for parents.  2. Collaborative Learning Projects: - Family Homework Assignments: Projects that involve family participation. - Community Service Projects: Engaging families in service projects that benefit the community.|Improving the engagement of underrepresented families in schools involves addressing barriers and creating inclusive, supportive environments. Here are some strategies the LEA uses to address this:  1. Culturally Responsive Practices: - Cultural Competency Training: Provide training for staff to understand and respect diverse cultural backgrounds. - Celebrate Diversity: Host multicultural events and acknowledge diverse cultural traditions and holidays.  2. Accessible Communication: Translation and Interpretation Services: Ensure all communications are available in the primary languages spoken by families. - Multiple Communication Channels: Use phone calls, text messages, and social media in addition to emails and newsletters to reach families in their preferred format.  3. Building Trust and Relationships: - Community Liaisons: Employ staff or volunteers who share cultural backgrounds with underrepresented families to serve as bridges between the school and the community.  4. Flexible Engagement Opportunities: Varied Meeting Times: Schedule events and meetings at different times to accommodate varying work schedules.  5. Inclusive Decision-Making: - English Learner Advisory Committee and School Leadership Council meets regularly.  6. Surveys and Feedback: - Regularly seek input from families through surveys and focus groups.  7. Community Partnerships with Local Organizations: - Partner with community organizations that already have strong relationships with underrepresented families. 8. Personalized Outreach Invitations: - Extend personal invitations to individuals to make families feel valued and welcomed.|We have a number of partnerships that the LEA has in place and must be sustained and nurtured. Please see the next item for details.|The LEA has engaged in a number of external partnerships that support student outcomes.  1. Contracted agencies provide counselors, physical therapists, and other professional services to support students' needs.  2. Partnerships with two local universities support future teachers and serves as a symbiotic relationship that builds community involvement and student support.  3. Furthermore, the LEA was awarded the California Community Schools Partnerships Program grant (CCSPP) that will benefit actions towards Tier 2 and 3 behaviors.  4. Finally, the ongoing partnership with the Los Angeles County Office of Education (LACOE) benefits the school's positive behavior intervention and supports program.  5. Local Regional Center partnership to support our families.|To improve engagement of underrepresented groups in relation to building partnerships for student outcomes, the LEA implements the following strategies:   1. Personalized communication tailored to address specific concerns and interests of underrepresented families.  2. Regular updates that provide consistent student progress, school events, and opportunities for involvement.  3. Family-centered workshops that focus on topics relevant to student success.  4. Cultural celebrations that celebrate the cultures represented at the school.  5. Community liaisons who share cultural and linguistic backgrounds with underrepresented families to facilitate communication and trust-building.|The LEA's current strengths and progress in seeking input for decision-making are: Areas of Strengths 1. Established Communication Channels: - Regular Surveys: Conducting annual or bi-annual surveys to gather input from parents, students, and staff on various school issues. - Parent-Teacher Committees: Committees and Councils that serve as a platform for parental involvement and feedback. 2. Inclusive Meetings and Forums: - Cappuccino with the Principal: Hosting regular CWP meetings to discuss important topics and gather community input. - Focus Groups: Organizing focus groups with diverse representation to delve deeper into specific issues. 4. Advisory Councils: - Diverse Advisory Councils: Inclusion of parents, students, and community members in advisory councils to ensure diverse perspectives are considered in decision-making. 5. Transparent Communication: - Clear Reporting: Providing transparent reports on how community feedback has been used to inform decisions. Areas of Progress 3. Digital Engagement: - Online Portals: Utilizing school websites and portals where stakeholders can provide feedback and access information. - Social Media: Active use of social media platforms to communicate and gather real-time input from the community.|Engagement strategies to ensure that families are connected to the school in meaningful ways beyond just surveys and meetings, such as volunteer and leadership opportunities.|The LEA will continue with the strategies shared in response #1.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2025-06-18|2025
19647330121137|Ingenium Charter|3|Ingenium Charter School has made significant progress in building trusting and respectful relationships between school staff and families. One of our key strengths is the intentional effort to create a welcoming school environment where all families feel valued and included. The school has strengthened its campus culture by increasing the number of family-oriented events and activities, ensuring that parents and guardians are not only welcomed but also encouraged to actively participate in school life.  We hold regular English Learner Advisory Committee (ELAC) meetings and School Site Council (SSC) meetings to provide parents with formal opportunities to engage in decision-making processes that impact student learning and school improvement. Additionally, the school principal hosts informal Q&A sessions to provide families with open, two-way communication channels where questions, concerns, and suggestions are welcomed in a supportive setting.  Furthermore, the ICS has made efforts to ensure that communication with families is accessible and understandable by providing information in families’ primary languages. We continue to support staff in developing cultural awareness and sensitivity to better understand each family’s strengths, backgrounds, and goals for their children.|While progress has been made in creating a welcoming environment and offering multiple communication opportunities, there is room for improvement in building staff capacity to engage deeply with families' unique cultures, languages, and aspirations. Currently rated as “Initial Implementation” in this area, the ICS recognizes the need for additional professional development focused on culturally responsive practices and relationship-building strategies.  We also aim to deepen personalized engagement efforts with families of English Learners, foster youth, and students experiencing homelessness to ensure that their voices are heard and their needs are fully understood by all staff members. Strengthening staff training to help teachers and classified staff learn more about each family's background and goals will help improve these relationships over time.|To improve the engagement of underrepresented families, such as English Learners, foster youth, and socioeconomically disadvantaged families, Ingenium Charter School (ICS) will expand outreach efforts through targeted communication and family-centered events. ELAC meetings will continue to serve as a critical space for elevating the voices of families of English Learners, and we will work to increase participation by offering more convenient meeting times, childcare, and translation services.  The principal’s informal Q&A sessions will be promoted more broadly to ensure that all families are aware of this opportunity for direct dialogue. Additionally, we plan to provide staff with further training on cultural competence and family engagement best practices to build their capacity for meaningful two-way communication and relationship building.  By leveraging school events as opportunities for connection and trust-building, and ensuring that all families—particularly those who have historically been underrepresented—are actively included in school activities and decision-making processes, we expect to strengthen family partnerships and improve student outcomes.|Ingenium Charter School (ICS) is in the Initial Implementation phase regarding professional learning and support for staff to strengthen family partnerships. We recognize the importance of equipping teachers and principals with the skills and tools necessary to engage families effectively. To support this goal, we provide ongoing professional development that includes strategies for building meaningful relationships with families and fostering collaborative partnerships.|Ingenium  Charter School (ICS) is in the Initial Implementation stage of providing families with resources to support their children’s learning and development outside of school. We distribute informational materials and hold workshops designed to empower families with strategies they can use at home. Communication is tailored to be accessible and culturally responsive, ensuring that families from diverse backgrounds receive relevant and understandable information.  Our increased family engagement events also serve as informal opportunities to share resources and encourage families’ active involvement in their children’s education, supporting a stronger home-school connection.|ICS has reached Full Implementation in facilitating meaningful meetings between teachers, families, and students to discuss academic progress and collaborative support strategies. This includes regular parent-teacher conferences and opportunities for ongoing dialogue throughout the school year.|Ingenium Charter School (ICS) is currently in the Initial Implementation phase in building the capacity of both staff and families to engage meaningfully in advisory groups and school decision-making processes. We actively encourage participation through our established advisory bodies, including the English Learner Advisory Committee (ELAC) and School Site Council, where family members have formal roles in shaping school policies and programs.  To further enhance input gathering, the school regularly administers surveys to families, students, and staff, inviting candid feedback on school initiatives, climate, and family engagement practices. These surveys provide valuable data that inform ongoing efforts to improve collaboration and transparency.  The principal’s informal Q&A sessions also serve as an additional forum for families to voice their opinions and contribute to school planning in an accessible and welcoming environment. Through these multiple channels, ICS demonstrates a commitment to fostering two-way communication and shared decision-making.|While progress has been made, ICS recognizes the need to strengthen the capacity of both staff and families to fully engage in advisory and decision-making roles. Currently at Initial Implementation, further professional development for principals and staff is needed to equip them with effective strategies for facilitating inclusive family participation, especially for those from underrepresented groups.  Additionally, we aim to increase outreach efforts to ensure that all families, particularly those who may face barriers due to language, work schedules, or other challenges, have equitable opportunities to contribute input. Expanding communication methods and scheduling flexibility will be critical to achieving broader and more diverse participation.|To better engage underrepresented families, Ingenium Charter School plans to enhance its use of surveys and feedback tools designed to be accessible in multiple languages and formats. We will also increase targeted outreach efforts to invite these families to advisory meetings and decision-making forums, ensuring their perspectives are heard and valued.  The school will continue to foster a welcoming environment through strengthened family engagement events and informal forums, making participation in governance feel approachable and meaningful. By providing families with clear information about their roles and rights in school decision-making, alongside offering logistical supports such as childcare and translation services, ICS is committed to building equitable partnerships that reflect the diverse voices within the school community.|3|4|3|4|3|3|4|3|3|3|3|3|Met||2025-06-09|2025
19647330121285|Alliance Cindy and Bill Simon Technology Academy High|3|At Alliance Cindy and Bill Simon Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 94% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Cindy and Bill Simon Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of Parents and 96% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330121293|Alliance Tennenbaum Family Technology High|3|At Alliance Tennenbaum Family Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Tennenbaum Family Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 95% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 94% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330121699|KIPP Empower Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Empower Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330121707|KIPP Comienza Community Prep|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Comienza Community Prep. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public. Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned. To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330121848|Crown Preparatory Academy|3|At Crown Prep Academy we believe that parent engagement is critical for student success. To meet the needs of our students, we aim to engage our parent community as partners in their students' success. In order to best do so, we provide interpretation and translation services for 100% of meetings and events with parents/guardians, individual meetings with school staff related to their child’s education including parent conferences and IEP meetings, SSC meetings, open house, school tours, and Coffee with the Principal. We also have our Multilingual Family Committee which focuses on engaging with families of our multilingual learners in order to help them support the success of their student, prepare for ELPAC and understand the assessments that are given.  Our Parent Center is hosted and led by our Parent Liaison who supports in creating a welcoming environment, leads various workshops throughout the year, and also leads our parent volunteer program. We aim to work with our Parent Liason in order to create and offer more robust volunteer opportunities.   In addition, to support our staff with parent engagement, we hold professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral challenges. We've provided our staff with a reliable commincation platform that also translates communication to families. Teachers are regularly encouraged to continuously grow their relationships with families throughout the year.   Lastly, we are further incorporating our parent community into this year's student achievement goals by providing workshops that will empower them to support their student when practicing standards-based instruction at home.|Crown Prep Academy regularly asks family members for input on which workshops and additional offerings would be beneficial through regular feedback and surveys. An area we are developing include partnerships with families to enhance their engagement in school wide committees, academic workshops, SEL workshops and other that inform how to support student success at home.|Since its inception, STEM Preparatory Schools has maintained a mission to disrupt the status quo by getting students of color into STEM fields. One of the ways we do this is through providing families opportunities to be involved in STEM events, such as Family STEM Night and our annual STEM Competition, which allows for them to engage in enrichment activities with their students and STEM Prep staff. Families are also invited to represent through their participation in the School Site Council, English Language Advisory Committees, individual student meetings and participation in school surveys. Upcoming, we plan to expand family partnerships through workshops to support student learning at home.   Additionally, family communication is sent out regularly. Weekly reminders and updates are sent via Parent Square. Addtionally, at family touchpoints, families are invited to provide feedback for workshops and other school-related offerings.|One of our monthly family touchpoints, Coffee with the Principal, provides training for parents/guardians on how to support their students academically, emotionally and in college and career readiness. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Families have also participated in mental health workshops as well as how to navigate our school portal. Furthermore, the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.  This year's adoption of the i-Ready curriculum with further develop this area as it will provide individualized instruction for students both at school and at home. Maximizing the features of i-Ready, including utilizing parent resources and structuring regular data chats will allow for us to target and address the individual learning needs of students in addtion to empowering parents to support at home.|Crown Prep Academy aims to concentrate in growing student success in a variety of measures such as the CAASPP, ELPAC and Restorative Justice. Throughout the year, students participate in Benchmark exams that will periodically measure their prioficiency in ELA and Math. In addition to Benchmarks, students participate in a targeted reviews prior to the CAASPP as well as targeted tutoring, motivation building, and celebrating progress.  For the ELPAC, students prepare in both ELD classes as well as their gen ed courses through integrated ELD and language learning targets. Leading up to the exam, students participate in targeted tutoring, building motivation, as well as celebrating progress.   One of our major pushes this year is student achievement growth. This is building off of our Active Engagement priority last year, where areas of growth included improving emotional, behavioral and cognitive engagement. While we met our goal in the areas of emotional and behavioral engagement, we wanted to take the opportunity this year to expand on student cogintive engagement.    Additional support and enrichment through our Expanded Learning Program, Think Together, has also allowed for students to fully engage in STEM activities outside of the classroom. They also provide extra tutoring support.|Crown Prep Academy Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements.   As part of our commitment to data-driven instruction, we will continue to use data to guide our decision. This year, we’re making a major shift in our benchmark testing by adopting the iReady platform. This change will give us more actionable data and allow us to better address learning gaps through targeted classroom instruction. To ensure successful implementation, we are involving all staff in the process to build buy-in and collective ownership. We’ve also developed a rollout plan for all stakeholders, including parents and families, so that everyone understands the purpose behind the shift and how it will benefit students’ academic growth.|Crown Prep Academy aims to involve all stakeholders in decision making. For staff, surveys are given so that leadership can identify and respond to their needs either in PD, in departments, grade levels or across the site. This feedback is taken into consideration when planning for future PDs and meetings.   Additionally, teachers and staff have the opportunity to be a part of committees, whether they're official (School SIte Council), or as part of a year's priority. Parents are also encouraged to be involed through the School Site Council and English Learner Advisory Council, which serve the school through providing feedback on our LCAP, English Learner Master Plan, and SPSA, which then is brought up to our Board of Directors. They are invited to Coffee with the Principal and the Parent Club as well.|Crown Prep understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations. Additionally, CPA will continue to leverage other feedback opportunities in place such as the SSC and ELAC.   For staff and students, CPA provides 3 surveys each year that solicits feedback on climate, safety and satisfaction. This data that is collected throughout the school year informs decision making in order to determine if we continue with best practices, or adjust based on what was communicated on the feedback forms.|Crown Prep Academy has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.   Additionally, Crown Prep Academy follows a tiered attendance plan that allows for parent touchpoints  after a certain number of thresholds. This allows for Crown Prep Academy to intervene, and if necessary, provide further support for students who are struggling with attendance.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
19647330122242|TEACH Academy of Technologies|3|Based on the analysis of educational partner input and local data, TEACH continues to demonstrate strong performance in building relationships between school staff and families, achieving a Level 4 (Full Implementation) rating. Multiple strategies have been employed across school sites to ensure consistent, authentic engagement. These include Coffee with the Principal, ELAC, School Site Council (SSC) meetings, and celebratory events that bring families into the school community.  A major highlight from this academic year is the parent-led educational workshops. Through a partnership with the Los Angeles County Department of Mental Health under the PALs Program, TEACH trained parents who then led workshops for other families, significantly deepening peer-to-peer engagement. Additionally, the Department of Mental Health offered Wellness classes in both English and Spanish, providing targeted parenting strategies that supported families throughout the year. These efforts reflect a model of shared leadership and culturally responsive engagement that strengthens trust and collaboration between home and school.|While TEACH is fully implementing strong relationship-building practices, a key focus area is the deepening of family engagement in collaborative decision-making, especially in wellness and mental health initiatives. This year, TEACH launched a Leadership Committee that includes parents as active participants in shaping school priorities. This structure provides families with a formal avenue to contribute insights—particularly on wellness programming—and lays a foundation for growing this role in the upcoming academic year.  Additionally, TEACH aims to expand outreach to families less represented in school events through personalized engagement (e.g., home visits), and to build on existing success by enhancing leadership training and peer facilitation models for parent engagement.|To improve engagement of underrepresented families, TEACH is taking intentional steps that include: 	•	Home Visits to reach families who may face barriers to attending school-based events. 	•	Parent-Led Workshops supported by external partners like the Los Angeles County Department of Mental Health, allowing families to receive support from peers in a culturally affirming and accessible setting. 	•	Ongoing Wellness Workshops delivered in English and Spanish, making mental health resources and parenting strategies more inclusive and practical. 	•	Growth of the TEACH Leadership Committee, ensuring underrepresented voices shape decisions—especially around school climate and student wellness.  These strategies ensure that family engagement is not only frequent but inclusive and equitable.|Based on educational partner input and local data, TEACH has made significant progress in building partnerships that support student outcomes and is currently rated at Level 3 (Initial Implementation) in this domain. Key strengths include the establishment of family-facing academic supports and the inclusion of families in grade-level planning and academic goal-setting.  One highlight this academic year is TEACH’s partnership with the Los Angeles County Department of Mental Health, which, through the PALs Program, supported families not just in wellness but also in parenting strategies that positively influence student success. Additionally, workshops focused on mental health and wellness—delivered in English and Spanish—created an environment where families could better support students’ emotional and academic development at home. These programs reflect TEACH’s commitment to equipping families with practical tools and knowledge that influence positive student outcomes.  Moreover, TEACH has built a Leadership Committee that integrates family voice into broader conversations about student achievement and school priorities. These structures represent foundational progress in creating sustained, two-way partnerships between families and staff.|While strong steps have been taken, TEACH recognizes the need to build educator capacity for family partnership and to further institutionalize systems that link family engagement directly to academic growth. A priority focus is to provide professional development for staff on best practices for partnering with families—especially in ways that are culturally affirming and strength-based.  TEACH also aims to strengthen family access to academic data and student performance insights, ensuring that parents and guardians can understand and act on key indicators of student success. In particular, the goal is to expand workshops and parent engagement activities beyond wellness topics to include literacy, math support, and college/career readiness, tailored to different grade spans.  Another important growth area is to embed family engagement into MTSS (Multi-Tiered Systems of Support) frameworks so that families are recognized as essential partners in both academic intervention and enrichment.|To improve the engagement of underrepresented families specifically in support of student outcomes, TEACH will implement several strategies in 2024–2025: 	•	Targeted Outreach and Home Visits for families not currently participating in school-based academic events. 	•	Expansion of parent education workshops to include academic support topics (e.g., literacy development at home, navigating high school graduation requirements, college access). 	•	Continued development of the TEACH Leadership Committee to include families from underrepresented groups and ensure their input helps shape instructional and intervention strategies. 	•	Use of bilingual communication tools and translated materials to make academic data and guidance more accessible to families whose primary language is not English.  By integrating these strategies, TEACH aims to foster deeper partnerships that go beyond communication and extend into collaborative planning for student growth, particularly among families who have historically been less represented in academic conversations.|Based on the analysis of educational partner input and local data, TEACH has demonstrated early but promising progress in seeking and integrating family input into school and district decision-making. Currently rated at Level 2 (Beginning Development) in this area, TEACH has shown strength in expanding participation in advisory structures such as ELAC (English Learner Advisory Committee) and the School Site Council (SSC). These groups have begun playing a more active role in shaping school priorities, reviewing budgets, and advising on instructional programs.  A notable step forward this year was the creation of the TEACH Leadership Committee, which has increased opportunities for families to contribute to decisions—particularly around school wellness initiatives. By creating structured spaces for dialogue, TEACH is beginning to shift from one-way communication to more collaborative planning with families.|The primary focus area for growth lies in broadening and diversifying family participation in decision-making processes, especially for underrepresented and historically marginalized families. TEACH recognizes the need to move beyond formal advisory groups and explore less formal, more culturally responsive formats—such as community circles, focus groups, and facilitated dialogues—that allow a wider range of families to share feedback.  Another key area for improvement is to close the feedback loop. Families need to see clearly how their input has influenced policy, programming, or resource allocation. TEACH also aims to improve staff capacity to facilitate participatory processes through training in inclusive facilitation and shared leadership models.  Additionally, there is an opportunity to integrate parent input more directly into instructional decision-making and strategic planning, not just in compliance-oriented committees.|To better engage underrepresented families in decision-making, TEACH is committed to implementing the following strategies in the upcoming academic year: 	•	Expanding outreach efforts (e.g., personalized invitations, language-accessible materials, and child care at meetings) to ensure broader parent representation in key decision-making bodies. 	•	Building out the TEACH Leadership Committee to serve as a more inclusive, representative platform for family voice, with intentional recruitment of families from underrepresented communities. 	•	Partnering with community-based organizations to host co-facilitated listening sessions and feedback forums in families’ home languages, focusing on school climate, academic priorities, and student supports. 	•	Offering parent leadership development opportunities to empower underrepresented families with the tools and confidence to participate meaningfully in school governance and planning.  These approaches aim to embed equity in the decision-making process by ensuring that all families—not just the most involved—have a voice in shaping the educational experience at TEACH.|4|4|4|4|4|4|4|4|2|2|2|2|Met||2025-06-10|2025
19647330122481|Animo Jefferson Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330122556|Citizens of the World Charter School Hollywood|3|The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, staff is asked to reach out to each student’s family in their classroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in-person structured opportunity for caregivers and staff to connect is Back to School Night.    Additional opportunities to build partnerships are through Caregiver Conferences which are held twice per school year. These are meaningful opportunities for staff to communicate student progress and come up with plans for growth. Other opportunities to build relationships are through various volunteer opportunities such as community champions, classroom Mystery Reader, field trip chaperones, classroom events, etc.    The school also offers many less structured opportunities for families to visit the school to build community through cultural and academic events. These include our caregiver workshops, Open House, Starnival, Winter and Spring Concerts, our annual Drama Production, Night, our heritage festivals throughout the year, monthly whole school assemblies, Movie and Music Nights and Coffee Socials.   Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our caregiver conferences. We ask our staff if they need a translator and we aim to ensure a translator is available for those meetings or they have one of our Translate Live devices. The same is true for IEP and Student Success Team meetings.|We would like to offer our families diverse ways of engaging with the school in ways that are meaningful for them. Some of our families cannot be physically present at school for in person volunteer opportunities, so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings we send out resources or recordings of webinars.|On the family survey, 94.2% of our English Learner families felt a neutral to high sense of belonging, compared to 96.1% of all families. Therefore, a focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. Some of the ways we plan to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. Some ideas we have include: holding a Coffee Social for caregivers of students who have disabilities, providing a safe space where caregivers can connect because of shared experiences. We’d also like to present caregiver workshops in different languages, so families of a particular culture can come together to learn in their native language.    It will also require leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all the things and making intentional efforts to reach out to them specifically.|CWCH has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key for the success of the school and the students.  We strive to ensure families are informed by providing school newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out weekly classroom updates of what has and will be taught along with ways they can support student learning at home. Additionally, CWCH holds several community events that help bridge the school to home gap.  For example, hosting a caregiver workshop with an executive functioning expert to support student needs in the home and build up the tools that parents have to support their EF development.       To support our CWCH staff, we provide teachers with professional development that focuses on communication with families in our Wayfinding series.  Wayfinding is a targeted professional development for our new to the field teachers that supports them with topics like engaging families and proper lines of communication for a successful partnership.   To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night Presentation.  In this presentation, we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise we often direct families to our Handbook which is also provided for parents annually.   We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families.  We continue to strive to ensure all communication is translated for families into their native language. Many of our key communication is already translated, but there are times where some emails or updates may not be translated.  We hope to improve to allow access to written info for all families at all times.     Another area we are focusing on is increasing participation of families that may be more challenging to communicate with.  This group has diverse needs and it’s not a one size fits all approach to engaging families.  This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more.  To combat that, we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible.   Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement.  We aim to build teacher support around the Get Better Faster framework and will do this through professional development and coaching.|We recognize the importance of engagement for all families, especially those who are underrepresented.  To combat that, we have recently been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council. The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged. The DEIB Leaders Council is composed of a dedicated group of staff members and caregivers. The Council will help be thought and accountability partners for how our school operates when considering and including all of our community members.  Together with the school site leadership team, they will work on implementing an Equity Action Plan which includes specific equity-centered goals. We will continue to grow the DEIB Leaders Council each year and hope to see its continued positive influence throughout the upcoming years.|Comprehensive Stakeholder Engagement: CWC Hollywood engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Cafecitos, Town Hall meetings, and focus groups, ensuring multiple perspectives are considered.   Transparent Communication: CWC Hollywood maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and report cards for students. and outcomes from stakeholder meetings, building trust and encouraging participation.   Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.   Responsiveness: CWC Hollywood promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.   Strengthen Feedback Mechanisms: To build on the transparent communication strength, CWC Hollywood could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is being utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.   Develop Continuous Improvement Plans: To ensure ongoing progress, CWC Hollywood can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.|Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.   Increase Professional Development Focused on Stakeholder Engagement: While CWC Hollywood addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.   Expand Data Utilization for Personalized Communication: CWC Hollywood’s data-driven approach could be expanded to personalize communication with stakeholders. By analyzing data on stakeholder preferences and engagement patterns, CWC Hollywood can tailor communications to better meet the needs and interests of different groups, thereby improving the relevance and impact of their messages.|5|4|3|5|3|3|4|4|3|3|4|5|Met||2025-06-25|2025
19647330122564|Camino Nuevo Elementary #3|3|CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  Professional development sessions are held for staff on how to build meaningful relationships with families.  Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement.   Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  Sites host school events and classroom activities where families can attend and interact with staff.  Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2024 Family Survey, 96% percent of families strongly agree or agree that they feel welcome at their child’s school.  Our family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 75%.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: -Prepping families/students for SBAC/ELPAC -Understanding SBAC/ELPAC results/reports -Our Special Education Program -How to have Successful Parent-Teacher Conferences -Getting Familiar with our Math and ELA Curriculums and Assessments -I-Ready Math -Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team. Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.  Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|4|3|3|3|3|2|Met||2025-06-17|2025
19647330122606|PUC Lakeview Charter High|3|PUC Lakeview Charter High School prides itself in building relationships between school staff and families.   In order to accomplish this, the school develops a family scope and sequence in order to ensure that there is an ongoing plan to connect with families throughout the year. Aside from recurring monthly events, the school also hosts quarterly PAC and ELAC meetings so that families are able to have direct communication with administration.|While PUC Lakeview HS has a strong group of parents who are involved, the school would like to improve the involvement of the parents of students who are English Language Learners.|We will improve participation of EL parents through targeted outreach efforts.  This includes calling these parents directly and hosting an EL luncheon to discuss what it means and how to support your child at ho|PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth.  Lakeview hosts mandatory parent conferences with all of its families in the fall and spring in order to not only inform families of student progress, but to also have them be partners in the work.|A focus area for improvement in Building Partnerships for Student Outcomes is refining practices that foster partnerships between families and staff in support of student growth.|PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth.  Lakeview hosts mandatory parent conferences with all of its families in the fall and spring in order to not only inform families of student progress, but to also have them be partners in the work|PUC Lakeview Charter High School has various groups that serve as an avenue for different stakeholders to provide input and provide feedback.  Lakeview has a Parent Advisory Committee that is composed of parents, teachers, students, and community members.  This committee meets quarterly to review and give feedback on several school practices.|A focus area for improvement in Seeking Input for Decision-Making is to increase underrepresented families’ engagemen|Lakeview hopes to increase the engagement of various underrepresented families through various outreach efforts and through incentivizing the involvement as well.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-05|2025
19647330122614|Aspire Gateway Academy Charter|3|Across Aspire Gateway Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Gateway Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Gateway Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Gateway Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19647330122622|Aspire Firestone Academy Charter|3|Across Aspire Firestone Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Firestone Academy our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Firestone Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Firestone Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19647330122655|ISANA Octavia Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we added a parent conference week in September during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2025-06-12|2025
19647330122721|Aspire Pacific Academy|3|Across Aspire Pacific Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Pacific Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Pacific Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Pacific Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, Aspire Pacific Academy is committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, Aspire Pacific Academy is implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Pacific Academy recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Aspire Pacific Academy's ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, Aspire Pacific Academy is dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19647330122739|Vista Charter Middle|3|"Based on the analysis of educational partner input and local data, VCMS has made steady progress in strengthening relationships between school staff and families. One of the VCMS’s key strengths is the consistent offering of weekly parent workshops that address various topics relevant to family life and child development. These sessions—covering healthy habits, emotional intelligence, effective communication, digital wellness, and parenting strategies—have helped build parent capacity while creating regular opportunities for connection with school staff.  In addition to the workshops, the VCMS hosts monthly ""Coffee with the Principal"" meetings, quarterly family events, and regular parent conferences. These touchpoints provide families with multiple entryways to engage with school leadership and staff in both formal and informal settings. Together, these efforts reflect a comprehensive and intentional approach to building trust, promoting open communication, and fostering a shared responsibility for student success."|Based on the analysis of educational partner input and local data, VCMS has identified expanding access to family engagement opportunities as a key area for improvement in building relationships between school staff and families. While VCMS currently offers weekly parent workshops that address a wide range of relevant topics—such as emotional intelligence, positive parenting, digital wellness, and effective communication—these sessions are typically held during school hours. Feedback from families and staff indicates that this schedule limits participation for parents and guardians who work during the day. To address this gap, VCMS is committed to offering workshops during after-school hours and on weekends. The goal is to create more flexible, inclusive opportunities for working families to engage with school staff and access the same valuable content and support offered during daytime sessions. By broadening the schedule, VCMS aims to increase attendance, strengthen trust, and foster deeper connections with a more diverse cross-section of the school community.|This shift is informed not only by direct feedback from families but also by attendance data showing underrepresentation of working parents in current engagement opportunities. Expanding workshops to evenings and weekends aligns with VCMS’s broader vision of equity and access, ensuring that all families have meaningful ways to connect with the school and support their children's development. VCMS sees this as a critical step in strengthening school-home partnerships and creating a more responsive and inclusive educational environment.|Based on the analysis of educational partner input and local data, one of VCMS’s current strengths in building partnerships for student outcomes is the strong and growing network of relationships with community partners. These partnerships provide students and families with access to additional resources, services, and learning opportunities that support academic success and overall well-being. Through collaboration with local organizations, VCMS is able to extend learning beyond the classroom and create a more supportive environment that addresses the diverse needs of its students.|Based on the analysis of educational partner input and local data, VCMS has identified the need to strengthen parent education as a focus area for improvement in building partnerships for student outcomes. In particular, there is a need to offer more parent classes that equip families with tools to support learning at home. This includes targeted support for families of English Learners, such as strategies to develop language skills outside of school and promote academic growth. By expanding these offerings, VCMS aims to empower parents as active partners in their children’s education and reinforce learning beyond the classroom.|Based on the analysis of educational partner input and local data, VCMS plans to improve the engagement of underrepresented families by creating a dedicated Parent Resource Center. This center will serve as a hub for family engagement, offering expanded access to workshops, information, and support services. By providing a welcoming and accessible space, VCMS aims to better meet the diverse needs of its families—particularly those who have been historically underrepresented—and strengthen their role as partners in supporting student outcomes. The Parent Resource Center will help bridge gaps in communication, increase family participation, and foster a stronger connection between home and school.|Based on the analysis of educational partner input and local data, VCMS has established several strong practices to support ongoing input for decision-making. One key strength is the presence of both a School Site Council and a School Advisory Council, which provide structured opportunities for parents, staff, and students to contribute to school planning and improvement efforts. In addition, VCMS regularly distributes surveys to parents, students, and staff throughout the year. These surveys help gather diverse perspectives on school climate, academic programs, and community needs, allowing the school to make more informed and inclusive decisions that reflect the voices of its stakeholders.|Based on the analysis of educational partner input and local data, VCMS has identified the need to improve how it tracks and responds to stakeholder input, particularly from parents. While feedback is regularly collected through surveys and advisory groups, an area for growth is documenting and communicating how that input is used in decision-making. VCMS is focused on creating a more transparent process that highlights specific suggestions from families and clearly shows how those suggestions inform school policies, programs, and improvements. This will help strengthen trust, validate stakeholder voices, and encourage continued participation in the decision-making process.|Based on the analysis of educational partner input and local data, VCMS will improve engagement of underrepresented families in the decision-making process by implementing a system to track input data by subgroup. This will allow VCMS to better understand which voices are being represented and identify gaps in participation. By monitoring engagement levels across different family groups, VCMS can develop more targeted outreach strategies to ensure all communities—especially those historically underrepresented—have equitable opportunities to share input and be involved in school decisions. This approach aims to create a more inclusive and responsive decision-making process.|5|5|5|5|5|4|5|4|5|5|5|5|Met||2025-06-23|2025
19647330122747|Magnolia Science Academy Bell|3|This year, the school has increased parent engagement by continuing our signature parent engagement activities such as Parent College (8 sessions), Parent workshops (Schools First, and other Partners), Parent Advisory Committee (PAC) and Parent Task Force. The events were offered both in person and virtually so that we could increase our participation. We received a Community School Grant and increased parent participation at the state level through our Community Engagement Initiative (CEI) work. Our Family Success Coordinator (FSC) is still part of the lead for Cohort V of the CEI. As a result, we will implement those strategies to increase ed partner involvement in the upcoming year,|Our goal is to increase parent participation, ownership and training our families to engage in advocacy work for their students. into motion the goal is to continue to increase the number of events and participants. Furthermore, since we are in the year 2 of the community school's implementation grant, we plan to increase parent engagement and ownership. We will continue Coffee with the admin meetings as well as Parent Advisory Committees. We plan to introduce the Parent Orientation Nights in the year 2025-26 for existing families to make them aware of their students' curricular activities.|Currently we have visited 158 families this year and we want to at least double that number next school year. We increased the percent of parent participation in our annual parent survey to over 90% this year. We strongly believe that if we increase the feedback we receive from parents and we connect with families via our home visit model, we will strengthen our relationship and families will feel more comfortable engaging with our school, as partners.|The following are strengths as identified by each educational partner group:  Students- Our students continue to identify Friends, teachers/staff, and school activities (sports) as the glows for this school year. This school year, the students added that they enjoy the activities that are taking place during break and lunch and in addition expressed that they really enjoy PE, STEAM and Art classes.  Families- Our families shared that they are most satisfied with the communication, the discipline we have in place, the quality of education and our teachers/staff. Overall, there was a sense that families trust our academic program and are satisfied with our quality in education.   Staff- Our staff identified that working with our students makes them feel satisfied and fulfilled. The teachers and staff identified our caring environment as a highlight and the supportive admin and staff too.  Overall- The most notable positive aspect of the survey results came within the free responses about what our educational partners like most about the school. Across all three groups, the connectedness, family atmosphere, level of support, and level of care exhibited by staff are heavily agreed upon. We are very proud of this because we feel that this foundational characteristic of care lends itself to a stronger school culture. We believe that this characteristic is among the highest selling points of our school.|The following are needs  as identified by each educational partner group:  Students- Our students continue to feel that the uniform/dress code is too strict and they dislike the food that LAUSD provides. Furthermore, our students also feel that not all students are treated equally and that some students get more consequences than others. In addition, the students shared their concern for having a substitute teacher in math class for the majority of the school year.   Family- Our families show concern with the safety aspect, and especially what they are seeing on social media or what they are hearing at home about school fights that are taking place more than ever. In addition, our families show dissatisfaction with our strict uniform rules and the traffic that is observable at drop off and pick up.  Staff- Our staff indicated that our school has unclear discipline policy and that we lack consequence for students with severe behaviors. Furthermore, staff identified that our office is sometimes rude with students and dismissive with families.   Overall- Overall we see that there is some dissatisfaction with areas that the school does not have control over such as: uniform, food and traffic. However, we can share our educational partner’s concerns and feedback with the cafeteria personnel and receive a monthly food calendar to communicate more frequently with our partners on what is being offered as breakfast/lunch. Furthermore, we need to work more closely with our staff to ensure that our students are fully understanding the importance of uniform, so that this does not continue to be a pressure point for students. Finally, we need to seriously revisit our discipline and MTSS efforts to ensure that rules and consequences are communicated with all education partners and that we have a transparent process that instills trust and confidence in our disciplinary actions.|Next Steps:  Our Dean of students will start a task force which will include all educational partners to help identify the next steps for our school to improve our safety and discipline concerns shared by all educational partners. At the start of the year, the leadership will put a greater emphasis on educating students on the importance of wearing uniforms and using technology appropriately. The staff will use the summer time to prepare a cohesive plan for teaching students at the beginning of the year why uniforms are important and the benefits that it has on students and the school community. To build a more inclusive and positive school culture, the leadership will put greater emphasis on the home visit program and ensure we do this earlier in the school year. Work with History, elective teachers, and other staff to bring awareness to diverse cultures that are embedded in the lesson plans. Continuing to build on the supervision map that has been created to improve our supervision during unstructured times (break, lunch). Cones are being used to create boundaries for our students. Ensure that weekly supervision huddles are implemented to facilitate communication on needs. Effectively lead school Psychologists to develop workshops for families to support adolescent changes on how families can support students from home.|MSA Bell provides various opportunities for parent involvement and education. Involvement is facilitated through avenues such as PAC meetings, English Language Advisory Committee (ELAC) meetings, and family workshops/conferences with a focus on the whole child development. Furthermore, the administration and support staff are visible and approachable. This ensures safety is a priority and concerns are addressed in a timely manner.|Although various opportunities are provided to engage in the learning community, the pandemic has made it a challenge for families to take on additional responsibilities/availability. Leadership is working to build student and family capacity to fully comprehend and utilize the resources that are available to enhance learning. Such resources include ParentSquare, Smart Tutors, Surveys, etc. An additional area of focus is to build technology partnerships with the community to provide families with resources such as technology education, low-cost internet, and computers to assist with the changing educational landscape.|The LEA wants to increase home visits and give parents an opportunity to provide feedback more frequently.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
19647330122754|Valley Charter Elementary|3||||||||||||||||||||||Not Met|||2025
19647330122838|Valley Charter Middle|3||||||||||||||||||||||Not Met|||2025
19647330122861|Camino Nuevo Charter Academy #2|3|CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  Professional development sessions are held for staff on how to build meaningful relationships with families.  Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement.  Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  Sites host school events and classroom activities where families can attend and interact with staff.  Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2024 Family Survey, 96% percent of families strongly agree or agree that they feel welcome at their child’s school. Our family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 75%.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: -Prepping families/students for SBAC/ELPAC -Understanding SBAC/ELPAC results/reports -Our Special Education Program -How to have Successful Parent-Teacher Conferences -Getting Familiar with our Math and ELA Curriculums and Assessments -I-Ready Math -Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team. Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input. Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|4|3|3|3|3|2|Met||2025-06-17|2025
19647330123133|Alliance Susan and Eric Smidt Technology High|3|At Alliance Susan and Eric Smidt Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 95% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Susan and Eric Smidt Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330123141|Alliance Ted K. Tajima High|3|At Alliance Ted K. Tajima High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 95% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Ted K. Tajima High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of Parents and 97% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330123158|Arts In Action Community Charter|3||||||||||||||||||||||Not Met|||2025
19647330123166|ISANA Palmati Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we added a parent conference week in September during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2025-06-12|2025
19647330123984|ISANA Cardinal Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we added a parent conference week in September during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2025-06-12|2025
19647330123992|Animo Ellen Ochoa Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330124008|Animo James B. Taylor Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330124016|Animo Legacy Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330124198|Extera Public|3|Extera currently hosts regular opportunities for parents and staff to collaborate and build relationships with school staff. These include regular school events to educate parents about our program such as Back to School Night, Open House, Literacy Night, Student Showcases, Spelling Bees, Latino Heritage celebration, etc. Extera also hosts Parent University workshops, which are interactive workshops focusing on topics selected by parents and staff during the 2023-2024 school year. Extera has a parent coordinator whose role is to support family connections with the school. The parent coordinator supports family outreach, including the new student intake process, and the specialized newcomer intake process of interviewing newcomer’s families to identify resources to support within the school day and community resources. 86% of families reported that school staff are quite respectful or extremely respectful. In addition, only 7% of families reported that they have almost never visited their child’s classroom or school events. In addition to events, Extera uses many methods to communicate with parents. This includes school newsletters, emails, text messages, and robo calls. Teachers communicate with families via Class Dojo and Remind for Middle School. Parents also have live access to student gradebooks via the In?nite Campus parent portal, to be able to see in the moment grades. Parent University did a session on Infinite Campus and how to best utilize the parent portal. Extera provides all information in English and Spanish, including translation at parent meetings, student led conferences and other events.|While Extera Public School has increased school-wide events and opportunities for families to interface and build relationships with school staff, one area of growth is increasing parent opportunities for involvement within learning during the school day and at the classroom level. One new goal for the 2025-2026 school year is the re-launch of the room parent as a connecting bridge between families and the classroom. While Parent University held 15 workshops on a variety of topics, greater parent involvement is needed to make this a success, as well as increasing attendance at instruction-related school events. More academic support is needed for parental involvement. In addition, Extera Public School needs continued professional development on building teacher-student relationships, learning more about families, and bridging the gap between home and school.|Underrepresented families include families of newcomers and families of students with disabilities. Extera  will offer additional family workshops next year including parent workshops for families of students with disabilities. In addition, Extera will offer a workshop on biliteracy and how to support literacy in English and Spanish at home. Extera will also offer a workshop for parents on the key mathematical concepts for their child’s grade level at the beginning of the year, so that parents feel con?dent supporting their child in mathematics at home with homework.|Extera has built partnerships for student outcomes with families by including them in their child’s learning throughout the year. This includes student led conferences twice annually, student showcases, academic competitions and events, and enrichment opportunities for students and parents together. ELAC and PAC have also been positive ways for schools to build relationships with families. We also had over 15 sessions in Parent University on a variety of topics that involved different presenters bringing important information to our families such as how to support literacy at home, college preparation from kindergarten, key math concepts covered at your child’s grade level, and the importance of attendance.We also have a strong PEEPs (Parents of Extera Engagement Point System) program that increases parent participation on campus. 87% of families reported that they have conversations with their child about school frequently or almost all of the time. 67% of families reported that they help their child understand the content they are learning in school frequently or almost all of the time.|Extera would like to increase the opportunities that families have to volunteer on campus or from home. This would include opportunities to support learning events, supervise outside, or other ways for families to engage during the school day. While 63% of families responded that they communicate with teachers monthly or more frequently, 20% of families state they communicate with families every few months, and 13% said once or twice per year. Only 24% of families reported that they help the school weekly or monthly. Extera Public School would like to increase opportunities for families to be involved in their child’s learning from home or the school setting.|Underrepresented families include families of newcomers and families of students with disabilities. Extera will offer additional family workshops next year including parent workshops for families of students with disabilities. In addition, Extera will offer a workshop on biliteracy and how to support literacy in English and Spanish at home. Extera will also offer a workshop for parents on the key mathematical concepts for their child’s grade level at the beginning of the year, so that parents feel con?dent supporting their child in mathematics at home with homework. In addition, the parent coordinator can translate for teachers who have language barriers with students’ families.|Extera offers many platforms for families to provide input into their child’s learning. This includes monthly pláticas (Coffee with the Principal), six ELAC/DELAC meetings, parent advisory council meetings, and opportunities for the public at all board meetings. In addition, Extera administers an anonymous parent survey via Panorama annually to collect parent input regarding priorities, school performance and next steps.|Extera would like to increase parent presence and involvement on campus so that they are more involved and aware of the programming available to students. This would allow parents to provide additional input into student experience and learning goals. Teacher PD in the spring of 2024 focused on the importance of building teacher relationships with the parents, how to create a welcoming environment for families, and sparking increased parent engagement in academics through the re-launch of classroom parents during the fall of 2025. The relaunch includes a class-parent training, and having class parents organize a class bonding event prior to the start of the school year. In addition, Extera would like to increase the percentage of parents that complete the annual survey, to ensure a more robust pool of parents provide input regarding decision making.|Extera will continue to offer surveys that are in English and Spanish, and have a text to speech function for families that struggle with literacy. In addition, Extera will have additional outreach to families of students with disabilities to complete the survey and participate in ELAC/ DELAC, and the PAC.|3|4|3|5|4|3|4|4|4|4|4|3|Met||2025-06-17|2025
19647330124222|Rise Kohyang Middle|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 81% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 96% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. This year, 80% of families attended a parent-teacher conference. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 30% attended this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 80% participation in our Teacher-Parent Conferences. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 10%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One  area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 81% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 37%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The  annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330124560|Synergy Quantum Academy|3|Recent parent survey data indicates nearly all parents who responded feel welcome to participate at the school (99%), are treated with respect by school staff (99%),receive prompt responses from the school to parent phone calls, messages, and e-mails (99%), are encouraged to be an active partner with the school (97%), parent concerns are taken seriously (97%), and that the school communicates the importance of respecting different cultural beliefs and practices (96%).|SQA prides itself in offering various opportunities for parent and family engagement via our monthly counselor-led parent workshops, monthly Coffee with the Principal meetings, as well as a variety of other parent workshops on topics including financial literacy and mental health and family events like Open House and Family Science Night. SQA also offers three days of Parent Conferences each semester. SQA holds individual parent informational meetings for all incoming 9th grade families to allow families the opportunity to meet staff, learn about our school programs, and build relationships. A summer bridge program is also offered to all incoming 9th grade students. Weekly announcements are sent home every Sunday evening to inform families of upcoming events. SQA's Dean of School Culture along with the counseling team conduct home visits throughout the year to learn how we can best support each family.|Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus. We will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication and the variety of meetings, workshops, and events detailed above.|Recent parent survey data indicated that nearly all parents who responded feel that the school encourages them to be an active partner in educating their child (97%).|SQA actively encourages parents and families to participate in all school meetings, including our school committee meetings, to share their feedback, concerns, and suggestions. Synergy will continue to focus on providing professional learning to administrators and teachers to further the school's capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to keep parents informed about their child's progress at school by conducting parent conferences, sending home report cards, ensuring all parents have access to the Infinite Campus parent portal to monitor grades and attendance, and encouraging parent-teacher communication through apps, email, phone calls, and/or text messages. Synergy will continue to seek out and provide parent education workshops and events that promote parents' active involvement in their child's education.|Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.|Recent parent survey data indicated that the majority of parents who responded feel that the school actively seeks the input of parents before making important decisions (95%). While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee, so that parent consultation about decision-making is formalized and reaches a broader audience. Informal input from parents is gathered through regular Coffee with the Principal meetings, and every year, parents are encouraged to provide feedback via the CHKS-Parent Survey. The survey is shared during parent meetings and several reminders are sent out to encourage participation. Another initiative implemented in recent years to improve teacher-parent relationships was to dedicate grade-level meeting time to conduct parent outreach phone calls.|Recent parent survey data indicated that all parents who responded feel that the school actively seeks the input of parents before making important decisions. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee. Synergy plans to continue to focus on implementing strategies to reach out to and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.|While Synergy plans to continue to focus on implementing strategies to reach out to and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels. Our current goal is to increase our publicity and outreach to all parents about these opportunities, with the aim of increasing attendance at these gatherings and gaining input from a larger group of constituents.|5|5|4|5|3|5|5|5|4|5|4|4|Met||2025-06-14|2025
19647330124784|Aspire Slauson Academy Charter|3|Across Aspire Slauson Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Slauson Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Slauson Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Slauson Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|3|Met||2025-06-18|2025
19647330124792|Aspire Juanita Tate Academy Charter|3|Across Aspire Tate Academy,  a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Tate Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Tate Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Tate Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19647330124800|Aspire Inskeep Academy Charter|3|Across Aspire Inskeep Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Inskeep Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Inskeep Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Inskeep Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19647330124818|Los Angeles Leadership Primary Academy|3|Los Angeles Leadership Academy provides multiple opportunities to build partnerships with families and guardians.  Some traditional methods of communicating about the classroom and building relationships include Back to School Night, Family/School conferences twice a year, and Open House events.   Parents are also welcome at school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events, as well as Coffee with the Principals meetings.  Alongside the printed monthly newsletter, parents and guardians are also given updates via the digital platform Parent Square. Updates are sent out on a weekly basis, and as news becomes available to be shared with the public.   As part of an ongoing effort to raise safety and awareness in the community the school has opened up the doors to Officer Huerta of the Hollenbeck police division to lead an information session on Prevention for At-Risk Youth and Intervention Resources.  Parents and guardians were invited to participate in a workshop led by GRYD (Gang Reduction & Youth Development). The workshop covered different resources that parents can use should they suspend that their youth is being influenced by gang-related individuals. Parents and guardians were informed of what signs to look-out for, and were also encouraged to participate in future workshops–even if their youth is not at-risk. Parents and guardians shared that they appreciated being exposed to a local, community resource.  In March, parents and guardians were invited to have pizza with the principals,  where the administrators reviewed protocols and procedures should I.C.E. Officers show up at any one of the campuses. The administrators reviewed with parents the rights and responsibilities of the school to our students. Parents shared their appreciation for the school’s attention to the matter, and also shared their appreciation for the level of communication and professionalism that each school site has established with the rest of the community.|Fewer families attended on campus events this year than in previous years, so we would like to see attendance at these events increase to previous levels.|LALA will consider which virtual events were beneficial for the participation of underrepresented families and continue to provide those virtually as an option. We will provide Coffee with the Principal through Zoom to provide opportunities for additional parents to attend.  Parent Conferences and IEP meetings are available through Zoom.|LALA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALA hosts parent conferences twice a year with all its families to not only inform families of student progress but to also have them be partners in the work.  The school sends home monthly newsletters informing families of the current instructional focus. LALA has also held Math and Literacy Nights, as well as a STEM fair to provide parents with information about what students are learning and how they can support that learning at home.|The focus area for the coming year will be building relationships that support regular student attendance.  This year we made a lot of progress, but attendance rates are still lower than our target, so we will continue to build this partnership with parents next year.|Saturday meetings will be held to help parents who work during the week and meetings will be available on Zoom.|LALA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or as a forum for two-way communication so parents can feel comfortable sharing their perspectives.  This two-way communication helps the school better understand the perspectives of the parents.  Our families have responded favorably to this improvement. The school hosts chats approximately six times each year to solicit parent input.|The school will work to encourage more families to participate in the annual family survey to ensure the data adequately represents the perspectives of the majority of our families.  This year only 27% of families participated in the survey.|Increase communication about meetings and the importance of participating in the annual school survey.|5|5|4|5|4|5|5|5|5|4|5|5|Met||2025-06-18|2025
19647330124826|Camino Nuevo Charter Academy #4|3|CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  Professional development sessions are held for staff on how to build meaningful relationships with families.  Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement.   Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school. Sites host school events and classroom activities where families can attend and interact with staff.  Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2024 Family Survey, 96% percent of families strongly agree or agree that they feel welcome at their child’s school.  Our family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 75%.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: -Prepping families/students for SBAC/ELPAC -Understanding SBAC/ELPAC results/reports -Our Special Education Program -How to have Successful Parent-Teacher Conferences -Getting Familiar with our Math and ELA Curriculums and Assessments -I-Ready Math -Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.  Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.  Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|4|3|3|3|3|2|Met||2025-06-17|2025
19647330124891|Alliance Renee and Meyer Luskin Academy High|3|At Alliance Renee & Meyer Luskin Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 36 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 42.86% of our scholars' families attended two or more parent engagement events this year.  In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Renee & Meyer Luskin Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging families as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|3|PUC eCALS does a good job encouraging school personnel to communicate and collaborate with families of students. The school offers a variety of workshops, meetings, committees, and collaboration opportunities for families so that they may partake in the school decision-making process and learn more about how their scholar is progressing.|An area for improvement is to increase the turnout rate of families at these engagement events. We will continue to look for ways to reach out to families and increase participation in school events. This year PUC eCALS was able to implement a Parent Center, expanding space and opportunities for parents to be more present on campus.|To improve the engagement of underrepresented families, the school will continue to      communicate      with      families through texts, phone calls, social media posts, and other forms of outreach. The school will continue to      utilize its Parent Advisory Committee to reach out to these underrepresented families and bring them into the school to school show case the Parent Center.|PUC eCALS does a good job utilizing school data systems with families to help them engage in the learning process with their scholars. This information is helpful to keep families informed and allows them to inquire about their scholar's success.|An area for improvement is to increase the frequency of workshops for families regarding access and monitoring of students digital grade books. The school hosts parent conferences each semester, but it will look to help families feel comfortable with accessing systems and platforms to help them stay informed throughout the year. The school would like to communicate with families in regular intervals to keep them informed.|To improve the engagement of underrepresented families, the school will improve upon the frequency at which it delivers data to underrepresented families. This will occur through increased emails, texts and phone calls to convey the information. With the creation of a Parent Center families will have more frequent access to workshops educating parents about digital access to their students' data.|PUC eCALS has done a good job to develop its parent action committee, which is akin to a parent-teachers association, to help families collaborate with the school regarding ways in which the school can improve. The creation of a Parent Center has established a consistent space for ongoing collaboration.|A focus area for improvement is to increase the number of families that participate in the parent action committee and attend family engagement opportunities.|The school will improve upon the engagement of underrepresented families by reaching out to these families to offer opportunities to participate in the Parent Advisory Committee. Through phone calls and advanced notice of events, the school will look for additional ways to engage underrepresented families. Underrepresented families will continue to have access to the newly created Parent Center.|4|5|5|5|4|5|5|5|4|1|4|4|Met||2025-06-05|2025
19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|3|At Alliance Margaret M. Bloomfield Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 7.12% of our scholars' families attended two or more parent engagement events this year.  In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 94% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Margaret M. Bloomfield Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330125609|KIPP Philosophers Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Philosophers Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330125625|KIPP Scholar Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Scholar Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330125641|KIPP Sol Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Sol Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance. Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330125864|Ednovate - USC Hybrid High College Prep|3|USC Hybrid High College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of USC Hybrid College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  USC Hybrid’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Hybrid and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. This upcoming year we hope to further strengthen it with the addition of our newly CCSPP grant awarded, and the two new roles added of Family Engagement Coordinator and Community Schools Coordinator.|USC Hybrid High has made significant strides in building relationships between school staff and families. Hybrid is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory (ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  USC Hybrid aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At USC Hybrid High, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At USC Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children. Hybrid holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid’s student information system, powerschool, and behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School Treat USC Hybrid High School faculty and staff with respect|At USC Hybrid High, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Hybrid continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Hybrid continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through USC Hybrid High self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Hybrid has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Hybrid plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.|USC Hybrid High School encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Hybrid High staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|USC Hybrid High believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Hybrid strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As USC Hybrid High student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647330126136|Math and Science College Preparatory|3|At Math and Science College Preparatory we believe that parent engagement is critical for student success. We seek to involve parents and families in creating and upholding school culture, including learning and teaching processes, as much as we can. Examples include monthly Coffee with the Principal, Back To School Night, Parent Conferences each semester, Family STEM Nights, Parent Workshops from Counselors, Official Committees (SSC, ELAC), and yearly family surveys.  We are pleased to continue our partnership with ParentSquare this school year. The platform has contributed to a significant increase in parent engagement and has received consistently positive feedback from our school community. We look forward to building on this progress as we further strengthen communication and collaboration with families.  In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties. We encourage teachers and counselors to initiate a line of communication with families so that they can be looped in on student progress throughout the year.  To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education.|In response to faculty feedback and a shared desire for greater involvement in decision-making, we are expanding opportunities for staff voice and leadership this year. This includes broadening committee work to allow for more input and collaboration, providing space for ideas to take shape. We will also maintain an open-door policy and introduce weekly office hours with a member of the admin team every Monday to support ongoing dialogue. Additionally, we are increasing teacher-leader opportunities to further elevate staff voice across campus.  For families, we are working to revive the Booster Club and expand volunteer opportunities. We saw meaningful increases in parent engagement at our events last year, and we’re committed to continuing that momentum by fostering even stronger connections through community involvement.|MSCP needs to create more opportunities for all stakeholders to be active participants in building and maintaining school culture. We will continue to try to build a highly engaged community where all stakeholders' voices are present and heard.   We will strive to maintain regular communication with families through monthly updates and actively seek their input on workshops and other school-related offerings. Our School Site Council empowers families to actively engage in the decision-making process within the MSCP. Our student leaders will also be encouraged to reach out to families for their support throughout the year.|As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. Through events open to indistry professionals, we continue to grow our network so that we can continue to expose students to various STEM opportunities.  MSCP partners with businesses and organizations around the community, and fosters these relationships.  We are able to build partnerships through introductions from staff and families, as well as outreach led by the Family Engagement Manager. With a team, she attends community events and visits local businesses to make connections.   We also have compiled information on organizations in the area that families can benefit from in their time of need. On multiple occasions, we were able to share information on nearby groups that provide resources such as food, housing, clothing, etc. During holidays, Boxes of Love provides us with gift cards to give to students and their families so that they can buy groceries. We are looking to expand this by partnering with Kroger.   Finally, we’re proud to continue our partnership with Think Together, which provides an enriching and supportive after-school program for our students. Over the past two years, we’ve made meaningful strides in aligning the after-school space with the school day, ensuring greater continuity in students’ learning experiences. Think Together staff collaborate closely with teachers to reinforce academic expectations and provide targeted support, while also partnering with counselors and other stakeholders to address students’ social-emotional development and postsecondary planning. Additionally, the program offers field trips that extend learning beyond the classroom, including college campus tours and visits to local museums.|We remain committed to regularly reviewing data related to student outcomes and actively engaging our school community in making meaningful progress. Communication with stakeholders continues to be a priority through consistent updates on digital platforms, monthly newsletters, and family workshops. These workshops cover a variety of topics designed to empower families in positively impacting their students’ outcomes, including attendance, math strategies, college and career readiness, CAASPP, and ELPAC.  We will keep holding grade-level meetings focused on reviewing student data and developing action plans, as well as quarterly meetings that review schoolwide data and invite team recommendations. Family conferences remain an important opportunity for teachers to share detailed student data and collaborate with families on in-school and at-home supports.  Our professional development efforts will continue to focus on strengthening active engagement (emotional, behavioral, and cognitive) with evidence-based strategies that enhance student motivation and foster excitement around learning. We are proud of the progress our classrooms have made and look forward to building on this work in collaboration with teacher experts moving forward.|This year, our school-wide priority is centered on SHARK Pride. Every staff member will play a role in making Math and Science College Prep a school that upholds high expectations and rigorous academic standards, with the ultimate goal of ensuring positive student outcomes.   As part of our commitment to data-driven instruction, we will continue to use data to guide our decision. This year, we’re making a major shift in our benchmark testing by adopting the iReady platform. This change will give us more actionable data and allow us to better address learning gaps through targeted classroom instruction. To ensure successful implementation, we are involving all staff in the process to build buy-in and collective ownership. We’ve also developed a rollout plan for all stakeholders, including parents and families, so that everyone understands the purpose behind the shift and how it will benefit students’ academic growth.|MSCP strives to involve all stakeholders in decision making.  For staff, surveys are given so that PD facilitators or leadership can hear about how they can respond to their needs aptly. These pieces of feedback are taken into consideration when planning for future PDs and meetings. Additionally, teachers and staff have the opportunity to be a part of committees, whether they're official (School SIte Council), or as part of a year's priority.  Parents are also encouraged to be involed through the School Site Council and English Learner Advisory Council, which are bodies that serve the school through providing feedback on our LCAP, English Learner Master Plan, and SPSA, which then is brought up to our Board of Directors. They are invited to Coffee with the Principal and the Parent Club as well.|MSCP understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations.|MSCP has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness.  Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.  We continue to find unique ways to involve parents. In the past two years, since the pandemic, we have explored hosting meetings in hybrid format in order to accommodate the schedules of busy parents. This has increased our attendance at Coffee with the Principals dramatically.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
19647330126169|Equitas Academy #2|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|3|3|4|3|4|3|3|3|4|3|Met||2025-06-25|2025
19647330126177|Citizens of the World Charter School Silver Lake|3|The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in-person structured opportunity for caregivers and staff to connect is Back to School Night. Additional opportunities to build partnerships are through Caregiver Conferences which are held twice per school year and student-led conferences which take place at the middle school. These are meaningful opportunities for staff (and in the case of middle school – students) to communicate student progress and come up with plans for growth. Other opportunities to build relationships are through various volunteer opportunities such as library, classroom Mystery Reader, field trip chaperone, etc.   The school also offers many less structured opportunities for families to visit the school to build community through cultural and academic events. These include our AANHPI Night Market, Hispanic Food Festival, Math Night, Science Night, and Humanities Night, the Latina/o/x Heritage Month Festival, the Black History Month celebration, and Coffee Socials.   Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We ask our staff if they need a translator and we aim to ensure a translator is available for those meetings. The same is true for IEP meetings and Student Success Team meetings.|We would like to offer our families diverse ways of engaging with the school in ways that are meaningful for them. Some of our families cannot be physically present at school for in person volunteer opportunities so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings we send out resources or recordings of webinars.|On the family survey, 92.3% of our English Learner families felt a neutral to high sense of belonging, compared to 94.6% of all families. Therefore, a focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. Some of the ways we plan to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. For example, last school year we noticed many Spanish-speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students who have disabilities and that safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year.   It will also require leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all the things and making intentional efforts to reach out to them specifically.|CWC Silver Lake has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key for the success of the school and the students.  We strive to ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught along  with ways they can support student learning at home. Additionally CWC Silver Lake holds several community events that help bridge the school to home gap.  For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways.    To support our staff CWC Silver Lake also provides, especially for our new teachers, with professional development that focuses on communication with families in our Wayfinding series.  Wayfinding is a targeted professional development for our new to the field teacher that supports them with topics like engaging families and proper lines of communication for a successful partnership.   To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night.  In this presentation we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise we often direct families to our Handbook which is also provided for parents.   We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families.  We continue to strive to ensure all communication is translated for families. Many of our key communication is already translated but there are times where some emails or updates may not be translated.  We hope to increase that.    Another area we are focusing on is increasing participation of families that may be more challenging to communicate with.  This group has diverse needs and not a one size fits all approach to engaging families.  This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more.  To combat that we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible.   Although we have dedicated professional development for teachers with our Wayfinding program.  We still see opportunities for improvement.  We aim to build much of teacher support around the Get Better Faster framework and will partner with professional development and coaching.|CWC Silver Lake recognizes the importance of engagement for all families, especially those that are underrepresented.  To combat that we recently have been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council.  The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged.  The DEIB Leaders Council is comprised of a dedicated group of staff members and caregivers.  The DEIB Leaders Council will help be a thought partner and an accountability partner for how our school operates when considering and including all of our community members.  Together with the school site leadership team, they will work on implementing an Equity Action Plan which includes specific equity centered goals. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.|Comprehensive Stakeholder Engagement: CWC Silver Lake engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Coffee Socials, and focus groups, ensuring multiple perspectives are considered.   Transparent Communication: CWC Silver Lake maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and report cards for students. and outcomes from stakeholder meetings, building trust and encouraging participation.   Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.   Responsiveness: CWC Silver Lake promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.   Strengthen Feedback Mechanisms: To build on the transparent communication strength, CWC Silver Lake could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is being utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.   Develop Continuous Improvement Plans: To ensure ongoing progress, CWC Silver Lake can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.|Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.   Increase Professional Development Focused on Stakeholder Engagement: While CWC Silver Lake addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.   Expand Data Utilization for Personalized Communication: CWC Silver Lake’s data-driven approach could be expanded to personalize communication with stakeholders. By analyzing data on stakeholder preferences and engagement patterns, CWC Silver Lake can tailor communications to better meet the needs and interests of different groups, thereby improving the relevance and impact of their messages.|4|4|5|5|4|4|4|4|3|3|3|4|Met||2025-06-25|2025
19647330126193|Citizens of the World Charter School Mar Vista|3|The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in person structured opportunity for caregivers and staff to connect is Back to School Night. Additional opportunities to build partnerships are through Caregiver Conferences which are held twice per school year and student-led conferences which take place at the middle school. These are meaningful opportunities for staff (and in the case of middle school – students) to communicate student progress and come up with plans for growth. Other opportunities to build relationships are through various volunteer opportunities such as library, classroom Mystery Reader, field trip chaperone, etc.   The school also offers many less structured opportunities for families to visit the school to build community through cultural and academic events. These include our Lunar New Year, Latina/o/x Heritage Month Festival, the Black Excellence celebration, Be You celebration, and Coffee Socials.   Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We ask our staff if they need a translator and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.|We would like to offer our families diverse ways of engaging with the school in ways that are meaningful for them. Some of our families cannot be physically present at school for in person volunteer opportunities so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings we send out resources or recordings of webinars.|A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. Some of the ways we plan to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. For example, last school year we noticed many Spanish speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students who have disabilities and that safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year.|CWC Mar Vista has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key for the success of the school and the students.  We strive to ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught along  with ways they can support student learning at home. Additionally CWC Mar Vista holds several community events that help bridge the school to home gap.  For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways.    To support our staff CWC Mar Vista also provides, especially for our new teachers, with professional development that focuses on communication with families in our Wayfinding series.  Wayfinding is a targeted professional development for our new to the field teacher that supports them with topics like engaging families and proper lines of communication for a successful partnership.   To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night.  In this presentation we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise we often direct families to our Handbook which is also provided for parents.   We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families.  We continue to strive to ensure all communication is translated for families. Many of our key communication is already translated but there are times where some emails or updates may not be translated.  We hope to increase that.    Another area we are focusing on is increasing participation of families that may be more challenging to communicate with.  This group has diverse needs and not a one size fits all approach to engaging families.  This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more.  To combat that we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible.   Although we have dedicated professional development for teachers with our Wayfinding program.  We still see opportunities for improvement.  We aim to build much of teacher support around the Get Better Faster framework and will partner with professional development and coaching.|CWC Mar Vista recognizes the importance of engagement for all families, especially those that are underrepresented.  To combat that we recently have been focusing on Diversity Equity Inclusion and Belonging (DEIB) council.  The council has been put together to ensure that authentic and meaningful partnerships are forged.  We currently meet with staff and community partners.  The DEIB council will help be a thought partner for how our school operates when considering all of our community members.  We will continue to grow this council and hope to see its’ positive influence over the upcoming years.|Stakeholder Engagement: CWC Mar Vista engage a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Cafecitos, Town Hall meetings, and focus groups, ensuring multiple perspectives are considered   Transparent Communication: CWC Mar Vista  maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and report cards for students. and outcomes from stakeholder meetings, building trust and encouraging participation.   Data Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.   Responsiveness: CWC Mar Vista promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|Enhance Digital Engagement:Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.   Strengthen Feedback Mechanisms: To build on the transparent communication strength, CWC Mar Vista could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is being utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.   Develop Continuous Improvement Plan: To ensure ongoing progress, CWC Mar Vista can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.|Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.   Increase Professional Development Focused on Stakeholder Engagement: While CWC Mar Vista addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.   Expand Data Utilization for Personalized Communication: CWC Mar Vista’s data-driven approach could be expanded to personalize communication with stakeholders. By analyzing data on stakeholder preferences and engagement patterns, CWC Mar Vista can tailor communications to better meet the needs and interests of different groups, thereby improving the relevance and impact of their messages.|4|4|4|3|3|3|4|3|3|3|3|3|Met||2025-06-25|2025
19647330126797|Aspire Centennial College Preparatory Academy|3|Across Aspire Centennial College Preparatory Academy, a priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|Recognizing the potential to further strengthen established staff-family connections within Aspire Centennial College Preparatory Academy, our future efforts will concentrate on more personalized and culturally responsive engagement to ensure inclusivity and comprehensiveness. We are dedicated to increasing participation among all families by proactively addressing barriers related to language, work schedules, or prior school interactions, and actively refining our systems to ensure that family feedback leads to clear and demonstrable changes that meet the diverse needs of our LEA community.|To better support underrepresented families at Aspire Centennial College Preparatory Academy, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|Aspire Centennial College Preparatory Academy continues to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with families underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is to perfect these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19647330127670|KIPP Iluminar Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Iluminar Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330127886|City Language Immersion Charter|3|Based on the Panorama Survey, there has been an increase in parent involvement in fundraising at the school, from 12% in the Fall to 31% in the Spring. There has also been an increase in parent volunteers at the school from 15% in the Fall to 22% in the Spring. Our Family Engagement Manager has been instrumental in helping CLIC leadership organize and incentivize parent engagement at the school. School Classified Staff saw the greatest increase in Staff-Family Relationships, from 46% in the Fall to 57% in the Spring. This is mostly due to staff greeting parents in the morning as they drop off students or at pickup.|There has been a  decrease in Staff-Family relationships according to the Certificated Staff survey, from 74% in the Fall to 66% in the Spring. CLIC plans to improve relationships between classroom teachers and families by increasing the amount of end-of-unit celebrations, more opportunities for volunteer work in the classroom, increase in weekly communications, and increasing Family Learning Nights led by teachers.|There is a consistent group of parents who attend Cafecito with the Principal. These parents are mostly Spanish speakers. Engagement with this parent group will improve with more engaging meetings around topics of their interest. The meetings will be focused on parent education and community building. They have requested more opportunities to socialize, play games, and learn about the school.|CLIC continues to have a progressive and constructivist school philosophy that allows educational partners to collaborate and create lessons that follow student interests and learning needs. Feedback from teachers has expressed an appreciation for the freedom and flexibility of being able to create lessons that are culturally responsive and relevant to the lives of students. In the Panorama Survey, within school leadership, 73% of teachers responded favorably to a positive tone from leadership, an increase from the last school year and 32% of teachers responded favorably on the positive influence of school leaders on the quality of teaching. An increase from last year of 18 percentage points. The tone of leadership to encourage collaboration and creativity is a strength and the availability of professional development opportunities to support teachers. This same positive tone allows for teachers to find creative ways to demonstrate student knowledge. We have several days allocated in the year where parents are invited to come and observe and share in student learning. These days include Cultural Celebration Day, Winter Celebration, Inquiry Day, and Festival de las Américas. These days are important ways that parents can see how their children are growing. We will continue to provide these opportunities as well as increase the number of Family Learning Nights, where teachers will lead activities in Math and Literacy for families to learn together.|While teachers appreciate the freedom and flexibility of creating their own curriculum, there is a need for pacing guides in order to plan. We will be piloting a literacy curriculum for multilingual learners next year and providing teachers with a math pacing plan to guide the planning. There continues to be a need for resources that help families meet the language development needs of their children at home. We have begun to increase the number of books available to students by building our classroom libraries and participating in book fairs and providing a Free Little Library at the entrance of our school. The increase in books will provide students the opportunity to take home books to practice their reading skills. We have also continued to provide after-school tutoring focused on language development and literacy. Another area for improvement is providing families with training to support their students at home through read-alouds and language practice. Caregivers have been invited to read to students at school, and we plan to continue to invite caregivers to read out loud to students at school to promote literacy development.|Our English Learners are a student population that needs focused planning and attention. Working with our outside consultants, teachers will be able to identify teaching goals and strategies that reach that student population. Providing ongoing development on language development, math, literacy, and project-based learning will continue to strengthen teachers and provide them with the knowledge and skills to reach all learners. Inviting caregivers on campus for read-alouds will provide parental models for our students to emulate. We want to create a culture of reading and literacy; by including caregivers in this, students will be able to see themselves as readers and writers. Parents will also be given opportunities to read in their home language and to share in their home language. This will also celebrate the diversity of our school community as well as promote language and literacy development in our students.|CLIC uses a variety of methods for gathering input for decision making. We use the Panorama survey, focus groups, regular meetings, and the communication platform: ParentSquare. This year we had a 26% participation rate in the Panorama Survey from parents. We also hosted focus groups with caregivers, teachers, staff, and operations. Each stakeholder had an opportunity to provide feedback and input that helped guide any future decision making.|One focus area for improvement is to continue to  increase the participation rate of parents and classified staff in taking the survey. There was a decrease in parent and classified staff participation this year. Participation rate is improved with more communication, regular reminders, and emphasis on the importance of the input in decision making. Another important piece in the communication is to make sure to connect decisions to the input that was given. It is important to make clear to all stakeholders that their input was valuable and used in the making of important decisions.|When sharing the survey results with parent groups, many were disappointed in the response rate. Their feedback was to present survey results to parents in the fall so that they understand how we are using the information as a school. When we were gathering data, there were many caregivers that needed guidance on how to fill out the survey and had lost the email that was sent home with their code. The school will provide families with access to codes, devices for taking the Panorama survey in the future and more opportunities such as during drop-off or pick-up time. Flyers containing information on parent focus groups and meetings will also be distributed in a timely manner so that families that have difficulty accessing the internet or using a device can have the same information and an opportunity to participate. We will also make use of our classroom ambassadors, parents who are designated to each classroom to support the teacher and family communication, to disseminate information to parents to increase participation in feedback and focus groups.|3|3|3|4|3|3|4|4|3|3|3|3|Met||2025-06-23|2025
19647330127894|Valor Academy High|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 46% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 93% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Last year we tracked 52% of families who attended at least one event. This year we're also tracking families who attended 2 events at 16%. Due to role transitions this year, attendance data was not consistently tracked, which may not accurately reflect actual participation. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 25% attended this year. Additionally, we'd like to increase the percent of families who have a yearly counselor meeting which was at 42% this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our Community School Manager also shares local resources and partnerships with families including medical, legal, recreational, academic, and social services.|The school has identified a focus are for the percent of parents who attend a Education Seminar as the % this year reached 4%.|The  school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|Though  we are proud to have 46% of parents returning surveys, and 80% of parents attending a school counselor meeting, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330127910|Camino Nuevo High #2|3|CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  Professional development sessions are held for staff on how to build meaningful relationships with families.  Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement.   Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school. Sites host school events and classroom activities where families can attend and interact with staff.  Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2024 Family Survey, 96% percent of families strongly agree or agree that they feel welcome at their child’s school.  Our family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 75%.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: -Prepping families/students for SBAC/ELPAC -Understanding SBAC/ELPAC results/reports -Our Special Education Program -How to have Successful Parent-Teacher Conferences -Getting Familiar with our Math and ELA Curriculums and Assessments -I-Ready Math -Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.  Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.  Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|4|3|3|3|3|2|Met||2025-06-17|2025
19647330127936|PREPA TEC - Los Angeles|3||||||||||||||||||||||Not Met|||2025
19647330127985|Ingenium Charter Middle|3|Ingenium Charter Middle School has made progress in building trusting and respectful relationships between school staff and families. One of our key strengths is the intentional effort to create a welcoming school environment where all families feel valued and included. The school has strengthened its campus culture by increasing the number of family-oriented events and activities, ensuring that parents and guardians are not only welcomed but also encouraged to actively participate in school life.  We hold regular English Learner Advisory Committee (ELAC) meetings and School Site Council (SSC) meetings to provide parents with formal opportunities to engage in decision-making processes that impact student learning and school improvement. Additionally, the school principal hosts informal Q&A sessions to provide families with open, two-way communication channels where questions, concerns, and suggestions are welcomed in a supportive setting.  Furthermore, the ICMS has made efforts to ensure that communication with families is accessible and understandable by providing information in families’ primary languages. We continue to support staff in developing cultural awareness and sensitivity to better understand each family’s strengths, backgrounds, and goals for their children.|While progress has been made in creating a welcoming environment and offering multiple communication opportunities, there is room for improvement in building staff capacity to engage deeply with families' unique cultures, languages, and aspirations. Currently rated as “Initial Implementation” in this area, ICMS recognizes the need for additional professional development focused on culturally responsive practices and relationship-building strategies.  We also aim to deepen personalized engagement efforts with families of English Learners, foster youth, and students experiencing homelessness to ensure that their voices are heard and their needs are fully understood by all staff members. Strengthening staff training to help teachers and classified staff learn more about each family's background and goals will help improve these relationships over time.|To improve the engagement of underrepresented families, such as English Learners, foster youth, and socioeconomically disadvantaged families, Ingenium Charter Middle School (ICMS) will expand outreach efforts through targeted communication and family-centered events. ELAC meetings will continue to serve as a critical space for elevating the voices of families of English Learners, and we will work to increase participation by offering more convenient meeting times, childcare, and translation services.  The principal’s informal Q&A sessions will be promoted more broadly to ensure that all families are aware of this opportunity for direct dialogue. Additionally, we plan to provide staff with further training on cultural competence and family engagement best practices to build their capacity for meaningful two-way communication and relationship building.  By leveraging school events as opportunities for connection and trust-building, and ensuring that all families—particularly those who have historically been underrepresented—are actively included in school activities and decision-making processes, we expect to strengthen family partnerships and improve student outcomes.|Ingenium Charter Middle School (ICMS) is in the Initial Implementation phase regarding professional learning and support for staff to strengthen family partnerships. We recognize the importance of equipping teachers and principals with the skills and tools necessary to engage families effectively. To support this goal, we provide ongoing professional development that includes strategies for building meaningful relationships with families and fostering collaborative partnerships.|Ingenium  Charter Middle School (ICMS) is in the Initial Implementation stage of providing families with resources to support their children’s learning and development outside of school. We distribute informational materials and hold workshops designed to empower families with strategies they can use at home. Communication is tailored to be accessible and culturally responsive, ensuring that families from diverse backgrounds receive relevant and understandable information.  Our increased family engagement events also serve as informal opportunities to share resources and encourage families’ active involvement in their children’s education, supporting a stronger home-school connection.|ICMS has reached Full Implementation in facilitating meaningful meetings between teachers, families, and students to discuss academic progress and collaborative support strategies. This includes regular parent-teacher conferences and opportunities for ongoing dialogue throughout the school year.|ICMS is currently in the Initial Implementation phase in building the capacity of both staff and families to engage meaningfully in advisory groups and school decision-making processes. We actively encourage participation through our established advisory bodies, including the English Learner Advisory Committee (ELAC) and School Site Council, where family members have formal roles in shaping school policies and programs.  To further enhance input gathering, the school regularly administers surveys to families, students, and staff, inviting candid feedback on school initiatives, climate, and family engagement practices. These surveys provide valuable data that inform ongoing efforts to improve collaboration and transparency.  The principal’s informal Q&A sessions also serve as an additional forum for families to voice their opinions and contribute to school planning in an accessible and welcoming environment. Through these multiple channels, ICMS demonstrates a commitment to fostering two-way communication and shared decision-making.|While progress has been made, ICMS recognizes the need to strengthen the capacity of both staff and families to fully engage in advisory and decision-making roles. Currently at Initial Implementation, further professional development for principals and staff is needed to equip them with effective strategies for facilitating inclusive family participation, especially for those from underrepresented groups.  Additionally, we aim to increase outreach efforts to ensure that all families, particularly those who may face barriers due to language, work schedules, or other challenges, have equitable opportunities to contribute input. Expanding communication methods and scheduling flexibility will be critical to achieving broader and more diverse participation.|To better engage underrepresented families, Ingenium Charter Middle School plans to enhance its use of surveys and feedback tools designed to be accessible in multiple languages and formats. We will also increase targeted outreach efforts to invite these families to advisory meetings and decision-making forums, ensuring their perspectives are heard and valued.  The school will continue to foster a welcoming environment through strengthened family engagement events and informal forums, making participation in governance feel approachable and meaningful. By providing families with clear information about their roles and rights in school decision-making, alongside offering logistical supports such as childcare and translation services, ICMS is committed to building equitable partnerships that reflect the diverse voices within the school community.|4|3|3|4|3|3|4|4|3|3|3|3|Met||2025-06-09|2025
19647330128009|Alliance Virgil Roberts Leadership Academy|3|At Alliance Virgil Roberts Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Virgil Roberts Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of Parents and 96% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 94% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 93% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330128033|Alliance College-Ready Middle Academy 8|3|At Alliance College-Ready Middle Academy 8, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 14.4% of our scholars' families attended two or more parent engagement events this year.  In addition, 98% of our families responded postively in questions regarding Family Engagement at the school, and 99% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 98% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance College-Ready Middle Academy 8, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 98% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330128041|Alliance Kory Hunter Middle|3|At Alliance Kory Hunter Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 57.24% of our scholars' families attended two or more parent engagement events this year.  In addition, 98% of our families responded postively in questions regarding Family Engagement at the school, and 97% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 98% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Kory Hunter Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 98% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330128058|Alliance College-Ready Middle Academy 12|3|At Alliance College-Ready Middle Academy 12, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole. To support this goal, our school has held 24 parent engagement events this year. To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach. As a result of this, 23.27% of our scholars' families attended two or more parent engagement events this year. In addition, 97% of our families responded positively in questions regarding Family Engagement at the school, and 94% of our families responded positively in questions regarding Teacher Relations at the school. Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about. These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share. This comes as a result of our efforts to build relationships between our school and all educational partners.|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions on how we can improve our support of all our scholars. To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data. These data include the California School Dashboard, as well as other internally gathered data curated to provide accountable information during these discussions.|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community. Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families. We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.|At Alliance College-Ready Middle Academy 12, we deeply value the role that parents, guardians, and families as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars. As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school. Our school also prioritizes outreach to families by organizing and planning workshops. When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school. In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school. All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops. We believe that these continued efforts will result in improvements in support for all our scholars, both in the home and at school.|Due to the historically underserved community we serve, much of our work in engaging families as partners for student outcomes has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child. In addition, we have continued to expand support of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible support both at home and in the school.|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups. During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide. In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others. As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions. This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars. To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as  well as our surveys designed to facilitate further feedback. We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home. As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process. In addition, we have continued to expand targeted outreach for these families, to ensure that all our educational partners have equitable voice in decision making at their child's school.|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330128132|Extera Public School No. 2|3|Extera PS #2 currently hosts regular opportunities for parents and staff to collaborate and build relationships. These include regular school events to educate parents about our program such as Back to School Night, Open House, Literacy Night, Student Showcases, Spelling Bees, Latino Heritage celebration, etc. EPS #2 also hosts Parent University workshops, which are interactive workshops focusing on topics selected by parents and staff during the 2023-2024 school year. Extera PS #2 has a parent coordinator whose role is to support family connections with the school. The parent coordinator supports family outreach, including the new student intake process, and the specialized newcomer intake process of interviewing newcomer’s families to identify resources to support within the school day and community resources. 96% of families reported that school staff are quite respectful or extremely respectful. In addition, only 8% of families reported that they have almost never visited their child’s classroom or school events. In addition to events, Extera PS #2 uses many methods to communicate with parents. This includes school newsletters, emails, text messages, and robo calls. Teachers communicate with families via Class Dojo. Parents also have live access to student gradebooks via the Infinite Campus parent portal, to be able to see in the moment grades. Parent University did a session on Infinite Campus and how to best utilize the parent portal. Extera PS #2 provides all information in English and Spanish, including translation at parent meetings, student-led conferences and other events.|While Extera Public School #2 has increased school-wide events and opportunities for families to interface and build relationships with school staff, one area of growth is increasing parent opportunities for involvement within learning during the school day or at the classroom level. One new goal for the 2025-2026 school year is the re-launch of the room parent as a connecting bridge between families and the classroom. While Parent University held 15 workshops on a variety of topics, more parent involvement  is needed to make this a success, as well as increasing attendance at instruction related school events. More academic support is needed for parental involvement. In addition, Extera Public School #2 needs to train staff on building teacher student relationships better and bridging the gap between home.|Underrepresented families include families of newcomers and families of students with disabilities. Extera PS #2 will offer additional family workshops next year including parent workshops for families of students with disabilities. In addition, Extera PS #2 will continue to offer  a workshop on biliteracy and how to support literacy in English and Spanish at home. This workshop will be held after an ELAC/PAC meeting to include higher parent involvement. Another underrepresented group is parents who struggle with reading, and their ability to access important information. Extera PS #2 will provide additional ways for families to receive information, such as robo messages, so that all families can build relationships with the school.|Extera PS #2  has built relationships with families by including them in their child’s learning throughout the year. This includes student led conferences twice annually, student showcases, academic competitions and events, and enrichment opportunities for students and parents together. ELAC and PAC have also been positive ways for families to build relationships with school staff and the community. We also had over 15 sessions in Parent University on a variety of topics that involved different presenters bringing important information to our families such as how to support literacy at home, college preparation from kindergarten, key math concepts covered at your child’s grade level, and the importance of attendance. We also have a strong PEEPs (Parents of Extera Engagement Point System) that brings parents on campus more. 87% of families reported that they have conversations with their child about school frequently or almost all of the time. 67% of families reported that they help their child understand the content they are learning in school frequently or almost all of the time.|Extera PS #2 would like to increase the opportunities that families have to be involved in student learning. This would include opportunities to support learning events, academic showcases and competitions, or other ways for families to engage during the school day. While 63% of families responded that they communicate with teachers monthly or more frequently, 20% of families state they communicate with families every few months, and 13% said once or twice per year. Only 24% of families reported that they help the school weekly or monthly. Extera Public School #2 would like to increase opportunities for families to be involved in their child' s learning from home or the school setting.|Underrepresented families include families of newcomers and families of students with disabilities. Extera PS #2 will offer additional family workshops next year including parent workshops for families of students with disabilities. In addition, Extera PS #2 will offer a workshop on biliteracy and how to support literacy in English and Spanish at home. Extera PS #2 will also offer a workshop for parents on the key mathematical concepts for their child’s grade level at the beginning of the year, so that parents feel con?dent supporting their child in mathematics at home with homework. In addition, the parent coordinator can translate for teachers who have language barriers with students’ families.|Extera PS #2 offers many platforms for families to provide input into their child’s learning. This includes monthly pláticas (Coffee with the Principal), six ELAC/DELAC/ EL-PAC meetings, three Parent Advisory Council meetings, and opportunities for the public at all board meetings. In addition, Extera PS #2 administers an anonymous parent survey via Panorama annually to collect parent input regarding priorities, school performance and next steps.|Extera PS #2 would like to increase parent presence and involvement on campus so that they are more involved and aware of the programming available to students. This would allow parents to provide additional input into student experience and learning goals. Teacher PD in the spring of 2024 focused on the importance of building teacher relationships with the parents, how to create a welcoming environment for families, and sparking increased parent engagement in academics through the re-launch of classroom parents during the fall of 2025. The relaunch includes a class-parent training, and having class parents organize a class bonding event prior to the start of the school year. In addition, Extera PS #2 would like to increase the percentage of parents that complete the annual survey, to ensure a more robust pool of parents provide input regarding decision making.|Extera PS #2 will continue to offer surveys that are in English and Spanish, and have a text to speech function for families that struggle with literacy. In addition, Extera PS #2 will have additional outreach to families of students with disabilities to complete the survey and participate in ELAC/ DELAC, and the PAC. Lastly, parents of underrepresented groups are included in PAC and ELAC committees to ensure input.|4|4|3|5|4|4|5|4|4|4|4|3|Met||2025-06-17|2025
19647330128371|New Horizons Charter Academy|3|New Horizons has created an outstanding outreach and monthly meeting to discuss curriculum, operations, assessments and English Learner Programs. Use of ClassDojo and oneCALL and Google Classroom allow extensive information and relationship building.|New Horizons is always trying to engage our families with many communication methods and holding workshops.  This is an ongoing effort.|New Horizons continues to hold ELAC and School Site Council meetings to improve communication and provide resources to support our underrepresented families|New Horizons analyzes data on weekly basis, and creates action plans to address student outcomes.|Assessment Data, Behavior, EL Learner Progress, student culture|New Horizons holds ELAC and School Site Council meetings to address improving student outcomes.  Teachers review with students and provide intervention support to address student outcomes.|New Horizons Nhca$5955*friarMeetings to inform and engage with all stakeholders when make decisions that positively impact students and families.|Parent Engagement, Academic Intervention, AttendanceN|New Horizons holds meetings with stakeholders, during Board Meetings, ELAC and School Site Council, and Parent In Action meetings to engage our families in decisions|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
19647330128512|KIPP Academy of Innovation|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Academy of Innovation. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey. In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.  Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.  We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.  In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally. Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public. Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned. To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330129270|Animo Mae Jemison Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330129460|KIPP Vida Preparatory Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Vida Preparatory Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330129593|PUC Inspire Charter Academy|3|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy has identified several strengths and areas of progress in building strong relationships between school staff and families. A key strength is our commitment to empowering families through workshops that promote access to advocacy. These sessions are designed to equip parents and guardians with the tools and knowledge they need to actively support their children’s education and engage meaningfully with school systems. As an LEA, we have also prioritized creating time and space for our educational partners to come together. Whether through Family Nights, Coffee with the Principal, ELAC and SSC meetings, or family conferences, we intentionally foster inclusive environments that encourage dialogue, connection, and collaboration between families and staff. These efforts reflect our belief that strong school-family relationships are foundational to student success. We remain committed to strengthening these partnerships through ongoing communication, culturally responsive engagement, and shared decision-making opportunities.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy recognizes the need to strengthen efforts in fostering deeper family engagement and community involvement. While we have made progress in creating spaces for families to connect and access advocacy resources, a key area of focus moving forward is to provide more frequent and varied opportunities for families to engage with the school in meaningful ways. We aim to increase community involvement in advocacy, ensuring that families not only have access to information but also feel empowered to actively participate in decision-making processes that impact their children’s education. Additionally, we are working to build more traction in encouraging families to attend school events and participate in on-campus activities. This includes identifying and addressing potential barriers to participation, such as scheduling conflicts, language accessibility, or transportation needs. By expanding outreach efforts, diversifying engagement strategies, and deepening relationships with community partners, we hope to create a more inclusive and welcoming environment that encourages consistent and active family involvement.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy is committed to improving the engagement of underrepresented families by creating intentional and inclusive opportunities for connection. One key strategy includes expanding the reach and impact of our parent nights and parent conference nights, ensuring these events are accessible, culturally responsive, and designed to meet the diverse needs of our school community. We will also continue to provide ample opportunities for all stakeholders to come together, such as community-building events, workshops, and leadership meetings like ELAC and SSC. These gatherings are designed not only to inform but to empower families, giving them a voice in the school’s planning and decision-making processes. To further support underrepresented families, we will evaluate and address barriers to participation—such as language, transportation, and scheduling—and strengthen our outreach efforts through personalized communication and partnerships with community organizations. By fostering a welcoming environment and proactively reaching out, we aim to ensure that every family feels valued, heard, and involved in their child’s educational journey.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy continues to make meaningful progress in building strong partnerships with families to support student outcomes. One of our key strengths is providing monthly parent workshops that are directly aligned to identified academic and developmental needs. These workshops cover core content areas such as Math, English Language Arts, Science, History, Special Education, and Electives, helping families better understand and support what their children are learning in the classroom. We also partner with local community organizations to offer workshops and events that build parent capacity in areas such as social-emotional learning, digital literacy, and advocacy. These efforts reflect our commitment to meeting families where they are and providing resources that support both academic and personal growth for students. A foundational component of our engagement strategy is our emphasis on clear and consistent communication. We share regular updates through weekly newsletters, schoolwide messages via ParentSquare, and monthly school calendars that outline upcoming workshops, events, and key instructional dates. These tools help ensure families remain informed, prepared, and connected to school life. While the Parent Engagement Associate role was a valuable asset in coordinating and deepening family partnerships, we have had to eliminate the position due to budget constraints. Nevertheless, we remain committed to this work and have redistributed key responsibilities among staff to maintain a high level of family engagement and support. Through intentional programming, transparent communication, and ongoing collaboration, PUC Inspire Charter Academy continues to build and sustain strong partnerships that promote student success.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy has identified a key area for growth in strengthening partnerships that support student outcomes—specifically in addressing the needs of families of students with disabilities. While we offer a variety of workshops across content areas, there is a clear need to provide more targeted sessions focused on Special Education to better support this important subgroup. Moving forward, we are committed to expanding our parent engagement efforts to include more frequent and accessible workshops tailored to the unique needs of Special Education families. These sessions will focus on understanding IEP processes, available services, strategies for supporting learning at home, and opportunities for advocacy. In addition, we aim to gather more direct input from families within this subgroup to ensure that our efforts are responsive, inclusive, and aligned with their priorities. By deepening our support for families of students with disabilities, we seek to build stronger, more informed partnerships that positively impact student outcomes.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy is committed to improving engagement with underrepresented families, particularly those within our Special Education subgroup. To address this area of need, we will provide more targeted sessions focused on supporting parents of students with disabilities, including workshops on navigating the IEP process, understanding available services, and strategies for supporting learning at home. While we previously had a dedicated Parent Engagement Associate to support this work, due to recent budget reductions, responsibilities for family engagement—especially with underrepresented groups—have been redistributed among key staff members. Our team remains deeply committed to bridging gaps in engagement and ensuring that all families, regardless of background or need, have equitable access to information, resources, and opportunities to be active partners in their child’s education. Through this focused approach, we aim to strengthen trust, communication, and collaboration with underrepresented families to ultimately improve student outcomes.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy has made consistent progress in creating structures for authentic family and student input in school decision-making. One of our key strengths is hosting monthly Coffee with the Principal meetings, which serve as an open forum for parents and guardians to receive updates, ask questions, and provide feedback on school initiatives. These gatherings help build trust and ensure that families feel heard and valued as partners in the educational process. Additionally, we have implemented quarterly surveys to gather input from students, families, and staff on a range of topics, including school culture, academic support, and communication practices. These surveys help guide our decision-making and allow us to assess the effectiveness of our programs and initiatives. By prioritizing regular communication and feedback loops, we continue to cultivate a culture of shared ownership and transparency, ensuring that stakeholder voices play a meaningful role in shaping the direction of our school.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy has identified a key area for growth in more intentionally implementing actions based on the feedback received through surveys and stakeholder meetings. While we regularly collect input from families, students, and staff, we recognize the need to better align our next steps with the themes that emerge—particularly in areas such as immigration-related concerns and parent advocacy. To address this, we will develop and offer workshops and resources that respond directly to the feedback shared by our community, including sessions focused on immigration rights, support services, and strategies for effective parent advocacy. We will also continue to create consistent and inclusive opportunities for ongoing input through forums such as Coffee with the Principal, school site councils, and quarterly surveys. By strengthening the connection between stakeholder feedback and school actions, we aim to build deeper trust and ensure that all members of our school community feel seen, heard, and valued in the decision-making process.|Based on the analysis of educational partner input and local data, PUC Inspire Charter Academy will improve engagement of underrepresented families by collaborating with the PUC Schools’ Department of Student and Parent Engagement and Advocacy. This partnership will enhance and expand the school’s parent workshop offerings, specifically focused on immigration and parent advocacy. Through these targeted workshops, we aim to create more inclusive and supportive spaces where underrepresented families can actively participate and provide meaningful input in the school’s decision-making processes.|4|4|3|4|4|3|4|3|3|4|4|3|Met||2025-06-05|2025
19647330129619|PUC Community Charter Elementary|3|PUC CCES has developed multiple opportunities for the school site to engage in 2 – way communication between families and educators. As a school site, we have a thriving Class Dojo community in which we have 100% + of our parents connected. The site leaders post messages on an ongoing basis and communicate with all parents and families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. In addition, PCCES has an open-door policy, which means that all parents and families are welcome to meet with school leaders and/or visit classrooms at any time.|At this time, an area for improvement is supporting staff in learning more about each family’s strengths, cultures, language, etc. We plan to accomplish this by reflecting on our Family Survey data, and continuing to offer Family Nights and Coffee with the Principals that are directly targeted at the areas of need identified by families.|PUC CCES will provide opportunities for parents to engage in workshops that cover a variety of topics that will further expand their knowledge and provide tips and resources for parents. We will continue to work with our staff to provide a variety of opportunities to connect within the classroom and provide parents with opportunities to immerse themselves in the classroom community.|PCCES has monthly Family Nights, tailored to the needs of our families in support of our students. Popular family nights include Back to School Night, Data Night, Math Night, and Literacy Night, in which parents receive student data, resources and information that support parents and families with supporting their children at home. In addition, PCCES has established a successful Parent Conference program, in which 100% of parents attend a conference to discuss their child’s progress, strengths, needs, etc. in-depth, which occurs two times a school year (although parents are invited to request individual meetings at any time).|An area for improvement is supporting families to understand and exercise their legal rights to advocate for their students.|The school will engage PUC Schools' Department of Student and Parent Engagement and Advocacy to support and augment PCCES's parent engagement opportunities by offering organization-wide workshops, training, focus groups, interventions, and resources.|PCCES sends monthly parent calendars, newsletters, fliers, etc., to inform and engage families in joining PAC and/or ELAC meetings as well as Coffee with the Principal.  Through Coffee with the Principal, families have the opportunity to build their knowledge base and capacity in making strategic decisions. Through PAC and ELAC meetings, families have the opportunity to engage in advisory groups and provide input and feedback on policies and programs.|An area for improvement is providing opportunities for and encouraging families from underrepresented groups in the school community to engage in advisory groups and committees.|An area for improvement is providing opportunities for and encouraging families from underrepresented groups in the school community to engage in advisory groups and committees.|5|5|4|5|5|4|5|5|4|3|4|4|Met||2025-06-05|2025
19647330129627|TEACH Tech Charter High|3|Based on the analysis of educational partner input and local data, TEACH continues to demonstrate strong performance in building relationships between school staff and families, achieving a Level 4 (Full Implementation) rating. Multiple strategies have been employed across school sites to ensure consistent, authentic engagement. These include Coffee with the Principal, ELAC, School Site Council (SSC) meetings, and celebratory events that bring families into the school community.  A major highlight from this academic year is the parent-led educational workshops. Through a partnership with the Los Angeles County Department of Mental Health under the PALs Program, TEACH trained parents who then led workshops for other families, significantly deepening peer-to-peer engagement. Additionally, the Department of Mental Health offered Wellness classes in both English and Spanish, providing targeted parenting strategies that supported families throughout the year. These efforts reflect a model of shared leadership and culturally responsive engagement that strengthens trust and collaboration between home and school.|While TEACH is fully implementing strong relationship-building practices, a key focus area is the deepening of family engagement in collaborative decision-making, especially in wellness and mental health initiatives. This year, TEACH launched a Leadership Committee that includes parents as active participants in shaping school priorities. This structure provides families with a formal avenue to contribute insights—particularly on wellness programming—and lays a foundation for growing this role in the upcoming academic year.  Additionally, TEACH aims to expand outreach to families less represented in school events through personalized engagement (e.g., home visits), and to build on existing success by enhancing leadership training and peer facilitation models for parent engagement.|To improve engagement of underrepresented families, TEACH is taking intentional steps that include: 	•	Home Visits to reach families who may face barriers to attending school-based events. 	•	Parent-Led Workshops supported by external partners like the Los Angeles County Department of Mental Health, allowing families to receive support from peers in a culturally affirming and accessible setting. 	•	Ongoing Wellness Workshops delivered in English and Spanish, making mental health resources and parenting strategies more inclusive and practical. 	•	Growth of the TEACH Leadership Committee, ensuring underrepresented voices shape decisions—especially around school climate and student wellness.  These strategies ensure that family engagement is not only frequent but inclusive and equitable.|Based on educational partner input and local data, TEACH has made significant progress in building partnerships that support student outcomes and is currently rated at Level 3 (Initial Implementation) in this domain. Key strengths include the establishment of family-facing academic supports and the inclusion of families in grade-level planning and academic goal-setting.  One highlight this academic year is TEACH’s partnership with the Los Angeles County Department of Mental Health, which, through the PALs Program, supported families not just in wellness but also in parenting strategies that positively influence student success. Additionally, workshops focused on mental health and wellness—delivered in English and Spanish—created an environment where families could better support students’ emotional and academic development at home. These programs reflect TEACH’s commitment to equipping families with practical tools and knowledge that influence positive student outcomes.  Moreover, TEACH has built a Leadership Committee that integrates family voice into broader conversations about student achievement and school priorities. These structures represent foundational progress in creating sustained, two-way partnerships between families and staff.|While strong steps have been taken, TEACH recognizes the need to build educator capacity for family partnership and to further institutionalize systems that link family engagement directly to academic growth. A priority focus is to provide professional development for staff on best practices for partnering with families—especially in ways that are culturally affirming and strength-based.  TEACH also aims to strengthen family access to academic data and student performance insights, ensuring that parents and guardians can understand and act on key indicators of student success. In particular, the goal is to expand workshops and parent engagement activities beyond wellness topics to include literacy, math support, and college/career readiness, tailored to different grade spans.  Another important growth area is to embed family engagement into MTSS (Multi-Tiered Systems of Support) frameworks so that families are recognized as essential partners in both academic intervention and enrichment.|To improve the engagement of underrepresented families specifically in support of student outcomes, TEACH will implement several strategies in 2024–2025: 	•	Targeted Outreach and Home Visits for families not currently participating in school-based academic events. 	•	Expansion of parent education workshops to include academic support topics (e.g., literacy development at home, navigating high school graduation requirements, college access). 	•	Continued development of the TEACH Leadership Committee to include families from underrepresented groups and ensure their input helps shape instructional and intervention strategies. 	•	Use of bilingual communication tools and translated materials to make academic data and guidance more accessible to families whose primary language is not English.  By integrating these strategies, TEACH aims to foster deeper partnerships that go beyond communication and extend into collaborative planning for student growth, particularly among families who have historically been less represented in academic conversations.|Based on the analysis of educational partner input and local data, TEACH has demonstrated early but promising progress in seeking and integrating family input into school and district decision-making. Currently rated at Level 2 (Beginning Development) in this area, TEACH has shown strength in expanding participation in advisory structures such as ELAC (English Learner Advisory Committee) and the School Site Council (SSC). These groups have begun playing a more active role in shaping school priorities, reviewing budgets, and advising on instructional programs.  A notable step forward this year was the creation of the TEACH Leadership Committee, which has increased opportunities for families to contribute to decisions—particularly around school wellness initiatives. By creating structured spaces for dialogue, TEACH is beginning to shift from one-way communication to more collaborative planning with families.|The primary focus area for growth lies in broadening and diversifying family participation in decision-making processes, especially for underrepresented and historically marginalized families. TEACH recognizes the need to move beyond formal advisory groups and explore less formal, more culturally responsive formats—such as community circles, focus groups, and facilitated dialogues—that allow a wider range of families to share feedback.  Another key area for improvement is to close the feedback loop. Families need to see clearly how their input has influenced policy, programming, or resource allocation. TEACH also aims to improve staff capacity to facilitate participatory processes through training in inclusive facilitation and shared leadership models.  Additionally, there is an opportunity to integrate parent input more directly into instructional decision-making and strategic planning, not just in compliance-oriented committees.|To better engage underrepresented families in decision-making, TEACH is committed to implementing the following strategies in the upcoming academic year: 	•	Expanding outreach efforts (e.g., personalized invitations, language-accessible materials, and child care at meetings) to ensure broader parent representation in key decision-making bodies. 	•	Building out the TEACH Leadership Committee to serve as a more inclusive, representative platform for family voice, with intentional recruitment of families from underrepresented communities. 	•	Partnering with community-based organizations to host co-facilitated listening sessions and feedback forums in families’ home languages, focusing on school climate, academic priorities, and student supports. 	•	Offering parent leadership development opportunities to empower underrepresented families with the tools and confidence to participate meaningfully in school governance and planning.  These approaches aim to embed equity in the decision-making process by ensuring that all families—not just the most involved—have a voice in shaping the educational experience at TEACH.|4|4|4|4|3|3|3|3|2|2|2|2|Met||2025-06-10|2025
19647330129650|Equitas Academy #3 Charter|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underreprsented families to engage with school staff through workshops and councils that support diverse learners.  DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|4|4|4|3|3|4|3|Met||2025-06-25|2025
19647330129858|Everest Value|3|Everest Value has demonstrated consistent Full Implementation across all indicators related to building relationships with families, reflecting a strong organizational commitment to family engagement. Notably, welcoming environments saw a slight increase from 78% to 79%, indicating continued progress in making all families feel included. Additionally, the percentage of staff who are supported in learning about families’ cultures, strengths, and goals rose from 72% to 75%, signaling meaningful movement toward culturally responsive engagement.|While overall implementation remains high, two areas experienced a decline: Trusting and respectful relationships between staff and families decreased from 78% to 70%. Two-way communication decreased from 76% to 72%. These declines suggest the need to reinforce systems that build relational trust and ensure consistent, accessible, and reciprocal communication across all campuses and staff roles, especially as new staff are on boarded or communication tools evolve.|The school will maintain  engagement of underrepresented families by implementing their parent involvement policy.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing  opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.  To better engage underrepresented families, Everest can: Provide ongoing professional development in culturally responsive communication and relationship-building, tailored to teachers, administrators, and classified staff.   Expand family storytelling and listening sessions to surface and honor the voices of families who may not traditionally engage.   Strengthen translation/interpretation services and continue refining communication platforms (e.g., ParentSquare, ClassDojo) to ensure language accessibility and reduce digital barriers.   Partner with community-based organizations to co-host events that reflect families’ cultures, values, and schedules.|Everest has made significant progress across all indicators in this area, with notable growth in Question 30, which increased from 57% to 78%. This indicates that families are becoming more empowered and better supported in understanding and exercising their legal rights and advocacy responsibilities. Similarly, professional learning and support for educators (Q27) improved markedly from 44% to 67%, signaling an increasing capacity at school sites to partner with families effectively.|Despite upward trends, two indicators remain in the Beginning Development phase: Providing families with resources to support learning at home (Q28: 56%) Professional development for staff to engage families (Q27: 67%) This shows a continued need to invest in differentiated family resources and capacity-building for educators, particularly in embedding family engagement strategies within academic instruction, MTSS, and progress monitoring systems.|To improve engagement with underrepresented families in this area, the Everest can: Expand family-facing workshops focused on navigating school systems, understanding assessments, and supporting learning at home. Ensure access to translated academic resources, scaffolded by grade level and student needs. Implement joint learning opportunities where families and staff co-develop strategies to support academic growth. Increase collaboration among teachers, counselors, and classified staff to share responsibility for sustained family partnerships focused on student outcomes.|Everest  has demonstrated strong progress in creating inclusive input structures, particularly with increased participation from underrepresented families (Q16: 70% ? 81%) and improved collaboration across roles (Q17: 70% ? 75%). There is also notable growth in building the capacity of families to participate in advisory roles (Q15: 66% ? 75%), showing success in outreach and parent leadership development efforts.|Despite progress, staff capacity to engage families in shared decision-making (Q14: 74% ? 70%) slightly declined. This suggests the need for additional support and training for site administrators, teachers, and classified staff to effectively facilitate advisory structures and amplify parent voice, especially at the school site level.|To strengthen input from underrepresented families, the Everest can: Continue to identify barriers to engagement (e.g., time, language, digital access) and provide targeted supports.   Increase capacity-building for families through trainings and orientation to advisory councils (e.g., SSC, ELAC, LCAP).   Provide facilitator support and coaching to site leaders on running inclusive, culturally responsive meetings.   Leverage multiple formats and platforms (surveys, town halls, focus groups) to ensure ongoing, two-way communication with underrepresented groups.|4|4|4|4|3|2|3|4|4|4|4|4|Met||2025-06-06|2025
19647330129866|Village Charter Academy|3|Village Charter Academy has developed capacity within staff to build relationships with families. School leaders work with both certificated and classified to provide ongoing support and guidelines. Parent surveys indicate 100% satisfaction with the school climate.|The focus area for school improvement is to continue to build capacity in our parent stakeholders. The LEA is implementing regular meetings and is working on rebuilding a structured parent training and volunteer program.|In the 24-25 SY, the school held frequent school wide events, has held frequent parent advisory meetings and have provided content in up to 3 languages. Parent surveys indicate a 99% satisfaction rate for parent opportunities to be involved and participate in their child's education. The school will continue to provide these opportunities.|The two areas of strength in building a partnership for student outcomes is in the area of teacher training and teachers working with families to keep them informed of student progress. Teachers have access to variety of supports to increase their practice. They are able to work with administrators, coordinators and grade level leaders to increase their capacity. The meet regularly in Professional Learning Communities and develop yearly action plans that support student outcomes. Parents receive academic progress reports every 6 weeks and meet with teachers additionally throughout the year as needed.|The focus area for improvement is to help parents understand their role as a student advocate.|The LEA continues to engage underrepresented families by using flexible meeting times, resources in home language, tracking parent participation in parent conferences, and increased use of online communication platforms.|The LEA has an established model of governance that includes committees which are intended for all stakeholders and act as an advisory group the governing board. This allows for families to provide input on policies and programs within the school.|The focus area for improvement is to continue to build back parent presence on advisory committees.|As we build back our volunteers, we can increase participation in school committees in order for parents to have a greater role in the school decision making process|5|5|4|5|4|5|5|5|5|4|5|5|Met||2025-06-21|2025
19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools. The Charter School uses Renaissance and i-Ready to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Renaissance. State assessment data such as ELPAC and CAASPP are also imported into the database. Renaissance is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.|Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.|The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.|The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.|The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families. The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.|The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647330131722|Fenton Charter Leadership Academy|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools. The Charter School uses Renaissance and i-Ready to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Renaissance. State assessment data such as ELPAC and CAASPP are also imported into the database. Renaissance is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.  Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.|Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.|The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.|The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.|The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families. The Charter School contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.|The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647330131771|KIPP Ignite Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Ignite Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.  Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.  Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330131797|KIPP Promesa Prep|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Promesa Prep. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.  Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330131821|Collegiate Charter High School of Los Angeles|3|The school regularly works to create and maintain relationships between school staff and families. A majority of families reported feeling the school responds positively to the social emotional learning needs of the students which helps to build positive relationships. Collegiate provides numerous opportunities for communication between the school and families:  Social events to connect families with the school team:  Summer BBQ, November Gratitude Dinner. Student-led conferences with families twice a year Parents invited to semesterly awards ceremonies and our annual Senior Signing Day Daily personal calls home to families of any absent students A minimum of three families contacted by teachers each week Monthly parent meetings, including a School Site Council and ELAC/DLAC The parent built close relationships with families, texting them directly with reminders about school events or phone calls about specific student situations. Frequent social media posts about activities at the school. A parent representative was an important voice in the Steering Committee that met monthly to give input about the school's merger with the Equitas network.|This year we made strides in communication between school leadership and families.  Next year we want to strengthen the communication at the teacher and TA level through better tracking of communications and training of staff in the value of those communications.|Collegiate hired a new bilingual principal who dramatically increased parent engagement.  She will build upon the momentum of her first year with us.   We also have been prioritizing bilingual staff when making new hires and will continue to have over 75% bilingual staff. Per input from families, we have heard that they would like like a dedicated space to use as a parent center.  We will look for opportunities to create such a space at our new campus.|We got significant value from our affiliation with Unidos US.  They awarded grants that funded all of our college field trips, including overnight trips to visit colleges in other cities.  We partnered with organizations such as PUENTE, College Match, The Posse Foundation, Minds Matter, and Quest Bridge to help students with scholarships and college transition support.  We started a partnership with LA City College to offer dual enrollment for college credit for classes taken at Collegiate.  We partnered with other charter schools and regional sports leagues for inter-school competitive sports.  Collegiate is a member of the Los Angeles Public Charter School Collaborative through which we share best practices and resources.|We will partner with community organizations for athletic play space for our PE and sports programs.  We want to continue to strengthen our dual enrollment program.   Eventually we want to leverage community college partners to help support the development of CTE pathways.|We want to continue to partner with CHIRLA and other immigrant rights organizations to support our families through challenging times due to federal immigration policies.|We established a joint steering committee with Equitas that included voices of representatives from several stakeholder groups to give input about the merger. We had regular meetings of the SSC and ELAC, which started meeting earlier this year than in years past. We conduct annual surveys of staff, students, and families.|Our focus will be more training for staff and leadership for how to seek out input.|Will will look into creating a space at our new campus for parents to be present.|4|5|4|5|3|3|3|4|3|2|2|2|Met||2025-06-25|2025
19647330131904|Libertas College Preparatory Charter|3|On the most recent family survey, 97.5% of families said that they agreed or strongly agreed that family engagement is a high priority for the school and 97.5% said that ParentSquare greatly increased home and school communication. The survey had similar rates of stating that they were informed of school events.   These results speak to the effectiveness of Libertas’ communication with home and monthly Coffee with the Admin where families are encouraged to come and meet with school leadership.|Our school’s focus area for improvement is to ensure that all families know the mental health resources that are available to their child at school. Last year, only 68% of families felt that they were informed about access to mental health resources. We have increased that to 85% this year. As a school that priorities having a social worker on site every day we want both families and students to know that Ms. Valdez is a resource for all students.|This year, Libertas’ family attendance at Coffees with the Admin, cultural celebrations, and awards event is proportional to the demographic backgrounds of our students. Anecdotally families have shared that they are happy to be back on campus engaging in events like Literacy Night, Math Night, and our Small Business Pop Ups. We will continue to offer these events and message them through ParentSquare, Instagram, and Facebook.  In this year’s LCAP survey, there was some feedback about wanting more cultural events offered for students however the changes recommended are events that Libertas already does. We realized there was a gap between the events students are offered and the awareness of parents or guardians. Our goal next year is to market the events to parents as well for awareness and to offer them the chance to attend as well.|Libertas is building more bridges home with implementing Family Literacy Nights and Family Math Nights as well as hosting High School Options Workshops and multiple follow up office hours for families to ensure that they are able to be an active participant in their children’s academic progress.|Libertas’ parent conference attendance ranged between 92-98% this year. And, while most parents surveyed (95%) felt that they agreed or strongly agreed that they are informed of their child’s academic progress.  We began rolling out Student Led Conferences where Libertas students present their own grades and academic progress. This shift is continuing to improve student outcomes because students are becoming for of an advocate and partner in their own educational journey.|We are working with our Director of Family and Community Engagement to set new goals for the percent of families who are actively engaged with us on ParentSquare, Instagram, or Facebook.|Libertas’s strength and score of a 4 (full implementation) is based on the regularity and consistency that the school leadership holds School Site Councils, public board meetings, and ELAC meetings. Parent and student feedback will also be part of community workshops and needs assessments to continue to determine the future areas of growth for the school.|One strength this year was the roll out of a Comprehensive Needs Assessment Process that involved students, families, community partners, and staff.   An area of growth is to increase the publicity in order to increase the involvement in the SSC. Additionally working with our Director of Student and Family Engagement working to take feedback from families for workshop topics or to gauge interest in parent-run councils.|We can become more intentional about outreach to families and cultivating parent leaders who can reach out to other families.|5|5|5|5|4|4|5|3|4|4|4|3|Met||2025-06-07|2025
19647330132027|University Preparatory Value High|3|University Prep Value High School has sustained strong practices in building relationships with families across all four indicators, each rated at Full Implementation. Notably, there was a 5% increase in two-way communication efforts (Q11), demonstrating continued progress in making communication accessible and inclusive. The slight increase in staff learning about families' cultures and goals (Q10) reflects meaningful movement toward deeper relational trust and cultural responsiveness.|Although ratings remain high, two areas experienced slight declines: Trust-building by staff (Q8) fell from 79% to 77%. Welcoming environments (Q9) dropped from 83% to 80%. These changes suggest the need to recalibrate staff development efforts to maintain consistency in family engagement, especially as school environments shift due to enrollment or staffing changes.|To strengthen relationships with all families, including those underrepresented, the University Prep Value can: Expand family engagement PD with a focus on cultural humility and relational trust for all staff roles. Audit and improve physical and virtual spaces to ensure accessibility and inclusion (e.g., signage, translation, event timing). Implement more personalized outreach for families of multilingual learners, students with disabilities, and foster/homeless youth, including home visits or small-group forums. Increase shared leadership opportunities, ensuring parent voice is reflected in school priorities through SSC, ELAC, and informal input channels.|University Preparatory Value High School  demonstrated significant progress across all indicators, with each measure showing meaningful growth. Most notably: Teacher-family collaboration around student progress (Q29) jumped from 69% to 89%, highlighting strong implementation of structured family engagement practices.  Family advocacy and understanding of legal rights (Q30) improved from 63% to 85%, showing impactful efforts to inform and empower families in decision-making and educational support. Resources to support learning at home (Q28) and professional development for staff (Q27) both increased, indicating growing systems to strengthen academic partnerships.|While growth is evident, staff capacity to partner with families (Q27) remains on the low end of initial implementation despite progress (from 51% to 64%). This signals a need for deeper, differentiated professional learning and more consistent support systems for both teachers and school leaders.|The school will maintain  engagement of underrepresented families by implementing their parent involvement policy, providing office hours, and workshops to support parents who may be struggling supporting their children at home.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing workshops for staff and parents on ways they can partner to improve student outcomes and student advocacy.  To deepen family partnerships, especially among underrepresented groups, UPVHS can: Develop a targeted professional learning plan focused on culturally responsive practices, two-way communication, and trust-building. Offer multilingual workshops and resources that directly connect families to student learning (e.g., literacy at home, math strategies, college readiness). Implement individual student planning meetings that include families, especially for students requiring additional academic or social-emotional support. Expand collaboration between instructional staff, counselors, and operations to ensure coordinated outreach and follow-up for underserved families.|University Preparatory Value High School  has made notable progress in elevating both staff and family capacity to participate meaningfully in decision-making structures: Question 14 and 15 show a shift from Initial to Full Implementation, reflecting the LEA’s investments in training both staff and families to effectively engage in advisory roles. Question 17 indicates growth in collaborative planning between families, educators, and district leaders, now reaching 73% Full Implementation. These trends highlight that governance and decision-making processes are increasingly inclusive and co-created.|Despite these advances, Question 16 saw a slight decline from 76% to 73%, signaling a need to reinforce inclusive input mechanisms, especially for underrepresented families. Consistency in outreach and structured opportunities for policy feedback remain key areas for attention.|To enhance engagement in decision-making, particularly among historically underrepresented families, University Prep Value High School can: Increase advisory group recruitment efforts, prioritizing parents of English learners, foster youth, and students with disabilities. Strengthen SSC and ELAC onboarding and training, ensuring families understand their roles and how to influence school decisions. Use multilingual surveys and focus groups to gather broader input on policies and resource allocations. Develop clear feedback loops, so families see how their voices shape school actions and LCAP priorities.|4|4|4|4|3|3|3|4|4|4|4|4|Met||2025-06-06|2025
19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|3|At Alliance Marine - Innovation and Technology 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 80 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 43.75% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	|Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	|Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	|At Alliance Marine - Innovation and Technology 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 97.5% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96.5% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	|Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	|Due to the historically underserved community we serve, much of our work in engaging families as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	|In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	|Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	|Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these families, to ensure that our all educational partners have equitable voice in decision making at their child's school.	|5|5|3|5|3|5|5|3|3|3|3|3|Met||2025-06-11|2025
19647330132126|Bert Corona Charter High|3|"The BCCHS Youth Truth report synthesized feedback from 345 respondents across all students, parents/guardians, support staff, teachers, and administrators. The response rate was 72%. Families: Relationships (91% positive), Communications & Feedback Theme (86% positive), Resources Theme (87% positive); Staff: The highest-rated core survey question was ""I feel comfortable speaking honestly to families about their child's progress."" This question is part of the Relationships measure which overall was 73% positive. As a charter school intentionally designed to be small, we view the relationship between the school and home as essential to student success academically, socially, and emotionally, during the most challenging time in a person’s development. With class sizes of up to 27 students, teachers are expected to develop positive relationships with students and families. Through regular communication with parents/guardians, our teachers seek to partner with families and create a bond based on mutual trust and respect. As a small high school our Guidance Counselor establishes personal relationships with each student’s family. To deepen the relationship and parent knowledge of preparing for college and career, the counselor provides several workshops each year on topics to educate parents on college and career readiness. Parents are welcome to contact teachers regarding their child’s progress. The administrative teams described above are often involved with families to create a system of support for the student. Additionally, twice per year we hold six days of in-person parent conferencing with teachers to discuss student progress. Annually, the school holds a variety of cultural events representative of the ethnic and cultural backgrounds of our entire learning community. These events are intentionally integrated into our planning calendar each year to demonstrate respect for the various backgrounds of students, families and staff. Over the years, they have become traditions, and the staff fully engages with students to understand the significance not only to the school but to the larger global context. We also value parent involvement in our school– it helps their children understand their family values the school/education, and serves as a source of pride when students see their parents on campus or participating in the school. It has also assisted in integrating new immigrants to the area by serving as a vehicle for parents to establish relationships with each other. We have been fortunate to have several parents who give their time to participate in School Advisory Council (SAC)/English Learner Advisory Committee (ELAC), and English Learner Parent Advisory Committee (EL-PAC), all of which have input and review our Local Control and Accountability Plan (LCAP). Highly involved parents have been our most important community ambassadors as they spread the word about the welcoming environment for parent voice and partnership at the school."|The Youth Truth Survey questions aligned to building relationships seek to gauge different aspects based on the educational partner group. For the coming academic year, we will prioritize actions/activities directed to the following Youth Truth Survey areas: • Families: Communication and Feedback • Teachers/Staff: Culture, Engagement, Relationships|• Climate & Culture/Community Schools Team: MTSS, TFI, PBIS implementation • College/Career Counselor: Expanding College Counseling • Instructional Team: Relay & SchoolMint Grow|"OUR SURVEY DATA 2024-25 Youth Truth Themes: Families: Relationships (91% positive); Engagement (84% positive); Resources (87% positive) Staff: The highest-rated core survey question was ""I feel comfortable speaking honestly to families about their child's progress."" This question is part of the Relationships measure which overall was 73% positive  The pre-service professional development in Summer 2024 included multiple sessions using materials from Relay Graduate School of Education. Two sessions were specific to building relationships: “Harnessing Identity to Build Trust” and “Deepening Connections with Families & Students.” Teachers are supported throughout the year through professional development building from the regular instructional coaching they receive from the Coordinator of Instruction. The Coordinators of Culture & Climate as well as the Community Schools Teams, regularly collaborate with administration to design relevant professional development for teachers to address PBIS implementation and MTSS. The school also has six days dedicated to individual teacher conferencing with parents (3 fall/3 spring). The average parent attendance for the school for the dedicated parent conferences over the current year exceeded 70%. We maintain a section on the school website with resources for parents to assist the continuity of student learning at home, including direct links to various digital platforms. All of our curricula are digital and posted in Google Classroom for ease of student access at home, and available for parents to monitor at home. Parents also receive regular communications from teachers about the academic progress of their child; and parents receive a login to Infinite Campus so they can view student academic marks at any time. Teachers are available for conferencing by appointment throughout the year. For special student populations, we have events and committees targeted to their needs. For example, we annually host SpEd Meet ‘n Greets for both fall and spring semesters to better engage the parents of these students who may have gone “unseen” in their prior educational setting. This is aimed at ensuring parents that we are here to partner with them for their child’s success in alignment with their IEPs. Additionally, our ELAC/EL-PAC holds meetings aligned to data timelines to discuss the specific needs of the English learner population. Our Board of Directors annually evaluates our parent involvement policy as a Title I school, and makes revisions accordingly. The SAC/PAC maintains the responsibilities of monitoring our Title I interventions. All parents are welcome to attend the meetings during the academic year and provide input on the program as it pertains to the performance of both our socioeconomically disadvantaged students and those in danger of not meeting standards."|The Youth Truth Survey Engagement Theme questions aligned to building partnerships for student outcomes seek to gauge different aspects based on the educational partner group. For the coming academic year, we will prioritize actions/activities directed to the following Youth Truth Survey areas: • Families: Engagement, School Safety • Teachers: Engagement, Professional Development|"Continue Parent Conference Days (6 days/year); increase parent engagement/attendance at schoolwide events; hold Fall & Spring SpEd events; set expectations for teacher communication ""touch-points"" about student progress; MTSS process."|As a small charter school, we seek to involve parents and other community members in providing input for decisions that impact the school. The current charter petition describes the formal governance structure of the organization. Our Board encourages and expects the leadership to provide multiple opportunities to families and staff to engage in discussions to inform site-level decision making, and feedback to the Board on issues faced by the school. All families and staff have opportunities to provide input on plans for school improvement, such as the LCAP and event planning.  While families are encouraged to participate in local governing board meetings and site-based committees, we know that these opportunities may be at inconvenient times. To address this, we hold monthly Café con los directores (Coffee with the Principal) as an informal setting for parents/families to share their thoughts on a wide range of issues and to raise concerns that require addressing by the administration.  Throughout the year, the school holds workshops geared to parents on supporting their child’s learning, emotional well-being and wellness, bullying prevention, social media, college awareness, and readiness, among other topics. We maintain an “open door” policy for parents and staff to speak with the Executive Administrator about any concerns they may have related to the school and/or their child. Parents often use the open-door policy to meet with the executive administrator and other members of the administrative team.  2025 Youth Truth Survey of Families questions on engagement: Overall Engagement Summary Measure is 4.05 which describes the degree to which families are engaged in their school and empowered to influence decision making. • Parents/family members are included in planning school activities (Overall 82% positive, 4.05 rating) • I feel engaged with my school. (Overall 81% positive, 4.02 rating) • I feel represented by parent/family groups at my school. (Overall 81% positive, 4.05 rating) • I feel empowered to play a meaningful role in decision-making at my school. (Overall 76% positive. 3.96 rating) • I feel informed about important decisions regarding my school (Overall 85% positive, 4.11 rating)|While the data analysis from families and staff do not demonstrate a “need,” we continue to develop the capacity of our families and staff in participating in the various committees and engaging with our Board of Directors on policies/procedures and strategic planning that impact students, families and staff.|Maintain accurate engagement activity calendar on the website; upcoming events/reminder SIS-programmed calls, emails and text messages|5|5|5|5|5|5|5|5|4|4|5|4|Met||2025-06-30|2025
19647330132282|Ednovate - East College Prep|3|East College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of East College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  East’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising East and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. This upcoming year we hope to further strengthen it with the addition of our newly CCSPP grant awarded, and the two new roles added of Family Engagement Coordinator and Community Schools Coordinator.|East has made significant strides in building relationships between school staff and families. East is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory (ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  East aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At East College Prep, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At East College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. East College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of East  College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the East  College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of East College Prep  Treat East College Prep School faculty and staff with respect|At East College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. East College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. East College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through East College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, East College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, East College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.|East College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and East College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|East College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. East strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As East College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647330132928|Anahuacalmecac International University Preparatory of North America|3|Anahuacalmecac fosters open communication and trust through bilingual text, email, calls, and in-person meetings, ensuring transparency and responsiveness. Leadership promptly addresses feedback, offering solutions and timelines for resolution, while committees like Anawamachtikeh SemAnawak, ELAC, and the Community Council ensure ongoing dialogue and shared ownership. Teachers and staff engage in events and ceremonies, building strong relationships with families through consistent interaction, including classroom-based celebrations, home visits, and student exhibitions. Leadership’s open-door policy and collaborative school culture promote trust and belonging.   Anahuacalmecac creates welcoming environments through personalized onboarding, including orientation packets, tech setup, and family-teacher introductions. Events like Back to School Night, Student-Led Conferences, and community assemblies promote a culture of mutual respect and inclusion. Physical spaces reflect school values through welcoming signage, seasonal student work displays, and murals highlighting Indigenous identity and student voice. Counselors provide home visits, academic support, and social-emotional check-ins to help students and families navigate challenges. Transportation needs are addressed through the counseling team and school vans, which also support student access to dual enrollment classes, cultural events, and experiential off-site learning. These measures ensure all families feel welcomed, supported, and connected.  Staff learn about families’ strengths, cultures, languages, and goals through ELAC, SLCs, home communication, intake meetings, and family assemblies. Teachers and counselors apply this knowledge when differentiating instruction, supporting transitions, and designing wraparound supports. Cultural competency training equips staff to engage respectfully with families and reflect on their own cultural lens. Counseling services, student advising, and IEP planning are informed by this understanding, contributing to meaningful and holistic educational planning aligned with each student's lived experience.  Our Dual-language program in elementary offers a welcoming space for Spanish heritage speaker families to enter our community. Two-way communication is prioritized through bilingual outreach via text, email, phone calls, home visits, and in-person meetings. Tools like Google Classroom, printed bulletins, and community surveys help families stay informed and provide regular input. Interpreters, translated documents, and real-time language support ensure accessibility for all families, including those who speak Indigenous languages. Communication is consistently delivered in clear, welcoming, and culturally responsive language. Feedback is gathered through assemblies, classroom visits, ceremonies, and one-on-one meetings, reinforcing our commitment to transparent, inclusive, and community-rooted engagement.|Anahuacalmecac is committed to strengthening the partnership between school staff and families and continues to reflect on feedback to guide incremental improvements. Recent input from families, staff, and students during our self-study has helped identify key areas of focus that support deeper connection, communication, and consistency.  Ongoing efforts include refining and varying communication strategies to enhance participation in school activities, cultural events, and governance spaces. While bilingual messaging and in-person engagement remain very strong, families have expressed a desire for more streamlined and timely updates about student learning and event logistics, especially those off site, as we continue to expand our experiential learning offerings. In response, the school is exploring more consistent communication calendars (e.g. ceremonial calendar, testing calendars, subject specific unit calendars with field trips, etc.), accessible physical and digital tools (including flyers sent home with students, using EventBrite to track and update event information, and announcing events in email bulletins and during community events), and flexible opportunities to participate in meetings and decision-making spaces like ELAC, Community Assemblies and the School Site Council.  Maintaining a welcoming climate grounded in Indigenous knowledge remains central to Anahuacalmecac’s mission. This includes reinforcing values of respect, fairness, professionalism, and community through everyday interactions. Leadership continues to evaluate how family onboarding, community signage, ceremonies, and physical environments reflect these values in ways that are inclusive of all families—especially those newly joining the school community or returning after long periods of absence.  Sustained professional development remains a priority, with an emphasis on cultural responsiveness, trauma-informed practices, and intergenerational learning. Feedback has highlighted the continued need to support classified staff and new team members in understanding and contributing to Anahuacalmecac’s belonging-centered approach, especially for new staff. To address this, training is regularly adjusted to include collaborative formats and peer mentorship with seasoned and lead individuals.  These focus areas reflect a continued investment in nurturing trust, community, and shared responsibility fostered throughout the years with impactful changes. Anahuacalmecac remains committed to evaluating its practices alongside families and improving systems that are already rooted in collective care.|Anahuacalmecac recognizes that building strong relationships with underrepresented families requires intentional and sustained effort grounded in respect, cultural responsiveness, and community trust. Based on self-reflection and educational partner feedback, the school is committed to refining its existing systems to improve outreach, communication, and participation with families who may face barriers due to language barriers, work schedules, transportation, or unfamiliarity with our school processes.  Ongoing strategies include strengthening and diversifying communication channels to ensure that all families—especially those historically less represented in formal academic spaces—receive timely, relevant, and accessible information. This includes continuing to provide bilingual and culturally-relevant language support, printed and digital updates, and direct outreach through trusted community liaisons and staff. The school continues to increase the flexibility of meetings and events, identifying strategic schedules and formats to accommodate working families and caregivers with limited availability.  Staff will continue to engage in reflection and training on building trust with families whose voices have historically been underrepresented in school decision-making. This includes refining intake processes, home visit practices, and onboarding systems to help staff better understand families’ strengths, values, and needs from the beginning of their engagement with the school. Counselors and support staff are also revisiting how they identify and remove participation barriers—whether logistical, linguistic, or cultural—so that every family has equitable access to engagement opportunities.  The school will continue to prioritize creating welcoming environments that reflect the full cultural and linguistic diversity of its student body. This includes expanding family leadership in ceremonies, cultural events, and governance bodies, and ensuring that materials, signage, and communication reflect the languages and cultures of all families. Efforts are also underway to develop student and family ambassador roles to foster peer-to-peer connection and mentorship.  These efforts are part of Anahuacalmecac’s ongoing commitment to shared responsibility, mutual respect, and belonging. By listening to feedback, removing barriers, and building on strong existing relationships, the school aims to deepen engagement with underrepresented families in ways that are consistent, culturally rooted, and sustainable.|Anahuacalmecac has demonstrated strong and sustained progress in building partnerships that enhance student outcomes, grounded in cultural relevance, academic rigor, and experiential learning. Key strengths include a wide network of partnerships that offer students direct exposure to research, environmental stewardship, and advanced academic opportunities:  - Chief Ya’anna Regenerative Learning Village: In collaboration with the Gabrielino-Shoshone Nation, students engage in ecological restoration and cultural revitalization work.  - Yolsentlapixkeh Youth Research Council: Partnering with the Natural History Museum of Los Angeles County, students conduct community-based science research supporting the Tuatukar Ecocultural Center.  - Ketsal Libre Research Program: In partnership with UCLA, students participate in Indigenous-led restoration and research initiatives.  - IndigeNations Summer Scholars Program: In collaboration with Cal State LA, this summer program provides early college coursework and culturally relevant research opportunities.  - STEAM Engineering and Climate Programs: With USC Viterbi and the Audubon Center, students participate in hands-on climate science, engineering, and environmental leadership training.  - Health and STEM Pathways: Programs like the American Indian Health Career Ladder and Jaime Escalante Math Academy support long-term college and career success in health and STEM fields.  - Student-Centered Leadership Gatherings: Summits and conferences like the Seeds of Indigenous Nations and Tribes Leadership Institute  These programs strengthen academic outcomes by connecting classroom instruction with real-world applications, community needs, and student identity. Monthly land-tending enrichment opportunities at Ya’anna Village with the Gabrielino-Shoshone and public ceremonies reinforce student leadership, responsibility, and ecological knowledge.  Counselors, teachers, key support staff, culture bearers, and leadership collaborate to organize site visits, field trips, and guest lectures that expose students to diverse professions and academic fields. Beginning in 6th grade, students explore postsecondary options with guidance from college partnerships (UCLA, CSULA, PCC, ELAC) and trade schools like the Electrical Training Institute. Regular grade reviews and personalized academic counseling ensure students stay on track.  Teachers also benefit from these partnerships through professional development with cultural and scientific institutions. Training with the Natural History Museum and the use of tools like iNaturalist support culturally grounded, inquiry-based instruction aligned with state standards. These efforts reflect Anahuacalmecac’s systemic approach to fostering student success through integrated school-family-community partnerships.|Based on the analysis of educational partner input and local data, Anahuacalmecac has identified several focus areas for improvement in Building Partnerships for Student Outcomes. These areas reflect a commitment to strengthening existing systems and practices that already support academic growth and family engagement, with a focus on ensuring equitable access and effectiveness across all student groups.  One focus area involves refining the school’s internal data systems to generate more actionable and disaggregated insights. Due to the slower pace at which state-level data is collected and reported, Anahuacalmecac relies on its own internal processes to provide timely information that informs instructional decisions. Teachers, instructional aides, and support staff need improved access to relevant data—particularly for English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students—to guide responsive instruction. The school is working to streamline how subgroup data is gathered, interpreted, and applied in real-time classroom settings and planning sessions ahead of instruction post state testing.  Another focus area centers on strengthening professional development to ensure that all training is closely aligned with student learning outcomes and performance indicators. While staff already participate in weekly collaborative sessions, upcoming improvements will prioritize indigenous-based pedagogy, student-centered strategies, and cultural competency. Emphasis will be placed on linking skills learned via professional development to classroom practices in a meaningful ways measured by students and educational staff alike. Educator feedback and performance data will continue to shape the content, pacing, and delivery methods of training to maximize communal impact.  Additionally, Anahuacalmecac is working to reinforce the connection between home and school in relation to student progress. While tools like Student-Led Conferences and Google Classroom are in place, families have expressed interest in more consistent, actionable updates and strategies for supporting learning at home supported by regular check-ins between teachers and families. The school is developing clearer protocols for sharing academic progress and resources in accessible formats and languages, particularly for families new to the school or navigating complex student needs.  These focus areas reflect Anahuacalmecac’s ongoing commitment to equity, collaboration, and outcomes-driven planning. By refining how data, training, and communication intersect, the school will continue to strengthen its capacity to build effective partnerships for student success.|Based on the analysis of educational partner input and local data, Anahuacalmecac has identified several strategies to improve engagement of underrepresented families in support of Building Partnerships for Student Outcomes. These efforts are grounded in the school’s core values of cultural relevance, inclusive access, and shared decision-making.  To improve access, the school continues to prioritize bilingual and culturally responsive communication through calls, texts, and emails sent by the Parent and Community Engagement Coordinator. Interpretation services, transportation support, and virtual participation options are provided to reduce logistical barriers. These access efforts have contributed to consistently high participation in Student-Led Conferences, where students, families, and teachers collaboratively analyze academic progress using visual tools like graphic organizers. For English Learners and students with disabilities, academic goals are developed and revisited in ELAC and IEP meetings, with regular follow-up to ensure alignment between school and home.  To center cultural relevance in engagement efforts, Anahuacalmecac incorporates seasonal ceremonies, land-tending events, conviviums, and intergenerational workshops into the academic calendar. These experiences connect families to Indigenous knowledge systems while reinforcing academic learning goals. Student exhibitions such as the 5th Grade Exhibition and 10th Grade Personal Project also serve as culturally affirming touchpoints for families to engage with student learning. Community feedback gathered through surveys, forums, and advisory meetings helps shape these events to reflect family interests and values.  To expand collaborative participation, families are given real-time access to academic data through tools like PowerSchool and Google Classroom, which provide updates on grades, assignments, rubrics, and teacher comments. These platforms support two-way communication and collaborative goal setting. In addition, families are invited to professional development opportunities, such as LGBTQ+ family forums and Adoberos Adobe training, which support both academic and cultural engagement.  Formal structures for shared governance include the Community Council, ELAC, and the Council of Trustees. Families hold nearly half the seats on the Council of Trustees, ensuring that underrepresented voices inform school priorities, programming, and budgeting. Monthly IndigeNations Scholars meetings also bring students, families, and college consultants together to support postsecondary planning and sustained academic growth.  Through these integrated strategies, Anahuacalmecac is enhancing its ability to engage underrepresented families as full partners in student outcomes focusing on access, relevance, and collaboration.|Anahuacalmecac strengthens decision-making through a communal governance model rooted in ancestral collective processes, ensuring input from students, families, and staff is central to curriculum, resource, and programmatic planning. Engagement is structured, ongoing, and inclusive of all educational partners, with a focus on underrepresented voices.  Students contribute feedback through Student-Led Conferences, surveys, focus groups, and regular meetings with staff and the School Guidance Counselor. Input gathered from Student Council meetings and college and career planning events informs decisions on curriculum, academic support, and financial planning. Middle and high school students also use SLC graphic organizers to reflect on progress, identify needs, and recommend service improvements, integrating personal experience and academic data into school planning. We share survey results, as appropriate, with students across grade levels and with parents at student assemblies, community assemblies, and board meetings.  Families participate through Community Assemblies, ELAC, the Community Council, advisory committees, and the Council of Trustees. These bodies guide decisions related to the LCAP, schoolwide learner goals, and instructional services. Input from parents (particularly those of English learners, students with disabilities, foster youth, and low-income students) is gathered through surveys, conferences, and direct dialogue, informing resource allocation and policy design. Student support services are reviewed with community feedback and presented in accessible formats. Leadership maintains an open-door policy to encourage informal engagement with families and staff, and the school uses concern and complaint forms to provide families with an additional structured avenue for input and resolution.  Schoolwide decision-making is guided by the Pedagogy and Schoolwide Learner Goals—Star Walkers, Fire Keepers, Earth Guardians, Wind Talkers, and Water Protectors—reflecting Native knowledge systems and centering culturally grounded approaches to academic, social, and emotional development. Regular cycles of engagement with families and students help refine the school’s vision and mission. Feedback consistently emphasizes the need for programs and funding aligned to the cultural, linguistic, academic, and socio-emotional needs of American Indian students and all student subgroups.  Anahuacalmecac’s modular communal communication cycle allows proposals to be generated and refined through multiple rounds of input from teachers, administrators, students, families, and the Council of Trustees. This cycle creates shared ownership, promotes transparency, and ensures decisions reflect the lived experiences and aspirations of the community. Through this process, the school sustains a reflective, inclusive, and accountable governance model that supports continuous improvement for all students, including those most impacted by systemic inequities.|To address areas for improvement in Seeking Input for Decision-Making, Anahuacalmecac will strengthen input-driven collaboration among staff, families, and community partners. Feedback from educational partners will continue to inform instructional planning, assessment practices, and professional learning, with a focus on grade-level alignment and responsiveness to evolving student needs.  To build the capacity of and support principals and staff to effectively engage families in advisory groups and with decision-making, the school will enhance collaborative structures and provide ongoing training. Teachers will continue working in bi-weekly interdisciplinary teams to embed culturally relevant content into unit plans, drawing directly from family and community input. Leadership will model and support inclusive engagement practices through structured dialogue and co-design opportunities.  To build the capacity of and support family members to effectively engage in advisory groups and decision-making, Anahuacalmecac will expand its communication tools and training opportunities for families. This includes clarifying roles within ELAC, the Community Council, and other advisory groups, and offering orientation sessions to help families navigate these spaces with confidence and clarity.  To provide all families with opportunities to share input on policies and programs—and to specifically seek input from underrepresented groups—Anahuacalmecac will increase efforts to streamline surveys, outreach strategies, and follow-up. These tools will be used to gather actionable feedback before key decisions and will incorporate student voice and family priorities, especially from Indigenous, multilingual, and historically underserved families.  To support collaboration among families, educators, and school leaders in the planning and evaluation of engagement activities, the school will deepen integration between curriculum planning and family engagement cycles. Student-Led Conferences, community assemblies, and survey-based check-ins will continue to serve as feedback loops that shape programming. Rubric alignment and progress monitoring tools will be adjusted through cross-grade collaboration and input collected during engagement events.  Through these strategies, Anahuacalmecac affirms its commitment to inclusive, transparent, and responsive governance rooted in shared cultural values and the continuous involvement of its educational partners.|Anahuacalmecac will continue to enhance engagement of underrepresented families in decision-making by expanding culturally relevant, accessible, and consistent opportunities for input—particularly for families of English learners, students with disabilities, foster youth, and socio-economically disadvantaged students.  The school will continue to connect input opportunities to culturally rooted events and gatherings such as ceremonies, Ya’anna Village activities, and student exhibitions. These spaces serve not only as affirmations of cultural identity but also as trusted forums for family feedback. Additional input is collected through Student-Led Conferences, surveys at school events, and regular interactions between families, teachers, and school leadership. Feedback from these channels has informed instructional planning priorities, including a focus on vocabulary and reading comprehension for the 6th-grade class across all subgroups.  Input is reviewed with attention to the specific needs of each subgroup. For families of English learners, language access remains a key priority, informing improvements in ELAC communication and academic supports. Families of students with disabilities have emphasized the need for more individualized communication and regular updates, which the school has addressed through IEP check-ins and integration of IEP goals into Student-Led Conferences. Foster youth families have identified the need for trauma-informed practices and consistent adult relationships, guiding adjustments to staff training and case management. Low-income families have highlighted the importance of transportation, food access at events, and flexible participation options—all of which have been built into the school’s engagement planning to reduce barriers.  Teachers collaborate bi-weekly in interdisciplinary teams, guided by the Director of Education, to align curriculum and refine practices based on both data and family feedback. Underrepresented family input will continue to inform adjustments in curriculum and instruction, particularly in ELA and Math. For example, concerns about literacy development in the 6th-grade class are being addressed through targeted strategies such as smaller class sizes and differentiated supports.  Staff will continue to receive professional development in culturally responsive teaching and equitable support strategies, reinforcing the school’s commitment to shared responsibility with families. Interpretation services, bilingual communication, and virtual access remain in place, alongside clearer follow-up to show how input directly informs decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|3|PUC Triumph uses multiple ways to communicate with families, such as Smore, PowerSchool, ParentSquare, Remind, and SchoolMint. Family communications are sent out on a daily and weekly basis or as needed.  All communications are done in English and Spanish to ensure that parents of English Learners are being communicated in their primary language.|The school has a long history of quarterly family nights which engage parents with the school staff.|The school sends a weekly/monthly newsletter to communicate to all families regarding updates and information for the upcoming week.|PUC Triumph exhibits many strengths in communicating with families. Families are consistently provided with resources about learning, continuing education after high school, and community resources. Our Parent Engagement Team does a great job partnering with our parents to provide wrap around services to our families in need.|One area of improvement for underrepresented families is to ensure higher attendance of underrepresented families at monthly family meetings. PUC Schools have hired a Parent and Engagement Team to support with these goals.|To improve engagement of underrepresented families and increase attendance the school will continue to provide personal invitations and phone calls to families.|PUC Triumph has established procedures for shared decision making. The school has a Parent Advisory Committee, English Learner Advisory Committee, and provides an annual parent survey regarding the school environment and each staff member.|One area of improvement for decision making is getting increased family feedback for monthly topics.|The school will improve engagement of underrepresented families by providing a parent survey on quarterly family night topics that they would like covered for our community.|4|5|4|4|5|5|5|5|4|4|4|4|Met||2025-06-05|2025
19647330133280|PUC Nueva Esperanza Charter Academy|3|Strength: At NECA, building partnerships with families is essential to our work. From the moment a student enrolls, it is a priority to learn about the family, how the student works best, the most effective way to come alongside to support the development of their child. It is clear through family interactions and involvement that staff value parents through the events held for families as well as interactions with families that are thoughtful and proactive.|Improvement: NECA can continue to ensure that all families are a part of the goal setting and monitoring process for students. NECA can also work to increase parent involvement in school sponsored activities.|NECA will improve engagement of underrepresented families, specifically ensuring all families are a part of the goal setting and monitoring process through parent-teacher conferences and progress reports and that they are available in English and/or Spanish. NECA will also work to collect family feedback on the types of educational workshops that would be beneficial for families in supporting their child.|Strength: NECA strives to have strong and consistent communication with families. This involves informing families of the goals and expectations of the school as well as timely follow up when a concern or issue arises|Improvement: The focus area for improvement in Building Partnerships for Student Outcomes is how to improve the level of family engagement|The team would benefit from some more focused study on best practices around partnerships with families to see how engagement can be improve|Strength: All stakeholder involvement and support is valued by staff. There are several family events held throughout the year. Families are personally invited to attend. Additionally, we solicit feedback through our annual surveys. This helps guide decision making for the future school year.|Improvement: Additional systems to ensure an effective feedback loop are needed. An increase in representation at Advisory meetings would also be helpful in gaining additional perspectives.|The school will improve engagement of underrepresented families by putting in place additional systems to ensure an effective feedback loop is created that is able to be proactive and not reactive.|4|4|4|4|4|4|4|4|4|4|3|3|Met||2025-06-05|2025
19647330133298|PUC CALS Middle School and Early College High|3|Our campus is highly relational with our relationship building not only with our students but families. Students are able to feel connected to at least one adult on campus. Through this relational approach and being connected, students feel safe and comfortable to learn in the classroom. The school continues to create and foster relationships through all virtual platforms. Parents contribute as stakeholders through committees, parent advocacy groups, and participate in workshops/presentations.|One area of improvement is essentially having teachers building community classroom relationships through advisory classes to help foster building peer to peer and student to teacher relationships. School will focus on creating more opportunities for teachers and families to work together and develop a more profound relationship. Teachers will support, and advise, school-wide action committees. Additionally, will foster partnerships with families through teacher led workshops and presentations.|We have an intentional focus on our underrepresented families through work with our Parent Action Committee group. They will be the liaison to the families of underrepresented groups. The school will also address needs of underrepresented families through relationships with community partners and service providers.|[We are strong at empowering and assisting families with school and community related topics.The provides workshops and services for stakeholders in order to create a family/student support network. Additionally, students have access to varied services on-site throughout the school year in support of their social-emotional well being. Student overall well-being contributes to building positive relationships and creating positive student outcomes.  Director of Student and Parent Engagement & Advocacy along with coordinators from that office also support.|A focus area for us will be to strengthen our numbers of families to attend school events in order to create partnerships and foster healthy relationship building with school personnel. We look forward to family outreach in order to improve all stakeholder partnerships and student outcomes.|To improve this engagement with families we will network with outside resources to connect families back to the school. Additionally, we will continue to access families through the Director of Student and Parent Engagement & Advocacy.|"A strength on our campus is our ""family environment"" where parents feel comfortable to give us their input or feedback."|An improvement will be in the area of Coffee with the Principal to ensure we are implementing the feedback and voice from our parents into our School Success Plan.|One way we will improve engagement with underrepresented families, would be going over our LCAP goals in our monthly PAC meetings to ensure parents are in the know and have received all school information.|4|5|4|5|4|5|5|5|4|4|5|4|Met||2025-06-05|2025
19647330133686|Equitas Academy 4|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|3|4|4|3|4|3|3|3|4|3|Met||2025-06-25|2025
19647330133694|Valor Academy Elementary|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 100% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 75% of families who attended at least one event. This year we're also tracking families who attended 2 events at 2%. Due to role transitions this year, attendance data was not consistently tracked, which may not accurately reflect actual participation. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified a percentage of parents who attend Conferences as a focus area this year we had 80% attendance and we strive for over 95%.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We  are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 80% of families had a 1:1 interactions with our school counselors. Our team works hard to provide families with information and resources to support student learning in the home. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 4% although due to shifts in role responsibilities with tracking attendance, this data does not accurately reflect participation. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One  area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 100% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 4%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330133702|New Los Angeles Charter Elementary|3|New Los Angeles Elementary School has been deeply committed to building relationships with our educational partners (staff, students, caregivers) and continuously looks for ways to connect and incorporate families in their child’s educational experience at our school. We provide a positive, welcoming environment for all families and our educators communicate with families through various methods including but not limited to Parentsquare, phone calls, emails, newsletters and calendars sent home, in a home-school connection folder, using language that is understandable and accessible to families.   In addition, our school hosts monthly coffee with the principal to discuss school wide issues, the LCAP, and upcoming school wide events. Our school hosts parent-teacher conferences twice per year and communicates regularly on individual student progress through progress reports.   Annually at the start of the school year, we host a “Playdate” an opportunity for caregivers and students to connect with each other and their teacher and visit their classroom before the first day of school. We have several either events throughout the school year to build community and connection, including learning presentation days in classrooms for black history month and Hispanic heritage month, parent/caregiver led events such as Trunk or Treat and our Heart Dance, as well as a class ambassadors’ program.   Panorama data from families in school year 24- 25 shows growth in every area from school year 23-24. The strengths of NLAES include removing barriers to family engagement (91% positive), high perceptions of school safety (90% positive) and positive views of the school climate (88%). We have also seen a large increase in family support scores (81%, up 11% from 23-24). While our family engagement scores remain the area for growth and are lowest, we have seen very positive growth in our family engagement scores in the past three years: 34% in 24-25, up from 27% in 23-24, up from 21% in 22-23.|While data shows that family engagement is the area that had the highest growth from last year up (11 percentage points) we are at the 80th percentile when compared to national data, it remains our lowest area. Specifically, we see low scores for being involved in the parent groups at school and participating in fundraising efforts. Since these areas continue to be on a favorable trend, we’ll be continuing a lot of our efforts and will increase the opportunities and variety for families to volunteer and engage in our fundraising efforts and on campus activities.|Parents and caregivers have expressed a desire to know more about PBIS and our restorative practices so we will increase opportunities to education about how we implement them at Coffee with the Principal events next year. We also will explore options for providing translation (written and oral) for ALL parents, including those who speak languages other than English and Spanish (e.g., Farsi, Amharic, etc.)|New Los Angeles Elementary School continues to build partnerships with caregivers that impact student outcomes as outlined in our school’s LCAP Goal #3. New LA Elementary provides support for families through Education Nights such as Math Night, Back to School Night, and Literacy Night. We also have two parenting workshops provided by our counseling partners, Her Healing. Additionally, we partner with parents to host authentic learning experiences and celebrations of culture. Caregivers are invited to plan and participate in Hispanic Heritage Month, African American History Month, Literacy week, and Holidays Around the World. Each of these includes opportunities for caregivers to contribute during the events by visiting classrooms and sharing experiences. Parents and families are our partners in improving student outcomes through their regular participation in caregiver/teacher conferences. Additionally, we present information about home connection activities, methods for grading and how to achieve success, understanding the progress report, during Coffee with the Principal (CWP) and via the weekly principal update on ParentSquare. Our school provides extensive support for families of students with special needs (SPED focused CWP), meetings before IEP process to make sure parents understand their legal rights. We also provide the FACTOR program for parents, SSPT process and attendance SART meetings. Family support continues to be a relative strength as measured by our Panorama school data. We had an 11% increase in positive responses from Spring 24-Spring 25, 81% of families responded positively about how they partner with the school to provide their children with academic and social support. We have well established and well attended family education nights (3 per year) and 2 parent-teacher conference times after T1 and T2 progress reports. Teachers communicate with families using Parentsquare and all classrooms this year provide a weekly newsletter in addition to the weekly principal update. 91% of families responded that communication from the school is easy to understand and in a language they can understand.|The focus for the 2025-2026 school year will be continuing re-engaging parents in volunteering, fundraising, and attending events and meetings on campus. We have seen some growth on our Panorama Survey data, but the biggest areas for growth were still in these areas.|New LA will focus on re-engaging caregiver volunteers through a variety of opportunities (classroom volunteering, special events volunteering, field trips) as well as recruiting more and more diverse families to the Parent Engagement Group (PEG) and class ambassador group to plan special events for the school and connect families with one another.  We will continue to offer the option of virtual engagement for events so that caregivers can join meetings and events from home or work. At the start of SY 2025-2026, in the ‘beginning of school paperwork’, we will survey parents about their preferred methods for communication and translation, as well as their availability and interest in upcoming events. We will use that data to plan adjustments to times or methods of engagement based on feedback we receive.|From our annual Panorama survey 96% of families feel sure about how to communicate with the school and 96% of families responded that the school provides information about involvement opportunities. 94% of families responded that the school is welcoming to families. New LA seeks input from families in multiple ways throughout the school year. In addition to annual panorama survey data, we seek input monthly during our Coffee with the Principal meetings, our PAC meetings (3 times a year), ELAC meetings (3 times a year), and parent engagement group meetings. These groups have the opportunity to provide feedback on our LCAP and share any concerns that may arise. This year our PAC and ELAC meetings have had higher attendance and more active participation from both members and any caregivers who choose to attend.|The focus for the 2024-2025 school year will be continuing to re-engage caregivers in volunteering, fundraising, and attending events and meetings on campus. On the Panorama Survey, the biggest areas for growth were still in these areas. Our scores for family engagement have increased from 27-34%%, but that low number still indicates significant need for improvement.  One goal for school year 2024-2025 will be to increase parent engagement on ParentSquare, the app where we do all of our newsletters and communication. Caregiver feedback is that they still need support with the transition to parentsquare. We will make sure to provide more caregiver education and about parent square next school year.|51% of families responded that one barrier to engagement is their own busy schedule. While the vast majority of events will now be in person, New LA will continue to provide a virtual (Zoom) option for parent engagement opportunities such as coffee with the principal, conferences, multicultural day presentations, etc. to accommodate parent’s busy schedules. We will expand our translation to include more languages than Spanish, namely Amharic as that is the home language of a significant number of students.|4|5|5|4|4|5|5|4|4|4|4|4|Met||2025-06-23|2025
19647330133710|Girls Athletic Leadership School Los Angeles|3|Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard. Additionally, teachers communicate with families on a weekly basis to provide progress updates when students need extra support to complete work that contributes to their academic growth.|While GALS has high attendance rates at meetings, GALS is continuing looking for more ways to increase attendance.|GALS has a School Site Council, a Title I Parent Council, as well as monthly Coffee with the Principal meetings. The Principal’s door is always open and one-on-one parent meetings take place frequently throughout the school week. All of these Councils and meetings are geared towards improving collaboration between parents, students and staff. GALS ensures that all students who needed them had a Chromebook and a hotspot to use at home. GALS plans to continue this into the new school year and beyond. When a student is struggling, the teachers and an administrator will meet with the parents to put together a Student Success Plan collaboratively. This is important to reaching the best outcomes for the student. In terms of parent advocacy, GALS is a school that teaches our students to stand up for what they believe in and to use their voices. We believe that all adults should feel confident doing the same. Every year, we have advocacy opportunities for the parents that includes meeting with elected officials and going to rallies. It is important to our community that all stakeholders are role models for our students. The parents of GALS are critical to the success of GALS and as an organization we are so honored and excited that they are so engaged in our community.|Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard.|While GALS has high attendance rates at meetings, GALS is continuing looking for more ways to increase attendance.|As stated previously, parent engagement is a strength of GALS. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard.|Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard.|While GALS has high attendance rates at meetings, GALS now conducts monthly parent meetings on Zoom.|As stated previously, parent engagement is a strength of GALS. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard.|5|4|5|4|5|4|5|5|5|4|4|4|Met||2025-06-02|2025
19647330133868|Rise Kohyang High|3|The  school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 80% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 97% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Last year we tracked 50% of families who attended at least one event. This year we're also tracking families who attended 2 events at 18%. Due to role transitions this year, attendance data was not consistently tracked, which may not accurately reflect actual participation. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 25% attended this year.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We  are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 40% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home. Our Community School Manager also shares local resources and partnerships with families including medical, legal, recreational, academic, and social services.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 9%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|Though we are proud to have 80% of parents returning surveys, and 100% of parents attending a school counselor meeting, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330134023|Animo Florence-Firestone Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19647330134205|Arts in Action Community Middle|3||||||||||||||||||||||Not Met|||2025
19647330135509|Gabriella Charter 2|3|Our school is deeply invested in building relationships between school staff and families. We have a strong school-family communication platform, Parent Square, that helps facilitate regular updates, messaging, and school-wide news. We have high attendance at our family conferences, back to school nights, classroom meeting nights, and more. Our staff gets to know students and families well.|One of our overarching goals is to have our curricula better reflect the experiences and backgrounds of our students. To that end, we are working to grow in our partnership with students and families so that we can bring their experiences and backgrounds into classrooms.|We are working this summer to engage and connect with underrepresented families. We are also continuing to offer a variety of times to engage in conferences and other events. While we want to emphasize the importance of coming onto campus, we recognize that that is very difficult for some of our families and in response, continue to offer zoom meetings as an alternative for families that may need this accommodation. We also use all forms of communication, determined to figure out the best way to engage with all families, from Parent Square to email to calling to texting.|We view families and caregivers as our partners in educating and supporting their children. As such, we have many family-based events to share tools and strategies for learning. We communicate regularly with families in conferences, in other meetings, and via our Parent Square communication tool to provide school-wide, class-wide, and individual supports for students.|Our major focus area will be on building out specific strategies for families to use to support their scholars at home. As we build towards standards-based grading, we believe that caregivers will also understand grade-level expectations more specifically, and that understanding will also help all of us work together to support their students.  Another focus area is developing our instructional staff to strengthen partnerships with families. We are currently exploring ways to better develop our instructional staff so that they are better equipped to partner with all families and deepen the relationships and partnerships with caregivers.|Again, we need to find new and thoughtful ways to enlist families who do not engage as frequently with us. By communicating student outcomes and grade-level expectations, we are hopeful that families will feel more empowered to support their scholars. In addition, we also believe that if we are prioritizing staff development in this area, we will strengthen and expand our reach.|We use a variety of surveys, Coffee with the Principal, and Platica con el Liderazgo as spaces for families to give us feedback, share input, and otherwise help us adjust and make decisions for our school community.|We are looking to improve in the breadth of families that we are able to reach in these ways; while many families consistently engage, we have some that rarely do or have not yet.|As we continue to refine our programming, we can use opportunities like classroom meeting night, conferences, and other broader touch-points with families to try to enlist underrepresented families more frequently in giving input into decisions we make as a campus.  Our Equity Roadmap includes a Parent Empowerment Protocol that we are designed to uplift family voice in making decisions at our campus. Our shared parent coordinator will be a key player in supporting our growth in this area.|4|4|3|4|4|4|4|3|3|2|4|4|Met||2025-06-23|2025
19647330135517|KIPP Corazon Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Corazon Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.  By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19647330135616|Crete Academy|3||||||||||||||||||||||Not Met|||2025
19647330135632|WISH Academy High|3|The WISH educational model is founded upon six fundamental tenets, with parent partnerships serving as a cornerstone of our approach. WISH Academy recognizes parents and guardians as equal partners in their child's educational journey, actively encouraging meaningful participation in the learning process. Our comprehensive staff development program ensures all administrators, teachers, and classified staff receive ongoing training in cultural competency, family engagement best practices, and trauma-informed approaches. Staff participate in annual workshops on building trusting relationships across diverse cultural backgrounds and communication styles. Our Data and Instructional Coach provides specialized mentoring to help staff understand and respond to individual family needs, strengths, and goals. WISH Academy has created multiple welcoming environments through our WISH Community Association (WCA), which facilitates open communication via Coffee with the Principals, Donuts with the Director, and Community Education Nights. All school communications are available in multiple languages through our comprehensive translation services, website (www.wishcharter.org), and multilingual mobile application. Our multi-platform communication system includes BLOOMZ, CANVAS, PBIS 360, and INFINITE CAMPUS, providing real-time access to homework, grades, attendance, and school activities. For families without computer access, we provide both technology support and offline communication alternatives, supplemented by regular robocalls and text messaging in families' preferred languages. Staff regularly engage families through home visits, community events, and flexible meeting scheduling to accommodate work schedules. Our cultural celebration events and community service projects strengthen school-family bonds while honoring our diverse community's traditions and values.|While WISH Academy maintains strong family relationships, we continuously seek to deepen our cultural responsiveness and expand our capacity to serve our increasingly diverse community. Our primary focus areas include enhancing staff understanding of emerging immigrant communities and developing more sophisticated approaches to addressing the unique needs of families experiencing economic hardship. We are implementing enhanced professional development focused on unconscious bias recognition and culturally sustaining pedagogies. Staff are participating in community cultural competency workshops led by local cultural organizations to better understand the diverse backgrounds of our families and students. Our WCA is developing more robust systems for gathering ongoing family feedback about their experiences with school staff interactions. We are creating regular listening sessions and focus groups to ensure all voices are heard and valued in our continuous improvement process. Additionally, we are expanding our mentorship program to pair experienced families with newcomers to our school community, creating peer support networks that extend beyond formal school programming. This family-to-family connection model helps bridge cultural and linguistic gaps while building sustainable community relationships. We are also enhancing our communication systems to include more visual and multimedia content that transcends language barriers, ensuring critical information is accessible to all families regardless of English proficiency levels.|WISH Academy has implemented comprehensive initiatives to ensure equitable access and meaningful participation for all underrepresented families. Our approach focuses on removing barriers and creating multiple pathways for engagement that honor diverse family structures, work schedules, and cultural preferences. We have significantly expanded our interpreter services, utilizing both professional interpreters and trained community volunteers to ensure all academic platforms and communications are fully understood. Our interpreters are available for all meetings, conferences, and school events, with advance notice provided to families about availability. Our 3-year Anti-Bias and Equity Grant enables targeted outreach to underrepresented families through culturally responsive programming. We conduct home visits by bilingual staff members to build personal relationships and better understand family goals and challenges. These visits help identify barriers to engagement and develop individualized support plans. We have established flexible meeting schedules including evening and weekend options for working families, along with childcare services during parent meetings and events. Our community liaison program connects families with similar backgrounds to create peer support networks and mentorship opportunities. Special focus is placed on supporting families of students with disabilities through our Special Education Parent Advisory Committee, which provides resources, training, and advocacy support. We offer workshops on understanding IEP processes, special education rights, and home support strategies in families' preferred languages. Our food provisions, clothing closet, and emergency assistance supports address basic needs that may prevent family participation, while our partnership with local social services connects families with community resources and support systems.|"WISH Academy has established comprehensive systems to ensure families are true partners in supporting student academic and social-emotional success. Our professional learning program for teachers and principals emphasizes family partnership as a core competency, with ongoing training in collaborative goal-setting, family engagement strategies, and culturally responsive practices. All teachers receive annual training on effective parent communication, data sharing techniques, and home-school collaboration strategies. Our administrative team participates in specialized workshops on family leadership development and community organizing principles to better support parent advocacy efforts. We provide extensive resources to families for supporting learning at home through our comprehensive Canvas platform, weekly newsletters with grade-specific learning activities, and take-home materials aligned with classroom instruction. Our ""Learning at Home"" workshop series covers topics including homework support strategies, reading development, mathematics concepts, and social-emotional learning techniques. Our structured conference and data-chat system ensures regular communication about student progress. Teachers meet with families twice yearly for formal conferences, with additional data-focused conversations scheduled as needed. These meetings include collaborative goal-setting, review of assessment data, and development of home-school action plans for student success. Exhibition Nights showcase student learning while providing families insight into academic expectations and curriculum standards. Our college counseling program includes both parents and students in planning meetings, ensuring families understand post-secondary pathways and can effectively support their student's goals. The Renaissance verified data platform enables families to track real-time student progress and receive specific suggestions for home support activities aligned with identified learning needs."|Based on comprehensive analysis using the WASC protocol and stakeholder input, WISH Academy is enhancing our family partnership approach through targeted improvements in academic support and cultural responsiveness. We are implementing enhanced science curriculum support materials for families, including bilingual resources explaining key concepts and providing hands-on learning activities that families can conduct at home. Our STEM family engagement nights will expand to include more interactive workshops where families learn alongside their students. Our collaboration with the Diversity, Equity, and Inclusion Committee focuses on incorporating culturally diverse authors and perspectives throughout our curriculum. We are developing family literacy programs that honor diverse cultural storytelling traditions while supporting academic skill development. These programs include family story-sharing events and multicultural literature discussions. Mathematics instruction improvement includes developing comprehensive parent education resources explaining new instructional approaches and providing tools for supporting mathematical thinking at home. Our family math workshops demonstrate concrete ways parents can reinforce classroom learning through everyday activities. We are expanding our mental health and social-emotional learning resources for families, including workshops on adolescent development, stress management, and supporting student resilience. Our partnership with local mental health providers ensures families have access to both prevention and intervention resources. Technology training for families continues to expand, ensuring all parents can effectively utilize our digital platforms and support their students' technological literacy development. This includes cybersafety education and digital citizenship resources.|WISH Academy's data-driven approach to supporting underrepresented families centers on the strategic use of Renaissance verified data systems to identify and address specific learning gaps while ensuring culturally responsive family engagement. Our comprehensive data analysis process includes regular review of outcomes disaggregated by student subgroups, with targeted outreach to families of students showing achievement gaps. We provide specialized training to help these families understand assessment data and collaborate in developing targeted intervention strategies. Bilingual family liaisons work directly with underrepresented families to provide individualized support in navigating school systems, understanding academic expectations, and accessing community resources. These liaisons conduct regular check-ins and provide advocacy support during meetings with teachers and administrators. We have established specific programming for our English Learner families, including English language development classes for parents, workshops on supporting bilingual development at home, and resources explaining the language acquisition process. Our EL Family Advisory Committee provides ongoing input on program effectiveness and identifies additional support needs. Special attention is given to families experiencing economic hardship through our comprehensive wraparound services including emergency financial assistance, connection to community resources, and flexible programming options that accommodate work schedules and transportation challenges. Our refugee and immigrant family support program includes cultural orientation activities, school system navigation training, and connection to community-based organizations providing settlement services. We celebrate diverse cultural traditions through school-wide events that honor our families' backgrounds while building cross-cultural understanding. Data collection includes regular surveys and focus groups with underrepresented families to ensure our approaches are effective and responsive to their specific needs and preferences.|"WISH Academy has developed robust systems for meaningful family input in decision-making processes at all levels of school operations. Our governance structure ensures authentic family voice through multiple formal and informal channels that influence school policies, programs, and resource allocation. Our School Board composition includes 50% parent representation, ensuring families have direct influence over major policy decisions and strategic planning. Board meetings include structured opportunities for public input, with materials provided in multiple languages and interpretation services available. Board agendas are shared in advance through multiple communication channels. The WISH Community Association (WCA) serves as the primary vehicle for ongoing family input, meeting monthly to discuss school operations, provide feedback on policies and programs, and plan community events. WCA leadership includes representatives from diverse family backgrounds, ensuring broad representation of our school community. Our School Site Council (SSC) engages families in reviewing academic data, evaluating program effectiveness, and developing improvement strategies. SSC meetings are scheduled at multiple times to accommodate various family schedules, with childcare provided and interpretation services available. Principal and teacher accessibility is maintained through open-door policies, regular community office hours, and scheduled listening sessions. Our ""Coffee with the Principals"" and ""Donuts with the Director"" events provide informal opportunities for families to share concerns, suggestions, and ideas in relaxed settings. The Owl Proud survey system enables continuous family feedback on school climate, program effectiveness, and improvement suggestions. Survey data is regularly analyzed and shared with families, with responsive action plans developed based on input received. Our collaborative committee structure includes families in curriculum development, policy review, facilities planning, and budget discussions, ensuring family perspectives are integrated into all major school decisions."|While WISH Academy maintains strong family engagement in decision-making, we are committed to expanding our reach and deepening the meaningfulness of family input opportunities. Our improvement focus centers on ensuring all family voices are heard and valued in our decision-making processes. We are implementing enhanced training for both staff and families on effective collaboration, consensus-building, and shared decision-making. This includes workshops on facilitation skills, conflict resolution, and collaborative leadership that strengthen our collective capacity for meaningful engagement. Our hybrid meeting format expansion allows greater participation by offering both in-person and virtual options for all major decision-making meetings. We are investing in improved technology infrastructure to ensure seamless participation regardless of location, while maintaining the relationship-building benefits of in-person interaction. Committee structure improvements include rotating meeting times, providing multiple ways to contribute input (written, verbal, digital), and creating smaller working groups focused on specific issues that allow for deeper engagement from interested families. We are also developing mentorship programs that pair experienced committee members with newcomers. Communication improvements include enhanced advance notice for input opportunities, clearer explanations of decision-making processes, and regular reporting back to families about how their input influenced final decisions. We are developing more accessible formats for sharing complex information including visual summaries and multilingual resources. We are also expanding our use of community forums and town halls for major decisions, ensuring broad community input on issues affecting all families.|WISH Academy employs targeted strategies to ensure underrepresented families have equitable opportunities to provide meaningful input in decision-making processes that affect their children's educational experience. Our community interpreter program utilizes both professional interpreters and trained community volunteers to eliminate language barriers in all decision-making forums. Interpreters are available for committee meetings, surveys, focus groups, and individual consultations, with families receiving advance notice about language support availability. We conduct specialized outreach to underrepresented families through culturally responsive approaches including home visits by bilingual staff, community-based meetings held in familiar neighborhood settings, and partnerships with local cultural organizations and religious institutions that serve as trusted communication channels. Our family liaison program assigns dedicated staff members to work with specific underrepresented communities, building sustained relationships that facilitate ongoing communication and input. These liaisons understand cultural communication preferences and can adapt engagement strategies to honor diverse family values and traditions. Flexible participation options include evening and weekend meetings, telephone and video conferencing opportunities, and written input options for families who prefer not to speak in group settings. We provide childcare, transportation assistance, and meal services to remove practical barriers to participation. Special focus groups for underrepresented families create safe spaces for sharing concerns and suggestions specific to their community's needs. These groups inform broader school policies while ensuring sensitive issues receive appropriate attention and response. Our leadership development program provides training and mentorship opportunities for underrepresented families interested in taking on formal leadership roles in school governance, building sustainable capacity for ongoing representation and advocacy.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330135715|Ednovate - Esperanza College Prep|3|Esperanza College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Esperanza College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Esperanza’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Esperanza and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. This upcoming year we hope to further strengthen it with the addition of our newly CCSPP grant awarded, and the two new roles added of Family Engagement Coordinator and Community Schools Coordinator.|Esperanza has made significant strides in building relationships between school staff and families. Esperanza is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory (ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  Esperanza aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At Esperanza College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At Esperanza College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. Esperanza College Prep holds mandatory parent-teacher conferences every quarter. Esperanza College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Esperanza College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Esperanza College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Brio College Prep  Treat Brio College Prep School faculty and staff with respect|At Esperanza College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Esperanza College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Esperanza College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through Esperanza College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Esperanza College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Esperanza College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.|Esperanza College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Esperanza College Prep  staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|Esperanza College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Esperanza strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As Esperanza College Prepstudent population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647330135723|Ednovate - Brio College Prep|3|Brio College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Brio College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Brio’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Brio and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. This upcoming year we hope to further strengthen it with the addition of our newly CCSPP grant awarded, and the two new roles added of Family Engagement Coordinator and Community Schools Coordinator.|Brio has made significant strides in building relationships between school staff and families. Brio is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory (ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  Brio aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At Brio College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At Brio College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. Brio College Prep holds mandatory parent-teacher conferences every quarter. Brio College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Brio College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Brio College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Brio College Prep  Treat Brio College Prep School faculty and staff with respect|At Brio College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Brio College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Brio College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through Brio College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Brio College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Brio College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.|Brio College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Brio College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|Brio College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Brio strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As Brio College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647330135921|WISH Community|3|"The WISH educational model is fundamentally anchored in six core tenets, with parent partnerships serving as a cornerstone of our community-centered approach. We recognize parents and guardians as essential collaborators in their children's educational journey, fostering an environment where family engagement directly enhances student achievement and strengthens our learning community. Our multifaceted communication strategy employs cutting-edge digital platforms including BLOOMZ, CANVAS, PBIS 360, and INFINITE CAMPUS, providing families with comprehensive access to academic progress, behavioral data, attendance records, and school activities. Our bilingual website (www.wishcharter.org) and mobile application feature multilingual translation capabilities, ensuring equitable access to information for our diverse community. For families without home internet access, we provide comprehensive technology support, training programs, and alternative communication methods, demonstrating our commitment to inclusive engagement practices. Our systematic communication approach includes strategic use of robocalls, text messaging, and personalized outreach to ensure that important information reaches every stakeholder. The WISH Community Association (WCA) serves as the organizational hub for parent leadership and community engagement. This dynamic, parent-led organization facilitates meaningful dialogue through innovative programs such as ""Coffee with the Principals"" and ""Community Education Nights,"" while coordinating impactful community service projects, fundraising initiatives, and cultural celebrations that strengthen our school community bonds."|"WISH Community School is committed to amplifying the voices of all families in our decision-making processes. We continuously seek input through our accessible ""Owl Proud"" survey platform, which provides ongoing opportunities for feedback and suggestions. Our approach to policy development and program implementation includes structured parent consultation processes, ensuring that community perspectives inform our educational practices. We actively encourage parent leadership through diverse opportunities including School Board participation (with 50% of seats designated for WISH parents), WCA leadership roles, WISH Forward committee participation, and various specialized committees that address specific aspects of our educational program."|WISH Community School has implemented comprehensive strategies to ensure equitable access to our engagement opportunities. We have significantly expanded our interpreter services, often utilizing bilingual community members to provide culturally responsive communication support. Our WCA and WCA Leadership Committee continues to grow, ensuring that all families see their perspectives reflected in our school culture and policies. We are proud to be recipients of a three-year Anti-Bias and Equity Grant, which provides additional resources to enhance our culturally responsive practices and ensure optimal support for all students and families in our community.|"WISH Community School's philosophy positions parents as full partners in the educational process. We provide extensive support to ensure that families understand and effectively utilize our academic platforms and resources. Our teachers actively welcome family participation in classroom activities, particularly in our project-based learning initiatives, recognizing that family involvement enhances student engagement and achievement. For families of our 6th-8th grade students, we provide comprehensive training on CANVAS and PBIS Suite 360 platforms, enabling them to monitor academic progress and engage in meaningful conversations with both students and educators about academic and social-emotional development. These training sessions are offered at the beginning of each academic year and on-demand to accommodate varying schedules and needs. Our bi-annual parent-teacher conferences are complemented by individualized ""data conversations"" between educators, administrators, parents, and students. These collaborative meetings focus on celebrating growth, identifying opportunities for improvement, and establishing clear, achievable goals for continued academic progress."|The implementation of iReady verified data software has provided WISH Community School with sophisticated analytical tools to identify learning gaps and adjust instructional methodologies accordingly. Our increased fidelity in utilizing this platform has resulted in more targeted interventions and improved outcomes for students across all demographic groups, with particular attention to supporting underrepresented populations.|Our comprehensive family engagement strategy includes targeted outreach through WCA leadership teams, administrative support with interpreter services for data conversations and conferences, and proactive teacher communication to ensure all families are accessing and utilizing our communication tools effectively.|All WISH Community School families are invited to participate in WCA meetings and School Site Council (SSC) meetings, providing multiple venues for input on academic programs and school climate initiatives. Our educators and support staff maintain open-door policies, welcoming ongoing dialogue about student progress, needs, and educational experiences.|The 2024-2025 academic year  increased on-campus participation in meetings and social events. We continue to offer hybrid meeting formats, providing both in-person and virtual participation options to maximize accessibility and inclusivity in our decision-making processes.|We increasingly rely on community-based interpreters to facilitate meaningful dialogue with underrepresented families in their preferred languages, ensuring that all voices contribute to our continuous improvement efforts. To support our English Language Learners' accelerated progress, we have enhanced our instructional practices to include more individualized vocabulary and content instruction. Our educators have received specialized training in effective strategies, including strategic visual supports, total physical response techniques, and content priming methodologies.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330135954|ISANA Himalia Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we added a parent conference week in September during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2025-06-12|2025
19647330136986|STEM Preparatory Elementary|3|At STEM Prep Elementary school we have continued to build strong relationships with our families. Every month we offer many opportunities for families to engage in our school community. We use Coffee with the Principal, weekly 10 minute community meetings, ParnetSquare, and our monthly newsletter to share resources, information, school data, and to allow families to ask questions directly to school administration. We also engage families with Monthly workshops that are built around family requests with topics including: Career planning, college planning (for students and families), bullying prevention, Reading/Math Strategies, and conflict management. We also have our School Site Council regularly and actively encourage the broader school community to participate. This work has been so engaging that the Council added a sub-committee that meets regularly to discuss student events. Our school also hold English Learner Advisory Committee with our ELD teacher on the team. This allows families to have a regular touch point and has allowed our EL families more access. The school staff actively participate in having consistent communication with our families via phone, text, email, ParentSquare and all teachers have a ClassDojo classroom. Teachers often share individual newsletters, photo updates, and more with families throughought the year. Our school prides itselt in comprehensive communication of community activities including: Open House, Before School Teacher Meet and Greet, movie nights, reading night, our Fall showcase, multicultural heritage night, the multilingual learner carnival, STEM night, and monthly awards ceremonies. We offer translation of our events to ensure all families feel welcome. The school hosts many opportunities for families to get support from school as well in the form of family conferences, administrative attendance check-ins, home visits, IEP meetings, Student Support Team Meetings, and more. We consistently gather input in the form of surveys from our families to engage them and their needs. Our families often come and volunteer on campus and are celebrated in an awards ceremonies for their impact on students. Our families have an active parent engagement group called the Active Atoms.|STEM Prep Elementary School continues to ask family members for input on ways that families can be connected to school. We are consistently seeking parent input through surveys at all events and asking which workshops and additional offerings would be beneficial. We have used this information to grow our Active Atom parent volunteer group and have more touch points with families. Areas for growth include continuing to build partnerships with families to increase family engagement in school wide committees and workshops on how to support student success at home and encouraging families to actively participate in their students' academic goals. We are actively working on ways for families to be more involved and aware of the impact of attendance on student's learning.|As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. This mission begins at STEM Prep Elementary where students are visited by Math and Science College Preparatory high school students to talk about college readiness and STEM careers. To ensure we are improving engagement with underrepresented families we will be continuing to track engagement in class, after school opportunities, school events, and surveys to ensure we are using varied strategies to seek feedback and input. Some of these strategies include personal calls from admin/teacher, individual invitations, in-person check-ins at arrival/dismissal, and digital/tangible access to communication.|As a school we are heavily focused on reviewing data related to student outcomes and engaging our school community in making progress. Our school prioritizes communication with stakeholders in the form of regular communication on digital platforms, monthly newsletters, discussion forums, and workshops for families. Several of our workshops focus on how families can positively impact their student's outcomes with varying topics: attendance, math strategies, college and career readiness, CAASPP, and ELPAC. We as a school hold grade level meetings to help review and create action plans for student data. We also have a quarterly meeting to review all school data and allow team members to make recommendations. Our school holds two opportunities for family conferences. In these conferences teachers review student data in detail and help to make recommendations of in school and at home supports. Our school also has resources to support students beyond academics in the form of after/before school supports, counseling, and mentorship. In our professional development, we honed in on the different aspects of active engagement (emotional, behavioral, and cognitive). Our work helped to ensure our teachers were using evidenced based strategies that supported student outcomes. The classrooms did amazing work with motivation and getting students excited about completing practice.|Last year, our deep engagement efforts proved highly successful, prompting us to further strengthen our approach by launching focused initiatives in professional learning communities (PLCs) and personalized instruction through i-Ready. First, we are building robust PLCs so that teachers can systematically examine state standards, plan collaboratively, implement evidence-based strategies, and analyze student data to guide instruction. Research confirms that PLCs grounded in structured collaboration, data-driven decision-making, and shared accountability lead to higher instructional consistency, improved teaching practices, enhanced teacher morale, and stronger student outcomes.  In coordination with PLCs, we will implement the i-Ready benchmark and personalized instruction program, starting with adaptive diagnostic assessments in reading and math. i-Ready tailors learning paths to individual students, helps teachers identify specific gaps, and enables ongoing monitoring of progress. As a result, instruction becomes targeted and growth-oriented. To ensure meaningful home to school alignment, we will engage families through clear communication channels, goal-setting, and training via the i-Ready Family Center. This empowers caregivers to support learning at home, strengthening the partnership for student success.|STEM Prep Elementary School will be continuing to seek out engagement of underrepresented stakeholders by building on our Affinity groups program. Affinity groups allow the admin and school team to hear student experiences and develop thoughtful action plans to support students on campus. We also will be increasing opportunities for students with our Inclusivity club which supports students in leading the charge to welcoming all students to campus and celebrating diversity. Our school site team will also continue to have support with RDEI training to empower staff to create culturally representative spaces. Within our data reviews during PLCs all student groups data will be desegregated and analyzed to ensure that all students are seeing growth.|STEM Prep Elementary School is committed to meaningfully involving all community stakeholders in decision-making. We provide multiple opportunities for families, staff, and administrators to collaborate and contribute to school planning through structures such as the School Site Council and the English Learner Advisory Council. These forums are supported by consistent communication that encourages family participation and voice.  Families also have the opportunity to engage regularly through our monthly Coffee with the Principal meetings, where they can share feedback and ideas in an open, ongoing dialogue. When changes to schedules or programs arise, we actively reach out to families to understand the potential impact, allowing us to make thoughtful, informed adjustments that reflect our community’s needs.  To further guide school planning and events, we collect feedback through surveys distributed after each meeting. Additionally, we conduct an annual organization-wide survey that provides valuable insights and helps shape our goals for school improvement. Through these efforts, we maintain strong connections with our families and ensure their voices are central to our school’s growth.|STEM Prep Elementary Schools understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and families. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parent/guardians with a child in grades TK-5 are asked to complete an annual parent/guardian survey and have participation throughout the year. As an area of improvement we are encouraging a larger percentage of our families to participate throughout the year with different committees, events, and to encourage families to join our school site council. By increasing family participation in all school activities, we hope to increase engagement in our decision making forums.|STEM Prep Elementary School has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and family advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our school administration helps monitor the needs of students and families to overcome barriers and supporting with home visits, individual student conferences, and locating resources. Our site counselor supports our school with social-emotional learning, individual counseling, and group counseling. In the last year we have onboarded a behavior coordinator who helps to provide intervention plans to support all students and students with disabilities. This program is continuing to develop to ensure tiered supports are available. Our site is also increasing input from student stakeholders with monthly affinity groups. These groups will provide input to the school on safety, sense of belonging, and other important school decisions|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
19647330136994|Rise Kohyang Elementary|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 94% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 96% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 78% of families who attended at least one event. This year we're also tracking families who attended 2 events at 27%. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified a focus area for the percent of parents who attend a 1:1 Meeting with the Counselor as the % this year reached 29%.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 20%, although due to shifts in role responsibilities with tracking attendance, this data does not accurately reflect participation. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 94% of parents returning surveys, and we will continually strive to increase the number of parents attending two or more events, currently at 27%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330137463|California Creative Learning Academy MS|3|Families are offered multiple pathways to learn about and discuss student progress to help build relationships between school staff and families. There are a variety of ways the families and school collaborate on supporting student progress: weekly class newsletters, parent conferences, Student Success and Progress Team meetings, social emotional learning supports, topical meetings for parents on curricular content, classroom learning celebrations events, participation in school committees and governance. A focus area for the school is to find additional ways to accommodate the needs of underrepresented families.  Strengths identified by the families include: The teachers and staff have a high level of commitment to CalCreative's mission and vision. They feel welcomed in the school. CalCreative creates an environment where children feel encouraged to ask questions.They believe in the school’s interdisciplinary approach. They believe in the school's arts integration approach. They believe in the school's Interdisciplinary (e.g. Storyline, Project-based learning) approach.|As mentioned above, the focus areas for growth identified from the different stakeholder groups mainly revolve around feeling connected at school along with actions related to academic expectations and success.  Areas of growth include: Parents are involved in decision making at the school. Students expect they will have a say in the decisions that effect them. CalCreative communicates well about programs, volunteer opportunities and school progress. It is evident from student behavior that there are clear expectations and consistency in the discipline policy. Teachers set high expectations for learning.|We are continually strengthening efforts to engage underrepresented families. We currently provide translation, meetings at various times of the day with important feedback meetings in the evenings, ensuring information is communicated regularly in our weekly newsletter, and having teachers send weekly communications regarding classroom learning. We will work on strengthening student-student, student-staff, and staff-family relationships through more in-person activities and solicit ongoing feedback during the year. The actions are to help our diverse community both engage with and support one another.|CalCreative has a process that engages and educates stakeholders on the LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTSA meetings, parent workshops, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting about the LCAP and its development. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the Mid-year LCAP Update. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. behavior), and discuss the process of monitoring the actions in the school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, teacher teams, PTSA, the Annual Stakeholder Survey, etc. A focus area for the school will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations.|We are focusing on engagement, both student and family. With student engagement, we are incorporating more student-decision making into our systems, along with more parent education support, and opportunities for families to engage with one another.|We will at the start of each school year, ask families to sign up for engagement groups. These groups can be learning groups, affinity groups, support groups, etc. We are reducing the number of activities that are children-event centered, to activities that are adult facing.|CalCreative has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. We survey our stakeholders frequently. We have many committees that also request the participation of educational partners and they are part of decision-making (e.g. green team, development, Site Council, Board of Directors). We have a strong core of families that do engage and support the vision work of the school.|We continue to have the need to support the large number of new families who need more induction about our program. We are creating a stakeholder induction program to help partners have a better understanding of how the educational philosophy and program are applied in action, along with more authentic opportunities for families to participate and share their histories/stories.|We continue to improve in this area. We offer communications in English and Spanish and have hired bilingual Spanish staff in our Office team to support parents' needs.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
19647330137471|High Tech LA Middle|3|HTLA MS has great strengths in seeking input from parents/guardians in school decision-making our school hosts Monthly Coffee with the Principal events, LCAP Advisory Group in conjunction with School Site Council.   In addition, HTLA Middle School also sends weekly emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square.|HTLA MS would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.  HTLA will include a regular link to PowerSchool for parents in the weekly update so they are aware that they can log in and access grades of students.|HTLA MS provides translation services into parents’ preferred language.  HTLA MS hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our counselor, who provides both academic and socio-emotional support.|Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:45 am and after school tutoring is until 4:00pm, both to best serve our students’ needs and accommodate working families.  In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.  We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents.  Our students participate in the conferences as well.|We would like to grow in continuing to create more opportunities for parents to support their children's learning environment at home and supporting parent education.  We would also like to increase our hours and provide a comprehensive after school program to support working families.|HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, supporting your child’s changing behaviors, pathways to high school, college  and beyond.  HTLA MS will also offer a comprehensive after school program and summer program to support working families.|In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2025 to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well.|HTLA MS would like to increase participation in the family survey.|HTLA MS will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation.|5|5|4|4|5|4|5|4|4|4|4|4|Met||2025-06-17|2025
19647330137513|Learning by Design Charter|3|We are providing more school programming and community events opportunities hosted by parents to encourage more participation and engagement such as LatinX Day Potluck, Monthly Bake Sales, Friends of LbD, Black History Month Taste of LbD, Classroom Parent, Parents that work in the Garden and more. We now have a Parent and Community Outreach Coordinator who is facilitating connections with parents and hosts activities and events with families and the community to strengthen both our parent and community outreach.|Focus is on creating more Parent Lead programs and hosted events and volunteer opportunities.|We have surveyed families to learn more about their needs and wants. We also have a Mental Health Counselor and Advocate that provides family support and counseling and that also collaborates with the Parents and Community Outreach Coordinator to create Parent Workshops and Classes based on our families needs.|Parents can arrange for meetings with teachers and school leaders any time they want to discuss student progress and outcomes. However, parents are formally invited in 2-3 times per year for formal conferences to discuss student report cards and test scores. They are invited in at Back to School Night and Open House to see what students are learning and how they are progressing.|We will continue to send regular monthly progress updates to families always extending the invitation to come in to meet regarding students progress.|We will continue to send regular monthly progress updates to families always extending the invitation to come in to meet regarding students progress.|We invite all stakeholders to attend Decision-Making meetings and gatherings including School Site Council and Friends of LbD meetings. We also post all communications about these opportunities on our website and send out via Parent Square and post the information around the school.|We are working to create ways to provide stronger communication and clearer information to families on ways they can get more involved in community.|We are working to create ways to provide stronger communication and clearer information to families on ways they can get more involved in community.|3|4|3|4|3|4|5|3|3|3|4|4|Met||2025-06-28|2025
19647330137521|Vox Collegiate of Los Angeles|3|Based on the analysis of educational partner input and local data, Vox Collegiate of Los Angeles demonstrates strengths in building relationships between school staff and families, including:  1. Strong Communication: Regular updates and transparent communication with families through various channels. 2. Family Engagement: Active involvement of parents in school activities, monthly meetings with the Principal, decision-making processes, and opportunities for leadership roles on councils such as the School Site Council and the English Learner Advisory Committee. 3. Culturally Responsive Practices: Efforts to understand and value diverse family backgrounds, promoting trust and collaboration. 4. Supportive Environment: Staff prioritize creating a welcoming atmosphere, providing resources and support tailored to families' needs.|Areas of improvement for family partnerships at Vox Collegiate of Los Angeles may include:  1. Increased Parent Engagement Opportunities: Offering diverse activities and events that cater to varied family schedules and interests. 2. Build Capacity: The school can work on streamlining processes for staff that outside of councils and Parent Teacher Conferences to engage in thorough dialogue to determine best practices and decisions for the overall school's success.|Vox Collegiate of Los Angeles will improve the engagement of underrepresented families by incorporating the following actions:   1. Workshops and Resources: The school will offer parent workshops, resources, and streamlined systems for feedback based on family input to further build partnerships and strong collaboration with underrepresented families.|Vox Collegiate of Los Angeles demonstrates notable strengths in fostering relationships between school staff and families. Key areas of strength include:  1. Strong Communication Channels: Regular updates and transparent communication from teachers to parents through various platforms (e.g., newsletters, parent-teacher conferences, parent portals) ensure families are informed and engaged. All communication is made available via a family's preferred language which increases access and provides an open invitation for collaboration in service of students.   2. Family Engagement Initiatives: Vox Collegiate actively involves parents in school activities, workshops, and decision-making processes, promoting a sense of community and shared responsibility.  3. Culturally Responsive Practices: The school's emphasis on understanding and valuing diverse family backgrounds helps build trust and strengthens relationships between staff and families.  4. Supportive School Environment: Staff prioritize creating a welcoming atmosphere, providing resources and supports tailored to families' needs, which enhances collaboration and mutual understanding.|Vox Collegiate of Los Angeles demonstrates notable strengths in fostering relationships between school staff and families. To further strengthen the programmatic offerings, the school's key area of improvement includes:  1. Workshops and Resources: The school consistently shares timely student reports and progress throughout the year in addition to more thorough accounts of student strengths and needs during the trimester Parent Teacher Conferences. However, Vox is looking to increase its offerings of  parenting workshops, educational resources, and tips on how to create a supportive learning environment at home during the upcoming school year.|Vox Collegiate of Los Angeles will improve the engagement of underrepresented families by incorporating the following actions:   1. Workshops and Resources: The school will offer parent workshops and resources based on family input. The school will consistently and effectively gather family input on the topics, skills, and resources that are needed to further build partnerships and strong student outcomes.|Based on the analysis of educational partner input and local data, Vox Collegiate of Los Angeles demonstrates strengths in seeking input for decision-making, including:  1. Family Engagement: Active involvement of parents in school activities, monthly meetings with the Principal, decision-making processes, and in leadership roles on councils such as the School Site Council and the English Learner Advisory Committee. 2. Multilingual Support: Providing communication and resources in multiple languages to ensure inclusivity and accessibility for all families, promoting trust and collaboration. 3. Supportive Environment: Staff prioritize creating a welcoming atmosphere, providing spaces for families to engage in decision-making processes.|Areas of improvement for seeking input and decision-making at Vox Collegiate of Los Angeles may include:  1. Build Capacity: The school can work on streamlining processes for staff that outside of councils and Parent Teacher Conferences to engage in thorough dialogue to determine best practices and decisions for the overall school's success.|Vox Collegiate of Los Angeles will improve the engagement of underrepresented families in relation to seeking input for decision-making by incorporating the following actions:   1. Feedback Protocols: The school will offer streamlined systems for feedback through our digital tools and established family events and councils to further build partnerships and strong collaboration with underrepresented families.|4|4|4|4|4|3|4|4|4|3|3|3|Met||2025-06-18|2025
19647330137562|Matrix for Success Academy|3|Matrix for Success Academy is committed to providing authentic learning experiences that meet the diverse needs of all students through a range of targeted support programs. One identified area for continued growth is increasing parent and family engagement, as well as strengthening our overall school climate.  In recent years, the pandemic posed significant challenges to hosting on-campus events and involving parents in school activities. As we move forward, Matrix is actively rebuilding parent engagement across multiple domains, including academics, school culture, and campus safety.  We are also focused on deepening the progress made this year in revitalizing our school culture—particularly through the implementation of our Tier 1 plan and interventions under the Multi-Tiered System of Supports (MTSS) framework. Regular recognition, celebration of achievements, and re-teaching of behavioral and academic expectations will continue to reinforce a strong foundation for learning and student success.  To support the social-emotional growth of our students, Matrix partners with organizations such as Fulfillment Fund, Gear Up, and C3, while also utilizing Ripple Effects, a program designed to help students develop emotional and social intelligence.  Parents, community members, classroom teachers, students, and school staff are actively involved in the planning, implementation, and evaluation of ConApp programs through ongoing stakeholder meetings. All stakeholders are encouraged to participate and share input at board meetings, School Advisory Council meetings, weekly teacher collaboration meetings, student leadership team sessions, academic instructional team meetings, and school climate and culture team discussions.|For the 2025–26 school year, Matrix for Success Academy will continue to engage parents in decision-making through open, transparent communication at all levels, including the use of School Climate Parent Surveys. Additionally, Matrix is prioritizing outreach and parent involvement by offering a variety of workshops and resources tailored to family needs.  The primary focus for the upcoming year is to foster a school culture that actively involves every family, promotes effective communication, builds strong relationships, and provides meaningful parent education workshops.|Based on the analysis of educational partner input and local data, Matrix for Success Academy recognizes the importance of improving engagement with underrepresented families, particularly in building strong, meaningful relationships between school staff and families. The LEA continues to prioritize the development of high-quality relationships by creating multiple avenues for parent and student involvement, including teacher- and student-led parent conferences, parent workshops, “Coffee with the Administrators” events, and student and parent surveys.  As part of a whole-child approach, Matrix remains responsive to the social-emotional needs of the school community. A key focus is on supporting historically underrepresented groups—such as pregnant and parenting students—through the development of tailored programs and targeted outreach efforts.  To deepen trust and foster inclusive partnerships, Matrix will enhance two-way communication, offer culturally relevant engagement opportunities, and provide translation and interpretation services to ensure equitable access. Professional development for staff will further focus on building cultural competency and effective relationship-building strategies.  The LEA is committed to strengthening connections across all stakeholder groups and ensuring that every family feels welcomed, respected, and empowered to take an active role in their child’s education.|Matrix for Success Academy has made significant progress in building strong partnerships with families and community organizations to support student outcomes. A key strength of the LEA is its commitment to open communication and collaboration with educational partners, which is evident through regular engagement opportunities such as student-led conferences, parent workshops, family surveys, and “Coffee with the Administrators” events.  Matrix provides a variety of resources to support under-achieving students, including participation in the school breakfast and lunch programs, summer school opportunities designed to recover credits and mitigate summer learning loss, and a robust Academic Enrichment team that addresses academics, behavior, attendance, and social-emotional well-being.  The LEA prioritizes inclusive planning and continuous evaluation by involving parents, community representatives, teachers, students, and other school personnel in the development and assessment of ConApp programs. These stakeholders are actively engaged through various meetings throughout the year, including board meetings, School Advisory Council meetings, weekly teacher-school collaboration sessions, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings.  Furthermore, Matrix has expanded partnerships with external organizations such as the Fulfillment Fund, Gear Up, and C3, which provide academic counseling, college readiness resources, and social-emotional support, thereby addressing the holistic needs of students and their families.  Overall, Matrix’s comprehensive approach to fostering inclusive, collaborative partnerships continues to enhance the school community’s engagement and contributes to improved academic and social outcomes for all student|The school has established valuable relationships with community partners such as The Fulfillment Fund, Gear Up, and the Los Angeles County Office of Education, which support student enrichment opportunities. Matrix seeks to deepen these collaborations and build new partnerships to broaden the range of academic and social-emotional resources available to students and families.  By focusing on these areas, the LEA intends to foster stronger, more inclusive partnerships that directly contribute to improved student outcomes and a supportive school environment.|Matrix for Success Academy continues to strive for high levels of relationship-building with families by creating multiple opportunities for parent and student participation. These include teacher- and student-led parent conferences, parent workshops, “Coffee with the Administrators” events, and student and parent surveys. The LEA is committed to addressing the needs of the whole child by actively engaging parents and the broader school community, including responding to social-emotional needs.  In particular, Matrix recognizes the pregnant and parenting student population as an underrepresented group and has developed new programs specifically designed to support this community. Through targeted outreach and tailored resources, the LEA aims to enhance engagement and provide equitable access to services.  To improve engagement further, Matrix will expand culturally responsive communication efforts, provide multilingual resources and interpretation services, and offer flexible engagement options, including both virtual and in-person events. Partnerships with community organizations such as The Fulfillment Fund, Gear Up, and the Los Angeles County Office of Education will be strengthened to provide enrichment and comprehensive support to families and students.  By creating a welcoming, accessible, and responsive environment, Matrix aims to empower underrepresented families to actively participate in their children’s educational success and well-being.|Matrix for Success Academy has demonstrated a strong commitment to inclusive decision-making by actively involving a diverse range of stakeholders, including parents, students, teachers, community representatives, and school staff. The LEA continues to find effective ways to engage the school community in decision-making processes across various programs, including gathering feedback on academic programs, facilities, and stakeholder engagement. This approach has proven to be a solid practice for obtaining valuable insights and fostering collaboration.  Matrix holds regular parent meetings to inform families about how they can provide input and participate in the English Learner Advisory Committee (ELAC). Parents involved in ELAC receive training on the committee’s purpose and have the opportunity to participate in monthly meetings, further empowering them to contribute meaningfully to school decisions. In addition to ELAC, Matrix gathers ongoing feedback from parents through surveys and other communication channels to ensure continuous community involvement.  The LEA has established multiple forums for stakeholder input, such as school advisory council meetings, board meetings, student leadership team meetings, and teacher-school collaboration sessions. These platforms promote transparent communication and ensure diverse voices are considered in shaping policies, programs, and resource allocation.  Overall, Matrix’s collaborative and proactive approach to seeking input reflects a culture of partnership and shared responsibility, which strengthens trust and supports positive outcomes for students and families.|While Matrix for Success Academy has established effective channels for seeking stakeholder input, analysis of partner feedback and local data highlights opportunities to broaden participation and increase representation among underrepresented families and community members. Some families face barriers to engagement due to language, work schedules, or lack of familiarity with school processes.  All stakeholders are encouraged to attend and provide feedback at board meetings, School Advisory Council meetings, weekly teacher-school meetings, and student leadership team meetings. Matrix will continue to promote and encourage parent involvement at the school site to foster a more inclusive decision-making process.  Currently, Matrix uses ParentSquare as the primary communication platform, which allows the LEA to obtain ongoing feedback from parents conveniently and efficiently. Moving forward, the LEA aims to expand outreach efforts by providing more accessible communication options, including multilingual materials and flexible meeting times, as well as increasing virtual engagement opportunities to accommodate diverse family needs.  Additionally, Matrix seeks to improve transparency around how stakeholder input is utilized in decision-making by strengthening follow-up communication and reporting back to the community, thereby building greater trust and sustained involvement.  By focusing on these areas, Matrix intends to create a more inclusive, responsive decision-making process that reflects the voices of all families and supports student success.|Matrix for Success Academy recognizes that while academics are essential, students’ ability to perform academically is closely tied to meeting their social-emotional needs. To support this, Matrix counselors and support staff receive monthly training to provide counseling and social-emotional support, guided by the Collective Care Curriculum framework. Additionally, the MTSS referral process helps assess student needs and allocate appropriate resources.  To further meet the diverse needs of students and families, Matrix has been awarded the Bipartisan Safer Communities Act – Stronger Connections Grant (BSCA-SCG). This grant enabled the hiring of a full-time school psychologist to provide targeted social-emotional counseling, including support for pregnant and parenting students—a key underrepresented group.  In improving engagement of underrepresented families in decision-making, the LEA will leverage these enhanced support services to build trust and connection with families, recognizing that addressing social-emotional well-being is foundational to active participation. Matrix will also expand accessible communication through platforms like ParentSquare, provide multilingual resources, offer flexible meeting options (virtual and in-person), and conduct culturally responsive outreach.  Staff professional development will focus on cultural competency and family engagement strategies to create an inclusive environment where all families feel welcomed and empowered to provide input. Through these efforts, Matrix aims to strengthen partnerships with underrepresented families and ensure their meaningful involvement in decisions that impact student success.|5|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-24|2025
19647330137604|Stella Elementary Charter Academy|3|The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 100% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 98% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families through events including but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. We have had successful family engagement for years. Last year we tracked 98% of families who attended at least one event. This year we're also tracking families who attended 2 events at 28%. We know that families who are engaged with our schools can better support their student achievement. We hope that we will continue to grow the rate of engaged families in the next few years. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.|The school has identified the percentage of parents who have a 1:1 interaction with a counselor as an area of growth as only 32% of families were tracked as meeting with them.|The school will improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.|We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 88% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home. Our Community School Manager also distributes a monthly resource newsletter to share local resources and partnerships available for families with services including medical, legal, recreational, academic, and social.|The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 11%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.|The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Community School Manager, who conducted focus group and empathy interviews which included underrepresented families and surfaced areas of strength and need. With the support of the Community School Manager we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Community School Manager. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.|We are proud to have 100% of parents returning surveys and we will continually strive to increase the number of parents attending two or more events, currently at 11%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Community School Manager works every year to identify, train and support family leaders who actively participate in the Community School Advisory Council, School Site Council, English Learner Advisory Committee and other advisory groups. Last year, our Community School Manager launched a Community School Advisory Council that provides input on key school decisions.|The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Community Schools Chair and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330137612|Valley International Preparatory High|3|VIPHS has strong communication systems in place to ensure that families are fully informed about their child's education in their preferred language.|VIPHS could provide more hard copies of materials in multiple language.  Marketing materials in 2024-2025 are now printed in both English and Spanish, and immigrant rights documents were distribtued in all langauges spoken at school.   So we've made progress on this part.|VIPHS will strive to continue providing more multilingual materials to our families.  We took steps to ensure that any maield materials and letters this year were provided in English, Spanish, Vietnamese, Ukrainian, and Russian, which are the five langauges currently spoken by families in the 2024-2025 academic year.|Teacher are required to communicate with families twice a semester and often do so more than that.  We also put on numerous college advising events for families to increase their investment in student success.|Teachers could be more consistent in their communication and communicate more frequently.|In the coming year, we will provide training to staff on how to use Parent Square so they can more easily communicate with families in their preferred home language.|VIPHS has a school site council that meets four times a year and provides feedback on the LCAP and other school policies.  VIPHS also has an active parent organization which meets frequently with administration.  We survey parents and students in the spring on their perceptions of the school, which we then analyze to improve outcomes.  Generally, there is widespread satisfaction with the school program, which reflects our strength in making students and families feel like they're included in decision making.|Ensure that surveys are in the families' home langauge.  We use Google Forms, and the work of translating the surveys into multiple languages is a daunting one, but one we will work on in the coming year.|Basically, ensure that we are communicating in families' preferred home languages, as that tends to be the biggest barrier.  However, we will continue doing outreach via parent Square to encourage and make clear all families are welcome at the school and we welcome and value their involvement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-04|2025
19647330138305|TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary|3|Based on the analysis of educational partner input and local data, TEACH continues to demonstrate strong performance in building relationships between school staff and families, achieving a Level 4 (Full Implementation) rating. Multiple strategies have been employed across school sites to ensure consistent, authentic engagement. These include Coffee with the Principal, ELAC, School Site Council (SSC) meetings, and celebratory events that bring families into the school community.  A major highlight from this academic year is the parent-led educational workshops. Through a partnership with the Los Angeles County Department of Mental Health under the PALs Program, TEACH trained parents who then led workshops for other families, significantly deepening peer-to-peer engagement. Additionally, the Department of Mental Health offered Wellness classes in both English and Spanish, providing targeted parenting strategies that supported families throughout the year. These efforts reflect a model of shared leadership and culturally responsive engagement that strengthens trust and collaboration between home and school.|While TEACH is fully implementing strong relationship-building practices, a key focus area is the deepening of family engagement in collaborative decision-making, especially in wellness and mental health initiatives. This year, TEACH launched a Leadership Committee that includes parents as active participants in shaping school priorities. This structure provides families with a formal avenue to contribute insights—particularly on wellness programming—and lays a foundation for growing this role in the upcoming academic year.  Additionally, TEACH aims to expand outreach to families less represented in school events through personalized engagement (e.g., home visits), and to build on existing success by enhancing leadership training and peer facilitation models for parent engagement.|To improve engagement of underrepresented families, TEACH is taking intentional steps that include: 	•	Home Visits to reach families who may face barriers to attending school-based events. 	•	Parent-Led Workshops supported by external partners like the Los Angeles County Department of Mental Health, allowing families to receive support from peers in a culturally affirming and accessible setting. 	•	Ongoing Wellness Workshops delivered in English and Spanish, making mental health resources and parenting strategies more inclusive and practical. 	•	Growth of the TEACH Leadership Committee, ensuring underrepresented voices shape decisions—especially around school climate and student wellness.  These strategies ensure that family engagement is not only frequent but inclusive and equitable.|Based on educational partner input and local data, TEACH has made significant progress in building partnerships that support student outcomes and is currently rated at Level 3 (Initial Implementation) in this domain. Key strengths include the establishment of family-facing academic supports and the inclusion of families in grade-level planning and academic goal-setting.  One highlight this academic year is TEACH’s partnership with the Los Angeles County Department of Mental Health, which, through the PALs Program, supported families not just in wellness but also in parenting strategies that positively influence student success. Additionally, workshops focused on mental health and wellness—delivered in English and Spanish—created an environment where families could better support students’ emotional and academic development at home. These programs reflect TEACH’s commitment to equipping families with practical tools and knowledge that influence positive student outcomes.  Moreover, TEACH has built a Leadership Committee that integrates family voice into broader conversations about student achievement and school priorities. These structures represent foundational progress in creating sustained, two-way partnerships between families and staff.|While strong steps have been taken, TEACH recognizes the need to build educator capacity for family partnership and to further institutionalize systems that link family engagement directly to academic growth. A priority focus is to provide professional development for staff on best practices for partnering with families—especially in ways that are culturally affirming and strength-based.  TEACH also aims to strengthen family access to academic data and student performance insights, ensuring that parents and guardians can understand and act on key indicators of student success. In particular, the goal is to expand workshops and parent engagement activities beyond wellness topics to include literacy, math support, and college/career readiness, tailored to different grade spans.  Another important growth area is to embed family engagement into MTSS (Multi-Tiered Systems of Support) frameworks so that families are recognized as essential partners in both academic intervention and enrichment.|To improve the engagement of underrepresented families specifically in support of student outcomes, TEACH will implement several strategies in 2024–2025: 	•	Targeted Outreach and Home Visits for families not currently participating in school-based academic events. 	•	Expansion of parent education workshops to include academic support topics (e.g., literacy development at home, navigating high school graduation requirements, college access). 	•	Continued development of the TEACH Leadership Committee to include families from underrepresented groups and ensure their input helps shape instructional and intervention strategies. 	•	Use of bilingual communication tools and translated materials to make academic data and guidance more accessible to families whose primary language is not English.  By integrating these strategies, TEACH aims to foster deeper partnerships that go beyond communication and extend into collaborative planning for student growth, particularly among families who have historically been less represented in academic conversations.|Based on the analysis of educational partner input and local data, TEACH has demonstrated early but promising progress in seeking and integrating family input into school and district decision-making. Currently rated at Level 2 (Beginning Development) in this area, TEACH has shown strength in expanding participation in advisory structures such as ELAC (English Learner Advisory Committee) and the School Site Council (SSC). These groups have begun playing a more active role in shaping school priorities, reviewing budgets, and advising on instructional programs.  A notable step forward this year was the creation of the TEACH Leadership Committee, which has increased opportunities for families to contribute to decisions—particularly around school wellness initiatives. By creating structured spaces for dialogue, TEACH is beginning to shift from one-way communication to more collaborative planning with families.|The primary focus area for growth lies in broadening and diversifying family participation in decision-making processes, especially for underrepresented and historically marginalized families. TEACH recognizes the need to move beyond formal advisory groups and explore less formal, more culturally responsive formats—such as community circles, focus groups, and facilitated dialogues—that allow a wider range of families to share feedback.  Another key area for improvement is to close the feedback loop. Families need to see clearly how their input has influenced policy, programming, or resource allocation. TEACH also aims to improve staff capacity to facilitate participatory processes through training in inclusive facilitation and shared leadership models.  Additionally, there is an opportunity to integrate parent input more directly into instructional decision-making and strategic planning, not just in compliance-oriented committees.|To better engage underrepresented families in decision-making, TEACH is committed to implementing the following strategies in the upcoming academic year: 	•	Expanding outreach efforts (e.g., personalized invitations, language-accessible materials, and child care at meetings) to ensure broader parent representation in key decision-making bodies. 	•	Building out the TEACH Leadership Committee to serve as a more inclusive, representative platform for family voice, with intentional recruitment of families from underrepresented communities. 	•	Partnering with community-based organizations to host co-facilitated listening sessions and feedback forums in families’ home languages, focusing on school climate, academic priorities, and student supports. 	•	Offering parent leadership development opportunities to empower underrepresented families with the tools and confidence to participate meaningfully in school governance and planning.  These approaches aim to embed equity in the decision-making process by ensuring that all families—not just the most involved—have a voice in shaping the educational experience at TEACH.|4|4|4|4|4|4|4|3|2|2|2|2|Met||2025-06-10|2025
19647330138883|Equitas Academy 6|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners. DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|3|3|4|3|4|3|3|3|4|3|Met||2025-06-25|2025
19647330139089|Vista Horizon Global Academy|3|"Based on input from educational partners—including parents, teachers, administrators, and community stakeholders—as well as local data, the LEA has made significant progress in building strong, trust-based relationships between school staff and families. The LEA has expanded two-way communication through multilingual newsletters, Parentsquare communication written/oral, ensuring families receive timely updates in their preferred language. In addition to the Parentsquare, the VHGA hosts monthly ""Coffee with the Principal"" meetings, quarterly family events, and regular parent conferences. Families are increasingly involved in school governance through School Site Councils, LCAP meetings, and advisory committees. Participation rates have improved; with many families reporting they feel their input is valued and reflected in school decisions. The Community School Coordinator is always available to meet with families and find ways to support their needs. Friday Staff Professional Development days to plan goals, analyze data, and plan next steps."|The LEA is focused on building stronger, more aligned partnerships that integrate services and ensure families are supported holistically—both academically and socioemotionally. Our Community School Coordinator is always connecting families with community partners for resources available to our families. The LEA is focusing on developing more inclusive strategies, including home visits, community-based outreach, and multilingual support to ensure families feel welcomed and valued. Invite families to support our school as volunteers.|The LEA recognizes the need to develop more personalized and culturally responsive outreach strategies. One strategy to engage these families will be to offer workshop classes during school hours or after school. In addition, during coffee with the principal, use zoom for those families who are not able to attend because of work schedules. Print important information to send home to communicate with families upcoming events.|Based on feedback from educational partners—including families, educators, students, and community organizations—and analysis of local data, the LEA has made strong progress in building effective partnerships that support student learning and success. Families and school staff are increasingly working together to support student learning through parent-teacher conferences where teachers and families share areas of strength, areas of growth and next steps for students' success. The Coordination of Student Services Team gets together and brainstorms ideas on how to support the student needs and creates an individualized intervention plan with the support of the Academic Interventionist, Behavior Interventionist, and staff. The referral form will require detailed information to provide evidence to determine next steps. Teachers have focused students based on i-Ready assessment to provide intervention and small groups during the day. During the year we have meet the teacher day, back to school night, family night, parent conferences, GEAR Awards, and Performing Art Performance.|Many families report difficulty understanding student performance data, curriculum expectations, and how to support learning at home. The LEA is prioritizing the development of user-friendly tools and resources—including multilingual guides and workshops—to better equip families to engage with academic content and progress. Teachers create weekly newsletter to inform families: Standard for the week, goal for the week, skill of the week, homework, and how families can support learning from home.|The LEA will expand communication in families’ home languages and employ bilingual liaisons to support relationship building and navigation of school systems. Meetings, workshops, and events will be offered at varied times (including evenings and weekends), with virtual options and childcare provided to reduce common barriers to participation. The LEA will create opportunities for underrepresented families to serve on advisory councils and participate in leadership training, ensuring their voices help shape school programs and policies. Continue to use ParentSquare to communicate with families.|The LEA has established multiple forums for gathering input, including Local Control and Accountability Plan (LCAP) meetings, School Site Councils, English Learner Advisory Committees (ELAC), and Coffee with the Principal on a monthly basis. Participation has increased over time, with attendance data showing broader representation across stakeholder groups, including families of English Learners, students with disabilities, and low-income households.|The LEA’s focus areas for improvement in Seeking Input for Decision-Making are centered on enhancing stakeholder engagement, representation, and communication. The LEA aims to involve a more diverse and representative group of educational partners, including families of underserved students, to ensure all voices are heard in decision-making processes. The LEA seeks to move beyond one-time surveys or meetings and establish ongoing, two-way communication channels that allow for deeper involvement from stakeholders throughout the year.|The LEA will develop targeted communication strategies that reflect the languages, cultures, and values of underrepresented families. This includes providing translated materials, bilingual staff at meetings, and culturally relevant messaging to increase comfort and trust. The LEA will offer a variety of meeting formats (in-person, virtual, evening/weekend options) and provide support like childcare and meals to make participation more accessible. To build trust, the LEA will provide regular updates on how input from underrepresented families is being used, ensuring that families see their contributions reflected in decisions.|5|5|5|5|4|5|4|5|5|5|5|5|Met||2025-06-23|2025
19647330139097|Scholarship Prep - South Bay|3|Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events).|An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.|We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.|The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings.|The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.|We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.|We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable.|The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.|We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.|5|5|4|5|5|4|4|4|4|4|4|4|Met||2025-06-19|2025
19647330139121|Equitas Academy 5|3|Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.|There has been an explicit focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign supports in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.|Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners. DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families. A direct outreach approach will also serve as a strategy to to improve engagement.|Strong relationships with families are crucial to student success. Families are provided with touch-points such as summer orientation, monthly Cafecitos, ,monthly family nights, family-teacher conferences two times per year, network wide family workshops and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.  Year 1 of Community Schools Implementation has also supported in building partnerships between schools and families to support student outcomes.|Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gage progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to progress monitor and work together to support student achievement.|Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.|Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children. Families are able to provide feedback at monthly Cafecitos.  School Site Council, ELAC, Community Schools Advisory Council and Parent Action Team are also spaces where families can provide feedback and have direct access to decision-making spaces.|Equitas strives to foster opportunities for all families to provide input and take part in decision-making.  An area of focus is to increase the number of families and diversity of voices to be representative of all our families.|Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families.  Seeking direct feedback from families through a needs assessment to gather information on their preferences for learning and connecting opportunities to ensure topics and events are relevant to their needs.|4|4|4|4|4|4|4|4|3|3|4|3|Met||2025-06-25|2025
19647330139832|Citizens of the World Charter School West Valley|3|The strength of our building relationships between school staff and families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in person structured opportunity for caregivers and staff to connect is Back to School Night.   Additional opportunities to build partnerships are through Caregiver Conferences which are held twice per school year and student-led conferences which take place at the middle school. These are meaningful opportunities for staff to communicate student progress and come up with plans for growth. Other opportunities to build relationships are through various volunteer opportunities such as Culture and Connection, classroom Mystery Reader, field trip chaperone, etc.   The school also offers many less structured opportunities for families to visit the school to build community through cultural and academic events. These include our Latina/o/x Heritage Month Festival, Movie Night, Black History Month celebration, Earth Day celebration, AANHPI celebration, Math Night, Science Night, and Coffee Socials.   Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We ask our staff if they need a translator, and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.|We would like to offer our families diverse ways of engaging with the school in ways that are meaningful for them. Some of our families cannot be physically present at school for in person volunteer opportunities so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings we send out resources or recordings of webinars.|A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. Some of the ways we plan to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. For example, last school year we noticed many Spanish speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students who have disabilities and that safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year.   It will also require leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all the things and making intentional efforts to reach out to them specifically.|CWC West Valley has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key for the success of the school and the students.  We strive to ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught along with ways they can support student learning at home. Additionally, CWC West Valley holds several community events that help bridge the school to home gap.  For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways.    To support our staff CWC West Valley also provides, especially for our new teachers, with professional development that focuses on communication with families in our Wayfinding series.  Wayfinding is a targeted professional development for our new to the field teacher that supports them with topics like engaging families and proper lines of communication for a successful partnership.   To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night.  In this presentation we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise, we often direct families to our Handbook which is also provided for parents.   We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families.  We continue to strive to ensure all communication is translated for families. Many of our key communication is already translated but there are times where some emails or updates may not be translated.  We hope to increase that.    Another area we are focusing on is increasing participation of families that may be more challenging to communicate with.  This group has diverse needs and not a one size fits all approach to engaging families.  This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more.  To combat that we try to offer a variety of meeting times, record meetings, when possible, share communication with notice in multiple languages, and make personal connections when possible.   Although we have dedicated professional development for teachers with our Wayfinding program.  We still see opportunities for improvement.  We aim to build much of teacher support around the Get Better Faster framework and will partner with professional development and coaching.|CWC West Valley recognizes the importance of engagement for all families, especially those who are underrepresented.  To combat that we recently have been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council.  The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged.  The DEIB Leaders Council is comprised of a dedicated group of staff members and caregivers.  The DEIB Leaders Council will help be a thought partner and an accountability partner for how our school operates when considering and including all of our community members.  Together with the school site leadership team, they will work on implementing an Equity Action Plan which includes specific equity centered goals. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.|Comprehensive Stakeholder Engagement: CWC West Valley engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, coffees with the principal, Town Hall meetings, caregiver committee meetings and focus groups, ensuring multiple perspectives are considered.   Transparent Communication: CWC West Valley maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers (5 Minute Friday), caregiver-teacher conferences, progress reports to keep parents updated on student’s growth and development and outcomes from stakeholder meetings, building trust and encouraging participation.   Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.   Responsiveness: CWC West Valley promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.   Strengthen Feedback Mechanisms: To build on the transparent communication strength, CWC West Valley could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is being utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.   Develop Continuous Improvement Plans: To ensure ongoing progress, CWC West Valley can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.|Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.   Increase Professional Development Focused on Stakeholder Engagement: While CWC West Valley addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.   Expand Data Utilization for Personalized Communication: CWC West Valley’s data-driven approach could be expanded to personalize communication with stakeholders. By analyzing data on stakeholder preferences and engagement patterns, CWC West Valley can tailor communications to better meet the needs and interests of different groups, thereby improving the relevance and impact of their messages.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
19647330140004|El Rio Community|3|El Rio’s families tend to be highly engaged and take advantage of the multiple avenues for input, dialogue and relationship-building, from board meetings to individual conversations with staff. The parent community is often able to make its voice heard in different spaces, and the Waldorf public school approach embraces parents and caregivers as partners, with many opportunities to volunteer and be involved in their children’s education.|Because much of the family community is already so engaged, formal structures for equitable parent/caregiver input have not always been established. For 2025-26, providing more formal opportunities for parent and family input while refining some of the more informal challenges can help ensure that the voices and perspectives of all families are heard, not simply those who speak the loudest or feel most comfortable speaking up in certain venues. By thoughtfully employing surveys, parent meetings, and other input opportunities, as well as training staff on effective relationship-building approaches, we can continue to strengthen our approach to this area.|El Rio has invested in a full-time DEIB Coordinator, and that staff member will be continuing in a full-time role while expanding their responsibilities in order to further integrate that DEIB work into the lived experience for students and families at El Rio. This role will work to further equip teachers and staff with the capacity to better engage our underrepresented families, rather than siloing that responsibility with one person. This includes training for office staff to support an inclusive and supportive enrollment process, and providing empathetic and strategic interventions for families having issues with absenteeism.|El Rio’s parent community is quite engaged, and the Waldorf educational model provides many opportunities for both parent education and involvement. Parents are actively invited to volunteer in the classroom, included in special events and performances throughout the year, and informed through two parent-conference week about the individual progress of their child. Additionally, the El Rio report card format gives parents a more nuanced and detailed portrait of their child’s growth and challenges than many traditional grading systems.|While parents are engaged and the Waldorf model helps actively support their involvement in their children’s education, parents did identify a lack of consistency in the teacher tools and frameworks that are used in interactions with students, as well as the processes that maintain the school’s culture. Parents also felt that additional intervention, enrichment, and other individualized supports for their children could be strengthened. This feedback aligns to an identified need for additional professional development for teachers to help strengthen best practices across the school.|As discussed above, providing a variety of structured opportunities for family input throughout the year, but particularly in the planning process for these tasks is crucial. Parent surveys to help guide changes to the bell schedule, town halls to discuss school priorities, parent involvement in the hiring process for the new Executive Director, etc. will all help continue to improve the engagement of underrepresented families.|Board meetings are active venues for public input, and families are welcome to participate by providing written public comment, speaking in-person, or commenting remotely. The concerns and suggestions of parents are actively part of most decision-making at the school site.|In addition to what has been discussed above, the turnover in the Executive Director position will require that the new Executive Director make significant investments in relationship-building and communication in order to effectively engage families and establish trust with a new leader.|The former DEIB Coordinator will continue to convene meetings of the school community to brainstorm engagement strategies. Previously identified approaches include honing in on neighborhood-specific outreach, with tables at the Farmers Market, connecting with impactful community partners and organizers, and collaborating with the neighboring high school, as well as making sure this outreach and connecting is done in multiple languages.|4|4|4|4|3|4|4|4|3|3|4|3|Met||2025-06-23|2025
19647330140111|Invictus Leadership Academy|3|Parent meeting participation reaches an impressive 95%, far exceeding targets. ILA provides comprehensive engagement opportunities, including School Site Council, ELAC meetings, trimester parent conferences, and regular principal meetings. The school supports relationship-building through bilingual staff in every classroom and celebrates student achievements through awards ceremonies.|While survey participation remains low at 15%, the high meeting attendance and positive feedback indicate strong foundational relationships between staff and families.|ILA will collect surveys during awards ceremonies and spirit days when attendance peaks at 95%, rather than separately. ILA will also build on existing bilingual staffing by offering more parent workshops in Spanish and English, including the planned college classes. Lastly, ILA will better utilize our Talking Points system by expanding this system to improve engagement and relationship-building communications.|ILA conducts trimersterly parent meetings specifically to review individual student outcomes and collective grotwht, ensuring families are informed partners in their children's academic progress. Parents also actively participate in the School Site Council and ELAC meetings to influence our instructional program, with stakeholder input directly shaping our LCAP. Lastly, our families do an exceptional job of partnering with the school to celebrate student achievement and growth each trimester, reinforcing academic expectations with our families.|ILA will focus on executing our annual family survey, expanding our Talking Points two-way communication portal, and fully implementing the Powerschool parent portal to ensure that parents remain informed about their child's progress.|ILA will work on increasing the parent survey response rate to gain a better understanding of family perspectives on academic programming and gather actionable feedback for improvement.|ILA utilizes multiple channels via our ELAC, SSC, individual parent meetings, Coffee with the Principal meetings, explicit staff meetings, and open board meetings to elicit the feedback of all our stakeholders in decision making and our plan for each upcoming year (captured in our annual LCAP).|ILA may consider scheduling explicit meetings to review the input we have received from each stakeholder group.|ILA may consider making home visits and or personalized phone calls to families that may not be responsive to our engagement methods.|4|4|3|4|4|3|4|4|3|4|4|4|Met||2025-06-26|2025
19647330140129|Ednovate - South LA College Prep|3|SLA College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of SLA College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  SLA’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising SLA and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. This upcoming year we hope to further strengthen it with the addition of our newly CCSPP grant awarded, and the two new roles added of Family Engagement Coordinator and Community Schools Coordinator|SLA has made significant strides in building relationships between school staff and families. SLA is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory (ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  SLA aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At South LA College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At South LA College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. SLA College Prep holds mandatory parent-teacher conferences every quarter. South LA College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of South LA College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the South LA College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of South LA College Prep  Treat South LA College Prep School faculty and staff with respect|At South LA College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. South LA College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. South LA College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through South LA College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, South LA College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, South LA College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.|South LA College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and South LA College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|South LA College Prep  believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. South LA strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As South LA College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647330140749|Citizens of the World Charter School East Valley|3|The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in person structured opportunity for caregivers and staff to connect is Back to School Night. Additional opportunities to build partnerships are through Caregiver Conferences which are held twice per school year. These are meaningful opportunities for staff to communicate student progress and come up with plans for growth. Other opportunities to build relationships are through various volunteer opportunities such as library, classroom Mystery Reader, field trip chaperone, etc.   The school also offers many less structured opportunities for families to visit the school to build community through cultural and academic events. These include our Learning Looks, Art and Exhibition Night, Celebration of Light, and Coffee Socials.   Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We ask our staff if they need a translator, and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.|We would like to offer our families diverse ways of engaging with the school in ways that are meaningful for them. Some of our families cannot be physically present at school for in person volunteer opportunities so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings we send out resources or recordings of webinars.|On the family survey, 91.5% of our Socioeconomically Disadvantaged families felt a neutral to high sense of belonging, compared to 91.6% of all families. Therefore, a focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to meaningfully participate and engage in and with the school. Some of the ways we plan to improve engagement of underrepresented families is by offering events and workshops in a variety of home languages and to offer workshops and social gatherings for families with other parents of similar identities so as to build community. For example, last school year we noticed many Spanish speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students who have disabilities and that safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year.   It will also require leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all the things and making intentional efforts to reach out to them specifically.|CWC East Valley has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key for the success of the school and the students.  We strive to ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught along with ways they can support student learning at home. Additionally, CWC East Valley holds several community events that help bridge the school to home gap.  For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways.    To support our staff CWC East Valley also provides, especially for our new teachers, with professional development that focuses on communication with families in our Wayfinding series.  Wayfinding is a targeted professional development for our new to the field teacher that supports them with topics like engaging families and proper lines of communication for a successful partnership.   To ensure families and caregivers know our school program and their role and rights, each year we start the year off with a Back to School Night.  In this presentation we cover many things from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise, we often direct families to our Handbook which is also provided for parents.   We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected.|Although we have lots to be proud of there is still work for us to improve in building partnerships with families.  We continue to strive to ensure all communication is translated for families. Many of our key communication is already translated but there are times where some emails or updates may not be translated.  We hope to increase that.    Another area we are focusing on is increasing participation of families that may be more challenging to communicate with.  This group has diverse needs and not a one size fits all approach to engaging families.  This group could be caused by availability of time due to work, family make up, language barriers, personal capacity, and more.  To combat that we try to offer a variety of meeting times, record meetings, when possible, share communication with notice in multiple languages, and make personal connections when possible.   Although we have dedicated professional development for teachers with our Wayfinding program.  We still see opportunities for improvement.  We aim to build much of teacher support around the Get Better Faster framework and will partner with professional development and coaching.|CWC East Valley recognizes the importance of engagement for all families, especially those whose are underrepresented.  To combat that we recently have been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council.  The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged.  The DEIB Leaders Council is comprised of a dedicated group of staff members and caregivers.  The DEIB Leaders Council will help be a thought partner and an accountability partner for how our school operates when considering and including all of our community members.  Together with the school site leadership team, they will work on implementing an Equity Action Plan which includes specific equity centered goals. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.|Comprehensive Stakeholder Engagement: CWC East Valley engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Cafecitos, Town Hall meetings, and focus groups, ensuring multiple perspectives are considered.   Transparent Communication: CWC East Valley maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and report cards for students. and outcomes from stakeholder meetings, building trust and encouraging participation.   Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.   Responsiveness: CWC East Valley promptly addresses concerns raised by stakeholders, demonstrating accountability and strives to close the feedback loop by communicating actions taken based on feedback.|Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.   Strengthen Feedback Mechanisms: To build on the transparent communication strength, CWC East Valley could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is being utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.   Develop Continuous Improvement Plans: To ensure ongoing progress, CWC East Valley can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.|Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.   Increase Professional Development Focused on Stakeholder Engagement: While CWC East Valley addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.   Expand Data Utilization for Personalized Communication: CWC East Valley’s data-driven approach could be expanded to personalize communication with stakeholders. By analyzing data on stakeholder preferences and engagement patterns, CWC East Valley can tailor communications to better meet the needs and interests of different groups, thereby improving the relevance and impact of their messages.|4|4|3|3|3|4|4|4|3|4|3|3|Met||2025-06-25|2025
19647330164780|Ednovate - Encore Arts and Media College Prep|3|Encore College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Encore College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Encore’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Encore and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions.|Encore has made significant strides in building relationships between school staff and families. Encore is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory (ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  Encore aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At Encore College Prep, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At Encore College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. Encore College Prep holds mandatory parent-teacher conferences every quarter. Encore College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Encore College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Encore College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Encore Treat Encore College Prep School faculty and staff with respect|At Encore College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Encore College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Encore College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through Encore College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Encore College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Encore College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.|Encore College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Encore College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|Encore College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Encore strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide.|Encore College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Encore strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide.|4|4|4|4|4|4|4|3|5|5|5|5|Met||2025-06-12|2025
19647331931047|Birmingham Community Charter High|3|Birmingham Community Charter High School has made strong progress in building relationships with parents and families.  Our LEA continues to make a focused and concerted effort to increase contact with parents, create more opportunities for meaningful engagement with the families of unduplicated and underrepresented students and provide a welcoming environment for all families.    Our Parent Center offers technology assistance, enrollment assistance, adult ESL and parenting classes to increase engagement and improve the home-to-school connection with underrepresented families.  Parents have many opportunities to engage in 2-way communication with educators including PTSA, Coffee with the Principal, the Parent Square communication platform, the School Site Council, the English Learners Advisory Committee, and Student Support and Progress Team (SSPT) meetings as well the Parent Symposium and college-going culture activities.   We also sponsor many teacher-driven student recognition ceremonies including Reclassification and Multi-lingual celebrations that are well attended by parents and students.  Teachers and counselors are encouraged to respond to parent phone calls and emails within 24 hours.  We have also provided staff with training to better understand families that have historically been marginalized, and this remains a focal point for continued growth and improvement.|Students meet with their academic counselors twice per year to develop and monitor their Individualized Graduation Plans (IGPs).  Students, counselors, teachers, and parents all have input into these plans throughout students’ four years in high school.  Special education case carriers provide information and support to ensure that a student’s IGP is aligned to his/her IEP.  Freshmen are introduced to graduation and college admission requirements (“a-g” requirements) as well as the IGP during Freshman Orientation held in the summer prior to the beginning of their high school career.  As a focal area for improvement, BCCHS will continue to deepen and expand meaningful opportunities for parents to interact and collaborate with students’ counselors, teachers and other support personnel during activities such as IGP meetings, SSPT meetings and during events such as Back to School Night, Grade Level Information Nights, Grade Level College Information Nights, and parent-student conferences to support student achievement and gain information regarding post-secondary college and career opportunities.|Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all our initiatives to improve parent engagement for under-represented families are global in nature and designed to impact all of our families.  To help engage parents more deeply and meaningfully in their child’s education, our Parent Center offers classes in: •	How to communicate with the school and teachers using technology •	How to use the internet to send and receive emails •	How to use the school parent portal and Google classroom •	How to apply for college financial aid •	Introduction to Google Docs •	The Benefits of Social Emotional Learning •	Socio-emotional problems and prevention •	Parenting Skills Our Parent Center is staffed full-time with bilingual personnel and equipped with computers and a work space for parents who need assistance with contacting teachers, completing paperwork or translation.  The Parent Center also collects information and publishes a newsletter each month in English and Spanish featuring information and updates about each grade level academy.  The newsletter is mailed home to parents every month to build and increase the home to school connection.   In addition, the Parent Center sends out thousands of letters and/or emails to parents after each grading period to recognize students for the following achievements: •	High Honor Roll •	Honor Roll •	Perfect Attendance  •	Excellent Attendance •	Punctuality •	Most Improved GPA •	Most Improved Attendance When we send these letters home to parents, we engage and include them in our systematic positive reinforcement of desired student behaviors which helps us to surround the student with a cohesive support system and safety net.|Birmingham Community Charter High School has made strong progress in building partnerships with the families we serve to promote better student outcomes.  Our Parent Center provides parents with assistance with technology, enrollment, Aeries Parent Portal, Google Classroom and Parent Square as well as other resources available to them both at the school and in the community.  The parents of African American students meet on a regular basis as the Black Parents United Coalition to connect with each other and exchange ideas while receiving assistance from African American school leaders in navigating the high school experience.  We have an exceptionally low student to counselor ratio (260:1) so that counselors can provide frequent checks on students’ academic progress and social-emotional indicators and communicate regularly with parents.  Students are supported by a team of professionals at the grade level including the administrator, counselors, a grade level coordinator, a dean and a PSW who all work in concert with the family for the greatest good of the student.  Written translation is provided for all documentation and oral translation is provided for all non-English speaking parents.  Our grade level Student Support and Progress Team (SSPT) meetings involving grade level support staff and several teachers and family members have proven to be very successful for struggling students. This has been identified as an area of both strength and growth that we plan to leverage and expand.|Our focus area for improvement in Building Partnerships for Student Outcomes includes expanding the scope of our grade level multi-tiered system of support team (MTSS) to include more frequent Student Support and Progress Team (SSPT) meetings for students who are struggling academically and/or students who are having trouble arriving to school on time and/or have multiple tardies during the school day.  Having a meeting with at least 1-2 parents, 3-4 teachers, the grade level coordinator, the counselor, the dean with the student also present about his/her/their academic and social emotional progress will help to refocus the student and bring about authentic change.  We have found success in building these partnerships at the grade level between parents, teachers, counselors, coordinators, administrators and deans all working together to form a tight net of safety and accountability around the student.  Hence, our desire to expand upon this model and find ways to incorporate more SSPT meetings across all 4 grade levels.|All communication to all parents is presented in English and Spanish so that non-English speaking families can fully engage in all school literature and events.  For example, The Parent Newsletter, The Parent-Student Handbook and our 2-way communication platform, ParentSquare, are all translated into Spanish or provide a translation option.  In addition, our families are surveyed regularly to determine their needs through “The Annual Parent Survey” and “The Needs Assessment Survey”.  The Annual Parent Survey is given to all parents and The Needs Assessment Survey is given to the parent of English learners.  For each of these surveys, over 50% of our parents usually participate.  The results from these surveys are used to assess our progress in engaging parents and meeting their needs and to inform our plans to engage parents and meet their needs in the future.  We are expanding parent class offerings and making more person-to-person phone calls to engage and inform families about upcoming events, activities and resources that are available to them.|Birmingham Community Charter High School has made strong progress in seeking input from parents in the decision-making process.  Our LEA continues to make a focused and concerted effort to encourage parents to participate more fully in school decision-making opportunities through multiple advisory groups including School Site Council, English Learner Advisory Committee, Parent and Family Engagement Team, Parent Teacher Student Association, and the school board where teachers and other staff members build initiatives, create school policy and address the needs of all students.  Parent input is also sought frequently through school-wide needs assessments and surveys and polls on topics of particular interest.  Our college and career center hosts “College Knowledge” nights by grade level in English and Spanish to inform parents and students about the college journey, application process and financial aid options. Our Parent Center reaches out to parents and guardians monthly to discuss and implement ways to increase parent engagement and participation in school events and school decision-making.|Based on an analysis of educational partner input and local data, BCCHS will focus on a Parent Partnership Initiative with the intent of increasing the Home-to-School connection by focusing on the 3 pillars of logistics, academics, and life skills.  Specifically, after surveying and speaking with educational partners extensively, the Parent Partnership Initiative will begin by seeking to increase parent input for decision-making by addressing the following concerns: •	Educational partners need greater and more detailed information in a comprehensible format regarding standardized scores for students. •	Educational partners need greater and more detailed information in a comprehensible format regarding school funding and school budgets.  •	Educational partners would like to have more follow-up after meetings or at the next meeting in response to questions and issues raised.   •	Educational partners are overwhelmed by the volume of meetings and confused as to the purpose of some meetings and would prefer that the purpose of meetings be more clearly stated and that meetings be more streamlined, succinct and user friendly.   After working with educational partners to address the above-referenced concerns, the Parent Partnership Initiative will continue to survey and meet with educational partners in reference to our focus on the 3 pillars of logistics, academics, and life skills in order to continue to seek input for decision-making.|Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all of our initiatives to improve engagement of under-represented families in relation to seeking input for decision-making are global in nature and designed to impact all of our families.  A focal point and hub at our school for parents to gather and for us to make contact with them is our Parent Center.  In particular, underrepresented families need a welcoming physical space with the appropriate staff and equipment to support them and meet their needs.  Accordingly, the Parent Center staff surveyed educational partners concerning their needs including a physical reorganization of the Parent Center and what might be needed to assist parents in more fully participating in their child’s education and the school’s decision-making process.   Parents requested that we continue with our weekly Adult ESL classes as many of them want to learn English.  Most parents felt strongly that learning English will help them to understand the US school system more fully and advocate more strongly for themselves and their child both at school and in the United States at large.  Educational partners also requested that we continue our College and Career Workshops which include parent participation and involvement.  We also provide FACTOR and Parent University Classes for parents to help them learn how to use technology and our parent portal, how to help students with their classes and how to help students with social and emotional issues.   Finally, our Parent Center assists educational partners in understanding about the various decision-making bodies on campus, such as the Governing Board, the School Site Council, and the English Learner Advisory Council, and learning about how to attend and/or participate in these meetings.|5|5|5|5|4|5|4|5|5|5|5|4|Met||2025-06-24|2025
19647331931708|Chatsworth Charter High|3|LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) & Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement. Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, & curating professional development modules for school sites & offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth. Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees. In addition, families are provided with information & resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information. Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.. Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Chatsworth Charter High School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.  Workshops includes monthly Parent & Family Center personnel training. These trainings strengthen the relationships between staff & parents to support student achievement & social-emotional growth. Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.  In addition, families are provided with information & resources through multiple sources via school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. Families are also welcome to serve their school as volunteers.  Families are supported in understanding District policy, exercising their legal rights, & advocating for their students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Chatsworth Charter High School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance. Chatsworth Charter High school leadership employs a wide range of culturally sensitive strategies to encourage family and community involvement, especially with the learning/teaching process to improve student outcomes.  Chatsworth Charter High builds parent capacity via parent workshops: parents learn about the A-G requirements, school governance, social-emotional learning, the California college system, how to apply for financial aid and scholarships, the GPA and 21st century skills. Also, Parents learn about students' English language reclassification process during the English Learners Advisory committee meetings.  Parents participate in developing the School Plan during the School Site council meetings. Parents have a voice and vote on approving school policies during the Chatsworth Charter Leadership council. Additionally, English Learners Advisory Committee (ELAC) advises the principal and staff in the development of a site plan for English learners and submitting the plan to the School Site Council for consideration of inclusion in the School Plan for Student Achievement. Assisting in the development of the schoolwide needs assessment.  Moreover, the school administration team gets parent input via the School Experience survey and during Coffee with the Principal meetings. Parents are supported through the Parent Center on how to enroll and use Schoology and are encouraged to register for a parent portal account to monitor student’s academic progress.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District. Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High is included in these engagement policies and processes.|4|4|4|5|4|4|5|5|5|5|5|5|Met||2025-06-17|2025
19647331931864|Grover Cleveland Charter High|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Grover Cleveland Charter High School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Grover Cleveland Charter High School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647331932623|El Camino Real Charter High|3|ECR's Strengths in the area of Building Relationships Between School Staff and Families are:  A) Administrative staff regularly attending school functions outside of the regular school day. B) Conducting parent workshops surrounding mental health and wellness. C) Providing adequate Professional Development for school staff/parent involvement on a yearly basis to address a variety of topics that may include but are not limited to the following: 	• Communicating with Parents 	• Effective Family Engagement 	• Promoting Cultural Competency|Focus Areas for Improvement in Building Relationships Between School Staff and Families:  A) Prioritize building trust by consistently communicating clearly, listening actively, and making themselves available for honest dialogue. B) Recognizing staff achievements, providing meaningful feedback, and supporting professional growth C) Ensure that all families feel heard and valued by establishing regular, accessible, and culturally responsive communication to include newsletters, family forums, and opportunities for two-way feedback.|ECR will improve engagement of Underrepresented Families by: A) Ensuring underrepresented families know what internal resources are available them throughout the year  B) Allotting funds to meet specific family needs such as those noted during the self-reflection process C) Connecting underrepresented families to partner programs and agencies that provide resources|ECRs strengths and progress in Building Partnerships for Student Outcomes: A) Providing Parents (via email, website, or in person) with evidence-based strategies and resources for parents to work with teachers to improve their child’s academic performance and best practices for effective parent engagement B) Providing an interpreter as needed for parent conferences and meetings C) Providing written communications in families native language and offering translation services provided by school staff D) Arranging school meetings at a variety of times and using innovative approaches such as virtual conferencing to allow parents who are unable to attend those conferences at school E) Conducting School Tours- Diverse groups of parents and stakeholders are invited into ECR to tour the facilities, ask questions about programs and activities occurring for their children, and provide input and feedback.|LEAs focus areas for improvement in Building Partnerships for Student Outcomes are: 	A. Disseminating a parent survey annually requesting input about effective school/home communication and achieving more than 50% response 	B. Identifying underrepresented students by name and creating action plans to improve student outcomes 	C. Collecting and sharing data more frequently 	D. Providing multiple, unique opportunities for students to experience success academically, behaviorally and socially.|ECR will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes.  1) ECR is committed to reflecting diversity in school materials and environments—using images, stories, and languages that represent all students and families. 2) Inviting families to share their cultural traditions, holidays, and experiences in events, activities, classrooms and school communications. 3) Utilizing multiple media avenues to gather survey feedback include website, on-site events, email/newsletter blasts, and robocalls.   For underrepresented families, we continue to seek workable solutions to improve engagement. Collaborative strategies developed by stakeholders include utilizing multiple modalities to meet student needs including Wellness Center services, additional Counselor support, Intervention classes, frequent student feedback, academics and attendance tracking, as well as regular parent contact.|ECR's strengths and progress for Seeking Input for Decision-Making: 	A. Parent advisory groups such as PAC, ELAC, and ECR Royal Families meet with school committees monthly to discuss, collaborate, and solicit ideas that benefit student learning and growth. 	B. School Site Council Committee meets regularly throughout the year to review LCAP Goal 5 (parent engagement) to ensure we are on track and/or to monitor and adjust goals and activities. 	C. ECR Administrators seek input from all stakeholders throughout the year to help make decisions that will benefit all students.|ECRs focus are for improvement in Seeking Input for Decision Making: 	A. Host more planned parent meetings and activities that keep parents informed and solicit feedback of school on goings and initiatives.   	B. Provide additional opportunities for shared decision-making from all stakeholders throughout the year.  	C. Collecting and Sharing actionable data|ECR will improve engagement of underrepresented families identified in relation to Seeking Input for Decision-Making: 	A. ECR has recognized and reduced logistical obstacles such as transportation and work schedules that may prevent families from attending school events or meetings by providing TAP cards for students and offering flexible meeting times through virtual participation options. 	B. ECR will identify students who are underrepresented and make a concerted effort throughout the year to keep parents informed of instructional progress and provide workshops and meetings to help families understand and become more active participants in the educational process.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-30|2025
19647331933746|Granada Hills Charter|3|The stakeholder survey, feedback (minutes from standing committees, Governing Board, School Site Council/LCAP Advisory, parent workshops, parent advisory, English Learner Advisory Committee, and additional groups) help to craft policies that remain consistent and adapt to the community’s identified needs. Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: • Operations Standing Committee • Curriculum and Instruction Standing Committee • Student Services Standing Committee • School Site Council (SSC) English Learner Advisory Council (ELAC) • Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals and the Local Control Accountability Plan (LCAP) goals are offered at the following meetings: • Parent Advisory Meetings • Parent Ambassador Meetings • Athletics Parent Meeting • PTSA for TK-8 and high school • Parent Workshops • Dashboard Parent Meetings Strengths in Relationship-Building: Consistent Communication Channels Families reported strong appreciation for regular updates through emails, Possip biweekly surveys, School Site Council meetings, ELAC, and PTSA forums. These structures have supported ongoing transparency and two-way communication. Welcoming School Climate Both TK–8 and high school family surveys highlighted high levels of satisfaction with school climate and safety, reflecting a trusting and respectful rapport between families and staff. Increased Family Involvement Opportunities Parent participation in advisory groups (e.g., SSC/LCAP Advisory, ELAC), community events, and informational workshops (especially related to academic planning and ELD support) has grown, offering families more direct involvement in decision-making and program feedback. Progress Made Biweekly Possip Surveys The implementation of a quick-response survey system (Possip) has helped surface parent concerns and suggestions in real-time, allowing school leaders to respond quickly and visibly. Focus on Equity and Engagement Feedback gathered from families during the LCAP, WASC, and Equity and Excellence Audit processes has directly influenced goals and actions—particularly those centered on communication, grading, and parent education. Support for English Learner Families ELAC meetings and translated communications have strengthened the school’s engagement with non-English speaking familie|A focus area that’s been a concern for GHC is ensuring the use of Canvas as a communication tool and vehicle for parents to keep updated with their student’s grades and classwork. Another focus area that GHC started to implement this year was hosting all staff days at GHC student events/sports. GHC will continue to identify opportunities for parents to volunteer on campus (classrooms, events, etc.) and as chaperones for off campus events and outings.  Clarity and Consistency in Grading Practices - Families expressed concerns about inconsistent grading policies across departments and grade levels. Many parents requested clearer explanations and greater transparency about how grades are determined and communicated.|GHC will continue to use data and resources to ensure underrepresented families are receiving the same level of access and opportunities as other families. The ELAC and PTSA meetings will continue to support those families by offering opportunities for engagement with GHC. The Wellness Center and Resource Center will continue to provide services and support to those families as well as hosting in person and online workshops to those families.|Parents receive notification around intervention services through emails, weekly newsletters from the TK-8 and high school, student announcements, individual phone calls and emails to identified families, flyers, calendar updates through the mobile application as well as push notifications, one-to-one conversations with parents and students. Additional communications to parents include meetings and information from the Intervention Coordinator, College/Career Counselors, and Academic Counselors Intervention services are listed below: • Writing Center • Math Center • Parent Workshops • Academic Mentor Program for tutoring during the instructional day • After school and before school tutoring • Online tutoring services Strengths and Progress in Building Partnerships for Student Outcomes: Robust Advisory and Parent Engagement Structures Granada Hills Charter actively includes families, students, teachers, and staff in advisory roles through the School Site Council (SSC), LCAP Advisory, ELAC, and PTSA. These forums enable meaningful feedback on programs and outcomes and foster collaborative decision-making.  Data-Informed Family Engagement The use of biweekly Possip surveys and the annual climate and academic perception surveys provides families with regular opportunities to share input. This data is used to refine instructional strategies, student support services, and schoolwide actions aligned with academic goals.  College and Career Readiness Programs Families are engaged through counseling nights, college application workshops, and informational sessions that directly support postsecondary planning. These events foster joint efforts between staff and families to prepare students for life after high school.   Support for English Learners and Special Populations ELAC meetings and IEP processes are used not only for compliance but to build understanding and alignment between home and school on targeted academic goals, especially for English Learners and students with disabilities.  Academic Intervention Partnerships The school offers multiple academic support programs—such as tutoring, summer school, and intervention periods—and communicates proactively with families about student progress and support options, especially for struggling learners.|GHC will continue to refine the early identification systems for students who are struggling either academically, with mental health, or social-emotionally. The Intervention Coordinator will provide more information and data to department chairs to inform departments on which students are struggling and what services are offered and needed. The Special Programs will continue to support the SST and COST processes with help from the attendance office, social workers, deans, intervention, and academic counselors.|GHC will make sure to carve out and direct messaging to underrepresented families in order to build more active engagement from them. GHC has found that communication can be the obstacle to underrepresented families participating in decision-making opportunities. GHC needs to review and refine the communications systems to ensure those families are receiving access.|Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: • Operations Standing Committee • Curriculum and Instruction Standing Committee • Student Services Standing Committee • School Site Council/LCAP Advisory Committee • Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals as well as Local Control Accountability Plan (LCAP) goals are offered at the following meetings: • Parent Advisory Meetings • Parent Ambassador Meetings • Athletics Parent Meeting • PTSA for TK-8 and for high school • Parent Workshops Strengths and Progress in Seeking Input for Decision-Making: Multi-Tiered Engagement Structure Granada Hills Charter maintains strong systems for gathering input across stakeholder groups through the School Site Council (SSC)/LCAP Advisory, English Learner Advisory Committee (ELAC), Parent-Teacher-Student Associations (PTSA), standing faculty and staff committees, and student leadership groups. These platforms meet regularly and play a critical role in shaping programs, policies, and LCAP actions. Use of Regular Surveys to Inform Decisions The school implemented biweekly Possip surveys for families and administered comprehensive climate and program surveys to students, staff, and teachers at both the TK–8 and high school campuses. These tools have helped surface real-time feedback that informs policy adjustments, professional development, and areas of investment. Integration of Input Into LCAP Development Feedback from all educational partners has been directly integrated into the 2025 LCAP, particularly around grading practices, academic support structures, behavior policies, and access to mental health services. Educational partner input was also used to guide the prioritization of Learning Recovery Emergency Block Grant funds. Increased Student and Family Voice in Strategic Planning Students and parents were meaningfully engaged through their participation in advisory committees and focus groups, and their feedback directly contributed to planning efforts like the Equity and Excellence Audit, WASC Self-Study, and the ongoing refinement of GHC’s Schoolwide Learner Outcomes (SLOs). Transparency and Responsiveness The leadership team consistently shared survey results and committee recommendations with broader school audiences, reinforcing a culture of transparency and m|A focus area for improvement is timeliness and focus of the SSC/LCAP Advisory Committee. This year the meetings were scheduled but the scope and sequencing of the work was not as clear and actionable as previous years. Next year, GHC will create and present a clearer scope and sequence of the work SSC/LCAP Advisory will be engaging with throughout the school year.|GHC will make sure to carve out and direct messaging to underrepresented families in order to build more active engagement from them. GHC has found that communication can be the obstacle to underrepresented families participating in decision-making opportunities. GHC needs to review and refine the communications systems to ensure those families are receiving access.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
19647331937226|Reseda Charter High|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School, is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|At Reseda Charter High School, we are committed to strengthening engagement with underrepresented families by building authentic, culturally responsive relationships to build relationships between staff and families. We use multilingual communication tools to ensure families receive important information in their home language. To create welcoming spaces, we host Coffee with the Principal, parent workshops, SSC, ELAC, and PHBAO, offering translation and flexible meeting times to reduce barriers. Designated staff members follow up with families of at-risk students to provide personalized outreach and support. We also offer workshops to help families support student learning at home, including sessions on ELA/ELD strategies, navigating Schoology, and college and career readiness. In addition, staff receive professional development focused on building positive relationships with families using real-life examples from our school community. Through these efforts, we aim to foster trust, partnership, and a strong sense of belonging for all families.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Reseda Charter High School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School is included in these engagement policies and processes.|4|4|3|4|5|4|5|4|5|5|5|5|Met||2025-07-24|2025
19647331938554|Sylmar Charter High|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Sylmar Charter High School continues to work diligently to engage all families in their child's education.  This past year's School Experience Survey results indicate continued overall growth from 86% to 88% positive responses, which exceed the District average of 84%.  We scored just 81% positive responses in the area of active recruitment and involvement of families this past year so we will look specifically to improve in this area, particularly with our traditionally underrepresented populations.  Although our African American population reamins less than 2% of our overall student population, parent and family engagement of this group will be a priority this school year. Sylmar Charter High School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Sylmar Charter High School will continue to offer specific workshops and resources through our Parent and Family Engagement Center in addition to providing Sylmar Charter High School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Sylmar Charter high School has implemented several practices and outreach to improve engagement of underrepresented families to seek input for decision-making including posting opportunities on our website, phone and email messaging, LMS posting, and personal phone calls.  We implemented a School Experience Survey and Parent Portal signup station at evening parent events to promote parent and family engagement and capture even more stakeholder feedback.  These activities will continue and we will work specifically to involve our African American families my expanding engagement with our BSU.  Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Sylmar Charter High School is included in these engagement policies and processes.|4|5|4|4|5|4|5|4|5|5|5|5|Met||2025-06-17|2025
19647331938612|Taft Charter High|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Taft Charter High School will continue to foster a welcoming school environment where every family feels valued and connected, we will expand our translation and interpretation services to reflect the diverse linguistic backgrounds of our community. This will include the use of live translators and technology-based tools to ensure all families can actively participate in school events, communicate with staff, ask questions, and provide input. Taft Charter High School will host culturally relevant family engagement events that celebrate the diverse identities of our students and families. These events are designed to promote a strong sense of belonging, deepen connections between families and staff, and affirm the cultural richness of our school community. To further support the needs of foster youth, unhoused families, migrant families, and others facing systemic barriers, we will strengthen our collaboration with local organizations and social service providers. Through these partnerships, families will have increased access to essential wraparound services, including food security resources, housing assistance, and mental health support. Through these targeted actions, Taft Charter High School will continue to create equitable opportunities for family engagement, ensuring that all families can play an active and empowered role in their child’s educational journey.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Taft Charter High School will implement strategies to provide opportunities for teachers to meet with families and host information sessions aimed at informing families of their legal rights and available supports. In addition, the school will actively seek out and engage families who are absent from school activities to better understand barriers to participation and develop a reciprocal relationship centered on improving student outcomes. Increasing daily attendance will be a primary focus. As part of this effort, Taft Charter High School will create structured opportunities for parents to share the root causes impacting their students' regular attendance, enabling staff to respond with targeted supports and interventions that address family needs and promote consistent school engagement.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input from families include participation in multiple engagement opportunities designed to inform District decision-making and improve student outcomes. One key method is the School Experience Survey, which is administered annually to students, staff, and families. This survey gathers feedback on school climate, academic expectations, safety, and communication, and the results are used to guide school and District improvement efforts. LAUSD also convenes several District-wide committees that allow parents to learn about important District plans and provide recommendations for improvement. The Community Advisory Committee (CAC) offers input on the District’s Special Education Local Plan Area (SELPA) Local Plan. The District English Learner Advisory Committee (DELAC) advises the Superintendent and Board of Education on programs and services for English Learners and the Local Control and Accountability Plan (LCAP). The Parent Advisory Committee (PAC) reviews and provides input specifically related to the LCAP. The Black Student Achievement Plan (BSAP) Advisory Council supports the academic success and well-being of Black students by offering guidance and recommendations focused on improving outcomes. Each of these committees typically meets several times per year.  As an Affiliated Charter in Los Angeles Unified, Taft Charter High School participates in and is aligned with these engagement policies and processes.|4|3|4|4|4|4|3|3|4|4|3|3|Met||2025-06-17|2025
19647331938885|University High School Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|At University High School Charter, families are supported in various ways via engagement and involvement opportunities, some which include  Coffee with the Principal monthly meetings, monthly parent workshops with topics generated with parent input, and weekly communication from the principal with updates and reminders.   University High School Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).    Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.   As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|The Pupil Services and Attendance (PSA) Counselor will continue outreach to families, in particular, with a focus on students in the chronic band.  The PSA counselor will meet monthly with the attendance team and will conduct home visits to determine root causes and determine action plan.  University High School Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.    SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.    Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.    As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|University High School Charter families will continue to be afforded the opportunity to provide feedback to the administration via the School Experience Survey, feedback after main events such as Registration week, Back to School Night, Parent/Teacher Conference Nights, Open House, etc.   This feedback will be utilized as a measure to determine improvement needs.    Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  University High School Charter is included in these engagement policies and processes.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2025-06-17|2025
19647331995836|Palisades Charter High|3|Palisades Charter High School has made significant strides in fostering strong, positive relationships between school staff and families. PCHS excels in creating welcoming environments for all students and families. Inclusive practices are embedded in the school's culture and are consistently maintained.|Palisades Charter High School will continue to focus on supporting staff in inclusive practices in and out of the classroom and ensuring they consistently maintain their positive and welcoming classroom environments.|Palisades Charter High School will specifically engage the leaders of various student affinity groups to ensure their voices are represented in all surveys and other means of reflection and data collection.|Palisades Charter High School has made meaningful progress in building partnerships that support student outcomes. One of the key strengths lies in the implementation of policies and programs that facilitate regular meetings between teachers, families, and students to discuss academic progress and collaborative strategies for improvement. PCHS also provides families with resources to support learning at home and helps them understand their legal rights and advocacy roles. These initiatives, though still developing, demonstrate a clear intent to empower students and families and strengthen their involvement in the educational process.|Professional development for educators, while initiated, needs to be expanded and refined to ensure all staff are confident and skilled in a multitude of diverse topics to support our students and their families. PCHS is working to develop a more robust and comprehensive professional development plan for all faculty and staff utilizing a late-start/early-release model to embed more PD time into the school year. Professional Developments topics will include: pedagogical techniques, educational technology tools, artificial intelligence, cultural responsiveness, communication strategies, and tiered intervention strategies.|Palisades Charter High School will specifically engage the leaders of various student affinity groups to ensure their voices are represented in the self-reflection process as we build partnerships for student success.|Palisades Charter High School has established a foundational framework for engaging families in decision-making processes. One of our strengths is our commitment to providing families with opportunities to participate in advisory groups and offer input on school and district policies. This is reflected in our active governance and operational committees such as Long-Term Strategic Planning, Academic Accountability, Budget and Finance, and the PCHS Board of Trustees. School leaders are supported in their efforts to continue their own growth in facilitating engagement with families in meaningful ways. Additionally, PCHS has begun to implement strategies to reach underrepresented groups and ensure their voices are included in the school-wide decision-making process. While these efforts are still maturing, they reflect a commitment and awareness of the importance of equity and inclusion in governance and planning.|One key area for improvement is the consistency and accessibility of input opportunities. PCHS must ensure that these opportunities are well-publicized, linguistically accessible, and scheduled at times that accommodate working families. Furthermore, PCHS should enhance its efforts to collaboratively plan, implement, and evaluate family engagement activities. Pali hosts several large, school-wide events a year such as Back to School Night, where students and their families have an opportunity to engage with all faculty members, meet representatives for various clubs, teams, and parent organizations, and contribute to the positive school culture. Currently, these efforts are in the early stages, and more structured collaboration between families, faculty, staff, and administrators is needed to ensure that engagement strategies are effective and responsive to specific community needs.|Palisades Charter High School will specifically engage the leaders of various student affinity groups to ensure their voices are represented in the self-reflection process as we continue to refine how we seek input in the school-wide decision making process.|4|5|3|3|3|3|4|3|3|3|3|3|Met||2025-06-17|2025
19647331996610|Los Angeles Leadership Academy|3|Los Angeles Leadership Academy provides multiple opportunities to build partnerships with families and guardians.  Some traditional methods of communicating about the classroom and building relationships include Back to School Night, Family/School conferences twice a year, and Open House events.   Parents are also welcome at school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events, as well as Coffee with the Principals meetings.  Alongside the printed monthly newsletter, parents and guardians are also given updates via the digital platform Parent Square. Updates are sent out on a weekly basis, and as news becomes available to be shared with the public.   As part of an ongoing effort to raise safety and awareness in the community the school has opened up the doors to Officer Huerta of the Hollenbeck police division to lead an information session on Prevention for At-Risk Youth and Intervention Resources.  Parents and guardians were invited to participate in a workshop led by GRYD (Gang Reduction & Youth Development). The workshop covered different resources that parents can use should they suspend that their youth is being influenced by gang-related individuals. Parents and guardians were informed of what signs to look-out for, and were also encouraged to participate in future workshops–even if their youth is not at-risk. Parents and guardians shared that they appreciated being exposed to a local, community resource.  In March, parents and guardians were invited to have pizza with the principals,  where the administrators reviewed protocols and procedures should I.C.E. Officers show up at any one of the campuses. The administrators reviewed with parents the rights and responsibilities of the school to our students. Parents shared their appreciation for the school’s attention to the matter, and also shared their appreciation for the level of communication and professionalism that each school site has established with the rest of the community.|Fewer families attended on campus events this year than in previous years, so we would like to see attendance at these events increase to previous levels.|LALA will consider which virtual events were beneficial for the participation of underrepresented families and continue to provide those virtually as an option. We will provide Coffee with the Principal through Zoom to provide opportunities for additional parents to attend.  Parent Conferences and IEP meetings are available through Zoom.|LALA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALA hosts parent conferences twice a year with all its families to not only inform families of student progress but to also have them be partners in the work.  The school sends home monthly newsletters informing families of the current instructional focus.  LALA has also held Math and Literacy Nights, as well as a STEM fair to provide parents with information about what students are learning and how they can support that learning at home.|The focus area for the coming year will be building relationships that support regular student attendance.  This year we made a lot of progress, but attendance rates are still lower than our target, so we will continue to build this partnership with parents next year.|Saturday meetings will be held to help parents who work during the week and meetings will be available on Zoom.|LALA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or as a forum for two-way communication so parents can feel comfortable sharing their perspectives.  This two-way communication helps the school better understand the perspectives of the parents.  Our families have responded favorably to this improvement. The school hosts chats approximately six times each year to solicit parent input.|The school will work to encourage more families to participate in the annual family survey to ensure the data adequately represents the perspectives of the majority of our families.  This year only 27% of families participated in the survey.|Increase communication about meetings and the importance of participating in the annual school survey.|4|5|4|4|5|5|5|5|5|4|5|5|Met||2025-06-18|2025
19647336015986|Beckford Charter for Enriched Studies|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Beckford Charter for Enriched Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|5|5|4|4|Met||2025-06-17|2025
19647336016240|Calabash Charter Academy|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Calabash Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Calabash Charter Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy is included in these engagement policies and processes.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19647336016265|Calvert Charter for Enriched Studies|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Calvert Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Calvert Charter for Enriched Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.    Calvert staff will also develop person to person relationships with all families to increase communication and encourage school participation as a verified volunteer and as a member of our governing body committees.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Calvert Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Calvert Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.  A continued emphasis to revisit a plan of success to reduce chronic absenteeism in some impacted families will be part of a yearlong effort to improve students' school attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Calvert Charter for Enriched Studies is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Calvert Charter for Enriched Studies is included in these engagement policies and processes.|5|5|4|4|4|4|5|4|5|4|5|4|Met||2025-06-17|2025
19647336016323|Canyon Charter Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Canyon Charter School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Canyon Charter School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and LSLC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these engagement policies and processes.|5|5|4|4|5|4|5|4|4|4|4|5|Met||2025-06-17|2025
19647336016356|Carpenter Community Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Carpenter CC, is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Carpenter CC's Welcoming Committee will host a series of events for ALL incoming families to help them get acclimated to the school, network with other families, and assist students to start building relationships with each other. In addition, the PTA will assign a parent liaison to help communicate with ALL new families before the start of the school year to ensure that every family is aware of calendar dates and events. Also, the school's administration team will host a series of Coffees for parents to have access to administrators. And finally, all parents will be invited to join/attend school committee meetings and agendas and minutes will be posted on the school website for easy access. Carpenter CC will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.  Carpenter CC will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Carpenter CC is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Carpenter CC will provide numerous opportunities for ALL qualifying students to participate in academic intervention during and after school throughout the school year to improve student outcomes. Carpenter CC will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Carpenter CC, is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Carpenter CC will provide opportunities for the parents of students participating in one of our identity groups (BSU, LSU, & Rainbow Club)to network and participate more as a group on our campus to provide input on school Decision-Making as it pertains to the focus of these identity groups as well as other school initiatives.Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Carpenter CC, is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336016562|Colfax Charter Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Colfax Charter ES is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) & Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement. Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, & curating professional development modules for school sites & offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth. Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees. In addition, families are provided with information & resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information. Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.. Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration. As an Affiliated Charter in Los Angeles Unified, Colfax Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.|We engage with all stakeholders in a variety of ways including outreach messaging, virtual and in-person community events, home visits to provide support for families displaying chronic absenteeism. Teachers and Admin team will continue to hold data chats and strengthen the partnership between the school and underrepresented families. Next year we are launching a Black Student Union, Spanish Immersion courses after school, and Emerging Bilingual intervention to support underrepresented families.|Colfax Charter ES will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Colfax Charter ES is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Colfax Charter ES engages with all stakeholders in a variety of ways including outreach messaging, virtual and in-person community events, home visits to provide support for families displaying chronic absenteeism. Teachers and Admin team will continue to hold data chats and strengthen the partnership between the school and underrepresented families. Next year we are launching a Black Student Union, Spanish Immersion courses after school, and Emerging Bilingual intervention to support underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336016729|Dearborn Elementary Charter Academy|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.    At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.    Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC.  As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Dearborn Elementary Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family  Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).    Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.   As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Dearborn Elementary Charter Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.    SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.    Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.    As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Dearborn Elementary Charter Academy is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336016778|Dixie Canyon Community Charter|3|Dixie Canyon Community Charter School, as part of LAUSD, implements districtwide family engagement strategies that focus on building trust between staff and families. This includes training through micro-credential programs and access to regional family engagement teams. Locally, survey results show that 89% of parents feel welcome at the school, and 91% agree that teachers treat them with respect, reflecting strong site-level relationship-building practices .  Office staff interactions are similarly positive, with 87% of parents reporting that they are greeted when they visit and 80% indicating satisfaction with the school’s overall customer service. Teachers are consistently viewed as responsive and respectful, with 91% of families stating that teachers let them know about their child's progress . These results show clear progress in creating a welcoming, communicative environment for families. The school continues to maintain an open-door culture, with visible administrator presence during drop-off, regular parent-teacher conferences, and collaboration with ELAC and SSC parent leaders. These efforts are supported by LAUSD’s broader system of school-based and regional engagement supports.|Dixie Canyon Community Charter School, as part of LAUSD, implements districtwide family engagement strategies that focus on building trust between staff and families. This includes training through micro-credential programs and access to regional family engagement teams. Locally, survey results show that 89% of parents feel welcome at the school, and 91% agree that teachers treat them with respect, reflecting strong site-level relationship-building practices  Office staff interactions are similarly positive, with 87% of parents reporting that they are greeted when they visit and 80% indicating satisfaction with the school’s overall customer service. Teachers are consistently viewed as responsive and respectful, with 91% of families stating that teachers let them know about their child's progress  These results show clear progress in creating a welcoming, communicative environment for families. The school continues to maintain an open-door culture, with visible administrator presence during drop-off, regular parent-teacher conferences, and collaboration with ELAC and SSC parent leaders. These efforts are supported by LAUSD’s broader system of school-based and regional engagement supports.|Based on the analysis of survey data and local input, Dixie Canyon recognizes the importance of proactively engaging families who may be underrepresented in traditional school governance forums. The school’s English Learner and special education populations are underrepresented in parent engagement events despite targeted outreach efforts.  To address this, the school will offer parent office hours, increase interpretation services, and ensure key event invitations and flyers are translated into multiple languages. The SSC and ELAC will co-lead parent outreach efforts with support from office staff, ensuring that all families receive follow-up when events are missed.  Additionally, the school will pilot informal feedback tools (e.g., short surveys, exit slips at events) to capture input from families who may not engage through typical meeting structures. These actions will be tracked to ensure that underrepresented families have equitable access to participation and their voices inform school-level decisions.|Dixie Canyon Community Charter School, as part of LAUSD, implements districtwide family engagement strategies that focus on building trust between staff and families. This includes training through micro-credential programs and access to regional family engagement teams. Locally, survey results show that 89% of parents feel welcome at the school, and 91% agree that teachers treat them with respect, reflecting strong site-level relationship-building practices.  Office staff interactions are similarly positive, with 87% of parents reporting that they are greeted when they visit and 80% indicating satisfaction with the school’s overall customer service. Teachers are consistently viewed as responsive and respectful, with 91% of families stating that teachers let them know about their child's progress.  These results show clear progress in creating a welcoming, communicative environment for families. The school continues to maintain an open-door culture, with visible administrator presence during drop-off, regular parent-teacher conferences, and collaboration with ELAC and the school’s Local School Leadership Council (LSLC) and Governing Council parent leaders. These efforts are supported by LAUSD’s broader system of school-based and regional engagement supports.|While parent participation in school events is high, survey results indicate a need to improve outreach to families who may not have access to the same level of information. Only 65% of families agreed that they are included in important decisions about their child's education. Additionally, chronic absenteeism among English Learners was designated as RED on the California School Dashboard for 2023–24, with 39 English Learners included in the performance calculation. This identifies a critical need to increase meaningful engagement with EL families.  To address these findings, Dixie Canyon will focus on expanding informal engagement channels (such as small-group listening sessions), training staff in inclusive facilitation strategies, and providing translated information that is more proactive and culturally responsive.|Dixie Canyon will improve engagement of underrepresented families—especially families of English Learners, who were flagged in the 2023–24 Dashboard with RED chronic absenteeism status—by offering more personalized and culturally responsive outreach. The school will implement:  Bilingual office hours with administrators and staff  Increased access to interpretation services for all school events and meetings  Targeted progress meetings and attendance conferences for EL families  Collaboration with ELAC representatives and parent leaders from the LSLC and Governing Council to co-host attendance awareness campaigns  These efforts aim to build trust and consistent school participation among families whose children are at risk of disengagement. The school will track participation and feedback from these families to inform adjustments to engagement practices moving forward.|Dixie Canyon Community Charter School engages families in decision-making through its Local School Leadership Council (LSLC), Governing Council, and English Learner Advisory Committee (ELAC). These groups provide structured forums for family input on budget, safety, instructional planning, and school culture. School leadership consistently encourages family members to take active roles and ensures meeting access with translation when needed. Staff members are provided training and resources aligned to LAUSD guidance for shared governance and family inclusion. These structures reflect districtwide goals of family voice and collaboration in school governance.|Although families are active in LSLC and ELAC, survey data and informal feedback suggest that participation is not always demographically representative. Families of English Learners, in particular, are underrepresented in leadership roles, even though this group was flagged in the 2023–24 Dashboard as RED for chronic absenteeism. Dixie Canyon will focus on inviting and supporting more diverse family voices by proactively recruiting bilingual representatives, offering informational sessions in multiple languages, and reviewing meeting schedules for accessibility.|To ensure broader participation in advisory roles and school-level decisions, Dixie Canyon will implement specific outreach strategies to engage underrepresented families. These include direct invitations to participate in LSLC and ELAC, personalized follow-up by bilingual staff, and co-hosting orientation sessions for families new to the school or unfamiliar with shared governance structures. Meeting materials will be translated, interpretation will be offered live, and anonymous surveys will be used to gather feedback from families who do not attend meetings. These efforts aim to reflect the voices of all student groups in shaping school programs and priorities.|4|5|4|4|4|4|4|3|4|3|3|4|Met||2025-06-17|2025
19647336016869|El Oro Way Charter For Enriched Studies|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.  Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|El Oro Way Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|El Oro Way Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  El Oro Way Charter is included in these engagement policies and processes.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19647336016935|Encino Charter Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.    At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.    Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC.  As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary  is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Encino Charter Elementary will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).    Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.   As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Encino Charter Elementary will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.    SSC and ELAC members also receive support from the central office through the Family Academy  Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.    Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.    As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Encino Charter Elementary is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336017016|Fenton Avenue Charter|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools. The Charter School uses Renaissance and i-Ready to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Renaissance and i-Ready. State assessment data such as ELPAC and CAASPP are also imported into the database. Renaissance is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.|Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.|The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.|The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.|The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families. The Charter School contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.|The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647336017438|Hamlin Charter Academy|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Hamlin Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Hamlin Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Hamlin Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Hamlin Charter Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Hamlin Charter Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Hamlin Charter Academy is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19647336017529|Haynes Charter For Enriched Studies|3|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year|"Haynes has monthly ""Parents meet with the Principal"" to share updates, questions, and concerns."|Haynes encourages parent participation at Back to School Night, Halloween Parade, Parent Conferences,  STEAM Night, Read Across America, Spring Dance and Open House.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year. e continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|"Haynes has monthly ""Parents meet with the Principal"" to share updates, questions, and concerns."|Haynes encourages parent participation at Back to School Night, Halloween Parade, Parent Conferences,  STEAM Night, Read Across America, Spring Dance and Open House.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Haynes Charter encourages engagement of underrepresented families by consistently inviting their input by surveys on all important decisions such as curriculum, budget, representation, discipline. and school climate. We also evaluate data from the School Experience Survey.|"Haynes has monthly ""Parents meet with the Principal"" to share updates, questions, and concerns."|4|4|4|4|4|4|4|4|4|4|4|4|Not Met|||2025
19647336017693|Justice Street Academy Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Justice St. Academy Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Justice St. Academy Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Justice St. Academy Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Justice St. Academy Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Justice St. Academy Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Justice St. Academy Charter is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336017701|Kenter Canyon Elementary Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Kenter Canyon Elementary will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Kenter Canyon Elementary will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Kenter Canyon Elementary is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336017743|Knollwood Preparatory Academy|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Knollwood Preparatory Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Knollwood Preparatory Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Knollwood Preparatory Academy is included in these engagement policies and processes.|5|5|5|5|4|5|5|5|5|5|4|4|Met||2025-06-17|2025
19647336017891|Lockhurst Drive Charter Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|"Regularly held English Language Advisory Committee (ELAC) meeting help involve and keep parents with English Language Learners informed about how their student's are being supported and how they can support their students as well. Interpreters are provided for meetings to increase participation and communication. Parent presentations about assessment process, intervention opportunities, and tips to support students learning at home will will included in the ""Coffee with the Principal"" meetings."|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Lockhust Drive CES is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Lockhurst Drive CES will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Lockhurst Drive CES is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336018063|Marquez Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Marquez Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Marquez Charter will continue to use the self-reflection process to improve engagement of underrepresented families and to ensure cultural sensitivity in instructional practices, programs, and when analyzing data to address attendance and academic performance across student groups.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Marquez Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Marquez Charter will continue to use the self-reflection process to improve engagement of underrepresented families and to ensure cultural sensitivity in instructional practices, programs, and when analyzing data to address attendance and academic performance across student groups.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Marquez Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Marquez Charter will continue to use the self-reflection process to improve engagement of underrepresented families and to ensure cultural sensitivity in instructional practices, programs, and when analyzing data to address attendance and academic performance across student groups.|4|4|4|4|4|4|4|4|5|5|4|5|Met||2025-06-17|2025
19647336018204|Montague Charter Academy|3||||||||||||||||||||||Not Met|||2025
19647336018287|Nestle Avenue Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Nestle Charter ES is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|The Parent Center will be more active in providing workshops that parents are interested in attending. A survey will be provided to gauge parent interests and concerns. Translation earphones have also been purchased to be able to provide access to our many English Language Learners for meetings and workshops. Nestle staff is also diverse and represent the multiple languages spoken by our students and parents.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Nestle Charter ES is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Nestle will present more grade specific workshops to educate parents on State and District Standards. In addition teachers will conduct data chats with both parents and students during parent conferences and as needed to build strong partnerships and reinforce accountability.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Nestle Charter ES is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Nestle will continue to encourage families to become involved in School Site Council, Local School Leadership Council, PTA and Volunteerism.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19647336018634|Palisades Charter Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School utilizes district approaches as the foundation for engagement of underrepresented families. In addition to District approaches, Palisades CES devotes many resources to this effort. This includes weekly news letters from the principal, Coffee with the Principal, Volunteer engagement, website access, Parent Center, Community Liaison, and community events.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary school is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School utilizes district approaches as the foundation for engagement of underrepresented families. In addition to District approaches, Palisades CES devotes many resources to this effort. These include data sharing with parents regarding student progress, free in-person tutoring services for students, and additional online resources for parents to support student progress in Mathematics and English Language Arts.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary school is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School utilizes district approaches as the foundation for engagement of underrepresented families. In addition to District approaches, Palisades CES devotes many resources to this effort. These opportunities include monthly Governing Council meetings, monthly GC Committee meetings, monthly Booster Club meetings, annual survey of priorities, ongoing input for Budget allocation and continued collaboration between school and parent community.|4|5|4|4|4|5|5|4|5|5|5|4|Met||2025-06-17|2025
19647336018642|Pacoima Charter Elementary|3|Based on the analysis of partner input, PCS has the following strengths: 1. Two teacher-parent conferences a year 2. Parent-teacher communication via Parent Square 3. Monthly workshops presented by the classroom teacher for their class 4. Parent events such as Math, Literacy, STEAM nights, Back to School Night and Open House 5. Internal resource fairs to showcase all services that are provided to students and parents 6. Educational field trips for parents 7. All events are conducted in both English and Spanish|PCS will continue to provide workshops in the different academic areas. These workshops will be offered by teachers at times that will accommodate working parents|PCS will continue to reach out to all families. This year, we will focus on attracting a larger number of our African-American families to our parent meetings.|Based on the analysis of partner input, PCS has the following strengths: 1. We will continue to partner with the following agencies/ institutions - LAPD CSP -CSUN - Cal State Long Beach - El Centro De Amistad - Pacoima Community Initiative partners - Success for All Foundation - Think Together -Local Government Agencies - West Coast University School of Nursing|PCS will continue to provide workshops in the different academic areas. This workshops will be offered in the evening in order to allow working parents to participate.|Based on the analysis of educational partner input and local data, PCS will improve engagement of underrepresented families, such as our African American families by personalizing invitations to our school events and creating other avenues that will keep them engaged and informed.|Based on the analysis of educational partner surveys. The following strengths were identified: 1. Parent participation in School Site Council and English Language Advisory Committee 2. School Governance Board parent member 3. Parent surveys via Parent Square 4. Meeting announcements via social media, flyers, website and Parent Square|The following is an area of improvement identified by the educational partners: 1. Offer evening meetings for working parents|PCS will continue to seek input from all educational partners. PCS will offer morning and evening meetings to allow more parents to participate.|5|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-13|2025
19647336018725|Plainview Academic Charter Academy|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.    At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.  Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.    Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC.  As an Affiliated Charter in Los Angeles Unified, Plainview Academic Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Plainview Academic Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the FamilyAcademy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).    Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.   As an Affiliated Charter in Los Angeles Unified, Plainview Academic Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Plainview Academic Charter Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.    SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.    Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.    As an Affiliated Charter in Los Angeles Unified, Plainview Academic Charter Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Plainview Academic Charter Academy is included in these engagement policies and processes.|5|5|5|5|4|5|5|4|5|5|4|4|Met||2025-06-17|2025
19647336018774|Pomelo Community Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Pomelo Community Charter is included in these engagement policies and processes|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Pomelo Community Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing opportunities for parents to be informed about school policies and current information. This will be achieved through the use of Class DOJO and SMORE, which provide translation support for parents. Translation support for the variety of languages present in our community, utilizing live translators as available or technology, to ensure that parents can provide feedback, ask questions, and feel valued members of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Pomelo Community Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes. Increasing daily attendance will be the primary focal point, and providing parents with an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the Parent Leader Series, which covers training aligned with committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in the Los Angeles Unified School District, Pomelo Community Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Pomelo Community Charter is included in these engagement policies and processes.|5|5|3|4|3|4|3|4|4|4|4|3|Met||2025-06-17|2025
19647336018923|Riverside Drive Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Riverside Drive Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the increasing variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong, and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Riverside Drive Charter School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point, and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter School is included in these engagement policies and processes.|4|4|4|4|4|4|5|4|5|5|4|4|Met||2025-06-17|2025
19647336019079|Santa Monica Boulevard Community Charter|3|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.|The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools. The Charter School uses Renaissance and i-Ready to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Renaissance. State assessment data such as ELPAC and CAASPP are also imported into the database. Renaissance is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.  Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.|Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.|The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.|The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.|The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families. The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.|The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19647336019111|Serrania Avenue Charter For Enriched Studies|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Serrania Avenue Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Serrania Avenue Charter for Enriched Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Partnerships for Student Outcomes. Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Serrania Avenue Charter for Enriched Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Serrania Avenue Charter for Enriched Studies will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Serrania Avenue Charter for Enriched Studies is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Serrania Avenue Charter for Enriched Studies is included in these engagement policies and processes.|4|4|5|5|4|4|5|5|5|5|5|5|Met||2025-06-17|2025
19647336019186|Sherman Oaks Elementary Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Sherman Oaks Elementary Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Sherman Oaks Elementary Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Leadership Opportunities  will be provided for parents. Parents will be invited to serve on site councils,  committees,  and/or event planning groups.  Parent workshops will be provided on how to navigate the school system, support homework/study habits, and understanding IEP's and GATE programs.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Sherman Oaks Elementary Charter is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336019392|Superior Street Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Based on the analysis of educational partner input and local data, Superior Street Elementary has identified several underrepresented family groups that require more effective engagement strategies. These groups include non-English speaking families, families with low socioeconomic status, and those with limited prior involvement in school activities. To address these challenges and improve engagement, we will implement the following strategies:  Enhanced Communication Channels Multilingual Outreach: Develop and distribute materials in multiple languages, ensuring accessibility for non-English speaking families. This includes newsletters, event flyers, and social media updates. Technology Integration: Utilize email, text messages, and school apps for timely updates. Provide training sessions for parents on using these tools.  Inclusive School Events Flexible Scheduling: Vary the times school events are held to accommodate diverse schedules.  Collaborative Decision-Making Family Advisory Committees: Continue to incorporate diverse family representatives in advisory committees to provide input on school policies, programs, and initiatives. The approach described above will strengthen relationships with our families and lead to improved educational outcomes for our students.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Based on the analysis of educational partner input and local data, Superior Street Elementary has identified several underrepresented family groups that require more effective engagement strategies to build partnerships for student outcomes. These groups include non-English speaking families, families with low socioeconomic status, and those with limited prior involvement in school activities. To address these challenges and improve engagement, we will implement the following strategies:  Strengthening Communication Bilingual Resources: Create and share resources in multiple languages to ensure all families have access to important information. This includes translating newsletters, event announcements, and academic resources. Parent Workshops: Host workshops focused on helping parents support their children’s learning at home. These will cover topics like literacy, math skills, and navigating educational technology.  Collaborative Initiatives Community Partnerships: Partner with local organizations to provide additional support and resources for families, such as tutoring services, after-school programs, and family counseling.  Inclusive School Programs Volunteer Opportunities: Continue to increase opportunities for families to volunteer in classrooms, during school events, and in extracurricular activities, making it easier for all families to get involved. Family Engagement Events: Organize events that bring families together to learn about student progress and celebrate achievements, such as family nights and academic showcases.  By implementing these strategies, we aim to build stronger partnerships with all families, leading to better student outcomes and a more connected school community.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Based on the analysis of educational partner input and local data, Superior Street Elementary has identified several underrepresented family groups that require more effective engagement strategies to enhance decision-making processes. These groups include non-English speaking families, families with low socioeconomic status, and those with limited prior involvement in school activities. To address these challenges and improve engagement, we will implement the following strategies:  Inclusive Communication Channels Multilingual Outreach: Ensure all communication regarding decision-making processes is available in multiple languages. This includes meeting notices and informational documents. Accessible Information: Use various platforms—such as emails, text messages, social media, and school apps—to share information about decision-making opportunities with all families.  Strengthening Advisory Committees Diverse Representation: Actively recruit diverse family representatives to participate in school advisory committees. This ensures that a wide range of perspectives are included in decision-making processes. Regular Meetings: Hold regular advisory committee meetings to discuss school policies, programs, and new initiatives. Provide translation services during these meetings to ensure all participants can contribute meaningfully.  Providing Education and Resources Coffee with the Principal: Offer information during Coffee with the Principal to educate families on how the school decision-making process works and how they can be involved. Inlcude information to cover effective ways to provide input and advocate for their children's needs.  By implementing these strategies, we aim to foster a more inclusive environment where all families feel empowered to contribute to decision-making processes. This approach will help build stronger partnerships and ensure that our school.|4|4|4|5|4|4|5|4|5|5|4|5|Met||2025-06-17|2025
19647336019525|Topanga Elementary Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Topanga Elementary Charter School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Topanga Elementary School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Topanga Elementary School School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Topanga Elementary School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Topanga Elementary Charter School is included in these engagement policies and processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19647336019533|Topeka Charter School For Advanced Studies|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Topeka Charter School for Advanced Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Topeka Charter School for Advanced Studies will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Topeka Charter School for Advanced Studies is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336019673|Van Gogh Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.  Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, an Gogh is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Families engagement of underrepresented families will be improved in relation to Building Relationships Between School Staff and Families. by holding Coffee with the Principal. ELAC / SSC Meetings, school events, Parent Workshops, and Parent/Student Data Chats. 	Ideas - Van Gogh will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Van Gogh is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Ideas - School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Van Gogh Charter is included in these engagement policies and processes.|4|4|5|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19647336019715|Vaughn Next Century Learning Center|3|"Vaughn seeks parent input and participation in the governance of the school consistently throughout the school-year. The school has a dedicated Family and Community Center wherein parent education courses and access to a myriad of services are available, and monthly parent forums are held to inform parents of school and community related issues. Vaughn has resumed parent engagement in-person fully this year including in person Back to School Night and Parent Conferences. This provides opportunities to connect and build relationships in a meaningful way. . Our site directors host monthly ""Coffee with the Director"" sessions in order to connect and welcome parents to collaborate and learn about the school staff, programs, and support. Some sites use parent feedback to drive topics for future meetings. Our Parent Square platform has been very helpful to support home-school communication. This platform allows parents and staff to communicate in each person's preferred language and is available through email, app, text, and phone."|We will be working on continuing to support staff to learn about student’s families strengths, cultures, languages, and goals for their families. We have added a PD that address Equity, Inclusion to our mandated training for all staff at the beginning of the year. We would like to add in an opportunity for staff and families to connect at the beginning of the school year as we have discontinued our Compact signing day which provided that connection point and there has been an request from both families and staff to provide an opportunity in the coming year.|We will continue to meet our families where they are and encourage them to engage as much as they can. We hold our parent events at various hours and often include a virtual option for parents who are unable to attend in person. We have added a translator position to address the translation needs of our families for both IEPs and for documents that are sent to families who may need translation. Our Community and Family Center offers a variety of services for families that range from basic services, connecting families to outside resources, and personal development classes.|Vaughn believes that partnerships with families and outside agencies are of the utmost importance when it comes to impact on student outcomes. Vaughn has many strengths in regards to building these partnerships. Vaughn regularly provides parents and guardians with updates regarding theirs child's progress. These updates include progress reports, report cards, conferences, and access to online gradebooks. Vaughn also provides data to parents through reports from diagnostic assessments and summative assessments. Vaughn has established relationships with many partners that work closely with us to support our student's needs. These partnerships include Providence Health, Kaiser, DCFS, Luminarias, Sycamores, El Centro de Amistad, Our House Grief, Phoenix House, MEND, GEAR Up, School Climate Transformation Grant, Tia Chuha's, and EduCare.|We will continue to work towards educating our families on their rights and support them in advocating for their students. We will also continue to include parent voice and meet them where they are so that they can partner with us in the way that works best for them to improve student outcomes. We will also continue to seek input and authentic participation in decision making for families.|Vaughn will continue to make varied efforts to engage underrepresented families including multiple ways of participation in various efforts. We will work towards including more parent voices in governance by increasing recruitment efforts for ELAC and Governance Committees. We will also work to increase parent use of our communication software Parent Square so that they are aware of opportunities to engage. Additionally, Vaughn will continue to seek out families who are underrepresented through various means such as individualized phone calls and by providing opportunities to engage with the school in ways that are meaningful to families.|Vaughn has well established opportunities for staff to engage parents in decision making. These include educational partner representation on our Governing Board and Governance Committees including our English Learner Advisory Council and School Site Council (Partnership). Vaughn also provides opportunities for parents to provide feedback that then guide decisions about programs, services, and supports. Vaughn also uses surveys that guide us to make decisions such as our annual LCAP and Local Indicators Feedback Survey, School Climate Survey, and various other surveys that are determined on a year to year basis.|Vaughn would like to increase participation by parent and partners in our committee structure in order to have more authentic deep conversations and input in our decision making process. We are in the process of evaluating what methods might improve our process and additional ways of improving input for decision making.|Families that are underrepresented are critical voices that we want to increase in our process for seeking input for decision making. We will continue to reflect on meeting times and methods that allow for all families to participate. We will also be surveying families in order to find out what areas they may want more information about so that they can be equal partners in our process of shared governance.|4|4|4|4|4|4|4|4|4|3|3|3|Met||2025-06-25|2025
19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Welby Way Charter and Gifted Magnet Elementary School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Welby Way Charter and Gifted Magnet Elementary School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.  Monthly leadership meetings are also offered to all families along with Coffee with the Principal to provide families with opportunity to provide input, leadership, and learn.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Welby Way Charter and Gifted Magnet Elementary School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Monthly coffee with the principal and parent meetings will be offered at various times in the morning and afternoon to provide a variety of opportunities for families to feel included and learn about school priorities throughout the school year.   These meetings will also be offered on zoom so parents can participate from home and work if needed.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Welby Way Charter and Gifted Elementary School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Welby Way and Gifted Magnet Elementary School is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336019939|Westwood Charter Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Westwood Charter Elementary works to build relationships between families and the school community by holding monthly Principal Coffee's, Family Nights, Back to School Night, Open House, Home Visits, Local School Leadership Council and School Based Mangement Meetings. Parents are encouraged to attend, and information is provided through the school website, weekly email updates, BBC and fliers.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Westwood Charter Elementary will improve engagement of underrepresented families by holding monthly Principal Coffee's, Family Nights, Back to School Night, Open House, Home Visits, Local School Leadership Council and School Based Mangement Meetings. Parents are encouraged to attend, and information is provided through the school website, weekly email updates, BBC and fliers.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Westwood Charter Elementary will improve engagement of underrepresented families by holding monthly Principal Coffee's, Family Nights, Back to School Night, Open House, Home Visits, Local School Leadership Council and School Based Mangement Meetings. Parents are encouraged to attend, and information is provided through the school website, weekly email updates, BBC and fliers.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336019954|Wilbur Charter For Enriched Academics|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Wilbur Charter for Enriched Academics will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Wilbur Charter for Enriched Academics will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.  As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Wilbur Charter for Enriched Academics is included in these engagement policies and processes.|4|4|4|5|5|5|4|5|5|5|5|5|Met||2025-06-17|2025
19647336020036|Woodlake Elementary Community Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary Community Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|The continued use of Coffee With the Principal, Home Visits, and Family and Community Engagement Events (Digital Citizenship Week, Computer Science Week, STEAM Night, Literacy Night) is an area of focus for the 2025-2026 school year.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary Community Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Woodlake Elementary Community Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary Community Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|The continued use of multiple surveys, QR codes, school-wide Blackboard Connect Messages, and classroom-teacher communication is an area of focus for the 2025-2026 school year.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19647336020044|Woodland Hills Elementary Charter For Enriched Studies|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary CES is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|The principal holds monthly Coffee With the Principal meetings. The English Language Learner designee holds six meetings per year with the the English Learner Advisory Committee. The GATE coordinator will hold two meetings with families of GATE students. Our booster club holds monthly meetings and community events throughout the year.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary CES is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|The school will continue to reach out to our underrepresented families through school email, our website, and flyers to remind them of the many opportunities to be involved engage in student achievement. Parent conferences will be held once a year or more if more if requested. We will share information on after school tutoring on line and in person.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary CES is included in these engagement policies and processes|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|The Local School Leadership Council, Governance and English Learner Advisory Committee meetings will be posted on our website and shared in our weekly school emails. Students will be given incentives for parent attendance.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336057988|Emerson Community Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.    At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.    Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.    Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Emerson Community Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community. Emerson will continue to engage with our advisory committees (i.e ELAC, BSAP) to ensure the engagement of underrepresented families.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).    Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.   As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Emerson Community Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.    SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.    Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.    As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these engagement policies and processes.|5|5|4|5|4|3|4|4|4|4|4|3|Met||2025-06-17|2025
19647336058150|Louis Armstrong Middle|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Louis Armstrong Middle is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Armstrong will continue to conduct staff professional development on the importance of engaging with families and how to engage with parents. Armstrong will also provide parent education programs in English and Spanish on school programs, advocacy and how to engage with the school. Our Black Student Achievement Plan program will continue to strengthen its parent network and engagement programs. Communications and parent programs will be provided in multiple languages and designed based on parent needs. Programs such as Coffee with the Principal and Cocoa with the Counselors will continue to be offer to strengthen relationships with all members of our school community and the participation of underrepresented families will be addressed through the use of the BSAP Counselor, BSAP Community Representative and our Parent Center Director.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Louis Armstrong Middle is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Armstrong's Black Student Achievement Plan Community Representative, the BSAP School Climate Advocate and the Community Representative who serves as the Parent Center Director will continue to work collaboratively to build a parent network and identify opportunities to engage underrepresented families in relation to building partnerships for student outcomes.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Louis Armstrong Middle is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Our community representatives, Title I coordinator, and school climate advocate will actively build parent communication tools and personally seek out underrepresented families to ensure their inclusion in opportunities to contribute their input for decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19647336058267|Paul Revere Charter Middle|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Paul Revere is dedicated to enhancing family engagement, particularly with underrepresented families. In addition to traditional events like Open House and Back to School Night, our teachers organize enriching after-school activities that showcase student talents in theater, music, art, and writing. Monthly Coffee with the Principal sessions provide families with updates on school programs and initiatives.  Our parent group offers a variety of activities designed to support and foster an inclusive school culture for all families. In collaboration with PRIDE, our parent group, we host a range of workshops aimed at building stronger school-home connections. Our Psychiatric Social Worker (PSW) also leads a number of family-centered activities and parent meetings that promote social-emotional well-being for both students and caregivers. Furthermore, our Pupil Services and Attendance Counselor (PSA) works tirelessly to ensure students come to school prepared with the materials and support they need to succeed.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Based on the analysis of educational partner input and local data, Paul Revere will improve engagement of underrepresented families by strengthening two-way communication and expanding access to school activities. To build partnerships for student outcomes, we will continue to provide regular updates on student progress and offer learning resources for home use. Recognizing the diverse needs of our families, we will host on-campus parent meetings and offer virtual participation options for those who cannot attend in person.  To address barriers to engagement, we will actively reach out to families who have been absent from school events to better understand their circumstances and develop responsive strategies that foster meaningful participation. A key area of focus will be improving daily attendance by creating safe spaces for parents to share the root causes impacting attendance and collaborating on supportive solutions. Through consistent outreach and inclusive practices, we aim to build trust and promote shared responsibility for student success.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these engagement policies and processes.|5|5|5|5|5|4|5|4|5|5|5|4|Met||2025-06-17|2025
19647336061477|George Ellery Hale Charter Academy|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Hale Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Hale Charter Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Hale Charter Academy is included in these engagement policies and processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336061543|Alfred B. Nobel Charter Middle|3|Building Relationships between School Staff and Families LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy. At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.  Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school. Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15). Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making. SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures. Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants. As an Affiliated Charter School in Los Angeles Unified, Alfred B. Nobel Charter is included in these engagement policies and processes.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).|Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.|Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants. As an Affiliated Charter School in Los Angeles Unified, Alfred B. Nobel Charter is included in these engagement policies and processes.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).|Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants. As an Affiliated Charter School in Los Angeles Unified, Alfred B. Nobel Charter is included in these engagement policies and processes.|Nobel Charter Middle School will work to improve engagement of underrepresented families by inviting parents to regularly scheduled meetings and presenting surveys for them to provide input and recommendations. Those recommendations will be considered when creating programs and activities for students. We will also provide post reflection surveys for additional feedback and improvement. Nobel Charter Middle School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336061584|Gaspar De Portola Charter Middle|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Gaspar De Portola is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Gaspar De Portola will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Gaspar De Portola is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Gaspar De Portola will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Gaspar De Portola is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Gaspar De Portola is included in these engagement policies and processes.|4|5|4|4|5|4|5|4|5|5|4|5|Met||2025-06-17|2025
19647336071435|Castlebay Lane Charter|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Castlebay Lane Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.  Castlebay Lane Charter has also begun using a newsletter format that can be translated immediately into any language which allows Castlebay parents to access the weekly information being sent home.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Castlebay Lane Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Castlebay Lane Charter is included in these engagement policies and processes.|4|5|3|4|4|4|5|4|5|5|5|5|Met||2025-06-17|2025
19647336094726|Community Magnet Charter Elementary|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|At Community Magnet Charter School, engagement of underrepresented families will be improved in relation to Building Relationships Between School Staff and Families by providing parent workshops and meetings that support parents in helping students academically, providing social-emotional strategies, and parent involvement in school decisions and activities. 	Ideas - Community Magnet Charter School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|At Community Magnet Charter School, engagement of underrepresented families will be improved in relation to Building Partnerships for Student Outcomes by having data chats with parents about their child's progress and providing parent workshops on strategies to support students at home. We will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|At Community Magnet Charter School, parents are invited to participate in the decision-making process through our school's Community Council and provide opportunities to come to Council meetings to voice their concerns. Parent representatives are appointed at each grade level to provide additional support to families to communicate with the school. Other ways LAUSD seeks input is through three District wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified,  Community Magnet Charter School is included in these engagement policies and processes.|5|5|4|5|4|4|4|4|5|5|5|5|Met||2025-06-17|2025
19647336097927|Open Charter Magnet|3|LAUSD is implementing a team-based approach to family engagement at schools, emphasizing the importance of strengthening relationships between teachers and parents through varied professional development initiatives. This approach is a key focus in the District’s: family engagement micro-credential courses, family engagement professional development summits, aspiring pipeline programs; trainings hosted with Human Resources, and the family empowerment rubric instrument. Other key strengths in relationship-building include a family hotline, dedicated regional family and community engagement teams, the LAUSD Volunteer Program, and the Family Academy.   At the Region and Central office, personnel will continue to amplify the Region Ambassadors engagement strands of Special Education, English Learners, and the LCAP. The District will also Page 2 of 4 place greater supports to increase participation of families in the Equity Course Pathways, which is an offering of four courses hosted with the Division of Adult and Career Education.   Federal policy also requires Title I schools to develop a Title I Parent and Family Engagement Policy. This policy highlights resources and workshops offered in collaboration with school staff and community agencies to foster bridges and two-way communication between the home and the school.   Families are supported in understanding District policy, exercising their legal rights, and advocating for students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). Each year, 100% of required schools have followed procedures to establish both an SSC and an ELAC. As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Open Magnet Charter School is committed to ensuring success through strong relationships with our underrepresented populations. We mindfully examine our own biases, seek to understand different perspectives, and are empowered to advocate for ourselves and others. Through this work and in conjunction with our Black Student Achievement Plan and our DEI committee we are united as a community in the work to have strong relationships and student outcomes for each of our students and their families.|Strengthening relationships between families, students, and their schools to improve student success continues to be a priority of the Los Angeles Unified Strategic Plan. Participation levels and “customer” satisfaction is tracked through school site engagement data that tracks interactions facilitated for families and engagement opportunities organized through Regions and the Family Academy Course Catalogues. Engagement highlights include high rates of parents linked to Parent Portal accounts (87%), and parent volunteerism (from 12,000 in 2022 to over 37,000 in 2024-15).   Areas of improvement in Building Partnerships for Student Outcomes include ongoing collaboration through the Family Academy, which continues to focus on increasing the participation of diverse families in-person and online. Engagement through online platforms remains strong and we are actively working with school sites to implement a new outreach framework to further enhance in-person participation.  As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter School is included in these engagement policies and processes.|The continued alignment of school staff professional development is an area of focus for the 2025-2026 school year.|Open Magnet Charter School is committed to ensuring success through strong relationships with our underrepresented populations. We mindfully examine our own biases, seek to understand different perspectives, and are empowered to advocate for ourselves and others. Through this work and in conjunction with our Black Student Achievement Plan and our DEI committee we are united as a community in the work to have strong relationships and student outcomes for each of our students and their families.|Our strategies are designed to honor the perspectives of the diverse students, families, and communities we serve. For school site councils, committees, and Title I family engagement, LAUSD offers a sequence of learning opportunities for families and educators to engage in shared decision-making.   SSC and ELAC members also receive support from the central office through the Family Academy Council and Committee Parent Leaders series. These central committees host monthly business meetings or training sessions, participate in subcommittees, and attend the parent leader series, which covers training aligned to committee responsibilities and procedures.   Areas for improvement in seeking input for decision-making include increasing family participation through Region Ambassadors for LCAP, English Learners, and Special Education. These sessions are offered in-person and online throughout the school year. Region Ambassador sessions began in the 2023-24 school year to encourage greater input and ensure better representation of English learners, students with special needs, and those interested in learning about the LCAP. During the 2024-25 school year, approximately 3,400 participants joined as Ambassadors, representing an increase of over 1,000 participants.   As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter School is included in these engagement policies and processes.|The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2025-2026 school year.|Open Magnet Charter School is committed to ensuring success through strong relationships with our underrepresented populations. We mindfully examine our own biases, seek to understand different perspectives, and are empowered to advocate for ourselves and others. Through this work and in conjunction with our Black Student Achievement Plan and our DEI committee we are united as a community in the work to have strong relationships and student outcomes for each of our students and their families. We include our underrepresented families in our decision making process and make continued effort to hear each voice through virtual meetings, community events, town halls, and surveys.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336112536|Accelerated|3|In the 2024-25 school year, the addition of the two-way communication platform, Parent Square, has aided communication with families. Teachers can directly contact families and messages are automatically translated to both English and Spanish. Additionally, there were multiple opportunities for family engagement through classes, workshops and teacher-led activities.   An area for growth is to improve opportunities for parent voice and greater parent involvement in academics.|The focus areas for improving relationships between school staff and families are: 1- Further developing communication between staff and home (by increasing usage of ParentSquare and regular communication outside of scheduled academic checkpoints like conferences, progress reports and report cards)  2- Increasing opportunities for family engagement with academics  3- Increasing the breadth of parent voice through varied engagement methods (focus groups).|We aim to improvement engagement of underrepresented families by:  -	Offering meetings and events during both morning and evenings to accommodate work schedules -	Reaching out to underrepresented families to do surveys and get feedback over phone and inviting to focus sessions -	Scheduling parent events in conjunction with student showcases and performances when attendance is the highest.|Strengths include systems in place to communicate regularly with families about policies, events, and student progress.|Our greatest area of improvement is to support teachers to build and sustain partnerships with all families, especially in upper elementary and middle school.|We aim to improvement engagement of underrepresented families by:  -	Training teachers on building partnerships for learning with families -	Offering meetings and events during both morning and evenings to accommodate work schedules -	Reaching out to underrepresented families to do surveys and get feedback over phone and inviting to focus sessions -	Scheduling parent events in conjunction with student showcases and performances when attendance is the highest.|We have regular and well attended PAC, ELAC and DELAC meetings. This year we created a more systematic way to collect parent concerns through a QR code form so that we were tracking follow-through with parent feedback and concerns.|We regularly receive feedback from a consistent group of parents and would like to broaden our scope of families that provide input on decision making.|We aim to improvement engagement of underrepresented families by:  -	Training teachers on building partnerships for learning with families -	Offering meetings and events during both morning and evenings to accommodate work schedules -	Reaching out to underrepresented families to do surveys and get feedback over phone and inviting to focus sessions -	Scheduling parent events in conjunction with student showcases and performances when attendance is the highest.|4|4|3|4|3|4|4|4|4|4|3|3|Met||2025-06-27|2025
19647336114912|Watts Learning Center|3||||||||||||||||||||||Not Met|||2025
19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|3|PUC CCMS/CCECHS creates opportunities for administrators, teachers, and classified staff to learn more about our families and how to cultivate positive relationships with them. PUC CCMS/CCECHS facilitates multiple professional development for faculty and staff that allows for them to learn about school demographics and the families in which they serve. Additionally, PUC CCMS/CCECHS facilitates multiple parent-teacher conferences, Family Success Team meetings, monthly parent meetings with school admin, and Data Nights that allows teachers, parents, and students to set academic goals and provide a safe space for parents feedback. Due to remote learning, we have implemented quarterly family surveys to highlight areas of achievement and focus. Furthermore, many of our faculty and staff are bilingual, but we also provide translators during all parent meetings when necessary. All parent communication is sent home in two languages-English and preferred language.|An area of focus we would love to continue to grow is in the area of ensuring we are receiving live feedback from all stakeholders (students, parents, and staff) to ensure we are supporting the families of today and tomorrow.|Besides the PUC Schools online survey, we would like to conduct our own internal survey at key points in the school year to ensure we are meeting the needs of the community we are very PROUD to serve.|PUC CCMS/CCECHS develop a yearly Family Engagement Scope & Sequence that provides numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These monthly events include Back To School Night, Winter Arts Performance, Parent-Teacher Conferences, Student-Led Conferences, Spring Arts Performance, Academic Award Assemblies, Coffee with the Principals, and Data Nights.|One area of focus we would like to do is make our parent events more personable by giving depth vs breath.|One way we plan to see it come to action is by making quarterly parent conferences over a two day span for parents to connect with teachers in a more personal level rather than a family night.|PUC CCMS/CCECHS facilitate collaborations with administration, families, and teachers to identify, plan, design, implement, and evaluate activities at the school site level. PUC CCMS/CCECHS facilitate quarterly SSC and ELAC meetings, Coffee with the Principals, and quarterly parent surveys are distributed throughout the school year.|A focus area for development would be supporting all family members to effectively engage in advisory groups and with decision-making.|While we understand that not all parents can come at the same time, we are constantly asking for feedback on how we can improve our practice to accommodate our current families work schedule. In partnerships to use live time data, we also want to make sure we are supporting our subgroup parents by reaching out to them personally and inviting them to special family school related events. Having our teachers make meaningful connections. An area we would like to use to increase their voice is through the SSC/ ELAC committee.|5|5|5|5|5|4|5|4|4|4|4|4|Met||2025-06-05|2025
19647336117048|ICEF View Park Preparatory Elementary|3|Based on the analysis of data, View Park Prep Elementary School (IVPPE) has multiple strengths as it relates to building relationships between the school staff and families.  All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class.  The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns.  At the beginning of each year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school.  Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to success.  Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans.  Translators are made available for parent meetings and communications with the front office staff to ensure that every parent has equitable access to information about their child.  All teachers and parents are connected through the ClassDojo App allowing two-way communication at any time from either party.  IVPPE staff work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns.  The office staff does their best to ensure that parents receive quality service during every interaction they have with the school.  The administration, community resource coordinator, school office manager and campus aides are normally the first contact for parents.  All of the above do what they can to be helpful to parents and empathetic to their concerns. ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school. The social worker helps with students exhibiting behavior and/or attendance challenges and well as supports families in need; to connect them to outside resources.  All View Park staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them.  IVPPE parents have opportunities to connect with the school through a number of venues.  Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires.  The Parent Advisory Council assists with making decisions about the direction that they would like to see the school move toward. They get regular updates and provide input to the school on what they feel is going well and what concerns the school needs to be aware of.|Based on input from parents, View Park Elementary is continuing to focus on improving the methods of how we communicate what is happening at the school.  Increased communication will increase the amount of participation that we get for each of our events.  We have a lot of opportunities for parents and staff to connect with one another. The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful.  With the reduction of Covid restrictions, we’ve been able to offer all in-person events for families this year.  This has helped to increase engagement and connection with families.  This will continue into the future.  View Park Prep Elementary School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement.|View Park Elementary School will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families.|View Park Elementary  parents have access to the PowerSchool Parent Portal so they are able to regularly review their child’s grades.  Parent Conferences are held twice a year, to review student progress and discuss needed interventions for improved outcomes. Additionally View Park Elementary School holds Student Support and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students.  The SSPT process is designed to allow the admin, school psychologist, school counselor, instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind.  View Park Elementary School also has an Attendance team which consists of an administrator, counselor, Community Schools Coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school.  We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars.|At View Park Elementary School we will hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development. Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students.  Students then have the opportunity to review and reflect on their personal performance as well as celebrate successes and set goals for improvement.  School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered around lesson planning and reviewing formative/summative assessment data.  View Park Elementary teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth.|View Park Elementary will improve the engagement of underrepresented families in decision-making by offering alternate times for events (later and earlier in the day). Additionally although all parent meetings are offered in-person, we will ensure that there is a virtual option for parents unable to attend.  Our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc.  Through this regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.|View Park Prep Elementary School offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process.  These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council, School Surveys and other formal and informal methods.  Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice.|View Park Prep Elementary School is developing a parent focus group process designed to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions.|View Park Elementary will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.|3|4|4|4|4|4|3|2|3|4|3|3|Met||2025-06-26|2025
19647336117667|Camino Nuevo Charter Academy|3|a. CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.  b. A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.  C. Professional development sessions are held for staff on how to build meaningful relationships with families.  D. Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement.   E. Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.  F. Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  G. Sites host school events and classroom activities where families can attend and interact with staff.  H. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2024 Family Survey, 96% percent of families strongly agree or agree that they feel welcome at their child’s school.  I. Our family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 75%.|It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.|To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.|Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include: a. Prepping families/students for SBAC/ELPAC b. Understanding SBAC/ELPAC results/reports c. Our Special Education Program d. How to have Successful Parent-Teacher Conferences e. Getting Familiar with our Math and ELA Curriculums and Assessments f. I-Ready Math g. Understanding our Mental Health Program  Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.  Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.  Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.|To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.|To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.|Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as on school practices/changes that affect their children.  All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.  Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.    During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.    Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquire about an issue.|Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.|Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.|3|4|3|5|3|5|4|3|3|3|3|2|Met||2025-06-17|2025
19647336119044|Multicultural Learning Center|3|MLC continues to demonstrate strength in cultivating meaningful partnerships with families, grounded in mutual respect and open communication. At the start of each school year, we host bilingual in-person orientations known as Parent Camps to welcome new families and begin establishing strong, collaborative relationships. Our approach emphasizes accessibility and clarity, with all communication—both from administration and teachers—shared in English and Spanish through our widely adopted ParentSquare platform. With 100% family enrollment, this tool has become integral to our communication strategy.  Our bilingual staff ensures that every family can engage in a language they’re comfortable with, fostering a more inclusive environment. Results from our most recent parent survey reflect this success: 95% of families believe MLC honors their children’s diverse backgrounds, and the same percentage report that their children enjoy attending school. In addition to regular updates, we offer multiple opportunities for families to be involved on campus—from classroom volunteering to community events—allowing for organic, relationship-building interactions between staff and families throughout the year.|This year, MLC launched the Panda Parent Committee (PPC), a new initiative developed in collaboration with a dedicated group of parent leaders identified through our spring Parent Circles. These volunteer parents met with the school’s leadership team over the summer to co-create a plan for fostering stronger connections between families and school staff. The PPC’s self-defined mission is to unite MLC families into a welcoming, inclusive community.  Open to all parents and guardians of students in TK–8th grade, the PPC meets biweekly on our elementary campus and plays a central role in building relationships across the school community. The committee organizes and leads family-focused events such as Family Fun Night, Penny Wars, and the Spring Fling Dance. They also coordinate Room Representatives, who serve as vital liaisons between individual classrooms and school administration—helping to support communication, schoolwide events, and volunteer engagement.  In its first year, the PPC also supported key school events like Back to School Night, Halloween Parade, the Book Drive, Staff Appreciation Week, and Student Council's Talent Show. While we are proud of this foundation, recent parent survey results show that only 55% of families currently feel connected to other MLC parents, though 70% expressed interest in additional school-facilitated opportunities to build those relationships. Based on this feedback, we recognize a need to expand and refine our outreach so that all families—especially those who may not yet be engaged—can find meaningful ways to connect. Strengthening these peer-to-peer relationships will remain a key focus for the upcoming year.|MLC continues to see strong participation from families across all backgrounds in events where teachers and students are directly involved—such as parent-teacher conferences, field trips, Back-to-School Night, and grade-level end-of-unit celebrations. These moments foster meaningful connections and consistently draw high attendance. The introduction of PPC events has also contributed to increased engagement from historically underrepresented families, creating a more welcoming and inclusive environment.  However, we recognize ongoing challenges in attracting underrepresented parents—particularly monolingual Spanish-speaking families—to formal leadership roles, such as participation in advisory groups. While our PPC leadership is culturally diverse and includes many bilingual members, this subgroup remains underrepresented in school governance and decision-making spaces.  To address this, we plan to work with PPC over the summer and help them expand volunteer opportunities that offer multiple levels of engagement and build confidence among families who may be newer to school involvement. We also recognize that our Expanded Learning Program partner, Woodcraft Rangers supports many of our underrepresented families and there is opportunity within their program and event structure that we could tap into. We will continue to build on our culturally responsive schoolwide events by actively incorporating family input and support, helping to create spaces where all voices are valued and reflected. Through these efforts, we aim to nurture stronger relationships and open new pathways for leadership and connection.|MLC has established consistent, well-structured systems for sharing student progress, which have become a trusted part of our school culture. This reliability—through routine assessments, clear grading practices, and frequent communication—helps foster strong partnerships between families and school staff. Parents view the school team as experts in their children’s learning journey and are eager to collaborate in support of their academic success. According to our most recent parent survey, 98% of families are satisfied with the level of communication they receive from staff.  At Back-to-School Night, teachers clearly communicate grade-level expectations and introduce families to the relevant state standards, helping to build shared understanding from the outset. On our elementary campus, student progress is formally reported three times per year, with all families participating in a parent-teacher conference during the first reporting period. These conferences include discussions of initial benchmark data (such as NWEA assessments), reading levels, and individualized growth goals.  At the middle school level, we provide real-time access to student performance through an online gradebook, which allows students and families to monitor assignments, attendance, and academic progress throughout the year. Additionally, progress reports are issued every 10 weeks, and teachers are expected to hold conferences with families of students who are not meeting academic expectations. These structures ensure that families remain informed and involved as active partners in supporting student outcomes.|One of our ongoing focus areas for improvement is deepening families' understanding of academic expectations and equipping them with tools to support student achievement at home. To that end, we continue to host grade-specific academic snapshot breakfasts each spring, led by the Principal. These gatherings provide families with timely insights into student performance based on winter NWEA benchmark data and an overview of the academic standards for the upcoming grade level. While we celebrate the progress made across all grade levels in Math, English Reading, and Spanish Reading, we also share that many students are still working toward grade-level proficiency. These honest conversations help reinforce the importance of both growth and achievement, and position families as critical partners in supporting learning beyond the classroom.  The breakfasts are designed to inspire and empower parents with actionable strategies to help their children at home. In addition, teachers regularly invite families to end-of-unit presentations, where students showcase their learning. These events foster a sense of pride, build confidence, and create authentic opportunities for families to engage with both their child’s work and the broader school community.  Looking ahead, we aim to strengthen our family engagement in math specifically. With support from an external math consultant, we are planning to offer parent workshops that emphasize the powerful role families play in shaping student attitudes toward math. These workshops will focus on language, mindset, and culturally responsive strategies—helping parents reframe math as a subject of empowerment and equity, and reinforcing our commitment to promoting social justice through education.|To improve engagement of underrepresented families in building partnerships for student outcomes, MLC is committed to expanding access, removing barriers, and tailoring support to meet families where they are. Building on efforts from this year, we will continue to offer all meetings, workshops, and schoolwide events in both Spanish and English, with intentional scheduling at varied times—including evenings and weekends—to accommodate diverse family schedules. We will also maintain supports such as childcare, hybrid attendance options (in-person and virtual), and access to recorded sessions to increase flexibility and accessibility.  Beginning next year, the addition of an Assistant Principal overseeing the middle school will allow us to expand our administrative outreach efforts. This role will play a key part in supporting families’ understanding of student assessments, strengthening math support at home, and helping parents navigate academic tools and systems—particularly at the middle school level where parent participation decreases. These targeted efforts are designed to empower families to take an active role in their child’s academic journey.  This year, our Panda Parent Committee (PPC) has emerged as a valuable partner in reaching families who have historically been underrepresented in school activities. PPC leaders, many of whom are bilingual and reflective of the broader school community, have helped bridge gaps by personally inviting families to events, offering translation, and fostering a welcoming environment at school functions. Looking ahead, we aim to further engage underrepresented families by gathering meaningful feedback—through surveys, listening sessions, and informal outreach—to ensure our supports are not only accessible but truly relevant. By continuing to collaborate with the PPC and leveraging the trust they are building, we hope to cultivate inclusive participation and ensure all families feel equipped and confident in supporting student success.|MLC’s strength in seeking input from families is grounded in our commitment to transparency, open communication, and follow-through. We actively engage parents through our Advisory Council and English Learner Advisory Committee (ELAC), where school leaders and families come together regularly to review policies, discuss challenges, and collaborate on solutions. These forums are intentionally structured to center the parent voice and ensure that diverse perspectives are heard and valued.  Meetings are held consistently and frequently, with agendas shared in advance and minutes distributed afterward to maintain clarity and inclusiveness for those who may not be able to attend. A key focus of these gatherings is reviewing and analyzing progress toward LCAP goals, with parent input playing a meaningful role in shaping decisions. Importantly, we not only listen—we act on the feedback we receive and communicate back to the broader community about how parent recommendations have influenced our actions.  According to our most recent parent survey, 90% of families now feel that MLC values their opinion—an increase from 86% last year. This growth affirms that our efforts to cultivate trust and build authentic opportunities for parent voice are having a positive impact.|While we saw strong engagement in seeking parent input last year—particularly through the combined Advisory Council and ELAC meetings—this year we experienced a decline in active participation, even though many returning members remained on the committees. As a result, we relied more heavily on other methods of input, such as public comments via ParentSquare, annual family surveys, and informal conversations during Panda Parent Committee (PPC) meetings. While these tools have provided valuable insight, we recognize the importance of reinvigorating more structured, collaborative spaces for ongoing dialogue and shared decision-making.  To strengthen input gathering next year, our Principal plans to introduce town hall-style forums, beginning with one during Back-to-School in the fall and another in the spring ahead of our new Open House event. These gatherings will serve as accessible opportunities for families to learn about school initiatives, ask questions, and provide input in a more interactive and inclusive setting.  In addition, we will assess and refine our outreach strategies for recruiting new members to the Advisory Council and ELAC committees, with the goal of restoring momentum, increasing representation, and reestablishing these groups as meaningful platforms for parent voice in school decision-making.|To improve the engagement of underrepresented families in decision-making, MLC is committed to creating accessible, welcoming, and inclusive opportunities for input that reflect the diverse needs of our school community. We recognize that a one-size-fits-all approach does not work, and that authentic engagement requires both flexibility and intentionality.  Building on what we’ve learned, we will continue to offer multiple avenues for parent input—ranging from formal meetings like Advisory Council and ELAC, to informal feedback channels such as surveys, PPC discussions, and casual school events. To better reach underrepresented families, we are prioritizing the scheduling of meetings and input opportunities at varied times, including mornings, late afternoons, and evenings. Offering hybrid formats (in-person and virtual) and providing childcare when events are held on campus will remain key strategies to reduce barriers to participation.  All opportunities for engagement will continue to be offered in both English and Spanish, with translation support available during meetings and for all related materials. In the coming year, we will also explore ways to more directly invite and empower underrepresented families to participate—whether through personal outreach, multilingual messaging, or highlighting how family input directly impacts school decisions. Additionally, the Panda Parent Committee will continue playing a role in connecting with families who may feel hesitant or unfamiliar with school systems, helping ensure all voices are heard and valued.  By expanding the ways families can participate—and by fostering relationships built on trust—we aim to create an environment where all parents, regardless of language or background, feel confident contributing to the decisions that shape their child’s education.|5|5|4|5|5|4|4|4|3|4|4|4|Met||2025-06-06|2025
19647336119531|CHIME Institute's Schwarzenegger Community|3|CHIME continues to work with families to identify areas of need to maintain and improve student outcomes. We continue to work on meeting the needs of our students and their families and work very closely with a variety of cross stakeholder committees including our Diversity by Design Committee, CHIME Community Committee, and CHIME Community Association.|Based on the analysis of educator partner input and local data, CHIME's LEA focus are for improvement in Building Relationships between school staff and families will be to increase volunteer and school involvement activities during the upcoming school year.|Based on our Diversity by Design committee community survey we will develop specific activities to welcome and support underrepressented families within our school community to increase their participation in school activities and increase their access to participation in their child's education.|CHIME effectively utilizes teacher and parent engagement in the educational decision-making process regarding curriculum, extra-curricular programming, and professional development initiatives to build partnerships for student outcomes and to ensure successful outcomes for all students.|Increased parent education about topics specific to their child's education and development could be increased to build parent capacity to support their child's education.|Based on the analysis of educational partner input and local data, CHIME will increase the number of parent education opportunities and build parent capacity in order to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.|CHIME Charter School takes parent engagement and parent participation seriously and view it as an integral part of our school culture and key to the successful functioning of our school. Parents participate in a wide variety of cross stakeholder groups including the Diversity by Design Committee, CHIME Community Committee and the CHIME Community Association. All of these groups provide opportunities for educational partners to provide input on curriculum, activities, and events at the school which enrich the studnets experience and overall contribute to the the school climate.|Our school community has a strength in this area but providing many opportunities (both formal and informal) for stakeholder groups to provide input for decision-making. We have a teacher Leadership Community, a cross stake hold CHIME Community Committee and a cross stakeholder Diversity by Design committee along with our CHIME Community Association and monthly Principal informational meeting. All of these serve as opportunities for stakeholders to provide input regarding the decision making processes for the school.|Based on the analysis of educational partner input and local data, CHIME will increase the number of parent education opportunities and build parent capacity in order to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
19647336119903|Downtown Value|3|Downtown Value School has made notable progress in cultivating stronger relationships with families: Staff capacity to build trust with families increased from 65% to 74%, now at Full Implementation, reflecting a focused effort to equip educators and school leaders with relational strategies.  Significant growth was also seen in the area of understanding families’ cultures and goals, with implementation rising from 64% to 75%.  Two-way communication between schools and families improved from 69% to 73%, signaling a more deliberate and accessible communication approach.|Based on the analysis of educational partner input, while parents rate the school high in development of partnerships, there is a need for school leads to create opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.  Despite this progress, creating welcoming environments for all families slightly declined, from 70% to 68% (now rated Initial Implementation). This suggests a need to reassess how physical and cultural environments across campuses promote inclusivity, especially for new or underrepresented families or continuing families as new leaders are introduced and new faculty members on-boarded.|To strengthen connection with underrepresented families, Downtown Value leadership will: Conduct family surveys to better understand perceptions and needs around school climate. Provide training for front office and support staff on culturally responsive customer service and inclusive practices. Strengthen visual and environmental cues across school sites that reflect the languages, cultures, and identities of the communities served. Implement family representative or parent liaison or mentorship programs to help new families navigate school systems and feel welcomed.|Downtown Value School has demonstrated steady improvement across all indicators in this category, most notably in empowering families to understand and exercise their legal rights, which jumped from 38% to 70%, now rated Full Implementation. This dramatic gain reflects targeted communication and outreach efforts to educate families on advocacy and student rights.  Other areas, while still developing, show promising upward trends: Family learning resources (Q28) rose from 50% to 57%. Family-teacher-student partnership conversations (Q29) increased from 42% to 59%. Professional learning for staff (Q27) grew modestly from 38% to 46%.|Downtown Value School’s greatest area of need remains building staff capacity to meaningfully partner with families (Survey Question 27), which continues to fall within the Exploration and Research phase despite modest growth from 38% to 46%. This indicates a need for more structured and differentiated professional development to help teachers and leaders integrate family engagement into instructional planning and academic goal setting. While progress is evident in family-facing communication and advocacy support (Survey Questions 28–30), internal capacity-building efforts have not yet reached the same level of implementation.|Although an increase is noticeable in legal rights and advocacy, the school will continue to  engage underrepresented families by implementing their parent involvement policy, providing office hours, and workshops to support parents who may be struggling supporting their children at home.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing workshops for staff and parents on ways they can partner to improve student outcomes and student advocacy.  To improve engagement, particularly among underrepresented families, Downtown Value School can: Create a system-wide professional learning plan that includes training on culturally responsive communication, student-led conferences, and academic home supports. Partner with parent leaders to co-create and distribute easy-to-use learning guides in multiple languages. Offer virtual and in-person family academies focused on curriculum understanding and rights education. Develop shared data tools or progress trackers so families and educators can jointly monitor student progress.|Downtown Value School School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, PTO, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to PTO, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on school climate and parent input.  Downtown Value School has shown modest improvement in building the capacity of staff and families to engage in advisory groups and shared decision-making: Staff capacity (Q14) rose from 60% to 64%. Family member capacity (Q15) also increased from 62% to 64%. These improvements suggest that early training and engagement practices are beginning to take root, especially in fostering shared leadership in advisory settings.|Downtown Value School School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  There are sometimes when some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful.  There were slight declines in broader family input opportunities: Input from all families (Q16) decreased from 62% to 59%. Collaborative planning opportunities (Q17) slightly dropped from 65% to 64%. These dips indicate a need for more inclusive and intentional outreach, particularly for underrepresented groups, and stronger systems for collaborative engagement at the school level.|Downtown Value School School will improve engagement of underrepresented families identified by providing opportunities for families to give feedback on family activities and provide opportunities for families to learn about various school program and compliance.    To strengthen input and collaboration, Downtown Value School can: Establish clear pathways for parent input, including translated materials, flexible meeting times, and targeted outreach. Provide training for parent leaders and advisory groups to increase trust between parents and leaders,  build confidence and leadership skills. Implement routine feedback cycles via monthly newsletter, surveys, focus groups, and public forums with follow-up communication to show how input is used. Increase joint planning efforts by involving families earlier in the design phase of school programs and policies.|4|3|4|4|1|2|2|1|3|3|3|3|Met||2025-06-06|2025
19647336120471|Puente Charter|3|To build relationships between school staff and families, PUENTE has implemented several collaborative strategies.  ParentSquare communication system has served families in having information readily available.  This system allows parents to stay up to date with school activities, sign documents, massage school staff or leave them direct voice messages.  Parents are able to comment on posts, and a staff member replies to them within 24 hours.  All of the information is available to families in their preferred language.  The feedback from the majority of families is that there is great communication at PUENTE as evidenced by the needs assessment survey.   Building relationships begins before the school year with an orientation, Meet & Greet, and 1-1 introductory meetings.  The orientations are available in the family’s preferred language.  The majority of our staff is bilingual.  The Meet & Greet takes place a couple of weeks before school begins and it gives families and opportunity to meet the entire school staff, sign up for our ASES program, purchase uniforms and get all of their questions answered.  The introductory meetings are an additional opportunity for the teacher to get to know the family and incorporate some of their findings to best support the student in the classroom.   Additionally, we engage families through our community services and enriching activities. For instance, we maintain regular communication with families to discuss attendance expectations, provide them with resources and support services, and involve parents and caregivers in decision-making through student attendance review meetings (SART meetings). These meetings help us assist families whose students face challenges attending classes regularly and collectively address any achievement gaps identified in interim assessments. We emphasize the importance of strong student attendance to parents, highlighting its impact on student success. Moreover, we offer student counseling services in and outside of the school to provide support to those who may be grappling with social and emotional issues. We recognize our responsibility to continue supporting our Hispanic learners, English Learners, and socially and economically disadvantaged students, as well as all families requiring assistance in improving their student's school attendance and ensuring overall success in school. This year we incorporated Care Solace, a service that connects families to mental health support outside of school.  This is available for the entire community.   Throughout the year, we have regular monthly family nights, monthly food distribution, monthly Coffee with the Principal, and monthly Coffee with the Counselor.  We also have student led conferences twice a year, another opportunity for staff and parents to come together for a common goal.  These are some of the current strengths in building relationships.|We have a call to action in strengthening and maintaining relationships between school staff and families.  We plan to promote the monthly Family Nights and Coffee with the Counselor strategically to increase the participation rate.  We must have teachers also promote family nights and provide students/families a “sneak preview” of what they will be seeing during Family Night.   In addition, we plan to have information in print for families who prefer hardcopies of information.|To improve the engagement of underrepresented families in building relationships between school staff and families, PUENTE has identified key practices that have been effective during the self-reflection process. These practices will be maintained and sustained throughout the next academic year.  Community connections play a vital role in understanding the cultural context and specific needs of underrepresented families. PUENTE has established relationships with community partners, like Comp Therapy and most recently Unidos US for special education, have deepened our understanding and facilitated collaboration and engagement with underrepresented families. We will continue to prioritize and strengthen these community connections. Additionally, organizing school events and celebrations that recognize and celebrate the cultures, traditions, and contributions of underrepresented families is another effective strategy. This fosters a sense of belonging and pride, encouraging active participation and engagement from underrepresented families.  For instance, the increase in newcomers has encouraged us to continue learning about other cultures.  Furthermore, the Parent Advisory Council Committee, Community Schools Steering Committee, ELAC, will be strengthened to ensure representation from underrepresented families. These types of committees provide a platform for families to share their experiences, perspectives, and suggestions, serving as a bridge between the school and underrepresented communities. Their input is actively sought and incorporated into decision-making processes related to programs and practices.  Vision y Compromiso has also been a partnership that has allowed families to share their ideas and needs.   To enhance cultural competence among staff, comprehensive training will be provided. This training enables staff to understand the unique needs, perspectives, and communication styles of underrepresented families, fostering a welcoming and inclusive environment that promotes meaningful engagement. This practice will be continued and improved upon in the upcoming academic year.  Professional development on cultural competence, implicit bias, and effective family engagement strategies.|Based on the analysis of educational partner input and local data, PUENTE demonstrates several current strengths and significant progress in Building Partnerships for Student Outcomes. One notable strength lies in the effective collaboration between the instructional team and dedicated paraprofessionals within each classroom. This cohesive effort allows for the implementation of a MTSS approach for academics with small group and one-on-one instruction, which proves instrumental in supporting the learning needs of students who are not showing sufficient growth.  Data review meetings every 6-8 weeks was effective in identifying the tier of support needed for each student.  Such meetings include the teacher, Intervention Coach and Principal.     Our SST process has been systemized and clear for all stakeholders.  This allows for a clear process for referring students that need additional support and/or accommodations.  This system has served as a screener for students that may qualify for special education through an IEP.  This is led by the Intervention Coach whom in most instances has worked 1-1 with students being referred to special education services.   The monthly family nights, which focus on a different core area, allows parents to understand the grade level standards in each of the areas.  Parents walk away with tangible activities and resources that they can use at home to continue supporting their students at home.  Student Led Conferences in the Fall and Winter have also allowed for parents to fortify the relationship with school staff.|An area of growth is the communication and explanation of how to support students at home even if the parent’s language is something other than English.|To improve engagement with underrepresented families and building partnerships for student outcomes, PUENTE recognizes the importance of sustaining effective practices. PUENTE prioritizes frequent and consistent communication, delivered in a language that families can understand. This approach ensures that underrepresented families feel connected and informed.  Having more opportunities for parents to meet in person with school staff may also support this area.|A survey is administered twice a year to all educational partners.  The surveys are aligned and measure similar areas for the different groups.  The input received by the other partners is reviewed promptly.  We use the database system, Panorama, as our hub to hold survey results from parents, students, and staff.    In addition, we have monthly coffee with the principal and weekly staff meetings, making it very convenient when seeking input for decision-making.|We are committed to strengthening our Advisory Council Committee, Community Schools Steering Committee, and ELAC, which include representatives from underrepresented families. These committees serve as a platform for families to share their experiences, perspectives, and suggestions. They act as a bridge between the school and underrepresented communities. During these meetings, we actively seek parental input and involve them in decision-making processes related to programs and practices. An area of growth is to improve the number of participating families.  We must provide a flexible approach to accommodate the preferences in time and in person or virtual meeting options for families and increase their participation. We hope to meet families where they are and offer these opportunities during times that are convenient for them to attend.|Our aim for the upcoming academic year is to engage more families, specifically underrepresented families.  In order to achieve this, we must consider the time and day that most families are available.  Having families spread the word about the meetings on-site/virtual, is key.  In addition, we must seek a higher survey participation rate.  Oftentimes, families express that they do not know how to access surveys and prefer a hard copy of the survey.|4|4|4|4|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
19647336120489|Para Los Niños Charter|3|Based on input from educational partners and local data, the LEA has demonstrated meaningful progress in strengthening relationships between school staff and families through the implementation of Community School strategies. The expansion of partnerships within the Community Schools model has effectively increased access to resources and services for families, resulting in higher levels of family engagement on campus. Monthly Community School meetings have elevated parent voice and visibility in site- based collaborative decision-making processes. Additionally, English Language Development (ELD) classes were offered to parents throughout the year, fostering greater communication and engagement. In collaboration with the External Affairs team, a parent volunteer program has been developed and is scheduled to launch in the 2025– 2026 school year. School-wide community events—including the Festival of Lights, Día de los Muertos celebration, 5K Run, Student Success Showcase, and STEAM Festival—have provided valuable opportunities for families and staff to come together, celebrate student learning, and strengthen the school community. Additional efforts have included reopening the Parent Center, expanding the number of family workshops, adding key support staff (e.g., a Social Worker), and continuing to assist families in accessing mental health services—ensuring a comprehensive, tiered support system for student and family well-being. According to the Spring 2025 Family Climate Survey, 87% of families reported that teachers and school staff treat them with respect, and 82% rated staff as friendly. While the overall Staff-Family Relationship score decreased by 10 percentage points to 64%, indicators such as trust (69%) and respectful communication remain high. These data suggest that recent initiatives are contributing to stronger, more consistent family-school partnerships, even as efforts continue to increase the frequency and depth of family engagement.|Based on educational partner input and results from the Spring 2025 CES Family Survey, PLN CES has identified priority areas to support continued improvement in building strong relationships between school staff and families. Survey data reflects positive perceptions overall: 92% of families said staff are respectful, 88% described them as friendly, and 74% rated overall staff-family relationships as favorable. Additionally, 75% of families said it is not challenging to communicate with school staff. While these results point to a solid foundation, opportunities remain to strengthen the quality and depth of relationships. Educational partners noted that communication can feel impersonal or transactional, and 35% of families reported meeting with teachers frequently or almost all of the time—highlighting a need for more meaningful, two-way dialogue focused on student learning and progress. To address these areas PLN CES is prioritizing the following: • Educating families about new curricula to promote better understanding of instructional approaches and encourage deeper engagement with their child’s academic experience. • Providing greater clarity on available supports for students needing help with social skills development, as part of broader communication efforts around tiered services. • Expanding parent leadership opportunities to ensure that family voices are represented in school-wide decisions, building on the foundation of Community School meetings. • Strengthening the parent volunteer program to promote consistent, meaningful family involvement in school activities and initiatives. These focus areas are intended to deepen trust, promote shared responsibility, and ensure that every family feels informed, valued, and connected to the school community.|Through the self-reflection process and input from the Spring 2025 CES Family Survey, PLN CES identified a need to deepen engagement with underrepresented families, including newly enrolled families, multilingual households, and families of students with exceptional needs. While overall perceptions of respect and friendliness were strong, feedback from educational partners noted that some families feel less connected to the school community and are unsure how to participate meaningfully. To address this, PLN CES will strengthen its onboarding process by offering an expanded orientation for newly enrolled families. This orientation will include an introduction to the school's mission, vision, supports available to students and families, and pathways for involvement in school events and leadership. The orientation will be provided during Family Day for families who enroll before the school year and through a structured onboarding process for those who enroll mid-year. This orientation will be offered during Family Day for students who enroll before the start of school and as part of a structured onboarding process for those who enroll after the school year has begun. Additional efforts include expanding language access through translated materials and multilingual support, offering flexible meeting formats and event times, launching a parent volunteer program with inclusive outreach, and providing culturally relevant family workshops. These strategies aim to create more inclusive and responsive opportunities so that all families—regardless of background or enrollment timing—feel welcomed, informed, and supported.|Based on educational partner input and local data from the Spring 2025 CES Family Survey, PLN CES demonstrates strong progress in building partnerships that support student success. Families reported high levels of trust and accessibility in their interactions with school staff—92% said staff are respectful, 88% found them friendly, and 75% indicated it is “not at all challenging” to communicate with teachers. These results suggest that families generally feel welcomed and able to connect with staff about their child’s learning. PLN CES has developed multiple structures to support ongoing collaboration between families and school teams, including Family Conference windows, the Multi-Tiered System of Support (MTSS) model through the School Support Services Team, and the Student Support and Progress Team (SSPT) process. These structures create clear, scheduled opportunities for families to engage in conversations about academic progress and targeted interventions. Additionally, the school has expanded family workshops focused on literacy and math— aligned with survey findings showing that 79% of families want support with reading and writing, and 81% with math. These efforts reflect PLN CES’s commitment to building meaningful, two-way partnerships that help families support their students both inside and outside the classroom|Based on educational partner input and results from the Spring 2025 CES Family Survey, PLN CES has identified the need to strengthen how families and staff partner to support student learning. While families reported generally positive experiences— 92% shared that staff are respectful and 88% described them as friendly and 35% said they meet with teachers frequently or almost all of the time. To support this improvement in building partnerships, CES will create more regular, ongoing communication focused on student progress. In addition, 75% of families indicated that communication with school staff is not challenging, however, feedback suggests that families want more personalized outreach and clearer information about how their child is doing academically. Families also expressed a strong desire for tools to support learning at home, with 79% seeking help with reading and writing and 81% with math. Moving forward, PLN CES is working to increase the consistency of academic communication, enhance opportunities for families to engage with student learning, and build the capacity of educators to sustain responsive and collaborative relationships with families. These efforts are part of a broader commitment to building stronger, more trusting partnerships that directly support student growth and success.|Through the self-reflection process and results from the Spring 2025 CES Family Survey, PLN CES identified the need to improve engagement with underrepresented families, including newly enrolled families, multilingual households, and those who may feel less connected to their child’s academic experience. While 75% of families reported that it is not challenging to communicate with staff, 35% said they meet with teachers frequently or almost all of the time—indicating a need for more consistent, proactive outreach, particularly for families who may not initiate those interactions. To address this, PLN CES will strengthen its onboarding process by providing a more comprehensive orientation that introduces new families to the school’s mission, instructional expectations, available supports, and pathways for involvement. This orientation will be offered during Family Day for those enrolling before the start of the year and through a structured mid-year onboarding process. Additionally, the school is working to improve inclusive communication strategies and expand access to academic supports at home—an effort aligned with survey results showing that 79% of families want help supporting reading and writing and 81% want math strategies. Educators will also receive training to ensure that all families, especially those historically underrepresented, receive personalized, culturally responsive engagement that helps them feel informed, empowered, and connected to their child’s learning.|Based on educational partner input and Spring 2025 CES Family Survey results, PLN CES has made steady progress in creating accessible and inclusive opportunities for families to share input and contribute to school decision-making. Structures such as the School Site Council, English Learner Advisory Council (ELAC), and Community School Teams have provided ongoing forums for family voice, with increasing participation over the past year. Survey data reflects a generally positive perception of staff-family relationships, which supports open communication: 92% of families reported that school staff treat them with respect, and 88% said staff are friendly. These conditions help establish a welcoming environment where families feel safe contributing their perspectives. The launch of Community School Teams has further elevated family and student voice by providing a space to collaboratively address equity issues and generate shared solutions. Educational partners have noted that these teams foster a sense of inclusion and responsiveness. PLN CES continues to use local surveys and meeting feedback to guide planning efforts, reinforcing a culture where families are viewed as valued partners in shaping the educational experience.|While PLN CES has built a strong foundation for family engagement through forums such as School Site Council, ELAC, and Community School Teams, analysis of Spring 2025 CES Family Survey results and educational partner input revealed opportunities to improve the depth and inclusiveness of decision-making processes. Although 92% of families reported feeling respected by staff and 88% described staff as friendly, some families—particularly those who are newly enrolled, multilingual, or less familiar with school systems—expressed uncertainty about how their input is used or whether their voices influence decisions. Educational partners also highlighted the need for clearer communication about decision-making timelines, outcomes, and how feedback is incorporated. In some cases, participation remains limited to a small group of regularly engaged families, signaling a need to broaden outreach and support more diverse representation. To address this, the PLN is prioritizing recruitment of a broader and more representative group of educational partners on decision-making bodies such as the School Site Council, English Learner Advisory Council, and Community School Teams.|Through the self-reflection process and feedback from the Spring 2025 Panorama Family Survey, PLN identified the need to improve engagement with underrepresented families, particularly those who are newly enrolled, speak a language other than English, or feel disconnected from school decision-making processes. While many families described the school environment as welcoming, some expressed concerns about feeling unheard when raising issues. In response, PLN will implement a more intentional onboarding process for new families, including an in-depth orientation that introduces PLN’s mission, vision, and the various opportunities for families to get involved in school planning and leadership. This orientation will take place during Family Day for those enrolling before the school year begins and as part of a structured onboarding process for those who enroll mid-year. PLN will also expand outreach efforts to ensure broader and more representative participation in decision-making bodies such as the School Site Council, ELAC, and Community School Teams. Strategies include multilingual communication, flexible meeting options, and clearer communication about how input is used. These efforts aim to ensure all families feel welcomed, respected, and empowered to contribute meaningfully to school decisions.|3|3|3|3|4|3|4|3|3|3|3|3|Met||2025-06-12|2025
19647336121081|ICEF View Park Preparatory Middle|3|Based on the analysis of data, View Park Prep Middle School has multiple strengths as it relates to building relationships between the school staff and families.  All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class.  The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns.  At the beginning of each year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school.  Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to success. Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans.  Translators are made available for parent meetings and communications with the front office staff to ensure that every parent has equitable access to information about their child.  All teachers and parents are connected through the ClassDojo App allowing two-way communication at any time from either party.  View Park Prep Middle School staff work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns.  The office staff does their best to ensure that parents receive quality service during every interaction they have with the school.  The administration, community resource coordinator, school office manager and campus aides are normally the first contact for parents.  All of the above do what they can to be helpful to parents and empathetic to their concerns. ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school.  The social worker helps with students exhibiting behavior and/or attendance challenges and well as supports families in need; to connect them to outside resources.  All View Park staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them.  View Park Prep Middle School parents have opportunities to connect with the school through a number of venues.  Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires.  The Parent Advisory Council assists with making decisions about the direction that they would like to see the school move toward.|Based on input from parents, View Park Middle is continuing to focus on improving the methods of how we communicate what is happening at the school.  Increased communication will increase the amount of participation that we get for each of our events.  We have a lot of opportunities for parents and staff to connect with one another.  The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful.  With the reduction of Covid restrictions, we’ve been able to offer all in-person events for families this year.  This has helped to increase engagement and connection with families.  This will continue into the future.  View Park Prep Middle School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement.|View Park Middle will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families.|View Park Middle parents have access to the PowerSchool Parent Portal so they are able to regularly review their child’s grades.  Parent Conferences are held twice a year, to review student progress and discuss needed interventions for improved outcomes.  Additionally, View Park Middle holds Student Support and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students.  The SSPT process is designed to allow the admin, school psychologist, school counselor, instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind.  View Park Middle School also has an Attendance team which consists of an administrator, counselor, Community Schools Coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school.  We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars.|At View Park Middle,  we will hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development. Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students.  Students then have the opportunity to review and reflect on their personal performance as well as celebrate successes and set goals for improvement.  School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered around lesson planning and reviewing formative/summative assessment data.  View Park Middle teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth.|View Park Middle will improve the engagement of underrepresented families in decision-making by offering alternate times for events (later and earlier in the day). Additionally although all parent meetings are offered in-person, we will ensure that there is a virtual option for parents unable to attend.  Our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc.  Through this regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.|View Park Middle offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process.  These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council, School Surveys and other formal and informal methods.  Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice.|View Park Middle is developing a parent focus group process designed to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions.|View Park Middle will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.|3|4|3|4|4|4|3|2|3|4|3|3|Met||2025-06-26|2025
19647580000000|Los Nietos|3|The Los Nietos School District strives to empower students to create, utilize, and develop self-advocacy skills to become productive members of society. We support students in valuing themselves and others through engaging, relevant, and rigorous education. Teachers and administrators maintain direct and consistent communication with families, fostering strong, collaborative relationships. One of the District’s greatest strengths in building these connections is our commitment to consistent outreach through a variety of communication methods.  District goals, actions, and services are thoughtfully developed through a collaborative process led by the Local Control and Accountability Plan (LCAP) Committee, Parents’ Advisory Committee (PAC), Superintendent’s Advisory Committee (SAC), and the District English Learner Advisory Committee (DELAC). To deepen engagement with families and provide accessible opportunities for dialogue, the District added regular parent forums, including the monthly Cafecito with the community and the annual State of the District event, where families hear updates directly from District leadership and are invited to share feedback.  Key community partnerships—including the Los Nietos Educational Foundation, Whittier Union High School District, Rio Hondo College, the Boys and Girls Club of Whittier, the Los Nietos Public Library, and others—help expand opportunities for students and families. Within our educational community, the District collaborates with the Los Nietos Teachers Association (LNTA), the California School Employees Association (CSEA), the Whittier Area SELPA, as well as local School Site Councils (SSC) and English Learner Advisory Committees (ELAC), to ensure all stakeholders remain informed and involved in important conversations about student achievement, school safety, and the wellness of both students and staff.|This year, more than ever before, Los Nietos School District continues to reach out to families in need. LNSD has worked to improve communication with a Superintendent’s Newsletter, District websites, showcasing videos, and social media accounts that promote activities at school sites and the district. All schools are communicating in English and Spanish via correspondences and announcements about meeting opportunities for parents to meet and talk about their children’s academic progress. Even so, Los Nietos School District can improve on reaching and building relationships with those parents who prefer more traditional means of contact. Translation services are provided during Parent/Teacher Conferences to reduce language barriers and ensure our families feel welcomed and supported. Progress and Report Cards are also translated into family’s home language.|All schools in the Los Nietos School District actively engage families through Parent Teacher Clubs (PTCs) at the elementary level and through student-led ASB involvement at Los Nietos Middle School (LNMS). The District continues to prioritize parent engagement by offering meaningful opportunities for families to meet and discuss their child’s academic and social-emotional progress.  Los Nietos works diligently to ensure that English Learners, Foster Youth, and Low-Income families receive the resources they need to support learning at home. Community Outreach Facilitators play a vital role in addressing chronic absenteeism, partnering with families facing attendance challenges, and helping meet students’ basic needs—including clothing, shoes, and housing support. The District also hosts two annual events to support Foster Youth and families identified as homeless, providing meals and gifts during Thanksgiving and Winter holidays.  To strengthen relationships with underrepresented families, the District recognizes and celebrates the academic achievements of English Learners, Foster Youth, and Low-Income students. These families are also prioritized for participation in afterschool programming, which has expanded this year to include a wide range of enrichment activities such as sports, folklórico, karate, and Esports across all school sites.  In addition, the District offered expanded learning experiences through science camp and Washington D.C. trips for students, aligned to grade-level programming, further broadening access to experiential learning. To support improved attendance and proactive communication, the District utilizes the Attention to Attendance (A2A) system, which provides families with regular updates and supports school sites in addressing attendance concerns collaboratively.|The Los Nietos School District continues to make strong progress in building meaningful partnerships with families, recognizing that family engagement is a critical component of student success. A thriving parent education community has emerged, where families are invited to participate in a variety of learning opportunities designed to support both academic achievement and social-emotional growth.  This year, the District hosted two evening events focused on reading and writing, as well as two Family Math Nights. These engaging events combined games, activities, and strategies for building conceptual understanding, giving families tools to support learning at home while creating joyful, shared educational experiences. These programs not only build academic knowledge but also foster a strong connection between home and school.  Parent and community engagement is intentionally designed with input from our Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and ongoing parent surveys. This collaborative approach ensures that workshops and events reflect the interests and needs of our families. Topics are offered in English with a Spanish translator on site to maximize accessibility.  The District has further expanded outreach through consistent communication platforms including the Superintendent’s Newsletter, school and District websites, social media, and meetings such as Coffee with the Principal. This year, Los Nietos also launched dedicated TK and Kindergarten Orientations to better connect with families of our youngest learners and build strong early learning foundations.  All schools continue to prioritize regular, bilingual communication with families about opportunities to connect, learn, and participate in school life. Above all, the Los Nietos School District believes that strong school-family partnerships are essential to student achievement, engagement, and well-being—especially for English Learners, Foster Youth, and Low-Income families. When families feel informed, empowered, and included in the educational process, students thrive academically, socially, and emotionally.|Parents and community members are vital partners in shaping student success across the Los Nietos School District. They are encouraged to participate in site-level School Site Councils (SSC) and English Learner Advisory Committees (ELAC), as well as district-level groups including the Local Control and Accountability Plan (LCAP) Committee, Superintendent’s Advisory Committee (SAC), Parent Advisory Committee (PAC), and District English Learner Advisory Committee (DELAC). These collaborative committees review school and district data, discuss current needs, and provide meaningful input that helps guide decisions around programs, services, and resource allocation. By participating in these forums, families and community members play a powerful role in shaping a more equitable and responsive educational experience for all students.|School sites continue to engage families through School Site Council (SSC) meetings, which provide a platform for reviewing site plans, data, and student support strategies. At the district level, input is regularly gathered from advisory groups including the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and Superintendent’s Advisory Committee (SAC) to inform decisions on academic interventions and student services.  This year, all teachers have been trained in EduClimber, a new data-analysis platform designed to help educators monitor student progress and make informed decisions about instructional strategies and interventions. In addition, the District has updated its Student Success Team (SST) process to ensure students who are struggling receive timely, coordinated support. These updates help streamline services and align interventions more closely with students’ academic and social-emotional needs.  All students continue to receive formative assessments to monitor progress and guide instruction. Targeted interventions in English Language Arts and Mathematics are provided based on assessment data, ensuring that support is personalized and responsive. English Learners, particularly those designated as Long-Term English Learners, are receiving enhanced instruction through evidence-based programs designed to accelerate language development and academic success. Dually identified students and students with Individualized Education Program (IEP) are included in intervention planning to ensure they receive appropriate, individualized support.  These efforts not only improve academic outcomes but also empower families by increasing their understanding of their children’s learning needs and progress. Strengthening family participation in these processes remains a key priority for the District. We continue to seek new and more effective ways to involve parents meaningfully, and we recognize that their voices are essential in shaping a learning environment where all students can thrive.|The Los Nietos School District values and actively seeks community feedback from families and educational partners to ensure student achievement, wellness, and safety, as well as employee growth and support. The District provides multiple opportunities for engagement, collaboration, and shared decision-making throughout the year. Key engagement partnerships include:  Parents and Families; The Board of Trustees; Local Control and Accountability (LCAP) Committee;  Superintendent’s Advisory Committee (SAC); District English Learner Advisory Committee (DELAC); Community Partnerships with the Los Nietos Educational Foundation, Whittier Union High School District, Rio Hondo College, the Boys and Girls Club of Whittier, Los Nietos Public Library, Water Replenishment District, Hispanic Outreach Taskforce, LA Arts Ed Collective, Thrive; Stakeholder Partnerships: Los Nietos Teachers Association (LNTA), the California School Employee Association (CSEA), Whittier Area School Administrators Association (WASA), and Whittier Area SELPA (Whittier Area Cooperative Special Education Plan) Partnerships with Educational Groups: Renaissance Learning, University of California Irvine Math Project  In addition, the annual Parent and Student LCAP Survey serves as a vital tool in informing planning and decision-making. Input from this survey—along with feedback from advisory committees and community partners—directly shapes the District’s goals, actions, and services to ensure equitable outcomes for all students.|Parents and community members are vital partners in shaping student success across the Los Nietos School District. Families are encouraged to participate in a variety of site- and district-level advisory groups, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), the Local Control and Accountability Plan (LCAP) Committee, Superintendent’s Advisory Committee (SAC), Parent Advisory Committee (PAC), and the District English Learner Advisory Committee (DELAC). These collaborative committees play an essential role in reviewing student achievement data, discussing current needs, and providing meaningful input that informs programs, services, and resource allocation. Through their involvement, families help shape a more equitable, responsive, and student-centered educational experience.  The District English Learner Advisory Committee (DELAC) remains an active platform for parent voice and engagement. This year, DELAC meetings focused on deepening understanding of the Local Control Funding Formula (LCFF) and the LCAP process, analyzing student data, reviewing feedback from the broader community, and providing recommendations for LCAP actions. The Superintendent presented the draft LCAP to DELAC, and while valuable discussion took place, no comments required a formal written response.  In addition, the Whittier Area SELPA Community Advisory Committee (CAC) continues to gather parent input from families of students with disabilities, offering critical insight that helps strengthen the District’s special education services and supports.|Los Nietos School District offers multiple opportunities for families to provide input in decision-making processes. To strengthen the engagement of underrepresented families—particularly those of Low-Income students, English Learners, Foster Youth, and students experiencing homelessness—the District has taken intentional steps informed by data and community feedback gathered during the self-reflection process.  A key strategy includes the direct involvement of the District’s Community Outreach Facilitator, who personally connects with families from underrepresented groups to build trust and encourage their participation in advisory committees such as DELAC, PAC, SSC, and LCAP input sessions. Outreach efforts include home visits, personalized invitations, and support with logistics such as translation, transportation, and child care.  To further improve engagement, the District has expanded access to decision-making opportunities by offering meetings in both English and Spanish, hosting sessions at flexible times, and launching targeted engagement forums such as Cafecito and site family events. Additionally, feedback topics for parent education and input sessions are now co-developed with DELAC and PAC members to ensure relevance and increase ownership.  Moving forward, the District will continue to monitor participation trends and identify barriers that may prevent families from engaging. Strengthening relationships, increasing communication in families’ home languages, and offering more personalized outreach will remain central to ensuring all voices—especially those historically underrepresented—are heard and reflected in district decision-making.|5|4|4|5|4|4|5|5|5|4|4|4|Met||2025-06-26|2025
19647740000000|Lynwood Unified|3|Lynwood Unified School District (LUSD) actively fosters a welcoming and inclusive environment, reflected in recent survey data where 97.0% of families reported feeling welcome and 95.8% felt included in decision-making. A key component of this effort is the LUSD Parent and Family Engagement Specialists, who deliver continuous parent education and create opportunities for engagement at all levels. LUSD provides diverse learning opportunities for parents year-round, covering areas like Academic Success, understanding the LUSD system, Social-Emotional well-being, effective advocacy, college and career pathways, equity and justice, financial aid, and graduation requirements. Parents are also encouraged to attend events such as the annual CABE Conference. LUSD further demonstrates its commitment to partnership by valuing the contributions of its parent committees, including the African American Parent Committee, District English Learner Advisory Committee, and Asian American Pacific Islander Committee. Survey Results: 97.0% of families feel welcome at their child's school and 95.8% feel included in decision-making. Dedicated Specialists: LUSD employs two Parent and Family Engagement Specialists to facilitate ongoing parent education and engagement opportunities. Parent Education Topics: LUSD offers diverse parent education on topics such as: Academic Success Navigating the LUSD Educational Experience Social-Emotional Health and Growth Effective Advocacy Strategies College and Career Readiness Equity, Access, and Justice for families Financial Aid and Scholarships Graduation and A-G Requirements Conference Opportunities: Parents can attend conferences like the annual California Association of Bilingual Educators (CABE) Conference. Parent Committees: LUSD values input from parent committees including: African American Parent Committee District English Learner Advisory Committee Asian American Pacific Islander Committee|Based on LUSD’s analysis of educational partner input and local data, there is a need for increased parent education. To address this, Lynwood Unified School District (LUSD) will prioritize providing community resources, fostering family engagement and empowerment, and enhancing communication, recognizing that engaged families are crucial for student success. Research shows that involved parents lead to students who perform better academically, attend school more regularly, exhibit higher self-esteem, develop stronger social skills, and have increased graduation rates. To empower parents, LUSD will offer parent education programs specifically designed to strengthen school partnerships. These programs will be conveniently scheduled for working families, include childcare, and be available in multiple languages. LUSD's Plan to Increase Parent Education and Engagement: Need Identified: LUSD analysis reveals need for increased parent education. Focus Areas: Providing community resources Promoting family engagement and empowerment Improving communication Rationale: Engaged families lead to successful students with better academic performance, attendance, self-esteem, social skills, and graduation rates. Parent Education Programs: Focused on strengthening school partnerships Offered at convenient times for working families (with childcare) Provided in multiple languages|Group analysis and discussion with educational partners reveals that many Lynwood Unified School District families lack resources, struggle to engage in their child's schooling, and want better communication from the district. These challenges disproportionately affect low-income families, Foster Youth, and English learners. In reviewing the data from the metrics, the LCAP Committee determined that LUSD families participate in school events and feel welcome at their child's school, but there is a need for increased parent education and inclusion in decision making. To improve engagement of underrepresented families, LUSD plans to take a multi-pronged approach to increase engagement of these groups.  First, LUSD plans to continue to utilize multiple communication channels to reach underrepresented families, including social media, apps, phone messages, text messages, and traditional paper flyers. Secondly, LUSD utilizes input from parents to help determine the topics families would like to learn more about. Additionally, Lynwood Unified will hold parent workshops and trainings at multiple times and locations more convenient to working families. This includes holding sessions at multiple schools which are close to families’ homes. LUSD plans to target specific underrepresented groups by hosting targeted affinity groups for parents.  By having targeted affinity groups, parents of ELs, Foster Youth, and other groups can learn how to better support their students at home and with school.|Lynwood Unified School District (LUSD) fosters a collaborative approach to student success by offering multiple ways for parents, students, and teachers to connect regarding academic progress. Three yearly Parent-Teacher conferences provide dedicated time to review state standards and assessment data. Personalized discussions occur through Personal Learning Plan (PLP) conferences held throughout the year across all grade levels, focusing on individual student goals, performance, attendance, and post-secondary aspirations. Open communication is encouraged, with families welcome to schedule additional teacher meetings; contact information is easily found on school websites and shared directly. Key resources like the Student/Parent Handbook (provided annually and online) offer policy information, while district and school-led workshops throughout the year aim to empower parents by enhancing their understanding of the educational system and their ability to support learning at home.|Recent educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum,instructional strategies, and at-home support to improve and accelerate student learning. Parents have expressed an interest in learning how to better support their child at home with homework and academic skills. New assessment systems being adopted by the district will include parent-friendly reports and letters with the goal of increasing parents’ knowledge of their students' academic progress. Some parents of LUSD students did not participate in the US educational system growing up and frequently lack familiarity with curriculum and pedagogy. LUSD plans to utilize the Parent Engagement Specialists to create additional workshops and training to support this area of improvement.|Lynwood Unified School District (LUSD) is committed to ensuring all parents, particularly those from underrepresented families, are actively engaged. To achieve this, LUSD will continue translating communications and documents for multilingual families, making information more accessible. The district is also developing and refining strategies to boost participation from underrepresented families, such as extending personal invitations, offering flexible meeting times and locations, and providing virtual attendance options. Furthermore, LUSD will leverage diverse communication channels—including social media, apps, phone messages, text messages, and traditional paper flyers—to effectively reach these families.|Educational partners expressed appreciation for all of the efforts that have been made to engage parents and keep them involved. Feedback indicated that parents wanted to continue with Parent University, Coffee Chat Series, LCAP Educational Partners Committee, and Affinity Groups. Our educational partners are committed to expanding outreach efforts to enrolled families through a mix of digital and print materials, alongside in-person and virtual events at both school and district levels. Local data confirms that parents desire stronger partnerships to better support students and families.|Our educational partners and our local data suggest that the focus areas for improvement are Preparing student for graduation Preparing student for college/career Supporting student academic proficiency Supporting struggling students Improving school climate Providing health & wellness services Improving student attendance Improving parent engagement Improving campus cleanliness  Improving campus safety|Lynwood Unified School District (LUSD) will enhance engagement with underrepresented families by expanding affinity groups and increasing transparency. This includes sharing data on decisions made by our stakeholder group and regularly reporting progress on related goals. To broaden parent input beyond the district-wide stakeholder group, LUSD will increase digital, virtual, and in-person participation opportunities. For instance, the Cabinet has already begun school rotations to explain budget and resource allocation. LUSD will expand these efforts by systematically providing key data on benchmarks, resource distribution, and progress monitoring for all outcomes.  Bullet Points LUSD's Plan to Improve Engagement of Underrepresented Families: Expand affinity groups to create safe spaces for targeted discussions and support. Share data on decisions made by stakeholder groups to increase transparency. Provide regular updates on progress towards goals set by stakeholder groups. Increase digital, virtual, and in-person opportunities for parent voice beyond the district-wide stakeholder group. Specific Actions: Expand on Cabinet's school rotations to explain budget and resource allocation. Implement key data sharing on benchmarks, resources, allocations, and progress monitoring for all outcomes.|5|4|5|5|4|4|4|4|4|5|4|5|Met||2025-06-26|2025
19647900000000|Monrovia Unified|3|Family members continue to play meaningful roles on our advisory groups, and they provide significant input to guide decision-making.  Family members continue to work closely with teachers, principals, and district administrators to plan, design, implement, and evaluate family engagement activities.  Participation of parents at advisory committees (e.g., SSC, ELAC, DAC, DELAC) has increased.|We will continue to focus on improving strategies to engage families from underrepresented groups and to elicit their input to guide decision making.  We will also focus on developing the capacity of teachers, principals, and staff, to recruit families from underrepresented populations to serve on advisory groups|We will improve communication with families and increase opportunities for underrepresented families to participate in advisory groups.  We will implement strategies to build trusting relationships with families that have traditionally been less engaged with schools.  We will provide professional development for teachers, principals, and staff to strengthen their capacity to engage underrepresented families.|We continue to provide information and resources to families to support student learning at home.  These are accessible through family workshops, teacher communication, and online platforms.|We continue to focus on improving strategies that teachers and principals use to build and maintain partnerships with families.  We have increased parent participation on our District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC).  All elementary, middle, and high schools have refined processes to increase participation on their School Site Councils (SSC) and English Learner Advisory Committees (ELAC).|Based on feedback from educational partners, we have continued to increase participation of underrepresented families on site and district advisory committees (e.g., SSC, ELAC, DAC, DELAC).  To improve student outcomes, schools will continue to focus on: 1) Building trusting relationships with all families, with an emphasis on underrepresented families; 2) Communicating essential learning goals for their child; 3) Providing clear and accurate information about their child’s strengths and areas of concern in relation to the learning goals; and 4) Providing specific strategies that families can implement with their child at home that will have a direct impact on their progress towards mastering the essential learning goals.|Family members continue to play meaningful roles on our advisory groups, and they provide significant input to guide decision-making.  Family members continue to work closely with teachers, principals, and district administrators to plan, design, implement, and evaluate family engagement activities.  Participation of parents at advisory committees (e.g., SSC, ELAC, DAC, DELAC) has increased.|We will continue to focus on improving strategies to engage families from underrepresented groups and to elicit their input to guide decision making.  We will also focus on developing the capacity of teachers, principals, and staff, to recruit families from underrepresented populations to serve on advisory groups|We will improve communication with families and increase opportunities for underrepresented families to participate in advisory groups.  We will implement strategies to build trusting relationships with families that have traditionally been less engaged with schools.  We will provide professional development for teachers, principals, and staff to strengthen their capacity to engage underrepresented families.|4|4|3|4|4|4|4|4|5|4|5|4|Met||2025-06-25|2025
19648080000000|Montebello Unified|3|Several parent groups are in place throughout the District and at school sites, creating an environment of planning and discussion through a collaborative process. Advisory groups, which include parents, students, school staff and District staff are in place and have sustained active engagement and parent participation. Parents are included in decision-making and have a voice through committees such as DELAC, PTA, and SSC meetings. Parents are encouraged to attend and become members of these groups and are able to access information through the school and District websites, PowerSchool, parent handbooks, school marquees, and Bulletins. Parent and student input is solicited through surveys and focus groups. District- and site-level education events are provided. Social-emotional learning resources are provided through the Panorama system and District counselors.|While two-way communication structures are in place, they exist mostly through large or small group meetings such as Schoolsite Councils. Not all parents are able to participate in meetings and may feel disconnected from the school community. Additionally, staff do not feel they have easy access to the tools that are in place to support two-way communication. Additional training will be provided to staff on ways to increase two-way communication. An additional area for growth will be to continue work to identify meeting topics or education sessions that are of interest to parents and promote the ability to participate live.|An area of growth for the District is increasing the number of responses to the yearly LCAP survey, especially increasing participation from parents of underrepresented families. Staff will specifically focus on outreach to underrepresented families, including home visits for students and families who disengage from school. Staff will support families of English Learners to support their understanding of the supports in place for their students and the reclassification process.|Several parent groups are in place throughout the District and at school sites, creating an environment of planning and discussion through a collaborative process. Advisory groups, which include parents, students, school staff, and District staff, are in place and have sustained active engagement and parent participation. Parents are included in decision-making and have a voice through committees such as DELAC, PTA, and SSC meetings. Parents are encouraged to attend and become members of these groups and are able to access information through the school and District websites, PowerSchool, parent handbooks, school marquees, and Bulletins. Parent and student input is solicited through surveys and focus groups. District- and site-level education events are provided. Social-emotional learning resources are provided through the Panorama system and District counselors.|While a majority of parent groups have a significant number of participants, many parents report that they are unable to participate due to other commitments or time constraints. To address this, the LEA has published meeting or parent education session recordings on the district website. These have not had a significant number of downloads, however. An area for growth will be to continue work to identify meeting topics or educational sessions that are of interest to parents and promote the ability to participate live or view recordings.|An area of growth for the District is increasing the number of responses to the yearly LCAP survey, especially increasing participation from parents of underrepresented families. Staff will specifically focus on outreach to under-represented families, including home visits for students and families that disengage from school. Staff will support families of English Learners to support their understanding of the supports in place for their students and the reclassification process.|Several parent groups are in place throughout the District and at school sites, which create an environment of planning and discussion through a collaborative process. Advisory groups, which include parents, students, school staff and District staff are in place and have sustained active engagement and parent participation throughout the years. Parents are included in the decision-making process and have a voice through committees such as DELAC, PTA, and SSC meetings. All educational partners provide input through the yearly LCAP survey and focus groups with all partner groups. The number of LCAP survey responses has increased and educational partners report that it is a helpful mechanism for providing and receiving feedback|While many parent groups and committees are in place across the District, some members report that these meetings are too frequently information-only and not a collaborative process. To address this concern, District staff will collaborate more frequently with families to design these meetings and identify outcomes.|While many parent groups and committees are in place across the District, some members report that these meetings are too frequently information-only and not a collaborative process. To address this concern, District staff will collaborate more frequently with families to design these meetings and identify outcomes. Educational partners have requested flexibility in meeting formats and accessibility of the LCAP survey. In 2025-26, the District will work to provide engagement events in both in-person and digital formats. The LCAP survey was shortened in 2024-25 and provided in both Spanish and English to parents and students to make it more accessible, which will continue.|3|3|3|3|3|4|3|4|4|4|4|4|Met||2025-06-25|2025
19648160000000|Mountain View Elementary|3|Based on survey data results and educational partner input, parental involvement and family engagement are strengths in our district. Families have indicated that they appreciate the option to attend meetings either virtually or in person. Therefore, we continue to hold community meetings and parent training virtually or in a hybrid format. When necessary, sessions are offered with simultaneous translation in Mandarin, Vietnamese, and Spanish, allowing for greater participation and more efficient delivery of information.  Our Family Center continues to work as a hub of resources for our community, providing a space for training, a community Food Pantry, and referral services for our families.|Current data reflects many families still need to access available programs and resources. Survey data results and educational partner input show families have difficulty attending school events due to work conflicts. Parents have also indicated difficulty accessing parent portals and emails. Outreach efforts have been coordinated so Community Liaisons and other staff can reach out to families to help them access and register for programs. Outreach efforts have increased at all school sites to help parents access our After-School programs’ platform. Additionally, a targeted effort is being implemented this summer to ensure all families can access the parent portal for the SIS.|By expanding our community partnerships with local agencies and charities, we can provide services to our underrepresented groups. Our community partnerships have allowed us to provide hygiene kits, uniform support, and a community Food Pantry to support our unhoused youth, foster youth, and families in high need. Community Liaisons and Office staff have engaged in professional development around McKinney Vento and Foster Youth policies. Community Outreach coordinators work to help our underrepresented groups access resources in the community. Through the work of Community Schools, our initial Assets and Needs Survey was launched with plans to conduct focus interviews and delve deeper into the data to better serve our families.|Based on survey data results and educational partner input, a strength is this area continues to be our Parent Academy Leaders, who are are trained to provide workshops to families and community members on topics such as Maslow's Hierarchy of Needs, How to Access US Education, Supporting Your Child in Core Subjects, Goal Setting and Road to College.  Also, our Parent Chaperone Academies trained parent volunteers on engagement strategies to support students during Disney STEAM Experiences.|Areas of improvement are to expand on content-specific workshops and increase the Chaperone Academies for all study trips.. Also, providing parent workshops around social emotional learning and parenting of adolescents will be a focus next year.|During our self-reflection process, we have noticed a need to use other means of two-way communication with our underrepresented populations. Survey participation needs to be higher from these groups. To this end, we launched Parent Square which has had an overwhelming positive response.  We still do not have all families using the app, but we do have 99% of our families receiving the messages in their preferred language as identified in the SIS.|While Parent Advisory Groups at the site level are in-person setting, the District Consolidated Parent Advisory Council provides a virtual option.  Meetings are centralized at the Family Center with satellite meetings at the school sites and zoom for those who may not be able to attend in person. Interpretation is provided in Spanish, Vietnamese, and Mandarin. Parent meetings around District programs are offered virtually and in person. Parents provide input in person or digitally through surveys, polls, and questionnaires.|Through the use of Parent Square, we have been able to increase our parent participation.  We have used multilingual physical fliers, phone messages, and emails to families to seek their input on educational matters.  We will continue to secure interpretation services and increase personalized outreach.  Additionally, we will continue to focus on targeting our families who have not dowloaded the Parent Square app allowing them to fully engage in our outreach efforts.|To improve the engagement of underrepresented parent groups in seeking input for decision-making, we are using the framework for Community Schools.  Due to the initial survey data gathered this year, the Community School Leads will conduct focus groups targeting all families, but specifically those unrepresented.|5|4|3|4|4|5|5|5|5|5|4|5|Met||2025-06-17|2025
19648320000000|Newhall|3|Based on input from educational partners and local data analysis, the Newhall School District has achieved a level 4 or 5 in building relationships between school staff and families. Collaboration with parents and guardians continues to be a district priority, evident in our active parent community and high engagement levels across all ten schools. Site administrators share best practices to enhance parent engagement, and both school sites and the district provide diverse opportunities for parents to connect with school staff.  Specific events are hosted at school sites on a range of topics. For example, district-sponsored events help families understand state standards and the critical role of family-school partnerships in student achievement. These include early literacy workshops, Family Science Nights, and other academic and behavior-focused sessions. Our community outreach staff provide support to new and veteran families in areas such as attendance, communication of school events, and local resources.  In the 2025-2026 school year, we plan to utilize our school staff to support targeted educational opportunities to parents based on the community's needs.   To communicate student progress, parent-teacher conferences occur twice annually, supplemented by additional parent workshops and communication sessions as needed. The Superintendent regularly engages with parents through Superintendent Chats and meetings with PTA/PTO and School Site Council Chairs to discuss district policies, events, and concerns. These forums encourage parents to provide feedback directly to the Superintendent and Executive Cabinet. Parent advisory groups, such as the Special Education Advisory Council (SEAC) and the LCAP Advisory Council, actively contribute to the LCAP decision-making process, demonstrating robust advocacy and engagement.|An ongoing priority for the Newhall School District is enhancing partnerships with families of chronically absent students. Though the rates of chronic absenteeism have improved significantly, our goal our goal continues to be to work collaboratively with families to address and eliminate barriers to regular attendance. We are implementing several strategies, including:  Education: Informing families of the importance of ensuring that students are at school every day to learn Site-Wide Student Incentives: Encouraging good attendance through school-wide rewards and recognition Targeted Communication: Sending communication to families when attendance issues arise, providing early intervention Attendance Conferences and Home Visits: Holding meetings and visiting homes to engage directly with families and discuss attendance challenges Our district attendance team continuously reviews data and refines processes to ensure that we apply research-based best practices consistently across the district, supporting families effectively in improving student attendance.|To enhance engagement with underrepresented families, the Newhall School District will implement targeted strategies to foster strong partnerships with all families. Key strategies include:  Community Outreach Staff: Each school has dedicated staff to serve as liaisons for English learner families, ensuring they have a direct point of contact. Personalized Communications: Tailoring messages for parent workshops and events to address the specific needs and interests of underrepresented families. Transportation Support: Providing busing to facilitate attendance at parent events, making it easier for families to participate. Diverse Communication Channels: Utilizing both paper and electronic communications to reach families effectively, ensuring they receive important information in their preferred format.|The Newhall School District is committed to fostering positive relationships between school staff and families, ensuring a welcoming and respectful environment. Our focus is on promoting a two-way dialogue between families and the district, with all communications and events translated to support full participation.  Highlights of our progress include:  High Family Engagement: In the 2024-25 school year, 93% of respondents to our annual school effectiveness survey agreed that their child’s school communicates clearly and consistently about school events, policies, and their child's progress. Community Outreach Staff: Each school site has a designated community outreach staff member, serving as a primary contact to support and address family needs. Diverse Communication Channels: Communication occurs through district and site messages via our communication system, individual parent conferences, and meetings with PTA/PTO, Foundations, and Advisory Councils. Superintendent Engagement: The Superintendent holds regular meetings with parent groups to maintain an open line of communication. Regular Publications: The district magazine, School News, is distributed quarterly to keep families informed. Advisory Councils: The Special Education Advisory Council (SEAC), the district English Learner Advisory Council (DELAC), and the Local Control and Accountability Plan (LCAP) Advisory Council offer additional avenues for parent partnership and engagement.  These efforts collectively strengthen our ability to collaborate effectively with families to support student outcomes.|In the upcoming school year, the Newhall School District will continue to focus on enhancing professional learning opportunities for staff to improve family outreach and support. Key initiatives include:  Professional Learning: Increasing professional development for staff to enhance their skills in engaging with families. Administrator Training: Providing ongoing training for administrators throughout the 2025-2026 school year on strategies for partnering with families to improve student attendance. Resource Sharing: Administrators will gather and share effective resources and best practices, which will then be used to train site personnel on strengthening family partnerships.  These efforts aim to build stronger connections with families, ultimately supporting better student outcomes.|To enhance engagement with underrepresented families, the Newhall School District will implement targeted strategies including:  Community Outreach: A dedicated community liaison at each school to act as a primary contact for English learner families Tailored Communications: Sending personalized invitations for parent workshops tailored to the needs of underrepresented families. Transportation Support: Providing busing to facilitate attendance at parent events. Diverse Communication Methods: Distributing both paper and electronic communications to ensure all families receive important information in their preferred format. Meaningful Engagement Opportunities: Collaborating with staff to design meaningful and engaging opportunities for families to partner with schools in improving student outcomes.|The Newhall School District excels in engaging families in decision-making processes through various advisory councils at all school sites, including English Learner Advisory Committees (ELAC) and School Site Councils. These groups are well-supported to fulfill their advisory roles by:  Active Involvement: Parents participate actively in reviewing and providing input on school site plans, budgets, and goals. LCAP Development: Families contribute to the development of the Local Control and Accountability Plan (LCAP), reviewing outcomes, providing feedback on existing goals and actions, and suggesting future actions. Guidance and Support: Advisory councils receive necessary guidance to understand their roles and responsibilities, ensuring meaningful participation in decision-making.  This collaborative approach ensures that parental input informs and shapes district actions, aligning with the needs and aspirations of our community for the new LCAP year.|The Newhall School District will focus on enhancing our methods for seeking input by increasing communication ahead of advisory council, family input, and leadership meetings to ensure broader participation. We will adjust survey questions to gather more actionable data, refining our approach to capture insights that directly inform decision-making. Additionally, we plan to conduct multiple surveys throughout the year, supplementing the annual school effectiveness survey, to gather timely feedback and address emerging issues promptly. These measures aim to foster a more inclusive and responsive decision-making process that better reflects the diverse perspectives of our community.|To enhance engagement with underrepresented families in decision-making, the Newhall School District will focus on:  Increasing Representation: Actively exploring ways to boost attendance and membership in advisory councils among underrepresented families. Hybrid Meetings: Offering hybrid meeting options, allowing parents to participate either in-person or virtually, providing greater flexibility. Targeted Communication: Utilizing district staff to send personalized invitations to families who have historically been less involved. Engaging at Family Events: Sharing information and soliciting input at events that underrepresented families are more likely to attend, such as parent-teacher conferences and celebratory school events.  These strategies aim to broaden participation and ensure that all family voices are heard in the district's decision-making processes.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19648400000000|Norwalk-La Mirada Unified|3|NLMUSD parents are being provided with training in leadership at school sites and at the district level. Shared decision making is applied in order to increase the partnership between the district and parents to provide students with high quality educational opportunities and improved student outcomes. Opportunities for parents to be included in the input process for decision making includes our LCAP, PAC (Parent Advisory Committee), English Learner PAC, Superintendent's Community Council, DELAC, ELAC, SSC and our PTA boards.|Norwalk-La Mirada Unified School District has continuously found ways to strengthen parent engagement by building relationships between school staff and families. Our teachers, administrators, parent education counselor, wellness coordinators, counselors and Elementary Student Support Specialists (ESSSs) continued to develop and implement student and family outreach, monitor, and support students on a regular basis throughout the 2024-25 school year. Our LCAP Goal 4- Parent and Community Engagement will foster family community engagement, ensures that we provide a welcoming school environment for families while increasing parent and family engagement, and involvement in decision making at our schools. Our Fall 2024 Climate Survey + NLMUSD LCAP reflects our families responded in a favorable way in the area of Sense of Belonging.|NLMUSD have provided multiple forms of communication to parents about their children's progress and the activities in the district in our parent’s preferred languages of communication (English, Spanish, and Korean). Parents have ongoing opportunity to learn about school programs that the district provides to give every student access to success in college and career.|NLMUSD in collaboration with local colleges, universities, and career training providers will provide College Expo and Career Fair as a service. Our students benefit from learning about College and Career opportunities available to them within the greater Norwalk-La Mirada area, to help with their personal/educational goals and future careers. This will provide an increased opportunity, awareness, and enrollment in post secondary education.|NLMUSD parents and interested community members will be provided with training in leadership at school sites and district parent center, and shared decision making in order to increase the partnership between the district and parents in providing students with high quality educational opportunities and increased student outcomes.|NLMUSD parents and interested community members will be provided with training in leadership at school sites and district parent center, and shared decision making in order to increase the partnership between the district and parents in providing students with high quality educational opportunities and increased student outcomes.|NLMUSD has consulted with educational partners in meaningful ways through in person, zoom meetings, focus groups, and surveys to gather information about the hopes and dreams for our students. There were common threads throughout the input collected and conversations regarding successes and challenges related to the current school year as well as what improvements need to be made for the following year between the different educational partners. Special attention was given in aligning the LCAP with educational partner input, the Superintendent recommendations and Board of Education goals.|Parents, family and community education partners will become more engaged in the education of students in the Norwalk La Mirada Unified School District, resulting in a culture of collaboration and communication that values the input and participation of our educational partners. They will have improved opportunities to participate in district/site activities that increase their skills as partners in education. Each school site will develop and maintain positive parent, students, and community involvement and engagement to promote and support student success.|Parents, family and community education partners will become more engaged in the education of students in the Norwalk La Mirada Unified School District, resulting in a culture of collaboration and communication that values the input and participation of our educational partners. They will have improved opportunities to participate in district/site activities that increase their skills as partners in education. Each school site will develop and maintain positive parent, students, and community involvement and engagement to promote and support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
19648570000000|Palmdale Elementary|3|-Goal 5 of our district strategic plan, the Palmdale PROMISE, is directly aligned to this LCFF Priority.  It focuses on engaging diverse families & communities in powerful learning and collaboration. - We have a robust system of multi-channel communication efforts in place that utilize platforms like ParentSquare, email, social media, the TVs in our school site & district lobbies, and our Board of Trustees meetings being livestreamed online and digitally archived for easy access after the fact. - We employ full-time Parent/Community Liaisons (PCLs) at every site in the district. - We utilize embedded translation capabilities in ParentSquare, our primary home/school communication tool, allowing our families to receive information in their preferred language, beyond English and Spanish.  - Multiple avenues are provided for parents to participate in school activities, organizations and training in a multitude of areas that extend beyond student support. - Programs to support English Learners, students from Low Income families, and Foster Youth and Homeless students are abundant and extensive.|Focus areas for improvement include: - Cultivate deeper, genuine trust and transparency with educational partners - Address inconsistent site-based engagement efforts - Improve engagement of underrepresented families - More District Translator services to be made available for more home/school communication, including parent-teacher conferences, and to support languages beyond Spanish to support the needs of more English Learners - Mitigate pervasive chronic student absenteeism.|- Enhanced, accessible communication with families, including more diverse language translation services and more effective utilization of communication platforms to ensure important academic information reaches all parents without being overwhelming. -Bridging the digital divide by providing equitable access to technology and internet for low-income families, enabling their full participation in home learning support.|- Goal 3 of PSD's LCAP is Family & Community Partnership: focusing on communication. PSD is committed to uplifting this partnership in meaningful ways for the sake of increase student achievement - PSD has established partnerships & MOUs with various community organizations that provide valuable support and resources to our students and families. - PSD has well-supported resources and initiatives available for our system, specifically for English Learners (ELs) and their families. -  Regular announcements & presentations are shared with our community, especially on our learning pathways, the available middle school options, the career and college fairs, SELPA workshops to support students with disabilities, and workshops on LCAP & Title I - how these plans support our students with the greatest need in order to achieve success. - Powerful partnerships in Science (STARBASE) and Math (PRIME) with Edwards Air Force Base (AFB) target low-income and low performing students to prepare them for grade-level content access. - PSD facilitates various opportunities to discuss student progress: parent-teacher conferences, ParentSquare communication tool, Zoom meetings to allow flexible meeting attendance. - PSD hosts many community events that outreach to parents:  the DELAC Celebration, Unity in the Community meetings, Black History Gala, Multicultural Showcase. - Organizations to foster parent participation and support are many and strong in PSD:  AAPAC/AAAC, DELAC/ELAC, SPAC, GATE, Parent Center classes, Mini CABE, Parent Institutes for Quality Education (PIQE),  ESL Parents, LCAP Ed Partnership Council. - PSD has increased its community partnerships in the last year:  Code Read Program, First Five, Walmart, CAASA, Antelope Valley College, Edwards AFB, Kiwanis West Palmdale, AV Chambers of Commerce, Bob’s Furniture|- Ensure and extend equitable support for all student groups, akin to that received by EL families, especially to African American students/families. They are a significant population yet perceived to not receive the same dedicated focus. - Improve consistency and intentionality in outreach planning for all families. - Bridge the digital divide by ensuring access to technology and internet for students from low-income families. - Make available easy to read, printed report cards to help families effectively track and celebrate student progress. Digital formats are seen as less accessible for regular monitoring. Address actual parent engagement by promoting and building strong relational connections between home/school.|- Meeting families where they are, to hear their stories, to treat them with dignity and respect and help them with what they need to engage meaningfully must continue to drive the ways in which PSD provides opportunities for students to receive equitable services and support to ensure their growth and progress.  Being welcoming and available is just as important as being transparent and authentic in order to foster the trust that underlies an effective two-way relationship between school and home.  Lowering barriers that we know are often higher for underrepresented families is the task of the district and goes a long way to ensuring that families see the effort being put forth with sincerity, not simply out of obligation. -|- District effectively utilizes the formal advisory groups including DELAC, ELAC, AAPAC, GATE  - Established channels for parents to voice concerns and seek assistance - Regular meetings hosted by site/district for families, including “Coffee with the Principal” or “Breakfast with the Superintendent” - District provides broad opportunities for parent input on policies and programs  - Professional learning opportunities are made available to parents/families district-wide and at various school sites - Many surveys are published for families to share their input on how the school.district is providing education for their student - District has additional alternative funding to support  building family engagement (CCSPP, Community Schools)|"- A perceived ParentSquare ""overload"" of information shared on a regular basis affects the visibility and effectiveness of invitations for families to provide valuable input.  - The district must continue to be mindful of competing priorities that hinder teaching staff’s ability to properly facilitate meaningful input. - Build the capacity and provide sufficient bandwidth for staff and administrators to effectively engage families in advisory and decision-making processes.  - Provide and protect more structured time and dedicated spaces for meaningful collaboration among parents, staff, and administrators.  - Promote transparency of discussions within parent advisory groups and share these discussions, as other educational partners, including staff, often feel they are unaware of outcomes from these conversations. - Underlying issues of trust and transparency need to continue to be addressed that can also undermine the authenticity of input-seeking efforts."|Strategically seeking our educational partners out, especially our parents/guardians of our underrepresented student groups. We must also ensure these families are represented proportionally represented across all the communities we assemble at the District level and at the school site level.  We must also ensure that we communicate how things change with District efforts and practices/procedures when our families do speak out. Transparent, two-way communication and follow up is important for all educational partners, not just for parents, as crucial to ensuring our educational system builds coherence and consistency in the service of our children.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19648570112714|Antelope Valley Learning Academy|3|The AVLA staff is committed to building, sustaining, and strengthening relationships with the families of its students. Throughout the year, AVLA hosts events such as the Parent Advisory Committee, English Learner Advisory Committee, Back to School Night, and Parent-Teacher Conferences to name a few. To ensure consistent communication, AVLA staff use the Data+Design system, L4L Connect, and RingCentral to provide timely updates on student progress to both parents and students. Families appreciate this transparency and feel a strong sense of connection and inclusion through these multiple communication channels. A parent recently shared that she ‘never has concerns about my child's schooling because her teacher texts all the time.’ Additionally, AVLA invites various community partners on-site throughout the year to engage with students and parents.|AVLA is dedicated to strengthening relationships between school staff and families. Although the partnership between the school staff and families is good, there is always room for improvement. “The school keeps me informed all the time” one parents said during a PAC meeting. Every year the AVLA staff host several events that are geared towards improving the students families connection to the school. The counselors also host numerous information sessions that families are invited to. To better support incoming 9th graders, a specialized orientation for both students and parents has been implemented with the intention of promoting academic success. AVLA continues to encourage full parent participation in biannual parent-teacher conferences and quarterly PAC and ELAC meetings. Additionally, the school is always exploring new ways to bring parents on-site to engage with staff and community partners.|AVLA recognizes that English Language Learners, African-American students, Foster Youth, and Homeless Youth are underrepresented in the relationship building efforts between the school and families. To encourage greater inclusion, AVLA is scheduling key meetings at various times and through multiple platforms throughout the school year. Additionally, the school is enhancing its outreach efforts to ensure all families are informed about these meetings and other events happening at the school. AVLA is also being more intentional about inviting families on-site to experience how the school celebrates diverse cultures, such as its Black History Month celebration. Lastly, AVLA remains committed to supporting advocacy groups and incorporating bilingual staff members into school activities to ensure inclusive communication and engagement.|Partnerships are essential to AVLA’s ongoing efforts to enhance student outcomes. AVLA currently has a robust list of community partners it works with to support the students and their families, and this list grows yearly due to the efforts of AVLA’s community liaison and newly hired community schools manager. If a specific resource is requested but not currently available, effort is put in to finding and establishing partnerships with organizations that can meet these needs. A students parent remarked that she “is aware of the partnerships AVLA has, but is not using them at this time.” Through these partnerships, students can access college courses, receive free meals, receive mental health support, gain temporary housing and engage in experiential learning trips.|AVLA’s main area of focus on improving partnerships for student outcomes is to make the students and their families aware of all the resources AVLA has available to them. Along with informing the staff of all the resources/partnerships AVLA has, every year AVLA aims to increase attendance at events featuring community partners. To achieve this, AVLA is conducting more on-campus events and workshops where students and their families can connect with community members. Given the high turnout at holiday events, community partners are now invited to participate in these gatherings as well. Additionally, the AVLA leadership team is working to ensure that all staff members are informed about upcoming events and given sufficient time to promote them. Finally, AVLA’s community liaison and community schools manager are also working to expand its network of community partners to include businesses that can provide incentives for student attendance and academic achievement.|AVLA recognizes that foster and English language learners families have been underrepresented in events and partnership opportunities. To improve engagement, AVLA has been more intentional about hosting events that appeal to all families, providing flexible attendance options, and promoting these events through all available communication channels. Additionally, AVLA has tasked the community schools manager and community liaison with finding organizations that can fill any resource gaps AVLA might have. More partnerships should lead to more engagement. AVLA’s counselors and social worker continue to support all students, and leadership is constantly looking for and/or hosting professional development opportunities that address student needs.|AVLA employs a range of tools to gather input and feedback from educational partners. Staff members use Data+Design, Ring Central, and L4L Connect daily to communicate with families and students, providing updates on academic progress. A parent of an AVLA student said that her daughters teacher did reach out and ask for help in how to ‘better support her daughter.’ These platforms also serve to inform families about upcoming events such as Parent-Teacher Conferences, IEP meetings, PAC and ELAC meetings, ceremonies, surveys, and other school or community activities. During these events, AVLA actively seeks input to guide decision-making, reinforcing a continuous improvement cycle that thrives on stakeholder engagement. According to the Annual Survey, 99% of parents reported positively on the school’s clear and effective communication between home and school.|AVLA needs to increase its attendance at campus events and meetings. These affairs are one of the main activities AVLA conducts to seek input from community members. When students were asked if they felt encouraged to participate in events, 97% responded positively. When asked, a parent said she had “very clear communication about what was happening at AVLA from her child's teacher.” The awareness is high, but unfortunately the turnout needs to be improved. Leadership feels the school needs to offer activities that genuinely interest students. To bridge this gap, all AVLA staff are encouraged to engage students in meaningful conversations to gather honest feedback about the types of events, activities, and workshops they would like to see on campus and would find valuable. Additionally, while attendance at PAC and ELAC meetings is steady, there is room for growth, and AVLA will continue efforts to increase participation. Lastly, AVLA aims to strengthen parent participation in the annual survey so more voices are heard.|The feedback AVLA has gathered from staff and student conversations, parent meetings, advisory meetings, and the annual survey has been invaluable in guiding efforts to enhance engagement with underrepresented families. To improve in gaining input for decision making, AVLA has worked to host workshops and events that cover an array of topics that appeal to many students and families. AVLA is also using social media to promote the great things happening on campus. Additionally, important meetings are being held at various times throughout the week and through multiple mediums to improve accessibility. AVLA remains committed to strengthening community partnerships, expanding support services, and hiring high-quality staff to foster meaningful connections with every student's family.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-05|2025
19648570125377|Palmdale Aerospace Academy|3|TPAA provides many opportunities to engage positively with parents. We utilize Parent Square and Class Dojo, for verbal and written communication, and parents have access to teachers via email and phone. We have a Family Outreach and Engagement Specialist who coordinates events and supports school-wide efforts to increase family participation. Additionally, parents are provided opportunities to participate in School Site Council, DELAC, collaboration with our PTSO, our Robotics 5012 chapter, and various volunteer opportunities. An area for growth is in engagement as 45% of students in grades 6-12 report on the Youth Truth survey that they perceive they are engaged with their school and their education; 38% of families report they are engaged in their school and empowered to influence decision making; and 50% of staff feel engaged in their work and empowered to influence their schools. In an effort to continue to build relationships between school staff and families, TPAA has various opportunities for families to participate in events, such as: Back to School Night, Open House, Carnival, Cultural Festival, Art Showcase, Book Fair, sporting events, and PIQE Family Engagement Workshops. We will be focusing on increasing engagement in the 2025-2026 school year.|TPAA continues to offer opportunities for collaborative planning and evaluation of programs and activities for educational partner input. This includes training teams, such as DELAC and School Site Council, on their roles and responsibilities. Providing opportunities for parent participation on campus is also an area of focus.|TPAA works directly with and continually seeks input from the parents/guardians of our students. We hold School Site Council Meetings, coffee with the Principal events, PTSO monthly student/family events, IEP's, SST's, PIQE Family Engagement Workshops, DELAC, and LCAP meetings. We also provide translation services at each meeting and event so that all parents can access the information.|The Palmdale Aerospace Academy fosters collaborative relationships to enhance student outcomes through a variety of channels. We prioritize active communication with our families to solicit invaluable feedback on strategies to bolster student support. This engagement takes shape through platforms such as Parent Square, DELAC, School Site Council meetings, informal gatherings like coffee with the principal, as well as targeted parent workshops and LCAP partner engagement sessions. Moreover, we extend our partnership with families through diverse communication avenues including the Principals Newsletters, participation in community events like the Holiday parade, collaborative initiatives with the PTSO, robotics programs, Booster club activities, and various other engagement opportunities.|A major area of focus as we have transitioned to the new SIS, PowerSchool, will be to ensure staff, students, and families are educated to implement the system for continuous and transparent communication between educational partners.  Also, now that we have increased communication options, it will be important to coordinate the scheduling and communication of events as an academy.|Our Family Outreach and Engagement Specialist continues to expand her reach to our families Academy-wide in both English and Spanish. The Academy will continue to communicate through Parent Square, and leadership will continue the collaboration with key groups including: PTSO, the Booster Clubs, DELAC, and School Site Council.|The Academy gathers input from educational partners, both virtually and in person, to develop our LCAP goals. We also utilize School Site Council and DELAC to provide input, review, and guidance for our LCAP.|The Academy has provided opportunities for parents and staff to share leadership responsibilities.  TPAA is beginning the process of collaborative planning and evaluation programs and activities. This will include training teams such as the District English Language Advisory Committee and the School Site Council on their responsibility for evaluating programs and strategies that have been implemented.  Tools for helping parents and staff to evaluate and design plans will be provided.  This year the Academy provided many opportunities for input on the development of the LCAP.|We continue to ensure that our parents receive information in both Spanish and English when we promote events or provide surveys so that all our parents have an opportunity to contribute feedback for decision making.  Information is gathered through in person meetings, virtually, and via survey forms.  Meetings are scheduled at various times of day to ensure that parents can participate, regardless of their work schedules or other responsibilities.|4|4|3|5|4|4|3|4|4|4|4|3|Met||2025-06-10|2025
19648570140889|Palmdale Academy Charter|3|PACS has made significant progress in building relationships with families through the establishment of inclusive and culturally responsive parent advisory groups, such as AAPAC, ELAC, and SSC. The school also hosts “Bagels with Dr. B,” offering parents regular, informal access to school leadership. Advisory programs, individualized counseling, and the consistent communication with families around college and career readiness have fostered trust and collaboration.|While PACS has established key groups and communication avenues, analysis indicates a need to expand personal outreach to underrepresented families who may not attend formal meetings or events. Additionally, strengthening two-way communication and offering more bilingual or culturally tailored events were highlighted as areas to grow.|To better engage underrepresented families, PACS will expand its use of community liaisons and bilingual staff to improve direct outreach. The school will also implement more flexible, family-friendly meeting times, offer translated materials, and increase home visits or phone check-ins led by Advisory teachers and counselors. These efforts aim to create a more personalized connection with families of EL, low-income, and foster youth.|PACS has demonstrated strong progress through its comprehensive Advisory Program, monthly counseling workshops, and individualized senior planning meetings. The expansion of AP, AVID, Dual Enrollment, and CTE pathways has allowed students and their families to actively participate in shaping their educational trajectories. Parents are regularly engaged in understanding their child's academic progress and postsecondary planning.|Feedback suggests a need for more direct parent education around navigating high school graduation requirements, college entrance processes, and financial aid. Enhancing family understanding of course pathways, especially for English Learners and first-generation college-goers, is a priority.|PACS plans to increase family workshops tailored to specific student groups (EL, SPED, Foster, Low-Income) in partnership with community-based organizations. These will include language-accessible sessions on high school pathways, A-G requirements, and college financial planning. The school also intends to leverage its digital platforms and one-on-one family meetings to ensure families fully understand and participate in their student's academic journey.|PACS has established multiple platforms for gathering parent input, including SSC, ELAC, AAPAC, and parent sessions tied to WASC and LCAP development. The school’s collaborative approach in the WASC process—with condensed reports shared with families and dialogue encouraged—shows strong alignment between stakeholder feedback and schoolwide planning.|While PACS has active leadership groups, there remains a need to broaden participation beyond the same core group of parents. Engaging a more diverse and representative cross-section of families—especially those less likely to attend formal meetings—is a targeted area for growth.|To address this, PACS will implement multilingual digital surveys, text-based communications, and brief in-person focus groups embedded in existing school events. Staff will conduct outreach to invite more EL, foster, and low-income families into advisory roles and feedback loops. Student-led conferences and Advisory-facilitated goal-setting meetings will also serve as entry points for family voice.|4|4|4|3|4|4|4|3|4|4|3|3|Met||2025-06-17|2025
19648650000000|Palos Verdes Peninsula Unified|3|The Palos Verdes Peninsula Unified School District (PVPUSD) is committed to building strong partnerships between families and staff by fostering a welcoming, inclusive, and positive school environment. Both the district and its schools offer a wide range of opportunities for parent involvement, engagement, and feedback throughout the year.  Parents and guardians are encouraged to participate in school events, meetings, and committees. PVPUSD actively promotes year-round family engagement through activities such as parent education nights, open houses, back-to-school nights, parent-teacher-student conferences, PTA-sponsored events, superintendent roundtables, and student performances.  To ensure families feel informed and connected, the district and its schools prioritize consistent, timely, and effective communication. This ongoing dialogue plays a vital role in strengthening relationships across the PVPUSD community.  Local Data indicates the following: Based on local data of parents: 45% of parents felt that the district offers a variety of programs to support their social/emotional well-being 53% of parents felt connected to their student's schools 78% of parents felt that communication from their school site is effective, relevant, and timely  Local Data of Certificated & Classified Staff: 69% feel that PVPUSD offers a variety of programs for parents/guardians to be engaged in the school community 72% feel connected to their school/work sites 73% of staff felt that communication from their school/work site is effective, relevant, and timely|Based on the analysis of educational partner input and local data, the Palos Verdes Peninsula Unified School District (PVPUSD) will:  Increase Parent Connection to Schools: While over half of parents (53%) report feeling connected to their child's school, there is an opportunity to strengthen this sense of connection across all school sites. Increasing efforts to engage families more meaningfully—particularly those who may feel less involved—will be a key focus.  Enhance Communication Practices: Although 78% of parents and 73% of staff feel communication is effective, relevant, and timely, there is still room for improvement to ensure all stakeholders receive consistent, clear, and personalized messaging. The district will focus on refining communication strategies to enhance engagement and ensure equity in information access.|To foster better engagement with underrepresented families and strengthen the connection between school staff and families, the District will continue several key initiatives:  Enhance Two-Way Communication: Continue using language that is clear, understandable, and accessible to all families to ensure everyone feels informed, respected, and included in school communications.  Broaden Outreach Methods: Continue sharing information about available supports and engagement opportunities at both the site and district levels through multiple channels—such as email, printed materials, phone calls, and in-person meetings—to better reach and connect with all families.  Through these ongoing efforts, the District will continue building a more inclusive and supportive.|Based on the analysis of educational partner input and local data, the Palos Verdes Peninsula Unified School District (PVPUSD) will:  Strong Parent Engagement in Academic Activities: Parents consistently participate in academic-focused events such as parent-teacher-student conferences, back-to-school nights, and open houses. These events serve as key opportunities to align school and family efforts to support student achievement.  Effective Site-Level Communication: Local data shows that 78% of parents find school-site communication to be effective, relevant, and timely, supporting a shared understanding of student progress, school expectations, and available resources.  Collaborative Efforts with Staff: A majority of certificated and classified staff (69%) report that the district offers a variety of programs to engage families in the school community, which supports ongoing collaboration to promote student success.  Use of Parent Committees and Advisory Groups: PVPUSD regularly engages families through school site councils, PTA, ELAC/DELAC, and other advisory groups, providing structured opportunities for parents to give input and support academic initiatives.|Based on the analysis of educational partner input and local data, the Palos Verdes Peninsula Unified School District (PVPUSD) will:  Expand Awareness of Support Programs: While programs exist to support academic success, not all families are aware of the full range of available resources. The district will focus on improving communication about academic supports, interventions, and enrichment opportunities—especially for underrepresented or less-connected families.|Based on the analysis of educational partner input and local data, the Palos Verdes Peninsula Unified School District (PVPUSD) will improve engagement of underrepresented families in building partnerships for student outcomes through the following:  Strengthen Staff Capacity for Inclusive Engagement: PVPUSD will continue training school staff on culturally responsive communication and engagement practices to better build trust and collaboration with all families.  Expand Translation and Communication Efforts: Updating the website, using tools to help with translations/communication.|The district remains committed to inclusive decision-making by actively seeking input through a variety of advisory committees. These include the Budget Advisory Committee, Facilities Advisory Committee, Local Control Accountability Plan (LCAP) Committee, Citizens' Oversight Committee for Measure M (COC), District English Learner Advisory Committee (DELAC), and Operations Advisory Committee (OAC). Each committee is made up of a diverse group of stakeholders, including teachers, parents, staff, administrators, and board members. Meeting notes are posted on the district website, and some meetings are also recorded to ensure transparency and accessibility.|Based on the analysis of educational partner input and local data, the Palos Verdes Peninsula Unified School District (PVPUSD) has identified the following focus areas for improvement in seeking input for decision-making:  Broaden Representation on Committees: While advisory committees are in place, participation from underrepresented families and diverse community members remains limited. The district will focus on expanding outreach efforts to ensure broader and more inclusive representation across all committees.  Increase Awareness of Input Opportunities: Some families and staff report not being fully aware of when and how they can provide input. PVPUSD will work to improve communication about engagement opportunities and ensure that all educational partners are informed and encouraged to participate.|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families in decision-making by implementing several targeted strategies. These include: - Enhancing two-way communication by translating all messages into families' home languages and using clear, accessible language. - Offering virtual participation options, when possible, such as Zoom meetings for advisory groups and decision-making sessions, to accommodate families who cannot attend in person. - Providing information through various channels, including email, printed materials, phone calls, and the district’s mobile app, to reach families more effectively. - Establishing dedicated liaison roles to support underrepresented families and encourage their participation in advisory groups.|3|4|3|4|3|4|4|4|4|4|4|4|Met||2025-06-25|2025
19648730000000|Paramount Unified|3|Based on the analysis of educational partner input and local data, Paramount Unified School District (PUSD) continues to build on its strengths and make meaningful progress in Building Partnerships for Student Outcomes, especially in the area of Building Relationships.  A key strength identified is the district’s commitment to effective two-way communication between families and educators. This communication is designed to be clear, accessible, and culturally responsive. PUSD utilizes multiple platforms to connect with families, including district-wide phone systems, written materials, social media, school and district websites, parent-teacher conferences, and meetings held throughout the year. Educational partners recognize these efforts as central to promoting active family engagement.  The district has made notable progress in recent years. The use of headsets for real-time translation during meetings and presentations allows parents and presenters to engage in immediate, inclusive dialogue. This advancement removes barriers and encourages authentic participation. Additionally, PUSD has expanded outreach through social media and increased involvement opportunities by including families in various community and parent groups, including the Local Control Accountability Plan (LCAP) Committee. The district is also enhancing communication through its Student Information System apps, providing real-time updates and accessible information to both students and parents.  These intentional practices validate parent voice, encourage consistent involvement, and foster a welcoming school culture. By prioritizing effective, two-way communication, PUSD strengthens relationships that directly support student learning and outcomes.|PUSD has identified strengthening relationships between school staff and families as an ongoing priority, based on educational partner input and local data. This focus is reflected in the district’s Local Control and Accountability Plan (LCAP) and aligned with site-level Single Plans for Student Achievement (SPSAs) under Goal 4, Enhance Family and Community Engagement. PUSD recognizes that strong family-school partnerships are vital to student success and well-being.  To support this goal, Action 3, Improve Home-School Communication, promotes consistent two-way communication on student progress, expectations, and shared goals. Partner feedback emphasized the need for clear, timely, and accessible communication, which has guided district efforts to ensure families are informed and engaged.  Action 2, Strengthen Community Partnerships and Resources, further supports school-family relationships by connecting families with local services and programs. These partnerships reduce barriers to engagement and foster involvement through events, workshops, and outreach. Community input highlights the importance of these connections in building trust and a sense of belonging.|Based on input from educational partners and local data, PUSD has identified the need to improve engagement with underrepresented families by strengthening relationships between school staff and families. In response, the district is implementing a multi-tiered strategy within its Multi-Tiered System of Support (MTSS), embedding cultural understanding and inclusive practices to support academic success, social-emotional development, and college and career readiness.  PUSD is providing Cultural Proficiency training to all staff, both classified and certificated. This training emphasizes building respectful, positive relationships with families of underrepresented students. Staff are learning to recognize and value the diverse backgrounds of students and families, and to respond in culturally informed ways.  The training encourages staff to move beyond awareness and engage with families by understanding their strengths, traditions, languages, and goals for their children. These relationships help create a stronger sense of connection and collaboration, especially for families who have previously felt marginalized or disconnected from schools.  This work aligns with Goal 5, which focuses on building a supportive and inclusive district. It guides staff in developing the capacity to better understand and engage with all families, particularly those who face barriers to participation.  Educational partners have also emphasized the importance of more personalized outreach. In response, schools are expanding two-way communication, increasing opportunities for families to participate in school events, provide input, and engage in open dialogue with staff. The district is enhancing translation services, increasing access to cultural liaisons, and organizing family-centered events to reduce barriers and build trust.|Based on educational partner input and local data, Paramount Unified School District (PUSD) demonstrates strong progress in building partnerships for student outcomes. A key strength is the implementation of policies and programs that create regular opportunities for teachers, families, and students to collaborate. Annual parent conferences allow families and educators to review student progress and develop strategies for improvement.  PUSD provides counselors and social workers at every school site to support students' academic, social, and emotional needs. This comprehensive support reflects a whole-child approach to learning.  The district promotes ongoing communication with families by sharing student assessment data throughout the year. Digital tools such as Schoology, SIS apps, social media, and the district website help maintain consistent communication and give families real-time access to student data and updates.  Parent engagement is further strengthened through school and district-level meetings and workshops. These events equip families with tools to support learning at home and create opportunities to share feedback with school and district leaders. Topics are selected based on parent input and include AVID, literacy, math, progress reports, A-G requirements, and the college application process.  PUSD’s approach integrates communication, data access, family education, and social-emotional support while offering multiple avenues for families and community partners to stay involved.|Based on educational partner input and local data, PUSD has identified family and community engagement as a key focus area for improving student outcomes. This is reflected in Goal 4 of the Local Control Accountability Plan and Single Plan for Student Achievement, which focuses on strengthening communication and relationships between schools and families.  A primary action supporting this goal is the development of a parent engagement and education program. This program offers workshops that equip families with knowledge and tools to support student success in areas such as attendance, school readiness, technology literacy, graduation requirements, and student wellness.  These efforts address input from parents, staff, and community members who emphasized the need for better communication and stronger school-family partnerships. By providing relevant resources and encouraging ongoing engagement, PUSD supports families as active partners in education.|Based on educational partner input and local data, Paramount Unified School District (PUSD) recognizes the need to better engage underrepresented families, including those from low-income, English learner, and historically marginalized backgrounds. The self-reflection process revealed barriers such as limited information access, inconsistent communication, lack of culturally responsive outreach, and challenges with college and career planning.  To address these issues, PUSD is implementing strategies from LCAP Goals 4 and 5 and the Single Plan for Student Achievement. These efforts focus on building strong family-school partnerships, promoting equity, and supporting student success. Key actions include expanding community resource centers, family engagement programs, and improving communication to strengthen the home-school connection.  The Director of Climate, Culture, and Equity leads inclusive practices and supports the Multi-Tiered System of Support to align academic and social-emotional services that prepare all students for college and careers.  PUSD continues to enhance multilingual communication, offer flexible event times, and involve families in school and district planning. Parent workshops also help families support learning at home.|Based on the analysis of educational partner input and local data, Paramount Unified School District (PUSD) demonstrates strong and sustained progress in “Seeking Input for Decision-Making.” Key strengths include the effective use of various online media platforms and the initial implementation of the district’s Student Information System (SIS) apps, which provide real-time information to parents and students, fostering timely communication and engagement. PUSD also prioritizes building family capacity to engage in advisory roles by offering targeted training at each school site for members of the School Site Council (SSC), English Language Advisory Committee (ELAC), District ELAC (DELAC), Parent Teacher Association (PTA), and through the establishment of the Local Control Accountability Plan (LCAP) Committee. These structures ensure meaningful community partner participation in decision-making and funding decisions at both school and district levels. Additionally, annual professional development for key school staff on SSC, ELAC, and DELAC requirements reinforces consistent implementation. The LCAP and Parent Advisory Committees receive clear information on how the LCAP supports the eight state priorities, promoting transparency and informed input. These collective efforts reflect PUSD’s strong commitment to inclusive engagement and shared decision-making across the district.|Based on the analysis of educational partner input and local data, Paramount Unified School District has identified a key focus area for improvement in Seeking Input for Decision-Making: expanding and deepening opportunities for community partners to engage meaningfully in district and site-level decisions. While standardized presentations and talking points support consistent messaging, and school sites offer a more familiar and comfortable environment for families to participate, PUSD recognizes the need to strengthen the quality, accessibility, and impact of stakeholder input. To address this, the district is working to enhance feedback loops, increase participation from a broader range of community partners, adjust meeting times to better accommodate families’ schedules, and ensure all communication is clear, accessible, and culturally responsive. These efforts aim to ensure that stakeholder voices meaningfully inform decisions about district programs and funding priorities.|Based on the analysis of educational partner input and local data, Paramount Unified School District (PUSD) will continue to expand and improve engagement of underrepresented families in Seeking Input for Decision-Making by strengthening two-way communication and expanding inclusive opportunities for participation. PUSD staff utilize student achievement data, including parent survey results, attendance, behavior, social-emotional well-being, academics, and college and career readiness, to inform outreach strategies that are responsive to the needs of various student groups. The district prioritizes building family capacity by providing targeted opportunities for involvement through committees such as School Site Council (SSC), English Learner Advisory Committees (ELAC/DELAC), the Parent Teacher Association (PTA), and the Local Control and Accountability Plan (LCAP) Committee. These groups meet regularly throughout the year to review data and provide input on district and site-level decisions. By focusing on culturally responsive communication, reducing barriers to participation, and ensuring underrepresented voices are heard and valued, PUSD is committed to fostering equitable family engagement in the decision-making process.|4|4|4|4|4|3|4|3|3|3|3|3|Met||2025-06-23|2025
19648810000000|Pasadena Unified|3|The Office and Family and Community Engagement has continued to provide support to ensure Community Assistants and Community Advocates receive training to build a positive culture founded on respect and trust. PUSD has maintained high survey ratings in this regard, with 94% of parent/guardian respondents agreeing that staff treat parents respectfully for the past two years (Panorama Family, Spring 2024 and Spring 2025).  PUSD has made great strides in creating a welcoming environment. District departments and schools regularly host in-person family nights, resource fairs, and parent coffees as part of a consistent effort to welcome families to campuses. Various departments also provided training that contributed to welcoming and trusting environments, such as the training in restorative circles via Western Justice Center, as sponsored by Student Wellness and Support Services.  Parent engagement training offerings expanded this year, and positive survey results increased. 90% of families reported feeling welcome at their schools, an increase from 87% the previous year (Panorama Family, Spring 2025). Parent involvement also remains a strength, with 80% of respondents agreeing that parents are highly involved, an increase from 77% the previous year (LCAP Survey, Spring 2025).  As a consistent practice, translation services and accommodation requests are offered at all parent meetings/workshops, and informational flyers and forms are distributed in multiple languages. Some workshops are also held twice, once in English in Spanish, or, for example, once online and once in person, expanding accessibility. PUSD’s family engagement social media continues to be offered in English and Spanish and offers an alternative way to connect for families who may not be able to attend longer or in-person sessions.|Focus group data reflect that parents are seeking meaningful and empowering ways to engage, with clear information, opportunities for dialogue, and active roles in their child’s learning. Parents also express interest in alternatives to surveys with proactive communication with follow-up.|Through the self-reflection process and feedback from educational partners, including 18 focus groups, PUSD staff identified strategies to improve engagement with underrepresented families. This includes providing more systematic opportunities for authentic, relationship-based engagement. Diversifying feedback opportunities through consistent and coherent small-group dialogues and listening sessions will enable more frequent opportunities for two-way communication. Community Assistants and Community Advocates will also be supported in conducting targeted outreach to underrepresented families to foster connection and trust.  Additionally, the Office of Family Engagement will expand to more informal, family-centered events such as the annual Community Schools Kick-Off—co-hosted with community partners—where families can engage with staff in supportive, fun settings as well as additional support across departments to provide parents with proactive information about key topics of interests (e.g. newsletters about progress for schools relocating due to modernization). These efforts aim to strengthen the foundation of trust, improve mutual understanding, and ensure that all families feel seen, heard, and valued.|In 2024-25, PUSD made significant progress in building strong partnerships to support student outcomes. One of the indicators of progress was the increase in Parent Portal usage, which rose from 77.1% to 81.34% overall. Targeted outreach in key transition grades yielded substantial gains: 5th grade access increased from 79.41% to 83.53%, 6th grade from 79.74% to 88.74%, and 9th grade from 89.8% to 90.15%. All three grades exceeded the prior year’s rates, and increases for 6th-grade families were unprecedented. Access to the Parent Portal is critical for families to access student information, such as test scores and grades. Therefore, this expansion in access, which was due to targeted efforts by Community Assistants, is a notable strength.  Survey data further reflect the district’s strengths in communication and involvement. A large majority of parents report being well-informed about school events (88%, up from 85% in 2024) and able to reach school staff when needed (87% up from 86% in 2024) (LCAP Survey, Spring 2025). To further strengthen partnerships this year, the Office of Family Engagement collaborated with Curriculum, Instruction, and Professional Development to plan and present family workshops in literacy and math, among other topics. Participation in family engagement offerings grew significantly, with a total of 1,032 workshop/event attendees. Attendance rose from a peak of 26 participants in fall to multiple spring events exceeding 50, and five others nearing or surpassing 100 attendees. All surveyed participants (100%) agreed that the information and skills presented were relevant and useful. High-interest events included the PUSD Parents Network, Summer Splash, and workshops on after-school care and educational transitions. Advocacy and leadership development were also priorities. Staff received annual training on the rights of foster youth, students experiencing homelessness, unaccompanied minors, and special populations. Parents were offered leadership opportunities through site and district-level committees, including the re-established District Advisory Council.  Together, these data points reflect a clear upward trajectory in building effective family partnerships that support student learning, engagement, and success.|Based on input from educational partners and local data, PUSD staff has identified several focus areas to strengthen partnerships that support student success. While survey data show overall positive perceptions of communication and involvement, opportunities remain to expand access, increase relevance, and improve convenience for families.  Survey responses indicate that while most families prefer digital communication channels such as email (86%) and text messages (49%). A significant portion of parents (38%) expressed a desire for more information on how to support their children at home. Additionally, nearly half (44%) reported that more convenient participation times would help them become more engaged with the district (LCAP Survey, Spring 2025).|To address these needs, focus areas include expanding opportunities and access. This would include expanding workshop offerings in Spanish to support families of English Learners, including information on dual language immersion and programming for English Learners. Family Engagement staff will also launch a “Meet Your Match” series of workshops to showcase PUSD programs in arts, athletics, and signature themes to current and prospective families to help families learn about the various ways students and their parents and guardians can connect around shared interests. These high-attendance events will be a cornerstone of a reimagined parent engagement model led by the Family and Community Engagement (FACE) team.  To increase accessibility of parent education and engagement offerings, the Office of Family Engagement will leverage technology, developing short-form digital media, including a pilot Digital Engagement Series of 3–5 short videos answering real family questions (e.g., understanding Common Core math, how to read report cards, navigating i-Ready), increasing social media engagement through family-submitted questions and reels on high-interest topics. Through cross-department collaboration, the team will produce digestible, on-demand learning modules and coordinated communication strategies, ensuring that families have timely, relevant, and useful information to support their children’s success. The Office of Family Engagement will also partner with TK-12 Schools to provide resources to teachers to support staff in partnering with parents. For example, this may include teacher and parent handouts that can be used during back-to-school night, parent conferences, and Open House to promote consistent best practices for parent-teacher collaboration across PUSD. Finally, the Office of Family Engagement will focus on a greater inclusion of students in parent and family engagement opportunities. Parents expressed the enjoyment of learning with and from their children and seeing their children display and perform their work.|PUSD has demonstrated consistent progress in fostering inclusive and meaningful opportunities for stakeholder input. Parent survey results show a continued upward trend, with 90% of respondents reporting they feel welcomed to participate at their school site (a 3% increase over two years), and 87% agreeing that school staff welcome their suggestions (a 5% increase over two years) (LCAP Survey, Spring 2025). New district-level opportunities also emerged for families and staff to engage in shared decision-making. During Fall 2025, the Superintendent’s Budget Advisory Committee engaged diverse community members in a transparent, collaborative process to shape district priorities. More than 80% of committee participants agreed or strongly agreed that the committee’s purpose was clear, meetings were effective, and decision-making was fair and inclusive. This coordinated effort reflects a district-wide commitment to engaging stakeholders in ways that are respectful, responsive, and aligned with PUSD’s strategic plan.|While survey data and new efforts show progress, educational partner input highlights an ongoing need to strengthen parent voice in decision-making, particularly at the district level. Only 59% of parents feel they have a say in decisions at their school, and just 46% feel they have a voice in district-level decision-making. Although these numbers exceed staff perceptions, they point to opportunities for deeper engagement.  As another means of community input to inform decisions, community forum participation remains relatively low at 23%, yet increased from the prior year of 19% (LCAP Survey, Spring 2025).|To improve engagement of underrepresented families in decision-making, PUSD will focus on increasing access, voice, and agency through a systemic approach to more inclusive and responsive structures.   For example, staff will re-engage in the Superintendent’s Budget Advisory Committee this year, with the aim of making this an ongoing, sustainable process.  PUSD will also implement new innovations to further promote collaboration across parent leadership groups, including exploring strategies to consolidate meetings on similar days, making participation more accessible for families, and promoting more interaction across various parent leadership groups. Meanwhile, staff will provide child-friendly enrichment during meetings to remove barriers to attendance. These improvements aim to shift from transactional engagement to transformational partnership, with an emphasis on inclusivity, shared ownership, and meaningful input in school and district decisions. Finally, PUSD will expand culturally responsive outreach efforts, including targeted focus groups in families’ home languages, small group listening sessions, and opportunities for in-person dialogue that build trust and relationships. These strategies aim to elevate underrepresented voices in meaningful ways and ensure that family input helps shape both school- and district-level decisions.|4|5|3|4|2|4|3|3|3|4|4|3|Met||2025-06-26|2025
19648810113464|Aveson Global Leadership Academy|3|The district maintains frequent, proactive communication with families through various channels and languages. The district ensures multiple avenues for families and staff to offer their input in diverse formats. The district fosters numerous opportunities to establish relationships and partnerships. Schools within the district create inviting environments that embrace and welcome families.|We strongly advocate for teachers and families to work together in creating objectives for students' growth and progress. Ongoing professional development is essential for teachers to effectively engage with families and address students' specific needs and goals. Our focus is on building our understanding of communication methods and preferences of all our families and ensuring that we proactively foster a collaborative learning community with the diverse strengths of our families centered.|1) Discover families who are not adequately represented, reach out to them, recognize possible obstacles to involvement, and propose solutions to overcome those obstacles; and (2) Aid educators in sustaining communication with these families and enhance their level of engagement.|The district partnered with local non-profits, businesses, and cultural institutions to enrich students' experiences. These partnerships offered opportunities for field trips, internships, mentorship programs, and guest speakers, broadening students' horizons and connecting their learning to real-world contexts.The district also actively involved parents and families in their child's education through initiatives such as parent-teacher associations, family engagement workshops, and home-school communication platforms.|The district will focus a clearer protocol for accessing student progress reports.|The district will proactively reach out to underrepresented families and build relationships based on trust and mutual respect. This can involve home visits, community events, or culturally relevant workshops. Engage community leaders, organizations, and cultural liaisons to bridge the gap between schools and families.|The district identifies relevant stakeholders: Identify and engage stakeholders directly affected by or have expertise or knowledge related to the decision. The district considered diverse perspectives, including individuals or groups who may have historically been marginalized or underrepresented. The district also provided multiple avenues for input: Offered various channels for stakeholders to provide feedback. This can include surveys, focus groups, public forums, online platforms, or one-on-one meetings. Providing multiple avenues ensures that different preferences and accessibility needs are accommodated.|The district will continue to attempt various engagement strategies to reach a broad range of stakeholders. This can include surveys, focus groups, interviews, workshops, town hall meetings, online forums, or social media campaigns. A mix of strategies will help us capture input from different stakeholders and encourage diverse participation.|The district will proactively reach out to underrepresented families and build relationships based on trust and mutual respect. This can involve home visits, community events, or culturally relevant workshops. Engage community leaders, organizations, and cultural liaisons to bridge the gap between schools and families.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
19648810113472|Aveson School of Leaders|3|The district maintains frequent, proactive communication with families through various channels and languages via ParentSquare and Possip. The district ensures multiple avenues for families and staff to offer their input in diverse formats. The district fosters numerous opportunities to establish relationships and partnerships. Schools within the district create inviting environments that embrace and welcome families.|We strongly advocate for teachers and families to work together in creating objectives for students' growth and progress. Ongoing professional development is essential for teachers to effectively engage with families and address students' specific needs and goals. We must also explore ways to enhance the involvement of underrepresented families and improve their engagement in the educational process.|(1) We will increase the number of family engagement activities through our DEIC committee of the PTA|The district actively involved parents and families in their child's education through initiatives such as parent-teacher associations, family engagement workshops, and home-school communication platforms. We also met several times a year with families for triads and student led conferences, as well as school learning celebrations.|While we already have established progress-reporting periods, we also enhance each family’s experience by including personalized, data-driven comments that clearly explain your child’s growth and next steps. In addition, To further strengthen communication, our bilingual office staff and ACO partners help gather and share feedback, and we use ParentSquare, complete with automatic translations, to ensure every family receives timely updates in their preferred language.|The district will proactively reach out to underrepresented families and build relationships based on trust and mutual respect, through home visits, community events, and culturally relevant workshops. We will engage community leaders, organizations, and cultural liaisons to bridge the gap between schools and families. In addition, our TK and Kindergarten advisors will reach out over the summer to keep families informed and engaged, previewing what’s ahead so everyone can start the year feeling prepared and confident.|The district identifies relevant stakeholders: Identify and engage stakeholders directly affected by or have expertise or knowledge related to the decision. The district considered diverse perspectives, including individuals or groups who may have historically been marginalized or underrepresented. The district also provided multiple avenues for input: Offered various channels for stakeholders to provide feedback. This can include surveys, focus groups, public forums, online platforms, or one-on-one meetings. Providing multiple avenues ensures that different preferences and accessibility needs are accommodated.|The district will continue to attempt various engagement strategies to reach a broad range of stakeholders. This can include surveys, focus groups, interviews, workshops, town hall meetings, online forums, or social media campaigns. A mix of strategies will help us capture input from different stakeholders and encourage diverse participation.|The district will proactively reach out to underrepresented families and build relationships based on trust and mutual respect. This can involve home visits, community events, or culturally relevant workshops. Engage community leaders, organizations, and cultural liaisons to bridge the gap between schools and families.|5|5|5|5|4|4|5|4|5|4|4|4|Met||2025-06-25|2025
19648810113894|Pasadena Rosebud Academy|3|Strengths: Open Communication Channels: PRACS has developed multiple transparent communication channels with families, including newsletters, social media, ParentSquare, Back-to-School Night, and parent-teacher meetings. Parent Involvement Programs:  A strong framework for parent engagement exists, with an active PTO and various volunteer opportunities that involve families in school life. Cultural Competency Training:Staff training in cultural competency has enhanced inclusivity and improved connections with families from diverse backgrounds. Family Resources: The school provides valuable resources that help families navigate education and social services. Positive Feedback: Surveys show parents and guardians are highly satisfied with staff responsiveness and accessibility. Progress: Increased Family Engagement:New initiatives have led to greater family participation in events and decision-making. Improved Student Outcomes:  Data links higher family involvement to better student performance, attendance, and behavior. Enhanced Communication Platforms: Digital tools have improved the efficiency and immediacy of school-family interactions. Responsive Support Services:  More tailored counseling and family support services are being well-utilized and appreciated. At Pasadena Rosebud Academy Charter School (PRACS), our business model centers on delivering high-quality customer service through strong collaboration between staff and families. We foster meaningful connections via small class sizes, which allow staff to engage closely with students and parents. This environment supports a positive school culture marked by teamwork and mutual respect. We begin the school year with a Meet and Greet, giving students and parents an early opportunity to build rapport with teachers. Our annual Back-to-School Night helps families understand classroom expectations and ways to support their child's learning. Parents meet with teachers during scheduled Parent Conferences twice a year, and we maintain an open-door policy for impromptu meetings. Throughout the year, we host community events that encourage family bonding and interaction with staff. The Parent Teacher Organization (PTO) meets monthly and plays a critical role in assisting teachers, fundraising for enrichment materials and activities, and fostering school-wide social interaction. It also serves as a platform for addressing student-related issues and concerns in a collaborative setting. A hallmark of our welcoming environment is our morning greeting ritual, where each scholar is welcomed with a smile and a positive affirmation, setting the tone for a supportive day. These ongoing efforts have contributed to increased parent participation, especially in PTO meetings, and continue to strengthen our family-school partnerships.|Language Accessibility: Despite the small number of EL population, there is a need to enhance language accessibility for non-English speaking families. Increasing the availability of translated materials and interpreters will ensure all families can engage fully. Tailored Communication Strategies: Develop more personalized communication strategies to address the varying needs and preferences of diverse family units. This includes utilizing different mediums and adjusting the frequency and content of communications to better suit individual family dynamics. Professional Development: Expand ongoing professional development for school staff on effective communication and relationship-building techniques. This will empower staff to engage more effectively with families, particularly those who are harder to reach. Feedback Utilization: Improve the mechanisms for collecting and acting upon feedback from families. This includes not only gathering input but also transparently communicating how this input influences decision-making and changes within the school. Consistency Across Schools: Ensure that relationship-building efforts are consistent throughout the school. This includes standardizing best practices and ensuring that the school has the resources and support needed to implement them effectively. Resource Awareness: Increase awareness and accessibility of available resources and support services for families. This includes better promotion of existing programs and more proactive outreach to ensure all families are informed and can benefit from these resources. By focusing on these areas, PRACS aims to build stronger, more effective relationships between school staff and families, ultimately enhancing the educational experience and outcomes for all students.  The focus for improving relationships between school staff and families is on maximizing engagement. The school offers parent education classes that are designed to train parents to create supportive and positive learning environments for their children that will stimulate their physical, intellectual, social and emotional growth. This year, we initiated Coffee with the Director once a month so parents can get to know the director and the administrative team in an informal setting. We aim to organize parent socials once every quarter for parents to meet other parents in an informal setting. Throughout the school year a staff member will plan an informal gathering for employees to socialize outside of the school setting. Communication is important to building relations. PRACS has developed multiple ways to improve communication with parents and staff.|Targeted Outreach: Develop programs that specifically engage underrepresented families through home visits, community events, and partnerships with trusted local organizations. Culturally Relevant Communication: Ensure communication is accessible and culturally appropriate by translating materials, and using imagery and messaging that reflect the values of underrepresented communities. Parent Liaisons: Assign dedicated liaisons from underrepresented backgrounds to serve as trusted connections between families and school staff, ensuring voices are heard and needs addressed. Flexible Engagement: Offer flexible meeting times and locations—including virtual options—to accommodate various schedules and transportation challenges. Focus Groups & Listening Sessions: Hold regular sessions with families to gather feedback, which will directly inform school policies and practices. Community Partnerships: Strengthen relationships with organizations and leaders that already support underrepresented families to build trust and encourage participation. Resource Support: Allocate resources such as childcare during meetings and access to technology to help families participate fully. Inclusive Events: Host culturally inclusive events that celebrate the diversity of the school community and foster a sense of belonging. Staff Training: Provide ongoing training in cultural competence and implicit bias so staff can better understand and support underrepresented families. Consistent Communication: Create a system for regular updates and follow-ups with families to ensure concerns are addressed and they remain informed. PRACS is committed to fostering a supportive and inclusive environment where underrepresented families are meaningfully engaged. Most PRACS families come from underrepresented groups, and building strong school-family bonds is essential to student success. Cultural awareness is foundational to these relationships, helping promote racial harmony and mutual respect. At PRACS, students explore cultural differences through shared celebrations and inclusive learning, cultivating unity and appreciation for all. Our Cultural Perspective Program fosters tolerance, self-respect, and respect for others. During the pandemic, PRACS staff participated in ongoing professional development focused on Dismantling Racism in Education. This training helped teachers create anti-racist classrooms and bridge cultural divides. We continue to implement practices that challenge racism and promote equity school-wide.|Strengths: Community Engagement: The recent fire sparked increased community and organizational partnerships. Local agencies, nonprofits, and stakeholders collaborated extensively, expanding support for students’ academic, emotional, and material needs. Strong Communication Channels: Regular newsletters, PTO meetings, and social media maintain transparency and keep partners informed and involved. Inclusive Decision-Making: The Parent Teacher Organization includes diverse representatives to ensure decisions reflect the needs and perspectives of educational partners. Progress: Enhanced Parental Involvement: Data shows growing parental participation in school events and decision-making, reflecting increased trust and collaboration, though involvement shifted due to the fires. Partnerships with Local Organizations: Collaborations with businesses and nonprofits have led to new art programs, after-school activities, tutoring, and support services, improving student engagement and achievement. Resource Allocation: The fires brought an influx of partnerships offering counseling, school supplies, housing assistance, and academic support. These resources strengthen PRACS’s ability to meet student needs holistically and demonstrate resilience and community commitment. These strengths and progress highlight PRACS’s dedication to leveraging community partnerships to create a supportive and effective educational environment.  Pasadena Rosebud Academy recognizes educational partnerships as critical to maximizing student achievement and supporting students’ social-emotional and academic growth. Over time, PRACS has built strong ongoing partnerships aligned with its mission. Key Partners: Pasadena Service Federal Credit Union: Supports the financial literacy program. Students open savings accounts and make deposits at school. STEAM:CODERS: Introduces students to STEAM fundamentals by teaching logic, critical thinking, and problem-solving. Pasadena Unified School District/CalFresh: Provides nutrition education for 4th and 5th graders, supports garden beds and irrigation through grants, and partners on the Smarter Lunch program and a middle school water project. Care Solace: An online, 24/7 mental health concierge service available to students, staff, and families. Mayfield Senior School: Provides tutoring support through Mayfield students in the after-school program. Good360: Supports PRACS’s recovery from the recent fire by helping to rebuild and continue its community work. Sola Tech Foundation: Became a partner following the fire to assist with recovery efforts. Keck Medicine of USC: Supported with grant and book drive. Options for Learning: Supported our families and school with grants and connected us with the Lakeshore grant.|Focus Areas for Improvement: Increasing Equitable Access: There is a need to ensure that partnership opportunities and resources are equitably accessible to all students, particularly those from underserved communities. This includes expanding outreach efforts and providing additional support to families who may face barriers to participation. Enhancing Communication Strategies: While current communication channels are effective, there is room for improvement in reaching all educational partners. This includes utilizing multiple languages, accessible formats, and varied platforms to ensure comprehensive and inclusive communication. Strengthening Partnership Alignment: It is crucial to better align community partnerships with the specific academic and social-emotional needs of students. This involves regular evaluation of partnership programs and ensuring they are directly contributing to targeted student outcomes. Expanding Professional Development: Providing ongoing professional development for educators and staff on effective partnership practices can enhance collaboration efforts. This includes training on cultural competency, family engagement strategies, and community resource integration. Data-Driven Decision Making: Increasing the use of data to monitor and evaluate the impact of partnerships on student outcomes will help identify successful practices and areas needing adjustment. This includes setting measurable goals and regularly assessing progress. By addressing these focus areas, PRACS can further strengthen its partnerships and ensure they are effectively supporting student success across all demographics. One of the schools’ LCAP goals is to add 10 additional educational partners by 2026. We are intentional in our efforts to seek partners who share our mission and vision and will add value to our program. Our focus is to seek partners that will support our students and their families mentally, socially, emotionally, and academically.  We strive to support our students' academic development through programs like STEAMCoders, and it has been an on-goin effort to provide our students with access to the arts (i.e. music, dance, art, etc.). Our vision is to develop well-rounded critical thinkers who will impact the world.  Seeking partnerships that address a variety of interests, skills, academic disciplines, and mental health and wellness allows us to develop the whole child in an  effort to maximize student growth.|Targeted Outreach: PRACS will develop targeted outreach programs specifically designed to connect with underrepresented families. This includes hosting community events in local neighborhoods, partnering with community leaders, and using culturally relevant communication methods. Language and Accessibility Support: To ensure all families can participate, PRACS can  provide translation and interpretation services at meetings and events if needed. Additionally, materials will be distributed in multiple languages and accessible formats to accommodate diverse needs. Culturally Responsive Engagement: PRACS will offer training for staff and educators on culturally responsive practices to better understand and address the unique needs of underrepresented families. This training will focus on building trust and fostering respectful, supportive relationships. Flexible Engagement Opportunities: Recognizing that traditional meeting times and formats may not be convenient for all families, PRACS will offer flexible engagement options. This includes virtual meetings, varied meeting times, and home visits when appropriate. Building Parent Leadership: PRACS will develop programs to empower parents from underrepresented groups to take on leadership roles within the school community.  Feedback Mechanisms: Implementing regular feedback mechanisms, such as surveys and focus groups, will allow PRACS to gather input from underrepresented families and adapt strategies based on their needs and suggestions. Collaborative Partnerships: Strengthening partnerships with local community organizations that serve underrepresented populations will help bridge gaps and provide additional support and resources to families. By implementing these strategies, PRACS aims to create a more inclusive and supportive environment that actively engages underrepresented families, thereby enhancing student outcomes through stronger community partnerships. Ninety-nine percent of our school community represents underrepresented families. Our goal is to engage as many students as possible. In order to maximize student outcomes, we will endeavor to offer a variety of programs that will provide students with a wide range of options that peak students interest. Programs like, STEAM:CODERS inspire underrepresented and underserved students and their families to seek academic and career opportunities in Science, Technology, Engineering, Art, and Math (STEAM). PRACS holds an annual career day which allows underrepresented students to learn about the career opportunities available to them.|Strengths: Established Advisory Committees: PRACS has successfully established various advisory committees that include parents, teachers, and students. These committees provide a platform for diverse perspectives to be heard and considered in the decision-making process. Transparent Communication: PRACS has maintained transparency through regular updates and open communication channels. This includes newsletters, public meetings, ParentSquare, and social media updates, ensuring educational partners are informed and have the opportunity to provide input. Regular Surveys and Feedback: Consistent use of surveys and feedback forms has allowed PRACS to gather input from a wide range of educational partners. The data collected from these surveys is actively used to inform decisions and policy changes. Progress:  Responsive Adjustments: PRACS has demonstrated responsiveness by making adjustments based on educational partner input. Examples include modifications to implementation of new programs, and resource allocation changes that reflect community feedback. Inclusive Decision-Making: Efforts to include underrepresented groups in the decision-making process have shown progress. Specific initiatives, such as targeted outreach and language support, have led to more inclusive participation from diverse community members. These strengths and progress highlight PRACS commitment to actively seeking and incorporating input from its educational partners, thereby fostering a collaborative environment where all voices are valued in shaping the educational experience.  PRACS continues to seek input for Decision Making through parent surveys and the PTO. Every year, we encourage both parents and students to complete a survey to obtain their opinion about the curriculum, school atmosphere, teaching methods, school safety, facilities, etc. The feedback from the parents and students is intuitive information that can help in major decisions regarding education and student well-fare. Our ASB team represents the voice for students by advocating for students' interests, planning school activities, and representing the entire student body.  Teacher Surveys provide a way to elevate teacher and staff voices, helping PRACS administrative team address teachers’ professional, social, and emotional needs. Teachers who feel that their voices are heard and will contribute to decision-making are more likely to stick around, which is crucial during post-COVID teacher and staff shortages.  Public comment in board meetings is encouraged, where the public  has the right to voice their opinions or concerns regarding school matters.|Broader Representation: Efforts should be intensified to ensure that all demographic groups within the community are represented in the decision-making process. This involves targeted outreach to underrepresented groups to encourage their involvement and ensure their voices are heard. Improving Feedback Utilization: While collecting feedback has been effective, there is a need to enhance how this feedback is utilized and communicated back to the community. Clear and transparent processes for how input is considered and acted upon should be established and shared with educational partners. Regular and Structured Engagement: Creating a more structured and regular schedule for engagement activities can help ensure continuous and consistent input. Capacity Building: Providing training and resources to educational partners to help them understand the decision-making process and how they can effectively contribute can empower more meaningful participation. This includes workshops on school governance, policy understanding, and advocacy skills. Leveraging Technology: Utilizing technology more effectively to gather and analyze input can streamline the feedback process and make it easier for educational partners to participate. This includes online surveys, interactive platforms for feedback, and virtual forums for discussion. Building Trust and Transparency: Continued efforts to build trust and transparency in the decision-making process are essential. This involves not only being transparent about decisions made but also about the reasons behind them and how educational partners' input influenced the outcomes. By addressing these focus areas, PRACS can enhance its processes for seeking input, ensuring a more inclusive, responsive, and effective decision-making environment that truly reflects the needs and aspirations of the entire community. An area of improvement that educational partners would like to see is more extra-curricular activities. Post pandemic and quarantine, PRACS is working with community organizations to provide extra-curricular options for scholars.|Targeted Outreach and Communication: PRACS will implement targeted outreach initiatives to connect with underrepresented families. This includes direct communication through phone calls, home visits, and community liaisons who can bridge the gap between the school and these families. Language Support Services: Ensuring all communication is available in multiple languages spoken within the community, PRACS will provide translation and interpretation services at meetings and in written materials to make information accessible to non-English speaking families. Flexible Engagement Opportunities: PRACS will offer flexible meeting times, virtual meeting options, and various locations to accommodate different schedules and transportation needs. This will help increase participation from families who might otherwise be unable to attend. Building Trust through Community Partnerships: Partnering with local organizations that already have established trust within underrepresented communities will help the school connect more effectively. These partnerships can facilitate introductions, co-host events, and provide a familiar and trusted presence for families. Empowering Family Leaders: PRACS will develop programs to identify and support family leaders from underrepresented groups. By providing training and resources, these leaders can serve as advocates and liaisons, helping to bring more voices into the decision-making process. Creating Welcoming Environments: Establishing welcoming and inclusive spaces for engagement activities is crucial. PRACS will ensure that meetings are held in comfortable, accessible locations and that the atmosphere is supportive and respectful. Regular Feedback and Follow-Up: Implementing regular feedback mechanisms, such as surveys and focus groups, will allow the school to continuously gather input from underrepresented families. Additionally, PRACS will follow up to show how their input has been used, demonstrating that their voices are valued and impactful. Capacity Building and Education: Providing educational workshops and resources on the decision-making process, school governance, and ways to get involved will empower underrepresented families to participate more confidently and effectively. By implementing these strategies, PRACS aims to create a more inclusive and equitable environment for seeking input, ensuring that the perspectives and needs of underrepresented families are actively considered and addressed in the decision-making process. PRACS is seeking to improve the underrepresented families engagement in the decision-making process. The PTO provides incentives to parents and students in an effort to encourage parents to participate and attend meetings.|4|5|4|4|5|4|5|4|4|4|4|4|Met||2025-06-26|2025
19648810118075|Learning Works|3|Learning Works is designed to re-engage students who have struggled to make progress in traditional public-school settings. Our model for re-engagement of students is based on the idea of leading any interactions with students based first on relationship in order to support students with a rigorous and relevant curriculum. Our curriculum is also designed to welcome students who have struggled in school and need to make progress in steady and incremental steps. It is based on five-unit modules that incorporate activities, textbooks and other instructional materials, labs and field trips with individualized learning support through one on one staff support and in small group settings.|Having been engaged in this work for more than 17 years, our school has developed numerous strategies that develop the capacity of new and existing staff to build trusting and respectful relationships with each individual student first and, in turn, with family members and others who can support the student with their educational goals. Staff also engages in weekly collaborative time to engage in professional learning related to topics that will support engagement with the students and families we support. This year our staff have begun to utilize the parent communication platform Parentsquare, which allows us to more effectively communicate school events, resources and updates. Our main focus in this area is to continue to provide support and engagement in our strategies through ongoing staff development and individualized support plans.|In this past school year, we have made significant progress towards improving engagement with our families notably increasing the number of parent meetings on site, and incorporating parent representatives into our Community Schools Advisory Council. Work to continue improving this area is focused on establishing parent workshops tailored to the needs of our underrepresented families and establishing individualized family supports including mental health and counseling opportunities, supports for families who are justice-involved, and to provide grief and trauma supports.|Our school serves a large majority of students who are 18 or over working toward a high school diploma. For many families, parent involvement in schoolwork has been a longstanding challenge and a source of friction between parents and the youth we serve. Thus, we engage in non-traditional strategies for student and family engagement in school. This year we have increased the number of parent meetings from annual to bi-annual meetings, where we have seen an increased interest and involvement in the school from our parents. This effort has been supported by our adoption of the communication platform Parentsquare, where staff can communicate with parents about various school updates, upcoming parent meetings, and other important information that impacts our student’s success and wellbeing at school. Our students struggle on a daily basis to get to school and make progress on their school work, but our success in increasing parent communication and involvement in the past school year have positively impacted student outcomes at school.|We provide supports to continually re-engage students, which includes frequent individual calls, home visits, and bringing materials and emergency supplies to homes, driving students to appointments and providing many other practical supports. Our focus for the new school year is centered around increasing parent workshop offerings that are tailored to the needs of our learning community and integral to the partnership between our school, students, and their families. Our staff remain committed to re-engaging students in their educational journeys, and we understand a fundamental strategy in this effort is to also re-engage families in our school- thus increasing the amount of supports and on-site events for families to form connections to our staff and school at large.|Even with these challenges, we value and encourage parents and other family and friends who are a positive support to participate in the life of the school and their student’s education. Partnership building with other organizations and employers have been enhanced this school year with a focus on resource and education providing for our students. Boys and Girls Club, College Access Plan, The Power Project, Planned Parenthood and more are essential partnerships. Moving into the new school year, we plan to extend our resource and workshop offerings from these partnerships to our Learning Works families. The Community Schools and Safer Communities grants underscore our school’s commitment to engaging our underrepresented families through culturally relevant and specialized service offerings. Moving forward, developing partnerships will be focused on restorative justice practices, community health, and other areas identified by families in parent meetings.|Under the Community Schools grant, LW has established a Community Schools Advisory Council with members ranging from community partners, parents, students, volunteers, city council people, school district representatives and more. The Advisory Council members have provided feedback and input on increasing community outreach and parent engagement in the school, and engaged in practices highlighting the assets and strengths of our learning community. Made up of a diverse group of stakeholders, this council has identified key areas of development in relation to parent and community outreach which will guide the progress our staff make towards increasing involvement in the school from said groups. Given the types of supports our students utilize, LW has a number of partnerships with community organizations to provide educational and support services including Homeboy Industries, Armory Center for the Arts, the Flintridge Center, Families Forward Learning Center, Planned Parenthood, Pasadena Public Health Department, and Pasadena Mental Health. We have a strong network of volunteers who support our students in their educational journeys through tutoring, mental health services, and mentorship. Engaging these groups in site level advisory groups has been essential to improving the quality of services, education, and programming offered to our LW students.|In order to engage parents and other people who support our students in collecting input and information for decision-making, LW has surveyed parents and offered meetings for parents and others interested in learning more about what the school has to offer and how they can be involved. We have adopted a family engagement policy and have implemented annual parent meetings focused on access to opportunities through federal funding and school safety planning. In the upcoming school year, we plan to increase parent engagement in parent meetings as well as the number of family representatives on the Community Schools Advisory Council. This will continue to support the development of the charter petition, LCAP, WASC, CSI/Title I and other regular school planning activities.|The Community Schools grant has further enhanced these connections to governance and opportunities for participating in an advisory capacity. Our Community Schools Advisory Council includes two parent representatives; however, it is our goal moving forward to increase that number. It is of particular importance to LW that this council be a space for our underrepresented families to be involved in decision-making practices in order for site-level changes to reflect the needs and opinions of our most vulnerable groups. In addition to advisory groups, we will continue to identify providers and other government agencies to support students’ and families’ specific needs in mental health, wellness, and more.|5|5|5|5|4|4|5|5|4|4|4|4|Met||2025-06-24|2025
19648810136945|OCS - South|3|Relationship building is a core belief of how we work, how we treat each other, and what our school values in life and through education. Essential to building trusting and respectful relationships with families that create welcoming environments is our looping philosophy. Looping practices support our educational environment where a single group of students stays with a teacher for two (or more) years or grade levels. These multi-year relationships between teacher and student create a familiarity with the social-emotional health of a student and provide for deeper understanding of the whole child to guide instructional decisions. OCS-South’s looping classroom environments are a critical component to the success of our unique and innovative school design. They are key to the success of our School-Family Partnership, encouraging and developing a stronger sense of community and family among parents, students, and teachers. Despite the devastation and disruption caused by the Eaton Fire, it was this core belief in relationship building that helped sustain our school community and keep us moving forward during a difficult semester. The strong, trusting relationships between students, families, and staff provided a foundation of support, connection, and resilience in the face of adversity. The results of our Spring 2025 Parent Satisfaction Survey, 60 parents/guardians responded to strongly agree demonstrating the following areas are some of our greatest strengths: ? 84% of parents indicated the school actively seeks the input of parents before making important decisions ? 95% of parents indicated the school encourages them to be an active partner with the school in educating their child ? 92% of parents indicated feeling welcomed by to participate at school ? 93% of parents indicated the school promotes academic success for all students ? 97% of parents indicated that this school is a supportive and inviting place for students learn ? 98% of parents indicated that the school is a safe place for their child This demonstrates our continued commitment to relationships with families and students in the continued education and development of our students.|Through the analysis of educational partner input and local data, our continued focus remains on social-emotional learning and support for our students—especially in light of the disruption and displacement caused by the Eaton Fire. While we have made progress over the past year by building community through classroom relationship-building practices and increasing parent-teacher connections with both fall and spring conferences, we recognize that the return to campus next year marks a critical transition for our entire school community. Given the impact of the Eaton Fire and the significant changes our families and staff have experienced, our primary area of improvement this year is centered around reestablishing a safe, welcoming, and connected school environment. As we return to a unified campus, fostering a strong sense of belonging and community will be essential to supporting student well-being and academic success. To support this effort, we will continue to prioritize parent involvement and community-building activities. Opportunities for families to engage in school life—through volunteering, events, workshops, and participation in decision-making processes—will be essential to rebuilding trust and connection. We remain committed to strengthening communication channels that are accessible and responsive to the diverse needs of our families. Additionally, maintaining the Family and Community Engagement Specialist on staff will play a key role in deepening relationships with families, particularly those of our unduplicated students, ensuring they are supported, heard, and connected. Parent education workshops will continue to be offered each semester to further build bridges between home and school, reinforce shared values, and promote a collaborative school culture.|Based on the analysis of educational partner input and local data, the most significant area of growth identified in building relationships between school staff and families—particularly underrepresented families—is improving communication. In response, our LEA will implement strategies to make communication more consistent, accessible, and culturally responsive. To improve engagement, we will focus on strengthening two-way communication between home and school. This includes enhancing the clarity and frequency of updates through multiple platforms (newsletters, text messages, email, and social media), increasing translation and interpretation services, and providing more opportunities for families to ask questions, share concerns, and offer input. Our Family and Community Engagement Specialist will play a critical role in reaching out to underrepresented families, building trust, and ensuring their voices are heard in school planning and activities. We will also continue to offer parent workshops and listening sessions that reflect the needs and experiences of our diverse families. These efforts are designed to build stronger relationships, reduce barriers, and promote a more inclusive and supportive school community.|A hallmark of our school community is our School Family Partnership to ensure we have developed processes and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Analysis from our educational partner input and local data identify for the following strengths for Building Partnerships for Student Outcomes:  ? Verified assessments such as i-Ready, CAASPP, as well as authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home. ? Multiple forms of communication ensure students and families are supported, have access to resources and a clear policies and procedures in our Parent Student Handbook. Strategies to support communications are: daily home to school folders, weekly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board. ? Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students|OCS-South values the opportunities and process for building partnerships to improve student outcomes. We believe that Improving partnerships for student outcomes involves establishing a shared vision and goals with schools and community stakeholders. Open communication channels and regular engagement provide opportunities for parents to actively participate and provide feedback. Involving parents in decision-making processes, school committees, and volunteer opportunities empowers them as partners in their child's education. Access to coordinated support services, such as mental health resources and tutoring programs, ensures that parents have the necessary tools to support their child's academic and personal growth. Collaborative professional development opportunities enhance parents' knowledge and skills, allowing them to better navigate the educational system and support their child's learning needs. Sharing relevant data and celebrating successes recognize parents' contributions and keep them informed about their child's progress. By prioritizing these areas, schools can foster strong partnerships with parents, leading to improved student outcomes and a sense of shared responsibility for their child's success. To further address this area, Odyssey South’s Principal and Assistant Principal are inviting parents and families onto campus for morning student drop off. These moments of engagement are intended to build a stronger sense of community and support trusting relationships. In addition, families will continue to have multiple opportunities throughout the year—such as parent-teacher conferences—to engage in focused conversations about their child’s progress and learning experience.|Based on the analysis of educational partner input, local data, and our 2025 self-reflection process, our LEA remains committed to strengthening engagement with underrepresented families, particularly in light of the disruptions caused by the Eaton Fire and the continued need for consistent, accessible communication. The Family and Community Engagement Specialist position continues to be a vital part of this work. This role, in partnership with the Director of Education, focuses on addressing the unique challenges faced by underrepresented families and on building meaningful partnerships between home and school. The specialist works to increase family awareness of academic expectations, school programs, and available resources, while also supporting families in becoming active participants in their child’s education both at home and on campus. To further build partnerships for student outcomes, school leaders, teachers, and support staff will continue to prioritize relational trust and intentional outreach. Specific strategies for improving engagement include: ? Inform families that all school-based communication are accessible in various languages ? Support teachers in identifying ways of inviting underrepresented families into the classroom and share their family histories and lived experiences. ? Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. ? Deliberate individual outreach with families that do not have access to email or electronic communication. As we transition back to a unified campus, this work is especially important for reestablishing a sense of community, trust, and shared responsibility for student success.|The strength of OCS-South’s Governing Board remains a cornerstone of our stability, success, and reputation as a high-quality public choice school. Composed of diverse community members and parents, our board brings a range of skills and perspectives essential for fulfilling its oversight and fiduciary responsibilities in alignment with school policies and local, state, and federal regulations. Their leadership ensures ongoing support for our school’s mission, unique educational design, and organizational goals. Despite the significant disruptions caused by the Eaton Fire and the relocation across three campuses, our commitment to shared decision-making and strong communication with families has remained steadfast. We continue to build family engagement by increasing accessibility, transparency, and opportunities for participation in school governance and planning. ? Based on the results of our 2025 survey, over 90% of parents indicated feeling welcomed at the school ? Based on the results of our 2025 survey, over 80% of staff strongly agree that OCS-South is a supportive and inviting place to work. ? We are in our 3rd year of implementing the Parent Square platform to ensure we provide staff, administrators, and teachers with a common approach to communication. ? Increased administrative support in our organization structure has increased the capacity of principal and staff to improve engagement with families in decision making. ? We continue to demonstrate progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and OSPPG. Families and our faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, and end of year Surveys to obtain family feedback. ? Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders. This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community.|Based on the analysis of educational partner input and local data, OCS-South has identified a continued focus on improving the consistency and accessibility of opportunities for families—particularly underrepresented families—to engage in decision-making processes. The challenges presented by the Eaton Fire and the relocation across multiple campuses temporarily disrupted some of our established communication routines and advisory structures, making it more difficult for families to remain involved and informed. As we transition back to a unified campus, our focus will be on reestablishing and strengthening systems for gathering input from all families and ensuring their voices are meaningfully included in planning and decision-making. This includes improving outreach efforts to engage families who have historically been underrepresented in advisory groups, increasing language access, and offering multiple modes (in-person, virtual, written) for participation. Additionally, we aim to streamline how feedback is collected and used—through surveys, forums, and direct communication—so that families clearly see how their input informs school priorities. The continued development of our Family and Community Engagement Specialist role will support these efforts by creating more inclusive structures and ensuring all families have access to contribute to the school’s decision-making processes.|To further engage underrepresented families in Seeking Input for Decision Making, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific items that we will do to engage underrepresented families include: ? Inform families of the capacity of Parent Square to translate communications into multiple languages to increase accessibility ? Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences. ? Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. ? Deliberate individual outreach with families that do not have access to email or electronic communication.|5|4|3|4|3|3|3|3|4|3|3|4|Met||2025-06-24|2025
19649070000000|Pomona Unified|3|PUSD continues to rank within the full implementation and sustainability stages of implementation, with ongoing communication opportunities between the school and families, providing volunteer opportunities for parents, and providing training and education programs for parents.|Communication continues to be a Focus Area for Improvement for PUSD, along with increasing the opportunities for involvement, especially for working parents, and extending access to parent participation through translation/interpretation services and consideration when scheduling meetings.|PUSD will continue the ongoing efforts of improving outreach programs for parents through improved communication and the development and implementation of meaningful parent strategies and activities.|PUSD continues to rank high on local surveys in implementing sustainable parent activities, which can be seen through participation with the Parent Center and through a variety of parent activities at the schools, like workshops and Coffee with the Principal.|PUSD continues to focus on improving communication between schools and families, especially in ensuring effective communication between parents and teachers. There is a need for more consistent practices in parent engagement across schools.|PUSD will continue to grow its parent outreach with continued efforts to reach out and get in touch with families that are, not only underrepresented, but also do not have the means to effectively participate. Mentorship programs and continued parent training and workshops will help improve student outcomes through meaningful partnerships.|PUSD maintains consistency with the implementation of a series of parent activities like Coffee with the Principal and advisory committee meetings, where parents have the opportunity to give input on student progress and programs. Schools are actively using digital notifications like Remind, phone calls, and emails to continue seeking parent input throughout the school year.|Some focus areas for improvement continue to be the outreach to hard-to-reach families and meaningful response to parent input at schools and at the district. PUSD seeks to improve attendance at meetings from families representing multiple student groups, but also through improving access to those meetings with translation/interpretation services and minimizing scheduling conflicts.|PUSD will continue to make efforts to outreach underrepresented groups through communication such as Remind and district and school websites, increase family involvement/ participation through site and district committee meetings, and implement strategies that could help PUSD achieve more equitable engagement.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2025-06-25|2025
19649070115170|School of Extended Educational Options|3|SEEO ranked within the full implementation and sustainability stages of implementation, with ongoing communication opportunities between the school and families, providing volunteer opportunities for parents, and providing training and education programs for parents.|Communication continues to be a Focus Area for Improvement for SEEO, along with increasing the opportunities for involvement, especially for working parents, and extending access to parent participation through translation/interpretation services and consideration when scheduling meetings.|SEEO will continue the ongoing efforts of improving outreach programs for parents through improved communication and the development and implementation of meaningful parent strategies and activities.|SEEO continues to rank high on local surveys in implementing sustainable parent activities, which can be seen through participation with the Parent Center and through a variety of parent activities at the schools, like workshops and Coffee with the Principal.|SEEO continues to focus on improving communication between schools and families, especially in ensuring effective communication between parents and teachers. There is a need for more consistent practices in parent engagement across the site.|SEEO will continue to grow its parent outreach with continued efforts to reach out and get in touch with families that are, not only underrepresented, but also do not have the means to effectively participate. Mentorship programs and continued parent training and workshops will help improve student outcomes through meaningful partnerships.|SEEO maintains consistency with the implementation of a series of parent activities like Coffee with the Principal and advisory committee meetings, where parents have the opportunity to give input on student progress and programs. Schools are actively using digital notifications like Remind, phone calls, and emails to continue seeking parent input throughout the school year.|Some Focus Areas for Improvement continue to be the outreach to hard-to-reach families and meaningful response to parent input at SEEO. SEEO seeks to improve attendance at meetings from families representing multiple student groups, but also through improving access to those meetings with translation/interpretation services and minimizing scheduling conflicts.|SEEO will continue to make efforts to outreach underrepresented groups through communication such as Remind and district and school websites, increase family involvement and participation through site and district committee meetings, and implement strategies that could help SEEO achieve more equitable engagement.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2025-06-25|2025
19649071996693|School of Arts and Enterprise|3|The School of Arts and Enterprise (The SAE) has made significant progress in building strong, trusting relationships between school staff and families, as evidenced by consistent and expanding engagement efforts embedded in both daily school life and long-term planning.  A core strength lies in SAE’s structure of inclusive governance and regular communication. The School Site Council (SSC), which meets monthly, plays a central role in monitoring and updating the LCAP. This council gathers feedback from a broad network of educational partners, including the Instructional Leadership Team, Student Ambassadors, ELAC, and the Outreach and Engagement Team. These inputs are shared and discussed at quarterly “School as a Whole” (SAW) meetings, which serve as a community-wide forum for updates and input.  Parent engagement is a key focus. Events such as “Coffee with the Principal” and the Parent Action Committee provide opportunities for families to participate meaningfully in school planning. The Parent Action Committee meeting in Spring 2025, for example, allowed families to review disaggregated data, understand budget challenges, and prioritize student-centered services despite fiscal constraints.  The English Learner Advisory Committee (ELAC) also plays a vital role in ensuring equitable family engagement. ELAC’s guidance has helped shape language development supports and cultural responsiveness, directly influencing the allocation of ELD resources in the LCAP.  Furthermore, The SAE's charter outlines multiple efforts to build authentic student and parent partnerships, including the development of the Student Ambassador program and dedicated roles like the Director of Outreach and Engagement, whose responsibilities include fostering stronger student and parent communication and retention.  These practices, combined with the school’s deeply embedded arts and community identity, create a sense of shared mission that supports students' academic and emotional well-being. Parent and student feedback frequently highlights the school as a space where students feel safe and are free to be their authentic selves—testament to the effectiveness of these relationship-building strategies.|While The SAE has established a strong foundation in family-school relationships, analysis of recent educational partner feedback and local data reveals several critical areas in need of targeted improvement.  First and foremost, chronic absenteeism remains a pressing concern. According to the 2024 Dashboard, The SAE maintains a Red performance level in this area, with disaggregated data showing particularly high absenteeism rates among Black (47.1%), English Learner (41.7%), and Students with Disabilities (39.1%). These figures suggest a need for stronger, earlier, and more personalized outreach to families whose children are disengaged or facing systemic barriers to consistent attendance.  Parent survey participation also declined significantly, dropping from 27% in 2022–23 to just 11% in Spring 2025. This low response rate limits the school’s ability to assess and respond to parent perceptions of school climate and involvement. In particular, it may indicate that the school’s current outreach methods are not effectively reaching underrepresented or less-engaged families.  While event attendance at award ceremonies, SSC, and SAW meetings is improving, ongoing engagement in two-way decision-making processes remains inconsistent. Input tends to come from the most engaged families, and more work is needed to ensure that marginalized voices—especially those of families of English Learners, Students with Disabilities, and historically underrepresented student groups—are equitably represented in leadership and planning forums.  Additionally, due to budget constraints in 2023–24, spending on community engagement activities was reduced to preserve instructional services. Some activities were misclassified in the budget, obscuring actual levels of family involvement support.  As a result, The SAE has identified key areas for improvement:  Increasing two-way, personalized communication between school staff and underrepresented families. Expanding accessible and culturally responsive engagement opportunities. Strengthening attendance and engagement interventions by partnering with families earlier. Improving internal systems for tracking and evaluating the impact of engagement strategies.|To improve engagement of underrepresented families—particularly those of English Learners, Black students, Students with Disabilities, and families experiencing chronic absenteeism—The SAE is implementing a multi-pronged strategy informed by educational partner feedback, chronic absence data, and the self-reflection rubric.  First, the Outreach and Engagement Team  will lead efforts to develop more personalized outreach methods. These include home calls, targeted mailings, and translation support in both written and verbal communication, ensuring all families can access and understand school information regardless of language or technology access.  The school will also relaunch and expand culturally specific engagement events such as EL Empowerment Night, which historically brought together English Learner families for food, conversation, and support around educational rights and community resources. New efforts will build on this model with similarly tailored outreach for other underserved groups.  To increase the representation of underrepresented families in school decision-making, SSC and ELAC membership recruitment will prioritize outreach to these populations. ELAC in particular will meet more regularly, and its input will be formally tied into SSC and SAW recommendations.  Another key strategy is improved data use. The school will create an internal engagement dashboard that tracks family participation in events, feedback forums, and communication activities—disaggregated by student subgroup. This will allow the school to identify gaps in real time and respond with targeted interventions.  Finally, The SAE is investing in staff professional development to improve cultural competency and relational trust-building. Trainings will focus on trauma-informed communication, inclusive practices, and cross-cultural sensitivity to ensure staff feel equipped to engage families empathetically and effectively.  These efforts are designed not just to increase event attendance, but to foster authentic, sustained partnerships with families historically excluded from full participation in the school community. Through consistent, data-informed action, The SAE aims to reduce chronic absenteeism, increase family voice, and promote equity in student success.|The SAE continues to build meaningful and supportive partnerships with families to promote student academic success, artistic growth, and social-emotional development. These partnerships are embedded in both program design and school culture.  A major strength is the alignment of family engagement with the school’s arts and enterprise model. Families actively participate in CTE-aligned student showcases and events, academic awards ceremonies, and arts productions, which serve as both community-building events and platforms for student success. These events are culturally inclusive and highly attended, reinforcing student learning through public celebration and recognition.  The SAE’s House program and advisory structure encourage family partnerships by providing families with regular touchpoints with staff regarding academic progress, college and career readiness, and social-emotional well-being. Staff communicate student progress and intervention needs frequently through these systems, supported by translation services and personalized outreach.  Parents are also engaged through School Site Council (SSC), ELAC, and “Coffee with the Principal” sessions, where student outcome data is reviewed collaboratively. For example, during Spring 2025 SSC and SAW meetings, parents contributed feedback on addressing math and ELA gaps identified in Dashboard performance, leading to strengthened academic support actions in the LCAP.  Additionally, partnerships with external organizations support extended learning opportunities and career pathways, providing families with direct access to industry experts and postsecondary connections.  These practices reflect SAE’s belief in educating the “whole child” in collaboration with families and community stakeholders, a value reinforced in its Charter and in its award-winning arts and CTE programming.|Despite robust community involvement in the arts and major public events, ongoing analysis shows the need to strengthen consistent family-school partnerships tied directly to academic outcomes, especially in core subjects.  One area of concern is the low response rate to parent surveys, which dropped to 11% in Spring 2025. This limits the school’s ability to fully assess family understanding of academic goals and access to learning resources. Disaggregated attendance and achievement data also show continued performance gaps among English Learners, Students with Disabilities, and chronically absent students—underscoring a need for deeper academic-focused engagement with these families.  Feedback from ELAC also indicates some families remain unclear about the ELD reclassification process or the alignment of school programs to A-G and graduation requirements. Clearer communication and family workshops on these topics are needed.|To improve partnerships with underrepresented families—particularly English Learners, Black students, Students with Disabilities, and those impacted by chronic absenteeism—The SAE is expanding its efforts in three key areas:  1. Targeted Academic Communication: The school will provide clearer, multilingual, and more frequent updates to families on student progress in English Language Arts and Math. This includes progress reports aligned to SBAC performance levels, information on reclassification, and access to tutoring.  2. Academic-Focused Family Events: The SAE will host a new series of Family Academies focused on understanding A-G requirements, college/career readiness, IEP supports, and language proficiency pathways. These sessions will be held during and outside of regular hours to accommodate family schedules.  3. Enhanced Staff Roles and PD: The Director of Outreach and Engagement will lead coordination of underrepresented family support plans, with the addition of a community liaison focused on multilingual and special education families. Professional development will focus on culturally responsive partnerships and communicating with empathy and clarity.  These strategies are intended to ensure all families are empowered to support student achievement—not only through attendance at events but through active collaboration around academic goals.|The SAE has demonstrated a strong commitment to engaging families, students, and staff in the decision-making process, as evidenced by multiple structures embedded in governance and planning.  The School Site Council (SSC) plays a central role in the school’s LCAP cycle and budget prioritization process. During the Spring 2025 SSC meetings, stakeholder feedback led to key budget shifts that preserved direct student services like Physical Education and security staffing, despite broader fiscal constraints.  Quarterly School as a Whole (SAW) meetings further broaden input collection, allowing the entire school community—including students and parents—to hear updates and provide feedback on goals, progress, and action plans.  ELAC is actively engaged in advising on services for English Learners, and its input has directly influenced LCAP actions related to designated ELD instruction and reclassification tracking. Similarly, student input through ASB and the Student Ambassador program is regularly sought to ensure student needs are represented, particularly in school climate and academic rigor planning.  These practices, paired with transparent sharing of local and Dashboard data, reinforce SAE’s identity as a community-driven school, and align with the Charter’s commitment to frequent consultation with students and families on program decisions.|Despite these strengths, recent data and stakeholder feedback highlight opportunities to enhance inclusion and representation, particularly from underrepresented family groups.  Low participation in parent surveys (11% in 2025) and limited attendance in academic planning sessions suggest that while governance input is structured, broader input—especially from less engaged families—is not fully captured. Underrepresented families, including those of English Learners and Students with Disabilities, are less visible in SSC and SAW participation.  Additionally, feedback loops from events and surveys are not consistently shared back with families in accessible formats, leading to a perception among some parents that their input does not influence outcomes.  The reduction in engagement spending also limited follow-up activities and communication efforts after large-scale meetings. These budget constraints, combined with staffing cuts, reduced opportunities for personalized outreach.|To ensure that decision-making includes the voices of underrepresented families, The SAE will implement the following strategies:  1. Diversified Engagement Formats: Offer hybrid (in-person + virtual) formats for SSC, SAW, and LCAP feedback meetings to reduce participation barriers.  2. Community-Led Focus Groups: Establish family focus groups led by peer parent leaders to specifically engage Black families, families of English Learners, and families of Students with Disabilities. These groups will meet periodically to review policies and school progress and share recommendations with SSC.  3. Transparent Feedback Loops: The school will, following all major engagement events and surveys, summarize how community input shaped key decisions and share it via newsletters, ParentSquare, and during events.  4. Survey Improvement Campaign: To boost participation, the school will relaunch surveys with simplified questions, mobile access, and in-person completion options during events. Incentives and student-led outreach will also be used.  5. Training for Inclusive Leadership: SSC and ELAC members will receive training on inclusive practices and how to solicit and represent broader community perspectives, helping them function as true conduits of stakeholder input.  These actions will help ensure that all families—not just the most vocal—are heard and valued in school decision-making.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19649076021984|La Verne Science and Technology Charter|3|La Verne Charter continues to rank within the full implementation and sustainability stages of implementation, with ongoing communication opportunities between the school and families, providing volunteer opportunities for parents, and providing training and education programs for parents.|Communication continues to be a Focus Area for Improvement for La Verne Charter, along with increasing the opportunities for involvement, especially for working parents, and extending access to parent participation through translation/interpretation services and consideration when scheduling meetings.|La Verne Charter will continue the ongoing efforts improving outreach programs for parents through improved communication and the development and implementation of meaningful parent strategies and activities.|La Verne continues to rank high on local surveys in implementing sustainable parent activities, which can be seen through participation with the Parent Center and through a variety of parent activities at the school, like workshops and Coffee with the Principal.|La Verne continues to focus on improving communication between schools and families, especially in ensuring effective communication between parents and teachers. There is a need for more consistent practices in parent engagement across school.|La Verne will continue to grow its parent outreach with continued efforts to reach out and get in touch with families that are, not only underrepresented, but also do not have the means to effectively participate. Mentorship programs and continued parent training and workshops will help improve student outcomes through meaningful partnerships.|La Verne maintains consistency with the implementation of a series of parent activities like Coffee with the Principal and advisory committee meetings, where parents have the opportunity to give input on student progress and programs. La Verne is actively using digital notifications like Remind, phone calls, and emails to continue seeking parent input throughout the school year.|Some Focus Areas for Improvement continue to be the outreach to hard-to-reach families and meaningful response to parent input at La Verne and at the district. La Verne seeks to improve attendance at meetings from families representing multiple student groups, but also through improving access to those meetings with translation/interpretation services and minimizing scheduling conflicts.|La Verne will continue to make efforts to outreach underrepresented groups through communication such as Remind and district and school websites, increase family involvement/ participation through site and district committee meetings, and implement strategies that could help La Verne achieve a more equitable engagement.|5|5|5|5|4|5|4|5|4|4|4|3|Met||2025-06-25|2025
19649310000000|Rosemead Elementary|3|The Rosemead School District strives to continuously improve our parent engagement initiative. In the initial stages of the initiative, a committee was formed to assess our strengths in this area as well as areas of need. As part of this process, the Rosemead School District identified a need to increase parent education opportunities. The Rosemead School Board and District established a partnership with a collaborative of other local districts to offer a Parent Academy where parent education classes are offered. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, and behavioral interventions.|Based on input from educational partners and a review of local data, Rosemead School District has identified the need to deepen and expand efforts to build strong, trusting relationships between school staff and families—particularly those from underrepresented or historically marginalized communities. While the district currently offers robust partnerships with community-based organizations, including the Los Angeles County Department of Mental Health, local agencies, and our own team of school counselors and psychologists to provide parenting classes and wellness supports, we recognize that stronger two-way communication and relational trust between families and school staff must be a key area of focus moving forward. Identified focus areas for improvement include building staff capacity to engage families through culturally responsive practices, active listening, and empathy-driven communication. This includes professional development to better understand and honor the diverse experiences, cultures, and values of the families we serve. We are also expanding our outreach to underrepresented parents and building stronger community partnerships with organizations such as the Kiwanis Club and local businesses to support our students and families.|Rosemead School District is committed to strengthening relationships with underrepresented families through inclusive outreach, culturally responsive engagement, and meaningful collaboration. Local data and input from educational partners indicate that while many families are engaged through District English Learner Advisory Council (DELAC), District Advisory Council (DAC), School Site Councils, and English Learner Advisory Councils, there remains a need to deepen engagement with families of students with exceptional needs, multilingual learners, and families from historically underrepresented groups. To address this, each school site is supported by a dedicated Community Liaison who works closely with the school principal to provide regular opportunities for parent engagement, including coffee chats, workshops, and parent education sessions. The district has also added a Mandarin/Cantonese-speaking Community Liaison to strengthen outreach to Chinese-speaking families. Future improvements in this area will include providing classes to help families better understand local decision-making processes and their roles in shared governance; expanding efforts to intentionally build relationships between staff and families through activities that recognize and celebrate family strengths, cultures, and languages, while fostering shared goals for student success, and increasing collaboration between teachers and families through culturally responsive professional development and inclusive school events. These efforts reflect Rosemead’s ongoing commitment to ensuring every family—regardless of background—feels seen, heard, and empowered as a valued partner in their child’s education.|Rosemead School District is committed to engaging educational partners in a meaningful and ongoing dialogue to inform decision-making and improve outcomes for all students. During the month of February, the Educational Services Team conducted its annual “LCAP Roadshow” at each school’s PTA Founders’ Day event. These sessions served as an opportunity to evaluate the effectiveness of current LCAP goals and actions and to gather input and feedback from parents and community members on how to strengthen and refine them. In Spring 2025, the district administered the LCAP Community Survey to all TK–8 parents to further solicit input on key areas such as academic programs, parent engagement, communication, and school climate. To ensure accessibility and inclusivity, the survey was made available in English, Spanish, Chinese, and Vietnamese. Survey data played a central role in informing the development and refinement of several district planning documents, including The Local Control and Accountability Plan (LCAP), The Expanded Learning Opportunities Program (ELOP) Plan, School Plans for Student Achievement (SPSA), and Visual and Performing Arts (VAPA) grant proposals.  Results were reviewed across all advisory committees and stakeholder groups, ensuring that the voices of our educational partners directly shaped the goals and actions in each state priority area.|Rosemead School District recognizes and deeply values the critical role parents play in their children’s education. We are committed to providing meaningful programs and services that equip parents with the knowledge and tools needed to support their children academically, behaviorally, and emotionally throughout their educational journey. Each school offers a wide range of opportunities for parents to engage in learning how to support their child(ren) both at school and at home. One of the district’s local measures identified in the Local Control and Accountability Plan (LCAP) is tracking participation in parenting classes that are tailored to parent needs. Offerings include an 8-week Parent Leadership Institute, Ongoing Parent Workshops, Monthly Principal Coffee Chats, Family Leadership Days, Weekend Family Field Trips to museums and community spaces, and Themed Parent Nights (e.g., Family Literacy, Math, or STEAM Night).  At the district level, we also provide the Food for Thought Parent Workshop Series, which helps families support student learning at home while also addressing students’ social-emotional, mental, and nutritional health—areas increasingly important given the challenges facing today’s youth. To further strengthen support, Rosemead School District partners with a variety of local organizations, including the Los Angeles County Department of Mental Health, local agencies, and our own team of school counselors and psychologists. These partnerships allow us to offer free early education parenting classes and mental health supports on topics that are timely, relevant, and responsive to the evolving needs of our families.|At Rosemead School District, we believe that parents are important partners in helping students succeed. We are proud that many parents are involved in school and district committees like the District English Learner Advisory Council (DELAC), District Advisory Council (DAC), School Site Council, and English Learner Advisory Councils. We also see that more parents are attending school board meetings to stay informed and involved in district decisions. To help more families understand how they can take part in these important conversations, we are planning to offer parent workshops that explain how schools make decisions and how parents can get involved and make their voices heard. Every school in our district has a Community Liaison—someone who works with the principal to support and connect with families. They help organize events like coffee chats, parent workshops, and education nights. These events help families learn more about school programs, how to support their children, and how to be strong partners with school staff. We also now have a district-level Community Liaison who speaks Mandarin and Cantonese to support our Chinese-speaking families and help them feel welcomed and informed.|The Rosemead School District offers a variety of ways for parents and families to provide input into decision making. Every school has an active School Site Council and ELAC. In addition, the PTAs and parent volunteers are present on sites and are important to advisory processes. At the District level, we have an active DELAC/DAC committee and LCAP committees. Our DELAC/DAC provides important input into decision making about programs to meet the needs of English Learners and Title 1 student advisement into our District’s LCAP. Our DELAC/DAC is composed of representatives from each school site along with our English Language Development teachers.|Our LCAP process includes input from our parent advisory groups including a District Advisory Committee which also serves as our Parent Advisory/LCAP Community Advisory Committee (PAC) and Comprehensive Coordinated Early Intervening Services (CCEIS) Community Advisory Committee to provide input into needs for our students with disabilities, low performing students, and English Learners. Annual surveys are administered to all parents at every site to provide input into the development of the School Plan for Student Achievement (SPSA). In addition, every family is invited to participate in our annual LCAP survey to provide input into the development of the district’s LCAP.|Every site sets annual goals to increase participation in advisory committees to ensure parent participation is monitored and improved upon every year. Future goals will include that we are intentional in our efforts to disaggregate data to ensure we receive input from underrepresented groups in the school community to ensure that all of our families feel valued and accepted into our school and district culture.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
19649640000000|San Marino Unified|3|The San Marino Unified School District (SMUSD) is committed to engaging parents/guardians and other constituents by providing multiple opportunities to foster and strengthen parent/guardian relationships. Various events, activities and opportunities served to initiate and promote authentic and meaningful parent/guardian relationships including but not limited to Parent Teacher Associations (PTA), Back to School Nights, Open House, School Site Council (SSC), curriculum committees, English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Facility Advisory Committee (FAC), and the Local Control Accountability Plan (LCAP) Educational Partners Committee. Additional opportunities included ongoing formal and informal occasions such as parent-teacher conferences, coffee with the principals, Board meetings, committee meetings, and self-reflection surveys. During the 2024-25 school year, opportunities to build parent/guardian partnerships continued to increase and strengthen parent/guardian engagement and participation. Parent Information Nights focused on i-Ready, NWEA / IXL, Restorative Practices, and the Mandarin Dual Language Immersion Program were held to better assist parents in supporting student success. Written and oral communications also continued to be provided in the district’s major language to increase and promote access to information and parent/guardian relationships.|Based on the analysis of educational partner input and local data, SMUSD continues to strengthen relationship building between school staff and families. SMUSD recognizes the importance of school and family relationships and their direct impact on students' sense of belonging, academic and social-emotional success. As such, SMUSD intends to continue its implementation of all aforementioned strategies, seeking innovative and unconventional methods of outreach and communication. SMUSD will continue to expand opportunities for participation and increase avenues of two-way communication between families and school staff to help build and strengthen relationships between families and school/district staff.|SMUSD will continue to provide translation and interpretation services through a variety of communication platforms at various school and district events and functions to improve engagement of underrepresented families to increase parent/guardian participation and engagement, as well as strengthen relationships between school staff and families.|San Marino Unified School District strives to strengthen long-lasting partnerships with parents/guardians. During the 2024-25 school year, each school site facilitated a School Site Council (SSC), an English Learner Advisory Committee (ELAC), robust Parent-Teacher Associations (PTA), and other site-specific committees. The District facilitated various advisory committees, including a District English Learner Advisory Committee (DELAC), a Local Control Accountability Plan Educational Partners Committee (LCAP), and a Superintendent’s Student Advisory Panel to best strengthen parent/family and school relationships. Throughout the past school year, parents/guardians and community members were welcomed on all four SMUSD campuses and the District Office either virtually or in person for a variety of opportunities, activities and events including but not limited to parent volunteer occasions, parent/family information nights and trainings focused on school activities, programs, assessments,  graduation requirements, college & career readiness, coffee with the principals, Open House, Back-to-School Night, student performances, movie nights, information meetings, parent-teacher conferences,  etc,. SMUSD parent/guardian partnerships were further fostered through continued use of virtual platforms such as Zoom, Google Meets, or other communication platforms such as ParentSquare, Constant Contact, SMUSD website and Mobile App, email, Parent Portal, and District Social Media. School sites prioritized ongoing communication and outreach to parents/guardians regarding attendance, participation, academic progress, and instructional schedules through PowerSchool, ParentSquare, progress reports, etc.   Data gathered from the 2024/25 California Schools Parent Survey support District efforts by demonstrating that 92% of parents agree that school encourages parents to be active partners with school, 90% agree that they feel welcome to participate in their child’s school, 76% agree that the school seeks the input of parents in the decision-making process, 84% agree that parent concerns are taken seriously, and 94% agree that they are treated respectfully by school staff. Similarly,  data gathered from the 2024 California Schools Staff Survey demonstrate that  97% of school staff agree that they encourage parental involvement, 95% of school staff encourage parental partnerships, 97% agree that they work to make parents feel welcome to participate at school and 99% agree that they take parent concerns seriously. CalSCHLS survey data continues to demonstrate strong perceptions of parent and family engagement with regards to building parent relationships and partnerships, and provides quantifiable and actionable data from which SMUSD can continue to engage in efforts to increase and enhance parent/guardian engagement as well as determine next steps. The status of this indicator is marked as being “Met”.|Each year, families are invited to participate in the California Schools Parent Survey (CSPS), and SMUSD staff are invited to participate in the California Schools Staff Survey (CSSS) to share their opinions and perspectives as they relate to parent/guardian participation and connectedness. The CalSCHLS Parent Survey (CSPS) and CalSCHLS Staff Survey were chosen to gather perceptions of parent/guardian engagement. Data gleaned contributed to the development of School Plans for Student Achievement (SPSA), school and district programs and initiatives, and the Local Control Accountability Plan. Data gathered from the 2024-25 California Schools Parent Survey demonstrates that 92% of parents strongly agree or agree that school encourages parents to be active partners with the school in educating their child, 90% strongly agree or agree that they feel welcome to participate in their child’s school, and 94% strongly agree or agree that they are treated respectfully by school staff. Similarly, data gathered from the 2024-25 California Schools Staff Survey demonstrate that  97% of school staff agree or strongly agree that they encourage parental involvement, 95% of school staff encourage parental partnerships, 97% strongly agree or agree that they work to make parents feel welcome to participate at school and 99%  strongly agree or agree that they take parent concerns seriously. Overall, 2024-25 CalSCHLS survey data continues to demonstrate strong perceptions of parent and family engagement with regards to building parent relationships and partnerships and provides quantifiable and actionable data from which SMUSD can continue to engage in efforts to increase and enhance parent/guardian engagement as well as determine next steps for areas of needed improvement.   SMUSD takes great pride in its efforts to continuously build and strengthen parent/family and school relationships. As such, SMUSD understands the strong correlation between family and school relationships and overall student and school success. Although no specific area for improvement is noted, SMUSD prioritizes its commitment to further strengthening family and school partnerships through ongoing, intentionally designed opportunities for family and school communication, input and feedback, participation, and involvement.|SMUSD is proud of its efforts this past year to improve engagement and fostering of strong partnerships with underrepresented families and is committed to implementation of engagement strategies including but not limited to providing translations and interpretation services at various school and District activities and events through a variety of communication platforms as well as primary language supported opportunities for parent involvement. Additionally, SMUSD will continue its commitment to language-supported family information and training opportunities to best elevate engagement, participation, and relationship building with underrepresented families to further strengthen school and family partnerships.|The San Marino Unified School District actively seeks and promotes parent/guardian input and participation in the decision-making process. Each school site facilitates a School Site Council, an English Learner Advisory Committee, and a robust Parent-Teacher Association. School newsletters and Coffee with the Principals provide additional opportunities for parent/guardian participation in the decision-making process. Each of these committees and associations provides advice and input on a variety of issues, school and district-related. Furthermore, the District facilitates a District English Language Advisory Committee, curricular committees, the Local Control Accountability Plan Educational Partners Committee, and more recently, the Facility Advisory Committee, Bond Oversight Committee, and the Superintendent’s Student Advisory Committee. SMUSD’s Board of Education President and Superintendent provide ongoing communications to the community via Public Board Meeting, Superintendent communication videos, website, press releases, and the School News Newsletter. Parent/guardian participation in the decision-making process is also encouraged and received via various communication tools, including but not limited to Parent Portal, ParentSquare, Constant Contact, the SMUSD Mobile App, email, Twitter, Facebook, Instagram, and school and district surveys. Data from the 2024 California Schools Parent Survey (CSPS) demonstrates that 76% of parents indicated that they strongly agree or agree that their school(s) actively seek the input of parents before making important decisions. SMUSD’s district liaison continues to provide interpretation and translations in the district’s major languages to promote parent participation in school and district-led activities and committees. The status of this indicator is marked as being “Met”.|Similar to strengthening home-school connections, SMUSD takes great pride in its efforts to continuously build and strengthen opportunities for parent/guardian and student input in the decision-making process. As such, this year alone, the Superintendent’s Student Advisory Panel was created to increase students’ voice and choice in school-related decision-making processes. Although no specific area for improvement is noted, SMUSD prioritizes its commitment to continue offering platforms and opportunities for parent/guardian and student input in the decision-making process across a variety of school-related topics. The CSPS also continues to serve as a valuable tool that offers measures of parent/guardian perceptions in the decision-making process.|Once again, SMUSD is proud of its efforts this past year to improve engagement and fostering of strong partnerships with underrepresented families and is committed to implementation of engagement strategies including but not limited to providing translations and interpretation services at various school and District activities and events through a variety of communication platforms as well as primary language supported opportunities for parent involvement in the decision-making process. This is accomplished through SMUSD's district liaison, who continues to provide interpretation and translations in the district’s major languages to promote parent participation in school and district-led activities, committees, and decision-making opportunities as needed. SMUSD will continue its commitment to language-supported family information and training opportunities to best elevate involvement in the decision-making process for underrepresented families to further increase parent/family voice and choice.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19649800000000|Santa Monica-Malibu Unified|3|Strengths: Long-standing commitment to family partnerships, multiple connection points for families, initiatives including the Bilingual Community Liaison Program, partnerships with community organizations. Progress: Developing policies/framework, increasing focus on parent input, enhancing communication methods, and integrating family engagement into school plans. A key focus area for improvement is ensuring consistent and equitable implementation of these strategies across all schools.|While the district has strengths, there's an ongoing need to fully implement family engagement strategies and ensure consistent practices across all school sites. Actively seeking and incorporating parent input in decision-making processes needs further strengthening. Continued efforts are needed to address chronic absenteeism through strong family engagement strategies.|To improve engagement of underrepresented families, aligned with the district instructional framework, SMMUSD will enhance targeted outreach and communication, strengthen the Bilingual Community Liaison Program, provide culturally responsive training for staff, create more accessible engagement opportunities, actively seek and value input from these families.|Strengths: Emphasis on shared leadership, various avenues for parent involvement. Progress: Development and initial implementation of framework, growing awareness of the link between engagement and student outcomes, and efforts to enhance equity in outreach. A key focus area for improvement is deepening the connection between family engagement and specific student outcomes.|Deepening the Connection Between Family Engagement and Specific Student Outcomes: While the district recognizes the importance of family engagement, a key area for improvement is to more explicitly and strategically link family engagement activities to specific, measurable student outcomes (e.g., academic achievement in specific subjects, attendance rates, social-emotional learning). This involves moving beyond general engagement to targeted strategies that directly support learning goals.  Strengthening the Two-Way Communication About Student Progress and Learning: Improvement is needed in fostering more meaningful two-way communication between school staff and families regarding student progress, learning needs, and how families can actively support their children's academic goals. This goes beyond simply reporting grades to engaging in dialogues about learning and strategies for improvement.|To improve the engagement of underrepresented families, SMMUSD will likely employ strategies such as targeted and culturally responsive communication, building trust and relationships, providing resources to support learning at home, creating accessible and inclusive opportunities for participation, actively seeking and incorporating their input, and strengthening collaborations with community-based organizations.|Strengths: Structures for gathering stakeholder input including surveys and feedback mechanisms, commitment to transparency. Progress: Emphasis on meaningful engagement beyond pro-forma consultations and efforts to broaden participation from diverse stakeholder groups. A key focus area for improvement is ensuring authentic and meaningful engagement where stakeholder input genuinely influences decisions.|Ensuring Authentic and Meaningful Engagement: Moving beyond pro-forma consultations to create processes where stakeholder input is genuinely valued, actively considered, and demonstrably influences decisions. This requires building trust and demonstrating how feedback has been used.  In essence, the focus is on shifting from simply having structures for input to ensuring that these structures facilitate authentic, equitable, and impactful engagement that genuinely shapes decision-making and fosters a stronger sense of partnership and ownership among all stakeholders.|To improve the engagement of underrepresented families in seeking input for decision-making, SMMUSD will likely implement proactive and targeted outreach, build trust and create welcoming spaces, provide accessible formats and support (like translation and childcare), actively solicit their input on key decisions, and ensure feedback is heard and acted upon.|4|5|3|5|4|4|3|5|4|4|4|5|Met||2025-06-24|2025
19649980000000|Saugus Union|3|Saugus Union intentionally works with staff, students, and our families to build a strong sense of community and a welcoming environment.  School sites engage the community and parents in a variety of ways. Our dedicated teachers and administrators work alongside Family and Community Liaisons to ensure that the needs of our English learners, socioeconomically disadvantaged students, Homeless, and Foster Youth are consistently met. Personal phone calls to parents and reminders of family engagement opportunities are provided to all educational partners. It is important that in the various family educational opportunities, translation services and convenient times for parents to attend are available to them. Parents’ feedback and surveys are used to guide and plan the type of support, tools and workshops offered. We increased our focus on family engagement by building relationships with our families through personal phone calls to connect them with resources and assist with any barriers that were preventing them from being fully involved in their child’s education. These resources were also uploaded to our main parent and family communication system, Parent Square. Furthermore, homeless families were directly connected with services, including backpacks, clothing, tutoring, childcare scholarships, and medical and housing services. Districtwide mental health teams delivered a variety of online and in person parent classes and used Parent Square to create a Santa Clarita Valley resource hub that extends beyond our area and includes resources and supports throughout Los Angeles County. We also offered Coffee with the Principal via individual school sites, which gave parents an opportunity to hear directly from the principal about a variety of topics related to learning. These sessions with our principals offered a chance for families to voice any concerns and share suggestions. Parents can engage in their students’ learning and provide input in a variety of ways: participating on our Site Council, joining our English Language Learner Advisory Committee or District English Language Learner Advisory Committee , Parent Advisory Council, Parent Leadership organization activities and Community-Based Education Training. SUSD’s greatest progress includes the increase in parent involvement and engagement as evident in the active participation of the aforementioned parent meetings, workshops, and participation in our school connectedness survey.|SUSD's focus area of improvement is engaging our parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students. This is one of our district’s Local Control Accountability Plan (LCAP) goals and allows us to meet the core learning and regular parental engagement demands that are necessary for a successful school district. By having regular educational partner input, regular communication with educational partners, and providing a rigorous core program we meet the Basic Conditions for Learning.|SUSD hosts multiple parent education workshops that provide parents with the opportunity to engage in learning more about the California State Standards, LCAP, assessment information, educational technology, and special education resources. These well-attended workshops led by teachers, administrators, social workers, and Family and Community Liaisons provide parents and caregivers with the opportunity to further participate in their student’s education. There has been a significant increase in parent participation during DELAC, ELAC, PTA, and PAC monthly meetings.  Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased student truancy, and providing more support for our underrepresented families.  Our action plan includes providing professional development for classified and certificated staff regarding parent outreach and support for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitate SART and SARB meetings for certificated and classified staff to work with parents of unduplicated count students to decrease truancy and tardiness and improve attendance, as well as provide social workers at each of our school sites to support student learning for our underrepresented population, and collaborating with the California Association of Bilingual Education (CABE) Project 2 Inspire team and our Family and Community Liaisons to offer family engagement workshops at our Title 1 school sites in Spanish and for English-speaking unduplicated families throughout the district.|SUSD provides a multitude of opportunities where families can learn about their student’s academic performance as well as learn strategies and resources available to help their students both at home and at school. These workshops, conferences, meetings, and events give our families the opportunity to engage in their student’s learning around the California State Standards, District LCAP, assessment information, educational technology, and special education resources that are available. These events are facilitated by teachers, administrators, social workers, and Family and Community Liaisons. We continue to see a significant increase in family participation during the events, including site-based Coffee with the Principal meetings, our District English Learner Advisory Committee (DELAC), site-based English Learner Advisory Committees (ELAC), parent leadership associations and groups, and Parent Advisory Council (PAC) monthly meetings.|Our focus areas for improvement are parent outreach, increased curriculum parent involvement, continue to decrease chronic absenteeism, and providing more support for our underrepresented families.|Our action plan includes providing professional development for classified and certificated staff regarding parent outreach and support for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitate School Attendance Review Team (SART) and School Attendance Review Board (SARB) meetings in order for certificated and classified staff to work with parents of unduplicated count students to decrease chronic absenteeism and tardiness, as well as provide social workers at each school site to support student learning for our underrepresented population.|The Saugus Union School District's approach to seeking input for decision-making is through ongoing community outreach efforts that occur annually, but are also part of our regular engagement practices (i.e., site meetings, coffee with the principal,  parent workshops, communications, surveys, etc.).  The educational partners included in decision-making meetings include parent leaders, all administrators, representatives of our certificated staff, representatives of our classified staff, teams from our labor partners (Saugus Teacher Association (STA) and California School Employees Association (CSEA), our Parent Advisory Council (PAC), our District English Learner Advisory Council (DELAC) and our local Special Education Local Plan Area (SELPA).  In addition, SUSD requested input from students, parents, and all staff (certificated, classified, and management) through surveys designed to gather additional educational partner information related to recommendations made by our educational partner groups.|Our area of focus for improvement is to further deepen our parent input and decision making.  We continually identify additional means to reach more of our families in order to provide multiple opportunities for educational partner input and decision-making.|We are addressing this focus area by specifically addressing parental engagement in our LCAP Goal #4 aimed at providing an appropriate basic condition of learning. Based on our educational partner groups’ input, it was shared that addressing our core services was important but that we could not thoroughly accomplish this goal if we were not engaging our parent community.  By including a goal that requires parental involvement in the establishment of the core services we ensure that we have a strong foundational program that meets the needs of the school community while always including the family educational partner. The goal states that SUSD will engage parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students.|4|4|5|5|4|5|5|5|5|5|5|5|Met||2025-06-24|2025
19650290000000|South Pasadena Unified|3|SPUSD’s strengths and progress in Building Relationships Between Schools and Families include creating multiple opportunities for parental involvement in classrooms and school/district committees, providing multiple opportunities for participating in school-wide events from elementary assemblies to in-person parent nights, having active PTAs and PTSAs that create programs to benefit the entire school community, and sharing consistent communication through the ParentSquare application.|SPUSD’s focus areas for improvement in Building Relationships Between School Staff and Families includes providing additional targeted outreach to underrepresented groups who would benefit from ongoing interactions with the school, supporting teachers in working collaboratively with all parents including parents/guardians of English learners, socio-economically disadvantaged youth, foster and homeless youth, and special education students.|SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by offering additional parent education opportunities related to curriculum, instruction, and home learning strategies to meet the diverse needs of the student population and by communicating directly with underrepresented families with targeted outreach through ParentSquare and parent education offerings.|SPUSD’s strengths and progress in Building Partnerships for Student Outcomes include offering a diverse range of professional development opportunities on topics such as small group instruction, early childhood education, educational technology, content area materials, pedagogical best practices, social-emotional learning, neurodiversity-affirming strategies and assessment. Additionally, SPUSD prioritizes communication between teachers and families by providing teachers with tools (ParentSquare, Edlio, Google Classroom, and AERIES Parent Portal) and time (Parent/Teacher conferences) to discuss student progress and ways to work together to support improved student outcomes.|SPUSD’s focus area for improvement in Building Partnerships for Student Outcomes includes building on existing policies or programs for teachers to meet with families and students to discuss student progress ??and ways to work together to support improved student outcomes.|SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by offering additional parent education opportunities related to curriculum, instruction, and home learning strategies to meet the diverse needs of the student population and by communicating directly with underrepresented families with targeted outreach through ParentSquare and parent education offerings.|SPUSD’s current strengths and progress in Seeking Input for Decision-Making include presenting multiple opportunities for educational partners to participate in decision-making through various committee representation: the Parent Advisory Committee, District English Learner Advisory Committee, and School Site Councils. These committees meet regularly throughout the school year and provide parents with opportunities to provide input at the site and district levels. District-wide and school-wide surveys are also used to gather parent/guardian input prior to decision-making.|SPUSD’s focus area for improvement in Seeking Input for Decision-Making includes providing additional opportunities for underrepresented groups.|SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by offering additional family education opportunities related to school and district-level decision-making to meet the diverse needs of the student population. Additionally, targeted communication will be used to better engage and inform underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|4|Met||2025-06-24|2025
19650370000000|South Whittier Elementary|3|On the 2025 Healthy Kids Survey, 96% of the parents strongly agreed and agreed that school staff treats parents and students with respect. In 24-25, 92% of the parents feel welcome to participate in the school, this continues to increase after the large decrease in this area due to the school closures. SWSD is confident that reengagement parents will continue and the participation rate will continue to increase.The district implemented strong safety procedures including a “buzz-in” system and a fingerprinting process for volunteers. Safety precautions have in the past, been perceieved negatively or as a barrier to parents engaging wiht the school environment. The survey data in 24-25 is showing that the perception is becoming more positive. SWSD attributes this to the many outreach events that are done at the school and dsitrict level and the team work of the site administration and site based community liasions to intentionally reach out to families. The district is committed to providing a safe and welcoming environment and continues to employee community liaisons at every school to help build a bridge to our families that feel disconnected from our schools.|Another positive increase on the 2025 Healthy Kids Survey is an increase from 86% in 2024 to 89% of the families surveyed shared that they felt the school communicates the importance of respecting different cultures and beliefs. The community liaisons at each school continue to learn about each family experiencing homelessness, foster families, and newcomer families. Liaisons along with site based EL Coordinators and the additional of Newcomer Intrsuctional Aide work on creating relationships and utilize the strategies in the Newcomer’s Toolkit (CDE, 2017) to support the families as they learn about their culture, language, and goals.|South Whittier School District engages families and educators in 2-way communication through parent-teacher conferences at the district and site level, various parent committees, IEP meetings, virtual and in-person town halls, bilingual parent workshops, 504 meetings, LCAP input meetings, and meetings with the liaisons. In SWSD, 84% of the parents indicated that the school actively seeks the input of parents as they make important decisions. Parents indicated in the survey that they would like more information on preparing their child for college and how to help their child with homework. As a response to this, SWSD created the annual Title 1 Conference for Parents, providing a varitey of learning options for families.|South Whittier School District provides professional learning and support to teachers and principals to improve a school’s capacity to partner with families on an on-going basis. This cycle of continuous improvement allows the district to evaluate programs using the Parent Engagement Toolkit (CDE, 2017), and create professional development based on the input of educator partners. The site community liaisons help shape the support and learning options available to families by working alongside the staff and principals. In 2025, 94% of families surveyed agreed that their school keeps them well-informed about student activities in school.|SWSD has started to provide families with information and resources to support student learning and development in the home beyond the parent-teacher conference. The district now provides materials to the families to support learning during the summer months. Similarly, materials are provided to families to support scholars entering school at orientations and the early childhood summer jumpstart program. The district has also launched an annual parent education conference, along with a number of parent education workshops facilitated by teachers, staff and consultants to help parents at particular grade and developmental levels to provide strategies and support for their child’s learning in school.|The school district and the six school sites implement a parent involvement policy, which includes programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This policy shares the various ways that parents can be active in their child’s education and how they can get involved with the school. These policies define how parents may become involved in decision making committees such as the School Site Council, PTA, and the English Learner Advisory Committee. All of these efforts have resulted in 89% of South Whittier parents agree that the school encourages them to be an active partner with the school to help with the education of their child. South Whittier has started to provide opportunities for families to understand and exercise their legal rights and advocate for their own students and all students; however, this is an area for focus and improvement. All families are provided with their parent rights at the beginning of the school year. The Director of Special Education has provided workshops to inform parents of their parental rights and advocacy through the IEP process. Our community liaisons reach out personally to our families that are underrepresented, specifically our families experiencing homelessness, foster, and those that are new to the country. They are beginning to use the Newcomer Toolkit (CDE, 2016) as a guide for their work, as well as resources that communicate educational rights to our homeless and foster families.|At monthly principal’s meetings, principals are provided with a tool to support effective engagement with families through advisory groups and decision-making processes, along with necessary resources to run these groups, while district staff model protocols for gathering stakeholder input into the LCAP processes. The district supports family 2025-26 Local Performance Indicator Self-Reflection for South Whittier School District Page 13 of 19 members and principals by offering joint training on the School Site Council, continuous improvement practices, and LCAP educator partner input. Additionally, the district provides forums for engaging families in advisory groups such as the District Advisory Committee, Parent Advisory Committee, District English Learner Advisory Committee, Parent Engagement Committee, Bond Oversight Committee, and informal meetings like coffee with administrators. Parents have opportunities to give input on policies and programs through the annual parent survey. Despite these efforts, only 84% of parents believe that the district seeks their input before making decisions, and only about a quarter of the parents complete the survey. This indicates a need to improve strategies for reaching and seeking input from underrepresented groups within the school community. The district will continue to explore other methods to seek input from parents and enhance participation.|Based on the analysis of educational partner input and local data, South Whittier School District (SWSD) has identified key focus areas for improving the process of seeking input for decision-making. One major area of focus is increasing the number of parents involved in committees. To achieve this, SWSD plans to enhance communication through various platforms and leverage personal connections facilitated by site administration and site liaisons. Additionally, the district will continue to support district-wide activities, providing another valuable platform for encouraging parent involvement. Each school site will be tasked with developing specific goals for increasing parent participation, which will be monitored and celebrated to foster a sense of community and achievement. By implementing these strategies, SWSD aims to create a more inclusive and engaged environment where parental input is actively sought and valued in decision-making processes.|Based on the analysis of educational partner input and local data, South Whittier School District (SWSD) will intentionally seek underrepresented families to participate in district and site-based decision-making committees and advisory councils. Site and district administrators, along with liaisons, will make personal connections to recruit participants from underrepresented families. This targeted approach aims to build trust and ensure that the voices of these families are included in the decision-making processes. Additionally, SWSD will continue to provide translation and interpretation services to overcome language barriers and offer flexible meeting times to accommodate diverse schedules. By creating a welcoming and inclusive environment, SWSD seeks to enhance the participation and engagement of underrepresented families in all aspects of school governance.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
19650450000000|Sulphur Springs Union|3|The entire staff in the Sulphur Springs Union School District is committed to strengthening the relationships with all of its families, especially underrepresented families. District staff understand the importance of having strong partnerships with families to assist with enhancing and accelerating student learning. When District staff engages families as partners, together they are able to effectively respond to students' needs.   Staff have worked together to plan purposeful family engagement opportunities to further strengthen relationships. The District continues to welcome families to participate in all events, and have continued to engage with families by using Zoom, holding in-person assemblies, and informational meetings for families. In addition, Principals have continued to ensure that families are aware that volunteers are welcomed in schools to support our students.   The Superintendent has continued to ensure that there is regular communication going out to all families to keep families up-to-date and informed about events and important information. Every Friday, the Superintendent sends out to families a Friday Update, through ParentSquare, that has provided information from social/emotional wellness to academic supports for their child. By ensuring that families have access to the most updated information from throughout the District, especially at each of the nine schools, further strengthens home/school relationships.|District staff are continuing to partner with families to strengthen the relationships between home and school. When planning trainings and/or events in the schools to support student learning, Administration and staff partner with families to be part of the planning process. At each of the nine schools, staff partners with PTAs to plan events, which allows the staff to differentiate the events and/or trainings to better meet the needs of families and students. By having families engage with staff on a frequent basis, further supports stronger relationships between schools and home.   An area of focus for the staff to further increase relationships with families is supporting staff with learning more about family’s strengths, cultures, languages, and goals. The District conducts fall Goal Setting conferences with teachers and families. The purpose of Goal Setting is to get to know each other better, and learn from the family what are the strengths and areas of growth that they see their child needs assistance in. This also provides an opportunity for the schools to reach out to provide additional resources to families if there is a need in the areas of academics, as well as, social/emotional wellness.   All nine schools are also focused on increasing participation at the ELAC and DELAC meetings. Since the start of the school year, there has been a stronger focus on making sure that all families that have a child who is an English Learner, have access to these informative meetings. The District is very fortunate to have over 31 different languages spoken throughout all nine schools. It is important that all families have access to information that supports their child’s academic and social/emotional growth.|There has been a continued focus on ensuring that underrepresented families are supported, and that they know the District staff encourages a strong partnership between home and school to support their child. Staff continue to ensure that there is a strong focus on removing barriers so that students can access their educational programs. The District has continued to monitor underrepresented families to make sure that they are offered frequent opportunities to be engaged in their schools, and are also provided resources as needed. The District has a Family Resource Center that has basic food and school supplies for families that may have a need. The Family Resource Center is available for all families in need throughout the District. In addition, staff have created satellite Family Resource Centers at some of our schools to assist students in need if the family is unable to go to the main Family Resource Center that is located at Canyon Springs Community School.  In addition, the District has increased its support for social / emotional wellness and has increased the number of Social Workers and counselors in the District. Presently, the District has 9.2 Social Workers to support students in need. The Social Workers and counselors are focused on meeting student needs and work to remove barriers that may be interfering with student learning. In addition, attendance is monitored, and if there are families that are struggling with having their child attend school on a regular basis, the Social Worker and administration will go to the homes to further provide support as needed.   The District is aware of the need to support unduplicated students and ensuring that there is a strong focus on providing intervention support when needed. During the school day, staff provide academic support for students in need by having a two Learning Support Teachers at every school. The Learning Support Teachers provide a very targeted intervention program that focuses closing the achievement gap and accelerating learning to master grade level standards. In addition, staff have implemented an after-school program under the Expanded Learning Opportunities Grant that targets unduplicated students and provides academic and enrichment support.|All of the educators in the Sulphur Springs Union School District value and strive for strong partnerships with families to further increase student outcomes. At the start of the school year, staff welcomed back families by hosting Back-to-School Night meetings. Families felt welcomed and were excited to see their child’s classroom and meet the classroom teacher. Staff truly understand the importance of strong partnerships with families, and strive to find ways to strengthen these partnerships to support the students.  In addition, all educators are focused on building strong connections with students and families, and the District started the school year by holding Goal Setting conferences with all families. During the conferences, the families and the teachers discuss the students’ strengths and work on setting growth goals for the students. These goals are then reviewed throughout the year to monitor student progress and provide supports as needed.   If a student needs to access intervention supports to accelerate learning, teachers will work with the Learning Support Teachers that are at all nine school sites to provide intensive intervention support. Students that work with the Learning Support Teachers are monitored on a 4-to-6-week cycle to ensure progress is being made. In addition, families are communicated to regarding the progress and what, if any, additional supports are needed.   If a child has social/emotional needs, each of the schools have an assigned Social Worker and counselor. When referrals are made, the Social Worker meets with the family, and they discuss what are the best ways to meet their child’s needs. In addition, online counseling was offered to any families that would like this additional resource to support their child. Hazel Health provided the online counseling to any families in need.|The District is focused on continuing to partner with families to increase student growth academically and social/emotionally. An area that the District will continue to target on is ensuring that families have access to schools to participate and provide input. This is being accomplished by making sure to offer meetings both in-person and through Zoom. Many families have shared that they have wanted to continue holding some meetings through Zoom since this has also supported their needs. Principals at all nine schools have also increased families’ participation in schools by having parent volunteers on sites and in the classrooms. Families have always been key partners in the District, and the teachers and students enjoy seeing families in the school settings.   The Superintendent has continued to hold the Parent Advisory Committee (PAC) meetings during the past school year. During the PAC meetings, parents and the Superintendent discuss what is taking place academically and socially in the schools to support students. In addition, any new initiatives that are going to take place are introduced at PAC, and discussed to see how best to implement across all nine school sites. The families that participate in PAC are amazing partners that provide the Superintendent invaluable feedback and input so that both the District and families can continue to deliver the best educational programs for all students.   An area that the District has also continued to improve is families participating in the District English Language Advisory Committee (DELAC) and school site English Language Advisory Committees (ELAC). All Administrators and teachers know the importance of ensuring that families of English Learners are provided information on a timely basis to support their child. In addition, the District is focused on making sure that the DELAC and ELAC meetings are accessible for all families and therefore are held via Zoom and in-person. The District has continued to increase its participation at the DELAC and ELAC meetings, and continues to strive for even more families attending the meetings. The District has also focused on making sure that students that are new to the country are provided additional resources, and that families know what additional resources are available for their child.   The Superintendent has also continued to increase family and school partnerships by providing nine Coffee with the Superintendent meetings. A meeting is held at each of the schools and translation support is provided for those families that request it. In addition, the Superintendent shares information about what is taking place District wide and at all nine schools to further increase academic growth and social/emotional wellness for all students. In addition, the Superintendent holds New Family Orientation meetings for new families that are enrolling in the District the following year. The Superintendent shares information with families to support their child.|The Sulphur Springs Union School District administration and teachers continue to monitor student groups of underrepresented families on a regular basis. There is a targeted focus to make sure that all supports are in place to support students that are foster youth, homeless, students with disabilities, low-income, and English Learners. During the fall conferences, families and teachers come together to create goals for students, and for those students that need increased supports, additional goals are created with the families.   In addition, the District has hired two Educational Program Coordinators that support English Learners, low income, Foster Youth, Homeless, and Students with Disabilities. These Coordinators support the instructional program and teachers to better serve these student groups. From the prior year state testing results, there were indicators that these student groups need a more targeted approach to increase student achievement. In addition, the Coordinators support the two Learning Support Teachers at each of the nine schools to further strengthen the schools’ intervention programs and provide additional support and coaching as needed. The Coordinators work to bring in the best resources to teachers to better assist the educational programs in the classrooms.  There are 9.2 Social Workers in the District that support low-income families and students that need access to additional supports to remove barriers that may be impeding learning for students. The Social Workers meet on a weekly basis to discuss ways to engage families in the schools, and partner with them to further increase learning and strengthen social/emotional wellness for students. For students that are not attending school on a regular basis, the Social Workers reach out to the families to create plans to have the student attend school daily. In addition, if there are any families that are in need of basic necessities such as food, clothing, and school supplies, the Social Workers make sure that the families have access to the District Family Resource Center.|The District has implemented a highly-focused process to collaborate and seek input from families in the decision-making process to further enhance their child’s educational program. The District has provided families a Parent LCAP Survey that is directly tied to the Local Control and Accountability Plan (LCAP). In addition, the District has afforded opportunities for families to ask questions and provide input at school site council (SSC), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), Parent Advisory Council (PAC), LCAP Advisory Council, and informational meetings with the Superintendent and District staff.   Every school Principal continues to meet with their School Site Councils and English Language Advisory Committees a minimum of 5 times a year. Parents who are on the committees provide input on the implementation of the School Plan for Student Achievement (SPSA), which is tied to the District’s LCAP. The SPSA and LCAP goals and actions address the instructional programs and resources that are in place to support student achievement and social/emotional wellness.  The Parent LCAP Survey provided families an opportunity to rate and comment on their ability to be part of the learning process for their child. In addition, the survey solicited information from the families as to whether or not families had opportunities to be engaged with staff to learn about programs and ways to support their child. The measures in the survey have provided information to support with the revision the District’s LCAP goals and actions.  Every school Principal continues to meet with their School Site Councils and English Language Advisory Committees a minimum of 5 times a year. Parents who are on the committees provide input on the implementation of the School Plan for Student Achievement (SPSA), which is tied to the District’s LCAP. The SPSA and LCAP goals and actions address the instructional programs and resources that are in place to support student achievement and social/emotional wellness.  Educational Services and the Superintendent meet with parent representatives from all sites for monthly DELAC meetings. The meetings are targeted to provide information to families based on needs of English Language Learners. Representatives ask questions and receive assistance as needed to further enhance their English Language Learner Program at their school sites.   Staff also ensured that the District’s LCAP goals and actions were communicated, and the District Management Team sought input from the families by meeting with educational partners throughout the year.   The Superintendent has also continued to increase family and school partnerships by providing nine Coffee with the Superintendent meetings. A meeting is held at each of the schools and translation support is provided for those families that request it. The Superintendent shares information about what is taking place District wide.|To further improve seeking input and partnering with families in the decision-making process, the Superintendent and Assistant Superintendent of Educational Services meet with families regarding the proposed Local Control and Accountability Plan and meet with educational partners, such as the LCAP Advisory Committee, to discuss annual progress and new actions needed for the following school year. Staff will continue to keep in constant communication with families to support meeting the academic and social/emotional needs of their child.   In addition, the Superintendent will continue to meet with the Parent Advisory Committee to share the District’s programs, and solicit input from parent representatives from every site. Student Data will also continue to be shared with families, with a focus on underrepresented students, and students who are performing below standards.   The District has also continued to strengthen its communication and seeking input from families by using the ParentSquare communication system. This has allowed families to be communicated to in their home language, and affords them opportunities to participate in surveys and feedback. The system translates messages to families in their home language so that there is no communication barrier between home and school.|Staff will continue to focus on improving parent engagement to support parents with the decision-making process to increase student achievement for their child. In addition, Staff will focus on creating opportunities for staff and families to come together to learn more about ways that they can work together to increase achievement for underrepresented students.  During Parent Advisory Committee meetings, presentations are conducted that show what educational programs are being implemented to support unduplicated students. In addition, there will be a targeted focus on social/emotional wellness that supports the whole child and the family. Parents will have opportunities to seek outside resources from community organizations, which will be supported by the schools’ Social Workers.   The Superintendent will also visit each of the schools in the fall to share information about ways the District staff is supporting students in need. Further, resources will be shared with families on ways that they can seek additional support for the family if needed. There will be continued focus on supporting the whole child and family to assist with the child meeting their educational goals.  Principals and teachers will also continue to hold meetings at the school sites to further share resources that are available to assist unduplicated students and families in need. Conferences with families will be held to ensure that input and feedback is received so that together the school and home can partner to enhance learning for the child.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
19650520000000|Temple City Unified|3|"Temple City Unified utilizes the California Healthy Kids Survey and a Local School Climate Survey to analyze input from our educational partners. Based on this input, we are at full implementation for all areas related to Building Relationships between School Staff and Families. We had 91% of our parents agree that school staff treats parents with respect. Likewise, 91% of our parents shared that they feel welcomed to participate at their child's school. On the Local School Climate Survey, 79% of the parents indicated that the school provides an educational experience and opportunities ""that reflect my child's culture, ethnicity, and identity."" Temple City Unified has incorporated the use of ParentSquare as our primary communication with parents. This has allowed our sites and District to engage parents to a greater extent. ParentSquare allows for mass communications to our families at all levels as well as targeted audiences. Within the classroom, teachers have the ability to send out communications to ensure parents are connected with the daily activities in the class in terms of grades, attendance and individual student concerns. In 25-26, TCUSD is planning to update our website to further enhance the communication to our families and our community."|"Based on the results of the California Healthy Kids Survey and Local School Climate Survey that was administered in 24-25, 79% of the parents indicated that the school provides an educational experience and opportunities ""that reflect my child's culture, ethnicity, and identity."" TCUSD will implement strategies to increase this percentage in the future by offering more culturally relevant events and opportunities.  92% of our EL parents indicated that school does provide translation and interpretation services when needed; however in the comments it was mentioned that we could improve by providing more Cantonese support.  It is our goal to continue to build relationships with all parents regardless of a language barrier."|TCUSD will improve the engagement of underrepresented families by purchasing translation devices for all of the school sites to use with their newcomer students and families. Likewise, each newcomer family will personally connect with at least one staff member at our school to build a positive relationship between school staff and families. Family workshops will be provided in various languages to support the learning for all parents and guardians.  Materials that are available for parents will be translated into their preferred language through Parent Square and our website.|Based on this input from educational partner surveys in the 24-25 school year, we are at full implementation for three out of the four areas related to Building Partnerships for Student Outcomes. We had 90% of our parents agree that they feel confident to support their child at home. Likewise on the Local School Climate Survey, 87% of our parents shared that they participated in regularly scheduled parent conferences with their child's teacher. Temple City Unified School District's strengths in building partnerships for student outcomes center around the relationships built at the classroom level. Site Principals and staff are encouraged to meet with parents via phone, email, ParentSquare or in person to ensure that families are actively engaged in their student’s success. At the elementary, each teacher holds parent meetings multiple times a year to discuss student progress and build relationships with families. These meetings allow for collaboration with families and ultimately lend themselves to student success. Families of middle school and high school students are actively encouraged to attend multiple information nights that support student access to resources for post-secondary education.|By using data from the survey's distributed in 24-25, TCUSD has determined the following areas for improvement in Building Partnerships for Student Outcomes: -Provide workshops to staff and administrators in the 25-26 school year that relate to increasing effective partnerships with families. -Improve the number of engagement opportunities and opportunities for parents and guardians to learn how to monitor their child's progress in classes, strategies to support meeting grade level standards, and support to help students meet graduation requirements.|TCUSD will improve the engagement of underrepresented families by engaging our students who qualify for extra supports under McKinney Vento laws. Our families who are experiencing hardships or unstable housing will have access to increased supports. In the 25-26 school year, the Office of Student Support and Engagement will utilize an improved approach through district staff and site counselors to re-engage our students experiencing homelessness and improve their understanding of their legal rights.|Based on this input from 24-25, we are at full implementation for all areas related to Seeking Input for Decision-Making. 80% of our parents agree that they are provided with opportunities to give design, implement, or evaluate family engagement activities;  however, 75% of the parents shared that the school provides parents opportunities to give input into policies and programs. TCUSD strongly encourages parents to join and participate in decision-making committees and meetings at each school site and district level meetings. Temple City Unified School District’s strength in seeking input for decision-making has increased by utilizing in-person groups and town hall events as well as on-line surveys. Temple City Unified has used surveys to gain input in LCAP goals, program evaluation, new programs, and textbook adoptions.|TCUSD has determined the following areas for improvement in Seeking Input for Decision-Making: -Provide increased training and resources to all schools to support their School Site Councils and English Learner Advisory during the 25-26 school year. -Encourage increased number of participants in all district level committees and increase the number of in-person events. -Provide further training and resources to site administration on Student Success Team and English Learner Advisory Council practices and procedures.|TCUSD will improve the engagement of underrepresented families by engaging our families by offering in-person workshops with translation in the 25-26 school year. By providing these workshops in-person, we are able to offer an engagement opportunity for parents who may struggle with joining virtually due to the lack of unstable internet or technology.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-25|2025
19650600000000|Torrance Unified|3|The district has developed a variety of strategies for building relationships with staff and families, and has expanded virtual outreach to accommodate busy families.  The use of multiple modes of communication has become a strength for the district by providing families and staff the opportunity to participate even when off-site. These opportunities for engagement have led to some increases in parent engagement both at the district level and site level. Another strength is the increased focus on building welcoming and supportive environments. The district has increased its focus on building capacity among all district staff to appreciate diversity and to create welcoming environments at all levels.|The district will focus on improving two-way communication with parents. It is essential to build connections with families so that they feel safe to disclose their needs and provide any valuable recommendations. The district will continue to develop strategies to not only increase engagement but provide opportunities for parents to provide feedback and direct input in key areas for school sites and the district. In addition, to build trust and connections with families the district has invested in diversity and inclusion efforts district-wide and at school sites.  Increase in awareness and appreciation of cultural and other differences can build stronger relationships between staff and families.The district will continue to host virtual parenting series during the month of June and July for parents of incoming Kindergarten, Middle school, and High School students to help prepare them for these important transitions. The goal is to provide parents an opportunity to learn about district goals, and resources while voicing questions or input on the transition for their children.|The district has worked hard on continuing to increase engagement at the district level and school sites. However, improving engagement of underrepresented families, such as homeless, foster, English language learners, or low-income families, has proven challenging. The district has invested staffing and funding into the homeless and foster program, in addition to grant writing to support these programs and efforts. The district has committed to a dedicated social worker to focus on homeless and foster youth and to expand the mental health intern program. The focus on expanding the intern program has allowed the district to provide ongoing individual case management for foster and homeless families. The Student Services team has also been working on targeted strategies at different times and with dynamic fun family activities to foster increased engagement among under represented groups/families.  This effort has led to improved engagement, scheduling of more individual counseling, resources, and support. The team has also worked together to create unique targeted engagement opportunities for our families most in need. The district will continue to focus efforts on these targeted outreach opportunities to improve engagement for our underrepresented families. Moreover, at the site level, there is an increased focus on targeting communication and outreach to students and families most in need. School sites are working on plans to individualize communication in their home language if necessary and take those extra steps to get underrepresented families to participate and take advantage of programs, services, and supports.|TUSD has increased the focus of its district-wide teacher professional development on supporting targeted students, including an emphasis on the importance of building partnerships with families.  We understand how important school-to-home communication is and have supported sites by providing them with additional strategies to connect.  We also have added parent workshops on how to best support students at home. A key example of efforts tied to outcomes are current strategies and interventions at the district and school site levels to improve student attendance.  Incorporating parents as partners in these efforts to increase awareness of the importance of daily attendance to academic progress and success has proven fruitful.  These efforts led to not only district wide attendance gains but some significant gains at schools and with targeted populations such as McKinney Vento Homeless youth.|The focus areas for improvement are to individualize communication and target the information toward the unique needs of our families. This includes personal invitations to participate and engage in services, programs, and support.  For instance, targeted information will be provided to Foster and McKinney Vento Homeless families about programs they are not participating at the same levels as peers such as career technical education pathways, college courses, early college dual language programs, etc.|Improving engagement of underrepresented families, such as homeless, foster, English language learners, or low-income families, has proven challenging. The district has invested staffing and funding into the homeless and foster program, in addition to grant writing to support these programs and efforts. The district has committed to a dedicated social worker to focus on homeless and foster youth and to expand the mental health intern program. The focus on expanding the intern program has allowed the district to provide ongoing individual case management for foster and homeless families. The Student Services team has also been working on targeted strategies at different times and with dynamic fun family activities to foster increased engagement among under represented groups/families.  This effort has led to improved engagement, scheduling of more individual counseling, resources, and support. The team has also worked together to create unique targeted engagement opportunities for our families most in need. The district will continue to focus efforts on these targeted outreach opportunities to improve engagement for our underrepresented families. Moreover, at the site level, there is an increased focus on targeting communication and outreach to students and families most in need. School sites are working on plans to individualize communication in their home language if necessary and take those extra steps to get underrepresented families to participate and take advantage of programs, services, and supports in order to improve student outcomes, including attendance and academic success.|The district makes various efforts to seek input for decision making such as hosting a multitude of advisory groups and specifically seeking representation from targeted unduplicated populations for these advisory groups.  It has been a strength to have advisory groups both at the site level and the district level including Title I, ELMAC, DELMAC, Homeless/Foster focus groups, student advisory groups, etc. The district continues to create a variety of opportunities for parent input into the decision making process and encourages multiple modes for parent feedback to be collected.  Plans are to continue outreach efforts, and to keep hosting the variety of advisory groups in order to sustain invaluable parent input.|The focus for improvement for the district will be to increase representation of high need families on advisory groups, by specifically targeting underrepresented families in a variety of outreach efforts in their home languages as needed.  Additionally, the district will also focus on targeting unduplicated and underrepresented groups to increase family participation and engagement in programs and opportunities at the site level and district level to promote stronger connections, increased trust, and increase awareness of resources or supports available. These efforts include an ongoing process for developing parent relationships not only during parent advisory groups.  This ongoing effort is aimed at being more inclusive for parent input by providing an ongoing conversation of district and school site issues, opportunities for involvement etc.|The district will continue to focus on targeting underrepresented families and specifically work on ensuring that different modes of outreach are used to increase the chances of reaching families in their preferred mode of communication. The district plans on using traditional forms of outreach such as flyers and emails while also using more individualized outreach in families' own language such as phone calls, texts or social media. The district plans on outreach to raise awareness of current resources and to get more under represented families to participate in current programs. Additionally, the district plans on focusing outreach and targeted efforts on improving convenience for families and taking advantage of existing opportunities where parents are already available such as when picking up students from after school programs etc.|4|5|4|4|4|4|5|4|5|5|5|4|Met||2025-06-17|2025
19650780000000|Valle Lindo Elementary|3|Valle Lindo School District prioritizes strong relationships between families and school staff through open communication, inclusive practices, and regular engagement. Input from educational partners consistently highlights our warm, welcoming environment and the dedication of staff to building trust with families.  We have made notable progress by expanding family engagement opportunities such as parent workshops, student-led conferences, and school events that celebrate student learning and culture. Our communication tools, including Edlio and Constant Contact, ensure families receive timely updates in multiple languages and formats. Both schools offer regular opportunities for families to connect with teachers and administrators, and our staff remains highly visible and approachable.  Family input is valued and encouraged through active participation in School Site Council, ELAC, and other advisory groups. In addition, professional development for staff includes a focus on culturally responsive communication and effective family partnership strategies. These efforts have strengthened relationships and created a collaborative environment centered on student success.|While Valle Lindo School District has strong relationships with many families, educational partner input and local data indicate opportunities to deepen engagement with harder-to-reach families, including those who face language, technology, or work-related barriers.  Our focus moving forward is to increase two-way communication, especially with families who may not attend school events or respond to digital outreach. We aim to improve outreach efforts through more personalized contact, flexible meeting times, and additional translation support during in-person and virtual interactions.  Another area of focus is increasing staff training on culturally responsive family engagement to ensure all families feel seen, heard, and empowered as partners in their child’s education. Strengthening these connections remains central to our goal of building inclusive, trusting relationships across the entire school community.|Based on educational partner input and self-reflection data, Valle Lindo School District is committed to improving engagement with underrepresented families, including those who face language, cultural, or access barriers. To better connect with these families, we will increase outreach through in-person touchpoints such as home visits, phone calls, and community-based events that meet families where they are.  We will also expand interpretation and translation services to ensure all families can fully participate in school activities, meetings, and decision-making processes. Staff will receive additional training focused on culturally responsive communication and inclusive practices to help build trust and strengthen relationships with all families.  In addition, we will offer more flexible engagement opportunities outside of traditional school hours, including evening workshops, small group meetings, and student-centered events that encourage family participation. Our goal is to ensure that every family feels welcome, valued, and connected to their child’s learning experience.|Valle Lindo School District has built strong partnerships with families that support student learning and academic success. Educational partner input highlights the district’s clear communication, supportive staff, and inclusive learning environment as key strengths. Families feel informed about academic expectations and are offered tools to support learning at home.  We have made steady progress by providing regular academic updates through progress reports, parent-teacher conferences, and student-led conferences. Workshops focused on literacy, math strategies, and social-emotional learning have helped families better understand how to support their children’s development. Teachers and administrators maintain consistent contact with families to celebrate progress and address concerns early.  Families are also active participants in advisory committees, goal setting, and school planning processes. These collaborative efforts help align school and home strategies and reinforce shared responsibility for student outcomes. The district’s commitment to clear expectations, collaborative communication, and meaningful engagement continues to strengthen student success.|While Valle Lindo School District has strong family partnerships in place, educational partner input and local data highlight the need to deepen family understanding of academic content, assessments, and learning expectations across grade levels.  Our focus is to provide more targeted, grade-specific workshops and resources that help families support student learning at home. We also plan to expand opportunities for two-way communication about academic progress, including parent-teacher goal setting and early intervention conversations.  Another area for improvement is increasing participation from families of students with disabilities, English learners, and other underrepresented groups in academic planning and support activities. By strengthening communication, expanding access, and tailoring resources to family needs, we aim to build more impactful partnerships that directly support student outcomes.|Valle Lindo School District is committed to improving engagement with underrepresented families by creating more inclusive, accessible, and responsive opportunities to support student learning. Based on input and self-reflection data, we will increase outreach to families of English learners, students with disabilities, and those facing language or access barriers.  We will provide more personalized academic communication, including regular updates in families’ home languages and one-on-one meetings to discuss progress and learning goals. To build capacity, we will offer grade-level workshops with practical strategies that help families support learning at home, along with interpretation services and flexible scheduling.  Staff will receive training on culturally responsive engagement and how to build trust with families who may be less connected to the school system. By strengthening these partnerships, we aim to ensure all families have the tools, confidence, and support needed to play an active role in their child’s academic success.|Valle Lindo School District has established a strong culture of collaboration by consistently seeking input from students, families, staff, and community partners to inform decision-making. Educational partner feedback highlights the district’s transparency, responsiveness, and commitment to listening as key strengths.  We regularly gather input through School Site Council, ELAC, and LCAP meetings, as well as surveys, town halls, and family engagement events. These forums are used to inform budget priorities, program development, and school improvement goals. Stakeholders report feeling heard and valued, and their input has led to tangible changes such as expanded academic supports, enrichment offerings, and communication improvements.  Our leadership team maintains open lines of communication and actively follows up with partners to close the feedback loop. This ongoing engagement ensures that district decisions reflect the diverse perspectives and needs of the community we serve.|While Valle Lindo School District has strong systems in place for gathering input, educational partner feedback and local data indicate a need to broaden participation, particularly among underrepresented families and community members who may not attend traditional meetings or forums.  Our focus moving forward is to increase accessibility by offering more flexible opportunities for input, such as informal listening sessions, multilingual surveys, and small group conversations held at various times and locations. We also aim to strengthen follow-up communication so families understand how their input is used in decision-making.  Additionally, we will work to build greater awareness of advisory groups and decision-making processes to encourage more diverse representation and ensure all voices are included in shaping district priorities.|Based on self-reflection findings and input from educational partners, Valle Lindo School District will take targeted steps to improve engagement of underrepresented families in decision-making processes. This includes families who may face barriers due to language, work schedules, or limited familiarity with school systems.  To increase participation, the district will offer multiple formats for input, including multilingual surveys, informal listening sessions, and small group meetings held at varied times and community locations. We will improve outreach by using clear, accessible communication in home languages and by personally inviting families to participate in advisory groups and planning efforts.  Additionally, staff will receive training on inclusive engagement strategies to help build trust and relationships with families who are less likely to participate in traditional input settings. These actions are designed to ensure that all families have meaningful opportunities to contribute to school and district decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19650940000000|West Covina Unified|3|The West Covina Unified School District works diligently to build and sustain essential partnerships with our families. During the 2024-2025 school year, many forms of outreach were provided at the site and district levels to increase communication and positive relationships with our families. A Public Information Officer was hired to disseminate accurate and timely information to our community partners.  A highly effective tool to the district’s communication efforts included a Superintendent’s Newsletter which was distributed to all district families on a weekly basis. ParentSquare continued to greatly increase two-way communication between families and schools in their native language. Our Family Resource Center continued to provide resources, referrals, and services to our families, especially our foster youth and homeless population. Community Liaisons were hired for 7 of West Covina sites to assist families in accessing resources available to them throughout the West Covina community. English learner parent/guardian representatives from each of our schools were provided with opportunities to provide ongoing feedback on site and district support and services for a wide range of students representative of various cultures and languages. Parents/guardians of our students with disabilities were provided with parent workshops throughout the year on various topics of interest and importance to them. District staff collaborated with school level staff to proactively respond to the social/emotional needs of students across the district, in collaboration with our families. Varied technology platforms, including social media and online surveys, were utilized to distribute timely and relevant content to help facilitate effective and improved communication between the district and the community. As measured by our annual local climate survey, a district wide goal to maintain high levels of positive customer service was achieved. Approximately 88% of families stated that they had opportunities to share their thoughts and opinions with the sites and district office.|The weekly Superintendent’s Newsletter provided information on important topics such as school news, new opportunities, expanded learning programs, etc. and to highlight the various accomplishments of schools, students, and staff members. The district also harnessed the widespread use of social media and continued to increase its presence to further disseminate information to the community. We will continue to find different ways to ensure that families, especially underrepresented families, continue to have opportunities to engage in meaningful input and decision making at all schools and at the district level for increased student outcomes. We seek to enhance our ability to engage families by providing expanded experiences that will draw families to make personal connections for increased student achievement and positive engagement. We will continue to seek input to determine the optimal days and times to provide workshops and opportunities that serve the needs of unduplicated, targeted, and underrepresented student groups. During the 2024-2025 school year, West Covina Unified established a Community Schools Partnership Program at 7 sites. Various educational partners met regularly throughout the year to plan and monitor the implementation of Community Schools at those sites.|The West Covina Unified School District strategically invites parents/guardians, especially of underrepresented students, to provide input during decision-making meetings such as LCAP District Advisory Committee, District English Language Advisory Committee, School Site Council, monthly Special Education parent meetings, etc. A personal invitation is made to those families. Translators are provided to increase participation of non-English speaking families. If parents are unable to attend a meeting, they are provided contact information for a staff member to review the meeting items and record the parent's input.|The West Covina Unified School District strives to build and sustain significant relationships with families in order to support students’ well-being and high levels of student achievement. Parents, in collaboration with teachers, staff, and administration, reviewed a variety of district wide achievement data through various formats and forums at the site and district levels during the school year to determine student strengths and needed areas of improvement. Workshops, meetings, and parent/guardian-teacher conferences were held to share important achievement data along with information and resources to support student learning and development in the home and at school. West Covina Unified continued to implement the use of ParentSquare to improve and greatly increase two-way communication between families and schools in their native language. Our Family Resource Center staff monitored academic progress and provided individualized instruction, interventions, and counseling to address academic support needed across the subject areas to unduplicated groups.|West Covina Unified continued to offer a variety of training to teachers in 2024-2025. Elementary school teachers received professional development on the use of the Smarter Balanced website and Tools for Teachers to better understand the California Assessment of Student Performance and Progress (CAASPP) and make connections to classroom instruction. Teacher representatives from all eight elementary schools participated in the History-Social Science adoption committee, resulting in the selection of the Studies Weekly curriculum. As a response to the need to administer a common English assessment to high school students, English teachers and administrators were trained to administer the NWEA reading assessment. Moreover, they learned to analyze student outcome data to assist in determining necessary interventions. Administrators and teachers across all grade levels participated in professional development focused on Professional Learning Communities focused on strategies, practices, interventions and support systems to address learning gaps and increase academic achievement. Staff who participate in Individualized Education Plan (IEP) meetings received training on Facilitated IEPs geared towards building strong relationships among team members and helping the team focus on the IEP content and process to meet the needs of students.|West Covina will continue to reach out to underrepresented families and invite them to participate in workshops, meetings, and parent/guardian-teacher conferences. These forums will be used to share important achievement data, strategies, and resources to support student learning and development in the home and at school. Parents, in collaboration with teachers, staff, and administration, reviewed a variety of district wide achievement data through a variety of formats and forums at the site and district levels during the school year to determine student strengths and needed areas of improvement. Workshops, meetings, and parent/guardian-teacher conferences were held to share important achievement data along with information and resources to support student learning and development in the home and at school. West Covina Unified continued to implement the use of ParentSquare to improve and greatly increase two-way communication between families and schools in their native language. Our Family Resource Center staff monitored academic progress and provided individualized instruction, interventions, and counseling to address academic support needed across the subject areas to unduplicated groups.|Parents/guardians in the West Covina Unified School District provided ongoing input to both district and school decision making during the course of the 2024-2025 school year. There was representation from each school site, from elementary to secondary, on the Local Control Accountability Plan (LCAP) District Advisory Committee as measured by membership lists. Parent representation reflected low-income, English learner, reclassified fluent English proficient, foster youth, and students with disabilities student groups. The LCAP District Advisory Committee was also composed of school and district administration, teachers, and classified staff, including staff who work directly with unduplicated pupils/targeted student groups. The LCAP District Advisory Committee configuration allowed for varied opportunities for school/district staff to build capacity with parents/guardians in working collaboratively to review student achievement data, evaluate programs, and provide ongoing feedback on the progress of LCAP goals. There was also District English Learner Parent Advisory Committee (DELAC) representation from each of the school sites. Parents of English learners were invited to participate in the DELAC while parents of students with disabilities were invited to participate in the Special Education Parent Advisory Committee to ensure representation and solicit input on the LCAP and programs from each school site. The district maintained a foster youth committee of staff, students, foster parents, and community agencies to examine and address the needs of foster youth to support the wellbeing and academic achievement of foster youth. At the site level, there was a functioning School Site Council or Parent-Student Advisory Committee at 100% of schools in the district. School Site Councils at the elementary, middle, and intermediate levels consisted of a majority of parents of students at the school, including unduplicated pupils. At the high school level, Parent-Student Advisory Committees consisted of parents and students at the school, including unduplicated pupils. Parents/guardians at all school sites were asked to complete the annual local climate survey in the spring of 2025. The survey included questions about academic achievement, communication of student progress, administration, counseling for students, student safety, grading practices, morale, and school and district communication with parents and guardians.|While West Covina Unified constantly strives to include families of underrepresented students in the decision-making processes (e.g. School Site Council, District LCAP Advisory Committee, Board of Education public input, etc.), one of the areas in which we can improve our efforts is by providing meetings at various times and locations that are optimal for a wider range of educational partners. We will continue to survey our educational partners to determine preferred times, locations, and format of proposed meetings.|West Covina will continue to create opportunities for educational partners to provide ongoing input and provide increased means for two way communication between underrepresented families and school sites and the district office. Families will receive a weekly Superintendent's Newsletter through ParentSquare which will provide families with information on important upcoming meetings and opportunities, survey links to gather input, and contact information. They will also have access to information posted through the district’s official social media accounts.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
19650940112706|California Virtual Academy @ Los Angeles|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. These personalized interactions with their onboarding coach, ensure a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish. Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.In addition, the school has implemented behavioral schoolwide expectations that clarify preferred social behaviors, offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in efforts with students. In addition, the school wide behavior expectations show students how they can be successful and allow all school staff members to proactively teach and provide students and parents with a positive message about behavior. In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer. School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, offer support to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services. The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Meetings, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities. Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences. The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation. As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit. To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success. To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and internet/hot spots. All staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year. CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensuring high levels of learning for every student. The school’s PLC teams are dedicated to a focus on learning, collaborative work, and being results-driven. The PLC teams include: -The Leadership Team: A team of leaders responsible for uniting and coordinating the schools' collective efforts across grade levels, departments, and subjects. -The Guiding Coalition: A team of educators that is singularly responsible for leading PLC processes at the school, focusing on student learning, a collaborative culture, and results orientation. Team members serve to advise and support the Leadership Team and share as equals in the decision-making process. -Professional Learning Teams: Teams composed of educators who share curriculum and take collective responsibility for students learning their common essential learning outcomes. Collaboratively, PLTs provide tier 1 and tier 2 instruction, support, intervention, and extension. -Multi-Tiered System of Supports (MTSS) / Intervention Team: A team that focuses intensely on the individual needs of a department's most at-risk students: Diagnosing the cause of the student's struggles, determining the most appropriate intervention(s), monitoring progress, and revising intervention(s) as necessary. -Schoolwide Student Study Team (SST): A multi-disciplinary team that assesses and makes recommendations for general education interventions and supports for students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. This team determines when special education assessment is appropriate.|"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in school-wide and departmental plans, and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives. LCAP Survey – Feedback and Priorities The top three rated priorities, based on the number of ""High"" ratings from parents, are: 1. Ensure students will graduate from high school 2. Recruiting, training, and retaining qualified teachers 3. Ensure that students attend school Trends: Expanded Access to Live Instruction - Families continue to express appreciation for live, synchronous instruction, recognizing its role in enhancing student engagement and understanding. There is strong support for further expanding these real-time learning opportunities, especially for students who thrive with direct interaction and structured support. Teacher Responsiveness and Communication - Consistent, timely communication from teachers remains a key in student success. While parents value the efforts made so far, continued focus on prompt feedback and outreach is seen as essential to support student success and maintain strong family-school connections. Strong Support from Special Education Staff - Families shared positive feedback about the care and dedication of Special Academic Instruction (SAI) teachers. Their commitment to meeting the unique needs of students with disabilities is widely recognized and appreciated, reflecting a strong culture of inclusion and individualized support. Valuing Transparency in the LCAP Process - Parents emphasized the importance of being included in school planning and decision-making. Their input reinforces the value of maintaining open, transparent communication about how family feedback influences programs and priorities. This presents an opportunity to further strengthen trust and collaboration through clear, visible feedback loops. In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: ELAC Meetings, EL Needs Assessment Annual Survey, School Climate Surveym Parent Connections, including coffee chats and parent training. Student Government, Family Teacher Organization (FTO), Student and Teacher Check-ins. Two-way communication between parents/families and school includes: Parent Square, LC Community, Emails, Connection Calls, Academic Conferences, Student Support Sessions, Graduation Plan Reviews, Sharing of Student's Individual Learning Plans, Student Support Team Meetings, IEP meetings, ELD Program meetings, Bear Tracks weekly community newsletter highlights events and activities."|Based on parent feedback, the school will: -Continue Parent Engagement initiatives -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and assess parental participation in school decision-making. -Implement a new feedback system - A multilingual survey platform that allows anonymous text, audio, or video submissions via QR codes and links in ParentSquare. This system identifies key themes and informs targeted interventions. -Launch On-Demand Informational Videos - Share short, accessible videos that explain LCFF, the LCAP process, and provide guidance on how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Provide time management tools, tech training, and resources to strengthen capacity. -Further enhance onboarding and follow-up support for families, and provide additional parent workshops and technology-focused sessions. -Communicate available, student-specific, research-based interventions delivered by specialized staff across varying levels of support. -Add Science Camp for Rising 8th Graders focused on NGSS-aligned science learning and exploration. -Offer High School After-Hours Academic Support - Provide courses in Geometry, Literature, A-G credit recovery, and graduation support to better serve students’ diverse schedules and academic needs. Continue implementing a collaborative SEL plan that involves teachers, students, staff, and parents.  -Increase student interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person events. -Improve ISP Reimbursement Processes -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement and reduce delays in verification. -Attendance Support: Increase attendance team staffing to match enrollment growth. -Add staff to better serve students experiencing homelessness or housing instability. -Increase Family Feedback Participation - Reach out to families who have not participated in feedback opportunities to identify and remove barriers.|Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-26|2025
19650946023527|San Jose Charter Academy|3|San Jose Charter Academy (SJCA) demonstrates significant progress in building strong relationships between school staff and families, as reflected by an 81% overall satisfaction rating in the Family and Community Engagement domain of the Leader in Me MRA Survey. This positive response affirms the school’s intentional efforts to foster inclusive, transparent, and culturally responsive partnerships with families and the broader community. To support these relationships, SJCA has prioritized staff development in areas such as social-emotional learning, trauma-informed practices, and equitable engagement strategies. These trainings ensure staff are equipped to connect meaningfully with families across diverse cultural backgrounds and communication preferences. Key structures that strengthen these relationships include student-led parent-teacher conferences, held each trimester, which emphasize academic goal setting and student voice. These conferences have become a valued tradition, allowing students to actively lead discussions about their progress and next steps. SJCA also leverages digital platforms to promote ongoing, two-way communication. The AERIES Family Portal provides real-time access to student data, supporting transparency and family involvement. Additionally, the ParentSquare communication system enables timely, multilingual dialogue between families and staff, ensuring information is accessible and responsive to the community’s needs. Together, these initiatives exemplify SJCA’s commitment to cultivating meaningful partnerships that contribute to the academic and social-emotional success of every student.|While San Jose Charter Academy (SJCA) has demonstrated meaningful progress in building strong school-family partnerships, continued growth areas remain based on educational partner input and survey data. According to the most recent Leader in Me Measurable Results Assessment (MRA), 87% of families now feel that school staff take time to understand the home culture of their family, up from 75% the previous year. Similarly, 87% of families report feeling welcomed, valued, loved, and trusted by the school community, showing growth from 85%. These increases reflect SJCA’s intentional efforts to cultivate a culturally responsive and inclusive school environment. However, the school recognizes that consistent and sustained efforts are required to deepen this impact across all student and family groups. To support this, SJCA continues to prioritize expanding parent education opportunities and fully implementing a Multi-Tiered System of Support (MTSS) that includes equitable policies and inclusive practices. Furthermore, the school is committed to creating more structured and ongoing opportunities for families to provide meaningful feedback that informs decision-making and continuous improvement. By building on these gains, SJCA remains focused on ensuring that every family feels seen, heard, and integral to the educational experience.|To improve engagement with underrepresented families, San Jose Charter Academy (SJCA) continues to refine practices grounded in educational partner feedback and local data, with a strong emphasis on inclusivity, accessibility, and cultural responsiveness. Building upon our commitment to meaningful school-family partnerships, we have expanded translation services by partnering with a professional translation firm to support multilingual access during key events such as IEPs and parent-teacher conferences. For the upcoming year, we will implement Translate Live, a real-time translation tool that empowers staff, students, and families to communicate more effectively across languages and settings. SJCA remains focused on reducing barriers to participation by offering flexible and varied formats for parent engagement, including both in-person and virtual options via Zoom. This dual approach accommodates family preferences and schedules, resulting in increased attendance and greater family voice in school decision-making. To further support accessibility, all communication through ParentSquare is auto-translated into each family’s preferred language, ensuring timely and clear messaging. Staff also utilize tools like Google Translate on school-issued devices to support real-time communication during daily interactions. Engagement efforts are also strengthened through targeted family events and workshops. Child supervision is consistently offered during these events, and, based on direct family input, we are incorporating snacks and meals at key meetings to reduce logistical barriers and encourage participation, particularly when events occur during mealtimes. SJCA actively nurtures a welcoming environment by celebrating the linguistic and cultural diversity of our community and increasing positive outreach to families through personal phone calls and affirming messages home. For English Learner families, we provide language-specific meetings, updated multilingual resources in our parent library, and dedicated translation support to ensure full access to programs and services. Looking ahead, we will strategically schedule meetings at various times throughout the day to accommodate a broader range of working families. Additionally, we will launch school pride and ownership campaigns that emphasize the shared role of families, staff, and students in cultivating a vibrant and inclusive school culture. Through these initiatives, SJCA continues to build authentic and lasting relationships that empower every family to engage deeply in their child’s learning journey.|San Jose Charter Academy (SJCA) continues to foster strong partnerships with families to support student success. From the start of the school year, SJCA prioritizes family engagement through events such as Back to School Night and opportunities to participate in the Parent Teacher Organization (PTO). These events create early connections between families and the school community and set the tone for collaboration. A key component of this partnership is Parent University, which equips families with strategies to support both academic and social-emotional development. Parent workshops are aligned with school goals and offer practical tips families can use at home. Recent Leader in Me Measurable Results Assessment data highlight significant progress: 97% of families are satisfied with communication about important school issues (up from 88%)   98% are satisfied with how SJCA supports them in contributing to student learning (up from 88%)   97% are satisfied with how the school engages their children in learning (up from 90%)   95% feel included in making decisions that affect their child (up from 88%) These increases reflect SJCA’s intentional focus on two-way communication, family empowerment, and inclusive decision-making. By sustaining strong communication channels and providing meaningful opportunities to engage, SJCA continues to build trust and shared responsibility in student achievement. SJCA actively partners with families through a variety of strategies designed to inform, involve, and empower them as essential partners in their child’s education. Clear Communication: Ongoing updates through newsletters, emails, ParentSquare, and parent-teacher conferences keep families informed and engaged in school life and student progress.   Parent Education and Resources: In addition to Parent University, families access academic tools, digital platforms, and workshops focused on curriculum, SEL, and home learning strategies.   Volunteering and Involvement: Families are encouraged to support classrooms, events, and extracurricular programs. Their visible presence strengthens the school-home connection.   Academic Support at Home: Resources such as Tutor.com and time management strategies help families support homework and extend learning beyond the classroom.   Parent Teacher Organization (PTO): The PTO plays a vital role in enhancing student experiences through event planning, fundraisers, and acting as a voice for parent perspectives.   Celebrating Success: SJCA recognizes student achievement through assemblies and awards that include and honor family involvement. Together, these efforts foster a partnership that nurtures achievement, builds community, and empowers every student to thrive.|Based on educational partner feedback and local data, San Jose Charter Academy (SJCA) has identified several areas for growth in its efforts to deepen partnerships that support student outcomes. A key theme across parent surveys and input sessions is the need for increased accessibility and flexibility in family engagement opportunities. Families have expressed the importance of offering both in-person and virtual options for school events, meetings, and workshops. This dual-format approach accommodates work schedules, childcare responsibilities, and individual preferences, ultimately increasing participation and strengthening school-home connections. Additionally, survey data indicate a need for more consistent and timely communication regarding student academic progress. While SJCA already communicates through a variety of channels, we are exploring automated systems and digital tools that can provide more frequent updates to families, allowing them to stay closely informed and engaged in their child's learning journey. Another area for development is the format and presentation of parent education resources. Families have shared a desire for more engaging and innovative approaches to learning together, such as interactive sessions, small group learning opportunities, and asynchronous formats to fit diverse schedules. Finally, SJCA continues to improve the inclusivity of its learning environment by expanding access to personalized and digital translation services, as well as offering flexible appointment options. These efforts are designed to help more families, especially those from multilingual backgrounds, feel welcome, informed, and fully integrated into the school community.|San Jose Charter Academy (SJCA) is committed to improving engagement with underrepresented families by removing barriers, personalizing outreach, and expanding opportunities for participation. While 98% of families report satisfaction with how the school provides ways to support student learning, SJCA recognizes that equity in access remains a top priority. To better engage all families, SJCA is exploring multiple pathways for connection, including more personalized invitations to school events, increased use of asynchronous communication (such as recorded sessions), and enhanced strategies for publicizing opportunities across platforms and languages. Recognizing that work and family obligations can limit traditional participation, SJCA will continue offering virtual meeting options and consider flexible scheduling for important conversations, such as evening appointments and mid-day virtual check-ins. The school’s approach to strengthening engagement with underrepresented families focuses on three key strategies: Parent Advisory Committees: SJCA supports family voice through advisory committees that provide input on school policies, programs, and priorities. These forums ensure underrepresented families are included in shaping the student experience.   Individualized Support: The school works closely with families to develop Individualized Education Plans (IEPs), 504 plans, and academic support agreements. These meetings promote collaboration and ensure students’ unique needs are met through a partnership between home and school.   Ongoing Parent-Teacher Collaboration: SJCA encourages frequent, meaningful communication between families and teachers. These touchpoints include goal-setting, academic updates, and co-developed strategies to support student growth. Through these approaches, SJCA aims to build trust, increase representation, and ensure that every family, regardless of background, feels empowered to contribute to their child’s academic success.|San Jose Charter Academy (SJCA) provides multiple, structured opportunities for families to participate in meaningful decision-making processes. As a single-school district, families have direct access to school leaders and administrators, allowing for open dialogue and timely feedback on schoolwide initiatives. Key advisory bodies such as the Parent Teacher Organization (PTO), School Site Council, and District English Learner Advisory Committee (DELAC) serve as vital forums for parent input. These groups help shape decisions related to school programs, funding priorities, and instructional focus. In addition, SJCA collaborates with the East San Gabriel Valley SELPA Community Advisory Committee to engage families of students with disabilities, ensuring that parent voice informs the development of inclusive and responsive special education programs. To support new and underrepresented families, SJCA continues to foster a welcoming environment through intentional outreach and community-building efforts. We recognize that some families face barriers to full participation, and we are committed to reducing those barriers through accessible meeting formats, translation support, and personalized communication. Parent workshops are a key strategy for both engagement and empowerment. In addition to academic and curriculum-based workshops, SJCA offers social-emotional learning (SEL) sessions led by school counselors, Foothill Family Services, and Smart Social. These workshops help families better understand and support their child’s emotional well-being, providing tools and strategies to use at home. Translation services are consistently available for all modes of communication, including conferences, digital messages, and live events, ensuring all families have access to important information and the ability to contribute their perspectives. Regular opportunities for input include: School Site Council LCAP Parent Meetings PTO meetings and events DELAC meetings and events Leader in Me parent events Curriculum and technology trainings Family workshops, including SEL and academic support Parents are seen as active partners in shaping their child’s educational experience, and SJCA is committed to increasing participation across all stakeholder groups by expanding outreach, enhancing communication, and building capacity through inclusive engagement practices.|San Jose Charter Academy (SJCA) has made significant strides in fostering a culture of partnership and inclusivity with families. Our most recent annual survey demonstrates a remarkable 95% overall satisfaction with opportunities for input and collaboration—an affirmation of the intentional work being done to elevate parent voice and build trust between home and school. Notably, we observed substantial growth in two previously identified areas for improvement: Satisfaction with receiving more positive reports on student outcomes increased from 87% to 97%.   Satisfaction with staff taking time to understand a family’s home culture rose from 75% to 98%. These results reflect the effectiveness of our targeted outreach, communication strategies, and equity-centered professional development. They also demonstrate the value of culturally responsive practices and a shift toward more affirming and strengths-based family engagement. As we celebrate these gains, we recognize the importance of maintaining a growth mindset. Our two lowest-rated areas, while still reflecting strong 95% satisfaction, will guide our focus for the coming year. These areas are: “Cares about your child’s well-being.” “Includes families in making decisions that affect their child.” To address these focus areas and continue improving family engagement, SJCA will expand the following strategies that foster transparency, trust, and collaboration: Parent Feedback Sessions: Regular sessions—held in-person and virtually—provide families a dedicated space to share input directly with school leaders and staff. Open Forums and Town Halls: These events offer opportunities for broad participation, giving parents a voice in school-wide planning and programmatic decisions. PTO Engagement: Monthly Parent Teacher Organization meetings serve as a reliable forum for dialogue between families and school leadership, where feedback informs ongoing initiatives. Focus Groups: Targeted sessions with representative parent groups will help us dive deeper into family experiences and identify actionable insights for continued improvement. Through these strategies, SJCA is committed to ensuring all families feel valued, heard, and meaningfully involved in shaping the educational journey of their children. We will continue to build on this momentum and remain focused on practices that lead to inclusive and informed decision-making.|San Jose Charter Academy (SJCA) is committed to strengthening partnerships with all families, with focused attention on those who may face barriers to engagement. Recent survey data reflects significant growth, with 97% of families satisfied with how positive student outcomes are communicated (up from 87%) and 98% satisfied with how the school understands their home culture (up from 75%). Overall satisfaction with engagement stands at 95%. While these results are encouraging, SJCA recognizes the need to improve two key areas—ensuring families feel the school cares about their child’s well-being and including families more meaningfully in decision-making, both currently at 95%. To reach underrepresented families, SJCA is increasing access and flexibility through: After-hours phone calls and virtual meetings Text-based communication with staff and administrators Personalized invitations to participate in school activities and advisory groups Expanded parent workshops on academics and social-emotional learning, led by counselors, Foothill Family Services, and Smart Social   In addition, existing structures like the PTO, School Site Council, DELAC, and focus groups will continue to serve as key platforms for family voice. Translation services remain available for all meetings and communication. Through these targeted strategies, SJCA is creating more accessible, inclusive opportunities for families to engage in meaningful dialogue and decision-making.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2025-06-17|2025
19651020000000|Westside Union Elementary|3|"The District continues to actively engage parents in a variety of activities, recognizing that parental involvement fosters stronger connections between families and schools. Increased engagement is reasonably expected to contribute to improved student attendance and academic performance. According to the California School Parent Survey, 90% of parents responded “yes” to the statement regarding ""parental involvement in school,"" and 88% agreed or strongly agreed that they ""feel welcome to participate at the school.""  Parent-Teacher Conferences Parent-teacher conferences remain a key strength in promoting parent-school partnerships. These conferences are highly effective in building relationships and ensuring academic transparency. All low-performing students, including those who are low-income, English learners, or foster youth, were invited and strongly encouraged to attend conferences. Survey data indicated that 5,332 elementary school parents participated, reflecting an increase from previous years, while 1,727 conferences were held at the middle school level, indicating a slight decline. Formal conferences are held each October, at the end of the first quarter, providing a timely opportunity to communicate academic concerns before report cards are finalized.  Professional Development to Strengthen Family Partnerships During the 2024–2025 school year, the District provided professional development for all teachers and instructional assistants to strengthen their capacity to collaborate with families in support of student success. In October, teachers and administrators engaged in two full days of training on Universal Design for Learning (UDL), a framework developed by CAST to ensure all students have equitable access to learning. UDL emphasizes engagement, multiple means of representation, and varied methods of action and expression to support diverse learners. With the implementation of a new ELA curriculum in 2025–2026, UDL strategies will be essential for ensuring coherent, inclusive instruction—particularly for underachieving and disengaged students.  Empowering YOUth Family Festival Each year, the District hosts the Empowering YOUth Family Festival at Joe Walker Middle School to connect families with vital community resources from across the Antelope Valley. Recognizing that many families face barriers to accessing services spread across the region, the District brings resources together in a central, accessible location. The 2024–2025 festival was a major success, drawing over 800 attendees, including families and vendors. Students engaged in hands-on STEAM activities such as CPR training, violin lessons, bicycle safety, and art-making. Additional highlights included on-site bicycle tune-ups for 50 students provided by the Lakay team and a Red Cross blood drive that collected 34 units. Families left the event with a variety of free resources, including books and bike helmets, reinforcing the District's commitment to support."|- Streamlined communication systems to parents and the community - Increased Professional Development - Increased Student Support - Workshops for Parents|Streamlined Communication  Communication across multiple platforms was identified as a barrier between home and school. To address this, ParentSquare was adopted for the 2024–2025 school year. ParentSquare is a unified communication platform that enables the District, school administrators, and teachers to communicate more effectively with families and students. Its direct messaging feature supports private, two-way communication and includes built-in translation to overcome language barriers. Community feedback has affirmed that ParentSquare has significantly improved communication. As a result, the District will continue and expand its use of the platform moving forward. Increased Professional Development  The District will continue implementing PlayWorks to support students’ social-emotional needs and foster a sense of connectedness during unstructured time. Data from the California School Dashboard’s Campus Climate Indicator highlights elevated suspension rates. In response, the District will maintain and expand PlayWorks programming. By intentionally redesigning unstructured playground time in alignment with these efforts, the District anticipates positive changes in climate survey results and a reduction in suspension rates—leading to stronger relationships with educational partners. Increased Student Supports  To improve student attendance, the District has hired five Attendance Liaisons and one Attendance and Community Representative. This team is trained to address barriers that hinder regular attendance among students from Transitional Kindergarten through 8th grade. One liaison is specifically focused on building relationships with parents of TK and kindergarten students—grades historically associated with high chronic absenteeism. This liaison educates parents on attendance requirements, provides guidance on absence verification, and supports families in establishing consistent attendance habits early on. Workshops for Parents  Parent workshops focused on curriculum and social-emotional learning (SEL) will continue into the upcoming school year. In partnership with All It Takes, WUSD offers an experiential parent field trip to The Painted Turtle in Lake Hughes. This unique opportunity allows parents to experience the same activities and leadership development curriculum their children engage with through Leadership Development Through Physical Education (LDTPE). The annual Empowering YOUth Festival also connects families with local community resources. Curriculum workshops have been, and will continue to be, offered to help families understand updates to instructional materials, including changes to the Mathematics Framework. Additionally, both Latino Literacy (site-based) and Parent Literacy (District-based) programs will continue to support parents of English learners. A technology helpline is also available, providing real-time assistance to parents and guardians with technical needs.|- Parent teacher conferences - 100% of parents of low performing, low income, EL, and foster youth were invited to attend parent teacher conferences. - Teacher surveys reported 7,059 student conferences in the fall (5,332 elementary, 1,727 middle school) - 2,168 parent attendance conferences have been conducted. - The Empowering YOUth Festival in May with a focus on connecting families to resources - An increase in site-based family engagement events including STEM nights, open houses, and literacy workshops - WUSD hosted a Parent Social Media night with #ICANHELP to help address instances of online bullying and connect parents with resources to help their students with digital safety.|The WUSD Board of Trustees views building partnerships for student outcomes so important that they have added a fourth goal to the LCAP. The goal is entitled: “Promoting Community Partnerships” and seeks to create opportunities for community engagement to increase student attendance and communication as well as identify barriers to school success. Focus areas under this goal include: -Community Engagement Workshops - Parent Engagement with SEL Curriculum - Parent Training for Advisory Committees - Parent Literacy Programs - Connecting Resources to Families - Parent Teacher Collaboration with English Learners, Foster Youth, and Low Income Students - Addressing Barriers to Student Attendance - Communication Systems|Community Engagement Workshops The District will offer workshops for parents and guardians of unduplicated student groups. Topics may include the district-adopted curriculum, supplemental instructional materials, internet safety, college admissions requirements, and mental health awareness. Parent Engagement with SEL Curriculum District directors and site administrators will host a parent day during Leadership Camp for families of low-income students. This event will focus on equipping parents with strategies to support the development of social-emotional competencies within the home.  Parent Training for Advisory Committees To strengthen partnerships with families, District directors and site administrators will provide training and collaboration opportunities for advisory committee members (School Site Council, ELAC, and DELAC). These sessions will cover site and district governance, effective use of data to improve instructional programs, and budget planning to better serve all students.  Parent Literacy Programs  To enhance parent engagement, a Bilingual Assistant will offer an English Language Literacy Program for parents of English learners. The program aims to develop parents' communication skills, strengthen their connection to their child's education, and increase campus involvement—celebrating parents as emerging bilinguals.  Connecting Resources to Families  The Empowering Youth Committee, a collaborative group of parents, certificated staff, and classified staff, will coordinate the annual Empowering YOUth Festival. This event connects parents of low-income students with local community agencies and resources.  Parent-Teacher Collaboration for Targeted Student Groups Teachers will offer additional parent-teacher conference opportunities during two designated non-student days. These meetings will focus on monitoring and supporting the progress of English learners, low-income students, and foster youth. Conferences for foster youth may also include social workers and counselors as appropriate.  Addressing Barriers to Student Attendance Attendance Liaisons, in collaboration with the Attendance and Welfare Representative, will support low-income families by identifying and addressing barriers to attendance. Strategies will include communicating available resources, monitoring attendance trends, and implementing targeted interventions.  Communication Systems To ensure consistent and accessible communication with families, the District will continue implementing the ParentSquare platform. This unified online system streamlines communication, eliminates the need for multiple applications, expands access for families, and facilitates two-way communication.|Throughout the year, a broad range of educational partners are actively engaged to inform decision-making. These partners include, but are not limited to, instructional administrators, the SELPA, local bargaining units (WUTA and CSEA), students, school staff, parents and guardians, the District English Language Advisory Council (which meets four times annually), the Superintendent’s Advisory Council (also meeting four times annually), the School Board, community members, and LACOE.  Each school participates in the continuous improvement and self-evaluation cycle through the WASC accreditation process. Additionally, every site has a dedicated PTSA, and the district-wide North Antelope Valley Council of PTSA is also consulted and involved.  All school sites have reviewed, updated, and revised their Parent Engagement Policies and School Compacts in collaboration with educational partners. This process is conducted annually as part of each site's Title I Meeting.|- Streamlining Communication - Adding Professional Development for classified staff and certificated staff - Strengthening Advisory Councils|Streamlining Communication Feedback from educational partners emphasized the importance of expanding parent education workshops and streamlining communication systems to address existing barriers. In response, a fourth goal was added to the 2024–2025 Local Control and Accountability Plan (LCAP). As part of this goal, the District adopted ParentSquare, a unified communication platform that provides a comprehensive suite of tools enabling district staff, school administrators, and teachers to communicate more effectively with families and students. ParentSquare’s direct messaging feature supports private, two-way communication, with built-in translation that allows staff to engage families across language barriers. This platform will continue to be used and expanded in the coming school year.  Professional Development The District provided professional development for instructional managers on using the self-study process to engage parents in shaping school policies and programs. This approach remains a key component of the District’s collaborative culture. In prior years, administrators, counselors, psychologists, and directors have participated in training focused on shared leadership and decision-making. This year, targeted collaboration with managers was embedded into Instructional Administrator meetings, where professional learning was applied to address systemic barriers and promote the active engagement of underrepresented families in school-parent decision-making processes.  Strengthening Advisory Councils The District recognizes the continued need to increase parent participation in advisory committees at both the District and school levels. In the 2025–2026 school year, dedicated support will be provided to enhance parent engagement in District-level advisory bodies and to assist staff in effectively facilitating School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings. These efforts will be integrated into the broader strategy to promote inclusive, collaborative school communities.|4|4|4|5|4|4|4|4|4|4|4|3|Met||2025-06-17|2025
19651100000000|Whittier City|3|Whittier City School District (WCSD) is committed to building and sustaining strong, trusting relationships between school staff and families. A key strength in this area is the continued implementation of the California Community Schools Implementation Grant, which focuses on increasing parent and family engagement by tailoring support and resources to the unique needs of each school. As part of this initiative, WCSD has gathered input and data from each of the eight identified Community Schools to identify needs and assets. In response, each site will be supported by a Community School Coordinator to help develop systems that connect families to essential resources and services.  Progress is also evident in the development of shared leadership structures. School Site Councils and English Learner Advisory Committees (ELAC) meet regularly, allowing families to actively participate in school decision-making processes. These collaborative practices have helped build strong partnerships rooted in mutual respect and inclusivity.  Outreach and engagement efforts have contributed to a positive trend in family-school relationships. According to the 2024–2025 LCAP Community and Parent Survey, 90% of parents feel their input is welcomed and valued, while 97% report feeling welcomed when visiting school campuses. Additionally, 96% of families agree or strongly agree that the district promotes understanding and acceptance among its diverse student population, fostering an inclusive culture.  To strengthen communication, WCSD is expanding its use of accessible, two-way communication tools such as ParentSquare, Aeries, and social media, while also maintaining traditional outreach methods. Each school also has a dedicated Community Liaison to support outreach, especially for families of underrepresented or exceptional needs students. These ongoing efforts reflect WCSD’s commitment to meaningful family partnerships and inclusive school communities.|Based on educational partner input and local data, the Whittier City School District (WCSD) continues to demonstrate strong progress in building relationships between school staff and families. High levels of participation in districtwide initiatives such as the Parent Coffee Club, Parent Academy, and the Parent Passport System highlight our commitment to engaging families through meaningful and relevant opportunities. Survey data from the 2024–2025 LCAP Parent Survey also reflect this progress: 97% of families feel welcomed at school, 94% report strong school-to-home communication, and 90% say they receive the information and resources needed to support learning at home.  Moving forward, WCSD will build on these strengths by focusing on increasing engagement with families of foster youth and English learners. Specifically, our areas of improvement include:  Expanding Inclusive Access: We will continue to broaden the variety of parent workshop topics while extending Parent Center hours and providing flexible options to ensure families of English learners and foster youth have increased access to resources and learning opportunities.  Strengthening Targeted Outreach: Community Liaisons and site-based Social Workers will enhance outreach efforts to better connect with underrepresented families and provide tailored support aligned to their needs and circumstances.  Empowering Families as Advocates: We will offer more sessions focused on parent rights, navigation of school systems, and advocacy tools, particularly for parents of English learners and foster youth, to ensure they are well-informed and confident in partnering with schools.  Enhancing Language Access and Representation: All communication, workshops, and materials will continue to be offered in both English and Spanish, with further refinement to ensure cultural and linguistic relevance, especially for English learner families.  These focus areas are designed to deepen trust, equity, and engagement with all families, with a particular emphasis on ensuring foster youth and English learner families are seen, heard, and supported throughout their child’s educational journey.|Based on analysis of educational partner input and local data, Whittier City School District (WCSD) has identified the need to strengthen engagement with underrepresented families—specifically those of English Learners, Foster Youth, and students with specialized needs. While WCSD offers a range of family engagement opportunities, we recognize that more targeted efforts are necessary to ensure these families feel connected, informed, and supported.  This year, WCSD increased its focus on engaging families of English Learners to gather input on their needs and experiences. According to the 2024–2025 parent engagement efforts, 80% of parents expressed a desire for more support and information regarding CAASPP, ELPAC, and the reclassification process. In response, the District will enhance communication efforts to ensure families have clear and timely information about reclassification and English Learner assessments. While translation is offered at all District and school site meetings, we will continue to strengthen access by ensuring communication is provided in families’ preferred languages and in more accessible formats.  For families of Foster Youth and students receiving specialized education, we will work in collaboration with our Special Education and Student Services departments to gather input and identify areas of need. Moving forward, our improvement efforts will include:  Strengthening Coordination: Aligning the work of site-based Community School Coordinators, Community Liaisons, and Social Workers to ensure targeted resources and outreach are provided to families with the greatest needs.  Expanding Support Services: Offering increased access to after-school tutoring and referrals to community-based organizations to support academic and social-emotional development.  Building Staff Capacity: Training Community Liaisons on meaningful and culturally responsive strategies to engage families, with a specific focus on underrepresented groups.  Providing Relevant Learning Opportunities: Continuing to offer parent workshops at both the Parent Center and school sites on topics such as special education, academic expectations, mental health, and family advocacy.These strategies reflect WCSD’s commitment to equity, family partnership, and ensuring all voices—particularly those of our most vulnerable student populations—are heard and supported.|Whittier City School District (WCSD) is committed to building strong partnerships with families and community service providers to ensure students have access to resources that positively impact their academic and social-emotional outcomes. Based on recent educational partner input and local data, WCSD has made notable progress in strengthening these partnerships.  According to the 2024–2025 LCAP Family and Community Survey, 90% of families reported that WCSD provides multiple resources and information to support their child’s education, and 92% agree that the schools keep families informed of their child’s academic progress. This demonstrates our ongoing commitment to engaging families as essential partners in student success. A key strength has been the expansion of after-school program offerings at each school site and district parent center. These programs provide students with greater access to enrichment opportunities, homework assistance, and academic interventions. To further support student learning, WCSD has partnered with organizations like Whittier College and Rio Hondo College that offer additional after-school academic support for students in elementary and middle school.   One impactful initiative this year was our expanded partnership with Middle Tree Tutoring, a local academic support provider. In response to family feedback requesting more targeted tutoring opportunities, each school implemented a six-week cycle of tutoring services. Families were informed of their student’s need for additional support during spring parent conferences, ensuring clear communication and collaboration between home and school.  These efforts have resulted in measurable progress. According to the latest LCAP survey data, 92% of families strongly agree that they receive helpful information about their child’s academic progress. This increase reflects WCSD’s dedication to maintaining transparent communication and providing families with the tools they need to actively support student learning and achievement.|Based on the analysis of educational partner input and local data, Whittier City School District (WCSD) has identified several focus areas for strengthening partnerships that support student outcomes. A key area of improvement is increasing parent participation in both morning and evening school events, such as Back-to-School Night, Open House, parent-teacher conferences, and parent workshops. These events are essential touchpoints that help families understand school expectations, stay informed about their child’s progress, and learn strategies to support learning at home.  To strengthen these partnerships, WCSD is focused on expanding outreach efforts and removing barriers to participation. Community School Specialists and Parent Liaisons at each school site play a vital role in engaging families and encouraging involvement. The District Parent Center also serves as a welcoming hub for families to access resources, participate in training, and build meaningful connections with staff and one another.  WCSD remains committed to fostering an inclusive and supportive environment for all families. We recognize the importance of regularly assessing the effectiveness of our engagement strategies. To this end, we will continue to use parent surveys and two-way communication tools to gather input from families and educators. This feedback will inform ongoing improvements and ensure alignment with the needs of our diverse community.  In addition, WCSD will deepen collaborations with community-based organizations to expand services and supports that contribute to positive outcomes for students and families. These partnerships will be essential as we work to build stronger, more effective relationships that directly impact student achievement and well-being.|(WCSD) is committed to improving engagement of underrepresented families—specifically families of English Learners, Foster Youth, Homeless students, and students receiving specialized services. Our approach focuses on intentional outreach, personalized support, and creating welcoming opportunities for all families to engage in their children’s education. To increase participation, WCSD will continue to implement personalized outreach strategies such as individual phone calls, home visits, and staff-led communication efforts. We will also expand targeted events that are designed to meet the needs of specific student groups. For example, we will host specialized sessions and workshops for families of students in Special Education, English Learners, and Foster Youth/Homeless populations. These events will include access to resources such as food, hygiene kits, and other essentials through “grocery events” and “shopping days,” recognizing and addressing the broader challenges some families face.  Additionally, we will support parents in understanding their children’s academic progress and setting short-term academic goals. This includes providing families with tools and strategies to support learning at home, as well as clear explanations of academic expectations.  To ensure accessibility, WCSD will continue to strengthen its communication by translating materials into multiple languages and using culturally responsive practices. Our goal is to ensure that all families feel welcomed, valued, and informed. Through these efforts, WCSD will build stronger, more inclusive partnerships with underrepresented families, empowering them to actively participate in their children's educational journey.|Whittier City School District has implemented a robust system to actively seek input from parents, students, and staff to enhance the decision-making processes as it relates to evaluating the effectiveness of school programs. Recognizing the value of diverse perspectives, the district has consistently prioritized engaging educational partners in shaping educational policies and practices. By distributing an annual survey to parents, students, and staff members, the district has created a platform for open dialogue and collaboration. The surveys collect valuable data on various aspects, including curriculum, extracurricular activities, facilities, and overall school climate. This comprehensive approach allows decision-makers to gain insights into the needs and preferences of different school community members, thus enabling them to make informed choices. The District holds regular DELAC Meetings and Parent Advisory LCAP Meetings, updating families on the progress made toward reaching the goals outlined in our LCAP.  Whittier City School District's commitment to seeking input has resulted in increased transparency, accountability, and inclusive decision-making. The district's progress in this area demonstrates its dedication to fostering a supportive and collaborative environment where all voices are heard and valued.|Based on the analysis of educational partner input and local data, Whittier City School District (WCSD) has identified several focus areas to strengthen its efforts in seeking input for decision-making. A key area of improvement is enhancing two-way communication and deepening engagement with all educational partners—including parents, students, staff, administrators, and community members—so their voices are consistently reflected in district initiatives and priorities. WCSD will continue to build trust by increasing outreach and transparency through a variety of communication channels such as newsletters, school websites, public forums, and social media. Regularly scheduled advisory meetings and input sessions will also serve as vital opportunities to gather meaningful feedback, particularly on district planning and implementation of LCAP goals.  The district recognizes the importance of reaching historically underrepresented families. Therefore, culturally responsive engagement strategies and targeted outreach will be prioritized to ensure inclusive participation from English Learner families, foster and homeless youth families, and families of students with disabilities. WCSD will continue to provide translation services, host listening sessions, and offer flexible meeting times to reduce barriers to participation.  Finally, to ensure input leads to action, WCSD is working to improve its systems for collecting, analyzing, and responding to feedback. This includes refining survey tools and streamlining data analysis to support timely, informed decisions that align with the needs of the school community.  Through these focus areas, WCSD is committed to creating a more equitable, transparent, and inclusive decision-making process that honors the voices of all educational partners.|Based on the analysis of educational partner input and local data, Whittier City School District (WCSD) recognizes the importance of strengthening engagement with underrepresented families, particularly families of English Learners, Foster Youth, Homeless Youth, and students with disabilities, in the district’s decision-making processes.  To address this need, WCSD is implementing targeted outreach strategies designed to build trust and create more accessible pathways for family engagement. School Community Liaisons and site leaders will work collaboratively to personally connect with underrepresented families, linking them to both school-based supports and community resources. These proactive efforts aim to reduce barriers to participation and foster long-term, trusting relationships.  The district will also enhance access by continuing to provide robust language support, including translation and interpretation services at all meetings and in all communications. Culturally responsive outreach materials will be used to ensure families feel respected, welcomed, and informed.  In addition, WCSD will offer flexible opportunities for families to share their input, such as small group discussions, focus groups, and informal forums, held at various times and in familiar community spaces. These engagement opportunities will be tailored to meet families where they are and allow them to participate in ways that feel meaningful and manageable. Through these focused strategies, WCSD is committed to ensuring that underrepresented families are not only included but are empowered to influence decisions that impact their children’s educational experiences and outcomes.|5|5|4|4|5|5|4|4|5|5|4|5|Met||2025-06-17|2025
19651280000000|Whittier Union High|3|"The Whittier Union High School District demonstrates significant strengths and progress in fostering strong relationships between school staff and families, consistently achieving ""Full Implementation and Sustainability"" ratings in key areas of parental involvement and family engagement. The district excels at developing staff capacity to build trusting relationships with families and creating welcoming environments for all community members. Furthermore, staff are well-supported in learning about each family's strengths, cultures, languages, and goals for their children, and the district provides multiple opportunities for accessible two-way communication between families and educators. Specific strengths include consistent communication through platforms like Parent Square, Remind, and Aeries, frequent home connections by counseling departments, and a variety of in-person events such as Future Freshman Night, Coffee with the Principal, and Back to School Night. The district also leverages sports and family 2025-26 Local Performance Indicator Self-Reflection for Whittier Union High School District (WUHSD) Page 10 of 18 night activities for positive interactions , provides personalized communication about student progress, and nurtures partnerships with feeder schools. Additionally, the district offers meetings in multiple formats and languages (Spanish and English), has translators available for various events, and provides bilingual support staff and resources like EL Data Specialists and the Expanded Horizons Office to ensure inclusivity. They also emphasize engaging families through programs like Puente, AVID, Partnership Academies, Guided Studies, and various parent meetings, and conduct award ceremonies to foster positive feedback."|While demonstrating many strengths in building relationships, Whittier Union High School District has identified several areas for growth. A key focus is the continued effort to make communication available in multiple languages to better serve its diverse community. There is also a recognized need to collect more comprehensive input from parents, staff, and students through surveys or similar data collection methods. Challenges include sustaining current outreach efforts to ensure they become a regular part of the school calendar , and addressing attendance at planned events. Improving two-way communication remains an area for growth, with a desire to find new and more efficient ways to facilitate interactions between staff and families, and to avoid information overload. Specific areas for staff development include offering more professional development opportunities for staff to promote positive parent interactions, and providing PD on cultural sensitivity, especially in preparation for ethnic studies curricula. The district also seeks to address specific parent concerns in a timely manner, ensure two-way communication when parents are not responsive to phone calls , and provide better direction for Spanish-speaking parents at school events by better advertising translation services.|Whittier Union will continue to work on the intentionality of communication with parents and families, seeking to be more proactive and less reactive. Whittier Union will continue to increase its use of social media as a platform to engage families with campus news and events. There will be more professional development opportunities for staff members both on communication technology but also on ensuring the highest level of customer service. The Whittier Union Categorical Office will continue to refine its processes for providing translation services to ensure that all families can engage in school activities regardless of language needs.|The Whittier Union High School District exhibits a comprehensive and multifaceted approach to building partnerships for student outcomes, leveraging both internal systems and external community resources. Strengths include robust partnerships with community resources that offer diverse on and off-campus opportunities, such as real-world experiences through academies and accessible community college visits with on-campus representatives. A strong Pyramid of Intervention System, encompassing Student Study Teams, Intervention Specialists, and Counselors, provides targeted support, complemented by district-wide intervention best practices and a five-week grading period for timely academic monitoring. Personalized engagement is evident through one-on-one meetings with parents and students, the APEX system for credit recovery with integrated family communication, and regular meetings between counselors/advisors and parents. The district ensures smooth transitions for new English Learners through weekly check-ins with EL Data Specialists. A variety of individualized meetings (e.g., parent-teacher conferences, pathways meetings) and school-wide events (Back-to-School Night, Open House) foster active family participation. Furthermore, the district champions student well-being through professional development spotlights, monthly parent meetings on high-interest topics, and weekly Wellness Wednesday messages. Communication is a strong suit, with individualized enrollment appointments, improved online resources, and extensive multi-method outreach (text, email, calls), including virtual meetings via Zoom/Google Meet.|The Whittier Union High School District identifies several key areas for growth in building partnerships for student outcomes. A primary challenge is ensuring consistency in school-wide two-way communication while simultaneously avoiding information overload for families. The district also recognizes a need to improve parent access to the Student Information System (SIS) and provide more systematic opportunities for teachers to meet with parents for comprehensive discussions on student progress. To support these efforts, there's a strong desire for specific professional learning tailored to effective parent communication and engagement, including the use of social media. Furthermore, the district aims to discover more efficient methods for facilitating communication between staff and families. Anticipating the new ethnic studies graduation requirement, there may be a need for training in the area of cultural sensitivity. Finally, a general emphasis on adding more professional development specifically focused on parent partnerships underscores a commitment to continuous improvement in this vital area.|Whittier Union is committed to the core concept that parents and families are our partners in our students' education. Whittier Union will continue to work with families to learn more about the best ways for them to receive communication and the best ways engage them in activities designed to help them support their students. There will be more training opportunities for parents to learn about how to use the AERIES/SIS Parent Portal so that parents can monitor student performance and progress. Continued professional development will help staff members learn about how to use different communication and engagement platforms, including social media.|The Whittier Union High School District demonstrates extensive strengths in seeking input for decision-making, ensuring a wide array of opportunities for family and stakeholder engagement. This is evident through robust participation in established bodies such as School Site Councils (SSC), WASC committees, LCAP advisory groups, and ELAC/DELAC, all of which actively involve parents in crucial discussions. The district fosters accessibility and engagement by offering varied input avenues, including principal meetings with parents, additional site-based LCAP feedback sessions, and dedicated support for parents in specialized programs through their counselors. Parents are further encouraged to provide input via parent surveys distributed at events like Back to School Night. The district also strategically uses events like Career Fairs for parental contribution and leverages student well-being family nights and quarterly awards ceremonies to gather feedback.|The Whittier Union High School District faces several areas of growth in consistently seeking input for decision-making. A primary challenge is improving the consistency and active engagement of parent groups, such as PTSAs, across all school sites, and consequently, increasing the number of parents involved in or attending meetings. To boost participation, the district should explore practical solutions like providing additional childcare during meetings and focusing on strategies to increase the presence of parents at various leadership meetings. The current reliance on personal 1:1 phone calls for in-person meetings to ensure the attendance of key stakeholders, while effective, is resource-intensive, indicating a need for more efficient outreach methods. The district aims to continue expanding outreach to ensure maximum family and stakeholder engagement, get more creative in gathering feedback, and ensure the right information is cycled through the appropriate groups for optimal impact. Finally, a significant area of focus is to sustain all currently successful efforts and foster a full-year commitment from families willing to participate in advisory meetings, ensuring long-term, consistent parental input.|Bringing parent participation back to pre-pandemic levels is a challenge faced by all school districts. Whittier Union will work on expanding parent opportunities to provide meaningful input by examining the format of existing meeting structures and considering alternate avenues (such as fully virtual or even simulcast parent meetings). The school sites in WUHSD will continue to identify the key parents who are willing to provide input in certain areas (such as booster parents) and find ways to leverage their participation in school events to provide input on more school-wide issues. WUHSD will work towards building a consistent group of attendees at meetings where input is solicited so that there can be a higher level of consistency in the feedback received and so that parents and families can see the impact of their input being implemented over time at the school sites.|5|5|5|5|5|4|4|5|5|5|5|5|Met||2025-06-24|2025
19651360000000|William S. Hart Union High|3|"The District's current strengths and progress in Building Relationships Between School Staff and Families Schools begins at the school sites with their incoming students and families before the students begin in the fall. Incoming students and families are invited to a spring meet and greet at the school site where they are introduced to the school's curricular and extra-curricular programs, administration, and given a tour of the campus. Early in the fall semester, schools hold their Back to School Nights which allows families to briefly visit with each of their student's teachers. While with the teacher, parents/guardians will hear the class expectations and be able to ask questions. Communication continues at the site level as principals regularly send home newsletters, participate in monthly Parent Advisory Councils, and hold open agenda meetings with parents/guardians such as ""Coffee with the Principal."" The District has implemented a communication tool at all school sites, called Parent Square, that allows parents, teachers, and administrators to efficiently interact on the digital platform. The District also facilitates a Parent Communication Council (PCC) that brings parent representatives from each school site, together for monthly meetings at the District Office. The PCC is chaired by the Superintendent and discusses district and site issues from the parent perspective."|The District's focus area for improvement in Building Relationships Between School Staff and Families is in the area of supporting staff to learn about each families strengths, cultures, languages and goals for their children.|The educational partners that gave input in this activity recommended better filtering to limit the number of emails sent to parents/guardians and providing relevant workshops with social workers would assist in improving the family and staff relationships at the school sites.|The District's current strengths and progress in Building Partnerships for Student Outcomes begins at the school sites with the annual Back to School Nights and Open Houses. Other meetings at school sites that support this focus area are Student Study Teams (SST's), English Learners Advisory Committees (ELAC) and Individual Education Plan (IEP) meetings. These meetings bring together school personnel, parents/guardians and students to plan, assess and/or solve issues. At the district level this focus area is supported by the District English Learner Advisory Committee (DELAC) and the Student Communication Council (SCC). The DELAC provides an avenue for the families of English Learners to have access to district level personnel and have a voice in district level decisions. The PCC brings student representatives from each of the District's schools together for monthly meetings at the District Office. The meetings are chaired by the Superintendent and topics focus on site needs from the student's perspective. The district also offers Parent Forums or Workshops which provide all parents helpful information on how to guide their children through the teenage years.|The District's focus area for improvement in Building Partnerships for Student Outcomes is providing professional learning and support to teachers and principals to improve a school's capacity to partner with families.|The educational partners that gave input in this activity recommended that adding more multilingual staff to the offices at the schools and intentionally reaching out to underrepresented families to encourage their participation in parent/guardian meetings/activities/events, would improve the engagement of these families.|"The District's current strengths and progress in Seeking Input for Decision-Making begins at the school sites with Parent Advisory Committee meetings. These monthly meetings are chaired by parents and provide the venue for the discussion of school issues, the gathering of parent input, and voicing of parent concerns. School sites with English Learner Advisory Committees (ELAC) provide the families of English Learners the platform for participating in the school site decision making process. Site principals also regularly hold meetings with parents/guardians such as ""Coffee with the Principal"" meetings. The agenda for these meetings is always focused around the current needs of the site and/or district and include gathering input from the parents who attend. At the District level this focus is supported by the District English Learners Advisory Committee (DELAC), the Parent Communication Council (PCC) and the Student Communication Council (SCC). The DELAC provides an avenue for the families of English Learners to have regular access to district level personnel and offer input on district level decisions. The PCC and the SCC brings parent and student representatives from each of the District's schools together for monthly meetings at the District Office. These separate meetings are chaired by the Superintendent and provide the opportunity to gather both parent and student input on district decisions. The creation, review and updating of the District's Local Control Accountability Plan (LCAP) allows for a large portion of the District's parents, teachers, staff and students to provide input into the budget creating process."|The District's focus area of improvement in Seeking Input for Decision Making is implementing strategies to reach and seek input from the  underrepresented groups in the school community.|The educational partners that gave input in this activity recommended that intentionally reaching out to underrepresented families to encourage their participation in parent/guardian meetings/activities/events and providing regular trainings for parents of EL students on accessing/using Infinite Campus and Parent Square would improve the engagement of these families.|3|4|2|4|2|3|3|3|4|4|4|2|Met||2025-06-25|2025
19651360114439|Mission View Public|3|"The school has prioritized deepening authentic educational partner engagement, resulting in increased attendance and active participation at Parent Committees. Regular Parent Meetings, Parent Teacher Conferences, student and family celebrations, and weekly communication through Data + Design and L4L Connect systems have fostered a strong sense of connection between families and the school with 98% of students and 97% of parents expressing they feel connected to the school on this year’s Annual Surveys. The Community Schools model has progressed to the Implementation phase, integrating additional resources and strategies. To further support families, a new Parent Engagement Liaison position has been established. Families express high satisfaction with their connection to the school, as highlighted by a parent of an English Learner student who noted, ""Personally, I would like to thank you for my son getting his grades back. I hope it continues like this. Thank you to the teachers for all the help they have given our students.”"|Mission View’s focus areas include increasing opportunities for meaningful parent engagement and providing targeted support for diverse family needs. We have redesigned our Parent Committee meetings to ensure that there is only delivery of vital information, but focused opportunities for authentic dialogue and community building. Concise video presentations have translated captions in addition to an in-person, professional translator being available, and families and staff engage in breakout discussions to make space for meaningful feedback. Through these discussions, parents have expressed a need for more college and career learning opportunities, with one parent stating that they would like to see “More college prep; more exposure to college and visiting potential schools; career exploration options for students.” Through the Community Schools model and with dedicated personnel like a College and Career Paraprofessional and Parent Engagement Liaison, we aim to strengthen coordination of services and school-family connections.|Mission View continues to monitor our systems of communication and structures for educational partner engagement with a lens for equity and access, especially for our underrepresented families. Improvements made to our Parent Committees focused on eliminating barriers so that all families can have equal voice and participate in shared decision-making. This redesign of our Parent Committee meetings has led to not only increased attendance, but deepened engagement. Our Annual Surveys saw 244 students participate and 94 parents participate. One parent commented that the school’s strength lies in “Student and parent engagement. Very hands on with students and parents. You really care about your students’ success.”|Based on educational partner input including written feedback and Annual Survey data, Mission View’s strengths lie in our safe learning environment and connected school community. A vast majority of students report feeling emotionally and physically safe, and parents feel respected and connected. Families express satisfaction in our consistent communication and personalized support, with one parent stating that the school’s strength lies in “Attention to detail – very good at keeping students attention w/ each subject” and another commenting that the school is “Good at understanding student needs.” We strive for consistent, diverse methods of communication that create a welcoming, open environment for all educational partners to participate in shared decision-making and promote student success.|The school’s focus areas for building partnerships for student outcomes are aligned to LCAP Goals and Community Schools framework aimed at improved academic outcomes, building college and career readiness, and increased educational partner engagement. With an expanded team of student and support services staff including a School Counselor, School Psychologist, and Social Worker, as well as new positions like a Parent Engagement Liaison and College and Career Paraprofessional, the school is positioned to provide targeted and individualized support to students and families. A parent expressed that “Visits from representatives of colleges would be beneficial to implement. Help with scheduling meetings with college counselors or representatives”: direct feedback like this from educational partners allow us to be focused in our efforts to coordinate services and allocate resources.|Educational partners in our underrepresented families have expressed strong confidence in our service and support to our students. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.|Mission View has established dedicated procedures to intentionally facilitate dialogue and gather feedback from educational partners. One key method is allocating specific time during each PAC/ELAC meeting for discussion and recording input, ensuring meaningful engagement. Another strength is maintaining high participation rates in Annual Surveys, which helps ensure equitable representation and amplifies the voices of families and students in shaping school priorities and addressing needs.|Our focus area is to continue improving our Parent Committees structure to foster meaningful engagement and shared decision-making. We want to continue increasing access and deepening engagement by maintaining open dialogue with families, ensuring space for feedback and discussion on how best to address learning gaps and barriers. With increased staffing and dedicated personnel, Mission View plans to expand partnerships for increased services available to students and families. Parents and students have stated that college and career readiness is a need, and have also reinforced that family engagement is a priority: one parent stated “Try to encourage more parent/guardian/family engagement” while another expressed gratitude, stating their student “...truly enjoys all of you and is so grateful for your willingness to guide him through his studies. His mother and I cannot say thank you enough!”|Mission View is committed to ensuring that authentic educational partner engagement guides school priorities and actions, and that underrepresented families have an equitable voice in shared decision-making. With the addition of a Parent Engagement Liaison, we are poised to better attend to the unique and individualized needs of families. We will acquire feedback from educational partners so that improvements to communication methods and meeting platforms eliminate barriers to participation and that improvement to services address the needs of underrepresented families of English Learners, Special Education students, and Homeless and Foster Youth.|5|5|5|5|5|5|5|5|4|5|5|4|Met||2025-06-04|2025
19651360117234|Santa Clarita Valley International|3|SCVi is committed to the meaningful engagement of its educational partners in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and SCVi staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under SCVi's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings.  During the 2024-25 school year, monthly iSUPPORT/PTSA meetings were held to provide opportunities for school staff and families to connect regarding the school program. Informal feedback was also received by families through attendance at schoolwide events. ELAC meetings were held in fall and spring to provide an open forum for questions and feedback on the EL program and allow the ELAC to review the school’s Single Plan for Student Achievement. Additionally, monthly EL collaborations with the EL coordinators across iLEAD California provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.					|As an ongoing result of the pandemic, families and staff observed an increased number of learners experiencing feelings of depression, anxiety and/or in need of other mental health support. Learners also reflected this sentiment through self-evaluation on the iLEAD Learner Outcome Reflection Survey. Academic data on internal benchmarks and the CA State Dashboard show areas for growth, and learners are benefitting from additional tutoring and academic resources provided through the school. The school will continue to engage educational partners through its current systems. 			|When building relationships between school staff and families, it is important to first consider the needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these underrepresented learners.  SCVi staff will work to reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.  More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access IB exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance.					|There are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning,  Student-led conference, End-of-Year Showcase of Learning, and volunteer opportunities.  The LEA will focus on providing more communication through parent communication portals and to increase parent attendance at Parent Universities.  The English Learner and Homeless/Foster Youth Liaison will work together to target increased parent involvement representing the EL, Foster Youth and Homeless, and low income learner population.   	|SCVi will focus on improving their actions and services that support ongoing educational partner engagement and the fostering of connectedness through school/community events and activities. Additional services and/or resources will be provided to EL learners, socioeconomically disadvantaged, foster youth, and those experiencing homelessness based on individual needs.					|SCVi staff will reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.  More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access IB exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance.					|At the end of each semester, learners and staff completed the iLEAD Learner Outcome Reflection Survey, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent and learner surveys regarding aspects of the program were sent in the spring of 2025 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Various learner clubs allowed opportunities for discussion and feedback.   Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners).|When creating actions, the school also evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.		|SCVi evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.					|5|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19651361996263|Opportunities for Learning - William S. Hart|3|OFL-WSH continues to excel in creating multiple avenues for family engagement with school teachers, staff, and administrators. According to the 24-25 School Climate Survey, the LEA achieved a student median score of 4.7 in Connection and Belonging.  Family involvement is initiated during orientation, where new students and their families engage with key school staff—including the teacher, Post-Secondary Counselor, Career Pathways Coordinator, and Assistant Principal. These initial meetings are designed to foster strong, collaborative relationships and provide an opportunity for families to share important information, such as the student’s strengths, cultural background, language preferences, pronouns and names, areas of concern, and academic or personal goals. This foundational dialogue supports a student-centered approach and helps ensure that each family's unique needs are understood and respected.  These positive relationships are further developed through Achievement Chats, which enhance two-way communication between teachers and families and address students' needs each semester. These sessions encourage families to voice any academic and social-emotional needs or concerns, providing staff with valuable insights into the family's background, culture, and language preferences. The LEA demonstrated progress in promoting a positive school climate, as evidenced by a student median score of 4.7 in Connection and Belonging on the 24-25 School Climate Survey. Achievement Chat participation has remained consistently strong, with engagement levels in the mid to high 90th percentile. To further enhance student engagement, the LEA continues to provide a range of supportive resources, including tutoring services, access to mental health and social services, wellness supplies, student council-led events, game nights, field trips, and college and career Pathways experiences. School psychologists are available to offer individual and group social-emotional support as needed. The LEA prioritizes family engagement by offering a variety of opportunities throughout the school year, including Back to School Night, Open House, award ceremonies, and active involvement in school committees. To support a welcoming and inclusive environment for all students and families, the LEA has also provided ongoing professional development for staff focused on LGBTQIA+ awareness, diversity and inclusion, and culturally responsive practices. These efforts aim to strengthen school-family partnerships and promote a school culture that values and respects all identities and backgrounds. Efforts for continuing the LEA’s progress toward improving family engagement are evident in our Goal 3 Action 3 - Parental Involvement and Educational Partner Engagement and action #11 Improve School Connectedness.|OFL-WSH provides multiple avenues for parental involvement; however, increasing parent participation in decision-making groups such as DELAC and PAC remains an ongoing area for growth. Despite targeted outreach efforts—including extensive advertising and direct invitations—recent meetings have experienced low attendance. This presents a challenge in gathering diverse and representative parent input to inform school improvement planning. The LEA is actively exploring additional strategies to strengthen engagement in these advisory groups and ensure all parent voices are heard in the decision-making process. To help in addressing this issue, the LEA has utilized a recently hired Spanish speaking EL Specialist to reach out to Spanish speaking families and personally invite them to school events including DELAC and PAC meetings.  The LEA has already experienced positive results with 2 Spanish speaking parents attending the last DELAC and PAC meetings.|OFL-WSH is committed to fostering meaningful engagement with all families, with a focus on ensuring representation and inclusion of underrepresented groups. In the 24-25 School Climate Survey, the LEA earned a strong median family score of 4.7 in the area of Connection and Belonging. Family engagement begins with orientation, where new students and their parents/guardians meet key staff members and share valuable information about the student’s strengths, family culture, language preferences, and academic or personal goals. These initial connections set the foundation for ongoing, positive relationships. One key practice that sustains engagement is the Achievement Chat, held each semester. These structured, two-way conversations between teachers and families promote communication around academic progress and social-emotional needs. Achievement Chats are integral to the LEA’s LCAP priorities, specifically Goal 3, including Action 2 (Achievement Chats), Action 3 (Parental Involvement and Educational Partner Engagement), and Action 11 (Improve School Connectedness). To ensure equitable engagement, targeted support is provided to families of English Learners (ELs), Students with Disabilities, and Foster Youth: English Learner families receive personalized invitations, regular updates, and support at school events from EL Specialists. The DELAC committee and annual EL celebrations further affirm these families' involvement and contributions.   Families of Students with Disabilities are supported through direct outreach by Special Education Specialists and Paraprofessionals, who provide consistent communication, event support, and access to special education resources.   Foster Youth and their families benefit from School Counselor-led outreach, ensuring access to resources and encouragement to participate in school engagement activities. These collective efforts underscore the LEA’s commitment to building inclusive, supportive partnerships with all families and strengthening engagement across diverse student populations.|OFL-WSH has made significant progress in strengthening communication and engagement between staff and families. Teachers regularly communicate with parents regarding student academic performance, attendance, and strategies to support learning both at home and in school. These updates are delivered through multiple channels, including phone calls, emails, the Remind app, School Messenger, flyers, social media, and in-person events such as Back to School Night and Open House. Achievement Chats, conducted at least twice per year, provide structured opportunities for students, parents, and staff to collaboratively discuss academic progress. Additionally, parents are encouraged to schedule one-on-one meetings with school administration and staff or drop in on designated Fridays to review student performance. The LEA also hosts a variety of family engagement events, including open houses, focus groups, community partnership events, and resource and career fairs. These events offer families the chance to connect with school staff and discuss their student’s academic trajectory and post-secondary goals outside of formal meetings. These efforts align with the 2025–26 LCAP, specifically Goal 3, Action 3 (Parental Involvement and Educational Partner Engagement), and Action 11 (Improving School Connectedness). To further promote diversity and social inclusion, OFL-WSH has expanded student-centered programming. A dedicated diversity team organized monthly cultural celebrations throughout the school year, while Student Councils at each learning center led monthly events designed to build community and foster peer relationships. Mental health staff also facilitated monthly wellness groups to support students’ emotional well-being. These initiatives contributed to median School Climate Survey score of 4.6 in Social Emotional and Physical Safety.  Collectively, these efforts reflect the LEA’s continued commitment to building a supportive, inclusive school environment through strong family partnerships and culturally responsive practices.|OFL-WSH provides multiple platforms to support ongoing, transparent communication between families and school staff regarding student progress. Families can monitor academic outcomes and progress toward graduation through the student information system and Edmentum Sensei. These tools allow parents to track the amount of time students are engaging with academic units and evaluate their progress toward completion of graduation requirements. In addition to digital access, teachers regularly communicate with families—especially when students are excelling or need additional support. These check-ins are aligned with personalized academic goals established during Achievement Chats, which take place each semester. During these meetings, families have the opportunity to collaborate with staff, set goals, and discuss strategies for supporting student success at home. At OFL-WSH, family partnership is viewed as an ongoing, two-way relationship—not limited to individual events but embedded into the daily fabric of student support. To further facilitate open communication, every staff member has a Google Voice number, allowing families and students to directly call or text teachers, making communication more accessible and responsive. Recent School Climate Survey data reflects the success of these efforts: 61.9% of students report feeling part of the school community and 80.6% believe the school provides adequate intervention opportunities. These findings highlight the LEA’s commitment to ensuring that every student feels supported and that families are empowered to actively participate in their child’s educational journey.|OFL-WSH is committed to increasing engagement among underrepresented families by providing targeted support for unduplicated students, including English Learners, Students with Disabilities, Foster Youth, and Homeless students. Specialized staff play a critical role in supporting these students' academic, social, and emotional development.  Special Education Specialists and Paraprofessionals work closely with Students with Disabilities to help them achieve individualized academic and personal goals.  English Language Specialists provide direct support for English Learners, focusing on language development and academic achievement.  Post-Secondary Counselors assist Foster Youth and Homeless students with strategic academic planning, ensuring they have the guidance and resources needed to succeed.  Post-Secondary Counselors and Career Pathways Coordinators also offer all students access to college and career exploration opportunities, including events, pathway programs, and life-after-high-school preparation. To empower families as advocates for their children, OFL-WSH offers informational sessions and training opportunities through DELAC and PAC meetings. In addition, staff clearly communicate student and parent rights during all IEP and 504 meetings, ensuring that families are well-informed and actively involved in the decision-making process. These efforts are reflected in our LCAP as follows: Goal 3, Action 9: Foster Youth and Homeless Services Goal 2, Action 10: IEP Monitoring Goal 3, Action 2: Achievement Chats for collaboration on academic goals, post-secondary planning, and individual student support Goal 1, Action 6: WIOA Career Pathways Goal 1, Action 4: Academic Strategic Planning These initiatives ensure that underrepresented families receive the support needed to enhance student outcomes and engagement|OFL-WSH has established active DELAC and PAC committees to ensure meaningful parent engagement in school planning and decision-making. These groups provide input on the Comprehensive Support and Improvement (CSI) plan, review and offer feedback on the Local Control and Accountability Plan (LCAP), and participate in data analysis and root cause identification to inform both LCAP and WASC planning. These engagement efforts align with LCAP Goal 3, Action 3: Parental Involvement and Educational Partner Engagement. Parents and students are involved in comprehensive needs assessments and data-driven discussions that shape school improvement strategies and program development. To support effective participation, OFL-WSH has implemented a structured process for data analysis, identification of focus areas, and the creation of measurable goals—particularly for special populations. The CNA Data Analysis Google Sheet, shared with all educational partners, serves as a collaborative tool that guides the needs assessment process. In addition, the LEA has invested in professional development to strengthen the capacity of both leadership and parent advisory groups. These trainings focus on compliance, facilitation strategies, and best practices in stakeholder engagement, as outlined in LCAP Goal 2, Action 8: Professional Development. Through these structures and supports, OFL-WSH ensures that educational partners are informed, empowered, and actively involved in shaping the educational experience for all students.|OFL-WSH has made significant progress in fostering parent engagement through various events such as open houses, focus group meetings, community partnership events, and resource and career fairs. However, there is still room for growth in increasing overall participation. In the 2024–25 school year, parent involvement in the Comprehensive Needs Assessment (CNA) showed improvement, particularly with the CNA Data Dive held during Back to School Night. Similarly, student involvement also grew through CNA Data Dives during Student Council meetings. Despite these gains, increasing and sustaining parent participation remains a key focus for the LEA. Parent engagement events play a vital role in discussing students' academic progress and gathering valuable feedback on school programs and initiatives. To further enhance participation, OFL-WSH will focus on increasing recruitment for DELAC and PAC, ensuring that parents are consistently informed and actively involved in the decision-making process. These efforts align with LCAP Goal 3, Action 3: Parental Involvement and Educational Partner Engagement. By expanding DELAC and PAC membership, OFL-WSH aims to strengthen parent involvement in oversight groups, providing them with continued opportunities to influence decisions and advocate for the needs of all students at the charter.|To enhance engagement with underrepresented families, OFL-WSH is committed to increasing their participation in DELAC, PAC, and other parent engagement initiatives. A key strategy identified during our self-reflection process is the implementation of semesterly Achievement Chats. These meetings involve teachers, educational support providers, parents/guardians, and students in collaborative academic planning. The sessions celebrate student achievements, address individual needs, and provide a space to discuss family concerns. Achievement Chats offer a supportive, low-pressure environment for underrepresented families to engage in discussions about their child’s academic progress and school experience. This approach helps reduce stress and fosters an open, comfortable platform for families to share their insights and concerns. By promoting this kind of two-way communication, we aim to create a stronger connection between families and the school community. Ultimately, our goal is to increase underrepresented family involvement in oversight groups such as PAC and DELAC, strengthening the partnership between home and school.|5|4|4|5|5|4|4|5|3|3|4|4|Met||2025-06-26|2025
19651510000000|Wilsona Elementary|3|Recent surveys indicate a rise in parent engagement at school sites.  Families indicate that parent liaison's are a resource for families and assist with creating a welcoming environment. Technology has supported regular communication with families. Families feel confident with their ability contact teachers and feel teachers are supportive.|Currently the 2 elementary school sites, and the Middle School are using the same board approved communication platform. Educational partner feedback indicated a need for use of one platform for communication. Educational partners also indicate that having more opportunities for awards and celebrations would assist families with opportunities to build relationships with staff and one another.|Wilsona has increased it's capabilities to reach our families using a variety of additional technology programs in addition to the District Communication Platform (BrightArrow). (Sign up Genius, Talking Points, Class Dojo, and an Upgraded Website are examples of additional parent-teacher communication platforms). Parent Liaison positions have been fully staffed to provide additional outreach to our homeless and foster families. The Parent Liaison makes phone calls every other week to check in with our homeless and foster families. They also contact families for parent nights and events such as Pi Night and coffee with the Principal. The Liaison also assists the district with reaching the families who students that have chronic absenteeism. The district was able to hire a social worker that is able to support with resources . The district has a partnership with Strength Based Community Change (SBCC) that provides support to families with mental health, medical resources and workshops.|The District Parent Liaison has created and built a library of resources for families. The District's partnership with the Save the Children Organization provide family literacy , social emotional and child brain development support for families with children 0-5 years old. Focus area will be to provide professional learning in building relationships using the platform of Capturing Kid's Hearts and provide more opportunities for parent engagement at the school sites to establish a positive supportive climate for families building school and family relationships.|The district aims to improve communication channels between schools, parents, and the community to foster better understanding and involvement. Based on educational partner feedback the district will focus on the implementation of one platform across the district to disseminate information, ensuring language accessibility, and creating opportunities for regular and meaningful two-way communication.|The district will develop tailored communication strategies to reach underrepresented families more effectively. This includes translating materials into multiple languages, utilizing culturally relevant communication methods, and employing community liaisons who can bridge cultural and linguistic gaps.|The district has developed multiple established channels for seeking input from stakeholders, including surveys, town hall meetings, and focus groups. The district  has formed diverse advisory committees that include representatives from different segments of the community, such as parents, teachers, students. The district utilizes and shares data from surveys, feedback forms, and other sources to inform its decision-making.|Use of technology to support stakeholder input and feedback ( surveys, Bright Arrow, in-person and  virtual meetings ,Facebook, district webpages) . Focus will be to work with principals and staff to actively engage families in decision making groups.|The district will establish mechanisms to report back to families on how their input has influenced decisions. This feedback loop helps to build trust and shows families that their contributions are valued and impactful.|4|4|3|4|3|4|5|3|4|4|4|3|Met||2025-06-18|2025
19734370000000|Compton Unified|3|Compton Unified School District (CUSD) has made notable progress in fostering authentic and trusting relationships between school staff and families. A central strength lies in the district's commitment to inclusive participation through school-based committees and parent organizations. Each school site maintains active participation in key family engagement groups such as the English Learner Advisory Committee (ELAC), Black Parent Advisory Committee (BPAC), School Site Council (SSC), and Parent Teacher Association (PTA). These groups provide platforms for meaningful dialogue between families and school staff, allowing for parental voice in shaping school priorities, discussing student learning outcomes, and proposing strategies for continuous improvement.  To further promote engagement and accessibility, CUSD has institutionalized a series of events and communication practices that help build familiarity and trust. These include structured events such as Back-to-School Nights, open houses, and parent-teacher conferences, all of which allow families to interact directly with educators in a welcoming environment. Throughout the year, schools also leverage various communication tools—including Class Dojo, Blackboard Connect, social media, flyers, and digital newsletters—to keep families informed and to celebrate student and school achievements. These ongoing efforts to reach families across multiple modalities are designed to ensure consistent, two-way communication.  In several schools, staff have extended engagement efforts to include home visits, particularly for students with higher needs or limited school attendance. These visits serve as a bridge to deepen mutual understanding and reinforce the importance of school-family collaboration in supporting student growth. Additionally, many schools now host family literacy nights, STEAM showcases, and student-led conferences that actively include families in the academic life of their children.  Through this multifaceted approach, Compton Unified continues to create a culture where families feel seen, respected, and valued as partners in their children’s education. While we acknowledge that continued improvement is necessary—especially in engaging families of historically underrepresented groups—the district’s current practices reflect a strong foundation and a sustained commitment to building relationships that support student success.|One key focus area for ongoing improvement is enhancing customer service across all school sites and departments within our district. Families consistently report that a welcoming and supportive school environment builds trust and encourages greater involvement in their child’s education. Creating a positive and inclusive atmosphere helps ensure that all families feel valued, respected, and comfortable engaging with school staff. This is particularly critical for immigrant families, who may feel hesitant to engage due to language barriers or unfamiliarity with school systems. To address this, the district will continue to explore strategies to ensure bilingual staff are available to assist with interpretation and parent communication, especially in front office and outreach roles.  Another focus area is increasing opportunities for parent volunteerism. Parent volunteers play a vital role in supporting classroom instruction, organizing enrichment activities, and reinforcing a strong home-school connection. While many volunteer efforts were paused or scaled back during the COVID-19 pandemic, there is a clear need to revitalize these programs. Simplifying the onboarding process—particularly the fingerprinting and clearance procedures—could help lower barriers and encourage more family members to engage on campus.  Finally, improving two-way communication between families and school personnel remains a district priority. Parents have expressed a need for clearer, more consistent communication pathways to address questions, share concerns, and collaborate with teachers. While many schools use digital tools such as Class Dojo and Blackboard, efforts are underway to ensure that all families, regardless of their technological access or language preference, receive timely and responsive communication.  By focusing on these areas, Compton Unified seeks to build stronger, more trusting relationships with families and foster a school culture where every parent feels connected, informed, and empowered to support their child’s success.|CUSD will continue to prioritize improving engagement with underrepresented families by offering more accessible and inclusive opportunities for connection. To better align with family interests, we will share an annual calendar and survey of events, allowing parents to identify activities most relevant to them. Schools can then prioritize these events and integrate them with academic or social opportunities that foster stronger school–family relationships.  A continued emphasis on customer service will support more positive interactions between families and school staff. Our goal is for all schools to demonstrate respect, responsiveness, and cultural awareness in their day-to-day engagement with families. To support this, the central office will continue to provide professional development to school leaders on communication strategies that acknowledge and address language barriers and cultural differences.  To increase the presence of underrepresented families on school campuses, the District Parent Center will partner with sites and Community Relations Specialists to promote and strengthen the parent-volunteer program. We will offer guidance on how parents can engage meaningfully in both school and classroom settings and seek to reduce barriers, such as delays in the fingerprinting process.  Finally, we will support schools in broadening their communication methods with families. This includes promoting inclusive events such as Coffee with the Principal, academic family nights, workshops, and community forums. These events provide structured opportunities for parents to engage with school leadership, voice concerns, and stay connected. Schools will also reinforce consistent practices for two-way communication, ensuring that families have regular, accessible avenues—both in-person and virtual—to discuss their child’s progress and overall experience.|Compton Unified School District has made measurable progress in building partnerships Compton Unified School District has demonstrated measurable growth in building partnerships for student outcomes by intentionally strengthening school-family connections. Over the past year, collaboration between school sites and the central office has led to an increase in learning-centered events and informational workshops designed to support families. These include literacy and math nights, college readiness presentations, AND parent empowerment workshops. Educational partners indicate that these opportunities are both valuable and informative.  The District has also prioritized creating more welcoming and inclusive school environments. Front office staff continue learning and implementing customer service strategies, while signage and materials are now more consistently translated into multiple languages. Many schools host culturally responsive events—such as Día de los Muertos celebrations and Black History Month programs—that reflect the diversity of the school community and help foster a sense of belonging.  Efforts to build staff capacity in family engagement have focused primarily on administrators and classified staff. During Principal meetings, administrators have participated in training centered on cultural responsiveness, trust-building, and strategies to increase two-way communication with families. In turn, they have begun sharing these best practices with their faculty during staff meetings and PLCs, prompting reflection and goal-setting around family engagement.  Additionally, the District has expanded tools and systems that promote regular communication between schools and families. School sites leverage platforms like ParentSquare, Aeries, and district social media to keep families informed. Schools also conduct parent-teacher conferences, Coffee with the Principal events, and open forums to provide multiple access points for families to engage with school staff.  These efforts are making a visible impact. Families report feeling more informed, welcome, and involved. School sites are building trust, strengthening communication, and nurturing stronger partnerships with parents as essential collaborators in student success. While there is still more work ahead, the foundation for family engagement has grown stronger and more intentional.|Based on educational partner feedback and internal data, Compton Unified School District has identified key areas for improvement in building partnerships for student outcomes. While we’ve made progress in creating welcoming environments and increasing outreach, challenges remain in deepening family engagement—especially in ways that directly connect to academic achievement. One area for growth is consistency in event participation. While some school sites have high turnout for events like Back-to-School Night and academic workshops, others report lower family engagement. Partners have noted that some events feel repetitive or surface-level, and not all families clearly see how their attendance supports their child's learning. This indicates a need to examine the purpose, structure, and timing of events to better align them with family needs and interests.  Another area needing improvement is the limited involvement of families in academic conversations beyond traditional conferences. Educational partners highlighted the importance of preparing teachers and support staff to share learning goals and strategies with families in ways that are accessible and practical. Currently, most academic workshops are designed and led by administrators or district staff. Teachers need more structured opportunities to guide families on how to reinforce specific academic skills at home.  The lack of consistent feedback mechanisms is another gap. While some schools regularly survey families or host forums to gather input, others rely on anecdotal impressions. A more systemic approach is needed to collect and analyze feedback from families to inform school-level and districtwide engagement strategies.  Finally, there's a need to strengthen outreach to specific student groups whose families may face additional barriers to engagement—such as those of English Learners, students with disabilities, and foster youth. While some specialized support exists, families in these groups often report a lack of clarity around services and limited opportunities to engage in ways that feel meaningful and empowering.  By identifying these areas—event participation, teacher-family academic dialogue, feedback systems, and outreach to underrepresented families—the district is poised to move beyond general engagement efforts toward more targeted, equity-focused partnerships that directly support student learning.|Compton Unified School District recognizes the need to deepen engagement with underrepresented families and has outlined targeted strategies to ensure inclusive, effective partnerships across all student groups. This approach is grounded in educational partner feedback and self-reflection data, which emphasized gaps in participation among immigrant families, English Learners, foster youth caregivers, and families of students with disabilities.  To improve engagement, the district will expand personalized outreach efforts. School staff will use varied communication methods—including home visits, personal phone calls, text reminders, and virtual meeting invites—to connect with families who may be unable to attend traditional school events. This will be particularly important for parents of students with high needs, who often require more tailored support.  Additionally, the district will host differentiated events designed for specific family groups. These include ongoing orientation sessions for newcomer families, IEP 101 workshops for parents of students with disabilities, and listening circles for African American families in addition to our current Black Parent Advisory Committee. Such events will provide relevant, targeted information and create spaces for families to share their experiences and inform decision-making.  CUSD also plans to support underrepresented families in becoming more active academic partners. Parents will be provided with tools to monitor their child’s progress and work with staff to establish short-term academic goals. This might include bilingual progress trackers, take-home resources, and mini-workshops that break down grade-level expectations. Staff will receive guidance on how to engage families in these conversations in a culturally responsive and empowering manner.  To ensure communication is equitable, materials will continue to be translated into the district’s major home languages, and culturally appropriate messaging will be prioritized. School sites will be encouraged to standardize practices that allow families to easily reach staff, including through scheduled teacher office hours and dedicated email responses.  Finally, the district will implement feedback loops to refine engagement strategies. Underrepresented families will be invited to participate in focus groups, and disaggregated parent survey data will be used to evaluate and adjust efforts.  Through these targeted actions, Compton Unified is committed to closing the engagement gap and ensuring all families—especially those historically underrepresented—have a voice and role in their children’s education.|Compton Unified School District (CUSD) has demonstrated significant strengths in engaging stakeholders and seeking input to guide key decisions. The district has established and sustained a robust infrastructure that promotes authentic participation from families, students, staff, and community members in shaping educational priorities and initiatives. A wide range of advisory and decision-making bodies operate at both the site and district levels, including the School Site Council (SSC), District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and District Black Parent Advisory Committee (DBPAC). These groups play an essential role in elevating diverse voices, particularly those of historically underserved communities, to ensure equity-centered decision-making.  Each advisory group convenes regularly with structured agendas that align with the Local Control and Accountability Plan (LCAP), student performance data, site-level needs assessments, and state and federal program requirements. For example, DELAC and DBPAC have actively reviewed LCAP goals and metrics, offered recommendations for targeted supports for English Learners and African American students, and advised on culturally responsive strategies to increase program effectiveness. SSCs districtwide have contributed meaningfully by reviewing site plans, approving budget allocations, and engaging in discussions related to instructional priorities and school climate. These structured forums institutionalize stakeholder voice as part of a continuous improvement cycle.  Beyond formal committees, the district has expanded multiple avenues for ongoing engagement. These include regular Special Education parent meetings, LCAP community forums, site-based Principal Coffee Chats, and district and school Safety Committee meetings. In particular, the district continues to build opportunities for underrepresented voices, including foster youth, unhoused students, and families of students with disabilities, to participate in shaping local policies and practices.  Surveys are also a key mechanism for gathering input, including the annual California School Parent Survey (CSPS), school-based surveys, and targeted feedback forms following workshops or engagement events. This feedback is carefully reviewed and used to inform district planning, budget decisions, and professional development priorities.  These well-established structures have strengthened transparent communication and fostered a culture of collaboration. CUSD remains committed to building on these efforts by expanding outreach strategies, strengthening participation among underrepresented groups, and deepening stakeholder influence in decisions that directly impact student outcomes.|First, while the district has established multiple advisory bodies and forums for input, there remains a significant need to strengthen families’ awareness and understanding of how to meaningfully engage in these processes. Many families are not fully informed about the purpose, structure, and influence of groups such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), and the District Black Parent Advisory Committee (DBPAC). As a result, participation in some advisory meetings is inconsistent, and families may not always see a direct connection between their input and district-level decisions. Increasing visibility and communication about these opportunities—through multilingual outreach, direct engagement, and user-friendly informational materials—will be essential for promoting greater inclusion.  Second, CUSD recognizes the importance of developing the leadership capacity of parents and guardians who serve on advisory committees. While many stakeholders are eager to be involved, they often report feeling unprepared to interpret data, navigate educational policy, or participate in technical discussions. To address this, the district is committed to providing ongoing training, mentorship, and leadership development opportunities for parent representatives, particularly from historically underserved communities. This investment will empower families to more confidently advocate for their children and participate in shaping site and district priorities.  Third, the district must improve the quality and consistency of two-way communication with educational partners. While families are routinely surveyed and invited to attend events, some report that their input does not always result in visible change. To address this, CUSD aims to establish clearer feedback loops by communicating how stakeholder input is being used to inform decisions and by revisiting input themes regularly at meetings. In addition, there is a need to strengthen culturally responsive practices that make all families feel welcomed, heard, and valued, especially those from linguistically diverse or historically marginalized backgrounds.  By addressing these focus areas—awareness, capacity-building, and meaningful responsiveness—CUSD can ensure that stakeholder voice becomes even more deeply embedded in its decision-making processes and that all families feel empowered to shape the future of their schools.|To improve the engagement of underrepresented families in decision-making processes, Compton Unified School District (CUSD) is taking a more intentional and culturally responsive approach to remove barriers and build authentic partnerships with families whose voices have historically been underrepresented in school governance.  First, the district is strengthening its outreach and communication strategies to increase awareness about opportunities to participate in decision-making. These efforts include offering multilingual information sessions and parent orientations that explain the purpose and function of advisory councils such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). Communication efforts will continue to be expanded through accessible channels such as mobile apps, school newsletters, social media, and printed flyers. When possible, outreach will be extended to community centers, and school-based events in order to reach families who may not typically attend meetings. The goal is to increase access and ensure that information is culturally and linguistically relevant to the diverse families we serve.  CUSD also seeks to grow parent leadership by offering learning opportunities that help families understand how schools operate and how they can participate meaningfully in discussions around school programs, budgets, and student supports. Additionally, the district is expanding opportunities to gather parent and caregiver input through a variety of formats, including surveys, family nights, and small listening circles. While participation levels vary across school sites, schools are increasingly using feedback tools to understand family perspectives and incorporate those into their planning. More efforts are needed to ensure these engagement opportunities are accessible to working families and responsive to the lived experiences of our most underserved groups. As part of this work, we are exploring ways to improve scheduling, meeting formats, and language support across schools.  CUSD is committed to improving how we share back to families how their input has been considered. While systems are still developing, the district is working toward clearer feedback loops and better documentation of how parent voice informs programs and decisions. These improvements are part of a broader shift from one-way outreach toward two-way engagement, grounded in mutual trust, transparency, and shared responsibility for student success.|4|4|4|4|4|5|5|4|4|4|4|4|Met||2025-06-24|2025
19734370115725|Lifeline Education Charter|3|Lifeline currently uses a wide variety of communication modes to communicate with parents and build relationships.  Staff provide parents with access to student information through both our student information system and automated calling system to prompt discussions on student success.  Lifeline has funded a lager than average counseling and community outreach staff to contact parents directly, including home visitations.  Great effort is made to include parents in Lifeline campus events ranging from open house nights, parent teacher meetings, committees, college and career fairs and many others.  The results have been very strong with large numbers of parents participating documented by sign in sheets and other records.|Based on our annual survey and the input from parents at site based meetings, Lifeline will continue across all efforts outlined in strengths and focus efforts to improve  the school wide parent committees for the upcoming year.|Lifeline will use a multi-tiered approach to continue improving the engagement of underrepresented families.  Lifeline has placed emphasis and staff support for our ELAC and will continue to expand engagement of EL families.  The families of students with special needs will continue to be engaged though the work with our SELPA.  Based on input from surveys and from parent input at school sites, the administration will continue to engage parents using both site based parent meetings that are held regularly and also our school wide parent committees.|As documented in our LCAP and WASC self-study, Lifeline continues to make College and Career programs a priority for our school.  Staff is actively partnering with community organizations ranging from local colleges to offer concurrent enrollment, to community organizations that support mentoring and internships for students.  Lifeline has put in place full time staffing and resources to make the College and Career programs sustainable, managing partnerships with community organizations and businesses to provide educational opportunities for our students.|Lifeline is focused on continuing to grow our partnership program with the goal of ensuring that every student at Lifeline meet our college and career requirements at graduation.  Integral to meeting these requirements is the support of various community agencies ranging from local colleges to mentoring and enrichment programs.  Dedicated staff is focused on the task of expanding those partnerships.|The students Lifeline focuses on serving are virtually all identified as at-risk and underrepresented.  All of the actions outlined in the Section 2.1 and 2.2 narrative apply to all families at Lifeline.|The Lifeline Administrative Team and Board of Directors continues our practice of including stakeholders in ongoing school planning and decision-making. The overarching goal is to maintain our rigorous, standards-based instruction through the active engagement of every member of our Lifeline family. Engagement is multi-tiered and redundant, utilizing regular mail, phone calls, e-mail and online tools such as Zoom, on-line surveys, and in person meetings. We have remained consistent in our efforts to provide information to our stakeholders, and gather input on what is important to them, and what we need to change to improve services to our students. All key decisions result from gathering input from the Board of Directors, site administrators, curriculum coordinators, ELD coordinator, all teachers, instructional aides, parent leaders, students and other staff. The information is then provided to our stakeholder groups, giving them the opportunity for questions and to provide input. The stakeholders involved in the process include:  - Teaching staff and instructional aides.  - Parent input gathered by the administration.  - English Learner parent input gathered by the administration.  - Special needs student parent input gathered by the administration, and information from the Community Advisory Committee (CAC consisting of members of the special education committee of the El Dorado SELPA).  - Administrative planning team meetings consisting of all site administrators, curriculum coordinators, ELD coordinator, Special Education Coordinator.  - English Learner Advisory Committee (ELAC) members.  - Student Leadership group.|Lifeline will continue our process of involving all key stakeholders in decision making as outlined in out LCAP and supported by findings from our recent WASC self-study.  First and foremost, our Board of Directors continues to have two parents.  We are continuing to regrow our parent groups where participation declined during COVID pandemic.  We have been experiencing good success with our site coffees, ELAC, and other opportunities for parents to participate in school decision making process.|The students Lifeline focuses on serving are virtually all identified as at-risk and underrepresented.  All of the actions outlined in seeking input for decision-making apply to all families at Lifeline.  Specific actions have been taken for outreach to non-English speakers throughout ELAC committee, and also our special needs families through meetings led by our Special Ed coordinator. Lifeline has staffing specifically for community outreach and engagement.  The staff support underrepresented families to participate in school decision-making through participation in groups, input to administrators, and completion of school surveys.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
19734370118760|Barack Obama Charter|3|Barack Obama Charter School has made significant progress in building trusting and respectful relationships between school staff and families. One of our key strengths is the intentional effort to create a welcoming school environment where all families feel valued and included. The school has strengthened its campus culture by increasing the number of family-oriented events and activities, ensuring that parents and guardians are not only welcomed but also encouraged to actively participate in school life.  We hold regular English Learner Advisory Committee (ELAC) meetings and School Site Council (SSC) meetings to provide parents with formal opportunities to engage in decision-making processes that impact student learning and school improvement. Additionally, the school principal hosts informal Q&A sessions to provide families with open, two-way communication channels where questions, concerns, and suggestions are welcomed in a supportive setting.  Furthermore, the BOCS has made efforts to ensure that communication with families is accessible and understandable by providing information in families’ primary languages. We continue to support staff in developing cultural awareness and sensitivity to better understand each family’s strengths, backgrounds, and goals for their children.|While progress has been made in creating a welcoming environment and offering multiple communication opportunities, there is room for improvement in building staff capacity to engage deeply with families' unique cultures, languages, and aspirations. Currently rated as “Initial Implementation” in this area, the BOCS recognizes the need for additional professional development focused on culturally responsive practices and relationship-building strategies.  We also aim to deepen personalized engagement efforts with families of English Learners, foster youth, and students experiencing homelessness to ensure that their voices are heard and their needs are fully understood by all staff members. Strengthening staff training to help teachers and classified staff learn more about each family's background and goals will help improve these relationships over time.|To improve the engagement of underrepresented families, such as English Learners, foster youth, and socioeconomically disadvantaged families, Barack Obama Charter School will expand outreach efforts through targeted communication and family-centered events. ELAC meetings will continue to serve as a critical space for elevating the voices of families of English Learners, and we will work to increase participation by offering more convenient meeting times, childcare, and translation services.  The principal’s informal Q&A sessions will be promoted more broadly to ensure that all families are aware of this opportunity for direct dialogue. Additionally, we plan to provide staff with further training on cultural competence and family engagement best practices to build their capacity for meaningful two-way communication and relationship building.  By leveraging school events as opportunities for connection and trust-building, and ensuring that all families—particularly those who have historically been underrepresented—are actively included in school activities and decision-making processes, we expect to strengthen family partnerships and improve student outcomes.|Barack Obama Charter School is in the Initial Implementation phase regarding professional learning and support for staff to strengthen family partnerships. We recognize the importance of equipping teachers and principals with the skills and tools necessary to engage families effectively. To support this goal, we provide ongoing professional development that includes strategies for building meaningful relationships with families and fostering collaborative partnerships.|The LEA is in the Initial Implementation stage of providing families with resources to support their children’s learning and development outside of school. We distribute informational materials and hold workshops designed to empower families with strategies they can use at home. Communication is tailored to be accessible and culturally responsive, ensuring that families from diverse backgrounds receive relevant and understandable information.  Our increased family engagement events also serve as informal opportunities to share resources and encourage families’ active involvement in their children’s education, supporting a stronger home-school connection.|Barack Obama Charter School has reached Full Implementation in facilitating meaningful meetings between teachers, families, and students to discuss academic progress and collaborative support strategies. This includes regular parent-teacher conferences and opportunities for ongoing dialogue throughout the school year.|Barack Obama Charter School is currently in the Initial Implementation phase in building the capacity of both staff and families to engage meaningfully in advisory groups and school decision-making processes. We actively encourage participation through our established advisory bodies, including the English Learner Advisory Committee (ELAC) and School Site Council, where family members have formal roles in shaping school policies and programs.  To further enhance input gathering, the school regularly administers surveys to families, students, and staff, inviting candid feedback on school initiatives, climate, and family engagement practices. These surveys provide valuable data that inform ongoing efforts to improve collaboration and transparency.  The principal’s informal Q&A sessions also serve as an additional forum for families to voice their opinions and contribute to school planning in an accessible and welcoming environment. Through these multiple channels, BOCS demonstrates a commitment to fostering two-way communication and shared decision-making.|While progress has been made, the Barack Obama Charter recognizes the need to strengthen the capacity of both staff and families to fully engage in advisory and decision-making roles. Currently at Initial Implementation, further professional development for principals and staff is needed to equip them with effective strategies for facilitating inclusive family participation, especially for those from underrepresented groups.  Additionally, we aim to increase outreach efforts to ensure that all families, particularly those who may face barriers due to language, work schedules, or other challenges, have equitable opportunities to contribute input. Expanding communication methods and scheduling flexibility will be critical to achieving broader and more diverse participation.|To better engage underrepresented families, Barack Obama Charter School plans to enhance its use of surveys and feedback tools designed to be accessible in multiple languages and formats. We will also increase targeted outreach efforts to invite these families to advisory meetings and decision-making forums, ensuring their perspectives are heard and valued.  The school will continue to foster a welcoming environment through strengthened family engagement events and informal forums, making participation in governance feel approachable and meaningful. By providing families with clear information about their roles and rights in school decision-making, alongside offering logistical supports such as childcare and translation services, BOCS is committed to building equitable partnerships that reflect the diverse voices within the school community.|3|4|3|4|3|3|4|3|3|3|3|3|Met||2025-06-09|2025
19734370132845|Today's Fresh Start-Compton|3|To support strong partnerships between school staff and families during the school year, Today’s Fresh Start Charter School (TFSCS) has implemented several effective strategies:  * The school handbook was provided to all parents in both English and Spanish, accessible via the school website to ensure clear communication of policies and expectations. * The school climate Parent Survey was made available both as a hard copy and online, increasing accessibility for all families. * Multiple opportunities for parents to share feedback were provided through parent meetings and surveys, fostering ongoing dialogue between families and school staff. * Parents and students were given the school compact to review and sign, reinforcing shared responsibilities and commitments. * Throughout the year, parents were invited to volunteer virtually and actively participate in their child(ren)’s education. * Parents received regular updates on their child(ren)’s academic progress via benchmark and progress reports, as well as through scheduled parent-teacher conferences.  These efforts have contributed to strengthening communication and engagement between families and school staff, promoting a collaborative and supportive educational environment.|Based on input from educational partners and local data, the LEA has identified the need to improve consistent communication and engagement between school staff and families. While family participation has increased through events and support services, feedback indicates that some families feel disconnected from regular academic updates and decision-making processes. As a result, the LEA will focus on:  *Strengthening two-way communication between teachers and families through regular updates, conferences, and digital platforms. *Providing more opportunities for families to participate in school decision-making, including advisory committees and feedback sessions. *Offering parent workshops and trainings that equip families to support student learning at home and understand school processes.  These improvements aim to foster deeper trust, mutual respect, and shared responsibility between school staff and families. We had provided laptop computers, materials, and internet access to all scholars. Special attention was given to the following sub groups: English Learner's, Special Education, and Homeless Students.|Today’s Fresh Start Charter School has always recognized the importance of building strong relationships between school staff and the families of our students. Consistent communication has played a key role in strengthening these connections, fostering trust and collaboration between families and teachers. Throughout the year, we have leveraged technology to better support families and increase accessibility. We hosted various school events to celebrate our scholars’ academic achievements and to honor the diverse cultures within our school community. One area identified for improvement—and a key focus this year—has been student attendance. We continue to emphasize the development of the whole child and the value of a well-rounded education, both of which are closely tied to regular attendance. To make school activities more accessible and inclusive, we offered families the option to participate either in person or via Zoom during the 2024–25 school year. This approach has helped increase family involvement and ensure that all families can stay connected and engaged with the school community.|Based on educational partner input and local data, the LEA has demonstrated strong progress in building partnerships that directly support student success. A key strength is the consistent effort to engage families through academic-focused events, such as parent-teacher conferences, student recognition assemblies, and curriculum nights, which help families understand how to support learning at home. The LEA has also made notable progress by expanding access to parent workshops, providing resources on topics such as literacy, mathematics, and socioe-motional development. These efforts have increased family confidence in contributing to their child’s academic growth. Additionally, the use of technology platforms and virtual access to school events has made it easier for families to stay informed and involved, regardless of scheduling or transportation barriers. Feedback from families indicates that they feel more connected and better equipped to support their students. These initiatives reflect the LEA’s commitment to fostering meaningful partnerships that enhance student outcomes through active family engagement.|Based on educational partner input and local data, Today’s Fresh Start Charter School (TFSCS) has identified a need to strengthen family partnerships specifically related to academic support and student outcomes. While our counseling team provides daily student check-ins to support emotional well-being, we recognize the importance of involving families more directly in strategies aimed at closing learning gaps. To address this, TFSCS is focusing on the following areas: Increasing family awareness and engagement in academic support programs, including after-school tutoring, small group instruction, and the newly established partnership with Tutor.com, which offers students 24/7 academic support. Improving parent understanding of differentiated instruction practices, such as the “Power Hour” model, where students receive targeted instruction in grade-level clusters based on their CAASPP performance levels. By enhancing communication around these academic interventions and providing families with tools to support learning at home, TFSCS aims to build stronger, more effective partnerships that contribute directly to improved student outcomes.|Based on the self-reflection process and analysis of educational partner input, Today’s Fresh Start Charter School (TFSCS) identified families whose primary language is not English—particularly Spanish-speaking families—as a group requiring enhanced support and engagement.  To better engage these underrepresented families, the LEA will implement the following strategies:  Provide Spanish translators at all meetings to ensure full access to information and participation. Utilize the School Messenger system to deliver electronic messages in each family’s primary language. Ensure all letters, forms, and school communications sent home are translated accordingly. Offer additional academic support services for students, helping families feel more confident in their child’s educational progress. Provide training for school staff focused on effective strategies to engage multilingual families in supporting both the social-emotional well-being and academic success of their students. These targeted actions aim to build trust, improve communication, and foster stronger partnerships with non-English-speaking families to support positive student outcomes.|Today’s Fresh Start Charter School (TFSCS) has demonstrated strong progress in seeking and incorporating educational partner input into its decision-making processes. The LEA engaged in meaningful consultation with a wide range of stakeholders, including:  Students and grade-level groups Families, including those who speak languages other than English, through DELAC and ELAC meetings School administrators, including Special Education Coordinators Teachers, principals, school leaders, and classified staff, through the LCAP stakeholder group Community partners, via virtual Zoom meetings The School Site Council (SSC) The School Board, which participated in discussions throughout the LCAP development process TFSCS also conducted a parent survey to gather input on interest in the Independent Study Program. In response to the data collected, the school hired two Independent Study teachers, directly reflecting family feedback and aligning with community needs.  These efforts highlight the LEA’s ongoing commitment to creating inclusive and responsive decision-making structures, ensuring all voices—especially those of students and families—are heard and considered in shaping educational programs and services.|Based on the analysis of educational partner input and local data, Today’s Fresh Start Charter School (TFSCS) has identified the need to broaden and deepen stakeholder participation, particularly from underrepresented families and student groups.  While TFSCS has actively solicited feedback through phone calls, Zoom meetings, and online surveys, and has used platforms like the School Site Council and live Q&A sessions during meetings, participation levels can vary across different groups. To strengthen input for decision-making, the LEA will focus on:  Increasing outreach and accessibility to ensure broader participation, especially from families who may face language, time, or technology barriers. Expanding feedback opportunities outside of formal meetings to include informal check-ins, community liaisons, and focus groups. Improving follow-up communication to demonstrate how stakeholder input influences school decisions, helping to build trust and continued engagement. These improvements aim to create a more inclusive and representative decision-making process that reflects the voices of the entire school community.|Based on the self-reflection process and educational partner input, Today’s Fresh Start Charter School (TFSCS) has identified a need to further engage families of students with disabilities, foster youth, and homeless students in the decision-making process.  To support this, TFSCS has engaged in meaningful consultation with community organizations, including El Dorado SELPA and through participation in Statewide Virtual Homeless and Foster Education Conferences. These partnerships have helped guide strategies to better meet the needs of these underrepresented groups.  To improve engagement, TFSCS will:  Provide integrated academic and social-emotional supports for identified students, with an emphasis on individualized and differentiated instruction. Secure outside experts to train teachers in differentiation and scaffolding, ensuring all students have access to high-quality instruction. Continue offering comprehensive wraparound services, including counseling, mental health supports, school meals, and the after-school Expanded Learning Program (ASES). Utilize certificated Teachers on Special Assignment (TOSAs), Small Group Instructors, and UCLA Bruin Corps Tutors to provide targeted in-class academic assistance. Engage Foster Grandparents to support students individually, particularly with social-emotional development. These efforts aim to not only meet the academic and wellness needs of underrepresented students but also increase the involvement of their families in school planning and decision-making, ensuring their voices are heard and valued.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
19734370134338|ISANA Achernar Academy|3|ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we added a parent conference week in September during which teachers met with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.|One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire to be able to access workshops on-demand and so, whenever possible, we will record workshops on make them available via, for example, YouTube.|We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.|We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing the staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.|We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.|We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.|4|5|4|5|4|4|5|4|4|4|5|4|Met||2025-06-12|2025
19734370137893|KIPP Compton Community|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Compton Community School. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.  Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.  Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
19734370137984|Animo Compton Charter|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training.|The school equips parents with the skills necessary for active civic engagement. The School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).  The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.|The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach. Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families. The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.|The school offers parent workshops which provide free adult education sessions designed to provide parents with a core understanding of the issues that most affect their students. A schedule of opportunities tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. The parent workshops directly develop the core skills of parents and strengthens student pathways to college and career readiness. Sessions are designed and led by our regional support staff in collaboration with local community service partners.|The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Workshops, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. As a community school we are focused on establishing partnerships with educational partners that focus on empowering the whole-child by providing vital resources and programs that serve their needs. These needs are identified by having a local Community School Coordinator who acts as a liaison between the school and external community educational partners.|Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides a workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-27|2025
19734450000000|Hacienda la Puente Unified|3|The following are examples of strengths and progress identified within LCAP Survey responses:  79% Agree/Strongly Agree: School encourages parental involvement.  76% Agree/Strongly Agree: Parents feel comfortable in participating in school activities for parents.  HLPUSD continues to facilitate parent involvement by enhancing communication with parents on opportunities to participate in school activities and including parents in the school and district decision-making process.  While parents (76%) overall feel comfortable participating in school activities, they commonly indicate that they would like to have more information on involvement opportunities (49%), more information on how to support students at home (49%), and more convenient times for participation (54%).  To continue efforts in encouraging more parent engagement and inclusion in decision-making, HLPUSD provides administrators, teachers, and school staff with best strategies for engaging parents, solutions to parent engagement challenges, tools to enhance parent engagement, and resources to assist in parent engagement.|HLPUSD is committed to further increasing meaningful and active parent and family engagement at both the school and district levels. To support this goal, the district will provide multiple, accessible opportunities for families to participate and get involved throughout the year.  To better reach and support underrepresented families, HLPUSD will expand its offerings of workshops and learning sessions—delivered by school staff and community partners—on topics that matter most to parents. These include:  -Supporting student learning at home  -School safety and well-being  -Social-emotional learning and mental health  These sessions will be available both during the school year and through Parent University, ensuring families have flexible and ongoing access to valuable resources that empower them to support their children’s success.|HLPUSD will continue to strengthen meaningful parent and family engagement by removing barriers to participation and ensuring all families feel welcomed and supported. Key strategies include:  -Providing translation and interpretation services to support multilingual families -Offering childcare during events and scheduling meetings at convenient times -Hosting hybrid meetings when feasible to increase accessibility -Utilizing multiple communication platforms, including email, ParentSquare, and phone calls, to keep families informed -Supporting parents in effectively using digital tools such as the Aeries Parent Portal and Canvas to monitor student progress  These strategies reflect HLPUSD’s ongoing efforts to create a welcoming, inclusive environment where all families feel empowered to participate in their child’s educational journey.|Strengths and Progress Identified in LCAP Survey Responses:  Survey results indicate positive momentum in community and parent engagement across HLPUSD. Notably, 69% of respondents agree that schools actively encourage involvement from community organizations, reflecting strong external partnership efforts. Additionally, parent respondents rate the overall level of parent involvement in HLPUSD from moderately involved (45%) to very involved (20%) to extremely involved (6%).  These findings suggest a solid foundation of engagement, with opportunities to further deepen parent participation and strengthen community-school connections.|Based on analysis of educational partner input and local data, Hacienda La Puente Unified School District (HLPUSD) will continue to deepen the implementation of a comprehensive, districtwide parent education program. This initiative is designed to build parents’ capacity to actively engage with and support their children’s education from transitional kindergarten (TK) through 12th grade. The program emphasizes:  -College and Career Readiness: Equipping families with the knowledge and tools to support students’ academic planning and post-secondary goals. -Ongoing Engagement: Offering workshops, resources, and events that foster meaningful two-way communication between schools and families. -Equity and Access: Ensuring all families, regardless of language or background, have access to culturally responsive and linguistically appropriate support.  This focus reflects HLPUSD’s commitment to strengthening family-school partnerships as a key strategy for improving student outcomes across all grade levels.|HLPUSD is committed to working closely with parents to raise awareness of the support systems and resources available at their schools—particularly those that help families support student learning at home. Survey data shows that nearly half of parent and staff respondents believe that increased access to information on how to support students at home would encourage greater parental involvement.  This is especially important given that parents most commonly report being involved by supporting their child’s schoolwork and activities at home. Additionally, many parents expressed a desire for more active and consistent communication from schools.  In response, the district launched an electronic outreach campaign to highlight:  -Available school-based and districtwide support resources -Practical strategies for supporting learning at home -Multiple ways families can stay engaged in their child’s education  This initiative reflects HLPUSD’s ongoing efforts to strengthen the home-school connection and ensure all families feel informed, empowered, and involved.|According to survey results, 53% of respondents feel that parents have a voice in the decision-making process at their school. While this indicates room for growth, it also reflects a foundation of engagement that the district is actively working to expand.  Notably, parent participation in district-level committees has increased by 1%, offering families valuable opportunities to:  -Gain a deeper understanding of district policies and initiatives -Engage in meaningful dialogue with school and district leaders -Contribute to decisions that shape the educational experience for all students  This progress underscores HLPUSD’s commitment to fostering inclusive, collaborative partnerships that elevate parent perspectives in both school and district planning.|HLPUSD will continue to strengthen parent and family involvement in school and district decision-making by:  -Building parent capacity through training and informational sessions -Encouraging active participation in school site councils, district advisory committees, and other parent leadership groups -Engaging families meaningfully in the Local Control and Accountability Plan (LCAP) process and other educational partner engagement efforts  These efforts aim to ensure that all parents and guardians have the knowledge, confidence, and opportunities to contribute to shaping policies and programs that support student success.|HLPUSD remains committed to providing meaningful opportunities for parents to engage in school and district decision-making processes. The district will continue to offer districtwide trainings designed to build the capacity of educational partners, including:  -School Site Council (SSC) Training -Reclassification Training -Local Control and Accountability Plan (LCAP) Training  These trainings empower parents and guardians with the knowledge and tools needed to actively participate in school site councils, advisory groups, and district-level decision-making committees. By fostering informed and confident parent leaders, HLPUSD strengthens its collaborative approach to shaping policies and programs that support student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
19734520000000|Rowland Unified|3|In addition to the data collected at the annual LCAP educational partner meetings, the following data were collected to inform the self-reflection process:  RUSD Parent Survey, April 2025 (n=521) I have a trusting and respectful relationship with school staff (teachers, administrators, office staff, etc.) 92.2% agree/strongly agree  The employees at my child’s school treats my child with respect. 92.4% agree/strongly agree  My child's school promotes and celebrates diversity. 94.0% agree/strongly agree  I receive communication regarding school, District, and community events (e.g. Parent Square, Website, Email, Phone Calls, Social Media, etc.) 97.3% agree/strongly agree  I am able to communicate with staff (e.g. teachers, administrators, office staff, etc.) at my child’s school when needed. 91.2% agree/strongly agree  I receive communication from the school or District in a language that I understand. 97.9% agree/strongly agree   RUSD Staff Survey, April 2025 (n=514) How would you rate your school's / department's need for support/tools/training in building relationships with families to support student success? 35.7% - We are very strong in this area. 45.8% - This is firmly in place, but we could use some additional support/tools/training. 18.6% - We need support/tools/training to improve this area at our school.|RUSD is committed to developing and continuously building upon the strong family relationships found within the school sites and district community. This begins with communication that recognizes and honors the gifts and voices our families possess and bring to the table. Rowland Unified is an excellent representation of the ability to connect through the use of in-person/live translation in a variety of languages that are represented within the district. Spanish and Chinese interpretation is made available at Parent Advisory Meetings, Parent Conferences, District Advisory Meetings, Individual Learning Plan Meetings, Student Success Team Meetings and all district and school events. Currently, the district employs two full-time Spanish translators and two full-time Mandarin translators and an additional part-time Mandarin translator.|Our parents, families, community/educational partners and vested stakeholders continue to appreciate the value of clear two-way communication. As part of LCAP Goal 3, the district is developing an RUSD Parent HUB at one of the elementary schools to foster engagement with underrepresented families. Contact and communication is also supported by the use of Parent Square, social media, the district website, the RUSD App, phone calls, and a variety of district marketing videos that give an insight to many of the programs and supports found within our schools.|In addition to the data collected at the annual LCAP stakeholder meetings, the following data were collected to inform the self-reflection process:  RUSD Parent Survey, April 2025 (n=521) The school effectively communicates my child’s academic progress. 91.4% agree/strongly agree  I understand how to advocate for my child’s needs in school. 89.8% agree/strongly agree|Families are at the cornerstone of Rowland Unified. Continuously building, improving and working with our families is a priority. Teachers and administrators meet with parents and guardians throughout the year in formal settings such as parent/teacher conferences, IEP/SST meetings if required and informally if any need should arise. There are a variety of opportunities where parents and families can learn how to support their child at home. Site based learning sessions such as subject based workshops including but not limited to mathematics, reading, and science are offered. District wide conferences in the areas of mental health, communication, planning for college are also provided to parents and families as an additional resource.|As part of LCAP Goal 3, the district is developing an RUSD Parent HUB at one of the elementary schools to foster engagement with underrepresented families.|In addition to the data collected at the annual LCAP stakeholder meetings, the following data were collected to inform the self-reflection process: RUSD Parent Survey, April 2025 (n=521) I have opportunities to give and share my thoughts and opinions with the school site. 90.2% agree/strongly agree  I have opportunities to give and share my thoughts and opinions with the District. 89.4% agree/strongly agree|Rowland Unified understands and appreciates that parents and families are our true constituents and that their input guides the work that is done on behalf of their children. The decisions that are made in the district come directly from the voices of the parents. It is a focus and priority that parents receive information in a timely fashion so they can actively participate in the planning and implementation of educational programs for all students. A variety of parent advisory committee meetings are held throughout the year so they can receive updates and information on the latest updates in educational services, workshop opportunities and most importantly give their input on district initiatives. During the 2024-2025 school year each site included parent/family representatives in their School Site Council (SSC), which oversees the school plan. Each site also provided parent representatives to serve on the Superintendent’s Parent Council (SPC-PAC) and the District English Learners Advisory Council (DELAC). The LCAP revision process ensures parent participation by providing online surveys, community input meetings and participation in the District LCAP Council. These meetings include updates on the progress of implementing the current LCAP, along with focus groups to collect feedback from parents and families which are used to make adjustments to the LCAP. As the survey indicates, parents are appreciative of the opportunities to share their input.|As part of LCAP Goal 3, the district is developing an RUSD Parent HUB at one of the elementary schools to foster engagement with underrepresented families.|4|4|4|5|3|5|3|4|5|5|5|5|Met||2025-06-12|2025
19734520120600|iQ Academy California-Los Angeles|3|The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their Engagement Coach when their enrollment is approved. The robust support continues for the entire year and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use online platforms that allow face-to-face virtual interaction with students and parents.  In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. IQLA has utilized a team of support staff to ensure the engagement of underrepresented families through the iQ Connect and IQ Boost programs. IQLA provides bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand.  The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.|While we have seen an increase in the number of parents and students attending planning meetings and feedback sessions, we would like to achieve more teacher participation in these forums.  Additionally, we have seen a sharp increase in the number of Spanish speaking families. We would like to expand the relationship building opportunities with the incoming families that do not speak English to ensure their voices are heard through bilingual engagement coaches that work directly with our Spanish speaking population as well as through specific groups set up through WhatsApp.|The school is expecting to continue expanding our Spanish speaking classified support staff in 25/26 to further facilitate the need of supporting our incoming families that do not speak English. We are also exploring interpreting software through AI that allows us to have seamless conversations with families that do not speak English.  We have expanded and continue to expand our support of MKV and foster families. Each MKV and foster family is assigned an Engagement Coach who partners with them to ensure success in our programs.|An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers conference quarterly with families on student progress/assessment results and expectations.  Parents have access to student grades and online school activities including curriculum. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students.  We have a learning coach app that our parents can download on their phone and communicate with each other and staff through discussions. This is utilized frequently to have back and forth discussions about activities and programs in the school.  We send teacher surveys several times a year to gain satisfaction related input specifically from teachers.  We implemented a student survey this year that students took at the beginning of the year. It allowed us to determine their level of preparation for the school year, get feedback on their experience from the previous year and identify any needs they may have that we can support as a school.  Our Curriculum Specialists have evolved our Professional Learning Community (PLC) teams to ensure high levels of support for every teacher and high levels of learning for every student. Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for IQLA parents/learning coaches), and the IQLA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students.|We receive quite a bit of input and feedback from parents and students. but would like to increase the amount of input we receive from teachers. We would also like to see more ongoing opportunities for students to give feedback throughout the year. Both students and teachers do have ongoing opportunities for feedback throughout the year. However, finding methods they are likely to utilize at a higher degree than the ones presently utilized would be valuable. Student feedback is seen most in the beginning of the year survey. Teacher feedback is seen most in casual conversations throughout the year. Leveraging both those strategies to formalize the collection of feedback would be useful. We plan to continue to send student survey’s periodically throughout the year in 25/26. We have also recently created a SEL committee that consists of teachers, administrators, parents and students.|We plan to continue to build out our parent advisory committee that will provide an opportunity for all families to be represented. We established a WhatsApp group that would provide a familiar platform for Spanish speaking families to interact with other parents and school staff in real time. We are providing 1:1 support to new Spanish speaking families when they begin our school to ensure success as they progress throughout their first year.|We have seen a large and steady increase in the number of parents, students and teachers attending and actively participating in our Educational Partner feedback sessions, our Title I meetings and our ELAC meetings. We have also seen a large and steady increase in the number of parents joining and actively participating in our Learning Coach app which allows them to communicate in more casual discussions with other parents and school administration in real time.|The SEL committee, ELAC and the parent advisory committee are parent and teacher led groups, respectively, that will allow increased opportunities for parents and teachers to be involved in decision making.|We plan to continue strengthening our ELAC committee, which has grown significantly in the last three years. Specific invitations from Engagement Coaches to Spanish speaking families to our various types of feedback sessions tends to increase attendance of that population at those meetings. Advertising and building the parent advisory committee gives opportunities for all families to have a voice. Formalizing the collection of feedback provided through informal conversations between MKV/foster families and their Engagement Coaches will allow their voice to be heard even when they are unable to attend formal feedback sessions or complete surveys.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
19734600000000|Walnut Valley Unified|3|"WVUSD has significantly increased parent involvement in school activities and decision-making, evidenced by higher attendance at parent-teacher meetings, workshops, and school events. WVUSD's Parent Square integration provides parents access to school and district communications via email, phone apps, or social media, with a built-in translation tool. The Language Line platform also offers immediate telephone translation for various family needs, from registration to student matters. The District has introduced crucial support services for families facing socio-economic and language barriers. Care Solace, a 24/7 concierge service, connects families with counseling and mental health support. For the 2024-2025 school year, students gained free access to telehealth services through Hazel Health for immediate counseling needs, with support available in the family's primary language to remove access barriers. The Coordinating Council, representing parents from all 15 school sites, meets monthly with the Superintendent and Executive Cabinet for leadership development. A Saturday retreat for the Council featured a keynote on creating welcoming spaces and breakout sessions on topics like mental health services. Staff received professional learning on inclusion, belonging, and meeting diverse student needs from renowned speakers. The District’s Diversity Think Tank, a forum of staff, parents, and community members, works to advance cultural awareness, equity, diversity, inclusion, and belonging. Activities included a guest speaker on implementing the FAIR Act for Social Studies and integrating culturally relevant practices.  On February 20, 2025, District leaders and the Board of Trustees hosted ""Let's Talk: A Conversation with Families and District Leaders."" This event intentionally targeted parents and caregivers who typically don't attend school events. Ninety-six parents across 15 school sites received personal phone calls from District leaders (deputy or assistant superintendents) inviting them to an open-ended, face-to-face meeting at round tables. Discussions focused on student struggles, barriers to success, racism, social awareness, and supporting academically struggling students. Parents were ""blown away"" by the personal invitation and the opportunity to interact with leaders. Approximately sixty parents attended, enjoying dinner, on-site childcare, and language translation, as some were Mandarin speakers. Notes from round table discussions highlighted key themes: academic rigor and support (especially math), communication challenges, social-emotional well-being (including race, belonging, and mental health), extracurriculars, homework load, school safety, and increased parent engagement and access to resources."|WVUSD is concentrating improvement efforts on several key areas to strengthen relationships between school staff and families, fostering a more supportive and inclusive environment. WVUSD prioritizes targeted efforts for equity and inclusivity, especially for marginalized families. This includes welcoming orientations for new families, workshops for single-parent households, and ensuring accessible, inclusive school communications for all family structures. WVUSD aims to increase active parental participation in education and decision-making. Initiatives include inviting parents to school committees (e.g., School Site Council, ELAC), streamlining volunteer program applications and access (fingerprinting), and organizing parent-teacher conferences focused on collaborative goal-setting for student success. Addressing language barriers, WVUSD will enhance support services for non-English speakers, newcomers, and families with disabilities. This involves providing translated documents and websites, on-site interpreters for events, utilizing language line services for phone communications, and creating multilingual parent resource guides. Specific attention will be given to American Sign Language (ASL) interpreters for deaf/hearing-impaired families. WVUSD seeks to expand collaborations with community organizations to offer additional family resources and support. This could involve partnering with local food banks for assistance, after-school programs for enrichment, mental health agencies for counseling, or non-profits for literacy/job readiness programs. The district plans to improve data use for informed family engagement decisions. This includes analyzing survey data on parent communication satisfaction, tracking parent workshop attendance, using demographic data to identify underrepresented family groups in school activities, and utilizing focus group feedback to tailor engagement strategies. WVUSD will invest in ongoing professional development for school staff in family engagement and culturally inclusive practices. Training topics include effective communication with diverse families, understanding cultural norms in education, conflict resolution, and leveraging technology for family outreach. WVUSD deepens its commitment to cultural competency, equipping staff to understand and respect diverse family backgrounds. This may involve cultural sensitivity workshops, opportunities to learn about various family structures and traditions, developing resources highlighting cultural diversity, and encouraging staff to learn basic phrases in languages common among school families. The District will establish more effective feedback loops to ensure all educational partners' voices are heard. This includes implementing anonymous online suggestion forms, conducting regular parent focus groups, distributing annual family engagement surveys, and establishing a clear process for families to submit questions/concerns and receive timely responses.|"WVUSD has a comprehensive plan to boost engagement among underrepresented families, aiming for a more inclusive educational environment. WVUSD will implement respectful, diverse outreach. This includes multi-language newsletters (Mandarin, Spanish, Korean), using community liaisons familiar with cultural nuances. To overcome barriers, WVUSD will expand language services. This means live interpreters at all school events (Back-to-School Night, conferences), on-demand phone interpretation, all critical documents in predominant languages, and staff training on translation tools. WVUSD recognizes unique challenges faced by underrepresented families and will develop specific support. This includes workshops for newcomer families on navigating the U.S. education system, financial literacy for low-income families, or parent support groups for families of students with special needs. WVUSD will strengthen ties with trusted local community organizations. Beyond existing groups, this could involve collaborating with Asian American community centers for workshops, Hispanic outreach programs for literacy nights, disability advocacy groups for accessible resources, or other local organizations for information dissemination and event invitations. WVUSD will actively seek input from underrepresented families to understand their unique perspectives. This will involve anonymous multi-language online surveys, small culturally specific focus groups, ""coffee with the principal"" sessions, and establishing parent advisory committees for underrepresented groups to offer ongoing feedback. School staff will receive training in cultural competency and sensitivity to better understand diverse family backgrounds. Training topics include recognizing implicit biases, understanding cultural approaches to education, effective cross-cultural communication, and creating welcoming environments. Community members from underrepresented groups may share their perspectives with staff. WVUSD will review and revise policies to ensure they don't inadvertently create barriers. This may involve simplifying enrollment, ensuring communication isn't solely digital if internet access is limited, offering flexible scheduling for parent meetings, and reviewing attendance policies for equity. WVUSD will actively celebrate cultural diversity through events, activities, and curriculum. This includes multicultural fairs, incorporating diverse cultural perspectives into lessons and library collections, hosting heritage month celebrations, showcasing diverse student projects, and acknowledging various cultural holidays. WVUSD will regularly assess strategies via data collection and analysis for ongoing adjustments. This involves tracking parent attendance rates at events by demographic, analyzing parent-teacher conference participation, surveying feelings of belonging, and reviewing feedback from family input sessions for continuous improvement."|WVUSD has demonstrated several strengths and made notable progress in Building Partnerships for Student Outcomes. Some of the key strengths and progress areas include: Resource Mobilization: Through effective partnerships, WVUSD has secured additional resources and support for students. This includes grants, donations, and in-kind contributions that have enriched educational opportunities and services. Professional Learning Communities (PLC): WVUSD has developed systems for collaborating and analyzing data with educational partners. This data-driven approach allows for a better understanding of student needs and outcomes, enabling targeted interventions and improvements. Student Support Services: Collaborative efforts with partners have led to the expansion of student support services. These services may include counseling, tutoring, mental health support, and access to specialized resources, all contributing to improved student well-being and academic success. Parent Engagement: Partnerships have extended to involve parents and guardians in students' educational journeys. WVUSD has facilitated workshops, training sessions, and events that engage parents in their children's learning, fostering a shared responsibility for student success. Professional Development: Educational partners have collaborated to provide professional development opportunities for educators. These opportunities enhance the skills and knowledge of teachers and staff, ultimately benefiting student learning experiences. Flexibility and Adaptability: WVUSD has demonstrated flexibility and adaptability in its partnerships, allowing for adjustments based on changing student needs and evolving educational landscapes. Positive Educational Partner Feedback: Feedback from educational partners, students, and their families indicates satisfaction with the collaborative efforts and the positive impact on student outcomes. This suggests that the partnerships are well-received and effective. College and Career Readiness: WVUSD  has worked closely with educational partners to improve college and career readiness programs. As a result, students have better access to resources and guidance in preparing for post-secondary education and career pathways. Innovation and Technology: Educational partners have contributed to integrating innovative teaching methods and technology in the classroom. This has improved student engagement and preparedness for the modern workforce. Student Well-Being: WVUSD, in partnership with community organizations, has implemented programs to address students' social and emotional well-being, promoting a positive and supportive school environment. WVUSD has established strong partnerships with educational partners, effectively mobilized resources, shared data, and developed programs that directly benefit students. These efforts reflect a commitment to improving student outcomes through collaboration and community engagement.|Based on input from educational partners and local data, WVUSD has identified several key focus areas for improvement in Building Partnerships for Student Outcomes. The District will prioritize these to enhance the impact of collaborations on student success. Equity and Access: WVUSD will ensure all opportunities are inclusive and accessible to all students, regardless of background or socioeconomic status, addressing disparities identified in the data. Alignment with Student Needs: The District plans to refine strategies to better align partnership initiatives with students' specific academic, social, and emotional needs. Communication and Coordination: WVUSD aims to improve communication channels and establish clearer protocols for collaboration among educational partners to maximize impact. Parent and Family Engagement: The District will work to increase parental and family involvement in partnership initiatives, providing resources and information on their benefits for student education. Assessment and Evaluation: WVUSD recognizes the need for more robust assessment to measure partnership effectiveness. This involves developing clear metrics and benchmarks for success. Sustainability: WVUSD will focus on the long-term viability of partnerships, exploring ways to secure ongoing funding and support for programs. Diversity of Partnerships: The District plans to diversify its pool of educational partners to ensure a broader range of resources and opportunities for students, seeking organizations that address specific gaps. Community Engagement: WVUSD aims to deepen community connections, involving members and organizations in shaping partnership initiatives and identifying new ways to support student outcomes. Professional Development: WVUSD recognizes the need for ongoing professional development for educators, including training on effectively integrating partnership resources into classroom instruction. Student Voice: WVUSD plans to incorporate more student input and feedback into partnership decision-making processes, ensuring students help shape the initiatives affecting their education.|WVUSD has developed a comprehensive and proactive plan to improve the engagement of underrepresented families in Building Partnerships for Student Outcomes. This approach addresses cultural sensitivity, equitable access, meaningful involvement, and ongoing communication, ensuring these families actively shape their children's educational experiences. This includes providing school newsletters and notices in multiple languages (e.g., Mandarin, Spanish, Korean), utilizing community liaisons who understand cultural nuances, and distributing information through trusted community centers or cultural organizations rather than solely school channels. We'll host informational meetings in community spaces, not just at schools. WVUSD will collaborate with organizations like the Council of African American Parents or local Asian American community groups that have proven track records of effectively serving these communities. Partnerships will focus on providing culturally relevant resources and programs. WVUSD will actively involve underrepresented families in partnership decision-making. This may involve creating parent advisory councils specifically for underrepresented groups, hosting regular focus groups in various languages, or organizing forums where their input on partnership decisions, such as new programs or resource allocation, is actively sought and valued. WVUSD will provide workshops explaining how partnerships can provide tutoring services, mental health support, or college readiness programs. We'll use accessible language and formats to help families understand the direct impact on their children's academic and well-being outcomes. WVUSD will provide on-site translation services at events, offer loaner devices for technology-dependent programs, provide childcare during evening meetings, or arrange transportation assistance to remove barriers to participation. WVUSD will establish effective mechanisms to continuously gather input from underrepresented families on their partnership experiences. This will involve anonymous online surveys available in multiple languages, regular small-group discussions facilitated by trusted community members, and a clear, accessible process for families to submit questions or concerns about partnership initiatives. Staff and partners will receive training to ensure respectful and effective interactions with underrepresented families. Training topics will include recognizing implicit biases, understanding different cultural norms related to education and communication, and developing strategies for creating a welcoming and inclusive environment where all families feel respected and heard. Moving beyond one-off initiatives, the District will establish ongoing communication channels, regularly invite families for feedback and input, and seek their continuous involvement in school improvement efforts, fostering sustained connections that benefit students over time.|"WVUSD excels in Open and Inclusive Dialogue, valuing diverse perspectives from teachers, parents, and community members. This is evident through various established avenues. The LCAP Advisory Council, for instance, actively gathers input from diverse educational partners to shape district-wide goals and resource allocation, directly impacting student outcomes. The District English Learner Advisory Council (DELAC) ensures that parents of English Learners have a direct voice in decisions affecting their children's educational programs. The Coordinating Council, representing parents from all 15 school sites, meets monthly with the Superintendent and Executive Cabinet, providing structured feedback and receiving updates. The District utilizes Collaborative Decision-Making Structures, incorporating partners into policy and program development. Beyond formal councils, this includes Community Clubs (parent volunteer organizations) at each school, and various advisory boards with community representation. WVUSD prioritizes Data-Informed Decision-Making, analyzing data on student performance, school climate, and other factors to guide choices. For example, insights from student achievement data might directly influence curriculum adjustments or targeted intervention programs developed in collaboration with partners. Transparent Communication is a core strength, with information on decisions and policies readily accessible through diverse channels. The integration of Parent Square allows for widespread and instant dissemination of information via email, app, or social media, ensuring families are well-informed. The platform's translation tool further enhances transparency for non-English-speaking families. WVUSD implements Timely Feedback Loops to ensure responsiveness. The ""Let's Talk"" online platform allows educational partners to submit questions, concerns, or suggestions on various topics (e.g., nutrition services, student safety), with a commitment to timely responses. The District employs Effective Engagement Strategies, notably demonstrated by the ""Let's Talk: A Conversation with Families and District Leaders"" event on February 20, 2025. Here, District leaders personally invited 96 parents, particularly those typically less engaged, for direct, round-table discussions about their students' experiences, challenges, and needs. The overwhelming positive feedback from parents, many ""blown away"" by the personal invitation, highlights the success of this intentional approach. WVUSD exhibits Cultural Sensitivity in seeking input. The Diversity Think Tank, a forum of staff, parents, and community members, actively works to advance cultural awareness and ensure diverse perspectives are respected in all facets of district operations, including the integration of culturally relevant practices and the FAIR Act in social studies."|"WVUSD aims to ensure a wider range of voices, especially from underrepresented communities, are included in discussions. This means actively recruiting parents from various cultural or socioeconomic backgrounds for the LCAP Advisory Council or the District English Learner Advisory Council (DELAC). It could also involve establishing new sub-committees focused on specific student populations, ensuring their unique needs are directly heard. WVUSD recognizes the need to enhance how input opportunities are communicated. This includes providing meeting announcements and surveys in multiple languages beyond English, offering virtual participation options for those with transportation or time constraints, and utilizing accessible formats for individuals with disabilities (e.g., screen-reader friendly documents). WVUSD plans to streamline processes to engage educational partners at the most impactful decision-making stages. Instead of seeking input after a proposal is fully drafted, WVUSD will involve partners during the initial brainstorming phase for new programs, such as curriculum changes or bell schedule adjustments, ensuring their perspectives shape foundational ideas. WVUSD intends to improve efforts to engage a wider range of educational partners, particularly those who haven't traditionally participated. This includes hosting ""coffee with the principal"" events during drop-off or evening times to reach parents, or collaborating with community leaders to personally invite families to district forums. While data-informed decision-making is a strength, WVUSD aims to improve using data to seek input and gather feedback. This involves using data analytics to identify schools or student groups with lower participation in parent surveys and then targeting outreach efforts to those specific communities. It also means analyzing feedback trends to pinpoint systemic issues needing addressing. WVUSD will develop clearer processes for incorporating educational partner feedback into decisions. After a forum or survey, WVUSD will publish summaries of input received and then explicitly outline how that feedback influenced the final decision, or explain why certain suggestions couldn't be implemented, demonstrating transparency and value for contributions. WVUSD will provide training to empower staff and partners to contribute effectively. This includes workshops for parents on understanding school governance structures or reading budget documents, and training for staff on effective facilitation techniques for community meetings or how to synthesize diverse feedback respectfully. WVUSD aims to increase transparency by clearly communicating how input was considered and why certain decisions were made. This involves making meeting minutes and decision rationales easily accessible on the district website, using infographics or summary documents to simplify complex decisions, and holding public Q&A sessions after major policy changes."|"WVUSD’s goal is to create a welcoming and accessible environment where these families' voices are genuinely heard and valued in shaping educational decisions. WVUSD will implement outreach that respects the unique perspectives and needs of underrepresented families. This includes creating school announcements and surveys in multiple languages (e.g., Mandarin, Spanish, Korean), using images that reflect the diversity of our community, and sharing information through trusted channels like cultural organizations or community centers, not just school-based communication. WVUSD will organize specific groups for underrepresented families. Parent advisory groups for newcomer families or those from specific cultural backgrounds to discuss topics like curriculum changes, school climate, or resource allocation, will ensure their unique perspectives are central to decision-making. WVUSD will schedule input sessions at convenient times for underrepresented families. Meetings might be held in the evenings or on weekends to accommodate work schedules. We'll also expand hybrid (in-person and virtual) options. WVUSD will provide comprehensive language services to ensure active participation. This means providing live interpreters for all formal meetings, ensuring all survey questions and essential documents are translated accurately, and training staff to effectively use Language Line services for phone conversations. WVUSD may designate liaisons who share cultural backgrounds and languages with underrepresented families. These liaisons will act as a bridge, building trust and facilitating communication. They could host informal ""coffee chats"" in the community, explain school policies in culturally familiar ways, and gather direct feedback to bring back to the district. Staff and educators will receive training to enhance their sensitivity when seeking input. Training will cover topics like understanding varying cultural norms regarding authority, communication styles (e.g., direct vs. indirect), and parental roles in education, helping.  WVUSD will create a welcoming environment during input sessions. We'll offer on-site childcare, provide light refreshments, and ensure all materials are presented in clear, accessible language, avoiding jargon. Sessions will be designed to be interactive and non-intimidating. WVUSD will establish clear processes for incorporating input from underrepresented families into decision-making. After collecting feedback, we'll share a summary of the input received and explicitly communicate how that input influenced specific decisions (e.g., ""Based on feedback from the parent focus group, we adjusted the proposed after-school program hours""). If feedback cannot be acted upon, a clear explanation will be provided."|5|5|4|5|5|5|5|5|5|5|4|5|Met||2025-06-18|2025
19752910000000|San Gabriel Unified|3|San Gabriel USD (SGUSD) cultivates meaningful community relationships and collaborates with both internal and external partners. SGUSD’s educational partner groups play a critical role in representing the diverse constituents of the SGUSD school community. The District believes it is important to include the voices of students, as well as parents, principals, teachers, staff, administrators, and community members to develop the goals, actions, expenditures, metrics, and targets within guiding documents such as the LCAP. The Superintendent’s Student Advisory Council (SSAC) is one example of how the inclusion of student voice in collaborative decision making, is a strength. The SSAC meets monthly, and in 2024 this student group clearly reaffirmed that they wanted equity to be at the forefront of the instructional decisions for SGUSD. An additional strength of the District is the Educational Advisory Committee (EAC). The Educational Advisory Committee (the EAC serves as SGUSD’s advisory committee for parents, students, principals, teachers, local bargaining unit representatives, classified staff, community members, SELPA representation, Board members, and district administration) engaged collaboratively to develop SGUSD’s new vision and mission and the alignment to Portrait of a Graduate as well as the Goals and actions for the district LCAP. SGUSD’s educational partner engagement involves a triangulation approach that helps ensure authentic and deliberate dialogue with a broad cross-section of educational partners that are vested in the District’s continuous improvement cycle. As a result of the effort put forth to gather educational partner input, SGUSD has collected meaningful quantitative and qualitative data to contribute to the development and continuous enhancement of SGUSD’s four LCAP goals and actions.|In response to the data collected by educational partners in 2024, San Gabriel USD maintains the following focus areas for the improvement of relationship-building between school staff and families: Create welcoming and safe front offices and other campus environments for all families; Promote group discussions among students, teachers, and parents; Evaluate ways to gather greater input from parents; Increase the number of school to home communications and the number of trainings for parents; Continue to increase opportunities for students to provide input regularly and safely; Schedule student and parent listening sessions to build relationships and connections to schools. Focus on standardizing digital home school communication to reduce the number of outlets parents need to check to stay abreast of school site issues.|San Gabriel USD (SGUSD) cultivates meaningful community relationships and collaborates with both internal and external partners. SGUSD’s educational partner groups play a critical role in representing the diverse constituents of the SGUSD school community. The District believes it is important to include the voices of students, as well as parents, principals, teachers, staff, administrators, and community members to develop the goals, actions, expenditures, metrics, and targets within guiding documents such as the LCAP. The Superintendent’s Student Advisory Council (SSAC) is one example of how the inclusion of student voice in collaborative decision making, is a strength. The SSAC meets monthly, and in 2022 this student group clearly stated that they wanted equity to be at the forefront of the instructional decisions for SGUSD. An additional strength of the District is the Educational Advisory Committee (EAC). The Educational Advisory Committee (the EAC serves as SGUSD’s advisory committee for parents, students, principals, teachers, local bargaining unit representatives, classified staff, community members, SELPA representation, Board members, and district administration) engaged collaboratively to develop SGUSD’s new vision and mission and the alignment to Portrait of a Graduate as well as the Goals and actions for the district LCAP. SGUSD’s educational partner engagement involves a triangulation approach that helps ensure authentic and deliberate dialogue with a broad cross-section of educational partners that are vested in the District’s continuous improvement cycle. As a result of the effort put forth to gather educational partner input, SGUSD has collected meaningful quantitative and qualitative data to contribute to the development and continuous enhancement of SGUSD’s four LCAP goals and actions.|The District’s educational partners play a critical role in representing all students, staff, parents/guardians and parts of the SGUSD school community. Strengths in this area include feedback from multiple partners on the development of the LCAP, including: Three (3) data analysis and input sessions to gather input from the Educational Advisory Committee (EAC); DELAC input on increased and improved services for English learners via an annual English Learner Parent Survey; The LCAP and budget adoption was shared publicly; Multiple input opportunities for the Teachers’ Association, the Teamsters, the Mental Health and Wellness Advisory Council, the Superintendent’s Student Advisory Council, and the SELPA; LCAP community surveys.|San Gabriel’s progress in Seeking Input for Decision Making was assessed with multiple surveys. All participants in the District’s Educational Advisory Committee agree their opinions and ideas are listened to when consulting on the LCAP. While the Parent Engagement Self-Reflection Tool indicated SGUSD has fully implemented strategies to build the capacity of staff to engage families and to provide opportunities to work together to implement family engagement activities, supporting family members to effectively engage in advisory groups continues to be an area of focus.|San Gabriel Unified will continue to improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing the following improved services to their students and intentionally communicating about: Professional development to improve instruction for English learners, including Administrator training on ways to support staff; Education of all staff on reclassification procedures; Implement a new EL Masterplan; Provide clear guidance on monitoring students who are at risk of becoming LTEL for families, students, and staff; Specific attention to dually identified student support needs; Increase ELD professional development for all core content teachers.|San Gabriel prioritized multilingual communication. To ensure all parents are able to participate in decision-making, school community liaisons’ support in parents above and beyond the required 15% translation rule.|San Gabriel’s growth areas for in Seeking Input for Decision Making were informed by multiple data sets and continue to be the following: Identify quantifiable targets for engagement with families and measure outcomes; Increase the number of parents education sessions offered (on topics including; ELPAC, CAASPP, Homework support, Reading and Math, college and careers, A-G UC/CSU requirements, social media, mental health, etc.); Increase the number of parent voices in the decision-making opportunities at district and site, in particular, increase the number of parents and guardians who regularly participate in ELAC, SSC and DELAC .|San Gabriel Unified will continue to improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing the following improved services to their students and intentionally communicating about: Professional development to improve instruction for English learners, including Administrator training on ways to support staff; Education of all staff on reclassification procedures; Implement a new EL Masterplan; Provide clear guidance on monitoring students who are at risk of becoming LTEL for families, students, and staff; Specific attention to dually identified student support needs; Increase ELD professional development for all core content teachers.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
19752911996016|Options for Youth San Gabriel|3|Based on educational partner feedback and local data, OFY-San Gabriel has been able to maintain and develop relationships. OFY-San Gabriel has effectively established and sustained our Parent Advisory Committee group. We seized the opportunity to disseminate committee information and facilitate sign-ups during our Fall Back-to-School Night in August. In addition, teachers and support staff engaged families through email communications and newsletters to encourage participation in school committees and promote parent-student involvement. These efforts are designed to ensure families feel welcomed, informed, and empowered to contribute their input. Another point of engagement is our Spring Open House (Goal 3-Action 1) providing another valuable opportunity for parents, students and guardians to share feedback and reflect on the school year, further strengthening collaboration with our educational partners. We continue to host a semesterly Lion Awards Night (Goal 3-Action 1 & 2) to celebrate student achievements in academics, leadership, creativity, and community service—creating a culture of recognition and pride. Ongoing engagement tools such as our LCAP Fall Survey and Spring School Climate Survey (Goal 3-Action1) offer important insights into the needs, perspectives, and concerns of students, families, and staff, guiding continuous improvement. Furthermore, our semesterly Parent-Teacher Conferences serve as essential touchpoints for collaboration, goal-setting, and academic planning. Together, these initiatives create multiple pathways for meaningful parent engagement, fostering a supportive, inclusive, and student-centered school community.  According to the Educational partner surveys, 75.1% of parents say they feel a part of the school community and 65% say they feel connected to school staff. In addition, 90.6% of our students feel they have a respectful relationship with staff and students. Our staff participated in various Professional Development, such as School Safety Conference, Learning Forward, California Association for Bilingual Education and more opportunities aimed at fostering a positive school climate and supporting the diverse needs of our student body. These opportunities included engagement in Professional Learning Communities centered on Social Emotional Learning, individual reflection, equity and unity, accommodating various learning styles (both for staff and students), gaining insights into student perspectives and the overall school climate, as well as developing resources to enhance student academic advancement. (Goal 1-Action 5-7).|The  LEA has identified the need to strengthen consistent, two-way communication and create more intentional opportunities for meaningful engagement between school staff and families. Feedback from surveys and school events indicated that while families feel welcomed, many desire more regular updates on student progress. We continue to provide various opportunities throughout the school year for educational partners, engagement events (Goal 3-Action 1) and feedback platforms. An analysis of parent surveys conducted in Fall 2025 revealed that 67% parents never, rarely or sometimes get invited to attend a parent group such as DELAC or PAC . Based on these analyses, the LEA plans to increase the two-way communication from school to home through a more consistent school messaging system. The Parent Advisory Committee will continue to be key collaborators on what services and resources we can provide our families to increase knowledge and awareness towards school engagement opportunities. The following strategies are informed by a thorough self-reflection process aimed at enhancing relationships between school staff and families: Use consistent, multilingual communication tools (e.g., SMORE, Remind, or email newsletters, text messaging) Provide regular updates on student progress, school events, and opportunities for input. Host family nights, open houses, cultural celebrations, and student showcases. Provide workshops on academic supports, college/career planning, social-emotional learning, and digital literacy. Offer both in-person and virtual attendance options to increase accessibility. Post welcome signage in multiple languages. Further increase engagement with families in the Parent Advisory Committee (PAC), District English Learner Advisory Committees (DELAC), and the LCAP development process. Use surveys and feedback forms to gather parent input and communicate how that input is used. Rotate meeting times and provide childcare or refreshments to support participation. Recognize and celebrate teachers who build strong family partnerships. Connect families with community resources (mental health, food services, housing support, etc.). Continue to provide interpretation/translation services during all meetings and communication. Send home easy-to-understand materials that help families support learning at home.|The LEA recognizes the need to improve engagement with underrepresented families. During the self-reflection process, we aim to improve particularly in the areas of access to academic and postsecondary readiness support and parent engagement for our underrepresented families. To address this, the LEA will implement targeted strategies such as host sessions in families' home languages to explain graduation requirements, college application processes, financial aid (FAFSA/CADAA), and CTE pathways, Provide underrepresented students and families with one-on-one support from counselors or college advisors to create personalized academic and postsecondary plans. (Goal 3-Action 1, Goal 2-Action 1,3 & 4, 5). Additionally, offering extended learning time support, and online academic support programs, prioritizing outreach to EL, Foster, Homeless, and low-income families.  The LEA will continue to share accessible information about dual enrollment, AP courses, and career pathways through multilingual brochures, parent nights, and student testimonials. (Goal 3-Action 1, Goal 2-Action 1,3 & 4, 5).  The LEA will also strengthen partnerships with community organizations to connect families to vital resources and create more inclusive school events that reflect the diverse backgrounds of the school community. (Goal 3-Action 1). To further family engagement, LEA will work to designate a staff member to serve as a point of contact for underrepresented families and ensure consistent, culturally competent communication (Goal 3-Action 1). These efforts aim to build trust, foster stronger relationships, and ensure all families have equitable access to engage meaningfully in their child’s education.|The LEA strives to stay committed in building partnerships for student outcomes. One of our key strengths lies in our commitment to meaningful family engagement through consistent two-way communication and a range of opportunities for families to participate in decision-making. Surveys and educational partner meetings indicate that families feel increasingly informed and empowered to support student learning at home and within the school community. Through feedback on the Altitude School Climate Survey, parents average 4.8/5 of their students feel they belong at this school. Our main events such as Back to School night and Open House, create opportunities for meaningful interactions with our students and families to create stronger partnerships (Goal 3-Action 1). Additionally, partnerships with community-based organizations have expanded, offering students greater access to CTE programs, mental health resources, and community service. Data shows improved student outcomes in areas where wraparound services are in place, especially for historically underserved populations. The LEA places a strong emphasis on continuous professional growth, recognizing that high-quality instruction is key to student achievement (Goal 1-Actions 5). To this end, we actively encourage and incorporate staff feedback through surveys, collaboration sessions, and instructional leadership meetings. We also analyze student academic performance data, including benchmark assessments, formative assessments, and state testing results, to identify specific areas where targeted professional development can have the greatest impact. Professional learning opportunities are designed to align with instructional goals, support the implementation of evidence-based strategies, and address the diverse needs of our students. These trainings include workshops, coaching cycles, and PLCs focused on areas such as differentiated instruction, data-driven decision-making, culturally responsive teaching, and social-emotional learning. These efforts have contributed to increased attendance rates, stronger academic performance, and improved school climate metrics.|The LEA’s focus of improvement will prioritize increasing meaningful opportunities for educational partner engagement to strengthen collaboration and improve outcomes for students. This includes developing more inclusive and accessible avenues for families, students, staff, and community stakeholders to actively participate in decision-making processes and school improvement efforts. The LEA recognizes that strong partnerships with educational stakeholders contribute to a more responsive and supportive learning environment. Efforts will include increasing the frequency and variety of engagement opportunities—such as presentation nights, student recognition events, advisory councils, and bilingual communication strategies—to ensure all voices are heard, especially those from historically underrepresented groups. The LEA will also work to build capacity among staff and families through workshops, leadership training, and parent education programs that empower stakeholders to engage more effectively.|The LEA is committed to fostering an inclusive, affirming school environment by organizing events and activities that celebrate the rich cultural diversity of our school community (Goal 3-Action 1). By increasing heritage month celebrations, student-led cultural showcases, and parent engagement events—we can work towards honoring the unique backgrounds, traditions, and contributions of all families. By intentionally creating spaces where diverse voices and identities are recognized and uplifted, the LEA helps ensure that every family feels welcomed, respected, and seen as a vital part of the school community. The LEA will continue to support student success by recognizing and celebrating student growth, perseverance, and resilience. Acknowledging students for demonstrating grit, overcoming challenges, and showing personal and academic growth reinforces a growth mindset and highlights the importance of effort alongside achievement. These recognition efforts—whether through award events, student celebrations, newsletters, or social media spotlights—affirm the value of the whole child and strengthen the connection between school, students, and families.|The LEA is committed to fostering a culture of shared decision-making by consistently seeking input from students, staff, families, and community stakeholders throughout the year. Feedback is actively gathered through a variety of channels, including surveys, achievement chats, and PAC meetings, all of which are offered regularly each semester to ensure accessibility for all educational partners. This input plays a vital role in shaping our instructional practices, support services, and programmatic offerings, allowing us to remain responsive to the evolving needs of our school community. To further engage families and stakeholders, the LEA hosts a wide range of interactive events such as Parent Nights, Back-to-School Nights, Open Houses, and community engagement forums (Goal 3-Action 1). These gatherings not only provide opportunities to share school goals and student progress, but also serve as platforms for two-way communication, collaboration, and relationship-building.|The LEA is committed to increasing meaningful parent representation and engagement, recognizing the vital role families play in shaping a supportive and effective educational environment. The LEA has been actively recruiting members for the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC) throughout the year, with a focus on ensuring diverse voices and perspectives are represented. Outreach efforts have included personal invitations, multilingual communication, and targeted messaging during school events to encourage broader participation. The LEA will focus on actions that prioritize the collection of consistent and actionable feedback from parents and guardians. While the feedback received to date has been largely positive, highlighting satisfaction with instructional quality, school climate, and staff responsiveness the overall response rate to surveys and formal feedback tools has remained lower than desired. We will continue to create initiatives towards parent/family participation rates throughout the year. The LEA is currently exploring strategies to increase engagement, such as simplifying the survey process, offering digital and paper formats in multiple languages, and incorporating real-time feedback opportunities at school events (Goal 3-Action 1).|The LEA will continue to increase engagement among underrepresented families by expanding inclusive, culturally responsive opportunities that promote meaningful participation and diverse avenues for input. Recognizing that family engagement must be accessible and adaptable, the LEA continues to offer a variety of events such as Awards Night, Hybrid Parent Workshops, Back to School and Open House (Goal 3-Action 1). LEA is committed to creating a welcoming environment where families feel comfortable and empowered to share their perspectives. These events are intentionally designed to meet families where they are, both in-person and virtually, fostering stronger relationships and promoting open communication across multiple platforms. In support of building school pride and student connectedness, student recognition events will not only be sustained but broadened to include additional moments for families to celebrate their student’s academic growth, personal milestones, and character development. These celebrations serve as a powerful bridge between home and school, reinforcing shared values and strengthening the sense of community (Goal 3-Action 1). To address the unique needs of specific student populations, the LEA will continue to invest in targeted support services. Specialized staff, such as our Post-Secondary Counselor and School Psychologist. Additionally provide outreach through workshops, one-on-one meetings, and semesterly achievement chats. These efforts will be particularly focused on supporting foster youth needs, students homelessness resources, and families in crisis, ensuring they have access to personalized resources and advocacy. Our El Specialist will continue to play a key role in elevating the voices of families of English Learners (Goal 1-Action 2). Through ongoing promotion and facilitation of the District English Learner Advisory Committee (DELAC), EL Specialist will create consistent pathways for engagement, cultural representation, and access to school resources, helping families of English Learners feel more connected, informed, and involved in their student’s educational journey.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2025-06-27|2025
19753090000000|Acton-Agua Dulce Unified|3|The district holds regular meetings at each school site for parent groups including PTO, PTSO, ELAC, and SSC. Each site has a variety of parent nights that may include AVID, Special Education, FASFA and A-G workshops, award ceremonies, movie nights and carnivals. The district holds a variety of meetings including Project to Inspire, DELAC, Board Meetings, Strategic Plan, and LCAP meetings.|Continue to provide opportunities for two-way communication.|The district and school sites will continue to communicate vis Blackboard, Websites, Social Media, Local Newspapers, and all calls. The district holds boards meetings two times a month. School sites and the district office are working to engage more parents groups by holding more events and group meetings on school campuses, after school, and at the school district offices.|We have weekly professional development and PLC time each Wednesday after school. The district provides 2 pupil free days a year which are dedicated to professional development designed to support standards and curriculum implementation and best practices in teaching strategies.|We continue to work on engaging our community in two way communication and seek multiple avenues of community input. We need to continue to support AVID implementation and host AVID parent workshops.|The district will continue to explore opportunities for after school support to engage students who are struggling to keep up or who may not have support at home after school. Each site will continue to work with their underrepresented families by creating an environment that is welcoming and providing communication in English and Spanish.|All school sites hold parent meetings and parents and community members are included in the Strategic Planning Committee. LCAP information and collaboration meetings are held at the school sites at least 3 times a year. These meetings have included all educational partners including parents, guardians, and community members. Administrators and all school district staff are engaged in LCAP collaboration and feedback at the site level and with the MTSS team, which includes district and site staff.|This year a district LCAP Committee will be formed to further support improvement in our decision making process for all student groups. The district will continue to strive to welcome families of all student groups to campus and district meetings.|Continue to build on the progress made in bilingual staffing and support for our ELD students. Continue to leverage instructional, mental health, supervision, and support staff to build relationships with our families in the decision making process.|4|4|3|4|4|4|4|3|3|3|3|3|Met||2025-06-26|2025
19753090127100|Assurance Learning Academy|3|Assurance Learning Academy has maintained a strength in building relationships between school staff and families, as reflected in overwhelmingly positive parent feedback. Parents consistently expressed appreciation for the school's communication systems, the support provided by staff, and the personalized learning model that ensures no student is overlooked. One parent shared, “The school is helping my daughter. There are good teachers, and the program is well organized.” Another emphasized, “I love the way that you guys dig in. No student goes unnoticed, and every student gets the support they need.” Frequent and transparent communication has created a culture of trust and collaboration. Family engagement events, including cultural celebrations and school activities, have contributed to a welcoming and inclusive school environment. The school’s investment in trauma resiliency training (TREC) for teachers has further strengthened relationships by equipping staff to respond with empathy and support to student and family needs. of an EL student said that the strength of the school is “Person-to-person interaction creating a positive experience in school.” They added, “You all are doing an exceptional job. No improvements needed.” The parent of a special education student shared: “My daughter's teachers really took interest in her”, and that this was a strength in building the relationship between the school and families. Of their experience at a PAC meeting, they shared that “This is my first parent meeting. I think this was amazing.”|While communication is a clear strength, parents shared a desire for deeper involvement in school activities, including more opportunities to attend field trips and participate in on-campus events. One parent noted, “I’d love more opportunities to come on field trips and be involved in what my student is learning.” Strengthening this area would allow families to build stronger relationships not only with staff but also with one another. Another area for growth is ensuring that consistent two-way communication is maintained across all classrooms and grade levels, not just through school-wide announcements.|We are confident that both the parent engagements and systems of communication will help this continued effort in keeping our educational partners connected and continued growth in relationships. Assurance Learning Academy will also provide flexible event scheduling and virtual participation options to reduce barriers for families with work or transportation challenges. Additionally, the school will continue trauma-informed training to ensure staff interactions are sensitive to the diverse backgrounds and needs of all families.|Assurance Learning Academy has successfully built strong partnerships to support student outcomes, with teachers and parents praising the school’s personalized learning model and commitment to student growth. One parent stated, “I love the customized learning experience this school offers my son. Everything is tailored to his goals, and he has been able to grow in ways he couldn’t in a traditional school.” Recent expansions in post-high school planning support and career guidance programs demonstrate our school’s commitment to student success beyond graduation. Another parent affirmed, “The school offers great opportunities like travel opportunities and help with college planning.” Collaboration with community partners has supported hands-on learning, college and career readiness, and wellness initiatives. The emphasis on student-led initiatives and culturally relevant events has fostered a deeper sense of community and student ownership.|Educational partners identified the need for more field trips and experiential learning opportunities that connect classroom content with real-world applications. Parents and teachers alike emphasized the importance of expanding resources for college and career planning, particularly for students who may not have access to those supports outside of school. Strengthening these partnerships will be essential to addressing these areas.|Assurance Learning Academy will improve engagement by identifying more community-based organizations that serve underrepresented families and collaborating to co-host events and workshops. The school will also offer bilingual college and career planning sessions and provide interpreters at all key meetings and activities. These efforts will ensure families from all backgrounds can access the tools and resources needed to support their child’s academic and post-secondary success.|Our strength at Assurance Learning Academy is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. Parents have been solicited for the best time options and we plan our meetings accordingly.|Our English Learner Advisory Committee had full representation as a Chairperson, Vice-Chairperson, Secretary, and Representative. We have increased our participation numbers in our PAC and ELAC Meetings allowing for more parents to be well-informed and part of the process for making decisions in the school.|While we have seen great success with our ELAC committee, Assurance Learning Academy is also committed to building a diverse PAC committee by encouraging participation from parents representing a collective of all students, including underrepresented families such as English Learners, special education, homeless, and foster youth families.|5|5|4|5|5|5|4|4|5|4|5|5|Met||2025-05-30|2025
19753090131383|SIATech Academy South|3|SIATech strives to include families and community partners in the decision-making process. SIATech solicits input from families and community partners to develop programming for students and families in the continuous improvement process. SIATech formed its DELAC and ELAC committee in the 2020-21 school year. The DELAC and the ELAC steering committee include parents, adult students, community partners, teachers, principals, and district leaders. SIATech’s DELAC and ELAC meetings are held quarterly to address mandated requirements and updates and showcase EL student outcomes.|SIATech established its Family and Community Engagement (F&CE) Steering Committee in the 2020 -21 school year. The F&CE Steering Committee utilized numerous data sources (i.e., equity audit, parent survey, staff survey, & asset mapping) to assess and determine areas of improvement. Based on the qualitative and quantitative data, the F&CE Steering Committee determined that establishing school-to-home connections is essential to student development.  In the 2023-24 school year SIATech established a Parent Advisory Committee to work alongside the F&CE committee to connect families to community resources that support their students' goals, interests, and needs.  In the 2022 -2023 school year SIATech developed a Mental Health & Wellness Resources website to provide students and families with support and resources to address food assistance, housing, mental health and wellness, and other support services.   SIATech adopted Edgenuity in the 2023-24 school year. From this platform, families can access current information about their student's progress and performance and communicate with school staff.|SIATech is committed to improving strategies and structures to increase underrepresented families' engagement. SIATech has held advisory committee meetings to garner input from families related to school improvement and extended intentional invitations to underrepresented families to be members of various site and district committees. SIATech will continue to engage with and build relationships with individual families and provide necessary, personalized support to foster strong relationships between school staff and underrepresented families.|SIATech assists our families in understanding academic expectations through several strategies. These include mentor-teacher meetings at all school sites to discuss student progress and support needed to ensure success. These meetings address various topics to help parents understand state academic standards, the instructional program, and how they can best support their student’s achievement in school. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their students. Technology is also used to communicate information and request feedback about LCAP goals from the community. Information is posted on the district and school websites. Annual surveys for educational partners are given throughout the year. Requests for feedback and participation are sought through surveys.|Recent educational partner (DELAC/ELAC) input shows a desire for more in-depth knowledge of the local assessments, curriculum, and instructional strategies to improve and accelerate our EL student learning. SIATech 2025-26 Local Performance Indicator Self-Reflection for SIATech Academy South Charter Page 11 of 17 developed the Wellness Industry School Home (WISH) comprehensive framework to assess and implement an action plan to build and strengthen partnerships that we anticipate will lead to greater student outcomes and provide students with educational stability.|Participation from all parents is solicited, including the engagement of underrepresented families. SIATech has continued translating communications and documents to make information more accessible to our multilingual families. SIATech will continue developing strategies to improve underrepresented families' engagement, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.|Referring to the SIATech Strategic Plan, SIATech recognizes that parents/guardians are their student's first and most influential teachers and that sustained parent/guardian involvement in the education of their students contributes greatly to student achievement and a positive school environment. Additionally, SIATech works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled DELAC/ELAC meetings, surveys, and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed.|SIATech increased the number of opportunities, using various engagement tools, for educational partners to provide input. In 2023- 2023 SIATech began using the Panorama platform to gather educational partner input. An area of focus is to evaluate what tools successfully engage families at the school and district levels and what steps SIATech can take to improve the design and implementation of engagement activities.|SIATech ensures all families receive communications and invitations to participate on committees and forums through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SIATech monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, to minimize disruptions to educational services. SIATech partnered with Wellness Together and Justice for Youth (JU4Y) programs to improve attendance and address students' mental health and wellness needs.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-30|2025
19753090131987|iLEAD Hybrid|3|Educational partner input shows the strength of our LEA in school saftey, communication, flexible learning through educational options, parent/guardian involvement, leadership, resources, and school/work environment. iLEAD Hybrid is committed to the meaningful engagement of its educational partners and the survey results reflect the importance of these relationships. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Hybrid staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Participating in the cotinual cycle of improvement, action steps under iLEAD Hybrid's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings.  During the 2024-25 school year, monthly parent meetings were held at iLEAD AV and iLEAD AV Exploration, while iLEAD Exploration held three virtual town hall meetings with multiple other parent meetings (ELAC, SSC, park days, monthly Field Studies, LP meetings, etc) held throughout the year. This provided the opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through weekly check-ins, monthly learning period meetings, and at schoolwide events. ELAC meetings were held in spring and fall to provide an open forum for questions and feedback on the EL program. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program. The School Site Council met three times to discuss data, safety, and approve the Single Plan for Student Achievement, which aligns with LCAP goals and measures and provided an opportunity for parent, learner, and staff input into this year’s LCAP.   					|Educational partner input shows the focus areas for improvement include targeted professional development for instructional staff and increasing the hybrid options available to the families who follow the home study model. There is an increase in families looking for in-person experiences to support their independent study learning.|iLEAD Exploration organized a Black Family Union to facilitate community and connection for their African American youth. Families interacted with one another while also connecting with various staff members to build relationships across departments. The facilitators will continue to foster opportunities to build connections both within the school and amongst the families.  The school also allocates extra instructional support staff to provide direct services to high-needs learners.  Restorative practice and cultural responsiveness trainings will include identifying any specific needs of unduplicated learners, referring them for additional support as needed (which also ties into the actions in goals two and three) and addressing any discrepancies in diversity, equity and inclusion as it relates to curriculum and instruction. School staff will be able to better identify, support and implement practices/resources that increase services to these unduplicated groups.   AV Exploration has held monthly Meet Ups and iSupport Meetings, as well as events organized by staff and parents, Tea with Terri and Tina ( a monthly zoom time where parents can get questions or concerns addressed.  LP Meetings are also a way our EFs connect and build relationships with families.					|During the 2024-25 school year, iLEAD Hybrid expanded learning opportunities, including programs like Level Up, while also supporting families through engaging school events and live instruction, which contributed to maintaining a low rate of chronic absenteeism. The LEA’s efforts to strengthen partnerships for student success led to increased parental involvement at in-person events, greater overall parent engagement, and higher student participation in activities such as field days, book clubs, entrepreneurship fairs, prom and graduation celebrations, park meet-ups, field studies, Presentations of Learning, K and 8th-grade promotion ceremonies followed by social gatherings, End of the Year celebrations, and summer connection events.|Data from internal academic benchmarks and the CA State Dashboard highlight areas needing improvement, despite learners benefiting from additional tutoring, academic resources, synchronous instruction, and more frequent progress check-ins. Key focus areas include enhancing college and career readiness, improving graduation rates, recruiting and retaining qualified staff, further refining the MTSS process, and implementing effective systems to measure and monitor all learner outcomes. The high school team is actively collaborating with learners to boost college and career preparedness by expanding the A-G course options to include live and asynchronous courses and offering the live course options starting in middle school.|When designing actions to boost engagement among underrepresented families, iLEAD Hybrid prioritized understanding the unique needs of foster youth, English learners, and socioeconomically disadvantaged students (including those experiencing homelessness) to create an effective plan for the 2024-25 school year. Staff aim to reduce barriers and promote equity by using evidence-based, trauma-informed strategies that foster opportunities for success. The family liaison works closely with staff and the enrollment department to quickly identify families who would benefit from the additional layer of support ensuring access to programs that will support learner achievement. To close achievement gaps in ELA and math and support both academic and social-emotional growth—including college and career readiness—the school intends to implement targeted actions focused on increasing learner engagement, enhancing academic support, improving student outcomes, removing educational obstacles, addressing social-emotional needs, and strengthening partnerships between school and families.				|Data from internal academic benchmarks and the CA State Dashboard highlight areas needing improvement, despite learners benefiting from additional tutoring, academic resources, synchronous instruction, and more frequent progress check-ins. Key focus areas include enhancing college and career readiness, improving graduation rates, recruiting and retaining qualified staff, further refining the MTSS process, and implementing effective systems to measure and monitor all learner outcomes. The high school team is actively collaborating with learners to boost college and career preparedness by expanding the A-G course options to include live and asynchronous courses and offering the live course options starting in middle school.|In developing its action plans, the school reviewed multiple data sources, including the CA Dashboard results, NWEA MAP benchmark assessments, social-emotional learning (SEL) data, counselor and liaison input, attendance records, and Student Support Team (SST) information. Input was also gathered from a range of educational partners such as counselors, facilitators, liaisons, families, learners, office staff, community organizations, board members, and English learner (EL) collaborative groups.  Feedback collected through family meetings, school events, and surveys focused on areas like curriculum and instruction, professional development, and increased in-person engagement opportunities. This broad input helped shape a comprehensive plan aimed at addressing the diverse needs of all learners.				|We will better engage underrepresented families by continuing to offer family education and tailored support through educaitonal webinars, school counselors, liaisons, and coordinators, along with access to community partnerships and other resources based on individual needs. By proactively providing opportunities to consistently. connect, we are able to reduce the barriers for families who benefit from the extra guidance on how to support their children at home—factors that can contribute to increased chronic absenteeism and lower graduation rates. Facilitators will work closely with each family during monthly learning period meetings to seek input for decision-making on their learners educaiton and enrichment.					|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19753090132654|California Pacific Charter- Los Angeles|3|CPCS successfully engages in pupil and family outreach. CPCS offers two-way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their family. In data collected from education partner surveys, 100% of parents feel satisfied with opportunities to provide input and participate in their child's education. 100% of parents indicate that they feel their input is valued. 99.1% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 100% of parents are satisfied with their child's school overall. 95.7% of students express an overall satisfaction with their school.|CalPac plans to continue to expand the parent university program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.|To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.|CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strengths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their child in successfully engaging in school and reaching success. In data collected from education partner surveys, 100% of parents stated that they feel welcome to participate in meetings with their child's teacher to discuss and set education goals for their child. 99.1% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students stated that their teacher cares about their education and helps them to succeed. 94.8% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 95.7% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the uniform complaint form available to education partners.|"Parent University is used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plans to continue to expand this program with additional resources to better support student outcomes. Additionally, CalPac launched a ""know your score"" campaign. Teachers meet with families at least twice per year to review individual student outcome data and set goals for student engagement and academic growth."|CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.|CPCS is currently engaged in this work. CalPac provides all education partners opportunities for input in decision-making at the program and charter levels.  Parents and students provide input through homeroom meetings, back-to-school nights, surveys, virtual events, public meetings, School Site Council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.|The school will continue to work closely with the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.|CPCS plans to enhance the engagement of underrepresented families by implementing targeted outreach initiatives, including multilingual communication resources and community liaison roles to facilitate more inclusive participation. We will also establish regular, accessible forums and workshops designed to educate and empower these families, ensuring their voices are integral in our decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19753090134619|Empower Generations|3|Empower Generations is committed to active engagement with all educational partners. We maintain an ongoing feedback loop, collecting input from families, learners, community members, board members, and our own staff and leadership. This continuous feedback informs our program assessments and ensures alignment with state and school priorities throughout the year.  The 2024-2025 school year saw numerous initiatives designed to strengthen connections. We organized events that brought together school staff and families for open discussions about our programs, gathering informal feedback during monthly learning period meetings and schoolwide events. Our English Learner Program was enhanced by monthly collaborations with iLEAD California's EL coordinators, directly incorporating insights from facilitators and families. The School Site Council met twice to review Title and intervention programs. Notably, we forged a new community partnership to provide students with group therapy, addressing social-emotional needs and complementing our advisory curriculum. We also sustained partnerships with local agencies to support pregnant and parenting teens, offer counseling and social services, and engage in broader community initiatives. A dedicated parent workshop was also offered to enhance family skills.  Our commitment to growth is further demonstrated by the bi-annual iLEAD Comprehensive Growth Card, completed by learners and staff. This tool quantifies learner progress in Schoolwide Learner Outcomes and tracks academic and social-emotional goals, providing crucial data on relationship development. Weekly meetings among staff and leadership facilitated ongoing program discussions, progress reviews, and the collaborative refinement of improvement strategies. In spring 2025, comprehensive surveys were distributed to parents, families, staff, and learners, specifically seeking feedback on various LCAP elements. To further cultivate a supportive environment, staff received LAIRP (Los Angeles Institute for Restorative Practices) training, focusing on building relationships, fostering belonging, and resolving conflicts constructively.  Our transparent governance includes monthly board meetings open to all public members, including staff, parents, and learners. A significant addition this year is our new Community Outreach Coordinator, who has proven vital in expanding partnerships and streamlining home-school communication through on-the-ground engagement and precise student data collection.					|To ensure every student's success, our staff is committed to refining classroom practices that cater to their diverse needs. We will leverage Universal Design for Learning (UDL) and culturally relevant teaching to proactively identify and overcome barriers for students and their families. Building on this, staff will undergo trauma-informed practices training to foster a school environment where every student feels secure and empowered. Our internal data indicates a clear need for intensified academic support in core subjects. Therefore, we will prioritize effective small-group interventions, alongside individualized weekly check-ins and workshop assistance, to provide students with the additional help they need.					|Empower Generations' leadership and staff are dedicated to fully implementing Multi-Tiered System of Support (MTSS). This framework allows us to provide comprehensive academic, behavioral, social-emotional, and attendance assistance to every student. Through MTSS, we'll offer three distinct levels of tailored interventions to address diverse student needs, using data to continuously refine our strategies. We're also committed to strengthening community collaborations to effectively support the unique needs of each family.					|We actively collaborate with a wide array of community partners to provide our learners with crucial social services, mental health support, personalized wellness plans, and academic progress monitoring. Our key partners include EL Nido Family Centers, Antelope Valley Partners in Health, The Regional Center, Department of Rehabilitation, Department of Social Services, The Children's Center of the Antelope Valley, MHALA, Ebony's Safe Space, Full Circle Consulting, and Antelope Valley College. Beyond these partnerships, we remain deeply engaged with our LCAP committees, ensuring that all community members, families, learners, and staff have a voice in our planning.					|To strengthen our Building Partnerships for Student Outcomes, Empower Generations has identified key areas for improvement: College and Career Readiness, A-G completion, and Career Technical Education (CTE).  This year, our CTE students successfully completed a course at the community college, and we're eager to expand these opportunities by offering more dual enrollment courses. We also aim to provide students with vital industry certifications to boost their career readiness. Additionally, we plan to broaden our partnerships to include apprenticeship opportunities, giving our students valuable hands-on experience as they prepare for their careers.  By prioritizing these areas, Empower Generations will further strengthen its commitment to preparing students for diverse post-secondary education and career pathways.				|To build strong relationships between school staff and families, we thoroughly considered the needs of all learners. We achieved this by analyzing data from various sources, including our school needs assessment, Panorama survey results, NWEA MAP results, insights from small student focus groups, and attendance data broken down by sub-populations.  We also incorporated stakeholder feedback on crucial topics like safety, school events, and Diversity, Equity, and Inclusion (DEI). This comprehensive approach allowed us to develop a well-rounded plan that ensures all learners' needs are met.  Our action steps include providing staff with targeted professional development in Multi-Tiered System of Support (MTSS), trauma-informed care, culturally relevant teaching, and Social-Emotional Learning (SEL). Additionally, Empower Generations will continue to expand community partnerships to deliver essential services to both learners and their families.				|Empower Generations excels at gathering input for decision-making, showing a strong commitment to inclusivity and collaboration. We firmly believe in parent engagement to support the whole child, both academically and social-emotionally.  Every first semester, our learners create Individual Learning Plans (ILPs), setting goals based on their strengths and challenges. We continuously monitor these ILPs throughout the year, adjusting goals as needs evolve. In the spring, Learner-Led Conferences (LLCs) provide an opportunity for students to share their successes, challenges, and progress toward ILP goals, with families actively participating in both processes.  We also maintain regular communication through weekly Monday messages and Parent Square, host various community events to engage families, send out workshop emails, and use social media to stay connected. Our biannual School Site Council meets to develop and endorse the Single Plan for Student Achievement, and all educational partners have the chance to review and provide public input on our annual LCAP. Finally, an annual survey distributed to families, staff, and learners is a vital part of our strategic planning, SPSA, and LCAP development.				|Based on feedback from all stakeholders, we recognize the critical need to enhance and expand support and opportunities for our parents, families, and learners. This includes helping them better understand strategies for both academic and social-emotional success.  In the upcoming year, our counselor will develop grade-level transition plans to further support college and career readiness, and staff will share this information directly with families. This effort aims to deepen learners' and families' connection to a secure, nurturing, and consistent learning atmosphere, while also encouraging greater involvement in both school and community initiatives.  For the upcoming school year, we also plan to host a series of Parent Workshops. These workshops will cover various parenting topics, college preparation, financial aid, and other relevant information based on feedback from our families.  Another key area for improvement involves increasing participation and attendance at iSUPPORT meetings. We will also continue our dedicated efforts to collaborate with essential community partners, providing comprehensive wrap-around services and facilitating engaging in-person events for our families and learners.|To boost the involvement of underrepresented families, we conducted a thorough review of various data sources. This included analyzing NWEA MAP benchmark results, Social and Emotional Learning (SEL) data, counselor feedback, and attendance records. We also use ELLevation to monitor English Learners' progress and create personalized success plans.  We gathered input from a wide range of stakeholders: counselors, guides, liaisons, families, students, support staff, community partners, board members, and EL collaborators. Insights from family meetings, discussions at school events, and surveys were also taken into account. This inclusive approach ensured that feedback on our curriculum, safety, school culture, and Diversity, Equity, and Inclusion (DEI) was fully considered when creating a comprehensive plan to meet all students' needs.				|5|4|4|4|4|4|3|4|4|3|4|4|Met||2025-06-18|2025
19753090135145|Compass Charter Schools of Los Angeles|3|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council reviewed the questions for the annual survey and added questions that they felt were important to scholars and parents, in 2024, and in early 2025, Compass conducted its annual survey with mostly the same questions to ensure input from all groups of scholars, families, and staff, as well as our authorizers, Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated continued strength in the following areas: flexibility (flexibility that’s available for scheduling, pacing, curriculum, ways to meet state standards, and the ability to complete school work from home), supportive teachers (teachers' understanding, helpfulness, guidance, communication, and availability), independence (being able to work independently and at one's own pace), online nature/ease of use (convenience of online learning, absence of travel, and ease of using the online platform), individualized/personalized learning (ability to tailor education to individual needs, learn in preferred ways, and pursue personal interests), positive learning environment (positive attitudes of teachers, an enjoyable learning experience, as well as a supportive, non-judgmental, inclusive environment), resources/availability of resources (appreciation for the availability and providing of resources, curriculum support, and access to online resources as well as subscriptions), extracurricular/enrichment programs (clubs, field trips, diverse extracurricular activities, and access to enrichment programs along with additional classes), community and family orientation (family-oriented atmosphere, caring community, sense of community, and engagement events), and special education support (positive experiences and support for special education needs were noted).  Further, our tiered re-engagement process continues to focus on restorative practices that solicit collaboration between families and the LEA to further support scholars academic progress and engagement.|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a schoolwide annual planning survey in February and March in order to ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass experience as well as areas of focus and areas of opportunity to explore for the upcoming school year.  In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: streamlining material and educational resource ordering process, addressing issues with semester limits and deadlines), curriculum and instruction (adding more creative, hands-on projects, less rigidity, more recorded classes, and improving video quality in courses), social interaction (increased opportunities for social interaction, including more field trips and real-life activities), language electives (a broader range of language electives for all grades), support and resources (enhancing support for special needs students and increasing local staff and events), communication (improved communication regarding deadlines), workload awareness (concern about the overall workload and the pace of the online curriculum), local availability and vendor variety (more local vendors and services, especially in rural or remote areas as well as easier vendor approval processes), and zoom and online classes (opinions varied on the frequency of online classes and Zoom meetings, with some preferring more regular sessions).|Compass Charter Schools has identified and implemented early stage implementation on the work to increase trust with all educational partners. This work includes building trust within the staff, scholars, parents, and community, guided by professional development initiatives. Compass’ engagement efforts have received high satisfaction, and the engagement and marketing teams are applying data to develop plans to increase engagement in underrepresented communities. The school continues outreach, including regular weekly messages, and new efforts to have parent “town hall” style meetings to address changes and arising questions.|With the second annual survey completed based on questions generated with input from the Scholar Leadership Council and Parent Advisory Council, Compass continues its major culture strengthening initiatives. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes: Multi-Tiered System of Support (MTSS), English Learner Support, Tutoring, Social Emotional Learning and Well Being, and our synchronous and asynchronous instruction. Compass is progressing on overcoming obstacles with adopted technology solutions (e.g., Clever, Amazon Storefront), to simplify logging in and ordering resources, to further remove frustrations and eliminate non- learning task time, so more energy can be spent on connecting with families and scholars.|With the second annual survey completed based on questions generated with input from the Scholar Leadership Council and Parent Advisory Council, Compass continues its major culture strengthening initiatives. The survey results provided qualitative and quantitative information on our Compass. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the annual survey results, Compass Charter Schools identified the following areas for improvement in building partnerships for scholar outcomes: more flexibility and access to use of funds, resources and service providers; simplification of systems; collaborative engagement opportunities; consistency; and communication.|Compass Charter Schools continues to offer a summer session that utilizes online courses and a supplemental curriculum to increase scholar engagement and outcomes. Compass will also ensure all scholars can access A-G approved courses through board-approved curricula and vendors.|Compass Charter Schools continues its ongoing processes for seeking input for decision-making. Compass collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls and survey administrations throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress.|The current annual survey completed based on questions generated with input from the Scholar Leadership Council and Parent Advisory Council provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools still identifies the following critical areas for improvement in seeking input for decision-making: the need for an increase in participation in state and local assessments and the establishment of a change management process that can better support staff participation and expectations to ensure initiatives are successful.|Based on input and local data, we will continue to work on providing opportunities for engagement that are accessible to our underrepresented families. The full-time McKinney-Vento Liaison provides a conduit for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Care Solace to offer wellness referrals and resources for our scholars, families, and staff. We continue to refine our supplemental subscription offerings, such as Freckle, for example, for academic support in addition to expanding our Multi-Tiered System of Support tutoring hours.|4|4|4|4|4|5|4|4|4|4|4|4|Met||2025-06-21|2025
19753090136531|iLEAD Online Charter|3|iLEAD Online values meaningful engagement with families and educational partners. Input from parents, learners, staff, leadership, board members, and community members is regularly used to reflect on and improve the school program.  During the 2024–25 school year, academic coaches and facilitators maintained regular communication with families—reaching out at least once a week (often daily) to share updates, offer support, and gather informal feedback. Families also had daily access to Brightspace, the school’s learning management system, where they could view announcements, student work, and assessment feedback in real time. In grades TK-8 learners have access to daily live instruction and families have access to a full calendar of daily live instruction opportunities for grades TK-12. Grades 9-12 implemented both small group and joint high school advisory and grades TK-12 saw an increase in small group instruction opportunities in ELA and Math.   iLEAD Online also created opportunities for families to connect with staff through virtual and in-person events, such as festivals, advisory meetings, and campfires. These gatherings encouraged open dialogue and strengthened community ties.  Additionally, monthly English learner (EL) collaboration meetings across iLEAD schools provided space for facilitators and families to share ideas for improving the EL program based on direct feedback.  These efforts reflect iLEAD Online’s commitment to strong school-family partnerships that support learner success and community connection.				|iLEAD Online remains committed to strengthening relationships even further.  Key focus areas include continued support for the iSUPPORT parent group, ongoing staff collaboration, and expanding initiatives that promote a positive, collaborative school culture. Based on feedback from surveys and town hall meetings, iLEAD Online will also increase in-person professional development and school activities that bring together staff, learners, and families.  Additionally, the school plans to offer more college and career counseling for high school learners, along with expanded tutoring services to support academic success and meet learners' individual needs.  These improvements aim to deepen engagement, increase support, and strengthen the school-home connection for all members of the iLEAD community.					|iLEAD Online continues to receive positive feedback from families—through both surveys and informal input—indicating that they feel supported by staff and the school community. To build on this foundation and better engage underrepresented families, iLEAD Online will expand efforts to make school involvement more inclusive, accessible, and meaningful.  Staff will continue receiving training in restorative practices and effective communication strategies, with a focus on equity and reaching all families. The school will also grow its iSUPPORT parent group, creating more opportunities for families to share their voices and actively contribute to the school environment.  Additionally, iLEAD will continue to grow our systems for offering in-person events that are designed to be welcoming and accessible, with intentional efforts to remove participation barriers. Ongoing practices such as Individualized Learning Plans (ILPs), Presentations of Learning (POLs), and Showcases of Learning will continue to give families meaningful ways to engage with their learners’ academic journeys.  These actions aim to deepen trust, promote inclusivity, and ensure that all families—especially those historically underrepresented—feel valued and connected to the school.					|Learners are supported with services that effectively meet their academic and personal needs while nurturing their development as lifelong learners, design thinkers, empathetic citizens, and authentic individuals. From enrollment through graduation, learners are offered individualized support from highly trained academic coaches who honor each learner’s unique needs, values, and identity. Coaches, facilitators, tutors, parents, and learners collaborate to create meaningful learning journeys that align with academic standards while fostering personal growth and long-term success.  Support is customized not only for academic achievement but also for personal development. Through regular meetings, coaches and facilitators build strong, caring relationships with families, using those connections to assess progress, identify growth opportunities, and implement strategies that promote both academic excellence and social-emotional well-being. This holistic approach ensures that learners are continuously encouraged to think critically, act compassionately, and develop self-awareness and resilience on their educational path.  To enrich the learning experience, learners may engage in a wide range of activities such as field trips, clubs, park days, movie nights, service projects, workshops, webinars, graduation ceremonies, meetups, craft fairs, talent shows, seasonal celebrations, and community college courses—all coordinated by dedicated iLEAD staff. These experiences promote authentic engagement with peers and the community, encouraging empathy, creativity, and responsible citizenship.  Learners also participate in co-curricular opportunities that support future-readiness and innovation. Activities such as college visits, virtual college fairs, film festival submissions, and cultural movie nights foster curiosity and global awareness. Many learners pursue passions in professional entertainment, athletics, or entrepreneurship—each path demonstrating the spirit of design thinking and lifelong learning. Whether building a business or engaging in the arts, learners are empowered to explore their authentic selves, serve their communities, and lead with empathy and purpose.|Based on a thorough review of educational partner input—including surveys, focus groups, and direct feedback from families, learners, staff, and community members—as well as local data, the LEA has identified key focus areas for improvement in strengthening partnerships to support student outcomes. Stakeholders emphasized the importance of continuing to build upon our systems for clear, consistent communication, increased opportunities for collaboration, and resources that empower families to support their learners’ academic and social-emotional growth.  In response, the LEA will prioritize enhancing communication and increasing transparency around student progress and available supports. A key strategy will be providing families and learners with increased opportunities to learn how to effectively monitor academic progress in Brightspace, the school’s learning management system. Through workshops, and accessible guidance materials, families will be better equipped to engage with learners’ coursework and support them in staying on track academically.  Additionally, the LEA will deepen its commitment to inclusive partnership practices by involving families and learners in the co-design of academic supports, enrichment programs, and intervention strategies. By actively integrating partner voices into school planning and improvement cycles, the LEA seeks to build trust, foster authentic relationships, and improve outcomes for all learners—particularly those who have been historically underserved.  These strategies align with the LEA’s vision of cultivating a learner-centered community where families, educators, and community partners work collaboratively to develop lifelong learners, design thinkers, empathetic citizens, and authentic individuals.					|Based on feedback from educational partners and findings from our self-reflection process, iLEAD Online has identified the need to improve engagement with underrepresented families—particularly those of foster youth, English learners, and socioeconomically disadvantaged learners, including those experiencing homelessness.  To better support these families, we are focusing on building stronger relationships through clear, compassionate, and culturally responsive communication. This includes offering multilingual resources, flexible outreach methods, and one-on-one support from academic coaches and facilitators trained in trauma-informed and inclusive practices.  Our goal is to reduce barriers to participation, increase access to learning supports, and create more opportunities for families to stay involved in their child’s progress—both academically and socially-emotionally. We will also offer workshops and tools to help families navigate Brightspace, our learning management system, and stay informed about learner progress.  By strengthening these connections, we aim to ensure every family feels welcomed, supported, and empowered as a partner in their learner’s success.|iLEAD Online has made strong progress in gathering meaningful input from learners, families, and staff to inform school decisions. Twice a year, learners and staff complete the iLEAD Learner Outcome Reflection Survey to reflect on growth in academic, social-emotional, and schoolwide learner outcomes. In addition, weekly staff and leadership meetings provide regular opportunities to review learner progress and collaborate on ways to strengthen the program.  Surveys are distributed each spring to families, staff, and learners to gather feedback on various aspects of the program, including areas aligned with the LCAP priorities. This input directly informs planning and action steps for school improvement.  Monthly board meetings remain open to the public, offering parents, staff, and learners a chance to stay informed and share feedback.  We also offer families the opportunity to participate in iSUPPORT—a parent group focused on building school-community connections. iSUPPORT offers a space for families to collaborate with staff, share ideas, and help foster a positive school culture. Parent and learner ambassadors further strengthen engagement by representing their peers at meetings and school events, ensuring all voices are heard in shaping the iLEAD Online experience.				|iLEAD Online is focused on improving how input from families, learners, and staff shapes decision-making—especially in areas connected to academic growth, mental health, and learner support.  One priority is strengthening our systems of support through MTSS to ensure learners receive timely, effective academic and social-emotional interventions. Continued staff development and refinement of these systems will help align support with best practices and learner needs.  Input from stakeholders and local data, including internal benchmarks and the 2024 California State Dashboard, have also highlighted the need to boost academic achievement, expand tutoring and check-ins, and improve engagement with underrepresented groups. WASC feedback has reinforced several key areas for improvement: increasing state testing participation, enhancing college and career readiness, improving services for English learners (including reclassification), and creating clearer ways to measure learner achievement.  The high school team is working directly with learners and families to improve course awareness, postsecondary planning, and engagement—especially for groups historically less represented in decision-making processes.  We have also revised our Graduation Plan and increased staffing with a team of credentialed college and career counselors to partner with families and teachers of record to ensure college and career readiness. These efforts are all part of iLEAD Online’s broader goal of ensuring every learner and family feels informed, supported, and involved in shaping their educational journey.				|To better engage underrepresented families in school decision-making, iLEAD Online reviewed a wide range of data, including NWEA MAP results, SEL feedback, attendance trends, SST input, and insights from counselors and liaisons. The school also uses ELLevation, a specialized platform to monitor English learner progress and design personalized support plans and Brainpop to support building key foundational ELA and Math skills.  In developing actions for improvement, input was gathered from a variety of voices—families, learners, counselors, facilitators, office staff, board members, and community partners. Feedback was collected through family meetings, school events, surveys, and collaborative discussions focused on curriculum, instruction, school culture, safety, and diversity, equity, and inclusion (DEI).  This broad and inclusive approach ensures that the voices of historically underrepresented families are reflected in school planning, helping iLEAD Online build stronger relationships and make more informed, equitable decisions that benefit all learners.				|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19753090136648|Options for Youth-Acton|3|OFY-Acton continues to prioritize the development of trusting and respectful relationships between school staff and families by fostering a welcoming environment that honors the diverse backgrounds and aspirations of its families and students. Based on the analysis of educational partner input and local data, OFY-Acton received positive results in building relationships.   According to the School Climate survey, the “Connection and Belonging” dimension received the highest rating from parents of 4.68, indicating strong efforts by the school to encourage a sense of belonging. A key insight from the survey was that families see teachers as caring and believe the school actively fosters a warm, inclusive environment. In the same dimension, students rated the school as 4.01 which reflects a mostly positive perspective with room for further improvement. As for staff input, the School Climate results for “Connecting and Belonging” was a 4.62 which indicates that staff are actively working to build meaningful relationships with students and help students feel like they belong at OFY-Acton.   OFY-Acton creates multiple opportunities for families to build relationships by welcoming all families to school site events, like Family Fun Nights, Back-to-School, and Open House. During these events, families have the opportunity to learn more about our school, extracurricular activities, post-secondary offerings, and connect with our staff. In addition, families are invited to communicate with their child’s teachers via email, communication platforms like Remind or Google Voice, and in-person meetings. Teachers offer at least one parent teacher conference for all students with multiple opportunities for intervention conferences throughout the school year focusing on students who are at the most risk. Additionally OFY-Acton has procedures in place to ensure language barriers among families and staff are eliminated by offering translation personnel during meetings and events.   In addition, families are invited to join the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC) where they learn about school plans, goals, and efforts made to ensure student achievement. These meetings create an opportunity for families to connect with school staff and provide meaningful feedback on how the school can improve their practices to ensure all students have the opportunity to succeed.   These efforts can be evidenced in our LCAP as follows: Goal 2 Action 4 - Post Secondary Activities/Events Goal 3 Action 1 - School Climate Survey Goal 3 Action 2 - Sports, Student Council, and Student Experiences Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton is dedicated to enhancing relationships between school staff and families. In order to continue our efforts in strengthen our relationships, OFY-Acton will focus on the following areas:   One focus area in building relationships between school staff and families that was identified in the School Climate survey under the Connection and Belonging dimension was students feeling connected and included at school. The student rating at 4.01 signifies a mostly positive response from students, but there is room to improve in how students feel connected at the school. OFY-Acton will focus on ensuring every student feels personally connected and included in multiple school opportunities to build and strengthen relationships by exploring student opportunities based on student interests or post-secondary goals and ensure the communication is shared in multiple formats which includes teacher communication, school site communication, flyers, etc.   Another focus area in building relationships between school staff and families would be to increase our participation in school committees like, Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). During the 24/25 school year, the PAC welcomed two students to the committee and benefited from having their input and questions for things like LCAP goal progress, title fund allocations and progress, and the development of 25/26 Parent and Family Engagement Policy and School Compact. To increase our participation in both committees, we can focus on recruiting with families by sharing what the committees meet about and how their input can support in school decisions to improve student outcomes.    These efforts can be evidenced in our LCAP as follows: Goal 2 Action 4 - Post Secondary Activities/Events Goal 3 Action 1 - School Climate Survey Goal 3 Action 2 - Sports, Student Council, and Student Experiences Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton is committed to ensuring all families feel a sense of connection and are included as part of the school community. To improve engagement of underrepresented families, OFY-Acton will seek feedback specifically on the factors that pose a barrier to their engagement with the school. Understanding what the barriers are preventing families from participating at the school will help the school identify possible solutions to increase their involvement.   During the Fall 2024 LCAP survey, we sought input on which barriers prevented families from engaging in their child’s school. Based on the results, a majority of parents did not have a barrier preventing them from participating. Almost 71% of parents stated transportation-related challenges were not a problem, 81% of parents did not have concerns about safety when traveling to the school, and 88% did not feel uncertainty about how to communicate with the school. For the families that do experience some of these barriers, we can focus on ensuring school events are local and ensure families know there are translators available at the school site.  These efforts can be evidenced in our LCAP as follows: Goal 3 Action 1 - School Climate Survey Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton is committed to seeing students succeed and understands that the partnership between the school and families is key to positive student outcomes.   Based on the analysis of educational partner input and local data, parents rated Student Connections with Teachers with a 4.71 rating which indicates that teachers are encouraging, respectful, and supportive of their child. Similar to the parents’ score, staff gave this dimension a score of 4.70 which aligns with our mission of empowering and inspiring students to achieve their goals and make their dreams a reality. Staff work closely together to ensure each student is supported and reaches their full potential.   OFY-Acton provides professional learning opportunities for staff to focus on student learning and teaching practices throughout the school year. In addition, staff are encouraged to attend conferences related to their subject area to learn about new teaching practices, current needs of students, and growing their network of resources. Staff have participated in multiple AI related professional developments this year because it has become a growing area that educators want to know more about and how to apply it to teaching and learning. Teachers learned more about the concerns of AI usage for student work and discovered ways to address it with students and families to ensure students are using it in a responsible manner that is not impacting their learning.     OFY-Acton does provide general resources on their school website for families and staff also share useful strategies on how to support students in an independent study model which include creating a space at home to complete coursework, building out a schedule that works best for their child to dedicate at least 4-6 hours of schoolwork at home, and sharing a tutoring platform that is available 24 hours a day for students to seek out support with their coursework. In addition, the school websites include the student handbook and school policies for families to remain informed of their legal rights to advocate for their own students and all students.   During the 24/25 school year, teachers were required to have at least one parent teacher conference with families to share student progress, areas of concern, and goal setting. Throughout the year, there were also multiple opportunities for teachers to schedule intervention meetings with families for students who were most at risk of falling behind their graduation pace. These meetings are a great opportunity for teachers to learn more about students' needs and improve the ways they work together to support improved student outcomes.    These efforts can be evidenced in our LCAP as follows:  Goal 1 Action 7 - Professional Development Goal 2 Action 1 - Post-Secondary Planning Goal 3 Action 1 - School Climate Survey Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton actively makes efforts to establish and build partnerships with families for overall student success. The school understands the importance of this partnership and is continuously working to improve.   One focus area the school will work on in the upcoming school year is Student Connections with Teachers. Based on the School Climate survey, students scored this dimension with a 4.36 rating. Overall students do feel supported by their teachers, but continuous check-ins and individualized feedback could strengthen the student teacher partnership.    Another focus area for OFY-Acton will be to raise more awareness of the information and resources available to families to help support student learning and development in the home. This could be in the format of flyers, school communication, school websites, and shared during parent teacher conferences. OFY-Acton has provided Parent Workshops throughout the 24/25 school year focusing on mental health, drug and alcohol awareness, and social media topics, but we can add on to these workshops by adding topics related to supporting students in their learning and development at home. These workshops could improve our partnership with families and increase overall student outcomes.    These efforts can be evidenced in our LCAP as follows:  Goal 2 Action 1 - Post-Secondary Planning Goal 3 Action 1- School Climate Survey Goal 3 Action 5- Parent and Family Engagement|OFY-Acton is dedicated to reaching all families and building a partnership to ensure students are supported and can reach their full potential while attending our school. To improve engagement of underrepresented families, OFY-Acton will seek feedback specifically on the resources families need to support their child’s learning and development at home. Understanding what the needs are will help the school in determining how best to provide professional learning for staff, develop resources for families, and ensure the partnership is impactful. Feedback can be provided in a multitude of ways including, conferences, meetings, workshops, engagement events, school activities, etc.   In addition, at the start of each school year, the school is recruiting for parents and students to join the Parent Advisory Committee (PAC) and  District English Learner Advisory Committee (DELAC) where they have the opportunity to learn more about the school programs and provide direct feedback to the school leadership team. These meetings also offer families the time to learn more about the legal rights of students and ask questions.  These efforts can be evidenced in our LCAP as follows:  Goal 2 Action 1 - Post-Secondary Planning Goal 3 Action 1- School Climate Survey Goal 3 Action 5- Parent and Family Engagement|OFY-Acton values and actively incorporates educational partner input to guide school decision-making and ensure that school plans align with efforts to enhance student learning and achievement.   A key component is our engagement of families is through our Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC), which includes school staff, parents, and students. These committees regularly provide input on school goals, student achievement, and key policies such as Parent and Family Engagement Policy and School-Parent Compact.   In addition, OFY-Acton conducts 2-3 surveys annually to gather community feedback on school programs, intervention programs, curriculum, safety, inclusion, engagement, leadership, and overall well-being. The data collected from these surveys is carefully analyzed to identify strengths and areas of opportunity.     These efforts can be evidenced in our LCAP as follows: Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton continues to rely on educational partner input to inform decision-making and  ensure alignment with student learning and achievement goals. However, based on low participation rates in advisory committees and survey responses, a key area for improvement is increasing parent and student engagement in both advisory committee involvement and survey responses.  In the upcoming school year, OFY-A will focus on raising awareness among families and students about the importance of participating in advisory committees and how their involvement directly contributes to school improvement. Efforts will include targeted outreach and clear communication about the impact of their input.  To increase survey participation, the school will launch a campaign during survey windows. This will include providing chromebook access at school sites for students and parents, hosting engagement events which include completing the survey, and possibly offering incentives such as raffle. These strategies aim to increase more participation in decision-making opportunities.   These efforts can be evidenced in our LCAP as follows: Goal 3 Action 5 - Parent and Family Engagement|OFY-Acton will begin co-designing family engagement activities with PAC and DELAC input starting Fall 2025, and will pilot a parent-led workshop planning group. Based on the analysis of educational partner input and local data, OFY-Acton will focus on strengthening engagement with underrepresented families by enhancing communication strategies and expanding opportunities for their input.   A key priority is using multiple communication methods to meet families where they are and ensure messages reach them in accessible, effective ways. Recognizing that one method, such as email, may not be effective for all families, OFY-Acton will increase the use of varied forms of communication including email, School Messenger, phone calls, text messages, and in-person outreach.OFY-Acton will also collaborate with teachers to share information in multiple formats to increase awareness and accessibility.   In addition, the school will host more engagement events designed to create welcoming environments for underrepresented families to share their perspectives. These events will serve both as opportunities for input and relationship building.   These efforts can be evidenced in our LCAP as follows: Goal 3 Action 5 - Parent and Family Engagement|5|5|5|5|4|4|5|5|4|4|4|3|Met||2025-06-25|2025
19753090137703|Method Schools, LA|3|"Based on the survey data from Method Schools, there are several indications of the school's strengths and progress in building relationships between school staff and families: 1. High Levels of Parental Support: A significant 67.95% of parents feel ""definitely supported"" in their role as learning coaches??. 2. Communication Satisfaction: Parents rated their inclusion in the school community with an average score of 4.31 out of 5, which underscores strong communication and community engagement efforts by the school??. 3. Inclusion in the School Community: The data shows that 56.41% of parents responded that they feel ""definitely yes"" included in the Method Schools community, highlighting a strong sense of belonging and inclusion promoted by the school??.  These statistics underline the school's commitment to fostering supportive relationships with families and demonstrate their effectiveness in communication and inclusion efforts."|From the data gathered in the parent and student surveys at Method Schools, several areas for improvement in building relationships between school staff and families can be identified:  1. Enhancing Responsiveness and Communication: Although overall satisfaction with communication is high, some parents have noted challenges.  Method is building systems to better streamline communication and ensure uniform messaging comes from all staff including improving internal communication and the manner in which communication is handled to students and families.  2. Clarity in Administrative Processes: Parents expressed concerns about administrative aspects such as grading systems, which some found confusing. This indicates a need for clearer communication regarding academic policies and more transparent administrative procedures??.  Additional work and training will be provided to staff and families on grading practices to better understand the competency based learning model that Method is implementing.   3. Technological Support and Resources: Both surveys highlight a significant demand for better technology and resources. About 21.43% of parents identified enhancing technology resources as a critical area for resource allocation. This suggests a need for improved technological infrastructure to facilitate better interaction and communication between families and school staff??. Addressing these areas could significantly enhance the effectiveness of the relationships between school staff and families at Method Schools, fostering a more supportive and transparent educational environment.|Based on the stakeholder surveys and internal staff feedback, the following will improve engagement of underrepresented families.    1.  Targeted feedback and inclusion initiatives - Method will set up regular feedback loops through increased surveys, focus groups, and parent interviews to help gather input directly from underrepresented families about their needs and experiences.   2.  Targeted Outreach Programs: Method Schools will target and outreach specifically aiming at increasing the involvement of underrepresented families in our existing programs including parent advisory committee and student groups like Hope Squad, Associated Student Body, and Hope Squad.  3. Professional Development Training - To improve relationships with families from diverse backgrounds and with diverse needs, Method has developed a structured professional development program that includes Multi-Tiered System of Supports framework, cultural competency, and competency-based learning trainings.|Based on the analysis of educational partner input and local data, Method Schools is proud of the following strengths: 1. High Satisfaction Rate: Local surveys indicate an overall positive perception among families and educational partners.  This shows Method has been successful in creating an environment that fosters collaboration and trust.  2. Parent Workshops: Parent Workshops are provided several times a year to help educate parents on ways to better support their students. Topics included: Motivating your student and Navigating Social Media with your Student.|Based on the analysis of local survey data and internal staff discussions, the following focus areas of improvement were identified.  1. Grading system and feedback 2. MTSS Framework practices 3. Parent Support Offerings|Method will improve engagement of underrepresented families by doing the following:    1. Increased educational partner training on Competency Based Learning:  Local survey data indicated confusion and inconsistency in the grading and feedback.  Further training will be provided to all educational  partners (staff, students, and parents) on competency based learning grading practices and providing effective feedback.   2. Refining MTSS Framework practices: In order to develop instructor abilities to instruct students with supplemental and intensified supports, a renewed effort to develop instructional staff on analyzing, reviewing, and discussing student progress, ways to work together to support improved student outcomes, and solidify their foundational knowledge of the MTSS framework.   3. Build upon Parent Support offerings:  Capitalizing on the initial success of parent workshops and the active Parent Advisory Committee, Method plans to continue providing opportunities for parents to participate in PAC, parent workshops, and add in-person opportunities to gather as parents.|Method provides a number of channels of communication to seek input for decision-making.  In addition to weekly individual check in meetings between homeroom teachers and students, Method also regularly shares feedback and satisfaction surveys, holds regular Parent Advisory Committee meetings, and the instructional staff conducts connection sessions with a random sampling of parents and students.|The following are Method’s focus areas for improvement in seeking input for decision-making: -Ensure Parent Advisory Committee’s makeup is reflective of the student population that Method serves increasing the representation of underrepresented populations. -Increase frequency and opportunities for feedback loops including listening tours, surveys, and focus groups.|Method wants to continue to grow its Parent Advisory Committee to include parents of underrepresented families including Special education and English Learner Students.  Method further wants to increase the frequency of variety of the manner we receive input including the implementation of smaller and more focused surveys on specifics to have a better understanding of stakeholders wants and needs especially in the identified areas of improvement such as improving technology resources and feedback/grading practices.|5|5|4|5|4|4|3|5|5|5|5|5|Met||2025-06-02|2025
19753090137786|Mission Academy|3|A strength of our school program in building relationships between staff and parents is recognition of the vital role of educational partners in supporting student achievement and overall school success. We maintain open and consistent communication through various channels, including regular school newsletters, quarterly student recognition ceremonies, and bi-annual parent-teacher conferences. Additionally, we hold weekly student appointments, Student Parent Advisory Committee (SPAC) meetings with students and weekly Friday staff meetings to ensure ongoing collaboration between family and staff. Support services for families are readily available through Academic Advisers, Highly Qualified Teachers, the counseling department, Community and Parent Liaisons and mass communication efforts that share community resources. Parents, guardians, and community mentors are encouraged to participate in small group advisory meetings each 6 weeks and quarterly English Learner Advisory and Parent Advisory Town Hall meetings, where we actively seek feedback. Beyond these formal settings, parents and caregivers frequently engage with teachers and staff via text messages and virtual meetings. Our educators also share powerful success stories of students who demonstrate resilience and determination, overcoming obstacles to stay motivated and achieve their goals. These stories serve as a testament to the dedication of our students and the unwavering support of our school community. For example, one MA adult student opened up about his experience with transitional housing and shared his strong commitment to completing what he started. He once believed it was too late to earn his diploma until he discovered our program. We frequently receive stories like this from enrolled and graduated students.|A focus of our program in strengthening staff and family relationships is to broaden post-secondary opportunities to better equip students for their futures beyond high school. To ensure that student pathways reflect both their aspirations and the expectations of their families, we actively gather input from parents, caregivers, and the community through SPAC meetings every 6 weeks, annual surveys, student-parent conferences, and quarterly advisory groups such as PAC and ELAC. Our school values the essential contributions of educational partners in guiding student achievement and is committed to gathering their insights and adapting our program to strengthen our support systems. We continue to stay in touch with alumni as well. One student who spent several years with us stated, “I know we haven’t talked much since I took online school, but I wanted you to know I am doing well. I have a good job and I’m still pursuing a career for my future. I wanted to thank you.”|Our school is dedicated to building strong relationships with underrepresented families by providing accessible and inclusive engagement opportunities. We understand the families we serve have demanding schedules, so we offer evening meetings for PAC and ELAC and SPAC meetings during the day to accommodate different needs. Additionally, family workshops, technology support, and community partnerships provide essential resources. By listening to feedback and adapting our efforts, we create a welcoming environment where every family feels heard and supported in their child’s education and will continue to improve in this aim. One of our pregnant and parenting students shared that we are her 5th high school, and she is happy and relieved to have finally earned her diploma. Her original goal was to finish by her baby's first birthday in early February, but her baby became ill, causing a setback. Despite everything she faced, she continues to persevere and did earn her diploma.|One strength about our program in relation to Building Partnerships for Student Outcomes is our commitment to providing comprehensive support by connecting students and families with essential resources. Counselors offer services such as Hazel Health for mental and physical well-being, Care Solace for access to mental health support, college workshops to guide students in post-secondary planning, and the HOPE Program, which provides specialized resources for pregnant and parenting teens. Community liaisons play a vital role in bridging the gap between the school and our communities, ensuring families have access to necessary support. Additionally, tutors provide academic assistance, helping students strengthen their skills and build confidence in their learning. Our educational partners have expressed appreciation for the availability of these resources, recognizing their positive impact on student success. Through these collaborative efforts, we continue to foster an inclusive and supportive environment where every student can thrive. One of our teachers received a text from a student who shared that she had attempted to complete her Algebra class independently but was struggling and realized she needed tutoring support. This is a significant win. The student describes experiencing “stranger danger,” a form of social anxiety that makes it difficult for her to interact comfortably with new people. This is her third time attempting the class. During the last week’s check-in, she shared that she had gone out and purchased a notebook and color-coded pens in preparation for her math class and had a positive attitude about getting through it this time.|Our focus for improvement in Building Partnerships for Student Outcomes is to continue to strengthen connections between families and our school, ensuring parents stay engaged through newsletters, surveys, and outreach efforts. Working alongside our counselors, our Parent Liaison expands engagement by building partnerships with local organizations and professionals, providing students with mentorship and career exploration opportunities. These relationships create an environment where students feel supported, motivated, and prepared for success. Stronger family involvement leads to higher attendance, improved academic performance, and greater college and career opportunities. As our school grows, we remain committed to enhancing these partnerships to ensure every student has the resources to thrive. A parent stated, ”My son has done extremely well academically, and I have had more engagement than I ever did in public school. I would definitely recommend Mission Academy to any student in need of a new way learn and be supported on their journey.”|"Our school will continue to prioritize trust, inclusivity, and open communication to strengthen family engagement for underrepresented students. We conduct regular surveys to gather parent feedback, ensuring their needs and preferences shape our support efforts. Information is shared clearly and accessible through newsletters, emails, text messages, phone calls, and virtual meetings to keep families informed. Our Parent Liaisons and counselors serve as a bridge between families and the school, fostering relationships and encouraging active participation in their child’s education. A student stated “my counselor helped keep me on track to graduate, not to mention the guaranteed availability of tutors when I needed assistance. They recommended dual enrollment, and I took local community college classes simultaneously to gain credits, which also transferred to my university. I graduated three years earlier than I expected because of the wonderful resources Mission Academy provided. The faculty also provided my family and me with support through tough challenges. They sent positive messages and cards when my aunt passed unexpectedly. The counselors also guided us through the college admissions process, which was extremely difficult to navigate at times. Due to the tremendous support I received while enrolling at Mission Academy, I am currently a rising junior at Chapman University, at age 15. My high school curriculum and dual enrollment prepared me for various aspects of university like time management, writing papers, attending in person-class, communicating with professors, and critical thinking (this was one of my most needed takeaways). Mission Academy played a major role in shaping the student I am today, and I am extremely thankful for the experience I had."""|A strength of Mission Academy in Seeking Input for Decision-Making is increased engagement in ELAC, PAC, and Annual Surveys, providing valuable input that shapes school decisions. Participation in PAC and ELAC meetings has increased, ensuring families are well-informed and actively contributing. Professional Learning Community (PLC) meetings support teachers in refining instructional strategies, while our Parent Liaison and community engagement efforts enhance connections between families and the school. Additionally, Student Parent Advisory Committee (SPAC) meetings provide a platform for valuable input, helping guide decisions that reflect the needs of our school community. Through these efforts, we continue to build strong partnerships that support student success. A parent stated “I shared in and understood the plight of finding the school to fit my child’s needs, one with engaging lessons and staff support, one that would embrace students as individual beings with minds and uniqueness, and one that would curate the experience of actual learning. I cannot be more appreciative of our educational journey. As an early graduate, my daughter is now a sophomore in college and thriving. I at times thought she would have tough challenges with the college adjustment and simultaneous classes and workload, but the true experience has been completely opposite.”|One focus area in Seeking Input is to continuously pivot throughout the year in order to make changes more quickly so that we can more immediately best serve our students, families, and staff. We prioritize gathering feedback throughout the year, utilizing multiple platforms such as our annual surveys, PAC and ELAC meetings, and SPAC discussions. Engaging with a broad range of voices allows us to continuously improve our processes, enhance family and student experiences, and strengthen our overall educational programs. In addition to seeking input from families, we actively involve staff and teachers in decision-making, recognizing their critical role in student success. One key example of this collaborative approach was the transition to an asynchronous orientation process. Based on feedback, we recognized the need to accommodate families’ busy schedules while maintaining accessibility and flexibility. This shift allowed parents and students to review orientation materials at their convenience, leading to increased participation and a smoother transition for new enrollees. By continuously seeking feedback and refining our processes, we create a more efficient, responsive, and supportive educational environment for all. We received a text message from a foster mom and graduate student who were so excited to pick up their Grad Box in person. The student now attends Antelope Valley College. She completed her FAFSA, and will be receiving Cal Grant Award through the Financial Aid Department.|"Our school is committed to improving Input from underrepresented families by implementing various communication methods, offering translation services, and providing targeted assistance. To keep our school community informed about decisions and opportunities for involvement, we provide regular updates through newsletters, emails, and social media, ensuring transparency and continuous engagement. A parent stated ""I am truly grateful to have so many avenues of communication.”"|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-06|2025
19753090138297|iLead Agua Dulce|3|"iLEAD Agua Dulce (iAD) demonstrates significant strengths in building relationships between school staff and families, as evidenced by high satisfaction rates in the Family Survey. A remarkable 90.9% of families reported favorable views on Parent/Guardian Involvement, and 91.7% expressed satisfaction with overall communication, averaging 3.4 out of 4.0 in both areas. Families particularly appreciate the responsiveness of staff to questions and concerns, and the effective communication about school policies, events, and learner progress. This is further supported by the 50% of families who strongly agree that the school values and incorporates their input. Open-ended feedback consistently highlights the supportive and caring nature of the staff, describing the school environment as having a """"village/family feel"""" and fostering a """"warm and inviting community.""  iAD's progress is also marked by its commitment to accessible and individualized educational programs that cater to diverse learning needs. This focus on individualization, coupled with effective communication and a strong sense of community, reinforces positive relationships. Furthermore, initiatives to empower student leaders to conduct their own focus groups underscore an ongoing effort to gather diverse input and enhance the overall learning experience for all.					"|iAD is committed to continuously strengthening relationships between school staff and families by focusing on enhancing communication and leadership development. Future efforts will prioritize fostering even more consistent and transparent communication channels with families, ensuring timely and constructive feedback on student progress and academic goals. This proactive approach aims to address past concerns regarding clarity and timeliness in information sharing. Furthermore, iAD will invest in leadership training and support to cultivate a more unified and communicative administrative team, recognizing that strong internal communication positively impacts the broader school community and family engagement.  A key future focus area will also involve refining individualized learning experiences and demonstrably acting on educational partner feedback. IAD plans to build upon existing strengths in personalized education by exploring new strategies to consistently challenge and support every student, ensuring no child feels overlooked or underserved. By actively soliciting and visibly responding to input from families and staff, the school aims to reinforce a culture of trust and shared ownership in improving the learning environment.|iAD will proactively enhance the engagement of underrepresented families by focusing on improving communication and fostering a more inclusive school environment. Recognizing that strong relationships are built on clear and consistent dialogue, iAD plans to implement new strategies to ensure all families, particularly those who may have felt unheard, receive timely and constructive feedback regarding student progress and school activities. This will involve exploring diverse communication methods that are accessible and tailored to the specific needs of these families, moving beyond previous inconsistencies and ensuring that all voices are valued and integrated into the school community.  Furthermore, the LEA is committed to fostering a school culture that actively seeks and incorporates input from all family groups. This will involve creating more structured opportunities for underrepresented families to provide feedback and participate in school improvement initiatives. iAD will also ensure that any feedback received, especially concerns related to individualized support or specific program offerings, is visibly addressed with transparent follow-through. By actively demonstrating that their input leads to tangible improvements, iAD aims to build greater trust and a stronger sense of belonging for all families within the school community.|iAD demonstrates considerable strengths in fostering partnerships for student outcomes, as evidenced by high levels of satisfaction and positive feedback across various educational partners. Families express a high degree of satisfaction with the overall educational program and its ability to meet their child's learning style and academic goals, with 92.6% favorable responses for overall program satisfaction in the Agua Dulce Classroom Based program. This positive sentiment extends to the learning environment, where 86.1% of families reported favorable responses, noting that their child feels engaged and motivated to learn, and that the academic program meets their expectations. Furthermore, 93.8% of families favorably view the school environment, highlighting a positive and inclusive culture where their children feel safe. Staff also report positive working environments (73.1% favorable) and strong community support.  iAD has made significant progress by focusing on individualized learning and robust communication, key elements in building strong partnerships. Families appreciate the school's ability to individualize their child's learning experience, along with the range of courses and resources available. The emphasis on hands-on learning and project-based learning is frequently cited as a strength by both families and learners. Staff responses highlight their dedication to students, their collaborative spirit, and the positive bond they share with learners. These efforts collectively contribute to a supportive ecosystem that empowers students to grow as learners and leaders.				|"The LEA is proactively focusing its efforts on strengthening partnerships for student outcomes by enhancing academic rigor and individualized support. Feedback indicates a desire for more consistent and challenging academic experiences across all grade levels. This includes a commitment to ensuring that all students, regardless of their current proficiency, are adequately challenged to reach their full potential and are not simply ""waiting for others to catch up."" The LEA will prioritize refining curriculum and instructional strategies to provide more enrichment opportunities and advanced coursework, while also reinforcing foundational skills to address any learning gaps.  Furthermore, the LEA will concentrate on broadening access to career-connected learning and improving overall resource utilization to directly impact student outcomes. While some opportunities exist, there's a recognized need to expand awareness and participation in career and college readiness programs, including internships and CTE pathways. The LEA will also review and optimize the allocation of resources, such as technology and materials, to ensure they effectively support student learning and staff efforts. By actively engaging both students and families in these expanded opportunities and by strategically deploying resources, the LEA aims to cultivate a more robust and supportive learning community that propels all students toward successful futures.					"|The LEA is dedicated to improving the engagement of underrepresented families in building partnerships for student outcomes by actively soliciting and integrating their perspectives into academic programming and school-wide initiatives. This involves a proactive approach to ensure that the educational experiences provided resonate with the diverse needs and aspirations of all student groups, particularly those identified as underrepresented during self-reflection. By fostering a more inclusive dialogue, the LEA aims to tailor learning opportunities that genuinely excite and challenge every student, while also ensuring that families feel their input directly contributes to the academic growth and success of their children.  To achieve this, the LEA will develop targeted outreach and feedback mechanisms designed to engage underrepresented families in conversations about curriculum, learning experiences, and career pathways. This may include culturally responsive workshops, focus groups, or direct communication channels that address specific concerns and suggestions. By fostering stronger connections with these families, the LEA seeks to collaboratively identify and remove barriers to participation in career-connected learning opportunities, such as internships and CTE pathways. The ultimate goal is to create equitable access to resources and opportunities, empowering all families to actively co-create a supportive learning environment that maximizes student outcomes.					|iLEAD Agua Dulce is committed to the meaningful engagement of its educational partners and regularly seeks input in the decision-making process. For example, we cultivate their feedback in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Agua Dulce staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Agua Dulce's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings modified to further learner achievement and continue the development of program offerings.					|During the 2024-25 school year, monthly iSUPPORT meetings were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at school wide events. Additionally, monthly EL collaborations with the EL coordinators within the school and across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program. Twice a year, iLEAD Agua Dulce learners and staff collaboratively completed the iLEAD Learner Outcomes Evaluation in Qualtrics , a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals.   Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent and learner surveys regarding aspects of the program were sent in the spring of 2025 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps).					|When developing each action for iLEAD Agua Dulce, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including educational partner feedback, parent meetings, academic, SST, and social-emotional data. iLEAD Agua Dulce assigned a family liaison to support foster youth, English learners and low-income students with community resources, school-wide resources and regular check-ins for any specific social-emotional or academic needs. Additionally, the school operates a Wellness Center and utilizes MTSS to support learners. Academic provisions such as additional tutoring and after school workshops was provided to support academic growth in English Learners, Foster Youth and Low Income Learners.				|4|5|4|5|3|5|5|5|3|4|5|5|Met||2025-06-17|2025
19753330000000|Manhattan Beach Unified|3|MBUSD maintains strong partnerships with educational partners who share a commitment to student success and family engagement. Collaborating with PTA/PTSA, the Manhattan Beach Education Foundation, and the MBX Foundation, the District aligns efforts across schools and ensures ongoing input from families. Parents and staff work together to support enriching programs across campuses. All MBUSD schools continue to be recognized as No Place for Hate schools, reflecting the District’s commitment to a climate of care across all MBUSD schools.  Related Question from the Winter 2025 LCAP Survey:  75% of parents strongly agree or agree that “families feel welcomed, valued, and connected to one another at my school,” a percentage consistent with 2024 results.|After reflecting upon the LCAP Survey results, an area of continued improvement in building relationships between school staff and families is to continue to provide opportunities for families and staff to work together to support student success.   Related Question from the Winter 2025 LCAP Survey: 77% of parents strongly agree or agree that “parents, staff members, and community partners work together to support student success at home and at my school,” which is a 6% increase compared to 2024.|In 2025–26, the District will enhance engagement with families and community partners to support student success through the following actions:  1. Emphasize proactive and consistent communication systems.  2. Track LCAP survey responses related to two-way communication and parent participation.|MBUSD continues to strengthen partnerships with parents to support student success through its Multi-Tiered System of Supports (MTSS). District committees, composed of staff and parents, play a key role in advancing student outcomes. In 2024–25, the Superintendent’s Educational Technology Advisory Committee researched best practices for technology use at home, in classrooms, at school sites, and across the District. Parent representatives on the LCAP Committee also help review goals and metrics, offering input on academics and school climate.  Related question from the Winter 2025 LCAP Survey: 77% of parents strongly agree or agree that “parents, staff members, and community partners work together to support student success at home and at my school,” a 6% increase compared to the 2024 survey results.|After reflecting upon the LCAP Survey results, an area of improvement is parent partnerships for student outcomes in the MTSS process, which includes sharing student progress throughout the school year.  Related question from the Winter 2025 LCAP Survey: 66% of parents strongly agree or agree that they know how well their children are doing in class and how the school plans to improve outcomes, a 1% increase compared to 2024.|In 2025-26, the District will continue to focus on building partnerships for student outcomes in the following ways:  1. Promote 2024-25 parent webinar recordings, including how to access and utilize the Aeries Student Information System (SIS).  2. Offer orientation sessions for families of English Learners (e.g., arrange a tour of the Mira Costa College and Career Center).|MBUSD actively gathers input from educational partners through a variety of committees and advisory groups, including the Bond Oversight Committee, LCAP Committee, DAC, PTAs, SEAC, DELAC, and others. These groups meet regularly throughout the year to inform District goals and services. Site and District leaders use data to guide outreach and engagement efforts. Weekly newsletters from the Superintendent also support two-way communication and keep the community informed about key decisions.  Related question from the Winter 2025 LCAP Survey: 71% of parents strongly agreed or agreed that “parents are kept informed about school funding, student achievement, testing, the Local Control Accountability Plan (LCAP), and other issues,” a 6% decrease compared to 2024.|Based on an analysis of District metrics, including the LCAP Survey, an area for improvement in seeking input for decision-making is to continue to expand opportunities for parents to be involved participants on an advisory committee.  Related question from the Winter 2025 LCAP Survey: 62% of parents strongly agreed or agreed that “parents are seen as educational partners and are engaged in developing goals to help improve schools in MBUSD,” which is a 2% increase when compared to 2024.|In 2025–26, District staff will continue to strengthen and expand opportunities for meaningful parent input.  Educational Services will work to broaden participation on the LCAP Parent Advisory Committee (LCAP-PAC), aiming to include at least one parent representative from every school site.  In addition to engaging representatives from DELAC and SEAC, staff will also seek to include parents of students identified as gifted and talented to ensure a more inclusive range of perspectives.|4|4|4|4|4|4|4|4|5|5|4|4|Met||2025-06-20|2025
19753410000000|Redondo Beach Unified|3|The Redondo Beach Unified School District has strong partnerships with its educational partners and has developed a variety of opportunities to engage with them and build relationships. RBUSD values community input and utilizes advisory committees to establish a vehicle by which to garner input and feedback. The various committees include the LCAP Advisory Committee, the District English Learner Advisory Committee (DELAC) Committee, Special Education Parent Advisory Council (SEPAC), the Career and Technical Education (CTE) Committee, and the Superintendent’s Student Advisory Committee. Committees are comprised of students, parents, educators, administrators, and community members with a focus on evaluating student achievement and school climate data, while reviewing current practices in order to make recommendations for improved services and supports. The work of the various committees has resulted in many tangible outcomes and has greatly strengthened two-way communication between the district, its schools and the school community.  Further, a strength of RBUSD is its high parental involvement and participation in its schools. The district, site administrators, teachers and staff work hard to build trusting relationships and create welcoming environments for all families in the community. All schools are supported by a strong PTA, the Redondo Beach Education Foundation, and the Beach Cities Health District. Parents also actively participate in decision making and goal setting through School Site Councils, English Language Advisory Committees, and the District English Language Advisory Committee. Further, all parents and community members are welcome to attend the many school meetings and activities available including parent education workshops, Open House, Back to School Night, conferences, Career Day events, PTA-sponsored events, speaker series events, music performances and more. District and school site communication ensures parents are well informed, have opportunities for involvement and are connected to their children's school.  Regular and timely communication with families and staff is an RBUSD priority and allows the district to continue to build strong relationships within the community. In addition to an annual LCAP feedback survey, ongoing communication with educational partners is accomplished in multitude of forms within the district including the use of regularly-updated social media platforms; a monthly message from the Superintendent; the publication of an annual parent-student handbook; the regular use of Parent Square, a school messenger system; PowerSchool Parent Portal; School News, a bi-monthly published periodical; PTA newsletters; principal weekly communication/newsletters; teacher newsletters; annual release of a “School Year in Review”; parent conferences; and District and school websites. Educational partners indicate this as an area of strength for RBUSD.|Based on educational partner feedback and local data, an area of focus in the upcoming school year will be on increasing parent education events, specifically around early college and career exposure and planning for students and parents.  In addition, partner feedback indicated a desire for schools to share their career pathways, through such offerings as Career and Technical Education (CTE).  Data from the 2025 California School Parent Survey indicates parents desire an increase in opportunities to be involved in decision-making with 65% indicating they “Strongly Agree” or “Agree” that RBUSD schools actively seek input from parents before decision making.|Based on feedback from educational partners and local data, RBUSD will continue to focus on increasing services and supports for families of English language learners and those with low socio-economic status (SES). Efforts will include enhanced outreach to strengthen school-to-home relationships and share valuable resources with families. The successful use of English Learner Specialists at each school site has contributed to increased parent participation in district and school level events.  According to the 2025 California School Parent Survey, 71% of parents agree with the statement that parents feel welcome to participate at school and 57% of parents agree with the statement that the school encourages them to be an active partner. Additionally, feedback from school site needs assessments, DELAC meetings, and community surveys highlights a need for increased site-specific parent engagement and education opportunities. In response, RBUSD will provide resources to support school-specific outreach and parent education opportunities, with a focus on increasing participation from underrepresented families.|Annually, RBUSD administers the California School Parent Survey (CSPS) to all parents of K-12 students in order to evaluate and improve parent engagement, involvement, and satisfaction in the RBUSD. The CSPS helps the District identify strengths, pinpoint areas for improvement, and establish baseline targets based on survey results. Additionally, RBUSD gathers qualitative data through parent engagement meetings and committees to assess progress in building relationships. The District also conducts local student surveys to obtain feedback on school safety, connectedness, and sense of belonging. The results of these surveys are shared with the community and serve as metrics for goal-setting and progress monitoring in the LCAP. A key strength of RBUSD is its robust partnerships with parent and community groups. RBUSD collaborates closely with the Redondo Beach PTA and the Redondo Beach Education Foundation, both of which consistently support efforts to strengthen school-to-home relationships. Additionally, RBUSD has established a solid partnership with the Redondo Beach Police Department, which provides extra resources to enhance relationship-building efforts. Lastly, RBUSD has been fortunate to partner with Beach Cities Health District, an invaluable community resource to support students and families’ physical and mental health care needs.   Educational partner feedback indicates another area of strength is that schools offer ample opportunities for parents/guardians to participate in their child’s school.  According to the 2025 LCAP Survey, 88% of parents reported that they Agree/Strongly Agree with this statement.  School sites offer diverse opportunities for parents to be engaged with students and the school.  The District office has collaborated with community organizations to offer additional parent events that inform them of community assets, supports, and resources.   RBUSD’s teachers have traditionally maintained very strong relationships with their families, and an additional strength is the ongoing communication that occurs to update families on student progress. In addition to fall and spring parent/teacher conferences, families receive information on student progress via growth reports; Individual Education Plan (IEP) meetings; 504 meetings; and Student Success Team meetings. In addition to formal parent teacher conferences, families may at any time request a meeting with their child’s teacher to discuss progress and/or concerns. Education Code (EC) 48980 requires school districts to notify parents or guardians of their rights and responsibilities at the beginning of the academic year. RBUSD provides annual notifications to parents when updating required back to school paperwork.|Analysis of educational partner feedback has highlighted the need to provide increased parent education opportunities. During the 2024-2025 school year the focus remained with increasing resources for parents to better support their children's learning at home. For the upcoming school year, 2025-2026, parent education opportunities will focus on understanding the rigor in core subjects, differentiated instruction, and practical life skills.  To address this, RBUSD will develop a parent education plan as stated in the 2025-2026 LCAP and will continue to use committee meetings, PTA events, community events, and other forums to inform parents of these multiple educational opportunities.|RBUSD has allocated resources to hire staff dedicated exclusively to supporting underrepresented students and families. These staff members will conduct individualized outreach to enhance family engagement in school and district events. Additionally, targeted parent education events will be organized to address specific needs, build parent capacity, and strengthen relationships.|RBUSD’s approach to engaging educational partners is multifaceted. Providing ongoing opportunities for input is a priority, and a strength lies in the numerous opportunities available as well as the level of participation. The high level of involvement is evidenced by participation in School Site Councils, School Wellness Councils, English Language Advisory Committees (ELAC), the District English Language Advisory Committee (DELAC), the Special Education Parent Advisory Council (SEAC), and the Career and technical Education (CTE) Committee. Through its partnership with Beach Cities Health District (BCHD), RBUSD parents also serve as members of the BCHD parent-advisory board and as volunteers in school wellness programs. District schools that receive Title I funding hold Title I parent meetings to inform families of Title I students of opportunities and procedures for parental involvement and to gather input on developing effective and successful programs. Lastly, surveys act as a means to garner ongoing feedback and input from educational partners. To build the capacity of administrators to engage educational partners effectively in advisory groups and decision-making, RBUSD has partnered with an educational consulting group.  Over the past three years, school and district leadership have strengthened practices around cycles of inquiry for school improvement and analyzing data to inform goals and instructional practices. The result of their work has further strengthened their capacity to engage with communities in the decision-making process. During the 2025-2026 school year, the District will use its learnings from the three-year partnership to continue school-based cycles of inquiry for school improvement.|During the 2025-2026 school year, a focus area for improvement will continue to be increasing educational partner participation in school and district surveys. Although the attendance and participation of district committee members continues to be high for in-person meetings, participation on surveys is very low in comparison, specifically from parents of students at the secondary level. For example, in the annual LCAP survey, during the 2024-2025 school year, RBUSD had 24% of secondary parents participate in the survey.  A focus area in the 2025-2026 school year will be to increase participation from secondary students and parents in surveys that will assist the District with responding to educational partner needs. Another focus area will be increasing participation by underrepresented families in advisory groups. Diversity of representation across advisory committees is a priority, and RBUSD will focus energies on outreach and communication in an effort to ensure better representation of underrepresented families. RBUSD has seen a marginal increase in participation from families of unduplicated students. In the upcoming school year, RBUSD will strive to increase participation in school and district events specific to the families of unduplicated such as Title I Family Events and English Language Advisory Committee (ELAC). Parent education offerings will assist the District with informing parents of decision-making opportunities.|As noted, a focus for the 2025-2026 school year will be to continue to increase participation by underrepresented families in advisory groups, ensuring equity of voice in decision-making. A key avenue for these families to provide input and feedback on priorities is through the LCAP Advisory Committee and the development and analysis of the annual LCAP feedback survey. RBUSD has been successful in increasing diversity of representation on the committee, and will make a concerted effort on maintaining this as members exit and new partners are welcomed. Additionally, the largest underrepresented group in RBUSD is its English Learner (EL) community. The District has allocated funds to ensure an EL site specialist is present at every site to build relationships and serve as a liaison between schools and families. A district-level administrator communicates with families and focuses on increasing parent outreach opportunities and involvement in District English Learner Advisory Committee (DELAC) meetings. Another key area for development is boosting district-wide parent participation and representation from underrepresented families. This requires enhanced outreach efforts and various formats for engagement and participation.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
19756630000000|SBE - New West Charter|3||||||||||||||||||||||Not Met|||2025
19756636120158|New West Charter|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. We have a robust system of family communication that includes regular newsletters for middle school, high school, and NWC+.   This year many new families have joined the school.  New West provided every new family a full school tour, including classroom visits and opportunities to meet teachers and administrators before the child started school in the fall.  This set the stage for a strong relationship for families with the new families already having an understanding of what goes on at school each day.  This year the school provided additional access to Back to School Night, providing opportunities for families to participate in person, virtually, or by phone in order to ensure every family could participate regardless of other commitments. The teachers provided the resources for Back to School Night like the syllabus and classroom expectations in advance of the event to ensure parents had time to review.  This year we increased the amount of It Take a Village family workshops and provided specific workshops geared to different parent populations: Spanish-speaking families, families of students with disabilities, struggling students, gifted students, etc.  We also have a Spanish-speaking staff members who has contacted Spanish speaking families and held meetings in Spanish this year to provide opportunities for families to participate in their native language.|The school still has room for growth in providing additional opportunities for participation for families whose first language is not English.  Also, the school can do more outreach and provide more access to resources for families who are struggling financially.|The School, along with the DEI Office, provides additional outreach to families from underrepresented groups to ensure they have the information and resources needed to support and advocate for their child.|New West has developed practices that foster partnerships between families and staff in support of student growth. The schools host Back to School night and parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. All families have 24/7 access to Infinite Campus to monitor student progress in all classes. Families also receive a regular progress report informing them about their child’s academic progress and reports showing student progress and areas of improvement indicated by the NWEA MAP assessments. At the end of the year families have an additional opportunity to meet with teachers and review their child’s work for the year. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process. We also host workshops to provide all parents with information about how to best support their child at home.|The school will improve communication to families about how students can access the dual enrollment and Career Technical Education programs at the school and how students benefit from these programs.|We have established a Diversity Equity and Inclusion Office to support underrepresented families and ensure they receive comprehensive communication about what is going on at school and what resources are available to them. We look forward to strengthening relationships with our students’ families further next year and providing more information to underrepresented families about the benefits of participation in the dual enrollment and Career Technical Education programs.  We will continue to provide individual family meetings in either English or Spanish to provide individualized support for families in crisis to ensure the child can attend school each day with the necessary supplies/resources.|The school’s Governance Council has three elected parents of enrolled students of the middle and high schools, three appointed community members, three teachers, one non-instructional staff member, and one representative of the chartering authority. We have administered three large family surveys this year to ensure families have input into decision-making.|Our DEI office has worked with families to come together to plan events and celebrations to celebrate specific cultures in ways that feel important to our families. We can provide additional family workshops in Spanish in the future.|The school will continue to encourage participation by warmly inviting all family members to participate on the board and at other school events, as well as provide multiple opportunities to provide input via surveys that can be taken remotely.|4|5|4|4|4|4|5|4|4|4|4|3|Met||2025-06-17|2025
19757130000000|Alhambra Unified|3|Based on the analysis of educational partner input and local data, the LEA demonstrates significant strengths in fostering welcoming and inclusive school environments that support strong relationships between staff and families. According to the 2025 LCAP Parent Survey (Hanover Research), 89% of respondents agree that students feel welcome at school, and 88% report a strong sense of belonging. These indicators suggest that schools are succeeding in cultivating environments where families and students alike feel seen and valued. Furthermore, 84% of families agree that AUSD collaborates with them to promote student success, underscoring the strength of foundational partnerships between school staff and families. These findings reflect a shared commitment to students’ academic and social-emotional well-being and affirm the district’s ongoing efforts to prioritize family engagement as a key lever for student achievement.|Based on the analysis of educational partner input and local data, the LEA has identified a key area for improvement in ensuring the consistency and depth of family engagement across school sites. While the 2025 LCAP Parent Survey (Hanover Research) reflects strong overall collaboration with families (84%), only 77% of parents report feeling that caregivers are actively engaged. This gap indicates that while broad efforts to connect with families are in place, more work is needed to foster meaningful, personalized engagement with individual families. To address this, the district will prioritize the development of consistent outreach practices that are inclusive and culturally responsive, ensuring that all families—regardless of background, language, or prior school experience—feel welcomed, valued, and invited into the daily life of the school community. The LEA’s Community Schools initiative will play a central role in this work, leveraging dedicated resources and community partnerships to strengthen connections with families and expand opportunities for authentic engagement.|Based on the analysis of educational partner input and local data, the LEA will enhance engagement with underrepresented families by intentionally strengthening the relationships between school staff and families through culturally responsive approaches. Site-based bilingual School Community Coordinators (BSCCs) will play a pivotal role in this effort. As trusted cultural and linguistic liaisons, BSCCs are strategically placed at each school site to foster meaningful connections with families, leveraging their cultural knowledge and providing primary language support in Spanish, Mandarin, and Vietnamese. Management will lead by example, emphasizing inclusive practices and supporting BSCCs in expanding outreach to families who have historically been less engaged. Communication efforts will prioritize accessibility and linguistic inclusivity, including the translation of written materials and the use of personal phone calls to bridge gaps in engagement. To more effectively connect with underrepresented groups—such as newcomers, families whose primary language is not English, and those of students receiving special education services—the LEA will continue implementing culturally responsive strategies, including multilingual communication, targeted outreach, and community-based events like PACES. These approaches are designed to ensure that all families have equitable access to personalized, positive, and affirming interactions with their school communities.|Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths in building partnerships that support student outcomes, particularly through its robust instructional and support systems. According to the 2025 LCAP Parent Survey (Hanover Research), 79% of families agree that schools provide adequate academic and social-emotional support, while 84% believe the district ensures equitable access to educational opportunities. These positive perceptions reflect the LEA’s commitment to fostering student-centered environments that prioritize both learning and well-being. The data suggest that families not only recognize the supports in place but also view the district as an equitable partner in their children’s educational journeys—affirming AUSD’s ongoing progress in aligning school efforts with the needs and aspirations of its diverse student population.|Based on the analysis of educational partner input and local data, the LEA has identified the need to strengthen inclusive practices as a key focus area for improvement in building partnerships for student outcomes. While academic and social-emotional supports are rated highly overall, only 71% of families agree that students with disabilities are educated in the least restrictive environment, as reported in the 2025 LCAP Parent Survey (Hanover Research). This data indicates an opportunity for deeper collaboration with families of students with disabilities to ensure more inclusive, responsive educational experiences. Moving forward, the district will prioritize efforts that go beyond procedural compliance, aiming to foster a culture of shared ownership for student success. This includes strengthening two-way communication, engaging families as authentic partners in decision-making, and ensuring that all students—regardless of ability—have equitable access to meaningful learning opportunities.|Based on the analysis of educational partner input and local data, the LEA will strengthen engagement with underrepresented families by enhancing culturally responsive outreach and deepening partnerships that support student outcomes. A central strategy involves the ongoing professional development of Bilingual School Community Coordinators (BSCCs), who serve as critical liaisons between schools and families. These targeted trainings will equip BSCCs with advanced strategies for engaging families who have historically been underrepresented in academic settings, thereby fostering more inclusive and responsive educational environments. To promote equitable outcomes, the district will prioritize outreach to families of homeless and foster youth, English Learners, students with disabilities, and Latino and African-American students. Efforts will include expanded access to language interpretation services and the intentional use of BSCCs to support linguistically and culturally appropriate communication. In addition, training sessions designed to help families better understand and navigate educational systems, with an emphasis on instructional goal-setting and shared accountability will be offered. This work aims to build trust, agency, and sustained collaboration. Community Schools will continue to serve as hubs of integrated support by offering essential resources such as food pantries and leveraging site-specific goals and instructional specialists to reinforce student and family success.|Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths in seeking and responding to educational partner input for decision-making. AUSD has established a transparent and inclusive engagement infrastructure, utilizing multiple tools—such as the LCAP Survey, YouthTruth Survey, and California Healthy Kids Survey—alongside targeted listening sessions for parents and caregivers. These efforts ensure that a broad spectrum of voices inform district planning and priorities. The impact of this work is reflected in the 2025 LCAP Parent Survey, where 88% of respondents affirmed that AUSD effectively engages students, and 84% agreed that the district collaborates with families to support student success. These data points underscore a high level of trust among educational partners and validate the LEA’s commitment to elevating diverse perspectives in decision-making processes. The consistent feedback loop between data collection, reflection, and action continues to strengthen community confidence and partnership across the district.|Based on the analysis of educational partner input and local data, the LEA has identified the need to strengthen structures that elevate caregiver voice in district-level decision-making. While 77% of caregivers report feeling actively engaged, this suggests an opportunity to deepen and broaden meaningful participation, particularly in shaping policy and programmatic decisions. To address this, the LEA will share these findings with site leaders and prioritize strategies to make engagement more accessible and inclusive. This includes developing clearer and more transparent meeting agendas, expanding representation across educational partners, and offering meetings at varied times and in multiple formats to accommodate diverse family needs. Additionally, the district will continue to utilize anonymous surveys to encourage candid input and ensure that a wide range of perspectives is considered prior to making key decisions. These efforts reflect a broader commitment to cultivating a culture of shared leadership and community-informed governance.|Based on the analysis of educational partner input and local data, the LEA is committed to enhancing engagement of underrepresented families in decision-making by improving access, representation, and trust. Bilingual School Community Coordinators (BSCCs) will receive ongoing professional development to strengthen culturally responsive outreach, supported by parent language interpreters to connect with families of homeless and foster youth, English Learners, students with disabilities, and Latino and African-American communities. The LEA will offer flexible meeting formats, hold events in welcoming spaces, and use tools like the digital newsletter and Board Room broadcasts to keep families informed and involved. At the PACES Summit, Student Support Services will train families on navigating educational systems and goal-setting, deepening collaboration. Community Schools will continue providing essential resources and leverage instructional specialists to integrate family voices in planning. These efforts aim to empower underrepresented families as active partners in shaping student success.|5|4|5|5|4|4|4|5|4|4|5|4|Met||2025-06-24|2025
19768690000000|Wiseburn Unified|3|"WUSD recognizes the essential role of collaborative efforts between staff and parents in fostering student learning.  Current Strengths: The Wiseburn Unified School District actively cultivates parent engagement across its sites through various avenues such as ELAC and District LCAP committees, as well as School Site Councils. These platforms serve as forums where site principals delve into legal implications regarding parent empowerment. Agendas are thoughtfully crafted to facilitate discussions and address inquiries, actively encouraging parental input. Moreover, each site offers biannual parent-teacher conferences and facilitates informal meetings upon parental request. Parent nights, tailored to cover technology, curriculum, mindfulness, student safety, and guidance on accessing student information online (specifically at the middle school level), are organized across school sites. Furthermore, parents of English Language Learners benefit from dedicated information nights at the start of the academic year, while students in grades 6-8 engage in culminating student-led conferences with their families to conclude the year. WUSD records an impressive 97% parent attendance rate at Back to School and Open House events across all campuses. Teachers and site administrators ensure seamless access to school information for families through online portals featuring calendars and site updates. Middle school families can conveniently track assignments and student progress through the Canvas learning management system. To promote continuous learning beyond school hours, students and families are provided with comprehensive online learning resources and access to take-home textbooks with online support. Additionally, the District offers diverse channels, including the ""Share Your Thoughts"" online portal, Community Advisory, LCAP, Bond committee, site PTA, School Site Council, and DELAC, alongside various surveys, to foster community engagement. Counselors extend support to students and families through individual counseling sessions, family counseling, consultations, workshops, and connections with external mental health agencies.  Progress: In line with the 2023-2024 emphasis on social-emotional learning and support, WUSD has retained the DEI coordinator role, focusing on diversity, equity, and inclusion initiatives. Families recently participated in extensive committee work, resulting in the successful renaming of all four District schools. Additionally, families gained access to confidential online support through the CARESolace program and Hazel Health, alongside in-person support at school premises. Furthermore, the District has engaged a communications consultant to enhance and align communications with families and the broader Wiseburn community."|Area of Focus for Enhancement: Enhancing Family Engagement:  In collaboration with our dedicated school administrative staff, the Wiseburn Unified School District is diligently working on the development of a comprehensive 2023-2024 program designed to expand parent education opportunities throughout the District, with a specific emphasis on bolstering social-emotional and academic support for our students. To ensure that our educational partners remain informed and engaged, the Wiseburn Unified School District is committed to the following strategies: 1. Strengthened Partnership with DELAC and ELAC: We will continue to foster transparent and effective communication channels with our District English Language Advisory Committee (DELAC) and English Learner Advisory Committee (ELAC).  2. Digital Outreach: We are leveraging modern communication platforms, including our school and District websites, Instagram posts, and District newsletters, which are all readily accessible to both staff and families online. 3. Efficient Email Communication: Facilitating timely feedback to parents through email communication between families and teachers is a priority, ensuring that concerns and inquiries are addressed promptly. 4. Accessible Assessment Results: We offer convenient online access to CAASPP and ELPAC assessment results through our student information system, enabling families to track their child's progress effortlessly. 5. Inclusive Participation: We extend regular invitations to families to attend school events and committee meetings, fostering a two-way dialogue between families and schools. As we continually strive for improvement, a key area of focus is enhancing parent attendance at all site English Language Acquisition Committee meetings and parent/guardian educational events. To achieve this, we are exploring various options, including: - Flexible Meeting Timings: Reviewing and adjusting meeting schedules to accommodate a broader range of availability for parents. - Childcare Support: Exploring childcare options during meetings to facilitate greater parental participation. - Expanded Parent Education Opportunities: Expanding the scope and diversity of parent education offerings to meet the evolving needs of our families. By making these enhancements, we anticipate stronger connections between families and our schools, ultimately creating a more enriching and supportive environment for our students.|WUSD remains committed to expanding opportunities for families in the areas of continuous learning, partnership, and involvement. Central to this endeavor is the need to boost participation among underrepresented families, fostering a deeper comprehension of the educational landscape to empower them as advocates for their children's education. The Wiseburn Unified School District endeavors to enhance involvement in both the assessment and formulation of opportunities for parents as educational partners and educators to partake in decision-making processes within the District.  Consistent communication channels such as site and District newsletters, online platforms, and websites, coupled with ongoing outreach via parent surveys, facilitate continual dialogue, ensuring a transparent exchange of ideas on the most effective approaches to engaging educational stakeholders in decisions impacting schools and students. A focal point for advancement has emerged in soliciting staff input concerning parent engagement initiatives. To address this, site-level Guiding Coalition teams and Teacher Collaboration Time (TCT) sessions have been strategically designed to align topics across school sites, concentrating on instructional methodologies and site practices. These initiatives afford staff the necessary time to deliberate on efforts aimed at involving families, particularly those from underrepresented backgrounds.|Current Achievements: At WUSD, we prioritize fostering educational partnerships as key component of our programs and strategies to elevate student outcomes. These partnerships encompass a comprehensive collaboration of school personnel, students, and caregivers, all working in unison to ensure the academic success of our students. Our commitment to this approach is exemplified through various facets of our educational landscape, including:  1. IEP Conferences 2. School Site-Based Councils 3. Parent-Teacher-Student Association Meetings 4. Classroom Volunteers 5. Field Trip Volunteers 6. The District English Language Acquisition Committee 7. Local Control Accountability Plan Educational Partner Meetings 8. Site Teacher Guiding Coalitions 9. Weekly Grade-Level and Teacher Collaboration Time (TCT) focused on instruction 10. Student Council Initiatives 11. Purposeful Family-Centered Workshops conducted by our School Counseling Teams, designed to support the social-emotional needs of both students and parents 12. CORE (Community of Respect and Empathy), a districtwide committee with a focus on equity, inclusion, and diversity topics.  These collaborative endeavors serve to nurture an environment of unity, inclusivity, and diversity that ultimately enriches the educational experience of students in the WUSD.|Focus Areas for Enhancement:  WUSD extends partnership opportunities to all our families and staff. WUSD has implemented a comprehensive feedback mechanism, consisting of regular surveys featuring a blend of multiple-choice and open-ended questions. These surveys serve as invaluable tools to gauge the effectiveness of our programs, identify pressing needs, and foster a deeper understanding of the shared priorities concerning student learning among educational partners.  WUSD currently facilitates family/caregiver workshops covering a diverse range of educational and social-emotional topics at our school sites. Looking ahead, WUSD is in the process of reviewing options for educational and engagement opportunities, extending the benefits to all our educational partners. This review is aimed at increasing attendance and nurturing partnerships, which are pivotal in promoting favorable student outcomes throughout the WUSD.|Enhanced Engagement Strategy: WUSD is committed to fostering collaboration between our educational partners and staff to better serve our students by developing innovative programs and effective strategies aimed at enhancing learning outcomes. We are dedicated to facilitating participation in this process by offering access to committee and school board meetings, both in-person and online through platforms like ZOOM, to ensure that all educational partners can actively contribute and engage in providing valuable feedback. We anticipate a growing array of educator partnership workshops, focusing on key areas such as social-emotional learning for students, technology integration, effective parenting strategies, and support for children with special needs. To ensure that the WUSD community stays informed about these opportunities, we will enhance our communication channels through the District website, site newsletters, and continuous updates on our social media platforms dedicated to promoting these valuable educational interactions. Through these outreach initiatives, we aim to provide families with more chances to participate actively and empower educational partners with ongoing access to engaging meetings and workshops throughout the school year.|"WUSD's Commitment to Inclusive Decision-Making: Throughout the academic year 2024-25 and carrying on into 2025-26, our district has continuously expanded its avenues for gathering valuable input from our educational partners. In a significant step forward, we introduced a user-friendly ""one-click"" option on our website, inviting school and community members to easily share their comments and questions. All such contributions are thoughtfully addressed in a public forum during our school board meetings, ensuring transparency and accountability.  With a focus on effective communication, WUSD engaged the expertise of a dedicated communications consultant. Their role has been instrumental in optimizing and increasing the efficiency of our online newsletters, announcements, and social media posts. This strategic approach ensures that our messaging is consistently clear and resonates across the entirety of the WUSD community."|Addressing Underrepresentation: One critical area of focus for enhancement pertains to our strategies for engaging underrepresented groups within the WUSD school community. This includes concerted efforts to involve our families in committees that play a key role in shaping plans for improvements to various school and district programs. To ensure inclusivity, we have undertaken several measures:  1. Conducting Surveys: We continue to employ surveys as a valuable tool to gather insights from all educational partners. These surveys are thoughtfully provided in both English and Spanish, catering to the diverse linguistic needs of our community. 2. Bilingual Communication: Recognizing the importance of effective communication, we have taken significant steps to make information accessible to all. Newsletters and weekly messages from schools are made available in both English and Spanish, ensuring that language is not a barrier to engagement. 3. Increased Engagement: In the 2023-24 academic year, we witnessed a growing level of engagement, with an increase in WUSD families participating in the district-wide ELD Survey. For the district-wide LCAP Survey, we received feedback from 286 WUSD families and staff, reflecting an increase in respondents compared to the previous year. 4. Addressing Low Participation: We acknowledge that there is room for improvement in fostering participation among families identified as low-income in key school groups such as DELAC, LCAP, and SSC. We are committed to devising strategies to actively address this disparity and ensure that the voices of all families are heard and valued in our decision-making processes.|In WUSD, it is evident that support for our schools is strongest when all educational partners—families, teachers, principals, students, and district administrators—collaborate to, shape, execute, and assess initiatives at both the school and district levels. In response to feedback gathered from surveys, staff, and administrators, we reaffirm a commitment to family engagement in the forthcoming 2024-2025 academic year. Our district and site administrators plan to offer an array of additional family engagement opportunities throughout each school year. These will encompass a diverse spectrum of workshops catering to both English and Spanish-speaking families. These workshops will delve into various facets of student learning, complemented by a series of ongoing family workshops centered around essential themes such as technology, social-emotional learning, academic advancement, and parenting skills.|3|4|3|4|3|3|4|3|3|3|3|3|Met||2025-06-26|2025
19768690119016|Da Vinci Science|3|Da Vinci Science has incorporated regular opportunities for parents to interact with teachers through parent/teacher office hours, monthly parent coffees, monthly Parent Advisory Committee Meetings, and monthly Parent Association Meetings. These office hours are held bi-weekly and focus on current and ongoing parent and staff communications. Da Vinci Science also holds Student-Led Conferences every semester, in which parents come to the school to hear their students reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. The school has also adopted Canvas, a Learning Management System to help ease communication lines between parents and teachers in regards to student progress.|Da Vinci Science will re-examine the format of Back to School Nights and Welcome Orientation sessions; and will continue to gather input for shared decision making. Da Vinci Science will continue to offer multiple forms of communication and parent workshops.|By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences and parent information sessions. Underrepresented families will be made aware of options for the conferences (either in-person or virtual conferences) as well as the availability of translators for the conferences. Underrepresented families will also be invited to join parent advisory meetings.|Da Vinci Science has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. In addition, Da Vinci Science includes parents through regular parent/teacher/administration office hours for frequent and consistent communication.|Da Vinci Science will continue to build partnerships with parents through Parent Advisory Committee and Parent Association. Over 88% of families felt they were a part of the decision making process for the school. Da Vinci Science will continue to increase parent participation in these groups through outreach events and opportunities for parent workshop and engagement on campus.|By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of our parent engagement activities. Underrepresented families will be invited to participate in Parent Advisory Group meetings and Parent Cohesion meetings.|Da Vinci Science has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, workshops in professional development, regular parent meetings on campus, and consistent communication with families through the school website, blog, and social media platforms.|Da Vinci Science will improve the number of parents participating in parent committees such as the Parent Advisory Committee and weekly office hours with the DVS administrators.|By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the Parent Advisory Committee.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2025-06-25|2025
19768690119636|Da Vinci Design|3|Student Led Conferences are hosted twice per year. SLCs ensure each student gets a one-on-one conversation with teachers and parents as facilitated by the student. Parents can be invited to see classroom resources and assignments for all core classes as presented to Canvas. The principal at Da Vinci Design shares a weekly update with families on the DVD blog, and counselors post several times throughout the week to provide families with up-to-date information. Principal and Assistant Principal host a monthly parent information session via Zoom which is a method of sharing regular school updates and providing a forum for parents to have open conversation and discussion with administration. We include parents in our hiring symposium processes so that parents can have more input into finding quality staff members who share in the values of Da Vinci Design, as well as share feedback with administration of hiring goals and teacher/staff support.|In a parent advisory committee meeting, partners shared analysis (based on parent survey results) that while many parents felt they were able to participate in school activities, this number could be increased with greater outreach. Parents/guardians have also expressed confusion about the new LMS Canvas, and how the reporting of grades has changed relative to how grades were previously posted in PowerSchool. The administrative team plans to increase messaging and resources to parents to increase family engagement on Canvas and have more active parent oversight of student progress using this platform.|Da Vinci Design continue to refine its strategies around communication school events and grades home to parents. Administrators will work with teachers to create workshop materials and documents to better support parents/guardians in being informed about student progress by helping parents gain access to the LMS Canvas. Additionally, administration will continue the process of progress reports being mailed home to families twice per semester. This enables direct communication home to families regardless of aptitude with technology, and information can be sent home in translated languages. The timing of these progress reports will be intentional, and will encourage parents to participate in SLCs, Exhibition, and end of semester Presentations of Learning.|Many of Da Vinci Design’s signature practices promote relationship building between teachers and students’ families. Events like Exhibition Night and Student Led Conferences (SLCs) are hosted on campus once per semester where families are actively invited to campus. Exhibition invites families to see and engage with student work and interact with campus. The DVD Diversity Council works with staff advisors to teach the students about culture and anti-racism. Various assemblies are held throughout the year hosted by different student clubs and on-campus groups to celebrate diversity, culture, and inclusivity. Da Vinci Design has implemented robust structures for student discipline and behavior support which has resulted in less major and minor behavior incidents. Expectations and resources are shared with parents via open meetings, blog posts, and communication through School Messenger. The Intervention Specialist specifically provides targeted supports and parent outreach for students facing chronic absence of experiencing Tier 2 academic support needs. The Intervention Specialist worked hand in hand with the Multi-Tiered Systems of Support (MTSS) Committee to discuss trends and supports for students showing signs of academic struggle.|Based on data and conversations with Parent Advisory Committee, Da Vinci Design’s area of growth is in ensuring that structures and supports happening at school are creating an environment that student feel positive about, while also ensuring that students understand why decisions are being made regarding positive behavior intervention systems. Partners highlighted data which showed that student positivity about the school environment, perceptions of safety, diversity, and parent positivity all went up. The school will continue to focus on positive reinforcements, alternatives to suspension/restorative practices, and continued teaching of expectations. It will be important for parents to be a part of the communication of expectations so that parents can be informed and can reaffirm messaging at school.|Consistency and communication are key in building partnerships that help students find success, both in meeting high expectations academically and consistently adhering to positive behavior expectations. Da Vinci Design added a Dean of Student Success and Culture to the administrative team two years ago, which allows the school to be consistent in implementing positive behavior interventions for all students, and will be able to increase parent communication and buy-in around student activities and culture events. The Intervention Specialist can refine the work done with the MTSS Committee of teachers to increase parent communication in addressing students identified as having higher academic needs, and can continue to provide high level of support and connect students to services like tutoring and behavior therapy.|Da Vinci Design has a Parent Advisory Committee (PAC) that meets monthly to discuss LCAP goals, funding initiatives, as well as other academic and culture-based initiatives on campus. The PAC also provided crucial feedback on the WASC self-study process for DVD this year, and parents participated in an in-person focus group with the WASC visiting committee. This year, DVD also had an English Learner Advisory Committee (ELAC) facilitated by a teacher coordinator every other month. The meetings included the Principal, staff, parents/guardians and students and was focused on giving feedback on school programs that support and benefit students designated as English Learners. Principal and Assistant Principal host a monthly parent information session via Zoom which is a method of sharing regular school updates and providing a forum for parents to have open conversation and discussion with administration. Parents fill out a semesterly feedback survey and this data is reviewed both by the School Site Council and by the DVD staff during professional development. Principals are present at Exhibition Nights, Back to School Nights, and easily accessible through multiple avenues (email, phone call, etc.).|While Da Vinci Design has increased efforts to provide regular touchpoints for parents to engage in conversation with administration, parent information sessions and other forums are not often attended in large numbers. The Fall semesterly feedback survey was completed at a higher rate than in previous year thanks to active promotion and marketing efforts, and this is very beneficial feedback. The Spring semester did not see the same levels of high engagement; improvements will be made to messaging and rollout of this survey.|Administration and staff will continue the existing best practices in order to be available and open in seeking feedback, including: engaging parent in monthly touchpoints, inviting parents to hiring symposiums, inviting parents to complete semesterly surveys, inviting parent to campus for school events, and having multiple avenues for parents to reach out (email, phone, open meetings via Zoom). Administration and staff will take a more active stance in inviting parents for dialogue and information sessions, including providing in-person opportunities for information sessions and workshops beyond Zoom in order to provide more personal and welcoming opportunities for feedback.|5|5|5|5|5|5|5|5|5|5|4|4|Met||2025-06-25|2025
19768690128728|Da Vinci Connect|3|Da Vinci Connect holds Student-Led Conferences (SLCs) and Exhibition every semester and at each event, parents come to school to hear their student reflect on their learning, progress and growth. During SLCs, parents discuss these reflections with their child and their child’s teacher(s), engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. During Exhibition, students “show what they know” about their projects and engage in meaningful dialogue with parents and other visitors about their learning.|Da Vinci Connect's K8 program re-examined and re-launched the format and content of Parent Educator Conference days to include 4 days of parent educator support last year. Teachers continue to offer additional curriculum workshops and examine best practices for sharing assessment feedback with parents regarding their children’s progress. Connect HS added touch points with parents and increased communication around school events. Both programs included parent engagement as a WASC goal to ensure on-going meaningful dialogue between parents and teachers as well as improved communication around student growth in a variety of skills (academic and non-academic).|Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above.|Da Vinci Connect has incorporated regular opportunities for parents to interact with teachers, including Parent Educator Conferences (K8), a parent orientation (HS), curriculum workshops, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with our Parent Educator Support Specialist and use the Parent Center (K8) to collaborate with staff and other parents.|Da Vinci Connect seeks to engage an increasing number of parents in the Parent Educator Conferences and curriculum support workshops and will look to schedule these well in advance, offer “kid-care” for school-aged students for families who need that in order to attend, and ensure there are an array of topics that engage parents with children of all grade levels, K-8. This will increase participation and relationship-building between families and school staff.|Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above.|Da Vinci Connect has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school newsletter, an app-based communication platform, and invitations to Family Action Network and LCAP meetings, where student data is reviewed and parent input is valued.|Da Vinci Connect will look for ways to increase parent voice in the decisions made by the school outside of Family Action Network and LCAP meetings. Da Vinci Connect's executive director will host workshops about the short and long-term vision of the school, progress towards LCAP goals, ways for parents to get and stay involved.|The school will actively seek to engage the voices of historically under-represented families as the school is seeking to increase diversity and access to this home-school hybrid model.|5|5|5|4|5|5|5|5|4|5|4|4|Met||2025-06-25|2025
19768690131128|Da Vinci Communications|3|Da Vinci Communications holds Student-Led Conferences every semester, in which parents come to the school to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. Parents are also invited and encouraged to participate in our Exhibition Nights, and we get a great turn out for these public displays of student work.|Da Vinci Communications will look for opportunities to build social connections between families at the school for the 25-26 school year. There are not many opportunities for families to gather and get to know each other aside from Exhibition Nights.|Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of the social events intended to increase parent engagement.|Da Vinci Communications has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with school counselors and learn about college preparation at grade-level-specific College & Career Information Meetings.|Da Vinci Communications will look to schedule these events on days and times that are convenient to many families to increase participation and relationship-building between families and school counselors. There are college information meetings designed specifically for underrepresented families, including evenings focused specifically on completing financial aid applications for Spanish-speaking families and also first-generation college students.|Underrepresented families will receive targeted email and/or phone communication regarding these opportunities designed specifically for them.|Da Vinci Communications has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school blog, and invitations to Parent Advisory Committee meetings, where student data is reviewed and parent input is valued.|Da Vinci Communications will look for ways to increase parent voice in the decisions made by the school outside of the Parent Advisory Committee, and will also expand its outreach to underrepresented families.|Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the Parent Advisory Committee, and the English Learner Advisory Committee.|5|5|5|5|5|4|5|4|5|5|5|4|Met||2025-06-25|2025
19769680000000|SBE - Academia Avance Charter|3||||||||||||||||||||||Not Met|||2025
19769680109926|Academia Avance Charter|3||||||||||||||||||||||Not Met|||2025
20102070000000|Madera County Superintendent of Schools|3|Endeavor/Voyager staff enacts procedures designed to engage parents/guardians and educational partners in advisory committees. These include holding elections for parents/guardians and educational partners for the Consolidated School Site Council, which includes the two MCSOS charter schools. The Deputy Chief Probation officer who supervises the Madera County Juvenile Hall is a regular participant in SSC meetings and shares valuable information and resources of relevance to parents of incarcerated students. Endeavor/Voyager staff frequently notify parent/guardians, educational partners regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted a 25% positive growth respective of the need to support families in understanding and exercising legal rights to advocate for their children. This is a tremendous growth for the Endeavor/Voyager staff.|Endeavor/Voyager staff will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.|Endeavor/Voyager staff will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure staff seek input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their child’s education. Endeavor/Voyager staff recognize the need to encourage parental involvement, given the low stability rate (0.6% compared to Madera at 89.8%) of the student population and its impact on academic achievement and school connectedness. Youth are incarcerated for an average of 35 days according to Madera County Juvenile Probation data, and this relatively short enrollment creates significant challenges to build relationships.|Endeavor/Voyager staff have access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Supports include full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. Endeavor/Voyager staff regularly offer virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings|Endeavor/Voyager staff will continue to focus workshops for parents/guardians and educational partners to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers. Furthermore, staff will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.|Endeavor/Voyager staff will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure that staff seek input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. Staff effort to promote parent involvement is based upon the low stability rates (35 days average length of incarceration) of the student population and its impact on academic achievement and school connectedness.|Endeavor/Voyager staff employ enrollment surveys to obtain parent/caregiver input for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in soliciting parent and caregiver input for electronic surveys throughout the year. As a result, parent survey responses increased by over 70% from two years ago.|While electronic means of seeking input are being used by staff, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. Endeavor/Voyager staff will regularly communicate with students and families the value of such tools as input gathering instruments.|The staff will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. Endeavor/Voyager staff's efforts to promote parent involvement is based upon the low stability rates (0.6% ) of the student population and its impact on academic achievement and school connectedness.|4|4|3|4|4|4|5|4|4|4|4|4|Met||2025-06-17|2025
20102070117184|Madera County Independent Academy|3|The LEA enacts procedures designed to engage parents/guardians and educational partners in advisory committees. These include holding elections for parent/guardians and educational partners, for the Consolidated School Site Council, which includes the two MCSOS charter schools. The 2025 LCAP Parent Survey data shows 84% of parents feel that the MCIA staff builds a relationship of trust and respect with there families, while 92% state that MCIA has created a welcoming environment for families. LEA frequently notifies parents/guardians and educational partners regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; and other school activities. The tool for Priority 3 highlighted a 25% positive growth respective of the need to support families in 2025-26 Local Performance Indicator Self-Reflection for Madera County Independent Academy - MCIA Page 10 of 14 understanding and exercising legal rights to advocate for their children. This is a tremendous growth for the MCIA staff.|The LEA will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon improved stability rates (73%, DataQuest) of the student population and its impact on academic achievement and school connectedness. The MCIA staff has made marked improvement in reaching parents for involvement and students staying in the program longer as indicated by this 11.2% increase in stability rate over last year and 36.5% increase in the last two years.|School sites have access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Support includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with transportation or mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.|The LEA will continue to focus workshops for parents/guardians and educational partners to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. School counselors provide informational meetings to students and parents on various topics related to students’ academic needs, social-emotional learning, and career exploration activities. Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the improved stability rates (73%, DataQuest) of the student population and its impact on academic achievement and school connectedness. The MCIA staff has made marked improvement in reaching parents for involvement and students staying in the program longer as indicated by this 11.2% increase in stability rate over last year and 36.5% increase in the last two years.|The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in obtaining input for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in soliciting parent and caregiver input for electronic surveys throughout the year. As a result, parent survey responses increased by over 70% from two years ago.|While electronic means of seeking input are being used by the LEA, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. The LEA will regularly communicate with students and families the value of such tools as input gathering instruments.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement are based upon improved stability rates (73%, DataQuest) of the student population and its impact on academic achievement and school connectedness. The MCIA staff has made marked improvement in reaching parents for involvement and students staying in the program longer as indicated by this 11.2% increase in stability rate over last year and 36.5% increase in the last two years.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
20102072030229|Pioneer Technical Center|3|The LEA enacts procedures designed to engage parents/guardians and educational partners in advisory committees. These include holding elections for parent/guardians and educational partners for the Consolidated School Site Council, which includes the two MCSOS charter schools. The 2025 LCAP Parent Survey data shows 84% of parents feel that the staff at PTC builds a relationship of trust and respect with their families, while 92% state that PTC has created a welcoming environment for families. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted a 25% positive growth respective of the need to support families in understanding and exercising legal rights to advocate for their children. This is a tremendous growth for the PTC staff.|The LEA will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (47.1% for PTC and a 3.3% increase from previous year) of the student population and its impact on academic achievement and school connectedness.|The LEA has access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Support includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.|The LEA will continue to focus workshops for parents/guardians and educational partners to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers. Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement are based upon low stability rates (47.1% per DataQuest) of the student population and its impact on academic achievement and school connectedness.|The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in soliciting input for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in obtaining parent and caregiver input for electronic surveys throughout the year. As a result, parent survey responses increased by over 70% from two years ago.|While electronic means of seeking input are being used by the LEA, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. The LEA will regularly communicate with students and families the value of such tools as input gathering instruments.|The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement are based upon low stability rates (47.1%) of the student population and its impact on academic achievement and school connectedness. This year, the LEA partnered with PIQE, or the Parent Institute for Quality Education, to better educate parents and other educational partners about the value of being advocates for their children in the learning environment.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
20651770000000|Alview-Dairyland Union Elementary|3|In April of 2025, parents were encouraged to respond to a survey.  The survey was used to glean data on various measures of parent involvement, school climate, and academics.  Parents responded favorably in all areas.  94% of parents felt welcome at Alview School and 97% felt welcome at Dairyland School. 98% of parents felt their student is safe at school at Alview and 96% of parents felt the same at Dairyland.  97% of Alview parents felt their students are cared for by the teachers and 96% of Dairyland parents felt their students are cared for by the teachers.|Based on the favorable responses from parents on the survey, the district will continue with its current practices.|In total, 98 parent surveys were collected from Alview and 110 surveys from Dairyland.  There are 187 students at Alview and 216 at Dairyland.  There are 144 families at Alview and 162 families at Dairyland.  In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, and phone calls home.  The goal of the communication is always to encourage family engagement within the LEA.|"At the beginning of each school year, student handbooks are distributed to all families in English and Spanish. The handbook provides all policies, including uniform complaint act procedures. At the beginning of each year, administration reviews the importance of parental ties with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language to inform parents of events and opportunities for input and participation. Newsletters and communication between teachers and parents are also exchanged on ClassDojo. Teachers are assigned specific days to attend Parent Teacher Club meetings.  In addition, teachers are instructed to make every effort to achieve 100% attendance at parent teacher conferences.  In the fall of 2024, there was a 99.5% conference participation rate. District administration includes parent communication/engagement as an expectation and it is part of teacher evaluations. District administration routinely sends out information using all-calls and ClassDojo, through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged from the beginning of their child's kindergarten year to participate in programs/activities. The school year begins with a ""Back to School Barbecue""; a district tradition in which parents come to meet their child's teacher. That activity is followed up with a Parent Guide and opportunities to participate in informational nights each school year that enhance parent engagement and understanding of school programs and offerings. Parent informational nights have included information on school safety, human trafficking prevention and awareness, and internet safety. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to events, information is posted to the School Story on ClassDojo. All verbal and written communication is provided in both English and Spanish. At parent information nights and through parent-teacher conferences, families are provided information on how to interpret student grade/progress reports. In addition, letters are sent home in both English and Spanish that provide detailed information on how to interpret student score reports for SBAC, CAST and ELPAC assessment results. During parent-teacher conferences, teachers also further elaborate on assessment reports to provide parents with a clear understanding of their child's academic progress and status. For all parent meetings, a Spanish translator is available."|In April of 2025, parents were encouraged to respond to a survey.  The survey was used to glean data on various measures of parent involvement, school climate, and academics.  Parents responded favorably in all areas.  96% of Alview parents felt their student's needs were being met in reading, language arts, and spelling and at Dairyland, 98% of parents felt their students' needs were being met in the same subjects.  In math, 96% of Alview parents felt their student's needs were being met and 98% of Dairyland parents felt their student's needs were being met.  94% of Alview parents felt the STEM program had been a valuable addition to the science curriculum and 96% of Dairyland parents felt the same way.  When surveyed about the communication from the district, 92% of Alview parents felt the school kept parents well-informed of their student's academic progress, school rules, and policies and 87% of Dairyland parents felt the same.  Based on the favorable responses from parents on the school survey, the district will continue with its current practices.|In total, 98 parent surveys were collected from Alview and 110 surveys from Dairyland.  There are 187 students at Alview and 216 at Dairyland.  There are 144 families at Alview and 162 families at Dairyland.  In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, and phone calls home.  The goal of the communication is always to encourage family engagement within the LEA.|The Parent and Family Engagement Policy was drafted by members of school administration, staff, and parents during multiple School Site Council, DELAC Committee, Parent Teacher Club, and governing Board meetings. The policy is distributed to all families through the student handbook (in English and Spanish) which is distributed to all families upon registration. The Parent and Family Engagement Policy is reviewed by School Site Council, Parent Teacher Club and the governing board on an annual basis. The governing board and administration communicate the importance of parent partnerships in all aspects of ADUSD's educational offering. At the beginning of each school year, administration reviews the importance of parental ties during meetings with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language or post to their ClassDojo to inform parents of events and opportunities for input and participation.  Administration routinely sends out information through ClassDojo and all-calls through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs.  Parents are encouraged to participate in LCAP committee meetings as well as School Site Council, DELAC, and Wellness Committee meetings. Through SSC, input is solicited for Title I expenditures and through DELAC, Title III funding decisions are made. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, a message is posted on the School Story on ClassDojo. All verbal and written communication is provided in both English and Spanish. For all parent meetings, a Spanish translator is available. For handicapped family members, all school facilities are accessible.  In the development of the LCAP, parent/family input is solicited through information nights, Parent-Teacher Club meetings, School Site Council/LCAP Committee meetings, and DELAC meetings. Feedback is also gleaned through annual school climate surveys.|In April of 2025, parents were encouraged to respond to a survey.  The survey was used to glean data on various measures of parent involvement, school climate, and academics.  When surveyed about the communication from the district, 92% of Alview parents felt the district kept them well-informed of their students' academic progress, school rules, and policies and 87% of Dairyland parents felt the same.  Based on the favorable responses from parents on the school survey and the educational partners' attendance and participation at meetings, the district will continue with its current practices.|In total, 98 parent surveys were collected from Alview and 110 surveys from Dairyland.  There are 187 students at Alview and 216 at Dairyland.  There are 144 families at Alview and 162 families at Dairyland.  In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, and phone calls home.  The goal of the communication is always to encourage family engagement within the LEA.  Parent participation is highly encouraged with all advisory group meetings.  In addition, School Site Council and DELAC nominations are made by parents and all parents have access to and are encouraged to participate in elections.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
20651850000000|Bass Lake Joint Union Elementary|3|Based on the analysis of educational partner input and local data, our LEA demonstrates significant strengths and ongoing progress in building relationships between school staff and families. A key strength lies in our schools' consistent offering of various events throughout the year that foster strong community involvement. These include well-attended events such as Back-to-School Nights, family movie nights, school carnivals, and sporting events. We've also successfully hosted community-focused gatherings like the MY Club Youth Ambassador Dinner and showcased student talent through winter performances and engaging Earth Day events. Furthermore, our daily utilization of ParentSquare for messaging ensures that students and families remain consistently informed about school activities and important updates, greatly contributing to transparency and engagement.|Based on the analysis of educational partner input and local data, while our LEA has made considerable strides in fostering strong relationships between school staff and families, a key area of focus for continued improvement has emerged. It has been voiced by some of our valued educational partners that, on occasion, interactions between a small percentage of staff members and families have not been consistently positive. While this represents a minor fraction of our dedicated team, it is an area that our LEA is committed to addressing with focused attention and improvement strategies. We recognize that every interaction is an opportunity to strengthen trust and collaboration, and we are dedicated to ensuring that all families feel welcomed, respected, and heard in every engagement with our schools.|Our LEA is actively working on developing more effective communication strategies and building trusting relationships with these families. We recognize that language barriers and unfamiliarity with the school system can create significant hurdles to engagement. To address this, we are exploring multiple avenues for communication, including utilizing culturally responsive approaches and ensuring vital information is provided in families' native languages. This goes beyond simple translation; it involves thoughtful consideration of cultural nuances and preferred communication methods. We aim to proactively reach out, rather than solely relying on families to initiate contact, and to create welcoming environments where these families feel empowered to participate in their children's education. This commitment extends to providing opportunities for two-way communication where their perspectives are genuinely heard and valued, fostering a sense of partnership and belonging within our school community.|Based on the analysis of educational partner input and local data, our LEA demonstrates significant strengths and ongoing progress in Building Partnerships for Student Outcomes. A key strength lies in our robust instructional support system, which includes the consistent use of benchmark assessments to monitor student progress and the dedicated support of Response to Intervention (RTI) teachers for reading in grades K-5. An MTSS program. We are committed to providing differentiated instruction across all classrooms to meet the diverse needs of our learners. Furthermore, a major stride forward is our newly written five-year academic plan. This comprehensive plan strategically incorporates ongoing data analysis to inform instructional practices, integrates emotional intelligence instruction to support student well-being, outlines an improved special education curriculum to better serve students with disabilities, and emphasizes restorative justice practices as a means to effectively reduce suspension rates.|Based on the analysis of educational partner input and local data, the LEA's primary focus areas for improvement in Building Partnerships for Student Outcomes are academic achievement in both reading and mathematics, the implementation of effective behavior intervention strategies, and a concentrated effort to reduce student absenteeism, particularly chronic absenteeism.  While we celebrate our existing strengths, our self-reflection process has highlighted the need to intensify our efforts in these specific domains. We are committed to developing and refining strategies that foster stronger partnerships with families and the community to directly impact student performance in reading and math. This includes exploring innovative approaches to support learning at home and aligning school-based interventions with family needs.  Concurrently, we recognize the importance of robust and proactive behavior intervention strategies. Our aim is to collaborate more closely with families to implement consistent and effective approaches to support positive student behavior, both within and outside the school environment. This partnership is crucial for creating a safe and conducive learning atmosphere for all.  Finally, addressing student attendance, especially chronic absenteeism, is a critical area for improvement. We understand that consistent school attendance is foundational to academic success and overall student well-being. The LEA will focus on building stronger partnerships with families to identify and address the root causes of absenteeism, developing targeted support systems, and fostering a school culture where every student feels a strong sense of belonging and engagement, encouraging regular attendance.|Based on the analysis of educational partner input and local data, the LEA will significantly improve the engagement of underrepresented families, particularly socially disadvantaged students and families whose English is a second language, in relation to Building Partnerships for Student Outcomes.  Our commitment to these families is paramount. We understand that effective communication and the establishment of trusting relationships are foundational to fostering robust partnerships that ultimately improve student outcomes. To this end, we will continue to leverage the invaluable role of a dedicated Spanish-speaking liaison who serves as a vital bridge between the school and our Spanish-speaking families, facilitating clear communication and cultural understanding.|Based on the analysis of educational partner input and local data, the LEA demonstrates significant current strengths and ongoing progress in Seeking Input for Decision-Making. We have established robust structures that actively solicit diverse perspectives to inform our strategic direction and daily operations. A core strength lies in the active participation of our School Site Councils (SSCs). These councils, comprising parents, staff, and community members, play a crucial role in local decision-making, ensuring that school-specific needs and priorities are directly integrated into our planning. Furthermore, our LEA regularly administers comprehensive parent and staff surveys. These surveys provide invaluable quantitative and qualitative data, allowing us to gauge satisfaction levels, identify areas for improvement, and understand the lived experiences of our key educational pa. The consistent deployment and analysis of these surveys highlight our commitment to broad-based input. Our dedication to safety is reflected in regular Safety Committee meetings, which bring together various educational partners to discuss, assess, and strategize on critical safety matters.  Finally, the LEA maintains a strong culture of internal collaboration through multiple staff and leadership meetings held every month. These regular gatherings facilitate open dialogue, foster shared understanding, and ensure that decisions are made with the collective wisdom of our educators and administrators.|Based on the analysis of educational partner input and local data, the LEA's primary focus area for improvement in Seeking Input for Decision-Making will be on significantly enhancing the involvement of families whose second language is English.|Based on the analysis of educational partner input and local data, the LEA will significantly improve the engagement of underrepresented families, particularly those whose second language is English, in relation to Seeking Input for Decision-Making. Our self-reflection process has highlighted the critical need to ensure that the voices of all families are genuinely heard and integrated into our decision-making processes. To address this, we are committed to actively reaching out to and empowering families whose second language is English through a multi-faceted approach:|4|4|3|5|3|3|4|3|3|3|3|4|Met||2025-06-25|2025
20651850129015|Yosemite-Wawona Elementary Charter|3|Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school.|Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school.|Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school.|The school is a family - with parents, students and staff functioning as one unit. With less than 15 students, partnerships among all 3 groups have been easy to form and develop.|Stay the course.|"All families are a part of the ""family"" at the school."|"As members of the school's ""family"" (less than 15 students) all parents are encouraged to take part in the educational activities afforded their students."|Stay the course.|"All families are a part of the ""family"" at the school - so all are engaged in its functioning."|5|5|5|5|4|4|5|5|4|4|5|5|Met||2025-06-24|2025
20651930000000|Chowchilla Elementary|3|Chowchilla Elementary School District demonstrates strong progress in cultivating welcoming and respectful environments for families. Survey results indicate that parents overwhelmingly feel welcomed on campus and believe they are treated with respect. A notable strength is that 70% or more of parents at all sites report that the schools actively seek their input before making important decisions, reflecting a commitment to shared decision-making. Additionally, all parents surveyed believe there is a consistent effort by schools to build meaningful relationships with families, and most parents report feeling encouraged to partner in their child's education. The high percentage of parents who feel invited to participate in events and committees further supports the CESD’s ongoing efforts to engage families in the school community.|While the overall feedback is positive, several areas for improvement emerged. Less than half of parents (49%) report being actively involved on campus, and only 7% report participating in school committees, indicating a gap between feeling invited and actual engagement. Additionally, 30% of parents feel that school staff do not communicate with them often enough. One area of concern is parents’ perception that their concerns are not always taken seriously by school staff. Moreover, parents expressed a need for clearer information about the rationale for their child's placement in particular class groups. These findings highlight the need for deeper two-way communication and greater transparency in decision-making related to students.|In order to increase engagement of underrepresented families, CESD will have targeted communication by offering more opportunities for families to voice concerns, develop clear, accessible explanations for academic placement decisions and share proactively placements during parent conferences, identify and connected with underrepresented families through personalized outreach by family liaisons, ofer5e more flexible, inclusive involvement options and committee meeting and provide professional development for staff on culturally responsive family engagement and strategies to better address and validate parent concerns.|CESD demonstrates a strong foundation in building partnerships that support student success. Across all five schools, families report feeling welcomed, respected, and encouraged to participate in their child's education. The district hosts a wide range of family-centered events—such as Back-to-School Night, Open House, and site-specific events—that provide valuable opportunities for relationship-building between staff and families. Parent-teacher conferences are held twice a year to strengthen collaboration and support individualized student progress. Additionally, CESD ensures parents are well-informed of their rights through multiple formats, including hard copies, online postings, and meetings such as Family Club, School Site Council, ELAC, and DELAC. Survey data also show that 70% or more of families feel their input is sought before important decisions are made, and that there is a constant effort by schools to build meaningful relationships with families.|Although parents report being invited to school events and committees, only 49% say they are involved on campus, and 93% report not being part of a school committee. This highlights a disconnect between invitation and meaningful participation. Furthermore, 30% of families express that communication from schools does not happen frequently enough, and parents feel they need clearer, more timely information about why students are placed in specific academic groups or classes. Another area of concern is that some parents feel school staff may not take their concerns seriously, which can hinder trust and limit the effectiveness of partnerships aimed at improving student outcomes.|To increase the engagement of underrepresented families, CESD will implement the following strategies:  1.  Improve Communication and Transparency: Schools will provide clearer, more proactive explanations regarding student placement and academic programs. Communication will be improved in both frequency and accessibility, including translated materials and personalized outreach in families’ home languages. 2.  Enhance Committee Participation: CESD will actively recruit underrepresented families to participate in decision-making bodies such as School Site Council, ELAC, and DELAC by offering flexible meeting times, virtual participation options, and child care support when needed. 3.  Build Trust Through Listening: Professional development will be provided to staff focused on active listening and culturally responsive communication to ensure that all parents feel their concerns are acknowledged and addressed. 4.  Strengthen Outreach Efforts: Family liaisons or site-based staff will identify families who are not currently engaged and provide one-on-one outreach to personally invite them to school activities and committees, with follow-up support to encourage continued involvement. These focused efforts will help ensure that partnerships are inclusive, equitable, and meaningful, ultimately contributing to improved student outcomes across the district.|CESD demonstrates strong commitment and progress in actively seeking input from educational partners. Survey data show that 70% or more of parents at all five school sites report that the schools seek their input before making important decisions. Parents also consistently report feeling welcome on campus and respected by school staff, which creates a positive environment for open dialogue. The district has established multiple formal structures—such as School Site Council (SSC), ELAC, DELAC, LCAP input meetings, and PAC meetings—to gather input from families, including multilingual families. CESD’s policy outlining procedures for committee elections and operations ensures a consistent and transparent process for input. The district also holds regular events like Family Club, Back-to-School Night, and Open House to facilitate informal engagement and relationship-building that supports collaborative decision-making.|While families report being invited to participate in events and input meetings, actual participation remains low. Only 49% of families report being involved on campus, and 93% report not serving on a school committee. This highlights a significant gap between opportunities provided and meaningful participation, especially among underrepresented families. Additionally, some parents feel their concerns are not always taken seriously by school staff, and 30% report insufficient communication, which may hinder their willingness to provide input or trust the process. These areas suggest that while the structures are in place, the district must focus on building trust and reducing barriers that limit deep, equitable engagement.|To increase the voice and participation of underrepresented families, CESD will take the following steps:  1.  Culturally and Linguistically Inclusive Outreach: The district will expand outreach efforts using culturally relevant practices and communication in families’ home languages, ensuring all families are aware of how they can participate and why their input matters. 2.  Flexible and Accessible Input Opportunities: CESD will offer multiple avenues for input beyond formal committees, such as online surveys, virtual town halls, home visits, and small-group listening sessions, scheduled at various times to accommodate working families. 3.  Build Trust and Validate Concerns: Staff will receive ongoing training to improve how parent concerns are received and responded to, ensuring families feel heard, valued, and empowered to contribute to school and district decisions. 4.  Proactive Recruitment for Committees: Schools will personally reach out to families from underrepresented groups to invite and support their participation in SSC, ELAC, DELAC, and LCAP meetings, removing common barriers such as language, childcare, or scheduling conflicts.  These strategies aim to move beyond basic invitations to foster authentic, sustained partnerships that shape meaningful decision-making processes in CESD.|4|5|3|5|4|4|4|4|5|4|5|5|Met||2025-06-30|2025
20652010000000|Chowchilla Union High|3|The District currently provides many opportunities for educational partner input in the form of feedback sessions, surveys, and parent and community involvement in advisory committees specializing in programs like CTE, English Learners, Site Council, Agriculture, among other topics. Parent and community opinions and involvement is valued because engagement at the high school level is hard to achieve as students are perceived to be more independent with their education.|Among the areas of focus for the District, CTE continues to be an area of concerted effort. Program enrollment and pathway completion are things that families and staff want to continue to see grow. The 25-26 school year brought about the District's first CNA completers, a major cause for celebration in our school community. Staff and families have also responded positively to the Tribe Wellness Center and its many offerings to meet student needs with the Pantry, Closet, and PBIS Student Store. Lastly, although the District has experienced positive improvement with some standardized test scores (ELPAC and CAASPP English) and other metrics like suspension rates, expulsion rates, graduation rates, college and career readiness, attendance rates, chronic absenteeism rates, A-G completion rates, CTE pathway completion rates, AP pass rates, and CTE certification completions, families and staff are aware and have voiced concerns for the lack of growth in other state-wide assessments (CAST and CAASPP Math).|As the District prepares to welcome another school year in 25-26, outreach to families continues to be an area of focus. Communication via ParentSquare, social media pages, and district websites continues. Many posts are translated to Spanish and all ParentSquare messages are available in home languages. Surveys for the community, students, and parents are available in English, Spanish, and Punjabi. Feedback sessions are always available in Spanish and English. When events for feedback are posted, parents of English Learners or those with Individualized Education Plans are personally invited with phone calls or electronic invitations.|New for the 24-25 school year, the District received the California Community Schools Partnership Program Grant. This opportunity has allowed the District to grow its partnerships with outside entities. Via community feedback, the District learned that there was a need and a desire from the community for medical services for students while on campus. From this, came the partnership with Camarena Health for mobile health services. Socio-emotional health continues to be a need identified by parents, staff, and students. Therefore, the District partnered with Madera County Behavioral Health for Clinical Social Worker services on campus. The District has also partnered with various post-secondary institutions to provide students with college level classes and CTE certifications, something that continues to come up in feedback sessions with all educational partners.|As the District begins its second year of the Community Schools grant partnerships will be a large area of focus both for maintenance and growth. The Coordinator of Community Schools and MTSS will focus on maintaining existing partnerships while possible growing others with local foodbanks and support services at local colleges and universities.|As the District prepares to welcome another school year in 25-26, outreach to families continues to be an area of focus. Communication via ParentSquare, social media pages, and district websites continues. Many posts are translated to Spanish and all ParentSquare messages are available in home languages. Surveys for the community, students, and parents are available in English, Spanish, and Punjabi. Feedback sessions are always available in Spanish and English. When events for feedback are posted, parents of English Learners or those with Individualized Education Plans are personally invited with phone calls or electronic invitations.|The District currently provides many opportunities for educational partner input for decision making in the form of feedback sessions, surveys, and parent and community involvement in advisory committees specializing in programs like CTE, English Learners, Site Council, Agriculture, among other topics. Parent and community opinions and involvement is valued because engagement at the high school level is hard to achieve as students are perceived to be more independent with their education. A lot of the feedback received influences the creation of things like the LCAP and budgets for grants.|Among the areas of focus for the District, CTE continues to be an area of concerted effort. Program enrollment and pathway completion are things that families and staff want to continue to see grow. The 25-26 school year brought about the District's first CNA completers, a major cause for celebration in our school community. Staff and families have also responded positively to the Tribe Wellness Center and its many offerings to meet student needs with the Pantry, Closet, and PBIS Student Store. Lastly, although the District has experienced positive improvement with some standardized test scores (ELPAC and CAASPP English) and other metrics like suspension rates, expulsion rates, graduation rates, college and career readiness, attendance rates, chronic absenteeism rates, A-G completion rates, CTE pathway completion rates, AP pass rates, and CTE certification completions, families and staff are aware and have voiced concerns for the lack of growth in other state-wide assessments (CAST and CAASPP Math).|As the District prepares to welcome another school year in 25-26, outreach to families continues to be an area of focus. Communication via ParentSquare, social media pages, and district websites continues. Many posts are translated to Spanish and all ParentSquare messages are available in home languages. Surveys for the community, students, and parents are available in English, Spanish, and Punjabi. Feedback sessions are always available in Spanish and English. When events for feedback are posted, parents of English Learners or those with Individualized Education Plans are personally invited with phone calls or electronic invitations.|3|4|2|5|3|3|3|4|5|5|4|3|Met||2025-06-23|2025
20652430000000|Madera Unified|3|Madera Unified Parent Resource Centers (PRC's), operates a Call Center during both traditional and non-traditional hours. The Call Center, worked by bilingual PRC staff, provides assistance on school-related inquiries, including internet access and IT support.  Additionally, it offers referrals to local community resources like food, clothing, and healthcare.  MUSD offers various learning opportunities to educate and empower parents in their crucial role of supporting their children. These programs encompass mental health workshops, social-emotional support for adults, evidence-based parenting classes, and other avenues to connect with community resources. Programming is accessible and flexible as childcare is offered in most classes and there are virtue and in-person options.  MUSD remains committed to providing family-friendly information in the home languages of its families and ensuring representation from diverse school communities in planning activities and decision-making meetings. The district will continue to build the capacity of Parent Resource Assistants to serve as primary contacts and foster family engagement at school sites.|MUSD’s focus area of improvement for the current school year will be to support educators to learn more about the families in the district; the assets and challenges among their school community. Increase two-way communication by increasing regular and positive communication from teachers and staff.|MUSD seeks to increase engagement and understanding of our underrepresented families and building springer connection and relationships with our families by providing educators (teachers, administrators, and classified staff) with an opportunity to participate in a  a poverty simulation experience designed to deepen empathy and drive meaningful change in how we engage with our students and families.  MUSD continues to focus on supporting educators in gaining a deeper understanding of the district's families, their assets, and challenges, particularly English learner families. This initiative aims to enhance welcoming environments and strengthen trusting relationships.|One of our greatest strengths is the wide variety of programs available to families in both English and Spanish, ensuring that all parents have access to the resources they need to support their children’s education.  During parent-teacher conferences, teachers take the time to meet with families and discuss each student’s ME To BE Report, a valuable tool that provides insights into academic progress and areas for growth. To help parents make the most of these meetings, we offer an informational video that walks them through key questions to ask and how to actively engage in their child’s learning.  Additionally, our Parent Resource Centers provide orientation videos and programming designed to empower families. These resources help parents understand their legal rights in education and how to advocate effectively for their children.|As we continue to build on our commitment to family engagement, our focus area for improvement will be expanding professional learning opportunities and support for teachers and administrators.  We will be aiming to provide targeted training and resources on effective home visits, positive communication and authentic community engagement to support staff, teachers and principals to strengthen their ability to build meaningful relationships with families, communicate effectively, and create inclusive, collaborative learning environments.|For the current school year, MUSD will continue to create partnerships with district  departments and local community experts continue to grow and expand to collaborate on matters like mental health, vaping/substance abuse,  onboarding of newcomer families and streamlining  of support and services provided to families.|At Madera Unified, we believe that family input is essential in shaping policies, programs, and learning opportunities that best support student success. One of our greatest strengths is our commitment to actively seeking parent input through multiple channels to ensure diverse voices are heard.  Our district-based advisory committees have strong parent participation, providing a platform for meaningful discussions and collaboration on key decisions. These committees play a vital role in shaping district initiatives, ensuring that family perspectives are integrated into our educational priorities.  In addition, we regularly collect valuable insights from parents through surveys on topics of interest, helping us tailor learning opportunities and resources to meet the needs of our families. This continuous feedback loop allows us to stay responsive and build stronger, more effective partnerships between schools and families.|As part of our commitment to improving family engagement, our focus area for improvement will be to provide additional capacity-building opportunities and support for staff at schools who have expressed interest in improving how they engage families in their advisory groups and decision-making.   The district will support school sites in safe to fail experiments that they will be developing within their school sites’ action teams. Action teams of these school sites will focus on implementing safe to fail experiments that aim to improve how we engage with our families.|The Department of Community services and Parent resource centers in collaboration with other departments within the district will continue to engage in collaborative approaches to leverage resources and tools to educate families, staff and school administration in the planning, development and implementation of meaningful parent engagement activities.|2|5|2|4|2|5|5|4|2|4|4|2|Met||2025-06-24|2025
20652430100016|Sherman Thomas Charter|3|Sherman Thomas Charter School has greatly progressed in building partnerships for student outcomes. We have a strong Student Support Team process that addresses academics, behavior, and social emotional as necessary and includes links to community organizations for additional support.|As a focus area, we would like to continue offering training for parents to better understand their students’ curriculum and assessment data. We also want to inform parents how best to support their child’s academic progress at home.|To improve engagement, the LEA will strengthen relationships by implementing targeted strategies such as: expanding multilingual communication through translated newsletters,Bloomz, and offering flexible meeting times (in-person and virtual) to accommodate family schedules Additionally, the LEA will host culturally relevant family events to build trust and belonging. Regular feedback loops, such as surveys and focus groups, will ensure that the voices of underrepresented families continue to guide this work, fostering meaningful two-way communication between families and school staff.|Sherman Thomas Charter School works to ensure strong relationships between families and school staff. According to our parent survey, 71% of families had positive responses regarding opportunities for participation in programs and input in decision-making. In order to increase this percentage, STCS has increased communication by utilizing an app called Bloomz, monthly Newsletters, and coffee with the principal.  All important dates and events are posted, and daily and weekly updates are provided by classroom teachers. In addition, the Newsletter and Bloomz posts will be available in English and Spanish, online and in print, making it easier for families to communicate.|The school is working on informing parents about student progress earlier in the school year, so students can get the help they need early by holding meetings. Student Support Plan (SSP) processes are now implemented to communicate when students are struggling.  Family Conferences are held three times a year for students struggling to meet grade-level standards.  The school initiates the SST process with the student’s family when a student isn’t making progress to ensure that students get the help they need to be successful.|Phone conferences will be held with a translator available for parents who can’t attend conferences or other meetings.  The school has two staff members who translate for parents who don’t speak English.|Sherman Thomas Charter School has developed a strong structure for parent engagement in the Parent Advisory Council (PAC). Board members and staff attend and present to the PAC. School Staff solicit and receive parent input via surveys, informal discussions, and the advisory council.|Parent and community engagement has been designated as a primary focus for the upcoming year. STCS will participate in the Community Engagement Initiative (CEI).  Parent survey results will be utilized to inform and guide important decisions.|To address this, the LEA will improve engagement by providing multiple, accessible opportunities for input, including offering meetings at varied times, using virtual platforms, and providing interpretation and translation services. The LEA will strengthen partnerships with community organizations to help amplify underrepresented voices and will intentionally recruit diverse parent representatives for advisory committees such as ELAC and DELAC. Feedback tools like surveys will be simplified and translated to ensure accessibility. Additionally, the LEA will establish regular follow-up practices to share how family input has influenced school decisions, demonstrating the value and impact of their contributions.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
20652430107938|Liberty Charter|3|Parents are very engaged and have returned to full participation in our school events such as the Harvest Festival, ASES carnival, and the Winter Program. Large numbers of parents attend school events and chaperone our field trips. All of our board members are parents at the school and they are very engaged both preparing for their meetings and helping with other school events.  The school redesigned the school website this year to make it easier to navigate and find important information.|Overall, parents have very strong relationships with the school. School administrators continue to find that since the pandemic many parents are more emotionally fragile than before and very concerned for their children’s well-being.  This has required the school to hold additional individual parent meetings. The school would like to strengthen the level of trust that parents have in the school, so that parents do not feel the need to meet with school administrators over each concern.|The school will continue to communicate using multiple methods in order to strengthen relationships with underrepresented families.|The school has very strong relationships with families that has successfully enabled strong partnerships for student outcomes.  This success can be attributed to the school's commitment to fostering a positive and engaging environment for students and families alike.  Providing nutritious meals, organizing numerous events, offering counseling support, and maintaining an overall customer-centric model makes this a school that children want to come to every day. The counseling team plays a pivotal role in identifying and addressing attendance-related concerns. Utilizing a solution-focused approach, they adeptly navigate through potential issues, working collaboratively with students, families, and staff to find effective resolutions. Encouraging an open dialogue, parents feel empowered to seek assistance when needed, knowing that the school is dedicated to providing whatever support is necessary.|School administrators continue to find that since the pandemic many parents are more emotionally fragile than before and very concerned for their children’s well-being.  This has required the school to hold additional individual parent meetings. The school would like to strengthen the level of trust that parents have in the school, so that parents do not feel the need to meet with school administrators over each concern.|The school will continue to provide information regarding how families can support student outcomes using multiple methods of communication.|Parents are participating in decision-making activities as evidenced by 100% of board members being current Liberty parents.|Liberty would like to increase family participation in the annual survey.  Only 22% of Liberty families participated in the family survey in 2025.|Liberty will increase communication about the importance of participating in the school survey.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
20652430118950|Sherman Thomas Charter High|3|Based on analysis of educational partner input and local data, Sherman Thomas Charter High School (STCHS) demonstrates clear strengths and meaningful progress in building relationships between school staff and families. A key strength is our strong family engagement, evidenced by 100% attendance at fall orientation and consistent participation in school events and Master Agreement meetings.  Communication is another area of strength. According to our 2024–2025 Parent/Guardian Survey, 95.8% of families agreed that communication between STCHS staff and parents is open and effective, supported by the use of multiple tools such as the parent/student portal, Google Classroom, email, and the Remind app. In addition, 100% of the survey respondents believe STCHS values parental involvement, highlighting a school culture that prioritizes family partnership.  Our 40% bilingual staff further supports relationship-building by increasing accessibility for families from diverse linguistic backgrounds, resulting in greater participation from underrepresented groups.  Feedback from families also indicates appreciation for our hybrid learning model, small class sizes, and personalized support. These ongoing efforts have fostered trust, collaboration, and shared responsibility for student success—hallmarks of a strong school-family relationship.|Based on educational partner input and local data, Sherman Thomas Charter High School (STCHS) has identified several focus areas for improvement in building relationships between school staff and families. While overall communication is rated highly—95.8% of survey respondents affirmed it is open and effective—feedback revealed a need for clearer, more accessible explanations of school policies and academic expectations.  Families expressed interest in having more visual aids and simplified resources to help them better understand key aspects of the program. In response, STCHS will implement several improvements, including: --Distributing printed academic calendars during Master Agreement appointments, --Introducing a visual aid that outlines graduation requirements, and --Hosting educational breakout sessions for parents during Back-to-School Night to explain program structures, policies, and student supports.  Additionally, families requested more consistent engagement opportunities, such as monthly Zoom meetings and an on-campus parent club. STCHS is exploring these formats to ensure a variety of accessible options for involvement.  Some families also voiced concerns about emergency communication and student safety protocols, particularly regarding phone access during school hours. STCHS recognizes the importance of transparent safety communication and will continue refining procedures and outreach to ensure families feel informed and secure.  These planned enhancements reflect STCHS's ongoing commitment to building meaningful, informed, and inclusive relationships with all families.|The LEA will develop and implement culturally sensitive communication materials and practices to ensure that information reaches underrepresented families in a way that resonates with their cultural backgrounds and preferences. This includes translations, culturally relevant messaging, and using multiple communication channels.|Based on educational partner input and local data, Sherman Thomas Charter High School (STCHS) has established strong and effective partnerships with families to support student outcomes. A core strength of our program lies in the collaborative goal-setting process built into our independent study hybrid model. At the start of each semester, students and families work directly with teachers to set post-graduation goals and develop an individualized academic plan that aligns with each student’s educational and career objectives.  Parents and guardians meet at least once annually to review progress toward these goals and make adjustments as needed. In addition, they have continuous access to a student grade portal, with monthly updates to ensure transparency and regular monitoring of academic performance.  When a student turns in less than 80% of assigned work, the school proactively holds a meeting with the student, parent/guardian, supervising teacher, and, if needed, the principal, to develop a personalized improvement plan. This system ensures early intervention and accountability, strengthening the partnership between home and school.  According to our 2024–2025 Parent/Guardian Survey, 89.5% of respondents believe that teachers understand their students' individual needs, reflecting the success of these collaborative structures in supporting student achievement.  These ongoing practices highlight STCHS’s commitment to building meaningful, results-focused partnerships that keep families engaged in their students' academic journeys.|Based on analysis of educational partner input and local data, Sherman Thomas Charter High School (STCHS) has identified specific areas for improvement in building partnerships for student outcomes. While families overwhelmingly report strong satisfaction with communication and teacher support—89.5% of parents believe teachers understand their student’s individual needs—survey responses indicate a need for greater clarity and accessibility around academic planning, graduation requirements, and program policies.  Parents expressed interest in having more structured resources to help them better support their student’s academic progress. In response, STCHS will: Introduce a visual aid that clearly outlines graduation requirements, distribute printed academic calendars during Master Agreement appointments to help families track learning periods, breaks, and deadlines, and offer educational breakout sessions during Back-to-School Night to walk parents through program expectations, policy details, and student support services.  Additionally, some families shared that they would benefit from more ongoing support throughout the school year to stay informed about progress and interventions. As a result, STCHS is working to strengthen its outreach during academic intervention meetings and ensure families are consistently included in conversations around student progress and goal adjustments.  These steps are designed to enhance family understanding and engagement, and to ensure that all educational partners are fully equipped to support student success.|Based on the analysis of educational partner input and findings from our self-reflection process, Sherman Thomas Charter High School (STCHS) has identified a need to improve engagement with underrepresented families, particularly those facing language and access barriers. While survey results show strong overall satisfaction, we recognize that ensuring equitable engagement requires more intentional outreach and inclusive practices.  To address this, STCHS will implement the following strategies to improve engagement of underrepresented families in building partnerships for student outcomes:  --Expand language accessibility: With 40% of STCHS staff now bilingual, we are increasing our use of translated materials and ensuring bilingual staff are available at all major family meetings and events.  --Enhance communication formats: We will offer multiple formats for key communications, including visual aids and simplified guides on graduation requirements, policies, and student support processes to better reach families who may struggle with traditional text-heavy formats.  --Increase access to planning tools: Copies of academic calendars and visual graduation maps will be distributed during required Master Agreement appointments to ensure all families—especially those who may not attend optional events—have access to key planning tools.  --Provide inclusive learning opportunities: We will host educational breakout sessions during Back-to-School Night, specifically designed to help families of all backgrounds understand program structure, student supports, and academic expectations.  --Gather targeted feedback: STCHS will improve its family survey design and outreach to ensure we are capturing voices from underrepresented groups and using their input to guide improvements.  By reducing language and informational barriers, and creating more culturally responsive pathways for participation, STCHS is committed to strengthening partnerships with all families—especially those who have historically been underrepresented in decision-making and academic planning.|Based on the analysis of educational partner input and local data, Sherman Thomas Charter High School (STCHS) is in the initial implementation phase of seeking input for decision-making, as reflected in our self-reflection ratings of “3” across all key practices in this area.  A current strength is our commitment to providing multiple opportunities for families to share input, including through parent/guardian surveys, Master Agreement meetings, and informal conversations during family engagement events. The 2024–2025 Parent/Guardian Survey shows that families feel their voices are valued—100% of respondents indicated that STCHS values parental involvement in their child’s education.  STCHS also encourages family participation in shaping school decisions by regularly gathering feedback on key issues such as cell phone policies, preferred formats for family events, and parent club organization. Several parents expressed interest in more structured roles in school engagement, and this feedback is guiding our next steps.  While our progress is still developing, we have begun to lay the foundation for deeper, more inclusive collaboration. Our bilingual staff and strong attendance at orientation and family nights provide a platform from which to strengthen advisory involvement moving forward.  Overall, STCHS has made solid progress in opening lines of communication and inviting family voice into school planning. The next phase will involve expanding these efforts into more formal and consistent structures for shared decision-making.|The key area for improvement is building the capacity of both families and staff to engage in advisory and decision-making roles. Currently, most input is gathered through surveys and individual meetings (e.g., Master Agreement reviews), but there are limited opportunities for collaborative planning or shared governance.  To address this, STCHS is in the planning process of establishing a Parent Advisory Committee, which will provide families with a formal and ongoing avenue to share input on school policies, programs, and improvement plans. Additionally, we will begin incorporating student voice more intentionally by utilizing student feedback and partnering with our student council to gather insights on school climate, instructional practices, and student support services.  We also recognize the need to reach underrepresented groups more consistently and are working to improve accessibility and outreach through bilingual communication and more inclusive meeting formats.  By strengthening our advisory structures and actively engaging both families and students in decision-making, STCHS aims to move from initial implementation toward full implementation and sustainability in this important area.|In response to the analysis of educational partner input and local data, Sherman Thomas Charter High School (STCHS) recognizes the need to improve the engagement of underrepresented families in decision-making processes. Our self-reflection process rated this area at an initial implementation level (3), indicating that while some efforts are in place, further development is necessary to ensure equitable participation.  To address this, STCHS will enhance engagement by implementing diverse and accessible input mechanisms that meet families where they are. Recognizing that not all families can attend in-person meetings or events, we will offer flexible engagement options such as:  --Phone calls and outreach from bilingual staff, and  --Written submissions collected during regular family touchpoints like Master Agreement meetings.  These approaches are designed to accommodate varying schedules, language needs, and communication preferences, helping remove barriers that underrepresented families may face when trying to engage.  Additionally, STCHS is in the planning phase of launching a Parent Advisory Committee, with an intentional focus on inclusive recruitment to ensure the group reflects the diversity of our school community. We will also increase efforts to gather student voice through structured feedback channels and our student council, recognizing the importance of amplifying perspectives from all educational partners.  Through these targeted strategies, STCHS is committed to creating a more inclusive and accessible decision-making process that strengthens trust and shared responsibility between families, students, and school staff.|5|5|5|5|4|4|5|4|3|3|3|3|Met||2025-06-24|2025
20652430134510|Sherman Thomas STEM Academy|3|At the Academy, we strongly believe in the partnership between home and school. We regularly communicate with families - sending home weekly packets with work from the previous week including a grade check, updating all grades weekly, sending home a weekly recap email, distributing paper fliers for events (in the expected weekly packet), and having monthly parent meetings. Through this partnership and communication, our students feel supported and the results have positive outcomes. We had 100% parent participation in at least one parent teacher conference.|As we feel this is a strength, we do not have a focus area for improving building partnerships for student outcomes. We know how important it is to build that partnership and believe a significant reason for our student's success on academic measures as well as social/emotional growth is the result of the strong partnership between school and home, which we have worked hard to establish since before our school even opened.|All groups within our school community are represented and engaged in the process of partnering to build student outcomes. In the past, we had difficulty communicating with our Spanish speaking families, but for the past few years, we have had staff on campus who are bilingual and help at all functions as well as to communicate important information (phone call or in person explanations).|"We feel that our relationships between school staff and families is a strength of our school. This is evidenced in both informal comments from parents as well as our parent survey data conducted each spring. On our most recent survey (April 2025), 100% of parents reported feeling very satisfied with the school, 100% also felt that ""the staff at this school build trusting and respectful relationships with families."" We had 90% of parents participate in at least one evening event and 55% participate as a chaperone/parent volunteer for a Friday."|At this time, we don't have an area for improvement in building relationships between school staff and families. This is a strength of our school and an area we have worked very hard at and focused on since opening in 2017.|All groups within our school community are represented and engaged in the process of partnering to build student outcomes. Since the 2022-23 school year we have had 1-3 staff members who are fluent in Spanish, which has allowed us to full include our Spanish speaking families in school activities and to be able to more regularly communicate information to help increase student outcomes (this was an area of weakness in the 2020-21 and 2021-22 school years).|"As previously mentioned, our parent engagement and satisfaction is very strong and a true strength of our school. On our most recent survey (April 2025), 98.4% of parents felt that, ""my child's school supports and builds the capacity of family members to effectively engage in advisory groups and decision making."" We had 92% participation in at least one of our monthly parent meetings, where this decision making mostly takes place."|This is an area of strength of ours, and as such, we do not have a focus area to improve seeking input for decision making. Every month, parents are given the opportunity to provide input on decisions, including bringing up topics themselves for things they want to see changed or happening. We greatly value our parent's input. They even help with the editing of the survey itself that is sent out to parents to ensure that we are collecting the most relevant and meaningful data.|All families are represented in the decision making process. As previously mentioned, an area of weakness had been (in the 2020-21 and 2021-22 school years) incorporating our families who only spoke Spanish, but with the hiring of staff who are bilingual, we have been able to incorporate all groups in the decision making process.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2025-06-24|2025
20652760000000|Raymond-Knowles Union Elementary|3|One of our LEA’s strengths is the close-knit nature of our small school community, which allows for frequent, personal communication between staff and families. This year, with several new teachers and a new Learning Director, we are building these relationships from the ground up. While the training and systems are new for everyone, there is a strong, shared commitment to fostering positive connections with families. Early efforts have focused on open communication, welcoming outreach, and setting a foundation of trust and partnership as we move into the new school year.|With new teachers and a new Learning Director joining our team, a key focus area for improvement is establishing consistent, schoolwide systems for family communication and engagement. We aim to support staff in building strong, trust-based relationships with families by providing guidance, time, and tools for outreach. Additionally, we are working to ensure all families—especially those new to the school or less engaged—feel welcomed, informed, and connected to their child’s educational experience.|To improve engagement of underrepresented families, the LEA will prioritize proactive and personalized outreach by our new teachers and Learning Director. We will provide staff with support and strategies to connect with families who may not typically engage, including offering flexible meeting times, culturally responsive communication, and informal opportunities to build rapport. Our goal is to create a welcoming, inclusive environment where every family feels valued and connected to their child’s education from the start of the year.|Our LEA benefits from a small, close-knit school community that supports strong, informal connections between families and staff. As we welcome new teachers and a new Learning Director this year, there is a shared commitment to establishing strong partnerships focused on student success. While the team is new, early efforts have centered on open communication, responsive support, and inviting families to participate in school activities and decision-making. Rebuilding our School Site Council and increasing parent involvement are key steps in strengthening these partnerships, and we are actively working to ensure all families—especially those underrepresented in the past—have a voice in supporting student outcomes.|Our primary focus for improvement is developing consistent, structured opportunities for families to engage in their child’s academic progress and school decision-making. With a new teaching staff and Learning Director, we are working to establish clear systems for communication and collaboration that support student success. Rebuilding our School Site Council is a key priority, along with increasing participation from underrepresented families. We aim to strengthen partnerships by making engagement more accessible, transparent, and inclusive across all grade levels.|The LEA will improve engagement of underrepresented families by creating more intentional and personalized outreach efforts, particularly as we rebuild our School Site Council and establish new staff-family relationships. With a new teaching team and Learning Director, we are prioritizing inclusive communication strategies, flexible opportunities for involvement, and relationship-building activities that connect families to their child's learning. Our goal is to ensure all families, especially those historically less engaged, feel welcomed, informed, and empowered to support student success in meaningful ways.|As a small, rural LEA, we recognize the importance of involving our educational partners in meaningful decision-making. While we are in the process of rebuilding our School Site Council from the ground up, this presents an opportunity to engage new families and community members in our planning processes. Our strength lies in the close-knit nature of our school community, which allows for direct, personal outreach and relationship-building. We are actively recruiting new parents and stakeholders to participate and provide input, and we are committed to fostering a culture of transparency and collaboration as we reestablish our advisory groups.|Our primary area for improvement is rebuilding and strengthening consistent parent and stakeholder engagement through formal advisory groups such as the School Site Council. With a need to recruit new members, especially parents, our focus is on increasing outreach efforts, improving communication methods, and creating more accessible opportunities for input. We are working to ensure all voices are represented in decision-making and that educational partners feel informed, valued, and empowered to contribute.|To improve engagement of underrepresented families, the LEA will implement more intentional outreach strategies, including direct invitations, personalized communication, and flexible meeting options to accommodate varied schedules. We will also work to build trust by creating a welcoming environment and clearly communicating the value of parent voice in decision-making. As we rebuild our School Site Council, we will prioritize inclusive recruitment efforts to ensure broad representation of our school community.|3|3|3|4|2|2|2|1|2|2|2|2|Met||2025-06-20|2025
20755800000000|Golden Valley Unified|3|There has been a dedicated effort to create a more inclusive and welcoming environment for all students and their families. Our staff is proud of the strong relationships they are forming with the community. Our schools are committed to fostering excellent relationships with families. We hold regular meetings with parents and provide translation services when necessary. Parents also have real-time access to their children's grades, attendance, and upcoming assignments.|The LEA needs to enhance its approach to meeting the needs of a growing and diverse student population and their families by fostering effective two-way communication. This involves actively listening to and engaging with the community to better understand and address their unique needs and concerns through community committees, and informal parent meetings.|GVUSD will continue to hold meetings after school hours to accommodate parents' schedules and will provide Spanish translators as needed. We are committed to working with families to ensure they have access to the school site, fostering stronger school-family relationships. Site administration needs to better identify families' needs through more effective communication and a systematic approach.|GVUSD is working to provide information to families at site and LEA level to provide information for assessment outcomes. GVUSD has partnered with parents to provide input on student outcome through surveys and site parent/community meetings.|An area of focus in GVUSD is to create and maintain a systematic approach to partnering with families. This involves providing professional learning and support to teachers and principals to build their capacity for effective family engagement. By equipping our educators and administrators with the necessary skills and knowledge, we aim to foster meaningful and sustainable relationships with families.|GVUSD will focus on better community outreach efforts through communication, cultural competence, and community collaboration with a focus on flexible meeting schedules, culturally responsive engagement, enhanced communication types, and moslty building trust and relationships.|Parent Advisory meetings, parent conferences, and continuous communication through ParentSquare enable parents to actively contribute their input on school policies and activities. These platforms provide multiple opportunities for parents to engage with school staff and voice their opinions and suggestions, ensuring their perspectives are considered in decision-making processes. Additionally, these interactions foster a collaborative environment where parents feel informed and involved in their children's education, strengthening the partnership between the school and families.|We highly value and encourage engagement from all stakeholders. While overall parent participation in these meetings is good, it is not as robust among our underrepresented groups as we would like. GVUSD is committed to increasing attendance from these groups at school planning meetings by employing various communication strategies, including phone calls, text messages, face-to-face interactions, social media, and the school website|Site administrators will make an effort to survey and recruit underrepresented families in their school community (teachers, parents, and students) and involve them as much as possible.|4|4|3|4|3|3|4|4|4|4|4|4|Met||2025-06-04|2025
20756060000000|Chawanakee Unified|3|Based on the survey data from families, Chawanakee Unified was favored in providing environments that are positive for learning.  Families are asking for further measure in 2 way communication.|Although we have made progress in our digital platforms with Parent Square, it lacks the 2 way communication parents are asking for.   Within LCAP, a goal the district is focused on is providing a roving sub to allow for teachers to have ongoing communication in a timely manner.|The LEA will improve engagement of underrepresented families by having a Superintendent Forum or Parent Advisory Group that will meet four times throughout the year to specifically include these families. There will be focused areas of concern that will be pulled from feedback.|Chawanakee Unified is connected with several educational partners that include Madera County Superintendent of Schools, Central Valley Network Improvement Community, and Cal Ed Partners.  Throughout the year these partnerships have supported our LEA with professional development, business services,  and human resources. Through CVNIC and Cal Ed we have had support in English Language Arts and Mathematics.|For the 2025-26 school year, Chawanakee Unified continues to partner with CVNIC, Cal Ed partners, and Educational Research Associates with Linda Hauser in the core areas of ELA and Mathematics. Professional development will be provided to teachers.|Chawanakee Unified will provide a staff community building event in August to equip our staff with the support and tools needed to improve engagement. In addition, each site will disaggregate data within their Multitiered System of Support teams by student groups by the dashboard categories:  ELA, Math, College and Career indicator, Suspension Rate, Graduation Rate, and Absenteeism.  The student groups include:  English Language Learners, Students with Disabilities, Socio-Economically Disadvantaged, American Indian, Homeless and Foster Youth.|Chawanakee Unified puts out a survey every Spring to indicate if progress has been made for input in decisions.  In addition, a strategic plan has been put in place with the input from 218 educational partners and students.|We can improve seeking input by 2 way communication to specifically as it aligns to Academic Achievement. This is at the district, site, and teacher levels.|The LEA will improve engagement of underrepresented families as it relates to Seeking Input for Decision-Making by having a Superintendent Forum or Parent Advisory Group that will meet four times throughout the year to specifically include these families. There will be focused areas of concern that will be pulled from feedback.|4|4|3|3|4|3|3|3|3|3|3|3|Met||2025-06-30|2025
20756060125021|Minarets Charter High|3|Input and local data indicate that many of our staff members and families have built strong relationships. Many of these partnerships exist within programs (sports, FFA/AG, VAPA). More work needs to be done in developing relationships between staff and families within core classes. Within LCAP, funding is being used to provide subs for teachers to make individual calls to families.|The focus for improving relationships between staff and families is in the area of two way communication. Within LCAP, funding is being used to provide subs for teachers to make individual calls to families. We are continuing to explore technology that will support two way sms communication between staff and families.|The LEA will improve engagement of underrepresented families by having a Superintendent Forum or Parent Advisory Group that will meet four times throughout the year to specifically include these families.|Minarets Charter is connected with several educational partners that include Madera County Superintendent of Schools and Central Valley Network Improvement Community.  Throughout the year these partnerships have supported our LEA with professional development, business services, and human resources. Through CVNIC  we have had support in Mathematics and will add science this year.|For the 2025-26 school year, Minarets Charter continues to partner with CVNIC for Mathematics and Science. Professional development will be provided to teachers.|Minarets Charter will provide a staff community building event in August to equip our staff with the support and tools needed to improve engagement. In addition, each site will disaggregate data by student groups by the dashboard categories:  ELA, Math, College and Career indicator, Suspension Rate, Graduation Rate, and Absenteeism.  The student groups include:  English Language Learners, Students with Disabilities, Socio-Economically Disadvantaged, American Indian, Homeless and Foster Youth. MTSS meetings include data and actions related to each subgroup and their academic progress and involvement in extracurricular programs and CTE pathways.|Minarets Charter puts out a survey every Spring to indicate if progress has been made for input in decisions.  In addition, a strategic plan has been put in place with the input from 218 educational partners and students.|We can improve seeking input by 2 way communication specifically as it aligns to Academic Achievement. This is at the district, site, and teacher levels.|The LEA will improve engagement of underrepresented families by having a Superintendent Forum or Parent Advisory Group that will meet four times throughout the year to specifically include these families. There will be focused areas of concern that will be pulled from feedback.|3|4|3|3|4|3|3|3|3|3|3|3|Met||2025-06-30|2025
20756060132936|Chawanakee Academy Charter|3|Chawanakee Academy supports students and families through our independent study model. Survey data and parent/family feedback demonstrates high satisfaction amongst families in the area of relationships between school staff and family.  Families and staff have a strong partnership due to the on-going weekly and bi-weekly meetings that are held with each other.|In order to sustain this implementation, staff will continue to explore and improve our cultural competence and SEL skills when interacting with families and understanding each students as individuals.|To improve engagement of underrepresented families, staff will continue to build trusting relationships with our families and increase our opportunities for family engagement events.  Chawanakee Academy will increase their parent training opportunities as well.  Furthermore, CAC staff will offer multiple, equitable avenues of communication with their families.|Chawanakee Acacdemy teachers meet weekly and bi-weekly with students and families to address weekly and bi-weekly student outcomes. Staff and families partner to plan the best avenues for students to meet outcomes in alignment with CA state standards. CAC also offers a small amount of trainings for parents that is organized and led by CAC staff members.|CAC is looking to increase parent training opportunities. Currently, families have an opportunity to be trained on organizational skills for homeschooling.  CAC would like to being planning trainings for parents that focus on academic outcomes and increased evidence of student learning at home.|CAC is looking to increase parent training opportunities. Currently, families have an opportunity to be trained on organizational skills for homeschooling.  CAC would like to being planning trainings for parents that focus on academic outcomes and increased evidence of student learning at home.  While planning and delivering these trainings, staff will be aware of cultural norms, family needs, and culturally representative visuals and signage when advertising these trainings.|Families are asked to partake in local and district surveys to provide input for decision making. Families were provided with an opportunity to join other district staff and parents in important decision making planning meetings. Due to the strong relationships and frequent family meetings, families often provide feedback to staff during these informal meetings.|CAC is focusing on building a stronger advisory committee this year.  Surveys, interest collection forms, and other means of promotion and communication will be sent to families encouraging them to share their voice and join a committee. Teachers will be asked to encourage parents in their weekly meetings to join these committees as well.|CAC is focusing on building a stronger advisory committee this year.  Surveys, interest collection forms, and other means of promotion and communication will be sent to families encouraging them to share their voice and join a committee. Teachers will be asked to encourage parents in their weekly meetings to join these committees as well.   CAC staff will offer multiple, equitable avenues of communication with their families. Staff will be aware of cultural norms and will continue to explore and improve our cultural competence  and SEL skills when interacting with families.|5|5|4|4|4|4|5|3|3|3|3|3|Met||2025-06-30|2025
20764140000000|Yosemite Unified|3|YUSD provides opportunities to students, parents, community members, and organizations to participate in all aspects of educational decision making. Observable and concreate actions that relate to this goal are site and district advisory committees, dissemination of information on our social media platforms, newsletters, and the administering of school climate and stakeholder surveys with the results reported out to the board. Parents’ cultural values or beliefs play a role in the education of their children, as they are a factor that determines the extent of their direct involvement in their children’s schooling. The expectation of schools for parent involvement includes being fully involved and being an advocate for one’s children|YUSD consulted with multiple educational partners throughout the 2024-2025 school year as part of the planning process for the LCAP and the Annual Review and Analysis of the LCAP. In addition to engaging in informal conversations and meetings throughout the year, district leadership, including principals and administrators, formally engaged in the annual review and analysis portion of the LCAP and planning for the  LCAP during Educational Services meetings. During these meetings the team reviewed data, conducted general planning, determined/discussed actual Actions and Services, and planned and prioritized Actions and Services.|School Site Council Meetings (SSC): Each site held SSC meetings, during which members reviewed progress towards SPSA/LCAP goals and provided input into priorities for Actions and Services. YUSD hosted District Advisory LCAP Meetings. During these meetings, a district representative presented data related to progress the district has made related to LCAP goals and the implementation of Actions and Services for the LCAP. During these meetings, the team also discussed priorities for Actions and Services for the LCAP. YUSD will continue to work towards building a stronger DLAC for the next school year|Ongoing. We have a variety of opportunities and events for parents to get involved in our schools throughout the year. We hold LCAP meetings to keep the community informed. YUSD also presents benchmark data at board meetings to better inform the community on student progress and outcomes.|YUSD provides opportunities to students, parents, community members, and organizations to participate in all aspects of educational decision making. Observable and concreate actions that relate to this goal are site and district advisory committees, dissemination of information on our social media platforms, newsletters, and the administering of school climate and stakeholder surveys with the results reported out to the board. Parents’ cultural values or beliefs play a role in the education of their children, as they are a factor that determines the extent of their direct involvement in their children’s schooling. The expectation of schools for parent involvement includes being fully involved and being an advocate for one’s children|YUSD is currently working with MCSOS, through the intensive differentiated assistance process, to look at the full implementation of Professional Learning Communities (PLC). Last year the focus was on suspensions. The overall attendance work the year prior was focused on Coarsegold Elementary School. This action was directed towards our unduplicated students who typically struggle more with engagement than other students. We have started reaching out to parents of chronically absent students to better understand the challenges. Parents’ involvement in schools is a function of how much training, exposure to strategies, and knowledge is provided by the school and the school district|Feedback contributed by community members during the LCAP Community Input Session included the following priorities: culture and safety, instruction focused on struggling and high achieving students, offering more elective classes, additional counseling support for students, and offering more tutoring for students. Input from parents during Parent Advisory Groups included: curriculum, curriculum adoption, concerns and options for the social/emotional well-being of students, interventions specialists and interventions during the school day, websites and social media as priorities. Input from students during Student LCAP input sessions included the following priorities: focusing more on social-emotional issues, interventions for struggling students, counseling services and social media. Students enjoy ST Math and Lexia programs that are offered at K-8. Input from representatives from the Classified Union indicated the following priorities: paraprofessional staffing be included in the LCAP, new money with the California Community Schools Partnership Program (CCSP), professional development and capacity building , curriculum adoption, including campus supervisors in training, attendance, SART/SARB and social media coverage Input from representatives from the Certificated Union indicated the following priorities: flexible ways of providing professional development opportunities during and outside the school day, more PD related to supporting different learners, safety, culture and climate, data management systems (Illuminate, Aeries), consistent discipline policies and curriculum|The California Community Schools Partnership Program (CCSPP) supports schools’ efforts to partner with community agencies and local government to align community resources to improve student outcomes. These meetings have been ongoing and fruitful. YUSD currently has three school sites that receive this grant, but these meetings have been held and facilitated across all school sites. Schools sites we continue to survey the community and provide more targeted ongoing feedback.   Feedback contributed by community during the LCAP Community Input Session included the following priorities: culture and safety, instruction focused on struggling and high achieving students, offering more elective classes, additional counseling support for students, offering of more tutoring for students. Input from parents during Parent Advisory Groups included: curriculum, curriculum adoption, concerns and options for the social/emotional well-being of students, interventions specialists and interventions during the school day, websites and social media as priorities. Input from students during Student LCAP input sessions included the following priorities: focusing more on social-emotional issues, interventions for struggling students, counseling services and social media. Students enjoy ST Math and Lexia programs that are offered at K-8. Input from representatives from the Classified Union indicated the following priorities: paraprofessional staffing be included in the LCAP, new money with the California Community Schools Partnership Program (CCSP), professional development and capacity building , curriculum adoption, including campus supervisors in training, attendance, SART/SARB and social media coverage Input from representatives from the Certificated Union indicated the following priorities: flexible ways of providing professional development opportunities during and outside the school day, more PD related to supporting different learners, safety, culture and climate, data management systems (Illuminate, Aeries), consistent discipline policies and curriculum.|Based on Educational Partner and Climate survey data, YUSD has work to do in school climate and culture. Furthermore, input provided by community members (LCAP Input Sessions), parents (during PAC meetings), and students (Student LCAP sessions), indicates that providing social-emotional support to students continues to be a priority; and intervention specialists, MTSS, SEL, and restorative programs were specified as priorities. Based in part on this input, YUSD will continue our LCAP goals and actions associated with MTSS, academic intervention and support. Students will have access to intervention support staff and academic interventions as needed, including things such as reading intervention (Lexia) and math (ST Math) intervention. Amira will be rolled out this school year to better support literacy development in the primary grades. Students will have access to intervention support staff and social, emotional, and behavioral interventions as needed, including things such as individual and group counseling, psych-educational groups, Check In/Check Out, Social-Emotional Learning (SEL) lessons and activities, use of restorative practices, and referrals to outside agencies. It should be noted that additional Intervention support staff are included in the District's ESSER-III plan. Based on input from representatives of the Certificated Union, the District will continue: Professional Development to Support Best Practices for English learners, supporting special education students in general education classrooms and differentiated instruction  The data collection included interviews and surveys conducted at school sites. I used semi-structured, open-ended interview questions and survey questions about the LCAP to help with informed decisions. The YUSD Climate and Culture Survey, YUSD Curriculum Survey and Educational Parents survey provided data that helped inform LCAP development. Curriculum, instruction, professional development and culture and climate provided areas of need that needed focus areas with the LCAP. The need to include ongoing professional development training to best support an effective system of support for students was a theme. Teachers expressed that ongoing training would help build principals’, teachers’, and parents’ ability to provide an impactful system of support needed to increase student success. Teachers discussed that teachers and principals have been provided yearly training, but the training was not ongoing.|4|3|3|4|4|4|4|3|4|3|4|4|Met||2025-06-26|2025
20764142030237|Glacier High School Charter|3|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers. Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff. Regularlyscheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1: Provide parent training to support student achievement. Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement. Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by ParentWorkshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 12 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 27% rated Almost all the time; 46% rated Often; 27% rated Sometimes Rate your child’s experience in onsite graded class. 91% rated excellent, above average and satisfactory. The other 9% did not take onsite graded classes. How well did the school support your child’s education-related technology needs? 100% rated Excellent, or Above Average. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent or Above Average. I feel welcomed, valued, and connected to others in our school community. 100% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent or Above Average. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 100% rated Excellent, Above Average, or Satisfactory. Would you recommend our school to your friends and family? 100% responded YES On|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers. Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1: Provide parent training to support student achievement. Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement. Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 12 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 27% rated Almost all the time; 46% rated Often; 27% rated Sometimes Rate your child’s experience in onsite graded class. 91% rated excellent, above average and satisfactory. The other 9% did not take onsite graded classes.How well did the school support your child’s education-related technology needs? 100% rated Excellent, or Above Average. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent or Above Average. I feel welcomed, valued, and connected to others in our school community. 100% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent or Above Average. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 100% rated Excellent, Above Average, or Satisfactory. Would you recommend our school to your friends and family? 100% responded YES On|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage andcollaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers. Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1: Provide parent training to support student achievement.Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement. Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 12 parents responded to our local school survey on a variety of topics. The results were as follows:How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 27% rated Almost all the time; 46% rated Often; 27% rated Sometimes Rate your child’s experience in onsite graded class. 91% rated excellent, above average and satisfactory. The other 9% did not take onsite graded classes. How well did the school support your child’s education-related technology needs? 100% rated Excellent, or Above Average. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent or Above Average. I feel welcomed, valued, and connected to others in our school community. 100% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent or Above Average. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 100% rated Excellent, Above Average, or Satisfactory. Would you recommend our school to your friends and family? 100% responded YES On|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
20764146110076|Mountain Home Charter (Alternative)|3|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularlyscheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities: Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1: Provide parent training to support student achievement. Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement. Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by ParentWorkshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 27 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 54% rated Almost all the time; 27% rated Often, 16% rated Sometimes; 4% rated Never Rate your child’s experience in onsite enrichment class. 86% rated excellent, above average and satisfactory. The other 16% did not take onsite enrichment classes. How well did the school support your child’s education-related technology needs? 100% rated Excellent or Above Average. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent or Above Average. I feel welcomed, valued, and connected to others in our school community. 98% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent or Above Average. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 46% rated Excellent, Above Average, or Satisfactory. 55% responded “Does not apply at this ti|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities: Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1: Provide parent training to support student achievement. Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement. Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 27 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 54% rated Almost all the time; 27% rated Often, 16% rated Sometimes; 4% rated Never Rate your child’s experience in onsite enrichment class. 86% rated excellent, above average and satisfactory. The other 16% did not take onsite enrichment classes.How well did the school support your child’s education-related technology needs? 100% rated Excellent or Above Average. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent or Above Average. I feel welcomed, valued, and connected to others in our school community. 98% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent or Above Average. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 46% rated Excellent, Above Average, or Satisfactory. 55% responded “Does not apply at this ti|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage andcollaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys.|Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2025 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities: Outreach to students and parents/guardians was extensive and frequent throughout the 2024-25 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2025-26 LCAP Goal 3 and its 4 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-4 state: Action 1: Provide parent training to support student achievement.Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for Educational Partner engagement. Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2024-25 school year. The feedback from this survey contributed to our 2025-26 LCAP goals and actions. 27 parents responded to our local school survey on a variety of topics. The results were as follows:How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 54% rated Almost all the time; 27% rated Often, 16% rated Sometimes; 4% rated Never Rate your child’s experience in onsite enrichment class. 86% rated excellent, above average and satisfactory. The other 16% did not take onsite enrichment classes. How well did the school support your child’s education-related technology needs? 100% rated Excellent or Above Average. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent or Above Average. I feel welcomed, valued, and connected to others in our school community. 98% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent or Above Average. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 46% rated Excellent, Above Average, or Satisfactory. 55% responded “Does not apply at this ti|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
21102150000000|Marin County Office of Education|3|The foundation of our program is strong relationships between staff and families that support the success of our students. Our strength is constant communication, as well as connection with opportunities and resources. Through the California Community Schools Partnership Program (CCSPP) we continue to build opportunities for increased influence on our LCAP process and planning, with the eventual goal of a true community school with shared power among all educational partners.|Our focus area is focused on shared decision-making, including identifying more and better ways for family engagement.|The composition of our program is complemented by a higher percentage of students who are underrepresented. As such we have created a rich educational program that expects and fosters high levels of collaboration and relationships with school staff, families and community partners.|As indicated above, we recognize that student outcomes are much stronger with full partnerships that include community and families.|The foundation of our program is strong relationships between staff and families that support the success of our students. Our strength is constant communication, as well as connection with opportunities and resources. Through the California Community Schools Partnership Program (CCSPP) we continue to build opportunities for increased influence on our LCAP process and planning, with the eventual goal of a true community school with shared power among all educational partners.|The composition of our program is complemented by a higher percentage of students who are underrepresented. As such we have created a rich educational program that expects and fosters high levels of collaboration and relationships with school staff, families and community partners.|Our administrative team meets regularly and this is a shared decision-making body around the operational needs of the school. Teachers engage students in decisions about curriculum and instruction across the year. We have a leadership class that promotes student leadership and agency schoolwide. Our California Community Schools Advisory Team includes administrators, teachers, parents, and community-based partners. We plan to continue the growth of this group and expand its influence on decision-making until it becomes a shared decision-making body.|As a result of the planning process through the Community Schools grant, we have evaluated our internal systems and practices that support positive outcomes for students and families. Our five-year strategic plan includes systems and structures to ensure shared decision-making strategies. As a small learning community, we are in a unique position to engage thoughtfully and thoroughly with our community engagement collaborators. Students remain part of the decision-making process through participation in focus groups and workshops where we gather feedback in addition to their work through our Community Schools Advisory Team.|The composition of our program is complemented by a higher percentage of students who are underrepresented. As such we have created a rich educational program that expects and fosters high levels of collaboration and relationships with school staff, families and community partners.|5|5|5|5|5|4|5|5|4|4|4|4|Met||2025-06-24|2025
21102150135350|Ross Valley Charter|3|We are proud of the efforts we’ve made in building relationships with our families. In our most recent parent survey, more than 89% of respondents said they either agreed or strongly agreed with the statement that RVC welcomes parents’ contributions and actively seeks to involve parents. The remaining nearly 11% of respondents gave a neutral response which means that none of our responding parents disagreed or strongly disagreed with that statement. We’ve expanded our outreach efforts this year with the help of, for the first time ever, a full-time and bilingual Outreach and Enrollment Coordinator who has utilized additional communication methods to stay in contact with families and attempt to bring them to more school events. Our Spanish-speaking families, especially, appreciate her efforts because they know they have a staff point person who can provide help and answers when needed. We were pleased with turnout at some of our community-building and welcoming events such as Fiesta Familiar, held early in the school year this year which set the tone for sharing cultural and food experiences. Our families enjoyed our community-building events so much this year, on our yearly parent survey many asked for even more informal gatherings next year. They also asked for more clarity about classroom expectations and they asked for a parent- and student-facing document that outlined the expectations for conduct at our school. We happily engaged with them, discussed our expectations, and shared a Conduct and Anti-Bullying Plan and Pledge that more than 90% of families signed and returned. Those efforts were coordinated by our Community Council, the school director, and a teacher, and that process helped families better understand our systems and expectations, as well as recognize the strengths of the partnership between families and school staff.|In our parent survey, only 4.2% of respondents, when asked how much they felt connected to the RVC community, gave a score of 2 (out of 5 where 1 = Not at all and 5 = Extremely connected), none gave a score of 1, and 23.4% said they felt extremely connected to the community. However, 31.9% gave a score of 3 which means that though they didn’t feel disconnected, they did not feel connected enough with our school to agree with the statement. Our families have told us how much they appreciate attending events and workshops where they can mingle with their peers, talk to our staff, and get to know the RVC community informally, so we are eager to bring them more meaningful parent education workshop experiences. This year, we partnered with a group in Marin that offered education about technology, focused on screen usage. That session was especially well-received. Families say they appreciate the SEL work we do in our classrooms, so we plan to offer SEL and neurodiversity parent education sessions in the future.|We continue to try to increase the diversity of families who attend our parent education workshops, our school events, and especially, our Community Council meetings. Our Outreach and Enrollment Coordinator has been especially focused on encouraging a more diverse group of families to participate in events and on committees, and because she is bilingual, she is able to remain in contact with many of our underrepresented families. Our remote Zoom option continues to remain a popular choice for many families. We’ve found that when we offer in-person events and pair that with free childcare, more families attend. By offering free childcare in a safe, engaging environment, we remove one potential barrier for families who would otherwise struggle to attend due to childcare concerns.|In our most recent student survey, the majority of students (55.9%) said they feel like they completely belong at our school. That was the strongest positive response they could give. Another 35.6% gave the second strongest response: they said they belonged somewhat. Only 1 student (0.8% of respondents) said they did not belong at all. On another question that asked how much teachers encouraged them to do their best, 56.8% said always, the strongest positive response, and another 34.7% said frequently, so more than 90% combined said frequently or more. Our staff has prioritized creating a safe, positive, joyful learning environment. We offer a powerful SEL curriculum and mindfulness sessions daily, and our inquiry-based model pushes students to think critically and creatively. We regularly review student achievement data, and our small group intervention offerings have improved tremendously because those efforts are data-driven, highly engaging for students, and predictable.|Our staff is dedicated to improving outcomes for our EL students, especially, so we have engaged in powerful conversations and professional development sessions that push our team to use effective strategies, especially for literacy instruction. Our team now regularly shares the strategies they’ve used with their peers in our team meetings, so they have the opportunity to not only share what worked and what didn’t work as well, but hear what is working for their colleagues. We’ve heard from our students, especially, but also our families, that they appreciate our Expos, so our team has focused on improving the power of our inquiry arcs and driving toward stronger Expos that highlight our students’ work and understanding. Those opportunities for students to showcase their learning are immensely rewarding for students and families, so we are excited to continue improving those offerings.|Our Outreach and Enrollment Coordinator is bilingual and reaches out to our Spanish-speaking families, encouraging them to stay on top of their students’ academic and behavioral progress. She is able to point them to helpful school resources including our school newsletters that offer advice and strategies related to learning and achievement. Our professional development sessions for the second half of this school year focused on supporting EL students with inquiry-based lessons and our staff intentionally worked towards developing skill in four domains: 1) building relationships with students, 2) creating a print-rich environment with vocabulary, sight words, and sentence starters posted visibly around the classroom for students to refer to, 3) using visuals and real-world contexts as well as guest speakers, field trips, and virtual visits where applicable, and 4) including all aspects of language acquisition: speaking, listening, reading, and writing. We expect families will see growth in their EL students both academically and at Expos, and our staff can share the strategies and techniques they’ve used to improve student outcomes.|Our Community Council and Diversity & Inclusion committees provide opportunities for families to get involved with planning events and helping contribute to school culture. Families appreciate the Community Council meetings, and a core group of active parents regularly attend to share their perspectives and propose ideas for school improvement. The School Director and Board Chair hosted regular informal chats, alternating between morning and evening meetings, to solicit input from community members who prefer to discuss their ideas in smaller groups. Our Governing Board includes three current parents and when one leaves the Board this year, we expect to fill that seat with another parent immediately.|Families would like more informal opportunities to share thoughts with the staff, and on our parent survey we asked our families what ideas they had to engage families and community volunteers. Many families responded to that portion of the survey, and a common theme was that we should be more consistent scheduling events and communicating them. Families said they wanted more advanced notice of events that they could plan for in their families’ calendars, and they would prefer that we not move those events at the last minute. They also wanted us to share requests for volunteers via printed fliers and electronic messages to make it clear how families could contribute to the community. Since they named the importance of communication and predictability with planning events, we plan to keep those recommendations in mind when we schedule and share events next year.|We noticed that many of our underrepresented families prefer to share their thoughts and concerns in small, informal gatherings, so we plan to offer morning and evening drop-in events for families to come meet our staff, leaders, and Board members. Our Room Parent Coordinator ensures that a variety of important messages from the Community Council, administrators, and teachers are regularly shared with families. Similarly, school-wide newsletters that highlight our SEL work and other important messages for the school community are updated and sent home regularly. Our bilingual Outreach and Enrollment Coordinator is focused on developing strong relationships with Spanish-speaking families, and she consistently shares translated school updates and important information to the Spanish-speaking families to encourage them to share their perspectives regularly, as well.|4|4|3|4|3|4|4|4|3|3|3|3|Met||2025-06-12|2025
21102152130102|Phoenix Academy|3||||||||||||||||||||||Not Met|||2025
21653000000000|Bolinas-Stinson Union|3|"Teachers hold two parent-teacher conferences per year with 100% of families. We also host a Back to School Night so teachers may orient parents to their child's new grade placement, and a Spring Open House so students can present their work to our families. Our District-wide English Learner Advisory Committee, or ""Cafecito,""  meets once per month and is our largest regularly meeting parent group at 10-18 parents. We routinely seek input from parents on addressing current issues they and their students face, and planning future actions benefiting students and families. Our school team meets with parents of selected students for Student Study Team meetings to develop general education success plans when students experience difficulties falling short of requiring Special Education services.  Our School Site Council meets regularly and develops and administers our annual site perception survey of our families.  Through our Local Control and Accountability Plan (LCAP) development and monitoring process, we host a variety of stakeholder meetings each year. Cafecito meets multiple times and is our LCAP Parent Advisory Committee, other stakeholder meetings include parents of students receiving Special Education services, Multiple Language Learners, the School Site Council, and all school families. As well, the district hosts budget workshops for families interested in how the district collects and spends its operating revenues.  Lastly, the school regularly hosts whole-school events that bring families and staff together for a variety of celebrations and performances. Examples include the Art Show, Talent Show, May Day, and Día del Niño."|Parents have expressed appreciation for the variety of structured opportunities to come together with staff, and to offer input. We plan to continue our current efforts, and are ready to respond to parent requests for additional opportunities to communicate with school staff about the school and their children.|With about 110 students and their families, and multiple regularly scheduled forums for communication with families about how the school serves their students and them, the district plans to continue current engagement opportunities while looking for families we may not be adequately engaging.|Our Case Review/Student Study Team routinely collects student referrals from teachers. The CRT includes parents in developing general education success plans to address all manner of student needs. Our Local Control Accountability Plan (LCAP) documents that 100% of our IEP meetings are held with full parent involvement. We annually ensure that we have 100% family attendance at our Fall and Spring parent-teacher conferences.|The district plans to continue current partnership building opportunities while looking for families we may not be adequately engaging.|With about 110 students and their families, and multiple regularly scheduled forums for communication with families about how the school serves their students and them, the district plans to continue current engagement opportunities while looking for families we may not be adequately engaging.|"The district seeks input for decision making through regularly scheduled group meetings. Our District English Learner Advisory Committee, or ""Cafecito,"" meets monthly. Our School Site Council (SSC) also meets monthly. The SSC develops, administers, and interprets an annual family site perception survey of school programming and and makes recommendations based on the survey results. As part of our annual monitoring and review of our Local Control Accountability Plan (LCAP), the district hosts stakeholder input meetings with teachers, all staff, the governing board, students, parents of multi-language learners, parents of students receiving Special Education services, and all parents and the wider community."|The district plans to continue current opportunities to seek while looking for families we may not be adequately engaging.|With about 110 students and their families, and multiple regularly scheduled forums for communication with families about how the school serves their students and them, the district plans to continue current engagement opportunities while looking for families we may not be adequately engaging.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
21653180000000|Miller Creek Elementary|3|Parent relationships, partnerships, and input are an area of strength for the Miller Creek School District.  The LEA has several formal structures which allow for parent engagement and input both at the site and district level. At the district level there is an LCAP Advisory Council, DELAC, and a Diversity, Equity, and Inclusion Committee. At the site level there is a School Site Council, SELAC, and Diversity, Equity, and Inclusion Committees. The LEA invests in a communication platform called Parent Square that serves as a single platform for communication, is easily translated into several languages, is mobile friendly, and has improved communication tools such as two-way messaging.  The LEA conducts a comprehensive survey of all families to gather feedback about their experience and the experience of their child.|The LEA collected survey feedback from families highlighting a continued interest in building a strong school community through regular community events and meaningful opportunities to volunteer on campus. Families expressed a desire to stay connected and involved in their children's education by participating in school activities, events, and day-to-day support. In response, the LEA is committed to maintaining and expanding opportunities for family involvement throughout the year, ensuring all families feel welcomed, valued, and engaged in the school community.|The LEA is expanding outreach to multilingual families by hosting informal community events designed to build relationships and encourage greater participation in school activities. These events provide a welcoming space for families to connect with staff, ask questions, and engage in their children’s education. To further strengthen these partnerships, the LEA is committed to increasing multilingual family representation on School Site Councils and Home and School Club leadership teams. Additionally, efforts are underway to hire and retain more bilingual staff to ensure ongoing, meaningful communication and support for all families.|The LEA works to build partnerships for student outcomes by communicating frequently about school programs and student progress. Parent conferences are hosted annually to dive deeply into a student's individual progress. Narrative report cards are sent home for families in TK-5 to provide feedback in addition to the feedback listed on the standards based report card. In grades 6-8 comments provided to families on report cards reflect content specific feedback and a growth mindset. Progress reporting is provided every six weeks to students who are not meeting grade level benchmarks. Principals and teachers send frequent updates to parents that highlight current learning units and ways to support that learning at home. Back to School Night is hosted and highly attended every year.|The LEA collected survey feedback from families indicating a need for more support beyond student conferences, progress reports, and report cards. Specifically, families expressed interest in receiving additional information on how to support their children’s learning at home, as well as increased access to parent education opportunities.|The LEA is committed to building strong partnerships with underrepresented families, particularly multilingual households, to support improved student outcomes. As part of this effort, the LEA is conducting listening sessions during DELAC meetings to gather meaningful input from families about Expanded Learning Opportunities Program (ELOP) offerings. These sessions help ensure that ELOP programming aligns with student needs and reflects family priorities. In addition, the LEA is working to improve communication and trust by hiring and retaining bilingual staff who can effectively engage families in their home languages. These efforts are aimed at creating more inclusive and responsive programs that directly support student success.|The District partners with parents and solicits input through a variety of committees including examining EL students and language acquisition, the district budget and LCAP, a parent leadership council (Coordinating Council) and School Site Councils. The LEA hosted a community input session inviting all members of the community to provide feedback on LCAP goals, actions, and services.  Each school site has a thriving parent club and School Site Council. These provide ways to engage parent leadership and amplify their voice. The LEA continues to utilize a comprehensive survey through YouthTruth to gather input from staff, families, and students in grades 3-8, with comparable data year over year.|The LEA will continue to recruit and seek input from a diverse group of educational partners to serve on the LCAP Budget Advisory Committee. Their input is essential as we navigate ongoing budget reductions and work to minimize the impact on students and educational programs.|The Miller Creek School District will continue to improve engagement of underrepresented families by using multilingual communication platforms, providing translation support at meetings, communicating opportunities for involvement in advance, and utilizing bilingual office staff to conduct direct outreach. These strategies are designed to ensure families feel informed, welcomed, and empowered to participate in their children's education. To further support inclusive decision-making, the LEA will provide bilingual support at committee meetings to ensure that underrepresented families can fully engage in discussions and share their perspectives. Specifically, the LEA will continue to seek input from all educational partners through ongoing feedback opportunities, including surveys, advisory committees, and targeted listening sessions, to guide planning and decision-making with a focus on equitable student outcomes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
21653340000000|Kentfield Elementary|3|Our LEA has strong connections with our small close knit community -- although we need to continue to work on providing opportunities for community stakeholders to provide input about our services and use that input to strengthen relationships with our families.|Our LEA is continuing to be reflective in how we engage with our student families to ensure they feel welcome and included in our school environment. Having the opportunity to share feedback about perceptions from families related to a welcoming school environment is essential when engaging with our staff so we are all mindful of how we may be perceived by our school community to build relationships.|Our LEA will improve engagement of underrepresented families in building relationships between school staff and families by offering open dialogue sessions related to how services are received and how they may be impacting our school community. The use of community liaison and bilingual staff is beneficial for our underrepresented families.|Our LEA is continuing to be reflective in how we engage with families to ensure they feel welcome and included in our school environment. Having the opportunity to share feedback about perceptions from families related to a welcoming school environment is essential in building strong partnerships and positively impacting student outcomes.|Our LEA will continue to focus on how we engage with families to ensure they feel their feedback will inform our decision making. By demonstrating we are truly hearing our families, they experience a strong partnership and increase positive student outcomes.|Our LEA will improve seeking input of underrepresented families by being flexible and open to when and how we gather qualitative feedback related to services. This openness will build relationships for better student outcomes.|Our LEA needs to continue to provide opportunities for our community stakeholders to provide input about our services and use that input to adjust in the best interest of students and families.|Our LEA is continuing to be reflective in how we engage with families to ensure they feel their feedback will inform our decision making. Showing where feedback is used to inform and adjust program planning will support our families in feeling their voice is valued and appreciated.|Our LEA will improve seeking input of underrepresented families by being flexible and open to when and how we gather input to inform decision making.|3|3|3|3|2|3|2|3|3|3|3|2|Met||2025-06-10|2025
21653420000000|Laguna Joint Elementary|3|The Laguna Joint district maintains a low student the adult ratio.  As a result the relationship between school and home is quite strong and consistent.  Survey of parent input has resulted in parents reflecting on their thoughts about the educational and social emotional program and the support for the student learning.|Focus for Laguna Joint continues to be on ensuring that families feel as though they are in integral part of their child's program and making sure students come to school each day and the beginning first element.  Laguna's strong educational, multi-age program allows for regular interaction and engagement.|Laguna Joint will continue to prioritize engagement with families as partners.|Laguna Joint emphasizes the importance of family as a part of the education program of each child.|Maintaining parent/family engagement and input across the 2025-2026 school year.|The smaller size of the Laguna Joint school allows for a very close relationship with underrepresented families.|We have used survey as well as direct input gathered during parent teacher conferences and monthly parent meetings.|The district will continue to focus heavily on literacy and mathematics.  Educational partners have noted significant growth and an excitement about student learning.|We will continue to emphasize the importance of parents/families as partners in education.|4|5|4|5|4|4|4|4|5|5|4|4|Met||2025-06-03|2025
21653590000000|Lagunitas Elementary|3|Lagunitas School District has demonstrated strong progress in fostering relationships between school staff and families through consistent, transparent communication and increased opportunities for engagement, such as family nights and regular parent-teacher conferences. Educational partner input highlights a welcoming school culture and staff responsiveness as key strengths.|Based on educational partner input and local data, the Lagunitas School District is focusing on improving communication with families from diverse linguistic and cultural backgrounds to ensure more inclusive engagement. We will also enhance opportunities for two-way communication which will help deepen trust and foster stronger partnerships with all families.|To improve engagement of underrepresented families, Lagunitas School District will expand culturally responsive outreach strategies, including translated materials and bilingual staff support. The district will also increase collaboration with community organizations to build trust and create more accessible entry points for family involvement.|Lagunitas School District has made strong progress in building partnerships for student outcomes by actively involving families in academic planning through student-led conferences and regular progress updates. Educational partners highlight effective collaboration between teachers and families to support learning goals, particularly in literacy and math.|Lagunitas School District is focusing on improving family access to academic resources and supports, especially for those unfamiliar with curriculum expectations or digital tools. There is also a need to strengthen partnerships around supporting students with diverse learning needs, including English learners and students with IEPs.|To improve engagement of underrepresented families in building partnerships for student outcomes, Lagunitas School District will provide targeted outreach and workshops tailored to families of English learners, students with disabilities, and low-income households. The district will offer multilingual academic resources and personalized support to help families better understand and engage with their child’s learning.|Lagunitas School District has shown strong progress in seeking input for decision-making through regular engagement opportunities such as surveys and advisory committee meetings. Educational partners report feeling valued and heard, particularly in areas related to school programs.|Lagunitas School District is focusing on increasing input from historically underrepresented groups, including non-English-speaking families and those less engaged in traditional forums. There is a need to diversify input methods to reduce barriers, such as offering flexible meeting times and alternative formats for feedback.|Lagunitas School District will improve engagement of underrepresented families by expanding culturally and linguistically appropriate outreach, including translated materials and interpretation at meetings. The district will create more accessible input opportunities, such as informal listening sessions and community-based gatherings, to reduce participation barriers. Additionally, the district will strengthen feedback loops to clearly demonstrate how family input shapes policies and programs, fostering greater trust and ongoing engagement.|5|5|4|4|4|3|4|3|5|5|4|5|Met||2025-06-18|2025
21653670000000|Larkspur-Corte Madera|3|LCMSD has been committed to staff professional development in building inclusive and equitable classroom and school environments, effective parent communication, and collaborative partnerships. Staff development in training days and in staff meetings has focused on teaching for equity.|This year LCMSD is focused on more effective communication with families whose primary language is not English through the continued implementation of ParentSquare for district-wide, school-wide and classroom-wide communication. Administrators and teachers are being trained in using ParentSquare to provide communication that is automatically translated into a parent’s preferred language.|LCMSD has provided interpretation services at Back to School Night, Board meetings, DELAC meetings, parent conferences, Superintendent Coffee Chats and IEP meetings. DELAC meetings focus on two-way communication with families to improve our systems and procedures.|All elementary students have conferences with translation services provided. Middle school students have conferences as needed with translation services provided. Student data are regularly monitored through district benchmark assessments to identify learning gaps, provide intervention, measure ongoing progress, all while communicating with parents. Parents can participate in student study teams.|LCMSD is providing a number of parent workshops and coffee chats to share strategies that are used in classrooms and can be applied to the home setting to strengthen literacy development and mathematical understanding. Standards-based grading and learning are a focus at the middle school where parents will engage in workshops to understand grading practices and monitor student proficiency through Google Classroom.|District English Learner Advisory Committee (DELAC) meetings will focus on gathering parent input and feedback regarding school climate and culture, academic programs, and communication. Regular meetings will be scheduled to establish trust, build community and solicit feedback.|LCMSD has a very active PTA, PTO, and Foundation. Parents participate in the district committees, including the site council, LCAP Advisory Committee, Health and Wellness Committee, Fiscal Advisory Committee, parent education committee, and District English Learner Advisory Committee. The LCAP plan is reviewed and discussed with all of these teams.|The focus of LCMSD is on providing timely and effective communication to families and the larger community. This communication includes information about district initiatives, programs, and priorities, as well as ways for parents to provide input.|LCMSD will improve engagement of families through the use of regular feedback sessions, such as Superintendent Coffee Chats. These chats will focus on curriculum, budget, school safety, assessments, and district priorities. Interpretation services will be included at each event. Also, ParentSquare data will be monitored to identify families who are not receiving school and district communication.|4|4|3|3|3|3|4|3|4|4|3|4|Met||2025-06-11|2025
21653910000000|Mill Valley Elementary|3|We continue to provide regular information updates at the classroom, site, and district level through our district communication platform. We also started site-based in-person meetings for district staff to provide updates to families on set topics. The superintendent started meeting with community stakeholder groups and provided an end-of-year mailer to the community with information about the past year’s accomplishments. Our parent-teacher organizations hold a variety of community-building events throughout the year, including site-based and district-wide events.|We are holding site-based meetings, starting right after school starts, to try to make it easier for people to attend, and offering more throughout the year at each school site. We are also continuing to try different information-gathering techniques to get as many responses as possible. We are working to get more diverse involvement in our LCAP advisory committee and input meetings.|We will continue to identify and then personally invite underrepresented families to parent input meetings. We will continue to explore and improve our translation offerings.|We continue to have strong relationships within and among our school site communities. We continue to offer a variety of digital learning options for students to access for additional instructional support within and beyond the school day. We also continue to use i-Ready and state testing to monitor student progress and share that data with parents. We will be implementing DIBELS reading fluency assessments at the elementary level in alignment with the California Reading Difficulties Screener requirements, which will include communicating with parents about student achievement and progress.|We plan to focus on intentional surveys of parents, as well as empathy interviews, and increasing voices through things like our LCAP District Advisory Committee, to ensure we are hearing from as many members of our school communities as possible.|We continue to work to improve engagement of underrepresented families by starting at the site level to ensure they feel welcome at our school sites, supported by our school communities, and included in our school district.|We continue to try different ways of offering opportunities for parents/caregivers and other educational partners to provide information and input to inform decision making.|We are trying more site-based meetings during the school year on set topics so that parents/caregivers can easily attend at their primary school site. We are also trying more community outreach through things like mailers, attending community group meetings, and other avenues.|We are starting by restructuring our District English Learner Advisory Committee meetings to ensure we have as many parents in attendance as possible, as well as making the meetings an opportunity for feedback from those families on how the district is meeting their needs. We are also hosting site-based meetings throughout the year, scheduled right after drop-off, in an effort to make it easier for families to attend and get information about our schools but also to provide input.|3|3|3|2|3|4|2|3|3|3|3|2|Met||2025-06-05|2025
21654090000000|Nicasio|3|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2025), current strengths and progress in building relationships between school staff and families are demonstrated by the following responses: - Teachers communicate with parents about what students are expected to learn (100% agree) - Parents feel welcome to participate at school (96% agree) - School staff treats parents with respect (100% agree) - School staff take parent concerns seriously (96% agree) - School staff is helpful to parents (100% agree)|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2025), Nicasio School will continue to focus on building relationships between school staff and families by focusing on the following responses: - effectively communicating well between report cards (88% agree) - effectively sharing information about how to help child with homework (87% agree) - effectively providing information about the parent club and school foundation (92% agree)|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2025), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and during school events|Based on results of the self-reflection tool, we are in the full implementation phase of building partnerships for student outcomes. This includes providing professional learning and support to staff to improve a school's capacity to partner with families, providing families with information and resources to support student learning and development at home, implementing policies or programs to teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, and supporting families to understand and exercise their legal rights and advocate for their students and all students.|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2025), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses: - Nicasio School encourages me to be an active partner with the school in educating my child (100% agree) - Teachers communicate with parents about what students are expected to learn (96% agree) - Nicasio School staff shares information about how to help your child with homework (87% agree) - I have attended a Nicasio District PTA or school foundation meeting (50% agree)|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2025), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that encourage and strengthen building partnerships for student outcomes, including information to support student learning at home, meetings to discuss student progress, and information related to legal rights and advocating for students.|Based on results of the self-reflection tool, we are in the full implementation phase of seeking input for decision-making. This includes supporting staff to effectively engage families in advisory groups, building to capacity of family members to effectively engage in advisory groups, providing all families with opportunities to provide input on policies and programs (with strategies to reach and seek input from underrepresented groups), and provide opportunities to have families and staff work together to plan, implement and evaluate family engagement activities at school.|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2025), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses: - Nicasio School allows parent input and welcomes parent contributions (100% agree) - Nicasio School actively seeks input of parents before making important decisions (96% agree)|Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2025), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that build the capacity of and support family members of underrepresented families to effectively engage in advisory groups, provide input on policies and programs, and collaborate to design, implement and evaluate family engagement activities at school.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
21654170000000|Novato Unified|3|NUSD remains committed to fostering positive, trusting, and respectful relationships between school staff and families. Across the district, administrators, teachers, and classified staff actively work to build caring connections with students and their families through daily interactions and instructional practices. School sites regularly host extracurricular activities and family engagement events, which promote a shared sense of community, belonging, and school pride.  Staff are encouraged and supported in engaging in two-way communication with families, ensuring a collaborative environment that prioritizes student well-being and academic success. These relationships form the foundation of a strong school-home partnership, vital to student achievement.  The district now utilizes ThoughtExchange as its stakeholder engagement platform. Recent survey results from families reflect positive perceptions of their relationships with school staff, with many highlighting experiences of respect, care, and approachability at school sites. This feedback guides our continuous improvement efforts.  In addition, the employment of Community Liaisons at every school site continues to strengthen communication, especially with our Spanish-speaking families. These liaisons play a vital role in ensuring that all families feel welcomed, valued, and empowered to partner in their children's education.  Looking forward, NUSD is committed to deepening staff capacity through professional learning focused on culturally responsive practices and effective communication. We will continue to prioritize relationship-building efforts that elevate trust, respect, and partnership across our diverse school communities.|Based on analysis of educational partner input and local data, NUSD has identified a continued need to deepen staff capacity to build meaningful, culturally responsive relationships with families. The District will prioritize professional development that equips staff with strategies to cultivate inclusive, positive learning environments where all students and families feel seen, heard, and valued.  Staff will engage in ongoing training designed to strengthen relational practices, promote social-emotional well-being, and enhance academic support and intervention strategies. This professional learning will include an emphasis on honoring the diverse cultural, linguistic, and socio-economic backgrounds of NUSD’s student population.  In addition to building individual relationships, the District is committed to ensuring that all school campuses are physically and emotionally welcoming to families. Staff will be supported in implementing inclusive communication practices and engaging families as true partners in the educational process.  To support this vision, the District will continue implementing its comprehensive social-emotional learning (SEL) curriculum across grade levels. Through SEL lessons and schoolwide initiatives, students and staff will explore key themes such as empathy, respect, kindness, responsibility, and conflict resolution. These lessons foster a shared language of care and connection, helping to strengthen the school-home partnership.  By focusing on staff development, inclusive practices, and character education, NUSD aims to create school communities rooted in trust, respect, and shared responsibility for student success.|Based on the analysis of educational partner input and local data gathered during the self-reflection process, NUSD will continue to strengthen its efforts to engage underrepresented families—particularly those who are non-English speaking or historically less involved in school activities—by prioritizing direct, culturally responsive outreach and personalized connection.  The District will maintain its commitment to employing Community Liaisons at all school sites. These trusted individuals serve as vital bridges between families and schools, with a focus on our Spanish-speaking and other linguistically diverse communities. Community Liaisons will proactively reach out to underrepresented families to build relationships, extend personal invitations to events and meetings, and facilitate two-way communication that fosters trust and inclusion.  Additionally, all school sites and the District Office are staffed with bilingual personnel who assist families in accessing information, services, and supports in their preferred language, ensuring equitable access to the educational experience.  To further support family engagement, the District will provide community-building opportunities throughout the year, including cultural celebrations, recognition events, and student showcases that celebrate the diversity and strengths of our school communities. These events are designed to cultivate a sense of belonging and partnership.  NUSD will also continue to gather and respond to input from underrepresented families through multiple feedback mechanisms, including district meetings, focus groups, digital surveys (e.g., ThoughtExchange), school site councils, and principal-led meetings. These forums help ensure that the voices of all families, particularly those historically underrepresented, inform school and district decision-making.  By combining intentional outreach, bilingual support, and inclusive engagement opportunities, NUSD aims to strengthen the relationship between school staff and every family it serves.|Based on analysis of educational partner input and local data, NUSD continues to demonstrate strong and effective practices in building partnerships that support positive student outcomes. A key strength is the District’s commitment to inclusive stakeholder engagement through a wide range of advisory and decision-making bodies that help inform the identification of student needs and the development of responsive educational programs.  District Committees include:  Parent Advisory Committee (PAC) / LCAP Steering Committee District English Learner Advisory Committee (DELAC) District Special Education Advisory Committee (DSEAC) Budget Advisory Committee Career Technical Education (CTE) Advisory Committee  School-Level Committees include:  School Site Councils (SSC) English Learner Advisory Committees (ELAC)  These collaborative groups provide platforms for parents, guardians, and community members to engage in meaningful discussions around student learning, school priorities, and strategic planning.  NUSD also supports strong school-home partnerships through targeted practices, including:  Parent/Teacher Conferences in grades TK–5 to review academic progress and social development; Use of the Student Success Team (SST) process to collaboratively address academic or behavioral challenges; Regular communication with families about English Learner status, reclassification criteria, and support services; Partnership with families throughout the IEP process for students with disabilities to ensure individualized support and progress monitoring.  To enhance student well-being and academic engagement, the District employs school counselors at all sites and has added a dedicated behaviorist who works directly with staff and students. This role provides teachers with classroom management tools and strategies for supporting students' self-regulation and reducing lost instructional time due to behavioral challenges. The behaviorist’s support fosters more inclusive, connected, and productive classroom environments.  NUSD further strengthens student outcomes by cultivating robust partnerships with local organizations. These include:  North Marin Community Services Bay Area Community Resources North Bay Children’s Center North Bay Security Group Marin County Free Library Marin County Office of Education YMCA  Through these partnerships, the District offers wraparound supports including academic intervention, mental health counseling, health services, and parent education. These community-based resources extend the district’s capacity to address the holistic needs of students and their families, ensuring equity and access for all.  Together, these efforts reflect NUSD’s continued progress in building strong, collaborative partnerships that enhance student learning, promote well-being, and ensure a system of support for every student.|Based on educational partner input and local data, Novato Unified School District (NUSD) has identified key strategies to deepen family engagement in support of student academic success and long-term readiness. The District is expanding training for school staff and Community Liaisons to enhance communication with families about vital aspects of the academic journey.  Parent meetings—including Parent/Teacher Conferences, School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the District English Learner Advisory Committee (DELAC)—will be used to inform families about:  The interconnected importance of attendance, behavior, and academic achievement; The goal for English learners to be reclassified by the end of fifth grade after five continuous years in NUSD; The value of maintaining grade-level performance across subjects; Key academic and career pathways, including A–G requirements and Career and Technical Education (CTE) options.  To support these efforts, NUSD will begin implementing the CaliforniaColleges.edu (CCGI) portal. This tool will help students and families explore college and career opportunities, understand A–G requirements, and create four-year academic plans aligned with personal goals.  The District will also continue initiatives to reduce chronic absenteeism. A cross-site approach supports school teams in reviewing attendance data and developing proactive strategies with families to increase instructional access.  Internally, staff will use Professional Learning Communities (PLCs) and Instructional Learning Teams to regularly monitor student progress, analyze data, and adjust instruction using differentiated strategies tailored to student needs.  State and local assessments indicate a need for increased academic rigor. In response, NUSD has launched a comprehensive professional development plan for educators focused on:  Phonics and foundational reading; Writing mechanics and composition; Reading comprehension and text complexity; Academic language and English language development.  This learning is supported through coaching, collaboration time, and release days to ensure teachers can implement new strategies effectively.  In addition, the District continues refining Proficiency-Based Education practices by aligning essential standards, proficiency scales, and learning outcomes. This includes establishing a clear curriculum scope and sequence, shared learning targets, common formative assessments, and instructional adjustments informed by data.  By strengthening family-school partnerships, raising academic expectations, and introducing tools like CCGI, NUSD is committed to guiding every student on a clear, supported path to college, career, and lifelong success.|Based on the self-reflection process and analysis of educational partner input and local data, NUSD has identified multiple strategies to strengthen engagement with underrepresented families, with the goal of fostering deeper partnerships that support student outcomes.  The District will continue to prioritize two-way communication as a foundational practice, ensuring that families are not only informed, but also actively invited to share their ideas, concerns, and aspirations. This emphasis on reciprocal dialogue helps build trust, fosters mutual understanding, and supports collaborative problem-solving between families and school staff.  To support this approach:  All district and school communications will continue to be provided in both English and Spanish, ensuring language access and inclusive outreach. Community Liaisons will play a key role in building personal relationships with underrepresented families by facilitating direct conversations, guiding them through school processes, and encouraging active involvement in decision-making forums such as ELAC, DELAC, School Site Councils, and other parent meetings.  These parent engagement spaces will intentionally focus on topics that are critical to student progress and long-term success, including:  The reclassification process for English learners, with an emphasis on avoiding long-term designation; The specific needs of Long-Term English Learners (LTELs) and At-Risk LTELs (ARLTELs) as they advance through grade levels; Planning for academic success through the development of four- and six-year academic plans; Understanding eligibility for postsecondary options, including two- and four-year college admissions and workforce readiness.  To further support family learning and empowerment, NUSD will:  Continue to offer adult education classes through the NUSD Adult Education campus, helping families access ESL, high school equivalency, and parent education opportunities; Expand partnerships with community-based organizations that provide wraparound supports for families; Strengthen collaboration with PIQE (Parent Institute for Quality Education), which equips underrepresented families with the tools and knowledge to actively engage in their children's education and advocate for their success.  Additionally, the District is committed to providing ongoing professional development for staff focused on culturally responsive practices and effective communication strategies. These trainings will support educators in offering both academic and social-emotional interventions that are inclusive, trauma-informed, and responsive to the diverse needs of NUSD families and students.  By enhancing two-way communication, fostering family confidence in navigating the school system, and building sustained relationships rooted in trust and equity, NUSD aims to improve engagement with underrepresented families and strengthen the partnership essential to student success.|NUSD places a high priority on gathering input from its educational partners to guide decision-making across all levels of the organization. The District is committed to creating multiple, accessible, and inclusive pathways for families, staff, students, and community members to engage in conversations that shape policies, programs, and practices.  A key strength of NUSD’s approach is its robust communication system, which leverages a variety of tools to provide timely invitations to engagement opportunities and keep stakeholders informed. These tools include:  District and school newsletters Websites with dedicated sections for feedback and input opportunities Phone calls, emails, and text alerts via school communication platforms Marquees, social media posts, and flyers in multiple languages Staff communications, including weekly updates and targeted outreach  Educational partners are regularly invited to participate in a wide range of district and school-level committees where their input is both welcomed and valued. These include:  School Site Councils (SSC) English Learner Advisory Committees (ELAC and DELAC) District Advisory Committees (PAC, Budget, Special Education, CTE, Equity Imperative Committee) Town hall meetings and coffee chats with principals that provide informal yet meaningful spaces for dialogue  Throughout the year, the District administers multiple surveys—now using the ThoughtExchange platform—to gather broad-based feedback on key areas such as school climate, program satisfaction, communication, and student learning. The data collected from these surveys is analyzed and used to inform planning, budget decisions, and continuous improvement efforts.  NUSD is intentional about creating feedback loops to ensure that input from stakeholders leads to visible outcomes. Updates are shared through:  Board of Trustees meetings Committee reports Site newsletters and presentations Direct communication with families and staff  This comprehensive and responsive system reflects NUSD’s ongoing commitment to transparency, collaboration, and shared responsibility in shaping the educational experiences and outcomes of all students.|"When seeking input for decision-making, NUSD recognizes the need to increase engaging students and their families to share their experiences, hopes, and preferences.  Based on analysis of educational partner input and local data, NUSD recognizes that while seeking input for decision-making is an existing strength, there remain important opportunities for growth and deeper engagement.  Feedback from the ThoughtExchange survey indicates that families view ""Communication & Feedback"" as a strong area for the District. Building on this positive perception, NUSD is committed to further enhancing its efforts to ensure that all voices—especially those from underrepresented groups—are actively invited into decision-making spaces and processes.  To strengthen engagement, the District will:  Increase outreach efforts to encourage broader participation in school and district-level committees, such as School Site Councils, ELAC, DELAC, and advisory groups; Use a variety of communication channels—including personal invitations, follow-up reminders, and multilingual messaging—to improve awareness and attendance at decision-making meetings and events; Emphasize the value and impact of family voice, helping parents understand how their input contributes to meaningful change in policies, programs, and student outcomes.  As part of this effort, site leaders will leverage Title I parent meetings as a key opportunity to explain the roles and responsibilities of families in shaping school priorities. These meetings will provide clarity on how family engagement connects directly to school improvement efforts and foster shared ownership of the decision-making process.  The District is also focused on developing a culture where input is not only solicited but acted upon. This includes more clearly communicating the outcomes of educational partner feedback—highlighting how suggestions have informed LCAP goals, resource allocation, instructional practices, and support systems.  By continuing to refine its approach to outreach, participation, and follow-through, NUSD seeks to build a more inclusive and transparent decision-making culture that honors family and community contributions as essential to student success."|Based on the self-reflection process and feedback from educational partners, NUSD is committed to improving the engagement of underrepresented families in decision-making processes by creating more accessible, welcoming, and responsive opportunities for authentic input.  The District will continue to strengthen outreach efforts by ensuring that underrepresented families are personally invited to participate in key meetings and forums where stakeholder feedback is gathered. Community Liaisons will play a central role in this effort, providing individualized outreach that emphasizes the value of family voice and explains how parent participation directly impacts decisions that affect student learning and school improvement.  To build trust and encourage engagement, Community Liaisons will engage families in one-on-one conversations that reinforce the importance of their input and provide reassurance that their perspectives are heard, respected, and acted upon. These efforts aim to foster a sense of partnership and shared responsibility between families and school staff.  The District will also ensure that translation and interpretation services are available at all engagement events, including School Site Council meetings, ELAC/DELAC sessions, and LCAP input forums. These supports help ensure that parents of English Learners feel comfortable and confident in contributing to discussions and decision-making processes.  In addition, NUSD is focused on promoting two-way communication, where families are not only informed but also encouraged to ask questions, express concerns, and share ideas. By creating interactive and inclusive spaces—both in person and virtually—the District seeks to elevate family voice as an essential driver of equitable and student-centered decision-making.  Through these intentional efforts, NUSD aims to build deeper relationships with underrepresented families and ensure that their insights shape the policies, programs, and practices that support student success.|4|4|4|5|4|4|4|5|4|4|4|4|Met||2025-06-24|2025
21654176113229|Novato Charter|3|Each K-8 teacher sends a monthly email to inform parents of class happenings, including a summary of what students will be learning in the coming month. These letters have information on parent education topics and upcoming school events. The office sends out a monthly online newsletter to all families, which has articles on school events and parent education topics. This newsletter frequently addresses topics relating to the eight state priorities. Each teacher hosts three parent evenings per school year. Our annual Back to School Night in September helps parents connect with the teachers, curriculum, parent committees, and volunteer opportunities. We hold several community-building events throughout the year, including school festivals and parent education events. Teachers schedule an annual conference in the fall with every parent to discuss their child’s progress and offer an optional follow-up conference in the spring. These methods of communication help to engage underrepresented families. We provide Spanish translations of important school documents. During the 2024-25 school year, we held many community-building events, including festivals, field trips, and parent meetings. Our parent-run Community Round Table is currently on hiatus but may resume next year.   In February, we surveyed parents using the California School Parent Survey. 87% of parents “agreed” or “strongly agreed” on questions related to the promotion of parental involvement at the school. 50% of parents “agreed” or “strongly agreed” that the school actively seeks the input of parents. 93% of parents “agreed” or “strongly agreed” that the school is a safe place for their child.|This past year we aimed to streamline and focus school communications to make them user-friendly and better meet parent needs. To help accomplish this, we used ParentSquare for most communications with parents. The ParentSquare platform helps parents stay informed by keeping school communications in one central place.|We plan to improve the engagement of underrepresented families in relation to building relationships between school staff and families by continuing to host community-building events including festivals, field trips, and parent meetings.|Novato Charter School teachers hold a parent-teacher conference for every student in the fall and an optional follow-up conference in the spring. Teachers send monthly emails to parents and hold three parent meetings each school year to inform parents of happenings in the classroom and to provide resources to support learning at home. Also, we host one all-school parent education event each year.|We will continue to improve in building partnerships for student outcomes by holding community-building events such as festivals, field trips, and parent meetings.|We will continue to improve the engagement of underrepresented families through social and emotional learning (SEL) sessions provided by staff and by community partners.|During the 2024-25 school year, we hosted a series of Community Chats held on Friday mornings, and evening meetings, such as Back to School Night. Our parent meetings covered topics such as the multi-tiered system of support (MTSS), special education resources, and the Public Waldorf Curriculum used by Novato Charter School. Additionally, we hosted an all-school Parent Education evening and three Class Parent Meetings for each grade.  We seek parent input from parent volunteers who participate on school committees and other volunteer positions such as the Novato Charter School Board of Directors and the Novato Charter School Foundation Board. We administer a parent survey each school year.|Our focus area for improvement is to increase parental involvement in school committees and other volunteer positions.|One way we will improve the engagement of underrepresented families in relation to seeking input for decision-making is by continuing to offer parent meetings in the evening to meet the needs of working families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-04|2025
21654250000000|Reed Union Elementary|3|Reed Union School District demonstrates significant strengths in fostering relationships between school staff and families. Current Youth Truth data indicates high levels of belonging among students, with the elementary level showing a 93rd percentile and the middle school level at 93rd percentile. Family survey participation rates have increased across all school sites in November 2023 compared to November 2022, with Reed increasing by 5%, Bel Aire by 13%, and Del Mar by 5%. The district effectively increased family participation rates in the Youth Truth survey through targeted outreach, including phone calls and emails to families of second language learners, students with exceptional needs, foster/homeless youth, and socio-economically disadvantaged students. These efforts aimed to gather input on surveys, discuss student academic and social-emotional development, and identify additional family needs. The district continues to strengthen relationships with students and families, particularly those who are socio-economically disadvantaged, students with exceptional needs, and second language learners. The district also emphasizes community collaboration through various forums like PTA, Foundation, and Strategic Planning Collaborative to improve wellness and inclusion for all students.|Based on family survey results, a key area for improvement in building relationships between school staff and families is strengthening communication regarding student academic progress and how families can support those needs. While the Youth Truth survey data indicates strong connections and welcoming environments, the district recognizes a desire for more frequent communication about student academic progress. In the upcoming year, Reed Union School District will focus on providing additional information to families about their students' academic progress. This includes consistently sharing Youth Truth and achievement data with community partners.|Reed Union School District will continue to improve engagement of underrepresented families by intentionally inviting them to specific opportunities to provide input. This includes targeted outreach and planning with specific student groups and their families, such as English Learners, foster and/or homeless families, socio-economically disadvantaged families, and families of students with disabilities. Principals and other staff members will reach out to these priority families through their preferred method of communication. Additionally, the District Counselor and Director of Student Services will continue to provide opportunities within neighborhoods that have high underrepresented student counts. The school counselor position, created to support students with social and emotional needs, maintains a priority caseload of socio-economically disadvantaged students and their families. Targeted Family Partnerships (Action 2.9) explicitly focuses on connecting with families to learn about pressing needs and barriers to learning for these groups, and strengthening communication around academic progress.|Reed Union School District demonstrates significant strengths in building partnerships to impact student outcomes. The district has successfully fostered increased student and community engagement and leadership, evidenced by leadership involvement and family survey participation rates. The district has seen improved rates of chronic absenteeism for all student groups. Academically, 2023-2024 NWEA MAP testing performance data shows that RUSD students in Kindergarten-8th Grades are meeting or exceeding grade level achievement in ELA (85%) and Mathematics (86%). Additionally, RUSD students demonstrate average or higher performance growth of 63% (ELA) and 74% (Mathematics) on 2023-2024 MAP testing. The district has maintained 100% access to textbooks and instructional materials for all students. Intervention teams regularly monitor student progress through analysis of local (MAP) and statewide (CAASPP) data, and student attendance data. A school counselor position was created in 2023-24 to case manage socio-economically disadvantaged students and their families, serving as a liaison between school staff and families. Students in this group have been provided access to free after-school tutoring and enrichment classes, and the counselor connects them to community resources as needed to address barriers to academic engagement and success.|Reed Union School District is actively focusing on areas for improvement in building partnerships to impact student outcomes. While overall student achievement is high, the district is giving continued attention to socio-economically disadvantaged English learner students and students with disabilities in efforts to reduce chronic absenteeism. Plan analysis and comprehensive stakeholder feedback have indicated a clear need to refine the LCAP's focus and ensure stronger alignment between planned actions, actual work, and available funding. Feedback consistently emphasized the critical role of interventions, targeted student support, and after-school tutoring in driving academic achievement. This feedback directly informs next steps, including a thorough evaluation and enhancement of intervention and acceleration programs within the Multi-Tiered System of Supports (MTSS) framework, the development of individualized support plans for priority student populations, and a strengthening of the tutoring program through expanded parent outreach and more targeted instructional support. Youth Truth survey data indicated a family desire for more frequent communication about student academic progress. In the upcoming year, the Reed Union School District will continue to provide additional information to families about their students' academic progress. The district is also evaluating MTSS programming and practices at each site to ensure strong alignment across all tiers in data use, curriculum connection, and grade-level articulation.|"Reed Union School District will continue to improve engagement of underrepresented families through targeted efforts. Underrepresented families, including English Learners, foster and/or homeless families, socio-economically disadvantaged families, and families of students with disabilities, will be intentionally invited to specific opportunities to provide input. Principals and other staff members will reach out to these priority families through their preferred method of communication. The District Counselor and Director of Student Services will continue to provide opportunities within neighborhoods that have high underrepresented student counts. Action 2.9, ""Targeted Family Partnerships,"" is specifically designed to create more opportunities to connect with these families to learn about pressing needs and barriers to learning. This action also aims to strengthen communication between staff and families regarding academic progress, in-class learnings, and parent education, and to consistently share Youth Truth and achievement data with community partners. The school counselor position (Action 2.10) plays a crucial role by providing specific case management for socio-economically disadvantaged students and their families."|Reed Union School District demonstrates significant strengths in seeking input for decision-making. The district engages educational partners through various methods, including survey data collection and in-person meetings with teachers, classified staff, parents, trustees, administrators, and community members. Strategic planning for the 2024-2030 school years and LCAP goals for 2024-2027 were developed through numerous meetings involving all educational partners. Survey data from students, parents, and staff, collected through annual National Youth Truth surveys and district-created surveys, provides feedback on academic and social-emotional learning needs. The administrative team reviews all data, including survey results, quantitative data, embedded curriculum assessments, and educational partner feedback, to draft new goals, actions, services, and metrics. The revised document is then shared with educational partners for additional feedback and refinement. The LCAP Advisory Committee, which included student representation from identified student groups, provided invaluable input and guidance, reinforcing the importance of tutoring, intervention/acceleration, student leadership opportunities, counseling support, and family partnerships.|Reed Union School District will continue to improve on seeking input for decision-making by having more intentionality around pursuing and purposefully including families of underrepresented groups. Feedback mechanisms, including staff and family surveys, consistently emphasized the critical role of interventions, targeted student support, and after-school tutoring in driving academic achievement. This feedback directly informs next steps, including a thorough evaluation and enhancement of intervention and acceleration programs within the MTSS framework, the development of individualized support plans for priority student populations, and a strengthening of the tutoring program through expanded parent outreach and more targeted instructional support. Student input has been highly informative, and the district will work to increase opportunities for students to give input to impact decision-making. The collective feedback from the LCAP Advisory Committee, along with input from families, staff, and students, will directly shape LCAP updates, with a specific focus on ensuring all metrics are measurable and that actions are tightly aligned with work and funding priorities.|"Reed Union School District will improve engagement of underrepresented families through intentionality of communication, invitations to participate, and engaging with families within their own neighborhoods. Targeted outreach by the school counselor and site and district administrators includes phone calls and emails to families of second language learners, students with exceptional needs (SWD), foster/homeless youth, and socio-economically disadvantaged students. The focus of this outreach is to solicit input on surveys (Youth Truth and LCAP Input), engage in conversations around students' academic achievement and social-emotional development, assess access to resources, and learn about additional needs for targeted students and their families. The ""Targeted Family Partnerships"" action (Action 2.9) is specifically designed to create more opportunities to connect with these families to learn about pressing needs and barriers to learning. The school counselor position (Action 2.10) supports this by maintaining a priority caseload of socio-economically disadvantaged students and their families."|5|5|4|4|4|4|5|5|4|4|5|4|Met||2025-06-10|2025
21654330000000|Ross Elementary|3|"Survey data shows that parents are pleased with the school’s academic achievements but recognize the need for stronger partnerships between home and school in the areas of achievement, discipline, engagement, and social justice. Ross School hosts morning ""Coffee Talks,"" which are recorded and shared with families who are unable to attend due to work commitments. These talks aim to strengthen the home-school connection by being transparent about school policies, implementation strategies, and opportunities for collaboration.  Ross School surveys the community twice a year to gather feedback for the Local Control and Accountability Plan (LCAP) and overall school improvement. The results of these surveys are shared at a parent/community meeting in the evening each May, as well as at school board meetings.  Back-to-School Night is held in September, and Guardian/Teacher Conferences for grades K–8 take place each October. Open House is held in April. In addition, the Principal and Superintendent conduct grade-level meetings to gather feedback and learn what is working well across the grades. Monthly board meetings are also held to foster relationships with the community."|"Community members have requested, through LCAP surveys, that Ross School offer more parent talks like those held this year, and that they be given input on the topics presented at these ""Coffee Talks."" In response, Ross School is gathering feedback from the community to identify topics of interest to parents. When Coffee Talks are held during school hours, we also schedule an evening session to accommodate working parents, based on LCAP input. Ross School records as many meetings as possible and shares them with families so they can view them at their convenience.  Teachers and principals hold grade-level meetings with parents/guardians to discuss topics relevant to each grade level. Ross School also shares individual student data—including CAASPP scores, NWEA (MAP) test results, and Youth Truth survey data—with parents and guardians. One-on-one meetings are available for any family requesting a deeper understanding of the results or help creating an individualized action plan."|Ross School actively seeks feedback from underrepresented groups through its Site Council, which includes parents who represent these communities. To increase accessibility, we offer meetings at both morning and evening times to accommodate working families. Additionally, Ross School has partnered with the Ross PTO to create several inclusive committees aimed at engaging all families. These include a Diversity, Equity, Inclusion, and Belonging (DEIB) Committee, a Green School Committee, and a Welcome Committee that connects new families with “buddy families” to help them transition into the district.|"The Youth Truth Survey, conducted in October 2024, gathered feedback from students in grades 3–8 across multiple areas, including instructional methods, engagement, school culture, bullying, relationships, academic challenge, mental health, motivation, and preferences for problem- and project-based learning. This feedback informed the creation of ""impact cycles"" among faculty and staff to address key areas for growth. For example, 7th and 8th-grade students expressed a preference for problem- and project-based learning, prompting Ross School to deepen its partnership with PSEADS to implement project-based learning in grades 6–8.  Faculty and staff use Youth Truth data to track progress and adjust practices. Student growth and achievement data is also collected twice yearly—in August and January—via NWEA (MAP) testing. This data is shared with parents and used by classroom teachers and the intervention team to identify students who require additional academic support. Students may receive Tier 2 interventions without needing a 504 Plan or IEP. Ross School's Learning Center provides both short- and long-term academic interventions.  To support student learning, students in grades 6–8 have a dedicated 40-minute period each day for re-teaching, tutoring, and academic support across all subjects."|The Youth Truth Survey highlighted belonging as a key area of need among students. In response, teachers received training on implementing community circles to foster a stronger sense of connection during homeroom. Student behavior also emerged as an area for improvement. As a result, Ross School expanded the use of progressive discipline and restorative practices, leading to measurable improvements in daily student conduct. However, both student and faculty feedback indicate that this remains an area for continued growth.  To support positive behavior in younger grades, the faculty implemented the Toolbox program, which provides a consistent structure and shared language around behavior and emotional regulation. Academically, students shared that they often find classroom tasks lacking relevance to their lives outside of school. In addition to project-based learning in the upper grades, Ross School is also investing in service learning and outdoor education programs to provide students with more meaningful, real-world learning experiences.|The Site Council serves as Ross School’s Parent Advisory Group. The District regularly holds meetings with committees, faculty, and parents to collect input, assess progress, identify challenges, and determine next steps. These discussions inform the creation of action plans for the upcoming school year.  To further strengthen parent engagement, Ross School conducts two annual community surveys. One is distributed at the beginning of the school year to gather feedback on the opening of the school year, specifically from special education parents, English Language Learner (ELL) parents, and general education parents.|The district conducted two parent/community surveys one at the beginning of the year to gather feedback on the opening of the school year from the perspective of special education parents, ELL parents, and general education parents. A more extensive survey is sent to parents and the community in March asking parents of special education students, ELL parents, and general education parents for specific feedback on the educational experience, quality of education, quality of facility, quality of relationships, quality of SEL, quality of communication, quality of leadership and overall satisfaction with the school district. In addition, parents were asked what they believe is working in the district, and what needs improvement. The district PTO, DEIB group, Foundation, Financial Advisory Committee (FAC), Site Council, and Principals' Council are all organizations that review and provide input on the LCAP and the eight state priorities. The district provides an interpreter as needed.|All three of our educational partner groups (students, teachers, community) are interested in deeper engagement in curriculum and instruction. Especially around engagement in learning and social justice standards. Our students and parents report that they do not see how what they are learning in school helps them in their everyday lives. Students in grades 3rd-6th report feeling connected to their teacher and they know that their teacher cares for them and wants them to do their best. However, they don't see how the content being taught helps them in life. Grades 7 and 8 report that they don't feel connected to the content they are learning. They do, however, report that they put in their best effort most of the time. Survey data is used to inform instruction, intervention, and programs at Ross School to promote student safety, belonging, achievement, and growth.|The LEA will continue to reach out through surveys and parent education events and will begin the implementation of surveys being provided in multiple languages as needed.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
21654580000000|San Rafael City Elementary|3|San Rafael City Elementary schools provide a welcoming environment with staff that values their parent community with emphasis on building trusting and respectful relationships with school. San Rafael City Elementary has Community Liaisons at every site who welcome new families to the school and encourage families to become engaged. At four of our sites, we also have Family Centers thanks to the Community Schools Grant. Community Liaisons and Family Center staff are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. Community Liaison staff meet monthly to ensure all information is streamlined and aligned, and to understand any new policies and procedures. These meetings are facilitated by our Director of Community Partnerships.|SRCS will maintain a .5 FTE Bilingual Health Liaison and a Board Certified Behavior Analyst in the Elementary District to address the increase in social-emotional/behavioral concerns and counseling support, as well as the increase in referrals for special education. In addition, SRCS plans to hire a Special Education Coordinator to address the growing number of students receiving special education services, as well as the increasing complexity and range of those services. This role would bring expertise in the IEP process, ensuring compliance while also promoting and supporting inclusive practices across the district. SRCS implemented Wellness Centers, which provide much-needed mental health and social-emotional support. SRCS will continue to have Wellness Coordinators and Mental Health Clinician who take the lead in coordinating services at the Wellness Centers and restorative practices to reduce the number of students who are suspended and/or expelled. Our middle schools are also engaging in professional development and family education around some key behaviors that are contributing to higher than normal suspension rates. Family and Wellness Center Teams are preparing and working on delivering modules to our staff and families around: Cultural expectations of American Schools, increasing family engagement and leadership, social emotional development, and early literacy.  SRCS has a Dean of Students at Venetia Valley TK-8 and Davidson Middle School, and will provide stipends for the work with ILT and School Climate Committees to focus on using data and research to improve our instruction, systems and structures and school climate to best serve our students. In addition, SRCS has refined our COST meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics. SRCS provides counseling support through Tier 1 SEL lessons and Tier 2/3 interventions assigned through the COST referral process.|SRCS continues a districtwide attendance campaign to address our chronic absenteeism rates. This will include a parent and student facing attendance campaign, as well as the continuation of our internal systems and structures through COST and attendance review teams to monitor attendance. Based on our Dashboard data, we will focus on supporting students with disabilities to improve attendance. The District continues to recruit and hire highly qualified and diverse candidates. The District implements a Teacher Residency Grant with a coordinator to oversee the program. The District continues the TK-12 SRCS Committee for School Culture, Equity and Belonging to foster an inclusive, safe and welcoming environment for all San Rafael City Schools students. The committee welcomes SRCS staff, students, parents, guardians, caregivers and community members to participate in discussions on school climate, culture equity and belonging.|San Rafael City Elementary provides the necessary resources to support student learning and builds a strong partnership between the school staff and their families. All schools will continue to provide more opportunities for parents/guardians to communicate and visit their child’s school, and continue to build partnerships with community based organizations to empower parents and provide leadership and advocacy training. Community resources will be utilized for mental health support, youth development, and suspension diversion efforts,  particularly to support the wellness centers, including work with Huckleberry, Youth Transforming Justice. Bay Areas Community Resources. SRCS will partner with the Marin Association of REALTORS and other community groups to host visits and tours at District schools. The District has grown its partnership with after-school providers (the City of San Rafael and YMCA) thanks to the ELOP grant. With ELOP funds we have begun to substantially increase the number of TK-6 unduplicated pupils we serve in summer, intersession and after school programs and we look forward to expanding in middle school.|In addition, SRCS will establish a District Literacy and Technology Working Committee to explore key areas related to digital literacy. The committee will examine various components and identify priority topics and skills for TK–8 students, helping to inform a cohesive TK–12 scope and sequence aligned with the SRCS Graduate Profile. As part of this work, there are plans to introduce parent education opportunities in 2025–26 at each school site, as well as with specialized parent groups such as DELAC. These sessions will focus on topics like digital wellness and increasing family understanding of students’ digital experiences in both academic and non-academic contexts.|SRCS will provide a series of parent leadership classes focused on strengthening family, school and community partnerships, sharing critical information that impacts students and families, and building agency and advocacy to increase parent/family leadership. We'll host a series of trainer of trainer (ToT) professional development workshops for our community liaisons and family engagement support staff to give them the tools and resources to run high-impact family engagement and leadership classes at the site level. San Rafael City Schools receives funds to support the California Community Schools Partnership Program. This program will continue to  focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations.|San Rafael City High will continue to provide parent training to empower leaders as advocates.  Community Liaisons will continue to support building strong partnerships between the school staff and their families. San Rafael City High supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers will continue to support families and connect families to resources. San Rafael City Schools is enhancing district communication by increasing frequency while maintaining clarity and focus. The district now sends simplified, topic-driven updates, backed by monthly newsletters, to share timely information and celebrate achievements across schools, students, and staff. SRCS continues to train school staff to streamline and improve use of ParentSquare to be more effective for families and encourage increasing use of video messaging. Many of our school teams are effectively using video messaging, but as a District, this remains an area of growth for us. We have put considerable effort into our District, in partnership with our school leaders and staff, to better streamline communication in ParentSquare. Efforts to streamline this platform aim to prevent information overload for families. Progress is evident, and SRCS remains committed to refining these communications to ensure they stay valuable and accessible to the entire school community. DELAC meetings have been more widely attended and continue to be held remotely at the request of DELAC parent leadership. San Rafael City Schools remains deeply committed to engaging our English Learner families in authentic, culturally responsive ways. This year’s DELAC Parent Feedback and Needs Assessment Survey reflected strong areas of success: 90% of families agreed or strongly agreed that they have meaningful opportunities to participate in decision-making and feel supported by district programs that promote their children’s success in both English and academic content. Parents also reported high levels of understanding about key topics such as reclassification and district goals for English Learners, with over 80% indicating they feel informed. These results demonstrate our families’ trust and partnership, and reinforce our district’s ongoing efforts to elicit genuine feedback and respond to our community’s needs. The survey also highlighted parent interest for additional learning opportunities, especially in helping their children succeed in school, preparing for college or career, supporting mental health, and using technology at home. This input guides us as we plan future workshops and communication efforts to ensure every EL family has the tools and voice needed to fully engage in their child’s education.|San Rafael City Schools hired a Director of Community Partnerships to support the implementation of the five year California Community Schools Partnership Program. Each participating school has a site-based lead to carry out the grant’s programs and services. In addition, the District hired a part-time District Community Liaison to support the work of the community schools effort. This grant supports “wraparound” support to families like enhanced social services, expanded learning time, and job placement assistance. The grant focuses on increasing family and community engagement, increasing district and community-based services for newcomer and English learner families, providing parent leadership engagement and advocacy training, ensuring on-site physical and mental health partnerships for low-income families, preparing students for college and 21st-century careers, and supports District-wide coordination of support services. Key members of the family engagement team attended the National Community Schools Conference  for professional development and networking opportunities designed to increase our CCSPP staff members’ knowledge of family engagement, extended learning opportunities, community partnerships and other whole-child strategies.|Staff will continue to support families and connect families to resources, and every site will continue to have a Community Liaison. SRCS supports and engages low-income and English learner students and families by having bilingual (Spanish/English) Community Liaisons and Community Schools Staff facilitate parent education, parent involvement opportunities, interpretation and translation, eliminating barriers to increase access and referrals to agencies for integrated services and direct services to meet the needs of the whole child. Staff members who support family engagement  at each site will plan and facilitate parent education learning opportunities targeted on collectively identified areas of need for low-income and English learner families. SRCS will invite parents and families of English learners to participate in parental involvement workshops sponsored by the California Association for Bilingual Education (CABE) when the conference is held in Northern California, to ensure accessibility and feasibility for families to attend. And, every August the District and school sites support families through the online annual data confirmation process to ensure contact information and family data is reviewed and updated.  A Communications Director position will continue to enhance communication with and engagement of families of low-income students, foster youth and English Learners.|3|4|4|5|4|5|5|4|4|4|4|4|Met||2025-06-16|2025
21654660000000|San Rafael City High|3|San Rafael City High provides an environment that values supporting students in their progress towards building confidence, personal skills, strong work ethic, and encourages students to pursue their passions as well as provide an education that will prepare students to be successful in college. San Rafael City High has Community Liaisons at every site who welcome new families to the school and encourage families to become engaged. Community Liaisons staff are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. Community Liaison staff meet monthly to ensure all information is streamlined and aligned, and to understand any new policies and procedures. These meetings are facilitated by our Director of Community Partnerships.|At the site level families are made to feel welcome through various informational and community-building events including: back-to-school nights, eighth-grade orientation night, college information nights, special parent education nights, concerts, plays, musicals, and other artistic and athletic performances. Community Liaisons and other key staff members are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. In addition, SRCS has fully staffed Wellness Centers to further support mental health and social emotional development. Through this expanded team, partnerships with community-based organizations and the California Community Schools Partnership Program, our Wellness teams provide support to students across the three MTSS tiers (prevention, intervention, and intensive). Family and Wellness Center Teams are preparing and working on delivering modules to our staff and families around: Cultural expectations of American Schools, increasing family engagement and leadership, social emotional development, and early literacy. In addition, SRCS has refined our Coordination of Services Team (COST) meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics. SRCS will provide counseling support through Tier 1 and Tier 2/3 interventions assigned through the COST referral process.|SRCS continues a districtwide attendance campaign to address our chronic absenteeism rates. This will include a parent and student facing attendance campaign, as well as the continuation of our internal systems and structures through COST and attendance review teams to monitor attendance. Based on our Dashboard data, we will focus on supporting students with disabilities to improve attendance.  The District continues to prioritize diverse and bilingual candidates in the recruiting and hiring process. The District secured a Teacher Residency Grant with a coordinator to oversee the program. The District continues the TK-12 SRCS Committee for School Culture, Equity and Belonging to foster an inclusive, safe and welcoming environment for all San Rafael City Schools students.The committee welcomes SRCS staff, students, parents, guardians, caregivers and community members to participate in discussions on school climate, culture equity and belonging.|San Rafael City High provides resources to support student learning and continue to enhance building a strong partnership between the school staff and their families. San Rafael City High provides resources to support student learning and continues to enhance building a strong partnership between the school staff and their families. SRCS values every member of our community and is committed to actively engaging parents, community organizations and the broader community to ensure the success of every student. San Rafael high schools continue to refine communication with parents/guardians and enhance building partnerships with families.|San Rafael City High will continue to provide parent training to empower leaders as advocates.  Community Liaisons will continue to support building strong partnerships between the school staff and their families. San Rafael City High supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers will continue to support families and connect families to resources. In addition,  San Rafael City High will continue to build partnerships with organizations such as Parent Services Project, Canal Alliance, Parent Institute of Quality Education (PIQE), the Family Literacy Center and others to empower parents and provide leadership and advocacy training. Community resources will be utilized for mental health support and youth development, particularly to support the new wellness centers, including work with Huckleberry, Bay Areas Community Resources, Youth Transforming Justice, and Half the Story to promote our District and schools. SRCS will partner with the Marin Association of REALTORS and other community groups to host visits and tours at District schools.  San Rafael City Schools received funds to support the California Community Schools Partnership Program. This program will continue to focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations. In 2024-25 we were fortunate to pilot the District wide delivery model with PIQE (Parent Institute for Quality Education) offering different training based on grade levels instead of school sites.  Thanks to funding from the Marin Community Foundation we have received funding to offer the same model next year to our families.|Community Liaisons will continue to support the increase of home visits to families in partnership with teachers as appropriate. Community liaisons, counselors and community partners will meet regularly (Canal Alliance, Bay Area Community Resources, Huckleberry Youth Programs, etc.) to coordinate outreach and support, particularly for newcomers. Community Liaisons will continue to support building strong partnerships between the school staff and their families. Family Center staff will identify parent needs and provide education and training in key areas of need. The workshops have primarily focused on supporting families with communication systems like ParentSquare, Canvas and Aeries. The Superintendent's Committee on School Culture, Climate and Equity will convene and facilitate a District-wide committee that aims to foster an inclusive, safe and welcoming environment for all San Rafael City Schools students. The committee welcomes SRCS staff, students, parents, guardians, caregivers and community members to participate in discussions on school climate, culture equity and belonging. San Rafael City High will continue to provide parent training to empower leaders as advocates.   In addition, SRCS will establish a District Literacy and Technology Working Committee to explore key areas related to digital literacy. The committee will examine various components and identify priority topics and skills for TK–8 students, helping to inform a cohesive TK–12 scope and sequence aligned with the SRCS Graduate Profile. As part of this work, there are plans to introduce parent education opportunities in 2025–26 at each school site, as well as with specialized parent groups such as DELAC. These sessions will focus on topics like digital wellness and increasing family understanding of students’ digital experiences in both academic and non-academic contexts.|San Rafael City High will continue to provide parent training to empower leaders as advocates.  Community Liaisons will continue to support building strong partnerships between the school staff and their families. San Rafael City High supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers will continue to support families and connect families to resources. District communication is more consistent and topic focused. SRCS will provide more frequent, but simplified District communications, and train school staff to streamline and improve use of ParentSquare to be more effective for families and encourage increasing use of video messaging. SRCS provides regular, monthly District-wide newsletters to streamline communication and share more timely information and highlight school, district, student and staff achievements. Many of our school teams are effectively using video messaging, but as a District, this remains an area of growth for us. We have put considerable effort into our District, in partnership with our school leaders and staff, to better streamline communication in ParentSquare so we are not overwhelming families. We have seen progress, and will continue to prioritize and strengthen our monthly newsletters to ensure they provide valuable information to our SRCS community. DELAC meetings have been more widely attended and continue to be held remotely at the request of DELAC parent leadership. San Rafael City Schools remains deeply committed to engaging our English Learner families in authentic, culturally responsive ways. This year’s DELAC Parent Feedback and Needs Assessment Survey reflected strong areas of success: 90% of families agreed or strongly agreed that they have meaningful opportunities to participate in decision-making and feel supported by district programs that promote their children’s success in both English and academic content. Parents also reported high levels of understanding about key topics such as reclassification and district goals for English Learners, with over 80% indicating they feel informed. These results demonstrate our families’ trust and partnership, and reinforce our district’s ongoing efforts to elicit genuine feedback and respond to our community’s needs. The survey also highlighted parent interest for additional learning opportunities, especially in helping their children succeed in school, preparing for college or career, supporting mental health, and using technology at home. This input guides us as we plan future workshops and communication efforts to ensure every EL family has the tools and voice needed to fully engage in their child’s education.|San Rafael City Schools hired a Director of Community Partnerships to support the implementation of the five year California Community Schools Partnership Program. Each participating school has a site-based lead to carry out the grant’s programs and services. In addition, the District hired a part-time District Community Liaison to support the work of the community schools effort. This grant supports “wraparound” support to families like enhanced social services, expanded learning time, and job placement assistance. The grant focuses on increasing family and community engagement, increasing district and community-based services for newcomer and English learner families, providing parent leadership engagement and advocacy training, ensuring on-site physical and mental health partnerships for low-income families, preparing students for college and 21st-century careers, and supports District-wide coordination of support services. Key members of the family engagement team attended the National Community Schools Conference  for professional development and networking opportunities designed to increase our CCSPP staff members’ knowledge of family engagement, extended learning opportunities, community partnerships and other whole-child strategies.|Staff will continue to support families and connect families to resources, and every site will continue to have a Community Liaison. SRCS supports and engages low-income and English learner students and families by having bilingual (Spanish/English) Community Liaisons and Community Schools Staff facilitate parent education, parent involvement opportunities, interpretation and translation, eliminating barriers to increase access and referrals to agencies for integrated services and direct services to meet the needs of the whole child. Staff members who support family engagement  at each site will plan and facilitate parent education learning opportunities targeted on collectively identified areas of need for low-income and English learner families. SRCS will invite parents and families of English learners to participate in parental involvement workshops sponsored by the California Association for Bilingual Education (CABE) when the conference is held in Northern California, to ensure accessibility and feasibility for families to attend. And, every August the District and school sites support families through the online annual data confirmation process to ensure contact information and family data is reviewed and updated.  A Communications Director position will continue to enhance communication with and engagement of families of low-income students, foster youth and English Learners.|3|4|4|5|4|5|5|4|4|4|4|5|Met||2025-06-16|2025
21654740000000|Sausalito Marin City|3|Our data suggests that our District has made gains in the area of families reporting a sense of connected to site. The strengths associated with that progress have much to do with our district employing several opportunities for feedback and communication regarding family needs, desires and priority areas for their child’s learning. In addition, staff have worked diligently to establish a sense of belonging for all students inclusive of their race, gender and socioeconomic status.|The identified focus areas of improvement for our district in building relationships between staff and families are improving our parent and family engagement processes and providing more opportunities for relevant, capacity building for parents so they can be informed partners in their child’s education. (This includes, but is not limited to: Parent Advisory Committees, District Advisory Committees, Spotlights and access to information sharing through district communication platforms, improved engagement with district two way communication tools etc.)|The district will improve engagement of underrepresented families by partnering with the local county of education to provide support for students in differentiated assistance and students identified as McKinney-Vento eligible. In addition, and in conjunction with the Community School model, the district looks to facilitate more place based opportunities, support the full implementation of local community based organizations into the fabric of LEA operations and establish targeted intervention networks for families identified as underrepresented.|The LEA has worked diligently to cultivate a culture of welcoming local educational organizations as equal partners for students outcomes. This includes but is not limited to: mandatory representation in public forums and advisory committees, participation in the Community School Provider table, and in specific cases establishing paid and in kind MOU’s with partners for direct student services.|The identified focus areas of improvement for our district are our support for students of color and English Learner students and families. The areas listed above were a result of several areas of concern including standardized testing, disproportionality and a high representation in special education and a lack of key elements associated with the full implementation of ELD programming. While the district has taken steps to ensure the success of these programs moving forward, these areas remain top of priority until programming is delivered to fidelity.|The district will improve engagement of underrepresented families by partnering with the local county of education to provide support for students in differentiated assistance and students identified as McKinney-Vento eligible. In addition, and in conjunction with the Community School model, the district looks to facilitate more place based opportunities, support the full implementation of local community based organizations into the fabric of LEA operations and establish targeted intervention networks for families identified as underrepresented.|The District has committed itself to centering an inclusive and comprehensive process for decision making. The outcomes and actions of the district follow a regular and predictable format of surveys, forums and town halls and ensure that each action committee has equal distribution of students, staff, community partners and parents from both Sausalito and Marin City communities.|The district will observe its previous measures and processes but will look to boost participation and increase respondents in targeted groups who have historically been underrepresented.|The district will observe its previous measures and processes but will look to boost participation and increase respondents in targeted groups who have historically been underrepresented.|3|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
21654820000000|Tamalpais Union High|3|The District has been developing our MTSS program, Tam4Ward for the past three years and a significant portion of that program is identifying a focal student. A focal student is someone who is struggling with some aspect of their schooling. The purpose of identifying a focal student is to build relationships that are so important to student learning, including regular outreach to the parents/guardians. Further, this year the District engaged in five community building events called Just Dinners that were specifically designed around the Belonging Principles and brought staff, students and guardians together for facilitated conversations.|Our focus area, from our California Healthy Kids Survey data, is around parents/guardians feeling they are included in the decision making of the the school and have meaningful engagement with their child(ren)'s education.|The district has taken strides to do individual outreach to parents/guardians of underrepresented groups to invite them to our parent engagement events. We have Spanish translation available at all of our events as that is our largest population of parents who request language support. Additionally, we hold Spanish language parent events with our IT staff to help parents gain access to our student information system, Synergy, our mass communication system, ParentSquare, and our Learning Management System, Canvas. The purpose is to ensure our families have information they need to support their child(ren).|One area of growth has been developing learning partnerships with students and parents/guardians. Over the past three years, we have seen measurable decreases in the % of students within our ELL, Low SES, Latino and Special education populations who earn a grade of D, F or I at the grading periods. This aligns with our professional development emphasis on focal students.|Our area of improvement with building partnerships is having all teachers do direct out reach to the parents/guardians of the students who are struggling in their classrooms. While we have made strides, our parents still report in local data collection a gap in outreach by the school.|"The district plans to do more direct outreach to under represented groups to invite them personally to events such as parent coffee chats, resource fairs and specialty events such as ""junior night' where parents learn about the college application process."|The District has implemented processes for gathering feedback from parents/guardians and community members about relevant topics within the district. Most recently, the district solicited feedback from parents/guardians of students who were enrolled in a new course in order to improve the course. Through the feedback, the district learned that some units of the course needed to be changed and the district has set about to make those changes in response to the parent input|The area of improvement is to reach more parents/guardians. We had a fairly small number of parents participate in the feedback process even though all parents were invited to do so and sent surveys for ease of participation.|As stated about, we will continue to do direct outreach and meet with underrepresented parents in small and one on one scenarios to build trust and gather feedback. One principal has created a parent advisory specifically with parents from underrepresented parents to ensure the school is hearing from that population of the community.|4|3|3|3|4|3|4|4|4|4|4|3|Met||2025-06-24|2025
21733610000000|Shoreline Unified|3|Now that we are in the Community School implementation phase, we will focus on expanding these systems and solidifying them to ensure sustainability. In particular, we have focused the School Site Councils as the important educational partner shared leadership vehicles at each school site.|As a small district, personal, individual outreach to families from our Family Advocates remains our most successful strategy. In addition, our Community Schools implementation work continues to support the developmentof  systems for collecting feedback from families regarding the best ways to structure our opportunities for engagement to meet the needs of our families. We have learned certain events and meetings need to be scheduled at certain times to promote higher levels of engagement. In addition, tying informational and feedback gathering opportunities to high interest engagement and social activities has been effective, as well.|"In out LCAP in Goal 2 Action 3, we have are developing a Tiered System For Family Engagement to provide opportunities for all families access to engagement with our schools at a level that works for them.  For some, they have the ability to be on school site committees to help impact the programs and activities for the school.  Others need access to singular volunteer opportunities that match their interest for engagement with their personal availability.  Some families are only available to participate in community events on the school site, and for them that is the extent of their engagement.  At all three ""levels"", we want to support our families with the understanding and access needed to enhance their engagement."|Please refer to LCAP Goal 2 and 3 for more information about how SUSD engages families and the community.|Building on our Community School Planning process engagement structures, our next step is solidifying those structures and refining them to ensure sustainability. In addition, refining our digital platforms (our website and corresponding phone application) to facilitate more efficient communication. Furthermore, the development of a districtwide communication plan will help to make our communications more effective and efficient.|Our Community School Director, in partnership with Family Advocates at each school site, continue to refine their processes for making individual and small group contacts on a regular basis with all families, especially families that we find to be underrepresented.|Through the Community School Implementation process, SUSD has developed structures at each school site, as well as at the district level, to engage families, staff, and community partners an in shared planning and decision making.|We continue to work to solidify these established processes to ensure that they are effective and sustainable.|Through continued outreach from our Family Advocates and through our Community School processes, we will continue to approve our ability to engage families who have previously been underrepresented.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
21750020000000|Ross Valley Elementary|3|The Ross Valley School District values parents and guardians as essential partners in their child’s education. Families are encouraged to engage in school life through conferences, Back-to-School Night, Open House, Site Council, Parent Club meetings, volunteer opportunities, and site-based social events.  In collaboration with our Parent/Guardian Equity Task Force, the district has developed a Racial Equity Action Plan to ensure that all students feel a sense of belonging, are respected and celebrated for their individual differences, and are empowered to thrive socially, emotionally, and academically. A current priority is to increase family participation in our DELAC and ELAC groups. To support effective communication, we use ParentSquare to ensure all families receive information in their home language.|The Ross Valley School District is committed to ensuring that every student and family feels a strong sense of belonging in our schools. We are working to increase diversity in our parent leadership groups and to develop culturally responsive and representative events and activities. We have implemented history and heritage month recognitions and are expanding celebration days to serve as both “mirrors and windows” for our students. By examining all systems through an equity lens, we continue to make intentional adjustments to uphold this commitment.|The district is committed to strengthening communication with all families, with a focus on those of multilingual learners. We are improving our systems by providing interpretation for events such as conferences and translating all district communications. Each school site now hosts evening events to help Spanish-speaking families navigate tools like ParentSquare and Aeries. Additionally, we are increasing the frequency of both site and district English Language Development (ELD) committee meetings to deepen engagement and support.|Our district is focused on strengthening our Multi-Tiered System of Support (MTSS). Within this framework, parents and guardians are essential partners in identifying the academic, social-emotional, and behavioral supports students may need. Site staff work collaboratively with families to monitor student progress toward grade-level standards and determine the appropriate supports to promote student success.|Our district is focused on strengthening our Multi-Tiered System of Support (MTSS). Within this framework, parents and guardians are essential partners in identifying the academic, social-emotional, and behavioral supports students may need. Site staff work collaboratively with families to monitor student progress toward grade-level standards and determine the appropriate supports to promote student success.|We are partnering with two key parent organizations—our Parent/Guardian Equity Task Force and ELAC/DELAC—to ensure that underrepresented students and families feel a strong sense of belonging in our school and district communities. To support this effort, we have revised our parent survey to include questions that provide deeper insight into family and student experiences, using the data to guide our next steps. Parent representatives from the Equity Task Force also participate in Parent Club, Site Council, and Superintendent’s Council meetings to help keep equity at the forefront of all district initiatives.|We are in our third year of using Panorama Education surveys to gather input from students in grades 3–8 and from parents/guardians. These surveys provide valuable insights into areas such as school climate, equity and inclusion, and sense of belonging. Additionally, we administer the California Healthy Kids Survey every other year to supplement our data.  Beyond formal surveys, we regularly seek informal feedback from families through a variety of channels. The superintendent hosts bi-monthly committee meetings with representatives from certificated, classified, and administrative staff, as well as members of the Parent Club, School Site Council, and Racial Equity Task Force. Each school site also holds monthly Parent Club and School Site Council meetings to maintain ongoing dialogue with families.|Based on input from educational partners and analysis of local data, the district is focused on increasing the diversity and representation of voices in decision-making, particularly from multilingual families and families of students with disabilities. We are working to reduce barriers to participation by offering interpretation, childcare, and flexible meeting formats. Additionally, we are improving communication around how input is used in decision-making and strengthening site-level engagement to ensure that all families have meaningful opportunities to contribute.|Based on educational partner input and local data, the District is focused on improving engagement of underrepresented families by deepening and sustaining partnerships with key parent groups. Although ELAC meetings are only required at two sites, we plan to hold them at all school sites to ensure broader access for multilingual families. To support participation, we are exploring flexible meeting times and providing childcare. Additionally, our Parent/Guardian Equity Task Force is working closely with site principals to create more inclusive, welcoming environments where all families feel encouraged to engage in decision-making.|4|4|4|4|4|4|4|3|4|4|4|5|Met||2025-06-25|2025
22102230000000|Mariposa County Office of Education|3|Suggested change: Our strength lies in being a small, close-knit community  where families stay connected through schools, volunteer efforts, and local  extracurriculars. Through our Community Schools partnership, we’re  continuing to deepen those connections—building stronger relationships  between families, schools, and the wider community.|Based on the analysis of educational partner input and local data, our LEA is  prioritizing the need to strengthen relationships between school staff and  families. We are focused on building staff capacity by providing professional  learning and support for teachers on effective communication strategies and  how to engage families as valued partners in creating inclusive and positive  learning environments. At the district level, we are collaborating with  community partners and local parent resource centers to expand meaningful  opportunities for family engagement. Additionally, we recognize the  importance of improving access to information and resources. To address this,  we are working to centralize and streamline communication by enhancing our  website tools and developing a coordinated district wide parent calendar of  events and youth opportunities.|We are working to increase and improve the engagement of underrepresented  families through culturally responsive parent education nights that include food  and child care to eliminate barriers to participation. We have added a Student  Support Services division. This division includes a Foster & Homeless Youth  Liaison dedicated solely to communicating and coordinating support for foster  and homeless youth.|We do have structures in place that allow for parents to meet with their  children’s teachers and gain information and insight into their students’  academic success. Our schedules are created to allow space for parent  meetings on a yearly basis as well as allowing weekly space for needs that  arise. Students Support Services coordinates and communicates directly with  local community agencies to support youth.|We are working on developing a parent education series that would allow for  information to be shared such as how to exercise their legal rights and  advocate for their own students and all students as well as a variety of  academic and developmental training to support our students. With the  ongoing growth and development of Student Support Services, we hope to  expand on parent education opportunities.|We will increase engagement by an increase in opportunities to participate in  parent engagement nights specifically designed to support English learners,  Students with Disabilities, Foster, and Homeless youth.|We communicate all engagement opportunities and opportunities for input  through our parent communication system that allows for translation as well as  text as needed to increase parent access to school information. Parent  Advisory Council and English Learner Advisory Councils occur at multiple  points throughout the year and in conjunction with the Local Control  Accountability Plan (LCAP) Advisory. Surveys provide additional information,  including data pertaining to safety and connectedness.|We continue to work towards increased parent education nights that teach  parents about the different ways that they can give input and be a part of decision making. Beginning in the 25/26 School Year, we will begin a Student  Advisory Council, inclusive of students in grades 6-12 and representative of  our student demographics.|We will continue to improve engagement of underrepresented families in  relation to seeking input and decision making by increasing those  opportunities as well as creating more opportunities to learn about what these  advisory committees do and how they support our students. We will also  utilize empathy interviews to specifically seek input from students and families  of English learners, Foster and Homeless students.|3|4|3|4|2|4|4|3|3|3|3|3|Met||2025-06-26|2025
22655320000000|Mariposa County Unified|3|Suggested change: Our strength lies in being a small, close-knit community where families stay connected through schools, volunteer efforts, and local extracurriculars. Through our Community Schools partnership, we’re continuing to deepen those connections—building stronger relationships between families, schools, and the wider community|Based on the analysis of educational partner input and local data, our LEA is prioritizing the need to strengthen relationships between school staff and families. We are focused on building staff capacity by providing professional learning and support for teachers on effective communication strategies and how to engage families as valued partners in creating inclusive and positive learning environments. At the district level, we are collaborating with community partners and local parent resource centers to expand meaningful opportunities for family engagement. Additionally, we recognize the importance of improving access to information and resources. To address this, we are working to centralize and streamline communication by enhancing our website tools and developing a coordinated district wide parent calendar of events and youth opportunities.|We are working to increase and improve the engagement of underrepresented families through culturally responsive parent education nights that include food and child care to eliminate barriers to participation. We have added a Student Support Services division. This division includes a Foster & Homeless Youth Liaison dedicated solely to communicating and coordinating support for foster and homeless youth.|We do have structures in place that allow for parents to meet with their children’s teachers and gain information and insight into their students’ academic success. Our schedules are created to allow space for parent meetings on a yearly basis as well as allowing weekly space for needs that arise. Students Support Services coordinates and communicates directly with local community agencies to support youth.|We are working on developing a parent education series that would allow for information to be shared such as how to exercise their legal rights and advocate for their own students and all students as well as a variety of academic and developmental training to support our students. With the ongoing growth and development of Student Support Services, we hope to expand on parent education opportunities.|We will increase engagement by an increase in opportunities to participate in parent engagement nights specifically designed to support English learners, Students with Disabilities, Foster, and Homeless youth.|We communicate all engagement opportunities and opportunities for input through our parent communication system that allows for translation as well as text as needed to increase parent access to school information. Parent Advisory Council and English Learner Advisory Councils occur at multiple points throughout the year and in conjunction with the Local Control Accountability Plan (LCAP) Advisory. Surveys provide additional information, including data pertaining to safety and connectedness.|We continue to work towards increased parent education nights that teach parents about the different ways that they can give input and be a part of decision making. Beginning in the 25/26 School Year, we will begin a Student Advisory Council, inclusive of students in grades 6-12 and representative of our student demographics.|We will continue to improve engagement of underrepresented families in relation to seeking input and decision making by increasing those opportunities as well as creating more opportunities to learn about what these advisory committees do and how they support our students. We will also utilize empathy interviews to specifically seek input from students and families of English learners, Foster and Homeless students.|3|4|3|4|2|4|4|3|3|3|3|3|Met||2025-06-26|2025
22655320125823|Sierra Foothill Charter|3|The small size of our rural school allows staff members to know every student and family. The school staff are able  to flexibly work with families to support needs related to learning and the overall well-being of students. Multiple  modes of communication are used to keep families informed, and many opportunities are available for  parents/guardians to be involved in their children's learning and provide input regarding school plans and decision making. Annual parent/guardian survey results consistently demonstrate strong support for the home to school  relationship.  Feel welcome - 99%  I have visited the school this year - 100%  I have visited a classroom during school hours - 67%  I have attended at least one school meeting - 88.9%  I am adequately informed about my child's progress - 88%  I know what my child's teacher expects of him/her - 88%  My child is safe at school - 78%  There is adequate playground supervision at school - 91%  SFCS Students are respectful of each other- 88%  SFCS meets the academic needs of its students - 78%  SFCS meets the social emotional needs of its students - 89%  SFCS expects quality work of its students - 89%  SFCS has an excellent learning environment - 89%  I like the school's report cards - 99%  I'm satisfied with my child's teachers - 100%  I am satisfied with the school's principal/superintendent - 89%  The communication from my child about the teacher is adequate - 100%  Overall, SFCS students perform well academically - 87%    2025-26 Local Performance Indicator Self-Reflection for Sierra Foothill Charter Page 10 of 18  SFCS has a positive public image - 78%  SFCS assessments/grading practices are fair - 88%  My child's teacher helps me to support my child's learning at home - 92%|There will be greater focus on regular communication between classroom and home to provide progress reporting  and support for at-home learning.|Reinstituting regular school events and building the volunteer pool has been a goal this past year, and this focus will  continue in the year ahead. The use of Parent Square for targeted communication will be improved. Teachers will  identify ways to communicate student progress to parents/guardians throughout each trimester. Greater feedback  from parents/guardians through formal and informal ways will be sought.|"Overall state testing scores are consistently above state and local districts on state assessments. Regular team  meetings are held with parents/guardians of students needing additional support.  The following are key survey statements with the percentage of parents/guardians responding ""agree"" or ""strongly  agree"":  Feel welcome - 86%  Informed of student progress - 73% Understand academic expectations - 86%  Provided support for learning at home- 77%  Academic support provided - 73%  Teacher takes concerns seriously - 95%"|Providing resources to families to better support learning at home is a focus area in the year ahead. In addition, staff  will help all families better understand learning expectation for each grade level and student and expand intervention supports at school.|Targeted outreach to underrepresented families will include increased meeting opportunities, personal invitations to  school and community events, and providing at home learning supplies and training resources to support student  outcomes.|In addition to the annual survey, parents/guardians have the opportunity to provide input in decision-making through  committee participation, meeting attendance, and volunteerism. Due to the small size of the LEA, it is easier to  include a large percentage of parents/guardians in this process.|Greater direct involvement of parents/guardians and community members in decision-making process is desired.|Targeted outreach to underrepresented families will occur to increase participation on committees and at meetings  where input is sought for decision-making.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2025-06-23|2025
23102310000000|Mendocino County Office of Education|3|Our strengths include regular communication about our school programs and student progress.|We are continuing to work on improving communication and building positive relationships between school staff and families.|We will reach out on an individual basis to encourage better relationships between school staff and families.|Our system allows for many points of contact between the schools and families.|We are interested in providing information that would be helpful and relevant to support student learning and development in the home.|We continually seek to improve communication with students and families; particularly underrepresented families.|Texting survey questions has been effective in gathering input data.|We would like to improve educational partner input on policies and programs and input for decision-making for planning purposes.|We will ask the partners what would work best for them, and continue to offer opportunities for communication on a regular basis.|4|4|3|3|3|2|4|4|3|3|3|3|Met||2025-06-23|2025
23655400000000|Anderson Valley Unified|3|We are developing the capacity of staff to build trusting and respectful relationships with families through Parent Square Communication, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by MTSS, and welcoming schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.|"The following is the focus area for this category ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""|We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning. Translation services will be available.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, online resources, Parent Square and weekly updates.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meetings and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC.	|"The following is the focus area for this category ""Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. """|We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training.	 We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs and School Site Council. 	We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs and Board Meetings. 	|"The following is the focus area for this category ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.|4|4|4|4|3|4|5|4|4|4|4|4|Met||2025-06-26|2025
23655570000000|Arena Union Elementary|3|"Regular Site Council, DELAC and NAEAC meetings are held.  The 2024 - 25 Healthy Families survey was administered in February 2025.  Students in grades 5 - 8 participated. Additionally, once a month, the school sends out a parent communication titled ""The Beacon.""  This packet includes an up to date Events Calendar, school lunch menu,  campus updates,  and a principal letter to parents and guardians.  This packet is sent home with every student as well as sent out in digital form in both English and Spanish versions.  Finally, Arena Elementary has hosted 3 family fun, potluck nights where parents, guardians, students came together, shared a meal and play games."|We use RULER, a social emotional curriculum that teaches emotional intelligence to students and staff, with the goal of creating a healthier, more equitable, innovative, and compassionate society.  Grades TK-Eight get weekly SEL lessons which help the students learn how to manage their emotions, connect, and take responsibility for their actions in a safe environment.|We continue to maintain a full-time on site counselor to connect with all students and families. With low income and EL families in particular, we translate documents into native   languages to keep families updated about school activities and important information. The McKinney-Vento program provides weekly food boxes, we have on site laundry services, and connections to community resources. The ParentSquare communication platform continues to be used district-wide and allows staff to more easily personalize communication to specific groups or parents and students.|Our full-time, on site, counselor continues to improve student  social emotional outcomes as well as communication and engagement with families.  Our monthly newsletter and ParentSquare announcement, in a variety of formats, keeps families and students up to date regarding expectations.|We will continue to work to provide more reports of academic and social emotional growth to parents including local test results, classroom assignments, and homework.|Our social worker will reach out to our underrepresented families to connect them with resources, ensure basic needs are being met and to prevent chronic absenteeism.|Our survey results show that, again, we have improved from year to year in terms of parents feeling that they are an important part of the decision-making process in the district, but there is room for more improvement.|We will provide more opportunities for families to be involved in decision-making in the district through committees, surveys, and feedback forums as well as in the planned strategic planning process.|All families are always invited to participate on school and District committees, however, we need to continue to do a better job of reaching out to personally invite underrepresented families. Principals, classroom teachers, and our student support counselor will work to have diverse representation on committees. We have a district-wide strategic plan which drives our LCAP.  In the 2025-26 school year, we will provide more opportunities to get all parents and especially underrepresented parents to be involved.|5|5|5|5|5|5|4|4|5|5|4|4|Met||2025-06-25|2025
23655576116669|Pacific Community Charter|3|Family investment and engagement is embedded in the school's vision. Regular communication happens at Family Forums, through monthly e-newsletters, and via direct communication between families and staff.|Having more staff who can communicate with Spanish-speaking families is an area of improvement.|Continue to offer Spanish language support with current staff who are Spanish-speaking. Aim to recruit more bilingual staff.|This is an identified area of strength. Staff are available to partner with families through meetings, in the classroom, on field studies, in committees and through other channels.|Clearly communicating academic goals and classroom curriculum plans with families is a continued area of focus for the 25.26 school year.|Continue to make staff available to all families.|Encourage family participation. Invite families to participate in all levels.|Encourage more families to actively participate. Continue to build on the successes and reflections from the Community Engagement Team, including the student representatives.|Continue reaching out to all families and encouraging their participation at events. in meetings, in surveys, and any other way that allows them to constructively express their voice and contribute to the betterment of the school.|5|5|4|4|4|4|5|4|5|5|5|5|Met||2025-06-25|2025
23655650000000|Fort Bragg Unified|3|Our communication tools have increased connection between school staff and families. We have increased the number of family liaisons from 2 to 5 to ensure our relationships between school staff and families are strong. We are implementing the California Community Schools Partnership Program to support connection to families through training and events that support parent and student needs.|We will expand our parent education opportunities. We will also begin training with staff to ensure they have the background needed to successfully engage with families.|The proposed education nights will be held in English and Spanish. We will also provide childcare and food to ensure families can participate with minimal disruption. Our family liaisons will reach out to typically underrepresented families to invite them to events.|FBUSD offers a great deal of support for families to engage in their child's education. Each site has a translator that is available to support meetings. Each site also has a counselor who can support students in their pursuit of academic achievement. We have five family liaisons to help with family support in building partnerships with school staff.|The FBUSD Board of Trustees and administrators have participated in equity training. This will continue for 2025- 2026. The CCSPP funding will support developing relationships with parents and community organizations to support student success. We have expanded the equity training to include a community committee and teachers.|The equity training mentioned above focuses on underrepresented families and students. The CCSPP will focus on improving engagement for our underrepresented families.|Each of our sites has the required advisory groups. WE have also expanded to have an Anti-Bias Committee and to ensure we are hearing student voice.|Through the Community Engagement Initiative, the CCSPP, and the equity work, the district will engage our educational partners more thoroughly for 2025-2026.|Our Community Schools Coordinator will work with our educational partners to ensure opportunities for authentic engagement. This will be a focus for the duration of this grant. The Community Engagement Initiative is focused on this work as well.|4|4|3|4|3|3|4|4|4|3|3|3|Met||2025-06-17|2025
23655650123737|Three Rivers Charter|3||||||||||||||||||||||Not Met|||2025
23655730000000|Manchester Union Elementary|3|According to the Youth Truth survey, Relationships Summary Measure: This summary measure describes the degree to which families experience positive relationships in their school based on respect, care, and approachability. We scored in the 100th percentile this school year on this measure. This is an incredible strength and great progress for our district.|Families identifying as white scored slightly higher in relationship measures than our families identifying as Hispanic/Latino/a/x. Another area is to seek ways for families to connect regularly with the administration and provide ongoing feedback in a way that families feel comfortable with in doing.|The LEA will improve engagement by seeking multiple avenues for feedback to be provided that allow families to feel comfortable in providing authentic feedback to help shape the direction of the school instructionally.|There are strengths in the district's ability to partner with outside organizations and to collaboratively provide a robust educational program as well as a summer/after school program.|Improvements can be made in the consistency of ensuring all students have access to mentorships, field trips, internships etc., regardless of grade level.|Create more formal and informal opportunities to speak with the families and present the learning programs the LEA is engaged in to open opportunities for further feedback and partnerships.|According to the Youth Truth Survey, Engagement Summary Measure: This summary measure describes the degree to which families are engaged in their school and empowered to influence decision making. The district scored in the 95th percentile on this measure, which is an incredible strength.|Creating more opportunities for families to meet with administration and teachers to provide feedback and to engage in decisions that will impact facilities and learning.|The LEA will continue to provide opportunities in multiple languages and during times that do not interfere with family work schedules. The LEA is also exploring a community model of seeking feedback off campus and in the homes/neighborhoods of families interested in this meeting format.|5|5|4|3|4|3|3|3|3|4|3|3|Met||2025-06-24|2025
23655810000000|Mendocino Unified|3|According to our parent engagement survey, MUSD is showing strengths in welcoming families when visiting our schools, recognizing and valuing ethnicity and culture, providing communication in an easy to understand format, and encouraging families to communicate with the school regarding their child's academic or social emotional growth.|According to our parent engagement survey, MUSD will be focusing on providing more opportunities for parents to be involved and to be a part of decision-making in our schools and in the district.|We continue to maintain a full-time social worker in the District to connect with all families, but with low income and EL families in particular.  We are translating documents into native languages and engaging with families.  Our Family Resource Center (FRC) continues to thrive.   The FRC provides weekly food boxes, laundry services, counseling, shoe vouchers, grocery cash cards, and connections to community resources. The Parentsquare communication platform continues to be used district-wide and communication regarding notices and announcements have improved.  Parentsquare allows staff to more easily personalize communication to specific groups or parents and students.|The hiring of a full-time social worker continues to improve student outcomes as well as communication and engagement. Each school provides timely, easy-to-understand communication in a variety of formats.|We will continue to work to provide more reports of academic and social emotional growth to parents including local test results, classroom assignments, and homework.|Our social worker will reach out to our underrepresented families to connect them with resources, ensure basic needs are being met and to prevent chronic absenteeism.|Our survey results show that, again, we have improved from year to year in terms of parents feeling that they are an important part of the decision-making process in the district, but there is room for more improvement.|We will provide more opportunities for families to be involved in decision-making in the district through committees, surveys, and feedback forums as well as in the planned strategic planning process.|All families are always invited to participate on school and District committees, however, we need to continue to do a better job of reaching out to personally invite underrepresented families.  Principals, classroom teachers, and our social worker will work to have diverse representation on committees. We plan to develop a district-wide strategic plan and will begin the process in the 2025-26 school year.  This will provide us a good opportunity to give all parents and especially underrepresented parents to be involved.|5|5|5|5|5|4|5|5|5|4|4|4|Met||2025-06-10|2025
23655990000000|Point Arena Joint Union High|3|Most importantly, Point Arena High School has been implementing the Parent and Community Outreach Professional Learning Community, and this PLC will focus on Dr. Joyce Epstein of Johns Hopkins University and the framework for defining six different types of parent involvement starting 24.25. This framework will assist Point Arena High School in developing school and family partnership programs. Epstein's Framework of Six Types of Involvement is as follows: 1. Parenting: Help all families establish home environments to support children as students. *Parent education and other courses or training for parents (e.g., GED, college credit, family literacy). *Family support programs to assist families with health, nutrition, and other services. *Home visits at transition points to elementary, middle, and high school. 2. Communicating: Design effective forms of school-to-home and home-to-school communications about school programs and children's progress. *Conferences with every parent at least once a year. *Language translators to assist families as needed. *Regular schedule of useful notices, memos, phone calls, newsletters, and other communications. 3. Volunteering: Recruit and organize parent help and support. *School/classroom volunteer program to help teachers, administrators, students, and other parents. *Parent room or family center for volunteer work, meetings, and resources for families. *Annual postcard survey to identify all available talents, times, and locations of volunteers. 4. Learning at home: Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning. *Information for families on skills required for students in all subjects at each grade. *Information on homework policies and how to monitor and discuss schoolwork at home. 5. Decision-making: Include families as participants in school decisions and develop parent leaders and representatives. *Active PTA/PTO or other parent organizations, advisory councils, or committees (e.g., curriculum, safety) for parent leadership and participation. *District-level advisory councils and committees. 6. Collaborating with Community: Coordinate resources and services from the community for families, students, and the school, and provide services to the community. *Provide information for students and families on community health, cultural, recreational, social support, and other programs or services. *Provide information on community activities that link to learning skills and talents, including summer programs for students.|The Professional Learning Community strategy will be applied to all partnerships in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased joint project outcomes. More contact: more opportunity. Galvanizing the SARB mechanism and process combined with increases in wellness programs for both students and staff will increase staff and student wellbeing and overall mental health. By galvanizing the Native American Education Advisory Committee (NAEAC) through the Professional Learning Community strategy in the form of a well defined organizational chart with increased sub-committee meetings per quarter will encourage increased parental attendance and engagement with the liaison. By galvanizing the District English Learner Advisory Committee (DELAC) through the Professional Learning Community strategy in the form of a well defined organizational chart with increased sub-committee meetings per quarter will encourage increased parental attendance and engagement with the liaison.|Need to increase percentage of parental engagement for Students with Disabilities, English Learner, Hispanic, Native American, Low Income, Foster Youth, and McKinney-Vento families through increased parent attendance at PLC meetings, while providing Spanish speaking staff to assist the collaboration process.|There are several community partnerships we work closely with such as EduAct and Action Network. Point Arena has instituted a community-wide health fair sponsored by the MENDONOMA Health Health Alliance, which takes place the first week of October, annually.|In order to continuously improve scope and amplification of communication with educational partners, including strategies that eliminate language and cultural barriers (e-mail, facebook, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the SELPA Parent Advisory Committee in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement. In order to continuously improve scope and amplification of opportunities for parents, teachers, and community to partner in supporting student learning at school and home, the Professional Learning Community strategy will be applied to the Site Council in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement.|In order to continuously improve scope and amplification of communication with educational partners, including strategies that eliminate language and cultural barriers (e-mail, facebook, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the District English Learner Advisory Committee (DELAC) in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement. In order to continuously improve scope and amplification of communication with educational partners, including strategies that eliminate language and cultural barriers (e-mail, facebook, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the Native American Education Advisory Committee (NAEAC) in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement. Promote community partnerships that nurtures community support, collaboration, and networks for English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.|In 22.23, Point Arena High School and the Rotary Club partnered to build a radio lab for the CTE course Radio Tech. In 23.24, Point Arena High School and the Rotary Club partnered with Action Network to build the Lake Street Teen Health Clinic. In 24.25, Point Arena High School and the Rotary Club partnered to build the Lake Street Makerspace for the CTE department.   4 total DELAC meetings offered. 1 total DELAC meetings offered per quarter. 13% of the English Learner community attended DELAC meetings on average. 1 total meetings offered for the Special Education community. Less than 1 total meetings offered per quarter for the Special Education community. 22% of the Special Education community attended meetings on average. 4 total Site Council meetings offered. 1 total Site Council meetings offered per quarter. 4.6% of the community attended Site Council meetings on average. 2 total Rotary Club meetings offered. Less than 1 total Rotary Club meetings offered per quarter. 11.7% of the staff attended Rotary Club meetings on average. 1 total joint project completed. 4 total Action Network meetings offered. 1 total Action Network meetings offered per quarter. 10% of the staff attended Action Network meetings on average. 1 Total joint projects completed. 4 total NAEAC meetings offered. 1 total NAEAC meetings offered per quarter. 25% of the Native American community attended NAEAC meetings on average. 44% of All Students are enrolled in a wellness program mechanism and process. 16% of Staff are enrolled in a wellness program mechanism and process. 6% growth in all data points is expected. The wellness program mechanism has been a joint-decision making outcome supported by all educational partners.|In order to continuously improve scope and amplification of decision making with educational partners, including strategies that eliminate language and cultural barriers (e-mail, facebook, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the District English Learner Advisory Committee (DELAC), the Native American Education Advisory Committee (NAEAC), the Rotary Club, the SELPA Parent Advisory Committee, the Site Council, and Action Network in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement and encourage increased joint project outcomes. Promote community partnerships that nurtures community support, collaboration, and networks for English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.|In order to continuously improve scope and amplification of decision making with educational partners, including strategies that eliminate language and cultural barriers (e-mail, facebook, phone calls, face to face meetings, community meetings, Professional Learning Community strategy), the Professional Learning Community strategy will be applied to the District English Learner Advisory Committee (DELAC), the Native American Education Advisory Committee (NAEAC), the SELPA Parent Advisory Committee, and Action Network in the form of a well defined organizational chart with increased sub-committee meetings per quarter to encourage increased parental attendance and engagement and encourage increased joint project outcomes. Promote community partnerships that nurtures community support, collaboration, and networks for English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2025-06-25|2025
23656070000000|Round Valley Unified|3||||||||||||||||||||||Not Met|||2025
23656072330272|Eel River Charter|3|Results of our local parent questionnaire indicate the following: 100% of parents reported that they feel that the school is following its mission statement. 100% of parents reported that they have adequate communication or access to teachers. 100% of parents reported that they were satisfied with the help they received from teachers and aides. 98% of parents reported that they see improvement in their children’s academic progress since the start of the year, but 97% of parents reported that they are satisfied with their child’s progress.|The Eel River Charter School was started by parents for the community as an alternative choice in public education. Parent-School communication is a primary focus of the school mission statement: Working with families in community through holistic teaching to develop educated, responsible, compassionate people.|ERCS is improving its communication with the Spanish speaking families through translation of documents and translation services during meetings and other school events and performances. The 24-25 ERCS Board was made up of 20% bilingual members who formerly had a child enrolled in the school, and 80% Native American parent members.|100% of parents completed the annual parent questionnaire. According to the 24-25 parent questionnaire, 97% of parents are satisfied with student(s) progress, 98% saw improvement in academic progress in 24-25 school year and 100% feel they have adequate communication with and access to teachers.|100% of the parents completed the annual parent questionnaire. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes. 93% of the parents felt that the curriculum was at their child's level, 93% of parents said they were able to help their child complete homework or IS assignments, 98% of parents said their child was able to complete some assignments independently. These 2% of the families were not native English speakers. ERCS did offer targeted family outreach to non English speaking families and will continue to do so in the 25-26 school year as part of the Literacy Grant strategies. 90% of parents were interested in summer workbooks for their children, which the school ordered and provided, 91% would like mini rewards for student improvement and recognition at awards assemblies, and 81% of parents would like parent-teacher events to share home reading strategies, down from 92% in April of 2024, so perhaps this area of support is saturated.|ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each year.|ERCS has annual elections for 2-year terms on the Board of Directors. These positions are filled by parents and 1 community member-often a former parent. ERCS has a Site Council, comprised of parents representing all facets of the student body, especially students that qualify for Title I services. ERCS has a Native (Indian) Parent Committee that is responsible for over-seeing the goals and outcomes of the Title VI Indian Education Grant. All of these committees are available to interested parents each year and parents are encouraged to participate. The LCAP is discussed at the Site Council meeting and at several regularly scheduled public Board meetings and during the public hearing in June.|Encouraging parents, especially those with limited English communication skills, to participate in the meetings is more difficult. In 25-26, ERCS hopes to continue meeting the LCAP goal of at least 1 parent participation event at the school each month and would like continue providing out of town and local field trips for the students. ERCS is improving its communication with the influx of Spanish speaking families. ERCS hired a bilingual aide that worked all school year and will continue translation of documents and translation services during meetings as needed.|ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each year.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
23656150000000|Ukiah Unified|3|Ukiah USD has improved in building relationships and communication with parents even though the scores are relatively flat. The majority of parents who took the survey felt communication was satisfactory, good or excellent. This is shown through the Ukiah USD Parent Survey questions regarding quality of communication (90% excellent/good/satisfactory) and knowing who to contact at school if they have a question or concern (92% excellent/good/satisfactory, down 2% from the prior year). In addition, most parents feel welcomed by teachers and staff at school (90% excellent/good/satisfactory, up 2 % from last year).|A focus area for improvement for Ukiah USD is obtaining input from parents about concerns, interests and goals related to their child’s learning and environment (75% excellent/good/satisfactory). Ukiah USD continues to use the Aeries communication application called Parent Square. This platform allows us to improve our two-way communication between sites, teachers and parents. Priority 6 was added to the new Strategic Plan/LCAP, which aims to strengthen partnerships between families and staff. This includes establishing parent hubs in the community, positive communications regarding achievement and progress, and communication materials for all parents.|Ukiah USD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. The support includes ongoing professional development for those staff and data analysis to better engage families. Lastly, Priority 6 of the Strategic Plan/LCAP calls for establishing parent resource hubs in the community which will be piloted in the coming school year.|An area of strength, based on parents who took the survey, is the improvement in communication to parents and that parents feel they are meaningfully engaged in their child’s education (96% excellent/good/satisfactory).  Based on survey data some parents felt that staff did not ask for input regarding concerns, interests and goals related to their child’s learning and environment. This year we continued to focus on parent teacher conferences and parent engagement activities.|A continued focus area for improvement is the timeframe in which school activities, meetings, and conferences are scheduled. This was evident in the Ukiah USD Parent Survey where 32% of parents felt that inconvenient scheduling limited their participation in school activities, meetings, and conferences. This was an increase of 14% from the prior year.  There was a continued increase in parent engagement activities, including the number of awards and other in-person ceremonies, sports events, music and art performances, and other school activities that continue to connect parents and families to the school. These activities and engagement will continue to be a focus for next year.|Ukiah USD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. The support includes ongoing professional development for those staff and data analysis to better engage families. In addition, these staff will support outreach to underrepresented families, especially families who are having attendance issues. Lastly, sites continue to have increased cultural celebration activities.|An area for improvement is the number of parents who attend Strategic Plan/LCAP input meetings who are on the DELAC or DAC/PAC. Although the number of parents who attended DELAC and DAC/PAC at the meetings for Strategic Plan/LCAP input improved this year from 15 parents in 2023-24 to 23 parents in 2024-25.    Ukiah USD has supported principals through training on facilitation of advisory groups, data analysis processes to aid with committee decision making, School Site Council training, and modeling of decision-making processes during Leadership meetings. Ukiah USD has also provided training to parents on how to be involved through School Site Council trainings, Migrant Education Parent Advisory Committee trainings, and engagement activities at the school sites. In addition, through the Strategic Planning process, a variety of parent groups including the Parent Advisory Committee, District Advisory Committee, District English Learner Advisory Committee, Native American Parent Committee (Title VI), and School Site Councils are consulted with and provide input.|A focus area for improvement is engaging more families in the planning, designing, and evaluating family engagement activities. School Site Councils, which include parents, teachers, and staff, will be annually evaluating their family engagement activities through the new School Plan for Student Achievement, along with their Parent Involvement Policy and Compacts.  The District will be evaluating parent engagement through the Strategic Planning process and through the Parent Advisory Committee. The focus will be on reviewing current meeting and outreach efforts and creating additional opportunities for parents to provide input.|Ukiah USD will continue to improve education partner input of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. This will include translation support, childcare, and varied outreach to families. In addition, based on the Parent Advisory Committee feedback, a focus on personally inviting parents to advisory groups will be implemented next year.|3|4|3|4|2|3|4|3|4|4|4|3|Met||2025-06-12|2025
23656150115055|River Oak Charter|3|"Building positive relationships with students and families is a pillar of our charter petition. As a charter school intentionally designed to be small, we view the relationship between the school and home as essential to student success academically, socially, and emotionally during the most challenging time in a child’s development. River Oak has many ways to engage families with staff. Every teacher is expected to hold multiple “parent nights” throughout the school year to help organize parents to support classroom activities. There are also multiple festivals such as the Rose Ceremony, May Fair, and Pastels on the Plaza. These events help raise money and bring the school community together. River Oak also holds parent conferences in the younger grades, and Student Success Team meetings upon request. We hold Student Led Conferences in our middle school grades.  Parents who are able are asked to volunteer during the year to support student activities.  The school administrator also holds regular ""Coffee with the Principal"" and LCAP meetings.  CURRENT STRENGTHS: 2024-2025 California Healthy Family Surveys 92% ROCS keeps me well informed @ school activities 95% ROCS encourages me to be an activities participant with the school in educating my child 94% Parents feel welcome to participate at this school 95% Parents attended a school or class event"|The local data demonstrates a need to increase parent participation and engagement. While we have a core group of families who participate in Parent Council, we want to expand the volunteerism and involvement of all families.  One way we are doing that is through Parent Education, where childcare, food and class materials are offered.  ROCS works at improving parents' understanding of Waldorf curriculum and how to support it at home through online trainings with a Waldorf trained educator.  Another area of improvement is to develop systems and processes for engaging with Spanish speaking families and form trusting relationships.  This will support our EL's and our Latino students.  CURRENT STRENGTHS: 2024-2025 California Healthy Family Surveys 92% Parents attended a general school meeting 94% Parents served as a volunteer 82% ROCS promptly responds to my phone calls, messages, and emails 87% ROCS is a supportive and inviting place for students to learn|The staffing and enrollment at River Oak has an underrepresentation of Latino students. We seek to hire more bilingual support staff to work with students, and families to better reflect the demographics of our community.  This year we successfully hired a bilingual 1st grade teacher, as well as a foreign language teacher to introduce Mandarin.|Teachers at River Oak routinely switch classrooms to teach various topics. While doing this, teachers are able to work with many more students and parents than they ordinarily would be. Parents are also regularly seen in the classroom supporting academic activities.   CURRENT STRENGTHS: 2024-2025 California Healthy Family Surveys 95% ROCS encourages me to be an active participant with the school in educating my child 95% Attended a school or class event|All stakeholders complete the Healthy Parents, Students, or Teacher's survey.  Results are analyzed to determine focus areas for the school.  The LEA's focus areas for improvement are building partnerships with our Latino families and increasing our EL population.  ROCS is looking to hire an EL Coordinator to help build family partnerships.|River Oak has an under representation of Latino students. Hiring more support staff to work with these students and their families would help with this.  River Oak will have a Latino population that reflects the local and statewide population.|"River Oak has a parent-teacher committee called the ""Parent Council.""  There is also a Charter Council, which serves as the School Board.  ROCS also has an Educational Foundation, that supports teachers in their Waldorf training.  We have various committees that are specific to events that are regularly held at River Oak.  Finally, River Oak has an ""open door"" policy for parents.  Parents are encouraged to come to school and directly talk with staff to solve problems.  ROCS started using ParentSquare, a tool that engages parents in the platform that they choose.  Coffee with the Principal and regular LCAP meetings are also included in the school year.   94% of parents served as a volunteer 92% ROCS keeps me well informed of school activities 95% Parents attended a school or class event"|Parents may not be aware of all of the opportunities they have for input.  A survey given at the beginning of the year to determine what sort of skills parents have or ways they can contribute would be helpful. Direct calling parents for feedback or catching them at drop off or pick up would be helpful as well. Being visible at Back to School Night and other events to accept feedback is a favorable practice.|A committee specific to Latino and Title 1 students would be helpful.  That way students and parents would have special attention and focus from involved stakeholders.|4|4|4|4|4|4|4|4|3|4|4|4|Met||2025-06-09|2025
23656150140814|Shanél Valley Academy|3|Shanel Valley Academy (SVA) demonstrates strong and sustained progress in building positive relationships between school staff and families, as reflected in both the 2024–25 Parent and Staff Survey results. The Parent Survey shows that families feel welcomed, valued, and encouraged to engage in their child’s education. The Staff Survey highlights a collegial and supportive work environment, where adults report strong professional relationships and a shared commitment to student well-being. These aligned perceptions underscore the strength of SVA’s school community and its ongoing efforts to foster trust, partnership, and collaboration between families and staff.  Findings from the 2024 CalSCHLS surveys further validate these efforts:   - 92% of families agree the school encourages them to be active partners. - 98% of families feel welcome to participate at SVA. - 64% aid that teachers and staff care about their child “all” or “most” of the time. - 68% said school adults believe their child can do a good job. - 100% said their child feels like they are part of the school community.  Staff Feedback support these findings with the following data:  - 100% of staff agree SVA is a supportive and inviting place to work. - 100% say adults care deeply about every student. - 48% strongly agree that the school promotes trust and collegiality. - 54% strongly agree they feel personally responsible for improving the school.  Together, this feedback demonstrate SVA’s schoolwide efforts are fostering an inclusive and collaborative school environment for both families and staff.|SVA continues to build on recent progress in strengthening relationships between school staff and families. The bilingual Community Liaison has played a key role by increasing visibility, distributing monthly updates in Spanish, supporting families with ParentSquare access, and organizing in-person events that foster connection. In response to family feedback, the Principal has also become more present during arrival each morning, creating regular opportunities for informal engagement and trust-building.  While survey results indicate that families feel welcome and supported, there are opportunities to further strengthen communication related to student learning. 67% of families agreed that teachers clearly communicate academic expectations, and 51% felt the school is doing “very well” in updating them on student progress between report cards. To deepen family-staff relationships, SVA is exploring strategies such as expanding online communication tools, hosting more in-person meetings focused on curriculum and school procedures, and launching monthly family lunches that invite families onto campus to observe and engage with the school community in an open, collaborative setting.|SVA is committed to deepening engagement with underrepresented families, including those from the Hopland Band of Pomo Indians, English Learners (ELs), and families of students with disabilities. Survey data show encouraging signs of connection, with 100% of families from the Hopland Band of Pomo Indians reporting that they feel welcome at school, and 80% agreeing that the school has adults who care about students. Additionally, 76% agreed that communication with families is effective. While these are strong indicators of progress, continued, intentional outreach remains essential to sustain and strengthen these relationships.  To support this work, the Principal will maintain regular visits to the Hopland Band of Pomo Indians’ Education Center to share information, offer student and family resources, and facilitate an ongoing exchange of input and support. Outreach to EL families will also increase, including bilingual phone calls and messaging to ensure families receive timely updates about school events, resources, and opportunities to participate.  To engage families whose children are chronically absent, SVA will implement a coordinated approach that includes follow-up calls, home visits, and information-sharing through fliers and digital tools. The Principal and Community Liaison will also co-host parent education sessions that explore the academic and emotional impacts of attendance and work to identify and remove related barriers. Monthly coffee meetings and seasonal welcome events will create informal spaces for relationship-building and ongoing communication with underrepresented families across the school community.|SVA has built strong partnerships with families to support student learning and well-being. Both Family and Student Interviews are conducted, and students maintain a Learning Portfolio throughout the year, which they present alongside the final trimester report card. Families also participate in Project-Based Learning (PBL) showcases at the end of each trimester. Multiple communication methods—including newsletters, emails, texts, and phone calls—further strengthen engagement. Active parent groups such as ELAC and the Parent Advisory Council (PAC) are vital partners in this work.    To further support these relationships, SVA offers 12 dedicated teacher workdays each year focused on professional learning and planning, with an emphasis on fostering trusting partnerships that enhance student outcomes. The school’s bilingual Community Liaison also plays a key role—leading ELAC meetings, organizing a schoolwide health fair with community partners, and offering individualized family support across a range of needs.  Structures like the SST process and classroom-based Student Support Specialists ensure early and consistent collaboration with families. Survey data reflect this strong foundation:   Family Survey Highlights 92% agree the school encourages them to be active partners. 95% feel welcome to participate at school. 95% agree teachers are responsive to their child’s social-emotional needs. 89% report the school provides resources to support their child at home.  Staff Survey Highlights 100% agree the school encourages parent partnership. 93% agree SVA promotes parental involvement. 94% report they communicate with families about academic expectations. 95% say students share their feelings or concerns with staff. 96% say students talk about their lives outside of school. 84% feel supported in addressing student mental health needs. 100% believe all students are capable of success.  These systems and data demonstrate a strong, collaborative culture where families and staff work together to promote student success.|SVA’s Community Engagement Initiative has laid the foundation to strengthen systems of support through interventions, training, and partnerships with the Mendocino County Office of Education. This includes deeper community outreach to expand trust and engagement, while also helping staff build the skills to use curriculum more effectively and integrate social-emotional learning. These efforts are designed to improve not only academic outcomes but also the strength of school-family relationships and student connectedness.  Additionally, as the school continues to identify areas for growth, SVA will focus on providing consistent family education opportunities, such as Parent Education Nights. These events will emphasize community building, attendance, parenting, and child development to strengthen families’ ability to support learning at home.|Shanel Valley Academy (SVA) actively engages underrepresented families through inclusive outreach and consistent communication. Survey data shows that 60% of families of students with IEPs strongly agree they are encouraged to be active partners, and 34% strongly agree communication is effective—highlighting opportunities to deepen engagement. Low participation from English Learner families in the survey also points to a need for expanded outreach.  To address this, SVA holds monthly ELAC meetings, conducts regular visits to the Hopland Band of Pomo Indians Education Center, and hosts monthly schoolwide events to foster connections and share resources. All teachers are trained on a shared ELD curriculum to strengthen classroom support for English Learners.  The school’s Community Engagement Initiative provides a foundation for this work by bringing together students, families, staff, and administrators to identify priorities aligned with the Community Schools Pillars: Integrated Student Supports, Expanded Learning, Collaborative Leadership, and Family Engagement.  Additionally, attendance is a key area of focus. SVA emphasizes its importance through family education events and uses bilingual messaging, phone calls, and home visits to support families and improve daily attendance.|SVA has developed inclusive structures and practices to ensure families and staff have meaningful opportunities to provide input into school decision-making. Families are engaged through surveys, focus groups, Parent Advisory Council (PAC), ELAC, and informal conversations with school leaders. Bilingual communication, in-person events, and personalized outreach further strengthen these feedback channels.  Survey results demonstrate strong progress in this area: 68% of families agree the school actively seeks their input before making important decisions. 100% agree the school encourages them to be active partners in their child’s education. 95% feel welcome to participate in school activities  These results reflect a positive school culture where families feel their voices are valued and welcomed. Staff survey data also supports this, with 93% agreeing that SVA promotes parental involvement. Ongoing engagement efforts, such as Family and Student Interviews, monthly ELAC and PAC meetings, and multilingual communication tools, help ensure input from diverse families informs school planning and priorities.|While Shanel Valley Academy (SVA) has established multiple ways for families and staff to share input, survey data point to opportunities for improving how feedback is collected, acknowledged, and used in decision-making.  From the family survey, 68% of families agreed the school seeks their input before making important decisions, indicating a solid foundation but leaving room to deepen two-way communication and clarify how feedback shapes school priorities.  From the staff survey, 93% agreed that staff participation in decision-making is promoted, and 89% agreed that school improvement decisions are based on objective data.  While these are strong overall, SVA will continue to focus on building more transparent feedback loops so both families and staff understand how their input informs planning and implementation.|As a result, SVA is focused on strengthening communication about how decisions are made, increasing shared leadership opportunities, and ensuring that input gathered through PAC, ELAC, staff meetings, and surveys is consistently reflected back to the community. To improve engagement of underrepresented families—particularly English Learners, families of students with disabilities, and families from the Hopland Band of Pomo Indians—SVA is implementing a range of targeted strategies.  SVA hosts monthly ELAC meetings, regularly visits the Hopland Band of Pomo Indians Education Center, and uses bilingual messaging, flyers, and personal outreach to ensure all families are informed and encouraged to participate. The Community Liaison plays a key role in supporting this engagement by facilitating conversations, building trust, and helping families navigate school systems.  To ensure accessibility, SVA offers separate meetings for different parent groups and schedules them at more convenient times for working families. Monthly ELAC events include meals and childcare to reduce participation barriers for English Learner families. Additionally, SVA shares all important school information directly with HBPI to ensure families connected to the tribal community stay informed, even if they cannot attend meetings.  SVA’s Community Engagement Initiative reinforces these practices by involving students, families, and staff in identifying shared priorities through collaborative structures aligned to the Community Schools Pillars. These strategies help elevate underrepresented voices and ensure inclusive participation in decision-making processes. As a result, SVA is focused on strengthening communication about how decisions are made, increasing shared leadership opportunities, and ensuring that input gathered through PAC, ELAC, staff meetings, and surveys is consistently reflected back to the community|4|4|4|4|4|3|3|3|4|3|3|4|Met||2025-06-26|2025
23656152330413|Redwood Collegiate Academy|3|While engagement in school events, such as field trips, demonstration nights, open house, and family fun nights is high, parent engagement through parent advisory meetings and surveys is very low. We clearly have positive relations based on family involvement with social events, however, our more formal methods for acquiring feedback are not providing effective data.|The school needs to consider the role of Parent Advisory and how it could be modified or integrated with a social event to increase parent participation to receive more formalized feedback. The school also needs to evaluate what barriers exist to completing an online parent survey that is pushed through the mass communication system.|The school has improved over the past several years and sends out most of its communications in English and Spanish, however, some less frequently used documents are still English only and translated versions should be generated and utilized to better maintain clear and consistent communications with Spanish speaking households.|The staff are very successful at building relationships with students. Over 95% of students feel that school staff support and value them. Over 80% feel that their classes are helping them to learn and prepare for college. Students consistently provide positive feedback thanking staff for their support.|The staff will continue training in the area of social emotional learning to better support students social emotional health since 78% of students felt that they could talk with staff about their needs. This is an increase from last year.|Again, the school needs to translate all of its communications to better engage with Spanish speaking households.|The school provides many opportunities for family input, however, not all of these methods are as effective as they once were. School Site Council and board meetings are effective platforms for shared governance. Parent Advisory and parent surveys have had very low participation rates this year, which has hindered our ability to solicit family feedback from the larger community. Additionally, staff is available to speak with families at any time.|The school needs to develop strategies to make Parent Advisory more meaningful to parents to attract their participation. Additionally, the school needs to determine what barriers exist in accessing and completing the parent survey.|The school needs to increase the amount of communication related to input on decision making that is sent out in Spanish.|4|4|4|3|4|4|4|4|3|3|3|3|Met||2025-06-10|2025
23656152330454|Sequoia Career Academy|3|Sequoia Career Academy has successfully built strong relationships between staff and families. Parent surveys show that 100% of families feel comfortable discussing concerns with staff, and all would recommend the school to others.|Sequoia Career Academy should strengthen targeted communication with families, particularly regarding student awards and upcoming events, and ensure that calendar information is accurate and easily accessible.|Sequoia Career Academy will continue leveraging bilingual staff to ensure all communications are provided in both English and Spanish, with all documents translated and readily accessible. Staff will make a concerted effort to notify families of students receiving awards at Honors Assemblies. Additionally, Sequoia will use ParentSquare to enhance two-way communication between the school and families.|Sequoia Career Academy staff have been effective in building strong relationships with students. End-of-year surveys show that 83% of students are happy to be at Sequoia, and 85% feel comfortable approaching staff with questions or concerns. Students regularly express appreciation for the support they receive.|Sequoia Career Academy staff will utilize Thrively and ParentSquare to enhance student engagement in both classroom activities and school events. Additionally, staff will continue participating in MTSS and SEL trainings throughout the year to support student well-being and success.|Sequoia Career Academy will continue translating all documents from English to Spanish and ensuring they are readily accessible to families. ParentSquare will also be used to send communications in each family's preferred language.|Sequoia Career Academy offers multiple opportunities for family input in decision-making, including Parent Advisory, School Site Council, board meetings, and parent and student surveys. Families are also encouraged to communicate directly with staff, who remain accessible and responsive throughout the year.|Sequoia Career Academy can enhance family participation and feedback by increasing communication about the various opportunities available for families to engage and share input.|Sequoia Career Academy will continue using ParentSquare to streamline communication with families, allowing messages to be sent in any of 130 languages based on each family's language preference.|5|5|5|4|4|4|5|4|4|4|4|4|Met||2025-06-10|2025
23656156117386|Tree of Life Charter|3|According to the survey sent out to families in May of 2025, 90.5% reported that the quality of communication from  school to home was excellent or good. 100% of families reported that Tree of Life encourages students to care about  how others feel.  92.5% of families reported that Tree of Life communicates the importance of respecting al cultural  beliefs and practices.  87.5% of families reported that they agree/strongly agree that they have opportunities to share  their unique talents, interests, and skills with the school community. The remaining 12.5% were neutral. Only 44.8%  of families said they could easily attend parent council and other school meetings, but 0% said that it was because of  an unwelcoming school climate. Most people reported that the reasons they couldn't come to meetings were  because of work conflicts and difficulty balancing everything. There is some room for improvement, but, overall, this  data demonstrates that relationships between school staff and families is one the school's strengths.|Average parent/guardian participation during the 2024-25 school year in Parent Council meetings was 7.4, a decline from the previous year of 9.4.  The most well attended meeting was board game night combined with a fundraising  meeting. There were 21 people including students. The school hosted a parent night with a trained Triple P presenter  and provided food with an attendance of 5.  The staff agreed that continuing to host 2 potlucks per school year and  hosting more game nights will boost community connection among families. The biggest barrier for families to attend  meetings scheduling conflicts and not having time to balance everything.  The school will focus on making Parent  Council meeting fun and informative and involve food. These meetings should help families, not be a hinderance.  The addition of the school's Community School Partnership Manager during the 2023-24 and 2024-25 school years  was an incredibly effective addition to improving relationships between staff and families. The school did not receive  the Community Schools Implementation grant for 2025-26, but it is receiving the Community Engagement Initiative  grant over the next 2 years, so this could be a focus if the CEI committee chooses this goal.|The school will continue to hold meetings in person with an option to attend on Zoom. With the addition of the new  multipurpose room, there can be a projector always set up and Zoom link open during meetings. Having more game  nights and serving food will also improve engagement of underrepresented families.  Topics will be chosen by  parents and include information about restorative justice and how it works. There will also be information given out  during Orientation conferences about restorative justice practices and how to use Parent Square.|Since its beginning, Tree of Life has held 5 conferences per school year for each student and their family. The first  conference is the orientation conference. Before the beginning of each school year, the teacher meets with each  family to review the Parent Handbook, give information about the upcoming field trips, and ask the student what they  are interested in studying during the upcoming school year. At the end of each quarter (October, January, March and  June), each student produces a portfolio to present to their parents/guardians and teacher. The teachers write and  present extensive Progress Reports in January and June. This is an area of strength for the school.|The area for improvement is providing professional learning and support to teachers to improve the school's capacity  to partner with families.  During previous years, the staff has been very active in trainings. For the 2023-24 school  year, the instructional staff (teachers and instructional aides) participated and completed a 50-hour MTSS training:  Multitiered Systems of Support. MTSS is a framework of interventions and supports designed to address behavioral  and academic challenges.  This framework, known as MTSS, helps schools to identify struggling students early so  that they may receive assistance quickly. This training was helpful to support our goal of building partnerships for  student outcomes. For the 2025-26 school year, the school will focus on building partnerships to support the  restorative justice process on campus and educating families on that process.  Families reported that they appreciate  the free before/aftercare program and academy programs. The school will continue to provide these programs using  the ELO-P grant funding. There will be a new action to address social emotional learning. In May of 2025, the school  invited Synergy Family Services to do a two-week pilot program where their trained Community Health Workers  (CHW) were available to respond to student conflicts/needs as they happened. will be on campus helping students  with social conflicts. This partnership with Synergy will help our focus of solving social conflicts using restorative  justice and educating our families on this process. Students will then be able to focus on their academic goals after  having been able to resolve social conflicts.|Keeping all of our programs free and making sure that the students that need access to those programs get  connected with them is most important for the student outcomes of underrepresented families. This means that staff  communication during staff meetings is important. It is important that teachers have a strong connection with  students' needs so that staff can personally invite those families to participate in the self-reflection process.  Since  Tree of Life is a small school (enrollment of approximately 100), staff can communicate and understand the needs of  underrepresented families.|Tree of Life has a board cabinet made up of one member of the Beginning Project board (the fiscal oversight board),  two elected parent representatives, two staff members, two community at large members, and one student (11 or  older). Monthly Parent Council meetings, that are hosted by the parent representatives, are held to give information  and answer questions to all parents. Surveys are sent whenever needed to receive parent or staff input for decision  making. Students are surveyed at the end of the year, as well as an elected Student Council help make decisions for  student activities. According to the staff survey, seeking input for decision-making was inconsistent. 81% of staff  strongly agreed or agreed that their input is sought when decisions are made about the work that they do. 81% of  families also reported that teachers and staff ask for input about concerns and goals related to their child's learning  and environment. 4.7% disagreed. Overall, it appears that seeking input from educational partners is a strength of  Tree of Life.|In the 2025 family survey, there were 40 responses.  Out of 85 families, this is slightly less than 50% of families.   This is similar to past years. Developing a way to get more families to fill out the survey has been an area for  improvement and many strategies have been tried. The school will continue to try to improve family engagement.  Also, developing well defined procedure for decision making for staff will be a focus area.|Increasing the number of responses to the parent/guardian surveys will also improve the engagement of  underrepresented families. Teachers will invite parents to fill out the survey during conferences in order to increase  the number of responses of underrepresented families. They will be provided with a device to fill out the electronic  survey.|4|4|4|4|3|4|5|3|4|4|4|4|Met||2025-06-16|2025
23656230000000|Willits Unified|3|Based on the analysis of educational partner input and local data, Willits Unified School District has demonstrated key strengths in **Building Relationships Between School Staff and Families** through consistent communication, increased family engagement, and a growing culture of trust. Families report improved access to school information through bilingual outreach, ParentSquare, newsletters, and personal contact from staff. Many sites have strengthened their welcoming practices, offering events such as Back-to-School Nights, student showcases, and cultural celebrations that invite families to participate in school life.  Staff have made intentional efforts to be more visible and responsive, with counselors, administrators, and teachers frequently reaching out to families through check-ins and meetings. The district has also expanded support for English learner families through strong ELAC and DELAC structures, interpretation services, and culturally responsive communication. Additionally, family surveys and empathy interviews have helped identify and address barriers, particularly for underrepresented groups. Overall, these efforts reflect progress in creating inclusive, welcoming environments where families feel valued as partners in their children’s education.|Based on the analysis of educational partner input and local data, Willits Unified School District has identified several focus areas for improvement in **Building Relationships Between School Staff and Families**. While progress has been made in communication and outreach, disparities remain in the depth and consistency of relationships with underrepresented families, particularly those from Spanish-speaking households, tribal communities, low-income backgrounds, and families of students with disabilities.  One key area for improvement is the **consistency of welcoming practices across school sites**. While some campuses have strong, inclusive cultures and family-friendly front offices, others need to build more intentional systems to ensure all families feel respected and connected. Another area of focus is **two-way communication**. While families generally receive information from schools, opportunities for families to share their perspectives, ask questions, and collaborate with staff are not always readily accessible or culturally responsive. This is especially true for families with limited English proficiency or those unfamiliar with school systems.  Additionally, the district has identified a need to **build staff capacity in culturally responsive relationship-building**. Feedback from families and educational partners highlighted that some staff would benefit from professional learning focused on empathy, trauma-informed practices, and engaging families from diverse cultural and linguistic backgrounds. Families also noted that stronger personal connections with teachers and site leaders would increase trust and engagement, especially during moments of academic or behavioral concern.  Finally, there is a need to **enhance outreach to families of chronically absent or disengaged students**. These families often experience multiple barriers—such as transportation, work schedules, or prior negative experiences with schools—that hinder consistent connection. A more proactive and personalized approach is needed to rebuild trust and strengthen collaboration with these families.  By addressing these focus areas, Willits Unified aims to ensure that all families—regardless of background or circumstance—feel welcomed, valued, and empowered as essential partners in their children's education.|Based on the analysis of educational partner input and local data, Willits Unified School District will strengthen engagement with underrepresented families—particularly Spanish-speaking families, tribal communities, low-income households, and families of students with disabilities—in relation to **Building Relationships Between School Staff and Families** through several targeted strategies.  First, the district will expand **culturally and linguistically responsive communication**, ensuring all outreach—whether through ParentSquare, flyers, or direct contact—is available in families’ home languages and supported by bilingual staff and interpreters. Staff will also engage in more **personalized outreach**, including home visits, phone calls, and informal check-ins, to build trust with families who may be less likely to attend formal school events.  To ensure all families feel welcomed and valued, the district will work with school sites to create more **inclusive front office environments**, improve signage and materials in multiple languages, and host culturally relevant events in collaboration with community partners. **Professional development for staff** will focus on trauma-informed practices, empathy, and relationship-centered approaches to family engagement, with particular attention to overcoming implicit bias and cultural barriers.  In addition, the district will implement **family mentorship and ambassador programs**, connecting new or historically underrepresented families with trusted peers or staff to help navigate the school system and build stronger relationships with school teams. Schools will also prioritize **proactive outreach to families of students who are chronically absent or disengaged**, offering flexible meeting times, transportation support, and follow-up connections to community resources.  By implementing these strategies, Willits Unified aims to create more equitable and supportive conditions for all families to engage meaningfully with school staff and feel connected to the broader school community.|Based on the analysis of educational partner input and local data, Willits Unified School District has demonstrated key strengths in **Building Partnerships for Student Outcomes** by expanding access to academic information, increasing parent involvement in planning and support processes, and deepening collaboration between families, staff, and community partners.  Families report improved access to student progress information through platforms like Aeries and ParentSquare, allowing for more timely communication about grades, attendance, and academic concerns. The district has increased family participation in academic planning meetings, including IEPs, 504 plans, reclassification processes, and student success teams, creating more opportunities for shared decision-making around student needs.  Additionally, schools have hosted well-attended workshops and informational events focused on topics such as literacy strategies, reclassification criteria, college and career readiness, and understanding STAR and SBAC results. These sessions have helped families feel more equipped to support learning at home. At the high school level, students and families are involved in course planning and college/career pathway exploration, including dual enrollment opportunities through Mendocino College and the Golden State Pathways Program.  Partnerships with community organizations such as the Family Resource Center, local tribal groups, and Latino-serving agencies have also helped connect families with wraparound services that support student success both inside and outside of the classroom. Overall, Willits Unified continues to build a culture where families are seen as critical partners in improving academic, behavioral, and social-emotional outcomes for students.|Based on the analysis of educational partner input and local data, Willits Unified School District has identified several focus areas for improvement in **Building Partnerships for Student Outcomes**.  A primary area of need is **increasing engagement of underrepresented families**—including Spanish-speaking families, tribal communities, low-income households, and families of students with disabilities—in academic planning and student support processes. While structures like IEPs, reclassification meetings, and student success teams exist, these families are often underrepresented or face barriers to full participation due to language, scheduling, or lack of familiarity with the processes.  Another focus area is **improving family understanding of academic expectations and data**. Feedback indicates that many families struggle to interpret assessment results (e.g., STAR, SBAC, ELPAC) and do not always understand how those results connect to student supports, interventions, or placement decisions. There is a need for clearer, more accessible communication and training on how families can support learning at home.  Additionally, **greater consistency across school sites** is needed. While some schools offer robust family engagement opportunities tied to academic outcomes, others lack regular events, clear communication systems, or strong home-school connections focused on student learning.  Finally, the district seeks to **expand student-led academic conversations**, such as student-led conferences or advisory sessions, to increase family engagement in goal-setting and progress monitoring. These practices are emerging but not yet fully implemented across all grade levels.  By addressing these focus areas, the district aims to create more equitable, informed, and collaborative partnerships that directly support student growth and achievement.|Based on the analysis of educational partner input and local data, Willits Unified School District will improve engagement of underrepresented families—particularly those from Spanish-speaking households, tribal communities, low-income backgrounds, and families of students with disabilities—in **Building Partnerships for Student Outcomes** through a series of intentional, equity-focused strategies.  The district will expand access to **bilingual and culturally responsive communication**, ensuring that all academic reports, event invitations, and workshop materials are translated and accompanied by interpretation services when needed. Parent education workshops will be offered in both English and Spanish and will focus on understanding academic expectations, assessment data (e.g., STAR, SBAC, ELPAC), and strategies to support learning at home.  To reduce barriers to participation, the district will provide **childcare, transportation assistance, and flexible meeting times** for academic events and parent-teacher conferences. Schools will also increase the use of **student-led conferences and collaborative goal-setting meetings**, giving families meaningful roles in tracking and supporting their child’s academic progress.  Additionally, the district will **partner with trusted community organizations**—such as the Family Resource Center, tribal liaisons, and migrant education services—to co-host academic planning events in accessible, familiar spaces that encourage participation and build trust.  Staff will receive professional development on **building inclusive academic partnerships**, including how to engage families with diverse needs and ensure they feel heard, valued, and empowered. Finally, school sites will regularly **track and analyze family engagement data**, disaggregated by subgroup, to monitor progress and guide continuous improvement.  Through these targeted efforts, Willits Unified is committed to ensuring that all families—especially those historically underrepresented—are actively engaged as partners in supporting their children's academic success.|Based on the analysis of educational partner input and local data, Willits Unified School District has made meaningful progress in **Seeking Input for Decision-Making** by expanding opportunities for authentic stakeholder voice and increasing transparency in district planning processes.  The district regularly engages families, students, staff, and community partners through advisory groups such as ELAC, DELAC, School Site Councils, and the LCAP Advisory Committee. Participation in these groups has grown, particularly among English learner families and secondary students. In addition to formal committees, the district uses annual surveys, family forums, and empathy interviews to gather input on school climate, academic programs, and community priorities.  Stakeholders report that they feel increasingly heard and that their feedback is reflected in visible changes, such as expanded mental health services, updated course offerings, and shifts in school schedules. The district has also improved communication loops by sharing LCAP drafts, survey results, and planning updates through ParentSquare, newsletters, and public meetings.  Student voice is an emerging strength, with middle and high school students providing input on campus climate, course design, and wellness initiatives. These practices demonstrate the district’s ongoing commitment to inclusive, data-informed decision-making that values educational partner input at all levels.|Based on the analysis of educational partner input and local data, Willits Unified School District has identified several focus areas for improvement in **Seeking Input for Decision-Making**.  A key area of need is **increasing the participation of underrepresented families**, including Spanish-speaking households, tribal communities, low-income families, and parents of students with disabilities. While advisory groups such as ELAC, DELAC, and School Site Councils are established, participation from these groups remains inconsistent and often limited by barriers such as language, transportation, and scheduling.  Another focus area is **improving communication about how input is used**. Some stakeholders expressed uncertainty about whether their feedback influenced decisions. The district recognizes the importance of closing the feedback loop by clearly communicating the impact of stakeholder input on policies, programs, and budget decisions.  Additionally, there is a need to **build more consistent engagement practices across school sites**. While some schools have strong systems for gathering and responding to input, others lack regular opportunities for families and students to participate in decision-making processes.  Finally, **expanding structured opportunities for student input**, especially at the elementary level, is a growth area. While secondary students are increasingly engaged, younger students often lack forums to share their perspectives in a meaningful way.  By addressing these areas, the district aims to ensure that all educational partners—especially those historically underrepresented—have equitable opportunities to participate in shaping the decisions that impact their schools and students.|Based on the analysis of educational partner input and local data, Willits Unified School District will improve engagement of underrepresented families—particularly Spanish-speaking families, tribal communities, low-income households, and families of students with disabilities—in **Seeking Input for Decision-Making** through targeted and inclusive strategies.  The district will expand **linguistically and culturally responsive outreach**, ensuring all communication related to input opportunities (e.g., ELAC, DELAC, School Site Council, LCAP meetings) is provided in families’ home languages and includes interpretation services. To reduce participation barriers, meetings will be scheduled at flexible times with **childcare, transportation assistance, and virtual options** offered when possible.  To increase trust and accessibility, the district will partner with **trusted community organizations**, including the Family Resource Center and tribal and migrant education liaisons, to co-host input sessions in familiar, welcoming spaces. Staff will also engage in **personalized outreach**, such as phone calls and home visits, to invite underrepresented families to participate in advisory roles and planning processes.  In addition, Willits Unified will implement **parent onboarding and leadership development** for families new to advisory groups, providing training on how school and district decisions are made and how their input can shape outcomes. Schools will track participation by subgroup and use this data to identify gaps and continuously improve outreach efforts.  These actions are designed to ensure that all families—not just those who traditionally participate—have meaningful, supported opportunities to engage in decision-making processes that impact their children and school communities.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
23656230112300|La Vida Charter|3|This year rated their comfort level in communicating with staff about their children at an excellent 9.8 out of 10.  Personal relationships are built through the  weekly and monthly meetings, as well as through the small class sizes on site.  The school has several community building events in the fall.|The use of the Parent Square communication tool fell off in the second half of the year for some families.  Maintaining that 100% engagement is critical for all school success and will be a focus as the new year kicks off and throughout the year.|We will be taking another step in communication support with our English Language Learner Families.  All are Spanish speaking and we have had excellent support at Educatioan Coordinator Meetings and IEPs with a retired teacher translator.  Next we will be investing in hand held translation devices to have at the reading onsite.  Ensureing that information is understood both ways will help.|The discussion of student outcomes happens at the all school level and the individual level.  The administrator has group sessions at the Parent Tea and Orientation which feels like a conversation and important understanding occurs.  The Independent study model has a built in procedure to meet with students and families monthly and twice a month.  Reviewing test scores and setting goals is a regular part of those meeting.s|The current focus is bring low achieving students up to grade level and gaining parent support and providing  training for their part at home.|As mentioned earlier the hand held translator devices will be added to help break the communication barrier with the Spanish Speaking families, all of whom are school supporters.   Finding ways to keep the momentum going, so that some families stay engaged throug h the whole year is a task for the next year.|This is a very small school, where person to person communication works best.  The school provides opportunities for quick input through parent square which is a great gathering tool.   Whenever an idea  or question is sent out, some feedback is received.   The Parent Tea is a really great discussion and the school depends on the outcome for planning.|Getting questions out earlier would be an area to improve.|Providing multiple ways to have input will be the task.  The Spanish Speaking families are quiete active and show up.  People that live out in the hills with limited technology often need extra communications.  Providing  more one on one communicaiton is planned.  Teachers were pro-active during office hours this year and it helped.  The next step is to build on that.|4|5|4|4|4|4|4|4|4|4|4|3|Met||2025-06-26|2025
23656230125658|Willits Elementary Charter|3|WECS has an open-door policy for parents to talk to teachers. We have many Student Support Team meetings to ensure that students get the support they need. The director greets students and parents at the gate each morning and afternoon, to foster informal conversations. Parents' ideas are considered and acted upon when possible and changes are made to accommodate ideas, schedules, and concerns. Several information nights are held in the year, a school dance for everyone to have fun together starts the year off, and an all-school camp trip ends the year. We have installed a 'communications board' for parents to see news and announcements while they are waiting for their students.|WECS should improve its electronic communications by establishing a school event calendar online. We will also make short films next year about how to solve problems, what expectations are, and how to communicate well with others, using students to make the films.|We have surveys in Spanish and English and we actively invite families to contribute ideas to our school.|WECS has parent-teacher conferences at the beginning of the year. Teachers have a 'hand over' day at the beginning of the year to talk about their former students to the new grade level teacher. Teachers meet weekly to discuss student progress and to problem-solve learning and teaching challenges. Parents are included as educational partners in all Student Support Team (SST) meetings, ensuring parents and teachers are on the same page with how to help students.|WECS will continue to build parent knowledge about math and reading teaching by producing short videos on key concepts in each grade.|WECS will have bilingual surveys and will actively ask families for input into the school plans.|The informal conversations at the gate are key to developing ideas and addressing concerns with parents. Parents feel more comfortable talking about ideas in a more informal setting. These are the times seeds of ideas are developed and move forward as we discuss possibilities informally. Teachers and staff share ideas with parents as we confront challenges. The culture of open dialogue is valuable for helping inform decisions.|We will continue to focus on staying in close contact with parents, being a welcoming and friendly environment, and on making short films about how we approach problems, challenges, and what restorative justice means to WECS.|WECS will continue to engage families in informal times, as well as outreach to families who join the school.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
23656232330363|Willits Charter|3|"WCS utilizes a robust communication system, Parent Square, that allows immediate communication between staff, families, and students.   Families are a key component of our school and our commitment to family involvement is codified in our vision statement:  ""We recognize that every stakeholder plays a vital role in each student’s academic and personal success. Families are an integral part of our school community and we invite and encourage family participation. Together, we create an environment where all students thrive.""  We provide multiple ways for families to be engaged in our program and to contribute to decision making."|WCS is actively focusing on increasing involvement in our Parent Association and hosting more community-wide events on campus.|WCS will incorporate parent/guardian goals for their children in our learner-led conference process.  WCS will continue to participate in and promote cultural events and opportunities for our students and will continue to expand our outreach materials.|WCS utilizes Google Classroom, which provides digested summary reports to parents.  Students and parents have access to an online portal through our SIS where they can check their grades electronically.  Parents can request a meeting with teachers at any time and the SST process is used to build supports for increasing student outcomes.  Families are involved in the development of behavior plans, EL goals, 504 Plans, and IEP goals.  School documents and communications have been translated into Spanish.|WCS will focus on developing a monthly newsletter for families in both English and Spanish.|Annual parent surveys will continue to be translated into multiple languages and additional modes of completing the parent survey will be developed.|WCS communicates regularly and frequently with families.  A Parent Association meeting is held on the last Tuesday of each month.|To encourage greater participation from all families, WCS will solicit input on topics prior to the monthly Parent Association meeting via survey.|Shorter, more frequent surveys will be used to gather input from families.|5|4|3|5|3|3|4|4|3|3|4|3|Met||2025-06-24|2025
23738660000000|Potter Valley Community Unified|3|As a district we have many strong ongoing programs that are building relationships between school staff and families. At the elementary we have an active ELAC parents group and PTSO parents group. These groups have developed well attended events including the Back to School Night, the Science Fair and a Grandparents' Day and Dia de Los Niños presentation events. At the elementary and junior / senior high school, parent opportunities for field trips and athletic events are an area where staff, students and families regularly connect with each other. At the high school each semester we have regular parent teacher conferences in an evening open space format encouraging all students, families and parents to connect. At the Elementary and Junior / Senior High School we produce a weekly emailed parent event and activity newsletter blog. The school district has used the LCAP families survey, the PBIS school climate survey and the California Healthy Kids Survey to understand the relationships staff and families. We have made efforts to be more inclusive by translating home school communications and including translators at parent events.|"There are multiple areas for improvement in relationship building relationships between school staff and families. We will continue to develop our parent and family outreach efforts. Some of the current projects include: -expanding the Dia de los Niños and Grandparents Day to a district wide event including both elementary and high school; -creating a regular principal and family meeting (""Coffee with the Principal"") to create a regular opportunity for families to meet with school administration; -creating a combined ELAC parent family committee meeting at the elementary, junior high and high school level; -continue and expand parent teacher information nights; -expanded science fair district wide, especially involving the Junior High School."|We will continue to improve our engagement of underrepresented families as we continue and expand ELAC parent meetings district wide. We will extend the ELAC meeting for both the Elementary and the Junior / Senior High School level to connect with families. Our Dia de los Niños event will be expanded to include district wide participation of students, staff and families. We will directly outreach to underrepresented groups to include them in parent informational nights, especially focused on social emotional student concerns and substance use concerns. Our weekly email communication newsletters are translated for parents and families. We will continue to have meeting translation, translate letters and communications for parents. We will have parent information meetings with counselors, administration and staff to focus on meeting the needs of our foster, homeless students.|As a small school community, we have the advantage to be especially connected to our parents and families. We have strong regular communication with families through email, phone calls and text messaging. With our numbers of students we are able to have multiple individual meetings with the school academic advisor during the school year with all of our students. Our students and families are connected with Aeries online grades and student information computer systems. Students and families regularly use the computer systems to track progress and communicate with teachers and staff.|We continue to see areas of improvement for connecting with our students, families and community. Among the ideas in development currently are: -additional opportunities for casual meetings with administrations / coffee with principals / email activity blog from the elementary and district level; -expanding ELAC meetings district wide; -expanding and formalizing District Advisor Council (DAC) / Site Council / booster club / parent support committee at high school, developing regular public meetings and expanding participation with teachers, staff, students and families.|We will continue to focus on underrepresented families by expanding ELAC meetings district wide. We will continue to focus on offering translation at meetings and making regular translation of written documents a priority for family communications.|As a district we have multiple strengths and have made strong progress toward seeking parent and families input for decision making within the district. Our District Advisory Committee (DAC) meetings are well attended and give parents and community members the opportunity to connect with administration and staff regarding district decision making. We have a well established ELAC committee consisting of the parents and guardians of English learner students at the elementary school which gives input to activities and programs at the elementary school. We have regularly well attended school board meetings which give opportunities for educational partner input. A last area of strength is in the make up of our small connected community that creates many points of connection between the school district and members of the community.|Areas of improvement that we need to develop as a school staff are a more focused process for recruitment for the DAC committee. We need to improve the LCAP family survey to make it more accessible and easier to answer and continue develop our analysis process of this survey. We need to be more proactive in our survey distribution, begin the survey and feedback process earlier and with more consistency. We need to create more opportunities for quick response surveys for parents and families to measure interest and engagement in school programs and activities.|We will improve engagement of underrepresented families through development of an ELAC committee group for high school and continue and expand outreach and translation services.|3|4|3|3|3|3|3|3|3|3|3|4|Met||2025-06-26|2025
23739160000000|Laytonville Unified|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences, monthly tribal meetings, Native American Liaison. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, updated phone system, and small school environment.|"The focus area for improvement in Building Relationships Between School Staff and Families is ""supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meetings.|"The focus area for improvement in Building Partnerships for Student Outcomes is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.|"The focus area for improvement in Seeking Input for Decision-Making is ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|4|4|3|4|4|5|4|4|4|4|4|4|Met||2025-06-26|2025
23752180000000|Leggett Valley Unified|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, and Small School Environment.|"The focus area for improvement in Building Relationships Between School Staff and Families is ""supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meetings. The hiring of a Family Resource Liaison is an improtant step in increasing parterships with families at Leggett Valley Schools|"The focus area for improvement in Building Partnerships for Student Outcomes is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.|"The focus area for improvement in Seeking Input for Decision-Making is ""providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."""|As a small rural community, our small school environment lends itself to a building strong community for all students and families.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-25|2025
24102490000000|Merced County Office of Education|3|In Building Relationships, we improved our strength in building relationships between our schools and our families. In our climate survey, 80% of families stated that they had a favorable view of the school climate (which includes good safety, learning environment, and care among staff for our students) and 85% of our staff stated that they felt that school-family relationship was positive. Families overwhelming stated that they felt supported by our schools (93%).|We have two areas for improvement. First, while our LEA will continue to build upon our already strong relationships between our staff and students and families, we are hoping to leverage that into having our families be more actively participating in our schools (i.e. parent workshops and committees). Currently, our parents are involved when it comes to their own students; however, they are less involved in providing input for school initiatives and policies that impact all students. Second, we hope to continue to provide training for our staff so that they have a better understanding of challenges that our families face and adjust instruction and behaviors accordingly and in ways that can best support our students.|For the next school year, our schools will improve the engagement of underrepresented families by communicating effectively and often with families, inviting families to school events, meetings, and committees, and providing ways families can support their child’s learning at home. We will continue to improve in the area of ensuring each and every family feels welcome upon arrival at our school campuses and in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by rebuilding relationships as students return to another year of full-time in-person learning. We will also work to improve direct contact with families with outreach - we will have our two family liaisons reach out to our Valley families to conduct parent workshops and keep them informed of all services available.|In Building Partnerships for Student Outcomes, ratings are reflected in the surveys from staff and families. We mostly maintained our rating from last year, with level 4 in providing families with information and resources to support student learning and development in the home, implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, and supporting families to understand and exercise their legal rights and advocate for their own students and all students. We will continue to support our staff and families in building partnerships for better student outcomes.|Our progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families moved down from 4 to a 3. We believe one of the reasons why our rating dipped was because one of our principals was out on medical leave for much of the year. Furthermore, there was a relatively high number of new staff members at our sites. Our goal is to address this area by proving more professional learning and support for our staff/admin to improve our school's capacity to partner with our families.|In the area of providing families with information and resources to support student learning and development in the home, our schools will conduct training for parents during enrollment orientation. We will also continue to offer parent education workshops throughout the year.  At these orientations and workshops, families will learn how to access and navigate the programs their child uses and be better equipped to support their child's learning in those programs from home. We plan to provide more parent workshops with our two family liaisons who will be transitioning to a more site-based role than a central office role.|For Seeking Input for Decision Making, we maintained at 4-Full Implementation for three of the areas - building the capacity of and supporting family members to effectively engage in advisory groups and decision-making, providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community, and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Based on the survey results, we are providing families with ample opportunity and training to give input on how our schools/district run.|Our rating in our progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. Part of this is likely due to lower attendance and participation by parents in our advisory groups. We will address this by providing additional training for our staff to engage families and by also reaching out to families to let them know the importance of their participation in these groups.|The LEA provides all families with opportunities to provide input on policies and programs through School Site Councils and English Learner Advisory Committees. School staff will be provided support to decrease barriers for families to increase their engagement. Meetings will be held both in person next year and virtually to meet the needs of our families and increase participation. We believe that having both in-person and virtual options might reduce the barrier for entry when it comes to participating in these meetings. We will also try to simply some of the topics covered in the School Site Councils to help parents be able to process the information they receive in those meetings and to not discourage parents from participating. We will take advantage of school events to share important school information in how families can share their voice about how the school is doing.|5|5|4|5|3|4|4|4|3|4|4|4|Met||2025-06-16|2025
24102490106518|Merced Scholars Charter|3|The strength of the MSCS program continues to be the welcoming environment it has created for students and their families. The core of the personalized learning program offered by MSCS lies in the development of a collaborative and positive relationship among staff, students, parents, and families. With the addition of the DLI, the school is now expanding its safe and welcoming environment to a classroom-based program. The ability to provide support to Spanish-speaking families is another strength of the program. MSCS is able to support the language and culture of these specific families. The use of programs like Parent Square and school email allows students and their families to engage in two-way communication effectively.|Communication and parent participation continue to be areas of growth. Families and staff did note they would appreciate more efficient communication from the school. Efficient is in regards to the time it takes for administration or the school to contact or follow up with families. Faster response times would be appreciated by our educational partners. This has been a continued challenge with the growth of the school. Staff also noted that they would like more participation from families in school events. However, through the use of more social media platforms and more opportunities for family engagement on site as well as more active outreach by our family engagement liaisons, MSCS will expect to see improvement in these areas.|An area for additional improvement will focus on continuing to develop staff knowledge on the multitude of backgrounds that students bring to the learning environment, especially with English learners, foster youth, and low-income students. MSCS will continue to provide professional development to staff on improving their abilities to work with students of various backgrounds. Additional support and outreach from the school's social/emotional (SEL) team will help to provide families the needed resources to best support their child(ren). The SEL team not only provides social and emotional support, but also can find resources and community services to support the family's basic needs. This team will help to improve engagement with our underrepresented families.|Parents are an integral part of the school program. Parents work closely with teaching staff to ensure students are completing their assignments, attending school regularly, and progressing in their academics. Parents are encouraged to participate in the program, especially for the personalized learning program, where parents can better support students with their learning in the home. Both the dual language program and non-classroom-based program regularly encourage parents to reach out to the school on how to best support their child in their education academically and social/emotionally. Furthermore, we are encouraging non-teaching staff such as the school counselor, instructional support assistants, and the youth engagement specialist to contact families frequently and work to build strong relationships and provide supports to improve student outcomes.|We has identified increasing consistent parent and family engagement as an ongoing focus area for improvement. While multiple opportunities are offered for parents and guardians to participate in school activities, there is inconsistent participation from students and parents. In particular, families report challenges attending events due to work schedules and language barriers. To address these concerns, we will continue improving the scheduling and accessibility of family events by offering flexible times and multilingual support. Further, we plan to expand the number and frequency of workshops that provide families with strategies to support learning at home, particularly in literacy and numeracy. These steps are part of a broader strategy to build a culture of partnership and shared responsibility for student achievement.|To improve engagement among underrepresented families, we are developing targeted supports responsive to their unique needs. Key efforts include providing culturally and linguistically appropriate workshops and communications, especially for non-English speaking families. We will utilize our family liaisons to act as bridges between schools and communities, facilitating stronger relationships and more regular direct two-way communication. In particular, training will be offered to help these families navigate the educational system, understand student progress reports, and participate meaningfully in school decision-making processes. By focusing on the specific barriers faced by these families—including language access, lack of familiarity with the school system, and varying levels of digital literacy—we are hoping to foster inclusive family-school partnerships that contribute to improved student outcomes and greater educational equity.|We continue to support a multi-tiered approach for engaging families and staff in decision-making processes. Advisory bodies such as the School Site Council/Parent Advisory Committee, ELAC, and LCAP advisory groups offer structured forums where parents, educators, and administrators collaborate on key issues. Progress has been made in expanding opportunities for input, including broader consultation during the LCAP and WASC processes. These efforts have enabled more families, especially those already engaged, to contribute meaningfully to school improvement efforts. Overall, we have made steady progress in strengthening advisory participation and values these partnerships in shaping school policies and programs.|Despite multiple structures for input, we recognize the need to improve the consistency and inclusivity of participation in advisory meetings. Data from self-reflection indicate that principals and staff need more support and training to foster inclusive, sustained engagement from families, particularly in advisory settings. Families have also reported that inconsistent communication about meetings and scheduling conflicts limit their ability to participate. In response, we will improve meeting announcements through expanded digital outreach (e.g., social media, emails, and text alerts) and offer hybrid meeting formats to accommodate more families. Greater administrative support and professional learning will also be provided to school leaders to strengthen facilitation and responsiveness during these engagement opportunities.|To improve representation from underrepresented groups in decision-making, we will focus on culturally and linguistically responsive outreach and support. Family liaisons fluent in Spanish and Hmong have been hired to serve as connectors between the school and communities historically underrepresented in advisory bodies. These liaisons are leading targeted outreach to invite and prepare families for participation, hosting information sessions at flexible times, and offering translation and childcare services. These efforts aim to build trust and create accessible entry points for families who may feel unfamiliar or intimidated by school governance structures. Ultimately, this work seeks to ensure that all families have both the opportunity and confidence to share their perspectives and shape policies that affect their children.|5|5|4|5|4|5|4|4|3|4|3|4|Met||2025-06-16|2025
24102490138032|Come Back Charter|3|Educational partners continue to identify the staff and the relationships they build with students as a continued strength of the program. Students repeatedly speak of their relationship with their teachers as the main reason for their success. Still, CBCS knows that the success of our students is dependent on a collaborative effort with all educational partners. As an adult program, family engagement is emphasized rather than parental engagement. Family may include the student, mother, father, siblings, wife, children, or even in-laws. Family support for the student is highly encouraged as the school understands that the success of students is based on the support of all the student's relationships. At the core of this belief is the welcoming learning environment in which students and their families can feel safe and comfortable. The school focuses on the continual development of positive relationships among staff, students, and their families. 92% of our adult students stated they feel that the teachers and staff truly care for them and 99% responded that they feel safe on campus and in their classroom.|Two areas of improvement continue to focus on improving communication between the school and families, providing teachers with tools and strategies to support adult learners, and developing relationships among students with support classes. While two-way communication was identified as a strength, the effectiveness of such communication for all students continues to be a challenge. CBCS students continue to have barriers to completing their education. Unstable or inconsistent living situations, the lack of reliable phone service, the lack of transportation, or the lack of connectivity to the Internet continue to be barriers for some students. While the school helps with transportation and connectivity, some students still struggle with regular communication. Further, because adults have different needs than those of typical K-12 students, CBCS must provide staff the tools to support adult students from a multitude of backgrounds while building their capacity in decision-making and problem-solving. Finally, the school will redo its website and add social media platforms to improve communication. We will also be logging multiple modes of communication through ParentSquare, including multiple emails, phone, and mailing address, to increase the chance of families receiving our communications.|To improve engagement with underrepresented families, CBCS plans to do more outreach from other personnel such as the school counselor and campus supervisors to see how the school can support students and their families. The greater use of home visits for underrepresented families is planned. Further, more effective relationships with community agencies is being sought. Working with programs like Empower, Phoenix, or Worknet can ensure students have the necessary support and encouragement to achieve their high school diploma followed by job training or college. New personnel have also been hired to provide bilingual support to Spanish-speaking families for students still considered English Learners. The school will use its CSI funding to hire student workers to support students in homework help and tutoring for their classes.|As an independent study program, students work closely with teaching staff to ensure students are progressing both academically and in their career technical skills. To support students with maintaining a job or family commitments, CBCS staff provides flexible scheduling to allow students to work around these commitments. While the school allows a great deal of flexibility, students are still held to high expectations and time commitments when it comes to work completion and attendance. This is achieved by the relationship and partnership set up by the staff and students. The school orientation process also allows for students and their families to know the policies and expectations of the school and how all partners can best work together. Further, teachers are provided regular professional development to help support improving student outcomes.|An area of improvement is centered around the provision of information and resources to families to support the student's learning at home. Family support varies from student to student. For students with children, this can be especially challenging when trying to finish their education and supporting their children. CBCS is looking at different ways to support families through additional workshops and partnerships with community agencies. The school will collaborate more with its sister programs to utilize personnel from these programs to support CBCS students, including the offering of babysitting so students can attend class and complete assignments.|The school has brought on additional personnel to help with improving student outcomes, especially for the underrepresented populations. Next year, we will be hiring a 1.0 FTE counselors for the exclusive support for our Come Back students. This counselor will provide assistance with developing a plan to graduate and plans post graduation. This process will ensure the support and tracking of students who need the additional help and that underrepresented students are receiving the added support they need.|CBCS students and their families have the opportunity to be a part of the decision-making process by participating in the school’s Advisory Board. The Advisory Board is made up of staff, district personnel, students, and community members who provide input into school policies, curriculum, and school activities. Students and their families can choose to be active members of the board or merely attend meetings to stay abreast of any changes or updates to the school program. Staff are able to provide input and feedback during regular staff meetings. During staff meetings, all aspects of the school program including curriculum, instruction, and student support are discussed.  CBCS advisory meetings will incorporate a process for planning, designing, implementing, and evaluating family engagement activities at the school. By incorporating family input and formalizing the process, CBCS will help ensure students and their families are participating in activities that will help them improve.|An area of improvement is for the school to hold Advisory Board meetings more often. Also, the school must encourage more participation from students and their families in Advisory Board meetings. This year, one of the advisory meetings were unable to meet quorum. Student staff meetings must also be held on a more regular basis. As the program continues to grow throughout the county, staff meetings and advisory meetings may be held in person with a virtual option for those who cannot attend but would like to watch. The school is looking to provide hybrid meetings to provide the greatest flexibility and participation in the school's decision-making process.|As part of improving the decision making process, the school will look at ways to support input from all of the educational partners. The school plans to seek more input and follow up through additional educational partner meetings. Such meetings are in addition to the Advisory Board and staff meetings. Such meetings may focus on the school's underrepresented families and community partners to help the school determine how to best support its special populations.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
24656310000000|Atwater Elementary|3|Atwater Elementary School District utilizes many resources to facilitate communication with our families and to build trusting and respectful relationships. To build capacity of staff, site and district leadership meet yearly to collaborate and share ideas regarding ways to foster staff/parent relationships.  These ideas are then adapted and carried out with each site changing the strategy to fit their unique school culture. Twice yearly all elementary school sites change their school schedules for a week to schedule parent conferences that allow for face to face communication between parents and teachers.  These conferences also help teachers better understand their students, their strengths and challenges, their cultural background, and the family's goals for their child/children.  District sites also hold two campus wide parent outreach events, Back to School Night and Open House, to help welcome parents. For students with disabilities, special educators participate in twice yearly trainings that have a component focused on parent engagement.  These parental engagement strategies are carried out during parent conferences and through the Individualized Education Process.  For foster and displaced youth, the district supports Community Outreach Coordinators who receive yearly training to welcome all parents, particularly parents of unduplicated pupils, into the school environment.  The Community Outreach Coordinators are there to help in navigating the school environment and work to provide parents and families with school and community resources.  They also help parents become more familiar with the school through volunteer events and serve as direct mentors and advocates for foster and displaced youth.  The District measures parental engagement through our AERIES data management system, and is exploring new metrics to specifically measure underrepresented families through this data collection method.  The District's ParentSquare platform is a method of communication that allows the District and sites to communicate through phone message, text message, and email.  The sites also support that communication with flyers and mailings.  All communications are in English and Spanish, which are the two languages of majority in the district.  For parents with unique language needs, the district has a partnership with a county organization that offers translation and interpretation services in our more uncommon languages.  Further language support is found at our sites through bilingual interpreters and our Spanish Program Assistants housed at the district office.|Areas of improvement for the district include more specific staff trainings on all aspects of family culture and in particular training on the effects of trauma and loss from factors found in the surrounding community including some lasting effects of the COVID-19 pandemic.  Work has been done in this area for all school sites, but more extensive training is needed for all school sites.  In the 2025-2026 school year there will be continued outreach completed on the Restorative Justice approach, which is an initiative embraced by the District to reduce discipline rates of recidivism and to help students develop the skills needed to resolve conflict peacefully.  Additionally, all administrators continue to focus on improving representation of parents of English Learners on school committees.|To improve the engagement of underrepresented families, AESD leadership is using team meetings to record strategies for parent outreach.  These strategies include using support and outreach staff to have personal conversations with parents to determine the meeting formats they desire in order to feel more comfortable participating on school committees. Administrators will work closely with staff on these changes, and will also utilize teacher/parent relationships to encourage more participation of English Learner parents.  At the District level, the DAC/DELAC committee will discuss this topic among current representatives to widen the net of outreach.  The District will also maintain our Spanish liaisons and continue to partner with a local county organization that provides interpreters in languages that are more uncommon so that we can communicate and encourage the participation of all families. The District will continue our work in mitigating the social emotional effects of the COVID-19 pandemic by maintaining a psychologist and counselor at each school site to better address the needs of students at all levels (Tier 1, Tier 2, and Tier 3).  This will include building upon supports like our social skills groups and additional training that pertains specifically to grief and loss.|Every year, Atwater Elementary School District provides a form of training to assist and support teachers and principals in improving each school's ability to partner with families successfully.  These trainings have included keynote speakers, partnerships and collaboration with experts in this area, and internal trainings focused on school and family partnerships in specific facets of school life (academic, extracurricular, etc.).  Through the District's twice yearly parent teacher conferences, teachers provide parents with resources and supports to help them foster their child's learning and development at home.  These calendared parent meetings are integral in maintaining a high level of parent/teacher communication to help ensure the attainment of goals.  Special populations are monitored through parent conferences and their Individualized Education Plans, which help craft goals for students in specific areas of need.  In these meetings, all parents are provided a copy of the Notice of Procedural Safeguards for parents of students with disabilities and these parent rights are explained as needed in every meeting.  Parents of foster and displaced youth meet with teachers and receive regular and active communication by each site's Community Outreach Coordinator to monitor student progress in all aspects of school life.  The Community Outreach Coordinators also help families of these student populations understand the supports available and the safeguards provided in the school environment. Site principals hold periodic parent information meetings on topics of interest that help them to understand their child's school expectations.  Teachers provide parents with digital resources that allow students to access and continue their learning at home if parents cannot assist them in their school work.  This year's focus of the District are our English Learner and Special Education populations and all levels of supports that are offered.  Teachers have received and will continue to receive comprehensive professional development to serve students under these designations.  The District also works to provide ways of attaining English proficiency for parents wishing to do so.  Additionally, teachers receive training in the focus areas of literacy, mathematics, social emotional learning and the effects of trauma on youth.|A focus area of improvement for Atwater Elementary continues to be to make strides in helping parents feel more empowered to support their child's learning and development at home.  This will be done by exploring ways to build capacity in parents in their understanding of state academic standards and by providing accessible curricular supports to be used at home.  This will also be done by increasing parents' digital literacy skills as this topic has been voiced as a desire in both parent surveys and in person meetings.  Another area identified by survey results is helping parents understand the many social emotional and behavioral supports offered by the District, as well as making sure parents feel heard in decisions affecting the whole school community.|AESD will improve the engagement of underrepresented families to build partnerships for student outcomes in a variety of ways.  By utilizing the strategies outlined previously, the District will hold parent meetings consistent with formats that help our parents feel comfortable in the school environment.  This will necessitate consistent and frequent communication and outreach.  We will also talk directly with parents to understand their needs.  For example, parents within our DAC/DELAC District committee have voiced the desire to understand better the digital world of education that their children are experiencing.  These digital literacy sessions will be based upon the topics most relevant to parents and specific to each school site.  Sites will work with parents to find the most conducive times for their schedules and ensure appropriate language support.|Atwater Elementary School District holds yearly training for administrators pertaining to school advisory groups in regard to parent outreach, advisory role training, and meeting requirements.  Beginning in the 2019-20 school year, sites received specific training resources to help parents effectively participate and engage in advisory groups and the decision-making process.  These materials were created in conjunction with and under the advisement of federal program monitoring staff to ensure appropriateness and compliance.  All materials for advisory groups are provided in English and Spanish.  These site level advisory groups are supported by our District level advisory groups, who collaborate on district-wide decisions in regard to the Local Control Accountability Plan and programs for English Learners.  Community Outreach Coordinators, as well as site administration, work together to recruit parents for these groups and parents are made to feel welcome with refreshments and support for child care.   Particular attention is paid to ensuring that members of our English Learner Advisory Councils and our District English Learner Advisory Council are parents of English Learners so that input and decisions reflect this underrepresented population.  All parent advisory groups are encouraged to be active members in designing and implementing family engagement activities at the school and district levels.  This is further supported by the redesign and implementation of each site's School and Family Compact and Parent Involvement Policy to ensure that parent engagement efforts and opportunities are current and up to date.  In addition to parental advisory groups such as School Site Council, English Learner Advisory Council, and the Parent Teacher Organization, the District sends out a yearly electronic survey soliciting parent input on District policies and programs and LCAP goals.       Atwater Elementary demonstrates an overall strength in including parents in school activities, as evidenced by a strong percentage of parent engagement as measured through the LCAP.  AESD continues to strive to help parents feel like key decision-makers and active partners in their child's education, and efforts are made yearly to find ways to increase parental involvement.  In the coming years, AESD will provide more informational sessions to parents on topics relevant to the local community.|Based on educational partner and local data, AESD will focus on improvement in seeking input for decision-making with parents of English Learners and other underrepresented at promise minority populations.  Evidence of improvement with these target populations will be an increase in parent committee representation at the site and district level.  Additionally, there will be an increase in representation of parents/guardians of these populations during District and site sponsored informational events.|AESD will improve the engagement of underrepresented families by seeking their input for decision-making in a variety of ways.  The District will begin by doing this on an individualized basis with parents/guardians who have not been recorded as having participated in a school or District-wide event.  This data will help us more accurately determine the parents/guardians who might not feel welcome or comfortable attending these events and/or participating as a member of a committee.  Additionally, Community Outreach Coordinators will send out personalized invitations to families within our target groups.  These beginning strategies will form a foundation for increased communication and relationship building that will aid the District in reaching our goal.  It is significant to note that parents reported increased opportunities to provide meaningful input for two consecutive survey years.  2024-2025 data also found that greater than 70% of AESD parents participated in one or more school and district-sponsored events.|5|5|5|5|5|5|5|5|5|5|5|4|Met||2025-06-24|2025
24656490000000|Ballico-Cressey Elementary|3|BCSD does a really good job in offering numerous opportunities for the school staff and families to interact and build positive relationships.  There is a true partnership between the school staff and the families of our students.  We offer monthly Parent Information Nights, School Site Council Meetings three times a year, and monthly Board Meetings.  These meetings are all public and we encourage all families to attend.  We have multiple schools events both to recognize achievement in several areas to celebrate our students.|As part of our continuous improvement efforts, the Ballico-Cressey School District conducted a thorough analysis of educational partner feedback collected through surveys, forums, and school site meetings. The data revealed several strengths in our existing parent engagement practices, as well as opportunities to deepen connections with families in meaningful, targeted ways that support student success.|As part of our continuous improvement efforts, the Ballico-Cressey School District conducted a thorough analysis of educational partner feedback collected through surveys, forums, and school site meetings. The data revealed several strengths in our existing parent engagement practices, as well as opportunities to deepen connections with families in meaningful, targeted ways that support student success.  Parents consistently expressed appreciation for the dedication of teachers and the small, family-oriented environment of our schools. They value open communication and noted the importance of feeling welcomed on campus. However, feedback also pointed to a desire for increased opportunities to support their children’s academic growth at home—particularly in the areas of reading and math—as well as more tools to promote positive behavior and emotional well-being. In response to this feedback, the district has identified the following focus areas for parent interaction and support:  Academic Achievement & Literacy Development  Positive Behavior Supports Parenting Classes & Family Wellness Underrepresented families (English Learners, Socially Economic Disadvantaged, Homeless and Foster Youth, Special Education) are personally invited by phone call to School Events, English Learner Parent Nights, State of the Schools, Parent Information Nights, School Site Council and more.|The Ballico-Cressey School District has made notable progress in building strong partnerships with families and community members that directly support student outcomes. Rooted in the belief that education is a shared responsibility, the district has taken intentional steps to foster trust, communication, and collaboration with its educational partners. Welcoming and Inclusive Environment  One of the district’s greatest strengths is its small, close-knit community culture. Parents consistently report feeling welcomed and valued on campus. School sites have created open-door environments that encourage families to participate in school activities, events, and decision-making processes.   Strong Communication Channels  The district has invested in multiple communication tools to keep families informed, including school newsletters, classroom apps, auto-dialers, and a regularly updated website. Efforts to provide communication in both English and Spanish ensure accessibility for all families.|Focus Areas for Improvement in Building Partnerships for Student Outcomes 1. Deepening Academic Partnership at Home While parents express strong interest in supporting learning, many report feeling uncertain about how to help.  Improvement Actions: Provide accessible, bilingual resources that explain grade-level academic standards and home learning strategies.   Offer parent training on interpreting report cards, assessments, and progress monitoring tools.   Expand family engagement events to include skill-based academic workshops (literacy, numeracy, homework support).|Increasing Two-Way Communication and Decision-Making Opportunities Current communication is strong, but more opportunities for two-way dialogue and shared leadership can enhance trust and investment.  Improvement Actions: Use parent feedback to co-develop programs, not just respond to it.   Expand participation in School Site Councils, LCAP engagement, and advisory groups.   Provide training on school governance and decision-making to empower parent voices.|BCSD does a great job from seeking input from parents, staff members, students and community members.  All of these parties are given surveys on how BCSD can improve.  They also highlight what things are going well too.  These surveys are anonymous so all parties can be completely honest.|Creating More Flexible and Accessible Input Opportunities Traditional meeting formats or scheduling can be barriers to engagement for working families or those with transportation challenges. Improvement Actions: Offer multiple formats for input (e.g., in-person, virtual, surveys, texts, phone calls).   Schedule events at varied times, including evenings and weekends.   Provide child care, meals, or incentives to support attendance.|BCSD will expand the ways that they gather input for decision making.  We will keep the methods that are currently effective and try to improve upon them.  Some new ways to seek input could be gathering information at big school events such as the Trunk or Treat or Winter Program.|5|5|5|4|5|5|5|5|4|5|5|5|Met||2025-06-26|2025
24656496025381|Ballico-Cressey Community Charter|3|Ballico-Cressey Community Charter does a really good job in offering numerous opportunities for the school staff and families to interact and build positive relationships.  There is a true partnership between the school staff and the families of our students.  We offer monthly Parent Information Nights, School Site Council Meetings three times a year, and monthly Board Meetings.  These meetings are all public and we encourage all families to attend.  We have multiple schools events both to recognize achievement in several areas to celebrate our students.|As part of our continuous improvement efforts, the Ballico -Cressey Community Charter conducted a thorough analysis of educational partner feedback collected through surveys, forums, and school site meetings. The data revealed several strengths in our existing parent engagement practices, as well as opportunities to deepen connections with families in meaningful, targeted ways that support student success.  Parents consistently expressed appreciation for the dedication of teachers and the small, family-oriented environment of our schools. They value open communication and noted the importance of feeling welcomed on campus. However, feedback also pointed to a desire for increased opportunities to support their children’s academic growth at home—particularly in the areas of reading and math—as well as more tools to promote positive behavior and emotional well-being. In response to this feedback, the district has identified the following focus areas for parent interaction and support:  Academic Achievement & Literacy Development  Positive Behavior Supports Parenting Classes & Family Wellness|As part of our continuous improvement efforts, the Ballico-Cressey School District conducted a thorough analysis of educational partner feedback collected through surveys, forums, and school site meetings. The data revealed several strengths in our existing parent engagement practices, as well as opportunities to deepen connections with families in meaningful, targeted ways that support student success.  Parents consistently expressed appreciation for the dedication of teachers and the small, family-oriented environment of our schools. They value open communication and noted the importance of feeling welcomed on campus. However, feedback also pointed to a desire for increased opportunities to support their children’s academic growth at home—particularly in the areas of reading and math—as well as more tools to promote positive behavior and emotional well-being. In response to this feedback, the district has identified the following focus areas for parent interaction and support:  Academic Achievement & Literacy Development  Positive Behavior Supports Parenting Classes & Family Wellness  Underrepresented families (English Learners, Socially Economic Disadvantaged, Homeless and Foster Youth, Special Education) are personally invited by phone call to School Events, English Learner Parent Nights, State of the Schools, Parent Information Nights, School Site Council and more.|The Ballico-Cressey Community Charter has made notable progress in building strong partnerships with families and community members that directly support student outcomes. Rooted in the belief that education is a shared responsibility, the district has taken intentional steps to foster trust, communication, and collaboration with its educational partners. Welcoming and Inclusive Environment  One of the district’s greatest strengths is its small, close-knit community culture. Parents consistently report feeling welcomed and valued on campus. School sites have created open-door environments that encourage families to participate in school activities, events, and decision-making processes.   Strong Communication Channels  The district has invested in multiple communication tools to keep families informed, including school newsletters, classroom apps, auto-dialers, and a regularly updated website. Efforts to provide communication in both English and Spanish ensure accessibility for all families.   Consistent Opportunities for Feedback and Voice  Through surveys, LCAP forums, and School Site Council meetings, parents and guardians are regularly engaged in providing feedback. Their input directly informs district planning and resource allocation, reflecting a deep respect for parent voice in shaping educational priorities.   Responsive and Personalized Support  Staff across the district demonstrate responsiveness to family needs, often going above and beyond to address academic, behavioral, and emotional concerns. The district’s small size enables personal connections that lead to meaningful, individualized support for students and their families.|Focus Areas for Improvement in Building Partnerships for Student Outcomes 1. Deepening Academic Partnership at Home While parents express strong interest in supporting learning, many report feeling uncertain about how to help.  Improvement Actions: Provide accessible, bilingual resources that explain grade-level academic standards and home learning strategies.   Offer parent training on interpreting report cards, assessments, and progress monitoring tools.   Expand family engagement events to include skill-based academic workshops (literacy, numeracy, homework support).   2. Improving Outreach to Underrepresented and Hard-to-Reach Families Some families, particularly those with limited English proficiency, work schedules, or limited transportation, may be under-engaged.  Improvement Actions: Implement home visit programs or flexible meeting formats (e.g., virtual, evening sessions).   Create family liaisons or ambassadors who reflect the cultural and linguistic diversity of the community.   Actively seek input from families not traditionally represented on councils or committees.   3. Increasing Two-Way Communication and Decision-Making Opportunities Current communication is strong, but more opportunities for two-way dialogue and shared leadership can enhance trust and investment.  Improvement Actions: Use parent feedback to co-develop programs, not just respond to it.   Expand participation in School Site Councils, LCAP engagement, and advisory groups.   Provide training on school governance and decision-making to empower parent voices.   4. Enhancing Social-Emotional and Behavioral Support at Home and School Families want more tools to help children manage emotions, behavior, and social challenges.  Improvement Actions: Offer family workshops on topics such as emotional regulation, digital citizenship, and restorative practices.   Share behavioral support plans and SEL curriculum with parents to create consistency between school and home.   Develop a resource hub (online and physical) for mental health and family wellness services.   5. Strengthening Access to Parenting and Life-Skills Classes Families have expressed interest in broader supports that go beyond academics.  Improvement Actions: Partner with local agencies to provide classes in parenting, nutrition, digital literacy, and financial wellness.   Ensure these opportunities are accessible (childcare, translation, transportation, flexible scheduling).   6. Tracking and Evaluating Family Engagement Efforts Currently, engagement activities are often informal or difficult to measure in terms of impact.  Improvement Actions: Set clear goals and metrics for family engagement linked to student outcomes.   Collect ongoing data on participation rates, satisfaction, and outcomes tied to engagement.   Use this data to improve and personalize outreach strategies.  By focusing on these areas, Ballico-Cressey School District can build even stronger, more equitable partnerships that empower families|By continuing communication efforts between school and home, we focus on making sure underrepresented families have access to all engagement opportunities.  We want to make sure that they feel valued and heard and that their input matters to us.|Families have opportunities to provide input in the following ways: -Parent Information Nights -LCAP Surveys -School Site Council -BCSD Board Meetings -State of the Schools Address -Parent Teacher Conferences|Creating More Flexible and Accessible Input Opportunities Traditional meeting formats or scheduling can be barriers to engagement for working families or those with transportation challenges.  BCSD Improvement Actions: Offer multiple formats for input (e.g., in-person, virtual, surveys, texts, phone calls).   Schedule events at varied times, including evenings and weekends.   Provide child care, meals, or incentives to support attendance. Improving Clarity and Transparency in the Decision-Making Process Parents and community members may feel unsure about how decisions are made or what level of input they are being asked to provide.  BCSD Improvement Actions: Clearly explain the decision-making timeline, roles, and what is open for input versus what is predetermined.   Use visuals and simplified language to make complex planning processes (like LCAP or budgeting) more understandable.   Train facilitators and staff to frame questions in a way that invites constructive, focused feedback.|Ballico-Cressey Community Charter will expand the ways that they gather input for decision making.  We will keep the methods that are currently effective and try to improve upon them.  Some new ways to seek input could be gathering information at big school events such as the Trunk or Treat or Winter Program.|5|5|4|5|5|4|5|4|5|5|5|5|Met||2025-06-26|2025
24656800000000|El Nido Elementary|3|Communication between the school and families continues to evolve as we develop healthy relationships for student success. Our commitment to family engagement is reflective in the positive parent survey results indicating families feel welcomed on campus, open to discuss their children with staff, have confidence in the district and trust the district and staff in the education of their children.  The ongoing commitment of El Nido ESD is furthered by our participation in the Community Engagement Initiative (CEI) as an added component to the Community Schools Partnership Program.  We have completed year 1 of multi-year CEI work to foster authentic relationships to positively influence the culture so that continuous improvement systems will be based on healthy relationships.|Through enhanced collaboration efforts we have identified authentic parent/family engagement as an area of improvement over the next few years.|The district will continue to enhance engagement of underrepresented families by providing culturally responsive teaching and communication while increasing personal, 1:1 communication opportunities.  As an example, utilizing technology for routine data entry so that staff have more time to make personal contact with families.|El Nido ESD will continue to provide opportunities for staff and families to build relationships through authentic engagement activities to build a strong culture and academic success.  Our strength is our mutual respect and trust that families are providing the very best for their child's success. We provide dedicated staff to support ongoing parent capacity and engagement in family nights and expanding parent education to learn about what is needed for intellectual and social-emotional success. The District also completed year 1 participation in the state supported Community Engagement Initiative to provide technical support and opportunities to further authentic engagement and network with other LEA teams of similar makeup across the state.|A focus area of improvement for ENESD is to continue to build systems to support personalized communication among our parents/caregivers/guardians.  Building the capacity of parents in the areas of self-help, technology skills and awareness, as well as academics with a focus on college and career pathway planning is a priority.  Seeking partnerships with other agencies, organizations and businesses will also add value and opportunities to improve student outcomes.|EL Nido ESD is working on providing families with the opportunity to participate in trainings and informational sessions in the areas self-help, technology, and education-based trainings.|Families have the opportunity to plan, design, implement and evaluate engagement activities in a variety of methods including surveys, SSC, DELAC, family events, and open conversations with administration and staff.  The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level. Examples are found in the development and implementation of the El Nido Graduate Profile and the Community Engagement Initiative Leadership Team which complement engagement efforts and build leadership skills among the families.|An area of focus for improvement is to continue to build the capacity of parents and community members who serve on our advisory committees to take an increasingly active role and ownership to build the capacity in others.|El Nido ESD will continue to expand opportunities for families, specifically underrepresented families to provide input and participate in the decision making process at ENESD.  We will seek out new methods to recruit members to our advisory boards through the support from Community Engagement Initiative.  Communication and survey methods will be expanded upon in order to solicit more input from families through an increasingly personalized approach.  For example, our offer of both digital and print surveys returned 93 surveys/ 95 families; a marked improvement.  Furthermore, our Conocimientos sessions were well attended which allowed small groups of 4-6 partners hold informal conversations with administrators. We will also provide training to our advisory board members which will contribute to increased capacity.|5|5|5|5|5|5|5|5|5|4|5|5|Met||2025-06-24|2025
24656980000000|Hilmar Unified|3|"Many opportunities for participation are provided in the primary language of the parents.  All communication to parents is provided in English and the primary language of our student population. The ""Coffee with the Superintendent"" YouTube live-stream broadcasts are provided in English, Spanish, and Portuguese. The district has about 99% of its parents enrolled in ParentSquare. Parents can select the language in which they are most comfortable using. Parent volunteers work in classrooms at pre-Pandemic levels at all elementary school sites. Parent conferences are well attended by all parents, regardless of language and SED status. Interpreters are provided as needed. All sites have made good progress in hiring Spanish and/or Portuguese-speaking office staff to better meet the needs of parents.  Mental Health services have been expanded to provide even more resources to families and most of the services have Spanish-speaking personnel.  Some of the school counselors, as well as all three psychologists, are fully bilingual and in some cases, trilingual.  Sites provide opportunities to value and celebrate home cultures through family nights such as ""Dia de la Familia"", ""Noche de Orgullo"", ""Dia de los Muertos"", and ""Portuguese Immigrant Night"". Additionally, the music and art programs have made strides in incorporating music and arts/artists from different cultures into the HHS curriculum and performances."|Hilmar USD needs to increase the participation of SED and English-Learner and non-English-speaking families in all activities, especially in school leadership roles.|HUSD will improve engagement of underrepresented families in the following ways:  -The district will offer more workshops and classes for all parents, especially underrepresented parents, covering a range of topics that meet parents' self-identified needs as well as building leadership capacity.   -HUSD will make sure all its school sites are more inclusive and welcoming by providing signage updates so that all signs at all schools are written in English and Spanish.  -Communication will continue in all languages of the parents. -Continue to provide daycare and flexible times/activities for parents to volunteer and/or attend trainings and meetings.|HUSD has a strong partnership with parents and the communities it services.  Parent groups, such as PTO, as well as Booster Clubs, such as Ag Boosters and Football Boosters, are active and support schools both financially and through attendance at activities. Parent committees such as ELAC and SSC have had good participation, and all Title I schools offer Title I Parent Meetings, as well as training for parent volunteers. At the district level, parents are involved in advisory roles such as the Local School Wellness Committee, DELAC, and DAC. Additionally, the district makes a concerted effort to get parent feedback through its annual LCAP Parent Survey by providing the surveys in both printed and electronic forms (in English and Spanish), and providing incentives for the students whose parents complete the survey.  The results from the LCAP Parent Survey taken in March/April of 2025 indicate that parents feel positively about their children's schools and the staff at those schools, as illustrated by the percentage of parents responding with some level of agreement (“strongly agree” or  “agree”) to the following LCAP survey questions related to school climate:  My child feels safe at school = 93% -Teachers & staff care about my child’s well-being = 96% -I feel welcome at my child’s school = 96% -Teachers at my child’s school are helpful & easily accessible = 95% -Administrators at my child’s school are helpful & easily accessible = 96% -Office staff at my child’s school are friendly & helpful when I call or visit = 97%  The results from the LCAP Parent Survey taken in March/April of 2025 indicate that parents generally agree that the schools/district seeks input from parents for decision-making purposes, as illustrated by the percentage of parents responding with some level of agreement (“strongly agree” or  “agree”) to the following LCAP survey questions related to parent engagement:  -The school-to-home communication at my child’s school is effective = 96% -I have an opportunity to be involved in my child’s education = 94% -The school considers/values parent input when making decisions = 91% -The district considers/values parent input when making decisions = 89%|According to the LCAP Parent Survey, parents continue to indicate they are generally involved to the extent they want or can be. However, HUSD will continue to look for ways to engage parents in the school setting. HUSD will continue to engage underrepresented families through focused contact and by providing trainings on topics parents have requested, offered at times that are convenient for parents. |HUSD plans to improve engagement of underrepresented families by providing more opportunities for training on leadership and support. This will also address the need parents shared regarding wanting to build a community of parents that can support and encourage each other. Every effort will be made to help parents learn to advocate for their child's education.|HUSD has a strong relationship with parents and community as is evident in the past through classroom volunteers, attendance at parent-student-teacher conferences, Back-to-School nights, Open Houses, parent meetings, sophomore-parent academic progress meetings, etc. All site-based and district-level advisory groups receive training on their roles and responsibilities every year so that those representatives are better able to be involved in the district's and schools' decision-making processes.  The results from the LCAP Parent Survey taken in March/April of 2025 indicate that parents generally agree that the schools/district seeks input from parents for decision-making purposes, as illustrated by the percentage of parents responding with some level of agreement (“strongly agree” or  “agree”) to the following LCAP questions related to parent engagement:  -The school-to-home communication at my child’s school is effective = 96% -I have an opportunity to be involved in my child’s education = 94% -The school considers/values parent input when making decisions = 91% -The district considers/values parent input when making decisions = 89%|HUSD will continue to make sure that parents of under-represented students have a voice in decision making.|Engagement of underrepresented families will be done in various ways. This will include electronic and hard-copy parent surveys. School personnel will also reach out to parents through informal settings such as student pick-up and drop-off.  Parents will be invited to be part of committees such as ELAC and SSC.|4|4|3|3|3|3|3|3|3|4|4|3|Met||2025-06-25|2025
24657220000000|Le Grand Union Elementary|3|Participating educational partners identified no current strengths|- Having friendly office staff - Being present and positive at drop off and pick up - Hosting family night activities - Hosting before and after-school social functions - Inviting parents to attend and participate in school functions - Providing more opportunities for parents to be on campus - Providing a variety of times for family information sessions - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Working regularly with community partnership programs and organizations - Offering more sports activities|- Communicating with families via ParentSquare - Creating an anti-bullying environment - Creating an environment where all students and families feel safe and respected|- Creating an anti-bullying environment|- Having friendly office staff - Being present and positive at drop off and pick up - Hosting family night activities - Hosting before and after-school social functions - Inviting parents to attend and participate in school functions - Providing more opportunities for parents to be on campus - Providing a variety of times for family information sessions - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Working regularly with community partnership programs and organizations - Offering more sports activities - Creating an environment where all students and families feel safe and respected - Being equitable in holding kids accountable for following school policies - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations - Hiring, training, and retaining staff with the best interests of students and families - Providing professional development for all staff - Providing resources to help families guide their children academically - Creating transparent plans for the future of the district / school - Providing workshops for parents|- Communicating with families via ParentSquare - Communicating with families via social media - Providing families with a calendar of events - Communicating non-curricular information to parents - Sending updates of classroom occurrences - Communicating updates on behavior and grades - Providing all written communication in both English and Spanish - Providing frequent positive communication - Holding parent conferences and SST meetings - Setting up open lines of communication with all stakeholders|- Collecting information from families through web surveys - Providing families with a calendar of district meetings - Providing all written communication in both English and Spanish - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Holding parent conferences and SST meetings - Holding regular School Site Council Meetings - Holding regular DELAC / ELAC Meetings - Working regularly with community partnership programs and organizations - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Providing workshops for parents on School Site Council purpose and rules - Providing workshops for parents on ELAC and DELAC purpose and rules|Participating educational partners identified no focus areas|Participating educational partners identified no needed actions|4|3|3|3|2|3|3|3|3|3|3|3|Met||2025-06-10|2025
24657300000000|Le Grand Union High|3|- Communicating with families via ParentSquare - Providing all written communication in both English and Spanish - Having friendly office staff - Being present and positive at drop off and pick up - Hosting before and after-school social functions - Inviting parents to attend and participate in school functions - Providing more opportunities for parents to be on campus - Treating all families’ needs and beliefs with equal care - Continuing to serve underrepresented populations through the adult education program - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations|- Communicating with families via social media - Communicating non-curricular information to parents - Providing frequent positive communication - Working regularly with community partnership programs and organizations - Hiring, training, and retaining staff with the best interests of students and families - Providing professional development for all staff - Creating transparent plans for the future of the district / school|- Sending updates of classroom occurrences|- Having friendly office staff - Providing a variety of times for family information sessions - Continuing to serve underrepresented populations through the adult education program - Providing resources to help families guide their children academically|- Communicating non-curricular information to parents - Providing frequent positive communication - Holding parent conferences and SST meetings - Setting up open lines of communication with all stakeholders - Creating an anti-bullying environment|Participating educational partners identified no needed actions - Providing families with a calendar of events|- Collecting information from families through web surveys - Holding regular School Site Council Meetings - Holding regular DELAC / ELAC Meetings - Working regularly with community partnership programs and organizations - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program|- Providing families with a calendar of district meetings - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Holding parent conferences and SST meetings - Providing workshops for parents on School Site Council purpose and rules - Providing workshops for parents on ELAC and DELAC purpose and rules|Participating educational partners identified no needed actions|4|4|4|4|4|4|4|3|4|4|4|4|Met||2025-06-23|2025
24657480000000|Livingston Union|3|During the 2024/25 school year, LUSD employed 4 parent liaisons whose visibility, availability to staff and parents and ability to connect with families in their home language was an identified strength.  School counselors meet at least once per year with middle school parents regarding academic performance. Multiple opportunities are available to parents to visit their child’s school such as open house, parent conference, principal Coffee Connections, cultural festivals, athletic events and awards celebrations. In addition, EL parent nights are hosted at each school site as well as DELAC parent meetings hosted at the district office. The use of the District’s parent liaisons continues to be evaluated, monitored and modified to best support all LUSD families and staff.|Professional learning opportunities continue to  be offered to both certificated and classified staff.  An area of focus and improvement would be to continue to offer and extend these opportunities to families.|LUSD will continue to improve home-school communications and strive to increase involvement of underrepresented families, particularly those of foster youth and homeless students.|LUSD offers many tools and resources to support learning in the home.  Math manipulatives and electronic devices are available for students to take home to continue their learning as well as continued access to digital educational programs beyond the school day.  Families have access to monitor student progress through the Aeries Parent Portal, data reports and bi-annual parent conferences.  School year 2024/25 marked the third annual District sponsored LUSD Parent Conference, which emphasized community resources, local partnerships and local keynote speakers.  An added support has been the District’s use of a BCBA for behavioral support in the classroom. Efforts to support families in understanding their parental rights and student advocacy are provided through PIQUE, PLTI, SST, 504 and IEP meetings.|Widening the District’s outreach and connecting with more families would be an area of focus.|LUSD will continue to improve home-school communications and strive to increase involvement of underrepresented families, particularly those of foster youth and homeless students.  Ongoing family input will be collected and analyzed to meet the specific needs of underrepresented families.|DLA, DELAC and ELAC groups offer opportunities for parents to give input on site and district initiatives. Stakeholder meetings with representation from families, teachers, principals, district administration, certificated and classified staff are also held for input and feedback. Parent liaisons continue to attend CABE for strategies to connect with underrepresented families.|Broad representation from underrepresented families continues to be a challenge and is an identified focus area for improvement.|There has been an increase in family engagement opportunities through ELOP activities such as district wide soccer, volleyball and cross country leagues, Folklorico and STEM fair.  These and similar opportunities will continue to be offered to further improve engagement of underrepresented families.|3|5|3|4|3|4|4|4|4|4|4|5|Met||2025-06-17|2025
24657550000000|Los Banos Unified|3|The district continues to work with administrators and engaging in 2-way communication with families and educators. Educational partners noted district schools were more welcoming and supportive of families this past year; however, they did note that communication by the district and the sites can be improved.|The district needs to provide more training and professional development for teachers and classified staff focused on building trusting and respectful relationships with families. Educational partners expressed concern that the district curriculum does not adequately reflect the cultures of students or differentiate enough to meet the needs of a diverse learner population.|LBUSD continues to increase outreach efforts to underrepresented families. The district has held meetings at the local migrant housing camp and will continue to do so. The district is finalizing plans for a family resource center to help centralize efforts to reach out to families throughout the district. The community schools team already held a summer kickoff event where over 1000 parents, students, staff, and community members attended. The team plans to hold more events next year at a district and site level.|The district has made strides in setting up parent communication tools through AERIES and Parent Square. The district recently shared an smartphone app linked to the district website to increase communication with the district community. The district held a series of parent workshops each month for the parents of students with disabilities to help them better understand their rights, special education laws, and the individualized education plan process. In addition, the district has reached out through focus groups, surveys, and community meetings to provide opportunities for the local school community to connect with the district.|On the 2025 annual LCAP survey, staff continued to express concerns about the state of school facilities. Staff also expressed concerns regarding communication between the district and teaching staff. Staff requested additional professional training around meeting the social emotional needs of students and how to support special education students. In addition, staff expressed a desire for more frequent communication and transparent opportunities to participate in decisions with district leadership. Parents expressed generally positive views of their student's schools, but would like more opportunities to engage with the school and the teachers.|Parents from DELAC requested additional parent workshops on a variety of topics to support parents support their child's education.|All LBUSD schools have fully functioning School Site Councils and English Learner Advisory Committees. Members of these committees have been provided training regarding the purpose of their respective committees and their roles. The SSCs at each site also serve as Community School Advisory teams to assist in the monitoring of the district California Community Schools Partnership Program (CCSPP). The SSCs as duly elected representatives of the educational partners at each school site and using the four pillars of the CCSPP framework monitor the needs in their school community to better serve the students of LBUSD. The district uses existing structures to involve the school community in making decisions.|As a focus area for improvement, LBUSD will continue to provide training and support to school site councils to increase parent participation in the school decision making process. In addition, LBUSD will continue to conduct surveys and focus groups to capture the sentiments and input of the district community.  The district will improve its communication regarding events and will change the format of the events to create a more positive and interactive family atmosphere where families will want to attend. Additionally, the district will schedule events virtually to enable families who will not or cannot attend in-person events to participate.|The district will continue to reach out to underrepresented families to seek their input and participation.|3|3|2|3|3|3|3|4|4|4|4|4|Met||2025-06-18|2025
24657630000000|McSwain Union Elementary|3|The LEA currently communicates with families in multiple ways and shows strengths in the following areas: -Daily use of student planners for 3rd-8th grade students -Written communication in English and Spanish -Dialers, emails and text messages in English and Spanish -School calendar on school website -English and Spanish-speaking office clerks - Progress reports each grading period to 4th-8th grade parents -Parent/teacher conferences and report card nights twice per school year -Regular morning Coffee With the Principal meetings with parents of English Language Learners.|The LEA believes that the input it receives in a less formal process is valuable for the LEA, the families as a whole, and the student. Our greatest opportunity is to increase the amount of input we receive as it is very limited. Our goal is to increase the input received by training teachers to solicit it directly during their interactions with parents since they have the greatest number of opportunities.|The LEA is focused on developing ways to increase communication with underrepresented families especially. We will continue to collaborate and consult with other LEAs in Merced County to see what ideas have worked for them to improve the quantity of relationships between School Staff and Families|The LEA has been able to seek and secure input for decision making through principal, SSC, and DELAC meetings. With COVID past, the LEA continues to increase the number of families involvement activities at the school site. We have had record number of families attend events that include Back-to-school nights, Grandparent day, and the Annual Family BBQ just to name a few.|The LEA will focus on improving participation in the following committees: -Local Control and Accountability Plan -Wellness Committee -Safety Committee|The LEA is focused on developing ways to increase communication with underrepresented families especially. We will continue to collaborate and consult with other LEAs in Merced County to see what ideas have worked for them to improve the quantity of relationships Seeking Input for Decision-Making.|The LEA has been able to seek and secure input for decision making through principal, SSC, and DELAC meetings. With COVID past, the LEA continues to increase the number of families involvement activities at the school site. We have had record number of families attend events that include Back-to-school nights, Grandparent day, and the Annual Family BBQ just to name a few.|The LEA will focus on improving participation in the following committees: -Local Control and Accountability Plan -Wellness Committee -Safety Committee|The LEA is focused on developing ways to increase communication with underrepresented families especially. We will continue to collaborate and consult with other LEAs in Merced County to see what ideas have worked for them to improve the quantity of relationships Seeking Input for Decision-Making.|5|5|4|4|4|4|4|4|4|3|4|4|Met||2025-06-24|2025
24657710000000|Merced City Elementary|3|Strengths and progress relative to Building Partnerships and Student outcomes include conducting Parent-Teacher Conferences and progress reporting at least twice per school year. Resources for parents and families, including video tutorials focused on accessing learning, are available on the District webpage in multiple languages. The Aeries Parent Portal and Gradebook connect families to student progress information at times convenient for families. MCSD and its' school sites utilize ParentSquare to actively inform families of important messages and engaging events. A variety of community resource representatives (e.g., Merced Adult School, UC Merced, and the City of Merced Parks and Recreation Department) link with the Family Engagement Resource Center to support expanding partnerships beyond the school community.|MCSD continues to strive to meet its' families unique needs in order to improve the development of partnerships and thus, student outcomes. Identified areas of improvement include, but are not limited to: (a) flexible times for family engagement opportunities; (b) flexible locations for family engagement opportunities; and (c) materials for family engagements are presented in a variety of home languages.|MCSD will improve the engagement of underrepresented families in a variety of ways. As previously mentioned, MCSD will strive to hold district and school-based engagement opportunities in various locations and times around our district, as well as ensure materials are presented in appropriate home languages.|The District continued using the California Healthy Kids Survey, California Schools Parent Survey, and California Schools Staff Survey during the 2024-2025 academic year. The results from the survey served as a comparison to the 2022-2023 surveys. Response rates for students and teachers were the same or higher than the prior year. Approximately 89% of parents reported feeling welcome at the school, a 3% increase compared to the previous year. On average, 69.75% of students in grade five through eight reported feeling safe at school and 58.5% reported a sense of belonging. The District added crowdsourcing to collect qualitative measures from families through the ThoughtExchange platform to identify common themes in parent and community reporting. Frequent Parent Square messages and social media posts (e.g., Facebook, Twitter, Instagram) continue to be ways for parents to receive information and connect to their child's school. Family Help Stations are installed at each MCSD site, as well as staff to help families access information through electronic and other resources.|The District continues to emphasize ensuring families are aware of programs and supports available from the Family Engagement Resource Center, or FERC. Additionally, families requested opportunities to be heard, therefore, time to listen to families and stakeholders is included on agendas as a standing item for family and community meetings.|"District staff will continue to seek out partnerships with underrepresented families by conducting deliberate outreach in multiple languages through the school and community events and through work with organizations that advocate for them (e.g., Lao Family, Merced Hispanic Chamber of Commerce, Merced Black Parallel School Board). The District will continue to bring awareness of the resources available to families by instituting ""FERC Fridays"". Three district Community Outreach Specialists (COSs) will be at the front gate of each school site two times a year (18 x 2) at the time of student ingress to engage our families as they drop their children off at school. They will be able to interact with the families and provide information. The District will also conduct bi-monthly virtual engagements that promote family efficacy. Finally, our staff will be attending at least one staff meeting at each site where we share FERC opportunities with our staff so our district employees are privy to the support available."|Community participation in local Governing Board meetings and community forums is easily accessible in both in-person and remote formats. Surveys, crowdsourcing results, and district and site-level committees provide families with a voice and influence in decision-making. District and school staff provide governance instruction to families and committee representatives so they can participate fully in the decision-making process.|Based on input from educational partners, MCSD will continue to set aside time in its LCAP Forums to capture the community voice. Other opportunities, such as Coffee with the Superintendent or Town Hall meetings, will continue in the 2025-26 school year.|Efforts to improve the engagement of underrepresented families for decision-making include creating intentional connection opportunities for parents and guardians of English learner, African American, and Homeless students, Foster Youth, and Students with Disabilities. The creation of engagement activities encompasses considerations of language accessibility, child-care needs, adequate time to formulate and share ideas, and meeting locations that are familiar, convenient, and provide a sense of emotional safety for families.|4|4|3|5|3|3|3|3|4|4|3|3|Met||2025-06-24|2025
24657890000000|Merced Union High|3|The Merced Union High School District has shown notable strengths and progress in building relationships between school staff and families. Families are actively encouraged to participate in their child’s education through various meetings and activities, such as IEP’s/504’s, Student Study Teams, School Site Council, Booster Clubs, parenting classes, and English Learner Advisory Committee. Their involvement provides essential input into the decision-making process, fostering a collaborative, and inclusive atmosphere.  Additionally, MUHSD’s Career Technical Education programs have established strong partnerships with local industries and postsecondary institutions. These collaborations ensure that programs and curricula are aligned to support successful student outcomes, making students both college and career ready.  MUHSD has a full time Director of Communications at the district level. The Director utilizes social media, district and sites’ websites, and the district’s communication platform, Parent Square, to communicate and showcase MUHSD events and activities to parents and community members in multiple languages. MUHSD strives for meaningful two-way communication for the school community that goes beyond compliance notifications and social media promotions. With more two-way communication, MUHSD strives for interactive, equal, and feedback oriented communication between the school sites and families. MUHSD recognizes that building relationships between school staff and families is key to the success of students.|MUHSD has identified key focus areas for improvement in building relationships between school staff and families. MUHSD will intensify efforts to strengthen partnerships with families, community members, industry, and postsecondary partners to ensure more accessible opportunities for educational partners to actively participate and have a voice in the decision-making process. Additionally, MUHSD will seek to enhance communication channels and provide more resources and support to ensure that all educational partners can engage meaningfully and contribute to the district's continuous improvement efforts.|The Merced Union High School District will strengthen engagement with underrepresented families by improving relationship-building between school staff and families. MUHSD will continue to collect and review data to identify underrepresented groups and address barriers to participation. To support meaningful communication, the district will provide translated materials, bilingual staff support, and multilingual signage. MUHSD will also deepen partnerships with community organizations and local leaders to connect families with educational resources, services, and school events, fostering trust and collaboration.|The Merced Union High School District demonstrates significant strengths and progress in building partnerships for student outcomes. MUHSD’s Communication Department leverages social media, district and school websites, and the communication platform Parent Square to engage parents and community members. These communications are provided in multiple languages to ensure inclusivity. MUHSD is committed to fostering meaningful, two-way communication that goes beyond compliance notifications and social media promotions. By emphasizing interactive, equal, and feedback-oriented communication between school sites and families, MUHSD underscores the importance of building strong relationships between school staff and families, recognizing this as crucial to student success.|MUHSD remains committed to strengthening partnerships between families and school sites to improve student outcomes.  MUHSD provides ongoing professional learning to help staff understand the value of building strong relationships with families. MUHSD regularly reviews and refines these opportunities to enhance staff capacity in family engagement. Recognizing the importance of relationships and social-emotional learning, the district supports teachers in effectively communicating with families about student progress and strategies for success. Additionally, counseling staff are collaborating with the district office to establish clear, measurable, and consistent expectations for counseling services, including how they will be tracked and reported to ensure all students receive consistent support.|MUHSD is about 80% unduplicated students and knows the importance in engaging underrepresented families in supporting and building partnerships for student outcomes. MUHSD and school sites are working together in identifying and defining what services will be provided to all students and underrepresented students. Staff will have a common understanding of Multi-Tiered Systems of Support to further encompass the early identification and support of students with social-emotional, academic and/or behavioral needs.|MUHSD has made significant progress in seeking input for decision-making through the structured approach of educational partners collaborations and the annual adoption of the California Family Engagement Framework by the MUHSD Board. By encouraging participation from staff, students, families, and community members through various platforms like IEP’s/504’s, Student Study Teams, School Site Councils, Booster Clubs, parenting classes, English Learner Advisory Committees, and LCAP meetings, MUHSD and its sites ensure diverse perspectives are included. Educational partner collaborations help facilitate timely data analysis, discussions on the needs of underrepresented students, and budget distribution deliberations, which support the decision-making process. MUHSD’s data-driven approach enhances the relevance and effectiveness of its decisions, addressing the needs and priorities of the entire school community.|Based on educational partner input and local data, MUHSD is focused on improving how it seeks input for decision-making by enhancing data transparency and engagement efforts. The district collaborates with external partners, including Capital Impact Consulting, 2Teach, Panorama, and Parsec Education, to provide accurate, timely data that informs decisions. According to the 2024–25 California Healthy Kids Survey, 71% of parents agreed that schools actively seek their input before key decisions. MUHSD remains committed to increasing that percentage by expanding outreach, ensuring all families, especially underrepresented groups, feel heard and supported. Efforts continue at both the district and site levels to encourage parent participation in advisory committees and other decision-making forums.|Improving two-way communication with families, especially those who are underrepresented, is a priority for MUHSD. The district and school sites recognize the importance of interactive, feedback-oriented communication to strengthen family engagement. Efforts to increase outreach include more in-person meetings, personal phone calls, parent support classes, and ongoing opportunities for feedback. MUHSD is also committed to ensuring underrepresented families have meaningful opportunities to participate in decision-making. This includes expanding the use of communication tools such as ParentSquare, the Aeries Parent Portal, newsletters, and social media. To ensure all families can access information, the district will continue to provide translated materials and language-accessible communication across all platforms.|4|4|3|4|4|4|4|4|4|3|3|3|Met||2025-06-11|2025
24658130000000|Plainsburg Union Elementary|3|A strength of PUESD is the willingness of our parents to volunteer to support our school in any way possible.  An example of this is our Parent Club.  They have created a social media page that has amplified our communication to the community.  In fact, this has become the preferred method of communication for parents.|A focus area of improvement will be how to prioritize communications that are sent home electronically.  Parents complain of over-communication by the district.|The staff of PUESD works and will continue to work hard in communication with families, especially underrepresented families.  PUESD strives to keep parents connected to school and school activities. PUESD will evaluate communication platforms and messages to determine which platform is best suited for the type of communication we are trying to send.|A strength for PUESD in this area is that we have built a strong partnership with our parent club.  This facilitates ease of communication between the school and the community at large.  We also have calendared events to meet with families, including two sets of parent conference weeks in order to facilitate communication between the parents and teachers regarding student progress.  A final strength is the in person events we host.  For example, our end of the year track meet will also serve as a way for parents to pick up summer school back packs full of supplies to keep kids engaged in learning over the summer.  This also provides an opportunity for parents, students and staff to spend time with one another in a positive environment.|An area of focus in this area will be to onboard new teachers to our processes for communicating with parents, including conferences, open houses and back to school nights.|We will mentor new staff in this area as they are hired at PUESD.|A strength in this area is the multiple platforms we use to solicit input from parents and families.  We also work with outside organizations, such as migrant education, the other schools in the tri-city area to solicit input from our larger community.  For example, we have held a tri-cities board meeting, with boards from Plainsburg, Planada and Le Grand.|A focus area for improvement is to increase the percentage of parents responding to the Annual LCAP Survey.|We will analyze our methods of communication to how we ask for feedback from parents in order to increase parental responses.|5|5|5|5|5|5|5|4|5|4|4|4|Met||2025-06-12|2025
24658210000000|Planada Elementary|3|- Communicating with families via ParentSquare - Providing families with a calendar of events - Providing all written communication in both English and Spanish - Holding parent conferences and SST meetings - Hosting family night activities - Hosting before and after-school social functions - Inviting parents to attend and participate in school functions - Providing a variety of times for family information sessions - Continuing to serve underrepresented populations through the adult education program|- Communicating non-curricular information to parents - Providing more opportunities for parents to be on campus - Creating an anti-bullying environment - Being equitable in holding kids accountable for following school policies - Treating all families’ needs and beliefs with equal care - Providing professional development for all staff|- Offering more sports activities|- Communicating with families via ParentSquare - Communicating with families via social media - Providing families with a calendar of events - Communicating updates on behavior and grades - Providing all written communication in both English and Spanish - Providing frequent positive communication - Providing more opportunities for parents to be on campus - Offering more sports activities - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations - Providing resources to help families guide their children academically|- Sending updates of classroom occurrences - Providing workshops for parents|Participating educational partners identified no needed actions|Participating educational partners identified no current strengths|- Collecting information from families through web surveys|Participating educational partners identified no needed actions|4|4|5|5|4|4|5|4|5|5|5|5|Met||2025-06-19|2025
24658390000000|Snelling-Merced Falls Union Elementary|3|According to the most recent survey results for 2025, 100% of students feel safe and enjoy school.  100% of teacher-parent conferences are held twice a year.  A strong attendance for school-held activities take place multiple times throughout the school year.|Based on the analysis of our educational partners and local data, Snelling School will continue to focus on improving building relationships between school staff and families through he Remind app for parents and teachers to communicate throughout the school year.  Also, a school wide communication system is in place and sustainable.  Parents are welcome to also volunteer to help at various events and classrooms throughout the school year.|An ELPAC family night was held in May of 2025 to gain input from our underepresented families for our ELD students.  Also, ongoing communication for our foster students remains consistent within the foster parent, social workers, and/or Merced County Office of Education.|Snelling School strives to increase its opportunity to build partnerships for student outcomes every year.  Parents are happy with the partnerships for arts and music, as well as our sports program, after school program and leadership opportunities for all students.|Each year, Snelling School tries to increase the amount of opportunities students have in order to increase student outcomes.  We also partner with our local 4-H community to build strong student outcomes in a variety of areas of subject.|Snelling School offers a translator at meetings and conferences to establish and maintain relationships with our EL families all year.|Annual surveys, SSC, ELAC and local board meetings offer opportunities for the parents and community to offer input and decision making in a variety of areas of need when appropriate.|Snelling School will try to increase survey responses by putting the survey out for a longer period of time and multiple times throughout the school year.|A translator is offered on campus through the school day, at parent teacher conferences, to explain parents rights and any other need that may arise in order to communicate to the best of our ability.|4|4|4|5|1|4|5|5|4|4|5|4|Met||2025-06-17|2025
24658620000000|Weaver Union|3|The LEA demonstrates strong family engagement through consistent and accessible communication channels, including ParentSquare, school and district webpages, and site-based social media platforms. A key enhancement this year was the launch of District Parent Café meetings, where departmental staff shared information on student services and provided opportunities for parents to ask questions—fostering transparency and active participation.  We also expanded parent education offerings, including PIQE (Parent Institute for Quality Education) and ESL classes, to support family involvement in student learning. School sites regularly host awards ceremonies, cultural celebrations, and family events that welcome parent participation. Advisory meetings such as ELAC, SSC, and DELAC are consistently well attended, reflecting a strong commitment to shared decision-making. Additionally, surveys are distributed to gather meaningful parent input on both school and district-level needs, priorities, and planning efforts.|We are committed to deepening our connections with families by sustaining key initiatives such as parent education programs, District Parent Café meetings, and timely communication through our ParentSquare platform. Invitations to school and district events will continue to be extended to all families to promote inclusive participation. Additionally, we will maintain and strengthen engagement with established parent advisory groups, encouraging consistent involvement and two-way communication.|In the upcoming year, the district will implement a newcomer parent support program designed to welcome and assist families who are new to our schools and community. Our liaison team will continue to play a vital role by conducting home visits to support families facing challenges and by connecting them with appropriate community resources. Outreach efforts will remain multifaceted, utilizing social media, phone calls, and email to ensure consistent and accessible communication with all families.|Our school calendar includes designated days for parent-teacher conferences at each site, providing families with opportunities to discuss student progress and academic data. In addition, school sites host family nights and academic-focused events aimed at equipping parents with strategies to support learning at home. Throughout the year, data related to student outcomes and school initiatives is also shared during our regularly scheduled parent meetings, ensuring families remain informed and engaged in the educational process.|As part of a new districtwide initiative, we will place a greater emphasis on sharing academic and engagement data with parents, students, teachers, and administrators. This increased transparency is intended to strengthen partnerships, support informed decision-making, and align all educational partners around student progress and needs.|We will continue to engage families and encourage their participation through both digital communication platforms and direct personal outreach. This dual approach ensures that our messages are accessible and that families feel personally invited and supported in their involvement.|To inform district decision-making, we regularly use digital surveys to gather input from families. In addition to online feedback, we hold in-person meetings with established parent advisory groups—including School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), and Parent Café sessions. These meetings provide meaningful opportunities for parents to engage in dialogue, offer input, and stay actively involved in shaping district priorities.|We are committed to expanding the reach and impact of our parent groups by consistently sharing information, gathering input, and encouraging active participation during meetings such as SSC, ELAC, DELAC, and Parent Cafés. Our ongoing strategy to strengthen public relations includes a multi-tiered approach: leveraging digital communication platforms, hosting in-person engagement opportunities, and making personal phone calls to foster stronger, more personalized connections with families.|As previously noted, our district benefits from a dedicated community liaison team that conducts home visits and personalized phone outreach to strengthen connections with underrepresented families. These efforts help build trust and ensure that all families—regardless of background—feel valued and supported. Additionally, our digital communication platform provides translation in multiple languages, increasing accessibility and ensuring that important information reaches a linguistically diverse parent community.|5|4|5|4|5|4|5|4|4|4|4|3|Met||2025-06-20|2025
24658700000000|Winton|3|Winton School District (WSD) creates a welcoming environment for all families in the community. WSD posts posters/flyers in English and Spanish. There is at least one Spanish speaking staff in the office. Either on the counter or wall display, there are parent information resource materials for parents to access. WSD keeps its campus clean and safe. WSD provides two-way communication, in home languages, to share information and receive feedback in various settings such as the Local Control and Accountability Plan Educational Partners Meetings, School Site Council and Site English Language Advisory Council, and Parent Meetings. Parents are invited and attend school performances and academic achievement awards assemblies. Child care is always provided during School Site Council Meetings and other parent involvement meetings. The most recent Parent Survey was conducted in 2023-2024 school year. The results showed that 78% of the parents who submitted the survey feel that the schools are a welcoming place.  WSD provides information about parent involvement opportunities through district, school, and/or class newsletters, the district's web site, and other written or electronic communications. The AERIES Communication autodialer sends home messages either in English or Spanish depending on the parents correspondence language preferred. To the extent practicable, provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English.  WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs.|A focus area for improvement is to encourage staff to learn about each family's strengths, cultures, languages, and goals for their children.  The 2023-2024 Parent Survey indicates that only 69% of the responses say that it is easy to get an interpreter.  If meetings are planned, school staff will secure an interpreter for the parents.  If the meetings are not planned and there are no staff in the office to interpret, the schools will contact the district's liaisons to assist with interpretation.|Winton School District (WSD), to the extent practicable, will provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English.  WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs.|"Winton School District (WSD) holds an annual meeting during Back to School Night which all parents/guardians of participating students are invited and encouraged to attend, in order to inform them of their school's participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. At this time, the Parent Involvement and Rights information are distributed to the parents and shared with them informing them of opportunities to participate in their child’s education. Also, during Back to School Nights, the classroom teachers provide parents/guardians with information about their students' class assignments, homework assignments, and classroom expectations and instructions.  At the beginning of each school year, parents and students are given the “Responsible use of internet and technology resources contract for students and parents"" outlining the acceptable and unacceptable use of technology. At the middle school, parents have access to the AERIES Parent Portal to view students' grades/assessments/discipline. A document outlining the steps to set up and access the AERIES Parent Portal is available at the school site. School Administrators are also available to assist parents in this process. School Site Council/Site English Language Advisory Committee Meetings topics include an overview of the required state assessments (CAASPP and ELPAC Assessments) and how to read the Student Score Reports. WSD distributes a school-parent compact outlining the shared responsibility among the parents/guardians, the school, and the student. The compact is discussed as it relates to the students’ achievement between the students, teachers, and parents during Parent-teacher conferences held in the Fall. Teachers discuss the students' progress with parents/guardians. Parents and teachers do schedule additional conferences if determined. The School Counseling Program services are delivered individually, in small groups, classroom guidance curriculum, and school-wide activities. School Counselors provide academic, social-emotional, and career/college counseling. In addition to the services students receive, the school counselors also host Parent Information Nights.   Data from the California School Staff Survey administered in the Spring of 2024 indicate that School Supports for Students where it is a supporting and inviting place for students to learn is 89%  strongly agree and agree."|A focus area for improvement is to provide families with information and resources to support student learning and development.  This can be implemented during school parent meetings, parent conference week, and/or school newsletters.|Winton School District (WSD) schools will organize academic activities for families and provide information to the parents as well as provide opportunities for parents on how to support their student's learning.  Positive phone calls will be made to the parents on their child's academic and behavior.|"Winton School District (WSD) seeks input from parents in the school’s and district’s decision making. Parents have the opportunity to attend the School Site Council/Site English Language Advisory Committees (SSC/SELAC). These meetings range from four to six per year base on the needs of the parents at each school. During the SSC/SELAC meetings, parents are informed of the schools events and the required state assessments. They have the opportunity to ask any questions/concerns they have about the school and provide input on school improvement. In addition, they play a vital role in the review and approval of the schools' site plan. Besides the site meetings, there is a District English Language Advisory Committee (DELAC) which meets four times during school year. At these meetings, parents are engaged with meaningful information on the upcoming state language assessment for English Learners and the California Data Dashboard. At the SSC/SELAC and DELAC, parents are involve in the Local Control and Accountability Plan (LCAP) educational partners meeting. Parents are welcome at all meetings of the local governing board. During the public hearing, the public is invited to address agenda items, to place matters on the agenda directly related to school business, and submit items within the subject matter jurisdiction of the Board of Trustees for future consideration. Also, individuals addressing the Board shall be limited to three minutes each up to twenty minutes per topic. The Board of Trustees will take no action at this time but may refer the issue for further consideration. WSD provides interpretation and translation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. At the beginning of each school’s Back to School Night, the principal along with an interpreter welcomes the parents and informs them of ways to participate at the school. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs. All parent letter/notices/ flyers are sent home in English and Spanish. In addition, the WSD sends home automated phone, text, and email messages in both English and Spanish. The findings from the measure represent WSD's parent engagement and are consistent with WSD's LCAP Goal 3 which states, “Winton School District will provide a safe, welcoming, and well-maintained learning environment for students, families, and staff where there is a sense of school connectedness and a promotion of social, emotional, and academic growth of our students"".   Based on the 2023-2024 California School Staff Survey, data indicates that 30% strongly agree and 48% agree (78% strongly agree or agree) that the schools promote personnel participation in decision-making that affects school practices and policies."|Based on the 2023-2024 Parent Survey, data indicates that 70% of the parents who responded to the survey agreed that the schools seek parent input.  Additional parent input for the 2024-2025 will take place.  Parent input will be an agenda item on parent meeting agendas at the schools.|Winton School District (WSD) will continue to do what has been done in the past and increase the opportunities for parents to provide their input.  More efforts will be made for schools to contact parents for their input via Parent Square.|4|4|3|5|4|4|4|3|5|4|4|4|Met||2025-06-23|2025
24736190000000|Gustine Unified|3|The Gustine Unified School District prioritizes strong partnerships with families by fostering ongoing relationships between school staff and the community. The district regularly seeks family input through surveys, community meetings, and Parent Leadership sessions. This valuable feedback is thoughtfully reviewed to inform programs and strengthen communication. Additional opportunities for collaboration include events like Coffee with the Principals and staff meetings, which support continued dialogue and shared decision-making.|Areas for improvement at Gustine Unified include beginning meetings earlier in the year to gather timely input for the LCAP and other district initiatives. Additional staff will receive training to improve communication through ParentSquare, with a focus on creating groups and ensuring families receive important, student-specific information. Bilingual community liaisons will continue track participation at school events and work to strengthen engagement with families of English Learners, low-income students, and students receiving special education services. In addition, both the district and school sites will provide childcare at all capacity-building meetings and parent conferences to support greater family participation.|The district is committed to enhancing engagement with all families within our district. Based on feedback from family surveys, there is a recognized need for more information on parenting strategies, mental health resources, and college and career readiness. These topics will be presented in the newly formed Parent University.  The Parent University will be created and the calendar will continue to be shared throughout the year. Bilingual community liaisons will proactively contact underrepresented families to encourage their participation in these events. Additionally, the district will offer training sessions on understanding CAASPP and ELPAC test scores to assist parents in supporting student achievement effectively.|The district and its schools are committed to building trusting and meaningful relationships with families. Each school hosts monthly meetings designed to engage parents in informal settings where they can ask questions and seek clarification on school-related topics. A range of family-focused events and activities are offered across school sites to create a welcoming and inclusive atmosphere. Parent conferences are held at every school to strengthen partnerships between families and teachers, with the shared goal of improving student outcomes.  School counselors lead Student Study Teams (SST) to monitor student progress and provide timely interventions as needed. The district also continues to invest in professional development to support improved academic outcomes, particularly for unduplicated student groups.  Communication with families is supported through ParentSquare, which enables two-way communication between families and school staff at all levels. With built-in translation features, ParentSquare ensures that language is not a barrier to engagement. The district remains dedicated to identifying and implementing additional strategies to deepen family engagement across all communities.|The Gustine Unified School District is actively enhancing communication regarding academic achievement and attendance. This effort will encompass sharing information on test scores on reading screeners, unit assessments, and state testing for CAASPP, CAST, and ELPAC. Additionally, the district will prioritize strategies to improve attendance, particularly at the elementary level. Selected families will be contacted directly to support attendance improvements and foster collaborative partnerships.|Based on the analysis of input from educational partners and local data, GUSD has adopted targeted strategies to strengthen school and family connections, prioritizing the reduction of barriers to increase participation. In the upcoming school year, there will be a dedicated initiative to enhance attendance at our capacity-building workshops, with particular emphasis on engaging families of English Learners, students with disabilities, and low-income families.  Meetings will be calendared and bilingual community liaisons will reach out to families to encourage participation.|Current strengths in gathering input for decision-making include the active involvement of the Parent Leadership team, which convenes four times annually to discuss school site issues and concerns. This parent-led group involves participation from both site and district administrators, fostering improved communication between families and district leaders. Advisory committees such as the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), and School Site Councils (SSC) consistently meet quorums, providing platforms for parents to offer input.  This year there was an increase in the number of parents completing surveys due to the community event where many surveys were completed.  Moving forward, the district aims to build upon these strengths and further enhance participation in the years ahead.  At the parent university meetings, surveys will be conducted to continually gather data.|The LEA works closely with site leaders to ensure that representatives from English Learner Advisory Committees (ELAC) and School Site Councils (SSC) are actively involved in the District English Learner Advisory Committee (DELAC) and the District Advisory Committee (DAC). Each school site has representation, and parent participation in these committees continues to grow. The DAC has established a meeting calendar with set times to support consistent attendance and involvement.  To accommodate varying parent schedules and preferences, the LEA will continue offering hybrid meeting options. For instance, many families attend DELAC meetings via Zoom, increasing accessibility and participation.  Ongoing efforts are focused on encouraging parents to work alongside district and site leaders in planning and evaluating parent engagement activities, further strengthening school-family partnerships. Recent local survey results indicated a 10% decline in the number of families who felt they had opportunities to participate in decision-making. Addressing this decline will be a priority in the upcoming school year, with targeted efforts to include all community members in the decision-making process.|The LEA is dedicated to increasing engagement among underrepresented families by utilizing bilingual liaisons to actively reach out and encourage their involvement in school events and site-based advisory committees. These liaisons will also track participation, enabling the district to implement targeted strategies that strengthen partnerships and promote meaningful collaboration with these families.|5|4|4|5|4|4|4|4|5|4|4|4|Met||2025-06-25|2025
24737260000000|Merced River Union Elementary|3|The Merced River School District offers multiple opportunities for building relationships between parents and school staff. The school provides various community engagement opportunities such as parent-teacher conferences, back-to-school events,  Open-House events, and other student-centered events for parents to feel included as a partner. The LEA offers communication in the parents' primary language and also offers a variety of opportunities to make families and staff feel welcome.|The district will continue to focus on providing a safe and welcoming environment for all students, staff, and community. Our goal remains to develop positive behavior outcomes for students and seek alternate methods to engage more families in the overall learning environment for their students.|The LEA will continue to work with its leadership team, School Site Council, ELAC, DELAC and the Merced County Office of Education to seek out other means of relationship-building with families. The LEA has a high percentage of unduplicated students and will implement all practices and strategies to effectively build stronger relationships. The district will use the California Community Schools Partnership Program funding to provide parents with learning opportunities to become more knowledgeable and engaged with the school. The CCSPP will provide Social-Emotional resources and training for parents and resources to enhance parenting skills and their knowledge of how to best support student learning.|The LEA believes in providing students with opportunities to meet state grade-level academic standards, The LEA provides all students with access to an after-school tutorial program. The LEA partners with the Merced County Office of Education in order to provide teachers and support staff with professional development on best practices that will impact student achievement. The LEA has implemented an MTSS system for all students to support academic and behavioral concerns. The LEA also partners with the Merced ArTree to provide visual and performing arts opportunities for all students. The LEA also maximizes its Expanded Learning Opportunities Program (ELOP) to provide students with additional extra-curricular activities during the intersessions and summer program.|The LEA uses both local and state data to determine specific areas of need for students. The LEA will continue to focus on ensuring that students are reading at grade level and achieving mastery in math. The LEA will also focus on improving its English Learner practices to ensure that EL students are making academic gains. The LEA will work with its MCOE content-based experts to provide teachers with professional development focused on literacy, a variety of effective instructional strategies, and how to integrate AI into our lesson design.|The LEA will conduct various Climate Surveys throughout the year in order to seek information from parents about the overall programs in the LEA. The LEA will continue to invite all families to its LCAP and School Site Council meetings to seek additional input.|The district is a rural single school district and has merged its School Site Council, Local Control Accountability Plan, and English Learner Advisory Committees into one unique body comprised of parents, teachers, and students. The LCAPC meets quarterly to review and update the various components of the LCAP for the year. These meetings are open to all stakeholders and allow everyone to provide feedback on the school's progress towards achieving its goals. The district intends to provide all stakeholders and families with a variety of school information nights in their language in order to include their voices in the decision-making process. The LEA will continue to send quarterly letters to all parents on the progress of Goals and Actions in the LCAP.|The LEA will continue to work with the leadership team and the Merced County Office of Education support team to implement best practices for improving decision-making.|The LEA will conduct various Climate Surveys throughout the year in order to seek information from parents about the overall programs in the LEA. The LEA will continue to invite all families to its LCAP and School Site Council meetings to seek additional input.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-09|2025
24753170000000|Dos Palos Oro Loma Joint Unified|3|The DPOLJUSD actively fosters robust connections between schools and families through a range of channels. By leveraging centralized resources provided through the LCAP, such as translation and interpretation services, the district ensures accessibility for all families across various events including family nights, parent meetings, IEP meetings, ELAC and DELAC gatherings, SARB Advisory Council meetings, and board meetings. Additionally, a dedicated Family Support Specialist serves as the primary liaison for families, especially during the enrollment process for our Early Childhood Education programs.  Collaborating closely with school principals, the district identifies and promotes opportunities for parent involvement and education. Beyond conventional events like 'Back to School' Night and parent/teacher conferences, school sites organize diverse engagements such as STEAM Family Nights, Grandparents and Parents Day Opportunities, and College and Career Fairs, enriching parental participation within the school community.|Enhancing engagement in district and school site committees, including ELAC, DELAC, School Site Council, and the district Advisory Committee, remains an area of focus for improvement across the district. The goal is to boost both attendance and active participation in these vital parent-led initiatives.|The DPOLJUSD has made concerted efforts to enhance the involvement of underrepresented families, leveraging the district community liaison to foster direct engagement via personalized phone calls. Additionally, the district utilizes diverse communication platforms such as text messaging and phone calls to reach out to families. These ongoing initiatives, supported by actions outlined in the LCAP, reaffirm the commitment to sustaining and expanding these effective strategies.|The DPOLJUSD has made significant strides in empowering families with essential information and resources to enhance student learning and development within the home environment. Parents benefit from seamless access to student information through our Aeries Portal, ensuring transparency and easy tracking of progress. Moreover, the district orchestrates two annual parent-teacher conference events, alongside a spectrum of educational initiatives tailored for parents throughout the year.  Furthermore, the district excels in collaborating with educational partners in shaping the Career and Technical Education Pathways at Dos Palos High School, facilitated by the CTE Advisory Committee. These partnerships underscore a commitment to preparing students for successful futures. Additionally, the DPOLJUSD boasts robust alliances with various booster clubs and organizations dedicated to fostering improved student outcomes, exemplifying a holistic approach to student support.|An important aspect of enhancing student outcomes lies in strengthening parental involvement in the LCAP and school planning processes. The district is committed to augmenting participation and engagement in School Site Council, ELAC, and DELAC meetings to amplify parental input and influence broader school and district outcomes|The DPOLJUSD has proactively worked to increase the participation of underrepresented families by utilizing the district community liaison for personalized outreach through phone calls. In addition to this personalized approach, the district employs various communication channels including text messaging and phone calls to ensure widespread reach. These continuous efforts, aligned with the goals outlined in the LCAP, underscore the commitment to maintain and broaden these impactful strategies.|The district distributes a survey to all parents, but the response rate is low. Despite notifying and inviting all parents to participate in school site councils, ELAC, and DELAC meetings, attendance remains consistently low. The district is persistently exploring inventive strategies to increase parental involvement in the decision-making process.|Improving participation in district and school site committees, such as ELAC, DELAC, School Site Council, and the district Advisory Committee, is a key focus for the district. The aim is to increase both attendance and active involvement in these crucial parent-led initiatives.  Another vital aspect of gathering input for decision-making is enhancing parental engagement in the LCAP and school planning processes. The district is dedicated to boosting participation and involvement in School Site Council, ELAC, and DELAC meetings to strengthen parental input and impact broader school and district outcomes.|The DPOLJUSD has been actively striving to engage underrepresented families, employing the district community liaison to facilitate direct communication through personalized phone calls. Furthermore, the district employs a range of communication platforms, including text messaging and phone calls, to effectively connect with families. These ongoing endeavors, in line with the objectives set forth in the LCAP, underscore the dedication to perpetuate and expand these successful strategies.  In addition, the CDE awarded the California Community Schools Partnership Program Grant (CCSPP).  The funding will be focused on services supporting the whole child.  In addition, the grant will provide funding to support family and student engagement.  Through this grant, the district will engage multiple educational partners including parents, community organizations, and educational organizations.  The CCSSP advisory committee will be comprised of diverse educational partners as noted above to advise our district office on the services for our students.|4|4|4|5|3|4|4|3|3|3|4|4|Met||2025-06-26|2025
24753660000000|Delhi Unified|3|The reflection process has brought to light our strengths in regards to continually gathering input from educational partners through the use of surveys, daily interactions and established forums such as School Site Council (SSC), ELAC and DELAC. Our families feel comfortable communicating with their site leaders and teachers as well as reaching out directly to the district office. We continue to develop the capacity of our staff by providing ongoing training and parent outreach opportunities to build trust and foster strong relationships with our families.|Collaboration with educational partners has activated thinking around the need to better empower LEA members to better understand family’s strengths, cultures, languages, and goals for their children. This has sparked an interest in exploring how to better leverage community, site and district forums. Additionally, we are also seeking to empower families to become active advocates by providing targeted learning experiences through the Parent Leadership Institute Training (PLTI) workshops and family support counseling services. The past three years, our Parent Coordinator has helped improve relationships and communication between the schools and families as she promotes two-way communication and serves as a resource for our families to access services and resources through SSC, ELAC, 2nd Cup of Coffee, and SART at the site level, and ELAC, LCAP Festival/Forum, and SARB meetings at the district level.|Our latest findings activated action planning that aims to better understand and engage our educational partners. The ELOP Director, alongside the Parent Coordinator will provide targeted support to families in the way of workshops and learning experiences that will empower families to be actively involved in their children's learning. The Family Support Counselors will address the social-emotional needs of our families by providing mental health awareness through parent workshops and direct family counseling. These supports will be aligned to other comprehensive approaches that aim to impact student discipline, attendance and academic progress. DUSD has already seen the impact that the Parent Coordinator, Family Support Counselors, and Student Support Counselor have had on the system and local and state indicators. The goal in 2025-26 will be to continue to track both qualitative and quantitative data to inform progress and decisions. The Parent Leadership Institute Training (PLTI) workshops will continue in 2025-26, so that we can actively recruit underrepresented families with the help of community partners to attend the trainings to gain knowledge of how school systems work and empower families to be more involved in the site and district level committees. The ELOP Director will collaborate with Student Programs and SPED Director so that English Learners and Students with Disabilities' families and their needs will be addressed.|DUSD continues to collaborate with families and community partners in ways that have a positive impact. This foundation will be leveraged to further strengthen partnerships by providing direct supports and targeted learning experiences. Our schools continue to serve as hubs of parent participation and engagement. Principals and District Office staff continue to receive guidance and support in better understanding how to best engage and support our families. DUSD will continue to encourage staff participation during school and district sponsored parent centered events as well as encouraging and supporting more staff participation during student centered events such as athletics, music and art performances, safety community forums and other after school or weekend activities. DUSD will continue to learn how to best engage our families by leveraging social media (Facebook and Instagram) as well as interactions at school in order to connect with parents in a more expanded manner. In the last three years (2022-23; 2023-24; and 2024-25), DUSD implemented the LCAP Festival, which occurs 2 times per year, engaging parents and community members in the LCAP- 8 State Priorities. The LCAP Festival is a welcoming and structured to provide fun activities for children, food for all families, and at the same time educate families about the importance of LCAP with feedback on what to improve within the plan. DUSD continues to use site-based LCAP meetings to provide more information on the LCAP expenditures to more parents and community members so they can provide feedback on current practices/actions as well as address their needs or wants towards future revisions. Increased use of the ParentSquare online platform to push out texts, emails and supportive video links and surveys is also being addressed.|After close analysis of the educational partner input and local data, DUSD will focus on two specific areas to further strengthen partnerships to improve educational outcomes:   1. Engagement: DUSD will support further engagement with educational partners by calibrating the facilitation of advisory and decision making councils such as ELAC, SSC, DELAC and transforming the parent conference structure to allow for deeper analysis and action planning alongside students and parents. In addition to this, the Family Support Counselor will provide group and individual counseling to families that need support so that they can become deeply engaged in their child's education while getting needed supports.   2. Advocacy: DUSD will develop educational partners to become active advocates for their children by leveraging the Parent Coordinator position to provide workshops and experiential learning that will educate parents on how to better impact their child's education during their elementary, secondary and post secondary pathway. Build the capacity of site administrators on what their role as leaders is and how they use metrics and goals to effectively run site based policy committees.|Underrepresented families will be intentionally sought out and connected to the Family Support Counselor who will provide group and individual counseling so that they can become deeply engaged in their child's education while getting needed supports, as well as being connected to the Parent Coordinator to provide workshops and experiential learning that will educate them on how to better impact their child's education during their elementary, secondary and post secondary pathway. DUSD will actively problem-solve barriers such as transportation and childcare to ensure that parents are involved in school events and parent workshops. The Mental Health Clinician and the services she provides for Tier 2 and 3 supports are in the beginning implementation stages with family education, student supports and continued collaboration with staff and administrators.|Delhi USD continues to prioritize the gathering of input to drive decision making by providing multiple opportunities for feedback on a daily basis (as parents have access to their site leadership to provide input and opinions regarding daily operations and instruction), facilitating formal venues for input (ELAC/SSC/DELAC, Safety Community Forum, Second Cup of Coffee with Principals) and regularly seeking insights through surveys and board meetings. One of the strengths of DELAC parent decision making was empowering parents to have a voice in the EL Program as they reviewed the components of Title III and provided input and ideas for the English Learner Program.|Delhi USD is the civic center for educational partners who look to the district for many of their educational and non educational needs due to the nature of being an unincorporated community with high rates of English Learners, Foster Youth, and Low-Income students. Therefore we understand that a positive culture and increased student academic achievement will come to fruition when all partners are aligned in how to best support the continuous improvement cycle. Delhi Unified School District will continue to strive to ensure active parent involvement and student engagement through: 1. research-based parent involvement practices 2. family input in school decision making 3. educational programs, designed for families, to empower them in supporting student achievement and success. Instead of outsourcing to meet our goals, as previously done, DUSD will focus on a capacity-building approach by leveraging internal staff and strategies to empower the LEA to directly drive the work that will have educational partners become more active and more aligned to the work that matters most. This includes the internal positions of Family Support Counselors, Student Support Counselor, Mental Health Clinician and  Parent Coordinator.|The focused capacity-building approach to improve engagement will strategically target underrepresented families identified to ensure their voice is a key component of the narrative that will drive analysis and decision-making. Specifically, the Parent Coordinator, Family Support Counselors, Student Support Counselor, and Mental Health Clinician will focus on supporting underrepresented families in ways that will involve and prepare them to be active participants. Through the PLTI workshops, parents will build capacity and knowledge of the educational system as well as systems of support to continue to be engaged in their child’s education while advocating for supports for minority children.|3|3|2|3|3|3|2|2|2|3|3|3|Met||2025-06-10|2025
25102560000000|Modoc County Office of Education|3|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
25658960000000|Surprise Valley Joint Unified|3|The LEA has a positive relationship between staff and families. Staff members work hard to keep these relationships open and positive. Having family nights and parent conferences are important in building relationships between staff and families. The district also does a beginning of the year breakfast to welcome everyone back to the new school year. Assemblies help staff, students, and families celebrate student accomplishments during the year.|The LEA is working on better communication with families through our new app, emailing families and making phone calls home.|The LEA needs to continue to work on communication with underrepresented families. There also needs to be more staff/community meetings and events.|The district is trying to take advantage of different professional learning opportunities for all staff provided by different agencies on different topics. The district has used the county office to help provide professional development in several different areas. Teachers have also been able to do trainings remotely through grant opportunities.|The LEA is working to build more partnerships within our community and our county.|LEA will improve engagement of underrepresented families during family nights, parent conference. Will also have weekly communication with families through newsletters or schedules. The LEA will also use the school's robo call system and the app to communicate with families.|The decision process has been going well, and looks for input from staff, the community and the broad of trustees.|The LEA's focus area for improvement for input is to have more community meetings to gather more data and input from our whole community. To have more surveys of families and students to get a broader picture of our wants and needs.|The LEA will continue to reach out to all families during decision making processes.|3|4|3|3|2|3|4|2|2|2|3|2|Met||2025-06-26|2025
25735850000000|Modoc Joint Unified|3|The District consistently goes the extra mile to support students and families. Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education. Many families shut the district out and do not want the level of involvement we provide. How we meet the needs of these families is a constant topic of conversation.|Building relational capacity|The District will continue to search for effective community liaisons who have the ability to relate to parents who the District is struggling in building relationships.|The District consistently goes the extra mile to support students and families. Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education. Many families shut the district out and do not want the level of involvement we provide. How we meet the needs of these families is a constant topic of conversation.|Relationship building with families.|The District will continue to search for effective community liaisons who have the ability to relate to parents who the District is struggling in building relationships.|There are multiple opportunities for all families to engage in decision making, but many families choose not to be involved. School sites and the district need to do a better job of advertising opportunities for parents.|Involving parents in site level decision making by advertising opportunities better and doing direct outreach.|The District will continue to search for effective community liaisons who have the ability to relate to parents who the District is struggling in building relationships.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
25735930000000|Tulelake Basin Joint Unified|3|Based on educational partner input and local data, our LEA’s current strengths in building relationships between school staff and families include consistent communication, increased family engagement in school events, and improved responsiveness to parent concerns. Progress has been made through regular advisory meetings, parent-teacher conferences, and the use of digital platforms to keep families informed. Staff have made efforts to be more accessible and approachable, which has strengthened trust and collaboration with families.|Based on educational partner input and local data, our LEA’s focus areas for improvement in building relationships between school staff and families include increasing two-way communication and ensuring all families feel welcomed and heard. While advisory meetings and school events have improved outreach, there is a need to provide more opportunities for families to give input in meaningful ways. Additionally, efforts should be made to engage underrepresented families and ensure that communication is accessible across languages and formats. Building stronger personal connections between staff and families remains a key area of focus moving forward.|Based on educational partner input and local data, the LEA will improve engagement of underrepresented families by creating more inclusive opportunities for participation, strengthening personal outreach, and ensuring communication is accessible in families' home languages. The district will work to build trust through intentional relationship-building efforts, including culturally responsive practices and targeted invitations to advisory meetings and events. Staff will receive training to better understand and address the barriers these families face, and efforts will be made to offer flexible meeting times and formats to accommodate varied schedules. These steps aim to ensure all families feel valued, respected, and connected to their child’s educational experience.|Based on educational partner input and local data, the LEA’s current strengths in building partnerships for student outcomes include increased collaboration with families through advisory meetings, improved communication about student progress, and expanded access to academic support resources. Teachers and staff regularly share student data and learning goals, helping families better understand how to support learning at home. Community partnerships have also contributed to increased access to enrichment opportunities. These efforts have helped foster a stronger connection between home and school, with a shared focus on student achievement.|Based on educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include increasing family understanding of academic expectations and strengthening two-way communication about student progress. While information is shared with families, there is a need to make data and instructional goals more accessible and easier to interpret. The LEA also aims to provide more opportunities for families to participate in goal-setting and intervention planning. Enhancing collaboration between school staff and families will help ensure all students receive the support they need to succeed academically.|Based on educational partner input and local data, the LEA will improve engagement of underrepresented families by offering more personalized outreach and increasing opportunities for families to participate in conversations about their child’s academic progress. This includes providing translated materials, using multiple communication platforms, and offering flexible meeting times to accommodate family schedules. By building trust and ensuring that underrepresented families have clear, accessible ways to engage, the LEA aims to strengthen shared responsibility for student outcomes.|Based on educational partner input and local data, the LEA’s current strengths in seeking input for decision-making include regularly scheduled advisory meetings, increased transparency in sharing information, and improved efforts to gather feedback from families, students, and staff. The LEA has made progress in offering multiple formats for input, such as in-person meetings, surveys, and informal discussions, which has helped broaden participation. Educational partners report feeling more informed and valued in the decision-making process, and their input has been reflected in key district priorities and plans. These efforts have contributed to a more inclusive and collaborative school culture.|Based on educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include increasing participation from underrepresented groups and ensuring that feedback opportunities are accessible and meaningful. While advisory meetings and surveys are in place, the LEA recognizes the need to diversify outreach methods and provide clearer follow-up on how input is used in decision-making. Strengthening trust and communication with families and community members who have historically been less involved remains a priority. The LEA is committed to creating more inclusive spaces where all voices are heard and valued in shaping school and district decisions.|Based on educational partner input and local data, the LEA will improve engagement of underrepresented families in decision-making by expanding outreach efforts, offering more flexible and culturally responsive opportunities for participation, and providing interpretation and translation services as needed. The district will actively seek input through one-on-one conversations, targeted invitations, and community-based engagement to ensure all families feel welcomed and empowered to share their perspectives. The LEA will also increase transparency by clearly communicating how feedback is used in shaping decisions. These efforts aim to build trust and ensure underrepresented families have a meaningful voice in school and district planning.|3|3|3|3|3|3|3|2|3|3|2|2|Met||2025-06-18|2025
26102640000000|Mono County Office of Education|3|Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We had Student Led Conferences at JWCS both in the Fall and Spring semesters.  We had a 92% attendance rate in the fall and 85% attendance rate in the spring.  In this way, we attain representation and engagement from all of our student groups and their families. This year we had 2 family members join our Parent Advisory Committee in the Fall, and we met informally at the fall SLC and formally after the spring SLC in April.  Another strength is that our community school principal is able to speak Spanish to help open lines of communication amongst many of our students' families. We have added Spanish language professional develop opportunities to our staff this year.|A focus area for improvement for us is to offer even more opportunities for underrepresented families to be invited into our classrooms.  Another area of improvement is providing  more Spanish language professional development opportunities for our staff.|These opportunities, such as family nights, awards events, student made food (when possible), Student-Led Conferences, etc. will provide experiences for our underrepresented families to get an opportunity to get to know our staff even better and to feel more comfortable in our schools.|Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We held Student Led Conferences at JWCS in both the Fall and Spring semesters.  We had a 92% attendance rate in the Fall. For the Spring SLC’s we had a 85% attendance rate at JWCS. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak Spanish to help open lines of communication amongst many of our students' families. Throughout school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals.|A focus area for improvement is in providing families with information and resources to support student learning and development in the home.|Because we work with secondary school students, the families of this age group aren’t as likely to be involved with their child’s learning and development in the home, as compared to elementary school students.  We will work with the staff to provide more communication to the families about what the students are learning in the classroom and how this can be extended into the students’ homes. Also, we can provide information about any community based programs or informational events to our families, including offerings at Mammoth High School that our families could participate in.|Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We held Student Led Conferences at JWCS in both the Fall and Spring semesters.  We had a 92% attendance rate in the Fall. For the Spring SLC’s we had a 85% attendance rate at JWCS. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak Spanish to help open lines of communication amongst many of our students' families. Throughout the school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals.|A focus area for improvement is to sustain our families involved in being a part of a Parent Advisory Committee, especially underrepresented families. We are able to get family members involved at our family events and also to use surveys to get input on policies and programs, and this year we were able to have a Parent Advisory Committee.|Because we have so few students, and therefore fewer adults to have been a part of our Parent Advisory Committee, in the past we have used our family events to have Parent Advisory Meetings at that time.|5|5|4|4|3|3|5|4|4|4|4|4|Met||2025-06-26|2025
26102640124990|Urban Corps of San Diego County Charter|3|Urban Corps Charter School serves young adults of majority age (18 and older).  These young adults self-advocate and therefore, interaction with family is limited to situations in which permission is granted by students.  With that said, UCCS welcomes all family members and friends to all events such as open house, and award and graduation ceremonies. This uniqueness, by virtue of the age, of UCCS students is an ongoing strength based on our constant communication with them on a daily basis. Our student services department serves our students by examining attendance patterns and helping support students in improving attendance, identifying barriers, as well as making sure they complete coursework and do not fall behind.|Urban Corps Charter School continues to focus on the development of Multi-Tiered Systems of Support (MTSS) through ongoing professional development.  MTSS will continue to be a primary focus area for UCCS staff at all levels, developing a system that will support all our students while building capacity in our staff.|Urban Corps Charter School serves many students who are immigrants/newcomers.  Although there is great representation as a whole with immigrant students in the student body, within the subgroups that make up that population, there are many nuances. UCCS is committed to improving communication and inclusion for the smallest groups within that population. UCCS will continue to expand community partnerships with support agencies as well as seek out additional resources that help the school fully engage with these underrepresented groups.|Urban Corps Charter School has strong, ongoing partnerships with a variety of local agencies such as the International Rescue Committee (IRC), Catholic Charities, Health Centers of San Diego, food banks, mobile mental health clinics, universities, and community colleges; all of whom contribute to more positive student outcomes. These agencies provide opportunities and a wide range of support to our students, which serves to improve Student Outcomes.|UCCS has identified the need for expanding career development and job placement opportunities for our students. UCCS will focus on building partnerships with agencies that can participate in career fairs and exposure opportunities for students.|As stated before, UCCS has many subgroups of immigrant students.  UCCS will continue to expand community partnerships with support agencies as well as seek out additional resources that help the school fully engage with these underrepresented groups. Partnerships with local agencies and advocacy groups will further enhance UCCS’ ability to engage and better serve these underrepresented groups within our school community.|UCCS collects feedback from educational patterns, credentialed teachers, staff, and students at a minimum on an annual basis through our LCAP survey. UCCS gathers feedback from our students and teachers to drive decision-making and improve school culture and academic curriculum each semester. Students reported feeling a sense of “belonging” at school and feeling supported and cared for by school staff. Our teachers and educational partners reported that UCCS is making progress toward increasing academic rigor and SEL support for students.|UCCS is working on improving translation services so students can respond in their first language to ensure greater fidelity in student feedback. UCCS will also work on developing course evaluations to gather student feedback about academic instruction.|UCCS will work to improve translation services through additional staffing at orientation and school-wide events to help underrepresented newcomer students get off to a better start in the program. With the increased staffing support and continued partnership with community-based organizations, UCCS aims to identify and address student needs.|3|4|4|3|2|3|3|3|1|1|3|2|Met||2025-06-13|2025
26736680000000|Eastern Sierra Unified|3|Each of our school sites offer a variety of opportunities for families to come to the sites and participate, volunteer, and watch their children participate in varying school sports or activities.|ESUSD could improve on working with families of students who are struggling to come up with a mutual benefitting plan.|ESUSD provides a variety of ways for parents to give their input (online, in-person group meetings, or meeting with parents individually). ESUSD always provides translation as needed.|ESUSD provides 1-1 technology and on-going parent communication through Parent Square.|Find ways to come up with home and school strategies that link home and school for struggling students.|Continue to provide constant information home via website, parent square calls, and letters home.|All ESUSD sites provide various forums for parental input.|ESUSD plans to send home reminders for school meetings and agendas to be discussed.|ESUSD will provide varying ways for parents to contribute at each of the meetings held at school sites.|4|5|4|5|4|4|5|5|4|4|5|5|Met||2025-06-18|2025
26736920000000|Mammoth Unified|3|Based on input from educational partners and local data, Mammoth High School has made strong progress in building positive relationships between school staff and families. A key strength is the school’s consistent, bilingual communication practices through the Aeries Parent Portal, ParentSquare, email, and phone calls. Families report feeling more informed and connected to their students’ academic progress and school life.  The school has expanded access to interpretation and translation services, ensuring Spanish-speaking families can fully participate in IEP meetings, student support plans, and school-wide events. Bilingual staff, including counselors and front office personnel, play a vital role in fostering trust and accessibility.  Family engagement events—such as Back-to-School Night, College and Career Night, and grade-level informational sessions—are designed to be inclusive and informative, often featuring student involvement and bilingual formats that reflect the community’s needs. Survey results show increased parent satisfaction with school responsiveness, communication, and staff approachability.  While maintaining consistent site leadership has been a challenge, the school benefits from strong teacher leadership and a collaborative culture. Staff members have taken active roles in guiding instructional practices, supporting students, and maintaining a stable and welcoming environment during times of administrative transition. This shared leadership approach has helped sustain positive relationships and support systems for students and families.  Parents and guardians note feeling heard and valued when raising concerns or offering feedback, and the school continues to prioritize family input in school decisions. Mental health services, tutoring options, and academic planning are often coordinated in close partnership with families.  Moving forward, Mammoth High School will expand culturally relevant engagement opportunities, strengthen two-way communication systems, and deepen partnerships with families, while also working to establish greater consistency in site leadership to further enhance school-family relationships.|Based on educational partner input and local data, Mammoth High School has identified several focus areas for improvement in building stronger relationships between school staff and families. The most significant area of need is **establishing consistency in site leadership**. Frequent changes in administration have impacted continuity in school-wide communication, follow-through on parent concerns, and the development of long-term relationships with families. Families have expressed a desire for stable leadership that builds trust over time and clearly communicates school goals and expectations.  Another key area for growth is in **expanding two-way communication systems**. While the school uses tools like ParentSquare and Aeries to share information, families would like more opportunities for interactive engagement, such as regular surveys, parent forums, and opportunities to provide feedback that directly informs school practices. Strengthening these channels will allow for a more collaborative school climate where families feel heard and actively involved in decision-making.  **Increasing culturally relevant engagement opportunities** is also a priority. Although bilingual communication is consistently provided, families—particularly from historically underserved groups—have expressed interest in more events and services that reflect their cultures, languages, and unique experiences. This includes opportunities to connect with staff in informal settings and more outreach targeted toward families who may not traditionally engage with the school system.  Finally, there is a need to **improve family understanding of student support systems** such as counseling, tutoring, and mental health services. Educational partners indicated that these resources are not always clearly communicated or easy to access.  To address these areas, Mammoth High School will prioritize leadership stability, increase intentional outreach, and deepen culturally responsive practices that welcome all families as partners in their students’ success. These improvements are essential to strengthening trust and supporting positive student outcomes.|Based on educational partner input and local data, Mammoth High School has identified underrepresented families—including Spanish-speaking households, families of English Learners, and parents of students with disabilities—as needing more targeted engagement and support in building relationships with school staff. During the self-reflection process, it became clear that while communication tools like ParentSquare and Aeries are in place, additional efforts are needed to ensure all families feel welcomed, included, and empowered to participate in their child’s education.  To improve engagement of these underrepresented families, the school will strengthen **culturally responsive outreach**. This includes increasing the frequency and personalization of communication in families’ home languages, offering more informal engagement opportunities such as cafecitos or listening sessions, and ensuring that translation and interpretation services are consistently available at all school events and meetings—not just IEPs or discipline conferences.  The school will also partner with community-based organizations and cultural liaisons to bridge gaps in trust and improve two-way communication. Building on existing relationships with local support agencies, staff will coordinate wraparound services and host events that center the voices and needs of families who may feel disconnected from traditional school systems.  Professional development for school staff will be expanded to include **training on culturally responsive family engagement**, trauma-informed practices, and strategies for dismantling barriers to participation. Additionally, the school is committed to collecting regular feedback from underrepresented families through multilingual surveys, focus groups, and direct outreach, using that input to inform site-based decisions.  By taking intentional steps to elevate the voices of underrepresented families and ensure meaningful access and participation, Mammoth High School aims to build stronger, trust-based relationships that support student success and affirm the value of every family in the school community.|Based on analysis of educational partner input and local data, Mammoth High School is in the **initial implementation phase** of building strong partnerships for student outcomes. One of the school’s key strengths is the establishment of **collaborative structures that support regular communication between families and school staff**, such as the use of Aeries, ParentSquare, and progress reports. Parents appreciate timely updates about academic performance, attendance, and behavioral concerns, and there has been a noticeable improvement in the consistency of outreach by individual teachers.  Teachers at Mammoth High School are increasingly participating in professional development focused on parent engagement and culturally responsive communication. Although still in early stages, there is a growing awareness among staff about the importance of inclusive family partnerships as a driver of student success.  The school has also made progress in providing **information and resources to support student learning at home**, especially through events like Back-to-School Night, Financial Aid workshops, and College and Career Nights. These events often include bilingual sessions and staff are available to help families navigate academic systems and graduation requirements.  Additionally, school counselors have played an essential role in meeting with families to discuss academic planning, A-G completion, and mental health supports. These partnerships have proven especially helpful for families of first-generation college-bound students.  While there is room to strengthen systems and deepen parent collaboration, particularly for underrepresented families, the school’s foundation of consistent communication, emerging teacher leadership, and a shared commitment to student outcomes reflect solid progress. Continued investment in staff training, family advocacy resources, and shared decision-making opportunities will support the transition from initial implementation toward full implementation and sustainability.|Based on educational partner input and local data, Mammoth Unified School District (MUSD) has identified several focus areas for improvement in building effective partnerships for student outcomes at Mammoth High School. A key area of need is strengthening the quality and consistency of collaboration between teachers and families. While communication platforms like ParentSquare and Aeries are in place, many families—particularly those from underrepresented backgrounds—shared that these tools can feel one-directional. There is a need for more opportunities for two-way communication that encourage families to be active participants in their students’ academic success.  Another focus area is expanding professional learning for teachers and staff around family engagement strategies. Although some initial training has occurred, MUSD recognizes the need for more comprehensive and ongoing professional development that equips staff with tools to build trust, navigate cultural and linguistic differences, and engage families in conversations about student progress, mental health, and academic support.  Additionally, MUSD aims to improve access to information and resources that help families support learning at home, especially in the areas of literacy, mathematics, graduation requirements, and post-secondary planning. Families have requested more translated materials, topic-specific workshops, and user-friendly guides that clarify how to support students academically and emotionally.  Finally, MUSD will focus on empowering families to understand and exercise their educational rights and engage in shared decision-making, including participation in School Site Council, English Learner Advisory Committee (ELAC), and other advisory groups. Increasing awareness and representation among historically underserved families is essential to ensuring equity and inclusion.  By addressing these focus areas, MUSD is committed to deepening authentic partnerships with families—partnerships that will ultimately contribute to stronger student outcomes, increased engagement, and a more connected school community.|Based on the self-reflection process and educational partner input, Mammoth Unified School District (MUSD) has identified the need to improve engagement with underrepresented families, including Spanish-speaking households, families of English Learners, students with disabilities, and those from socioeconomically disadvantaged backgrounds. These groups have expressed challenges in accessing school information, participating in academic planning, and feeling meaningfully involved in decision-making.  To address this, MUSD will take a multi-tiered approach to build trust and improve access. First, the district will expand culturally responsive family engagement efforts by offering informal listening sessions, bilingual cafecitos, and family nights that create welcoming spaces for dialogue. Bilingual staff will play a central role in facilitating these events and building ongoing relationships.  MUSD will also enhance communication systems by providing translated materials, expanding interpretation services at meetings and events, and ensuring that information is shared in multiple formats (written, digital, in-person) to meet families where they are. A special focus will be placed on clarifying graduation requirements, available student supports, and post-secondary opportunities in family-friendly language.  In addition, the district will provide professional development for staff on engaging historically underserved families, including training on cultural humility, trauma-informed communication, and partnership-building strategies.  To ensure accountability, MUSD will implement regular feedback loops, including multilingual family surveys, targeted outreach, and focus groups to hear directly from underrepresented voices. This input will inform school improvement efforts, family engagement planning, and the allocation of resources.  By addressing barriers to participation and affirming the value of every family’s voice, MUSD is committed to building equitable, authentic partnerships that support student achievement and create a more inclusive school community.|Based on educational partner input and local data, Mammoth Unified School District (MUSD) is currently in the initial implementation phase of effectively seeking input for decision-making. One of the district’s strengths is the establishment of formal advisory structures, including School Site Councils, English Learner Advisory Committees (ELAC), and the District English Learner Advisory Committee (DELAC). These groups provide opportunities for families, staff, and administrators to collaborate on school plans, funding decisions, and program development.  MUSD has made progress in ensuring these advisory groups are accessible by offering interpretation services, translated materials, and bilingual facilitation. Spanish-speaking families, in particular, report feeling more comfortable participating in meetings where their language and cultural context are acknowledged and respected.  Another area of strength is the regular collection of input through surveys and stakeholder feedback sessions, particularly during the development of the Local Control and Accountability Plan (LCAP). These tools have allowed a broader range of families to share perspectives on district priorities, academic supports, and student well-being.  Teachers and site leaders are increasingly aware of the importance of engaging families in decision-making. While additional support is needed, there is a growing practice of consulting families around student outcomes, instructional needs, and school climate goals.  Although MUSD is still building capacity in this area, the district has laid a strong foundation by making advisory participation more inclusive and by affirming the value of family voice in school improvement. Continued progress will focus on expanding participation among underrepresented groups, training staff and parents for meaningful involvement, and increasing opportunities for collaborative planning and evaluation of family engagement efforts.  By deepening these partnerships, MUSD is working toward a more inclusive and responsive decision-making culture across schools and the district.|Based on educational partner input and local data, Mammoth Unified School District (MUSD) has identified several focus areas for improvement in seeking meaningful input for decision-making. A central area of growth is the need to broaden participation in advisory groups, particularly from underrepresented families, including those who are Spanish-speaking, have limited access to digital tools, or are navigating the school system for the first time. While School Site Councils and ELACs are in place, participation is often limited to a small group of consistently engaged parents. The district aims to expand outreach strategies and offer more flexible meeting formats—such as virtual access, child care, and varied meeting times—to remove barriers to participation.  Another focus area is capacity-building for both staff and families. Educational partners noted that while advisory groups exist, not all participants feel confident or equipped to engage in shared decision-making. MUSD will prioritize training for principals, teachers, and classified staff on strategies to foster inclusive dialogue and cultivate family leadership. Simultaneously, the district will provide guidance and resources to families—especially those new to advisory roles—on how to contribute meaningfully to conversations about school priorities, budgets, and academic programs.  In addition, MUSD recognizes the need to strengthen feedback loops. Families have asked for greater clarity on how their input is used to shape decisions, particularly in areas such as curriculum adoption, school climate initiatives, and student support services. Closing this loop by reporting back on decisions made and actions taken is essential to building trust and sustaining engagement.  By addressing these focus areas, MUSD is committed to creating a more inclusive, informed, and collaborative culture where all educational partners have a voice in shaping the direction of their schools.|Based on the self-reflection process and educational partner input, Mammoth Unified School District (MUSD) has identified the need to strengthen the engagement of underrepresented families—particularly Spanish-speaking families, families of English Learners, and those with limited prior experience in school advisory roles—in decision-making processes. While structures such as School Site Council, ELAC, and DELAC are in place, participation remains limited, and many families are unsure how their voices contribute to school or district-level decisions.  To address this, MUSD will intentionally expand outreach efforts to invite more families to participate in advisory groups. This includes providing multilingual invitations, offering interpretation and translation for all meeting materials and discussions, and using multiple communication methods (text, social media, flyers, phone calls) to reach families beyond digital platforms.  The district will also implement family leadership workshops focused on demystifying the purpose and impact of advisory groups. These sessions will build participants’ understanding of how decisions are made at the school and district levels and equip families with the confidence to contribute ideas, ask questions, and advocate for student needs.  Additionally, MUSD will train staff and site administrators on best practices for inclusive facilitation, ensuring meetings are welcoming, culturally responsive, and structured in ways that encourage all participants to engage.  Finally, MUSD will focus on closing the feedback loop by clearly communicating how family input informs key decisions and highlighting outcomes that result from advisory recommendations. Regular updates, bilingual summaries, and visible follow-through will reinforce the value of family engagement.  By lowering participation barriers, building leadership capacity, and demonstrating the impact of family voice, MUSD is committed to increasing the engagement of underrepresented families and fostering equitable participation in school and district decision-making.|3|4|3|5|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
27102720000000|Monterey County Office of Education|3|Local survey data conducted by the Alternative Education Schools in March 2025 indicates Relationships, Engagement and Culture as relative areas of strength across all groups surveyed (parents, students, and staff). When asked to comment in their own words, parents reflected on friendly and supportive teachers and staff. Students commented positively about teachers and how they support them in their work, showing them what to do when they need extra help. Students also reflected that they feel optimistic about focusing on graduating and completing their work in the court school setting. Ongoing efforts to facilitate parent/family communication through personal contact, parent/student conferences, town hall meetings, school site council, weekly family nights, and student-focused meetings with collaborative partners ensure robust opportunities for relationships between school staff and families.|Alternative Education Schools will enhance parent participation and shared decision-making in school governance by partnering with the California Community Schools Partnership Grant Coordinator. This collaboration will leverage the Community Wellness Center at Salinas Community School to offer meaningful engagement opportunities. Additionally, coordinated efforts with local agencies will support the development of a weekly parent and family night designed to foster active involvement and strengthen home-school connections.|The needs assessment of parent participation guided the LEA in planning opportunities to include: parent workshops, social service support, and events that link families, community, and school. The California Community Schools Partnership Grant will collaborate with Monterey County Office of Education LEA programs to: engage in partnerships with existing neighborhood teams, ensure that staff serve targeted populations with a multitiered system of support, retain recruit, and hire multilingual staff, strengthen outreach to support the families of incarcerated youth, strengthen programs to eliminate recidivism rates, provide enrichment opportunities and programs for students, and families, and support school-wide multitiered systems of support.|As of March 2025, local survey data reveal that 75% of families report feeling engaged with the school community. All families are provided access to biannual conferences with staff, reinforcing transparent communication and shared decision-making. In partnership with caregivers and community agencies, the school ensures tailored academic and wellness supports for foster youth, English learners, and students from low-income households. Collaborative interventions have enabled severely credit-deficient students to graduate, benefit from individualized instruction, and enroll concurrently at the local community college.|Key focus areas will center on deepening partnerships with community agencies, programs, and initiatives to strengthen support for students enrolled in the Monterey County Office of Education’s Alternative Education Schools. Priority will be placed on meeting the unique needs of students with disabilities, those experiencing poverty or homelessness, students who are truant, adjudicated youth, and foster youth. The LEA will leverage services supported by the California Community Schools Partnership Grant to expand mental health resources, reengage adjudicated youth, and provide staff with professional development in culturally relevant pedagogy and community-based learning practices.|Alternative Education Schools will expand opportunities for diverse forms of parent engagement by utilizing the Community Wellness Center as a hub for connection and support. In collaboration with community agencies, the schools will offer workshops on educational and community topics that reflect families’ interests and needs. These efforts will also help families access relevant services and resources aligned with their areas of concern.|Alternative Education Schools facilitate monthly School Site Council and ELAC meetings, hold twice-yearly conferences involving guardians, parents, students, and teachers, and offer in-person opportunities for stakeholders input on the SPSA, SARC, and LCAP.|Alternative Education Schools will focus on improving the number and consistency of parents and students attending our school governance events by providing a variety of options for engagement, including parent conferences, personalized outreach by bilingual staff, online digital platforms, and surveys.|Alternative Education Schools are currently working with the state to provide additional resources for parents through the California Community Schools Partnership Grant will include workshops of high interest, collaborative opportunities with community agencies, and a food pantry in collaboration with the Monterey County Food Bank. The wellness center will offer a safe environment for students and families.|4|5|4|5|4|3|4|3|3|3|3|4|Met||2025-06-25|2025
27102720112177|Monterey Bay Charter|3|A strength of our school community is active family engagement in school governance through the Parent Circle Organization and family volunteerism. Parent Circle engages in fundraising and organizes events and festivals that support the school's mission and vision. Parent Circle participants provide input and feedback concerning the school's Local Control Accountability Plan, WASC accreditation, and charter renewal, serving as the school’s site council.  Families serve on many interest-based committees that advance the school's work, such as the English Learner Advisory Council (ELAC), Library Committee, Ocean Guardian Green Team, and Garden Committee. Teachers often participate as well. The committees fundraise, host events, organize speakers or family education events, launch campaigns, bring awareness to important causes, and enrich the school's social life for students and their families. Each classroom has a dedicated Family Coordinator who supports the classroom teacher in organizing and planning field trips and preparing for Parent Circle sponsored events. The Family Coordinators serve as a point of contact for new families, ensuring they are regularly informed and encouraged to participate in the life of the school. Families are directly engaged in supporting their children through volunteering as field trip chaperones, garden helpers, guest speakers, and classroom volunteers in various capacities determined by individual teachers. Families are asked to make a volunteer commitment of 40 hours per year. The MBCS Communications Manager plays a key role in developing multiple opportunities for the school to communicate between families and educators using language that is understandable and accessible to families to keep the community informed.|The school’s focus is to continue to build volunteer initiatives that foster relationships between the school and families, as well as between families, to strengthen the school community as a whole. The school continues to refine and streamline its processes to make family participation accessible to all families. Many family events are held at the school to engage families and promote involvement through volunteering and fundraising opportunities that support student programming. Students and their families look forward to these events, and we have strong family attendance rates throughout the year.|MBCS is committed to building trusting and respectful relationships with our families. Underrepresented families are a key focus of the school’s outreach and development. Our commitment to creating a welcoming environment for all families begins during orientation, which consists of a school tour and open house visitation day. The online registration process collects written information about each family’s strengths, culture, language, and goals for their children. The Enrollment Coordinator ensures new families gain access to the family communication portal by providing technical support and access.|A strength of the school’s approach is that the classroom teachers continue with their cohort of students through several grades, developing strong relationships with students and their families. Teachers regularly invite families to school events via class newsletters and personal messages through the school’s communication portal. Teachers work closely with families to improve educational outcomes for students. Classroom teachers host family meetings each year to build community with their families. During these meetings, teachers may lead curriculum-based activities such as singing or painting to engage families, discuss field trip coordination, engage in dialogue regarding the students' developmental stages, or promote healthy habits at home. Additionally, families are invited to participate in two conferences per year to address concerns and discuss each student's academic progress.|The school has a robust MTSS program to meet student needs regarding academic or behavioral support. In an MTSS model, family partnerships are essential to successful student educational outcomes. The school dedicates three days per week to meet with families and provides a substitute for class teachers to attend these meetings. The team values family participation in planning for successful outcomes for students, actively elicits family input regarding student success plans, and offers virtual or in-person meetings. With the continued offering of virtual meetings, the school has noted increased family attendance at SST, 504, and IEP meetings. Feedback from families living in different households has been positive, and we have been able to include guardians who may not reside locally. The screen-sharing capabilities allow family members to see student success plans in real-time and engage in the process. The Director(s) of Education meet regularly with the MTSS teams and grade-partner teachers to focus on student support, including initiating and following up to ensure all students who need additional support receive appropriate services.   MBCS continues to refine its use of multiple communication formats to communicate with families, such as flyers, posters around campus, an all-call system, a unified family communication portal, and a social media presence. Our website can be translated into other languages and is accessible to people with disabilities. MBCS plans to focus on providing school notices translated into Spanish.|The school is committed to the equitable and meaningful engagement of underrepresented families and their positive involvement in their child’s education. It keeps underrepresented families at the forefront of all discussions, planning, and decision-making. The school’s ELOP program provides free programming for qualifying students. Underrepresented families are offered registration for such programs in advance of opening opportunities for all families.  Effective communication and direct outreach methods are employed to engage families. Staff are provided specific training on the school’s family communication expectations and are held to these standards. The school’s communication portal allows staff to message families directly. Staff members invest in developing relationships with families over time, as students may remain with the same teacher for several school years. Family coordinators work to create carpooling groups and provide an additional avenue for direct outreach to underrepresented families. The school’s communication manager ensures all families feel welcomed and invited to participate in the social life of the school.  All staff are routinely trained on the McKinney-Vento Act to identify families and directly support families in need. The Director(s) of Education serve as the school’s McKinney-Vento liaisons with the county office program coordinators. MBCS strives to help families understand and exercise their legal rights to advocate for their children. All parents are provided with information regarding these rights in digital and print formats. Links are provided via the family communication portal, on the MBCS website, or in hard copy available in the school office. A Parent Community Advisory Committee Representative conducts outreach to families of students with special needs to participate in community workshops and events designed to support their exceptional students and serves as a point of contact for families of children with special needs.|The school supports family members in engaging in advisory groups and decision-making effectively. This progress is measured by family participation in administrative and board-level committees, membership of parents serving on the Board of Directors, the Finance/HR Committee, ELAC Committee, and family participation on the Parent Circle, Ocean Guardian Green Team, and Garden Committee. Families are afforded the opportunity to participate in decision-making by attending board meetings and providing public comments during board meetings and finance/HR committee meetings. Families are surveyed regularly for input on various topics such as the school calendar, policies, procedures, DEI measures, and engagement efforts.|It is essential that families feel their perspectives are respected and that their input becomes embedded in the school’s operations. Family input continues to drive change within the school. The school holds focus groups on various topics and encourages family participation. MBCS strives to provide more enrichment opportunities for families to understand the curriculum, including direct outreach to underrepresented families. Our families may travel from different regions within the county, and one obstacle to seeking input has been scheduling convenient events for families from different locations to attend. Virtual events have been one strategy the school will continue to improve on to provide access for families, such as offering times for input during the lunch hour and evening times.|Family partners are critical to successful outcomes for students. MBCS seeks input from as many voices as possible within our community. Multiple communication formats, direct in-person outreach, and relationship building have been our most successful methods of engaging underrepresented families. The school continues to reflect on and improve our practice to reach all members of the school community and seek input that informs decision-making from our educational partners. MBCS provides ongoing opportunities for various stakeholder groups to work together to design, implement, and evaluate family engagement activities. Administrative and Board committees provide input on finances, operations, facilities, and policy development to the Administration and the Board of Directors. Meetings are Brown Act compliant; reports are shared publicly through the family communication portal and website. Parent Circle and other committee meetings are advertised, and all families are welcome. Family input regarding programs and policies is solicited during these meetings. Monthly coffee and conversation meetings provide a dedicated for families and the administration to meet virtually to receive feedback from families and discuss current events on campus. Teachers provide families with regular classroom communications about current educational topics to foster family engagement with learning and encourage family participation in the learning process. Family members are directly invited to the classroom to share specific talents with the class throughout the year.|4|4|4|4|4|5|5|4|5|4|4|4|Met||2025-06-03|2025
27102720116491|Open Door Charter|3|Based on the analysis of educational partner input and local data, Open Door Charter (ODC) demonstrates substantial progress in building relationships between school staff and families. As a primarily adult-serving institution operating under an independent study model, ODC facilitates weekly one-on-one meetings between students and teachers to review academic progress, update individual graduation plans, and provide targeted academic support. This consistent, personalized interaction fosters meaningful relationships and trust. Survey data indicates that students feel supported, engaged, and connected to school staff, highlighting the effectiveness of ODC’s relationship-centered approach in promoting academic and personal success.|Based on the analysis of educational partner input and local data, a key focus area for improvement in building relationships between school staff and families at ODC is expanding outreach and access for students residing in geographically distant areas, particularly South Monterey County. While ODC’s independent study model fosters strong relationships through weekly one-on-one meetings, most current engagement occurs with students living in Salinas and the peninsula. ODC aims to enhance access through hybrid learning opportunities and increased community outreach to better support families in outlying regions. These efforts will help strengthen connections with families facing barriers to regular in-person engagement due to distance or transportation challenges.|Based on educational partner input and local data, ODC will improve engagement of underrepresented families by expanding outreach efforts to communities beyond Salinas and the peninsula, with a focus on South Monterey County and surrounding areas. To reduce barriers related to distance and access, ODC has provided reimbursements for teachers traveling to South County to better serve families who are unable to consistently travel to the main campus. Additionally, ODC is actively promoting its services to non-high school graduates throughout Monterey, Santa Cruz, and San Benito Counties, with outreach efforts directed toward local educational agencies (LEAs) to increase awareness and access.  Many of ODC’s current student referrals come from active and former students, as well as internal referrals from other programs within the Monterey County Office of Education (MCOE), demonstrating strong word-of-mouth trust and alignment with broader community support structures. By building on these existing connections and expanding targeted outreach, ODC aims to foster deeper, more inclusive relationships with underrepresented families and increase educational attainment across the Monterey Bay region.|Open Door Charter (ODC) offers comprehensive student support through regular weekly meetings between students and teachers to monitor academic progress, review personalized graduation plans, and provide targeted academic assistance. Beyond these scheduled sessions, students have the flexibility to request additional meetings whenever they need extra support. Students consistently express satisfaction with their relationships with both instructional and support staff at ODC. The teaching approach emphasizes individualized support, with educators designing customized academic projects and curriculum tailored to engage each student in meaningful learning experiences. To further enhance student success, Open Door Charter conducts bi-annual student conferences that facilitate collaboration between students and teachers, or in three-way partnerships involving students, families, and teachers. These conferences are strategically designed to reinforce student academic objectives and improve educational outcomes.|Adult learners at ODC have demonstrated limited engagement in school governance opportunities. While these opportunities have been made available, the demanding and often variable schedules of many adult learners contribute to inconsistent participation. The minimal student representation in governance activities highlights an important area for growth and continued improvement.|ODC has provided opportunities for adult learners to engage in enrichment activities, including participation in an art program and college and career visits. To increase participation in events, ODC plans to expand its efforts by offering more adult-centered activities designed to provide enrichment opportunities, increase engagement with local educational agencies, and foster meaningful community connections.|Adult learners at ODC have demonstrated limited engagement in school governance opportunities. While these opportunities have been made available, the demanding and often variable schedules of many adult learners contribute to inconsistent participation. The minimal student representation in governance activities highlights an important area for growth and continued improvement.|Based on the analysis of educational partner input and local data, ODC has identified the need to improve both the number and consistency of student participation in school governance activities. To address this, ODC has implemented strategies such as providing childcare, offering light meals, featuring presentations from community partners, and creating opportunities for written input to increase accessibility and engagement. In the upcoming year, site council meetings will be strategically aligned with events supported by the CCSPP grant to further promote consistent participation and meaningful involvement in decision-making processes.|ODC will improve engagement of underrepresented families by strengthening outreach efforts through increased collaboration with community agencies that serve historically underserved populations. To support meaningful participation in decision-making, ODC will work to build trust and communication with these families by creating more accessible entry points for involvement. Additionally, ODC will continue to provide targeted academic support for students with disabilities, as well as offer supplemental instructional assistance to other students on an as-needed basis. These supports are intended to foster stronger connections between families and the school, promoting sustained engagement in both educational progress and school governance activities.|4|5|4|3|5|4|5|5|4|3|4|4|Met||2025-06-25|2025
27102720124297|Bay View Academy|3|Our charter identifies community engagement and family involvement as integral components of our school. With community as the foundation, we start the year with conferences to allow families to build relationships with their teachers and open the lines of communication from the beginning. Conferences are held again in November to discuss progress and develop plans for continued growth. Student-led conferences are held in March.  The multiple designated opportunities to connect with families provides the opportunity to build communication and relationships.  Many family engagement events are held (with the support of our CVO) in order to provide opportunities to connect and build relationships. We held a Family Beach Bonfire, a Family Weekend Camping Trip, family nights such as Trunk-or-Treat, Pancake Breakfast, the BVA Bash Dance, Spring Literacy/Bingo Night, and multiple mornings hosting Coffee & Bagels with Staff. We hope to expand our themes for celebrating the families in our community and ensure that they are even more inclusive of various social groups. Staffing and after hours support to sustain these events is a challenge and will require more whole-staff support as opposed to events solely run by CVO and Leadership/Admin members. Our goal is to increase more daily, weekly, and monthly traditions that engage families such as the Walking School Bus events.  This was an opportunity for families, staff and students to walk to school together and build community. We were unable to participate in this program this year, but we hope to find support to staff such reoccurring events that promote health and wellness.  Additionally, our ELAC committee actively met throughout the year to provide feedback on supplemental grant spending, reclassification criteria, and plan culturally relevant engagements for our students such as Dia De Los Muertos and Dia De Los Niños. Our School Site Council (SSC) met regularly to collaborate with the school leadership. The SSC enables us to be transparent regarding the governance and operations of our campus while also informing decisions on budgeting, approving after school tutoring options, surveying staff, and ideating staff retention solutions. These collaborative efforts further helped forge meaningful relationships with families.  With our annual family  survey, we invite families to share any concerns, suggestions, or compliments they have. This is done in hopes of creating a space to form relationships and collaboration and improve our practices. The results of this survey were presented to staff during our collaboration time and analyzed in order to stay true to our school values, mission, and vision.    Through our extensive efforts at forging relationships between staff and families, we are able to better support the needs of our students and families.|Bay View Academy recognizes that community engagement is a cornerstone to a successful school. The role of Community Engagement Coordinator (CEC) was created to represent and serve the needs of the community in regards to addressing school culture, building relationships with community partners, and strengthening family relationships on both campuses. While working closely with CVO, ELAC, Leadership team, and other staff/teacher/student groups, our CEC is actively and successfully collecting and assessing the needs of our community and continues to communicate these needs to the larger community. The CEC gathers this information and organizes school events such as: family camping trips, guest speakers, field trips, events, community meetings, and opportunities for families to meet and spend time together. Family representatives have been organized as well to serve as liaisons between the classrooms and the BVA community. Family Representatives increase family communication and volunteer hours. We would like to expand the capacities of this liaison group to further engage family and staff relationships.We will continue to encourage teachers to connect with their family representatives more regularly to build this role and tend to the unique needs of their classroom communities. Moving forward, we would like to continue strengthening and expanding our partnerships through our CEC. We will increase family voice and involvement within those partnerships. Through the CEC, we would also like to create more opportunities for our BVA staff and families to reciprocate support and time to our local community organizations. We hope to spend more service hours with them, helping them move forward with their organizational goals and vision. These efforts will strengthen our community partnerships and our family relationships.    Staff will continue to find new ways to invoke their curiosity and learn about their families’ backgrounds, cultural norms, and communication preferences. This curiosity will lead to best practices in both their teaching, relationship-building, and communication with families about their child’s academic and social emotional well-being. Appropriate professional development will focus on providing these skills for our staff.|To maintain and deepen community relationships and constantly improve our school program, especially with our underrepresented families, we will continue to provide multiple opportunities for stakeholder engagement.  In addition to the ways we have described previously, we hope to continue to diversify our methods of connecting with underrepresented families, for example, utilizing our community partners like the food bank to further incentivize families to attend school events where relationships between staff and families are formed because they are also able to take home fresh and nutritious food.  We want to ensure that we continue to remove barriers for families by holding meeting spaces in person and virtually, in mornings and evenings, with food and childcare when relevant, and with translation when needed.  We have successfully implemented our new Family Resource Center (FRC) which is available to any families who express need, including our McKinney-Vento & Foster student population The FRC offers a food pantry, washer/dryer services, computer/printing access, counseling services, and essential goods such as hygiene and household products. Multiple families reached out for housing support and were able to find permanent housing with rental and utilities support. Families will help us develop future plans and gather data on what types of goods and services are desired and needed by the community. We further plan to improve engagement with underrepresented families by continuing to create inclusive spaces where  our families feel welcomed and included.This looks like culturally sustaining  family engagements where members of various cultural groups can share their stories and traditions, most especially during highlighted months such as Hispanic Heritage Month, Black History Month, Asian-American Pacific Islander Month, and more. We will host ADHD Family support groups, Family Education Evenings, Heritage celebrations, etc.|BVA is committed to the continued development of partnerships  for student outcomes.  This can be seen in the creation of our full time position of Community Support Organizer (CSO) dedicated to the building of those partnerships.  Our CSO  works extensively within our community to identify and build partnerships with organizations that directly impact student outcomes. The role was designed to represent and serve the needs of the community in regards to addressing school culture, family involvement and building relationships with community partners The position has already proven to be an asset in meeting the needs of our community.  We officially became a certified Blue Zones School at both of our campuses. We partnered with Blue Zones to implement best practices across broad areas of the school that influence student health and well being. These practices look like changes in our school policy around nutritious food, research informed shifts in when students eat lunch or play and physical activity. They provide a number of ongoing resources for students and families including community clean up events and cooking classes.  We have continued our partnership with Breathe for Change and send groups of our educators each year to become certified as yoga and social emotional educators.  This impacts the emotional and physical wellbeing of the teachers and the students.  We know that mental health significantly impacts outcomes for students and it continues to be a priority.  We have also partnered with The Food Bank which comes to most of our community events to offer free nutritious vegetables to our families.  We know that diet significantly impacts the health and wellbeing of our students.  The CHOMP Kids Eat Right program has partnered and supports our 4th and 5th graders in identifying healthy eating habits and teaches them to cook healthy meals collaboratively in school.|We hope to continue to build and retain the partnerships that impact student outcomes.   We want to focus on partnerships that directly impact student outcomes and deepen the relationship.  Our CSO is eager to look at partnerships that would benefit from reciprocal support.  Moving forward, we would like to continue strengthening and expanding our partnerships through our CSO. We hope to increase family voice and involvement within those partnerships. Through the CSO, we would also like to create more opportunities for reciprocity from our BVA staff and families to our local community organizations. We hope to spend more service hours with them, helping them move forward with their organizational goals and vision.  We hope these efforts will strengthen our community partnerships and our family relationships.  A large focus area for improvement has been that our 8th Grade Service Learning Program be deeply rooted in service to our community partners. Our new program at BVA will challenge the traditional model of service learning by providing students with opportunities to critically examine themselves and their communities in order to create real social change. Students are centered as “agents of change” and will create an Action Plan Project through research and alignment with their local community partner of choice.  These partnerships and engagements significantly impact student outcomes.|We predominantly focus on accessibility for our underrepresented families across all areas of growth.    BVA’s continued priority is to fund the full time position of Community Support Organizer (CSO) dedicated to the building of those partnerships with the overarching goal and lens of engaging and supporting our most underrepresented families.  Our CSO  works extensively within our community to identify and build partnerships with organizations that directly impact student outcomes. The role was designed to represent and serve the needs of the community in regards to addressing school culture, family involvement and building relationships with community partners.  Those partnerships directly reflect the needs of our underrepresented families.  As previously stated, one of our main areas of focus is our 8th Grade Service Learning Program to be deeply rooted in service to our community partners. Our new program at BVA will challenge the traditional model of service learning by providing students with opportunities to critically examine themselves and their communities in order to create real social change. Students are centered as “agents of change” and will create an Action Plan Project through research and alignment with their local community partner of choice.  These partnerships and engagements significantly impact student outcomes, especially to the underrepresented population.   With great effort and careful attention, our Community Support Organizer has worked to partner with organizations that empower and uplift many of our underrepresented families.  These community partners include Palenke Arts, The Food Bank, Monterey County Black Caucus, The Village Project, etc.  The role of family members is shared with families and is key in the Service Learning Program. We need family  support in asking children what they are experiencing and noticing during their research and projects. Help them understand their identities and what communities they are a part of. Improving our support and relations with our underrepresented populations will continue to be at the heart of our decisions.|BVA seeks to gain input from our stakeholders regularly.  Throughout the year, we provide multiple modes of stakeholder feedback. We hold Chat with Leadership opportunities to gain family insight and feedback.  Our leadership team  invites families to have a conversation with our administration about any concerns, suggestions, or compliments they have.  This open agenda is held in hopes of creating a space to form relationships and collaboration.   We have a number of surveys shared each year that give valuable insight that informs a number of decisions ranging from community engagement to academic support.  We survey our students in 3-8 three times per year for student wellness and safety.  Each school year, our counseling team gives family surveys so we can receive input on what needs families identify in their students to support their social and emotional health. Staff surveys are shared quarterly to get feedback on various topics including organizational strengths and needs, student wellbeing and needs, and personal wellbeing.  Our Instructional Leadership Team is a regular source of feedback and input that informs decisions made within the school.  They are able to share their own professional insights as well as those of their grade level band of staff they support.  We have staff representatives on each of our board committees joined  by families, board members and community representatives.  This gives a broad perspective of feedback in each committee and informs decisions in both directions.  The Governance Committee focuses on decisions regarding school policy.  The Development Committee focuses on fundraising and grants. The Finance Committee focuses on financial decisions and fiscal health.   The School Site Council and ELAC committee are other key groups that play a large role in  impacting decision making.  For example, the ELAC committee felt that there was a need for more specialized support for our ELL students at the upper campus and in the next year, we were able to hire an ELD teacher for the upper campus.  In addition, our 2 Staff Board Representatives are able to participate in board meetings and provide valuable staff feedback to board level decisions.|While we utilize a wide array of methods to seek stakeholder feedback, there is always room for continued growth.  We have placed a focus on getting more authentic input from staff to inform school decisions.  Part of these efforts was modifying our Staff Board Representative selection process.  Previously they would apply and be chosen by leadership.  Moving forward, staff will be voting on staff representatives that will be given the platform to share with our board of directors any issues present at lower and upper campus to inform decisions. We hope that by providing more avenues for staff participation and outlets for voices to be heard, they will be able to provide more input with decisions.  We will also be focusing on increasing the participation in ELAC which, in turn, will lead to increased feedback on issues relevant to English Learners.  We have found that participation since COVID has yet to return to pre-COVID numbers.  We will be working with our ELAC members voted into positions to be resources in attempting different methods of engagement to have higher participation. Some potential ideas that expand beyond alternating times being offered, hybrid participation, food and childcare when needed.  We are wanting to include more student voice and input in decisions made at school and will be creating student focus groups for feedback on a number of different issues.|We seek input from underrepresented families in a variety of ways in order to capture the most responses. We will continue to prioritize and improve participation from our underrepresented families.  Surveys will be sent out at various times throughout the year to families to gain their input on a variety of topics from planning for the future and budget priorities.  We will continue to provide in-person and zoom opportunities for family members during morning and evening times to provide input on our strategic goals and priorities for the coming years.  We plan to continue to offer food, Spanish translation and childcare at evening events when needed to remove potential barriers.  We plan to continue our Classroom Representatives for each class that act as liaison to family input.  Not all families are comfortable sharing input directly with schools.  We hope to further empower these people to gather input from the other parents/caregivers in the class to then share with staff.  We also plan to implement more focus groups for families with specific targeted subjects to further inform the decision we made that impact our school.  In addition, we plan to hold student focus groups and seek out feedback from our affinity groups on campus.  While this does not exhaust the list of how we will work to improve engagement with our underrepresented population, we will continue to listen to our stakeholders to inform our efforts and decisions.|3|4|4|3|4|4|4|4|4|4|4|3|Met||2025-06-12|2025
27102722730232|Monterey County Home Charter|3|99% of MCHCS families report having positive relationships with MCHCS staff.  We achieve this through numerous opportunities for parents/guardians/students to participate in weekly teacher meetings and events.  Many of these events are centered around informational meetings such as financial aid, college and career readiness, and post secondary opportunities.  Additionally, parents and staff can also connect through our co-curricular activities including field trips, academic themed fairs, open house, back to school picnic, and spelling bee.  Our Charter Advisory Board meets monthly and ELAC meets quarterly to provide updates to the community as well as receive input.|Areas for improvement include increasing the number and diversity of parents attending our events, Charter Advisory Board meetings, and ELAC meetings.|We will actively work to increase the voices of our unduplicated population (EL, foster youth, low income) in our events and by extending personal invites to parents and guardians.  Additional training will continue to be provided to staff on how to better support unduplicated populations.  Meeting notices, announcements, and communications will be provided in both English and Spanish.|Parents and students have multiple opportunities in the school year to meet with teachers and discuss student progress. During Individual Learning Plan conferences, teachers discuss student performance, goals, grades, attendance, and post-secondary plans.  Conferences are scheduled at the beginning of each quarter.  Students and/or parents meet once a week with their assigned teacher.  Parents and students are welcome to schedule additional meetings with their teacher at any time in the year.|To increase parent/guardian participation, staff will continue to be provided with training opportunities to better serve unduplicated student populations (EL, foster youth, low income).  This will increase our families feeling of being safe, included, and supported.|Provide multiple opportunities to engage in a variety of scheduled events via virtual meeting spaces and/or in-person.|Educational partners attend monthly Charter Advisory Board (CAB) meetings and quarterly ELAC meetings.  Agendas are posted 72 hours prior to meetings and minutes are kept on file.  Data was also collected through our 2023-24 LCAP Community Partners Survey.  In addition, input is requested through weekly parent/student/teacher meetings and staff meetings.|Areas for improvement include math and social-emotional counseling. MCHCS will enhance the math curriculum, provide ongoing professional development for teachers, integrate technology, and use individual learning plans. MCHCS will create comprehensive support systems by incorporating social-emotional learning (SEL) into daily instruction and increase collaboration with community resources to provide social-emotional support to students and families. Regular assessment and feedback, data-driven decision-making, and crisis intervention protocols will ensure adequate support. This holistic approach fosters a supportive learning environment that addresses academic and emotional needs.      MCHCS will continue to increase opportunities to receive formal feedback from educational partners by embedding local survey questions in our electronic event sign-in form.|Each MCHCS event will continue to use an electronic event sign-in form for all events and collect school climate data through survey questions.  Parents will be provided on site support navigating the electronic sign-in and data gathering tool.  All materials and support will be provided in Spanish and English.|4|5|4|5|4|4|5|5|4|4|5|5|Met||2025-06-25|2025
27102726119663|Oasis Charter Public|3|Oasis Charter Public School has cultivated a strong, welcoming culture that prioritizes building meaningful relationships between school staff and families. Educational partner feedback gathered through parent meetings consistently reflects high levels of trust, approachability, and satisfaction with communication. Families describe the school environment as open and inclusive, with staff readily available and eager to engage. Communication tools, such as ParentSquare, phone calls, and in-person conversations, ensure that families stay informed and connected to school life. Bilingual communication is prioritized, with all key messages delivered in both English and Spanish to serve our diverse community.  Staff at Oasis actively work to build relationships with families beyond academics. Teachers regularly engage in informal conversations at pick-up and drop-off, and our administrative team maintains a visible presence at school events and throughout the day. Families have direct access to school leaders and instructional staff, fostering transparency and accessibility. A full-time family liaison helps maintain consistent communication, particularly with underrepresented families, and serves as a bridge between home and school.  The school has made a deliberate effort to expand the number of opportunities for families to connect with the school in ways that reflect their interests and strengths. In addition to Back to School Night and parent-teacher conferences, Oasis hosts and invites all parents to weekly Wednesday assemblies, parent group meetings, and a range of cultural and community events where families can share feedback and build community. Parents are also invited to serve on community decision-making groups, providing additional avenues for meaningful partnership.  Oasis staff receive professional development on cultural responsiveness and effective family engagement strategies. Through collaborative reflection and feedback loops, the school has identified relationship-building as a core strength and continues to support staff in deepening connections with families. This strong foundation has led to increased family participation, a stronger sense of belonging, and a shared investment in student success.|While Oasis Charter Public School has established a strong foundation of trust and communication with families, ongoing reflection and educational partner input have identified opportunities to strengthen and expand relationship-building practices. One key area of focus is increasing staff consistency in initiating proactive outreach to families, particularly during key transition points in the school year. While many staff members already maintain strong connections with families, Oasis aims to ensure that all families, regardless of grade level, home language, or prior school experience, receive the same level of personalized outreach and engagement.  Another area for improvement involves increasing staff awareness of individual family goals, strengths, and cultural backgrounds in a more structured and intentional way. While informal relationships are positive and frequent, the school seeks to embed more formal practices, such as family interest inventories or goal-setting conversations, into the school year to help staff deepen their understanding of each family’s unique needs and values.  Oasis also recognizes the importance of expanding family engagement beyond attendance at events, to include more collaborative planning and co-creation of programs that reflect family voice. To support this goal, the school is exploring new ways to gather input from families who may not currently participate in school events, including virtual opportunities, multilingual surveys, and direct outreach led by the family liaison. By building on its existing strengths and expanding the ways families can connect and contribute, Oasis is committed to fostering an even more inclusive and responsive school community.|Oasis Charter Public School is committed to ensuring that all families, particularly those who are historically underrepresented, feel seen, heard, and connected to the school community. As part of its ongoing efforts to strengthen relationships, the school will continue to leverage its full-time family liaison to provide consistent, personalized outreach to families who may face language, cultural, or logistical barriers to engagement. This includes one-on-one phone calls, in-person meetings, and home-language communication through ParentSquare, flyers, and translated materials.  To further improve engagement with underrepresented families, Oasis will expand its use of family interest surveys and feedback forms to identify specific needs, preferences, and areas of concern. These tools will help staff tailor communication and events to better reflect the diverse experiences and goals of the families they serve. The school also plans to increase the number of informal, low-barrier engagement opportunities, such as morning meet-and-greets, student showcases, and culturally responsive community events, that invite families to connect with staff in meaningful ways.  Additionally, Oasis is working to implement more flexible scheduling options for family meetings and events, including virtual access to school functions and parent group meetings. These efforts are designed to reduce time and transportation constraints and ensure families with work or caregiving obligations can still participate. Staff will receive ongoing training on equitable engagement strategies and cultural humility to ensure that all families, regardless of language, background, or prior experience with school systems, are actively welcomed and included. By embedding these practices into its daily operations, Oasis aims to strengthen its partnerships with all families and increase participation from those who have historically been underrepresented.|Oasis Charter Public School has made significant progress in building strong partnerships with families to support student success. A central strength is the school’s commitment to open communication and shared responsibility for student outcomes. Families are regularly informed about their children’s academic progress through formal avenues such as report cards and parent-teacher conferences, as well as ongoing informal communication via ParentSquare, phone calls, and in-person check-ins. These communication strategies help foster a consistent, collaborative connection between families and school staff.  Teachers and administrators work intentionally to provide families with the tools and resources needed to support learning at home. This includes clear guidance on homework expectations, information about classroom instructional goals, and strategies for reinforcing skills outside of school. The school also shares MAP assessment data with families three times a year, including growth indicators that allow parents to track academic progress over time. This data is used in conversations during parent conferences and intervention meetings to create shared academic goals and identify support strategies that families can implement at home.  Oasis also provides targeted support for English Learners and students receiving special education services by facilitating regular meetings with families and involving them in goal-setting for intervention plans and IEPs.  A full-time family liaison plays a key role in maintaining communication, coordinating resources, and helping families navigate academic supports. This role is especially impactful for families of underrepresented students, many of whom have expressed increased confidence in advocating for their child’s learning needs as a result of the school’s outreach efforts. Additionally, the consistent visibility and accessibility of the administrative team reinforces the school’s culture of partnership and shared accountability.  Feedback from parent engagement opportunities indicates that families feel welcomed and well-informed about their child’s progress. They also report feeling empowered to engage in meaningful conversations with teachers and support learning at home. These partnerships have contributed to increased academic growth and improved student engagement, demonstrating the positive impact of a collaborative, student-centered approach to family involvement.|While Oasis Charter Public School has established a strong foundation in partnering with families to support student outcomes, the school recognizes the need to broaden the scope and consistency of these partnerships across all grade levels and student groups. One area of improvement is ensuring that academic workshops and resources are offered more consistently throughout the school year, rather than primarily at beginning-of-year events. By providing families with more frequent opportunities to build their understanding of curriculum, instructional strategies, and academic supports, Oasis aims to deepen the impact of its family engagement practices.  Another area of focus is expanding support for families to understand how to reinforce specific academic goals at home, particularly as the school continues to implement individualized growth plans informed by MAP assessment data. While families receive assessment results and attend conferences, Oasis seeks to improve the clarity and accessibility of the data shared, ensuring that all parents, regardless of educational background or language, fully understand what their child’s progress means and how they can help.  The school is also working to create more opportunities for families to partner with teachers and intervention staff in developing strategies tailored to their child’s needs. This includes increasing the number of progress monitoring check-ins and creating tools that make academic goals more visible and actionable for families. In particular, Oasis is focused on strengthening support for families of English Learners and students with disabilities by continuing to improve communication around academic expectations, available supports, and collaborative planning opportunities. By addressing these areas, Oasis hopes to move from strong baseline engagement to deeper, more strategic partnerships that actively empower families to contribute to their child’s academic success throughout the year.|To improve engagement of underrepresented families in supporting student outcomes, Oasis Charter Public School will continue to implement intentional, targeted strategies that reduce barriers to participation and foster inclusive, culturally responsive partnerships. The school’s full-time family liaison plays a central role in this effort, offering individualized outreach to families who may not regularly engage with traditional school events. This includes home-language phone calls, in-person meetings, and assistance navigating school systems such as MAP data reports, intervention programs, and academic expectations.  Recognizing that some families may feel less confident engaging in academic discussions or supporting learning at home, Oasis is working to create more approachable, hands-on learning sessions that are embedded into events families are already attending. These sessions will provide practical strategies families can use with their children and will be presented in both English and Spanish to ensure accessibility.  To further address underrepresentation, the school will expand its use of bilingual, culturally relevant communication tools and visual guides to help families understand and act on academic data. In addition, Oasis will continue to offer virtual access to key meetings such as IEPs, academic workshops, and parent groups, helping families with work or transportation constraints stay connected and involved.  Oasis is also strengthening its partnerships with local community organizations to provide wraparound supports that help families address external barriers to engagement. These efforts reflect the school’s belief that when families feel welcomed, informed, and equipped with tools to support learning, they are more likely to play an active role in their child’s academic journey. By embedding these supports into its daily practices, Oasis aims to ensure all families, including those historically underrepresented, can fully participate in and contribute to student success.|Oasis Charter Public School has developed a strong culture of inclusivity and shared decision-making, where families are encouraged to actively participate in shaping the direction of the school. One of the school’s greatest strengths is the variety of structured and informal opportunities offered to gather educational partner input. Families are regularly invited to participate in school wide surveys, open parent meetings, and decision-making bodies such as the Oasis Community Council and the UCEN Board. These forums allow families to voice their perspectives on important topics such as school policies, program development, resource allocation, and student support services.  The school has institutionalized practices that promote transparency and shared governance. Weekly Wednesday assemblies serve as an open invitation for families to engage in dialogue with school leadership afterwards, share concerns or suggestions, and ask questions in a casual and welcoming setting. In addition, families are invited to serve on various committees such as a rechartering forum, ensuring that the parent voice is represented in shaping the school culture and programing decisions. These practices reflect a deep commitment to listening to families and valuing their contributions to the school’s direction.  ParentSquare is used effectively as both a communication platform and a tool for gathering feedback. The school regularly posts engagement questions to gauge interest, gather input, and make data-informed decisions based on family preferences. Translation services are consistently provided to ensure that all families, including those who speak languages other than English, are able to access information and participate fully in discussions that impact their children’s education.  Oasis has also made strides in improving decision-making input from underrepresented families by offering multilingual resources, virtual access to meetings, and personalized outreach through the family liaison. These efforts have led to an increase in participation from families who may not have traditionally felt empowered to engage in school governance. As a result, Oasis has created a school community where families see themselves as essential partners in the educational process, and where decision-making reflects the voices of the community it serves.|While Oasis Charter Public School has made strong progress in creating inclusive opportunities for family input, ongoing reflection and educational partner feedback have revealed several areas where improvement is possible. One focus area involves increasing the participation of families who are unable to attend in-person meetings or events due to work schedules, transportation limitations, or caregiving responsibilities. Although virtual access is currently offered for some meetings, including Board meetings, the school recognizes the need to expand virtual and asynchronous options across more decision-making opportunities.  Another area of improvement is ensuring that all families clearly understand how their input is used to shape school decisions. While many families report feeling heard, there is an opportunity to improve communication around how feedback from surveys, meetings, and forums is analyzed and acted upon. By closing the feedback loop more consistently through follow-up messages, summary reports, or brief video updates, the school can reinforce that family contributions are valued and impactful.  Oasis also seeks to strengthen the consistency of input-gathering across all grade levels and parent groups. While highly engaged families often participate regularly, the school would like to ensure that voices from all student groups, including those of English Learners, students with disabilities, and economically disadvantaged students, are represented equitably in decision-making processes. This includes refining outreach methods and adjusting meeting times or formats based on family input.  By expanding flexible access, improving transparency around the use of feedback, and continuing targeted outreach to underrepresented groups, Oasis Charter Public School aims to deepen authentic family involvement in shaping the school’s vision, programs, and priorities.|Oasis Charter Public School is committed to ensuring that all families, including those who are historically underrepresented, have meaningful opportunities to participate in school decision-making. To improve engagement in this area, the school will continue to rely on its full-time family liaison to conduct personalized outreach to families who may face language, cultural, or logistical barriers. This includes making phone calls and sending direct messages in families’ home languages to personally invite them to participate in surveys, meetings, and advisory groups.  The school will expand virtual access to key events and discussions, including offering morning, daytime, and evening Zoom sessions and recorded updates, to accommodate families who cannot attend during traditional school hours. These virtual opportunities will be promoted in both English and Spanish, with interpretation provided live or through translated materials. By reducing logistical barriers and expanding scheduling flexibility, Oasis hopes to make participation more accessible and inclusive.  To ensure all families see the value of their input, Oasis will work to improve communication about how feedback is used. This includes sharing summaries of decision-making outcomes and highlighting how family voices influenced specific school actions or initiatives. In addition, the school will continue to include underrepresented family voices in formal decision-making spaces such as DELAC, parent advisory groups, and other panels.  Oasis recognizes that seeking input is only meaningful when families feel their voices matter. By combining proactive outreach, multilingual communication, flexible participation options, and visible feedback loops, the school will continue building trust and empowering all families to play an active role in shaping the school community.|5|5|5|5|4|4|5|5|5|5|4|4|Met||2025-06-24|2025
27659610000000|Alisal Union|3|The Alisal Union School District Board of Trustees affirms that fostering robust parent and guardian engagement in their student's educational journey is a paramount priority, directly complementing our unwavering commitment to student achievement. Based on the comprehensive analysis of input provided by valued educational partners, for the 2024-2025 academic year, the District continued to ensure the safety and well-being of all students and staff. The district's overarching objective is to cultivate an environment that is both highly welcoming and demonstrably secure for our entire school community.|The Alisal Union School District Board of Trustees prioritizes the cultivation of robust family engagement for the 2025-2026 school year. This includes developing comprehensive professional development for staff on culturally responsive communication and partnership-building, expanding Community School hubs to offer more on-site resources, and formalizing family leadership opportunities to ensure parent voices are central to decision-making. Additionally, the district will enhance communication and outreach strategies for broader accessibility and establish data-driven evaluation processes to continuously refine our initiatives, ultimately fostering a more inclusive and supportive educational system.|The Alisal Union School District is committed to provide targeted professional development for all staff on culturally responsive communication and trauma-informed family engagement. There is a plan to expand Community School hubs and their services, offering more workshops on academic support, health, and digital literacy tailored to community needs. To ensure parent voices are central, the district will formalize and expand family leadership opportunities and refine our communication strategies for broader, more effective outreach. Finally, we'll establish clear metrics for data-driven evaluation, continuously refining our initiatives to maximize family engagement and student success.|---  Based on the comprehensive analysis of input from our dedicated educational partners, and subsequently integrated into our Local Control Accountability Plan (LCAP), the Alisal Union School District has identified significant strengths and made considerable progress in fostering collaborative partnerships that directly impact student outcomes. Key strengths include:  * Cohesive Instructional Leadership: The District effectively facilitates a unified process through a common Instructional Leadership Team (ILT) model. This team, comprising all site-level leadership, convenes monthly. These regular meetings are crucial for collectively addressing student outcomes, refining strategic plans, coordinating professional development for staff, and defining actionable next steps across all schools. This structured collaboration ensures consistency and alignment in our educational priorities.  *Data-Driven Decision making: Alisal Union School District partnered with iReady to implement a comprehensive local assessment system which identifies the strengths and needs of each individual student as well as identifies trends in achievement. This platform also supports student learning in the classroom and at home through individualized, targeted instruction while providing a clear student academic profile for families.   * Data-Driven Progress Monitoring for English Learners: We continue our vital partnership with ELLevation, leveraging its platform to facilitate robust access to and review of essential data. This focused effort is particularly critical for the meticulous monitoring of English Learner (EL) student progress, ensuring we effectively support their journey towards meeting the criteria for Reclassification as Fluent English Proficient (R-FEP). In addition, the district reviewed and revised the Requirements for Reclassification, creating pathways that supported each and every student in thier journey towards English proficiency.  * Transparent Communication of Student Progress: The District maintains a consistent and transparent communication rhythm with parents and guardians regarding student progress on both state and local benchmarks. This vital information is regularly shared during public Board meetings and at various other community engagement events, including dedicated sessions with the District English Learner Advisory Council (DELAC). This proactive communication ensures families are informed partners in their children's educational journey and can celebrate achievements or address areas needing support.|Based on the analysis of educational partner input and local data, the district's area of focus for improvement in Building Partnerships for Student Outcomes is to create a communication and engagement plan for parent and staff. All schools in the district are implementing the state's Community School initiative. This continues to create more opportunities for engagement and connectedness for families.  The district is also streamlining services and platforms to allow parents to be more actively engaged in their students academic progress and success. In the 2025/26 school year, the district will use PowerSchool Parent Portal to engage families in their student's academic profiles. Families will be able to look at absences, see local and state assessment scores, as well as grades regularly.|Based on the analysis of educational partner input and local data, the district's area of focus for improvement in Building Partnerships for Student Outcomes is to create a communication and engagement plan for underrepresented families. All schools in the district are participating in the state's Community Schools Initiative. This will create more opportunities for engagement and will also include more staff to help with the constant communication and engagement. This will help uplift the voices of those underrepresented families.|The Alisal Union School District values the insights of its educational partners, and this collaborative input, integrated into our Local Control Accountability Plan (LCAP), has highlighted significant strengths and notable progress in our approach to Seeking Input for Decision-Making.  The District's commitment to inclusive decision-making is evident in several key areas:  Cohesive Site Team Engagement: The District effectively facilitates a unified process that brings together all school site teams through a common Instructional Leadership Team (ILT). This team meets monthly, providing a consistent forum for collaborative discussion and strategic planning directly tied to student outcomes. This centralized approach ensures that insights from across all schools inform district-level decisions.  Transparent Communication with Parents: We regularly communicate student progress on both state and local benchmarks to parents. This vital information sharing occurs during Board meetings and at various other District events, notably through the District English Learner Advisory Council (DELAC). This consistent communication fosters transparency and keeps parents well-informed about their children's academic journey.  Empowering Parent Engagement: Our DELAC meetings consistently feature hands-on activities, specifically designed to ensure parents are actively engaged in the content and learning presented. This interactive approach moves beyond passive information dissemination, actively empowering parents and deepening their understanding of educational concepts and benchmarks.|The Alisal Union School District will focus on the following to further enhance input-seeking and collaborative decision-making for the 2025-2026 school year:  Expand Targeted Feedback Mechanisms: We will develop and implement additional, formalized channels for obtaining more targeted feedback from diverse partner groups, including specific student groups, classified staff, and broader community organizations. This may include focused surveys, small group discussions, or dedicated online platforms to ensure all voices are heard.  Strengthen Data Utilization in ILT: While the ILT meets monthly, we will enhance its capacity to deeply analyze and integrate partner feedback data into specific action plans for student outcomes. This involves providing additional training on data interpretation and linking feedback directly to instructional strategies and resource allocation.  Increase Accessibility and Participation: We will review and refine our communication strategies and meeting schedules to further reduce barriers to participation for all educational partners. This could include exploring hybrid meeting formats, providing childcare, or offering sessions in diverse community locations to maximize engagement beyond traditional school settings.  By implementing these next steps, the Alisal Union School District aims to continuously deepen its collaborative decision-making processes, ensuring that all voices contribute meaningfully to student success.|The Alisal Union School District is committed to a dynamic, data-driven approach to school improvement. To ensure our initiatives remain effective and responsive, we'll convene regular meetings with all education partners. These meetings will rigorously review implementation data, student outcome data, and process data. This continuous analysis will inform necessary adjustments to both our Local Control Accountability Plan (LCAP) and our overarching parent engagement strategies. Our goal is to ensure that our plans are living documents, evolving to meet the real-time needs of our students and community.  Central to our efforts in the upcoming 2025-2026 school year is the expanded role of Site Community School Coordinators and their teams. Their primary focus will be to actively seek out and integrate underrepresented families into all possible decision-making opportunities. This goes beyond mere participation; it's about genuine empowerment. By building strong, trusting relationships, we aim to ensure these families feel safe and confident in requesting services and contributing their invaluable perspectives, thereby truly shaping the educational experience for all Alisal Union School District students.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2025-06-25|2025
27659790000000|Bradley Union Elementary|3|Relationships with our families is crucial to the overall success of BUSD. Each week, the Principal sends a weekly update of the things occurring at school. Teachers also send out weekly updates to their class families. The district has updated the school website as well as created a new social media account to further the communication with our school community. There are many opportunities for families to participate in events at school. This is available through our Parents Club as well as our School Site Council.|Relationships with our families is crucial to the overall success of BUSD. Each week, the Principal sends a weekly update of the things occurring at school. Teachers also send out weekly updates to their class families. The district has updated the school website as well as created a new social media account to further the communication with our school community. There are many opportunities for families to participate in events at school. This is available through our Parents Club as well as our School Site Council.|Relationships with our families is crucial to the overall success of BUSD. Each week, the Principal sends a weekly update of the things occurring at school. Teachers also send out weekly updates to their class families. The district has updated the school website as well as created a new social media account to further the communication with our school community. There are many opportunities for families to participate in events at school. This is available through our Parents Club as well as our School Site Council.|Building relationships with our school families is an important component regarding student outcomes. Our families are made aware of school happenings through weekly updates, our district website, social media account, and our messaging system. Teachers continue this by setting up parent meetings when necessary along with sending their own updates via email.|Building relationships with our school families is an important component regarding student outcomes. Our families are made aware of school happenings through weekly updates, our district website, social media account, and our messaging system. Teachers continue this by setting up parent meetings when necessary along with sending their own updates via email.|Building relationships with our school families is an important component regarding student outcomes. Our families are made aware of school happenings through weekly updates, our district website, social media account, and our messaging system. Teachers continue this by setting up parent meetings when necessary along with sending their own updates via email.|Gathering family input is an important part of the decision making at BUSD. A variety of surveys have been shared with families throughout the year. Feedback also has been shared at School Site Council meetings, Board Meetings, Parent Conferences, and school-wide events.|Gathering family input is an important part of the decision making at BUSD. A variety of surveys have been shared with families throughout the year. Feedback also has been shared at School Site Council meetings, Board Meetings, Parent Conferences, and school-wide events.|Gathering family input is an important part of the decision making at BUSD. A variety of surveys have been shared with families throughout the year. Feedback also has been shared at School Site Council meetings, Board Meetings, Parent Conferences, and school-wide events.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-10|2025
27659870000000|Carmel Unified|3|Carmel Unified School District (CUSD) is committed to fostering strong partnerships with families to promote positive student outcomes. To support students effectively, CUSD prioritizes accessibility and collaboration with families by creating numerous opportunities for teachers, families, and students to come together in support of student success. Family-student-teacher conferences are scheduled multiple times throughout the year, with interpreters provided as needed to ensure effective communication. As student needs grow, so does the district’s commitment to addressing those needs through in-person engagement, including Student Study Team meetings, Individualized Education Program (IEP) meetings, and Section 504 meetings, held regularly or as needed. Families are also welcome to meet informally with staff at school sites. District-wide events such as Back-to-School Nights and Open Houses provide additional opportunities for families to engage with teachers. These events often spark further dialogue or lead to more formal discussions that support individual student needs.  To assist families in supporting student learning at home, CUSD employs a variety of practices and tools. Each Friday, principals send newsletters to keep families informed about campus activities, both academic and extracurricular. The district offers access to an online gradebook, regularly updates parent and student handbooks, and provides a Career Technical Education (CTE) handbook outlining student pathway options. Teachers share resources through Google Classroom and their individual webpages, which often include helpful links and curriculum-aligned suggestions. Students in grades 3–12 benefit from one-to-one Chromebook access, enhancing learning both in and out of the classroom.  CUSD ensures families are informed of their legal rights, beginning with the annual notification of rights. Parent rights are clearly communicated during IEP and 504 meetings. Uniform complaint procedures are posted and accessible, and schools regularly inform parents of their opt-out rights where applicable.  The district has significantly enhanced two-way communication with families through the ParentSquare platform. To support outreach, especially to families in remote areas of the district, CUSD holds community meetings and employs a part-time, Spanish-speaking community liaison who strengthens family relationships to support student achievement. Simultaneous translation services are provided at board meetings and D/ELAC (District/English Learner Advisory Committee) meetings, increasing access to school and district information. Additionally, CSEA unit members may certify their language skills through an assessment process to offer on-the-spot translation services. Staff also has access to Language Line, a real-time, on-demand translation service. Advocacy is further supported by a CUSD parent representative who serves on the Special Education Local Plan Area (SELPA) Committee Advisory.|Carmel Unified is strengthening two-way communication with families to boost engagement and extend its outreach across the community.|Carmel Unified School District (CUSD) values family input as an essential component of informed decision-making. To capture these important perspectives, CUSD actively encourages parent and guardian participation in various advisory groups. These include the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTOs, WASC committees, and strategic planning session including community members where applicable. At Carmel High School, a Principal Advisory Committee provides students with a platform to share their insights and ideas. CUSD also utilizes targeted surveys to gather input on topics such as the development of the Local Control and Accountability Plan (LCAP) and other required state plans. The district's Title I processes include annual reviews by parents and guardians to provide feedback on family engagement policies and practices. Through these efforts, CUSD has fostered stronger collaboration between families, school staff, and district leadership to support effective family engagement activities that benefit students and the broader community. To further these efforts, the district employs a bilingual community liaison to enhance two-way communication with Spanish-speaking families. CUSD remains committed to identifying new ways to engage all families, particularly those who are historically underrepresented, ensuring that inclusivity continues to guide its practices.|Carmel Unified School District and its schools emphasize a culture focused on cultivating relationships with families and the greater community in a variety of ways. The district takes pride in fostering welcoming and inclusive environments at all sites. All sites are committed to establishing and building community partnerships between families, staff, and students. CUSD schools seek to effectively communicate with all families through a variety of means. The district and its schools use ParentSquare, emails, letters, in-person meetings, websites, phone calls or texts, and social media to communicate with its families. Along with simultaneous translation services at Board of Education meetings, increased usage of qualified bilingual staff is desired in place of LanguageLine. Increased and improved translation services and the support of the bilingual Community Liaison have improved access to school activities for bilingual families.|The District is committed to providing information and notices in multiple languages and across a variety of platforms to ensure accessibility for all families. A continuous area of focus is communicating clearly with families about the available modes of communication and using their feedback to determine which methods are most effective for specific purposes. To support this effort, the District developed a communications tip sheet and established protocols rooted in best practices to strengthen partnerships and enhance student success. In addition, the District aims to build on its initial success in providing student internship opportunities by increasing engagement with industry partners. There is also a strong interest in further expanding dual enrollment offerings through continued collaboration with local community colleges.|Carmel Unified School District remains committed to inclusive practices and is continuously seeking ways to increase participation and engagement from all families, particularly those who have been historically underrepresented. To strengthen two-way communication with Spanish-speaking families and improve outreach to families in more remote areas of the district, a bilingual community outreach liaison was added during the 2022–23 school year. Building on a successful series of parent education workshops offered in both English and Spanish, the District aims to further support families by deepening their understanding of district processes and procedures, how to interpret student performance data, the importance of consistent attendance, and the key academic and developmental milestones expected at various grade levels.|Carmel Unified School District values and seeks out input from families to inform decision-making. CUSD actively seeks out parent/guardian participation in surveys and advisory groups in order to capture these important voices. CUSD advisory groups include the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTOs and PTAs.|The district uses targeted surveys to gather parent and guardian input on a range of topics, including the development of the Local Control and Accountability Plan (LCAP) and other state-mandated plans. As part of its Title I requirements, CUSD annually invites families to review and provide feedback on family engagement policies and practices. Ongoing efforts to strengthen communication and collaboration among families, school staff, and district 2025-26 Local Performance Indicator Self-Reflection for Carmel Unified School District Page 13 of 18 leadership are coordinated through the Superintendent’s Office. These efforts aim to support the continued development and sustainability of effective family engagement strategies that benefit both students and the broader community.|The District uses real-time language translation by partnering with a third-party vendor to assess the language fluency of current employees and determine their ability to support English-only speaking staff.|4|4|4|4|3|4|5|4|4|4|4|3|Met||2025-06-18|2025
27659950000000|Chualar Union|3|Based on educational partner input and local data, Chualar School’s current strengths in building relationships between school staff and families include increased communication efforts, more accessible family engagement opportunities, and a growing culture of trust. The school has made progress by hosting regular family events, improving bilingual communication, and involving parents in decision-making processes, all of which have strengthened connections and fostered greater collaboration in support of student success.|Based on the analysis of educational partner input and local data, Chualar School recognizes the need to improve consistency and depth of family engagement across all grade levels and demographics. While parent forums, school site councils, event participation, monthly school board invitations, and volunteer opportunities have strengthened relationships, the school is focusing on increasing two-way communication, ensuring all families feel welcomed and heard, and expanding outreach to underrepresented parent groups to foster more inclusive and sustained engagement.|Based on the analysis of educational partner input and local data, Chualar School will improve engagement of underrepresented families by expanding academic support and access to enrichment opportunities. The district will continue its intervention program at the primary level and extend it to intermediate and middle school grades through the addition of an intervention specialist who will guide the supplemental support program. To strengthen connections with families, the school will promote participation in its extended day program and hire its own teachers to provide academic tutoring, ensuring consistency and familiarity for students and families. Additionally, the district will actively recruit students into the extended program, offering them structured academic support during the school day and access to unique STEAM-focused electives—efforts that aim to increase engagement, build trust, and create meaningful partnerships with underrepresented families.|Based on the analysis of educational partner input and local data, Chualar School District’s current strengths in building partnerships for student outcomes include its strategic use of grant funding to support instructional improvement. The district has hired a literacy specialist who guides teachers in implementing state-of-the-art, research-based strategies. A key part of this progress includes regularly scheduled weekly meetings between the literacy specialist and teachers to review student academic outcomes and refine instruction, ensuring a collaborative, data-driven approach to improving student achievement.|Chualar School District’s strengths in building partnerships for student outcomes include effectively using grant funding to hire a literacy specialist who supports teachers in applying research-based strategies. Weekly meetings between the specialist and teachers help analyze student data and adjust instruction, promoting a collaborative and outcome-focused approach to improving achievement|Chualar School District will improve engagement of underrepresented families by expanding its intervention programs to upper grade levels and promoting participation in its extended day program. By hiring familiar district teachers to provide academic tutoring and offering STEAM-focused electives, the district aims to create stronger connections with families and increase involvement in their children's academic progress.|Based on the analysis of educational partner input and local data, Chualar School District’s strengths in seeking input for decision-making include consistent use of parent forums, active school site councils, and regular opportunities for community feedback during school events and monthly school board meetings. These efforts have created multiple avenues for stakeholder voices to be heard and considered in shaping programs, policies, and priorities, contributing to more informed and inclusive decision-making processes|Based on the analysis of educational partner input and local data, Chualar School District’s focus areas for improvement in seeking input for decision-making include increasing participation from underrepresented families and ensuring more diverse voices are included in key discussions. The district aims to enhance outreach efforts, provide more accessible opportunities for engagement, and build greater trust so all community members feel empowered to contribute to the decision-making process|Based on the analysis of educational partner input and local data, Chualar School District will improve engagement of underrepresented families in decision-making by expanding outreach efforts through bilingual communication, offering more flexible meeting times, and creating welcoming spaces for open dialogue. The district will also leverage existing structures—such as parent forums and school events—to actively invite feedback and encourage participation from families who have been historically less involved, ensuring their perspectives help shape school and district decisions.|3|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
27660270000000|Graves Elementary|3|Graves School District leverages its small school size to foster strong, individualized relationships between staff, students, and families. This close-knit environment enables teachers to provide personalized academic support and helps ensure each student is recognized, respected, and nurtured. The district prioritizes a safe, inclusive, and positive learning atmosphere that encourages a lifelong love of learning. Through ongoing collaboration among staff, families, Board members, and the broader community, the district supports not only academic achievement but also personal, social, and emotional growth. Survey results highlight that families view Graves ESD as a welcoming and respectful place where students feel supported and cared for. Parents consistently noted that the school communicates effectively, maintains a safe environment free from drugs, vandalism, and gang activity, and actively encourages parental involvement. These strengths reflect the district’s commitment to fostering strong school-family partnerships, clear communication, cultural respect, and student motivation—all essential elements of academic success and whole-child development.|While Graves Elementary School District (GESD) benefits from a small school environment that supports individual attention and academic success, opportunities remain to deepen and broaden engagement with families. Although the district offers a safe and nurturing setting that values each student’s uniqueness, input from educational partners and local data suggest that more consistent, two-way communication and increased outreach to underrepresented families are areas for growth. While staff, parents, Board members, and community stakeholders actively participate in events such as Board meetings, public hearings, parent-teacher conferences, and school celebrations, participation levels vary across groups. GESD aims to enhance its efforts by strengthening inclusive outreach strategies, ensuring all families feel equally empowered to engage in meaningful dialogue and decision-making. Focusing on more personalized, culturally responsive communication and expanding opportunities for collaboration will help reinforce trust, partnership, and shared responsibility in student success.|Based on self-reflection and input from educational partners, Graves Elementary School District will improve engagement of underrepresented families by implementing more culturally responsive outreach strategies, increasing access to interpretation and translation services, and offering flexible meeting times and formats. The district will also strengthen family outreach to build trust, encourage active participation, and ensure all voices are heard in school decision-making processes.|Based on educational partner input and local data, Graves Elementary School District demonstrates strong progress in building partnerships that support student outcomes. The small school size fosters personalized attention, allowing staff to address the academic and social-emotional needs of each student. The district is committed to creating a safe, respectful, and nurturing learning environment where the uniqueness of every child is recognized and valued. This commitment is reflected in survey results, where families overwhelmingly reported that the school is welcoming, respectful, and supportive. Graves ESD has cultivated a strong sense of community among staff, parents, board members, and local partners, all of whom take pride in preparing students for both academic achievement and holistic growth. Families noted that school staff are responsive, caring, and consistent in communication and expectations. Key strengths identified include a focus on safety, cultural respect, academic motivation, and active engagement of families in their child’s education. These qualities illustrate the district’s dedication to fostering a positive school climate that promotes meaningful partnerships for student success.|Based on educational partner input and local data, Graves Elementary School District has identified key focus areas for improvement in building partnerships for student outcomes. The district is prioritizing efforts to strengthen the home-school connection, particularly by collaborating with families to support student learning at home. This includes improving access to and use of technology, promoting consistent homework completion, and encouraging the development of a productive home study environment. Additionally, the district aims to enhance communication with families by continuing regular parent-teacher conferences and ensuring timely, consistent updates on student progress. These efforts are intended to foster greater family engagement and shared responsibility in supporting student achievement.|Based on the analysis of educational partner input and local data, Graves Elementary School District will strengthen engagement with underrepresented families by expanding access to community resources and support services. The district will continue to provide families with information and referrals to local organizations, including mental health and counseling services, to address barriers that may impact student success. Efforts will also focus on increasing collaboration with accessible, culturally responsive community partners to ensure all families feel welcomed, supported, and empowered to participate in their child’s education.|Based on the analysis of educational partner input and local data, Graves Elementary School District demonstrates strong progress in seeking input for decision-making. The district offers multiple opportunities for families to contribute, including through an active Parent-Teacher Club (PTC) that provides valuable input on site-level decisions. These engagement efforts promote greater parent awareness, foster a deeper understanding of the educational process, and encourage meaningful involvement in school activities. The district’s small size further enhances its ability to maintain consistent, open communication and collaborative relationships with families, ensuring their voices are heard in shaping school priorities and practices.|Based on the analysis of educational partner input and local data, Graves Elementary School District has identified the need to improve the accessibility and inclusivity of opportunities for family input in decision-making. While families are consistently encouraged to participate in site meetings, trainings, activities, and policy forums, feedback indicates a need to better align these opportunities with family schedules and needs. The district is committed to increasing participation by offering more flexible meeting times, providing translation and childcare services when possible, and using multiple communication platforms to ensure all families can engage meaningfully in shaping school decisions.|Based on the analysis of educational partner input and local data, Graves Elementary School District will improve engagement of underrepresented families in decision-making by expanding the use of multiple, bilingual 2025-26 Local Performance Indicator Self-Reflection for Graves Elementary School District Page 12 of 19 communication methods—including in-person, phone, and online platforms—to ensure accessibility for all families. The district will also continue to actively invite and encourage participation in a variety of partner groups, such as the Parent-Teacher Club, school board meetings, event planning committees, and other forums where family input is valued. These efforts aim to create inclusive and welcoming spaces where all voices, especially those of underrepresented families, are heard and considered in the decision-making process.|5|5|5|5|4|4|5|4|4|4|4|4|Met||2025-06-11|2025
27660350000000|Greenfield Union Elementary|3|Based on the analysis of educational partner input and local data, Greenfield Union School District has demonstrated strong progress in building relationships between school staff and families. One of the district’s key strengths is its commitment to consistent and meaningful communication through twice-yearly teacher-parent conferences. These meetings ensure that every family is invited to engage in conversations about their child’s academic progress and receive resources to support learning at home. The district further supports family engagement by offering parent workshops and cafecitos tailored to the specific interests and needs of families. These informal gatherings create a welcoming environment for families to ask questions, learn more about school programs, and build connections with school staff and one another. Greenfield Union also provides formal avenues for family involvement through active participation in advisory groups such as the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Councils, and the District Advisory Committee for migrant families. These committees allow families to access timely academic and program data and provide input on decisions that directly impact student achievement. To strengthen day-to-day communication, the district uses ParentSquare, a centralized communication platform that enables teachers and parents to stay in regular, real-time contact. This tool supports timely updates on student progress and school events, reinforcing the district’s commitment to transparency and strong home-to-school partnerships.|Greenfield Union School District has identified key focus areas for improvement in building relationships between school staff and families. The district is committed to responding to the diverse needs of its community by expanding parent interest workshops that are tailored to support families in navigating the educational system and supporting their children’s academic success. Another critical focus area is improving access to translation and interpretation services. The district recognizes the importance of ensuring that all families, including those who speak different languages and dialects, have equitable access to school information and communication. Efforts are being made to enhance translation services across all schools, ensuring that multilingual families receive timely and accurate information in their home language. These improvements aim to remove language barriers, foster inclusivity, and strengthen the home-school partnership for all families in the Greenfield Union School District.|The school district works diligently to improve the engagement of underrepresented families identified during the self-reflection process, particularly in the area of Building Relationships Between School Staff and Families. To support this goal, each school site is assigned a dedicated Family and Engagement Liaison who is responsible for outreach and ongoing communication with families. These liaisons play a key role in establishing trust, identifying family needs, and ensuring that all parents feel welcome and informed. The district is deeply committed to understanding and respecting the unique demographics, languages, and cultural backgrounds of its families. For families who exclusively speak Triqui or Mixteco, trained interpreters are used to ensure effective and meaningful communication. In addition, the district hosts cultural events that honor and celebrate the diverse communities it serves, helping to create a sense of belonging and mutual respect. Special attention is also given to families of unduplicated students, including homeless and foster youth. These families receive individualized intake meetings to assess their specific needs and connect them with appropriate support and services. By creating personalized, culturally responsive outreach strategies and fostering inclusive environments, the district aims to strengthen relationships and ensure that all families—particularly those who have been historically underrepresented—are engaged as valued partners in their children’s education.|Greenfield Union School District has shown significant strengths and progress in building strong relationships between school staff and families. One of the district’s core practices includes conducting detailed teacher-parent conferences twice a year, where teachers are expected to meet with every family to report student successes and provide targeted resources to support learning at home. These meetings help foster a shared commitment to student growth and academic success. In addition to conferences, the district hosts annual events such as Back to School Night and Open House, which provide important opportunities for families to engage with school staff, learn about the school year, and strengthen the bridge between home and school. Greenfield Union School District also values family voice through structured involvement in advisory groups, including the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), and the District Advisory Committee for migrant families. These meetings ensure families receive timely data and have meaningful opportunities to provide input on decisions that impact student outcomes. Ongoing communication is further supported through ParentSquare, a district-purchased communication platform that allows for timely, two-way communication between teachers and families. This tool enables parents and staff to stay connected and responsive to students’ academic and social-emotional needs, reinforcing the district’s commitment to collaborative, family-centered education.|Greenfield Union School District has identified key focus areas for improvement in Building Partnerships for Student Outcomes. One major area of focus is increasing parent understanding of academic expectations and how to effectively support learning at home. While current communication practices are strong, feedback indicates a need for more workshops and resources that help families interpret student data, understand grade-level standards, and support skill development in core subject areas. Additionally, the district is working to increase outreach to underrepresented families, including those of English learners, foster youth, migrant students, and students experiencing homelessness, to ensure they are fully included in academic planning and support systems. This includes improving translation services, flexible scheduling for meetings, and culturally responsive practices to foster deeper family-school collaboration for improved student outcomes.|Greenfield Union School District is committed to improving engagement of underrepresented families in Building Partnerships for Student Outcomes. To address identified needs, the district will expand targeted outreach efforts through its Family and Engagement Liaisons at each school site. These liaisons will work directly with underrepresented families—particularly those of English learners, migrant students, foster youth, and students experiencing homelessness—to build trust and increase participation in academic planning. The district will also offer more culturally responsive parent workshops and academic events tailored to the unique needs of these families. These sessions will focus on helping parents understand student achievement data, curriculum expectations, and how to support learning at home. For families who speak indigenous languages such as Triqui and Mixteco, the district will continue to provide interpreter support to ensure full access to information and opportunities for engagement.|A key strength of the district is its ongoing commitment to valuing and incorporating family voice in planning and decision-making processes. The district regularly gathers input from families through school and district-level committee meetings such as School Site Councils, English Learner Advisory Committees (ELAC), and District Advisory Committees, ensuring a broad range of perspectives are considered. Each school site hosts cafecitos, providing informal and accessible spaces for families to share their ideas, concerns, and suggestions directly with school leadership. These gatherings help foster trust and build strong relationships between families and school staff. Greenfield Union also administers regular surveys, including the LCAP (Local Control and Accountability Plan) stakeholder survey, to collect feedback from parents, students, staff, and community members. The results of these surveys are used to inform district priorities, allocate resources, and guide strategic planning. These practices reflect the district’s strong commitment to shared decision-making and continuous improvement through authentic community engagement.|Greenfield Union School District has identified key focus areas for improvement in Seeking Input for Decision-Making. One area of focus is increasing participation from underrepresented families, including those who speak indigenous languages, families of English learners, migrant families, and families of students experiencing homelessness or in foster care. While the district offers multiple opportunities for input, feedback indicates that these families may face barriers to participation such as language, scheduling conflicts, or lack of familiarity with the decision-making process. To address this, the district will focus on expanding outreach and support through Family and Engagement Liaisons, providing translation and interpretation services in languages such as Triqui and Mixteco, and offering flexible meeting times and locations to accommodate families’ needs. Another focus area is increasing family understanding of how their input influences decisions. The district aims to improve communication by more clearly reporting back to families on how their feedback—collected through surveys, cafecitos, and committee meetings—has been used to inform planning and resource allocation. These efforts are designed to build trust, transparency, and stronger engagement in the decision-making process across all family groups.|The district will strengthen outreach efforts through its Family and Engagement Liaisons, who will proactively connect with families of English learners, indigenous language speakers, migrant families, and those experiencing homelessness or foster care. To ensure clear and meaningful communication, the district will expand translation and interpretation services, including support for Triqui and Mixteco speakers, during all meetings and input opportunities.  Greenfield Union will also enhance transparency by clearly communicating how family input is used to shape decisions and plans, fostering greater trust and motivation for participation. By creating welcoming, inclusive, and accessible opportunities, the district aims to ensure that all families feel valued and empowered to contribute to decision-making processes that impact their children’s education.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
27660500000000|King City Union|3|Families and School Staff shared that KCUSD has made progress in providing parent education classes, resources through Cafecitos, and Family Engagement Nights. The Engagement nights while built around showcasing ELOP, celebrate community cultural traditions and provide a family time for students and families to come together, along with School Staff. The Parenting Classes held were on topics which families has requested in the previous year, and hosted increased attendance.|While the input shared was positive around increased family engagement, surveys showed a need for continuing to work on building trusting, welcoming relationships. The input shows that we maintained from the previous year in this area, so increasing will be an area of focus in order to build stronger relationships into the next year.|Our survey input showed that many families did not know about the events and classes that were being offered. The liaison team will be working to build stronger outreach for all events by attending and distributing information at all Back to School Nights, Open House, Conference Weeks, awards assemblies, Community Events,  and site meetings such as School Site Council, PTO, English Learner Advisory Committee, and District English Learner Advisory Committee.|KCUSD offers two Conference Weeks for families each year. Teachers and families have the opportunity to sit down and meet about student progress. During the year, if there are concerns around student learning and behavior, the Student Study Team meets with families to discuss interventions and sets up plans for further intervention based on team input to improve student outcomes. ParentSquare is utilized more and more each year, and offers two-way communication for families and teachers. Family Liaisons are appreciated on all survey data, as they help bring resources to families who need them, bridge communication between families and school, and share information with families monthly at their Cafecitos.|KCUSD will continue working with families to improve ParentSquare communication, and will also continue to build up resources for families to utilize in the areas of mental health and community services to meet student and families needs. Teachers regularly share information with families on how to support student learning in the home, and we will continue to do so.|KCUSD will work to improve communication with all families in any way that works for them. Liaisons and Office Staff work to ensure that families have ParentSquare on their phones, if they have them, but we will also work to make sure that all families have access to talk with or share concerns with teachers and site administrators equally.|KCUSD schools hold School Site Council, English Language Advisory Committee, and Parent Teacher Organization meetings regularly. These meetings are open to all, and are advertised prior. These committees, as well as a general session are held to gather LCAP input. Climate surveys are sent home annually, and the information is used to determine needs for the next school year. Our ELOP department sends out surveys to gather information about the program strengths and needs biannually, to ensure satisfaction of the families and students with their program.|KCUSD will focus on stronger outreach for events and surveys this year. The number of climate surveys returned this year is nearly equal to the number turned in last year. This is a clear area of need, so that we can ensure all families have a voice in what is happening in our schools, whether it is reporting their opinions on climate, LCAP input, or ELOP opinions. We use this information to build and move forward, and all families need to be represented in this information|KCUSD will be working diligently to strengthen the outreach of all information to our families. We recognize that not all families are able to access ParentSquare, and with the assistance of the liaison team, we will be working this year to strengthen those efforts and partnerships with all families.|4|4|4|4|4|4|3|3|4|4|3|3|Met||2025-06-18|2025
27660680000000|South Monterey County Joint Union High|3|The District has made deliberate strides in fostering trusting and respectful relationships between school staff and families. A key strength lies in the district's culturally responsive practices, which prioritize inclusivity and acknowledge the diverse linguistic and cultural backgrounds of its predominantly socioeconomically disadvantaged population. School sites offer multiple options for two-way communication, such as parent-teacher conferences, advisory groups, and parent nights, supported by interpreters and translated materials. Additionally, the implementation of community events and family nights has helped bridge school-home connections, fostering a sense of belonging and shared commitment to student success.|The district has established foundational practices for engaging families; analysis of educational partner input and local data reveals that deeper personalization and consistency across school sites remain areas for growth. One critical focus area is enhancing staff capacity to understand and respond to the diverse strengths, cultures, and educational goals of families, particularly those from underrepresented groups such as English Learners and families of students with disabilities. Additionally, while two-way communication structures exist, improving the timeliness, clarity, and responsiveness of outreach, especially in families’ home languages, emerged as a priority. The district aims to expand inclusive participation in school activities beyond the most active parent groups. Efforts will focus on reaching families who may feel disconnected due to language barriers, work schedules, or unfamiliarity with the school system, ensuring they feel equally empowered to contribute to their child’s education.|To strengthen relationships with underrepresented families, such as English Learners, low-income households, migrant families, the District will implement several targeted strategies. The district plans to enhance staff training to build cultural awareness and improve communication with families from diverse backgrounds. Outreach efforts will be expanded through increased use of bilingual staff, translated materials, and accessible platforms like mobile apps and text messaging to ensure families receive timely and understandable information. Each school and the district office will designate a family liaison to support navigation of school systems, encourage participation, and serve as a bridge between families and staff. Ongoing feedback will be gathered through surveys and conversations to better understand families’ needs and adjust practices accordingly. These efforts aim to create a more inclusive and welcoming environment where all families feel valued, informed, and engaged.|The District has made notable progress in building strong partnerships with families to support student learning and success. One key strength lies in the district’s commitment to regular communication with families regarding student academic progress and development. Teachers and administrators engage families through structured events such as back-to-school nights, academic conferences, and parent workshops, which provide tools and strategies for supporting learning at home. The district also offers access to digital platforms that allow families to monitor grades, attendance, and assignments, helping them stay informed and involved in their child's academic journey. Additionally, the district emphasizes inclusive practices by offering bilingual resources and outreach, ensuring that families are equipped to support educational outcomes. These coordinated efforts reflect a growing culture of collaboration focused on student achievement and shared responsibility between schools and families.|While the District has established foundational practices for engaging families in student learning, analysis of local data and input from educational partners indicates a need to expand and deepen these efforts. A key area for improvement is increasing the consistency and accessibility of academic support resources provided to families, particularly those who may face language, technology, or scheduling barriers. Stakeholders have noted that while some families actively participate in student conferences and school events, others, especially those from underrepresented groups, may lack the information to fully engage. The district recognizes the importance of equipping all families with clear, culturally and linguistically appropriate resources to support learning at home. Additionally, more structured opportunities are needed for educators to collaborate directly with families on strategies that enhance academic outcomes, especially in critical areas like literacy, mathematics, and college/career readiness. Expanding teacher-parent partnerships beyond routine updates to include shared goal-setting and progress monitoring is a priority. By focusing on equitable access to academic tools, improving personalized outreach, and deepening the collaborative role of families in the learning process, the district aims to strengthen its overall support system for student success.|To improve engagement of underrepresented families—such as English Learners, migrant families, low-income households, and families of students with disabilities—South Monterey County Joint Union High School District (SMCJUHSD) will implement targeted strategies to ensure all families are equipped to support their students’ academic success. The district will increase access to family workshops focused on specific academic skills, such as literacy, mathematics, and college/career readiness, with materials and presentations offered in families’ home languages and scheduled at flexible times. In addition, the district will work to strengthen teacher-family partnerships by expanding opportunities for individualized academic planning meetings, goal-setting sessions, and regular progress check-ins. These meetings will be supported by translators and family liaisons to ensure families feel informed, empowered, and able to participate meaningfully.|The District has demonstrated a strong commitment to inclusive and collaborative decision-making processes by consistently engaging with a wide range of educational partners in shaping district and school priorities. One of the district’s key strengths is its use of structured advisory groups, such as the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), School Site Councils, and LCAP stakeholder committees, which provide ongoing opportunities for families to contribute input on policies, programs, and funding decisions. The district ensures these groups are accessible by offering bilingual communication, interpretation services, and flexible meeting formats, including in-person and virtual options. Families are encouraged to share their perspectives through surveys, focus groups, and public comment opportunities at board meetings, helping inform areas such as resource allocation, instructional priorities, and school improvement planning. The District has also made progress in building the capacity of school leaders and staff to facilitate family participation in shared decision-making, supporting a culture of transparency and responsiveness. These efforts reflect a growing recognition that authentic collaboration leads to more equitable and effective educational outcomes.|Analysis of partner feedback and local data suggests that more intentional efforts are needed to broaden participation and ensure that all voices are equitably heard in decision-making processes.   One key area for improvement is increasing the visibility and accessibility of advisory opportunities. Some families are unaware of how or when to engage in decision-making forums such as School Site Councils, LCAP advisory meetings, or public forums. Language, technology, and scheduling barriers further limit participation for families of English Learners, migrant students, and students with disabilities.   Additionally, the district seeks to improve how input is collected, communicated back to families, and ultimately used to shape decisions. Strengthening follow-up practices, such as sharing outcomes or showing how family input influenced specific decisions, will build trust and reinforce the value of engagement.|To ensure that underrepresented families have a stronger voice in school and district decision-making, the District will implement several key strategies. The district will expand outreach efforts by using multilingual communications, personalized invitations, and trusted messengers such as parent liaisons to invite families to participate in advisory committees, forums, and surveys.   Meetings will be offered in multiple formats (in-person, virtual, hybrid) to reduce access barriers. To build families’ confidence and capacity to engage, the district will provide orientation sessions and resources that explain how input processes work and how family perspectives influence decisions.|5|5|5|5|4|3|3|3|4|3|4|3|Met||2025-06-18|2025
27660760000000|Lagunita Elementary|3|Staff and families work well together when clear and respectful communication is supported. The relationships continue to improve, with multiple additional events this year restored by the LEA: Parent Education Nights, Grandparent's Day, Site Council meetings both in person and online, after-school clubs with parent volunteers, a Back to School Night, additional parent/teacher conference opportunities, and greater staff participation in Parent Club meetings were all clear signifiers of more opportunities for input and participation.|Partner input from families is positive overall, with parents happy about enrichment activities, field trips, visiting speakers, and especially the after-school ELOP. Parents surveys, with data collected in the Fall and again in the Spring for comparison, shows that while parents are happy with the school's performance, there are some parents who want to be included in field trips and other school-based activities, including classroom instruction.|The LEA continues to work to improve representation of all families on School Site Council and in activities to solicit feedback from underrepresented families. Our annual survey participation has remained close to 50%, but this Spring the number dropped to about 35%. Our Site Council will need new members next year, and we will endeavor to maintain or improve the engagement of underrepresented families. Our Parent Club elected new leadership for next year. Lagunita continues to build strong relationships between school staff and underrepresented students and their families.|Lagunita's partnerships are solid--and expanding. We've successfully maintained our twice a year parent conferences, as well as SSTs and other Intervention team supports with meetings in the fall and spring. We continued our partnerships with the Arts Council, the VNA, Behavioral Health, and Harmony @ Home. We offered additional field trips this year to three local partners, Hartnell College, Esperanza Farm, and the Monterey Bay Aquarium. 5th & 6th graders went to a new Science Camp program, and we strengthened our partnership with a group of PE teachers called PLAAY. We had additional community partnerships in Santa Cruz Shakespeare, Reading is Fundamental, and Esperanza Farms, and had visits from local indigenous leaders, players from the soccer club, and a high school counselor.|This year we were able to meet our goals for Field Trips, with three trips, two of them new. We plan to continue our work to get our students off campus and into the community more often, and we know that our parent community fully supports this. We are always looking for new connections in the community, and this year maintained partnerships with 7 organizations and initiated partnerships with 4 more. Next year we are already planning to add additional collaborations, including Kids Eat Right.|"We've worked to make sure our partnerships serve all students. Perhaps the most exciting new partnership with with Esperanza Farms, which set up a ""pop up"" farmers' market on our basketball court, giving each student paper bills to exchange for locally grown produce. In the spring we planned a field trip to visit the farm, with presentations and connections to local farmers and the land that produces their food. Activities like this one were implemented in order to engage all students, but underrepresented students in particular, in discussions about agriculture, food systems, and careers but more importantly to improve the visibility of agricultural workers who are too often made invisible."|"We are an isolated and rural campus, with the majority of our families coming from neighboring districts. Thus our parent community is widely dispersed. Despite our efforts, we have not been successful in turning out families for Parent Education Nights, School Board meetings, or Site Council meetings. The LPTC only has a few non-officer parents who attend. Many families do not live nearby the campus and attend Lagunita on Interdistrict Transfers. Because of these challenges we are expanding and increasing our use of text messaging in the new school year, to supplement ""robo-calls"" and improve our home/school connections."|Lagunita has multiple opportunities for parent input--our Site Council, School Board, and Parent Club (LPTC) being the most visible. But we are a small school/district, and direct conversations between parents and administration are just as commonly used for seeking input. Underrepresented families will continue to be be prioritized in this process, particularly as all three groups will be seeking new membership and leadership positions. In the fall we will hold an ELAC meeting, among other opportunities to connect and provide input.|Our spring Site Council and LPTC meetings were scheduled with an agenda focused on LCAP input, and both groups provided forums for important input, reshaping our actions under Goal #2. But both groups lack representation of unduplicated students. Lagunita will, as stated above, make particular efforts in the Fall to engage underrepresented families in our planning and feedback efforts.|3|3|4|5|4|4|5|3|5|3|5|3|Met||2025-06-24|2025
27660840000000|Mission Union Elementary|3|We are continuing to foster relationships with our 100 IDT families and 30 In-district students. We are engaging partnerships with: Monterey County Free Public Libraries Monterey County Office of Education Hartnell College Other Districts in proximity Soledad Rotary And so many more This engagement has helped create more opportunities for our students, parents, and staff.|The area of focus has been more targeted communication that has yielded results. We have been able to get more resources that have helped our program grow, such as: Donation for our fine arts program Successfully passed a bond Targeted assistance from our county partners Viable information that enhanced our academic and social-emotional growth|Underrepresented family engagement has improved and will continue to improve based on the ongoing work we will continue to do regarding our enhanced targeted communications (Emails, website, Dojo, phone calls, and in person contact). The tenets of this communication include providing additional resources, not limited to special education services, diagnostics, placement, and continuing to expand our counseling services to reach all students. Extending the school day beyond 3:00 PM  to 5:00 PM every day has made a tremendous difference in our engagement of underrepresented families.|We have increased and adhered to 100% contact regarding progress reports and report card conferences. We have enhanced our Professional Learning Communities model to include paraprofessionals in our meetings. We have implemented internal and external special education case management complete with psychological and counseling services. The added benefit is that achievement is being targeted at both ends of the spectrum.|We are engaging partnerships with: Monterey County Free Public Libraries Monterey County Office of Education Hartnell College Other Districts in proximity Soledad Rotary And so many more This engagement has helped create more opportunities for academic growth for our students and professional growth for our staff.|Underrepresented families have and will continue to benefit from the enhanced partnerships listed below: Monterey County Free Public Libraries Monterey County Office of Education Hartnell College Other Districts in proximity Soledad Rotary And so many more This engagement has helped create more opportunities for our students to benefit from targeted field trips, learning opportunities, and Expanded Learning Opportunities in our ELO Program.|District-level decisions are always made with the assistance of our administrative interns, PTO, Bond Oversight Committee, Board of Trustees, and the staff as a whole. Implementing the decisions agreed upon involves everyone, and the success of the decision-making process is the responsibility of everyone.|District-level targets have been and will continue to be enhanced clear communication that involves administrative interns, PTO, Bond Oversight Committee, Board of Trustees, and the staff as a whole.|District-level targets that have been implemented and supported by administrative interns, PTO, Bond Oversight Committee, Board of Trustees, and the staff as a whole have benefited everyone, especially our underrepresented families. The continued positive comments that we receive regarding the great work we have been doing highlights the success we have had and will continue to have.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
27660920000000|Monterey Peninsula Unified|3|Elevating Equity: Prioritizing the voices of historically underserved families in decision-making. Dedicated Staff Support: Investing in roles like parent coordinators and educators to strengthen school-family connections.|Broad Engagement: Using Town Halls, site councils, and surveys to gather input from families, staff, students, and community partners.|New Tools for Inclusion: Leveraging Specific Surveys, asset mapping, empathy interviews and expanded DELAC outreach to amplify underrepresented voices. Shared Leadership: Launching an LCAP Task Force to guide planning through data analysis, stakeholder input, and collaborative goal setting.|Strength: Over seven years of consistent growth in family engagement, including expanded parenting classes and advisory participation (ELAC, SSC, DELAC, DAC). Investment: District funded a community liaisons and attendance specialists to boost school-site connections.  Outreach: In 2024–25, MPUSD hosted 9 workshop series (e.g., Abriendo Puertas, Strengthening Families) and 3 district wide events to strengthen family- school partnerships. Progress Practice: TK–8 Back-to-School Connection Conferences and student-led conferences emphasized relationship- building and goal sharing.|Focus Area: Increase participation in site and district events (e.g., family nights, Open House) and strengthen small group/1:1 support to make families feel truly welcome.|New Tools for Inclusion: Leveraging Specific Surveys, asset mapping, empathy interviews and expanded DELAC outreach to amplify underrepresented voices. Shared Leadership: Launching an LCAP Task Force to guide planning through data analysis, stakeholder input, and collaborative goal setting.|Engagement Structures: MPUSD gathers input through Town Halls, Back to School Connections, Cabinet Chats, surveys, SSC, ELAC, DELAC. Expanded Reach: A dedicated communication specialist and coordinators to support expanded reach to families, caregivers, and partners on the margins. Inclusive Definition: Educational partners include families, students, teachers, site/district staff, associations, SELPA, community leaders, and board members.|Site-Level Focus: Recognizing that families engage more locally, the district prioritized input-gathering at school-based meetings, especially SSC. Improvement Focus: MPUSD continues to expand family or guardian participation through eliciting feedback in panels, round tables, surveys, cafecitos, and use the feedback to make strategic changes.|Equity Lens: The district will continue strengthening DELAC surveys and parent-engagement structures use to uplift underrepresented voices and guide responsive decision-making/ shared ownership with direction and change.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
27660922730240|Learning for Life Charter|3|In order to maintain or build relationships with our families, LFCLS has implemented multiple methods of communications.  To keep in touch with our students and their parents, each staff member has portable digital devices and peripherals, plus a Google Voice number, allowing remote text and voice communications, in addition to their office-based email and phones. We have implemented mass email and text systems to communicate with all families.  We have also greatly increased our use of video conferencing.  Every family has learned how to use it and it is a daily part of our outreach. As part of its WASC Self Study, LFLCS convened meetings during the 2024-25 school year to engage underrepresented families in a continuous improvement process.|The 2025 WASC Self Study resulted in the following focus areas for improvement in Building Relationships Between School Staff and Families: Parents experiencing a sense of belonging Support and informational vents Parent Workshops Expositions Guaranteed Parent/Student/teacher meetings Surveys|LFLCS has included the following Tasks in its 2025-2031 Action Plans: Increase bilingual supports and resources Increase parent voice Host Parent Appreciation Nights Create and refine on-demand orientation videos for parents Provide tech support to parents Provide psycho-educational materials to families Showcase electives and intensive courses Host Portfolio Reviews Increase parent participation in monthly teacher/student parent meetings Revise school surveys to provide feedback on the school’s mission and vision|The centerpiece of our program for building partnerships is our frequent, 1:1 contact with families.  Students and parents are provided the opportunity to meet with their supervising teacher at least once per week.  Our counselors, school-community liaison, tutors, education specialists, and other support staff are available to families every day. LFLCS has engaged in extensive training of all staff in trauma informed care, to improve our capacity to partner with families and to provide support to families in fostering students' learning and development in the home.  LFLCS has also developed our understanding of the impacts on students of social media, and implemented a policy making our school smartphone free.|LFLCS will develop a more authentic way to report students’ progress to their families.|Over the next 6 years, as detailed in our 2025--2031 WASC Action Plans, LFLCS will develop a portfolio assessment systems that will involve parents and students in annual  reviews of students’ academic, interpersonal, and career growth|LFLCS students and guardians are provided the opportunity to meet with teaching and other staff at least once per week.  LFLCS tracks parent participation in these meetings. Students are encouraged to negotiate with the teachers around the particulars of their personal educational program. During the 2024-25 school year, as part of its 2025 WASC Self Study, LFLCS hosted parent focus group meetings regarding the quality of the school’s organization, curriculum, instruction, assessments, and culture. At the end of each school year, surveys are sent to all students and guardians regarding our academic programs, school climate, and budget plans for the next school year.  Results are incorporated into our strategic plan and annual LCAP. The school staff meets weekly.  A standing agenda item is working together to engage students and families.|A focus area for improvement will be finding new ways to reach and involve less-engaged parents.|As an initial step to getting more parents involved in decision making, LFLCS will, as part of its portfolio assessment system, arrange annual presentations by students to their parents of their academic, personal, and career growth.|5|5|5|5|4|4|5|5|4|4|4|5|Met||2025-06-24|2025
27660926118962|International School of Monterey|3|"ISM fosters identity-based learning through IB units such as “Who We Are” in the Primary Years Programme and “Identities and Relationships” in the Middle Years Programme. These units help students explore family strengths, cultures, languages, and values. To ensure students feel a sense of belonging, ISM continues to expand curriculum resources that reflect the diverse backgrounds of our student population. Specific attention is given to supporting Emerging Bilingual (English Language Learner) students through inclusive books and culturally responsive materials representing a wide range of experiences and perspectives.  To strengthen home-school connections, ISM uses the ParentSquare platform to support regular, two-way communication between staff and families. ParentSquare includes automatic translation into each family’s home language, ensuring accessibility and encouraging ongoing engagement from all members of the school community. This platform enhances our ability to build strong, inclusive partnerships that support student learning and well-being.  Staff feedback noted the following strengths: -""The weekly wave is very consistent and goes out to the community. The dolphin dispatch in two languages has been helpful. I wish there is more attendance at the 1 community 1 night events."" -""ISM is consistent in reaching out to families to stay connected and build relationships. The weekly chats with the admin and monthly evening programs are opportunities for any family member to join and learn about what's going, ask questions, and make connections with others. There is also a cultural festival and evening performances which the parents and staff all attend."" -""ISM has made strong progress in building relationships between school staff and families. Open communication through regular updates, ISM Dolphin Dispatch, and events has fostered trust and collaboration. The school’s efforts to involve families in their children’s education, such as hosting workshops during One Night One Community, and creating opportunities for parents to engage in school activities, have been particularly effective. Staff members are approachable and responsive, which has strengthened connections with families and created a supportive community for students.""  Parent feedback noted the following strengths: ""Staff have close interaction with students and families from different backgrounds and beliefs."" ""This is a close-knit community focused on building core values based on the learner profiles."" ""They encourage kids to be proud of their backgrounds."""|Our current focus for this dimension is to find ways to sensitively draw in families of underrepresented students so they continue to feel included in our school family as a whole while their unique voices and perspectives are better understood and acted upon. This includes ongoing efforts to fully understand barriers to connection, such as meeting times and childcare.|The school has created the following proposals to improve the engagement of underrepresented families:  -Sending surveys at the beginning of the year to identify both barriers to participation as well as times for participation that work best for most families -Providing ongoing instructions on how to utilize our language options in both our communications platform and website to expand access in all languages -Including both in-person and virtual options during some events to increase access for families -Sending personalized email and phone messages to targeted families to encourage direct participation in meetings that align with family interests -Family Liaisons & Ambassadors – Appoint bilingual or culturally aware staff or parent volunteers to facilitate stronger connections. -Increasing the number of community and cultural events on campus during the year -Promoting resources in our local community that can help our parents during evening events like Back to School Night- something like a family resource fair -Offer workshops or events in partnership with trusted organizations to increase participation and build trust. -Hosting PDs for staff where time is spent on having non-profits and/or community organizations present to staff based on the demographics of our student body-community project expo, but for the staff -Explore ways to have a parent center on campus to foster parent and staff connection -Implement a program where families are given math & language arts games to check out and play with students or participate in fun evenings where they participate in these games on campus|"ISM strengthens family engagement by directly connecting it to student learning. Families are asked to contribute three Family Hours per month for the first child and one additional hour for each additional child, totaling 5,000–10,000 volunteer hours annually. Many activities—such as classroom support, SEM teaching, field trip chaperoning, and library help—actively involve families in learning.  Students are released early on Wednesdays, giving staff dedicated time for professional development and planning, including recent trainings on MTSS and Inclusion to strengthen partnerships with families.  Formal conferences are held twice a year—teacher-led in fall and student-led in spring—complemented by an open-door policy for ongoing communication with teachers and administrators.  Parents can monitor student learning through online platforms like SeeSaw and ManageBac, which support portfolio management and progress tracking. ISM is considering adopting a more streamlined, all-in-one platform to make access easier for families and improve engagement.  Staff feedback noted the following strengths: -""Working on helping students have a sense of belonging to ISM is a big and important step in building partnerships with students and families. Classrooms having community building time helps students to be seen and valued. Both of these make a difference in willingness to participate and feel like they are important and welcome here."" -""We have a Strong Learning Center Team, IEP, and SST teams."" -""Use multiple communication methods: Provide information via newsletters, emails, texts, and phone calls in the preferred language of families. Tools like translation apps or interpreters can help facilitate this. Simplify language: Avoid jargon and educational terms that may be unfamiliar to parents. Establish a two-way communication culture: Encourage families to share feedback, concerns, and ideas regularly.""  Parent feedback noted the following strengths: -""Staff care about the education and social aspect for my child. They are open to help with resources without judgment. Everyone is willing to help out one way or another."" -""I love how much they care about the kids and want to see them succeed. "" -""El curriculo(plan ) de estudio, diversidad en la escuela , programas de apoyo para los estudiantes de 2 o mas idiomas . Valoro las clases de arte, educacion fisica. La comunidad y eventos que hay en la escuela. Comunicacion que existe entre la escuela y el hogar familiar. Excursiones que existen para los estudiantes. Tambien algo que valoro es el lunch escolar mejoro dentro de lo que cabe. Tambien algo que nos gusta mucho es los SEM que ofrecen los viernes"|Our focus area for improvement on this dimension is to go beyond our current standard of providing multiple opportunities for student and family input to inviting them to engage in advocacy for themselves and for all students, particularly for those with specific needs such as special education services, language learning support, and behavioral intervention. This will include both required and supplemental annual notices regarding student and parent rights, such as parents’ right to see their children’s student records.|The school has created the following proposals to improve engagement of underrepresented families: -Providing ongoing instructions on how to utilize our language options in both our communications platform and website to expand access in all languages. -Sending more frequent systematic and ongoing information about student performance through our online platforms including score reporting  2025-26 Local Performance Indicator Self-Reflection for International School of Monterey Page 14 of 22 -Explicitly embedding approaches to include all students and families in professional development opportunities throughout the year -Empowering families by offering leadership training and mentorship programs that help them feel confident in advocating for their children. -Explicitly reviewing and monitoring student assessment data during planning meetings in order to share information with families -Providing additional professional development on to engage families in the learning environment so students see their parents as involved and caring for their education too -Seeking out opportunities to ask the families what their barriers are to being more engaged- especially during high attendance events like the Back to School Picnic, Back to School Night, etc.|"Since its founding, ISM has prioritized involving families in school decision-making. As required by the charter, at least half of the Board of Trustees must be parents; in 2024–2025, 5 of 7 trustees were current ISM parents. Trustees represent family voices while making key decisions. Families also have opportunities to provide input during Board Meetings through public comment and participation in action item discussions.  The Parent Advisory Committee (PAC) meets quarterly and includes a broad range of families working together on school-wide strategic issues. Meeting agendas evolve from previous discussions, with recent topics including communication strategies and culturally responsive enrollment outreach.  The English Learner Advisory Committee (ELAC) also meets quarterly, focusing on the needs of Emerging Bilingual students. The ELAC has an elected board and consistent membership, discussing issues such as ELPAC testing, reclassification, and culturally relevant support.  The Strategic Advisory Team (SAT) helps guide the annual update of ISM’s LCAP. SAT members include representatives from families, staff, administration, trustees, the ISM Foundation, Community Connection, and community partners. This team analyzes data and reviews progress toward Dashboard and LCAP outcomes before making recommendations to the board.  Annual surveys of students, parents, and staff provide feedback on academics and operations, highlighting strengths and areas for improvement.  Weekly Coffee with the Admin sessions offer informal, open dialogue with ISM leadership. Topics vary monthly and often include LCAP, family engagement, and Dashboard input. Meetings are accessible both in-person and virtually, with Spanish interpretation available.  Additionally, ISM’s welcoming campus culture encourages daily informal interactions among trustees, administrators, staff, families, and students. These ongoing exchanges foster a spirit of continuous improvement and ensure family voices are heard throughout the school community.  Staff feedback noted the following strengths: -""Whenever I have a suggestion and talk with the other teachers about my thoughts, they always listen to what I have to say, and vice versa. We always seem to come up with a plan that works in the best interest of the students."" -""There are many ways to give input at our school, both digitally and in person."" -""ISM is highly commendable for its ability to ask for input in the decision-making process regarding LCAP. The leadership team has been working hard on achieving the task of asking parents to be part of the process.""  Parent feedback noted the following strengths: -""I value the school's inclusiveness of ideas and respect for all cultures in decisions."""|Though we see overall ISM community involvement in decision-making as a significant strength, we recognize the need to increase involvement for specific subgroups, including underrepresented students and families. Thus, our ongoing focus for improvement in this area is to strengthen the Parent Advisory Committee, English Learner Advisory Committee, student support services, the ISM Community Connection PTO, and other current groups and programs to further strengthen family involvement by articulating core beliefs about engagement and recommending related policy to the ISM Board of Trustees.|"The school has created the following proposals to improve the engagement of underrepresented families: -Proposing times for parent meetings that meet the needs of families, depending on formal surveys and information interactions. -Combining parent meetings with cultural events to increase the number of parents involved. -Personal invitations (in person, via phone, via email) to specific parents and families to encourage more robust participation from various subgroups -Continue to provide childcare and food at meetings to encourage participation of all families (and represent multiple cultures in the food offerings) -Creating an anonymous ""mailbox"" or suggestion box so families feel free to provide feedback without undue concerns -Try to reach the non-represented families that do not have internet, giving surveys to them via hard copy with self-addressed and stamped envelopes. -Encourage more Spanish communication from classrooms so parents feel invited to share input"|4|4|4|4|4|4|4|3|4|3|4|3|Met||2025-06-10|2025
27661340000000|Pacific Grove Unified|3|Pacific Grove Unified School District continues to demonstrate a strong commitment to growing relationships between school staff and families. Building upon established parent groups and the school site councils at each site, the district actively engages with its community to inform key initiatives like the Local Control and Accountability Plan (LCAP). Recent efforts have included parent advisory, District English Learner Advisory Committee (DELAC), and cultural proficiency meetings. Furthermore, community input was diligently gathered through multiple forums, including and Ethnic Studies parent event, and a recent Community Forum on TK Eligibility, UPK Offerings & Elementary School Placement, ensuring diverse perspectives contribute to the district's goals and ongoing progress in creating a welcoming and supportive educational environment.|"Based on the LCAP Board Study Session Report, a significant focus area for improvement in Building Relationships Between School Staff and Families is enhancing communication and parent involvement, as indicated by the Family CHKS Data. Specifically, a growth area identified is that only 28% of families in 2024-25 (up from 23% in 2023-24) felt that the ""School actively seeks the input of parents before making important decisions.” Complementing this, the Staff CHKS Data also points to a growth area in parent involvement, with only 37% of staff in 2024-25 (down slightly from 38% in 2023-24) agreeing that ""This school is welcoming to and facilitates parent involvement"" and that ""School staff take parents' concerns seriously.” This suggests a consistent need, from both family and staff perspectives, to improve the proactive seeking and genuine integration of parent input into school decision-making processes. Efforts to engage families through consistent and creative, such as reaching out personally by phone, holding input sessions at multiple sites, and providing childcare, or an online option will continue."|PGUSD will improve the outreach to our underrepresented families by increasing the amount of messaging that is distributed in Spanish – our largest language spoken at home next to English. We will also continue to offer automatic translation services (Google translate or similar) for our written communication. PGUSD will extend our contracts for translation services with Language Line and Document Tracking Services.|PGUSD effectively builds strong partnerships for student success, starting with parent engagement at the elementary level. During yearly parent conferences, teachers discuss individual student strengths and areas for growth (based on multiple measures of data) with families, offering tailored guidance on how to reinforce learning at home. This detailed feedback is also consistently provided through student report card comments. For secondary students, families benefit from ParentVue, an online portal that provides real-time access to student grades, enabling continuous monitoring of academic progress. Additionally, PGUSD remains committed to hosting college nights, which are invaluable for helping parents navigate the college application process and identify critical financial aid resources. During the 2024-25 school year, PGHS launched the California Colleges Guidance Initiative (CCGI) program, which further enhances students and families to access information pertaining to college and career readiness.|The LCAP report serves as a foundational document for site administrators in Pacific Grove Unified School District to craft their yearly School Plans for Student Achievement (SPSAs), ensuring a critical alignment between district-wide priorities and site-specific strategies. This alignment is vital because it is through the site leaders that the specific goals around student outcomes are effectively communicated to and monitored by the School Site Council. For example, the LCAP's overarching academic goals, such as improving college and career readiness as measured by the state dashboard's College/Career Indicator, directly translate into actionable objectives at the high school level. The site council, in collaboration with school administration, then prioritizes and outlines specific actions to achieve this, such as increasing enrollment in AVID programs, expanding dual enrollment offerings, and providing targeted academic support classes for struggling students. This systematic approach ensures that LCAP metrics drive localized efforts, fostering a cohesive and accountable framework for student success across the district.|PGUSD actively supports its English Learner families through dedicated English Learner Advisory Committee (ELAC) meetings held at both the elementary and district levels (DELAC). These sessions serve as a vital platform for families to gain a clearer understanding of the educational system and have their questions addressed. A consistent and valuable component of these meetings is providing parents with guidance on how to effectively support their English learners' academic and linguistic development at home. We also review with parents the steps necessary for their students to become reclassified as fluent, English proficient (RFEP). Families of “unduplicated” students are invited to participate in the Before and After School Program (BASRP), which is now called Monarch Club, as well as the summer camp run by the City of Pacific Grove.|"Based on the LCAP Board Study Session Report, the LEA demonstrates strong current strengths and progress in Seeking Input for Decision-Making through its comprehensive and multi-faceted stakeholder engagement process.   The report details an ""Input Timeline"" spanning from September 2024 through Spring 2025, which included a diverse range of engagement events. These efforts actively brought together ""students, families, educators, community partners, and leadership groups to gather meaningful input and ensure a wide range of voices are reflected in the plan’s revision."" Specific examples of this input-seeking process include: Community Engagement Meetings, Parent Advisory Committees (PAC) Meetings, District English Learner Advisory Committee (DELAC) Meetings, Student Advisory Committees (SAC) Meetings, Cultural Proficiency Input Sessions, budget and UPK forums.    These various engagement methods showcase PGUSD’s current strengths and significant progress in systematically seeking input from a wide array of educational partners to inform the decision-making process."|"Based on the provided LCAP Board Study Session Report, the LEA's key focus area for improvement in Seeking Input for Decision-Making is to increase efforts to involve families in the decision-making process, so that they feel their concerns are taken seriously. This is directly supported by the Family CHKS Data, which shows that only 28% of families in 2024-25 (a slight increase from 23% in 2023-24) felt that ""School actively seeks the input of parents before making important decisions.”"|PGUSD will improve the engagement of underrepresented families by continuing to proactively reach out to these families so that they are included in important community forums and input events. The district will leverage the DELAC to gather input from families of multilingual learners.|5|5|4|4|3|4|4|4|3|3|4|4|Met||2025-06-05|2025
27661420000000|Salinas City Elementary|3|Based on the District Parent Survey, a total of 4,031 responses were collected, representing a 49% response rate. The survey assessed parent perceptions across seven key areas: Family Engagement, Family Support, Learning Behaviors, School Climate, School Safety, and Demographic Background.|SCESD continues to expand its support for families through the Family Resource Center and the satellite locations across various school sites, reinforcing the district’s ongoing goal of establishing dedicated parent centers at each school. A consistently identified area of need is equipping parents with the necessary resources and training to support their children's academic learning at home. According to recent parent survey results, 36% of respondents—representing a 1% decrease from the previous year—disagreed with the statement: “Schools provide parents with resources and training to promote parental involvement and students’ learning at home.” In response, SCESD will continue to refine its parent engagement programs with an increased emphasis on academic support. To further this goal, Parent Coordinators will receive targeted training from the Executive Director of Pupil Services and the Community Schools Coordinator. This training, facilitated through the Family and Community Engagement (FACE) Team, will focus on strategies to help parents support student learning at home, aligned with specific grade levels and instructional timelines by trimester.|SCESD employs a full-time Parent Coordinator at each school site to lead parent engagement efforts. These coordinators offer parenting programs and training opportunities designed to help families navigate the educational system and actively support their children’s learning. The district will continue to utilize the Panorama Platform, along with input from the Local Control and Accountability Plan (LCAP) and Community Schools development processes, as well as family self-reflections, to guide and strengthen family engagement initiatives. To ensure accessibility, surveys are distributed in both digital and paper formats, allowing all families the opportunity to participate. Staff will be provided with additional hours, as needed, to support families in completing surveys and accessing services. To further promote transparency and inclusion, SCESD will host Town Hall meetings to share information with families and gather their input and feedback. In addition, a series of workshops and conferences will be offered for families, featuring presentations from staff and external partners on a variety of relevant topics. Staff will receive training focused on enhancing cultural competency and fostering inclusive practices. These efforts aim to strengthen relationships between school personnel and families, particularly those of unduplicated students. To support effective communication, additional translators will be made available at family-focused events. According to the most recent Panorama survey, there was a 2% increase in families who agreed that their schools actively seek parent and guardian input when planning family workshops and events. SCESD remains committed to building on this progress by expanding meaningful opportunities for family voice and collaboration.|SCESD has made notable progress in developing and expanding community partnerships to support families across the district. Currently in the Initial Implementation phase of planning for Community Schools (CCSPP), the district continues to actively work toward building and strengthening these partnerships to enhance services and outcomes for students and families. A core strength of SCESD is its commitment to understanding the specific needs of its stakeholders. Through regular assessments of the experiences and challenges faced by staff, students, and parents, the district is able to identify both areas of success and opportunities for improvement. One of the district’s key strengths is its strong partnerships with parents and the broader school community. According to results from the 2024–25 Parent Survey, 89% of respondents agreed that schools invite parents to participate in planning processes such as School Site Council (SSC) and English Language Advisory Committee (ELAC), consistent with the previous year. Additionally, 83% of parents reported feeling welcomed at their child's school, reflecting a strong overall perception of school climate despite a minor 1% decline from the prior year. SCESD also continues to prioritize stakeholder voice by offering a variety of engagement opportunities, including virtual meetings and surveys, and involving teams such as DELAC, the Parent Advisory Committee, and the LCAP Leadership Team in district initiatives. A recent parent-family survey indicated that approximately 69% of families received information on how to support their child’s learning at home, suggesting that while many families feel informed, additional outreach is needed to ensure broader support. During the 2024–25 school year, each school site participated in identifying specific needs for their Community Schools Partnership Program (CCSPP) Implementation Grant applications, which included collaborating with local community partners to support targeted efforts aligned with site-specific goals.|SCESD strives to build upon student outcomes by partnering with parents. According to the  Parent survey, 75% of families reported feeling clear about their child(ren)'s grade-level standards and goals. While this demonstrates some level of understanding, it also highlights that there is room for improvement in effectively communicating academic expectations to a significant portion of our families.|SCESD has identified a critical need to enhance engagement among underrepresented families, particularly immigrant and English learner communities. To address this, the district will expand and tailor family support programs that reflect the unique needs of these populations. These initiatives may include workshops, seminars, and accessible resources on topics such as academic support at home, navigating the educational system, and fostering strong parent-child communication. By offering targeted support, SCESD seeks to empower underrepresented families and build their confidence and capacity to actively engage in their children’s educational journey. Nearly 1,000 district members, including parents, staff, students, and community partners, have participated in SCESD’s Family Leadership Conferences, held annually in the fall and spring. These conferences feature parents as presenters, offering authentic perspectives and context from a family viewpoint. The events have become a signature district practice, further distinguished by the inclusion of student voice through leadership panels. These panels provide students from every school the opportunity to respond to meaningful questions and share their insights on education, both in the present and looking ahead to the future.|Salinas City Elementary School District (SCESD) provided a wide range of opportunities for parents to give input into the development of the 2025 Local Control Accountability Plan (LCAP), reflecting its strong commitment to fostering meaningful engagement and collaboration with parents, staff, and community members. This commitment is evident in the district’s proactive approach to organizing numerous district-wide virtual and in-person targeted meetings addressing the LCAP, Expanded Learning Opportunities Program (ELOP), Title III Addendum, and other key initiatives. Feedback was gathered through an online and paper-based Parent Input Survey conducted from December 1, 2024, to January 30, 2025, along with over 50 engagement events, including School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Advisory Committee (PAC) meetings held across school sites. Additional input was collected during specialized sessions such as SPED Parent Nights, the Family Leadership Conferences, and District Migrant Advisory Committee (DMAC) events. The district also prioritized bringing in a diverse group of attendees, parents, staff, community members, and representatives from parent committees to ensure that a wide range of perspectives were heard. Parent voices were further integrated through Cafecito gatherings and DELAC meetings, with many events offered in both virtual and in-person formats to increase accessibility. Meetings were scheduled throughout the day, including evenings and weekends, and were supported by district leaders and site administrators. Parent feedback also complemented student input and was shared during Board meetings, including a public hearing and final LCAP approval session.  SCESD LCAP Annual Review Meetings and Input Sessions Dates: 9/24/24-Los Padres, 1/14/25-Virtual, 2/13/25-Boronda Meadows, 2/19/25-District Office, 3/6/25-Laurel Wood & Lincoln, 3/8/25-Boronda Meadows, 3/11/25-Univ. Park, 3/14/25-Lincoln, 3/20/25-Lincoln & Natividad, 3/21/25-Lincoln, 4/1/25-DIAS & Mission Park, 4/2/25-District Office & Sherwood Elem., 4/5/25-District Office, 4/7/25-Laurel Wood & Kammann, 4/8/25-Loma Vista, 4/9/25-SCVA & Roosevelt, 4/10/25-Laurel Wood, SCVA, El Gabilan, Roosevelt, Mission Park, & Loma Vista, 4/14/25-Laurel Wood, 4/15/25-Boronda Meadows, 5/29/25-District Office.|SCESD’s district survey reflected a 59% favorable response regarding family engagement; however, the district acknowledges the need to expand and improve opportunities for parent participation, particularly in accessing and completing the online parent survey. To address this, school site Parent Coordinators will receive additional hours to provide individualized support to bilingual families and others who may face barriers in navigating digital platforms. Recognizing the importance of inclusive engagement, the district also aims to strengthen stakeholder participation among parents of students with disabilities by offering more structured and meaningful opportunities for collaboration. Quarterly parent meetings will be implemented, allowing parents to contribute to the agenda and engage in open dialogue with school and district staff regarding the IEP process and broader supports. Parents of students with special needs will continue to be invited to two District-wide Parent Conferences each year, designed to promote shared learning, resource access, and connection. Furthermore, SCESD remains committed to cultural sensitivity and social-emotional well-being through ongoing task force committees focused on inclusion. These committees work to ensure that district practices reflect an understanding of diverse cultural backgrounds and prioritize the emotional and psychological needs of all students and families. In alignment with these efforts, ensuring regular student attendance and daily engagement continues to be a district-wide priority. SCESD recognizes that strong family-school partnerships and culturally responsive support systems are essential in promoting consistent attendance, engagement in learning, and overall student success.|To improve engagement among underrepresented families, SCESD will focus on maintaining and establishing parent and community committees, as well as hosting discussion forums that provide families with meaningful opportunities to connect, share experiences, seek advice, and participate in decision-making processes. Parents will be provided with access to community-based resources and educational workshops designed to enhance their understanding of curriculum expectations and empower them to support their children’s learning at home, including assistance with homework. In addition, SCESD will continue to invest in creating welcoming, culturally responsive environments at each school by developing parent centers or hubs where families can access information, translation services, and other supports. As part of this effort, the district will acquire Nurbli services to provide translation support for families who speak Mixteco, Triqui, and other indigenous languages, ensuring that all families, regardless of linguistic background, can fully engage in their children’s education. These strategies reflect SCESD’s ongoing commitment to inclusivity, partnership, and equitable access to educational opportunities.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
27661590000000|Salinas Union High|3|Salinas Union High School District (SUHSD) continues to prioritize building strong, respectful, and trusting relationships between school staff and families. Guided by educational partner input and local data, the district has invested in systemic structures that promote inclusive and culturally responsive family engagement. A key strength is the presence of a Community Liaison (CL) at each school site. CLs work closely with their site principals and school teams to connect families to resources and facilitate meaningful involvement in school activities and planning. CLs host weekly parent meetings tailored to parent feedback, offering a consistent space where families can access timely information, ask questions, and engage directly with various departments. To support districtwide coordination, SUHSD maintains two Parent Involvement Coordinator (PIC) positions: One PIC provides direct support to CLs, plans parent education workshops, coordinates conferences, and supports the facilitation of district and site-level committees and needs assessments.   The second PIC focuses on supporting families of students with Individualized Education Programs (IEPs), providing monthly workshops on special education rights, understanding IEP goals and services, and connecting families to external community agencies.   It is important to note that the second PIC position was vacant for much of the 2024–25 school year. In response, the district is updating the job description to ensure continuity of services while expanding the scope to provide a broader continuum of support to parents and guardians of students with specialized needs. SUHSD also ensures families have opportunities to participate in district and site-level decision-making bodies, including DELAC, ELAC, School Site Councils (SSC), Positive Behavioral Interventions and Supports (PBIS) teams, Safety Committees, and Principal-hosted Cafecitos. The LCAP Parent Advisory Committee plays a central role in shaping districtwide goals and resource allocations. Finally, our Community Schools Committee, grounded in input from families and staff, led a comprehensive needs assessment that informed our successful application for three implementation grants, which will expand school-based supports and deepen partnerships with families and community organizations.|The Salinas Union High School District (SUHSD) recognizes that strong home-school partnerships are built on mutual respect, shared responsibility, and open dialogue. We remain committed to fostering ongoing, authentic communication with parents to build genuine and empathetic relationships that directly support student learning and success. To support two-way communication, SUHSD will continue its partnerships with Language Line and Talking Points, ensuring families can communicate with staff in their home language across multiple platforms. These tools have expanded access and reduced language barriers, allowing more families to stay informed and actively involved in their child’s education. Despite these efforts, input from educational partners and local data highlight key areas for growth: There is a need for more structured opportunities for families to provide authentic feedback at both the district and school levels. Parents have expressed a desire to be viewed as true partners in the educational process, rather than simply recipients of information. There is also a need to expand professional development for both families and staff on the effective use of communication platforms, including Language Line, Talking Points, and the district’s new mass communication system. To address these needs, SUHSD will collaborate with school administrators to promote a culture that values family voice and builds the capacity of both staff and parents to engage meaningfully. The district will develop and implement best practices for two-way communication, co-design engagement strategies with families, and provide targeted training to improve accessibility, responsiveness, and relational trust.|SUHSD remains committed to understanding and respecting the diverse cultural backgrounds of our students’ families. While progress has been made, staff continue to need more support in learning about the strengths and cultures of the families we serve. To help build this awareness, we will continue to provide school staff with student demographic data by site, particularly to highlight the presence and needs of underrepresented student groups, including families who speak languages other than English or Spanish. A key step forward this year has been the successful hiring of a Mixteco/English/Spanish translator, who will support one-on-one interpreting services, facilitate communication in small parent groups, and assist with ongoing school and district announcements. Looking ahead, SUHSD will continue assessing the needs of underrepresented groups, African American and Mixteco families, through engagement with parent, staff, and student committees. We will also expand outreach to newcomer families and families of students with IEPs. This will include offering accessible workshops, announcements, newsletters, and videos to help families understand district policies, events, and key decision-making processes (e.g., LCAP, SPSAs, DELAC).|Salinas Union High School District (SUHSD) provides families with information and resources to support student learning at home. Parents are invited to workshops on education, health, and parenting at both district and site levels. Parents of students in specialized programs like AVID, Advanced Placement, or Future Farmers of America can also access various parent events and committees. Each school site has a community liaison whose primary role is to reach out to parents. These liaisons conduct weekly parent meetings, providing tools to support students' education, needs, and plans. Community liaisons share essential information during these meetings to help parents better understand their children’s education. Parents also have the opportunity to meet, learn from, and receive resources from school personnel and community agencies. Additionally, the district has two parent coordinators: one dedicated to supporting families with students in special education and the other collaborating with all ten community liaisons and other district departments. Parents can support their children academically through the Parent View App, online textbook guides, the district website, and parent meetings. The Parent View App allows parents to monitor students' academic grades and attendance and provides multiple reports on state assessments. Students can access 24/7 online tutoring services and college/career planning tools. Furthermore, our district is currently working on the rollout of the portrait of the graduate, which we solicited feedback and input their family forums.|While Salinas Union High School District (SUHSD) offers a variety of tools and district-level opportunities for families to monitor and support student learning—such as access to student information systems, workshops, and academic events—educational partner input and local data indicate a need for greater consistency and site-level ownership in engaging families meaningfully. One area of focus is ensuring that all school sites regularly and proactively share learning resources with families. While some sites excel in this area, others require additional support to ensure that communication is timely, accessible, and tied directly to student outcomes. To address this, the district will continue working with designated site staff to provide ongoing professional development and coaching focused on: Utilizing and promoting available family engagement tools; Hosting school-based workshops aligned with academic and social-emotional learning goals; Strengthening the link between home-school engagement and site-specific student data trends. A second key area of improvement is the implementation of a unified communication platform that integrates the district website, phone messaging, texting, and email—all in one streamlined system. This platform will support communication in multiple languages, increasing access for non-English and non-Spanish-speaking families and helping eliminate the confusion caused by inconsistent messaging across sites. This shift aims to: Enhance two-way communication between families and schools; Build greater transparency around student progress, Ensure all families feel informed, heard, and empowered to contribute to their child’s education. SUHSD remains committed to creating a shared responsibility for student success, where families, school staff, and district leaders collaborate with purpose. This includes a continued emphasis on capacity-building for both families and educators, aligned with the goal of improving student outcomes through deeper, more inclusive partnerships.|Salinas Union High School District (SUHSD) provides professional learning opportunities to teachers, site administrators, and staff with the goal of enhancing school-home partnerships that contribute to student success. As part of the new staff onboarding during orientation week, all employees receive an introduction to district expectations around parent engagement and strategies for initiating communication with families. However, based on analysis of educational partner feedback and site-level implementation patterns, this remains an area of growth for the district. Many staff members, particularly new educators, need ongoing and targeted training that goes beyond general information and is rooted in research-based practices that support partnerships, especially with families of underrepresented students. To strengthen this area, SUHSD will: Embed research-based training into professional learning offerings, focusing on the impact of parent engagement on student achievement, with an emphasis on equity-centered strategies that uplift families of English Learners, migrant students, students experiencing homelessness, and students with disabilities. Provide disaggregated data reports to site leaders, counselors, and Community Liaisons on key student success indicators such as academic progress, attendance, and behavior patterns, specifically for underrepresented groups. Train Community Liaisons and site administrators to use this data as the foundation for designing family workshops and support sessions tailored to subgroup needs, empowering parents with actionable steps to support their child’s progress. Promote collaborative data reflection with families by providing accessible tools and guiding questions that make academic and behavioral data more understandable and relevant to home support. This approach builds the capacity of both educators and families, promoting shared ownership of student success. By grounding parent engagement efforts in evidence, student-level data, and community collaboration, SUHSD aims to transform school-family partnerships into a more intentional and responsive component of each school's improvement efforts.|Salinas Union High School District (SUHSD) is actively working to enhance the capacity of both school personnel and families to engage meaningfully in advisory groups and decision-making processes that influence school and district priorities. For school and district personnel, SUHSD provides annual professional learning designed to strengthen facilitation skills and ensure compliance with state and federal requirements. Site administrators receive training on School Site Council (SSC) operations, including roles, responsibilities, and strategies for inclusive engagement. They also receive support in organizing and conducting Title I meetings, as well as facilitation guidance for site-level LCAP community meetings. These efforts are aimed at helping administrators foster genuine two-way communication and transparency during school planning. To support the unique needs of English Learners, English Learner Specialists participate in monthly job-alike meetings, where they receive ongoing guidance from the new Director of English Learners and their site administrator. These sessions promote consistency, equity, and best practices for English Learner Advisory Committees (ELAC) and site engagement. In addition, designated administrators and department directors provide targeted coaching and support to staff, facilitating various advisory groups and committees, including: Positive Behavioral Interventions and Supports (PBIS) Teams DELAC and ELAC The LCAP District Parent Advisory Committee Book adoption committees Safety and parent advisory groups For families, SUHSD continues to build the confidence and skills necessary for them to participate as full partners in governance and decision-making. Interpretation services are routinely provided to ensure Spanish-speaking families can fully engage in committee work and discussions. To reduce barriers to participation, the district also offers childcare and flexible meeting times, including evening and virtual options. To build leadership capacity among families, the district offers training in parliamentary procedures, instructional scaffolding strategies, and communication tools to empower parents as informed and effective contributors in decision-making spaces. These efforts aim to increase the family voice, especially from underrepresented communities. SUHSD also provides multiple pathways for families to give input on district policies and programs. Parents are invited to contribute to the review and development of policies such as the parent involvement policy, LCAP stakeholder feedback, safety plan, and others. Families also participate in program input and review by attending school and district-level meetings, such as: ELAC, DELAC, and DAC LCAP and SSC meetings PBIS and Safety Committees AP and class-specific parent nights Parent advisory and interest groups FFA (Future Farmers of America) family events|A key focus area for improvement is to increase family and stakeholder participation in formal advisory bodies such as School Site Councils (SSCs), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), and the LCAP Parent Advisory Committee. While participation has grown, representation from underrepresented groups, such as newcomer families, non-English and non-Spanish-speaking families, and families of students with disabilities, remains inconsistent across sites. To address this, SUHSD will: Collaborate with site administrators, Community Liaisons, and Parent Involvement Coordinators (PICs) to conduct targeted outreach to families, focusing on building trust and explaining the value of participating in shared decision-making. Offer training and orientation sessions for families on how advisory committees function, the decision-making process, and how their input contributes to school and district improvement efforts. Continue providing interpretation, childcare, and flexible meeting times to reduce participation barriers. Another priority is to improve the response rates and representativeness of districtwide surveys, including the LCAP input survey and the California Healthy Kids Survey. SUHSD aims to increase survey participation by at least 10% annually, using prior-year data as a baseline. Achieving this will require a combination of strategies, including improved survey promotion, family incentives, clearer communication around the purpose of surveys, and community support in survey distribution. Finally, SUHSD will focus on adopting a more streamlined and accessible digital platform to support ongoing, year-round input from families and stakeholders. This tool would offer families the ability to provide feedback in multiple languages through text, email, and mobile applications, ensuring accessibility and responsiveness beyond in-person events and surveys. By prioritizing these improvements, SUHSD is working to build a culture of inclusive and continuous input where families, students, and community members see themselves as active partners in shaping the educational experiences of all students.|Salinas Union High School District (SUHSD) is committed to improving the engagement of underrepresented families, specifically those identified through the LCAP self-reflection process, including Mixteco-speaking families, newcomer families, and families of students with disabilities. While districtwide engagement systems are in place, additional efforts are required to ensure these families are actively involved in decision-making processes that influence student learning conditions and outcomes. To address this, SUHSD will continue implementing and strengthening targeted engagement systems by:  Maintaining dedicated committees for Mixteco and newcomer families, providing culturally and linguistically relevant spaces where families can share feedback, ask questions, and learn about school and district initiatives. These groups offer opportunities for mutual learning and trust-building and serve as essential feedback channels for site and district leadership. Collaborating closely with the Special Education Department to support families of students with IEPs, who often face barriers to participation. This includes hosting small group roundtable discussions, virtual/hybrid educational workshops, and focused family sessions to build understanding of district policies, programs, and opportunities for influence (e.g., IEP development, policy input, LCAP feedback). Expanding the use of interpretation and translation services, including the use of a Mixteco/English/Spanish translator, to ensure families can participate fully in discussions and contribute meaningfully to advisory groups such as ELAC, DELAC, and the LCAP Parent Advisory Committee. Providing multiple formats and platforms for participation: including in-person, hybrid, and virtual formats, to accommodate varying family schedules, access levels, and comfort with digital tools. Supporting Community Liaisons and Parent Involvement Coordinators to conduct proactive outreach and personal invitations to underrepresented families to participate in school governance, surveys, and feedback sessions. These efforts are designed to build not only access but also confidence and empowerment among underrepresented families. By creating safe, welcoming spaces for ongoing feedback and leadership development, SUHSD is working to ensure that these families have a consistent and influential voice in shaping policies, programs, and resource allocation decisions that affect their children.|3|3|2|4|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
27661670000000|San Antonio Union Elementary|3|The district has worked to strengthen and build relationships between the staff and families. The Superintendent/Principal makes a point to be present at community events building a sense of community. A strength is the Superintendent, 50% of the teachers, and all staff members live in the community and have established relationships with families.|The district will continue to improve building relationships between school staff and families. This year the district provided dinner for families attending Open House. This was an opportunity to have families come together and mingle with one another. The district will continue to provide opportunities for staff and families to come together in a positive way.|The district has utilized bilingual staff to ensure staff has the ability to communicate effectively with families. The superintendent will reach out to the identified families individually to improve engagement and communication.|Communication between teachers and families has improved in the past years. Weekly reports of academics is now being sent to middle school parents weekly. The district has utilized iReady to track student progress. These reports are sent home with families each trimester.|A continued focus on student's academic success and attendance will be the districts focus for improving student outcomes.|Since we are a small school, the district administration will be reaching out individually to underrepresented families through phone calls and organized meetings to support building a partnership with families to support student outcomes.|Being a small district, administration is able to make individual contact with most educational partners to seek input for decision-making. Survey are also utilized. All events were well attended in the 2024-25 school year.|The district needs to increase parent involvement in site-council. Administration will make an effort to advertise it in newsletters, texts, and reach out to individuals to increase participation.|Underrepresented families will be contacted individually to be invited to be a member of the site-council, which is a vital entity in the decision-making process.|4|4|3|3|3|3|4|4|3|3|3|3|Met||2025-06-12|2025
27661750000000|San Ardo Union Elementary|3|The LEA provides for numerous events throughout the school year to invite family members to the school to build relationships with staff. These events are well attended and include back-to-school night, a Hispanic Heritage celebration, a fall festival, a winter program, numerous sporting events, the Day of the Child celebration, a Read Across America event, field trips, open house, and end of the year celebrations. All parents are also invited to attend and participate in School Site Council.  Parents also formed the San Ardo Parent Committee this past year and provided numerous events for students, parents, and families to participate in.|Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in building relationships between school staff and families will be providing further opportunities to develop a parent volunteer group to coordinate school side events for all families to be involved.|Based on the analysis of educational partner input and local data, the LEA will improve engagement  of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by supporting the families with bilingual translators and additional community resources.|The LEA's strength and progress in building partnerships for student outcomes includes providing parents with diagnostic test results for math and E/LA and strategies that can be used at home to support student learning progress.  We will also provide a testing and accountability workshop at the beginning of next year.|Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in Building Partnerships for Student Outcomes  we will be on providing families with information and resources to support student learning in the home.|Based on the analysis of educational partner input and local data, the LEA will improve engagement  of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by supporting the families with bilingual translators and additional community resources.|The LEA's current strengths and progress in seeking input for decision­ making includes an 85% participation rate in the parent survey and consulting with parents for input on decision-making at school site council.|Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in Seeking Input for Decision-Making will be providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making through outreach strategies to ensure their input is included.|3|4|4|4|4|4|4|2|4|4|3|4|Met||2025-06-18|2025
27661830000000|San Lucas Union Elementary|3|Current strengths include providing bilingual translation at all parent and site meetings. Parents appreciate the hands on learning provided in the Maker Space that allows for culturally relevant, real world application. ELO programming has included family outreach trips to which parents can attend. The school offers monthly enrichment activities to which parents are invited. LEA also networks with resource organizations to provide families with donations of food and clothing, as well as bicycles, computers, computer classes, books, and other various items that benefit families.|Focus areas include: additional teacher/staff training on how to provide an inclusive and welcoming environment to all families, continuing with site family events and increasing home communication in families native language.|The LEA is providing training , along with MCOE, on how to best support McKinney Vento families at our August Professional Development. We are also continuing our partnership with the Sunset Center which provides outside supports for families in need.|Strengths- timely communication and continued partnerships with referral services. (Sunset Center, King City Library, ART & Music lessons with Sol Treasures.|Increase the family/parent participation rates at site events (SSC/ELA/ Parent Club) and bring on additional parent volunteers.|Personal phone calls / invitations in parents native language, increase frequency of positive phone calls home, bring in additional partners as applicable (outside services)|Surveys are provided in written form in Spanish and English. Survey questions are also read aloud in both languages.|Increase efforts to invite parents and inform them of upcoming events/ meetings that seek input. Consider how we relay information (content and accessibility) and increase communication to include letters, social media and the school website that sends updates.|The LEA will improve engagement of underrepresented families by reviewing how we relay information (content and accessibility) and increase communication to include letters, social media and the school website that sends updates.|2|2|3|2|3|2|3|1|3|3|3|3|Met||2025-06-24|2025
27661910000000|Santa Rita Union Elementary|3|between school staff and families by expanding on existing strengths and responding to community input with culturally responsive, inclusive practices. The 2024–25 CHKS data show that over 70% of students across grades report consistent parent involvement in schooling, affirming that families remain engaged and informed.  SRUSD has sustained and deepened its commitment to accessible, diverse communication. The district utilizes multiple channels—newsletters, school websites, social media, ParentSquare, and parent portals—to keep families informed about school events, student progress, and key updates. This year, schools further increased real-time digital communication, allowing families to stay connected through both schoolwide and individualized outreach.  Recognizing the importance of meaningful engagement, the district continues to offer regular workshops and seminars to help parents understand curriculum, assessment, and behavioral expectations. These sessions, paired with student-led conferences and IEP team meetings for families of students with disabilities, promote shared ownership of student success. Special Education Program Specialists and Community Liaisons provide targeted support to ensure these meetings are personalized and inclusive.  Language access remains a cornerstone of SRUSD’s family engagement approach. Spanish and Mixteco translation and interpretation services are available across all sites, and Family Resource Centers offer ESL and civics classes, community referrals, and adult learning opportunities. These centers, staffed by bilingual liaisons and community partners, serve as welcoming hubs for relationship-building and wraparound services.  The district continues to celebrate its rich cultural diversity through campus events, heritage month recognitions, and inclusive programming—creating a sense of belonging and visibility for all families. Feedback from family surveys and LCAP forums affirms that these efforts have strengthened the school-home partnership and improved trust and satisfaction.  Additionally, SRUSD has expanded collaboration with community-based organizations to offer services addressing family wellness, mental health, housing insecurity, and food access. These partnerships enhance the district’s capacity to meet families’ holistic needs while maintaining a strong educational focus.  Ongoing staff development in family engagement and cultural competency remains a district priority. This professional learning has helped build staff capacity to recognize and honor families’ diverse backgrounds and lived experiences, leading to more authentic, respectful, and effective interactions.  As a result of these sustained and evolving efforts, SRUSD has seen increased participation in school activities, improved communication between staff and families, and greater student well-being—key indicators of a thriving, inclusive school community.|SRUSD remains committed to strengthening family-school partnerships, identifying several key focus areas for improvement based on educational partner input, CHKS results, and ongoing feedback from families/staff. 1. Strengthening Two-Way Communication While SRUSD has expanded digital communication through ParentSquare and other platforms, a continued focus is needed on increasing two-way engagement, especially with hard-to-reach families. This includes: Supporting families in fully utilizing ParentSquare features. Ensuring consistent messaging across digital, print, and in-person formats. Creating more opportunities for in-person conversations via listening sessions, home visits, and informal gatherings with site leadership. 2. Expanding Family Engagement/Participation Opportunities Educational partners expressed a desire for more meaningful roles for families beyond attendance at events. SRUSD focus: Providing more family-led sessions, co-hosted forums, and advisory opportunities. Increasing volunteer and leadership pathways - accessible regardless of work schedules or language barriers. Offering child care and flexible meeting formats to remove participation obstacles. 3. Increasing Cultural Responsiveness and Belonging To build on previous cultural competency efforts, SRUSD will deepen staff training and practice in inclusive engagement. SRUSD focus: Site-based training on family engagement practices that center the lived experiences of multilingual and newcomer families. Highlighting family cultures and strengths through intentional programming and storytelling events. Partnering with community organizations to facilitate cross-cultural dialogues/connection. 4. Enhancing Feedback Mechanisms While tools like ThoughtExchange and family forums have been implemented, SRUSD will refine and diversify how family voice is collected and used. SRUSD will: Conducting short, frequent pulse surveys aligned with school climate goals. Using exit slips and “open-door” feedback cards after school events. Increasing transparency about how family input leads to change (“You said, we did”). 5. Strengthening Support Services and Navigation Tools Families continue to identify challenges in accessing available services and understanding the educational system. SRUSD will: Expand visibility/accessibility of Family Resource Centers. Develop “Family Navigation Guides” in multiple languages for common needs (e.g., enrollment, IEPs, behavior supports). Leverage Community Liaisons to serve as cultural brokers and connectors across departments. 6. Rebuilding Trust Through Consistency/Visibility Building deeper trust remains an overarching priority. Families value consistency, follow-through, and visibility from school staff. SRUSD focus: Site-level engagement plans tied to district-wide standards. Regular principal presence at school entry/exit times. Recognition of families as partners in student success, particularly for students requiring Tier 2 or Tier 3 supports.|"Santa Rita Union School District (SRUSD) remains committed to increasing engagement among underrepresented families, including Spanish-speaking, Mixteco-speaking, newcomer, migrant, and housing-insecure families, as well as those with low digital literacy. Guided by family feedback, CHKS data, and the LEA self-reflection process, SRUSD has refined its strategies to build more inclusive and equitable family partnerships. 1. Expand Multilingual and Multimodal Communication SRUSD will enhance accessibility by: Increasing translated messaging (Spanish and Mixteco) via calls, flyers, and social media. Training staff to use ParentSquare translation tools to ensure messages are in families’ primary languages. Providing live interpretation at all major events 2. Deepen Cultural Awareness and Relational Capacity of Staff Staff development will focus on: Cultural humility, implicit bias, and building trust with underserved families. Responsive communication, trauma-informed outreach, and restorative home-school collaboration. Coaching administrators and office staff on inclusive welcoming practices. 3. Strengthen and Elevate the Role of Community Liaisons Community Liaisons will: Serve as cultural brokers and trusted connectors. Conduct home visits, assist with enrollment, and follow up with less-engaged families. Facilitate small group conversations to gather feedback and co-design strategies. 4. Host Inclusive, Culturally Affirming Events The district will offer: Events celebrating diverse cultures and languages, co-hosted with parents and community partners. Activities like storytelling nights, heritage celebrations, and multilingual dinners to foster informal connections. 5. Ensure Representation and Voice in Decision-Making Family voice will be expanded through: Family Advisory Councils with targeted outreach to underrepresented groups. Multilingual listening sessions tied to specific initiatives (e.g., school climate, special education). Transparent feedback loops showing how input informs decisions (""You said, we did""). 6. Increase Access to Participation To reduce barriers, SRUSD will: Provide transportation, child care, and flexible scheduling for in-person events. Offer devices, hot spots, and digital navigation support for virtual participation. Host family orientation sessions on school systems, IEPs, and academic pathways, with materials adapted to varying literacy levels and languages. 7. Strengthen Partnerships with Community-Based Organizations SRUSD will continue partnering with local agencies serving immigrant, migrant, and low-income families to: Co-host outreach events. Share mental health and wellness resources. Support wraparound services that promote family stability and engagement."|Santa Rita Union School District (SRUSD) continues to make strong progress in fostering meaningful partnerships with families, staff, and community organizations to support student achievement and well-being. Feedback from educational partners and analysis of CHKS, LCAP, and California Dashboard data reinforce the district’s commitment to equity, collaboration, and shared accountability.  Robust Community Engagement SRUSD has expanded partnerships with agencies like Harmony at Home, CSUMB, Care Solace, and Right at School to offer academic, mental health, and enrichment services. These collaborations provide wraparound support through after-school programs, counseling, and family mental health resources, extending learning beyond the classroom.  Family Partnership in Decision-Making The district regularly involves families in shaping policy through town halls, ThoughtExchange, DELAC, SSC, and advisory meetings. New feedback tools have helped identify site-specific and underrepresented family needs. This input directly informs LCAP goals, site plans, and program decisions, reinforcing families as key partners in student success.  Targeted Academic Support and Intervention Through a robust Multi-Tiered System of Supports (MTSS), SRUSD delivers targeted academic and behavioral interventions based on CHKS and Dashboard data. Special focus is given to student groups in red or orange performance bands, especially SPED, English Learners, and socioeconomically disadvantaged students. At sites like New Republic and Gavilan View, intervention staff—including TOSAs and EL Specialists—provide personalized support tracked by regular data reviews.  Inclusive Instructional Practices and Technology Integration Ongoing professional development equips staff to meet diverse learner needs, emphasizing language development, differentiation, and culturally responsive teaching. Instructional technology supports personalized learning in ELA and math, helping to close gaps and improve access to grade-level content, particularly for ELL and SPED students.  Equity, Belonging, and Anti-Racism Work The district has advanced equity and anti-racism efforts through required staff training on anti-blackness, discrimination, and bullying. Restorative practices—led by RP TOSAs and site leads—are reducing exclusionary discipline and rebuilding trust. These strategies are reflected in improved student perception of safety and connection.  Empowering Student Voice Student involvement in school improvement has grown via restorative circles, student-led conferences, and climate initiatives. Students are taking on peer leadership roles and participating in equity campaigns and anti-bullying efforts like the ABC (Anti-Bullying Club). These platforms affirm student identity, promote belonging, and build leadership aligned with SRUSD’s core values.|Santa Rita Union School District (SRUSD) remains committed to strengthening collaboration among schools, families, and the broader community to improve student outcomes. Based on input from educational partners, CHKS data, and stakeholder forums, the district has identified the following improvement areas for 2025–26:  Strengthening Family and Community Collaboration While family engagement has increased, feedback highlights the need for more structured support for learning at home. Key focus areas include:  Expanding academic-focused workshops to help families support literacy, homework, and routines.  Growing multilingual forums, town halls, and Family Advisory Councils to gather input on curriculum, behavior policies, and program design.  Enhancing community-school partnerships to align external services with academic and wellness goals.  Deepening Staff Capacity Through Targeted Professional Development Educators seek more training to engage diverse families and build trust. SRUSD will:  Provide site-based PD on culturally responsive engagement, relational trust, and inclusive two-way communication.  Train teams to co-design support plans with families, especially for students receiving Tier 2 and Tier 3 interventions.  Integrate family engagement practices into school climate and instructional leadership efforts.  Expanding Student-Centered Support Systems To support the whole child, SRUSD will strengthen systems of care addressing academic and social-emotional needs, with a focus on underrepresented students. Priorities include:  Expanding partnerships for on-campus mental health services, mentoring, and after-school programs.  Increasing student participation in shaping school climate via peer-led initiatives, youth summits, and restorative practices.  Elevating student voice through structured feedback mechanisms such as surveys, panels, and leadership councils.  Improving Transparency and Responsive Communication Educational partners emphasized the need for clarity and consistency in addressing bullying, discrimination, and behavior issues. In response, SRUSD will:  Publish clear, multilingual explanations of district response procedures and family rights.  Train site leaders on proactive communication with families after incidents affecting student safety or belonging.  Review climate data regularly and update policies to ensure fair and responsive practices across schools.|Santa Rita Union School District (SRUSD) recognizes that meaningful partnerships with historically underrepresented families are essential to student success. Based on input from educational partners, CHKS data, and the LEA self-reflection tool, SRUSD has identified strategies to better engage immigrant, Mixteco- and Spanish-speaking, migrant, and housing-insecure families.  Culturally Responsive Outreach and Communication Multilingual outreach will expand to include Mixteco, Spanish, and other community languages via ParentSquare, flyers, WhatsApp, and voice calls.  Community Liaisons will conduct home visits, in-person check-ins, and targeted outreach for families not attending school events.  Schools will develop multilingual “Family Welcome Guides” to support navigation of programs, expectations, and services.  Deepening Staff Cultural Competency Staff will receive training in cultural humility, anti-bias practices, and trauma-informed outreach.  Administrators and office staff will receive coaching to ensure inclusive first points of contact.  Schools will use reflection tools to analyze family participation and improve engagement practices.  Strengthening Community Partnerships to Remove Barriers SRUSD will work with trusted organizations to provide interpretation, transportation, mental health referrals, and childcare during events.  The district will co-host resource fairs, cultural celebrations, and parent workshops aligned with community identities.  Agencies serving migrant, newcomer, and homeless families will partner with SRUSD to coordinate outreach and avoid duplication.  Expanding the Role of Family Liaisons Liaisons will serve as trusted connectors between families and school staff, offering one-on-one support for enrollment, attendance, technology use, and access to academic and behavioral services.  They will also help families advocate for their children, especially in IEPs and intervention plans.  Inclusive Participation in Decision-Making SRUSD will expand Family Advisory Councils with diverse representation and language-specific breakout groups.  Meetings such as DELAC and SSCs will ensure accessibility through interpretation and translated materials.  Student and family panels will be integrated into LCAP processes to elevate lived experiences.  Continuous Listening and Responsive Action Feedback mechanisms will include short multilingual surveys, listening circles, and event exit interviews.  The district will use data dashboards and trends to revise outreach, events, and support services.  “You said, we did” loops will show how family input shapes decisions.|"Santa Rita Union School District (SRUSD) continues to demonstrate strong and intentional practices in seeking input for decision-making. The district has built upon its existing foundation of transparency and inclusivity by expanding the ways educational partners—families, students, staff, and community organizations—are invited to shape district policies, programs, and priorities.  Throughout the year, SRUSD has utilized a variety of input-gathering tools, including LCAP educational partner meetings, ThoughtExchange forums, parent and staff surveys, and student-led focus groups. These opportunities are offered in multiple languages and formats (in-person, virtual, and written), ensuring broad accessibility and encouraging honest feedback from diverse voices.  The integration of stakeholder input into district planning has become increasingly visible and valued. Families and staff have noted that SRUSD not only asks for feedback but also follows up with clear communication on how it is used—""You said, we did"" summaries are shared during community updates, reinforcing a culture of trust and shared ownership.  Site-level leadership teams have also strengthened engagement practices by holding school-specific engagement events, listening sessions, and Principal Roundtables to gather insights that directly inform School Plans for Student Achievement (SPSAs), budget priorities, and student support initiatives.  Additionally, SRUSD has taken intentional steps to elevate the voices of historically underrepresented groups by engaging Mixteco-speaking families, migrant families, and students with disabilities through focused outreach and inclusive meeting practices. Community Liaisons and bilingual support staff play a critical role in facilitating these conversations and bridging communication gaps.  Student voice has also become a notable strength. Through student-led conferences, campus leadership roles, and participation in school climate improvement initiatives, students are increasingly recognized as essential partners in shaping a positive and responsive school environment.  This multi-layered, collaborative approach to decision-making has led to stronger partnerships, increased community trust, and more relevant, equity-centered outcomes. SRUSD’s commitment to authentic engagement ensures that decisions are grounded in the lived experiences and needs of its students, staff, and families—fostering a culture of continuous improvement and shared success."|While Santa Rita Union School District (SRUSD) has made significant strides in gathering input from educational partners, recent feedback and local data reveal several areas for continued improvement to ensure more inclusive, transparent, and responsive decision-making.  1. Increasing Representation of Underserved and Unduplicated Student Groups A key focus area remains ensuring that the voices of historically underrepresented families—especially non-English-speaking households, migrant families, and those from low-income or Mixteco-speaking backgrounds—are consistently present in planning and decision-making spaces. Although translation and interpretation services have expanded, SRUSD will:  Increase targeted outreach for participation in School Site Councils, DELAC, and LCAP forums.  Provide logistical supports such as child care and transportation to improve access to input opportunities.  Create smaller, culturally responsive listening sessions to build trust and allow families to share input more comfortably.  2. Strengthening the Feedback Loop Educational partners have expressed a desire to better understand how their input leads to tangible change. To address this, the district will focus on:  Enhancing the visibility of “You said, we did” summaries and embedding them in newsletters, websites, and family events.  Providing clear follow-up reports after major engagement efforts (e.g., ThoughtExchange, town halls) that explain how feedback shaped final decisions.  Ensuring site leaders and department heads integrate stakeholder input visibly into SPSA planning and program evaluations.  3. Expanding Opportunities for Student and Staff Voice While student voice is growing in areas like restorative practices and school climate, students have asked for more consistent opportunities to contribute to broader school and district decisions. Similarly, classified staff and support staff have expressed interest in participating in planning processes beyond surveys. In response, SRUSD will:  Establish regular student roundtables and site-based student voice committees connected to school climate work.  Increase classified staff representation in district advisory groups and feedback forums.  Pilot student representation in select LCAP and district-level input sessions, with developmentally appropriate support.  4. Ensuring Engagement is Ongoing and Not Event-Based Partners have emphasized the need for engagement to be embedded in ongoing practices, not limited to annual meetings or compliance-driven timelines. To address this, SRUSD will:  Create site-level engagement calendars with quarterly input activities aligned to school improvement timelines.  Use informal outreach methods—such as classroom walkthroughs, coffee chats, and family resource center interactions—to continuously gather input in low-stakes, accessible ways.  Support principals in building engagement into their regular communications and leadership routines.|Underrepresented families—particularly non-English-speaking, Mixteco-speaking, newcomer, migrant, and low-income families—are actively engaged in decision-making processes. Based on self-reflection results and community feedback, the district has identified key strategies to improve meaningful participation and elevate the voices of families who have historically been underrepresented.  1. Strengthen Multilingual and Culturally Responsive Communication To reduce language and access barriers:  All key communications, including surveys, meeting invitations, and LCAP updates, will be translated into Spanish and Mixteco.  Community Liaisons will conduct personalized outreach—through phone calls, home visits, and WhatsApp messages—to ensure families understand how and why their input is being requested.  Interpreters will be available at all major meetings and forums, and multilingual summaries of outcomes will be shared back with families in accessible formats.  2. Host Community-Driven Engagement Events Recognizing the need for more inclusive input spaces:  SRUSD will host small-group listening sessions at Family Resource Centers and school sites, co-facilitated by trusted staff or community partners.  Events will be scheduled at flexible times (e.g., evenings and weekends) and held in familiar, community-centered locations.  Sessions will be designed to be culturally welcoming and less formal, using storytelling and dialogue circles to invite authentic family voice.  3. Leverage Partnerships to Build Trust The district will continue to work with local community organizations, such as migrant education providers and cultural advocacy groups, to:  Co-host engagement events and support with logistics such as transportation and child care.  Provide outreach to families who are disengaged or face barriers due to immigration status, trauma, or unfamiliarity with the school system.  Identify family ambassadors or parent mentors who can share their experiences and help other families navigate school processes.  4. Expand the Role of Community Liaisons in Input Gathering SRUSD’s Community Liaisons will play a central role in:  Gathering informal feedback during home visits, office interactions, and community events.  Serving as advocates for underrepresented families during advisory meetings and decision-making forums.  Reporting back on common themes and recommendations to site leaders and district teams.  5. Make the Impact of Family Input Visible To increase confidence that input leads to change:  SRUSD will implement “You said, we did” updates tailored to underrepresented families, highlighting specific examples of how their feedback shaped decisions.  Schools will create visible feedback boards or digital dashboards showing results from surveys and the corresponding actions taken.|4|3|3|4|3|3|3|4|4|4|4|3|Met||2025-06-25|2025
27662250000000|Spreckels Union Elementary|3|The district has taken many steps in building positive relationships between school staff and families.  Various events are planned throughout the year to bring staff and families together, including Family Reading Night, Open House, Courageous Conversations, and the new annual Multicultural Fair.|The district will continue to offer events that are multi-cultural and inclusive, like the annual Multicultural Day, to better connect with families who may have felt less connected to the school than others.|The district has included specific goals and actions in the 2025-26 LCAP (Goals 2 and 3) to address any shortcomings in family engagement.  Specifically, the district will enhance its communication and translation services to better support underrepresented families in the district and increase access to information (updates, board meetings, etc.) by expanding its ParentSquare applications and providing additional training at a Parents' Academy before the 2025-26 school year begins.  The district will also centralize its messaging platforms and rely more on social media to be more efficient in its communications with families and the community. Finally, the district will continue the action that provides real-time Spanish-speaking interpretation (Goal 2: Action 9) for district meetings and events.|The district has strived to build partnerships to support student outcomes.  Specifically, the district's LCAP continues to include an action to provide all staff with adequate time for articulation and collaboration so teachers, principals, and support staff can support students and families. Many steps have been taken to provide relevant information in parents' home language, including the continued action that provides real-time Spanish-speaking interpretation at district meetings and events.  Also, a great deal of time and energy has gone into establishing Special Education protocols for IEP's to ensure that parents understand and can exercise their legal rights and advocate for their students.  Similar time and energy have also gone into vetting the district's compliance with digital learning and student privacy issues: https://spreckelsdistrict.org/programs-services/technology/student-privacy/.|The district will continue to prioritize building partnerships for student outcomes with families and also with local organizations.  For example, in the 2025-26, Goal 3: Action 2 calls for the district to continue partnering with parent groups to offer diverse enrichment opportunities (i.e. full-time music teacher, art program, Folklorico program, Jazz Club, etc.).|With the addition of a full-time ELD teacher and aide, the district has done much better in targeted and personalized outreach to underrepresented families.  The year, the district held its celebration for 20+ newly reclassified ELL students.  The celebration was attended by many staff as well as the students' families.  The District's English Language Advisory Committee met regularly and helped to organize the district's Multicultural Fair which celebrated the various cultures of the district's students and families.  Last, Goal 2: Action 9, provides real-time Spanish-speaking interpretation for district events and meetings.|The district has improved its efforts in seeking input for decision-making.  An LCAP Educational Partners' Committee met regularly to monitor the progress of the district's LCAP as well as make recommendations on goals and actions.  Moreover, the District's English Language Advisory Committee met numerous times this year to review and make recommendations to the ELD plan, LCAP Goal #2, and other relevant topics. Surveys are sent to various stakeholder groups in the spring to obtain additional feedback. In early August before the school year begins, the district will once again offer a Parents' Academy to support the use of various technology and communication tools.|The district will continue to take steps to improve seeking input for decision-making.  The steps are outlined in LCAP Goals 2 and 3.|Based on local data and self-reflection, the district has improved its efforts in relation to seeking input for decision-making from underrepresented groups, including offering Spanish-speaking interpretation services and offering a Parents' Academy.|5|4|4|5|4|5|5|5|4|4|4|4|Met||2025-06-26|2025
27662330000000|Washington Union Elementary|3|Washington Union provides many opportunities for relationship building within the school community. Our staff provides an open door policy and encourages families to reach out when there is a need or concern. The ParentSquare platform provides an outstanding communication tool that allows for teachers and parents to communicate regularly. This allows families to receive information in a timely manner and stay up to date with what it happening in their child's classroom and in the school community. The district provides multiple opportunities for families to engage with school staff. Opportunities include participation in the following: Student Study Teams, Back to School Nights, strategic planning, School Site Council, District Advisory Council, parent-teacher Conferences, monthly board meetings, open house, fine arts performances and events, and volunteer opportunities at all sites. In addition to school based opportunities, the district also provides opportunities that engaged the community as a whole, such as the following: Harvest Carnival, family movie nights, trunk or treat, family dinner nights, district art show, science fair, book fairs, and the read-a-thon.|Based on survey data the district has had strong relationships between staff and families, however, in an effort to engage in continuous improvement, we will explore the possibility of creating parent advisory groups for parents of English learners and special education students.|Washington Union has a strong connection with families and our local community. We work closely with parents through volunteerism opportunities and invite them to participate as active educational partners in the informational processes of the district. The Washington Union Educational Foundation obtains local monetary donations to help fund our art and music programs. The WUSD Parents' Club helps to raise money for other activities in the schools and promotes a sense of connectedness through various community events. The district has several parent input committees including School Site Council, District Advisory Council, and additionally, holds parent education sessions. WUSD will explore the possibility of creating parent advisory groups for parents of English learners and special education students. Through the expanded learning opportunities program the district was able to provide access to extended daycare for unduplicated families. In addition, we were able to provide summer programming to unduplicated families through a partnership with our local YMCA.|The district employs a full-time school counselor to support the staff to family connection, provide behavioral and emotional support to students, and assist the unduplicated student population with support and services specific to their needs. To support student behavior and mental health, the district has retained the services of a bully prevention specialist beginning in the fall of 2023. Through a grant made possible by Monterey County Behavioral Health, the middle school will have the services of the bully prevention specialist one day each week. While the 2023 Local Performance Indicator Self-Reflection for Washington Union School District Page 10 of 15 specialist will work out of the middle school, it is the goal of the district that the specialist can also serve students at the two elementary schools as needed and time allows. To address behavioral and academic concerns, the district has a tiered support system to meet with families by first holding a Student Study Team meeting (SST). If those supports do not help correct the issues, more structured interventions are put into place. At the highest tier of support, the district may refer students for formal academic assessments or increased behavioral health supports. During this process, families are guided to help them understand how to best advocate for their students.|Our staff professional development survey has helped us to identify area where school staff would like additional support around academics, school safety, SEL, ELD etc. We held a parent education seminar on digital citizenship.|Washington Union will engage underrepresented families by exploring the possibility of creating parent advisory groups for parents of English learners and special education students. In addition, our parent educations seminars will include topics designed to support and educate our underrepresented families.|The district provides multiple forums to seek input for decision making. Opportunities include participation in the following: strategic planning, School Site Council, District Advisory Council, and monthly board meetings.|WUSD will be considering adding a student representative to the board of trustees in the 23-24 school year. By continuing to use ParentSquare as a communication tool, we will be working to broaden our reach to parents and diversifying representation on the various decision making committees.|Washington Union will engage underrepresented families by exploring the possibility of creating parent advisory groups for parents of English learners and special education students.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
27738250000000|North Monterey County Unified|3|Based on feedback received in our Spring 2025 LCAP survey (584 respondents), about 70% of our staff, 63% of students, and 83% of families felt the school does a good job of implementing effective 2-way communication. Additionally, our ability to conduct consistent and effective needs assessments with our schools as well as gather data from Town Halls and LCAP meetings provided us with critical data and feedback for strengthening community and family engagement. Gathering feedback from our educational partners and responding to their identified needs has been a strength this year. Finally, our ongoing commitment to providing Spanish and Mixteco interpretation services remains a focus for our school district.|Our educational partners, and specifically our families, have providing us with helpful feedback on areas for improvement:   • Continue to improve 2-way. communication, especially between parent/guardians and teachers. Parents want to know how their students are doing and how they can better support them.   • More parent/guardian workshops and more workshops that are responsive to topics of interest to them.   • Increase bilingual staff   • Improve the calendaring of events to avoid meeting conflicts|In response to our educational partner feedback, we have restructured our Community and Family engagement support structure as well as our Community Schools structure:   • We are centralizing Community Liaisons to improve the coordination of family services.   • We have created new district positions, Family and Community Engagement Specialist (FACES) positions who will focus on coordinated and responsive parent/guardian workshops.   • We are centralizing our two Community Schools Coordinators (one for elementary and one for secondary) to support community and family engagement.   • We are implementing a new 2-way communication platform, Talking Points, to support effective communication between staff, families, and students.|We have made progress in engaging our families at the site and district level by organizing events and meeting spaces to listen to their needs and suggestions- for example out Town Hall meetings and our Newcomer Committee.|North Monterey County Unified School District has some significant work to do in providing professional learning and support to teachers and principals in improving capacity to partner with families, ensuring policies and programs are implemented for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, as well as supporting families in understanding and exercising their legal right to advocate for their own students and all students. A bright spot in this year was having parent/guardian and staff participation in this year's CA Bilingual Educator conference which provided our parents/guardians with understanding their role and rights in child's education.|In response to our educational partner feedback, we have restructured our Community and Family engagement support structure as well as our Community Schools structure:   • We are centralizing Community Liaisons to improve the coordination of family services.   • We have created new district positions, Family and Community Engagement Specialist (FACES) positions who will focus on coordinated and responsive parent/guardian workshops.   • We are centralizing our two Community Schools Coordinators (one for elementary and one for secondary) to support community and family engagement.   • We are implementing a new 2-way communication platform, Talking Points, to support effective communication between staff, families, and students.|Our Educational Partners were provided with several opportunities to engage, support, and learn more about LCAP actions as well as provide us with meaningful feedback.|Educational partner engagement in School Site Councils and English Learner Advisory Committee meetings was inconsistent. This are critical spaces for meaning engagement, particularly around decision-making. We have made good progress increase our ability to meet the language support needs of our Mixteco speaking families and recognize we still have more work to do to meet the needs of this important family group.|In response to our educational partner feedback, we have restructured our Community and Family engagement support structure as well as our Community Schools structure:   • We are centralizing Community Liaisons to improve the coordination of family services.   • We have created new district positions, Family and Community Engagement Specialist (FACES) positions who will focus on coordinated and responsive parent/guardian workshops.   • We are centralizing our two Community Schools Coordinators (one for elementary and one for secondary) to support community and family engagement.   • We are implementing a new 2-way communication platform, Talking Points, to support effective communication between staff, families, and students.  Additionally, we recognize the need to support our site administrators, staff, and families with professional learning and workshops on how plan and facilitate effectively School Site Council and English Learner Advisory Committee meetings.|3|3|3|2|2|3|2|2|3|3|3|3|Met||2025-06-26|2025
27751500000000|Big Sur Unified|3|All of our parents are part of the PTO. Teachers are in daily contact with parents. All parents participate in an LCAP survey and in voicing school expectations. Two major school events are held each year with full parent participation along with field trip, assembly, SSC, board meeting, and parent conferences participation.|The Big Sur focus area is community and family - we call it the Pacific Valley family- everyone's voice is heard. Parents are invited to attend all meetings and special events including a winter show, a STEAM Festival, a promotion/graduation, and field trips.|Big Sur will continue to invite all families to all events and to stay in touch with every parent (daily if needed) regarding their children.|Teachers meet often with parents. It is much more than a yearly parent conference. Our school is small and parents are able to check in every day if so desired.|We plan to continue PTO, SSC, parent conferences, and invitations to be on campus. We have been successful in this area.|We will continue to invite all families to participate in all events. This had met with 100% success during the past year.|Big Sur has been extremely successful with seeking input for decision making by asking all parents to submit a survey and to participate in all meetings. The principal and the teachers have open door policies.|Big Sur will continue to use an anonymous survey as well as invite all parents and community members to board meetings, PTO, and other school meetings and events.|Big Sur has a translator at all meetings for our families who are not English speaking. All parents are contacted by email, phone, in person, and text to attend events and meetings.|4|4|5|5|5|4|5|4|5|4|4|4|Met||2025-06-12|2025
27751500118349|Big Sur Charter|3|Providing support to parents is a built-in component of our program. Parents receive feedback as to how to advocate for and educate their students through meetings with their teachers or through our Home Educator Learning Program. We work closely with families to ensure that students are engaging appropriately with the curriculum at home and at the learning center. Additional support is provided as needed.  As a small, hybrid school, school-family relationships are the key to the school's success and to our students' success.  We have several events throughout the year that bring the entire school together.  Teachers meet with parents through our Home Educator Learning Program classes.  The School Director holds monthly meetings with parents to discuss relevant topics, or to answer questions.  I believe we are doing an amazing job and connecting with our families.  When polled, an average of 99% of our parents say that they feel connected to the school community.|77% of families responded to our EOY survey.  100% f that 77% reported feeling connected to the school.  While there is always room for improvement, we will keep on the same path making minor adjustments as we go to meet the needs of our 2025-26 families.|Based on educational partner input and end-of-year survey results, Big Sur Charter School implemented several proactive strategies to strengthen relationships and ensure all families felt welcomed and included in the life of the school. To increase access and participation, the school provided all students with free yearbooks, school portraits, and tickets to school events, removing potential financial barriers to full engagement. At the start of the year, backpacks and supply kits were distributed to all underrepresented families. These early touchpoints supported strong connections between families and school staff. Throughout the year, staff engaged in outreach through check-ins, calls, and notes to help maintain open communication and strengthen relationships. Families were intentionally invited to participate in school planning opportunities, including LCAP forums and feedback sessions, to ensure broad representation in shaping school decisions.|As a hybrid charter school, Big Sur Charter School’s model is built on close collaboration between families and teachers to support student outcomes. Teachers are in weekly communication with families regarding home education assignments and provide monthly updates on classwork and academic progress. The school has a clear procedure in place to regularly analyze student grades and progress, allowing for timely interventions. Parents have access to real-time grade data and can meet with their child’s teacher at any time throughout the year to discuss performance or concerns. Additionally, BSCS offers free tutoring to all low-performing students, prioritizing outreach to underrepresented families to ensure equitable access to academic support. These consistent, personalized touchpoints help build strong partnerships focused on student growth and success.|To continue strengthening partnerships for student outcomes, Big Sur Charter School will build on existing practices while increasing accessibility for underrepresented families. The school will maintain regular teacher-family communication, monthly progress updates, and open access to meetings with teachers throughout the year. To further support academic success, BSCS will expand access to free tutoring by offering more flexible scheduling, targeted outreach, and ongoing communication to ensure underrepresented families are aware of and able to take advantage of these supports. These efforts aim to deepen engagement and ensure all families are equipped to support their student’s academic growth.|While there is always room for improvement, we will keep on the same path making minor adjustments as we go to meet the needs of our 2025-26 families.|Seeking parent input on decision making is part of building positive relationships, and we seek to grow parent input and involvement on a year-to-year basis. BSCS promotes parental communication and feedback to decision processes and encourages all families to attend Board meetings so that the decisions we make are informed, student centered decisions.|Our biggest challenge is getting families to attend meetings and complete surveys. However, this year we had a 77% participation rate on our EOY survey.|While there is always room for improvement, we will keep on the same path making minor adjustments as we go to meet the needs of our 2025-26 families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-13|2025
27754400000000|Soledad Unified|3|• All 8 school sites are now designated Community Schools, supporting active family engagement through integrated supports and collaborative practices. • Parent engagement has increased through leadership roles (e.g., LCAP Advisory and DELAC) • Social workers, counselors, and liaisons at every site provide consistent outreach and support, helping families feel connected and welcomed. • The Family Resource Center has emerged as a trusted hub for wraparound services, parenting classes, and access to community resources. • Some front office classified staff received professional development through FranklinCovey’s Customer Service training, emphasizing hospitality and positive school climate. • All Community School sites administered the Leader in Me MRA Survey to identify and strengthen family-school relationships.|• While relationships have strengthened, more targeted efforts are needed to continue deepening engagement with families of students in special populations, including migrant, homeless, and foster youth. • Some families report limited understanding of the full range of services available at the Family Resource Center and school sites. • Partnered with Building Healthy Communities to strengthen authentic engagement with families, especially those from underrepresented backgrounds • Leveraging a three-year Youth Safety Network grant to fund dedicated staff and programming aimed at deepening trust, voice, and collaboration with families historically disconnected from school decisionmaking. • Expanding two-way communication practices and seeking more culturally responsive and linguistically accessible family engagement strategies. • Refocusing site-level family engagement from compliance-based meetings to co-creation spaces where families help shape school priorities and solutions.|• Collaborate with Building Healthy Communities and the Youth Safety Network grant team to co-design engagement strategies alongside families most impacted by school safety and climate concerns. • Address the perception of tokenized involvement by shifting from one-way information sharing to two-way partnership models in advisory groups like DELAC, LCAP Advisory, and site councils. • Develop family leadership pipelines by identifying parent ambassadors at each site to help host events, support outreach, and co-facilitate engagement activities. • Embed ongoing feedback loops through informal check-ins, exit slips at events, and text-message surveys to capture real-time input from families who may not attend traditional meetings. • Use disaggregated CHKS data (e.g., lower connectedness scores among EL and Hispanic/Latino students) to guide outreach and prioritize family partnerships in those student communities.|• Parent input via LCAP and DELAC directly shaped actions supporting both academic and social-emotional outcomes. • Community Schools implementation expanded access to tutoring, mental health services, and family workshops focused on whole-child success. • The Family Resource Center offers joint parent-child learning opportunities, reinforcing family engagement in student achievement. • School sites provide bilingual events and translation services to ensure families understand academic progress and expectations. • A district communication study revealed social media as a key tool for engagement; as a result, outreach was expanded to include regular posts, enhanced use of ParentSquare, and a more formalized process for newsletters. • Outreach strategies included personal phone calls, home visits, digital access support, weekly check-ins, intervention contracts, and training opportunities for families. • Regular meetings with community partners ensure aligned support for student needs across school sites. • Active partnerships include Mindset Academy, PIQE, A.V.I.L.A. Boxing, MCBH, Sun Street Centers, Boys and Girls Club, and others. • The Student Success Team (SST) process has been revamped to better support struggling students, and the district is preparing to train families on how to engage with the new system.|• Increase consistency and clarity in how schools communicate student progress and intervention supports to families. • Improve family understanding and involvement in the newly redesigned Student Success Team (SST) process. • Shift from information-sharing events to more collaborative, two-way engagement opportunities that empower families to contribute to student goals. • Strengthen family engagement in secondary schools, where CHKS data shows lower levels of connectedness and participation. • Expand culturally relevant family workshops and student-led events to foster shared responsibility for learning. • Ensure all school-family partnerships are inclusive of underrepresented families by incorporating feedback from LCAP, DELAC, and MRA survey data. • Build stronger linkages between community-based partners and academic outcomes through integrated service delivery.|• Use disaggregated CHKS and MRA data to identify which student groups report lower family-school connections and target outreach accordingly. • Leverage the Youth Safety Network grant and partnership with Building Healthy Communities to co-create engagement strategies with families often excluded from academic decision-making spaces. • Train school staff on culturally responsive communication practices that validate and affirm family experiences, particularly for English learners and families of color. • Expand roles for family liaisons to include academic navigation support—helping families understand report cards, testing, and intervention pathways. • Pilot student-led conferences and academic showcases that invite families into conversations about learning from their child’s perspective.|• Parent participation in educational partner meetings has increased, including leadership roles in LCAP and DELAC committees. • Subcommittees of parents gather input directly from other families through drop-off/pick-up engagement tied to the LCAP survey. • The LCAP Advisory Committee led the development of the district’s communication plan, highlighting authentic parent participation in decision-making. • School sites use community surveys and school-level committees to ensure family voices are reflected in site planning and implementation.|• Expand the use of Community Schools advisory structures to create more inclusive and consistent opportunities for input at the site level, especially for families who may not participate in traditional settings. • Leverage the Youth Safety Network grant and our partnership with Building Healthy Communities to codesign decision-making spaces with families impacted by school climate and safety concerns. • Improve engagement with underrepresented families (e.g., EL, migrant, foster, and low-income households) by using multilingual surveys, flexible meeting formats, and culturally relevant outreach strategies. • Build staff capacity to facilitate inclusive, relationship-centered input sessions, ensuring that feedback from DELAC, SSC, and LCAP Advisory groups reflects authentic partnership. • Strengthen communication around how input is used (“closing the loop”) through regular updates, visual summaries, and follow-up meetings at both site and district levels. • Increase family and student leadership opportunities through Community Schools governance models, ensuring decisions reflect student and family needs.|• Use disaggregated data from CHKS, MRA, and LCAP surveys to identify families and student groups whose voices are underrepresented in decision-making processes. • Empower family liaisons and Community School Coordinators to conduct targeted outreach and build relationships that encourage honest feedback and sustained participation. • Partner with Building Healthy Communities and the Youth Safety Network to co-host listening sessions focused on safety, student success, and systems change—designed by and for underrepresented families. • Translate all meeting materials and communications into multiple languages and provide real-time interpretation to eliminate access barriers. • Offer childcare, food, transportation support, and virtual attendance options to remove logistical barriers that prevent participation. • Pilot community-based “input circles” at trusted locations (e.g., churches, neighborhood centers) to gather feedback in settings that feel safe and welcoming. • Elevate student and family voice by incorporating input directly into Community Schools implementation planning and site-based continuous improvement plans.|4|4|3|5|3|4|5|4|4|5|5|3|Met||2025-06-25|2025
27754730000000|Gonzales Unified|3|The high percentage of parents reporting good or excellent school-to-home communication (88.4%) and feeling welcome and encouraged to participate (83.9%) reflects strong progress in building positive relationships between school staff and families. These results highlight strengths in maintaining open lines of communication, fostering a welcoming environment, and creating a culture where family engagement is valued. This progress suggests that the district’s efforts to connect with families—through consistent updates, inclusive practices, and accessible opportunities for involvement—are effectively supporting collaboration and trust between home and school.|Based on an analysis of parent LCAP survey responses the district's focused areas for improvement in building relationships between school staff and families includes:  1. Improve communication: Parents request more frequent, clear, and multilingual (especially Spanish) communication through reminders, flyers, calls, and personalized invitations.  2. Increase accessibility and inclusivity: Suggestions include offering virtual meeting options (e.g., Zoom), child care during events, and support for non-English speaking families such as translation services and English classes for parents.  3. Foster engagement through recognition and incentives: Parents value feeling acknowledged and propose certificates, raffles, or student-led invitations to encourage participation.  4. Create a sense of belonging: Several responses highlight the need for a designated parent liaison, more culturally responsive outreach, and inclusive family events tied to student achievements.|Based on an analysis of parent LCAP survey responses the school can improve parent engagement in activities and committees such as the English Language Advisory Committee (ELAC) and School Site Council (SSC)  by continuing or beginning to implement the following strategies :  Culturally and linguistically responsive communication  Provide all materials and meeting notices in families' home languages.  Use multiple outreach methods (texts, calls, flyers, in-person invitations) tailored to community preferences.  Offer flexible participation options including virtual meetings  Schedule meetings at various times (morning, evening, weekends) and provide virtual options to accommodate work schedules.  Ensure interpreters are present and visible at meetings.  Assign a parent liaison or community representative to personally welcome and support new or hesitant families.  Provide childcare, transportation, and light meals  Recognize and celebrate parent participation  Publicly acknowledge family involvement and student successes linked to family engagement.  Offer certificates, raffles, or small incentives to reinforce the value and appreciation of parent participation   Build parent capacity and confidence  Offer orientation sessions that explain the purpose and impact of ELAC/SSC in accessible, non-intimidating formats.  Encourage leadership development among underrepresented parents through peer mentoring or training workshop|An analysis of parent input on the LCAP survey demonstrates district-wide strengths and ongoing progress in building effective partnerships to support student success.  1. Strong Communication and Family Engagement  88.4% of parents report good or excellent school-to-home communication, indicating that the district has established effective communication systems that help families stay informed and connected.  83.9% of parents feel welcome and encouraged to participate, showing that school sites are creating inclusive environments that value family involvement.  Consistently held events such as Open House, Back-to-School Night, and Parent Conferences offer multiple touchpoints for parents to engage with teachers, administrators, and their children’s educational experience.  2. Positive Perceptions of Academic Support  83.3% of parents express satisfaction with the academic support their student receives. This underscores the district’s efforts to meet diverse academic needs through targeted instruction, interventions, and support services.  Programs like the Early Academic Outreach Program (EAOP) for high school students enhance college readiness and ensure early exposure to post-secondary pathways.  3. Commitment to Underrepresented and Multilingual Families  While many families express satisfaction, parent feedback highlights a desire for increased language access, flexible meeting formats, and more inclusive outreach—especially for Spanish-speaking households and English Learner families.  Parents have offered detailed, constructive feedback on how to improve engagement, such as offering child care, recognition for participation, and dynamic meeting formats. 4. Strong Community Partnerships  The district is actively partnering with key organizations to expand services and opportunities for students:  Monterey County Office of Education supports academic and professional development initiatives.  City of Gonzales collaborates on community-wide educational and safety programs.  Monterey County Behavioral Health enhances access to mental health support and wellness services on school campuses.  Gonzales Youth Council provides a platform for student leadership and civic engagement, aligning youth voice with district priorities.  5. Areas for Growth and Deeper Engagement  While participation rates in events and committees are growing, engagement from underrepresented families in formal structures such as ELAC and SSC remains an area for improvement.  Feedback suggests the need for more personalized invitations, translated materials, and outreach through trusted messengers to foster trust and ongoing participation.|Based on the analysis of educational partner input and local data, the district will seek to enhance the engagement of underrepresented families, especially English Learner, migrant, and low-income households, in meaningful school partnerships that support student achievement and well-being with the following strategies:   1. Strengthen Culturally Responsive Communication Action: Provide all school communication (event notices, meeting invitations, updates) in both English and Spanish, using clear, family-friendly language. Implementation: Utilize bilingual ParentSquare messages, printed flyers, phone calls, and personal outreach through community liaisons. Timeline: Ongoing, with quarterly review of outreach materials.  2. Increase Accessibility to Meetings and School Activities Action: Offer flexible meeting options for ELAC, SSC, and school events, including: Virtual meeting access Evening/weekend schedules On-site childcare and light refreshments Implementation: Create a well-advertised, rotating schedule for key events and ensure translation and interpretation services are available. Timeline: Begin with the fall 2025 ELAC/SSC cycle and evaluate participation rates after each event.  3. Build Trust Through Personal Connections Action: Designate a front office staff member as the lead bilingual family engagement liaison at each school site to: Personally invite families to participate Offer support navigating school systems Serve as a cultural bridge between staff and families Implementation: Recruit staff or community members and provide training on family engagement best practices. Timeline: The start of the 2025–26 school year.  4. Recognize and Celebrate Family Involvement Action: Create a recognition system that celebrates consistent parent participation in school events and decision-making bodies. Examples: Certificates, student-led thank-you videos, raffles, or school-branded gifts. Timeline: Launch during the fall 2025 Open House and maintain throughout the year.  5. Leverage Community Partnerships Action: Collaborate with EAOP (Early Academic Outreach Program), Monterey County Behavioral Health, City of Gonzales, and Gonzales Youth Council to co-host culturally relevant events that promote family wellness, academic planning, and community services. Implementation: Develop a joint calendar and co-branded materials with community partners. Timeline: Schedule the first community event for Fall 2025.  Monitoring & Evaluation Parent Feedback Surveys: Administer biannual surveys in multiple languages. Engagement Data: Track participation by family demographics at key events. Progress Reports: Share updates with district leadership and school boards twice yearly.|The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by implementing the following strategies:  1. Enhance Inclusive and Multilingual Communication  Strategy: Ensure all families receive timely, clear, and culturally responsive communication in their preferred language.  Actions:  Translate all materials into Spanish and other home languages.  Use multiple platforms (texts, phone calls, flyers, personal outreach) to reach families in accessible ways.  Impact: Families feel informed, valued, and empowered to participate in school activities.  2. Remove Barriers to Participation  Strategy: Increase accessibility of school meetings and events by addressing common logistical challenges.  Actions:  Offer flexible meeting times (evenings/weekends), virtual options, and recordings.  Provide child care and refreshments at in-person events.  Ensure interpreter support is available at all public meetings.  Impact: More families can engage regardless of work schedules, language, or transportation limitations.  3. Build Relational Trust Through Dedicated Support  Strategy: Establish a direct, trusted connection between schools and families through dedicated staff.  Actions: Assign a bilingual family engagement lead at each site to serve as a consistent point of contact.  Train staff on relationship-building and cultural responsiveness.  Conduct home visits or personal outreach for hard-to-reach families.  Impact: Families feel respected and supported in navigating school systems and contributing meaningfully.  4. Celebrate Family Voice and Participation  Strategy: Create a school culture that values and recognizes parent contributions.  Actions:  Acknowledge family involvement at school events, newsletters, and assemblies.  Offer participation incentives such as certificates, raffles, or thank-you videos from students.  Invite parents to co-facilitate meetings or present student work.  Impact: Families develop a stronger sense of ownership and belonging in the school community.  5. Deepen Community Collaboration for Shared Outcomes  Strategy: Partner with local agencies to co-create opportunities that reflect family needs and enhance student success.  Actions:  Collaborate with each school site, the City of Gonzales, Gonzales Youth Council, and Early Academic Outreach Program to host joint events and resource nights.  Align outreach with community events to maximize engagement.  Impact: Families access a broader network of support and see the school as a hub for whole-child development.     Monitoring Progress  Collect and review parent engagement data by demographic group.  Conduct regular surveys and feedback sessions in multiple languages.  Report engagement outcomes to district leadership and stakeholders biannually.|Strengths:  Regular Stakeholder Feedback: GUSD administers regular surveys including the annual surveys to parents, students, and staff, available in both English and Spanish, to gather input on school climate, academic priorities, and program effectiveness. Inclusive Engagement Structures: The district supports parent and community engagement through School Site Councils, English Learner Advisory Committees (ELAC/DELAC), Community Collaborative, and regular outreach meetings that encourage two-way dialogue. Cultural Responsiveness: Outreach efforts are tailored to the community’s cultural and linguistic needs, ensuring that Spanish-speaking families are fully included in decision-making processes. Student Voice Integration: GUSD actively includes student perspectives from the Gonzales Youth Council, student representatives, and student survey results in decision-making processes.   Progress:  Increased participation in parent surveys and advisory committees over the past two years. Improved communication tools, including paper flyers, mobile phone notifications,  digital platforms, and social media, to inform and engage families. Clearer feedback loops, where stakeholder input is summarized and shared with the community, showing how it influences district decisions. Strengthened partnerships with community organizations such as GYC, Early Academic Outreach Program, Community Collaborative representatives to expand outreach and gather broader input|Focus Areas for Improvement:  Increase Participation from Underrepresented Groups Despite ongoing outreach, participation remains low among certain groups, particularly migrant families, working parents, and families of English learners. The district aims to improve accessibility by offering more flexible meeting times, childcare, and transportation support.  Strengthen Two-Way Communication Educational partners have expressed a need for more regular interactive engagement, not just one-way information sharing. GUSD will focus on expanding opportunities for dialogue and feedback, such as small-group listening sessions and follow-up on how input was used.  Expand Student Engagement Opportunities While student voice is included at the secondary level, elementary students have fewer opportunities to share their perspectives. GUSD will explore age-appropriate ways to gather student input across all grade levels.  Increase Awareness of Engagement Opportunities Survey results indicate that not all families are aware of the opportunities to participate in district and school decision-making. The district plans to strengthen promotion of engagement events through social media, school apps, and community networks.|Based on the analysis of educational partner input and local data, Gonzales Unified School District (GUSD) has identified the need to improve engagement among underrepresented families, particularly migrant families, working parents, and families of English learners. To address this, GUSD will implement targeted strategies to reduce barriers and promote inclusive participation. These include offering flexible meeting times, virtual meeting attendance options, providing childcare and interpretation services, and conducting personalized outreach through home visits, phone calls, personal invitations, and collaboration with trusted community liaisons. The district will enhance communication by using multiple platforms—including text messaging, social media, school apps, and paper flyers—to increase awareness of engagement opportunities.|4|4|3|4|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
28102800000000|Napa County Office of Education|3|The Napa County Court and Community School Program (JCCS) has had huge success with making connections and strengthening relations with educational partners via the family service team. This team is comprised of (bilingual and bicultural) case managers, parent liaisons, and the interventions coordinator with the task of bridging families to the school program. The team ensures consistent communication is maintained with families. In addition to communicating through Facebook, the Camille Creek website, and ParentSquare platforms, the team checks in with all families biweekly at minimum via personal text, phone call, or email. This regular communication gives families an opportunity to share their needs, including basic needs, transportation, mental health, and schooling needs. The family service team collects family input so the school knows how to support students better. The team also creates opportunities for families to meet on campus to discuss various topics and shares information about community resources and referral opportunities with the families. JCCS is quite proud of the communication efforts extended to all of our students and families.  If certain challenges exist for families, this flags a social worker contact or interventions coordinator who will then conduct follow-up check-ins with the family. JCCS also hosts regular informal drop-in hours to connect families to community resources. Parents have reported that they see school as a resource/connection to other community resources. The amount of communication and weekly outreach to families has changed some parents' minds and increased their comfort level with sending students to campus. In our Fall 2024 Survey, 98% stated they feel welcome in the school environment and 97% stated they see the school staff as allies.|In alignment with our California Community School Partnership goals as well as feedback from family and staff surveys, JCCS is working to increase the opportunities for parent leadership on campus. We currently seek input via twice yearly surveys, Site Council and ELAC meetings, Student Team meetings and informal dialogue to gather input on the strengths and needs of the school program. However, we would like to create a parent leadership team to envision and execute more parent events at the school, both educational as well as recreational, as well as to be mentors to the newer parents entering and navigating a new system. In addition, we understand that although many of our staff are bicultural, many of the homeroom teachers are not and there is a benefit to increasing the staff education of our families cultural strengths and priorities for their children. This will help to increase sensitivity and decrease bias, creating a greater trust with the educational staff. Informed staff will increase cultural relevancy of curriculum in the class room and increase engagement with their students.|Our unduplicated families quite frequently need assistance in navigating the community supports available to them. Our Family Service team will continue to visit our local community partners to gain a clear understanding of the services offered. This allows them to better connect the families to the appropriate agency. We will increase opportunities for family engagement on campus, allowing parents to co-lead or lead events alongside our family service team. This includes events during the school day such as the 2 parent led cooking demonstrations that were livestreamed to the student body. Personal outreach will continue in the form of meetings, texts, phone call, and parking lot chats and interactions will be tracked. We will continue to use multiple methods of outreach including ParentSquare, Instagram, Facebook to alert families to upcoming events both within the school, but pertinent events at the local school districts. We will continue to provide flexible meeting times to accommodate working families schedules. Parent's have cited that only 40% have access to a device at home, and through the Verizon Innovative Schools Initiative, we sent each student home with a device that has connectivity in order to increase digital equity for both our students and our families.|JCCS strives hard to engage parents through offering weekly communication, home visits, referrals to community services, and outreach that empowers families to better support their children. NCOE places a high priority that all families feel welcome. JCCS has an open door policy for two-way communication and employs 2 bilingual family liaisons, 1 social worker, and a family interventions coordinator. The parent liaisons reach out to parents on behalf of staff. The family interventions coordinator works with the chronically truant students and those students with extreme behavior problems. The school social worker stays in regular contact with parents. All students and their parents receive a biopsychosocial assessment and students are universally screened for depression. Resources and services are identified and provided based on need. Every time students are absent, the family gets a personal phone call to find out what resources might be needed and what more the school can provide. JCCS prioritizes the need for students to attend school and working with families and their needs is foundational to increasing attendance. JCCS also partners with ParentsCan, a local resource, with whom we co-hosted 4 parent classes in the spring. ParentsCan also meets with families to find more ways to support students in their school programs.|Local community partnership increase and collaboration has been a goal for JCCS the past 3 years and we intend to keep working to include new partners as we understand how their services align with our students and families. Partnerships have increased from 7 in SY 21/22 to 17 in SY 24/25. New partners include Feeding it Forward, Napa Valley Adult School, Career Point, Abode Services, Napa County Self-Sufficiency, Up Valley Family Center, Spirit Horse Therapeutic Riding Center, and the Immigration Institute of the Bay Area. We not only make referrals directly to our families, but we invite our partnering agencies to our twice yearly Family Nights to meet with parents, share resources, and discuss services. In our spring 2024 survey, partners have asked to come to the campus on a more frequent basis as the understanding is more touch points will increase engagement. As stated above, there is a desire to host parent led workshops on campus and via zoom as well as increasing leadership opportunities. Lastly, we will track engagement and seek feedback through our surveys as well as informal conversations on new partnerships that could possibly improve the lives of students and parents in our community.|JCCS will continue outreach to provide opportunities for our unduplicated student's parents to connect with the school. Providing culturally relevant events, an inclusive school culture, and leadership opportunities will continue to build the connection and trust needed to open dialogue on how to better serve their students. It will also increase opportunities for our parents to connect with or be referred to our community partners.|JCCS continues to make progress with this local indicator as many opportunities are provided (both formally and informally) for families to participate and give input for program decision making. The school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs anytime they are on campus. More formally, the Site Council and Parent Advisory Groups are invited to review program goals and provide input for decisions that help drive the development and refinement of the LCAP. JCCS also hosts two formal opportunities a year for all parents and other educational partners to provide input into the LCAP review and development process. Local educational partners, including parents, help make decisions for LCAP actions. The two family nights are an opportunity to educate parents on school programs and ask for input on program decisions. All school programs provide translation services to allow parents to participate fully. JCCS also collects input via surveys twice a year. More families have been completing the surveys and providing input on program policies and practices. JCCS also has a student who serves on the Napa County Office of Education Board of Trustees. During the year, JCCS’s family service team stays in regular contact with families to ascertain needs, help support students who are struggling the most, and ensure that families have more resources to meet their needs.|JCCS would like to build a parent leadership team to involve parents in the planning and execution of family engagement activities as well as providing mentor services for new incoming families. We also seek to provide alternate methods of families to attend high stakes decision meeting such as providing zoom for parents who cannot make it to the campus. This year we hosted 2 parent led live streamed cooking demonstrations and had parents represented on the Family Night planning committee.|Parent communication will continue via surveys and questionnaires. We will continue to offer flexible meeting hours to the families of our unduplicated students to decrease the impact on their work day. Further evening opportunities will be presented to increase ability to attend with possible accommodations such as food and child care. Although we discontinued most virtual meetings by parent request, we find that our partnering agencies are achieving good attendance at their zoom educational offerings, so providing online meetings and town halls in a digital platform will be goal to increase access and engagement with our unduplicated population. We will continue to provide translations services and/or multilingual staff for all communications with our families as well as translated materials. We will continue to be transparent with our student outcomes, keeping parents informed in a timely manner to gain feedback on school goals and initiatives.|5|5|4|5|4|5|5|4|5|5|5|4|Met||2025-06-10|2025
28102800142034|Mayacamas Charter Middle|3||||||||||||||||||||||Not Met For Two or More Years|||2025
28102800148361|Mayacamas Countywide Middle|3|Recent family feedback indicated that our students enjoy strong relationships with their teachers and feel safe, respected, and heard. Our school has fostered positive relationships by actively engaging families and the community through school events and local festivals. One identified area for improvement in strengthening school culture is communication.|While ratings of families were well above staff in this and every area of the survey, clearly the lowest scoring element was the provision of multiple opportunities for families and staff to engage in 2-way communications using accessible language. In response, the school has included the following change to actions for Goal 3: The Head of School will increase opportunities for 2-way conversations with families, including cafecitos, special ELAC functions, and off-campus outreach effective with hard-to-reach families.|As noted in the wording above, some opportunities for 2-way conversations will be built into ELAC functions, which many EL families attend. Additionally “off-campus outreach” may take place at various locations, including, for example, religious organizations, food bank distribution points, and laundromats.|Based on feedback from families, our school is effective in building partnerships that support positive student outcomes. All staff members regularly attend weekly professional development sessions focused on enhancing student achievement in the classroom through a variety of instructional techniques. Each week, staff actively engage in trainings such as project-based learning, integrating technology into the classroom, and Universal Design for Learning.|The school determined to address the two lowest scoring items because of the centrality of both to creating an effective school-family partnership. To do so, the following actions have been added to the 2025-26 LCAP, item 3.4:  offer a “how-to” workshop to help parents advocate for their children, personally inviting underrepresented families work with the Board to implement policies regarding teachers meeting with families/students re: student progress and ways to work together to support improved student outcomes.|As noted in the language above, the workshop outreach will include special invitations to underrepresented families. The Board’s policy language will ensure that all families are aware of, expect, and receive the same treatment in the application of the new policy.|Based on feedback from families, our school is effective in seeking input for decision-making. We collaborate with a variety of school stakeholders in multiple ways. School clubs and committees—such as the Basecamp Family Club, ELAC, and Site Council—meet monthly to discuss and develop collaborative solutions aimed at increasing student and family engagement, as well as improving academic success in the classroom.|The lowest scoring area in Decision-Making was in supporting families to become more involved in advisory groups and decision-making.  Responding to that finding, the school added the following action step to the 2025-26 LCAP: 3.4. The Head of School will offer a workshop, open to all parents with special invitations to potentially marginalized parents, in how to join and effectively engage in advisory groups and decision-making.|As noted in the wording above, the school will specifically reach out to underrepresented families individually asking them to attend the working on how to get more involved in advisory groups and decision-making.|4|5|4|4|4|4|4|3|4|4|4|4|Met||2025-06-12|2025
28662410000000|Calistoga Joint Unified|3|Results from our 2024-2025 LCAP survey confirm that parents feel our schools offer a welcoming environment and that our staff maintains trusting relationships with families. They district's use of ParentSquare for communication is appreciated by both families and staff. It allows for seamless communication between teachers and parents and the district and families. It is also an area that we are working to improve as some feedback has been too much communication through ParentSquare.|Suggested improvements for more parent-teacher interaction by offering additional opportunities for parent/guardians at school with an increased focus on parent-teacher relationships to benefit students' learning experience.|Most of our families are considered underrepresented as 83% are considered SED, 87% are Hispanic, and 38% are English Learners. Results from our 2024-2025 LCAP survey confirm that parents feel our schools offer a welcoming environment and that our staff maintains trusting relationships with families. The district will continue to offer professional development to staff on culturally responsive teaching next year to include students' cultural references in all aspects of their learning.  Many of our families are engaged in non-traditional ways and we want to capture and encourage that engagement.  We will be looking in to ways to co-define what engagement looks like in Calistoga from the family perspective and the school perspective.|Our 2024-2025 LCAP survey results indicated that 89% of the CJUSD parents that responded feel our school(s) encourage them to be an active partner in educating their student (staff engages in conversations to support parent/guardian understanding, address questions, and advocate for student learning). This is an increase of 10% from the previous year.|.|.|.|The District partnered with the Parent Institute for Quality Education (PIQE) to provide seminars on parent engagement and parent leadership. We continue to increase the number of families who graduate from the PIQE program with 81 graduates this year. Feedback on the workshops was overwhelmingly positive so the PIQE series will be offered again in the 2024-2025 school year. Principals have continued to encourage families to participate in decision making by engaging in the District English Language Advisory Committee (DELAC), the English Language Advisory Committee (ELAC), the School Site Councils (SSC), and the Parent Teacher Organization (PTO).|.|4|5|3|5|4|5|4|4|4|4|4|3|Met||2025-06-16|2025
28662580000000|Howell Mountain Elementary|3|HMSD is succeeding in building relationships with families through school activities and community outreach events. This year, HMESD put together talent shows, dances, and an Easter BBQ. These events helped our families feel more connected to HMESD.|HMESD will be working on increasing communication with families. Families have requested more communication via newsletters and emails to keep families aware of important information.|For the 2025-2026 school year, HMESD will be investing in bilingiual community outreach. This will allow our Spanish speaking families to receive important communicaiton, so they can have access to resources at HMESD.|HMESD is doing well with scheduling quarterly Parent/Teacher Conferences to discuss student progress. Due to HMESD's consistent quarterly meetings, parents have come to expect these quarterly meetings, so they can be part of a collaborative process focused on student achievement.|HMESD will be focusing on having parents be more involved in student academic monitoring by having parents provide input on goal setting for their students.|HMESD will be investing in bilingual support during Parent/Teacher Conferences. That way parents can provide input for goal setting in their native language.|HMESD is doing well in creating a culture of collaboration with parents through the School Site Council.|HMESD will continue working on getting more parents to participate in the School Site Council. The goal is to have more parents participate in the School Site Council, so that parents have a voice in shared decision-making on campus.|HMESD will be investing in bilingual support, so that parents in the School Site Council are able to share their input in their native language.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
28662660000000|Napa Valley Unified|3|The specific actions implemented by NVUSD to support family and community engagement—particularly in staffing, programs/services, and communication access—have shown promising early effectiveness in creating a more inclusive and welcoming environment for families across the district.  Staffing decisions such as providing bilingual parent liaisons at every school and a robust Communications Team have ensured consistent, school-based points of contact for families and improved coordination of family outreach efforts districtwide. These efforts are reflected in the high percentages of parents reporting accessibility and inclusion: --87% feel language is not a barrier to participating at their child’s school --89% receive communication in a language they understand  Investments in parent learning, Family Resource Centers and community partners, and translation services have further reinforced a culture of inclusion and accessibility. Importantly, offering childcare, interpretation/translation services, and increased family engagement contributes to 83% of parents who report feeling welcome at their child’s school, and 85% who report an increased sense of belonging.|As a component of Strategy 10 of the 2024-2029 NVUSD Strategic Plan, we will develop a system-wide family and community engagement framework. This framework will identify strategies to strengthen relationships between school staff and families. Additionally, the district will continue to work closely with the Inclusive and Welcoming Schools Steering Committee to identify disproportionate outcomes and advise staff on improvements. In direct response to feedback from DELAC, DAC, and Parent Advisory input sessions, the district has also increased Community Parent Liaison support at school sites. These liaisons play a vital role in building connections with families—particularly those of multilingual learners.|To improve engagement of underrepresented families, NVUSD will continue to leverage the vital role of Community Parent Liaisons as trusted bridges between school and home, particularly for multilingual and historically underserved families. The Inclusive and Welcoming Schools Steering Committee will guide the development and implementation of strategies that promote meaningful relationship-building between diverse staff, students, and families. These strategies will include opportunities to celebrate cultural and linguistic assets and foster inclusive school climates where all feel valued and connected. To support this work, staff training may be required to strengthen culturally responsive engagement practices. NVUSD will also continue to prioritize high-quality translation and interpretation services to ensure equitable access to information and communication.|NVUSD has made notable progress in building partnerships for student outcomes through targeted professional learning, expanded parent engagement opportunities, and strengthened school-family-community connections. Certificated and support staff received professional development on effectively using ParentSquare to enhance one- and two-way communication and family engagement. In partnership with the California Association of Bilingual Education (CABE), NVUSD provided direct support to DELAC representatives, Community Parent Liaisons and principals to strengthen the effectiveness of English Learner Advisory Committees (ELAC). In response to identified needs, the district expanded its parent learning series, particularly in response student safety and wellness needs. Additionally, Community Parent Liaisons and Family Resource Centers have played a critical role in connecting families to school supports and local resources, serving as trusted bridges between home, school, and community services. The interactions focused on identifying resources to support student attendance, academic progress, or parent needs. These personal interactions have had a positive impact on our families' relationship with the district as evidenced by increased participation at school sites and our vibrant DELAC participation.|Based on the analysis of educational partner input and local data, NVUSD has identified the need to strengthen connections between families and schools as a key area for improvement in building partnerships for student outcomes--specifically professional learning as well as information and resources to support student learning and development in the home.  --In response, the district is expanding its parent learning opportunities to include new offerings that focus on college and career readiness, educational technology, academic support at home, and strategies to foster safe and welcoming school environments. --Recognizing engagement is especially critical during key educational transitions, NVUSD will enhance parent learning opportunities at these key transition points to empower families with the knowledge and tools needed to support their children effectively.  --As a part of the development of a system-wide Family and Community Engagement Framework, NVUSD is working to identify strategies that better connect families with teachers and strengthen mutual understanding of how to support student learning and development at home. To ensure successful implementation, professional learning will be provided to staff on these strategies to deepen their capacity for authentic family partnership.|For the last seven years, NVUSD has invested in Community and Parent Liaisons (classified support staff) at every site, whose role is to bridge the gap between under-served families and school systems. These liaisons support communications, connections to resources, and parent education. As we advance the actions outlined above, Community Parent Liaisons will play a vital role in ensuring that underserved families have access to and engage in the parent learning opportunities.|Educational partners engaged in a months-long strategic visioning process during the 2023-2024 school year, that led to the NVUSD Board of Education adoption of the NVUSD Vision 2040 and 2024-2029 Strategic Plan. The LCAP input sessions provided educational partners with a greater understanding of the alignment between the NVUSD Strategic Plan and LCAP goals which are grounded in educational partner feedback and data. Additionally, the Annual Benchmark Survey addressed various aspects of the Strategic Plan and LCAP, including family engagement, advocacy and communication. There is strong community support of the Vision 2040, NVUSD Strategic Plan and LCAP goals as a result of the transparent and inclusive development and monitoring process.  NVUSD demonstrated progress at the district level in seeking input for decision-making through a robust advisory model that includes the Superintendent Parent Advisory, Special Education Parent Advisory, District Advisory Committee, and District English Learner Advisory Committee. These advisory groups provide critical feedback on district policies and initiatives, such as cell phone use and school safety, and serve as liaisons to school communities, often supporting family engagement at the site level. Additionally, NVUSD enhances the effectiveness of these advisories by connecting them with community partners and organizations that help develop their leadership capacity.  All NVUSD schools have active School Site Councils (SSC), as a part of aligning all of the School Plans for Student Achievement to NVUSD's Strategic Plan. School Site Council is a representative group, balanced by stakeholders, which must have parents, certificated and classified staff, and students where appropriate. SSC is the site-based group that supports administration with decision-making, where site funds and policy/program commitments are concerned. The implementation of active SSCs provides stakeholders with an opportunity for local decision-making advocacy. Additionally, each school site has an English Learner Advisory Committee (ELAC) who advise the principal and staff on the supports for English Learners within the SPSA and contribute to the schoolwide needs assessment.|Based on the analysis of educational partner input and local data, NVUSD has identified key focus areas for improvement in building stronger relationships between school staff and families. While 79% of families report knowing how to share their thoughts about their child’s learning experiences, only 62% feel that NVUSD values their experiences and opinions when making changes, with an additional 19% remaining neutral. These findings underscore the need to build more intentional, reciprocal engagement structures. This will start with strengthening site level advisories (SSC and ELAC). As we develop a system-wide family and community engagement framework and strengthen school-based advisories, it will be important to engage families in ongoing evaluation and identification of targeted supports in this area.|To improve engagement of underrepresented families identified during the self-reflection process, NVUSD will build on its success in strengthening the advisory role of families at the district level. The effective engagement practices established through the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and other districtwide input structures will serve as a model for school sites. In the coming year, the district will provide more targeted support and guidance to principals and assistant principals to strengthen site-based advisories, including English Learner Advisory Committees (ELACs) and School Site Councils (SSCs). This support will focus on building capacity among school leaders to foster inclusive and welcoming advisory environments that elevate the voices of underrepresented families and ensure their input is meaningfully reflected in site-level planning and decision-making.|3|3|3|3|3|3|3|3|4|4|3|3|Met||2025-06-26|2025
28662660108605|Stone Bridge|3|SBS conducts two parent teacher conferences per year with classroom teachers as well as two class-level parent meetings. In addition, town halls and coffee with administration are held several times a year as well as a back to school night where families can get information and ask questions. In addition, families at SBS form their own Parent Council where they may share information between families and staff. In a lengthy survey of parents/guardians in April 2024, respondents (63) indicated the following:  74% agreed that they understand the kinds of academic and non-academic support that are available to my child at SBS and 74% that their child receives the resources and support that they need at school.  97.5% of parents agree/strongly agree that SBS encourages parent involvement and participation and 95% agree/strongly agree that they enjoy participating in SBS activities and events.  76% feel their family's language, culture, and traditions are respected at SBS and 92% that SBS maintains a positive and welcoming school climate.  In the realm of communication, 89.5% of parents/guardians agree/strongly agree that communication with their child's teacher is easy and productive, and 84% that parent-teacher conferences are valuable and informative. In addition 89.5% agree/strongly agree that they are able to communicate with SBS Administration as needed.  87% agree/strongly agree they feel welcome to participate at the school. 97.5% say school staff treat parents with respect. 81% that school staff take parent concerns seriously. 97.5% say school staff are helpful to parents.|Based on feedback from forum gatherings and survey information, consistent and regular communications with parents/guardians from teachers and administration is strongly desired and should be expanded through various channels, as well as increased opportunities to participate in school activities, events, parent education, festivals, and forums. In addition increasing work and broadening the scope of diversity and inclusion efforts remains a top area of improvement and priority.|Understanding that potential for student success is increased with a solid, strong partnership with families, Stone Bridge School diligently works to create trusting and respectful relationships with families. Newly enrolled families participate in a New Family Orientation meeting with the Executive Director and the Educational Program Director, and are also welcomed by our Parent Council members during the all-school pre-start of school gathering. Parents are encouraged to serve on committees and the Parent Council and are afforded other ways to be an active part of the school life (field trips, classroom support, etc.). Parents are informed of volunteer opportunities and participate in the Charter Council (aka Board of Directors) and the Parent Council.  Some of the ways parents are informed and included:  • All-school communications are sent via email on a frequent basis • Weekly Admin Newsletter • Weekly Class Newsletters • Open door policy with school administration • Parent-teacher conferences • Class meetings • Annual surveys • Informal meetings with the Executive Director, Parent Council and Charter Council Chairs (Coffee & Conversation) • Parent mailboxes are available for all-school communications, but is largley being replaced with electronic media like Konstella and School Pathways. • Festivals, gatherings, and parent education events are held throughout the year|One of the core strategies to build partnership between teachers and parents is the looping of the grades teachers. Teachers and parents have the opportunity for multiple years to develop beneficial communication and to understand and assist with the academic, developmental, and social/emotional growth and needs of the students.  Teachers receive support to improve family communication and relationships through weekly faculty meetings to share challenges and strategies and the availability of administrations for advice and help. Staff at SBS also enjoy close collegial relationships and readily reach out to their fellow teachers.  Teachers meet formally with parents for parent/teacher conferences to discuss student progress and are also available to meet when needed.|SBS continues it's process of hiring Waldorf trained staff whenever possible or providing training and mentorship to experienced teachers who are hired, as well as ongoing professional development specific to the unique Waldorf methodology and instructional practices. In addition, SBS is in the final phase of pursuing full membership and meeting the requirements of the 7 Waldorf Core Principles required for the process.|SBS's Diversity and Inclusion Resource Coordinator will work with school administration, staff, and the diversity and inclusion task force members to regularly conduct outreach within the SBS community and in the Napa area at large to connect with and dialogue with with the community about the school, the individual needs of various groups, and how well the school is addressing those needs. The coordinator looks for opportunities to engage with local groups connected to underrepresented families at the school as well as the underrepresented families currently enrolled to problem solve and provide opportunities for various voices to be part of regular dialogue.|School governance at Stone Bridge consists of two councils on which parents participate: Charter Council and Parent Council. A Parent Council representative is elected as a director on the Charter Council (aka Board of Directors) and has a voice on all decisions made on that governing group. Two class representatives sit on the Parent Council which also has an executive board. and the Executive Director attends all meetings and provides a report detailing any decisions, actions, and activities that involve the school. Both councils meet monthly. Parents also sit on committees that directly affect the school: budget, hiring, and Talking Heads (school leadership body).|The April 2025 survey indicates that the school has improved upon and needs to continue the job of robust communication to the parent/guardian community the current structure of governance, resources, school events, and the roles that each council and group plays in the process. It should also continue to communicate and elaborate to parents and the larger community opportunities for attending and joining those committees and councils to provide greater diversity of voices.|See response above related to the Diversity and Inclusion Resource Coordinator.|5|5|4|4|4|4|5|4|5|5|5|5|Met||2025-06-11|2025
28662820000000|Pope Valley Union Elementary|3|The Pope Valley Union Elementary School District (PVUESD) maintains a strong connection to its community, prioritizing collaboration with educational partners through various feedback channels, including surveys, Site Council (SSC), Parent Teacher Organization (PTO), and District English Learner Advisory Council (DELAC) meetings. After experiencing a dip in parent participation earlier in the year, it surged to over 70% in recent months. Nearly 40% of the community attended a Brown Act Board training, and parent-teacher conferences achieved nearly 100% attendance for the second consecutive year, up from 80% the previous year.  In response to a former employee’s conviction for student abuse and a subsequent Grand Jury investigation, PVUESD recognized the need for immediate reforms in student safety and academic outcomes. Parents raised concerns, which highlighted the need for PVUESD to make extensive and immediate changes with respect to student safety and instruction, and prompted an increase in communication efforts such as multilingual newsletters and parent meetings to enhance communication and transparency.  To strengthen school-family connections, PVUESD focused on reducing barriers to participation for families facing economic disadvantage, language barriers, or belonging to minority groups. The district hired a bilingual/bicultural classroom teacher and a Student Wellness Coach to support families, with the Wellness Coach available to address concerns related to student well-being.  PVUESD is committed to respectful relationships with families, providing communications in preferred languages and employing in-person Spanish interpretation at events. We utilize BrightArrow, a communication system that sends messages in various formats and translates them effectively; in the 2024-25 school year, the district delivered 4,589 emails and 2,212 texts through BrightArrow.  For immediate interpretation needs, PVUESD has implemented LanguageLine, providing on-demand translation services in over 95 languages, resulting in 81 calls totaling 1,116 minutes of support this year for effective communication, particularly for confidential situations.  To enhance interactions between staff and families, PVUESD staff underwent training in Social Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), and Multi-Tiered System of Supports (MTSS), emphasizing relationship-building and a student-centered approach.  Engagement opportunities include twice-yearly family-teacher conferences, Class Dojo for real-time communication on student behavior, and events like Back-to-School Night and Social Emotional Learning workshops, along with activities such as Family Reading Information Nights and seasonal festivals to further promote community involvement. Additionally, the new Community Schools grant aims to support the development of a Parent Advisory Committee established in October 2024, solidifying PVUESD's connection with its families.|The Pope Valley Union Elementary School District (PVUESD) focused on school improvement and student safety during the 2024-2025 school year, aiming to enhance transparency, foster trust, and improve collaboration among students, parents, and staff. While these efforts faced challenges regarding school unity and ongoing development, they resulted in increased stakeholder feedback, which facilitated better communication between school staff and families.  Superintendent Kern engaged certificated and classified staff, students, and community members through various meetings, focus groups, one-on-one conversations, classroom observations, surveys, and listening sessions. This comprehensive approach generated valuable insights that informed budget discussions and programmatic planning. Although some discussions were challenging, they contributed significantly to improving dialogue and understanding among the school district, staff, and families.  Feedback from the LCAP Annual Survey identified key areas for improvement. Educational partners stressed the need for expanded training and support in literacy and math instruction, as well as enhanced Social Emotional Learning (SEL) programs. They highlighted the importance of strengthening community partnerships and ensuring timely communication regarding school incidents, along with providing actionable strategies for staff to create equitable learning environments.  Additionally, feedback from student engagement activities revealed a desire for more opportunities for leadership and wellness offerings, such as art and music. Staff feedback indicated a need for increased collaboration time and additional support personnel, while community members advocated for improved communication about academic progress, enhanced literacy and math instruction, and fostering an inclusive culture. The emphasis on employing high-quality multilingual teachers and ensuring consistency in instructional methods further underscored the commitment to enhancing the educational experience. These insights will guide PVUESD’s ongoing efforts to create a supportive and inclusive environment for all stakeholders.|Based on the analysis of educational partner input and local data, PVUESD has taken steps to ensure that specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, especially those who are economically disadvantaged, disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background. PVUESD provides translation services to parents with limited English Proficiency when providing information online, via our website or newsletters, and interpretation services at meetings at school. However, even with these opportunities in place, PVUESD seeks to increase participation rates and develop a Parents Advisory Committee. Additionally, a continued focus area for the 2025-26 school year will be the growth and development of the PVUESD's District English Learner Advisory Committee (DELAC), School Site Council (SSC), and the continued rebuilding of the school’s PTO. In addition, our team will take the following steps to engage underrepresented families: Chronic Absentees - PVUESD will work to identify and support students who may be prone to chronic absenteeism at the beginning of the school year, monitor student absences, and develop systems and individualized intervention plans to ensure that improvement is made. We will continue to revise the process for meeting with families and communicating the importance of student attendance. English Language Learners - For the next academic school year, PVUESD will offer parent workshops with elements specifically designed to support English Language Learners at home. This will include learning about the reclassification process and celebrating students who reclassify. PVUESD will also expand professional development for staff to ensure proper support is provided to all English Learners. By addressing these diverse needs, PVUESD aims to create a more inclusive and supportive educational environment for all students and their families and increase safety and academic achievement.|Based on the analysis of educational partner input and local data, PVUESD has implemented strategies to foster successful school and family connections, focusing on reducing barriers to parental participation. Special attention is given to parents who are economically disadvantaged, disabled, have limited English proficiency, are migratory, have limited literacy, or belong to racial or ethnic minority backgrounds. To support parents with limited English proficiency, PVUESD offers professional and confidential translation and interpretation services for online information, newsletters, and meetings. The district has also increased services for students and families, including social-emotional support, counseling, transportation, and clothing assistance, with a significant emphasis on supporting English Learners. Training and professional development have been expanded for staff to ensure effective support for all English Learners, thereby creating a more inclusive educational environment for families.  PVUESD is actively engaging educational partners to adopt an assessment-for-learning approach as part of our MTSS initiative, using assessments to inform differentiation and instruction. Tier 1 assessments guide unit and lesson planning while collaborative planning sessions analyze student assessment data for instructional improvements and the development of reteaching strategies aimed at ensuring mastery of standards. We closely monitor student progress through Tier 1 standards-based assessments and have evolved our master schedule to protect time for literacy and mathematics instruction. Meetings have been held with parents to redesignate English Learners (three this year), and initiatives like offering book bags and parent workshops are in place to support our literacy initiative, ensuring that all students achieve grade-level proficiency by third grade. Teachers and staff are required to maintain frequent communication with parents regarding their child’s learning outcomes.  PVUESD is also enhancing assistance for families in understanding academic expectations through school events and after-school/evening workshops covering various topics related to state academic standards and the instructional program. Classroom-specific information is shared during Back-to-School Night, parent-teacher conferences, and student exhibitions. The LCAP process offers numerous opportunities for parents and guardians to engage and partner in improving student outcomes. Collaboration through the LCAP process and parent advisory committees has provided valuable insights into how best to support families in remaining involved and engaged. Additionally, technology is utilized to communicate information and gather feedback about LCAP goals from the community, with annual surveys and multiple communication methods employed to solicit participation and input from educational partners.|Based on the analysis of educational partner input and local data, there is evidence that while there are multiple avenues for educational partners to provide input for decision-making, there is a need for continued efforts to connect and receive input from a representative sample of underrepresented families. In response, PVUESD has been making a concerted effort to create a parent advisory committee and to elevate student voices through various initiatives, including implementing a student leadership program and more opportunities for student led conferences and academic exhibitions. Additionally, PVUESD is working to engage underrepresented families through targeted outreach, community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process.  In addition, recent educational partner input shows families have a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized to improve and accelerate student learning. PVUESD will continue to hold (and expand) family learning events related to these topics and the local improvement cycles used to ensure all students are making academic growth and progress.|After thorough examination of feedback from educational partners and local data, PVUESD has begun to implement a series of targeted strategies and improvements aimed at enhancing the involvement of underrepresented families identified during the self-assessment phase for decision-making processes. The district will continue to actively seek input to diversify the curriculum, gather recommendations for culturally responsive materials and activities, increase staff diversification, facilitate forums to constructively address equity concerns, and extend access to SEL and wellness resources, as well as continue to gather insights directly from underrepresented families. Participation from all parents is solicited, including the engagement of underrepresented families. PVUESD will continue to provide professional and confidential translation and interpretation for all communications and documents to improve communication and make information more accessible to our multilingual families. PVUESD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual or paper-based options if needed. These multifaceted initiatives are designed to not only foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in shaping the future of the district.|PVUESD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, PVUESD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. PVUESD works to bring staff and parents/guardians together to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled DELAC, LCAP, SSC meetings, surveys and other committees (like our new parents advisory committee) where parent/guardian involvement policies are shared and jointly developed. PVUESD administers an annual LCAP survey, requests LCAP feedback at every parent meeting throughout the year, and offers focus group LCAP input activities to stakeholders in our school community to gather feedback about our academic program, facilities, and engagement efficacy. In addition, PVUESD informs parents about the process of providing input and participating in DELAC. PVUESD also gathers feedback from parents on an ongoing basis at the end of parent workshops and using parent surveys.  This school year presented unique challenges with seeking input for decision-making because many of the changes at the school have been personnel-based, and the district must maintain confidentiality with respect to personnel matters. Educational partners were confused and upset at the district’s inability to share details of decision making related to personnel matters. Significant recent progress has been made with educational partners in this area, however – the district held an extensive Brown Act Board training in April 2025 which was attended by more than 40 parents and community members (in addition to the Board of Trustees). This event dramatically increased our school community’s understanding of school communications and district operations and has resulted in improved collaboration and communication between the district and educational partners. The district has also made considerable progress in establishing and utilizing an efficient and effective public comment system at monthly Board meetings. Parents and educational partners regularly comment and provide feedback at Board meetings.|PVUESD will continue to offer surveys and other opportunities for parents to provide feedback both in person and online. Parents have expressed positive feedback on having both options available. We will also seek feedback from our families during and after schoolwide public events. PV's focus area for improvement for 2025-26 will be to develop and grow participation in our new Parent Advisory Committee.|After examining feedback from educational partners and local data, PVUESD is committed to offering a series of targeted strategies aimed at enhancing the involvement of underrepresented families identified during the self- assessment phase for decision-making processes. The primary focus of this improvement work will revolve around actively seeking input regarding decisions related to strategic planning and decision-making. For example, the district will soon be undertaking a strategic planning process and will take steps to engage educational partners in the design and iteration of the plan. PVUESD may also ask for community input providing recommendations for culturally responsive materials and activities, staff diversification, facilitating forums to address equity concerns, and extending access to SEL and wellness resources, as well as gathering additional insights directly from underrepresented families. Participation from all parents is solicited, including the engagement of underrepresented families. PVUESD will continue to provide professional and confidential translation and interpretation for all communications and documents to make information more accessible to our multilingual families. PVUESD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options if needed. These multifaceted initiatives are designed to not only foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in decision-making and shaping the future of the district.|3|3|3|4|3|3|3|4|4|3|4|3|Met||2025-06-17|2025
28662900000000|Saint Helena Unified|3|SHUSD hired a Community Liaison and Community Engagement Director this school year. As a result of the outreach done by this staff member, parent engagement has increased significantly. All sites now have active and robust ELAC committees. The district DELAC is well attended. We have ensured translation at all of our parent events. We have offered several learning opportunities in both English and Spanish for families, such as Song for Charlie, Latino Family Literacy, and more. SHUSD has engaged its educational partners by obtaining input and feedback through various forums such as Board meetings, the LCAP Steering Committee. the Superintendent’s subcommittees, Parent-Teacher Group meetings, School Site Councils, English Learner Advisory Committee (ELAC), District English Advisory Committee (DELAC), and parent surveys throughout the 2024-2025 school year. This ongoing feedback informed the development and implementation of strategies to provide academic support and enrichment to all, take care of the whole child, and gather input on the LCAP development. We held several district events to bring staff and families together, such as Fiesta de Octubre, a District Reclassification Ceremony for all English Learners reclassified since the previous celebration, Special Education Support meetings, and Día del Niño, to name a few.. Lastly, our DELAC parent representatives attended the CABE conference for leadership training. Communication with parents has also been much more robust with the use of Parent Square. Parents receive a plethora of information regarding all things happening at our sites and the district.|Areas of improvement focus on communication regarding how much is needed, style of delivery, and ease of understanding/timely information. Additionally, it is often recommended to alert parents about students who are falling behind, rather than waiting for the progress reports or report cards to be issued. Feedback from the 2025-26 Local Performance Indicator Self-Reflection Tool indicates that we still have more work to do in the following areas: 1. Developing staff capacity to build trusting and respectful relationships with families. 2. Creating welcoming environments for all families in the community. 3. Supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. The addition of Parent Square and the new Community Liaison and Community Engagement Director has made a positive impact in this area, but there is more work to be done to build strong relationships between school staff and families.|The district continues to maintain a strong partnership with our community, including multiple opportunities for educational partners to be involved in the LCAP process. Five meetings were conducted via the LCAP Steering Committee; the composition of the committee includes district and site administration, faculty, classified staff, parents, community groups, and student representatives. These meetings are focused on goal review and progress, as well as principal reports. Agendas are posted on the district website for review at this link: https://www.sthelenaunified.org. However, missing from the committee is parent representation of our multilingual learners. We must do more outreach to have their voices at the table. As we build the capacity of our ELAC and DELAC representatives, we expect that they will support our outreach efforts in getting more families involved. In addition, building staff capacity to build strong relationships with families will also help in this area.|The district continues to work on strengthening educational partnerships. Our new Director of Educational Services and Community Liaison and Community Engagement Director are bilingual. They can seamlessly communicate with the Hispanic community and elicit feedback for English Programming, EL Master Plan, and LCAP. All of our school sites also delivered multiple events throughout the year to encourage parents to connect with our schools.  Strengths are as follows: Parents felt that they got resources on ways to support student learning at home, especially when a student was out of school. Parents appreciated the family education nights, math events at the lower grades, and multicultural events. Lastly, parents were grateful for the tremendous amount of resources offered to students academically and emotionally within the district. Parents and students also appreciated that free lunch was accessible to all students and that there were multiple activities that students could be involved in if they so chose: Drama, Band, Chorus, Sports, FFA, and the Arts.   SHUSD will continue to build parent capacity to improve student outcomes. To address this, SHUSD has provided the following parent trainings this year: Latino Family Literacy Project; Family Math and Literacy Nights; Song for Charlie (drug awareness); A-G College Nights, and more.  We've also received feedback that Parent Square has helped to keep families well informed, and the personal contacts made by the Community Liaison Director have been greatly appreciated.|Per educational partner input, the following areas of improvement are recommended: 1) Continue to offer parent workshops specifically around mathematics and for adolescents 2) Strengthen communication between teachers and parents 3) Publicly communicate interventions, enrichments, and tutoring that are available before or after school in a timely manner  and multiple ways 4) The Student Equity & Belonging Committee will engage in Empathy Interviews, Equity Walks, and Focus Groups to understand how best to support our students and create an action plan|"The district hired a bilingual/bicultural Community Liaison Director who has done a fantastic job of connecting with our Hispanic parent population. She has met with all newcomers, homeless, and foster students and families to introduce herself, learn about them and their needs to line up resources and support. For parents of students with special needs, we will continue to be represented on the county community advisory council and have added our parent advisory committee. This has provided the means to bring information and training from ""ParentsCan"" about the IEP process to all families.  All required policies and procedures go out to all parents at the beginning of the school year in English and Spanish, which address parents' legal rights, as well as parents' rights provided during all special education meetings."|Areas of strength 1) PTG, School Site Councils, ELAC, and DELAC groups exist and provide communication for parents to be informed 2) Parents have appreciated the community forums and engagement on superintendent subcommittees, plus the LCAP committee 3) Meetings are open to anyone interested 4) The district does a good job with overall engagement 5) There are many groups and events where parents are asked to participate and volunteer  The student's voice was solicited during St. Helena High School leadership class by the assistant superintendent and site principal. The assistant superintendent meets regularly with both the SHTA (certificated staff) and CSEA (classified staff) union representatives to discuss various topics and to solicit voices and input. The district maintains a strong connection with community businesses and educational partners through many committees and support from the St. Helena Public Schools Foundation, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), and Parent-Teacher Group (PTG) efforts at each site.|Areas for improvement are as follows: 1) Not all parents knew that committees, groups, and events are available for public input 2) Not all committees have representation from underrepresented groups 3) At times, there appears to be a disconnect between a school event, a district event, or a PTG event 4) Continue to grow participation at ELAC and DELAC meetings and solicit feedback/input from the group 5) Continue to use the School Site Council at each school for gathering information to develop comprehensive School Plans for Student Achievement tied to the district's LCAP goals|Underrepresented families will continue to be a focus of the district and will remain one of the main jobs of the educational services department to continue to engage our underrepresented families. Our DELAC parents will still have the opportunity to attend CABE as they have done so in the past and continue to build their leadership skills as parent ambassadors. Weekly bilingual tech support will continue to be provided to any parent (monolingual or not) needing to set up email and Gmail accounts, and how to access the student information system (AERIES) to monitor their child's grades, etc. As a district, we have had success in increasing the number of Hispanic parents who have attended our ELAC meetings this school year by holding them jointly and working with our DELAC parents to set the agendas and get the word out. We will be setting up quarterly site/district administrator meetings with our DELAC parents about site initiatives, planning events, and answering questions. We will continue taking our Hispanic parents and their students to educational summits held at colleges, and also bring in more training for parents on scholarships, financial aid, and other resources to assist with college and/or careers beyond high school. The school(s) provide multiple opportunities to engage in two-way communication between families and educators using both oral and written language that is understandable and accessible to all families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
29102980000000|Nevada County Office of Education|3|EJ/John Muir's current strengths in building relationships between staff and families are evident based on data from their LCAP survey and observable in the dedication and commitment of staff in our program, who truly have the needs of the students at heart.  Building trusting and respectful relationships are at the core of our work.  The personal relationships staff develop with each student and their families help create the relationship-centered atmosphere within our program that can effectively shift students’ immediate and long-term behaviors and improve student outcomes.  We continue to collaborate with our local community agencies as partners in referrals for support for all students, especially underrepresented students.|The school is always seeking ways to improve communication and ways to reach out to our families; one way does not always work for every family. EJ/John Muir values the diverse backgrounds of the families with whom they work. Through our relationships with outside resource agencies, we often learn additional information about our families and how to best serve them.|Working with at-promise and underrepresented youth requires ongoing communication between staff and families to better serve students’ and families’ needs.  We continue to monitor the frequency and  effectiveness of our communication with underrepresented families.  We use various forms of communication, which could include email, phone (calls and text), newsletters, school communication to home and mailed notifications to home.  Observational data show the morning drop-off and afternoon pick-up times are optimal opportunities to connect with families.  We will continue to invite and encourage parent participation in our school site council meetings.|Working with at-promise and underrepresented youth involves staff having a breadth of knowledge of resources and materials available when partnering with families.  One of the strengths of our staff is regularly providing information aimed to help families improve their capacity to advocate for their child, both academically and with social emotional concerns, including assisting families in providing access to outside agencies who act as partners in their child’s educational pathway.  Data from the LCAP survey showed 100% of families feel information on academic growth of their student is useful.|In addition to distributing the yearly Parent Rights notification, we distribute the Universal Complaint form and procedural information.  We will continue to search and share resources for families needing additional legal support.  100% of parents report the expectations for their student achievement are extremely or very  reasonable.  We continue to regularly report academic growth of all students to families and engage in feedback from these reports as a further opportunity for dialogue on student achievement.|We will maintain involvement with community agencies and attend countywide family resource opportunities to provide families with information for homeless youth, foster youth, and other underrepresented youth that might benefit them.  Resources could include adult education options, workshops addressing financial aid and post-secondary education for their child.  Local LCAP survey shows 100% of parents report in the LCAP survey agree their students receive information for preparation for future career paths, college options and positive transitions back to their home district.|School Site Council is a group of educational partners that include parents, certificated and classified staff, county office of education members and community agency representatives who meet monthly to discuss the school plan, program, goals, and progress of student performance.  100% of parent responses in the LCAP survey report they have an opportunity to engage in decision making and planning at their student’s school.|The team at EJ will continue to focus our efforts on recruiting both parent and student members to join in regular participation in our school site council.  We provide increased opportunities for a voice and input in decision making, ensure safety information is disseminated (i.e., drills, protocols, procedures, etc.), and make available information about local community agencies with whom we partner to maintain up-to-date information regarding support for families and students.|We continue to solicit engagement and invite families to all events and meetings.  Regular announcements and community-based information are provided and sent through various means, e.g., school messenger, notices home, emails, etc.  We conduct regular surveys to gain family input regarding all the above programmatic areas.  We will continue to seek engagement from and build the capacity of all families in decision-making processes.  Due to our small population, we have the unique opportunity to hear input from our county’s most underrepresented students and families seeking feedback to create more equitable opportunities for all students.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
29102980114314|Bitney Prep High|3|Bitney's Advisory program is at the heart of our efforts to build relationships with families. Feedback from the 2024- 2025 Bitney Prep Parent Survey indicates that a significant majority of responding parents believe that there is strong communication and trust between families and the school. Advisory teachers work closely with the students 2025-26 Local Performance Indicator Self-Reflection for Bitney Preparatory High School Page 10 of 19 throughout their career at Bitney and develop close lines of communication and close relationships with the students in their advisory groups, their families, and their internship mentors. Weekly communication with families also helps to keep families aware of and participating in the life and activities of our school. During the 2024-2025 school year, Bitney Prep adopted the communication platform Parent Square. This platform has already begun to significantly expand avenues of communication between the school and our students' families. Improving community engagement continues to be an important goal for our school staff and is included in the action plans of both our LCAP and WASC Schoolwide Action Plan. The significant number of Bitney Prep Students who have IEPs, 504 Plans, as well as SST meetings and School Attendance Improvement meetings, means that staff at Bitney Prep formally meet with over 50% of the families at our school each year.|Strengthening lines of communication with families in a direct effort to improve student attendance and reduce chronic absenteeism has been a significant area of focus for our staff in recent years. However, we continue to struggle to significantly reduce our rate of chronic absenteeism. For the 2025-2026 school year, Bitney Prep staff are revamping our MTSS process for addressing student absences.  Providing support and structure for our students in planning for and taking steps to achieve their post-graduation college and career goals remains an identified area of need. For the 2025-2026 school year we are developing plans to add a Life Plan Project to senior graduation requirements.|Once again, towards the end of this year, we had an increase in the number of students facing homelessness. Data shows that once these students become homeless, they typically struggle with chronic absenteeism. we recognize the need to provide direct outreach and support to these families and the students who are no longer living at home. This year we were able to work directly with an organization called Bright Futures For Youth to provide support for these students.|Bitney's Advisory and Internship programs are instrumental in helping students move forward in both high school and in preparation for the college and career opportunities that are in their futures. Additionally, Bitney's practice of focusing regular, all-staff meetings on individual student concerns helps address student needs and improve student success. Bitney Prep has strong partnerships with the local business and professional community through our internship program and our close working relationship with organizations like the Nevada County Superintendent of Schools office, the Nevada County Charter Services Authority, and Bright Futures For Youth. For the 2025-2026 school year, Bitney Prep is partnering with a new local non-profit called Community Roots to provide daily school breakfasts and lunches for all students. for the first time, Bitney Prep will be a part of CNIPS and the National School Lunch Program.|Our focus for the coming year continues to be on building partnerships to greatly increase outreach with families and community resources to reduce chronic absenteeism. This is a continuation of our area of focus from the previous year. Unfortunately, while we did increase our outreach to families targeting improved attendance, chronic absenteeism continues to be a significant barrier to student success. For the coming year, we have revamped our Multi-Tiered System of Support to ensure that we are ready to support students and their families in improving school attendance.|We will provide renewed training to all staff to ensure identification and the process for supporting students experiencing homelessness, to ensure that we are actively engaged with all of these families.  All staff will be trained and ready to make use of the communication tools available through Parent Square.|Family communication and engagement are at the heart of our Big Picture learning philosophy and practices. Both students and families provided feedback through surveys that indicated that they felt both heard and respected at school. The administrative staff works closely with the Bitney Prep Parent Council and seeks input on school planning. Parents, students, and staff are all involved in the evaluation process for the School Director. This feedback contributes to goals that are developed for both the Director and the school for the coming year.  Over the past year, the Bitney Prep High School was involved in both the charter renewal process and a WASC Accreditation self-study and visit. Both of these processes involved seeking input from students and parents regarding our school program. Feedback from both students and parents indicated that they felt heard and had opportunities to provide feedback to staff and administration.|The mechanisms and practices that we have in place, including regular communication, student and parent surveying, direct outreach to internship mentors, an active Parent Council, and regular notification of both governance meetings and topics being addressed at Charter Council meetings do not always elicit significant response from parents and other stakeholders. Bitney is a school of choice and most of our parents and students report that they are comfortable with the program that we are providing and the policies that we have in place. The adoption this past year of the Parent Square communications platform was driven by the need to improve communication and seek input from our families.|Obtaining input on decision making from both underrepresented families and families, in general, has been difficult. The one mechanism that has produced a greater amount of feedback has been through direct parent surveys. The school Leadership Team will work to survey all families regarding specific topics. The feedback provided to staff will be analyzed and shared with Bitney Prep's Charter Council.|5|4|4|4|5|4|4|4|4|3|4|4|Met||2025-06-25|2025
29102980114322|Yuba River Charter|3|Yuba River Charter School displays strength and progress in Building Relationships Between School Staff and Families through clear and open lines of communication (newsletters, ParentSquare, class meetings, parent education nights); parent involvement through a well integrated Parent Council and robust parent volunteer program; and an offering of support services such as counseling and referrals to local resources.|The primary focus area of improvement in Building Relationships Between School Staff and Families is in the area of cultural awareness. YRCS offers translation/interpretation options for parent communications in several languages but needs an improved screening process to capture L1 of all families.|YRCS has created mailing lists that target underrepresented families in order to specifically engage them for participation and to identify needs. Unduplicated pupils are given priority enrollment in Expanded Learning Opportunities.|YRCS recognizes the importance of involving families in their child's education. Through Parents Education nights, class meetings, weekly newsletters, reading recommendations and referrals to community resources, YRCS offers materials, strategies, and tools to assist families in reinforcing learning outside of school.|While YRCS is diligent about maintaining appropriate materials relating to legal rights both on the publicly accessible website and available in hard copy upon request, YRCS continues to work on parent education of website and systems navigation.|YRCS will continue to target communications to underrepresented families to ensure involvement and consideration of needs.|The YRCS leadership model promotes input from all educational partners through a variety of councils, meetings and communications. Parents play an active leadership role in the school and in decision-making through the three-fold model of governance inherent in our structure and charter, and in the active solicitation the school undertakes to increase and maintain parent leadership as a core component of the ethos of the school. Additionally, the school has made strong progress in better gathering input from less physically and visibly present families through the use of online forums and surveys.|YRCS will continue to evaluate its procedures to ensure equitable access to the decision-making process. As mentioned above, the school has made strong progress in creating multiple avenues for parent involvement and feedback, most notably using online forums, platforms, and surveys to seek input and perspective from parents who are less interested or able in participating on councils and leadership bodies. However, the school is still needing to put attention to this area and subgroup of families and parents, specifically the school is seeking to increase participation in surveys and community forums.|YRCS will continue to maintain targeted communications with underrepresented families. Per the above, the school will put more focus on following through on survey completion.|4|4|4|5|3|4|5|4|5|5|5|5|Met||2025-06-11|2025
29102980114330|Nevada City School of the Arts|3|The School Director sends a weekly phone call and email to update parents on what is happening at school. Teachers send out weekly and monthly updates for every classroom. On the 2025 local parent survey, parents indicated they felt very well communicated with, with 96% of parents feeling that communication is excellent. 95% of Parents reported feeling both welcome and engaged at school including economically disadvantaged parents and parents of students with disabilities. In addition, 96% would recommend NCSA to other families. All survey questions relate directly to our LCAP goals or to the school's Ends Policies, both of which drive instruction and our Strategic Plan.|NCSA will continue to seek input from parents of unduplicated and underrepresented families by offering evening and weekend parenting classes, Parent Advisory meetings, as well as a specific Title 1 survey seeking input on how they would like to see us spend Title I funding their children generate.  Parents are regularly encouraged to respond to the weekly Director's note to offer thoughts and suggestions on the daily happenings at NCSA. This coming year the parents have formed a parent support group to encourage more participation and increase overall engagement.  Every year we offer multiple opportunities for parents to come to school and learn more about the programs and classes we offer.|Parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies, strategic plan and LCAP are discussed regularly. In 25-26, NCSA will focus on identifying and encouraging more active engagement and support of parents of underrepresented families by creating a Wellness Resource Center to support family needs including counseling, and continue to offer a Parent Resource Coordinator who provides more direct communication with families and offers helpful parent resources to support parenting at home.|NCSA's strengths and progress in building partnerships for student outcomes comes from connecting with all stakeholders in the school community.  NCSA has formed partnerships with: Families, staff, local community resources and works consistently to strengthen and maintain these partnerships.  NCSA also works to make connections beyond the school community to partner with agencies within the county and beyond.  Some of these partnerships includes the development of a comprehensive student wellness program that helps to coordinate care and supports between the school and local community.  For example, NCSA hosts a local art therapy agency on campus (Art Space), host a local Martial Arts dojo on campus (Kuk Sul Won), collaborates with a variety of local non-profits, like Bright Futures for Youth and Club Live who provide direct services on campus.    The wellness program also works with the Superintendent of Schools in Nevada County to infuse programs such as the Tobacco Use Prevention Education (TUPE) and referrals to the Nevada County Special Multidisciplinary Agency Resource Team (SMART), Youth Bicyclist of Nevada County (YBONC).  NCSA works to establish and maintain connections with the local Native American tribes, specifically the Nisenan, and has established a program for developing increased cultural access and use of the land the school currently occupies.    Finally NCSA connects with local universities as part of the career development program and for recruiting interns from School Psychology and School Counseling as a method of both training and recruiting mental health professionals and developing student connections to local universities.|Areas of improvement at NCSA include:  Creating more collaborations with community cultural groups including the Nisenan Tribe and LGBTQIA community groups.  Continuing to develop partnerships with local art groups including the Nevada County Arts Council and The Center for the Arts in Grass Valley.  NCSA also wants to partner with the Ride for Focus non-profit organization to help bring equal access to students who want to pursue biking as a wellness activity.  Other areas of increased partnerships for student outcomes include partnering with the Nevada County Superintendent of Schools for improved implementation of restorative practices.|The highest number of underrepresented families identified include families from socio-economically diverse backgrounds and families of diverse ethical and cultural backgrounds.  It is the hope of NCSA that through continual staff-training in the areas of equity and cultural awareness, in partnership with an anti-bias grant from the CDE, that engagement of underrepresented families will continue to improve. In 23/24 the staff at NCSA focused their efforts on developing their intercultural competence by participating in a Curriculum Representation Design course to build their culturally relevant curriculum. The teachers have begun redefining their standards aligned classroom curriculum maps by including the Learning for Justice - Social Justice Standards to their yearly plans and by creating culturally responsive units that focus on teaching from multiple perspectives and across difference.  This work will continue into 25/26 and beyond.  In addition, in 24/25 we trained staff in The Responsive Classroom methods to ensure student engagement is prioritized and in 25/26 we will train all instructional staff - both credentialed and classified - in Universal Design for Learning (UDL) to further support student engagement and differentiation for students based on their identified needs.|Parents' satisfaction and participation is high at NCSA among underrepresented families who represent 48% of our families - our largest subgroup.  48% of survey respondents identified as being economically disadvantaged. All parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies, strategic plan and LCAP are discussed regularly. In 24/25, NCSA hired a student/family engagement coordinator whose primary responsibility was to connect with parents and seek more individual and direct input on their needs and overall satisfaction with our program.|NCSA needs to continue to grow its outreach program for under represented families. We intend to do this by:  Ensuring Open Communication Channels: Continuing to build on our already effective communication channels such as the weekly and monthly notes, utilizing social media, StopIt anonymous reporting app for students, holding community meetings, and continuing to use Parent Square to reach a wider audience ensuring that all stakeholders, including parents, students, teachers, and community members, are informed about opportunities to provide input. This may involve   Inclusivity and Accessibility: Ensuring that the process for providing input is inclusive and accessible to all community members, particularly those from marginalized or underrepresented groups. We provide translation services in Spanish for our newsletter and all-calls, host meetings at convenient times and locations and offer childcare, and we use multiple formats for feedback collection (e.g., surveys, PAG, online forums). Establishing clear feedback loops where NCSA not only gathers input but also responds to it, showing how the feedback has influenced decisions or why certain suggestions may not have been adopted. This helps maintain ongoing engagement and participation from the community.  Transparent Decision-Making Process: Increased transparency in how input is used in decision-making. This includes clearly communicating how feedback is collected, analyzed, and incorporated into decisions, and providing regular updates on the status of initiatives influenced by community input. Parents have also asked for more budget transparency which we will highlight at our Back To School Night.   Building Trust and Relationships: Fostering trust and stronger relationships between NCSA and the community by demonstrating a genuine commitment to listening and responding to input showing that feedback is valued and has a tangible impact on policies and practices. Using our weekly note to highlight parent input on the survey is one way to do this. By focusing on these areas, NCSA aims to create a more inclusive, transparent, and effective process for seeking and utilizing input for decision-making, ultimately leading to better educational outcomes and stronger community partnerships.|Given that 196 families responded to the survey and half of those represented economically disadvantaged families, we do feel like we are making progress in engagement with underrepresented families. NCSA should utilize the Parent Resource Coordinator and the Wellness Coordinator to continue to build outreach programs and offer parent support to underrepresented families. One idea we have is to create a parent BIPOC group to offer support for one another. See above response for additional ways in which we will engage underrepresented families.|5|5|4|5|5|4|5|4|5|4|5|4|Met||2025-06-18|2025
29102980126219|Forest Charter|3|Staff are provided ongoing training on how to use SEL techniques to engage students and families through a supportive, non-threatening dialogue.  Due to the nature of a personalized learning program, parental participation is extremely high at Forest Charter School; all parents are partially responsible for teaching their children and work closely with staff to accomplish this task.   Our focus area for improvement will be to continue to provide training on intervention so that teachers can create better partnerships with parents as well as programs to help support students who need academic intervention.|We want to improve our ability to manage difficult conversations when families are upset regarding something with their student and/or the school. By training staff to use these moments to build trust, we can continue to build relationships between school staff and families.|Due to the nature of our program, Forest Charter School does a good job of building relationships with underrepresented families. Where the concern for these families usually shows up is in the academic performance (i.e. completing assignments or working below grade level). These families will be identified during our regular students of concern meetings. Our area of improvement will be to engage these families who were identified during these meetings. Administrators will work with the supervising teacher to determine the best approach to engage the family, to identify possible community resources, and to provide the needed support for the student.|Parents meet with their supervising teacher at least once every learning period (approximately every four weeks) to discuss and review student learning. This process builds a close relationship between the parents, teachers and students. This is a requirement for all families including underrepresented families.|FCS will focus on building relationships between school staff and families with students who are not completing work and/or working below grade level with the goal of increasing parental engagement in school requirements. In a non-classroom-based school like Forest Charter School, parent involvement is often the difference for students who are struggling to find success.|Forest Charter School’s program design naturally engages parents as partners in their student’s education. However, as noted earlier, this partnership often breaks down for students who are not completing work and/or working below grade level. FCS will conduct regular students of concern meetings with supervising teachers to identify students who need support earlier, and then work with families to help them understand expectations through Review Board meetings, SST meetings, and other relationship building approaches. Additionally, FCS will work to provide these families with additional resources through the school and/or community. Our goal is to help families understand how vital their role is in building success for their students and to provide them with tools to support their students.|FCS annually conducts a parent survey with opportunities for the parents to provide written input on a range of topics. FCS also has five parents seated on the Charter Council. The Charter Council is responsible for guiding the FCS Director, developing the school LCAP and setting policies that are best for the school. Parental participation is extremely high at FCS mainly due to the nature of our personalized learning program; all parents are required to meet with their teacher on a regular basis (approximately once every four weeks) and are partially responsible for teaching their children. FCS chose to use a survey to establish a higher participation rate than we have been able to achieve through stakeholder meetings. Due to the disparate geographic makeup of stakeholders that often comes with a non-classroom-based program, FCS has worked to establish a thorough survey that addresses all required State priorities.   The 2025 parent survey had a 23.6% participation rate. Additionally, FCS uses a communication tool (Parent Square) that allows parents to immediately respond to any communication. This way, FCS gets immediate feedback from parents regarding new policies, requirements, or other topics.|It would be better to get input for decision making via a survey throughout the school year rather than just once per year.|We are looking into tools that will allow us to easily collect relevant input throughout the school year rather than just once per year.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
29102980126227|Twin Ridges Home Study Charter|3|Twin Ridges Home Study Charter School prides itself in working with students and families to provide excellence in academic, social and emotional growth for over 40 years.  In doing so, communication is key.  TRHS provides many opportunities for communication including newsletters, emails, surveys, phone calls and respectful, informative communication between teachers, students and families.  Each site sends out a weekly informational newsletter.  The TRHS Director also makes an informational phone call to all parents and all staff every other week.  During the 25-26 school year, the TRHS Director will use a weekly short written calendar of events instead of a phone call every other week.  This way parents and staff have the information written down.    The 2024-2025 California Healthy Kids Parent Survey results indicate that 95% of respondents strongly agree or agree that school staff treat parents with respect and 89% of parents strongly agree or agree that school staff take parent concerns seriously.  The 2024-2025 California Healthy Kids Staff Survey results indicate that 100% of staff strongly agree or agree that school staff take parent's concerns seriously.   According to the 2025 TRHS Spring Parent Survey, 97% of respondents strongly agree or agree that they were well-informed of events, activities, services and changes at TRHS.  TRHS has found that communication is key to relationship building between parents, students and staff.  Relationship building leads to collaboration and teamwork to build a stellar program for each student.  This is one of the beauties of personalized education!|TRHS Improvement Goals for Building Relationships Between School Staff and Families:  * Create additional opportunities for communication between parents and families. (Examples: comment box, additional surveys, additional family/staff events) * Create professional development opportunities for staff to learn ways in which to respect and accommodate families' educational approaches. (Examples: homeschool philosophies professional development, homeschool curriculum and philosophy correlation professional development)|TRHS focuses on parent participation and communication.  These two factors are extremely meaningful in the educational engagement process. This in turn results in a productive, respectful and collaborative educational partnership between staff and parents that focuses on student progress..  According to staff, the need for community building opportunities, opportunities for feedback and parent input and parent classes to teach and support struggling students is a need here at TRHS.|TRHS focuses on a team atmosphere for the personalized education of each student.  Parents, staff and students are an integral part of this team.  According to the Spring 2025 TRHS Student Survey, 100% of respondents strongly agree or agree that there was a teacher or some other adult from TRHS who really cared about them.  This same survey indicated that 89% of respondents felt that there was a teacher or some other adult from TRHS who always wanted them to do their best. According to the 2023-2024 California Healthy Kids Staff Survey, 100% of respondents indicated that TRHS encourages parents to be active partners in educating their child.  The data above demonstrates that TRHS students and families are encouraged to engage in opportunities that are designed to promote positive academic, social and emotional outcomes for students.|TRHS Improvement Goals for Building Partnerships for Student Outcomes:  * Create additional opportunities for staff to learn from each other.  TRHS teachers have a great deal of experience and knowledge that other staff can learn from. (Example: Learning Period meeting peer observations) * Create professional development opportunities for staff regarding the educational legal rights of parents in a homeschool setting.|Staff members consult as needed with one another to review effective strategies for student and parent engagement, for teachers to develop their professional skills in effective communication, and to reflect on positive student outcomes.  Teachers work to build trusting relationships with each and every family.  These trusting relationships are a result of a teacher’s communication skills and their professional learning regarding ways to engage all families.   TRHS will continue to hold TRHS Multi Tiered Systems of Support (MTSS) meetings to address each student as an individual.  These meetings are an efficient tool in addressing student needs.  TRHS takes individualized education very seriously!|TRHS Board of Directors and staff meet monthly to discuss, plan and implement policies and programs that address the needs of students, support the compliance and regulatory operations of the charter school, and provide educational partners the opportunity to engage in their school community to promote positive student outcomes and school culture.  TRHS also provides parent roundtables where parents can come and discuss their thoughts and opinions regarding decisions that need to be made.  TRHS also gives parents, student and staff the opportunity to take part in surveys which assist in the decision-making process.  According to the 2023-2024 California Healthy Kids Parent Survey, 82% of parents strongly agree or agree that TRHS actively seeks the input of parents before making important decisions. According to the Spring 2024 TRHS Parent Survey, 95% of respondents indicate to provide input on, and participate in, decision-making at TRHS.|TRHS Improvement Goals for Seeking Input for Decision-Making  *  TRHS will provide additional opportunities for staff, families, and students to give input for decision-making. (Examples: additional surveys, additional parent roundtables, comment box)|Communication is key when looking at seeking input.  TRHS will create additional opportunities to communicate with all parents so they may give their input for decision-making purposes.  TRHS provides multiple pathways to encourage parent input  *  Parent, Staff and Student Surveys *  TRHS whole school communication: emails, newsletters, and all school phone calls to parents and staff   *  Supervising Teachers also communicate often with families through individual phone calls, texts, zooms and emails.    A thorough “participation blast” includes an email to all families, a phone call to all families from the school and an email from the Supervising Teacher.  TRHS is always looking for ways to increase participation and looks through that lens when requesting input for decision-making purposes.|4|5|5|5|4|5|5|4|4|4|4|4|Met||2025-06-12|2025
29102980130823|EPIC de Cesar Chavez|3|EPIC de Cesar Chavez students are all 18 years of age or older and as such, they interact with classified, certificated, counseling, and administrative staff on a daily basis as adults not reliant on their parents. For students who have families of their own, at some school sites EPIC provides free childcare and free bus passes in order to help remove barriers to their educational goals. Nutritional meals are also distributed daily to the students at all school sites.  Upon enrollment, every student completes a questionnaire that indicates where they need support or assistance. Students/parents take part in the School Site Council meetings and are involved in on-campus event planning. Staff meet 1:1 with each student regularly.|In the most recent survey/needs assessment conducted the students responded in the following manner. Collaboration among stakeholders: (Average rating ~3.9 on a scale of 0-5) -Opportunities for Improvement: Increase stakeholder engagement across all constituencies. -Suggested Activities: ¦ Continue to improve stakeholder engagement via the School Site Council ¦ Increase awareness of open-door policies for staff offices ¦ Promote collaboration opportunities at EPIC events|About 97% of EPIC students fit the categories of: English Learner, Low Socioeconomic Status, and/or Immigrant. All relationship building with students is with underrepresented students, and provided in their native language as much as possible with a culturally knowledgeable support system. There is also a Multi-tiered Support System implemented through the counseling program to assist academically struggling students and their families.|According to the most recent school climate survey/needs assessment: Preparation for Life Beyond EPIC (Average rating ~4.2 on a scale of 0-5, with 77.8% responding with rating of 4 or above) Students historically outscore the State of California in both goals and averages on the standardized Comprehensive Adult Student Assessment Systems (CASAS) test for adults which speaks to successful instructional practices by EPIC teachers.|According to the most recent school climate survey/needs assessment: -Suggested Activities: ¦ Expanding workforce-readiness & career pathways ¦ Increase tutoring services ¦ Invite more colleges and universities to EPIC sites ¦ Career placement services ¦ Improve computer literacy offerings A new Digital Literacy course will be piloted in Fall 2025, and is being implemented for the entire student body in Spring of the 2025-26 school year.|EPIC will continue to strengthen the outreach and information processes already in place. The Career Technical Education (CTE) program  is slated for expansion to include a Culinary Arts component also. All CTE programs are provided during times when they would be most accessible to EPIC students. The English as a Second Language program, in partnership with College of the Siskiyous, will continue to offer enrollment for students wanting to continue to improve their English language skills outside of the EPIC classroom. The school will continue to partner with local college and universities, businesses, and government agencies to provide post-high school opportunities for students.|The School Site Council advisory group was established in 2024-25 to give voice to student/family concerns. This will continue for the 2025-26 school year. All CTE programs have an advisory committee to work with the EPIC programs to assist with decision making regarding the program and the implementation of industry recognized certifications.|As noted previously, EPIC will continue to actively seek out student/parent, and community input in the areas of CTE: business, agriculture, early childhood development, recycling, natural resources, and culinary arts. Partnerships and Instructional Service Agreements with community colleges will continue to support ESL and CTE programs and instruction. Contracts with local and statewide businesses will continue to support students enrolled in the California Conservation Corps program.|Improved engagement is being strengthened through the use of social media, print media, television, newspapers, and word of mouth.|4|4|5|3|3|4|4|4|3|3|4|3|Not Met|||2025
29102982930147|John Muir Charter|3|Over 80% of JMCS students are over age 18 leading to limited parental involvement. JMCS integrates education and extended services with support from partner program staff interventions (i.e. case management, paid vocational training) and resources are made available through the Community Schools model; this level of support is also present at sites with minors and available to families. JMCS provides outreach materials in English as well as home languages, and continues to hold parent focus groups and empathy interviews which  provide structured input on school planning. Students and families are asked about basic needs as well as perceived barriers to program success; follow-up occurs through both JMCS Community Resources Coordinators and partnering agency support staff in every effort to address basic needs and mitigate barriers. Minor students are concentrated at a few sites where systems of communication and parent-teacher conferences ensure progress monitoring towards graduation. All students have access to their Student Achievement Plan (SAP), which houses evidence towards progress and program completion leading to graduation.|Based on input from students and parent/families, JMCS will continue to focus on goal planning and progress monitoring. In 2024-25 JMCS has TOSAs who were providing services as College and Career Advisors, reviewing student progress and planning for graduation and beyond. As part of the process students complete Career Development course that includes a transition plan with the goal to increase the frequency of review of their process and accessing post-graduation opportunities. There is always room for improvement and tracking, and in partnership with DOR, JMCS is identifying students with extended needs, including job skill training and mental health support in an effort to document and improve continuity of services.|JMCS endeavors to support access for all students and families by providing materials that are either available in the language needed or have translation tools that are embedded. In addition, JMCS seeks to strategically employ staff that is bilingual in Spanish, the most prevalent of non-English languages among JMCS students and their families. JMCS has included action items in its schoolwide action plan directly related to making certain that family engagement and outreach is a continuing priority starting in 2024-25, including expansion of school newsletters and two-way communication in multiple languages, and continuing to seek input through focus groups and surveys. As most students are of age our partners serve important roles in advocating for students and together we are working to increase access to classroom materials, career and technical education, workforce readiness opportunities and certifications, and more. This is includes multi-lingual enrollment and outreach materials, family and student surveys, and bilingual staff at in-person events.|As indicated by responses to surveys JMCS exhibits strength and continuing progress in building partnerships with constituents; majorities of students feel that JMCS is preparing them for college or career through its partnerships with work-based learning programs. At sites where there are minor students JMCS has stepped up outreach to include regular communication with parents or guardians through email, text, phone calls as well as annual notices sent home in multiple languages; this will expanded in 2024-25 to include staff dedicated to targeted outreach to families and students who are struggling with attendance as well as push-notifications through our SIS. For sites without minor students, our program partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Our partners participate in regular meetings with JMCS administration, give feedback on program satisfaction. Partners may request site-level and student-level achievement data to ensure clear lines of communication. For those sites who do serve minors, we reach out to families consistently and offer opportunities for participation in conferences, classroom activities and student progress updates. Parents participate in any IEP or special education processes as well as in parent-student-teacher conferences throughout the year. Staff consistently promote two-way open communication with parents and families through email, text, phone calls and in-person meetings. School events are promoted through print and digital invitations. JMCS engages with partner focus groups on an annual basis and during the spring conference to provide structured input on school planning.|Data from surveys and advisories indicates families and students seek improvement is to increase our services to EL students and SWD, and build partnerships with their families with an assets-based approach. In the case of EL students, this approach considers the cultural and context of language, and while the approach is EL-focused, we believe that this approach will improve the outcomes for all students by centering programming, academic and otherwise, on inclusiveness and success for our most vulnerable and struggling students. Partner agency surveys results signal a need to strengthen partnerships and integrate efforts to ensure students are attending regularly, have access to MTSS, and that services involve providing students with SEL skills to understand and meet expectations for participation and attendance, resulting in an increase in positive outcomes such as industry-recognized certifications as well as scholarships in addition to graduation.|Based on focus group and surveys responses from parents, students, partners and JMCS will continue expansion of communication and outreach modes to build partnerships and ensure underrepresented families have ample exposure to meaningful interactions with JMCS staff. To address improvement in this area communication and outreach will continue to be multi-modal and persistent, including expansion through notifications through our SIS, live outreach (phone) by staff checking for attendance issues, newsletters directed towards families and parents and on-site opportunities to meet with teaching or administration staff where applicable. Engagement continues to be a focus, through multi-lingual surveys, implementation of best practices for engaging educational partners, and by providing information and access to barrier removal and connections to other basic needs available in the community in timely and meaningful ways in home-languages, through in-person meetings or events as well as through digital and print outreach.|JMCS has a strong commitment to seeking input on decision making as evidenced through the multiple modes of input and meeting opportunities provided to educational partners during spring of 2025. This allows JMCS administration to get feedback and reflect on progress and satisfaction with programming. As in the past, partner agency staff, students, staff and families/parents provided input through surveys and focus groups. JMCS reviews and analyzes input ensure goals and actions address the needs of the community with integrity.|JMCS continues to rely on input and data analysis for decision-making related school planning. JMCS will continue to improve outreach and communication with students, families and parents and partnering agencies with the goal of ensuring the students have an integrated, engaging and equitable experience while enrolled at JMCS. As an example of continuing improvement JMCS implemented Parent and EL Parent Advisory and Student Leadership Advisory to get input on areas of improvement in programming. This activity provided rich and valuable input, and will be a practice that we continue going forward as we proactively engage with our community.|Data collected through surveys and focus groups with parents, students, partners and staff JMCS invites opportunities for input influencing decision-making. To address continued improvement in this area, communication and outreach will continue to be multi-modal and persistent, including expansion through notifications through our SIS, newsletters directed towards families and parents and on-site opportunities to meet with teaching or administration staff where applicable. Engagement will be supported by inviting input through multi-lingual surveys, best practices for engaging educational partners, and by providing information and access to input multiple modalities, such as surveys or empathy interviews conducted in home-languages, through in-person meetings or events, as well as through digital and print outreach.|5|5|5|5|5|5|4|4|4|4|4|4|Met||2025-06-11|2025
29663160000000|Chicago Park Elementary|3|Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through District assessment three times a year and through academic reporting (report card) three times a year.|LEA plans on focusing in the area of Building Relationships Between School Staff and Families by continuing their active social media posts, and continuing community events like the Harvest Festival.|LEA will continue to support families with weekly calls and emails with information on upcoming events, as well as, create flyers to send home and post on social media and school's website.|The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few.|LEA is focusing on increasing participation in the school's PTA and parental participation in the classrooms.|LEA will be focusing on increasing participation in the school's PTA and is hopeful to have more parental participation in the classrooms with a variety of offerings. We will notify the parents of upcoming opportunities.|LEA has two community meetings and one staff meeting monthly to gain input on decision-making. LEA offered two community surveys, two student surveys, and two staff surveys during the year to gather information for decision-making.|LEA will focus on having more participation at decision-making meetings by inviting through weekly notification.|LEA will continue to notify community of meetings where decision-making is taking place, such as, Board Meetings and Site Council meetings.|4|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
29663160125013|Chicago Park Community Charter|3|Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through District assessment three times a year and through academic reporting (report card) three times a year.|LEA plans on focusing in the area of Building Relationships Between School Staff and Families by continuing their active social media posts, and continuing community events like the Harvest Festival.|LEA will continue to support families with weekly calls and emails with information on upcoming events, as well as, create flyers to send home and post on social media and school's website.|The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few.|LEA is focusing on increasing participation in the school's PTA and parental participation in the classrooms.|LEA will be focusing on increasing participation in the school's PTA and is hopeful to have more parental participation in the classrooms with a variety of offerings. We will notify the parents of upcoming opportunities.|LEA has two community meetings and one staff meeting monthly to gain input on decision-making. LEA offered two community surveys, two student surveys, and two staff surveys during the year to gather information for decision-making.|LEA will focus on having more participation at decision-making meetings by inviting through weekly notification.|LEA will continue to notify community of meetings where decision-making is taking place, such as, Board Meetings and Site Council meetings.|4|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
29663240000000|Clear Creek Elementary|3|Feedback from educational partners and data analysis has identified the following strengths: 97% of parents responding to the Healthy Kids Survey indicated that the school responds promptly to parent communications. An average of 83% of parents responding to questions on the LCAP and Healthy Kids Surveys indicated that Clear Creek School encourages and welcomes parent input in the decision-making process. The school uses email, telephone, and hard copies to alert families to important events and communications. Being a small school, teachers and the Supt/Principal are also visible each day at drop off and pick up. The Supt/Principal has an open-door policy, and parents feel welcome to stop in to share comments and questions regularly.|As part of the educational partner input and analysis, we will be addressing improved relationship building in our LCAP goals. We will provide teachers the opportunity to participate in professional development focused on social-emotional learning and making connections with students and families. Three teachers completed five SEL training sessions hosted by our county office of education. We will provide collaboration time for teachers to meet with one another to train the remaining teachers to implement strategies learned across all grade levels. We will also work to identify methods of improved engagement with underrepresented families as part of our school Site Council.|The district will strive to improve engagement of underrepresented families by encouraging a higher percentage of parent participation on our CHKS and LCAP surveys. To increase our participation rate, we will set up a parent survey station on campus during the survey period so that parents may have a convenient opportunity to participate 2025-26 Local Performance Indicator Self-Reflection for Clear Creek Elementary School District Page 10 of 16 in the survey, when dropping off or picking up students to remove barriers to providing input and participation. We also encourage participation from a variety of community members on our school Site Council to have a voice in the decision-making process, including EL, Special Education, and Native American committee members.|Strengths in this area include offering several scheduled opportunities each year to provide information to families such as Back to School Night, Parent Conferences, and Open House, as well as online access for parents to view their students' attendance, progress reports, and report cards.|Student outcomes will be addressed and progress will be monitored using multiple metrics in Goal 1 of our LCAP. As an area of improvement, teachers, through the collaboration process, will review parent conference schedules, progress monitoring in ELA and math, at risk conference communications and graduation criteria to be certain this information is clear for parents and teachers have an understanding of academic timelines and procedures. Our teachers assess students four times throughout the year and analyze results to better identify individual student needs. Through this process, our goal is to be sure no student slips through the cracks, and parents will be kept fully informed throughout the school year of their child's progress.|The district will improve engagement of underrepresented families by providing teachers with adequate time to evaluate student progress and opportunities to meet with parents and support staff to implement differentiated strategies that will encourage improved academic outcomes for students.|Our strengths include incorporating advisory committee groups such as EL/Title I, Safety, and Health and Wellness groups into our monthly Site Council meetings. Parents, guardians, teachers, and administrators attend and participate in these monthly meetings to review reports and provide input. Additional pathways for family engagement are monthly PTC meetings, our school website, and our LCAP and CHKS survey, as well as Google forms for quick input and feedback on sudden new developments.|As part of our desire to improve, the District prioritizes increasing the number of parents participating in our Site Council meetings. Increasing participation improves the discussion and decision-making process at all levels of the school.|The district will strive to improve engagement with underrepresented families by incorporating committee discussions on potential barriers to the input and decision-making process for families. Once potential barriers are identified, we can seek solutions that will encourage increased communication and participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
29663320000000|Grass Valley Elementary|3|We work to ensure inclusive policies and practices to help make learning connections between school and home. District school sites lead engagement events that build meaningful connections. Traditionally all parents attend Back-to-School Night and Open House. Other grade level performances and PTC events take place to build and support the school community and culture. These events celebrate literacy, hard work, and the importance of being a learning community. We share materials openly with families to support skills in literacy and mathematics. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. Consistent parent education and communications in place for all families with an emphasis on supporting English Learners and the parents of students in special education. Accommodations will continue to support student growth at all levels.|Maintaining and developing relationships with families is critical to our success.  Our most recent feedback from families and the discussions at our district advisory committee meetings show increased engagement and positive feedback from families about the services and supports we provide. expressed the importance of holding events that start after the traditional work day ends.  When scheduling engagement events our team knows that providing food and childcare where appropriate allows for families with younger children to participate.|We will continue to do our best to remain open to feedback and opportunities that engage and support our families. We also leverage the additional resources through the California Community Schools Grant.  Key positions such as our parent and family liaison staff help us build and make connections.|Maintaining trusting relationships between families and school staff is a core value of the Grass Valley School District. We continue to implement a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees.|Our focus for improvement is to see an increase in parent and family involvement as measured by attendance at our school and districtwide events.|This area is something that takes continued support to maintain a balance and partnership. Further, district-wide and school-wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families by conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences.|We also employ ongoing outreach efforts to ensure that parents have access to information including how they can participate in decision-making. The administrative cabinet team regularly discusses best practices for engaging parents. Each year, the Superintendent holds at least 3-sessions of the District Advisory Committee or DAC. This group includes stakeholders from around the district and community. The purpose of the group is to work together to analyze survey data, California Dashboard data as well as other local measures to determine the LCAP goals for the coming year.|Focus Area for Improvement continues to be identifying the best way to welcome parents from all groups within our schools with proportional representation. Though we have made some progress in this area our data does not match our demographics, particularly those of English Learner families and families from low socioeconomic backgrounds.|We have a number of ways to encourage the participation of underrepresented families. Our district hosts a community DELAC and our Bell Hill campus also supports a strong ELAC. These meetings allow us to make connections with our EL families. We have also added several site and district events including; french-toast with families, coffee with the principal and others. We are implementing the use of Parent and Family Liaisons at two of our sites using support from the California Community Schools resources as well as district grant resources. We work closely as a staff time to find creative ways to engage parents.|4|4|3|4|3|4|4|4|4|4|4|4|Met||2025-06-17|2025
29663326111140|Grass Valley Charter|3|The GVCS mantra is, “We Are Crew, Not Passengers.” The philosophy behind this mantra is that we’re all on the same course, pitching in, rowing in the same direction. No one gets to just “go along” for the ride and we also don’t leave our Crew behind. We assist them, advocate for them, and support them. This is established through regular crew circles, training for certificated and classified staff, open doors to volunteerism in the classroom and open communications with families.|GVCS has several structures that support community building and purposefully creating welcoming environments. GVCS has Crew 24, The Parent Crew which hosts monthly meetings tasked with planning engaging activities for families to participate in. The Grass Valley Charter Foundation hosts meetings and organizes fundraisers to support students in a variety of different ways. Both of these are open to all parents. GVCS hosts a back to school BBQ in the beginning of the school year to bring families together. In the beginning of each school year teachers host Share & Care meetings where families come in to meet with teachers to share about their family dynamics as well as the child's strengths and areas of growth. GVCS institutes 2-year loop cycles in grades K-5 so parents stay with one another and with their teacher for two years in a row. In January every student in Transitional Kindergarten through 8th grade hosts a student-led conference explaining to their parents and teacher how they’ve grown as a student. Lastly, parents are highly encouraged to volunteer on a variety of different platforms conducive to their home schedule. Each year GVCS conducts surveys to certificated staff, classified staff, and families allowing an opportunity for feedback, input, and ideas. Teachers maintain emails to families on a weekly basis and are available to text, email, talk on the phone, or meet in person as needed. Every week a school newsletter is electronically sent updating parents on past, current, and upcoming school happenings.|Our goal is to continue to work collaboratively and transparently as a GVCS “Crew” to ensure the very best teaching, learning, and growth as a learning community can happen. We are committed to continue reflection and transformation.|At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships.|Our focus as a GVCS “Crew” is to continue to operate in a shared leadership and team oriented process.|We will continue to focus on ensuring our school learning model and programs are accessible and supportive of all families with a focus on the needs of our underrepresented families.|GVCS operates in a shared leadership structure clearly identifying stakeholder groups and decision topics highlighting which stakeholder groups are responsible for different decision making processes. The decision-making matrix outlines for leadership which stakeholders to confer with when making school wide decisions. Additionally, the annual parent survey which allows parents the opportunity to rate their engagement, provide feedback on current structures and give input to new ideas is shared with the Grass Valley Charter Council as well as with the Grass Valley School District Board.|Focusing on the needs expressed in our annual parent survey will allow us to ensure we are serving and meeting the needs of our learning community.|Maintaining transparency with our engagement partner groups and committing publicly to make improvements when and where needed.|5|5|5|5|5|4|5|4|5|5|5|4|Met||2025-06-17|2025
29663400000000|Nevada City Elementary|3|The district has strong partnerships and support of staff and community to improve student outcomes. They provide feedback and support for academics, enrichment, and attendance. The district has especially made recent progress in developing partnerships for improving chronic absenteeism. Collaboration through increased support for school counseling, school community officers, and classroom and school incentive plans developed by teams at each school. The Nevada County Office of Education also has supported regular seminars, along with the CDE, in best practices of improving student engagement and attendance. In addition to positive reinforcements, the district has partnered with law enforcement and the District Attorney's office to create attendance review teams working with other local agencies to address barriers and support families with chronic absenteeism. In addition to extensive support and incentives for student attendance, the district has created its own School Attendance Review Board (SARB) as a final step before referring to the Nevada County SARB. The district SARB consists of a school counselor, principal, school resource officer, superintendent and a school board member.|-|This is an area of strength for NCSD. In normal years, we have a high level engagement from parents, a large number of volunteers on campus, and a high rate of return on family surveys. Based on school surveys in the last two years, NCSD scores above 96% consistently on creating a welcoming environment, keeping families informed, and providing meaningful opportunities for participation. 98% of parents report they find caring adults on both campuses. An area of improvement is learning about the cultures in our community, specifically not scheduling events that conflict with holidays celebrated by these groups of families.|The district has strong partnerships and support of staff and community to improve student outcomes. They provide feedback and support for academics, enrichment, and attendance. The district has especially made recent progress in developing partnerships for improving chronic absenteeism. Collaboration through increased support for school counseling, school community officers, and classroom and school incentive plans developed by teams at each school. The Nevada County Office of Education also has supported regular seminars, along with the CDE, in best practices of improving student engagement and attendance. In addition to positive reinforcements, the district has partnered with law enforcement and the District Attorney's office to create attendance review teams working with other local agencies to address barriers and support families with chronic absenteeism.|Our district uses the California Healthy Kids Survey as a consistent survey tool. We open the survey each year in November and December to all parents, in all grade levels. Teachers encourage parent participation in the survey at Parent/Teacher Conference meetings. Key findings include parents from Deer Creek reporting high levels of parent participation, and parents from Seven Hills desiring more opportunities for involvement at the middle school level. Most parents felt they have a voice in district decision-making with the LCAP committee, School Site Councils, and monthly feedback meeting opportunities with the Superintendent.|In analyzing the local data of the California Health Kids Survey (CHKS) needs were identified for a supportive social-emotional learning environment at Deer Creek (TK-3) with the consistent use of programs such as Positive Behavior Interventions and Supports, Love and Logic, The Toolbox, Tap in Tap out, Check in Check out, and other school community building systems. Routine training will continue to be offered to onboard new staff. There was a notable 2025-26 Local Performance Indicator Self-Reflection for Nevada City School District Page 12 of 18 increase in School Climate key indicators such as thoughts of suicide, substance abuse, and feelings of loneliness between 6th and 8th grade. This is an area for further investigation and an increase of support and training for students with such ideation.  Input from stakeholders highlighted the need to improve our data collection process, conduct routine analysis of local performance indicators as teacher teams, and determine the resulting action to improve student performance. Additionally, Tier II/III PBIS teams need to meet with staff representatives weekly/bi-monthly to discuss the success of these systems. The LCAP committee discussed this finding and concluded an area of concern was Seven Hills students who were who were struggling social-emotionally, connectedness, as well as chronic absenteeism. All students in need as well as unduplicated students will receive additional services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.60 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals and support staff will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. Additional .40 FTE counselor support families to remove barriers to school attendance and address chronic absenteeism. 4. Peer mentoring 5. School Community Officer|The district is strong is seeking input for decision making. Through regular surveys of parents, students, school site council, public board meetings and monthly coffee with the Superintendent there are number opportunities for input for all students, staff and community partners. Such feedback creates partnerships and support of staff and community to improve student outcomes. They provide feedback and support for academics, enrichment, and attendance. The district has especially made recent progress in developing partnerships for improving chronic 2025-26 Local Performance Indicator Self-Reflection for Nevada City School District Page 13 of 18 absenteeism. Collaboration through increased support for school counseling, school community officers, and classroom and school incentive plans developed by teams at each school. The Nevada County Office of Education also has supported regular seminars, along with the CDE, in best practices of improving student engagement and attendance. In addition to positive reinforcements, the district has partnered with law enforcement and the District Attorney's office to create attendance review teams working with other local agencies to address barriers and support families with chronic absenteeism.|NCSD had seven additional committees during 2020-2021, as a result of COVID, to plan for the school year, These teams discussed student mental health, safety, school schedules, special education, and staff wellness. These committees represented all stakeholder groups with the goal of gathering a variety of input on decisions.|Unduplicated students will receive services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.67 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. 3. .40 FTE counselor at Deer Creek to support families in removing barriers to school attendance and address chronic absenteeism. Increase Support and Accountability for Chronically absent through the following (Items below are funded through multiple revenue streams): A. Site-level teams meet regularly to support and track progress B. District attendance review team with School Resource Officer, Counselor, Principal, Superintendent, other district staff and outside agencies C. Review Interdistricts and hold meetings with district staff regarding chronic absenteeism, recommending school of residence with possible denial of transfers. D. District School Attendance Review Board E. County School Attendance Review Board F. Increase student support and incentives for attendance G. Parent notification and acknowledgment of student attendance policy through the Student Information System|5|5|4|5|4|4|4|4|5|5|5|5|Met||2025-06-17|2025
29663570000000|Nevada Joint Union High|3|"The annual LCAP survey, which goes out in early spring, indicated the following.  -85.4% of parents or guardians feel that their student is ""involved and engaged in their school culture"", up 1.8% from 2023-24.  -68% of parents or guardians feel they are ""encouraged to provide input on and to participate in decision making at the school"", down 5.9% from the 2023-24 data..  -75% of parents or guardians feel that they are ""well informed of education services and changes at the school"", also down from 2023-24 by 6.8%.  This feedback is an indicator that, generally speaking, parents and guardians have relatively positive relations with schools and the larger district, but the slight downward trend means this should be an area of focus for the 2025-26 academic year. It should also be noted that parent participation in the LCAP survey was down drastically from previous years, despite the same mechanisms for promotion being in place, with only 144 parents participating districtwide in the 2024-25 year and 621 parents participating in the previous year."|"As noted in the data above, parents and guardians feel more positive about both their students' level of engagement, as well as being informed than they feel about being active participants in the decision making process. Since ""relationship"" implies a connection that is mutual, opportunities for families to not just receive information, but also be in a place to communicate feelings and concerns, should be more readily available."|The district exercises a multitude of processes for creating opportunities for families to participate in meaningful ways. In addition to the typical student and family events (Back to School Nights, school site councils, EL parent nights, advisory committees, etc.) school sites also offer 8th-grade student preview days, incoming 9th-grade parent evenings, cash for college events, career nights, International Parent Night, as well as other program specific events that are open to families. Additionally, the district facilitates a robust educational partner engagement process as a part of the LCAP development process. This includes equal representation from the following groups; students, parents, teachers, classified staff, community members, and site and district administrators (40+ participants in total) over three full days.  That being said, underrepresented populations, such as EL, foster youth, and the homeless often don’t respond to calls to participate and will be a focus for future years.|Faculty and staff are encouraged to develop appropriate avenues for two-way communication between families/students, and staff.  Progress has been made in this area over the last 5 years through the use of a common Learning Management System (Schoology) which has strengthened two-way communication between faculty, students, and parents. Despite not meeting the required threshold for translated communication, messages are translated for the small population of Spanish-speaking families.  Through the use of Catapult EMS, beginning in the 2022-23 year, staff can push out emergency messages and alerts. Students and staff can report suspicious or concerning activity through the same system. All students have district email accounts and are a part of our email directory for staff to access. Students also have access to teacher email addresses through the active directory. Families of underrepresented students are sought out for participation in school site council groups, as well as the district LCAP/educational partner engagement committee.  Additionally, student services staff (counselors, admin) have received additional training surrounding the 504 process and school counseling services in general (through Hatching Results), which has led to the development of a counselors handbook that makes counseling best practices accessible and transparent to all.  Restorative practices have been an initiative in the district since 2021-22, which has provided explicit training and coaching for teachers interested in incorporating restorative classrooms into their daily structures. Wellness centers have been established at nearly every site in the district, offering a host of services, including drop-in support and access to mental health services. Staff are trained annually on identifying students who may qualify for homeless services and all sites have liaisons who connect eligible students with resources. Silver Springs Continuation School also hosts a full-time social worker. Our school counselors serve as a hub for student services and often support referrals for students or families who experience needs that go beyond the scope of the school counselor's office. Collaboration with outside agencies, such as What's Up Wellness and the Nevada County Health Department. SMART (Special Multi-Agency Resource Team) consists of  Child Protective Services, CalWORKs, Public Health, Juvenile Probation, Behavioral Health, Victor Community Support Services, EMQ Families First, Sierra Forever Families, and the School. SMART referrals play a critical role in the collaboration throughout the county that benefits our students and families related to the services available to them.|An area of identified need is related to providing professional learning and support to teachers and principals to improve a school's capacity to partner with families. In the past, professional training such as Trauma Informed Practices and Capturing Kids Hearts has been offered to staff who are interested, but it has not been required. More intentional support and professional development in this area is a future focus and will be fostered through a PD plan that incorporates culturally sensitive practices, planned for the 2025-26 year.|The annual LCAP survey, which goes out in early spring to students, families, classified and certificated staff, as well as community members and administration. On the 2025 survey, 20 foster youth, 14 homeless students, and 17 students receiving English Language Learner supports self-disclosed they were participating in those programs. While the responses on the LCAP survey are representative of historically underrepresented families, it has been much more difficult to gain participation from underrepresented families in the District's LCAP Committee, School Site Council, and even representation for the English Learner Advisory Committee (ELAC), despite specific outreach to these populations. We will again provide specific outreach to these populations for the 2025-26 year and try to gather feedback on specific factors that could be mitigated for participation (i.e. time of day, availability of food, child care, etc).|For the first time in 2 years, the 2025 LCAP survey saw a decrease in LCAP survey participation. Total responses were 891, down 1,271 from the previous year. The largest overall decline is being seen from the student group, with a total of 691 responses, down from 1,374 in the previous year.   Roles represented in the LCAP survey include students, parent/guardian, certificated and classified staff, as well as community members. Responses are gathered on a number of topics, ranging from physical and social-emotional safety to academics and access to materials. Responses are sortable by respondent group, site, and individual question, and this is a major data point for review by our LCAP Committee and administrative teams, which drives a variety of decision-making forums, including the development of our LCAP.|"68% of parents or guardians feel they are ""encouraged to provide input on and to participate in decision making at the school"", compared to the 2023-24 data, which was 73.9%, and marking the second year of decline. Sites have expressed a more difficult time recruiting and retaining family members to engage in advisory groups, such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC)."|Underrepresented student groups such as foster, homeless and EL have been represented relative to the population size on LCAP survey participation; however, this is far less accurate when considering participation in advisory groups. The LEA will work with sites to continue to seek out greater family engagement, particularly from underrepresented families, in advisory groups and will extend specific invitations for representative individuals.|4|4|3|5|2|3|3|4|5|4|4|4|Met||2025-06-16|2025
29663570124834|Sierra Academy of Expeditionary Learning|3|"SAEL has strengths in connecting with families, providing opportunities for connection about student progress in the form of biannual Student Led Conferences, the online JumpRope Mastery Based Grading portal, and responsiveness on email with appropriate school personnel. The Charter School has a great deal of connection with our families in the community. We have an ""open door"" policy which has meant all families have the opportunity to connect with staff, teachers, guidance, character, and administrative members of our staff community. Our strength is that the Crew or Advisory model already has a 1:1 student / family to staff Advisor approach which has allowed connection, support, two-way communication, and a strengths-based approach to this work. SAEL has a strong, welcoming environment. We celebrate our traditions and connections to support how we create a holistically, intersectionally, equitably welcoming environment."|The Charter School will continue to focus on improvement in Building Relationships Between School Staff and Families through the focus on outreach to families via events, fieldwork and activities.|"The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on parent education and having parents reach parents to empower families through the Parent-Teacher Crew (""PTC""). The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student."|"SAEL works continuously on building staff capacity in engaging with all families and students in our community. This means staff engage in professional development and are provided resources about student and family engagement. Staff are trained in how best to support all families from daily interactions to having a trauma-informed, compassionate approach to working with students and families in general. Our Special Education Coordinator regularly leads professional development and is continually available for staff consultation as well. Students are placed in a ~15:1 student to teacher ratio in Crew or Advisory class and this allows for families to have a ~15:1 ratio with their Crew Advisor for questions, concerns, check-ins, and the biannual Student Led Conference (""SLC""). This allows for regular two-way communication to happen more directly with teaching staff. Our Character Dean and Guidance Counselor are also available with an ""open door"" policy in order to ensure all students and families have access to proactive and reactive wellness, college and career, socioemotional, and character supports. SLCs allow parents to engage in two 30-minute presentations led by their student each year with their Crew Advisor. This allows face to face, one on one check-ins to occur in addition to All Family Meetings, SAEL Survey, CHKS survey, Parent Teacher Crew (""PTC"") Meetings, Senior Character Focus Group, WASC Committees, and Charter Renewal Groups. In general, all staff are trained and supported in welcoming all families and learners to our school as well as how best to do this through the research-based, nationally recognized Expeditionary Learning Education model. The learning model values both Diversity and Inclusion and this is written into our Charter documents, WASC report, LCAP, etc. as well as seen in practice. We are a Charter School with representative student subgroup percentages that match and sometimes exceed our County. The Charter School will continue to engage in targeted outreach for recruitment to ensure a diverse group of learners continues to attend the school. Ensuring all staff continues to be trained in culturally responsive interactions, teaching, and learning. This also looks like info sessions provided to students who engage in the local Friendship Club as well as ensuring community support agencies are aware of our program so they will continue to recommend our program. Representative bodies will continue to be representative of the community, but this takes continual attention to ensure it continues. Currently students of color, students with special learning needs, students identifying as LGBTQIA, and socioeconomically disadvantaged students are represented through our official decision making bodies and this must be ensured every year and in every opportunity."|Based on the analysis of educational partner input and local data, SAEL's focus areas for improvement in Building Partnerships for Student Outcomes are ensuring the Character Dean and Guidance Counselor positions continue to support students, focus on EL learning, professional development on standards-aligned curriculum with project-based learning and Expeditionary Learning.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|Decisions are made at SAEL through a shared leadership approach. This means the administration works closely with the Parent Teacher Crew to advise the representative SAEL Board of Directors on how best to achieve the goals as outlined in our LCAP, Charter, and WASC report. The Crew Council leadership group as well as the GSA Club and Equity Club support student leadership and the using of student voice in leadership at SAEL. Our goals are directly in line with our budget and decisions made about the budget. There are representatives on our DELAC and Board with students of color, students who identify as LGBTQIA, students eligible for free and reduced lunch, and students with special learning needs. There are approximately 1-2% of students and families identified as foster youth or experiencing homelessness at the school and these families are reached out to for connection, feedback, and support. This takes a concerted effort to ensure all families are included and supported to engage with the school to provide feedback on how best the school can support all learners and to have this feedback incorporated into decision making. The DELAC has representatives from student leadership, staff leadership, teacher leadership, PTC leadership, and Administration. Every LCAP, Charter Renewal, and WASC visit, there are representative groups contributing to the work and feedback. It is an ongoing process that needs constant attention to ensure there is representation on policy-making and influencing groups as well as in the annual surveys, All Family Meetings, Student Led Conferences, and PTC meetings to ensure that underrepresented groups are heard from, welcomed, actively encouraged to attend, recruited, retained, and supported to be heard equitably.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments. Furthermore, the families will have additional opportunities to share information through monthly Board meetings and PTC.  The Board is a representative group across stakeholders and community members. The PTC, also a representative group, supports with the LCAP processes, budget input, and overall school climate development. Hiring is also completed with input from staff, students, and teachers (as well as families for administrative positions specifically). The PTC is also regularly consulted as well as the Crew Council, our student leadership group. The Core Council, or instructional leadership team, and Character Working Group are all representative bodies on staff that support leadership and decision-making.  The Charter School will continue to build the capacity of the PTC and the Character Working Group.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making will meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students as well as develop leadership positions for these parents.  The Charter School addresses the concerns of individual families.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2025-06-17|2025
29663730000000|Pleasant Ridge Union Elementary|3|PRUSD is intentional in engaging parents in the academic growth of all students. Every year begins with 1st-day packets, which include the school's handbook. PRUSD provides staff with time to communicate each student's academic and behavioral growth through the parent portal of the Student Information System (PowerSchool) and annual parent-teacher conferences.  Teachers frequently communicate with parents through their teacher pages, weekly informational folders, social media posts, parent-teacher conferences, and Back-to-School/Open House events. More formalized meetings, such as Student Study Teams, 504's, and Individual Education Plan meetings, are conducted to address students' individual needs and ensure alignment with behavioral and academic expectations.  Each school has a very proactive and engaging parent-teacher club that supports teachers and provides enrichment opportunities, such as field trips, assemblies, and guest instructors.  Parents often support staff by volunteering in the classrooms or the main office.|Parent surveys sent home report that parents were overall satisfied with the communication between them and the teachers or the school.  Some outlier parents provided feedback that teachers and the school need to improve their communication by using different methods to convey information.  Parents reported that text or email was the best way to communicate with them.  PRUSD launched a campaign in the fall to encourage parents to sign up for Edlio News, teacher pages, and a weekly school newsletter.  Edlio News is an app that provides all communication via push notifications, allowing parents to receive notifications on their devices.    Annually, PRUSD invites parents of various student groups represented in the district to participate in the school district's Education Advisory Committee, which provides feedback on current local data and suggests strategies to improve or enhance educational practices.  The meetings are structured to ensure parents feel they have a voice during the planning session, as reported by committee members and meeting attendees.|Pleasant Ridge Union School District (PRUSD) continues to improve parent engagement and communication for all families and intentionally invites those from underrepresented populations within the school district.  PRUSD utilizes multiple channels to communicate with the learning community through telephone, text, email, and social media, providing opportunities to address students' needs, share school volunteer opportunities, promote school events, and convey other important messaging that enables parents to make informed decisions.  PRUSD collaborates with Parent-Teacher Clubs (non-profit organizations) to support teachers within their classrooms, provide field trips, and offer guest speakers or enrichment classes for students. PRUSD continues to reach out to our population that is most at risk, supporting and educating the community on how to better prepare and support their children's learning.  The District Advisory Committee provided an opportunity for school stakeholders to share information on how to improve existing services or recommend new ones for students who struggle with behavioral and academic growth.|"PRUSD continues to work with families that need support for their children. PRUSD offers parenting classes that support parents in developing strategies to foster students' social and emotional growth.  Also, parents can meet with teachers annually during parent-teacher conferences in a formal setting. Parents can meet with teachers at any time to discuss their child's progress or address any concerns.  Student Study Teams are formed when students require intervention or to address any concern that may impact their learning growth.  At the beginning of each school year, students and parents are provided with documents describing their rights as students.   Parents of students with disabilities or a 504 plan receive a copy of their rights before each IEP/504 meeting. Teachers receive an ""At a Glance"" document that explains each student's IEP goals and objectives each year, enabling them to support students with disabilities in achieving their annual goals.  Each school partners with its parent club members to offer events on campus, encouraging parent participation and engagement throughout the school year.  Schools also schedule Back-to-School and Open House nights to engage and encourage parent participation beyond the school day.  Annually, each school offers parent-teacher conferences to discuss each student's academic and behavioral growth.  Each school opportunity opens up the lines of communication between teachers and parents, allowing them to have conversations about each student's progress."|"PRUSD will continue to develop a better process for communicating and reporting to parents when their children are not performing at the expected academic level. This process will be done through the Student Study Team. Communication must be timely and thorough.  PRUSD staff must contact parents within 24 hours of receiving a request to discuss or schedule a meeting.  This will be done through forms on the parent portal, allowing parents to view their child's progress in both behavioral and academic areas.  Students can receive extra help in math and English Language Arts (ELA) during the expanded learning opportunities program.  Summer school (RISE) will be offered to students who need intensive help during the 2025 summer session for 5th through 7th-grade students.  PRUSD will offer Expanded Learning Opportunity Summer camps during the summer of 2025.  Beginning in the 2025-2026 school year, each school will host a ""Meet the Teacher"" event, allowing all students and parents to meet their teacher before the start of the school year."|PRUSD administrators will analyze data every week to make necessary changes and revisions for each student.  Underrepresented families, such as Hispanic students, students with disabilities, and socio-economically disadvantaged students, will be identified weekly in the data analysis review; decisions will be made during these weekly meetings and communicated to parents. Based on the 2024-2025 CAASPP data, it will be determined if other student sub-groups will be identified for intensive support.  Site leaders will have weekly conversations with the superintendent to provide regular updates.  The superintendent will report to the Board of Trustees on the academic growth of each student's sub-group during monthly board meetings.|Based on the annual Student, Parent, and Staff surveys, all stakeholders were given the opportunity for input and feedback on the progress of our Local Control Accountability Plan.  Over 39% of all potential respondents responded to the annual survey. Seventy-seven percent (77%) of parents reported that students were successful this year and that the schools provided very supportive environments for children's growth.  52% of the stakeholder groups determined that parents have the ability and contribute to planning this year.  PRUSD works diligently to provide opportunities for all members of the learning community to offer ongoing, relevant feedback.|PRUSD values and welcomes all feedback from members of the learning community.  PRUSD established an education advisory to engage all members in input on the local plan updates.  Each site has a school site council, as well as a parent group that provides input throughout the school year.  The feedback is not only for school activities but for academic and social-emotional growth.  PRUSD parents are actively involved in all aspects of their students' learning process.  Students have a voice through the Associated Student Body, the annual Healthy Kids Survey, and the PRUSD annual student survey, which provides an opportunity to advocate for change or improvement areas.|All families are invited to provide input during site and district parent meetings, through surveys, and scheduled education advisory committee meetings and monthly PTM meetings.  As everyone is invited to these meetings, PRUSD intentionally invites members of the learning community who represent underrepresented classes of learners.  Teachers, Principals, and other staff are constantly engaging with parents, inquiring about what is working well and what needs to change.|4|4|3|5|4|3|3|5|4|4|3|4|Met||2025-06-17|2025
29663730136424|Arete Charter Academy|3|Arete is a school that recognizes the value of each child. We strive to inspire students to learn and grow to their full potential by providing a quality education through positive learning experiences. We work in partnership with the home and community to meet the individual needs of the student and to develop the academic and social skills necessary for maximizing lifelong learning potential. 97% of parents agreed or strongly agreed in the 2024-2025 school year that Arete provides a safe and supportive environment for their child. PRUSD is intentional in engaging parents in the academic growth of all students. Every year begins with 1st-day packets, which include the school's handbook. PRUSD provides staff with time to communicate each student's academic and behavioral growth through the parent portal of the Student Information System (PowerSchool) and monthly 20 day meetings.  More formalized meetings, such as Student Study Teams, 504's, and Individual Education Plan meetings, are conducted to address students' individual needs and ensure alignment with behavioral and academic expectations.  Each school has a very proactive and engaging parent-teacher club that supports teachers and provides enrichment opportunities, such as field trips, assemblies, and guest instructors.  Parents often support staff by volunteering in the classrooms or garden.|Arete will focus on establishing a positive rapport and school climate with new families. We will also strive to have more families participate in family engagement events. Stakeholders at Arete are teachers, parents, students, the school administrator and classified staff to ensure a diverse range of perspectives. We provide outreach to the community through a weekly school newsletter, website updates, and social media. We conduct information sessions during parent-teacher meetings to explain the importance of the LCAP and encourage participation. Each family meets with their Arete Educational Advisor every 20 days. EA's frequently check in with their families to gain insight on how to better support their children both academically and social emotionally. They review assessment scores and make plans to improve supports if needed.|Arete is dedicated to fostering stronger family engagement and communication across its community, with a proactive emphasis on including underrepresented families in parent committees. To achieve this, staff will receive ongoing training focused on building trust and effective communication, ensuring all families feel valued and heard. Arete utilizes diverse communication channels to keep families informed about student needs, school events, and opportunities for involvement. Furthermore, the organization collaborates with Parent Action Committee to enrich the educational experience and actively reaches out to support its most vulnerable families, empowering them in their children's learning. The District Advisory Committee also serves as a key forum for stakeholders to contribute to the improvement of services for all students.|"Arete demonstrates a strong commitment to student success and family communication. In the past year, all 8th-grade students were eligible for promotion. A key practice is the monthly meetings between families and teachers to discuss student strengths and progress. From enrollment, families are informed about daily instructional time and state standards. Teachers also review benchmark assessment results with parents three times annually.  Beyond academics, Arete actively supports families through resources like parenting classes focused on social-emotional growth and offers multiple avenues for parent-teacher communication, including ongoing meetings. Student Study Teams are in place to address learning or behavioral concerns. Furthermore, Arete ensures families are well-informed about their rights, particularly those of students with disabilities. Teachers are equipped with ""At a Glance"" IEP summaries to better support these students.  To foster engagement, Arete partners with families for eleven parent engagement events outside of school areas for a variety of areas of focus including CAASPP testing, math, reading, family heritage, etc."|"Arete will continue to support parents with educational resources distributed at monthly meetings, expanding its focus next year to include performance tasks in language arts and math, building on this year's emphasis on opinion, informational, and narrative writing. Recognizing the importance of timely communication, Arete, through the Student Study Team process, aims to improve how it informs parents when their children are not meeting expected academic standards, ensuring thorough and prompt updates. Staff are expected to contact parents within 24 hours of a communication request. For additional academic support, students can access extra help in math and ELA through on and off campus tutoring and intervention, and intensive summer support (RISE) will be available for rising 6th through 8th graders in the summer of 2025. Additionally, Arete will offer Expanded Learning Opportunity summer camps in 2025 and will introduce a ""Meet the Teacher"" event at the start of the 2025-2026 school year to facilitate connections between students, parents, and educators."|To improve the engagement of underrepresented families identified during the self-reflection process, the Local Educational Agency (LEA) will implement several strategic initiatives focused on Building Partnerships for Student Outcomes. We will focus on targeted outreach. Arete will enhance communication channels to ensure they are accessible and inclusive. Several staff members will receive training to understand and respect the cultural backgrounds of underrepresented families.|42% of parents completed the parent survey. Over 92% of parents believe their child' teacher is approachable. In addition, 94% said the school fosters a positive attitude about learning. Also, 80% believe the district provides adequate input and support for diverse learning needs. Arete is committed to actively seeking and valuing continuous, relevant feedback from all members of its learning community.|Arete aims to increase parent participation in its surveys to gather more comprehensive data for analysis and decision-making. Recognizing the value of community input, Arete, encourages feedback through various channels. These include the education advisory committee for local plan updates, and parent action committee meetings which all contribute insights on school activities as well as students' academic and social-emotional development. Arete also recognizes the importance of student voice through avenues such as the annual Healthy Kids Survey, and the PRUSD annual student survey, providing opportunities for students to advocate for improvements.|Arete will develop and support programs that directly involve families in the educational process. Workshops, family nights, and community events designed to educate families on how to support their children’s learning will be integral to these programs.|5|5|5|5|5|5|5|4|5|4|4|4|Met||2025-06-10|2025
29664070000000|Union Hill Elementary|3|66% of students feel that school staff care about them while 71% of students report that adults at school encourage them to work hard so they can be successful in life. 74.2% of 6th grade students feel connected to school. 94% of students say these high expectations results in academic motivation. Union Hill staff report that they believe students are hopeful for the future (91%) and 100% of staff believes that Union Hill provides instructional help to build social emotional competencies.|Improving communication through the use of our new systems in our Student Information System, our new communication system (Bright arrow) and our new web portal.  We still need to develop a parent university portal.  Continue to grow and refine our Extended Learning Opportunity Plan which will support and strengthen our relationships with staff and and families. We are in the process of developing Virtual Professional Learning Portals for both families and staff to support communication, education, and relationships with our stakeholders. Added a new position for the 2023-2024 school year: Parent-Liaison-Communication Specialist. This position will strengthen our relations with educational partners and building relationships as outline in Goal 3 of our Local Control Accountability Plan (LCAP).|Following the COVID, many families chose to homeschool or move out of state. However, Union Hill have added a position in 2023-2024 school year, a Parent-Liaison-Communication Specialist funding through Title 1 to focus on equitable access for our underrepresented families and to strengthen building relationships with our educational community. Additionally, UHS continues to grow programming to bring students back to in-person school. Or attendance rates climbed in 24/25.  Prior Healthy Kids Survey identified the following: Parents feel welcome at Union Hill School District, Parents feel well-informed at Union Hill School District, Parents feel that they encourage participation in their child's education, Parents feel that Union Hill has caring teachers and have high expectations for their students learning outcomes, Parents feel that the school district takes their concerns seriously, Parents feel that Union Hill has a positive learning environment. 46% of 6th grade students feel that they have a voice. 82% of students feel accepted at Union Hill a staggering 81% have reported feeling lonely. Our parents report that bullying is at least a small problem (77%) while 73% of parents believe that the school takes concerns seriously.|Community partnerships includes Sierra Harvest, Nevada County Food Bank, the Nevada County Superintendent of Schools, Weiss Brothers Landscaping, Parent-Teacher Committee, Bright Futures, and additional community partnerships that support student outcomes when needed.|Strengthen and expand our partnerships in the community through our Extended Learning Opportunity Plan. This will includes before and after school as well as summer programming with our community partners that will directly impact student outcomes. We have implemented a Joint Powers Agency with the Nevada County Superintendent of Schools, all school districts in Nevada County,  and non-profit Sierra Harvest to implement a Farm Fresh nutrition program to provide health meals to our students.|Opportunity to provide feedback on our Extended Learning Opportunity Plan as well as our Local Control Accountability Plan through the School Site Council and parent surveys. Tutoring, homework help, visual and performing arts, STEM, field trips and other enrichment activities has been offered at no cost for our underrepresented students and families. Our underrepresented families also have access to attend all of our after-school informational activities and our School Site Council to receive information and provide input to Union Hill's programs.|Strong Site Council and strong leadership in the Parent Teacher Club. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions.|Strengthen the communication will focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services. With our new web portal, we will focus on providing additional parent education opportunities as well as communicate more effectively regarding Board meetings and Local Control Accountability feedback for programmatic decision-making.|Expanded Learning Opportunity Plan (ELOP) as well as creating explicit information and engagement strategies through our Parent Information portal and our School Information System (SIS). Improve communication with our foster youth and homeless students by ensuring these families have appropriate information for our decision-making groups and appropriate access to our web services.|5|5|5|5|5|4|5|4|4|4|5|4|Met||2025-06-17|2025
29664076027197|Union Hill Elementary|3|66% of students feel that school staff care about them while 71% of students report that adults at school encourage them to work hard so they can be successful in life. 74.2% of 6th grade students feel connected to school. 94% of students say these high expectations results in academic motivation. Union Hill staff report that they believe students are hopeful for the future (91%) and 100% of staff believes that Union Hill provides instructional help to build social emotional competencies.|Improving communication through the use of our new systems in our Student Information System, our new communication system (Bright arrow) and our new web portal.  We still need to develop a parent university portal.  Continue to grow and refine our Extended Learning Opportunity Plan which will support and strengthen our relationships with staff and and families. We are in the process of developing Virtual Professional Learning Portals for both families and staff to support communication, education, and relationships with our stakeholders. Added a new position for the 2023-2024 school year: Parent-Liaison-Communication Specialist. This position will strengthen our relations with educational partners and building relationships as outline in Goal 3 of our Local Control Accountability Plan (LCAP).|Following the COVID, many families chose to homeschool or move out of state. However, Union Hill have added a position in 2023-2024 school year, a Parent-Liaison-Communication Specialist funding through Title 1 to focus on equitable access for our underrepresented families and to strengthen building relationships with our educational community. Additionally, UHS continues to grow programming to bring students back to in-person school. Or attendance rates climbed in 24/25.  Prior Healthy Kids Survey identified the following: Parents feel welcome at Union Hill School District, Parents feel well-informed at Union Hill School District, Parents feel that they encourage participation in their child's education, Parents feel that Union Hill has caring teachers and have high expectations for their students learning outcomes, Parents feel that the school district takes their concerns seriously, Parents feel that Union Hill has a positive learning environment. 46% of 6th grade students feel that they have a voice. 82% of students feel accepted at Union Hill a staggering 81% have reported feeling lonely. Our parents report that bullying is at least a small problem (77%) while 73% of parents believe that the school takes concerns seriously.|Community partnerships includes Sierra Harvest, Nevada County Food Bank, the Nevada County Superintendent of Schools, Weiss Brothers Landscaping, Parent-Teacher Committee, Bright Futures, and additional community partnerships that support student outcomes when needed.|Strengthen and expand our partnerships in the community through our Extended Learning Opportunity Plan. This will includes before and after school as well as summer programming with our community partners that will directly impact student outcomes. We have implemented a Joint Powers Agency with the Nevada County Superintendent of Schools, all school districts in Nevada County,  and non-profit Sierra Harvest to implement a Farm Fresh nutrition program to provide health meals to our students.|Opportunity to provide feedback on our Extended Learning Opportunity Plan as well as our Local Control Accountability Plan through the School Site Council and parent surveys. Tutoring, homework help, visual and performing arts, STEM, field trips and other enrichment activities has been offered at no cost for our underrepresented students and families. Our underrepresented families also have access to attend all of our after-school informational activities and our School Site Council to receive information and provide input to Union Hill's programs.|Strong Site Council and strong leadership in the Parent Teacher Club. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions.|Strengthen the communication will focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services. With our new web portal, we will focus on providing additional parent education opportunities as well as communicate more effectively regarding Board meetings and Local Control Accountability feedback for programmatic decision-making.|Expanded Learning Opportunity Plan (ELOP) as well as creating explicit information and engagement strategies through our Parent Information portal and our School Information System (SIS). Improve communication with our foster youth and homeless students by ensuring these families have appropriate information for our decision-making groups and appropriate access to our web services.|5|5|5|5|5|4|5|4|4|4|5|4|Met||2025-06-17|2025
29664150000000|Twin Ridges Elementary|3|Our community is small and most families and many staff know each other on a personal level outside of school. This unique knowledge of our community members allows us to establish strong relationships with our staff and families.|The strength is also our area of growth in that the knowledge our staff have of our families can blur the lines of being an educational institution or community hub. The staff at Grizzly Hill continue to work on keeping a professional tone and separating the personal from the professional.|Grizzly Hill will continue to offer many activities and events before, during, and after the school day including sprots, and clubs where all students and families feel welcome to participate in the school culture.|Grizzly Hill has a robust Community Schools program that works in tandem with our after school ASES program and Expanded Learning Opportunities Program to provide many resources to families and in turn students. Some of these include before and after school care, after school clubs, parenting classes and circles of support, and several community oriented field trips throughout the school year.|As most of the ELOP, ASES, and Community Schools initiatives are grant funded, our focus is on sustainability in order to continue to offer these programs after the grants expire. To do this, we actively seek grants to continue the programs  and build the capacity of staff so that this work is not dependent on a person but rather is embedded in the role of appropriate staff members.|This year our Community Schools program is leading a home visit initiative which includes teaching staff and classified employees. This program is designed to reach out to those families that want a deeper connection to the school. We currently have success reaching most families; however, one barrier is Internet connectivity/cell service. We have several families that live off the grid and communications can be difficult in some instances. Continuing to engage our families through electronic, paper, and phone communication will continue to be an area of fucus.|Grizzly Hill has multiple avenues to gain parent and community input. We have a very active Parent Teacher Club, School Site Council, monthly coffee with the principal, Community Schools parent forums, and our bond oversite committee.|Our focus in this area is sustainability as well. With such a small school, we need avenues of communication systemized and not dependent on a limited number of individuals to protect from staff turnover.|Our Community Schools initiative will use the home visitation program to leverag engagement of our underrepresented families.|3|4|4|3|4|4|5|5|4|4|4|4|Met||2025-06-13|2025
29768770000000|Penn Valley Union Elementary|3|This is an area of strength.  We recently changed our communication format based on our educational partners' input.  Families are invited to return to the school sites and participate in events.  We have high engagement with Back to School Night and Open House.  Student Study Team meetings and Individual Education Plan are conducted to address students' individual needs.|"Parent surveys indicated there was overall satisfaction with the communication between families and our schools.  Our feedback did indicate that parents wanted communication through ""texting"" and ""emailing"" versus lengthy phone messages."|PVUESD uses many ways to communicate to improve parent engagement and communication.  Each school site and the District utilizes the telephone, texts, emails, and different social media platforms.  Each site collaborates with the Parent Teacher Clubs and Organizations.  Site based opportunities are developed for families to meet with the principal and superintendent monthly|PVUESD continues to work with families to enhance student outcomes.  Teachers and principals meet with families and students as necessary to help student success.  Valuable information is distributed to all families at the beginning of the year at Back to School Nights.|PVUESD will continue to develop an effective process for communicating with families when their children are struggling in academics and/or social emotionally.  This is a District-wide goal for all our staff.|Underrepresented families for our Hispanic students, students with disabilities, and socio-economically challenged students will be identified so a systematic approach can be taken to enhance engagement.|All educational partners are allowed multiple opportunities for input and feedback on our Local Control Accountability Plan.|The sites do a great job at creating multiple avenues for parent participation through PTC/PTO, SSC, Principal Chats, and family nights.  Our biggest challenge is getting parents to engage on a regular basis.|All our families are invited and encouraged to attend parent meetings, participate in surveys, and are offered multiple platforms to engage with the district and school site.  An interpreter can be used when necessary, along with form translation when appropriate.|3|4|3|4|3|4|4|4|4|4|4|4|Met||2025-06-18|2025
29768776111371|Vantage Point Charter|3|Vantage Point is notorious for developing relationships with their students and families.  Having the one-on-one opportunity to meet with students and families individually allows for strong relationship-building opportunities.  Our families attend promotion and graduation events is large numbers.  We have a great participation with Back to School Night and Open Houses.|Vantage Point continue to offer multiple opportunities to enhance relationships between staff and families.  VP initiated Spring Parent Teacher Conferences this year for the first time.  There was a high percentage of attendance.  VP will hold Fall and Spring Parent Teacher Conferences going forward to ensure calendared meetings with families regarding student progress.|Staff go above and beyond to support families and their students. Family events are held throughout the year to encourage parent engagement and input.  Charter Advisory Council meetings are held and open to all parents wishing to attend.  Because parents have weekly meetings with staff, attendance at family events tends to be low. However, 1:1 meetings are a huge success as parents wish to connect with staff on a regular basis.  Teachers, administrators and classified staff all have open door policies that encourage consistent communication with families and community members. An area of focus going forward is to encourage and increase engagement in CAC meetings.|With three teachers, Vantage Point will focus on helping staff partner with families regularly outside of 1:1 meetings. Trauma informed practiced is an area we will continue to focus on.  Teachers will continue to make the weekly connections and offer daily interaction opportunities with students and evaluate their progress to discuss strengths and areas of concern.|Vantage Point will focus on student engagement to ensure students are meeting their attendance and weekly meeting requirements.  Enrichment opportunities will be provided through tutoring and elective opportunities.|Meeting with families and students one-on-one is the most effective way to improve engagement with underrepresented families.  It allows for specific designated weekly time to meet with the student without interruption.|Opportunities are provided consistently throughout the year for educational partners to participate in providing input for Vantage Point.  We do struggle for attendance for our families during opportunities for input.  We will continue to offer Google Meet as an option for our partners to participate if in person meetings do work.|The VP staff does an excellent job at creating multiple avenues for parent participation. Our biggest challenge is getting parents to engage on a regular basis outside of 1:1 meetings. One area that has been successful is utilizing online meeting platforms such as Google Meet to engage parents.|During our one-on-one meetings teachers and the staff will encourage participation and solicit input on how Vantage Point can make the engagement opportunities more available.|4|4|4|4|3|4|3|4|4|4|4|4|Met||2025-06-18|2025
30103060000000|Orange County Department of Education|3|Building authentic, trusting relationships has been identified as the most effective strategy for increasing engagement among underserved families by Harvard researcher Dr. Karen Mapp. Feedback from recent LCAP surveys and input from parent advisory groups continue to affirm that the school’s Family and Community Engagement (FACE) team is a strength for the LEA in this area. Serving as a bridge between families, school, and community, bilingual Family Community Liaisons and Community Resource Specialists reach out to each family when they enroll to welcome them to the school community, build trust, and establish two-way communication. We recognize the importance of each family’s cultural and linguistic assets and welcome and invite their contributions to the ACCESS school community. Through a tiered approach, the team connects families to resources within the school as well as in the community to help them support their child’s educational journey. Monthly parent meetings, cafecitos, and workshops provide a comfortable space where families can connect with school staff to strengthen relationships, build community, and increase capacity to work together to support learning.|Based on analysis of data from LCAP surveys and workshop evaluations from parents, the LEA’s focus area for improvement is to provide more training for building trusting relationships between families and school staff, strengthening our capacity to work together as equal partners in the school. To build capacity, teams of parents and school staff participate in conferences, regional collaborative meetings, and a variety of workshops and trainings to learn techniques and strategies that are effective for building relationships across diverse cultural, linguistic, and economic backgrounds. As a grantee of the Community Engagement Initiative (CEI), the LEA assembled a team of students, parents, school staff, and community partners to participate in the Peer Leading and Learning Network (PLLN) meetings held across the state this year. Locally, three cohorts of school staff, including teachers, principals, front office staff, paraeducators, and FACE staff, have participated in a four-day Family and Community Liaison Certificate Training. Evaluations from this training affirmed its value in providing tools and strategies for dual capacity building. The LEA’s FACE team also attends the county-wide Family & Community Partnership Network to gain new resources and learn best practices for strengthening home-school partnerships.|Input from parent advisory groups and data from recent LCAP surveys indicate a need for more language support for underrepresented families. To assure equity and access for all students and families, LEA and school-level staff have collaborated to develop a Language Access Plan for Orange County. The LEA will also hire additional bilingual staff to provide language support during school meetings and events, as well as increase utilization of interpreting and translating services currently available through the LEA’s Language Services Unit. School staff who provide language support will continue to receive extensive training on protocols and best practices for interpreting and translating, as well as the opportunity to learn about locally developed tools and resources and network with other professionals through the countywide Multilingual Consortium meetings, sponsored by the LEA. In addition, bilingual school staff participate in local and statewide conferences, such as LEA’s Interpreters and Translators Conference and the California Association for Bilingual Education (CABE) conference, to ensure that they have access to the most current tools and resources for supporting families.|The LEA’s community partnership model continues to be a strength for improving student outcomes. In alignment with Multi-Tiered Systems of Support (MTSS), the LEA utilizes a community-based partnership model to support the needs of the whole child. Together with families, teachers, school counselors, clinicians, Transition Specialists, and key community partners, we work together to identify strengths, assess student needs, and develop individual student plans to support academic growth, college and career goals, and social-emotional needs. The LEA partners with a wide range of public agencies and community-based organizations to address basic needs such as food and housing, support mental health and wellness, provide guidance for college and career pathways, and offer career readiness skills training. Many of these supports are available to families through the LEA’s Family Resource Centers, located at school sites throughout the county. This collaborative approach continues to be validated by data from LCAP surveys and input from parent advisory groups.|On LCAP surveys and in advisory groups, parents and caregivers express the need for more information on how to best support their child’s academic progress and social-emotional growth at home. To provide requested resources and tools, the LEA has increased the number of virtual and in-person workshops to share techniques and materials families can use to help their children with goal setting, study skills, and time management. These workshops build on each family’s strengths and assets and provide a supportive setting in which parents and caregivers feel comfortable sharing strategies and problem-solving. Information and resources are also shared with families during parent-teacher conferences, open house events, and resource fairs. In addition, the LEA will also post resources and tutorials online. The LEA will also increase the capacity of the Parent Portal and provide training for parents to access real-time information on student attendance, grades, test scores, and credits. According to researcher Joyce Epstein’s typology, these types of “Learning at Home” activities have the greatest impact on student academic achievement.|Families in underrepresented groups share that they would like more communication from the school regarding student needs and progress, as well as post-secondary opportunities for their children. To improve engagement, the LEA will hold parent-teacher conferences as part of week-long events featuring workshops for families and students on college applications, financial aid, career readiness skills, and internship opportunities. To create a space for students, families, and school staff to work together as partners to support learning, students will be empowered to lead the conferences, and parents will be encouraged to set goals together with their children. Interpretation and translation will be provided for all families in their home language. The LEA will also utilize a variety of outreach strategies to provide more consistent communication on student attendance, grades, test scores, and credits.|Strong parent participation in the District English Learner Advisory Committee (DELAC) continues to affirm its effectiveness for seeking input for decision-making. The LEA has exceeded its LCAP goal for participation and regional representation in monthly meetings, and parents from throughout the county are now represented. The meetings are planned and conducted by parent leaders serving on the DELAC Board using the Title III Federal Program Monitoring Tool and input from families. In addition, families participate in All Hands on Deck, a quarterly meeting in which families, students, school staff, and community partners collaborate to shape and implement the community schools' vision for the LEA. Participation in this meeting has also grown considerably over the past year, with students and families now regularly attending.|As a recipient of the California Community Schools Partnership Program (CCSPP) implementation grant, the LEA is focusing on developing more shared leadership opportunities and co-governance structures to enable families, school staff, and community members to contribute their knowledge and expertise to a shared vision that will guide the school’s continuous improvement process. The LEA will establish a two-tiered shared decision-making structure that will provide opportunities for families to engage at both the school site and the LEA level. In addition, teams of parents and school staff will participate in the LEA’s Community Schools Network meetings and also attend state and local conferences, workshops, and trainings to learn techniques and strategies that are effective for collaborative school decision-making processes.|Engaging underrepresented families in school decision-making requires a focused effort on empowering parents to become leaders in the school community. Input from parents and caregivers who attend DELAC meetings, participate in LCAP Advisory Committee meetings, and serve on School Site Council indicates strong interest in building their leadership capacity, knowledge, and skill sets to fully engage in these decision-making groups. Through participation in the Community Engagement Initiative’s (CEI) Peer Leading and Learning Network (PLLN) meetings, students, parents, community partners, and school staff are learning how to create shared decision-making structures that empower all partners to have a voice in school decision-making. To help build and sustain parent and student leadership, the LEA is providing training on topics such as school funding, curriculum, instruction and assessment, college and career readiness, technology, and community schools.|4|4|4|5|4|4|5|4|4|4|5|4|Met||2025-06-18|2025
30103060126037|Samueli Academy|3|Samueli Academy fosters strong and consistent relationships between school staff and families through its Advisory program, which ensures each student has a dedicated Advisory teacher from 7th–8th grade and again from 9th–12th grade. This continuity helps caregivers build meaningful and sustained connections with a trusted adult on campus. Communication has also been strengthened through the use of ParentSquare, which streamlines outreach and fosters two-way communication. Monthly caregiver meetings held via Zoom provide accessible opportunities for families to stay informed and engaged. These efforts have contributed to increased caregiver attendance at ELPAC meetings, a promising indicator of deeper engagement with our multilingual families.|Based on feedback and data, Samueli Academy is focusing on expanding meaningful caregiver engagement opportunities. This includes implementing student-led conferences to ensure families are actively involved in their child’s academic progress and goal-setting. Additionally, we aim to diversify the topics of monthly Zoom caregiver meetings, incorporating themes such as mental health support, college and career readiness, and course selection. These sessions will be tailored to address common caregiver concerns while offering practical strategies to support students’ academic and emotional development.|To better engage underrepresented families, Samueli Academy will expand parent-to-parent outreach efforts that build trust through shared experiences and community voice. We will also increase referrals to culturally responsive community-based partners such as Neutral Ground, Purpose of Recovery, and Phoenix House, ensuring families receive the wraparound support they need. Additionally, Community Nights will offer informal spaces for families, especially EL caregivers to connect with staff, ask questions, and learn about available support through tabling and meet-and-greet opportunities. These strategies are designed to reduce barriers, elevate family voice, and foster belonging.|Samueli Academy continues to make strong progress in fostering partnerships between school staff and families to support student success. Our Advisory model ensures students are connected with a consistent adult throughout middle and high school, building long-term trust with families. Teachers regularly reach out directly to caregivers when academic or behavioral concerns arise, reinforcing a shared commitment to student growth. We leverage Echo, our learning management system, to keep caregivers informed about student performance, and provide targeted support at home through tools like IXL and Delta Math. Office hours offer additional academic support for students and opportunities for family engagement. Monthly virtual caregiver meetings focus on relevant and supportive topics such as mental health, social media, and wellness strategies. ParentSquare is used regularly to streamline communication with families in their home language, helping ensure equitable access to school information. We’ve also seen increased participation in ELPAC meetings, reflecting greater connection with our multilingual families.|Educational partner feedback and internal review highlight the need to strengthen two key areas: parental involvement in academics and more consistent use of communication platforms. While we connect with caregivers at our Community Nights, we believe the implementation of student-led conferences will increase caregiver understanding of student progress and goals. Additionally, we are focusing on improving the consistent and intentional use of ParentSquare to ensure all families, especially those less connected, receive timely, meaningful updates from staff. Enhancing these two systems will deepen caregivers' roles in students’ academic journeys.|To improve engagement of underrepresented families, Samueli Academy is expanding efforts to provide more accessible, welcoming entry points for connection. This includes using student-led conferences as a bridge to engage all families, including those experiencing housing instability (McKinney-Vento). Our Student Success Coordinator will proactively connect with these families to introduce support services and available resources. English Learner (EL) families will be invited to participate in Community Nights, where they can meet staff in informal settings and access interpretation, information, and community resources. We will also continue targeted parent-to-parent outreach and increase referrals to culturally responsive community partners such as Padres Unidos, and UCI’s LINK program. These strategies aim to reduce barriers, promote trust, and ensure all families, particularly those historically underrepresented, feel seen, supported, and empowered to engage in their student’s education.|Samueli Academy maintains multiple avenues for families to engage in school decision-making processes. Translation services are consistently available in Spanish to ensure access and inclusion. A dedicated and active parent/caregiver advisory committee regularly meets to provide feedback and guidance on school policies and programs. Consistency in staffing has helped build trusted relationships with families, improving communication and participation. Monthly caregiver meetings include two sessions specifically designated for gathering input: one on the school compact and one on the Local Control and Accountability Plan (LCAP). Additionally, all families are invited to participate in an annual survey to share feedback on school priorities and programs. For targeted input, the school conducts specialized surveys for specific populations, such as students with disabilities and chronically absent students. Projects like the UCI LINK and OCEAN family collaboration initiative have deepened engagement by uplifting parent voices and co-creating strategies with families.|While structures are in place to gather input from families, feedback and internal reflection suggest a need for more timely and accessible data sharing with the school community. Families have expressed interest in receiving more regular updates on the impact of their input and how their feedback is used to inform decisions. Strengthening this feedback loop, especially through multiple formats and languages, will help reinforce trust and encourage more robust participation.|Samueli Academy is committed to increasing the participation of underrepresented families in school decision-making. We are actively expanding outreach efforts to grow our English Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC), ensuring multilingual families are represented in key discussions. We will also implement targeted invitations and personalized outreach to foster and resource parents, who are often underrepresented in engagement efforts. These steps are intended to reduce barriers to participation and ensure that all families, particularly those whose voices have historically been marginalized, are heard and valued in shaping school policies and programs.|4|5|4|5|4|4|4|5|4|5|4|4|Met||2025-06-24|2025
30103060132613|Vista Heritage Global Academy|3|Vista Heritage has many strengths in Building Relationships with families:  Open door policy  Opportunities to meet with school admin and staff-Coffee with the Principal monthly meetings, School Site Council, Student-led Conferences, Back to School Night, Parent Nights, school events and festivals.  Materials are provided in English and Spanish.  Translating is provided when needed.  The school communicates with families in a variety of ways, Parent Square, Class Dojo, Phone calls. emails and text.  Community School Coordinators are regularly available to provide support to families.|We would like to focus on:  Increasing parent involvement for in-person events.  Develop a volunteer program so that families can take a more active role in the school.|Identified a need to improve engagement with underrepresented families, particularly those from multilingual, low-income, and recently arrived communities. To strengthen relationships between school staff and these families, the LEA will implement targeted strategies such as expanding culturally responsive communication practices, offering multilingual parent liaisons at each site, and hosting regular family forums that are co-led by community representatives. Additionally, professional development for staff will focus on building cultural humility and active listening skills to foster trust and create a more welcoming and inclusive school environment. These actions aim to increase meaningful two-way communication and deepen connections between school staff and underrepresented families.|One key strength is the consistent collaboration with families through events such as student-led conferences, academic workshops, and goal-setting meetings that center student progress. The LEA has also expanded access to digital platforms that allow families to monitor academic performance and communicate with teachers in real time. Progress has been made in engaging families in decision-making through active School Site Councils and parent advisory groups. These efforts have contributed to increased family participation, stronger home-school connections, and improved support for student learning across grade levels.|While some families are actively involved, input revealed that underrepresented families—particularly those facing language, technological, or scheduling barriers—continue to experience challenges in participating fully. As a result, the LEA will focus on improving outreach efforts, offering more flexible and multilingual opportunities for families to engage in academic planning, and expanding capacity-building workshops that empower families to support student learning at home.|We recognize the need to deepen engagement with underrepresented families—particularly those from multilingual, low-income, and historically marginalized communities—in building partnerships for student outcomes. To address this, the LEA will expand culturally responsive family workshops focused on supporting learning at home, offer interpretation and translation services at all academic events, and implement family liaison roles to serve as bridges between schools and communities. Additionally, the LEA will provide training for staff on inclusive family engagement practices and increase opportunities for underrepresented families to participate in academic goal-setting and progress monitoring. These efforts aim to empower families as active, informed partners in their children’s academic success.|Creating multiple avenues for stakeholders to contribute to decision-making. Strengths include regularly scheduled meetings with School Site Councils, English Learner Advisory Committees (ELAC), where input is gathered on key initiatives such as the LCAP and school improvement plans. The LEA has also increased the use of surveys, focus groups, and town halls—available in multiple languages—to ensure broader participation. These efforts have led to more representative feedback and have informed decisions around resource allocation, academic programming, and family engagement strategies.|The LEA has identified the need to increase the participation of underrepresented families and students in the decision-making process. While existing structures such as councils and committees are in place, feedback indicates that some families—particularly those who are multilingual, new to the district, or working multiple jobs—face barriers to consistent engagement. To improve, the LEA will focus on diversifying engagement methods (e.g., virtual meetings, flexible scheduling), strengthening outreach through trusted community liaisons, and building the capacity of families and students to participate meaningfully through leadership development and informational workshops. These efforts aim to ensure that all voices are heard and considered in shaping school and district decisions.|The LEA recognizes the need to more intentionally engage underrepresented families in decision-making processes. To improve in this area, the LEA will strengthen outreach by utilizing community liaisons and culturally relevant communication strategies to invite participation from families who have historically been less involved. The LEA will also offer meetings in families’ home languages, provide childcare and flexible meeting times, and create more accessible feedback tools such as mobile-friendly surveys and informal listening sessions. Additionally, the LEA will provide training and support to help families understand school systems and feel confident contributing to decisions. These strategies aim to elevate diverse voices and ensure more equitable participation in shaping school and district policies.|4|5|4|4|4|4|4|4|3|3|4|4|Met||2025-06-23|2025
30103060132910|College and Career Preparatory Academy|3|The College and Career Preparatory Academy (CCPA) program continues to demonstrate significant strength in building authentic and trusting relationships between school staff and families. The cornerstone of this strength is the personalized, one-on-one instructional model, which fosters strong teacher-student relationships. These relationships serve as the foundation for informal assessments and meaningful dialogue, allowing students to share their academic and personal goals, as well as any barriers they may be facing. Teachers use this insight to help remove obstacles to learning, creating a more supportive and focused educational environment.  CCPA supports ongoing engagement by providing regular opportunities for students and families to meet with teachers to review academic progress and identify strategies for supporting learning at home. These meetings reinforce mutual trust and shared responsibility between families and school staff. The School Counselor works closely with students through one-on-one appointments to ensure they remain on track for graduation, explore career pathways, and develop postsecondary plans. Each student’s Individualized Career Education Service Plan (IECSP) documents academic goals and support strategies, facilitating collaborative planning with families and staff. A key success this year was the program’s ability to provide individualized supports that address students’ basic needs and well-being. Students received access to food, hygiene kits, and mental health services—critical resources that help ensure stability and promote academic engagement. The part-time clinician and full-time community resource specialist played essential roles in connecting students to these services. Through the tiered re-engagement process, they also supported direct relationship-building with students and families. Their participation in intervention meetings with students, staff, and families helped identify and address social-emotional needs and contributed to improved student attendance and overall engagement. To deepen these efforts, CCPA implemented a Multi-Tiered System of Supports (MTSS) framework that begins at enrollment and extends throughout each student’s time in the program and after graduation. MTSS provides a structure for academic and social-emotional interventions tailored to each student’s needs. Special attention is given to the needs of unduplicated students—including English learners, low-income students, and foster youth—to ensure they receive equitable, proactive support and are fully included in all family engagement practices. Staff are trained to recognize and respond to the unique experiences of these populations and engage families with accessible, culturally responsive communication and services.  Based on educational partner input and local data, CCPA has made meaningful progress and is currently at a stage of full implementation in building strong, respectful relationships between staff and families.|Based on the analysis of educational partner input and local data, the College and Career Preparatory Academy (CCPA) has identified several focus areas to strengthen relationships between school staff and families. One key area is increasing the number of student and family engagement events held across CCPA’s geographically diverse school sites. By expanding the reach of these events, the program aims to remove access barriers and ensure all families, including those of unduplicated students such as English learners, low-income students, and foster youth, can participate meaningfully in school life.  To support this effort, the Community Resource Specialist has identified regional networks of services throughout Orange County. These networks help connect students and families to basic needs supports, community agencies, and local events. Participation data at each site will continue to be monitored to ensure equitable access and outreach across student groups.  Support staff will continue assisting with the tiered re-engagement process. In response to feedback from monthly staff meetings, their roles now include outreach, event invitations, follow-up, and re-engagement tracking. This expanded involvement promotes consistency in communication with families and strengthens staff capacity to connect with those who may be less engaged or face additional challenges.  Input from workforce development partners also highlighted the need to improve early and ongoing connections with students and families. As a result, CCPA will continue integrating on-site enrollment with Workforce Innovation and Opportunity Act (WIOA) partners as part of the student onboarding process. This approach helps families understand available program supports from the outset and provides immediate access to external resources that complement the school’s efforts.  These improvement efforts reflect CCPA’s commitment to building inclusive, equitable, and culturally responsive relationships that support all students—particularly unduplicated and historically underserved populations.|To improve the engagement of underrepresented families, the College and Career Preparatory Academy (CCPA) will expand inclusive outreach strategies and continue building on respectful and supportive relationships between staff, students, and families. Based on the self-reflection process and educational partner input, CCPA identified a need to increase engagement efforts with families and students who are part of unduplicated groups, including English learners, low-income students, and foster youth. As a program serving students ages 16–25, including many who are independent adults, CCPA’s outreach efforts are designed to address the diverse needs and circumstances of its student population.  CCPA will use Professional Learning Communities (PLCs) to support staff in refining inclusive engagement strategies and communication practices. Through regular collaboration, staff will share effective approaches for building relationships with adult students and the families of minors, with a focus on accessibility, responsiveness, and trust-building.  The program will continue strengthening its Multi-Tiered System of Supports (MTSS) to guide targeted outreach and engagement. Staff will participate in MTSS refresher sessions to ensure consistent identification and support of students and families in need of additional resources. This will help ensure that underrepresented and unduplicated students—especially those managing responsibilities such as parenting, employment, or  housing instability—receive timely, personalized support.  The Community Resource Specialist will continue to connect students to regional services across Orange County, including food, housing, transportation, and community-based programs. The part-time clinician will provide individualized mental health services and lead on-site wellness workshops, which will include parenting workshops designed to support adult students balancing education with family responsibilities.  To enhance capacity for outreach and student support, CCPA will use additional concentration grant add-on funding to offer overtime opportunities for classified staff. These staff will support extended learning, academic interventions, and engagement activities that increase meaningful contact with both students and, when appropriate, their families.  Through coordinated efforts in outreach, staff learning, mental health and wellness supports, and tiered interventions, CCPA is committed to improving engagement with underrepresented and unduplicated students and families, ensuring equitable access to strong and lasting school connections.|To build effective partnerships that support student outcomes, the College and Career Preparatory Academy (CCPA) provides regular opportunities for collaboration with community-based organizations, educational institutions, and workforce development agencies. Based on educational partner input and local data, CCPA has expanded engagement efforts with these partners to increase the number of student-centered events and services offered throughout the school year. These events are designed to promote high school completion, postsecondary planning, and career readiness while reducing barriers to success—particularly for unduplicated students, including English learners, low-income students, and foster youth.  CCPA has demonstrated measurable progress in building partnerships that are responsive to the needs of its diverse student population, including adult learners ages 16–25. Collaborations with educational and federally funded workforce partners have helped ensure that students receive wraparound services that extend beyond academics, including access to training, mental health supports, and resources that improve engagement and long-term success.  A notable strength of the program is its collaboration with the California National Guard, the Orange County Youth Center’s Ready S.E.T. Go program, and Long Beach City College through the California Job ChalleNGe program. Students participating in this program are dually enrolled in both CCPA and Long Beach City College. CCPA provides flexible access to coursework through the Imagine Learning LMS platform, which supports students in completing high school requirements while also earning a certificate in a college pathway. These dual-enrollment partnerships are particularly beneficial to unduplicated students, many of whom face complex life circumstances and benefit from integrated academic and workforce development support.  CCPA continues to align with workforce partners to meet the evolving needs of its young adult population. These partnerships are designed to provide equitable access to opportunities, with a focus on ensuring that unduplicated students are connected to career pathways, supportive services, and resources that promote meaningful postsecondary transitions.|Based on student data, assessment results, local indicators, and educational partner input, the College and Career Preparatory Academy (CCPA) has identified several focus areas for improvement in building partnerships that support positive student outcomes. These areas reflect the program’s mission to meet the academic, social-emotional, and transition needs of its diverse student population.  CCPA’s improvement priorities include:  1. Increasing student attendance and improving Average Daily Attendance (ADA) capture rates  2. Supporting academic and social-emotional needs for all students  3. Increasing student academic growth  4. Expanding workforce and postsecondary transition partnerships  5. Increasing equitable access to dual enrollment across all regions of the county  A key focus is strengthening coordination with WIOA (Workforce Innovation and Opportunity Act) partners. CCPA and WIOA agencies are working together to align their enrollment processes, enabling students to meet with WIOA case managers at the same time they enroll in CCPA. This integrated approach allows students to immediately begin accessing job readiness support, training services, and employment preparation, creating a smoother and more impactful start to their high school and career journey.  In addition, CCPA is working to expand its workforce development partnerships beyond WIOA, to connect students with a broader network of training providers, job placement agencies, and support services. Increasing the range of workforce partners will ensure that more students—particularly those preparing for employment after graduation—have access to high-quality career development opportunities.  CCPA is also working to expand dual enrollment offerings by developing new partnerships with community colleges across Orange County. These efforts are designed to ensure that students, regardless of their geographic location—from North to South County—have equitable access to college-level coursework while completing their high school diploma.  Another area of focus is enhancing mental health and wellness partnerships to support students' social-emotional needs. The school’s Multi-Tiered System of Supports (MTSS), alongside services provided by the part-time clinician and Community Resource Specialist, ensures that students receive targeted support. These efforts are especially important for unduplicated students, including English learners, foster youth, and low-income students, who often require additional outreach and access to resources.  CCPA’s continuous improvement in these areas is informed by data and stakeholder collaboration. These partnership strategies support stronger student outcomes and align with the Orange County Workforce Plan by preparing students for both college and career transitions.|Based on analysis of educational partner input and local data, the College and Career Preparatory Academy (CCPA) has identified targeted strategies to improve engagement of underrepresented students and their families, particularly adult learners who face challenges balancing school with work, parenting, or other life responsibilities.  Through feedback from workforce partners—including those connected to the California Job ChalleNGe program—and insights from CCPA staff, it became evident that some adult students were being referred to other programs with fewer high school credit requirements. In response, CCPA developed a reduced-credit diploma pathway for students aged 19 and older, which will be implemented beginning in the 2025–26 school year. This new pathway requires 155 credits, compared to the 220-credit graduation pathway currently required for students aged 18 and under.  The revised charter petition reflects this change and acknowledges the unique circumstances of older students, many of whom belong to unduplicated student groups such as low-income individuals, English learners, and foster youth. The 155-credit pathway maintains core academic rigor while removing elective credit requirements that often present barriers for adult learners with limited time due to employment or caregiving responsibilities.  This additional graduation option is intended to promote stronger engagement, reduce dropout risk, and create more realistic and attainable academic pathways for students who might otherwise disengage from school. It was developed through collaborative discussions with workforce partners, staff, and regional education consortia, and is aligned with CCPA’s broader mission to support student success through flexible, responsive programming.  By offering this alternative pathway, CCPA aims to expand access, improve retention, and strengthen postsecondary transitions—ensuring that all students, regardless of age or background, have the opportunity to complete their education and pursue college and career goals.|The College and Career Preparatory Academy (CCPA) demonstrates strong progress in engaging students, families, and staff in shared decision-making processes. Based on the self-reflection tool, CCPA rated itself at 5 for building staff capacity to engage families in advisory groups, and 4 in all other areas of seeking input from families and involving stakeholders in collaborative planning and evaluation.  One of CCPA’s core strengths is its active effort to include students and families in shaping the school’s continuous improvement efforts. CCPA offers multiple advisory and input opportunities, including participation in ELAC/DELAC, the School Advisory Committee, and through the annual LCAP educational partner surveys. These forums serve as platforms for underrepresented families and adult learners to voice their priorities and offer feedback that informs schoolwide decisions, policies, and supports.  Accessibility is a key strength in CCPA’s engagement approach. Advisory group meetings are offered at times and locations identified as convenient by students and families, and often include remote participation options such as live streaming and call-in access. Translation services and staff outreach efforts are consistently used to ensure full participation from families of English learners, foster youth, and low-income students—many of whom may face scheduling or transportation challenges.  CCPA staff—particularly site administrators, teachers, and classified team members—are regularly included in LCAP planning, student support strategies, and re-engagement protocols. This collaboration has helped ensure shared ownership of program design and continuous improvement goals. Educational partners also help inform the development of academic and non-academic services that are responsive to student needs, such as the newly implemented tiered re-engagement process and the expansion of wellness services.  To continue strengthening this area, CCPA will expand outreach efforts to encourage greater participation from underrepresented families in formal decision-making spaces. The LCAP educational partner survey will remain a central tool for gathering feedback, identifying needs, and improving engagement practices. These efforts will ensure that CCPA’s decision-making remains inclusive, transparent, and informed by those most directly impacted by school policies and services.|Based on analysis of educational partner input and local data, the College and Career Preparatory Academy (CCPA) has identified opportunities to expand and strengthen its input structures to improve decision-making. While the School Advisory Committee continues to provide valuable input on program growth, workforce training, and student preparation, there is a need to increase the range and consistency of stakeholder engagement.  One specific focus for improvement is the development of regular, dedicated collaboration meetings with workforce partners, distinct from the School Advisory Committee. These meetings will include representatives from WIOA agencies, regional workforce boards, job training providers, and industry partners. The purpose is to gather timely input on program alignment, job readiness, and transition services so that CCPA can better support students’ career preparation and postsecondary goals.  In parallel, the School Advisory Committee will work to broaden participation by seeking more input from community partners, local business leaders, staff, students, and parents. This will help ensure that a wider range of perspectives are reflected in school planning and program evaluation.  Together, these efforts aim to create a more inclusive and responsive decision-making process that reflects the voices of underrepresented families and adult learners, particularly those in unduplicated student groups such as foster youth, English learners, and low-income students.  By strengthening both advisory structures and external workforce collaboration, CCPA will enhance its ability to make informed decisions that support student achievement, postsecondary transitions, and long-term program success.|To improve engagement of underrepresented families in the decision-making process, the College and Career Preparatory Academy (CCPA) has implemented multiple strategies and will continue to enhance these efforts to ensure equitable input from all voices in the school community. These underrepresented families include those of English learners, low-income students, foster youth, and adult learners—many of whom may face barriers to traditional engagement opportunities.  The School Advisory Committee plays a key role in collecting input from a broad range of educational partners and stakeholders. CCPA currently uses a variety of tools to gather meaningful input, including web conferencing, phone outreach, and surveys offered in multiple languages. Advisory and engagement meetings are designed to be accessible, with virtual and call-in options to accommodate families with work or transportation limitations.  In addition, public input is welcomed during Orange County Board of Education (OCBE) meetings when CCPA’s Local Control and Accountability Plan (LCAP) is presented. Community members and staff are encouraged to provide comments virtually or in writing, ensuring broad access to the decision-making process.  To further strengthen engagement, CCPA will enhance outreach and input collection methods through the following:  1. School Advisory Committee meetings structured to allow public comment via web conferencing and phone call-in  2. DELAC meetings where parents and students can ask questions and provide feedback  3. Online surveys open to students, families, teachers, staff, and educational partners  4. Email and text surveys delivered in English and Spanish  5. Phone surveys conducted in English and Spanish to reach families with limited internet access  6. Ongoing internal meetings with staff focused on LCAP planning and educational priorities  7. Weekly outreach and input collection from educational partners through the Counselor, SRTs, Project Liaison, and school administration  8. Student Intervention Team (SIT) meetings, which are not only used to support individual student re-engagement through a tiered re-engagement process, but also provide an opportunity to identify barriers not previously considered and determine whether additional resources or program adjustments are needed to meet a student’s or family's needs  These combined efforts will ensure that CCPA continues to engage underrepresented families effectively and consistently. By removing access barriers, offering multilingual and multimodal feedback options, and incorporating stakeholder input into planning and services, CCPA will maintain an inclusive and responsive decision-making process that reflects the needs of its full student population.|4|4|4|4|5|5|5|4|5|4|4|4|Met||2025-06-18|2025
30103060133785|Oxford Preparatory Academy - Saddleback Valley|3|Oxford Preparatory Academy (OPA) Saddleback Valley is committed to fostering strong relationships between school staff and families through open communication, a welcoming school environment, and opportunities for meaningful engagement. Families are encouraged to participate in school activities, provide input on decision-making, and attend parent education events that support student learning and well-being. According to recent family survey data, 84% of respondents agree that OPA offers meaningful opportunities for parent involvement, and 83% report being aware of available parent education opportunities. These results highlight OPA’s ongoing efforts to build trust and maintain strong partnerships with families.|Based on feedback from educational partners and local survey data, Oxford Preparatory Academy (OPA) Saddleback Valley has identified the need to strengthen outreach and communication around parent education opportunities. While families express appreciation for the school’s efforts to provide resources and support, some indicate they are not always aware of when or how to access these opportunities. As a result, OPA’s focus for improvement is to increase awareness, accessibility, and participation in parent education by refining communication strategies, offering sessions at varied times, and ensuring topics align with families’ expressed interests and needs.|Based on the analysis of educational partner input and local data, Oxford Preparatory Academy (OPA) Saddleback Valley will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented, through personalized outreach efforts. This includes strengthening communication strategies, offering translation and interpretation services, and creating more culturally responsive engagement opportunities that reflect the needs and preferences of diverse families. OPA will also work to reduce barriers to participation by providing flexible meeting times, multiple modes of access (in-person and virtual), and targeted follow-up to ensure families feel welcomed, informed, and empowered to engage in their child’s education.|Oxford Preparatory Academy (OPA) has made consistent progress in fostering strong partnerships with families to support student learning and success. The school has expanded access to meetings, conferences, and parent education workshops by offering both in-person and virtual formats, increasing flexibility and participation. Staff regularly engage families in conversations about academic progress and provide resources that help parents support learning at home. Survey data indicates families feel welcomed and view the school as a partner in their child’s education, reflecting a positive foundation for ongoing collaboration.|Based on feedback from educational partners and local data, OPA has identified a need to strengthen communication and support for families who may face barriers to engagement. The focus area for improvement is ensuring all families—particularly those who are historically underrepresented—have equitable access to tools, information, and opportunities that promote active involvement in student learning and academic goal-setting. OPA is committed to tailoring its strategies to better meet the diverse needs of its school community.|To improve engagement of underrepresented families, OPA will implement targeted outreach efforts, including the use of multilingual communication tools, culturally responsive engagement practices, and flexible scheduling for meetings and events. Staff will receive training on family engagement strategies that address cultural and linguistic diversity. Additionally, the school will strengthen follow-up and relationship-building efforts to ensure that all families feel connected, informed, and empowered to contribute to their child’s academic growth and success.|Oxford Preparatory Academy (OPA) continues to make progress in engaging families in meaningful decision-making processes. Survey data shows that 84% of families feel their input is valued in school decisions. Families regularly participate in key advisory and leadership groups such as the Honour Society (PTO), School Site Council, and DELAC. The use of digital platforms alongside in-person meetings has expanded access and contributed to increased participation in engagement events. Additionally, OPA hosts Town Hall meetings and stakeholder input sessions to provide families with multiple opportunities to share their perspectives and contribute to schoolwide planning and improvement efforts.|Based on educational partner input and local data, OPA has identified the need to expand and deepen family engagement in decision-making, particularly among underrepresented groups. Key focus areas include increasing opportunities for meaningful input from families of English Learners, students with disabilities, and socioeconomically disadvantaged students; enhancing promotion and access to parent education opportunities; improving communication around volunteer roles and involvement; and increasing consistent participation in advisory committees such as DELAC.|To improve engagement of underrepresented families in decision-making, OPA will implement more personalized communication strategies, including direct outreach in families’ home languages and one-on-one invitations to participate in school committees and input sessions. The school will also provide interpretation support, offer flexible meeting times, and create more inclusive engagement formats to ensure all families feel welcomed, informed, and empowered to contribute to school decisions.|5|5|4|5|4|5|5|5|5|5|5|5|Met||2025-06-26|2025
30103060133959|Unity Middle College High|3||||||||||||||||||||||Not Met|||2025
30103060133983|Ednovate - Legacy College Prep.|3|Legacy College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Legacy College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Legacy’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Legacy and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. This upcoming year we hope to further strengthen it with the addition of our newly CCSPP grant awarded, and the two new roles added of Family Engagement Coordinator and Community Schools Coordinator.|Legacy has made significant strides in building relationships between school staff and families. Legacy is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory (ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics.  Legacy aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops, these workshops have now been recorded and available online to watch. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year as well as educate them to empower their voices.|At Legacy College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.|At Legacy College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. Legacy College Prep holds mandatory parent-teacher conferences every quarter. Legacy College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Legacy College Prep student information system, powerschool, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Legacy College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Legacy College Prep  Treat Legacy  College Prep School faculty and staff with respect|At Legacy College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Legacy College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Legacy College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.|Through Legacy College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Legacy College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Legacy College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.|Legacy College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Legacy College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey|Legacy College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Legacy strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|As Legacy College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
30103060134056|Orange County Academy of Sciences and Arts|3|OCASA Elementary has built a strong foundation of trust and collaboration with families by prioritizing communication, responsive school leadership, and an inclusive school culture. Teachers communicate regularly through weekly newsletters, Parent Square messages, and phone calls, and they are accessible to families for questions, check-ins, and celebrations of student success. Educational partner input collected through annual surveys, family focus groups, and informal conversations indicates that families feel welcomed and valued at OCASA Elementary. School events such as Back to School Night, Exhibition Nights, Student-Led Conferences, and Family Science and Literacy Nights have strong attendance and foster positive engagement. Staff are intentional about learning each family’s story, including home language, cultural background, and preferred methods of communication, which strengthens relationships and builds mutual respect The school has also made progress in developing a culture of partnership through its Parent Teacher Student Association (PTA), Coffee with the Principal sessions, and regular updates from school leadership. These forums provide families with information, access to decision-makers, and opportunities to provide input into school priorities.|Based on self-reflection and educational partner feedback, OCASA Elementary has identified two main areas for improvement: increasing consistency in two-way communication across all classrooms and deepening outreach to families who are less engaged or harder to reach. While many families report strong connections with individual teachers, there is variability in how regularly and effectively communication is maintained across grade levels and with school leadership. Additionally, local data reveals that a subset of families—particularly working families—are less likely to attend school events or engage in decision-making processes if they are held during the work day. Input from these families suggests a need for more flexible engagement options, such as virtual meeting access, and events scheduled outside of traditional work hours. To address these gaps, the school is focused on building staff capacity in culturally responsive family engagement practices and ensuring all classrooms implement regular two-way communication practices consistently.|To improve engagement of underrepresented families, OCASA Elementary will implement targeted strategies based on stakeholder input and equity data. OCASA will offer flexible meeting formats to accommodate families with varied schedules and transportation access. This includes offering virtual participation for most major events, recording key presentations, and scheduling events during evenings or weekends when feasible. Additionally, the school will conduct regular family feedback cycles that intentionally seek input from underrepresented groups. This data will inform ongoing improvement efforts and ensure that all families feel seen, heard, and empowered to contribute to the OCASA community.|OCASA Elementary has made strong progress in building meaningful partnerships with families to support student learning and academic success. Educational partner feedback highlights that parents feel welcomed and informed, and they recognize that the school actively involves them in conversations around student progress. The school fosters transparency through frequent communication, structured academic check-ins, and family engagement events tied directly to instructional goals. Key strengths include the implementation of Student-Led Conferences, which provide a platform for students to share their academic progress and goals with their families. These conferences deepen the home-school connection and empower students to take ownership of their learning.  Families also report that classroom teachers are responsive and proactive in providing academic updates and strategies for home reinforcement. The school’s use of weekly newsletters, ParentSquare, and individualized parent meetings allows for consistent and accessible communication around student outcomes.|While OCASA Elementary has established a strong foundation, the self-reflection process and family input point to several areas where partnerships for student outcomes can be deepened. One key area for growth is expanding family understanding of attendance policies, academic standards, grading practices, and assessment data. Some families have indicated that while they receive updates about how their child is doing, they would like clearer explanations of what mastery looks like and how to interpret academic benchmarks such as Renaissance STAR scores or report cards. Finally, although the school provides several events focused on academics, attendance varies, and the school recognizes the need to offer more flexible and accessible engagement opportunities, especially for working families or those with transportation limitations.|To strengthen partnerships with underrepresented families, OCASA Elementary will implement a targeted family engagement strategy focused on equity and accessibility. This includes offering multiple formats for academic events, such as virtual workshops, and flexible scheduling to accommodate a wider range of family needs. The school will expand its use of Parent Forums (family workshops) that explain standards, grading, and assessment data in family-friendly language. These workshops will be co-hosted by instructional leaders and OCASA leadership to build trust and shared understanding.  Finally, the school will strengthen its feedback loops through further developing our family surveys and focus groups with underrepresented communities to monitor progress and adjust practices accordingly. By prioritizing inclusive engagement, OCASA Elementary is committed to building stronger, more effective partnerships that drive student success.|OCASA Elementary has cultivated a culture of collaboration and transparency in decision-making processes. Most educational partners—including families, staff, and community members—report that their voices are valued and that they have multiple avenues to contribute to school planning, policy development, and programmatic decisions. However, there is still some work to be done for all stakeholders to feel that the school is fully transparent. Structured forums such as the Parent Teacher Student Association (PTSA) provide regular opportunities for input. These bodies are actively engaged in reviewing school data, setting priorities, and shaping initiatives related to the school’s academic program, safety, and family engagement. Meeting agendas are shared allowing families to participate meaningfully. OCASA Elementary also collects stakeholder input through surveys, focus groups, and family-teacher conferences. These efforts are aligned with the Local Control and Accountability Plan (LCAP) process and help inform decisions about resource allocation, enrichment offerings, and academic interventions. The school leadership team is intentional about closing the feedback loop—sharing how input has been used to make changes or improvements, which strengthens community trust and engagement.|Despite these strengths, the self-reflection process and input from educational partners have revealed opportunities to broaden and deepen engagement. A focus area is to  enhancing the timeliness and clarity of communication regarding school activities, decision making processes and opportunities to provide input. Some families have shared that they are unaware of meetings until after they have occurred or feel unsure about how to contribute meaningfully to school decisions. Additionally, the school recognizes the need to expand the range of decision-making topics where family input is sought—particularly in areas related to curriculum design, school climate, and student wellness. The school sees an opportunity to more systematically gather input from Yellow Band students, especially in shaping enrichment activities, elective offerings, and school culture initiatives.|To improve engagement of underrepresented families in school decision-making, OCASA Elementary will implement several key strategies focused on accessibility, relationship-building, and empowerment. OCASA will increase the use of digital platforms such as ParentSquare and surveys to capture a broader range of family voices. The school will enhance our targeted surveys that align with key decision points (e.g., budget priorities, curriculum selection, after-school programming) and will ensure that results are shared publicly, along with any resulting actions. OCASA will explore the development of a Yellow Band student voice initiative, allowing students to provide input on school policies, programs, and learning experiences. This initiative will include student surveys, advisory feedback sessions, and representation in select planning meetings. Through these strategies, OCASA Elementary aims to ensure that all families—especially those historically underrepresented—have equitable opportunities to shape decisions that impact student learning and school culture.|4|4|4|5|4|4|5|5|4|4|4|4|Met||2025-06-24|2025
30103060134239|Epic California Academy|3|Based on the analysis of educational partner input and local data, Epic's current strengths and progress in building relationships between school staff and families starts with the individualized learning plan meeting at the beginning of the school year. Supervising teachers meet with each student and their parent/guardian to personalize a learning plan that fits the student’s learning style and academic achievement goals. Epic teachers and staff are accessible to each student and family for support all throughout the school year. The personalization of learning and availability of support is a key strength in Epic's progress in building relationships between school staff and families.|Based on the analysis of educational partner input and local data, Epic's  focus area for improvement in Building Relationships Between School Staff and Families is to increase communications to families through emails, newsletters, and social media. Epic will also increase the number of school information webinars families can view or/or attend.|Based on the analysis of educational partner input and local data, Epic will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by increasing the touchpoints with identified families. Epic will reach out to identified families more often to inform them of opportunities for engagement.|Based on the analysis of educational partner input and local data, Epic's current strengths and progress in building relationships between school staff and families starts with the individualized learning plan meeting at the beginning of the school year. Supervising teachers meet with each student and their parent/guardian to personalize a learning plan that fits the student’s learning style and academic achievement goals. Epic teachers and staff are accessible to each student and family for support all throughout the school year. The personalization of learning and availability of support is a key strength in Epic's progress in building relationships between school staff and families.|Based on the analysis of educational partner input and local data, Epic's focus area for improvement in Building Relationships Between School Staff and Families is to increase communications to families through emails, newsletters, and social media. Epic will also increase the number of school information webinars families can view or/or attend.|Based on the analysis of educational partner input and local data, Epic will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by increasing the touchpoints with identified families. Epic will reach out to identified families more often to inform them of opportunities for engagement.|Based on the analysis of educational partner input and local data, Epic's current strengths and progress in seeking input for decision-making is working together as a team and providing the opportunity for all employees to have a voice in the operations of the school.|Based on the analysis of educational partner input and local data, Epic's focus area for improvement in Seeking Input for Decision-Making is to increase opportunities for educational partners to provide feedback for improvement. Epic will implement additional information gathering surveys and analyze data for ways to improve student outcomes.|Based on the analysis of educational partner input and local data, Epic will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing additional ways for underrepresented families to provide feedback. Epic will do a better job of proactively identifying these families and providing various engagement channels.|4|4|4|3|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
30103060134288|Scholarship Prep - Orange County|3|Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events).|An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.|We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.|The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings.|The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.|We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.|We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable.|The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.|We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.|5|5|5|5|4|4|5|4|4|4|4|4|Met||2025-06-19|2025
30103060134841|Orange County Workforce Innovation High|3|"At Orange County Workforce Innovation High School (OCI), fostering a strong sense of community and deepening family engagement remain core priorities during the 2024-2025 school year. Students and parents alike appreciate the supportive environment, where they feel valued and connected. On our Annual Surveys this year, 100% of Students feel safe and 100% of Parents stated they feel encouraged to participate. This is reflected in comments from students, who state ""the school care[s] about students and always offers help"" and “It’s an open environment [where] I feel welcomed & relaxed. I’m thankful for how understanding and patient everyone is here.” Our school hosts a variety of events, including Back to School Night, Parent-Teacher Conferences, and quarterly Parent Advisory Committee and English Learner Advisory Committee meetings. Additionally, we celebrate student achievements and community spirit through events like Awards Night, Trunk-or-Treat, and Community School Coffee Hour. OCI has not only increased attendance at our educational partner meetings, but we’ve also deepend authentic engagement with families through improvements to our educational partner meetings like professional, in-person translation and video presentations with translated captions. By breaking down these barriers and sharing local data during Parent Committee meetings, we empower families to contribute to important school decisions. Parents commented that “the school feels like a big community” and “The teachers and staff are the best and really do care for students’ success.” Communication is maintained through platforms like L4L Connect and Data+Design, along with direct outreach from staff."|"OCI is committed to enhancing family and community engagement through strategic leadership and inclusive decision-making processes. A key focus is on establishing cabinet members for both the Parent Advisory Committee (PAC) and English Learner Advisory Committee (ELAC), ensuring consistent and active participation from diverse stakeholders. Additionally, we are integrating the Community Schools Steering Committee as a central decision-making body by scheduling quarterly meetings. These meetings will facilitate collaborative discussions on critical topics such as college and career planning, mental health and social-emotional wellness, workforce readiness and job placement, and school action plans. By fostering a culture of shared decision-making, we aim to create more opportunities for meaningful engagement and collaboration among educational partners. Suggestions from our community have highlighted the importance of diverse opportunities such as ""college field trips, career workshops, workshops in the arts” and ""arts, music programs"" such as “illustration art, theater, dance performances” to enhance student connections and learning experiences. By incorporating these insights, we strive to build stronger relationships between students and families, ultimately enriching our school community."|OCI has enhanced its orientation process to foster early connections with families, particularly through coordinated follow-up by the Parent Engagement Liaison. This initiative ensures that families receive personalized support and guidance, which has led to a significant increase in new families attending Parent Committee meetings. In addition, OCI continues its commitment to improving engagement with underrepresented families. The school will continue to reach out a diverse array of communication methods including L4L Connect posts, phone calls, emails, text messages, and home visits, recognizing that multiple touchpoints help build strong, personal connections between home and school, leading to improved student attendance. OCI’s efforts are further supported by the monthly meetings of the Coordination of Services Team (COST), which reviews and coordinates interventions and support for at-risk and marginalized students. The school is determined to continue to improve shared decision-making and equitable representation for families through diverse engagement opportunities like PAC/ELAC, Community Schools Steering Committee, and Community Schools Coffee Hour.|Based on feedback from educational partners and local data, OCI’s strengths include a safe and inclusive school community, personalized support, and increased and deepened opportunities for educational partner engagement. A key development has been the formation of the Coordination of Services Team (COST), which provides focused, specialized follow-up from designated personnel to students and families, enhancing our individualized support and flexible educational program. Our Parent Engagement Liaison and Community Liaison have actively expanded partnerships, bringing on organizations like Phoenix House for parenting classes and CHIRLA for legal rights education. These collaborations complement existing partnerships with HopeBuilders and Paws-to-Share, further strengthening our network of support services. Students continue to benefit from one-on-one learning appointments, Small Group Instruction, virtual classrooms, and extracurricular activities, fostering a safe and connected school community. Responding to suggestions, we're exploring ways to integrate more hands-on, real-life learning experiences into the curriculum, while continuing to focus on building trusting relationships with each individual member of our school community.|Based on the analysis of feedback data, OCI is focused on systemizing its successes to ensure longevity and sustainability in key areas. This includes evaluating partnerships, recording educational partner feedback, and tracking outcome data to strengthen programs and services. A priority for the 2024-2025 school year is increasing student participation in Small Group Instruction classes, one-on-one tutoring, workforce readiness opportunities with WIOA partners, and college and career events. Expanding these opportunities will not only support academic progress but also foster a deeper sense of connection between students and the school. While academic achievement remains our primary focus, we also emphasize the importance of community-building activities such as our annual Community Resource Fair, Trunk-or-Treat, and Senior Day events to create a well-rounded educational experience. Additionally, recognizing milestones like NWEA testing, ELPAC testing, and Graduation remains central to our incentive program, reinforcing student success and engagement.|Based on the analysis of educational partner input and local data, OCI will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by continuing to strengthen Parent Committees and other educational partner engagement platforms. In addition to the regular channels of schoolwide communication, direct support from designated personnel such as our Parent Engagement Liaison and College and Career Paraprofessional will address specific needs. These staff members, as part of the Coordination of Services Team (COST), will reinforce schoolwide communication and coordination of services through personalized contact with historically underrepresented families. This COST Team model, alongside a Whole Child and Family Lens, aligns with our overall Community Schools Implementation Plan aimed at shared decision-making and increased services to support improved outcomes.|Deep and authentic educational partner engagement remains a priority for OCI, which has experienced success with both increasing participation among its current educational partner platforms and creating new platforms. OCI now seeks to build cohesiveness and continuity across these initiatives. The school continues to utilize regular meetings such as quarterly PAC and ELAC meetings, Parent Teacher Conferences, and Back to School Night, alongside a comprehensive Annual Survey for feedback. As part of its Community Schools model, OCI has formed a Community Schools Steering Committee, a new platform to empower families, students, staff, and community members to actively participate in shared decision-making. OCI has also continued its Community School Coffee Hour meeting format to foster organic, open dialogue in an informal setting. At each of these meetings, educational partners are invited to engage in both guided and open discussion and their feedback is recorded. By cultivating these diverse, meaningful collaborations, OCI aims to create a more cohesive engagement strategy that enriches the educational experience, broadens students' horizons, and strengthens community ties. This deliberate approach is designed to improve student outcomes and support holistic development through sustained partnerships and collaborative decision-making processes. Parents express that “I love that improvement is key factor in the goals, especially college and career readiness” and “I like the information. I can see a lot improvement in all areas. Thank you for providing interpretation in Spanish. I'm so happy more parents came today.” Students also state that they appreciate “the positive learning environment, flexibility, supportive staff, and community involvement/resources” and that “I get to work on my own pace & the teachers & staff are absolutely wonderful!”|"Expanding and deepening equitable representation and engagement in school decision-making is a priority goal braided across all schoolwide goals and plans. Based on analysis of educational partner input and local data, OCI’s focus areas for improvement in seeking input for decision-making include obtaining membership for Parent Committees for PAC, ELAC, and Community Schools Steering Committee. OCI has gained success in both increasing attendance and deepening authentic engagement at educational partner meetings, and now the focus is on solidifying committed membership as cabinet members to guide shared decision-making and school priorities. OCI was able to increase Annual Survey participation for staff and parents for the 24-25 school year, but had a drop in student participation due to unforeseen facility damage that caused temporary campus closure and a switch to remote learning. Students have expressed that they would like “to see more activities around like fun games, more free time” and more “help preparing for the Workforce & day to day adult living - Balance & check, investing.” A parent stated “Excellent. I agree with the goals. Implement a program (if possible) to encourage the students social skills, leadership, and personal development."""|OCI intends to improve engagement of underrepresented families by continuing to strengthen our system of support with a Whole Child and Family lens. Our Needs and Assets Assessment process continues to solicit and acquire valuable family input through an array of formats that have been strengthened over the years like our Annual Surveys, Parent Committee meetings, and Educational Partner Feedback Forms. We continue to strengthen accessibility in these platforms with a dedicated professional in-person translator, video presentations with translated captions, and recorded feedback at each meeting. Additionally, designated personnel with specific domains such as Parent Engagement Liaison and Community Liaison provide focused support while structures such as the COST Team model deliver individualized coordination of vital mental, physical, and academic services. Through our Community Schools model, and towards the purpose of increased and improved services, a College and Career Paraprofessional position was established to deliver targeted support for college and career readiness.|5|5|5|5|5|5|4|5|5|5|5|4|Met||2025-06-03|2025
30103060134940|Citrus Springs Charter|3|Parent perception data is gathered through the LCAP Annual School Survey and program-level satisfaction surveys. Responses to the 2025 LCAP survey were overwhelmingly positive, with 91% of participants reporting they experienced school staff building trusting and respectful relationships with families. Additionally, 94% of families report that the school creates welcoming environments, and 87% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. School safety is our highest priority. Survey results show that 93% of families find that the school establishes student safety, connectedness, and positive school culture. Further, 87% of parents think that the school is doing well supporting students with disabilities, English Learners, foster youth, and economically disadvantaged student groups. While the school leadership is pleased with this report, we prioritize relationships between school staff and parents and strive for a 100% positive response.  Our schoolwide belonging goal is for everyone, including staff and students, to have a deep sense of belonging. The Belonging Committee, in collaboration with Student Services, implemented Restorative Practices training and support for school leaders. We partnered with a Restorative Practices coach to support implementation. Restorative practices are known to improve attendance, reduce suspensions and expulsions, and create a sense of community and belonging for the school community.  One of our pillars of personalized learning is to create a caring community. This is an area of strength for the school. Knowing the whole child, including their families and background, is essential for our model. Teachers and leaders use a variety of assessments and personalized assignments to learn about each student, their families, and their backgrounds. For example, parents and students in our ILP programs are given learning/educating strengths finders assessments and learning styles assessments. In academy programs, teachers learn more about their students by using interest inventories, strength’s finders, and implementing community circles and morning meetings We provide opportunities for families across programs to engage in the school community in a variety of ways including math nights, parent education, field trips, and school site council; these opportunities are communicated to families through ParentSquare and newsletters.  Our home-based programs offer regional student and parent SPREE events, Parent orientations, webinars, and coffee chats. Across the school, parent participation in decision-making bodies such as School Site Council and DELAC is actively monitored to ensure broad and representative input. Attendance and engagement are tracked in these forums, and leadership teams work to maintain fidelity to the process through consistent communication and outreach.|Our focus is to continue building a deep sense of belonging for every student. In particular for this priority, we will focus on developing staff to learn more about every student's whole family, including cultures and languages, to ensure ample opportunities for celebrating varied cultures, traditions, and rituals across our school programs. We strive to build our educators' cultural proficiency and ability to cultivate culturally competent classrooms.  We have focused our Belonging Committee on identifying ways to meet our schoolwide goals so that every student has a deep sense of belonging.|Our commitment to inclusivity extends to creating welcoming environments for all families in our community. We've ensured that every family feels valued and embraced within our educational community by hosting regular community events such as cultural fairs and open houses. To support our goals to increase cultural proficiency, we've prioritized enhancing training and support for teachers and families for English Language Learners (ELLs). We increased staff to support our ELLs and to build the capacity of our leaders and teachers. Also, the LEA has implemented a variety of channels to facilitate two-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in their primary language. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.  Moving forward, our LEA remains dedicated to continuously improving relationships between school staff and families for underrepresented families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. In the 2024-2025 school year, we implemented Branching Minds with a soft rollout. Branching Minds is a centralized source for Social Emotional Learning screener data, MTSS data, collaboration tools, and research-based interventions. During the 2025-2026 school year, we will increase our use of this powerful tool to improve engagement of underrepresented families, including our English Language Learners. Branching Minds provides information to help strengthen two-way communication and collaboration with educational partners. This platform allows support staff across departments to use data to make plans for our underrepresented students and provides easy-to-use communication tools to share with families. The communication fosters a partnership and offers tools and resources to empower caregivers to support their child at home.  We strive to strengthen our bonds with families and create a more inclusive and supportive educational environment for all by addressing these areas.|In 2025, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes. 92% of parents surveyed reported that they think students have everything that they need to learn, and 92% of parents believe that the school is effectively teaching grade-level standards.   The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school.  We will continue to provide training and support for staff and families to understand each student's social and emotional needs and to focus on closing achievement gaps through timely interventions, including online and in-person options. Professional development includes ensuring that the teachers and leaders are aware of our resources and how to support families. Benchmark is a tool that we will use to create individual student plans aligned to resources for increasing engagement with underrepresented students and their families.|In 2025, parents were surveyed to collect perception data on the school's practices of seeking input for decision making. 81% of parents reported that principals/directors engage families in decision-making. This is a 2% increase from the 2024 survey data, where 79% of parents reported that principals/directors engage families in decision-making. We also saw a slight increase in 2025 from 83% of parents to 84% of parents who reported that the school encourages families to engage in advisory groups and decision making (school site council, DELAC, Special Education Parent Collaboration, etc.). In the 2025 survey, 81% of parents reported that families have opportunities to provide input on policies and programs, and 84% of respondents agreed that the school specifically seeks input from underrepresented groups. Finally, 84% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities.  The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities.  We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees, and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. The school invites parents to participate in the District English Learner Advisory Committee (DELAC). This committee is designed to provide a platform for parents of English Language Learners to engage in the school system and advocate for their children's education.|The identified area of focus in seeking input for decision making focuses on providing additional opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at both the program and school-wide levels with a focus on expanding efforts to engage typically underrepresented groups.|We continue to engage underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC and School Site Council, to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, and especially in seeking input from underrepresented groups in the community. We increased engagement of underrepresented families in relation to seeking input for decision-making by implementing targeted strategies that align with our responsibility to provide high-quality curriculum and instruction. Recognizing gaps in participation from underrepresented families, Springs strives to offer culturally responsive and accessible forums, such as multilingual school site council meetings and flexible virtual meetings, to gather meaningful input on academic and school programs.   To reinforce the role of parents and guardians in supporting their children’s learning, Springs offers parent education workshops focused on academic expectations, home learning strategies, and how to navigate school systems. These workshops are offered at varied times and formats to accommodate work schedules and language needs.    To enhance communication, Springs strengthens its current practices by committing to consistent, proactive outreach. This includes regular parent-teacher conferences, progress reports provided in multilingual formats as applicable, and a variety of accessible avenues for two-way communication with staff. Families are also offered expanded opportunities to volunteer, observe classrooms, and participate in school activities—either in-person or virtually—to build deeper connections with their child’s educational experience. These efforts are designed to foster trust and shared responsibility between families and educators.|5|5|4|5|5|4|5|5|4|5|5|5|Met||2025-06-10|2025
30103060137000|Vista Condor Global Academy|3|Vista Condor has many strengths in Building Relationships with families:  Open door policy  Opportunities to meet with school admin and staff-Coffee with the Principal monthly meetings, School Site Council, Student-led Conferences, Back to School Night, Parent Nights, school events and festivals.  Materials are provided in English and Spanish.  Translating is provided when needed.  The school communicates with families in a variety of ways, Parent Square, Class Dojo, Phone calls. emails and text.  Community School Coordinators are regularly available to provide support to families.|We would like to focus on:  Increasing parent involvement for in-person events.  Develop a volunteer program so that families can take a more active role in the school.|Identified a need to improve engagement with underrepresented families, particularly those from multilingual, low-income, and recently arrived communities. To strengthen relationships between school staff and these families, the LEA will implement targeted strategies such as expanding culturally responsive communication practices, offering multilingual parent liaisons at each site, and hosting regular family forums that are co-led by community representatives. Additionally, professional development for staff will focus on building cultural humility and active listening skills to foster trust and create a more welcoming and inclusive school environment. These actions aim to increase meaningful two-way communication and deepen connections between school staff and underrepresented families.|One key strength is the consistent collaboration with families through events such as student-led conferences, academic workshops, and goal-setting meetings that center student progress. The LEA has also expanded access to digital platforms that allow families to monitor academic performance and communicate with teachers in real time. Progress has been made in engaging families in decision-making through active School Site Councils and parent advisory groups. These efforts have contributed to increased family participation, stronger home-school connections, and improved support for student learning across grade levels.|While some families are actively involved, input revealed that underrepresented families—particularly those facing language, technological, or scheduling barriers—continue to experience challenges in participating fully. As a result, the LEA will focus on improving outreach efforts, offering more flexible and multilingual opportunities for families to engage in academic planning, and expanding capacity-building workshops that empower families to support student learning at home.|We recognize the need to deepen engagement with underrepresented families—particularly those from multilingual, low-income, and historically marginalized communities—in building partnerships for student outcomes. To address this, the LEA will expand culturally responsive family workshops focused on supporting learning at home, offer interpretation and translation services at all academic events, and implement family liaison roles to serve as bridges between schools and communities. Additionally, the LEA will provide training for staff on inclusive family engagement practices and increase opportunities for underrepresented families to participate in academic goal-setting and progress monitoring. These efforts aim to empower families as active, informed partners in their children’s academic success.|Creating multiple avenues for stakeholders to contribute to decision-making. Strengths include regularly scheduled meetings with School Site Councils, English Learner Advisory Committees (ELAC), where input is gathered on key initiatives such as the LCAP and school improvement plans. The LEA has also increased the use of surveys, focus groups, and town halls—available in multiple languages—to ensure broader participation. These efforts have led to more representative feedback and have informed decisions around resource allocation, academic programming, and family engagement strategies.|The LEA has identified the need to increase the participation of underrepresented families and students in the decision-making process. While existing structures such as councils and committees are in place, feedback indicates that some families—particularly those who are multilingual, new to the district, or working multiple jobs—face barriers to consistent engagement. To improve, the LEA will focus on diversifying engagement methods (e.g., virtual meetings, flexible scheduling), strengthening outreach through trusted community liaisons, and building the capacity of families and students to participate meaningfully through leadership development and informational workshops. These efforts aim to ensure that all voices are heard and considered in shaping school and district decisions.|The LEA recognizes the need to more intentionally engage underrepresented families in decision-making processes. To improve in this area, the LEA will strengthen outreach by utilizing community liaisons and culturally relevant communication strategies to invite participation from families who have historically been less involved. The LEA will also offer meetings in families’ home languages, provide childcare and flexible meeting times, and create more accessible feedback tools such as mobile-friendly surveys and informal listening sessions. Additionally, the LEA will provide training and support to help families understand school systems and feel confident contributing to decisions. These strategies aim to elevate diverse voices and ensure more equitable participation in shaping school and district policies.|4|5|4|4|4|4|4|4|3|3|4|4|Met||2025-06-23|2025
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|3|School staff maintains regular communication and contact with families through multiple means: ParentSquare and Aeries messages sent to all families and school staff; monthly and weekly “newsletters” sent by teachers and school administration; software and digital classroom communication tools (e.g. SeeSaw, Class Dojo, ParentSquare); frequent and regular social media posts (Instagram, Facebook), parent-teacher conferences; scheduled Team Meetings (on-demand meetings with co-teachers and parents); school-wide events, celebrations, and learning showcase opportunities; and classroom presentations and activities. Parents are encouraged to participate in community-building events such as Winter Program and Spring Jam performance celebrations, Coffee with the Principal, local events (e.g. Orange May Parade), the TLC Community Association, and as volunteers for the TLC Community Library, recess/lunch social support, and campus beautification workdays. To ensure all families are welcomed and able to take part, all meetings and notices are presented in Spanish and English, and on-site translators are available as well. Meetings, workshops, and activities are scheduled with working families in mind, with options for morning, afternoon, evening, and asynchronous opportunities made available to all. The TLC Board of Directors includes Parent Representatives to ensure that parent voices are included in board discussions and considerations. Monthly “Parent Reports” provided by Parent Representatives on the TLC Board of Directors provides a means for communication between the parent community and school leadership.  TLC provides Parent Workshops and trainings to address topics of interest and concern voiced by parents through school climate surveys, parent representation on the TLC Board of Directors, and other communications. Workshops of literacy development, stress management, and social-emotional learning bring the school and families closer together in collaboration to support positive growth and development for all students.|Based on the analysis of educational partner input, the focus area for improvement will be parent participation on campus for regular volunteering, meeting attendance, and school events. To accomplish this, parent meetings will be held regularly and will be organized with parent work schedules in mind. Meetings will occur both in the evenings and during the school day, in person and online, and will be scheduled well in advance with information provided to families at Summer registration so parents can make arrangements to attend if desired. Volunteer opportunities will also be determined and communicated well in advance, and will include both regular opportunities to volunteer (e.g. lunch time recess support) as well as occasional events (e.g. Winter Program).  In addition, our LEA will continue to focus on families as partners in ensuring student academic success moving forward. Input and survey data from families indicates that parents want to be a part of their students’ learning success and growth and support their social-emotional development and success. Providing regular updates on academic progress, sharing strategies for supporting literacy and reading development, and offering opportunities for extended learning and intervention are areas to be addressed for improvement. With the opening of the TLC Community Library in the 2023-24 school year, our LEA is also able to provide workshops for families on topics of interest, including: planning for college access, digital literacy and social media, managing stress in parenting, and reading foundations for elementary students.  In addition, our LEA has been providing individual counseling to students as needed, and plans for ongoing training to staff on trauma-informed practices throughout the upcoming school year.|Underrepresented families identified include parents of EL students and students classified as SED. Efforts to improve engagement for these families include: Spanish translation provided at all meetings and events, school communications, and notes home. Culturally connected school events and celebrations will be offered to engage with and welcome families from underrepresented groups.  Our LEA will improve engagement of underrepresented families through school programming designed with the needs of families and students in mind.  For example, TLC will offer parent workshops on literacy development and support for learning at home. Families will be offered opportunities to engage with school staff in either English or Spanish at meetings and school events. Supplemental family supports such as regular food bank distribution, mental health resources and referrals, and support coordination led by the TLC Community Schools Coordinator (CSC) will improve engagement by addressing the most pressing issues families are facing as barriers to engagement. TLC will expand these opportunities as the CSC continues to develop partnerships with local partner organizations. In particular, TLC will continue working closely with our faculty partners at Cal State Fullerton to expand the research work on family engagement using technology and centering student voice.|TLC provides ongoing professional development to all staff to ensure teachers are prepared to address the learning needs of students – including those with disabilities, English learners, and those facing learning challenges due to school disruptions over the last several years. In addition to daily reflection meetings of co-teachers, service providers, and paraprofessional support staff, all staff receive training in trauma-informed practices, inclusion, and universal design for learning strategies and approaches to instruction. Through extended learning opportunities and daily intervention structures, students are offered multiple opportunities to address learning challenges throughout the school day.  In the 2024-25 school year, TLC continued to focus on literacy implementation and progress for students using iReady benchmark progress monitoring. TLC also engaged in a year-long study to identify a school-wide math curriculum, which will be introduced in the 2025-26 school year.|Our LEA will build upon our current strengths in engaging families in decision-making to include parent voices and involvement in our literacy initiatives moving forward. Regular communication with parents regarding student progress along literacy benchmarks is already provided through trimester report cards, internal benchmarks (i-Ready), and annual state testing. Moving forward, our LEA will work with parents to identify additional opportunities to bring parents in as partners in student learning through an understanding of literacy development, progress monitoring, and strategies for support at home and at school. TLC will continue working closely with our faculty partners at Cal State Fullerton to expand the research work on family engagement using technology and centering student voice. Finally, TLC will continue working with Mariposa Women & Family Counseling Center to provide counseling to students as needed.  In the 2024-25 school year, our LEA introduced an additional learning showcase opportunity, “Diorama Day,” building upon the established annual Spring Jam learning showcase. Diorama Day engages families more closely with academics, as students demonstrate academic skills developed through project-based learning. For the upcoming 2025-26 school year, our LEA will provide Spring Jam, Diorama Day, and an Author’s Celebration showcase.|All families are included in surveys, meetings, and opportunities to engage at school, with full access to participation being ensured through Spanish language translation, scheduling for working parents, and multiple means for engagement with school staff and leadership. Current committees (ELAC, PAC, CCSPP Steering Committee) will continue, and our LEA will work with families to introduce additional workshops and committees for parents focused on literacy development, learning, and supporting academic success at home moving forward.  In addition, Parent Representative to the TLC Board of Directors will regularly gather information from underrepresented families through meetings and a “Parent Comment Box” in the Main Office.|Our LEA seeks input through multiple means regularly throughout the school year through surveys, parent meetings and workshops, Coffee with the Principal presentations, invitations for meetings with teachers and administrators, and volunteer opportunities on site. The TLC Board of Directors includes an additional Parent Representative as of Spring 2024. To ensure parents’ voice is included in decision-making in addition to the ELAC committee, Community Schools steering committee, and the Parent Advisory Council committee, parents will be regularly contacted to join family workshops and trainings seeking parent input for school programming focused on intervention and enrichments. Parent participation at school events such as Field Day provides additional opportunities for parents to identify school needs and priorities, which encourages more parent participation overall and more engagement with topics of interest for decision-making and school goals.|Our LEA will build upon our current strengths in engaging families in decision-making to include parent voices and involvement in our literacy initiative, and all other initiatives moving forward. Regular communication with parents regarding student progress along literacy and math benchmarks is already provided through trimester report cards, internal benchmarks (i-Ready), and annual state testing. Moving forward, our LEA will work with parents to identify additional opportunities to bring parents in as partners in student learning through an understanding of literacy development, progress monitoring, and strategies for support at home and at school. Based upon input received from parents in Spring 2025, our LEA will also continue inviting parents for formal and informal opportunities to volunteer and participate in activities, meetings, and workshops in the TLC Community Library. Parent engagement in meetings, school events and celebrations, and volunteer opportunities demonstrated progress in the 2024-25 school year. For the upcoming school year, our LEA plans to continue expanding opportunities for parents to engage more closely with the school as regular volunteers and members of school committees (e.g. safety committee, field trip committee) and established parent groups (e.g. TLC-CA, ELAC, PAC).  Our LEA will establish new parent advisory groups (e.g. CEI) that will further support parent participation and engagement in school decisions and programming.|All families are included in surveys, meetings, and opportunities to engage at school, with full access to participation being ensured through Spanish language translation, scheduling for working parents, and multiple means for engagement with school staff and leadership. Current committees (ELAC, PAC, CCSPP Steering Committee) will continue, and our LEA will work with families to introduce additional workshops and committees for parents focused on literacy development, learning, and supporting academic success at home moving forward. In addition, our Community Schools Coordinator will continue working with individual “hard to reach” families using their preferred method of communication (e.g. in-person, phone, email) to ensure all voices are heard and taken into consideration throughout the decision-making process.|4|5|4|5|4|4|4|5|5|4|4|4|Met||2025-06-26|2025
30103060138800|Suncoast Preparatory Academy|3|At Suncoast, we continue to make meaningful progress in building and sustaining strong relationships between staff and families. These connections are central to our educational model and consistently recognized as a strength in our annual LCAP input and climate surveys. Feedback highlights the trust, communication, and personalized support that define the Suncoast experience. One Education Specialist shared, “My experience with Suncoast has been positive. The collaboration and support of the team are phenomenal. Education Specialists who are supported and well-informed are able to be more effective and efficient in their interactions with families.” This reflects our belief that strong internal collaboration leads to stronger family partnerships. Families echo this sentiment in their responses: “Love and appreciate the family-oriented environment and relationships. We feel well supported and encouraged,” and “Thank you for being a family-friendly staff! We appreciate all the care that goes into building the families and this school up and making it an enjoyable experience to learn in ways that best suit our family.” These statements illustrate the deep trust, flexibility, and connection that families experience. The trust we’ve cultivated is not accidental—it is the result of intentional relationship-building strategies, clear and consistent communication, and a school culture that prioritizes empathy, flexibility, and mutual respect. Education Specialists meet monthly with each family to review progress, offer personalized guidance, and adapt instruction to meet students’ evolving needs. These meetings are not just a compliance measure—they are moments to deepen connection, address challenges, and co-create learning that reflects each child’s goals and interests. To support these relationships, we have expanded the role of our Community Engagement Team, strengthened our onboarding systems, and introduced Parent Academy sessions focused on navigating curriculum, assessment, and supports. Regular office hours, virtual check-ins, and community events create further opportunities to connect and respond to family needs. This emphasis on relationships is a strategic priority at Suncoast. We will continue to invest in responsive communication, professional development, and inclusive systems that ensure families remain central partners in every student’s success.|Suncoast is proud of the strong, supportive relationships we’ve built with families, which are consistently recognized as a strength in our educational partner feedback. As we reflect on input from surveys and local data, we see clear opportunities to further strengthen these connections and ensure every family feels deeply supported and informed. One area of growth involves enhancing communication around academic planning, particularly at the high school level. Families expressed appreciation for our flexible approach but also shared a desire for clearer guidance related to course selection, graduation requirements, college and career planning, and IEP services. In response, we are exploring ways to offer more proactive and structured supports that help families navigate these important milestones with confidence. We also recognize the importance of deepening engagement with families of unduplicated students, including those new to homeschooling, English learners, and those facing housing instability. While many families report strong connections, we are committed to expanding targeted outreach, refining our onboarding experience, and ensuring that all communication is welcoming, inclusive, and culturally responsive. Finally, increasing participation in our school surveys remains a focus. While the feedback we receive is thoughtful and meaningful, we aim to hear from a broader cross-section of our community. We are working to make our feedback tools more accessible, including offering translations and sharing surveys through multiple platforms. These reflections guide our next steps as we continue building a school culture rooted in trust, responsiveness, and strong family partnerships.|Suncoast is committed to fostering inclusive and authentic relationships with all families, and we are especially focused on deepening engagement with underrepresented groups identified during the self-reflection process. These include English Learners, foster youth, low-income families, and families new to homeschooling. Educational partner input and survey data have guided our efforts to strengthen outreach and ensure every family feels welcomed, informed, and connected. To support this goal, we are expanding individualized outreach through strengthened case management and multilingual communication systems. Our McKinney-Vento specialist continues monthly personal check-ins with families experiencing housing instability, and our integrated English Learner Team maintains close contact with EL students and families to identify needs and offer timely support. These practices are grounded in trust and consistency, and they reflect our commitment to removing barriers and affirming family voice. Recognizing that early connection is key, we are enhancing onboarding systems to include clearer introductions to each family’s Education Specialist, curriculum tools, and available supports. Our Parent Academy also offers sessions designed to empower families with information about independent study, student services, and strategies for supporting learning at home, particularly for those unfamiliar with homeschooling. To ensure underrepresented families have meaningful opportunities to engage, we are embedding feedback into a variety of community-based spaces, including field trips, Parent Academy events, Learning Period meetings, and in- person gatherings. These accessible and relationship-centered forums allow families to share insights, ask questions, and influence school planning. For those unable to attend, we offer personalized check-ins and phone calls to ensure their perspectives are heard and valued. These ongoing efforts reflect our belief that every family is a vital partner in our school community.|Suncoast has made meaningful progress in building strong, collaborative partnerships with families that directly support student learning and outcomes. A key strength is our personalized, relationship-based model, which empowers Education Specialists (ESs) to work closely with parents in co-developing learning plans that reflect each student’s strengths, needs, and goals. Educational partner feedback consistently highlights high satisfaction with ES availability, communication, and support. To further strengthen these partnerships, we expanded family-facing initiatives such as the Parent Academy, which offers weekly workshops on topics including informal assessment, curriculum planning, and learning styles. These sessions help families build confidence and skills to actively support their child’s academic growth. We also launched the CAASPP Adventure Program to increase engagement around state testing. This initiative paired IXL practice with readiness activities and family communication, contributing to a 10% increase in CAASPP participation from the previous year. Our internal systems for communication and data sharing continue to improve, allowing timely updates on academic progress and interventions. Benchmark data, IXL diagnostics, and Learning Period meetings are used to keep families informed and involved. Notably, our Student Services team maintains the highest IEP signing rate within our SELPA, reflecting the strong trust and clarity we’ve built with families of students with disabilities. Survey results affirm that families value our flexible, strength-based approach and feel supported in making academic decisions. These ongoing efforts reflect our commitment to meaningful family partnerships as a foundation for student success.|While Suncoast has a strong foundation in family collaboration, our analysis of educational partner input and local data has identified key areas for continued growth in building partnerships that support student outcomes. First, families, particularly those with students in upper grades, have expressed a need for more structured academic guidance. Requests for clearer support with course planning, A-G tracking, and postsecondary options have informed our decision to expand high school counseling services and introduce targeted workshops focused on college and career readiness. These efforts aim to ensure that all families feel equipped to support long-term academic planning. Second, some families of unduplicated students and those new to homeschooling report challenges navigating academic tools and monitoring progress. In response, we are strengthening our onboarding process and expanding Parent Academy sessions to include practical training on using curriculum platforms, understanding informal assessments, and supporting students across a range of learning needs. These updates are designed to build confidence and reduce barriers for families who are still learning how to support student outcomes in an independent study setting. Finally, while our communication systems are well established, families have shared concerns about testing-related stress and limited visibility into student progress. We have responded with initiatives like the CAASPP Adventure program, which combines skill-building with positive engagement strategies to reduce anxiety and improve participation. We are also refining how we share assessment data to make academic progress more transparent and actionable for families. Together, these focus areas support our goal of building equitable, accessible, and outcome-driven partnerships, ensuring all families are empowered to actively participate in their student’s learning journey.|To strengthen partnerships with underrepresented families, particularly English Learners, foster youth, low-income households, and families new to homeschooling, Suncoast is implementing targeted strategies that promote trust, accessibility, and meaningful collaboration. Based on findings from our self-reflection process and stakeholder feedback, we are expanding multilingual communication, increasing personalized outreach through our Student Services and English Learner teams, and refining how academic data is shared during Learning Period meetings to ensure it is family-friendly and actionable. While academic progress is reviewed regularly, we recognize that some families may feel unsure about how to interpret benchmark data or what certain outcomes mean for their child’s learning. To bridge this gap, Education Specialists are deepening their role as academic coaches, walking families through assessment results, identifying areas of growth, and co-creating learning goals that support engagement and confidence. These conversations are tailored to each family’s background, experience, and preferred communication style, with a focus on clarity and empowerment. To further support families, we are enhancing our Parent Academy offerings with sessions focused on academic engagement, including how to use platforms like IXL and how to support learning at home. These workshops help caregivers gain the tools and understanding they need to actively participate in their child’s educational journey. By providing consistent, accessible, and supportive communication, Suncoast aims to ensure that all families, regardless of background, feel equipped to engage in meaningful partnerships that drive student success.|Suncoast has made strong progress in developing a culture of shared decision-making through consistent, multi-channel engagement with educational partners. Our school actively seeks input from families, staff, students, and board members through regular surveys, Parent Academy discussions, virtual open-door meetings with leadership, and direct outreach from the School Support Team. These opportunities are designed to be accessible and ongoing, helping us build trust and ensure all voices are heard. As one parent shared, “Suncoast truly listens to families—we feel part of the process, not just recipients of information.” In the past year, we refined our LCAP surveys to include department-specific questions, which resulted in more actionable and relevant feedback. We also introduced student climate surveys for all grade spans, including a new version tailored specifically for high school students. Feedback from these instruments has directly informed updates to our LCAP, including the creation of new roles such as the Title I Coordinator, High School Support Liaison, and Arts Program Coordinator. A high school student reflected, “It feels good that what we suggest can actually lead to new programs or changes.” Staff engagement has also deepened through increased involvement in shaping school policies and programs. Education Specialists and support staff participate regularly in collaborative leadership sessions and stipend-supported cohort lead roles. As one Education Specialist noted in the LCAP survey, “It’s motivating to see our ideas reflected in the direction of the school. Suncoast is a place where educators have a voice.” Insights from these groups have directly influenced the development and implementation of initiatives such as MTSS frameworks, curriculum alignment, and targeted academic interventions. Together, these systems reflect Suncoast’s commitment to making decisions in partnership with our community and ensuring that stakeholder input results in meaningful action and continuous improvement.|While Suncoast has built a strong foundation for collecting input from educational partners, analysis of survey data and engagement patterns reveals key areas for improvement. One primary challenge is lower than desired participation in formal feedback tools, especially larger surveys, despite widespread appreciation for the school’s family-centered culture. As one parent shared, “Love and appreciate the family-oriented environment and relationships. We feel well supported and encouraged.” While many families engage informally through Learning Period meetings and Parent Academy sessions, our annual LCAP and climate survey response rates remain lower than desired and may not fully reflect the diversity of our community. In response, we are exploring ways to make input opportunities more accessible and better aligned with family routines. This includes embedding short surveys into re-enrollment forms, Learning Period check-ins, and in-person community events. We are also developing more inclusive and culturally responsive approaches to gathering feedback from underrepresented families, including those who are multilingual, new to homeschooling, or part of our McKinney-Vento or foster youth populations. Additionally, we aim to close the feedback loop more consistently by improving how we report back to families and staff about how their input has shaped decisions. As one Education Specialist shared, “The collaboration and support of the team is phenomenal.” We want to build on that foundation by ensuring all educational partners, not just those in formal roles, see how their feedback drives action. Strengthening these communication loops will reinforce the value of participation and foster even deeper engagement in schoolwide planning.|To ensure that every voice is heard at Suncoast, we've worked with staff and families to embed opportunities for feedback into familiar touchpoints, including Learning Period meetings, Parent Academy sessions, onboarding calls, and field trips. This approach encourages two-way conversations between families and staff. The Student Services Team and the English Learner Coordinator also host monthly one-on-one meetings with McKinney-Vento and English Learner families to provide a personalized setting for feedback. These initiatives complement the school's standard survey methods, allowing us to gather insights from traditionally underrepresented families.|5|5|4|5|4|5|5|5|4|4|5|5|Met||2025-06-23|2025
30103060139352|Sycamore Creek Community Charter|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:  -Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available).  -Administer annual survey to parents, staff, and students.  -Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events.  -Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.  -Provide consistent communication through email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. Send newsletters home every other week.  -Host family events like Orientation, Curriculum Night, and Parent Education Workshops.  -Parents participate on the Parent Community Council to advise the Board.  -Teachers will utilize an application for daily/weekly to communicate with parents about their child.  -Opportunities to volunteer at the Charter School or on field trips.  -The Charter School’s website will be updated regularly that will include the school’s calendar.  -Counselor (Intern) to meet with students and families.  -The parents celebrate the presentations and Festivals (Project Presentations, Music Assembly, etc.) to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include improving Parent Education Workshops to include topics like child development, Waldorf education, self-harming behavior, technology safety, and others.  Charter School provides materials during parent workshops in English and Spanish.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events and festivals. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as monthly workshops, project presentation nights, and fairs. We are constantly striving to build relationships between school staff and families.  The Charter School is noted for its compassionate response to parents and perspectives.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include tutoring and intervention programs. Also, we will continue to increase our attendance and reduce our chronic absenteeism rate by building partnerships with families to support the school community with the counselor intern, participation in activities and reaching out to families.  The Charter School will offer parent education on Raising Lions.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. This will require direct contact either in-person or via telephone.  For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly community meetings, Parent Community Council, and overall climate development. Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments. Furthermore, the families will have additional opportunities to share information through parent workshops, Parent Community Council, and Board of Director meetings.|The Charter School will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making will be through direct contact of meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.  Social Justice Committee was added within the parent group to address needs of students.|4|4|5|4|4|4|5|4|4|4|4|4|Met||2025-06-10|2025
30103060139469|International School for Science and Culture|3|ISSAC provides diverse opportunities for educational partners to be part of the ISSAC community. At the beginning of the school year, ISSAC hosted two welcome parent events for the new and returning families to learn more about our teachers and socialize with the families. ISSAC also continued to work with Parent Teacher Organization which aims to support and strengthen the relationship among parents, teachers, and staff to best support student’s development. The PTO was crucial in establishing key fundraising events as well as monthly conference calls to discuss the needs and projects for the school. ISSAC’s main communication platform is through weekly newsletters and Class Dojo, where parents are assigned to each of their student’s classrooms and they can receive direct communication from teachers and staff. ISSAC also utilized Google Classroom to send assignments and other online resources for students who had to work from home. ISSAC received a higher percentage of participation from the surveys as well as more detailed feedback on planned and completed activities.|In 2024-25 SY, ISSAC continued with the weekly newsletter to share and gather important information regarding next school events, important dates and PTO communication. The newsletter was shortened and made more direct to the point.  The planner will not continued to be used as it did not add to effective communication. In addition to the school newsletter, the teachers have created their own newsletter.|The school’s relationship with families has become more multifaceted with underrepresented groups having more participation.ISSAC will continue to identify the needs and wants of the families as well as include a text-message option for families for the next school year.|ISSAC conducted an initial testing analysis and identified the needs of English Learners to provide free tutoring on specific English language skills. Our ELPAC proficiency rate improved. ISSAC partnered with a university Life Science Department offering 6-week life science on human health for students to learn and have hands-on opportunities. Students also presented their research at the university campus. ISSAC welcomed a higher education group to discuss and talk about the dangers of nuclear weapons as part of the Human Rights project. We will continue to work with Erin Gruwell and the Freedom Writers Project.|Career Technical Education initiatives require greater focused effort to achieve school’s goals. Existing partnerships with Paxton Partnerson and the K-12 SWP offer additional potentials gains for our students.|ISSAC has been able to make individual personal connections with 98% of the families through a variety of mechanisms most notably direct/personal dialogues. The administration and faculty is deeply aware of the challenges faced by our underrepresented families.|ISSAC actively seeks input from parents, students, and staff to guide decision-making across key areas such as field trips, culminating events for project-based learning activities, school organization and management, marketing strategies, outreach events, and fundraising. Through regular surveys, planning meetings, and open forums, all stakeholders are invited to share ideas and feedback. This collaborative approach ensures that events and initiatives reflect the needs and interests of our school community while strengthening engagement and support across all levels. ISSAC Board of Directors conduct two surveys throughout the year to collect feedback and listen to the voices from the parents in several areas of the school. The survey had a larger amount of participations from the families this year.|One area of ongoing improvement is increasing participation from our Spanish-speaking families, particularly in decision-making meetings with the PTO. We are working to provide more inclusive communication and interpretation support to ensure these families feel welcomed and empowered to contribute.|To facilitate a higher input from underrepresented families in the decision-making process, ISSAC conducts all surveys, school information and important meetings in English and Spanish. Most of the school staff informally speak and interact with families in both Spanish and English. We would like to extend the invitation for those conversations to also happen during PTO meetings as well as Chat with the Chief so their voice can be heard in the decision-making process of the school.|5|5|5|5|4|4|5|4|4|4|5|4|Met||2025-06-26|2025
30103060139964|Orange County Classical Academy|3|OCCA has succeeded in cultivating parental involvement in the school community in a multitude of ways. OCCA has a large variety of different committees which parents and family members may choose to participate in, such as, the Academic Advisory Council, Academic committee, Safety committee, Playground committee, Property committee, Fundraising committee, the Room Parents committee for Lower School and Parent Steering committee for Upper School.   Most recently we’ve implemented a regular meeting with our Special Education Ed Specialist called “Coffee with the SPED master”, and implemented our ELAC committee which is part of our Academic Advisory Council.   These allow families to be engaged in the school community in their areas of interest. In addition, current parent surveys and responses have shown that families are very satisfied with how OCCA has realized it’s mission for its students, its academic program, and the opportunities it provides for parental involvement. Other forms of communication that allow families to stay involved are through the monthly Coffee with the Headmaster, which is recorded and shared with all families, as well as the weekly Eagle News which lists important dates and announcements and an OCCA Community Page on Facebook.|From our surveys and outreach to parents communications have matured significantly in recent years with positive feedback on transparency, clarity, and timeliness. To the extent that there is more room for improvement, it is in the area of further streamlining communications so parents can find the information they need on our platforms even more efficiently.|In addition to providing parent training in our curriculum and the classical education philosophy, we offer supports on how to better assist students at home and we plan on building further on that program. In addition, we continue to receive specific feedback from SPED Parent Engagement Meetings and the EL Parent Engagement Meetings so that we can inform future year planning to continually improve our programs and supports, Coffee with the SPED Master and our ELAC committee which is part of our AAC program.|OCCA’s current strengths in this area of building partnerships include having an “open door policy” for all parents and families to address concerns or to ask questions. We have been very prompt in responding to any parent concerns or questions, and this timeliness of response has been beneficial in the development of trusting partnerships with families. OCCA has a very robust family handbook, and the policies are also located on the website so families can reference these at any time. OCCA provides its entire staff with multiple professional development opportunities to further develop and maintain goals around family engagement, as well as how to hold difficult conversations when required with our parent stakeholders. We hold regular parent conference meetings and maintain more IEP-related meetings than would typically be considered necessary to further support our Special Education students.|Parental education in classical education continues to be an area of growth for us, to better connect our parents to our Mission and Vision, and to better equip them to support their children at home. This year we had a Speaker event and numerous presentations on Classical Education through our Coffee with the Headmaster program. As we continue this parent education, we look for more resources to provide our families with, so they can continue to support the success of their child.|We continue to provide opportunities for specific feedback from our SPED and EL parent community, through venues such as SPED and EL Parent Engagement committees and plan on continuing to build on the success of those programs including Coffee with the SPED Master and our ELAC committee which is part of our AAC program.|Among OCCA’s strengths are the many different parent committees we offer for family members to join and to provide their input. In all of the committee meetings mentioned previously, family members are able to voice their ideas and address concerns directly with our leadership team. This is also supported by our “open door policy,” and we make sure parents and families know they can address their concerns and questions with us at any time.   Parents have also taken surveys throughout the year based on their satisfaction and understanding of our policies and Mission/Vision.    Towards the end of the year we survey parents, students, as well as engage in a student focus group to acquire actionable feedback for planning for the next year.   We also provide specific meetings for underrepresented groups of students and families to get their input through our SPED parent engagement meeting and EL parent engagement meeting including Coffee with the SPED Master and our ELAC committee which is part of our AAC program.|We continue to focus on areas for improvement such as dedicating more attention to effective communications and resources to obtaining more specific parental feedback including an all-encompassing parent survey that specifically requested ideas for improvement specifically from those parents who felt OCCA was not meeting any of the areas covered in the survey. As mentioned before, we also survey students and engage in student focus groups to acquire actionable feedback for planning for the next school year. Moving forward, we plan to continue to explore further opportunities to engage parents through group-specific surveys within the school community and also in parental committees, so that we have more specific information about what parents think and actionable ideas for continual improvement.|Through our continuing out-reach through our SPED and EL Parent Engagement committees, we plan to formulate that feedback into actionable goals going forward with the objective to continually improve and effectively sustain our SPED and EL student supports including through venues like Coffee with the SPED Master and our ELAC committee.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
30103060140822|Irvine International Academy|3|Based on analysis of educational partner input and local data, our LEA has made meaningful progress in strengthening relationships between school staff and families. One of our key strengths is our ongoing commitment to fostering two-way communication and building trust through culturally responsive and inclusive practices. Input from family surveys, community meetings, Parent Workshops, and advisory groups highlights that families feel increasingly welcomed and respected in our school communities. Over the past year, we have implemented several strategies to enhance family engagement. These include the expansion of communication platforms, the use of real-time messaging, and the employment of a Mandarin-speaking community liaison. As a result, parent participation in school events, workshops, and parent-teacher conferences has increased significantly, particularly among historically underrepresented groups. Irvine International Academy implements specific programs or initiatives to foster family engagement, including Parent Workshops, parent-teacher conferences twice a year, and family learning opportunities. These events provide platforms for staff and families to interact, share information, and build relationships. We also organize many events and activities to bring staff and families together in celebratory and informal settings, fostering positive relationships, trust, and mutual understanding.  Another key strength is the integration of family voice in school decision-making processes. Parents now participate more actively in School Site Councils, Local Control and Accountability Plan (LCAP) development, and English Learner Advisory Committees (ELACs). Feedback collected during these meetings has led to concrete changes in school climate initiatives, academic supports, and after-school programming, further reinforcing the value of family input.|Analysis of educational partner input and local data has highlighted several key areas where Irvine International Academy is committed to improving relationships between school staff and families. While we have made progress in fostering welcoming school environments, feedback from families and community stakeholders' points to the need for more intentional efforts in three critical areas: language accessibility, opportunities for input in decision-making, and more consistent communication.   A significant portion of our families speak languages other than English, and input from community forums and parent surveys indicates that language remains a barrier to full engagement. While we have made strides in translating key documents and providing interpretation at major events, families have expressed the need for more timely and comprehensive language support, especially for day-to-day communications and smaller school events. To address this, we are working to expand access to multilingual communication tools, increase the availability of interpreters, and train staff on using inclusive language practices across all forms of outreach.   Families consistently express a desire for more meaningful roles in shaping school and district policies. While structures like School Site Council and advisory committees are in place, participation can always improve, as well as authentic decision-making practices. This feedback underscores the need to not only invite family input but also to ensure that contributions are valued, acted upon, and clearly linked to outcomes. IIA is prioritizing strategies to diversify representation in decision-making groups, provide training and support to parent leaders, and increase transparency in how family feedback informs school planning.   Another area for growth is improving the consistency and clarity of communication across schools and departments. Families have noted that information is sometimes duplicated or delivered too late to be actionable. In response, we are working to streamline communication systems, establish clear protocols for school-home messaging, and develop centralized calendars and updates to keep families well-informed. Additionally, we aim to strengthen collaboration and coordination between all levels of communication to ensure unified messaging. These focus areas reflect our LEA’s commitment to equity and continuous improvement. By addressing these needs with intentional strategies and ongoing collaboration with our educational partners, we aim to build stronger, more trusting relationships between families and school staff.|Based on the analysis of educational partner input and local data, Irvine International Academy recognizes the importance of intentionally engaging underrepresented families in the self-reflection process, especially in relation to building strong, trusting relationships between school staff and families. We are committed to equity-driven strategies that ensure all voices are heard, valued, and reflected in our continuous improvement efforts. One of the key strategies involves strengthening culturally relevant communication. We will expand the use of home languages in all outreach, ensure translations are accurate and timely, and deliver messages through multiple channels preferred by families, such as Parent Square, Class Dojo, in-person meetings, and formal community messages. This approach ensures that underrepresented families can access and understand opportunities to participate in decision-making processes. Our family and community liaison position—which is designed to reflect the cultural and linguistic background of the community—will play a central role in outreach. She will proactively build relationships with families who may feel disconnected from school systems, helping to bridge cultural gaps, provide guidance on how to engage, and ensure families feel safe and welcomed in sharing their perspectives. To create a school climate where families see themselves and their values reflected, we are prioritizing an inclusive curriculum and school events that honor students’ identities. Events such as Chinese New Year, multilingual storytelling, and community celebrations not only strengthen the school-family bond but also create natural entry points for engagement in school initiatives, including the self-reflection process. We also host family workshops tailored to the needs of underrepresented groups. These will include sessions on navigating the school system, understanding student progress, and participating in school governance. Workshops will be offered at varied times, in multiple languages, and in both virtual and in-person formats to remove access barriers. To ensure that engagement leads to meaningful impact, we are strengthening our feedback mechanisms. This includes anonymous surveys in multiple languages, family listening sessions, and small-group focus discussions co-led by administrators and community partners. We will provide families with clear follow-up showing how their input shaped policies and practices. Lastly, we will expand our efforts in celebrating diversity throughout the school year. Recognizing and affirming the cultural identities of our families not only builds a sense of belonging but also demonstrates that we value every family's contribution to the learning community. Through these efforts, we aim to create a more inclusive, respectful, and responsive environment in which underrepresented families feel empowered to engage deeply in shaping the future of our school.|"At IIA, building strong partnerships between families, educators, and the school community remains a cornerstone of our approach to supporting student outcomes. Over the past year, we have made measurable progress in deepening these partnerships, with a continued focus on creating inclusive, welcoming spaces for family engagement. Educational partner input and local data affirm that families view IIA as a supportive learning environment where their voices are heard and valued.  Our families remain actively involved in a variety of school-based activities, including the Parent Teacher Organization (PTO), monthly ""Coffee with the Principal"" meetings, and frequent two-way communication through platforms such as ParentSquare and Class Dojo. These tools have enhanced accessibility and allowed families to stay informed and involved in their children's academic and social development. Additionally, we continue to host regular parent-teacher conferences and targeted parent workshops focused on academic strategies, wellness, and student development.  One key area of growth has been our intentional outreach to underrepresented families, particularly first-generation Chinese immigrant families who may face language or cultural barriers. In response, we have increased translated materials, provided interpretation services at key events, and involved bilingual staff and family liaisons in outreach efforts. This has led to stronger relationships with families who previously may not have felt fully connected to school processes.  Although attendance at school meetings and events previously averaged 30–40 parents, we have seen modest but promising increases in participation, particularly at workshops and principal meetings where interpretation is provided. Feedback from families suggests that greater cultural and linguistic accessibility, as well as more targeted event topics, have made participation feel more relevant and manageable.  We have also begun integrating family feedback more directly into program planning, allowing parents to see the impact of their input on instructional practices and schoolwide initiatives. This transparency has helped foster trust and reinforced the shared goal of supporting student success.  Overall, our progress reflects a growing commitment to family-school partnerships as a critical driver of student achievement. While we continue to work toward broader participation and deeper engagement, especially among families new to the school system, the foundation for meaningful collaboration is stronger than ever."|While IIA continues to prioritize family engagement as a critical component of student success, educational partner input and local data have identified key areas for growth in building even stronger partnerships to support student outcomes. A primary focus area remains increasing parent participation in school events, workshops, and decision-making opportunities. Currently, average attendance at school and family meetings stands at approximately 30–40 parents, which represents a committed group but only a portion of the broader school community. Families—particularly those who are first-generation Chinese immigrants—have expressed a desire to be more involved but face challenges such as language barriers, limited time due to work schedules, or uncertainty about how to participate meaningfully in school life. These insights were echoed in family surveys, informal conversations, and feedback gathered during parent meetings. To address these challenges, IIA has identified the need for more inclusive, accessible, and flexible engagement opportunities. This includes offering events at varied times, providing interpretation and translated materials more consistently, and tailoring topics to align more closely with families' expressed interests, such as academic support strategies, mental wellness, and navigating the school system. Another area for improvement is strengthening two-way communication and feedback loops between families and staff. While tools like ParentSquare and Class Dojo are in use, families have indicated a desire for more consistent follow-up and clarity about how their input informs school decisions. Creating more structured opportunities for parents to share feedback—and see tangible outcomes from their engagement—will be essential in deepening trust and collaboration. Finally, there is a growing need to expand family leadership opportunities within the school, encouraging parents to take on more active roles in advisory groups, school planning efforts, and cultural events. By empowering more families to lead and contribute, IIA can foster a stronger sense of shared ownership in student success. By addressing these focus areas, IIA aims to build deeper, more sustainable partnerships with all families—especially those who have been historically underrepresented—ultimately strengthening the foundation for improved academic and social-emotional outcomes for all students.|Improving the engagement of underrepresented families remains a top priority at IIA, and we are committed to creating an inclusive, welcoming environment that supports meaningful partnerships for student success. Educational partner input and local data have made clear that certain families—particularly first-generation immigrant families and those facing language or cultural barriers—continue to experience challenges in fully engaging with school initiatives. In response, we are expanding our strategies to ensure every family feels informed, respected, and empowered to participate in their child’s education. A key area of focus is enhancing culturally relevant communication. We are working to ensure that outreach is linguistically accessible, respectful of cultural norms, and delivered through the platforms most commonly used by families, such as text messaging apps, phone calls, and translated materials. Visual aids and simplified formats are being used more frequently to help families navigate school information and systems. We are also deepening the role of our family liaison, who serves as a trusted connector between the school and families. This role staff members is helping to reduce communication barriers, provide personalized support, and increase awareness of school events, resources, and learning opportunities. To strengthen our partnerships with underrepresented families, we are continuing to offer family workshops and events designed with input from the communities we serve. These events focus on topics such as supporting academic learning at home, understanding the school system, and accessing social-emotional resources. We are also working to schedule events at varied times and in accessible formats to accommodate different work schedules and family needs. Additionally, we recognize the importance of listening to and learning from our families. Through intentional feedback mechanisms such as surveys, informal listening sessions, and small group discussions, we are gathering valuable insights that help us refine our practices. We are committed to closing the feedback loop by clearly communicating how input from underrepresented families is used to shape decisions, programs, and priorities. Underlying all of these efforts is our continued dedication to celebrating diversity and creating inclusive spaces where every family sees themselves reflected in the life of the school. Whether through multilingual materials, cultural celebrations, or diverse representation in curriculum and events, we are building a stronger, more connected school community that supports equitable outcomes for all students. By centering the voices of underrepresented families and building authentic partnerships, we are laying the foundation for sustained family engagement that positively impacts student learning and achievement.|At IIA, we are committed to fostering a school culture where families feel heard, valued, and empowered to contribute to decisions that shape the educational experience of their children. Over the past year, we have continued to strengthen the systems and opportunities through which families and educational partners can share their input and collaborate in meaningful ways. Regular Coffee with the Principal sessions remain a cornerstone of our engagement strategy. These informal gatherings offer families a welcoming space to ask questions, offer suggestions, and engage in open dialogue with school leadership. Feedback from these meetings has informed school-wide initiatives, including adjustments to academic support programs and event planning that better reflects the needs and interests of our community. Our Parent-Teacher Organization (PTO) continues to play a vital role in decision-making. The PTO not only organizes events and fundraisers but also serves as a voice for the parent community in discussions about school priorities. This group has contributed valuable input in areas such as family engagement strategies, school climate goals, and fundraising initiatives aligned to student enrichment activities. Additionally, the administrative team’s open-door policy continues to serve as a meaningful avenue for individual parent input. Families appreciate the accessibility and responsiveness of school leadership, and many have shared that this openness builds trust and encourages active participation. We have also made significant progress in using ParentSquare to administer timely, accessible surveys that allow families to provide structured feedback on school operations, policies, and family engagement practices. These short, targeted surveys have helped us gather real-time data and respond quickly to family needs. Furthermore, our annual family survey continues to be an essential tool for gathering broad input on topics such as instructional quality, communication practices, school climate, and extracurricular programming. The results of these surveys are carefully reviewed and used to guide planning and decision-making for the following year. These collective efforts reflect our LEA’s strength in cultivating a collaborative school environment where family input is actively sought and valued. We are encouraged by the steady levels of participation and the quality of the feedback we receive. As we look ahead, we will continue to refine our engagement strategies to ensure that all families—especially those who are underrepresented—have equitable opportunities to influence the direction of our school.|While IIA has established multiple channels for family and stakeholder input, educational partner feedback and local data reveal a clear area for improvement: increasing the depth, diversity, and representation of input in decision-making processes. Although we offer opportunities for families to share feedback—such as Coffee with the Principal, PTO meetings, and digital surveys—the input we receive does not yet fully reflect the perspectives of all families, particularly those from historically underrepresented or less-engaged groups. Our data show that participation in feedback opportunities is often limited to a small, consistent group of families, which may unintentionally narrow the scope of viewpoints informing school decisions. For example, while surveys are distributed widely, response rates from families who are new to the U.S. school system, non-native English speakers, or those with limited access to technology remain lower than desired. Similarly, attendance at advisory and planning meetings does not yet reflect the full diversity of our student population. Additionally, educational partners have indicated a desire for more transparency and follow-through—specifically, understanding how their feedback is used in shaping policies, programs, and priorities. Families want clearer communication around the outcomes of their input, and how their voices lead to actionable changes within the school. To address this, IIA is focusing on developing more inclusive engagement practices, such as targeted outreach to underrepresented families, offering input sessions at varied times and formats, and enhancing interpretation and translation support. We are also working to strengthen our feedback loops by consistently communicating how family input is collected, analyzed, and incorporated into school decisions. By improving representation, accessibility, and transparency in our input-gathering processes, we aim to ensure that all families—regardless of language, background, or previous engagement—can meaningfully contribute to shaping the future of our school.|Based on analysis of educational partner input and local data, IIA recognizes the need to strengthen the engagement of underrepresented families—particularly those from immigrant and limited-English-speaking communities—in school decision-making processes. While existing efforts provide a foundation for input, we acknowledge that many families still face barriers related to language, access, and confidence in navigating school systems. To address this, we are implementing a more intentional and equity-driven approach. A first step in this effort is conducting a focused assessment of engagement patterns. This includes identifying which groups are underrepresented in feedback forums, advisory councils, and survey responses, and understanding the reasons behind low participation. Insights from this assessment will guide the development of targeted strategies that directly address these challenges. To ensure efforts are strategic and sustainable, IIA is developing a comprehensive action plan focused on increasing access, representation, and impact in input processes. The plan will include clear goals, timelines, and staff roles to ensure accountability and consistent follow-through. Professional development will also be prioritized to help staff build stronger, more culturally responsive relationships with families. Training will focus on cultural competency, bias awareness, and strategies to engage families who may feel disconnected from traditional forms of school involvement. We are also working to improve our communication practices by offering information in families’ home languages and using formats that are familiar and accessible—such as bilingual newsletters, messaging apps, or multilingual video updates. These enhancements are designed to build trust and make participation feel more approachable and meaningful. In addition, we are expanding opportunities for informal input, such as small group listening sessions facilitated by bilingual liaisons, as well as inviting underrepresented families to co-design events and provide direct feedback on school initiatives. These efforts are designed to build relationships first, making families more likely to engage in formal decision-making processes later on. To ensure our strategies remain responsive, we will regularly monitor participation trends, collect feedback from families about their experiences, and adjust our approach as needed. By listening closely and acting intentionally, we aim to create a school environment where all families are active partners in shaping the educational experience. Through these steps, IIA is committed to creating a more inclusive and collaborative decision-making culture where every family has a voice and a valued role in their child’s education.|4|4|4|5|4|4|5|4|4|4|5|4|Met||2025-06-10|2025
30103060141978|Vista Meridian Global Academy|3|Vista Meridian has been working with parents to strengthen relationships at our monthly Coffee with the Principal events, shifting the focus from just announcements to engagement. Parents have participated in Way of Council, have provided feedback using Kagan Cooperative learning structures, and have joined in celebrations like Dia de Las Madres. It is through these events that parents, who participated in the LCAP parent feedback survey, reported that 78.6% of them agree that they are actively engaged partners with Vista Meridian, while 21.4% strongly agree.|Going forward for the 2025/2026 school year, the goal will be to increase parent involvement with the Meridian Team, that stretches past the monthly Coffee with the Principal events.  Parents have expressed interest in creating a parent group for Meridian and interest in getting involved more.  Meridian will start the school year by having a sign-up sheet for different ways parents can get involved and ensure that it is followed up with.|Vista Meridian has already started the development of the community closet at the Digital Media Center (DMC) building.  The closet will be open to all families who need access to clothing for interviews or basic needs. The creation of the closet was started for Prom attire and senior presentation attire. We will continue to grow the selection to include other basic needs.  Parents of Meridian have also participated in Way of Council, where they get the build relationships with other parents and team members of Meridian. This practice will increase to occur at least 1x per quarter for Coffee with the Principal events.|The Vista Meridian counselors have been the backbone of communication between Meridian, students, and families. The counselors conduct quarterly - monthly check in with parents and keep them updated with student progress, as well as options.  Meridian has also been working on building relationships for student internships and strengthening the relationship with Santa Ana College.  According to an LCAP Student survey, 83% of students strongly agree or agree that their teachers have high expectations, make themselves available, and care for their students.|An area for Meridian to focus on is expanding access to community partners and strengthening that relationship. Through partnerships we can expand opportunities and access to resources for our students and families.  An area we did not focus on, outside of students with IEPs, this year was providing families with access and knowledge on how to advocate for their child and all Vista Meridian students. This is something that we can focus on during monthly meetings.|To increase engagement with underrepresented families, the goal of Meridian will be to ask families what their interest is and how Meridian can best support them. It is through this outreach that Meridian can look into what resources will best support them.  Vista Meridian will also be bringing in a Community School Coordinator to assist with outreach and really ensure that Meridian is reaching those underrepresented families.|At Vista Meridian a current area of strength is building a relationship with the families who are a part of our community. As the 24/25 year came to a close, families were asked about their knowledge of LCAP and funding and began to understand how Meridian was moving forward. Transparency and feedback have been the focus, and it has helped parents feel like they are engaged partners.  Transparency has allowed 100% of parents who took the LCAP survey to either agree or strongly agree that Vista is providing a learning environment and resources that are equitable for all subgroups served.|Meridian’s parents are informed of changes and development AFTER the fact. We need to provide parents opportunities to provide feedback and learn about initiatives and the why, prior to just telling them about change.  By providing an opportunity to provide feedback, it would increase buy in and allow them to feel like they are part of the community. Meridian also needs to work on reaching more parents, as ParentSquare is not effective enough.  Parents also need to understand our programs, as 4% of parents who took the LCAP survey were unaware of the social-emotional supports that are provided.|Vista Meridian would like to begin scheduling school wide events with community partners for all families. Events would be fairs where families from the Meridian Community, community partners, and members from around the area would be welcomed.   We would also like to incorporate a way of council parent conference template, so that students and families are not just receiving the negative, but the positive as well. Through this we can work with families to set goals.|3|3|2|4|2|3|3|1|2|2|2|2|Met||2025-06-23|2025
30103060142000|Explore Academy|3|Strong relationships between school staff and families including including back to school nights and other family engagement events.|Continue to strengthen bonds with community professionals for career days and continue to grow relationships with our community based organizations.|Inviting our local community college to host after school support for our Spanish Speaking parents.|Parents were part of the conversation regarding their child's educational progress|Continue to partner with the Educational Community Based Organizations.|Will continue to collaborate with educational partners.|Parents participated in Community Engagement Initiative.|Continue to provide enrichment opportunities for students and families.|Initiated a Parent Advisory Committee to amplify parent voice in the decision making.|4|4|4|4|4|4|5|4|3|3|3|4|Not Met|||2025
30103060142026|Oxford Preparatory Academy - Middle|3|Oxford Preparatory Academy (OPA) Middle School is committed to fostering strong relationships between school staff and families through open communication, a welcoming school environment, and opportunities for meaningful engagement. Families are encouraged to participate in school activities, provide input on decision-making, and attend parent education events that support student learning and well-being. According to recent family survey data, 79% of respondents agree that OPA offers meaningful opportunities for parent involvement, and 70% report being aware of available parent education opportunities. These results highlight OPA’s ongoing efforts to build trust and maintain strong partnerships with families.|Based on feedback from educational partners and local survey data, Oxford Preparatory Academy (OPA) Middle School has identified the need to strengthen outreach and communication around parent education opportunities. While families express appreciation for the school’s efforts to provide resources and support, some indicate they are not always aware of when or how to access these opportunities. As a result, OPA’s focus for improvement is to increase awareness, accessibility, and participation in parent education by refining communication strategies, offering sessions at varied times, and ensuring topics align with families’ expressed interests and needs.|Based on the analysis of educational partner input and local data, Oxford Preparatory Academy (OPA) Middle School will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented, through personalized outreach efforts. This includes strengthening communication strategies, offering translation and interpretation services, and creating more culturally responsive engagement opportunities that reflect the needs and preferences of diverse families. OPA will also work to reduce barriers to participation by providing flexible meeting times, multiple modes of access (in-person and virtual), and targeted follow-up to ensure families feel welcomed, informed, and empowered to engage in their child’s education.|Oxford Preparatory Academy (OPA) has made consistent progress in fostering strong partnerships with families to support student learning and success. The school has expanded access to meetings, conferences, and parent education workshops by offering both in-person and virtual formats, increasing flexibility and participation. Staff regularly engage families in conversations about academic progress and provide resources that help parents support learning at home. Survey data indicates families feel welcomed and view the school as a partner in their child’s education, reflecting a positive foundation for ongoing collaboration.|Based on feedback from educational partners and local data, OPA has identified a need to strengthen communication and support for families who may face barriers to engagement. The focus area for improvement is ensuring all families—particularly those who are historically underrepresented—have equitable access to tools, information, and opportunities that promote active involvement in student learning and academic goal-setting. OPA is committed to tailoring its strategies to better meet the diverse needs of its school community.|To improve engagement of underrepresented families, OPA will implement targeted outreach efforts, including the use of multilingual communication tools, culturally responsive engagement practices, and flexible scheduling for meetings and events. Staff will receive training on family engagement strategies that address cultural and linguistic diversity. Additionally, the school will strengthen follow-up and relationship-building efforts to ensure that all families feel connected, informed, and empowered to contribute to their child’s academic growth and success.|Oxford Preparatory Academy (OPA) continues to make progress in engaging families in meaningful decision-making processes. Survey data shows that 74% of families feel their input is valued in school decisions. Families regularly participate in key advisory and leadership groups such as the Honour Society (PTO), School Site Council, and DELAC. The use of digital platforms alongside in-person meetings has expanded access and contributed to increased participation in engagement events. Additionally, OPA hosts Town Hall meetings and stakeholder input sessions to provide families with multiple opportunities to share their perspectives and contribute to schoolwide planning and improvement efforts.|Based on educational partner input and local data, OPA has identified the need to expand and deepen family engagement in decision-making, particularly among underrepresented groups. Key focus areas include increasing opportunities for meaningful input from families of English Learners, students with disabilities, and socioeconomically disadvantaged students; enhancing promotion and access to parent education opportunities; improving communication around volunteer roles and involvement; and increasing consistent participation in advisory committees such as DELAC.|To improve engagement of underrepresented families in decision-making, OPA will implement more personalized communication strategies, including direct outreach in families’ home languages and one-on-one invitations to participate in school committees and input sessions. The school will also provide interpretation support, offer flexible meeting times, and create more inclusive engagement formats to ensure all families feel welcomed, informed, and empowered to contribute to school decisions.|5|5|4|5|4|5|5|5|5|5|5|5|Met||2025-06-26|2025
30103060142224|California Republic Leadership Academy Capistrano|3|CRLA Capistrano has made community building with families one of its priorities. Staff have all been trained in how to create and maintain professional relationships with parents and families, and held accountable to professional expectations. Administration and staff have created and maintain professional relationships and boundaries with parents. Parents are excited for their children to join the school. School staff work hard to provide safe and appropriate boundaries, rules, and expectations when parents are on campus or communicating with staff. Families are satisfied and happy with the relationships that the school staff have made with them.|The school has worked hard to build trust with families through transparency and outreach. We have held regular Coffee with the Principal meetings, parent training opportunities in curriculum and classical education, SPED and EL parent engagement meetings, and fun social events hosted by the school. Administration and staff are open to and very responsive to parent requests for communication. The school sends out a weekly newsletter, and teachers send out weekly classroom newsletters. This year, we have utilized several surveys to gain a better understanding of parent needs and deepen relationships.|CRLA believes in creating and maintaining equitable relationships with all educational partners.  Each year, we offer two EL Parent engagement meetings and two SPED Parent engagement meetings. Admin and teachers reach out directly to these families and encourage participation. The school has also provided ELO-P for our small group of underrepresented families this year.|CRLA is has made progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This year, we have hosted two separate parent-teacher conference opportunities - one in the fall and one in the spring. CRLA has also created and maintained SSTs, several of whom resulted in a full special education assessment. Many of our SST students progressed in their academic and behavior needs through this intervention program. Parents were wonderful partners with the school to support the student's growth.|CRLA will continue to partner with parents and guardians to improve student outcomes. COST and SST timelines will start earlier in the year so that student needs are identified and addressed in a more timely manner. Besides the Fall and Spring parent teacher conferences, CRLA teachers and staff have made it a habit to communicate with families each week via classroom newsletters. Teachers utilize Parent Square as a quick and easy way to regularly communicate with families. Communication is positive and constructive, and often in person meetings are scheduled.|CRLA uses a Multi-tiered System of Support (MTSS) and seeks to learn about a student's strengths and needs. For families that are underrepresented, the school will host SPED and EL Parent engagement meetings in the fall, As needed, we will host more meetings to meet specific needs. CRLA participated in the National School Lunch program to support students who require a free or reduced meal. These students will be supported academically, emotionally/socially, and with physical supports (food, school supplies, etc.). By hiring a Dean of Students, CRLA is hoping to have an administrator who specifically will spend time reaching out to underrepresented families who may need more encouragement. All Admin and staff work hard to build relationships with families, and having more support on the team will only improve the ability to engage with families who may need more support, like underrepresented families.|CRLA Capistrano has worked hard to build community with all educational partners. Although new, the school held two Parent Advisory Committee meetings, seeking input. This year, we have sent out several parent surveys, staff survey, and student survey in order to seek input for decision-making. With a very active parent body, the school feels confident that future endeavors to seek input from the school community will continue to be a strength.|We will continue to utilize surveys, Coffee with the Principal meetings, in person parent meetings with teachers and admin, phone calls, emails, and Parent Square to maintain regular communication about positive updates, as well as discipline concerns. All communication is expected to be professional and prompt.|CRLA makes many efforts to communicate with all parents and guardians. For our students who are underrepresented, we make extra effort as sometimes these students have needs that are unique to them, their family, or their socio-economic status. The school provides training on Implicit Bias, and we will continue to create an environment of inclusion, equity, and deep understanding, which are the foundation to being able to engage underrepresented families.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-05-26|2025
30103060142570|California Republic Leadership Academy Yorba Linda|3|Our staff uses parent communication which translates for our parents who do not speak fluent English. Parents are welcome in classrooms and on campus, and are frequently invited to join in for assemblies, lunches, and reading in classrooms. We have a high number of parents who join us monthly to play games and eat lunch with students. Staff join in on these events and engage with parents.|We are working to improve in building better relationships between school and family by researching events which will engage all cultures within our school community. We are also looking at better times to hold meetings so that all parents have the ability to join.|The school will improve engagement of underrepresented families by looking at ways to engage those families in our school community events.|Teachers have open communication with families and are encouraged to reach out often. Teachers call meetings with families in order to provide resources and support as needed, along with 2 conferences a year. We have 100% attendance for conferences. Teachers use Parent Square in order to send out weekly updates which account for what is being learned in the classroom. Parents and teachers also use Parent Square to send messages back and forth as needed.|Next year we will be adding in more parent trainings for our curriculum.|We will look at different ways and times to attend meetings so that all families have a chance to join.|The school offers many chances for parent involvement including monthly parent meetings where parents have a say in events, fundraisers, and school activities. The school also opened the LCAP meetings to all families and highly encouraged all families to join. The school also seeks input from families during monthly Coffee with the Principal meetings.|We offer many chances for parent involvement, but see a low attendance in many of the meetings. We are working on how to have a stronger attendance at these meetings.|We are working on ways to build stronger attendance at meetings held where parents have a chance to offer their input.|4|4|3|4|4|3|4|4|3|4|4|4|Met||2025-05-26|2025
30103063030723|OCSA|3|OCSA holds annual parent engagement meetings and conducts annual surveys.|OCSA will continue to maintain open and regular communication.|OCSA will continue to maintain open and regular communication.|OCSA is rated as the #1 charter school in the state and top 10 public school in the state.|Students with disabilities have significantly better outcomes then state and local averages but their outcomes at OCSA do not match their non-disabled peers.|Professional development in co-teaching, CTE pathways, and college/career readiness will be offered.|Parents have an active PTO and guilds.|Maintain a high levels of active engagement.|Maintain a high levels of active engagement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-07-31|2025
30647660000000|Lowell Joint|3|The LCAP Parent Survey highlights strong relationships between school staff and families. 95% of parents agree that staff treat students, parents, and colleagues with respect, fostering a welcoming environment. 97% feel they receive timely, clear communication about school events and student progress, which builds trust and supports engagement. 92% of parents agree that administrators and teachers are approachable and available, helping address concerns quickly and collaboratively. To strengthen these connections, the district has added counselors, psychologists, and a behavioral specialist, expanding personalized supports for families. Overall, the district’s focus on respectful interactions, effective communication, and accessibility continues to strengthen partnerships with families and support student success.|An area for continued growth, confirmed by both survey data and in input meetings, is supporting enrichment and rigor for our GATE students. We are finishing the certification of all teachers in GATE. All 2nd and 4th graders were given a universal screener as one measure in identifying giftedness. As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities are being developed to address this need.  Historically, when asked about opportunities for students to work above grade level, 65% of respondents Agree/Strongly Agree (up 2%) with an additional 25% responding that they didn’t know. This speaks to the need to both increase opportunities and communicate with parents around services in support of our gifted and talented students.|The Educational Services department remains committed to ensuring that the identification process for gifted and talented programs is inclusive and equitable. By implementing an opt-out universal screening model that incorporates multiple measures, the district provides all students with an initial opportunity for access. To support English learners, nonverbal components are included to reduce language-related barriers. In addition, assessments that value creativity and leadership help broaden the criteria used for identifying giftedness.  Staff training has played a key role in this effort. All teachers, including those in primary grades, receive guidance on recognizing traits of giftedness prior to formal assessment. For upper grade levels, training supports the identification of students who show gifted characteristics later in their academic journey. Together, these strategies are designed to support students who have historically been underrepresented in GATE programs, ensuring that their talents are recognized and nurtured through a comprehensive and inclusive system.|Lowell Joint School District has demonstrated significant progress and sustainability in building strong partnerships that support student success. Input from families, staff, and site leaders, along with survey data, highlight a culture of collaboration, accessibility, and shared responsibility for student outcomes. A key strength is the district’s commitment to professional learning that equips staff to engage families as partners. All teachers and principals receive training focused on effective communication strategies that strengthen family partnerships. These sessions are embedded in districtwide initiatives and supported through coaching, ongoing collaboration, and reflection.  Families report high levels of satisfaction with their access to timely information and meaningful engagement opportunities. Survey results indicate that parents feel informed about their child’s academic progress and believe their child receives a strong academic instructional program. The district has also expanded access to resources that support families. From family nights to workshops on parenting strategies, literacy, and math strategies, families are equipped to help their children thrive. The recent addition of mental health supports, including partnerships with other agencies and a team of school-based counselors and psychologists, ensures students and families receive well-rounded services.  Ongoing practices such as parent-teacher conferences, progress reports, and intervention meetings are used to engage families regularly in conversations about student growth. These efforts have fostered trust and transparency, contributing to sustained improvement in student outcomes.|While family engagement remains a strength, the district recognizes the need to enhance supports in areas that serve specialized populations. One focus area is expanding access and communication around enrichment and acceleration opportunities, particularly for students in gifted and talented education (GATE).   Another area of growth includes refining outreach to families of students with specific needs—such as English learners, foster youth, and students with disabilities—by expanding multilingual communications and offering more targeted resources and training. Efforts are underway to provide consistent updates in families’ home languages and to offer workshops that align with the specific learning goals of these populations. By focusing on transparency, language access, and equity in enrichment, the district aims to ensure all families can participate meaningfully in supporting student learning and development.|To improve engagement with underrepresented families, Lowell Joint School District is taking intentional steps to reduce barriers and increase inclusive participation. This includes refining the identification and support processes for gifted and talented students, especially those from historically underrepresented groups. The district uses universal screening with multiple measures, academic, creative, and leadership-based, to ensure broader access. New nonverbal assessments help address language barriers for English learners, and outreach is provided in families’ home languages to explain the process.  Additionally, family input is used to expand opportunities and inform program planning. This includes the development of evening sessions focused on navigating the education system and learning how to support students at home. Programs like the “Love and Logic” parenting series have also shown promise in building trust and engagement among underserved families.  The district is also exploring ways to increase representation and input from these families in decision-making bodies such as School Site Councils and advisory committees. This includes offering meetings at varied times, providing translation services, and ensuring that all families have a voice in shaping programs that impact student outcomes. Through these targeted efforts, the district aims to create an inclusive partnership model where every family feels valued, informed, and empowered to support their child’s academic and personal growth.|Lowell Joint School District has established consistent and collaborative systems to ensure educational partner voices inform decisions at both the school and district levels. The district prioritizes structured engagement opportunities that allow principals, teachers, families, and community members to participate meaningfully in the planning, implementation, and evaluation of programs and initiatives.  Family engagement in advisory groups such as School Site Councils, English Learner Advisory Committees (ELAC), and the District English Learner Advisory Committee (DELAC) is well-established. Meeting materials are translated, interpretation is provided, and sessions are scheduled with accessibility in mind to ensure families from all backgrounds can participate. The district uses multiple channels—surveys, in-person meetings, newsletters, and digital tools—to invite broad input from families on key decisions, including LCAP development, program design, and school improvement goals. These systems reflect a culture of shared leadership and ongoing responsiveness, where stakeholders are consistently involved in shaping the direction of the district.|While the district has strong systems in place for collecting input and supporting stakeholder engagement, ongoing feedback from educational partners indicates a need to enhance communication around how input is used to influence decisions. Families, in particular, have asked for more transparency in how their suggestions and concerns are reflected in final decisions, especially related to curriculum, enrichment, and school climate.  In addition, while surveys are widely distributed and advisory groups are active, there is still a need to refine strategies for gathering authentic, dialogue-based input from harder-to-reach groups, including working families, families of English learners, and those whose children receive special education services. Some families report that while they are invited to participate, they are not always confident in how to contribute meaningfully or navigate the educational decision-making process. LJSD has used our parent liaisons to reach out to families by phone. Strengthening these areas will help ensure families feel heard and empowered to shape outcomes at both the classroom and systems levels.|To improve engagement of underrepresented families, Lowell Joint School District is expanding outreach, access, and support structures that allow all families to participate more fully in decision-making. A key strategy includes enhancing communication methods by providing translated materials, interpretation services, and family-friendly summaries that explain district decisions and how family input shaped them. The district also recognizes that underrepresented families may need additional support to feel confident and informed when participating in advisory groups. As a result, we are working to provide training sessions for families who are a part of Advisory Groups.  To further strengthen staff capacity to engage families, principals and teacher leaders will continue participating in bi-monthly leadership meetings that include a focus on building inclusive engagement practices. Through these coordinated efforts, the district aims to deepen its commitment to shared decision-making and equity in engagement for all families.|5|5|4|5|5|5|5|5|5|5|5|5|Not Met|||2025
30664230000000|Anaheim Elementary|3|Notable increase and visible changes in how schools establish a welcoming environment for families. Intentional efforts have been made and has resulted in 98% feeling welcomed per latest LCAP survey.|Although there have been efforts to improve communication across the district and at the site level; there continues to be a need to improve communication in a manner in which -All Schools/ Departments have established protocols for communicating with families in a timely manner. -Ensuring procedures and systems are implemented that lead to increased opportunities for 2-way communication; including the engagement of underrepresented families.|The LEA will continue to provide various access methods to school programs and services for families. AESD will continue offering  technical support and resources in families' primary languages.|There are multiple opportunities for parents to connect with teachers to support their understanding of student progress and overall school experience. The district also offers a variety of resources and information to support families in supporting their children at home.|There is a need for continued efforts to identify other ways to capture families that may not already be highly involved or may not be able to participate during the days or times when these are offered.|Offering various venues for parent engagement programming with morning and afternoon sessions to meet the needs of the AESD families.|There are several capacity building opportunities at the site and district level for leaders, staff, and families.|There is a need to increase and better define opportunities for families to share their ideas, concerns and/or suggestions in spaces where they may not be serving as participants of a designated committee. To this effect, there is a need to establish procedures for communicating all available committees and their corresponding participants thus allowing families to reach out to representatives accordingly to have their voices heard.|There is a need to establish procedures that would enable a diverse group of participants across the various committee opportunities.|4|4|4|4|4|5|4|4|4|4|4|4|Met||2025-06-18|2025
30664230131417|Vibrant Minds Charter|3|"Because enrolling a scholar at Vibrant Minds Charter School is a parent choice, there is a strong bond between the school staff and families. Parents need to discover our school, enroll their scholars, and remain on the waiting list until called upon. Our current waiting list includes 300+ scholars, and this contributes to the parents' appreciation when their scholars are selected to attend our school based on a randomized drawing system. This extra effort from parents results in a naturally higher level of family engagement. Additionally, many of the staff members are also parents/relatives of scholars attending our school currently or in the past. In 2024-2025, 26 staff members played this dual-role. Therefore, the separation of school staff and parents is nonexistent, which is a healthy model for an authentic collaboration between school and home.  Beginning in the 2023-2024 school year, Vibrant Minds Charter School was awarded the California Community Schools Partnership Program (CCSPP) Planning Grant. Having the support of our Coordinator for the CCSPP PlanningGrant, as well as a bilingual community liaison, has enhanced our strengths and progress in building relationship between the school staff and families. This has permitted our school to explore and pilot additional workshops and events for parents. Parents provided input for workshops through a series of interviews and surveys. Parents expressed an interest in developing specific skills, so classes in CPR and first aid were offered in English and Spanish. Parents also wanted support in how to help their scholars self-regulate at school and home, so parenting classes and coaching sessions was coordinated for implementation in the 2024-2025 school year. Additional community partnerships have been formed to support families in areas such as childcare during off-track time (YMCA), English as a Second Language, health care (dental, hearing, and vision),and volunteer opportunities. Many school-wide events beyond Back-to-School Night and Open House also occurred during the school year, which strengthened our school's sense of community. Examples include a Family Kick-Off Event, Lunch with a Loved One events, Snow Day, Project-Based Learning Showcase, Color Run, Talent Show, End-of-Year Carnival, TK Bridge Ceremony, K Celebration, Grade 6 Promotion, and Family Camp Out. Because we are a school of choice, VMCS is cognizant that our parents have the potential to ""vote"" with their feet. It is important that we have positive relationships with all parents so they continue to have their scholars attend our school. Attrition of scholars from year-to-year is minimal, and it is typically the result of moving out of the area due to the high cost of living in Orange County, California. We are proud to be known as a school that families love. And, as far as the recruitment of scholars, word-of-mouth endorsements from our families are our most powerful tool."|While we have built strong relationships between our school staff and families, we are continuously seeking ways to improve. The following areas of growth will continue to be our focus for the 2025-26 school year.   * We want our parents to more fully understand the negative impact of inconsistent attendance at school, including tardies, early releases, and absences. We also want to convey that a short-term Independent Study Contract is not the same as in-person instruction and should be requested judiciously and completed conscientiously. It is our hope that an increase in an understanding of the importance of consistent attendance will result in positive changes in attendance behaviors. And, in partnership with parents, we want to help them overcome any familial barriers to exemplary attendance. Dialogues with the School Attendance Review Team (SART)and School Attendance Review Board (SARB) will be be more consistently scheduled, with a follow-up protocol in place.  * We want to more clearly share with families how we address the challenging behaviors of some scholars. Although we have a sound philosophy and solid plan in place when it comes to our Behavioral Support Plan with an emphasis on social justice (own it, fix it, learn from it, and move on), the parents have occasionally expressed that more needs to be done to curtail challenging behaviors. In truth, behavioral issues on our campus are minimal. But, there are a few highly visible scholars on campus who continue to have difficult social-emotional needs and a high level of impulsivity. Behavioral issues associated with these Tier 3 scholars are addressed in a timely and effective manner. But, parents are not always privy to what consequences and interventions have occurred due to confidentiality. We need to build trust with the parents that all behavioral issues are being addressed.  * We want to offer more strategies and resources to parents for supporting their scholars' academic growth at home. This includes motivating scholars to read as a leisure activity, as well as offering guidance when scholars are solving mathematical problems. And, we want parents to anticipate their scholars' educational trajectory beyond elementary school, including junior high school, high school, apprenticeships, vocational schools, and universities. The university system can be especially difficult to navigate successfully, and parent workshops in this area will be offered.  • We want to increase our fathers' level of engagement so we have more male role models on campus, which is a definite area of need with a predominantly female staff. We are initiating a program in which fathers sign-up for a day of service and support at our school, with a goal of recruiting 180 fathers for our 180-day school year. This will be our new Guard D.O.G.S (Dads of Great Scholars) Program.  • We want to integrate new families with existing families in light of our increased enrollment beginning in the 2025-26 school year.|It is a quantifiable strength that the parents of English Learners are strong participants in various school activities and events at Vibrant Minds Charter School, as well as volunteering. However, they have not been as engaged in decision-making groups such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC). We will continue to refine how we recruit the parents of English Learners into these groups because their voice is important. We may need to continue to seek alternative times, days, and venues to meet. There may also be an initial need for support and incentives, including child care, food, academic resources for home use, family games, specialized workshops, etc.|Because parents have taken the initiative to enroll their scholars in Vibrant Minds Charter School rather than their neighborhood schools, they tend to be more engaged in their scholars' education than is typical in traditional school settings. We need to capitalize on this initial decision to enroll in our school to ensure strong school/home partnerships are built to support the scholars' academic growth. This is where the concept of a co-created school comes to play. Parents need to understand that the school cannot effectively educate our scholars without home support. This appears to be in place.  For the most part, our parents are cognizant of their scholars' successes and challenges in school. In some cases, parents enrolled their scholars in our school because they did not feel their scholars' academic or social-emotional needs were being addressed in other school settings. To support scholars' positive academic outcomes, our Back-to-School Night is focused on providing parents with skills and resources to support scholars academically at home. Then, parents have ongoing access to their scholars' academic progress through the Parent Portal on Aeries and Google Classroom, as well as ongoing in-person and on-line communication with the teachers. During Parent/Teacher Conferences, which occur at the end of the first and second trimesters, parents are provided with information about their scholars' progress. Then, at the PBL Showcase and other events, the parents have a first-hand glimpse into their scholars' level of academic performance.  We believe we have many strengths is the area of building partnerships with parents for scholar academic outcomes. And, we will continue to refine practices in this area.|Because many of our scholars' parents work long and hard to meet their financial obligations, they do not always have the time to support their scholars academically at home. Instead, they tend to trust the school to educate their scholars. However, forming an authentic school/home partnership with a reliable network of support for scholars and parents is the ideal.  Many scholars attend our school from 7:30 a.m. (earliest drop-off time) to 6:00 p.m. (conclusion of after-school programming) due to child care needs. There is very little time at home for scholar/parent bonding and/or academic support. If the parents are not fully engaged in their scholars' academic progress due to insufficient time, lack of academic confidence, and/or English Learner status, scholars do not receive the encouragement and 1:1 academic support at home that only parents can provide. And, this is a difficult obstacle to overcome since it has such strong economic roots and is also fueled by many single-parent homes. However, through ongoing dialogues with families, we will be able to identify the barriers parents need to overcome with the support of our school community. Through parent training, resources, and support, we hope to improve the level of the parents' engagement in their scholars' academic growth.|The majority of our underrepresented families would be considered to be limited in their own English acquisition. Often they are the parents of our English Learners. It is important for them to understand that if they cannot directly provide academic support to their scholars, there are many other ways that they can contribute to their scholars' academic growth. The parents can consistently ask their scholars how they are doing in school, as well as advocate for their scholars if they hear about academic struggles. They can create a home environment in which leisure reading is supported by having a home library, which can also be supplemented by the school or supported through the public library system. They can tap into after-school resources so their scholars receive academic tutoring and homework support. They can ensure their scholars' basic needs are met by having them sleep sufficiently, eat nutritiously, and exercise regularly. They can also monitor the scholars' access to inappropriate content on electronic devices. Lastly, parents of English Learners need to prioritize their scholars' education and ensure they come to school daily and on time.|Vibrant Minds Charter School has a strong and consistent School Site Council (SSC), which is one forum for providing input for decision-making.The SSC meets monthly and is composed of seven elected representatives and the founding/executive director (i.e., four parents, two teachers, one classified staff member, and the director). We also have monthly English Learner Advisory Committee (ELAC) Meetings, during which parents of English Learners are engaged in topics related to their scholars' quest for redesignation. On the VMCS Board, one of the parents is recommended for inclusion on the Board for a two-year term (no term limits) based on a school-wide election process. This model ensures that the voices of parents are heard. Also, on a consistent basis through ParentSquare, parents' input is requested and analyzed using a computerized survey approach. Both the Assistant Director and Founding/Executive Director also have an open door approach to dialogues with parents who want to provide input.|While the majority of parents consistently provide input into decision-making processes, there are always a few who are not engaged. They may be better reached personally rather than through a computerized survey. Additionally, less formal Cafecito Sessions with a question/answer format may be effective, which will be hosted by teachers, TOSAs, and the leadership team. There will be a concerted effort to ensure input from all parents rather than the vocal few.|The foundational pieces that need to be in place so underrepresented families will become engaged in decision-making processes include a primary contact person (i.e., community liaison -- in place), translation support for non-English speaking parents (in place), and accessibility to decision-making opportunities (in place).  While the parents of English Learners are strong participants in various school activities and events, they have not been as engaged in decision-making groups such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC). We will continue to refine how we recruit the parents of English Learners into these groups because their voices are important. We will continue to seek alternative times, days, and venues to meet. There may also be an initial need for support and incentives, including child care, food, academic resources for home use, family games, specialized workshops, etc.|5|5|5|5|5|5|5|5|5|4|4|5|Met||2025-06-11|2025
30664236027379|Palm Lane Global Academy|3|Palm Lane fosters a welcoming, inclusive school environment where students and families are encouraged to participate actively in the school community. Staff members prioritize building strong, trusting relationships with students to ensure a safe, supportive atmosphere in which every learner feels valued. Through respectful and caring interactions, staff work to make students feel understood, appreciated, and motivated to reach their full potential. Results from the 2024–2025 LCAP Student Survey reflect the positive impact of these efforts. Ninety-seven percent of students agree or strongly agree that their teachers care about them and help them learn. Ninety-five percent report enjoying their teachers, and 93% say they feel accepted by teachers in their classrooms. These high percentages affirm that Palm Lane’s relationship-centered approach is building a positive school culture where students feel connected and supported. Throughout the school year, Palm Lane Global Academy hosts a variety of events to engage students and families during and after school hours. These include ELA and Math Family Nights, i-Ready Family Data Chat Nights, International Family Day, Science and Global Project Showcases, as well as student art galleries and celebrations. These events not only build community but also strengthen academic partnerships between school and home. Communication with families remains a high priority. Parents are invited to volunteer in classrooms and attend field trips, reinforcing their role as partners in their children’s education. Parent-teacher conferences are held throughout the year to review student progress and collaboratively establish academic goals. Every teacher maintains a Class Dojo portal, which is used to share class and schoolwide updates, recognize student achievements, and enable direct communication between families and teachers. In addition, families receive a weekly newsletter—posted on Class Dojo and also provided in print—to ensure all parents, including those without reliable internet access, remain informed of important school updates and events. Palm Lane actively seeks parent feedback throughout the year by distributing surveys following school wide events. This input helps guide planning and ensures families have an active voice in shaping school experiences. By maintaining open, two-way communication and creating multiple avenues for engagement, Palm Lane builds strong family partnerships that support student success and strengthen the overall school community.|Due to the high percentage of English Learners and newcomer students enrolled at Palm Lane, the school recognizes an urgent need to strengthen engagement with families who may face language and cultural barriers. This demographic presents both a valuable opportunity and a pressing need to deepen engagement with families who may face language and cultural barriers. To create a more inclusive and equitable school community, the school is committed to improving communication systems to ensure that all mass messages—including emails, text messages, robocalls, and newsletters—are translated into the home languages of families. Strengthening language accessibility is essential to fostering a sense of belonging, promoting transparency, and ensuring that all families remain informed and connected to their child’s educational experience. At the same time, recent student survey data has revealed critical areas requiring immediate attention. Only 71% of students reported feeling safe on campus, and just 78% agreed that their teachers show personal concern for them as individuals. These findings point to the urgent need to improve both the emotional and physical safety of the school environment and to enhance the quality of student-staff relationships. As an elementary school that prioritizes the well-being and development of the whole child, Palm Lane recognizes that students must first feel safe, valued, and supported in order to thrive academically and socially. In response, the school is taking intentional steps to build a stronger, more connected campus culture. Ongoing efforts to cultivate trusting, respectful relationships between staff and students will remain a central focus. Staff will engage in professional learning around trauma-informed practices and culturally responsive strategies designed to strengthen personal connections and address the diverse needs of students. By fostering a school climate where every student feels seen and heard, Palm Lane seeks to create an environment that supports both safety and belonging. Additionally, staff will continue to collaborate with families and community partners to ensure that safety measures are consistently reviewed, communicated, and implemented. This includes strengthening supervision practices, expanding social-emotional supports, and increasing opportunities for students to express their needs and experiences through classroom discussions and student voice initiatives. By addressing both communication equity and school climate, Palm Lane is committed to creating a welcoming, responsive, and safe environment where all students and families are supported and empowered to succeed.|The school recognizes the need for a thoughtful and strategic approach to create a culture where every student feels seen, valued, and safe. To strengthen student safety, supervision will be increased during high-traffic times such as recess, lunch, and arrival and dismissal periods, ensuring a stronger adult presence throughout the campus. The school will implement regular classroom lessons focused on social-emotional learning, conflict resolution, and peer respect to equip students with skills to navigate challenges in healthy and constructive ways. Behavior expectations and reporting systems will be reviewed and revised to ensure students feel comfortable reporting concerns and confident that issues will be addressed promptly and fairly. To build stronger student-teacher relationships, professional development will be provided for staff on trauma-informed practices, culturally responsive teaching, and effective relationship-building strategies. Teachers will implement regular check-in routines to foster individual connections with students, while opportunities for student voice, such as class meetings and surveys, will be expanded to deepen staff understanding of each student’s needs and experiences. Family engagement will also be increased through enhanced communication, family nights, and collaborative goal-setting to strengthen the partnership between home and school, ensuring students receive consistent support. To improve communication and meet the needs of its diverse community, the school is securing translators and interpreters for families who speak different home languages, particularly for important events such as parent-teacher conferences, IEP meetings, and schoolwide gatherings. Multilingual robocalls and mass messaging systems will be implemented to guarantee timely and accurate dissemination of information about school events, deadlines, and resources. Staff will receive training to build cultural competency, helping them better understand and respond to the diverse backgrounds of students and families. The school will also celebrate its cultural diversity through events, assemblies, classroom activities, and family partnerships that honor the many cultures represented in the student body. The introduction of the Ellevation platform will enhance clear and accessible communication of student information with families. Additionally, the school plans to engage families in creating a “Story of Us” wall or community map that visually depicts where students and their families have come from, sharing stories, traditions, and photos to celebrate the school’s diversity. Through these comprehensive efforts, Palm Lane aims to foster a more inclusive and welcoming environment where all families feel connected, informed, and empowered to actively participate in their child's education.|Eighty-nine percent of parents and families at Palm Lane report feeling actively engaged in their child’s education, reflecting the school’s ongoing commitment to fostering strong family involvement. Throughout the school year, Palm Lane offers a wide range of opportunities for parents and families to connect with teachers and staff, focusing on student academic progress and growth. These opportunities include student-led conferences where students take an active role in sharing their learning, as well as iReady Data Chat Family Nights, and ELA and Math Family Night events designed to support parents in understanding academic expectations and how to assist their children at home. In addition, student showcases provide families with a chance to celebrate their children’s work and achievements firsthand, further deepening the partnership between school and home. Palm Lane employs effective communication platforms such as ParentSquare and Class Dojo to maintain consistent and timely contact with families. Parents are provided with login credentials that grant them continuous access to their child’s current grades, attendance, and classroom updates. This transparency allows families to remain informed about their child’s progress at any time, enabling timely support and intervention when needed. Teachers use ongoing progress monitoring to identify areas where students are excelling or struggling, which creates frequent and meaningful opportunities to engage families in conversations about academic achievement and challenges. This regular communication supports a collaborative approach, ensuring that parents are active participants in their child’s learning journey. To further strengthen communication and partnership with families, the school has introduced midterm progress reports issued each trimester. These reports provide detailed and timely updates on students’ academic performance, allowing parents to stay well-informed throughout the school year. By receiving these updates before the end of the term, families can collaborate more effectively with teachers to address concerns and implement early interventions when students face difficulties. This proactive strategy helps prevent academic challenges from escalating and fosters a stronger connection between home and school, ultimately promoting student success. Through these varied and intentional efforts, Palm Lane continually works to create an inclusive, responsive, and supportive environment that empowers families to engage meaningfully in their children’s education.|One key area of improvement identified to support student outcomes is addressing chronic absenteeism, which currently affects nearly 36% of the student population. This issue is of significant concern, as consistent attendance is closely linked to academic achievement, engagement, and long-term educational success. By strategically addressing chronic absenteeism, the school seeks to identify and remove barriers that hinder regular attendance, including transportation challenges, health concerns, family obligations, or lack of school engagement. The school’s improvement plan will implement a multi-tiered approach involving increased communication with families about the importance of attendance, targeted outreach and support for students with frequent absences, collaboration with community-based resources, and recognition systems to encourage positive attendance habits. By prioritizing this effort, the school aims to improve student access to high-quality instruction and consistent learning opportunities. The school has recognized a growing need for greater support and engagement with families of English Learners, who comprise nearly 50% of the student body, along with a steady increase in newcomer enrollment. Many parents report challenges in supporting their child’s academic learning at home due to limited English proficiency, unfamiliarity with the curriculum, demanding work schedules, and complex family dynamics. Based on educational partner input and local needs data, a key area of focus for improving partnerships for student outcomes will be increasing opportunities for parent education and engagement. Families have consistently expressed interest in parent classes and workshops that provide tools to support learning at home, particularly in relation to homework. In response, the school plans to develop and offer targeted workshops and resources that empower families to take a more active, informed role in their child’s educational success. Recent LCAP survey data has further highlighted the need to strengthen emotional and physical safety on campus, with nearly 30% of students indicating they do not feel safe at school. As a result, the school will be hiring a full-time counselor for the upcoming year. This counselor will play a key role in fostering a safer, more supportive learning environment where every student feels connected and secure. Additionally, survey results show that only 79% of students feel their teachers demonstrate personal concern for them as individuals. While this reflects a generally positive foundation, it presents a clear opportunity to enhance student-teacher relationships. The school recognizes that elementary students thrive both academically and socially when they feel known, valued, and supported by the adults around them. In response, staff will implement intentional strategies to deepen these relationships, with a focus on building trust, showing care, and engaging students consistently and meaningfully.|The school has identified the need to implement targeted parent workshops and classes focused on language acquisition, homework support, and navigating the educational system. These offerings aim to empower families as educational partners and build their capacity to support learning at home and school. Upholding its community school model, the school remains committed to addressing the holistic needs of students. A key strategy to improve student outcomes is structured home visits. Staff will be trained to conduct these visits with cultural sensitivity and purpose, building trust and strengthening home-school connections. This proactive effort aims to reduce chronic absenteeism by identifying and addressing barriers to regular attendance. Beyond attendance, home visits help cultivate strong educator-family relationships, contributing to an inclusive culture where all families feel seen, heard, and valued. To enhance student safety and emotional well-being, the school will expand its counseling program through greater collaboration and services. Grade-level teams will meet with the counselor each trimester to assess needs, identify concerns, and adjust guidance lessons. Instruction will address conflict resolution, emotional regulation, inclusion, personal safety, and self-advocacy. Students requiring additional support will receive individual or small group counseling to foster trust and provide safe spaces for expression. A campus-wide culture of safety and care will be promoted through daily SEL integration, consistent communication, and aligned support systems. Strengthening student-teacher relationships also remains a top priority. The school will provide professional development in relationship-centered practices, including trauma-informed strategies, culturally responsive teaching, and methods to engage students who may feel disconnected. Staff will be encouraged to use the “2x10” strategy—spending two minutes a day for ten days connecting with a student—to build trust and rapport. A schoolwide recognition system will highlight not only academics but also kindness, effort, and growth. Staff will reflect during meetings on student relationships and share practices to support students who need stronger connections. Student voice will be elevated through class discussions, surveys, and feedback channels, ensuring students feel heard and valued. To reinforce this inclusive environment, the school will revamp its Student of the Month program with personalized celebrations. Each class will nominate a student who models a monthly character trait or school value. Honorees will be celebrated through spotlight interviews, social media, marquee features, digital platforms, and classroom or hallway displays, helping students feel recognized, motivated and proud of their contributions.|Based on the analysis of educational partner input and local data, one of our current strengths in seeking input for decision-making lies in the multiple, inclusive avenues through which families and stakeholders can share their voices. These include parent surveys, school site council meetings, ELAC (English Learner Advisory Committee), parent-teacher conferences, and informal conversations and outreach. These structures provide regular opportunities for families to contribute feedback that informs schoolwide planning and improvement efforts. A particular strength is the work of our Special Education (SPED) team, which ensures that parents and families have an active voice in their child’s IEP plans and services. The team is committed to full compliance with IEPs and 504 plans and ensures that parents’ rights are consistently upheld, fostering trust and transparency throughout the process. Additionally, our Multi-Tiered System of Supports (MTSS) model promotes parent involvement through the Student Success Team (SST) process. In these meetings, parents are recognized as the primary educators of their children and are invited to take an active role in identifying needs and developing support plans. This collaborative approach creates space for meaningful conversations, strengthens transparency, and reinforces a team-oriented mindset in serving the whole child. Additionally, the school promotes a warm, inclusive environment where parents and families are encouraged to take an active role as educational partners. The principal maintains an open-door policy, welcoming communication from students, staff, and families through various channels, including in-person meetings, phone calls, emails, surveys, social media platforms, and virtual options such as Zoom. Another area of strength in seeking input for decision-making is the implementation of a shared leadership model. Teachers are encouraged to serve on various Instructional Leadership Teams (ILTs), where they collaborate to analyze data, identify instructional priorities, and help shape the school’s academic vision. The ILT model at PLGA aims to empower educators to take an active role in decision-making, promote professional growth, and ensure that schoolwide strategies are informed by those working closest with students. Additionally, weekly staff professional development sessions provide structured time for collaboration, reflection, and alignment. These meetings allow teachers to engage in meaningful dialogue, share best practices, and work together to set and refine schoolwide goals—further reinforcing a culture of collective responsibility and continuous improvement.|Increasing Parent Participation in Decision-Making The school has identified a key improvement area: increasing parent participation and representation in school discussions and planning. To address this need, several targeted strategies will be implemented. Making Engagement More Accessible The school will expand multilingual communication to ensure families receive information in their home languages. Meeting formats will include in-person, virtual, and hybrid options to accommodate diverse schedules and remove participation barriers. Creating Welcoming Environments Monthly parent meetings will feature incentives such as childcare, light refreshments, and student performances or classroom showcases. These elements will create family-friendly environments that foster connection and engagement. Gathering and Using Parent Input Regular opportunities for parent voice will include short surveys and feedback forms. Follow-up discussions at meetings will demonstrate how parent input influences decision-making, building trust and accountability. An anonymous online suggestion box will provide a confidential option for parents to share concerns or ideas anytime. Strengthening Staff Engagement in Decision-Making The school will also implement new approaches to deepen staff involvement in decision-making processes. Regular Feedback Collection Trimestral staff surveys will gather targeted feedback on school initiatives, professional development effectiveness, student support systems, and school climate. Leadership teams will review results, share them transparently with staff, and develop clear action plans based on the input. Focused Collaboration Opportunities Goal-specific staff task forces will focus on LCAP priorities such as behavior supports, English Learner development strategies, and family engagement. These groups will allow interested staff to contribute more deeply to shaping and implementing school priorities. Ongoing Communication An anonymous online suggestion box will enable staff to share ideas or concerns confidentially at any time. Expected Outcomes These combined efforts aim to create a culture of transparency, shared ownership, and continuous improvement. By enhancing the active involvement of both families and staff in decision-making, the school will strengthen its community and ensure all voices contribute to its success and growth.|Based on the analysis of educational partner input and local data, Palm Lane Global Academy has identified a need to improve the engagement of underrepresented families—particularly English Learners and newcomer families—in decision-making processes. To address this, the school is committed to implementing intentional strategies that foster inclusivity, remove participation barriers, and build trust within the school community. Palm Lane will ensure that all school meetings and communications include translation and interpretation services, enabling families to fully engage in their preferred languages. By making language access a priority, the school is working to eliminate one of the most common barriers that prevents families from participating meaningfully. In addition, the school will offer flexible meeting times and virtual attendance options to accommodate varying work schedules and transportation challenges that many families face. These flexible formats are designed to make it easier for all parents and guardians to take part in school discussions regardless of logistical constraints. To further increase family engagement, PLGA will conduct targeted outreach through home visits and community liaisons. These efforts are intended to build personal relationships, establish trust, and provide direct invitations for families to attend events, meetings, and decision-making forums. Recognizing the importance of cultural relevance, the school will also host parent workshops and listening sessions that reflect and respect the diverse backgrounds of the school community. These events will serve as safe, welcoming spaces where families can comfortably share their thoughts, concerns, and ideas while also gaining a better understanding of how school systems and processes operate. In order to make input opportunities more accessible, PLGA will design simple, translated surveys and feedback tools that families can complete at their convenience. These tools will help ensure that all voices are heard, especially those who may not be able to attend meetings in person or virtually. To enhance the reach and effectiveness of these initiatives, the school will partner with trusted community organizations and local leaders who have strong relationships with newcomer and multilingual families. These partnerships will help bridge the gap between home and school, encouraging more families to participate in shaping the school experience for their children. By taking these comprehensive steps, Palm Lane aims to build authentic, respectful relationships with all families, particularly those who have been historically underrepresented in school decision-making. The school is committed to ensuring that every family—regardless of language, background, or circumstance—can contribute meaningfully to school planning and improvement. Through this collaborative approach, PLGA continues to cultivate a more equitable, inclusive, and responsive educational environment.|5|4|3|3|4|3|4|3|4|3|3|3|Met||2025-06-23|2025
30664310000000|Anaheim Union High|3|AUHSD has created sustainable systems and structures that are designed to promote equitable opportunities for engagement that foster positive relationships with all educational partners. The continued support of Family Resource Centers across the district and the addition of Community Schools staff at 15 of our campuses have further strengthened these relationships. Through the comprehensive community schools assets and needs assessment, the community voice circles, as well as the LCAP survey, we have been able to collect input and data that demonstrates our community feels connected and included at our schools and district. AUHSD has made it a priority to promote welcoming and inclusive environments. Having said that, we could improve in the area of staff professional learning around the effective usage of our communication platform, ParentSquare to ensure there is two-way communication happening at all sites, as well as the implementation of the Dual Capacity Building Framework to help our staff better understanding of how to engage in meaningful ways with families.|Based on the variety of asset and needs assessment data that is collected throughout the year, there’s a recognition that there’s a lack of staff professional learning time dedicated to ensure family and community engagement is a priority for staff in and out of the classroom. There’s a systemic/structural flaw in being able to ensure teachers are meeting with families and students to discuss student progress and ways to work together to improve student outcomes. Thus, our focus areas will include 1) Intentional staff professional learning on best practices for Family and Community Engagement; 2) Designing structures to ensure that teachers are able to meet with families and students to review student outcome progress.|There is a significant challenge to engage ALL families in AUHSD. The majority of responses we get when surveying families, whether it's through actual surveys, interviews, focus groups, or community voice circles, are typically from the same parents that already engage with our schools. One our gaps has been connecting with disengaged students and their families, especially those that do not attend any campus activities  Identifying students that are struggling to attend class on a regular basis early in the school year and scheduling home visits will provide our staff with an opportunity to triage this group of students and their families and be able to address barriers to attendance. We have trained staff on conducting Hopes and Dreams Home Visits to focus on a proactive approach to home visits, focusing on building relationships with families in their homes and understanding what their hopes and dreams are. Home visits will also give us an opportunity to engage with families that otherwise would not attend school events due to various reasons.|There are currently a plethora of services, workshops and activities to build our partnership with families to support student outcomes. Tier I services are promoted for all families across AUHSD schools via our family and community engagement specialists (FACES). These include activities such as Parent Leadership Academy, Parent Learning Walks, Wellness Workshops, and Coffee with principal chats to name a few Tier I services. Tier II & III services are designed to address interest or needs, based on assets and needs assessments, families would benefit from. These services include things like the Educational Technology Platform Workshops, Positive Discipline workshops, and Social Service assistance. Regarding staff engagement, in order to build partnerships with families and students, we have improved our intentional professional learning around building capacity of all staff on customer service, effective two-way communication, and use of technological tools to support student outcomes.|Based on the variety of asset and needs assessment data that is collected throughout the year, there’s a recognition that there’s a lack of staff professional learning time dedicated to ensure family and community engagement is a priority for staff in and out of the classroom. There’s a systemic/structural flaw in being able to ensure teachers are meeting with families and students to discuss student progress and ways to work together to improve student outcomes. Intentional focus on building knowledge of Special Education students and their families is lacking. Thus, our focus areas will include 1) Intentional Staff professional learning on best practices for Family and Community Engagement; 2) Designing structures to ensure that teachers are able to meet with families and students to review student outcome progress, via parent-teacher conferences.|There is a significant challenge to engage the disengaged students and their families, especially those that do not attend any on-campus activities.  Identifying students that are struggling to attend class on a regular basis early in the school year will provide our Family and Community Engagement staff with an opportunity to triage this group of students and their families and be able to address barriers to attendance. An intentional focus will be placed on staff’s time to provide outreach support, identify barriers to attending school events, and making a more concerted effort to partner with families to improve student outcomes. We have also trained staff to implement Hopes and Dreams Home Visits to  focus on a proactive approach to home visits, focusing on building relationships with families in their homes and understanding what are their hopes and dreams.|As a community school district, one of AUHSD’ strengths is the collaborative and shared leadership practices, specifically building collective trust, and sharing responsibility for outcomes in a manner that includes students, families, and community members. This is exemplified in structures such as our LCAP, the Community Schools Site Team, ELAC, School Site Council. Additionally, AUHSD is continuously seeking community input via our comprehensive multilayered Community Schools Assets and Needs Process which consists of surveys, community voice circles, and individual empathy interviews. Capturing street data has been a priority this school year in helping AUHSD tell the stories of our community.|AUHSD’s LCAP Educational Partner Engagement process serves as an example of AUHSD’s desire and ability to effectively engage all educational partners, specifically our students, families, community members and staff. This gives our community a space to provide input to decisions that are being made that will directly impact our students. Our district community schools steering committee has become a model to engage all partners in decision-making processes, and will serve as a model for all school sites to include the voice of all partners in the decision-making process as one of our focus areas. Another area of focus is to implement community voice circles at all sites, since these also serve as a space for families and community members to share their concerns and give input on various topics.|One of the recommendations from our LCAP Educational Partner Engagement Process that came out of the Parent Involvement is to develop a Special Education Advisory group. This is due in large part to requests from parents of students with special needs to build their collective understanding about all the resources available to them and their students. Parent leaders have advocated for a more comprehensive system to ensure that all resources are shared widely with the AUHSD community, and that these resources can be available to our students and families if and when they are needed.|4|4|4|4|4|4|2|4|4|4|4|3|Met||2025-06-05|2025
30664490000000|Brea-Olinda Unified|3|BOUSD continues to demonstrate strong progress in building meaningful relationships between school staff and families through a multi-tiered approach. One of the district’s core strengths lies in its deep-rooted connection with the broader community, particularly through consistent engagement with local professional organizations. The Superintendent and Cabinet maintain strong partnerships with civic groups such as the Rotary Club of Brea, and collaborate closely with the Brea Police and Fire Departments to foster trust, safety, and mutual support across the community.  At the site level, administrators and staff have made a concerted effort to strengthen and sustain active Parent Teacher Organizations (PTOs) and Booster Clubs. These parent-led groups have become vital partners in supporting school events, fundraising efforts, and student enrichment opportunities. Their collaboration reinforces a shared commitment to the success of every school.  Most importantly, the district places high value on the personal relationships between teachers, staff, and the families they serve. Across BOUSD, educators are intentionally working to build connections with each student and their caregivers, recognizing that strong relationships are essential to supporting the academic, behavioral, and social-emotional growth of all learners. Through regular communication, inclusive family engagement practices, and a shared focus on student well-being, school teams are cultivating environments where families feel welcomed, heard, and empowered as partners in their child’s education.  This ongoing relationship-building effort is foundational to BOUSD’s vision and continues to be a central focus in the district’s work moving into the 2025–2026 school year.|The District is committed to a sustained effort to improve the relationships between staff and families. The following areas of focus will be priorities for BOUSD in the 2025-2026 school year to foster collaboration and create a positive educational experience for all students:  -More Accessibility to School and District Climate & Culture Data: This will include the publication of district and school climate data on the district’s website, as well as parent education nights that focus on responsive strategies to the data and the stories it tells about our schools and the district as a whole.  -Clear Communication Channels: The District will ensure that there are clear and effective channels of communication in place between the district and school sites through the district website, school websites, and avenues for access to site administrators and district leaders. This will include regular meetings for parents, newsletters, email updates, or online platforms to share important information (Parent Square, Aeries, Google Classroom, etc.), updates, and resources.  -Ongoing Supportive Leadership: District leaders will continue to demonstrate supportive and approachable leadership styles. They will foster a positive working environment that values input from school sites and families. District administrators will visit school sites regularly, engage in conversations with staff and families, and address concerns or challenges promptly and effectively.  -Professional Development Opportunities: The District will provide professional development opportunities for school site staff that align with their needs and aspirations. Training sessions, workshops, and conferences that focus on improving teaching strategies, classroom management, parent engagement, or other relevant topics will be considered in the 2025-2026 school year. • Collaborative Decision-Making: The District will Involve school site leaders and staff in decision-making processes that affect their school communities. It will seek their input on matters such as curriculum development, resource allocation, or policy changes. To the extent necessary, the District will establish committees or task forces composed of representatives from school sites to facilitate collaboration and shared decision-making.  -Recognition & Appreciation: The District will continue to acknowledge and appreciate the hard work and dedication of school site staff and families. Celebrate successes, achievements, and milestones through recognition programs, awards, or public acknowledgments.  -Parent Education & Engagement: The District will offer workshops, seminars, or resources to help parents support their child's learning at home. It will engage families through volunteer opportunities, parent-teacher conferences, and school events. There will be encouragement to maintain two-way communication by actively seeking input and feedback from families and incorporating it into decision-making processes.|To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. The District has used the analysis of educational partner input and local data to realize that there are areas of growth to improve engagement of underrepresented families. Toward that end the district is committed to the following initiatives and actions in the 2024-2025 school year:  -More Outreach and Engagement: This includes the establishment of multiple channels for communication, such as email, phone calls, newsletters, and social media in the home language of underrepresented groups. Parent Square, a robust information platform that will engage all education partners, will be put into place in the 2025-2026 school year. The District's Public Information Officer will also encourage families and members of the community to solicit questions, concerns, and feedback.  -Family Involvement Events: The District will host events that encourage underrepresented families to actively participate in their child's education. These will include back-to-school nights, curriculum showcases, STEM and STEAM Nights, and sports events at the junior high and high school.  -Parent Education Workshops: The District will offer workshops and training sessions for underrepresented parents on topics such as parenting skills, educational strategies, and supporting children's learning at home.  -Home visits: The District will revive home visits by site and district staff members to build relationships with families in their own environment. The intention will be to enhance understanding, strengthen trust, and provide insights into students' home lives, which can be valuable in tailoring educational approaches.  -Parent Advisory and District English Learner Advisory Committees: The District will be establishing a parent advisory committee to involve underrepresented families in decision-making processes. This will also include a sustained support for the District's English Learner Advisory Committee and the school sites' English Learner Advisory Committees.  -Recognition of Cultural Celebrations and Events: The District will continue to recognize and celebrate the diversity within its school communities by recognizing and, in some cases, organizing and promoting, cultural events and celebrations. The goal will be to foster inclusivity and allow families to share their traditions, strengthening the bond between staff and underrepresented families.  -Family Support Services: The District will Identify and provide resources or referrals to support families facing challenges such as housing, healthcare, or financial issues, demonstrating a commitment to the overall well-being of underrepresented families in order to create trust and engagement with our underrepresented families. A school social worker will be employed in the 2025-2026 school year along with wrap services for families in need.|The District is proud of the many ways it has built partnerships with all stakeholder groups to promote the highest levels of student learning. Strong and meaningful relationships exist between site leaders and district administrators and the engagement of local agencies and state level departments. The District’s relationship with the local police and fire command staff, as well as the county office of education allow it to amplify its effectiveness with this additional support from local and state agencies. The District’s Educational Services Department has developed programming, supports and interventions that offer an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of MTSS, SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of these co-curricular programs there are several areas the district would like to highlight as strengths:  -Parent Education Nights: PEN Throughout the school year, parents/guardians can learn about a variety of topics that are timely and consequential to their child’s learning. Key topics in the series include the core aspects of the educational system and factors that lead towards developing students at the highest levels of their abilities.  -Coffees with Site Principals and the Superintendent: These events bring together parents, BOUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families.  -Use of Partner Agencies: The School Resource Officer for the District, paid by the Brea Police Department, and meetings with police and fire command staff, will continue to be a priority.  -School Counselors: The District has school counselors at all sites to support the well-being of students and provide intervention and supports as part of MTSS.|The District is committed to enhancing its partnerships for the purpose of improving student outcomes. This will occur through the following:  -Amplification of District Goals and Priorities: Taking the goals and objectives of the school district and sharing them with partners whose missions align with those goals. The results of this action will be to enhance the passion for education in the community, develop a shared pride for the district and all it accomplishes, and the overall support for students.  -Focused and Sustainable Professional Development: Aligning the districts Mission, Vision and Goals to the sustainable use of professional development funds that will give the district the highest return on its investment of resources for the professional growth of teachers and staff. This will assist with the amplification of the district’s goals and priorities in the community.  -Ongoing Analysis of Data: Assess the specific needs of students and the district as a whole. Identify areas where partners and partnerships can contribute their expertise, resources, or support.  -Networking and Outreach: Engage in networking and outreach efforts to connect with partners and partnerships. This includes attendance at community events, business association meetings, and chamber of commerce gatherings by site and district leaders to establish relationships and promote collaboration. It also offers district leadership the opportunity to share the district's vision, goals, and the potential benefits of partnering with schools.  -Recognition and Visibility for Partners in the District: Recognize and showcase businesses and agencies that support student success. This includes highlighting their contributions through newsletters, social media, websites, and local media outlets.  -Collaborative Projects and Programs: Examples of this include partners that will provide internship opportunities, career mentoring, guest speakers, or workplace visits. The district will also be seeking out agencies that can offer tutoring, counseling services, health and wellness programs, and community service projects aligned to the overall inspirational programs established within the district.|A key improvement in engaging underrepresented families will be increased and improved outreach/communication. The District continues to support the presence of an intervention counselor at the secondary level and will be hiring a social worker for its secondary schools in the 2025-2026 school year. The primary roles of these people will be to support underrepresented students, help meet the district’s graduation requirements and to support their overall wellbeing. The social worker will also assist students and families by providing counseling, resources, and referrals to services such as housing and healthcare. The District will be committed to ongoing contact and relationships with BOUSD families through personal phone calls, Zoom parent chats and its Parent Education Nights, emails and texts. The ability of the Parent Square platform to engage parents in their home language is a tool to engage unrepresented families. These methods of communication and outreach will prove invaluable in identifying areas of need and challenge, so that site and district leaders can provide appropriate and timely support and referrals.|BOUSD values a collaborative approach to decision-making that places educational partner input at the center of its continuous improvement efforts. The District actively cultivates a culture in which the voices of parents, students, staff, and community members are not only welcomed, but intentionally sought out to inform priorities, policies, and programs.  A key strength of the District is its commitment to structured collaboration through advisory groups and feedback mechanisms. Each school site operates a School Site Council (SSC) and, where applicable, an English Learner Advisory Committee (ELAC), both of which play an integral role in shaping site-level plans and monitoring progress. These groups are supported by districtwide efforts, including strong PTO organizations and a district PTO Council that regularly engage with district leadership to ensure family perspectives are reflected in decision-making.  To support meaningful data-informed dialogue, BOUSD employs multiple tools to gather and analyze input, including the California Healthy Kids Survey, the Panorama SEL platform, and custom surveys administered via the Qualtrics platform. These resources enable the district to hear from a broad range of voices, evaluate trends, and tailor responses to community needs.  Collaboration also extends to specialized groups. The district partners with its SELPA and promotes active participation in the Community Advisory Committee (CAC), ensuring that families of students with disabilities have a platform to shape inclusive practices and supports. Moreover, BOUSD has recently initiated a collaborative inquiry process to address the root causes of Significant Disproportionality, engaging stakeholders to examine overidentification patterns and co-create solutions that promote equitable student outcomes.  Through open communication, structured collaboration, and a genuine commitment to listening, BOUSD continues to strengthen its ability to make informed, inclusive, and student-centered decisions that reflect the shared aspirations of its community.|While the District is proud of the many opportunities exist for building capacity and directly engaging in decision-making with stakeholders, there is always room for improvement. Focal areas for improvement include the following:  -Establishment of permanent Advisory Committees at the parent, certificated employee, classified employee, and student levels.  -Continuing Coffees with the Principals and attended by district leaders.  -Use of the Qualtrics survey platform for more ongoing and focused feedback from educational partners.  -Providing additional parent trainings specific to the work of BOUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input.  -Establishment of sustainable site based English Language Advisory Committees as school sites.  -Feedback surveys to educational partners on the effectiveness of district professional development and trainings.|The District is committed to a cycle of continuous improvement as it relates to seeking input and feedback to improve the execution of its mission, vision and goals (especially as it relates to seeking input from underrepresented families). This is because the district is committed to improving its input mechanisms so that there can be the overall enhancement of transparency, inclusivity, and stakeholder engagement. Thusly, the district will be engaging in the following actions and activities to improve engagement of underrepresented families:  -Encouraging Greater Diversity in Representation: The district will actively seek input from underrepresented educational partners so that it can create avenues for each group to contribute their perspectives and insights. This will include more direct engagement of underrepresented families through the District ELAC, its Advisory Committee related to Significant Disproportionality, and its Parent Advisory Committee.  -Examining Existing Feedback Mechanisms: The district will continue to sustain multiple channels for soliciting feedback from underrepresented educational partners but examine ways it can improve communication. This may include online surveys in home languages identified by the district, suggestion boxes, public forums, town hall meetings, focus groups, and advisory committees.  -Providing Timely and Accessible Information: The district will endeavor to provide clear and timely information about upcoming decisions or changes to underrepresented educational partners in ways that effectively explain the context, rationale, and potential impacts of the decisions to facilitate informed input. Using various communication channels, such as newsletters, websites, social media, and direct emails, to keep underrepresented stakeholders informed will be a priority.  -Providing Inclusive and Accessible Formats: the District will ensure that the methods used to seek input are inclusive and accessible to all educational partners. It will provide options for online and offline participation to accommodate different preferences and access limitations. Conveying important priorities using plain language, providing translation services, and offering alternative formats, such as audio or video recordings, to make information accessible to diverse and underrepresented audiences will be focuses for the 2024-2025 school year.|4|4|4|5|3|4|4|4|3|3|3|4|Met||2025-06-26|2025
30664560000000|Buena Park Elementary|3|The Buena Park School District is deeply committed to fostering meaningful partnerships and engagement with families, which is central to cultivating a positive learning environment for every student. Relationship building begins on the first day of school and continues throughout the school year. This is evident in highly attended back-to-school nights, parent-teacher conferences, and community events that bring families and schools together. Events such as SPED Galas, outdoor movie nights, color runs, and academic theme days offer families a firsthand experience of their child's learning environment while fostering a sense of belonging. The 2024–25 LCAP Student Survey Results demonstrate the District's commitment to relationship-building: 92% of students say teachers and adults make them feel welcome at school, and 93% of parents feel their children are welcomed. Effective communication serves as a key element in supporting these relationships. The District prioritizes clear and accessible communication between schools and families through ParentSquare, a unified communication platform. ParentSquare serves as a central hub for districtwide communication, allowing district staff, teachers, and families to connect easily for announcements, event details, participation registrations, and important safety updates. ParentSquare also offers built-in translation options, ensuring inclusivity and accessibility for all families. Another districtwide tool is the Aeries Parent Portal, which provides families with easy access to grades, test results, and essential documents, fostering transparency and collaboration. Middle school families further benefit from Canvas software, ensuring they remain closely linked to academic content. The District supports communication in families' preferred language: in the 2024–25 LCAP survey, nearly 97% of families said they receive documents in their language. Also, 97% of parents report that there is someone at the school they can easily speak to in their language. Bilingual Service Providers are part of the District’s support team, helping to meet interpretation and translation needs across our multilingual community. The District also actively maintains a website and social media channels for disseminating information and sharing daily programs and events. Parent meetings and surveys are thoughtfully conducted in multiple languages to assess school climate and gather valuable input and feedback, informing the identification of LCAP priorities. The Educational Services Department plays a pivotal role in organizing parent training and meetings, along with providing a wealth of academic and social-emotional resources. Translation services are available, ensuring access to information for all families. Feedback received through the LCAP survey guides efforts to enhance communication and strengthen relationships between schools and families, supporting the educational experience for every student.|Based on educational partner input and local data, the Buena Park School District's focus areas for improving relationships between school staff and families include deepening student-teacher connections and fostering a strong belief in student capability, all within a framework of continuous improvement. While our community events like back-to-school nights, parent-teacher conferences, SPED Galas, outdoor movie nights, color runs, and academic theme days are strong in fostering belonging, the 2024-25 LCAP Student Survey Results show areas that the District wants to cultivate. This includes expanding an environment where students feel encouraged to share their unique backgrounds; currently, 82% of students feel teachers encourage them to share stories and experiences from their family or culture, a slight improvement of 0.4% over the prior year. Further, while the LCAP survey revealed a strong score that 93% of students feel that teachers and adults at this school believe they can do well in school, the District wants to further grow that belief. Through continuous improvement and addressing these areas, the District aims to further strengthen the foundational trust and engagement crucial for student success.|The Buena Park School District is committed to enhancing the engagement of underrepresented families. The District will achieve this by strategically expanding outreach, optimizing feedback, and broadening participation opportunities for families. One primary strategy involves proactive outreach and dedicated support for our most vulnerable populations. The District's Student and Community Services Department, whose mission is to foster student success by implementing a strong network of services and support, will continue to play a pivotal role. This department will specifically enhance its interdisciplinary approach to support students and families, particularly those experiencing homelessness or in foster care, by proactively addressing barriers to attendance and participation. Through preventive actions like recognizing improved attendance and educating families on the importance of regular school attendance, the goal is to ensure students and their families are fully integrated and supported. The District will also expand its direct outreach efforts to connect with underrepresented families through various means. Secondly, the District will continue to reach out to underrepresented families in the decision-making processes. This includes increasing participation in platforms such as the LCAP Survey, English Learner Advisory Committees (ELAC and DELAC), and School Site Councils. Sites will seek to recruit representatives from all families to ensure equitable parent input. By actively involving more underrepresented parents in developing, reviewing, and evaluating school programs through site councils, the District will ensure their perspectives directly shape our educational offerings. Finally, the District will continuously expand and tailor parent workshops and training sessions to meet the specific needs and interests of underrepresented families. These offerings will continue to cover a wide spectrum of topics, from supporting English language learners and utilizing educational apps to promoting fitness, wellness for SEL, and growth mindset. The focus will be on ensuring these workshops are accessible, culturally responsive, and directly empower parents with valuable knowledge and resources to effectively support their child's educational journey. Through these concerted efforts, the District will ensure that all voices are heard and valued, ultimately enhancing educational experiences and outcomes for every student in our community.|The Buena Park School District demonstrates significant strengths and progress in building partnerships for student outcomes as evidenced by a comprehensive and collaborative approach to student support. A fundamental asset of the District lies in its implementation of a Multi-Tiered System of Supports (MTSS), with the goal of seamlessly integrating academic, behavioral, and social-emotional learning to aid struggling students. Leveraging evidence-based practices, instructional strategies, and supplemental materials coupled with tiered interventions, the District ensures a first-best instruction approach tailored to diverse student needs. Students receive targeted support through the newly launched Intervention program that includes i-Ready Reading and Math diagnostic assessments, additional instructional lessons, and supports academic growth. The commitment to comprehensive student well-being is underscored by dedicated on-site counseling, supplemented by strategic partnerships with outside agencies to provide wraparound services for holistic student care. The implementation of the California Community Schools Partnership Program Grant embodies a 'Whole-Child' school improvement approach, fostering collaboration with teachers, students, and families, and establishing vital community partnerships with agencies and local government to align resources and enhance student outcomes. Further strengthening outreach, the Expanded Learning Opportunities Program facilitates year-round partnerships with outside organizations, providing crucial academic support and enrichment opportunities beyond the traditional school day. During the summer, the SOARS Summer Intersession Camp provides academic intervention with added opportunities to participate in enrichment programs, often in partnership with community organizations to enrich student experiences. For targeted academic assistance, the ACCESS Program, which works directly with the Orange County Department of Education, provides support to students in the 7th grade. Partnerships with the Boys and Girls Club of Buena Park and the City’s Parks and Recreation Department provide scholarship opportunities for students to attend local programs. Finally, our commitment extends to community welfare through ongoing partnerships with local organizations that enable us to provide essential resources to families in need. These diverse and integrated partnerships are fundamental to our success in ensuring every student receives the comprehensive support required for academic, social, and emotional growth.|To build strong partnerships that support student outcomes, the District continues to strengthen its Multi-Tiered System of Supports (MTSS), enhance teacher-family collaboration, and expand engagement opportunities. Students benefit from ongoing counseling services and year-round expanded learning opportunities, including the SOARS summer program. The Community Schools Implementation Grant supports a whole-child approach by aligning resources to student and family needs. Student Engagement Clerks continue to strengthen family connections and improve attendance. Parent workshops are key to providing at-home family support covering topics such as early literacy, middle school readiness, and college pathways. In addition, through a partnership with Fresno State University, families have access to free classes in conversational English, financial literacy, and workplace skills. While these initiatives ensure families are empowered to support student success, the District continues to pursue the goal of strengthening partnerships.|Based on the analysis of educational partner input and local data, the Buena Park School District recognizes the need to deepen engagement with underrepresented families. One way to build engagement for student outcomes is through the Cariño Parent Engagement Program, a comprehensive program built on three pillars—parent education, communication, and collaboration. This program provides no-cost, accessible parent education courses in collaboration with Fresno State University. Courses are offered in multiple languages and formats (virtual and in-person) and cover topics such as digital literacy, parenting skills, health and wellness, and small business development. In addition, the District offers parent webinars and trainings that provide timely information on academic supports, assessments, student wellness, and available resources. These webinars include live translation to ensure access for multilingual families. The District also supports ELAC (English Learner Advisory Committee) and DELAC (District English Learner Advisory Committee) meetings at all school sites and the District Office. These regularly scheduled meetings promote active engagement and provide families with a platform to share feedback and concerns. Childcare is offered to support families with young children, helping to remove barriers to participation. Additionally, ELAC and DELAC representatives have the opportunity to engage in leadership development, including attending the CABE (California Association for Bilingual Education) conference annually. By offering flexible and culturally responsive opportunities for learning and participation, the District is working to remove barriers that often limit involvement among underrepresented families. Together, these efforts aim to build trust, improve two-way communication, and empower families to actively support their children’s academic and social-emotional growth.|The Buena Park School District is committed to actively engaging all educational partners in the decision-making process and to help shape district policies and practices. Each year, the District promotes participation in the Local Control and Accountability Plan (LCAP) process through surveys and focus groups, extending invitations to all stakeholders—students, parents, teachers, and staff—at both the site and district levels. At school sites, families have multiple ways to contribute through established groups such as School Site Councils, English Learner Advisory Committees (ELAC), Parent-Teacher Associations, the GATE Parent Advisory Group, and SELPA Parent Advisory Committees. These platforms support ongoing dialogue and allow families to provide meaningful input on decisions that impact student learning and school climate. At the district level, the District English Learner Advisory Committee (DELAC) plays a key role in informing decision-making while also offering leadership development opportunities through workshops and conferences. This committee supports collaborative discussions that ensure underrepresented voices are included in shaping districtwide initiatives.|The Buena Park School District is focused on improving inclusivity and access to decision-making opportunities for all families, particularly those who may face barriers to engagement. The District recognizes that work schedules, family responsibilities, and language access can impact a family's ability to participate fully in school and district decision-making processes. The District addresses these challenges in a variety of ways, including offering multiple meeting formats such as online, hybrid, and recorded meeting formats, providing childcare at DELAC meetings, and prioritizing language access through interpretation services at both district- and site-level meetings. The District is committed to strengthening a more inclusive environment where all families feel welcomed, heard, and empowered to participate in the decisions that shape their children’s education.|The Buena Park School District remains committed to strengthening engagement with all families, with a particular focus on underrepresented groups. Based on educational partner input and local data gathered through the self-reflection process, the District is refining its efforts to ensure equitable opportunities for these families to participate in decision-making. To better understand the perspectives and needs of underrepresented families, the District is enhancing its annual surveys by incorporating questions specifically designed to capture the voices of these groups. This targeted approach will help ensure that programs, supports, and decision-making processes are responsive to the diverse needs of the students and families we serve. In addition, the District is actively implementing several strategies to increase inclusivity and reduce barriers to participation:  - Community Outreach and Relationship Building: The District continues to proactively engage families through community events, school activities, and partnerships with local organizations, creating trusting relationships that encourage participation. - Culturally and Linguistically Inclusive Communication: Communication materials are shared in families' home languages and distributed through various platforms such as newsletters, ParentSquare, social media, and school sites to ensure broad access. - Representation and Empowerment: Underrepresented families are encouraged to serve on decision-making committees such as ELAC, DELAC, and School Site Councils. Leadership training and opportunities, such as attending conferences like CABE, are offered to help families take active roles in shaping school and district practices. - Support Services: Childcare is provided during DELAC meetings and parent trainings, ensuring that families with young children can fully participate in engagement opportunities. - Ongoing Feedback and Reflection: The District consistently seeks feedback from underrepresented families to evaluate the impact of its engagement practices and make adjustments as needed.  Through these continued efforts, the Buena Park School District is working to create an inclusive and equitable environment where all families—especially those historically underrepresented—feel valued, empowered, and equipped to contribute to the decision-making process.|4|5|4|5|4|4|4|4|4|4|5|4|Met||2025-06-23|2025
30664640000000|Capistrano Unified|3|1. Strengthening Family Engagement and Support: CUSD has made consistent efforts to involve families in the educational process. DELAC members emphasized the importance of parental involvement, suggesting more virtual education opportunities, ESL program participation, and parent support groups. These strategies aim to deepen parent-school partnerships and improve student outcomes. In particular, providing parents with training in technology, math, and language helps bridge communication gaps and supports active participation.   2. Emphasis on Family Engagement and Community Connection: The district regularly hosts school and community events that encourage family participation and help build positive relationships among students, staff, and families. Examples include schoolwide celebrations that recognize student and family traditions. These activities help foster stronger connections between home and school while creating welcoming environments. Advisory groups such as CAC and DELAC have recommended continuing efforts to ensure that instructional materials and teaching practices are relevant and supportive of the students served across the district.   3. Consistent Feedback Opportunities and Staff Training  CUSD regularly collects input through Thought Exchange and parent advisory committees, demonstrating a strong commitment to listening and adapting based on community needs. Parents advocated for more training for general education staff on inclusion and ability awareness, with CAC members specifically calling for training on supporting neurodivergent students and creating inclusive classrooms. These efforts promote a better understanding of student needs and foster collaboration between staff and families.    4. Family Involvement in Leadership and Communication Efforts:  The district supports student leadership and community-building activities that naturally involve families. Programs such as PALS, Best Buddies, and Ability Awareness Week promote peer inclusion and increase family engagement. DELAC members further recommended bilingual leadership and peer mentoring programs to enhance both student success and family participation. These initiatives cultivate trust and demonstrate the district’s commitment to shared responsibility between schools and families.    Overall: CUSD’s strengths in building relationships between school staff and families are reflected in its efforts to promote clear communication, offer opportunities for family involvement, and provide support for positive school–home connections. Ongoing feedback, staff development, and community events contribute to a strong foundation for collaboration in support of student success.|1. Improve Consistency in Communication and Outreach: Parents expressed concern over inconsistent communication practices between school staff and families across campuses. DELAC members emphasized the need for better bilingual communication, more frequent updates, and consistent outreach to ensure English Learner (EL) families are well-informed. Some parents noted that they often feel uninformed about school activities or resources, underscoring the need for clearer, more accessible communication practices districtwide.    2. Strengthen Staff Training to Support All Learners:  A key area for continued growth is ensuring consistent professional development that helps staff effectively support a wide range of student learning needs. Educational partners, including members of CAC and CUCPTSA, suggested ongoing training for general education staff to promote positive, supportive learning environments for all students, including those with disabilities. They also emphasized the value of ensuring these efforts are implemented consistently across all school sites.    3. Increase Access to Family Engagement Opportunities:  While many schools host cultural events and inclusion activities, families noted that these are often PTA-funded and vary widely by site. Parents called for district-supported opportunities—such as Cultural Days, Ability Awareness Weeks, and multilingual family events—at all schools to ensure that engagement is not dependent on local fundraising or volunteer availability. DELAC members also emphasized the need to better include families of EL students in school life through accessible, language-specific programming and support groups.   4. Strengthen Family-School Partnerships Through Structured Involvement:  Educational partners identified a need for more structured and intentional approaches to family involvement, particularly for underrepresented groups. DELAC members advocated for virtual parent workshops and more frequent opportunities for parents to contribute to school decisions. Additionally, there were calls to ensure that family engagement efforts are inclusive of all cultures and language backgrounds, and that leadership opportunities for families are promoted across all schools.   Overall: CUSD’s focus areas for improvement in building relationships between school staff and families include enhancing communication consistency, expanding inclusive staff training, increasing access to family engagement events, and strengthening structured opportunities for family participation. Addressing these areas will help foster a more connected, inclusive, and collaborative school community across the district.|1. Expand Bilingual Communication and Language Access: DELAC members consistently emphasized the importance of improving language access for EL families. Many families struggle to understand school communications or access support due to language barriers. In response, the District will: • Provide translated materials, signage, and digital content across school sites. • Host bilingual events that encourage family participation and affirm students’ home languages. These actions aim to ensure that EL families can fully engage with their child’s education and feel welcomed in school communities.   2. Provide Family Engagement Opportunities That Reflect School Communities: Some families have expressed interest in participating in events and programs that highlight student and family traditions. In response, the district will: • Continue supporting events such as Cultural Days, International Nights, and Ability Awareness Weeks. • Include a broad range of instructional materials that reflect the experiences of students. • Encourage parent involvement in school activities that allow families to share traditions and experiences. These efforts aim to strengthen connections between families and schools, fostering a welcoming and supportive environment for all.   3. Increase Access to Parent Education and Support Resources: Educational partners, particularly DELAC members, highlighted the need for more accessible training and resources to empower families. The District will: • Offer virtual workshops in multiple languages focused on technology use, academic support, and understanding school systems. • Create and promote parent support groups, especially for EL and newcomer families. • Provide joint student-family workshops and tutoring opportunities that allow families to engage in learning together. This approach supports both student achievement and parent confidence in engaging with schools.   4. Strengthen Relationships Through Consistent Communication and Outreach: Educational partners emphasized the importance of regular, clear communication in supporting family engagement. In response, the district will: • Encourage ongoing communication between school staff and families, particularly those supporting English learners and students with disabilities. • Provide professional development for teachers focused on building positive relationships with families. • Expand student-led mentoring and peer support programs that invite family involvement and contribute to a supportive school environment.  These efforts are designed to promote strong, collaborative relationships between families and schools.    Overall: To support greater family engagement, CUSD will focus on enhancing bilingual communication, offering a variety of parent education opportunities, and providing outreach that fosters strong school–family connections. These efforts are intended to help all families feel informed, supported, and encouraged to participate in their child’s education.|1. Active Parent Involvement in Advisory Structures:  CUSD has established strong collaborative systems through advisory committees and Thought Exchange engagement. Parents across all groups reported feeling heard and valued in shaping priorities such as inclusion, academic support, and leadership development. This ongoing two-way communication fosters shared responsibility between schools and families in planning and improving outcomes for all students.    2. Support for the Whole Child through Family Partnerships:  The district partners with families to address students’ mental health, well-being, and behavioral development. Educational partners highlighted: • Access to the Wellness & Prevention Center • Ongoing mental health education and resources • The role of MTSS specialists in supporting struggling students These services, often discussed during parent engagement sessions, reflect a comprehensive approach to student success that families view as essential and supportive.   3. Digital Access and Family Engagement in Learning: CUSD has made progress in using technology to promote transparency and academic engagement. Parents acknowledged tools such as: • 1:1 Chromebooks • Canvas and Google Drive • Virtual training opportunities These tools help families stay informed and actively support their students’ academic progress. DELAC members especially emphasized the value of parent education in technology, which enables non-English-speaking families to remain engaged in their child’s learning experience.   4. Access to Academic Supports and Programs: Educational partners identified programs like AVID, STEAM, and Futurology as successful examples of preparing students for college and careers. Parents also praised efforts to: • Maintain elective access for EL students • Provide tutoring and peer mentoring • Include all students in leadership and service opportunities These initiatives reflect progress in ensuring that all families—including underrepresented groups—can contribute to and benefit from programs that support long-term student success.   Overall: CUSD’s current strengths in building partnerships for student outcomes include inclusive advisory structures, wholechild support systems, technology-enabled family engagement, and academic opportunities. These strategies create a collaborative foundation for supporting students both in and beyond the classroom.|1. Increase Consistency and Access Across School Sites: Parents across advisory groups emphasized that access to programs, supports, and communication varies significantly from school to school. CUCPTSA members specifically noted inconsistencies in the implementation of academic programs, mental health services, and family engagement opportunities. Families called for more uniformity in how services like AVID, MTSS support, and inclusion efforts are delivered across the district to ensure that all students benefit regardless of school site or PTA resources.   2. Expand Access to Academic Support and Parent Education: DELAC members highlighted the need for more structured academic support for English Learners and newcomers, including tutoring and elective access. Parents also requested increased training and workshops—especially virtual and multilingual—on technology use, school systems, and how to support student learning at home. These improvements aim to better equip families, particularly those who are underrepresented or face language barriers, to participate in their children’s academic success.  3. Improve Communication and Follow-Up with Families:  Educational partners expressed concerns about limited or inconsistent communication between school staff and families regarding student progress and available supports. There were calls for more proactive outreach, better follow-up on student needs (e.g., mental health incidents), and clearer communication of programs and services available to families. Improving the quality and frequency of communication was seen as essential to building trust and partnership for student success.   4. Support Family Involvement in Student Development:  Families recognized ongoing efforts in areas such as student well-being and leadership, and also expressed interest in being more involved in these areas. Educational partners, including CAC and DELAC members, suggested providing additional opportunities for families to participate in activities that support students’ academic, social, and behavioral growth. This includes collaborating with educators on programs related to student support, mentoring, and school events.  Overall: CUSD’s focus areas for improvement in building partnerships for student outcomes include ensuring consistency across schools, expanding academic and parent support resources, improving communication practices, and deepening family involvement in whole-child development. These steps aim to strengthen the role of families as essential partners in every student’s educational journey.|1. Expand Bilingual Communication and Language Access:  DELAC members identified language barriers as a key obstacle to family engagement. Many families struggle to access academic support or understand school communications. In response, CUSD will: • Increase the presence of bilingual teachers and paraeducators at school sites. • Provide translated materials, communications, and signage across all platforms and campuses. • Host bilingual events to ensure families can participate fully in school life.  These actions aim to make information more accessible and empower families to engage confidently in their child’s academic progress.    2. Offer Multilingual Parent Education and Training:  To help underrepresented families navigate school systems and support student learning at home, CUSD will expand access to parent education opportunities. Planned efforts include: • Virtual workshops and training in multiple languages focused on technology use (e.g., Canvas, Google Drive), curriculum support, and school procedures. • Providing flexible formats for working families or those with transportation barriers.  This approach will strengthen parents’ ability to engage with academic content and school processes, particularly for newcomer and non-English-speaking families.  3. Ensure Access to Academic and Enrichment Opportunities  Educational partners highlighted the need for all students—including ELs and students with disabilities—to access tutoring, electives, and enrichment programs. CUSD will: • Maintain access to elective courses for EL and newcomer students. • Expand tutoring and peer mentoring programs that include family communication components. • Promote inclusion in leadership and academic programs for students of all backgrounds. These actions are designed to ensure that academic opportunities are not limited by language or program placement, and that families are included in planning for student success.  4. Encourage Family Participation in School Activities that Support Student Well-Being  Educational partners from CAC, CUCPTSA, and DELAC highlighted the value of school events that promote a positive and welcoming environment for all students. In response, the district will: • Continue to support school activities such as Cultural Days, Ability Awareness Weeks, and similar events. • Provide opportunities for families to assist in planning and participating in these events to help strengthen school–home connections.    Overall: CUSD will support increased family engagement by improving bilingual communication, expanding access to parent education opportunities in multiple languages, and ensuring all families have opportunities to participate in academic and school-related activities. These efforts are part of the district’s commitment to building strong school–family partnerships that contribute to student success.|Based on the analysis of educational partner input and local data from the 2024–2025 LCAP Parent Advisory Group Feedback, Capistrano Unified School District (CUSD) demonstrates strong and consistent progress in Seeking Input for Decision-Making. The district has developed inclusive structures and tools that promote authentic engagement from a broad range of Educational partners, including families of English Learners, students with disabilities, and general education students.   1. Inclusive Advisory Structures: CUSD engages families and community members through a range of advisory bodies, including the Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), and the Capistrano Unified Council of PTSA Presidents (CUCPTSA). These groups meet regularly and provide a structured space for families to express concerns, share insights, and help shape district initiatives. Participation from underrepresented families, such as those of English Learners and students with disabilities, reflects the district’s commitment to inclusive input processes.   2. Effective Use of Thought Exchange Tools: A key strength of the district’s input-gathering process is its use of Thought Exchange, which allows educational partners to provide feedback and help identify shared priorities. Through this platform, CUSD gathered input on a range of topics, including school climate, staff development, student well-being, academic support, and communication. The tool helps ensure that a broad range of perspectives are considered in district planning efforts.   3. Integration of Input into District Planning Across all advisory groups, parents noted that their input was being acknowledged and used to inform planning. For example: • CAC members emphasized staff training on inclusion and paraeducator support, which were reflected as focus areas. • DELAC members prioritized language access, family engagement, and academic support for ELs. • CUCPTSA members highlighted mental health, consistent programming, and leadership opportunities. The alignment between advisory input and district goals demonstrates how CUSD actively utilizes feedback to inform decision-making, particularly in the development and refinement of the LCAP.   4. Centering Underrepresented Voices CUSD has made progress in seeking out and valuing the perspectives of underrepresented families. DELAC feedback emphasized the need for more bilingual communication, virtual training, and access to resources. The district’s intentional engagement of these voices demonstrates a commitment to access and ensures that decision making reflects the needs of all students and families, not just those traditionally represented.|Based on the analysis of educational partner input and local data from the 2024–2025 LCAP Parent Advisory Group Feedback, Capistrano Unified School District (CUSD) has identified several focus areas for improvement in Seeking Input for Decision-Making. While the district demonstrates strong engagement practices, Educational partners across multiple advisory groups highlighted key areas where the input process can be strengthened to ensure broader and more participation.   1. Broaden Family Participation in Engagement Efforts:  While CUSD gathers input through various advisory groups, some Educational partners—such as members of DELAC—highlighted opportunities to improve outreach to families who may not yet be fully engaged, including those who speak languages other than English or face challenges related to technology access or awareness of available opportunities. Suggestions included taking additional steps to encourage wider participation in school and district planning discussions.   2. Improve Accessibility of Engagement Opportunities: Parents across groups suggested that more flexible and accessible meeting formats are needed to improve participation. Suggestions included: • Offering more virtual options for meetings and workshops. • Scheduling events at times convenient for working families. • Providing interpretation services consistently. These adjustments aim to ensure that all families—not just those with time, transportation, or language advantages— can contribute meaningfully to district decisions.   3. Close the Feedback Loop with Families: Several Educational partners noted a need for improved communication around how input is used. While families reported feeling heard, they also expressed a desire for more transparency regarding how their suggestions are implemented. Strengthening this feedback loop—by sharing specific changes or actions taken in response to community input—would help build trust and reinforce meaningful engagement.   4. Expand Input Beyond Advisory Groups: Although advisory groups provide valuable insights, some parents noted that decision-making input should be gathered more broadly across the community. There was a call for increased outreach to families who may not be formally involved in PTAs or advisory committees, such as newcomers, families from lower socioeconomic backgrounds, and parents of students in specialized programs. Using surveys, focus groups, and site-level input opportunities could help broaden participation.   Overall: CUSD’s focus areas for improvement in seeking input for decision-making include increasing representation of underrepresented families, making engagement opportunities more accessible, improving communication about how input is used, and expanding feedback collection beyond formal advisory groups. Addressing these areas will support a more inclusive and transparent engagement process across the district.|Based on the analysis of educational partner input and local data from the 2024–2025 LCAP Parent Advisory Group Feedback, Capistrano Unified School District (CUSD) has identified key focus areas for improvement in Seeking Input for Decision-Making. While the district has established strong engagement structures, Educational partners across advisory groups highlighted areas where practices can be strengthened to ensure broader and more participation.   1. Expand Outreach to Encourage Broader Family Participation: Educational partners, including members of the District English Learner Advisory Committee (DELAC), noted the importance of reaching families who may not yet be fully involved in school and district engagement opportunities. Factors such as limited access to translated information, unfamiliarity with available programs, and technology challenges were identified as barriers. Suggestions included taking more deliberate steps to invite greater participation from all families in advisory discussions and planning processes.   2. Improve Accessibility of Engagement Opportunities: Parents across multiple advisory groups suggested that more flexible and inclusive formats would improve participation. Recommendations included: • Offering more virtual meeting and workshop options. • Scheduling meetings at times that accommodate working families. • Providing consistent interpretation services across all engagement events. These changes are intended to make it easier for all families to participate in district planning and provide input, regardless of their schedules or circumstances.   3. Close the Feedback Loop with Families: While many families appreciated the opportunity to provide input, several Educational partners noted a lack of followup communication about how their feedback was used. Parents expressed a desire for greater transparency in how suggestions are implemented. Strengthening this feedback loop—by regularly sharing updates and outcomes related to Educational partners' input—would help build trust and demonstrate that engagement has a direct impact on district decisions.   4. Expand Input Beyond Formal Advisory Groups: While CUSD’s advisory groups offer structured input, some Educational partners noted that broader engagement is needed to reach families not involved in PTA or committee structures. Suggestions included: • Conducting community-wide surveys and focus groups. • Hosting input sessions at individual school sites. • Reaching out to families in specialized programs who may not typically engage. These strategies would help ensure more inclusive and representative participation in district decision-making.|3|4|2|3|2|3|3|2|3|3|3|2|Met||2025-06-18|2025
30664640106765|California Online Public Schools Southern California|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|5|4|4|4|4|5|5|4|4|4|4|Met||2025-06-10|2025
30664640123729|Community Roots Academy|3|During the 2024–2025 school year, Community Roots Academy continued to foster a strong sense of community among families, students, and staff. Our parent community remained active and engaged, with high levels of participation in school-wide events such as Back to School Night, project presentations, Family Fun Nights, Exposition Night, and other celebrations of student learning. Throughout the year, families connected with school leadership and staff through a variety of meaningful opportunities, including Director meetings, PPO meetings, and evening parent guest speaker events. These efforts helped maintain an open and collaborative home-school partnership. Our annual school climate survey reflected this strong community connection, with robust participation from families, staff, and students. Across all groups—families, students, and staff—there was agreement that there was a strong sense of safety, support, and that students have the academic resources they need to succeed. Community Roots Academy continues to be viewed as a welcoming, physically safe environment, staffed by caring and supportive educators. Survey results showed that 94% of parents reported their child feels physically safe at school. Additionally, 91% of parents indicated that their child feels connected and engaged at school, an essential component of emotional well-being and belonging.|Based on analysis of school data and results from our most recent climate survey, Community Roots Academy has identified key focus areas for continued growth and improvement during the 2024–2025 school year. A major priority will be the refinement of our school-wide behavior framework. Directors will lead updates to this framework and provide enhanced training to staff to ensure consistent understanding and implementation. Additionally, students and families will be actively engaged in learning about the framework’s systems, structures, and expectations. Survey feedback indicated a strong desire for more professional development on restorative practices, restorative circles, and de-escalation practices.  Another important focus identified through the climate survey is the expansion of differentiated instruction for advanced learners. Our new Launch Lab program, which was successful across all (K-8) grades this year, will continue to be expanded with more opportunities for an increased number of students. We are also committed to deepening parent communication and engagement across all areas of focus. We will continue to host Director chats at the beginning of each PPO (Parent Partnership Organization) meeting. Topics may include: ELPAC testing, ELOP enrichment, Project-Based Learning (PBL), CRA Core Values, school safety protocols, and student services. In addition, we plan on hosting workshops on how to support students at home with developmentally appropriate, fun reading and mathematics activities. This addition will provide families with timely information while also encouraging richer, more meaningful participation and dialogue. We are excited to move forward with these initiatives as we work together to support student success and build an even more connected, informed, and engaged school community.|For the 2025–2026 school year, Community Roots Academy is committed to increasing meaningful communication and support for all families, with a special focus on building stronger connections with our underrepresented and multilingual communities. Our English Learner Advisory Committee (ELAC) has identified several key focus areas to help us better serve our families. One of the top priorities will be ensuring that we connect with every new family at the start of the year to welcome them personally, learn more about their needs, and offer tailored support. These connections will include helping families navigate school systems, access resources, and—if needed—connect with a fellow parent who can offer guidance, translation, or support with logistics such as carpooling.  We will implement New Family Information Tables at Kindergarten Orientations, New Family Orientations, Middle School Orientations, and continue to have them at all major school events—including Back to School Night, Exposition Night, and Family Fun Nights. These tables will provide parents with helpful materials, important updates, school contacts, and access to key resources and programs. In addition, we will continue to enhance communication around English Language Learner supports. Families will be offered the opportunity to participate in ELPAC conferences, where staff will explain the Initial ELPAC assessment process, review student results, and share the academic and language resources available to support English learners. To ensure we are meeting the diverse needs of our students and families, CRA will also continue expanding Tier 2 and Tier 3 services, including targeted academic and language supports. Our after-school programs will grow to offer more options that support both enrichment and intervention, to increase access and equity for underrepresented students.|Community Roots Academy remains committed to providing teachers with the training, resources, and support they need to ensure the highest outcomes for all students. This year, we continue to strengthen our Multi-Tiered System of Supports (MTSS), offering a comprehensive, tiered approach to both academic and social-emotional development. To further enhance student learning opportunities, we’ve incorporated a variety of after-school ELOP programs, including math and reading clubs, designed to reinforce classroom learning and provide enrichment in a supportive setting. One of the key successes of our MTSS framework has been the increased collaboration among general education teachers, special education staff, and specialists. One of the main roles of our Assistant Elementary Director is to oversee the systems and structures of our MTSS processes, which include the timelines, data collection, progress monitoring, and intervention implementations. We increased our MTSS team this year to include our school counselors, OT, SLP, and our school psychologist, in addition to both general education and special education teachers. This collective approach allows us to strategically analyze data, develop specific student success plans, and allocate resources to meet student needs more effectively across the board. Bi-weekly grade-level MTSS meetings ensure that student data is reviewed regularly to identify needs, select appropriate interventions, set timelines, and monitor progress. We have seen considerable effectiveness and the protocols and systems put in place this year for tracking interventions and student growth.   Our expanded intervention efforts have also deepened home-school connections. By identifying student needs earlier and building a larger, collaborative support team, we’ve been able to bring parents into the process sooner. Communication with families has proven to be effective in educating parents on interventions, available resources, and the process for identifying and assessing students if needed.  As we move through the 2025–2026 school year, CRA remains committed to using data-driven practices, collaborative problem-solving, and targeted support to ensure every student thrives academically, socially, and emotionally.|Based on our most recent analysis of student data and local performance indicators, the Directors are prioritizing the strategic use of school resources to strengthen student outcomes. For the 2024–2025 school year, we have identified two key areas of focus: Climate & Culture and Curriculum & Instruction. We strive to continue to improve our robust Behavior Framework and Social Emotional Learning (SEL) supports for our students. As part of this plan, we are adopting additional SEL curriculum to support Second Step. In addition, we are partnering with Western Youth Services to provide learning workshops for teachers, students, and parents. Our school counselor has designed four Wellness Weeks that will be held throughout the year, which will focus on topics such as mental health, bullying prevention, conflict resolution, and career and college readiness. This plan will engage staff, students, and families in building shared understanding, consistent expectations, and strong relationships across our campus. In the area of instruction, we are deepening our commitment to professional development with targeted training in mathematics, reading development, and writing instruction. We have mapped out a year-long plan to implement targeted PD during weekly grade-level PLCs. Our goal is to ensure alignment and rigor across all grade levels. Collaboration through grade-level PLCs, coupled with ongoing classroom observations and instructional feedback, will remain central to our efforts to monitor progress and drive continuous improvement.|For the 2025–2026 school year, we are committed to increasing meaningful communication and support for our English Learner (EL) families and our families of low socioeconomic status. We will continue to expand our ELOP programs to offer additional homework assistance, tutoring, and intervention after school, as well as provide some before-school options.  We will begin the year by reaching out to every EL family to build relationships, learn more about their backgrounds, and identify any needs we can help support. This may include connecting families with a designated staff member or peer parent on campus who can assist with translation, or connecting with community partners such as Western Youth Services to connect families to a larger network of resources. In addition, we will offer parents the opportunity to participate in parent workshops to gain useful activities and strategies to increase at-home language, reading, writing, and mathematics practices. Our goal is to ensure all families have access to the academic and social-emotional support their children need to thrive.|Community Roots Academy is committed to creating a collaborative school environment where the voices of students, families, educators, and community members are actively sought, valued, and incorporated into decision-making processes. During the 2024–2025 school year, CRA continued to solicit input from stakeholders through multiple channels, including annual Kelvin climate surveys, ELAC and PPO meetings, staff meetings, and community engagement events. Feedback from these forums directly informed areas such as curriculum decisions, school culture initiatives, parent informational meetings, events, professional development, and academic support programming. To further support stakeholder engagement, the school has implemented the following strategies: A parent survey was administered to families of incoming 6th grade students to gain insight into their questions and concerns about the transition to middle school. The responses revealed that many parents lacked a clear understanding of the academic course offerings, electives, and extracurricular opportunities available in middle school. In response, the Middle School Director developed and implemented two new initiatives: a Middle School Parent Orientation Night to provide detailed information and guidance, and a Middle School Move-Up Day for 5th grade students to support a smooth and informed transition.  Ongoing communication via newsletters, parent-teacher conferences, and digital platforms (ParentSquare, Up Close and Connected Series) to ensure consistent and transparent updates. Survey results reflected a high level of satisfaction with school communication and engagement. Many parents shared that they felt their voices were heard and valued when reaching out to staff or administrators.  CRA will continue to evaluate and refine engagement practices, particularly for families of English Learners, students with disabilities, and other underrepresented groups. Future actions include developing multilingual communication tools, strengthening parent leadership pathways, and aligning schoolwide goals with feedback gathered from all stakeholder groups.|Based on input from educational partners and analysis of local data, parents expressed the need for calendaring and communicating all school events in advance and distributing events more evenly throughout the year. To address this, Directors will meet with the PPO Board to calendar all school sponsored family events prior to the school year. Directors will also calendar all guest speakers at the start of the year. Teachers will calendar all grade-level PBL presentations during an August PD day and communicate the dates at Back to School night.                       The school will also continue to streamline communication methods to reduce overload and ensure messages are clear, coordinated, and accessible to all.  In response to staff input on professional development, the Directors are committed to providing PD on the topics that were repeatedly asked for in the surveys, including math strategies, differentiation, and restorative practices.  These efforts aim to build transparency, strengthen trust, and ensure that families and staff feel heard, informed, and meaningfully involved in the decision-making process. By aligning communication systems and making feedback loops more visible, the school community will experience a stronger sense of connectedness and shared purpose.|Community Roots Academy is committed to deepening engagement with underrepresented families by expanding outreach efforts and increasing opportunities for meaningful input. CRA will administer targeted surveys throughout the year focused on the unique experiences and needs of families of English Learners, students with disabilities, and socioeconomically disadvantaged students. For example, one survey will gather feedback from families of students receiving Special Education services regarding the IEP process, communication with service providers, and access to supports. Another will focus on families of English Learners and their experiences navigating school communications and accessing academic resources. To support ongoing dialogue, CRA will establish dedicated informational sessions for specific family groups. We will incorporate a parent talk on Special Education, school-based counseling services, and ELOP program offerings. ELAC recruitment efforts aimed at increasing parent participation, especially from families of students new to the school or recently reclassified. Translation services (e.g., Spanish) will be provided at all ELAC and parent advisory meetings to ensure accessibility.  CRA will also implement regular feedback loops, including summaries of actions taken in response to parent input—to ensure transparency and responsiveness. For instance, after each targeted survey or meeting, a summary of key takeaways and next steps will be shared with families. These actions are designed to build trust, improve equity in decision-making, and ensure that all families, especially those who are historically underrepresented, have a clear, accessible pathway to engage with and influence school improvement efforts.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
30664640124743|Oxford Preparatory Academy - South Orange County|3|Oxford Preparatory Academy (OPA) South Orange County is committed to fostering strong relationships between school staff and families through open communication, a welcoming school environment, and opportunities for meaningful engagement. Families are encouraged to participate in school activities, provide input on decision-making, and attend parent education events that support student learning and well-being. According to recent family survey data, 90% of respondents agree that OPA offers meaningful opportunities for parent involvement, and 70% report being aware of available parent education opportunities. These results highlight OPA’s ongoing efforts to build trust and maintain strong partnerships with families.|Based on feedback from educational partners and local survey data, Oxford Preparatory Academy (OPA) South Orange County has identified the need to strengthen outreach and communication around parent education opportunities. While families express appreciation for the school’s efforts to provide resources and support, some indicate they are not always aware of when or how to access these opportunities. As a result, OPA’s focus for improvement is to increase awareness, accessibility, and participation in parent education by refining communication strategies, offering sessions at varied times, and ensuring topics align with families’ expressed interests and needs.|Based on the analysis of educational partner input and local data, Oxford Preparatory Academy (OPA) South Orange County will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented, through personalized outreach efforts. This includes strengthening communication strategies, offering translation and interpretation services, and creating more culturally responsive engagement opportunities that reflect the needs and preferences of diverse families. OPA will also work to reduce barriers to participation by providing flexible meeting times, multiple modes of access (in-person and virtual), and targeted follow-up to ensure families feel welcomed, informed, and empowered to engage in their child’s education.|Oxford Preparatory Academy (OPA) has made consistent progress in fostering strong partnerships with families to support student learning and success. The school has expanded access to meetings, conferences, and parent education workshops by offering both in-person and virtual formats, increasing flexibility and participation. Staff regularly engage families in conversations about academic progress and provide resources that help parents support learning at home. Survey data indicates families feel welcomed and view the school as a partner in their child’s education, reflecting a positive foundation for ongoing collaboration.|Based on feedback from educational partners and local data, OPA has identified a need to strengthen communication and support for families who may face barriers to engagement. The focus area for improvement is ensuring all families—particularly those who are historically underrepresented—have equitable access to tools, information, and opportunities that promote active involvement in student learning and academic goal-setting. OPA is committed to tailoring its strategies to better meet the diverse needs of its school community.|To improve engagement of underrepresented families, OPA will implement targeted outreach efforts, including the use of multilingual communication tools, culturally responsive engagement practices, and flexible scheduling for meetings and events. Staff will receive training on family engagement strategies that address cultural and linguistic diversity. Additionally, the school will strengthen follow-up and relationship-building efforts to ensure that all families feel connected, informed, and empowered to contribute to their child’s academic growth and success.|Oxford Preparatory Academy (OPA) continues to make progress in engaging families in meaningful decision-making processes. Survey data shows that 79% of families feel their input is valued in school decisions. Families regularly participate in key advisory and leadership groups such as the Honour Society (PTO), School Site Council, and DELAC. The use of digital platforms alongside in-person meetings has expanded access and contributed to increased participation in engagement events. Additionally, OPA hosts Town Hall meetings and stakeholder input sessions to provide families with multiple opportunities to share their perspectives and contribute to schoolwide planning and improvement efforts.|Based on educational partner input and local data, OPA has identified the need to expand and deepen family engagement in decision-making, particularly among underrepresented groups. Key focus areas include increasing opportunities for meaningful input from families of English Learners, students with disabilities, and socioeconomically disadvantaged students; enhancing promotion and access to parent education opportunities; improving communication around volunteer roles and involvement; and increasing consistent participation in advisory committees such as DELAC.|To improve engagement of underrepresented families in decision-making, OPA will implement more personalized communication strategies, including direct outreach in families’ home languages and one-on-one invitations to participate in school committees and input sessions. The school will also provide interpretation support, offer flexible meeting times, and create more inclusive engagement formats to ensure all families feel welcomed, informed, and empowered to contribute to school decisions.|5|5|4|5|4|5|5|5|5|5|5|5|Met||2025-06-26|2025
30664640140061|OCASA College Prep|3|OCASA College Prep has developed a supportive and communicative school environment where relationships between staff and families are a key pillar of the school’s culture. Educational partner input from surveys, focus groups, and family feedback sessions indicate that parents and guardians feel welcomed, respected, and included in their child’s educational journey. Staff are described as approachable, responsive, and genuinely invested in students’ well-being and academic success. The school employs a multi-pronged communication strategy that includes weekly email newsletters, updates via ParentSquare, phone calls, and parent-teacher conferences. Advisors serve as key points of contact for families, providing regular progress updates and ensuring that concerns are addressed proactively. Events like Student-Led Conferences, are Exhibition Nights serve as valuable opportunities to build rapport and strengthen school-family connections. OCASA College Prep also fosters leadership and input from families through its active Parent Teacher Student Association (PTSA). This body helps guide school improvement efforts and allow for authentic family voice in shaping policy and priorities. Feedback loops are in place to ensure that families’ perspectives influence decisions around curriculum, school climate, and enrichment offerings.|While family engagement at OCASA College Prep is strong overall, the self-reflection process and educational partner input have identified key areas for growth. One area is the need to improve consistency in two-way communication—particularly for families of students who may need additional academic or behavioral support. Some parents have expressed a desire for more regular updates and clearer communication about their child’s progress between formal report cards and conferences. Additionally, families report that the school’s online systems (e.g. PowerSchool, Canvas, etc) do not adequately support data sharing and collaboration with families on student progress information.|OCASA College Prep is committed to improving engagement with families who have been historically underrepresented in school activities or decision-making. The school plans to increase the availability of flexible and virtual engagement options. Meetings and events will be recorded or held at staggered times to accommodate working families. ParentSquare and other digital tools will be leveraged to provide updates, host surveys, and enable interactive two-way communication. Additionally, the school will strengthen our on-campus mentoring system where each student has a designated adult who maintains regular communication with their family. This structure ensures every family has a consistent point of contact and a pathway for support, feedback, and collaboration.|OCASA College Prep has established a strong culture of collaboration with families to support student learning and achievement. A key strength is the school’s commitment to transparency and shared responsibility for academic success. Parents and guardians are regularly informed of student progress through a variety of formats, including Student-Led Conferences, progress reports, benchmark data presentations, and one-on-one meetings with teachers and support staff. Educational partner feedback reflects appreciation for the school’s approach to academics, and the way academic exhibitions and presentations of learning engage families in student work. These events create authentic opportunities for families to understand and support the depth and rigor of student learning. Communication systems like ParentSquare ensure families receive regular updates in their preferred language, and parent workshops on topics such as college readiness, academic expectations, and adolescent development are offered throughout the year. These strengths have helped to create a learning partnership grounded in trust, accountability, and shared goals.|While OCASA College Prep has a strong foundation for family-school partnerships, the self-reflection process and educational partner input reveal opportunities for growth in deepening families’ understanding of academic expectations and student progress. Some families express uncertainty about how to access progress information. Families have indicated an interest in receiving more targeted resources and strategies to support learning at home, particularly in mathematics. While student data is shared consistently, some families would benefit from clearer next steps on how to help their child reinforce skills outside of school.|To improve engagement of underrepresented families in supporting student outcomes, OCASA College Prep will expand and refine its family engagement strategies to ensure they are inclusive, personalized, and culturally responsive.  The school will continue its practice of targeted outreach through principal, teachers, staff, and counselors, who will conduct regular check-ins with families of students needing additional academic or behavior support. These conversations will include clear goals, progress monitoring, and strategies that families can use at home. To remove barriers to participation, OCASA College Prep will increase the number of virtual academic events and explore recorded sessions that families can access on their own schedule.  Finally, OCASA College Prep will collect regular feedback through surveys and focus groups, using that data to inform the design and delivery of academic partnerships. By focusing on equity, accessibility, and trust-building, the school is committed to ensuring all families are empowered partners in driving positive student outcomes.|OCASA College Prep has established a strong foundation for shared leadership and inclusive decision-making. Educational partners—including parents, students, staff, and community members—are regularly invited to provide input through multiple, accessible forums. The school conducts annual LCAP surveys and listening sessions with Parent leaders to ensure broad and representative input into school improvement planning. Student voice is also prioritized through our Associated Student Body program. The leadership team ensures transparency by communicating how stakeholder feedback is incorporated into decisions, building a culture of trust and continuous improvement. Teachers and school leaders participate in collaborative planning meetings, where decisions about curriculum, assessment, and instructional priorities are informed by both data and staff input. This culture of distributed leadership has contributed to a responsive and student-centered learning environment.|While OCASA College Prep has made strong progress, the self-reflection process identified several opportunities for growth. A key area for improvement is expanding participation from underrepresented families, especially those of students with disabilities, and economically disadvantaged students. Although structures for input exist, the diversity of does not yet fully reflect the school’s demographics. In addition, the school seeks to improve communication around decision-making processes—specifically, clarifying which decisions families can influence and how their input will be used. Some educational partners have indicated a desire for earlier and more frequent opportunities to shape priorities, rather than being brought in after decisions are mostly finalized. Another area of growth is increasing student leadership opportunities related to school policy and culture. While student surveys are regularly administered, the school is exploring more authentic ways for students to co-create solutions—particularly related to academic engagement, enrichment offerings, and wellness initiatives.|OCASA College Prep is committed to deepening engagement with underrepresented families and ensuring their voices are central in shaping school decisions. To this end, the school will implement the following strategies: Enhanced Outreach and Representation: The school will strengthen its outreach to families of students with disabilities, and low-income students through direct invitation, and staff-led outreach campaigns. Special attention will be given to ensuring that these families are represented on advisory groups. Flexible and Inclusive Engagement Formats: The school will increase the use of virtual meetings, provide recordings or summaries of key discussions, and schedule engagement events at varied times to accommodate working families.  Elevating Student Voice: The school will expand ASB to advise school leadership on topics like academic support, enrichment, and school culture. This will include diverse student representatives and be structured around actionable dialogue. Through these strategies, OCASA College Prep aims to create a more inclusive and equitable approach to shared decision-making—one that ensures all educational partners, especially those historically underrepresented, have meaningful influence on the direction of the school.|4|4|4|5|4|4|5|5|4|4|4|4|Met||2025-06-24|2025
30664646117758|Journey|3|-Clear and regular communication using ParentSquare   -Regular class meetings (all parents) and individual parent teacher conferences (1:1 meetings)  -Looping model: teachers spend multiple years with a self-contained group of students  -Increasing student support staff  -Access to parent education opportunities|-Professional development opportunities principally directed on serving the needs of English learners and ELD strategies to employ in the classroom.  -Expanding ELO-P programming and participation.|-Directed communication using Parent Square as a communication tool.  -Increased communication via Social Media and Newsletters  -Creation of adult education classes for families|Journey provides all teachers free access to a Waldorf certification program, a training focused on supporting a developmentally appropriate curriculum focused on relationship driven education and parent partnership.    Volunteerism is supported in all classrooms.    An active Parent Cabinet (or PTA) regularly meets with administration and teacher representatives to provide feedback and input regarding programming and partnership opportunities.|Increase frequency of communication and further develop a Parent Advisory Committee.|Increasing the frequency of communication and outreach from all teachers to families, via newsletters from teachers over-viewing accomplishments, plans and expectations.|Administration regularly meets with PLCs and other committees on campus to seek input for decision making. Administration regularly meets with parent groups and the PTA (Parent Cabinet) to seek input for decision making. Alumni surveys have been developed and distributed. Journey School worked closely with the Alliance for Public Waldorf Education to complete a Public Waldorf accreditation process.|-Support and further development of the Pedagogical council, grade level PLCs and partnership with the Parent Advisory Committee (PAC).|-Professional development offerings and breakouts focused on these efforts will be a a focus during attendance at the CCSA and APWE annual conferences.  -Study and professional development during faculty meetings|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
30664646120356|Opportunities for Learning - Capistrano|3|Analysis of educational partner input from the 2024–25 School Climate and Fall/Spring Surveys highlights strong teacher-student relationships at OFL Capo, contributing to a positive learning environment. Students reported feeling physically safe at school, and 94.9% stated they feel part of the school community. Staff identified respect for diversity as a key strength. Parents recognized the school’s efforts to maintain a safe, supportive learning space and appreciated the intervention options in place for student well-being. Survey responses also showed that 84% of staff feel prepared for their assigned courses and have a strong sense of belonging, while 89% feel supported by school leadership. Educational partners expressed continued support for efforts to strengthen the school community. OFL Capo’s small student population allows for more personalized interactions with students and families, particularly those in unduplicated subgroups. Frequent daily, weekly, and monthly communication fosters strong relationships and responsiveness to student needs. To support continued growth in building school-family connections, OFL Capo has included Goal 3, Action 1 (Social-Emotional Development) and Goal 3, Action 2 (Educational Partner Engagement) in its LCAP.|Based on educational partner feedback and School Climate Survey results, several areas have been identified for further attention. Both student and staff responses pointed to a need for improving peer-to-peer relationships and addressing concerns around online safety, particularly related to peer pressure and social media influence. While students generally feel supported, responses in the category of School Rules and Environment suggest that rule enforcement and school organization could benefit from clearer communication and consistency. Facilities and resources were viewed positively, though there is still room for enhancement. Staff survey results also highlighted the need to increase student enjoyment in school, strengthen staff-to-staff collaboration, improve student-staff relationships with a focus on mutual respect, and encourage more innovative professional development. To address these needs, OFL Capo has prioritized LCAP Goals 1 and 2, with a strong focus on Goal 3: fostering a safe, inclusive, and collaborative school environment. Actions under Goal 3—including Social-Emotional Development, Educational Partner Engagement, and ongoing School Climate Survey analysis—reflect the school’s commitment to creating positive relationships, addressing online safety, and building collective capacity for continuous improvement.|OFL Capistrano has established systems to ensure students and families receive timely support, resources, and information from the moment of enrollment. All students have access to bilingual staff and are connected to a school team tailored to their individual needs. This team includes English Language Specialists, Special Education Specialists, a Post-Secondary Counselor, a Psychologist, and an Associate Marriage and Family Therapist, in addition to instructional staff. Together, they work to build strong, supportive relationships with students and families. Survey data from the 2024–25 school year identified teacher-student relationships as a key strength, along with a strong sense of safety and community—94.9% of students reported feeling connected to the school. Families recognized the school’s effective interventions and efforts to create a safe learning environment, while staff highlighted respect for diversity and reported high levels of preparedness and administrative support. To strengthen engagement among underrepresented families, including unduplicated student groups, OFL Capistrano is focusing on increasing their participation in school decision-making. This includes targeted outreach and increased access to engagement opportunities. Professional development will continue to equip staff with strategies to connect with students and families across diverse languages, cultures, and backgrounds. These actions are reflected in the LCAP under Goal 2, Action 3 and Goal 3, Actions 1–3, reinforcing the school’s commitment to inclusive engagement and continuous improvement.|OFL Capo’s strength in building partnerships for student success lies in its commitment to equipping educational partners with the training and resources needed for meaningful participation in school decision-making. Through LCAP Goal 3, the school continues to increase the capacity of staff, students, and families to engage in efforts that drive positive outcomes. Leadership and staff participate in professional development focused on family engagement, communication strategies, and collaborative planning. Weekly staff meetings provide time to share strategies for supporting students, especially those facing academic challenges. Families are regularly involved in creating monthly academic plans and receive ongoing communication from teachers and staff. Additional engagement opportunities are offered through the Parent Advisory Committee (PAC), where parents receive training to understand and provide input on the LCAP, Restricted Funds, and SPSA/CSI. Families also provide feedback through surveys, conferences, and school events. School leaders and staff attend external conferences to strengthen school culture, student engagement, and inclusive practices. These continued efforts are embedded in the 2025–26 LCAP under Goal 3 and its associated actions, reinforcing OFL Capo’s commitment to building strong educational partnerships that support every student’s success.|OFL Capistrano actively promotes family involvement in school decision-making to support positive student outcomes. The school recognizes that empowering families with knowledge of their rights and roles—particularly in areas such as academic requirements, the LCAP, SPSA, restricted funding, IEPs, and 504 plans—enables them to advocate for their students effectively. Building this capacity helps create a strong, collaborative partnership between home and school, fostering open and authentic communication. While OFL Capistrano has seen the benefits of this collaboration, increasing participation from underrepresented families, especially those of unduplicated student groups, remains an area for growth. Participation in formal input opportunities—such as the Parent Advisory Committee, focus groups, workshops, and surveys—needs to be strengthened. Participation data from the 2024–25 school year reflects this need: Fall Survey Participation Rates: Parents 42%, Students 72%, Staff 100%   Spring School Climate Survey Participation Rates: Parents 25.2%, Students 40.5%, Staff 100%   To address these gaps and strengthen family-school partnerships, OFL Capistrano has prioritized this work in its 2025–26 LCAP through Goal 3, Actions 2 and 4, which focus on educational partner engagement and capacity building.|OFL Capistrano will continue using multiple communication platforms—including the Remind app, emails, newsletters, phone calls, school planners, surveys, public board meetings, PAC meetings, and social media—to engage students and families. The school will also expand the use of its newest platform, Parent Square, to enhance timely and consistent communication. To strengthen collaboration, the school will continue to hold parent-teacher and student-led conferences each semester, where academic progress, assessment results, graduation goals, and coursework are discussed to support the development of individualized academic plans. OFL Capistrano will maintain translation services and provide targeted support through its English Language Specialist for EL students, a Foster/Homeless Liaison, Special Education Specialists, and intervention services for socioeconomically disadvantaged students. The school will also offer events and activities focused on social-emotional learning to help families support students at home. Additionally, the charter remains committed to investing in resources and training to ensure staff and families have the tools needed to develop, implement, and monitor school plans. These efforts are outlined in the LCAP under Goal 3 and its associated actions.|OFL Capo actively seeks input from students and families through multiple engagement opportunities, including the Parent Advisory Committee (PAC), Student Council, focus groups, the safety committee, and WASC teams. Feedback is gathered through surveys, needs assessments, and regular one-on-one communication between teachers and parents, with ongoing daily, weekly, and monthly interactions. To strengthen engagement, staff and leadership participate in professional development focused on communication strategies, leading effective parent meetings, and presenting information clearly—especially through forums like the PAC. Administrators are trained to incorporate educational partner input into key school improvement plans, including the LCAP and SPSA/CSI. In PAC meetings, parents, students, and staff review data, build parent capacity, and collaborate on improving student achievement, well-being, and school climate. Materials and translation services are provided to ensure accessibility for all families. PAC agendas follow Green Act requirements, and board items comply with the Brown Act. Public board meetings also provide space for community input and public comment. These efforts are reflected in LCAP Goal 3, Action 2, which supports the development of meaningful partnerships and resources based on educational partner feedback.|School staff and leadership at OFL Capo deeply value the input and feedback of families, especially when it comes to supporting the needs of the school’s most vulnerable student populations. While multiple opportunities for engagement are offered, there is a recognized need to strengthen family understanding of how their voices influence school decisions and contribute to student success. To improve in this area, OFL Capo aims to build greater awareness around the importance of family engagement in decision-making processes. Encouraging more active participation in structured input opportunities—such as advisory committees, focus groups, and surveys—would help elevate a wider range of perspectives. This diversity of viewpoints is essential to driving informed, inclusive, and ongoing improvement efforts that support better outcomes for all students.|OFL Capistrano is committed to improving engagement with underrepresented families by expanding its communication strategies beyond traditional methods such as surveys, social media, flyers, phone calls, workshops, achievement chats, public meetings, and parent committees. Recognizing that many students and families are more responsive in one-on-one interactions, school leadership will continue working to streamline feedback from these informal settings and incorporate that approachable, conversational tone into more formal forums like the Parent Advisory Committee to encourage broader participation. Efforts are also being made to ensure that Fall and Spring educational partner surveys are accessible to the entire school community, including unduplicated student groups. Looking ahead to the 2025–26 school year, OFL Capistrano will continue using its newest communication platform, Parent Square, to support and enhance engagement across all families.|4|5|5|4|4|4|5|5|4|4|4|4|Met||2025-06-23|2025
30664720000000|Centralia Elementary|3|"Centralia Elementary School District (CESD) staff continues to build strong relationships focused on increasing student outcomes through clear communication and partnerships with our families and community, and continues to seek input from parents/community for decision-making. Based on our annual LCAP Parent/Community Survey, 97% indicated that they were informed of the various ways they can be involved at school (PTA/PTSO, SSC, ELAC, school/district events, etc.) and agreed that the school makes efforts to keep all families informed about important issues and events. The District has committed to providing learning opportunities for parents and families including Parent Leadership Academies, parenting classes on learning how to read with their children at home, mental health/social emotional learning, attendance workshops in support of students’ academic and social-emotional development, and more. These opportunities have been provided to families across the district as a means of building relationships between staff and families with the ultimate goal of supporting the varied needs of students. District-funded Social Workers, Community Liaisons, Clerical Specialists, and Health Clerks work daily with parents to support students’ welfare, health, and/or behavior. In addition, CESD provides translators to assist with home to school communication. CESD centers on the ""whole child” and believes in working closely with teachers, students, and families to improve student outcomes. The District has a tradition of developing community partnerships through our established Centralia Community Collaborative (CCC) including our District Neighborhood Resource Center (NRC) to provide necessary resources to families. The collaboration between schools within our District, our institutions of our educational agency and their larger communities are used as a platform for all parties to mutually benefit and exchange knowledge and resources in partnership and reciprocity, integrating resources to support families with developmental screenings and access to community services, ultimately to ensure that we can build upon our core values of collaboration to improve student outcomes. CESD participates in the California Community School Partnership Program (CCSPP) to implement community school initiatives at four of the eight District schools (Centralia, Danbrook, Raymond Temple, and San Marino). The CCSPP supports schools’ efforts to partner with community agencies and local government to align community resources to improve student outcomes."|Centralia Elementary School District (CESD) seeks input from parents/guardians through the annual LCAP Educational Partner Survey. The key findings from the survey provide the district feedback around the three LCAP Goal Areas and embedded State priorities: 1) Conditions for Learning 2) Pupil Outcomes 3) Engagement. The District annually conducts a survey for parents/community, students and staff. The parent/community responses are reviewed to determine next steps in increasing parent engagement across all school sites within the district. In the survey, 97% of the parents noted that they strongly agree or agree that the schools make an effort to keep them well informed. Parents have numerous opportunities through multiple committees (I.e. SSC, PTA, PTSO, DELAC, ELAC, LCAP, GATE, focus groups, Superintendent's Forum, and site Coffee Chats/Parent Meetings) to provide input and get involved in the school. Based on the analysis of educational partner input and local data, CESD is focused on improving building relationships between school staff and families with students that are Chronically Absent. CESD continues an attendance initiative where the site and district teams monitor attendance and re-engage students and families to improve student attendance. Social Workers and school teams provide support to families with frequent absences, and work together with site teams through a pro-active approach, including the site principal, mental health professional, the students, and their families. CESD implements tiered reengagement strategies and interventions for students not meeting compulsory education requirements, nd continues to work on strengthening the relationships with these families and providing supports and resources that are identified as barriers to the frequent absences.|Centralia Elementary School District is building strong partnerships with underrepresented families through clear communication and partnerships with our community. Based on our annual Stakeholder Engagement survey, 96% of our parents felt that our schools are making efforts to keep all families informed about important issues and events as well as how they can be involved at school. Areas of need communicated by parents included the following: Reading, Writing, Math, and Social Emotional Support. To improve engagement of underrepresented families, the district will continue to offer meetings in both in-person and virtual format with interpretation available during meetings, including Spanish, Korean, and ASL upon request. All communications are translated in Spanish and Korean, and childcare is provided when applicable. In addition, our four Title I schools are now Community Schools, receiving funds, services, and supports through the state’s Community Schools Partnership Program with the goal of partnering with community agencies and local government to assign community resources that will improve student outcomes. Efforts are made to ensure that on-site support is provided to underrepresented families that need assistance in finding resources, completing school forms, or needing support.|Centralia Elementary School District is building strong relationships focused on increasing student outcomes through clear communication and partnerships with our families and community. Based on our annual Stakeholder Engagement survey, 96% of our parents felt that our schools are making efforts to keep all families informed about important issues and events. In addition, 98% of families reported that they understand how good attendance impacts their children’s learning. CESD has a long tradition of working with local agencies through its Centralia Community Collaborative (CCC). The Centralia Community Collaborative, a strong interagency collaboration over the past 20 years results in ongoing partnerships between agencies and organizations that serve the community. The Collaborative is composed of school, community representatives, and agency representatives and works to support programs that meet the needs of students and their families within the CESD and surrounding areas. CESD participates in the California Community School Partnership Program (CCSPP) to implement community school initiatives at four of the eight District schools (Centralia, Danbrook, Raymond Temple, and San Marino). The CCSPP supports schools’ efforts to partner with community agencies and local government to align community resources to improve student outcomes. These partnerships provide an integrated focus on academics, health and social services, youth and community development, and family/community engagement. Community school strategies is an effective approach to mitigate the academic and social impacts of emergencies that affect local communities, improve school responsiveness to student and family needs, and to organize school and community resources to address barriers to learning.|CESD is committed to engaging parents, staff, and the community to promote stellar educational opportunities for all students. To this end, CESD offers social emotional learning and pro-social skills support for students, and staff have been given training focused on topics such as instructional support, social-emotional learning, positive behavior intervention and support, and Restorative Practices. In addition, the district has hired translators, bilingual community liaisons, clerical specialists, Health Clerks, and full-time social workers to help support parent outreach and engagement. Parent education is provided based on input and these opportunities are designed to meet the needs of families to build partnerships for student outcomes. Workshops around safety, academics, and social emotional well-being have been deemed a priority, and funding is allocated to ensure there are multiple opportunities for parents to access these workshops. Services are also offered to families through the District’s Neighborhood Resource Center and Community Schools resources. CESD continues to build partnerships for student outcomes through increased work with community agencies and cities.|Building capacity among all the stakeholders is a focus area for Centralia Elementary School District. The annual Stakeholder Engagement survey is a critical process that engages all stakeholders to provide our district with input. This information is analyzed at all levels and action plans are created both at the sites and district level. School sites evaluated the input they received from their community partners. The district values the advisory committee process and ensures that all school sites and district level staff are provided the support needed to implement successful collaboration. The LCAP Advisory Committee is composed of English learner, Foster Youth, and low-income families that represent our district families and convenes throughout the year to obtain feedback and build partnerships for student outcomes. The committee reviews academic and survey data, instructional programs, and participates in discussions about high priority programs that impact our underrepresented students. In addition, the District English Learner Advisory Committee (DELAC) collaborates around the English learner programs and provides input to the LCAP Advisory Committee on a regular basis. This work is intended to help build partnerships between the district and families with the ultimate goal of helping to improve outcomes for students.|Centralia Elementary School District seeks input from our parents/guardians, staff, and students through the annual Stakeholder Engagement survey and uses this information to drive decision-making. The key findings from the survey provide the district feedback around the three LCAP Goal Areas and embedded State priorities: 1) Conditions for Learning 2) Pupil Outcomes 3) Engagement. The Centralia School District conducted a survey for parents, students and staff. The parent responses are reviewed and analyzed to determine next steps in increasing parent engagement across all school sites within the district. The district’s survey is the self reflection tool that is used to gauge parent engagement. All schools were included in the survey process. There were 1,755 responses collected, which is a slight increase from the 23-24 school year and represents 56% of all CESD families. From these responses, it was determined that parents felt that there is strong parent engagement/involvement and that schools make efforts to keep all families informed about important issues and events. In the survey, 97% of the parents noted that they strongly agree or agree that the schools make an effort to keep them well informed. Parents had numerous opportunities through multiple committees (I.e. SSC, PTA, PTSO, DELAC, ELAC, LCAP, GATE, focus groups, Superintendent's Forum, and site Coffee Chats) to provide input and get involved in the school. The general information collected from the survey indicated what specific programs were of most importance to the parents, such as having a strong academic program and a strong science and technology program. Parents have also been continuously actively participating in DELAC, actively exchanging ideas, analyzing data and programs, and celebrating student success. The district has committed to providing learning opportunities for parents, which include parenting classes, workshops to assist with challenging behaviors, learning how to read with their children at home and attendance. This survey will be repeated yearly with a focus on the same topics to allow for comparisons to show continuous improvement. Hard copies of the survey (when applicable and necessary) will continue to be provided to each family household across the district in addition to providing links for the online version.|CESD is focused on building partnerships with all community partners and using their insight and input to support shared decision-making. To further this effort, CESD will continue to grow participation in parent advisory groups for school governance (i.e. DELAC, ELAC, SSC, LCAP Advisory Committee, etc.). Professional developments will also be provided to principals and there will be an investment in parenting support to assist parents in becoming educational advocates for their children. CESD’s Community and Student Engagement Team of Social Workers and Community Liaisons will collaborate with nonprofit groups, consultants, and/or programs to support this effort. Additional efforts have been made to provide on-site support as well as in-person and virtual options to obtain input for decision-making.|Based on the analysis of educational partner input and local data, CESD strives to improve engagement of underrepresented families by ensuring that the District’s Translators provide year round support. Interpretation is available during all meetings, including Spanish, Korean, and ASL as needed, and many district meetings are provided in virtual and in-person format as a means of helping families to participate in and provide input. In addition, a mental health professional has been hired for each school site to engage with underrepresented families, with plans to provide an additional Social Worker to support the Community Schools.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
30664800000000|Cypress Elementary|3|Each school site consistently encourages family involvement by creating welcoming opportunities for parents to engage in school-wide events and classroom activities throughout the academic year. Schools have also strengthened systems for maintaining ongoing communication with families, utilizing multiple tools—such as digital platforms, newsletters, and in-person meetings—to share academic progress and collaborate on strategies that promote student success.|One ongoing area of growth for the district is enhancing how we deliver timely, relevant information and resources to families. Continued efforts are focused on ensuring that all families—regardless of background or circumstance—receive the support they need to navigate educational systems and confidently advocate for their children’s rights and learning needs.|The district remains committed to deepening relationships with underrepresented families by strengthening communication practices and ensuring access to meaningful engagement opportunities. Guided by the Local Control and Accountability Plan (LCAP), we are prioritizing inclusive outreach efforts, especially for families of unduplicated students. Cypress School District continues to build on its foundation of active family engagement by offering accessible resources, sharing information on school involvement opportunities, and providing interpretation and translation services as needed. Moving forward, the district will enhance these efforts by refining tools, expanding multilingual outreach, and tailoring events to meet the diverse needs of families—ensuring that all families feel informed, welcomed, and empowered to participate in their child's educational experience.|Across the district, staff are dedicated to fostering meaningful relationships with families. Teachers work to create inclusive, welcoming classrooms while also engaging families through consistent and open communication using various tools and platforms. Families are encouraged to reach out to their child’s teacher or principal at any time to support partnership and collaboration. To meet the needs of Korean-speaking families, the district provides access to a Korean language translator for both interpretation and document translation. For families requiring support in other languages, the district utilizes a range of contracted services to offer timely interpretation and translation assistance, ensuring equitable access to information for all families.|The district continues to prioritize efforts to support staff in deepening their understanding of families’ diverse strengths and cultural backgrounds. Recognizing the value of cultural responsiveness in building strong school-home partnerships, this has been identified as a key area for growth and professional learning.|Family feedback indicates that the district is effectively supporting the needs of all students, including those who are traditionally underrepresented. Families identified academic support for students at risk and social-emotional support for all learners as key priorities. In response, the district is enhancing family engagement efforts by strengthening connections to both internal and community-based resources. Staff will also continue to provide clear, consistent communication with families regarding student progress and outcomes to ensure strong school-home partnerships.|Cypress School District remains committed to gathering meaningful input from families to inform decision-making at both the district and site levels. Districtwide efforts include recruiting parent representatives to serve on the District Advisory Council and District English Learner Advisory Committee. The district also distributes annual Local Control and Accountability Plan (LCAP) surveys and encourages school sites to conduct focus groups to capture broader community perspectives. At the site level, families are invited to serve on School Site Councils, English Learner Advisory Committees, and Parent Teacher Associations. To ensure inclusive participation, interpretation services and translated materials are provided as needed for meetings and communications.|Cypress School District remains committed to inclusive decision-making by prioritizing input and engagement from all educational partners—including staff, students, families, and community members. Their perspectives play a vital role in shaping district priorities, programs, and initiatives.|To strengthen family voice in decision-making, the district engages in targeted outreach efforts designed to gather input from all families, with particular attention to underrepresented groups. Communication is intentionally delivered through multiple formats—including email, phone calls, social media, and both school and district newsletters—to reach families in ways that are accessible and responsive to their needs. To ensure equitable access, all communications are provided in families’ preferred home languages through translation services and on-demand interpretation, as appropriate.|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
30664980000000|Fountain Valley Elementary|3|"Fountain Valley School District is deeply committed to building relationships between school staff and families. Parent engagement remains a focus of the school district, as evidenced by the fact that one of the District's LCAP goals is completely focused on this aspect of programming. In addition, ""increasing communication with staff, families, and community members to enhance engagement"" has been one of five FVSD District Priorities established by the Board of Trustees since the inception of the LCAP in 2013-14. FVSD continues to strengthen outreach to families who have home languages other than English by providing community translators, digital access tools to translate communications into a preferred language and the production of flyers and social media posts in multiple languages. In addition, interpreters are available upon request for meetings, activities and site events. Each FVSD campus hosts traditional parent involvement events annually such as Back-to-School Night and Open House events, conducts monthly PTA/PTO parent group meetings, dedicates early-release days in the Fall and the Spring to accommodate parent-teacher conferences and hosts numerous arts-related performances, athletics competitions, and parent education nights throughout the school year. Principals, teachers, staff, and parents play complementary roles in building a sense of community at each school site throughout the school year. FVSD engaged in extensive outreach to parents in developing the 2025-26 Local Control Accountability Plan, including the administration of an LCAP Input Survey (807 responses) and conducting numerous in-person meetings including the LCAP Leadership Team (one parent representative from each school site), District English Learner Advisory Committee (DELAC), District Advisory Council (DAC), Superintendent's Parents Council (SPC), and School Site Councils from each campus."|Based on the analysis of educational partner input and local data, FVSD recognizes that building relationships with families is ongoing work and remains a continual area of focus. Specifically, input from families gathered to support the development of the LCAP highlights the need to continue to engage in structured outreach to families from the District's special populations groups including families with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities. Educational partners also reiterate the focus to work in partnership with parent groups (PTAs/PTOs) to establish systems of outreach to engage families that are new to the school district.|"FVSD continues to improve the engagement of underrepresented families by working with parent groups (PTAs/PTOs) to engage in targeted outreach to welcome new families to the school district, continue to provide interpretation support for parent meetings, continue to translate documents into targeted languages (LCAP Actions 2.1, 3.1, 3.2, and 3.3), and continue to educate parents as to the ""language selection"" capabilities of the ParentSquare platform to engage in more meaningful communication with families that have primary/home languages other than English (LCAP Action 3.2). In addition, FVSD is staffed with a Teacher on Special Assignment (TOSA) focused on supporting the District's program for English learners that works with school leadership teams to develop and host parent engagement events at each school site throughout the year (LCAP Action 2.5). FVSD continues to promote parent engagement activities designed for parents of students with disabilities including district programming as well as SELPA programming (LCAP Actions 3.1 and 3.4)."|Each of FVSD's ten schools have well-established School Leadership Teams that are supported by funding specifically allocated to promote their professional development in the District's LCAP. The school leadership teams play a central role in developing parent outreach activities related to academic and social emotional programming at the school site. In addition to support for the School Leadership Team, each site receives a significant allocation of funding each year through the LCAP that is designated for the development and promotion of parent engagement activities. FVSD utilizes multiple technology platforms including Aeries Gradebook (middle schools), Report Card Maker (elementary schools), parent conference weeks, progress reports, and report cards to communicate the academic and developmental progress of students throughout the school year.|FVSD recognizes that building relationships with families from the District's special populations groups including families with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs must remain an area of focus for the upcoming 2024-25 school year. FVSD acknowledges that a combined effort involving district staff, school site staff, and PTA/PTO leadership groups holds the most promise for continuing to improve partnerships with families, and specifically, to engage in targeted outreach to the District's special populations groups.|Based on the analysis of educational partner input and local data, FVSD continues to improve the engagement of underrepresented families by leveraging the combined efforts of district staff, school site staff, and PTA/PTO leadership groups to engage in targeted outreach to parents. In addition, the District continues to support the work of School Leadership Teams (LCAP Action 4.1) and continue providing ongoing funding to support the development and promotion of parent engagement activities at school campuses throughout the 2024-25 school year (LCAP Actions 3.1, 3.2, 3.3 and 4.7). In addition, FVSD continues to provide bilingual translators available during, and outside of, the school day, to promote the engagement of families with primary languages other than English (LCAP Actions 2.1, and 3.3).|Fountain Valley School District places great value on involving parents/guardians in decision-making and takes significant measures to provide families with opportunities to participate in both district-level and site-level decision-making. Site leaders engage in significant efforts to encourage parents to become involved in the work of School Site Councils, leadership roles with parent groups (PTAs/PTOs), and English Learner Advisory Committees (ELACs). In addition, district and site-level leadership engage in outreach to parents to encourage participation in district-level parent groups such as the Superintendent's Parents Council, LCAP Leadership Team, District Advisory Committee, and District English Learner Advisory Committee. Both the school district and each school conduct annual surveys of parents including the LCAP Input Survey, English Learner Program Survey, Title I Parent Survey, and school-specific surveys to gain insight into parents' perspectives on the effectiveness of the District's programs. Based upon LCAP Input survey responses, families feel welcome at school campuses, and family events are well attended by all family groups especially families representing the FVSD special populations. The FVSD community continues to grow in rich cultural diversity, prompting principals and staff to continually provide outreach to families to participate in the opportunities of decision making.|FVSD is appreciative of the significant levels of input that parents share related to numerous district initiatives including the development of the LCAP, English Learner Program, Title I program, and input shared by parents through school-specific surveys. The District recognizes the importance of continuing to engage in structured outreach to underrepresented families including those with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities. The District has increasing success in gathering input from these families through phone outreach translated digital resources and the distribution of hard copies of materials. In addition, numerous District outreach events are hosted each year in the areas of English Learner parents, special education and cultural celebration. FVSD hosts parent education events for developing parenting and skill development for student success. Parent outreach events are well attended and FVSD provides translators for parents who request support in their primary language.|Based on the analysis of the educational partner input and local data, FVSD continues to improve the engagement of underrepresented families in relation to seeking input for decision-making by engaging in targeted outreach to parents of students from the District's special populations student groups (LCAP Action 3.1) and partner with PTAs/PTOs to recruit parents from underrepresented families into leadership roles within the parent group (PTA/PTO), at the site-level (School Site Council and ELAC), and at the District-level (LCAP Leadership Team, DELAC, and Superintendent's Parents Council). In addition, the District continues outreach efforts through both print and digital resources made available in languages other than English (LCAP Action 3.2 and 4.7).|5|5|4|4|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
30665060000000|Fullerton Elementary|3|We believe that the Fullerton School District excels at building meaningful connections between schools and families. Through our partnership with WestEd, we actively seek feedback to strengthen these relationships. Recent surveys paint an encouraging picture - family participation has shown promising growth, with engagement scores increasing from 3.21 to 3.24 compared to the previous year. Many schools have completed needs assessments to identify their needs and provide feedback on programs and practices. By ensuring easy access to resources, ongoing collaboration opportunities, and dedicated outreach to underrepresented families, we see the district demonstrating its genuine commitment to fostering strong bonds between educators and families, creating an environment where everyone thrives.|The Fullerton School District has undertaken a comprehensive initiative to identify key areas for enhancing school-family connections, driven by valuable community input and a thorough analysis of relevant data. While we take pride in the level of family involvement our schools currently experience and the positive feedback we have consistently received from parents and guardians, we remain steadfast in our commitment to fostering even greater levels of meaningful parent participation in essential decision-making processes at both the school and district levels.  To achieve this, we continue to work diligently to address the concerns of parents who may feel less connected to the school community, with the goal of creating a more inclusive and welcoming environment for all families. Our objective is to ensure that every family feels not only valued but also deeply engaged in their children's educational journey, recognizing that active participation is crucial to the success of our students and school community as a whole.|The Fullerton School District is dedicated to strengthening connections with underrepresented families in the community by providing targeted resources and committed staff members. Community outreach programs are thoughtfully designed to include families from a wide array of language backgrounds, cultural traditions, abilities, and unique home situations, recognizing the richness that diversity brings to the educational landscape. Through a series of practical workshops, informative sessions, and robust community networks, the district not only empowers families with essential knowledge and tools but also actively seeks their feedback to foster an atmosphere of continuous improvement and responsiveness to their needs. These comprehensive programs strive to create equitable learning opportunities for every student, effectively eliminating barriers that might hinder educational access and fostering a welcoming school environment where all voices are heard and respected.|"We at the Fullerton School District (FSD) are making significant strides in fostering partnerships that enhance student success through our family and community engagement initiatives. We have formed strong collaborations with local nonprofit organizations focusing on trauma-informed practices, gang diversion, immigration assistance, basic needs, food security, and health services. These partnerships have contributed positively to student outcomes and the well-being of our community. Within our schools, we provide various engagement opportunities to build strong relationships with families. Our regular ""Coffee with the Principal"" sessions allow families to connect with school leadership, while structured parent meetings facilitate involvement in school governance. Events like Family Arts Nights and cultural festivals celebrate creativity and diversity, and seasonal activities foster a sense of belonging. We enhance communication through weekly newsletters and digital updates to keep families informed and supported. We have established robust professional learning systems to equip our teachers and principals in partnering with families from diverse backgrounds. Our dedicated staff, including Social Service Assistants and Community Liaisons, are crucial in aiding traditionally underrepresented families, ensuring they understand their rights as advocates in their children's education. Through these collective efforts, we are building a sustainable framework for partnerships that support student achievement."|"Based on input from educational partners and local data analysis, we have identified key focus areas for ongoing improvement. Central to our enhancement strategy is strengthening family relationships, particularly by deepening engagement with parents and caregivers from historically underrepresented student populations.  We recognize the need for targeted outreach to families with specialized circumstances, such as those caring for medically fragile children and students with moderate to severe disabilities. These families face unique challenges that require tailored approaches to partnership building. Instead of predetermined solutions, we are committed to creating structured opportunities for families to provide direct input regarding their needs, ensuring that our strategies authentically address their circumstances. We also plan to enhance professional learning opportunities for our teachers and principals with specialized training for engaging diverse family structures. Additionally, we aim to develop inclusive models for teacher-family conferences that accommodate varied family situations. While events like ""Coffee with the Principal"" and family festivals have been successful, we will evaluate and refine these approaches to effectively reach all family groups. By focusing on these areas, we aim to foster an educational environment where every student feels valued and supported through authentic family-school partnerships."|"We at Fullerton School District have devised a comprehensive strategy to engage underrepresented families based on insights from our self-reflection process. We will implement initiatives like skill-building workshops and community forums to empower parents in their children's education and build school-home partnerships that enhance student outcomes. To tackle communication barriers, we will offer multilingual communications and accessible formats in all outreach. We will enhance events like ""Coffee with the Principal"" by scheduling them at various times, providing translation services, and allowing virtual attendance. We aim to create inclusive environments through family arts nights and cultural festivals, celebrating our community's diversity and making all families feel valued. Our weekly newsletters and videos will be refined to ensure they meet the information needs of all families. Our Social Services Assistants and Community Liaisons will act as vital links, connecting families with school and community resources. We aim to empower staff through training that emphasizes families' strengths. We will also support ""bridge-building"" parents to connect with other underrepresented families, fostering trust and engagement through shared experiences.  By eliminating communication barriers, enhancing cultural competency, and creating welcoming environments, we seek to honor the perspectives of underrepresented families. Our commitment to equitable opportunities reflects our understanding that true partnerships require both institutional dedication and personalized approaches that respect family diversity."|The Fullerton School District has demonstrated significant strengths and made substantial progress in seeking educational partner input for decision-making. One of the district's notable strengths is the widespread implementation of site-based advisory committee meetings across schools, which provide structured opportunities for parents, staff, and community members to participate in school governance, collaborative decision-making, and planning. The district's commitment to inclusive decision-making is further evidenced by the successful FSD Champions for Children Block Party, which collected 699 feedback cards from diverse stakeholders. This innovative approach to gathering community input demonstrates the district's willingness to create accessible forums for stakeholder participation beyond traditional meeting formats. The district has also strengthened its advisory committee structure at both district and site levels, utilizing the Dual Capacity Framework to ensure representation from various stakeholder groups, including underrepresented populations. These committees provide critical input on curriculum adoption, budget priorities, and strategic planning initiatives. This multi-faceted approach to seeking input reflects the district's understanding that meaningful stakeholder engagement requires diverse opportunities for participation that accommodate different communication preferences, schedules, and levels of comfort with educational systems.|Based on the analysis of educational partner input and local data, the Fullerton School District has identified several key focus areas for improvement in seeking input for decision-making processes.  The Fullerton School District plans to implement the following improvement initiatives: Expand Site Advisory Committees: Establish a dedicated advisory group for families and educational partners to provide direct input on matters affecting adolescent education, school climate, academic programming, etc.  Digital Engagement Platform: Enhance the current communication systems that allow for quick polling, surveys, and feedback collection in multiple languages, making participation more accessible for working parents.  Expanded Meeting Opportunities: Diversifying meeting times and formats for site-based advisory committee meetings to accommodate varied parent schedules, including evening virtual options and weekend in-person sessions.  Parent Leadership Development: Expanding the existing Parent Education Series to include specific modules on educational governance, budgeting, and advocacy to empower parents with the knowledge and skills to participate meaningfully in decision-making processes.|Based on the analysis of educational partner input and local data, the Fullerton School District will implement several targeted strategies to improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making.  The district will enhance accessibility and representation by developing multilingual outreach programs. This includes providing translation services at all advisory committee meetings and ensuring that digital engagement platforms offer content in multiple languages reflective of the district's demographic composition.  To address barriers to participation, the district will establish flexible meeting schedules that accommodate diverse work patterns common among underrepresented families. This includes offering evening virtual options, weekend in-person sessions, and providing childcare services during meetings to enable greater participation from families with young children.  The district will also implement a targeted recruitment strategy for Site Advisory Committees, with specific outreach to families from underrepresented groups. This will include personal invitations from principals, community liaisons conducting outreach in neighborhoods with historically lower participation rates, and partnering with community-based organizations that serve diverse populations.  Additionally, the Parent Leadership Development initiative will include specialized components focused on building capacity among underrepresented families, providing them with the knowledge, skills, and confidence to actively participate in educational governance and decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
30665140000000|Fullerton Joint Union High|3|The District has made strong gains in developing the capacity of staff in building trusting and respectful relationships with families. Each school site encourages parents to participate in various volunteer opportunities to provide support to students and to develop parent leaders through PTSA, Booster clubs, School Site Council, ELAC, and others. Schools site and the District utilize social media and web mailers to communicate upcoming events and highlight school activities.|The District continues to encourage and develop parent input through various District parent groups including DELAC, ELAC, the District Advisory Committee (DAC), CTE advisory board, the La Habra PTSA Collaborative, the Buena Park PTSA Collaborative, and the Fullerton PTSA Collaborative.|Based on input from educational partners, the District will continue to utilize translation and interpretation services at DELAC, ELAC, DAC, and other parent group meetings in an effort to better communicate with families of English Learners. The District is also working with OCDE to provide training to our staff on how to increase parent engagement of our Underrepresented families. The District will continue to reach out to and train parent leaders to increase parent knowledge and boost parent engagement, with emphasis on parents of EL, foster, homeless, low income, and students with disabilities.|There are at least four areas of strength and progress in Building Partnerships for Student Outcomes. The first is the  full implementation of one-to-one Chromebooks for all District students and staff for the past 10 years. The one-to- one devices have all the tools and resources students utilize in their learning at school to access when they are  home. The District has also ensured that all students have WiFi access at home with the availability of WiFi hotspots for students without home internet access. This equips all students with access to their learning materials, support resources, social/emotional resources, and teacher contacts right at their fingertips at home. The District has invested in Tutor.com, a 24/7 tutoring service that lets students access a subject-specific expert tutor in nearly every subject area and at all levels of rigor. The District has also invested resources in developing partnerships with local community colleges to increase dual enrollment/concurrent enrollment opportunities for students.|The District is working with local community colleges to increase concurrent and dual enrollment opportunities so that students may receive college credit while attending high school. This has led to the development of two Dual Enrollment academies at two different sites. The District will continue to work with our partners at North Orange County Regional Occupation Program to enhance Career Technical Education partners by supporting them with industry-standard equipment and curriculum, which include industry-recognized certifications and articulation with local community colleges. The District will continue to work with our partners who provide mental health and social/emotional support to students who are struggling.|Based on educational partner input and local data, the District will improve engagement of underrepresented families in building partnerships through dedicated staff who are tasked with engaging underrepresented families in school parent leadership committees, school-sponsored college and career events, parent information and parent institutes, and other connective activities. These dedicated staff include the EL Family Liaisons, the Assistant Principal of Student Support Services, the District Community Liaison, the Director of Student Support Services, Guidance Technicians at each District school, and other administrative support staff. Feedback from families will be solicited and used to help develop district programming, such as the English Learner Master Plan. The focus will be on building parent leaders from among the families of underrepresented students. Parent leaders have been found to have a high degree of success in getting other parents to engage in school programs and leadership.|The District has successfully engaged educational partners in seeking their input into the decision-making processes of the District. This is evidenced by the large number of stakeholders who respond to the annual LCAP survey, participate in focus groups, serve on School Site Council, lead in PTSA at school sites, lead in DELAC, participate in ELAC, and who serve on community oversight committees. Over 9,000 stakeholders responded to the most recent LCAP survey. The District's strengths are grounded in the site-level participation in various volunteer opportunities to provide support to students and to develop parent leaders through PTSA, Booster clubs, School Site Council, ELAC, and others. Students, staff, and parents all reported that their school is a positive space where they feel welcomed and included. The District continues to encourage and develop parent input through various district parent groups including DELAC, the District Advisory Committee, the La Habra PTSA Collaborative, the Buena Park PTSA Collaborative, and the Fullerton PTSA Collaborative.|Educational partners expressed a need for improved two-way communication beyond mass emails or Aeries updates. Parents shared concerns about inconsistent responses from staff and would like more personalized outreach. Increasing DELAC and ELAC membership will continue to be a focus area moving forward as well as increasing parent participation in DAC.|Based on feedback, continuing the translation and interpretation services from outside agencies in selected meetings will be a focus for improving engagement for families of EL. FAFSA and other college admissions services dedicated to increasing the number of homeless, low income, foster, and English learners, as well as students with disabilities will also be a focus, based on feedback from educational partners.|4|5|4|4|5|5|5|4|5|4|5|5|Met||2025-06-10|2025
30665220000000|Garden Grove Unified|3|Each year GGUSD administers the Annual Strategic Plan Survey to parents/guardians of students in grades PreK-12, students in grades 3-12 and all staff members. This survey is framed around our three district goals: (1) Academic Skills, (2) Personal Skills, and (3) Lifelong Success. To ensure transparency for all stakeholders and accountability for progress toward goals, the district has committed to preparing an annual report that summarizes the yearly data related to our goals. The survey contains items that help us measure how well we are doing as a district in areas related to our Strategic Plan, such as improving scholarly habits, motivation, well-being, and school climate. The survey also ensures all stakeholders have an opportunity to provide input that affects school and district decision-making by allowing for open response comments to address both school-level and district-level strengths and areas of need.|Family-school partnerships are important to the success of our district.  The Strategic Plan Survey also measures climate at the school and district-level, including asking parents to respond to items that measure their perceptions about parental participation. Key findings from the 2024-25 survey include: ? Parents felt welcome at their child’s school. (99% agree/neutral) ? Parents feel that they are kept informed about district and school events. (99% agree/neutral) ? Schools provide translation/interpretation to families who need it. (100% agree/neutral) ? Schools offer opportunities for parents to be involved. (99% agree/neutral) ? Parents feel that the school promotes parent participation in programs. (99% agree/neutral) ? Schools give parents information about joining parent committees. (99% agree/neutral) ? The school district seeks parent input. (99% agree/neutral) These key findings will continue to be areas of focus for improvement in building relationships between school, staff and families.|The key findings from parent/guardian input compiled from the Strategic Plan Survey have been discussed with district leadership. Several district initiatives, projects, and programs have been focused on the topics discussed above and/or are a part of ongoing district initiatives. In addition to the survey, parents/guardians are invited to participate in district-level governance committees where they are provided opportunities to participate in the decision-making process. These committees include District English Learner Advisory Committee (DELAC), Parent Task Force, GATE Advisory Committee, Community Advisory Committee for Special Education, and the District Council of PTAs. GGUSD also hosts various parent night events to engage families and promote parental participation in programs. District and school staff have implemented outreach activities in a live streaming platform format to increase parent/guardian engagement in a home-school-community partnership. In addition, translation and childcare is available at parent education events to promote in-person attendance of our underrepresented families.|GGUSD has a distinct reputation for providing outstanding instructional programs to a diverse student population. GGUSD prides itself on being innovative, fiscally responsible, and committed to providing a rigorous and safe learning environment enhanced by a variety of support and enrichment for all students and their parents. Students receive a robust academic experience at our award-winning schools. GGUSD is a leader in college and career readiness with a greater number of students meeting rigorous college entrance exams than other districts in the state or county. With all our successes, however, we know that academics is just one element of a successful education, and we strive to nurture the whole child. The key to our success is treating all students as if they were our own children and providing them the necessary academic and personal skills for lifelong success.|The 2024-25 Strategic Plan Survey key findings were used to impact school and district-level decision making for improvement in building partnerships for student outcomes include: ? Goal 1 (Academic Skills): extended learning opportunities/tutoring before and after school, Boys and Girls Club afterschool programs, instructional aide support especially for Special Education and academic counselors. ? Goal 2 (Personal Skills): socio-emotional/mental health supports, scholarly habits as a motivation for students to achieve their potential, consistent discipline at across school sites and art/music to promote positive mental health. ? Goal 3 (Lifelong Success): College and Career Mentor Program (CCMP) and peer mentors for students, AVID programs beginning at elementary school, College Boost and college and career counseling and resources.|Educational Partners specifically discussed the need for continuing or adding additional interventions and tutoring to assist students who are struggling academically. To address this area of need, the district will continue to provide high quality professional development supporting teachers with implementation of research-based strategies. All school sites will offer a variety of opportunities for extended day and extended year programs to include large group instruction, small group remediation, and one-on-one tutoring. Varsity Tutors is one example of a live online individualized tutoring and enrichment service offered to all students free of charge. Increased opportunities for credit recovery at the high school level will also be provided during the school year and during summer school. Another identified theme was the need for increased support with scholarly habits. Parents, students, and staff identified that students need help with knowing how to study for tests, organizing and completing assignments on time, and asking for help when not understanding. To address this need, teachers will continue attending the annual AVID conference to receive professional development and resources focused on building scholarly habits and the district will continue the use of college mentors and tutors. AVID strategies will be consistently implemented at all elementary schools with the goal of all schools being AVID certified schools. Mental health and wellness support continue to be a recurring theme. Additional school community liaisons, instructional aides, school psychologists, and social workers were prioritized. GGUSD has six Paraprofessionals on Special Assignment (POSA), and ten Teachers on Special Assignment (TOSA) to provide training and support for instructional aides and other paraprofessionals across the district who support direct instruction in the classroom. Two additional TOSAs were added last year. In addition, the district has hired ten additional mental health therapists and social workers over the past two years (62 total) to assist sites with addressing student mental health and wellness.|GGUSD has coordinated a comprehensive process of educational partner engagement around seeking input for decision-making. The district involves parents, students, staff, community members, local bargaining units, administrators and other partners invested in the success of our students. The superintendent along with representatives from K-12 Educational Services organized and delivered a series of presentations to generate feedback. Each meeting emphasized the need for all community partners to be engaged in the LCAP process. Data relevant to the district goals were shared and time was provided for group discussion to generate community partners’ ideas related to what they view as keys to student success and challenges needed to be addressed.|District and school staff will implement outreach activities to engage the parents/guardians in a home-school-community partnership. These efforts will address identified barriers to participation and provide increased opportunities for parent/guardian participation. Activities to improve participation will include advanced notice (annual meeting calendar), translation, childcare, live-streaming of in-person meetings, district-provided transportation to events and meetings offered at various times of the day to accommodate working parents.|GGUSD has committed to the following efforts to improve engagement of identified underrepresented families: ?	Ensure the provision of translation and interpretation services for groups of parents whose primary correspondence language exceeds 15% of the school/district population.  ?	Engage the community and provide information about school activities and topics (including outreach meetings, radio shows, and other special outreach activities).  ?	Increase bilingual support personnel to enhance translation/interpretation services provided for parents with language needs other than English.  ?	Support primary language literacy to enhance cross-language transfer of language and literacy skills, fostering biliteracy and developing comprehension skills.  ?	Continue to support our family resource centers to provide access to community agencies, services and resources.  GGUSD is excited to currently offer five Family Resource Centers, one in each Board Trustee area.   ?	Maintain a Parent and Community Outreach office to serve as a link to community resources and to provide guidance, support, and training to parents/guardians, teachers, administrators, and support staff.  ?	Coordinate parent education and community outreach meetings, develop and encourage high-quality parent programs and parental involvement opportunities at school sites, and provide professional development opportunities in parent education programs.|5|5|5|5|4|5|4|4|5|4|4|4|Met||2025-06-17|2025
30665300000000|Huntington Beach City Elementary|3|In the Huntington Beach City School District, we recognize the value that all families bring to our  diverse community. Our staff (i.e. administrators, teachers, and classified staff) are encouraged to build trusting relationships and build welcoming environments for all families in the community. We ensure  that all schools have a system in place to engage in regular two-way communication with parents and  community members on a regular basis. Within our district, we have an interactive website, availability  of interpretation/translation services, and parent surveys to measure school climate and provide feedback on LCAP priorities and district initiatives.|We are working with our professional learning department to provide more staff training on specific strategies for parent/ family engagement and building upon our success with parent workshops to offer additional opportunities for 2-way communication and decision making.|HBCSD will identify bilingual family liaisons at each school site—ideally individuals who reflect the backgrounds of underrepresented families in the community. These liaisons would serve as bridges between families and school staff, facilitating communication, organizing small group listening sessions, and personally inviting families to school events. This strategy helps build trust and cultivates meaningful, personal connections with families who may feel marginalized or disconnected from the school community.|The Huntington Beach City School District  provides all families with the opportunity to attend workshops to learn about district programs  and child development. These workshops help parents and families better understand our district  programs, adopted curriculum, child development milestones, and ways to support learning at home for  the whole child. Sites also offer family nights, parent organizations (i.e. Parent-Teacher Association (PTA)  and cultural groups), and conduct other activities to encourage and support parents. Additionally, sites conduct parent teacher conferences, host English Language Advisory Committees (ELACs), and utilize a  wide array of parent surveys in order to gather feedback from their local communities.|Overall, HBCSD will continue to work with principals and teacher leaders to improve their capacity to  collaborate with families for better student outcomes. This will include professional learning and providing training for parents concerning specific skills or  curricular targets.|HBCSD will establish a peer mentorship program where experienced parents from underrepresented communities guide new families through the school system—explaining programs like ELAC, IEP processes, or curriculum nights. These mentors can help families understand how to access resources and advocate for their children’s learning needs, building confidence and stronger school-family partnerships centered on student success.|Within Huntington Beach City School District, we offer parents and families the opportunity to be a  part of many advisory committees through the district, both at the site and district levels. Parents are  also encouraged to join the School Site Council or attend Principal’s meetings at the site. Parents  provide input on the Local Control and Accountability Plan through the annual survey, committee work,  and participation in site-level activities. At the district level, we provide families with multiple  opportunities to provide input on policies and programs, including underrepresented groups within the  community. When providing these opportunities at the district level, we provide translation services so that all families know their voice is valued.|Many departments within HBCSD are working with families to establish and sustain strong advisory  committees. These advisory committees are supporting families to understand their legal rights and  advocate not only for their own students, but for all students. Furthermore, the HBCSD Community Liaisons are working to provide opportunities to have families, staff, and other district  administrators come together to design, implement, and evaluate family engagement activities at all  levels.|Using the Leading with Educational Attainment parent education series, identify  graduates of the program and offer a “Family Leadership Academy” to build their knowledge and confidence in participating in advisory committees, School Site Councils, and LCAP input processes. The academy would include sessions on how school and district decision-making works, how to effectively advocate for student needs, and how to collaborate with school staff. Graduates could then serve as ambassadors to encourage wider participation across their communities.|4|4|3|4|3|5|4|4|4|4|4|4|Met||2025-06-17|2025
30665300134221|Kinetic Academy|3|Kinetic prides itself on the strength of building relationships between the school and families. Our Parent Square platform is the main tool that is used to communicate with all parents/families to help keep them informed.  We host many events that include parents to celebrate their students' successes as well as spend time with their students and help build the school community.   We have worked on putting a system in place for transitioning new families into the school culture and building relationships even prior to student enrollment through parent information sessions, community preview nights and school tours. Based on discussions throughout this academic year, many staff members have remarked on the challenges with maintaining a cohesive program while we operate on two sites. As families have students at both locations, we seek to find a way to either consolidate our operations on a single site or find ways to continue to build relationships with families across the two sites.|Kinetic is focused on continual improvement with building relationships between the school and our families.  We seek to keep lines of communication open and encourage families to increase participation in monthly Principal Coffee Chats and Local Site Council meetings. We believe greater participation will lead to an increase in shared-decision making.  We have put a lot of effort into increased communication around the importance of attendance as well as chronic absenteeism. Kinetic Academy is a community school, and our goal is to build relationships with our parents through many event opportunities. Our KPO, our administration, and our teachers remain focused on keeping the community a high priority.|Kinetic is committed to improving strategies and structures that will result in increased engagement of underrepresented families.  Kinetic holds numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site committees. Kinetic will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.|All teachers and office staff frequently conduct direct outreach to encourage families to attend various events and/or discuss their child’s academic progress. Kinetic builds time within the school year to allow parents and teachers to meet to discuss student growth and progress. Parent conferences are scheduled three times a year to review progress in addition to formal report cards. Students may participate in the After School Homework Club for assistance with homework completion and tutoring led by a teacher. Additionally, teachers provide families with resources to prevent learning slide over the summer months, and ensure that students’ core skills are maintained.|Balancing student privacy when examining school data: Since Kinetic’s underrepresented student populations are often small, it is an ongoing challenge to conduct in depth public analysis on the achievement of these students as we value their privacy.  However, Kinetic regularly reviews local data and assessments to determine which students are in need of academic interventions and which students are in need of academic enrichment.|Kinetic conducts a minimum of two parent conferences each year with all families, and a third conference is optional. Parents are encouraged to request a conference if they have any questions or concerns regarding their child’s behavioral and/or academic needs. For our underrepresented student populations, teachers and/or parents may request additional progress conferences throughout the academic year, and request guidance on how to best assist the child in growth of their academic skills.|Kinetic regularly surveys families throughout the school year. The California Healthy Kids Survey was administered to parents and students in February of 2025 to obtain feedback on a range of areas including satisfaction with input for decision-making.  Based on the surveys administered in 2025, 98% of parents surveyed either “agreed” or “strongly agreed” with questions around communications, 97% with questions around promotion of parental involvement, and 79% with questions regarding opportunities for input.|Parents and staff have expressed the need for more social-emotional supports in various forums/formats for feedback. We continue to seek community-wide input throughout the year, and strive to increase participation rates for students and parents.|Kinetic’s unduplicated pupil percentage has always hovered around 20%, yet this does not preclude our responsibility to fully engage with our underrepresented families in seeking input for decision-making. A calendar of all events (e.g., councils, board meetings, surveys) for the year is provided to all families and maintained on the school website which connects to Parent Square, as well as frequent electronic “reminders” of upcoming events via ParentSquare.  Additionally, we send hard copy calendars home each month to families.|5|5|4|5|4|4|5|5|4|4|4|4|Met||2025-06-12|2025
30665480000000|Huntington Beach Union High|3|Huntington Beach Union High School District (HBUHSD) recognizes the importance of building relationships between school staff and families. The district analyzes strengths and progress through input collected from educational partners and the Annual Parent Survey.  The Annual Parent Survey measures parent perceptions related to family-school partnerships, welcoming environments, asset-based approaches, and home-school communication. Some key findings from the 2023-24 survey include: •	99% of parents agree that their school delivers communications in their preferred language. (+2%) •	94% of parents agree that they are kept informed about district and/or school activities and events. (+1%) •	88% of parents agree that schools provide a wide array of academic, cultural, and personal experiences to engage students. (-2%) •	93% of parents agree that they are greeted with courtesy and respect. (+4%) •	88% of parents agree their school has a welcoming culture that encourages parent participation. (+1%) (Change from prior year is referenced in parentheses.)|HBUHSD has identified focus areas related to “building relationships between school staff and families.” Schools will continue to prioritize maintaining a welcoming environment for all students and families.  Included in these efforts, schools will consider effective methods for communication about academic progress and performance and promote opportunities for parent/family involvement at the school. The district will also aim to increase the rate of participation in the parent survey, particularly for those schools with the greatest number of underrepresented families.|The district will continue to strengthen efforts around promotion, recruitment, and retention of parents and family in engagement opportunities and school committees. Parent Square, social media, and other technology tools are utilized to reach families, including emergency notifications, event notifications, and attendance calls.  Schools prioritize relationships with families by greeting all families with courtesy and respect to maintain a welcoming culture.  Schools shall continue to provide parent communication in multiple languages and in a timely manner.|Huntington Beach Union High School District (HBUHSD) recognizes the importance of building partnerships for student outcomes.  The Annual Parent Survey measures parent perceptions related to information and resources to support student learning, information regarding college and career pathways, and student programs contributing to student success. Some key findings from the 2024-25 survey include: •	91% of parents agree that their school provides resources, materials, and programs to help their children succeed. (-2%) •	91% of parents are aware of the coursework necessary to meet graduation requirements and ‘A-G’ completion requirements. (+2%) •	89% of parents agree that their school sets clear expectations for student performance. (+1%) •	88% of parents agree that students are provided opportunities to receive tutoring or intervention support when needed. (+1%) •	86% of parents are aware of the wellness supports available to their students. (+1%) •	81% of parents know who to contact for help when they have questions or concerns. (-3%) •	75% agree that their school communicates in a timely manner about grades, assignments, and academic performance. (+2%) (Change from prior year is referenced in parentheses.)|HBUHSD has identified focus areas related to “building partnerships for student outcomes.” According to the survey results and other input from educational partners, the district will continue to maintain a focus on promoting the availability of wellness resources.  In addition, home-school communication efforts will support the need for knowing “who to contact for help” when questions or concerns arise. The home-school partnership should be emphasized as an important factor in improving student outcomes.|To maintain positive outcomes, schools will continue to provide resources, materials, and programs to help all students succeed.  Schools will also increase the information and communication to families regarding wellness supports, as well as college and career planning options and pathways.|Huntington Beach Union High School District (HBUHSD) recognizes the importance of seeking input for decision-making.  The Annual Parent Survey measures parent perceptions related to engagement of families in advisory groups and decision-making. Some key findings from the 2024-25 survey include: •	91% of parents agree that they are notified of opportunities to join district or school committees. (-1%) •	88% of parents agree their school has a welcoming culture that encourages parent participation. (+1%) •	82% of parents agree that their school seeks parent input to support decision-making. (+0%) (Change from prior year is referenced in parentheses.)|HBUHSD has identified focus areas related to “seeking input for decision-making.”  According to the survey results, one continuing area of focus is to increase communication around opportunities for parents to provide input into site or district decision-making.  Increasing the awareness of this focus area will improve the intentional planning of opportunities to provide input.|Parents are encouraged to participate in site-level committees such as PTSA/PTSO, School Site Council (SSC), Community Advisory Committee, and/or English Learner Advisory Committee (ELAC). Our District English Learner Advisory Committee (DELAC) continues to grow in membership and provide valuable insight into our educational programs and services for English learners. The LCAP Planning Committee, which includes parents and guardians, meets throughout the school year to annually review and revise the District LCAP.|5|5|4|5|5|5|4|5|5|5|5|5|Met||2025-06-24|2025
30665550000000|Laguna Beach Unified|3|Laguna Beach Unified School District (LBUSD) actively supports parent and family engagement through meaningful collaboration and open communication between schools and families. This partnership is essential to student success. In the 2024–25 LCAP community survey, 86% of parents/guardians reported feeling welcome at their child’s school—an increase of 5% over the previous year. Similarly, 86% expressed trust and respect for school staff, also a 5% improvement, indicating stronger relationships and a positive school climate.  LBUSD continues to enhance communication at both district and school levels through a multi-platform approach, including weekly newsletters, websites, social media, and community meetings. This strategy promotes inclusive, timely engagement and has been shaped by past survey feedback identifying communication as a priority. The 2025 LCAP survey shows that 81% of parents and community members are satisfied with district-level communication, and 90% are satisfied with communication from their student’s school.  These gains are also reflected in the 2025–26 LCAP, which highlights robust partnerships with parent groups such as PTA, SchoolPower Education Foundation, and DELAC. These collaborations reflect a shared commitment to student growth and well-being.  In 2024–25, a pilot team of LBUSD teachers, staff, and administrators developed personalized student dashboards and corresponding profiles to help educators understand student strengths, needs, and goals. This tool supports whole-child learning, individualized instruction, and deeper classroom connections. Launching in fall 2025, the Student Dashboard will help staff: - Learn about each student’s background and aspirations -Identify personal and academic goals shared by students and families -Connect with students meaningfully through shared interests or experiences -Use insights to inform instruction, interventions, enrichment, and collaboration.  This initiative supports more personalized, inclusive classrooms and helps foster strong partnerships with families while promoting student voice and success.|Based on the analysis of educational partner input and local data, Laguna Beach Unified School District (LBUSD) has identified several key focus areas to strengthen relationships between school staff and families further. While survey data reflects consistently high levels of satisfaction and trust, areas for continued improvement have emerged that will enhance communication depth and broaden engagement, particularly for underrepresented groups. First, LBUSD will refine its focus from broader district and site-level communication to increasing the quality and consistency of communication at the classroom level. A new survey question introduced in 2024 targeting perceptions of classroom-level communication established this as a priority area, with the intent to foster more personalized and transparent interactions between individual teachers and families. 2025 LCAP Community survey data indicates 72% of responding parents/guardians are satisfied with communication from their child's teacher. This area will be a continued focus for the 2025-26 academic year.   Additionally, expanding outreach and engagement efforts to underrepresented families, including those who speak languages other than English, remains a strategic priority. Although current engagement rates are strong, LBUSD recognizes the need to ensure equitable access to information and school events. Efforts will include continued enhancement of translation and interpretation services and proactive, personalized outreach by the District’s community liaison to ensure that all families are informed of and able to participate in educational opportunities and parent education events.  Finally, survey feedback indicated that although most students (88% of students in grades 5-12) feel connected to at least one adult on campus, continued efforts to deepen relationships and ensure every student has a trusted adult advocate at school will be a focus. This includes ongoing collaboration and communication between school staff and families to better understand and support students’ academic and social-emotional needs. .|Based on the analysis of educational partner input and local data, Laguna Beach Unified School District (LBUSD) has identified improving engagement with underrepresented families, particularly families who speak a language other than English and families from socioeconomically disadvantaged backgrounds, as a key priority area. The district’s self-reflection process reinforced the importance of ensuring that all families, regardless of language or socioeconomic status, have equitable access to school information, educational opportunities, and meaningful partnerships with staff. To address these needs, LBUSD will enhance outreach through several targeted strategies. A central component of this work is the LBUSD Family Resource Center, which serves as a hub for connection, support, and resources for families. Through the Family Resource Center, the district will continue to offer parent education workshops, resource referrals, and outreach programs specifically designed to increase awareness of available services and foster relationships between families and school staff. Additionally, LBUSD will continue to strengthen translation and interpretation services to ensure families who speak languages other than English have full access to school and district communications, events, and learning opportunities. The district community liaison will play a pivotal role in this effort by conducting personalized outreach, such as direct phone calls and individualized communications, to inform families about upcoming parent education events, engagement opportunities, and supports available through both school sites and the Family Resource Center.|Laguna Beach Unified School District (LBUSD) demonstrates strong progress in building effective partnerships that support student success, as reflected in educational partner input and local data. A key strength is the district’s full implementation (Rating 5) of collaborative systems for monitoring student progress. Across all schools, structured opportunities such as parent-teacher conferences, individualized progress meetings, and academic counseling are embedded into the calendar. At the high school level, the restructured FLEX tutorial period and academic planning for grades 9–11 create personalized opportunities for students and staff to align on academic goals and support.  LBUSD also shows consistent growth (Rating 4) in professional learning for staff to build capacity for family engagement. Districtwide PD, targeted workshops, and Lunch and Learn sessions address culturally responsive communication, support for multilingual learners, and best practices for inclusive engagement. These efforts are supported by the LBUSD Family Resource Center, a hub that provides parent education, community referrals, and family events to help families navigate the education system and support student learning.  Aligned with LCAP Goal 3, which emphasizes safe, welcoming, and inclusive environments, LBUSD expanded parent education opportunities focused on social-emotional wellness, student agency, and identity development. In 2024–25, the district hosted well-attended events on school climate, mental health, parenting, and digital citizenship. These offerings strengthen the home-school partnership and equip parents to support academic and personal development.  LBUSD continues to make strong progress (Rating 4) in providing families with information and tools to support learning at home. Parents have access to curriculum nights, workshops, and digital platforms that improve communication. According to the 2025 LCAP Community Survey, 83 percent of parents agree that the district provides adequate educational opportunities for families, with high satisfaction in school-level communication.  Parents also report improvement in instructional quality. In 2025, 90 percent of parents reported that their child regularly participates in engaging and relevant learning, a 13-point increase from 2024. Additionally, 82 percent indicated their child engages in challenging academic activities, up 10 points from the prior year. These gains reflect increasing confidence in the district’s academic rigor and relevance.  LBUSD continues to strengthen support for families advocating for students (Rating 4). Through the Family Resource Center, Special Education Parent Mentor Program, Family Engagement Coordinator, and community liaison, the district ensures families, including underrepresented and non-English-speaking groups, have access to information, resources, and support to navigate systems and advocate effectively.|Based on the analysis of educational partner input and local data, Laguna Beach Unified School District (LBUSD) has identified focus areas to further strengthen partnerships that support positive student outcomes. A primary focus area is to expand and deepen parent education opportunities, particularly those that equip families to support their children’s academic and social-emotional development at home. The annual Community Survey indicated that parents are most interested in learning in academic topics, followed by sports, mental health, clubs, and career readiness. The preferred mode of learning among parent survey respondents was hands-on workshops, followed by guest speakers. Continued emphasis will be placed on designing parent education events that address both academic support strategies and social-emotional wellness, using flexible formats (e.g., in-person, virtual, and bilingual sessions) to ensure inclusive access.  A second area of focus is to enhance communication and engagement at the classroom level. While parent satisfaction with district- and school-level communication is high (90% school, 82% District satisfaction in 2025), educational partner input suggests a desire for more consistent, personalized communication between classroom teachers and families?. To address this, LBUSD has introduced new survey measures focused on classroom-level communication and will focus on growth in this area through targeted family engagement and outreach.   Additionally, LBUSD remains committed to increasing engagement of underrepresented families, including families who speak languages other than English and those from socioeconomically disadvantaged backgrounds. Maintenance of translation and interpretation services, coupled with personalized outreach through the LBUSD Coordinator of Family Engagement, community liaison, and the Family Resource Center, will ensure equitable access to resources, events, and school activities. Finally, LBUSD will continue to promote opportunities for families to actively participate in shaping both school District goals and action plans. This will be achieved through participation in the annual LCAP survey, educational partner engagement sessions, and parent advisory groups meetings, including School Site Council, PTA, and DELAC. LBUSD will continue to ensure that parent/guardian and student input informs District programs, services, and supports. Through these targeted actions, LBUSD will continue to deepen partnerships that empower all families to actively support and enhance their children’s learning, well-being, and long-term success.|Based on educational partner input, local data, and the self-reflection process, LBUSD has identified a need to continue to strengthen engagement with underrepresented families, including those who speak a language other than English, families of students with disabilities, and socioeconomically disadvantaged families. To address this, LBUSD will maintain translation and interpretation services to ensure full access to district communications, meetings, and events. The district community liaison will conduct personalized outreach, using phone calls and direct communication, to inform families about educational opportunities and parent workshops. We will continue to conduct an annual District English Language Advisory Council (DELAC) needs assessment to determine English learner programs' strengths and growth areas, based on participant feedback. The needs assessment will also include specific questions related to parent education and outreach to identify preferred topics and communication methods. The Family Resource Center will continue to offer parent education workshops on academic support, mental health, and digital safety, with flexible formats and bilingual offerings to promote inclusive access. Additionally, LBUSD will strengthen two-way communication structures, such as focus groups and advisory committees, to ensure that underrepresented families have meaningful opportunities to share input and engage in decision-making.|Laguna Beach Unified School District (LBUSD) demonstrates a strong commitment to gathering educational partner input to inform district decisions, as reflected in local data and feedback collected through multiple engagement processes. LBUSD has made substantial progress in building the capacity of principals, staff, and families to engage in advisory groups and shared decision-making (Rating 4 for both). Regular engagement occurs through advisory groups, including the LCAP Advisory Committee, PTA Council, School Site Councils, and DELAC, providing meaningful platforms for input on district initiatives and school programs.  A key strength of LBUSD’s engagement practices is its robust, multi-method approach. During the 2025 LCAP Community Convenings, over 80 participants, including parents, students, and staff, reviewed data, participated in panel discussions, and offered input on district priorities. Participants praised student panels, access to data, and open dialogue, noting that “hearing student honesty is our best source of data for future improvement.” These convenings inform LCAP goals and ensure diverse perspectives shape district planning.  Aligned with LCAP Goal 3, LBUSD has prioritized inclusive family engagement, offering parent education through school sites and the Family Resource Center on topics such as school climate, mental health, and digital citizenship. Outreach efforts specifically target underrepresented families to ensure equitable access. The district has also made progress (Rating 4) in creating opportunities for families and school staff to collaborate on the planning and evaluation of engagement efforts, including joint work on school plans for student achievement.  While these practices are strong, LBUSD identified (Rating 3) that expanding access to input opportunities remains an area for growth. Educational partners at the convenings recommended broadening outreach to include more English Learners, students with IEPs, and families less involved in current efforts. There is also a need to improve clarity and consistency in how engagement opportunities are communicated.  Overall, LBUSD’s efforts reflect a culture of inclusive, transparent, and responsive decision-making. The district remains committed to strengthening these practices to ensure all voices, especially those of underrepresented groups, are heard and valued in shaping student success.|Based on educational partner input and local data, LBUSD has identified key focus areas to enhance how input is gathered and utilized in district and school-level decision-making processes. A primary focus area is to broaden participation and representation in advisory groups and engagement activities, particularly among underrepresented families and student groups. Feedback from the 2025 LCAP Community Convenings emphasized the need to increase outreach and inclusion of English Learners, students with IEPs/504s, socioeconomically disadvantaged families, and those less engaged in extracurricular activities. LBUSD will implement strategies such as targeted personal outreach by counselors, Coordinator of Family Engagement, community liaison, and Director of Communication, in addition to expanded use of multilingual communication, and flexible meeting formats (virtual, in-person, bilingual) to reduce barriers to participation and ensure diverse voices are included in planning efforts.  LCAP Committee members also emphasized a desire to expand opportunities for direct student voice in district planning. Building on the success of student panels at recent convenings, LBUSD will increase opportunities for student-led focus groups, peer mentorship programs, and leadership advisory committees, ensuring students from a range of backgrounds help inform programs, services, and supports that impact their learning experiences. Through these focused improvements, LBUSD is committed to ensuring all educational partners, especially those from underrepresented groups, have accessible, informed, and meaningful opportunities to shape decisions that support equitable student outcomes.|As described above, LBUSD will improve engagement of underrepresented families, including those of English Learners, students with disabilities, and socioeconomically disadvantaged students, by implementing targeted strategies. These include personalized outreach, maintenance of translation and interpretation services, and flexible meeting formats (virtual, in-person, bilingual) to reduce participation barriers. The district will also continue to engage parent advisory groups in decision-making processes. Additionally, LBUSD will expand focus groups and educational partner committees to ensure diverse family and student voices, especially from underrepresented groups, inform district planning. These efforts will ensure inclusive, accessible, and meaningful opportunities for all families to shape programs, services, and supports that impact student outcomes.|4|5|4|4|4|4|5|4|4|4|3|4|Met||2025-06-09|2025
30665630000000|La Habra City Elementary|3|LHCSD will continue to provide families with meaningful opportunities to support and celebrate student learning. The District annually trains administrators and teachers on best practices for family engagement, and each site and the district provide multiple opportunities for families to engage with their school community.  LHCSD ensures that students and families have access to curriculum resources at home to support their learning. The annual family survey results indicate that 83% of our families agree or strongly agree that their school provides resources for families to support their child’s learning at home.|Building Partnerships for Student Outcomes is pivotal for the success of La Habra City School District. Improving this aspect can positively affect student achievement and the overall school climate. LHCSD has developed a data-driven culture that reflects on both strengths and areas for growth. Professional learning is coordinated based on the needs of teachers and includes building capacity within core content areas and promising practices that support student learning outcomes. LHCSD also has robust feedback mechanisms where parents, students, and community partners can share their insights and suggestions about the educational process and partnerships.|LHCSD strives to strengthen mechanisms to involve parents in the learning process, from understanding curriculum goals to offering resources to help them support their child's education at home. The idea is to create a holistic support network around students, encompassing academics and extracurricular and real-world opportunities. Furthermore, district and site staff created structures that provide support for students, especially those at risk. The LEA can build strong, sustainable partnerships that directly impact positive student outcomes by concentrating on these focus areas.|LHCSD implements Home/School Contracts at each site to clearly communicate expectations for families, students, and school staff. LHCSD also schedules two conference weeks where families have opportunities to meet with their child’s teacher. The annual family survey results indicate that 88% of families attended their child’s conference and 88% indicate that school staff works with families to ensure the success of all students.  LHCSD annually sends a Handbook informing parents and guardians of their rights. Families who serve on School Site Council and the English Language Advisory Committees at the site level or Parent Advisory Committee, LCAP Committee, and District English Language Advisory Committee are actively involved in advocating for all students.|La Habra City School District involves authentic and deliberate dialogue across a cross-section of our population to gather input from students, families, staff, and other educational partners. LHCSD staff serves every family in our community with respect. The annual family survey results indicate that 94% of our families feel that families and staff members treat each other with respect. There are strong and lasting relationships between LHCSD and the families we serve. Also, district and school sites create welcoming environments for their students and family members. The annual family survey results indicate that 93% of our families feel welcomed at their school.|LHCSD recognizes that strong family/school partnerships are needed to maximize student success. LHCSD will continue to involve underrepresented families in school decision-making processes, ensuring their voices are heard and considered. Additionally, the district will continue to use Family and Community Engagement Liaisons to work with underrepresented families, bridging the gap between them and the school and assisting in communication and engagement. The district will also set up avenues for families to provide feedback on their experiences with the school and regularly review and act upon this feedback. By implementing these strategies, the district can enhance engagement with underrepresented families, ensuring that all families, irrespective of their background, feel valued, heard, and connected to the school.|LHCSD receives Title I and Title III funds and consistently trains principals and staff in effective engagement and decision-making. The District provides families with many opportunities, such as traditional surveys and the use of “Thought Exchange” and “Let’s Talk” to solicit input from families. In addition, each school site employs a Family and Community Engagement Liaison who focuses on reaching out to families of English Language Learners and any other students from underrepresented groups. The annual family survey results indicate that 76% agree or strongly agree that they know their liaison and how he/she supports parents. Also, 76% of our families indicate that their school uses family input to improve instruction.  Site Parent Teacher Association, School Site Council, and English Language Advisory Committees regularly meet to discuss family engagement activities. In addition, the Parent Advisory Committee and LCAP committee involve families in reviewing and improving engagement activities.|LHCSD seeks input for decision-making by ensuring that the perspectives and concerns of all relevant parties are considered. Communication mechanisms like Let's Talk are implemented as efficient feedback tools, such as surveys and other platforms where stakeholders can voice their opinions, concerns, and suggestions.|LHCSD will continue to make effective communication a priority. The district will continue to enhance transparency by sharing decision-making processes, rationales, and potential implications with the learning community to ensure everyone is informed. It is vital that the district establishes and maintains a system to collect, analyze, and present data that can guide discussions and decisions. It is also important to ensure stakeholders understand how their feedback contributes to the data-driven decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
30665890000000|Magnolia Elementary|3|Magnolia School District works with all staff to build trusting and respectful relationships and to create welcoming environments by supporting various opportunities to engage families in the educational process and school events. Administrators, teachers, and school staff welcome parents to the campus and assist with hosting various school level events and services. Administrators host “Coffee with the Principal” at various times during the year in order to build connections with families in a less formal setting.  Teachers provide parents various ways for communication regarding their child’s progress. Parent-teacher conferences are held at the beginning of the year for individual meetings with parents and are offered again in the Spring.  Teachers also use tools such as Class Dojo, Parent Square and other communication tools to maintain contact with parents regarding school day events and their students' successes. Bilingual Parent Involvement Liaisons (PIL) are at every school site to support parent outreach and to develop personal connections to learn about each family’s strengths and needs. All Magnolia School District staff have focused on creating “E-ticket experiences” for families as a result of a specific focus by the Superintendent, which began in 2017.  Multiple forms of 2-way communications are established in both English and Spanish, including electronic communications, telephone conversations, written messages, and in-person meetings with groups and individuals as needed. Interpreters are available for all major events, parent conferences, and upon request. In addition to a bilingual Spanish-speaking PIL at every school, two District Vietnamese interpreters provide family support, translation, and interpretation services as needed.  Parents also participate in an annual survey.  A total of 1,084 parents participated in the LCAP survey.  The surveys provide extensive feedback, thanks to tremendous outreach efforts by school teams. Parent Involvement Liaisons work with school staff to make computers available for parents to complete surveys electronically, paper copies are provided for those who prefer them, and additional comments are transcribed by staff as needed to ensure that all input is collected and valued. Results of the parent survey administration during the 2024-25 school year showed high levels of positive feedback from parents regarding building relationships with parents:  •	92% of parent responses indicate that the school staff builds a trusting and respectful relationship with families.   •	94% of parent responses indicate that the school creates a welcoming environment for all families in the community.   •	96% of parent responses indicate that the school provides multiple opportunities to engage in two-way communication with their child’s teacher in an understandable and accessible language.|The District will continue to improve engagement of underrepresented families through ongoing outreach to those who have special needs. Magnolia School District has a Project HERO (Homeless Education Renewing Opportunities) office specifically designated to support and engage the numerous homeless families in the community.   Trusting, supportive relationships are formed between struggling families and District staff, who are then able to connect families with medical/dental/vision services, housing support, financial literacy assistance, food pantry assistance, and much more. Parent Involvement Liaisons are working with site administrators, classroom teachers, and office staff to identify families for additional outreach efforts. District team members will work with parents through District Parent Advisory Committee to identify additional strategies for learning more about family strengths, cultures, and languages. The District team will also work with schools to ensure that ample opportunities for engagement are offered at times that are accessible both during the day and evenings to meet the needs of working parents.  Although the parent survey data shows high ratings, there is always room for improvement.  As a result of a slight decline on:  •	96% of parent responses indicate that the school provides multiple opportunities to engage in two-way communication with their child’s teacher in an understandable and accessible language.  This is a slight 1.0% decrease as compared to the 2023-24 school year.|The District will continue to work on engaging two-way communication that is effective and understandable.  Parent input during advisory committee meetings also included the request for paper flyers in addition to the electronic flyer.  Many parents who may fall into the category of underrepresented families continue to favor hard copies instead of electronic flyers through emails.|Magnolia School District provides Parent Involvement Liaisons with professional learning and support in order to improve schools’ capacities to partner with families. Throughout the District, schools provide families with information and resources to support student learning and development in the home though a variety of parent education and school-level engagement programs, including family literacy and math nights, parenting classes, and language classes. The District has created minimum-day schedules for 7 days, twice per year, in order to allow teachers to meet with parents to inform them of their students’ progress and ways to work to support improved outcomes. Parents are provided with information regarding legal rights through the distribution of an Annual Parents’ Rights and Responsibilities Handbook and during information meetings conducted throughout the year at District and site levels.   Strong community partnerships and resources are in place to provide parents with learning opportunities, information, and resources to support student learning and development in the home, including:  •	English as a Second Language (ESL) classes for parents will be provided again beginning in the 2025-26 school year. •	Rosetta Stone online learning opportunities for parents supported in learning groups with Parent Involvement Liaisons. •	Parenting Classes provided by school teams trained through Parenting Partners. •	Dental services provided by Healthy Smiles •	Medical services provided by Children’s Hospital Orange County (CHOC) and Central City Mobile Health Clinic •	Food Pantry by Second Harvest Food Bank •	Clothing and supplies by Assistance League Operation School Bell  Parent workshops and classes are offered at every school site at least once per trimester. Trainings are conducted for Parent Involvement Liaisons (PILs) and Community School Liaisons and other team members as needed to support delivery of parent education classes. During the 2024-25 school year, numerous parent involvement activities were offered via Zoom and in-person, including health classes, collaboration meetings, school-level assemblies, and student recognition events. Parents were included in various family activities to support their students during distance learning.   Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents:  •	92% of parent responses indicate that the school provides information and resources to support their child(ren)’s learning at home.   •	88% of parent responses indicate that their child’s school provides opportunities for families and school staff to work together to plan, design, implement and evaluate family engagement activities.   •	88% of parent responses indicate that the school supports families in understanding their legal rights and advocate for their child(ren).|Magnolia School District (MSD) will continue to work on providing opportunities for families and school staff to work together to plan, design, implement and evaluate family engagement activities.  The LCAP survey shows that 88% of families feel this statement is true.  This is a 5.0% increase from the previous year.  The steps and actions that MSD has taken have shown an increase towards this goal.  MSD will continue to partner and collaborate with families to ensure more families feel this statement is true and that families feel engagement activities are accessible to them.  In addition, the data shows that 88% of families indicate that the school supports families in understanding their legal rights and advocate for their child(ren).    This is a 1.0% increase from the previous year.  Even though there is an increase in the data, MSD will continue to look for ways to continue to enhance this partnership and provide families the resources and tools they need.|As a District with approximately 80.5% Low Income students, 40.5% English Learners, and 0.5% Foster Youth, the survey data participants mirror our demographics.  In addition, our Project HERO program administers an additional survey to gather important information from our Foster Youth families.  Approximately 100 families participated in the survey and provided us feedback.  As a result of the survey, 90% strongly agree/agree that their child is receiving a quality education, 89% strongly agree/agree their child's social emotional well-being is addressed at school, 90% strongly agree/agree they feel supported by their child's school community, 82% strongly agree/agree they expect their child to attend a trade school, college or university after high school, 87% strongly agree/agree they were treated with courtesy and respect by the Project HERO staff with regards to navigating community and educational referrals.  This data demonstrates a strength in the Project HERO program and how our District serves our underrepresented families (Foster Youth).  MSD will continue to partner and collaborate with our Foster Youth families to ensure they are feeling supported, treated with respect and kindness, and are provided with the necessary resources and tools to support their families and children in their educational journey.|Magnolia School District team members recognize that parent and student engagement is a foundational component of a high-quality educational program. We know that parents significantly impact their child's learning and educational experience when they take an active role in monitoring their progress, attendance, and activities. Parent involvement helps keep students on track, which results in better attendance, fewer missed assignments, and higher academic achievement. They play an important role as decision-makers related to the best educational services for their children, and are integral to the District collaborative decision-making process.   All Magnolia School District schools and the central office have an “open door” policy that allows for both formal and informal input by staff, parents and community members related to District programs and services. School Principals participate in annual training and support related to management of School Site Councils and English Learner Advisory Councils (ELAC). Training is also provided to families at the site level through Advisory Council presentations and at the District level at monthly District Parent and English Learner Advisory Council meetings.   Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents:  •	88% of parent responses indicate that their child’s school provides opportunities for families and school staff to work together to plan, design, implement and evaluate family engagement activities.   •	88% of parent responses indicate that the school supports families in understanding their legal rights and advocate for their child(ren).|In addition to parent involvement programs provided by PILs and Community School Liaisons, the District and school-level staff conducted specialized meetings during the 2024-25 school year, including District English Learner Advisory and Parent Advisory Committees (DELAC/DPAC) and LCAP committee. Input was gathered from these committees through the annual process of developing the Local Control Accountability Plan (LCAP). DELAC/DPAC and LCAP Committee meetings were conducted in-person and were well-attended.  Representation included parents from all school sites, as well as parents of English learners (EL), low-income students (LI), and Foster Youth (FY) to ensure specialized services and supports are included in plans. District Committee membership (DELAC/DPAC and LCAP Committee) is reviewed annually to ensure that EL, LI, FY, and students with exceptional needs are represented and that these families have input in the decision-making process. The District will continue to work to expand professional learning opportunities for teachers and principals on strategies for increasing meaningful participation of families in the program design and evaluation process. District team members will also work with Parent Involvement Liaisons, school administrators, and parents to refine key questions used in District surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.   Magnolia School District (MSD) will continue to work on providing opportunities for families and school staff to work together to plan, design, implement and evaluate family engagement activities.  The LCAP survey shows that 88% of families feel this statement is true.  This is a 5.0% increase from the previous year.  The steps and actions that MSD has taken have shown an increase towards this goal.  MSD will continue to partner and collaborate with families to ensure more families feel this statement is true and that families feel engagement activities are accessible to them.  In addition, the data shows that 88% of families indicate that the school supports families in understanding their legal rights and advocate for their child(ren).    This is a 1.0% increase from the previous year.  Even though there is an increase in the data, MSD will continue to look for ways to continue to enhance this partnership and provide families the resources and tools they need.|As a District with approximately 80.5% Low Income students, 40.5% English Learners, and 0.5% Foster Youth, the survey data participants mirror our demographics.  In addition, our Project HERO program administers an additional survey to gather important information from our Foster Youth families.  Approximately 100 families participated in the survey and provided us feedback.  As a result of the survey, 90% strongly agree/agree that their child is receiving a quality education, 89% strongly agree/agree their child's social emotional well-being is addressed at school, 90% strongly agree/agree they feel supported by their child's school community, 82% strongly agree/agree they expect their child to attend a trade school, college or university after high school, 87% strongly agree/agree they were treated with courtesy and respect by the Project HERO staff with regards to navigating community and educational referrals.  This data demonstrates a strength in the Project HERO program and how our District serves our underrepresented families (Foster Youth).  MSD will continue to partner and collaborate with our Foster Youth families to ensure they are feeling supported, treated with respect and kindness, and are provided with the necessary resources and tools to support their families and children in their educational journey.|5|5|4|5|4|5|5|4|5|5|5|5|Met||2025-06-26|2025
30665970000000|Newport-Mesa Unified|3|Strengths include creating welcoming environments and multiple opportunities for two-way communication. Welcoming environments at the school site level are created by teachers, office staff, School Community facilitators, and administrators. School Community Facilitators, in particular, are valued members of school communities. Their presence at high-impact schools and at the district level helps families make meaningful home-school connections. In recognition of this important role, six positions were created in 2022-23 bringing the total to 28.  Effective communication channels include email, text messages, voice messages, apps, and personal phone calls from site staff. The district continues to refine communication standards and streamline district platforms with a pilot and subsequent adoption of ParentSquare, enhance the use of the Aeries student information system, continue to leverage social media, and enhance use of both digital and print communications. There is plentiful information provided in English, Spanish, and Russian (where required) and twice-yearly opportunities for elementary parents to participate in face-to-face parent-teacher conferences. Additionally, the district strives to provide high quality forums for working collaboratively between parents and site/district staff.  District-provided parent education sessions are provided in-person and virtually throughout the year. In keeping with the NMUSD framework of inclusive practices, families of general education and special education students are invited to learn together at these sessions.|A focus area is to provide professional learning and opportunities to enhance staff capacity in building relationships and learning about families’ goals for their children, especially within the context of linguistic and cultural assets. This benefits all families while also aiming to improve the engagement of underrepresented families. 2025-26 professional development will support certificated and classified staff in cultivating a culture of belonging for families to be welcomed, known, and supported. The DELAC Board recommends sites provide more opportunities for families to join students on campus during the school day and to incorporate topics related to cultural awareness and parent involvement in the ELAC (English Learner Advisory Committee) meeting agendas, fostering an appreciation of diversity. Other recommendations include training on how to communicate with families when students are struggling or challenged with academics or behavior.|The district will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by actively engaging with English Learner Advisory Committees to gauge progress in its efforts to provide resources to its families. A series of focus groups will be held to address the unique challenges of families of emerging biliterate students.|A district strength in the area of building partnerships for student outcomes is in providing information and resources to support student learning and development in the home. When responding to the 2024-25 LCAP Survey, parents responded to the prompt, “Parents are given the resources and support they need to support their child’s learning in… core subject areas,” 84% agreed or strongly agreed in the area of English language development, 83% in reading, 73% in the area of English language arts, 70% in mathematics, and 67% in technology. There are a variety of site- and district-based resources for families to extend their support for their children, including elementary site based ELA/ELD, math, science and SEL parent education events, and the district Parent Education Series.|A focus area is to provide professional learning and opportunities to enhance staff capacity in building relationships and learning about families’ goals for their children, especially within the context of linguistic and cultural assets. This benefits all families while also aiming to improve the engagement of underrepresented families. 2025-26 professional development will support certificated and classified staff in cultivating a culture of belonging for families to be welcomed, known, and supported.|The district will improve engagement of underrepresented families by actively engaging with English Learner Advisory Committees to gauge progress in its communication efforts. A series of focus groups will be held to address the unique challenges of families of emerging biliterate students.|Seeking Input: Advisory groups. Families are are given multiple opportunities to participate in PTA/PTO, School Site Councils, and site and district level English Learner Advisory Committees.  For the 2024-25 school year, all 31 school sites convened School Site Council meetings. English Learner Advisory Committees were required at 22 school sites, as dictated by student enrollment figures. Each of these groups is responsible for providing input on school programs in order to support student academic achievement. In addition to fulfilling an advisory role, each School Site Council has a decision-making function relative to conducting an annual evaluation of programs within the Single Plan for Student Achievement, and approving the School Plan for Student Achievement and the Comprehensive School Safety Plan.    The English Learner Advisory Committees send representatives to monthly District English Learner Advisory Committee meetings, which provides input on district-level programs for English learners. Sites provide documentation to the district regarding the election, composition, schedule, attendance, agenda, and outcomes of these site meetings, and district staff compiles the same documentation for the district meetings.  District staff monitors these compliance items throughout each year.|An area of focus is to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels. DELAC Board recommends sites continue to recognize and celebrate the contributions of parents through public acknowledgments, certificates, or special events, fostering a sense of appreciation and motivation. The district aspires to enhance the quality of its two-way communication with clarity and consistency in quantity and quality of messaging through unified platforms, and the ease and accessibility of information electronically and with hard copies (when needed).|The district will improve engagement of underrepresented families by actively engaging with English Learner Advisory Committees to gauge progress in its communication efforts. A series of focus groups will be held to address the unique challenges of families of emerging biliterate students.|4|4|3|4|2|4|3|2|3|3|4|3|Met||2025-06-24|2025
30666130000000|Ocean View|3|Each year, OVSD administers an LCAP Parent/Guardian survey as part of our continuous improvement model.  Parent/guardian experiences were overall positive with 92% of respondents indicating they know whom to share concerns with at school, 88% indicating they feel their input is listened to, and 94% feeling welcome at their child’s school.  Parents/guardians also reported positive experiences for their children with 95% feeling respected by teachers, and 94% administrators and other staff. OVSD will continue to build upon established relationships to ensure the sustainability of two-way communication and family engagement.|While LCAP and Title I survey results were strong, there is always a need to continue to collaborate with families to ensure they feel welcome, respected, and valued for their partnership. To support this school principals will participate in professional learning to build their knowledge and skill to ensure relationships are at the cornerstone of family engagement and efforts are tailored to address all families at each unique school community within the District to ensure all learners are successful.|State and federal funds (both ongoing and one-time) will continue to be utilized to foster engagement, with a particular emphasis on underrepresented groups, to support parents/guardians as their children’s first teachers.|The District has created strong systems and structures to engage families and gather input regarding district goals, program initiatives, and priorities for funding that positively affect student achievement. The partnerships have been strengthened through the development and participation in Focus Groups, School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee (DELAC), Fall/Spring Conferences, Back-to-School Night, Open House, and Parent Forums, with representation from each school PreK-8, including representatives from Special Education and the Community Advisory Committee. In addition, OVSD will continue to foster two-way communication through consistent messaging on ParentSquare, phone messages, social media outlets, and parent surveys.|OVSD parent feedback continues to stress the desire for parent involvement and the need for parent education.  A focus on strengthening parent engagement will continue through increased school-to-home communication, as well as District and site parent workshops and training, parent participation on the School Site Council, English Language Advisory Committee, and District English Learner Committee.  The District will continue to engage educational partners to receive feedback regarding LCAP goals, priorities, and expenditures for the use of one-time funds that directly impact student outcomes.|Efforts will continue to focus on providing interpretation and translation to ensure parents are able to communicate with staff, access information regarding their child’s academic and social-emotional needs and progress, and support parent information meetings and parent education workshops.  The District English Learner Advisory Committee (DELAC) will include parent representatives from each site to engage and support parents of English learners, including Long-Term English Learners and Emerging Bilinguals across the District. OVSD will continue to make progress with the recruitment of Parent Liaison Instructional Assistant Bilingual support and focus on improving communication and engagement with our underrepresented families to increase Home-School connections.|In OVSD, the Educational Services Division works directly with principals and staff to support their efforts to engage families in advisory groups and with decision-making.  They hold regular meetings throughout the year with principals to review training, ensuring all required topics are covered, and that the School Plan for Student Achievement is aligned with the LCAP.  They coach principals and maintain a commitment to seek parent input in District and school decisions through the District English Language Advisory Committee (DELAC), the Community Advisory Committee (CAC), the site English Language Advisory Committees (ELACs), and the School Site Councils (SSCs).|While Ocean View School District has established consistent avenues for gathering input—such as School Site Councils, English Learner Advisory Committees, DELAC, and district-level meetings—parent feedback continues to emphasize the need to deepen and broaden meaningful involvement in decision-making.  In response, OVSD will continue to strengthen inclusive practices by expanding parent workshops focused on how school and district decisions are made, the role of site-level councils, and how parent voice informs funding and programmatic priorities. Input gathered from over 2,000 educational partners in 2024–25—including parents, students, staff, and bargaining groups—has been foundational in shaping LCAP actions and updates. Engagement efforts included student focus groups, SSC/ELAC discussions at each site, community input sessions, and collaboration with local partners.  The district also recognizes the need to improve representation among families of Foster Youth, English Learners, students experiencing homelessness, and those from culturally and linguistically diverse backgrounds. To address this, OVSD will continue outreach strategies such as flexible meeting times, translated digital and paper surveys, and personalized contact from family liaisons. Site leaders will receive guidance on identifying and engaging families who may be less connected to traditional school decision-making structures, with the goal of ensuring all voices are reflected in district planning.|To ensure parents/guardians who are unable to participate on committees have a voice, the District administers an annual LCAP survey in English, Spanish, and Vietnamese for all parents to provide feedback on District and site activities, programs, and curricula; services for low-income, English Learners, and students with disabilities; and school safety and connectedness. Title I sites conduct additional stakeholder input to inform decisions on how best to use their Title I Parent and Family Engagement funds. These surveys and committees include parents of low-income, foster youth, English Learners, and students with disabilities, as well as parents of a variety of ethnic and cultural backgrounds.|5|5|4|4|5|5|4|4|5|5|5|5|Met||2025-06-24|2025
30666210000000|Orange Unified|3|Orange Unified educates teachers, support personnel, administrators, and other staff in the value and utility of contributions from parents and families, specifically, how to reach out to, communicate with, and work alongside parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. Training is provided to administrators on supporting strong parent involvement at the school sites.  Tools and resources are provided  for them to use with their staff to develop their ability to build strong connections between home and school. Further, efforts to build relationships with parents are evident in parent and family participation in district and site advisory groups. Cultural proficiency learning is built into professional development workshops for site and district leaders and teachers.  The purpose is to increase awareness of one’s own cultural identity and views about difference, and to learn and build on the varying cultural and community norms of staff and families, with the intention of building stronger relationships between home and school.  The Community Leads build on the foundation of the California Community Schools Partnership Program grant (CCSPP) to enhance the connection between families and the community to the school, creating a hub for involvement and activity.  Strong relationships with families are evidenced through active PTAs, School Community Councils, School Site Councils, and English Learner Advisory Councils, the high frequency of volunteers, and significant participation in school events across the district.  We continue to strengthen participation in our District Advisory Council and District English Learner Advisory Council.  Effectively communicating with and engaging our families in district initiatives and in decision-making is critical to the success of our students, schools, and families. Many of our actions and services addressed in our LCAP focus on investing in our families and the greater community.|Based on the Self-Reflection Tool, we have identified “developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families” as a focus. Although rating a 5, OUSD will continue to encourage families and school sites to engage in productive communication.  Every effort is made to provide interpretation at school events, conferences, and meetings so that parents can fully understand and be a participant in the education of their child.  Additionally, OUSD provides interpretation at district meetings, including Board meetings, so that the community can engage and share feedback.  Translation is provided at school sites and at the district office for major written communications.  Community aides are offered valuable training in interpretation to allow them to provide service to the parents using rigorous academic language.   A new district-wide communication system will be implemented beginning in the 2025/26 school year to allow for a consistent platform across all schools.  Even though we are at Full Implementation, OUSD continues to seek opportunities to engage all of our students and families and provide a welcoming, transparent environment.|Building relationships begins with welcoming all families.  The goal is to support families to actively engage in the school community.  We strive to help everyone feel welcomed, valued and connected to the learning that takes place in the classroom.  Communication is two-way and on-going; we work to provide oral and written dialogue in the language of the parent.  Research shows that an increase in engagement leads to increased attendance, higher graduation rates, and higher rates of reclassification of English learners. The CCSPP grant supports the OUSD’s  efforts in building relationships by funding a TOSA who focuses on supporting the Community Leads to assist families throughout our district.    By engaging and building relationships between home and school, specifically with underrepresented families, we anticipate increased participation in the education process. OUSD provides families with resources for the home to support student achievement.  The Learning Link program supports children from birth to five to support kinder readiness.  Technology such as apps for tutorials, devices, and hot spots, help to reinforce what they have learned in class and to conduct further research. Additionally, lists and links to grade-level appropriate resources are shared via workshops and presentations to enable them to better support student achievement at home.  The OUSD webpage and each Community School have links to resources within the community.  Community Leads support all schools across the district, as needed.    Our Title I schools are mandated to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents require collaboration between home and school and provide information on family engagement activities that impact student learning and social-emotional growth and development. At every site, teams of educators collaborate to develop activities to support school goals geared to engage all families. SSCs and ELACs provide input and feedback on the activities that are supported by the School Plan for Student Achievement (SPSA) and LCAP.  OUSD demonstrates its strength in building partnerships for student outcomes based on a plethora of resources such as AVID parent nights, parent workshops, parent-teacher conferences, and intervention supports and personnel to provide service to underrepresented students. Other opportunities for site teams to engage and support families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team (SART) meetings, IEP meetings, Collaborative Academic Support Team (CAST) meetings, School Community Council meetings and home visits from the Office of Student and Community Services.  The TOSA for Parent and Family Engagement works with community liaisons and Leads to provide tools and resources to support school sites to increase and sustain family engagement.|Orange Unified School District provides materials and training to help parents work with their children to improve their academic achievement. The recent inclusion of Learning Link is vital in supporting children before they enter our TK programs. The district also provides parent trainings online, at the district office, and at various site locations on topics to improve student success. The topics for workshops are based on input from parents and staff and have included technology, English Language Development, digital citizenship, academic and college preparation, health, nutrition, internet safety, reading literacy and positive discipline.  OUSD utilizes both in-person and virtual formats to allow for maximum participation.   Current strengths and progress in building partnerships result from the success of the School Community Council and School Site Council groups, as well as, our school site English Learner Advisory Committees. OUSD annually provides professional learning for the engagement of these advisory groups and support in seeking input for the development of School Plans for Student Achievement, Annual Program Evaluation for the CCSPP grant, and the District Local Control Accountability Plan. The District Steering Committee for the Community Schools grant is an additional opportunity to gather data and feedback on the strengths and needs of the district.  OUSD is committed to its focus on reaching and seeking input from underrepresented groups as we build greater partnerships within the school community.|An area of continued growth focuses on growing the community school philosophy throughout the district.  Each funded community school has a designated Lead wgi works with families, students and staff to build capacity in the fundamentals of the CCSPP grant.  Empowering parents is essential in building understanding of the vital role they play in the education of their children.  Each Lead offers workshops on a variety of topics that provide families with information to navigate the public school system, including topics such as  college eligibility and financial aid, effective parenting strategies, and supporting the well-being of the whole family.  Additionally, OUSD focuses on increasing participation in both ELAC and DELAC meetings so that parents of English learners can provide input and feedback on strategies and actions to support this unduplicated group of students.  With the addition of the Community Leads at many sites, we are making great strides in providing resources and information to our families. The Teacher on Special Assignment is collaborating with Orange County Department of Ed to provide training for teachers and administrators on the importance of Community Schools in building capacity throughout the school community.|OUSD provides various engagement opportunities for parents and families school, including serving on SSC, School Community Council and ELAC.  Parents are encouraged to participate in district level on committees like Community School Steering Committee, DAC and DELAC. We are committed to communicating and engaging parents and families as partners in education and obtaining community resources for our schools.  The Office of Accountability offers workshops to build skills, knowledge and relationships in order for families to fully participate in the academic learning process. Community Leads offer similar workshops and opportunities at their individual sites to increase access for all families.   All Title I schools in OUSD are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents involve collaboration between home and school and provide information on family engagement activities that impact student learning and social-emotional growth and development. OUSD provides families with a variety of resources to support student achievement. Some of these resources include technology designed to supplement instruction at home, electronic devices for access to students who might need these to reinforce what they have learned in class and to conduct further research. Lists and links to grade-level appropriate resources are available on the website.  The Community Liaisons, Leads and TOSA for Parent and Family Engagement collaborate monthly, at minimum,  to share ideas to increase parent participation at the school sites. Community liaisons and Leads are essential in providing resources, activities, and guidance to increase academic and social-emotional growth for students.  OUSD demonstrates its strength in building partnerships for student outcomes based on events such as Back to School Nights, Family Math/Science Nights, parent workshops, and parent/teacher conferences. K-2 Instructional Specialists and Resource teachers provide additional service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team, Student Study Team, and Individualized Educational Plan meetings.|Orange Unified has demonstrated fidelity to the LCAP process by providing educational partners with resources, information and multiple opportunities to engage in the development and planning process. LCAP resources include presentations, data sets, surveys, infographics, Superintendent communications, committees, district webpage, written Comments for the Superintendent forms, and meeting agendas.  All of these are provided to various partners and administrators for use in the facilitation of meetings to gather input. OUSD ensures it meets its responsibility to provide multiple opportunities to consult with all educational partners and engage them in the LCAP development and Annual Update process in a transparent fashion at both the district and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), LCAP Federal Addendum, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. Continuing to expand existing efforts for parent engagement will further increase participation from families in decision-making that is incorporated into advisory groups, LCAP and School Plan for Student Achievement (SPSA) processes.  Meeting with our educational partners to gather input for the California Community Schools Partnership Program grant is on-going and input from the CCSPP Steering Committee is critical in the implementation, refinement and sustainability of the grant.|OUSD recognizes the value that families add to our collective success. Families engage their existing leadership talents in dialogue with personnel when making decisions on policies and programs for schools.   Our focus in Orange Unified is providing families with opportunities to give input on policies and programs, and implementing strategies to seek feedback from underrepresented groups.  Our goal is to ensure that every school site has a representative from their School Site Council that attends regular District Advisory Committee meetings and a representative from each site’s English Learner Advisory Committee  that attends the District English Learner Advisory Committee. At SSCs and ELACs, as well as at the DELAC and DAC, parents are guided in their roles and responsibilities as parent members on these important teams.  OUSD continues to improve on established feedback communication loops so that all families in all committees share information and collect input to inform district decision making.  Reaching families without internet access can be challenging.  To remedy this, OUSD continues to devote resources to develop ways to communicate and interact with members of our community who lack internet and digital resources.  In 2024/25, the district began the process of looking for a district-wide communication platform so there is consistency across all schools.  Parent Squared will be implemented in the 2025/26 school year.  OUSD has a large geographical area that can be challenging for our parents without transportation.  Community Leads are now bringing trainings and workshops to their sites so that more parents and families can attend.  This may expand the participation of parents who traditionally are not involved in school activities or attend district meetings.|The Language Assessment Center is a hub for parents, families, staff, and community members to participate in workshops for the purpose of learning how to engage in the decision-making process at the school site and district level. With the addition of a Community Lead at each CCSPP funded site, many of our sites are also key locations where families can receive valuable information and support.  The primary focus of the professional development and trainings is to build relationships with parents and families. All educational partners should feel they are welcomed and encouraged by principals and staff to advocate for all students by participating in a decision-making committee. Schools offer parents numerous opportunities to participate in leadership roles such as SSC, PTA, District English Language Advisory Committee, Community School Council and English Language Advisory Committee, District Advisory Committee, and GATE Advisory committee. Translation and interpretation services are provided to encourage parents to attend these decision-making forums and be active participants. By offering a variety of platforms for meetings and workshops in a comfortable risk-free environment, parents can share concerns, make suggestions, and ask questions. District leaders attend, participate, and present at meetings and facilitate the engagement of parents and families to convey the message that home-to-school partnerships is a priority. Interactive strategies are utilized during this meeting to seek input on policies and programs such as School Plan for Student Achievement, Local Control Accountability Plan Actions and Services, District Annual Survey, CDE Dashboard data and any other data related to the progress of underrepresented students. All families are provided the opportunity to give input on topics related to the academic achievement of underrepresented students.  OUSD has a history of building capacity including open dialogue and collaboration with parents, staff and administration to guide the decisions for student achievement. Areas for improvement in increasing participation include decision-making advisory school site committees and the English Learner Advisory Committee to strategically plan and hold meetings virtually or in-person based on parent input.  OUSD’s Chief Business Officer and staff provide families with a Budget Overview for Parents to ensure they are informed about the financial budgets of the district. During School Site Council, English Learner Advisory Committee, District Advisory Committee, as well as Board of Education meetings, families can make public comments to express concerns and opinions.  As we strive to expand the ways in which we work within our district to strengthen our engagement of underrepresented families, OUSD will continue to incorporate family input and feedback received to develop an LCAP, site SPSAs, and daily engagement programs that are inclusive of all families and are responsive to their needs.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2025-06-18|2025
30666216085328|Santiago Charter Middle|3|Santiago's primary strength, as identified in community surveys, is engagement of students and families. Overwhelmingly, families feel excited to be a part of Santiago and trust that Santiago will be the best fit for their student(s).|Santiago Charter Middle School has a consistent positive feedback from the community and families of Santiago. The LCAP Survey indicates 96% of the families feel that Santiago is a safe place that promotes the best education and experience for their student(s).|Santiago Charter Middle School will improve engagement of underrepresented families through continuing outreach activities in the local community.|Based on the LCAP Survey, 98% of stakeholders believe Santiago provides a good education for their student and puts the needs of students first.|Santiago will focus on continued development of partnerships with community higher education schools to engage students with innovative college and career readiness opportunities.|Santiago will continue to provide underrepresented families the opporuntiy to partner with Santaigo to improve engagement for all stakeholders through the ELAC, PTSA, and annual community outreach events.|Santiago has a great relationship with the families of Santiago. Based on recent LCAP feedback, families, overwhelmingly, feel a part of Santiago and know where to go if they have feedback or need support.|Santiago will continue to promote the importance of stakeholder input for decision-making through the Charter Board, ELAC, and PTSA.|Santiago will continue to promote the importance of stakeholder input for decision-making through the Charter Board, ELAC, and PTSA as well as outreach to our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
30666216094874|El Rancho Charter|3|"Communication has increased over the past four years, starting with our weekly newsletter. We provide weekly information regarding school announcements, upcoming events, and student and staff celebrations. In addition, our Back-to-School Nights and Open House events offer opportunities for parents to meet the teachers on campus.  Throughout the year, we offer guided campus tours for prospective parents to help them become familiar with the campus, explore our many electives, and view the facilities. These tours also provide an opportunity to ask any questions they may have prior to the start of school.  Additionally, El Rancho invites incoming 6th-grade students to tour the school and participate in a question-and-answer session with current ASB students and administration. These students are also invited to join a ""Future Coyotes"" Google Classroom to receive announcements that pertain to them throughout the year."|We have continued to refine our communication and continue to inform our families on an ongoing basis.|We will continue using various means of communication in order to engage our underrepresented families.|El Rancho's primary focus has always been in academics, therefore most decisions are made considering the academic needs of students.  Ongoing professional development continue in the area of ELA and math focusing on data as a measure of student success and areas for growth.  In addition, our PD has focused on building relationships with both parents and students throughout the year.|El Rancho will continue refining strategies and reviewing data in math and ELA as well as implement supports to address the needs of students.|We will continue using various tools/data to target student outcomes of our underrepresented families.|El Rancho sends out surveys throughout the year on various topics to students and parents.  In addition, input is gathered from various parent groups and staff to help guide the educational goals for our students.|El Rancho will continue to gather input from our educational partners in areas to improve student achievement.|El Rancho will continue to reach out to underrepresented families to gather data to improve the quality of our programs.|5|5|5|5|5|5|5|5|5|4|5|5|Met||2025-05-28|2025
30666470000000|Placentia-Yorba Linda Unified|3|This year, 89% of parent respondents agreed that school staff demonstrate a caring and supportive attitude toward students, an increase of 1% from the previous year. Additionally, 85% of parents reported that staff respond in a timely and courteous manner, and 90% shared that the school creates a welcoming environment, reflecting a 2% increase from last year.|Based on educational partner input and local data, the district will prioritize strengthening meaningful relationships between school staff and families. While overall perceptions of staff as caring and supportive remain high, there was a notable decline in the percentage of parents who agreed that the district provides opportunities for input—dropping from 85% to 72%. In response, the district will revert the format for advisory groups to in-person sessions during the afternoons. In addition, we will continue to expand our efforts such as the Title I Parent Advisory Group and deepen its participation in the Community Engagement Initiative (CEI), part of the California Statewide System of Support. The CEI supports districts in building trust, fostering inclusive dialogue, and identifying effective models of community engagement to enhance student outcomes. These initiatives will guide the district’s ongoing work to ensure that families feel heard, valued, and involved in school and district decision-making processes.|The Placentia-Yorba Linda Unified School District will improve engagement of underrepresented families through continued implementation of targeted programs, including Family Literacy and Math Nights at elementary schools, AVID Family Nights at secondary schools, Preschool Parent Workshops, and Disciplina Positiva events for all  2024-25 Local Performance Indicator Self-Reflection for Placentia-Yorba Linda Unified School District Page 10 of 20 parents hosted at select sites. The Title I Parent Advisory Group will be further expanded to include families of unduplicated pupils throughout the district in order to strengthen two-way communication and shared decision-making. This year, we hosted the Parent Institute for Quality Education at our Title 1 schools in order to provide regionalized opportunities for families to engage in learning and connection. In addition, the district’s participation in the Community Engagement Initiative (CEI) will support deeper partnerships by building local capacity for authentic engagement, trust-building, and shared responsibility for student success in the Melrose and Valadez communities. Through CEI, the district will collaborate with peer districts and county offices to implement and scale effective engagement practices across all schools.|Placentia-Yorba Linda Unified School District has demonstrated several strengths in building partnerships that support improved student outcomes. While forums such as English Learner Advisory Committees (ELAC), School Site Councils (SSC), and the District English Learner Advisory Committee (DELAC) continue to provide valuable input from educational partners, our current focus is on equipping teachers with the tools and information needed to effectively partner with families. This includes the distribution of English Learner Snapshots to every teacher, helping staff know each student’s name, face, and story. Additionally, CAASPP Student Data Snapshots have been provided to guide goal setting and promote data-informed instruction.  Our district has made meaningful progress in fostering school-family partnerships through Parent University, parent nights, and site-based events that increase accessibility and engagement. We have expanded after-school tutoring opportunities and increased the number of preschool programs—strategic investments in early education that lay a foundation for long-term student success.  Through our participation in the statewide Community Engagement Initiative (CEI), the district is building internal capacity for authentic family engagement, trust-building, and collaborative problem-solving. CEI provides tools, peer learning, and support to help schools strengthen family-school partnerships as a critical lever for continuous improvement.|Based on the analysis of educational partner input and local data, the Placentia-Yorba Linda Unified School District (PYLUSD) has identified the following focus areas for improvement in building effective partnerships that support student outcomes:  Enhanced Communication – PYLUSD will continue to increase the frequency and clarity of communication between schools and families to ensure that families are well-informed about their student’s academic progress, support services, and opportunities for input. Strengthening communication structures will also help foster transparency and trust. As part of this effort, the district will transition Superintendent’s Advisory Committee meetings to in-person sessions to promote deeper engagement and dialogue. Similarly, the Teacher Advisory Council will resume in-person meetings to build stronger partnerships with the teachers' association and ensure their insights are fully considered in district-level planning and decisions.  Workshops and Training – PYLUSD will continue to expand access to high-quality seminars and training opportunities that empower families to support their children’s education. These sessions will cover topics such as academic support strategies, social-emotional learning, college and career readiness, and navigating school systems. Programs such as Parent University, AVID family nights, literacy and math nights, and culturally responsive offerings like Disciplina Positiva and Love and Logic will remain key components.  By focusing on these areas, PYLUSD aims to build stronger, more collaborative relationships between families and schools—ultimately enhancing student learning, engagement, and overall development.|Based on the analysis of educational partner input and local data, PYLUSD will continue to strengthen engagement with underrepresented families by expanding initiatives that build meaningful partnerships for student outcomes. This year, the district offered multiple engagement opportunities, including LCAP input sessions, PIQE (Parent Institute for Quality Education) workshops, family literacy and STEM events, and Disciplina Positiva sessions to support positive discipline strategies at home. Parent workshops for preschool families were expanded to include state preschool programs, ensuring broader access to early learning support.  In response to self-reflection findings, PYLUSD is also working to deepen engagement through more inclusive advisory structures. For example, Dual Language Academy (DLA) parent information groups were launched this year, with plans to formalize a DLA Parent Advisory in 2025–2026. Additionally, the Title I Advisory Committee will be expanded next year to ensure stronger representation of underrepresented voices. To increase accessibility and participation, the district is transitioning advisory meetings back to in-person formats held during the school day, creating more opportunities for families to be actively involved in shaping school and district initiatives.|Based on the analysis of educational partner input and local data, PYLUSD has demonstrated several strengths and made notable progress in the area of seeking input for decision-making. One key area of growth has been in expanding communication channels and feedback loops across stakeholder groups. The district communicates biweekly with site principals and holds regular leadership meetings to foster two-way dialogue and collaborative decision-making. Additionally, all secondary school sites have established student advisory groups to elevate student voice in shaping school culture and programming. Families now benefit from improved access to information and input opportunities through platforms like PeachJar, which centralizes school and district fliers, and the use of Canva, which allows for easy translation of documents to increase inclusivity and outreach to diverse families.  PYLUSD continues to utilize a variety of stakeholder feedback tools, including the annual LCAP survey and a senior exit survey, which provides insight into student experiences and postsecondary plans. School sites are also leveraging creative strategies to gather input through PTAs, Booster Clubs, and active School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), which continue to operate effectively. These structures reflect a districtwide commitment to inclusive engagement. However, based on educational partner input, opportunities remain to deepen collaboration in the planning and evaluation of family engagement activities, as only 72% of parents report having input opportunities and teacher perception of shared decision-making dropped slightly. These findings underscore the importance of building on current strengths to ensure all voices are meaningfully included in decision-making processes.|Based on the analysis of educational partner input and local data, PYLUSD has identified a key area for improvement in the domain of seeking input for decision-making: strengthening collaborative planning and evaluation of family engagement activities. While 72% of parents reported that they somewhat or completely agree they have opportunities to provide input, many expressed a desire for deeper involvement in school processes. Additionally, the percentage of teachers who feel that shared decision-making is valued at their sites declined slightly from 82% to 80%, indicating a need to more intentionally engage staff in site-level planning.  To address these findings, PYLUSD is committed to creating more intentional and inclusive opportunities for families, teachers, principals, and district administrators to work together in the planning, design, implementation, and evaluation of family engagement efforts. We will be reverting to in-person advisory committee meetings and hold them more frequently. By involving all educational partners at both the site and district levels, the district aims to ensure that engagement strategies are responsive to community needs, inclusive of diverse perspectives, and more  2024-25 Local Performance Indicator Self-Reflection for Placentia-Yorba Linda Unified School District Page 13 of 20 impactful. This collaborative approach will enhance the effectiveness of family engagement initiatives and strengthen trust and partnership across the PYLUSD community.|PYLUSD will continue to strengthen engagement with underrepresented families by expanding initiatives that build meaningful partnerships for student outcomes. This year, the district offered multiple engagement opportunities, including LCAP input sessions, PIQE (Parent Institute for Quality Education) workshops, family literacy and STEM events, and Disciplina Positiva sessions to support positive discipline strategies at home. Parent workshops for preschool families were also expanded to include state preschool programs, ensuring broader access to early learning support.  In response to self-reflection findings, PYLUSD is also working to deepen engagement through more inclusive advisory structures. For example, Dual Language Academy (DLA) parent information groups were launched this year, with plans to formalize a DLA Parent Advisory in 2025–2026. We will also be launching a LTEL Student Advisory in the coming year in addition to ensuring that the Superintendent’s High School Advisory is composed of representative students from all high schools. Additionally, the Title I Advisory Committee will be expanded to ensure stronger representation of underrepresented voices. The District English Learner Advisory Committee (DELAC) meetings have continued to provide families of English Learners with a structured platform to receive information and offer input on district programs. To improve access and communication, PYLUSD consistently provides translation services at district events and meetings and recently hired an in-house Spanish translator to support school sites with family meetings and increase day-to-day accessibility for families of English Learners.  To further support engagement, the district is transitioning advisory meetings back to in-person formats, creating more inclusive and convenient opportunities for families to participate. These meetings will be held monthly instead of quarterly. These combined efforts reflect PYLUSD’s commitment to building authentic partnerships with all educational partners and ensuring that engagement opportunities are equitable, accessible, and aligned with the needs of the community.|5|5|5|5|4|4|5|5|4|5|5|4|Met||2025-06-17|2025
30666476068621|Orange County School of Computer Science|3||||||||||||||||||||||Not Met For Two or More Years|||2025
30666700000000|Santa Ana Unified|3|Family engagement is a district and Board priority, reflected in Wellness Centers at every school and the support of 55 FACE Liaisons. These liaisons foster welcoming environments that connect families, staff, and community partners to build support networks, empower families, and improve access to vital resources. SAUSD has strengthened relationships with families through expanded outreach and culturally responsive practices. Key progress includes the Family Toolkit, Newcomer calls, listening sessions, and events like Camp Inclusioneer, where staff received professional development on cultural wealth. Initiatives such as the partnership with UC Irvine Project RISE, Active Playful Learning, Innovation Design Cohort to implement the Graduate Profile, and multilingual supports reflect a systemwide focus on family engagement, inclusion, and partnership. The District’s DAC, DELAC, Migrant Ed PAC, and CAC committees empower, inform, and support information-sharing across school sites. AIPAC continues to uplift Native American voices. Family Leadership and Community Advisory supports LCAP development and unites parent leadership groups. Newcomer,  migrant, and foster families are supported by Educational Liaisons. Fifteen Community Schools have established structures that empower shared decision-making. FACE Liaisons at every site lead daily family and community engagement efforts.|Focus areas for improvement include building staff capacity through targeted training on cultural responsiveness, family engagement strategies, and onboarding Family Ambassador representatives at each of our 54 school sites. SAUSD continues to strengthen two-way communication by refining protocols, promoting shared decision-making, and expanding welcoming environments. Additional priorities include developing a centralized system for managing community partnerships, increasing parent access to resources, and integrating Community Schools efforts. FACE Liaisons continue to lead efforts supported at Wellness Centers at all schools, coordinating family events, workshops, and referrals for food, medical, and community assistance. A range of classes is offered to families, covering physical and mental health, academic expectations, and personal and professional development. Additionally, we are integrating arts, mental wellness, community strategy, and community engagement to further support holistic student and family success.|To improve engagement of underrepresented families, SAUSD will continue to enhance staff professional development on culturally responsive practices and embed strategies that recognize families’ cultural wealth. The district will expand the Family Ambassador program to support onboarding and advocacy for new and underserved families. Efforts will also focus on strengthening two-way communication through empathy interviews, listening sessions, and accessible platforms, while developing inclusive spaces that promote trust, voice, and shared decision-making, specifically with targeted underrepresented groups. SAUSD will continue to expand and refine practices using feedback and student group data to guide decisions supporting newcomers, students with disabilities, migrant and McKinney-Vento students, English learners, gifted students, those in educational options, and foster youth. Ongoing professional learning will also engage all staff in community-building opportunities that deepen understanding, strengthen relationships, and build collective capacity to serve all families equitably.|SAUSD strengthened partnerships to support student outcomes by aligning family  engagement with initiatives such as the Graduate Profile, culturally responsive pedagogy,  ethnic studies, and capacity building opportunities around grade level expectations,  navigating school district supports, grading systems, college and career readiness, social  emotional learning, gifted and talented education, special education, and behavioral  supports. Initiatives like the University of California Irvine Project Rise, Active Playful  Learning, Community Schools, and SAELI foster home-to-school connections, while  events such as Camp Inclusioneer provide staff tools to better engage with families.  Meetings such as DAC/DELAC, Migrant Education, Family Leadership and Community  Advisory, AIPAC, and CAC elevate family voices and raise awareness about resources  for our families and students. The Learning Walks at 28 sites initiative reinforces  administrators, staff, and families' shared focus on students’ academic success and  social-emotional well-being. We have added additional community partners that provide  services to our families and students.|SAUSD is prioritizing capacity building to strengthen partnerships that support student  outcomes. Focus areas include expanding partnerships that support our work in cultural  responsiveness, family engagement strategies, academic success, and frameworks,  including the 10 Education Essentials, Cultural Wealth, and the Protective Factors. The  district will enhance parent access to academic tools (e.g., Aeries, Xello), promote digital  literacy, and increase opportunities for shared decision-making. Additional efforts include  onboarding through the Family Ambassador program, improving two-way  communication, and connecting families to resources through partnerships, workshops,  and multilingual support systems. We will continue to integrate our work to provide family  resources and services, as well as implement family educational preparedness programs  through the 10 Essentials of Santa Ana.|To improve engagement of underrepresented families, SAUSD will expand access to  tools and resources that directly support student learning to specific groups of parents.  The district will offer targeted workshops to underrepresented parent groups on academic  expectations, social-emotional learning, and college and career readiness, including  financial aid support and ELPAC resources. The Family Ambassador program will support  onboarding and advocacy, particularly for newcomer and migrant families. SAUSD will  also strengthen culturally responsive training for staff and create more inclusive spaces  for two-way communication, ensuring families are active partners in student success.|Santa Ana Unified School District (SAUSD) has made significant progress in seeking and utilizing educational partner input to guide decision-making. A key strength is the district’s intentional creation of inclusive, structured opportunities for input that elevate family, student, and community voice. Advisory groups such as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Migrant Education PAC, and Community Advisory Committee (CAC) are integral in informing district initiatives, while the American Indian Parent Advisory Council (AIPAC) ensures the inclusion of Native American family perspectives. SAUSD demonstrates progress in seeking input and promoting shared decision-making. Advisory groups such as DAC, DELAC, Migrant Education PAC, CAC, and AIPAC ensure diverse voices, including English Learner, migrant, and Native American families, are represented. The Family Leadership and Community Advisory (FLACA) fosters collaboration across parent leadership groups. LCAP sessions and Budget Town Halls provide families with direct input on funding priorities, while Community School Advisory  Councils at 15 sites lead local grant planning and support student success. SAUSD collects input through Listening Sessions, Community Hours, empathy interviews, training surveys, and the Panorama Survey. Site Assets and Needs Assessments help define local priorities around capacity building, volunteering, and student support. Families contribute to district initiatives like the Graduate Profile and Framework for the Future. FACE Liaisons at each school facilitate ongoing family engagement through School Site Councils, PTA/PTOs, Principal Cafecitos, and the ELOP Advisory Committee. Specialized input opportunities also include monthly Special Education CAC meetings, LCAP sessions, and Shine a Light workshops, which have shaped districtwide practices. SAUSD’s use of disaggregated student group data ensures equity and informs  responsive, community-driven planning.|A focus area for improvement in seeking input for decision-making includes expanding opportunities for capacity building at school sites to deepen family engagement and strengthen parent voice. The district is working to provide more targeted training and leadership development to help families participate confidently and effectively in decision-making processes, prioritizing connection before content, and by identifying best practices that can be shared across all school sites. SAUSD is also refining existing protocols for authentic two-way communication, including listening sessions, empathy interviews, and shared decision-making models. Another priority area is equity and inclusion, with a focus on collaborative approaches that ensure all voices are heard and respected, including defining and training staff and families on shared decision-making practices that promote access, equity, and advocacy. SAUSD is enhancing community partnerships by establishing a districtwide system to curate resources and support services, ensuring families have access to tools and organizations that strengthen their role as active partners in education.|SAUSD will improve engagement of underrepresented families by strengthening democratic participation through shared leadership and decision-making. SAUSD is committed to building on rich cultural wealth and lived experiences that families bring to our schools by creating inclusive, welcoming spaces where all families feel empowered. Key strategies include enhancing multilingual outreach, offering flexible engagement options such as virtual evening sessions, and partnering with trusted community organizations that reflect the strengths and identities of our families. SAUSD will build capacity among classified, certificated, and administrative staff to foster authentic partnerships and ensure family input is actively sought, respected, and used to inform key decisions. Administrators, FACE Liaisons, Community Schools Coordinators, and school staff will support ongoing input through culturally responsive practices, informal listening sessions, empathy interviews, and low-barrier feedback tools. DELAC, CAC, FLACA, and Community School Advisory Councils ensure diverse perspectives are reflected in LCAP development, strategic planning, and school improvement efforts. These actions will strengthen shared decision-making and ensure all families have a voice in shaping student success.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
30666700101626|Edward B. Cole Academy|3|Edward B. Cole Academy demonstrates multiple strengths in building relationships between school staff and families. According to the Spring 2025 Panorama Family-School Relationships Survey, 86% of families reported that barriers to engagement—such as communication challenges, feelings of exclusion, or staff unavailability—were “not a problem,” indicating that the school is perceived as welcoming and accessible. Additionally, 91% of families disagreed with the statement that the school is unwelcoming, and 97% indicated they did not feel discouraged by staff or school culture when raising concerns, signaling trust and openness.  From the staff perspective, 86% of school staff described families as friendly, and 83% found family communications to be caring. Furthermore, 78% of staff reported that they trust families to treat them fairly. While frequency of in-person meetings remains an area for improvement with 33% of staff reporting regular meeting, these survey results highlight a respectful and positive foundation between families and school staff.  Together, this data reflects a positive school climate built on mutual respect and support, with opportunities to further increase two-way communication and in-person engagement.|ECBA’s focus areas for improvement in building relationships between school staff and families include increasing teachers' level of trust with parents, improving accessibility, and prioritizing parent volunteering to integrate parents into the fabric of the school community.    While 78% of staff reported trusting families “quite a bit” or more, 22% expressed only moderate or low levels of trust, indicating room to build deeper, more collaborative partnerships. Additionally, 39% of staff identified communication with families as somewhat to extremely challenging. From the family perspective, 44% reported feeling highly engaged, and participation in parent groups and school volunteering remained low, with 21% indicating strong involvement.  Addressing these areas will help strengthen mutual trust, increase participation, and create more meaningful connections between families and the school.|ECBA will improve engagement of underrepresented families by increasing intentional and consistent outreach to families of Students with Disabilities (SWD) and English Only (EO) students. While SWD families are active in Parent Leadership Opportunities, the LEA seeks to ensure their perspectives are consistently integrated into broader school decisions. EO families, who make up a smaller share of engaged participants, remain underrepresented in survey feedback and school events.  Survey data demonstrated 21% of families reported strong involvement in school-based groups, and 22% of staff cited communication with families as a challenge. To address this, the LEA will expand bilingual communication, increase use of ParentSquare (already used by 73% of families), offer flexible meeting times, and elevate parent leaders from underrepresented groups to foster stronger, more inclusive engagement.|EBCA has made meaningful progress in building partnerships that support student outcomes by creating regular opportunities for families to engage in their child’s learning. According to the 2025 Family Survey, 88% of families reported frequently discussing what their child is learning at school, and 88% said they regularly help their child understand school content. Additionally, 85% reported talking with their child when they face social challenges, highlighting strong home-school alignment in supporting academic and social-emotional development.  Staff survey data reinforces these strengths, with 83% of staff describing families as caring in their communications and 78% expressing trust that parents will treat them fairly. These data reflect a school culture that values collaborative partnerships and open dialogue focused on student success.  The use of ParentSquare as the school’s primary communication tool demonstrated 73% of families—has further strengthened timely, two-way communication about academic progress, events, and support opportunities. These practices demonstrate a strong foundation for continuing to engage families as partners in student learning.|Based on the analysis of educational partner input and local data, while families report strong support for learning at home, survey data indicates the need to increase family participation in collaborative academic planning and structured feedback opportunities. Only 44% of families reported high levels of engagement with the school, and just 42% reported involvement in parent groups. Staff data echoed this, with only 33% reporting frequent in-person meetings with families.  To address these gaps, the LEA will focus on improving two-way academic communication and expanding opportunities for meaningful family involvement. In 2024–25, ECBA launched Parent Help Study Hall sessions in both English and Spanish to empower families with tools to support their students academically. ECBA will continue offering these sessions in 2025–26 to further strengthen family capacity and engagement in student learning.|ECBA will continue to focus on improving engagement and reduce underrepresentation among families of Students with Disabilities (SWD) and English Only (EO) students by offering a series of SWD- and EO-focused parent nights.  These events are designed to provide targeted academic support, foster stronger connections between families and staff, to ensure that these groups are consistently represented in school planning.  The EBCA leadership team will host these events and are intended to provide families with tools and strategies to support student learning, opportunities for feedback and strengthen partnerships centered on student success.|ECBA regularly engages families through parent surveys, Parent Leadership Opportunities (PLO), School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. In the 2025 Family Survey, 88% of families reported feeling respected by school staff, and 91% felt the school was welcoming to parents—indicating that families feel safe and valued when sharing their perspectives. Additionally, staff feedback also reflects a collaborative environment, with 78% reporting trust in parents and 83% describing family interactions as caring and respectful. These results demonstrate a strong foundation of mutual respect and open communication that supports meaningful stakeholder engagement in school planning and improvement efforts.|While ECBA provides multiple opportunities for input, such as surveys, advisory committees, and leadership meetings, there is an opportunity to deepen engagement and broaden participation. For example, 42% of families reported involvement in parent groups, suggesting that additional outreach or support may help more families feel confident participating in decision-making spaces. Staff also expressed interest in having more structured and consistent opportunities to contribute their perspectives to school planning.  Moving forward, the LEA will focus on increasing outreach to underrepresented families and staff, providing more flexible input options, and strengthening feedback loops so stakeholders can clearly see how their input is reflected in decisions.|To improve engagement of underrepresented families in decision-making, ECBA will create and distribute targeted surveys to families of English Only (EO) students and Students with Disabilities (SWD) to better understand their needs and perspectives. This focused outreach is intended to increase participation from groups that have historically been less represented in meetings and planning processes.  Additionally, ECBA will strengthen its support for Foster and Homeless Youth by offering consistent wraparound services, including weekly food donation boxes, access to free uniforms, and referrals to community-based supports. These efforts will help ensure that families facing greater barriers are both supported and empowered to engage in school decision-making processes.|3|3|3|4|3|3|3|3|3|3|3|3|Met||2025-06-16|2025
30666700106567|Nova Academy Early College High|3|LEA strengths in the area of “Building Relationships Between School Staff and Families” include a wide variety of opportunities for school staff and parent engagement, including Parent University, ELAC, School Site Council, and Wellness Committee meetings, as well as consistent communication regarding campus activities and events via weekly newsletters.|An area of potential improvement within this category is the percentage of parents participating in school events and attending meeting opportunities with faculty.|LEA efforts to continue improvement in this focus area will include providing additional parent meeting opportunities, such as Parent/Teacher conferences, as well as expanded outreach and greater flexibility to encourage participation among non-English speaking parents, parents of EL and SPED students, and other underrepresented families.|LEA strengths in the area of “Building Partnerships for Student Outcomes” include: campus-wide implementation of Visible Learning strategies; regularly scheduled professional development meetings and faculty collaboration time; Social-Emotional Learning exercises in Family class (homeroom); and ongoing use of Renaissance Star benchmark assessments to evaluate student progress.|An area of potential improvement within this category is the reinforcement of key ELA and Math skills within other classes. Due to the impact that proficiency in the core skills of these subjects has on success within other fields of study, inter-departmental collaboration in supporting these skills is crucial to student success.|LEA efforts to continue improvement of student outcomes and engagement with underrepresented families will include: additional counseling department supports (college pathways, SEL, and grade-level presentations); collaboration among faculty in the review of benchmark assessment results; campus-wide student engagement events (multicultural day, red ribbon week, family feast, spring fiesta, etc.) and school activities (spirit & academic assemblies); and seeking additional opportunities for stakeholder partnerships at student and parent events.|LEA strengths in the area of “Seeking Input for Decision-Making” include an exceptionally high participation rate among students for annual feedback surveys, as well as the offering of numerous input opportunities throughout the year, such as Parent University events and meetings of the SSC, ELAC, and PAC.|An area of potential improvement within this category is the number of parents participating in feedback opportunities, with only a small portion of parents regularly attending campus events and the majority of parents not completing the Family-School Relationship Survey.|LEA efforts to continue improvement in this focus area will include: expanded outreach efforts and participation incentives for Parent University meetings, SSC, ELAC and PAC; providing additional opportunities for educational partners to provide input via flexible meetings, online surveys, opinion/feedback cards at events, and direct follow-up outreach; and exploring more personalized approaches for seeking stakeholder input, especially when inviting underrepresented families to participate.|5|5|4|5|4|4|4|4|5|5|5|5|Met||2025-06-25|2025
30666700109066|Orange County Educational Arts Academy|3|OCEAA continues to demonstrate strong progress in fostering relationships between staff and families. Recent educational partner surveys show high ratings for feeling welcomed and connected (3.8/4), with 3.7/4 affirming a culture of inclusion for parents. Our emphasis on accessibility and hospitality is evident—86% of families report being welcomed by front office and instructional staff, and communal meals have offered meaningful venues for informal yet impactful dialogue. These efforts have fostered trust and inclusivity, contributing to higher parent participation and satisfaction. This year, we expanded our engagement efforts with more frequent parent-teacher conferences, informational workshops, and community-building events. With 97% participation in both Student-Led Conferences and a 100% parent involvement rate in IEP meetings, we’ve strengthened family-school partnerships significantly. These indicators affirm a shared sense of purpose in supporting student success.|While overall engagement remains high, areas for growth include increasing opportunities for families to take part in shared decision-making and to better understand available recognition programs like the Pathway to Biliteracy. Survey data revealed that many families—especially those of ELs—are not fully informed about these recognition pathways or how to get involved in school groups or volunteer opportunities. Strengthening communication and outreach around these topics is a key next step, so the structures (such as monthly Coffee Chats) need to continue to increase communication touch points.|To improve engagement of underrepresented families, OCEAA will enhance culturally responsive outreach strategies and targeted communication supports. We will expand translation services and invest in accessible formats for school information. An ongoing focus is ensuring an equity-focused approach to elevate voices from historically underserved communities. Building on this year’s efforts around technology training, we aim to create pathways for families to access school information easily and feel empowered to participate in school life—regardless of language or tech literacy barriers.|OCEAA has sustained strong family partnerships through bilingual communication, inclusive family structures, and active stakeholder organizations such as FSO, ELAC, and SCC. Our EL Education partnership continues to drive culturally responsive pedagogy and social-emotional development via Crew and character-building programs. Parent coffee chats and meetings—hosted in person and live-streamed—ensure broad access and visibility. Recent data underscore our success: 97–98% parent participation in Student-Led Conferences, a 3.6/4 rating for collaborative opportunities, and 100% involvement in the IEP process. These metrics reflect a vibrant partnership model where parents feel respected contributors to student learning outcomes.|Opportunities for growth remain in ensuring families understand specific student success pathways (e.g., the Pathway to Biliteracy) and are engaged in deeper ways with school programs. Some families indicated uncertainty about how to qualify for such recognitions or how to contribute meaningfully through parent groups. To address this, OCEAA will increase outreach and education about academic benchmarks, expand access to parent learning workshops, and continue monthly family engagement opportunities.|OCEAA will build on its current translation and communication supports by targeting outreach efforts to families who report feeling disconnected from student achievement initiatives. This includes offering parent training sessions in multiple formats (in-person, virtual, recorded), co-hosted with community partners when possible. We will also use disaggregated data to identify and close engagement gaps, ensuring that all families—particularly those of English learners and students with disabilities—are supported in understanding how to advocate for student success.|OCEAA has cultivated a robust culture of inclusive decision-making. Educational partners are represented across SCC, ELAC, FSO, and the Board of Directors, and 2024–25 parent surveys show 98% feel included in decision-making processes. The school's use of annual training, regular needs assessments, and multilingual communication has helped ensure all voices are informed and empowered. In 2024–25, teacher climate surveys also indicated growth in shared leadership: 72% of teachers agreed they have input in decisions, while parent survey results showed a 3.6/4 rating for opportunities to collaborate and participate in school life. These results highlight a responsive and participatory school culture.|Despite strong foundational practices, improving the consistency and clarity of decision-making invitations remains a priority. Not all families are aware of the multiple platforms available for feedback or know how to access decision-making spaces such as SCC or advisory panels. OCEAA will focus on timely, proactive outreach about engagement opportunities—especially around any new or evolving initiatives—to increase the diversity and frequency of parent input.|To better engage underrepresented families in decision-making, OCEAA will implement targeted, equity-focused outreach efforts. This includes translated and simplified messaging, culturally inclusive meeting formats, and flexible scheduling (e.g., evening and weekend meetings). We will pilot family feedback loops specific to historically underserved groups, including EL and newcomer families, and build family leadership capacity through orientation sessions on school governance and influence points. Our commitment is to ensure that all voices—not just the most familiar or available—shape OCEAA’s direction.|4|4|4|4|3|4|4|4|4|4|3|4|Met||2025-06-11|2025
30666700135897|Advanced Learning Academy|3|Under the SAUSD umbrella Family engagement is a district and Board priority, reflected in Wellness Centers at both of ALA's  school sites and the support of 2 FACE Liaisons (1 at each site). These liaisons foster welcoming environments that connect families, staff, and community partners to build support networks, empower families, and improve access to vital resources. SAUSD has strengthened relationships with families through expanded outreach and culturally responsive practices. Key progress includes the Family Toolkit, listening sessions, and events like Camp Inclusioneer, where staff received professional development on cultural wealth. Initiatives such as the partnership with UC Irvine Active Playful Learning, Innovation Design Cohort to implement the Graduate Profile, and multilingual supports reflect a systemwide focus on family engagement, inclusion, and partnership. The District’s DAC, DELAC, Migrant Ed PAC, and CAC committees empower, inform, and support information-sharing across school sites. AIPAC continues to uplift Native American voices. Family Leadership and Community Advisory supports LCAP development and unites parent leadership groups. Newcomer, migrant, and foster families are supported by Educational Liaisons.  FACE Liaisons at each site lead daily family and community engagement efforts.|Focus areas for improvement include building staff capacity through targeted training on cultural responsiveness, family engagement strategies, and onboarding families through our jump start programs for kindergarden, 6th grade and 9th grade. SAUSD continues to strengthen two-way communication by refining protocols, promoting shared decision-making, and expanding welcoming environments. The use of parent square adds to the ease of communication between familes. Additional priorities include developing a centralized system for managing community partnerships, increasing parent access to resources, and integrating Community Schools efforts. FACE Liaisons continue to lead efforts supported at Wellness Centers both schools, coordinating family events, workshops, and referrals for food, medical, and community assistance. A range of classes is offered to families, covering physical and mental health, academic expectations, and personal and professional development. Additionally, we are integrating arts, mental wellness, community strategy, and community engagement to further support holistic student and family success.|To improve engagement of underrepresented families, ALA under the SAUSD umbrella will continue to enhance staff professional development on culturally responsive practices and embed strategies that recognize families’ cultural wealth. The district will expand the Family Ambassador program to support onboarding and advocacy for new and underserved families. Efforts will also focus on strengthening two-way communication through empathy interviews, listening sessions, and accessible platforms, while developing inclusive spaces that promote trust, voice, and shared decision-making, specifically with targeted underrepresented groups. With SAUSD we will continue to expand and gather feedback to improve current practices and ensure student subgroup data guides decisions that support newcomers, special education, migrant, and foster youth. Ongoing professional learning will also engage all staff in community-building opportunities that deepen understanding, strengthen relationships, and build collective capacity to serve all families equitably.|Through SAUSD partnership ALA strengthened partnerships to support student outcomes by aligning family engagement with initiatives such as the Graduate Profile, culturally responsive pedagogy, ethnic studies, and capacity building opportunities around grade level expectations, navigating school district supports, grading systems, college and career readiness, social emotional learning, gifted and talented education, special education, and behavioral supports. Initiatives like the University of California Irvine  Active Playful Learning, and foster home-to-school connections, while events such as Camp Inclusioneer provide staff tools to better engage with families. Meetings such as DAC/DELAC, Migrant Education, Family Leadership and Community Advisory, AIPAC, and CAC elevate family voices and raise awareness about resources for our families and students. The Learning Walk at the site reinforces administrators, staff, and families' shared focus on students’ academic success and social-emotional well-being.|ALA through the SAUSD umbrella is prioritizing capacity building to strengthen partnerships that support student outcomes. Focus areas include expanding partnerships that support our work in cultural responsiveness, family engagement strategies, academic success, and frameworks, including the 10 Education Essentials, Cultural Wealth, and the Protective Factors. The district will enhance parent access to academic tools (e.g., Aeries, Xello), promote digital literacy, and increase opportunities for shared decision-making. Additional efforts include onboarding through the Family Ambassador program, improving two-way communication, and connecting families to resources through partnerships, workshops, and multilingual support systems. We will continue to integrate our work to provide family resources and services, as well as implement family educational preparedness programs through the 10 Essentials of Santa Ana.|To improve engagement of underrepresented families, ALA through SAUSD will expand access to tools and resources that directly support student learning to specific groups of parents. ALA will offer targeted workshops to underrepresented parent groups on academic expectations, social-emotional learning, and college and career readiness, including financial aid support and ELPAC resources. Through support from SAUSD, ALA will also strengthen culturally responsive training for staff and create more inclusive spaces for two-way communication, ensuring families are active partners in student success.|ALA under the Santa Ana Unified School District (SAUSD) has made significant progress in seeking and utilizing educational partner input to guide decision-making. A key strength is the district’s intentional creation of inclusive, structured opportunities for input that elevate family, student, and community voice. Our families have opportunities to be a part of advisory groups such as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Migrant Education PAC, and Community Advisory Committee (CAC) are integral in informing district initiatives, while the American Indian Parent Advisory Council (AIPAC) ensures the inclusion of Native American family perspectives. ALA through SAUSD demonstrates progress in seeking input and promoting shared decision-making. Advisory groups such as DAC, DELAC, Migrant Education PAC, CAC, and AIPAC ensure diverse voices—including English Learner, migrant, and Native American families—are represented. The Family Leadership and Community Advisory (FLACA) fosters collaboration across parent leadership groups. LCAP sessions and Budget Town Halls provide families direct input on funding priorities. ALA and SAUSD collect input through Listening Sessions, Community Hours, empathy interviews, training surveys, and the Panorama Survey. Site Assets and Needs Assessments help define local priorities around capacity building, volunteering, and student support. Families contribute to district initiatives like the Graduate Profile and Framework for the Future. FACE Liaisons at each school facilitate ongoing family engagement through School Site Councils, PTA/PTOs, Principal Cafecitos, and the ELOP Advisory Committee. Specialized input opportunities also include monthly Special Education CAC meetings, LCAP sessions, and Shine a Light workshops, which have shaped districtwide practices.|A focus area improvement in seeking input for decision making includes expanding opportunities for capacity building at the school site to deepen family engagement and strengthen parent voice. ALA through SAUSD is working to provide more targeted training and leadership development to help families participate confidently and effectively in decision-making processes, prioritizing connection before content. ALA through SAUSD is also refining existing protocols for authentic two-way communication, including listening sessions, empathy interviews, and shared decision-making models. Another priority area is equity and inclusion, with a focus on collaborative approaches that ensure all voices are heard and respected, including defining and training staff and families on shared decision-making practices that promote access, equity, and advocacy. SAUSD is enhancing community partnerships by establishing a districtwide system to curate resources and support services, ensuring families have access to tools and organizations that strengthen their role as active partners in education.|ALA will improve engagement of underrepresented families by strengthening democratic participation through shared leadership and decision-making. ALA is committed to building on rich cultural wealth and lived experiences that families bring to our schools by creating inclusive, welcoming spaces where all families feel empowered. Through support from SAUSD key strategies include enhancing multilingual outreach, offering flexible engagement options such as virtual evening sessions, and partnering with trusted community organizations that reflect the strengths and identities of our families. SAUSD will build capacity among classified, certificated, and administrative staff to foster authentic partnerships and ensure family input is actively sought, respected, and used to inform key decisions. Administrators, FACE Liaisons, and school staff will support ongoing input through culturally responsive practices, informal listening sessions, empathy interviews, and low-barrier feedback tools. DELAC, CAC, FLACA, and Community School Advisory Councils ensure diverse perspectives are reflected in LCAP development, strategic planning, and school improvement efforts. These actions will strengthen shared decision-making and ensure all families have a voice in shaping student success.|4|4|3|3|3|4|4|4|3|3|3|3|Met||2025-06-26|2025
30666706119127|El Sol Santa Ana Science and Arts Academy|3|El Sol Academy continues to progress significantly in strengthening relationships between the school, staff, and families. More than two-thirds of our school staff and families report feeling welcomed and cared for, and we continue implementing various strategies to enhance collaboration and support learning. These initiatives include behavioral support, parent education courses, and flexible and ongoing communication. Moreover, we have a full-time counselor and wellness aide who works with students on coping strategies in the classroom. In addition, the wellness aide partners with parents and teachers to provide resources and support. Parents are invited to attend 8-week sessions to learn about the educational system and how to support their children’s academic and socio-emotional development. The school also offers 6-weeks classes to parents of diverse learners.  In the courses parents learn more about different learning styles and how to better support their child at home.   Our school’s policy also allows parents to request conferences anytime during the school year. Although teachers and parents meet every 6-weeks, parents can request to meet as needed. Teachers use a variety of ways to communicate with families, including phone calls, emails, zoom, and home visits. Teachers who have difficulty reaching a family contact our community liaison for support to schedule that in person meeting.|Improving relationships between school staff and families is crucial for creating a positive and supportive educational environment.  Continuing to provide social events, parent workshops, parent learning walks, and volunteer opportunities are excellent ways to foster these relationships. Here’s how each of these initiatives can contribute to building stronger relationships with parents and teachers.    Social Events: Organizing social events such as back-to-school nights, family picnics, or cultural celebrations allows families and staff to come together in a relaxed and informal setting.  These events allow parents, teachers, and other school staff to interact with each other and build trust.  It also allows families to feel comfortable approaching school staff with any concerns or questions.  Parent workshops: Hosting workshops designed for parents and caregivers can empower them to support their children’s education effectively.  Using parent feedback, some topics will include strategies for helping with homework, effective communication with teachers, promoting positive behavior at home, or reading strategies.    Parent Learning Walks: Inviting families to visit the classrooms and learn from teachers, as well as all the teaching strategies, state standards, and behavior accommodations, will allow parents to have a better understanding of the school system.  These visits will foster transparency and build trust between parents and families.  Volunteer Opportunities: Encouraging parents to volunteer in various school activities creates a sense of ownership and involvement.  Parents can contribute their skills and expertise in areas such as assisting in the library, organizing extra-curricular events, chaperoning field trips, and participating in classroom activities.  Having parents volunteer will provide interactions between parents and staff, leading to stronger relationships.  Active roles in committees: Encouraging parents to take an active role in school site council committees, the English Language Advisory Committee, the Special Education Committee, and the Parent Group Committee.  Their engagement in these committees will allow parents to help make decisions for the betterment of the students.|The LEA will focus on several key initiatives to improve the engagement of underrepresented families identified during the self-reflection process in building relationships between school staff and families. We will continue to provide social events, parent workshops, parent learning walks, and volunteer opportunities to foster these relationships. Crucially, all information will be provided in families' home languages to ensure inclusivity. Additionally, we will offer clear and comprehensive information to help parents understand expectations. Building trust through collaboration and strong communication with families will be central to making them feel included and supported as part of the school community.|Over the years, we have developed various strategies to partner with parents and support student learning collaboratively. El Sol Academy is dedicated to a whole-child approach, with programs supporting students at home and on campus. Our comprehensive support system and wrap-around services enable us to identify and assist at-risk students early on. Our full-time wellness aide assists students with coping strategies in the classroom and partners with parents and teachers to provide resources and support. Parents are invited to attend 8-week sessions to learn about the educational system and how to support their children’s academic and socio-emotional development. Our policy allows parents to request conferences at any time during the school year, in addition to the regular six-week meetings. Teachers communicate with families through phone calls, emails, Zoom, and home visits. If a teacher has difficulty reaching a family, they seek assistance from our community liaison|Effective communication between teachers and parents is crucial for better-serving students. Teachers must understand each child's background and whole story before making assumptions. This requires ongoing, structured communication where teachers and parents can learn from each other. Creating regular opportunities for teachers and parents to meet and discuss the student's needs and progress is essential for fostering a supportive and collaborative educational environment.|Based on the analysis of educational partner input and local data, El Sol Academy will enhance engagement with underrepresented families to strengthen partnerships for student outcomes using the following strategies: Continue to monitor ongoing communication between parents and teachers, which is key to building these partnerships. Parents requiring translation or other accommodations will be identified and supported by the parent liaison to ensure inclusivity. Providing a safe platform for feedback enables parents to actively participate in school decisions, fostering a sense of inclusion and collaboration within the school community. This will include offering direct access to administrators, feedback and suggestions boxes around campus, and routine surveys and focus groups.|Based on the analysis of educational partner input and local data, El Sol Academy demonstrates notable strengths and progress in seeking input for decision-making processes. One of our key assets is the School Site Council group, which serves as a vital channel for ongoing feedback and guidance. Comprising representatives from various stakeholders, including parents, teachers, and community members, this council plays a pivotal role in supporting all learners and advocating for the diverse needs of our student body. The School Site Council ensures that decisions align with our overarching goals and priorities through regular meetings and collaboration, reflecting our commitment to inclusive and responsive governance.|Based on the analysis of educational partner input and local data, the LEA acknowledges the importance of enhancing collaboration with parents and integrating their perspectives into decision-making processes for student achievement. Recognizing that some parents may require additional support to engage effectively, a key focus area is developing a comprehensive plan to involve families in school activities throughout the year. This includes establishing committees that welcome parental involvement and support the school community. To further bolster family engagement, dedicated staff members have been identified and funded to facilitate workshops for parents throughout the academic year, aiming to equip them with the necessary skills and resources to shape their children's educational experience actively.|Based on the analysis of educational partner input and local data, El Sol Academy is committed to enhancing engagement with underrepresented families in the decision-making process. We have implemented a multifaceted approach that prioritizes inclusivity and responsiveness to achieve this. Throughout the school year, parents are given various opportunities to provide feedback via surveys, ensuring their voices are heard and valued. Working closely with our community liaison and community lead, underrepresented families are approached with care and respect to solicit specific feedback tailored to their needs and perspectives. In response to identified needs, resources and support are allocated accordingly, fostering a collaborative and equitable environment where all stakeholders play a vital role in shaping our educational initiatives.|3|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
30666960000000|Savanna Elementary|3|The Savanna School District remains committed to building strong, collaborative relationships between school staff and families to support student success. Our recent self-assessment shows that while we are fully implementing key initiatives in this area, we recognize that meaningful connection is an ongoing process with continual opportunities for growth.  To strengthen these relationships, we provide ongoing professional development for teachers, with a focus on fostering authentic, personal connections with both students and their families. We ensure all communications are accessible in both English and Spanish, reflecting the needs of our diverse community.  Families are offered multiple structured opportunities to engage with teachers. Some of these opportunities include two parent-teacher conferences each year, as well as 504, IEP, and SST meetings for eligible students. Additional meetings are always available upon parent request. Recently we deployed a new communication app called ParentSquare in order to enhance communication opportunities between the school and families.|The Savanna School District recognizes the critical importance of strong relationships between school staff and families in fostering a supportive and inclusive educational environment. To enhance these relationships, the Savanna School District has identified 4 key focus areas for improvement: •	Enhanced Communication Channels: We strive to maintain consistent and transparent communication through newsletters, emails, and a dedicated parent portal to keep families informed about school events, policies, and student progress. •	Community-Building Events: At the school site levels, we will host events such as family nights, festivals, and open houses to foster a sense of community and belonging among families and school staff. •	Inclusive Decision-Making: We will provide opportunities for parents to be part of the decision-making process through school and district committees, ensuring their voices are heard and considered in the development of school policies and programs. •	Regular Feedback Collection: Implementing regular surveys will help gather input from families on their needs, concerns, and suggestions for improvement. By focusing on these areas, we hope to build stronger, more collaborative relationships between school staff and families, ultimately enhancing the educational experience and success of all students.|Based on the analysis of educational partner input and local data, the Savanna School District has identified four strategies to enhance the engagement of underrepresented families in building stronger relationships between school staff and families. The self-reflection process highlighted specific needs and barriers faced by these families, and the Savanna School District is committed to addressing them through the following targeted initiatives: •	Personalized Support: Our community liaisons will connect families with essential resources, such as counseling services, academic support, and community programs, ensuring personalized assistance tailored to their needs. •	Multilingual Communication: To ensure all families have access to important information, we offer multilingual support, with a primary focus on English and Spanish to reflect the languages most commonly spoken in our community. •	Parent Workshops and Classes: We will organize workshops and classes covering topics like parenting strategies, academic support, and mental health, empowering families with the knowledge and skills necessary to support their children's education. •	Flexible Meeting Times: To accommodate diverse schedules, we will host meetings, workshops, and events at various times, including evenings and weekends, making it easier for underrepresented families to participate. By implementing these strategies, the Savanna School District hopes to improve the engagement of underrepresented families, ensuring they have the support and opportunities needed to actively participate in their children's education and school community.|The Savanna School District has made significant strides in forging partnerships aimed at boosting student outcomes. According to our self-assessment, we have fully implemented strategies across all areas, yet we remain committed to continuous improvement. We provide ongoing professional development for teachers, highlighting the crucial role of fostering authentic relationships with both students and their families. We facilitate numerous opportunities for teachers, students, and families to collaborate on enhancing student outcomes, including two scheduled parent-teacher conferences, as well as 504, IEP, and SST meetings for eligible students. Throughout the year, teachers work together to establish data-driven S.M.A.R.T. goals to monitor progress and improve student outcomes. Students participate in Benchmark Assessments three times a year in order to monitor growth and guide teacher instruction.  Small group instruction is frequently used to personalize and tailor teaching to meet the academic needs of our students.|To enhance partnerships for better student outcomes, the district will keep encouraging staff to cultivate genuine and personal relationships with students and their families. Additionally, the district will offer various opportunities for teachers to meet with families and students to discuss progress and collaborate on strategies for improvement. Parents will also continue to have the chance to provide feedback and suggestions during meetings and through surveys.|In response to educational partner input and findings from the self-reflection process, the Savanna School District will enhance efforts to engage underrepresented families in building partnerships for student outcomes. The district will continue to provide translation and interpretation services to ensure equitable access to all communications, meetings, and school events.  To further support engagement, the District will maintain community liaisons who speak a variety of languages as an additional point of connection for families. These liaisons play a vital role in building trust, supporting two-way communication, and helping families navigate the educational system.  In addition, the District will expand culturally responsive outreach strategies and offer multiple opportunities for families to engage in meaningful conversations about student progress, including parent-teacher conferences, intervention meetings, and other individualized check-ins. These efforts are designed to reduce barriers, elevate family voice, and ensure all families, particularly those historically underrepresented, are active partners in their child’s academic success.|While we have achieved full implementation in all categories, this remains a focus area for us. The Savanna School District continues to actively involve educational partners in the educational process of our students. During the 2024-2025 school year, we conducted a survey to further shape and refine our priorities related to LCAP goals and to identify the actions and services that would best meet the needs of students in the Savanna community. From this survey, we gained the following insights regarding the importance of seeking input for decision-making: *93% of parents feel teachers communicate with parents about what their child is expected to learn. *82% of parents feel the school encourages them to be an active partner with the school in educating their child. *88% of parents feel welcome to participate at school.  This data highlights our strengths with parents feeling welcome and encouraged to participate and provide input in their child's education but also leaves room for growth.|Based on the analysis of educational partner input and local data, the Savanna School District has identified a continued focus on increasing meaningful opportunities for families to participate in decision-making processes. The district will continue to encourage and support parent involvement in key school and district-level committees, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), District Advisory Committees (DAC), District English Learner Advisory Committees (DELAC), and Parent Teacher Association (PTA) meetings.  These forums provide critical platforms for parents to share diverse perspectives and contribute to decisions that impact student programs, services, and resource allocation. The district recognizes that fostering authentic parent engagement in these spaces is essential to ensuring school and district actions reflect the needs and values of the broader community, ultimately strengthening our collective support for student achievement.|To strengthen the engagement of underrepresented families in decision making processes, the Savanna School District will actively promote inclusive participation in school and district committees, including School Site Councils (SSC), Parent Teacher Associations (PTA), Title I Committees, and English Learner Advisory Committees (ELAC and DELAC).  To ensure equitable access, the district will provide interpretation services at meetings, offer surveys in both English and Spanish across multiple formats, and utilize various communication platforms to reach all families. Additionally, the district will maintain the use of community liaisons who speak a variety of languages to serve as trusted points of contact and support.  Professional development will continue to emphasize the importance of cultivating authentic relationships with students and families, particularly those historically underrepresented. These efforts will be supported by a year-round system for collecting input, ensuring that family voices are not only heard but actively influence planning, policy, and program decisions.|5|5|5|5|5|5|5|4|4|4|4|4|Met||2025-06-03|2025
30667460000000|Westminster|3|Based on the analysis of educational partner input and local data, WSD has made strong progress in building relationships between school staff and families. The district is at full implementation in developing the capacity of staff to build trusting and respectful relationships with families, creating welcoming environments, and supporting staff in understanding family strengths, cultures, and goals. A particular area of strength is the district’s commitment to accessible, two-way communication, which is rated at full implementation and sustainability.  Multiple communication platforms, translated materials, access to translators for meetings and intentional outreach efforts have ensured that our families are informed of ways in which they can engage in their child’s education, along with school and community events.  These efforts reflect the district’s ongoing focus on equity, inclusion, and collaboration.|As a district, we are consistently focused on strengthening how we engage and partner with families.  This school year we have made positive progress in building consistent and meaningful collaboration across all schools, families and the community.  Some of the ways we collaborate with parents include:  Parent Partners, School Smarts, PTA, School Site Councils (SSC), District PTA, DELAC (District English Learner Advisory Committee), and DAC (District Advisory Committee).  Our goal is to ensure all families feel valued, heard, and supported as essential partners in their child’s education.|This year, we made a strong effort to ensure our meetings were accessible and that all parents and families felt welcome and included. To streamline communication and increase participation, we combined our District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings. However, based on feedback and a desire to provide more opportunities for engagement, we will be holding separate DAC and DELAC meetings next year. This change will allow families multiple ways to connect with us and strengthen our shared efforts to support students across WSD. Additionally, we are committed to deepening our outreach to underrepresented families and will implement a specific focus on supporting Foster Youth students in the coming year.|WSD has shown strong progress in building meaningful partnerships for student outcomes, which is demonstrated in the full implementation ratings across all four areas above. Professional learning and support provided to teachers and principals has effectively enhanced school capacity to collaborate with families. Similarly, families are receiving comprehensive information and resources to support learning at home, and communication systems and outreach efforts are well established. We also promote regular, collaborative meetings between staff, students, and families to support academic success.  In addition, WSD is a strong resource for families to ensure that they have all of the social supports that they need.  We are in partnership with many local agencies that support areas such as food, clothing, shelter, and parenting classes.  We also continue to run a very successful Boutique on the Meairs campus that provides clothing and other essentials to parents, and we are opening a food pantry at Johnson Middle School, as well.|WSD remains committed to fostering strong partnerships with families by ensuring clear, consistent communication and meaningful collaboration between families, the district, and the broader community. To strengthen engagement, we will separate our DELAC (District English Language Advisory Committee) and DAC (District Advisory Committee) meetings, allowing each group more time to provide focused and constructive feedback on district initiatives, instruction, and programs. As we enter the second year of our five-year Community Schools grant, we continue to allocate funds to address family needs and will maintain ongoing dialogue with our families to ensure that support and services are responsive, equitable, and impactful.|Our commitment to building strong, trusting relationships with families through culturally responsive communication and inclusive practices is evident in our work. We will continue to provide translated materials and interpretation services in families’ home languages, hire bilingual staff and community liaisons who reflect the diversity of our community, and use a variety of communication methods (including texts, emails, flyers, social media, and in-person visits) to reach all families effectively. We are always striving to create welcoming school environments for our parents, families and the community.  We pay special attention to ensuring our school spaces reflect a culture of respect for the diverse backgrounds of our communities. To make family engagement more accessible, we will offer events at varied times, provide supports like childcare and transportation, and continue offering virtual participation options. We also recognize the importance of partnering with local organizations to extend services such as legal aid, housing assistance, and mental health support, helping to reduce barriers to family involvement. Additionally, WSD will continue to empower families as leaders by involving them in advisory and planning groups and offering parent development opportunities (e.g. School Smarts). Finally, we are committed to regularly gathering meaningful feedback through surveys, focus groups, and listening sessions, and will communicate how that input is used to guide decisions, which reinforces families’ voice, value, and agency in our schools.|As we foster strong partnerships with families, we are committed to ensuring that all voices are represented in decision-making processes. To gather meaningful input and promote authentic family engagement, we utilize multiple parent and community groups, including the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), English Learner Advisory Committees (ELAC), School Site Council's (SSC), Parent Teacher Associations (PTA), and LCAP Leadership Teams. In addition, Community School District Steering Committees and School Site Community School meetings served as platforms for ongoing dialogue and collaboration. To further inform planning and initiatives, we administered both the LCAP Survey and Community School Parent Surveys, allowing a broader range of families to share their experiences, needs, and priorities. The input gathered through these groups and surveys play a vital role in shaping district priorities, guiding resource allocation, and developing programs that reflect the diverse needs of the WSD community.|WSD values the meaningful input provided by parents on a wide range of district programs and initiatives, such as the development of the LCAP, School Plans for Student Achievement, and English Learner Programs, along with feedback collected through various surveys such as the LCAP and Community Schools surveys.  We remain committed to engaging underrepresented families, particularly those with students who are English learners, from low-income households, experiencing homelessness, in foster care, or with disabilities, through intentional and structured outreach efforts. We prioritize engaging families through the use of translated digital communications, targeted phone outreach, and the distribution of printed materials. To further support families, parent education workshops that are offered focus on strengthening parenting skills and promoting student achievement. These workshops are consistently well attended, and interpreter services are provided to ensure that all families can participate fully in their preferred language.  These are all areas in which we will continue to grow and strengthen in the coming years.|Ensuring our underrepresented families receive the support they need to be successful is a high priority. Promoting educational equity remains central to our efforts, and we are committed to creating multiple avenues for family voice and involvement. Our DELAC, DAC, and LCAP Strategic Team, along with school site councils (SSC), English Learner Advisory Committees (ELAC), and various focus groups, will continue to provide critical input and feedback. Through the LCAP Survey, strengthened connections with community resources, close collaboration with our PTA, and ongoing parent education opportunities, we aim to help families better understand school systems, their children’s academic progress, and how they can be active partners in their students’ success.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
30736350000000|Saddleback Valley Unified|3|In the 2024-25 school year, our team continues to make significant strides in strengthening the relationships between our school staff and families. Educators across the district engaged in numerous training sessions on culturally proficient practices, social-emotional learning, and addressing the unique needs of all students. These trainings were part of our professional learning community (PLC) and various district-wide educational enhancements.  At the elementary level, we continue to offer parent-teacher conferences twice a year. Notably, some of our schools have moved their fall conferences earlier in the academic year. This change aims to focus these meetings on setting positive goals for students right from the start, rather than solely discussing grades.  We've also emphasized the importance of the AERIES Family Portal, an essential resource for parents to stay informed about their child's academic progress. Additionally, we continue to use ParentSquare, a communication platform that allows us to reach out to families in their preferred languages, ensuring everyone stays connected and informed about their child's schooling experience.|SVUSD's self-reflection showed improvement in all areas. The open-ended responses and the SVUSD Parent Survey results showed the desire of our educational partners for a more welcoming and inclusive district and school climate.|"To better engage underrepresented families and build strong relationships between families and our school staff, we are implementing several strategies:  -Convenient Meeting Options: We will offer both Zoom and in-person options for our meetings to make participation easier for everyone. -Enhanced Communication: Using the ParentSquare platform, we will ensure all school communications are accessible in the languages our families prefer. We are also improving our translation and interpreting services to improve communication. -Community Liaisons: Our Community Liaisons are increasing their direct outreach, adding a personal touch to our communication efforts, especially during events like English Learner Advisory Committee (ELAC) meetings. -Inclusive Language: We are shifting our terminology from ""English learners"" to ""multilingual learners"" to reflect our commitment to inclusivity. -Positive Interactions: We are encouraging our staff to make more positive phone calls home to celebrate students' successes and provide regular parent workshops every year. -Child Supervision: To further support our families, we will explore offering child supervision during events like Back to School Night. -Thoughtful Scheduling: We will be mindful of when we schedule our meetings to make participation easier for everyone.  Additionally, we will continue using the Title-I Parent Survey to identify key areas for growth and improvement. Through these efforts, we hope to make every family feel valued and connected to our school community."|SVUSD is making significant strides in fostering strong partnerships with families to support student success. We are pleased to share that many of our schools host parent education evenings, covering a wide range of topics, with presentations available in both English and Spanish to accommodate our diverse community. To keep our families well-informed and engaged, we utilize various communication tools. These include our eNewsletter and School News, along with a robust social media presence that highlights activities and news from both the district and individual schools.  Additionally, we employ the ParentSquare platform to send out timely announcements and correspondence in English and Spanish, and it can also translate messages into any preferred language to ensure all families have access to important information.  Our schools boast active Parent Teacher Associations (PTAs) or similar organizations, which play a crucial role in connecting parents with the happenings at their children's schools. Recognizing the importance of early engagement, several of our elementary schools have shifted from traditional end-of-trimester parent conferences to Goal Setting Conferences held earlier in the year. The adjustment allows parents and teachers to discuss and set achievable goals for students right from the start of the term.|"During 2024-25, site leadership teams continued studying, reflecting, and planning school strategies using the tools of Cultural Proficiency in order to build a school climate that is welcoming and inclusive. The District will continue to establish communication protocols and systems. In 2023-24, SVUSD launched the use of the ParentSquare platform as a way to reach families in their preferred language. Supporting families to ""understand and exercise their legal rights and advocate for their own students"" and ""providing families with informatoin and resources to support student learning and development in the home"" lag behind measurement for building partnership. These are areas for improvement in 2025-26."|Based on feedback from our community and local data, we have identified several ways to improve engagement with underrepresented families and build strong partnerships for student success:  -School Supplies: We are committed to ensuring all students have the necessary school supplies, so no child is left without what they need to succeed. -Family Nights: We host engaging family nights centered around programs like AVID and IB. To make it easier for all parents to participate, we offer childcare during these events as much as possible. -Overcoming Barriers: We are actively seeking new ways to overcome common obstacles such as transportation, scheduling conflicts, technology, and communication challenges to make family involvement more accessible. -Teacher Involvement: Our teachers are encouraged to attend family events to build stronger connections between families and schools. -Flexible Meeting Options: For families unable to attend important meetings, like goal-setting conferences, we provide multiple options to accommodate different schedules and needs. -Appealing Workshops: We are making our parent workshops more appealing by incorporating them into community nights filled with enjoyable activities. -Community Liaisons: Our school community liaisons play a crucial role in connecting families with essential district and community resources, ensuring that every family has the support they need to thrive.|SVUSD offers many ways for parents to get involved and have a say in school decisions. Each school has a PTA/PTO/PTSO where parents can help make decisions that affect their child's school. Schools also have a School Site Council (SSC), and those with more than 15 English learners have special committees for parents to provide input.  At the district level, our superintendent meets several times a year with a Parent Advisory Group that helps shape the direction of our schools. Additionally, the District English Language Advisory Committee (DELAC) welcomes parent feedback to help improve programs for English learners. For families with children in special education, the South Orange County SELPA Community Advisory Committee (SELPA) is a valuable resource for contributing to and understanding our special education efforts.|To enhance the ways we seek input for decision-making, we're focusing on making it easier for families to participate in important advisory groups such as the SSC, DELAC, and SELPA Community Advisory Committee. We aim to improve how we communicate about the roles and activities of each group, ensuring that all parents understand the valuable work being done. Additionally, we are working to expand our recruitment efforts for these groups and plan to offer more flexible meeting times and dates to accommodate the diverse schedules of our community members. This initiative will support and strengthen our commitment to inclusive and effective family engagement in our schools.|In response to the goal of enhancing engagement with underrepresented families, we are committed to continuously celebrating students who have achieved Reclassified Fluent English Proficient (RFEP) status through special recognition events and ceremonies. To ensure that these events are accessible to everyone, we will offer them at various times and provide multiple options for family participation.  Additionally, we have utilized the ParentSquare platform to facilitate communication in languages preferred by our families, which has proven effective. Our school community liaisons have also played a crucial role in connecting underrepresented families with our schools and district resources. By increasing our investment in these liaisons, we aim to strengthen these vital connections and support our ongoing engagement efforts.|4|4|4|4|4|3|4|3|4|4|4|4|Met||2025-06-12|2025
30736430000000|Tustin Unified|3|Tustin Unified is proud of our efforts in building relationships for student outcomes. Our district departments work closely with our schools to offer professional learning and support sites in improving each school's capacity to serve families. In addition to site support, Tustin Unified shares resources through our district website, providing families with information and resources to support student learning and development in the home, and all required postings are posted so parents understand their legal rights and advocate for their own students and all students. School sites and teachers provide opportunities for parents and families to meet and discuss student progress and ways to work together to support improved student outcomes during Fall and Spring conferences, SST Meetings, ongoing communication, and support as needed.|The focus area for TUSD will be: “Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.” In supporting district staff’s capacity to partner and support all families, and increase the engagement of underrepresented families.|The TUSD Annual Parent survey, Title 1 Family survey, and ELAC Need Assessments surveys included key questions that help us measure how well we are doing as a district. The surveys provide parents/guardians an opportunity to provide input into school and district decision-making, allowing for open-response comments to address the strengths and areas of need. Findings from the various surveys were analyzed alongside state and local metrics, which drive the development and improvement of various LEA plans, programs for students and families, staff professional development plans/support, and ongoing LEA initiatives to support continuous improvement.  To support Tustin Unified's ongoing commitment to increasing student and parent engagement, the following supports and services will be implemented:  • Continue Mental Health provider and counseling support at all schools • Continue to implement parent and community engagement efforts through increasing usage of parent communication platforms like Parent Square, site-based Community Liaisons/Counselors, on-call interpreters/translators • Provide ongoing professional learning opportunities for staff specifically supporting Social and Emotional Learning, Wellness, Trauma-Informed Practices, Diversity, and Inclusion • Staff training in engaging students and their families • Staff training in Student Wellness • Leadership training and support for the development of strong and inclusive school-wide cultures • Continue support for families to increase engagement with LEA Attendance Clerk and OLA Staff • Create strong community support by adding Title 1 Community School Specialists at all Title 1 Schools.  The above actions will support administrators and staff, further developing their understanding and knowledge of supporting underrepresented families best, ultimately increasing and improving services for students and their families.|Tustin Unified prioritizes parent and family engagement, focusing on our work with families to build strong and effective partnerships to help all children realize their potential and achieve growth. These partnerships are critical to student success, and Tustin Unified is committed to the ongoing development of engagement strategies that strengthen partnerships.   Some of the LEA strengths (+) and areas of focus (-) in Building Partnerships highlighted in the various surveys are:  2024-25 TITLE 1  Survey (% of participants selecting favorable responses)   + I feel welcome in my child’s school office = 98.35% + I feel comfortable communicating with school staff =  96.28% - I am aware of the school's extra support services (school counselors, mental health specialists, etc.) = 91.76%  2024-25 ENGLISH LEARNERS NEES ASSESSMENT  (% of participants selecting favorable responses)   + My child made progress during the 24-25 school year in English Language Development = 85.46% + I know what my child should know and be able to do in order to make growth in ELD, Reading, and Mathematics for the grade level they are in =87.24% - I understand the TUSD reclassification criteria and what my child needs to reclassify= 75.96%|"After an analysis of the outlined relationship-building goals and LEA survey data, the identified focus area of improvement will continue to be priority 8. ""Rate the LEA’s progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students."" The focus will work to improve access and engagement in parent educational opportunities so that families can better understand the access they have to information and the process they can engage in with school staff and teachers so they can better learn how to support their students and impact learning outcomes."|Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes through the following actions:  - Professional Development for Administrators and Staff - Dedicated staff to support parent engagement and student support (community liaisons and the addition of Title 1 Community School Specialist)  - MTSS Development - Intervention Support TOSAs - Content Area Specialist Teachers - Intervention Teachers - Supplemental funding to school sites to support parent/family engagement opportunities  The above actions will focus on strengthening site-based MTSS systems, which respond to student needs in academics, behavioral/social-emotional needs, and engagement. With increased practice, school-based systems for communicating policies or programs for school and home partnerships to support improved student outcomes will reach full Implementation and sustainability.|Based on the analysis of educational partner input and local data, the LEA has made growth in the area of Seeking Input for Decision-making, as evidenced by the following:  ENGLISH LEARNERS NEEDS ASSESSMENT SURVEY (% of participants selecting favorable responses) + I am encouraged to engage in my child's education. 92%  TITLE I SCHOOLS SURVEY (% of participants selecting favorable responses) + I feel comfortable communicating with my child's teacher(s) about their education. 98.51% + I am encouraged to engage in my child's education. 97.88%  23-24 SURVEY PARTICIPATION + English Learners Survey 571 participants. + LCAP Survey 6,247 participants. + Title I Survey 1,745 participants.  The identified strengths are communication systems to ensure regular communication in a language that parents understand and creating inclusive environments where parents feel encouraged to engage.|TUSD is making a great effort to engage stakeholders through increased community school efforts. The identified focus area of improvement will be priority 1, Rate the LEA’s progress in building the capacity of and supporting principals and staff to engage families in advisory groups and with decision-making effectively. The LEA will work with staff and train school teams on effective practices designed to improve and increase parent engagement.|Districts are required to form an English Learner Parent Advisory Committee and a Parent Advisory Committee to seek input from stakeholders. In addition to the required committees, TUSD seeks input from other district-established committees to ensure input from ALL stakeholders. The input gathered from the various committees/advisories influences the development of LCAP goals and planned actions around student learning, alignment of actions, planned services, and allocation of budgets to support overall and individual student needs.  Additional engagement opportunities for seeking input:  -Annual Parent Surveys -LCAP Survey -Title 1 Parent Survey -Annual Needs Assessment Survey -Board of Education/Board Meeting -GATE CAC -Special Education CAC -Community/Student Advisory -Superintendents Advisory Council -School Site School Site Council Meetings -School Site ELAC Meetings -District ELAC Meetings  The LEA will work with schools to gather feedback from underrepresented families on effective approaches to engagement and refine how and when opportunities are offered, maximizing participation as much as possible.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
30736500000000|Irvine Unified|3|IUSD has made significant progress in strengthening relationships between school staff and families through the support of community liaisons and community mental health specialists. Currently, 11 IUSD schools have dedicated community liaisons, with six additional liaisons at the district level. Additionally, three community mental health specialists provide district-wide support. To foster communication and transparency, IUSD employs various communication tools, including Parent Square and parent newsletters, ensuring families stay informed and engaged. The district follows a wraparound approach to family support, integrating resources from departments such as Health Services, Mental Health and Wellness, and community liaisons. Additionally, IUSD collaborates with several community-based organizations, including the Boys and Girls Club, California Youth Services, Waymakers, and Western Youth Services, to expand available resources. Through surveys, conversations, and other feedback mechanisms, IUSD identifies barriers affecting students and families and implements targeted interventions. The district also tracks parent inquiries to tailor outreach efforts and design relevant parent education programs. To enhance accessibility, all parent classes now offer in-person and virtual attendance options, as well as recorded sessions, that parents can access at their convenience. The IUSD Parent Center serves as a neutral space where families can access communication tools, various levels of support, and resources. To ensure language access for all families, IUSD has invested in AI interpretation devices, available at every school site, the IUSD Parent Center, the IUSD Family Counseling Center, and the District Office. A translation widget on the district website further enhances accessibility. These tools allow families to engage with conversations, information, and parent education sessions in their preferred language. IUSD also prioritizes parent engagement through district-wide events, including a dedicated parent engagement night. Additionally, all Title I schools within the district hold their own engagement nights, soliciting input from educational partners to tailor events to the needs and interests of their school communities.|A key priority for IUSD in building strong relationships between school staff and families is ensuring that families have access to resources and support at their school of residence. The district equips school sites with tools, resources, and interventions tailored to their specific communities, empowering them to offer parent classes and support services that meet local needs. Through the SPSA (School Plan for Student Achievement) process, school sites actively gather input from educational partners, including staff, School Site Councils, and PTAs. School leaders collaborate with these partners to develop site plans, which are then approved by the School Site Council. To ensure alignment with the district’s priorities, the Categorical Programs Coordinator provides guidance on these plans, as well as support for parent and family engagement at both the district and site levels. In addition,Title I sites receive dedicated budget allocations for parent and family engagement initiatives. Beyond the SPSA process, IUSD fosters meaningful connections between schools and families through district-wide initiatives. Community Support Mental Health Specialists lead active parent groups for Black/African American families and the LGBTQ+ community, offering monthly meetings at the IUSD Parent Center with resources and tools for parents, students, and staff. Additionally, secondary school sites host student-led groups that address school-related issues while providing advocacy and support for various community groups. To further assist families, the Community Support Mental Health Specialist working with McKinney-Vento and Foster Youth families maintains consistent office hours at the IUSD Parent Center, ensuring accessible, reliable support tailored to their unique needs. IUSD aims to expand training opportunities to a broader range of school staff across various roles. This effort will ensure that all staff members are well-informed about available resources and support services, enabling them to effectively connect families with the assistance they require.|Several departments within IUSD collaborate with families to establish and sustain strong advisory committees. These committees empower families by providing guidance on their legal rights and equipping them to advocate not only for their own children but for all students. The District Parent and Family Engagement team facilitates opportunities for families, staff, and district administrators to collaborate in designing, implementing, and evaluating family engagement initiatives at every level. Additionally, the team advises administration on supportive school community efforts, with a focus on supporting underrepresented families and students. They also provide strategies and best practices to enhance engagement with culturally and linguistically diverse communities. The IUSD Parent Center serves as a vital resource, assisting families in navigating district and school site programs. It also offers translation services to ensure families can access information in their native language. Community liaisons work closely with the Parent Center, individual school sites, and families directly, providing personalized support to students and families in need. This individualized approach ensures that at-promise families receive the attention and care necessary to navigate educational challenges effectively. Dedicated support for McKinney-Vento and Foster Youth families has further strengthened the level of assistance provided through the Parent Center, enhancing access to critical resources. To foster cultural understanding, IUSD facilitates cultural panels with school sites and liaisons, helping staff develop effective communication strategies and build stronger connections with families from diverse backgrounds. Additionally, the district leverages data, including attendance and student discipline records, to analyze disproportionality among underrepresented families and students. By identifying root causes, IUSD can implement targeted support and interventions to promote equity and success for all students.|IUSD has continued to invest in improving our communication platforms to better support our families. These platforms include our IUSD website, ParentSquare, Canvas, and Aeries Parent Portal. Additionally, IUSD has leveraged social media, home mailers, and on-campus events to help keep our community engaged with the District. ParentSquare (Direct Messaging): IUSD has made efforts to engage more parents through our communication tool, ParentSquare. IUSD has made significant efforts to encourage parents to update contact information to ensure they are receiving messages through our primary direct messaging tool, ParentSquare. IUSD staff reached out with videos and support to guide parents in activating their accounts, downloading and using the mobile app, and updating their language preferences. District outreach efforts included newsletters, a strategic social media campaign, and messaging through site administrators. At this time, over 99% of families are contactable through ParentSquare. Schools sent over 8,000 posts and alerts through ParentSquare over the past year. IUSD Website: The enhanced accessibility and language features implemented last year have helped families more effectively find the information they need. Additionally, a new search tool on the website helps IUSD connect families with resources beyond their school, including web-based resources that are located on the district website and specialized program websites. The annual Title I District Parent Engagement event is designed based on valuable feedback from parents. This event provides an overview of Title I and gathers input from families on the types of support they need, ensuring voices are heard and shaping future initiatives. District Use of Platforms to Solicit Educational Partner Feedback: The District currently uses ThoughtExchange to gather quantitative and qualitative input and feedback from educational partners. The platform allows surveys, exchanges, interviews, and advanced analytics to gather insights, and the ability to collect, analyze and visualize data.|Parents and community stakeholders have expressed the need for clearer, more consistent, and more accessible school-related information, as well as more efficient ways to stay informed and communicate with educators. To address these concerns, IUSD is continuing to invest in initiatives to streamline school-to-home communication, improve access to important resources, and support family engagement in student learning. To support these efforts, IUSD is conducting a comprehensive review of school websites to ensure that relevant, current information is easy to find. This initiative includes enhancing website features so that parents can quickly access news, events, and resources, while also reducing the workload on schools to maintain this information. The district is increasing centralized support for schools’ communication efforts by providing timely website updates and resources, ensuring that families receive the most accurate and up-to-date information. IUSD is also continuing its focus on ParentSquare as an essential home-school communication tool. The District is increasing parent training and outreach efforts to encourage the use of enhanced app features, such as direct messaging between parents and teachers, and integrating tools that support language translation and accessibility. While nearly all IUSD parents are receiving school messages by email, only 27% currently use the ParentSquare App. Because the App has the ability to centralize events, communication, and messaging tools, expanding its use will help to ensure that all families—regardless of language or technological familiarity—can easily stay connected and engaged in their children’s education. IUSD has expanded its presence on social media, sharing photos and short videos that showcase parent and student engagement across the district. This platform serves as a valuable reminder for educational partners about the various ways to stay connected with the school community|IUSD values the diverse contributions of all families within our community and is committed to fostering strong, trusting relationships between staff, students, and families. All staff are encouraged to create welcoming school environments that support meaningful connections with families. To ensure consistent, two-way communication, the district has established systems that allow schools to regularly engage with parents and community members. This includes an interactive district website, interpretation and translation services, and parent surveys designed to assess school climate and gather feedback on LCAP priorities and district initiatives. Recognizing the importance of cultural responsiveness, IUSD continues to expand staff training on strategies for effective parent and family engagement. The District Parent and Family Engagement team plays a key role in this effort by providing ongoing support to the IUSD Parent Center, ensuring families have access to resources both within the district and in the broader community. These efforts not only strengthen family-school relationships but also positively impact student achievement and behavior. Additionally, IUSD facilitates cultural panels at school sites, in collaboration with liaisons, to help staff develop a deeper understanding of diverse cultural perspectives and improve communication with families from various backgrounds. The district also utilizes key data,such as attendance and student discipline trends, to analyze disproportionality among underrepresented families and students. By identifying root causes, IUSD can implement targeted interventions and support systems to promote equity and success for all students. Through the implementation of focus groups, IUSD provides a platform for underrepresented families to share their voices and experiences. Dedicated personnel maintain direct contact with McKinney-Vento and Foster Youth families, gathering input to better address their needs and enhance district-wide support systems. The Mental Health and Wellness team recently sent out a survey to our foster parents to gain insight on their interest in IUSD hosting opportunities for foster families to connect. Additionally, the team has partnered with Families Forward, a local non-profit that supports IUSD families who reside in transitional and affordable housing, to provide an overview of how to access resources available through IUSD.|Irvine Unified School District (IUSD) has established multiple inclusive and structured opportunities for families, staff, and students to participate meaningfully in decision-making processes. The district emphasizes inclusive practices and transparent communication through leadership training and shared decision-making protocols. Tools such as Interest-Based Decision-Making, the Continuous Leadership Academy, and platforms like ThoughtExchange, Google Forms and Survey Monkey are regularly used to gather feedback from educational partners. IUSD has cultivated a network of advisory committees that reflect diverse perspectives and promote collaborative governance. District-level advisory groups include the Educational Advisory Committee, Student Advisory Committee, Career Technical Education (CTE) Advisory Committee, Continuous Improvement Council (CIC), District English Learner Advisory Council (DELAC), and the Ethnic Studies Committee. These committees are instrumental in informing district policies, providing critical feedback, and representing the voices of administrators, teachers, parents, and students. At the school site level, advisory and leadership structures such as School Site Councils, Parent-Teacher Associations (PTAs), English Learner Advisory Committees (ELACs), and student leadership groups support local decision-making. These structures encourage two-way communication and foster shared ownership of school initiatives. IUSD also dedicates time during regularly scheduled principal meetings to review input and trends gathered from stakeholders, ensuring alignment with district goals. The district has demonstrated a strong commitment to cultivating a collaborative culture and ensuring that stakeholder input is integrated into key planning and improvement efforts.|As a continuous improvement district, IUSD recognizes the importance of consistently evaluating and enhancing its systems for educational partner engagement. While strong foundational structures exist, the district continues to seek new opportunities to deepen outreach, especially to historically underrepresented families and student groups. The district has made considerable progress in its LCAP engagement process, offering multiple avenues for stakeholders to learn about and contribute to the development of district goals and actions. These include: Education and engagement sessions on LCFF and LCAP. An annual districtwide school climate survey administered to students, families, and staff. A structured input activity to gather ideas and priorities for the LCAP.  Educational partner's input plays a crucial role in shaping the LCAP-aligned School Plan for Student Achievement (SPSA) planning and developing measurable goals for continuous improvement. For the 2024-25 school year, valuable input has led to the continuation of the following high priority themes: 1. Student mental health and social-emotional learning: This includes Elementary Resource Counselors, Mental Health Specialists, and School Counselors 2. Direct Site Support: This includes class size reduction, instructional assistants, health services, and language development support 3. Intervention Support: Includes graduation support, intervention classes, and PLC Release days  Continuous improvement efforts and educational partner input has led to the addition of goals to increase parent engagement through IPEP, community liaisons, and workshops/webinars with community partners. A goal to also increase attendance and engagement for those chronically absent and foster youth and families is also part of new and ongoing efforts.|IUSD remains deeply committed to ensuring that the voices of underrepresented families are not only heard, but meaningfully integrated into decision-making at every level. A key strategy involves the work of multiple departments in establishing and sustaining advisory committees that build family capacity to understand their educational rights and serve as advocates for both their children and the broader school community. The District Parent and Family Engagement team plays a central role in guiding these efforts. This team fosters collaboration among families, school staff, and district administrators to plan, implement, and evaluate family engagement strategies. They also offer targeted support and coaching to enhance culturally responsive practices and remove barriers to participation. The IUSD Parent Center serves as a trusted hub for access to information, translation services, and individualized support—particularly for families navigating the education system for the first time or experiencing challenging life circumstances. Community liaisons work directly with families, school sites, and the Parent Center to ensure personalized support is available when and where it is most needed. To further increase access and inclusion, IUSD regularly facilitates cultural panels at school sites and partners with liaisons to help staff better understand and engage with the diverse communities they serve. The district also uses data—including attendance and discipline records—to identify disproportionality and implement targeted interventions for students and families who may be marginalized or underrepresented. IUSD is enhancing its outreach to McKinney-Vento and Foster Youth families, with dedicated staff maintaining ongoing communication and hosting focus groups to ensure these families have a voice in shaping services.|4|5|5|5|5|5|4|4|5|5|5|5|Met||2025-06-24|2025
30736500142232|Irvine Chinese Immersion Academy|3|Irvine Chinese Immersion Academy (ICIA) places a high priority on cultivating meaningful relationships between school staff and families. Educational partner input, gathered through surveys, and informal feedback, consistently highlights the school's welcoming environment, responsive communication, and family-oriented culture as key strengths.  ICIA staff proactively engage families through multiple channels. These efforts foster trust and transparency, particularly for families navigating dual-language immersion for the first time.  Progress is evident in increased parent participation in school-wide events, family workshops, and PTO membership. We have a bilingual staff to translate communications and ensure equitable access for Mandarin- and English-speaking families alike.  Feedback indicates that families feel valued, heard, and involved in their children’s education. ICIA continues to build capacity by providing staff training in culturally responsive practices and strengthening two-way communication systems to deepen relationships with all families.|While Irvine Chinese Immersion Academy (ICIA) has made notable progress in engaging families, educational partner input and local data point to several key areas for improvement. Feedback from surveys and listening sessions suggests a desire for more consistent two-way communication, particularly around student progress, behavior, and social-emotional development.  Some families have also expressed interest in more opportunities to build relationships with teachers outside of academic-focused events, especially in the upper grades where informal interactions are less frequent. Additionally, there is a call for greater inclusion of working families by offering flexible meeting times and virtual engagement options to ensure broader participation.  As a result, ICIA is prioritizing the development of clearer communication protocols, expanding parent-teacher touchpoints beyond traditional conferences, and exploring hybrid models for events and workshops. The school also plans to strengthen family leadership opportunities within the PTO and advisory groups, particularly for underrepresented voices.  By addressing these focus areas, ICIA aims to create deeper, more inclusive partnerships that support the academic and social success of every student.|To improve engagement, ICIA will expand multilingual communication efforts, ensuring timely and translated information through text, email, parent square, and live interpretation at events. The school will also offer flexible meeting formats, including virtual office hours, evening workshops, and recorded sessions to accommodate diverse schedules.  In addition, ICIA is developing a family liaison program to build trust, especially among new and linguistically diverse families, and will create feedback loops through brief pulse surveys and listening sessions that center underrepresented voices. The PTO and advisory committees will actively recruit and mentor parents from these groups to ensure inclusive representation in decision-making spaces.  By intentionally reducing access barriers and fostering culturally responsive practices, ICIA aims to deepen partnerships and ensure every family feels seen, heard, and empowered to support student success.|Irvine Chinese Immersion Academy (ICIA) has demonstrated significant strengths in building partnerships that directly support student outcomes. Feedback from families, staff, and community partners reflects appreciation for ICIA’s transparent communication, regular progress updates, and opportunities for families to be involved in their child’s academic journey.  ICIA’s strength lies in its frequent communication tools, newsletters, and parent-teacher conferences, which help families understand academic expectations and student performance. The school’s  with scheduled benchmark updates and goal-setting conferences, enables families to support learning at home effectively. The school has also made progress by offering parent education workshops on topics such as literacy development, dual-language strategies, and social-emotional learning. These sessions empower families to reinforce learning beyond the classroom.  The active PTO supports enrichment and instructional resources, helping align family engagement with student achievement. Collectively, these efforts have contributed to improved attendance, stronger home-school partnerships, and increased confidence among families in supporting student learning.|While Irvine Chinese Immersion Academy (ICIA) has established strong foundations for family-school partnerships, analysis of educational partner feedback and local data identifies key areas for growth. One focus area is increasing family understanding of academic standards and assessment tools, especially in the context of dual-language immersion and how progress is measured in both English and Mandarin.  Some families expressed a need for more actionable guidance on how to support learning at home, particularly in upper grades where academic expectations rise. Others noted that while communication is frequent, it can be overwhelming or overly focused on logistics rather than student learning goals.  To address these gaps, ICIA will refine its approach by creating streamlined, multilingual academic updates, developing parent-friendly guides to standards and assessments, and offering interactive workshops focused on grade-level skills, homework strategies, and literacy support in both languages.  Strengthening these practices will help ensure families are not only informed, but also empowered as true partners in their child’s academic journey.|To improve engagement, ICIA will offer multilingual academic workshops and parent education nights focused on how to support student learning at home, understand assessment data, and navigate the dual-language model. Materials and sessions will be provided in both English and Mandarin, with translation and interpretation available as needed.  The school will also provide flexible access to these resources through virtual meetings, recordings, and take-home materials, addressing the time constraints many working families face.  Additionally, ICIA will develop “academic partnership toolkits” for each grade level, with tips, vocabulary, and strategies aligned to current curriculum and standards. These toolkits will be co-developed with input from families and teachers to ensure they are accessible and relevant.  By reducing language, time, and knowledge barriers, ICIA aims to build inclusive academic partnerships that elevate outcomes for all students—especially those from historically underrepresented groups.|Irvine Chinese Immersion Academy (ICIA) demonstrates a strong commitment to inclusive and transparent decision-making by actively seeking input from a broad range of educational partners. Families, staff, students, and community members are regularly invited to share feedback through surveys, focus groups, town halls, and one-on-one conversations.  The school’s Local Control and Accountability Plan (LCAP) development process is also collaborative, incorporating feedback from the PTO, staff committees, and targeted outreach to ensure underrepresented voices are included.  Progress is reflected in the school’s responsiveness to community input and the high levels of trust expressed in parent and staff surveys. ICIA’s inclusive approach to decision-making reinforces a culture of partnership, transparency, and continuous improvement.|"While Irvine Chinese Immersion Academy (ICIA) has built a solid foundation for stakeholder engagement, educational partner input and self-reflection highlight several focus areas for growth in decision-making processes.  A key area for improvement is ensuring greater representation from underrepresented families and working parents in advisory meetings, surveys, and forums. While opportunities for input exist, participation rates among certain groups remain lower, limiting the diversity of perspectives in school planning.  Additionally, some stakeholders expressed a desire for more clarity on how their input directly influences decisions. Families have asked for better communication loops to understand what feedback was received, how it was used, and why specific decisions were made.  To address these gaps, ICIA will develop targeted outreach strategies, including multilingual invitations, flexible meeting formats, and intentional recruitment for advisory groups. The school will also implement ""You Said, We Did"" summaries in newsletters and meetings to transparently share how stakeholder input shapes decisions.  By deepening inclusivity and strengthening follow-through, ICIA aims to make its decision-making processes more participatory and responsive to its diverse school community."|"To address this, ICIA will enhance engagement by implementing intentional outreach strategies, such as personalized invitations to underrepresented families for participation in advisory groups, parent committees, and focus groups. Meetings will be offered in flexible formats (virtual, hybrid, evening) to accommodate varied schedules and responsibilities.  The school will also strengthen language accessibility by providing translated materials, live interpretation during meetings, and bilingual facilitators to ensure all families can meaningfully participate.  Additionally, ICIA will introduce family leadership development opportunities, such as orientation sessions for new advisory members and small-group ""listening circles"" led by trusted staff or community liaisons. These efforts aim to build confidence, foster belonging, and ensure that decision-making reflects the diverse perspectives of the entire ICIA community.  By removing barriers and empowering participation, ICIA will build a more inclusive and responsive school governance culture."|3|4|2|3|3|3|3|2|3|4|4|3|Met||2025-06-17|2025
30739240000000|Los Alamitos Unified|3|The District is always looking for ways to engage parents and provide them with an opportunity for input. Currently each school site has a School Site Council, various community events, parent organizations as well as an English Language Advisory Committee. School administrators also use Parent Square to communicate with families in addition to a weekly newsletter that includes a calendar of events for the site and provides highlights in the areas of academics, athletics, arts and activities. Every year District employees attend a district wide welcome back staff meeting that allows all employees to learn about district initiatives. The District sends out an annual survey to all educational partners and uses the results to identify needs within the district.|A focus area for the District to improve relationships between staff and families is part of our annual survey and is something that is reviewed yearly as there are always changes and new needs for both staff and families. The District will continue to provide opportunities for parent education as well as resources and information to support parents both in the home and with their student(s) at school. With a variety of communication tools, this is always a focus area to make sure we are reaching all families. Communication comes in a variety of different methods. The District has increased communication with social media and the Wrap Up in partnership with our Public Information Officer. The District is committed to continuous improvement in all areas of communication to make sure were supporting families and staff.|The District is committed to the inclusion of all families and active engagement from underrepresented families. This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels. This could include meetings at times more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.|The District is committed to ongoing professional development for teachers and administrators. Administrators attend biweekly meetings that provide them with professional development and collaboration with other administrators about best practices. The District provides a wealth of parent information nights that include a variety of topics and are offered to all families in the district. Teachers engage parents in fall and spring parent conferences to learn about student progress and address any concerns in addition to ongoing communication with parents and teachers via email and phone. With the addition of teleconferencing, such as Zoom and Google Meet, it has made conferencing with parents much easier. The District also has a District Advisory Committee that engages parents multiple times a year to garner input on all eight of the state priorities.|A students educational journey is a partnership between the home and school. As a District we focus on providing families with resources to support students both academically as well as social-emotionally, this in turn will help to improve student outcomes. With a focus on student well being and mental health, the District is continuously looking for additional ways to provide families with supports and resources. The goal is to build a strong partnership with families to support students at home and at school to improve students outcomes.|The District is committed to the inclusion of all families and active engagement from underrepresented families. This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels. This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.|The District provides a variety of opportunities for input on decision making throughout the year. These opportunities include the District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Annual Parent and Staff Engagement Survey, Operation Steering Committee and Safety Committee. The District takes input from all of these advisory groups and surveys when developing the Local Control Accountability Plan (LCAP) each year.|The District's focus is on providing an opportunity for all educational partners to have input on decision making. This includes the avenues by which parents can have a voice. Currently, the District is mindful of meeting times and the platform for meetings where parent input is needed. In addition, surveys are sent out seeking input on various items and District staff is available directly for input. The District is also exploring ways to incentivize the annual educational partner survey with the hope of increasing parent participation.|The District is committed to the inclusion of all families and active engagement from underrepresented families. This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels. This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.|5|5|4|4|5|5|5|4|5|5|4|5|Met||2025-06-24|2025
30768930000000|SBE - Magnolia Science Academy Santa Ana|3||||||||||||||||||||||Not Met|||2025
30768930130765|Magnolia Science Academy Santa Ana|3|This year we we have a bilingual Parent and Community Engagement Liaison and a Community School Coordinator. These positions allows for our school and families to build relationships within our community.  Based on our surveys given to our families, staff, and students we have added additional meetings with parents such as Coffee with Admin, Parent Check ins, Parent College; these are added to our regular PAC/PTF, and ELAC committee  gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter, Instagram), our weekly bilingual newsletter the Hook, Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software which allows us to communicate to our families without any language barriers.   Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent teacher conferences, Open House, Home visits, and grade level informational meetings. Fall/ Winter, Cinco de Mayo festivals and volunteer appreciation day.|MSASA  will be ensuring that all Educational Partners have a voice. By doing this, we aim to allow for an open door policy during our weekly Coffee with Principals and Educational Partner surveys. In addition to ensuring there is voice, we will continue to strengthen our community partnerships by continuing free breakfast and lunch to all students regardless of income status, school supply drives, and a referral network that provides mental health supports for all educational partners.|Based on our surveys given to our families, staff, and students, we have added additional meetings with parents such as Coffee with the Principal, Parent Check-ins, and Parent College; these are added to our regular PAC/PTF, and ELAC committee gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter), Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software, which allows us to communicate with our families without language barriers. Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent-teacher conferences, Open House, Home visits, and grade-level informational meetings. Fall/ Winter, Cinco, and volunteer appreciation day.|Strengths are PAC/Coffee with Principal meetings. This is an opportunity to introduce MTSS support for SEL to the parents.  Parent College  and third party  partnerships  like  parenting classes through Santa Ana College and AltaMed, PBS SoCal, CHOC, StartWell, OC Mix Academy, and OCDE. Grade level college counseling meetings with our parents and students for supporting and informing parents and students  for a University-going  culture.  For example, 8th grade high school transition meetings, college signing day, FAFSA meetings.  As we establish our parent outreach and provide meetings to involve all our families, building Parent attendance is a focus for us.|At MSASA we will strive to improve our partnerships for student outcomes by making connections with our local city council, congressman, as well as local businesses to strengthen the collaboration among all our educational partners. A focus area will be our mental health/SEL supports as well as the quality of the food that is being served to our students breakfast and lunch.|At MSASA we will continue to promote our home visits so that all families' voices are heard, ideas are met, and that everybody feels included. We will also offer Parent College classes like EL classes, computer skills, and child development classes. We will continue to offer weekly Coffee with Principal sessions in English and Spanish.|At MSASA our current strengths  include  partnerships with the surrounding community to support families in ac academic, behavioral, and social emotional success for their children, letting the parents bring up all concerns in the weekly Coffee with Principal, and sending multiple surveys home throughout the course of the year.|We value our educational partners and are using their feedback to strengthen the upcoming school year. Schoolwide instant surveys from  staff provide input for a positive and supportive school climate.  Parent check-in meetings allow for decision making to become ongoing.   Surveys are designed to support all academics, behavioral, and social-emotional needs of the whole child.|MSASA will improve engagement of underrepresented families by using Parent Square as an active two way tool of engagement. We will ensure that we have a Community Schools Coordinator and a Community Schools Liaison  who are a reflection of our current school community.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
31103140000000|Placer County Office of Education|3|PCOE is committed to engaging parents and guardians and incorporating their feedback in decision-making, and PCOE is particularly strong in connecting families/guardians with community partners and services. The Student Support Practitioner and Program Manager of Community Schools positions continue to connect families and students with resources as they prepare to transition out of Court School.   PCOE offers various programs tailored to the unique challenges of its students and families, including academic counseling sessions provided during daily advisory periods, opportunities for students to self-refer for social-emotional counseling supports, prevention of Commercially Sexually Exploited Children (CSEC) workshops, and Free Application for Federal Aid (FAFSA) workshops for parents and guardians. In addition, when supporting probation staff as guardians for short-term students, PCOE provides resources related to evidence-based practices that support positive student behavior across all settings. These offerings are designed to meet students and families “where they are,” with one-on-one conversations scheduled during convenient times for parents via online video calls and individualized phone calls from a dedicated Bilingual Parent Liaison. Establishing these connections and developing trusting relationships has increased parent/guardian involvement.|An area for continued growth is to increase the involvement of the Program Manager of Community Schools in providing structured transition supports prior to student transitions back to their school of origin.  This will ensure that connections are made to a wider variety of community resources before students exit, thus increasing student and family success after the transition.|PCOE will continue utilizing Student Support practitioner referrals and services to ensure that all families are connected with resources that help remove obstacles to wellness and academic engagement.|PCOE is committed to engaging parents, guardians, and other educational partners and incorporating their feedback in decision-making. When supporting student needs, clinical support staff and site administrators ask families and guardians about their family or living dynamics, strengths, barriers, and what works for them. An area of strength and progress in building relationships is frequent individual guardian contact from site leadership, support staff, and special education staff.|PCOE is dedicated to offering a wider variety of opportunities to engage with families and guardians and direct connections to community-based services to remove barriers to learning, support academic achievement, and facilitate successful transitions.  Along with scaling up the Community Schools model at the Placer County Court School, PCOE is increasing outreach for students enrolled for 20 days or more to ensure they are connected with the necessary community resources and transition supports.  In addition, a metric has been added to the Court School LCAP to track the success of this action.|Although PCOE currently supports staff in learning about student groups and their cultures, languages, and goals, it is committed to extending this work to all students by increasing Tier I support related to successful transitions from the court school setting.|Families and guardians can provide meaningful input and contributions to decision-making when serving on committees such as the Parent Advisory Committee. PCOE also employs a Bilingual Parent Liaison to provide translation and support for families with a primary language other than English. Parent/Guardian input contributed to revisions of the School Site Safety Plan. Family/guardian feedback is regularly collected via electronic surveys, hard copy surveys, one-on-one phone calls, and virtually facilitated conversations.|PCOE is committed to increasing its recruitment of a wide range of families/guardians to participate in schoolwide PBIS meetings and the Parent Advisory Committee, including families and guardians of unduplicated students.|PCOE will continue to seek input from families and guardians, utilizing bilingual support staff during IEP meetings.  The Student Support Practitioner will continue building relationships with underrepresented families to create opportunities for families to provide input.|4|4|3|4|4|4|5|4|4|4|4|5|Met||2025-06-26|2025
31103140126904|Placer County Pathways Charter|3|Pathways Charter is committed to engaging parents and other educational partners and incorporating their feedback in decision-making.  Reciprocal communication between staff and families continues to improve over time.  Frequent formal and informal communication with individual parents and families from site leadership, support staff, and special education staff is an area of strength.  Pathways Charter offers various opportunities for families to engage, including videos, newsletters, ParentSquare posts and alerts, family feedback sessions, and increased parent information and engagement events.  Pathways Charter has a referral system in place for families to access the Student Support Practitioner for resources, and this position has been integral in providing a bridge between home and school.|A focus area for improvement is to increase the attendance and participation of families at invited meetings, such as PAC, LCAP feedback, and PBIS meetings. Pathways Charter also aims for classroom teachers to initiate more proactive communication with families. Although Pathways Charter supports staff in learning about each family's strengths, cultures, languages, and goals for under-represented students, it is committed to extending this work to all students by recruiting a more diverse range of families to share their voices and ideas at PBIS meetings, Parent Advisory Committee meetings, and the Parent Teacher Organization.|Pathways Charter sends targeted correspondence and makes one-on-one phone calls to underrepresented families offering an invitation to engage in specific activities. Pathways Charter aims to offer a specific LCAP feedback session for parents of EL and LTEL students in 2025-2026.|"Pathways Charter shows particular strength in connecting families with community partners and services.  The addition of an additional Student Support Practitioner position has aided in this work.  At least quarterly, a digital newsletter is shared with families that focuses on available community resources, including mental health education opportunities, recreational sports leagues, wellness supports, and parent training classes.  In addition, Pathways Charter has established programs tailored to the unique challenges of its students and families, including academic counseling sessions, Free Application for Federal Aid (FAFSA) workshops for parents and guardians, and enrichment opportunities for students and families in areas such as study skills, organization, and work completion.  The individualized orientation process for the Independent Study and Come Back Program also includes preventive instruction on achieving success in the program.   These offerings are designed to meet families ""where they are,"" with one-on-one conversations or workshops scheduled during convenient times for parents via video calls, face-to-face meetings, and individualized phone calls from a dedicated Bilingual Parent Liaison.  Establishing these connections and developing trusting relationships has led to greater parent involvement and collaboration."|A focus area for improvement is Pathways Charter's Independent Study program and its support of parents as teachers.  As such, Pathways Charter is expanding teacher outreach and communication modalities to help support families with needs related to Independent Study instruction and curriculum.|Pathways Charter will leverage targeted strategies from the Community Schools model, continue to support Student Support Practitioner referrals, and continue to offer expanded parent engagement opportunities, including multiple ways for parents and teachers to engage with one another such as office hours, email, Parent Square, phone calls, and text messages.|Families can provide meaningful input and contributions to decision-making when serving on committees such as the Parent Advisory Committee and the Parent Teacher Organization, and participating in a menu of Local Control and Accountability Plan (LCAP) Advisory feedback sessions.  PCOE also employs a parent Bilingual Parent Liaison to provide translation and support for families with a primary language other than English.  Data and updates related to Positive Behavioral Interventions and Support (PBIS) are shared with parents at Parent Advisory Committee meetings and in digital newsletters.   Pathways Charter collects family feedback through in-person feedback sessions, electronic surveys, hard-copy surveys, one-on-one phone calls, and virtual conversations.|Pathways Charter is committed to increasing its recruitment of a wide range of families to participate in schoolwide PBIS meetings and the Parent Advisory Committee, including parents of English Learners, Students with Disabilities, and Low Income families. The LEA also aims to schedule a specific LCAP feedback session for parents of EL and LTEL students in 2025-2026.|Pathways Charter will continue to seek family input using the bilingual support staff during meetings.  The Student Support Practitioner will continue building relationships with underrepresented families to create opportunities for families to provide input.|4|5|4|4|4|4|5|5|5|5|5|5|Met||2025-06-26|2025
31667610000000|Ackerman Charter|3|ACSD has made significant progress in building strong relationships between school staff and families by being consistent with school staff are more accessible and responsive, hosting family outreach events, multilingual communication tools, and personalized follow-ups as key strengths. Surveys and feedback tols revealed that families feel more informed and included in decision-making processes. Additionally, partnerships with community-based organizations have expanded support networks for families.|Based on educational partner input and local data, Ackerman has identified several focus areas for improvement in building relationships between school staff and families. Families expressed a need for more consistent communication from school staff, especially regarding academic progress and available support services. Input also revealed a gap in culturally responsive engagement, particularly for families of English learners and students with disabilities. To address these concerns, ACSD will prioritize staff training in family engagement strategies and expand multilingual communication tools to ensure all families feel welcomed, informed, and empowered to participate in their child’s education.|Based on the self-reflection process and feedback from educational partners, the Ackerman will improve engagement of underrepresented families by implementing targeted strategies to increase access and build trust. This includes expanding outreach through culturally and linguistically appropriate communication methods and offering flexible meeting times to accommodate varied family schedules. Additionally, professional development for staff will focus on cultural competency and inclusive engagement practices to ensure that all families, particularly those historically underrepresented, feel|Based on educational partner input and local data, ACSD has demonstrated strong progress in building partnerships that support student outcomes. Families and community partners highlighted increased collaboration through workshops focused on academic support, college readiness, and social-emotional learning. School sites have strengthened partnerships with community-based organizations to provide extended learning opportunities and wraparound services for students and families.|Based on educational partner input and local data, ACSD has identified the need to strengthen consistent communication about student progress and academic expectations as a key focus area for improvement. Families indicated a desire for more timely updates on student performance and clearer guidance on how to support learning at home.|o improve engagement of underrepresented families, Ackerman will expand culturally responsive outreach efforts and increase opportunities for families to engage and gain access to their student's academic planning and goal-setting. This includes offering interpretation services, and hosting bilingual workshops. The ACSD will also train staff to strengthen their capacity to engage families as partners in student learning.|Ackerman had 78% participation in the Parent Survey this year. The data is used to inform our LCAP priorities and direction our families feel we need to go.|ACSDhas identified the need to strengthen consistent communication about student progress and academic expectations as a key focus area for improvement. Families indicated a desire for more timely updates on student performance and clearer guidance on how to support learning at home.|Ackerman will implement targeted strategies to elevate their voices in school and district planning processes. This includes offering multilingual forums, surveys, and focus groups at accessible times and locations, with support from family liaisons and community partners. We will also build staff capacity to facilitate inclusive engagement and ensure that input from historically underrepresented groups—such as families of English learners, students with disabilities, and foster youth—is actively sought and reflected in the LCAP.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
31667616031009|Bowman Charter|3|ACSD has made significant progress in building strong relationships between school staff and families by being consistent with school staff are more accessible and responsive, hosting family outreach events, multilingual communication tools, and personalized follow-ups as key strengths. Surveys and feedback tols revealed that families feel more informed and included in decision-making processes. Additionally, partnerships with community-based organizations have expanded support networks for families.|Based on educational partner input and local data, Ackerman has identified several focus areas for improvement in building relationships between school staff and families. Families expressed a need for more consistent communication from school staff, especially regarding academic progress and available support services. Input also revealed a gap in culturally responsive engagement, particularly for families of English learners and students with disabilities. To address these concerns, ACSD will prioritize staff training in family engagement strategies and expand multilingual communication tools to ensure all families feel welcomed, informed, and empowered to participate in their child’s education.|Based on the self-reflection process and feedback from educational partners, Ackerman will improve engagement of underrepresented families by implementing targeted strategies to increase access and build trust. This includes expanding outreach through culturally and linguistically appropriate communication methods and offering flexible meeting times to accommodate varied family schedules. Additionally, professional development for staff will focus on cultural competency and inclusive engagement practices to ensure that all families, particularly those historically underrepresented, feel included.|Based on educational partner input and local data, ACSD has demonstrated strong progress in building partnerships that support student outcomes. Families and community partners highlighted increased collaboration through workshops focused on academic support, college readiness, and social-emotional learning. School sites have strengthened partnerships with community-based organizations to provide extended learning opportunities and wraparound services for students and families.|Based on educational partner input and local data, ACSD has identified the need to strengthen consistent communication about student progress and academic expectations as a key focus area for improvement. Families indicated a desire for more timely updates on student performance and clearer guidance on how to support learning at home.|To improve engagement of underrepresented families, Ackerman will expand culturally responsive outreach efforts and increase opportunities for families to engage and gain access to their student's academic planning and goal-setting. This includes offering interpretation services, and hosting bilingual workshops. The ACSD will also train staff to strengthen their capacity to engage families as partners in student learning.|Ackerman had 78% participation in the Parent Survey this year. The data is used to inform our LCAP priorities and direction our families feel we need to go.|ACSD has identified the need to strengthen consistent communication about student progress and academic expectations as a key focus area for improvement. Families indicated a desire for more timely updates on student performance and clearer guidance on how to support learning at home.|Ackerman will implement targeted strategies to elevate their voices in school and district planning processes. This includes offering multilingual forums, surveys, and focus groups at accessible times and locations, with support from family liaisons and community partners. We will also build staff capacity to facilitate inclusive engagement and ensure that input from historically underrepresented groups—such as families of English learners, students with disabilities, and foster youth—is actively sought and reflected in the LCAP.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
31667790000000|Alta-Dutch Flat Union Elementary|3|"Alta-Dutch Flat Elementary maintains an open environment for Educational Partners exhibited by our many parents and. community members on campus on a daily basis. As the heart of the community, our school serves as a center for parent activities and those that assist the community as a whole. One example of this includes the establishment of a bi-weekly bookmobile from our county library that serves the entire community. A recent survey included the responses that the school has created a ""sense of community."" Our Parent Club held an event at least every month that invited the community to our school."|We will continue utilizing the district's communication technology to reach all parents. The school will continue to implement direct messaging, online volunteer sign-up opportunities, and direct posts for the school and classrooms using Parent Square technology. Additionally, the school will work with Parents' Club to provide on-site events to bring parents and community members to campus.|The school implemented a systemic attendance support system and will continue to reach out to each family in which students are experiencing challenges at school. Our school holds Parent Advisory Committee meetings throughout the year which includes families that represent our SED and our special education students. The school  provides additional supports through our County Office of Education and #211 facilitation.|Alta-Dutch Flat Elementary implemented multiple supports for families and students this year including student counseling, academic assessment, and academic intervention. Our school profits through numerous educational partners on campus on a daily basis.|his year will be spent on refining each of the support areas with additional outreach to families during implementation.|Special attention and focus is paid for underrepresented families and a targeting of services to ensure students are served.|The district uses surveys, Parents' Club input, and the Parent Advisory Committee for input. As a small school, we are in the unique position to have the pulse of our families and their needs in a unique way.|The Parent Advisory Committee will be strengthened this year with more frequent, quarterly meetings.|Continued surveys and inclusion of families on the Parent Advisory Committee will assist this goal.|4|5|4|4|4|4|4|3|4|4|4|5|Met||2025-06-11|2025
31667870000000|Auburn Union Elementary|3|AUSD continues to provide community liaison support for home to school communication in a child's home language. When needed, interpreters were also used. Lastly, live translation devices were piloted in school offices with great success.  Given the changing nature of school sites this year due to the TK-8 transition AUSD also hosted two English Learning Advisory Committees at Auburn Elementary and EV Cain and a District English Learner Advisory Committee (DELAC) for all sites on a regular basis. These committees along with our Parent Teacher Clubs, School Site Councils, and our LCAP Parent Advisory Committee (which also included three student representatives) provided valuable input used to strengthen our relationship building and offerings for families both during the 2024-2025 school year and in preparation for 2025-2026.  At a site level additional opportunities included Coffee with the Principal, heritage festivals, and school community events that brought families, staff, and students together.|The following areas were identified as areas for improvement in the 2025-2026 LCAP as identified by educational partners including staff, students, and families:  Prioritizing Climate and Culture Building (PBIS): The incorporation of additional professional development and implementation strategies related to Positive Behavioral Interventions and Supports (PBIS) aims to improve the overall school environment. A positive and supportive school climate, as noted by both staff and parent feedback, is fundamental to fostering strong relationships, as it creates a more welcoming and collaborative atmosphere for families.  Sustaining Student Connection and Mentor Programs: Ongoing funding for student connection assemblies and a mentor program, requested by principals, supports a proactive approach to student well-being and engagement. When students feel connected and supported at school, it positively impacts family perceptions of the school and encourages greater family involvement and trust.|While 2024-2025 attendance data showed that DELAC participation rose from 1 to 8 participating families (on average), site ELAC participation dropped by 2 families (one average). The transition to TK-8 schools may have impacted ELAC participation insomuch as each school community has been in a rebuilding year for 2024-2025. It is expected that participation numbers will increase in future years. Additionally, to assist in educational partner participation and increase turnout for district-wide or school specific educational partner engagement opportunities AUSD reached out to parent groups for feedback. Families indicated that hosting events in spaces they are already familiar with, such as local church community halls, may increase overall attendance. In the 2025-2026 school year AUSD will be looking at venue changes to address this area of need.  The potential of adding online options such as Zoom or Google Meet for participation is also being explored.|"Annual survey data collected regarding educational partner engagement showed positive results as measured by answers of ""agree"" or ""strongly agree"". A significant increase was seen in favorable responses for “ School actively seeks the input of parents before making important decisions."" This metric increased from 53% to 65% (+12%). While a decrease was observed to the question, ""Parents feel welcome to participate at this school,"" (down from 86% to 83%) the overall favorable response percentage remained high.   These data indicate progress being made in the area of building relationships for student outcomes."|AUSD continued a number of parent involvement committees such as DELAC, ELAC, School Site Council, and LCAP Parent Advisory Committee. During the 2024-2025 school year, PTC Presidents' meetings and student representatives on the LCAP PAC were added. An additional survey on School Climate and Culture (SCC) through our PBIS program was utilized to increase community feedback on climate and culture. Given the success seen in the outcome data described above, AUSD plans to continue these efforts in outgoing years.|As described previously, to assist in educational partner participation and increase turnout for district-wide or school specific educational partner engagement opportunities AUSD reached out to parent groups for feedback. Families indicated that hosting events in spaces they are already familiar with, such as local church community halls, may increase overall attendance. In the 2025-2026 school year AUSD will be looking at venue changes to address this area of need.  The potential of adding online options such as Zoom or Google Meet for participation is also being explored.|"As discussion previously, Annual survey data collected regarding educational partner engagement showed positive results as measured by answers of ""agree"" or ""strongly agree"". A significant increase was seen in favorable responses for “ School actively seeks the input of parents before making important decisions."" This metric increased from 53% to 65% (+12%). Additionally, AUSD held LCAP PAC meetings that were well attended and rich in participation by both our parent and student committee members."|As previously described, to increase family engagement, AUSD maintained several parent involvement committees, including DELAC, ELAC, School Site Council, and the LCAP Parent Advisory Committee. In the 2024-2025 school year, the district further expanded outreach by incorporating PTC Presidents' meetings and including student representatives on the LCAP PAC. AUSD plans to continue these outreach and involvement opportunities for shared decision-making in outgoing years.|As described previously, to assist in educational partner participation and increase turnout for district-wide or school specific educational partner engagement opportunities AUSD reached out to parent groups for feedback. Families indicated that hosting events in spaces they are already familiar with, such as local church community halls, may increase overall attendance. In the 2025-2026 school year AUSD will be looking at venue changes to address this area of need.  The potential of adding online options such as Zoom or Google Meet for participation is also being explored.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-13|2025
31667870126664|Alta Vista Community Charter|3||||||||||||||||||||||Not Met For Two or More Years|||2025
31667950000000|Colfax Elementary|3|A key factor in building strong partnerships with families is cultivating a warm and inclusive atmosphere that makes parents feel welcome. When parents feel invited and valued, they are more likely to participate actively in school life. According to the Kelvin Pulse Family Survey, 87% of parents felt that Colfax Elementary School maintains a positive culture and climate. 87% of families agreed that they feel welcome to approach staff if they need to discuss a matter about their child.  Colfax Elementary staff nurture this welcoming environment through a range of initiatives. Parents are encouraged to engage regularly in day-to-day school activities, such as volunteering in classrooms and throughout the campus. Many serve as Art Docents, collaborating with teachers to enhance students’ exposure to the Fine Arts, or as Sight Word Busters, assisting younger students in developing essential high-frequency word recognition skills.  Beyond the school day, families are also invited to attend PTA-sponsored evening events like the Fall Festival and Spring Fling, which offer opportunities for extended family members to participate and help foster a sense of school spirit and community bonding.  In addition, families play a vital role in annual campus improvement days by volunteering their time and effort to enhance school grounds, including playgrounds, sports fields, and landscaping. To further broaden parent involvement, Colfax launched the Watch DOGS program during the 2024–2025 school year, encouraging fathers, grandfathers, and uncles to dedicate at least one day to volunteering at the school.|At Colfax Elementary School District (CESD), effective communication with parents is regarded as a cornerstone of student success and a fundamental element of building strong school-family partnerships. The district recognizes that clear, regular, and reciprocal communication fosters the mutual trust and respect necessary for a supportive and collaborative educational environment. When families feel informed and heard, they are more likely to engage actively in their child’s learning journey and partner with educators in meaningful ways.  Despite this emphasis on communication, recent survey results indicated a concerning trend: a 21% decrease in the number of families who felt that school staff responded promptly to their calls, messages, or emails. This decline highlights the need for a more deliberate, structured approach to communication practices across the district.  To address this gap and rebuild confidence, CESD is implementing a plan to improve communication for the upcoming school year. As part of this plan, the district will identify and adopt a consistent set of communication tools and protocols to ensure that all families receive timely and reliable information. At the start of the academic year, school staff will participate in training and collaborative discussions to establish clear expectations and standardized response timelines for returning parent emails and phone calls. These timeframes will be communicated to families so they know what to expect when reaching out to staff.  In addition, Colfax Elementary will be transitioning to ParentSquare as the primary platform for all school-to-home communication. This user-friendly tool will centralize messages, announcements, and updates from both teachers and administration, making it easier for parents to stay informed without having to manage multiple communication channels. The switch to a single, unified system will also reduce the chances of missed messages and increase accountability for timely responses.  To further strengthen relationships with families, the school administration will launch a new monthly Meet and Greet with our school leaders. These informal gatherings will provide parents and guardians with regular opportunities to engage face-to-face with school administrators, ask questions, offer feedback, and share ideas in a welcoming and accessible setting. By creating these consistent touchpoints, the school aims to foster a culture of openness, approachability, and continuous dialogue.  Through these efforts, CESD is committed to not only improving how information flows between home and school, but also to ensuring that every family feels valued, informed, and empowered to support their child’s educational experience.|The Colfax Elementary School District is committed to fostering a school environment where every family feels welcomed, valued, and empowered to participate in their child’s education—particularly families from underrepresented groups. To enhance equitable family engagement, CESD will implement several plans during the 2025–2026 school year, aimed at building stronger connections with all families and ensuring all voices are heard and reflected in school decision-making.  As part of this commitment, CESD will continue its participation in the Community Engagement Initiative (CEI), entering its second year of collaboration with other rural districts across California. This initiative brings together school staff, families, and community members to examine current engagement practices and co-create new strategies that are tailored to the specific needs of all families in the community. Through CEI, Colfax Elementary will work with expert facilitators and peer districts to develop a customized family engagement plan, rooted in with a focus on increasing the involvement of families who may face barriers to participation due to language, economic challenges, or lack of prior access to school leadership roles.  An essential part of this effort includes the voices of underrepresented families as leaders within key school organizations. During the 2025–2026 school year, CESD will ensure that parents of underrepresented students hold active positions within the Parent Teacher Association (PTA) and the School Site Council (SSC). Their participation in these leadership bodies will help inform school planning, budget decisions, and program development, ensuring that policies reflect the experiences and priorities of all families in the district.  To further strengthen relationships and build a sense of belonging, Colfax Elementary staff will also host two Family Lunch Days during the school year. These events are designed to welcome all family members—parents, grandparents, guardians, and extended relatives—onto the school campus in a relaxed, joyful setting. Families will be invited to eat lunch alongside their students, engage in conversations with teachers and staff, and connect with other families from the community. These gatherings serve as informal, yet powerful opportunities to deepen trust, build community pride, and celebrate the backgrounds that enrich the school culture.  Together, these efforts represent CESD’s ongoing dedication to creating an educational environment where every family feels seen, heard, and involved—helping to ensure that all students thrive both academically and socially.|At Colfax Elementary School District, fostering strong, collaborative partnerships with families—centered on student academic success—was a top priority in the 2024-2025 school year. It is understood that students achieve their best when families and educators work together, and great emphasis was placed on building those connections. According to the 2024 Kelvin Pulse Family Survey, 84% of families reported that Colfax Elementary encouraged parents to be active and engaged participants in their child’s education, reflecting the district’s ongoing efforts to cultivate a culture of cooperation and shared responsibility.  During the 2024–2025 school year, Colfax Elementary provided numerous opportunities for parents and school staff to collaborate in support of student learning. Twice a year, the school held parent-teacher conferences, giving families and teachers the chance to review academic progress, celebrate student accomplishments, and discuss areas for growth. These meetings allowed parents to ask questions, share insights, and partner with teachers to set meaningful academic and developmental goals.  In the same school year, CESD introduced a standards-based report card for all students in Transitional Kindergarten (TK) through 8th grade. This new reporting system delivered more precise and focused information about student progress toward mastering Essential Learning Outcomes (ELOs). Unlike traditional report cards, the standards-based version emphasized what students had learned and where they needed further support, allowing families to better understand their child’s academic development and how to assist at home.  To provide more targeted support, the district also conducted Student Success Team (SST) meetings, bringing together teachers, specialists, and parents to create individualized plans for students who needed academic or behavioral interventions. These meetings promoted early problem-solving and collaborative planning, ensuring that parents were involved in decision-making and intervention strategies from the start.  In addition, Colfax Elementary supported student and family well-being through its Wellness Center, which offered counseling services to students and families alike. These services addressed emotional, social, and behavioral challenges that could affect academic performance. The Wellness Center staff worked closely with educators and families to provide wraparound support, recognizing that emotional health played a vital role in student success.  Through all of these efforts—conferences, report cards, SST meetings, and counseling services—Colfax Elementary School District demonstrated a strong and consistent commitment to family engagement. By establishing open lines of communication and providing multiple opportunities for involvement, the district created a learning environment where students were supported not only by their teachers but also by their families and the broader school community.|During the 2025–2026 school year, CESD will prioritize strengthening partnerships with parents and families as a key strategy for enhancing student achievement and well-being. Research shows that strong family engagement is linked to improved academic, social, and emotional outcomes. In response, CESD will implement targeted initiatives to deepen collaboration between home and school.  A primary focus will be improving parent-teacher communication through structured, timely conferences. Colfax Elementary will continue to hold two Parent-Teacher Conferences annually—in fall and spring—but the first round will shift to early October. This adjustment, made in response to family input, ensures parents receive academic and behavioral updates before the first trimester ends. Teachers and families will collaborate on learning goals and address concerns early in the year. The spring conferences will serve as a mid-year review to celebrate progress and adjust strategies as needed.  In addition to improving communication, CESD will launch a new family support system through the Wellness Center. Starting in 2025–2026, a “Request for Assistance” (RFA) form will be available both online and in print. This form offers a confidential, accessible way for families to seek help in various areas such as tutoring, social-emotional counseling, behavioral support, and mental health services. The RFA will also allow families to request basic needs assistance—including food, clothing, housing, or referrals to community counseling—recognizing that home life directly impacts student learning.  Submitted RFAs will be reviewed bi-weekly by a multidisciplinary support team consisting of school leaders, Wellness Center staff, the school psychologist, and other personnel. This team will develop individualized support plans and monitor implementation to ensure meaningful outcomes. This proactive, collaborative model reinforces CESD’s mission to support both students and their families.  To further equip parents with tools for managing behavior and supporting learning at home, Colfax Elementary will partner with Community-Based Organizations to offer Love and Logic parenting classes. These evidence-based classes will be held three times a year—fall, winter, and spring—and will focus on practical strategies for setting expectations, managing behavior, and fostering responsibility and independence at home. Classes will be free of charge and include options for virtual or in-person attendance, as well as childcare and translation services to ensure full accessibility.  Through these efforts, CESD demonstrates a strong commitment to family engagement as a foundation for student success. By improving communication, expanding support services, and offering tools for home use, Colfax Elementary aims to build a connected school community where every child is supported to reach their full potential.|At Colfax Elementary, we recognize that some of our families face significant economic challenges that can impact their ability to fully engage with the school community. Many parents in our district work long hours, manage multiple jobs, or commute between 30 to 45 minutes each day to reach their places of employment. These demanding schedules often make it difficult for families to attend traditional school events, meetings, or workshops held during standard hours.  To more effectively engage all families, Colfax Elementary School District is committed to identifying and removing barriers to participation. One of our first steps in the 2025–2026 school year will be to conduct family input surveys aimed at gathering data on preferred times and days for school activities, including parent-teacher conferences, family events, and educational workshops. These surveys will be distributed both digitally and in print, with translations available to accommodate all language groups. The results will inform the scheduling of future events, ensuring that school activities are aligned with the real-life needs of our working families and increasing the likelihood of greater participation.  In addition to improving accessibility to school-wide events, our special education team and administrative staff are committed to using Individualized Education Program (IEP) meetings as an opportunity for deeper engagement and empowerment. These meetings will go beyond basic compliance, serving as meaningful conversations where families are fully informed about the assessment process, eligibility requirements, available accommodations, and the full continuum of support services. By offering clear, jargon-free explanations and allowing time for questions, we aim to make IEP meetings a supportive and collaborative experience for families. Interpreters and translated documents will be provided as needed to ensure all parents can participate confidently in the decision-making process for their child’s education.  Understanding the importance of equitable representation, CESD will continue to encourage and support the involvement of parents from economically disadvantaged backgrounds, as well as parents of students with disabilities, in critical school and district leadership roles. These parents will be invited to participate actively in the School Site Council (SSC), Parent Teacher Association (PTA), and the District Community Leadership Team (DCLT). Their voices and perspectives are essential to shaping policies, programs, and budget priorities that reflect the full diversity of our student body. Through these intentional efforts, Colfax Elementary is reaffirming its commitment to building a school community where every family—regardless of their income level, work schedule, or background—has the opportunity to be an informed, empowered, and engaged partner in their child’s education.|During the 2024–2025 academic year, Colfax Elementary School District (CESD) expanded its commitment to inclusive decision-making by launching strategies that actively engaged families, staff, and community members in shaping school priorities. Recognizing the critical role of educational partners in student success, CESD provided multiple avenues for feedback and collaboration, particularly in revising the Local Control and Accountability Plan (LCAP) and the Single Plan for Student Achievement (SPSA).  The district hosted open discussions during School Site Council meetings and District Community Leadership Team sessions, and also presented updates at a Colfax City Council meeting. These forums gave participants opportunities to examine student performance data, review the effectiveness of current programs, and recommend improvements. Engaged partners contributed ideas for academic, behavioral, and social-emotional growth across all grade levels.  To broaden engagement, CESD introduced the Kelvin Pulse Family Survey to all Colfax Elementary families for the first time. The survey gathered input on school climate, academic expectations, communication, and family involvement. With a 58% response rate, the survey yielded valuable insights that directly informed programmatic decisions and improvement plans.  Based on this feedback, CESD announced several key initiatives to enhance student learning, especially in upper elementary and middle school. Most notably, a new middle school schedule will be implemented in 2025–2026, adding a 45-minute Enrichment Wheel at the end of each school day. This daily block will offer a rotating selection of hands-on experiences in areas such as art, STEM, music, leadership, and project-based learning, creating a more engaging and well-rounded academic experience.  Another change driven by community input is the adoption of the Safe School Ambassadors program, launching in September. This peer-led, nationally recognized program empowers student leaders to promote kindness, inclusion, and conflict resolution. Ambassadors will be trained to safely intervene when they witness bullying or exclusion, helping to foster a more respectful and supportive school culture.  In addition, CESD will implement the Advancement Via Individual Determination (AVID) program in upper elementary and middle school. AVID provides students with research-based strategies to strengthen academic skills, build organization and goal-setting habits, and prepare for long-term success—particularly for students who are underrepresented in higher education. Teachers will receive professional development to embed AVID strategies such as inquiry, collaboration, and academic perseverance into daily instruction.  Together, these initiatives reflect CESD’s dedication to responsive, community-informed decision-making. By turning feedback into action, Colfax Elementary continues to foster a culture of trust and shared responsibility for all students.|The Kelvin Pulse Survey surfaced several meaningful trends in parent and family feedback across Colfax Elementary School District (CESD). Among the most notable were calls for more timely and proactive communication, growing signs of feedback fatigue, and a clear desire for more constructive and collaborative relationships between families and the school community. Many families expressed a wish to feel more heard, valued, and included in shaping the direction of school programs and decisions that affect their children.  In response, CESD is adopting a multi-layered plan to improve how feedback is collected, shared, and acted upon. At the heart of this effort is a commitment to greater transparency, increased accessibility, and stronger connections between families and school staff. To address concerns around communication delays, the district will implement standardized timelines for responding to parent inquiries and for sending school communications home. This move aims to reduce last-minute updates and improve predictability for busy families.  To encourage more meaningful and diverse forms of input, CESD will begin hosting focused feedback forums on high-priority topics, including special education services (IEPs), bullying prevention, and equity. These sessions will offer a structured, respectful space for families to engage directly with staff and share their experiences, concerns, and ideas for improvement.  Additionally, the Kelvin Pulse Survey will now be distributed twice a year to capture a broader range of perspectives and monitor changes over time. QR codes will be added to newsletters and school flyers, linking directly to short, confidential surveys that families can complete on their own time.  Recognizing the importance of personal relationships in effective communication, school administrators will also begin hosting monthly “Meet and Greet” events. These gatherings will provide a welcoming environment where families can ask questions, offer suggestions, and engage in open dialogue with leadership. To further strengthen family-school partnerships, staff across the district will receive training on how to actively and respectfully solicit feedback from families about their hopes and goals for their students’ education.  Through these combined efforts, CESD aims to cultivate a culture of shared responsibility, deeper trust, and genuine collaboration—ensuring every family has a voice and every student receives the support they need to thrive.|Colfax Elementary School District (CESD) is committed to elevating the voices of underrepresented families in school decision-making through focused, inclusive engagement strategies. For families of students with special needs, CESD will host two annual Special Education Family Forums and ensure that case managers follow up after IEP meetings to invite further input.  To reach families experiencing homelessness, the district will partner with local shelters to hold off-campus listening sessions, led by a McKinney-Vento liaison who will also distribute resources and gather feedback via phone calls and short surveys. Each school will designate a Foster Youth Point Person to support foster families through consistent outreach, onboarding sessions, and quarterly check-ins, with anonymous feedback options provided both online and in print.  For economically disadvantaged families, CESD will offer engagement nights such as Family Science Night and Family Reading Night featuring meals, childcare, and accessible feedback tools like QR code surveys. Events will be held to reduce logistical barriers. All staff will receive annual training in trauma-informed and inclusive practices, and family participation data will be reviewed twice yearly to ensure equitable representation. Through these actions, CESD aims to build trust and ensure that every family can actively shape their child’s educational experience.|4|4|2|3|4|3|4|3|4|4|3|3|Met||2025-06-25|2025
31668030000000|Dry Creek Joint Elementary|3|The LEA has demonstrated consistent strengths and positive momentum in building meaningful relationships between school staff and families. Across school sites, purposeful outreach strategies have created welcoming and inclusive environments where families feel valued and connected. Key initiatives include Back-to-School Nights, Parent-Teacher Conferences, Family Literacy Nights, and multicultural celebrations, which provide regular opportunities for families to engage with teachers and staff. In addition, many schools host informal events such as “Coffee with the Principal” and “Coffee with the Counselor,” offering approachable forums for dialogue, support, and relationship-building.  The LEA has also implemented after-event surveys to gather real-time feedback from families, allowing sites to refine future outreach activities based on participant input. These strategies demonstrate a districtwide commitment to strengthening trust and communication between school communities and families, promoting a collaborative culture that enhances both student success and overall school climate.|While the LEA has seen progress in family engagement, analysis of local data and educational partner feedback points to the need for continued focus on improving connections with families of English Learners (ELs) and those from diverse cultural backgrounds. The district has initiated several steps in this area, including the translation of key communications, establishment of a newcomer landing page on the district website, and dissemination of multilingual newsletters to ensure that all families have access to timely and relevant information.  To further increase accessibility, the LEA provides Language Line services, interpreter iPads, and live translators during meetings and school events. These measures help remove language barriers that can impede strong family-school relationships. Continued refinement and expansion of these supports remain a priority to ensure that all families, regardless of language proficiency, can actively participate in their children's educational experience.|The LEA is committed to improving engagement with underrepresented families by implementing targeted, site-based and district-supported strategies. Each school site will collaborate with its leadership and intervention teams to identify specific barriers and needs that may hinder participation among these families. Using this information, sites will develop tailored action plans to build stronger relationships and increase meaningful engagement.  At the district level, cross-departmental teams will work closely with schools to identify and provide additional resources, including training, translation services, and culturally responsive outreach strategies. The LEA will also explore new ways to involve underrepresented families in planning and decision-making processes, ensuring their voices are included in shaping school culture and improvement efforts. These combined actions reflect the LEA’s ongoing commitment to authentic partnership with all families.|The LEA has demonstrated strong progress in fostering collaborative partnerships that support student outcomes. Every school site maintains an active English Learner Advisory Committee (ELAC), which meets at least three times annually to review and provide input on English Learner programs, site goals, and key planning documents such as the Single Plan for Student Achievement (SPSA) and the Local Control and Accountability Plan (LCAP). ELACs also review assessment tools, family engagement opportunities, and school policies, helping ensure that English Learner families are informed and included.  In parallel, all sites operate School Site Councils (SSCs) that serve as critical partners in reviewing LCAP goals, parent engagement strategies, and site-specific priorities. These councils are engaged annually in discussing how best to support student achievement and increase parent involvement. At the district level, both the Parent Advisory Committee (PAC) and the District English Learner Advisory Committee (DELAC) offer additional opportunities for parents to provide input and shape districtwide programs and services.  The LEA further strengthens partnerships by maintaining regular communication and access to student progress. Progress reports are issued every six weeks, with report cards shared every twelve weeks. Additional touchpoints include parent-teacher conferences, IEP and SST meetings, at-risk student reviews, and volunteer programs. The online parent portal remains accessible 24/7, reinforcing transparency and providing families with timely academic information. Collectively, these structures demonstrate a deep and ongoing commitment to inclusive, two-way communication and shared responsibility for student success.|Analysis of educational partner input and local data indicates a need to deepen parent understanding of school processes and increase opportunities for meaningful engagement. As such, a current focus for improvement is enhancing parent education around academic systems, instructional expectations, and ways families can be active participants in their child’s learning. While translation services continue to be provided for both written and spoken communication, further emphasis will be placed on making information about educational programs, services, and engagement opportunities more accessible and family-friendly, especially for families who may be new to our school system or less familiar with academic structures.|Informed by self-reflection data, the LEA is prioritizing efforts to engage underrepresented families by expanding parent education offerings and creating flexible, responsive engagement strategies. School sites will host targeted sessions such as “Effective Reading Practices at Home” and “Understanding Math Skill Progression,” aligned to identified family needs. Leadership and intervention teams at each site will assess engagement gaps and co-develop action plans to support  participation.  At the district level, a broader menu of learning opportunities will be offered through in-person workshops and webinars, with content promoted through multilingual communications and highlighted on the Parent Academy webpage. All offerings will include translation support and interpreter services to eliminate language barriers. To further increase accessibility, the district will launch a parent-facing video series on key topics including navigating the IEP process, SST involvement, technology access, and volunteer opportunities. These initiatives are designed to empower families with knowledge and tools to become active partners in their child’s educational journey, ultimately supporting stronger academic and social-emotional outcomes.|The LEA has demonstrated strong progress in building inclusive systems that promote stakeholder voice in decision-making. A core strength is the annual administration of an LCAP-aligned survey to parents and staff, which provides valuable insights used to inform strategic planning and parent engagement priorities. These survey results guide refinements to site-level and districtwide initiatives.  Collaborative decision-making is further supported by active involvement from School Site Councils (SSC), English Learner Advisory Committees (ELAC), and District ELAC, each of which provides input into key plans including the Single Plan for Student Achievement (SPSA), Local Control and Accountability Plan (LCAP), School Safety Plans, and programmatic efforts related to family engagement. The District also encourages participation in the LCAP Parent Advisory Committee (PAC), the School Health and Wellness Committee, and the Community Advisory Committee (CAC), ensuring broad representation.  Efforts to increase family involvement have been supported by expanded opportunities for participation in family education events, volunteer activities, and school-based committees. These intentional actions have contributed to measurable improvement—over three-quarters (79%) of parents feel that Dry Creek schools value their participation and input. This trend reflects a deepening culture of collaboration and shared responsibility for student success.|Educational partner feedback and local data have helped the LEA identify key areas for continued growth in seeking input for decision-making. A central focus is increasing parent participation in key site-based committees, including ELAC and SSC, as these serve as essential forums for family voice and shared leadership. While committee structures are in place, consistent engagement across all schools and demographic groups remains an area for targeted support.  To strengthen two-way communication and gain more responsive insights, the District also plans to implement post-event surveys following family engagement activities. These surveys will be designed to assess parent satisfaction, surface ideas for improvement, and elevate voices that may not be heard through formal committees. By systematizing feedback collection, the LEA aims to more effectively align programs with family needs and increase transparency in how parent input shapes decisions.|The LEA is committed to improving how underrepresented families are engaged in decision-making. Each school site will partner with leadership and intervention teams to identify families who may be less connected to school systems and develop intentional outreach strategies to include them in school events, planning efforts, and communication loops.  These site-based efforts will be supported by districtwide coordination to ensure access to relevant resources, translation services, and responsive engagement practices. The District will continue offering flexible opportunities for participation, including in-person and virtual formats, to accommodate different family schedules and needs. Additionally, all messaging and engagement opportunities will be promoted through multiple channels to increase visibility and accessibility.  The LEA is also exploring the development of family engagement liaisons and multilingual ambassadors to serve as trusted connectors between schools and communities. Through these actions, the District seeks to build authentic, partnerships that empower all families, regardless of background, to play an active role in shaping educational decisions that impact their children.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
31668290000000|Eureka Union|3|Based on recent LCAP survey results, 89% of parents and 96% of staff agree that EUSD schools foster a welcoming and inclusive environment. In support of this, the district remains committed to consistent, timely, and accessible communication with families through a variety of channels, including PowerSchool Messenger, school newsletters, social media, and updated website platforms. Efforts have also been made to ensure information is accessible in multiple languages. To strengthen partnerships with families, EUSD has hosted four in-person parent education workshops focused on technology use in the classroom, conducted focus groups, and facilitated informal ‘Coffee Chats’ that are open to all parents across school sites. These opportunities provide meaningful spaces for two-way communication and family voice. Additionally, the district is launching its first-ever STEAM Fair—an interactive family event that includes science project displays, student essays, a Mad Science show, robotics exhibitions, and a Destination Imagination showcase. This event is designed to deepen community connections while celebrating student creativity and academic engagement. Site-based events such as Back-to-School Nights, open houses, and multicultural celebrations have also continued to draw strong attendance, reflecting a high level of family engagement across campuses. Moving forward, EUSD is exploring new strategies for increasing participation in educational workshops and redesigning staff wellness events to foster stronger relationships within and beyond the classroom.|EUSD’s focus areas would be to ensure that events and communication are completely accessible to families, in terms of time and location and that no barriers exist to meaningful participation.  It strives to offer a balance of in-person and virtual events so working families are able to participate.  On various occasions, EUSD even accommodated working families by utilizing the weekends.  To ensure better access, EUSD will implement one or more of the following strategies: Increase presence of administrators at school and community events, including those held outside traditional hours, to strengthen visibility and connection with families. Create a 'Meet the Admin' video series or digital profiles that introduce district and school leaders, explain their roles, and invite communication—particularly helpful for families who are new or less comfortable approaching administrators. Offer multilingual communication pathways, including access to interpreters for meetings, translated materials, and dual-language virtual town halls. Launch “Family Voice” forums or roundtables co-hosted by administrators and parent leaders, focusing on listening and responding to community questions and concerns. Example: Coffee Chats, Focus Groups Provide flexible scheduling for events, ensuring that key meetings (e.g., curriculum nights, GATE info sessions, ELAC) are offered at varied times and recorded for later viewing. Develop and publicize a clear communication flow chart or guide, so families know exactly how to reach the appropriate administrator or support team when needed.|Based on the analysis of educational partner input and local data, EUSD recognizes the importance of strengthening its engagement efforts with underrepresented families, particularly those who may face language, cultural, or scheduling barriers. While the district currently provides translations of important communications, additional efforts will be implemented to build deeper, more personal relationships between school staff and families. Expand access to multilingual staff or interpreters during family-facing events, meetings, and one-on-one interactions, not just for formal communications. This ensures language is not a barrier to relationship-building. Hire one additional EL Support/Family Liaison person who is bilingual and trained to serve as cultural connectors and relationship builders, especially with newcomer families or those who may feel disconnected from the school community. Initiate culturally responsive outreach efforts such as home visits (when appropriate), community-based gatherings (e.g., partnering with local community centers or churches), and family ambassador programs where trusted parent leaders engage and support new or isolated families.  Create intentional opportunities where families can share their experiences, concerns, and suggestions in a welcoming, judgment-free environment. These may include small focus groups, town hall formats, or even facilitated storytelling circles.  Provide professional development for school staff focused on cultural strengths and strategies for engaging families whose experiences with schools may be shaped by mistrust or prior exclusion.|EUSD excels at cultivating strong relationships with community partners to advance the district’s mission and vision. This year, new partnerships—including one with Superior Sports—have expanded opportunities for student enrichment. EUSD continues its collaboration with STAR Sacramento to implement a robust Expanded Learning Opportunities Program (ELOP), offering high-quality before- and after-school programming across sites. Volunteerism remains a hallmark of community engagement in EUSD. Parents and local partners regularly support classrooms, contributing to consistently high volunteer rates districtwide. In addition, alumni and parents serve as guest speakers, mentors, and STEAM Fair judges, enriching the student experience with real-world perspectives. Former EUSD students also give back by volunteering in PE classes and supporting summer learning initiatives through academic tutoring. These ongoing collaborations reflect EUSD’s commitment to building meaningful, multi-generational relationships with families, alumni, and local organizations—creating a vibrant, supportive ecosystem around every student|An area of growth for EUSD concerns supporting families to understand and exercise their legal rights and advocate for their own students and all students. Several practices EUSD plans to implement include: Launch a “Know Your Rights/Resources” Workshop Series for English Learners and Socioeconomically Disadvantaged, Foster Youth and Homeless families. These will be short and accessible sessions. Create a Family Advocacy Resource Hub - This will provide families with a go-to, digestible resource (Website) they can access anytime, reducing confusion and building empowerment. Establish monthly Family Liaisons Office Hours at sites where there are high numbers of underrepresented groups.|EUSD is committed to ensuring that families from underrepresented groups have meaningful, accessible, and varied opportunities to participate in school and district-level engagement. The district will continue offering flexible office hours and regularly administering surveys to gather input and identify needs. To support broader access, EUSD will provide both virtual and in-person formats for key events, including weekend options to accommodate working families. Recordings of virtual events will be made available when appropriate, allowing families to engage on their own time. Additionally, EUSD will continue to offer on-site child care through the Expanded Learning Opportunities Program (ELOP) and provide meals during evening events to further reduce participation barriers. These ongoing efforts reflect EUSD’s dedication to building inclusive and welcoming spaces where all families can participate fully in their child’s educational journey.|EUSD provides multiple ways by which families and other educational partners, including students, can provide input and participate in key decisions.  EUSD conducts annual surveys that solicit input concerning its LCAP goals.  Additionally, EUSD conducts informal Coffee Chats where parents and families can voice concerns, and provide input about district initiatives and programs. Focus groups are also conducted annually, via the LCAP student advisory group and the LCAP parent advisory committee.|EUSD’s areas of challenge remain the same: (1) Ensuring opportunities are accessible to our underrepresented subgroups, (2) Providing timely and specific communication, and (3) Offering various methods for stakeholders to provide input. In addition, EUSD recognizes the need to better frame and explain the programs or initiatives for which we are seeking input. By providing clearer context and background, we aim to increase the quality and relevance of the feedback we receive, ensuring that our educational partners are well-informed and able to contribute meaningfully to the decision-making process.|Based on the analysis of educational partner input and local data, EUSD is committed to improving engagement of underrepresented families by continuing to prioritize accessibility,  responsiveness, and convenience. We provide translations in our top six languages (Russian, Ukrainian, Farsi, Spanish, etc.) and offer multiple opportunities for engagement, including surveys, focus groups, coffee chats, and other events. To support our English Learner Newcomer families, we have a dedicated EL Support/Family Liaison who conducts outreach through phone calls and in-person conversations, specifically in Russian and Ukrainian. We also remove common barriers to participation by offering childcare and food during meetings when appropriate. Recognizing the needs of working families, we schedule meetings in the afternoon and, whenever feasible, provide weekend engagement opportunities. These intentional strategies help ensure that all families, especially those historically underrepresented, have meaningful opportunities to contribute to decision-making.|4|5|4|4|4|4|4|3|4|4|4|4|Met||2025-06-11|2025
31668370000000|Foresthill Union Elementary|3|The district engaged in several Round-Table discussions with staff and family to discuss needs, expectations, and desired outcomes for students in building a system of communications.  In response, the district adopted a color-code system which was shared with families, added to the CSSP, and immediately implemented.  The color coding allowed the district to get initial information out to stakeholders in a more timely manner and allowed stakeholders to get an immediate sense of safety while waiting for details in follow-up communications.  Feedback from families on this system of communication was overwhelmingly positive.  The district has also implemented weekly newletters from teachers to their students' families, weekly site newsletters, and weekly district updates.|In the coming year, the district will build on the systems communications established in 2024/25 with a focus on attendance expectations and attendance recovery; again, focusing on expectations, opportunities and outcomes.|The district is re-designing its Attendance/SARB process, adding Attendance SST protocols for a more proactive approach, while bringing in community partners to help families better understand what services are available in our community and county to support students' consistent attendance and academic progress.|The district's 2024/25 focus was largely internal, raising the capacities of leadership and teachers to access, analyze and use a broad spectrum of student data to inform decision-making, student supports, and instruction.  With that raised capacity, teachers and administrators have been able to better understand each student's needs and personalize the learning experience for students and their families.|With the foundation referenced in Item 1, above, the district has developed standards-based report cards which will, in part, engage students in owning their learning experiences and engage parents in better understanding their student's progress, strengths and challenges.|Whole Student learning will be the focus in 2025/26, which will further engage and enhance each student's agency, ownership of the learning process, and understanding of themselves and others.  This includes piloting and adopting instructional materials and processes that are meaningful to students, that celebrate their uniqueness and recognizes their similarities and affinities.|This is a particularly challenging area for the district.  In an attempt to engage students, staff, and community stakeholders the district has employed surveys, round-table discussions, board meetings, and other means of sharing and receiving input.  Thus far, the rate of response and engagement remains modest.  One bright spot is that the rate of response to the Spring Parent Survey increased from 15 families in 2024 to 90 families in 2025.|The district will continue to attempt a variety of pathways for families and community stakeholders to engage in the decision-making process.  Given the rise in spring survey responses, the district may adopt a fall survey to provide baseline information from which to compare spring survey EOY input.|Proactive outreach from the district's Community Liaison and partnership with the Student Prevention and Support team at PCOE will continue to improve engagement of underrepresented families in district decision-making processes.|3|4|3|3|3|3|3|3|3|3|3|3|Met||2025-06-12|2025
31668450000000|Loomis Union Elementary|3|Throughout the school year, staff are offered professional development focused on building relationships with students and their families. Each school has structures in place to ensure regular communication between the school and home.  Additionally, LUSD schools that receive Title I funding are required to adhere to a School-Parent Compact, which is provided to families and staff on an annual basis.    LUSD offers at least two District English Learner Advisory Committee (DELAC) meetings each year.  During DELAC meetings, information on the LCAP and other parent engagement items is discussed, and feedback is collected.  To increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provided information at parent-teacher conferences, and made personal contact with families whenever possible.  This year, we also implemented a site-specific English Learner Advisory Committee (ELAC) meeting at Loomis Grammar School to increase engagement opportunities for our multilingual families.  During the 2024-2025 school year, our Local Control and Accountability Plan (LCAP) Parent Advisory Committee (PAC) met on four occasions to review progress on the LCAP and provide suggestions.   The PAC includes representation from all school sites and representative demographic groups.  Through the LCAP PAC and other school and district parent involvement opportunities, such as Parent-Teacher Club, School Site Council, and DELAC meetings, parents often share areas where they could use support or additional resources to support their children.  The feedback provided informs LUSD's future decision-making, including the development of the Local Control and Accountability Plan (LCAP).|Educational partner feedback is collected annually through a survey.  The survey gathers participant data in three main areas: Learning Environment and Culture, Communication, and Student Achievement and Instruction.  While typically favorable, this data helps to drive actions and services targeting improvement district-wide.    As a result of feedback from educational partners, LUSD has implemented several new or improved supports for families.  LUSD began full implementation of the Parent Square App in the 2024-2025 school year.  Response from both families and staff has been very positive.   In the coming years, LUSD intends to refine and increase the use of this communication tool.  We are also transitioning our district and site webpages to an updated platform to improve ease of use and better communication for all.    All LUSD schools utilize dedicated collaboration time during which teachers and administrators discuss student data, progress, and action plans to support students.  Based on these discussions, teachers are then better prepared to have meaningful dialogue with families about their children’s progress, strengths, and areas for growth.  While these conversations occur informally throughout the year, formal structures are also in place, including Student Study Teams (SST), Individualized Education Plans (IEP), 504 meetings, Academic Conferences, and parent-teacher conferences.  To best support teams in productive conversations and relationship building professional development has been provided in several areas including, but not limited to, meaningful IEP team participation, academic conference work, additional annual notifications, updated Board Policy, and a structured district-wide system to request assistance within a multitiered system of support (MTSS).|LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher, provides individualized outreach and support for underrepresented families.  Feedback provided by families is used to facilitate convenient collaboration opportunities, such as flexible DELAC meeting options (in-person and virtual) and various times of day (during and/or after school).  Underrepresented families are also chosen as LCAP PAC members to increase engagement and feedback.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.|As mentioned previously, LUSD collects feedback from district families through multiple avenues.  LUSD utilizes the annual LCAP survey feedback, Site-based PBIS and IB culture and climate surveys, PTC president’s meetings, LCAP PAC, and other parent committees, such as DELAC and School Site Council, to provide parents with opportunities to meaningfully participate in their children’s education.  Additionally, families are given two opportunities for structured conversations with their child's teacher(s) during October and March parent-teacher conferences.  While staff are willing to meet at any time, these scheduled conferences primarily focus on reviewing student data and facilitating collaboration between home and school.  Through varied and personalized methods of communication, LUSD continues to explore avenues to increase the participation and engagement of our underrepresented families.  Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest.  Parent feedback and board recommendations drove the decision to increase LUSD’s social media presence and offer monthly superintendent update videos in the 2024-2025 school year.  LUSD plans to continue these efforts in the years to come to further enhance our ongoing efforts to improve communication and family engagement.|Educational parenter survey data was collected district-wide from students (5th-8th grades), staff, and our greater community in November 2024.  This ongoing data, as well as individual site surveys, is used to determine the best strategies for building partnerships with our community.    This year, LUSD improved communication through a streamlined system that allows for text messaging platforms.  LUSD will continue to utilize grants that enable the district to partner with the Placer County Office of Education and the Children and Youth Behavioral Health Initiative (CYBHI) to provide additional mental health and social-emotional support to students.  Lastly, we will continue to offer collaborative mental health support matching through our partnership with Care Solace, increasing community access to mental health care.  This has continued to be an area that families have reported difficulty navigating outside of the school setting.|LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher, provides individualized outreach and support for underrepresented families.  Feedback provided by families is used to facilitate convenient collaboration opportunities, such as flexible DELAC meeting options (in-person and virtual) and various times of day (during and/or after school).  Underrepresented families are also chosen as LCAP PAC members to increase engagement and feedback.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.|LUSD currently offers a variety of opportunities for input from educational partners.  For example, DELAC meetings, School Site Council meetings, PBIS Team meetings, PTC meetings, PTC President meetings, the LCAP PAC, and community partnership meetings are all ways to provide input, particularly regarding LCAP goals and action items.  These opportunities exist at each school site and district-wide through various in-person and virtual options.|During the 2024-2025 school year, the ELAC, DELAC, and LCAP Parent Advisory Committees (PAC) met to provide input to LUSD staff during scheduled, agenda-preposted meetings.  Feedback from these parent advisory committees helped inform future decision-making, as outlined in LUSD's LCAP.  Additionally, input from educational partners is collected through district- and site-based surveys.  LUSD plans to continue building and refining these collaboration avenues in the upcoming years.|LUSD's best strategy for increasing participation from underrepresented families has traditionally been individual outreach.   LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher, provides this individualized outreach and support for underrepresented families.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.|5|5|5|5|4|4|4|4|3|3|3|4|Met||2025-06-12|2025
31668450117150|Loomis Basin Charter|3|Throughout the school year, staff are offered professional development focused on building relationships with students and their families. Each school has structures in place to ensure regular communication between the school and home.    Loomis Basin Charter School (LBCS) holds monthly School Site Alliance (SSA) meetings that include representatives from all educational partner groups—administration, the International Baccalaureate (IB) Coordinator, teachers, and parents. These meetings provide a structured and ongoing opportunity for families and staff to engage in meaningful dialogue and provide input on school policies, procedures, and curriculum. Participation is encouraged, and meetings are open to the entire LBCS community, ensuring transparency and inclusivity in decision-making processes including providing valuable feedback for the Local Control and Accountability Plan (LCAP). In addition, the school’s active Parent-Teacher Club (PTC) plays a vital role in supporting the school through volunteerism, fundraising, and community-building efforts, further strengthening parent involvement and partnership in school improvement.In addition, the active Parent-Teacher Club provides ongoing support and involvement in the betterment of the school community.   LBCS in conjunction with LUSD offers at least two District English Learner Advisory Committee (DELAC) meetings each year.  During DELAC meetings, information on the LCAP and other parent engagement items is discussed, and feedback is collected.  To increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provided information at parent-teacher conferences, and made personal contact with families whenever possible.  This year, we also implemented a site-specific English Learner Advisory Committee (ELAC) meeting at Loomis Grammar School to increase engagement opportunities for our multilingual families.|Educational partner feedback is collected annually through two comprehensive surveys. These surveys gather stakeholder input across several key areas: school climate and culture, communication, student achievement and instruction, awareness of the International Baccalaureate program, and interest in Parent-Teacher Club (PTC )family involvement activities and events. The feedback received is consistently thoughtful and constructive, providing valuable insights that inform school-wide decisions and drive continuous improvement efforts. In response to stakeholder input, LBCS, in partnership with the Loomis Union School District (LUSD), has implemented several new and enhanced supports for families. One significant improvement has been the full implementation of the ParentSquare communication platform in the 2024–2025 school year. Feedback from both families and staff has been overwhelmingly positive, highlighting increased clarity and consistency in school-home communication. Moving forward, LBCS and LUSD plan to expand the use of ParentSquare to further strengthen communication. Additionally, the school is in the process of transitioning its website to a more user-friendly platform, with the goal of improving accessibility and communication for all educational partners. LBCS also prioritizes regular collaboration among educators. Dedicated collaboration time allows teachers and administrators to review student data, monitor progress, plan International Baccalaureate (IB) Units of Inquiry, and develop targeted action plans to support student growth. These discussions better equip teachers to engage in meaningful, data-informed conversations with families about individual student strengths, progress, and areas for development. While informal communication with families occurs throughout the year, LBCS also maintains formal structures to ensure ongoing dialogue and support, including Student Study Teams (SSTs), Individualized Education Program (IEP) meetings, 504 Plan meetings, Academic Conferences, and parent-teacher conferences. To further support effective communication and collaborative decision-making, professional development has been provided in key areas. These include meaningful participation in IEP meetings, facilitation of academic conferences, dissemination of annual notifications, updates to board policy, and implementation of a structured, district-wide system for requesting assistance within a Multi-Tiered System of Support (MTSS). These efforts ensure that educators are well-equipped to engage with families and collaborate around student success.|LBCS, in collaboration with the Loomis Union School District’s Foster and Homeless Youth Liaison (Assistant Superintendent of Educational Services) and the site-based English Learner teacher, provides individualized outreach and support to underrepresented families. Feedback from these families informs efforts to create accessible and inclusive opportunities for engagement, including offering flexible DELAC meeting formats—both in-person and virtual—as well as scheduling meetings at various times of day to accommodate different needs. Additionally, the site director conducts personal outreach to underrepresented families, extending direct invitations to participate in school site committees. These intentional efforts are designed to increase the active participation and representation of underrepresented groups in school decision-making processes.|As previously noted, LBCS gathers feedback from district families through multiple avenues to support meaningful parent engagement. These include the annual LCAP survey, site-based International Baccalaureate (IB) culture and climate surveys, Parent-Teacher Club (PTC) president meetings, School Site Alliance (SSA) LCAP feedback meetings, and additional parent committees such as DELAC. These forums provide families with regular opportunities to contribute to school improvement and actively participate in their children’s education. To further support this partnership, families are offered two formal opportunities each year to engage in structured, data-informed conversations with their child’s teacher(s) through parent-teacher conferences held in October and March. Additionally, At-Risk Conferences are scheduled in September for students demonstrating early academic challenges. While staff remain open and available to meet with families at any time, these scheduled conferences are designed to facilitate collaborative discussions focused on student progress, strengths, and areas for growth. LBCS, in partnership with LUSD, continues to explore varied and personalized methods of communication to increase participation and engagement among underrepresented families. Ongoing parent feedback plays a critical role in shaping both the content and delivery of information, ensuring it aligns with families’ areas of interest and need. In response to parent input and board recommendations, LBCS and LUSD have expanded their social media presence and introduced monthly superintendent update videos beginning in the 2024–2025 school year. These efforts reflect a commitment to strengthening transparent, accessible, and responsive communication. LBCS and LUSD plan to sustain and enhance these strategies in the coming years as part of their ongoing focus on improving family engagement and community connection.|District-wide educational partner survey data was collected in November 2024 from students in grades 5–8, staff, and members of the broader community. This ongoing feedback, along with site-specific survey data, informs strategic planning and helps identify effective approaches for strengthening school-community partnerships. In the 2024–2025 school year, LBCS, in collaboration with LUSD, enhanced communication efforts through the implementation of a streamlined system that supports text messaging, improving timely and accessible outreach to families. Additionally, LBCS and LUSD continue to leverage grant funding to support partnerships with the Placer County Office of Education and the Children and Youth Behavioral Health Initiative (CYBHI) to expand mental health and social-emotional support services for students. To further increase access to mental health care, the district maintains a partnership with Care Solace, offering coordinated support and provider matching for families seeking services. This resource has been especially valuable in addressing a commonly reported challenge: navigating mental health systems outside the school setting. LBCS remains committed to supporting the well-being of all students through these continued collaborative efforts.|LBCS, in collaboration with the Loomis Union School District’s Foster and Homeless Youth Liaison (Assistant Superintendent of Educational Services) and the site-based English Learner teacher, provides individualized outreach and support to underrepresented families. Feedback from these families informs efforts to create accessible and inclusive opportunities for engagement, including offering flexible DELAC meeting formats—both in-person and virtual—as well as scheduling meetings at various times of day to accommodate different needs. Additionally, the site director conducts personal outreach to underrepresented families, extending direct invitations to participate in school site committees. These intentional efforts are designed to increase the active participation and representation of underrepresented groups in school decision-making processes.|LBCS in conjunction with LUSD currently offers a variety of opportunities for input from educational partners.  For example, DELAC meetings, School Site Alliance meetings,LBC Behavior Team meetings, PTC meetings, PTC President meetings are all ways to provide input, particularly regarding LCAP goals and action items.|During the 2024-2025 school year, the ELAC, DELAC, and SSA-LCAP meetings met to provide input to LBCS staff during scheduled, agenda-preposted meetings.  Feedback from these parent advisory committees helped inform future decision-making, as outlined in LBCS’s LCAP.  Additionally, input from educational partners is collected through district- and site-based surveys.  LBCS plans to continue building and refining these collaboration avenues in the upcoming years.|LBCS, in collaboration with the Loomis Union School District’s Foster and Homeless Youth Liaison (Assistant Superintendent of Educational Services) and the site-based English Learner teacher, provides individualized outreach and support to underrepresented families. Feedback from these families informs efforts to create accessible and inclusive opportunities for engagement, including offering flexible DELAC meeting formats—both in-person and virtual—as well as scheduling meetings at various times of day to accommodate different needs. Additionally, the site director conducts personal outreach to underrepresented families, extending direct invitations to participate in school site committees. These intentional efforts are designed to increase the active participation and representation of underrepresented groups in school decision-making processes.|4|5|4|4|5|4|4|4|5|4|4|4|Met||2025-06-12|2025
31668520000000|Newcastle Elementary|3|Newcastle Elementary has experienced positive growth in the area of school and home relationships. Teachers have always been the heart of the school and their relationships and communication with families is the cornerstone of making families feel connected to the school. Based on parent survey responses, this is a strength area for Newcastle. PTC has also provided a complete year of events and activities that reinforce the home/school connection, including family dances, community nights, and schoolwide fundraisers. A new superintendent has also increased communication and visibility with families, leading to more parent ownership of the school.|During Site Council meetings and during LCAP development, a list of relationship building activities and events was collected. These ideas focused on connecting home and school in meaningful and joyful ways. They ranged from family picnic days throughout the year, to informational nights or videos on hot topics for parents, to a career day at school for the older students, etc. A goal was written in LCAP to implement at least one of these ideas each year. That will be the focus for continuing to grow relationships between the school and families for the next three years, or for as long as it is working.|Newcastle has a small population of underrepresented families, so ensuring their voices are head is an important part of culture and climate development and is a focus for improvement. First, the district will work to ensure families of unduplicated pupils sit on all committees and decision making teams and are represented in these discussions. This will extend beyond the minimum mandates for parent involvement. Second, the Director of Student Services will begin to host listening groups from families of unduplicated pupils throughout the year to collect feedback that is specific to these families, and hopefully ensuring these opinions and voices can stand alone outside the collective feedback of all families.|In the annual parent survey, 97% of families who responded had attended a parent-teacher conference during the school year. This participation rate is a strength for Newcastle and has increased from prior rates closer to 70-75% attendance rates, showing progress in the number of families coming to the school to learn about their student's academic progress.|One focus area for this year has been to increase communication from the classroom, the school, and the district around data and student results during diagnostics and assessments throughout the year and not just at conference time. This would include celebrations for students making significant growth, iReady diagnostic results, and internal assessment data. The second focus area is around intervention. The school will work to identify barriers to students attending after school intervention sessions and then work to remove those barriers in an attempt to work directly with families and increase the number of students participating in intervention.|Underrepresented families have been strong participants and strong partners with the school while working together to improve student outcomes. These identified students will have data reviewed separately by the school and district. One way of meeting that goal is to utilize the features of iReady that allow for student data input, which then will run more specific results and allow for analysis of unduplicated pupils specifically. This will take time to input student demographics at the beginning of the school year to add this data to iReady accounts, but will show its effectiveness after the first diagnostic.|Parent participation has increased in all events and activities at Newcastle within the two years, including parents and family members serving on committees and participating in data collection events. This growth in involvement can be seen across the board from an increase in PTC membership and officers, to board meeting participation in the hybrid format, to growth of Site Council membership. This growth has been organic and parent feedback on the annual survey indicated 12% of families who responded have participated in a school meeting or committee which focused on gathering input and feedback. This has increased from previous participation rates below 10%.|One of Newcastle's greatest obstacles is that it is a small school, comprising mostly of 2 classrooms at each grade level in grades TK-8. This can impact the number of families who have the ability or desire to participate in information seeking activities and committees. One area for improvement to bring more families in to partner with the school is to increase communication of opportunities. This would include sending the message out multiple times to families when committees are formed, surveys are open, and meetings are taking place. This may also include a personalized phone call to families who may want to be involved but are hesitant or uncertain to encourage participation.|Underrepresented families tend to not be as involved in decision making, meetings, or committees as the rest of the school population. To encourage more participation, a separate distribution list will be created to email families of unduplicated pupils directly with information of upcoming events and opportunities to become involved. Data will be tracked throughout the year to see if the strategy is effective in reaching families who may otherwise not access the Parent Week Ahead or may not have feelings of belonging in these events and activities.|5|5|4|5|3|3|5|5|5|4|4|4|Met||2025-06-11|2025
31668520109827|Newcastle Charter|3|Newcastle Elementary has experienced positive growth in the area of school and home relationships. Teachers have always been the heart of the school and their relationships and communication with families is the cornerstone of making families feel connected to the school. Based on parent survey responses, this is a strength area for Newcastle. PTC has also provided a complete year of events and activities that reinforce the home/school connection, including family dances, community nights, and schoolwide fundraisers. A new superintendent has also increased communication and visibility with families, leading to more parent ownership of the school.|During Site Council meetings and during LCAP development, a list of relationship building activities and events was collected. These ideas focused on connecting home and school in meaningful and joyful ways. They ranged from family picnic days throughout the year, to informational nights or videos on hot topics for parents, to a career day at school for the older students, etc. A goal was written in LCAP to implement at least one of these ideas each year. That will be the focus for continuing to grow relationships between the school and families for the next three years, or for as long as it is working.|Newcastle has a small population of underrepresented families, so ensuring their voices are head is an important part of culture and climate development and is a focus for improvement. First, the district will work to ensure families of unduplicated pupils sit on all committees and decision making teams and are represented in these discussions. This will extend beyond the minimum mandates for parent involvement. Second, the Director of Student Services will begin to host listening groups from families of unduplicated pupils throughout the year to collect feedback that is specific to these families, and hopefully ensuring these opinions and voices can stand alone outside the collective feedback of all families.|In the annual parent survey, 97% of families who responded had attended a parent-teacher conference during the school year. This participation rate is a strength for Newcastle and has increased from prior rates closer to 70-75% attendance rates, showing progress in the number of families coming to the school to learn about their student's academic progress.|One focus area for this year has been to increase communication from the classroom, the school, and the district around data and student results during diagnostics and assessments throughout the year and not just at conference time. This would include celebrations for students making significant growth, iReady diagnostic results, and internal assessment data. The second focus area is around intervention. The school will work to identify barriers to students attending after school intervention sessions and then work to remove those barriers in an attempt to work directly with families and increase the number of students participating in intervention.|Underrepresented families have been strong participants and strong partners with the school while working together to improve student outcomes. These identified students will have data reviewed separately by the school and district. One way of meeting that goal is to utilize the features of iReady that allow for student data input, which then will run more specific results and allow for analysis of unduplicated pupils specifically. This will take time to input student demographics at the beginning of the school year to add this data to iReady accounts, but will show its effectiveness after the first diagnostic.|Parent participation has increased in all events and activities at Newcastle within the two years, including parents and family members serving on committees and participating in data collection events. This growth in involvement can be seen across the board from an increase in PTC membership and officers, to board meeting participation in the hybrid format, to growth of Site Council membership. This growth has been organic and parent feedback on the annual survey indicated 12% of families who responded have participated in a school meeting or committee which focused on gathering input and feedback. This has increased from previous participation rates below 10%.|One of Newcastle's greatest obstacles is that it is a small school, comprising mostly of 2 classrooms at each grade level in grades TK-8. This can impact the number of families who have the ability or desire to participate in information seeking activities and committees. One area for improvement to bring more families in to partner with the school is to increase communication of opportunities. This would include sending the message out multiple times to families when committees are formed, surveys are open, and meetings are taking place. This may also include a personalized phone call to families who may want to be involved but are hesitant or uncertain to encourage participation.|Underrepresented families tend to not be as involved in decision making, meetings, or committees as the rest of the school population. To encourage more participation, a separate distribution list will be created to email families of unduplicated pupils directly with information of upcoming events and opportunities to become involved. Data will be tracked throughout the year to see if the strategy is effective in reaching families who may otherwise not access the Parent Week Ahead or may not have feelings of belonging in these events and activities.|5|5|4|5|3|3|5|5|5|4|4|4|Met||2025-06-11|2025
31668520120105|Creekside Charter|3|Building Relationships Between School Staff and Families is a central focus and foundational pillar of Creekside Charter School. We believe that meaningful relationships are essential for student success and community wellbeing. According to our most recent annual survey, once again, over 90% of families report that their child feels emotionally safe at school. We view this as a strong indicator of the trust-based relationships we've built between students, staff, and families. Emotional safety does not happen by accident—it stems from a school culture where every child is known, valued, and supported. One of Creekside’s strengths is the remarkable level of access families have to our teaching staff. Parents are welcome to connect with their child’s teacher daily if they choose, creating an open and ongoing channel of communication that strengthens trust and collaboration. Looking ahead, we are excited to deepen these partnerships further by continuing our quarterly whole-class parent meetings, which were embedded this year (though with mixed reviews about timing). These gatherings complemented our traditional parent-teacher conferences and offered additional opportunities for families to engage with one another, stay informed about classroom happenings, and participate more actively in their child’s learning journey. These added touchpoints were designed to build stronger bridges between home and school, fostering a cohesive, supportive environment for all students.|LCAP goal 3 focuses on further community development.  Please see our LCAP @ www.creeksidetahoe.org/governance|At Creekside, our foundational pillar is building and sustaining strong relationships. We prioritize ensuring that every teacher, student, and parent feels seen, heard, and valued. Our deepest commitment lies in cultivating a school culture rooted in trust, connection, and mutual respect. We’ve identified that our underrepresented families are often those in households with two working parents, who may have limited availability during traditional drop-off and pick-up times. As such, it’s essential that we create multiple, flexible opportunities for deeper engagement—beyond these daily transitions. This could include virtual forums, evening events, one-on-one outreach, or parent community circles that accommodate varying schedules and offer space for authentic connection. While we currently use end-of-year surveys to assess family engagement and gather feedback, implementing a beginning-of-the-year intake form would provide critical insight early on. This would allow us to proactively tailor communication and support strategies that meet families where they are—enhancing inclusivity and access from the start of the school year. Ultimately, our success as a learning community depends on the strength of our relationships. This is an area where we consistently perform at the highest level—earning a solid “5” in both internal reflection and community feedback. Yet, we recognize that ongoing reflection and innovation are necessary to deepen our outreach and ensure that all families, especially those with logistical barriers, feel connected and empowered to participate fully in our school community.|"At Creekside Charter School, our ongoing focus is on cultivating strong relationships and meaningful partnerships between families, teachers, and staff. These partnerships are foundational to student success. We intentionally design structures that encourage open, accessible, and ongoing communication—not only between families and the school but also among families themselves. This helps foster a sense of shared purpose and community. To support this goal, we regularly offer professional development workshops for teachers that focus on the fundamentals of building effective partnerships with families. These sessions emphasize strategies for authentic engagement, cultural responsiveness, and how to walk alongside families in their educational journey. Our model of ""small batch"" education, which prioritizes individualized attention, deep relationships, and a personalized learning environment, places these partnerships at the core of our work. We believe that when families feel seen, heard, and involved, students are better supported both emotionally and academically. Looking ahead, we recognize the need to improve communication around curriculum and instructional approaches so that families feel more informed and empowered. This area of growth is reflected in our updated Local Control and Accountability Plan (LCAP), which includes specific strategies to increase curriculum transparency and engagement opportunities for families."|At Creekside, we continue to deepen our commitment to fostering strong relationships as the foundation for academic and social-emotional growth. One of our primary strategies this year has been the continued offering of school-based counseling services, which not only support student well-being but also strengthen connections between families, students, and staff. Families consistently choose Creekside because of our intentional focus on community and the value we place on relationships. This remains one of our core strengths, and we strive to expand and evolve our practices to maintain this standard.  This year, we implemented or enhanced several key initiatives aimed at enhancing family-school partnerships: Student Showcases: Held three times during the school year, these showcase events provided structured opportunities for students, teachers, and parents to engage together around student work, learning goals, and growth. These moments encouraged meaningful dialogue and strengthened the student-parent-teacher triad. Expanded Intervention Support: We increased the capacity of our intervention team to provide targeted academic and behavioral support. Interventionists now maintain regular communication with families, ensuring that parents are aware of their child’s progress, specific needs, and the steps being taken to support their success. Tier 2 Team Collaboration: Our Tier 2 Team meets weekly to review student progress and determine appropriate Tier 2 and Tier 3 supports. These meetings often result in actionable plans that include family involvement and ensure students receive timely, individualized interventions.  While our relationship-centered approach remains a strong foundation, we recognize the importance of continuous improvement. In the coming year, we will continue to focus on further streamlining communication with families around interventions and curriculum, ensuring clarity and consistency in how we engage families as partners in student outcomes.|Based on our self-reflection and annual survey data, Creekside does not currently identify this as an area of need. In fact, our underrepresented families reported higher levels of satisfaction and engagement compared to the general population. Over 90% of respondents from these groups agreed or strongly agreed that they feel connected to the school and supported in their child’s educational journey. This strong endorsement reflects the effectiveness of our relationship-based approach and reinforces our commitment to inclusive, equitable partnerships.|"Creekside actively seeks and values input from all stakeholder groups as part of our decision-making process, particularly in the development and refinement of our LCAP. We hold dedicated LCAP parent meetings, distribute comprehensive surveys, and meet regularly with student and teacher leadership groups to ensure a wide range of perspectives are represented. We rank parent input in decision-making as ""extremely high,"" reflecting our belief that meaningful family engagement is essential to school success. In addition to parent involvement, teacher and student leadership teams play a significant role in shaping initiatives and offering on-the-ground insights. Regular staff meetings provide a forum for raising topics of interest and need, allowing our entire school community to collaboratively identify areas for growth. Our LCAP working teams—focused on Academics, Behavior, and Community—drive much of this work forward. These teams are dedicated to aligning school goals with stakeholder feedback and ensuring a cycle of ongoing reflection and continuous improvement."|This year, Creekside enhanced stakeholder engagement by expanding opportunities for meaningful input through our LCAP surveys. The survey includes more open-ended response items, allowing families to share their thoughts in their own words and helping us gain deeper insight into community needs and priorities. In addition to broadening survey input, parents and with the support of administration, launched two new parent groups—the Digital Task Force and Parents Supporting Parents—which now work collaboratively with school administration and teachers. These groups, alongside our active PTO, strengthen the feedback loop between families and the school and have created additional forums for collaboration, advocacy, and support. These efforts reflect our ongoing commitment to listening, learning, and growing together as a school community.|At Creekside, this is not currently identified as an area of need. Our local data and annual surveys indicate that underrepresented families are equally engaged in the decision-making process, with responses ranking as high—or in some cases higher—than those of the general population. These families consistently report feeling heard, valued, and included in school decisions. While no major gaps were identified, we remain committed to maintaining and strengthening this level of engagement by continuing practices such as inclusive LCAP meetings, continued surveys and targeted outreach through parent groups. These efforts ensure that all voices, especially those from underrepresented groups, continue to inform and shape our programs and priorities.|5|5|5|5|4|4|4|5|4|4|4|4|Met||2025-06-16|2025
31668520121608|Harvest Ridge Cooperative Charter|3|Harvest Ridge maintains strong school/family relationships in both the on-campus and home study programs. Parents are encouraged to be part of their students day to day learning, and we often see parents involved in on campus activities.|Based on feedback from local school surveys, the school has seen an increased percentage of families who feel as though the school/teachers communicate effectively.|Harvest Ridge administration and staff keep an open flow of communication with parents regarding their student's progress and with supporting student outcomes. Regular use of Google Classroom gives a forum for parents to monitor daily classroom assignments and assessments and provides students with a platform to organize classroom expectations and communicate with their teacher regarding their current progress. The school also uses Parent Square as the main platform for communicating with families. This allows for language translation for families that have different native languages the option to have posts translated. Parent Square also offers numerous ways for families to access information as well as numerous ways to receive information. The staff works closely through the Student Intervention Team committee and with the Special Education team to support families with their legal rights and advocate for their own students. The school has also placed an emphasis on onboarding new families with the expectations for the school and how all families can be engaged in their students' academic progress.|Harvest Ridge Cooperative Charter School puts a great emphasis on building relationships with families and students. As a small school, staff has the ability to connect with families on a personal level. In addition to Fall and Spring conferences, parents and teachers are able to meet as students are identified through the Intervention Process. Teachers send out weekly newsletters, and staff uses email, Google Classroom, and Parent Square, to communicate with students and parents on a daily basis. Parents are encouraged to volunteer in classrooms and be part of committees, where collaboration is fostered and community is built.|Based on previous years, the school has seen a decrease in parents opting out of the Smarter Balanced Assessments, which is an encouraging sign based on the work that has been done. The school has an opportunity to increase the amount of after school programs it has available. Currently, most programs are ran by one parent volunteer, which is not a sustainable model. The school has the opportunity to look into stipends for positions in order to create more interest for parent volunteers for afterschool programs/clubs.|HRCCS continues to be a safe place for all students, including underrepresented families. Parents report that their students are excited about coming to school, especially students that have transferred from other programs. Our Home Study campus has allowed us to offer more enrichment sessions at different times during the week, which allows for more students to attend. This also allows the ability to build separate enrichment programs with our on campus program due to the freed up space. Our teachers do a fantastic job with consistent communication with families, as well as providing safe spaces for students to participate in their education. The school also provides free lunch and breakfast for all students, so that every child has the opportunity to have a meal while on campus.|During the 2024–25 school year, the school continued to build on its commitment to creating more opportunities for families to express their opinions and gain a deeper understanding of the program. Key events included a Board Meetings 101 meeting, in addition to regularly scheduled PTO meetings and Board meetings. Parents were invited to participate in the Needs Assessment Survey in the Fall and Spring, and LCAP community survey. The school also hosted a new family orientation meeting, providing incoming families with an overview of how the program functions and how they can actively engage with parent groups such as the Board, PTO, and other opportunities to contribute feedback and get involved. The Board of Directors also committed to more representation from the Home Study Program by expanding the amount of seats on the board from 5 to 7, while selecting board members with specific experience in the Home Study program.|Harvest Ridge Cooperative Charter has made great efforts to seek input from multiple stakeholder groups, especially parents. Parent involvement in school programs is important to the fluid operation of the school, but participating in the local governing board and advisory committees is key for providing critical feedback to the school and programs. Parents are welcomed and encouraged to be members of as well as attend board meetings, PTO meetings, Town Hall meetings, and to also be a part of advisory committees for the school. Throughout the school year, parents were provided weekly updates on school events, educational programs, parent meetings, student activities, school policies and procedures, and important announcements. Parents serve in different capacities including volunteering in the classroom, Board of Directors, Safety Committee, and Parent Teacher Organization.|"One focus for the school moving forward is the families that are not able to participate regularly due to conflicting work schedules. While the school is strong in providing information to all families, some families feel like since they cannot be present, they don't have a say in decision making. Strides have been made such as having a designated classroom parent who is able to be an additional point of contact for families, and reach out to receive input on different ideas in order to create more involvement. This has resulted in many ""remote"" volunteer opportunities for parents to get involved in assisting teachers and/or helping with school fundraising efforts."|5|5|5|5|5|5|5|5|5|4|5|5|Met||2025-06-23|2025
31668520127928|Rocklin Academy Gateway|3|We prioritize building strong relationships between school staff and families. This begins with a welcoming environment and intentional onboarding practices before students arrive. For the 2024–25 school year, onboarding for both new and returning families was designed to foster early connections. Every family received a welcome card from their child’s teacher, and classrooms created space for families to share hopes and dreams or contribute artifacts representing their traditions or heritage. Staff greet students and families daily at drop-off and continue building relationships through informal conversations, phone calls, emails, and scheduled meetings. Weekly newsletters from classrooms and the school, along with communication via ParentSquare, ensure consistent, accessible updates. In grades 7 and 8, teachers also use Google Classroom to post assignments and PowerSchool to share grades, giving families visibility into their child’s academic progress and supporting ongoing communication about learning. Family engagement throughout the year included Back to School Night, parent-teacher conferences, and Local Control and Accountability Plan (LCAP) workshops. Staff also participated in professional learning focused on two-way communication, and time was built into the workday for family outreach. We continue our partnership with the California Collaborative for Educational Excellence’s Community Engagement Initiative (CEI). In 2024–25, the site team—composed of administrators, staff, parent leaders, a student representative, and County Office of Education staff—shared its learning with other organizations to support their launch of family engagement work. This facilitation experience deepened the team’s commitment and helped strengthen local systems for meaningful partnership. To evaluate our school environment through a family-centered lens, we again implemented a Family and Community Engagement (FACE) Walk Protocol. Findings from the walk highlighted strengths: welcoming, inclusive environments, improved signage, and campus beautification and safety. Areas for improvement included making the front office feel more warm and welcoming and continuing to improve signage directing visitors. We are committed to inclusive decision-making. Families participate in the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), LCAP workshops, and English Learner Committee (ELC). Hybrid options remain in place for many of these meetings, expanding access and engagement. In the most recent Intent to Return survey, 100% of families participated. Of those: 94.0% indicated they would recommend Rocklin Academy Gateway to family or friends, 94.81% expressed satisfaction with their experience, and 99% indicated they intend to return for the 2025–26 school year. We are proud of the ongoing collaboration between staff and families and remain committed to nurturing these partnerships to support student success.|Based on educational partner input, reflection from the Community Engagement Initiative (CEI) team, and findings from the Family and Community Engagement (FACE) Walk, Rocklin Academy Gateway has refined its focus areas for improving relationships between school staff and families in 2025–26.  In 2024–25, the school focused on expanding volunteering opportunities, identifying community resources, and beginning to define what “effective communication” means across the school community. These priorities were foundational to Gateway’s ongoing participation in the CEI and led to more intentional family outreach efforts and deeper reflection on communication practices.  For 2025–26, Gateway will focus on: Improving communication consistency across grade levels, especially for families with students in multiple classrooms. Improving staff confidence and consistency in using ParentSquare, including training and support to ensure all staff use the platform effectively and families know what to expect.  These focus areas build on lessons learned through Gateway’s CEI and FACE walk experiences and reflect a continued commitment to fostering inclusive, responsive relationships with families.|Building relationships between school staff and families continues to be a top priority at Rocklin Academy Gateway. In 2024–25, the school focused on expanding opportunities for authentic two-way communication, especially for underrepresented families, including English learners, students with disabilities, and those from socioeconomically disadvantaged backgrounds.  The family onboarding process was redesigned to include small-group meetings and multiple opportunities for new families to connect with school leaders and one another. Back to School events were also restructured to allow for more intentional teacher-family interactions at the start of the year.  Gateway continued using Language Line Solutions to support multilingual communication during meetings and introduced ParentSquare for schoolwide announcements, which includes built-in translation tools. The Expanded Learning Opportunities Program (ELO-P), including after-school care and Summer Academy, provided increased campus access and enrichment for multilingual learners and families experiencing economic hardship.  In 2025–26, Gateway will build on this foundation by: Training teachers to use ParentSquare consistently, ensuring classroom-level communication is translated into families’ home languages and aligned with schoolwide messaging. Increasing informal and flexible opportunities for connection, especially for families who may face barriers to traditional engagement formats. Creating intentional moments for underrepresented families to contribute their experiences, such as sharing cultural traditions or personal stories that align with classroom learning.   These actions reflect Gateway’s continued effort to make all families feel seen, heard, and valued as active partners in the school community.|At Rocklin Academy Gateway, we believe student success is strengthened by intentional, two-way partnerships between staff and families. Based on educational partner input and site-level reflection, the school has continued to refine its practices to better engage families in support of student outcomes.  In 2024–25, teachers participated in professional learning sessions focused on family engagement strategies, including the benefits of meaningful two-way communication and practices that ensure families are represented and valued in classroom spaces. As a result, parent-teacher conferences were restructured to create more time for dialogue and relationship building. According to parent feedback, ___% of families indicated their relationship with their child’s teacher was strengthened by this experience.  Teachers were also given dedicated time during the school day to connect with families, writing notes home, making positive phone calls, or following up after conferences, to reinforce consistent and proactive communication.  Ongoing engagement structures included weekly classroom and schoolwide newsletters, Coffee Chats with the Principal, Family Nights, and topical sessions designed to help families support learning at home and provide feedback to school leadership. Input gathered at these events was used to guide decisions around instructional priorities and family supports.  The school also facilitated individualized planning through SST, IEP, and LTEL meetings, where staff and families collaborated to review data and set meaningful goals. For 7th and 8th grade students, weekly grade checks and goal-setting protocols were implemented, requiring parent signatures to prompt regular family conversations about academic progress.  Families also continued to access real-time updates through the parent portal, including grades, assessment data, and attendance.  These structures reflect Rocklin Academy Gateway’s ongoing commitment to developing strong, responsive partnerships that directly support student learning and long-term success.|Based on the analysis of educational partner input and local data, Rocklin Academy Gateway has identified key focus areas for improving how we partner with families to support student outcomes during the 2025–26 school year.  In 2024–25, the school took steps to remove barriers to participation by offering on-site LiveScan fingerprinting during orientation, expanding family events, and strengthening the use of ParentSquare to make communication more consistent and accessible. Teachers also participated in professional learning around family engagement and two-way communication.  In 2025–26, the school will continue to build on this foundation by focusing on:  Increasing the academic focus of family events by making connections to what students are learning in class, and giving families practical tools to support their child’s progress at home. Improving how we communicate about student progress, especially through more intentional sharing of formative assessment data in ways that help families understand and act on it. Creating more structured opportunities for academic volunteering, including classroom-based help, content-aligned enrichment, and field trips that allow families to share their expertise and support learning goals. Ensuring consistent and effective use of ParentSquare across all classrooms, so that families know what to expect and how to stay informed throughout the school year.  These focus areas reflect Gateway’s continued commitment to meaningful partnerships that help every student thrive, aligned with the RAFOS mission to strengthen learning through community and family collaboration.|Based on the analysis of educational partner input and local data, Rocklin Academy Gateway is committed to improving engagement with underrepresented families to build stronger partnerships for student outcomes.  In 2025–26, the school will focus on the following actions:  Using ParentSquare to support language accessibility, as its automatic, two-way translation feature allows families to receive communication in their preferred language, alongside continued use of Language Line for meetings, to help ensure all families stay informed and connected to their child’s learning. Strengthening outreach to foster youth and low-income families, through more intentional communication and support to identify unmet needs and connect families to available resources. Maintaining staff roles focused on addressing chronic absenteeism, offering proactive, relationship-based support to families navigating barriers to regular school attendance.  These efforts reflect Gateway’s commitment to ensuring that all families, especially those historically underrepresented, feel supported, connected, and empowered to contribute to student success.|Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making at Rocklin Academy Gateway include the following:  Participation in the Community Engagement Initiative, which brings together administrators, staff, parent leaders, a student leader, and County Office of Education staff to focus on improving two-way communication and inclusive engagement practices. Implementation of Parsec Real to gather anonymous street-level data directly from students, which informed planning for future course offerings through the Student Impact Committee. Opportunities to provide input through surveys. Informal and formal conversations with teachers and school staff to share insights and concerns. Opportunities to attend and participate in meetings such as Board of Directors meetings, Parent School Partnership (PSP) meetings, Coffee Chats with the Principal, and English Learner (EL) meetings. Participation in LCAP engagement meetings with a variety of educational partners. PSP Collective, which brings PSP representatives together across RAFOS to elevate parent voice in systemwide decision-making.  These multiple layers of engagement create channels for families and students to influence schoolwide practices and direction, and the school remains committed to expanding equitable input opportunities.|Families are incredibly eager and willing to participate in the decision-making process, and as an organization, we know that their input is crucial to the success of our students and schools. Based on the analysis of educational partner input and local data, Rocklin Academy Gateway has identified the following focus areas for improvement in 2025–26:  Increase the number of face-to-face interactions between families and school leaders by offering more opportunities to engage in-person around meaningful topics. These settings also support deeper listening, transparency, and trust. Make input opportunities more visible and accessible, ensuring families know when and how to participate in school or LEA-level conversations, and that input is clearly connected to outcomes. Expand student input opportunities through the continued development of the Student Impact Committee, building on its early work to inform new course offerings and encouraging participation from students who represent diverse backgrounds and lived experiences.|Rocklin Academy Gateway continues to explore ways to strengthen engagement with underrepresented families and ensure their voices are reflected in school-based decisions. In 2025–26, the school will focus on the following efforts:  Increase outreach to underrepresented families for involvement in advisory groups and school-based decision-making, including efforts through the Parent School Partnership (PSP) and other site-based input opportunities. Continue to utilize ParentSquare’s built-in translation features and supplement with Language Line for live interpretation needs, ensuring multilingual families have timely, understandable communication and that language is not a barrier to engagement. Offer input opportunities at varied times (morning, afternoon, and evening) to accommodate different family schedules and increase accessibility. Ensure that students from underrepresented families are actively included in the Student Impact Committee to help shape student-centered decisions and provide input on programs and initiatives.|5|5|5|5|5|5|5|5|4|5|4|4|Met||2025-06-23|2025
31668860000000|Placer Hills Union Elementary|3|PHUSD utilizes a district wide communication platform that has a high usage and response rate. Staff and families can instantly message each other and communicate about students' progress towards goals and events, and at the same time administration can communicate site and district wide. All sites put on community events to celebrate students, and the community. Additionally, parent/guardian information events were held on a variety of topics.|Based on information received through School Site Council Surveys and LEA LCAP surveys, enrichment opportunities for students were identified as a key area for improvement. PHUSD plans to address this priority through targeted actions within the LCAP and site-based direction. Proposed ideas include expanding existing programs, surveying for new enrichment interests, and broadening our reach to ensure all students have access to meaningful and engaging experiences.|PHUSD works strategically to include the the input of underrepresented families and this year had a proportional amount of families with ELD students engage in activities. We again had multilingual communication in our survey and response responses.|A strength of PHUSD is our work with families and ability to connects families with the resources that are needed for student success. We house and participate in many community events through community partners, PTC, foundation, and service groups. Through parent teacher conferences, SST’s, local organizations, and the Wellness Center we are able to communicate, share and educate our community regarding student and school needs as well as partnership building opportunities.|Based on the LCAP survey that was available to all of our community partnerships, there was a strong desire to continue to build our school and parent relationships in order to provide stronger academic and behavioral student support for families outside of school. The LEA will explore ways to engage in partnerships with families and the community to increase student outcomes beyond current practices, including monetary needs, unique engagement opportunities, and presence in local community events/groups.|PHUSD will purposely seek out underrepresented families to identify barriers to partnering for student outcomes. We have begun directly communicating with underrepresented families to seek their needs and identify barriers to increase the partnership.|PHUSD seeks input on decision making and reaches out to educational partners regularly to ensure a variety of perspectives are considered. Parent / Teacher clubs, school site councils, local educational foundation, surveys, and cabinet meetings are a sample of methods that PHUSD seeks input for decision making.|PHUSD will continue to evaluate their practices and reach into the community. Through current improvement practices, we saw a large increase in survey responses both at the site level and district level.|PHUSD will continue to purposely seek out underrepresented families to identify barriers to expressing their input for decision-making. This year we have seen more families use our multilingual digital communication to share input with the district. Through direct contact, individual contact, variations in time, and parent education opportunities, we believe we will continue to see our underrepresented families provide more input for district decision.|4|5|4|4|4|4|5|5|5|4|5|3|Met||2025-06-11|2025
31668940000000|Placer Union High|3|Placer Union High understands the importance of building and maintaining relationships with students, parents, staff, and the community. Moreover, PUHSD takes great pride in creating a culture of involvement and cooperation.  PUHSD is continuously looking for ways to improve communication, trust, and relationships between our schools and our communities. To achieve all of this, PUHSD utilizes a variety of different strategies to build these relationships. All of our school sites have many ways to involve our parents, including School Site Councils, Parent Clubs, LCAP meeting nights, Back to School nights, and Parent Information Nights. PUHSD also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community via technology, and utilizing resources to support students and parents. PUHSD has increased its effective communication by utilizing weekly and monthly newsletters, publishing on information on social media, making podcasts regarding important school info, and using different computer based applications.  PUHSD has been responsive to the needs identified by our parents and community.  PUHSD has added positions, courses, and activities based on input from our parent communities. We have continued to livestream our board meetings and archive them for easier access to the public.|While PUHSD does communicate often, we have relied on email and websites but also have started utilizing social media more often.  Our parents have mentioned a need to be more deliberate and articulate in our communication regarding our initiatives and ensuring transparency and access to information.   Our focus is to have consistent and timely information that parents can have access to, especially in regards to new initiatives.|PUHSD continues to utilize Parent Square to help us communicate more effectively with all of our parents including our non-English speaking families.  We will also continue to utilize our student support staff to help us reach all of our students and their families.|Student learning and achievement are key areas of focus for PUHSD. More importantly, PUHSD understands and appreciates the many different variables that impact student achievement and has attempted to develop initiatives, programs, and systems that enhance our student outcomes. Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site. PUHSD expectations is that all students will be considered College, Career, and Life ready upon graduation form PUHSD. Counselors work with both students and parents to ensure that they are taking courses that will promote college and career readiness. PUHSD also provides professional development to our staff that addresses student learning and outcomes. PUHSD utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. All of our sites have Parent Information nights that provide timely and important information regarding academics, social/emotional health, college admissions and financial aid workshops.|We would like to have more parent representation at our LCAP nights Site councils, and other school events in which we are soliciting input.|PUHSD will continue to use our Communications Officer to strategically communicate to our foster youth, English learners, and low-income students.|PUHSD has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decisions being made at both the site and district level. All of our sites have School Site Councils, LCAP meetings, and Parent Clubs that play a vital role in the decision making process. Deliberate effort is made to include our foster youth, socioeconomically disadvantaged students, students with disabilities, minority students, and our English Learners. The past four years, PUHSD has utilized student board members who play an important role at our board meetings and work with our board to ensure their voice is heard. They are tasked with going out in their school sites to get student concerns and perspective on a variety of issues at their campus, and report back to the board. Moreover, PUHSD employs Student Voice meetings which give students the opportunity to provide feedback to site and district administration. District administration also holds Student Engagement visits at all of the sites in which students get an opportunity to discuss their issues and concerns. PUHSD also spends a considerable amount of time analyzing student and parent surveys to identify needs and concerns that need to be addressed. All of our schools utilize site-based student councils to receive feedback and input from students.|An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard. Although we do this for all of our LCAP meetings, we still get lower turnout than we would like. We are working on different strategies to try and gain more attendance and participation of all groups.|PUHSD utilizes Communications Officer to strategically target communication to our foster youth, English learners, and low-income students.  We have also created a new Guidance Counselor position who will work with foster youth, English learners, and low-income students and families.|5|5|5|5|4|4|4|4|5|5|5|5|Met||2025-06-17|2025
31668940138081|Maidu Virtual Charter Academy|3|Maidu Virtual Charter Academy (MVCA) understands the importance of building and maintaining relationships with students, parents, staff, and the community. Moreover, MVCA takes great pride in creating a culture of involvement and cooperation. Key to this endeavor is the foundational philosophy of Quality Schools which attempts to create a needs satisfying environment for staff and students. MVCA is continuously looking for ways to improve communication, trust, and relationships between our school and our families. To achieve all of this, MVCA utilizes a variety of different strategies to build these relationships. When new families join the MVCA team, our counselor holds one-on-one welcome meetings to ensure they know how MVCA works and to introduce new families to all of their student's teachers. MVCA also holds two Parent/Student Advisory meetings a year to discuss the school’s progress and concerns. We publish monthly newsletters that are emailed out to parents through ParentSquare and provide them with important information. MVCA’s teachers and staff make use of different technologies to facilitate communication and interaction with our families. MVCA also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community, and utilizing resources to support students and parents. MVCA has increased its effective communication to parents via ParentSquare, social media, Google apps for education, and different computer-based applications. MVCA provides multiple opportunities for meet-ups and staff coordinated activities such as hikes, picnics, bowling, art shops, and coffee.|MVCA recognizes the need to continually improve our relationships, especially with our foster youth, English learners, and low-income student body, and is an area of focus. MVCA reaches out specifically to parents of our foster youth, English learners, and low-income students. MVCA also includes different state and county organizations along with community groups to be involved in our site and district meetings. We are hoping to get more involvement from our parents in all aspects.|MVCA has implemented a tiered reengagement plan that promotes different strategies to elicit and ensure engagement.|Student learning and achievement is a key tenet in MVCA’s flexible approach to education. More importantly, MVCA understands and appreciates the many different variables that impact student achievement and has attempted to develop methods and strategies to meet their needs. Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive. Our counselor works with both students and parents to ensure that they are enrolled in the right program and courses that meet their individual needs. We place a high emphasis in attempting to get our students the flexibility they need. MVCA also provides professional development to our staff that addresses student learning and outcomes. MVCA utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. MVCA partners with the comprehensive schools in Placer UHSD to ensure students have access to services, programs, and activities.|An area of focus will continue to be achievement gaps and continue to implement reengagement plan. We realize that our socio-economic disadvantaged students and our students with disabilities are behind their peers and we are working to address those through these partnerships. We will continually solicit support, input, and involvement of our parents, partners, and communities.|MVCA has implemented a tiered reengagement plan that promotes different strategies to elicit and ensure engagement.|MVCA has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decision making process. We hold quarterly parent/student advisory meetings in which we discuss the progress and concerns of our school. Deliberate effort is made to include our foster youth, socioeconomic disadvantaged students, students with disabilities, minority students, and our English Learners. We have an open door policy and parents are always welcome to discuss any concerns with administration.|An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard. Although we do this for our LCAP meetings, we still get lower turnout than we would like. We are working on different strategies to try and gain more attendance and participation of all groups. We have also attempted and will continue to try and include MVCA students in student voice meetings held by the PUHSD.|MVCA uses the PUHSD Communications Officer to strategically target communication to our foster youth, English learners, and low-income students along with the additional support staff will help facilitate more outreach.|5|4|3|4|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
31669100000000|Roseville City Elementary|3|"Building Relationships Between School Staff and Families – Local Indicator Responses (2025–26) 1. Current Strengths and Progress Roseville City School District (RCSD) fosters inclusive, trusting relationships between school staff and families through intentional systems and culturally responsive outreach. The district employs counselors, community liaisons, and bilingual staff at Title I schools to ensure families, especially those of English Learners and underserved subgroups, feel supported and welcomed. These roles serve as critical connectors, offering in-language assistance, family education, and direct links to services.  RCSD continues to strengthen its foundation of relational trust, as reflected in 1,455 LCAP Survey responses (a 59.9% increase), increased participation in SSC, ELAC, and DELAC meetings, and broader representation in the PAC. The district is rated ""4 – Full Implementation"" across all relationship-building indicators.  Key strengths include:       •Two-way, culturally responsive communication, delivered through ParentSquare, phone calls, bilingual emails, and translated materials.       •Proactive outreach such as positive postcards, staff shoutouts, and counseling check-ins that reinforce student strengths and family connections.       •Accessible engagement events, including Coffee with the Principal, Counselor Meetups, and Family Literacy Nights, are designed to lower barriers to participation.  Families report:       •90% find communication from their school effective.       •78% feel schools are welcoming environments.       •74% attended key school-based events in the past year.  District and site leaders maintain consistent visibility through school visits and community forums, building relational capacity with families at all levels. English Learner families benefit from expanded newcomer supports, multilingual outreach, and translated districtwide engagement resources. These systems illustrate RCSD's continued progress toward fostering equitable and meaningful family engagement."|Although Roseville City School District has achieved full implementation across all relationship-building indicators, input from families and staff identified key areas for growth. A recurring theme across LCAP survey results, PAC meetings, and DELAC consultations was the need for greater clarity and accessibility regarding family participation in governance structures.  Some parents, particularly those new to the system or whose primary language is not English, expressed uncertainty about how to engage in school-level groups such as SSC, ELAC, and Parent-Teacher Clubs (PTCs). Families also requested better visibility into how to elevate their voices within district-level planning and board processes. This feedback highlights the need for clearer onboarding, translated resources, and consistent communication across school sites about opportunities to serve in advisory and decision-making roles.  In addition, middle school families specifically requested clearer communication about academic supports and grading policies, noting variation across classrooms and sites. This signals a need for alignment in academic communication practices and family outreach as students transition from elementary to secondary programs.  Finally, the district recognized that site-to-site consistency in implementing relationship-building strategies, particularly around culturally responsive outreach and multilingual communication, remains a focus for internal alignment and staff development.|Roseville City School District continues to strengthen engagement with underrepresented families, particularly those of English Learners, foster youth, homeless students, and students with disabilities, by building on trusted tools, differentiated supports, and staff training.  ParentSquare, the district's primary communication platform, provides two-way messaging with automatic translation in over 100 languages. It has been well-received by families and serves as a foundation for consistent, accessible, and inclusive communication across all sites.  To deepen relationships and address identified engagement barriers, RCSD is implementing the following strategies:       •Continue supporting EL Families to help them understand school systems, services, and points of contact.       •Aligning family engagement practices with site-level SPSAs, ensuring each school adopts differentiated outreach for English Learners, foster youth, and students experiencing homelessness.       •Expanding onboarding and volunteer opportunities with our unduplicated populations.  Four dedicated community liaisons support the strategies mentioned above. Their outreach efforts are embedded in the district's community engagement plan. Together, these initiatives aim to ensure that every family, regardless of background, language, or circumstance, feels welcomed, informed, and empowered to help shape school and district planning.|Roseville City School District (RCSD) continues strengthening its shared decision-making culture by providing meaningful, accessible opportunities for families to influence district and school planning. A core strength is the robust engagement of families through site-based committees such as ELAC, SSC, and the districtwide LCAP Parent Advisory Committee (PAC). These groups consistently review disaggregated data and co-develop strategies that shape SPSA and LCAP priorities.  RCSD's approach to seeking input emphasizes family data literacy, multilingual access, and leadership development. Parent leadership within SSCs and ELACs has expanded across all schools, supported by community liaisons and principals who actively coach families on participating in decision-making roles. These efforts ensure that families, regardless of language, educational background, or prior experience, are empowered as partners in improving student outcomes.  Academic partnership structures have been strengthened through:       •Goal-setting conferences, Family Literacy and Math Nights, and curriculum workshops that help parents understand grade-level expectations and support learning at home.       •Take-home academic tools and instructional videos aligned with classroom strategies and standards, often co-facilitated by teachers and instructional coaches.       •IEP meetings, Student Support Process (SSP) sessions, and EL Progress Monitoring reviews, where families are invited to co-create intervention plans and student goals.       •Language access remains a cornerstone of family engagement. The district uses ParentSquare, a multilingual communication platform praised by families, printed resources, and real-time interpretation to ensure all parents can participate fully. Also, RCSD district and school websites are ADA compliant and available in all languages identified as RCSD family home language.  Feedback from 2025 surveys and PAC/DELAC discussions reflects increased parent confidence in navigating academic tools, greater satisfaction with communication formats, and improved access to actionable student data. Parents appreciated more user-friendly data dashboards, consistent teacher updates, and opportunities to ask questions in real time.  Professional learning for staff centers on inclusive communication and engagement, ensuring that parent input is welcomed and reflected in planning and action at both the site and district levels.|Based on educational partner feedback and analysis of survey data, Roseville City School District has identified several key areas for growth in its efforts to build effective partnerships for student outcomes.  While many families feel supported, 39% of parents requested more specific information on how to help students at home, particularly about academic content and progress monitoring. In addition, 38% of respondents expressed a need for more transparent communication about opportunities to get involved, such as parent workshops, ELAC/SSC participation, and advisory forums.  Barriers to deeper engagement include:       •27% of families reported uncertainty about how to participate meaningfully in school or district decision-making.       •22% indicated that childcare limits their ability to attend meetings or events.  Feedback from the LCAP Parent Advisory Committee (PAC) highlighted additional challenges:       •Families of students with disabilities voiced the need for clearer, more collaborative IEP communication, especially around service alignment and parent involvement in setting goals.       •Parents navigating the transition from elementary to middle school reported difficulty understanding grading platforms, assignment expectations, and how to support their child independently—a concern especially relevant for first-generation families and multilingual households.  These insights reveal a need for:       •Greater transparency in academic systems and progress tools.       •Streamlined, multilingual resources clearly explaining family roles in supporting student learning.       •Structural supports, such as on-site childcare or virtual access, can reduce barriers to participation.  RCSD is committed to addressing these gaps through enhanced communication, targeted workshops, and aligned supports that make academic partnership more accessible and actionable for all families.|To deepen family-school partnerships and address equity gaps identified through the self-reflection process, Roseville City School District (RCSD) will implement targeted strategies to engage underrepresented families, especially those of English Learners, foster youth, homeless students, and students with disabilities.  1. Improving Access to Academic Tools and Platforms Parents and guardians shared that while they know about available resources, navigating them consistently is challenging. To address this:        •RCSD will provide additions to its district and school websites during the summer and fall of 2025 to make academic and family resources easier to locate and understand.        •To support families during the critical transition from elementary to middle school, RCSD will expand access to multilingual resources and online grading and learning platform training. These supports aim to increase digital navigation skills and family engagement. Additionally, RCSD will shift from standards-based grading to a traditional grading system for middle grades beginning in the 2026–27 school year, aligning practices and providing clearer feedback about learning to parents and students..  2. Supporting Transitions and Participation Across Grade Spans To ease the transition from fifth to sixth grade, RCSD will:        •Provide bridging resources and workshops that explain academic expectations, grading systems, and how families can support their child's success in middle school.        •Offer parent nights and digital toolkits to support adolescent learners and build home-school academic partnerships.  3. Enhancing After-School Inclusion for Unduplicated Students Survey feedback revealed disparities in participation:        •Only 58% of respondents felt English Learners receive adequate support for after-school activities.        •65% of respondents indicated that foster youth lack sufficient support in these programs.  In response, the district will:        •Collaborate with Expanded Learning Opportunities Program and site leaders to prioritize outreach to underrepresented families, removing barriers such as registration complexity, language access, and transportation.        •Explore inclusivity in club participation and enrichment aligned with student interests and needs.  4. Building Staff Capacity for Equitable Engagement Staff have requested continued support in engaging diverse families. To meet this need, RCSD will:        •Provide professional development on inclusive communication strategies, trauma-informed practices, and culturally responsive family engagement.       •Ensure community liaisons and site leaders are supported in coaching and mentoring families in decision-making roles, including SSCs, ELACs, and advisory groups.  Together, these strategies empower all families, especially historically underrepresented ones, to engage in student learning, school planning, and districtwide decision-making.|Across school sites, the majority of parents feel valued and engaged. In recent feedback, 83% affirmed strong district communication, 82% expressed trust in district efforts, and 69% reported having opportunities to participate in decision-making. Schools offer a variety of involvement opportunities, such as family nights, advisory councils, and site-specific surveys, and maintain consistent, inclusive communication with families through platforms like ParentSquare.|Educational partner feedback in 2025 highlights transition points—especially between elementary and middle school—that need more attention. Parents asked for more visibility into middle school grading and communications platforms, including improved training on apps like OTUS. Individualized Education Program (IEP) teams also expressed a need for improved family communication and more collaborative planning at transitional grade levels.  On staff input, 32% of employees reported not feeling included in decision-making. To address this, the district will disaggregate responses by role and site in 2026 to inform differentiated strategies. The district continues partnering with labor groups to clarify the scope of voice in shared decision-making at the site level.|In 2025, RCSD deepened its engagement with underrepresented families through universal strategies and group-specific initiatives. Translation services expanded for live meetings, and use of the ParentSquare app increased, with more frequent language-specific posts. The district also launched targeted outreach to families of students with disabilities and English Learners, including multilingual welcome videos, newcomer guides, and site-hosted family forums.  Districtwide strategies include:       •Redesigning the district website to simplify access to academic and support resources.       •Offering family training sessions on OTUS and grading systems, with specific support during the transition to middle school, and a ParentSquare training for all parents and guardians.       •Piloting a cross-site multilingual family roundtable to elevate EL and immigrant family voices in annual SPSA and LCAP planning.       •Publishing bilingual summaries of LCAP and SPSA decisions on school websites to improve transparency.  Feedback from PAC, DELAC, and survey results also increased the inclusion of students with disabilities in PTO and school-wide events. Programs like sensory-safe zones, quiet reading buddies, Special Olympics preschool participation, and Unified PE in middle schools are being scaled. A Unified Sports pilot is also in development for elementary schools in 2026.  RCSD will disaggregate engagement survey results by role and site to improve staff voice, identify trends, and inform differentiated engagement strategies. The district also continues collaborating with labor partners to clarify the scope of shared decision-making at the site level.  These strategies are designed to ensure that the voices of families, students, and staff, particularly those from underrepresented groups, meaningfully shape the programs and decisions that affect them most.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-18|2025
31669280000000|Roseville Joint Union High|3|Based on the February 2025 data, RJUHSD has demonstrated progress in strengthening relationships between school staff and families across students, staff, and parents. Students reported a sense of belonging (3.82) and feeling safe at school (3.95), though engagement in learning and real-world relevance (3.31) could be further enhanced. Staff expressed a strong sense of belonging (4.39) and recognition for good work (3.82), with positive relationships between students and teachers (4.65) contributing to a supportive school culture. Parents felt welcomed (4.03) and informed about their child's progress (4.15). The school also clearly communicates how parent volunteers can help (3.54). However, improving communication (3.79) remains a key area for growth. Overall, RJUHSD has made meaningful progress in building partnerships for student outcomes by fostering a supportive environment for staff, ensuring student safety, and engaging parents, with continued focus on professional development, student belonging, and communication.|Based on the February 2025 data, RJUHSD's key focus areas for improvement in Building Relationships Between School Staff and Families include enhancing communication, increasing student engagement, and expanding family involvement opportunities. While parents feel welcomed (4.03) and informed (4.15), overall communication remains an area for growth (3.79), indicating a need for clearer and more timely information sharing between schools and families. Student belonging (3.82) and the real-world relevance of learning (3.31) highlight the importance of fostering deeper connections between students, staff, and their educational experiences. Additionally, while the school communicates how parent volunteers can help (3.54), increasing engagement opportunities for families in school activities could further strengthen partnerships.|RJUHSD will improve engagement of underrepresented families by enhancing communication through multilingual outreach efforts, providing clearer guidance on volunteer opportunities, and increasing accessibility to school events by offering flexible meeting times and virtual participation options. Additionally, targeted support for new families, such as improved orientation programs and mentorship opportunities, will help foster stronger connections. Strengthening staff training on communication and engagement with parents will ensure timely responses to family inquiries will further build trust and inclusivity.|RJUHSD has made strong progress in Building Partnerships for Student Outcomes by fostering educator-family relationships, ensuring student safety, and providing advocacy support. Staff report a strong sense of belonging (4.39) and positive relationships between students and teachers (4.65), contributing to a supportive school culture. Parents feel welcomed (4.03) and informed about their child’s progress (4.15), and the district provides opportunities for families to engage in decision-making (4).  To further enhance partnerships for student outcomes, RJUHSD will focus on expanding access to at-home learning resources, strengthening communication strategies (3.79), and increasing opportunities for family engagement. While the district supports family advocacy (3), efforts to improve outreach and accessibility for underrepresented families (3.54 in parent volunteer communication) will be a priority. By strengthening inclusive communication, expanding outreach, and fostering collaboration between families and educators, RJUHSD will continue to build meaningful partnerships that support student success.|Based on the analysis of educational partner input and February 2025 data, the LEA's key focus areas for improvement in Building Partnerships for Student Outcomes include enhancing communication, increasing access to at-home learning resources, and expanding opportunities for family engagement. While parents feel welcomed (4.03) and informed about their child’s progress (4.15), communication remains an area for growth (3.79), highlighting the need for clearer and more proactive outreach. Additionally, the LEA’s self-reflection rating of 3 in providing families with resources to support student learning at home indicates a need for stronger academic support tools and guidance for families.   Furthermore, while the district supports family advocacy, parent feedback suggests improving awareness and accessibility to engagement opportunities, such as volunteering (3.54). To strengthen partnerships, RJUHSD will focus on improving communication strategies, increasing family access to learning resources, and providing more structured opportunities for parents to be actively involved in student success.|Based on the analysis of educational partner input and local data, RJUHSD will improve engagement of underrepresented families by enhancing communication, increasing accessibility to resources, and expanding outreach efforts. The self-reflection process identified a need to improve overall communication (rated 3.79). To address these gaps, RJUHSD will implement targeted strategies, including multilingual communication, expanded outreach through community partnerships, and personalized engagement efforts to ensure that underrepresented families receive the information and support they need.    Additionally, RJUHSD will work to remove barriers to family participation by offering flexible meeting options (virtual and in-person), increasing awareness of parent volunteer opportunities (3.54), and providing clearer guidance on advocacy resources. Through intentional outreach, inclusive engagement practices, and improved access to educational resources, RJUHSD will foster stronger relationships between underrepresented families and school staff, ensuring equitable partnerships that support student success.|RJUHSD has made strong progress in Seeking Input for Decision-Making by creating inclusive opportunities for families, educators, and administrators to collaborate. RJUHSD also provides families with opportunities to share input on policies and programs (4) and ensures diverse voices are included through outreach strategies. Additionally, the district has successfully facilitated collaboration between families, teachers, and administrators in planning and evaluating engagement activities (4).    Parent data further supports these efforts, with parents feeling welcomed (4.03) and informed about their child’s progress (4.15). However, communication (3.79) remains an area for improvement, indicating a need for more effective outreach. RJUHSD will continue to enhance communication efforts and expand engagement opportunities to strengthen partnerships between families and schools.|Based on the analysis of educational partner input and February 2025 data, RJUHSD's key focus areas for improvement in Seeking Input for Decision-Making include enhancing communication, expanding outreach to underrepresented families, and increasing staff capacity to engage families in decision-making. While families feel well-supported in advisory groups and decision-making (4), the district rates itself a 3 in building the capacity of principals and staff to effectively engage families, indicating a need for additional training and support for educators.    Additionally, while RJUHSD provides families with opportunities to share input on policies and programs (rated 4), communication (3.79) remains an area for growth, suggesting the need for clearer messaging and more proactive engagement strategies. To address these areas, RJUHSD will focus on strengthening staff training, improving outreach strategies, and ensuring all families—particularly underrepresented groups—have equitable access to decision-making opportunities.|Based on the analysis of educational partner input and local data, RJUHSD will improve engagement of underrepresented families in Seeking Input for Decision-Making by enhancing outreach efforts, improving accessibility, and increasing direct engagement opportunities. While families feel well-supported in decision-making (4), the district acknowledges the need to expand efforts to reach underrepresented groups through targeted outreach strategies, multilingual communication, and culturally responsive engagement opportunities.    To address this, RJUHSD will implement proactive measures, such as offering flexible meeting times (virtual and inperson), expanding translation services, and collaborating with community organizations to better connect with families who may face barriers to participation. Additionally, the district will focus on building staff capacity (3) to ensure school leaders and educators are equipped with strategies to engage all families effectively.    By strengthening inclusive communication, increasing accessibility, and fostering trust within underrepresented communities, RJUHSD will create a more equitable decision-making process that ensures all families have an opportunity to provide feedback.|4|4|3|3|3|3|3|3|3|4|4|3|Met||2025-06-10|2025
31669280121418|John Adams Academy - Roseville|3|Survey data and family feedback highlight several strengths in how the Roseville campus builds relationships between school staff and families: - A strong majority of parents reported feeling welcome on campus and valued as educational partners, with 91% indicating they felt comfortable interacting with staff and participating in school activities. - The Parent Service Organization (PSO) remains an essential avenue for fostering relationships between families and staff. The PSO supports school events, coordinates parent volunteers, and helps new families integrate into the academy community. - 92% of respondents said the school supports a culture that encourages family involvement, and parents reported high satisfaction with the availability and accessibility of staff. - Survey responses highlighted strong alignment with the Academy's mission and core values, with parents noting that staff consistently model servant leadership. - Communication between staff and families was reported as consistent and effective by 89% of parents, particularly though tools like ParentSquare and classroom newsletters.|The following focus areas emerged from family survey responses and climate-related data trends: - Continue to strengthen attendance and reduce chronic absenteeism to promote consistent scholar engagement in a values-based school culture. - Increase staff presence and interaction during school events and transition times to build more casual, face-to-face relationships with families. - Ensure consistent implementation of culture-building routines across all classrooms to support a strong, cohesive school climate. - Expand orientation and mentorship support for new families throughout the year, not only at the beginning.|John Adams Academy - Roseville will strengthen engagement with underrepresented families by increasing personalized outreach through onboarding, family mentorship, and consistent presence at school events. The Academy will refine orientation procedures and offer year-round onboarding for families who join after the start of the school year. Additionally, office staff will be trained to support positive school connections through language-accessible communication and informal check-ins with new or historically underrepresented families.|Roseville parents identified many ways the academy partners with families to support scholar success: - 88% of parents agreed that they are provided with opportunities to support their scholar's academic progress at home and school - The PSO actively supports scholar learning through volunteer efforts, mentorship programs, and event coordination tied to academic and leadership development. - Parent-teacher communication is robust and frequent, with platforms such as ParentSquare, Google Classroom, and email cited as reliable tools by parents. - 90% of survey respondents agreed or strongly agreed that the school encourages them to be active participants in their child's education - ELAC (English Learner Advisory Committee) participation has grown, offering targeted support and engagement for parents of English Learners. - Ongoing access to scholar progress is supported through the Aeries Parent Portal, allowing families to monitor academic performance in real time.|Analysis of survey feedback and participation trends reveals several key areas for further growth: - Continue efforts to grow engagement in ELAC to ensure representation of all scholar groups, especially EL families. - Improve the clarity and consistency of information shared about academic programs and interventions, including how scholars are identified for additional support. - Expand family education opportunities related to curriculum and assessment to deepen understanding of academic expectations. - Provide targeted outreach to families not currently engaged in PSO or volunteer efforts to increase inclusivity and participation.|To improve academic partnerships with underrepresented families, Roseville will enhance clarity and access to academic support systems, including progress monitoring, intervention services, and special programs. The Academy will expand family workshops focused on classical curriculum, grading practices, and scholar success planning. Specific efforts will be made to increase EL participation in ELAC by offering interpretation services and alternative meeting formats (e.g., virtual or recorded sessions). Educators will receive additional training on culturally inclusive communication practices to build academic trust with all families.|Survey data and stakeholder feedback demonstrate several effective practices supporting family input in school decision-making: - 86% of parents agreed that they are given the opportunity to share input and provide feedback that influences school decisions. - Established forums such as PSO meetings, ELAC meetings, and Town Halls provide consistent avenues for dialogue and feedback. - Families may attend and speak at public board meetings, offering a formal mechanism for participation in decision-making. - Annual parent surveys are conducted and analyzed to inform programmatic and operational decisions.|To continue strengthening family engagement in schoolwide planning, the following areas have been prioritized: - Increase participation in surveys and parent input meetings, particularly among underrepresented families. - Explore additional input formats, such as informal listening sessions or focus groups, to capture a wider range of perspectives. - Provide clearer follow-up communication about how parent feedback has informed changes or decisions. - Continue to build capacity in leadership teams to facilitate authentic engagement with all educational partners.|To better engage underrepresented families in decision-making, the Academy will develop new input mechanisms such as informal family listening sessions, flexible advisory group formats, and translated surveys. Leadership will also implement clearer follow-up processes that show how parent and guardian feedback influences decisions. To foster inclusivity, outreach for advisory groups such as ELAC and PSO will focus on relationship-building, including one-on-one invitations and follow-up meetings. Staff and family leaders will be supported through coaching on facilitation and culturally responsive engagement strategies.|4|4|3|3|3|3|4|4|3|3|3|3|Met||2025-06-26|2025
31669280141622|New Pacific Charter - Roseville|3|According to the most recent LCAP parent survey, 84% of respondents reported overall satisfaction with the school. Additionally, 84% felt well-informed when making decisions related to their child’s education, 84% agreed that New Pacific Roseville is meeting their child’s learning needs, and 83% felt the school communicates regularly and effectively.|New Pacific Charter-Roseville places great significance on receiving feedback from our educational partners, recognizing its crucial role in our planning and decision-making processes. To establish a foundation of trust and respect from the very first day of school, the NPC-R staff is focused on building strong and meaningful relationships. NPC-R strives to actively engage with parents and students, gaining valuable insights into each family's unique culture, as well as their academic and socio-emotional goals for their children. To ensure effective communication and documentation, teachers diligently maintain a family communication log, where detailed notes are recorded for future reference. Based on feedback from educational partners NPC-R expanded its use of social media by implementing Parent Square for the 2024-2025 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year. NPC-R maintains an active website and Facebook page, serving as essential platforms for transparent and timely communication with our families. We firmly believe in accessibility and provide all families with the means to contact their teachers and school administration through email, text, and phone, ensuring open lines of communication at all times.|We plan to improve our engagement of underrepresented families by first understanding their hopes and aspirations for their children at our school. Classroom teachers will be seeking to understand this perspective and designing opportunities to engage these families.|According to the most recent LCAP parent survey, 84% of respondents reported overall satisfaction with the school. Additionally, 84% felt well-informed when making decisions related to their child’s education, 84% agreed that New Pacific Roseville is meeting their child’s learning needs, and 83% felt the school communicates regularly and effectively.|New Pacific Roseville is committed to strengthening partnerships that support positive student outcomes. The school will continue efforts to increase stakeholder satisfaction, enhance communication among all members of the school community, and offer parent training workshops designed to equip families with the tools to support their scholars beyond the classroom. Additionally, NPC-R remains dedicated to addressing the social-emotional learning (SEL) needs of its students as a foundational element of its educational approach.|We plan to collaborate with parents to discuss and first understand the academic outcomes and academic goals of their students. Second, we will build a plan with the families to support their students in those specific academic areas.|The school provided multiple opportunities and methods for families to communicate their thoughts about the school and sought their opinions for the school decision making process through LPAC surveys, PAC meetings, SSC meetings, and informal events.|Based on feedback from educational partners, NPC-R expanded its communication efforts by implementing Parent Square for the 2024–2025 school year. This platform has enhanced parent access to information about school events, meetings, and the overall decision-making process. The continued use of the Kelvin survey tool allows NPC-R to efficiently gather input from students, parents, and staff, providing multiple opportunities throughout the year to identify and address emerging questions and concerns. NPC-R remains committed to improving stakeholder engagement in decision-making by actively incorporating feedback from the Parent Advisory Council, (PAC), and the School Site Council, (SSC). In addition, the school is increasing the number of informal stakeholder events to create more opportunities for open dialogue between families, staff, and administration.|We want to personally seek out the input of underrepresented families at the school.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
31669440000000|Tahoe-Truckee Unified|3|Overall, families believe they are a partner with the school in their child's education. Also, families feel well informed about school and district events as well as parent education opportunities.|The district has revised the volunteer clearance process to ensure all families have the opportunity to volunteer and participate in their child's education.|TTUSD has implemented and is sustaining its Community Engagement Initiative. The district has identified goals and developed plans to increase the engagement of underrepresented families.|Overall, parents feel well-informed by their child's teacher(s) regarding their child's progress and needs. I In addition, families believe they are partners with the school in their child's education.|Based on parent and community feedback, TTUSD revised the volunteer clearance process.|Through our Community Engagement Initiative, TTUSD has enhanced family engagement opportunities by providing valuable learning experiences. Families are encouraged to engage in conversations with staff, focusing on their child's Hopes and Dreams.' Furthermore, TTUSD has made significant progress in improving communication with families.|The school sites have active School Site Councils and an English Learner Advisory Committee. The Superintendent has a Parent Advisory Group, and the district has a District English Learner Advisory Committee. All of these groups are provided with opportunities to give stakeholder input.|The focus area for improvement is to increase participation of a more diverse group of parents and community members in these groups. Our survey data shows that about half (52%) of parent respondents feel that TTUSD offers parents a say in the decision-making process at school, and (58%) feel involved in the district-level decision-making process.|TTUSD has established a committee to explore the best ways to engage our underrepresented families. This committee will seek input from families and provide recommendations to all school sites and district departments.|5|5|5|5|5|4|5|5|4|4|4|5|Met||2025-06-25|2025
31669440121624|Sierra Expeditionary Learning|3|Communication is ongoing and consistent, and translation is used as needed. Staff connect with families regularly to inform them of student progress and highlights.|Feedback has indicated families would prefer better consistency across classrooms with newsletters and volunteer forms. They also would like more contact through text messages instead of email. School is adopting Parent Square for '25-26 which will address these requests.|School is starting a promotora program in '25-26; each classroom with have an assigned person to assist with communication and information for other families in the crew. Teachers will continue to regularly connect with families about their experience and to provide ongoing feedback about their children.|Ongoing communication with families about their children, especially positive, foster stronger partnerships. When interventions are needed, families are informed of what's happening at school and what they can do at home.|More materials and better explanations of home help has been requested by some families. This will be addressed in '25-26.|Processes described will be helpful and promotora program will provide additional connections between school and families.|School community is encouraged to provide feedback and/or attend board meetings regarding policies. Every two years an all-school survey solicits feedback and ideas.|None|Promotora program will help facilitate more information sharing.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2025-06-02|2025
31669510000000|Western Placer Unified|3|"Over 200 staff members have been trained in the Youth Development framework, which provides tools and practices to help youth become productive adults. This program, along with PBIS (Positive Behavior Support) and Love & Logic (an approach to working with youth that focuses on care, compassion, and empathy), gives us strategies to build strong relationships with students and their families.  In addition, school sites offer back to school nights, open house events, and events that bring families onto campus.  These include, but are not limited to dances, festival nights, sporting events, student senate, high school rollouts (open house for incoming students and families), parent advisory committee (PAC), English learner advisory committee,  and parent informational nights.    All TK-8 families are given an opportunity to meet with teachers twice a year during parent conference weeks. Secondary families (grades 6-12) utilize an online platform called Schoology to communicate regularly with their children’s teachers. Regular school and district communications are sent via ParentSquare (ParentSquare translates into multiple languages for families). Additional two-way communication between families and educators is encouraged via surveys, and various formal and informal parent input meetings (i.e. – PTAs, School Site Councils, English Learner Advisory Committees, “meetings with the principal”). We truly make an effort to be transparent in our communications with families, and we value the input we receive.  Recognizing that speaking another language can be a barrier that inhibits parent participation, WPUSD has hired four bilingual parent liaisons to help facilitate meaningful participation from Spanish-speaking families and from other families who struggle to access school/district services. Our liaisons are invaluable to our families and create a trusted relationship between our English learning families and the school system.  Additionally, sites have access to a language line to provide translations to multiple languages that are spoken across the district.    Our Dual Language Immersion (DLI) classes allow Spanish speaking students and families to learn both formal Spanish and English.  This program connects our Spanish speaking families to school sites through family nights and teaching Spanish culture.    We have added the ""Youth Truth"" survey this school year to better go input from students, staff, and family."|"WPUSD has begun implementing Portrait of a Learner.  Portrait of a learner is a picture of what skills students should acquire before graduation.  This information creates goals for what learners need and drives decisions in the district.    WPUSD continues to train staff and prioritize education from the Youth Development framework. Our summer trainings are already all the way full and we have new administrators coming this school year to build plans for their respective sites. With the addition of student senate, parents have another opportunity to engage schools by being active with senators and specific site plans to increase relationships.   From out ""Youth Truth"" feedback we have clear trends in out district.  At the secondary level our staff rates us the highest, followed be parents, and students giving the lowest rating.  We need to continue to work to close these gaps and connect better with out students overall. At the elementary level students and staff rate very similar, with parents having slightly lower scores.   Parents would like us to add Parent Information Nights to better inform parents on how to navigate the school system and support their student in moving through the grade levels."|"During the 2024-25 school year, WPUSD saw a decrease in bullying and harassment related to race and ethnicity.  It is evident that we need to ensure all of our programs and practices affirm, value, and uplift all groups represented at our schools.  We plan to continue to address this issue, but did see some positive results this school  year.   Additionally, WPUSD has created procedures for front office staff to better orient families who are enrolling their children in school and are also new to the United States. We will continue to train office staff on these new procedures and ensure these procedures are followed.  We will also continue to host English Learner family nights. These create opportunities for families of English Learners to come together and learn about either child’s education.    Parents have attended meetings (LCAP) and asked about bullying/racist issues at sites.  WPSUD will continue to meet with these families to come up with possible solutions to these issues.   At Lincoln High School, Glen Edwards Middle School, and Twelve Bridges High School we currently offer wellness centers to support students.  Sites report this a positive place for students to go on campus and feel it supports our students who struggle the most.   Parent Liaisons and the ""Hub"" give supports and opportunities for out underrepresented families to have a voice and support in the district."|"According to our ""Youth Truth"" data, WPUSD's strengths are different for each grade span, results are the following: Elementary - Our scores are the highest overall for our Elementary Schools. For all family surveys we rate average to above average in engagement, relationships, culture, communication, and school safety.  Our highest rated area is school safety, this has been a district priority over the past few years and we have made a lot of improvements in this area. Elementary parents report that their student is safe at school overall and they report relatively low amounts of bullying.  Middle - Our families report that our schools run smoothly, engagement with communication and feedback also score well. High - Our families report that school safety and resources available are strong at our secondary levels.    As mentioned in the prompt above, parents are given the opportunity to meet with their children's teacher(s) twice yearly during parent conference weeks to learn about their children's academic achievement and to receive suggestions for working with their children at home.  Back to School Nights are used as a forum to explain content standards and assessments to parents.   In the 2021-2022 school year, we opened College and Career Centers at each of our comprehensive high schools; they will continue to serve as a resource for high school families."|"According to our ""Youth Truth"" data, WPUSD's focus are different for each grade span, results are the following: Elementary - Scored the lowest in engagement and culture. Though we scored average or above average in these categories, we still have work in these areas.  At certain sites we need to increase communication so parents are more aware of important decisions, families report having less of a voice in important decisions, and are not represented.  Middle -Scored the lowest in relationships and school safety  High - Scored the lowest in relationships and engagement.  Continuing to build on the YDI platform we plan to foster improvements in relationships and increase meaning engagement.  This will lead to better student outcomes and increased safety on our campuses.   Partnerships available across the district: •	School Site Council, boosters, ELAC, and PTC's  •	Parent Advisory Committee (PAC), District English Language Advisory Committee (DELAC), Early Literacy, and curriculum teams (Social Studies, Ethnic Studies, World Language, and Physics)  •       Meeting with parent racist issues at sites •	Continuing education classes (ESL & CTE), offered in partnership with Placer School of Adults •	Adult ESL offered at Glen Edwards middle School •	Love & Logic Classes •	Latino Literacy Project •	Kids First Training •	SARB Information Nights •	Drug and Alcohol Awareness •	Student Senate •	ASB •	Community Schools (Food, clothing, and community connections for families in need) •	School Site Congresses    We also offer a host of topic-specific information nights throughout the school year (i.e. – AVID Parent Nights, English Learner Parent Nights, Science Nights, Math Nights, Literacy Nights), and we plan to focus on providing additional support for our high school parents who need more support related to college admissions, financial aid, and job opportunities for their children after graduation"|Our quarterly DELAC meetings average 30-50 participants, so we feel like we have a good understanding of the needs/concerns of our Spanish-speaking families.  Our quarterly PAC meetings are much more sparsely attended, but we have a group of parents that give real feedback to guide decision making.   Going forward, we hope to meet with schools’ School Site Councils (SSC) to meet with more parents and to gain a broader understanding of the diversity of needs across our district; our priority will be meeting with parents at our lower-income schools.|"WPUSD has added the ""Youth Truth"" survey to get in-depth information for each site from the student, parent, and staff perspective.  This is in addition to the California Healthy Kid Survey that is given every other year.  Our newly added Student Senate also gives us in-depth information from the students point of view on how schools are going and ways to improve them from the student perspective.  We also have 3 students (one from each High School), that are student board members.  These students give input on information presented to the school board at meetings.   WPUSD values parent input on funding and programmatic decisions. Parents serve on district and/or school committees (i.e. – School Site Councils, English Learner Advisory Committees, the District Advisory Committee/District English Learner Advisory Committee, and Parent-Teacher Associations, to name a few), participate in multiple surveys, and are encouraged to communicate with school and district staff regularly.    Parent input is woven directly into the LCAP stakeholder engagement process.  The district's PAC/DELAC parent group serves as an advisory group to the district's LCAP team (made up of certificated staff, classified staff, and administration).  Agendas for PAC/DELAC and the LCAP Committee are planned at the same time; requests for input/feedback are planned, intentional, and valued.  Spanish interpreting services are always provided at district committee meetings to ensure full access for all parents."|"We need to continue to get input from our parents. At the elementary level we tend to get high levels of input from our parents.  As students move onto middle school and high school we get less input from parents.  We saw this trend continue with the addition of the ""Youth Truth"" survey and our most recent California Healthy Kids Survey.  To improve on this information, we are hoping to leverage our Student Senate.  This group of students will use this data for their site plans and supporting improvements at there sites. Student Senate will therefore help gather increased student and parent feedback to get better information to help there site."|Our quarterly DELAC meetings average 30-50 participants, so we feel like we have a good understanding of the needs/concerns of our Spanish-speaking families.  Our quarterly PAC meetings are much more sparsely attended, so our knowledge of the needs/concerns of our English-speaking families is much less.  Going forward, we hope to meet with schools’ School Site Councils (SSC) to meet with more parents and to gain a broader understanding of the diversity of needs across our district; our priority will be meeting with parents at our lower-income schools.    For the 2024-2025 school year we will begin to implement a more structured DELAC. We will have representatives from each school who will be present at all DELAC meetings. These members will then take the information back to the ELAC.|3|4|3|4|4|5|4|4|4|4|4|4|Met||2025-06-17|2025
31669510135871|John Adams Academy - Lincoln|3|John Adams Academy - Lincoln has demonstrated consistent strengths in cultivating positive relationships between school staff and families. Based on analysis of educational partner input and local survey data, the following strengths have been identified: - High Levels of Parent Satisfaction: 91% of families agreed or strongly agreed that school staff treat them with respect, and 88% felt comfortable approaching staff with questions or concerns. - Welcoming Environment: 88% of respondents indicated that school staff actively create a welcoming environment for families, which fosters a sense of inclusion and trust. - Effective Communication: Parents reported that they receive weekly updates, including newsletters and even information, with 90% noting satisfaction with the quality and frequency of school-to-home communication. - Community Events and Parent Opportunities: The academy regularly hosts events such as family nights, classical celebrations, and volunteer opportunities that help strengthen the school community. These efforts encourage ongoing collaboration and relationship building outside of academic settings. - Dedicated Support Structures: The school's Parent Service Organization (PSO), advisory committees, and volunteer programs play a pivotal role in cultivating strong school-family partnerships.|While parent feedback highlights many strengths in our efforts to build strong school-family relationships, the following areas have been identified for continued growth and refinement: - Expanding Opportunities for Two-Way Communication: Although 85% of parents felt informed about school programs, fewer (76%) felt their input was actively sought. Increasing authentic opportunities for two-way dialogue remains a priority. - Re-Engaging Families Post-Pandemic: Some families expressed a desire for more consistent outreach and engagement opportunities, especially for new and underrepresented parents unfamiliar with the academy's culture.|"To improve engagement of underrepresented families, John Adams Academy - Lincoln will increase two-way communication opportunities through structured dialogues and personalized outreach. This includes expanding translation services and culturally relevant resources to support English Learner families and other groups who may feel disconnected from the school culture. The Academy will implement targeted welcome events for new families and develop family liaisons or outreach leads to support relationship-building throughout the year. To re-engage families post-pandemic, the Academy will launch more frequent informal gatherings such as ""Coffee with the Principal"" and family workshops that invite open discussion and foster trust."|The academy is committed to supporting scholar success through intentional family-school collaboration. Strengths highlighted by stakeholders include: - Shared Academic Goals: 89% of parents stated that school staff share strategies to support their child's learning at home. Teachers use tools such as ParentSquare, Google Classroom, and email to ensure alignment between home and school expectations. - Multi-Tiered Systems of Support (MTSS): Lincoln's implementation of MTSS provides targeted support for scholars through both in-class differentiation and pull-out interventions. Scholars are supported by classroom teachers, instructional aides, and intervention personnel. - Individualized Scholar Support: The school's Scholar Success Team (SST) process engages families directly in discussions around academic and behavioral support plans. - Real-Time Academic Transparency: Parents have access to grading portals and communication tools that allow them to monitor academic performance and intervene proactively.|Although feedback reflects strong collaboration between families and school staff to support scholar learning, the following focus areas have been identified to enhance these partnerships further: - Increasing Awareness of Academic Support Options: While many parents expressed satisfaction with support systems, some indicated they would benefit from clearer explanations of available intervention services. - Encouraging Family Participation in Academic Planning: Parent participation in goal-setting discussions and prior to SST meetings has room to grow. Future efforts will include increasing outreach and flexible scheduling to ensure diverse parent representation.|To ensure equitable academic partnerships, the Academy will strengthen communication about intervention services and academic planning supports. This includes simplifying messaging about Multi-Tiered Systems of Support (MTSS), Scholar Success Teams (SST), and available family resources. Outreach efforts such as flexible meeting times, multilingual invitations, and expanded virtual options will be implemented to include underrepresented families in scholar support plans. Teachers and administrators will also receive professional development on inclusive academic communication strategies to ensure families feel empowered to engage in their child's learning.|John Adams Academy - Lincoln actively seeks educational partner input through established forums and transparent decision-making processes: - Established Forums for Input: Families have access to structured input opportunities through Parent Service Organization (PSO) meetings, English Language Advisory Committee (ELAC) meetings, Town Halls, and public board meetings. Parents are encouraged to attend board meetings and are provided the opportunity to speak during public comment, allowing them to contribute directly to the governance and direction of the academy. These various forums promote ongoing dialogue and provide platforms for sharing concerns, suggestions, and collaborative problem-solving. - Parent Survey Participation: Annual parent surveys serve as a key tool for collecting feedback. This year's survey revealed that 82% of families felt their input was valued by the academy. - Responsiveness to Feedback: Parents noted that feedback provided through surveys and meetings often results in visible changes, helping foster a culture of partnership.|While established input structures have supported ongoing dialogue with families, the following areas present opportunities for strengthening inclusive and representative decision-making: - Increasing Engagement from Underrepresented Families: Participation rates among families of English Learners and economically disadvantaged scholars remain lower. The academy is working to grow its English Language Advisory Committee (ELAC) and provide accessible outreach strategies. - Improving Survey Participation Rates: The academy seeks to increase response rates for parent surveys and input meetings by offering varied formats (virtual and in-person), reminders, and multilingual support.|John Adams Academy - Lincoln will enhance underrepresented family engagement in decision-making by increasing visibility and access to advisory groups, such as ELAC and PSO. The Academy plans to vary meeting formats (virtual, in-person, recorded) and expand targeted outreach to families of English Learners and socioeconomically disadvantaged scholars. To build transparency and trust, the Academy will provide follow-up communications showing how family input is used in decisions.|3|4|3|4|3|3|4|4|3|3|3|3|Met||2025-06-26|2025
31669513130168|Horizon Charter|3|Strengths: Daily and weekly live interactions and engagement sessions Parent mentor and TOSA interactions and support for families Created formal structures for communication Increased Committee Advisory Network meetings and attendance Improved the family HUB and family awareness regarding engagement opportunities Increased student and family social engagement opportunities and participation Significant staff development in interest based problem solving and Arbinger's Outward Mindset to facilitate communication and collegial relationships.|Goals: Expand the use of social emotional assessments and data to provide timely support and develop programs Further develop a family engagement, continuity and recruitment plan Improve direct support for families including expanding the role of high school counselors Increase communication methods to align with student, family preferences Diversify, improve and promote engagement opportunities for students  Improve data collection around engagement and participation mindful of equity objectives Improve communication of family and student engagement opportunities Increase family participation in school planning, shared decision making|Relationships have always been a core focus for Horizon Charter Schools. Feedback from families has indicated a high satisfaction in response to the strength of their relationships with their Supervising Teacher. Specific efforts have been made to address a focus of exceptional customer service both internally and externally. Survey results have indicated that families feel welcomed at Horizon Charter School. Specific efforts have been made and are continuing in order to better meet the needs of families preferred methods of communication.|"The parent educator mentors roles evolved over the course of the past few years to not only engage with our current families but with our potential families in an effort to facilitate informed choices to enroll with Horizon Charter Schools as well as to assist in the transition from one grade level to the next. A focus on ""feedback for learning"" is being supported by the use of Google Classrooms for grades Kindergarten through Eighth Grade. This platform gives the ability for teachers to provide standards, pacing guides, and immediate feedback to inform learning on assignments that are turned in virtually. Parent interview surveys are conducted to determine if the programs and communication methods are working. Teachers on Special Assignment have dedicated weekly time to support families in technology, program, curriculums, and assessments. They also attend multiple key family events and display curriculum to help parents understand material and support equitable access."|Goals:  Create a family engagement, continuity and recruitment plan Improve direct support for families Increase communication methods to align with student, family preferences Diversify, improve and promote engagement opportunities for students  Improve data collection around engagement and participation mindful of equity objectives Improve communication of family and student engagement opportunities Increase family participation in school planning, shared decision making|Increase communication methods to align with student, family preferences mindful of equity objectives Diversify, improve and promote engagement opportunities for students mindful of equity objectives Improve data collection around engagement and participation mindful of equity objectives Improve communication of family and student engagement opportunities mindful of equity objectives Increase family participation in school planning, shared decision making mindful of equity objective|Quarterly: Horizon reviews survey data with the Instructional Leadership Team and the District English Learner Advisory Committee and with the Community Advisory Network. These sessions are offered live, in a synchronous ZOOM setting and they are recorded so that families can review them on demand. Feedback is collected directly during these meetings. Following each Meeting is a Survey to provide time to further reflect and gather formal feedback. Each meeting is promoted directly to all partners via a direct email invitation and all related information is shared on the Staff and Family HUB. Parent mentors provide a wide array of services and support to families. Through these interactions, the Parent mentors are able to gather critical feedback regarding programs and plans. A Parent mentor is part of the ILT/DELAC and CAN as a non-voting consultant to provide insights and feedback. Teacher on Special Assignment (TOSAs) provide a wide array of services and support to families including weekly office hours. Through these interactions, the TOSAs are able to gather critical feedback regarding programs and plans. A TOSA is part of the ILT/DELAC and CAN as a non-voting consultant to provide insights and feedback.  Meetings Dates in 2024/2025 Overview and Training Meetings 10/17/24  11/04/24   Instructional Leadership Team and District English Learner Advisory Subcommittee (ILT and DELAC), 3:00 11/13/24  01/06/24  03/05/24  05/07/24   Community Advisory Network Meetings (CAN), 12:00-1:00 11/20/24  01/15/24  03/12/24  05/14/24   • Monthly: Teachers meet directly with families in a 1:1 meeting to review student programs, progress, and to provide feedback which is shared within and across Academies • Monthly: The Academies share their program and progress data at the public Board Meetings. Board Meetings include live feedback sessions. • Monthly: The Assistant Superintendent Reports on programs, the LCAP and other related topics at the Board Meetings. Board Meetings include live feedback sessions. • Monthly: The Superintendent produces a newsletter which communicates directly to parent/families and all staff current programs and updates which provides families an opportunity to respond to the Superintendent • Monthly: The Superintendent and the Board work in tandem to develop and review progress on Board Goals related to the LCAP as part of continuous improvement and alignment|While survey data suggests students and families feel strongly connected and have supportive relationships with their assigned Supervising Teacher, Horizon needs to continue to maintain and improve strategies for family and community engagement school-wide and to improve overall retention of students and improve the stability rate. HCS has made significant progress in developing effective communication to further engage the school community and is developing a marketing strategy to improve external communication.   There are three key objectives moving forward to improve input for decision making.  Develop a communication plan including assessing how current methods are working Create a more comprehensive participation and engagement survey plan to inform participation rates and diversity and to continuously improve program development Increase communication methods to align with student, family preferences|Horizon recognizes the need to improve the diversity of family participation and input. All three key objectives have an equity goal in mind.  Develop a communication plan including assessing how current methods are working Create a more comprehensive participation and engagement survey plan to inform participation rates and diversity and to continuously improve program development Increase communication methods to align with student, family preferences|4|4|4|4|4|4|4|3|4|3|4|4|Met||2025-06-12|2025
31750850000000|Rocklin Unified|3|Rocklin Unified School District has continued to focus on building and sustaining relationships with our families and community.  During the 2024-25 school year, the District maintained previous efforts to engage families through the LCAP development process and continued the Homeless and Foster Youth Advisory Committee and District English Language Advisory Committee to strengthen our practices and outreach for and of underrepresented groups.|Recommendations from these groups around engagement of educational partners included the following: 1) sustain family engagement activities with all families, 2) continue opportunities for District and school personnel to engage in dialogue, and 3) sustain communications in home languages of families and provide support for bilingual staff. Additionally, the District sustained outreach efforts, including parent information sessions at all school sites, Parent University (parent education nights), district-level parent information sessions, and increased communication from school to home via the ParentSquare communication platform.|A continued area for growth during the 2025–26 school year is improving communication about school programs and available resources to strengthen connections across all levels - staff to staff, staff to students, students to students, school to family, and family to school. The district will continue to enhance outreach through the Partnerships in Education program, site-based communication strategies, and ongoing efforts led by the Communications Department to support timely, accessible, and family-centered messaging. In particular, increased outreach to families of student groups will be prioritized throughout the year, beginning with a Back to School Fair designed to connect these families directly with school staff and district departments, share essential information, and provide school supplies. These efforts aim to promote access to information, strengthen trust, and ensure that all families feel welcomed, informed, and engaged.|Rocklin Unified School District continues to prioritize building and maintaining strong partnerships with families and community members to positively impact student outcomes. During the 2024–25 school year, school staff regularly engaged with families through parent-teacher conferences, family nights, school site council meetings, back-to-school nights, open house and showcase events, as well as consistent verbal and written communication between home and school. Additionally, the district maintained high levels of involvement from teacher and staff groups in identifying priorities and shaping district programs and services.|Recommendations from educational partner groups during the 2024–25 school year emphasized the importance of strengthening engagement efforts with families across the district. Key recommendations included sustaining family engagement and learning opportunities focused on district priorities such as mathematics and social-emotional learning, creating more opportunities for open dialogue between district and school personnel, and expanding communications in the home languages of families. In response, Rocklin Unified School District plans to maintain and build upon its existing outreach efforts, including parent information sessions at each school site, District-level engagement events, more frequent and accessible communication between schools and families, and expanded parent education opportunities through Parent University and District-sponsored parenting series. The District is also continuing to strengthen partnerships with parents and guardians of students with disabilities to ensure more inclusive collaboration and support.|A continued area of growth for Rocklin Unified School District during the 2025–26 school year is improving communication with families of socioeconomically disadvantaged students, students experiencing homelessness, foster youth, and English learner students. While this remains a focus, the District has made progress by increasing the availability of bilingual staff and translators, expanding the use of ParentSquare to improve two-way communication and ensure messages are accessible in families’ home languages, and increasing representation of these families on District advisory committees. RUSD will continue to strengthen these efforts by sustaining and expanding targeted outreach, beginning with a Back to School Fair specifically designed to connect underrepresented families directly with school staff and district departments, share important information, and build stronger partnerships to support student success.|During the 2024–25 school year, Rocklin Unified School District continued to invest in outreach efforts with parents and guardians to strengthen family-school partnerships. In addition to regular two-way communication between school and home at each site, the District supported multiple advisory and parent engagement groups, including LCAP Parent/Guardian Advisory Groups, Parent Teacher Clubs, School Site Councils, Booster Organizations, English Learner Advisory Committees (ELAC and DELAC), the Gifted and Talented Education (GATE) Advisory Committee, the Homeless and Foster Youth Advisory Committee, and the District Safety Committee. As part of the LCAP development process, three dedicated teams, composed of parents/guardians, school staff, students and district leadership, met multiple times throughout the year to review student achievement and wellness data and provide input on district priorities, services, and programs designed to support all students.|Annually, all families and staff are invited to participate in the District’s LCAP survey to share their perspectives on programs, services, and supports aligned to the state priorities. During the 2024–25 school year, LCAP advisory groups engaged in meaningful activities, including analysis of student achievement data, input related to local indicators, feedback from student forums, and results from staff and parent/guardian surveys. While these efforts supported more informed decision-making, increasing participation in district surveys remains an area of focus to ensure broader representation and input from all educational partners.|During the 2024–25 school year, Rocklin Unified School District made progress in increasing the participation of families of socioeconomically disadvantaged students, students experiencing homelessness, foster youth, and English learner students on advisory committees and planning teams. While these efforts marked meaningful improvement, continued focus is needed in 2025–26 to ensure that engagement opportunities represent the full range of family backgrounds and experiences in the District. RUSD remains committed to strengthening outreach by sustaining advisory committees representing these student groups and expanding targeted engagement strategies, including an enhanced Back to School Fair designed to connect families with school staff, district departments, and key resources that support student success.|4|4|3|5|5|4|5|5|5|5|4|5|Met||2025-06-18|2025
31750850117879|Maria Montessori Charter Academy|3|Doing goal-setting based P-T Conferences early in the school year, vs. waiting for a report card interval to engage parents, helps regarding student outcomes.  Regular P-T communication, including weekly progress reports, promotes partnership engagement for student outcomes.  Sending out regular communication year round (including during summer) helps keep families engaged.|Working on filling the COVID-19 learning gaps, particularly of students that have transferred into our school post COVID, is a priority.  Another post COVID development we are seeing is a substantial increase in ADD/ADHD like tendencies amongst the student body - dealing with the ramifications of this is becoming a significant priority.|Utilizing a general education asked Intervention Teacher to reach out to parents of below grade level performing students to collaborate and potentially to provide on-site intervention services.  Expanding ELO-P and NSLP related opportunities, including summer programming, has been a priority here as well.|MMCA is a small, community-based charter school. It's one of the few charters to have a Board of Directors comprised of elected parents and teachers. The school has a very active Parent - Teacher Association. The School has 1000's of hours of parent volunteerism annually, including programs like WatchDOGS, which has a volunteer dad on campus each school day. The primary strategy with building relationships within our community is communication-based, with regular emails, web posts and social media promoting engagement opportunities within the school community.|Maintaining a shared Google Calendar on the school website to further promote school-related activities and events.|Maintaining a shared Google Calendar on the school website to further promote school-related activities and events.|Parents have many opportunities for input, including Survey Monkey based surveys, Google Forms-based surveys, and more formal opportunities via participation with our Board of Directors or Parent-Teacher Association.|Looking to add a few alumni parent representatives to further diversify our Board of Directors.|Sending home information electronically and in print, and where appropriate, following up with a phone call to make sure the family receives it.|5|5|5|4|5|4|4|4|5|5|5|5|Met||2025-06-23|2025
31750850119487|Western Sierra Collegiate Academy|3|At Western Sierra Collegiate Academy (WSCA), we prioritize building strong relationships between school staff and families. This begins with a welcoming environment and personal connection before the first day of school through student and parent orientation events for new students and families. Incoming students get their schedules, take tours of the school led by current students, and get to know other students before the first day of school.  Parents get information about school procedures and policies, hear about opportunities to volunteer and participate in school activities, and meet other parents and staff members.  Each morning, staff monitor traffic, greeting students and families at drop-off, and continue to build relationships through informal conversations, scheduled meetings, phone calls, and email correspondence. Teachers keep students and families informed about classroom assignments and academic progress through Google Classroom and PowerSchool, giving parents regular visibility into their child’s learning. To support parent communication, ParentSquare was launched in 2024–25 to centralize school updates, announcements, and messages from staff. Weekly newsletters also continue to provide school-wide updates and reinforce consistent, transparent communication.  WSCA offers multiple opportunities for families to engage throughout the year, including Back to School Night, Parent University, parent-teacher conferences, Local Control and Accountability Plan (LCAP) workshops, Parent School Partnership (PSP) meetings, family nights and performances, budget and facilities meetings, and participation in surveys and committee work.  In the most recent Intent to Return survey, 100% of families participated. Of those: 92.69% indicated they would recommend WSCA to family or friends, 92.69% expressed satisfaction with their experience, and 98% indicated they intend to return for the 2025–26 school year.  We remain committed to strengthening school-family partnerships and fostering meaningful two-way communication in support of student success.|Based on educational partner input and local data, Western Sierra Collegiate Academy (WSCA) has identified updated focus areas for improving relationships between school staff and families during the 2025–26 school year.  In 2024–25, WSCA prioritized improving the effectiveness and equity of two-way communication and began schoolwide conversations about defining “effective communication.” These efforts led to the launch of ParentSquare, which helped unify messaging and improve transparency. Staff began using the platform more consistently, and early feedback has helped identify where additional support is needed.  For 2025–26, the school will focus on: Improving communication consistency across grade levels and departments, to ensure families with students in multiple courses or grade bands receive timely and aligned updates. Improving staff confidence and consistency in using ParentSquare, including targeted training and support to promote effective and unified use across all academic and extracurricular programs.   These areas reflect WSCA’s continued commitment to responsive, inclusive school-family partnerships that support a positive learning environment for all students.|Building relationships between school staff and families remains a top priority at Western Sierra Collegiate Academy (WSCA), especially in support of underrepresented families, including English learners, students with disabilities, and those from socioeconomically disadvantaged backgrounds.  In 2024–25, WSCA implemented several new strategies to improve communication and engagement. After exploring options for a more accessible, mobile-friendly, and translatable messaging platform, the school launched ParentSquare to improve outreach and streamline communication with families. This platform is now used for schoolwide announcements, and next steps include increasing staff training to ensure it is also used consistently at the classroom level.  The school also began using Language Line Solutions to provide real-time language interpretation for meetings and calls. Counselors, administrators, and the English Language coordinator reported success with this tool in supporting multilingual families, and WSCA plans to continue using it in 2025–26.  To strengthen relationships through authentic two-way communication, WSCA increased parent engagement opportunities this year through events such as Walking Wolves (a PSP initiative), informal principal coffee chats, college information nights, and targeted social media outreach. These efforts helped foster community and invite diverse families into ongoing dialogue with school leadership.  Looking ahead, WSCA will focus on: Expanding use of ParentSquare beyond administrative communication to ensure teachers also use it consistently and equitably. Creating more flexible opportunities for connection that accommodate the varied schedules and needs of working families. Building on PSP structures and CEI learning to ensure engagement opportunities are responsive, inclusive, and centered on building long-term trust with underrepresented families.   These strategies reflect WSCA’s ongoing commitment to inclusive family engagement that supports equitable access to school resources, relationships, and decision-making.|At Western Sierra Collegiate Academy (WSCA), strong partnerships with families are viewed as essential to student success. Based on analysis of educational partner input and reflection on site-level practices, several key strengths have been identified in how WSCA builds and sustains these partnerships to support student outcomes.  In 2024–25, the school continued to emphasize clear and consistent communication from teachers and site leadership, including schoolwide newsletters and timely announcements through ParentSquare. These efforts are complemented by the superintendent’s monthly newsletter, which highlights key updates and celebrations across the RAFOS network.  WSCA strengthened family engagement this year by hosting parent workshops and information nights focused on academic planning, college and career readiness, and student success strategies. Events such as college information nights, AP course selection sessions, and PSAT/SAT prep briefings provided families with tools to support their student’s academic and post-secondary goals.  In the classroom, teachers and counselors supported students in developing academic ownership through grade checks, goal-setting reflections, and progress monitoring tools, many of which required parent review and signatures. This helped prompt ongoing dialogue at home about academic performance and goal tracking.  More individualized partnerships were supported through SST, IEP, and LTEL meetings, where families collaborated with staff to review student progress and co-create plans for academic growth. The parent portal continues to offer families real-time access to grades, assessment scores, and attendance data.  These efforts reflect WSCA’s ongoing commitment to building responsive, informed partnerships that keep students, families, and educators aligned in support of long-term academic and personal growth.|Based on the analysis of educational partner input and local data, Western Sierra Collegiate Academy (WSCA) has identified updated focus areas for strengthening partnerships that support student success in 2025–26.  In 2024–25, the school expanded opportunities for family involvement through field trip volunteering, hosted a Career Fair featuring parent speakers, and introduced volunteer coordination support to make on-campus involvement more accessible. Families also participated in a variety of academic planning events and workshops designed to support middle and high school students' academic and postsecondary goals.  In 2025–26, WSCA will continue building on this work with a focus on:  Creating more structured opportunities for family participation in academic life, such as classroom presentations tied to career connections, content-specific events, or support during student-led learning showcases. Improving the academic focus of family events by making connections to what students are learning in class, and giving families practical tools to support their child’s progress at home. Improving communication about student progress, particularly around formative assessments and academic milestones, so families have the tools to track progress and support students between reporting periods. Continuing to strengthen authentic two-way communication by inviting more open-ended input during meetings, surveys, and informal outreach, especially from families who don’t regularly attend traditional events.  These priorities reflect WSCA’s ongoing commitment to building responsive, purposeful partnerships that equip families to support their students' academic growth and long-term success.|Based on the analysis of educational partner input and local data, Western Sierra Collegiate Academy (WSCA) is committed to improving engagement with underrepresented families to build stronger partnerships for student outcomes.  In 2025–26, the school will focus on the following actions:  Using ParentSquare to support language accessibility, as its automatic, two-way translation feature allows families to receive communication in their preferred language, alongside continued use of Language Line for meetings, to help ensure all families stay informed and connected to their child’s learning. Continuing outreach to foster youth and low-income families, with increased intentionality in identifying supports that may benefit them and connecting families with appropriate school or community-based resources. Maintaining dedicated staffing to support attendance and address chronic absenteeism, providing outreach and encouragement to families experiencing barriers to regular attendance.  These targeted actions reflect WSCA’s ongoing commitment to equity and inclusion, ensuring that every family, regardless of background, feels informed, supported, and able to partner with the school in promoting student success.|Based on the analysis of educational partner input and local data, Western Sierra Collegiate Academy has identified the following current strengths in seeking input for decision-making:  Opportunities for students to provide input through the Principal’s Student Forum Participation in Local Control and Accountability Plan (LCAP) engagement meetings with a range of educational partner groups Participation in the PSP Collaborative, a new structure that brings together PSP representatives from all RAFOS sites to elevate family voice and foster cross-site learning Opportunities to provide feedback through schoolwide surveys Ongoing dialogue with classroom teachers and other school staff Access to meetings such as Board meetings, Parent School Partnership (PSP) meetings, English Learner (EL) family meetings, and the campus-level Operations Committee, which includes parent representation and focuses on school-wide logistics and planning  Western Sierra remains committed to strengthening its engagement practices by making input opportunities clear, consistent, and meaningful for students, families, and staff.|Families are incredibly eager and willing to participate in the decision-making process, and as an organization, we know that their input is crucial to the success of our students and schools. Based on the analysis of educational partner input and local data, Western Sierra Collegiate Academy has identified the following areas for improvement in 2025–26:  Increase the number of face-to-face interactions with families and students by providing more in-person opportunities to gather input on school decisions and priorities. These interactions support trust, shared understanding, and responsiveness. Make decision-making pathways more visible so families understand how their input is gathered, used, and acted upon. This includes strengthening communication about when input is being sought, how to participate, and what impact it will have. Strengthen student voice systems by expanding beyond traditional leadership roles to include diverse student perspectives in shaping school initiatives. This includes continuing to refine the Student Forum and increasing participation from a wider range of students.|At Western Sierra Collegiate Academy (WSCA), we are committed to ensuring that all families, particularly those from underrepresented groups, have meaningful opportunities to shape decisions that impact our school community. Based on reflection and input, we plan to take the following steps to improve engagement:  Increase outreach to underrepresented families for involvement in advisory groups and school-based decision-making, including efforts through the Parent School Partnership (PSP), the Operations Committee, and other site-based input opportunities. Continue to utilize ParentSquare’s built-in translation features and supplement with Language Line for live interpretation needs, ensuring multilingual families have timely, understandable communication and that language is not a barrier to engagement. Offer input opportunities at varied times (morning, afternoon, and evening) to accommodate different family schedules and increase accessibility. Ensure student voice from underrepresented groups is included by continuing to refine student leadership structures, including the Principal’s Student Forum (PSF), and creating intentional opportunities for student input in decision-making processes.  These efforts support WSCA’s commitment to building an inclusive school community where all families and students have a voice in shaping the educational experience.|4|4|4|4|4|5|5|5|4|5|4|4|Met||2025-06-23|2025
31750856118392|Rocklin Academy|3|At American River Collegiate Academy (ARCA), we prioritize building strong relationships between school staff and families. This work begins before the first day of school, with intentional outreach and welcoming communication. Staff greet students and families daily at drop-off and continue to build rapport through informal interactions, personal phone calls, emails, and more structured meetings. Each week, families receive a newsletter with school updates, reinforcing transparent and consistent communication.  Throughout the 2024–25 school year, ARCA expanded its use of ParentSquare as a centralized platform to communicate with families, providing timely updates on events, school news, and classroom highlights. This tool has helped streamline information and increase parent awareness and engagement.  Families are invited to participate in key events throughout the year, including Back to School Night, parent-teacher conferences, Core Knowledge Night, family events, and Local Control and Accountability Plan (LCAP) input sessions. These opportunities foster two-way communication and help build trust and partnership between home and school.  Aligned with the Rocklin Academy Family of Schools (RAFOS) mission to strengthen education through community and parent partnerships, ARCA continues to encourage family involvement through volunteering, attending school events, and participating in key groups such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, LCAP, and English Learner Committee (ELC).  In the 2024–25 school year, 100% of ARCA families completed the annual parent survey. Among those: 94.21% expressed overall satisfaction with the school, 86.78% agreed that RAFOS seeks their input on decisions, 87.6% reported participating in school-related activities, and 91% indicated intent to return for the 2025–26 school year.   This data reflects strong engagement and positive relationships, reinforcing our continued efforts to listen, connect, and partner with families in service of student success.|Based on educational partner input and local data, American River Collegiate Academy (ARCA) has identified a refined set of focus areas for improving relationships between school staff and families in 2024–25, building on priorities from the previous year.  In 2024-25, ARCA prioritized expanding volunteer opportunities, improving two-way communication, and beginning the process of defining what “effective communication” looks like across the school community. This year, ARCA will continue to strengthen these efforts with more targeted next steps.  In 2025-26, the school will focus on: Improving communication consistency across grade levels, especially for families with students in multiple classrooms. Improving staff confidence and consistency in using ParentSquare, including training and support to ensure all teachers use the platform effectively and families know what to expect. Learning more about the experiences and expertise families bring, so staff can more effectively partner with them in the classroom and school community. This includes creating opportunities for families to share cultural knowledge, lived experiences, and personal stories in connection to student learning, for example, inviting families to participate when students are learning about a country or community they are connected to. Leveraging the Parent School Partnership (PSP) to support ongoing outreach and connection, especially with families who may not regularly attend large school events. PSP members will help co-plan inclusive events, share information, and encourage broader family participation in school life.  These next steps are rooted in family feedback and internal reflection and are intended to deepen trust, reduce miscommunication, and support a more inclusive and predictable experience for all families.|Building relationships between school staff and families continues to be a top priority at American River Collegiate Academy (ARCA), with a specific focus on improving engagement with underrepresented groups, including families of English learners, students with disabilities, and socioeconomically disadvantaged students.  In 2024-25, the school made progress in increasing meaningful communication touchpoints with these families. Teachers and administrators used Language Line Solutions to support meetings in families’ primary languages and increased face-to-face and individualized outreach efforts. This included more frequent check-ins, personalized invitations to events, and follow-up communication to ensure families felt informed and welcomed.  In 2025-26, ARCA will build on these efforts by: Identifying and addressing participation barriers, such as schedule conflicts, communication preferences, or access to transportation, through ongoing family feedback and staff reflection. Designing engagement opportunities that reflect families’ needs and availability, offering events in both formal and informal formats and clearly communicating purpose and expectations in advance. Exploring innovative uses of AI-supported tools to enhance translation, accessibility, and consistency in home-school communication. Creating more opportunities for underrepresented families to contribute their experiences, including inviting them to share cultural perspectives and family traditions as part of the learning experience.   These steps reflect ARCA’s commitment to inclusive, trust-based partnerships and are supported by its continued participation in the California Collaborative for Educational Excellence’s Community Engagement Initiative (CEI).|At American River Collegiate Academy (ARCA), we believe student success is strengthened by meaningful, ongoing partnerships between school staff and families. Based on the analysis of educational partner input and site-level reflection, several key strengths have been identified in building partnerships focused on student outcomes.  Teachers and administrators consistently provide weekly communication to families, including classroom updates, school announcements, and academic reminders. The superintendent’s monthly newsletter complements this by sharing highlights and updates across the Rocklin Academy Family of Schools (RAFOS) network. These regular communications keep families informed and connected to student learning.  In 2024–25, ARCA deepened its family engagement by offering collaborative meetings tied to student progress, including parent-teacher conferences, Student Study Team (SST) meetings, Individualized Education Program (IEP) reviews, and English Learner Progress Monitoring meetings. These sessions allowed families and staff to jointly review data and set meaningful goals.  The parent portal continues to provide families with real-time access to report cards, attendance, and assessment data, supporting transparency and collaboration.   These efforts reflect a sustained commitment to building partnerships that are timely, responsive, and centered on student growth and achievement.|Based on the analysis of educational partner input and local data, American River Collegiate Academy (ARCA) has identified refined focus areas for improving how we partner with families to support student outcomes.  In 2024-25, the school made progress in expanding the use of ParentSquare, improving the structure of family events, and making volunteer opportunities more accessible. These efforts helped reestablish connections with families after several years of pandemic-era disruptions.  For 2025-26, the school will focus on: Increasing the academic focus of family events by making connections to what students are learning in class, and giving families practical tools to support their child’s progress at home. Improving how we communicate about student progress, especially through more intentional sharing of formative assessment data in ways that help families understand and act on it. Creating more structured opportunities for academic volunteering, including classroom-based help, content-aligned enrichment, and field trips that allow families to share their expertise and support learning goals. Ensuring consistent and effective use of ParentSquare across all classrooms, so that families know what to expect and how to stay informed throughout the school year.  These improvements reflect ARCA’s continued commitment to meaningful, informed partnerships that support each student’s academic growth and success, in alignment with the RAFOS mission to strengthen learning through family collaboration.|Based on the analysis of educational partner input and local data, American River Collegiate Academy (ARCA) is committed to deepening engagement with underrepresented families in support of student outcomes.  In 2025–26, ARCA will continue and expand the following actions:  Using ParentSquare to support language accessibility, as its automatic, two-way translation feature allows families to receive communication in their preferred language, alongside continued use of Language Line for meetings, to help ensure all families stay informed and connected to their child’s learning. Strengthening outreach to foster youth and low-income families through more frequent check-ins, with the goal of identifying unmet needs and providing, or connecting families to, relevant support. Maintaining dedicated staff roles focused on attendance and chronic absenteeism, to provide direct outreach and ongoing support to families navigating barriers to regular school participation.  These ongoing efforts reflect ARCA’s commitment to inclusive, responsive partnerships that promote success for all students.|Based on the analysis of educational partner input and local data, American River Collegiate Academy (ARCA) has identified several strengths in seeking input for decision-making:  Participation in the newly formed Parent School Partnership (PSP) Collective, which brought together representatives from all sites across Rocklin Academy Family of Schools to share feedback and elevate school-specific and system-wide priorities Local Control and Accountability Plan (LCAP) engagement meetings with families, teachers, and staff Opportunities to provide input through surveys such as the annual Intent to Return and parent engagement surveys Informal and formal discussions with classroom teachers and school leaders Access to meetings where input is invited, such as Board meetings, PSP meetings, and English Learner (EL) parent meetings  ARCA remains committed to improving how we gather input to ensure all voices are heard and that feedback meaningfully informs school decisions.|Families at American River Collegiate Academy (ARCA) are eager to participate in decision-making, and the school recognizes that their input is critical to student and school success. Based on the analysis of educational partner input and local data, ARCA has identified the following areas for improvement in how input is sought and used for decision-making:  Continue to increase the number of face-to-face interactions and strengthen how input is gathered and used: While families, students, and staff are ready to engage, there is a need for more consistent and visible structures to collect and respond to their input. In 2025-26, ARCA will prioritize increasing in-person opportunities, such as informal chats, structured discussions, and student-led activities, and will improve how feedback loops are closed so participants see how their contributions impact decisions. Deepen student leadership opportunities as a pathway to student voice in decision-making: Building on this year’s early work with student leadership development, the school will continue to create intentional opportunities for students to contribute their ideas and perspectives in ways that support school improvement efforts.|At American River Collegiate Academy (ARCA), we are committed to ensuring that all families, particularly those from underrepresented groups, have meaningful opportunities to shape decisions that impact our school community. Based on reflection and input, we plan to take the following steps to improve engagement:  Increase outreach to underrepresented families for involvement in advisory groups and school-based decision-making, including efforts through the Parent School Partnership (PSP) and other site-based input opportunities. Continue to utilize ParentSquare’s built-in translation features and supplement with Language Line for live interpretation needs, ensuring multilingual families have timely, understandable communication and that language is not a barrier to engagement. Offer input opportunities at varied times (morning, afternoon, and evening) to accommodate different family schedules and increase accessibility. Encourage student voice from underrepresented groups by continuing to build out student leadership structures and creating intentional space for students from diverse backgrounds to participate in decision-informing processes.  These efforts are part of our ongoing commitment to equity and inclusion, ensuring that all voices are represented and valued in shaping ARCA’s direction.|5|4|4|5|5|4|4|5|4|5|4|4|Met||2025-06-23|2025
32103220000000|Plumas County Office of Education|3|Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships between school staff and families shows some areas of strength but also significant areas for improvement. While we have made strides in establishing open communication channels, fostering collaborative partnerships, and implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.|Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships between school staff and families shows some areas of strength but also significant areas for improvement. While we have made strides in establishing open communication channels, fostering collaborative partnerships, and implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.|Based on the analysis of educational partner input and local data, our LEA has identified the need to improve engagement with underrepresented families in relation to Building Relationships Between School Staff and Families.  To address this, we will implement targeted strategies aimed at fostering inclusivity and strengthening connections. Firstly, we will enhance our outreach efforts by actively reaching out to underrepresented communities through culturally sensitive and tailored communication channels. Secondly, we will invest in professional development opportunities for our school staff to increase their understanding and appreciation of diverse cultural backgrounds. This will enable them to better engage with and support families from different ethnicities and socioeconomic backgrounds. Lastly, we will establish a feedback mechanism that actively seeks input from underrepresented families, providing them with opportunities to voice their concerns and contribute to decision-making processes. By implementing these measures, we are committed to creating an inclusive and supportive environment that ensures the active involvement of all families in their child's education.|Plumas Unified School District continues to demonstrate commitment to building partnerships for student outcomes through consistent engagement with educational partners, including parents, staff, and community members. Survey responses reflect several strengths at the school site level, including strong relationships between families and staff, a deep appreciation for teachers’ efforts, and high levels of trust in site administrators. Many parents and staff noted positive experiences with school-level communication and collaboration, including teacher accessibility, campus events, and student-centered supports. Progress has also been made in including staff and parents in decision-making at the site level, particularly when school leaders intentionally invite participation through advisory groups, event planning, and classroom volunteering. Additionally, parent input has been solicited through district-wide surveys and community meetings, helping inform local priorities. While input indicated challenges at the district level — particularly around transparency, fiscal trust, andcommunication — the feedback also showed hope for improvement with recent leadership changes. This reinforces the importance of continued two-way communication and authentic engagement to rebuild confidence and strengthen partnerships across all levels. To support these efforts, the district will continue investing in family engagement strategies, staff development, and communication platforms that encourage collaboration focused on student success.|Educational partner feedback highlighted several key areas for improvement in building effective partnerships for student outcomes. Most notably, respondents expressed a need for increased transparency and communication from district leadership. Many stakeholders shared concerns about limited access to decision-making processes, insufficient opportunities for meaningful input, and a perceived lack of responsiveness to community concerns, especially during times of fiscal uncertainty. Another clear focus area is the need to strengthen consistency and equity in engagement practices across all school sites. While some families reported positive experiences with school-level communication and support, others felt disconnected or overlooked, especially in more rural or under-resourced areas. Stakeholders also called for: More frequent and accessible communication, including clearer explanations of decisions and policies; Expanded opportunities for parents and community members to participate in advisory roles and planning efforts; Better integration of community resources and local partnerships to support holistic student development. Addressing these concerns will require the district to improve its communication infrastructure, invest in family engagement training for staff, and adopt inclusive practices that ensure all voices are heard and valued—particularly those of historically underserved or disengaged groups.|Through the self-reflection process and survey data analysis, PUSD identified that families of students with disabilities, socioeconomically disadvantaged students, and families in geographically isolated communities are underrepresented in engagement efforts. Many of these families reported feeling disconnected from district decisionmaking and uncertain about how to provide input or access support. To improve engagement with these underrepresented families, the district will implement the following strategies: Site-Based Outreach: Principals and site staff will conduct intentional outreach through one-on-one phone calls, family liaisons, and personal invitations to increase participation in school events, parent-teacher meetings, and advisory groups. Expanded Communication Channels: We will increase the use of multiple modes of communication (text, translated emails, phone calls, and paper flyers) to ensure all families are informed and included, particularly those without reliable internet access or English proficiency. Culturally Responsive Engagement Practices: Staff will receive professional development in culturally responsive family engagement to improve relationships with families from diverse backgrounds and ensure all families feel welcomed and valued. Flexible Participation Opportunities: To accommodate working families, engagement opportunities will include virtual options, flexible scheduling, and asynchronous formats where possible. Community Partnership Expansion: The district will continue to build partnerships with community organizations that serve underrepresented families to help bridge gaps in communication, services, and advocacy. These targeted efforts aim to increase trust, access, and shared responsibility between families and schools to support student outcomes districtwide.|Plumas Unified School District has made progress in creating opportunities for educational partner input through regular surveys, site-level engagement, and advisory groups. Based on our 2024–25 LCAP Survey, several stakeholders noted that they feel heard and valued, particularly at the school site level, where principals and teachers maintain strong relationships with families and staff. Many staff and parents shared that they are invited to participate in committees, provide feedback on program implementation, and collaborate on site-based initiatives. These ongoing efforts reflect a strength in school-level engagement and a foundation of trust within many individual campuses. Staff input in particular has improved, as evidenced by feedback highlighting positive collaboration among school teams and a willingness of site leaders to include them in key discussions. The district has also implemented multiple methods to gather stakeholder voice, including LCAP input sessions, school board public comments, and direct outreach to families through school communication tools. When district and site leaders are visible, responsive, and consistent, stakeholders report higher levels of satisfaction with decision-making processes. While our data reflect a wide range of experiences, approximately 25% of respondents agreed or strongly agreed that they are included in school and district decision-making, with many comments suggesting greater satisfaction at the school level than at the district level. This distinction suggests progress in fostering inclusive practices at the site level, but also highlights a gap that remains in strengthening system-wide engagement and ensuring that district decisions reflect broad-based input. Recognizing this, the district is committed to building on these strengths by improving communication systems, offering more transparent feedback loops, and expanding advisory participation to include underrepresented voices. These efforts will help ensure that families, staff, and community members feel meaningfully involved in shaping the future of our schools.|Analysis of the 2024–25 educational partner survey and local engagement data highlights several focus areas for improvement in PUSD’s efforts to seek meaningful input in decision-making. A consistent theme across stakeholder responses was a perceived lack of transparency and responsiveness at the district level, especially during times of financial difficulty. Many parents and staff expressed frustration with feeling left out of key decisions—such as budgeting, staffing changes, and the school calendar—despite participating in surveys or public meetings. Comments indicated that while input is often gathered, it is not always clear how it is used to inform decisions, leading to decreased trust and disengagement among some community members. Another area for improvement is the need to expand engagement opportunities for underrepresented groups, including families in remote areas, non-English speakers, and those who cannot attend traditional in-person meetings. Feedback suggests that participation in district-level decisions often depends on proximity, internet access, or existing relationships with school staff—barriers that disproportionately affect our most underserved families. Staff also noted that while input is sought, there is a need for more authentic collaboration. Some feel decisions are predetermined before input is gathered, and others highlighted that communication between district departments and school sites needs improvement to ensure staff voices are heard and valued consistently across the system. To address these issues, the district has identified the following focus areas: Improve communication and transparency, including sharing how input is used in decisions. Build trust and consistency in engagement practices across both site and district levels. Increase access and inclusion by offering multilingual, flexible, and technology-accessible formats for input. Create ongoing feedback loops through advisory councils, follow-up communication, and leadership visibility. By addressing these areas, PUSD aims to ensure all stakeholders—especially those historically underrepresented— feel that their voices matter and that they are truly partners in the decision-making process.|Plumas Unified School District recognizes that authentic engagement with underrepresented families is critical to ensuring equitable decision-making. Through the self-reflection process and review of the 2024–25 LCAP survey results, the district identified key groups that remain underrepresented in district input processes, including families of students with disabilities, families in geographically isolated communities, and those facing economic or language barriers. Survey feedback and local data indicate that while site-level relationships are generally positive, families often feel disconnected from district-level decisions. Barriers such as transportation, inconsistent communication, scheduling conflicts, and lack of awareness about engagement opportunities contribute to lower participation rates among these groups. To address this, PUSD will implement the following strategies to improve engagement of underrepresented families: Enhanced Outreach and Communication: Schools will use personalized outreach methods—including translated materials, text messaging, and home contact when appropriate—to ensure families are aware of opportunities to participate and understand how to do so. Flexible and Inclusive Engagement Opportunities: The district will provide multiple formats for input, including virtual meetings, asynchronous surveys, and in-person events scheduled at convenient times. Efforts will be made to host engagement activities at community hubs and partner locations to reduce access barriers. Student Services Coordinators, Prevention Coordinators, and Wellness Coaches as Connectors: PUSD will leverage the relationships and community knowledge of student services coordinators, prevention coordinators, and wellness coaches to connect directly with families who have been historically underrepresented. These staff members will help build trust, provide guidance on navigating school systems, and encourage family participation in site and district decision-making processes. Feedback Loops and Visibility: The district will improve how it communicates back to families about how their input influenced decisions. This will include follow-up communications, updates at board meetings, and regular newsletters or updates that close the loop. Training for Staff: School and district staff will receive training in culturally responsive engagement and inclusive communication strategies to foster trust and belonging among all families. By intentionally removing barriers, increasing access, and deepening relationships through our student services, prevention, and wellness teams, PUSD aims to create more equitable and inclusive pathways for all families to contribute meaningfully to decisions that impact student outcomes.|4|4|4|4|3|3|3|3|2|2|2|2|Met||2025-06-25|2025
32669690000000|Plumas Unified|3|Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships between school staff and families shows some areas of strength but also significant areas for improvement. While we have made strides in establishing open communication channels, fostering collaborative partnerships, and implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.|Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships between school staff and families shows some areas of strength but also significant areas for improvement. While we have made strides in establishing open communication channels, fostering collaborative partnerships, and implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.|Based on the analysis of educational partner input and local data, our LEA has identified the need to improve engagement with underrepresented families in relation to Building Relationships Between School Staff and Families.  2025-26 Local Performance Indicator Self-Reflection for Plumas County Office of Education/Plumas Unified School District Page 11 of 25 To address this, we will implement targeted strategies aimed at fostering inclusivity and strengthening connections. Firstly, we will enhance our outreach efforts by actively reaching out to underrepresented communities through culturally sensitive and tailored communication channels. Secondly, we will invest in professional development opportunities for our school staff to increase their understanding and appreciation of diverse cultural backgrounds. This will enable them to better engage with and support families from different ethnicities and socioeconomic backgrounds. Lastly, we will establish a feedback mechanism that actively seeks input from underrepresented families, providing them with opportunities to voice their concerns and contribute to decision-making processes. By implementing these measures, we are committed to creating an inclusive and supportive environment that ensures the active involvement of all families in their child's education.|Plumas Unified School District continues to demonstrate commitment to building partnerships for student outcomes through consistent engagement with educational partners, including parents, staff, and community members. Survey responses reflect several strengths at the school site level, including strong relationships between families and staff, a deep appreciation for teachers’ efforts, and high levels of trust in site administrators. Many parents and staff noted positive experiences with school-level communication and collaboration, including teacher accessibility, campus events, and student-centered supports.  Progress has also been made in including staff and parents in decision-making at the site level, particularly when school leaders intentionally invite participation through advisory groups, event planning, and classroom volunteering. Additionally, parent input has been solicited through district-wide surveys and community meetings, helping inform local priorities.  While input indicated challenges at the district level — particularly around transparency, fiscal trust, and communication — the feedback also showed hope for improvement with recent leadership changes. This reinforces the importance of continued two-way communication and authentic engagement to rebuild confidence and strengthen partnerships across all levels.   2025-26 Local Performance Indicator Self-Reflection for Plumas County Office of Education/Plumas Unified School District Page 12 of 25 To support these efforts, the district will continue investing in family engagement strategies, staff development, and communication platforms that encourage collaboration focused on student success.|Educational partner feedback highlighted several key areas for improvement in building effective partnerships for student outcomes. Most notably, respondents expressed a need for increased transparency and communication from district leadership. Many stakeholders shared concerns about limited access to decision-making processes, insufficient opportunities for meaningful input, and a perceived lack of responsiveness to community concerns, especially during times of fiscal uncertainty.  Another clear focus area is the need to strengthen consistency and equity in engagement practices across all school sites. While some families reported positive experiences with school-level communication and support, others felt disconnected or overlooked, especially in more rural or under-resourced areas.  Stakeholders also called for:  More frequent and accessible communication, including clearer explanations of decisions and policies;  Expanded opportunities for parents and community members to participate in advisory roles and planning efforts;  Better integration of community resources and local partnerships to support holistic student development.  Addressing these concerns will require the district to improve its communication infrastructure, invest in family engagement training for staff, and adopt inclusive practices that ensure all voices are heard and valued—particularly those of historically underserved or disengaged groups.|Through the self-reflection process and survey data analysis, PUSD identified that families of students with disabilities, socioeconomically disadvantaged students, and families in geographically isolated communities are underrepresented in engagement efforts. Many of these families reported feeling disconnected from district decisionmaking and uncertain about how to provide input or access support.  To improve engagement with these underrepresented families, the district will implement the following strategies:  Site-Based Outreach: Principals and site staff will conduct intentional outreach through one-on-one phone calls, family liaisons, and personal invitations to increase participation in school events, parent-teacher meetings, and advisory groups.  Expanded Communication Channels: We will increase the use of multiple modes of communication (text, translated emails, phone calls, and paper flyers) to ensure all families are informed and included, particularly those without reliable internet access or English proficiency.  Culturally Responsive Engagement Practices: Staff will receive professional development in culturally responsive family engagement to improve relationships with families from diverse backgrounds and ensure all families feel welcomed and valued.   2025-26 Local Performance Indicator Self-Reflection for Plumas County Office of Education/Plumas Unified School District Page 13 of 25 Flexible Participation Opportunities: To accommodate working families, engagement opportunities will include virtual options, flexible scheduling, and asynchronous formats where possible.  Community Partnership Expansion: The district will continue to build partnerships with community organizations that serve underrepresented families to help bridge gaps in communication, services, and advocacy.  These targeted efforts aim to increase trust, access, and shared responsibility between families and schools to support student outcomes districtwide.|Plumas Unified School District has made progress in creating opportunities for educational partner input through regular surveys, site-level engagement, and advisory groups. Based on our 2024–25 LCAP Survey, several stakeholders noted that they feel heard and valued, particularly at the school site level, where principals and teachers maintain strong relationships with families and staff. Many staff and parents shared that they are invited to participate in committees, provide feedback on program implementation, and collaborate on site-based initiatives. These ongoing efforts reflect a strength in school-level engagement and a foundation of trust within many individual campuses.  Staff input in particular has improved, as evidenced by feedback highlighting positive collaboration among school teams and a willingness of site leaders to include them in key discussions. The district has also implemented multiple methods to gather stakeholder voice, including LCAP input sessions, school board public comments, and direct outreach to families through school communication tools. When district and site leaders are visible, responsive, and consistent, stakeholders report higher levels of satisfaction with decision-making processes.  2025-26 Local Performance Indicator Self-Reflection for Plumas County Office of Education/Plumas Unified School District Page 14 of 25  While our data reflect a wide range of experiences, approximately 25% of respondents agreed or strongly agreed that they are included in school and district decision-making, with many comments suggesting greater satisfaction at the school level than at the district level. This distinction suggests progress in fostering inclusive practices at the site level, but also highlights a gap that remains in strengthening system-wide engagement and ensuring that district decisions reflect broad-based input.  Recognizing this, the district is committed to building on these strengths by improving communication systems, offering more transparent feedback loops, and expanding advisory participation to include underrepresented voices. These efforts will help ensure that families, staff, and community members feel meaningfully involved in shaping the future of our schools.|Analysis of the 2024–25 educational partner survey and local engagement data highlights several focus areas for improvement in PUSD’s efforts to seek meaningful input in decision-making.  A consistent theme across stakeholder responses was a perceived lack of transparency and responsiveness at the district level, especially during times of financial difficulty. Many parents and staff expressed frustration with feeling left out of key decisions—such as budgeting, staffing changes, and the school calendar—despite participating in surveys or public meetings. Comments indicated that while input is often gathered, it is not always clear how it is used to inform decisions, leading to decreased trust and disengagement among some community members.  Another area for improvement is the need to expand engagement opportunities for underrepresented groups, including families in remote areas, non-English speakers, and those who cannot attend traditional in-person meetings. Feedback suggests that participation in district-level decisions often depends on proximity, internet access, or existing relationships with school staff—barriers that disproportionately affect our most underserved families.  Staff also noted that while input is sought, there is a need for more authentic collaboration. Some feel decisions are predetermined before input is gathered, and others highlighted that communication between district departments and school sites needs improvement to ensure staff voices are heard and valued consistently across the system.  To address these issues, the district has identified the following focus areas:  Improve communication and transparency, including sharing how input is used in decisions.  Build trust and consistency in engagement practices across both site and district levels.  Increase access and inclusion by offering multilingual, flexible, and technology-accessible formats for input.  Create ongoing feedback loops through advisory councils, follow-up communication, and leadership visibility.  By addressing these areas, PUSD aims to ensure all stakeholders—especially those historically underrepresented— feel that their voices matter and that they are truly partners in the decision-making process.|Plumas Unified School District recognizes that authentic engagement with underrepresented families is critical to ensuring equitable decision-making. Through the self-reflection process and review of the 2024–25 LCAP survey results, the district identified key groups that remain underrepresented in district input processes, including families of students with disabilities, families in geographically isolated communities, and those facing economic or language barriers. Survey feedback and local data indicate that while site-level relationships are generally positive, families often feel disconnected from district-level decisions. Barriers such as transportation, inconsistent communication, scheduling conflicts, and lack of awareness about engagement opportunities contribute to lower participation rates among these groups. To address this, PUSD will implement the following strategies to improve engagement of underrepresented families: Enhanced Outreach and Communication: Schools will use personalized outreach methods—including translated materials, text messaging, and home contact when appropriate—to ensure families are aware of opportunities to participate and understand how to do so. Flexible and Inclusive Engagement Opportunities: The district will provide multiple formats for input, including virtual meetings, asynchronous surveys, and in-person events scheduled at convenient times. Efforts will be made to host engagement activities at community hubs and partner locations to reduce access barriers. Student Services Coordinators, Prevention Coordinators, and Wellness Coaches as Connectors: PUSD will leverage the relationships and community knowledge of student services coordinators, prevention coordinators, and wellness coaches to connect directly with families who have been historically underrepresented. These staff members will help build trust, provide guidance on navigating school systems, and encourage family participation in site and district decision-making processes. Feedback Loops and Visibility: The district will improve how it communicates back to families about how their input influenced decisions. This will include follow-up communications, updates at board meetings, and regular newsletters or updates that close the loop. Training for Staff: School and district staff will receive training in culturally responsive engagement and inclusive communication strategies to foster trust and belonging among all families. By intentionally removing barriers, increasing access, and deepening relationships through our student services, prevention, and wellness teams, PUSD aims to create more equitable and inclusive pathways for all families to contribute meaningfully to decisions that impact student outcomes.|4|4|4|4|3|3|3|3|2|2|2|2|Met||2025-06-25|2025
32669693230083|Plumas Charter|3|PCS works diligently to ensure open communication with each and every family served.  Administration has an open door policy for easy and regular communication with families, and teachers are available during non-teaching times.  We make every effort to reach out to parents for both positive student reports and any disciplinary related reports.|The school needs to prioritize more face-to-face meetings with parents, both one on one and in a whole school group manner.|This will be met by encouraging and offering more face to face meetings.|The school holds midyear meetings with families around student academic progress, regularly emails parents about student progress and holds end of year meetings.  In the event a student is struggling, many more meetings will be held to determine the best supports for the student.|Students need to be more invested in their own progress.  The school is constantly working on ways to improve this.|The school will ensure two way communication with underrepresented families.|The school offers a variety of ways for educational partners to be involved in the decision making of the school.  These include monthly meetings of the Mountain Valley Parents Club, the Board of Directors; weekly meetings with site level staff, tri-annual meetings with all school staff, and annual school surveys.|The school needs to reinvigorate the face-to-face whole site parent meetings that provide dinner and childcare to encourage attendance.|Continue to publicize all opportunities for these opportunities, and offering childcare and dinner at meetings.|4|4|4|4|4|3|4|4|4|3|4|4|Met||2025-06-23|2025
33103300000000|Riverside County Office of Education|3|RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified.|Many of our focus areas are the behavioral health needs of our students. Our LEA has brought in partner agencies and hired internal providers to come together to focus efforts through CAREspace facilities, Hazel Health, Hop Skip Drive, and online support providers.|RCOE will be focusing heavily this year on supporting the needs of English Learners, socio-economically disadvantaged youth, homeless youth, and their families as part of our differentiated assistance work with other county office of education partners. We plan on leveraging our technology partners and educational partners to support this work.|RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. A group of stakeholders have responded and responded to indicate a recognition that RCOE is at full implementation.|RCOE is continuing to improve the building of relationships with families through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.|RCOE has developed a communications toolkit to aid in assistive technologies that will reduce communication barriers and have simplified portal access to support single sign on technology.|RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in our decision making. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. We have noted progress in growth towards full implementation status.|RCOE will focus heavily in using our communication platforms in a way that shifts organization focus from one way communication, to two way collaborative spaces.|RCOE is continuing to improve the building of relationships with educational partners through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.|4|4|4|5|5|4|4|5|4|4|4|4|Met||2025-06-18|2025
33103300110833|River Springs Charter|3|Parent perception data is gathered through the LCAP Annual School Survey and program-level satisfaction surveys. Responses to the 2025 LCAP survey were overwhelmingly positive, with 91% of participants reporting they experienced school staff building trusting and respectful relationships with families. Additionally, 94% of families report that the school creates welcoming environments, and 87% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. School safety is our highest priority. Survey results show that 93% of families find that the school establishes student safety, connectedness, and positive school culture. Further, 87% of parents think that the school is doing well supporting students with disabilities, English Learners, foster youth, and economically disadvantaged student groups. While the school leadership is pleased with this report, we prioritize relationships between school staff and parents and strive for a 100% positive response.  Our schoolwide belonging goal is for everyone, including staff and students, to have a deep sense of belonging. The Belonging Committee, in collaboration with Student Services, implemented Restorative Practices training and support for school leaders. We partnered with a Restorative Practices coach to support implementation. Restorative practices are known to improve attendance, reduce suspensions and expulsions, and create a sense of community and belonging for the school community.  One of our pillars of personalized learning is to create a caring community. This is an area of strength for the school. Knowing the whole child, including their families and background, is essential for our model. Teachers and leaders use a variety of assessments and personalized assignments to learn about each student, their families, and their backgrounds. For example, parents and students in our ILP programs are given learning/educating strengths finders assessments and learning styles assessments. In academy programs, teachers learn more about their students by using interest inventories, strength’s finders, and implementing community circles and morning meetings We provide opportunities for families across programs to engage in the school community in a variety of ways including math nights, parent education, field trips, and school site council; these opportunities are communicated to families through ParentSquare and newsletters.  Our home-based programs offer regional student and parent SPREE events, Parent orientations, webinars, and coffee chats. Across the school, parent participation in decision-making bodies such as School Site Council and DELAC is actively monitored to ensure broad and representative input. Attendance and engagement are tracked in these forums, and leadership teams work to maintain fidelity to the process through consistent communication and outreach.|Our focus is to continue building a deep sense of belonging for every student. In particular for this priority, we will focus on developing staff to learn more about every student's whole family, including cultures and languages, to ensure ample opportunities for celebrating varied cultures, traditions, and rituals across our school programs. We strive to build our educators' cultural proficiency and ability to cultivate culturally competent classrooms.  We have focused our Belonging Committee on identifying ways to meet our schoolwide goals so that every student has a deep sense of belonging.|Our commitment to inclusivity extends to creating welcoming environments for all families in our community. We've ensured that every family feels valued and embraced within our educational community by hosting regular community events such as cultural fairs and open houses. To support our goals to increase cultural proficiency, we've prioritized enhancing training and support for teachers and families for English Language Learners (ELLs). We increased staff to support our ELLs and to build the capacity of our leaders and teachers. Also, the LEA has implemented a variety of channels to facilitate two-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in their primary language. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.  Moving forward, our LEA remains dedicated to continuously improving relationships between school staff and families for underrepresented families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. In the 2024-2025 school year, we implemented Branching Minds with a soft rollout. Branching Minds is a centralized source for Social Emotional Learning screener data, MTSS data, collaboration tools, and research-based interventions. During the 2025-2026 school year, we will increase our use of this powerful tool to improve engagement of underrepresented families, including our English Language Learners. Branching Minds provides information to help strengthen two-way communication and collaboration with educational partners. This platform allows support staff across departments to use data to make plans for our underrepresented students and provides easy-to-use communication tools to share with families. The communication fosters a partnership and offers tools and resources to empower caregivers to support their child at home.  We strive to strengthen our bonds with families and create a more inclusive and supportive educational environment for all by addressing these areas.|In 2025, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes. 92% of parents surveyed reported that they think students have everything that they need to learn, and 92% of parents believe that the school is effectively teaching grade-level standards.   The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school.  We will continue to provide training and support for staff and families to understand each student's social and emotional needs and to focus on closing achievement gaps through timely interventions, including online and in-person options. Professional development includes ensuring that the teachers and leaders are aware of our resources and how to support families. Benchmark is a tool that we will use to create individual student plans aligned to resources for increasing engagement with underrepresented students and their families.|In 2025, parents were surveyed to collect perception data on the school's practices of seeking input for decision making. 81% of parents reported that principals/directors engage families in decision-making. This is a 2% increase from the 2024 survey data, where 79% of parents reported that principals/directors engage families in decision-making. We also saw a slight increase in 2025 from 83% of parents to 84% of parents who reported that the school encourages families to engage in advisory groups and decision making (school site council, DELAC, Special Education Parent Collaboration, etc.). In the 2025 survey, 81% of parents reported that families have opportunities to provide input on policies and programs, and 84% of respondents agreed that the school specifically seeks input from underrepresented groups. Finally, 84% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities.  The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities.  We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees, and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. The school invites parents to participate in the District English Learner Advisory Committee (DELAC). This committee is designed to provide a platform for parents of English Language Learners to engage in the school system and advocate for their children's education.|The identified area of focus in seeking input for decision making focuses on providing additional opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at both the program and school-wide levels with a focus on expanding efforts to engage typically underrepresented groups.|We continue to engage underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC and School Site Council, to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, and especially in seeking input from underrepresented groups in the community. We increased engagement of underrepresented families in relation to seeking input for decision-making by implementing targeted strategies that align with our responsibility to provide high-quality curriculum and instruction. Recognizing gaps in participation from underrepresented families, Springs strives to offer culturally responsive and accessible forums, such as multilingual school site council meetings and flexible virtual meetings, to gather meaningful input on academic and school programs.   To reinforce the role of parents and guardians in supporting their children’s learning, Springs offers parent education workshops focused on academic expectations, home learning strategies, and how to navigate school systems. These workshops are offered at varied times and formats to accommodate work schedules and language needs.    To enhance communication, Springs strengthens its current practices by committing to consistent, proactive outreach. This includes regular parent-teacher conferences, progress reports provided in multilingual formats as applicable, and a variety of accessible avenues for two-way communication with staff. Families are also offered expanded opportunities to volunteer, observe classrooms, and participate in school activities—either in-person or virtually—to build deeper connections with their child’s educational experience. These efforts are designed to foster trust and shared responsibility between families and educators.|5|5|4|5|5|4|5|5|4|5|5|5|Met||2025-06-12|2025
33103300125237|Leadership Military Academy|3|Building relationships is a key tenet of LMA and the entire staff strives to create a welcoming, safe environment. Our current strength is in the ability of LMA staff at all levels to be open and available for multiple means of communication with families. Each year we conduct an annual survey to solicit parent feedback on the school’s program, activities, and culture. This year we revamped our survey to include a more in-depth analysis process for both the quantitative and qualitative data, allowing us to garner further insights from the process. We also expanded the questions around student safety to better understand where and how students ever feel unsafe. This year, as we do every year, we hosted ongoing parent-community workshops and monitored metrics such as the number and percentage of parents with access to our parent communication tool, Parent Portal, and how many parents are attending our parent council meetings throughout the year. We spoke with our staff at a February staff meeting about their perception of our current strengths and progress in building relationships between school staff and families. We had additional opportunities for families to come to the school site this year with the Coffee with the Principal program. We invited more colleges on campus and hosted more opportunities for parents to meet with college recruiters and representatives. We added another parent to the Board of Directors so now there are two, and hosted one additional School Site Council meeting this year as well. We brought parents on campus with a barbecue luncheon & awards night to complete the survey.  In the most recent survey with stakeholders, 91% of parents reported that they feel welcome at the school. Similar to prior years, parents have indicated that communication via phone, text, and email were preferred over mail and social media/webpage. As a result, LMA uses both text messaging and emails as the primary means of sending information out to families. Direct calls are made to parents about their specific student by teachers, office staff, and administrators. Students and their families can also initiate communication with teachers and staff through email, Google Classroom, the Aeries portal, and the website.|We continue to work to ensure that all families report high rates of engagement and involvement at the school. Our most recent survey results indicate that 90% of parents positively rate the school’s family engagement efforts, which is very positive. 99% of parents also report that they have access to their student’s grades and attendance information in real time, which demonstrates our staff-family communication. On the whole this is a strong area for LMA, however we always like to have focus areas for improvement, and in this area we would like to improve the opportunities for parents to discuss student advocacy and educational priorities, as 84% of parents agree there are opportunities to do so and we would like to improve that to at least about 90%. Therefore we see there is a need to further promote these opportunities among our families.|We intentionally build our engagement efforts to ensure we are reaching all of our families by listening to their needs and addressing them head-on, in the forms of communication they have indicated are best (phone and email). Translation services also remain key to engaging underrepresented families whose home language is not English. As a result of our efforts in this area, 91% of parents indicated in our 2025 annual survey that LMA regularly communicates with families in their home language and that LMA provides translation services at parent events and meetings. This is a strong signal to us that our efforts are working and are noticed by parents from these underrepresented backgrounds.|At LMA, we continue to prioritize building partnerships with students and families from the very beginning of the school year, during our first informational meeting with parents when student goals are discussed and families are oriented to the culture and environment at LMA. This establishes the partnership between the school and the family in order to support the student’s success. We meet with families one-on-one before enrollment and focus on that student’s specific circumstances, including how many credits they currently have, their personal goals, any questions from the student or family, along with supports provided by the school. Parents and students create portal accounts so they can access student scores and grades, attendance, and class links. In our most recent survey, 99% of parents agreed that they have access to student grades and attendance in real time. Another area of strength for us this year is in implementing a Wellness Center for student mental health and wellbeing supports. We received a lot of positive comments in the survey this year about these services and students report being aware of the services offered by our Wellness Center.|Just under 70% of our survey respondents (including families, staff, and students) report that LMA provides parents with opportunities to discuss student advocacy and educational priorities. Therefore this is another area we can continue to develop, potentially by partnering with community organizations to discuss advocacy topics and other resources or information to support student development outside of the school.|One way we are working on improving engagement of underrepresented families in building partnerships for students outcomes is by seeking their input on this year’s LCAP Equity Multiplier Goals and LREBG Needs Assessment. We met in April 2025 to discuss potential partnerships to address key focus areas and performed an analysis of our survey data that evaluated themes across underrepresented subgroups. We also added another parent to our Governing Board and added an additional School Site Council meeting this year to further increase access and improve partner input. We will continue to engage with underrepresented families to better understand how we can forge partnerships to support their students.|This year we added another parent to the Board of Directors so now there are two parents on our Board. We also hosted an additional School Site Council meeting this year to further improve our process seeking input for decision-making. 85% of parents report that the school provides opportunities to share ideas and provide input for school plans and decisions via participation in the School Site Council and/or English Learning Advisory Council. Staff are regularly included in the decision-making process, for example analyzing our annual survey results and this year’s use of LREBG funds.|Our most recent survey results indicate that while 85% of parents said they feel included in advisory committees such as the School Site Advisory Council and English Learner Advisory Council, the remaining 15% weren’t sure or felt they weren’t included enough. Last year’s results encouraged us to host another meeting to increase access, which improved our score on this survey question significantly. Therefore we are proud of our progress and will continue to promote this opportunity to encourage stronger and wider connections between our parents and staff.|LMA will improve engagement of underrepresented families by increasing their representation in advisory committees like the ELAC, School Site Council, and board meetings. We will do so by making sure all families are aware of these committees at the start of the school year and feel empowered to participate. By adding another SSC meeting and another parent to the Board, we are also expanding engagement.|4|5|4|4|5|5|4|5|5|5|4|4|Met||2025-06-18|2025
33103300125385|Imagine Schools, Riverside County|3|Imagine Schools Riverside County (ISRC) continues to prioritize meaningful family engagement as a cornerstone of student success. The region fosters a welcoming environment where families are encouraged to actively participate in school life—both through volunteerism and shared decision-making. Parents contribute their time and talents in classrooms, support campus events, and lead fundraising efforts that strengthen the broader school community. Communication with families is proactive and multi-faceted. ISRC uses tools such as Parent Square, Class Dojo, Google Classroom, and the school website to ensure timely and accessible information. Regular engagement opportunities—including monthly meetings, principal chats, and parent workshops—encourage two-way dialogue and build trust between families and school leaders. ISRC also values the voices of parents in formal governance. Families serve on key advisory bodies such as the Parent Teacher Organization (PTO), English Learner Advisory Committee (ELAC), and School Site Council (SSC), helping to shape priorities and contribute to schoolwide improvement. Annual family surveys provide additional insights that guide planning and responsiveness. Cultural events and family-centered activities further promote inclusivity, celebrate diversity, and create a strong sense of community. These initiatives not only enrich the school environment but also provide shared experiences that reinforce the partnership between home and school.|While Imagine Schools Riverside County (ISRC) has laid a strong foundation for family engagement, the network acknowledges the opportunity to deepen its practices and reach more families in meaningful ways. Creating a truly inclusive and responsive school community requires targeted improvements that remove barriers and invite broader participation. ISRC is working to expand outreach efforts by offering translated communications, culturally relevant events, and personal invitations that reflect the diversity of its school communities. These steps are designed to ensure that all families—regardless of background or language—feel seen, valued, and welcome to engage. In addition, the region is focused on enhancing communication pathways. Moving beyond one-way updates and formal meetings, ISRC is exploring new formats for family input, such as open forums, listening sessions, improved survey tools, and casual gatherings that encourage honest dialogue. These efforts are aimed at strengthening trust and ensuring that family perspectives actively shape school practices. Accessibility remains a key focus. Offering more flexible scheduling and virtual participation options for meetings and events will help remove obstacles for working families or those with limited availability. ISRC also recognizes the importance of equipping families with the tools to support their children at home. We continue to expand our parent workshops—covering topics such as homework support, curriculum understanding, and digital literacy—are underway. To extend impact beyond the school walls, ISRC seeks to build stronger partnerships with local organizations that can help address family needs related to housing, health care, or economic stability. These collaborations can enhance the wraparound support available to students and families. To guide and refine these efforts, ISRC is developing a more intentional system for monitoring the effectiveness of its engagement strategies. Gathering regular feedback from families and staff, reflecting on participation trends, and adjusting accordingly will ensure that efforts remain responsive and community-centered. By expanding access, deepening communication, and prioritizing family voice, ISRC is committed to building a school environment where every family feels connected, empowered, and essential to student success.|To strengthen engagement among underrepresented families, Imagine Schools Riverside County (ISRC) is launching a series of initiatives designed to foster connection, trust, and shared ownership of the school experience. Dedicated staff will serve as key connectors, providing individualized support and helping bridge communication between home and school. These relationships will be instrumental in building trust and ensuring families feel welcomed, heard, and supported. ISRC will host community forums and listening sessions specifically designed to elevate the voices of families who may not typically engage in traditional school settings. These spaces will allow parents and caregivers to share their perspectives, surface challenges, and contribute meaningfully to decision-making processes. To remove practical barriers, ISRC will provide childcare during key meetings and events, allowing more families to participate fully in school life. ISRC's outreach strategy—including the use of social media, local television, and trusted local organizations—will ensure that engagement opportunities are widely communicated and accessible to all. To ensure these efforts are impactful and sustainable, ISRC will implement regular feedback cycles through surveys and reflection sessions. Insights gathered will guide continuous improvement and help refine strategies to better meet the needs of underrepresented families. Through these intentional actions, ISRC aims to create a more inclusive and connected school environment where every family has a voice and a role in shaping the success of their child and school community.|Imagine Schools Riverside County (ISRC) continues to strengthen its role as a community-centered LEA by cultivating partnerships that extend learning, promote student well-being, and build a strong sense of school connectedness. At ISRC Hemet, recent efforts have focused on expanding afterschool programming, expanding the Parent Teacher Organization, and hosting a series of community events aimed at increasing family participation and student engagement. Collaborations with local service providers and colleges have opened up additional supports, including academic enrichment and college readiness resources. ISRC Coachella has also prioritized family and community engagement, drawing over 2,500 attendees across two well-attended community festivals. These events, paired with a series of literacy and STEAM nights co-organized with parents, highlight the school’s commitment to educational access and celebration of learning beyond the school day. Student leadership is actively encouraged across ISRC campuses. The Associated Student Body has taken part in hands-on community service projects across multiple nearby neighborhoods, demonstrating the value of civic involvement and student-driven impact. Strategic partnerships with local organizations have enhanced the school’s ability to provide afterschool enrichment, social-emotional support, and safe spaces for extended learning. These programs give students opportunities to grow academically and socially outside of regular instructional hours. Through these ongoing initiatives, Imagine Schools Riverside County continues to build momentum around family engagement, student leadership, and community collaboration—ensuring that every student is supported in both academic achievement and personal development.|As Imagine Schools Riverside County (ISRC) continues to evolve, several areas have been identified for strategic improvement to better support the whole child and strengthen community trust. A growing area of focus is the development of sustainability and environmental literacy across campuses. Programs such as student-led recycling efforts, campus gardens, and project-based environmental learning can foster hands-on exploration while building a deeper sense of responsibility and citizenship. These initiatives also create natural opportunities for interdisciplinary learning and real-world problem solving, enriching the academic experience. Academic support systems are also being expanded to meet diverse learner needs. By increasing access to tutoring and mentoring, ISRC can more effectively close learning gaps, reinforce foundational skills, and support students’ long-term academic growth. The expansion of these services—especially during extended day programs—ensures that students who need additional support receive it in a timely and targeted manner. Equally critical is the need to strengthen mental health and wellness services. ISRC is exploring ways to broaden access to school-based counseling and incorporate proactive approaches to student well-being, including mindfulness strategies, peer support circles, and wellness-focused workshops. These efforts aim to equip students with tools to manage stress, regulate emotions, and build healthy relationships. To ensure these initiatives are both responsive and effective, ISRC is also prioritizing the development of stronger evaluation and communication systems. Implementing structured data collection and feedback loops will allow the network to monitor progress, adjust programs in real time, and ensure that resources are aligned to student needs. Equally important is a commitment to transparency—sharing program goals, outcomes, and next steps with families and stakeholders fosters trust and creates a culture of shared accountability. By focusing on environmental responsibility, academic supports, expanded wellness services, and transparent evaluation practices, ISRC is working to build a more inclusive, future-ready educational environment that meets the evolving needs of its students and community.|Imagine Schools Riverside County (ISRC) is taking intentional steps to reduce communication barriers and create a more welcoming school community for all families. Recognizing that some families, particularly those from underrepresented backgrounds, may feel disconnected, ISRC is prioritizing efforts to build trust and foster stronger school-home relationships. To improve communication access, ISRC will translate essential materials into multiple languages and diversify its outreach channels. Text messaging, social media, printed materials, and community bulletin boards will be used to ensure that families receive timely, accessible information in formats that meet their needs. Creating spaces where all families feel valued and seen is a guiding priority. Cultural celebrations, events such as multicultural nights, and staff training on cultural competence will help ensure that school environments reflect and honor the diversity of their communities. Displaying student work from all backgrounds and acknowledging cultural traditions throughout the year will reinforce this commitment. ISRC is also focused on empowering families to engage more deeply in their children’s education. A series of workshops will be offered to help parents understand curriculum standards, navigate student data systems, and support learning at home. Providing childcare and meals during these events will help increase access and participation. To further extend support, ISRC will continue to build partnerships with local service organizations that specialize in reaching historically underserved communities. These collaborations will allow schools to connect families with wraparound services that support students’ well-being beyond the classroom. Ongoing reflection and feedback remain central to ISRC’s approach. Through surveys, focus groups, and open forums, families will be invited to share their perspectives and help guide continuous improvement efforts. By focusing on connection, accessibility, and responsiveness, ISRC is building a stronger, more inclusive community, one where every family feels heard, respected, and involved in their child’s educational journey.|Imagine Schools Riverside County (ISRC) continues to demonstrate meaningful progress in fostering collaborative decision-making that reflects the voices and values of its school communities. Central to this work is a clear commitment to our Shared Values—Justice, Integrity, and Fun—which guide not only our culture but also our approach to stakeholder engagement and input. ISRC’s high participation in the annual Shared Values survey speaks to the strong sense of ownership and shared purpose across staff, students, and families. This level of engagement underscores the school community’s commitment to shaping a learning environment where every voice matters and all perspectives are honored. A notable strength in ISRC’s decision-making process is the intentional use of formal structures that invite broad participation. Inclusive committees, Professional Learning Communities (PLCs), and ongoing collaboration with external educational partners ensure that a diverse group of stakeholders are part of key conversations and decisions. This approach fosters transparency, mutual respect, and trust across all levels of the organization. ISRC places value on advice-seeking at every stage of planning. Staff and leaders are encouraged to actively engage with those who offer different perspectives to ensure decisions are well-rounded and inclusive. This practice reflects our belief that leadership should be shared and joyful—aligning with the Imagine Value of Fun, which emphasizes empowerment, collaboration, and purpose-driven action. Strong educational partnerships have also played a pivotal role in embedding the Shared Values into daily practice. Staff demonstrate a deep understanding of Integrity in professional conduct, recognize the importance of Justice in academic and behavioral systems, and embrace the idea that Fun includes shared decision-making and meaningful engagement with colleagues and families. Equally important is our community’s commitment to the whole child. Through partnerships and a focus on character development, ISRC has taken steps to ensure students are supported both academically and emotionally. School teams have offered concrete examples of how these values are put into practice, meeting students’ unique needs in ways that are thoughtful and impactful. ISRC remains focused on deepening these practices. As we continue to evolve, we are committed to refining our structures for engagement and strengthening our feedback loops to ensure that all educational partners, students, staff, families, and community members, are actively involved in shaping the future of our schools.|Through a reflective review of educational partner feedback and local data, Imagine Schools Riverside County (ISRC) has identified several key opportunities to strengthen its approach to collaborative decision-making. As the organization continues to prioritize shared leadership and community voice, ISRC is refining its systems to ensure input is not only gathered but meaningfully integrated into ongoing planning and improvement efforts. A central focus moving forward is the development of more structured, transparent decision-making protocols. Clear systems for documenting key decisions, communicating outcomes, and tracking follow-through will help ensure all stakeholders, staff, families, and community members, understand how their input contributes to the school’s direction. By creating defined pathways for participation, ISRC aims to broaden engagement and build deeper trust throughout its educational communities. Another area of focus is enhancing the day-to-day application of the Shared Values: Justice, Integrity, and Fun, across all school sites. While these values are well known, there is an opportunity to make them more visible in practice through consistent language, staff-led reflection activities, and tools like Shared Values journals that reinforce alignment in culture and action. ISRC also recognizes the importance of strengthening how initiatives and decisions are launched. Improving the communication and onboarding process for new efforts will help educational partners feel equipped to engage fully. Offering clear expectations, structured rollout plans, and inclusive training opportunities can ensure smoother implementation and stronger collective ownership. Regular listening sessions and campus-level check-ins will also be expanded to create more responsive feedback loops. These gatherings can surface potential misconceptions, identify areas of disconnect, and allow school leaders to clarify or adapt plans in real time. Overall, ISRC remains committed to deepening its culture of collaboration and ensuring that decision-making structures reflect the values and aspirations of the entire school community. By focusing on transparency, clarity, and shared leadership, ISRC is taking intentional steps to ensure every partner feels heard, informed, and empowered to contribute.|Imagine Schools Riverside County (ISRC) is deepening its commitment to engaging families as essential partners in student success. Strengthening these relationships is central to fostering trust and a shared sense of purpose across the school community. Creating a welcoming environment remains a top priority. ISRC will continue to celebrate the rich cultural identities of its families through events, student showcases, and heritage recognitions. These efforts build belonging and reflect the school’s dedication to honoring the voices and experiences of all community members. To enhance accessibility, ISRC is expanding its communication strategies. Materials will be translated into multiple languages, interpretation will be available at meetings, and outreach will be extended across platforms such as text messaging, social media, and community bulletin boards. Family engagement opportunities will become more flexible and accessible. Events and meetings will be offered at varied times and allow for virtual platforms. ISRC will also provide wraparound supports such as childcare and transportation assistance to reduce participation barriers. To empower families in supporting their children’s education, ISRC will offer workshops on topics like navigating school systems, understanding academic expectations, and advocating for student needs. These sessions are designed not only to inform but to affirm families’ roles as vital partners in learning. Increasing representation in decision-making spaces is another key goal. ISRC will continue to grow its PTO and other advisory groups, with a specific focus on elevating the voices of families who have historically been underrepresented. Partnerships with local community organizations will further extend the school’s outreach and provide comprehensive support to families. To ensure continuous improvement, ISRC will maintain robust feedback loops, including surveys, listening sessions, and informal forums. School leaders will remain visible and accessible through open-door policies and ongoing opportunities for one-on-one and group engagement. Together, these actions reflect ISRC’s commitment to building authentic, lasting partnerships with families, partnerships rooted in trust, shared responsibility, and a deep belief in every child’s potential.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2025-06-12|2025
33103300128397|CBK Charter|3|CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable CBK Charter to engage in continuous improvement and determine next steps to make improvements in the areas identified. Respondents have found our organization to be in full implementation in this area.|Many of our focus areas are the behavioral health needs of our students. Our LEA has brought in partner agencies and hired internal providers to come together to focus efforts through CAREspace facilities, Hazel Health, Hop Skip Drive, and online support providers.|CBK Charter will be focusing heavily this year on supporting the needs of English Learners, socio-economically disadvantaged youth, homeless youth, and their families as part of our differentiated assistance work with other county office of education partners. We plan on leveraging our technology partners and educational partners to support this work.|CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable CBK Charter to engage in continuous improvement and determine next steps to make improvements in the areas identified. A group of stakeholders have responded and responded to indicate a recognition that CBK Charter is at full implementation.|CBK Charter is continuing to improve the building of relationships with families through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.|CBK Charter has developed a communications toolkit to aid in assistive technologies that will reduce communication barriers and have simplified portal access to support single sign on technology.|CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in our decision making. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. We have noted progress in growth towards full implementation status.|CBK Charter will focus heavily in using our communication platforms in a way that shifts organization focus from one way communication, to two way collaborative spaces.|CBK Charter is continuing to improve the building of relationships with educational partners through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.|4|4|4|5|5|4|4|5|4|4|4|4|Met||2025-06-17|2025
33103300128777|Gateway College and Career Academy|3|GCCA’s strength in building relationships between school staff and families continues to stem from its commitment to operating as a small, student-centered school with a robust counseling team. In 2024–25, our low student-to-counselor ratio enabled proactive, personalized communication with families, especially during key transition points such as enrollment, graduation planning, and crisis support. Teachers, instructional aides, and administrators also remained consistently accessible—through phone, email, in-person meetings, and virtual platforms—to respond to family needs and maintain strong two-way communication. Our partnership with LifeSource for onsite mental health support further expanded our wraparound outreach to families facing complex challenges, reinforcing trust and collaboration.|In 2024–25, GCCA continued to focus on strengthening connections between families and local resources. With support from the state’s Community Schools Planning Grant, we launched a comprehensive needs assessment process to better understand family priorities and barriers. Input from families highlighted a desire for more streamlined access to housing, mental health, and employment support. This feedback is informing our next steps in designing coordinated services and deeper parent engagement opportunities.|In 2024–25, GCCA prioritized increasing in-person, on-campus engagement opportunities to better connect with underrepresented families. Educational partner input and local data pointed to a need for more accessible, relationship-based interactions. The hiring of an Assistant Director of Family and Community Partnerships has strengthened our capacity to lead this work. We are expanding family-focused events, offering language-accessible focus groups, and creating more structured opportunities for feedback and collaboration.|GCCA’s greatest strength remains its deep partnership with Riverside City College, which provides students with access to college-level academics and career technical education (CTE) pathways. In 2024–25, the K12 Strong Workforce Grant supported the launch of new dual enrollment opportunities aligned to CTE certificates students can complete while earning their high school diploma. Simultaneously, our Community School Planning and Implementation Grants enabled a comprehensive needs assessment and established a process for ongoing annual updates based on family and community input.|In 2024–25, GCCA identified expanding and strengthening career technical education (CTE) pathways as a key area for improvement in building partnerships for student outcomes. Educational partner feedback emphasized the need for clearer career ladders and postsecondary options aligned to student interests. To address this, we are deepening collaboration with RCC’s CTE departments, regional apprenticeship programs, and local employers to ensure students have access to meaningful work-based learning and credential opportunities that complement their high school diploma.|In 2024–25, GCCA leveraged both the Community Schools Planning and Implementation Grants to deepen engagement with underrepresented families. Through a comprehensive needs assessment process—including multilingual surveys, focus groups, and outreach efforts—we gathered meaningful input from families across diverse backgrounds. This feedback is directly informing our Community School implementation strategies, which will prioritize culturally responsive engagement, family-centered programming, and stronger alignment of school services with community needs.|In 2024–25, GCCA continued to strengthen its inclusive approach to decision-making by maintaining a consistent and transparent process for gathering input from educational partners. Key strengths include multiple structured opportunities for feedback during board meetings, leadership team discussions, targeted staff meetings, and recurring stakeholder surveys. This ongoing cycle of engagement has helped ensure that decisions—particularly those related to LCAP development—reflect broad-based community and staff input.|In 2024–25, GCCA prioritized expanding the use of small focus groups to gather more nuanced input from students, families, and staff. Building on the foundation of our Community School work, we established several standing committees designed to represent diverse perspectives and guide school improvement efforts. Moving forward, we aim to strengthen these groups’ impact by integrating their input more systematically into our decision-making and continuous improvement cycles.|In 2024–25, GCCA focused on elevating the voices of underrepresented families in decision-making processes. Through the Community Schools Planning and Implementation Grants, we conducted an in-depth needs assessment with strong family participation. This input is guiding the implementation phase of our Community School model, which includes new structures—such as multilingual focus groups and parent advisory opportunities—designed to ensure ongoing, meaningful engagement of historically underrepresented families.|5|5|5|5|5|4|4|4|4|4|4|5|Met||2025-06-26|2025
33103300136168|Temecula International Academy|3|Temecula International Academy has been successful in building relationships between school staff and families. According to our most recent climate survey, 87% of families feel that they receive adequate communication for school events and activities. This communication helps to build on the relationships between the school staff and families. Additionally, 96% of families feel that teachers and staff care about students and go out of their way to help them. Due to the community being smaller, an emphasis is placed on staff and families having opportunities to connect with different events throughout the year. Parents and staff alike have volunteered numerous hours in enriching the student’s lives at TIA. This includes programs such as clubs, festivals, and cultural celebrations to name a few. We will continue to improve through feedback we receive this year.|An area of improvement for Temecula International Academy when it comes to building relationships is ensuring that families feel that they have a voice in decision making for the school. Our survey showed that 68% of parents feel that they do have a voice in making school decisions, however we feel that we can address this to increase this percentage. Our Falcon Parent Committee had a lower attendance rate this year, so this could contribute to families not feeling like they have a voice in school choices. For the next school year, Temecula International plans to do more to ensure parents know how to join this committee and be involved in decision making.|Temecula International Academy recognizes the need to find more initiatives to involved underrepresented families throughout the school year. Through a survey sent out to families regarding attendance concerns, some responded  2025-26 Local Performance Indicator Self-Reflection for Temecula International Academy Page 10 of 20 that transportation can be an issue for families to get their students to school on time. TIA plans to look into alternative methods to see how best to support families with transportation issues, since the school does not have its own bus system. Additionally, the school would like to ensure that underrepresented families have a voice in school decisions, so an invitation to the Falcon Parent Committee will be sent out so an opportunity is available for families to participate. Lastly, plans are in place for the upcoming school year to train staff in more culture and diversity training to allow for a culturally responsive environment.|Temecula International Academy (TIA) demonstrates notable strengths and progress in building partnerships for student outcomes through various initiatives. Parent/Teacher Conferences are held regularly to facilitate direct communication between parents and teachers, allowing for personalized discussions about student progress and areas for improvement. This consistent engagement helps build strong, collaborative relationships focused on student success. Weekly newsletters and updates are sent out from teachers and administration. TIA's commitment to sending out weekly newsletters and updates ensures that parents and guardians are well-informed about school events, important dates, and student achievements. This regular communication helps keep the community connected and engaged with the school’s activities and initiatives. TIA uses a variety of communication methods, including phone calls and face-to-face meetings, to ensure that parents have multiple ways to stay informed and involved in their child’s education. This flexibility accommodates different preferences and schedules, making it easier for parents to participate actively. Semester report cards are regularly issued report cards to keep parents informed about their child’s academic progress, strengths, and areas needing improvement. This transparency is crucial for maintaining an open line of communication between the school and families. The formation of student study teams (SST’s) allows for a collaborative approach to addressing academic and behavioral challenges. By involving teachers, parents, and specialists, these teams can develop and implement  2025-26 Local Performance Indicator Self-Reflection for Temecula International Academy Page 11 of 20 tailored support plans that enhance student outcomes. These meetings help the personalized learning approach to encompass all students learning styles and abilities. TIA offers multiple opportunities for families to view student work; back to school night and open house offer parents a chance to meet teachers, tour the school, and learn about the curriculum and classroom expectations. The science fair and spelling bee provide students with opportunities to showcase their talents and hard work, fostering a sense of achievement and school pride. They also encourage parental involvement and community engagement, as families come together to celebrate student accomplishments. Celebrations recognize and honor the achievements and growth of students over the school year. They provide an opportunity for parents, teachers, and students to come together to celebrate successes and reflect on progress. Through these initiatives, the LEA has made significant strides in building strong partnerships with parents and the community, ultimately supporting and enhancing student outcomes.|Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in building partnerships for student outcomes. First, there is a need to enhance two-way communication by ensuring that feedback from parents and students is actively solicited, heard, and acted upon. This can enhance trust and collaboration. Additionally, increasing parent involvement in decision-making processes, such as through parent advisory councils or committees, can empower parents and ensure their voices are included in shaping school policies and practices. Expanding efforts to reach and engage parents and guardians from diverse backgrounds, including non-English speakers and those from underrepresented communities, is crucial. Offering translated materials, multilingual support, and culturally responsive engagement strategies can help bridge gaps and ensure all families feel included and valued. Providing regular workshops and training sessions for parents on topics such as navigating the school system, supporting student learning at home, and understanding academic standards can equip parents with the knowledge and skills they need to support their children’s education effectively. Ensuring that school events and meetings are accessible to all parents, including those with work or other commitments, by offering flexible scheduling, virtual participation options, and childcare during events, can increase parent participation and involvement. Building stronger partnerships with local community organizations, businesses, and resources can provide additional support and opportunities for students and their families. Collaborating with these entities can enhance the educational experience and provide holistic support for student success. Lastly, establishing a system for continuous feedback and improvement can help the LEA to regularly assess the effectiveness of their engagement strategies and make necessary adjustments. Surveys, focus groups, and regular check-ins with parents and students can provide valuable insights for ongoing improvement. By focusing on these areas, the LEA can enhance its partnerships with parents and the community, leading to better support for student outcomes and overall school improvement.|Based on the analysis of educational partner input and local data, the TIA has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. Firstly, the TIA plans to enhance outreach efforts by providing translated materials and multilingual support to ensure that language barriers do not hinder communication. This includes offering translation services during meetings and events and ensuring all written communications are available in the primary languages spoken by families. Secondly, the TIA will implement culturally responsive engagement strategies to make underrepresented families feel more welcome and included. This involves training staff on cultural competency, recognizing and celebrating  2025-26 Local Performance Indicator Self-Reflection for Temecula International Academy Page 12 of 20 diverse cultural events within the school community, and creating a more inclusive environment where all cultural backgrounds are respected and valued. Additionally, the TIA will offer flexible scheduling for meetings and events to accommodate the diverse work schedules of underrepresented families. This may include holding meetings at various times throughout the day, offering virtual participation options, and providing childcare during events to make it easier for parents to attend. The TIA will also establish parent liaison roles or parent advisory committees specifically focused on representing the needs and voices of underrepresented families. These roles will help ensure that these families have a direct line of communication with school leadership and that their concerns and suggestions are taken into account in decisionmaking processes. Furthermore, the TIA plans to partner with local community organizations that serve underrepresented populations; Boy’s and Girls Club, YMCA, and other community groups. These partnerships can provide additional resources and support for families, such as access to social services, educational workshops, and community events. By leveraging these partnerships, the TIA can better connect with and support underrepresented families. Finally, the TIA will implement a continuous feedback loop to regularly assess the effectiveness of its engagement and attendance strategies. This will involve conducting surveys, focus groups, and regular check-ins with underrepresented families to gather their input and make necessary adjustments. By actively seeking and responding to feedback, the TIA can ensure that its efforts to engage underrepresented families are effective and continuously improving.|Temecula International Academy (TIA) demonstrates several strengths and notable progress in seeking input for decision-making. The academy actively encourages participation from parents, teachers, and students through regular surveys, feedback forms, and in-person meetings, ensuring that a diverse range of perspectives is considered. TIA also holds open parent group meetings with our Falcon Parent Committee and Coffee Chats where community members can voice their opinions and concerns directly to school leadership and administration. The school’s establishment of the Falcon Parent Committee, the School Culture Committee and student leadership (4th/5th grades and middle school) provides structured avenues for ongoing input and collaboration. TIA’s transparent communication practices, such as sharing meeting minutes and decision-making outcomes with the community, foster trust and accountability. Student Additionally, the academy’s use of digital platforms for virtual meetings and online feedback collection has increased accessibility and participation, allowing more stakeholders to engage in the decision-making process. Overall, TIA’s commitment to inclusivity and transparency in seeking input has strengthened its community partnerships and enhanced the decision-making process, leading to more informed and representative outcomes.|Based on the analysis of educational partner input and data, Temecula International Academy (TIA) will focus on several key areas for improvement in seeking input for decision-making. First,TIA will enhance the methods and frequency of engaging with educational partners, including teachers, parents, support team members and the community. This will involve creating more structured and accessible opportunities for all educational partners to provide meaningful feedback. Additionally, TIA will work on better integrating input data into its decision-making processes, improving how feedback is analyzed and used to inform policy and practice changes. Another important area for improvement will be the development of clearer and more transparent communication channels to share how input is utilized in decisions, which will help build trust and encourage more active participation. By focusing on these areas, Temecula International Academy will enhance the effectiveness and inclusivity of its decision-making processes.|Temecula International Academy will continue to improve the engagement of underrepresented families identified during a self-reflection process by analyzing data, evaluating and implementing targeted strategies. TIA will establish dedicated outreach initiatives to ensure that families have more opportunities to participate in decision-making processes. This will include organizing community forums and workshops at times and locations that are convenient for underrepresented families, as well as providing translation services and support to overcome language barriers. Additionally, Temecula International Academy will develop partnerships with local community organizations to better reach and engage these families, fostering a more inclusive environment for feedback, input, and open discussions. Regular surveys and feedback will be put in place to capture the perspectives of underrepresented families, and TIA will ensure that their input is effectively integrated into policy and practice decisions. By focusing on these strategies, TIA aims to enhance the representation and involvement of all families, specifically underrepresented, in its decisionmaking processes.|3|4|2|4|3|5|4|4|2|2|2|3|Met||2025-06-26|2025
33103300137836|Pivot Charter School Riverside|3|Building relationships is at the core of Pivot Charter School. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students.  Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students. This year, Pivot has tried a new initiative for family engagement - Family Homerooms. Pivot also developed a more user-friendly family Handbook and an asynchronous version of the Family training, which doubled participation.|Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity, equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.  Additionally, Pivot is creating a Community Liaison position to support in connecting families to local resources and better understanding their needs.|Recently, Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust. Pivot has launched a new program called Pivot P.R.I.D.E. that is focused on building culture and community for all students. This includes a monthly inclusive “caregiver” newsletter that provides a school-to-community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts include various resources and Spanish translation.|This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.|In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.|The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.   Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.|Pivot works to engage families and student’s teams primarily through the regular communication by Educational Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone and text.  To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys.  Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings.   Families attend their students meeting with teachers so we continue to rely on these meetings for primary feedback and communication. This year, Pivot has tried a new initiative for family engagement - Family Homerooms. Pivot also developed a more user-friendly family Handbook and an asynchronous version of the Family training, which doubled participation.|The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low engagement at the many events planned for their participation, including Governing Board meetings. The LEA needs to focus on local communication from teachers when disseminating surveys rather than school wide technology to elicit greater participation.|The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA did create monthly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.|5|5|4|4|4|4|4|4|3|3|3|3|Met||2025-06-16|2025
33103300137851|Julia Lee Performing Arts Academy|3|JLPAA has established regular communication channels between school staff and families. Which includes newsletters via parent square, class dojo, emails, phone calls, or a school app. Parent-teacher conferences, meetings, or workshops are held to discuss student progress and share information about school programs and policies. JLPAA recognizes and respects families' cultural and linguistic diversity and ensures that communication is accessible to all, including providing translation services or bilingual staff to bridge language barriers. JLPAA has other forms of parent/family involvement with our Cafe with the principal, EL meetings, and other areas to support all students. JLPAA also provides information about community resources to help families with various needs, such as counseling services or tutoring programs. JLPAA ensures that the school environment is welcoming and inclusive for families. Display welcoming signage and provide comfortable spaces for meetings and events as needed. We also offer flexible meeting times and locations to accommodate working parents' schedules. JLPAA addresses conflicts and concerns promptly and professionally. Establish clear procedures for resolving issues. JLPAA keeps parents informed about their child's academic and behavioral progress. Share both positive and areas for improvement and provide suggestions for how parents can support their child's growth and development. JLPAA also collaborates with local community organizations to offer families support services, workshops, or resources.|JLPAA has established regular communication channels between the school staff and families. This includes newsletters via ParentSquare, ClassDojo, emails, phone calls, or a school app. Parent-teacher conferences, meetings,or workshops are held to discuss student progress and share information about school programs and policies. JLPAA recognizes and respects cultural and linguistic diversity and ensures that communication is accessible to all, including providing translation services or bilingual staff to bridge language barriers. JLPAA has other forms of parent/family involvement with our Cafe with the principal, EL meetings, and other areas to support all students. JLPAA also provides information about community resources to help families with various needs, such as counseling services or tutoring programs. JLPAA ensures that the school environment is welcoming and inclusive for families. Display welcoming signage and provide comfortable spaces for meetings and events as needed. We also offer flexible meeting times and locations to accommodate working parents' schedules. JLPAA addresses conflicts and concerns promptly and professionally. Establish clear procedures for resolving issues. JLPAA keeps parents informed about their child's academic and behavioral progress. Share both positive and areas for improvement and provide suggestions for how parents can support their child's growth and development. JLPAA also collaborates with localcommunity organizations to offer families support services, workshops, or resources. We will continue to provide resources to our families so that the school can foster strong partnerships between staff and families, leading to improved student outcomes and a more supportive and inclusive learning environment.|Julia Lee Performing Arts Academy (JLPAA) has established strong communication practices with families, including the use of ParentSquare, Class Dojo, phone calls, emails, and a school app. Regular parent-teacher conferences, EL meetings, and events such as Café with the Principal help keep families informed and engaged. The school also provides translation services and bilingual staff to support communication across diverse linguistic backgrounds. Despite these strengths, JLPAA will focus on two key areas for improvement. First, JLPAA will work to deepen family engagement beyond communication by creating more opportunities for two-way dialogue and involving families in school decision-making and program development. Second, JLPAA will enhance accessibility and participation by expanding outreach to underrepresented families and offering more flexible and culturally responsive engagement opportunities, such as virtual meetings and multilingual workshops. These efforts aim to strengthen the partnership between school staff and families, leading to improved student outcomes and a more inclusive learning environment.|Building partnerships for student outcomes at JLPAA will lead to improved academic performance, increased student engagement, and a more supportive learning environment. It also fosters a sense of shared responsibility for the success of every student. 1. Established Communication Systems JLPAA has developed consistent, multi-platform communication channels with families, including ParentSquare, Class Dojo, emails, phone calls, and a school app. These tools ensure that families are regularly informed and connected to school events, student progress, and available resources. 2. Family Engagement Opportunities The school hosts regular parent-teacher conferences, English Learner (EL) meetings, “Café with the Principal,” and informational workshops. These events provide families with direct access to staff and opportunities to discuss student achievement and school initiatives. 3. Cultural and Linguistic Inclusivity. JLPAA recognizes the diverse backgrounds of its school community. The school provides translation services and bilingual staff to ensure that all families can access and participate in school communications and events. 4. Welcoming School Environment The campus atmosphere is intentionally inclusive and family-friendly, with welcoming signage and comfortable meeting spaces. Staff members are trained to approach families with respect and empathy, building trust and positive relationships. 5. Community Resource Connections JLPAA actively connects families to local services, such as mental health counseling, tutoring programs, and other social supports. These referrals strengthen the school’s wraparound support for students and families. 6. Responsive Conflict Resolution: Clear, professional processes are in place to address parent concerns and resolve conflicts. The school prioritizes transparency and responsiveness, which contributes to a sense of safety and mutual respect among stakeholders. 7. Student Progress Transparency The school communicates both academic and behavioral updates consistently, sharing strengths and areas of growth with parents. Suggestions for home support are provided to create a shared responsibility for student development.|Professional Development: • Offer professional development opportunities for teachers and staff on how to engage families and collaborate with community partners effectively. Community Partnerships: • Collaborate with local community organizations, such as libraries, museums, sports clubs, and nonprofits, to provide students with access to resources and extracurricular activities. • Develop partnerships that offer mentoring, tutoring, or career exploration opportunities for students. Student-Centered Programs: •Design programs and initiatives that focus on the specific needs and interests of students. Engage students in the decision-making process when possible. Assessment and Feedback: • Regularly assess the effectiveness of partnerships and gather feedback from all stakeholders. Use this feedback to make improvements and adjustments to the partnership programs. Resource Sharing: • Share resources, such as facilities, equipment, and expertise, with community organizations. This can help extend the reach of available resources for students. Cultural Sensitivity and Inclusivity: •Recognize and respect the cultural and linguistic diversity of families and community members. Ensure that partnership efforts are inclusive and accessible to all. Celebrate Achievements: • Recognize and celebrate the achievements and contributions of all stakeholders in supporting student success. This builds enthusiasm and commitment to the partnership. Regular Evaluation and Adjustment: • Continuously evaluate the effectiveness of the partnership in improving student outcomes. Be willing to adapt and refine strategies as needed. Sustainability and Long-Term Commitment: • Ensure that partnerships are sustainable over the long term. Building strong relationships takes time, and consistent effort is necessary to maintain and grow these connections.|Julia Lee Performing Arts Academy (JLPAA) has established strong communication practices with families, including the use of ParentSquare, Class Dojo, phone calls, emails, and a school app. Regular parent-teacher conferences, EL meetings, and events such as Café with the Principal help keep families informed and engaged. The school also provides translation services and bilingual staff to support communication across diverse linguistic backgrounds. Despite these strengths, JLPAA will focus on two key areas for improvement. First, JLPAA will work to deepen family engagement beyond communication by creating more opportunities for two-way dialogue and involving families in school decision-making and program development. Second, JLPAA will enhance accessibility and participation by expanding outreach to underrepresented families and offering more flexible and culturally responsive engagement opportunities, such as virtual meetings and multilingual workshops. These efforts aim to strengthen the partnership between school staff and families, leading to improved student outcomes and a more inclusive learning environment.|Julia Lee Performing Arts Academy (JLPAA) demonstrates a strong commitment to shared decision-making through multiple systems that actively seek and incorporate educational partner input. The LEA has established regular structures—such as School Site Council (SSC), English Learner Advisory Committee (ELAC), and staff leadership teams—that ensure stakeholder voices are heard and considered in school planning and goal setting. JLPAA utilizes surveys (online and paper-based), parent forums, and “Café with the Principal” meetings to gather input from a broad range of families, including underrepresented groups. These opportunities provide space for parents, students, and community members to share concerns, priorities, and ideas related to curriculum, safety, school climate, and resource allocation. Recent progress includes increased participation in LCAP feedback sessions and the inclusion of bilingual materials and translators to remove language barriers. Parent engagement efforts have led to higher response rates and more diverse representation in advisory groups. Staff and student input is also routinely collected through instructional rounds, student focus groups, and teacher feedback loops to guide academic planning and program development. These strengths reflect an inclusive and responsive approach to governance, where community voices are valued and reflected in key decisions that affect student learning and overall school improvement.|While Julia Lee Performing Arts Academy (JLPAA) has established several effective avenues for gathering input from stakeholders, analysis of educational partner feedback and local data indicates the need to strengthen depth, inclusivity, and follow-through in its decision-making processes. Key focus areas for improvement include: Increasing Representation of Underrepresented Voices: Participation in advisory groups and surveys has been lower among certain groups, including English learner families, foster and homeless youth families, and working-class households. JLPAA will focus on expanding outreach strategies to ensure more equitable representation and culturally responsive engagement in decision-making forums. Strengthening Two-Way Communication and Transparency: Stakeholders have expressed a desire for clearer communication about how their input is used in shaping decisions. The LEA will improve feedback loops by publicly summarizing key takeaways from input sessions and outlining how that input informed actions or budget decisions, particularly in LCAP planning. Diversifying Engagement Methods: The school currently relies heavily on meetings and surveys, which may not suit all families. JLPAA will explore new formats such as mobile outreach, informal focus groups, and text-based surveys to increase accessibility and engagement, especially for those with limited time or internet access. Building Capacity for Shared Leadership: Staff and family input is sometimes limited to consultation rather than collaboration. To strengthen shared governance, JLPAA will invest in training and leadership development for parents, students, and community members, equipping them to take on more active roles in planning and decision-making bodies. By addressing these focus areas, JLPAA aims to cultivate a more inclusive, transparent, and participatory culture that empowers all stakeholders to contribute meaningfully to school improvement and student success.|Julia Lee Performing Arts Academy (JLPAA) recognizes the importance of amplifying the voices of underrepresented families in school decision-making. Analysis of educational partner input and local data from the self-reflection process revealed that English learner families, low-income households, and families of students with disabilities are underrepresented in advisory committees and decision-making forums. To address this, JLPAA will implement the following strategies: Targeted Outreach and Personal Invitations: JLPAA will conduct targeted outreach to underrepresented families using bilingual staff, cultural liaisons, and personalized phone calls to encourage participation in School Site Council, English Learner Advisory Committee (ELAC), and other leadership groups. Culturally Responsive Engagement: Materials and meetings will be made more accessible by providing translations, interpretation services, and culturally relevant formats. The school will also host input sessions in community settings where families feel more comfortable, such as churches, community centers . Flexible Meeting Options: To accommodate family work schedules and other barriers, the LEA will offer hybrid (in-person/virtual) and flexible-time meetings. This will ensure more equitable access for working parents who face transportation or childcare challenges. Capacity Building for Family Leadership: JLPAA will provide training and support to help families understand school planning processes, including LCAP, budgeting, and school improvement goals. These sessions will empower families with the knowledge and confidence to engage in meaningful dialogue and shared decision-making. Feedback and Follow-Up: The school will enhance its practice of sharing outcomes and next steps based on family input, ensuring underrepresented voices are not only heard but visibly acted upon. This includes summarizing feedback results and showing families how their input shaped decisions. By implementing these intentional actions, JLPAA will work to build trust, reduce barriers, and increase the active participation of underrepresented families in shaping school programs, policies, and student outcomes.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-20|2025
33103300137869|Excelsior Charter School Corona-Norco|3|Excelsior Charter Schools Community Network (ECSCN) continues to demonstrate strong performance in building relationships between school staff and families by promoting a culture of trust, transparency, and consistent communication. Key strengths identified through educational partner input and survey data include:  Multiple Access Points for Engagement: ECSCN provides diverse platforms for family interaction, including School Site Councils, English Learner Advisory Committees (ELAC), “Coffee with the Principal” sessions, district Board meetings, and academic planning conferences. These forums support frequent and two-way communication between school staff and families.  Consistent Use of Canvas LMS: The district-wide implementation of the Canvas Learning Management System allows parents and families to monitor student progress in real time. Parents can view grades, assignments, and feedback, facilitating ongoing dialogue with teachers and staff.  Stakeholder Satisfaction: Local Climate Survey results (Goal 3, Metrics 3.28–3.32) show that over 70% of families reported positively on communication, feeling welcome on campus, and their relationship with school staff. Notably, families of English Learners had the highest positive response rate at 81%.  Supportive Staff Climate: Staff surveys (Goal 3, Metric 3.33) reflect an 82% positive perception of workplace culture, indicating a supportive internal environment that positively impacts family interactions.  Expanded Family Engagement Opportunities: The district offers a range of in-person and virtual events, including college nights, recognition ceremonies, and SEL workshops (Goal 3, Action 3.5), which are designed to strengthen the school-home partnership and improve student connectedness.  ECSCN’s commitment to accessibility, transparent communication, and inclusive events continues to support its progress in fostering strong, trusting relationships between families and school staff.|Despite significant progress, ECSCN recognizes several areas for improvement based on educational partner feedback and disaggregated local data:  Inconsistent Touchpoints for Independent Study Families: Families participating in the full-time Independent Study model have expressed concerns about limited interaction with credentialed teachers. The removal of in-person meetings with assigned instructors has led to decreased engagement and fewer personalized academic discussions.  Variability Across Campuses: While some campuses offer robust family events and clear communication protocols, others report less consistency in outreach efforts. This leads to unequal access to information and reduced participation among families who require additional support.  Lower Student Perception of Connectedness: Although parent satisfaction is high, student perception data (Goal 3, Metrics 3.23–3.27) reveals that only 65% of students report feeling connected. English Learner and Independent Study students reported even lower rates (60%), indicating a gap between parent-school and student-school relationships.  Need for More Personalized Communication: Survey and meeting feedback indicated that some families—particularly those of Students with Disabilities and Homeless Youth—feel that communication from staff can be overly generic and not reflective of individual student needs.  These findings highlight the need to strengthen and personalize communication, standardize engagement opportunities across sites, and improve the frequency and quality of contact for students and families in virtual learning settings.|ECSCN is taking targeted actions to strengthen relationships with underrepresented families, with a particular focus on English Learners, Students with Disabilities, Independent Study families, and Homeless Youth.  Key strategies include:  Credentialed Teacher Reengagement: ECSCN will ensure Independent Study students and their families have regularly scheduled interactions with credentialed teachers. This change restores personalized academic discussions and strengthens school-family connections (Goal 3, Action 3.15).  Bilingual Outreach and Support: To support EL families, ECSCN will expand access to translated materials, bilingual liaisons, and interpretation services during all major engagement events, ensuring families can fully participate in planning and communication processes.  Family Engagement Dashboards: ECSCN is launching internal dashboards to track family participation in meetings, events, and planning conferences. This system allows staff to proactively reach out to families with lower engagement levels and offer individualized support.  Culturally Responsive Training for Staff: Ongoing professional development will equip school staff with strategies for building culturally affirming relationships with families of diverse backgrounds (Goal 3, Actions 3.11 and 3.13).  Flexible and Hybrid Event Offerings: ECSCN will increase the number of family events offered outside traditional hours and in virtual formats to eliminate barriers to participation.  By strategically focusing on consistent, inclusive, and personalized communication, ECSCN aims to deepen relationships with all families and create more equitable conditions for engagement and student success.|Excelsior Charter Schools Community Network (ECSCN) has demonstrated strong progress in building effective partnerships that support student academic and social-emotional outcomes. Through multi-layered engagement systems and a data-informed planning approach, the LEA ensures that families are meaningfully included in student success strategies.  Key strengths include:  Individualized Academic Planning: ECSCN counselors and teachers hold quarterly academic review meetings with students and families to monitor transcript progress, support A–G completion, and evaluate dual enrollment eligibility (Goal 2, Action 2.13). These meetings are key to creating shared accountability for student outcomes.  Access to Enrichment and Pathway Programs: ECSCN continues to expand access to Career Technical Education (CTE) pathways, Visual and Performing Arts (VAPA), and dual enrollment. Participation data is regularly shared with families and used to guide student placement and family decision-making (Goal 2, Metrics 2.42–2.44).  Parent and Student Climate Surveys: Regular climate surveys capture family and student perceptions of school engagement, well-being, and support. These data points are disaggregated and reviewed during school site meetings and planning sessions to align programs with student needs.  Canvas LMS and Parent Communication: The widespread use of the Canvas Learning Management System allows families to monitor academic progress, view assignments, and engage with educators in real time. This transparency helps families stay connected and actively involved in student learning.  Stakeholder Collaboration in Plan Development: Families are included in School Site Councils, ELAC, and LCAP advisory input processes. Meeting logs and LCAP engagement summaries demonstrate that educational partner input has shaped key investments, including student intervention supports, SEL programming, and Independent Study enhancements.  As a result of these efforts, ECSCN has increased student enrollment in A–G courses and dual enrollment (Goal 2, Metric 2.39), with targeted outreach supporting English Learners, Low-Income students, and Foster Youth.|While ECSCN has implemented many successful partnership strategies, data and partner feedback identify several focus areas for continuous improvement.  Independent Study Student Engagement: Families of students in full-time Independent Study have reported fewer opportunities to engage with credentialed teachers around academic progress. This limits their ability to participate meaningfully in instructional planning and outcome monitoring.  Disparities in Program Participation: Students with Disabilities and English Learners are underrepresented in programs like VAPA, CTE, and dual enrollment. These trends suggest a need for more intentional outreach and support for families navigating elective and postsecondary readiness opportunities.  Interpretation and Communication Needs: Although families receive regular updates, feedback from educational partners—especially EL families—indicates that more translated academic resources and real-time interpretation services are needed to support true two-way engagement.  Understanding of Academic Metrics: Parents have expressed the need for more support in interpreting academic data such as CAASPP, STAR assessments, and college/career readiness indicators. Without this understanding, families may struggle to engage in conversations about student achievement and planning.  Access to Workshops and Planning Sessions: Some families—particularly Homeless, SED, and EL households—face logistical barriers to attending academic planning workshops. Limited availability of virtual options, inconsistent event schedules across campuses, and lack of follow-up have been cited as barriers.  ECSCN is using these insights to identify targeted strategies that will ensure all families, particularly underrepresented groups, have equitable access to partnership opportunities and are empowered to support student success.|In response to self-reflection and educational partner input, ECSCN is implementing several targeted strategies to strengthen academic partnerships with underrepresented families, especially English Learners, Students with Disabilities, Homeless Youth, and families in Independent Study programs.  Key improvement actions include:  Credentialed Teacher Access for Independent Study: ECSCN is reintroducing scheduled, credentialed teacher meetings for Independent Study students and their families (Goal 3, Action 3.15). These meetings will focus on academic goal setting, progress reviews, and interventions, providing families with clearer pathways to support student outcomes.  Culturally Responsive Outreach and Translation Services: The LEA will increase its use of translated materials, provide interpretation at academic planning meetings, and expand the use of bilingual liaisons to bridge communication gaps for EL families (Goal 3, Action 3.11).  Family Academic Workshops: ECSCN will host targeted workshops focused on understanding assessment data, A–G eligibility, college planning, and financial aid. These will be held at flexible times and in both in-person and virtual formats to accommodate families with transportation, work, or caregiving barriers (Goal 2, Action 2.6).  Participation Dashboards: A new internal dashboard will track family participation in academic events, counseling sessions, and engagement activities. This tool will help staff identify and reach out to underrepresented families who may need additional support or reminders.  Staff Training: ECSCN will provide professional development focused on equity in family engagement, ensuring that all staff are equipped with tools to build partnerships that are inclusive, proactive, and culturally responsive (Goal 2, Actions 2.15–2.16; Goal 3, Action 3.13).  By implementing these actions, ECSCN will ensure that families from all backgrounds—particularly those historically underrepresented—are engaged in meaningful, informed, and consistent partnerships that support improved academic outcomes.|1. Strengths and Progress in Seeking Input for Decision-Making Excelsior Charter Schools Community Network (ECSCN) has institutionalized strong systems for seeking, collecting, and incorporating educational partner input into key decision-making processes. These systems reflect a commitment to inclusive governance, equity-focused planning, and transparent communication.  Key strengths include:  Structured Stakeholder Engagement Calendar: ECSCN coordinates recurring input opportunities, including School Site Councils, English Learner Advisory Committees (ELAC), “Coffee with the Principal,” and Board of Directors meetings. These platforms provide regular opportunities for input across student, family, and staff groups.  Staff and Student Voice Integration: Teachers, support staff, and students are actively involved in planning meetings, program evaluations, and surveys. TEAMS meetings, leadership summits, and grade-span planning meetings serve as core structures for gathering staff insight. Students contribute through surveys, site-based feedback forums, and informal discussions with school leadership.  LCAP Engagement and Transparency: LCAP development is a participatory process, supported by multiple data-sharing events and a clearly documented stakeholder engagement summary (LCAP Section: Engaging Educational Partners). Draft goals and metrics are shared with educational partners at each stage, and their feedback is used to shape funding priorities, program modifications, and academic strategies.  Use of Local Data Dashboards: ECSCN regularly analyzes student performance, behavior, and engagement data with educational partners to guide planning and accountability. End-of-quarter data reviews and survey results are reviewed by staff, parent groups, and leadership to evaluate progress and guide course corrections.  Survey Accessibility and Participation: Climate and LCAP surveys are distributed in multiple languages and administered at key points in the school year. In 2024–25, over 70% of families and 80% of students responded, with results disaggregated by subgroup and used to refine goals and strategies.  These strengths demonstrate that ECSCN prioritizes community voice in educational decisions and maintains strong feedback loops with its educational partners.|Despite strong systems, analysis of stakeholder feedback and internal data highlights several areas where ECSCN can improve its efforts to seek input equitably and effectively:  Engagement of Underrepresented Families: Families of English Learners, Independent Study students, and Homeless Youth are consistently underrepresented in advisory committees and school-level planning meetings. While surveys reach these families, participation in decision-making forums remains limited.  Feedback Visibility: Some stakeholders indicated a need for better communication about how their input directly influences decisions. Though feedback is gathered regularly, not all partners feel their voice is visibly connected to resulting changes in programs or policies.  Staff Engagement Equity: While instructional staff participate actively in planning, support staff, classified employees, and newer team members report fewer opportunities to contribute to site or district-level decisions.  Meeting Accessibility: Inconsistent implementation of hybrid (in-person and virtual) engagement events across sites creates barriers for working families or those with transportation or caregiving challenges. This limits broader access to decision-making opportunities.  Student Voice Representation: Although students participate in surveys and forums, there is an opportunity to strengthen their role in formal decision-making processes, such as policy changes or school-wide initiatives.  Addressing these areas will ensure all educational partners—not just the most active—have equitable access to shape decisions that impact their school communities.|To better engage underrepresented families in decision-making, ECSCN is implementing targeted strategies designed to reduce barriers and increase representation from English Learners, Homeless families, Low-Income households, and families of Students with Disabilities.  Key improvement actions include:  Personalized Outreach and Invitations: ECSCN staff will use internal family engagement dashboards to identify families who have not participated in surveys, meetings, or advisory groups. Bilingual outreach staff and site leaders will follow up directly with personalized invitations and flexible engagement options.  Expanded Use of Translation and Interpretation: All engagement events, including School Site Council and ELAC meetings, will include live interpretation and translated materials. ECSCN will also enhance the availability of translated surveys and parent-facing communications to support inclusive participation.  Hybrid Engagement Model: ECSCN will standardize the use of hybrid formats (in-person and virtual) for all major stakeholder meetings across campuses. This model is designed to eliminate logistical barriers and allow families to participate on their own terms.  “You Spoke, We Acted” Communication Loop: ECSCN will publish regular summaries showing how partner feedback influenced LCAP changes, program investments, and policy decisions. These updates will be shared through newsletters, parent portals, and during engagement events to reinforce the value of family and staff voice.  Parent and Student Leadership Development: ECSCN is exploring opportunities to train and mentor underrepresented families and students to take on leadership roles within advisory bodies, helping them build confidence and skills to engage in school governance.  Culturally Responsive Engagement Training: Staff will receive professional development on building trust with families from diverse backgrounds and implementing practices that foster inclusive decision-making environments (Goal 3, Actions 3.11, 3.13).  By addressing these areas, ECSCN will ensure that educational partners from all backgrounds can actively and confidently participate in shaping the policies and practices that affect their students.|4|4|4|4|5|5|5|4|4|4|4|4|Met||2025-06-26|2025
33103300138024|Journey|3|"At Journey School, we believe in creating a positive and welcoming environment before the start of the school year. To ensure a great first impression with families, we begin the summer with a summer orientation for grades TK-6th, GATE, and our afterschool program. Families have the opportunity to meet the administrative team, classroom teachers, and learn about the school. During the orientation, sessions provide families with essential information about school policies, logistics, events, and the academic calendar. Families also have the opportunity to get a headstart in preparing for school by picking up uniforms, seeing their child’s assigned classroom teacher, and fulfilling documentation requirements. We make it a priority to answer any questions families may have, ensuring they feel informed and supported.  Alongside that, we hosted our traditional ""Meet the Teacher Night"" before the start of school. This special event allows families to meet their new teacher, explore their classrooms, and connect with new classmates. They can take photos with our mascot, receive free books and supplies, and participate in fun family activities. This event is designed to motivate and excite students, setting a positive tone for the year ahead. This year, in lieu of Meet the Teacher Night, we hosted a Back to School Night later in the month of August with the same expected outcome.  Parental communication is pivotal at Journey School. We keep families informed through our monthly Warrior Newsletter, as well as regular updates via school and class Dojo and Parent Square. This year, we’ve expanded our communication efforts by adding an infomercial video monitor in the main office, sending home flyers, and updating an outdoor bulletin board with important announcements and events. These tools help us maintain a strong connection with our families and keep them engaged in their children’s education.  Our commitment to family involvement is further exemplified through our School Site Council, African American Parent Advisory Council, Special Education Parent Advisory Committee, and English Language Advisory Council. These councils provide a platform for collaboration and feedback from parents, enabling us to continuously improve our school environment and educational offerings.  In addition to these efforts, Journey School hosts monthly Family Literacy Night events that focus on literacy and family connection. Events such as our Hispanic Heritage Night, Family Ball, STEAM night, one of many events designed to strengthen family relationships and foster a love of learning.  We have been continuing to expand our connections with community partners and agencies to provide additional services and support for our families on site at the  Journey School. Some of our valued partners include Inland Empire Health Plan and McKinley, Community Health Systems for dentistry and immunizations, Vision to Learn, Moreno Valley Public Library, and the University of Redlands."|Based on the analysis of educational partner input and local data, Journey School has identified several strategies to improve Building Relationships Between School Staff and Families.   Strategies for Engagement: 1. Monthly Family Night Events: Journey School hosts family night events once a month, each with a different focus. These events, which consistently attract high turnout, serve as a platform to communicate important updates and engage families in their children's education. 2. Community Partnerships: Journey School has expanded its outreach to include local businesses and agencies that can provide additional support to our families. Building these partnerships has helped address a broader range of needs, such as health services, employment support, and social services, thus improving the overall well-being of our students and their families. 3. Additional Meeting Opportunities: To further support family engagement, we will introduce informal meeting opportunities such as Coffee with the Principal. These gatherings will provide parents with direct access to school leadership, fostering open communication and collaboration. 4. Parent Representatives: Establishing a parent group or parent representatives will help build a more collaborative culture between school staff and families. This group will act as a liaison, ensuring that the voices of underrepresented families are heard and considered in school decision-making processes.  By implementing these strategies, Journey School is committed to creating a more inclusive and supportive environment for all families, particularly those who are underrepresented. Our goal is to build strong, trusting relationships that ensure every family feels connected and valued within our school community, ultimately leading to improved student outcomes.|Based on an analysis of educational partner input and local data, Journey School has addressed the need to enhance our efforts in building relationships between staff and families by improving the capacity of our classified staff. Our classified staff play a crucial role in fostering strong, trusting relationships with our school community. Enhancements have been made to both instructional and non-instructional duties, strengthening classroom instruction, student support, and professional collaboration, while also improving administrative tasks, campus operations, and overall school functionality.   Our administration and teachers engage in regular, open communication through monthly newsletters, Class Dojo, and Parent Square, ensuring parents are well-informed about school events, policies, and their children’s progress. They are highly responsive to parent concerns, creating a foundation of trust and partnership. However, classified staff, including office personnel, paraprofessionals, and support staff, interact with parents and students daily and need more support and training to develop their skills in building and maintaining these essential relationships.  To address this, Journey School is implementing ongoing professional development and coaching for classified staff. These initiatives will enhance their communication skills, cultural competency, and understanding of family engagement strategies. Professional development sessions will cover key topics such as active listening, effective communication techniques, conflict resolution, and the importance of empathy and cultural awareness. By equipping our classified staff with these tools and knowledge, we aim to foster a more inclusive and supportive environment for all families.  Additionally, we began coaching classified staff to receive guidance and support from experienced colleagues and administrators. These opportunities have allowed for classified staff to practice new skills in real-world scenarios and receive constructive feedback, building a sense of community and shared purpose among staff.  We are actively creating more opportunities for classified staff to engage with families in positive and meaningful ways. Their participation extends to key school events such as orientation days, Back to School Night, family literacy nights, school-wide solutions teams, parent advisory council meetings, and before- and after-school programs and duties that foster direct interactions with families.  By increasing their visibility and involvement in these events, our classified staff have been strengthening relationships with families, helping to build a more cohesive and supportive school community.   Regular check-ins and feedback mechanisms have been established to assess the progress of our initiatives and make necessary adjustments. Gathering input from families, classified staff, and other school partners will ensure our efforts are effective and aligned with the needs of our community.|Based on the analysis of educational partner input and local data, Journey School’s current strengths and progress in Building Partnerships for Student Outcomes provide a solid foundation for these efforts. Strengths and Progress in Building Partnerships for Student Outcomes: At Journey School, teachers conduct trimester ongoing assessments to continuously identify student needs. This data-driven approach enables teachers to plan lessons tailored to address specific areas of need. Parents and families are kept informed about their children’s progress and growth through regular updates via meetings and newsletters and resources are provided to help support student learning and development at home. We support student learning through best practices aimed at improving literacy and math skills. Journey employs SFA and Swun Math coaches through our comprehensive school curricula that are evidence-based and focused on improving student literacy and math levels. Teachers at Journey participate in continuous professional development throughout the year. This includes two weeks of training before the school year begins, weekly and monthly professional development sessions, attendance at conferences, and ongoing coaching and feedback from our academic team through walkthroughs and a structured feedback model. These sessions are specifically focused on enhancing teaching and learning practices to help students achieve their academic goals.|Based on the analysis of educational partner input and local data, Journey School has identified a focus area to improve Building Partnerships for Student Outcomes.  Focus Areas for Improvement: To further enhance engagement and support student outcomes, Journey School is expanding our outreach to the broader community. This involves building relationships with local businesses and county organizations that can provide additional resources to support our families, students, and staff. We recognize that community involvement is crucial for addressing various needs beyond the classroom. Currently, we have established partnerships with IEHP Navigators, Too Rise Up Non-Profit, and SBX Youth and Family Services. These partnerships have been instrumental in providing support and resources to our school community. Moving forward, our goal is to branch out to more local agencies that can assist with a wider range of needs, such as health services, employment support, and social services, to improve the overall well-being of our students and families.|Based on the analysis of educational partner input and local data, Journey School has identified several strategies to improve engagement with underrepresented families, thereby enhancing our efforts in building partnerships for student outcomes.  Strategies for Improving Engagement of Underrepresented Families: To further enhance engagement with underrepresented families, Journey School has established Solutions and Component Teams. These teams, composed of school staff members, focus on key areas such as Attendance, Cooperative Culture, Family Involvement, Intervention, Community Involvement, and academics in literacy and math. Each team aims to provide families with the necessary resources to support their students. The Family Involvement Committee specifically targets improving communication with families and increasing parental involvement within the school community.  Journey School also hosts monthly family night events, which consistently see high turnout. Each event has a different focus and serves as a platform to communicate important updates and information to parents. These events are designed to foster a sense of community and keep families engaged in their children’s education. To further strengthen these efforts, we introduced monthly Coffee with the Principal sessions. These informal in-person and virtual gatherings give parents direct access to school leadership, allowing them to discuss concerns and receive a wide range of school updates. Additionally, we have established several parent groups and parent representatives to enhance collaboration between school staff and families. These parent leaders have played a key role in communicating with families, sharing important updates, encouraging family participation, and helping plan school events and opportunities.  By leveraging our existing strengths and implementing these targeted strategies, Journey School is committed to creating a more inclusive and supportive environment for all families, particularly those who are underrepresented. Our goal is to build strong, trusting relationships that ensure every family feels connected and valued within our school community, ultimately leading to improved student outcomes.|Based on the analysis of educational partner input and local data, Journey School has identified its current strengths and progress in seeking input for decision-making. Our commitment to engaging families and incorporating their feedback into our decision-making processes is a cornerstone of our approach to continuous improvement. Current Strengths in Seeking Input for Decision-Making: Journey School excels in regularly seeking input from families through a variety of methods. This multi-faceted approach ensures that we capture a broad spectrum of perspectives and ideas, which are crucial for informed decision-making. 1. Parent Academy Groups: - School Site Council (SSC): This group meets monthly to discuss school initiatives, review policies, and provide feedback on school operations. The SSC includes parents, teachers, and community members, ensuring diverse input. - African American Parent Advisory Council (AAPAC): The AAPAC focuses on issues specifically affecting African American students and their families, providing a platform for targeted discussions and feedback. - English Language Advisory Council (ELAC): This council addresses the needs of English Language Learners (ELL) and their families, offering insights and suggestions on how to improve ELL programs and support. -Special Education Advisory Council (SEPAC):  serves as a bridge between families, educators, and school leadership to support and improve special education programs and services. Its primary goals include advocacy and support, collaboration, communication, and engagement. 2. Surveys and Feedback During Events: During family events and parent-teacher conferences, we distribute surveys to gather immediate feedback from attendees. These surveys cover various topics, including school climate, academic programs, and family engagement practices. This timely feedback allows us to make adjustments and improvements swiftly. 3. Regular Communication: Journey School maintains consistent communication with families through fliers, newsletters, Class Dojo, and Parent Square. These platforms not only disseminate information but also invite parents to share their thoughts and suggestions on current and upcoming initiatives.  Progress and Implementation: The input gathered through these channels has led to several improvements and initiatives at Journey School. For instance, feedback from the SSC has influenced the development of our after-school programs and enrichment activities, ensuring they meet the needs and interests of our students. Insights from the AAPAC have guided our efforts to create a more inclusive and culturally responsive school environment. Meanwhile, suggestions from the ELAC have been instrumental in enhancing our ELL support services, helping students achieve better academic outcomes.|Areas for Future Improvement: 1. Identifying Alternate Opportunities for Input: - To ensure broader participation and inclusivity, we aim to create additional opportunities for families to provide input on policies and programs. We are now leveraging digital platforms for virtual meetings to accommodate families who may not be able to attend in-person sessions due to scheduling conflicts or other barriers. - We will also explore asynchronous methods for gathering feedback, such as online suggestion boxes and interactive forums, allowing families to contribute their ideas at their convenience. 2. Increased Participation in Council Meetings: - Consistent attendance at our school-wide council meetings is essential for meaningful decision-making. To address this, we plan to implement strategies to boost participation, such as offering varied meeting times and providing childcare during meetings. - We will continue to actively promote these meetings through multiple channels to ensure all families are aware of the opportunities to participate. Personal invitations and reminders can also help encourage attendance. 3. Higher Completion Rates of Parent Surveys: - To gather comprehensive and representative feedback, we need to improve the completion rates of our parent surveys. We will streamline our survey process to make it more user-friendly and accessible, ensuring surveys are concise and available in multiple languages. -We have begun to incentivize the completion of surveys, such as entry into a raffle or providing small rewards which can also motivate more parents to participate. Additionally, we will continue to emphasize the importance of these surveys and how the feedback directly influences school decisions and improvements. 4. Engaging Underrepresented Families: - Targeted outreach to underrepresented families is crucial for inclusive decision-making. We will develop specific strategies to engage these families, such as partnering with community organizations and providing tailored support to address their unique needs. - Hosting focus groups and town hall meetings in diverse community locations can also help ensure that all voices are heard and considered in our decision-making processes. While we have made significant progress, we recognize the need to continuously refine our methods of seeking input to ensure inclusivity and accessibility. We plan to: - Continue to expand our use of digital tools to reach more families who may not be able to attend in-person meetings. - Implement more targeted outreach to underrepresented families to ensure their voices are heard. - Increase transparency in how feedback is used by regularly updating families on the actions taken based on their input. Commitment to Continuous Improvement: Journey School is dedicated to fostering an environment where all families feel empowered to contribute to the decision-making process.|Based on the analysis of educational partner input and local data, Journey School has devised strategies to enhance engagement with underrepresented families in seeking input for decision-making. To increase family participation, we will introduce incentives such as raffles for completing surveys, encouraging higher response rates. Additionally, we will recognize students whose families attend events or council meetings, fostering a culture of involvement. Moreover, Journey will continue its  Parent Volunteer System, inviting parents to contribute their time and support in classrooms and events, promoting a sense of ownership and collaboration within our school community. Through these initiatives, we aim to amplify the voices of underrepresented families and ensure their perspectives are integral to our decision-making processes.|5|5|5|5|5|5|5|5|4|4|5|4|Met||2025-06-27|2025
33103300138602|JCS - Pine Hills|3|The LEA partners with parents to build relationships focused on the support and success of students. This is a core strength of our school as we strive to personalize education. We care about providing opportunities for families to feel connected to the community through social gatherings and school events. In the Home Study program, teachers, students, and parents create personalized learning plans that outline learning targets, goals, strengths, challenges, and interests. Within the Academy, teachers see their students regularly for instruction and facilitate interest and personality inquiries to get to know them better. Staff also meet with parents and build authentic relationships at school events, field trips, parent-teacher conferences, daily drop-off and pick-up, coffee chats with administration, IEPs, and other meetings based on request. Communication among the school staff and parents is facilitated via weekly newsletters, phone calls, email, text messages, in-person conversations, and meetings.  Parents highlighted strong relationships and communication as key strengths of the school in building partnerships and fostering engagement between staff and families. On a spring parent survey, staff members were frequently praised for their warmth, friendliness, and consistent communication about school events. Families expressed appreciation for the welcoming and supportive atmosphere created by both teachers and staff, noting that they feel heard, cared for, and respected. The school’s commitment to hiring educators with not only strong credentials but also character and compassion was recognized as contributing to a positive and inclusive environment. The supportive community at the Learning Center was specifically mentioned as a major reason some families choose to stay with JCS.|To continue to build our relationships with families, we should focus on increasing participation in family engagement activities that we host at our locations. We would also like to increase the amount of parent engagement we receive on surveys, at our School Site Council meetings, at board meetings, and in other decision-making opportunities.  While many families expressed high satisfaction with the school’s efforts in building relationships and engaging families in decision-making, a few areas for improvement were noted. One parent suggested greater transparency around school funding and budget allocation to help families better plan and understand available resources. Another highlighted the lack of opportunities to meet teachers, such as back-to-school nights or conferences, which could enhance connection and collaboration between families and staff. Despite these suggestions, several families reported no concerns and praised the school’s ongoing efforts, commending the caring environment, strong parent-teacher organization involvement, and overall commitment to student success.|We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters and supporting teachers in identifying strategies to engage those families. For our EL home study population, we plan to designate Educational Facilitators (EFs) with specialized skills and experience in working with EL families to support this population of students. We hope these identified EFs will be able to use their skills and experiences to build deep relationships with EL students and families and increase engagement and student support. The school will also utilize bilingual features of communication channels such as ParentSquare or Google Docs, when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible.|The LEA provides professional learning opportunities to teachers and principals, such as formative assessment and data analysis training, research-based reading practices, MTSS and tiered interventions, and the Leader in Me SEL & culture-enhancing program. The staff regularly met with families & students to discuss progress during parent- teacher conferences, meetings, and project Presentations. The school provides a Parent Handbook that addresses their legal rights and how to advocate for their children. Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication with families up to four days per week, or our home study mode,l where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development at home.  On a spring survey, parents noted accessibility to staff, responsiveness to individual student needs, including those with medical considerations, and ongoing opportunities for engagement through emails and updates from their Education Facilitators as highlights that elevated partnerships for student outcomes.|Our school can focus on continuing to improve and update resources to support student learning at home; this is an ongoing focus, especially for our home study program. Parents, students, and staff continue to provide feedback that they value choice and want more curriculum options to attend to the personalized needs and approaches of homeschooling. Additionally, our staff recognizes the need for curriculum options that are rigorous, more closely aligned to standards, and engaging.|We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters so they have a larger capacity for personalizing education. Additionally, our SED, EL, and FHY families in the Home Study program have expressed the need for more structured and straightforward curricula, allowing for more student learning independence since many underrepresented families are non-traditional homeschoolers. We look forward to aligning our Home Study program in the future to evaluate recommended curriculum options and create the capacity for more synchronous support opportunities with staff and tutoring with educational enrichment partners.|The school has regularly scheduled School Site Council meetings composed of parents, classified staff, and certificated staff. During these meetings, stakeholders provide input on the development of policies and programs. Our school actively recruits participants in our School Site Council and promotes meetings, including meetings of the JCS-Inc. Board of Directors, for the public to attend. The school actively engages the whole community by surveying all partners. We have systems in place that allow and encourage staff, parents, and student partners to exercise their voice in the decision-making process and provide our school leaders regular feedback on how they can improve the school experience.|Increased engagement in decision-making forums is an area where the LEA can improve. Identifying activities that draw parents, students, and staff in (such as field trip) and utilizing those events to get decision-making input is the LEA's goal. As an area of focus, our school can work more collaboratively with partners to when implementing and evaluating family engagement activities. We would like to increase the number of parent partners who complete school surveys and attend school meetings, such as the School Site Council meetings. We will attempt to do this with direct messaging from teacher to parent or by incentivizing participation.|To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. Additionally, we will continue our two-minute conversation campaign and release a question of the month each month while challenging staff to engage with parents for feedback and share it with leadership through a Google form. The school will utilize bilingual features of communication channels, such as ParentSquare or Google Docs, when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The school principal will recruit School Site Council members who represent underrepresented students, including students with disabilities, low-income students, and English language learners.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-13|2025
33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|3|The Charter School’s current strengths and progress in Building Relationships Between School Staff and Families are reflected in a wide range of intentional, inclusive practices that foster trust, communication, and partnership. Parent-teacher conferences are held twice a year, with translation services provided as needed, to ensure families fully understand their child’s progress and how they can support academic success. The Charter School administers an annual survey to parents, staff, and students to gather input and guide improvement. Ongoing communication is maintained through multiple platforms, including email, phone calls, text notifications, weekly announcements, biweekly newsletters, and social media posts. Teachers use classroom applications to provide daily or weekly updates on student progress. The Charter School hosts a variety of family engagement events such as Orientation, Curriculum Night, and Parent Education Workshops, and invites families of students with disabilities to participate in dedicated meetings with the special education team, school psychologist, and school counselor to promote shared goal setting. Families are also encouraged to attend and participate in student showcases and festivals, where they celebrate their child’s achievements. Parents actively serve on the School Site Council, volunteer on campus and on field trips, and contribute to school improvement through their participation on the Charter School’s Board of Directors and other leadership committees. The school website is regularly updated and includes a comprehensive calendar to support family planning and involvement. These efforts collectively strengthen relationships and promote a culture of mutual respect and shared responsibility for student success.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include strengthening the content and reach of Parent Education Workshops to better address the needs and concerns of families. Planned improvements include expanding workshop topics to cover critical areas such as the importance of regular attendance, prevention and awareness of self-harming behaviors, technology safety, and strategies to support student well-being and academic success at home. The Charter School recognizes that consistent attendance is essential for student achievement and will emphasize this message in all family engagement efforts. To ensure accessibility and inclusivity, all workshop materials are provided in both English and Spanish as needed. These improvements aim to deepen parent understanding, equip families with practical tools, and foster stronger partnerships between home and school.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s current strengths and progress in Building Partnerships for Student Outcomes are grounded in its commitment to creating a strong, supportive school culture designed to serve historically underserved Black and Brown students. Recognizing the importance of community and cultural relevance in student achievement, the Charter School integrates Ron Clark Strategies, Positive Behavior Intervention and Support (PBIS), and restorative practices to promote a safe and inclusive learning environment that supports academic and social-emotional growth. The Charter School fosters open two-way communication with families through multiple channels, including a classroom communication app, website, newsletters, and regular updates. Strong partnerships are further developed through parent-teacher conferences, monthly workshops, family events, and project presentation nights, which invite families to engage directly in their child’s learning experience. These efforts are particularly vital as the Charter School works to elevate outcomes in English Language Arts, Math, Science, Visual and Performing Arts, STEM, and personal character. For Black and Brown students, building these intentional partnerships not only supports academic achievement but also reinforces identity, belonging, and empowerment within the school community.|The Charter School’s focus areas for improvement in Building Partnerships for Student Outcomes include increasing student academic performance through the implementation of targeted tutoring and intervention programs, particularly in English Language Arts and Math. The Charter School also aims to improve attendance rates and reduce chronic absenteeism by strengthening partnerships with families and fostering a shared commitment to daily school participation. The Dean of Culture plays a key role in engaging families through outreach, relationship-building, and encouraging participation in school activities. Additionally, the Charter School will continue to promote a culture of high expectations by empowering families to support and reinforce academic goals at home and to hold high achievement expectations for their children.|The Charter School will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by providing accessible, inclusive, and culturally responsive opportunities that promote active collaboration between families and school staff. The Charter School will offer translation and interpretation services for families who are English Learners and hold meetings at various times to accommodate work and family obligations. To strengthen trust and connection, families will continue to have access to school leadership including Administrators, Deans, and Board members through monthly meetings and open communication channels. Special attention will be given to families of students with disabilities, migrant students, and Title I students through personalized conferences that focus on student progress and goal setting. The Charter School will continue to administer annual surveys and increase outreach efforts to ensure the voices of underrepresented families are heard and valued. Through workshops, home visits when needed, and targeted family engagement strategies, the Charter School will support underrepresented families in reinforcing academic achievement, attendance, and social-emotional development at home, while encouraging shared ownership of student success.|The Charter School’s current strengths and progress in Seeking Input for Decision-Making include the consistent use of multiple platforms to gather input from families, staff, and educational partners. The Charter School administers an annual survey to collect broad-based feedback and hosts monthly community meetings to maintain open and ongoing communication. The School Site Council and Board of Directors provide formal avenues for educational partners to participate in decision-making related to school programs, policies, and resource allocation. These structures have contributed to a more inclusive school culture and have strengthened the overall sense of partnership between the school and its community.|The Charter School has identified the need to improve the consistency and accessibility of opportunities for parents to engage in schoolwide decision-making. In response, the Charter School is prioritizing efforts to expand parent participation through regularly scheduled parent workshops that provide families with information on academic programs, student support services, and ways to contribute meaningfully to school planning. The Charter School also facilitates engagement through the School Site Council, where parent representatives help shape budget and programmatic decisions, as well as through public Board of Director meetings that welcome community input. Monthly parent meetings are held to maintain an open dialogue, gather feedback, and ensure that families remain informed and empowered as partners in school improvement efforts. These structures aim to foster a school culture where parent voice is both valued and reflected in key decisions.|The Charter School will continue to focus on improving the engagement of underrepresented families specifically in the area of Seeking Input for Decision-Making. The Charter School is committed to creating accessible and inclusive opportunities for families to participate in meaningful dialogue that informs school planning and improvement efforts. To ensure that all families have a voice, the school provides translation and interpretation services for parents who are English Learners and offers meetings at varied times to accommodate different schedules. Families are given access to school leadership, including Administrators, Deans, and members of the Board of Directors, through monthly parent meetings, open-door policies, and public board meetings where input is welcomed. Annual surveys are administered to gather comprehensive feedback from all families, with special efforts made to increase participation from underrepresented groups. For families with disabilities, the school provides reasonable accommodations such as assistive technology, physical access, and sign-language interpretation, and will conduct home visits when necessary to support communication. Additionally, the school engages migrant families and Title I families through individualized conferences focused on student progress and planning, ensuring their voices are included in decision-making processes related to academic and support services.|5|5|5|5|5|4|5|4|4|4|4|4|Met||2025-06-25|2025
33103300140780|Audeo Valley Charter|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.  Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|Audeo Valley is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2024-2025 the school received input from nearly 100 students and parents and used the results in the development of the 2025-2026 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
33316250000000|California School for the Deaf-Riverside (State Special Schl)|3||||||||||||||||||||||Not Met|||2025
33669770000000|Alvord Unified|3|In our ongoing efforts to strengthen the connection between families and schools, Alvord Unified School District (AUSD) has continued to refine communication strategies over the past year. School sites actively use ParentSquare to stay in touch with families. When the platform was introduced, parent training sessions were offered, and we continue to emphasize its role as our primary communication tool. In parent engagement meetings—particularly through the District English Learner Advisory Committee (DELAC), African-American Parent Advisory Committee (AAPAC), and Parent Advisory Committee (PAC)—we remained focused on elevating parent voice and fostering transparent communication. Parents were invited to participate and heard in real time, with questions and concerns documented and addressed during or after meetings. This ensured a responsive feedback loop.  Further strengthening our commitment to meaningful partnerships, we continued collaboration through the Community Engagement Initiative (CEI), a statewide effort to strengthen school, family, and community relationships in support of student success. As part of California’s State System of Support, CEI aligns with the California Collaborative for Educational Excellence (CCEE) and supports the California Community Schools Partnership Program (CCSPP). It helps districts and schools build capacity for authentic engagement with families and stakeholders. Rather than one-way communication, CEI promotes two-way partnerships where families and communities actively participate in planning, decision-making, and continuous improvement. A core focus is fostering trust through inclusive, culturally responsive practices. This aligns with the Local Control Funding Formula (LCFF) and Local Control and Accountability Plans (LCAPs), which emphasize equity and stakeholder input. CEI also supports professional learning through peer networks, allowing districts to share strategies, successes, and challenges. This model helps districts reflect and improve how they engage with their communities. This year also marked the launch of AUSD’s Community Schools Initiative at six sites. Dedicated personnel were hired to lead work integrating academics, health and social services, youth development, and community engagement into a comprehensive school model. These schools support the whole child by addressing academic and non-academic needs and strengthening the home–school link. AUSD will expand this initiative to 12 additional sites in the upcoming year. Finally, we continued offering parent workshops based on topics identified in collaboration with advisory groups like DELAC and site-based organizations such as Parent University. These workshops provided families with useful information and encouraged active participation in the educational process—reinforcing our dedication to strong, collaborative family relationships.|In Alvord Unified School District's (AUSD) ongoing commitment to strengthening the connections between families and schools, we have continued to focus on key strategies that nurture meaningful relationships and increase parent and family participation. Over the past year, we have prioritized efforts to elevate the voices of families, parents, and students, ensuring they play an active role in shaping the educational experience. A central goal has been to amplify and respond to family voices through committees, forums, and site-level engagement. It is essential that families feel heard and that concerns are addressed with urgency and care. Our schools remain dedicated to fostering warm, welcoming environments that promote authentic connections between staff and families. Building trust-based relationships is not just encouraged—it is expected and supported throughout the organization. Our Community Schools Initiative further exemplifies this commitment. Each of our six participating sites conducted needs assessments to guide plans for strengthening supports and building family relationships. Every site formed a steering committee that responds directly to needs identified by parents and community members. Through open communication, active listening, and inclusive practices, these schools work to make families essential partners in education. By investing in trust, collaboration, and responsiveness, our community schools are creating stronger bridges between home and school. Beyond school walls, our commitment extends into the broader community. Through initiatives like the Community Engagement Initiative (CEI), funded by recent grants, we have deepened efforts to understand and serve neighborhood needs. These efforts are not just outreach—they are about uncovering community strengths and ensuring partnerships are grounded in empathy, trust, and mutual respect. To further strengthen family–school bonds, we have prioritized consistent, two-way communication through platforms like ParentSquare and ClassDojo, offering timely updates in home languages. Feedback is gathered through surveys and engagement sessions, and families are informed about how their input shapes school decisions. We also emphasize a welcoming culture through bilingual signage, culturally inclusive displays, and friendly front office staff. Events like “Coffee with the Principal” and open houses provide opportunities for informal connection and transparency. Family learning workshops focus on topics that matter most—literacy, digital tools, social-emotional learning, and college readiness—offered at varied times to increase access. We remain committed to inclusive decision-making by engaging parents on School Site Councils, ELACs, and Community Schools Steering Committees to guide school priorities. Finally, we celebrate families through cultural events, student showcases, and public recognition, creating spaces where all families feel seen, valued, and connected.|Based on the analysis of educational partner input and local data, Alvord Unified School District (AUSD) has intensified its efforts to strengthen relationships with underrepresented families, with a clear focus on increasing equitable access and engagement. This past year, the district expanded its collaborative efforts by working closely with established advisory groups and launching the African American Parent Advisory Committee (AAPAC). The formation of AAPAC reflects our commitment to elevating the voices of underrepresented families and ensuring they are authentically engaged in decisions that impact their children’s educational experiences. To further remove barriers to engagement, the district expanded community outreach through a series of in-person listening sessions and by broadening communication channels to meet families where they are. These actions were designed to increase access, foster trust, and create more inclusive opportunities for families to participate in meaningful dialogue with school staff. One intentional effort to engage families was the launch of a districtwide Mental Health Roadshow, a wellness campaign designed in response to Panorama survey data highlighting the need for stronger home-school support. Social workers and district leaders visited school sites to connect directly with families and students, focusing on student and family wellness. These events were well-received, with feedback emphasizing the value of maintaining a local, site-based approach to services and support. Recognizing concerns expressed by families around immigration, the district also partnered with local advocacy organizations to provide informational sessions and foster trust through culturally responsive outreach. The Roadshow aimed to ensure that parents and guardians were equipped with tools to support their children’s well-being at home. The Community Schools Initiative also served as a powerful vehicle for increasing engagement among underrepresented families. Each participating site conducted a comprehensive needs assessment that included direct input from families. Community Schools coordinators and site teams used this input to implement targeted strategies, address specific barriers, and deepen relationships with families often furthest from opportunity. Together, these efforts represent AUSD’s continued commitment to creating meaningful, sustained connections with underrepresented families. By centering equity and access in all aspects of family engagement, the district is building a foundation of trust, inclusion, and shared responsibility for student success.|"Alvord Unified School District (AUSD) recognizes that strong partnerships are essential to improving student outcomes. One of our key strengths is our commitment to building capacity among families through parent training workshops facilitated by school site personnel and our Family Engagement Office. These sessions focus on equipping families with tools to support student learning and development at home and school, including training on digital platforms that foster direct communication with teachers about student progress. To meet the diverse needs of our community, we offer both virtual and in-person workshop options. Through active participation in district committees and councils, families gain a deeper understanding of their legal rights and are empowered to advocate for all students. They are also provided with multiple avenues to offer input, ask questions, and contribute to district-wide efforts that support student achievement. Our Community Schools initiative has significantly strengthened our capacity to build effective partnerships for student outcomes. Each of our six Community School sites has established a steering committee that conducted a comprehensive needs assessment and used that data to guide planning. By focusing on integrated student supports, family and community engagement, collaborative leadership, and expanded learning time, these sites have created stronger, more coordinated support systems that directly benefit students. The ""Greatness Within"" initiative, centered on empowering African American and Black students, also demonstrates meaningful progress in building partnerships. Grounded in pride, excellence, and community connection, the program hosted 16 key events this year to affirm student identity and foster belonging. These included academic celebrations, cultural events, scholarship opportunities, and family workshops. In addition, our commitment to supporting the whole child is evident through programs like Alternative to Suspension (ATS) and Youth Court, which provide restorative pathways and reduce exclusionary discipline. We have also expanded our social-emotional supports by hiring two full-time Social Workers and a Coordinator of At-Promise Youth. Through new partnerships with local universities, we welcomed 10 social work interns this year who contributed to campus-based support systems. Several additional contracts with community-based agencies have also helped us strengthen family-school connections. Together, these efforts reflect AUSD’s deep commitment to building meaningful partnerships that foster student growth, support families, and ensure equitable access to opportunity."|Alvord Unified School District (AUSD) is committed to strengthening student outcomes through focused improvements in partnerships and student engagement. Recognizing the power of student agency, the district is working to create learning environments where students are not only supported but also empowered to take ownership of their educational journey. At the same time, AUSD is prioritizing efforts to reduce chronic absenteeism, acknowledging its significant impact on academic achievement and overall student success. 2025-26 Local Performance Indicator Self-Reflection for Alvord Unified School District Page 13 of 20 Through analysis of educational partner feedback and local data, AUSD has identified two key areas for improvement: enhancing student voice and addressing attendance challenges. The district is expanding opportunities for students to engage meaningfully in their learning through increased voice and choice, innovative instructional practices, and broader access to extracurricular programs. These efforts are designed to foster a sense of belonging and motivation, helping students become active participants in their education. To address chronic absenteeism, AUSD is implementing strategic interventions across schools. This includes early identification of attendance concerns, targeted outreach to families, and strengthened partnerships with community organizations to remove barriers to regular attendance. These supports are part of a broader system aimed at ensuring all students have the opportunity to thrive. AUSD’s dual focus on student empowerment and improved attendance underscores its commitment to cultivating a learning community where every student is engaged, supported, and prepared for success. By building strong partnerships and centering students in its approach, the district continues to create conditions for sustained academic, social, and emotional growth.|Alvord Unified School District (AUSD) is committed to deepening engagement with underrepresented families as a key strategy for improving student outcomes. Based on insights gathered through the self-reflection process and educational partner input, the district recognizes the importance of building authentic, trust-based relationships with families who have historically experienced barriers to engagement.  To strengthen these partnerships, AUSD is implementing targeted outreach, culturally responsive communication, and expanded access to support services. The district is also increasing opportunities for underrepresented families to participate in decision-making and meaningfully engage in their children’s education.  Key efforts include structured partnerships with advisory groups such as DELAC and AAPAC, which elevate the voices of English learners and African American/Black families. Through the Community Schools framework at six sites, AUSD is intentionally prioritizing engagement with families of English learners, socioeconomically disadvantaged students, and foster youth.  The district’s At-Promise Youth Coordinator and a team of social workers have enhanced outreach through wellness campaigns, service referrals, and mental health supports—all aimed at strengthening family-school connections. The Family Engagement Coordinator has built partnerships with local food banks, health providers, and city and county agencies to ensure families’ basic needs are met and students come to school happy, healthy, and ready to learn.  Additionally, Student Services directors have led community engagement days, visiting homes alongside partners to better understand and address barriers that limit family participation. These collective efforts reflect AUSD’s ongoing commitment to creating an inclusive environment where every family feels valued, heard, and empowered to support student success.  AUSD is also leveraging partnerships and resources to address systemic barriers and create an environment where underrepresented families feel respected and empowered. The Family Engagement Office has partnered with organizations such as the Riverside County Office of Education’s Care Space and county mental health to host dialogues on wellness for parents and caregivers. Additional partnerships have led to resource fairs and parent connections that help eliminate barriers such as food insecurity, health disparities, and financial hardship.  At its core, AUSD is deeply committed to strengthening engagement with underrepresented families as part of its broader mission to foster an inclusive and supportive educational environment. By prioritizing equity and cultivating meaningful partnerships, the district aims to ensure all students and families feel valued, connected, and empowered. These efforts lay the foundation for stronger school communities and lasting improvements in student success.|Alvord Unified School District (AUSD) has made meaningful progress in creating a culture where diverse voices are welcomed, valued, and included in decision-making. By expanding opportunities for parent and community input, AUSD continues to strengthen collaboration and transparency across the system. At the school level, Parent-Teacher Associations (PTA) and Parent-Teacher Organizations (PTO) provide essential forums where families and educators share feedback and help shape site-based decisions. These groups offer a space for open dialogue and have become trusted partners in identifying priorities that reflect student and family needs. AUSD also actively engages parents through the English Learner Advisory Committees (ELAC) and School Site Councils (SSC). ELAC ensures that the voices of English learner families are elevated in discussions about programs and services, while SSC teams, composed of staff, parents, and community members, collaborate on school plans, funding decisions, and instructional priorities. For AUSD’s Community Schools, the site steering committees provide the opportunity for a team to review parent feedback to respond to the needs and assets of the community. At the district level, the Local Control and Accountability Plan (LCAP) Advisory Committee plays a central role in shaping the district’s goals and investments. Made up of parents, staff, and community representatives, this group provides critical input to ensure the LCAP remains responsive to student needs. AUSD has further expanded its reach by supporting the District English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC), and African American Parent Advisory Committee (AAPAC), all of which represent important educational partner perspectives and guide district efforts to ensure equity and inclusion. 2025-26 Local Performance Indicator Self-Reflection for Alvord Unified School District Page 15 of 20 To broaden engagement even further, AUSD administers an annual parent and student perception survey aligned to the district’s priorities and LCAP goals. This year, survey participation increased, resulting in a richer collection of feedback that will inform district planning moving forward. Through consistent outreach and inclusive engagement structures, AUSD has demonstrated a strong commitment to shared decision-making. These efforts reflect the district’s belief that educational excellence is best achieved when families, staff, and community members work together to shape the future of our schools.|While Alvord Unified School District (AUSD) has made commendable strides in seeking input for decision-making, there remain opportunities to strengthen family participation, particularly through more effective promotion of existing engagement opportunities. One key area for improvement is enhancing communication and outreach strategies. Although AUSD provides multiple avenues for input, such as PTAs/PTOs, ELAC, SSC, the LCAP Advisory Committee, DELAC, PAC, and AAPAC, some families may be unaware of these opportunities or unclear about their purpose and impact. Expanding outreach through diverse platforms, including social media, newsletters, school websites, and direct communication, can help increase visibility and participation. Additionally, AUSD can better tailor its outreach to reflect the diversity of the communities it serves. This includes translating materials into multiple languages, hosting events in culturally relevant settings, and partnering with trusted community organizations to extend the district’s reach and build trust. Providing ongoing support and training for parent and community leaders involved in advisory and decision-making bodies can further empower them to engage meaningfully with their peers. Workshops focused on leadership development, communication skills, and understanding educational systems and policies can help build confidence and capacity among all educational partners. By improving communication, customizing outreach to reflect community needs, and equipping leaders with tools for advocacy, AUSD can increase meaningful participation in its decision-making processes and ensure that all voices are represented in shaping district priorities.|Alvord Unified School District (AUSD) is committed to strengthening the engagement of underrepresented families, as identified through the self-reflection process focused on seeking input for decision-making. Recognizing that diverse perspectives are essential to equitable outcomes, the district has developed a focused approach to ensure all families have a voice in shaping their children’s educational experiences. To deepen these connections, AUSD is implementing proactive and culturally responsive outreach strategies. This includes conducting targeted campaigns through trusted community channels and partnering with local organizations to connect with families who may not typically engage in school-based activities. By meeting families where they are and learning from their lived experiences, the district aims to foster trust and build lasting, meaningful relationships. Language accessibility is also a key priority. AUSD is expanding translation and interpretation services to ensure that language is not a barrier to participation. By providing information and resources in multiple languages, the district is working to make decision-making opportunities more accessible and inclusive for all families. 2025-26 Local Performance Indicator Self-Reflection for Alvord Unified School District Page 16 of 20 In addition, AUSD is investing in the capacity-building of underrepresented families by offering workshops, training sessions, and tools to help them navigate district systems, engage with school leaders, and advocate for their children’s needs. These efforts are designed to empower families and create opportunities for active, informed participation. Creating inclusive and welcoming spaces is equally important. AUSD is committed to fostering environments where all families feel respected and heard. By ensuring that underrepresented voices are present in advisory committees and decision-making bodies, the district is taking deliberate steps to create a more equitable and representative process. Through these intentional strategies, AUSD is working to ensure that every family, regardless of background, has the opportunity to contribute meaningfully to the decisions that impact their children’s education. These efforts reflect the district’s broader commitment to equity, inclusion, and excellence for all students.|4|4|3|5|4|3|3|3|4|4|4|4|Met||2025-06-26|2025
33669850000000|Banning Unified|3|Banning Unified has strengthened relationships with the families of our students through several initiatives, including social media posts several times a week and regular podcasts. BUSD strives to make families feel welcome at the school sites. Principals and parent liaisons have been trained with Riverside County Office of Education (RCOE) Family Engagement Network (FEN). FEN has provided strategies that have helped increase family engagement within our school district. Banning Unified has begun improving relationships by providing staff with professional development on working with the emotional needs of the students and their families. Teachers communicate with families and welcome their participation in the schools. Meetings with parents are an opportunity for the staff to connect available resources with the parents on whatever things they may need, be it health care, counseling, or basic needs like food. Parents of English Learners are supported at District and all school sites in that all communications with parents are in English and Spanish, including social media and a parent communication system. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. A number of services are now available in a virtual format to accommodate families. These include virtual parent conferences, virtual IEP participation, and more. Additionally, we have expanded participation in before and after school programs, providing more opportunities for students to engage in learning and enrichment activities outside of regular school hours. We have also added personnel whose primary duties are parent and community outreach, ensuring continuous support and engagement with our families and the broader community.|Banning Unified has identified parent engagement as a critical factor in addressing chronic absenteeism. As a result, we will be focused on engaging parents with their child’s school and promoting daily attendance.  Based on the analysis of educational partner input and local data, Banning Unified’s focus areas for improvement in building relationships between school staff and families include:  Enhanced Communication: Strengthening the communication channels between school staff and families to ensure parents are well-informed and involved in their child's education. This includes regular updates on attendance, academic progress, and school activities through multiple platforms such as emails, phone calls, text messages, and school apps.  Parent Involvement Programs: Creating opportunities for parents to actively participate in school activities and decision-making processes. This can include inviting parents to join school committees, attend workshops, and volunteer in school events.  Supportive School Environment: Building a welcoming and supportive school environment where parents feel valued and respected. This involves training school staff on cultural competency, effective communication skills, and the importance of building positive relationships with families.|Recognizing that underrepresented families may face unique challenges and barriers, Banning Unified is committed to implementing targeted strategies to ensure these families are engaged and supported effectively.  Identifying and Addressing Barriers Language Support: Providing translation and interpretation services to ensure non-English speaking families can fully participate in their child's education. This includes translating school communications, offering bilingual workshops, and having interpreters available for meetings.  Cultural Competency: Training school staff to understand and respect the diverse cultural backgrounds of underrepresented families. This training will help staff build trust and effectively communicate with families from different cultural and socio-economic backgrounds.  Accessible Meeting Times: Scheduling parent meetings, workshops, and events at various times to accommodate working parents and those with irregular schedules. Offering virtual options can also help increase accessibility for families who cannot attend in person.|Based on the analysis of educational partner input and local data, the Banning Unified School District has demonstrated significant strengths and progress in building partnerships for student outcomes. One notable strength is the district's proactive approach in reaching out to parents and guardians when their child is struggling, ensuring timely intervention and support. Regular Student Study Team meetings are held across all schools to address individual student needs.   Elementary report cards have been revised to provide clearer information on student progress, enhancing parental understanding and involvement. The creation of a Differentiated Assistance Team, which includes all stakeholder groups, is another strength. This team is tasked with collecting and analyzing student achievement data, identifying root causes of academic issues, and developing targeted actions to improve student outcomes. The effectiveness of these actions is continuously monitored and adjusted as needed.  Additionally, many schools host curriculum-based family nights, such as Math, ELA, and AVID nights, which help parents understand current standards and teaching methods, fostering a collaborative environment for student learning. The district has also increased parent engagement through the formation of a separate District English Language Learner Advisory Committee and expanded opportunities for parent participation by offering virtual meeting options.   Furthermore, the district now provides parent communications in three additional languages and has improved communication frequency through regular updates and social media posts, facilitated by the new communications department.  However, an area for improvement is providing more staff training on conducting successful meetings with parents, focusing on students' needs and strengthening school-home partnerships to support academic and social success.|Based on the analysis of educational partner input and local data, the Banning Unified School District has identified several focus areas for improvement in building partnerships for student outcomes. One primary area for enhancement is the need for more comprehensive training for staff on how to conduct effective meetings with parents. These meetings should emphasize collaboration and focus on addressing students’ academic and social needs, aiming to create stronger partnerships between school and home.  Additionally, while the district has made strides in communication and parent engagement, there is room for improvement in ensuring that all parent groups, especially those who speak languages other than English, are fully integrated and supported in the communication process. This includes further expanding translation services and culturally responsive outreach efforts.  Another focus area is the refinement of the Differentiated Assistance Team’s processes. While the team is already actively collecting and analyzing data, there is a need to ensure that the actions developed to address academic issues are consistently effective and that their impact is rigorously evaluated. Continuous feedback loops and adjustments based on data-driven insights will be crucial.  Finally, the district aims to increase the frequency and depth of curriculum-based family nights and other engagement events, ensuring they are accessible to all families. Providing more interactive and hands-on opportunities for parents to engage with the curriculum and school activities will help strengthen the connection between home and school, ultimately supporting student success.|Based on the analysis of educational partner input and local data, the Banning Unified School District plans to improve engagement of underrepresented families identified during the self-reflection process through several targeted strategies.  Firstly, the district will expand its translation and interpretation services to ensure all communications are accessible in the primary languages spoken by underrepresented families. This includes not only translating written communications but also providing real-time interpretation during meetings and events.  Secondly, the district will enhance its outreach efforts by employing culturally responsive strategies to connect with underrepresented families. This includes partnering with community organizations and leaders who have established trust within these communities to facilitate communication and engagement.  Thirdly, the district will increase the availability and accessibility of virtual meeting options, which have been shown to significantly improve participation rates among families who may face barriers to in-person attendance. Offering flexible scheduling and multiple formats for engagement opportunities will further support this effort.  Additionally, the district will provide training for staff on cultural competency and effective communication strategies with diverse families. This training will equip staff with the skills needed to build stronger, more inclusive relationships with all families.  The district also plans to create more family engagement events that are specifically designed to meet the needs and interests of underrepresented families. These events will focus on fostering a welcoming and inclusive environment where families feel valued and heard.  Lastly, the district will establish a feedback loop with underrepresented families to continuously assess and respond to their needs and concerns. This will involve regular surveys, focus groups, and direct feedback mechanisms to ensure that the district’s engagement strategies are effective and responsive to the community’s evolving needs.|Banning Unified provides opportunities for parents to be involved in decision-making at the site and district levels. Opportunities for involvement are available at the school sites, which include School Site Council, English Language Advisory Council, and interactions with the principal during coffee sessions. These events allow parents to give their input on what is happening at the sites. At the district level, parents can be involved in the District Parent Advisory Committee (DPAC). Every year in the fall, the district Parent Involvement Policy is reviewed and updated at DPAC and at each site’s School Site Council meeting. After the review, and if revisions are made, the district sends out a district text and email messages to all parents with the attached policy.   The district also holds annual meetings where stakeholders can give their input on the LCAP expenditures. Banning Unified has expanded the number of parent engagement groups through the addition of a separate District English Language Learner Advisory Committee. Furthermore, the district has increased opportunities for parent participation by expanding virtual meeting options for parents.  In addition, there has been a significant increase in the number of opportunities and formats for stakeholders to provide input into the LCAP. This expansion of engagement opportunities reflects the district’s commitment to ensuring diverse and inclusive participation in decision-making processes, ultimately supporting more effective and responsive educational planning and policy development.|Firstly, there is a need to increase the diversity of parent and community participation in decision-making processes. While there are existing opportunities for involvement, the district recognizes the importance of ensuring that all voices, especially those from underrepresented and marginalized groups, are heard. This includes actively recruiting and encouraging participation from families who may not traditionally engage with school decision-making processes.  Secondly, the district aims to improve the transparency and accessibility of the decision-making process. This includes providing clear, timely, and easily understandable information about upcoming meetings, agendas, and the outcomes of those meetings. Ensuring that all parents and community members have access to this information, regardless of their preferred language or technological capabilities, is a priority.  Thirdly, the district seeks to enhance the effectiveness of feedback mechanisms. While opportunities for input are available, there is a need to ensure that the feedback collected is systematically analyzed and incorporated into decision-making. This involves creating more structured and consistent processes for collecting, reviewing, and acting on stakeholder input.  Additionally, there is a focus on increasing the frequency and variety of engagement opportunities. This includes offering more flexible meeting times and formats, such as virtual meetings, to accommodate different schedules and preferences. The district also plans to provide more training and support for parents and community members to effectively participate in these processes.  Lastly, the district recognizes the importance of building trust and relationships with the community. This involves ongoing efforts to demonstrate that stakeholder input is valued and has a tangible impact on decisions made at both the site and district levels. By addressing these focus areas, Banning Unified aims to create a more inclusive, transparent, and responsive decision-making process that better reflects the needs and priorities of its diverse community.|Based on the analysis of educational partner input and local data, Banning Unified School District plans to improve the engagement of underrepresented families in seeking input for decision-making through several targeted strategies.  Firstly, the district will increase outreach efforts to ensure that underrepresented families are aware of and feel welcome to participate in decision-making processes. This includes leveraging community organizations, local leaders, and culturally relevant communication channels to reach these families effectively.  Secondly, the district will provide translation and interpretation services for all meetings and communications to ensure that language barriers do not hinder participation. This includes offering real-time interpretation during meetings and ensuring that all written materials are available in the primary languages spoken by underrepresented families.  Thirdly, the district will offer more flexible meeting times and virtual options to accommodate the schedules and needs of all families. By providing multiple ways to participate, the district aims to make it easier for underrepresented families to engage.  Additionally, the district will create targeted engagement events specifically designed to address the interests and concerns of underrepresented families. These events will provide a platform for these families to share their input in a comfortable and supportive environment.  Training and support will also be provided to both staff and families to build capacity for effective participation. Staff will receive training on cultural competency and effective communication strategies, while families will be offered workshops and resources to help them understand the decision-making process and how they can contribute.  Furthermore, the district will establish a feedback loop to ensure that the input from underrepresented families is actively considered and acted upon. Regular updates will be provided to these families on how their feedback has influenced decisions, demonstrating that their participation is valued and impactful.  Finally, the district will continuously monitor and evaluate the effectiveness of these strategies through regular surveys and feedback mechanisms, making adjustments as needed to ensure ongoing improvement in engagement.  By implementing these strategies, Banning Unified aims to create a more inclusive and responsive decision-making process that fully engages underrepresented families and reflects the diverse needs of its community.|4|4|4|4|4|5|4|4|4|4|4|4|Met||2025-06-30|2025
33669930000000|Beaumont Unified|3|The Beaumont Unified School District (District) has established multiple systems and strategies to build and strengthen relationships among schools, staff, and families. A cornerstone of this effort is the District's ongoing commitment to provide meaningful opportunities for educational partners to communicate their needs and influence District responses. Engagement is fostered through regular community meetings, school site resources, and inclusive decision-making processes at both site and District levels.  The District uses the Panorama and K12 Insight surveys to monitor parent engagement and school climate. While participation rates have room to grow, results from Fall 2024 reflect strong trust and satisfaction: 72% of families reported that their children enjoy school, 74% indicated that school administrators create environments that support learning, 81% noted teacher respect for students, and 86% shared that their children feel safe at school. Climate and culture surveys administered biannually also show a positive trend in family-school relationships over time.  The District’s use of technology has been instrumental in maintaining transparent and accessible communication. The Instructional Technology (IT) Department plays a vital role in managing platforms such as parent portals, mass messaging systems, and translation-enabled apps, ensuring that families receive timely information in their preferred languages. Additionally, technology support services—such as device distribution, internet hotspot programs, and tech support—have helped bridge the digital divide, allowing more families to actively participate in their child’s education.  Together, these efforts reflect a strong, ongoing commitment to fostering collaborative partnerships and building trust with all educational partners.|While the Beaumont Unified School District (District) has made meaningful strides in fostering strong relationships among school, staff, and families, there remain key areas for growth. Feedback from families and staff highlights the need for more in-person opportunities for parents to connect with schools and one another. Survey data identified a desire for parent networking events and more regular school site visits, which the District is committed to addressing.  Open communication is a continuing priority. The District has responded to input from families and staff by initiating targeted events. For example, in response to staff requests on the climate survey, the District reinstated TK/Kindergarten Round-Up events to strengthen early engagement. When families voiced the need for immigration support, the District quickly coordinated a dedicated informational night. These actions demonstrate the District’s commitment to fostering positive relationships founded on genuine feedback.  Despite the deployment of a unified communication platform (ParentSquare), ensuring all families can access and effectively use digital tools remains a challenge. Barriers include varying levels of digital literacy, inconsistent internet access, and navigating multiple systems. The Instructional Technology Department is working to streamline user experience and expand training through multilingual help sessions and tech support at key school events. In an effort, the District invested in digital posters that can be used to display upcoming events and increase awareness of events.  Moving forward, the District will prioritize creating more inclusive and accessible engagement opportunities that respond directly to community input.|To improve engagement of underrepresented families identified through the self-reflection process, the Beaumont Unified School District (District) is committed to expanding outreach and deepening opportunities for meaningful involvement. Efforts will continue through school-based events such as math nights, fall carnivals, back-to-school nights, arts showcases, and parent council meetings, which provide accessible and welcoming entry points for families to connect with their school communities.  At the District level, the District will build on its existing structures by continuing to host inclusive forums such as the District African American Parent Advisory Committee (DAAPAC), Family and Community Engagement (FACE) meetings, Local Control and Accountability Plan (LCAP) Advisory Committee, and Parent University sessions. These venues offer targeted support, capacity building, collaboration, and access to critical resources for families navigating challenges related to academics, social-emotional well-being, and home-school communication.  Additionally, the District’s Instructional Technology (IT) Department will collaborate with engagement teams to address digital equity barriers that impact underrepresented families. This includes expanding technology support, offering multilingual training on parent portals and communication platforms, and increasing access to internet hotspots and devices. These supports are designed to empower families with the tools they need to stay informed and involved.  Through these combined efforts—site-level events, Districtwide advisory committees, and expanded digital access—the District will continue to foster inclusive engagement and ensure that all families, particularly those historically underserved, have opportunities to participate in and influence their children’s educational experience.|The Beaumont Unified School District (District) has established multiple structures to foster strong partnerships with families aimed at improving student outcomes. Parents are provided numerous opportunities to offer input and guidance on how to best support students. These include regularly scheduled meetings with well-organized representation through the Local Control Accountability Plan (LCAP) Advisory Committee and other non-mandated parent groups dedicated to student success. These forums are designed to listen to family perspectives and collaborate on strategies that promote academic growth and equity.  There are monthly District-level meetings of parent advisory groups, while principals meet consistently with the Instructional Services and Support (ISS) team to discuss site needs and share best practices. At the school level, weekly professional learning communities (PLCs) offer staff structured collaboration time focused on instructional improvement and responsiveness to student needs. These layers of engagement promote a shared vision and coordinated action across schools.  From a technology perspective, the District supports partnerships by ensuring that families have real-time access to academic data through secure and user-friendly platforms. Parents can view grades, assignments, attendance, and assessment results via portals and dashboards, while communication tools such as auto-translating messaging apps and email systems ensure clear, ongoing dialogue with educators. Virtual access to meetings and workshops further removes barriers to participation, especially for working families or those with limited transportation.  Altogether, these systems demonstrate the District’s intentional approach to partnering with families and ensuring their voices shape the strategies and resources used to achieve strong student outcomes.|The Beaumont Unified School District (District) continues to prioritize meaningful parent and community engagement as a strategy to improve student learning and well-being. Regular opportunities for input are embedded at both the site and District levels through School Site Council meetings, Local Control Accountability Plan (LCAP) input sessions, and stakeholder surveys. This year’s Districtwide survey successfully gathered voices from students, families, and staff, providing a broad view of community needs and priorities.  Despite this progress, the District recognizes the need to strengthen support for specific student groups, including Students with Disabilities (SWD), English Learners (ELs), Foster Youths, and Low-Income students. These groups remain central to LCAP planning, with targeted actions designed to address barriers and promote equitable outcomes. Continued engagement with families of these students is essential to ensuring that strategies are well-informed and responsive.  Another key area for improvement is digital engagement. While platforms are in place to share real-time academic data and progress, some families, particularly those from underrepresented communities, struggle to access or effectively navigate these tools. The District's Instructional Technology (IT) Department is working to simplify the user experience, reduce technical barriers, and expand resources such as multilingual tech support and training on how to use digital platforms to support learning at home.  The District will continue to use performance metrics, family input, and engagement data to refine its approach, ensuring that all families are empowered partners in supporting student achievement and well-being.|Based on insights from the self-reflection process, the Beaumont Unified School District (District) is committed to deepening engagement with families by ensuring that outreach efforts are inclusive, responsive, and accessible. Recognizing the need to increase participation in both school-based and Districtwide input opportunities, the District is exploring additional strategies to connect with families beyond traditional means. Communication continues through ParentSquare, social media, and personal outreach, but new efforts will also include more personalized invitations and language-accessible messaging to reach underrepresented groups.  To further support engagement, the District’s parent engagement team remains focused on creating welcoming environments and tailoring workshops and events to family-identified needs. These include sessions focused on wellness, academic support, and navigating school systems. Family feedback continues to inform programming, ensuring that supports are timely and relevant.  Additionally, a collaborative effort between the Instructional Technology (IT) Department and the Parent and Community Engagement Coordinator is underway to strengthen digital literacy. This includes hands-on sessions to help families access and interpret student performance data, use parent portals, and navigate digital learning platforms. These efforts are designed to empower families to play a more active role in their child’s education by building the skills and confidence needed to engage meaningfully.  Through this cross-departmental collaboration and ongoing family feedback, the District will continue to strengthen its culture of partnership, ensuring that all families have the tools and opportunities to support student success.|The Beaumont Unified School District (District) uses online surveys via Google Forms, K12 Insight, and Panorama to give families and educational partners the opportunity to provide input and impact the District's decision-making. Additionally, families have the opportunity to provide input at school sites via School Site Council (SSC) meetings, parent events, parent trainings, and informative workshops. In addition, student ad hoc groups were interviewed to gather real input from all secondary school sites.|The Beaumont Unified School District (District) has established several parent advisory committees to seek input for decision-making. These advisories include the Family and Community Engagement (FACE) Committee, District African American Parent Advisory Committee (DAAPAC), District English Learner Advisory Committee (DELAC), Special Education Advisory, student advisory, Local Control Accountability Plan Advisory Committee (LCAP), and the Career Technical Education Advisory Committee (CTEAC). The District and site staff members attend these advisories to seek out and gather input.|The Beaumont Unified School District (District) has created more parent advisory committees to address underrepresented families and educational partners. These parent engagement opportunities allow underrepresented families to engage, provide input, and feel like they are part of the decision-making process.|5|5|4|4|4|5|5|5|4|5|5|4|Met||2025-06-10|2025
33669930127142|Highland Academy|3|Highland Academy prioritizes a strong partnership between home and school. We have expanded family engagement through increased in-school and extracurricular opportunities such as events, workshops, and community involvement. Our quarterly elementary award assemblies not only recognize student achievements but also foster community and encourage family participation. We have seen a significant increase in parent volunteers across various school activities, as well as higher attendance at events, sporting competitions, and official school meetings. Our school's social media engagement has increased. These enhanced opportunities aim to cultivate meaningful partnerships, making families feel like valued members in their children's education.|Highland Academy Charter School's primary focus area for improvement centers on enhancing communication consistency and increasing family involvement. In direct response to stakeholder feedback, we are excited to announce the adoption of a new, comprehensive communication platform. This system aims to streamline information flow, ensuring all families receive timely and consistent updates regarding school news, student progress, and upcoming events. While we are pleased with the significant steps already taken to foster stronger home-school connections, we are committed to seeing even greater family involvement in all aspects of school life, from academic support to extracurricular activities, further strengthening our vital partnership.|Highland Academy is committed to fostering stronger relationships with underrepresented families and closing achievement gaps. Our school administrators and Academic Coach are spearheading crucial training initiatives for teachers and staff. These trainings will cultivate a deeper understanding of our students' diverse backgrounds, empowering staff to connect more effectively with families and celebrate their unique traditions.  We are implementing targeted activities to engage at-risk students and their families. This includes after-school programs, workshops, and events tailored to their specific interests and needs. Our ultimate goal is to cultivate a welcoming and inclusive environment where every family feels valued and empowered to actively contribute to their child's success.|Family engagement shows a positive trend, with increased communication and collaboration. A significant strength is our established procedures for supporting students with diverse needs. SST, 504, and IEP meetings facilitate open communication among families, teachers, and specialists, ensuring comprehensive input for individualized support plans. Additionally, our 7th-period intervention program offers targeted academic remediation and homework assistance, providing crucial support for students requiring extra help.|Additional support is required in specific areas, as revealed by data analysis. Math, language arts, and student attendance have been identified as key focus areas for our school. We will prioritize strategies that foster closer collaboration between families and educators. This includes targeted communication regarding specific learning goals and challenges in math and language arts. Exploring methods to engage families in supporting their child's attendance, such as workshops, incentives, and assemblies, are proving beneficial. By working together, our staff and families can establish a more comprehensive support system, ultimately resulting in improved student outcomes in these critical areas.|As a small charter school, we can be nimble and responsive in our approach to improving engagement with underrepresented families. Our priority is open communication with families in their preferred language, which we achieve through translated communications, offering parent-teacher conferences in multiple languages, and utilizing phone calls or video chats to ensure comfortable participation.  We are also developing activities and events that resonate with the diverse cultures in our school community. Examples include events celebrating family traditions, hosting guest speakers, and creating after-school opportunities that incorporate cultural art or music.|Highland Academy is committed to transparent, data-driven decision-making through open communication and diverse stakeholder input. We facilitate direct dialogue with families through LCAP parent meetings, ensuring their concerns and priorities are heard. Our bi-annual stakeholder surveys gather a broader perspective from the community. Additionally, Board meetings maintain transparency and accountability, keeping everyone informed of our self-reflection process and data-driven decisions.|To foster a more inclusive feedback loop, our school will continue to analyze data, identifying any demographics currently underrepresented in our input channels. We will implement targeted outreach efforts, such as offering translated surveys or scheduling meetings at more convenient times.  Beyond broad stakeholder surveys, the school is enhancing its feedback collection by incorporating more open-ended questions and conducting focus groups. This approach will allow for a deeper understanding of specific stakeholder concerns and priorities, providing richer insights.|Highland Academy is committed to fostering a truly inclusive and equitable educational environment for all its students and families. To achieve this, a key strategic imperative is the proactive tailoring of outreach efforts, ensuring they effectively reach and resonate with underrepresented families within our community. This involves a multi-faceted approach, moving beyond traditional communication channels to explore more culturally responsive and community-based engagement strategies.  Simultaneously, a concerted effort is underway to systematically identify and dismantle any existing accessibility barriers that might inadvertently hinder participation or communication. This includes, but is not limited to, reviewing language accessibility in all official communications, exploring translation services where necessary, optimizing digital platforms for diverse user needs, and ensuring physical spaces are welcoming and navigable for individuals with varying abilities.  The ultimate goal of these combined initiatives is to cultivate an environment where underrepresented families not only feel welcome, but genuinely empowered to share their invaluable perspectives, experiences, and insights. Their active participation is not merely desired, but recognized as absolutely essential for the healthy functioning and continuous improvement of our school.|5|4|4|4|4|4|4|3|4|4|4|4|Met||2025-06-26|2025
33669930139360|Mission Vista Academy|3|Our teachers and other staff members work closely with students and their parents/guardians, allowing Mission Vista Academy staff members to build positive relationships. Annual feedback surveys show that 97% state that adults at the school care about students, and 98% shared that staff members treat them and their children with respect. Eighty-eight percent of students report that their teachers really know them, and 92% shared that teachers care about them.|We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them. We provide translation services and invite families to join our Multilingual Learner Advisory Committee. Ninety-seven percent of parents/guardians of multilingual learners who responded to our annual input survey shared that adults at the school care about their children. One hundred percent of these families believe MVA staff members treat parents and students with respect.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas for growth and improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.|We assign each family an appropriately credentialed Home School Teacher (HST). The HST meets with families to collaboratively create a personalized learning plan, reflecting a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs’ education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.|We have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments. Educational partner input survey results show that 95% of parents/guardians agree or strongly agree that they understand the importance of students’ participation in and performance on state assessments.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas for continued improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.|Mission Vista Academy’s credentialed Home School Teachers (HSTs) facilitate direct communication of opportunities to participate in LEA decision-making for the families to whom they are assigned. Additionally, we use frequent electronic and in-person communication to share input opportunities, such as our LCAP Advisory Committee meetings and input survey links. Annual feedback surveys show that 93% of parents believe the school seeks their input in decision-making.|We are focusing on increasing parent and student participation in input surveys and advisory committees. We are also discussing methods for improving input from families related to participation in state assessments.|We regularly strive to reach out to and include underrepresented families in our LEA-wide decision-making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.  Input survey responses from parents/guardians of all priority group students show that our school partners appreciate opportunities to participate in schoolwide decision-making. These surveys show that 97% of parents/guardians of multilingual students, 93% of parents of socioeconomically disadvantaged students, and 60% of guardians of foster youth agree or strongly agree that the school provides opportunities for them to provide input in decision-making activities. Additionally, 94% of parents/guardians of students with disabilities and 97% of parents/guardians of students living in temporary housing agree or strongly agree with this statement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-05|2025
33670330000000|Corona-Norco Unified|3|"The Corona-Norco Unified School District (CNUSD) excels in fostering strong partnerships between school staff and families, creating a collaborative environment that supports student success. The district hosts numerous site-based activities, such as International Day at Washington Elementary, where students and families celebrate global cultures through dance, music, and shared learning experiences. Additionally, CNUSD organizes district-wide events like the Festival of the Arts, held at the Circle City Center in Corona, which showcases student artwork and performances, allowing families to engage with and appreciate their children's creative talents . The district also offers programs through the Parent Center, including the ""Parents Lead Parents"" initiative and the ""All-Stars Foster Youth Program,"" which provide support and resources to families, enhancing their involvement in the educational process. These initiatives reflect CNUSD's commitment to building meaningful relationships with families, ensuring a supportive and inclusive educational community."|The Corona-Norco Unified School District (CNUSD) is focused on improving communication between school staff and families, with an emphasis on creating clear, two-way communication channels. While the district has seen success with tools like ParentConnect, which allows parents to access their child's academic progress and school updates in multiple languages, there is a continued effort to enhance these platforms. CNUSD is actively exploring additional 2-way communication tools and strategies that can better support families in all languages, ensuring that communication remains accessible, effective, and inclusive. By strengthening these communication lines, the district aims to foster stronger relationships with families and ensure that all voices are heard and valued in the educational process.|CNUSD continues to expand its efforts to communicate in multiple languages, ensuring that all families have access to important information. In addition to this, CNUSD hosts a variety of events designed to engage families and communities, such as workshops, family nights, and cultural celebrations. These events foster connection and provide opportunities for parents and guardians to become more involved in their child's education. By building strong relationships with underrepresented families, CNUSD aims to create an inclusive environment where all families feel supported and empowered to contribute to their children's academic success.|The Corona-Norco Unified School District (CNUSD) has made significant progress in building strong partnerships that directly contribute to student outcomes. Through the LCAP Advisory Committee, which consists of 68 diverse members representing a broad spectrum of educational partners, including parents, classified staff, certificated staff, management, and students, the district ensures a well-rounded, inclusive approach to decision-making. This committee is intentionally structured to represent all student groups, grade spans, and geographic areas of the district. Meetings are held regularly to engage stakeholders in meaningful discussions around district programs and services, using both qualitative and quantitative data to inform decisions. The input gathered during these meetings is instrumental in revising the Local Control and Accountability Plan (LCAP) to better meet the needs of unduplicated student groups. Additionally, feedback from over 2,000 students in grades 7-12 is collected through surveys to evaluate and improve academic and social-emotional programs, ensuring that all students have access to the support they need for success. This ongoing collaboration highlights CNUSD's commitment to fostering partnerships that drive continuous improvement in student achievement.|The Corona-Norco Unified School District (CNUSD) is dedicated to enhancing partnerships that directly impact student outcomes, with a particular emphasis on engaging underrepresented families. The district's Local Control and Accountability Plan (LCAP) outlines initiatives aimed at improving services for high-needs students, including English learners, foster youth, and socioeconomically disadvantaged students . CNUSD actively seeks to strengthen relationships with these families through various programs and services. The district engages families through advisory committees such as the District English Language Advisory Committee (DELAC) and the District Advisory Committee (DAC), the Superintendent's Council, local PTA boards and many other parent advisory boards which provide input on educational programs and policies . These efforts reflect CNUSD's commitment to fostering inclusive environments and ensuring that all families have the opportunity to actively participate in their children's education.|The district is prioritizing the use of multilingual communication tools to ensure that all families, regardless of language barriers, have access to important information. CNUSD is also expanding opportunities for families to participate in school events and advisory committees, such as the District English Language Advisory Committee (DELAC) and the Parent Advisory Committee (PAC), which provide direct input on policies and programs affecting their children’s success. Additionally, the district is building stronger connections with community organizations and leaders to reach families who may not be actively involved. By strengthening these relationships and providing families with the resources and support they need, CNUSD aims to foster an environment where underrepresented families feel welcomed, valued, and empowered to contribute to their children's academic and social-emotional growth.|The Corona-Norco Unified School District (CNUSD) has established a robust framework for seeking input from its educational partners, ensuring that decision-making processes are inclusive and reflective of the community's diverse perspectives. Central to this effort is the Local Control and Accountability Plan (LCAP) Advisory Committee, comprising 68 members—including parents, classified staff, certificated staff, management, and students—intentionally selected to represent all student groups, grade spans, and geographic areas within the district. This committee meets regularly to review data, discuss programs, and provide recommendations for the LCAP, facilitating a collaborative approach to planning and evaluation .  Additionally, CNUSD actively engages the broader community through surveys and advisory committees such as the District English Language Advisory Committee (DELAC) and the District Advisory Committee (DAC). These platforms gather valuable feedback from families, students, and staff, informing district policies and program development. The district also provides translation services to ensure accessibility for non-English-speaking families, further promoting inclusive participation .  Through these comprehensive engagement strategies, CNUSD demonstrates a commitment to transparency and collaboration, ensuring that all voices are heard and considered in the decision-making process.|The Corona-Norco Unified School District (CNUSD) is focused on increasing parent involvement by encouraging more parents to participate in existing school and district events, such as English Learner Advisory groups, PTA meetings, and surveys. The district’s goal is to engage a greater percentage of parents in these activities each year, fostering stronger partnerships between families and schools. By encouraging participation in these events, CNUSD aims to ensure that all voices are heard, helping to create a more inclusive and supportive educational community.|The Corona-Norco Unified School District (CNUSD) is committed to increasing engagement among underrepresented parents by encouraging their participation in these events as well. CNUSD aims to increase participation and ensure quality information is shared in a variety of ways and languages to engage all parents and community members throughout the year.|3|4|3|3|3|4|3|3|4|4|4|4|Met||2025-06-17|2025
33670410000000|Desert Center Unified|3|Eagle Mountain School continues to demonstrate strong, personalized relationships between school staff and families, supported by its small size and tight-knit community. With approximately 25 students from around 12 families, the district is uniquely positioned to build trust and maintain consistent communication with each household.  Staff and administration have prioritized creating meaningful engagement opportunities for families throughout the year. Recurring events such as Back to School Night, Turkey Trot, Winter Program, Science Fair, 8th grade graduation and awards assemblies at the conclusion of each trimester continue to serve as foundational experiences for relationship-building. New efforts have included expanding collaboration with the Lake Tamarisk Library and enhancing community event participation, which further embed the school in the local culture.  The school regularly engages parents through weekly check-ins, parent-teacher conferences, and survey feedback. Feedback from annual family engagement surveys shows that families feel welcomed on campus and valued as educational partners. These sentiments are reinforced by consistently high attendance at school functions and the continued use of translators and bilingual communications to ensure accessibility for all.  The district's staff maintain open communication with families, including timely outreach to celebrate student successes or address concerns. These personalized interactions, especially in a small school setting, strengthen mutual trust and ensure parents feel connected to the educational process.  Eagle Mountain School’s progress in this area is also evident in its increased efforts to connect home and school learning, with families being given tools and updates to better support students at home. Overall, the district’s strength lies in its consistent, inclusive, and responsive approach to fostering relationships that directly support student well-being and achievement.|"A primary area of focus for improvement remains in student attendance, specifically reducing chronic absenteeism. Despite strong school-family relationships, local data indicate that a notable portion of students miss a significant number of instructional days each year. Chronic absenteeism negatively impacts academic achievement and engagement, and addressing it continues to be a district-wide priority.  Based on feedback from families and ongoing conversations during school events and conferences, the district recognizes that improving communication around the impact of attendance—and understanding the root causes of absenteeism is essential. In 2025–26, Eagle Mountain School expanded its efforts to educate families on the importance of daily attendance through newsletters, one-on-one outreach, and follow-up calls. The school continued its use of Student Attendance Review Team (SART) meetings, which involve the parent, student, and administrator in open, supportive dialogue. These meetings focus on identifying barriers to attendance and collaboratively developing solutions that are sensitive to family circumstances. The school needs to be consistent with the use of SART on ""all"" student who demonstrate high absences.   Another improvement area is enhancing the balance of communication with families. While the school is diligent in reaching out when student issues arise, staff are working to increase the frequency of positive and proactive communication, especially regarding academic progress. This includes celebrating student growth, sharing learning goals, and making families feel more connected to classroom instruction.  Finally, while event participation is strong, the district is seeking to deepen family engagement beyond attendance.  This can be done by encouraging more two-way dialogue, co-planning, and involvement in student learning.   The school will look for additional ways to ensure strong parent participation in monthly site council meetings and in the attending of parent workshops via Daybreak Health."|Analysis of local data and feedback from educational partners indicates that a primary area for improvement in building relationships between school staff and families is addressing chronic absenteeism. While Eagle Mountain School maintains strong foundational relationships with families, attendance data reveal that a significant portion of students continue to miss substantial instructional time. Families have expressed a need for better communication about the academic and social-emotional impacts of absenteeism and greater understanding of the challenges they face in supporting regular attendance.  In response, the district has expanded efforts to engage families in meaningful conversations around attendance. This includes increased use of newsletters, one-on-one outreach, and follow-up calls to educate families on the importance of daily attendance. Student Attendance Review Team (SART) meetings continue to serve as a key strategy, bringing together students, parents, and administrators in a supportive setting to identify barriers and co-develop actionable solutions. A continued focus will be ensuring consistent implementation of SART meetings for all students with high rates of absenteeism.  Another area of focus is improving the balance of school-to-home communication. While staff consistently contact families when concerns arise, educational partners have expressed a desire for more positive, proactive communication. The school is working to increase outreach that celebrates student achievement, shares learning goals, and helps families feel connected to day-to-day instruction.  Finally, the district is committed to deepening family engagement beyond school event attendance. This includes encouraging more two-way dialogue, co-planning opportunities, and authentic involvement in student learning. The school will continue to promote family participation in monthly School Site Council meetings and increase awareness of available supports, such as parent workshops offered through Daybreak Health.|Desert Center Unified School District continues to demonstrate strength in building meaningful partnerships that directly support student outcomes. Eagle Mountain School benefits from a network of committed community agencies and regional organizations that contribute to both academic achievement and student well-being.  In 2024–25, the school maintained and deepened collaborations with key partners, including the Riverside County Office of Education, Riverside University Health, Riverside County Library, Lions Club, Riverside County Fire Department, Riverside Sheriff’s Department, and the Metropolitan Water District. These organizations continue to provide resources ranging from academic enrichment opportunities and literacy support to safety education and student recognition events.  In addition, the school continue to maintain a strong relationship with local solar companies.  Each of the companies continues to look at ways to support student needs.   Additionally, regional partnerships with the Blythe Archery Program and the Family YMCA of the Desert in Palm Springs were sustained and aligned with the school’s goals around physical wellness, teamwork, and social-emotional learning. These community-based experiences have enhanced student engagement, provided exposure to new environments, and strengthened school-community ties.  These partnerships are particularly vital in a rural, single-site district like Desert Center USD, where external collaborations help expand student learning beyond the classroom. Staff also work closely with these partners to align services with school priorities such as attendance, behavior supports, and character development. The district's ongoing strength lies in its proactive, personalized approach to community engagement and its ability to mobilize a network of support that reflects the needs and interests of its students and families.|"Eagle Mountain Elementary will focus on improvement of parent attendance and involvement with its school site council.  Site council has the foundation where ""all"" staff can meet with ""all"" parents on a regular basis.  There are times that the participation rate of parents is good but this number will fluctuate during the year's regular monthly meetings.  The school can be more active with regular communications to parents that depict the many good things that are happening in the classroom.  At times, communications to parents occur more on the need to be aware of incidences involving students' behavior.  Getting to the aspect of making four (4) positive communications for each one (1) not so positive communication will be impactful in building partnerships for student outcomes.  The school's student information system's ""Parent Portal"" needs to be utilized by parents.  Increasing the number of parents using Parent Portal will support a more current awareness of how students are doing in the classroom.  Communication to families in their home language is continuing to increase.  This enhanced communication assures that all parents are aware of upcoming events for greater participation at these events. Parents are provided with report cards and conference reports in their home language.  Language translators are available for all parent/teacher meetings."|The advantage of a small single school district allows the school to be inclusive of “all” represented families of the district. Programing allows access for “all” students, including all those underrepresented families of the district.  With school initiatives, including the after-school program options, allows the district to include all students specifically those from underrepresented subgroups.  It should be noted that the school typically gets 100% of its students and parents to the annual parent teacher conferences. These efforts are designed to strengthen relationships, reduce barriers, and ensure that every family, regardless of past engagement, is empowered to support their child’s educational success.|Desert Center Unified School District maintains strong, accessible pathways for stakeholders to provide input into school decisions. The small size of Eagle Mountain School allows staff to engage parents in frequent, informal dialogue and personalized outreach, which complements more formal structures like the School Site Council. Parents are invited to participate in and attend school site council. This supports in the development and review of the LCAP, school safety plan, and major academic or programmatic decisions. Feedback is collected through surveys, parent conferences, informal check-ins, and monthly Site Council meetings. Input from these venues directly influences school planning, resource allocation, and program priorities, including family engagement events, enrichment opportunities, and student support strategies. Efforts in 2025–26 will include more consistent parent site council communication, increase meeting attendance, and follow-up with families who provide suggestions during conferences or surveys. Overall, the district's close-knit environment supports two-way dialogue, timely response to parent input, and transparency in decision-making processes.  One such example was to include feedback on our selection of our early literacy screener.  This will also be included in the work during the selection of our math adoption during SY 2025-26.|The school will continue to use a variety of resources and strategies to provide voice in decision making for staff, parent, and student.  This includes the ongoing use of surveys, student council's role and opportunities, staff meetings and the ongoing work in creating an all-inclusive and active School Site Council.|To improve the engagement of underrepresented families in school decision-making, Desert Center USD is focusing on personal outreach, language accessibility, and scheduling flexibility. The administrator and staff have identified a small number of families who have not historically attended Site Council meetings or contributed feedback during planning cycles. In response, the district will look to: Personally, inviting these families to events and explaining the value of their input, offering one-on-one or small-group opportunities to gather feedback in less formal settings, and providing material in home languages and using translators.  These strategies are designed to ensure that all voices—especially those less frequently heard—are included in shaping school priorities and student support systems.|5|5|4|4|5|5|4|4|4|4|4|4|Met||2025-06-25|2025
33670580000000|Desert Sands Unified|3|We are proud that our rubric rating improved in each area of building relationships, based on ThoughtExchange Feedback. Opportunities for families, teachers, and school staff to interact are appreciated, including back-to-school nights, parent conferences, parent nights, ParentVue, Class Dojo, emails, phone calls, and newsletters. Our educational partners commend Desert Sands for good communication through Peachjar, School Messenger, and newsletters. Families of our English learners express appreciation for multiple informative opportunities to engage in their child’s education, including ELPAC Awareness nights and engaging with nationally recognized guest speakers Erica Alfaro, author of Harvesting Dreams,  and David Ramos, Family Engagement Specialist. In addition, our Cultural Workshops for parents focus on fostering an understanding of the role that cultural plays in shaping their children's experiences both in and out of the classroom. These workshops offer parents an opportunity to reflect on their own cultural backgrounds while learning how cultural identity impacts their children’s educational journey.  In addition, DSUSD focuses on strengthening school culture through a series of learning opportunities and focuses on equipping educators, administrators, and staff with practical strategies to better engage with the community. These trainings support the development of strong communication skills, effective leadership, and respectful, student-centered school environments. Topics include effective response to harmful language, inclusive leadership practices, and support for all students. Our educational partners expressed that schools are trying their best to meet the needs of their communities and schools are now a hub for a greater range of services than ever before. Teachers are working hard to reach all students to fill the gaps all while creating a positive and safe environment. Parents appreciate i-Ready  as a great opportunity to get involved in their child’s education.|Just under half (45%) of our teachers expressed that there are challenges in communicating with families, and 44% responded favorably when asked if they felt that families were supportive of teachers when challenges arose with students.  Families would like more opportunities for parents and educators to interact outside of advisory groups. DSUSD is working on creating a family leadership program to help build the capacity of our families to lead our parent groups. The coordinator responsible for parent engagement continues to engage with Riverside County Office of Education’s Family Engagement Network.|The coordinator responsible for parent engagement  continues to work with students, families and schools, as does our Coordinator of Multilingual Programs to better address the needs of our students and families. A great focus has been given to our families of English learners to engage them in their child’s education. These efforts continue to grow.|Our Superintendent seeks out opportunities for all educational partners to share, collaborate, and build relationships. Two key initiatives are Koffee with Kelly, which is hosted at different sites throughout the district and provides opportunities for parents and family members to discuss topics of interest with the superintendent. In addition, the superintendent attends a minimum of one PTO meeting for each school throughout the year in order to obtain direct feedback from parents and guardians. Teachers express a perception that students are not held accountable for their actions and additional behavior supports are needed. Our educational partners commend the continued implementation of our Multi-tiered System of Support and believe this is a step in the right direction of improving partnerships with families, especially for students with academic or behavioral challenges.|Support for students' emotional health has increased and our educational partners are appreciative of this. All of our schools now have support from Certified Mental Health Therapists to support the needs of our students with all secondary schools having a full time mental health therapist and elementary schools sharing a higher concentration of mental health support therapists to meet ongoing needs. Our educational partners expressed that our school staff would benefit from professional learning to improve communication and a school’s capacity to partner with families.|Desert Sands is committed to ensuring families of all students, especially our underrepresented students, are involved in their child’s education. With the leadership of our Coordinator of Multilingual Programs and the coordinator responsible for parent engagement, we are committed to engaging our underrepresented families.|Our educational partners believe our advisory groups are a strength, providing opportunities for families to be part of the decision-making process. Desert Sands does  a wonderful job supporting families, bringing in guest speakers, providing data, and gathering input from our advisory district level groups. The Parent Institute for Quality Education (PIQE) is a strength for our district and should continue to expand. Our assistant principals are provided with professional development monthly to build their capacity. Parents appreciate the opportunity to engage through CABE and the BEST program. Additionally, the Desert Sands Leadership Academy provides all certificated staff with leadership training.|Parents have been invited to engage in many parent nights, including STEM nights, literacy nights, math nights as well as multiple English Learner trainings offered at a variety of times throughout the year.  Our Transitional Kindergarten parents participated in a TK registration night to offer more support for our new families. Our families are craving opportunities to be a partner with their child's school. For some families, the timing of the meetings often means they can not be involved.  We know that just because a family does not engage, it does not mean they don’t care; we just need to continue to be more creative in our efforts to engage. It was suggested that our school leaders could benefit from collaborative time to share best practices to build relationships, and reach out to families to bring our underrepresented families into the school community.|Although a strength, more work is needed to engage our families in multiple ways, especially from our unduplicated and Special Education populations|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
33670586031959|George Washington Charter|3|Building relationships is at the core of who we are and what we believe in. Washington Charter School is committed to providing families a welcoming and nurturing school. When a parent calls the school they are greeted with a welcoming and respectful voice. The staff at Washington Charter School focuses on providing excellent customer service to each person we come in contact with. When a parent or student is valued, appreciated, and feels that their voice is heard, optimal learning occurs and educational partners are comfortable sharing their thoughts and opinions. As a Charter School, parents and staff are integral to the success of the school. Administration and staff have an open door policy. WCS has built trusting and respectful relationships by regularly communicating with parents, making it possible to volunteer on campus and in the classroom, greeting educational partners with a can do attitude, translating communication that is sent home, doing videos on important topics for families, responding to phone calls and emails in a timely manner and showing students and parents through our actions how much we care about their child. Parents have an opportunity to be involved at the school in a number of ways including: • Serving on Governance Council • Attending PCF meetings or serving on the board • Implementing an ELAC committee • Volunteering in the classroom or other school settings The 2024-2025 school year continued to build on the successes of previous years Building meaningful relationships has been key as educational partners have navigated through the school year. Building, nurturing and sustaining trust has been important this year. Staff and families continue to face many challenges. Having open lines of communication is so important. As a school we still have room for growth. This year, we are keenly aware of the need to reach out to families, community members along with school and district personnel as we strive for a more diverse and inclusive school that embraces individuality and tolerance.|For the 2024-2025 school year an increased number of parents were approved to volunteer on campus and or go on fieldtrips with fingerprint clearance. Washington Charter kept in place a policy that was implemented previously that required parents to be approved volunteers to be on campus. This year, to allow for a smooth transition from the playground to the classroom at the beginning and end of the school day the school continued its policy of welcoming volunteers in the classroom at 9 am and having them complete their volunteering in the classroom by 2:30 pm. We felt it was important for teachers to have time at the beginning and end of the school day to build relationships with their students and have closure. The Governance Council and staff know the importance of families feeling connected to the school so there are times throughout the school year that individuals who have not been volunteer approved can participate in school activities.|Having a multitude of opportunities for families to be involved will translate into a higher level of engagement. It is also important to survey families as to what they are interested in and would like to be a part of. Having events where there is little to no cost is important. It is also important that documents are translated and questions can be answered when a call comes in or an email arrives. Having a variety of activities is also beneficial when working toward a higher level of parent involvement and engagement. This year, we had a multitude of activities that allowed for parents to be onsite. Having a welcoming front office team is also beneficial.|TEAM - Together Everyone Achieves More 2025-26 Local Performance Indicator Self-Reflection for WASHINGTON CHARTER SCHOOL Page 11 of 18 The collaborative spirit at WCS enables us to best meet the academic and SEL needs of our students. We effectively work together so that student success is maximized. Policies and procedures are in place so students can learn in a safe and secure environment. The WCS handbook is available on the school website and in print (if requested). The first week of school the principal meets with each class to review school expectations. At the initial staff meeting in August and throughout the school year we discuss the importance of relationships and ways in which home and school can work together. The school regularly communicates with families. We include information and resources to support student learning. An example is the letter from our school counselors posted to our website. The principal's monthly newsletter and informational videos often has links for families. WCS staff and administration use data from Panorama Education Surveys to guide decision making. Surveys continue to show a high level of parent satisfaction. Parents and staff comprise the majority of the WCS Governance Council.|Home and school working as one will yield favorable results. Some of our families are not engaged. It is important that we connect with these families and provide support and or services as needed. Once this occurs our educational partners will be more engaged which will lead to a favorable student outcome. The school continues to strive to provide excellent customer service. Ensuring that all communication for the school is translated has been helpful. If information presented via video was translated, it would be beneficial.|As noted previously, we need to break down barriers. Doing so successfully will lead to desired student outcomes. For the 2024-2025 school year WCS will continue its outreach to underrepresented families. One example will be to reach out in a variety of ways to families so they have an opportunity to provide input with regard to school operations, student performance and ways to close existing learning gaps.|As a Charter school this is an area of strength for WCS. Parents and staff are active participants in the decision making process. It begins with engagement. Parents have multiple ways and opportunities to share their thoughts, opinions and ideas. Administration has an open door policy and welcomes feedback from parents, community members, and staff. Students and parents are encouraged to let Dr. Longoria know how they feel. Dr. Longoria makes it a priority to return emails and phone calls in a timely manner. The decision making body of WCS is the Governance Council. Parents are members of the council. They serve a two-year term and comprise three of the voting members. The Council meets monthly or as needed. As a governmental agency the council follows all provisions of the Brown Act, as such parents and community member are encouraged and have an opportunity to address board members on any topic in open session. Having warm and welcoming personnel opens up dialogue between families and staff. With bi-lingual staff members we are able to engage and meet the needs of families who speak a language other than English. School surveys, greeting families at exterior gates, being visible and approachable are ways in which underrepresented groups are more comfortable sharing their thoughts and viewpoints.|Gathering information and input from educational partners is important and necessary. Parents feeling welcome on campus, opens lines of communication and an open door policy all contribute to stakeholder input. With COVID this was more challenging. Panorama surveys are also key. Our goal is to see 75% or more of our families respond to the LCAP survey in late Winter. Multiple outreach efforts were made so that parents would respond to the Panorama Education Parent Survey.|Engaging underrepresented families can be tough. It is important to have a multitude of options for families to provide input and share their thoughts. As noted above parents do respond to surveys, but there is always room for improvement. One option being considered for next year is an incentive for participation.|4|5|4|5|4|5|4|5|4|4|5|4|Met||2025-06-16|2025
33670586031991|Palm Desert Charter Middle|3|PDCMS receives tremendous support from families.  We have an active PTO, PDCMS Foundation, Band Boosters, Latino Literacy, and ELAC groups.  Plus, we have high attendance at all school activities such as concerts, performances, and games.|Continue with Friday letter outreach, increase social media presence, be present at all events, encourage volunteers, and use Possip to get bimonthly feedback from all families.|PDCMS has a culture where collaboration between families and teachers is emphasized.  Counselors go above and beyond to work with families in need.  A focus area for next year is targeting underrepresented families and inviting them to participate in programs such as the Latino Literacy program, EL reclassification ceremonies, Coffee with the Counselors events, and ELAC meetings.|PDCMS offers faculty multiple opportunities to attend professional development workshops covering various topics related to their content areas. In addition, counselors and faculty frequently meet with parents to offer support as needed. This year, we continued our extended learning opportunities such as summer school and after-school enrichment activities. We plan to continue using iReady's individualized pathways, and will be adopting the iReady mathematics curriculum for the 2025-2026 school year.|To help improve building relationships that affect student outcomes, PDCMS plans to continue the Extended Learning Opportunities Program (including Homework Help) and maintain support for an on-staff Intervention Counselor.|PDCMS plans to continue the positive steps to build an ELAC committee by offering online and in-person meetings.  In addition, the ELAC President is active at Back to School Night and other events where parents are on campus.  In addition, the use of the texting program Possip allows all families to give us feedback.|PDCMS continues to hold regularly scheduled Governing Council Meetings and PTO meetings to provide parents and community members with an opportunity to participate in decision making. The Possip system has been a positive addition to our methodology for gathering feedback from families.|Although PDCMS has strong connections with our families, there is no formal group that evaluates and recommends actions based on input collected through meetings, Panorama surveys, and the Possip system. In 2025-2026, we will form a parent advisory group to work with this data.|Membership in the parent advisory group will strategically and thoughtfully prioritze inclusion of our most significantly underrepresented families. First-language support will be provided to all participants, as well as a providing a Zoom option for attendance.|4|5|4|4|5|5|5|5|5|4|4|5|Met||2025-06-11|2025
33670820000000|Hemet Unified|3|Parents and educational partners see strength in the extent to which parents feel welcomed at schools and student sense of connection to schools - 73% (up from 70% in the prior year) and 72% (down from 76% in the prior year), respectively. The District continues to see an opportunity to grow in the sense of inclusion in decision-making opportunities.|The District continues the services of Parent Liaison support at all elementary and middle schools, and Community Outreach Liaisons at each high school, including our continuation school. All liaisons are trained through the Riverside County Office of Education’s Family Engagement Network where they were able to expand their knowledge of effective family engagement strategies, obtain free or low-cost parent resources, and share ideas with others actively working in the area of family engagement. Additionally, our Liaisons continue to provide individual support to parents/caregivers, assistance for families in finding Behavioral Health & community resources, Community Outreach, County-wide resources, and more.  A recent survey expressed the following feedback:  Families expressed a desire for more frequent, transparent, and timely communication from schools and teachers, particularly regarding student progress, behavioral concerns, and special education supports. Many called for more family-centered events, flexible volunteer opportunities, and culturally inclusive activities such as bilingual meetings and online access for working parents.|The District will continue to deepen the work of the Wellness Community Outreach Center, along with the continued actions/services provided by site-based Parent Liaisons.  These groups historically use the Family Engagement Network framework to organize thinking and deliver services. The Family Engagement Network was built around Equity Partnerships: A Culturally Proficient Guide to Family, School, and Community Engagement. The intent behind using this book is to train liaisons to support underrepresented families, bridge cultural barriers, and make warm, inviting schools. The liaisons continue to engage families and communities-and reduce, if not eliminate, barriers--through four essential principles: communication, connection, collaboration, and community. They also engaged in frequent opportunities to reflect on their own assumptions and values, then collaborated with colleagues to co-create systemic practices and policies for devising, implementing, and assessing family and community engagement actions in our schools.|The district is proud of the work of the District Wellness and Community Outreach Center as a key structure in facilitating partnerships for supporting student outcomes. This district-level structure integrates with site-based parent liaisons to conduct outreach and facilitate improved parent interactions with sites.|The Wellness and Community Outreach Center continues to support families to expand community partnerships to meet the needs of our community. Our focus is improving partnerships for student outcomes to ensure the sustainability of our programs and outreach efforts. Our services are tied to improving student outcomes, in particular in the area of student attendance. Our goal is to remove barriers to learning and involvement in Hemet Unified, meeting families where they are at, providing direct service, and connecting families with resources within the community. We continue to maintain partnerships with community partners to support our families in the areas of basic needs, health needs, and engagement needs.|The District has a commitment to improving the engagement of underrepresented families through building partnerships, which have been demonstrated by changing the types of engagement events offered, with the primary purpose of improving relationships and supporting their needs. We offer community engagement events, family outreach events (Resource Fair, Back to School Fair), Science Saturdays, as well as other events.  The District also evaluates Parent Experience survey data through this lens and will be developing improvement cycles to improve student outcomes of underrepresented families.|The District will continue the work of aligning the content and structure of the LCAP development process with the site-based School Site Plan development process as a tangible structure where in student needs and related allocation of resources are collectively considered in the development of the LCAP. This systemic approach underpins an LCAP-delivered site allocation of resources. Additionally, the District will continue the implementation of the Student, Parent, and Staff Experience surveys that inform the district on numerous points of engagement, but also provide open-ended feedback for the district regarding what the district should focus on improving.  The District will continue to expand the use of this data in driving improvement processes at both the District and site level.|The District will continue the expand the footprint of the LCAP Parent Advisory Group to include statutory positions for high school students with leadership positions at their respective schools. In specific relation to the District LCAP goal regarding addressing disproportionate student outcomes, the District added and will continue to expand the input structures for student groups identified for Differentiated Assistance. This would augment a pre-existing parent advisory group for English Learners as well as students with disabilities. Additionally, the District will work with sites to reinforce structures and systems to address the LCAP Parent Survey outcomes on the topic.  Information, summarized from the survey, indicated the district needed to strengthen two-way communication, increase transparency, and ensure all families—especially those with ongoing concerns—have accessible and responsive ways to participate in decision-making.|In addition to the current LCAP Parent Survey that seeks student group-specific feedback, the District plans to maintain current student group-specific parent groups, such as those related to English Learners, Students with Disabilities, and Native American students.  In addition, the District plans to work to strengthen school-to-home communication and assess progress in this area via disaggregated analysis of survey results and formative feedback.|4|5|5|5|4|5|5|5|4|4|4|4|Met||2025-06-17|2025
33670820120675|Western Center Academy|3|In the past few years, we have taken great efforts to increase communication between teachers and families as well as office staff and families. We have increased our general communication to all parents through Parent Square and social media. We have also increased communication with individual parents about discipline, academics, and accolades. Our parent surveys indicate that most parents feel that we are accessible when they have questions and they feel like we are available when needed.|We are never finished with increasing communication with families. Circumstances caused the Parent Advisory Committee to fall off of our plate this year and we plan to reinstate that next year. We are working on switching some of our conversations from email or paper to phone calls as those seem to be most effective.|We have hired more bilingual employees in the front office to communicate with our parents and we will continue to hold this as a priority. We have a close relationship with the translators at the district office for the less common languages represented at our school and call on them when needed and we will systematize this process as we plan parent meetings. We use a variety of methods (email, text, social media, phone) to contact parents and we will|We have a very strong team related to special education and 504 plans who make it clear the parental rights in meetings. We make very strong IEP and 504 plans in partnership with the families to ensure student success. We have great processes for identifying students who are struggling academically and meeting with families to address those issues.|We have strides to make in identifying issues sooner and connecting with families. We also have not perfected the interventions that we use to respond to issues when they’ve been identified. We will continue to work on both of these weaknesses moving forward.|Our outreach will engage more underrepresented families by offering our communication in more languages, offering meetings at a variety of times a day, offering meetings via telephone or Zoom, and making access to personnel as easy as possible.|We have greatly increased our communication with families over the past several years and decision making has been one of the areas that we’ve focused on. We have expanded our counseling department and our counselor, BSS, and MFT have done a great job communicating with families about their options as well.|Based on our feedback, our focus areas will be: Being more proactive in our communication about issues that need addressed, being more timely about identifying issues, and involving families in the entire process.|In order to be more proactive in our communication with parents, helping them quickly identify issues that need attention and intervening quickly, our team will be running grades, attendance, and behavior reports more frequently and reaching out to families. Based on feedback, we’ll also begin having Tier 2 groups for these issues.|3|3|2|3|3|4|3|4|3|3|3|3|Met||2025-06-24|2025
33670900000000|Jurupa Unified|3|Jurupa Unified thrives on collaboration! Our staff across schools and the district office work tirelessly to create welcoming environments where all educational partners feel valued, building strong relationships based on trust and respect. This dedication is evident by the high attendance at conferences and advisory committees and the enthusiastic volunteer participation throughout our schools.  School leaders consistently emphasize the importance of partner involvement, modeling this behavior, and providing ongoing guidance to staff.  We go beyond simple communication, actively seeking to understand each family's unique strengths, cultures, languages, and goals for their children. New staff receive training that prioritizes building meaningful relationships with families, including strategies for creating culturally responsive learning environments.  The District partners with parent groups to foster two-way dialogue, ensuring we understand families' needs, preferred communication styles, and the valuable insights they bring to the educational process. We host events that celebrate diversity and provide opportunities for families to share their cultural heritage. We gather information on each family's aspirations for their child through surveys and individualized conversations.  By working together, we ensure that all educational partners have the knowledge and a sense of belonging, empowering them to fully support student success.|JUSD is dedicated to fostering strong family-school partnerships, vital for student success. Our goal is to ensure every family feels connected, informed, and empowered to actively participate in their child's education. We recognize that challenges to engagement exist and are proactively addressing them through various initiatives.  Our LCAP Parent survey identified busy schedules as a primary barrier. In response, JUSD is committed to providing more flexible and varied engagement opportunities. Here’s how: -Diverse Communication: We utilize multiple channels beyond standard publications. This includes direct communication from teachers regarding your child's progress in class, alongside other methods like calls, texts, emails, and potential home visits, to ensure information effectively reaches all families in ways that suit them. -Flexible Events: To accommodate diverse schedules, school events will offer varied timings and virtual participation options, extending beyond traditional school hours. -Meaningful Input: We provide numerous avenues for parents to share feedback and influence school decisions, such as online surveys, advisory, and focus groups, ensuring all voices are valued. -Engagement Support: We offer resources and assistance to help families navigate school systems confidently and advocate for their child’s education.  By listening to our families, adapting our methods, and offering multiple pathways for involvement, JUSD strives to create a truly inclusive environment where all families feel valued and empowered to contribute to their child's success.|JUSD is dedicated to making sure all families, especially those from underrepresented communities, feel connected and engaged in their children's education. We recognize that busy schedules and technology barriers can limit involvement. Here's how we're working to overcome these challenges: -Reaching Everyone: We'll move beyond standard communications, using phone, text, email, and even home visits to tailor outreach to underrepresented families. -Flexibility: Providing varied times and virtual options will cater to diverse schedules. -Targeted Support: Resources and workshops will help underrepresented families feel confident navigating school systems and participating in decision-making. -Listening and Learning: Surveys and educational partner groups specifically targeted at underrepresented families will help us understand their needs and preferences.  Recognizing that our underrepresented families, including those of English Learners and students experiencing homelessness, may face unique barriers, JUSD is intensifying its efforts to ensure equitable engagement. This involves providing materials and communication in home languages whenever possible, offering interpretation services for meetings and events, and working closely with school liaisons and community partners. Our aim is to connect these families with necessary resources and create welcoming opportunities for their active participation and to ensure their specific perspectives are heard and valued.|Jurupa Unified proactively addresses barriers to learning by building robust partnerships with diverse organizations. Here's a snapshot of our focus areas: -Health Access: We partner with multiple health providers to address the lack of access to care that can impact attendance and achievement. This includes vaccination events, mobile clinics, and school-based dental programs. -Behavioral Health: A strong referral system and partnerships with multiple non-profit providers offer extensive mental health services to students. We have also expanded our partnerships with county health providers to increase the support available. -Mental Health Service Act: We leverage services provided through this act and receive direct funding to address the impact of student trauma. -Parent and Early Childhood: Grant funding enables partnerships with organizations focused on early childhood development. This provides services like home visitation, center-based programs, and infant mental health consultations to nurture healthy family dynamics.  Jurupa Unified will continue to expand our partnerships. Our goals include: -Continue to seek additional funding opportunities for mental health services -Continued implementation of evidence-based programs targeting students and parents -Continued expansion of services for ages 0-5  These partnerships demonstrate our commitment to comprehensive student support, empowering every learner to overcome obstacles and reach their full potential.|"At Jurupa Unified, we know that families are essential partners in fostering student success. We are sharpening our focus on ""Building Partnerships for Student Outcomes"" by concentrating on these key areas to enhance our collaboration for even greater student achievement: -Equipping Parents as Key Supporters: We aim to furnish parents and guardians with practical tools, resources, and guidance to effectively nurture their child’s academic progress and social-emotional development at home. This involves providing accessible workshops and relevant information tailored to their needs. -Addressing Pressing Community Concerns: We are committed to delivering timely information and resources on critical contemporary issues, such as fentanyl awareness, the risks of vaping, and mental health resources. Our goal is to cultivate safe environments for open and constructive dialogue on these topics. -Enhancing Staff Engagement Capabilities: Our teachers and school staff will participate in ongoing professional development focused on effective family engagement techniques. This training will equip them to build meaningful, culturally responsive relationships and collaborate more effectively with all families. -Strengthening Family Advocacy Pathways: We will partner with families to develop and clarify policies and processes that empower them to advocate effectively for their student's unique needs. This includes support in navigating school systems, understanding rights (such as those in special education), and accessing available resources.  Jurupa Unified firmly believes that by intensifying our efforts in these focus areas and strengthening our partnerships, we will build a comprehensive support system for every student, fostering both their academic excellence and overall well-being."|Jurupa Unified is committed to fostering a truly inclusive environment where all families, especially those from underrepresented communities, feel empowered to partner in their child's education. We actively seek their participation through several strategies: -Multilingual Outreach: JUSD provides translated communication and documents to ensure information reaches all families, regardless of language barriers. -Flexible Engagement: We go beyond traditional meetings, offering personal invitations, adjusting meeting times and locations, and exploring varied options like virtual meetings or online surveys to accommodate diverse schedules and preferences. -Targeted Strategies: We are continuously developing new strategies to improve engagement with underrepresented families. This may involve collaborating with community organizations they trust or creating focus groups specifically tailored to their needs.  Through these efforts, we aim to build strong partnerships with all families, fostering a collaborative environment where everyone's voice is heard and valued. This collaborative approach ensures the best possible learning outcomes for all students.|Jurupa Unified recognizes the importance of collaborating with educational partners in decision-making. We've established a strong foundation for gathering input through various channels: -Site-Level Engagement: Each school boasts active School Site Councils (SSCs), English Learner Advisory Councils (ELACs), and Parent Boosters/PTAs, offering opportunities for focused discussions and input on school-level decisions. -District-Wide Collaboration: At the district level, we leverage advisory groups like the District Advisory Council (DAC), District English Learner Advisory Council (DELAC), Educational Partners Equity Committee, Parents for Inclusive Education (PIE), African American Parent Advisory Council (AAPAC), and the Special Education Advisory Committee. These diverse groups provide valuable insights on district-wide policies and initiatives. -Feedback Mechanisms: We actively solicit input through surveys and other feedback mechanisms, ensuring all educational partners have a voice in shaping the educational experience for our students.  JUSD remains committed to continuous improvement in partner engagement. We value the perspectives of families and community members and strive to create a truly collaborative decision-making environment.|Continued Focus Areas for Improvement -Targeted Training: Continue providing administrators with comprehensive training on advisory committee regulations, decision-making processes, and effective use of survey results to inform choices. -Data Utilization: Prioritize the analysis of data from the LCAP and Community Schools surveys to pinpoint areas for improvement and guide future strategies. -Broadening Community Awareness: Expand efforts to promote awareness of decision-making channels and opportunities for participation, particularly among underrepresented families.  Continued Initiatives for Progress -Enhanced Communication: Develop targeted communication strategies to better reach underrepresented communities and increase their participation in decision-making processes. -Accessibility: Ensure meeting materials, surveys, and resources are available in multiple languages and accessible formats. -Outreach & Support: Collaborate with community partners to provide workshops and resources that help families understand and navigate decision-making processes, empowering them to participate fully.  JUSD is committed to a culture of collaboration. By actively seeking and incorporating diverse perspectives, we ensure our decisions align with the needs and aspirations of our students and the entire Jurupa community.|-Targeted Training:  Extend training opportunities for staff and administrators to include a strong focus on cultural responsiveness and strategies for engaging underrepresented communities. -Data Utilization: Disaggregate survey data to specifically analyze responses from underrepresented families. Prioritize issues and areas they identify as crucial to their involvement. -Broadening Community Awareness: Partner with community organizations trusted by underrepresented families as distribution channels for information about decision-making opportunities. -Enhanced Communication:  Translate all key materials into languages spoken by underrepresented families. Tailor outreach methods (e.g., home visits) to meet their preferences.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
33671160000000|Menifee Union|3|Educational partner feedback and local data indicate that the Menifee Union School District has made notable strides in building relationships between school staff and families, primarily through the deliberate implementation of high-impact practices within a Multi-tiered System of Support framework. To further cultivate strong and positive school cultures, we have identified various approaches to ensure that all staff members can contribute effectively.  Educational partners have expressed gratitude for the assistance provided by community liaisons, site and district administrators, counselors, and teachers in connecting families with resources and school events aimed at bolstering their children's academic success and overall well-being. Notably, there has been an uptick in attendance at our Special Education Parent Advisory Committee, District African American Parent Advisory Committee, and District English Learner Parent Advisory Committee meetings. This increased participation reflects a growing commitment to fostering more inclusive and culturally responsive learning environments district-wide.  Based on the analysis of educational partner input and local survey data, Menifee Union School District has identified several strengths in Building Relationships Between School Staff and Families. A strong majority of families reported favorable experiences in key areas that support meaningful connections. For example, 81% of families indicated they feel welcomed at their child’s school, and 88% agreed that their school communicates well with people from their culture, reflecting MUSD’s commitment to fostering inclusive and respectful school environments.  Additionally, 81% of families expressed confidence in how to communicate with their school, and 79% felt they received adequate information about involvement opportunities. These results show positive momentum in creating clear communication channels and encouraging family participation.  While there is still room to improve perceptions around staff availability, with 72% of families responding favorably, it is clear that Menifee Union is making progress in creating welcoming, communicative school communities where 2025-26 Local Performance Indicator Self-Reflection for Menifee Union School District Page 10 of 20 families feel valued and connected. These strengths provide a strong foundation for continuing to build trust and collaboration between families and school staff.|Based on the analysis of educational partner input and local survey data, Menifee Union School District has identified a need to strengthen family perceptions around student experience and connection to the school environment as a key area for improvement in Building Relationships Between School Staff and Families. While 76% of families responded favorably when asked if students respect school staff, indicating a strong foundation of positive school culture, several other indicators suggest opportunities to deepen trust and alignment between families and school personnel.  Only 50% of families found classroom lessons to be motivating, and just 57% responded favorably regarding the fairness of the school’s evaluation system. Additionally, perceptions of how well schools value student diversity (60%) and how much students enjoy school (62%) point to a need for more inclusive, engaging learning environments. Although 65% of families believe administrators support learning, these results highlight areas where increased family-school collaboration and clearer communication about instructional priorities could improve relationships.  Moving forward, the district will focus on enhancing transparency around instructional practices, ensuring fair and inclusive systems for evaluating students, and partnering with families to create learning environments where all children feel seen, valued, and motivated to succeed.|Based on the analysis of educational partner input and local data, Menifee Union School District recognizes the need to strengthen engagement with underrepresented families as part of its commitment to building meaningful relationships between school staff and families. Feedback from parent advisory committees highlighted concerns about the limited availability of part-time community liaisons, which has impacted consistent communication and outreach at school sites. In response, the district is exploring options to expand liaison roles and hours to provide more direct support for families, foster stronger school-home partnerships, and reduce barriers to engagement. This effort aligns with the district’s broader goal of ensuring all families, particularly those who have historically been underrepresented, feel welcomed, valued, and informed.  Additionally, the district is prioritizing clearer, more accessible communication around academic programs, student interventions, and available supports. Parents expressed a desire for greater transparency and real-time updates related to curriculum implementation, student progress, and opportunities for input. In response, the district will work with school sites to improve systems for sharing timely information and facilitating two-way communication, especially for families of English learners, foster youth, and students with disabilities. Through culturally responsive events, student-centered activities, and increased opportunities for feedback, MUSD aims to create inclusive and supportive environments where all families are empowered to actively participate in their children’s educational journey.|The Menifee Union School District has established a Multi-Tiered System of Support (MTSS) facilitated by the MTSS District Leadership Team (MTSS DLT), comprising both classified and certificated staff.  At the school level, administrators, in collaboration with leadership teams and school site councils, devised and communicated site-specific MTSS plans to address the academic, behavioral, and social requirements of students across various tiers of support. These plans were presented during School Spotlights at board meetings.  The concerted efforts of the Educational Services Department, Office of Communications, Site Administration, and Community Liaisons are directed towards facilitating family engagement in the MTSS framework. Information dissemination, resource provision, and engagement activities are facilitated through platforms such as Parent Square, social media channels, and the district website throughout the academic year, fostering partnerships aimed at improving student outcomes. Parent Rights and Parent Involvement Policies are communicated at both site and district levels through parent meetings and the district website.  To enhance communication and collaboration between teachers, families, and students, various avenues are employed, including student, parent, and teacher conferences, Back to School Night, Open House events, School Site Councils, Parent Advisory Committees, and communication channels like Parent Square, social media, and the Superintendent's Bulletin. A revised system for Student Success Team (SST) meetings has been implemented, prioritizing teacher engagement and amplifying their voice in discussions surrounding student outcomes.  The Spring 2025 school climate survey results show consistent or slightly improved perceptions among families compared to Spring 2024. Ratings for barriers to engagement remained unchanged at 78%. Notable gains were seen in family support (up 3 percentage points), school safety (up 1 point), and school climate (up 2 points). Family engagement continues to be the lowest-rated area, showing only a modest increase from 21% to 22%, indicating an ongoing need for improvement in this area.|Based on the analysis of educational partner input and local survey data, our district has identified family engagement as a key area for improvement in Building Partnerships for Student Outcomes. The data show that only 12% of families reported meeting with teachers, participating in parent groups, or volunteering at school. While 40% of families indicated they visited the school in the past year, most other indicators of active engagement, such as discussing the school with other parents (32%) and participating in fundraising (22%), remain low. These results highlight the need to develop more accessible and inclusive opportunities for families to connect with school staff, participate in school activities, and play an active role in supporting student success. Moving forward, our focus will be on reducing barriers to participation, strengthening school-home communication, and building trust through consistent outreach and collaboration.|The Menifee Union School District remains committed to aiding site administrators in establishing thorough school attendance teams aimed at dissecting the underlying causes of chronic absenteeism. Through collaborative efforts with families, practical solutions will be identified to enhance student attendance and engagement, recognizing parents as vital partners in driving student success.  Furthermore, the Educational Services Department will broaden its collaboration with site administrators, community liaisons, external partners, and educators to expand the scope of Family Education Events. These events will focus on fostering stronger partnerships between families and schools, particularly in core subjects such as math, science, and English Language Arts. By coordinating and providing resources, these events will contribute to advancing student outcomes.  Continuous analysis of feedback from educational partners will be conducted to refine strategies and maximize our impact on student achievement, ensuring that parents are fully engaged as partners in the educational journey.|The Menifee Union School District provides several opportunities for families to participate in advisory groups and contribute to district decision-making. These include involvement in Strategic Planning Committees, Parent Advisory Committees, and forums such as Conversations with the Superintendent, which features guest speakers on important topics like school safety, mental health, and substance abuse, topics shaped by feedback from our educational partners.  We continue to see strong participation in the Special Education Parent Advisory Committee, District African American Parent Advisory Committee, District English Learner Parent Advisory Committee, and the general Parent Advisory Committee. The insights shared in these meetings have been instrumental in helping us create more inclusive and culturally responsive learning environments across the district.|The Menifee Union School District hosts at least four meetings annually with key advisory committees, including the District English Learner Advisory Committee, Parent Advisory Committee, District African American Parent Advisory Committee, and Special Education Advisory Committee. These meetings strengthen partnerships and provide valuable input for district decision-making.  Educational partners are also invited to participate in four structured sessions each year to review district data, offer feedback, and help identify high-impact actions for the upcoming school year.  At the school level, administrators lead a minimum of four School Site Council and English Learner Advisory Committee meetings annually. These forums allow stakeholders to engage in site-based decision-making around continuous improvement efforts, site safety plans, and parent involvement strategies.  While participation in these advisory groups has been strong in some areas, there is still room to grow. Increasing engagement in parent advisory committees will further strengthen our partnerships and the quality of input that informs district and site decisions.  To support this goal, school and district leadership teams will collaborate on data analysis to identify targeted strategies that address barriers to family engagement, guided by feedback from our educational partners.|Menifee Union School District is committed to increasing the involvement of underrepresented families through targeted efforts. These include hosting Parent Orientation events at school sites to encourage participation in Parent Advisory Committees.  Site administrators and staff will also receive professional development focused on effective strategies to engage families in advisory groups, ensuring consistent opportunities for feedback throughout the school year.  The Educational Services Department will continue supporting school sites in designing and evaluating family engagement activities. These efforts will be guided by input from educational partners to ensure they reflect the needs and preferences of our diverse community.|4|4|4|4|3|3|4|3|4|4|4|4|Met||2025-06-10|2025
33671160109843|Santa Rosa Academy|3|Santa Rosa Academy affords many opportunities for parents to communicate with teachers regarding student progress and improvement of student outcomes. All teachers, K through 12th grade have email and respond to parents within 24 hours of the work week. Teachers in the full-time site-based program (Blue Track) K-8th grade, offer parent-teacher conferences twice a year. In the partial-site homeschool program (White Track) parents and teachers meet every month, and in the full homeschool program (Red Track) parents meet with their educational advisor every week to support student learning and discuss student progress.|The LEA's focus area of improvement building stronger relationships between staff and families in the area of student interventions. The LEA continues to monitor students through Safety Net and Student Study Team Meetings which occur monthly and involves parents, teachers, and other support staff when a need is identified for more intense strategies to improve student outcomes. Parent training is offered and provides parents with resources for school readiness.|An area identified to improve is communication with our middle and high school families. We continue to use Parent Square as a means of communication. Parent Square allows teachers and staff to create classroom posts, newsletters, and reminders of upcoming events.|The LEA's current strength and progress in Building Partnerships for Student Outcomes is that more families are feeling welcomed on campus. Students feel that they have an opportunity to voice ideas that will enhance the school's programs and procedures. Many feel that their input matters and that they are heard.|The LEA will continue to focus on providing more opportunities for educational partner involvement. Families are provided multiple opportunities throughout the year to meet with the Principals, Counselors, teachers, and other support staff.|The LEA will continue to engage underrepresented families with creating opportunities for families to come on campus for events such as Coffee with the Principals, Doughnuts with Counselors, and parent workshops.|The LEA is doing a good job of Seeking Input for Decision-Making. Over 90% of students, families, and staff feel their input is valued and their voices are heard.|The LEA needs to continue to foster opportunities for educational partners to provide feedback in various operations of the school. The LEA will continue to hold town hall meetings, meetings with the Principals, Counselors, and parent meetings.|The LEA will continue to reach out to underrepresented families by utilizing Parent Square, email, holding school academic and social events, and holding parent workshops.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
33671240000000|Moreno Valley Unified|3|"Community Engagement and Professional Development: Foster collaborative partnerships by continuing Community and Content Circles at site, department, and community meetings to strengthen connections among all educational stakeholders and enhance professional growth. Advance community engagement through ongoing participation in the CCEE initiative, cultivating deeper understanding and connection. Ensure inclusive participation of county office, district staff, administrators, site staff, community members, parents, and students in engagement initiatives. Enhance communication through strategic utilization of Smore. Maintain and modernize District and School websites to ensure accessibility and user-friendliness. Uphold accessibility standards by complying with all state and federal requirements. Amplify outreach through consistent and engaging social media communication. Empower parent leadership by continuing the Head Start Parent Policy Council to increase parent engagement. Strengthen industry connections through the ongoing engagement of the CTE Advisory Council, comprising diverse educational partners. Provide accessible learning opportunities by conducting monthly parent trainings focused on supporting students with disabilities. Facilitate family engagement through Summer Family Camps designed for families of English Learners. Ensure equitable information sharing by providing monthly document packages (flyers, presentations, etc.) to DELAC representatives for dissemination at school sites. Promote data literacy and engagement by hosting data chats and bootcamps for English Learner students and their parents. Support Dual Immersion success through regular progress meetings with students and parents. Maintain consistent communication via the Superintendent’s weekly message, highlighting virtual and in-person family workshops and events (e.g., Health and Resource Fair, Trunk or Treat, Bountiful Harvest, Spring Fest, vaccination clinics). Improve resource accessibility by linking ""Parent Workshop"" under the Wellness and Community Outreach tab on the District website. Optimize communication reach by utilizing ParentSquare for meeting announcements, offering options for email, text, and phone notifications. Promote inclusivity by disseminating information in multiple languages to effectively reach our diverse community.  Student and Family Support: Address food insecurity by continuing the bi-weekly distribution of food boxes to support families' nutritional well-being. Support vulnerable students through the ongoing Weekend Meal Program for McKinney-Vento students. Build community capacity by continuing the Parent Ambassador Program to identify family needs and facilitate access to Wellness Center resources, curricular information, and participation in school and district committees. Ensure safe and functional learning environments through consistent facility inspections using the FIT."|To finish response to #1 above: Proactively inform families about college and career readiness opportunities (AP, AVID, CTE, Dual Enrollment, scholar programs, Middle College, CALKIDS, etc.) through continuous updates. Cultivate parent voice by continuing to grow dedicated advisory groups: DELAC, CAC, AAPAC, and PAC. Value and involve parents through ongoing recognition and engagement initiatives. Invest in parent leadership by dedicating funding for conference attendance. Streamline parent communication by utilizing the ParentSquare application for all messaging. Enhance student attendance and connection through Student Services Home Visits.  Response to this prompt (#2):  Our lowest area on the Safety and Culture survey indicated families don’t feel connected to other families to support one another.  Additionally, an area of growth is targeted parent development aligned to district priorities.|Offer focused and intentional cross-cultural parent/guardian workshops that specifically address areas of support for student achievement in the areas of academics, behavioral, mental health, and social-emotional learning.  This targets our lowest area on the Safety and Culture survey that indicated they don’t feel connected to other families to support one another.  Additionally, MVUSD will: Cultivate meaningful parent engagement through volunteer opportunities at school and district events. Implement regular parent surveys to gather actionable feedback and ensure alignment with parental needs and expectations. Sustain and expand the Hearts YOUnited program to strengthen collaborative partnerships with community organizations. Deliver targeted counseling and support services to parents and students within the Afterschool and Saturday Innovation Camps, focusing on enhanced student attendance and academic success. Extend support and accessibility to school resources for parents beyond regular hours to foster deeper engagement. Strategically increase the number of parent workshops in key areas that directly support district-wide objectives. Promote inclusivity and cultural understanding by expanding cross-cultural activities across district and school events. Offer a diverse range of activities and clubs designed to foster and celebrate academic achievement.|Building upon our positive momentum, we will strategically enhance family engagement through the following initiatives:  Elevate Mental Health Awareness: Host a comprehensive Mental Health Symposium during the summer to provide valuable resources and support. Strengthen Collaborative Partnerships: Maintain regular quarterly Parent Advisory Committee (PAC) meetings to foster open dialogue and shared decision-making. Proactive Resource Communication: Consistently disseminate information regarding essential educational resources, including Shmoop, Freckle, Imagine Learning, Footsteps2Brilliance, Reading Challenge, and Americorp Tutoring. Cultivate Connection and Professional Growth: Further integrate Community and Content Circles into site, department, and community meetings to strengthen inter-partner relationships and enhance professional development. Expand Outreach to Underserved Families: Strategically provide targeted information at district events to ensure equitable access for underrepresented families. Direct and Timely Communication: Deliver weekly Superintendent's messages containing pertinent information about meetings and events tailored to parent interests. Foster Community Partnerships: Actively participate in and host clergy events (Hearts YOUnited) to strengthen community bonds. Empower Learning Through Technology: Provide Chromebooks for all TK-12 students to ensure seamless learning continuity between school and home. Invest in Parent Development: Offer professional development opportunities designed to empower parents in supporting their children's education. Promote Well-being: Organize engaging Wellness Center Events to support the holistic health of our families. Cultivate a Love of Literacy: Continue to offer opportunities for parents to participate in literacy and book clubs at both district and site levels. Celebrate Reading Engagement: Host our annual Parent Yearly Book Club Celebration to recognize and encourage a culture of reading. Collaborate within Regional Networks: Actively participate in the Family Engagement Network through RCOE to leverage best practices and resources. Advance Community Engagement Strategies: Engage in the Community Engagement Initiative through CCEE to deepen our understanding and practice of effective community engagement, involving county office, district staff, administrators, site staff, community members, parents, and students. Support Language Acquisition: Continue offering parent English classes taught by MVUSD certificated staff. Facilitate Cross-Cultural Communication: Provide Rosetta Stone licenses to parents seeking to learn English or Spanish to enhance communication with schools. Enhance Two-Way Communication: Maximize the utilization of Parent Square to facilitate seamless communication between families and schools.|"To finish response to #1 above: Facilitate Collaborative Problem-Solving: Conduct ""Director's Panel"" sessions to invite families of struggling students to engage in discussions about shared resources and provide feedback on how the District can better support their children. Transparent Academic Reporting: Send regular progress letters to families detailing academic achievement and attendance. Clear Communication Regarding Graduation Requirements: Issue timely letters to families regarding Community Service Learning Hours for the graduating Class of 2025. Celebrate Diversity and Inclusion: Continue to engage parents in annual multicultural events such as Dia de Fiesta, Black History Month Celebrations, SoulFest, AAPAC End of Year BBQ, and more. Empower Parent Leadership: Sustain the Parent Ambassador Program to effectively disseminate information and foster peer-to-peer support among families.  Response to this prompt (#2):  Families need support to become strong advocates for their child and other children.  Our Parent Ambassadors can assist with this goal also.  Parents will continue logging their engagement hours in the district’s CARE Portal.  The district will continue to increase the parent completion of the safety and climate survey."|- Additional training for principals on how to engage families and help them become advocates for their child and other children - Additional training will be provided so parents can continue logging their engagement hours in the district’s CARE Portal. - Additional training for Parent Ambassadors|Moreno Valley Unified School District is committed to seeking input for decision making from parents and families, especially those that are underrepresented with a focus on providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, measure/track, and evaluate family engagement activities at school and district levels.   In 2024-25, we issued a safety and climate survey, highlighting our efforts to increase parent/family engagement overall.  87% of families responded favorably when asked about their school’s climate on the Spring 2024 School Safety & Culture survey.  81% of families indicated the school provides communication that is easy to understand.|While 81% of families indicating the school provided communication that is easy to understand, that still yields 19% of families that need support.|We will improve this rate by: Analyzing and acting on results from the Fall/Spring 2024-25 School Safety & Culture Survey to monitor growth. Facilitating relationships between and among families of students during school site and district-wide meetings. Increasing communication and parent engagement through our Parent Ambassadors. Increasing parent engagement opportunities at the site and district level.  Continuing to facilitate family input through District hosted LCAP Meetings (PAC) Providing opportunities for families to provide input through school site meetings (SSC, ELAC, AAPAC) Continuing to engage and connect parents through District Meetings (DELAC, AAPAC, LCAP, CAC, PAC) Analyzing the engagement hours by site in the CARE Portal Significant increase in parent workshops aligned to our district priorities Continue to include our parents in our Board of Education study sessions on student achievement.|3|4|3|5|3|5|4|3|5|5|5|3|Met||2025-06-24|2025
33671570000000|Nuview Union|3|Nuview Union School District distributes a survey to parents on a yearly basis.  In the last two years we have doubled the number of survey responses received.  As an LEA we have a Parent Advisory Committee for feedback and direction on the Local Control and Accountability Plan.|Based on analysis of our educational partner input, we need to increase the number of participants attending meetings designed for our families such as the Parent Advisory Committee for the LCAP, DELAC attendance and Parent Education Nights that are offered by the District.|The LEA will work to improve engagement of underrepresented families by reaching out directly to the families when inviting them to Parent Nights.  Staff will speak to parents in person at arrival and dismissal to invite them to these events.  In addition, our Student Support Director will plan a summer event for families to complete registration, sign up for ELOP and receive resources to support their children.|Based on the analysis of educational partner input and local data, the Nuview Union School District demonstrates several strengths and areas of progress in Building Partnerships for Student Outcomes:  1. Broad and Inclusive Engagement of Educational Partners: The district actively engaged a wide range of educational partners in the LCAP development process, including parents (via Parent Advisory Committees), students (Student Advisory Committees), certificated and classified staff, bargaining units, the District English Learner Advisory Committee (DELAC), SELPA, and the community through public hearings. Meetings were held both in person and through surveys sent via Parent Square, ensuring accessibility and consistent input from all partner groups .  2. Responsive Action Based on Feedback: Educational partner feedback directly influenced LCAP updates. For example, input from educational partners  identified declining attendance as a key issue. In response, Action 3.3 was added to include a School Resource Officer tasked with improving attendance through home visits and SART/SARB interventions. This shows a clear alignment between educational partners concerns and district action planning .  3. Increased Parent Involvement and Perceived Support: Survey data shows an upward trend in positive perceptions related to parent engagement and student support. In 2025, 59.5% of respondents indicated that the district provides parent workshops on student advocacy—up from 56.1% in the previous year—with a target of 80% by 2026–27 .  4. Student-Centered Decision Making: Students’ voices were heard and incorporated through structured meetings where 7th and 8th grade students shared feedback on school goals and programs. Their input helped inform decisions about what programs should be maintained or enhanced in the LCAP .  5. Data-Driven Improvements in Outcomes: Despite challenges, local and Dashboard data show measurable progress in key areas such as suspension rates, chronic absenteeism, and academic achievement for specific subgroups, indicating that the partnership efforts are contributing to better student outcomes .  Overall, the district has established strong systems for engaging educational partners, responding to stakeholder input with targeted actions, and measuring the resulting progress—demonstrating a solid foundation in building partnerships that support student success.|Based on the analysis of educational partner input and local data, the Nuview Union School District has identified several key focus areas for improvement in Building Partnerships for Student Outcomes:  1. Increasing Parent Engagement and Participation: Although progress has been made, survey data reveals that only 59.5% of respondents agreed that the district provides parent workshops on student advocacy and educational priorities—well below the district’s 2026–27 target of 80%. This indicates a need to expand outreach and accessibility of parent education opportunities, especially for families of unduplicated students and students with exceptional needs .  2. Strengthening Communication Around Support Services: Student and staff survey responses suggest room for improvement in how well families and students understand available supports. For example, student engagement and perceptions of support varied, with only 66% of students indicating that they feel engaged, and 56% stating they feel safe at school—highlighting a gap in students' connection to support systems .  3. Addressing Chronic Absenteeism Through Family Engagement: Despite a positive trend, chronic absenteeism remains high (23.2%), particularly among students with disabilities and socioeconomically disadvantaged students. The district recognizes that improving student outcomes will require stronger family-school partnerships to promote regular attendance. Action 3.3, which includes a School Resource Officer to assist with home visits and SART/SARB involvement, was added as a response to this need .  4. Targeting Underserved Populations: Educational partners emphasized the need for more targeted support and communication with parents of English learners, foster youth, and students with disabilities. The district has acknowledged this by increasing site-level support, offering parent education opportunities through DELAC and other forums, and investing in planning time and intervention for these student groups—but recognizes that continued improvement is needed to close equity gaps .|Based on the analysis of educational partner input and local data, Nuview Union School District has identified specific strategies to improve engagement of underrepresented families—including those of English learners, socioeconomically disadvantaged students, foster youth, students with disabilities, and those experiencing homelessness—in relation to Building Partnerships for Student Outcomes.  1. Expanding Parent Education and Advocacy Opportunities: Survey results revealed that only 59.5% of respondents felt the district provides sufficient parent workshops on student advocacy and educational priorities. To address this, the district is prioritizing the expansion of parent education offerings, particularly targeted toward families of unduplicated students and students with exceptional needs. The goal is to reach 80% favorable response by 2026–27, showing a commitment to more inclusive and accessible programming .  2. Strengthening Site-Level and Culturally Responsive Supports: The district is enhancing the role of site-based planning and decision-making through allocations that empower schools to design strategies specific to the needs of their underrepresented populations. Through the School Plan for Student Achievement (SPSA), schools use local data to design targeted actions for English learners, foster youth, and students with disabilities, with district oversight ensuring alignment and effectiveness.  3. Engaging Parents Through DELAC, ELAC, and Advisory Committees: Nuview USD is continuing its investment in meaningful consultation with families of English learners through DELAC and ELAC meetings. These forums not only build awareness of program goals but also allow parents to shape services and provide culturally relevant feedback on their children’s progress. The district will also maintain regular engagement through Parent Advisory Committees and other advisory groups to ensure diverse voices are represented.  4. Using Attendance Support to Connect with Families: Recognizing chronic absenteeism as a major barrier for underrepresented students, the district added Action 3.3, which includes a School Resource Officer to conduct home visits and support families through the SART/SARB process. This action is directly tied to re-engaging families who may be disconnected from school, particularly those with attendance or access challenges .  5. Increasing Communication and Transparency: To foster trust and collaboration, Nuview USD will continue to improve the frequency and clarity of communications through platforms like Parent Square. Multiple reminders, bilingual messaging, and in-person opportunities were used during the LCAP survey period to reach all families, and these practices will be further strengthened moving forward.|Based on the analysis of educational partner input and local data, Nuview Union School District demonstrates several strengths and progress in Seeking Input for Decision-Making:  1. Comprehensive and Inclusive Engagement Process: The district has implemented a broad and consistent system for gathering input from diverse educational partners. This includes surveys distributed via Parent Square, in-person meetings with Parent Advisory Committees (PAC), Student Advisory Committees, DELAC, certificated and classified staff, bargaining units, site leadership, and community members through public hearings. The LCAP survey gathered feedback across multiple dimensions, including parent involvement, student engagement, and school climate. 2. Multiple Feedback Opportunities Across Educational Partner Groups: Nuview USD held several meetings throughout the school year to ensure all educational partners had repeated opportunities to provide input. For example:  PAC Meetings: Held on 1/15/25, 2/19/25, 3/19/25, and 5/6/25  Student LCAP Meetings: Held with 7th and 8th graders on 1/13/25 and 3/24/25  DELAC Meetings: Held quarterly, including dates such as 10/9/24 and 5/20/25  Site Staff Meetings: Conducted at each school site in February 2025 These efforts reflect a commitment to ongoing dialogue, not just one-time engagement.  3. Transparent and Responsive Use of Input: The district demonstrates that it not only collects input but acts on it. For example, educational partner concern about declining student attendance led directly to the creation of Action 3.3, which added a School Resource Officer role to support attendance through home visits and SART/SARB processes. This is clear evidence that feedback was used to inform and revise the LCAP priorities.  4. Elevating Student Voice in Decision-Making: Student participation is a particular strength, with dedicated advisory sessions allowing middle school students to share praise, concerns, and suggestions for improving their school experience. Their voices contributed to shaping priorities related to school climate and enrichment opportunities.  5. Alignment Between Stakeholder Input and LCAP Actions: The district showed clear alignment between feedback gathered and LCAP revisions. For example, increased concerns over school connectedness and engagement were addressed through actions focused on enrichment (Action 1.7), expanded learning (Action 1.8), and parent engagement (Goal 3 metrics and actions) .|Based on the analysis of educational partner input and local data, Nuview Union School District has identified several focus areas for improvement in Seeking Input for Decision-Making:  1. Increasing Engagement from Underrepresented Families: Although the district offers multiple engagement opportunities, survey data and educational partner feedback indicate the need to deepen participation from families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. While DELAC and ELAC meetings are in place, participation levels and consistent representation from these groups could be strengthened to ensure equity in decision-making.  2. Expanding Access and Participation in Parent Advisory Opportunities: Only 59.5% of LCAP survey respondents indicated that the district provides parent workshops related to advocacy and educational priorities. This suggests that not all families are aware of or accessing decision-making opportunities, particularly those in need of additional support or translation services. The district recognizes the need to broaden the reach and impact of advisory groups and workshops to ensure more inclusive participation.|Strengthening Culturally Responsive Outreach and Communication The district will continue to use Parent Square, translated messaging, and repeated outreach efforts to ensure all families—including those with language or access barriers—are informed of engagement opportunities. These include surveys, advisory committee meetings, and public hearings. By providing multiple points of contact and bilingual communication, NUSD seeks to reduce barriers to participation and increase input from underrepresented groups. Expanding Parent Engagement Through DELAC, ELAC, and Site Councils Nuview USD will continue to engage families of English learners through District English Learner Advisory Committee (DELAC) and English Learner Advisory Committees (ELAC) at school sites. These forums are used to gather input on educational programs and to empower parents to influence decisions affecting their children. Additionally, each school’s School Site Council is tasked with creating and reviewing site-level plans that prioritize the needs of unduplicated student groups. Using Attendance and Behavior Support Systems as a Bridge to Engagement Recognizing that chronic absenteeism and behavior concerns disproportionately affect underrepresented students, the district added Action 3.3, which includes a School Resource Officer to conduct home visits and engage families through the SART/SARB process. This proactive outreach is designed not only to address attendance, but also to open lines of communication with families who may otherwise be disengaged from decision-making processes.|4|3|3|4|4|4|4|4|3|3|3|3|Met||2025-06-12|2025
33671573331014|Nuview Bridge Early College High|3|Input provided by educational partners as part of the LCAP process indicated that families felt supported by the school and that the school was providing opportunities for engagement. Families have multiple opportunities to engage in with the school including Advisory Council meetings, Summer Bridge (new student orientation), and evening parent events throughout the school year. Families are also engaged in supporting their individual students through meetings associated with the SST, 504, IEP, academic probation, and academic planning processes. A new Family Engagement Center was established in the 24-25 school year and facilitated expanded parent engagement and volunteer opportunities. A Family Engagement Committee was established and attended workshops throughout the school year.|Input provided by educational partners as part of the LCAP process indicated a need to expand opportunities for parent engagement events throughout the school year. As a result, a Family Engagement Center was developed and will hosted parent events.  The Parent Engagement Committee has plans for future events in the 25-26 school year.|In response to educational partner input, the LEA has identified resources including funding, facilities, and staff to support and expand opportunities for family engagement for all families, including underrepresented families. This increased family engagement throughout the school year.|Our LEA’s strength relies heavily on the partnerships built with our community college partners. Through these partnerships in particular, we are able to offer our students extensive early college/post-secondary opportunities while also creating a rigorous system of support for their secondary educational opportunities. Our efforts to develop an extensive and multi-tiered system of mental health support also relies heavily on community partnerships to provide both school-based and community-based resources to support all students.|As we continue to pursue our goals related to CTE education, we will continue to explore community partnerships that relate to our students’ interests in CTE related fields. To expand our support of students’ mental health, we will continue to strengthen and expand our relationships with community-based organizations as well as local universities who provide resources in this area. The Family Engagement Center is meant to help us make progress creating stronger partnerships directly between the school and the families and community we serve.|Continuing to increase  family engagement of all families, including underrepresented families, will be a significant area of focus during the 2025-26 school year. Input provided by educational partners during the 2024-25 school year indicated that parents largely felt positively about existing opportunities for representation and inclusion in the LEA. However, the data still indicated a desire for increased engagement with both students and families. Increasing the number of family centered events during and after the school day is meant to meet this expressed need.|The LEA's Advisory Counsel is a highly collaborative body of students, staff, parents, and community that regularly considers, debates, and makes recommendations related to important elements of the LEA's governance and decision-making. Aside from this body, leadership processes throughout the LEA are highly inclusive and involve input and decision-making from multiple bodies of various staff, including classified and certificated staff, department chairs, and academic departments.|Especially through the LCAP process throughout the 2024-25 school year, many teams of educational partners were engaged in LEA decision making including Advisory Council, parent meetings, and staff Leadership Team. This process of using opportunities with staff-centered and family/community-centered teams and meetings to drive decision-making processes will continue moving forward in order to ensure that educational partner engagement is active, as opposed to passive, and that it involves participation in actual decision-making processes as opposed to only receiving information about the LEA.|Similar to the previous response, active participation of all educational partners, including students, families, and community, in LEA decision-making processes will continue to be an area of focus throughout the 2025-26 school year.|4|3|4|4|4|4|5|4|5|5|4|4|Met||2025-06-12|2025
33671730000000|Palm Springs Unified|3|PSUSD continues to prioritize parent engagement through evolving relationship-building practices and resources. The PSUSD Family Center provides a variety of workshops and resources for parents and families, continuing to adjust content based on educational partner feedback and input. Family Center outreach occurs through multiple channels, including online notifications, direct connection at school and district events, and informal sessions for information sharing and input collection. Family and Community Engagement (FACE) Specialists continue to provide services at the school level, promoting active school engagement with parents through direct outreach and school based events. Spanish translation services are provided during meetings and workshops, removing a communication barrier and increasing participation opportunities for Spanish-speaking parents. IEP Specialists at each school site provide improved translation services for technical IEP content and direct support to parents of students with IEPs. Educational partner input and feedback continues to be positive regarding building relationships with families, specifically noting Family Center offerings and the efforts of the FACE Specialists across multiple settings. 2024-25 family survey data (2,755 responses) indicates high ratings of school connectedness in topics including school staff treating families with respect (96% favorable), responding to needs in a timely manner (94%), and that staff takes family concerns seriously (94%). Participants also indicated that they feel welcome to participate at their child’s school (94%) and that their child’s background (race, ethnicity, economic status, etc.) is valued at school (95%). PSUSD continues to solicit parent input regarding district and school relationship building and encourages parents to connect with their child’s school in as many ways as possible.|PSUSD continues efforts to improve systems related to building relationships between school staff and families. Improvement has been positively acknowledged by educational partners, however there remains a continuing desire to increase and improve quality two-way communication between families, schools, and the district. The district’s use of social media channels and multiple communication streams has improved through the work of the Digital Media Specialist and the ParentSquare program, creating a unified approach for school to home communication throughout the district. Relationship-building systems continue to be identified positively through parent and family feedback, including the Family and Community Engagement (FACE) Specialists, programs operated through the Family Center, and the district’s parent advisory committee structures among other highlights. PSUSD continues to be responsive in addressing changing needs as an ongoing priority. High survey ratings related to providing welcoming environments at schools (94% favorable) continue to be counterbalanced with narratives from educational partners of interactions where families could be better welcomed and supported upon entering schools. The district will continue to refine systems to provide all families with a welcoming environment at all district locations, attending to each family's needs in a positive and timely manner.|As part of PSUSD’s ongoing commitment to community and family engagement, district teams consistently work toward developing collaborative and inclusive relationships with all members of our diverse local community.  The district continues to refine and add opportunities for engaging and building relationships with underrepresented families, including the efforts of the Family Center team and the Parent Advisory Committees (PACs) across the district. Winter 2025 family survey results indicate a continuation of high ratings of family backgrounds being valued at schools (95% favorable; 2,755 responses), increasing results by one percentage point compared to the prior year’s survey results. These strong survey results combined with educational partner feedback indicate that overall efforts in engaging and supporting underrepresented families are having a positive effect. The district’s African American Parent Advisory Committee (AAPAC), Special Education Parent Advisory Committee (SEPAC), and other district PACs continue to build relationships between families and the district through promoting equitable practices and collecting input from various perspectives. Positively received actions will continue to be refined, adjusted, and expanded to bring awareness to the needs and successes of underrepresented students across the district. The district’s third annual Equity Conference was a success, creating a forum for discussions around equity and providing opportunities for underrepresented families to further connect with the district. Each school continues to be supported by an Equity Lead Teacher working to build capacity in relationship-building with underrepresented students and families at each school site.  Targeted services for English Learner families will continue to be provided based on educational partner input, including but not limited to English as a Second Language (ESL) classes and citizenship classes.|PSUSD continues to develop and improve practices related to family partnerships in improving student outcomes. The district’s Family Center continues to successfully support Parent Advisory Committees (PACs), providing forums for families to learn about district services and provide input and feedback regarding possible improvements to district programs that would support their children’s success in school. The Family Center also supports school efforts building capacity in partnering with families through systems such as parent nights, PTA/PTG/PTO training, and parent workshops on a variety of topics focused on improving outcomes for students. The successful Parent Academy program continues to be provided through the Family Center, providing parent leaders an opportunity to better understand the workings of schools and the district, develop ways to support learning at home, and methods to support other families in locating and accessing resources within the school community that lead to student success in school. Schools host parent-teacher conferences multiple times during the year to facilitate discussions around student progress and performance. Both in-person and virtual meeting platforms for parent conferences are provided, increasing parent engagement rates and generating positive feedback from educational partners who benefit from the accessibility that multiple meeting formats provide. Tutoring and intervention services continue to be provided at both the district and school level, including using online tools and applications for improving student academic performance while at home. Educational partner input and student performance data drive service adjustments in order to better address the needs of students and families. Expanded learning programs provided students with a wide variety of enrichment and academic support opportunities after school and during school breaks.|PSUSD continues to refine systems related to building partnerships with families to improve student outcomes. Family Center workshops, training, and conference offerings are adjusted based on student performance measures and educational partner input to provide information and resources directed at improving student outcomes. The Family Center provides a wide variety of resources related to academic support, improving parent understanding of school resources and learning strategies, and topic-specific workshops designed to promote improvement of student outcomes. Workshops and resources related to parent legal rights and advocacy in the school setting have been provided to a variety of groups, allowing for partnerships to develop for these purposes across the district. PTA, PTO, and PTG groups continued to be supported through the Parents In Action group. Feedback from the sessions and analysis of the topics covered indicate that although most content is directly aligned with group needs, additional topics are needed to address the needs of each of these parent organization structures. Systems continue to be refined to better support each of these groups in interacting with schools and collaborating on improving student outcomes. Adjustments are being planned to increase participation in the PAC structure, create additional parent workshops for education related topics, and continue to strengthen family partnerships in supporting student learning both in school and at home.|PSUSD continues to support advisory groups and committees designed to promote underrepresented parent and family advocacy with a focus on improving outcomes for students. These groups include the African American Parent Advisory Committee (AAPAC), Special Education Parent Advisory Committee (SEPAC), Parents in Action (PIA) group, and District English Learner Advisory Committee (DELAC) among others. The district continues to promote equitable practices throughout the district, including training and services designed to increase access and success in school for all learners. The Family Center, in collaboration with many other district departments, continues to support parents and families by providing content of interest and supporting discussions about district efforts in improving student outcomes. Educational partner input continues to be positive regarding these structures, and the district continues to review and refine practices for partnering with underrepresented families in improving outcomes for students. Family and Community Engagement (FACE) Specialists engage with families to improve student outcomes and provide resources for families to support learning needs at home.  The district’s ongoing College and Culture tour program continued to increase awareness of the need for improved student outcomes and college access for low-income students, receiving very positive feedback from both students and educational partners. These experiences were implemented due in large part to parent and family feedback and in an effort to increase A-G completion rates and college readiness within the district.|PSUSD offers many opportunities for parent and family input on programs, policies, and plans. Committee structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which input is collected representing various perspectives that drive district decision-making. The LCAP input process for 2025-26 included input sessions with the LCAP Parent Ambassadors group, every district PAC group, DELAC, and opportunities for School Site Councils to provide input into the district plan through their SPSA development processes. This process continues to receive positive feedback from educational partners, indicating that participating families felt that their input was being heard and added to district plans. Similarly, family survey results in 2024-25 indicate high favorability rates in school staff welcoming parent suggestions (94% favorable; 2,755 responses), a three percent increase from the prior year results. Access to input sessions has been provided through a combination of in-person and virtual meeting opportunities, providing families with the opportunity to attend sessions that may not be accessible through solely one meeting structure. District parent support sessions are driven by the family engagement plan, monitored and adjusted through the work of the Family Engagement District Advisory Committee (FEDAC). FEDAC functions as a collaborative structure between parents, family members, administrators, and teachers using educational partner input to drive changes in the engagement plan. School sites have multiple input groups meeting regularly each year that provide input and participate in evaluating school level systems. These groups include School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (PTA, PTG, etc.). The district’s Family and Community Engagement (FACE) Specialists assist their assigned schools in this work, often helping to connect parents with SSC, ELAC, and parent-teacher groups and clarifying how those groups function as part of school and district decision-making structures.|PSUSD continues to increase and improve opportunities to connect with families as part of collecting input for decision-making processes. Survey participation in 2024-25 maintained similar levels from the prior year even with declining enrollment across the district. High rating and consistent participation rates are a positive indication of the connectedness between families and the district, and PSUSD efforts to further engage families in decision-making processes. Two-way communication and input systems continue to develop for the district, ensuring families have access to information and pathways to provide feedback. The current district wide communications system is successfully reaching parents and families, with educational partners commenting about the accessibility of the information provided through the system. Adjustments in the district’s use of social media has improved communication structure accessibility for families. The PAC structure continues to be a valuable avenue for two-way communication with parents across the district. The district’s Family Center continues to offer workshops and training opportunities regarding advocating for student needs, with additional opportunities related to English learners and students with disabilities in response to educational partner input. The district will continue efforts related to building site capacity in the engagement of families to participate in decision-making in order to best serve the needs of families in the school community.  This includes working to increase participation in School Site Council meetings and English Learner Advisory Committees (ELAC).|PSUSD offers many opportunities for input on programs and policies specifically promoting the needs of underrepresented families and students. Committee structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which discussions are held across various perspectives to drive district decision making. These advisory groups provide input regarding multiple district plans and structures including the district’s Local Control Accountability Plan (LCAP) and the district’s family engagement policy. Input from each PAC regarding training requests, discussion topics, and input collection is used to drive agendas and provide opportunities to inform district decision-making processes. A mix of in-person and virtual meeting formats continues to be received well by parents, with many noting that virtual options are more conducive to their home schedule needs. Parents in various advisory groups and committees have also participated in training provided through the Family Center across a variety of topics. The district continues to promote equity-related practices and aids parents in providing input for district decision making through an equity lens. School sites have various decision-making input groups meeting regularly, including School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (e.g. PTA, PTG).  The district’s Family and Community Engagement (FACE) Specialists assist parents in engaging in these school site level decision-making structures as part of supporting parent and family needs.|4|3|3|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
33671736032411|Cielo Vista Charter|3|Strengths: As a school site, we take pride in the strong Class Dojo community we have cultivated, with 95% of our families actively connected. I recognize the importance of consistent, transparent communication, and our site administrators model this by regularly posting messages that keep families informed and engaged. Each teacher, including myself, maintains an individual page to share essential updates, classroom highlights, and academic support such as homework tips.  We continue to foster trust and respectful relationships with our families by maintaining open lines of communication through one-on-one meetings, personal check-ins, regular emails, and monthly letters written in both English and Spanish. We have observed the positive impact of our Parent Engagement Specialist, who plays a key role in strengthening parent partnerships by reaching out regularly and connecting families to valuable resources during ELAC meetings and coffee chats.  Reflecting on our efforts, we are especially proud of how our school brings families together through special events like family nights and cultural festivals, which help build a welcoming and inclusive community. These ongoing efforts demonstrate our shared commitment to building strong home-school connections and supporting the whole child.|Improvement: Our ongoing efforts to strengthen family engagement, CVC recognizes the importance of continuing to develop a robust and user-friendly school website that serves as a central hub for communication and resources. While CVC has made strides in offering multiple methods of family involvement, there is still room for growth in diversifying and enhancing these opportunities to ensure all families feel connected and informed.  In particular, there is a need to further build the capacity of our families in understanding and engaging with key school initiatives, such as the Leader in Me framework and the newly implemented House System. By providing clear communication, training opportunities, and inclusive events, CVC is committed to deepening families’ understanding and involvement in these areas to foster a stronger, more unified school community.|Area of Focus:  Cielo Vista Charter recognizes the importance of honoring and leveraging the unique assets, cultures, and aspirations of our families—particularly those from underrepresented groups. Moving forward, CVC is committed to creating more inclusive opportunities for these families to take on meaningful leadership roles within our school community.  A key area of focus will be identifying and addressing the barriers that may prevent some families from fully participating. By putting intentional systems in place to foster stronger relationships and build trust, CVC aims to cultivate a more equitable and welcoming environment where all families feel valued, heard, and empowered to contribute.|Strengths: CVC has fully implemented efforts to recognize and celebrate the assets, cultures, and goals of our families. Underrepresented families are now provided with meaningful opportunities to engage in leadership roles within our school community. CVC has identified specific barriers to engagement and has established systems to address them effectively. These intentional actions have strengthened relationships and fostered greater trust across our school.|Improvement: Cielo Vista Charter has seen a positive increase in the number of families regularly using ParentVue to monitor student progress and communicate with teachers. Additionally, there has been greater parent involvement and support during our House System events and cultural festivals, strengthening our school community.|Area of Focus: Moving forward, CVC will prioritize more intentional efforts to reach, support, and build connections with underrepresented families who have not yet fully engaged with the school. Through personal phone calls and increased on-campus opportunities, we aim to foster trust and create a more inclusive environment for our most vulnerable educational partners.|Strengths: CVC calendars monthly events in which our educational partners are provided opportunities to provide input on policies and programs. These events are calendared and sent out to families via a variety of communication platforms. Some examples of a wide variety of how our community gives input is: CVC Coffee Chats CVC ELAC Meetings CVC PTG Meetings LIM Parent MRA (Measurement Results Assessment) LIM Student MRA (Measurement Results Assessment) Panorama Survey   Based on the analysis of educational partner input and local data, Cielo Vista Charter School demonstrates key strengths and ongoing progress in Seeking Input for Decision-Making. The school has developed structured and inclusive practices for stakeholder engagement, including regularly scheduled meetings with the School Site Council (SSC), English Learner Advisory Committee (ELAC), parent forums, and staff collaboration sessions. These forums have provided valuable input that has shaped decisions around academic supports, student well-being, and resource allocation.  Recent survey data indicates an increase in parent and staff participation, particularly among families of English learners and underrepresented groups, reflecting the school’s intentional outreach efforts. Stakeholder feedback has directly influenced initiatives such as expanded after-school tutoring, enhanced SEL (social-emotional learning) programming, and increased access to technology for students and families.  Cielo Vista Charter has also made strides in improving transparency by sharing how stakeholder feedback informs school decisions through newsletters, website updates, and community meetings. This practice has fostered greater trust and collaboration among educational partners. The school continues to refine its engagement strategies by exploring new digital tools and scheduling options to ensure all voices—especially those of students and working families—are heard and considered in the decision-making process.|Based on the analysis of educational partner input and local data, Cielo Vista Charter School has identified several focus areas for improvement in Seeking Input for Decision-Making. While participation in advisory committees and parent forums has increased, engagement from certain subgroups—particularly working families, Spanish-speaking households, and students—remains inconsistent. Feedback indicates that meeting times and formats may not be accessible or convenient for all stakeholders, limiting broader representation in key discussions.  Additionally, although efforts have been made to share how input is used, there is a need to strengthen the feedback loop by more clearly communicating how stakeholder voices shape policies, programs, and resource decisions. This includes providing timely updates in multiple languages and formats to ensure all community members can access and understand the information.  Another area for growth is increasing student voice in school decision-making processes. While student input is occasionally gathered through informal surveys or classroom conversations, there is an opportunity to establish more formal and consistent structures, such as student advisory panels or regular feedback forums, to ensure that students play an active role in shaping their learning environment.  To address these challenges, Cielo Vista Charter is exploring the use of digital platforms for flexible engagement, increasing bilingual communication, and piloting student-led initiatives to elevate a wider range of perspectives in the decision-making process.|Based on the self-reflection process and analysis of educational partner input and local data, Cielo Vista Charter School will improve the engagement of underrepresented families—particularly Spanish-speaking households, working parents, and new families—through targeted strategies aligned with Goal 4.1 Family Engagement, Action 1.  To remove participation barriers, the school will expand opportunities for family involvement by offering flexible meeting formats, including virtual, evening, and weekend options. These efforts will be supported by enhanced bilingual communication—ensuring that all materials (surveys, announcements, agendas, and follow-up summaries) are translated and that interpretation services are consistently available during meetings.  In alignment with Action 1, the school will also strengthen relationships with families by partnering with bilingual community liaisons and parent leaders to serve as connectors between the school and underrepresented households. In addition, the school will implement small group listening sessions and informal family coffee chats to foster more inclusive and culturally responsive spaces for open dialogue.  To complete the engagement cycle, Cielo Vista will reinforce its feedback loop by clearly communicating how input from families informs school decisions. Updates will be shared regularly through newsletters, social media, and the school website in multiple languages. These actions are designed to create authentic, two-way engagement that values every family's voice and builds lasting trust in the school community.|5|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
33671810000000|Palo Verde Unified|3|Based on data reviewed from LCAP input from various educational partner groups, PVUSD finds its strength is in implementing programs that allow teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes.|PVUSD continues to find that its weakness is in supporting families in understanding and exercising their legal rights and advocating for their own children and all children. PVUSD continues to explore opportunities for student engagement to improve attendance and suspension rates.|PVUSD will be offering monthly parent / guardian informational nights to address this area and other areas to educate and inform the families and the community.  PVUSD will add other times for information meetings to meet the needs of families.|PVUSD is strong in sharing information with educational partners through the Student Information System, local newspaper, social media, and local radio station.|PVUSD will continue to add multiple opportunities for the District and the school sites to engage in two way conversation in language that is accessible to all families. All messages sent home by school sites and the District Office will be sent in English and translated into Spanish.|PVUSD will continue to reach out to all families, including and especially those from underrepresented families, to receive their input through our self-reflection process. PVUSD will ask school sites to personally invite those from underrepresented families to the 2025-26 monthly parent / guardian informational events.|PVUSD finds its strength is in building the capacity of its principals in effectively engaging families in advisory groups with decision-making. PVUSD finds that its weakness is in providing opportunities to have various educational partners work together to plan, design, implement, and evaluate family engagement activities at school and district levels.|PVUSD is making a concerted effort for the 2025-26 school year to offer more opportunities to allow educational partners to work together to plan and evaluate family engagement activities.|PVUSD will continue to reach out to all families, including and especially those from underrepresented families, to receive their input through our self-reflection process. PVUSD will ask school sites to personally invite those from underrepresented families to engage in site decision making processes.|3|3|2|3|3|3|3|3|3|3|2|3|Met||2025-06-24|2025
33671810138610|Scale Leadership Academy - East|3|One of our key strategies is the use of the REMIND communication platform, which allows staff to connect with families via text messages and emails. The platform supports message translation into each family's preferred language, ensuring that communication is accessible and inclusive. In addition to leveraging technology, the school provides multiple structured opportunities for families to engage meaningfully with staff and school activities, including:  Family Orientation Sessions to introduce families to our learning model and build early connections with staff  Biannual Parent-Teacher Conferences, where participation increased from 95% in the first semester to 97% in the second  Individualized Learning Plan (ILP) Reviews to support academic planning and collaboration  Parent Workshops, with five hosted this year in partnership with eLuma and the counseling team, focused on learning and social-emotional development  School Site Council involvement, offering families a voice in school governance  Ongoing feedback opportunities via stakeholder surveys, newsletters, Google Classroom, and REMIND  These actions reflect our focus on inclusive engagement, consistent communication, and collaborative partnership with families. As a result, 80% of parents, students, and staff reported a positive school climate, meeting our local indicator baseline and further affirming the effectiveness of our family engagement strategies. We will continue building on these efforts by expanding the depth and frequency of our outreach to ensure all families feel informed, valued, and supported.|SCALE Leadership Academy–East is committed to fostering meaningful and supportive relationships between school staff and families. Our educational partner's input, combined with local survey and participation data, has helped us identify clear areas of strength as well as areas for improvement in family engagement. One of our most effective tools has been the use of the REMIND communication platform. Through REMIND, families receive important updates via text and email. The platform also supports translation into multiple languages, allowing non-English-speaking families to stay informed and connected to their child’s school experience. In addition to REMIND, our use of Google Classroom, newsletters, and regular email updates supports a multi-channel approach to communication that reaches families in a timely and accessible manner. We also provide families with opportunities to connect with staff and participate in school activities. These include Family Orientation Sessions at the beginning of the year, biannual parent-teacher conferences, ILP (Individualized Learning Plan) reviews, School Site Council meetings, and targeted parent workshops. In 2023–24, we successfully held two rounds of parent-teacher conferences, with attendance increasing from 95 percent in the fall to 97 percent in the spring. We also conducted five family workshops in collaboration with our counseling team and eLuma, focusing on student learning and social-emotional support. Parent feedback was consistently gathered through surveys and informal check-ins, informing our planning for future events and services. While these efforts reflect strong implementation of our engagement plan, educational partner feedback identified two focus areas for continued improvement. First, families expressed a desire for deeper engagement opportunities. While orientations, conferences, and workshops are helpful, many parents want to go beyond receiving information. They want more opportunities to ask questions, share insights, and contribute to decisions about their child’s education. In response, the school plans to expand family forums and small-group sessions that center around collaboration and problem-solving. Our goal is to shift from informational events to interactive, two-way conversations. Second, we found that some families are looking for more personalized communication, especially when their child is experiencing academic or social challenges. While general communication is frequent, some parents noted they would benefit from more direct follow-up and check-ins with teachers or staff. To address this, we are strengthening our use of ILP meetings and weekly student updates to ensure families receive specific information and feel supported throughout the school year. These adjustments will help us build on our successes while remaining responsive to family needs. By deepening engagement and enhancing individualized outreach, SLA will continue to create strong school/family partners|SCALE Leadership Academy–East understands that meaningful engagement with underrepresented families is critical to student achievement. Through internal self-reflection, meetings with educational partners, and local survey data, we identified several family groups that are not yet fully engaged: families of English learners, families experiencing housing instability, and those new to the independent study model. One area for growth is more intentional outreach to families of English learners. While tools like Google Classroom and REMIND help facilitate communication, many families shared they depend on translations and often need additional clarity regarding academic expectations and student progress. To strengthen support, we will expand the role of our ELD Coordinator to include monthly check-ins with English learner families. These check-ins will help them navigate curriculum, assessments, and the reclassification process. Additionally, we will host bilingual workshops and family forums tailored specifically for English learner support, creating a more welcoming and informed space for these families. We also identified a gap in engagement among families facing housing instability or transitional living situations. These families often experience barriers that prevent traditional forms of participation, such as attending in-person meetings or school events. To address this, we will offer flexible outreach options including phone calls, one-on-one check-ins, and recorded updates. Our McKinney-Vento support team and counselors will take the lead on direct outreach and individualized assistance. To further remove barriers, we will create on-demand resources and pre-recorded workshops that families can access at their convenience. Staff will also receive continued training on how to respond to the needs of students and families experiencing instability with sensitivity and consistency. Additionally, we will enhance support for families new to the independent study model, particularly those with students in grades TK–6. Some have expressed confusion around how to support learning at home or interpret feedback and data from our online platforms. In response, we will hold small-group onboarding sessions year-round, supplementing our fall orientation. These sessions will cover work sample expectations, platform use, and progress monitoring. Each new family will also be paired with a dedicated point-of-contact staff member for ongoing questions and support. To measure impact and ensure progress, we will track participation through family engagement logs, surveys, and feedback forms. We will continue quarterly outreach to gather input, with a focus on hearing from families who don’t typically attend live events. Through these targeted, flexible, and personalized efforts, SCALE Leadership Academy–East will strengthen trust and partnership with families who have traditionally been underrepresented.|SCALE Leadership Academy East continues to build on its success in forming strategic partnerships that enhance student outcomes, particularly through the evolution of our Career Technical Education (CTE) program for grades 6 to 12. This program remains a flagship initiative in fostering real-world readiness and exemplifies our progress in engaging educational partners.  Over the past year, we have deepened our collaboration with Acuity, a valued partner in expanding work-based learning opportunities. This partnership has significantly enriched student fieldwork experiences, particularly within the Arts, Media, and Entertainment industry sector. Students have gained hands-on exposure through on-site experiences, mentorship from professionals, and portfolio-building opportunities that align with current labor market needs.  Our educators are eager to begin engaging in cross-curricular planning that integrates essential career readiness skills, such as communication, teamwork, problem-solving, and digital literacy, across disciplines. This interdisciplinary approach promotes a coherent and personalized learning experience. It ensures students develop both technical and soft skills vital for college and career readiness.  Another milestone in our partnership strategy has been the launch of a dual enrollment program with Norco College. This initiative enables high school students to earn college credit while completing their high school diploma, providing a head start on postsecondary education. Through this partnership, students can access general education and career-focused coursework in fields such as business, digital media, and public safety. The program will increase student engagement and broaden pathways for academic advancement and credential attainment.  Family engagement also remains a key component of our partnership strategy. We will continue to host information sessions to help parents understand the value of CTE and dual enrollment. These sessions will equip families to guide their students’ educational and career decisions. These efforts have strengthened family-school partnerships and increased enrollment in college and career programs.  Through these targeted and expanding partnerships with industry, postsecondary institutions, and families, SCALE Leadership Academy East is successfully preparing students with the skills, knowledge, and opportunities to thrive beyond high school.|At SCALE Leadership Academy East, we are committed to continuously expanding partnerships with businesses, community organizations, and higher education institutions to enrich our Career Technical Education (CTE) program for grades 6 to 12 and broaden student opportunities.  By collaborating with industry leaders across sectors such as Arts, Media and Entertainment, Technology, and Healthcare, we ensure that our CTE pathways reflect current and emerging workforce demands. These partnerships enable us to offer internships, apprenticeships, job shadowing placements, and mentorship programs that provide students with hands-on experience, practical skills, and access to professional networks.  Our educators are eager to engage in cross-curricular planning that integrates essential career readiness skills such as communication, teamwork, problem solving, and digital literacy across disciplines. This interdisciplinary approach promotes a coherent and personalized learning experience and ensures that students develop both technical and soft skills vital for college and career readiness.  In addition to work-based learning, we have formalized dual enrollment agreements with Norco College and other local institutions. Through these programs, students earn both high school and college credit in fields such as business, digital media, and public safety. Articulation agreements and credit transfer options make it seamless for students to transition from our CTE courses into postsecondary education or advanced training programs. The program increases student engagement and broadens pathways for academic advancement and credential attainment.  Our external partners guide curriculum updates by sharing industry trends, technological advancements, and evolving skill requirements. This ongoing feedback keeps our coursework relevant and prepares students with the competencies most in demand in today’s job market. To ensure equitable access, we coordinate with community liaisons to connect unduplicated students, including English learners, foster youth, and low-income families, with priority enrollment in internships, dual enrollment courses, and certification opportunities.  Family engagement is at the heart of our partnership approach. We offer regular information sessions and interactive workshops that empower parents with the tools and knowledge to guide their students’ career exploration and academic planning. By collaborating closely with employers, postsecondary institutions, and families, SCALE Leadership Academy East fosters a supportive network that equips every student for success in college, career, and beyond.|At SCALE Leadership Academy East, our self-reflection and partner feedback showed that English learner, foster youth, and low-income families participate in virtual CTE and career-readiness events at lower rates than other families. To improve their engagement in Building Partnerships for Student Outcomes, we will:  Targeted, multilingual outreach. We will translate all event invitations, newsletters, platform tutorials, and text reminders into families’ primary languages. These messages will be delivered via email, SMS, and our learning-management system so every household receives clear, timely information in their preferred format.  Flexible, on-demand access. Live sessions will be offered in the morning, afternoon, and evening to fit varied work and caregiving schedules. Every event will be recorded and posted immediately to Google Classroom so families can view it at their convenience. Key highlights such as internship deadlines and dual enrollment registration windows will be pinned in the Google Classroom stream.  Data-driven monitoring and continuous improvement. We will track registrations, attendance, and post-event survey responses. Quarterly reports will be shared with our CTE team. By setting clear participation targets and adjusting our approach in real time, we will ensure that every family can fully engage in their student’s college and career journey.|At SCALE Leadership Academy East, we value the perspectives of our educational partners and use multiple channels to gather their input. This structured approach directly supports LCAP Goal 4, which focuses on fostering high levels of parent engagement and strengthening school climate through biannual parent-teacher conferences, ILP reviews, stakeholder surveys, parent workshops and School Site Council participation. By implementing these strategies, we increased conference participation from 95 percent in the first semester to 97 percent in the second, ensured 100 percent of parents were actively solicited for decision-making input, and saw 80 percent of stakeholders report a positive perception of school climate .  Meetings and Conferences We facilitate regular virtual meetings, such as quarterly stakeholder forums and ILP review sessions, where families, students, staff and community members can share insights and co-create solutions. These gatherings cultivate a collaborative environment that mirrors the actions in Goal 4.  Digital Platforms We leverage Google Classroom and Remind to post agendas, solicit feedback and share follow-up resources. These tools ensure all partners have timely access to information and can contribute asynchronously.  Surveys Anonymous online surveys are administered at key points in the year to collect candid feedback on program effectiveness, school climate and decision-making processes. Survey results are summarized and shared back with participants before the next round of engagement.  Ongoing Communication We maintain open lines of communication via email, phone and our learning-management system, so families can raise questions or suggestions at any time. This constant feedback loop keeps us responsive to emerging needs.  By weaving together in-depth meetings, digital communications, surveys and continuous outreach, we ensure that every decision is informed by the lived experiences of our educational partners, and we remain true to the spirit and metrics of LCAP Goal 4.|One focus area is expanding and diversifying our input channels. Although our virtual workshops and surveys engage many partners, English-learner, foster-youth and low-income families remain underrepresented. To address this, we will intensify outreach by marketing events more broadly, ensure a translator is available if needed and hold in-person sessions within those families’ own communities. All sessions will use clear, jargon-free language and provide live interpretation so every partner can share their perspectives comfortably.  A second focus area is broadening committee representation. Our standing councils, such as the School Site Council, have provided valuable guidance, yet they do not fully reflect the diversity of our school community. We will recruit additional members from under-heard groups and set representation targets to ensure that decision-making committees include voices from every stakeholder group, including students in targeted populations.|At SCALE Leadership Academy-East, we are committed to improving the engagement of underrepresented families in our decision-making processes. We understand the importance of their input and perspectives in shaping the educational experiences of our students. To achieve this goal, we have identified several strategies that focus on communication, surveys, and providing flexibility.  Communication plays important role in engaging underrepresented families. We will prioritize clear and effective communication channels to ensure that all families, regardless of their background or circumstances, have access to information and opportunities for providing input. We will make efforts to reach out to underrepresented families through various means, including multilingual communication, translated materials, and utilizing multiple platforms such as phone calls, emails, newsletters, and REMIND Messages. By proactively communicating and making information easily accessible, we create a welcoming environment that encourages underrepresented families to engage and provide their valuable input.  Surveys are an important tool for gathering feedback and input from our educational partners, including underrepresented families. We will design surveys that are inclusive and take into account the unique needs and perspectives of these families. This involve providing options for anonymous responses, offering survey materials in different languages, and ensuring survey questions are culturally sensitive and relevant. By tailoring our surveys to be inclusive and respectful of diverse experiences, we create an environment where underrepresented families feel heard and valued.  Flexibility is another key aspect of our approach. We understand that the circumstances and constraints faced by underrepresented families may vary. Therefore, we will strive to provide flexibility in the methods and timing of seeking input for decision-making processes. This could include offering multiple opportunities for input, such as attending in-person meetings or providing online options for participation. We will also consider alternative formats, such as focus groups or individual meetings, to accommodate the preferences and needs of underrepresented families. By offering flexibility, we empower these families to engage in a way that works best for them, ensuring their voices are heard and considered in the decision-making process.  Through our commitment to improved communication, inclusive surveys, and flexibility, we aim to enhance the engagement of underrepresented families in the decision-making processes at SCALE Leadership Academy-East. We firmly believe that by actively involving these families and valuing their input, we can create a more equitable and inclusive educational environment that supports the success and well-being of all our students.|4|5|4|5|5|5|5|5|5|4|5|5|Met||2025-06-21|2025
33671990000000|Perris Elementary|3|Based on the educational partner data analysis, improvements have been made in building partnerships to improve student outcomes. LCAP survey results indicated that 89% of parents feel their school is a welcoming environment for all families in the community. 89% of parents and community members feel that they are treated with respect and are encouraged to participate in their child’s education. 89% of parents and community members are welcomed and greeted with respect in our front offices.|Upon reflection, the district recognized that there is new administration at most school sites. This has led to decreased and inconsistent implementation of FIAT practices which had been in place in prior years. The district TOSA will provide FIAT/FACE professional development to administrators and site teams at the beginning of the 2025-2026 school year|Six percent of students in the district are African American, the key underrepresented group. 89% of whom felt respected and encouraged to participate in their child’s education. The district will strive to continue improving African American families' engagement through African American Parent Advisory Committees (AAPACs) and other similar groups and activities.|LCAP survey results indicated that 96% of the overall (parents, classified staff members, teachers, and administrators) respondents feel it is important for schools to offer opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes (parent conferences/communication).|95% of all respondents feel it is important for schools to offer opportunities for teachers to meet with families and students to discuss student progress. However, the parents rated this at only 95%, meaning this is an area for continued improvement. We will continue to work with our educational partners to strengthen.|Based on the analysis of educational partner input and local data, the LEA will enhance engagement of underrepresented families by implementing targeted outreach programs and community events designed to build stronger connections and foster collaboration between schools and families. These initiatives will focus on providing resources, support, and opportunities for meaningful participation in their children's education to improve student outcomes.|Strengths in seeking input for decision-making include holding regular DPAC and DELAC meetings at the district levels, SSC and ELAC meetings at all school sites, AAPAC meetings at most sites and at district level, and surveying educational partners regularly, including LCAP, Title I, and DELAC surveys, and district and site workshop surveys.|The district will continue to provide opportunities for seeking input for decision-making via DPAC, DELAC, SSC, AAPAC, and various surveys. The district will provide refresher training that includes strategies for engaging in advisory groups and decision-making.|Six percent of students in the district are African American, the key underrepresented group. The district will strive to continue improving African American families' engagement in the decision-making process through African American Parent Advisory Committees (AAPACs) and other similar groups and activities.|4|4|4|4|4|4|4|5|4|4|4|4|Met||2025-06-12|2025
33671996105571|Innovative Horizons Charter|3|At IHCS we continue to provide consistent opportunities to work with our students, with our families, and listen to our parents and staff as each group continues to collaborate around additional opportunities to build relationships to support all students and families academically and social emotionally. Our current strengths include consistent surveying of parents and consistent forums and a consistent line of communication for parents and all educational partners to provide input to enhance student outcomes.|Based on the analysis of educational partner input and local data, IHCS has identified the need to strengthen relationships between school staff and families as a key focus area for improvement. This focus stems from a recognition of the critical role that strong partnerships between educators and families play in student success. The following areas have been prioritized:  Enhanced Communication Channels: Feedback indicated that both families and school staff desire more effective and transparent communication. IHCS will implement multiple communication platforms, including regular newsletters, social media updates, and a user-friendly parent portal, to ensure timely and accessible information sharing.  Increased Family Engagement Opportunities: Data revealed a need for more inclusive and diverse opportunities for family involvement in school activities. IHCS plans to host a variety of events, such as workshops, cultural nights, and volunteer opportunities, tailored to engage families from all backgrounds and create a more welcoming school community.  Professional Development for Staff: There is a need for staff training focused on cultural competency, communication skills, and family engagement strategies. IHCS will provide professional development programs to equip teachers and staff with the tools and knowledge needed to build stronger, more empathetic relationships with families.  Feedback and Input Mechanisms: IHCS will establish regular surveys, focus groups, and feedback sessions to actively involve families in decision-making processes and ensure their voices are heard and valued in the development of school policies and programs.  Support Services for Families: Recognizing that some families face barriers to engagement, IHCS will offer resources such as translation services,  and flexible meeting times to accommodate diverse needs and ensure equitable access to school involvement.  By focusing on these areas, IHCS aims to create a more collaborative and supportive environment that fosters mutual respect and partnership between school staff and families, ultimately enhancing student outcomes and community well-being.|Based on the analysis of educational partner input and local data, IHCS has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families. These strategies are designed to address the specific barriers and needs identified during the self-reflection process. The key focus areas include:  Targeted Outreach and Communication:  Language Accessibility: Providing translation and interpretation services to ensure all communications are accessible to non-English speaking families. Culturally Relevant Communication: Tailoring messages to be culturally sensitive and relevant to the diverse backgrounds of underrepresented families. Inclusive Family Engagement Programs:  Community Outreach Parent Advocate (COFA) to foster trust and relationships: Employing community liaisons or cultural brokers who share the cultural and linguistic backgrounds of underrepresented families to facilitate communication and trust-building. Flexible Meeting Times and Locations: Offering meetings and events at various times and locations, including virtual options, to accommodate the diverse schedules and transportation needs of families.   Home Visits: Implementing home visit programs where teachers and staff visit families in their homes to build trust and establish personal connections. Personalized Outreach: Developing individualized engagement plans for families who are less involved, including regular check-ins and personalized invitations to school events. Empowering Family Voices:  Family Advisory Committees: Establishing advisory committees composed of parents and guardians from underrepresented groups to provide input on school policies and programs. Feedback Mechanisms: Creating regular opportunities for families to provide feedback through surveys, focus groups, and informal conversations, ensuring their voices influence school decisions. Capacity Building for Staff:  Cultural Competency Training: Providing ongoing professional development for school staff focused on cultural competency, implicit bias, and effective family engagement practices. Strengthening Relationship Skills: Training staff in effective communication and relationship-building skills to better connect with families from diverse backgrounds. Providing Support Services:  Resource Centers: Establishing family resource centers that offer information and support on a range of issues, including navigating the education system, accessing community services, and supporting student learning at home. Workshops and Training for Families: Offering workshops that help families understand the school system, support their children's education, and engage in meaningful ways. By implementing these strategies, the LEA aims to create a more inclusive and supportive environment that actively engages underrepresented families, fostering stronger relationships between school staff and families and ultimately enhancing student success.|Based on the analysis of educational partner input and local data, IHCS  has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families. These strategies are designed to address the specific barriers and needs identified during the self-reflection process. The key focus areas include:  Targeted Outreach and Communication Language Accessibility: Providing translation and interpretation services to ensure all communications are accessible to non-English speaking families. Culturally Relevant Communication: Tailoring messages to be culturally sensitive and relevant to the diverse backgrounds of underrepresented families. Inclusive Family Engagement Programs Community Liaisons: Employing community liaisons or cultural brokers who share the cultural and linguistic backgrounds of underrepresented families to facilitate communication and trust-building. Flexible Meeting Times and Locations: Offering meetings and events at various times and locations, including virtual options, to accommodate the diverse schedules and transportation needs of families. Building Trust and Relationships Home Visits: Implementing home visit programs where teachers and staff visit families in their homes to build trust and establish personal connections. Personalized Outreach: Developing individualized engagement plans for families who are less involved, including regular check-ins and personalized invitations to school events. Empowering Family Voices Family Advisory Committees: Establishing advisory committees composed of parents and guardians from underrepresented groups to provide input on school policies and programs. Feedback Mechanisms: Creating regular opportunities for families to provide feedback through surveys, focus groups, and informal conversations, ensuring their voices influence school decisions. Capacity Building for Staff Cultural Competency Training: Providing ongoing professional development for school staff focused on cultural competency, implicit bias, and effective family engagement practices. Strengthening Relationship Skills: Training staff in effective communication and relationship-building skills to better connect with families from diverse backgrounds. Providing Support Services Resource Centers: Establishing family resource centers that offer information and support on a range of issues, including navigating the education system, accessing community services, and supporting student learning at home. Workshops and Training for Families: Offering workshops that help families understand the school system, support their children's education, and engage in meaningful ways. By implementing these strategies, IHCS aims to create a more inclusive and supportive environment that actively engages underrepresented families, fostering stronger relationships between school staff and families and ultimately enhancing student success.|Based on the analysis of educational partner input and local data, IHCS has identified several key focus areas for improvement in building partnerships for student outcomes. These areas aim to enhance collaboration between the school, families, and the community to support student success. The focus areas include:  Strengthening Family-School Partnerships Enhanced Communication: Improving the frequency, clarity, and accessibility of communication between families and schools. This includes regular updates on student progress, school events, and opportunities for involvement. Family Education and Support: Providing workshops and resources to help families support their children's learning at home, including literacy programs, homework assistance, and digital literacy training. Community Engagement and Collaboration Partnerships with Local Organizations: Establishing and strengthening partnerships with local businesses, nonprofits, and community organizations to provide additional resources and support for students. This includes mentorship programs, internships, and after-school activities. Community Resource Integration: Integrating community services within the school to address students' holistic needs, such as mental health support, healthcare, and nutrition programs. Professional Development for Educators Training on Family Engagement: Offering professional development for teachers and staff on effective family engagement strategies, cultural competency, and building strong, collaborative relationships with families. Collaboration Skills: Training staff on how to work effectively with community partners and leverage external resources to enhance student learning and well-being. Student-Centered Initiatives Personalized Learning Plans: Developing and implementing personalized learning plans that involve input from students, families, and teachers to tailor educational experiences to individual needs and goals. Extracurricular and Enrichment Opportunities: Expanding access to extracurricular activities, clubs, and enrichment programs that align with students' interests and talents, fostering a well-rounded educational experience. Feedback and Continuous Improvement Regular Feedback Mechanisms: Creating channels for regular feedback from families and community partners to ensure their voices are heard and their insights inform school policies and practices. Data-Driven Decision Making: Using local data to monitor the effectiveness of partnership initiatives and make informed decisions to continually improve student outcomes. By focusing on these areas, IHCS aims to build robust partnerships that support students academically, socially, and emotionally, leading to improved student outcomes and a stronger school community.|IHCS Family Engagement Strategy for Underrepresented Families: Based on input from educational partners and a review of local data, IHCS has identified key strategies to strengthen engagement with underrepresented families. These strategies address barriers identified during our self-reflection and aim to foster authentic partnerships that support student outcomes. To improve targeted outreach and communication, all school communications will be translated and interpreted to ensure access for non-English speaking families, and messages will be culturally relevant and inclusive of the diverse values and backgrounds of our community. IHCS will implement inclusive family engagement programs by utilizing community liaisons or cultural brokers who share the cultural and linguistic backgrounds of our families and by offering flexible meeting opportunities at various times, locations, and virtual formats to accommodate family needs. To build trust and relationships, staff will conduct home visits to create personal connections and develop individualized engagement plans that include regular check-ins and personalized invitations for families who are less involved. In empowering family voice, IHCS will form advisory committees made up of parents and guardians from underrepresented groups and create regular opportunities for feedback through surveys, focus groups, and informal conversations. Capacity building for staff will include ongoing professional development in cultural competency, implicit bias, and effective communication and relationship-building skills. To provide needed support services, IHCS will establish family resource centers offering educational guidance, access to community services, and tools to support learning at home, while also providing workshops that help families navigate the school system and meaningfully engage in their child’s education. Finally, IHCS will strengthen community partnerships by collaborating with local organizations to provide mentorship, after-school programs, and support services, and by integrating resources such as mental health care, nutrition, and healthcare directly within the school setting. Through these collective efforts, IHCS is committed to creating an inclusive, responsive school community where all families feel valued, connected, and empowered to support student success.|Based on the analysis of educational partner input and local data, IHCS current strengths and progress in Seeking Input for Decision-Making are evidenced by consistent parent meetings, staff meetings, parent, student and staff surveys throughout the school year.   IHCS has made significant strides in seeking input for decision-making, demonstrating several key strengths and notable progress in this area. These include: Current Strengths Structured Feedback Mechanisms: Surveys and Polls: Regularly distributing surveys and polls to gather input from students, parents, and staff on various school matters, ensuring diverse perspectives are considered. Title I parent engagement surveys, LCAP surveys, staff and student surveys allow educational partners to give specific feedback on issues.  Transparent Communication Channels: Accessible Communication Platforms: Utilizing various communication platforms such as newsletters, social media, and school websites to keep the community informed and engage educational partners.   Inclusive Decision-Making Bodies: Advisory Committees: Establishing advisory committees that include parents, students, teachers, and community members to participate in the decision-making process, ensuring that decisions are reflective of the community's needs and desires. Advisory committees such as ELAC, SAC, African American Parent Advisory Committee, Title I meetings,  Coffee with the Principal meetings, staff meetings,   to delve deeper into specific issues and gather detailed feedback. Data-Driven Decisions: Utilizing the feedback collected to make data-driven decisions that align with the needs and priorities of the school community. Feedback Integration: Demonstrated progress in integrating educational partner feedback into policy and program adjustments, leading to more effective and responsive school management. These strengths and progress points highlight the LEA’s commitment to fostering an inclusive, transparent, and responsive decision-making environment, ultimately leading to better educational outcomes and a stronger school community.|Based on the analysis of educational partner input and local data, IHCS has identified several key focus areas for improvement in seeking input for decision-making. These areas aim to enhance the inclusivity, effectiveness, and responsiveness of the feedback processes. The focus areas include:  Expanding and Diversifying Engagement Broader Outreach: Increasing efforts to reach a wider and more diverse group of educational partners particularly those who are underrepresented or less likely to participate in traditional feedback mechanisms. Targeted Communication Strategies: Implementing targeted communication strategies to ensure all voices are heard, including multilingual communications and culturally relevant outreach. Enhancing Feedback Mechanisms More Frequent and Varied Feedback Opportunities: Offering a variety of feedback opportunities throughout the year, such as regular surveys, suggestion boxes, and interactive digital platforms, to capture ongoing input. Interactive and Engaging Methods: Utilizing more interactive and engaging methods for gathering input, such as workshops, focus groups, and community forums, to encourage active participation and deeper discussions. Building Trust and Transparency Clear Communication of Impact: Providing clear communication about how educational partner feedback is used in decision-making, including specific examples of changes made as a result of input, to build trust and demonstrate the value of participation. Regular Updates and Follow-Ups: Establishing a system for regular updates and follow-ups on the status of initiatives and decisions influenced by educational partner input, ensuring ongoing transparency. Strengthening Capacity for Data Use Training and Support for Staff: Providing additional training and support for staff on effective methods for collecting, analyzing, and utilizing educational partner feedback to inform decisions. Improved Data Analysis Tools: Investing in improved tools and technologies for analyzing feedback data to identify trends, insights, and areas for action more effectively. Ensuring Inclusivity and Equity Equitable Participation: Ensuring that feedback processes are designed to be accessible and inclusive for all educational partners, including those with disabilities, language barriers, or limited access to technology. Bias Reduction: Implementing strategies to reduce bias in feedback collection and analysis, ensuring that all voices are given equal weight in the decision-making process. By focusing on these areas, IHCS aims to create a more inclusive, effective, and responsive approach to seeking input for decision-making, ultimately enhancing the quality of decisions and fostering greater trust and collaboration within the school community.|Based on the self-reflection process and analysis of educational partner input and local data, IHCS has identified several strategies to improve engagement with underrepresented families in decision-making processes. These strategies are designed to address barriers that limit participation and to ensure all families have meaningful opportunities to share their input. IHCS is committed to language accessibility by providing communications in multiple languages along with translation and interpretation services so non-English speaking families can fully engage. Communication efforts will be culturally relevant, reflecting the values and backgrounds of our diverse community to foster inclusion and respect. To increase flexibility and inclusivity, families will be offered a variety of feedback opportunities including online surveys, virtual town halls, focus groups, and in-person meetings held at different times to accommodate diverse schedules. IHCS will continue to build trust by employing community liaisons who share families’ cultural and linguistic backgrounds, and through personalized outreach strategies such as home visits to connect with families who may not participate in traditional school settings. Families will be empowered through the creation of advisory committees made up of parents from underrepresented groups and through leadership training opportunities that equip them to actively participate in school decisions. IHCS will ensure transparency and follow-through by regularly communicating how family input has influenced decisions and by establishing systems to provide updates on implementation. Capacity building for staff is essential, and IHCS will offer ongoing professional development on family engagement, cultural competency, and reducing bias in how feedback is gathered and analyzed. Technology will also play a vital role, with digital platforms such as mobile apps, social media, and online portals being used to make communication more accessible and real-time. By implementing these comprehensive strategies, IHCS will foster a more inclusive, responsive, and equitable environment where all family voices are heard and valued, ultimately strengthening the quality of school decision-making and improving outcomes for all students.|5|5|4|5|4|4|5|5|5|5|5|5|Met||2025-06-05|2025
33672070000000|Perris Union High|3|Action 4.1: Enhancing Communication and Engagement to Support Student Success was highly effective. PUHSD’s Community Liaison Office, with bilingual Community Liaisons at each site, served as a cornerstone of family engagement. Liaisons facilitated SSC, ELAC, and AAPAC meetings and led outreach for major school events. Parent participation increased significantly due to expanded advertising through ParentSquare, social media, and Peachjar, as well as interpretation services and multilingual communication tools. Translation usage logs, parent survey responses, and event sign-in sheets confirmed improved access and communication. Extra-duty assignments for classified staff supported outreach efforts beyond the school day, contributing to increased parent visibility in decision-making.|Focusing on ensuring that schools establish robust systems for two-way communication with staff, parents, and community members. Providing information in various formats, including translation and interpretation services. Promote meaningful engagement and collaboration between families, schools, and the community.|Providing strong communication between teachers and parents is vital for student success. Parents and the community contribute valuable insights that help teachers tailor instruction effectively. Involving parents in school activities fosters partnership and support for students' development.Together, teachers, parents, and the community create an environment where students can thrive academically and socially. To support unduplicated pupils in achieving their goals, Perris Union High School District will provide classified extra duty opportunities and benefits.|Action 4.2: Empowering Parents – Building Capacity for Student Success was effectively implemented. Through workshops, Parent University, and parent education series, families gained skills to support academic, behavioral, and postsecondary success. The district ensured access through multilingual materials and live interpretation. Attendance logs and exit ticket feedback showed strong engagement from EL, SED, and Foster Youth families. Sites using the PELI and ATP models demonstrated increased sustainability and parent leadership, as evidenced by increased participation in SSC, ELAC, and DELAC.|Action 4.2: Empowering Parents – Building Capacity for Student Success Building on successful engagement with Parent University and family workshops, PUHSD will expand offerings to include additional virtual and evening sessions, ensuring more accessibility for working families. The district will also create a parent engagement calendar aligned to LCAP priorities, which will include targeted trainings on academic supports, mental health, attendance, and college/career readiness. Deeper integration of parent feedback mechanisms into event planning and follow-up will be implemented to increase the responsiveness of future programming.|Action 4.3: Community Collaborations – Enhancing School-Community Partnerships To address the inconsistencies in partnership development and implementation across school sites, PUHSD will formalize its approach to school-community collaborations in 2025–26. The district will continue to expand and maintain a centralized database of vetted community organizations and service providers, ensuring all sites have equitable access to potential partners aligned with district priorities. Guidance will be provided to site administrators and liaison teams on how to initiate, manage, and sustain meaningful collaborations that support student wellness, academic achievement, and college and career readiness.|Action 4.4: Enhancing Community Engagement – Fostering Effective Two-Way Communication was effectively implemented. ParentSquare, Infinite Campus messaging, and translated materials were used to strengthen communication across languages and platforms. Family survey responses and stakeholder meeting attendance trends showed that parents, especially those from EL and SED subgroups, reported improved awareness and access. Some sites faced challenges with translation timeliness and consistency, particularly for Homeless and newcomer families, indicating an area for growth.|Action 4.4: Enhancing Community Engagement – Fostering Effective Two-Way Communication Recognizing the importance of equitable communication, PUHSD will expand the use of multilingual communications tools and offer additional training for staff on language access protocols, cultural responsiveness, and inclusive communication strategies. Schools will receive updated resources for collecting stakeholder input (e.g., surveys, focus groups) aligned to LCAP engagement timelines. The district will also launch a feedback loop system that ensures stakeholder input informs both site-level decisions and districtwide planning.|Action 4.4: Enhancing Community Engagement – Fostering Effective Two-Way Communication Recognizing the importance of equitable communication, PUHSD will expand the use of multilingual communications tools and offer additional training for staff on language access protocols, cultural responsiveness, and inclusive communication strategies. Schools will receive updated resources for collecting stakeholder input (e.g., surveys, focus groups) aligned to LCAP engagement timelines. The district will also launch a feedback loop system that ensures stakeholder input informs both site-level decisions and districtwide planning. These changes reflect PUHSD’s continued commitment to building inclusive, two-way partnerships with families and communities as a foundation for student success. With improved coordination, expanded access, and data-informed outreach, Goal 4 actions in 2025–26 will further institutionalize equitable engagement practices across all school sites.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
33672070101170|California Military Institute|3|CMI used a variety of communication strategies used to connect with families, including in-person events, digital platforms, ParentSquare messaging, and school newsletters. Events such as Back to School Night (757 attendees) and Open House (551 attendees) served as key opportunities to communicate school expectations and build partnerships with families. In addition, the school maintained consistent outreach to families of English Learners, foster youth, and other targeted populations, ensuring regular updates and access to translated materials. Successes: High attendance at schoolwide events and increased participation in school culture-building opportunities like CMI Walk Around Days (1036 participants).|CMI has established an action in the LCAP for Effective Two-Way Communication with a focus on ensuring that schools have a system in place with multiple strategies to facilitate two-way communication with staff, parents and community members on a regular basis.|CMI developed a new metric to improve the engagement of underrepresented families, specifically, Parent Participation Tracking by Subgroup: To ensure equitable engagement, CMI will begin disaggregating parent participation data by student subgroup (e.g., EL, SED, Homeless) and program area (e.g., Title I, AVID, AP). This will help identify gaps in engagement and inform targeted strategies to connect with families who may not yet feel part of the school community.|CMI provided multiple opportunities for parents to take on leadership roles and build advocacy skills, including participation in School Site Council/Title I, ELAC, and AAPAC. AAPAC saw steady participation throughout the year (total: 78 participants across meetings), while PELI meetings drew 58 attendees and ELAC had 61 participants. Successes: A wide variety of workshops and leadership development events were offered, including: Mental Health Parent Workshop (District) – 55 attendees Parent College Workshop – 23 attendees Parent Enrollment Process Workshop – 117 attendees|Challenges: Some events such as virtual advisory committee meetings and specific training workshops had low or no attendance, suggesting the need for improved scheduling, outreach, or incentives to boost parent involvement in leadership pathways.|Reflections on parent engagement data and event participation trends during the 2023–24 school year have informed several adjustments to the planned actions, strategies, and implementation for Goal 4 in 2025–26 including:  Refined Outreach Strategies for Underrepresented Events: While schoolwide events like Back to School Night (757 attendees), Open House (551), and Walk Around Days (1036) were well-attended, some targeted workshops—particularly virtual offerings—saw low or no participation. For 2025–26, CMI will revise outreach practices, including sending personalized reminders, offering hybrid (in-person and virtual) options, and promoting events through multiple communication platforms and student ambassadors.  Increased Emphasis on Building Parent Leadership Pathways: Attendance at ELAC, AAPAC, and School Site Council was steady, but did not reflect the full diversity of the school population. CMI will strengthen efforts to recruit and retain parents in formal leadership roles through multilingual outreach, parent interest forms, and intentional relationship-building with site leaders. Workshops such as PELI, Parent College Planning, and AAPAC will also be promoted more strategically to improve reach and participation.  Adjustments to Parent Workshop Offerings: Based on participation data, CMI will revise its workshop calendar to align better with family needs and preferences. High-interest topics such as mental health, college preparation, and student wellness will be prioritized. The Parent Wellness Workshop, FAFSA Night, and Parent Enrollment Process Workshop will be expanded, while under-attended events may be consolidated or redesigned for broader appeal. New Metric: Parent Participation Tracking by Subgroup: To ensure equitable engagement, CMI will begin disaggregating parent participation data by student subgroup (e.g., EL, SED, Homeless) and program area (e.g., Title I, AVID, AP). This will help identify gaps in engagement and inform targeted strategies to connect with families who may not yet feel part of the school community.  Enhanced Community Partnerships: In recognition of the success of culturally responsive events such as Black History Family Night and Veterans Family Day, CMI will expand collaboration with local organizations, military support groups, and civic partners to enhance relevance and build stronger connections between home, school, and community.  These changes reflect a continued commitment to strengthening two-way communication, expanding inclusive leadership opportunities, and offering meaningful engagement experiences that reflect the needs and voices of all families.|Secure and strengthen the home- school- community connections and communications. -Home to school communication, i.e., flyers/emails/phone calls/newsletters and social media was considered the greatest strength. -ELAC shared that engagement opportunities for parents of English Language learners is a strength and would like to see continued workshops on topics such as social emotional well-being, college preparedness and school safety, particularly as it relates to digital and/or cyber platforms. ELAC also stated the consistent translation of materials and interpretation at meetings was a strength for our school. -Parents would like us to continue with the Book Club and Coffee with the Principal which were very successful events this year.|Action 4.2- Parent Leadership Provide trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement.|CMI has identified a new metric in the LCAP, New Metric: Parent Participation Tracking by Subgroup: To ensure equitable engagement, CMI will begin disaggregating parent participation data by student subgroup (e.g., EL, SED, Homeless) and program area (e.g., Title I, AVID, AP). This will help identify gaps in engagement and inform targeted strategies to connect with families who may not yet feel part of the school community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
33672150000000|Riverside Unified|3|Riverside Unified School District (RUSD) values family and community engagement in the educational process. Strong, respectful relationships between the school sites, the district office, and families are crucial in cultivating effective partnerships. In conjunction with its core mission, RUSD provides district leadership, principals, assistant principals, and staff from multiple departments across the organization with training and opportunities to advance their abilities in developing meaningful relationships. These administrators are provided with proven management tools to help them further develop their skills and share these tools at school and department-level staff meetings. This format allows all employees to learn how to use these same relationship-building skills with their students, families, staff members, and educational partners.  RUSD has taken measures to support district and school staff in their learning to foster inclusive, equitable, and effective learning environments where the diverse backgrounds, experiences, and perspectives of all students and staff are valued, understood, and actively contribute to a rich and meaningful educational experience. Leaders are delving into the applications of the district equity tenets in creating those safe spaces, as all employees are undergoing professional learning to create those safe environments through unconscious bias training. The RUSD Family Resource Center offers a yearly Family Engagement Institute that provides school site front office staff, community assistants, translators, instructional assistants, noon duty staff, and other classified personnel with positive work-based skills. These include research-based practices for creating welcoming environments, increasing effective communication, building family relationships, developing collaboration strategies, and supporting student achievement. This vital asset for classified employees directly responds to educational partner feedback.|RUSD utilizes the Family Engagement Framework from the California Department of Education and the Parent Teacher Association (PTA) National Standards for Family-School Partnerships as vital roadmaps for working with families and the community to support student success.  In conjunction with these guidelines, site administrators develop goals and measures for family engagement through their school plans. The annual measure to meet and exceed in this area motivates staff and administrators to see the value in consistently improving relationships with families and the community.    Moreover,  through the Local Control Accountability Plan (LCAP) actions, the district team regularly conducts multiple outreach efforts in collaboration with the district’s Family Resource Center to ensure all students and families have a voice on issues impacting schools.  Opportunities for family engagement include multicultural celebrations, achievement recognitions, student performances, informational meetings, family forums, parent discussion groups, school site events, teacher conferences, district-wide engagement events, and workshops to support learning and wellness. The utilization of Parent Square serves as a powerful communication tool for schools by streamlining and centralizing communication between educators, students, and families through various channels, ultimately fostering greater engagement and a more connected school community.|Through results from the annual Culture and Climate Survey, the LCAP family forums, and parent advisories and regular surveys, RUSD appraises family engagement activities to determine what resources are needed at school sites and the district level to provide equitable family engagement practices.  The district has developed a goal to systematize family engagement practices based on educational partner feedback. It is committed to alleviating barriers that may prevent families from accessing resources and services. Schools develop site goals to create campus climates that welcome all families into the school community, foster communication with students, parents, and family members,  and support student success.    While RUSD provides in-house training, the district also partners with the Riverside County Office of Education (RCOE) to coordinate additional professional development opportunities for administrators, teachers, and classified staff to learn how to create welcoming school climates for families and communities, build relationships with students and families, and communicate effectively out to the community.  These professional development opportunities are offered through in-person and/or synchronous online training. Riverside Unified is fully committed to a continuous improvement cycle in building relationships between school staff and families for unduplicated students and families.|District staff provides schools with guidance and training for increasing family engagement and its impact on student outcomes.  As part of RUSD equity efforts and input from parent-led groups, an expanded focus has been placed on providing sites with training to increase the participation of families of underrepresented students. This includes home visits, improved two-way communication, and streamlined processes in efforts to connect families swiftly to the district’s Family Resource Center.  RUSD utilizes the district-wide Culture and Climate survey, where results are used to identify growth opportunities related to family engagement, a sense of belonging, building relationships, and providing a positive school climate.    Schools have taken proactive steps to address “sense of belonging” with more actions for students and families to become involved at school and participate more regularly in activities such as Back to School Night, Open House, site-level family education nights, family forums, and showcase events for arts, athletics, and STEM.  All of this is done in a concerted effort to create opportunities that will open doors to families and build relationships, leading to increased family engagement.  The district’s partnership with Community Engagement Initiative (CEI) with schools across the state offers a valuable opportunity to share best practices regarding family engagement, leading to significant benefits such as improved student academic achievement, enhanced social-emotional development, increased attendance rates, and a stronger sense of belonging for students and their families within the school community. This information is cascaded to schools throughout the district.|Based on valuable educational partner input, RUSD is committed to connecting with our families through our Family Resource Center (FRC), housed at multiple locations to be accessible to families across the district. The FRC connects families to the support and services provided by the district and a host of community organizations.  The FRC team develops meaningful partnerships with parents and caregivers to support student learning, student wellbeing, and pathways to college and career. With their mission to “improve student learning and development, strengthen family practices, and leverage school programs by integrating resources and services from the community,” the FRC provides comprehensive services for students and families to address and remove barriers to learning.  A whole-child approach ensures that schools, families, and communities partner to support students' health, safety, and engagement.  Parent workshops and family engagement academies empower families to support learning at home, navigate the school system, and access essential district and community resources.   Workshops and activities are scheduled regionally throughout the district.|All schools and district departments develop goals focused on creating welcoming school climates, building respectful and inclusive school communities, sharing information between schools and families, and supporting student success by sharing information about student progress and supporting learning by engaging families.  Through these actions, RUSD schools are increasing their capacity to partner with families to support student learning and development, increasing communication to discuss student progress, and supporting families in understanding their rights and becoming advocates for their student(s) and schools.   Additionally, the RUSD Culture and Climate survey outcomes provide leaders with valuable information to shift and revise practices to meet the needs of all families, with particular attention to underrepresented families. Analyzing the data from the survey provides invaluable insights into the lived experiences and perceptions of our students, families, and staff, highlighting both our strengths and areas where schools can strategically focus our efforts to cultivate a more positive, equitable, and supportive learning environment for everyone in the school community. Schools then make data-informed decisions to implement targeted interventions and foster a stronger sense of belonging, safety, and engagement.|RUSD values parents and other partners as a vital part of the decision-making process.  The District is proud to partner with many parent committees, such as the Riverside Council Parent Teacher Association (RCPTA), District African American Parent Advisory Committee (DAAPAC), Special Education Community Advisory Committee (SECAC), District English Language Advisory Council (DELAC), La Comunidad Latina de Riverside, Somos Dual Language Immersion (DLI), Native American Parent Advisory, and the LCAP Parent Advisory Committee. At the school site level, the schools partner with Parent Advisory Committees (PAC) and School Site Councils (SSC) to seek input in the school’s decision-making process. These groups provide a feedback loop, providing the district and schools with valuable perspectives from families.|One major area of focus is increasing the voice of families of underrepresented students through enhanced, targeted communication about community resources and decision-making opportunities. RUSD conducted in-person and virtual sessions with families and communities to gather input in addition to feedback via surveys. These are improved practices from previous years and continue to reflect and gather feedback to improve the engagement of families. Additionally, families who participate in the Parent Institute for Quality Education (PIQE) gain valuable knowledge and skills to navigate the educational system, effectively support their children's academic success and social-emotional well-being, and become strong advocates for their children's educational journey, ultimately increasing high school graduation rates and college attendance. This is offered at more schools annually.|RUSD regularly reflects and adjusts its efforts to engage underrepresented families. Based on family feedback, the district began transitioning to a comprehensive communication platform, Parent Square, to increase two-way communication and foster improved collaboration, engagement, and real-time analytics for reflection and consistency. This shift to the utilization of Parent Square has significantly increased two-way communication with the school and between parent and teacher.  As data is collected regularly, with increased access to families by delivering content in the families’ home language, the district can adjust efforts to maximize communication and collaboration between families and schools, particularly with underrepresented families. Additionally, communication toolkits and resources are delivered and used as training for school sites to maximize their efforts to engage with families.|4|4|4|4|3|4|3|3|4|4|4|4|Met||2025-06-26|2025
33672150126128|REACH Leadership STEAM Academy|3|The LEA currently offers school-wide activities and support groups that promote family engagement: (1) Parents meet the teachers, support staff, and administration the week before school starts in our annual Meet and Greet, and again during Parent-Teacher conferences in the fall.  During these events families also learn about REACH’s program and extracurricular activities; (2) Communication updates are sent via ParentSquare which allows parents to translate postings into other languages. ParentSquare has allowed the administration to collect feedback on school policies and procedures that otherwise might not have been brought to their direct attention. (3) The governing board and parent committees, i.e., School Site Council, African American Parent Advisory Committee (AAPAC), and English Language Advisory Committee (ELAC), are spaces for parents to connect with school administration and leadership to provide feedback.|Our African American student population is currently yellow on the CA Dashboard for performance levels in English Language Arts and currently orange on the CA Dashboard for performance levels in Mathematics. Our Hispanic/Latino population is currently orange on the CA Dashboard for performance levels in English Language Arts and Mathematics. To increase participation and awareness from these parent groups, (1) The LEA currently has an African American Parent Advisory Committee (AAPAC) composed of a diverse and dedicated group of parents that are concerned with the narrative data depicted; (2) School Site Council (SSC)  is another means by which parents are able to participate in school governance and decision making; (3) Parents of students who are learning English as a second language are invited to participate in ELAC meetings twice in a year as a means to get connected, stay informed, and to voice concerns about their unique experiences in accessing teachers, school personnel and academic materials.|The LEA has parent engagement committees that aim to authentically engage all parents in the academic and social-emotional development of their children. The School Site Council (SSC) is currently in its fifth year of implementation and its primary focus is to engage their parent peers. The school administration has presented local assessment data, Local Control and Accountability Plan and LCFF funds, and a School-wide Action Plan. As a committee composed of a parent majority, the SSC (1) aims to utilize its public meetings as a space for parents to address the LEA’s academic offerings and progress towards goals; (2) brainstorm school-wide activities that support all students especially our underrepresented/unduplicated population; and (3) brainstorm ways on how to support other committees.|The LEA has created platforms for our families to receive the resources, support, and necessary information to help our scholars progress in academics. Throughout the year, there are opportunities for our families to be involved in the educational process for their children. The LEA holds math nights for families and scholars, parent-teacher conferences, a STEAM Expo, and informational meetings (SSC, LCAP)  throughout the year to help support improved student outcomes. We want all parents, regardless of their background, to feel heard and supported. The LEA currently has a homeless liaison that provides identified families with community resources and supplies families need, including but not limited to, nonperishable food items and clothing. We also have a SART team that supports families of scholars who are chronically absent. Meetings take place with the families of scholars who are truant to identify ways in which we can support the scholars in coming to school on time.|The LEA has several events and activities designed to effectively and authentically improve parent relationships, partnerships, communication and access to information. As a general rule, all on-site activities are well-attended by families. Two-way parent-to-school communication is regular and continuous. The LEA gathers parent feedback annually as a means to improve and strengthen ties. However, one identified area of improvement is parent involvement in the evolution and continuous improvement loop of the Local Control and Accountability Plan (LCAP) and its service to our student population. Parent feedback is solicited each year. Parents are strongly encouraged to attend planning meetings and to participate in surveys related specifically to LCAP goals, action, and service, yet the LEA continues to receive a minimal and tepid response from parents in comparison to other school-wide events, activities and initiatives. With a focus on equitable access, the goal in the 2025-26 school year shall be to continue to improve parent participation by sharing LCAP goals on all communication channels, including social media, sharing meeting dates well in-advance of planned meetings, providing incentives for attending, as well as communicating information around the significance of the LCAP in more parent-friendly terms, reaching out to parents directly emphasizing the importance of their attendance drawing the correlation between individual parent involvement and its influence in how money is allocated within the organization.|An identifiable area of growth would be for staff to continue to seek opportunities to learn about the cultures of our families, especially since the school has attracted a large number of immigrant families. These families represent countries in Asia/Southeast Asia and the Middle East, which make up a small number of our minority demographics. We have honored and celebrated many cultures during designated months. However, we can improve in advertising and showcasing the many things we do to celebrate different cultures throughout the school year. This school year, the LEA marked on the calendar monthly cultural celebrations to continue to be inclusive as it relates to highlighting the unique contributions that every culture adds to our school community and beyond. We will continue to calendar monthly cultural celebrations and will also update our families on the events and outcome of the events highlighting each cultural celebration by posting on our school website and social media pages.|The LEA currently has parents on its governing board which adds knowledge and perspective to the decisions that impact our families. Other parent committees (SSC, AAPAC, & ELAC) also allow opportunities for parent voice and choice related to key financial decisions around curriculum and material purchases as well as other actions and services offered to students. The LEA also sends annual climate surveys to parents, staff, and students. The sections and questions have remained relatively unchanged in the last few years so that the administration can draw longitudinal conclusions for the Local Control and Accountability Plan and other plans.  The LEA understands that ample notice is needed for parents to secure time and childcare. Our event calendar is posted during the summer so parents can look at a glance and anticipate events. As the event gets closer, flyers and digital reminders are sent home.|The LEA shall continue to seek input for decision-making as identified in the sections above. The LEA is committed to its education partners having a strong voice and taking part in the decision-making. We have solicited input from our SSC as it relates to our LCAP goals and budget. This school year we are including the AAPAC (African American Parent Advisory Committee) and ELAC (English Language Advisory Committee) committees in the decision-making for our school in relation to the LCAP and will continue to do so in the coming school year (2025-2026). As previously mentioned, the LEA will also commit to improving our attendance at informational meetings that will allow our families to have a voice in how the school is governed and how funds are allocated to improve student outcomes.|To improve engagement for underrepresented families, the LEA shall continue with its outreach to homeless and foster youth families, starting with identifying families in need at the start of each school via survey response data. In addition, the ELAC (English Language Advisory Committee), AAPAC (African American Parent Advisory Committee) and School Site Council (SSC) Committees are intended to provide a platform for all parents to be heard and to disseminate data in formats that are more accessible to the different cultures that are represented. The LEA shall continue to use translation services to ensure all parents can access school information and shall provide information and training intended to develop parent knowledge and skills related to methods for working together in ways that benefit underrepresented students in particular. Our homeless liaison reaches out to families directly informing them of ways in which the LEA can provide support and assistance in areas of need. The committees, in particular, are designed to seek input from families that would not otherwise participate in open forums. The LEA shall continue to seek ways to make information more readily available to underserved families by assisting them in making their presence and voices heard in ways that are productive to improve student outcomes.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
33672310000000|Romoland Elementary|3|The district continues to demonstrate a strong commitment to building meaningful relationships with parents and families. Staff across all schools express a clear desire to connect with families and increase engagement and communication. Tools such as ParentSquare, the Aeries Parent Portal, and Teacher/Parent Goal Setting Conferences are consistently used to promote transparency and two-way communication. Schools maintain a warm and welcoming environment, supported by ongoing professional development focused on family engagement and the regular collection of feedback from parents and community members. Parent volunteer trainings further strengthen the connection between schools and families.|As the district reflects on areas for growth, key priorities include deepening staff understanding of families’ backgrounds and cultures, expanding the topics of Parent Nights based on parent input, and creating more opportunities for cultural celebrations. There is also an expressed interest in representing community culture through cafeteria offerings.|Additional support is needed for staff to learn about families’ strengths, languages, and goals for their children, with a particular focus on strengthening relationships with socioeconomically disadvantaged families. Strategies to foster stronger teacher-family connections include enhanced communication practices, home visits, and offering refreshers on the Navigating Difference training, along with other relevant professional learning opportunities.|The district is committed to building strong partnerships with families to support student success. Current strengths include the effective use of Community Engagement Clerks and Parent-Teacher Conferences to connect families with community resources and to foster two-way communication. Intake meetings and ongoing education about how parents can be involved in schools help create a foundation for engagement. Teachers actively partner with families, and the district’s Parent Engagement and Foster Youth Liaison plays a vital role in coordinating support and advocacy. ParentSquare continues to be a powerful platform for sharing information about resources, supports, and ways to advocate for student needs.|To strengthen these efforts, the district recognizes the need for continued opportunities where families and staff can come together to learn collaboratively. Additional professional learning for staff is also a priority to enhance their capacity to engage families effectively.|Families have expressed a desire for more educational opportunities, particularly around understanding their rights. Expanding Parent Information Nights across all grade levels—while ensuring they remain accessible, welcoming, and informal—will help foster trust and build stronger, more informed partnerships that contribute to improved student outcomes.|The district demonstrates strong practices in engaging families as partners in the decision-making process. There is intentionality in building the capacity of families to contribute meaningfully, and consistent efforts are made to include them in opportunities to learn more about school and district initiatives. Parents are invited to serve on various committees and teams, both at the school site and district levels, ensuring that their voices are considered in shaping programs and policies.|As the district looks to improve, it recognizes the importance of expanding outreach efforts to engage a wider range of cultural groups and to ensure all families feel welcomed and heard. Strategies for growth include providing a clear, accessible one-pager at each school with information about the Parent Ambassador role, increasing parent input during meetings, and offering personal invitations to encourage broader participation in formal committees and decision-making forums. These efforts will further strengthen inclusive practices and support more representative and responsive family engagement across the district.|Education partners continue to express that virtual options for parent engagement are beneficial since they provide families with flexibility for engagement, and thus, virtual options for parent/guardian engagement on LCAP teams, councils, and advisory committees should continue to be integrated into meeting options for participation.|4|4|3|5|3|4|4|4|5|4|4|4|Met||2025-06-17|2025
33672490000000|San Jacinto Unified|3|San Jacinto USD currently has 7 different family advisory groups that include Foster Youth/McKinney Vento, Native American, African American, Latino, Special Education, English Learner and LCAP. The family advisory groups are very active and meet at least three times per year to review student data and provide feedback for improvement.|While some of our family advisory groups are currently led and facilitated directly by parents, our focus area is to support our families in a way that allows both increased participation and leadership of each meeting. This is combined with a common goal of improving student outcomes based on dashboard data.|Our District will continue to offer multiple opportunities for underrepresented families to participate in our annual surveys, various family advisory groups and our LCAP Family Advisory Council. Our District also has provided funding for each of our family advisory groups to support activities that will directly impact our students.|According to our most recent survey data with 1032 families, 97% of families responded favorably to feeling welcomed at the school and 97% responded favorably that their school keeps them regulary informed of important dates and events. Between our fall and spring surveys, the results showed growth in families feeling teachers regularly communicates about their child's academic levels and progress.|Our focus area for improvement is to increase the overall percentage of our families that complete our fall and spring surveys. This will allow us to have more accurate data about what is working and what areas we need to improve in to build relationships between school staff and families. Based on our most recent survey data, our area for improvement is asking and encouraging families to participate in advisory groups or decision making at school or the district, which only 86% responded favorably.|Based on our analysis, our District is committed to continue engaging our families that are underrepresented by intentionally reaching out for participation in our parent advisory groups and councils and to offer support to complete our survey for both fall and spring. Based on our current feedback, we plan to continue to offer both in person and hybrid options for the various parent engagement opportunities.|Our strength is that we solicit feedback through a variety of family engagement activities. We also summarize the feedback that we receive from educational partners and identify the specific areas that are included in our LCAP based on their feedback.|Our focus area is to continue to increase educational partner participation and input, as well as improve relationships with our current partners so the input they provide is authentic. We also intend to go beyond student focus groups and increase student voice by incorporating our students into our LCAP Advisory Council.|One of our efforts to improve the engagement of underrepresented families is to establish a target percentage of surveys to be completed by specific student groups so that our data is more accurate.|4|4|4|3|2|3|3|3|3|3|3|3|Met||2025-06-16|2025
33672496114748|San Jacinto Valley Academy|3|SJVA has a Learning Partnership Agreement in place for all students in grades TK-12. The LPA specifically states the expectations for staff, students, and parents/guardians in creating a shared responsibility for educational outcomes. SJVA also includes parents in all school wide events by allowing parents to volunteer by helping oversee projects, activities and supervise. We also encourage our parents to become parent volunteers on field trips to help chaperone small groups. Weekly and monthly newsletters are also sent home to our families with current events taking place and highlights throughout the month. SJVA provides multiple layers of support to promote the success of all students. SJVA has employed additional instructional aides and tutors to support struggling students. SJVA provides enrichment opportunities during and after school to ensure students are meeting and exceeding academic standards. SJVA conducts regular Student Success Team meetings to customize instruction and support to meet the needs of all students. SJVA has been active in expanding its Career Technical Education offerings to provide more education opportunities for students.|At San Jacinto Valley Academy, we actively involve and seek input from all stakeholders in school decision making by appointing representatives to our governing board, advisory committees, and a School Leadership Team. We currently have parent representatives on our governing school board. The parent representatives attend all school board meetings and provide effective and meaningful input in the decision-making process. Parent representatives are also part of our Site Advisory Committee (SAC) and Parent Advisory Committee (PAC). These representatives provide input and feedback on multiple subjects including, effective school-to-home communication processes, school website and calendar, upcoming events, and updates on the LCAP goals and metrics. We believe the active involvement of parents is critical to student and school success. Our School Leadership Team is made up of administration, deans, learning community coordinators, grade level and department leads, counselors, and support staff. The Leadership team helps guide and direct the overall direction of the school and while also focusing on pedagogical leadership of the academy. Parents may also provide input and feedback through the annual LCAP survey. Parents participate in surveys to determine their contentedness and overall perception of the school.|SJVA will continue to reach out to parents and families in their native language, invite them to school events, and provide them with additional resources to help ensure they have the knowledge and access to help support their students' success.|SJVA has a Learning Partnership Agreement in place for all students in grades TK-12. The LPA specifically states the expectations for staff, students, and parents/guardians in creating a shared responsibility for educational outcomes. In addition to the LPA, SJVA’s Student Success Team (SST) process includes all areas of concern: attendance, academic, social, and behavioral. The team includes, but is not limited to the following: counselors, teachers, parents/guardians, students (if appropriate), and administrators. To best support students who are in need of academic support in grades 6-12, SJVA has a designated staff member to work with students who have missing assignments or those who have a grade of D or F. Our staff member contacts the student and parents to discuss how we can best support the student to make up missed assignments and/or to retake a test. Elementary students who are identified as being at risk and not meeting grade level standards are invited to attend after school intervention. They also receive targeted intervention throughout the school day in the form of small group instruction and working with instructional aides. Enrichment: At the end of each school day, students are invited to attend Enrichment classes with teachers and/or tutors. Enrichment is an opportunity to work on missing assignments, work on projects with assistance, study for a test, or to retake a test.|SJVA will continue provide a variety of opportunities and resources to help improve student outcomes through interventions, accelerations, and a various pathways and options.|SJVA will continue improve communication, utilize the counseling department for supports and resources, and continue to provide offerings to these student gro|At San Jacinto Valley Academy, we actively involve and seek input from all stakeholders in school decision making by appointing representatives to our governing board, advisory committees, and a School Leadership Team. We currently have parent representatives on our governing school board. The parent representatives attend all school board meetings and provide effective and meaningful input in the decision-making process. Parent representatives are also part of our Site Advisory Committee (SAC) and Parent Advisory Committee (PAC). These representatives provide input and feedback on multiple subjects including, effective school-to-home communication processes, school website and calendar, upcoming events, and updates on the LCAP goals and metrics. We believe the active involvement of parents is critical to student and school success. Our School Leadership Team is made up of administration, deans, learning community coordinators, grade level and department leads, counselors, and support staff. The Leadership team helps guide and direct the overall direction of the school and while also focusing on pedagogical leadership of the academy. Parents may also provide input and feedback through the annual LCAP survey. Parents participate in surveys to determine their contentedness and overall perception of the school.|SJVA will continue to offer a variety of surveys, advisory committees, and meeting with stakeholders to receive feedback leading to the decision making process of the school.|SJVA will continue to offer a variety of surveys, advisory committees, and meeting with stakeholders to receive feedback leading to the decision making process of the school. Communication and translators will be made available to help increase access to all students.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
33736760000000|Coachella Valley Unified|3|CVUSD invited parents/families to participate in a local LCAP Survey, to determine what are our strengths in building relationships between school staff and families, and what are some areas for improvement. There were 7,335 participants who responded to the family survey. The following questions are from the LCAP Survey:   •	My student’s teachers communicate their academic progress to their students and their families regularly.             o  93% agreed /strongly agreed  •	My culture, opinions, and input are valued at my student’s school.              o	93% agreed /strongly agreed  •	As a parent/guardian, I feel welcomed visiting my student’s school.              o	92% agreed /strongly agreed  In analyzing individual response from parents/families, the following areas of strength were noted: Participants expressed gratitude for being kept informed about their children's progress and school activities. This indicated that regular updates and transparency in communication are valued. Effective Use of Technology: Some participants mentioned the use of apps like Class Dojo as an effective way to stay updated about their children's activities and progress. This suggested that leveraging technology could enhance communication between the school and parents. Some participants expressed a desire for more communication, particularly regarding their children's academic progress and any incidents at school. This showed that parents value frequent and detailed communication.|Based on data from the LCAP Survey, some participants expressed a desire for more opportunities for parent involvement in the school. This could include workshops, parent-teacher meetings, or opportunities to participate in school events.  50% of participants agreed and 43% strongly agreed that they consistently receive information and updates from the school/district. Effective communication between parents and schools is crucial for supporting student learning and addressing any issues promptly.  Some participants expressed a desire for more communication, particularly regarding their children's academic progress and any incidents at school. This shows that parents value frequent and detailed communication.  Improving communication with parents could lead to stronger parent-school partnerships, which could support student success and well-being.|Based on the educational partner's local data, CVUSD will continue actions newly implemented in 2024-25, as well as new actions for the 2025-26 school year. In 2024-25, CVUSD implemented the ParentSquare App, which provided the opportunity for immediate, focused district-wide messaging which could be utilized by school and district staff. Another communication system that was implemented in 2024-25 was the Raptor system which allowed for real-time communication with parents in the event of a school incident or emergency. In addition, each school had a full-time parent liaison to assist and support parents as needed. The district and school sites will continue to offer parent workshops, training, resource fairs and more. One area of improvement that CVUSD is focusing on is securing translation services for a segment of our parent community who speak Purepecha.|CVUSD invited parents/families to participate in a local LCAP Survey, to determine what are our strengths in building relationships between school staff and families, and what are some areas for improvement. The following questions are from the LCAP Survey:  My student’s teacher creates a positive change in my child’s learning. 94% agreed/strongly agreed  I consistently receive information and updates from the school/district:  94% agreed/strongly agreed  The use of the ParentSquare App has vastly improved the schools’ and the district’s ability to communicate quickly and regularly with parents and staff, and will soon be expanded to include students.|CVUSD was successful in providing families with the information and resources they needed to support student learning. Many departments worked collaboratively to ensure that students and parents had the tools they needed for students to be successful. Our Parent Community Liaisons were changed from part-time to full-time positions, so they were more available to family members seeking assistance with school, district and community resources, and also provided parent workshops on various topics requested by parents.|CVUSD will continue and improve upon providing all families with opportunities to provide input on policies and programs, and seek input from any underrepresented groups in the school community.  Through the LCAP Family Survey, we were able to get feedback from 7,335 parents.|CVUSD invited parents/families to participate in a local LCAP Survey, to determine what are our strengths in building relationships between school staff and families, and what are some areas for improvement. The following questions are from the LCAP Survey:  The school/district provides opportunities for parent involvement and to provide input for decision making. 89% agreed/strongly agreed  My culture, opinions, and input are valued at my student’s school. 93% agreed/strongly agreed|Building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making will continue to be a focus area in the coming year. We have made progress in this area by providing workshops at the school and district level, as well as LCAP sessions where participants are encouraged to provide feedback in person, in writing, or in response to a survey.  Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. CVUSD will continue to reach out to parents and community members to include them in advisory committees at the school (SSC and ELAC) and district level (District English Learner Advisory Council (DELAC),  Indian Ed Parent Advisory (IEPAC), District PAC, Special Education PAC, LCAP Advisory Committee, and more.|CVUSD will continue and improve upon providing all families with opportunities to provide input on policies and programs, and seek input from any underrepresented groups in the school community.  Through the LCAP Family Survey, we were able to get feedback from 7,335 in Spring 2025. Additionally, CVUSD will improve upon building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making. CVUSD’s Parent and Community Engagement Manager will work closely with site administrators and site Parent Liaisons to develop opportunities for parents to provide input for decision making.|4|4|4|5|4|5|5|5|4|4|4|4|Met||2025-06-26|2025
33736760121673|NOVA Academy - Coachella|3|LEA strengths in the area of “Building Relationships Between School Staff and Families” include a wide variety of opportunities for school staff and parent engagement, including Parent University, ELAC, School Site Council, and Wellness Committee meetings, as well as consistent communication regarding campus activities and events via weekly newsletters.|An area of potential improvement within this category is the percentage of parents participating in school events and attending meeting opportunities with faculty.|LEA efforts to continue improvement in this focus area will include providing additional parent meeting opportunities, such as Parent/Teacher conferences, as well as expanded outreach and greater flexibility to encourage participation among non-English speaking parents, parents of EL and SPED students, and other underrepresented families.|LEA strengths in the area of “Building Partnerships for Student Outcomes” include: campus-wide implementation of Visible Learning strategies; regularly scheduled professional development meetings and faculty collaboration time; Social-Emotional Learning exercises in Family class (homeroom); and ongoing use of Renaissance Star benchmark assessments to evaluate student progress.|An area of potential improvement within this category is the reinforcement of key ELA and Math skills within other classes. Due to the impact that proficiency in the core skills of these subjects has on success within other fields of study, inter-departmental collaboration in supporting these skills is crucial to student success.|LEA efforts to continue improvement of student outcomes and engagement with underrepresented families will include: additional counseling department supports (college pathways, SEL, and grade-level presentations); collaboration among faculty in the review of benchmark assessment results; campus-wide student engagement events (multicultural day, red ribbon week, family feast, spring fiesta, etc.) and school activities (spirit & academic assemblies); and seeking additional opportunities for stakeholder partnerships at student and parent events.|LEA strengths in the area of “Seeking Input for Decision-Making” include an exceptionally high participation rate among students for annual feedback surveys, as well as the offering of numerous input opportunities throughout the year, such as Parent University events and meetings of the SSC, ELAC, and PAC.|An area of potential improvement within this category is the number of parents participating in feedback opportunities, with only a small portion of parents regularly attending campus events and the majority of parents not completing the Family-School Relationship Survey.|LEA efforts to continue improvement in this focus area will include: expanded outreach efforts and participation incentives for Parent University meetings, SSC, ELAC and PAC; providing additional opportunities for educational partners to provide input via flexible meetings, online surveys, opinion/feedback cards at events, and direct follow-up outreach; and exploring more personalized approaches for seeking stakeholder input, especially when inviting underrepresented families to participate.|4|4|4|4|4|4|3|2|5|3|4|5|Met||2025-06-25|2025
33751760000000|Lake Elsinore Unified|3|According to the 2025 LCAP annual survey, 65% of staff indicate that LEUSD is at full implementation or full implementation with sustainability as it relates to creating welcoming environments for families and the community. LEUSD increased its ability to build relationships in the 2024-2025 school year by providing multiple opportunities to engage with LEUSD and the community through the Family Financial Literacy Night, Winter Fest, Step Up and Kick Off Spring event and multiple advisory and input opportunities for parents and families.|According to the 2025 LCAP annual survey, 60% of staff indicate that LEUSD is at full implementation or full implementation with sustainability as it relates to building relationships between school staff and families. The LCAP community forums reinforced the desire to build strong relationships between LEUSD and its community. The Superintendent's Advisory Committee was formed in the 2023-2024 school year to encourage student voice among the high school students on matters of importance in LEUSD. Informed decision making between LEUSD and its educational partners continues to be a focus in the school district.|According to the 2025 LCAP annual survey, 55% of staff indicate that LEUSD is at full implementation or full implementation with sustainability as it relates to engaging parents and families strengths, cultures, languages and goals for their children.  Several advisory groups help parents/families to be engaged with their children as well as their families needs such as the District English Language Advisory Council, the Foster Youth Parent Advisory Council, the African American Parent Advisory Council, the District Advisory Council as well as the Parent Power Network (sponsored by the Special Education Department), to name a few.|"Strengths: Lake Elsinore USD values the relationships and partnerships it continues to hold with students, families, and staff members. Feedback was gathered through the LCAP survey, committee involvement, and the Superintendent’s Listening Tour. Parents rated the highest involvement statements having to do with ""Grade level expectations are clearly communicated"" (88%), ""Classroom resources help support my child"" (86%) and ""LEUSD is providing a safe environment"" (91%). While parents rated their involvement on committees much lower (25%), involvement takes many forms and thus their commitment to keep the school up to date and monitor communication is noteworthy. Seventy-six percent (83%) of parents believe trusting relationships are created between staff and their student). And eighty-six percent (93%) of parents believe trusting relationships are created between staff and parents/guardians. LEUSD has continued to offer the Student and Families Essential Resources (SAFER) program which helps students and families in need – specific to homelessness and poverty."|Focus Areas: LEUSD has continued to recognize the need to provide professional learning to teachers and principals on how to improve the school’s ability to partner with families – to provide information and resources to aid student learning at home, and how to support families in their understanding of how to exercise their legal rights to advocate for their students. To increase engagement with underrepresented families, six areas have been identified by the Superintendent’s Listening Tour which has resulted in the following District Priorities: Academic Excellence, Student Well-Being, Empower Staff, Family/Community Engagement, Effective Governance and Educational Environment.|To increase engagement with underrepresented families, six areas have been identified by the Superintendent’s Listening Tour which has resulted in the following District Priorities: Academic Excellence, Student Well-Being, Empower Staff, Family/Community Engagement, Effective Governance and Educational Environment.|Strengths: In 2024/25, LEUSD continued its partnership with advisory groups: PTSA, the SPED Parent Power Network, the African American Parent Advisory Committee (AAPAC),the English Learner Advisory Committee (ELAC)/District English Learner Advisory Committee (DELAC), Foster Youth Parent Advisory Council (FYPAC) and Title I parent meetings at all school sites to provide District staff the input from various groups, inclusive of underrepresented groups, in the school community. Internal partnerships with District administrators were also fostered in 24/25; specifically, to build their capacity on the knowledge and use of the LCAP Goals and Actions. By building capacity in these groups, a better understanding of how parent advisory groups, district departments, and district sites can be more in alignment to the goals and actions outlined in Goal One: Academic Excellence.|Focus Areas: Even though there has been a commitment to regularly engage with these groups, there remains much work in the areas of supporting principals to support underrepresented groups, supporting families to actively engage and participate in advisory groups, supporting families to become involved in policy making, and supporting school sites to partner with families to offer additional family engagement activities. These areas will be addressed next year specifically by District staff to not only offer professional learning support, but also to survey families in these specific areas on progress made by the district.|In order to address the need of improving engagement of underrepresented families, District staff will offer professional learning support and will also survey families in specific areas on progress made by the district.|4|4|4|4|3|3|4|3|3|3|3|3|Met||2025-06-12|2025
33751760120204|Sycamore Academy of Science and Cultural Arts|3|Through the analysis of feedback from educational partners and local data, the LEA demonstrates strong and ongoing progress in strengthening connections between school staff and families. Among its key strengths are intentional and proactive communication strategies that promote collaboration and shared understanding. The LEA consistently engages families through initiatives such as town halls, family-focused events, and clear, accessible communication channels, all of which help build transparency and trust. A continued emphasis on inclusivity is evident in the LEA’s efforts to honor diverse voices and apply culturally responsive approaches to family engagement. As a result, the LEA has continued to see increased parent participation, positive responses from families, and a more supportive environment that nurtures student well-being and academic success.|Drawing from educational partner input and local data, the LEA has identified key areas for growth in strengthening relationships between school staff and families. One priority is expanding outreach to better engage the diverse communities within the school population. Although meaningful progress has been made in this important area, we acknowledge the ongoing need for growth and improvement to ensure that all families feel fully engaged and supported throughout their child’s educational experience.  There is also an opportunity to improve communication by leveraging technology more effectively. Feedback indicates that more consistent and clearly structured communication would enhance family engagement and satisfaction. There is also a recognized opportunity to continue to provide staff with targeted training aimed at improving family engagement through effective communication and collaboration.  These identified areas for improvement present valuable opportunities for Sycamore Academy to deepen its connections with families and foster a more inclusive, supportive environment for all students.|Utilizing educational partner input and local data, Sycamore has continued to follow our strategic plan to strengthen engagement with underrepresented families, as identified during the self-reflection process focused on building strong school-family relationships.  To begin, Sycamore will continue to launch targeted outreach efforts tailored to the unique needs and preferences of underrepresented families. These efforts will include culturally responsive communication practices and translated materials to help overcome language barriers.  In addition, the school will improve access to information and participation opportunities by expanding its use of diverse communication platforms, such as social media, mobile apps, and community forums, to better connect with families who may not typically engage through traditional channels.  Sycamore will also work to foster more inclusive and welcoming environments during school events and meetings, ensuring that all families feel seen, valued, and respected. This may include offering interpretation services, using culturally sensitive signage, and hosting activities that honor and celebrate cultural diversity.  Finally, the school is committed to providing ongoing professional development for staff to deepen their understanding of the challenges underrepresented families may face. These trainings will equip staff to build trust and cultivate meaningful relationships across the school community.  Through these initiatives, Sycamore seeks to create a more inclusive, supportive environment where all families are empowered to actively engage in their children’s educational journey.|Informed by educational partner input and local data, Sycamore continues to demonstrate notable strengths and measurable progress in building partnerships that support positive student outcomes. A key strength lies in its strong collaborations with community organizations and local businesses, which provide valuable resources that enhance student learning through real-world, hands-on experiences.  Sycamore also excels in cultivating strong relationships with parents and guardians, engaging them meaningfully in school decision-making and educational planning. Through platforms such as the School Site Council, the Sycamore Foundation, Board representation, town halls, and surveys, families play an active role in shaping the educational experience. This shared responsibility fosters alignment between home and school, contributing to increased student engagement and academic success.  Moreover, Sycamore exhibits strong leadership in using partnerships to close equity gaps and promote inclusivity. Data shows that targeted initiatives supporting diverse student populations are continuing to make a positive impact, improving outcomes and ensuring equitable access to resources and opportunities for all learners.  Together, these strengths reflect Sycamore’s deep commitment to a holistic, partnership-driven approach that enhances student achievement and supports the entire school community.|Through the continued analysis of educational partner input and local data, Sycamore has identified several key areas for growth in strengthening partnerships that support student outcomes.  A primary area of focus is increasing the sustainability and depth of existing collaborations. The findings continue to highlight the need for more structured, long-term partnerships with community organizations and local businesses to ensure lasting impact and consistency.  Expanding the diversity of partnerships is also a priority. While current collaborations remain strong, we will continue to broaden engagement by reaching out to partner with a wider range of stakeholders, such as grassroots organizations, non-profits that serve specific student needs, and industries aligned with emerging career fields.  Sycamore still recognizes the need to enhance how partnerships are evaluated. By systematically collecting and analyzing data on the effectiveness and impact of these collaborations, the school can make informed decisions and refine strategies to better support student achievement.  Finally, the analysis underscores the importance of professional development for staff involved in partnership efforts. Training in areas such as effective collaboration, cultural responsiveness, and communication will equip staff with the skills needed to build stronger, more impactful relationships.  By addressing these focus areas, Sycamore is committed to strengthening its network of partnerships, expanding its positive influence on student success, and fostering a more inclusive, supportive educational environment for all learners.|Through an analysis of educational partner input and local data collected during the self-reflection process, Sycamore has developed a strategic approach to increase the engagement of underrepresented families and strengthen partnerships that support improved student outcomes.  Sycamore will prioritize culturally responsive outreach efforts aimed specifically at underrepresented families. This includes implementing targeted communication strategies that address cultural and linguistic barriers, such as the use of translated materials and inclusive, culturally relevant messaging.  To continue to ensure greater access to partnership opportunities, Sycamore will disseminate information about available programs and resources through multiple communication channels. These include community-based networks, social media platforms, and local events to better reach families who may not typically engage through traditional school channels.  Creating inclusive and welcoming environments for all families continues to be another key focus. Sycamore will provide accommodations, such as interpretation services, culturally relevant resources, and flexible event scheduling, to encourage participation and ensure all families feel valued and supported.  In addition, Sycamore will continue to strengthen collaborations with trusted community organizations that have established relationships with underrepresented groups. These partnerships will help ensure that school initiatives are aligned with the specific needs, experiences, and perspectives of the families they aim to serve.  Through these efforts, Sycamore is committed to building stronger, more inclusive partnerships that promote equitable family engagement and contribute to positive outcomes for all students.|Analysis of educational partner input and local data indicates that Sycamore demonstrates notable strengths and continued progress in engaging stakeholders in the decision-making process.  Sycamore has cultivated a culture of inclusivity and transparency, where families, community members, and educational partners feel valued and meaningfully involved. Stakeholders consistently report that their voices are welcomed and considered in shaping school policies, programs, and initiatives.  The school employs multiple effective methods to gather input, including surveys, focus groups, town hall meetings, and advisory committees. These varied platforms ensure that a broad range of perspectives are represented and that underrepresented voices are intentionally included.  Importantly, Sycamore is responsive to the feedback it receives, routinely using stakeholder input to guide improvements. This continuous feedback loop builds trust and ensures that decisions are informed by the lived experiences and needs of the school community.  These strengths highlight Sycamore’s commitment to collaborative and transparent governance, reinforcing its dedication to fostering a supportive, student-centered learning environment where all voices contribute to educational success.|Based on the analysis of educational partner input and local data, Sycamore has identified key areas for improvement in engaging stakeholders in the decision-making process.  A primary focus is expanding outreach efforts to ensure broader and more inclusive stakeholder participation. The data indicates an ongoing need for more intentional strategies to engage diverse community groups, particularly those who have been historically underrepresented in decision-making conversations.  Continuing to improve the clarity and transparency of communication around how decisions are made is also a priority. Stakeholders have expressed the need for better understanding of how their input is collected, considered, and used to inform school policies and practices.  In addition, Sycamore has recognized the importance of making input mechanisms more accessible. There is an opportunity to develop more user-friendly platforms and offer a variety of formats to accommodate different communication styles, languages, and access needs across the community.  To support more meaningful engagement, Sycamore will also focus on building capacity for collaborative dialogue. This includes providing training and resources for both staff and community members to strengthen facilitation skills and ensure that stakeholder feedback is translated into actionable and impactful decisions.  By continuing to address these areas for growth, Sycamore is committed to creating a more inclusive, transparent, and participatory decision-making process that genuinely reflects the diverse voices and priorities of the school community.|Based on educational partner input and local data, Sycamore has developed a strategic plan to improve engagement with underrepresented families in decision-making.  Sycamore will partner with trusted community groups to encourage participation and enhance communication by providing clear, multilingual information. Efforts will include offering virtual options, interpretation services, and flexible meeting times to create inclusive environments.  Staff will receive training in cultural competency and effective communication to support meaningful dialogue. These strategies aim to ensure family voices are valued and integrated into policies impacting student education and well-being.|4|4|4|5|4|4|5|5|4|5|5|5|Met||2025-06-23|2025
33751920000000|Temecula Valley Unified|3|Temecula Valley Unified School District (TVUSD) demonstrates a strong commitment to building meaningful relationships between school staff and families. According to recent educational partner surveys, 74% of parents/guardians agree that the district builds trusting and respectful relationships with families. Additionally, 73% believe that TVUSD creates supportive environments that promote student learning, and 70% feel the district values the diversity of students’ cultural and personal backgrounds. TVUSD’s strength in this area is further reflected in positive feedback regarding communication. Families report high levels of satisfaction with the district’s use of multiple, accessible communication platforms, including district- and school-level newsletters, social media updates, user-friendly websites, and direct communication via email and text messaging. These systems support transparency, build trust, and ensure families feel informed and connected to their child’s educational experience. In recent years, the district has also expanded opportunities for two-way communication, including forums such as parent advisory committees (e.g., DELAC, CAP, SCC, PAC, PTA), and regular feedback opportunities through surveys. These strategies help staff better understand and respond to the needs, values, and concerns of the community. TVUSD will continue to build on these efforts by increasing personalized outreach and expanding engagement opportunities for families who have been historically underrepresented in school decision-making processes.|TVUSD has identified key areas for growth in strengthening relationships between school staff and families, particularly around accessibility of information and increased opportunities for engagement. Feedback from educational partners and survey results point to a continued need to improve family engagement across the district. One major focus area is enhancing the accessibility and clarity of communication tools. The district is actively working to improve both district and school site websites to ensure information is easier to navigate, timely, and available in families' preferred languages. Through the implementation of a unified newsletter platform, all outgoing communication can now be automatically translated into multiple languages, helping to reduce barriers for non-English-speaking families. Additionally, survey data highlight a desire for more meaningful and consistent opportunities for families to engage in their children’s education. To address this, TVUSD is committed to expanding family engagement opportunities at both the district and site levels. This includes increasing the visibility and accessibility of parent advisory groups, listening sessions, and other involvement opportunities. The district is also refining its outreach strategies to better market and communicate how families can participate in school decision-making processes. By enhancing communication tools, diversifying engagement methods, and fostering inclusive environments, TVUSD aims to ensure that all families—especially those from historically underserved communities—feel welcomed, valued, and empowered to contribute to the success of their children and schools.|TVUSD is committed to improving engagement with underrepresented families, including those of low-income students, foster youth, and English learners. Analysis of educational partner feedback and survey data—particularly from the Family Survey of Safety, Climate, and Connectedness and the Family Survey of Engagement, Support, and Efficacy—indicates that some families feel less connected to schools or are uncertain about how to engage meaningfully in their child’s education. To address this, the district will continue to leverage the K-12 Insight platform as a key tool to promote communication and foster stronger relationships with these families. This accessible, user-friendly platform allows families to share feedback, ask questions, and express concerns in real time. It is prominently available on the district website and on every school site’s webpage, making it easy for families to engage regardless of language, schedule, or comfort with traditional engagement methods. In addition to using K-12 Insight, TVUSD is expanding outreach strategies to personally connect with families of unduplicated students. These efforts include targeted communications in multiple languages, collaboration with community liaisons and EL coordinators, and increased visibility of parent engagement opportunities such as DELAC, school site councils, and family workshops. By making communication more accessible, offering multiple pathways for input, and intentionally reaching out to underrepresented groups, TVUSD seeks to ensure that every family feels welcomed, heard, and involved in shaping their child’s educational journey.|TVUSD has made meaningful progress in building partnerships that support student outcomes by creating multiple, inclusive opportunities for families to engage with both school and district staff. A key strength is the district’s commitment to collaborative decision-making through active family participation in advisory and governance groups, including the District English Learner Advisory Committee (DELAC), site-level English Learner Advisory Committees (ELAC), Title I School Site Councils, the Community Advisory Committee (CAC), and Community Advisory Partners (CAP). These groups ensure that family voices—especially those of English learners and special education families—are included in shaping instructional programs and services. Parent Teacher Associations (PTAs) are active across all school sites and play a vital role in strengthening school communities. PTAs regularly coordinate family events at elementary schools and support student-focused programs at middle and high schools, fostering a strong sense of school connectedness that research shows contributes to positive student outcomes. Communication remains a foundational strength in TVUSD’s family engagement efforts. Each school site distributes newsletters with embedded translation features in over 100 languages, ensuring families from diverse linguistic backgrounds can access important information. In addition, the district-wide Let’s Talk platform provides a simple, accessible tool for families to directly communicate with site or district staff, supporting two-way communication and quick responses to questions or concerns. These systems reflect TVUSD’s ongoing commitment to fostering authentic partnerships with families as essential contributors to student learning, growth, and success.|While TVUSD has established strong systems for family engagement, analysis of educational partner input and local survey data indicates that more intentional efforts are needed to deepen partnerships that directly support student outcomes—particularly for underrepresented families. A primary focus area for improvement is ensuring that all families feel equipped and empowered to support their child’s academic progress. TVUSD is addressing this by enhancing its Parent University offerings, increasing targeted outreach for Family Engagement Nights, and expanding site-based co-curricular and academic events that encourage parents and guardians to engage in their child’s learning in meaningful ways. The district is exploring more structured opportunities for families to partner with educators in setting learning goals and supporting progress. These efforts are grounded in the district’s LCAP goal to increase engagement with all educational partners and reflect TVUSD’s belief that authentic family partnerships are essential to improving academic outcomes and student success.|TVUSD is committed to improving engagement with underrepresented families—particularly those of English learners, foster youth, and students experiencing homelessness—by removing barriers to participation and fostering inclusive partnerships focused on student success. To support English learner families, TVUSD employs Bilingual Clerks and District Translators who provide interpretation and translation services across all school sites. These services ensure families can fully engage in parent-teacher conferences, IEP meetings, advisory committees, and other school events. All written communications are available in multiple languages, and the TK–12 Insight web-based communication platform allows families to submit questions or feedback in their home language, promoting accessible two-way communication. To accommodate diverse family schedules and increase participation, parent meetings and engagement events are scheduled at flexible times, with most also offered via Zoom. This hybrid approach allows families to participate in school-related activities, workshops, and advisory groups regardless of work or transportation constraints. For foster and homeless youth, the district’s liaison personally meets with every newly enrolled family to provide support, explain available services, and help them navigate the school system. In addition, all new students are met by a member of the district's Social-Emotional Learning (SEL) team, who conducts an empathy interview to identify needs and ensure students are connected to appropriate supports. These efforts help build trust and lay the foundation for ongoing engagement between schools and families. TVUSD will continue to refine these strategies and monitor participation trends to ensure that underrepresented families feel welcomed, valued, and empowered to contribute meaningfully to their child’s academic journey.|TVUSD has demonstrated strong progress in seeking input for decision-making by fostering inclusive and well-supported advisory structures at both the school and district levels. School Site Councils (SSCs), English Learner Advisory Committees (ELACs), and Community Advisory groups provide families and community members with regular, meaningful opportunities to contribute to planning and decision-making processes that directly impact student learning and school improvement. To ensure these groups are effective and informed, TVUSD provides annual professional learning for site administrators and advisory members. This training focuses on building capacity to engage diverse perspectives, especially in the development of School Plans for Student Achievement (SPSAs), allocation of site resources, and the creation and monitoring of the District’s Local Control and Accountability Plan (LCAP). These learning opportunities have contributed to more thoughtful, data-informed dialogue between staff and educational partners. In recent years, TVUSD has expanded its efforts to meet families where they are—offering multilingual communication, virtual engagement options, and intentional outreach to remove barriers to participation. These efforts have contributed to broader, more diverse engagement in advisory groups and district feedback processes. Together, these structures and supports reflect TVUSD’s belief that educational partner input is essential to continuous improvement and to the success of every student.|TVUSD recognizes the importance of ensuring that all families and educational partners—particularly those who have been historically underrepresented—are not only invited to participate, but also feel empowered to provide meaningful input in decision-making processes. While existing engagement structures such as advisory committees, surveys, and parent-teacher conferences provide opportunities for input, educational partner feedback and local data indicate a need to deepen outreach and increase participation among families who may face language, access, or trust barriers.  One focus area for improvement is expanding the reach and accessibility of feedback opportunities. TVUSD is committed to offering multiple platforms for input, including virtual and in-person meetings, online surveys in multiple languages, and informal feedback channels such as the Let’s Talk platform. The district will also work to improve the timing and promotion of engagement opportunities so more families are aware of how and when they can participate.  Additionally, TVUSD will continue to provide professional learning and support to school sites focused on inclusive engagement practices—ensuring that school and district leaders are equipped to actively seek input from all voices and create welcoming environments that encourage honest, constructive feedback.  The district will also increase efforts to communicate how family input is used to inform key decisions, including the development of School Plans for Student Achievement (SPSAs), budget allocations, and the Local Control and Accountability Plan (LCAP). By making this connection more transparent, TVUSD aims to build trust and encourage deeper participation.  These efforts reflect TVUSD’s ongoing commitment to shared decision-making and to strengthening the role of families and partners in shaping the educational experience for all students.|TVUSD recognizes that meaningful engagement of underrepresented families—particularly those of English learners, low-income students, and foster or homeless youth—is essential to improving student achievement and ensuring equitable participation in decision-making. Research and local data consistently affirm the positive impact of parental involvement on student academic performance, language development, and social-emotional well-being. To strengthen the input of underrepresented families, TVUSD will build on existing structures such as Title I School Site Councils, English Learner Advisory Committees (ELAC), the District Title I Advisory Committee, and the District English Learner Advisory Committee (DELAC). These groups provide formal avenues for input; however, the district recognizes the need to enhance participation and reduce barriers that may prevent some families from engaging fully. To improve engagement, TVUSD is implementing the following strategies: Targeted outreach and relationship-building: Site and district staff will continue personalized outreach efforts, including phone calls, home-language communication, and support from bilingual clerks and cultural liaisons to build trust and awareness of engagement opportunities.   Flexible, accessible participation options: Meetings and engagement opportunities will be scheduled at various times and offered both virtually and in person to accommodate different work schedules and transportation needs.   Capacity-building for families: The district will continue expanding programs such as Parent University to provide underrepresented families with the tools, knowledge, and confidence needed to participate actively in school governance and decision-making.   Capacity-building for staff: Ongoing professional learning will help site leaders create inclusive and welcoming spaces that encourage underrepresented families to share honest input and see how their voices impact outcomes.   By removing barriers, increasing flexibility, and creating culturally responsive pathways for input, TVUSD is committed to ensuring that all families—regardless of background or circumstance—can actively contribute to shaping their child’s educational experience.|4|5|4|5|4|4|5|5|5|4|4|5|Met||2025-06-24|2025
33751923330917|Temecula Preparatory|3|This past year, Temecula Preparatory School hosted an increased number of student and parent engagement events to encourage family engagement and a positive school culture. Temecula Preparatory School prides itself on the strong relationships that have been built with parents, which have developed through frequent communication and numerous parent engagement events. In particular, families have expressed appreciation for the opportunities to talk and share their ideas with the school’s administration during monthly parent meetings, LCAP/strategic planning meetings, and at other school events. Families report feeling informed through the school’s weekly newsletter, frequent communication from teachers, and the text messages sent for important reminders. Communications are translated to each family’s language preference and the school offers strong support for EL students and families whose primary home language is not English.  Consequently, the school enjoys a very high level of parent involvement, with parent volunteers active every day of the school year - helping in classrooms, chaperoning field trips, and providing extensive support to students and teachers. The school’s parent volunteer group, PATS, is extremely active and organizes highly successful and highly attended school events that showcase student learning and help bring our school community together.|Temecula Preparatory School's focus area for improvement in Building Relationships Between School Staff and Families is on the further development of our school's virtue education and PBIS program and, in particular, how we communicate student achievements and progress with families.|Parents of underrepresented families have expressed that they like the school’s virtue education and PBIS program that recognizes students' positive behaviors at school. Consequently, we believe that increasing the frequency of these positive communications with parents will further help improve the engagement of underrepresented families.|Based on the input of the school’s educational partners, Temecula Preparatory School provides frequent and welcoming opportunities for parents to understand their student’s progress. We enjoy high participation rates at back-to- school night, our spring showcase, and parent-teacher conferences. Through these events we actively inform parents how they can best support their students and connect them with helpful resources. In addition, our SST, 504, and IEP meetings have been praised by parents for being welcoming, well-organized, and clearly communicated.  In addition, parents who seek more information enjoy our “open door” policy. We encourage parents to meet with the administration, counselors, and teachers, to get all of their questions answered and ensure they have all the information they need to support their children’s learning.|Acting upon stakeholder input appears to be one of the most powerful ways to build partnerships with parents, students, and the community. Based on stakeholder feedback, TPS is in the process of examining alternative food providers for our breakfast and lunch program. Once a vendor is selected, we will again seek input from students and parents about preferred menu options so that our menu is customized to the preferences of our students and families.|Because of our strong conviction that parents should play a vital role in the decision-making process at TPS, TPS teachers and administrators have a strong history of not only gathering stakeholder input, but also acting on that input. Based on stakeholder data, however, what we have realized is that we can improve upon our communication. Specifically, communicating to parents and stakeholders changes that were implemented because of their suggestions so that they fully understand how much the school values their input.|TPS seeks input on decision-making using a variety of strategies. Our annual stakeholder surveys, for example, allow us to gather input from our teachers, staff, students and parents. In-person events, including our monthly “coffee with parents” as well as board meetings allow parents and community members to engage with our school leadership and learn about the direction of the school. This year, we conducted a number of student focus groups so that students would have an additional way to share their ideas and participate in the decision-making progress. Our parent volunteer group (PATS) also holds monthly meetings for any parents interested in attending and the school’s administration coordinates with PATS regarding school needs and student events/activities.|Based on stakeholder input, TPS would like to increase parent understanding of the roles and participation options for PATS (Parent and Teacher Support) and the TPS Foundation. This year, PATS and the TPS Foundation conducted a jointly organized event that was very successful and resulted in raised parental awareness about both groups. To build off of this success, the school would like to have more events jointly organized by PATS and the TPS Foundation in the future.|TPS will continue to ensure that surveys and other communications are translated as necessary to reach our diverse population of families. In addition, we will continue to have our bi-lingual staff serve as translators so that language is not a barrier to parent participation at meetings and events. Perhaps most importantly, TPS will continue its classical education tradition of providing a safe, welcoming environment for our students and their families so that everyone feels a strong sense of belonging.|4|5|4|5|4|4|5|5|4|4|3|4|Met||2025-06-18|2025
33751926112551|Temecula Valley Charter|3|TVCS has a high-level of parent engagement including 80% of our TVCS parents have completed volunteer certification and are regularly engaged in volunteering in classrooms, serving as field trip chaperones, assisting in fundraising, coaching/supporting athletics and supporting grade-level and school wide events. Volunteer training opportunities have expanded to on-line training sessions for volunteers using Zoom platforms as well as expanding times and dates of trainings. We are seeing increased participation by fathers in the volunteer training.|Based on our local data, focus areas of improvement include on-going engagement with parents/families of ELL students. Additionally, parents identified a need for parent education nights in areas such as assisting their children academically, social-emotional learning, and social media use.|Historically, TVCS has had a very small number of English Language Learners (11 students). As our population of ELL students grows, intention outreach in the form of ELL Parent meetings and school communication are targeting these families for engagement.|TVCS has a high level of parent involvement in volunteering in classrooms, educational fieldtrips and academic enrichment events. The majority of parents, when surveyed, responded that they felt that they were an active participant in their child's education.|TVCS needs to work with families to build a sense of parent-school collaboration with regards to attendance, homework completion and how to support school-based interventions in the home.|TVCS will continue quarterly meetings with our parents/guardians of our English Language Learners.|"TVCS continues to have parents involved in all school committees/councils including Educational Foundation, Safety and Wellness, and ACT (LCAP) committee. Additionally, parents attend monthly ""Tea with the Executive Director"" events."|TVCS would like to expand the diversity of our school committees and advisory groups.|"TVCS has learned that we have many families who are willing to get involved if personally asked to particpate (rather than respond to a group email or Parent Square). TVCS has now purchased a more ""user friendly"" feedback system which allows users to respond orally, by video or in writing to questions thus increasing the ease of gaining data quickly and efficiently from parent partners."|5|5|5|5|4|5|4|5|5|4|3|5|Met||2025-06-09|2025
33752000000000|Murrieta Valley Unified|3|Murrieta Valley Unified School District is committed to fostering authentic, ongoing engagement with our educational partners, including parents/guardians, students, staff, and community members. Our schools serve as the foundation for building strong, trusting relationships between staff and families. School sites host events that welcome families onto campus, celebrate student work, and highlight extracurricular involvement, all of which strengthen the school community. When students require additional support, staff collaborate directly with families to develop responsive support plans, reinforcing the critical partnership between home and school.  A hallmark of MVUSD’s approach to engagement is the strength and breadth of our advisory groups. The district has established and sustained multiple advisory councils, including the Special Education Parent Advisory Council (SEPAC), District English Learner Advisory Council (DELAC), African American Parent Advisory Council (AAPAC), Latino Parent Advisory Council (LPAC), Military Support Advisory, Career Technical Education (CTE) Advisory, and Student LCAP Advisories. Our LCAP Advisory—called Partnership for Thriving Students and Families (PTSF)—brings together a diverse, representative group of educational partners to provide input on family engagement, LCAP development, and other districtwide initiatives. This collaborative structure ensures that a wide range of voices are included in shaping district priorities and practices.  Each advisory group hosts regular meetings that promote two-way communication and structured feedback opportunities. In addition to these meetings, advisories coordinate community-wide events such as the Black History Month Celebration, Special Education Resource Fair, and Day of the Child Celebration. These events further build connections among families, staff, and the broader community. As these groups mature, parent leaders have increasingly taken on facilitation and planning roles—demonstrating the sustainability and shared ownership of our engagement efforts. Overall, our advisory groups exemplify MVUSD’s commitment to building partnerships that center student success and family involvement.|Through participation in the state’s Community Engagement Initiative (CEI), Murrieta Valley Unified School District identified the need to strengthen relationships between school staff and families as a key area for improvement. While existing structures such as advisory groups and school events support engagement, feedback and reflection revealed a need for more personalized, consistent connections—particularly with families who may not yet feel fully connected to their school communities.  To address this, the district is piloting a parent liaison model at four schools. These liaisons are intended to serve as dedicated points of contact who can build trust, support communication, and help families navigate school systems. Additionally, MVUSD is in the process of developing a formal Parent Center to provide families with increased access to resources, learning opportunities, and support services in one centralized location.  Both of these efforts are grounded in the district’s commitment to improving family-staff relationships, with the goal of fostering stronger partnerships that enhance student success and well-being.|The district will strengthen engagement with underrepresented families by deepening relationships between school staff and families. This will be achieved through continued enhancement of district-level parent advisories and the development of additional site-based parent advisory groups that reflect the unique needs of each school community.  Ongoing training for school leaders will reinforce the importance of inviting and supportive practices and provide strategies for actively listening to and valuing the voices of all families. As part of this work, the district will assess the impact of the parent liaison pilot program on engaging underrepresented families and will consider expanding the model to additional sites based on the results.  The Partnership for Thriving Students and Families (PTSF) advisory team will continue to study this area, reflect on districtwide progress, and provide recommendations to guide future efforts in building stronger relationships with all families.|Educational partners consistently identify strong communication as a key strength in Murrieta Valley Unified School District’s efforts to build partnerships that support student success. Families report positive experiences with district communication tools and praise the quality and clarity of communication from schools. Many also highlight meaningful, supportive interactions with teachers, counselors, and administrators as central to their engagement. Additionally, the district is recognized for its effective collaboration with families of students with IEPs, particularly in developing supportive partnerships to meet individual needs.  MVUSD remains committed to strengthening family-school partnerships and continues to build upon this foundation each year. Districtwide parent advisories serve as a cornerstone of this work, creating structured opportunities for dialogue and collaboration. To further expand engagement, the district is actively initiating new strategies—including the piloting of parent liaison positions, the development of a district Parent Center, and the expansion of parent education offerings. These initiatives are designed to deepen connections with families and broaden access to meaningful involvement.  The LCAP Advisory, Partnerships for Thriving Students and Families (PTSF), exemplifies the district’s commitment to creating impactful spaces for families and staff to work together in support of student learning and well-being.|Murrieta Valley Unified School District is committed to strengthening partnerships with families to support student success. While overall parent engagement is strong, educational partner input and local data point to key areas where improvement is needed to deepen these partnerships. As a result of participating in the state’s Community Engagement Initiative, the district identified the need to more actively bring families alongside staff in supporting student learning and growth.  One focus area is improving the consistency and clarity of grade communication tools. Although communication is generally viewed as a district strength, families have expressed the need for more regular and aligned updates on student progress. Another area for improvement involves supporting families in helping their children with math, as many parents report difficulty understanding how to assist their students in this subject. In addition, families have shared that they are not always aware of the academic programs and course options available, particularly during key transitions between school levels.  To address these concerns, the district is working to enhance communication systems, provide more accessible math support resources for families, and improve outreach around program offerings and decision-making processes during transitional years. These efforts reflect our ongoing commitment to building meaningful, informed partnerships that contribute to improved student outcomes.|The district will strengthen engagement with underrepresented families by deepening relationships between school staff and families. This will be achieved through continued enhancement of district-level parent advisories and the development of additional site-based parent advisory groups that reflect the unique needs of each school community.  Ongoing training for school leaders will reinforce the importance of inviting and supportive practices and provide strategies for actively listening to and valuing the voices of all families. As part of this work, the district will assess the impact of the parent liaison pilot program on engaging underrepresented families and will consider expanding the model to additional sites based on the results.  The Partnership for Thriving Students and Families (PTSF) advisory team will continue to study this area, reflect on districtwide progress, and provide recommendations to guide future efforts in building stronger relationships with all families.|Murrieta Valley Unified School District is intentional in its efforts to authentically engage educational partners and incorporate their input into decision-making. Parent and student advisory groups serve as meaningful platforms for collaboration, allowing staff to gather feedback on district initiatives and broader community needs. This input has directly shaped district decisions and led to the development of new services for students. The district remains committed to expanding these opportunities and refining systems that elevate partner voice and ensure responsiveness.  Another strength is the active engagement of PTSA organizations and School Site Councils (SSCs) at every school. These site-level teams provide valuable avenues for staff to hear directly from families, address concerns, and co-create solutions. This year, district staff continued their visits to School Site Councils as part of the LCAP engagement process—an effective practice that brings more voices into the planning process and helps align decisions with the unique needs of each school.  In addition, educational partners consistently highlight the strength of parent involvement in the special education process. Parents of students with IEPs report being meaningfully included in decision-making and value the collaborative approach taken to support their children’s success.|Murrieta Valley Unified School District recognizes the need to expand and strengthen opportunities for educational partners to provide meaningful input into decision-making. While existing structures offer some avenues for engagement, the scope of input remains limited, and more intentional systems are needed to ensure feedback is consistently integrated into school and district-level decisions.  Recent participation in the Community Engagement Initiative has provided valuable insights and strategies for enhancing our practices in this area. In addition, we are actively working to build administrators’ understanding of how to authentically seek and use input through professional learning, modeling, and leadership development efforts. This includes encouraging site leaders to create consistent opportunities for families and students to share feedback and see their input reflected in decisions.  Survey data reinforces this focus: 54% of families now report feeling that the school values their opinions—an increase of 3% from the previous year. While this growth is encouraging, it also highlights a continued need for improvement in how schools invite and act upon family input. Strengthening this connection will remain a key area of focus moving forward.|The district will strengthen engagement with underrepresented families by deepening relationships between school staff and families. This will be achieved through continued enhancement of district-level parent advisories and the development of additional site-based parent advisory groups that reflect the unique needs of each school community.  Ongoing training for school leaders will reinforce the importance of inviting and supportive practices and provide strategies for actively listening to and valuing the voices of all families. As part of this work, the district will assess the impact of the parent liaison pilot program on engaging underrepresented families and will consider expanding the model to additional sites based on the results.  The Partnership for Thriving Students and Families (PTSF) advisory team will continue to study this area, reflect on districtwide progress, and provide recommendations to guide future efforts in building stronger relationships with all families.|3|3|3|3|3|3|3|3|3|4|4|3|Met||2025-06-12|2025
33752420000000|Val Verde Unified|3|Val Verde USD continues to be committed to ensuring our families’ voices are heard by establishing clear and appropriate channels for communication. The voices of families are heard and valued; consistently, there is great effort to implement ideas that are shared. We continue building strong, meaningful relationships based on trust. The district ensures that parent leaders have a seat on district-wide advisory committees as well as oversight committees. Our school administrators, teachers, and classified team members value our families and recognize that our parents/guardians are key partners in our concerted efforts to improve student outcomes. Our district works from a strength-based perspective, making sure our families feel supported, affirmed, valued, and know they belong. Their rich cultures and languages are honored and celebrated. Our district’s efforts to increase support staff at sites (site-based community liaisons, field supervisor, athletic tech, bilingual clerk) have proven to be a well-accepted and successful means to increase outreach and support and most importantly, strengthen our relationships with our families.  This year, parent feedback highlighted both our successes and areas for growth. All parents rated our relationship-building efforts highly, noting their knowledge that teachers receive on-going professional development in this area. Several parents specifically mentioned witnessing teachers attending these trainings, which are offered consistently throughout the year, particularly before the school year begins and following winter break.  While strong relationships exist, we know there may be opportunities to enhance communication about the training and professional development that staff members receive. We will aim to proactively share more specific details about professional learning opportunities provided to our staff, highlighting our district’s intentionality in strengthening school-family relationships.  Parents who are actively involved in school activities consistently reported greater awareness of relationship-building initiatives, suggesting that participation in school events, committees, and trainings provides valuable insight into the district's comprehensive approach. This feedback highlights the reciprocal nature of strong school-family relationships, where engagement enhances awareness and strengthens connections.  Moving forward, our district remains dedicated to continuing these vital relationship-building practices while exploring additional methods to communicate our professional development activities to all families, ensuring everyone understands the district's commitment to fostering positive school-family partnerships. Additionally, as part of our broader commitment, we are leveraging the Community Schools Grant, guided by the Community Schools Steering Committee, to enhance opportunities for meaningful family input and strengthen relationships at both the site and district levels.|Val Verde USD consistently looks to eliminate barriers to participation not only by offering traditional in-person events but also by providing hybrid sessions (virtual and in-person) to increase accessibility for all. We provide interpretation/translation services for all our offerings and have created culturally affirming committees and focus groups, in addition to legally required committees, such as DELAC. Our culturally affirming committees and focus groups continue to thrive alongside these legally required committees, creating multiple pathways for authentic family engagement that honors diverse perspectives and experiences. Feedback from educational partners highlights our success in creating genuinely welcoming environments throughout the district. Many families shared that their children actively look forward to attending district activities, indicating our relationship-building efforts positively impact the entire family unit.  We continuously seek new ways to improve family engagement and encourage families to participate in the planning and leading of meetings, events, and co-champion their children’s educational journey. School sites have been particularly recognized for their inviting atmospheres and intentional support of parent involvement through a wide variety of activities and events. This culture of inclusion fosters stronger connections between staff and families, laying a foundation for collaborative partnerships in support of student achievement.  Moving forward, the district will intentionally amplify communication around professional development provided to our staff regarding family engagement, making our efforts more visible and understood by all families. Additionally, we plan to enhance the integration of the Community Schools model, utilizing the Community Schools Steering Committee as an essential platform for diverse family voices to help shape our continuous improvement in family relationships and overall student success.|Val Verde USD takes pride in fostering strong connections between school staff and families. We continue to utilize a variety of tools to improve communication between parents and teachers regarding student progress. Family input is actively encouraged through group and committee meetings, surveys, and voice forms, allowing families to share their priorities and concerns. Parents are also invited to participate in Local Control Accountability Plan (LCAP) informational meetings and Parent/Teacher Conferences to collaboratively support student success.  At the start of each school year, essential information is provided to all families, with specific attention given to the needs of Foster Youth and students with exceptional needs. Throughout the year, targeted informational sessions support Special Education, Foster, and Multilingual Learner families by highlighting rights, responsibilities, and available resources. The District also regularly communicates its Uniform Complaint Policy in English and Spanish through parent notifications, advisory committee meetings, and the District website.  VVUSD remains committed to offering events and experiences that celebrate the district’s cultural diversity and strengthen family-school relationships. These include Black/African American History Month, Asian American Native Hawaiian Pacific Islander Heritage events, Day of the Dead, Multilingual Learner Listening Sessions, and the Family Reading Festival. We also continue to provide inclusive sessions for LGBTQ+ students and their families, as well as outreach for families experiencing houselessness, alongside opportunities to engage directly with site administrators.  Aligned with the vision of our Community Schools initiative, we are expanding family engagement beyond traditional models. We aim to build holistic and meaningful connections that emphasize family voice and participation in shaping school culture and their child’s educational experience.  Feedback from educational partners highlights the strength of district-wide engagement efforts while identifying variability at the site level. We view this as an opportunity to share best practices, replicate impactful programs across schools, and maintain flexibility to meet the unique needs of each school community.  In response to recent parent inquiries related to LGBTQ+ student privacy and family engagement, the District is committed to open, transparent communication and balanced support. We offer ongoing informational sessions that clarify student rights and district policies, designed to foster safe, inclusive environments while honoring family perspectives.  Finally, our continued work through the Community Schools Steering Committee ensures that families from underrepresented groups have consistent and authentic opportunities to help shape district policies, programs, and practices.|Val Verde USD schools continue to build strong, ongoing relationships with families, where both teachers and administrators view parents as essential partners and experts in their children's education. Parents/guardians are encouraged to visit campuses and observe their child’s educational experience. The district offers high-quality professional development throughout the year to ensure all VVUSD staff are equipped to celebrate family strengths and promote educational equity and student success. When teachers are out for trainings or conferences, VVUSD provides qualified substitute teachers to ensure continuity of learning.  Comprehensive translation and interpretation services are provided at every school site, helping to overcome language barriers and support authentic, two-way communication between schools and families.  The district hosts a variety of events designed to support students and families at different educational levels. Early literacy sessions reinforce reading at home and align with our district-wide Reading by 3rd Grade initiative. For middle and high school students, events such as Family Math Night, the Explore Fair (featuring STEAM projects), College Kickoff, the Family Engagement Symposium, and the Reading Festival offer valuable enrichment opportunities. VVUSD also supports family participation in recruitment fairs for Historically Black Colleges and Universities (HBCUs) and offers FAFSA workshops to assist with postsecondary planning.  Parent feedback consistently reflects the strength of the district’s collaborative approach. The Think Together after-school program is well-regarded for offering extended academic and enrichment support. Families appreciate the district’s commitment to expanding partnerships through ELOP (Expanded Learning Opportunities Program) liaisons and hands-on learning activities, such as family cooking classes, that strengthen home-school connections.  Families report steady access to resources at both district and school levels, including take-home materials provided by teachers to reinforce learning. The 1:1 Chromebook initiative includes embedded learning tools families can use alongside students, while tutoring programs provide additional academic support.  Families value proactive communication from teachers, especially when it includes detailed updates that help them better support their child’s progress at home. Many parents have shared personal success stories about how collaboration with teachers has led to noticeable improvements in student achievement.  Across multiple discussions, parents emphasize the importance of proactive engagement, with many noting that successful partnerships require both district/school initiatives and parent advocacy. This mutual collaboration highlights our belief that strong home-school partnerships significantly enhance student outcomes.|It is our district’s desire to further improve the engagement of all families to not only strengthen existing partnerships but build new ones to boost student outcomes. Our district will continue to do this by making relevant and useful materials available for at-home learning to support families with their students’ outcomes.  VVUSD plans to continue offering Free Application for Federal Student Aid (FAFSA) workshops and informational sessions to assist our families in supporting their children in their postsecondary educational journey. VVUSD will continue to host various events throughout the year to ensure our families have the necessary resources to assist their students' learning and development at home.  These include informational sessions on the California Assessment of Student Performance and Progress (CAASPP), English Language Proficiency Assessment (ELPAC), and the California School Dashboard, among others; as well as the Local Control Accountability Plan (LCAP) to empower families to actively participate in prioritizing budgetary actions aimed at improving student outcomes.  Based on recent educational partner feedback, our district also recognizes the need to strengthen communication around sensitive student support policies and practices. Parents raised questions regarding how the district balances student privacy and parental notification, particularly regarding support for LGBTQ+ students. Moving forward, we will ensure clear, balanced communication regarding our policies, highlighting informational sessions that specifically address student rights and parental engagement, emphasizing transparency and trust.  Additionally, our district is committed to increasing awareness and visibility of the Community Schools model and leveraging the Community Schools Steering Committee as a key channel for family and community input. This approach ensures diverse family perspectives meaningfully shape decisions and practices that support improved student outcomes.|Val Verde USD remains committed to deepening engagement with underserved populations, including families & students who identify as African American, LGBTQ+, Asian American Native Hawaiian & Pacific Islander (AANHPI), & other local Indigenous communities. We aim to build meaningful partnerships with underrepresented groups to improve student outcomes and close opportunity gaps.  To support this work, VVUSD continues partnering with professional language service providers to ensure effective two-way communication with families, regardless of cultural or linguistic background. Our growing Community Schools initiative is also central to this effort, providing services that support the whole learner. These include access to basic needs such as an on-site laundromat, community store, healthcare clinic, & mobile dental units—all designed to reduce barriers that may impact a student’s ability to fully participate in school.  The district will continue offering outreach tailored to underrepresented families, such as FAFSA workshops & college informational sessions that acknowledge & address specific challenges these groups may face in navigating postsecondary pathways. We remain committed to hosting inclusive events that ensure all families can access the resources needed to support student learning and development at home.  We will offer informational sessions focused on key accountability tools—including CAASPP, ELPAC, the California School Dashboard, & the LCAP—with flexible scheduling, locations, & accessibility options to better reach underrepresented communities & increase participation.  Based on educational partner feedback, there is a need for clearer communication regarding student support policies, particularly for LGBTQ+ students & their families. While the district has distributed communications affirming support for all students regardless of orientation, some families from underrepresented groups seek more specific information about school protocols and the balance between student privacy & parental involvement. Feedback highlighted existing informational sessions regarding LGBTQ+ student rights as valuable, though awareness varies significantly among underrepresented families. To build trust & clarity, we will strengthen outreach using culturally responsive communication.  Our improvement strategy centers on building trust through culturally relevant, transparent communication, while reinforcing support systems for all students. We will continue to invite diverse family voices, particularly those from historically marginalized communities into district decision-making and feedback loops. These perspectives are key to creating respectful, inclusive partnerships that truly meet the needs of every student.  Through targeted engagement & continuous input from the Community Schools Steering Committee, VVUSD will remain focused on advancing equity, expanding access, & strengthening collaboration with families across our entire school community.|Val Verde USD continues to implement a strong system to support and build the capacity of principals and staff in engaging families as partners in the decision-making process. Ongoing administrator meetings are held throughout the year to ensure that school leaders are equipped to foster meaningful family engagement. Principals and site teams receive regular training and resources to facilitate advisory groups such as School Site Council (SSC) and English Learner Advisory Committee (ELAC), empowering participants to lead and collaborate effectively.  To support these efforts, resources such as the ELAC handbook and multilingual supports are available through the VVUSD Multilingual Programs website. Advisory committee meetings are structured to encourage shared leadership among principals, staff, and parents, with collaborative agenda setting and co-facilitation focused on improving student outcomes.  The district continues to invest in a unique family leadership model that uplifts community voice. At the African American Parent Advisory Council (AAPAC), DELAC, and Parent Advisory Committee (PAC) meetings, families are encouraged to share ideas, ask questions, and participate in shaping programs and policies. Parents are empowered through research-based leadership programs that equip them with tools to support other families and improve student success.  VVUSD remains committed to inclusive input strategies that reach all families, especially underrepresented groups. Parent surveys and voice forms are provided at advisory meetings to collect input and offer personalized responses. Additional engagement opportunities include Special Education information sessions, LCAP forums, and Parent Focus Groups. Site leaders also utilize the Family Engagement Center to offer tailored services and classes at the schools that reflect their community's needs.  Families have expressed appreciation for the district’s efforts to remove participation barriers—such as offering meals during meetings—to make involvement more accessible and family-friendly. Parents also value clear opportunities to provide feedback, such as surveys with dedicated sections for input at events and meetings. VVUSD actively invites family participation in School Site Councils, PTAs, and family engagement planning teams.  Recent examples of meaningful involvement include parent contributions to planning cultural celebrations and community events, reinforcing the district’s commitment to inclusive and collaborative school environments. These efforts reflect VVUSD’s belief that authentic family engagement is key to supporting student achievement and shaping a vibrant, equitable learning community.|Val Verde USD will continue to make concerted efforts to encourage and increase participation at our various meetings and events. Our focus remains on facilitating access, enhancing, and innovating the tools to encourage decision-making opportunities at every level of parent participation, whether it be at a single event or a parent committee. Translation and interpretation services are always made available to the families to facilitate participation of the families that need them. These efforts include surveys, voice forms, personalized emails and phone calls, as well as specialized focus groups and listening sessions.  Moving forward, the district will continue refining feedback collection methods by enhancing the accessibility and effectiveness of surveys and voice forms, ensuring all families clearly understand how their input directly influences district decisions and practices. Additionally, we will proactively expand supportive elements such as providing meals and childcare during meetings, recognizing their significant role in increasing parent participation.  Our district recognizes the need to broaden participation in committees and event planning processes to include more diverse family voices, particularly from historically underrepresented groups. To this end, we will strategically leverage the Community Schools Steering Committee as an essential structure to include diverse family perspectives in shaping decisions and district-level practices.|Val Verde USD remains committed to improving engagement with underrepresented families identified during our self-reflection process. Building on last year's efforts, we continue to strengthen relationships with these families while seeking meaningful ways to increase their participation in focus groups and advisory committees at both site and district levels.  The District acknowledges the on-going need to ensure our underrepresented families not only engage in decision-making opportunities but truly participate as change agents throughout their students' academic journey. We are continuing to evaluate and refine our outreach strategies based on feedback received from these communities. Furthermore, our district is maintaining and enhancing event offerings that specifically address the needs and interests of our underrepresented populations, creating authentic opportunities for these families to make their voices heard and have their ideas and priorities implemented in meaningful ways. We recognize that authentic engagement requires not just inviting input, but actively removing barriers, building family leadership capacity, and clearly demonstrating the impact of their participation.  Recognizing recent parent inquiries regarding student privacy and parental engagement related to LGBTQ+ students, the district remains committed to offering clear, transparent informational sessions that explain our student support policies, ensuring families feel informed, supported, and respected. Additionally, we will intentionally leverage our Community Schools initiative, guided by the Community Schools Steering Committee, to further enhance engagement and ensure diverse and historically underrepresented family voices actively shape district decisions, programs, and policies. This structure will be integral to our continuous improvement efforts, particularly in amplifying voices from all segments of our community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
34103480000000|Sacramento County Office of Education|3|The SCOE student programs have continuously invested in hiring employees who excel in building relationships with students and families and in on-going family and community engagement professional development for those employees. Our schools and programs are welcoming places for all parents. Each student and family participate in an enrollment meeting, where strengths, goals and the family culture are discussed and understood by our team. The detailed enrollment process ensures appropriate wrap-around services are assigned prior to the first day of attendance. Families are also connected with community resources to further support their needs and parents are actively engaged in the decision-making process through IEP meetings, student study team meetings, student-led conferences, and site council meetings. Students in our court school participate in a new student interview and families are invited to call or visit with school staff in the visitor center on any school day and on our formal visitation evenings once per month. During the academic year, SCOE invites families to campus to view exhibition projects, and for cultural celebrations.|SCOE's transition specialists (two per campus) engage in frequent outreach to families. Based on need, the initial outreach is often related to attendance, but these staff continue to build strong relationships as the year progresses. Students frequently express appreciation for the connection with transition specialists.  The enrollment of English learners, including some refugee students whose first language is other than English, is increasing for SCOE schools. While SCOE has a contracted translation agency and a master list of interpreters that work across our organization, we strive to recognize and understand the cultures and languages of our students.|Developing multiple opportunities for authentic two-way communication between families and school staff is ongoing. To improve engagement of underrepresented families, it is important that communication is systematic so that it includes everyone.|SCOE provides a Family and Community Engagement professional development program, which our administrators and staff participate in and we support all staff participation in additional outside professional development sequences. In 2024-25, staff received training from Parent Teacher Home Visits, designed to foster relationship-building through home visits. The Community Schools Partnership Program grant will enable the COE to add a Coordinator of Family Engagement in 2025-26.  SCOE is in contract with multiple non-profit agencies that partner with our administration and staff to engage families with resources to support student learning and development in the home. Our teams consistently participate in student study team meetings with families and set goals and expectations for continued student success. Each family receives transition support and information for their student's transition back to mainstream, high quality school district programs and we ensure all families understand their right for legal representation, as we provide information on free legal services. Our teams are committed to advocating for our students and helping families develop advocacy skills as well.|To build partnerships with families of underrepresented students, when many families are disengaged and unhappy with the student's placement, consistency in communication is important. Every family and student should be informed about SCOE's academic programs, career preparation, credit recovery options, and the student's transition plan.|The Family and Community Engagement team will continue to make connections with families at enrollment and throughout the student's term. SCOE leaders are researching the options for app-based communication to simplify engagement in a non-intrusive way. SCOE plans to implement relational home visits in the upcoming year following the voluntary training by Parent Teacher Home Visits.|Leadership is invested in developing parent capacity. SCOE leadership is seeing growing participation in advisory committees. SCOE's progress towards seeking input from parents/guardians in decision making and efforts to promote parental participation in programs is measured through a consistent annual survey that is translated for our non-English speaking families and administered electronically. The survey is designed to be accessible and specific to the issues that are most relevant to our non-traditional student populations. The survey included an assessment of whether parents feel their child's school offers activities to bring families onto campus, and whether parents would recommend SCOE’s programs.|A focus area is to sustain and grow participation in advisory committees.|Key to improving engagement of underrepresented families is systematic outreach and reflection of the needs communicated. The Community Schools model can help to remove barriers that prevent underrepresented families from engaging fully.|4|4|4|3|4|3|5|4|3|3|4|3|Met||2025-06-24|2025
34103480136275|Fortune|3|At Fortune, we have built strong connections between our school staff and families.   We held our Parent Academy, which gives parents an opportunity to interact with many Fortune staff and learn about how they can partner with us to help their scholars.  We also held multiple Parent Cafes, which create spaces for families to interact with one another and build skills that increase their resilience.|In past years, teachers were less likely than non-teachers to report feeling very safe on campus as well as connected to our school. We hope to improve in this area so that all staff feel similarly safe and connected.|At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|At Fortune, we have robust partnerships with local organizations such as the Sacramento Observer, the NAACP Sacramento branch, and the National Action Network Sacramento branch. These partnerships enable us to teach scholars how to advocate for themselves as they navigate the world outside our schools.|We had far fewer suspensions than the years immediately after the COVID-19 pandemic, but we still had too many scholars fight with one another.  We continue to work with partners to fine-tune our discipline policy and make our campus a safe place for everyone to learn.|At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|At Fortune, we have a robust School Site Council and English Learner Advisory Committee that enable staff and families to join our decision-making processes. They learn about our LCAP and provide input for each annual update.|We hope to have more parent participation in our School Site Council and English Learner Advisory Committee. It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments.|At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
34103480140160|American River Collegiate Academy|3|At American River Collegiate Academy (ARCA), we prioritize building strong relationships between school staff and families. This work begins before the first day of school, with intentional outreach and welcoming communication. Staff greet students and families daily at drop-off and continue to build rapport through informal interactions, personal phone calls, emails, and more structured meetings. Each week, families receive a newsletter with school updates, reinforcing transparent and consistent communication.  Throughout the 2024–25 school year, ARCA expanded its use of ParentSquare as a centralized platform to communicate with families, providing timely updates on events, school news, and classroom highlights. This tool has helped streamline information and increase parent awareness and engagement.  Families are invited to participate in key events throughout the year, including Back to School Night, parent-teacher conferences, Core Knowledge Night, family events, and Local Control and Accountability Plan (LCAP) input sessions. These opportunities foster two-way communication and help build trust and partnership between home and school.  Aligned with the Rocklin Academy Family of Schools (RAFOS) mission to strengthen education through community and parent partnerships, ARCA continues to encourage family involvement through volunteering, attending school events, and participating in key groups such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, LCAP, and English Learner Committee (ELC).  In the 2024–25 school year, 100% of ARCA families completed the annual parent survey. Among those: 94.21% expressed overall satisfaction with the school, 86.78% agreed that RAFOS seeks their input on decisions, 87.6% reported participating in school-related activities, and 91% indicated intent to return for the 2025–26 school year.   This data reflects strong engagement and positive relationships, reinforcing our continued efforts to listen, connect, and partner with families in service of student success.|Based on educational partner input and local data, American River Collegiate Academy (ARCA) has identified a refined set of focus areas for improving relationships between school staff and families in 2024–25, building on priorities from the previous year.  In 2024-25, ARCA prioritized expanding volunteer opportunities, improving two-way communication, and beginning the process of defining what “effective communication” looks like across the school community. This year, ARCA will continue to strengthen these efforts with more targeted next steps.  In 2025-26, the school will focus on: Improving communication consistency across grade levels, especially for families with students in multiple classrooms. Improving staff confidence and consistency in using ParentSquare, including training and support to ensure all teachers use the platform effectively and families know what to expect. Learning more about the experiences and expertise families bring, so staff can more effectively partner with them in the classroom and school community. This includes creating opportunities for families to share cultural knowledge, lived experiences, and personal stories in connection to student learning, for example, inviting families to participate when students are learning about a country or community they are connected to. Leveraging the Parent School Partnership (PSP) to support ongoing outreach and connection, especially with families who may not regularly attend large school events. PSP members will help co-plan inclusive events, share information, and encourage broader family participation in school life.  These next steps are rooted in family feedback and internal reflection and are intended to deepen trust, reduce miscommunication, and support a more inclusive and predictable experience for all families.|Building relationships between school staff and families continues to be a top priority at American River Collegiate Academy (ARCA), with a specific focus on improving engagement with underrepresented groups, including families of English learners, students with disabilities, and socioeconomically disadvantaged students.  In 2024-25, the school made progress in increasing meaningful communication touchpoints with these families. Teachers and administrators used Language Line Solutions to support meetings in families’ primary languages and increased face-to-face and individualized outreach efforts. This included more frequent check-ins, personalized invitations to events, and follow-up communication to ensure families felt informed and welcomed.  In 2025-26, ARCA will build on these efforts by: Identifying and addressing participation barriers, such as schedule conflicts, communication preferences, or access to transportation, through ongoing family feedback and staff reflection. Designing engagement opportunities that reflect families’ needs and availability, offering events in both formal and informal formats and clearly communicating purpose and expectations in advance. Exploring innovative uses of AI-supported tools to enhance translation, accessibility, and consistency in home-school communication. Creating more opportunities for underrepresented families to contribute their experiences, including inviting them to share cultural perspectives and family traditions as part of the learning experience.   These steps reflect ARCA’s commitment to inclusive, trust-based partnerships and are supported by its continued participation in the California Collaborative for Educational Excellence’s Community Engagement Initiative (CEI).|At American River Collegiate Academy (ARCA), we believe student success is strengthened by meaningful, ongoing partnerships between school staff and families. Based on the analysis of educational partner input and site-level reflection, several key strengths have been identified in building partnerships focused on student outcomes.  Teachers and administrators consistently provide weekly communication to families, including classroom updates, school announcements, and academic reminders. The superintendent’s monthly newsletter complements this by sharing highlights and updates across the Rocklin Academy Family of Schools (RAFOS) network. These regular communications keep families informed and connected to student learning.  In 2024–25, ARCA deepened its family engagement by offering collaborative meetings tied to student progress, including parent-teacher conferences, Student Study Team (SST) meetings, Individualized Education Program (IEP) reviews, and English Learner Progress Monitoring meetings. These sessions allowed families and staff to jointly review data and set meaningful goals.  The parent portal continues to provide families with real-time access to report cards, attendance, and assessment data, supporting transparency and collaboration.   These efforts reflect a sustained commitment to building partnerships that are timely, responsive, and centered on student growth and achievement.|Based on the analysis of educational partner input and local data, American River Collegiate Academy (ARCA) has identified refined focus areas for improving how we partner with families to support student outcomes.  In 2024-25, the school made progress in expanding the use of ParentSquare, improving the structure of family events, and making volunteer opportunities more accessible. These efforts helped reestablish connections with families after several years of pandemic-era disruptions.  For 2025-26, the school will focus on: Increasing the academic focus of family events by making connections to what students are learning in class, and giving families practical tools to support their child’s progress at home. Improving how we communicate about student progress, especially through more intentional sharing of formative assessment data in ways that help families understand and act on it. Creating more structured opportunities for academic volunteering, including classroom-based help, content-aligned enrichment, and field trips that allow families to share their expertise and support learning goals. Ensuring consistent and effective use of ParentSquare across all classrooms, so that families know what to expect and how to stay informed throughout the school year.  These improvements reflect ARCA’s continued commitment to meaningful, informed partnerships that support each student’s academic growth and success, in alignment with the RAFOS mission to strengthen learning through family collaboration.|Based on the analysis of educational partner input and local data, American River Collegiate Academy (ARCA) is committed to deepening engagement with underrepresented families in support of student outcomes.  In 2025–26, ARCA will continue and expand the following actions:  Using ParentSquare to support language accessibility, as its automatic, two-way translation feature allows families to receive communication in their preferred language, alongside continued use of Language Line for meetings, to help ensure all families stay informed and connected to their child’s learning. Strengthening outreach to foster youth and low-income families through more frequent check-ins, with the goal of identifying unmet needs and providing, or connecting families to, relevant support. Maintaining dedicated staff roles focused on attendance and chronic absenteeism, to provide direct outreach and ongoing support to families navigating barriers to regular school participation.  These ongoing efforts reflect ARCA’s commitment to inclusive, responsive partnerships that promote success for all students.|Based on the analysis of educational partner input and local data, American River Collegiate Academy (ARCA) has identified several strengths in seeking input for decision-making:  Participation in the newly formed Parent School Partnership (PSP) Collective, which brought together representatives from all sites across Rocklin Academy Family of Schools to share feedback and elevate school-specific and system-wide priorities Local Control and Accountability Plan (LCAP) engagement meetings with families, teachers, and staff Opportunities to provide input through surveys such as the annual Intent to Return and parent engagement surveys Informal and formal discussions with classroom teachers and school leaders Access to meetings where input is invited, such as Board meetings, PSP meetings, and English Learner (EL) parent meetings  ARCA remains committed to improving how we gather input to ensure all voices are heard and that feedback meaningfully informs school decisions.|Families at American River Collegiate Academy (ARCA) are eager to participate in decision-making, and the school recognizes that their input is critical to student and school success. Based on the analysis of educational partner input and local data, ARCA has identified the following areas for improvement in how input is sought and used for decision-making:  Continue to increase the number of face-to-face interactions and strengthen how input is gathered and used: While families, students, and staff are ready to engage, there is a need for more consistent and visible structures to collect and respond to their input. In 2025-26, ARCA will prioritize increasing in-person opportunities, such as informal chats, structured discussions, and student-led activities, and will improve how feedback loops are closed so participants see how their contributions impact decisions. Deepen student leadership opportunities as a pathway to student voice in decision-making: Building on this year’s early work with student leadership development, the school will continue to create intentional opportunities for students to contribute their ideas and perspectives in ways that support school improvement efforts.|At American River Collegiate Academy (ARCA), we are committed to ensuring that all families, particularly those from underrepresented groups, have meaningful opportunities to shape decisions that impact our school community. Based on reflection and input, we plan to take the following steps to improve engagement:  Increase outreach to underrepresented families for involvement in advisory groups and school-based decision-making, including efforts through the Parent School Partnership (PSP) and other site-based input opportunities. Continue to utilize ParentSquare’s built-in translation features and supplement with Language Line for live interpretation needs, ensuring multilingual families have timely, understandable communication and that language is not a barrier to engagement. Offer input opportunities at varied times (morning, afternoon, and evening) to accommodate different family schedules and increase accessibility. Encourage student voice from underrepresented groups by continuing to build out student leadership structures and creating intentional space for students from diverse backgrounds to participate in decision-informing processes.  These efforts are part of our ongoing commitment to equity and inclusion, ensuring that all voices are represented and valued in shaping ARCA’s direction.|5|4|4|5|5|4|5|5|4|5|4|4|Met||2025-06-23|2025
34103480142091|Capital College & Career Academy|3|There are a wide variety of opportunities for families to engage in the work happening at CCCA. The advisory structure allows staff, students, and parents to connect at least twice a year and set collaborative learning goals. Additionally, the school has a wide range of community based partners.|We continue to have low participation rates. Additionally, providing multilingual updates is a clear need to ensure all families are getting equal access to the same weekly parent communications. Finally, staff updates was an area of clear benefit but it was not employed with clear fidelity this past year.|We are planning to roll out parent square which will allow for text and multilingual communication with families. Additionally, a student government class will produce weekly or monthly update videos which should provide increased communication from a parent perspective. Finally, a beginning of the year parent engagement calendar may help for planning to increase participation.|We have a range of community partners which support the instructional vision and mission of the school. Furthermore, our overall parent engagement is strong when it comes to donations or celebratory events.|Holding more parent workshops including potentially partnering with our authorizer and our SELPA could be areas for continued improvement and more robust family programming. We also must continue to do work to increase parent and family engagement in the learning programs offered on site.|Continue to lean on existing educational partners and finding opportunities to strategically present parental resources will be critical. Furthermore, hiring diverse multilingual staff members will support overall connectedness with the community.|Our parent committee has been meeting monthly since the inception of the school. Furthermore, there are regular and ongoing opportunities for parents to provide input and feedback on the programming at CCCA.|Parent participation in the parent committee fluctuates pretty significantly from month to month. While efforts have been made to norm these meetings more work can clearly be done. Additional parent informational events are attended with less frequency despite the range of topics offered. As a small school some of this is to be anticipated but an overall need to engage a higher percentage of families is definitely a desire of the school site team.|As mentioned in the reflections above, multilingual resources, increased communication mediums, and an annual meeting calendar published prior to the start of the school year would all be beneficial going forward.|3|4|3|3|3|3|4|3|2|4|3|3|Met||2025-06-02|2025
34672800000000|Arcohe Union Elementary|3|Over the past 5-10 years, the district has made significant strides in fostering a welcoming and inclusive school culture that prioritizes strong relationships between school staff and families. A key strength has been the intentional recruitment and hiring of bilingual staff members, which has dramatically increased the district’s ability to communicate effectively with families from diverse linguistic backgrounds. As a result, more families feel comfortable engaging with school personnel, participating in school events, and advocating for their children’s education.  Additionally, the district has invested heavily in professional development to ensure that all staff members understand the importance of creating a welcoming and inclusive environment. This training has focused on culturally responsive practices, effective communication strategies, and relationship-building techniques that foster trust and collaboration between educators and families.  On the physical side, the district has modernized and upgraded many of its facilities, improving the overall appearance of campuses. These enhancements contribute to a sense of pride and belonging for students, families, and staff, reinforcing the district’s commitment to providing a safe, welcoming, and engaging learning environment.  Furthermore, the district has actively sought input from educational partners through surveys, focus groups, and community forums, using this feedback to refine policies and practices that strengthen family engagement. Initiatives such as multilingual family outreach programs, parent education workshops, and community-building events have further supported positive relationships between school staff and families.  Overall, the district’s efforts have resulted in a school culture where families feel valued, supported, and empowered to be active participants in their children's education.|While the district has made great strides in fostering a welcoming and inclusive school culture, ongoing analysis of educational partner input and local data highlights key areas for continued improvement in building relationships between school staff and families. One primary focus is ensuring consistency in messaging and interactions across all campuses and departments. Every interaction—whether in person, over the phone, or via digital communication—is an opportunity to strengthen trust and engagement. The district recognizes the challenge of maintaining this level of consistency and is committed to reinforcing a culture where every staff member prioritizes positive, inclusive communication.  To address this, the district will expand professional development opportunities with an emphasis on training new staff members in culturally responsive practices and effective relationship-building strategies. This training will ensure that all employees—whether they are teachers, support staff, or administrators—understand their role in creating a welcoming environment. Additionally, ongoing refresher sessions for current employees will help sustain best practices and align staff expectations district-wide.  Another area of focus is increasing opportunities for meaningful, two-way communication with families. While progress has been made in outreach efforts, the district seeks to enhance accessibility by expanding multilingual resources, utilizing technology to facilitate engagement, and providing additional support for families who may face barriers to participation.  Finally, the district will continue to explore ways to gather and analyze family feedback more effectively. This includes refining survey methods, increasing participation in parent advisory groups, and ensuring that feedback leads to actionable improvements. By maintaining an ongoing commitment to listening and adapting, the district aims to further strengthen the relationships that form the foundation of student success.|The district recognizes the importance of providing specialized support to students and families from underrepresented groups, including low-income families, students with disabilities, homeless and foster youth, and English Learners. Based on the analysis of educational partner input and local data, the district has identified key strategies to further enhance engagement with these families and strengthen relationships between school staff and the broader school community.  One primary focus is expanding the role of dedicated personnel who provide targeted support beyond what classroom teachers can offer. This includes school counselors, family liaisons, bilingual outreach specialists, and case managers who serve as direct points of contact for underrepresented families. These staff members play a crucial role in assisting families with navigating school resources, accessing academic and social-emotional support, and understanding their rights and opportunities within the educational system.  To improve communication and accessibility, the district is committed to increasing multilingual resources, ensuring that all school communications—both digital and print—are available in families' preferred languages. Additionally, the district will expand training for staff on culturally responsive engagement strategies, equipping them with the tools to connect meaningfully with families from diverse backgrounds.  Another area for improvement involves strengthening partnerships with community organizations that serve underrepresented populations. By collaborating with local agencies, the district can provide wraparound services, including housing assistance, mental health resources, and academic tutoring programs that support students beyond the classroom.  The district will also refine its approach to gathering and utilizing family feedback. This includes conducting focus groups, improving survey accessibility, and increasing opportunities for direct family input at school events and advisory meetings. Ensuring that families feel heard and see their feedback lead to tangible changes will further build trust and encourage ongoing engagement.  By prioritizing these targeted strategies, the district aims to break down barriers to participation, create a more inclusive school environment, and ensure that every student and family—regardless of their circumstances—feels supported, valued, and empowered in their educational journey.|The district has made significant progress in building partnerships with families to support student outcomes by providing multiple opportunities for engagement in their child’s academic journey. A key strength is the structured approach to keeping families informed about student progress through Parent-Teacher Conferences and regular grading periods. These touchpoints ensure that families are aware of their child’s academic standing and have opportunities to collaborate with teachers to support student growth.  Beyond traditional reporting methods, the district actively fosters family engagement through Family Learning Nights, which provide interactive, hands-on opportunities for parents to learn strategies to support their children in key subject areas. The district currently hosts three annual Family Learning Nights focused on English Language Arts, Math, and Art, offering families insights into curriculum expectations, instructional strategies, and ways to reinforce learning at home. These events have been well received and continue to be a valuable tool in strengthening home-school partnerships.  Additionally, the district has prioritized accessibility by offering multilingual support at these events and providing digital resources for families who may not be able to attend in person. The increased presence of bilingual staff at these gatherings has allowed more families from diverse backgrounds to feel comfortable engaging with teachers and school personnel.  Another strength is the district’s commitment to using data to inform family engagement strategies. Through surveys and feedback sessions, the district continuously evaluates the effectiveness of its outreach efforts and adjusts accordingly. This data-driven approach ensures that family engagement initiatives remain relevant and responsive to the needs of the community.  By maintaining consistent communication, providing meaningful learning opportunities for families, and fostering an inclusive environment, the district has successfully strengthened its partnerships with families to enhance student outcomes. Moving forward, the district will continue to expand these initiatives to ensure even greater participation and impact.|While the district has made great strides in building partnerships with families to support student outcomes, ongoing analysis of educational partner input and local data has identified areas for further improvement. One key focus area is the expansion of standards-based report cards for students in grades 3-5. Currently, these report cards exist in grades TK-2, providing families with a more detailed and skill-specific understanding of their child’s progress. However, the district recognizes the need to extend this approach to upper elementary grades to ensure that all families receive clear, actionable insights into student learning.  To support this transition, the district will focus on providing professional development for teachers to ensure consistency in grading practices and reporting expectations. Additionally, the district will create informational materials and host workshops to help families understand how to interpret and use the new report cards to support their children at home.  Another area for improvement is expanding family engagement beyond traditional conferences and learning nights. While these events have been successful, the district aims to offer more flexible and accessible options, such as virtual meetings, recorded instructional sessions, and interactive digital resources that allow families to engage with student progress on their own schedule.  The district will also strengthen its feedback mechanisms by seeking more frequent input from families on the effectiveness of communication about student outcomes. By refining outreach strategies and ensuring that all families—regardless of language or socioeconomic barriers—have access to clear, meaningful academic information, the district will further enhance partnerships that support student success.|The district is committed to ensuring that all families, especially those from underrepresented groups, have equitable access to information and resources that support student success. Based on educational partner input and local data, the district has identified several strategies to further improve engagement with these families and strengthen partnerships for student outcomes.  One key focus area is enhancing the accessibility of communication by simplifying materials and ensuring they are available in multiple languages. While interpreter services are currently available upon request, the district aims to proactively provide translated materials in key languages spoken within the community. Additionally, the district will explore expanding interpretation services at school events, parent-teacher conferences, and family engagement nights to ensure that all families can fully participate in discussions about their child’s education.  To further support underrepresented families, the district will offer targeted workshops and informational sessions focused on navigating the school system, understanding academic expectations, and accessing available support services. These sessions will be scheduled at varied times to accommodate different work schedules and will include both in-person and virtual options to increase accessibility.  Another area of improvement is strengthening outreach efforts to ensure that families facing barriers, such as transportation or limited internet access, are not left out. The district will collaborate with community organizations to provide additional support, such as mobile learning opportunities, home visits by family liaisons, and access to technology for digital communication.  Finally, the district will continue refining its feedback processes by actively seeking input from underrepresented families on their experiences and needs. By establishing stronger two-way communication channels, the district can better tailor engagement strategies to ensure all families feel informed, supported, and empowered in their child’s educational journey.|The district has established a strong foundation for seeking input from community partners to ensure that decision-making reflects the diverse needs of students and families. A key strength in this area is the district’s commitment to engaging stakeholders through multiple channels, including direct conversations, community surveys, public input sessions, and committee work. These varied approaches ensure that all voices—parents, students, staff, and community members—have opportunities to contribute their perspectives.  One of the district’s notable achievements is the integration of stakeholder feedback into key initiatives. For example, input gathered from families and staff has directly influenced the development of professional learning opportunities, family engagement strategies, and facility improvements. The district also actively incorporates feedback into instructional decisions, such as the transition to standards-based report cards, ensuring that changes align with community needs and expectations.  Another strength is the district’s transparency in decision-making. By regularly communicating the results of surveys and community discussions, the district fosters trust and accountability. Stakeholders see that their input leads to meaningful changes, reinforcing their engagement in the process.  Additionally, the district has strengthened committee participation, encouraging diverse representation in advisory groups such as parent councils, site-based leadership teams, and task forces focused on areas like curriculum, student support services, and equity initiatives. These committees serve as valuable forums for collaborative problem-solving and continuous improvement.  Moving forward, the district will continue to refine and expand these engagement efforts, ensuring that all community members, including underrepresented groups, feel empowered to share their perspectives and influence district policies and programs. By maintaining open, two-way communication and actively seeking diverse viewpoints, the district remains committed to making informed, community-driven decisions that best serve all students.|While the district has made significant progress in engaging stakeholders in decision-making, there is always room for improvement in ensuring that all voices are heard and valued. One key focus area for improvement is increasing participation from underrepresented groups, including non-English-speaking families, low-income families, and those who may not traditionally engage in school decision-making processes. The district recognizes that while multiple avenues for input exist, some families may still feel hesitant or unable to participate due to language barriers, scheduling conflicts, or lack of awareness of engagement opportunities.  To address this, the district will implement more proactive outreach strategies, such as targeted invitations to community forums, expanded multilingual communication efforts, and additional engagement opportunities at informal school events where families feel more comfortable sharing their perspectives. This includes utilizing trusted school personnel, such as bilingual liaisons and family outreach coordinators, to build relationships and encourage participation.  Another area for improvement is ensuring that community input is not only gathered but also clearly acknowledged and communicated back to stakeholders. While the district does not need to act on every suggestion, it is essential to demonstrate that all perspectives are valued. The district will work to enhance transparency by regularly updating families and staff on how input has been considered in decision-making, whether through newsletters, board meeting summaries, or school site updates.  Additionally, the district will explore expanding digital engagement options, such as virtual town halls, online surveys with real-time feedback features, and interactive platforms where community members can submit ideas and vote on priorities. These tools will allow for greater accessibility and provide more flexible opportunities for stakeholders to share their thoughts.  By continuously refining these efforts, the district aims to strengthen trust and collaboration with families and the broader community, ensuring that decision-making is inclusive, responsive, and reflective of the diverse perspectives within the district.|The district is committed to improving engagement with underrepresented families to ensure that all voices contribute to decision-making. While interpreter services and accessible materials are already in place, the district recognizes the need to proactively reach out to families who may still face barriers to participation.  One key focus area is expanding multilingual outreach efforts. Instead of relying solely on families to request interpreter services, the district will work to provide automatic translation for key documents, meeting invitations, and engagement opportunities. Additionally, more bilingual staff and community liaisons will be involved in outreach efforts to personally connect with families and encourage participation in surveys, forums, and committees.  Another area for improvement is increasing flexibility in engagement opportunities. Many underrepresented families face challenges such as work schedules, transportation barriers, or unfamiliarity with school processes. To address this, the district will offer more varied ways for families to provide input, including virtual listening sessions, text-based surveys in multiple languages, and informal feedback opportunities at school events where families are already present.  The district will also enhance its efforts to close the feedback loop with families. A common concern among underrepresented groups is that their voices are not truly considered in decision-making. To build trust, the district will ensure that input is acknowledged and communicated back to families in clear, accessible formats, showing how their perspectives influence district policies and initiatives.  By taking these steps, the district aims to foster a more inclusive, responsive, and equitable approach to seeking input from all families, ensuring that underrepresented groups feel valued and empowered in shaping the educational experience of their children.|4|4|4|3|4|4|3|5|3|3|4|4|Met||2025-06-16|2025
34673140000000|Elk Grove Unified|3|The district continues to believe that trusting and respectful relationships between the home and school serve as the foundation for shared learning and responsibility and are a key factor for student success. Parent Survey results show that 92% of parents agree that their school has been effective in providing a respectful and welcoming environment. The Department of Family and Community Engagement (FACE) provides trainings and resources to help schools build trust, create welcoming environments, and develop two-way interactive communication. The FACE department works closely with site leaders to ensure that all families feel seen and heard, and that sites are welcome and inclusive places for all families. FACE also works closely with the Department of Multilingual Education to ensure interpretation and translation are available for families at various events.|Elk Grove Unified is dedicated to improving relationships between school staff and families. FACE will continue to offer a wide variety of professional development opportunities for administrators, teachers, and classified staff to support and enhance communication and partnering with families. In addition, EGUSD continues to implement the nationally recognized model of Parent/Teacher Home Visits and results show the relationship building strategy is helping families and students feel more connected and attend school on a regular basis. EGUSD is resuming the practice of offering in person visits and moving away from virtual (Zoom) visits as this was a temporary solution offered during the pandemic. During the summer of 2024, teachers and staff conducted 2,805 positive relationship building home visits between June and September to welcome students and families to the new school year. In 2025-26, FACE will continue to support implementation of this effective model.|Elk Grove Unified has adopted several different strategies to improve engagement of underrepresented families. The district purchased TalkingPoints, a two-way communication tool that allows home-school communication in over 100 different languages. TalkingPoints has allowed families who were disengaged due to language barriers to become connected to their teachers and schools. EGUSD continues to create welcoming environments for all families, especially those that are underrepresented. With recent additional staffing, FACE now has the capacity to provide support to all schools to ensure that families feel a part of the decision-making process and feel welcomed on all school campuses. EGUSD continues to develop parent affinity groups. These affinity groups, like Families of Black Students United and Santuario de Mariposas, allow caregivers to build community, make connections, and increase capacity to be advocates for change in their community and schools.|Many of EGUSD’s departments and offices partner to provide a seamless array of trainings to improve a school’s capacity to achieve effective family-school partnerships for student outcomes. Trainings on cultural awareness and implicit bias support educators in better connecting with students and families. Trainings on social and emotional development are also supportive of and foundational to students’ academic success. Based on stakeholder requests, workshops in the Family and Staff Wellness Series include topics such as parenting while navigating social media, healthy behaviors, managing angst, and stress and resilience. The FACE Department has a family-focused Mental Health Therapist who creates tools and connects families to resources to support their student's mental health and wellness. In Spring 2024, Parent Survey results showed that 89% of parents agreed that their school has been effective in providing parent involvement and parent education opportunities.|Parent survey data showed that parents were less satisfied with ideas and tips on how to support academics in the home. Based on this data, the FACE Department has hired three Family Resource Teachers to create tools, resources, and training to help school staff improve partnerships with families and the community to help enhance learning at home. The FACE Department is also collaborating closely with both the Curriculum and Professional Learning Department and the Multilingual Education Department to ensure high quality instruction includes tools for families to help enhance learning in the home.|EGUSD site staff often begin fostering engagement with underrepresented families by conducting relationship-building home visits and using the two-way communication tool, Talking Points. These serve as the building blocks for successful ongoing relationships, deeper engagement and partnership for student success. The district will continue to provide training and support for wider implementation of these strategies to foster positive and effective connections with underrepresented families to support stronger student outcomes.|EGUSD understands the importance of parent and community feedback and continues to make progress in seeking input for decision-making. Through various parent committees, such as the District Advisory Committee, the District English Learner Advisory Committee, the Community Advisory Committee, Families of Black Students United, Latina Madres, and the Superintendent’s Parent Advisory Committee, parents routinely provide feedback and recommendations to district leaders in making decisions, including school and district LCAPs. On a wider scale, the district annually seeks parent/community feedback through a Parent/Guardian Perspective Survey that includes LCAP Needs items. Survey responses inform efforts to improve instructional programs and engagement efforts. In Spring 2024, Parent Survey results showed that 87% of parents agreed that the school has been effective in providing opportunity for parent input in making decisions for the school or district.|One focus area for improvement is making sure all principals have the opportunity to understand how to plan, design, implement, and evaluate family engagement activities in collaboration with their families. Efforts to systematically measure and monitor welcoming environments and family engagement activities are currently under review, with an eye toward revisions for improvement. The goal is to have accurate measures of FACE program implementation at each site, which will then support continuous improvement.|The district continuously seeks input on policies and programs, including the best way to reach and hear from underrepresented groups in our school communities. One approach is to directly ask families that are both new to the district and the country, what they need to support their transition, and the best ways to communicate with them. The district also utilizes other opportunities when parents are in the district office, for example during immunization clinics, to interact and obtain information on needed support. Information from these sources help staff identify additional support that could be provided through the district’s Newcomer and Refugee program. The district will continue to engage underrepresented families through the work of the Families of Black Students United and Santuario de Mariposas, which focus on improving school experiences of African American and Spanish speaking students and families, respectively. These groups build capacity of parents, employees and allies providing targeted supports for African American and Spanish speaking students.|5|5|5|5|5|4|4|4|4|5|5|4|Met||2025-06-24|2025
34673140111732|California Montessori Project - Elk Grove Campus|3|The CMP community encourages direct communication through regular parent-student- teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities.   In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc.  CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, educational partners are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all partners.  The CMP-Elk Grove Campus holds community events to engage our parents into the school community.|CMP is working with families on improving student attendance practices post-pandemic.|CMP's website and Parent Communication system allows parents to translate content to a preferred language to ensure effective communication.  In alignment with its Strategic Plan, CMP partnered with Sacramento County Office of Education to improve upon Restorative Justice practices within the school setting.|Based on the educational partner feedback, CMP's current strengths are a strong school culture and positive environment, community and family engagement and safe and orderly school and classroom environments.|CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications.|CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.|CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.|The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Parent Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.|The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.  In alignment with its Strategic Plan, CMP partnered with Sacramento County Office of Education to improve upon Restorative Justice practices within the school setting.|4|5|4|5|5|5|5|5|4|5|5|4|Met||2025-06-16|2025
34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|3|Based on the analysis of educational partner input from the 2025 Hanover survey, SAVA Elk Grove continues to demonstrate strength in cultivating meaningful relationships between school staff and families. Survey responses reflect that families feel welcomed and respected by staff, and a notable percentage agree that school communication is clear and accessible. These findings affirm the continued impact of our foundational practices, such as Capturing Kids’ Hearts (CKH), which all staff are trained in and which serve as the cornerstone of our relationship-centered school culture.  SAVA’s wraparound support model—including student support specialists, counselors, administrators, and special education staff—ensures students and families are met with a team approach that prioritizes connection, trust, and proactive intervention. This is particularly critical in a continuation school environment, where students often face complex barriers to academic engagement. Staff intentionally build mentoring relationships with students and maintain open lines of communication with families to foster a sense of partnership and belonging. These efforts have contributed to our positive school culture and are reflected in the survey data showing high levels of trust and relational connection with school personnel.  In the 2011-2012 school year, SAVA began implementing the Capturing Kids' Hearts (CKH) model, developed by The Flippen Group. CKH is central to our approach, transforming our schools by fostering trusting relationships among teachers, staff, families, and students. All staff members are trained in CKH upon employment, and the principles of CKH are practiced consistently in all classes, meetings, and events. This program equips staff with tools to build meaningful relationships, create a safe learning environment, and develop team-building dialogues. At its core, CKH aims to create self-managing systems that enable students to confidently apply the skills they learn both in and outside of school.  In addition to CKH, SAVA is committed to promoting equity and continuous improvement. Each year, the school and district identify an equity goal and participate in professional development to address it. We have developed Professional Learning Communities (PLCs) in which all staff focus on data and continuous improvement, viewing their work through an equity lens. Each PLC targets specific sub-groups where potential inequities have been identified, aiming to decrease gaps and promote equity. Furthermore, equity and data discussions are incorporated into our School Improvement Plan (SIP) work, cycles of inquiry, site-based meetings, and in-house professional development.  At SAVA, we believe that all students can learn, achieve, and thrive when they are loved, taught effectively, and guided appropriately. This belief drives our commitment to creating a supportive and equitable educational environment, ensuring that every student has the opportunity to succeed.|The preliminary student learner need for SAVA is to increase student attendance and engagement by increasing parent involvement and creating relevant, hands-on curriculum. This major student learner need is based on SAVA’s families high percentage of low socioeconomic families and the continued focus on engaging families and guardians in the school. This will also continue to decrease SAVAs drop out rate and increase the graduation rate. The area within the LCAP that needs to be addressed is goal 3 to increase engagement with all stakeholders and the area within the SIP plan that needs to be addressed are the student and teacher learner needs to support engagement and PD/ for teachers.|Based on educational partner input and local data, SAVA Elk Grove is committed to strengthening engagement with underrepresented families by building on initiatives that create access, voice, and connection. Survey feedback highlights areas of strength in relational trust with staff, but also indicates the need for more consistent engagement and outreach to families of students who are new, credit-deficient, or navigating transitional periods in their academic journey.  To address this, SAVA will deepen its focus on engaging 9th-grade students, seniors, and transfer students through targeted family engagement strategies. These will include enhanced orientation experiences, family workshops, and small-group meetings designed to build personal relationships and ensure families understand graduation requirements, support services, and postsecondary options from the outset.  SAVA will also expand its Career and Technical Education (CTE) outreach by involving families in program showcases, career panels, and field-based experiences that highlight how CTE prepares students for high-demand industries. By connecting these programs to real-world outcomes, we aim to increase relevance and build excitement—particularly for students and families who may not have previously seen college or specific careers as accessible.  Additionally, SAVA will increase opportunities for underrepresented students and their families to participate in field trips, college tours, and dual enrollment information nights. These activities serve as key engagement tools, exposing families to educational pathways and reinforcing a shared vision of success.  Finally, through our Capturing Kids’ Hearts (CKH) framework and expanded multilingual communications, SAVA will continue to foster trust and relational consistency. Our goal is to ensure every family, regardless of background, feels seen, heard, and supported as part of the SAVA community.|At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/ guardian is invited to be a member of their site’s School Site Council/DELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.   School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the ParentSquare application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well. Parent also have access to their parent portal through Aeries where they can check on student attendance and grades.|In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at school events.|Based on the analysis of educational partner input and local data, SAVA Elk Grove will continue to strengthen partnerships with underrepresented families by expanding personalized and culturally responsive support systems. One key strategy will be the continuation of home visits to ensure direct, relationship-based outreach for families who may not otherwise engage with traditional school events. These visits help build trust, provide opportunities to better understand student needs, and connect families with relevant resources.  SAVA will also reinforce communication equity by ensuring that all families are aware of their right to request interpreters for any school-related meetings. This will be paired with improved multilingual communication and outreach efforts to remove language as a barrier to engagement.  Additionally, through the Community Schools Grant, SAVA is investing in expanded wraparound services focused on mental health, family stabilization, and community resource coordination. These supports will be integrated into the school’s broader intervention systems, with the goal of empowering families to be active collaborators in their students’ academic and personal growth. By reducing access barriers and increasing individualized support, SAVA aims to improve student outcomes through more effective and sustained family-school partnerships.|Based on educational partner input and local data, SAVA Elk Grove continues to demonstrate strong progress in building a culture of shared decision-making and inclusive stakeholder engagement. One key area of strength is the continued growth in family and staff participation in School Site Council (SSC) and English Learner Advisory Committee (ELAC). We have seen increased interest from parents and guardians in engaging in these decision-making spaces, where they contribute meaningfully to conversations about program strengths, resource allocation, and areas for improvement.  SAVA also ensures that when advisory or input opportunities are offered—whether through family nights, feedback sessions, or focus groups—there is consistent and active participation from families. These events provide critical space for gathering input on school climate, program development, and support services.  Student voice remains a central pillar of our model. Students regularly participate in planning major school events such as graduation and the CTE Showcase. They are actively involved in support meetings like SSTs, 504s, and IEPs, and their feedback influences the design of live classes, clubs, and enrichment activities. Our cohort model includes weekly “community time,” where students are encouraged to share perspectives, advocate for needs, and help shape their learning environment.  SAVA continues to prioritize student mental health and well-being through contracted services that include group counseling and wellness support. These services also help inform how we tailor our intervention and support systems to meet the needs of underrepresented student populations. Overall, SAVA remains committed to cultivating authentic and ongoing engagement from all educational partners in our decision-making processes.|SAVA families will give great input and feedback through targeted advisory groups and phone calls/ zoom. We do need to improve upon the participation in surveys that are sent out out and that require feedback.|SAVA will improve seeking input for decision making of underrepresented families by: •	Targeting parent/guardians of underrepresented families for school advisory groups and decision making •	Send surveys out in multiple languages that represent the SAVA demographic •	Have staff attend targets PD around ELL students and supporting families to effectively engage in decision-making|5|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-17|2025
34673146112254|Elk Grove Charter|3|The school’s structure for independent study requires all students and their parents/guardians to attend face-to-face meetings upon enrollment and the school’s Master Agreement defines that parents/guardians may be required to attend monthly upon request. EGCS has implemented multiple communication platforms that include email, phone, text. More specifically, Talking Points (a 3rd party communication tool) allows for translation into multiple languages. As a small school site, EGCS teachers and staff are more accessible to families and students and the one-on-one nature of independent study allows for greater connection between not only the teacher and student, but also the teacher and parents. In 20224-25 data shows more parents attended Advisory Council meetings than in the past and the school was able to appoint 2 new members to the council.|Parent/guardian connection to the school’s information system including the electronic gradebook (Synergy). EGCS teachers have improved with school-to-home communication through email, 3rd party services and phone calls, but an area of growth is building a stronger system that helps teachers and staff when to contact parents and how/when to implement intervention to increase student performance. EGCS staff need to increase capacity to perform student intervention and include all education partners in the process and to effectively communicate and understand the array of challenges of our students and families. Building the capacity of teachers and staff to communicate with parents regarding areas of concern and commendations is essential to student and teacher success.|EGCS continues to provide more activities for students on campus. EGCS historically offers limited activities as students/families participating in non-classroom-based programs typically do not participate in school wide activities. EGCS will assign a staff member to coordinate activities and promote activities to underrepresented families. EGCS will work to normalize the use of the Talking Points application for translation for those families who need it and increase communication from all EGCS departments (Admin, Counseling, ISP, Workshop) to build relationships. Also, EGCS will work to increase connection/log-in to Synergy by all families through standardized protocols and procedures. As well, greater access to support (ex. tutoring, study hall, 1x1 supports) will be aligned to the needs of targeted populations of students who demonstrate the most need.|EGCS has a strong onboarding and initial appointment process for all students and families. Families meet with the front office staff during the onboarding process to receive foundational information about the school and programs. Then families meet individually with the teacher during their initial appointment. Transcript evaluation and course planning are paramount in the process. All students are informed of past and present progress. The evaluation and planning process through the school’s Master Agreement development builds connections between students, staff, and families. All 11th/12th graders are scheduled in and informed of grade level meetings with the counselor and complete college/career modules as part of the curriculum. EGCS also has an intervention process that develops success plans for struggling students to prevent low performance and Master Agreement non-compliance. This process has reduced the number of involuntary transfers over the years.|College and career planning for both students and teachers continue to be identified areas of need. College preparatory (a-g courses) completion and college application requirements need to be addressed with students and staff. Work needs to be done to develop improved understanding of potential options for college acceptance by both students, parents, and teachers. Training is needed for staff so they can accurately promote and provide options for students to increase the school’s college-going rate. Schoolwide systems need to be refined to identify areas of need and then communicate and address those areas through school support structures.|Historically, EGCS has a small number of underrepresented families and students, but will continue to improve communication with families about programs and supports through the use of the Talking-Points application for translation services and district personnel and experts. Schoolwide documents and communications will be translated into the school’s primary languages. EGCS will also continue to work with district level support for foster, homeless, and economically disadvantaged students to provide support to inform and improve student outcomes. As well, the school has 2 EL coordinators who will receive training and then train the staff through the teacher-of-teacher model to identify and address the needs of EGCS small EL population.|EGCS conducts weekly staff/department meetings where staff are engaged in decision making activities. Students are engaged in decision making opportunities through a bi-weekly leadership class and monthly principal advisory committee. However, the primary vehicle for student/parent input is through the school’s ISP/advocacy program. Students and parents are able to connect 1x1 with their teacher and provide input on school programs and student progress. Students in grades 7-10 attend a weekly advocacy class and have the ability to provide input on school programs. Lastly, EGCS has a parent/community Advisory Committee that meets quarterly. This committee is primarily responsible for providing input on the school’s various continuous improvement plans.|EGCS’s advisory committee is organized, and has increased its attendance and welcomed 2 new members this school year. However, schoolwide partner participation is low. The purpose of the council and format of meetings needs to be addressed to attract more participants and engage families in the schools overall decision-making process. As well, areas for improvement include building stronger connections with new and current families to promote stronger public relations and branding of the school’s programs. Administration needs to improve opportunities for students to engage in leadership opportunities through both formal and informal means. Over the years, EGCS has had inconsistent participation in the Principal’s Student Advisory committee. The development of formal student leadership and government positions would aide in the student involvement in school programs and decisions.|EGCS has small numbers of underrepresented families and students but increasing awareness of decision-making opportunities is needed to improve both their connection with the school and the school’s ability to meet their needs. Specifically in regards to students/parents who are learning English, the school’s English development program would benefit from a focus on not only increased student access to the curriculum/content, but also on parent/guardian access to school programs and services. EGCS has a small number of currently identified EL students, but a large number of redesignated students and parents who are English Learners. Other underrepresented groups (ie. foster, homeless) have small enrollment, but EGCS transient population makes planning and engagement activities difficult. Improving the school’s on-boarding process will assist in greater engagement of underrepresented families. EGCS needs to engage district supports and expertise in reaching underrepresented families.|4|5|4|5|5|4|3|4|4|3|4|4|Met||2025-06-24|2025
34673220000000|Elverta Joint Elementary|3|As a school district, the Elverta Joint Elementary School District (Elverta JESD) keeps a clear vision on our mission and goals that work towards developing and implementing a culture that is welcoming, transparent, and supportive of families. Through open door policies provided by administration, teachers, and staff, families have the opportunities to connect with staff. This relationship building offers an open and collaborative environment that fosters communication and trust.|The Elverta JESD strives to identify and improve in all areas. Additional relationship building opportunities are focused upon and as a staff, we continue to work towards meeting the needs of families and their students. As the district continues to grow, our desire is to become a destination school district that provides value, support, social and emotional growth, and is welcoming to all families.|"The Elverta JESD continues to invest in the relationships between school staff and families. As the Spanish speaking population continues to grow within the district, meetings take place to offer support for the Spanish speaking families. This outreach demonstrates support and a welcoming environment that works to establish a collaborative environment. Also, newsletters, emails, voicemails and ""Red Folders"" that provide English and Spanish versions of communication, go out weekly to families."|The Elverta JESD works to identify opportunities that are specific to building partnerships with staff and families that provide academic and social-emotional supports for students. Administration and instructional staff work together with families to invest into identifying each student's needs for social-emotional and academic growth. Conferences, 1:1 check-ins, and additional supports from staff all work towards meeting student needs and increasing outcomes.|The Elverta JESD strives to identify improvement opportunities in partnering with families for increased student outcomes. To this end, the district invests into each student early on in the school year, the establishment of academic and social-emotional benchmarks. These benchmarks are revisited throughout the school year. Families are brought into to the process with the sharing of information, observations, and intended outcomes that can be achieved with a collaborative approach from staff and families.|As the Elverta JESD continues to grow, the needs of the community change. The staff at the district takes an assertive effort to identify needs of families as they enroll in the district. The district continues to invest in bilingual staff that support the communication process in a welcoming manner. Additionally, opportunities are identified and take place that work towards making productive relationships of caring and understanding towards the underrepresented families. For example, this takes place with townhall meetings for Spanish speaking  families and individual meetings that support and encourage communication and meeting the academic and social-emotional needs of students.|The Elverta JESD will work to identify opportunities to accelerate a robust communication, collaborative, and support environment between staff and families. A district-wide open door policy takes place to where educational partners can discuss decision-making and works towards better meeting the needs of all students.|The Elverta JESD has focused on communication home to families that presents an open and willing-to-listen culture. Families are often times welcomed into the classrooms or administrative offices for discussions on ideas, opinions, and identifying opportunities for improvements. The district's goal of increased communication and involvement with families will make the organization better and more represented of the immediate needs of families and the community.|The underrepresented families are a focal point for the staff of the Elverta JESD. Seeking a higher level of understanding of the needs of these families and how the district can better support the students is a cornerstone of the continued success of the district. Being assertive early-on in the school year towards welcoming and meeting with the underrepresented families individually or in small group settings will set a tone of caring, relevance, and trust in wanting to include these families in our district culture and family.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2025-06-18|2025
34673300000000|Folsom-Cordova Unified|3|Strengths: Folsom Cordova Unified School District (FCUSD) has made strong strides in creating meaningful opportunities for family engagement. The district has established inclusive structures such as Parent Summits, School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the District Advisory Committee (DAC), which elevate parent and guardian voice in school decision-making.  In addition, FCUSD hosts multiple *Data Walks* and maintains a robust parent involvement program. The district regularly offered four Parent Summits 2024-2025 school year and monthly family engagement workshops to foster collaborative, trusting relationships among families, school staff, and community partners. These workshops are designed to strengthen knowledge and skills in areas such as family literacy, English as a Second Language (ESL), social-emotional learning, cultural responsiveness, academic supports, and college and career readiness.  To maximize accessibility, workshops are offered in multiple languages, at various times, and in both in-person and virtual formats. Communications are sent out in families’ home languages and shared across diverse platforms—phone, email, text, social media, district websites, and flyers—ensuring broad and inclusive outreach.  Progress: FCUSD has made notable progress in engaging historically underrepresented and marginalized family groups. Recent Parent Summits have been well-received, with feedback reflecting families’ appreciation and a strong desire for continued opportunities to engage through summits and Data Walks. These efforts mark a positive shift toward more authentic, informed, and inclusive family-school partnerships.|FCUSD has made measurable progress in strengthening connections with underrepresented families by increasing outreach efforts and hiring culturally and linguistically diverse staff. These hires help reflect the diversity of our student body and allow for more inclusive communication and support strategies tailored to family needs.  Based on feedback from educational partners and a review of local engagement data, a key area for continued improvement is amplifying the voices of families and students who have experienced adverse educational conditions. FCUSD will address this by expanding opportunities for authentic engagement, including hosting recurring parent summits, facilitating empathy interviews, organizing student fishbowl discussions, and encouraging ongoing participation at school sites. These activities aim to foster mutual trust, elevate lived experiences, and guide equity-driven improvements in family-school relationships.|During the self-reflection process, FCUSD identified the need to strengthen trust and two-way communication with historically underrepresented families. In response, the district will implement the Welcoming Schools Standards to foster inclusive, relationship-centered school cultures.  We will continue direct outreach to families in underserved communities by meeting them in familiar spaces, building trust through consistent presence, and creating opportunities for meaningful participation. This includes expanding efforts such as Parent Summits, English Learner Advisory Committees (ELACs), School Site Councils (SSCs), District Advisory Committees (DACs), and Community Advisory Committees (CACs), ensuring they are accessible, inclusive, and representative.  To support authentic engagement, FCUSD will enhance practices that create psychologically safe environments for open dialogue and exchange of ideas. This includes providing language interpretation, childcare, and culturally responsive facilitation to reduce barriers to participation.  In the upcoming year, we will support school sites in creating systems that actively welcome families, strategically leverage engagement events, and offer trauma-informed, equity-centered professional development. These actions aim to deepen trust across the district.|Strengths: FCUSD continues to promote meaningful collaboration between families and educators by providing minimum days for Parent-Teacher Conferences, enabling in-depth discussions centered on student progress and academic goals. These conferences include translation services, ensuring equitable access for bilingual families.  The implementation of the Community Schools Grant at nine school sites serves as a lever for deepening school-family-community partnerships. This grant brings school and district staff into the community and foster collaboration with local agencies, enhancing students’ academic and social-emotional outcomes through wraparound supports.   Progress: FCUSD has renewed its focus on strengthening parent participation in School Site Councils (SSC) and English Learner Advisory Committees (ELAC). Efforts this year have included clear communication to both parents and staff about the roles, responsibilities, and purpose of each committee, ensuring that families are empowered as active contributors to school planning and decision-making.|FCUSD is committed to expanding opportunities for students and their families to understand their educational rights and develop advocacy strategies that support academic and social-emotional success. To ensure consistent and effective communication across all school communities, the Categorical Programs team provides translation and partners with the Communications Department to enhance how key information is shared with families.  This collaboration focuses on providing clear, culturally and linguistically responsive messaging that supports families in navigating the educational system and actively engaging in their child’s learning. By aligning efforts across departments, FCUSD aims to foster strong family-school partnerships grounded in shared knowledge and advocacy.|FCUSD is deepening its commitment to equitable family engagement by strengthening meaningful participation in School Site Councils (SSC) and English Learner Advisory Committees (ELAC). These spaces are being used not only to inform but to build trusting relationships and mutual understanding between families and school communities.  To support this work, FCUSD has developed ongoing training opportunities that build the capacity of families and staff to engage collaboratively. These trainings are designed to integrate available resources and equip families with tools to participate actively in school planning and student support efforts.  As part of our broader outreach strategy, the district redesigned its website and social media platforms to ensure families can more easily access key information, events, and district initiatives. In parallel, FCUSD is expanding its partnership network by intentionally collaborating with culturally diverse community-based organizations and district departments. These partnerships are tailored to address the unique needs of underserved and marginalized student groups, including African American students, English Learners, Foster Youth, students experiencing homelessness, LGBTQ+ youth, refugees, and others.|FCUSD seeks the input of families through the use of surveys, Thought Exchanges, Data Walks, and focus group meetings. We have a strong, ongoing commitment to seeking input from families and involving them in the decision-making processes, especially through opportunities to serve on formal and informal site and district committees. In partnership with parent advisory committees (DELAC, DAC), FCUSD has increased the number of opportunities for families to participate in LCAP Data Walk sessions and focus groups, including intentionally partnering with diverse community partners to lead culturally and linguistically diverse input gathering.  Strengths: To reach hard-to-reach families, direct outreach using translated email and text, as well as personal invitations, was used to encourage families to participate in ELAC, DELAC, Parent Summits, DAC, and School Site Council meetings.  Progress: Increased attendance from many stakeholders when provided both in-person and virtual options. Previous barriers, such as transportation and childcare, were among parents' barriers to participation.|Areas of Focus: Increase opportunities for families to become engaged through targeted outreach and recruitment for participating in the School Site Council, District Advisory Committee, ELAC, and DELAC. We are looking forward to expanding and designing family engagement plans to better support schools and departments.|Improve:  Focused outreach and creating space for equity-focused dialogue.  Bridge resources and have staff go to parents. Provide data and create opportunities to show the progress their students have made.  Identify with families what they think works, what doesn't, and what next steps make sense.  This upcoming school year, we will continue to create opportunities for families, school staff, and district departments to collaborate on designing, planning, implementing, and evaluating family engagement plans for the school year. We will be providing opportunities for families to learn about the importance of being engaged in site and district-level decision-making, as well as providing workshops and training for families to learn more and join various decision-making committees. Lastly, we will be working closely with our schools and departments to help evaluate current family engagement practices and determine ways to level up their offerings to better support students and families while also providing multiple opportunities to seek input and involve families in decision-making.|4|4|4|4|4|4|4|4|4|4|4|5|Met||2025-06-18|2025
34673300106757|Folsom Cordova K-8 Community Charter|3|Building strong school staff and families relationships continues to be a strength for FCCC. The staff and teachers at FCCC to work closely with families to build trusting relationships and partner with families to support their child's academic and socio-emotional progress. The 2024-25 annual parent survey responses indicate an overall high level of parent satisfaction with the school, family communication, school safety, staff and family engagement.|Based on educational partner input and the responses to the 2024-25 parent survey, FCCC staff and teachers can improve on how they inform all parents of their child's academic progress and their grade level academic standards. FCCC will improve on communicating student progress and grade level standards. Although, 80% of responses indicated satisfaction with teacher availability to help students, 20% of responses expressed a need for increased availability of teachers. FCCC will improve on teacher availability for helping students.|Based on educational partner input and the self-reflection process, FCCC will improve engagement of underrepresented families by continuing to make personal connections, in-person invitations to join the school advisory council, and inviting underrepresented families to attend Meet & Greets with other families and the Principal.|FCCC Staff and Families work together closely to identify student learning needs and create lessons and assignments to meet student learning outcomes. This is a strength of the homeschool program.|Based on educational partner input and the 2024-2025 parent survey responses, one area of improvement is in communicating student outcomes and academic grade level standards. Another area for improvement is in increasing assessment participation rates.|Based on educational partner input and the 2024-2025 parent survey responses, one area of improvement for engaging underrepresented families, is early communication, identification and intervention for underrepresented families and students.|FCCC Staff and Teachers continuously seek input from educational partners through one-on-one conversations, weekly family newsletter, regular invitations to attend and participate in the school advisory council, and through the bi-weekly family meetings conducted between the teacher, student and parents. This is a strength of our program.|Based on educational partner input and the 2024-2025 parent survey responses, one area of improvement is in increasing frequency and regularity of in-person Meet & Greets to provide a regular forum for families for informal input on decision-making.|Based on educational partner input and the 2024-2025 parent survey responses, one area of improvement is for improving engagement of underrepresented families in decision-making, is to continuously invite underrepresented families to provide input and perspective on upcoming decisions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
34673300142208|New Pacific Charter - Rancho Cordova|3|According to the most recent LCAP parent survey, 92% of respondents reported overall satisfaction with the school. Additionally, 91% felt well-informed when making decisions related to their child’s education, 90% agreed that New Pacific Charter Rancho Cordova is meeting their child’s learning needs, and 95% felt the school communicates regularly and effectively. This year, NPC-RC also launched a robust Parent-Teacher Organization (PTO), which has played an active role in organizing and supporting a variety of school events, further strengthening school-community engagement.|New Pacific Charter Rancho Cordova places great significance on receiving feedback from our educational partners, recognizing its crucial role in our planning and decision-making processes. To establish a foundation of trust and respect from the very first day of school, the NPC-RC staff is focused on building strong and meaningful relationships. NPC-RC strives to actively engage with parents and students, gaining valuable insights into each family's unique culture, as well as their academic and socio-emotional goals for their children. To ensure effective communication and documentation, teachers diligently maintain a family communication log, where detailed notes are recorded for future reference. Based on feedback from educational partners NPC-RC expanded its use of social media by implementing Parent Square for the 2024-2025 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year. NPC-RC l maintains an active website and Facebook page, serving as essential platforms for transparent and timely communication with our families. We firmly believe in accessibility and provide all families with the means to contact their teachers and school administration through email, text, and phone, ensuring open lines of communication at all times.|We plan to improve our engagement of underrepresented families by first understanding their hopes and aspirations for their children at our school. Classroom teachers will be seeking to understand this perspective and designing opportunities to engage these families.|According to the most recent LCAP parent survey, 92% of respondents reported overall satisfaction with the school. Additionally, 91% felt well-informed when making decisions related to their child’s education, 90% agreed that New Pacific Rancho Cordova is meeting their child’s learning needs, and 95% felt the school communicates regularly and effectively.|New Pacific Rancho Cordova is committed to strengthening partnerships that support positive student outcomes. The school will continue efforts to increase stakeholder satisfaction, enhance communication among all members of the school community, and offer parent training workshops designed to equip families with the tools to support their scholars beyond the classroom. Additionally, NPC-RC remains dedicated to addressing the social-emotional learning (SEL) needs of its students as a foundational element of its educational approach.|We plan to collaborate with parents to discuss and first understand the academic outcomes and academic goals of their students. Second, we will build a plan with the families to support their students in those specific academic areas.|The school provided multiple opportunities and methods for families to communicate their thoughts about the school and sought their opinions for the school decision making process through LPAC surveys, PAC meetings, and informal events.|Based on feedback from educational partners, NPC-RC expanded its communication efforts by implementing Parent Square for the 2024–2025 school year. This platform has enhanced parent access to information about school events, meetings, and the overall decision-making process. The continued use of the Kelvin survey tool allows NPC-RC to efficiently gather input from students, parents, and staff, providing multiple opportunities throughout the year to identify and address emerging questions and concerns. NPC-RC remains committed to improving stakeholder engagement in decision-making by actively incorporating feedback from the Parent Advisory Council (PAC). In addition, the school is increasing the number of informal stakeholder events to create more opportunities for open dialogue between families, staff, and administration.|We want to personally seek out the input of underrepresented families at the school. School Climate|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
34673480000000|Galt Joint Union Elementary|3|"2025 Districtwide CalSCHLS Parent Survey: Percentage responding ""STRONGLY AGREE"" or ""YES"" Elementary parent responses: 429 Middle School parent responses: 153 1. Indicators on the CalSCHLS survey identified the following areas of strength: Elementary: Goal=50% Promotion of parental involvement in school=45% School is a safe place for my child=47% School has adults who really care about students=49% Parents feel welcome to participate at school=45% School encourages me to be an active partner with the school in educating my child=46% School Staff treat parents with respect-49% Middle School: Goal 50% Promotion of parental involvement in school=25% School promptly responds to my phone calls, messages, or e-mails=33% (41% Agree) School encourages me to be an active partner with the school in educating my child=26% (50% Agree) School keeps me well informed about school activities=35% (51% Agree) School staff treat parents with respect=29% (54% Agree) Parents feel welcome to participate at this school= 21% (51% Agree) Current strengths district-wide in the area of Building Relationships Between School Staff and Families include: -Every school has a Social Worker or Counselor that performs daily outreach and regular home visits for students and families. -Bilingual Community Outreach Assistants and Bilingual Community Outreach Coordinator has supported communication at all schools. -Every school site includes bilingual office staff to welcome families upon arrival to the office. -Grades PreK-8 meet with parents for individual conferences one or more times per year. -All communications are sent home in both English and Spanish. Interpreters are provided at all parent meetings. -The District and individual school site websites are available in multiple languages. -The District supports the funding of a full time School Resource Officer dedicated to its schools. The resource officer promotes safe positive safe school environment; meeting with parents and students. -Bilingual staff are available at each school to support great family engagement and increase two-way communication between teachers and parents. -Family engagement activities are implemented at all sites: School Picnics, Literacy Nights, Science Nights, Math Nights, Back-to School Nights, Open House, Fall -Festivals, Movie Nights, Color Runs, etc. -Parent Advisory Committee meetings offered over Zoom to accommodate families schedule and childcare needs. -The Superintendent provides monthly newsletter and district updates. -GJUESD participation at local community events."|The focus area for the District to improve is to continue developing staff capacity to learn about each family’s strengths, cultures, languages and goals for their children. Strengths-based practices, goal setting with students and families, and building a positive school climate will continue to be strengthened at each school site.|To improve engagement of underrepresented families in Building Relationships Between School Staff and Families, the District will continue to improve the outreach to families by: •  utilizing bilingual assistants, bilingual staff and the Bilingual Community Outreach Coordinator to provide interpretation and   translation at parent meetings/events •  have an outreach table at school and community events •  making personal phone calls to families for attendance at parent advisory committee meetings •  maintain the School Readiness parent center at Fairsite with resources and services •  provide parent education classes in English and Spanish: nutrition series, english classes, wellness groups|Current strengths district-wide in the area of Building Partnerships for Student Outcomes include: -ParentVUE in the District's student information system for parents to have daily access to student progress. -Technology trainings and live tech support for students and parents. -Parent Advisory Committees at the site and district levels (ELAC/DELAC, DAC, Migrant PAC, Special Education PAC, Preschool Advisory); Parent leadership meetings-School Site Council. -Student Advisory Committee at McCaffrey Middle School: Bulldog Senate -The examination of state and local data are presented at the site and district stakeholder meetings. -Bilingual Community Outreach Coordinator to strengthen services for our migrant families. -Parent education classes offered through the School Readiness Center. -Site based Student Study Team meetings.  1. Indicators on the 2025 CalSCHLS survey identified the following areas of strength: Elementary: Goal = 50% -Teachers communicate with parents about what students are expected to learn in class: 48% -School encourages me to be an active partner with the school in educating my child: 46% -School promptly responds to my phone calls, messages, or emails: 51% Middle School: Goal = 50% -Teachers communicate with parents about what students are expected to learn in class: 19% (48% Agree) -School keeps me well informed about school activities=35% (51% Agree) -School encourages me to be an active partner with the school in educating my child=26% (50% Agree)|The focus area for the District to improve is to continue developing staff capacity by providing additional professional learning to teachers and principals to improve their schools’ capacity to partner with families. The role of the Bilingual Community Outreach Coordinator, counselors and social workers is being expanded to provide support to families afterschool, into the evenings and through home visits.|To improve engagement of underrepresented families in Building Partnerships for Student Outcomes, the District will continue to improve the outreach to families by •  utilizing bilingual assistants, bilingual staff and the Bilingual Community Outreach Coordinator to provide interpretation and translation at parent meetings/events •  have an outreach table at school and community events •  making personal phone calls to families for attendance at parent advisory committee meetings •  maintain the School Readiness parent center at Fairsite with resources and services •  provide parent education classes in English and Spanish: nutrition series, english classes, wellness groups|Indicators on the CalSCHLS survey identified the following areas of strength: •  School encourages me to be an active partner with the school in educating my child: Elementary: 46% Middle: 26%  Indicators on the CalSCHLS survey identified the following areas of improvement needed: •  School actively seeks the input of parents before making important decisions. Elementary: 33% Middle: 20%  Current strengths in the area of Seeking Input for Decision Making include:  -Numerous Stakeholder Feedback sessions annually provide direction and feedback for the district to incorporate into the LCAP; sessions are presented in English and Spanish. -Numerous parent advisory groups include: District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), English Learner Advisory Committee. (ELAC), Special Education Parent Advisory Committee(PAC). Parents actively play a role in the decision-making process at the site and district levels. The groups include information shared in English and Spanish.  -Principals and teachers attend the District Advisory Committee meetings with parent representatives from each site.  -LCAP progress updates and the examination of state and local data are included in quarterly District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings.  -The annual CalSCHLS survey is conducted with families to provide feedback in the following areas: Parent engagement, Communication, Facilities and School Safety.  -Principals actively work alongside their Parent Clubs at each site to plan, design and implement a wide variety of family engagement activities.  -Dual Language Immersion Program parent meetings held annually.|The focus area for the District to improve is to continue encouraging school district administration to engage more families to provide input on policies and site decision-making processes. Increasing the number of families that participate in the English Learner Advisory Committees at schools will provide parents a greater voice. Increasing the informal parent- principal meetings or special school-wide events will also keep parents better informed and more able to participate in the decision making process.|To improve engagement of underrepresented families in Seeking Input for Decision-Making, the District will continue to improve the outreach to families by •  utilizing bilingual assistants, bilingual staff and the Bilingual Community Outreach Coordinator to provide interpretation and translation at parent meetings/events •  have an outreach table at school and community events. •  making personal phone calls to families for attendance at parent advisory committee meetings •  maintain the School Readiness parent center at Fairsite with resources and services •  provide parent education classes in English -increase attendance at parent advisory committee meetings  -offer virtual meeting options to families|4|5|4|5|4|4|5|5|5|5|5|5|Met||2025-06-18|2025
34673550000000|Galt Joint Union High|3|The District has been utilizing ParentSquare and text messaging through our 8X8 phone system as the primary means to send and receive communications between school and families. Families and staff have embraced these platforms over the past few years and use them frequently (Over 3500 users on a regular basis). Additionally, this year, the Superintendent and Director of Ed. Services conducted unprecedented in person LCAP feedback meetings at two for the four feeder school districts, with plans to implement this event at all feeder districts in 2025-26 school year and beyond. The new District Cabinet members including the Superintendent are intentionally more visible at school events and meetings.|The District seeks to strengthen and improve communications with Hispanic families.  Based on the need for improvement in this area, the District will now ensure our Spanish speaking families are also receiving messaging from the District as ParentSquare can provide a translated message. On the 2025 GJUHSD Panorama survey which was sent out via ParentSquare, there was an overall increase of parent participation for the 2024-25 school year compared to the last two years. Additionally, our English Learner coordinators make personal phone calls to parents before DELAC meetings encouraging them to attend. In 2024-25 the parent participation tripled from the first meeting of the year to the last meeting in May. The Panorama survey data has also revealed that our African American/Black families are not satisfied with various issues in the District which also makes these concerns a priority for improvement on the part of GJUHSD.|The 2024-25  Panorama Survey indicated that 48% of parents responded favorably to the question, “The school values the diversity of students’ backgrounds?”  While 59% of parents responded favorably to “Given your child’s cultural background, how good a fit is his/her school?” The District is making a concerted effort to raise these percentage points by providing parents more access to school events and meeting by consistently providing interpreters, dinner and childcare to the extent possible. The Panorama survey also reveals that our African American/Black families and students responded with the lowest favorable scores on most survey  topics which signals to the District that more outreach to these members of our community is vital. Also, personal outreach by staff to underrepresented families  by way of phone calls, texts, home visits and counseling meetings is also increasing in order to make families of our underrepresented and unduplicated students feel more welcome.|Educational Partners appreciate that every school in the District provides afterschool tutoring, conducted by our own staff members. Tutors provide support in all subject matter disciplines. Also, further strengths include the fact that our teachers  monitor student progress via PowerSchool and Canvas and notify families through these platforms or by email or phone  when students are behind or struggling in the course. Parents and teachers can request a parent teacher conference before or after school and have an administrator present if so desired. The District also has a strong counseling staff, and support staff that is available to  reach out to families about student progress and attendance which may include home visits as needed. We also have specific staff to support Foster and Homeless youth, Students with Disabilities, English Learners and Migrant students. Our Multi-Tiered systems of Support Team at each site meets weekly to review the needs of “at risk” students and reaches out the families of these students to discuss supports and/or differentiated placements for students in order to optimize student outcomes.|Analysis of educational partner feedback and local data indicates that the District needs to improve in the area of too many bus route cancellations, the need for consistent discipline and grading policies across schools, articulation with feeder school districts and providing a more welcoming atmosphere for our English Learners and African American/Black families.|Based on self-reflection from the feedback of families, students and staff, the District will seek to improve engagement of underrepresented families by implementing additional outreach via personal invitations to parents of unduplicated students to join the District English Learner Advisory Committee, the District Advisory Committee, and school site events. Our African American/Black families are at a lower population percentage in the District, but appear to be the most disenfranchised, which calls out the need for the District to offer more focused attention for these families. Additionally, the District will be reviewing discipline policies and implementing Positive Behavioral Interventions and Support initiative to create incentives for students to earn  positive grades and attendance in order to increase their sense of belonging and to create a more positive climate on  each campus. District notifications will be always disseminated in a bilingual format, and our Transportation Services department will be actively recruiting for more substitute school bus drivers.|Hearing the voices from our education partners is a priority for the District. Not only do we actively recruit parents for the District Advisory committee and District English Learner Advisory committee, but each of our school sites also have a School Site Council which identifies student needs and areas for improvement for the school, and the members also participate in the creation/revision of the Single Plan for Student Achievement.  There are also strong parent and community advisory committees in the District  for the Agriculture Career Technical Education pathway, the STEM/Engineering pathway and Sports Medicine Pathway at our comprehensive high schools. From this point going forward, the District will also regularly be seeking input from parents of students at out feeder elementary districts, along with our teacher committees (calendar, master scheduling, English Learners, AVID, VAPA), the Panorama Survey results, and annual student focus groups.|The District needs to continue to encourage and recruit parents to be involved in parent groups and  to volunteer for school events. The most recent Panorama survey indicated that only 2% of parents volunteer at their child’s school throughout the year. This means that the current parents who are involved are most likely on multiple committees and provide the majority of the family input on District decision making. Conducting more phone calls, emails, and ParentSquare communications along with the District being out and  more visible at community events will help the District increase parent engagement overall.|Specific efforts will be made to encourage underrepresented families to participate on committees and advisory groups. Efforts may include home visits, offering surveys at community-wide events such as the local Galt Flea Market, Saturday Market, and providing translation/interpretation at school events. Also, providing all School and District communications in Spanish will also help us to reach out and seek more input from underrepresented families.|3|4|5|5|3|4|3|3|3|3|3|3|Met||2025-06-12|2025
34674130000000|River Delta Joint Unified|3|RDUSD was able to successfully partner with families to improve student outcomes. Families of students were provided many opportunities to be involved in their child’s education including: School Readiness Home Visits, the utilization of the First 5 Family Resource Center, Migrant Education Parent Advisory Council Parent Conference, Family Education Nights, Family Arena Nights, Senior Parent Nights and Financial Aid Information & Assistance Nights. Additionally, sites offered less formal opportunities for families to come together with school leadership at “donuts for grown-up” style events. LCAP educational partner feedback meetings were well attended in the 2024-25 school year but not as well as the previous year.|Our educational partner input and data have helped RDUSD know that more opportunities for two-way communication would improve the strength and number of positive school to family relationships. RDUSD is fully invested in understanding the needs and goals of our school community and partnered with CalSCHLS and completed the California Healthy Kids Survey, California School Staff Survey, California Parent Surveys to gather information from our school community. Currently, we are using our established practices of engaging our community by inviting them to ELAC/DLAC, School Site Council, Board of Trustee's, Parent Advisory Committee, LCAP, and Bond Initiative meetings. Additionally, as school improvement projects have finished the broader school community has been invited to participate in ribbon cutting ceremonies and tours. RDUSD will continue to provide opportunities for our community to provide input on district initiatives and long-term plans. RDUSD will expand our academic conversation initiatives in 2025-26 and provide additional training on improving communication with parents.|RDUSD will continue to reach out to underrepresented groups and invite them to participate in the district and school governance processes and advisory groups. We will use multiple modes to communicate with underrepresented groups including technology, paper flyer distributions and personal outreach by staff members to engage with our community.|RDUSD will continue to build partnerships with families to help them be a strong support for their students. Based on California Schools Parent Survey data 87% of respondents report being well informed about school activities, 76% report having attended a school or class event, 88% have attended a general school meeting, 53% have participated in school fundraising, and 49% have participated in a parent organization. Only 25% of parents report serving on a 2025-26 Local Performance Indicator Self-Reflection for River Delta Unified Page 11 of 17 school committee. Additionally, 72% of parents have received information about the role they can play at school but only 60% have received information about why their students is placed in a specific class. Ninety-three percent of elementary parents reported that the participated in a parent teacher conference, 63% of middle school parents participated in a parent teacher conference while only 40% high school parents have met with a counselor. In RDUSD at the middle and high school levels schools offer arena style conferencing and these data are not collected on the California Healthy Kids survey suite. Based on these data RDUSD parent participate at a high level in many activities that directly benefit their student and the greater school community.|Currently the community is able to participate in dialog at District Language Acquisition Committee meetings (DLAC), site English Language Acquisition meetings (ELAC), Migrant Education Parent Advisory Counsel (MPAC), School Site Counsel (SSC) meetings and Board of Trustee meetings. Families participating in our Migrant PAC continue to expressed interest in having training on how to use technology and how to use parental controls. The Board of Trustees regularly interacts in dialog with their constituents and receives public input at every School Board meeting. We will focus on leveraging our internal systems to better publicize opportunities for dialog and provide information to parents on the impact and importance of committee participation.|RDUSD will publicize opportunities to engage in our LCAP local indicator reflection process at our PAC, DLAC, ELAC and SSC meetings and push information out to families via our information systems. During the 2024-25 school year, because many of the members of committees overlapped, DELAC and MPAC meetings were held on the same evenings with mixed success. During the 2025-26 school year we will work with both groups to increase participation and continue to offer back-to-back meetings. We will continue to provide in-person and remote engagement opportunities to address our unique geographic barriers to participation, this practice has been especially important for our LCAP PAC work. RDUSD provides translation in Spanish for our families at our community information gathering events.|RDUSD is effectively using technology tools to gather stakeholder input for decision making. The district continues to facilitate hybrid Board of Trustee meetings to allow community members to view the meetings where they are most comfortable. Twenty-five percent of parents responding to the California Schools Parent Survey report serving on a school committee. Sixty percent of parents reported that the school seeks input about important decisions. The average number of school governance opportunities offered at each site is 11, the district average is 16 (Board Meetings and LCAP sessions). RDUSD continues to gather community input offering engagement opportunities such as our District English Language Advisory Committee meeting, English Language Advisory meetings, Meet the Principal events, Migrant Education Parent Advisory Council, Site Council meetings, and LCAP community input sessions.|RDUSD is committed to providing an opportunity for families and the community to provide input to help inform decision making. The community expressed that surveys are an easy way for them to provide input on a variety of topics. Additional surveys were used in the 2024-25 school year with mixed response rates. Despite challenges, RDUSD will continue to employ the use of surveys to gather information. Additionally, the community indicated that they would like more information on bond funded improvement project ribbon cutting ceremonies and tours. The community attended site tours and information sessions to provide input on projects and the district will continue this strategy as we assess funding and final projects. We will focus on leveraging our internal systems to better publicize opportunities for dialog and provide information to parents on the impact of committee participation.|The district will continue to reach out to the community and invite them to provide feedback. Sessions will be planned at times when our community can attend and be translated to allow all community members to participate. School site leadership will leverage their relationships with their school communities to encourage underrepresented families to participate. RDUSD will publicize opportunities to engage in our LCAP local indicator reflection process at our PAC, DLAC, ELAC and SSC meetings and push information out to families via our information systems. We will continue to provide in-person and remote engagement opportunities to address our unique geographic barriers to participation. The RDUSD Board of Trustees holds its regular monthly meetings at a different school site each year to provide an opportunity for members of the geographically broad region to attend meetings.|4|4|3|4|4|4|4|4|4|3|4|4|Met||2025-06-24|2025
34674130114660|Delta Elementary Charter|3|Consistent Parent Square messages, Coyote Den Digest, Coffee With Principal, Parent-Teacher Conferences, Meet& Greet, Back to School Night, PTC events, Treats with PTC, Treats on Bus A Stop and ELAC.|Communication of dates on Parent Square and Discipline Committee meetings.|Providing information digitally, paper form, and through social media to help all families get access to information about school events and parent meetings.|i Ready diagnostic three times a year, Parent-Teacher Conferences, open door/accessible, PBL Signature Nights, art/music performances|Independent Study, After School tutoring and clubs|New parent surveys after all IEPs for feedback and improvement|PTC Committees, parent-teacher communication|Send a survey to parents regarding the best time to attend committee meetings.|Ensure that all documents are translated and provided in multiple formats (digital, paper). Invite members of ELAC to Parent Advisory Committee Meetings.|5|4|3|4|3|4|4|4|4|4|4|5|Met||2025-06-26|2025
34674210000000|Robla Elementary|3|Robla School District is striving to provide an environment where parents and families feel welcome. We understand that parents play a vital role in theirs child's education. We provide a number of services to parents to involve them actively in their child's education and to provide then with the knowledge and understanding they need to support their child. We have been successful in engaging parents in discussions on understanding the challenging state academic standards, state and local academic assessments and how to monitor their child's progress through yearly, in-person parent conferences. We have expanded our parent/family outreach by growing our Thursday morning walking program to include meal distribution and informational presentations. Each school site holds at least 5 parent events throughout the school year, welcoming parents to be a part of the school community.|We are committed to expanding our capacity for building relationships between school staff and families. Robla is working to transform how we interact with parents, specifically interacting with families of underrepresented students. We have embarked on a comprehensive professional learning plan for all staff with the goal of building a better response and understanding of our communities’ colors, cultures, and belief systems. We continue to work with educational partners to provide professional learning for all district staff on identifying cultural barriers and racial bias, building cultural understanding and identifying inequities. We have also expanded our outreach to parents in the area of mental health and social-emotional learning.|As a district we will continue to strive to provide highly qualified personnel that is also representative of the community that we serve. We are proud to have several bilingual employees working in all aspects of the district which helps build our capacity for regular communication with our families. We work with local educational partners to bring the existence of the Robla School District to the public and to potential personnel. We will continue to provide parent dinners that celebrate prominent cultural groups within our community as well as expand our staffs knowledge and understanding of diverse cultural and ethnic backgrounds through curricular materials, celebration events and integration into our art and music curriculum. We are expanding the parent professional learning events we offer to include more opportunities for the parents of students with disabilities and to address the social emotional needs of students and families.|Robla School District administered the Panorama Education Parent-School Relationship Survey. The parent survey measured school climate, school safety and how well the district engages with parents. Seventy-nine percent of parents responded favorably in regards to their perceptions of the overall social and learning climate of the school. This is a 3% increase from the prior year. Eighty-three percent of the parents responded favorably on their perceptions of student physical and psychological safety at school. This is a 6% increase from the prior year.|The Robla School District has recommitted itself to the implementation of Positive Behavior Intervention & Support (PBIS) district wide. The broad purpose of Positive Behavior Intervention & Support (PBIS) is to improve the effectiveness, efficiency, and equity of schools and other agencies. It improves social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. We continue our work with district staff on cultural sensitivity and awareness in an effort to build a culturally responsive environment for our students and their families. We continue to strive to make our school campuses inviting and welcoming to all parents and guardians. The utilization of bilingual community outreach assistants, technological resources that provide translation to all school communications, social media to highlight positive school experiences and introduction to staff are all ways in which we are working to break down barriers and to promote a positive environment for parents and staff alike.|The Robla School District takes every effort to insure that all families, no matter their home language, racial or ethnic background feel welcome and supported. The district utilizes a yearly parent survey as well as a Parent Advisory Committee, District English Learner Advisory Committee and site parent committee meetings to seek input for providing other reasonable support for parent/guardian activities as parent/guardians shall request. We welcome and encourage family participation in our decision making process. We continually seek parent and staff input on ways to increase parent and family engagement in participating in decision making bodies. Community outreach assistants and bilingual personnel, are an integral piece of providing outreach and support to our families and helping us to bridge language barriers so all students and families can be a part of our community engagement.|The Robla School District current operates an active District Parent Advisory Committee and District English Language Advisory Committee. We hold at least three community events and invite our educational partners to participate on district level decision making committees at both the district and site level. We utilize our Title I Parent Meeting and Back to School Night events to inform parents of their right and opportunity to participate on these committees. We also utilize our parent communication portal, Parent Square and social media to keep parents abreast of school and district events. We utilize these platforms to invite our educational partners to committee convening’s as well as distribute flyers. All communication is translated into Spanish, Russian and Hmong. In an effort to seek input and participate in decision making, each school site conducts a parent survey on school climate, school safety and barriers to engagement each academic year with the opportunity for participants to write in comments and give feedback.|When we asked parents about the barriers they faced in becoming involved with their child’s school, parent’s responded favorably when asked about their sense of belonging nor did they feel culture or language as a barrier. Parents indicated a busy schedule and/or childcare needs were the most common barriers to engaging more actively with their child’s school. In response to analysis of educational partner input and local data collected, the Robla School District has determined that flexibility in setting meeting days and times could help increase family engagement. Additionally, we will work to provide more opportunities for childcare or engagement of children in family activities to promote participation and a family focus. We will continue to focus our efforts on bridging cultural barriers and providing positive school experiences for our community which we see as essential in bridging social and cultural gaps.|We will continue to provide outreach to our community through positive school experiences: site based family events, parent empowerment dinners, walking club and other welcoming events. The district will partner with community based organizations such as the Sacramento Food Bank and Elica, to provide resources to our families. The inclusion of community outreach and bilingual outreach personnel has been an effective program for addressing underrepresented families. We will continue to seek opportunities to expand in this area.|4|4|4|4|5|4|5|5|5|5|5|5|Met||2025-06-26|2025
34674210132019|Paseo Grande Charter|3|A strength of our school program in building relationships between staff and parents is recognition of the vital role of educational partners in supporting student achievement and overall school success. We maintain open and consistent communication through various channels, including regular school newsletters, quarterly student recognition ceremonies, and bi-annual parent-teacher conferences. Additionally, we hold weekly student appointments, Student Parent Advisory Committee (SPAC) meetings with students, and weekly Friday staff meetings to ensure ongoing collaboration. Support services for families are readily available through Academic Advisers, Highly Qualified Teachers, the counseling department, Community and Parent Liaisons, and mass communication efforts that share community resources. Parents, guardians, and community mentors are encouraged to participate in small group advisory meetings and quarterly English Learner Advisory and Parent Advisory Town Hall meetings, where we actively seek feedback. Beyond these formal settings, parents and caregivers frequently engage with teachers and staff via text messages and virtual meetings. Our educators also share powerful success stories of students who demonstrate resilience and determination, overcoming obstacles to stay motivated and achieve their goals. These stories serve as a testament to the dedication of our students and the unwavering support of our school community. For example, one Paseo Grande parent commented, “the advisory team has been especially impressive, maintaining open and consistent communication with us.”|A focus of our program in strengthening staff and family relationships is to broaden post-secondary opportunities to better equip students for their futures beyond high school. Our school values the essential contributions of educational partners in guiding student achievement and is committed to gathering their insights to strengthen our support systems. To ensure that student pathways reflect both their aspirations and the expectations of their families, we actively gather input from parents, caregivers, and the community through SPAC meetings, annual surveys, student-parent conferences, and advisory groups such as PAC and ELAC. One piece of feedback we received from a student had to do with relationships among peers: “My favorite part about online learning is being able to finish school much faster. My least favorite part about online learning is not being able to make much connections with the students.”|Our school is dedicated to building strong relationships with underrepresented families by providing accessible and inclusive engagement opportunities. We understand the families we serve have demanding schedules, so we offer evening meetings for PAC and ELAC and SPAC meetings during the day to accommodate different needs. Additionally, family workshops, technology support, and community partnerships provide essential resources. By listening to feedback and adapting our efforts, we create a welcoming environment where every family feels heard and supported in their child’s education. One parent stated “My son has had a very positive experience at Paseo Grande. What stands out is the care and attention from his teachers. They have been consistently supportive and understanding, creating an environment that felt comfortable.”|One strength about our program in relation to Building Partnerships for Student Outcomes is our commitment to providing comprehensive support by connecting students and families with essential resources. Counselors offer services such as Care Solace for access to mental health support, college workshops to guide students in post-secondary planning, and the HOPE Program, which provides specialized resources for pregnant and parenting teens. Community liaisons play a vital role in bridging the gap between the school and our communities, ensuring families have access to necessary support. Additionally, tutors provide academic assistance, helping students strengthen their skills and build confidence in their learning. Our educational partners have expressed appreciation for the availability of these resources, recognizing their positive impact on student success. Through these collaborative efforts, we continue to foster an inclusive and supportive environment where every student can thrive. One parent stated “[The staff] have always been approachable and respectful, never making my son feel judged or pressured.”|Our focus for improvement in Building Partnerships for Student Outcomes is to continue to strengthen connections between families and our school, ensuring parents stay engaged through newsletters, surveys, and outreach efforts. Working alongside our counselors, our Parent Liaison expands engagement by building partnerships with local organizations and professionals, providing students with mentorship and career exploration opportunities. These relationships create an environment where students feel supported, motivated, and prepared for success.Stronger family involvement leads to higher attendance, improved academic performance, and greater college and career opportunities. As our school grows, we remain committed to enhancing these partnerships to ensure every student has the resources to thrive. We actively connect families and students with school events, workshops, and community resources, fostering a supportive and informed community partnership.|Our school will continue to prioritize trust, inclusivity, and open communication to strengthen family engagement for underrepresented students. We conduct regular surveys to gather parent feedback, ensuring their needs and preferences shape our support efforts. Information is shared clearly and in an accessible way through newsletters, emails, text messages, phone calls, and virtual meetings to keep families informed. Our Parent Liaison serves as a bridge between families and the school, fostering relationships and encouraging active participation in their child’s education.|A strength of Paseo Grande in Seeking Input for Decision-Making is increased engagement in ELAC, PAC, and Annual Surveys, providing valuable input that shapes school decisions. Participation in PAC and ELAC meetings has increased, ensuring families are well-informed and actively contributing. PLC meetings support teachers in refining instructional strategies, while our Parent Liaison and community engagement efforts enhance connections between families and the school. Additionally, SBAC meetings provide a platform for valuable input, helping guide decisions that reflect the needs of our school community. Through these efforts, we continue to build strong partnerships that support student success. A parent told us, “Your approach has been thoughtful and considerate, which has made so much difference in my son’s academic journey. Paseo Grande has been a place where my son has felt encouraged.”|One focus area in Seeking Input is to continuously pivot throughout the year in order to make changes more quickly so that we can more immediately best serve our students, families, and staff. We prioritize gathering feedback throughout the year, utilizing multiple platforms such as our annual surveys, PAC and ELAC meetings, and SPAC discussions. Engaging with a broad range of voices allows us to continuously improve our processes, enhance family and student experiences, and strengthen our overall educational programs. In addition to seeking input from families, we actively involve staff and teachers in decision-making, recognizing their critical role in student success. One key example of this collaborative approach was the transition to an asynchronous orientation process. Based on feedback, we recognized the need to accommodate families’ busy schedules while maintaining accessibility and flexibility. This shift allowed parents and students to review orientation materials at their convenience, leading to increased participation and a smoother transition for new enrollees. By continuously seeking feedback and refining our processes, we create a more efficient, responsive, and supportive educational environment for all.|"Our school is committed to improving Input from underrepresented families by implementing various communication methods, offering translation services, and providing targeted assistance. To keep our school community informed about decisions and opportunities for involvement, we provide regular updates through newsletters, emails, and social media, ensuring transparency and continuous engagement. One parent stated, “I am grateful for the supportive and nurturing environment that Paseo Grande provides."""|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
34674210137950|Marconi Learning Academy|3|A longstanding tradition at Marconi Learning Academy (MLA) is the school’s commitment to fostering positive, enduring relationships within the community. Building strong connections with our educational partners and engaging with the surrounding community has always been a priority at MLA. Our efforts to connect include regular parent meetings, such as the Parent Advisory Committee and English Learner Advisory Committee, as well as Parent-Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design system. This approach ensures that families feel closely connected to the school and their child's progress. The effectiveness of this strategy is evident in our data, high event participation, and the valuable feedback we receive. MLA families deeply appreciate the open communication and monthly updates.   We conduct an annual survey to gather feedback from our educational partners and assess the effectiveness of our programs. The results from this year’s survey reveal that 100% of our parents feel the school is safe, 99% feel they are connected to the school and pleased with their student’s progress. In addition, 99% state that the school communicates clearly and effectively which is a 2% increase from last year. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. For example, parents have shared that school staff genuinely care about their students' overall well-being, both socially and academically. Parents strongly agree that their voices are welcomed and heard, giving them a sense of ownership in their child's education. Additionally, a significant majority of parents report that staff regularly communicate with their children about academic progress and provide additional resources when needed. Parents also appreciate that their children are treated with respect and receive a quality education that prepares them for life after graduation. At one of our parent meetings a parent share the following comment, “We love it here. There is so much love. It feels similar to church, welcoming environment. Another parent share that, “My son is doing will here and building confidence.|MLA has seen significant growth in participation and engagement from Educational Partners in school meetings, events, and activities, with large attendance. However, we recognize that some parents are still unable to attend events due to various reasons. Understanding the importance of parent engagement in fostering a positive school-home relationship, MLA has adjusted the scheduling of events throughout the year, offering them at different times to ensure accessibility for all. Based on feedback and data from surveys, the school has noted an increase in participation at PAC/ELAC meetings. More parents are attending and acknowledging the importance of effective two-way communication using accessible language. We remain committed to continually finding ways to gather meaningful feedback, as their input is crucial to the ongoing improvement of the school. Additionally, we understand that well-planned meetings and activities are key to providing meaningful engagement opportunities. A common challenge expressed by many parents is the complexity of understanding our school program, especially regarding attendance requirements, credit completion, school policies, and the roles and responsibilities of both parents and students. In response, we have improved the onboarding process and maintain ongoing communication with parents throughout their child's enrollment. New students are provided the support they need to successfully integrate into the program, while existing students receive additional educational and socio-emotional support as necessary. Furthermore, MLA ensures an open line of two-way communication, offering clarity and access to help students and families fully engage with all that the school has to offer. During school hours, staff are always available to meet with students and families, ensuring consistent support and engagement.|MLA staff is acutely aware of the diverse needs within our community, particularly those of underrepresented families. To enhance engagement, MLA is committed to supporting these families at every event by providing staff who can communicate in parents' preferred language or offering translation services for all educational partner communications. Staff personally reach out to parents in their language, making them feel valued and comfortable, and ensuring they feel welcomed and included in our school community. The school will offer a variety of participation opportunities, both virtually and in-person, and provide translation services for all educational partner communications. We will also offer classes and workshops tailored to the needs and requests of our educational partners. To further engage families, we will conduct targeted outreach through personal calls to families in our special populations, creating additional avenues for involvement. We are confident that these evolving communication strategies will help underrepresented educational partners stay connected to the school. By expanding opportunities and access, more families will be able to actively engage and make a positive impact on their child’s education.|We take great pride in the fact that one of our school’s key strengths is our diverse and knowledgeable staff, dedicated to meeting the unique needs of each student. From the moment of enrollment, our staff assess students’ current performance levels and create customized programs that support their academic growth. Every student has access to a wide range of support services, including tutors, counselors, and retention specialists. Our staff ensures that parents are consistently informed and involved in every aspect of their child’s experience through multiple communication channels, such as email, text, and social media. Feedback from our Educational Partners underscores our strength in creating a welcoming environment for all families and our flexibility in providing support. Staff are available throughout the day to offer live instructional assistance, weekly progress updates, and a variety of services. Both students and parents can access the tools they need for educational success at any time.  Our school survey indicates that parents greatly appreciate this level of outreach, particularly during times of disconnect. Going forward, MLA will continue these efforts and evolve based on the feedback from our Educational Partners.|Data analysis and feedback confirm that MLA aims to increase student participation in small group instruction, counseling events, workforce partner workshops, and mental health/social-emotional services. Expanding participation in these areas will strengthen student-school relationships and enhance overall student achievement.|A key area of focus remains increasing engagement with underrepresented families. While parents have expressed strong confidence in the services and support provided to our students, we recognize there is always more to be done. We are committed to enhancing our partnership with these families and ensuring continued accessibility to services as our students progress on their educational journey.|Change is constant, and our school is no exception. We’ve experienced a period of both positive and challenging changes, which have provided valuable insights into the effectiveness of our practices. One of our key strengths has been our ability to swiftly transition from in-person to virtual meetings for all our educational partners—a shift we continue to maintain with dedication. The school consistently seeks ways to offer flexible hours for families to connect, resulting in increased participation and engagement. Parents can now log in from their own devices, making it easier for them to stay involved and engaged. While parent attendance at meetings and events has been strong, an area for improvement is finding ways to more actively engage families in the planning and implementation of programs. Although we make every effort to promote and invite educational partners to our public meetings and events, we recognize that enhancing staff capacity to effectively involve families in decision-making remains an ongoing focus. Through professional development, we aim to improve our ability to connect with families, gather meaningful feedback, and make more collaborative decisions. MLA is committed to continuing these efforts in the upcoming year, with a focus on identifying topics of interest that will resonate with our families.|MLA will continue to engage our underrepresented families through personalized phone calls in their primary language, such as Spanish, inviting them to participate in meaningful school decision-making events like ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families, and live, real-time translation options will be provided at meetings to ensure accessibility. We will also continue offering classes and workshops based on parents' interests and requests to better engage our underrepresented educational partners. With the addition of more staff, including paraprofessionals, student retention support, and counseling staff, we will be able to offer increased layers of support and engage more families in the active school community. According to the annual school survey, parents responded positively, noting that the school encourages their participation and input in activities, events, workshops, and meetings. This is reflected in the diverse families attending school events, providing an inclusive platform for all educational partners to share feedback and contribute their perspectives.|At MLA, we recognize that our underrepresented families, particularly Spanish-speaking families, require translation services. To improve our support, we will hire certified bilingual staff and focus on recruiting more community members to join our team. In cases where our staffing capacity does not meet the community’s needs, we will collaborate with external organizations to ensure we continue providing excellent service to our students and families. A key finding from our recent local survey highlights the positive response from parents and guardians. When asked if they felt the school encourages their participation and input in activities, events, parent workshops, and meetings, 98% agreed or strongly agreed. The school remains committed to fostering parent engagement through activities such as PAC/ELAC meetings, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
34674210140178|New Hope Charter|3|As we work with intentionality, we continue to see significant increases in parent engagement and involvement during our first four years of operation .  NHCS has worked to build relational trust with each student and family. We are very pleased with the growth in the level of family engagement and in-person communication that took place this year, but we strive to increase our collaboration with families.  We successfully held several ??Parent Empowerment Workshops that provided families with a rich evening of learning about how to support their scholars both in academics and through cyber safety. We continue to communicate with families in multiple ways to meet the needs of all our families. While we are happy with the increasing levels of communication, there are areas of improvement that we will continue to focus on for next school year.|Next year, we will again focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Empowerment Workshops, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on each student’s academic performance and sense of belonging at school.|Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 2025-26, we will continue to focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, school websites, and text messaging are available in multiple languages spoken by the diverse families in our school community. This continues to help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach. This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents may prefer face-to-face meetings, while others may prefer digital communication. By adapting our approach, we can make parents feel more valued and heard.|As we continue to build upon successes of this year in ensuring our families feel welcomed and involved in the school community, we heard from staff and families to continue our focus on establishing Family Engagement Committees and focus on our School Site Council and English Learner Advisory Committee.  By forming committees of parents, educators, and community members to collaborate on strategies and activities to increase family engagement allows families to provide insights into the unique needs of families and can help create a welcoming and inclusive school environment.|Next year, we will continue our focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Empowerment Workshops, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on each student's academic performance and sense of belonging at school. In addition to focusing on building greater attendance at our family events and meetings, we will increase our focus during the SSC and ELAC meetings on student academic data and include more opportunities for viewing and interpreting data, while also creating enough space for families and school leadership to discuss strategies for improvement.|Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 2025-26, we will focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in our school community. This will help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents prefer face-to-face meetings, while others may prefer digital communication. By adapting our approach, we can make parents feel more valued and heard.|New Hope Charter School’s leadership team has created a timeline to address the development and implementation of the 2024-2027 LCAP and to ensure all educational partners have the opportunity to engage in the development process of 2025-26 LCAP. Our LCAP serves as our primary planning document and outlines our school’s goals, strategies, and budget, and including our educational partners in this process remains our focus to ensure all families are included in the decision making process. The process has been designed to allow time for each advisory group (parent/community, advisory councils, English learner committee, special education advisors, teachers, principal, administrators and students) to provide input, review and approve the plan. This timeline includes a scheduled public hearing at least 30 days prior to the regular Board Meeting in which the Board of Directors adopts the LCAP and school budget.|Next year, we will continue to focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Empowerment Workshops, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on each student’s academic performance and sense of belonging at school. In addition to focusing on building greater attendance at our family events and meetings, we will increase our focus during the SSC and ELAC meetings on student academic data and include more opportunities for viewing and interpreting data, while also creating enough space for families to provide their input and feedback and school leadership to discuss strategies for improvement.|Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 2025-26, we will focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in our school community. This will help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents prefer face-to-face meetings, while others may prefer digital communication. By adapting our approach, we can make parents feel more valued and heard.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-30|2025
34674390000000|Sacramento City Unified|3|SCUSD strives to build the capacity of both school staff and families to develop positive relationships and collaboratively support the success of students. A number of ongoing district efforts reflect strengths in this area. The district’s Parent Teacher Home Visits (PTHV) is a model program that, beginning in 1998 as a pilot project, catalyzed the growth of a national network. There are now approximately 40 schools participating in PTHV. This research-based practice aligns to other SCUSD efforts to address chronic absenteeism, improve academic performance, and shift mindsets of both staff and families. Visits are voluntary on the part of staff and families and staff are provided training and compensated for their time. More information about the program can be found at pthvp.org. SCUSD launched a parent feedback survey in 2024-25 to increase understanding of parent perspective after receive a Parent Teacher Home Visit.  We also increased focus on transitional visits between segments to support students in families in transition from elementary to middle school.  An educator survey is planned for 2025-26 to monitor educator outcomes and experiences in partnership with the National PTHV Organization.|While the above strengths are important to note, the district is aware that significant improvement is needed in this area. A focal area for improvement is the systematizing and scaling of efforts that are currently operating in isolation or in the early stages. At the school site level, administrators, staff, and parents need to be collectively supported in identifying key needs in the area of relationship building and translating these needs into actionable goals. These goals in turn need to be aligned to specific, district-supported strategies that will be effective in improving the quality of the overall relationship building on a district-wide scale. Opportunities to address this focus include multiple school site leadership structures such as School Site Councils, Parent Teacher Associations, and English Learner Advisory Committees. To increase the effectivity of any efforts in this area, SCUSD staff can benefit from additional parent engagement training. An ongoing challenge in this area is the limited time in which professional development can be provided and the multiple forms of professional development of high priority.|To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. These needs might include translation, location/format of after school events, and efforts of staff that span multiple school sites. Individual school sites must balance the dual demands of districtwide initiatives with the specific needs assessed/identified in their local context.  The FACE Department increased engagement opportunities by increasing the number of workshops, community outreach events, and family engagement activities.|SCUSD’s Family and Community Empowerment team works in partnership with various departments to provide parents/guardians an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of the PTHV program, there are several areas the district would like to highlight as strengths. The Parent Empowerment Pathway (PEP) Program is a site-based series of workshops. Key topics in the series include the core aspects of the educational system and factors that lead towards developing the skills to become leaders within their school community. Another strength of the district is the range of events/opportunities to educate and connect parents/guardians to community and post K-12 resources. The Parent Information Exchange brings together monthly parents, SCUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families.|Efforts to build and engage in partnership with parents/guardians for student outcomes have yielded successes, but significant room for improvement had been indicated. To increase and improve communication about the available partnership, engagement, and support opportunities, FACE focused department efforts to ensure that messaging from the district and school site levels was accessible to all. As result, many SCUSD departments and programs work with the FACE department to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals. Site are provided individual support by FACE staff to identify and address specific parent engagement opportunities/activities in their parent engagement policies and other school plans. FACE supports district departments and parent advisory committees through outreach, workgroup participation and trainings. Examples include the Local Control and Accountability Plan Parent Advisory Committee (LCAP PAC), Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), site-based English Learner Advisory Committees (ELACs), School Site Council (SSC) trainings, and Scholarship Committee.|A key improvement in engaging underrepresented families will be increased and improved outreach/communication. This will ensure that underrepresented families can be fully included in capacity building opportunities and partnerships for improved student outcomes. FACE maintains ongoing contact and relationships with our SCUSD families through personal phone calls, parent chats, emails and texts. These prove invaluable in identifying areas of need and challenge, so that FACE could provide appropriate and timely supports and referrals. Weekly parent workshops (PEP) provide increased connection by creating a network of parent-to-parent contact and support. Additionally, in 2024-25, a large scale effort was made by FACE to increase access and enrollment in the Parent Square and Infinite Campus communication networks.|SCUSD highly values stakeholder input when making program decisions and considers the voice of parents/guardians to be critical within this process. A strength of the district is the ongoing effort to broaden and deepen the range of opportunities parents/guardians have to providing input toward decision- making. All school sites operate formal School Site Councils (SSCs) and, where required, ELACs. The district maintains active groups including the LCAP PAC, DELAC, and CAC that acts in an advisory capacity to the Special Education Local Plan Area (SELPA). Task Forces have been commissioned specific to identified issues or student groups. In 2017-18, the Graduation Task Force was created to study the impacts of low graduation rates on the Sacramento community and develop recommendations for improvement. In 2018-19, The African American Achievement Task Force (AAATF) was commissioned to create recommendations to significantly improve the student achievement and social emotional outcomes for African American students in SCUSD K-12. This taskforce is now a districtwide Black/African American Advisory Board (B/AAAB).|Though many opportunities exist for building capacity and directly engaging in decision-making, there is always room for improvement. Focal areas for improvement include: providing additional parent trainings specific to the work of SCUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input.|In both of the above areas (training and collaboration with CBOs), an additional emphasis must be placed on outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting CBOs that currently work with and have connections to underrepresented student groups will increase the district’s ability to engage these families in the decision- making process. Focusing trainings to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students.|5|4|5|4|4|5|4|4|4|4|4|4|Met||2025-06-26|2025
34674390101048|St. HOPE Public School 7|3|We have established many activities that encourage families to come on campus and really be a part of the PS7 family. These include events such as: Summer Orientation for all families, Back to School Night, Fall and Spring Parent/Student/Teacher Conferences, and events such as Literacy Night, award ceremonies, and promotion ceremonies. These events are well attended. Based on the 2024-25 parent/guardian survey, 97% or respondents feel that PS7 provides a welcoming environment for all families in the community (agree/strongly agree to the statement).  In addition, we communicate with families regularly and through a variety of methods such as: email/text blasts, ClassDoJo, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, and parent-teacher conferences. 81% of parents/guardians feel that the school communicates frequently and consistently, 76% feel that their scholar’s teachers communicate frequently and consistently, and 83% feel that expectations for academics and behavior are communicated clearly.  In 2023-24 we added Dragon’s Closet, a program to provide scholars with resources to ensure they have what they need to attend school.  Through Dragon’s Closet, scholars are able to get school and hygiene supplies and even do laundry.|In reviewing the LCAP/SPSA, the SSC reported that we do a good job of planning and holding engagement events throughout the school year.  The SSC did note that teachers would like more time with families in formal conferences throughout the year and that new teachers/staff could use support in working with families.|To improve engagement of underrepresented families, We will improve on existing strategies by: 1. Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth, 2. Engaging staff and teachers in working with homeless youth through professional development, 3. Providing translations of key documents and working to implement more translations as necessary and requested (i.e., the parent survey), 4. Engaging teachers in English Learner development through professional development, 5. Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. 6. Adding a Director of Student Services position so we have direct oversight and can expand upon the offerings we provide to our families.|We focus on partnering with families to support positive scholar outcomes. We frequently and consistently communicate with parents via a number of methods and offer multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night.  Part of this is giving parents the tools to support their scholar’s learning and development at home.  83% of parents/guardians who responded to the 2024-25 survey feel that the school offers multiple opportunities for teachers to meet with families and scholars to discuss progress and ways to work together for student success.  Teachers receive professional development on analyzing data, making data-driven decisions and utilizing this information directly with scholars, but also when communicating with parents on areas of strength and development.  Every year, PS7 teachers receive professional development about the importance of communicating strengths and areas of growth with families and how to build relationships with students and families.    PS7 teachers have also received specific PD around how to create strong relationships with families and on parent/guardian communication methods.  This is revisited throughout the year, and practiced with managers.|To continue to build partnerships for student outcomes we will continue multiple modes of communication with families, whether en masse or to address individual scholar needs.  Professional development on working with families will continue to be a focus as will addressing the challenges of communication such as finding ways to work with families that have difficulty meeting in-person or need translations to facilitate communication|To improve engagement of underrepresented families, we will build on existing strategies by: 1. Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, 2. Engaging staff and teachers in working with homeless youth through professional development, 3. Engaging teachers in EL development through professional development, 4. Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. 5. Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. 6. Adding a Director of Student Services position so we have direct oversight and can expand upon the offerings we provide to our families.|We have an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school.  This group serves as the primary means for input from a variety of educational partners including administrators, staff, teachers, parents/guardians and students.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning.|We will continue to utilize the School Site Council and parent/guardian focus groups in order to gather input and continue to grow.  The annual parent survey is a valuable tool that has had moderate success in gathering responses from families.  We will continue to revise our survey process to garner valuable feedback from parents.|To improve engagement of underrepresented families, we will build on existing strategies by: 1. Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, 2. Engaging staff and teachers in working with homeless youth through professional development, 3. Engaging teachers in EL development through professional development, 4. Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. 5. Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. 6. Translating more documents for families that do not speak English. 7. Adding a Director of Student Services position so we have direct oversight and can expand upon the offerings we provide to our families.|5|5|4|4|4|5|5|4|4|4|4|4|Met||2025-06-25|2025
34674390101295|Sol Aureus College Preparatory|3|S.A.C. Prep has made meaningful strides in building strong, trusting relationships between school staff and families. One of the school's key strengths lies in its consistent communication practices, which include regular newsletters, timely updates through digital platforms, and accessible parent-teacher communication channels. These efforts ensure that families are kept informed about academic expectations, student progress, and school-wide initiatives. Another strength is the school’s emphasis on family events, such as open houses, curriculum nights, and school celebrations, which are designed not only to inform but also to build a sense of community. These events offer families an opportunity to connect with staff in a welcoming, informal setting that promotes relationship-building.  S.A.C. Prep staff also demonstrate a strong commitment to diversity, recognizing the diverse backgrounds of their student population. Efforts to include families’ voices in decision-making processes—such as through surveys, family advisory groups, and feedback sessions—have helped deepen mutual trust and collaboration. S.A.C. Prep has shown **measurable progress** in increasing family participation rates in conferences and school events year over year. This suggests growing confidence in the school’s efforts to be transparent, inclusive, and student-focused. Overall, S.A.C. Prep is building a solid foundation of relational trust and partnership, positioning families as essential allies in the educational process.|While S.A.C. Prep has made strong progress in building connections with families, there remains room for improvement in ensuring consistent, two-way communication across all grade levels and classrooms. Some families have expressed a desire for more personalized updates about their child’s academic and social-emotional growth, as well as more opportunities to actively contribute to school decision-making. Additionally, the school is working to increase engagement among hard-to-reach families, including those facing language, work schedule, or technology barriers, to ensure all voices are heard and valued in the school community.|"To improve engagement of underrepresented families identified during the self-reflection process, the LEA will implement targeted strategies that address barriers to participation, such as language access, work schedules, and limited familiarity with school systems. This includes expanding translation and interpretation services, offering flexible meeting times (including virtual options), and increasing staff outreach through home visits and personalized communication. Additionally, the S.A.C. Prep will look to create ""family liaison"" roles to serve as bridges between the school and underrepresented communities, ensuring that all families feel welcomed, and empowered to actively participate in their child’s education. Regular feedback loops have been established to assess progress and adapt strategies based on family input."|S.A.C. Prep has made significant strides in building partnerships that directly contribute to improving student outcomes. The school has cultivated strong collaborations with local community organizations, educational partners, and families, all of which play a vital role in supporting student success. Through these partnerships, S.A.C. Prep has been able to offer students enriched learning experiences, such as after-school programs, mentorship opportunities, and access to specialized academic support. Additionally, the school has fostered a collaborative approach to addressing student needs, with staff working closely with parents to track academic progress, set goals, and implement personalized interventions. This holistic, team-oriented approach has resulted in improved student achievement and a more inclusive, supportive learning environment.|While S.A.C. Prep has made great progress in building partnerships for student outcomes, there are areas for improvement, particularly in collaboration with external partners to ensure more tailored and sustained support for students. Currently, partnerships with community organizations could be expanded to include more targeted services, such as mental health support, career/college readiness programs. Additionally, the school aims to strengthen family-school partnerships by ensuring more consistent engagement in goal-setting and progress monitoring for students. Greater emphasis will be placed on ensuring that all families, especially those from underrepresented backgrounds, have access to the resources and opportunities that will directly benefit their child’s academic and personal growth.|To improve engagement of underrepresented families, S.A.C. Prep will implement a targeted outreach plan that focuses on breaking down barriers to participation. This will include offering more flexible meeting times (such as evening or weekend sessions) and providing virtual options to accommodate families with varying schedules. Additionally, the school will strengthen its partnerships with local community organizations to offer resources and support services tailored to the unique needs of these families, such as language assistance, childcare during school events, and transportation options. S.A.C. Prep will also create a more inclusive decision-making process by involving underrepresented families in goal-setting and progress discussions for their children, ensuring their voices are central to shaping educational outcomes. These efforts will be continuously assessed through feedback loops, allowing the school to adapt and refine strategies based on family input.|S.A.C. Prep has made notable progress in seeking input for decision-making, establishing a culture of inclusivity and transparency. The school actively involves a range of stakeholders— including teachers, students, and families—in key decisions regarding curriculum, school policies, and community engagement initiatives. Regular surveys, focus groups, and town hall meetings provide valuable opportunities for families and staff to share feedback and contribute to the school’s direction. Additionally, S.A.C. Prep has created advisory committees that include parent representatives, allowing for direct input on critical decisions related to student support and school improvement plans. This ongoing, proactive approach to gathering feedback has helped foster a sense of ownership and collaboration within the school community, ultimately driving more informed and effective decision-making.|While S.A.C. Prep has made strides in seeking input for decision-making, there is room for improvement in ensuring broader and more consistent engagement from all family and community groups, particularly those who are underrepresented. Currently, some families face barriers such as language, time constraints, or lack of familiarity with the school’s decision-making processes, which limits their ability to contribute. To address this, S.A.C. Prep plans to implement more accessible channels for input, such as providing translation services for meetings, offering flexible participation options, and ensuring that all families have clear and easy access to opportunities for feedback. Additionally, the school aims to establish clearer communication about how input is used in decision-making, so families can see the impact of their contributions and feel more motivated to engage.|To improve engagement of underrepresented families in seeking input for decision-making, S.A.C. Prep will implement a multifaceted approach to ensure these families have more accessible and meaningful opportunities to participate. This will include offering multiple communication channels (e.g., text messages, emails, phone calls, and community meetings) in various languages to address language barriers. Additionally, the school will provide flexible meeting times, such as evening or weekend options, to accommodate families' schedules. To further engage underrepresented families, S.A.C. Prep will establish family liaisons to assist in navigating decision-making processes and encourage involvement. Regular feedback will be sought through surveys and focus groups, ensuring that the voices of all families, especially those facing systemic barriers, are actively included in shaping school policies and initiatives.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
34674390101881|Sacramento New Technology Early College High|3|New Tech's current strengths and progress in building relationships between school staff and families can be highlighted through several key areas:  1. Effective Communication: New Tech has established multiple communication channels, ensuring that parents and families are regularly updated on their children's progress and school events. This includes newsletters, emails, parent-teacher conferences, and social media updates. The accessibility and transparency of information have been well-received by parents.  2. Inclusive School Culture: The school fosters an inclusive culture where all families feel welcomed and valued. Events and activities that celebrate diverse cultures and backgrounds are regularly organized, promoting a sense of community and belonging among students and their families.  3. Parental Involvement Programs: New Tech actively encourages and facilitates parental involvement through various programs and initiatives. Workshops, volunteer opportunities, and parent advisory councils are some ways in which parents can engage with the school and contribute to its development.  4. Responsive Support Systems: The school has put in place responsive support systems to address the needs and concerns of families promptly. Dedicated staff members are available to assist with academic, social, and emotional issues, ensuring that parents feel supported and heard.  5. Collaborative Decision-Making: New Tech involves its teachers, students, parents and community members in the decision-making process, particularly on issues that directly impact students. This collaborative approach has strengthened trust and partnership between the school and families.  6. Positive Feedback Loop: Regular feedback from parents and the community is solicited and acted upon. This ongoing dialogue helps the school to continuously improve its practices and maintain a positive relationship with families.  These strengths illustrate New Tech's commitment to building and maintaining strong, positive relationships between school staff and families, contributing to a supportive and cohesive school environment.|New Tech's focus areas for improvement in building relationships between school staff and our underrepresented families can be summarized as follows:  1. Culturally Responsive Communication: Enhancing communication strategies to be more culturally responsive and tailored to the unique needs and preferences of underrepresented families. This includes training staff to understand and effectively engage with cultural nuances.  2. Increased Representation and Inclusion: Actively working to increase representation of underrepresented families in school activities, decision-making processes, and leadership roles. This involves creating more opportunities for parents of underrepresented students to participate and ensuring their voices are heard and valued.  3. Targeted Outreach Programs: Implementing targeted outreach programs aimed at engaging underrepresented families, addressing barriers to involvement, and providing support resources specific to their needs. This may include community liaisons, support groups, and educational workshops.  4. Building Trust and Collaboration: Focusing on building trust and collaboration through consistent and meaningful engagement with underrepresented families. This involves listening to their concerns, addressing issues promptly, and creating a welcoming and inclusive school environment.  5. Professional Development for Staff: Providing ongoing professional development for school staff on cultural competency, anti-racism, and effective family engagement practices. This ensures that all staff members are equipped to build strong, respectful relationships with students of underrepresented families.  These focus areas reflect the LEA’s commitment to improving relationships with students of underrepresented families, fostering an inclusive community, and ensuring equitable support for all students.|New Tech plans to improve the engagement of underrepresented families, as identified during the self-reflection process, through the following strategies:  1. Enhanced Communication Channels: Develop more inclusive and accessible communication methods tailored to the needs of underrepresented families. This includes multilingual resources, user-friendly platforms, and regular updates to ensure all families are well-informed and can easily participate.  2. Cultural Competency Training: Provide ongoing cultural competency training for staff to better understand and address the unique needs of diverse families. This training will help staff build stronger, more respectful relationships with underrepresented communities.  3. Targeted Outreach Programs: Implement targeted outreach initiatives to actively involve underrepresented families in school activities and decision-making processes. These initiatives may include home visits, community events, and partnerships with local organizations to build trust and engagement.  4. Parent Advisory Councils: Establish parent advisory councils that specifically include representatives from underrepresented groups. These councils will provide a platform for these families to voice their concerns, share their perspectives, and contribute to school policies and programs.  5. Resource and Support Centers: Create resource and support centers within the school that offer assistance with language barriers, educational resources, and other needs specific to underrepresented families. These centers will act as a hub for family engagement and support.  6. Feedback Mechanisms: Develop robust feedback mechanisms to continuously gather input from underrepresented families. Regular surveys, focus groups, and open forums will be used to understand their experiences and improve engagement efforts based on their feedback.  By implementing these strategies, New Tech aims to foster a more inclusive environment that actively engages and supports underrepresented families, ensuring their voices are heard and valued in the school community.|New Tech's current strengths and progress in building partnerships for student outcomes can be summarized as follows:  1. Strong Community and Industry Connections 2. Collaborative Learning Environment 3. Family and Community Involvement 4. Supportive Student Services 5. Innovative Use of Technology 6. Positive Feedback from Stakeholders  These strengths demonstrate New Tech's commitment to building and maintaining effective partnerships that contribute to the academic, social, and emotional success of its students.|New Tech’s focus areas for improvement in building partnerships for student outcomes include:  1. Expanding Industry Partnerships 2. Enhanced Family Engagement 3. Strengthening Higher Education Connections 4. Improving Communication and Collaboration 5. Resource Allocation and Support 6. Evaluating Partnership Impact By focusing on these areas, New Tech aims to strengthen its partnerships, thereby enhancing student learning experiences and outcomes.|New Tech will improve the engagement of underrepresented families in building partnerships for student outcomes through the following strategies:  1. Culturally Relevant Outreach Programs 2. Inclusive Communication Strategies 3. Family Liaison Roles 4. Partnership Advisory Committees 5. Flexible Involvement Opportunities 6. Empowerment and Capacity Building 7. Continuous Feedback and Improvement By implementing these strategies, New Tech aims to create a more inclusive and participatory environment where underrepresented families feel valued and empowered to contribute to student outcomes through strong partnerships.|New Tech's current strengths and progress in seeking input for decision-making include:  1. Inclusive Decision-Making Processes: New Tech has established inclusive processes that actively involve a wide range of stakeholders, including students, parents, teachers, and community members, in decision-making. This approach ensures diverse perspectives are considered.  2. Regular Feedback Mechanisms: The school regularly solicits feedback through surveys, focus groups, and suggestion boxes. These mechanisms provide ongoing opportunities for stakeholders to share their insights and concerns.  3. Transparent Communication: New Tech maintains transparency in its decision-making processes by clearly communicating how input is gathered and used. This transparency builds trust and encourages more stakeholders to participate.  4. Parent and Community Councils: The school has established parent and community advisory councils that meet regularly to discuss school policies, programs, and initiatives. These councils provide a structured platform for stakeholders to contribute to school decisions.  5. Student Voice Initiatives: New Tech actively promotes student voice initiatives, such as student councils and leadership programs, allowing students to have a direct impact on school decisions and policies.  6. Effective Use of Technology: The school leverages digital tools and platforms to facilitate communication and gather input efficiently. Online surveys, virtual meetings, and digital suggestion boxes make it easier for stakeholders to participate.  These strengths demonstrate New Tech’s commitment to fostering a collaborative environment where input from all stakeholders is valued and integrated into the decision-making process.|New Tech's focus areas for improvement in seeking input for decision-making include:  1. Enhanced Outreach to Underrepresented Groups 2. Improved Feedback Loops 3. Increased Transparency 4. Utilizing Advanced Analytics 5. Expanding Participation Platforms 6. Regular Stakeholder Training By focusing on these areas, New Tech aims to enhance the inclusivity, effectiveness, and transparency of its decision-making processes, ensuring that all stakeholders have a meaningful impact on school policies and initiatives.|New Tech will improve the engagement of underrepresented families in seeking input for decision-making through the following strategies:  1. Targeted Outreach Initiatives 2. Culturally Relevant Communication 3. Flexible Participation Options 4. Family Liaisons and Advocates 5. Inclusive Advisory Committees 6. Capacity Building Workshops 7. Regular Feedback Mechanisms By implementing these strategies, New Tech aims to create a more inclusive environment where underrepresented families feel valued and empowered to actively participate in the decision-making process.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
34674390101899|George Washington Carver School of Arts and Science|3|The principal, one-two teacher representatives and one-two students meet with the Parent Guild the first Wednesday of every month. All educational  partners work together to send out a weekly newsletter and plan community events. The school offers translation services through the district.|Our focus area will continue to be communication.|We need a parent liaison or volunteer  to assist in reaching out to our underrepresented families.|Absent students receive assignments and communication through Google Classroom and emails. Staff offer Zoom and in-person meetings for IEPs, 504s, SST, PTC and community meetings. The school newsletter and parent meetings provide information and opportunities to answer parent questions. We are currently in the process of updating our school website to assist with building more partnerships. We have added a school newsletter, parent squared (digital communication platform), and Carver updates through google/parent squared.  We have the Carver Hub which is a student generated broadcast for students|We are working to gain more parent engagement through community events and parent volunteer opportunities.|Have a parent liaison or parent volunteer on site to communicate with parents and doing more intentional outreach for unduplicated student families.|Through The Parent Guild and various committees, parents are informed of policies and programs. Parents provide input, volunteer their time and resources in researching, exploring strategies for implementation of projects and policies.|We are creating a School Site Council in addition to The Parent Guild to improve parent input.|We are inviting a parents of various underrepresented communities to participate in School Site Council.|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
34674390101907|The MET|3|Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.|Overall, the LEA's focus areas for improvement in building relationships between school staff and families revolve around communication, outreach and engagement, cultural competence, parental involvement in education, and providing family support services. By prioritizing these areas, the LEA aims to create a more collaborative and inclusive educational environment that promotes student success and well-being.|The goal is to ensure that these families feel valued, respected, and included in their student's education, leading to improved academic outcomes and overall student success.|The Met focuses on partnering with families to support positive scholar outcomes. The school frequently and consistently communicates with parents via a number of methods and offers multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night. In addition, families receive regular communication from teachers and the school. Part of this is giving parents the tools to support their scholar’s learning and development at home. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.|Parent and Family Engagement: Recognizing the crucial role of parents and families in a student's educational journey, we will prioritize strategies to increase parent and family engagement. This may involve hosting workshops, parent-teacher conferences, and creating communication channels that foster meaningful dialogue between educators and families.Overall, the focus is our commitment to building robust partnerships that can provide students with a comprehensive support network, engage families, facilitate college and career readiness, empower educators, leverage technology, and utilize data effectively to drive improvements in student outcomes.|We will implement targeted communication and outreach initiatives to actively engage underrepresented families. This may involve utilizing various channels such as multilingual materials, translated documents, and culturally appropriate communication methods. Special attention will be given to reach families who have limited English proficiency or face other communication barriers.We plan to focus on improving the engagement of underrepresented families and build strong partnerships that contribute to positive student outcomes. The ultimate goal is to ensure that every family, regardless of their background, feels valued, supported, and actively involved in their children's education.|The Met has an active School Advisory Board (SAB) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SAB regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success. The SAB also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups.|We are committed to continuously improving its practices in seeking input for decision-making. It aims to regularly evaluate the effectiveness of its strategies, solicit feedback from stakeholders on their experiences with the input process, and make necessary adjustments. This iterative approach will ensure that the LEA's decision-making processes are responsive, inclusive, and reflective of the evolving needs of the educational community.|We will establish clear and accessible feedback mechanisms to collect input from underrepresented families. This could include online surveys, suggestion boxes, or designated staff members available to listen to concerns, suggestions, and feedback from families. This will contribute to more inclusive and equitable decision-making, ultimately leading to better educational outcomes for all students within the community.|4|4|4|4|4|4|4|4|4|3|3|4|Met||2025-06-26|2025
34674390102038|Sacramento Charter High|3|We have many opportunities that encourage families to come on campus and be a part of the Sac High family. These include Summer Orientation for all families, a Back to School Night, college going activities such as events to support families in completing the FAFSA, and parent conferences throughout the school year.  We also hold events such as Awards Ceremony, Signing Day and Graduation to celebrate the accomplishments of our senior class.   We communicate with parents regularly and through a variety of methods including: email/text blasts, auto-calls, weekly communication emails, online grades and attendance via the school’s student information system, and parent-teacher conferences as necessary.    The School Site Council (SSC) discussed family engagement as part of the review of the Local Control and Accountability Plan/School Plan for Student Achievement (LCAP/SPSA) in the spring of 2025.  The council noted that we offer a wide-range of opportunities throughout the year for engagement with families from events to ongoing and consistent communication.  The SSC also noted that they feel that more individual contact with families would build better relationships, particularly for scholars who need additional academic and behavioral support.    In addition, SCHS provides individualized supports from multiple team members.  11th graders meet with the College Counselor to ensure they are on track to meeting their goals, identifying their dreams and next steps after high school, and securing the different items they need to get into the college of their choice.  The Student Services Coordinator provides support to those students who may be struggling to keep up with curriculum, or having external challenges.  These team members communicate closely with families to ensure the home-school connection and build strong supports for students and families.|In the SSC’s LCAP/SPSA review they noted  that areas of growth in building relationships include targeting families that have not historically engaged and having more individual contacts.|To improve engagement of underrepresented families, We will improve on existing strategies by: 1. Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth, 2. Engaging staff and teachers in working with homeless youth through professional development, 3. Providing translations of key documents and working to implement more translations as necessary and requested (i.e., the parent survey), 4. Engaging teachers in English Learner development through professional development, 5. Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. 6. Adding a Director of Student Services position so we have direct oversight and can expand upon the offerings we provide to our families.|We focus on partnering with families to support positive scholar outcomes. We frequently and consistently communicate with parents via a number of methods and offer multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Summer Orientation, Back to School Night, and Open House/Family Conferences.   In addition, families receive regular communication from teachers and the school. Part of this is giving parents the tools to support their scholar’s learning and development at home.    Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development. Teachers receive professional development on communicating with families to support partnerships with our families.   In 2023-24 we added Dragon’s Closet, a program to provide scholars with resources to ensure they have what they need to attend school.  Through Dragon’s Closet, scholars are able to get school and hygiene supplies and even do laundry. We have also worked with St. HOPE Academy to open the St. HOPE Corner store where families can 'shop for free' from Amazon items.  We have also created credit recovery to support our most vulnerable students.|To continue to build partnerships for student outcomes we will continue multiple modes of communication with families, whether en masse or to address individual scholar needs.  Professional development on working with families will continue to be a focus as will addressing the challenges of communication such as finding ways to work with families that have difficulty meeting in-person or need translations to facilitate communication.|To improve engagement of underrepresented families, we will build on existing strategies by: 1. Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, 2. Engaging staff and teachers in working with homeless youth through professional development, 3. Engaging teachers in EL development through professional development, 4. Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. 5. Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. 6. Adding a Director of Student Services position so we have direct oversight and can expand upon the offerings we provide to our families.|We have an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school.  This group serves as the primary means for input from a variety of educational partners including administrators, staff, teachers, parents/guardians and students.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e., the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning.  The school always considers the option of less formal focus groups as needs arise.  In addition, our open door policy allows families to come on campus to connect with teachers, staff and administrators.  Our policy is that all staff respond to incoming communication within 24 hours so that all educational partners feel heard.|We will continue to utilize the School Site Council and parent/guardian focus groups in order to gather input and continue to grow.  The annual parent survey is a valuable tool that has had moderate success in gathering responses from families.  We will continue to revise our survey process to garner valuable feedback from parents.|To improve engagement of underrepresented families, we will build on existing strategies by: 1. Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, as well as providing resources for scholars through Dragon’s Closet, 2. Engaging staff and teachers in working with homeless youth through professional development, 3. Engaging teachers in EL development through professional development, 4. Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. 5. Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons. 6. Translating more documents for families that do not speak English. 7. Adding a Director of Student Services position so we have direct oversight and can expand upon the offerings we provide to our families.|5|5|4|4|5|5|5|5|4|4|5|5|Met||2025-06-25|2025
34674390102343|Aspire Capitol Heights Academy|3|At Aspire Capitol Heights Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Capitol Heights Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Capitol Heights Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
34674390106898|The Language Academy of Sacramento|3|During the mandated school closures and implementation of full distance learning and into FY22/FY23/FY24/FY25 in-person return, LAS depended on its existing strong, well-established relationship with students and their families to keep the teaching and learning momentum.|Constant bilingual communication via: on-going surveys, REMIND app, LAS newsletters, daily 360 family outreach to ensure attendance, regular material distributions dates, and parent ZOOM meetings/orientation, families felt welcomed and connected during the year despite the distance learning context.|Families who needed an extra outreach received it in conjunction with the MTSS/IPT and office support and administrative staff. Lastly, LAS continues to develop its Anti-Racist professional development implementation where staff and families received on-going interactive workshop on the subject, including within the context of socio-emotional learning.|There is always room for improvement in ensuring families and students have functioning understanding of the basic metrics of student learning and effective strategies to implement in school and at home.|LAS ensured that it had a fully functioning Parent Council who reviewed the Parent Involvement Policy during the year and who was fully aware of the rapid changes in teaching and learning. Moreover, LAS utilized LLMF monies in the fall FY21 and additional ARPA funds in FY22 to develop concurrent teacher and parent professional development workshops via the Parents as Partners Program on the expectations of learning priority standards via various digital platforms: ZOOM, SeeSaw, Google Classroom, etc. as well as the importance of socio-emotional learning and parenting in the midst of a pandemic. Participation of families, particularly those at risk of disengagement, were prioritized.|LAS ensured that it had a fully functioning Parent Council who reviewed the Parent Involvement Policy during the year and who was fully aware of the rapid changes in teaching and learning. Participation of families, particularly those at risk of disengagement, were prioritized.|LAS conducts annual stakeholder surveys: staff, families, and students. This system allows for constant system of triangulated reflection on what's working and what needs to be improved, including the lines of communication and connections among all members of the LAS community. (Refer to relevant data provided)|PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2025): 96% of families completed the annual school survey. Survey Data 2: 98% of families stated that they would recommend the school to others. PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: FY19: 5/2019= 76%FY21: 10/2020 = *29% (Lowest Record due to COVID-19 Closure), FY22: 11/2021 = 80%, FY23: 11/2022: 82% (*Highest record), FY24: 10/2023=79%  and FY25 TBD.|As evident with the data above, LAS continues to be exemplary in engaging underrepresented families in relation to seeking input for decision-making.|5|4|4|4|4|4|4|4|5|4|4|5|Met||2025-06-26|2025
34674390111757|California Montessori Project - Capitol Campus|3|The CMP community encourages direct communication through regular parent-student- teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities.   In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc.  CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, educational partners are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all partners.  The CMP-Capitol Campus holds community events, including a parent volunteer fair with the intent of supporting families in obtaining their volunteer requirements (TB, Livescan, etc.) and to proactively recruit parent volunteers in to campus level roles. The campus also recently held a visioning session that was attended by both staff and families where the campus community discussed their future goals for the school.|CMP is working with families on improving student attendance practices post-pandemic.|CMP's website and Parent Communication system allows parents to translate content to a preferred language to ensure effective communication.  In alignment with its Strategic Plan, CMP partnered with Sacramento County Office of Education to improve upon Restorative Justice practices within the school setting.|Based on the educational partner feedback, CMP's current strengths are a strong school culture and positive environment, community and family engagement and safe and orderly school and classroom environments.|CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications.|CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.|CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school and virtually, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.|The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Parent Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.|The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.  In alignment with its Strategic Plan, CMP partnered with Sacramento County Office of Education to improve upon Restorative Justice practices within the school setting.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|3|YPSA (YPSA) benefits from a deeply engaged parent community that actively supports student learning. Up to 15 parent chaperones assist with every study trip, working alongside teachers and instructional aides. School events like Hmong Culture Day and Field Day also receive strong volunteer support, with up to 10 parents helping with planning and execution. Parents are meaningfully involved in governance, serving on the English Learner Advisory Committee (ELAC) and making up over 50% of the Academy Council. This ensures that family voices contribute to school decisions and priorities. YPSA welcomed and had a total of 764 parents attend Parent Teacher conferences. Additionally, 552 parents submitted involvement forms indicating interest in a wide range of school activities: study trips, Being There/Here experiences, fundraising, Tiger Society, school events, tutoring, and volunteering in areas like yard duty, lunch supervision, front office support, classroom help, event setup/cleanup, and school committees. YPSA promotes consistent communication through PowerSchool and ClassDojo. All families have login access to the Student Information System to monitor grades and assignments. Additionally, 557 parents and 57 staff members are connected on ClassDojo, which supports multilingual communication and broadens accessibility. Parents are invited to monthly awards assemblies and participate in end-of-year Field Day activities. They also contribute to decision-making through the LCAP input survey. Recent results show that 39.1% of responses came from parents, 43.5% Certificated teachers, 15.2% classified staff, 2.2% Governing Member, 2.2% community member, and 6.5% administrator. Overall, 80.4% of survey participants agree or strongly agree that YPSA provides a physically safe and supportive learning environment. However, one area for growth is staff-family relationship building. Only 69% of respondents agreed or strongly agreed that staff build trusting relationships with families. Qualitative feedback suggests that families would like more direct contact with teachers, signaling the need to increase staff visibility and engagement opportunities with parents.|Based on educational partner input and local data, YPSA (YPSA) has identified the need to strengthen staff-family relationship building as a key focus area for improvement. While 80.4% of survey respondents agree or strongly agree that the school provides a physically safe and supportive learning environment, only 69% of respondents indicated that staff build trusting relationships with families. This gap highlights an opportunity to deepen family engagement through more intentional and consistent staff outreach. Qualitative feedback from parents suggests a desire for more direct contact and visibility with teachers, indicating that families value stronger personal connections with school staff. To address this, YPSA aims to increase meaningful opportunities for engagement, such as informal teacher-family interactions, enhanced communication practices, and professional development for staff on culturally responsive relationship-building strategies. This focus aligns with the school’s broader goal of ensuring that every family feels seen, heard, and actively involved in their child’s education through trust-based partnerships with school personnel.|YPSA (YPSA) will strengthen engagement with underrepresented families by building trust and improving staff-family connections. Survey results revealed that only 69% of respondents felt staff build trusting relationships, signaling a need for more intentional outreach. To address this, YPSA will create informal opportunities for families to connect with teachers, such as open houses, Cultural Heritage Celebrations, and or “Meet the Teacher” highlights. This will also include web updates to showcase school events and functions. The school will also provide translated communication on websites and in flyers or parent announcements. Additionally, offering staff training on culturally responsive relationship-building, and utilizing bilingual tools like ClassDojo to support two-way communication. Moreover, families will be encouraged to participate in ELAC, the Academy Council, and school committees, volunteer opportunities, and study trips. These efforts aim to ensure all families feel welcome, respected, and actively involved in their child’s education.|YPSA (YPSA) has made steady progress in fostering partnerships with families to support student outcomes. One of the school’s strengths lies in its established structures for teachers and families to connect about student progress. This is evident in the implementation of regular parent-teacher conferences, reporting periods throughout the year (mid trimester and end of trimester reports, Individual Learning Plans (ILPs), Student support Plans (SSTs) and the use of platforms such as PowerSchool and ClassDojo, which offer parents consistent access to grades, assignments, and updates. These efforts contribute to a rating of 4 (Full Implementation) for programs and policies supporting regular meetings between families and teachers to discuss student progress. YPSA also encourages family participation in educational activities and events throughout the year, including awards assemblies, field day, and classroom volunteering, which further support a strong school-home connection focused on student success.|While YPSA has established some foundational practices, there is a clear need to deepen efforts in several areas to better support family partnerships in student learning. Specifically, YPSA received a rating of 3 (Initial Implementation) in three key areas: providing professional learning and support to staff on how to partner with families, offering families resources to support learning at home, and helping families understand and advocate for student rights. Feedback suggests that teachers and staff need more targeted training on strategies for family engagement and that families would benefit from clearer, more accessible resources to help them reinforce learning at home. In addition, there is room to grow in ensuring all families—especially those who may face language, cultural, or economic barriers—feel equipped to advocate for their children's academic and developmental needs.|To improve the engagement of underrepresent families, YPSA will focus on expanding access to culturally and linguistically appropriate tools, training, and opportunities for collaboration. This includes developing and sharing family-friendly academic resources in multiple languages and offering workshops that guide families in supporting literacy, math, and social-emotional learning at home. The school will also enhance staff capacity through professional development on building inclusive and equity-focused family partnerships. To ensure ongoing communication and accessibility, YPSA will continue using ClassDojo’s multilingual features and ensure that all home-school communication is understandable and inclusive. Furthermore, the school will provide clearer guidance for families on how to exercise their rights and participate meaningfully in decision-making processes such as IEP meetings, SSTs, ELAC, and the Academy Council. This includes supporting staff to understand their roles in Child Find obligations and in Prior written notices when necessary. These combined efforts aim to reduce barriers and ensure underrepresented families are informed, empowered, and engaged in their students’ educational journey.|YPSA has made important progress in establishing structures for engaging families and staff in school decision-making. Advisory groups such as the English Learner Advisory Committee (ELAC) and the Academy Council provide parents with opportunities to contribute to key planning efforts, including the development of the Local Control and Accountability Plan (LCAP). These groups serve as formal channels for family input on school priorities, academic programs, and resource allocation. In addition, YPSA has implemented broader strategies to gather feedback from the school community, including surveys, comment forms, and community engagement events. These efforts reflect a growing commitment to ensuring family and staff voices inform the school’s direction, which is reflected in the LEA's rating of Initial Implementation (3) in several core areas of this section. However, there is still room for growth: recent survey data shows that 10% of parents feel that staff do not consult them or other families before making important decisions about their child’s education. Although this is a relatively small percentage, this highlights the need to strengthen informal engagement opportunities and ensure consultation practices are consistently inclusive across the school.|While YPSA has created some structures for input, the analysis reveals a need to strengthen family engagement in shared decision-making, especially among underrepresented groups. The LEA received a rating of 2 (Beginning Development) in building family capacity to engage in advisory groups and in creating opportunities for families, teachers, and administrators to jointly plan and evaluate engagement activities. This suggests that many families may not yet feel equipped, informed, or invited to participate meaningfully in these roles. Additionally, while staff may be familiar with these engagement structures, additional support is needed to help them actively involve families in ongoing, collaborative decision-making processes beyond formal meetings. These gaps highlight the importance of building deeper capacity and shared leadership across all stakeholder groups.|To improve the engagement of underrepresented families in decision-making, YPSA (YPSA) will focus on building the capacity of staff to actively invite and support family participation in inclusive and culturally responsive ways. The LEA will provide professional development focused on cultural awareness, implicit bias, and the diverse values and expectations families bring to the school setting. Staff will be trained on how to recognize and honor cultural norms and mannerisms that may impact on how families engage, including practices around eye contact, tone, communication style, and family roles. Additionally, the school will develop conversation guides and protocols for teachers and classified staff to use when engaging families, helping them initiate meaningful interactions that build trust. Staff will participate in scenario-based learning and role-plays to practice how to “draw families in” by creating safe, affirming spaces for dialogue—especially during advisory meetings, school events, or informal gatherings. Administrators and teacher leaders will model these approaches during family engagement activities and encourage reflective practices within staff meetings to monitor growth in this area. Over time, these strategies will help ensure that underrepresented families not only feel welcomed but are encouraged and supported to participate confidently in school governance and shared decision-making processes.|2|4|3|5|3|3|4|3|3|2|3|2|Met||2025-06-11|2025
34674390123901|Capitol Collegiate Academy|3|In SY 2024-2024, Teachers started the year calling all families on their roster and inviting them to our Welcome Back Event. In addition to 100% family contact, Admin selected several students from various grade levels to conduct home visits, further building connections and relationships within the community. Also, we really pushed our Open Door Policy by allowing families on campus and in classrooms throughout the day so that they can spend time with students during their instructional blocks. Many parents completed the Volunteer Packets so they could volunteer on campus and attend class trips. We continued engagement  with our 7th and 8th grade families and students regularly around high school matriculation for their student; hosting information nights, coordinating school visits, and providing individual student and family support for the high school application process. All families (TK-8) have access to the parent resources aligned with our ELA and math curricula. And, this year, we added IXL for additional academic intervention that can be used at home.  We also use Parent Square, Family Conferences, New Family Orientation, and Back-to-School Night.|Areas of Improvement: Implement Home Visits at the classroom level for teacher/family connections|Engagement of underrepresented families will be done by community outreach from our new Family/ELOP Coordinator that will support bringing families onto campus through 1:1 conversations, invites, and requests.|CCA is building partnerships with our families, community businesses, and community friends.  In order to build a strong social emotional foundation, we have our in-house counselor that pushed into the community to bring resources to our families that help strengthen bonds between families and students so that parents can better support reading, writing, and math for greater student achievement. We also began a relationship with a tutoring company  to provide more supports where parents felt uncomfortable with helping their scholars at home.|Focus area for improvement: introduce Townhall Meetings, increase families to attend SSC Meetings, Suggestion Box or online portal where parents can give feedback and/or adding back the formal survey|Engagement of underrepresented families will be done by community outreach from our new Family/ELOP Coordinator that will support bringing families onto campus through 1:1 conversations, invites, and requests.|Seeking input is imperative for community building, oneness, and overall student success.  Families must be valued pieces of the decision making process.  This year, the School Site Council (SSC) was implemented.  This included teachers, staff, and 5 members of the school community (4 parents and 1 community member).  The SSC worked from September to June working diligently to bring more into the fold and make major decisions around Title I funds and student achievement.|The SSC was formulated because of the gap of parent input in the following areas: Student Achievement and LCAP.  We also pushed to have more family-centered events on campus so we  added: Family Math Night, Bingo Night, and Movie Night. 2 of these events were planned and sponsored by the SSC Parent-Leaders.   We are also in the beginning phases of establishing  the CCA PTA.|The Parent-Leaders that make-up the SSC are a diverse representation of our student population.  We ensure that our community is inclusive and allows for engagement and input through SSC Meetings and CCA Board Meetings.  Open Forum sections are included in the agenda. Families are given the opportunity to bring up concerns, ask questions, and make suggestion.  The PTA is also another vehicle for all parents to lead, contribute to the schools needs, and make their voices heard.|5|5|4|4|5|5|4|4|4|4|4|4|Met||2025-06-23|2025
34674390131136|New Joseph Bonnheim (NJB) Community Charter|3|New Joseph Bonnheim (NJB) continues to prioritize community building and listening to students and families as the foundation for strong school-family relationships. As over half of NJB students come from homes where English is a second language—primarily Spanish—the school remains committed to two-way communication in both English and Spanish. Bilingual front office staff, including the Office Manager and Attendance Technician, provide families with accessible and timely support in their home language.  In 2024–2025, the school replaced the EL Resource Teacher role with a Site Instructional Coordinator who now leads ELAC meetings, CAASPP preparation, and facilitates data-driven instructional planning with teachers during CPT. Monthly ELAC meetings continue to provide families with valuable resources and information on topics such as immigration, healthcare, and college readiness.  All staff received 15 hours of professional learning at the start of the school year and are encouraged to attend additional trainings aligned with their interests. Teachers also collaborate on thematic learning, laying the groundwork for further expansion in 2025–2026 with the addition of a Resource Teacher, Science Teacher, and two Reading Intervention Teachers.  The principal continues to build relationships through regular meetings with the PTA, ELAC, and Steering Committee, scheduled at varied times to accommodate parent availability. Efforts to increase parent engagement in the LCAP process included community education on the role of the Steering Committee and a transparent nomination and election process to ensure representative family participation.|1. Communication: Utilize district tools for communication to home which translates in all language and provides updates on attendance, school and district communication, and allows families easy access school portal and contact information 2. Create a family centered culture on campus where families have access to information for school and district services, meet with administration and staff, and participate in the decision making process on campus 3. Connectivity and Attendance: Increasing FTE of office tech to provide better outreach to families to overcome attendance challenges and build a relationship with families so trust is built and solutions can occur to why a child is not attending school 4. Kelvin Data: While the data from students reflected trusting relationships with adults on campus and feelings of safety, students did not feel they had the tools to identify emotions and feelings and thus express them. NJB is adopting and receiving training in the Leader in Me as a way to create shared language and dialogue around thoughts, feelings, actions, and one's ability to have control over their thoughts, feelings, and actions. This SEL program is centered around morning conversations to set the tone, open dialogue, community circles, restorative practices, and the ability of each individual to be a leader on their own life.|In 2024, NJB partnered with the district's SEL team to have a school wide audit to identify the strengths and challenges of the culture as it is seen through the family and student's perspective. In 2024-2025, a training specialist will support NJB's effort to use that data to find opportunities to engage better with students of color who according to the Kelvin Survey, feel pride in their culture but are not comfortable with sharing it with peers and staff. A Site Instructional Coordinator has been added to the staff to collaborate with teachers to ensure standards based instruction is happening in the classroom but also to provide guidance on how to embed culturally responsive lessons, literature, and conversation into the instruction. Students who feel safe, valued, and heard are better able to focus on instruction and develop a joy for learning. In addition, the focused engagement with students will extend to families. Using the same data, NJB will begin reaching out directly to families to have have individual and small group conversations to find out not only their immediate needs but also how to have policies, procedures, and communication which does not turn them away from the school setting and break down trust but provides opportunities for engagement, learning, and partnership. In addition, NJB is creating a parent center, developing a Cultural Corner in the library to feature all cultures, and showcase those items, literature, cultural relics, and art, which makes students proud of their heritage and family.|NJB is a collaborative site where teachers and staff come together to share data to better understand students' academic progress. NJB has student conferences three times a year for families to meet directly with teachers. NJB has a school counselor, RSP teacher, Speech and Language Therapist, and a Site Instructional Coordinator. For a school of 290, there is a higher level of support than other sites in the community.|1. Site Instructional Coordinator will collaborate with staff to use regular assessments for ELA and Math, use the data to drive instruction, create intervention, and communicate with students and families on students progress and opportunities to improve 2. Data is not used to identify areas where students are falling behind and then provide targeted intervention. In 2024-2025, NJB will use common assessments to drive instruction and create opportunities for Tier 2 instruction in the classroom. In addition, specified time will be allocated on the daily schedule to provide very specific and targeted instruction in ELA and Math. 3. Data from state testing and I-Ready reflect a gap in student learning, especially in foundational reading skills which impacts students ability in all content areas. A goal has been set to provide all teachers with professional learning in LETRS, SIPPS, LEXIA and DIBELS and where there is a gap, provide direct instructional support in these programs which support academic progress in foundational reading skills and for EL students, the acquisition of language.|The return of student celebrations will be critical invitations for our families to be active participants in celebrating their student or school programs. At the end of 2024, events such as Morning Movement, Family Dinner in February, Bingo Night, and Science Fair proved effective in engaging diverse groups of families.  Using site funds and in partnership with PTA, NJB will ensure supplies needed school supplies are available for all parents. Schools can provide theme parent night based on school priorities. . During events, ensure that there are childcare options that are available to all families, so that childcare is not a barrier for parent participation. For families with transportation issues, ensure bus vouchers are readily available without feelings of shame or guilt. Continue a high level of participation in Student-Parent Home Visit with an effort to prioritize families who have identified needs. Ensure schools follow up with families who don't attend schedule a meeting and provide multiple ways/times to meet. Use a Coordination of Services Team, COST,  with the GOAL of communicating the importance of regular on time attendance with families. When possible, combine parent workshops with Community Nights and Fun Activities.|NJB has multiple opportunities for parents to provide input for decision making. At the school site level, the Steering Committee members provide direct input from their constituents. The PTA works tirelessly to engage and involve parents.  All schools have a School Site Council and NJB has more than 15 English learners so the English Language Advisory Committees works to engage parents within those specific subject matter jurisdictions. At the district level, the Superintendent has convened a Superintendent's Parent Advisory group to provide input and a voice directly with our superintendent. The District English Language Advisory Committee is actively seeking parent input through the committee’s work and|An area of focused improvement would be to increase parent participation in all parent input/participation avenues like Steering Committee, PTA, DELAC and SELPA Community Advisory. To grow and enact the charter, parent participation in PTA, Steering Committee and ELAC meetings. In addition, improved and more communication to increase parent understanding of each advisory group and the work that is being done. Increase recruitment for all groups and provide regular/flexible meeting times and dates. Ensure an interpreter is available to provide translation services.|We need promote celebration Reclassified Fluent English Proficient (RFEP) students. While NJB does have a higher percentage of Spanish speaking students, it needs to celebrate all cultures with events that also educate the entire school community. Ensure that events are scheduled with flexible time and options so that they are open for all. Consider developing a parent/community newsletter site as a central repository for parent information.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2025-06-26|2025
34674390135343|Growth Public|3|We have spent the last few years redefining our relationships with families. We held family update meetings and requested families’ input throughout the year by using surveys for different decisions we have made. There is school wide communication that goes out weekly to all of the families to keep them aware of current and future events and changes. Through this communication and our invitation for family input, we have an overall positive community and a good amount of engagement.|We will continue to focus on building relationships with and increasing engagement of non-native English-speaking families through more community building events with families and more opportunities for non-native English speaking families to provide input in a more intentional manner that meets their needs.|We will continue to prioritize the engagement of Black families and families that have not been actively participating in the school community.  The introduction of the Family Advisory Group and the EL Family Group has already begun to make an impact regarding engagement of underrepresented families.|This year, families received weekly communication from both the Principal for schoolwide communication and updates, as well as weekly newsletters or emails from their child’s classroom teacher. This kept families informed on the weekly instruction that was taking place within each class. Families were also given progress reports in the middle of each semester and report cards at the end of each semester to reflect the students’ work and grades.|We will continue to focus on providing more teacher engagement with families about student progress, especially in the upper grades.|We will improve engagement of underrepresented families by providing parent workshops on topics such as how to help their students at home and understanding progress reports and report cards.|The administrative team was able to gather input from a diverse representation of our families before presenting information, changes, or surveys to the whole school. This was helpful in developing plans and processes. Family input was also requested any time GPS planned to make a change that would affect them.  This year, GPS has more than doubled the response rate on the annual family survey ensuring that the majority of families are providing their input to support school decision-making.|We will continue to focus on prioritizing the involvement and input of our families and community members.|We will continue to focus on attracting more underrepresented families to participate in decision-making and plan to be more intentional about the best ways to gather input from families of underrepresented students.|4|4|4|3|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|3|Based on 2025 input results for SAVA SCUSD, a key strength is the strong sense of trust and connection between families and school staff. High percentages of parents and students reported feeling respected, supported, and safe—outcomes that reflect the success of SAVA’s long-standing use of the Capturing Kids’ Hearts (CKH) model. CKH, implemented since 2011, focuses on building positive relationships and creating safe, respectful school environments. All staff are trained in CKH, and its principles are practiced daily in classrooms, meetings, and events.  Family engagement has also improved through increased participation in School Site Council (SSC) and the District English Learner Advisory Committee (DELAC). Staff use multiple communication methods and provide interpretation services to ensure inclusive outreach. Student support staff maintain strong family connections and help address both academic and social-emotional needs.  SAVA also focuses on equity and continuous improvement. Staff participate in annual equity goal-setting and targeted professional development, with PLCs analyzing data to address opportunity gaps. These efforts support a culture where all students are valued and positioned for success.|The preliminary student learner need for SAVA is to increase student attendance and engagement by increasing parent involvement and creating relevant, hands-on curriculum. This major student learner need is based on SAVA’s families high percentage of low socioeconomic families and the continued focus on engaging families and guardians in the school. This will also continue to decrease SAVAs drop out rate and increase the graduation rate. The area within the LCAP that needs to be addressed is goal 3 to increase engagement with all stakeholders and the area within the SIP plan that needs to be addressed are the student and teacher learner needs to support engagement and PD/ for teachers.|Based on educational partner input and local data, SAVA SCUSD  is committed to strengthening engagement with underrepresented families by building on initiatives that create access, voice, and connection. Survey feedback highlights areas of strength in relational trust with staff, but also indicates the need for more consistent engagement and outreach to families of students who are new, credit-deficient, or navigating transitional periods in their academic journey.  To address this, SAVA will deepen its focus on engaging 9th-grade students, seniors, and transfer students through targeted family engagement strategies. These will include enhanced orientation experiences, family workshops, and small-group meetings designed to build personal relationships and ensure families understand graduation requirements, support services, and postsecondary options from the outset.  SAVA will also expand its Career and Technical Education (CTE) outreach by involving families in program showcases, career panels, and field-based experiences that highlight how CTE prepares students for high-demand industries. By connecting these programs to real-world outcomes, we aim to increase relevance and build excitement—particularly for students and families who may not have previously seen college or specific careers as accessible.  Additionally, SAVA will increase opportunities for underrepresented students and their families to participate in field trips, college tours, and dual enrollment information nights. These activities serve as key engagement tools, exposing families to educational pathways and reinforcing a shared vision of success.  Finally, through our Capturing Kids’ Hearts (CKH) framework and expanded multilingual communications, SAVA will continue to foster trust and relational consistency. Our goal is to ensure every family, regardless of background, feels seen, heard, and supported as part of the SAVA community.|At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/ guardian is invited to be a member of their site’s School Site Council/ELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.  School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the ParentSquare application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information, they can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well.|In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at  school events.|Based on the analysis of educational partner input and local data, SAVA SCUSD will continue to strengthen partnerships with underrepresented families by expanding personalized and culturally responsive support systems. One key strategy will be the continuation of home visits to ensure direct, relationship-based outreach for families who may not otherwise engage with traditional school events. These visits help build trust, provide opportunities to better understand student needs, and connect families with relevant resources.  SAVA will also reinforce communication equity by ensuring that all families are aware of their right to request interpreters for any school-related meetings. This will be paired with improved multilingual communication and outreach efforts to remove language as a barrier to engagement.  Additionally, through the Community Schools Grant, SAVA is investing in expanded wraparound services focused on mental health, family stabilization, and community resource coordination. These supports will be integrated into the school’s broader intervention systems, with the goal of empowering families to be active collaborators in their students’ academic and personal growth. By reducing access barriers and increasing individualized support, SAVA aims to improve student outcomes through more effective and sustained family-school partnerships.|Based on educational partner input and local data, SAVA ESCUSD continues to demonstrate strong progress in building a culture of shared decision-making and inclusive stakeholder engagement. One key area of strength is the continued growth in family and staff participation in School Site Council (SSC) and District English Learner Advisory Committee (DELAC). We have seen increased interest from parents and guardians in engaging in these decision-making spaces, where they contribute meaningfully to conversations about program strengths, resource allocation, and areas for improvement.  SAVA also ensures that when advisory or input opportunities are offered—whether through family nights, feedback sessions, or focus groups—there is consistent and active participation from families. These events provide critical space for gathering input on school climate, program development, and support services.  Student voice remains a central pillar of our model. Students regularly participate in planning major school events such as graduation and the CTE Showcase. They are actively involved in support meetings like SSTs, 504s, and IEPs, and their feedback influences the design of live classes, clubs, and enrichment activities. Our cohort model includes weekly “community time,” where students are encouraged to share perspectives, advocate for needs, and help shape their learning environment.  While SAVA no longer has school social workers on staff, we continue to prioritize student mental health and well-being through contracted services that include group counseling and wellness support. These services also help inform how we tailor our intervention and support systems to meet the needs of underrepresented student populations. Overall, SAVA remains committed to cultivating authentic and ongoing engagement from all educational partners in our decision-making processes.|SAVA families will give great input and feedback through targeted advisory groups and phone calls/ zoom. We do need to improve upon the participation in surveys that are sent out out and that require feedback.|SAVA will improve seeking input for decision making of underrepresented families by: -Targeting parent/guardians of underrepresented families for school advisory groups and decision making -Send surveys out in multiple languages that represent the SAVA demographic -Have staff attend targets PD around ELL students and supporting families to effectively engage in decision-making|5|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-17|2025
34674396033799|Bowling Green Elementary|3|Bowling Green has invested money into the Student Support Center to keep full time Social Worker available for the increasing need of our students' social and emotional health needs. These investments have shown extreme value for our students, particularly following the return to school from closures during the pandemic. Students are receiving SEL curriculum as well as one on one supports through the center. Many others are receiving connections to counseling and community supports with the aide of our SSC.|Administration worked closely with staff, community, Steering and ELAC to elicit feedback on prioritization of funding. Feedback overwhelmingly showed a need for increased instructional aides, full Student Support Center at each SLC, class size reduction to address learning needs, and materials and technology to support student learning in a more robust classroom environment.|Community events have enabled staff to have increased personal interactions with families, assisting with seeking input.|Bowling Green has invested time into partnering with Sacramento State University, the local arts program CLARA and Sierra Journey. We also partner with Operation School Bell and Sacramento Public library. These investments have shown extreme value for our students as they provide our students with extra-curricular opportunities.|No Response|No Response|No Response|No Response|No Response|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
34674470000000|San Juan Unified|3|San Juan Unified is committed to building strong school-home partnerships through meaningful family engagement and collaboration with schools, departments, and community partners. This year, the district expanded its efforts by offering a variety of family education workshops, district-wide learning events like the Families Matter Conference and FACE FamFest, and launching Community Care Hubs across school sites. These initiatives, paired with a growing library of on-demand family engagement videos and flexible participation options (in-person, virtual, and hybrid), have helped ensure that all families—regardless of background—have access to relevant resources and support.  Staff professional development has also been a key focus, with new workshops and book studies designed to build capacity around creating welcoming environments and recognizing families as essential partners in student success. The district partnered with the Sacramento County Office of Education to expand Parent Teacher Home Visit training and increased the use of TalkingPoints, a multilingual communication platform that supports real-time, two-way communication between families and school staff.  A standout success has been the expansion of the FACE Mobile—a refurbished bus serving as a mobile family resource center. Its success led to the creation of permanent Community Care Hubs and inspired the district’s Student Support Services to launch their own mobile outreach unit to support attendance and McKinney-Vento families. Together, these efforts are strengthening connections between home, school, and community, ensuring families are engaged, informed, and empowered to support student achievement.|San Juan Unified is committed to strengthening relationships between school staff and families, with a focus on creating welcoming environments and amplifying family and student voices. Key areas of improvement include: -Expanding staff development opportunities to build the capacity of all staff—classified support, front office, administrators, certificated staff, and new teachers—to foster inclusive and supportive school environments. -Offering diverse professional development workshops that equip staff with essential tools to strengthen school-home partnerships, laying a strong foundation for positive, sustained engagement with families.  In addition, initiatives such as the FACE Mobile visits and Community Care Hubs have provided valuable opportunities to deepen school-family connections. These efforts include: -Collaborating with schools to identify and personally invite families who may benefit from additional support. -Helping schools connect families directly with staff and community resources, reinforcing trust and partnership.  A key area of continued focus is building site teams’ capacity to design and implement effective, site-based family education and outreach initiatives. By empowering school teams and creating direct connections between families and staff, we are actively building bridges that unite school, home, and community to enhance student success.|Identifying barriers and creating opportunities for increased access to supports and resources is essential to improving engagement among underrepresented families. One of the key strategies guiding this work has been our partnership with the Communications Department and school sites. Together, we are working to: -Ensure families receive school and district information in their native languages, -Provide opportunities for two-way communication between families and school staff, and -Support schools in developing inclusive practices that welcome families of diverse backgrounds, whether through events, volunteer opportunities, or participation in school meetings.  In addition, our continued collaboration with local community partners and organizations is helping us foster a culturally responsive and welcoming environment for all students and families. This year’s bimonthly Partnership Connection meetings between community partners and the district have played a significant role in advancing these efforts, reinforcing the importance of shared leadership and aligned strategies in building strong school-community relationships.|"San Juan Unified’s family engagement efforts are rooted in fostering authentic, collaborative partnerships between school, home, and community to support student success. The Family and Community Engagement (FACE) department plays a central role by offering monthly workshops and educational classes for both families and staff. These sessions cover a wide range of topics—from understanding the U.S. school system and fostering two-way communication, to supporting social-emotional wellness and academic achievement. Offered in multiple languages, formats (in-person and Zoom), and times, these workshops are designed to be accessible and inclusive for all families.  One of the standout programs this year has been the expansion of the Family Leadership Academy, including the launch of a ""graduate"" cohort. Participants in this advanced group partnered with school sites, district departments, and community organizations to put their leadership skills into action—strengthening their schools and advocating for meaningful change. In addition, events like the Families Matter conferences and the inaugural FACE FamFest offered dynamic opportunities for families to engage with educational resources, attend workshops, and build connections that support positive student outcomes.  To complement family-focused efforts, professional development opportunities for staff are provided on topics such as creating welcoming school environments, engaging diverse communities, and building strong community partnerships. These sessions, along with staff book clubs, help deepen knowledge and equip educators with practical strategies to enhance school-home collaboration. This year, the FACE team also participated in the Harvard Graduate School of Education’s Family Engagement Institute, gaining national insights and tools to evaluate and strengthen San Juan’s engagement strategies, ensuring sustainable, impactful partnerships that drive student success."|Supporting and expanding two-way communication between families and school staff remains a key focus area in strengthening partnerships for student outcomes. San Juan Unified is committed to building staff capacity through professional development that emphasizes the value of families as partners in learning and equips staff with strategies for meaningful school-home communication. This includes ongoing efforts to engage families in their student’s education through accessible, inclusive opportunities.  In alignment with this goal, the district is working to build the capacity of school sites to co-lead their own family education workshops, while also increasing participation in impactful initiatives like the Neighborhood Learning Project and the Parent Teacher Home Visit Project. Another promising effort is our targeted site family engagement pilot program, which provides sustained training and support to school teams to embed effective family engagement practices. We're excited to announce that this pilot program will expand to two additional schools next year, furthering our commitment to authentic, sustained partnerships that support student success.|Increasing targeted outreach and communication is essential to improving the engagement of underrepresented families in San Juan Unified. By utilizing tools such as surveys, listening circles, and family education workshops offered in multiple languages, the district is working to create inclusive spaces where all families feel heard, valued, and supported.  Providing underrepresented families with more opportunities to learn about the education system, understand how to support learning at home, and access available resources and programs in the community is critical. These efforts help build trust, foster stronger school-home partnerships, and ensure every family is equipped to support their child's academic and social-emotional success.|San Juan Unified is deeply committed to seeking ongoing input and involving families in decision-making processes, particularly through opportunities to serve on school and district committees. In collaboration with parent advisory leadership, the FACE department, Equity department, and Professional Learning and Innovation department have expanded opportunities for families to participate in educational partner listening sessions, focus groups, Thought Exchanges, and surveys. Intentional outreach to diverse community partners has led to culturally and linguistically responsive input sessions. Programs like the Family Leadership Academy and Level Up Your Leadership series empower families with knowledge and skills to actively engage in the education system and serve on committees. This collaborative approach contributed to a record number of over 100 parents applying to serve on district committees this year.  Another key input channel is the FACE Mobile survey, which families, staff, and community members can complete anonymously during visits to the mobile resource center. Their feedback helps identify strengths, areas for growth, and resource needs. Family and community input has also shaped important initiatives such as the district’s Strategic Plan, student dress code revisions, and facilities master planning. Additionally, community partners regularly engage in the Partnership Connection collaborative, a bimonthly forum where partners learn about district goals, review data, share ideas, and collaborate to support students, families, and schools across the district.|A key focus for improving Seeking Input for Decision-Making is fostering ongoing, meaningful communication with diverse audiences about the value of family engagement. Providing regular opportunities for families to contribute input into school and district plans ensures that their voices are reflected in decisions that impact student success. To support this, San Juan Unified is working closely with school site teams to establish family engagement teams—a strategy aimed at building staff capacity to align family engagement efforts with student achievement goals.  Another critical area of focus is the review and analysis of input data to identify which voices or groups are underrepresented or harder to reach. By using this data to inform outreach strategies, the district can more effectively engage all families and ensure equitable participation in decision-making processes. These targeted efforts are key to creating a more inclusive and responsive educational environment.|To strengthen engagement of underrepresented families in decision-making processes, San Juan Unified is committed to creating communication materials that are accessible—both linguistically and in terminology that is easy to understand. Ensuring families receive information in their preferred languages helps remove barriers and fosters greater inclusion.  Key strategies also include providing families with opportunities to learn about school and district committees, understand how they can participate in decision-making, and know who to contact to get involved. Empowering families with this knowledge builds confidence and encourages active participation. Additionally, offering multiple methods to communicate and gather feedback from diverse families—such as digital tools, in-person meetings, and multilingual surveys—ensures families can access information and share their input in ways that work best for them.  One example of our ongoing engagement is our partnership with the Special Education Community Advisory Committee (CAC). Through this collaboration, we are working together to improve systems and communications in IEP processes. Also, during the next school year, staff will seek input from the CAC to identify alternative diploma pathways for eligible students with disabilities.   Another example is our collaboration with the District English Language Advisory Committee (DELAC). Feedback from the committee and the multilingual community highlighted the need for increased primary language support. In response, we expanded the number of Bilingual Instructional Assistants (BIAs) from 35 to 105.   Finally, our School Site Councils (comprised of parents/guardians, community members and staff) at every school provide input and partnership in shared decision making to improve equitable student outcomes.|5|4|5|5|5|5|4|4|4|5|5|4|Met||2025-06-24|2025
34674470112169|California Montessori Project-San Juan Campuses|3|The CMP community encourages direct communication through regular parent-student- teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities.   In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc.  CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, educational partners are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all partners.  The CMP-San Juan Campuses hold community events to engage our parents into the school community.|CMP is working with families on improving student attendance practices post-pandemic.|CMP's website and Parent Communication system allows parents to translate content to a preferred language to ensure effective communication.  In alignment with its Strategic Plan, CMP partnered with Sacramento County Office of Education to improve upon Restorative Justice practices within the school setting.   CMP-San Juan established an English Language Advisory Committee (ELAC) with the intention to gather input through the lens of our English Learners to help guide future decisions.  ELAC meetings will reconvene in the 2025-2026 school year.|Based on the educational partner feedback, CMP's current strengths are a strong school culture and positive environment, community and family engagement and safe and orderly school and classroom environments.|CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications.|CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.|CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.|The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Parent Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.|The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.  In alignment with its Strategic Plan, CMP partnered with Sacramento County Office of Education to improve upon Restorative Justice practices within the school setting.|4|4|4|5|5|5|5|5|4|5|5|4|Met||2025-06-16|2025
34674470114983|Golden Valley River|3|The school demonstrates commendable strengths and progress in building robust relationships between school staff and families. Teachers initiate individualized connections with parents and students. This personalized approach is rooted in understanding each student's strengths, areas for improvement, learning goals, and interests. The school's commitment to fostering strong relationships is evident in its diverse curricular options, addressing the varied needs of students. Social-emotional learning (SEL) support is a notable strength, acknowledging the importance of holistic student development. The school actively engages the community, providing numerous opportunities for student and family participation in school activities, extracurriculars, and engagement. The emphasis on creating an environment where students and families feel genuinely supported is a significant achievement. The school's curriculum allows students to explore and develop their interests. The community engagement initiatives further strengthen bonds within the school community. Comprehensive student support mechanisms are a key feature, addressing individual challenges to ensure every student receives the necessary assistance. This holistic approach reflects the dedication to creating a connected and supportive school environment. Through these collaborative efforts, the school aims to cultivate a sense of belonging and success for each member of its school community, marking significant progress in building relationships between school staff and families.|Based on the thorough examination of feedback from educational partners and localized data, the school has identified pivotal areas for enhancing relationships between school staff and families. By fostering open lines of communication, the school aims to ensure that parents and guardians are informed about their child's progress, upcoming events, and any pertinent school-related matters. Additionally, the school is dedicated to the continued enhancement of personalized interactions between school staff and families. This personalized approach allows for a deeper understanding of students' strengths, areas for improvement, learning goals, and interests, ultimately strengthening the bond between home and school. Moreover, the school is committed to providing opportunities for family involvement in school activities and decision-making processes. By actively engaging families in school events, extracurricular activities, and parent-teacher conferences, parent enrichment offerings, and parent meetings, festivals, and community events, the school seeks to create a sense of belonging and ownership within the school community. Additionally, involving families in decision-making processes allows them to contribute valuable insights and perspectives, fostering a collaborative approach to student education and well-being. Furthermore, the school recognizes the importance of strengthening collaboration between the home and school environments to support student success. By fostering a culture of partnership and collaboration, the school aims to create a supportive ecosystem where students feel valued, supported, and empowered to reach their full potential. Through joint efforts between school staff and families, the school seeks to create a nurturing and inclusive educational environment that fosters student growth and achievement. In summary, the school's focus areas for improvement in building relationships between school staff and families revolve around enhancing communication channels, fostering personalized interactions, promoting family involvement, and strengthening collaboration between the home and school environments. By prioritizing these key areas, the school aims to create a supportive and inclusive educational community where every student has the opportunity to thrive.|Based on the analysis of educational partner input and local data, the school acknowledges the need to enhance engagement with underrepresented families as part of building relationships between school staff and families. In response to the self-reflection process, the school has devised strategic measures to bolster support for underrepresented families. To address the specific needs of underrepresented families, the school has implemented a range of initiatives to broaden support. The school prioritizes academic and social-emotional learning (SEL) interventions and supports to foster the holistic development of underrepresented students and their families. By integrating SEL components into the curriculum and support services, the school aims to nurture emotional resilience, interpersonal skills, and a sense of belonging among underrepresented families. In summary, the school's endeavors to enhance engagement with underrepresented families encompass a range of initiatives focused on communication, instructional support, and social-emotional learning. Through these efforts, the school aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success for all students.|Partnerships are the cornerstone of our educational philosophy. At our school, we believe that working collaboratively with parents is essential to student success. Every decision made on behalf of the student is a result of thoughtful collaboration between educators and parents. This collaborative effort occurs during various meetings, including learning period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST) meetings, and parent/teacher/admin conferences. This personalized approach ensures that every student receives the support and resources they need to thrive academically. Through these collaborative efforts, we strive to create a supportive and inclusive learning environment where parents are valued partners in their child's education. By working together, we can effectively address the individual needs of each student and empower them to reach their full potential.|Our primary objective is to ensure that effective teaching takes place in the classroom in an age-appropriate manner. To support this goal, we offer various opportunities for parent education, including workshops and informational sessions so that families are able to support the efforts of the school at home. Additionally, we provide professional development opportunities for our teachers, specifically focused on enhancing their teaching and learning practices.|To improve the engagement of underrepresented families we will facilitate parent/family advisory committees to address the unique needs of underrepresented students in order to better support their academic and social emotional achievement.|The school has many groups of parents to engage with in the area of governance and community goals. Parent surveys and meetings are held regularly to gain parent input and guide school priorities and decision-making. Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths and progress in seeking input for decision-making. The LEA conducts surveys for both staff and families multiple times a year to gather feedback on the school's success in meeting student needs and achieving its mission and vision. These initiatives reflect a proactive approach to engaging educational partners and incorporating their input into decision-making processes, highlighting the LEA's commitment to collaborative decision-making and continuous improvement.|Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making include enhancing parent involvement and continuing parent advisory committees. This year, efforts have been made to increase support from parents by communicating opportunities to be part of the decision-making process to the school community. The goal is to further grow parent involvement and address their requests and concerns, demonstrating the LEA's commitment to listening to families and valuing their feedback.|Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families in decision-making processes.  The LEA ensures that all families, including underrepresented ones, have access to opportunities to ask questions and receive support. Additionally, the school has designated a foster and homeless youth liaison who provides free resources, social-emotional learning (SEL) support, and access to the student's curriculum, thereby addressing the unique needs of these vulnerable populations. These initiatives demonstrate the LEA's commitment to fostering inclusivity and ensuring that the voices of underrepresented families are heard and valued in the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-04|2025
34674470120469|Aspire Alexander Twilight College Preparatory Academy|3|At Aspire Twilight College Preparatory Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Twilight College Preparatory Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Vincent Shalvey Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
34674470121467|Aspire Alexander Twilight Secondary Academy|3|At Aspire Alexdander Twilight Secondary Academy we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Twilight Secondary Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Alexander Twilight Secondary Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
34674470128124|Gateway International|3|The Capturing Kids' Hearts (CKH) program has been instrumental in guiding GIS to foster strong relationships with families. Throughout the school year, we host various events at different times of the day, providing families with multiple opportunities to engage in ways that best suit their schedules. Each grade level organized at least one field trip for all students, the school held special assemblies, and parents were welcomed to visit the campus. GIS has once again been named a CKH National Showcase School, demonstrating our commitment and effectiveness in building strong relationships both in and out of school. To deepen this work, GIS launched a new series of Parent Listening Sessions aimed at better understanding the lived experiences of our families. These sessions provide a safe, inclusive space for parents and caregivers to share their perspectives, challenges, and hopes for their children’s education. Feedback from these sessions will be used to inform school policies, programs, and family engagement strategies. By actively listening to our families, GIS is strengthening its commitment to equity, collaboration, and continuous improvement.|The communication between staff and families is an area that continually benefits from refinement. To strengthen these essential connections, we have begun encouraging teachers to engage with families more frequently and proactively, offering protected time in meetings to make positive connections. Rather than reaching out solely when concerns arise, we are fostering a culture of regular, positive communication. Teachers are now prompted to share students' achievements, progress, and classroom activities, creating a more comprehensive and supportive dialogue. This approach not only helps in building trust and rapport but also ensures that families are more actively involved in their children's education, contributing to a more cohesive and collaborative school community.|GIS is committed to fostering strong relationships between school staff and families, with a particular focus on engaging underrepresented communities. To better serve our diverse student population, we prioritize staff diversity and cultural responsiveness. Our Parent Liaison plays a central role in building trust by actively reaching out to all families—especially refugee and other underrepresented groups—to ensure they feel welcomed, heard, and supported. We have provided culturally responsive learning materials to help families support their children’s academic success at home. Our school counselor offers essential social-emotional support, with targeted services for students from underrepresented backgrounds to help them manage unique challenges they may encounter. Additionally, our administrative team addresses chronic absenteeism by engaging directly with families, emphasizing the importance of consistent attendance, and connecting them to community resources that meet their specific needs. Through this multi-faceted approach, GIS is creating an inclusive and supportive school environment where all families are empowered to engage in their children’s education.|GIS has established a clear and comprehensive communication process to keep families informed and engaged. The school primarily uses the ParentSquare app to share important information through phone calls, text messages, and emails. Additional updates and announcements are shared via GIS social media platforms, including Facebook, X, and Instagram. Academic progress is regularly communicated through mid-trimester progress reports and end-of-trimester report cards. Parent-teacher conferences are held at the conclusion of the first and second trimesters to review student progress and foster collaborative support between home and school. To support students facing academic or behavioral challenges, GIS implements a structured system of interventions, including Student Study Team (SST) meetings, Section 504 evaluations, and Individualized Education Programs (IEPs). These efforts ensure that families are informed, involved, and supported throughout their child’s educational journey.|GIS aims to strengthen communication between teachers, students, and families by encouraging more frequent and meaningful engagement. Teachers are expected to regularly discuss academic progress with students and maintain consistent communication with families to support learning at home. To further promote student ownership of learning, GIS holds academic conferences with students in grades 3–8. These conferences focus on reviewing learning outcomes and setting individual goals, fostering a culture of reflection, accountability, and growth.|Having a diverse staff allows students to see themselves reflected in the adults around them, helping them feel more comfortable, supported, and connected at school. This representation fosters a sense of belonging and encourages students to seek help when needed. Additionally, a diverse staff communicates to families that GIS values inclusivity and mirrors the diversity of the community it serves, strengthening trust and partnership between home and school.|"GIS benefits from active and engaged School Site Council (SSC) and District English Learner Advisory Committee (DELAC) members who play a vital role in shaping decisions related to student learning. To further strengthen family engagement, GIS introduced a monthly ""Pastries with the Principal"" event, which has been well attended and positively received. These gatherings provide an opportunity for families to offer input, ask questions, and engage in meaningful dialogue with school leadership. While each session includes a focus topic, time is also dedicated to open discussion, ensuring families have a voice in the school community."|As a LEA, GIS recognizes the opportunity to increase family involvement in school governance and engagement activities. Greater efforts are needed to actively invite families to attend Board meetings, School Site Council (SSC) meetings, District English Learner Advisory Committee (DELAC) meetings, and parent workshops. A key future goal is to enhance parent participation by offering additional workshops focused on how families can support student learning at home and access relevant community resources. These initiatives aim to empower families, strengthen school-community partnerships, and promote student success. To support this goal, GIS recently introduced a new Family Literacy Night workshop designed to help parents better understand the science of reading and how they can support literacy development at home.|GIS will enhance outreach efforts to ensure families are informed of and welcomed into key advisory groups such as the School Site Council (SSC) and District English Learner Advisory Committee (DELAC). This includes providing multilingual communication, flexible meeting times, and offering both in-person and virtual options to reduce participation barriers.|4|5|4|5|4|4|5|4|4|4|4|4|Met||2025-06-17|2025
34674470132399|Golden Valley Orchard|3|The school demonstrates commendable strengths and progress in building robust relationships between school staff and families. Teachers initiate individualized connections with parents and students. This personalized approach is rooted in understanding each student's strengths, areas for improvement, learning goals, and interests. The school's commitment to fostering strong relationships is evident in its diverse curricular options, addressing the varied needs of students. Social-emotional learning (SEL) support is a notable strength, acknowledging the importance of holistic student development. The school actively engages the community, providing numerous opportunities for student and family participation in school activities, extracurriculars, and engagement. The emphasis on creating an environment where students and families feel genuinely supported is a significant achievement. The school's curriculum allows students to explore and develop their interests. The community engagement initiatives further strengthen bonds within the school community. Comprehensive student support mechanisms are a key feature, addressing individual challenges to ensure every student receives the necessary assistance. This holistic approach reflects the dedication to creating a connected and supportive school environment. Through these collaborative efforts, the school aims to cultivate a sense of belonging and success for each member of its school community, marking significant progress in building relationships between school staff and families.|Based on the thorough examination of feedback from educational partners and localized data, the school has identified pivotal areas for enhancing relationships between school staff and families. By fostering open lines of communication, the school aims to ensure that parents and guardians are informed about their child's progress, upcoming events, and any pertinent school-related matters. Additionally, the school is dedicated to the continued enhancement of personalized interactions between school staff and families. This personalized approach allows for a deeper understanding of students' strengths, areas for improvement, learning goals, and interests, ultimately strengthening the bond between home and school. Moreover, the school is committed to providing opportunities for family involvement in school activities and decision-making processes. By actively engaging families in school events, extracurricular activities, and parent-teacher conferences, parent enrichment offerings, and parent meetings, festivals, and community events, the school seeks to create a sense of belonging and ownership within the school community. Additionally, involving families in decision-making processes allows them to contribute valuable insights and perspectives, fostering a collaborative approach to student education and well-being. Furthermore, the school recognizes the importance of strengthening collaboration between the home and school environments to support student success. By fostering a culture of partnership and collaboration, the school aims to create a supportive ecosystem where students feel valued, supported, and empowered to reach their full potential. Through joint efforts between school staff and families, the school seeks to create a nurturing and inclusive educational environment that fosters student growth and achievement. In summary, the school's focus areas for improvement in building relationships between school staff and families revolve around enhancing communication channels, fostering personalized interactions, promoting family involvement, and strengthening collaboration between the home and school environments. By prioritizing these key areas, the school aims to create a supportive and inclusive educational community where every student has the opportunity to thrive.|Based on the analysis of educational partner input and local data, the school acknowledges the need to enhance engagement with underrepresented families as part of building relationships between school staff and families. In response to the self-reflection process, the school has devised strategic measures to bolster support for underrepresented families. To address the specific needs of underrepresented families, the school has implemented a range of initiatives to broaden support. The school prioritizes academic and social-emotional learning (SEL) interventions and supports to foster the holistic development of underrepresented students and their families. By integrating SEL components into the curriculum and support services, the school aims to nurture emotional resilience, interpersonal skills, and a sense of belonging among underrepresented families. In summary, the school's endeavors to enhance engagement with underrepresented families encompass a range of initiatives focused on communication, instructional support, and social-emotional learning. Through these efforts, the school aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success for all students.|Partnerships are the cornerstone of our educational philosophy. At our school, we believe that working collaboratively with parents is essential to student success. Every decision made on behalf of the student is a result of thoughtful collaboration between educators and parents. This collaborative effort occurs during various meetings, including learning period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST) meetings, and parent/teacher/admin conferences. This personalized approach ensures that every student receives the support and resources they need to thrive academically. Through these collaborative efforts, we strive to create a supportive and inclusive learning environment where parents are valued partners in their child's education. By working together, we can effectively address the individual needs of each student and empower them to reach their full potential.|Our primary objective is to ensure that effective teaching takes place in the classroom in an age-appropriate manner. To support this goal, we offer various opportunities for parent education, including workshops and informational sessions so that families are able to support the efforts of the school at home. Additionally, we provide professional development opportunities for our teachers, specifically focused on enhancing their teaching and learning practices.|To improve the engagement of underrepresented families we will facilitate parent/family advisory committees to address the unique needs of underrepresented students in order to better support their academic and social emotional achievement.|The school has many groups of parents to engage with in the area of governance and community goals. Parent surveys and meetings are held regularly to gain parent input and guide school priorities and decision-making.  Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths and progress in seeking input for decision-making. The LEA conducts surveys for both staff and families multiple times a year to gather feedback on the school's success in meeting student needs and achieving its mission and vision. These initiatives reflect a proactive approach to engaging educational partners and incorporating their input into decision-making processes, highlighting the LEA's commitment to collaborative decision-making and continuous improvement.|Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making include enhancing parent involvement and continuing parent advisory committees. This year, efforts have been made to increase support from parents by communicating opportunities to be part of the decision-making process to the school community. The goal is to further grow parent involvement and address their requests and concerns, demonstrating the LEA's commitment to listening to families and valuing their feedback.|Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families in decision-making processes.  The LEA ensures that all families, including underrepresented ones, have access to opportunities to ask questions and receive support. Additionally, the school has designated a foster and homeless youth liaison who provides free resources, social-emotional learning (SEL) support, and access to the student's curriculum, thereby addressing the unique needs of these vulnerable populations. These initiatives demonstrate the LEA's commitment to fostering inclusivity and ensuring that the voices of underrepresented families are heard and valued in the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-04|2025
34674473430691|Options for Youth-San Juan|3|OFY-San Juan has been able to maintain and develop relationships with educational partners by offering multiple points of connection. These connections include planning family events at the center level such as family paint nights, Awards Nights, local field trips, and Art Shows for students to showcase their hard work in addition to offering larger scale charter wide programming such as Trunk or Treat, Prom, and College and Career Fairs to ensure that educational partners are building connections with their peers, school staff, and community. The LEA has also effectively established and sustained both a Parent Advisory Committee and a Designated English Language Advisory Committee to give families and community members the opportunity to actively participate in the decision making process. Teachers and support staff also make it a priority to communicate with families through email, text, and google chat to ensure the most current information on student progress is available for families. Additionally, a biweekly newsletter is sent out via School Messenger to inform educational partners about school events, programming, and additional support available for students.These efforts are designed to ensure families feel welcomed, informed, and valued (Goal 4-Actions 2 & 3)    Ongoing engagement tools such as our Fall Engagement Survey and Spring School Climate Survey (Goal 3-Action1) offer important insights into the needs, perspectives, and concerns of students, families, and staff, guiding continuous improvement. Through a consistent effort put forth by our school staff we saw improvement from both parents and students in their view of connection and involvement. Furthermore, our semesterly Achievement Chats also serve as essential touchpoints for collaboration, goal-setting, and academic planning. Together, these initiatives create multiple pathways for meaningful parent engagement, fostering a supportive, inclusive, and student-centered school community.   Additionally, our staff participates in various Professional Development conferences (Learning Forward, California Association for Bilingual Education, CA Charter School Association) to learn from their peers and bring fresh ideas to support the diverse and evolving needs of our student body. (Goal 1 Actions 1 & 2) Staff members also engage in Professional Learning Communities (PLCs) to develop workshops, resources, and training programs for students and colleagues. These initiatives are designed to address areas of need identified by educational partners. Increased engagement and positive feedback have been observed from students participating in workshops. Moving forward into the 25-26 school year, new initiatives will be developed based on LCAP progress and targeted interventions will be put in place to address the needs of our students. (Goal 2 Action 6)|To strengthen relationships between school staff and families, Options for Youth-San Juan is focusing on increasing consistent participation in advisory groups such as the Parent Advisory Committee (PAC) and the District English Learner Advisory Committee (DELAC). While families often attend one or two meetings per year, the goal is to foster deeper, ongoing involvement by creating more engaging, relevant meeting experiences and improving communication about the importance of these groups. To further include student voices in school decisions, the charter also plans to bolster student council participation so that students can give us valuable insight into their interests which will help guide the development of programming that aligns with their needs. (Goal 4 Actions 2)   In addition to advisory groups, the charter is committed to creating more creative outlets, such as art classes, film clubs, and book clubs in order to foster stronger connections between students and staff while enriching the overall school climate. These opportunities will support relationship-building and provide students with meaningful ways to engage socially and academically. (Goal 4 Action 3) To increase visibility and communication around these initiatives, the charter also plans to enhance its social media presence, keeping educational partners informed and involved in real time. The use of social media will also serve as an opportunity to grow programming around the challenges that students encounter online and how to address them in safe and productive ways. (Goal 4 Action 1)  Finally, the use of short, consistent surveys will help the school gather regular feedback to better understand what’s working and where adjustments may be needed to improve engagement.|Options for Youth San Juan (OFY-SJ) has identified several key areas for enhancing relationships between staff and families, especially those from underrepresented backgrounds. To ensure all families feel informed and included, OFY SJ is committed to providing bi-weekly schoolwide messaging in both English and Spanish. In support of newcomer students, translating devices will be made available to ease their transition into the school system and promote a more inclusive, welcoming environment. (Goal 1 Action 5) Additionally, live Spanish translation will continue during DELAC and PAC meetings, ensuring that all voices are heard and valued during decision-making processes.    To further engage English Learner (EL) families, the EL Department will lead the development of a culturally specific newsletter that highlights resources, updates, and relevant topics tailored to the EL population. While this resource is intended to serve the EL population specifically, it will be accessible to the entire school community. OFY-SJ also plans to strengthen ties with local community organizations to increase access to essential services for underserved students and families. (Goal 4 Action 3) A designated charter-wide liaison for foster and homeless students will continue to work through the Sacramento County of Education to collaborate and provide coordinated and timely information and support to our educational partners. While the charter has care closets and resources available on site, the staff recognizes that additional communication is necessary and will be included in center meetings and during center announcements. Regular semester meetings with foster youth will continue and will be a focus during the 25-26 school year. These counselor check ins will focus on graduation progress and will be a time to raise awareness about available services. These efforts reflect OFY-SJ’s broader goal of building equitable, supportive relationships that meet the diverse needs of its student population. (Goal 3 Action 2 & 3)|OFY-SJ has many different platforms for families to track, monitor, and communicate student outcomes that include both online processes and in person communications. Families can track and monitor student outcomes through our online curriculum in many ways but most commonly by checking how much time a student is engaging with their work, the quality of work that is being turned in, and the scores students are achieving on exams and overall credits completed.   Teachers also maintain regular communication with parents when students are both excelling academically or if they are falling behind in the academic goals set forth during semesterly achievement chats. 84.1% of OFYSJ parent/guardian respondents of our school climate survey stated that communication was not a barrier to engagement for them. Achievement Chats (parent conferences) also give families and teachers the opportunity to plan, coordinate, and schedule support for  students both at home and at school. If a student is struggling with a particular subject matter, these semester check-ins encourage timely intervention to ensure that students stay on track for graduation. Additionally, every staff member has a google voice number so families and students can text and call their teacher directly and a general center number for general needs. Ultimately the goal is to have an ongoing respectful partnership between families and the school that is continuous and does not just take place at any one event. A total of 90.6% of student school climate participants either agreed or strongly agreed that relationships between staff and students at the school are respectful which is the foundation to a successful school environment. Student outcomes are directly linked to how comfortable families feel to ask for help, and our goal at OFY-SJ is to encourage families to ask for assistance often and also create structures to encourage conversations around what supports are available throughout the school year.|OFY San Juan has identified several key areas for enhancing partnerships to improve student outcomes. First, there is a strong emphasis on regularly examining student data and continuously monitoring the progress of LCAP metrics and goals throughout the academic year. This ongoing monitoring allows the charter to adjust and refine implementation strategies as needed. Additionally, our Professional Learning Community (PLC) groups are consistently collaborating to develop workshops, resources, and support systems tailored to address the specific needs of the charter. These processes will continue into the 25-26 school year in an effort to improve student learning.  In the upcoming year, the charter also aims to broaden its impact by making college and career offerings more robust. Based on educational partner feedback and data from the California dashboard, OFY-SJ recognizes the need to streamline the process for dual enrollment and the availability of CTE courses. 44.4% of surveyed students expressed interest in adding a CTE pathway in healthcare and 82.5% of staff agreed that more CTE offerings would be beneficial. The increased focus on post secondary opportunities during the 25-26 school year will positively impact post secondary preparedness for all students. (LCAP Goal 3 Action 1 and 3)  Lastly, we sek to enhance participation in our Parent Advisory Committee (PAC) and  District English Learner Advisory Committee (DELAC). More efforts will be made to improve advertisement and provide clear information about the purpose and activities of these groups. Increased consistency and participation in our parent groups will ensure that a wider range of voices and perspectives are heard, directly informing and guiding our LCAP goals and actions into the future.|OFY San Juan is dedicated to enhancing engagement and fostering partnerships to improve student outcomes, particularly for underrepresented families. This is achieved through various initiatives designed to offer support where needed and celebrate accomplishments along the way. Achievement Chats are a foundational component of this support for our school community because they create a space for collaboration that supports the development of academic learning plans for all English language learners, semester plans for special populations, meetings with students and families with Individualized Education Plans (IEPs), and the creation of specific events and workshops targeting barriers faced by underrepresented families. The main purpose of these meetings is to provide an intentional space for all partners to plan strategies that enhance each individual student's outcomes. During these sessions, academic learning plans and semester plans are crafted to facilitate effective communication and collaboration among all educational stakeholders. These gatherings also provide an opportunity for partners to familiarize themselves with the tools and resources offered by the school to support student success.(Goal 4 Action 2)    The LEA will also continue to support student success by recognizing and celebrating student growth, perseverance, and resilience. By acknowledging students for demonstrating grit, overcoming challenges, and showing personal and academic growth, we reinforce a growth mindset that highlights the importance of putting in effort along with achievement. These recognition efforts, which include Student Award Nights, Bilingual Scholar celebrations, Newsletters, or simple positive communications home, affirm the value of the whole child and strengthen the connection between school, students, and families.   Furthermore, our District English Learner Advisory Committee (DELAC) and Parent Advisory Committee (PAC) will continue to convene throughout the school year to both monitor LCAP progress and and develop LCAP future goals. Additionally, members of these groups and  school staff will collaborate to make appropriate spending recommendations and review data to inform instructional practices. Both of these advisory groups include members from underrepresented families, providing them with opportunities to voice concerns and provide feedback based on their experiences.|Engagement with educational partners continues to be the priority for OFY-SJ. By establishing consistent communication with parents/guardians, students, and staff we encourage all parties to offer valuable feedback that shapes our practices and informs adjustments to meet the diverse needs of our student population. To support the development of LCAP goals, the charter actively seeks input from educational partners through multiple engagement opportunities. While we gather a great deal of information from teacher/parent/student daily and weekly interactions, we also offer more formal opportunities for engagement through our advisory committees. District English Learner Advisory Committee (DELAC) meetings, comprised of EL parents, students, and staff, address the needs of English Learners and evaluate learning outcomes through data review and discussions aimed at improving the Bilingual Scholars Program. Participants receive updates on progress toward LCAP and Comprehensive Support and Improvement (CSI) goals and offer input to help shape upcoming LCAP and CSI plans. Parents also suggest strategies to strengthen engagement in school events with the goal of increasing family involvement in DELAC and broader school initiatives. The Parent Advisory Committee (PAC), consisting of students, parents, staff, teachers, and community members, meets regularly to review data, analyze budget allocations, and receive updates on LCAP and SPSA initiatives. Feedback gathered from PAC members directly informs instructional planning and future agenda development.  Surveys are also conducted anonymously each Fall and Spring and are supplemented by input gathered during Achievement Chats, DELAC meetings, PAC meetings, and informal conversations. Teachers and staff participate in quarterly professional development sessions based on previous feedback and contribute to DELAC and PAC meetings, offering perspectives on upcoming initiatives and LCAP goal refinement. Leadership and center meetings occur on a weekly basis and are an integral way of keeping staff informed about charter-wide priorities, gathering ongoing feedback on established processes, and ensuring alignment of goals throughout the school year.|OFY-SJ is committed to continuing efforts to improve educational partner (parents, students, community members, staff) participation in decision-making processes. While there was an increase in the number of parents who reported being invited to a DELAC or PAC meeting compared to previous years, 40.7% of parents still stated they had never been invited to participate in these meetings. The LEA will continue to focus on informing families about the purpose, importance, and availability of these advisory committees by sharing information through newsletters, social media, and the schoolwide messaging system.To reduce the number of educational partners who are unfamiliar with the roles of PAC and DELAC, and to encourage participation, we will enhance outreach and make it clear that we want and thoroughly value hearing multiple perspectives. Additionally, we will create more intentional opportunities for information sharing during student council meetings to ensure students understand what the LCAP is and recognize their pivotal role in its success. Our goal is to ensure that educational partners understand we deeply value their partnership and have made significant efforts to invite diverse perspectives to the conversation to encourage meaningful feedback.|OFYSJ aims to enhance feedback from underrepresented families through continued use of surveys, advisory groups, achievement chats, and immediate communication such as phone calls, texts, emails, and google chats. In order to make information accessible, all communication and surveys are translated to accommodate families whose primary language is not English. In an effort to better understand whether or not we are getting representative feedback from our underrepresented populations we obtained disaggregated self reported data about the participants who completed the Altitude School Climate Survey that was administered in the Spring 2025 semester. Parents answered as follows:   My student qualifies for FRMP: 40.00% My student is a foster youth. 0.98% My student is experiencing homelessness or unstable housing. 2.93% My student is an English Learner (receives English language support). 0.98% My student has a disability and receives special education services (SpEd). 13.17%  This data allows us to see which groups need more intentional communication to ensure they are participating in the surveys being offered. Additionally, we aim to increase representation of educational partners from underrepresented populations (FRMP, SWD, EL, Foster)  in both DELAC and PAC to ensure they are receiving the support they need. Recognizing that family engagement must be accessible and adaptable, the LEA will continue to hold DELAC and PAC meetings virtually to ensure that all educational partners have an opportunity to participate via phone or computer.   The LEA will continue to increase engagement opportunities that are inclusive and culturally responsive. The EL department will create an additional newsletter that will address the specific needs of our EL students and will continue to create opportunities for families to come together to celebrate their achievements. These events are intentionally designed to foster stronger relationships and promote open communication across our entire school community. Student recognition events will be prioritized to celebrate student academic growth, personal improvements, and character development. These celebrations serve as a powerful bridge between home and school, reinforcing shared values and strengthening the sense of community (Goal 4-Actions 2 and 3).  To address the unique needs of specific student populations, the LEA will continue to invest in targeted support services. Specialized staff, such as our Post-Secondary Counselor and Intervention staff will provide both academic and social emotional support. Continued outreach through workshops, one-on-one meetings, and semesterly achievement chats will allow us to gauge the needs of all of our students in order to plan supports accordingly. These efforts will be particularly focused on supporting foster youth needs, students experiencing homelessness,  socioeconomically disadvantaged students, and EL students who need extra support.|4|4|4|4|4|4|5|5|3|3|3|3|Met||2025-06-20|2025
34674473430717|Visions In Education|3|"Based on the analysis of educational partner input and local data, Visions has demonstrated significant strengths and progress in building relationships between school staff and families. This is evidenced by the results of the LCAP survey, where 97% of parents responded with ""strongly agree"" or ""agree"" to statements indicating they feel cared about, listened to, respected, have trustworthy people at Visions, and have opportunities to connect. These high levels of parental satisfaction reflect the Vision's commitment to fostering a supportive and inclusive school community. Initiatives such as regular communication, family engagement events, and responsive support systems have been instrumental in achieving this positive feedback, highlighting the successful efforts of Visions in strengthening school-family partnerships.	"|The primary focus will be on increasing educational partner engagement and improving communication. Efforts will include implementing more frequent and varied opportunities for parents and guardians to participate in school activities, decision-making processes, and feedback sessions. Additionally, Visions plans to enhance communication channels, ensuring timely and transparent information sharing. These initiatives aim to create a more inclusive environment where all educational partners feel valued and actively involved in the school community.|Visions will improve engagement of underrepresented families through several targeted initiatives. The Office of our Associate Director of Equity and Student Engagement will continue to play a central role, with the Associate Director of State and Federal Programs assisting. Together, these positions will leverage all Title funding, including Title I, II, III, and IV, to serve underrepresented students who constitute a significant portion of our student population. In the coming year, the focus will be on enhancing resources for to connect with families of underrepresented student groups. These efforts aim to create a more inclusive and supportive environment, ensuring that all families feel valued and engaged in the school community.	|Visions In Education has demonstrated significant strengths and progress in building partnerships for student outcomes. Visions values educational partner input and engagement, actively supporting student progress through various collaborative efforts. The continued implementation of an English Language Advisory Committee, as well as Visions being a part of the Charter Special Education Local Plan Area highlight our commitment to these partnerships. Two-way communication with our partners is vital, and we provide numerous opportunities for engagement and feedback through diverse forums, ensuring that all voices are heard and considered in our continuous improvement efforts.|Visions In Education has identified key focus areas for improvement in building partnerships for student outcomes. The primary focus will be on enhancing internal and external communication channels to increase engagement among staff, parents/guardians, and other educational partners. By improving these communication channels, Visions aims to foster collaborative partnerships that support student success and promote a culture of transparency, trust, and shared responsibility. This includes implementing more effective communication tools, offering regular updates and opportunities for feedback, and creating more accessible platforms for all educational partners to engage in meaningful dialogue and collaboration.	|Visions will improve engagement of underrepresented families identified during the self-reflection process through several targeted initiatives. The Office of our Associate Director of Equity and Student Engagement will continue to play a central role, with the Associate Director of State and Federal Programs assisting. Together, these positions will leverage all Title funding, including Title I, II, III, and IV, to serve underrepresented students who constitute a significant portion of our student population. In the coming year, the focus will be on enhancing resources for multilingual learners by developing a more robust ELD program that leverages the strengths, cultures, and languages of each family as foundational elements. These efforts aim to create a more inclusive and supportive environment, ensuring that all families feel valued and engaged in building partnerships for student outcomes.|Visions In Education has demonstrated significant strengths and progress in seeking input for decision-making. The English Language Advisory Committee (ELAC) ensures that the perspectives of multilingual families are represented and considered. Additionally, the annual LCAP Survey and Employee Experience Survey, which are part of the LCAP educational partner engagement process, gathers comprehensive feedback from parents, students, and staff, which is critical for informed decision-making. Complementing this, LCAP listening sessions are held to engage directly with the community, allowing for real-time feedback and discussions. These efforts collectively ensure that Visions maintains a transparent and inclusive approach to decision-making, fostering a collaborative environment where all educational partners feel heard and valued.|Visions In Education has identified key focus areas for improvement in seeking input for decision-making, with a particular emphasis on increasing parent engagement. To achieve this, Visions will implement strategies to make participation more accessible for parent/guardians. Additionally, Visions will enhance communication efforts to ensure parents are well-informed about opportunities to provide input and understand how their feedback influences decisions. By creating more inclusive and flexible engagement opportunities, Visions aims to foster a stronger partnership with parents, ensuring their voices play a pivotal role in shaping the educational experience and outcomes for all students.|Visions is committed to enhancing engagement of underrepresented families in seeking input for decision-making, particularly by increasing parent engagement opportunities. The Office of our Associate Director of Equity and Student Engagement, in collaboration with new Associate Director of State and Federal Programs, will take a central role in these efforts. Leveraging all Title funding resources, including Title I, II, III, and IV, we will prioritize serving underrepresented students who constitute a significant portion of our student population. In the upcoming year, our focus will be on expanding parent engagement initiatives through diverse and accessible opportunities. These efforts aim to ensure that the voices of underrepresented families are heard and valued in the decision-making process, contributing to a more inclusive and representative school community.	|4|5|4|4|4|5|5|4|4|4|4|4|Met||2025-06-26|2025
34674473430758|San Juan Choices Charter|3|Families of students at Choices understand that their participation in their partnership with the school is essential to their students' success. Upon enrollment, they learn to navigate the online curriculum and to support their students in meeting school requirements and deadlines. Parents and students feel included and involved at Choices. School survey data demonstrates that Choices families are highly satisfied with the partnership that they share with the school and the outcomes that the partnership produces. School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. Graduates complete an internally developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong.  In 2024:  97% of students felt that their experience at Choices was positive during the previous year. 97% of students felt safe at Choices. 94% of students stated that their feelings about their education had become more positive since enrolling at Choices. 100% of students felt that the staff is caring and responsive to student needs. 100% of students stated that the CCS program serves all students in an equitable fashion. 97% of students felt accepted and included.  94% of parents stated that they have had opportunities to provide input about the school program. 96% of parents were satisfied with how the school keeps them informed about their students' academic progress. (This percentage is an all-time high.) 99% of parents felt that the educational program at Choices met their expectations. 94% of parents stated that their student had made satisfactory progress in learning during the previous year. 100% of parents felt that Choices provides a positive educational experience.  94% of Students with Disabilities felt safe at Choices. 48% of Students with Disabilities reported that they have experienced less anxiety since attending Choices.  100% of graduates stated that they would recommend Choices Charter to other students. 58% of graduates reported that they believe that they would not have graduated if they had not attended Choices. 100% of graduates felt that there was a teacher or some other adult who listened to them when they had something to say and wanted them to do their best.|At Choices, strong partnerships between students, parents, and staff are essential to students' success. These partnerships are established and strengthened through frequent communication and the availability of supports. During Information Sessions and again during the enrollment process, families are advised that their students' success depends largely on parent supervision of and involvement in the learning process. The Master Agreement signed by families upon enrollment informs families of the rights and responsibilities involved in becoming a student at Choices. Both students and parents are given login credentials for the online curriculum and receive demonstrations about navigating the system. How-to videos reside on the school website and serve as resources when families feel unsure. A Community Outreach Worker guides new families as they acclimate to the independent study model. Advisory Teachers serve as main points of contact for the families in their care. Parents are encouraged to contact the Advisory Teacher or classroom teachers with any concerns that they have. Teachers and tutors support students on campus and from a distance and communicate with parents when students are struggling. The Assistant Director and Counselor provide intervention services from an administrative point of view, modifying student schedules and providing counseling, when appropriate. Choices will continue to refine its intervention process to respond to struggling students even more rapidly and consistently, preventing learning loss that can occur when students fall behind.|Choices is able to effectively support a wide variety of students and families through its highly customizable educational program and thanks in large part to its dedicated Special Education Department, English Language Development team, and close working relationship with the on-site SJUSD Foster Youth Department. School Satisfaction Survey data demonstrates that nearly all students at Choices feel that the program serves students in an equitable fashion (100%) and feel accepted and included (97%). Communication with families occurs frequently and feedback is welcome; nearly all parents (94%) state that they have had opportunities to provide input about the school program.  The Advisory Council highlights the voices of students, parents, and community members. An annual Family Focus Group meeting allows families to advise the staff on ways to most effectively meet their students' and families' needs. The CCS staff will continue to communicate with families through a variety of means and venues, requesting frequent feedback. Technology resources will be provided to students/families in need to ensure access to curriculum and student data. Translation of online curriculum and phone communications will support students and families who speak languages other than English. Regularly scheduled IEP and 504 meetings will provide an opportunity for educational partners to communicate and carry out formal learning plans.|Students feel safe, supported, and included at Choices. Parents feel satisfied with their students' experiences and academic progress. Survey data demonstrates that relationships between school staff and families are positive and strong.  School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. Graduates complete an internally developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong.  In 2024:  97% of students felt that their experience at Choices was positive during the previous year. 97% of students felt safe at Choices. 94% of students stated that their feelings about their education had become more positive since enrolling at Choices. 100% of students felt that the staff is caring and responsive to student needs. 100% of students stated that the CCS program serves all students in an equitable fashion. 97% of students felt accepted and included.  94% of parents stated that they have had opportunities to provide input about the school program. 96% of parents were satisfied with how the school keeps them informed about their students' academic progress. (This percentage is an all-time high.) 99% of parents felt that the educational program at Choices met their expectations. 94% of parents stated that their student had made satisfactory progress in learning during the previous year. 100% of parents felt that Choices provides a positive educational experience.  94% of Students with Disabilities felt safe at Choices. 48% of Students with Disabilities reported that they have experienced less anxiety since attending Choices.  100% of graduates stated that they would recommend Choices Charter to other students. 58% of graduates reported that they believe that they would not have graduated if they had not attended Choices. 100% of graduates felt that there was a teacher or some other adult who listened to them when they had something to say and wanted them to do their best.|Choices will continue to serve families effectively with its flexible personalized learning program, which meets each student where they are and guides them towards their long-term goals through consistent academic, technology, and social-emotional support. Advisory Teachers introduce themselves as the family's main point of contact at school and provide assistance, as needed. A Community Outreach Worker position supports new students and their families as they transition to the independent study model. The Assistant Director and Counselor work in tandem to provide intervention communication and services when students are struggling. Free on-campus support classes, tutoring, and counseling provide students with additional help when needed. School events, recognition programs, and extracurricular activities enhance relationships between staff and family, engaging students in their education at Choices.|Choices is able to effectively support a wide variety of students and families through its highly customizable educational program and thanks in large part to its dedicated Special Education Department, English Language Development team, and close working relationship with the on-site SJUSD Foster Youth Department. School Satisfaction Survey data demonstrates that nearly all students at Choices feel that the program serves students in an equitable fashion (100%) and feel accepted and included (97%). Communication with families occurs frequently and feedback is welcome; nearly all parents (94%) state that they have had opportunities to provide input about the school program.  The Advisory Council highlights the voices of students, parents, and community members. An annual Family Focus Group meeting allows families to advise the staff on ways to most effectively meet their students' and families' needs. The CCS staff will continue to communicate with families through a variety of means and venues, requesting frequent feedback. Technology resources will be provided to students/families in need to ensure access to curriculum and student data. Translation of online curriculum and phone communications will support students and families who speak languages other than English. Regularly scheduled IEP and 504 meetings will provide an opportunity for educational partners to communicate and carry out formal learning plans.|At Choices, all educational partners are involved in reviewing student data and providing insights and recommendations based on the data. Data-based feedback from educational partners is the foundation on which school decisions are made.  Student data analysis is built into bi-weekly staff meetings and monthly collaboration meetings to help identify areas of strength, areas for improvement, and possible solutions. Staff members frequently meet in departments, as well as in focus groups, to review data and make recommendations. The Advisory Council, comprised of students, parents, community members, staff, and a district representative meet three times a year to review data and all official school reports. All school community members are welcome to attend Advisory Council meetings. An annual Family Focus Group meeting provides additional insight. Families are invited to ask questions and provide feedback at any time.  Nearly all parents (94%) stated in 2024 that they have had opportunities to provide input about the school program.|In the spring of 2024, a visiting committee from the Western Association of Schools and Colleges (WASC) observed and evaluated the program. In preparation for this visit, Choices conducted a thorough and extensive self-study that involved input from all educational partners. WASC's visiting committee issued a 6-year accreditation (the highest possible rating), and we continue to grow and improve based on their recommendations. In 2024-25, a new Student Leadership club enhanced the student voice in decision-making processes. A Family Focus Group meets each spring and provides new ideas about ways that Choices can more effectively meet the specific needs of its families. The Advisory Council, comprised of parents, students, community members, and CCS staff members, provides input at meetings three times a year.|Nearly all parents (94%) state that they have had opportunities to provide input about the school program. Choices will continue to communicate with all families frequently and through a variety of methods to ensure that all families are well-informed and feel welcome to provide feedback.|4|4|4|4|4|4|4|4|4|4|5|5|Met||2025-06-24|2025
34739730000000|Center Joint Unified|3|At CJUSD, students benefit from a robust support framework guided by the MTSS (Multi-Tiered System of Supports) Blueprint, which delivers a wide range of academic and social-emotional programs designed to improve student outcomes.  The District actively engages families through multiple touchpoints, including parent-teacher conferences, Student Study Team (SST) and IEP meetings, and real-time data sharing through the Aeries Parent Portal. Parents are also encouraged to participate in PTA and Booster Clubs, as well as attend Back-to-School Nights and Open House events.  To ensure ongoing communication and responsiveness, CJUSD utilizes platforms such as **Catapult**, **Panorama surveys**, and the **Student and Family Support Services office**, fostering a comprehensive and collaborative approach to student success.|As part of the District’s continued commitment to improving relationships between school staff and families, a Communications Director was hired. This position is specifically focused on enhancing community communications and strengthening stakeholder engagement.  A dedicated and effective communicator in this role will play a vital part in building trust, promoting transparency, and facilitating meaningful dialogue with students, families, staff, and the broader community. These efforts are essential to cultivating a culture of inclusion, understanding, and unity across the District.  This initiative also complements our collaboration with WestEd on equity and inclusion efforts. By aligning strategic communications with this work, we aim to increase the visibility, coherence, and impact of our initiatives, ensuring that all voices are heard and valued as we move forward together.|As part of the District’s continued commitment to improving relationships between school staff and families, a Communications Director was hired. This position is specifically focused on enhancing community communications and strengthening stakeholder engagement.  A dedicated and effective communicator in this role will play a vital part in building trust, promoting transparency, and facilitating meaningful dialogue with students, families, staff, and the broader community. These efforts are essential to cultivating a culture of inclusion, understanding, and unity across the District.  This initiative also complements our collaboration with WestEd on equity and inclusion efforts. By aligning strategic communications with this work, we aim to increase the visibility, coherence, and impact of our initiatives, ensuring that all voices are heard and valued as we move forward together.|The Center Joint Unified School District is deeply committed to building meaningful partnerships that enhance student outcomes. A variety of initiatives reflect this dedication, including family-focused events, active PTAs at each school site, and regular engagement with English Learner Advisory Committees (ELAC). Signature events like the Back to School Bash, along with the establishment of Site Councils and student/parent advisories, ensure that all voices are heard in shaping the educational experience. The district also prioritizes clear, inclusive communication through social media, interpreting services, and targeted support for homeless and foster families. Central to these efforts is the Student and Family Support Services team, which plays a vital role in cultivating healthy relationships and fostering a welcoming, inclusive community for all families.|The CJUSD is committed to improving student outcomes by prioritizing effective communication among all partners. With the introduction of a dedicated Communications Director, the district aims to foster enhanced collaboration among teachers, parents, administrators, and the broader community.|In an effort to improve engagement of underrepresented families, the district is doing the following:  Focused Outreach: A Communications Director dedicated to inclusive communication will design targeted outreach strategies that address the unique needs and preferences of underrepresented families. This ensures messaging is accessible, culturally relevant, and delivered through channels those families trust and use.  Building Trust Through Transparency: By ensuring transparent and consistent communication, the district can build trust with families who may have felt disconnected or overlooked in the past. When families see that their voices matter and are heard, they are more likely to engage actively.  Amplifying Equity Initiatives: Using the knowledge acquired during the district's collaboration with West Ed on inclusion and equity, the Communications Director can spotlight these efforts clearly to the community, demonstrating the district’s commitment and progress. This visibility reassures families that equity is a priority.  Creating Inclusive Messaging: A dedicated leader ensures that all communication materials—whether newsletters, social media, or events—reflect the diversity of the community, using multiple languages and culturally sensitive content that resonates with all families.  Overall, this strategic move signals a real commitment to listening, understanding, and partnering with underrepresented families, which is crucial for improving student outcomes and building a truly inclusive school community.|Students, parents, and staff have multiple opportunities to actively engage and share their perspectives through various platforms, including Panorama Surveys, District Advisory Committees, English Language Advisory Committees (site-based and district-level), PTA, Booster Clubs, LCAP surveys, Superintendent’s Advisory Committee, and Community Comments during Board meetings. These avenues promote inclusivity and empower all stakeholders to meaningfully participate in the district’s decision-making processes.|Goal: To increase family participation in key school activities such as Panorama surveys, School Site Council, PTA, ELAC, DELAC, and Booster Club meetings. These opportunities allow families to share their input and actively contribute to decisions that affect students' education and overall well-being.|The district will strengthen engagement with underrepresented families in decision-making by prioritizing effective communication. This will be achieved through the leadership of the Communication Director, who will implement strategic outreach efforts to ensure families are well-informed about the various opportunities available to participate in the district's decision-making processes.|4|4|4|4|4|5|5|5|4|4|5|5|Met||2025-06-18|2025
34752830000000|Natomas Unified|3|NUSD implements a robust family engagement plan to strengthen the relationships between school staff and our families. One of the key elements used is ParentSquare, a multilingual communication platform that allows staff and families to connect and to stay updated about students and district/school information. The app translates more than 100 languages, providing greater access to families. With this implementation, staff is able to provide professional development to help families and staff understand the importance of family engagement. In addition to ParentSquare and Parent University offerings, NUSD also implements ThoughtExchange, a survey tool with multiple languages accessibility for families to provide feedback to their schools/district and to rate what others have said. This is another way that we have been able to strengthen relationship building between school staff and families.|We are working closely with departments that serve our Foster Youth and Unhoused students and families to leverage opportunities to improve engagement with these families in particular. We are utilizing engaging events that are fun for families to attend to also provide important content that they need to know or to get their input on needs and desires. We provide opportunities to engage with families eligible for free and reduced meals before and afterschool.|We have learned that families will more than likely come to events where their students are performing or receiving an award or participating in some form of a celebration. We noticed that our participation was lower for meetings and informational sessions, so we are incorporating the things that parents need to know within celebrations and events. We recognize our families are there and we can utilize those opportunities to conduct surveys, gain their feedback, and share important information that they need to know. We are also focusing on bringing the resources and programs to build and strengthen relationships to where those families are located or where events are already happening.|We continue to utilize our communication tools and our Communication and Family Engagement Department to engage with families to build partnerships for student outcomes. We launched ParentSquare at the beginning of the 2023-2024 school year to streamline communications to be more effective. With the ability to send videos and photos, families can now visually view resources and opportunities for engagement. We utilized the ParentSquare platform to recognize families whose students had good attendance by sending them a certificate recognizing their role in getting their students to school on time. We also utilize it to share important information and news that can help families to be partners in the success of their students. We offer family engagement nights throughout the year in different modalities to get the greatest participation. Whether it’s virtual, in-person, during the lunch hour, or in the evening, families have an option to be engaged for the benefit of student outcomes. Each elementary and K-8 school hosts multicultural literacy nights where families come and enjoy reading with their students. This has been a well-attended event at our schools. We offer multiple Parent University topics that build partnerships with our families for student outcomes such as topics on understanding A-G courses, public vs. private universities, Historically Black College options, impacts of social media on our children, and diverse conversations where we intentionally reach out to families in underrepresented groups.|Our focus area for improvement in building partnerships for student outcomes is increased family engagement among our diverse groups including foster families, unhoused families, underrepresented (Black/African American, Hispanic/Latino, Native American, etc.), English Learner families, and families at our Title 1 schools. We will do this with more opportunities for families to get engaged at their school sites through in-person, virtual, and a variety of opportunities at times that best fit the families needs. We will look at developing existing parents at schools to be parent ambassadors to help assist with increasing family engagements. During celebrations and other events that bring families out, there will be dedicated time to educate and share opportunities to partner with the school for the success of student outcomes.|We will continue to host diverse conversations as a way to hear more perspectives from families from underrepresented groups but we will maximize our efforts with site-based diverse conversations. We will continue to use ParentSquare and personal phone calls as a way to focus our efforts on underrepresented groups with invitations to engage with their student’s school for the benefit of their student’s outcomes. We will also leverage opportunities with our Foster and Homeless staff to provide resources, Parent University workshops, and materials to those families during meetings and events. There is a permanent motel in our community for families that were unhoused. Our plan is to provide quarterly engagement sessions at their place of living to make it easier for families to attend. Incentives will be offered throughout the year to reinforce the importance of family engagement and to recognize those families who have made progress in this area.|This year, we opted to provide shorter surveys to gain input and for them to be sent by our school principals. We saw an increase in responses when we employed this strategy. We also utilize ThoughtExchange, an engagement platform that allows families to be more interactive. Families were able to see what others thought and rated them. We shared the results with our families. We also utilized our existing parent groups, student groups, and underrepresented groups including foster and unhoused families to ensure we received a broad-range of feedback.  We will continue to use our cycle of continuous learning and improvement to see how we can get better in this area.|Utilizing our cycle of continuous learning and improvement, we will continue to use our existing groups and communication tools such as ThoughtExchange to facilitate interactive input. We will also look for ways to engage directly with parents at events and at the school sites during drop off and pick off to connect with families. We started a practice called Coffee with CAFE that involves members of our Communication and Family Engagement Team going out and talking to families during events and during drop off and pick ups. This allows staff to seek input on the spot or encourage families to provide it.  We will continue to look for creative ways to improve in this area to seek input for decision-making.|We will continue to host diverse conversations as a way to hear more perspectives from families from underrepresented groups but we will maximize our efforts with site-based diverse conversations. This will help us to reach more families and improve in this area.  We will continue to use ParentSquare and personal phone calls as a way to focus our efforts on underrepresented groups with invitations to engage with their student’s school for the benefit of their student’s outcomes. To improve, we will provide training sessions and support to ensure families know how to access the information on their devices to stay informed, which will support their engagement for opportunities to provide their input for decision-making.  We will leverage opportunities with our Foster and Homeless families when they are already going to be at an event or meeting to share resources and to seek their input for decision-making. Our motto is to go where they are, rather than wait for them to come to us. This could include having a presence at sporting events, student performances, and other activities that families may support.|4|4|4|4|3|4|3|4|3|4|4|3|Met||2025-06-25|2025
34752830108860|Westlake Charter|3|WCS leverages multiple measures to build relationships between school staff and families. The school’s mission opens with, “We demonstrate what is possible when school and community collaborate.” A portion of this opening phrase, “...when school and community collaborate,” is also the framework for Goal Area 2 in the school’s strategic plan. Goal Area 2 has five corresponding objectives, each of which is mirrored in the LCAP and each speaks directly to Building Relationships between school and community. School leadership regularly reports progress made on each strategic objective. The school’s strategic goal dashboard shows that 217 narrative reports have been made regarding the five objectives aligned with building relationships between school staff and families. This demonstrates fully implemented and sustainable practices in this category.|In response to stakeholder feedback, the school has sought new ways to increase volunteer opportunities across both campuses. The professional learning team has created a new professional learning series to educate teachers on new ways to include families in the classroom, and a new series has been developed to train families on how they can leverage their strengths to volunteer at the school.|During the 2023-2024 school year, the school leadership team engaged in conversations regarding the relationship between school personnel and the incredibly diverse community which we serve. The district within which we serve has been ranked as the most diverse school district in the state of California, and the second most in the nation. In an effort to increase culturally and linguistically responsive communication practices, the leadership team contracted Dr. Sharroky Hollie, who began working with staff in the fall of 2024. This work is in response to conversations held with stakeholders, including parents, service providers, advocates, teachers, classified staff members, and administrators.|As a Tier I universal practice, the communication streams designed to create access for all families are well established. While these are typically one-way communication streams, they are incredibly consistent, reliable, and set families up to successfully collaborate with the school in discussing student outcomes. The family survey indicates that communication is one of our highest-scoring area. In Spring of 2025, the Executive Director reported to the Board of Directors the results from the Fall, 2024 Family Survey. In response to the question, “How would you rate Westlake’s efforts to include your family through regular communications,” the mean scaled score on a scale of 1 to 10, with 10 being excellent, was a 9.2. Furthermore, the results in response to the question, “Rate Westlake’s efforts to create opportunities for your family to collaborate with the school,” produced a mean score of 9.2.  To foster authentic 2 way communication, Westlake hosts conferences for Kindergarten families in the first week of school, then again for all families in the fall, then again for all families again in the spring. During conferences, families are engaged in 2 way communications about student outcomes and progress. When a student requires increased academic intervention, in-class, teacher-designed, Tier II interventions are utilized, simultaneously the school’s MTSS team assigns a case manager to the student and this case manager engages with the family as well as the teacher. As a team, the teacher, case manager, and family members work together to monitor progress. These partnerships are perpetual, ongoing, and can be leveraged for both academic and social-emotional outcomes. According to parent survey results, families indicate that the partnership and supports offered by the school regularly exceed expectations.|The LEA actively seeks constituents who are interested in serving on the WCS Board and Board Committees. The 2023-2024 Board Goal #3 is: The WCS Board will continue to invest in the recruitment, retention, and onboarding of committee and board members to ensure the long-term stability of the Governing Board and improve public access through greater involvement at WCS. This goal is contextualized by the strategic plan Goal 2, Objective 2: “The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access.” These two areas of focus are critical because, as the school grows, it is important to include more stakeholders in the oversight process. Ensuring that the members who sit on the WCS Board and Board Committees reflect the diversity of the community will create representation of multiple stakeholders when analyzing student outcome data. Furthermore, the 2023-2024 Executive Director Goal #1 reads, “Analyze available academic and social emotional data with regular reports to the Board of Directors on student outcomes in alignment with the Graduate Profile.,” which will assist the board in meeting its Goal #1: Regularly receive analysis regarding K-12 student outcomes and support initiatives which are in alignment with the Graduate Profile in preparation for future reauthorization of the school's charter. The collection of goals described above demonstrates a commitment by the LEA to broaden representation and deepen the commitment of the organization to analyzing outcomes through partnerships and participation with stakeholders. The one year board and executive director goals, in conjunction with the multi-year strategic plan goals, represent the LEAs commitment to a cycle of continuous improvement as well as building partnerships for student outcomes.|Each of the goals described above speaks to deepening the engagement of underrepresented families. Therefore, the LEA seeks to improve engagement of underrepresented families by, “recruit[ing] directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” while simultaneously, “monitor[ing] and analyze[ing] student outcomes through the lenses of diversity, equity, and inclusion.” These two goals are intentionally designed to work in partnership in an effort to engage families for historically underrepresented communities. Furthermore, these two goals are intended to help meet the LEAs Strategic Goal 2, Objective 4, “WCS will include student, staff and parent voices as key elements in strategic decision making.”|Each year the LEA sends out three family surveys. These surveys are aligned to the LCAP and Strategic Plan. Families are asked to quantitatively rank the school’s progress in each of the overarching strategic areas. Families rank the school’s performance on a scale of 1 to 10, with 10 being excellent. Furthermore, families are asked to offer narrative feedback in each area by responding to a prompt which reads, “How can we improve in this area?” This question is intentionally designed to imply that there is always room for improvement, demonstrating the school’s commitment to a cycle of continuous improvement. These qualitative responses are coded and reported to the board, along with the quantitative scores, then used to help shape the goals, practices, and indicators aligned with the LCAP and strategic plans.  Each month, the school hosts Coffee Talks with the parent community. These coffee talks are utilized as a two-way communication opportunity to include family input into decision-making. Several key improvements and decisions have been made due to the input offered at these parent meetings.  According to the bylaws which govern the LEA, the Board of Directors is made up of 7 - 11 directors and at least one must be a parent of a current student. Currently, six of  nine have students served by the school, and two of the directors are also teachers at the school. The recruitment of parents to serve as board members is done by first asking if parents would like to serve on one of the four board committees. These committees act as advisory committees to the board in the areas of finance, governance, development, and academic impact. There are eight committee positions, across the four committees that are held by parents. Furthermore, the LEA advertises its board, and committee meetings through all channels of communication in advance of the meetings. Board meetings are held in person, but simultaneously broadcast through youtube. These practices help offer access to all stakeholders and allow for public comment to be made in person or virtually which opens another form of 2-way communication and shared decision-making.|In alignment with Board Goal #3, “The WCS Board will continue to invest in the recruitment, retention, and onboarding of committee and board members to ensure the long-term stability of the Governing Board and improve public access through greater involvement at WCS,” and strategic plan Goal 2, Objective 2, “The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” the LEA will focus on recruiting more board and committee members from the families that are served by the school. These efforts will continue to empower families from a broad range of stakeholder groups to become a part of the shared leadership structures which make decisions at the LEA. These recruitment efforts will place stakeholders into committees which will discuss academic and social-emotional student outcomes intentionally seeking out gaps in performance between groups. This analysis will be improved when the committees are staffed with a diverse group of stakeholders. Furthermore, shared decision-making will be better performed by committees that reflect the diversity of the community which the LEA serves.|In conjunction with Board Goal 3 described above, strategic plan Goal 2, Objective 2, “The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” intentionally addresses recruitment to shared decision-making bodies through an equity and access paradigm. This goal will guide the school in recruiting stakeholders and partners that reflect the broad diversity of the LEA. These diversities include, but are not limited to, ethnic, racial, linguistic, cultural, intellectual, and socio-economic. According to a 2024 report published by the CDE, the district in which the LEA is housed is ranked as the most diverse in the state. It is for this reason that the school must continually strive to recruit shared decision-makers that represent the diversity of the community it serves.|4|5|4|4|5|4|5|4|4|4|4|4|Met||2025-06-12|2025
34752830112425|Natomas Pacific Pathways Prep|3|NP3 is committed to professional development and understands the critical role families play in the education of their children. NP3 teachers and staff have attended workshops and engaged in professional development around Professional Learning Communities, Trauma Informed Schools, Restorative Justice, and EL Instruction. In all of these trainings, the importance of communication between home and school is stressed.|NP3 communicates often with families to encourage continued student learning at home. Student-led conferences are held twice a year to review and update progress on learning goals and advisory teachers reach out at least monthly to provide information about student learning. In addition, weekly messages are sent home and our website is updated with resources for parents and students. Parents also have access to our student information system to track grades and attendance. In addition to our student-led conferences, our counselors regularly meet with parents and we hold Academic Intervention Conferences two times a year for students who need extra support.|Our counselors and teachers also coordinate Academic Intervention Conferences for students who need assistance. As a school we host an annual Academic Planning Night and College Fair, which allows parents to be actively involved in their student’s course selection. Families at NP3 also know their legal rights and are always provided with these rights during our IEP meetings. We have structures in place that allow parents the opportunity to address concerns with the principal, executive director, and board if necessary.  This year’s survey showed that 80% of families felt like their ideas are valued and included in school plans.  In addition, 92% of staff and 71% of students also agreed with that statement.  Nearly all NP3 families (88%) feel confident that the school provides adequate support to students’ families to help their students succeed, with 87% of staff agreeing and 84% of students agreeing.|NP3 staff greatly values relationships with their students and families. We believe communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and how NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Beyond partnerships with families, NP3 also builds relationships with neighboring schools and professionals in the field of law and science. These partnerships enhance student outcomes, as students are able to interact with members of our community in meaningful ways.|Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: weekly messages from the Principal, student-led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.|NP3 has many staff members who are bilingual and we are able to reach out to our non-English-speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.|NP3 values our parent community and conducts surveys to ensure parent input in decision making and processes. NP3 allows opportunities for parents to address our Board at our regularly scheduled Board meetings. Parent advisory groups are gathered to discuss policy decisions and changes and the advisory groups reflect the diversity of the school. When planning and implementing family engagement activities, NP3 considers the makeup of our school community and works to create events that are meaningful to our families.|An area for improvement is increased participation at student-led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.|We have many staff members who are bilingual and we are able to reach out to our non-English-speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.|5|5|5|4|4|5|5|5|4|4|4|4|Met||2025-05-20|2025
34752830120113|Natomas Pacific Pathways Prep Middle|3|Natomas Pacific Pathways Prep (NP3) greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community.|Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student-led conferences, evening events, parent nights, Leadership Day, celebrations, and parent surveys. The parent survey began seven years ago and the intention was to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning.|This year’s survey showed that 93% of families felt like their ideas are valued and included in school plans.  In addition, 100% of staff and 75% of students also agreed with that statement.  Nearly all NP3 families (97%) feel confident that the school provides adequate support to students’ families to help their students succeed, with 100% of staff agreeing and 89% of students agreeing.|NP3 greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3.|Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes student-led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.|We have many staff members who are bilingual and we are able to reach out to our non-English-speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures, and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.|Natomas Pacific Pathways Prep (NP3) greatly values communication with and input from their students, families, and the surrounding community. NP3’s relationships with their community, as well as opportunities to participate in various events and with different groups, allow for the community to share their ideas about celebrations, areas of growth, needs, suggestions and more. Feedback and communication is highly valued and it has a special role within the reflection and decision-making process of practices and programs of the school. NP3 embeds opportunities for such input and feedback, in more formal settings such as: Back to School Night, parent surveys, family conferences, newsletters, and events such as Health and Wellness.|The NP3 Board also represents its families and community members with a parent of a student as one of the Board Members. There is also an active parent volunteer group, Boosters, whose mission is to support students and brainstorm different ways to support those needs. Many of Booster's ideas and actions are in the realm of helping create and contribute to the needs for a family-engaging school activity. NP3 also encourages and ensures community members who participate in these events and opportunities represent the diversity of our school community.|NP3 has several processes in place that are dedicated to reflecting on the effectiveness of practices, input from the community and changes the school might benefit from. These processes are integrated into school-wide discussions and focused team meetings annually.|5|5|5|5|5|5|5|5|3|3|3|3|Met||2025-05-20|2025
34752830126060|Leroy Greene Academy|3|Leroy Greene Academy continues to have strong support from families for academic programs. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social-emotional support when necessary. We are working as a school site to find more dynamic ways to engage all educational partners, including parents, which continues to be an area that needs improvement.|This area continues to be a challenge for LGA.  The staff have plans to continue the new parent engagement opportunities created in 2023-2024. The use of technology for parent engagement continues to be a strong engagement effort, but more is still needed.|A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully and will continuously and proactively reach out to all families, including underrepresented families, for support.|A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully and will continuously and proactively reach out to all families, including underrepresented families, for support.|Leroy Greene Academy continues to have strong support from families for academic programs. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social-emotional support when necessary.|We are working as a school site to find more dynamic ways to engage all educational partners, including parents, which continues to be an area that needs improvement.|Parents have various opportunities to be involved with LGA’s school site council, ELAC, PTSA, and Executive Council. Within these groups, parents can seek input and help with decision-making.|Messaging goes out to all families during the summer, start of school, and throughout the school year regarding participation in parent groups at LGA. Even with consistent messaging, parent input is minimal.|LGA will continue to find different avenues to seek parent input on decision-making that impacts the education of students at LGA.|4|4|4|4|4|4|4|3|3|3|3|4|Met||2025-06-10|2025
34752830134049|Natomas Pacific Pathways Prep Elementary|3|NP3 Elementary welcomes the school year with a Meet the Teacher Day. During this time, families are encouraged to meet their next year's teachers. New NP3 Families participate in a New Family Orientation. During this orientation, the principal welcomes the new families and shares pertinent school information. Every home room teacher calls their students before school. Not only does this help build a relationship, it allows families to start the year off in a positive direction. Within the first couple of weeks, NP3 will hold Back to School Night. During this time, the principal will share new school business with families. After, teachers will share the year long plan for teaching, essential grade level standards, school wide social and emotional supports, and field trips.|NP3 provides additional family support in a variety of ways. NP3's counselor works with families on a variety of issues. Counseling is provided for individuals or groups. Parents can request counseling for their children (or families) at any time. Students who need more instructional support may work with an instructional assistant to fill gaps or to even extend their learning. Student Success Team Meetings are held for students who need more specialized instruction. The student's learning team comes together to identify ways to assist the student meet their learning targets. Kindergarten families participate in Kindergarten Round-Up. Teachers work with students to assess their school readiness. Classes are created to ensure balance and equity. NP3 encourages families to participate in their students' classrooms and in the school. Although many parents get involved, there are parents who are not able to participate at school. One area NP3 would like to improve on is in our ability to include our working parents. NP3 is going to livestream and record P3 Booster Parent Meetings. Meetings can be posted to the school website. We are hopeful this will bridge any gap in communication those families might feel.|Annually, NP3 Elementary's Leadership Team will identify school-wide academic and school-community goals. These academic and school community goals drive the year-long focus. Quarterly, NP3 students participate in student-led conferences. Students share learning goals and progress with families. They also set home goals and share with families how they can support their attainment. This allows families to work closely with NP3 Elementary. During these conversations, teachers share with families any important changes to academics or information that would assist a family's understanding of school and education. The year culminates with two NP3 traditions. Open House and Leadership Day are a time to learn more about NP3 and to celebrate learning.|NP3 Elementary greatly values relationships with students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between classroom teachers with families and various volunteer opportunities. Emails, phone calls, and home visits occur regularly.|Our front office is able to speak, read, and write five prominent languages used by NP3 Families. Parents and students who need translation are provided a translator whenever possible. Formal communication includes monthly principal communications, quarterly counseling newsletters, weekly grade-level communications, student-led conferences, evening events, parent nights, Leadership Day, celebrations, parent surveys, Friday take home folders. A weekly school-wide communication, The Matey Message is delivered to each family electronically and in a hard copy. The NP3 Boosters are an integral part of our learning community. Families are encouraged to participate in community-building activities. For example, our NP3 Booster organization hosts an annual Multicultural Fair for the Natomas community. This brings our diverse population together in a celebratory way. Our families are also responsible for the creation and the administration of our school library.|A parent survey is administered annually with the intention to gather feedback about NP3 Elementary Educational Programs, student learning, and family communication. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to NP3’s LCAP goals, which directly impact the school and grade level goals. NP3 Staff has participated in professional development that supports the understanding of their diverse learning population. Guest parent speakers, book talks, and student perspectives are a regular part of weekly Professional Development meetings.|NP3 Elementary's consistent and ongoing communication encourages families to feel that they are part of the process. NP3 asks for and encourages parents to assist in their student's learning. Teachers encourage parents to come in and work with the students in a variety of ways. For example, families may assist in the classroom by working with small groups, teaching a lesson of expertise, eating lunch with their student, working in the library, chaperoning field trips, or working in the school garden.|Twice a year families are asked to complete a survey about school academics, social and emotional supports, teacher instruction, administrative support, and school safety. The NP3 Leadership Team uses the survey findings to inform instruction and to make change. Every other month the P3 Parent Booster group meets to discuss ways in which families can support and participate in their students' school experience. Bi-weekly, NP3 Elementary Administration meets with the P3 Booster Vice Presidents to discuss family wants and needs. This communication helps NP3 Elementary identify what is important to families. All families are welcome to join P3 and all families are encouraged to be a part of the learning community.|NP3 has offered free fingerprinting to families in need. Whenever possible, NP3 Administration seeks input from the learning community. At the end of the school year, NP3 administers a survey to parents about family engagement opportunities. NP3 Administration and P3 work to identify ways that we can foster community. There are a couple of community-building events that parents help to organize. The annual Multicultural Fair is an opportunity to celebrate all cultures and to foster relationships. Students count on the Book Fair twice a year. Parents work with teachers to ensure students are able to build their love of reading by providing books that are aligned with student interests and abilities. When NP3 opened in August of 2016 curriculum choices had been made. With the changes to the Science and Social Studies Standards, the curriculum will be revisited for effectiveness. NP3 Elementary will reach out to the parent community to assist in those decisions.|5|5|5|5|5|5|5|4|4|4|4|4|Met||2025-05-20|2025
34752833430659|Natomas Charter|3|Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents/families. Teachers at the school use websites and the school’s learning management system as tools for communicating resources and information for parents to use in supporting their student’s learning and development. NCS continues to hold monthly board meetings, academy and whole school parent/family meetings to allow parents a venue for making community connections and sharing feedback. NCS continues to expand parent and student participation through academy and schoolwide parent groups.|All academies hosted on-site open houses and parent/family orientations with the goal of providing families the tools and information they need to adequately support students. The Student Services department held parent education sessions and shared many resources to support students in their social emotional development at home. Principals held Literacy and Math Fluency Nights to build community knowledge on current school strategies and home strategies to support learners. For the 2025-2026 school year, NCS continues to refine its own independent special education department by providing greater opportunities for parents/families to be included in the decision making for students with exceptional needs as one of the outcomes.|While building partnerships is a strength of Natomas Charter School, the school community continues to refine its practices by ensuring all families are fully engaged in these partnerships and looking for opportunities to incorporate more parental decision making. A decrease in student and family connectedness resulted from previous pandemic and the community's hesitancy to attend in person meetings. For the 2025-26 school year the school continues to build relationships with families and community members with a focus on  developing healthy social emotional skills and academic learning strategies for students. Families have indicated through our parent/family surveys that the most significant barrier to being fully engaged in school activities is their own personal schedules. Using this information, staff and administrators have been exploring different models for providing information, such as online videos and creating events that are more focused on specific topics or areas of interest. Overall, parents/families reported on surveys that they feel the communication level has been high over the course of the past year.|Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents/families and students. The development of our multi-tiered systems of support (MTSS) over the past seven years has grown to be a strength for building partnerships for student outcomes. MTSS has been a focus of professional development over the past years with a specific focus on using the Plan Do Study Act (PDSA) process in teams. The MTSS strategies result in data focused discussions with staff as they focus on struggling students and partnering with families for student success. Through student success team meetings families partner with staff to support students in success strategies. In addition, the student services department holds Parent University nights to teach parents about common parenting and educational hurdles and how to support students at home.|For the 2024-2025 school year, NCS continued to refine developing the NCS community and rebuilding it after the pandemic. While we were able to reach many parents/families through the use of live streaming Board of Directors meetings on YouTube, our goal is to get more parents/families back on campus to be a part of the community. Staff and parent/family groups have been working extra hard to bring families back on campus and communicating about how families can volunteer and support the work at the school. Parent/Family feedback shows growth of parent/family community and a desire for more community connection. Examples of this include the Welcome Back Family Picnic, Family Math Night, Back to School Night, STEAM Night, Humanities Nights, and many more.|Building partnerships is a strength of Natomas Charter School. The school continues to place a focus on community development through more on campus activities and opportunities for parent involvement. Examples of this are the Open House, NCS Multicultural Celebration, LGBTQ+ Pride Conference, Black History Month Celebrations, and performances on campus. Each academy parent group (P4A, LEAP, EPIC, etc.) ramped up events in the past year. The school also hosted multiple formal and informal parent groups including the English Learner Advisory Committee (ELAC) and Black Student Union (BSU) family mixers. . Staff-led parent groups continue in the coming school year for example parent book clubs. Overall, parents/families reported on surveys that they feel the communication level has been high over the course of the past year. In the 2025-26 school year the school will continue to partner with parents and families to build stronger parent/family groups including relaunching our community advisory council for special education.|Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents/families and students. A strength is in our awareness that students and parents/families should have a voice in the process of decision making. Students are encouraged and educated on the proactive strategies to be active participants in the educational process and in sharing input through clubs, ASB, leadership, and senior projects. Students are encouraged to gather student voices and ideas to make changes to policies and procedures at the school. Parent committees are focused on gathering feedback and sharing ideas and planning for policies and procedures for the coming school year. Each year families, staff, and students are surveyed on school climate, academics, culture, and current topics. In 2024-2025, student and staff feedback sessions were held to follow up on survey data.  Surveys and feedback sessions are used as a part of the data to determine the direction of policies and procedures.|For the 2025-2026 school year, NCS continues to ensure that a diverse cross section of the community is attending meetings and sharing input with the school. Ensuring all voices are heard is important to a healthy community and culture at NCS. A focus area is increasing the diversity and numbers of stakeholders that are engaged in sharing input and a part of the decision-making process.|The school’s three way compact with the family, student, and school has been a strength since the beginning in 1993.  The school is in the mid cycle review for Western Association of Schools & Colleges (WASC) accreditation process, which engages all stakeholders in reflective conversations and a review of goals, action plans, and data. The end goal is to revise strategic goals for success in the next two years.  In addition, in an effort to further this communication and reflect on needs for the coming years, NCS participated in strategic planning (2022-2023) to reinvigorate the discussions around the mission, vision, and action plan for the coming years. This includes inviting community members from all groups to be a part of this discussion. The strategic plan is used to inform LCAP development at NCS in 2024-2025 and for years to come.|5|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-11|2025
34765050000000|Twin Rivers Unified|3|Twin Rivers has a strong community across very diverse neighborhoods in the district boundaries. The greatest strengths are the community involvement with enrichment programs and attendance at events such as athletics, arts, academic recognition, etc. There is a growing group of parents and community members that is expanding organically to be involved in decision making input, learning about creating model parent engagement plans, and how to support district goals at home and in the community.|The work following our strategic equity plan for the past three years has developed a core group of teachers, administrators and staff equipped to assess and develop cultural proficiency at sites. This process is being institutionalized as part of our site needs assessment. Over time, this will be come a way of being and not an initiative as it gets embedded in and integrated with existing practices (replacing some processes in certain areas). A cohort of community members was built over the past three years to study and create more effective models of parent engagement across the district. The inclusion of Family Liaisons committed to outreach for underserved or non-attending families in the district includes education for families regarding involvement opportunities including School Site Council, ELAC, Family and Community Engagement meetings and more. The team is working with sites on a data driven model to improve quality and quantity of engagement.|The 2024-25 school year continued to address the need to engage underrepresented families. Our Family and Community Engagement (FACE) department hosted a number of events and formed new groups of parents andcommunity members with students in these subgroups. The 2024-25 school year has an expansion of events tailored for families of underrepresented groups as well as a Community Liaison and site based initiatives based on local data to increase parent involvement amongst all groups. Use of our improved communication tools have provided more families access to sharing input and partnering with the LEA to inform decision-making. Twin Rivers developed a parent cohort to attend training and create a district plan for the Community Engagement Initiative.|During the 2020-21 school year, parent access expanded with the implementation of 1:1 student: device ratio and emerging platforms for meeting with and engaging parents. The 2021-22 school year showed the continued benefit for 1:1 Chromebook access. Attendance at SST and IEP meetings was enhanced by technology, allowing for the more equitable distribution of information and resources. Professional learning was expanded across the year with a comprehensive menu of topics to meet the academic, social emotional and data monitoring needs of teachers and staff. Staff engaged in academies that consisted of multiple days of training. Providing staff with more in-depth professional development over multiple days help teachers plan for the implementation and develop greater expertise. The process and content will continue in subsequent years in order to maintain a robust professional learning catalog and the further development of high performing teachers.|Twin Rivers implemented additional training for families included modules that help families support the social and emotional learning of their students and others that help families navigate math curriculum and standards. There were multiple offerings of family and community learning sessions that ranged across topics such as technology, supporting early literacy, and more.|The district has identified the need to support sites in providing more family engagement centered around student outcomes and a system to track and improve the implementation of family and community engagement. The Community Engagement Cohort will support the implantation of an evaluation tool to look at the qualitative measures of family engagement at the district level and the site level as it applies to student outcomes. A focus on engaging families that are new, underserved, and have chronically absent students will be an aim for 2025-26.|During the pandemic, Twin Rivers made gains in the number of community and family members being reached. The connection to technology made a large increase across 2020-2023. This increase seemed to plateaued in 2022-23, so a review of advisory and input meetings was done to provide a more streamlined but predictable schedule for advisory and input meetings. The strength of the district was that there were many departments improving the inclusion of community and family members in decision making input. Re-structuring and collaborating across departments is a new strength of the district. The results were an increase in input for decision making. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Throughout the 2024-25 school year, Educational Partner input processes (such as LCAP) were able to capture the ideas of 6,187 people including 2,224 unique parents, 3,328 thoughts, and 50,206 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn|Twin Rivers has a new parent engagement plan and calendar that will involve multiple departments collaborating around the goal of gathering more input together. This will include the Special Projects & Equity Department, Family and Community Engagement Department, Student Advancement, Budget and Fiscal Services, and Special Projects. 2023-24 was a better year for collaborating around parent engagement. Our Equity, Diversity, and Inclusion Department has made great strides in developing a plan to increase family engagement and the capacity of our families to collaborate in decision making. Additional planning with sites is the next focus area for family engagement in the coming year.|2|3|3|2|3|3|3|3|2|2|3|2|Met||2025-06-24|2025
34765050101766|Community Outreach Academy|3|"Community Outreach Academy prides itself on student-parent-staff connection. The charter of the school was written and the school opened based on the needs of the community. Over many years, COA has remained a tuition-free public charter, a school of choice, that families continue to enroll their students into because parents feel heard and feel like a part of the COA family. COA's team of Community Engagement Specialist and Parent Liaisons at the elementary school site and middle school site, as well as the entire administration team, continuously work to maintain and improve student-parent-staff connections and address community needs on a daily basis. We provide regular parent workshops/""universities"", offer volunteer opportunities, put out an educational and informational weekly radio program as well as a monthly newsletter for parents, partner with community organizations and local businesses to disseminate information via local newspapers, partner with and provide resources for families in need of any additional support, hold monthly School Site Council and DELAC meetings with parents, rely heavily on continuous parent survey results in decision making, and so much more. We deeply believe we are stronger together, so we continue to work together and grow together."|We recognize that no matter how much we do, there is always a way to do more and be better. In light of the recent war in Ukraine and the influx of refugees that have come to our school, we have put in more efforts into helping our students and families who need the additional support. We will continue to seek out additional community resources and build connections with organizations who can support us in this endeavor.|COA administration and staff have formed a committee that regularly gathers input from all stakeholders to help create a welcoming and supportive environment for all families and staff. The committee developed a plan focused on improving school culture and engagement and has been working to implement its outlined steps. We will continue to remain attentive to families who may feel disconnected or underserved and will strive to address their needs and encourage their involvement.|COA administration works together with teachers to make sure that parents are made aware of every event, opportunity, educational process, homework assignment, etc. that will help the students succeed. Teachers educate parents on how to track their child's progress online, actively communicate with parents via apps/messaging/emails about their students' progress, and hold parent-teacher conferences 3 times a year. The intervention team, which consists of parents, homeroom teachers, intervention teachers, specialists, counselors, and school administration, addresses the needs of students who need additional support and connects parents and teachers to work together. Parent workshops help educate parents and give them resources to support their children.|The school's charter was initially written with an emphasis on serving socioeconomically disadvantaged and underserved families, including refugees and students who speak little to no English. Since the opening of the school and still today, COA has a big emphasis on helping English Learners as well as providing the opportunity to grow in their native language through our World Language program. The ELD implementation at COA includes one on one support, small groups, additional bilingual paraeducators in every classroom, and more.|COA administration and staff work together with parents to support students using parent and student survey input. COA Site Managers, Community and  Parent Liaisons, and teachers work together to address underserved and underrepresented families. The Student Support Specialists work at the elementary school site and middle school site to address social-emotional learning for students and staff. We will continue to watch closely for students who can be overlooked and do our best to address their needs and engage them.|Through regular parent communication via social media, communication apps, events, regular School Site Council meetings, regular District English Learners Advisory Committee meetings, annual district-level meetings, bi-monthly district board meetings, and surveys, COA administration has a wealth of input from students, staff, parents, and the community in decision-making.|COA has been working on and aims to increase parental involvement on a district level, including more parent representation and input at School Site Council and DELAC meetings and district board meetings|COA  Administration, including Site Managers, Community Engagement Specialist, and Parent Liaisons on site, watch attentively for underrepresented families and students to engage them. Teachers and admin send home letters and phone calls, and the school holds monthly bilingual meetings with the Principal and school administration team to allow for deeper and more effective communication.|5|5|4|5|5|5|4|4|5|4|4|5|Met||2025-06-17|2025
34765050101832|Futures High|3|LEA has a strong focus on creating a positive culture at the school for all students, parents, and staff.  The school has fully implemented Capturing Kids Hearts program and aligned policies, procedures, and instruction to ensure equitable and inclusive practices.  Regular feedback and input are sought from all stakeholders.|Local data shows that families want the school to continue strengthening efforts to create a welcoming and inclusive environment for all members of our community.|Local data indicates that families value a welcoming school environment and would like the school to further enhance efforts to ensure all members of the community feel included and supported.|LEA uses multiple platforms to communicate with families and provide resources to support students’ learning and engagement.  Policies and procedures are established to help families understand and exercise their legal rights and advocate for their children.  Regular professional development opportunities are provided for the staff to increase their understanding of the families’ needs.|Based on our local data, families indicated that there was not a need for our school to continue to work on meeting with families to discuss student progress and ways to work together to support improved student outcomes, however, the there were very few families who completed the survey. Based on teacher input and conversations with parents throughout the year, this is an area we need to to continue to improve upon.|To improve partnerships with families, we will implement trainings to give parents the tools they need to access their students portal. In addition, teachers will regularly communicate to families on student progress and teacher parent conferences will be held.  Finally, the school is exploring a weekly student check-in to assist students with self-advocacy and management of their progress.  Students will be encouraged to share this information with their families.|LEA has established mechanisms and opportunities for the families and other stakeholders to be involved in decision making and evaluation.  SSC, ELAC/DELAC, leadership advisory committee, parent-teacher committee are meeting regularly and are given opportunities for multiple input and feedback on the school’s program improvement, progress, and areas of strengths and weaknesses.  Regular two-way communication is utilized through various online platforms as well as in-person availability of the admin and staff to meet with parents, students, and community members.  Surveys are administered several times a year to gather additional feedback from the students and parents.|Based on our local data, families indicated a need for our school to continue to work on engaging families in advisory groups and with decision-making.|To improve on engaging underrepresented families in this area we will actively seek feedback by using different means of communication, including email, flyers, phone calls and teacher contact.|3|4|3|4|4|4|4|3|4|3|3|3|Met||2025-06-17|2025
34765050108415|Heritage Peak Charter|3|Heritage Peak Charter School understands the importance of feedback from educational partners. Teachers meet regularly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend ongoing community building events. During individual family meetings, teachers engage with families to learn about their unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Heritage Peak has an active website and social media that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.|Based on feedback from educational partners HPCS is expanded its use of social media by implementing Parent Square for the 2024-2025 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year.|Reclassification ceremonies are hosted to acknowledge and celebrate our redesignated students and their families for their accomplishment in attaining an academic level of English equal to their English only counterparts. Additionally, regular awards are given to highlight students making progress in specific content areas and are publicly recognized.|Heritage Peak Charter School teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, IXL, Edmentum, Reading Eggs, Math Seeds, and Lexia. Parents/guardians are given access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are assessed using DIBELS (K-2) and mClass (K-2) or NWEA/MAP. These scores are reviewed and discussed with families. These conversations are used to align learning goals and progress on previous goals.|Teachers are trained on how to share student data in a manner that helps families understand grade level expectations and where their child is performing in relation to these standards. This is being modeled during our PLCs.|With the model of education set forth by HPCS, all families are met face-to-face in an equal and fair manner. Student computers and Internet access are provided to help ensure that barriers are removed to access materials and support for all families.|Parents/guardians are asked to provide feedback on coursework and field trips. Families are encouraged to attend education nights and other community opportunities. Meetings are held prior to these events for parents/guardians to provide input on policies and procedures. Annually, parents/guardians are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school-wide decisions.|Based on feedback from educational partners, HPCS expanded its communication efforts by implementing Parent Square for the 2024–2025 school year. This platform has enhanced parent access to information about school events, meetings, and the overall decision-making process. The continued use of the Kelvin survey tool allows HPCS to efficiently gather input from students, parents, and staff, providing multiple opportunities throughout the year to identify and address emerging questions and concerns. HPCS remains committed to improving stakeholder engagement in decision-making by actively incorporating feedback from the Parent Advisory Council (PAC) and School Site Council (SSC). In addition, the school is increasing the number of informal stakeholder events to create more opportunities for open dialogue between families, staff, and administration|HPCS has improved engagement of underrepresented families by increasing staff training for the impacted groups. The school has also hired a dedicated EL teacher to provide training and resources for both teachers and families. Finally, HPCS will continue professional development of the counseling team.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2025-06-16|2025
34765050108795|Creative Connections Arts Academy|3|Based on the analysis of educational partner input and local data, Creative Connections Arts Academy (CCAA) in Sacramento has demonstrated significant strengths and progress in building relationships between school staff and families. CCAA has made notable strides in developing the capacity of its staff, including administrators, teachers, and classified staff, to build trusting and respectful relationships with families. The school recognizes the crucial role of strong partnerships with families in supporting student success and has provided professional development opportunities focused on family engagement strategies and cultural competency. As a result, staff members have shown increased sensitivity and responsiveness to the diverse needs, cultures, and goals of families, fostering an environment of trust and respect. The school has also made remarkable progress in creating welcoming environments for all families in the community. CCAA has implemented inclusive practices that prioritize equity and embrace the diverse backgrounds and experiences of its students' families. Efforts have been made to ensure that school facilities, events, and communication materials reflect the cultural and linguistic diversity of the community, making families feel valued, respected, and comfortable in engaging with the school. CCAA has shown commitment in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. The school recognizes that meaningful engagement requires an understanding of the unique backgrounds and aspirations of families. Through ongoing professional development, staff members have gained knowledge and skills in culturally responsive practices, actively seeking to build relationships that honor and leverage the assets and perspectives of each family. CCAA has made significant strides in developing multiple opportunities for two-way communication between families and educators using language that is understandable and accessible to families. CCAA has implemented various communication channels, such as parent-teacher conferences, newsletters, digital platforms (Parent Square and Aeries), and community events, to facilitate open and transparent dialogue. Efforts have been made to ensure that communication is not only informative but also inclusive, considering diverse linguistic needs and providing interpretation and translation services when necessary.|Based on the analysis of educational partner input and local data, the focus areas for improvement in building relationships between school staff and families at Creative Connections Arts Academy (CCAA) in Sacramento have been identified. These areas require attention and targeted efforts to enhance the existing practices and further strengthen the partnerships with families. One focus area for improvement is increasing the frequency and depth of engagement with families. While CCAA has made progress in establishing communication channels and facilitating two-way communication, there is room for improvement in the consistency and regularity of these interactions. The school could work towards returning to more frequent opportunities for family engagement, such as workshops, parent forums, or family events, to foster ongoing dialogue and collaboration. Another area of focus is enhancing cultural competency among staff members. Although CCAA has made efforts to support staff in learning about each family's strengths, cultures, languages, and goals, there is a need for continuous professional development to deepen this understanding. The school can provide additional training and resources to ensure that staff members have the necessary knowledge and skills to effectively engage with families from diverse backgrounds and effectively address their unique needs. Additionally, there is a need to improve accessibility and inclusivity in communication. While CCAA has taken steps to make communication understandable and accessible, there may be opportunities to further enhance these practices. The school could consider implementing strategies to ensure that communication materials are available in multiple languages, providing interpretation services during important school events, and exploring innovative ways to reach families who may face barriers to communication. Finally, it is important to strengthen partnerships with families who are historically underrepresented or less engaged. CCAA could focus on targeted outreach efforts to ensure that all families feel welcomed and included in school activities. This may involve building relationships with community organizations or leaders who can help reach out to these families, as well as considering strategies to address any specific barriers to engagement they may face.|2022-23 school year presented great challenges. Improving communication using new tools, providing additional expanded learning opportunities, and providing the access to the arts daily for students. Parent and family engagement has been a cornerstone of CCAA and began to return to prior levels when the restrictions of COVID-19 began to ease. In-person services and opportunities for families will be the focus for continued improvement.|Relationship building and parent and family connection remained a priority fotr CCAA in 24-25. Partnering with families is a part of the culture with volunteer hours and opportunities advertised and emphasized. Based on educational partner input and local data, Creative Connections Arts Academy (CCAA) in Sacramento has shown strengths and progress in building partnerships for student outcomes. Key areas of strength include: Professional Learning: CCAA provides teachers and principals with professional development to enhance their ability to partner with families effectively. Information and Resources: CCAA equips families with information and resources to support student learning at home through workshops, newsletters, online resources, and family centers. Collaborative Discussions: CCAA has implemented policies and programs for teachers to meet with families and students to discuss student progress and work together to improve outcomes. Empowering Families: CCAA supports families in understanding and exercising their legal rights and advocating for their students and all students. Overall, CCAA's efforts in professional learning, providing information and resources, promoting collaboration, and empowering families contribute to successful partnerships for student outcomes.|Based on educational partner input and local data, CCAA's focus areas for improving partnerships for student outcomes are: Enhancing professional learning and support for teachers and principals in family partnerships. Improving accessibility and dissemination of information and resources to families. Increasing the frequency and quality of collaborative discussions between teachers, families, and students. Strengthening efforts to empower families to understand and exercise their legal rights and advocate for their students. Addressing these areas will enhance CCAA's partnerships and positively impact student outcomes.|To improve engagement of underrepresented families in building partnerships for student outcomes, CCAA will: Implement targeted outreach efforts through community partnerships to reach underrepresented families. Improve language accessibility by providing interpretation and translation services and offering communication materials in multiple languages. Provide tailored workshops and resources addressing the specific needs and interests of underrepresented families. Create welcoming and inclusive environments that respect and value the diversity of underrepresented families.|Based on educational partner input and local data, CCAA's strengths and progress in seeking input for decision-making are: Building capacity of principals and staff to engage families in advisory groups and decision-making. Empowering and supporting family members to participate effectively in advisory groups and decision-making. Providing opportunities for all families to provide input on policies and programs, including underrepresented groups. Facilitating collaborative planning, implementation, and evaluation of family engagement activities.|Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|To improve engagement of underrepresented families in decision-making, CCAA will: Conduct targeted outreach to reach underrepresented families. Provide language accessibility through interpretation and translated materials. Adopt culturally responsive approaches to engage underrepresented families. Build trust through active listening and valuing their input. Empower family leaders from underrepresented communities. Establish convenient feedback mechanisms for input.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
34765050108837|Community Collaborative Charter|3|CCCS works to engage parents and families in many capacities towards facilitating building relationships between staff and families. According to results from our current year parent survey, When asked whether or not students are safe at school - 78% Strongly Agree/Agree, 17% neutral & 11% Disagree/Strongly Disagree. When asked if students feel comfortable talking to school staff - 79% Strongly Agree/Agree, 14% neutral & 8% Disagree/Strongly Disagree. When asked whether or not students receive the resources needed - 81% Strongly Agree/Agree, 13% neutral and 6% Disagree/Strongly Disagree. When asked a question about whether or not the school encourages parent involvement - 69% Strongly Agree/Agree, 17% neutral & 14% Disagree/Strongly Disagree. Lastly when asked whether or not the school offers parents a say in the decision-making process - 72% Strongly Agree/Agree, 15% neutral and 13% Disagree with zero responses to strongly disagree. In addition, CCCS was recognized as a CKH National Showcase School for the past eighth consecutive year. As part of the process required to determine if a school should be recognized for this honor, a survey of parents, students, and staff was done which indicated that each group has a strong desire and commitment to work together to create a school culture and climate that allows optional learning and social experiences for each group. For general school-to-home communication, our school uses Classdojo and Aeries ParentSquare to maintain regular communication with parents. Parents can message a teacher, the office, or school administrator with a need or question on each of these platforms.|CCCS needs to increase the volume of activities and work more strategically to connect parents to events throughout the year. We are also looking forward to more opportunities becoming available for the school to have parents and community members volunteer on-campus and specifically in classrooms and during events.|CCCS will improve parent engagement by increasing the number of parent engagement events and by having our Parent Liaisons, Student Support Advisors and Student Support Specialist reach out to families to encourage participation. We are also working to increase the percentage of staff who speak languages other than English in order to better support these families while on campus.|CCCS works to prioritize building partnerships with parents and community partners to increase access to resources needed for students to achieve educational goals.|CCCS has a goal to increase the volume of opportunities for parents to engage with our school in the areas of community building, student recognition and professional school to home educational opportunities for parents. These events will be structured to provide resources and learning opportunities for families in important ways they can help their student academically and social-emotionally at home. School leadership and Gateway Community Charters leadership will work to increase engagement with community partners and outside agencies to bring additional resources to students and families as well as to enhance student and family experiences during on-campus events.|Based on input from parent and student surveys, the school needs to help parents understand and connect with a wider variety of opportunities for school engagement both during and after the school day. Also, the school can improve by working to increase the number of parents who are able to engage in support roles during events.|For the past two years, CCCS continued to implement parent surveys to solicit feedback on the LCAP, school culture, academic programs, and other areas identified as a need within our student population. Our School Site Council//DELAC meet six times this year and provided input on all important decisions and documents produced by CCCS, including the Parent Involvement Policy, SPSA, CCCS Safety Plans, and LCAP.|CCCS will continue to encourage parents to respond to Classdojo and Parent Square surveys, as this is the best way to gather data from families and the community.|Based on input from parent and student surveys, the school needs to help parents understand and connect with a wider variety of opportunities for school engagement both during and after the school day. Also, the school can improve by working to increase the number of parents who are able to engage in support roles during events.|3|4|3|3|3|3|4|3|3|3|3|3|Met||2025-06-17|2025
34765050113878|Higher Learning Academy|3|We have a very strong Parent Faculty Organization.  They work hard to support our goals and vice versa.  They are strong advocates for the school and at the same time push us to constantly improve.|We use translation services to make sure our educational partners are all being engaged.  We will continue our multi-cultural events but bring in more academics to educate our families about our IB programs as well as celebrate student work.|Based on educational partner input and local data, the LEA will improve engagement of underrepresented families—particularly English Learners and low socioeconomic status (SES) students—by strengthening communication around student outcomes. ELPAC data will serve as a starting point for meaningful conversations with EL families about English proficiency and academic progress. To support all families, especially those from low SES backgrounds, the LEA will implement report cards that include clearer learning targets and progress indicators. Additionally, ongoing assessment tools and consistent communication will be used to build stronger partnerships and ensure families are better informed and involved in their child’s learning journey.|We have increased parent engagement by hosting multiple multicultural events.  We have also moved to standards-based grades and report cards at the elementary level, which has helped us give more actionable information to those families about their scholars' progress.|As we hone in on our essential standards and further clarify what students absolutely must know, we can give more focused and thorough information to parents about theirs scholars' progress.  Now that we have made progress in implementing tier I and II interventions, we will be able to offer our own supports as well let families know how they can help.|ELPAC data can be a good starting point to communicate with our ELs around academic outcomes and English proficiency progress, but ongoing communication and assessment tools will be used as well.  Our low SES students will benefit the most from report cards with clearer learning targets and progress information.|HLA always seeks input for decision making from educational partners, but we can do a better job of analyzing the barriers for families that do not engage and breaking down those barriers in an effort to engage all partners.  We hold consistent School Site Council and District English Learner Advisory Committee meetings.  We provide food and childcare during these meetings.  We offer surveys in multiple languages.|Higher Learning Academy's focus area will be brining more people to the table to help us with decision making.  Increasing attendance at School Site Council and District English Learner Advisory Committee meetings will be the key metric that we'll look at to see if we have been successful.|In an effort to engage more underrepresented families, we will be implementing two key strategies.  We will be conducting more frequent home visits.  We will also be recognizing students for various achievements at our School Site Council meetings.  This will result in more families coming to the meetings, removing any mystique or feelings of intimidation about these meetings, and thus more engagement.|4|4|3|4|2|2|4|2|2|2|2|2|Met||2025-06-17|2025
34765050114272|SAVA - Sacramento Academic and Vocational Academy|3|Based on the 2025 Hanover survey results for SAVA Twin Rivers (TRUSD), strong relationships between school staff and families remain a key strength of the school community. Despite being a small site, responses show high levels of trust, respect, and perceived safety. Over 86% of respondents agreed that students and families are treated with fairness and respect. Additionally, 100% of certificated staff respondents reported a positive climate regarding school-level engagement and communication with families.  SAVA’s cohort model and small student-to-staff ratio help foster personalized connections between staff and families. The site also benefits from consistent implementation of Capturing Kids’ Hearts (CKH), which builds a relational foundation across all interactions. Staff regularly engage in proactive communication and individualized outreach, which has helped to create a welcoming and responsive school environment.  Although the overall number of responses was lower than at other sites, the feedback that was collected reflects a positive trend in family engagement and satisfaction. Continued attention to targeted outreach and interpreting services will help ensure all families, especially those from underrepresented groups, remain connected and involved.   In the 2011-2012 school year, SAVA began implementing the Capturing Kids' Hearts (CKH) model, developed by The Flippen Group. CKH is central to our approach, transforming our schools by fostering trusting relationships among teachers, staff, families, and students. All staff members are trained in CKH upon employment, and the principles of CKH are practiced consistently in all classes, meetings, and events. This program equips staff with tools to build meaningful relationships, create a safe learning environment, and develop team-building dialogues. At its core, CKH aims to create self-managing systems that enable students to confidently apply the skills they learn both in and outside of school.  In addition to CKH, SAVA is committed to promoting equity and continuous improvement. Each year, the school and district identify an equity goal and participate in professional development to address it. We have developed Professional Learning Communities (PLCs) in which all staff focus on data and continuous improvement, viewing their work through an equity lens. Each PLC targets specific sub-groups where potential inequities have been identified, aiming to decrease gaps and promote equity. Furthermore, equity and data discussions are incorporated into our School Improvement Plan (SIP) work, cycles of inquiry, site-based meetings, and in-house professional development.  At SAVA, we believe that all students can learn, achieve, and thrive when they are loved, taught effectively, and guided appropriately. This belief drives our commitment to creating a supportive and equitable educational environment, ensuring that every student has the opportunity to succeed.|Based on educational partner input and local data, SAVA TRUSD is committed to strengthening engagement with underrepresented families by building on initiatives that create access, voice, and connection. Survey feedback highlights areas of strength in relational trust with staff, but also indicates the need for more consistent engagement and outreach to families of students who are new, credit-deficient, or navigating transitional periods in their academic journey.  To address this, SAVA will deepen its focus on engaging 9th-grade students, seniors, and transfer students through targeted family engagement strategies. These will include enhanced orientation experiences, family workshops, and small-group meetings designed to build personal relationships and ensure families understand graduation requirements, support services, and postsecondary options from the outset.  SAVA will also expand its Career and Technical Education (CTE) outreach by involving families in program showcases, career panels, and field-based experiences that highlight how CTE prepares students for high-demand industries. By connecting these programs to real-world outcomes, we aim to increase relevance and build excitement—particularly for students and families who may not have previously seen college or specific careers as accessible.  Additionally, SAVA will increase opportunities for underrepresented students and their families to participate in field trips, college tours, and dual enrollment information nights. These activities serve as key engagement tools, exposing families to educational pathways and reinforcing a shared vision of success.  Finally, through our Capturing Kids’ Hearts (CKH) framework and expanded multilingual communications, SAVA will continue to foster trust and relational consistency. Our goal is to ensure every family, regardless of background, feels seen, heard, and supported as part of the SAVA community.|Based on the analysis of educational partner input and local data, SAVA TRUSD will continue to strengthen partnerships with underrepresented families by expanding personalized and culturally responsive support systems. One key strategy will be the continuation of home visits to ensure direct, relationship-based outreach for families who may not otherwise engage with traditional school events. These visits help build trust, provide opportunities to better understand student needs, and connect families with relevant resources.  SAVA will also reinforce communication equity by ensuring that all families are aware of their right to request interpreters for any school-related meetings. This will be paired with improved multilingual communication and outreach efforts to remove language as a barrier to engagement.  Additionally, through the Community Schools Grant, SAVA is investing in expanded wraparound services focused on mental health, family stabilization, and community resource coordination. These supports will be integrated into the school’s broader intervention systems, with the goal of empowering families to be active collaborators in their students’ academic and personal growth. By reducing access barriers and increasing individualized support, SAVA aims to improve student outcomes through more effective and sustained family-school partnerships.|At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/ guardian is invited to be a member of their site’s School Site Council/ELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.   School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the ParentSquare application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information, they can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well.|In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at  school events.|SAVA will improve building partnerships of underrepresented families by: •	Continuing to do home visits •	Providing resources and support for obtaining those resources •	Making sure that families know that they can request and have interpreters for any meetings held|Based on the analysis of educational partner input and local data, SAVA TRUSD  will continue to strengthen partnerships with underrepresented families by expanding personalized and culturally responsive support systems. One key strategy will be the continuation of home visits to ensure direct, relationship-based outreach for families who may not otherwise engage with traditional school events. These visits help build trust, provide opportunities to better understand student needs, and connect families with relevant resources.  SAVA will also reinforce communication equity by ensuring that all families are aware of their right to request interpreters for any school-related meetings. This will be paired with improved multilingual communication and outreach efforts to remove language as a barrier to engagement.  Additionally, through the Community Schools Grant, SAVA is investing in expanded wraparound services focused on mental health, family stabilization, and community resource coordination. These supports will be integrated into the school’s broader intervention systems, with the goal of empowering families to be active collaborators in their students’ academic and personal growth. By reducing access barriers and increasing individualized support, SAVA aims to improve student outcomes through more effective and sustained family-school partnerships.|Based on educational partner input and local data, SAVA TRUSD continues to demonstrate strong progress in building a culture of shared decision-making and inclusive stakeholder engagement. One key area of strength is the continued growth in family and staff participation in School Site Council (SSC) and English Learner Advisory Committee (ELAC). We have seen increased interest from parents and guardians in engaging in these decision-making spaces, where they contribute meaningfully to conversations about program strengths, resource allocation, and areas for improvement.  SAVA also ensures that when advisory or input opportunities are offered—whether through family nights, feedback sessions, or focus groups—there is consistent and active participation from families. These events provide critical space for gathering input on school climate, program development, and support services.  Student voice remains a central pillar of our model. Students regularly participate in planning major school events such as graduation and the CTE Showcase. They are actively involved in support meetings like SSTs, 504s, and IEPs, and their feedback influences the design of live classes, clubs, and enrichment activities. Our cohort model includes weekly “community time,” where students are encouraged to share perspectives, advocate for needs, and help shape their learning environment.  While SAVA no longer has school social workers on staff, we continue to prioritize student mental health and well-being through contracted services that include group counseling and wellness support. These services also help inform how we tailor our intervention and support systems to meet the needs of underrepresented student populations. Overall, SAVA remains committed to cultivating authentic and ongoing engagement from all educational partners in our decision-making processes.|SAVA will improve seeking input for decision making of underrepresented families by: •	Targeting parent/guardians of underrepresented families for school advisory groups and decision making •	Send surveys out in multiple languages that represent the SAVA demographic •	Have staff attend targets PD around ELL students and supporting families to effectively engage in decision-making|4|4|3|4|4|4|4|4|3|3|4|4|Met||2025-06-17|2025
34765050130757|Highlands Community Charter|3|"HCCS serves only adult students 22 years and over. However HCCS places a strong emphasis on building relationships between students and staff. HCCS also seeks to involve the families of its students, offering access to childcare through The Highlands Early Childhood Education Center. Survey data indicates a strong bond between students and the school with 98% of students reporting they Agree or Strongly Agree with the statement ""My teacher really cares about me and respects me. and 90% reporting "" I feel connected to the school, my classmates, and teacher."""|HCCS has explored multiple avenues for engagement of students and families beyond immediate academics and instruction. Given a reduced budget and enrollment for the upcoming school year some traditional activities such as a backpack drive for children of students, summer camps, and cultural events will need to be reassessed.|HCCS will continue to present cultural events to promote cross-cultural communication and a feeling of connectedness among its broadly diverse student body. HCCS will also continue to use demographic data to offer school forms, communications, and community resources in as many student languages as possible.|As all HCCS students are adults, they are their own stakeholders and our primary partners in student outcomes. The needs of students as expressed by students are established through Educational Partner events and student surveys. Additionally HCCS works hard to establish community partnerships to support positive educational and life outcomes for all students. Current partnerships include:  SALAM Islamic Center St. Anne's Catholic Church Bach Viet Associations Our Lady of Guadalupe SHRA La Familia Counseling Center SETA Mixed  Unitek  CalAsian Chamber of Commerce Slavic Missionary Church Inc Lao Family Community Development St. Matthews Episcopal Church St. John's Program for Real Change St. Rose Catholic Church  Roman Catholic Diocese of Sacramento Department of Human Assistance  Office of the Sacramento County District Attorney|Surveys and educational partner feedback indicate a strong desire for access to CTE opportunities at lower levels of English proficiency and continuing challenges in making information about school programs and community resources available to all students. HCCS will be significantly restructuring CTE as budgets and enrollment, with the goal to offer access to programs both in high demand and offering demonstrated potential for strong post-secondary outcomes.|90% English language learners, requires constant outreach to ensure all students have access to CTE, community partners, and personalized education plans. It is important that all students feel welcomed into all programs.  HCCS will continue to offer first language support in an expanding number of languages and to improve communication as it implements restructured CTE programs and community partnerships.|HCCS distributes student and staff surveys, conducts a needs assessments survey for EL Civics topics, and holds community partner events throughout the year. In March, Your Voice Matters  events were held to gather direct in-person feedback from a range of both high-needs sites and extremely successful sites identified through surveys, covering all grade levels and levels of English proficiency. From these events a Community of Practice identified school wide priorities which would carry the highest possible student impact.|HCCS sees the need to improve the reach of its feedback gathering strategies. Communication around the importance of the student and staff climate surveys continues to be an area for improvement. Better quantitative data can be gathered from education partner events.|HCCS will work to ensure that engagement in decision making is an integral part of the educational program. Lesson plans around the importance of surveys and how to engage with them show promising results and can be developed to address the needs of learners at different levels of English proficiency. More frequent educational partner engagement throughout the year with structured data gathering tools for staff will help to ensure a wider variety of voices are heard.|4|5|5|4|3|4|2|5|5|5|3|2|Met||2025-06-26|2025
34765050139584|California Innovative Career Academy|3|"CICA serves only adult students 22 years and over. However CICA places a strong emphasis on building relationships between students and staff. CICA also seeks to involve the families of its students, offering access to childcare through The Highlands Early Childhood Education Center. Survey data indicates a strong bond between students and the school with 98% of students reporting they Agree or Strongly Agree with the statement ""My teacher really cares about me and respects me. and 90% reporting "" I feel connected to the school, my classmates, and teacher."|CICA has explored multiple avenues for engagement of students and families beyond immediate academics and instruction. Given a reduced budget and enrollment for the upcoming school year some traditional activities such as a backpack drive for children of students, summer camps, and cultural events will need to be reassessed.|CICA will continue to present cultural events to promote cross-cultural communication and a feeling of connectedness among its broadly diverse student body. CICA will also continue to use demographic data to offer school forms, communications, and community resources in as many student languages as possible.|As all CICA students are adults, they are their own stakeholders and our primary partners in student outcomes. The needs of students as expressed by students are established through Educational Partner events and student surveys. Additionally CICA works hard to establish community partnerships to support positive educational and life outcomes for all students. Current partnerships include:  SALAM Islamic Center St. Anne's Catholic Church Bach Viet Associations Our Lady of Guadalupe SHRA La Familia Counseling Center SETA Mixed  Unitek  CalAsian Chamber of Commerce Slavic Missionary Church Inc Lao Family Community Development St. Matthews Episcopal Church St. John's Program for Real Change St. Rose Catholic Church  Roman Catholic Diocese of Sacramento Department of Human Assistance  Office of the Sacramento County District Attorney|Surveys and educational partner feedback indicate a strong desire for access to CTE opportunities at lower levels of English proficiency and continuing challenges in making information about school programs and community resources available to all students. CICA will be significantly restructuring CTE as budgets and enrollment, with the goal to offer access to programs both in high demand and offering demonstrated potential for strong post-secondary outcomes.|The make-up of the student population, 97% or greater socio-economically disadvantaged and over 90% English language learners, requires constant outreach to ensure all students have access to CTE, community partners, and personalized education plans. It is important that all students feel welcomed into all programs.  CICA will continue to offer first language support in an expanding number of languages and to improve communication as it implements restructured CTE programs and community partnerships.|CICA distributes student and staff surveys, conducts a needs assessments survey for EL Civics topics, and holds community partner events throughout the year. In March, Your Voice Matters  events were held to gather direct in-person feedback from a range of both high-needs sites and extremely successful sites identified through surveys, covering all grade levels and levels of English proficiency. From these events a Community of Practice identified school wide priorities which would carry the highest possible student impact|CICA sees the need to improve the reach of its feedback gathering strategies. Communication around the importance of the student and staff climate surveys continues to be an area for improvement. Better quantitative data can be gathered from education partner events.|CICA will work to ensure that engagement in decision making is an integral part of the educational program. Lesson plans around the importance of surveys and how to engage with them show promising results and can be developed to address the needs of learners at different levels of English proficiency. More frequent educational partner engagement throughout the year with structured data gathering tools for staff will help to ensure a wider variety of voices are heard.|5|5|5|4|3|4|3|4|4|4|4|3|Met||2025-06-26|2025
34765056033336|Smythe Academy of Arts and Sciences|3|Dedicated school site staff that works directly with families across multiple languages. Communications sent home in family's preferred language choice. Multiple family/community nights and meets with administrative teams. SSC, ELAC, and LCAP Input Meetings.|Increase the number of families who regularly communicate and participate in school/community events. Increase participation across all subgroups. Increased collaboration between the Twin Rivers FACE Department and school site to align district resources with family needs.|Continue staffing for the 25-26 school year to include bilingual support staff to improve communications with Smythe families. Increase capacity of Family and Community Liaison to promote communication between non-English speaking families.|Smythe will continue to develop partnerships with families, local organizations, and Twin River resources to support student outcomes. Administration has identified needs, resources, and multiple ways to advertise.|Continue to build partnerships with local organizations and promote involvement to families.|Target specific underrepresented subgroups with direct communication in preferred home language. Continue to promote two way school and home communication with all families and advertise local resources.|Established plan to seek feedback from community members and stakeholders.|Throughout the 2025-26 school year, Educational Partner input processes (such as LCAP) were able to capture the ideas of parents and stakeholders through meetings and surveys. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Target specific underrepresented subgroups with direct communication in preferred home language.|4|4|3|5|4|4|4|3|5|5|3|3|Met||2025-06-24|2025
34765056112643|Westside Preparatory Charter|3|The LEA has made great progress over the years in building relationships between school staff and families. Through the implementation of several initiatives, such as parent engagement surveys, parent-teacher conferences, and home visits, the LEA has made efforts to foster positive working relationships between staff and families. Additionally, the LEA provides professional development on the importance of family engagement, ensuring that staff are equipped with the skills and knowledge needed to effectively engage and build relationships with families. These initiatives have resulted in more open and trusting staff-parent collaborations and partnerships that promote success in the classroom.|The LEA's focus area for improvement in Building Relationships Between School Staff and Families includes creating family-centric education, increasing family engagement strategies in schools, and embracing a shared understanding of cultural backgrounds and home languages. These focus areas emphasize developing an understanding of the importance of a school-family partnership, building trust among families and school staff, and developing policies and practices to support and strengthen family relationships. They also work to develop effective communication between school staff and families through strengthening administrative and classroom practices, utilizing technology, and providing culturally relative resources and supports.|Westside Prep is utilizing tools such as Parent Portal to connect with and build strong relationships with community and families. We have utilized tools such as Kelvin to monitor the progress of our site, staff and parent connection to school. Favorability rating this year as a whole community is 74.2% positive.|Westside continues to develop partnerships with the community with a goal of increasing the effectiveness of these partnerships. In 2024-2025 WPCS reached out to families via parent square, provided opportunities for families to join either on zoom or in person, so it was at the families convenience. WPCS created a partnership with families through PBIS. A Parent from one campus was asked to join as a PBIS team member to discuss the needs of the site and provide parent feedback. Parents were also encouraged to participate in school site council and the behavioral committee team. In 2023-2024 a continued effort is being maintained to effectively communicate with our families through newsletters and Parent Square.|WPCS plans to have a parent representative from each campus on their PBIS Tier 1 team in the 2025-2026 school year. Parents will also have the opportunity to chat with administrators more often with Principal Coffee and chats which will happen bi-monthly next school year. This will help build communication as well as a partnership amongst schools and families.|The LEA's plan to improve engagement of underrepresented families will include several initiatives. First, create a parent and family advisory board to ensure that representatives of all backgrounds are able to weigh in on goals and improvements. The LEA could also provide training to staff in order to help build relationships with underrepresented families and understand their particular needs. Finally, the LEA could explore additional resources such as hosting family events and providing access to organizations and services that could better assist underrepresented families on a amore regular basis. Additionally, the use of data and research can help the LEA to identify areas in which they need to focus their attention, and create programs that target the specific issues facing underrepresented families. By making sure these initiatives address the specific needs of underrepresented families, the LEA will be able to ensure that everyone's voices are being heard in the school community.|Throughout the 2024-2025 school year, Educational Partner input processes (such as LCAP) engaged with 236 unique participants. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our LCAP work.|Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone.|We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|4|4|4|4|3|4|4|3|3|3|3|3|Met||2025-06-24|2025
35103550000000|San Benito County Office of Education|3|The LEA builds strong relationships with families through consistent communication, inclusive decision-making, and a whole-child approach. The school engages families via Parent Square, newsletters, and events like Community Family Knights, and SSC meetings. Family and student voices shape the SPSA and LCAP through advisory groups and leadership classes. The wellness center and trauma-informed practices foster a welcoming environment, while increased access to student data through Aeries supports transparency. These efforts reflect the school’s commitment to authentic partnerships that support student success.|Based on educational partner input and local data, ensuring consistent and active family participation remains a challenge. Another area of focus is expanding digital access and parent use of platforms like Aeries, as well as improving communication methods for families with limited internet access or language barriers. The school also aims to collect more comprehensive parent feedback, with a goal of achieving at least 85% participation in end-of year surveys. These efforts will help strengthen two-way communication and ensure that all families feel connected, informed, and valued as partners in their student’s education.|The LEA will improve engagement of underrepresented families by providing personalized invitations and recognizing students at evening celebrations with food. These efforts, along with culturally responsive communication and flexible meeting times, help build trust and increase meaningful family involvement.|During the 2024–25 school year the San Benito County Office of Education Alternative Education Programs administered one Parent Survey to parents of students at each alternative education site (grades 7-12). The survey included questions about engaging families and providing high quality teaching. 80% of parents felt their child feels supported at school academically and emotionally at school. 55% of parents felt that the school offers helpful programs that prepared their child for college, careers, or life after high school. Parent feedback also included incorporating more hands-on learning. These are strengths of our efforts and shows progress in this area.|Continuing to offer opportunities for parents and students to engage in the academic progress of the students was important, as well as providing career exposure and job opportunities for students was important to parents. Finding the right time to communicate and engage parents is critical, especially parents working multiple jobs.|The LEA uses Aeries Parent Square to communicate information about the school as well as individual phone calls are made to parents to keep parents informed and connected. We have proposed to have additional parent/community nights to better engage parents throughout the year. Asking parents when and how they want to be communicated with has made a difference in the communication and engagement.|The LEA’s current strengths in seeking input for decision-making include that 75% of parents feel comfortable speaking with a teacher or administrator when needed (2024 survey data). To gather additional input, personalized phone calls are made inviting parents to complete short surveys or share concerns. While attending meetings can be challenging for some, parents are willing to provide feedback by phone at convenient times. The LEA has made progress in identifying the best times and methods to effectively reach and engage families for their input.|The LEA’s focus for improvement in seeking input for decision-making is to increase participation from families who face barriers to engagement, such as limited time or language differences. Efforts will focus on expanding accessible communication methods, including more flexible and varied opportunities for input beyond meetings, and strengthening outreach to ensure all voices are represented in decision-making processes.|The LEA will improve engagement of underrepresented families in decision-making by offering multiple, accessible ways to provide input, such as personalized phone calls, surveys, and virtual options. Efforts will also focus on building trust through culturally responsive communication and flexible scheduling to ensure families can share their perspectives in ways that fit their needs.|4|4|3|4|4|3|3|4|4|4|4|4|Met||2025-06-26|2025
35674540000000|Bitterwater-Tully Elementary|3|One strength is that our school provides a warm and welcoming environment to all students.  Having a student in our class for multiple years, allows teachers to have a better understanding of a students' strengths and weaknesses.  We are still working on increasing home-school communication.|Our focus area is to increase parental involvement in our PTF Meetings, and school functions.  We are looking into the availability of having a translator attend meetings and offering food to increase attendance.  We are continuing to offer meeting both virtually and in-person.|We will continue to offer a variety of communication methods such as: Sign-up Genius, Remind app, Google Classroom, email, phone calls, and informal check-ins during community events, drop off and pick up.|One strength we have is that we meet with parents on a regular basis.  We have parent-teachers conferences twice a year and monthly hot lunches where we can have informal conversations  and discuss students' progress.  An area that we are continuing to promote is parents education events to support our parents and students.|Our focus area is to continue to improve our Literacy events and STEAM events engaging students and families.|By promoting our Literacy events and STEAM events, we will provide make-and-take home activities.|We have multiple meetings throughout the school year where our stakeholders can discuss different aspects of school.  From School Board, PTF, SSC, Staff Meeting, Surveys, Parent-Teacher Conferences, and monthly hot lunches, our stakeholders have several opportunities to express their concerns and suggestions.|Our focus area will be offering a variety of incentives to get more parental input for decision-making.|We are looking into providing translators at meetings to improve engagement of underrepresented families and possibly food to encourage families to attend these meetings and provide input.|3|4|4|3|3|3|4|3|4|3|3|4|Met||2025-06-18|2025
35674620000000|Cienega Union Elementary|3|Due to Cienega's size, we are at a great advantage to learn about our families and get to know them on a personal  basis. We also survey our families every year to see how they feel about safety and connectivity to our school site.  We also meet with parents in the fall for parent-teacher conferences. We also hold special events throughout the  year where families can come and celebrate their students as well as help their school community. In the fall, we  have a Halloween festival and a haunted house. In the Spring, we had our third annual campus clean-up day. Both  of these events were successful. This year, we implemented new opportunities to build our community by having an  open house event for our families at the beginning of the school year. We are also planning to add spring  conferences in addition to our fall conferences in the 2025-2026 school year. This will serve as a means to build  goals for student success at the beginning of the year and then measure growth at the end of the school year.|Based on the data that we have received from our educational partners, it is important that we continue to make  families feel safe sending their children to school as well as making sure they feel connected and heard when they  come to us with concerns that they may have in regard to the school climate, education, or any other issues.|It is important that we take steps to make sure that all families at Cienega feel that their voice is being heard. We will  continue to grow our outreach of communication with families in different formats. We currently have an in-print and  electronic newsletter that is published weekly. We are attempting to develop new means to communicate, including  texting, to reach out to the families. Due to our size we are also able to meet with families at their cars at pick up and  drop off to communicate immediate needed topics.|The LEA continues to grow in the area of building partnerships for Student Outcomes. Currently, we hold parentteacher conferences in the fall to show the parents a baseline of the student's skill sets. With the addition of spring  conferences in the 2025-2026 school year, parents will have a new opportunity to see measured growth in their  students over the school year. Parents and teachers will also come together to discuss issues that need immediate  resolution, as needed, including academic concerns. LEA will continue to cultivate positive working relationships with families and parents to help discuss, set, and help students achieve goals.|One area that continues to be a topic of conversation with some of our families is while they feel safe sending their  children to school, there is a concern surrounding student behavior and the effect that this is our could be having on  student performance and outcomes. We continue to work with our families and students in a proactive way to  ensure all behavior issue are resolved quickly and equitably for all involved.|As stated above, the LEA uses multiple modes of communication with families to help insure that family needs are  being met as well as ensuring that all students are reaching their desired outcomes.|Given the analysis of educational partner input and local data, the LEA is currently doing a great job in seeking input for decision-making from families and staff. One of the great strengths that the LEA has is its ability to communicate with the families, due to its small population size. The LEA continues to try to find new ways to communicate with its families. The LEA also has a strong connection with its families with its Site Council, which is comprised of two staff members and two parents. This council meets three times a year to discuss issues at the school and to view important documents such as the SARC and LCAP before they are presented to the Board of Directors.|Due to our rural nature, we need to explore better ways to communicate with families. Many times, emailing families  is not enough. Resources such as print, calling, and texting are other options we have to communicate with families.  When we survey our families, we will share this survey electronically through Google Forms and in person for those with limited internet access in our rural community. This is an area in which we can improve. The school is working continuously to improve its interpersonal communication.|According to our spring survey, most of our families felt connected to the school and felt that there was at least  someone that they could reach out to if they needed assistance or help with any issue that may arise at the school.  Staff could benefit from professional development or a meeting about the importance of communication. Before the beginning of 2025-2026, staff will meet to discuss the importance of communication as it pertains to the LCAP and how it can best serve the community. The school will also continue to develop new and improve upon existing means of communicating with families.|4|5|4|4|4|4|5|4|4|5|4|4|Met||2025-06-10|2025
35674700000000|Hollister|3|The district has made significant strides in fostering strong relationships between staff and families through a range of initiatives. To facilitate open dialogue and collaboration, community forums were organized at each school site throughout the year, bringing together students, parents, staff, and community members. These forums served as valuable platforms for engaging in discussions pertaining to student outcomes and exchanging ideas and information. Furthermore, school and district committee meetings, including DELAC, SSC, and PAC, were convened to solicit input from these educational partners. These efforts underscore the district's commitment to inclusive decision-making and partnership-building as it continues to prioritize the well-being and success of its students.|In response to the expressed interest of our educational partners, the district is dedicated to strengthening relationships and fostering increased engagement opportunities between schools and families. This commitment will be realized through the enhanced implementation of programs like Capturing Kids Hearts, which focuses on creating positive school environments, as well as the introduction of monthly parent engagement activities. Furthermore, to facilitate closer connections, each of the five community schools will have a full-time parent liaison dedicated to supporting family involvement. Moreover, the district will organize monthly family education nights to align families and staff in their collaborative efforts and partnerships. These events will provide valuable opportunities for students, parents, staff, and community members to interact and collaborate. Additionally, a range of activities will be offered, including forums, surveys, site and district committee meetings, parent nights, and a comprehensive parent communication platform. Through intentional communication efforts aimed at promoting parent awareness, the district aims to create a supportive and inclusive environment where all stakeholders are empowered to contribute to the success of our students.|To achieve this goal, a multifaceted approach will be adopted, encompassing various activities and initiatives. One key strategy involves organizing parent education nights, designed to empower families with valuable insights and resources to support their children's educational journey. Additionally, community meetings will be convened to provide platforms for open dialogue and collaboration between families and district stakeholders. Moreover, underrepresented families will be actively encouraged to participate in advisory committees, ensuring their voices are heard and their perspectives are valued in decision-making processes. By fostering inclusive environments and actively involving underrepresented families in school and district initiatives, the district aims to forge strong partnerships that ultimately contribute to the academic success and well-being of all students.|Hollister School District conducts various surveys and hosts numerous forums to gather input from families and students regarding student outcomes. This well-received process enables the district to capture the voices of educational partners and incorporate their feedback when updating programmatic plans. Additionally, input is collected from school and district committees, including the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), and the Migrant Parent Advisory Committee (PAC). These efforts ensure that a diverse range of perspectives are considered in decision-making processes, fostering a more inclusive and responsive educational environment.|Hollister School District has identified key areas of focus to enhance partnerships for student outcomes. The district aims to maintain active membership in school and district committees, ensuring consistent and diverse representation. Additionally, the district is committed to further promoting educational partnerships through community meetings, boosting survey response rates, and closely monitoring the effectiveness of school and district communication platforms. These efforts are designed to foster stronger collaboration and engagement between all educational partners, ultimately contributing to improved student success.|To enhance the engagement of underrepresented families and strengthen partnerships for student outcomes, the district will implement and strategically monitor participation in surveys, attendance at community events, and access to the district communication platform. Parent education forums will be thoughtfully organized to inform and educate underrepresented parents about available programs, services, and curricula, while also inviting their feedback on student-related topics. These initiatives aim to ensure that underrepresented families are well-informed and actively involved in the educational process, fostering a more inclusive and supportive community.|The district excels in gathering a wide array of input from diverse groups. This input plays a crucial role in the planning and development of programs, including the Local Control Accountability Plan (LCAP). Both the district and individual schools actively recruit and elect parent representatives to serve on essential input committees, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). These diverse committees provide valuable oversight and guidance, ensuring informed decision-making and effective program implementation.|The district will enhance the input collection process by offering multiple platforms and avenues for educational partners to provide feedback. This effort will include more intentional monitoring of responses and participation. Additionally, the use of the ParentSquare communication platform and a dedicated communication liaison is expected to significantly increase parent and family awareness of opportunities to influence decision-making. These measures aim to broaden engagement and ensure that all voices are heard in shaping district programs and policies.|Underrepresented families are a key focus in gathering decision-making input. The district will leverage resources from the Community Schools grant, utilize parent liaisons, conduct community outreach, and host parent education nights and other engagement activities to solicit input from all educational partners, with a particular emphasis on underrepresented families. These efforts aim to ensure diverse perspectives are included in shaping district decisions.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
35674700127688|Hollister Prep|3|Over the past few years, the Navigator community has navigated a range of challenges that have impacted students, families, and staff. In response, the organization has continued to develop and expand supports aimed at strengthening relationships between school staff and families. This has included both formal programs and informal outreach designed to meet families where they are, from basic needs assistance to increased opportunities for connection and communication. Efforts such as resource fairs, support for food and housing-insecure families, after-school interventions, home visits for chronically absent students, community events, and consistent communication through platforms like ParentSquare have all contributed to this work. While the approach continues to evolve, the foundation built through these supports has helped families feel more connected to their school communities and to the organization as a whole.|Reestablishing and deepening community and family involvement on campus remains a central area of focus. One acknowledged area for continued growth is expanding opportunities to celebrate and highlight the contributions—both past and present—of local community members. As Navigator evolves, it recognizes the importance of creating intentional pathways that support both educational excellence and meaningful family engagement. Strengthening these connections will help ensure families feel welcomed, included, and connected to the life of the school.|Informed by educational partner input and local data, Navigator Schools is working to strengthen engagement with underrepresented families through multiple strategies. In addition to expanding outreach to enroll more students who qualify for Free and Reduced-Price Lunch, Navigator is in the process of developing Community Schools that will offer expanded resources and supports for families. These schools will serve as hubs for connecting families—particularly those historically underrepresented—to services aligned with their needs. The pandemic underscored the importance of creating more opportunities for families to participate in on-campus activities, and this remains an area of focus as schools work to build deeper, more consistent relationships with all members of the community.|Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress.  In addition, the annual family engagement survey helps assess parents’ understanding of their child’s academic goals and informs ongoing efforts to strengthen school-home partnerships in support of student success.|An identified area for improvement is ensuring students are fully prepared for the academic and social demands of high school after completing their time at Navigator Schools. Supporting this transition requires a collaborative effort among families, staff, and students. To strengthen this partnership, site teams will work closely with local high schools to create reciprocal opportunities that allow students to explore high school expectations while continuing to receive guidance and support from Navigator staff. This ongoing collaboration aims to create a more seamless and informed transition for students and their families.|Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need.  Navigator will continue to provide home visits for students who are not staying engaged or needing additional support.   The community school’s coordinator/attendance specialist will also work with partners to create tutoring centers, after school support services, and college counseling services for students.  These activities will help to engage scholars and families.|Navigator Schools has established a strong culture of collaboration by consistently seeking input from stakeholders to inform decision-making. The organization utilizes a variety of formal and informal methods, including family surveys, town hall meetings, staff meetings, weekly leadership team meetings, cross-site collaboration, and daily site huddles. By employing multiple tools to gather feedback, Navigator ensures that voices across the organization are heard and considered in shaping school and system-level decisions.|An area identified for improvement is the need to formalize systems for collecting, analyzing, and sharing stakeholder input with leadership in a consistent and structured way. While input is regularly gathered across various settings, developing a clear plan for how this feedback is synthesized and communicated to leadership teams will strengthen transparency, ensure follow-through, and support more informed decision-making at both the site and organizational levels.|Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.|3|3|3|4|4|4|4|5|5|5|3|4|Met||2025-06-09|2025
35674880000000|Jefferson Elementary|3|Building on educational-partner input and local data, Jefferson demonstrates strong progress in nurturing meaningful partnerships between staff and families:  1. Consistent, Multi-channel Communication The Teacher/Principal maintains proactive outreach via text messages, phone calls, “parking lot” chats, and Parent–Teacher Conferences.  According to LCAP survey feedback, 100% of families report feeling well-informed about student progress and school events—highlighting the effectiveness and reliability of these communication channels.  2. Collaborative Dialogue & Shared Decision-Making All families feel their insights are actively considered in decisions surrounding their child’s educational experience.  Jefferson collects input through calendars, activity participation, and collaborative planning for family nights—ensuring family voices shape school events and routines.  3. Inclusive Engagement Structures While Jefferson operates as a single-teacher school, it hosts family learning nights, student showcases, and open-classroom visits to encourage family involvement.  Families consistently note appreciation for clear advance planning, calendars, and ongoing information about activities they attend.  4. Responsive Action & Feedback Loop Family input—particularly around event scheduling, calendars, and activity planning—has resulted in more organized and well-supported family nights.  Family participation and support are incorporated into each event, and planning successes are routinely shared in monthly School Board updates.  5. Building Trust and Connection Survey and conversation feedback shows families increasingly feel “heard,” “respected,” and “valued” as educational partners.  This shift from single-direction communication to genuine two-way collaboration demonstrates growing trust and partnership.  Summary Jefferson’s strengths in Priority 3 include:  Clear, reliable communication reaching all families.  Collaborative planning, with data-driven family input shaping events.  Inclusive family engagement through organized events and transparent scheduling.  Accountability, implementing feedback into action and sharing outcomes.  Deeper trust, with families actively participating as partners in education.  These efforts have transformed parental participation from passive attendance to proactive collaboration—advancing Jefferson’s mission of inclusive, community-driven education.|Based on one-on-one conversations with our two families during the school year, Jefferson’s targeted focus areas for 2024–2025 are:  Collaborative Event Design Families expressed a desire for deeper involvement in family nights beyond attendance. I will invite each parent to help shape one aspect of the event—such as suggesting themes, choosing activities, or assisting with setup—to foster greater ownership.  Real-Time Feedback Acknowledgement Both families appreciate knowing how their input impacts practice. After each event or conversation, I will follow up verbally—either in person or by phone—with a short summary of adjustments made based on their feedback.  Personalized Relationship Tracking To maintain personalized engagement, I will keep a secure log of parent preferences, topics of interest, and action items. This ensures that future conversations remain individualized and responsive.|3. Improving Engagement of Underrepresented Families  Analysis of our one-on-one conversations with families confirmed that all voices are being heard, but we want to ensure equitable engagement—especially from families who may feel less connected or confident. To improve engagement of underrepresented families, Jefferson will:  Proactively Invite Participation I will personally invite any family who has not attended events in the past month to share their thoughts and ideas. This invites them into the conversation in a supportive, non-intimidating way.  Offer Flexible Engagement Options Recognizing varying comfort levels, families will have choices—full event participation, contributing ideas by phone/email, or helping behind the scenes with setup—to ensure participation feels accessible and meaningful to each.  Monitor and Reflect on Engagement Patterns After each event or conversation, I’ll review our engagement log to ensure all families are being heard. If I notice someone was less involved recently, I will follow up personally to welcome their input and encourage connection.|1. Strengths & Progress in Building Partnerships for Student Outcomes  Families collaborate on setting academic and developmental goals for their child.  Monthly and informal updates keep families consistently informed about progress.  Learning strategies are co-designed with families to support at-home learning.  Instructional plans are reviewed and refined based on family feedback.  Family agency is reinforced through active involvement in student learning.|Focus Areas for Improvement in Building Partnerships for Student Outcomes  Enhance Goal Alignment – Continue refining academic and developmental goals with each family to ensure shared understanding and commitment.  Increase Strategy Transparency – Provide clear, simple summaries of co-created home learning strategies so families feel confident supporting their child at home.  Strengthen Follow-Up Routines – Schedule brief, regular check-ins after strategy implementation to review progress and adjust approaches as needed.  Document Progress Together – Create shared notes or a brief log after each conversation to track goals, strategies, and next steps—promoting accountability and continuity.|Improving Engagement of Underrepresented Families in Building Partnerships for Student Outcomes  Invite Personalized Input: I will directly reach out to families who share less frequently—through informal conversations or check-ins—to understand their visions and priorities for their child’s learning goals.  Offer Flexible Participation: Families can choose how to engage—virtually, via phone, or in writing—ensuring all voices are heard, regardless of availability or comfort level.  Co-create Home Learning Plans: I’ll collaborate with underrepresented families to tailor learning strategies suited to their routines and preferences, making support feel relevant and achievable.  Track & Reflect Together: After co-creating plans, I’ll follow up at least monthly to review progress, celebrate success, and jointly adjust strategies based on family feedback.|1. Current Strengths & Progress in Seeking Input for Decision-Making  Jefferson demonstrates meaningful progress in engaging families in school decisions through personalized, informal input channels:  One parent actively serves on the school board, and another has previously done so, bringing genuine family perspectives into district-level decisions.  Ongoing conversations occur through casual check-ins and board interactions—outside formal meetings—ensuring family feedback is consistently sought and considered.  The Teacher/Principal uses these interactions to co-design family nights, instructional approaches, and event planning, reflecting a responsive partnership model.  Informal documentation (e.g., notes shared at board meetings) ensures family suggestions are captured and actioned.  This approach balances Jefferson's small context and community preferences while enabling authentic family involvement in decision-making.|2. Focus Areas for Improvement in Seeking Input for Decision-Making  Expand Informal Conversations with Intentional Topics While parent input is valued through board meetings and daily chats, I will schedule one informal “topic chat” each semester with each family—focused on school decisions like curriculum planning or event direction.  Document Input More Consistently Currently, feedback is noted in board updates. To strengthen this, I’ll maintain a shared summary log after each decision-focused conversation, making it easier to track suggestions and follow-up actions.  Broaden Input Sources Although there are only two families, I'd like to encourage future family or community stakeholders (e.g., SBCOE guests, former parents) to informally share ideas when visiting events, ensuring diverse voices shape Jefferson's decisions.|"3. Improving Engagement of Underrepresented Families in Seeking Input for Decision-Making  Based on one-on-one conversations and community observations, Jefferson will focus on these intentional steps to include underrepresented voices in school decision-making:  Personal Invitations I will extend direct, informal invitations to any family who has not recently engaged in a decision-focused conversation (e.g., school board input, event planning), offering a relaxed opportunity to share their ideas or questions.  Flexible Input Options Recognizing varied communication preferences, families can choose how to give input—whether via casual in-person chats, phone conversations, or brief email reflections—so that participation fits their comfort and availability.  Benefit-Focused Framing When seeking input, I'll clarify the purpose: ""I'd value your thoughts on themes for our next family night,"" or ""Do you have ideas on how Jefferson could better support learning?"" This highlights the meaningful impact of their voice in shaping school decisions.  Follow-Up with Outcomes After each conversation, regardless of format, I'll share back exactly how the input was used. For example: ""We chose that theme for family night because you suggested it,"" or ""I adjusted the agenda based on your suggestion.""  These focused steps will ensure all families—including those who have participated less—are intentionally and effectively involved in decision-making at Jefferson."|5|5|5|5|5|4|5|3|2|2|2|2|Not Met|||2025
35675040000000|North County Joint Union Elementary|3|Based on staff input, the LCAP survey, Parent Advisory Committee and the English Language Advisory Committee, strengths include the following: Community events- Back to School Night, Open House, 6th grade orientation event, New Student welcome, TK/K Meet and Greet, Parent/Teacher Conferences 2 times per year, Winter Program, Fall Festival, PTO activities, Parentsquare communication,  weekly What's Happening at the Grove? digital message, monthly Tiger Talks newsletter,class events with parents, field trips, classroom volunteers, ABC readers, and the 8th grade graduation.|Based on staff input, the LCAP survey, Parent Advisory Committee and the English Language Advisory Committee, strengths include the following: Community events- Back to School Night, Open House, 6th grade orientation event, New Student welcome, TK/K Meet and Greet, Parent/Teacher Conferences 2 times per year, Winter Program, Fall Festival, PTO activities, Parentsquare communication, class events with parents, field trips, classroom volunteers, ABC readers, and the 8th grade graduation. Parent/administrator meetings to discuss attendance, parent/teacher/adminstrator meetings as needed. Translation to support Spanish speaking parents.|Based on feedback from the educational partners these are ways to improve engagement of underrepresented families: translation at all meetings all parent information translated Parent education nights|Based on feedback from the educational partners these are ways to improve engagement of underrepresented families: translation at all meetings all parent information translated Parent education nights|Areas of improvement include: More parent education events to train and support parents Maintain Intervention Teacher Maintain  School Resource Officer Maintain additional School Psychologist to supporrt student wellness Professional development ongoing to staff  More data sharing of student progress and needs|To improve engagement of underrepresented families- Phone calls to encourage engagement and participation Parent education events Parent/Teacher conferences Translation for parents|The District has created small content area groups to support: Math Science Writing Professional development offered to support the Science of Reading and executive functioning Parent Advisory Committee participation in reviewing data from i-Ready, phonics assessments, and CAASPP assessments has resulted in input and decision making|Continue to consult with educational partners. Continue to educate educational partners and share data.|Continue to consult with educational partners. Continue to educate educational partners and share data.|5|5|5|5|5|5|5|4|5|4|4|4|Met||2025-06-24|2025
35675200000000|Panoche Elementary|3|During the 2024-2025 school year Panoche School administered a Parent Survey to parents of all students.  The survey included questions regarding the level to which parents felt encouraged to become involved in school-related activities, their satisfaction with school/campus safety, and the extent to which they felt the learning needs of their child were being met. Panoche’s very small enrollment allows for daily interaction between the teacher/principal and parents, increasing the strength of the relationship between parents and staff. 100% of families attended the Fall 2025 'Back to School Night'. The reluctance of underrepresented families to engage is often informally reported as having to do with a language barrier.|Based on the analysis of educational partner input and local data, Panoche School should focus on the following areas to improve relationships between school staff and families:  Address language barriers:  Provide translation services at school events Offer multilingual communication materials Organize language support for parents   Diversify engagement opportunities:  Offer virtual meeting options Provide flexible scheduling for parent-teacher conferences Organize informal meetups like coffee mornings   Implement targeted outreach:  Send personalized invitations to school events Schedule one-on-one meetings to discuss student progress Create a family mentorship program   Enhance feedback mechanisms:  Conduct regular focus groups Set up anonymous suggestion boxes Use digital platforms for ongoing feedback   Provide cultural competency training:  Train staff in cultural sensitivity and inclusive practices Focus on understanding diverse family needs    These focus areas aim to build on Panoche School's strengths, such as its small size and high parent attendance at events like 'Back to School Night', while addressing challenges in engaging underrepresented families. The school's small enrollment allows for daily interaction between staff and parents, which can be leveraged to strengthen relationships. By implementing these strategies, Panoche School can work towards:  Increasing involvement of underrepresented families Improving communication with all families Ensuring all parents feel their child's learning needs are being met Maintaining and enhancing the strong school-family relationships already in place  The school should regularly assess the effectiveness of these initiatives through surveys, direct feedback, and monitoring of parent engagement levels. This ongoing evaluation will allow for adjustments to the approach as needed, ensuring continuous improvement in building and maintaining strong relationships between school staff and families.|Address language barriers:  Implement a comprehensive language support system, including translation services for all school events and communications. Offer bilingual or multilingual materials for all school-related information. Consider providing language classes or conversation groups for parents to help bridge the communication gap.   Personalized outreach:  Leverage the school's small size to conduct targeted, personalized outreach to underrepresented families. Assign staff members to act as liaisons for specific families, ensuring consistent communication and support. Conduct home visits or one-on-one meetings to build trust and understand individual family needs.   Culturally responsive engagement:  Provide cultural competency training for all staff members to better understand and respect diverse family backgrounds. Organize cultural events or celebrations that recognize and value the diversity within the school community. Ensure school policies and practices are inclusive and respectful of all cultural backgrounds.   Flexible engagement opportunities:  Offer a variety of engagement formats, including virtual options, to accommodate different family schedules and preferences. Provide childcare during school events to make it easier for parents to attend. Schedule meetings and events at various times to accommodate different work schedules.   Empower parent voices:  Create a parent advisory committee with representation from underrepresented groups. Implement a system for regular feedback from all families, ensuring that the voices of underrepresented families are heard and valued. Act on feedback received and communicate changes made as a result of parent input. By implementing these strategies, Panoche School can work towards more inclusive and effective engagement of underrepresented families, strengthening relationships between school staff and all families in the school community.|1. High parent engagement: The 100% attendance at the Fall 2025 'Back to School Night' demonstrates a strong foundation of parent involvement and interest in their children's education. This high level of participation indicates that parents are eager to partner with the school for student success.  2. Small school advantage: Panoche's very small enrollment allows for daily interaction between the teacher/principal and parents. This frequent, personal contact provides an excellent opportunity for building strong partnerships and keeping parents informed about their child's progress and needs.  3. Strong school-family relationships: The daily interactions facilitated by the small school size have likely contributed to strengthening the relationships between parents and staff. These strong relationships form a solid base for collaborative efforts to support student outcomes.  4. Proactive communication: The school's ability to maintain daily interactions with parents suggests a proactive approach to communication, which is crucial for building effective partnerships.  5. Parent feedback mechanism: The administration of a Parent Survey indicates that the school values parent input and is actively seeking feedback to improve its practices. This demonstrates a commitment to continuous improvement in partnership building.  6. Focus on key areas: The survey's focus on parent involvement, school safety satisfaction, and meeting learning needs shows that the school is prioritizing critical areas that directly impact student outcomes.  7. Inclusive approach: The school's awareness of the language barrier for some underrepresented families indicates a recognition of diversity and a desire to include all families in the educational process.  These strengths and progress indicators suggest that Panoche School has established a solid foundation for building partnerships that support student outcomes. The school's small size and high level of parent engagement provide unique advantages that can be leveraged to further strengthen these partnerships and ensure all students receive the support they need to succeed.|Language barrier resolution:  Implement comprehensive language support services to address the reported reluctance of underrepresented families to engage due to language barriers. Provide multilingual communication materials and translation services for all school events and communications.   Diversify engagement strategies:  While maintaining successful events like 'Back to School Night', introduce a variety of engagement formats to cater to different family needs and schedules. Consider virtual options, flexible timing for meetings, and alternative formats for parent-teacher interactions.   Targeted support for underrepresented families:  Develop specific strategies to increase engagement of underrepresented families, leveraging the school's small size for personalized outreach. Create mentorship or buddy programs pairing new or underrepresented families with more established ones.   Enhanced feedback mechanisms:  Expand on the existing Parent Survey by implementing more frequent and diverse ways to gather parent input. Consider regular focus groups, suggestion boxes, or digital platforms for ongoing feedback.   Parent education and empowerment:  Offer workshops or resources to help parents better understand the education system and how to support their child's learning at home. Provide information sessions on curriculum, assessment methods, and college and career readiness.   Collaborative goal-setting:  Involve parents more directly in setting and monitoring academic and developmental goals for their children. Ensure regular communication about student progress and collaborative problem-solving when challenges arise.   Community partnerships:  Explore partnerships with local organizations or businesses to provide additional resources and opportunities for students and families. Leverage these partnerships to offer expanded learning experiences or support services.    By focusing on these areas, Panoche School can build upon its existing strengths to create more robust and inclusive partnerships that effectively support student outcomes for all learners, including those from underrepresented families.|Panoche School can improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes in the following ways:  1. Address language barriers:    - Implement comprehensive translation services for all school communications and events.    - Provide bilingual or multilingual materials for all school-related information.    - Offer language classes or conversation groups for parents to improve communication.  2. Personalized outreach:    - Leverage the school's small size to conduct targeted, one-on-one outreach to underrepresented families.    - Assign staff members as dedicated liaisons for specific families to ensure consistent support and communication.    - Conduct home visits or individual meetings to build trust and understand unique family needs.  3. Flexible engagement opportunities:    - Offer a variety of engagement formats, including virtual options, to accommodate different family schedules.    - Provide childcare during school events to facilitate parent attendance.    - Schedule meetings and events at various times to suit different work schedules.  4. Cultural responsiveness:    - Provide cultural competency training for all staff to better understand and respect diverse family backgrounds.    - Organize cultural events or celebrations that recognize and value the community's diversity.    - Ensure school policies and practices are inclusive and respectful of all cultural backgrounds.  5. Empower parent voices:    - Create a parent advisory committee with representation from underrepresented groups.    - Implement a system for regular feedback from all families, ensuring underrepresented families' voices are heard.    - Act on received feedback and communicate changes made as a result of parent input.  6. Tailored academic partnerships:    - Develop individualized student success plans in collaboration with families, addressing specific needs and goals.    - Offer workshops on supporting learning at home, tailored to the needs of underrepresented families.    - Provide resources and guidance on navigating the education system and accessing additional support services.  7. Community connections:    - Partner with local community organizations that serve underrepresented groups to provide additional resources and support.    - Facilitate connections between families and community services that can support student success.  By implementing these strategies, Panoche School can work towards more inclusive and effective engagement of underrepresented families, strengthening partnerships that directly contribute to improved student outcomes.|Stakeholder surveys and monthly board meetings were used as the main venue to solicit parent input for decision-making. In addition, Back to School Night was held to review school and LCAP goals and seek input from parents about the actions in the LCAP to meet those goals. Continuous outreach continues through daily conversation and bilingual home-school communication.|Focus areas for improvement in Seeking Input for Decision-Making at Panoche School:  Diversify input gathering:  Ensure all family groups, especially underrepresented ones, are included. Create multiple channels for input to overcome language barriers.   Improve language accessibility:  Provide translation services for all input-seeking activities. Make all documents available in multiple languages.   Expand feedback mechanisms:  Implement more frequent and diverse ways to gather input. Consider focus groups, suggestion boxes, and digital platforms.   Increase transparency:  Clearly communicate how parent input is used in school decisions. Provide regular updates on how feedback influences policies.   Foster collaborative decision-making:  Encourage more parents to join school committees. Provide training on school governance processes.   Leverage small school advantages:  Use daily interactions to gather informal input regularly. Create opportunities for in-depth discussions.   Target underrepresented families:  Develop specific strategies to seek input from less engaged families. Consider personal invitations or one-on-one meetings.   Improve data use:  Enhance analysis of data from parent surveys and feedback. Share data insights with the school community.   Enhance accessibility:  Offer input opportunities at various times and through different mediums. Consider both in-person and virtual options.    These focus areas aim to create a more inclusive and effective process for seeking input, ensuring all families have a voice in shaping the school's direction.|1. Address language barriers:    - Provide comprehensive translation services for all decision-making processes and communications.    - Offer documents in multiple languages and interpreters at meetings.  2. Personalized outreach:    - Use the school's small size for targeted, one-on-one outreach to underrepresented families.    - Assign staff liaisons to ensure families are informed about and included in decision-making opportunities.    - Conduct home visits or individual meetings to gather input from families who may not attend school events.  3. Diverse input channels:    - Offer multiple ways for families to provide input: in-person meetings, written surveys, digital platforms, and phone calls.    - Implement both physical and digital suggestion boxes for anonymous input.    - Create a dedicated phone line or text service for easy sharing of thoughts.  4. Cultural responsiveness:    - Provide cultural competency training for staff.    - Ensure decision-making processes respect all cultural backgrounds.    - Organize focus groups specific to underrepresented communities.  5. Empowerment and education:    - Offer workshops on school decision-making processes.    - Create a mentorship program pairing new or less engaged families with experienced ones.  6. Flexible scheduling:    - Offer input opportunities at various times, including evenings and weekends.    - Provide virtual options for families who cannot attend in-person meetings.  7. Feedback loop:    - Regularly communicate how input from underrepresented families is used in decision-making.    - Follow up with families who provide input to show their voices are valued.  8. Representative committees:    - Ensure school committees include representatives from underrepresented families.    - Create specific committees focused on the needs of underrepresented groups if necessary.  Implementation strategies:  1. Conduct a needs assessment to identify specific barriers for underrepresented families.  2. Develop a comprehensive engagement plan with clear goals and timelines.  3. Train staff on new engagement strategies and cultural competency.  4. Launch a communication campaign to inform families about new input opportunities.  5. Start with small-scale initiatives and gradually expand based on feedback and success.  6. Regularly evaluate the effectiveness of new strategies and adjust as needed.  7. Celebrate and publicize instances where input from underrepresented families led to positive changes.  8. Foster a school culture that values and actively seeks diverse perspectives in all decision-making processes.  By implementing these strategies, Panoche School can create a more inclusive environment where all families, especially those previously underrepresented, feel empowered to participate in school decision-making.|4|4|3|4|4|3|4|4|4|3|4|4|Met||2025-06-09|2025
35675380000000|San Benito High|3|Based on the analysis of educational partner input and local data, San Benito High School District (SBHSD) continues to make meaningful progress in building strong relationships between school staff and families. We have deepened our commitment to authentic engagement through continued Strategic Plan Meetings, community walkthroughs, and increased visibility of school leadership at events. These walkthroughs offer families an inside look at classrooms, student supports, and learning environments, helping to build trust and transparency.  We’ve also worked to expand access and improve two-way communication with families. In addition to continued support with navigating Aeries, we’ve developed more user-friendly tutorials and resources in both English and Spanish to help families monitor academic progress, attendance, and grades. Our counseling team has also improved outreach efforts and streamlined processes so families can get support more efficiently.  Our counseling department continues to lead grade-level information nights, which have become more interactive and helpful for families. These sessions provide timely guidance on graduation requirements, academic planning, and social-emotional support. This year, we also hosted our first annual 9th Grade Family Welcome Night called Baler-o-Rama. It was a huge success and a meaningful way to introduce incoming families to our campus, culture, and supports.  Monthly engagement opportunities like Coffee with the Counselors have helped foster regular, informal dialogue between families and school staff. These gatherings encourage open conversations and provide space for feedback, questions, and collaboration. As a district, we remain committed to fostering a welcoming environment where families are seen as valued partners in supporting student success.|San Benito High School District (SBHSD) has identified several areas of growth to continue strengthening relationships between school staff and families. While we’ve built a strong foundation through events like grade-level information nights, Baler-o-Rama, and community walkthroughs, we recognize that not all families feel equally connected or informed, particularly families of English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities.  One key area of focus moving forward is increasing family participation in informational meetings. We know families want to support their students, but busy schedules, language barriers, or unfamiliarity with school systems can make it difficult to stay engaged. We’re exploring ways to make our meetings more accessible by offering flexible scheduling, adding virtual and hybrid options, and making sure all communication is available in both English and Spanish.  Another area of improvement is helping families better navigate our digital platforms. While Aeries is a powerful tool for tracking student progress, we’ve learned that many parents aren’t confident using it. In response, we plan to offer targeted workshops on how to use Aeries and other school platforms, so families feel better equipped to monitor grades, attendance, and communicate with teachers.  We also see an opportunity to strengthen the role of our community liaisons and bilingual staff to provide more personalized outreach, especially to families who may not have traditionally participated in school events. As we continue this work, our goal is to make every family feel welcomed, informed, and empowered to partner with us in their child’s education.|San Benito High School District (SBHSD) has identified the need to improve engagement with underrepresented families, particularly those of English Learners and Socioeconomically Disadvantaged students. These families often face barriers that can prevent them from fully participating in school events and accessing key resources.  To address this, SBHSD is committed to implementing more personalized and targeted outreach efforts. We recognize that traditional large-scale events may not always feel welcoming or accessible to all families. Moving forward, we plan to create smaller, more intimate gatherings designed to build trust, foster connection, and provide space for open dialogue. These events will be tailored to meet families where they are and will focus on listening to their experiences and needs.  In addition, we will offer more targeted workshops on tools like Aeries, college and career readiness, and student support services, ensuring families understand how to navigate these systems in a supportive, low-pressure setting. We also plan to improve our communication by making it more consistent, bilingual, and accessible through multiple platforms.  By focusing on personal connection, trust-building, and practical support, we aim to create a more inclusive environment where all families feel seen, heard, and empowered to engage in their student’s educational journey.|San Benito High School District (SBHSD) has made strong progress in building effective partnerships with families, staff, and community organizations to support student learning, well-being, and long-term success. One of our key strengths is the personalized academic planning process, where counselors work directly with students and their families to develop individualized four-year plans aligned with student goals and interests. We also host parent information nights that provide families with helpful information about academic pathways, graduation requirements, and college and career readiness.  In addition to these efforts, SBHSD actively engages families through formal advisory groups such as the District English Learner Advisory Committee (DELAC), Migrant Parent Advisory Committee (PAC), and School Site Council. These meetings provide space for families to share feedback, voice concerns, and influence decisions that directly affect student programs and services.  Over the past year, we’ve also hosted a number of well-received stakeholder engagement sessions focused on high-impact topics. These include feedback meetings around Haybaler Support Time (HST), parent and student engagement for the development of a revised cell phone policy, and multiple workshops to gather input for our recent WASC review. These forums reflect our district’s commitment to transparent communication, collaboration, and shared leadership. Through these diverse and inclusive engagement efforts, SBHSD continues to prioritize listening to its community to guide thoughtful and student-centered decision-making.|San Benito High School District (SBHSD) has identified a need to deepen partnerships that more directly impact student outcomes, including academic achievement, college and career readiness, and overall student support. While strong relationships with families and community groups already exist, there is room to improve how these partnerships translate into tangible student success.  Educational partners have expressed a desire for more targeted support that directly connects families to student learning goals and post-secondary opportunities. This includes clearer communication around academic expectations, increased access to data on student progress, and expanded opportunities for families to participate in academic planning and intervention efforts. We also recognize the need to build stronger connections between families and instructional staff to ensure students are supported both at school and at home.  Moving forward, SBHSD will focus on creating more intentional structures that help families and community partners understand how they can contribute to improved student outcomes. This includes providing workshops on standards-based grading, increasing family awareness of college and career pathways, and collaborating with community organizations to expand access to tutoring, mentoring, and enrichment programs. Our goal is to ensure that all partnerships are grounded in a shared commitment to student success and that every student has the tools, relationships, and resources needed to thrive.|San Benito High School District (SBHSD) recognizes the importance of strengthening the impact of family and community partnerships by more directly aligning them with student learning and success. Based on our self-reflection and input from educational partners, we recognize the need to improve accessibility and trust for families of English Learners and Socioeconomically Disadvantaged students.  To address this, we will expand the role of our family liaisons to provide more direct outreach and support in both English and Spanish. We also plan to improve multilingual communication across all platforms and ensure that meeting invitations, surveys, and materials are accessible and culturally responsive. To better accommodate families’ schedules, we will offer more flexible event times and virtual participation options, making it easier for families to stay connected and contribute their input.  Additionally, we’re deepening our partnerships with community organizations to help bridge connections with families who may not yet feel fully engaged. Most importantly, we are committed to closing the feedback loop by actively integrating family perspectives into our decision-making processes.|San Benito High School District (SBHSD) has made strong progress in seeking input from families and stakeholders to guide school decisions. One of our key strengths is the personalized academic planning process, where counselors work closely with students and their families to develop individualized four-year plans aligned with student goals. We also host parent information nights that provide families with timely, detailed information about academic pathways, graduation requirements, and college and career options.  In addition to these events, SBHSD actively involves families through advisory groups such as the District English Learner Advisory Committee (DELAC), Migrant Parent Advisory Committee (PAC), and School Site Council. These groups provide opportunities for families to give meaningful input that directly shapes school policies, programs, and student support services. Through these ongoing efforts, SBHSD remains committed to inclusive and transparent decision-making that reflects the voices and needs of our diverse school community.|San Benito High School District (SBHSD) has identified the need to improve how we seek input from underrepresented families in our decision-making processes. While many families are actively engaged, we recognize that barriers such as language, scheduling, and access to information can limit participation for some.  To address this, we plan to expand outreach efforts by offering more flexible meeting times, virtual participation options, and targeted communication strategies that meet families where they are. Increasing the availability of bilingual resources and interpretation support will help bridge language gaps and ensure all families feel welcomed and informed. Additionally, we will strengthen feedback loops by creating more accessible opportunities for families to share their input and see how it influences district decisions.|San Benito High School District (SBHSD) is committed to improving engagement with underrepresented families, including those of English Learners and Socioeconomically Disadvantaged students. To address barriers, we will expand multilingual communication efforts and increase the role of family liaisons to provide more personalized support and outreach. Offering flexible event scheduling and virtual participation options will help make engagement more accessible for families with varying needs.  We also plan to strengthen partnerships with community organizations that serve these populations and develop clear, consistent systems for gathering and responding to family feedback. By ensuring families see how their input influences programs and policies, we aim to build trust and promote shared ownership in decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
35675530000000|Southside Elementary|3|The district pursued efforts to solicit educational partners feedback include surveys, parent meetings, conversations with students and parents, planning committees, union meetings, and Board of trustee meetings. Southside sent multiple emails to parents in English and Spanish with survey links and messages of encouragement to participate. The information was used to guide the direction of the development of the LCAP plan. Surveys administered in the 2024-2025 school year:|The survey data collected from parents in the 2024-2025 school year indicated that the school could improve in the area of parent participation in school decision making. Based on the local data, the school needs to continue to improve on chronic absenteeism.|Moving forward, the district plans to continue to build upon these successes by increasing professional development for teachers in the areas of Social Emotional Learning, Next Generation Science Standards, English Language Arts, and Mathematics. Secondly the district plans to continue to use the IXL diagnostic assessment and intervention performance to monitor student program and to provide tiered levels of intervention. Lastly, the district will continue to focus on educational partner engagement, student equity, and school to home communication.|The district will continue to solicit parent input and periodic feedback to improve the culture and climate of the school. The district will continue to provide a safe and supportive learning environment to promote improved student outcomes.|The survey data collected from parents in the 2024-2025 school year indicated that the school could improve in the area of parent participation in school decision making. Based on the local data, the school needs to continue to improve on chronic absenteeism.|The district will continue to make personal communication to under-represented student populations and families. Additionally, the district will continue to develop individual students plans to monitor and support student outcomes.|The district pursued efforts to solicit educational partners feedback include surveys, parent meetings, conversations with students and parents, planning committees, union meetings, and Board of trustee meetings. Southside sent multiple emails to parents in English and Spanish with survey links and messages of encouragement to participate. The information was used to guide the direction of the development of the LCAP plan. Surveys administered in the 2024-2025 school year:|The district will continue to solicit parent input and involvement in school decision making.|The district will continue to make personal communication to under-represented student populations and families. Additionally, the district will continue to develop individual students plans to monitor and support student outcomes.|3|4|4|4|3|4|4|3|4|3|3|4|Met||2025-07-09|2025
35675610000000|Tres Pinos Union Elementary|3|Tres Pinos Union School has a PTO and Panther Community Schools committee that includes parent involvement in the decision making of the school.  The Parent Teacher Organization has a monthly meeting the 1st Monday of every month and the Principal and staff members attend each meeting to discuss the needs of the school and the areas of the LCAP that have been implemented. The establishment of a Panther Council that includes staff, parent, student, and educational partner voices has improved collection of input and opinions.|Input from the PTO is that the LEA needs to focus on recruiting participatory parents and families.  Holding events with included babysitting was discussed previously and currently family members watch students during PTO meetings so that more families can participate. Encouraging and supporting bilingual family's inclusion through use of interpreters and translation services during meetings and events to increase comfort levels and understanding was implemented through the inclusion of our bilingual aide in the PTO meetings and through her presence at events.|The LEA will actively recruit underrepresented families and provide translation services as needed in flyers, meetings, events, and materials.|The LEA is steadily increasing participatory levels in school wide events as evidenced by signup sheets, sign-in sheets, and photographic evidence for said events that improve student mental wellbeing and have a positive effect on student outcomes.|Partner input would like to see more events held at school, participation in County Level events, and more hands-on learning.|The LEA will actively encourage underrepresented families to attend and participate in these events by providing translation as needed and bilingual support staff.|The LEA actively encourages through daily conversations, meetings, and surveys input for decision making.|Local data shows a need for a broader cross section of the families to be engaged.|The LEA will actively recruit and encourage participation by holding events on dates that historically have the greatest attendance thus opportunity for input and encouraging families to participate through a variety of modes of input, survey, in person interviews, phone interviews, workshops, and school wide meetings.|4|4|4|4|5|4|4|5|4|4|4|4|Met||2025-06-23|2025
35675790000000|Willow Grove Union Elementary|3||||||||||||||||||||||Not Met|||2025
35752590000000|Aromas - San Juan Unified|3|The Aromas-San Juan Unified School District (ASJUSD) continues to make meaningful progress in building strong relationships between school staff and families. Across all school sites, the district offers multiple opportunities for engagement, including Back to School Nights, Open Houses, coffee hours with principals and the superintendent, and town hall forums. These events foster open communication and build trust. ASJUSD also utilizes platforms such as ParentSquare and Class Dojo to deliver timely and accessible communication in both English and families' home languages. The district prioritizes outreach to English Learner (EL) families through personal calls about ELAC and DELAC meetings and encourages participation in school and district-level events. Site-based cultural events and celebrations further reinforce a welcoming and inclusive school culture. These practices contribute to stronger partnerships and a shared commitment to student success.|ASJUSD is focused on strengthening partnerships with families by more deeply integrating family engagement efforts with student academic goals. Specific improvement areas include increasing parent participation among English Learner and low-income families, enhancing support for academic growth (particularly in math), and reducing chronic absenteeism. A key area of refinement is the scheduling of family engagement meetings—such as ELAC, DELAC, and advisory groups—to accommodate more working families and increase attendance. The district will expand its use of translation services by investing in professional interpretation through LCAP resources and continuing enhancements to its communication systems, including an updated phone menu with Spanish-language options. These actions aim to increase accessibility and responsiveness to family needs, particularly for underrepresented communities.|To strengthen engagement with underrepresented families—including those of English Learners, foster youth, and low-income students—ASJUSD has implemented several targeted strategies. During the 2024–25 school year, parents played a key role in the final development of the district’s English Learner (EL) Master Plan through a collaborative process that prioritized their voices and input. In 2025–26, the district is now implementing the plan and ensuring it remains responsive to the needs of EL students and families.  ASJUSD will continue co-designing parent education workshops with families, to be held at both school sites and the district office, covering topics such as curriculum, student supports, and technology use. The district has added an EL Intervention TOSA to provide targeted support and will offer Spanish language classes to promote multilingualism and inclusive communication. In addition, ASJUSD will begin providing English classes for parents through a new partnership with Gavilan College, expanding access to language development opportunities and further supporting family engagement. These efforts aim to deepen trust and strengthen partnerships with underrepresented families across the district.|ASJUSD continues to strengthen partnerships with families to support student achievement. The district uses multiple communication platforms, including ParentSquare and ClassDojo, to provide consistent and timely updates. Messages are shared daily, weekly, or as needed, and are accessible in English and Spanish. ParentSquare’s built-in translation features support over 100 languages, helping ensure all families stay informed and connected. Monthly “Coffee Hours” with the Superintendent and school Principals provide a valuable space for two-way dialogue with families, fostering trust and collaboration. Additionally, the district is committed to transparency in student performance data, sharing disaggregated results—particularly for English Learners and Unduplicated Pupil Percentage (UPP) student groups—at town halls, ELAC/DELAC meetings, and School Site Councils. These efforts promote shared ownership of student progress and deepen the partnership between home and school.|ASJUSD is focused on developing more intentional partnerships that align family and community engagement with academic and whole-child goals. Areas of focus include strengthening support for English Learners, improving academic outcomes in mathematics, and addressing chronic absenteeism. The district recognizes the need to further build the capacity of both staff and families to collaborate around student learning, and will continue to refine how it supports families in navigating academic expectations and available resources. Improving the alignment between family engagement activities and student learning outcomes remains a key area for growth.|To enhance engagement with underrepresented families in 2025–2026—including those of English Learners, foster youth, and low-income students—ASJUSD will continue outreach using multiple, accessible communication methods. The district will implement a series of parent workshops focused on understanding legal rights, supporting student success, and accessing available academic and community resources. These workshops will be held at both school sites and the district office to support broad participation. Additionally, the district’s administrative team will collaborate with school site leaders to establish consistent family engagement practices that can be implemented across all campuses. These strategies aim to empower underrepresented families as active partners in student achievement and well-being.|ASJUSD actively seeks input from educational partners and the broader community to inform district decision-making. Multiple avenues for engagement are available, including regular communication through ParentSquare and other platforms, as well as structured opportunities for input at coffee hours with site and district leadership, School Site Council (SSC) meetings, DELAC/ELAC meetings, and Board of Education meetings. In 2024–2025, ASJUSD achieved 100% compliance in convening SSC, ELAC, DELAC, and Parent Advisory Committee (PAC) meetings, demonstrating the district’s commitment to inclusive input. Families are consistently informed through transparent sharing of information and data, including academic performance and program updates, during community forums. These practices reflect the district’s ongoing progress in fostering shared responsibility and continuous improvement through community participation.|Looking ahead to 2025–2026, ASJUSD is focused on strengthening its practices for gathering meaningful input from families and community members. While current efforts include surveys, town halls, and meetings with advisory groups, the district recognizes the need to increase participation from a broader and more diverse range of voices. A key improvement area is building staff capacity to create inclusive and welcoming environments that encourage authentic engagement. The district will work to expand communication strategies, increase accessibility of meetings, and provide more consistent opportunities for families—especially those from underrepresented groups—to engage in district planning and decision-making processes. These steps aim to ensure that all educational partners have a voice in shaping student programs and outcomes.|To improve engagement of underrepresented families in the decision-making process, ASJUSD will prioritize targeted outreach and relationship-building efforts throughout 2025–2026. A key strategy will be strengthening engagement and participation in ELAC and DELAC meetings, with supports such as personalized invitations, translation services, and flexible meeting formats. These strategies are outlined in LCAP Goal 2, which emphasizes inclusive engagement practices. Additionally, the district will provide training and guidance to site leaders and staff to foster welcoming spaces where families feel valued and empowered to contribute. By being intentional in outreach and responsive to the needs of underrepresented families, ASJUSD seeks to ensure that these families have consistent opportunities to participate meaningfully in shaping school and district decisions.|4|3|3|3|3|3|3|3|4|3|2|2|Met||2025-06-18|2025
36103630000000|San Bernardino County Office of Education|3|The LEA has made significant progress in building relationships between school staff and families. One of the key strengths is the establishment of effective communication channels, such as newsletters, emails, and online platforms, which keep families informed about school activities, policies, and student achievements. This transparent communication fosters trust and encourages family involvement. The LEA also utilizes a dedicated website and podcast to further enhance communication and engagement with families.  The LEA organizes large-scale events where school staff and families can come together, interact, and build connections. These events include back-to-school jams, family meetings, cultural celebrations, and workshops. Such gatherings provide opportunities for families to engage with the school community and build meaningful relationships.  Creating a warm and welcoming atmosphere is another area where the LEA excels. Friendly front office staff, inviting bulletin boards, and positive interactions contribute to a sense of belonging for families. When families feel comfortable, they are more likely to engage with the school community.  Additionally, the LEA works collaboratively with community partners and the counseling team to provide holiday support. Special support for McKinney-Vento students includes providing essential items, such as necessity items, clothing, and food. Staff joins these efforts in supporting students and families with these, building upon the family empowerment team at each school site.   Overall, the LEA's efforts in establishing effective communication channels, organizing large-scale events, creating a welcoming atmosphere, and providing targeted support have significantly strengthened relationships between school staff and families, fostering a supportive and engaged school community.|The LEA has identified several focus areas for improvement in building relationships between school staff and families. One key area is enhancing communication channels to ensure that all families, especially those from underrepresented groups, have the opportunity to provide input and stay informed. This includes leveraging digital platforms and social media to reach a broader audience and ensure timely information sharing.  Another focus area is increasing family participation in school events and decision-making processes. The LEA has been actively involved in organizing and supporting various school site events and meetings to drive site-level transformation through collaboration and inclusive practices. Additionally, the LEA has facilitated connections between families and community partners, including local SELPAs, to provide targeted support for diverse communities.  Professional development for staff is also a critical focus area. The LEA has supported training opportunities for staff to enhance their skills in family engagement and cultural competency. Through site visits and family and staff meetings, the LEA has promoted the importance of building a culture of trust and teamwork between families, educators, and community partners.  Furthermore, the LEA aims to implement a robust system for monitoring and evaluating the effectiveness of family engagement initiatives. The LEA’s involvement in the 2024-25 Local Performance Indicator Self-Reflection process has been crucial in identifying areas for improvement and ensuring that the LEA's initiatives are aligned with the needs and priorities of underrepresented families.  Overall, these efforts have significantly contributed to improving engagement of underrepresented families, fostering stronger relationships between school staff and families, and ultimately benefiting students' academic and personal growth.|One key strategy is enhancing communication channels to ensure that all families, especially those from underrepresented groups, have the opportunity to provide input and stay informed. The LEA has established the Family Empowerment website, which provides families with access to a wide range of information and resources, making it easier for them to stay informed and involved in their children's education.   Another strategy is increasing family participation in school events and decision-making processes. You have been actively involved in organizing and supporting various events, such as Back to School Jams and the Health and Wellness Expo. These events have been instrumental in fostering a sense of community and encouraging active participation from families. Additionally, the LEA has facilitated connections between families and community partners, including local SELPAs, to provide targeted support for diverse communities.  The LEA have also played a significant role in establishing and organizing the distribution of food boxes and coordinating food box deliveries. These efforts have ensured that families experiencing food insecurity receive the necessary support. The partnership with DoorDash has been particularly effective in delivering 10lb boxes containing a variety of food to the homes of families in need. Furthermore, the LEA has collaborated with community partners to provide dental services and health navigators, ensuring that families have access to essential health resources.  Professional development for staff is also a critical focus area. The LEA has supported training opportunities for staff during staff meetings to enhance their skills in family engagement, communication, and cultural competency. This includes organizing parent trainings/workshops and supporting principals and staff with on-site family engagement events.  Furthermore, the LEA aims to implement a robust system for monitoring and evaluating the effectiveness of family engagement initiatives. The LEA’s involvement in the 2024-25 Local Performance Indicator Self-Reflection process has been crucial in identifying areas for improvement and ensuring that the LEA's initiatives are aligned with the needs and priorities of underrepresented families.  Overall, the LEA’s efforts have significantly contributed to improving engagement of underrepresented families, fostering stronger relationships between school staff and families, and ultimately benefiting students' academic and personal growth.|The LEA has successfully established and nurtured several key partnerships that significantly contribute to enhancing student outcomes. Collaborating with local Special Education Local Plan Areas (SELPA) has enabled the LEA to provide specialized support and resources to students with disabilities, ensuring they receive tailored educational plans and services that promote their academic and social development.  The partnership with Community Action Partnership of San Bernardino focuses on addressing socio-economic barriers that affect student learning by providing essential services such as food assistance, housing support, and financial literacy programs, creating a stable and supportive environment for students and their families. Partnering with DoorDash has facilitated the delivery of meals and essential supplies to students and families in need, ensuring they have access to food, which is crucial for their physical health and academic performance.   Through collaboration with CAHOPE Soluna has provided an additional mental health support to students, addressing their emotional and psychological well-being and fostering a positive and conducive learning environment. CAHOPE Brightlife's involvement has brought innovative parent coaching programs, enhancing family communication and positive family relationships. Working with McKinney Vento liaisons ensures that homeless students receive the support and resources they need to succeed academically, addressing their unique challenges and ensuring their educational stability and success.   The partnership with IEHP Health Navigators provides students and their families with access to healthcare services, education, basic resources such as housing assistance, and promoting overall health and well-being, which is essential for students' academic success. This partnerships provides families with at home services and follow up practices to ensure all needs are met and sustained.   By partnering with Children's Choice Dental, the LEA has been able to offer direct no cost dental health services and education to students, ensuring they maintain oral health and overall well-being, which is linked to better academic performance.   These partnerships, along with the LEAs ongoing efforts to engage with various community organizations and stakeholders, demonstrate the LEAs commitment to building a supportive and enriching environment for students. The focus on collaboration and resource-sharing has significantly strengthened student outcomes, ensuring that every student has the opportunity to thrive academically and personally.|The mission is to enhance and create more supports to reach families with the ultimate goal of achieving positive student outcomes. This involves maintaining and strengthening existing partnerships with organizations such as SELPAs, Community Action Partnership of San Bernardino, DoorDash, Soluna, Brightlife, McKinney Vento liaisons, IEHP Health Navigators, and Children's Choice Dental. These partnerships have been instrumental in providing specialized support, addressing socio-economic barriers, delivering essential supplies, offering mental health support, introducing innovative educational programs, supporting homeless students, providing healthcare services, and ensuring good oral health for students.   Additionally, the LEA aims to expand its network by forging new collaborations with other community organizations and SBCSS branches. This will involve engaging with various stakeholders, including parents, educators, and community leaders, to identify and address the unique needs of students and their families. By fostering a culture of collaboration and resource-sharing, the LEA seeks to create a supportive and enriching environment that promotes academic success and personal growth for all students. The continuous improvement of these partnerships and the development of new ones will ensure that every student has access to the resources and support they need to thrive.|The LEA is committed to improving engagement with underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes. The LEA and counseling team are building upon supports for McKinney Vento and foster youth resources, ensuring that these vulnerable groups receive the necessary assistance to thrive academically and personally. Additionally, the LEA is supporting the counseling team in expanding the current resource rooms available to underrepresented students, providing them with a safe and supportive space to access various resources. To further enhance our support, the LEA utilizes the installed a washer and dryer set at each site to address the basic needs of students and their families. This initiative helps reduce barriers to attendance and participation, ensuring that students can focus on their education. Moreover, the current storage of available resources at each site is continuously growing, allowing sites to provide a wide range of support services to meet the diverse needs of students and their families. By focusing on these areas, the LEA aims to create a more inclusive and supportive environment that fosters positive student outcomes. Ongoing efforts to engage with underrepresented families and build strong partnerships with community organizations and SBCSS branches demonstrate the commitment to ensuring that every student has the opportunity to succeed.|One of the key strengths is the establishment of the Family Empowerment website, which has provided families with a platform to access a wide range of information and resources, making it easier for them to stay informed and involved in their children's education. This initiative has significantly enhanced communication and engagement with families, fostering a sense of community and collaboration.  Additionally, the LEA has been actively involved in the 2024-25 Local Performance Indicator Self-Reflection process, which addresses how the LEA builds relationships between school staff and families, builds partnerships for student outcomes, and seeks input for decision-making. This self-reflection process has been crucial in identifying areas for improvement and ensuring that the LEA's initiatives are aligned with the needs and priorities of underrepresented families.  The LEA has also made significant progress in gathering feedback and working towards the Local Control and Accountability Plan (LCAP), District Advisory Committee/District English Learner Advisory Committee (DAC/DELAC), and African American Parent Advisory Council (AAPAC) meetings. These meetings have provided valuable insights and feedback from various stakeholders, including parents, educators, and community members. Surveys and activities conducted during these meetings have helped the LEA understand the needs and concerns of the community, allowing for more informed decision-making.  Overall, the LEA's efforts in seeking input for decision-making have been instrumental in creating a supportive and inclusive environment for all students and their families. The continuous engagement with educational partners and the community ensures that the LEA's initiatives are responsive to the evolving needs of the students and contribute to their academic and personal growth.|One key focus area is to ensure that all families, especially those from underrepresented groups, have the opportunity to provide input. This includes leveraging digital platforms and social media to reach a broader audience and ensure timely information sharing. By utilizing these tools, the LEA aims to keep families informed and engaged, making it easier for them to participate in the decision-making process.  Another focus area in increasing family participation in decision-making processes is to increase participation from underrepresented families, including those from diverse cultural backgrounds, low-income households, and those facing language barriers. The LEA seeks to involve families in decisions related to curriculum, budget, and school policies through School Site Council, LCAP, DAC/DELAC, and AAPAC meetings. Ensuring that underrepresented voices are heard is a priority, and the LEA is committed to creating an inclusive environment where all families feel valued and empowered to contribute.  Overall, the LEA's efforts in seeking input for decision-making have been instrumental in creating a supportive and inclusive environment for all students and their families. The continuous engagement with educational partners and the community ensures that the LEA's initiatives are responsive to the evolving needs of the students and contribute to their academic and personal growth.|One significant effort is the implementation of a sustainable food delivery system to ensure all families have access to nutritious meals. This initiative supports families facing food insecurity and helps create a stable environment for students to thrive academically.  Additionally, the LEA has collaborated with local dental clinics to offer free dental check-ups and treatments for students and their families. Recognizing that oral health impacts overall well-being, this partnership ensures that students maintain good oral health, which is linked to better academic performance.  To further support underrepresented families, the LEA has created a resource hub though on-site, virtually, and at home services. This hub connects families with community services, mental health support, and educational materials, making it easier for them to access the resources they need. The resource hub is continuously growing, with the current storage of available resources expanding to meet the diverse needs of the community.  Moreover, the LEA has been actively involved in the 2024-25 Local Performance Indicator Self-Reflection process, which addresses how the LEA builds relationships between school staff and families, builds partnerships for student outcomes, and seeks input for decision-making. This self-reflection process has been crucial in identifying areas for improvement and ensuring that the LEA's initiatives are aligned with the needs and priorities of underrepresented families.  Overall, the LEA's efforts in seeking input for decision-making and improving engagement with underrepresented families have been instrumental in creating a supportive and inclusive environment for all students and their families. The continuous engagement with educational partners and the community ensures that the LEA's initiatives contribute to the academic and personal growth of every student.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
36103630115808|Norton Science and Language Academy|3|Norton Science & Language Academy has made strides in building relationships between school staff and families. Through regular communication channels such as social media, messaging, email, direct mail, and face to face, the school ensures all educational partners have access to information.|NSLA's focus area for improvement in Building Relationships Between School Staff and Families centers on fostering strong partnerships and open communication channels to promote collaboration and support between the school and families. The four goals are: Enhancing Family Engagement: Implement strategies to increase family involvement in school activities, events, and decision-making processes, fostering a sense of ownership and investment in the school community. Improving Communication: Enhance communication between school staff and families through regular updates, newsletters, and technology platforms, ensuring timely and transparent information sharing about school events, policies, and student progress. Providing Support Services: Expand access to support services and resources for families, such as counseling, parent education workshops, and community referrals, to address the diverse needs and challenges faced by students and their families. Strengthening Partnerships: Cultivate partnerships with community organizations, businesses, and stakeholders to provide additional resources and opportunities for students and families, promoting holistic support and positive outcomes for all members of the school community.|To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families, NSLA will focus on three key goals: Culturally Responsive Communication: Develop and implement culturally responsive communication strategies that cater to the diverse linguistic and cultural backgrounds of underrepresented families. This includes providing translated materials, hosting bilingual events, and utilizing culturally relevant communication channels to ensure all families feel included and valued. Family Support Services: Expand access to family support services and resources that address the unique needs and challenges faced by underrepresented families. This may include offering parent workshops on topics such as navigating the education system, accessing community resources, and supporting student success at home. Relationship Building: Strengthen relationships between school staff and underrepresented families through personalized outreach, home visits, and family engagement events. By building trust, rapport, and a sense of belonging within the school community, we can foster meaningful partnerships that support student success and well-being.|NSLA's  demonstrates several strengths and notable progress in Building Partnerships for Student Outcomes: Collaborative Culture: The LEA fosters a collaborative culture that values partnerships between schools, families, community organizations, and stakeholders. This collaborative approach allows for shared decision-making, collective problem-solving, and mutual support in advancing student success. Strong Community Connections: The LEA has established strong connections with community organizations, businesses, and stakeholders, leveraging external resources and expertise to support student learning and development. These partnerships enhance students' access to additional educational opportunities, support services, and enrichment programs. Family Engagement Initiatives: The LEA has implemented effective family engagement initiatives that promote meaningful involvement of parents and guardians in their child's education. These initiatives include parent workshops, family literacy programs, and community events, creating opportunities for families to actively participate in their child's learning journey and contribute to student outcomes.|NSLA's focus area for improvement in Building Partnerships for Student Outcomes centers on enhancing collaboration and coordination among stakeholders to maximize support for student success. The three goals are: Strengthening Community Partnerships: Expand and deepen partnerships with community organizations, businesses, and stakeholders to provide comprehensive support services, resources, and opportunities for students. This includes fostering mutually beneficial relationships, coordinating efforts, and aligning resources to address the diverse needs of students and families. Increasing Family Engagement: Implement strategies to increase family engagement in student learning and school activities, promoting collaboration between families and schools to support student success. This includes providing opportunities for meaningful involvement, empowering families as partners in decision-making processes, and enhancing communication and outreach efforts to ensure all families feel welcome and valued. Enhancing Professional Collaboration: Foster collaboration and coordination among educators, support staff, and external partners to maximize the impact of support services and interventions on student outcomes. This includes promoting interdisciplinary teamwork, sharing best practices, and providing professional development opportunities to strengthen partnerships and improve collective efficacy in meeting the needs of all students.|NSLA aims to improve the engagement of underrepresented families by implementing targeted strategies to address barriers and increase participation. The three goals are: Culturally Responsive Outreach: Develop and implement culturally responsive outreach strategies to actively engage underrepresented families, including translated materials, culturally relevant events, and community liaisons to bridge language and cultural barriers. Family Empowerment Programs: Provide family empowerment programs and resources that equip underrepresented families with the knowledge, skills, and support needed to advocate for their children's education, navigate school systems, and actively participate in decision-making processes. Relationship Building: Strengthen relationships between school staff and underrepresented families through personalized communication, home visits, and family-centered events to build trust, rapport, and a sense of belonging within the school community.|NSLA demonstrates several strengths and notable progress in Seeking Input for Decision-Making: Stakeholder Engagement: The LEA actively seeks input from diverse stakeholders, including parents, students, teachers, staff, and community members, ensuring that decisions reflect a broad range of perspectives and priorities. Transparent Communication: The LEA maintains transparent communication channels, providing timely and accessible information about decision-making processes, opportunities for input, and outcomes, fostering trust and accountability among stakeholders. Collaboration and Collaboration: The LEA fosters a collaborative approach to decision-making, encouraging teamwork, consensus-building, and shared ownership of outcomes among stakeholders. This collaborative culture promotes innovation, creativity, and collective problem-solving in addressing complex challenges and achieving shared goals.|NSLA's focus areas for improvement in Seeking Input for Decision-Making center on enhancing stakeholder engagement, fostering transparency, and promoting inclusivity in the decision-making process. Three areas for improvement include: Diverse Representation: Increase representation of diverse stakeholders, including parents, students, teachers, staff, and community members, in decision-making bodies and processes to ensure that a wide range of perspectives and voices are heard and considered. Proactive Outreach: Implement proactive outreach strategies to solicit input from underrepresented or marginalized groups, including culturally and linguistically diverse families, low-income communities, and students with special needs, to ensure their needs and priorities are effectively addressed in decision-making processes. Feedback Mechanisms: Establish clear and accessible feedback mechanisms, such as surveys, focus groups, and town hall meetings, to gather input from stakeholders on key decisions, policies, and initiatives, and ensure that their feedback is carefully considered and integrated into decision-making processes.|To improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, NSLA  will focus on three key goals: Culturally Responsive Outreach: Develop and implement culturally responsive outreach strategies tailored to the needs and preferences of underrepresented families, including translated materials, culturally relevant communication channels, and targeted outreach efforts to bridge language and cultural barriers. Family Empowerment Workshops: Offer family empowerment workshops and training sessions designed to equip underrepresented families with the knowledge, skills, and resources needed to effectively participate in decision-making processes, advocate for their children's needs, and engage with the school community. Community Partnerships: Forge partnerships with community organizations, cultural associations, and grassroots groups representing underrepresented families to leverage their expertise, networks, and resources in reaching and engaging with these communities, fostering trust, collaboration, and mutual support in decision-making processes.|5|4|4|5|4|4|4|4|5|4|5|4|Met||2025-06-09|2025
36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|3|Through the analysis of feedback from educational partners and local data, the LEA demonstrates strong and ongoing progress in strengthening connections between school staff and families. Among its key strengths are intentional and proactive communication strategies that promote collaboration and shared understanding. The LEA consistently engages families through initiatives such as town halls, family-focused events, and clear, accessible communication channels, all of which help build transparency and trust. A continued emphasis on inclusivity is evident in the LEA’s efforts to honor diverse voices and apply culturally responsive approaches to family engagement. As a result, the LEA has continued to see increased parent participation, positive responses from families, and a more supportive environment that nurtures student well-being and academic success.|Drawing from an analysis of input from educational partners and local data, the LEA has identified key areas for strengthening relationships between school staff and families. A primary focus is expanding outreach to better engage the diverse communities within the school system. There is also an opportunity to enhance communication by making more effective use of technology platforms. Feedback indicates that families would benefit from clearer, more consistent communication strategies. Additionally, the findings point to a need for increased staff training and professional development to improve skills in family communication and collaboration. These focus areas present meaningful opportunities for Sycamore Academy to build stronger, more inclusive partnerships with families and create a more supportive educational environment for all students.|Based on an analysis of educational partner input and local data, Sycamore has developed a strategic plan to strengthen engagement with underrepresented families, as identified through the self-reflection process focused on building relationships between school staff and families.  To begin, Sycamore will implement targeted outreach efforts that address the specific needs and preferences of underrepresented groups. These efforts will include culturally responsive communication strategies and the provision of translated materials to effectively overcome language barriers.  Next, the school will improve access to information and engagement opportunities by diversifying its communication methods. This may include the use of social media, mobile applications, and community forums to connect with families who may not typically engage through traditional channels.  Sycamore also plans to create more inclusive and welcoming experiences during school events and meetings. This includes offering interpreters, using culturally sensitive signage, and organizing activities that honor and reflect the diverse cultural backgrounds of the school community.  Lastly, the school is committed to providing ongoing training and professional development for staff to deepen their understanding of the challenges faced by underrepresented families. This will help staff build trust and form meaningful, lasting relationships with all families.  Through these initiatives, Sycamore seeks to foster a more inclusive and supportive school environment. One where every family feels valued, respected, and empowered to participate actively in their child’s education and school life.|Based on an analysis of educational partner input and local data, Sycamore demonstrates notable strengths and significant progress in building effective partnerships that support student success. One key strength is its strong collaboration with community organizations and local businesses, which provides students with valuable resources and real-world, hands-on learning experiences that enrich their education.  Sycamore also excels in fostering meaningful relationships with parents and guardians, actively engaging them in decision-making and educational planning. This is accomplished through structures such as the School Site Council, the Sycamore Foundation, Board representation, and regular feedback opportunities like town halls and surveys. This collaborative approach helps align home and school efforts, ultimately enhancing student engagement and academic performance.  In addition, Sycamore shows strong leadership in using partnerships to close equity gaps and promote inclusivity. Data shows that targeted initiatives aimed at supporting diverse student populations are having a positive impact on student outcomes, helping ensure that all learners have equitable access to resources and opportunities.  Overall, these strengths highlight Sycamore’s commitment to improving student outcomes through strategic partnerships and a holistic, community-driven approach to education.|Based on the analysis of educational partner input and local data, Sycamore has identified several key areas for strengthening partnerships that support student success. A primary focus is enhancing the sustainability and depth of existing collaborations. The findings highlight the need for more structured, long-term partnerships with community organizations and local businesses to ensure ongoing impact.  Another area for growth is increasing the diversity of partnerships. While current collaborations are strong, there is an opportunity to expand engagement to include a broader range of stakeholders, such as grassroots organizations, non-profits that address specific student needs, and industries aligned with emerging career pathways.  Sycamore also seeks to improve how it evaluates and measures the effectiveness of its partnerships. By systematically collecting and analyzing data on the outcomes of these collaborations, the school can identify which efforts most effectively support student achievement and adjust its strategies accordingly.  Additionally, the analysis underscores the need for professional development for staff involved in partnership work. Training in areas such as effective collaboration, cultural competency, and communication will help strengthen relationships and ensure partnerships are both meaningful and impactful.  By addressing these areas, Sycamore aims to deepen the reach and effectiveness of its partnerships, promote equity, and enhance student outcomes within a more inclusive and supportive educational environment.|Based on an analysis of educational partner input and local data, Sycamore has developed a strategic plan to strengthen engagement with underrepresented families identified through the self-reflection process, particularly in building relationships between school staff and families.  To begin, Sycamore will launch targeted outreach initiatives designed to meet the specific needs and preferences of underrepresented families. These efforts will include culturally responsive communication strategies and the use of translated materials to effectively address language barriers.  Next, the school will enhance access to information and opportunities for involvement by diversifying its communication methods. This may include utilizing social media platforms, mobile applications, and community forums to connect with families who may not typically engage through traditional channels.  In addition, Sycamore is committed to creating more inclusive and welcoming environments during school events and meetings. This could involve providing interpreters, displaying culturally sensitive signage, and hosting activities that reflect and celebrate the diverse cultural backgrounds of the school community.  Finally, Sycamore will offer ongoing professional development for staff to build their capacity in working with underrepresented families. This training will focus on effective communication, cultural awareness, and strategies for building trust, allowing staff to form stronger, more meaningful connections with all families.  Through these efforts, Sycamore aims to create a more inclusive, respectful, and supportive school environment. One in which every family feels valued, heard, and empowered to play an active role in their child’s education.|Based on an analysis of educational partner input and local data, Sycamore demonstrates notable strengths and meaningful progress in incorporating stakeholder input into its decision-making processes.  First, Sycamore fosters a strong culture of inclusivity and transparency. Parents, community members, and educational partners consistently report feeling valued and meaningfully involved in shaping school policies and initiatives. The school actively seeks out a wide range of perspectives through various communication methods, including surveys, focus groups, town hall meetings, and advisory committees, ensuring that diverse voices are heard and considered.  In addition, Sycamore shows a clear commitment to responsiveness by making thoughtful changes based on stakeholder feedback. This ongoing, collaborative process builds trust within the community and contributes to the continued relevance and impact of school programs and policies.  Overall, these strengths highlight Sycamore’s dedication to shared decision-making, ensuring that school initiatives align with the needs and goals of the entire community and contribute to a supportive, student-centered learning environment.|Based on the analysis of educational partner input and local data, Sycamore has identified several key areas for improvement in how stakeholder input is sought and used in decision-making processes.  A primary area of focus is expanding outreach to engage a wider and more diverse group of stakeholders. The findings highlight the need for more proactive strategies to ensure that underrepresented voices are included in important school discussions and planning efforts.  Sycamore also seeks to improve the transparency and clarity of its decision-making processes. Stakeholders have expressed a desire for better communication about how input is collected, considered, and incorporated into final decisions and policies. In addition, there is an opportunity to enhance the accessibility of input mechanisms. The analysis points to the need for more user-friendly platforms and varied formats that accommodate different communication preferences and accessibility requirements.  To support meaningful engagement, Sycamore also plans to build the capacity of both staff and community members to engage in productive dialogue. This includes offering training and resources to help facilitate collaborative discussions and ensure that stakeholder input leads to informed and actionable decisions.  By addressing these areas, Sycamore is committed to fostering a more inclusive, transparent, and participatory approach to decision-making. One that reflects the full diversity and needs of the school community.|Based on the analysis of educational partner input and local data, Sycamore has developed a strategic plan to increase the engagement of underrepresented families in decision-making processes, as identified during the self-reflection process.  To begin, Sycamore will implement targeted outreach strategies by collaborating with trusted community organizations, faith-based groups, and cultural centers. These partnerships will help foster dialogue and encourage greater participation from families who may not have traditionally been involved in school decision-making.  Sycamore also plans to improve communication channels and accessibility. This includes clearly outlining how families can share their input, providing materials in multiple languages, and ensuring that all communications are easy to understand and culturally appropriate.  To create more inclusive and welcoming opportunities for input, Sycamore will offer flexible participation options, such as virtual meetings, interpretation services, and scheduling sessions at times that accommodate diverse family needs.  Additionally, the school will invest in staff training and capacity-building to support respectful and effective engagement. This includes professional development in cultural competency, communication strategies, and active listening to ensure that diverse perspectives are heard and valued.  Through these initiatives, Sycamore aims to strengthen family engagement in decision-making, ensuring their voices meaningfully inform the development of policies and practices that impact their children’s education and well-being.|4|4|4|5|4|4|5|5|4|5|5|5|Met||2025-06-23|2025
36103630140012|Entrepreneur High Fontana|3|LEA has directed schools to send monthly newsletters to parents informing them of all activities and school updates. The school has monthly activities to build relationships with parents and students.|The current focus area for improvement is the sustainability of the monthly newsletter, activities, and communication with parents.|The school facilitates monthly and quarterly educational partner meetings specifically for our African American (AAPAC) and Latino (ELAC) parents, our largest demographic. During these meetings, the council/committee reviews student achievement data and makes decisions and recommendations to improve practices. The LEA has implemented the following based on meeting outcomes:  Adoption and implementation of Ellevation, a software program that will allow for greater support and teaching-learning strategies to improve language acquisition and development of EL students.  Adoption and implementation of student organizations that will focus on student leadership (Leadership course, Executive Leaders) , SEL supports, and college and career readiness activities and events. Adoption and implementation of test preparedness course offerings during non-instructional blocks.|79% of students passed all of their classes in the 23-24 school year, this is evidence that our strategy and attention to this outcome is primary in our focus. Parents' primary concern is that their students are successfully passing their classes.|We are constantly improving protocols for reaching the “unmotivated” student. We have many clubs and sports which students and parents attend. We have significantly improved the number of  mental health professionals.|Through our communication protocols - newsletters, parent meetings, texting with parents when students do not complete an assignment have proven fruitful. 79% of all students passed all of their classes during the 24-25 school year and we expect the same or better for the 25-26 school year.|Site administrators meet with district LEA to stay abreast of local changes. Administrators meet monthly for Administrator Breakfast Club (Thursday morning) and Administrator PLC (Tuesday evening) to gather, review, and analyze data to inform our decision making process.|Improvements are consistently made with input from our educational partners through our various parent leadership meetings, staff meetings and professional development. Data is shared to ensure educational partners are aware of the vision and mission. We also implemented the RJA Instructional Framework to progress monitor our academic achievement and attendance/participations.  Principals collaborate with educational partners including community based organization (CBO) to provide alternative interventions for our youth. Site Administrators have a “What can we do better?” attitude to ensure positive outcomes for our student achievements and program successes.|The majority of our demographics are underrepresented families, attention to this group is always first and foremost in our strategic planning. We include our educational partners in decision-making processes within the LEA through various committees and councils. We also held our first Town Hall meeting this school year in which parents provided detailed feedback in areas of strength, areas of growth, and goal setting (LCAP).  Throughout the school year, we provide opportunities to engage our educational partners in reviewing existing LCAP, analyzing data, and modifying/updating LCAP as deemed necessary.|4|3|3|4|3|3|4|3|4|4|3|4|Met||2025-06-27|2025
36103630142547|Inland Empire Springs Charter|3|Parent perception data is gathered through the LCAP Annual School Survey and program-level satisfaction surveys. Responses to the 2025 LCAP survey were overwhelmingly positive, with 91% of participants reporting they experienced school staff building trusting and respectful relationships with families. Additionally, 94% of families report that the school creates welcoming environments, and 87% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. School safety is our highest priority. Survey results show that 93% of families find that the school establishes student safety, connectedness, and positive school culture. Further, 87% of parents think that the school is doing well supporting students with disabilities, English Learners, foster youth, and economically disadvantaged student groups. While the school leadership is pleased with this report, we prioritize relationships between school staff and parents and strive for a 100% positive response.  Our schoolwide belonging goal is for everyone, including staff and students, to have a deep sense of belonging. The Belonging Committee, in collaboration with Student Services, implemented Restorative Practices training and support for school leaders. We partnered with a Restorative Practices coach to support implementation. Restorative practices are known to improve attendance, reduce suspensions and expulsions, and create a sense of community and belonging for the school community.  One of our pillars of personalized learning is to create a caring community. This is an area of strength for the school. Knowing the whole child, including their families and background, is essential for our model. Teachers and leaders use a variety of assessments and personalized assignments to learn about each student, their families, and their backgrounds. For example, parents and students in our ILP programs are given learning/educating strengths finders assessments and learning styles assessments. In academy programs, teachers learn more about their students by using interest inventories, strength’s finders, and implementing community circles and morning meetings We provide opportunities for families across programs to engage in the school community in a variety of ways including math nights, parent education, field trips, and school site council; these opportunities are communicated to families through ParentSquare and newsletters.  Our home-based programs offer regional student and parent SPREE events, Parent orientations, webinars, and coffee chats. Across the school, parent participation in decision-making bodies such as School Site Council and DELAC is actively monitored to ensure broad and representative input. Attendance and engagement are tracked in these forums, and leadership teams work to maintain fidelity to the process through consistent communication and outreach.|Our focus is to continue building a deep sense of belonging for every student. In particular for this priority, we will focus on developing staff to learn more about every student's whole family, including cultures and languages, to ensure ample opportunities for celebrating varied cultures, traditions, and rituals across our school programs. We strive to build our educators' cultural proficiency and ability to cultivate culturally competent classrooms.  We have focused our Belonging Committee on identifying ways to meet our schoolwide goals so that every student has a deep sense of belonging.|Our commitment to inclusivity extends to creating welcoming environments for all families in our community. We've ensured that every family feels valued and embraced within our educational community by hosting regular community events such as cultural fairs and open houses. To support our goals to increase cultural proficiency, we've prioritized enhancing training and support for teachers and families for English Language Learners (ELLs). We increased staff to support our ELLs and to build the capacity of our leaders and teachers. Also, the LEA has implemented a variety of channels to facilitate two-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in their primary language. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.  Moving forward, our LEA remains dedicated to continuously improving relationships between school staff and families for underrepresented families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. In the 2024-2025 school year, we implemented Branching Minds with a soft rollout. Branching Minds is a centralized source for Social Emotional Learning screener data, MTSS data, collaboration tools, and research-based interventions. During the 2025-2026 school year, we will increase our use of this powerful tool to improve engagement of underrepresented families, including our English Language Learners. Branching Minds provides information to help strengthen two-way communication and collaboration with educational partners. This platform allows support staff across departments to use data to make plans for our underrepresented students and provides easy-to-use communication tools to share with families. The communication fosters a partnership and offers tools and resources to empower caregivers to support their child at home.  We strive to strengthen our bonds with families and create a more inclusive and supportive educational environment for all by addressing these areas.|In 2025, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes. 92% of parents surveyed reported that they think students have everything that they need to learn, and 92% of parents believe that the school is effectively teaching grade-level standards.   The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school.  We will continue to provide training and support for staff and families to understand each student's social and emotional needs and to focus on closing achievement gaps through timely interventions, including online and in-person options. Professional development includes ensuring that the teachers and leaders are aware of our resources and how to support families. Benchmark is a tool that we will use to create individual student plans aligned to resources for increasing engagement with underrepresented students and their families.|In 2025, parents were surveyed to collect perception data on the school's practices of seeking input for decision making. 81% of parents reported that principals/directors engage families in decision-making. This is a 2% increase from the 2024 survey data, where 79% of parents reported that principals/directors engage families in decision-making. We also saw a slight increase in 2025 from 83% of parents to 84% of parents who reported that the school encourages families to engage in advisory groups and decision making (school site council, DELAC, Special Education Parent Collaboration, etc.). In the 2025 survey, 81% of parents reported that families have opportunities to provide input on policies and programs, and 84% of respondents agreed that the school specifically seeks input from underrepresented groups. Finally, 84% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities.  The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities.  We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees, and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. The school invites parents to participate in the District English Learner Advisory Committee (DELAC). This committee is designed to provide a platform for parents of English Language Learners to engage in the school system and advocate for their children's education.|The identified area of focus in seeking input for decision making focuses on providing additional opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at both the program and school-wide levels with a focus on expanding efforts to engage typically underrepresented groups.|We continue to engage underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC and School Site Council, to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, and especially in seeking input from underrepresented groups in the community. We increased engagement of underrepresented families in relation to seeking input for decision-making by implementing targeted strategies that align with our responsibility to provide high-quality curriculum and instruction. Recognizing gaps in participation from underrepresented families, Springs strives to offer culturally responsive and accessible forums, such as multilingual school site council meetings and flexible virtual meetings, to gather meaningful input on academic and school programs.   To reinforce the role of parents and guardians in supporting their children’s learning, Springs offers parent education workshops focused on academic expectations, home learning strategies, and how to navigate school systems. These workshops are offered at varied times and formats to accommodate work schedules and language needs.    To enhance communication, Springs strengthens its current practices by committing to consistent, proactive outreach. This includes regular parent-teacher conferences, progress reports provided in multilingual formats as applicable, and a variety of accessible avenues for two-way communication with staff. Families are also offered expanded opportunities to volunteer, observe classrooms, and participate in school activities—either in-person or virtually—to build deeper connections with their child’s educational experience. These efforts are designed to foster trust and shared responsibility between families and educators.|5|5|4|5|5|4|5|5|4|5|5|5|Met||2025-06-12|2025
36103633630761|Excelsior Charter|3|Excelsior Charter Schools (ECS) has demonstrated a strong commitment to building and maintaining meaningful relationships between school staff and families, a priority consistently emphasized in educational partner feedback and supported by stakeholder survey data.  One of ECS’s key strengths is its multi-tiered engagement model, which includes School Site Councils, English Learner Advisory Committees (ELAC), Coffee with the Principal sessions, and board meetings that are accessible to families and community members. These forums provide regular, structured opportunities for dialogue and collaboration with families. Survey data reflect high satisfaction levels among parents regarding the approachability of staff and clarity of communication channels.  Additionally, Canvas LMS access for parents, which provides real-time tracking of academic progress, communication with teachers, and visibility into assignments, has strengthened transparency and involvement. The school’s hybrid model, which accommodates both in-person and virtual family engagement opportunities, has further expanded accessibility.  The implementation of monthly school newsletters, family-focused events, and student recognition programs (e.g., 5 STAR incentives) has positively impacted school climate and family connection. ECS has also increased family engagement in instructional planning and LCAP development through strategic use of end-of-quarter survey cycles and data review meetings.  Furthermore, ECS's staff climate and parent climate survey results (Goals 3, Metrics 3.28–3.32) show improvement or sustained satisfaction across multiple campuses, with over 70% of respondents reporting positively on school-to-home communication and relational trust.|While Excelsior Charter Schools has made measurable progress in stakeholder engagement, input from families and staff indicates the need for focused improvement in personalized, two-way communication and consistent outreach to underrepresented families.  Survey results and meeting feedback highlight that families of English Learners, Independent Study students, and some Special Education students feel less connected to credentialed teachers and school leadership. The shift away from the school’s earlier requirement for all students to meet face-to-face with a credentialed teacher has unintentionally decreased the frequency and depth of meaningful contact between school staff and families for some learning models.  Stakeholder input also revealed inconsistencies in communication frequency and messaging formats across campuses. Some families expressed difficulty in navigating multiple platforms or receiving timely updates. ECS recognizes the importance of ensuring that all families receive uniform, high-quality outreach regardless of instructional delivery mode (virtual, hybrid, or in-person).  Additionally, the Student Climate and Parent Climate surveys indicate that families of English Learners and Independent Study students report lower levels of satisfaction with school culture and connectedness (Goals 3, Metrics 3.24–3.26, 3.29–3.31). These disparities highlight an area of focus for targeted improvements in relationship-building efforts.|To address identified gaps and improve engagement of underrepresented families, Excelsior Charter Schools is implementing several targeted strategies aligned with feedback from families and analysis of school-level data.  First, ECS will re-establish routine, credentialed teacher touchpoints for Independent Study families, ensuring they have consistent access to high-level instructional staff. This will support stronger academic relationships and foster trust, especially for families who have limited in-person interaction with staff.  Second, ECS will expand bilingual communication efforts and culturally responsive outreach for English Learner families. This includes increasing translated materials, offering family liaisons at high-EL campuses, and ensuring EL parents are invited to participate in all advisory bodies and campus events with interpretation support.  Third, ECS is developing a Family Engagement Dashboard to track participation in events, surveys, and academic planning sessions. This tool will allow staff to proactively identify families who are less connected and follow up with targeted outreach.  Additionally, ECS will increase family-focused events (Goal 3, Action 3.5) during flexible hours and in hybrid formats to improve accessibility. These include college readiness nights, social-emotional learning workshops, and recognition ceremonies, with targeted outreach to underrepresented groups.  Finally, ECS will provide ongoing training for staff on culturally responsive practices and relationship-building strategies to enhance family trust and satisfaction (Goal 3, Actions 3.4, 3.11, 3.13). These efforts aim to ensure that every family feels seen, heard, and valued within the school community.|Excelsior Charter Schools (ECS) has developed a robust and evolving system of partnerships with families, educators, and community organizations to support student achievement and postsecondary readiness. These partnerships are strengthened by a hybrid instructional model that allows for flexible access and engagement from all stakeholders.  A primary strength is ECS’s commitment to collaborative data reviews and academic planning. Counselors regularly conduct transcript audits (Goal 2, Action 2.13) to ensure students are on track for graduation, A-G requirements, and dual enrollment eligibility. These audits are paired with individualized meetings that engage students and families in goal setting and progress monitoring.  ECS also provides college and career readiness programming (Goal 2, Actions 2.3 and 2.6), including dual enrollment opportunities, visual and performing arts access, and Career Technical Education (CTE) pathways. These programs are actively promoted through school events and direct communication with families, empowering them to support informed choices about students' academic futures.  The implementation of universal screeners (Action 2.7) and formative assessments such as STAR Renaissance allows ECS to build early academic interventions. Parents are involved in discussions around placement and support, reinforcing the family’s role as a partner in academic success.  Additionally, ECS’s stakeholder engagement model, including School Site Councils, ELAC, and family engagement events, ensures families are consistently consulted about instructional programs, learning supports, and student needs.  Survey data and partner feedback reflect strong satisfaction with ECS’s efforts to keep families informed about student academic progress, especially through the use of Canvas LMS parent access, progress reports, and virtual meetings with counselors and instructional staff.|While ECS has made significant strides in developing academic partnerships, input from stakeholders and internal data highlight key areas for improvement—particularly for underrepresented families such as English Learners (EL), Special Education, Homeless, and full-time Independent Study students.  A consistent theme in family feedback is the desire for more direct engagement with credentialed teachers, especially in Independent Study settings where students may primarily interact with non-certificated support staff. This gap limits opportunities for families to collaborate directly with instructional leaders on academic goals.  Additionally, while ECS offers a wide range of college and career readiness programs, families report needing more structured guidance and translation support to understand these pathways, especially those from EL and low-income households. Access to dual enrollment, A-G planning, and CTE completion can be limited by information gaps rather than program availability.  Stakeholders also cited the need for improved communication of student assessment data. While tools like STAR and CAASPP are administered, not all families feel confident in interpreting the results or knowing how to support their student at home. There is a need for greater support in helping families navigate academic data to inform decision-making.  Finally, inconsistent implementation of site-based academic workshops or family learning events across campuses limits the equitable delivery of supports for student outcomes.|Excelsior Charter Schools is prioritizing targeted actions to improve engagement of underrepresented families in academic partnerships, based on input from self-reflection and stakeholder data.  To support Independent Study families, ECS is reintroducing routine, credentialed teacher meetings that ensure families receive direct academic feedback and can engage meaningfully in instructional planning. This addresses equity concerns raised by families in less traditional instructional settings.  For English Learner families, ECS is increasing bilingual and culturally responsive outreach efforts, including translated academic guides, multilingual staff presence at events, and dedicated EL support sessions during family engagement activities. This ensures families have equitable access to academic planning resources and can advocate effectively for their students.  ECS is developing a Family Engagement Dashboard to identify families who have not participated in academic events or planning sessions. Staff will use this tool for proactive outreach, ensuring no family is left behind due to language, scheduling, or technological barriers.  The LEA is also expanding academic workshops and college readiness nights (Goal 2, Action 2.6) to include interpreters, flexible timing, and virtual access. These sessions will help families understand academic data, college pathways, and how to support student progress from home.  Lastly, ECS will provide professional development for staff on partnering with families to support academic growth, with a focus on meeting the needs of EL, foster, and low-income students. These training sessions will be built into leadership and classified staff development plans (Goal 2, Actions 2.15–2.16).  Together, these efforts aim to build stronger, more inclusive partnerships that directly support improved outcomes for underrepresented students.|Excelsior Charter Schools (ECS) has established a strong and inclusive structure for engaging educational partners in decision-making processes at both the school and district levels. A key strength lies in ECS’s multi-layered stakeholder engagement system, which includes School Site Councils, English Learner Advisory Committees (ELAC), parent forums, student surveys, staff planning meetings, and regularly scheduled board meetings. These forums provide direct opportunities for parents, students, teachers, and staff to contribute to important conversations and planning efforts.  During the 2023–2024 LCAP cycle, ECS conducted regular engagement activities across all stakeholder groups. Teachers and support staff participated in ongoing collaboration through weekly school meetings and monthly district TEAMS meetings. Parents and students engaged through Coffee with the Principal sessions, board meetings, and targeted planning events. The Board of Directors was actively involved in mid-year strategic planning and monthly policy and goal-setting sessions, which included reviewing LCAP progress and aligning resources with identified needs.  ECS utilizes timely and structured data-sharing cycles, such as internal dashboards and end-of-quarter data reviews, to inform stakeholders and solicit input on instructional priorities, equity concerns, and budget decisions. This cycle includes reflection and response processes that are reviewed by leadership teams and inform LCAP goal revisions.  Stakeholder surveys administered throughout the year show strong participation rates and have influenced changes to academic offerings, engagement initiatives, and wellness supports. For example, input from parents and staff led to the inclusion of Independent Study-specific teachers, expanded PBIS programming, and the rollout of campus-wide MTSS structures.  Overall, ECS has demonstrated progress in embedding educational partner voice into its continuous improvement cycle, with increased transparency, documented input impact, and expanded opportunities for participation.|hile ECS has developed a consistent structure for stakeholder engagement, educational partner input and local data reveal several areas for improvement in ensuring equitable and effective input from all families—especially underrepresented groups.  First, survey disaggregation and follow-up participation indicate that families of English Learners, Homeless students, and those in full-time Independent Study are less likely to participate in traditional input opportunities, such as site council meetings or end-of-term reviews. Barriers include language, scheduling conflicts, and unfamiliarity with engagement processes.  Second, some parents and students expressed a need for clearer follow-up on how input is used. While opportunities for feedback are frequent, not all stakeholders feel their voices lead to visible change. Families requested more updates on outcomes and decisions that resulted from their participation, especially related to budgeting, program changes, and staffing decisions.  Third, although ECS offers multiple meeting formats (virtual and in-person), not all sites implement these options with the same frequency or consistency. This creates uneven access across campuses and instructional models.  Lastly, staff input mechanisms (particularly for classified and support staff) are less developed compared to teacher and administrator feedback systems. Ensuring equitable participation from all school personnel in planning processes is an identified area for growth.|To improve the engagement of underrepresented families in decision-making, Excelsior Charter Schools is implementing a series of strategic actions focused on accessibility, visibility, and responsiveness.  ECS will enhance its translation and interpretation services to ensure all engagement events and surveys are fully accessible to non-English speaking families, particularly those of English Learners. This includes live translation at board and planning meetings, translated surveys, and bilingual liaisons to support family understanding of the LCAP process and how decisions are made.  The school will diversify meeting formats, offering hybrid and asynchronous options for families who may be unable to attend live sessions. Recordings and follow-up summaries will be made available on the school’s communication platforms, and campus-specific engagement calendars will reflect consistent opportunities to contribute input.  To increase transparency, ECS will introduce a “You Spoke, We Acted” feedback summary, publicly sharing how family and staff input shaped school plans and actions. This will be shared quarterly across communication channels, including newsletters, the Aeries Communications portal, and school websites.  ECS is also developing a targeted outreach plan using its internal engagement dashboard to identify and personally invite underrepresented families to participate in decision-making processes. Staff will receive professional development on relationship-building and culturally responsive engagement practices to better connect with these families.  Finally, ECS will integrate equity checks into all major planning meetings, ensuring diverse voices are not only invited but also represented in final decisions. These efforts will ensure that decision-making is not only inclusive but actively driven by those most impacted by school policies and programs.|5|5|5|5|5|5|5|4|5|5|4|5|Met||2025-06-24|2025
36103636111918|Desert Trails Preparatory Academy|3|Based on the 2024-2025 DTPA School Quality Parent Survey, the majority of parents of DTPA believe that DTPA provides a high-quality educational environment for their children. Parents also believe that the school promotes academic success for all scholars, the scholars are treated with respect, positive behaviors are encouraged, the teachers care about their child(ren), and LEPA is a safe place to learn. Overall, parents believe their children like coming to school. These results indicate an overall satisfaction with the school and the programs in place.|"DTPA has taken strong consideration of the recommendations made by our educational partners for building relationships between school staff and families. LEPA will be focusing on continuing to provide monthly parent meetings, ""Coffee with the Principal"" during which parents gain valuable information and have the opportunity to give their feedback and suggestions. Staff development and collaboration based on identified needs will engage stakeholders and develop the relationships within the school community."|An increased number of staff members have been added who are bilingual, increasing the opportunities to build relationships with our families who speak languages other than English. Frequent meetings with parents, including 3 Parent-Teacher conferences per year, allow underrepresented families to build relationships with teachers and provide current information on student progress. The parent communication app School Status provides translation, which makes communicating easier and more effective.|All stakeholders are involved in the process of identifying student needs and desired outcomes through regular communication with classroom teachers and administration. Parents indicated that they feel there is good communication regarding their child's academic progress and they have opportunities to provide input. Scholars are provided the support they need to achieve progress toward their academic goals.|DTPA, in collaboration with educational partners, has developed and will continue to implement a school-level plan for addressing scholar performance and improving scholar outcomes. The plan is based on indicators in the statewide accountability system and informed by all indicators, including scholar performance against long-term goals; includes evidence-based interventions; and identifies resource inequities, which include a review of LEA- and school-level budgeting, to be addressed through implementation of the school improvement plan. The first objective of the plan is to increase academic achievement in ELA and Math for scholars with Disabilities. This will be achieved through the implementation of evidence-based interventions such as differentiated instruction, small group instruction, and teacher professional development on effective strategies for teaching Scholars with disabilities. The second objective of the plan is to decrease chronic absenteeism among all scholars, especially Scholars with Disabilities. LEPA will analyze chronic absenteeism data to identify trends and patterns among this group. The school will work with families and caregivers to identify and address barriers to regular attendance, including health concerns and family needs.|An increased number of staff members have been added who are bilingual, increasing the opportunities to build relationships with our families who speak languages other than English. Frequent meetings with parents, including 3 Parent-Teacher conferences per year, allow underrepresented families to build relationships with teachers and provide current information on student progress. The parent communication app School Status provides translation, which makes communicating easier and more effective.|DTPA has regularly involved and engaged educational partners in our school’s improvement efforts. DTPA conducts a variety of surveys to gain insight and feedback from parents (School Quality Survey)and scholars (School Climate Survey). Focus groups are held, representing teachers, scholar support services, classified employees, scholars, parents, and administration. All of their input is vital to the planning and the development of goals for the school. Teachers are also provided the opportunity to meet with the administration and the leadership team. One hour weekly is set aside for staff meetings, professional development, and/or grade-level collaboration. During these meetings, teachers address their concerns with administration. It is during these meetings that school-wide data is analyzed and addressed (including surveys) and strategic plans are established.|Beyond surveys, ongoing and regular communication between educational partners will consistently take place. This will serve to increase parent engagement in the decision-making process. Teachers will be required to engage in three formal parent-teacher conferences per school year. In addition, teachers will utilize School Status to foster regular and open lines of communication with parents. Some teachers will check in weekly with parents, especially in the case of our most at-risk scholars.|The staff at DTPA continually seeks to improve engagement of all families, including those who are underrepresented. Focus groups provide for more intimate sharing of information and ideas. We will continue to utilize monthly meetings, parent conferences, communication applications, and our open-door policy to engage all our families.|5|5|5|5|5|5|5|5|4|4|5|4|Met||2025-06-19|2025
36675870000000|Adelanto Elementary|3|The Adelanto Elementary School District's commitment to fostering strong relationships between school staff and families is evident through its effective communication, inclusive programs, and continuous efforts to understand and meet the needs of our diverse family communities. These efforts demonstrate progress that reflects a positive trajectory towards a more collaborative and supportive educational environment, bridging the gap between home and school. We have worked to implement effective communication channels including ParentSquare (text, emails, and calls), newsletters, school websites, and social media platforms, ensuring families receive timely and relevant information. We have increased our social media presence to reach our families and communities. We will continue to work on increasing engagement through regular updates and interactive platforms where parents can provide feedback and ask questions. The Adelanto Elementary School District's implementation of parent involvement programs such as PIQE, Parent-Teacher Student Associations (PTSAs), workshops, Zumba classes, and family nights has increased parent engagement across the district. Progress will continue through higher attendance and active participation in school events and decision-making processes, fostering a collaborative school environment. The Adelanto Elementary School District will train staff on cultural competence and sensitivity to better understand and engage with families from diverse backgrounds. We continue to focus on improved relationships and trust between school staff and families, particularly those from minority and underserved communities. The development of our Climate and Culture team provides personalized support systems, such as family liaisons and counseling services, to address the specific needs of students and their families. We will continue to enhance support for families in navigating educational challenges and accessing resources, leading to better student outcomes. Scheduled parent-teacher conferences conducted twice yearly provide opportunities for meaningful dialogue about student progress and needs. Through strengthening partnerships and shared accountability for student success, parents feel more informed and involved in their children's education. Collaboration with community organizations to provide additional resources and support for families. The Adelanto Elementary School District will continue to expand the network of support services available to families, addressing broader needs beyond academics. Regular feedback forums, such as surveys and focus groups, gather parent input on school initiatives and policies. This past year, the Adelanto Elementary School District embarked on a year-long journey to redefine our vision, mission, and values as we worked together to create outcomes as we push forward to make learning a truly student-centered learning experience in our classrooms, which included parent voice.|The Adelanto Elementary School District aims to build more substantial, inclusive, and trusting relationships between school staff and families, ultimately contributing to a more supportive and effective student-centered learning environment focused on future-ready skills. While there are multiple communication channels, feedback indicates that some parents feel their voices are not always heard or responded to promptly. We aim to develop more robust two-way communication systems that allow real-time feedback and ensure that parents' concerns and suggestions are addressed efficiently. Engagement efforts have been successful in many areas, but some minority and underserved families still feel marginalized. The Adelanto Elementary School District will implement targeted strategies to engage these families more effectively, including translation services, culturally relevant events, and outreach through trusted community leaders. Outreach efforts vary in consistency and effectiveness across different schools and grade levels. We are working to standardize outreach practices to ensure all families receive consistent and comprehensive information about school activities, policies, and opportunities for involvement through districtwide Educational Partner Meetings. While parent involvement programs exist, participation can be lower sometimes, with some families feeling disconnected from the school community. Our district aims to create more opportunities for meaningful family engagement in school governance and decision-making processes, ensuring all families feel valued and included. Additionally, transparency regarding school policies and decisions should be increased by regularly updating families, holding open forums, and involving parents in critical discussions to build trust. We also want to provide additional support and resources for families, such as flexible meeting times, transportation assistance for those who need it, and access to community resources to facilitate their involvement. Another goal is to enhance professional development programs to include continuous training on effective family engagement strategies and cultural competence to support diverse family needs better.|To improve the engagement of underrepresented families, the Adelanto Elementary School District will implement several targeted strategies based on educational partner input and local data analysis. First, targeted outreach programs will be developed to personally invite underrepresented families to school events and collaborate with trusted community organizations, ensuring these families feel welcomed and valued. Language and cultural support will be enhanced by providing translation and interpretation services at all school events, meetings, and communications, as well as hiring bilingual staff and cultural liaisons to bridge language gaps and offer culturally relevant assistance. Flexible meeting times and locations will be scheduled to accommodate diverse schedules and transportation needs, removing logistical barriers to participation. Family resource centers or family wellness centers will be established within schools or community hubs, offering services such as parenting workshops, homework help, and access to social services, creating a centralized location for support and fostering a sense of connection to the school community.  Additionally, parent leadership programs will be created to empower underrepresented parents to take on leadership roles within the school, ensuring their voices are heard in decision-making processes and building trust. Regular feedback mechanisms, including surveys, focus groups, and feedback sessions, will be implemented to gather input from underrepresented families on school policies, programs, and engagement practices. This will allow the schools to adapt their strategies to support them better. Cultural competence training for staff will be provided on an ongoing basis to help them understand and effectively engage with their students' and families' diverse cultural backgrounds, improving interactions and creating a more inclusive environment.  The Adelanto Elementary School District is focused on communication strategies that will utilize multiple platforms within ParentSquare, such as phone calls, text messages, social media, and community radio, to reach underrepresented families with important information and invitations to participate. This ensures that information reaches all families regardless of their preferred communication channels. By implementing these strategies, AESD aims to create a more inclusive and supportive environment that encourages the active participation of underrepresented families in the school community, ultimately fostering stronger relationships between school staff and families and improving overall engagement. We continue to work on the increased use of social media to inform and share key information and updates to staff and community.|The Adelanto Elementary School District (AESD) demonstrates significant strengths and ongoing progress in building partnerships that support student outcomes. Collaborative instructional practices are well-established, with teachers and administrators regularly analyzing student data, sharing best practices, and planning instruction together. This professional collaboration fosters a culture of shared expertise and continuous improvement, directly enhancing instructional quality and student achievement.  AESD has also cultivated strong partnerships with community organizations, local businesses, and higher education institutions. These partnerships expand students' access to counseling, mentorship, academic resources, and real-world learning opportunities that support academic and career readiness.  Parent and family engagement is a continued area of strength. Through initiatives such as regular parent engagement meetings, family nights, parent workshops, and an active Parent-Teacher Student Association (PTSA), AESD has increased family participation in school life. This engagement has contributed to more supportive home environments, positively influencing student well-being and academic performance.  Additionally, AESD’s commitment to equity and inclusive practices has improved access to high-quality education for all students, particularly those from historically underserved groups. The district uses data-driven decision-making to guide instructional planning and targeted interventions, resulting in measurable progress in closing achievement gaps, improving attendance, and reducing behavioral issues. These combined efforts reflect a deep and sustained investment in partnerships prioritizing student success.|The Adelanto Elementary School District (AESD) has identified several key focus areas for improvement in building partnerships that directly support student outcomes. One significant area is enhancing consistent, two-way communication between schools and families through multiple avenues. While parent engagement has increased through current initiatives, feedback indicates a need for more structured opportunities for families to share input and receive timely, meaningful responses. AESD is committed to strengthening feedback loops and ensuring that family voices are not only heard but also inform school and district decisions. Another priority is deepening engagement with underrepresented and underserved families. Despite efforts to create inclusive environments, some families—particularly those from culturally and linguistically diverse backgrounds—continue to feel disconnected. AESD is focused on expanding translation and interpretation services, developing culturally responsive outreach, and hosting events that reflect and honor the community’s diversity to foster stronger connections and trust. In addition, AESD recognizes the opportunity to broaden and strengthen partnerships with community-based organizations, local businesses, and higher education institutions to meet the needs of all students. While existing collaborations have provided valuable support, the district aims to scale up these efforts to offer increased access to mentorship, real-world learning experiences, and additional student and family services that extend beyond the classroom. Professional development in cultural competence and effective family engagement remains a growth area. AESD plans to provide targeted training for staff to understand better and address the diverse needs of families, building stronger relationships that support student learning and well-being. Lastly, improving the use and communication of data in decision-making processes is essential. Although data is used to drive instruction, refining how it is collected, analyzed, and shared with stakeholders is necessary. AESD is working toward implementing more comprehensive data systems and providing staff with training to ensure data is used effectively to inform and strengthen partnerships and student interventions. By addressing these focus areas, AESD strives to build deeper, more inclusive, and more impactful partnerships that advance positive outcomes for all students.|The Adelanto Elementary School District (AESD) is committed to strengthening the engagement of underrepresented families by implementing intentional, equity-driven strategies informed by educational partner input and local data. One key approach will be the development of targeted outreach efforts, including personalized invitations and relationship-building through trusted community organizations. These strategies were developed to ensure underrepresented families feel welcomed, respected, and valued as partners in their child’s education. AESD will expand translation and interpretation services across all school events, meetings, and communications to eliminate language and access barriers. Culturally responsive staff and liaisons will be available to provide real-time support and help families navigate school systems more effectively. In response to feedback regarding accessibility, AESD will offer flexible meeting times, multiple locations, and hybrid formats (in-person and virtual) to accommodate the varied schedules and transportation needs of families. Additionally, the district plans to establish family resource centers on school campuses or community spaces to provide ongoing support, including parenting workshops, academic assistance, and connections to essential services. To empower underrepresented families in district decision-making, AESD will actively recruit their participation in parent leadership groups such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Leader Advisory Council (DELAC), the District Parent Advisory Committee (DPAC), and Local Control and Accountability Plan (LCAP) stakeholder meetings. These efforts will ensure their perspectives are reflected in the planning and implementation of programs and policies. AESD will also implement regular and culturally responsive feedback mechanisms—including focus groups, surveys, and listening sessions—specifically designed to elevate the voices of underrepresented families. Input gathered through these channels will directly inform school and district practice adjustments. To support this work systemically, AESD will provide ongoing cultural competence and equity training for staff to build awareness, understanding, and skills to respectfully and effectively engage with diverse families. Lastly, the district will strengthen its communication strategies by using multiple platforms—text messaging, phone calls, social media, flyers, and local community radio—to deliver timely, accessible, and relevant information to all families. Through these collective actions, AESD seeks to foster deeper, more inclusive partnerships that support the success of every student.|The Adelanto Elementary School District (AESD) continues to demonstrate notable progress in fostering a culture of inclusive decision-making grounded in community voice. A cornerstone of this effort is the effective use of platforms like ParentSquare, which enables consistent, transparent, and real-time communication between families, teachers, and district leadership. In addition, AESD leverages multiple engagement tools—such as stakeholder surveys, virtual and in-person town halls, focus groups, and digital feedback forms—to gather input from a broad cross-section of the community. This past year, we also embarked on forming a Guiding Coalition to engage the voices of the parents and community in the work ahead to create a student-centered learning environment.  A key strength lies in the district’s intentional structures that empower stakeholders to participate meaningfully in decision-making. Advisory committees and stakeholder groups, including the District Advisory Council (DAC), English Learner Advisory Committees (ELACs), School Site Councils (SSCs), and student forums, provide essential insights that influence district priorities, initiatives, and resource allocation. AESD has made commendable progress in ensuring equitable access to these opportunities for all families, especially those from historically underrepresented communities. By offering interpretation services, culturally responsive communication, and flexible meeting options—both in time and format—the district has reduced participation barriers and increased representation in its decision-making processes. Another area of strength is the district’s commitment to using data and feedback as tools for continuous improvement. AESD systematically collects and synthesizes academic performance, attendance, behavioral trends, and community input data to guide its decisions. This data-informed approach allows the district to tailor actions to the specific needs of its schools, ultimately enhancing outcomes for students and families. Through its inclusive engagement practices and data-informed strategies, AESD continues to build trust and shared ownership with its educational partners, reinforcing its commitment to collaborative and responsive leadership.|The Adelanto Elementary School District (AESD) has identified key areas for growth in ensuring that input from all educational partners is meaningfully integrated into the district’s decision-making processes. A primary area of focus is expanding the inclusivity and accessibility of stakeholder engagement efforts. While AESD has established various communication channels, feedback indicates that underrepresented families are not always equitably engaged. To address this, AESD plans to enhance translation and interpretation services, implement more culturally responsive outreach, and offer meetings at varied times and in hybrid formats to accommodate families’ schedules and preferences. Another focus area is strengthening transparency and responsiveness within the feedback loop. Stakeholders have voiced the need for more transparent communication about how their input influences decisions. In response, the district is developing and implementing systems that provide timely updates on how stakeholder feedback is reviewed, considered, and acted upon—helping to build greater trust and clarity around decision-making processes. AESD also recognizes the need to modernize and diversify its feedback tools. While in-person meetings and surveys remain valuable, the district intends to invest in technology that allows for more interactive and accessible engagement, such as mobile polling, digital town halls, and integrated feedback platforms. These tools will broaden participation and improve the quality and usability of collected data. In addition, the district is committed to cultivating a more collaborative culture where students, parents, teachers, and community members are invited to share input and actively engaged in shaping initiatives from planning through implementation. AESD aims to increase the frequency and depth of these collaborative opportunities to ensure shared ownership of district priorities. Finally, professional development will play a crucial role in advancing this work. AESD will provide ongoing training for staff in authentic stakeholder engagement and effective communication strategies. These efforts will build internal capacity to create inclusive spaces where all voices are respected and integrated into meaningful decisions. By addressing these focus areas, AESD strives to create a more equitable, transparent, and participatory decision-making environment that reflects the needs and aspirations of its entire learning community.|Based on the analysis of educational partner input and local data, AESD will implement several strategies to improve the engagement of underrepresented families in seeking input for decision-making. To enhance inclusivity and reach, AESD will develop targeted outreach programs that include personalized invitations to school events and meetings and collaborate with trusted community organizations to build trust and rapport with underrepresented families. Translation and interpretation services will be expanded to ensure all communications and meetings are accessible to non-English speaking families, and culturally relevant communication strategies will be employed to make these families feel more connected and understood. AESD will also schedule meetings at various times and locations to accommodate the diverse schedules of underrepresented families, removing logistical barriers that might prevent their participation. Establishing family resource centers within schools or community hubs will provide a centralized location where families can access support services, such as parenting workshops, homework help, and social services, fostering a stronger connection to the school community. To empower underrepresented parents and ensure their voices are heard in the decision-making process, AESD will create parent leadership programs, such as Parent Advisory Councils or School Site Councils. These programs will provide platforms for parents to take on leadership roles and actively participate in school governance. Additionally, regular feedback mechanisms, including surveys, focus groups, and feedback sessions, will target underrepresented families to gather their input on school policies, programs, and engagement practices. This feedback will inform adjustments and improvements to better support families. Ongoing cultural competence training for staff will help them understand and effectively engage with the diverse cultural backgrounds of their students and families, improving interactions and creating a more inclusive environment. Enhanced communication strategies will utilize multiple platforms, such as phone calls, text messages, social media, and community radio, to reach underrepresented families with important information and invitations to participate, ensuring that data is accessible to all families. By implementing these strategies, AESD aims to create a more inclusive and supportive environment that encourages the active participation of underrepresented families in the decision-making process. This will foster stronger relationships between school staff and families, ensuring that all voices are heard and considered in developing and implementing policies and programs, ultimately improving student outcomes and community engagement.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
36675870128462|Taylion High Desert Academy/Adelanto|3|Taylion High Desert Academy believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Educators reach out to all parents and families with letters, initial meetings, and orientations before the start of the school year to welcome them back or to welcome them for the first time. Throughout the school year, both homeschooled and independent studies families have several formal and informal opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed as are written communications. Additionally, Taylion has hosted many varied school events during which family input and engagement has been successful.  These events include a Back to School Family Fun Night, a Trunk or Treat celebration, whale watching excursions, Lego Land Day, a holiday parade within the surrounding community, and many organized park days to mention a few. Monthly Taylion newsletters which include information about school events, student accomplishments, and academic updates are shared with families using the Remind  app. Administrators, educators, and school personnel  also consistently use Remind, emails, and texts to relay school information, reminders, and useful suggestions including Social/Emotional health ideas, college information, and field trip updates.|Efforts to build and engage in partnership with parents/guardians for student outcomes have yielded successes, but there is room for improvement. To increase communication with families, Taylion has hosted several special school events during which students, parents, and guardians have been invited to participate including various awards ceremonies and other family events with the intention of engaging a stronger bond between all educational partners. Taylion Academy intends to  expand upon these opportunities while also adding greater in-depth  surveys designed for more direct family input.|Taylion High Desert Academy is taking several steps to engage underrepresented families.  A closer look at Taylion’s website has been taken and upgrades are being done to provide a more user-friendly enrollment platform for all applicants.   Within the hiring process, bi-lingual applicants are being hired to ensure translators on site for EL families. A wider variety of field trips will be planned to offer students experiences not otherwise available.|Taylion’s staff has a deep appreciation for the importance of involvement with all educational partners. Opportunities for engagement occur at orientations, parent conferences, Back to School Night, as well as monthly meetings with all homeschooled families. Staff at each  school sites provides welcoming environments for all families in the community. Educators, administrators, and enrollment team staff communicate regularly with students and families, and parents/guardians are encouraged to ask questions regarding specific ways they can help support their children's academic progress.  Homeschool parents work directly with their Taylion educators providing input concerning curricula and event ideas to enhance their children's growth and learning. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared. Additionally, Taylion celebrates its students and families during various awards ceremonies throughout the school year as well as Kindergarten and 8th grade promotions plus a formal High School Senior graduation.|Taylion High Desert Academy will continue to expand connection with educational partners within the community and  will strive to offer community involvement opportunities to enhance Taylion students’ familiarity with and understanding of their local surroundings.|Feedback specific to underrepresented families is sought out via parent surveys. During the past 2024-25 school year, Taylion has established various events focusing on its students ethnic background providing celebration and education of their cultures and history including a World Cultural Day  (Road Trip) resulting in strong family involvement. Throughout upcoming school year, Taylion High Desert Academy will continue to focus similar events increasing opportunities for gaining more general input with a focus on family feedback.|Educational partners including teachers, students, parents, leadership, and board members engage in meaningful dialogue and provide input to Taylion’s strategic planning through groups including Board Meetings, staff meetings, and student counsel  meetings. Parent input and involvement in the development and annual review of school wide objectives occurs via participation in scheduled meetings and surveys. During WASC reviews, parents/guardians provide valuable input and support. Taylion also has regular communication with its local SELPA, WIOA program, Adelanto Elementary School District, San Bernardino County Superintendent of Schools, Chamber of Commerce, and Inland Empire Health Plan for input on student needs and paths towards improvement.|In order to  acquire greater input from Taylion's educational partners during the 2025-26 school year, Taylion High  Desert Academy will reach out .to it's educational partners on a more structured schedule.  During this process, Taylion will ensure feedback from all groups, including those that are underrepresented, to inform the development of various Taylion programs and events.|Taylion High Desert Academy leadership will continue to work with the counseling department, Learning Center Coordinators, Lead Teachers, and additional staff to discuss  strategies  to empower underrepresented families to be active participants in the school's decision. making. Additional opportunities will be developed for families to give input on policies and programs  during  general parent meetings, surveys, and school events. This solicited feedback will be used to develop plans that best fit the needs of underrepresented parents/caregivers to be involved in their children's education.|5|5|4|4|4|5|5|4|4|4|4|5|Met||2025-06-27|2025
36675950000000|Alta Loma Elementary|3|The Alta Loma School District (ALSD) has a longstanding tradition of strong partnerships with families, local businesses, and faith-based organizations. District and school sites offer multiple opportunities for family engagement and student recognition, including parent involvement events, social media highlights, Back to School Night, Coffee with the Principal, parent-teacher conferences, and Open House.  Nine school sites benefit from active Parent Teacher Associations (PTAs), while one site partners with a Parent Faculty Student Association (PFSA). These organizations play a vital role in building community connections by coordinating fundraisers and organizing student and family events throughout the year. They also actively pursue partnerships with local businesses and community members to support school initiatives.  During the summer, ALSD expanded learning opportunities by collaborating with local agencies to provide enrichment activities such as art, dance, and music. To support families facing financial hardship, the District operates a year-round Parent Resource Center staffed by trained parent ambassadors. The center is stocked with clothing and food donations and serves as a hub for connecting families to essential services. Additionally, ALSD partners with community groups and nonprofit organizations to provide access to food banks, shelters, clothing closets, health services, and transportation.|Based on input from educational partners and analysis of local engagement data, the Alta Loma School District (ALSD) has identified strengthening relationships between school staff and families as a key area for continued growth. While a variety of opportunities for family engagement currently exist, feedback indicates a need to expand two-way communication and increase participation among underrepresented families.  To address this, ALSD will enhance relationship-building efforts through expanded outreach and communication strategies, including the Superintendent’s Weekly Newsletter, Board meeting highlights, the Superintendent’s Community Cabinet, the Parent Leader Group, the LCAP Advisory Committee, DELAC, State of the District events, the Student Advisory, and the Family Engagement Series. These platforms will be used to strengthen transparency, share progress, and invite input.  At the site level, staff will focus on deepening connections with families through increased engagement in events such as Back to School Night, School Site Council meetings, Coffee with the Principal, parent conferences, GATE parent meetings, Family Nights, and PTA/PFSA activities. To support Title I communities specifically, the District will continue to provide trained parent ambassadors who assist families in navigating resources and fostering school-home partnerships.|Based on the analysis of educational partner input and local data gathered through the self-reflection process, the Alta Loma School District (ALSD) has identified the need to improve engagement among underrepresented families as a priority in building stronger school-family relationships. The District’s goal is to ensure that all families feel welcomed, valued, and connected to their school community.  To address this, ALSD will continue to offer both in-person and virtual engagement opportunities and ensure that communication—delivered through email, text, and school platforms—is accessible and inclusive. The District will regularly review state and local data, as well as direct feedback from families, to identify participation gaps or emerging needs. When trends or barriers are identified, staff will make timely adjustments to engagement strategies and supports.  At the site level, schools are expected to analyze local engagement data and take intentional steps to personally invite underrepresented families to participate in school activities, meetings, and advisory forums. PTAs and PFSAs will continue to support this effort by broadening outreach and ensuring that school events are inclusive, culturally responsive, and accessible to all families.|he Alta Loma School District (ALSD) Board of Trustees and District leadership have established clear expectations and provide consistent guidance to foster meaningful partnerships that support improved student outcomes. ALSD values the vital role educational partners play in meeting students’ academic, social, and emotional needs and in cultivating school environments where all students feel safe, supported, and connected.  The District and school sites offer a variety of opportunities for collaboration designed to strengthen relationships and enhance student success. At the District level, these include LCAP Community Engagement meetings, the District English Learner Advisory Committee (DELAC), the Superintendent’s Community Cabinet, and parent leadership committees. These forums provide families and community members a voice in shaping district priorities and programs.|Improving engagement of underrepresented families is a top priority for the Alta Loma School District (ALSD). The District is committed to fostering inclusive, welcoming school communities where all families feel connected and empowered to engage in their child’s education. To achieve this, both the District and school sites regularly analyze data from family surveys, open forums, and informal conversations to identify emerging needs, trends, and barriers to engagement.  When concerns or patterns are identified—such as gaps in participation or feedback regarding school climate—the District engages in deeper analysis and responds with targeted actions. These may include enhanced communication efforts, the creation of new school activities, or the formation of advisory committees to increase family voice and involvement.  To support families who may feel disconnected, ALSD takes intentional steps to provide personal outreach, inviting underrepresented families to participate in engagement opportunities and advisory groups. For example, the District’s parent liaison collaborates with Title I ambassadors to support families experiencing homelessness or foster care, ensuring they have access to essential resources such as clothing, shelter, food, and community services.|The Alta Loma School District (ALSD) takes great pride in fostering strong, positive relationships with staff, students, parents/guardians, and the broader community. The District regularly gathers input through one-on-one conversations, community forums, and surveys to evaluate the strength of these relationships and identify areas for growth. While survey results indicate high levels of satisfaction with ALSD’s efforts to build partnerships that support student success, the District remains committed to ensuring that all families—regardless of race, religion, culture, or background—feel welcomed, respected, and included.  To ensure inclusive engagement, ALSD offers multiple platforms for families to stay informed and provide input. One such example is the District Language Advisory Committee (DLAC), which provides English learner families with a space to access information, share feedback, and engage in decision-making processes.  Through the analysis of educational partner input, a concern was raised regarding cultural proficiency and a need for greater respect and representation for African-American families. In response, the District launched a dedicated community forum to listen, learn, and engage directly with these families. The positive feedback from participants affirmed the value of this space, and as a result, ALSD will continue to offer and expand this opportunity for ongoing dialogue and collaboration.  Additionally, feedback highlighted some concerns related to student safety and overall well-being. In response, the District has strengthened safety protocols, ensured school counselors are available at each site, and re-established Positive Behavioral Interventions and Supports (PBIS) to reinforce positive school climate and student support systems across all campuses.|The Alta Loma School District (ALSD) has made significant progress in creating a culture where educational partner input is a valued and integral part of the decision-making process. The District has established clear expectations and provided consistent guidance at both the District and site levels to ensure students, families, staff, and community members are meaningfully engaged in shaping decisions that impact student outcomes and school experiences.  ALSD’s strength lies in its multi-tiered approach to gathering input, ensuring all voices—especially from underrepresented groups—are heard and considered. Opportunities for input are offered in both in-person and virtual formats to maximize accessibility and representation across the District’s diverse community. At the District level, educational partners participate in Local Control and Accountability Plan (LCAP) Community Engagement meetings, the District English Learner Advisory Committee (DELAC), the Superintendent’s Community Cabinet, the Student Advisory Committee, and through broad-reaching digital surveys. In 2025, the District received 3,000 survey responses—its highest participation to date—demonstrating strong community interest and trust in the engagement process.  At the site level, educational partners contribute through School Site Councils (SSC), English Learner Advisory Committees (ELAC), Parent Teacher Associations (PTAs), and events such as Back to School Night, Coffee with the Principal, family engagement nights, and student-led clubs and committees. These ongoing forums allow school leaders to make informed, collaborative decisions that reflect the unique needs and perspectives of each school community.  The District continues to review and act upon stakeholder input, using trends and themes from community feedback to inform initiatives, enhance communication, and ensure that every decision made is grounded in transparency, equity, and partnership.|While the Alta Loma School District (ALSD) has established multiple avenues for educational partner engagement, the District recognizes the need to deepen its efforts to ensure that all voices—especially those of underrepresented or less engaged families—are equitably heard in the decision-making process. As part of its continuous improvement cycle, ALSD regularly reviews local data, disaggregates input by student group, and identifies patterns in participation to uncover gaps in representation and engagement.  A key area of focus is increasing authentic, two-way communication with families who have traditionally been less involved or may face barriers to participation. Although families are encouraged to participate in District and site-level meetings, complete surveys, and share input via email or one-on-one conversations, the District acknowledges that more proactive outreach and trust-building strategies are necessary to ensure these families feel empowered to contribute meaningfully.  In response to rising concerns expressed by families during the 2023–24 school year, ALSD launched the Community Connection Forum—a dedicated space designed to hear directly from underrepresented families, address their questions and concerns, and foster open dialogue with District leadership. The forum has already proven to be a valuable platform for surfacing community perspectives and building stronger relationships. Based on its success, the District will continue and expand this initiative during the 2025–26 school year.  Moving forward, ALSD is focused on refining its outreach practices, diversifying its engagement formats, and creating more culturally responsive opportunities to ensure that all educational partners—regardless of background or circumstance—feel welcomed, respected, and influential in shaping decisions that impact their children and school communities.|Based on the analysis of 2025 educational partner input and local data, the Alta Loma School District (ALSD) has identified several priority strategies to improve engagement of underrepresented families, especially English Learners, Foster Youth, Homeless, low socioeconomic, and special education families, in the decision-making process.  1. Strengthening Communication and Accessibility ALSD recognizes that clear, accessible communication is critical. The District will continue prioritizing multiple communication channels, including email, texts, the Superintendent’s Weekly Newsletter, and an easy-to-navigate website (Apptegy) with translation services for multilingual families. All surveys and major communications will be translated, ensuring families receive information in their preferred language. Schools will provide bilingual support to assist families in understanding how to engage.  2. Expanding Opportunities for Input and Representation The District will maintain and grow inclusive opportunities for families to provide input at both district and site levels. These include LCAP Community Engagement meetings (in-person and virtual), the Superintendent forums, DELAC, School Site Council (SSC), ELAC, PTA/PFSA, and student-led activities. Meeting times and formats will be flexible to accommodate families’ schedules and needs, increasing participation from underrepresented groups.  3. Personalized Outreach and Relationship Building Building trust with underrepresented families requires intentional, personal engagement. ALSD’s Parent Ambassadors and District Parent Liaison will continue reaching out directly to families through phone calls, home visits (when appropriate), and personal invitations to forums and school activities. This approach supports families experiencing challenges such as foster care or housing instability and strengthens two-way communication.  4. Culturally Responsive Staff Training Feedback showed the need for increased cultural competence among staff. ALSD will provide ongoing training in cultural proficiency, trauma-informed practices, and restorative approaches. This training aims to equip all staff with the skills to engage respectfully and effectively with families from diverse backgrounds, ensuring their unique perspectives and needs are honored.  5. Family-Centered Engagement Events To foster belonging and meaningful participation, ALSD will continue hosting inclusive family events such as family nights, multicultural celebrations, parent workshops, and open forums. These events will be scheduled at various times and locations, with supports such as food, childcare, and interpretation provided to reduce barriers and encourage broad participation.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2025-06-11|2025
36676110000000|Barstow Unified|3|The strengths BUSD enjoys that are related to building partnerships for student outcomes include a robust Local Control Accountability plan that focuses heavily partnerships for student outcomes as well as fully functioning school site councils at all school sites along with free standing English Language Learner Advisory councils that each meet 5 times a year. These meetings consist of allocation of funds tied directly to student achievement, recognition of student achievement, parent/staff/student input on programs and long range planning, etc. BUSD schools have made steady progress in building these partnership with a renewed focus that is centered on data, program alignment, and accountability. Through the data disaggregation our educational partners have expressed a need for our district to focus on the needs of the whole child. This means that developing a fully functioning multi-tiered support system (MTSS) at all school sites is paramount. Because the MTSS model focuses on behavioral, academic, and social-emotional student progress, schools will begin developing the tools necessary to support the whole child during their learning experience at BUSD.|"BUSD's focus areas for improving Building Relationships Between School Staff and families includes Fall and Spring parent nights to invite parents to the school, Community building events through the Superintendent's office to highlight student achievement and solicit parent input, increased public information sharing through the Public Information office, and a new ""Parent Square"" software application that will enable increased communication across the entire district."|"The superintendent's office will hold regularly scheduled parent input meeting targeting at risk groups such as foster youth, African American, and low-socio-economic student groups. School sites will utilize the ""Parent Square"" software application to communicate directly via a phone app to our underrepresented families with important student progress information, attendance information, and important dates at the school sites."|Barstow Unified School District's commitment to building relationships starts with a concerted effort to increase communication and transparency with the community. BUSD's has experienced progress in this area with the inception of our Public Information Officer position that can be noted in the LCAP. The PIO is tasked with maintaining all district-wide communications about school events, district news, and happening. This information is shared via social media, website postings, e-mails, phone calls, etc. Each school site is required to hold school site council meetings, English Language Learner Advisory council meetings, back to school nights, and other various family activities throughout the year. Each school has achieved each of the required metrics in this area as noted in the LCAP.|BUSD is committed to partnering with parents and guardians to ensure students are achieving and feel safe and comfortable in our school environments. We will engage in many opportunities to support student outcomes such as parent conferences, student study teams , Individualized Educational Plan meetings, School site councils, English Language Learner committees, School Attendance Review Board Meetings, School attendance review team meetings, live and automated phone calls home and utilization of Parent Square. Parent Square is a one stop shop for all important information as it relates to school happenings, individual student progress, attendance, 2-way communication between school and home, and much more.|BUSD and each of its schools are launching district and school-wide Multi-Tiered Systems of Support (MTSS) models to support students in academic, behavioral, and social-emotional growth at school. Through the MTSS process the district and each of the schools will look at data to make informed decisions about 3 levels of intervention that will be needed to address student outcomes. Tier I supports which includes 85% of the student population will be addressed with interventions that will have an affect on most of the the student population achievement. Tier II supports which includes 10% of the student population will be addressed with interventions that will have an affect on a smaller student group with more intense support. Finally, Tier III supports will be addressed with interventions that will affect a very small group of students with individualized supports. For the underrepresented families, the students who fall in one of the three categories of support, the MTSS team will design opportunities for input and collaboration on the types of supports that will best meet the needs of students. The MTSS teams will include a parent representative to ensure decision for intervention supports include their input.|BUSD and each of its schools are launching district and school-wide Multi-Tiered Systems of Support (MTSS) models to support students in academic, behavioral, and social-emotional growth at school. Through the MTSS process the district and each of the schools will look at data to make informed decisions about 3 levels of intervention that will be needed to address student outcomes. Tier I supports which includes 85% of the student population will be addressed with interventions that will have an affect on most of the the student population achievement. Tier II supports which includes 10% of the student population will be addressed with interventions that will have an affect on a smaller student group with more intense support. Finally, Tier III supports will be addressed with interventions that will affect a very small group of students with individualized supports. For the underrepresented families, the students who fall in one of the three categories of support, the MTSS team will design opportunities for input and collaboration on the types of supports that will best meet the needs of students. The MTSS teams will include a parent representative to ensure decision for intervention supports include their input.|BUSD's focus to improve seeking input for decision-making begins with a renewed effort to communicate with our families at opportune times during the school year. These opportune times would include the early winter release of the California dashboard that launches the collaborative work of reviewing the current district LCAP and beginning conversations to develop the next LCAP. At this time a parent survey will be released to all parents asking for input related to the 8 state outcomes required in the development of the LCAP. Also. at the school level each site leadership team will solicit partner input to develop the Single School Plan for Achievement (SPSA) in late Spring. The SPSA is required to address specific student needs at the school but also align with the goals and actions found in the district LCAP. As the implementation of the 2025-2026 LCAP ensues, BUSD will be required to ensure that a goal for each school site, specific to its students is included in the plan. As part of the SPSA development and Title I requirements, each school will administer a Title I survey to solicit partner input as well as hold an annual Title I parent meeting to inform partners of the results of student achievement for the previous year, the SPSA for the current year, and other pertinent information.|"Barstow Unified School District will improve the process for seeking input from underrepresented educational partners by revamping the parent advisory committee to include representatives from this group. This parent group is vital to the development and monitoring of the BUSD Local control accountability plan. This is a year long effort that includes educational partners from the district, each school site, and the community. Also, this group includes student representatives from the secondary school sites. Through a process of collaboration and data disaggregation, the LCAP is formed by addressing ""all student"" needs and ""unduplicated count"" student needs. By reviewing Title I survey data, and LCAP survey data, this group will engage in discussion and decision-making activities to ensure underrepresented educational partners' voices are represented."|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
36676370000000|Bear Valley Unified|3|It is imperative to the District that we maintain constant communication with all Educational Partners throughout the year. Multiple Educational Partner meetings were held throughout the 2024-2025 school year in order to share student successes and challenges and to gather input as to assist with the development of the 2025-2026 LCAP.  BVUSD's current strengths are related to the openness of communication between all Educational Partners. Parent Conferences are held annually in TK - 8th grades to further communication. In addition, School Site Council, District and Site English Learner Advisory Committee meetings also provide opportunities for input. This year, a Parent Advisory Committee as well as a Student Advisory Committee were created. Both these groups meet monthly with the Superintendent. In order to gather input from educational partners that may have been unable to attend any of the meetings, a Parent and Family Engagement survey (both English and Spanish) was sent out as well as an additional LCAP survey.|BVUSD continues to strive for engagement with Educational partners throughout the year. As with all LEAs, a challenge remains with trying to re-engage our partners. The focus is to provide opportunities for partnerships with families with Quarterly English Learner Advisory Committee, District English L   earner Advisory Committee meetings, and School Site Council Meetings at each site. Each site also has a Booster club made up of volunteer parents. District level input is gathered at the annual Local Control Accountability meetings as well as at the Parent Advisory and Student Advisory Committee meetings. Another avenue of communication used is Parent Square to facilitate dialogue between parents and teachers at each site.|To improve engagement of underrepresented families as we continue to build partnerships, we have two District English Learner Coordinators and English Learner site coordinators at each school. This year we also hired an English Learner Parent Community Liaison to address our increased enrollment of English Learners. We are working on creating opportunities for English Learner parents to attend evening meetings to facilitate the navigation of their child(ren)'s educational progress. For our Students with Disabilities, we have two District Psychologists, a counselor dedicated to each school site, and continual support from our Special Education Local Plan Area (SELPA) organization. For our Foster Youth/Homeless population, the District Liaison works directly with the families to make sure their needs are being met, school supplies provided if needed, and children are being supported in their educational needs. In addition, we have ensured that under represented families have a voice on the Superintendent’s Parent Advisory Group that meets monthly.|BVUSD offers multiple opportunities for partnerships with families to ensure positive student outcomes while giving families information and resources to support student learning at home. Quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings are held at each site. Each site also has a Booster club made up of volunteer parents. At BBHS, there are two groups of parents, Parents in Support of Academics, and Bear Backers who support students on all athletic teams. On Financial Aid Night, scholarships, college finances, and the college application process are discussed to facilitate the partnership between counselors and students as they look at post secondary education.  BBHS also offers “Freshman Orientation” to familiarize incoming freshmen with the staff and logistics of navigating high school. In the fall, Elementary and Middle School sites hold parent conferences to discuss the academic progress of students. These opportunities and support for our students serve to strengthen the parent and BVUSD staff partnership. At the District level, the Parent Advisory and Student advisory Committees meet monthly with the Superintendent.|A challenge regarding parent involvement continues as many of our parents work outside the home and many jobs in Big Bear are seasonal causing certain levels of transiency within local families. To continue to build these partnerships, teachers utilized Google Classroom to keep parents and students informed; parents can access a parent portal in our student information system, and many teachers use additional apps that communicate with parents online such as Parent Square which allows parents to choose their preferred language. Additionally, BVUSD has an app that can be downloaded on a cell phone for site and district updates.  In addition, a focus area continues to be the building of community partnerships and Real World Speakers coming to the classrooms to provide opportunities for students to interact with and learn about various community entities that are directly related to the Career Technical Education program at BBHS. Dual enrollment has also increased the opportunity for underrepresented students to obtain high school and college credits.|A challenge regarding parent involvement continues as many of our parents work outside the home and many jobs in Big Bear are seasonal causing certain levels of transiency within local families. To continue to build these partnerships, teachers utilized Google Classroom to keep parents and students informed; parents can access a parent portal in our student information system, and many teachers use additional apps that communicate with parents online such as Parent Square which allows parents to choose their preferred language. Additionally, BVUSD has an app that can be downloaded on a cell phone for site and district updates.  In addition, a focus area continues to be the building of community partnerships and Real World Speakers coming to the classrooms to provide opportunities for students to interact with and learn about various community entities that are directly related to the Career Technical Education program at BBHS. Dual enrollment has also increased the opportunity for underrepresented students to obtain high school and college credits.|BVUSD values the input of all Educational Partners. Multiple decision making meetings were held with parents, including LCAP meetings, Parent Advisory, Student Advisory, School Site Council, and Parent Booster clubs. Administrators, Teachers, Staff, Parents (including parents of English Learners and parents of students with disabilities), Credentialed/Classified Staff Association Representatives, Child Welfare and foster youth representatives, and community members were in attendance at the LCAP meetings. All meeting announcements are sent via Facebook, emails, dial outs, Instagram and posted on the district website. BVUSD also uses the district-wide app to enhance communication. During these communications it is essential to build a strong and trusting relationship between the LEA and all educational partners.  Areas of strength remain our open communication and welcoming of educational partner input.|A challenge continues to be the direct involvement of parents in decision making, whether through face to face meetings or online surveys. A focus will be the inclusion of community partners to gather input into how to best provide opportunities to gain authentic work experience and develop employable skills for life after graduation. Another area of focus has been to work with multiple service organizations to determine local student needs and provide opportunities for parent/student/community education in these areas. As a district we are looking to improve on the amount of communication that is provided for upcoming meetings and events.|A challenge continues to be the direct involvement of parents in decision making, more specifically our underrepresented families. To ameliorate these challenges, meetings are scheduled at various times and days, Chromebooks are provided on-site for parents to respond to surveys, and hard copies are available. District English Learner Advisory committee and Site English Learner Advisory committees meet quarterly.  All English Learner families have direct access to the EL Parent Liaison. Personal phone calls are made with parents of Students with Disabilities to ensure attendance and input at Individual Educational Plan (IEP) meetings and to offer support when needed. Personal contact is also made with Foster Youth/Homeless by the District Liaison to provide needed support to these students as well. In addition, childcare, food, and a link to the live presentations are provided.|4|4|4|3|4|3|4|4|4|4|4|4|Met||2025-06-18|2025
36676450000000|Central Elementary|3|Based on educational partner input and local data, the district demonstrates significant progress in building partnerships for student outcomes. Recent survey results reflect parents' high satisfaction, with over 96% of respondents strongly agreeing or agreeing that they have multiple opportunities to be involved in their child's education.  The district has fostered effective collaboration with parents, community organizations, and local educational partners, creating a supportive network focused on enhancing student outcomes. This network is characterized by active parental involvement, with the district engaging parents and families in their children's educational journeys, offering multiple opportunities for involvement, and ensuring that parent input is valued. Additionally, the collaboration with community organizations has been strengthened, contributing to a holistic approach to education.  Data analysis informs decision-making processes, allowing the district to tailor strategies and initiatives to meet the unique needs of students. This approach ensures that the district remains responsive and adaptive to the changing educational landscape.  The district has implemented Multi-Tiered Systems of Support (MTSS) to provide comprehensive academic and behavior/social-emotional assistance to all students. This framework ensures equitable opportunities for academic success by providing targeted support at varying levels based on student needs and addressing both academic and social-emotional aspects of student development.  These efforts underscore the district's dedication to fostering robust partnerships for the benefit of student outcomes. By engaging with educational partners and utilizing data-driven strategies, the district is committed to creating an environment where every student can succeed.|Based on the analysis of educational partner input and local data, the district has identified several key focus areas for improvement in building partnerships to enhance student outcomes.  The district aims to develop more effective engagement strategies to better involve parents, community organizations, and educational partners in supporting student success. This involves creating meaningful opportunities for collaboration and involvement.  Improving communication channels is another priority. The district seeks to ensure that all relevant parties are well-informed about educational initiatives and can provide valuable input, fostering a more transparent and inclusive environment.  Strengthening the use of data for decision-making is also crucial. By utilizing data more effectively, the district can enable more targeted interventions and support for students, ensuring that resources are directed where they are most needed.  Offering continued professional development to educators and staff is essential to improve their capacity to partner effectively with families and community entities. This training will help educators and staff develop the skills necessary to build strong, supportive relationships with parents and community partners.|The district has established a comprehensive team to support this initiative, including a Director of Student and Family Engagement and dedicated Parent Involvement Coordinators. These individuals work together to bridge the gap between the school system and underrepresented families, facilitating communication, building trust, and providing necessary support.  The strategies include dedicated homeless student support, foster youth guardian support, and English learner parent support. By implementing these strategies, the district aims to create a more inclusive and equitable partnership between the school system and underrepresented families, ultimately enhancing student outcomes and fostering a more welcoming educational environment.|In 2025, the district's engagement with educational partners, LCAP surveys, and the CDE self-reflection tool has been thoroughly analyzed to assess the current stage of implementation in 'Building Partnerships for Student Outcomes.' The analysis revealed that parents and families are increasingly provided with multiple opportunities to be involved in their child's educational experience, reflecting significant progress in promoting family engagement within the district.  Parents have also reported that their input is welcomed and respected at Central Schools, highlighting the district's commitment to creating an inclusive and respectful environment where parents' perspectives are valued and integrated into decision-making processes. These positive trends indicate ongoing efforts to strengthen the partnership between school staff and families, ultimately benefiting the educational outcomes of students.  Moreover, the district is actively engaging in outreach and collaboration with city partners to further support these efforts. By working closely with community organizations and local resources, the district is expanding its support network and ensuring that decisions are well-informed by both evidence and community feedback. This multifaceted approach underscores the district's dedication to making well-informed decisions that benefit all educational partners.|In 2025, to improve communication channels and strategies between school staff and families, the district will focus on several key areas to strengthen relationships and enhance student outcomes.  Parental involvement will be increased in school activities and decision-making processes to foster a sense of ownership and collaboration. Family support services will be identified and addressed to meet specific needs, such as access to social services, counseling, or academic support, creating a holistic approach to supporting students and their families.  A data-driven approach will be employed, using student data and parent feedback to continually assess the effectiveness of family engagement efforts, allowing the district to adjust strategies and initiatives as needed. Community partnerships will be expanded by collaborating with local organizations, community leaders, and resources to provide additional support for families beyond the school environment.  Parent education will be enhanced by offering resources to help parents and caregivers understand their child's educational journey, academic expectations, and how to support learning at home.  By focusing on these areas, the district aims to build stronger and more effective relationships between school staff and families, ultimately benefiting the educational experience and outcomes for all students.|Based on the analysis of educational partner input and local data, the district plans to improve the engagement of underrepresented families identified during the self-reflection process by implementing several strategies.  The district will provide administrators with training to enhance their understanding of the backgrounds, values, and needs of underrepresented families. Interpreter services will be offered to facilitate communication between school staff and families facing language barriers, ensuring that important information is conveyed accurately. Schools will host inclusive community events and workshops that invite underrepresented families to participate and interact with school staff in positive settings, promoting relationship-building. Regular feedback mechanisms, such as surveys, parent meetings, and advisory committees, will be established to solicit input from underrepresented families about their experiences and concerns. This feedback will guide ongoing improvements in engagement strategies.  By implementing these strategies, the district aims to create a more inclusive and welcoming environment for underrepresented families, strengthening the relationships between school staff and these families, and ultimately enhancing the educational experience for all students.|The district's analysis of educational partner input, LCAP surveys, and the CDE self-reflection tool guides its decision-making practices. In 2025, an increasing number of parents reported feeling valued in providing input, reflecting positive trends that show parent input is actively sought and respected throughout the Central School District.  The district is dedicated to equipping school staff and parents/community members with the necessary training and support for School Site Council (SSC) responsibilities. Collaboration between SSCs and English Learner Advisory Committees (ELACs) at each school plays a crucial role in shaping the educational program. These groups inform the development of the Schoolwide Plan for Student Achievement (SPSA) and support English learner programs, ensuring that initiatives meet students' needs.  In accordance with federal and state law, district-level advisory committees, such as the District Advisory Committee (DAC) and the District English Learner Advisory Committee (DELAC), are actively engaged in the decision-making process, contributing to comprehensive planning.  Additionally, the district and school staff recognize the importance of gaining insights directly from students. By working with 5th and 7th-grade students, they ensure that young learners have a voice in shaping programs that support their academic progress and social-emotional development.  The district's commitment to inclusivity extends to the LCAP Family Survey process, where the input of foster youth, English learners, and low-socioeconomic families is actively considered. This multifaceted approach to seeking input underscores the district's dedication to making well-informed decisions that benefit all educational partners.|Based on the analysis of educational partner input and local data, the district has identified key areas for improvement in seeking input for decision-making. The district is enhancing communication channels through Parent Square, making it easier for parents, community organizations, and educational partners to provide input and stay informed about decisions and policies. This approach ensures that decisions are well-informed by both evidence and community feedback.  Additionally, the district is focused on providing family resources to support school climate and attendance. Multiple opportunities are being created at both the site and district levels for families to offer input. A monthly newsletter and short survey are sent to all parents, offering ways to support their child and become involved in their child's education. This year, each school is collaborating with their School Site Councils and parent groups to review and update the Parent Involvement Policy, ensuring that parents feel engaged in the decision-making process.  These efforts reflect the district's commitment to inclusive and informed decision-making that benefits the entire educational community.|Based on the analysis of educational partner input and local data, the district has developed a comprehensive strategy for 2025 to enhance the engagement of underrepresented families identified during the self-reflection process for decision-making. District and school-level staff and administrators actively participate in meetings, ensuring their valuable input is incorporated into the development of programs that support students and families. This collaborative effort enhances the decision-making process. Families with students in Special Education and English learner programs are consulted throughout the year to gather insights and perspectives, informing how these students can be better served.  In 2024, parent respondents reported strong agreement that they are provided multiple opportunities to be involved in their child's educational experience, underscoring the district's commitment to inclusive decision-making. The Director of Student and Family Engagement collaborates with Parent Involvement Coordinators at each school to enhance outreach efforts to underrepresented groups, including English learners, foster youth, homeless, and low-socioeconomic status families. This collaboration ensures these families are well-informed and engaged.  Administrators receive ongoing training, resources, and support to improve the engagement of underrepresented families at their schools. The District Advisory Committee and District English Learner Advisory Committee consist of parents and community members representing the diverse cultural, racial, ethnic, and linguistic backgrounds of student groups. These committees contribute to a more inclusive decision-making process.  By improving the engagement of underrepresented families, the district aims to create a more inclusive and equitable decision-making process, where the voices of these families are heard and valued, ultimately benefiting the entire educational community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
36676520000000|Chaffey Joint Union High|3|The District continues to uphold policies and practices that actively invite and support parent engagement. Board Policy 1090.1 School/Community Relations remains the foundation of the District’s parent and family engagement efforts. These policies continue to anchor family and community engagement across all sites. In alignment with the District’s vision of ensuring that all students graduate college- and career-ready, it regularly collects valuable input and feedback from educational partners through various means. This ongoing input informs and drives the implementation of practices at school sites, with the goal of more effectively strengthening staff capacity—among administrators, teachers, and classified employees—to build trusting, respectful relationships with families, foster inclusive and supportive school communities, and establish welcoming environments for all families. The District remains committed to embracing diversity and cultivating school climates where families from all backgrounds feel valued and respected. To this end, staff are supported in learning about each family's strengths, cultures, languages, and aspirations for their children. The District continues to prioritize the development of multiple opportunities for two-way communication between families and educators, using clear and accessible language. These efforts are consistently enhanced to ensure all families are able to meaningfully engage with their schools.|Based on the analysis of educational partner input and local data, the District’s primary focus area for improvement in building relationships between school staff and families continues to center on supporting staff in developing a deeper understanding of each family's strengths, cultures, languages, and goals for their children. While progress has been made, there remains a clear recognition of the need to further enrich awareness of the diverse backgrounds and evolving needs of families. To support this goal, the District maintains a District-wide Family and Community Engagement (FACE) Committee, led by the Director of Community Engagement. This committee is dedicated to expanding the District’s capacity to engage meaningfully with educational partners and to foster campus communities that reflect and honor the diverse student populations they serve. The District remains committed to equipping staff with the tools, knowledge, and strategies needed to build authentic and inclusive relationships with all families. In support of these efforts, the District continues to invest in resources that facilitate sustained family engagement and communication. These include robust translation services, culturally responsive materials, and family-centered workshops designed to empower parents and guardians in supporting their children's learning. Through this ongoing work, the District aims to close remaining gaps in family-school partnerships and strengthen the foundation for lasting collaboration.|The District remains deeply committed to strengthening the engagement of underrepresented families identified through the self-reflection process, particularly in the area of building relationships between school staff and families. The District affirms that all families—regardless of background or circumstance—deserve meaningful opportunities to participate in their children’s education. To advance this goal, the District continues to take intentional, proactive steps. Disaggregating educational partner feedback remains a critical strategy for identifying which groups may be underrepresented in engagement efforts. Understanding where gaps exist allows the District to design and implement targeted actions to better reach and support these families. Outreach initiatives continue to evolve to directly engage underrepresented families through personalized invitations to school events, culturally responsive workshops, and dedicated staff to support clear and accessible communication. The District recognizes that authentic engagement is built upon a deep understanding of the unique needs, voices, and perspectives of all families, and remains committed to listening with intention and responding with care. In addition, the District is committed to the ongoing evaluation of its policies and practices to ensure that any barriers to family engagement—whether structural or cultural—are identified and removed. The overarching goal is to cultivate inclusive, equitable school communities where every family feels welcomed, valued, and empowered to contribute meaningfully to their child’s educational experience. Through these sustained efforts, the District seeks to ensure that all families have a strong and influential voice in shaping the future of their children’s learning.|The District continues to demonstrate a strong commitment to strengthening partnerships that support improved student outcomes, grounded in the belief that student achievement is most powerfully influenced through reciprocal relationships between schools, families, and communities. In supporting educators, the District remains focused on providing professional learning and resources for teachers and principals that enhance their capacity to partner effectively with families. Equipping educators with the tools and strategies to build authentic school-family connections remains a central priority. At the same time, the District continues to expand access to meaningful information and resources for families, aimed at supporting student learning and development at home. These efforts are designed to ensure that families are well-prepared to reinforce educational success beyond the classroom. A key area of emphasis remains empowering families to understand and exercise their legal rights to advocate for their own children and for all students. The District seeks to build family capacity through transparent communication and accessible guidance, fostering informed engagement throughout the educational journey. To support this vision, the District continues to provide an academic counselor for every student, including designated counselors to serve student groups with specialized needs, such as English Learners. Each campus includes an Assistant Principal of Achievement, who leads parent training and informational sessions to further strengthen partnerships that promote student achievement. Additionally, the District offers workshops and training opportunities that address student mental health and academic success, reinforcing the home-school connection. Outreach staff play a vital role in providing mentorship and support to students in foster care, those who are unhoused, and unaccompanied youth. The Director of Special Education remains actively engaged with families of students with IEPs, working to ensure meaningful collaboration and alignment of services and supports across school sites.|Based on the analysis of multiple data sources, the District’s primary focus area for improvement in building partnerships for student outcomes continues to center on implementing policies and programs that strengthen collaboration among families, educators, and students. While significant progress has been made—particularly through the presence of trained personnel who help establish the foundation for these connections—the District recognizes the ongoing need to create more structured and intentional opportunities for meaningful communication and collaboration. The District continues to host regular meetings with families of English Learners, both in-person and virtually, through trainings embedded within ELAC, DELAC, and site-based meetings. These sessions are designed to support families in understanding and exercising their legal rights and advocating for both their own students and the broader student community. Topics addressed include School Site Council roles, ELAC and DELAC bylaws and procedures, ELPAC assessments, the California English Learner Roadmap Principles, the EL Master Plan, Reclassification criteria, the Newcomer Program, the English Learner Pathway, and digital platforms that facilitate parent-school communication—all focused on enhancing student outcomes for English Learners. To continue advancing this focus area, the District is actively developing strategies and expanding staff training to strengthen outreach, communication, and collaboration across all student groups. These efforts aim to ensure that students and their families are informed about academic progress and the systems of support available to them. The overarching goal is to foster a more collaborative educational environment, where all stakeholders are engaged partners in supporting student achievement and growth.|Recognizing the critical importance of ensuring that all families—regardless of background or circumstance—are active partners in their children’s education, the District remains fully committed to improving the engagement of underrepresented families identified through the self-reflection process, specifically in relation to building partnerships that support improved student outcomes. The District continues to prioritize building trust and fostering meaningful connections with these families, grounded in a thoughtful understanding of their unique needs, voices, and lived experiences. Central to this effort is the District’s ongoing reliance on its Family and Community Engagement (FACE) Committee and other parent leadership groups, which play a key role in informing the District’s strategies and collecting meaningful input. These insights enable the District to continuously refine its practices and more effectively engage underrepresented families. In addition, the District remains focused on identifying and removing barriers that may hinder family engagement. Language accessibility is supported through comprehensive translation and interpretation services to ensure that school personnel can communicate clearly and respectfully with all families. The District also continues to deploy Community Health Education Workers who serve as vital connectors for families facing community-based barriers that affect students’ ability to access educational resources fully. The overarching goal is to cultivate inclusive, equitable environments in which every family feels respected, supported, and empowered to advocate for their own student and for all students. Through these efforts, the District reaffirms its commitment to ensuring that underrepresented families are not only heard, but meaningfully included in shaping outcomes that support student success.|The District continues to make notable progress in seeking input for decision-making. A key focus has been on building the capacity of principals and staff to engage families meaningfully in advisory groups and key decision-making processes. This reflects the District’s ongoing commitment to ensuring that school personnel actively involve families in shaping important educational initiatives. Simultaneously, there has been clear advancement in supporting and empowering family members to participate effectively in advisory roles, equipping them with the tools and confidence to take an active role in influencing school and district-level decisions. This dual focus on staff and families has contributed to more inclusive and collaborative decision-making structures. The District remains dedicated to offering all families opportunities to provide input on policies and programs. Special emphasis continues to be placed on implementing intentional strategies to reach and elevate the voices of underrepresented groups within the school community. These efforts are designed to ensure that input is not only sought broadly but also reflects the diversity of the community served. Through this work, the District is actively cultivating inclusive environments and gathering diverse perspectives to ensure meaningful collaboration among families, teachers, principals, and district administrators. This collaborative approach supports the planning, design, implementation, and evaluation of family engagement efforts at both the school and district levels.|Drawing from a broad range of local data sources, the District has identified its primary focus area for improvement in seeking input for decision-making as enhancing the capacity of and support for family members to actively and effectively participate in advisory groups and decision-making processes. The District remains deeply committed to expanding access to training and resources that help families better understand and navigate advisory structures. With the development of a new LCAP and an expanded opportunity for comprehensive community engagement, there is a renewed focus on equipping families with the knowledge, confidence, and tools to contribute meaningfully to educational planning and policy decisions. To achieve this, the District is prioritizing targeted outreach and refining communication strategies to ensure that all families—particularly those from underrepresented groups—are aware of the opportunities available and feel welcomed and encouraged to participate. This intentional approach seeks to foster greater inclusivity and ensure that decision-making processes reflect a diverse range of perspectives and experiences within the community.|Improving the engagement of underrepresented families in decision-making remains a key priority for the District. Guided by findings from the self-reflection process, the District is committed to ensuring that all families—regardless of background—are welcomed, heard, and empowered to participate in shaping educational outcomes. To support this, the District will continue to take intentional steps: -Recognizing Diverse Needs: The District affirms the importance of understanding the cultural norms, languages, and communication preferences of all communities it serves. -Cultural Competency: Ongoing training for staff will build trust, enhance relationships, and improve communication with diverse families. -Language Access: Communication materials and feedback tools will continue to be available in multiple languages to ensure all families can engage.  -Varied Feedback Options: The District offers multiple avenues for input, including virtual and in-person meetings, online platforms, and culturally inclusive surveys. -Personalized Outreach: Individual communication through phone calls and home visits will remain a strategy to reach families who may not engage through traditional channels. -Inclusive Events: Meetings and events will continue to be scheduled at convenient times and accessible locations for underrepresented families. -FACE Committee Engagement: The FACE Committee will broaden its outreach, host events, support family communication, and advocate for community needs. -Action and Transparency: The District will share survey results and outline the steps it plans to take in response to family input to build trust and accountability. -Celebrating Diversity: The District will continue to host cultural events and heritage celebrations that honor and reflect the community’s diversity. -Ongoing Improvement: Engagement practices will be reviewed annually, with adjustments made based on feedback and evolving community needs. As a high school-only district, the District acknowledges the unique challenges of family engagement. However, it remains committed to continuous improvement, recognizing that lasting partnerships require ongoing reflection, responsiveness, and dedication. These efforts aim to create an inclusive culture where every family feels valued and has a voice in supporting student success.|3|4|2|3|3|3|2|3|4|3|3|3|Met||2025-06-11|2025
36676780000000|Chino Valley Unified|3|The District continues to offer workshops that support families during transitions between grades, ensuring that both students and their caregivers feel prepared and confident throughout each stage of their educational journey. These workshops provide valuable resources, guidance, and opportunities for families to engage directly with educators and staff.  Additionally, District-wide Action Teams for Partnership (ATP) meetings actively collaborate with school sites to share best practices, identify areas for growth, and develop innovative strategies. This collaboration strengthens our capacity to build and maintain strong partnerships with families and community members, fostering open and effective communication that benefits student success.  We also place a continued emphasis on implementing targeted strategies specifically designed to support our homeless and foster youth students and their families. These efforts include tailored outreach, resource coordination, and personalized support systems aimed at addressing their unique challenges and promoting stability, engagement, and academic achievement.|Based on the 2024–2025 School Quality Survey results, 85% of families agreed or strongly agreed that their school creates a welcoming environment for all families in the community. The District remains committed to strengthening staff capacity to build trusting and respectful relationships with families by enhancing opportunities for two-way communication. This includes expanding interactive committees that actively incorporate student voice and input.|To increase engagement with underrepresented families, the District provides bilingual support for both written and verbal communication. Bilingual Clerks, Community Liaisons, and HOPE Center staff play a vital role in connecting with families to promote equitable access to positive educational outcomes for all students. Additionally, feedback from underrepresented families is gathered through various district-wide and site-based collaborative sessions with educational partners. These insights inform recommendations and strategies reflected in the LCAP to better meet the needs of these families.|Chino Valley Unified School District (CVUSD) continually builds partnerships to strengthen student outcomes by providing families with valuable information and resources that support student learning and development at home. According to the 2024-2025 School Quality Survey, 89% of parents agree that our schools effectively inform families about school-sponsored activities such as tutoring, after-school programs, and student performances. Additionally, 95% of parents feel encouraged to attend these activities, and 90% agree that schools keep families informed of their student’s academic progress, for example, through the CVUSD Aeries Parent Portal. Furthermore, 87% of families report that the district provides multiple opportunities for two-way communication between families and educators, using language that is understandable and accessible.  In support of these efforts, CVUSD continues to increase the number of campus-based bilingual clerks and community liaisons annually, ensuring better communication and connection with our diverse community. Action Teams for Partnerships (ATPs) at each school site provide additional opportunities for collaboration among families and school staff. These teams focus on shared learning and the development of key documents such as the yearly Home-School Compact and the Family Engagement Policy.  Moreover, School Plans for Student Achievement (SPSA) are developed using multiple data points to outline a shared vision for student success. School Site Councils actively monitor and provide feedback on the SPSA, Home-School Compact, and Family Engagement Policy to ensure that the goals align with the Local Control Accountability Plan (LCAP) and address the needs of all students and families.|Chino Valley Unified School District (CVUSD) is committed to building strong partnerships with families to enhance student outcomes by providing resources and information that support learning and development at home. According to the 2024–2025 School Quality Survey, 89% of parents agreed that schools inform families about school-sponsored activities such as tutoring, after-school programs, and student performances. Additionally, 95% of parents agreed that families are encouraged to attend these school-sponsored activities. 90% of parents agreed that schools keep families informed of their child’s academic progress, including through tools such as the CVUSD Aeries Parent Portal. Furthermore, 87% of families agreed that the District provides multiple opportunities for two-way communication using language that is both understandable and accessible.  To further support family engagement, CVUSD continues to increase the number of campus-based bilingual clerks and community liaisons each year. Each school site also maintains an Action Team for Partnerships (ATP), composed of families and school staff. These teams focus on shared learning and collaborate on key family engagement documents, including the Home-School Compact and the Family Engagement Policy.  Additionally, each school develops a School Plan for Student Achievement (SPSA) informed by multiple data points and designed to outline a shared vision for student success. School Site Councils play a vital role in monitoring the SPSA, Home-School Compact, and Family Engagement Policy to ensure alignment with the District’s Local Control and Accountability Plan (LCAP).|The District continues to offer workshops for families that support students during key grade-level transitions. In addition, District-wide Action Team for Partnership (ATP) meetings support continued collaborate with school sites to strengthen existing partnerships and enhance communication. A continued focus will also be placed on implementing targeted strategies to better support homeless and foster youth and their families.|Chino Valley Unified School District (CVUSD) is committed to inclusive decision-making by actively seeking feedback and input from educational partners. According to the 2024–2025 School Quality Survey, 71% of parents agreed or strongly agreed that their school provides opportunities for families to participate in advisory groups and decision-making committees such as School Site Council (SSC), English Learner Advisory Committee (ELAC), Local Control and Accountability Plan (LCAP) Advisory Committee, and Superintendent’s Student Advisory Council (SSAC).  The District’s Family Engagement Center serves as a central hub where parents, families, staff, and community members can access training and workshops that support meaningful engagement in school and district-level decision-making. CVUSD principals and staff actively welcome and encourage educational partners to advocate for all students by participating in leadership and advisory roles.  School sites offer multiple avenues for family involvement, including participation in SSC, PTA/PTO/PFA, DELAC, ELAC, the LCAP Advisory Committee, PBIS parent representatives, the District Parent Advisory Committee, and the GATE Advisory Committee. These opportunities allow families to contribute input, share concerns, and engage in shaping policies and practices.  In the past year, the Family Engagement Center hosted 42 workshops designed to build the knowledge, skills, and relationships necessary for parents, staff, and administrators to effectively participate in the decision-making process.|Based on the 2024-2025 School Quality Survey, 71% of parents agreed or strongly agreed that schools offer opportunities for families to participate in advisory groups on decision making committees. CVUSD continues to focus on building the capacity of school site leadership and staff to effectively engage families in advisory groups in decision-making and implementing strategies to seek input from underrepresented groups in the school community.|The District will continue to provide school sites with training and materials to support the effective operation of School Site Councils and to build the capacity for meaningful family engagement in decision-making committees. To ensure equitable access, interpreters and translation services are made available so that language is not a barrier to participation. School sites utilize multiple platforms and communication tools, including translated materials, to gather input from families for committee decision-making. Additionally, school principals remain intentional in ensuring that underrepresented groups are included when selecting representatives to serve on committees, promoting inclusive and diverse participation.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
36676780137547|Allegiance STEAM Academy - Thrive|3|Allegiance STEAM Academy Thrive (Chino) continues to make progress in establishing strong and trusting relationships between school staff and families. Based on educational partner input and local survey data, the LEA is currently at the Initial Implementation stage across all key practices in this area, with demonstrated growth in several important domains. According to the most recent parent LCAP survey results, families noted increased satisfaction with communication and support from the school. In comparison to the prior year’s results, there was a +3.3% increase in agreement that the school understands and supports their child's strengths and needs, a +1.6% increase in satisfaction with communication from administration, and a +1.3% increase in communication with teachers. These gains reflect the school’s investment in more consistent and accessible communication strategies. ASA Thrive has implemented a range of practices that foster visibility and accessibility of school leadership and staff. Monthly “Coffee with Admin” sessions and school-wide events such as “Meet Your Wolfpack” offer multiple avenues for parents to engage in meaningful dialogue with educators and administrators. These events have helped strengthen the sense of community and connection between families and the school. The school has also emphasized professionalism and clarity in communication by encouraging staff to follow up on all in-person or phone conversations with families through objective email summaries. This practice ensures alignment, builds trust, and fosters transparency across all grade levels and departments. ASA Thrive prioritizes communication accessibility across languages spoken in the community. The school’s website, primary communication platform (ParentSquare), and survey platform (Jotform) are all accessible in families’ home languages, ensuring that key information, engagement opportunities, and feedback mechanisms are inclusive and equitable. To create a welcoming environment, ASA Thrive ensures that campus spaces reflect family-friendly values, including student work displays, bilingual signage, and trained front office staff who contribute to a sense of belonging for all families. These practices demonstrate the school’s commitment to making families feel invited and included from the moment they step onto campus. ASA Thrive also supports staff in learning more about the languages, backgrounds, and goals of the families they serve. Professional development opportunities have introduced staff to foundational relationship-building strategies, including trauma-informed approaches and communication best practices. These learning experiences are laying the groundwork for a deeper culture of partnership throughout the school community. In summary, ASA Thrive is making steady progress in building authentic relationships between families and staff. Through ongoing reflection, consistent outreach, and structured engagement opportunities—delivered in famil|Based on analysis of local survey data and educational partner input, ASA Chino has identified several key areas for improvement in building relationships between school staff and families. Although initial implementation practices are in place, results from the 2025 parent LCAP survey indicate that perceptions of family engagement opportunities declined in key areas. Specifically, parent agreement that there are multiple opportunities for involvement decreased by -2.8%, and perceptions that the school actively seeks their input declined by -1.6%. These findings suggest the need for more intentional, visible, and consistent strategies to ensure families feel invited to participate in the life of the school and that their voices are meaningfully heard. While events and engagement platforms exist, the current approach may not yet be fully inclusive or accessible to families with diverse schedules, languages, or comfort levels in navigating school systems. To address these gaps, ASA Chino will explore structured strategies to better understand and meet families where they are. This may include expanding outreach efforts beyond traditional formats, increasing staff training on proactive engagement practices, and developing tools for tracking and responding to family input in a transparent manner. Additionally, while front office staff and administrators are accessible, some families may still perceive a lack of regular, two-way dialogue. ASA Chino will prioritize efforts to deepen relational trust through more personalized outreach. These areas for improvement are directly aligned with ASA’s mission to partner with families as co-educators and champions of their children’s learning. Moving forward, these focus areas will inform the school’s family engagement planning and continuous improvement cycles to ensure that every family feels seen, valued, and empowered to contribute.|ASA Chino is committed to improving engagement with underrepresented families by expanding access, visibility, and responsiveness across all aspects of school-family partnership. Based on the self-reflection process and survey data, the LEA recognizes that while foundational practices are in place, not all families—particularly those who may be new to the school community, speak a language other than English, or have limited availability—are fully engaged or feel represented in school interactions. To address this, ASA Chino will implement targeted strategies to reduce barriers and increase inclusion. First, the LEA will expand its outreach methods to include more personalized contact through phone calls, text messages, and home language communication platforms, ensuring all families receive timely, understandable information. Staff will be supported in proactively reaching out to families who may not attend large events or respond to email communications, including those from historically underrepresented groups. Second, the school will offer a wider variety of engagement opportunities at varied times—such as evening or virtual sessions—to accommodate working families. Events will be designed to be family-friendly, culturally affirming, and welcoming to all, with interpretation services offered whenever needed. The LEA will also explore hosting focus groups or listening sessions with underrepresented families to better understand their experiences, preferences, and barriers to engagement. To support sustained improvement, ASA Chino will continue building staff capacity through professional development focused on empathetic listening, inclusive practices, and relationship-building strategies. Staff will receive tools and guidance for documenting and following up on family input, helping to create a cycle of engagement where families see the tangible impact of their voices. Finally, ASA Chino will continue using data—such as survey responses disaggregated by subgroup participation and engagement levels—to monitor progress and adjust strategies accordingly. The school’s goal is to ensure that all families, regardless of background or circumstance, feel welcomed, respected, and essential to the success of the learning community.|Allegiance STEAM Academy Thrive (Chino) continues to build momentum in creating strong partnerships with families to support student learning and development. Based on local data and educational partner input, ASA Chino is at the Initial Implementation stage for practices in this area, with emerging strengths in areas tied to access to learning supports, open communication, and shared responsibility for student growth. 2025-26 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Page 12 of 29 The most recent parent LCAP survey results reveal progress in how families perceive the school’s support for their children. There was a +3.3% increase in agreement that ASA Chino understands and supports each student’s strengths and needs. Communication with teachers and administrators also improved slightly, signaling a growing foundation for collaborative relationships focused on student success . One of ASA Chino’s key strengths lies in its proactive outreach to families regarding student progress and learning needs. Teachers maintain regular communication through ParentSquare, phone calls, and emails, and are encouraged to offer personalized check-ins when academic or behavioral concerns arise. These interactions are typically followed by objective summaries to ensure clarity and continuity of support. Family-facing platforms, including ASA’s website, communication tool (ParentSquare), and survey platform (Jotform), are available in families’ home languages, enhancing equitable access to information and increasing opportunities for participation. These tools help ensure that families can easily receive updates about their child’s progress and school events, and respond or ask questions in their preferred language. To strengthen partnerships, ASA Chino offers multiple structured opportunities for families to engage directly with the learning process. These include Triad (parent-teacher-student) conferences, intervention meetings, student-led presentations, and workshops (e.g., ELAC) focused on home-based learning strategies. Events such as “Math Nights” and “STEAM Live” are being introduced or expanded to help families better understand grade-level expectations and student performance metrics. In addition, the school collaborates closely with families of English Learners and students with disabilities. Designated staff provide interpretation and translation services, and individualized meetings are held regularly to codevelop strategies that support student growth at home and at school. Professional development for teachers and staff contribute to building a schoolwide culture of collaboration with families. Through this multifaceted approach, ASA Chino is building a solid foundation for family partnerships that enhance student outcomes. While there is room to deepen consistency across classrooms and further personalize outreach, the current practices reflect meaningful progress toward a more inclusive, responsive, and outcom|Based on analysis of educational partner input and local LCAP survey results, ASA Chino has identified several key areas for improvement in building partnerships that directly support student outcomes. While foundational systems and tools are in place, the LEA is focused on increasing consistency, depth, and staff training related to family engagement practices. One key area for growth is the development of formalized onboarding and training processes for new employees that explicitly address expectations and strategies for building academic partnerships with families. Currently, new teachers and instructional aides are not systematically trained on family engagement best practices as part of their induction. This gap presents an opportunity to institutionalize a shared understanding of what strong school-home collaboration looks like across roles and departments. Additionally, while ParentSquare and other platforms are effectively used to share information, survey data suggests that not all families feel fully empowered to support student learning at home or partner in academic planning. ASA Chino will explore ways to make communication more personalized and actionable—for example, by increasing the frequency of targeted updates on student progress, offering tips for supporting learning at home, or providing clearer explanations of academic interventions. Families also shared a desire for deeper engagement in academic decision-making and understanding how their input connects to student-level outcomes. As such, ASA Chino will explore new family workshops and feedback  2025-26 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Page 13 of 29 opportunities that focus on interpreting data (e.g., assessment results, progress reports) and collaborating with educators to set shared goals. Furthermore, while individual teachers and teams have made strong strides in relationship-building, practices vary widely across the campus. ASA Chino recognizes the need to move from isolated examples of strong practice to schoolwide systems that ensure all families receive regular, high-quality opportunities to support learning— particularly those from underrepresented or hard-to-reach groups. Finally, ASA Chino is working to create clearer bridges between family engagement and academic success. This includes integrating family partnerships into site-level plans, PLC data conversations, and support team processes. Doing so will help ensure that the work of engaging families is not just relational, but also instructional and strategic in nature. These focus areas will guide the LEA’s continuous improvement planning to ensure all families are informed, equipped, and valued as essential partners in their children’s learning.|ASA Chino is committed to strengthening partnerships with underrepresented families—particularly those who may be less engaged due to language barriers, work schedules, unfamiliarity with the school system, or prior educational experiences. Based on the self-reflection process and educational partner feedback, the school has identified a need for more intentional outreach and inclusion strategies to better support these families in actively contributing to their children’s academic success. To improve engagement, ASA Chino will continue leveraging accessible communication platforms such as ParentSquare and Jotform, both of which provide information and surveys in families’ home languages. The school’s website is also fully translatable, ensuring that all parents—regardless of language—can access academic updates, event details, and instructional resources in a format they understand. ASA Chino will increase the variety and flexibility of family engagement opportunities to better accommodate the diverse schedules and needs of its community. In addition to traditional events, the school will expand virtual options, offer recorded sessions, and provide flexible one-on-one meeting times with staff. These efforts are aimed at reaching families who are unable to attend events during standard school hours. The school will also develop targeted outreach efforts, such as family listening sessions and small-group academic workshops for families of English Learners, students with disabilities, and those who may be economically disadvantaged. These forums will focus on helping parents understand grade-level expectations, assessments, and how to support learning at home. By demystifying academic processes, ASA Chino aims to empower families to take a more active and confident role in their child’s educational journey. Staff will receive additional guidance and professional learning on how to build and sustain academic partnerships with families from underrepresented backgrounds. This includes training on personalized outreach, tools for tracking and following up on parent input, and culturally responsive practices that help families feel seen, respected, and included. To ensure the school’s efforts are effective, ASA Chino will regularly review participation data and feedback to identify trends and adjust its strategies accordingly. The school is committed to fostering an environment where all families—regardless of language, background, or circumstance—are equipped to engage in meaningful ways that positively impact student outcomes.|ASA Chino demonstrates significant strength in creating systems and structures that allow families to meaningfully contribute to school-level decision-making. The school is currently at the Full Implementation stage in multiple key practices related to seeking family input and supporting advisory participation, reflecting its strong culture of collaboration and responsiveness. One of ASA Chino’s most significant achievements in this area is its consistently high parent participation rate in feedback surveys. The school regularly sees response rates exceeding 90%, including the annual LCAP Parent Survey, which informs goal-setting, resource allocation, and strategic planning. This level of participation is indicative of a school culture that prioritizes accessibility, trust, and parent voice. In addition to survey-based feedback, ASA Chino provides multiple, consistent opportunities for families to share input and participate in collaborative decision-making. Signature events such as Meet Your Wolfpack, Triad Conferences, student-led celebrations, and STEAM Live serve dual purposes: fostering a sense of school community while also providing platforms for real-time feedback and discussion between families and staff. These events are designed with inclusivity in mind and are well-attended across grade levels and subgroups. The school has also invested in building the capacity of both staff and families to engage in advisory groups and planning processes. Parents and guardians participate in a variety of school committees and working groups, including the English Learner Advisory Committee (ELAC) and the School Site Council (SSC). Administrators support these groups with context, training, and materials that empower families to contribute meaningfully to dialogue and decisions. Likewise, staff receive guidance on how to facilitate inclusive conversations and follow up on family feedback. 2025-26 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Page 15 of 29 ASA Chino's use of tools like ParentSquare and Jotform—both accessible in families’ home languages—further enhances inclusivity and reach. These platforms ensure that families can respond to surveys, RSVP to meetings, and submit comments in a format and language that works for them. While the school rates at the Initial Implementation stage for fully integrating families into the design, implementation, and evaluation of family engagement activities, there is clear momentum in this direction. ASA Chino has begun developing shared planning practices involving both staff and families, and intends to scale these efforts across grade levels and programs in the coming year. In summary, ASA Chino is making strong, measurable progress in seeking and incorporating family input into its decision-making structures. With consistently high response rates, strong attendance at school events, and meaningful advisory participation, the school is well-positioned to deepen its fami|While ASA Chino has made substantial progress in creating accessible and inclusive systems for family feedback and advisory participation, the school recognizes the need to deepen its efforts in co-designing family engagement activities with families, teachers, and administrators. This area, rated at Initial Implementation, represents a key growth opportunity in ASA Chino’s broader family engagement strategy. Specifically, the school has identified that many family engagement events—while well-attended and positively received—are still largely designed and led by school staff. There are limited examples where families have been actively involved in planning, implementing, or evaluating these initiatives from the outset. As such, there is an opportunity to shift from family participation to authentic family partnership in the design process. Additionally, while advisory groups such as the School Site Council (SSC) and English Learner Advisory Committee (ELAC) are functioning effectively, participation can become more robust and diverse. The school will work to ensure that these groups are not only compliant but also representative of all student populations, particularly families of underrepresented groups. Recruiting a wider range of family voices and ensuring they are equipped to contribute meaningfully to decision-making processes is a focus area moving forward. ASA Chino also aims to create more feedback loops—systems for demonstrating how family input directly influences school policies, practices, and priorities. Although survey results and input from family meetings are reviewed internally, there is room for improvement in how outcomes are communicated back to the community to foster transparency and trust. By focusing on inclusive co-design, broadening advisory participation, and strengthening communication of outcomes, ASA Chino aims to deepen its culture of shared ownership and elevate the role of families as authentic partners in shaping the educational experience.|ASA Chino is committed to improving how underrepresented families engage in school decision-making processes by intentionally expanding access, representation, and influence across advisory structures and feedback systems. Based on the self-reflection process and analysis of local data, the school has identified several strategies to ensure that all families—especially those from historically underrepresented groups—have the opportunity and support to participate meaningfully. To begin, ASA Chino will focus on diversifying participation within its advisory committees, such as the School Site Council (SSC) and English Learner Advisory Committee (ELAC). The school will enhance outreach efforts to ensure  2025-26 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Page 16 of 29 these groups better reflect the school’s demographic makeup, with specific attention to including parents of English Learners, students with disabilities, and socioeconomically disadvantaged students. Recruitment materials and personal invitations will be made available in families’ home languages and delivered through trusted channels, including ParentSquare, direct teacher outreach, and in-person communication. The school will also offer orientation and support sessions for families who express interest in participating in advisory roles. These sessions will cover the purpose and structure of each group, how to contribute effectively, and the ways in which input informs school-level decisions. By demystifying the process and creating low-pressure entry points, ASA Chino aims to build confidence and capacity among families who may be new to these roles. To further ensure accessibility, meetings will be offered in both in-person and virtual formats, with interpretation services provided as needed. Meeting materials, agendas, and minutes will be translated and distributed in advance to allow all members to engage in meaningful ways. ASA Chino will also strengthen two-way communication efforts by expanding the use of multilingual digital surveys, short-form feedback tools, and post-event reflections to gather input from families who may not serve on formal advisory bodies. Feedback will be shared back to the community through newsletters, ParentSquare posts, and school meetings, demonstrating how parent voices shape decisions and reinforcing the value of participation. Finally, staff and administrators will receive training on inclusive facilitation and strategies for engaging underrepresented families in decision-making. This includes learning to recognize and address barriers to participation, proactively invite feedback, and validate contributions from all members of the school community. Through these actions, ASA Chino will ensure that underrepresented families are not only invited to participate but are equipped and encouraged to take on active roles in shaping the policies, programs, and priorities that impact their children’s educational ex|3|3|3|3|3|3|3|3|4|4|5|3|Met||2025-06-17|2025
36676860000000|Colton Joint Unified|3|Based on educational partner input and local data, CJUSD has made significant progress in building strong relationships between school staff and families. CJUSD offers a wide range of real-world elective courses that engage students and prepare them for practical experiences. Additionally, initiatives promoting kindness, responsibility, and multicultural awareness contribute to a positive school culture, strengthening connections between students, staff, and families. Academic support, including after-school tutoring and online assistance, ensures students receive the help they need beyond the classroom, reinforcing school-family partnerships. The district continues to prioritize open communication and collaboration, with leadership—including the superintendent, principals, and district staff—actively engaging with parents. Platforms such as ParentSquare, email, and an expanded social media presence foster strong connections and responsiveness. CJUSD is also increasing parent engagement by expanding support for the African American Parent Advisory Council (AAPAC) through additional meetings, resources, and targeted academic assistance for African American students. Furthermore, district meetings remain inclusive, offering multilingual support, structured participation activities, and diverse outreach efforts to ensure all voices are heard. Increased participation in LCAP surveys reflects growing family involvement, reinforcing CJUSD’s commitment to meaningful collaboration with parents and the community.|Based on the information provided, CJUSD can focus on the following areas to further strengthen relationships between school staff and families: Expanded Parent Engagement Opportunities – Increase structured opportunities for parents to engage with schools, such as more frequent meetings, parent workshops, and mentorship programs for families.   Enhanced Communication & Outreach – Continue to improve the use of ParentSquare, email, and social media while expanding multilingual communication efforts to ensure all families receive timely and accessible information.   Stronger Academic Support for Families – Provide more parent education programs, such as technology training, navigating online learning platforms, and understanding academic expectations to better support student success at home.   More Inclusive Decision-Making – Strengthen parent involvement in school and district-level decision-making by increasing participation in SSC, ELAC, DELAC, and other advisory committees.   Targeted Support for AAPAC Families – Expand resources and academic support for African American students and their families through culturally responsive programs, student mentorship, and increased outreach efforts.   Strengthening After-School and Tutoring Programs – Expand tutoring and academic intervention programs, ensuring that families are well-informed and involved in their child’s learning progress.   By focusing on these areas, CJUSD can continue to foster a strong, collaborative relationship between school staff and families, ultimately supporting student success and a more engaged school community.|To improve engagement with underrepresented families, CJUSD will expand efforts to foster inclusivity, cultural awareness, and stronger school-family connections. The district will continue offering diverse, real-life elective courses while emphasizing multicultural engagement and celebrating diversity, ensuring all students and families feel represented and valued. CJUSD will also enhance communication by increasing access to meetings, workshops, and forums where families can actively participate. Utilizing platforms such as Thought Exchange, ParentSquare, and email, the district will ensure clear, multilingual communication and create a welcoming environment for all families. Parental involvement in decision-making will be strengthened by expanding multilingual meetings and providing structured participation activities. Underrepresented families will be encouraged to share their perspectives through surveys and advisory groups. Additionally, the district will address key concerns, such as increasing funding for field trips, improving access to special education services, and ensuring diverse representation in staff and curriculum. Mental health support and equitable access to resources remain priorities. CJUSD will continue to expand student and family support services, ensuring all students have the tools they need to succeed. By focusing on these areas, the district aims to build stronger, more inclusive relationships with underrepresented families and create a supportive school community.|CJUSD actively builds partnerships for student success through various programs, district meetings, and community events. Now in its third year of implementing the district’s design plan, CJUSD provides parents and community members with opportunities to engage in district meetings, including Community Cabinet, and participate in workshops at both the district and site levels to support positive student outcomes. The district has also prioritized cultural competency by conducting interviews with African American and Multilingual English Learner students and sharing findings with parents and educators to develop targeted action plans. This year, the same process is being conducted with Special Education students, with results to be shared in the fall. CJUSD offers extensive college and career readiness programs, including career pathways and AVID, aimed at preparing students for success beyond high school. The district’s Early College program, now in its second year at Bloomington High School and first year at Colton and Grand Terrace High Schools, enables students to graduate with both a high school diploma and an Associate of Arts (AA) degree. Career exploration activities and field trips at the elementary and middle school levels further reinforce these pathways. CJUSD hosts annual district events such as college and career fairs, Pencil, Pen & Brush, Science Fair, Tomorrow’s Leaders, and student recognition programs, providing families with meaningful engagement opportunities. The district also offers expanded learning programs, including before- and after-school enrichment, 30 additional learning days on non-school days, and a pilot high-dosage tutoring program at elementary schools to enhance student achievement. Additionally, parents and community members actively participate in quarterly Community Cabinet meetings, where district programs and initiatives are highlighted.|Based on the analysis of educational partner input and local data, areas of focus for  improvement are school climate, attendance, English Language Arts and Mathematics and a focus on differentiated instruction for all learners but specifically targeting English Learners, African American, Foster Youth and Special Education students.   Continued improvement of implementing PBIS across the 3 tiers is critical to addressing a positive school culture.  School sites are focused on implementing restorative practices to help support student success.  We will continue to work with school sites on communication with parents and community partners to improve relationships and understand resources and support available to students and families.  CJUSD will continue to provide support for students on school sites with Teachers on Assignment, literacy coaches, enrichment teachers, elementary counselors, after-school tutoring, high-dosage tutoring, reading specialists, and wellness staff to support increased student outcomes.|CJUSD will enhance engagement with underrepresented families to strengthen partnerships for student outcomes by increasing attendance and participation in English Language Advisory Committee (ELAC) meetings, establishing more African American Parent Advisory Committees (AAPAC) at the site level, and expanding involvement in DPAC and AAPAC at the district level. Additionally, the district will foster stronger collaborations with local community partners through Community Cabinet meetings. To further support families, CJUSD will improve communication efforts to encourage greater participation in site and district workshops, equipping parents with the knowledge and resources needed to navigate the school system and effectively support their child's success.|Based on the analysis of educational partner input and local data, the LEA has identified key areas for improvement in seeking input for decision-making. These include enhancing communication and engagement with parents, ensuring equitable representation across all schools, and refining metrics to gain a more comprehensive understanding of student needs and experiences. One priority is increasing parent participation in district communication platforms, such as Q Communique and the Parent Portal, to improve access to information and opportunities for involvement. Additionally, the LEA aims to ensure equitable representation by actively engaging parents and guardians from diverse backgrounds in decision-making processes. This year, the district refined its metrics to provide a more holistic view of student well-being and school climate. While existing metrics such as the Dashboard, school climate data, and chronic absenteeism remain the main focus, new indicators have been introduced to better capture student experiences. These include mental health measures, staff connectedness, and student surveys focused on their school environment and access to support services. Furthermore, in response to educational partner feedback, the LEA is committed to strengthening parent and family engagement, expanding staff training and professional development, and improving access to mental health resources. By addressing these needs, the district aims to enhance decision-making processes and foster greater student success.|CJUSD actively seeks input from educational partners to inform decision-making through various parent and community committees. At the district level, these include the District Parent Advisory Committee (DPAC), LCAP Parent Committee, District English Language Advisory Committee (DELAC), African American Parent Advisory Committee (AAPAC), Dual Immersion Parent Network (DIPN), and Community Cabinet. Additionally, GATE and Special Education Nights provide support and resources for families in these programs. Each school site also maintains School Site Councils and English Language Advisory Committees (ELAC) to engage parents at the local level. CJUSD fosters a culture of openness and collaboration, with the superintendent, principals, and staff committed to engaging with parents. Communication is facilitated through multiple platforms, including ParentSquare, Class Dojo, Thought Exchange, and email, while social media enhances outreach and opportunities for input. While some schools face challenges in participation, ongoing efforts are being made to strengthen engagement in the decision-making process. To ensure accessibility, many district meetings are offered in a hybrid format, making it easier for parents of low-income, English Learner, and Foster Youth students to participate. Structured activities and multiple communication channels encourage meaningful involvement and feedback. The LCAP survey, widely distributed via email, the district website, and social media, has seen increased participation, reflecting greater educational partner input. CJUSD also demonstrates transparency through public hearings and by posting the Superintendent’s responses online. Educational partners play a vital role in shaping district initiatives, as committees analyze data, establish goals, and propose key metrics. The district’s equity-focused approach ensures that student needs—ranging from academic support to mental health services and cultural representation—are prioritized. Overall, CJUSD’s strength lies in its inclusive approach to engagement, leveraging multiple communication channels, fostering collaboration, and integrating diverse perspectives into meaningful decision-making.|To enhance engagement of underrepresented families in decision-making, CJUSD will implement targeted strategies based on educational partner input and local data. First, improving communication will be a priority. The district will expand outreach efforts to ensure families are well-informed about meetings and events through multiple platforms, including Q Communique, email, and social media. Second, accessibility and inclusivity will be strengthened in decision-making processes. Meetings will be conducted in both English and Spanish, with active invitations extended to diverse parent groups such as DELAC and AAPAC, ensuring that underrepresented families have a meaningful voice in shaping policies and programs. Additionally, the district has refined its metrics to gain deeper insights into the experiences and needs of underrepresented students and families. This includes incorporating new indicators related to mental health, staff connectedness, and student perceptions of support and inclusion. By enhancing communication, fostering inclusivity, expanding parent engagement, and refining data collection, CJUSD aims to increase representation of underrepresented families in decision-making, ultimately creating a more equitable and supportive educational environment.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
36676940000000|Cucamonga Elementary|3|We continue to provide in school solution advisors at each of the school sites to help students create plans for improvement as necessary. Our district also provides parent liaisons that support our sites with connecting families in need of resources that impact our students educational and emotional success.|CSD continues to work with parents to support student and family needs. We continue to identify our families needs and areas of support through various meetings and surveys. We are streamlining and strengthening the use of our Parent Portal and Parent Square to enhance communication with our families and community.|CSD provides various opportunities for our families to participate in classroom and school site events that is responsive to the diverse communities we serve within our community.|We continue to provide In School Solution (ISS) advisors at each of the school sites to help students create plans for improvement as necessary. Our district also provides parent liaisons that support our sites with connecting families in need of resources that impact our students educational and emotional success.|CSD uses various methods of gathering input from our educational partners via online and paper surveys and in-person meetings. Our methods of communication are improving as we continue to use Parent Square and enhance our Parent Portal.|CSD provides various opportunities for our families to participate in classroom and school site events that is responsive to the diverse communities we serve within our community.|CSD continues to work with parents to to receive input on how parents can support our student and provide input as decision makers for our schools and district. We continue to identify our families needs and areas of support through various meetings and surveys. We are streamlining and strengthening the use of our Parent Portal and Parent Square to enhance communication with our families and community.|CSD uses various methods of gathering input from our educational partners via online and paper surveys and in-person meetings. Our methods of communication are improving as we continue to use Parent Square and enhance our Parent Portal.|CSD is streamlining and strengthening the use of our Parent Portal and Parent Square to enhance communication with our families and community. All of our Parent Portal communications are available in the families language.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
36677020000000|Etiwanda Elementary|3|Based on an analysis of educational partner feedback and local data, the Etiwanda School District (ESD) demonstrates considerable strengths and continuous progress in building positive relationships between school staff and families. ESD excels in creating warm, inclusive, and welcoming environments where families consistently feel valued and respected. This success is supported by recent self-assessment results, indicating a full implementation level (rating 4) in providing welcoming school atmospheres demonstrating the ongoing dedication to inclusivity. In addition, ESD has fully implemented (rating 4) initiatives at helping staff understand and appreciate each family's unique cultural, linguistic, and personal strengths, as well as their educational aspirations for their children. Educational partners consistently highlight that our efforts to acknowledge family diversity significantly enhance the school climate, promoting a sense of belonging and respect in the school community. Communication stands out as a particular area of strength. ESD has achieved full implementation and sustainability (rating 5) in facilitating clear, accessible, and effective two-way communication with families. Through platforms such as district apps, websites, emails, and in-person interactions, including parent-teacher conferences, our staff ensures consistent and meaningful dialogue. The communication platforms and district structures support families to actively participate in their child's educational journey, reinforcing trust and collaboration between home and school. Although strong foundations are clearly established, the data also reflect areas for continued growth, particularly in supporting staff capacity for building trust-based relationships, currently rated at the initial implementation stage (rating 3). This insight indicates an opportunity to further strengthen relationships through targeted professional development and ongoing training for staff members at all levels. ESD’s strengths lie in the well-established environments at each of the 17 school sites, the recognition and celebration of family diversity, and our highly effective communication practices. Moving forward, efforts to build upon these strengths will continue. Targeted efforts will further enhance our staff’s capacity to establish trusting, respectful relationships to ensure engagement from all families as true educational partners in their child’s education.|Based on the analysis of educational partner feedback and local data, the Etiwanda School District (ESD) has identified specific areas for continued growth in building relationships between school staff and families. While significant progress has been achieved, particularly in welcoming environments and effective communication, ongoing improvement is needed in strengthening staff capacity to build trusting relationships with families, currently at Level 3 (Initial Implementation). Key Areas for Improvement: •	Building Trusting Relationships: Enhancing our staff’s ability including administrators, teachers, and classified personnel to consistently establish respectful and trusting relationships with families is a priority. To address this, targeted professional development and ongoing support will focus on strategies for authentic engagement, active listening, and relationship-building. In addition, translation devices will be utilized to assist with the communication in school offices and help streamline supports for students and families.  •	Deepening Cultural Responsiveness: Although ESD demonstrates full implementation (Level 4) in understanding and respecting the diverse cultural and linguistic backgrounds of families, we hope to incorporate culturally responsive practices even more deeply into daily interactions and instructional methods. A focus includes our multi-year Culturally Responsive Teaching and Learning professional development program with ongoing support provided through cohorts at the school sites and  •	Sustaining Effective Communication: ESD excels in two-way communication, rated at full implementation and sustainability (Level 5), yet continued emphasis on refining our communication practices is essential to maintain an engagement community. Future efforts will further expand language options, utilize culturally relevant communication strategies, and offer additional opportunities for family input for ongoing responsiveness to families' evolving needs. By emphasizing these focus areas, ESD is dedicated to deepening connections with all families, ensuring inclusive, culturally responsive, and trusting relationships that enhance our educational partnership and support student success.|The Etiwanda School District (ESD), through its broad outreach efforts, including LCAP surveys, Thought Exchanges, advisory committees like DELAC, AAPEAC, and SEAC, as well as community forums, and leadership meetings, with analysis of state and local data, has recognized the importance of strengthening engagement with underrepresented families. This focus emerged from both educational partner feedback and the district’s Priority 3 Self-Reflection Tool, where the areas of building trust and promoting culturally responsive practices were identified as being in the early stages of implementation. Understanding the important role that meaningful and respectful relationships play in student achievement, ESD is taking targeted steps to ensure all families feel connected to and supported by their school community. One of the district’s key strategies involves hosting events specifically designed to reach families who may not traditionally engage with schools. These events, such as English Learner Parent Nights and site-based conversations under the “Our School, Our Story” model, are planned with language access and cultural relevance in mind, offering translation and meaningful opportunities for dialogue. Alongside these broader efforts, ESD is also enhancing personalized communication by prioritizing home visits, outreach in families’ preferred languages, and regular contact by school staff assigned to build ongoing relationships with underrepresented families. Cultural responsiveness remains a priority, with the district’s multi-year training initiative focused on Culturally Responsive Teaching and Learning continuing. These trainings are intended to deepen staff awareness of family backgrounds and support the development of inclusive, affirming practices across school settings. Communication efforts are continuing to expand, even as the district’s app reaching over 18,000 downloads engaging nearly all of our families. Future improvements will center on making messages more accessible and encouraging reciprocal communication, particularly for families of English Learners, students with disabilities, and Foster Youth. Through these coordinated actions, ESD is working to ensure that every family regardless of background and language feels welcomed, heard, and valued. The district remains committed to creating strong partnerships grounded in trust, mutual respect, and open communication, recognizing that such relationships are essential to helping all students thrive.|The Etiwanda School District (ESD) continues to demonstrate meaningful progress in building strong partnerships with families to support student learning and academic success. Through ongoing analysis of educational partner feedback, ESD has identified clear strengths in fostering collaboration between schools and families. Our efforts reflect a shared commitment to ensuring families are informed, supported, and active participants in their children’s education. A central area of strength lies in professional learning for educators. With a self-reflection rating of Level 4 (Full Implementation), ESD has prioritized training for teachers and principals that enhances their capacity to partner with families effectively. Professional development offerings emphasize regular and frequent communication, academic conferencing strategies, and collaborative goal-setting. The goal for these sessions is to build trust and align support systems for students both at home and at school. Another area of progress is the consistent provision of resources and tools that help families support learning beyond the classroom. Also rated at Level 4, this area has benefited from a range of accessible supports, including curriculum guides, digital resources, parent workshops, and translated materials. These efforts are reinforced by survey data showing high levels of parent satisfaction with the information they receive to help their children succeed. ESD has also fully implemented systems that encourage ongoing dialogue between families and school staff about student progress. Regular parent-teacher conferences, academic check-ins, and goal-setting meetings are embedded into the school year, creating multiple opportunities for collaborative planning. This two-way exchange helps ensure that learning goals are clearly understood and supported by all educational partners. While overall engagement efforts are strong, supporting families in understanding their rights remains an area of ongoing growth. Currently rated at Level 3 (Initial Implementation), this work is being addressed through enhanced outreach during Individualized Education Program (IEP) and 504 meetings, training on educational rights for families of English Learners and students with disabilities, and expanded access to translated information.|The Etiwanda School District remains committed to strengthening partnerships that support student outcomes. This year, our primary focus is enhancing how we support families in understanding their educational rights. While communication and engagement are well-established, feedback indicates that some families need clearer, more accessible information about available supports. In response, we will expand multilingual resources, offer targeted workshops, and build staff capacity to guide families through key educational milestones. This information will be shared through a variety of methods, including parent engagement nights, in-person meetings, and targeted communication efforts for impacted families. These actions aim to increase confidence, clarity, and meaningful participation across all student groups.|The Etiwanda School District values strong, collaborative relationships with families and continues to prioritize inclusive practices that ensure all voices are heard. Educational partner input gathered through surveys, Thought Exchanges, advisory committee meetings, and community forums reflects a consistently positive experience for families. This is supported by parent survey data, with 97% indicating their child’s school provides meaningful opportunities to engage in their education, such as events and newsletters; 97% agreeing that school staff are friendly, helpful, and care for students from diverse backgrounds; and 96% reporting that their school fosters trust and strong relationships between families and staff. These results affirm the district’s welcoming climate and the success of its ongoing outreach efforts. To build on this momentum, ESD will expand access to culturally responsive engagement opportunities including in-person parent nights, small-group meetings, and translated resources that support deeper understanding of educational processes. Special attention will be given to families of English Learners, Foster Youth, and students with disabilities through personalized outreach and workshops—such as sessions focused on navigating IEPs and 504 plans. These efforts are designed to remove barriers and ensure all families feel empowered to participate meaningfully in their child’s educational journey.|The Etiwanda School District has built a strong, inclusive culture of engagement that actively invites and values family input in school and district decision-making processes. Educational partner feedback, along with Priority 3 self-reflection data, highlights the district’s commitment to collaboration and shared leadership. Three of the four areas in this section were rated at Level 5 (Full Implementation and Sustainability), reflecting long-standing and well-integrated practices. One of the district’s key strengths is its intentional approach to building the capacity of both school staff and family members to meaningfully engage in advisory groups and decision-making bodies. Through ongoing training, transparent communication, and structured meeting formats, principals and staff are well-prepared to facilitate discussions, while family representatives are supported in understanding their roles and contributing with confidence. Advisory groups such as DELAC, AAPEAC, SEAC, and the LCAP Advisory Committee consistently receive updates, review data, and provide feedback that directly informs district planning and policy. Another area of strength is the district’s success in creating opportunities for families, educators, and district leaders to collaborate in the planning, implementation, and evaluation of family engagement strategies. These efforts are reflected in events such as Community Forums and leadership meetings, where input is gathered and applied in real time. Additionally, Etiwanda has achieved Level 4 implementation in offering all families multiple ways to provide input on programs and policies, while also making targeted efforts to reach underrepresented groups. Communication tools including translated messages, school outreach, and online surveys help ensure diverse voices are heard and reflected in decision-making processes.|While the Etiwanda School District has established strong systems for gathering input and sustaining family engagement in decision-making, our analysis of educational partner feedback and local data points to one key area for continued growth: expanding outreach to ensure every family has a voice—particularly those from underrepresented communities. Although this area is rated at Level 4 (Full Implementation), the district recognizes that some families may still face barriers to participation due to language, accessibility, or time constraints. To strengthen inclusivity, ESD will enhance targeted outreach strategies, such as offering more flexible engagement formats, and deepening relationships through school-based relationships. These efforts will help ensure that input is not only invited but truly representative of the diverse families within our community.|The Etiwanda School District is shifting its focus from simply inviting participation to ensuring that underrepresented families have meaningful engagement in school and district decision-making processes. While structures like advisory committees and forums are in place, we recognize that not all families feel equally prepared or confident to engage in these spaces.  To improve this, the district will implement site-based leadership conversations and site-based Community Forum events to better understand the decision-making perspectives of families who have been historically underrepresented. These conversations will help shape future advisory agendas and district priorities. In addition, ESD will develop clearer feedback loops so families not only share their input, but also see how their ideas are used to guide policies and programs. With intentional outreach efforts, the district hopes to establish and deepen meaningful relationships with families. This approach will ensure that underrepresented families are not only informed but also empowered to actively participate in shaping their children’s academic pathways. Intensifying our efforts to connect with every family will be shared among all district and site leadership to raise awareness and broaden impact. It is the district’s goal to promote a truly inclusive school community where every voice contributes to our collective goals.|3|4|4|5|4|4|4|3|5|5|4|5|Met||2025-06-12|2025
36677100000000|Fontana Unified|3|"FUSD has created a welcoming and clean environment on campuses, making students and families feel invited. The district has been proactive in community outreach, consistently working on initiatives to engage families. Events like ""Coffee with the Principal"" and opportunities to meet with the Superintendent are regularly held. Effective communication tools such as Q Parent Connect and Parent Square have been implemented. The Equity Task Force and other support systems help staff work effectively with diverse families. Personal invitations from teachers to parents have been effective in building rapport and making parents feel a sense of belonging for their children.  FUSD offers several opportunities for families to connect with the school and district, such as Back-To-School nights and other parent events. The district is working on improving communication with parents and students, with suggestions to plan more community events and provide more time for staff to engage with families. The implementation of parent advisory groups has been a positive step. There is an ongoing effort to support and encourage special needs families, ensuring they feel included and supported.  Overall, FUSD has made significant strides in building relationships between school staff and families by creating a welcoming environment, enhancing communication, and focusing on cultural responsiveness. Continued efforts in these areas, along with addressing the needs of underrepresented and special needs families, will further strengthen these relationships."|One significant focus area is enhancing communication. Stakeholders have suggested that FUSD could improve communication with parents and students by planning more community events and providing more time for staff to engage with families. There is also a need for better support for staff to equip them to learn about the families in the community and their cultures. Additionally, stakeholders have highlighted the importance of providing translators and interpreters for minority languages to ensure effective communication with all families.  Another area for improvement is ensuring consistency across school sites. Some stakeholders feel that not all school sites are equally welcoming and that there needs to be more oversight to ensure a consistent approach to family engagement. There is also a need for more culturally responsive outreach to all community members and for district departments to offer the same level of engagement.  Furthermore, stakeholders have emphasized the need to engage underrepresented families more effectively. This includes providing more support and encouragement for special needs families and ensuring they feel included and supported. There is also a call for more awareness about the services the district can provide and for more inclusive events that cater to different parent schedules.|Firstly, FUSD will enhance communication by providing translators and interpreters for minority languages to ensure effective communication with all families. This includes offering translation services for languages such as Farsi, Urdu, Tagalog, and Mandarin. Additionally, FUSD plans to record meetings and make them available on the district's website to increase accessibility.  Secondly, FUSD will focus on culturally responsive outreach. This involves training staff to understand and respect the diverse cultures within the community. The Equity Task Force will support these efforts by providing resources and guidance to staff. FUSD will also work on creating more inclusive events that cater to different parent schedules, including evening meetings.  Thirdly, FUSD will increase support and encouragement for special needs families to ensure they feel included and supported. This includes providing more opportunities for one-on-one communication and personal invitations from teachers to parents.  Lastly, FUSD will work on ensuring consistency across school sites. This involves more oversight to ensure all schools are equally welcoming and engaging with families. FUSD will also work on spreading awareness about the services they can provide to families.|"FUSD has established strong communication channels with families, ensuring parents are informed about their rights and the educational progress of their children. Programs such as Parent University, literacy and math workshops, and college family workshops support individual student achievement. The district sets high goals and expectations, driving higher outcomes for students.  Significant strides have been made in helping families understand and exercise their legal rights, promoting board meetings, and providing links for parents to comment and advocate for their children. Inclusive events like ""Coffee with the Principal"" foster interaction between families and school staff. Ongoing progress includes providing training and support for staff to partner effectively with families."|Firstly, there is a need to increase the exposure and accessibility of information available to parents. Many families are not fully aware of the programs and resources available to them, indicating a need for better communication and outreach. This includes making sure that information is easily accessible and understandable for all parents.  Cultural sensitivity is another critical area. Cultural differences can hinder the school-parent partnership, and efforts to engage underrepresented families and provide support at different times of the day to accommodate working parents require further attention. This will help ensure that all families feel included and valued in the educational process.  Improved communication and training regarding special education resources are also necessary. Many parents are unaware of the available resources, and teachers require more training to effectively support those with special needs. This will help ensure that all students receive the support they need to succeed.  Legal advocacy is another area that needs improvement. There is a need for better communication about students' legal rights. Providing information in a more engaging and accessible manner, rather than just through booklets, could help parents better understand and exercise their rights.  Additionally, there is a need for more comprehensive training and support for both parents and staff to effectively partner in supporting student outcomes. This includes professional development for teachers and administrators to better understand and engage with the diverse needs of families.  Organizing more events and programs that foster interaction between families and school staff, such as workshops and family engagement activities, can help build stronger relationships and create a sense of community within the school environment. Ensuring consistent communication across the district so that all families have the same information about programs and policies is crucial.|FUSD plans to enhance communication and outreach efforts to ensure that all families are aware of the programs and resources available to them. This includes increasing the accessibility of information through various channels and ensuring that it is easily understandable for all parents.  To address cultural sensitivity, FUSD will focus on engaging underrepresented families by providing support at different times of the day to accommodate working parents. This will help ensure that all families feel included and valued in the educational process.  FUSD will also improve communication and training regarding special education resources. This includes providing more comprehensive training for teachers to effectively support non-verbal students and those with special needs, as well as ensuring that parents are aware of the available resources.  Additionally, FUSD will promote legal advocacy by providing information about students' legal rights in a more engaging and accessible manner. This will help parents better understand and exercise their rights.  FUSD will organize more events and programs that foster interaction between families and school staff, such as workshops and family engagement activities. These events will help build stronger relationships and create a sense of community within the school environment.  Finally, FUSD will ensure consistent communication across the district so that all families have the same information about programs and policies. This will help create a more inclusive and supportive environment for all families.|FUSD has made significant strides in creating opportunities for families and educational partners to provide meaningful input on district and school programs. One of the key strengths highlighted is the establishment of various advisory committees at both the school and district levels. These committees serve as platforms for families to voice their concerns and contribute to decision-making processes. Additionally, FUSD has been proactive in organizing events such as LCAP partnership meetings, which have seen high levels of participation.  Another notable strength is FUSD’s effort to engage parents through multiple channels. For instance, the district offers numerous opportunities for parents to participate in advisory groups and other decision-making forums. This includes initiatives like Coffee with the Principal or Superintendent connections meetings, which provide informal settings for parents to share their thoughts. FUSD also ensures that parents are included in discussions about important topics, such as the Local Control and Accountability Plan (LCAP) and School Site Council (SSC) meetings.  FUSD has also been recognized for its efforts to include staff and teachers in advisory groups, ensuring that their voices are heard in the decision-making process.|One of the primary focus areas for improvement is increasing the engagement of underrepresented families. Despite FUSD’s efforts to provide various opportunities for parent participation, there is a notable gap in reaching families from diverse backgrounds. Many responses indicate that underrepresented families often feel excluded or unaware of the opportunities available to them. To address this, FUSD needs to improve communication strategies and ensure that all families are informed about and feel welcome to participate in advisory groups and decision-making forums.  Another significant area for improvement is the promotion and advertisement of participation opportunities. While FUSD offers numerous ways for parents to get involved, there is a struggle to effectively advertise these opportunities. Many parents are unaware of the advisory groups or do not feel that their participation will make a difference. Enhancing the visibility and perceived impact of these opportunities can help increase parent engagement and ensure a broader range of voices are heard.  FUSD also needs to focus on making participation more accessible. Scheduling conflicts often prevent working parents and those with other commitments from attending meetings. Offering more flexible meeting times, providing virtual participation options, and ensuring translation services are available can help accommodate a wider range of participants. Additionally, creating a question-and-answer section on the district's website or social media platforms could facilitate better communication and engagement with parents who cannot attend in person.  Improving the inclusivity of advisory groups is another critical focus area. Some responses suggest that the same parents often attend meetings, while others, particularly those from underrepresented groups, remain disengaged. FUSD should work on strategies to engage a more diverse group of parents, including those whose students are struggling or attending continuation schools. Their input is essential for identifying and implementing preventative measures to support all students.  Lastly, there is a need for better follow-through on the input received. While FUSD provides opportunities for families to voice their concerns, there is often a disconnect between the input provided and the actions taken. Ensuring that feedback is not only collected but also acted upon and communicated back to the participants can help build trust and encourage more active participation in the future.|Firstly, FUSD recognizes the need to enhance communication and outreach efforts to underrepresented families. Many responses indicate that these families often feel excluded or unaware of the opportunities available to them. To address this, FUSD will implement targeted communication strategies, including multilingual outreach and culturally relevant messaging, to ensure all families are informed about and feel welcomed to participate in advisory groups and decision-making forums. This includes providing translation services during school committee meetings and ensuring that all communication materials are accessible to non-English speaking families.  Secondly, FUSD will focus on making participation more accessible by offering flexible meeting times and virtual participation options. Scheduling conflicts often prevent working parents and those with other commitments from attending meetings. By providing more convenient meeting times and the ability to join meetings remotely, FUSD can accommodate a wider range of participants and ensure that all families can contribute. Additionally, creating a question-and-answer section on the district's website or social media platforms can facilitate better communication and engagement with parents who cannot attend in person.  Another key strategy is to improve the inclusivity of advisory groups by actively reaching out to underrepresented families and encouraging their participation. FUSD will work on strategies to engage a more diverse group of parents, including those whose students are struggling or attending continuation schools. Their input is essential for identifying and implementing preventative measures to support all students. This may involve personalized invitations, follow-up communications, and providing incentives for participation.  FUSD also recognizes the importance of building trust and ensuring that feedback is not only collected but also acted upon and communicated back to the participants. Many responses suggest that there is often a disconnect between the input provided and the actions taken. To address this, FUSD will establish clear processes for incorporating feedback into decision-making and regularly update families on how their input has influenced decisions. This transparency can help build trust and encourage more active participation in the future.  Lastly, FUSD will leverage existing community resources and partnerships to support engagement efforts. Collaborating with local organizations, community leaders, and educational partners can help reach underrepresented families and provide additional support for their participation. These partnerships can also offer valuable insights and resources to enhance the effectiveness of engagement strategies.|3|4|3|3|3|3|3|3|4|4|3|3|Met||2025-06-25|2025
36677100141952|Allegiance STEAM Academy - Thrive, Fontana|3|ASA Fontana has made clear progress in building meaningful and trusting relationships between school staff and families. Based on educational partner input and local data, the school has achieved Full Implementation (Rating 4) in developing staff capacity to build respectful relationships and in establishing two-way communication using accessible and understandable language. Progress toward Full Implementation is also underway in creating welcoming environments and supporting staff in learning more about families’ backgrounds and goals. Parent survey results from 2023–24 to 2024–25 reflect strong growth across multiple family engagement indicators. Families reported a +6.0% increase in comfort speaking to administrators, a +5.1% increase in feeling that staff understand their child’s strengths and needs, and a +9.8% increase in recognizing multiple opportunities to be involved. These results reflect the school’s commitment to proactive communication, relational transparency, and shared responsibility for student well-being. Key initiatives contributing to this progress include regularly scheduled “Coffee with Admin” gatherings, familycentered events like “Meet Your Wolfpack,” and intentional presence by school leaders at arrival, dismissal, and schoolwide functions. ASA Fontana staff have also embraced the practice of summarizing phone or in-person conversations with families in follow-up emails, promoting consistency and transparency in communication. The school uses ParentSquare as its primary communication platform and Jotform to administer surveys, both of which are accessible in families’ home languages. This supports the school's goal of ensuring that all communication is clear, inclusive, and responsive. The front office team is trained to serve as the first point of contact in creating a welcoming atmosphere, and multilingual signage and printed materials further support this inclusive culture. While ASA Fontana is a newer campus, the school has quickly developed a strong culture of relational trust, visibility, and shared partnership. Staff have begun receiving ongoing training in trauma-informed practices and relational  2025-26 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Fontana Page 10 of 23 communication strategies to further strengthen their engagement with families. These efforts are creating a positive school climate and setting the foundation for sustained family involvement and student success.|While ASA Fontana has made significant progress in cultivating strong relationships between staff and families, analysis of educational partner input and local data identifies several key areas for continued improvement. One primary focus area is the development of more intentionally welcoming environments across all campus spaces. While the front office and major events are designed to be family-friendly, survey responses and anecdotal input suggest that the school can do more to extend this feeling of welcome to daily, informal interactions. Families have expressed a desire for clearer signage, more visual cues reflecting the diversity of the school community, and additional opportunities to engage casually with staff outside of formal events. Another area for growth is in supporting staff to deepen their understanding of families' backgrounds, languages, and educational goals. While there has been an emphasis on communication and presence, staff feedback indicates a need for more structured opportunities to learn about family priorities, especially for underrepresented or new-tocharter families. This includes offering ongoing professional development focused on building relational skills and incorporating family stories, input, and feedback into planning and instructional practices. Additionally, as the school continues to grow and stabilize, it will be important to develop more personalized outreach strategies to ensure all families feel known, valued, and invited to participate—not just at school-wide events, but also in individual touchpoints throughout the school year. The school plans to explore new tools and practices that make engagement more flexible and responsive to family availability and preferences. By focusing on these areas—creating more consistently welcoming environments, building deeper knowledge of families' lived experiences, and increasing individualized outreach—ASA Fontana can further strengthen the relational foundation critical to long-term student success.|To improve engagement of underrepresented families, ASA Fontana is implementing targeted strategies informed by educational partner input and local survey data. While overall family engagement has grown, school leaders recognize the importance of reaching families who may face barriers to participation due to language, work schedules, unfamiliarity with charter schools, or limited prior experience with formal school involvement. One key action is to expand individualized outreach efforts, particularly to families of English Learners, students with disabilities, and families new to the school community. Staff will initiate intentional touchpoints—such as phone calls, text messages, and personal invitations—to ensure these families feel seen, supported, and encouraged to participate in both academic and social school functions. ASA Fontana will also continue to leverage its multilingual communication tools, including ParentSquare and Jotform, both of which offer translation features that allow families to engage in their home language. These tools will be used not only to share updates but also to collect input in a way that is culturally responsive and accessible. Additionally, the school plans to offer new entry points for engagement that are less formal and more flexible, including small-group coffee chats, grade-level community circles, and volunteer opportunities tied to student projects or classroom needs. These options are designed to accommodate families with limited availability or discomfort with traditional engagement settings. Finally, ASA Fontana is developing family liaisons and ambassador programs that connect experienced parents with newer or less engaged families. These peer relationships help break down barriers and build trust by providing a familiar, relatable bridge to school staff and activities. Through these efforts, the school is committed to ensuring that all families—especially those historically underrepresented—feel welcome, heard, and empowered as vital partners in their children’s education.|ASA Fontana continues to make meaningful progress in building partnerships with families to support student learning and success. Based on analysis of educational partner input and local data, the school is at the Initial Implementation stage (Rating 3) across several foundational practices and at Full Implementation (Rating 4) in supporting families to understand their rights and advocate for student outcomes. One of the school’s key strengths is the consistent use of parent-friendly communication tools like ParentSquare and Jotform to provide timely updates on academic expectations, student performance, and available supports. These tools—accessible in families’ home languages—enable staff to proactively share resources and foster two-way communication that informs family decision-making. ASA Fontana also prioritizes inclusive practices during major school events, such as Triad Conferences, student exhibitions, and academic celebrations. These events provide natural opportunities for staff and families to discuss student growth, clarify learning goals, and collaborate on areas of support. Survey feedback reflects that parents value these touchpoints and feel more informed about how to support their child’s academic development as a result. The school has also made strides in providing accessible information about students’ legal rights and available services, particularly for families of English Learners and students with disabilities. Orientation sessions, IEP meetings, and ELD communications are designed to help families navigate educational systems and advocate for  2025-26 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Fontana Page 12 of 23 their children with confidence. A growing number of families have begun to request meetings and initiate collaboration—an indicator of increasing parent empowerment. In terms of staff support, ASA Fontana has begun incorporating relationship-building and communication strategies into professional learning, for teachers and administrators. While still in development, these efforts have helped build a culture where families are viewed as key partners, and school staff are expected to engage with families beyond compliance-focused interactions. Taken together, these efforts demonstrate ASA Fontana’s emerging capacity to sustain school-family partnerships focused on student outcomes. The school’s steady gains in family trust, participation, and understanding of school processes are laying the groundwork for deeper academic collaboration and shared accountability for student success.|While ASA Fontana has made promising progress in establishing foundational family partnerships, analysis of local survey data and staff feedback highlights several areas for improvement to deepen collaboration focused on student outcomes. A key area for growth is the development of more structured and consistent professional learning for teachers and administrators around family engagement. Current training efforts emphasize communication and presence, but there is a need to expand this to include concrete strategies for co-planning with families, supporting learning at home, and facilitating data-informed conversations with parents about academic progress. Teachers have expressed a desire for more tools and coaching in how to partner effectively with families beyond traditional conferences or issue-based meetings. Another priority is the enhancement of academic resources and strategies shared with families. While families receive general information about school programs and events, many have asked for more grade-level specific tools they can use at home to support learning in core subjects like reading and math. ASA Fontana can improve by developing and distributing accessible, multilingual resources—such as home study guides, tip sheets, and tutorials—that are aligned with classroom content and designed for use in diverse household settings. Finally, the school aims to increase the frequency and personalization of communication about student progress, especially outside of formal reporting periods. While triad conferences and exhibitions provide meaningful checkpoints, families and staff alike have suggested the value of regular, informal updates that help prevent academic concerns from escalating and create more real-time collaboration opportunities. By investing in staff training, enriching take-home learning supports, and increasing proactive academic communication, ASA Fontana can strengthen its partnership model and help families play a more active and informed role in advancing student achievement.|To strengthen engagement of underrepresented families—particularly those of English Learners, students with disabilities, and families new to the charter system—ASA Fontana will expand targeted outreach strategies and accessible academic supports that foster meaningful collaboration around student learning. One key action is to integrate more personalized communication about student progress, especially for families who may not regularly attend school events or feel confident navigating academic systems. Teachers will be encouraged and supported to initiate check-ins throughout the trimester that are tailored to each student’s needs and shared in the family’s home language through ParentSquare, phone calls, or in-person meetings. 2025-26 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Fontana Page 13 of 23 In addition, ASA Fontana will curate and distribute home learning resources that are multilingual and aligned with grade-level academic goals. These materials will include practical tools to support literacy, numeracy, and study habits at home, with clear guidance for families who may be unfamiliar with school expectations or instructional practices. The school also plans to pilot small-group family learning sessions in collaboration with support staff and instructional coaches. These sessions will focus on demystifying curriculum standards, reviewing progress monitoring tools, and modeling how to support student learning in the home. They will be scheduled at varied times to accommodate working families and promoted through targeted invitations based on student need. Finally, ASA Fontana will continue to train front office and instructional staff in inclusive engagement practices that prioritize relationship-building with historically underserved families. This includes a focus on active listening, affirming language, and nonjudgmental problem-solving to ensure families feel safe, valued, and empowered to advocate for their children. By embedding these strategies into the school’s engagement and instructional systems, ASA Fontana aims to elevate underrepresented family voices and deepen their role in supporting student outcomes.|ASA Fontana has made measurable progress in building systems that elevate family voice and strengthen decisionmaking processes through inclusive input. Based on educational partner feedback and local survey data, the school is at Full Implementation (Rating 4) in building the capacity of both school staff and family members to engage in advisory groups and collaborative decision-making. Initial Implementation (Rating 3) has been achieved in creating  2025-26 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Fontana Page 14 of 23 inclusive opportunities for families to shape broader programs and in bringing families and staff together to co-design engagement strategies. Key strengths include the school’s use of frequent and transparent communication tools—notably ParentSquare and Jotform—to invite feedback from families on new initiatives, program design, and school climate. These tools are multilingual and mobile-friendly, reducing access barriers and encouraging input from a wide range of families. For example, ASA Fontana consistently receives high response rates on key surveys and uses those results to guide annual goal-setting, program planning, and resource allocation. Additionally, ASA Fontana hosts regular family engagement events such as Triad Conferences, community forums, and Coffee with Admin sessions. These events provide a platform for informal input and allow families to connect with school leaders in real-time. Families have expressed appreciation for the visibility of the administrative team and the responsiveness of school staff to community questions and ideas. The school has also made progress in preparing both staff and families for participation in decision-making spaces. Administrators and lead teachers receive guidance on how to facilitate inclusive meetings and solicit input in structured, welcoming ways. Families involved in School Site Council and English Learner Advisory Committee (ELAC) receive orientation materials and ongoing support to build their confidence and understanding of their roles. As a result of these efforts, family voices are increasingly reflected in key areas such as instructional calendars, enrichment offerings, and school climate initiatives. While still developing more consistent structures for co-planning and evaluation, ASA Fontana is laying a strong foundation for collaborative governance and authentic shared leadership.|While ASA Fontana has established a strong initial framework for family input and collaborative decision-making, local survey data and partner feedback highlight several focus areas for ongoing improvement—particularly as the school transitions from a single-class model per grade level to offering multiple classes at several grade levels. One key area of growth is the expansion of input opportunities beyond formal channels like surveys and advisory groups. Though families are active participants in the School Site Council, ELAC, and annual LCAP surveys, some report uncertainty about how to contribute outside of these structured settings. As the school grows, it will be critical to create more informal and accessible pathways for feedback that reflect the diversity of family backgrounds, schedules, and comfort levels with school systems. Another improvement area involves engaging families earlier in the design of programs and initiatives, rather than primarily after implementation. While current engagement practices include asking for feedback on existing activities, there is an opportunity to shift toward co-creation—inviting families to help shape offerings such enrichment programs and engagement events from the start. Additionally, ASA Fontana will need to develop more cross-grade and schoolwide consistency in how family input is gathered and applied. With the shift to multiple classrooms per grade, ensuring that each teaching team has shared expectations and practices around engagement will be essential. Establishing aligned routines for how educators seek and respond to family input will help maintain coherence as the school grows. Finally, the school seeks to build capacity for joint evaluation of family engagement strategies. Currently, feedback loops are largely driven by staff analysis of participation data and surveys. Introducing collaborative review cycles that include families will strengthen transparency, build trust, and create a more responsive engagement model. These improvements will ensure that as ASA Fontana scales its programs and student population, family engagement remains inclusive, proactive, and impactful in guiding the school’s direction.|ASA Fontana is committed to deepening the engagement of underrepresented families—particularly those who are new to the school, speak a language other than English at home, or may be less familiar with charter school governance structures. As part of the school’s continuous improvement process, several strategies will be implemented to ensure these families have both the opportunity and confidence to participate meaningfully in school decision-making. To start, the school will increase direct, personalized outreach to underrepresented families prior to key input opportunities. This includes phone calls, multilingual ParentSquare messages, and staff-facilitated invitations to participate in School Site Council, ELAC, and Coffee with Admin sessions. These touchpoints will help demystify the decision-making process and signal that all families’ voices are welcome and valued. ASA Fontana will also offer brief informational workshops before or after engagement events to help families understand how school decisions are made and how they can contribute. These sessions will be scheduled at varying times, translated in families’ home languages, and co-led by staff and experienced family members to foster comfort and trust. As the school adds more classes per grade level and grows in size, it will establish grade-level family liaisons or ambassadors—volunteer parents who can share key updates, gather feedback from peers, and encourage participation across all subgroups. These liaisons will work closely with school leadership to ensure two-way communication between the broader family community and school decision-makers. Finally, ASA Fontana will embed family feedback opportunities into more schoolwide and classroom-based events. For example, student showcases and curriculum nights will include short input surveys or feedback stations where families can share their perspectives in a low-pressure setting. These strategies are designed to reduce barriers and make decision-making feel more approachable and accessible. By building trust, simplifying access, and embedding family voice throughout school processes, ASA Fontana aims to elevate underrepresented family perspectives and ensure they play an active role in shaping the direction of the school.|4|3|3|4|3|3|3|4|4|4|3|3|Met||2025-06-17|2025
36677360000000|Helendale Elementary|3|While we have noted a gradual decline in parent and community engagement—including a slight drop in elementary Parent-Teacher Conference attendance from 86% to 82% in 2023–24—our district remains committed to revitalizing and strengthening school-family partnerships. Recognizing this trend, we have implemented targeted actions designed to rebuild trust, foster collaboration, and increase participation across all stakeholder groups. A significant area of progress lies in our intentional integration of community engagement into the overall student experience. One of our key strengths is embedding volunteerism and service learning directly into the student report card. Students are encouraged to engage in community service opportunities as part of their academic and character development, reinforcing the values of responsibility, empathy, and civic duty. Before advancing to higher-level service opportunities, students must demonstrate academic progress, thereby creating a strong link between achievement, behavior, and community engagement. Additionally, district leadership remains focused on promoting open and consistent communication with families. Actions and metrics tied to this goal ensure that our efforts to engage families are not only ongoing but also measurable and responsive to feedback. We continue to explore new ways to connect with families—through improved digital communications, culturally responsive outreach, and by creating more opportunities for families to participate meaningfully in school life. These collective efforts are helping to reestablish strong relationships between school staff and families, fostering a school culture where collaboration, shared accountability, and community connection are valued and supported.|Enhancing communication with parents remains a priority, with families requesting more consistent updates on school events, student progress, and important announcements. Many also suggested fostering greater community involvement through events like free sports tickets at local markets to strengthen school spirit and engagement. Additionally, there was strong support for incorporating more culturally diverse content into the curriculum to better reflect today’s world while maintaining some traditional materials.|LEA will enhance its efforts to engage underrepresented families by initiating more personalized outreach. Establishing direct, one-on-one connections between families and school staff—including teachers, support personnel, and administrators—will help build trust and strengthen relationships. This individualized approach ensures that families feel seen, heard, and valued, creating a more inclusive school culture and increasing opportunities for meaningful collaboration.|Annual survey data indicates that a key strength of the LEA is its centralized, standards-aligned curriculum, which is clearly communicated to families—helping parents stay informed and engaged in their child's academic journey. LEA continues to strengthen the School Site Council by increasing opportunities for parent and student input through monthly meetings. Additionally, the LEA continues to advance its Positive Behavioral Interventions and Supports (PBIS) framework, fostering stronger connections with families to support student well-being and academic success.|Building on last year’s efforts, LEA continues to strengthen outreach by encouraging greater parent participation in Site Council and school board-related activities. This year, the school has taken additional steps to ensure that parents are not only informed but also empowered to share feedback through a variety of accessible channels, including virtual input sessions and one-on-one outreach. In alignment with feedback gathered during the self-reflection process, LEA is also deepening its implementation of Positive Behavioral Interventions and Supports (PBIS). Staff are using PBIS data more consistently to identify trends, guide student support strategies, and open regular lines of communication with families. These efforts aim to create a more transparent and collaborative partnership between home and school, centered on supporting student behavior, engagement, and academic growth.|To address any lingering sense of disconnectedness identified through the self-reflection process, LEA is committed to deepening engagement with underrepresented families. The school will continue proactive outreach efforts, including seeking direct input from families on how to improve communication and involvement. Additional communication strategies—such as multilingual messaging, surveys, and targeted outreach—will be implemented to build stronger connections. Furthermore, all staff have been encouraged to actively use the PBIS framework, focusing on positive reinforcement and consistent, encouraging communication with families. By increasing the frequency of positive messages sent home, LEA aims to foster trust, strengthen home-school relationships, and create a more inclusive and supportive school culture.|LEA prioritizes parent voice in school decision-making by actively encouraging families to attend Site Council meetings and school board sessions, or to share input through direct communication with council and board members. These efforts are aimed at strengthening trust and ensuring families feel connected and valued in the school community. Consistent outreach and open invitations for feedback have helped reduce feelings of detachment and foster a culture of transparency and shared responsibility in shaping school policies and priorities.|LEA is actively exploring ways to strengthen parent engagement in decision-making processes. This includes reevaluating the timing and format of meetings to make participation more accessible, as well as expanding the methods through which families can provide input. Additionally, the LEA is reviewing its communication strategies to ensure messaging is clear, consistent, and delivered through multiple channels to reach a broader audience. These efforts aim to remove barriers to participation and encourage more inclusive and meaningful family involvement.|LEA is focused on improving communication and outreach efforts specifically aimed at underrepresented families. This includes actively seeking feedback on preferred meeting times and formats to identify and address scheduling barriers. Additionally, the LEA is increasing one-on-one communication with families to better understand their needs and concerns, ensuring they have equitable opportunities to participate in school decision-making processes. These efforts aim to create more inclusive pathways for meaningful family engagement.|5|5|3|5|5|5|3|5|5|5|5|5|Met||2025-06-25|2025
36677360116723|Academy of Careers and Exploration|3|While we have noted a gradual decline in parent and community engagement—including a slight drop in elementary Parent-Teacher Conference attendance from 86% to 82% in 2023–24—our district remains committed to revitalizing and strengthening school-family partnerships. Recognizing this trend, we have implemented targeted actions designed to rebuild trust, foster collaboration, and increase participation across all stakeholder groups. A significant area of progress lies in our intentional integration of community engagement into the overall student experience. One of our key strengths is embedding volunteerism and service learning directly into the student report card. Students are encouraged to engage in community service opportunities as part of their academic and character development, reinforcing the values of responsibility, empathy, and civic duty. Before advancing to higher-level service opportunities, students must demonstrate academic progress, thereby creating a strong link between achievement, behavior, and community engagement. Additionally, district leadership remains focused on promoting open and consistent communication with families. Actions and metrics tied to this goal ensure that our efforts to engage families are not only ongoing but also measurable and responsive to feedback. We continue to explore new ways to connect with families—through improved digital communications, culturally responsive outreach, and by creating more opportunities for families to participate meaningfully in school life. These collective efforts are helping to reestablish strong relationships between school staff and families, fostering a school culture where collaboration, shared accountability, and community connection are valued and supported.|Enhancing communication with parents remains a priority, with families requesting more consistent updates on school events, student progress, and important announcements. Many also suggested fostering greater community involvement through events like free sports tickets at local markets to strengthen school spirit and engagement. Additionally, there was strong support for incorporating more culturally diverse content into the curriculum to better reflect today’s world while maintaining some traditional materials.|LEA will enhance its efforts to engage underrepresented families by initiating more personalized outreach. Establishing direct, one-on-one connections between families and school staff—including teachers, support personnel, and administrators—will help build trust and strengthen relationships. This individualized approach ensures that families feel seen, heard, and valued, creating a more inclusive school culture and increasing opportunities for meaningful collaboration.|Annual survey data indicates that a key strength of the LEA is its centralized, standards-aligned curriculum, which is clearly communicated to families—helping parents stay informed and engaged in their child's academic journey. LEA continues to strengthen the School Site Council by increasing opportunities for parent and student input through monthly meetings. Additionally, the LEA continues to advance its Positive Behavioral Interventions and Supports (PBIS) framework, fostering stronger connections with families to support student well-being and academic success.|Building on last year’s efforts, LEA continues to strengthen outreach by encouraging greater parent participation in Site Council and school board-related activities. This year, the school has taken additional steps to ensure that parents are not only informed but also empowered to share feedback through a variety of accessible channels, including virtual input sessions and one-on-one outreach. In alignment with feedback gathered during the self-reflection process, LEA is also deepening its implementation of Positive Behavioral Interventions and Supports (PBIS). Staff are using PBIS data more consistently to identify trends, guide student support strategies, and open regular lines of communication with families. These efforts aim to create a more transparent and collaborative partnership between home and school, centered on supporting student behavior, engagement, and academic growth.|To address any lingering sense of disconnectedness identified through the self-reflection process, LEA is committed to deepening engagement with underrepresented families. The school will continue proactive outreach efforts, including seeking direct input from families on how to improve communication and involvement. Additional communication strategies—such as multilingual messaging, surveys, and targeted outreach—will be implemented to build stronger connections. Furthermore, all staff have been encouraged to actively use the PBIS framework, focusing on positive reinforcement and consistent, encouraging communication with families. By increasing the frequency of positive messages sent home, LEA aims to foster trust, strengthen home-school relationships, and create a more inclusive and supportive school culture.|LEA is focused on improving communication and outreach efforts specifically aimed at underrepresented families. This includes actively seeking feedback on preferred meeting times and formats to identify and address scheduling barriers. Additionally, the LEA is increasing one-on-one communication with families to better understand their needs and concerns, ensuring they have equitable opportunities to participate in school decision-making processes. These efforts aim to create more inclusive pathways for meaningful family engagement.|LEA is actively exploring ways to strengthen parent engagement in decision-making processes. This includes reevaluating the timing and format of meetings to make participation more accessible, as well as expanding the methods through which families can provide input. Additionally, the LEA is reviewing its communication strategies to ensure messaging is clear, consistent, and delivered through multiple channels to reach a broader audience. These efforts aim to remove barriers to participation and encourage more inclusive and meaningful family involvement.|LEA is focused on improving communication and outreach efforts specifically aimed at underrepresented families. This includes actively seeking feedback on preferred meeting times and formats to identify and address scheduling barriers. Additionally, the LEA is increasing one-on-one communication with families to better understand their needs and concerns, ensuring they have equitable opportunities to participate in school decision-making processes. These efforts aim to create more inclusive pathways for meaningful family engagement.|5|5|3|5|5|5|3|5|5|5|5|5|Met||2025-06-25|2025
36677360128439|Empire Springs Charter|3|Parent perception data is gathered through the LCAP Annual School Survey and program-level satisfaction surveys. Responses to the 2025 LCAP survey were overwhelmingly positive, with 91% of participants reporting they experienced school staff building trusting and respectful relationships with families. Additionally, 94% of families report that the school creates welcoming environments, and 87% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. School safety is our highest priority. Survey results show that 93% of families find that the school establishes student safety, connectedness, and positive school culture. Further, 87% of parents think that the school is doing well supporting students with disabilities, English Learners, foster youth, and economically disadvantaged student groups. While the school leadership is pleased with this report, we prioritize relationships between school staff and parents and strive for a 100% positive response.  Our schoolwide belonging goal is for everyone, including staff and students, to have a deep sense of belonging. The Belonging Committee, in collaboration with Student Services, implemented Restorative Practices training and support for school leaders. We partnered with a Restorative Practices coach to support implementation. Restorative practices are known to improve attendance, reduce suspensions and expulsions, and create a sense of community and belonging for the school community.  One of our pillars of personalized learning is to create a caring community. This is an area of strength for the school. Knowing the whole child, including their families and background, is essential for our model. Teachers and leaders use a variety of assessments and personalized assignments to learn about each student, their families, and their backgrounds. For example, parents and students in our ILP programs are given learning/educating strengths finders assessments and learning styles assessments. In academy programs, teachers learn more about their students by using interest inventories, strength’s finders, and implementing community circles and morning meetings We provide opportunities for families across programs to engage in the school community in a variety of ways including math nights, parent education, field trips, and school site council; these opportunities are communicated to families through ParentSquare and newsletters.  Our home-based programs offer regional student and parent SPREE events, Parent orientations, webinars, and coffee chats. Across the school, parent participation in decision-making bodies such as School Site Council and DELAC is actively monitored to ensure broad and representative input. Attendance and engagement are tracked in these forums, and leadership teams work to maintain fidelity to the process through consistent communication and outreach.|Our focus is to continue building a deep sense of belonging for every student. In particular for this priority, we will focus on developing staff to learn more about every student's whole family, including cultures and languages, to ensure ample opportunities for celebrating varied cultures, traditions, and rituals across our school programs. We strive to build our educators' cultural proficiency and ability to cultivate culturally competent classrooms.  We have focused our Belonging Committee on identifying ways to meet our schoolwide goals so that every student has a deep sense of belonging.|Our commitment to inclusivity extends to creating welcoming environments for all families in our community. We've ensured that every family feels valued and embraced within our educational community by hosting regular community events such as cultural fairs and open houses. To support our goals to increase cultural proficiency, we've prioritized enhancing training and support for teachers and families for English Language Learners (ELLs). We increased staff to support our ELLs and to build the capacity of our leaders and teachers. Also, the LEA has implemented a variety of channels to facilitate two-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in their primary language. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.  Moving forward, our LEA remains dedicated to continuously improving relationships between school staff and families for underrepresented families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. In the 2024-2025 school year, we implemented Branching Minds with a soft rollout. Branching Minds is a centralized source for Social Emotional Learning screener data, MTSS data, collaboration tools, and research-based interventions. During the 2025-2026 school year, we will increase our use of this powerful tool to improve engagement of underrepresented families, including our English Language Learners. Branching Minds provides information to help strengthen two-way communication and collaboration with educational partners. This platform allows support staff across departments to use data to make plans for our underrepresented students and provides easy-to-use communication tools to share with families. The communication fosters a partnership and offers tools and resources to empower caregivers to support their child at home.  We strive to strengthen our bonds with families and create a more inclusive and supportive educational environment for all by addressing these areas.|In 2025, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes. 92% of parents surveyed reported that they think students have everything that they need to learn, and 92% of parents believe that the school is effectively teaching grade-level standards.   The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school.  We will continue to provide training and support for staff and families to understand each student's social and emotional needs and to focus on closing achievement gaps through timely interventions, including online and in-person options. Professional development includes ensuring that the teachers and leaders are aware of our resources and how to support families. Benchmark is a tool that we will use to create individual student plans aligned to resources for increasing engagement with underrepresented students and their families.|In 2025, parents were surveyed to collect perception data on the school's practices of seeking input for decision making. 81% of parents reported that principals/directors engage families in decision-making. This is a 2% increase from the 2024 survey data, where 79% of parents reported that principals/directors engage families in decision-making. We also saw a slight increase in 2025 from 83% of parents to 84% of parents who reported that the school encourages families to engage in advisory groups and decision making (school site council, DELAC, Special Education Parent Collaboration, etc.). In the 2025 survey, 81% of parents reported that families have opportunities to provide input on policies and programs, and 84% of respondents agreed that the school specifically seeks input from underrepresented groups. Finally, 84% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities.  The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities.  We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees, and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. The school invites parents to participate in the District English Learner Advisory Committee (DELAC). This committee is designed to provide a platform for parents of English Language Learners to engage in the school system and advocate for their children's education.|The identified area of focus in seeking input for decision making focuses on providing additional opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at both the program and school-wide levels with a focus on expanding efforts to engage typically underrepresented groups.|We continue to engage underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC and School Site Council, to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, and especially in seeking input from underrepresented groups in the community. We increased engagement of underrepresented families in relation to seeking input for decision-making by implementing targeted strategies that align with our responsibility to provide high-quality curriculum and instruction. Recognizing gaps in participation from underrepresented families, Springs strives to offer culturally responsive and accessible forums, such as multilingual school site council meetings and flexible virtual meetings, to gather meaningful input on academic and school programs.   To reinforce the role of parents and guardians in supporting their children’s learning, Springs offers parent education workshops focused on academic expectations, home learning strategies, and how to navigate school systems. These workshops are offered at varied times and formats to accommodate work schedules and language needs.    To enhance communication, Springs strengthens its current practices by committing to consistent, proactive outreach. This includes regular parent-teacher conferences, progress reports provided in multilingual formats as applicable, and a variety of accessible avenues for two-way communication with staff. Families are also offered expanded opportunities to volunteer, observe classrooms, and participate in school activities—either in-person or virtually—to build deeper connections with their child’s educational experience. These efforts are designed to foster trust and shared responsibility between families and educators.|5|5|4|5|5|4|5|5|4|5|5|5|Met||2025-06-12|2025
36677360130948|Independence Charter Academy|3|Parents expressed appreciation for the LEA strengths, particularly the dedication and care of its teachers and staff, strong communication, and the school's ability to accommodate diverse learning styles and needs. They also valued the flexibility offered to students and the school’s genuine commitment to their future success.The LEA maintains strong connections with families and the broader community through clear academic expectations and structured support systems. A notable strength is the school’s documentation and monitoring process for student work permits. Students are required to demonstrate academic progress before being eligible for employment outside of school, reinforcing the shared commitment between families and staff to prioritize education and accountability.|LEA Parent Survey for LCAP 2025 highlighted a strong recommendation from parents to increase opportunities for student interaction. Suggestions included expanding on-campus help sessions, providing more social activities, allowing larger Zoom meeting sizes to enhance social skills, and offering more field trip opportunities for elementary students.|To better engage underrepresented families, the LEA will initiate more individualized outreach to foster direct and meaningful connections. By establishing personalized communication between staff and families, the LEA seeks to understand unique needs and build trust. These efforts will help ensure that all families feel welcomed, heard, and actively involved in their child's education.|LEA has made notable progress in promoting transparency and consistency through a centralized curriculum, which ensures families are informed about what their children are learning. Annual surveys show parents value this clarity. Additionally, the LEA is strengthening its School Site Council structure, now incorporating regular monthly opportunities for both parent and student input to support continuous improvement and shared decision-making.|LEA is focused on deepening partnerships between school staff and families by enhancing the effectiveness of the School Site Council as a platform for collaboration. A key improvement area includes expanding teacher-parent communication to strengthen academic support and shared responsibility for student achievement.|To increase engagement with underrepresented families, the LEA is implementing more intentional outreach practices. This includes proactive communication and personalized invitations to participate in school activities and decision-making opportunities, with the goal of fostering trust and ensuring all families have a voice in shaping student outcomes.|LEA actively encourages parent participation in School Site Council and school board meetings. By promoting direct input from families on school governance matters, the LEA has taken steps to reduce feelings of disconnect and foster a more inclusive decision-making environment.|LEA is working to enhance parent engagement by reassessing the timing, format, and accessibility of meetings. Efforts include exploring alternative meeting times and communication methods to ensure broader input opportunities and increase participation among families with diverse schedules and needs.|To strengthen engagement with underrepresented families, the LEA is prioritizing targeted outreach and personalized communication. This includes soliciting feedback on barriers to participation—such as meeting times or format—and offering more one-on-one conversations to understand and address family-specific needs, helping ensure all voices are heard in the decision-making process.|5|5|3|5|5|5|5|5|3|3|3|4|Met||2025-06-25|2025
36677360136069|Sage Oak Charter|3|Sage Oak Charter School excels in fostering strong relationships between staff and families. Regular communication—both virtual and in-person—keeps families aligned with school goals. Families engage through the Parent Advisory Committee (PAC), Student Advisory Committee (STAC), English Learner Advisory Committee (ELAC), and monthly board meetings, all of which promote two-way communication and transparency. The school also hosts a Fall Parent Summit with sessions on academic and social-emotional topics, strengthening family-school connections. Feedback from surveys informs school planning, reflecting Sage Oak’s commitment to collaboration and shared responsibility in student success.|Sage Oak aims to increase awareness of engagement opportunities. Some families may not fully understand available committees or their roles. Targeted communication efforts will promote PAC, ELAC, and STAC participation. The school will also improve messaging about support services, using Parent Summits and other outreach to highlight resources. These efforts seek to ensure all families feel informed, welcomed, and equipped to participate in their children’s education.|To strengthen engagement among underrepresented families, Sage Oak will increase outreach to recruit diverse voices for advisory groups, including PAC and ELAC. A new Parent Engagement Committee will offer additional opportunities for involvement. Parent Summits will feature sessions tailored to these families, providing a welcoming, low-barrier way to participate. These steps are part of a broader commitment to equity, ensuring all families can contribute to shaping school programs and policies.|Sage Oak Charter School has made consistent progress in cultivating strong family-school partnerships to support student success. Bi-monthly teacher PLC meetings provide targeted training in effective communication, learning period facilitation, and collaborative parent engagement strategies. Families benefit from frequent and structured access to teachers through learning period meetings and parent-teacher conferences. These meetings, paired with ongoing communication, ensure that student progress is regularly assessed, resources are shared, and individualized learning goals are developed collaboratively. The school also ensures transparency and access to important legal and procedural information through its website and handbooks, which include Title IX contacts, student rights, and uniform complaint procedures. Parents of students with IEPs are provided the Procedural Safeguards annually, and translation services are available at IEP meetings to support non-English-speaking families. These practices reflect the school's commitment to accessible, informed, and meaningful partnerships.|To further strengthen outcomes, the school has set a goal to offer 200 synchronous classes by 2026–27, enhancing student engagement through interactive instruction. This initiative will provide more equitable access to quality learning, addressing varied learning styles and scheduling needs. A key area of focus is increasing math intervention participation for Students with Disabilities (SWD), Socioeconomically Disadvantaged students (SED), and English Learners (EL). Tailored academic supports for these groups aim to close achievement gaps and foster inclusive success. Additionally, there is an ongoing effort to increase EL student participation in core synchronous classes, supporting both language acquisition and academic growth. These areas were identified through educational partner feedback and data analysis as critical to improving outcomes through more robust family and student partnerships.|Sage Oak is committed to deepening engagement with underrepresented families through multiple strategies identified during its self-reflection process. Teacher professional development is expanding to strengthen live instruction practices, making synchronous learning more accessible and impactful. Additionally, school counselors are leading more live sessions that offer targeted support to address the unique challenges faced by these families. To ensure awareness and participation, the school will enhance its communication efforts through weekly newsletters, social media highlights, and presentations to both existing and newly formed advisory groups. Teachers will also facilitate direct conversations with families to promote available resources and learning opportunities. These efforts aim to build trust, reduce barriers, and create inclusive partnerships that empower every family to actively participate in their student’s educational journey.|Sage Oak Charter School continues to strengthen its decision-making process by actively engaging educational partners across various platforms. In 2024–25, the school operated three advisory committees: the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), and newly launched Student Advisory Committee (STAC). These groups meet consistently to reflect on student needs and school priorities. Additional input is collected through annual and mid-year family surveys, live and recorded trainings, and regular interaction between families and teachers. The school also hosted a virtual parent summit to expand opportunities for family engagement. Events such as field trips, socials, college tours, and graduation ceremonies further promote communication and shared decision-making. This multifaceted approach ensures educational partners are informed, included, and heard throughout the year.|For 2025–26, the school is focused on increasing family participation in decision-making groups by launching a new Parent Engagement Committee. This committee will serve as another forum for families to provide feedback and influence planning of regular parent engagement opportunities. Earlier and more intentional recruitment for PAC and ELAC will also be emphasized to increase awareness and engagement. The Student Advisory Committee, now in place, provides students a dedicated voice in school improvement efforts. Together, these expanded opportunities aim to improve equity and inclusion in the input-gathering process.|To improve participation among underrepresented families, Sage Oak will implement targeted strategies aimed at accessibility, inclusion, and outreach. The school will continue its multi-channel communication approach—email, social media, website updates, and teacher-family conversations—to keep families informed about surveys, advisory meetings, and public board sessions. Staff will proactively invite families from diverse backgrounds to participate in the new Parent Engagement Committee, as well as in PAC, ELAC, and parent summits. Presentations at school events and onboarding sessions will also highlight how families can get involved in decision-making. These steps will help foster a culture of belonging and ensure a broader range of voices guide the school's direction.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
36677360136937|Vista Norte Public Charter|3|Overall, Vista Norte Public Charter School (VNPC) is doing well at providing opportunities for parent engagement. The TK-12 school has offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school administration. Throughout the school year, school administrators offered virtual meetings and sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to communicate flyers, notices, and school-wide messages. Connecting with our educational partners is a priority at Vista Norte Public Charter School. We held regular parent meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication. Our families express a sense of feeling highly connected to the school (98.9%) and their students’ progress (96.48%). This is evidenced by our data results, engagement at events, and feedback received.|This school year, the school improved parent and student feedback through increased opportunities for feedback. The school held 4 PAC meetings and 4 ELAC meetings that were remotely broadcast and also held simultaneously in person at the school sites. The increased feedback helped the school elicit input on LCAP, field trips, school events, and upcoming school activities. Feedback from one of our parents in Rialto was “We would like to see a social opportunity [sic] for kids to meet more kids.” Future topics for PAC meetings will include feedback opportunities from our educational partners on topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.|VNPC made efforts to improve representation by all educational partners this year and we identified that underrepresented groups needed additional outreach for inclusion in school input and feedback loops. We made efforts to glean feedback in both English and Spanish this year, translated our PAC and ELAC agenda into Spanish, and embedded a translation system into our school website that allows parents to view the school website in the language of their choice. The school has a robust ELAC that is supported by multiple staff members who believe strongly in the importance of parent feedback as a cornerstone of providing academic support to students. Next school year, we plan to increase the amount of opportunities for educational partner feedback for input at PAC, ELAC, and school-wide meetings. We will also continue to offer meeting agendas and minutes in both English and Spanish with translation available at meetings for non-native English speakers.|Vista Norte Public Charter School is an independent study TK-12 charter school. We work diligently to create positive relationships between the students and their families as a means of encouraging progress toward graduation. We have seen a monumental shift since the end of the COVID-19 pandemic. Many of our students now prefer to complete their school packets via a school-issued Chromebook. Due to this shift in preference, we continue to offer in-person campus events but have increased virtually hosted sessions with the support of our counseling teams.  Parents receive support for their student’s learning through teacher conferences, the personalized individualized learning plan (ILP) and progress updates. School staff and teachers meet with parents/guardians at the beginning of the year to plan out their students' courses for the year. Teachers communicate academic progress with students and parents in frequencies that work from them, ranging from weekly to monthly. Student participation in dual-enrollment and CTE programs is now on the upswing, as students benefit greatly from in-person instruction and academic support. From the input received from our educational partners an area of strength is our flexibility in providing opportunities for our families to receive support and timely communication.|Vista Norte Public Charter aims to improve student outcomes through a regular analysis of the partnerships and educational partners’ feedback. We have improved each year in our ability to gather meaningful feedback as we have provided more opportunities and then provided professional development for staff that interact with students. We have also been mindful of issues in greater society and provided training to our staff in advance of major issues, ranging from SEL crisis, individual crisis, and drug awareness trainings. We also ramped up tutoring supports through the hiring of additional tutors for academic support. We hired a Parent Engagement Liaison in the 2023-2024 school year that continued to work with Community Liaisons in 2024-2025 to connect with our families and provide resources.|The school has identified underrepresented students in the Foster, African American, homeless, Special Education, and English Learner groups. To increase participation in student and family engagement, the school made efforts to expand our communication efforts. The school’s community liaison personnel continue to investigate community partnerships to increase parents’ knowledge and connection to resources. Educational partners in our underrepresented families have expressed a strong confidence in service and support to our students. One of the participating parents stated, “I think it’s a wonderful school. I love that they have one one [sic] support. I really do appreciate this school, and I do recommend this school. I don’t see any concerns or questions.” We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.|Our strength at Vista Norte Public Charter School is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. We offer PAC and ELAC meetings at different times throughout the school year so that parents and students are more likely to be able to attend. Other school events that we hold are award assemblies, Back to School Nights, Open House events, etc. We also distribute an annual survey to gather input from staff, students, and parents. One important data point from the survey this year is that 100% of parents felt that the school utilizes clear and effective communication. This is an increase from 98.11% last year. The results of that survey are shared at PAC and ELAC meetings near the end of the school year as part of the LCAP process.|Last year, we shared that Vista Norte intended to improve the parent participation rate in the annual survey because their feedback is an important part of the school’s decision-making process. Last year, 231 students and 117 parents completed the survey. In the 2024-2025 school year, 285 students and 75 parents completed the survey. Survey results are an important part of our process in gauging the need for social-emotional support, new courses, and academic supports. This has been a multi-year effort and we believe that our extended survey window and local efforts to increase student participation were successful. We believe we can improve our parent participation results next year through easier access at the school site via iPads we purchased for students and staff to complete the survey more conveniently at the school site. The school will continue to benefit from having regular quarterly meetings PAC/Parent Advisory Committee that can support with feedback and improvement of the school model. We have expanded our PAC and ELAC participation methods to include virtual attendance in addition to in-person, and also have communicated the meetings in numerous avenues. Our participation numbers have increased slightly.|The school can improve by engaging our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC and PAC meetings, and LCAP Educational Partner meetings. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 90.6% responded that they agreed and strongly agreed. This is an increase from 81.13% last school year. We are also ensuring that translation services are available at meetings, and co-hosting our meetings with remote Zoom or Google Meets so that families with transportation or other issues are still able to participate remotely.|4|4|4|4|4|4|4|4|4|3|4|3|Met||2025-06-06|2025
36677360139576|Excel Academy Charter|3|Excel Academy Charter School (EACS) is committed to fostering strong, collaborative educational partnerships among parents, students, staff, and the broader learning community. Through transparent communication, in-person and virtual learning period meetings, shared decision making, and consistent collaboration, EACS ensures that all educational partners have a voice in shaping school-wide growth and student success. EACS values educational partner input to reflect on overall progress, celebrate successes, and identify opportunities for continuous program improvement. Partnerships are foundational to driving instruction, achieving school-wide goals, and enhancing student learner outcomes. Building strong connections with students and parents leads to increased student engagement, learning, and achievement. At the heart of EACS is a dedicated team of educators who ensure consistent, responsive, and respectful communication between all educational partners. The number one priority at EACS is supporting the academic, social, and emotional success of each individual student. Through robust systems of support, personalized learning, and data-driven instruction, each student is empowered to meet or exceed gradelevel expectations.  Based on the input survey results, parents and students agree that EACS is dedicated to providing an education that denotes excellence.  Overall Satisfaction Report: Based on 287 parent/guardian responses: 99% of survey respondents agree that students have access to rigorous curriculum and resources that allow for mastering grade level standards and core content, and are encouraged to attain their academic goals. 100% of survey respondents agree that EACS clearly communicates academic expectations, encourages academic excellence, student progress, and provides a safe and welcoming environment. 95.5% of survey respondents agree that students set personal academic achievement goals, and work independently in a timely manner to achieve the set goals. 97.2% of survey respondents believe that the school uses assessment data to modify and monitor curriculum and instruction of students. 99.7% of survey respondents agree that Excel Academy’s vision and mission are clear and understandable. 98.3% of survey respondents agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education, and feel connected to the school, valued, and respected.  Meaning: Overall high satisfaction rate with the school program.  Use: EACS will remain steadfast in its commitment to student progress and achievement through transparency, consistent communication, and collaborative partnerships. Through the ongoing provision of targeted resources, personalized support, and learning opportunities, EACS supports all students to be lifelong learners. EACS will continue to survey educational partners to solicit feedback and analyze strengths and areas of growth.|Based on the analysis of the positive educational partner feedback and collected data, EACS will continue to implement the successful communication practices in place which have proven to be effective to keep educational partners informed and connected to student education. EACS is driven to stay on top of the latest trends in education and uses communication platforms that provide consistent, open lines of communication with all educational partners. EACS is always focused on building participation and committee opportunities through SSC, ELAC, and PAC meetings which will continue to remain an area of importance and improvement. In person and virtual learning period meetings help maintain a strong connection between home and school. Surveys give the school important feedback to support the students and families more effectively.|EACS is deeply committed to encouraging parent and guardian involvement as a key factor of student success. Through a flexible and personalized learning model, EACS offers a customized course of study that is designed to educate, motivate, and instill a love of learning in each individual student, including EL students, students with disabilities, socioeconomically disadvantaged students, and underrepresented students. This commitment extends to families through intentional, ongoing communication and engagement opportunities. Teachers, students, and parents collaborate through learning period meetings, support meetings, IEPs, and conferences to assess student progress and create developmental learning goals. EACS provides an array of learning opportunities and workshops that are specifically designed to empower the parents and equip them with necessary tools to support their students' academic journey. Training consists of, but is not limited to, EL progress and the reclassification process, parent portal resources, webinars, curriculum menus, a Parent Summit informational sessions, parent education through Parent Power-Up events, Back to School events, and teacher/parent training. Teachers and parents work closely to foster a positive relationship that maintains high expectations and promotes academic excellence for all students, ultimately creating the next generation of confident and capable leaders. Parents are informed of all communication platforms that are available to provide them direct access to their teachers, staff, resources, and all school-related meetings. All notifications, meeting agendas and minutes, approved policies, informational meetings, and community events are readily made available through Beehively (main platform for communication) and the EACS website and handbook. The LEA’s Title 1 Coordinator, Intervention Coordinator, and school counselors proactively reach out to homeless and foster youth, and students who need academic and social emotional support. These efforts ensure that all students and families are seen, supported, and valued. Parents/guardians are informed well in advance and encouraged to attend all quarterly SSC, ELAC, and PAC meetings. The meeting agendas and minutes are posted on the EACS website. EACS continues to prioritize finding alternative ways to enhance and encourage more parent/guardian participation in SSC, ELAC, and PAC meetings. To increase accessibility and relevance, EACS highlights live intervention classes at the beginning of ELAC and SSC meetings, showcasing how targeted instruction supports student growth and skill-building. EACS is intentional in fostering multicultural awareness by honoring the heritage, customs, and traditions of its diverse community. ELAC and SSC meetings incorporate cultural discussions and presentations, which have improved attendance and engagement.|EACS is committed to desegregating internal benchmark assessments and state data to identify all students, including EL students, students with disabilities, socioeconomically disadvantaged students, and underrepresented students, who need interventions in English language arts and mathematics to help close achievement gaps. Participation in intervention lessons and live instruction supports academic development and achievement. Strong teacher-parent-student relationships build trust and help students progress towards grade level expectations. EACS' commitment to encouraging parental involvement, by developing a trusting and respectful relationship between the school staff and families, is important to building and sustaining positive relationships. EACS develops a strong school-home partnership through the use of communication tools that provide parents access to the student's teacher, current information about the school, academic information through a parent portal, opportunities to participate and provide input in teacher-parent/student meetings, and governing board meetings. All applicable notifications are posted on the school website and in the parent handbook. A part of the role of the counselor includes communicating with educational partners about their legal rights. Our Intervention Coordinator shares Title I and Title III-related parent rights, applicable policies, and encourages education partnership participation. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX/Uniform Complaint Procedure Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information about the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English and Spanish, is translated upon request, and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of the document. Parents/guardians have the opportunity to communicate with their students' teachers on a regular basis and are encouraged to reach out through email and by phone to set up meetings.|Based on the analysis of educational partner input, EACS will continue to focus on partnership and student outcome improvement by offering additional parent education opportunities in person and virtual, annual surveys, and opportunities for engagement through SSC, ELAC, and PAC meetings. EACS is dedicated to enhancing student engagement in live instruction, specifically for EL students and students who are working below grade level. The intervention department will continue to assess the quality of the classes and make adjustments when deemed necessary in order to provide tailored instruction to fit the individual needs of the students. Support and guidance to address specific needs and challenges for underrepresented students and families will continue to be assessed by the teachers, counselors, and case managers.|EACS is committed to strengthening partnerships with families and the broader community to foster increased engagement, involvement, safety, and satisfaction, which is all in direct support of student learning and achievement. Inclusive and transparent communication is effective for all educational partners, including families of EL students, students with disabilities, and other unduplicated student groups. Educational partners are provided opportunities for input in decision making for policy and program improvement. The teacher-parent-student relationship is at the core of student success, which EACS continues to cultivate by maintaining open lines of communication. To support the academic, and social-emotional needs of every student, EACS will provide equity-based instruction and the necessary individualized resources, interventions, and support that is critical for growth and progress. Parents and guardians will remain informed and actively involved in their students' educational journey.|Educational Partner Input data: 2020-21: 66 Educational Partner Input Survey Participants 2021-22: 220 Educational Partner Input Survey Participants 2022-23: 304 Educational Partner Input Survey Participants 2023-24: 351 Educational Partner Input Survey Participants 2024-25: 287 Educational Partner Input Survey Participants  EACS is focused on providing effective and meaningful communication that will provide all educational partners opportunities for input in decision-making that concerns the equity-based education and instruction of all students, as well as the quality of the school programs. Communication about opportunities to provide input is shared through conversations during learning period meetings, social media platforms, Beehively, as well as during SSC, ELAC, and PAC meetings. There were 287 participants in the LCAP Parent/Guardian Input Survey and 181 participants in the LCAP Student Input Survey. Despite the continuous efforts of the leadership team and teachers, there was a decline in the number of parent respondents, but a significant increase with the student responses.  Surveys are also provided to parents and staff by various departments. Each month these surveys go out through an online pulse-check survey platform called Possip that tracks trends and holistic, qualitative, and quantitative data that can then be translated and shared with respondents. To encourage an open line of communication and transparency, survey data is provided to the educational partners during the ELAC and SSC meetings and in the monthly newsletters.  Meaning: There are ongoing efforts to increase communication with educational partners and to provide all partners with the opportunity to share their insights. This feedback is greatly valued because it helps the leadership team assess existing programs, policies, and procedures and ultimately guides and informs decisions regarding potential changes and program adjustments.  Use: EACS will continue to monitor the level of educational partner participation in input opportunities and continue to research strategies to encourage participation.|EACS annually measures growth and progress by seeking input and feedback from all educational partners through annual surveys, teacher/student/parent meetings, board meetings, and through program participation in SSC, ELAC, and PAC meetings. EACS reports the collected results to all educational partners in order to promote transparency and collaboration. Empowering educational partners to provide input and feedback, and participate in decisionmaking, ultimately creates a positive environment where staff, parents/guardians, students, and members of the community and governing board have the opportunity for their voices to be shared and heard. EACS will continue to discuss best practices and train staff on effective strategies for family communication and outreach which integrate and highlight the need for inclusion, trust, and collaboration. The ultimate goal is for EACS staff to work alongside educational partners in a manner that leads to a positive and successful school environment where students receive the necessary interventions, resources, and support to thrive and become lifelong learners. EACS remains committed to finding new ways to engage parents and guardians more actively in ELAC, SSC, and PAC meetings.|Although the survey results did not indicate or reveal less engagement from underrepresented families, communication remains a top priority by focusing on strengthening collaboration and participation of all families by providing meaningful in-person and virtual support, guidance, and resources. Through multiple measures of communication, in order to seek input for decision making, EACS will continue to solicit input by reaching out to all parents/guardians with ongoing reminders of upcoming events and meetings to attend, including board meetings. All parents/guardians will be notified in a timely manner if there are concerns regarding student academic, social, and emotional achievement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
36677770000000|Morongo Unified|3|Morongo USD has always prioritized building strong relationships between school staff and families. Recently, the district has taken significant steps to enhance these connections by organizing regular family engagement events that lay the groundwork for open communication and collaboration. These events include special education family support and information sessions, college and career information nights, and a community literacy event. Additionally, parents can participate in various school site events such as reading and math nights, art shows, carnivals, and family dinners aimed at fostering community. These initiatives have helped break down communication barriers and create a community between families and staff. Additionally, we have increased our use of social media, updated and streamlined our website, and established regular newsletters for staff and families to keep everyone informed about important news and events.|Morongo USD is dedicated to building strong, positive relationships between school staff and families. We've rolled out several new initiatives to boost communication to achieve this. We're ramping up our use of social media to keep parents and educational partners in the loop with updates and news. Plus, we've launched a new district website and school-specific sites that will be more user-friendly and packed with up-to-date information. To further this effort, we've adopted a districtwide program that allows parents, sites, and teachers to communicate safely through text messages. We regularly produce newsletters for staff and families, and our ParentVue and Morongo Unified apps make it easy for families to stay connected and receive notifications on their mobile devices.|Based on the analysis of educational partner input and local data, the LEA will enhance engagement with underrepresented families by offering professional development to ensure staff members have the right tools and programs for effective communication. A committee has been established to explore trauma-informed practices that can help identify and support areas for growth. School sites serving a significant number of students living in poverty and experiencing high transiency rates have developed goals and actions based on family and community input to address these students' needs. Additionally, creating a new role, the Director of Student Success and Instruction, will focus on strengthening relationship-building practices between school staff and families.|The Morongo Unified School District (MUSD) is making significant strides in Building Partnerships for Student Outcomes. The district's strengths in these partnerships include its ability to create welcoming environments for parents and community members and its commitment to maintaining constant communication with families regarding school, district, and community partnership events. The district's advancements include enhancing communication across the Morongo Basin by employing a Public Information Officer, updating the district and school websites, and improving the messaging service to ensure that up-to-date and accurate information is disseminated appropriately. Additionally, MUSD has implemented quarterly meetings with community advisory committees to ensure various educational partners can provide input.|One key area for improvement in Building Partnerships for Student Outcomes is the provision of additional academic opportunities for students. This includes expanding Career and Technical Education (CTE) courses, initiating early college programs, and offering additional enrichment opportunities in art and music. Furthermore, partnerships with health service providers are being strengthened. These initiatives are supported through community collaborations with organizations such as Morongo Basin Healthcare, Copper Mountain College, Groundwork Arts, and Harrison House|The Morongo Unified School District (MUSD) will persist in conducting superintendent feedback meetings with various educational partnership groups to enhance engagement with underrepresented families, including those involving families, staff, community members, and district leadership. The district has organized several outreach initiatives, such as backpack giveaways, summer feeding programs, and participation in community events, to cultivate positive relationships with underrepresented families. Additionally, the district has allocated resources for a homeless/community liaison. To further improve engagement, MUSD has designated one of the Local Control and Accountability Plan (LCAP) goals to focus on family and community partnerships, supporting the district's initiative to integrate community schools into its two comprehensive school sites.|The Morongo Unified School District (MUSD) excels in soliciting input from educational partners for decision-making. Our strengths include consistent engagement through social media, a weekly newsletter, and numerous opportunities for feedback via qualitative and quantitative surveys. We highly value the community's perspective and ensure their policy and program input is thoroughly reviewed.|To enhance relationships with various educational partners and gather their input for decision-making, the Morongo Unified School District (MUSD) has established multiple advisory committees, including those for principals, district staff, community members, and students. These committees convene regularly to discuss important issues. Additionally, school sites have engaged in professional development to create and implement site leadership teams that foster professional practices through shared decision-making.|To enhance engagement and gather input for decision-making, the Morongo Unified School District (MUSD) will offer professional development and host events that align with families' interests, based on continuous recommendations from surveys. These surveys will be accessible through various modes and languages, including QR codes, flyers, social media, and email. The Local Control and Accountability Plan (LCAP) survey results have highlighted scheduling conflicts as a barrier, prompting the district to explore additional times, methods, and means to provide engagement opportunities.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
36677850000000|Mountain View Elementary|3|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district’s ability to create a welcoming environment for all families in the community.  All groups reported this as a district strength.   Also listed as a strength was the district's progress in developing the capacity of staff to build relationships with families and developing multiple opportunities to engage in two-way communication with families.  Common input included the addition of technology methods that include translation for parents.|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), an area of focus, or continued implementation, would be in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building relationships.  Parents serve on school site committees such as: School Site Council, English Language Advisory Council (ELAC), and Parent Teacher Associations. Parent Training and Workshops are offered such as: West End Counseling Parenting Classes, Back-to-School Night, Family Math and Literacy Night, Parent /Teacher Conferences, Coffee/Pastry with the Principal, Parent Seminars on current social issues and supporting/parenting middle school students, Volunteer Classroom Training, and California Schools Dashboard Meeting. Parents serve as volunteers in the following capacities such as: Classroom (instructional, individual tutoring, chaperones), supporting Academic Days (such as 4th Grade Gold Rush Day), Athletic Events, Band/Choir/Drill Team Programs and clubs. Parents are invited to attend various events such as: Back to School Night, Open House, Awards Assemblies, School Board Meetings, Volunteer Tea (volunteer recognition activity), Cultural Events such as Grade Level Programs, Concerts, Performances & Competitions, PTA Family Nights, Student Academic Presentations and PTA Meetings. Parent Communication includes: in-person, phone contact, virtual (via Zoom or Teams), ParentSquare (email, SMS and App), School Newsletters /Notifications from the office, Teacher Newsletters, Report Cards/Deficiency Notices, Online grade books, Email, School Website, LCAP Educational Partner Survey and School Banners.  Principals are working with their staff and School Site Councils and working to insure underrepresented families are included in their committees.  Additional parent communication tools that provide the ability to translate in additional languages have been implemented as additional methods of communicating student progress and goals, specifically in the areas of English Language Arts and Mathematics.|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district’s implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student.|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Building Partnerships, were strengths.  Although groups designate an area as full implementation, two areas were only listed as Full Implementation.  These areas include the district’s progress in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families, and the district's progress in providing families with information and resources to support student learning and development in the home.|Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building partnerships.  To target this area the district is increasing methods of communication that allow school-teacher-parent communication that supports multiple languages.  The district has increased the usage of technology accessible from home. This includes customized learning programs that allow students to work on specific learning objectives.  The district is also improving the availability of data available to parents as well as content standards and resources included on district websites.  In addition, Parent Nights are focused on supporting students both academically and socially.  The district held Math and Literacy Nights to provide resources to families.|Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Seeking Input were strengths for the district and listed as Full Implementation and Sustainability.   This includes the district’s implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student.|Although all areas of Seeking Input were listed as a strength, an area of focus moving forward would be to insure our new families in our new area housing development area receive the high level of collaboration that has been realized at our other sites.  It has, and will be, a multi-year focus to increase stakeholder involvement during a time of geographical growth.|Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of seeking input.  The district continues to reach out to new families for involvement and feedback.  The district has maintained open lines of communication via meetings, committees, and an available input form.  Methods to increase the number of languages supported is being implemented for district, school, and teacher communication that will increase the opportunity for parents to engage in school and district advisory groups.|4|5|3|4|4|4|5|5|5|5|5|5|Met||2025-06-12|2025
36677930000000|Mt. Baldy Joint Elementary|3|According to our parent climate survey, favorable responses increased by 21% over the 3-year LCAP cycle. An area that we hope to make progress in is school climate. Over the 3-year LCAP cycle, favorable results around questions about school climate went from 85% to 80%. 25% of our parents attend coffee with the principal and/or parent education nights.|Based on our climate survey data, MBJESD will take action steps toward encouraging, training, and supporting parent/family volunteerism throughout the school year.|We will increase engagement with our parent community through events and other communication platforms allowing parents a simpler path to communicate, and the district will actively seek input from parents of unduplicated pupils and  students with disabilities to ensure those students have access to all educational curriculum and programs.|We have developed partnerships with families as measured by our parent engagement percentage of favorable responses. In addition, we have a new partnership with the USFS Visitors Center that enables each of our students to visit the visitors center for local environmental programming once a month during the school year.|We are excited and eager to continue to build partnerships throughout our rich community to embed experts in our hyper-local environment to build upon our outdoor education program. We will also consistently seek to encourage and support parent & family volunteerism to continue to build our home-to-school connections for students.|We will increase engagement with our parent community through events and other communication platforms allowing parents a simpler path to communicate, and the district will actively seek input from parents of unduplicated pupils and students with disabilities to ensure those students have access to all educational curriculum and programs.|Currently, we host Parent Advisory Committee meetings three times per year to seek input from all educational partners, and specifically those from underrepresented student populations. 25% of our parents regularly attend monthly Coffee with the Principal and Parent Education nights. In the coming school years, we hope to increase parent/family volunteerism and increase the rigor of our parent education.|We will build capacity among our parent and community leaders in understanding school-wide goals and contexts so that highly relevant and meaningful input and collaboration between educational partners and the LEA can occur.|We will increase engagement with our parent community through events and other communication platforms allowing parents a simpler path to communicate, and the district will actively seek input from parents of unduplicated pupils and students with disabilities to ensure those students have access to all educational curriculum and programs.|3|3|4|4|3|2|2|4|3|3|3|3|Met||2025-06-10|2025
36678010000000|Needles Unified|3|Based on the analysis of educational partner input and local data, the LEA demonstrates several strengths and notable progress in building relationships between school staff and families. The district actively engages families through a variety of school-based events, such as Back-to-School Nights, academic award assemblies, and literacy and math nights at Vista Colorado Elementary. Monument Peak Schools further enriches family engagement by hosting student plays and other community-centered activities. To encourage participation, the LEA utilizes a comprehensive communication strategy through Parent Square, mailed postcards, and incentives for attendance. Additionally, the district collects feedback via parent surveys to inform and improve engagement efforts. These combined initiatives reflect a strong and growing commitment to fostering meaningful partnerships with families.|Based on the analysis of educational partner input and local data, the Local Education Agency has identified several key focus areas for improvement in building relationships between school staff and families. The district aims to expand access to parent-based workshops by offering them at multiple times to accommodate diverse schedules. Increasing on-campus parent involvement is a priority, along with boosting participation in the District Advisory Committee and School Site Councils to ensure broader representation and input. Additionally, the LEA is working to increase the number of families who download and use Parent Square, enhancing the district’s ability to communicate effectively through text messaging and other tools. These focus areas reflect a commitment to deepening engagement and strengthening the home-school connection.|Based on the analyses of educational partner input and local data, the Local Education Agency will improve engagement of underrepresented families by implementing several targeted strategies aimed at building stronger relationships between school staff and families. To address barriers to participation, the district will offer parent-based workshops at multiple times, ensuring greater accessibility for families with varying schedules. Efforts will also focus on increasing on-campus parent involvement to foster stronger connections and a sense of belonging. Additionally, the LEA will actively encourage underrepresented families to participate in the District Advisory Committee and School Site Councils to ensure more inclusive representation. To enhance communication, the district will work to increase the number of families who download and use Parent Square, enabling more effective and accessible text-based outreach. These efforts are designed to create more equitable opportunities for all families to engage meaningfully with their schools.|The Local Educational Agency (LEA) demonstrates strong progress in Building Partnerships for Student Outcomes through meaningful collaboration with key community stakeholders. Notably, the LEA has established and maintained positive relationships with the Fort Mojave Indian Tribe and the Chemehuevi Tribe, actively engaging their educational liaisons to support student success. The LEA also prioritizes family engagement by regularly seeking parent input through surveys and equipping teachers with cell phones to enhance direct communication with families. Additionally, a successful partnership with the City of Needles Parks and Recreation department has enabled the development of a comprehensive after-school program, providing students with extended learning opportunities in a supportive environment. These efforts reflect a strong commitment to community collaboration and student-centered support.|Based on the analysis of educational partner input and local data, the Local Educational Agency has identified several focus areas for improvement in Building Partnerships. A key goal is to increase the number of parents who download and use Parent Square to enhance text-based communication between school and home. Additionally, the LEA aims to boost parent participation in workshops by offering sessions at various dates and times to accommodate diverse schedules. Another priority is to expand training opportunities for parents on student academic programs, ensuring families are better equipped to support their children's educational progress. These efforts reflect the LEA’s ongoing commitment to strengthening family engagement and fostering collaborative support for student success.|Based on the analysis of educational partner input and local data, the Local Educational Agency (LEA) will improve engagement of underrepresented families by implementing targeted strategies focused on communication and access. To strengthen partnerships for student outcomes, the LEA will increase efforts to promote the use of Parent Square, encouraging more families to download the app in order to enhance two-way communication through text messaging. Additionally, to accommodate diverse schedules and improve participation, parent workshops will be offered at multiple dates and times. The LEA will also expand training opportunities to better inform families about student academic programs, ensuring they are equipped to support their children's educational progress. These efforts aim to remove barriers to engagement and foster stronger connections between families and schools.|The local educational agency demonstrates strong engagement practices and ongoing progress in seeking input for decision-making. Strengths include the consistent use of parent surveys and the hosting of multiple family nights, which provide valuable opportunities for families to share feedback and stay informed. Additionally, the presence of a district advisory committee and school site councils at each school ensures that stakeholder voices are included in planning and decision-making processes. The high visibility of the administrative team at extracurricular and community events further strengthens relationships and fosters open communication with families and community members.|Based on the analysis of educational partner input and local data, the local educational agency has identified key areas for improvement in seeking input for decision-making. One focus area is expanding parent workshops and trainings by offering multiple dates and time options to better accommodate family schedules and increase attendance. Additionally, the agency aims to boost participation in advisory committees by educating families on the purpose and importance of these groups, thereby fostering a deeper understanding of how their involvement directly impacts school and district decisions.|The local educational agency has identified the need to improve accessibility and engagement in its decision-making processes. To address this, the agency will expand parent workshops and trainings by offering multiple dates and time options, ensuring more families have the opportunity to participate. Additionally, to increase involvement in advisory committees, the agency will focus on educating families about the value and impact of committee work, helping them understand how their participation contributes to shaping educational programs and policies.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
36678190000000|Ontario-Montclair|3|The District has a Family and Community Engagement Department with the goal of increasing family and community engagement with equitable opportunities for all our educational partners. A Parent Education Center (PEC) is preparing parent leaders to create a bridge between the District and the school sites. Through parenting classes, materials, resources, and training, the center helps parents to work with their children to improve their children’s achievement. The District also provides differentiated training based on school site needs at the Parent Educational Center and at school sites. Some of the topics offered at the PEC are technology, ESL, digital citizenship, academic preparation to support their children, health, nutrition, internet safety, reading literacy, math, positive parenting, social-emotional learning, and wellbeing. An Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially.  Family and Community Engagement has two additional district-wide community events, including the Multicultural Family Festival and the Parent Leadership Summit. 33 schools are utilizing a two-way communication platform in 2024-2025 that provides automatic translations in more than 180 languages.  All communication and flyers from sites include both English and Spanish translations.|As part of the District Five Year Action Plan, the District is placing a focus on enhancing student, family, and community partnerships through culturally responsive practices. The District is working to develop parent leaders to help bridge the work being done between the school site and district in an effort to prepare parents to support the academic, social emotional, and behavioral needs of students. In addition to providing ongoing training and parent classes, an Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially.|The District has actively engaged in creating multiple engagement opportunities to connect with our underrepresented families. Each site has hired an Outreach Consultant to ensure families are provided with the information and resources they need to support in the academic, behavioral, and social-emotional success of their children. A school site mentor is also available to support the behavior and social-emotional wellbeing of children and connect with families. Additionally, various input platforms such as survey, site and district meetings, and outreach to families has improved the participation and engagement of underrepresented families.|The District educates teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. The district has two Teachers on Assignment (TOA) that provide workshops specific to English Language Arts and Math to provide parents with the tools and strategies they need to support their students at home.|The District provides training to administrators on supporting strong parent involvement at the school sites. The District prepares tools and resources for administrators to use with their staff to develop their ability to build strong connections between home and school. Further efforts to build relationships with parents are evident in parent participation in district and site advisory groups. Cultural proficiency learning is being built into professional development workshops for site and district leaders to increase awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of staff and families, in order to build stronger relationships with staff and families.|As part of the effort to provide tools and resources to administrators to implement with staff, the Director of Family & Community Engagement Department is working directly with school leaders, staff, and leader parents to design academic workshops and training around site specific needs for our underrepresented groups.|The District has consistency in the LCAP process by providing educational partners with resources, information and multiple opportunities to engage in the LCAP development process. LCAP resources include presentations, data sets, surveys, infographics, Superintendent communications, opportunities for engagement, written Comments for the Superintendent forms, and meeting agendas are provided to educational partners and administrators for use in conducting input meetings.|Each year, the District contracts with “Thought Exchange”, a portal designed to provide participants a vehicle to give input and collaborate with one another, as they rate one another’s 'Thoughts.' As a result of this interactive process among educational partners that participate, the highest rated 'Thoughts' are highlighted and themes emerge giving the District critical and relevant information to inform the LCAP. Understanding that some of our families may need varying opportunities to engage in decision-making, other survey opportunities and communication in a variety of ways is being implemented to access more families. Continuing to expand marketing of existing efforts for parent engagement will further increase families’ participation in input for decision-making to be incorporated into advisory groups and LCAP and Schoolwide Plan for Student Achievement (SPSA) processes.|The District ensures it meets its responsibility to provide multiple opportunities to consult with educational partners and engage them in the LCAP development and Annual Update process in a transparent way at both the District and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), LCAP Federal Addendum, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. The District will improve engagement of underrepresented families by continuing to equip families with the tools and resources they need to become leaders and/or active and contributing members.|3|3|2|4|3|4|4|3|5|5|5|5|Met||2025-06-26|2025
36678270000000|Oro Grande|3|Oro Grande School District currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through School Site Council and English Language Advisory Meetings (ELAC), which occur on a monthly basis. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Oro Grande School District also has a strong parent group, the Parent Advisory Committee (PAC), which meets monthly to support each school site through planning and hosting activities. Each school site also hosts numerous campus events for stakeholders to participate in, including athletic events and banquets, musical concerts and performances, academic events such as honor roll and awards nights, and events for all ages such as fall festival, color runs, and STEM nights. As a result, 76.6% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Oro Grande School District.|One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we host coffee or pastries with the principals’ events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Oro Grande School District will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, Oro Grande School District strives to offer beneficial family and community events, such as family literacy night and community health fairs, to support the local community. With the addition of our CTE building and its anticipated opening in March 2026, we will also have a full-service community health center for our local community to access basic mental health and wellness services on site. Additionally, Oro Grande School District sets aside time each school year for scheduled parent-teacher conferences at the end of 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Oro Grande School District will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Oro Grande School District maintains partnerships with multiple colleges and universities, including our local community college, Victor Valley Community College, and UMass Global, in order to provide students with opportunities for CCAP dual enrollment courses through our ECA+ academy, as well as supporting students with their non-CCAP concurrent enrollment courses. Students taking CTE courses also have the opportunity to earn articulated college credit in each of our current pathways. In addition to academic partnerships, Oro Grande School District has a full-time community liaison and foster and homeless youth liaison that are available to support students with social emotional and health and wellness support.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Oro Grande School District is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our community liaison and foster and homeless youth liaison. We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Oro Grande School District actively seeks input in decision-making through partnerships with the School Site Council, ELAC, and the PAC. Since our schools span grade levels TK-12, our PAC participation has stayed fairly constant, as families are able to remain in the same parent group and continue to support their students as they move across grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the School Site Council and ELAC meetings. While we do reach the required percentages of participation based on our EL population of 10%, the goal is to exceed this number and garner feedback from as many unique viewpoints as possible.|Oro Grande School District seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Oro Grande School District will provide translation services for all home languages and ensure that all communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36678270113928|Riverside Preparatory|3|Riverside Preparatory School currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through School Site Council and English Language Advisory Meetings (ELAC), which occur on a monthly basis. During these meetings, parents have the opportunity to engage with staff members from all levels of the organization, from district and site leadership to site staff members. Riverside Preparatory School also has a strong parent group, the Parent Advisory Committee (PAC), which meets monthly to support each school site through planning and hosting activities. Each school site also hosts numerous campus events for stakeholders to participate in, including athletic events and banquets, musical concerts and performances, academic events such as honor roll and awards nights, and events for all ages such as fall festival, color runs, and STEM nights. As a result, 76.6% of our parents/guardians surveyed reported that they feel that they are part of the decision-making process at Riverside Preparatory School.|Since Riverside Preparatory is a charter school, it is located outside of the community boundaries for the majority of enrolled students, which can make it more challenging for all families to participate in on-campus events due to their geographical distance from the school sites. One continued focus area for improvement is finding new and innovative ways to promote engagement. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our students, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted coffee or pastries with the principals’ events in the past, increasing the frequency of these events will provide families with authentic situations to engage with the leadership team and provide families with the opportunity to continue to build relationships with site staff in a less formalized setting.|Riverside Preparatory School will continue to provide information in the reported home language of our families and will offer translators on each site. Additionally, Riverside Preparatory School strives to offer beneficial family and community events, such as family literacy night and community health fairs, to support the local community. With the addition of our CTE building and its anticipated opening in March 2026, we will also have a full-service community health center for our local community to access basic mental health and wellness services on site. Additionally, Riverside Preparatory School sets aside time each school year for scheduled parent-teacher conferences at the end of 1st and 3rd quarters. During these scheduled dates, teachers set appointments with families to discuss student academic progress and outcomes and plan and update student goals for the school year. Riverside Preparatory School will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Riverside Preparatory School maintains partnerships with multiple colleges and universities, including our local community college, Victor Valley Community College, and UMass Global, in order to provide students with opportunities for CCAP dual enrollment courses through our ECA+ academy, as well as supporting students with their non-CCAP concurrent enrollment courses. Students taking CTE courses also have the opportunity to earn articulated college credit in each of our current pathways. In addition to academic partnerships, Riverside Preparatory School has a full-time community liaison and foster and homeless youth liaison that are available to support students with social emotional and health and wellness support.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals is important to encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Riverside Preparatory School is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our community liaison and foster and homeless youth liaison. We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email and phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Riverside Preparatory School actively seeks input in decision-making through partnerships with the School Site Council, ELAC, and the PAC. Since our schools span grade levels TK-12, our PAC participation has stayed fairly constant, as families are able to remain in the same parent group and continue to support their students as they move across grade levels at all sites. During these meetings, parents/guardians are able to provide feedback on LCAP, share ideas about how funds should be allocated, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the School Site Council and ELAC meetings. While we do reach the required percentages of participation based on our EL population of 10%, the goal is to exceed this number and garner feedback from as many unique viewpoints as possible.|Riverside Preparatory School seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Riverside Preparatory School will ensure that we have translators available for all home languages and that all communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36678270137174|Mojave River Academy - Gold Canyon|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through a yearly parent survey; multiple parent meetings regarding the academic success of their child; yearly Back to School and Orientation events; and English Language Advisory Committee meetings (ELAC), which occur five times per year. During these meetings, parents have the opportunity to engage with staff members from various levels of the organization, from district and site leadership to site staff members.  This parent input supports each school site through praise and critique of school activities, systems and processes. Each school site also hosts numerous campus events for stakeholders to participate, including family literacy nights, gaming and athletic events, banquets and academic events such as awards and math and spelling competitions.  As a result, 100% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement, thereby increasing the number of parents attending meetings. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted “coffee with the principal” events in the past, increasing the frequency and regularity of these events will provide families with authentic situations to engage with site leadership and with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, Mojave River Academy Schools strives to offer beneficial family and community events, such as family literacy nights, college fairs, community health fairs, and health services to support the local community. With the addition of our CTE building and its anticipated opening in March 2026, we will also have a full-service community health center for our high desert local community to access basic mental health and wellness services on site. Additionally, at Mojave River Academy Schools, all parents have direct access to teachers and staff via personal professional cell phones and email.  Parents and teachers can schedule a meeting at any time throughout the school year to discuss student academic progress and outcomes.  Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with our local college, Victor Valley Community College, to provide students with opportunities for dual enrollment courses. Additionally, we provide College/Career Fairs in the community to expose students to career opportunities and local business partners.  The Department of Rehabilitation is also utilized to provide career opportunities for students who struggle academically.  Mojave River Academy Schools has implemented new online CTE courses providing students the opportunity to gain experience in a career pathway. In addition to academic partnerships, Mojave River Academy Schools has full-time marriage and family therapists (MFT) and social workers to support students, including foster and homeless students, with social emotional and health and wellness needs.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year, and within weekly PLC meetings, in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our Child Welfare and Attendance Counselors, MFTs and social workers.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email, texts, phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools actively seeks input in decision-making through partnerships with the ELAC/DELAC, parent orientations, student Advocacy Meetings, and via feedback surveys.  Parents have direct lines of communication to their child’s teacher, principal and school staff in our Independent Study school model.  Due to our designated teaching grade spans, designed to keep students with teachers over several years, the teacher and parent are able to build a long lasting and meaningful relationship.  Parents/guardians and students are able to give feedback regarding the LCAP, share ideas about how funds should be allocated, provide feedback regarding the social emotional and physical safety of the school site, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the offered ELAC and other parent meetings. While we do hold the required meetings within the needed timeframes and have parents attend, the goal is to increase the attendance number and consistency to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Mojave River Academy Schools will provide translation services for all home languages and ensure that communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect to the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36678270137182|Mojave River Academy - National Trails|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through a yearly parent survey; multiple parent meetings regarding the academic success of their child; yearly Back to School and Orientation events; and English Language Advisory Committee meetings (ELAC), which occur five times per year. During these meetings, parents have the opportunity to engage with staff members from various levels of the organization, from district and site leadership to site staff members.  This parent input supports each school site through praise and critique of school activities, systems and processes. Each school site also hosts numerous campus events for stakeholders to participate, including family literacy nights, gaming and athletic events, banquets and academic events such as awards and math and spelling competitions.  As a result, 98.7% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement, thereby increasing the number of parents attending meetings. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted “coffee with the principal” events in the past, increasing the frequency and regularity of these events will provide families with authentic situations to engage with site leadership and with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, Mojave River Academy Schools strives to offer beneficial family and community events, such as family literacy nights, college fairs, community health fairs, and health services to support the local community. With the addition of our CTE building and its anticipated opening in March 2026, we will also have a full-service community health center for our high desert local community to access basic mental health and wellness services on site. Additionally, at Mojave River Academy Schools, all parents have direct access to teachers and staff via personal professional cell phones and email.  Parents and teachers can schedule a meeting at any time throughout the school year to discuss student academic progress and outcomes.  Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with our local college, Victor Valley Community College, to provide students with opportunities for dual enrollment courses. Additionally, we provide College/Career Fairs in the community to expose students to career opportunities and local business partners.  The Department of Rehabilitation is also utilized to provide career opportunities for students who struggle academically.  Mojave River Academy Schools has implemented new online CTE courses providing students the opportunity to gain experience in a career pathway. In addition to academic partnerships, Mojave River Academy Schools has full-time marriage and family therapists (MFT) and social workers to support students, including foster and homeless students, with social emotional and health and wellness needs.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year, and within weekly PLC meetings, in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our Child Welfare and Attendance Counselors, MFTs and social workers.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email, texts, phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools actively seeks input in decision-making through partnerships with the ELAC/DELAC, parent orientations, student Advocacy Meetings, and via feedback surveys.  Parents have direct lines of communication to their child’s teacher, principal and school staff in our Independent Study school model.  Due to our designated teaching grade spans, designed to keep students with teachers over several years, the teacher and parent are able to build a long lasting and meaningful relationship.  Parents/guardians and students are able to give feedback regarding the LCAP, share ideas about how funds should be allocated, provide feedback regarding the social emotional and physical safety of the school site, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the offered ELAC and other parent meetings. While we do hold the required meetings within the needed timeframes and have parents attend, the goal is to increase the attendance number and consistency to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Mojave River Academy Schools will provide translation services for all home languages and ensure that communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect to the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36678270137190|Mojave River Academy - Oro Grande|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through a yearly parent survey; multiple parent meetings regarding the academic success of their child; yearly Back to School and Orientation events; and English Language Advisory Committee meetings (ELAC), which occur five times per year. During these meetings, parents have the opportunity to engage with staff members from various levels of the organization, from district and site leadership to site staff members.  This parent input supports each school site through praise and critique of school activities, systems and processes. Each school site also hosts numerous campus events for stakeholders to participate, including family literacy nights, gaming and athletic events, banquets and academic events such as awards and math and spelling competitions.  As a result, 98.5% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement, thereby increasing the number of parents attending meetings. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted “coffee with the principal” events in the past, increasing the frequency and regularity of these events will provide families with authentic situations to engage with site leadership and with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, Mojave River Academy Schools strives to offer beneficial family and community events, such as family literacy nights, college fairs, community health fairs, and health services to support the local community. With the addition of our CTE building and its anticipated opening in March 2026, we will also have a full-service community health center for our high desert local community to access basic mental health and wellness services on site. Additionally, at Mojave River Academy Schools, all parents have direct access to teachers and staff via personal professional cell phones and email.  Parents and teachers can schedule a meeting at any time throughout the school year to discuss student academic progress and outcomes.  Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with our local college, Victor Valley Community College, to provide students with opportunities for dual enrollment courses. Additionally, we provide College/Career Fairs in the community to expose students to career opportunities and local business partners.  The Department of Rehabilitation is also utilized to provide career opportunities for students who struggle academically.  Mojave River Academy Schools has implemented new online CTE courses providing students the opportunity to gain experience in a career pathway. In addition to academic partnerships, Mojave River Academy Schools has full-time marriage and family therapists (MFT) and social workers to support students, including foster and homeless students, with social emotional and health and wellness needs.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year, and within weekly PLC meetings, in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our Child Welfare and Attendance Counselors, MFTs and social workers.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email, texts, phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools actively seeks input in decision-making through partnerships with the ELAC/DELAC, parent orientations, student Advocacy Meetings, and via feedback surveys.  Parents have direct lines of communication to their child’s teacher, principal and school staff in our Independent Study school model.  Due to our designated teaching grade spans, designed to keep students with teachers over several years, the teacher and parent are able to build a long lasting and meaningful relationship.  Parents/guardians and students are able to give feedback regarding the LCAP, share ideas about how funds should be allocated, provide feedback regarding the social emotional and physical safety of the school site, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the offered ELAC and other parent meetings. While we do hold the required meetings within the needed timeframes and have parents attend, the goal is to increase the attendance number and consistency to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Mojave River Academy Schools will provide translation services for all home languages and ensure that communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect to the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36678270137208|Mojave River Academy - Route 66|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through a yearly parent survey; multiple parent meetings regarding the academic success of their child; yearly Back to School and Orientation events; and English Language Advisory Committee meetings (ELAC), which occur five times per year. During these meetings, parents have the opportunity to engage with staff members from various levels of the organization, from district and site leadership to site staff members.  This parent input supports each school site through praise and critique of school activities, systems and processes. Each school site also hosts numerous campus events for stakeholders to participate, including family literacy nights, gaming and athletic events, banquets and academic events such as awards and math and spelling competitions.  As a result, 98.4% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement, thereby increasing the number of parents attending meetings. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted “coffee with the principal” events in the past, increasing the frequency and regularity of these events will provide families with authentic situations to engage with site leadership and with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, Mojave River Academy Schools strives to offer beneficial family and community events, such as family literacy nights, college fairs, community health fairs, and health services to support the local community. With the addition of our CTE building and its anticipated opening in March 2026, we will also have a full-service community health center for our high desert local community to access basic mental health and wellness services on site. Additionally, at Mojave River Academy Schools, all parents have direct access to teachers and staff via personal professional cell phones and email.  Parents and teachers can schedule a meeting at any time throughout the school year to discuss student academic progress and outcomes.  Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with our local college, Victor Valley Community College, to provide students with opportunities for dual enrollment courses. Additionally, we provide College/Career Fairs in the community to expose students to career opportunities and local business partners.  The Department of Rehabilitation is also utilized to provide career opportunities for students who struggle academically.  Mojave River Academy Schools has implemented new online CTE courses providing students the opportunity to gain experience in a career pathway. In addition to academic partnerships, Mojave River Academy Schools has full-time marriage and family therapists (MFT) and social workers to support students, including foster and homeless students, with social emotional and health and wellness needs.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year, and within weekly PLC meetings, in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our Child Welfare and Attendance Counselors, MFTs and social workers.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email, texts, phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools actively seeks input in decision-making through partnerships with the ELAC/DELAC, parent orientations, student Advocacy Meetings, and via feedback surveys.  Parents have direct lines of communication to their child’s teacher, principal and school staff in our Independent Study school model.  Due to our designated teaching grade spans, designed to keep students with teachers over several years, the teacher and parent are able to build a long lasting and meaningful relationship.  Parents/guardians and students are able to give feedback regarding the LCAP, share ideas about how funds should be allocated, provide feedback regarding the social emotional and physical safety of the school site, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the offered ELAC and other parent meetings. While we do hold the required meetings within the needed timeframes and have parents attend, the goal is to increase the attendance number and consistency to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Mojave River Academy Schools will provide translation services for all home languages and ensure that communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect to the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36678270137216|Mojave River Academy - Rockview Park|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through a yearly parent survey; multiple parent meetings regarding the academic success of their child; yearly Back to School and Orientation events; and English Language Advisory Committee meetings (ELAC), which occur five times per year. During these meetings, parents have the opportunity to engage with staff members from various levels of the organization, from district and site leadership to site staff members.  This parent input supports each school site through praise and critique of school activities, systems and processes. Each school site also hosts numerous campus events for stakeholders to participate, including family literacy nights, gaming and athletic events, banquets and academic events such as awards and math and spelling competitions.  As a result, 99.0% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement, thereby increasing the number of parents attending meetings. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted “coffee with the principal” events in the past, increasing the frequency and regularity of these events will provide families with authentic situations to engage with site leadership and with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, Mojave River Academy Schools strives to offer beneficial family and community events, such as family literacy nights, college fairs, community health fairs, and health services to support the local community. With the addition of our CTE building and its anticipated opening in March 2026, we will also have a full-service community health center for our high desert local community to access basic mental health and wellness services on site. Additionally, at Mojave River Academy Schools, all parents have direct access to teachers and staff via personal professional cell phones and email.  Parents and teachers can schedule a meeting at any time throughout the school year to discuss student academic progress and outcomes.  Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with our local college, Victor Valley Community College, to provide students with opportunities for dual enrollment courses. Additionally, we provide College/Career Fairs in the community to expose students to career opportunities and local business partners.  The Department of Rehabilitation is also utilized to provide career opportunities for students who struggle academically.  Mojave River Academy Schools has implemented new online CTE courses providing students the opportunity to gain experience in a career pathway. In addition to academic partnerships, Mojave River Academy Schools has full-time marriage and family therapists (MFT) and social workers to support students, including foster and homeless students, with social emotional and health and wellness needs.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year, and within weekly PLC meetings, in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our Child Welfare and Attendance Counselors, MFTs and social workers.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email, texts, phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools actively seeks input in decision-making through partnerships with the ELAC/DELAC, parent orientations, student Advocacy Meetings, and via feedback surveys.  Parents have direct lines of communication to their child’s teacher, principal and school staff in our Independent Study school model.  Due to our designated teaching grade spans, designed to keep students with teachers over several years, the teacher and parent are able to build a long lasting and meaningful relationship.  Parents/guardians and students are able to give feedback regarding the LCAP, share ideas about how funds should be allocated, provide feedback regarding the social emotional and physical safety of the school site, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the offered ELAC and other parent meetings. While we do hold the required meetings within the needed timeframes and have parents attend, the goal is to increase the attendance number and consistency to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Mojave River Academy Schools will provide translation services for all home languages and ensure that communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect to the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36678270137224|Mojave River Academy - Silver Mountain|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through a yearly parent survey; multiple parent meetings regarding the academic success of their child; yearly Back to School and Orientation events; and English Language Advisory Committee meetings (ELAC), which occur five times per year. During these meetings, parents have the opportunity to engage with staff members from various levels of the organization, from district and site leadership to site staff members.  This parent input supports each school site through praise and critique of school activities, systems and processes. Each school site also hosts numerous campus events for stakeholders to participate, including family literacy nights, gaming and athletic events, banquets and academic events such as awards and math and spelling competitions.  As a result, 99.4% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement, thereby increasing the number of parents attending meetings. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted “coffee with the principal” events in the past, increasing the frequency and regularity of these events will provide families with authentic situations to engage with site leadership and with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, Mojave River Academy Schools strives to offer beneficial family and community events, such as family literacy nights, college fairs, community health fairs, and health services to support the local community. With the addition of our CTE building and its anticipated opening in March 2026, we will also have a full-service community health center for our high desert local community to access basic mental health and wellness services on site. Additionally, at Mojave River Academy Schools, all parents have direct access to teachers and staff via personal professional cell phones and email.  Parents and teachers can schedule a meeting at any time throughout the school year to discuss student academic progress and outcomes.  Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with our local college, Victor Valley Community College, to provide students with opportunities for dual enrollment courses. Additionally, we provide College/Career Fairs in the community to expose students to career opportunities and local business partners.  The Department of Rehabilitation is also utilized to provide career opportunities for students who struggle academically.  Mojave River Academy Schools has implemented new online CTE courses providing students the opportunity to gain experience in a career pathway. In addition to academic partnerships, Mojave River Academy Schools has full-time marriage and family therapists (MFT) and social workers to support students, including foster and homeless students, with social emotional and health and wellness needs.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year, and within weekly PLC meetings, in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our Child Welfare and Attendance Counselors, MFTs and social workers.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email, texts, phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools actively seeks input in decision-making through partnerships with the ELAC/DELAC, parent orientations, student Advocacy Meetings, and via feedback surveys.  Parents have direct lines of communication to their child’s teacher, principal and school staff in our Independent Study school model.  Due to our designated teaching grade spans, designed to keep students with teachers over several years, the teacher and parent are able to build a long lasting and meaningful relationship.  Parents/guardians and students are able to give feedback regarding the LCAP, share ideas about how funds should be allocated, provide feedback regarding the social emotional and physical safety of the school site, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the offered ELAC and other parent meetings. While we do hold the required meetings within the needed timeframes and have parents attend, the goal is to increase the attendance number and consistency to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Mojave River Academy Schools will provide translation services for all home languages and ensure that communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect to the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36678270137232|Mojave River Academy - Marble City|3|Mojave River Academy Schools currently offers numerous opportunities for parents to engage with the school sites and provide feedback about educational and extracurricular activities. Parents partner with each school site in the decision-making process through a yearly parent survey; multiple parent meetings regarding the academic success of their child; yearly Back to School and Orientation events; and English Language Advisory Committee meetings (ELAC), which occur five times per year. During these meetings, parents have the opportunity to engage with staff members from various levels of the organization, from district and site leadership to site staff members.  This parent input supports each school site through praise and critique of school activities, systems and processes. Each school site also hosts numerous campus events for stakeholders to participate, including family literacy nights, gaming and athletic events, banquets and academic events such as awards and math and spelling competitions.  As a result, 100% of parents/guardians surveyed reported that they feel that they are part of the decision-making process at Mojave River Academy Schools.|One continued focus area for improvement is finding new and innovative ways to promote engagement, thereby increasing the number of parents attending meetings. This can include options such as offering child care opportunities, expanding locations of our events into the local communities of our families, and continuing to provide families with the opportunity to connect virtually to all events. Another opportunity for renewed focus is increasing the number of personalized meetings with the principals at each site. Although we have hosted “coffee with the principal” events in the past, increasing the frequency and regularity of these events will provide families with authentic situations to engage with site leadership and with the opportunity to continue to build relationships with site staff in a less formalized setting.|Mojave River Academy Schools will continue to provide information in the reported home language of our families and will offer translators across all sites. Additionally, Mojave River Academy Schools strives to offer beneficial family and community events, such as family literacy nights, college fairs, community health fairs, and health services to support the local community. With the addition of our CTE building and its anticipated opening in March 2026, we will also have a full-service community health center for our high desert local community to access basic mental health and wellness services on site. Additionally, at Mojave River Academy Schools, all parents have direct access to teachers and staff via personal professional cell phones and email.  Parents and teachers can schedule a meeting at any time throughout the school year to discuss student academic progress and outcomes.  Mojave River Academy Schools will continue to work on being strategic and intentional in personally inviting our underrepresented families and seek to understand any hurdles that may be limiting their participation.|Mojave River Academy Schools maintains partnerships with our local college, Victor Valley Community College, to provide students with opportunities for dual enrollment courses. Additionally, we provide College/Career Fairs in the community to expose students to career opportunities and local business partners.  The Department of Rehabilitation is also utilized to provide career opportunities for students who struggle academically.  Mojave River Academy Schools has implemented new online CTE courses providing students the opportunity to gain experience in a career pathway. In addition to academic partnerships, Mojave River Academy Schools has full-time marriage and family therapists (MFT) and social workers to support students, including foster and homeless students, with social emotional and health and wellness needs.  All site and district staff members participate in the Plan Do Study Act (PDSA) cycle each school year, and within weekly PLC meetings, in order to review historical data, set goals for student outcomes, and set specific dates for progress monitoring throughout the school year to ensure that there is a focus on continual improvement.|One focus area is encouraging more participation from a wide range of stakeholders as part of the PDSA cycle. While the PDSA cycle does not specifically require stakeholder input, ensuring that all stakeholders are aware of individualized site goals will encourage collaboration and accountability amongst all partners. This will provide stakeholders with an additional way to connect with the school sites and provide feedback and suggestions for goal setting and progress monitoring.|Mojave River Academy Schools is continually exploring ways to increase the home-school connection. In order to improve the engagement of underrepresented families, we strive to connect our families to community resources via our Child Welfare and Attendance Counselors, MFTs and social workers.  We will also focus on intentionality when planning events, including garnering feedback from our underrepresented families to determine what, if any, barriers are preventing their attendance and how our staff can work to help bridge any gaps. Additionally, we will continue to focus on providing a wide range of opportunities to connect with staff via email, texts, phone calls, on campus or virtual meetings, printed information and flyers, and updated information shared via the school’s website and social media platforms.|Mojave River Academy Schools actively seeks input in decision-making through partnerships with the ELAC/DELAC, parent orientations, student Advocacy Meetings, and via feedback surveys.  Parents have direct lines of communication to their child’s teacher, principal and school staff in our Independent Study school model.  Due to our designated teaching grade spans, designed to keep students with teachers over several years, the teacher and parent are able to build a long lasting and meaningful relationship.  Parents/guardians and students are able to give feedback regarding the LCAP, share ideas about how funds should be allocated, provide feedback regarding the social emotional and physical safety of the school site, and provide feedback and suggestions for curriculum and programs that are offered.|One focus area for improvement is expanding the number of participants that regularly attend the offered ELAC and other parent meetings. While we do hold the required meetings within the needed timeframes and have parents attend, the goal is to increase the attendance number and consistency to garner feedback from as many unique viewpoints as possible.|Mojave River Academy Schools seeks input from a diverse group of stakeholders and wants to ensure that our underrepresented families are included in all decision-making processes. In order to achieve this goal, Mojave River Academy Schools will provide translation services for all home languages and ensure that communication is offered in the reported home language of our families. It is also important that there are numerous formats for participation, including in person, virtual, and local events to provide our families with as many opportunities as possible to connect to the decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36678430000000|Redlands Unified|3|"Our 2024-25 Family Engagement Survey data affirms that creating welcoming environments is a significant strength across the LEA. An overwhelming 94% of responding families selected 'Agree' or 'Strongly Agree' with the statement, ""I feel welcome at my child's school."" This indicates that our focus on customer service training for front office staff and hosting inclusive events like cultural potlucks has been highly effective and is a sustainable practice.  Communication systems are another key strength. The survey shows that 89% of families feel they receive timely information from their school. The district-wide adoption of the ParentSquare platform is the primary driver of this success, with 78% of respondents identifying it as their preferred method of communication. The platform's two-way and translation features are critical in connecting with our diverse families and removing language as a barrier to engagement."|"While families report receiving timely information, a key area for improvement is the quality and responsiveness of two-way communication. Although 71% of parents feel comfortable contacting the school, written feedback in the survey included comments like, ""I send messages but don't always hear back,"" and ""It feels like we get a lot of announcements, but it's harder to have a real conversation."" Our goal is to move beyond informational announcements to fostering more authentic, responsive dialogue that builds trust when parents initiate contact.  Another focus area, highlighted by a rating of '3 - Initial Implementation', is deepening our staff's capacity to learn about each family's unique strengths and goals. While our staff is culturally aware, we must now provide professional development that equips them with the skills for conducting empathetic, one-on-one conversations that honor parents' deep knowledge of their own children."|"Our survey data shows a lower response rate from families who identify as African American and families of English Learners compared to their demographic representation in the LEA. To address this, we will implement targeted strategies. We will expand the role of our family liaisons to conduct ""Community Listening Circles,"" partnering with local faith-based organizations and community centers that serve these populations.  We will continue to use ParentSquare analytics to identify families who are not actively engaging with digital communications. For these families, school sites will be required to use personalized outreach, including phone calls from bilingual staff, to ensure they feel seen and connected."|"The LEA has established robust and effective systems for families and teachers to discuss student progress. Parent-teacher conference participation remains high, and our 2024-25 survey reflects this strength, with 85% of families agreeing that they ""understand how my child is doing academically."" The consistent use of the Aeries Parent Portal for real-time access to grades and attendance is a cornerstone of this success, providing families with transparent data to support conversations about academic progress.  Furthermore, our school sites have been successful in holding events like ""Family Math Night"" and ""Literacy Workshops."" Survey respondents who attended these events rated them highly, indicating that when we provide specific, practical strategies, parents feel more confident supporting learning at home."|"The most significant area for improvement, as identified in our survey, is supporting families to understand their legal rights. Only 48% of respondents agreed with the statement, ""I know my rights as a parent in the education system."" This was the lowest-rated item in the entire survey. Feedback from our CAC members corroborates this data, noting that the special education process, in particular, is a source of confusion and anxiety for many families.  A second focus area is providing families with resources to support learning at home. While 65% of families feel they have the tools they need, this still leaves a substantial portion of our community feeling unsupported. Open-ended comments requested more grade-level-specific resources and short, accessible videos demonstrating learning strategies."|To address the critical need around understanding parent rights, especially for our families of students with disabilities, we will research strategies such as partnering with local Family Resource Centers to offer a series of independent workshops. Hosting these with a trusted community partner may help families feel more comfortable asking questions. We will also create resources to help parents to better understand the IEP process.   To better equip our families of English Learners, we will work with our DELAC to host workshops focused on understanding reclassification criteria and the pathway to the State Seal of Biliteracy. These will be co-led by bilingual staff and parent leaders who have been through the process. We will also provide all materials and interpretation at these events.|"Our LEA has demonstrated a strong commitment to providing multiple opportunities for family input. The annual Family Engagement Survey itself is a key strength, providing a broad platform for feedback. Furthermore, we have active and compliant advisory groups, including School Site Councils (SSC), DELAC, and CAC. 72% of survey respondents agreed that ""The school provides opportunities for me to give input.""  Our efforts to improve accessibility have been successful. All major district meetings now offer virtual attendance options, childcare, and Spanish translation, which removes significant barriers to participation. The consistent posting of agendas and minutes on our website ensures a high degree of transparency. These established structures ensure we are systematically and compliantly seeking input from our educational partners on an ongoing basis."|"The clear area for improvement is moving from seeking input to ensuring families feel their input is valued and acted upon. While 72% of parents see opportunities for input, a much lower 58% agreed with the statement, ""I feel my input is valued by the school."" This ""input-impact gap"" was a recurring theme in the survey's written comments. Our primary focus must be on ""closing the feedback loop"" by clearly communicating back to the community how their specific suggestions influenced LCAP goals, budget allocations, and program changes.  A related area for improvement is building the capacity of both families and staff to engage in shared decision-making. We need to move beyond staff presenting information to parents and instead provide training on facilitation, data analysis, and consensus-building for all participants."|To ensure the voices of underrepresented families are central to our decisions we will research ways to enhance our survey process by using our communications department for better visibility and accessibility. We will also work with sites to look at ways they can make sure all families have access to school decision-making opportunities.|4|5|3|4|3|3|4|3|3|3|4|3|Met||2025-06-24|2025
36678433630928|Grove|3|Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Relationships Between School Staff and Families.   96% of Parents/guardians indicated in the 2024-25 California Healthy Kids Survey (CHKS) that they had attended a school event, and 43% indicated they had attended a meeting of the parent-teacher organization. 93% indicated that the school encourages them to be an active partner with the school in educating their child. 74% of parents said they feel that Grove actively seeks the input of parents before making important decisions and 93% said that parents feel welcome to participate at school.  Survey results also indicate that the school was responsive to their students' needs, communicated student progress well between report cards, and is doing a good job providing social emotional resources for their students. Grove has a strong partnership with Grove Parent Teacher Group (GPTG) and together the two groups host multiple events throughout the year to encourage educational partnerships with families. TGS engaged parents and families in a CHKS school climate survey in the fall, surveys about LCAP progress and input were sent in March, and surveys specifically regarding campus expansion input and the tech policy were sent in May.  As parents and guardians had indicated that a more direct form of communication and focused messages would be appreciated, and in order to increase parent-teacher communication and reduce the likelihood of lost or misplaced information, the school began using Parent Square for announcements, newsletters, and teacher-parent communication.   A Parent Advisory Committee was formed and met for four quarterly meetings (9/25/24, 12/11/24, 3/5/25, and 5/28/25) to meet and discuss goals, progress and action plans.  The Head of School hosted a listening session on April 14th, 2025 for parents to come and specifically give feedback about school climate. The Head of School and Assistant Head of School held a “Coffee with the Heads of School” hours during our school-hosted Saturday Farmer’s Market six times during the school year. During that families were provided with time to have informal discussions about the school and share concerns.|All parent feedback was summarized in a shared LCAP reflection, and that data was to make appropriate modifications to the new LCAP. Feedback regarding campus expansion is going directly to the project management team to advise and inform the school’s feasibility study.   This year’s Parent feedback included the following asks: -Ensure we continue with our Montessori foundation and framework -Offer middle school advanced classes -Improve goal communication about progress/Improve awareness of actions being taken in support of these goals -Implement tutoring over summer programs and after school program for struggling students that need support -Increase class options specifically in math -More field trips to bring the campus community together  -Increased monitoring of free space moments like class passing, lunch, after/before school -Stronger accountability for racially/gendered bullying -Improve goal communication about progress/Improve awareness of actions being taken in support of these goals -Improve CAWE and Winterim to ensure productive and engaged learning for all students. -Re-engage/redesign with the farm program -Improved bathrooms -More community work days to improve the campus -Multi-purpose room/more indoor gathering spaces -Improved parking areas -Addition of student relaxation zones -Improved campus supervision and safety supports|Grove continues to reach out to underrepresented families through general means and personal invitations during school events. Leadership opportunities were presented to underrepresented families by school administration during meetings and through direct email.|Parents/guardians indicated on the CHKS that the Grove has high expectations for students, provides a safe environment, and that adults treat students with respect and care. Parent involvement at Grove events also continued to increase from the previous school year, and five additional parent education nights were held.   All parents/guardians are invited to attend two Student-Led Conferences annually in which they provide input into students’ progress towards Student Outcomes. If parents/guardians are unable to attend, students may elect to have another adult in their life attend as a family representative.|Parents reported having improved communication this year due to the addition of a site administrator, and had positive feedback on exit surveys about parent education nights. The Parent Advisory Committee (PAC) reported it would like to be more active in disseminating information to other families.  Based on CKHS survey response, parent requests received by administration, and parent attendance and parent education nights, Grove will continue offering family events and parent education nights. Grove will expand its PAC meeting hours and work with parents on a revised communication protocol.|Grove continues to reach out to underrepresented families through general means and personal invitations during school events. Leadership opportunities were presented to underrepresented families by the head of school during meetings and through direct email.|Grove continues to have strong attendance at and receives input from educational partners through regular scheduled meetings, special events, and online surveys. The 2024-25 CHKS indicated that educational partners had an overall positive view of Grove's attempts to include them in decision- making and keep them informed of opportunities.  A Parent Advisory Committee was formed and met for four quarterly meetings (9/25/24, 12/11/24, 3/5/25, and 5/28/25) to meet and discuss goals, progress and action plans.  The Head of School hosted a listening session on April 14th, 2025 for parents to come and specifically give feedback about school climate. The Head of School and Assistant Head of School held a “Coffee with the Heads of School” hours during our school-hosted Saturday Farmer’s Market six times during the school year. During that families were provided with time to have informal discussions about the school and share concerns.|Grove continues to work to expand its opportunities for parent input and decision-making. In the coming school year Grove plans to form a School Site Council to develop a School Performance Support Plan (SPSA), and plans to expand its Parent Advisory Committee (PAC) engagement and impact.|Grove will continue to reach out to underrepresented families personally through Parent Square service and at in-person events, and to offer opportunities for them to participate in leadership roles. This also includes creating opportunities for underrepresented families at school events such as back to school night and student showcases that include direct asks to participate in decision making.|4|4|5|4|4|4|4|4|3|3|4|4|Met||2025-06-26|2025
36678500000000|Rialto Unified|3|Rialto USD has made notable progress in building relationships between school staff and families through improved communication practices and increased opportunities for family engagement. Survey feedback highlights that families appreciate the use of multiple communication channels, including school apps, emails, and social media, which have made it easier to stay informed and connected. Schools have also expanded their efforts to host family events, cultural celebrations, and student-led activities that foster a welcoming environment and strengthen school-community ties. Additionally, staff have increasingly focused on being approachable and supportive, contributing to families feeling more valued and included in the educational process. These efforts reflect ongoing progress in cultivating positive, inclusive relationships with families.|Survey results indicate that our district should focus on improving consistency and accessibility in communication by ensuring all messages are timely, translated, and delivered across platforms that reach all families. Another key area for growth is increasing meeting accessibility through more flexible scheduling options, including evening, weekend, and virtual formats. Educational partners also expressed the need for staff training to enhance cultural responsiveness and inclusivity, as well as more opportunities for parents to build relationships with staff through workshops and collaborative events. Addressing these areas will strengthen trust and engagement between families and school staff.|To improve engagement of underrepresented families, our district will strengthen outreach by providing more consistent, multilingual communication across platforms frequently used by families. Efforts will focus on reducing barriers to participation by offering meetings and events at flexible times, including evenings, and through virtual formats. Our district also plans to expand culturally responsive training for staff and increase opportunities for parents to participate in school events, decision-making processes, and educational workshops. These strategies aim to create more inclusive environments where all families feel welcomed, valued, and connected to their school communities.|Rialto USD has made strong progress in building partnerships that support student outcomes by offering increased opportunities for family involvement in academic learning. Families report that schools are providing more accessible information about student progress, including the use of parent portals, regular communication from teachers, and progress reports. Additionally, schools have hosted academic nights, student showcases, and parent-teacher conferences that help families better understand grade-level expectations and how to support learning at home. These efforts reflect a growing commitment to engaging families as partners in their children's academic success.|Based on survey feedback, Rialto USD's areas for improvement include expanding parent education opportunities and increasing two-way communication focused on academic progress. Educational partners expressed a desire for more workshops that help families support learning at home, especially in subjects like writing, math, and reading. There is also a need to provide clearer guidance on how families can engage with academic standards, intervention supports, and available resources. Strengthening these areas will help families feel more equipped and empowered to actively support their children’s educational journey.|To better engage underrepresented families, Rialto USD will increase access to academic support resources through multilingual workshops, family learning nights, and clear communication about available interventions. Efforts will focus on building trust by partnering with community liaisons and culturally responsive staff who can bridge gaps and connect families to tools that support student learning. The LEA also plans to provide more personalized outreach and create opportunities for families to engage in goal-setting and progress monitoring, ensuring they are active partners in their child’s academic success.|Rialto USD has demonstrated strong progress in seeking input for decision-making by offering multiple opportunities for families, staff, and community members to share feedback through surveys, forums, advisory committees, and school site meetings. The annual LCAP survey has consistently yielded high levels of participation across educational partners, helping to guide district priorities. Additionally, our district regularly engages parent groups such as DELAC, ELAC, and school site councils to ensure diverse perspectives are represented. These efforts reflect our commitment to making inclusive, data-informed decisions that reflect community needs.|Rialto USD has identified a need to increase participation from underrepresented families and ensure that input opportunities are more accessible and inclusive. Survey feedback indicated that some families are unaware of when and how to provide input. To address this, our district will focus on improving outreach, offering multilingual communication, and expanding input opportunities beyond traditional formats, such as through virtual meetings, community events, and targeted outreach by family engagement staff. Strengthening feedback loops by showing how input influences decisions will also be a key focus moving forward.|To improve engagement of underrepresented families in decision-making, Rialto USD will expand outreach efforts through multilingual communication, culturally responsive practices, and collaboration with community liaisons. Input opportunities will be offered in varied formats—including virtual meetings, in-person events at accessible locations, and informal feedback sessions—to reduce participation barriers. The district will also strengthen efforts to close the feedback loop by clearly communicating how input is used in shaping programs and decisions. These actions aim to ensure all families feel their voices are valued and reflected in district planning.|3|4|3|4|3|4|3|4|3|3|3|4|Met||2025-06-25|2025
36678680000000|Rim of the World Unified|3|Rim of the World Unified School District is committed to engaging parents and other educational partners by building meaningful relationships. For the 24-25 school year, in addition to the state rubric, the district chose to administer parent engagement surveys through the Kelvin system. Kelvin’s “pulse” surveys are a quick way to provide teachers and education leaders with actionable data that allows them to understand where their students, parents, and schools are thriving, and what needs work. The “pulses” were administered 4 times throughout the year. These surveys help us measure progress in both state priorities three and six, Parent Engagement and School Climate. In 2024-2025 the district had a 10% parent participation rate with 76% of the results favorable.  The three domains surveyed were: Sense of Safety, Instructional Environment, and School Participation/Relationships. Our strength was identified in the area of instructional environment where 84% of Rim parents indicated a favorable response in this domain.|On the KELVIN pulse, school participation had a lower favorable response percentage of 63%. ROWUSD has reached initial implementation by engaging with families through Parent Square, Class Dojo, Remind, Band, email, and other communication options as well as by supporting families through parent/guardian conferences and communication to support student needs. During the 24-25 school year ROWUSD added and Community Outreach Coordinator to support communication and encourage school participation. More opportunities to engage with parents/guardians and families will continue to be discussed with our LCAP Educational Partners, PTA, SSC, and ELAC teams as this is still an area of focus for the district.|The district remains committed to strengthening engagement with underrepresented families through the strategic use of personnel to support programs, workshops, and resources tailored for foster youth, English learners, and low-income students. To increase accessibility, virtual attendance options for school events continue to be offered, while all school sites regularly share updates and involvement opportunities via Parent Square, including PTA, School Site Council, and other parent committees. School leadership teams meet consistently to plan and implement strategies that foster strong family-school partnerships, which are also embedded in our campus-wide Positive Behavior Intervention Support (PBIS) and Multi-Tiered Systems of Support (MTSS) frameworks.|Rim of the World Unified School District is dedicated to engaging parents and stakeholders in meaningful partnerships to support student success. Using the state’s parent engagement self-reflection rubric, the district earned ratings of 3 and 4, indicating strong progress. Supplemental data from Kelvin pulse surveys revealed that while 84% of parents felt schools provide a positive instructional environment, school participation remains an area for growth, with a 63% favorable rating.|"Back-to-School Nights have been redesigned based on parent feedback to better align with family needs and make the events more meaningful. Ongoing parent-teacher conferences, along with communication tools such as email, Class Dojo, Parent Square, progress reports, and report cards, keep families informed and engaged in student learning. The high school offers a series of parent workshops focused on college and career readiness, while the intermediate school continues to host ""Steps for Success"" family nights featuring middle school guidance and CAASPP preparation resources."|To strengthen partnerships with families, the district will continue prioritizing engagement with parents of underrepresented groups and actively seek feedback to guide the strategic use of personnel. Efforts will focus on providing targeted programs, support, workshops, and resources for families of foster youth, English learners, and low-income students.|Rim of the World Unified School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Our data indicated needed improvement in supporting English learners and foster youth parents to be a part of the decision-making process. Although committees and outreach have taken place to include underrepresented parent groups we continue to see low participation rates from these families. We will be looking at comparison data from 2021-22,  2022-23, and 2023-24 to determine areas of strength and needed improvement moving forward.  We have also utilized the state's parent engagement rubric to monitor progress in including parents in the decision-making process. Our scores for this section of the rubric range from 3 to 4 indicating beginning and initial implementation. It is Rim of the World's desire to utilize the information gathered from these parent surveys to focus on the needs and voices of our families and incorporate them into our district's LCAP.|The district has made progress in forming several parent and community forums to encourage parents to be a part of the decision-making process. Although we have created and scheduled these forums we have been struggling with  2025-26 Local Performance Indicator Self-Reflection for Rim of The World Unified School District Page 12 of 14 participation rates. One of our barriers is inconsistent attendance which may be impacted by our weather patterns, particularly in fall and winter. As a mountain community, our weather plays a large role in the attendance of both parents and students. We have also seen a more pronounced decline in overall participation since the onset of the COVID-19 pandemic. Attendance continues to be an area of focus for the current year.|During the self-reflection process, the district acknowledged that underrepresented families have historically felt disconnected from the educational system. While participation rates declined from 15% in 2022–23 and 2023–24 to 10% in 2024–25, favorability ratings have steadily increased—from 69% to 76% over the same period. The district remains committed to strengthening relationships with families by expanding access to both in-person and virtual engagement opportunities and developing targeted strategies to increase underrepresented family participation in decision-making forums such as SSC, PTA, ELAC, DELAC, and LCAP.|3|4|3|3|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
36678760000000|San Bernardino City Unified|3|SBCUSD demonstrates strength in building relationships between school staff and families by creating a strong foundation for two-way communication. This is accomplished by providing multiple levels of participation at the school and district levels. Increased participation is encouraged by scheduling meeting options in person, virtually, hybrid, and on various days and times. We offer high-quality interpretation and translation services to ensure our families can participate in a language with which they are most comfortable.    Parent advisory support is then provided monthly by various District departments, including Categorical Programs’ District Advisory Committee (DAC), Equity Targeted Student Achievement (ETSA) which includes the District African American Advisory Council (DAAAC) and Pacific Islander Advisory (PIA), Family Engagement’s Superintendent’s Parent Advisory Council (SPAC), Multilingual Programs’ District English Learners Advisory Committee (DELAC), and Special Education’s Community Advisory Committee (CAC). Training for each committee and council is provided annually. At the school site level, training for English Learner Advisory Council (ELAC) and School Site Council (SSC) is completed annually. The site and district-level advisory options are designed to improve overall parent involvement and allow parents to provide input into school and district matters.   The District is committed to building a strong Family Engagement Department that fosters meaningful partnerships between schools and families. The department provides PD and coaching to school staff, equipping them with the tools to build trust, communicate effectively, and engage families in their children's academic and social growth. Our Parent Volunteer Workers, who are assigned to each school site are tasked with assisting families in navigating school systems and helping to identify and remove barriers–such as language, transportation, or access to technology–that may prevent families from fully engaging in their children’s education.  Additionally, the Family Engagement Centers located on High School campuses, serve as welcoming hubs where families can access information, attend workshops, and receive support in areas such as college and career readiness, digital literacy and community resources.  Community Resource Workers and Student Services Specialists connect families to community services, helping remove obstacles that may impact student success and well-being.  The School District also has a DELAC board, which holds monthly planning meetings to decide what will be presented during the next month’s meeting. This board ensures that the needs and concerns of all EL learners are met, as well as addresses any concerns that the community has regarding EL learner services. The district also pays for parents to attend a variety of conferences throughout the year.|2024-25 LCAP Goal 3, Action 1 - Family Engagement, implemented by the Family Engagement Department, which provided training, workshops, and opportunities for parents to get involved in District decision-making processes to build capacity. The Family Engagement Department developed a new Family Engagement plan through their participation in the Community Engagement Initiative (CEI). Throughout the participation, families, school and district leaders, Family Engagement department staff, and community partners completed a root-cause analysis and developed a plan centered on the following priorities: Continue hiring Site Parent Liaisons; Continue Parent Leadership opportunities through the Superintendent Parent Advisory Council (SPAC) and Family Leadership Institute (FLI); Provide professional development to help schools and departments more effectively support families in increasing academic achievement and social/emotional well-being; Collaborate with departments to provide parent perspective and Family Engagement support; Continue to build a community through partnerships; and Support sites with their Family Engagement plans.   2024-25 LCAP Goal 3, Action 2 - Interpretation and Translation Services, implemented by the Communications Department, provides supplemental interpretation services and bilingual support to families in their home languages to increase two-way communication between families and the District and engage the community as partners. Funds allowed SBCUSD to increase and improve services by increasing on-demand phone/video services and on-site interpretation services. SBCUSD provided 2,000+ minutes of on-demand service (photo/video calls) in Spanish, Arabic, ASL, Chinese Mandarin, Vietnamese, Russian, Hindi, and Gujarati (India). SBCUSD served 1,900+ families by providing interpretation services in Spanish, ASL, Vietnamese, Arabic, Tagalog, Hindi, Central Khmer, Mandarin Chinese, Thai, and Hmong.  2024-25 LCAP Goal 3, Action 3 - Targeted Enrollment Support, implemented by the Enrollment and Placement Services Department, advertises District programs and Enrollment Fairs to increase student enrollment as described in the approved LCAP. SBCUSD hosted specialized enrollment fairs to support English Learner (EL), Low-Income (LI), and Foster Youth (FY) enrollment in pathway offerings and signature programs such as Gifted and Talented Education (GATE), Science, Technology, Engineering, Art, and Math (STEAM), magnet programs, and Dual Immersion.    San Bernardino City Unified School District invites parents to participate in various parent organizations, including ELAC. While a majority of our schools have working English Language Advisory Councils (ELACs), there are a few schools that are still working on establishing their ELACs. This can be a difficult task for some due to low parent involvement or a lack of meeting space.|SBCUSD is committed to improving engagement with underrepresented families by integrating the efforts of multiple departments into a cohesive family engagement strategy.  The Family Engagement Department collaborates with the Equity & Targeted Student Achievement (ETSA) and Multilingual departments, along with various parent advisory groups, to center family voice in decision-making. The department supports Parent Volunteer Workers at each school site who act as trusted liaisons, helping families navigate school systems and access key resources. Staff also receive ongoing professional development in cultural awareness, communication, and inclusive practices to strengthen family relationships.  The Multilingual Programs (MLP) Department hosts monthly DELAC meetings, sharing important information with families of English Learners (ELs), including reclassification criteria, ELPAC and CAASPP assessments, ELAC committee roles, and the District’s Master Plan for English Learners. The department conducts needs assessments to gather parent feedback and improve services. DELAC and ELAC members receive training to meet state compliance requirements. Meetings are held both in person and virtually. MLP also celebrates student achievement through events such as the Biliteracy Pathway and Reclassification ceremonies. Site-based MLP specialists help establish and support ELACs to ensure compliance and increase parent engagement. The Categorical Programs Department ensures underrepresented family participation in the District Advisory Council (DAC), which advises the Local Control and Accountability Plan (LCAP). The DAC bylaws require that over 51% of its members are parents of English Learners, low-income, and foster youth students. DAC also includes student leaders from the Student Leadership Advisory Council (SLAC). The District provides regular updates on data and finances to keep DAC members informed.  ETSA promotes participation through advisory groups like the African American Parent Advisory Committee (AAPAC), the District African American Advisory Committee (DAAAC), and the Pacific Islander Advisory (PIA). These groups foster communication, address barriers, and build community through data sharing and culturally relevant programming. ETSA collaborates with student groups such as Black Student Unions to increase engagement. Future plans include home visits, use of ParentSquare for outreach, and expanding school-level AAPAC participation.  Parents of students with special needs participate in the Community Advisory Committee (CAC), which improves communication between parents and staff across special and general education. The CAC provides input on the development and review of the District’s local plan.|SBCUSD focuses on building the capacity of parents and families as essential partners in improving student outcomes. The Family Engagement Department offers a variety of workshops to support families and staff, including topics like A-G requirements, ELPAC, study habits, NWEA, parent-teacher conferences, scholarships/FAFSA, and SAT/PSAT prep. Family engagement is embedded in each school’s Single Plan for Student Achievement (SPSA) and is a factor in administrator evaluations. Principals analyze Panorama Family Engagement Survey results to set engagement goals aligned with academic achievement and create actionable plans. The Multilingual Programs (MLP) Department supports families of English Learners through training and information sessions on reclassification, ELPAC, SPSA, CAASPP, ELAC committee roles, and the district’s EL Master Plan. Monthly DELAC meetings keep families informed, and a needs assessment allows parents to suggest improvements. The department ensures DELAC and ELAC committees comply with California Department of Education guidelines and sponsors parent participation in education conferences. The Categorical Programs Department strengthens parent understanding through trainings on School Site Councils, federal programs (Titles I–IV), Comprehensive and Targeted School Improvement, Equity Multiplier, and Differentiated Assistance. The District Advisory Council (DAC) hosts presentations on attendance (SART/SARB), bullying prevention, financial aid, complaint procedures, school safety, mental and physical wellness, and LCAP updates. The Special Education Programs Department offers parent training on the SELPA Plan, LCAP, IEP processes, attendance, dyslexia, student transitions, and support in the least restrictive environment. Employee Parent Liaisons also assist families directly. The Equity & Targeted Student Achievement (ETSA) Department provides culturally responsive training for teachers, supports African American Parent Advisory Committees (AAPACs), and hosts workshops to improve attendance and engagement. In partnership with Family Engagement, ETSA connects families of LI, SWD, FY, EL, and AA students to community resources. Survey data and other metrics are used to assess the impact of family engagement efforts. ETSA also leads initiatives to increase mentorship opportunities and father involvement across the district.|In order to continue to build partnerships that lead to successful student outcomes, our District will focus on integrated work to improve our partnership with families.  The Family Engagement focus areas for improvement include working with Elementary Instruction to improve early literacy/literacy, writing and early numeracy achievement and understanding with families; with Secondary Education to increase graduation rates and A-G completion; decrease D/F rates in Core subject areas, support on track mastery in ELA/ Math Percent Proficiency and increase English Learner Progress.  The Multilingual Programs Department's focus areas include designated and integrated ELD instruction, reclassification of ELs, the English Learner Progress Indicator, and making sure that the district has a functioning DELAC and that all schools have functioning ELACS.  The Categorical Programs Department's focus areas include LCAP development, monitoring, and evaluation, as well as our District Advisory Council Meetings. These meetings inform parents, community members, and staff about available programs and services, provide program monitoring and evaluation updates, and gather input from Educational Partners to enhance programs, services, and outcomes.   The Special Education Programs Department focus areas include training and workshops to ensure that all individuals with exceptional needs from birth through age 21 are correctly identified, assessed, and provided a free appropriate public education (FAPE) with programs and services designed to meet each student’s unique needs in the least restrictive environment (LRE).|SBCUSD will improve the engagement of underrepresented families by integrating the work of various departments into our family engagement program.  Our Family Engagement department helps engage underrepresented families by collaborating with other district departments to address the needs of our families. The Family Engagement department works across the district to help these families support their students in achieving college, career, and scholarship goals.   The Categorical Programs Department will engage Low-Income (LI), English Learners (EL), and Foster Youth (FY) families by actively working to invite the parents and community members to the LCAP Community meetings and District Advisory Council meetings to build their knowledge of district programs and to seek their input on needs of the students and community.  Through collaboration with community partners and our Family Engagement department, the ETSA department will continue to connect AA families and parent advisory committees across the district with resources to support their diverse needs, which includes working with school staff and clubs to increase AA engagement.    The Special Education Department works with families with the support of the CAC to provide education and support to parents, encourage community awareness of children with special needs, improve communication between parents, district administrators, and the Board of Education, and enhance the quality of special education in the SELPA.  The Multilingual Department will have program specialists at every site to make sure that all sites have functioning ELACs. The MLP also sends DELAC parents to various conferences throughout the year.|SBCUSD’s strengths and progress in seeking input for decision-making include active participation in all district advisory groups, such as SSC, SPAC, DAAAC, DAC, CAC, and DELAC, with regular attendance from district departments to listen and respond to families. Parent opportunities designed to build capacity include family engagement events (planning and facilitating), school training, and professional development opportunities, including conference attendance. Feedback received from families is used to create workshops and professional development to support families and staff in collaborating about joint decisions that are in the best interest of students. Surveys provided for educational partners are used to gather information in addition to receiving input through our SSC, SPAC, CAC, DAC, DAAAC, ELAC, DELAC, and Café de Padres meetings. Minutes are taken and shared with the group to promote follow-through.   The District’s strength is providing platforms for families, such as DAAAC, the Attendance Task Force committee, the AAPAC committee, and family engagement events. These platforms allow parents and the community to engage with the district. They are also used to survey our families and staff to gather information and input to better serve our students.|SBCUSD aims to improve input in decision-making by increasing family participation at the site level, particularly among Foster Youth (FY), African American (AA), and English Learner (EL) families. The goal is to encourage more families to attend school advisory committee meetings and District Board meetings to learn about governance and provide input.  Parent participation is supported through hybrid meetings for DELAC, DAAAC, DAC, and CAC, allowing families to join virtually when in-person attendance is not possible. The Family Engagement Department, in collaboration with the Communications Department, gathers feedback through ThoughtExchange, an interactive platform for families, students, and staff to share and prioritize ideas. Additionally, the Panorama Family Survey provides insights into family experiences, helping inform decisions around academics, resources, and policy. SPAC meetings offer another forum for feedback and engagement.  The District Advisory Council (DAC) seeks annual input on Board Policy 6020 (Parent Involvement). At the site level, School Site Councils (SSC) review, update, and approve the Parent and Family Engagement Policy and Home-School Compact, ensuring alignment with school goals and compliance with California Education Code § 64001 and ESSA § 1116. SSCs are responsible for integrating parent engagement strategies into the academic plan and ensuring shared responsibilities between families and educators. Policies must be reviewed and revised annually based on parent input and changing school needs, with meaningful consultation from all stakeholders.  The ETSA Department is focused on increasing family engagement through site-based AAPAC committees, supporting schools in recruiting families and planning meetings. ETSA also works to identify and address attendance barriers through family surveys and collaborates with the Family Engagement and Positive Youth Development departments to improve student attendance. These efforts are part of a broader initiative to build stronger school-family partnerships that support student achievement.|The Family Engagement department is seeking to involve underrepresented families in decision-making using creative ways to reach families and collaborating with those most closely connected to those families (pastors, coaches, etc.). The department has partnered with the Loma Linda Health Education Workers (CHEWs) to serve underrepresented families and often seeks input for decision-making using a variety of methods. This work will help to capture family voices and develop relationships while children are in preschool and Transitional Kindergarten. In doing so, families will feel comfortable sharing their views and assisting with making decisions at the site and district levels. Additional training for school staff is planned to help school leaders support and engage AA families. The MLP Department will continue to provide multiple ELAC training opportunities and specific Café de Padres meetings for parents. Personal invitations to individual families will also be implemented via ParentSquare. The Special Education Department has monthly CAC meetings where parents are involved in making recommendations and suggestions for annual priorities to be addressed in supporting SWD.   Categorical Programs supports the engagement of underrepresented families in decision-making by implementing inclusive strategies that address barriers to participation. The department ensures that families receive clear, accessible, and multilingual communication about opportunities to provide input through LCAP Community Meetings, District Advisory Council Meetings, and School Site Council meetings.  Additionally, the department offers flexible meeting formats, such as virtual and in-person options, to accommodate diverse family schedules and increase accessibility. By continuously gathering feedback from underrepresented families and refining engagement strategies, Categorical Programs strengthens family-school partnerships, ensuring all voices are heard in the decision-making process.|4|4|3|4|4|4|4|3|4|4|3|3|Met||2025-06-17|2025
36678760107730|ASA Charter|3|ASA Charter prides itself on the excellent rapport that we have built between ASA families and our school. We are focused in the last three years in strengthening and increasing the number of ways that we communicate with families. These include: Communication apps & platforms (classdojo, parentsquare, remind, and school messenger), all-calls, all-texts, e-mails, parent-teacher conferences, parent committee, regular communication by classroom teachers, flyers, Admin open-door policy, admin-parent meetings, school events, enrollment fairs, and performances. We have adopted a team-like approach, encouraging parents to meet with school personnel/admin, to develop plans to assist their students, or the family, in any way we can. ASA has implemented, through our Community Resource Liaison, new partnerships with mental/behavioral health programs (Caresolace and IEHP Health Navigators) to provide more resources and support for our families. We have placed a focus on our homeless/foster youth and have partnered with UC Riverside and their Director of Homeless/Foster Youth to provide needed resources.|ASA plans to continue looking into ways to communicate with our families who speak languages outside of English and Spanish, ways to address their health and mental health issues, assist, where possible, with food and financial assistance, and to continue to expand the number of community events where parent involvement occurs.|Our Community Resource Liaison is very active in addressing the needs of our underrepresented families. This is done through 1-on-1 meetings, parent committee meetings, referrals, and parent surveys. We will continue to work to include a variety of resources in order to accommodate all areas of need, particularly for our underrepresented families. We plan to improve engagement with our underrepresented families by increasing the efficiency of communication within the school staff. We plan to hold monthly meetings/check-ins between our Gen. Ed teachers, counselors, school nurse, attendance clerk, and Community Resource Liaison, to better relay information from those who are in constant daily contact with both students and parents.|ASA has recently partnered with SB County Schools and IEHP, as part of the Capacity Grant to help provide mental and behavioral health resources and supports. ASA currently also partners with CareSolace to provide mental and Behavioral health supports. ASA Charter works closely with the SB County schools foster/homeless youth program, as well as UC Riverside. ASA currently has a strong, thriving, Special Education program, that functions as part of the Desert Mountain SELPA. ASA currently partners with the Fort Mojave River Native American tribe, who visits our school on during the schoolyear, to educate our students on Native American culture. ASA has African-American motivational speakers come in to speak to all students, but in particular to reach our African-American students. ASA partners with Feeding America, Warriors for Kids, and other community partners to provide food baskets, clothing, backpacks, hygiene materials, haircuts, dental cleanings, books, and toys to our families of Low-Socioeconomic status. ASA Charter continues to focus on college and career exploration for all students, with college visits and college/career events.|Our main area of focus is to expand the number of motivational speakers and professionals to visit the school, who have experience and/or share the cultural backgrounds of all of our underrepresented student groups.|ASA will continue to provide parent surveys to gather parent feedback/input and will work to expand upon all areas of parent communication and support. We will encourage underrepresented parent involvement in all school events and parent committees in order to familiarize them with our current programs/resources and to better contribute their input in developing a more helpful and inclusive program.|ASA continues to offer annual parent, staff, and student surveys to seek input for future decision-making. ASA holds parent committee meetings where parents have the option to provide feedback and suggestions. ASA admin and teachers hold individual parent meetings throughout the schoolyear, including but not limited to SST meetings. All ASA parents are welcome to attend our monthly School Board meetings to provide input. 2-way communication apps are in place to allow for constant, open communication between parents and teachers. Parents have the ability to e-mail admin directly through our school website and ASA admin has an open-door policy where parents are welcome to come in and meet with admin to offer any feedback or suggestions at any time.|One area for improvement in seeking input for decision making is to add a suggestion box in our front office where parents/families can share thoughts and ideas for the school. We will encourage our parents to use the e-mail option through our website to share input and will encourage parents to attend board meetings.|We will continue to reach out to our underrepresented community and invite them to participate in our board meetings and parent committee. We will continue to offer parent and stakeholder surveys to gather input and feedback and to share data and results regarding their input.|5|5|5|5|5|5|5|5|5|5|5|4|Met||2025-06-19|2025
36678760109850|Public Safety Academy|3|According to the LCAP Youth Truth Survey for parents, PSA’s strengths were consistent communication regarding student progress, school events, and general school updates as well as providing a variety of resources to families.|According to the LCAP Youth Truth Survey for parents, an area of improvement for building relationships between school staff and families is the need for more parent involvement in decision making at school at meetings such as SSC, ELAC, and board meetings. Additionally, there is a need in supporting staff to learn about each family’s strengths, cultures, languages, and goals for students. These are continued areas for growth.|Public Safety Academy will use more data-informed processes to provide opportunities for underrepresented families to attend workshops and school events. Whether it be adjusting times, providing childcare, and/or providing translation services, PSA is committed to supporting underrepresented families. PSA plans to survey our parents/guardians as needed, in an effort to refine what needs we can meet and how we can be more inclusive.|Public Safety Academy meets with any student and their parent/guardian who has maintained a GPA of less than a 2.0 for more than 4 weeks. Academic supports are discussed and often the student is put on an informal observation to then formally begin the SST process if needed. Additionally, PSA offers a variety of resources to families that assist in the wellbeing of the whole student, i.e.: resources for food distribution sites, on-site and outside counseling, etc.|An area of improvement for building partnerships for student outcomes is to increase subject-matter related workshops for parents. These workshops can include creative and incentive-based ways to encourage students to read and study at home. These workshops may also include subject-specific techniques for parents to study with their children, i.e.: Multiplication flash cards, vocabulary, etc.|Public Safety Academy will improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by increasing opportunities for students to explore public safety career opportunities by offering opportunities to participate in the local public safety service communities.|The LEA has regularly scheduled parent involvement meetings that parents can participate in. Parents and families are also opted into ParentSquare which sends all families school-related notifications.|The LEA understands there is always a need to increase parent participation in parent workshops and meetings such as SSC.|The LEA will increase the number of opportunities for parents to participate in and feel included in the school culture by focusing on specific needs of specific underrepresented communities i.e.: building trust, focusing on shared decision-making, etc.|5|5|5|5|4|4|5|5|4|4|4|4|Met||2025-06-18|2025
36678760117192|SOAR Charter Academy|3|Our parents are one part of a three part team; students, staff, and parents/ families. We know it's important for them to partner with us to provide an excellent program and to support student performance. Various programs and events have been established to initiate outreach and make connections with families. SOAR's current strengths and building relationships between school, staff, and families are: staff introductions at the beginning of the year, new family orientation meetings, grade level meetings, monthly newsletters, open house, family engagement events during the day and night, chaperoning school events, Christmas plays, volunteer opportunities (Firework Booth/ Golf Tournament), Parent Lighthouse Volunteers (PLVs) committee & meetings, give parent awards, Donuts with Directors, restaurant dinner fundraisers, wellness checks, general parent meetings, our Wellness center for resources (free clothing/ Hazel Heath for medical & mental health needs), & back to school events. Establishing these connections and developing relationships leads to greater parent involvement. We provide parent workshops on various topics of interest and need to our families. We also have Back to School Night in August to let parents know what the standards and expectations are for the current grade level. Progress reports go home to parents approximately every six weeks to make sure they are aware how their child is performing. We hold student led conferences twice a year to allow our student leaders to show accountability for their academic performance, behavior, community service, and goals. We also provide transportation for families in need with special circumstances.|Focus areas for improvement in building relationships between school staff and families are: communication about volunteer opportunities, upcoming events, their child's progress, resources for supplies (backpacks, pencils, paper, technology, hot spots for internet use), academic support, convenient QR codes for various sign ups for activities, Leader in Me information for parents, translation when needed, and community service opportunities. Staff at SOAR will communicate via Parent Square, Facebook, and other various ways. Examples include,: Remind, Google Classroom, Aeries, Panorama, Class Dojo, text messages phone calls, flyers, homework cover pages, Mrs. Thomas (our Community Schools Coordinator). She researches and partners with community organizations to help find resources, like clothing, food, dental, vision, and mental/ medical health (Hazel Health), housing, transportation, and other social services for families. Academic support is offered through after school tutoring from various teachers/ instructional aides & music lessons with out music teacher, parent volunteer tutoring in the classroom, and technology in the classroom and at home (hot spots).Community service opportunities are shared via Facebook, flyers, monthly newsletters, Parent Square, etc. We use all these methods to try and improve the engagement of our underrepresented families as well. However, even with all these efforts, we do not have the amount of participation we would like. We will continue to strive to get more families involved. We have found that some more participate with personal invitations like we did for our African American, English Learner, and SART/SARB meetings.|To build relationships with our under represented families, we will continue to have meetings specific for English Learners. We plan to have meetings for our SPED families and support them with resources and information through our Wellness Center and/or workshops, post culturally relevant signs, and continue our conversation protocol that we established last year when we were in Differentiated Assistance. Our counselors also teach SEL (Social/ Emotional) lessons to all grade levels. General Parent meetings are held throughout the school year so our families are involved and our Wellness Center is available to all families who are in need. Hazel Health is also available to all families who may have medical needs. We know it's important for them to partner with us to provide an excellent program and to support student performance. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent Lighthouse Committee, various on campus and off campus volunteer opportunities, open house and parent orientations/ events, Family Engagement Nights, and Parent Workshops. Establishing these connections and developing relationships leads to greater parental involvement. We provide parent workshops on various topics of interest and need to our families. We also have Back to School Night in August to let parents know what the standards and expectations are for the current grade level; including community service. Progress reports go home to parents every six weeks to make sure they are aware how their child is performing and growth made. We hold student led conferences twice a year to allow our student leaders to show accountability for their academic performance, behavior, community service, and goals. Translation is also always considered or offered, transportation support, technology support, wellness checks and if families are need of temporary housing, we can support.|"SOAR has many current strengths and makes progress in building partnerships for student outcomes. Our staff continues to do a good job of using the Power of One to identify what students on campus may not have a connection with at least one adult. Teachers keep parents informed about students' grades through progress reports, Aeries, Panorama, report cards, and student-led conferences. Every student has the daily opportunity to complete a ""daily weather"" check first thing in the morning and if they request to talk to an adult, the staff member is available for counsel. Each Middle School student is assigned a mentor through our mentorship program. Students are held accountable to track their own attendance, goals, and or academic progress in their leadership binders. We plan each year for ""Get to Know You Know Days"" to help staff and students connect with one another and other students across campus. We continue with our SSTs (Student Study/ Success Team) for students who are in need of extra support. Hazel Health is available for all students who may meed medical and or mental health attention. We have a partnership with LLU who gives health lessons across grade levels and our counselors also teach SEL lessons. SOAR also provides a variety of sports, music, and leadership opportunities. All of these student opportunities leads to students being able to feel safe, heard, and feel confident leading to positive student outcomes."|Our focus areas for improvement in building relationships for student outcomes are: continuing cross buddy grade level activities 3 times a year, SEL lessons, and applying restorative justice practices. Students take monthly Culture surveys which allow the staff to reflect on what we can improve on and daily weather checks to check on students emotions. There will be an Intervention Teacher who will along side our instructional aides to support students academic needs. We will also track this student progress and use it to guide instruction.|To build relationships with underrepresented families, we will continue to have meetings for EL families. We will also have meetings and support for families of SPED students with resources and information through our Wellness Center (including all families), workshops post culturally revenant signs, and a DA (Differentiated Assistance) team. Our Wellness Center will continue to provide Hazel Health support and use the Power of One so all students are acknowledged. It is important that all students feel they have at least one trusting relationship with an adult. All students will have the same opportunities at SOAR when it comes to relationship building.|SOAR Charter Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when attending parent meetings about the LCAP process, serving as a PLV (Parent Lighthouse Volunteer), a Board member, School Site Council, and/or participating in the three surveys we give to gather feedback annually. All directors have an open door policy for parents when they need to express a concern. These surveys and their findings do relate to the goals established in our LCAP and drive the development of new actions to address the findings. We will continue to invite our PLVs and families to attend parent meetings so they have the opportunity to give input. We also post our Board agenda and welcome all parents to attend. All educational partners at SOAR take surveys through Panorama. These surveys give us a lot of information on many areas in the LCAP.  Another survey that is given is our Leader in Me MRA. We choose to give these two surveys because they are comprehensive surveys that give us a lot of information across all state priorities and tie to our LCAP planning process very well.|We need to try to get more parents to give feedback by filling out the feedback form, completing surveys, and talking with us. If we can get more parents to participate in parent meetings, we are sure we can involve them in this process more. Our focus areas for improvement in seeking input for decision making are: continue our conversation protocol and tracking, continue to use QR code for easy surveys, and encourage parents to be more involved in all or some parent meetings offered throughout the year, and use school events as a way to promote families to share their input.|We will improve engagement of African American, English learner, and SPED families by discussing family needs during IEPs, SSTs, student led conferences, parent surveys, New Family Orientations, Donuts with Directors meetings, counselor's workshops, etc. For some of these meetings, we will work on having translators and various ways to join via zoom, phone call, or in person. We provide translating when needed by our bilingual staff. One population that is often not heard from is our parents of SPED students.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
36678760120006|New Vision Middle|3|New Vision Middle School builds strong relationships between school staff and families through well-attended family and community activity nights, parent committees, and communication through text, email, phone calls, and ParentSquare.|New Vision Middle School’s focus area this year is building broader participation in our parent involvement committees, School Site Council, English Language Learners Advisory Committee, and African American Parent Advisory Committee.|To improve NVMS’s engagement with underrepresented families, we are focused on increasing participation in parent-teacher conferences and parent advisory committees. Furthermore, we continue to aim to provide better service to parents through teacher, admin, and office contacts.|NVMS’s current strengths in building Partnerships for Student Success are parent-teacher conferences, teacher availability, and contact for students and parents. At NVMS, teachers email, text, Parent Square, and meet with parents. During the first quarter, all parents are contacted to meet about their student’s academic performance and behavior. Follow-up meetings and contacts are set up by request from parents and/or teachers.|NVMS is focusing on more regular and meaningful collaboration between families and teachers, through regular contact to address challenges and celebrate student success.|NVMS will focus on underrepresented families through, support training for teachers, in identification, Parent Leadership Teams, Solutions Teams, and academic support.|NVMS currently holds quality activities for families and the community that are well attended.|New Vision must continue to prioritize and strengthen communication and input by increasing community partner attendance and engagement in key school committees such as the School Site Council, AAPAC (African American Parent Advisory Council), and ELAC (English Learner Advisory Committee). These forums play a critical role in ensuring that diverse voices are heard and represented in school decision-making. To further support parent involvement and empowerment, the school should also provide additional training for families on using tools like PowerSchool and ParentSquare. These platforms are essential for staying informed about student progress and school updates, and equipping parents with the skills to navigate them confidently will foster deeper connections between home and school.|New Vision Middle School can enhance its outreach to underrepresented families by improving its initial contact process to ensure these families are accurately identified and intentionally included in school communication efforts. This can begin with a thorough review of enrollment data to flag families who may face language, technological, or socio-economic barriers. From there, new contact procedures—such as personalized welcome calls, home language outreach, and culturally responsive communication—can be implemented to establish meaningful connections early on. These efforts would allow staff to engage in genuine conversations, gather general input, and better understand the unique challenges these families face. By proactively addressing barriers to participation, New Vision can foster a more inclusive environment where all families feel welcomed and supported in joining school councils and community input sessions.|4|5|4|4|4|4|4|4|3|3|3|3|Met||2025-06-27|2025
36678760120568|Options for Youth-San Bernardino|3|OFY San Bernardino continues to foster a welcoming and inclusive environment through multiple engagement pathways for families. Families are encouraged to visit school sites and attend orientation sessions where they are introduced to program expectations and key staff members. Events such as Back-to-School Night and biannual parent-teacher conferences allow for deeper connection between families and school teams. Our post-secondary and student support counselors further extend family engagement through events like Senior Signing Night, FAFSA workshops, college fairs, and social-emotional wellness sessions. Based on Fall 2024 survey results, 74.2% of parents agree or strongly agree that they feel part of the school community, and 61.8% feel emotionally supported and able to talk to staff when needed. Additionally, 82.5% of parents reported that transportation is not a barrier, and 90.4% did not perceive childcare needs as a major challenge, showing that families feel empowered to engage when given the opportunity. These findings reflect a strong foundation of relational trust and accessibility between school staff and families, which aligns with LCAP Goal 1, Action 5 focused on Parental Involvement and Educational Partner Engagement.|While the school has made notable progress, survey feedback also highlights the need to further support parent engagement in decision-making and advisory groups. For instance, some families reported feeling uncertain about how to get involved, with several citing barriers such as communication challenges, transportation, and a lack of belonging. This feedback indicates a need for greater clarity and outreach around family involvement roles, particularly for families of underrepresented students. Addressing these concerns falls under the scope of Goal 1, Action 5, which calls for continued efforts to remove barriers to engagement and strengthen two-way communication.|To better support underrepresented families including those of foster youth, homeless students, and English learners, OFY San Bernardino is implementing new outreach initiatives under Goal 1, Action 5. Notably, the school launched its first-ever Club Rush event where the school welcomed families to showcase the extracurricular offerings such as trips, sports, SEL opportunities. The school also hosted the second annual Foster and Homeless Youth Summit, offering targeted resources, keynote speakers, and community partner connections. Additionally, the school has continued hosting a series of virtual mental health webinars on topics like depression, anxiety, grief, and substance use, which are accessible regardless of a family’s ability to travel or attend in person. To further remove barriers, we are providing families with hotspots and Chromebooks and adjusting PAC and DELAC meeting times to accommodate work schedules. These actions directly respond to feedback in the Fall 2024 LCAP survey and reflect our commitment to ensuring equitable, inclusive, and culturally responsive engagement across all student and family groups.|The LEA is committed to cultivating strong school-family partnerships that enhance student outcomes. In alignment with Goal 1, Action 5 of the 2024–27 LCAP, OFY-San Bernardino provides multiple touchpoints for families to stay engaged in their child’s education. These include orientations, biannual parent-teacher conferences, Back-to-School Night, Senior Signing Night, FAFSA workshops, and college and career events.  Educational partner input from the Fall 2024 LCAP Survey reflects the success of these initiatives:  85.4% of parents said they feel welcomed at school  74.2% of parents feel part of the school community  61.8% feel emotionally supported by staff  93.6% of students feel connected to school adults  88.6% of students say relationships with staff are respectful  The Spring 2025 Climate Survey confirmed similarly strong results:  Parent ratings on connection and belonging: 4.60  Student rating on student-teacher connections: 4.07  Staff rating on student-teacher connections: 4.69  Additionally, partnerships with service providers like Prep for Success (special education workshops and Parent Rights training) and Daybreak (family mental health webinars) help reinforce the bridge between families and student success. These collaborative supports, detailed in Goal 1, Action 6, have helped address barriers faced by foster youth, students with disabilities, and low-income families.|While most families report positive relationships with staff and feel welcomed, feedback from the Fall 2024 survey indicates that not all families feel clear on how to engage in school improvement processes or advisory groups like DELAC and PAC. Additionally, staff and students rated some dimensions (like peer support and engagement) slightly lower, signaling opportunities to broaden the depth of partnership beyond surface-level interactions.  To address this, the LEA will focus on elevating visibility of engagement pathways, particularly among parents of English Learners, foster youth, and students with IEPs. This includes clarifying family roles in decision-making, improving bilingual communication tools, and continuing to offer in-person and virtual opportunities to connect with school leaders and counselors.  These improvement strategies align with Goal 1, Action 5, which supports expanding educational partner input through inclusive and flexible engagement models.|To improve engagement with historically underrepresented families, OFY San Bernardino has implemented and sustained multiple targeted initiatives that align with both Goal 1, Action 5 and Goal 1, Action 6.  In 2024–25, the school hosted its second annual Foster and Homeless Youth Summit, offering a safe and supportive space for foster, homeless, pregnant, and parenting students and their families. This event featured a keynote speaker and connected attendees with community partners offering resources around housing, mental health, and education.  Additionally, the school launched an 8-part webinar series through its partnership with Daybreak, covering critical topics such as grief, depression, social media use, anxiety, and substance abuse. These webinars were offered virtually to remove barriers like transportation, work schedules, and childcare.  To continue fostering inclusive participation:  All DELAC and PAC meetings offer translation services, technology access, and flexible formats  Prep for Success provides joint staff-parent trainings on Parent Rights, IEPs, and emotional support  Resources related to food access and local services are regularly distributed  These actions are designed to ensure all families, regardless of background or circumstance, feel empowered to engage in their child’s educational journey and are foundational to achieving our LCAP goals.|OFY San Bernardino continues to make strong progress in creating a culture where educational partner input is valued and sought out. In alignment with Goal 1, Action 5, and supported by Goal 1, Action 6, the school provides multiple touchpoints for families and staff to give feedback and engage in decision-making processes. Events such as Parent-Teacher Conferences, Back-to-School Night, FAFSA workshops, and College and Career Fairs offer structured opportunities to involve families in both academic and strategic planning conversations.  According to the Fall 2024 LCAP Educational Partner Survey, 85.4 percent of parents feel welcomed at school, and 74.2 percent feel part of the school community. Nearly all parents surveyed reported that transportation and childcare are not barriers to engagement. Additionally, both students and parents confirmed strong access to academic, social-emotional, and college-planning support services. These findings are consistent with the Spring 2025 Climate Survey, where parent ratings for Student and Family Engagement averaged 4.46 and staff ratings averaged 4.58, indicating internal and external alignment in perceptions of school outreach and responsiveness.  Recent engagement events such as Club Rush and the second annual Foster and Homeless Youth Summit have also expanded the ways in which families interact with the school. These gatherings are used not only to connect families with supports, but also to invite them into the school improvement process and advisory roles.|Although most families report a positive relationship with the school, feedback from both surveys indicates a need to improve communication about how families can meaningfully participate in school decision-making. Specifically, participation in formal advisory groups such as DELAC and PAC remains low, despite the school offering virtual access, bilingual support, and flexible scheduling.  Survey responses showed that some families remain unsure how their input is used or how to become involved in areas such as LCAP planning or school goal development. This feedback suggests that while a welcoming environment exists, more can be done to clarify and promote opportunities for shared leadership. The school recognizes this as an opportunity to more effectively align with Goal 1, Action 5 and to extend family engagement into structured input roles tied to continuous improvement.|To increase participation from underrepresented families, the school is implementing a range of strategies guided by the 2024–27 LCAP. These efforts support Goal 1, Action 5 and are also reflected in Goal 2, Action 3 and Goal 3, Action 1, which emphasize equitable access to supports and community collaboration.  The school will continue to offer virtual access to advisory meetings such as DELAC and PAC, while providing translation services, Chromebooks, and hotspots as needed. During events like Back-to-School Night, Club Rush, and Parent-Teacher Conferences, staff will continue to promote the value of educational partner voice and encourage advisory participation. These events serve as ideal opportunities to explain how feedback is used to shape initiatives such as intervention services, mental health programming, and academic pathways.  Additionally, the school’s ongoing partnership with Daybreak to deliver mental health webinars and its collaboration with Prep for Success for special education parent workshops serve dual purposes. These not only meet immediate family needs, but also serve as bridges for underrepresented families to engage with school leadership and become familiar with advisory opportunities.  Informed by Climate Survey and LCAP feedback, the school will also refine how it communicates its decision-making processes. SchoolMessenger announcements, translated newsletters, and counselor outreach will be used to share meeting outcomes and invite ongoing family input. These actions directly support the LCAP’s intent to ensure that all families, including those historically underserved, are informed, equipped, and empowered to participate fully in shaping student success.|5|5|5|5|5|5|5|5|4|4|4|5|Met||2025-06-30|2025
36678760121343|iEmpire Academy|3|Based on the analysis of educational partner input and local data, current strengths include ongoing communication with families using tools such as Class Dojo and Parent Square which have been deemed as great methods of communication by our families, staff, and students.  We utilize these tools to communicate information regarding school-wide events, community events, student behavior (i.e. desired and undesired) and/or available resources such as those connected with our IEHP Navigators and partners established by our Community Connections site team. In addition at the classroom level, teachers utilize this tool to communicate classroom-specific news and events, student celebrations, as well as 1-1 messaging to communicate student-specific information.   At IEmpire, we create welcoming environments for all families in the community through our monthly family nights as well as through the adoption of our various school councils on campus (i.e. School Site Council, African American Parent Advisory Council, English Learner Advisory Committee.) We know the impact of first impressions. As a school, we set expectations for what our classrooms should look like. When entering classrooms, students are welcomed with a nicely maintained classroom that consists of useful resources for them to be successful.|Based on the analysis of educational partner input and local data, iEmpire Academy  administration and teachers do well with building relationships with parents by maintaining good communication and attending family events that bring the community to our campus.   An area of continued focus and improvement (albeit an area of tremendous growth this [ast year) which would be to continue to better develop the capacity of our classified staff to build trusting relationships with our students and families. We attribute this to be a continued area as needed due to continuously hiring new staff that require ongoing professional development and coaching needs in order to best serve the diverse needs of our students.  Another area we would like to continue to improve in is to increase the amount of parent participation and attendance on campus (i.e. volunteerism, attending council meetings, etc.) so they are more aligned with the amount of participation we see in our monthly family nights events. Now that we have begun implementing refined systems for collecting and tracking attendance rates of our families including sign-in sheets tied to student incentives, we may now be able to begin to create goals and action steps to foster relationships between our families as a result of increased parent engagement in school events and activities.|Based on analysis of educational partner input and local data, strategies for improving engagement of underrepresented families include continued surveying our parents to gain a deeper understanding of what types of events would interest them, as well as what factors have impacted their attendance to said events in the past (i.e. day/time of the event, the topic was low interest,etc.). In addition, we have implemented a campaign on our campus aimed at increasing parent volunteerism opportunities on campus (as this has been an area of deficit with mixed results over the past several years).The next steps is to continue to find ways to streamline the process for approving families for on campus volunteerism as many families have expressed the complexity of the process  being a barrier.|Based on the analysis of our data, we provide families with information and resources to support student learning and development in the home including but not limited to best practices to support improved literacy and math skills via parent training at previous family nights, as well as walkthroughs of various platforms families can utilize to support their student at home (i.e. Unite for Literacy reading platform, Swun Math fact fluency platform, etc.     In addition, we hold parent-teacher conferences each school year where classroom teachers provide detailed information regarding student progress including areas of strength, growth, and possible resources families could utilize with students to improve on areas of growth.|One area for improvement would be to continue to increase the number of community partnerships with our school. To be able to improve this area, we created a staff led Community Connections team who work to identify and create partnerships that are equitable and beneficial to all parties. This is in addition to the partnership with IEHP Navigators which together, result in identifying more meaning and impactful resources aimed at fostering increased success around student outcomes.|Based on the analysis of educational partner input and local data, we will continue to work towards improving the engagement of underrepresented families through the efforts of our Parent Involvement and Community Connections site teams. Throughout the school year, the teams will review goals and action steps aimed towards fostering increased school and parent collaboration, and parent awareness around the information, and resources available to them to support student learning and development in the home. In addition, the specific policies and programs in place at the school site to support students and the steps families can take to advocate for said support for their student.|The current strengths of iEmpire around seeking input for decision-making is in regards to the frequency and multiple methods we utilize to engage our families and elicit their input and feedback. We regularly send out surveys to families regarding feedback on school-wide initiatives, programs/policies, and the action steps we have put in place to meet our LCAP goals. Requests for information from families are shared on Class Dojo, during family nights, parent-teacher conferences, Coffee with the Principal forums,  and school council meetings.|Our area of focus for improvement is to identify alternate opportunities for families to provide input on policies and programs in addition to the planning, design, and implementation of initiatives that require decision-making from all stakeholders. In addition, consistent attendance from families to our school-wide council meeting as well as higher completion rates of parent surveys is also an area of continued focus for us.|To increase family input and decision-making on campus, we will begin to implement various incentives (i.e. raffles) to foster increased participation in completing surveys. In addition, we will award students of families who attend family events, council meetings, etc., and share input on decision-making initiatives with “points” toward their assigned House.|5|4|4|4|4|4|4|3|3|3|4|3|Met||2025-06-27|2025
36678760122317|Hardy Brown College Prep|3|At Hardy Brown, we have built strong connections between our school staff and families.   We held our Parent Academy, which gives parents an opportunity to interact with many Hardy Brown staff and learn about how they can partner with us to help their scholars.  We also held multiple Parent Cafes, which create spaces for families to interact with one another and build skills that increase their resilience.|In past years, teachers were less likely than non-teachers to report feeling very safe on campus as well as connected to our school. We hope to improve in this area so that all staff feel similarly safe and connected.|At Hardy Brown, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|At Hardy Brown, we have robust partnerships with local organizations such as the NAACP and the National Action Network. These partnerships enable us to teach scholars how to advocate for themselves as they navigate the world outside our schools.|We continued to have dramatically fewer suspensions than immediately after the COVID-19 pandemic, but we still had too many scholars fight with one another.  We continue to work with partners to fine-tune our discipline policy and make our campus a safe place for everyone to learn.|At Hardy Brown, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|At Hardy Brown, we have a robust School Site Council that enables staff and families to join our decision-making processes. They learn about our LCAP and provide input for each annual update.|We hope to have more parent participation in our School Site Council. It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments.|At Hardy Brown, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
36678760126714|Woodward Leadership Academy|3|All staff receive training in a data driven Social Emotional Learning Curriculum. Staff also participate in Professional Development. Team building events take place which bring staff closer together. Coffee with the counselor invites parents to interact with staff. Their voices are heard and suggestions are implemented. During each field trip the familes are invited to chaperone, and this is a welcomed invitation. Professional development was offered to staff and families - each family that participated was able to gain valuable insight and each expressed how they appreciated the opportunity to work along side the staff and experience the prefessional development. The families all felt that the things they learned will help them in their every day life at their jobs and home.|Continue to offer Professional Development to staff and families. Family nights have been a big success.|WLA will continue to reach our parents and stakeholders. The community schools liaison will be active in community involvement and gathering information that will be beneficial to our parents.|Team bonding was implemented with great success. It is believed that if the staff is on a cohesive level then that will overflow onto the student achievement.|A budget line has been implemented to aloow for team building at different times during the year. The overall school climate will increase and therefore student outcomes will flourish.|Continue the surveys distributed throughout the year. Implement the suggestions that have been suggested. Continue team/family bonding.|The surveys and monthly meetings have proven to be very informative. Parents are eager to share their concerns, likes, and dislikes as well as ways for improvement.|WLA will continue to value the input that is shared and implement it as best as we can. Parent incentives are given at our monthly student awards. A parent group will be implemented.|By involving the parents and stakeholder, they feel welcomed and appreciated. by creating the parent group, parents will be more involved in all spects of the LEA.|4|3|3|3|3|2|3|2|3|3|3|3|Met||2025-06-09|2025
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|3|The school has created an exceptionally strong culture that involves strong relationships between parents, students, staff. The small environment allows for a personal touch during all interactions. All educational partners shared a sense of community, strong communication, emotional safety, and a welcoming environment at the school.|Overwhelmingly, stakeholders felt that Relationships Between School Staff and Families is a major area of strength for the school. Local data suggests that the school can improve by removing obstacles for student attendance, and encouraging further attendance at Advisory Meetings.|The school will continue to work towards full engagement of underrepresented families as measured by student attendance at school and parent/caregiver participating in Advisory Meetings. The school will create personal invitations to Advisory meetings in whatever manner works for each unique family. In so doing, the staff member offering the invitation will work towards a stronger relationship, with a goal of discovering obstacles to attendance and implementing ways to remove those obstacles for that particular family.|The school has prioritized the professional growth of educators by creating opportunities for collaboration among teachers and families. These collaborative networks allow educators to understand best practices for individual students, and work together with families to address diverse student needs. Staff also received training on multiple avenues of support for families, such as how to conduct a parent/teacher conference, how to help parents understand test data, and Special Education Parent Rights/Responsibilities. As a result, teaching quality and communication with families has improved, directly impacting student achievement. In addition, the school has established strong partnerships with families, local organizations, and community stakeholders. These relationships have fostered a collaborative approach to addressing student needs, particularly through programs that encourage family engagement and support for at-risk students. This partnership has further enhanced the ability to provide tailored academic and social support to students|Despite efforts to engage families, there remains a gap in involving underrepresented groups, including low-income families, English language learners, and families of students with disabilities. The school recognizes the need to strengthen outreach strategies to ensure all families have equal access to resources, information, and opportunities to engage in their child's education.|The school will increase efforts to reach underrepresented families through culturally responsive and language-appropriate communication. This includes providing translated materials, using bilingual staff, and utilizing community liaisons who are familiar with the unique needs of these families. Additionally, the school will expand outreach efforts to ensure that families are aware of available resources and events, such as parent-teacher conferences, workshops, and school programs.|The school has effectively involved a wide range of stakeholders—students, parents, and teachers- in the decision-making process. Regular surveys, focus groups, and advisory committees are utilized to gather feedback on various topics such as curriculum development, school policies, and resource allocation. This broad engagement ensures that decisions reflect the needs and perspectives of diverse groups within the community.|While the school has made strides in gathering input from many stakeholders, there is a need to better engage hard-to-reach families, particularly those from underrepresented or marginalized communities, such as low-income families, English language learners, and families of students with disabilities. Many of these families may face barriers to participation, including language, transportation, or scheduling conflicts. The school aims to implement more targeted outreach strategies, including community-based partnerships and utilizing culturally appropriate methods to ensure that these families have a voice in the decision-making process.|To improve engagement, the school will focus on building stronger personal relationships with underrepresented families. This could involve training school staff to conduct home visits, offering community liaison services, or hosting informal “coffee chat” sessions where families can share concerns and ideas in a low-pressure setting. These personal connections can help families feel more comfortable and valued in the decision-making process.|5|5|5|5|5|5|5|4|5|5|5|5|Met||2025-05-27|2025
36678760136952|Entrepreneur High|3|Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in building relationships between school staff and families are as follows:  Commitment to Academic Success: The LEA prioritizes academic achievement by equipping all students with the tools and resources needed to excel in their academic journeys, graduate, and pursue college opportunities. Supportive Staff-Student Relationships: Staff demonstrate respect and care for students, fostering a welcoming environment by greeting them at the doors and regularly checking on their well-being. These relationships are intentionally built to support students’ success throughout high school.  Safe and Entrepreneurial Learning Environment: Students are provided a secure space to learn, where teachers, through ongoing training, cultivate an entrepreneurial mindset that encourages risk-taking and learning from mistakes, enhancing student comfort and growth.  Welcoming Family Atmosphere: The LEA creates a family-friendly environment, with front office staff, counselors, and teachers fostering connections with parents through events like Back to School Nights, College Kickoff Nights, Open House, and School Site Council Meetings.  Enhanced Communication: This year, the adoption of Parent Square, integrated with PowerSchool, has improved communication efficiency. The principal sends weekly Sunday updates recapping past events and previewing the week ahead, while teachers use the platform to share classroom newsletters, keeping parents informed.  Increased Family Engagement: The hiring of a Director of Student Success and Family Engagement strengthens parent outreach efforts. This role focuses on forming a family leadership team to boost involvement and introduce fresh ideas to the school community.|Based on the analysis of educational partner input and local data, our LEA has identified enhancing communication with stakeholders as a key area for improvement in building relationships between school staff and families. While our staff has made strides in sharing information about classes and learning expectations with families, we aim to boost in-person family participation. We seek greater parental involvement in on-campus activities and events, which currently offer numerous engagement opportunities. Additionally, we can strengthen our efforts to encourage parents to actively partner with the school in their children’s education by offering more parent workshops or hosting town hall meetings to foster dialogue and connection among all stakeholders.|Based on the analysis of educational partner input and local data, our LEA aims to enhance the engagement of underrepresented families, as identified in the self-reflection process, by strengthening relationships between school staff and families. This will be achieved by offering increased community support opportunities, such as establishing a food pantry, providing English language instruction for EL students and their families, or offering after-school English language support for a few hours each week. Through the efforts of our Student Success and Family Engagement liason, we have successfully delivered tailored support to underrepresented families. This role has enabled us to build a robust support network, tapping into community resources to assist students and families in need.|Our LEA has made significant strides in Building Partnerships for Student Outcomes, as evidenced by educational partner input from our 2024-2025 local climate survey, attendance data, and parent engagement metrics, with all practices rated at 4 (Full Implementation) on the rating scale. These efforts ensure robust partnerships across TK-5, 6-8, and 9-12 grade spans, particularly for unduplicated student groups (English learners, foster youth, socioeconomically disadvantaged) and students with exceptional needs.  Strengths in Professional Learning and Support: We have fully implemented professional learning for teachers and principals to enhance family partnerships. Monthly workshops focus on culturally responsive communication and engagement strategies, with 90% of staff reporting improved capacity to collaborate with families. This is particularly effective for English learners, with 88% of their parents noting strong school connections.  Progress in Providing Family Resources: Our LEA provides comprehensive resources to support student learning at home, including translated academic guides and online portals. Survey data shows 85% of parents, including 82% of socioeconomically disadvantaged families, feel well-informed about supporting student development, with access to tutoring resources for all grade spans.  Teacher-Family Meetings: Policies for regular teacher-family-student conferences are fully implemented, with 87% of parents across sites reporting meetings to discuss student progress. These are tailored for foster youth and students with disabilities, ensuring IEP-aligned strategies, with 90% satisfaction among these groups.  Supporting Family Advocacy: We have robust programs to educate families on their legal rights, including workshops on IEPs and advocacy for English learners and foster youth. Survey results indicate 86% of parents feel empowered to advocate, with 83% of homeless families reporting access to legal resources.  Progress and Data Insights: Attendance rates (95% overall, 90% for foster youth) and discipline data (2% referrals overall, 3% for socioeconomically disadvantaged) reflect strong family-school partnerships. Over the past year, parent participation in engagement events increased from 70% to 78%, with notable gains for English learner families (75% to 80%). However, gaps remain, such as lower engagement among foster youth parents (58%), which we are addressing through targeted outreach. These efforts align with our School Climate (Priority 6) findings, emphasizing parent involvement and communication as growth areas.  Our LEA continues to monitor progress through annual surveys and plans to sustain these practices via a Parent Advisory Council and enhanced counseling, ensuring equitable outcomes|Based on the 2024-2025 local climate survey, attendance data (95% overall, 90% for foster youth), discipline data (2% referrals overall, 3% for socioeconomically disadvantaged), and educational partner input, our LEA identifies two key focus areas for improving Building Partnerships for Student Outcomes across TK-5, 6-8, and 9-12 grade spans, particularly for unduplicated student groups (English learners, foster youth, socioeconomically disadvantaged) and students with exceptional needs.  Enhancing Parent Engagement for Foster Youth and Homeless Families: Despite full implementation of partnership practices (rated 4), only 58% of foster youth parents and 60% of homeless parents report feeling involved, compared to 65% overall. To address this, we will launch targeted outreach by February 2026, including home visits and personalized communication plans, to increase engagement to 70% for these groups, aligning with our School Climate (Priority 6) goal of active parent partnerships.  Improving Communication Responsiveness: Survey data shows 60% of parents (56% for English learners) are satisfied with communication about specific concerns. We will implement a Parent Liaison Program by March 2026, offering monthly forums and translated response protocols to boost satisfaction to 75%, ensuring equitable access to information for all families, including those of students with disabilities.|Based on the 2024-2025 local climate survey, attendance data (95% overall, 90% for foster youth), discipline data (2% referrals overall, 3% for socioeconomically disadvantaged), and educational partner input, our LEA aims to improve engagement of underrepresented families, specifically foster youth and homeless families, identified as having lower involvement (58% and 60% respectively, vs. 65% overall) during the self-reflection process for Building Partnerships for Student Outcomes across TK-5, 6-8, and 9-12 grade spans.  To address this, we will implement a Targeted Family Outreach Program by February 2026, focusing on foster youth and homeless families. Key actions include:  Personalized Engagement: Assign dedicated family liaisons to conduct home visits and monthly check-ins, ensuring tailored support for foster and homeless families to increase participation in school events from 58% to 70%.  Accessible Communication: Provide multilingual workshops and translated materials on academic progress and legal rights, addressing the 56% communication satisfaction rate among English learner families, aiming for 75% by June 2026.  Community Partnerships: Collaborate with local social services to offer resources (e.g., transportation, childcare) during school events, boosting homeless family attendance at parent conferences (currently 60%) to 80%|Based on the local data the (LEA) demonstrates significant strengths in seeking input for decision-making, achieving Full Implementation (rating of 4) across all evaluated practices. The LEA has established robust systems to build the capacity of principals, staff, and families to engage effectively in advisory groups and decision-making processes. It ensures equitable opportunities for all families, including underrepresented groups, to provide input on policies and programs, fostering inclusivity. Collaborative frameworks enable families, teachers, principals, and administrators to work together in planning and evaluating engagement activities. While nearing Full Implementation and Sustainability (rating of 4), the LEA continues to refine these systems to ensure long-term impact and equity, supported by strong training and stakeholder involvement.|Based on the current analysis the LEA achieved Full Implementation (rating of 4) in all practices related to Seeking Input for Decision-Making, should focus on areas to progress toward Full Implementation and Sustainability (rating of 4). Key improvement areas include ensuring the sustainability of engagement systems by formalizing training and resource support for principals, staff, and families. The LEA should also deepen its equity efforts by enhancing targeted outreach to underrepresented groups to further amplify their input. Additionally, streamlining collaborative processes among families, teachers, principals, and administrators through efficient feedback mechanisms and technology integration will strengthen the effectiveness and longevity of these engagement activities.|Based on the analysis of educational partner input and local data, with the LEA achieving Full Implementation (4) in providing opportunities for all families, including underrepresented groups, to provide input on policies and programs, the LEA will improve engagement of underrepresented families identified during the self-reflection process by implementing targeted strategies. These include developing culturally and linguistically responsive outreach programs to build trust and accessibility, such as multilingual workshops or community-based forums tailored to the needs and interests of underrepresented families. The LEA will also enhance training for staff and family members to better facilitate inclusive advisory group participation, ensuring underrepresented voices are meaningfully included. Additionally, the LEA will leverage local data to identify and address specific barriers to engagement, such as transportation or scheduling conflicts, and establish ongoing feedback mechanisms to sustain and refine these efforts, moving toward Full Implementation and Sustainability (4).|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-27|2025
36678760137935|Savant Preparatory Academy of Business|3|Our staff at Savant Preparatory Academy of Business (SPAB) deeply appreciates the high levels of educational partner involvement. Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners. High attendance levels at teacher conferences, principal coffees, and other school events provide evidence of the effectiveness in this area. Regular communication from school leaders reinforces the importance of educational partner involvement. Savant leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site leadership partners with our parents/guardians regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff to improve educational services for students.|SPAB is committed to improving relationships with school staff and families to ensure all families are connected to published school communications and have internet and/or a device at home. One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about students' educational progress, especially when there is a concern about student progress.|SPAB is committed to improving strategies and structures that will result in increased engagement of underrepresented families. SPAB has held numerous events and opportunities for engagement to garner input from families related to school improvement. SPAB will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.|SPAB assists our families in understanding academic expectations through several strategies. These include triannual coffee with the principal meetings, student-led conferences, and parent workshops at our site. These meetings address various topics to help parents understand state academic standards, the instructional program, and how they can best support their children's achievement in school. Classroom-specific information is provided via our Parent Data Meeting at the start of the school year and individually during parent conferences. The LCAP process also offers many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and School Site Council meetings provides valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are provided through our Kinvo messaging system. Requests for feedback and participation are sought through email communications.|Recent educational partner input shows a desire to have more in-depth knowledge of the local assessments, curriculum, and instructional strategies utilized to improve and accelerate student learning. Savant has held numerous parent trainings surrounding these topics and the local improvement cycles used to ensure all students are at or above grade level. Savant is developing a comprehensive calendar of parent information sessions regarding student achievement and success that will be easy to understand for a non-educator.|Participation from all parents is solicited, including the engagement of underrepresented families. Savant has continued to make communications and documents accessible to our families. Savant will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.|Savant recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, SPAB ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. Savant works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in school activities, advisory, and activities to support learning at home. This is achieved through regularly scheduled parent meetings, SSC meetings, and surveys where parent/guardian involvement policies are shared. SPAB communicates with families on an annual basis regarding parent involvement at the beginning of each school year|Savant has increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to increase the number of successfully engaged families at the school and what steps Savant can take to improve the design and implementation of engagement activities.|Savant ensures ALL families receive communications and invitations to participate on committees and in forums, through communication applications, and scheduling individual meetings at a convenient time for individual families. 7 Savant closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, in order to minimize disruptions to educational services. SPAB will focus on improving efforts to communicate with and engage students and families.|4|4|5|5|4|5|4|5|4|5|4|4|Met||2025-06-18|2025
36678763630993|Provisional Accelerated Learning Academy|3|Based on the analysis of educational partner input and local data, PAL Charter Academy (PCA) has made steady progress in building strong relationships between school staff and families by creating a supportive, welcoming, and well-resourced learning environment. One of PCA’s core strengths is ensuring that all students have access to qualified teachers, standards-aligned curriculum materials, and safe, clean, and functional school facilities. To support this, PCA invests in regular professional development for both credentialed and classified staff. These training opportunities focus on keeping teachers up to date with best practices in instruction, communication, and student engagement—helping to foster stronger connections with students and families. Equity remains a central focus. PCA ensures all students have access to the learning materials they need, including textbooks, digital tools, and other classroom resources. By removing these barriers, students are better supported in their academic success, and families gain confidence that their children’s educational needs are being met. Maintaining clean, safe, and functional school facilities is another key area of strength. The school regularly inspects its campuses to quickly address any safety issues and maintain a positive learning environment. PCA also has clear systems in place to handle complaints or concerns from families and staff, ensuring that any issues are resolved quickly and respectfully. In addition, PCA engages in ongoing strategic planning to improve both the learning environment and the school culture. This includes gathering input from families, students, and staff to identify priorities for academic improvement and facility enhancement. These planning efforts are a key part of how PCA keeps families involved in shaping the direction of the school. Together, these efforts show that PCA is committed to building and maintaining strong relationships between school staff and families by creating a safe, inclusive, and supportive learning environment where all voices are heard and valued.|At PAL Charter Academy (PCA), both classified and credentialed staff participate in ongoing professional development aimed at enhancing family engagement and building strong, lasting relationships with our school community. Recognizing that upwards of 60% of our student population identifies as Hispanic, PCA also hires bilingual staff to ensure effective communication and inclusive outreach. Throughout the school year, with support from our Community Schools Coordinator and Comprehensive Services Team, PCA hosts a range of community-focused events. These include a Career and College Fair, varsity football games, weekly family meal distributions through the Food Distribution IMPACT Program, Back-to-School nights each semester, and holiday giveaways. All events are communicated through Parent Square and shared with every enrolled family. In addition, PCA maintains an active social media presence, regularly posting videos and highlights from school events to keep families and the community informed and engaged. At the start of each school year, teachers host an Open House to welcome parents and introduce staff. We also honor parent volunteers with recognition awards and organize events such as IE Live, which showcases local vendors and musical performances. Guided by the analysis of both educational and local data, PCA remains committed to developing meaningful strategies that promote parent involvement and strengthen school-family partnerships in support of student success.|Based on the analysis of educational partner input and local data, PAL Charter Academy (PCA) recognizes the need to improve engagement with underrepresented families—particularly African American (12%) and White (4.8%) families. While Hispanic families, who make up 60% or more of the student population, are actively engaged through bilingual communication and culturally responsive outreach, PCA is committed to ensuring all families feel equally connected, supported, and represented. To build stronger relationships between staff and families, PCA has identified engagement barriers, family interests, and community priorities. This feedback guides the development of inclusive outreach efforts, including culturally relevant events, family focus groups, and targeted supports for underrepresented groups. Several strategies are already in place. Key school communications—flyers, emails, texts, and information on websites—are translated into families’ home languages. Bilingual staff and interpreters help ensure full access to school activities and meetings. PCA home visiting regularly check in with families who may feel disconnected, and informal meet-and-greet events with the Heads of Schools or Executive Director offer a comfortable setting for relationship-building. The school hosts culturally inclusive events throughout the year, encouraging families to share their traditions and participate in celebrations that reflect the diversity of the community. To make participation easier, PCA offers events at varied times, including evenings and weekends. To elevate parent voice, PCA has established advisory groups that reflect the school’s demographics. Families are invited to engage in school planning and decision-making processes, including LCAP input. Communication is sent through various channels—texts, phone calls, WhatsApp, Parent Square, and social media—using clear and respectful language. PCA also partners with trusted local organizations to expand outreach and support services. In addition, the school offers resources and tools that help families navigate school systems, monitor student progress, and support learning at home. Finally, all staff are encouraged to have a cultural competency mindset and follow inclusive practices. Through these continued efforts, PCA is fostering a welcoming, respectful school culture where every family feels valued and empowered to support their child’s success.      Ask ChatGPT Get smarter responses, upload files and images, and more.  Log in  Sign up for free   Attach  Search|Based on the analysis of educational partner input and local data, PAL Charter Academy (PCA) has made progress in building partnerships for student outcomes by strengthening relationships between school staff and families. A key improvement has been the use of a family needs assessment to identify barriers and areas for growth. Based on this input, PCA has expanded its engagement opportunities to better meet families’ needs and preferences. Currently, PCA families have multiple ways to engage with the school, including regular communication through Parent Square, participation in school events, parent workshops, and advisory groups. Staff-initiated outreach efforts, such as family check-ins and open house events, have further supported meaningful connections. These actions reflect PCA’s commitment to building strong school-family partnerships that support student learning and overall success.|Based on the analysis of educational partner input and local data, such as the yearly School Survey, attendance at parent meetings or other school, events, PAL Charter Academy (PCA) has identified the need to strengthen family involvement in decision-making as a key focus area for improvement in building partnerships for student outcomes. While the board and internal staff consistently prioritize students and families in their decisions, PCA recognizes the importance of creating more structured and consistent opportunities for families to actively participate in school planning and feedback processes. To address this, PCA is working to expand parent advisory groups, increase family participation in LCAP and other planning meetings, and improve communication about how family input informs school decisions. These efforts aim to build more collaborative partnerships that directly support student learning and success.|PAL Charter Academy (PCA) will improve engagement of underrepresented families by strengthening communication and partnership efforts, particularly for families who speak languages other than English. One key action will be to continue hiring bilingual teachers and staff to ensure that families can communicate comfortably and effectively with school personnel. Additionally, PCA will expand access to translated materials, interpretation services at meetings, and culturally relevant outreach strategies. These steps will help build trust, improve understanding of student progress, and ensure that all families—especially those who have been historically underrepresented—are equipped to support their child’s academic success and actively participate in school decisions.|PAL Charter Academy (PCA) has demonstrated strength in prioritizing student and family needs in decision-making processes. The Board, Executive Director and internal staff work collaboratively to ensure that all major decisions reflect the best interests of students and their families. PCA actively seeks input from educational partners through staff and Department Head Meetings, surveys, parent meetings, Teacher collaborations and advisory groups. Feedback gathered from these sources is used to guide school planning, resource allocation, and program development. This ongoing collaboration has helped PCA make more informed, inclusive decisions that support student outcomes and reflect the values and needs of its diverse school community.|Based on the analysis of educational partner input and local data—especially considering that many of our families are single-parent or working households and represent a highly diverse population across multiple Inland Empire cities—PAL Charter Academy (PCA) has identified a key area for improvement: creating more consistent and accessible opportunities to gather input from all educational partners. While PCA has established some engagement structures, we recognize that not all voices—particularly those of underrepresented families, students, and community members—are consistently included in planning and decision-making processes. This gap limits our ability to fully reflect the needs of the broader school community. To address this, PCA will enhance its outreach efforts by offering more flexible engagement options, increasing participation in surveys, focus groups, and advisory meetings, and ensuring that feedback is gathered in multiple languages and formats. These efforts are intended to better accommodate families’ varying schedules, languages, and locations, while promoting greater inclusion and equitable participation. Ultimately, these improvements will help ensure that decisions are shaped by a wider range of perspectives and more accurately reflect the needs of all PCA students and families.|PAL Charter Academy (PCA) will improve engagement of underrepresented families in decision-making by creating more opportunities for them to share their experiences, perspectives, and needs with school staff and counselors. Recognizing that families from underrepresented backgrounds may face barriers to participation, PCA will offer more flexible and accessible forums for input, such as small group meetings, culturally responsive focus groups, and one-on-one outreach efforts. These opportunities will be supported by bilingual staff and held at varied times and formats—both in-person and virtual—to ensure broader access. By creating safe and welcoming spaces for underrepresented families to voice their needs, PCA aims to ensure their feedback meaningfully informs school planning and decision-making processes.|4|5|4|5|4|5|5|5|4|4|4|4|Met||2025-06-26|2025
36678920000000|Trona Joint Unified|3|Based on the analysis of educational partner input and local data, Trona Joint Unified School District’s current strengths in building relationships between school staff and families include strong community engagement, regular communication, and increased participation in school events and advisory meetings. The district has made progress by hosting LCAP forums, parent education nights, and school site council meetings, as well as maintaining consistent outreach through newsletters, social media, and parent messaging systems. These efforts have fostered trust and open dialogue, especially among families of English Learners, students with disabilities, and socioeconomically disadvantaged students.|Based on the analysis of educational partner input and local data, Trona Joint Unified School District has identified the need to increase engagement among hard-to-reach families, particularly those of homeless, foster, and chronically absent students. Focus areas for improvement include expanding culturally responsive communication strategies, offering more flexible meeting times, and providing additional opportunities for families to participate in decision-making processes and student support planning.|Based on the analysis of educational partner input and local data, Trona Joint Unified School District will improve engagement of underrepresented families—particularly those of homeless, foster, and chronically absent students—by implementing targeted outreach strategies. These include personalized communication through home visits and phone calls, providing translation and interpretation services, offering flexible meeting times, and increasing access to family resource events. The district will also expand partnerships with local agencies to connect families with needed supports and create more inclusive opportunities for families to participate in school planning and student success initiatives.|Based on the analysis of educational partner input and local data, Trona Joint Unified School District’s strengths in building partnerships for student outcomes include strong collaboration with families through School Site Council, IEP meetings, and parent-teacher conferences. The district has made progress by using data to inform conversations with families, expanding communication platforms such as ParentSquare and Infinite Campus, and partnering with local organizations like Cerro Coso and Searles Valley Minerals to support academic and career readiness. These efforts have strengthened trust and improved alignment between home and school in supporting student success.|Based on the analysis of educational partner input and local data, Trona Joint Unified School District has identified the need to strengthen family involvement in academic goal-setting and progress monitoring. Focus areas for improvement include increasing parent understanding of assessment data, providing more frequent updates on student progress, and offering workshops to help families support learning at home. The district also aims to improve collaboration with families of students with disabilities, English learners, and those who are chronically absent.|Based on the analysis of educational partner input and local data, Trona Joint Unified School District will improve engagement of underrepresented families—particularly those of English learners, students with disabilities, foster youth, and chronically absent students—by offering family workshops focused on academic support, progress monitoring, and understanding assessment data. The district will provide translated materials, interpretation services, and flexible meeting options. Staff will receive training in culturally responsive communication to strengthen partnerships and ensure families are actively involved in student learning and goal-setting.|Based on the analysis of educational partner input and local data, Trona Joint Unified School District’s strengths in seeking input for decision-making include a strong culture of transparency and collaboration with families, staff, and community members. The district regularly engages stakeholders through School Site Council meetings, LCAP forums, staff meetings, student forums, and community surveys. These efforts have led to increased participation across stakeholder groups and have directly informed district goals, resource allocation, and program development.|Based on the analysis of educational partner input and local data, Trona Joint Unified School District has identified the need to increase participation from underrepresented families, including those of English learners, foster youth, and socioeconomically disadvantaged students. Focus areas for improvement include offering more accessible input opportunities through flexible meeting times, virtual options, and simplified communication materials. The district also aims to strengthen feedback loops by clearly communicating how stakeholder input influences decisions.|Based on the analysis of educational partner input and local data, Trona Joint Unified School District will improve engagement of underrepresented families in decision-making by expanding outreach through multiple communication platforms, offering meetings at varied times and formats (in-person and virtual), and providing translated materials and interpretation services. The district will also implement follow-up strategies to show families how their input is used, building trust and encouraging ongoing participation in school and district planning efforts.|4|4|4|2|4|4|3|3|4|3|4|4|Met||2025-06-26|2025
36679180000000|Victor Elementary|3|Strengths for relationship building opportunities in VESD include providing two weeks each year that are dedicated to parent conferences, award assemblies, and whole school events such as back to school nights. Eight (8) sites also have family resources centers for training and resources for families. Areas of progress include expanding family resource centers to more sites.|Focus area for improvement: Strengthening our School Attendance Review Team (SART) program with families. Our attendance data reflects reductions in Chronic Absenteeism when SART meetings are held with families regularly. VESD will continue to build on the Child Welfare and Attendance Liaison Program, working with school leadership teams to strengthen school-to-home relationships and increase SART opportunities with staff and families. Victor Elementary is also looking to create an enrollment process that is more accessible to families.|VESD will improve engagement by increasing site leadership capacity in data analysis to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information, resources, and support to underrepresented families to strengthen relationships. Site leadership is participating in ongoing professional development in analyzing student group data at the school site level (Chronic Absenteeism, Behavior, Academic Progress, etc.).|VESD has established eight community schools to provide resources and parent training to go alongside our district Family Resource Center. Our district has local community partnerships, including Millionaire Mind Kids, Think Together, Champions, and other local businesses such as Desert Valley Hospital, Victor Valley College, etc.|Based on feedback from Victor Elementary's Strategic Study, establishing community school committees was a prominent trend in building partnerships for student outcomes from our educational partner input. We are currently in the process of expanding satellite Family Resource Centers to five additional schools through the Community Schools grant.|VESD will continue to hold monthly Family Resource Center meetings to discuss best practices and how to further engage families. At these meetings stakeholders such as parents, community leaders, business representatives, and both classified and certificated employees will provide input on how to support and engage these families. In addition, VESD will continue to extend its satellite locations at school sites through the recently awarded Community Schools Grant. This will further increase the engagement of our underrepresented families.|Strengths: Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Meeting minutes are shared with all district employees. Parents are surveyed annually as well and feedback from this survey is considered in decision making.|Educational partner input showed a heavy emphasis on ongoing community involvement through current outlets including school site council and ELACs at the site level, and LCAP committees including DELAC, Foster Youth/McKinney Vento, and the African American Engagement Committee.|VESD will continue to survey parents at the district and site level to tailor training opportunities based on parent need and request. School sites set goals to increase parent participation, including volunteer training. VESD schools also host orientation events in the fall, including TK/Kindergarten orientations and back-to-school night events to share school information.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
36679186101927|Sixth Street Prep|3|Strengths for relationship building opportunities in Sixth Street Prep include providing two weeks each year that are dedicated to parent conferences, award assemblies, and whole school events such as back to school nights.|Focus area for improvement: Strengthening our School Attendance Review Team (SART) program with families. Our attendance data reflects reductions in Chronic Absenteeism when SART meetings are held with families regularly. Sixth Street Prep will continue to build on the Child Welfare and Attendance Liaison Program, working with school staff to strengthen school-to-home relationships and increase SART opportunities with staff and families.|Sixth Street Prep will improve engagement by increasing site leadership capacity in data analysis to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information, resources, and support to underrepresented families to strengthen relationships.|SSP provides support and information to families in connection with VESD Family Resource Center. Monthly parent trainings are held and topics are selected based on parent feedback. SSP partners with Champions to provide Extended Learning for our students.|SSP will provide information and updates to families about the Family Resource Center opportunities. We will continue working toward improving partnerships for student outcomes at a site level through communication with families.|SSP will work with other schools, resources to exchange best practices for building partnerships for student outcomes.|Strengths: Seeking input for decision making: SSP holds Site Council meetings with our stakeholders. We have representatives on District Committees  (District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee). Our school site holds School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Meeting minutes are shared with all committee members. Parents are surveyed annually as well and feedback from this survey is considered in decision making.|An emphasis on ongoing community involvement through current outlets including school site council and ELACs at the site level, and LCAP committees including DELAC and the African American Engagement Committee. SSP will increase opportunities for representatives from Distrit committees to share out with educational partners.|SSP will continue to survey parents at the district and site level to tailor training opportunities based on parent need and request. SSP will set goals to increase parent participation, including volunteer training. SSP also hosts Back to School Night and Orientation trainings/meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
36679186118350|Mountain View Montessori Charter|3|Strengths for relationship building opportunities in Mountain View Montessori (MVM) include providing three weeks each year that are dedicated to parent conferences: traditional fall and spring conferences, as well as winter intervention conferences. MVM hosts SHINE recognition/award assemblies twice each trimester to celebrate the accomplishments of our students in academics, growth mindset, and 21st Century skills. We host whole school events such as back to school nights, math workshops for families, and our Mix & Mingle community events that coincide with our SHINE assemblies. Areas of progress include parent education in attendance, as evidenced by our decrease in chronic absenteeism rates.|Focus area for improvement: MVM will continue to educate families regarding the importance of attendance during our TK/Kindergarten Orientation, New Family Orientation, and Back to School Nights. We will continue to strengthen our School Attendance Review Team (SART) program with families to improve student attendance and achievement. Our attendance data reflects reductions in Chronic Absenteeism when SART meetings are held with families regularly. Mountain View Montessori will continue to maximize the use of the Child Welfare and Attendance Liaison Program to strengthen school-to-home relationships and increase SART participation with families.|Mountain View Montessori will improve engagement by increasing site leadership capacity in data analysis to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information, resources, and support to underrepresented families to strengthen relationships.|Mountain View Montessori families have access to the eight community schools our district has established to provide resources and parent training to go alongside our district Family Resource Center (FRC). MVM actively shares resources, opportunities, and activities being hosted by the FRC and the community school programs to engage and educate families on educational topics, life skills, and fun, hands-on projects. Our district has local community partnerships, including Millionaire Mind Kids, Think Together, Champions, and other local businesses such as Desert Valley Hospital, Victor Valley College, etc.|Based on feedback from our district’s Strategic Study, establishing community school committees was a prominent trend in building partnerships for student outcomes from our educational partner input. VESD is currently in the process of expanding satellite Family Resource Centers (FRCs) to five additional schools through the Community Schools grant.|Our district, VESD, will continue to hold monthly Family Resource Center meetings to discuss best practices and how to further engage underrepresented families. Site-based family engagement surveys will also help to inform MVM of what supports families are in need of that can be addressed at the school site or through collaboration with the VESD FRC or VESD community schools.|Strengths in seeking input for decision making: MVM holds monthly Advisory Committee (site council) meetings to elicit ideas and gather feedback on school and community topics and needs from parents, certificated staff, classified staff, and district management. MVM’s Parent Teacher Organization (PTO) also hosts monthly meetings to seek input from families regarding family, school, and community needs. MVM sends out a Family Engagement Survey to new and returning families to elicit feedback on family needs.  Additionally, our district, VESD, holds regular LCAP meetings with stakeholders through 6 committees, of which MVM staff and parents are invited to participate. The VESD LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, VESD holds a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Parents are surveyed annually as well and feedback from this survey is considered in decision making.|Educational partner input from our district, VESD, showed a heavy emphasis on ongoing community involvement through current outlets including school site council and ELACs at the site level, and LCAP committees including DELAC, Foster Youth/McKinney Vento, and the African American Engagement Committee.|MVM and VESD will continue to survey parents at the district and site level to tailor training opportunities based on parent need and request. MVM sets goals to increase parent participation, including volunteer training to support classroom needs, field trip supervision, and our Parents at Lunch (PALs) program. MVM also hosts orientation events in the fall, including TK/Kindergarten and New Family orientations, MVM also hosts back-to-school (BTS) night events to share school information.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
36679340000000|Victor Valley Union High|3|The Victor Valley Union High School District (VVUHSD) is dedicated to fostering meaningful family and community engagement through the establishment of Parent Centers at each school site. These centers are staffed by highly committed Family Engagement Liaisons (FELs), whose primary role is to provide comprehensive support to all student families, with particular attention to underrepresented groups, including foster youth, students experiencing homelessness, and those with incarcerated or migrant family members.  The FELs play a pivotal role in cultivating partnerships with community organizations, enabling them to host guest speakers, workshops, and informational sessions for families, community stakeholders, and staff. These events address a wide range of critical topics, including DayBreak mental health services, PIBE and PIQE programs, college and career readiness, FAFSA completion, effective technology use, and community safety initiatives. A hallmark of VVUHSD’s approach is the unwavering dedication of the FELs in strengthening the connection between schools and families, ensuring clear, effective, and ongoing communication.  Moreover, VVUHSD takes great pride in its strong collaboration with Victor Valley Community College (VVC). This partnership includes an expanding Dual Enrollment (DE) program and an articulated credit program through Career and Technical Education (CTE) courses with aligned curricula. Both institutions actively participate in the Mountain Desert College Partnership (MDCP), which maintains the highest number of industry partners in California. Through these partnerships, advisory meetings are regularly held to introduce new business collaborators, providing students with valuable industry connections and real-world learning opportunities.  Through its continuous efforts to build and sustain these vital relationships, VVUHSD reaffirms its commitment to enhancing educational opportunities and providing robust support for all students and their families.|Following a comprehensive analysis of educational partner feedback and local data, the Victor Valley Union High School District (VVUHSD) has identified key areas for improvement in fostering stronger relationships between school staff and families. To enhance communication, the district has initiated the development and dissemination of a quarterly newsletter for both staff and families. This publication will continue to expand, incorporating updates on school events, available community resources, and other relevant information to ensure greater accessibility and engagement.  In an effort to increase family involvement, VVUHSD is expanding its family engagement programs, including workshops and informational sessions that focus on critical topics such as college and career planning and community safety. Additionally, to promote meaningful collaboration, the district will continue to enhance its Local Control and Accountability Plan (LCAP) and community advisory meetings. Targeted outreach efforts will be implemented to improve attendance and engagement, ensuring that families have the opportunity to share their perspectives and contribute to the development of school policies.  Furthermore, VVUHSD has expanded and increased the participation in the the District African American Parent Advisory Committee (DAAPAC) and has strengthened the District Advisory Committee (DAC) to better align with the needs of families and students. In addition, the district remains committed to providing targeted support for underrepresented students and their families. Family Engagement Liaisons (FELs) will continue to play a pivotal role in connecting these families with essential community resources while encouraging their active participation in the school community.  Through these initiatives, VVUHSD reaffirms its commitment to strengthening partnerships between schools and families, fostering an inclusive, supportive, and engaging educational environment for all students.|Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve the engagement of underrepresented families, particularly in building relationships between school staff and families. VVUHSD will continue to employ a Foster Youth counselor dedicated to addressing the unique needs of foster youth and their families. This counselor will attend professional development to increase their capacity to serve as a bridge, facilitating better communication and support between the school and foster families.  The District applied for and received funding for the Community Schools Grant. The goal of the Community Schools Grant is to align community resources to imorive student outcomes by provideing for the students' essential needs. The Community School Grant Coordinator has been trained and begun work with individual school sites.  Additionally, the VVUHSD will increase professional development opportunities for Family Engagement Liaisons  (FELs). This will equip FELs with the necessary skills and knowledge to effectively engage underrepresented families and ensure that their voices are heard and their needs are met. Our needs assessment, including parent participation data revealed that we are not reaching all demographics when we hold community or family events. The LEA will also provide PD on cultural competency for all school staff. Understanding and respecting the diverse cultural backgrounds of families is crucial for building trust and fostering meaningful relationships. This training will help staff to better appreciate and respond to the cultural nuances and needs of the families they serve. Furthermore, the LEA will organize community-based activities designed to bring together school staff, students, and families in informal and welcoming settings. These activities will create opportunities for building relationships and trust outside the traditional school environment, making families feel more connected and engaged with the school community. The District facilited a Belive Youth Conference for all students. In 2024-25 school year, the District will have a Special Education Parent Forum. Through these targeted efforts, the LEA aims to create a more inclusive and supportive environment for underrepresented families, enhancing their engagement and strengthening the overall school community.|VVUHSD is dedicated to building trust and fostering respectful relationships with families by strengthening staff capacity and providing diverse opportunities for engagement. Through meaningful dialogues, we actively collaborate with staff, families, students, and community members to gather feedback and input. These engagement opportunities include both informational and formal stakeholder meetings, such as the LCAP Advisory Committee, District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), District African American Parent Advisory Council (DAAPAC), Superintendent’s Student Advisory Committee, School Site Council (SSC), Coffee with the Principal, and LCAP advisory meetings at each school site. Our goal is to increase family participation, thereby enhancing the academic achievement of underrepresented students.  One of VVUHSD’s key strengths is our Student Services Department, which provides comprehensive support to families and students. Every school site is staffed with a Family Engagement Liaison, and our district also employs a dedicated homeless and foster youth counselor. The Director of Student Services works closely with the Family Engagement Liaisons to expand our comprehensive parent education program, ensuring families have the resources and support they need.  For the 2024-25 school year, we have further strengthened student support services by placing a mental health clinician (MHC) at every school, with larger comprehensive schools having two. Additionally, each site has a wellness center that is open to students on an as-needed basis. These clinicians provide individual and small group counseling sessions through a referral process, as well as training and awareness programs on suicide prevention, coping strategies, responsible technology use, and environmental awareness. Additionally, our district foster youth counselor ensures that foster youth receive targeted academic and social-emotional support.  Through these initiatives, VVUHSD remains committed to fostering strong, supportive relationships between school staff and families, with a particular focus on promoting the academic success of all students, especially those who are underrepresented.|VVUHSD continues to have limited involvement from African American parents. In the 2023/24 school year, the district added the Heritage Program to the two comprehensive high schools which did not already offer it. This targeted support and engagement opportunity will continiue to build the partnership with our community and specifically our AA families. The monthly meetings include information on how to complete college applications, the FASFA, career opportunities, completing course work and more.|VVUHSD has a strong focus on engaging our educational partners. As mentioned above, we will continue with the newly formed DAAPAC. We are also adding the Special Education Parent Advisory Committee.|Based on an analysis of educational partner input and local data, Victor Valley Union High School District (VVUHSD) has demonstrated significant strengths and progress in incorporating stakeholder feedback into decision-making. The district is committed to engaging all educational partners in decision-making processes at both the site and district levels. This dedication is reflected in the development of the Local Control and Accountability Plan (LCAP), which showcases innovation, diversity, and a strong focus on enhancing student achievement. Opportunities for stakeholder input include site- and district-level meetings, both in-person and virtual, as well as surveys.  One of VVUHSD’s notable strengths is its effective engagement with families through the District English Learner Advisory Committee (DELAC). These meetings are conducted in a hybrid format, allowing families to participate either in person or virtually, significantly increasing accessibility and attendance. DELAC meetings regularly attract over 60 participants, demonstrating the district’s success in fostering a collaborative environment where families feel valued and empowered to share their insights. This inclusive approach ensures that parent and community voices play an integral role in the district’s decision-making processes.  Another key success is the newly formed District African American Parent Advisory Council (DAAPAC), which consistently engages approximately 50 participants per meeting. This council has evolved into a vibrant community forum that convenes monthly and includes active participation from organizations such as the NAACP.|Based on an analysis of educational partner input and local data, Victor Valley Union High School District (VVUHSD) has identified key areas for improvement in gathering stakeholder input for decision-making. A primary focus is increasing attendance at meetings to ensure broader participation and diverse perspectives. While progress has been made, there remains a need to enhance outreach efforts and strengthen engagement with families and community partners.  To address this, VVUHSD plans to implement additional structured meetings focused on policy and services. These meetings will provide more opportunities for educational partners to actively participate and share their insights. By expanding the scope and frequency of these engagements, the district aims to foster a more inclusive and comprehensive decision-making process. This approach will help ensure that all stakeholders have a meaningful voice in shaping policies and services that impact student achievement and well-being.|Based on an analysis of educational partner input and local data, Victor Valley Union High School District (VVUHSD) is committed to enhancing the engagement of underrepresented families—including Foster Youth (FY), African American (AA), and Low-Income (LI) families—in the decision-making process.  To achieve this, VVUHSD will implement the following targeted strategies:  Enhanced Outreach and Communication:The district will utilize multiple communication channels, including social media, newsletters, and community events, to ensure underrepresented families are informed about opportunities to participate in decision-making.  Strengthened Support Roles: Family Engagement Liaisons and the Foster Youth counselor will take an active role in building relationships with underrepresented families, identifying their needs, and encouraging their participation in meetings and feedback sessions.  Culturally Responsive Practices: Staff will receive professional development on cultural competency to foster more meaningful engagement with diverse families. By understanding cultural perspectives, VVUHSD aims to create a welcoming environment where all families feel valued and heard.  Flexible Meeting Options: To accommodate varying schedules and increase accessibility, the district will continue offering hybrid meeting formats (in-person and virtual). This approach has already led to increased participation and will be expanded to additional meetings.  Targeted Engagement Activities: VVUHSD will host dedicated events and focus groups for Foster Youth, African American, and Low-Income families. These sessions will address specific concerns and gather valuable feedback to inform district policies and programs. Collaboration with Community Organizations: Partnering with local organizations that serve underrepresented communities will help strengthen outreach efforts. These organizations can act as trusted partners to facilitate communication and encourage family participation.  Through these strategies, VVUHSD is committed to creating a more inclusive and participatory environment, ensuring that underrepresented families have a meaningful voice in shaping district policies and programs. By fostering stronger connections with these communities, the district aims to better support the success and well-being of all students.|5|5|4|5|3|4|3|3|3|4|4|3|Met||2025-06-26|2025
36679343630670|Options for Youth-Victor Valley Charter|3|Options for Youth Victorville has consistently grown in building strong, collaborative relationships between school staff and families. Educational partner feedback collected through parent surveys, School Site Council meetings, and stakeholder engagement events highlights that families feel welcomed, heard, and supported by site staff. The school’s personalized learning model is a significant strength, which allows teachers and advisors to form close, individualized connections with students and their families. Regular communication through conferences, progress reports, and parent outreach calls has improved transparency and trust. Implementing Parent Advisory Board meetings and bilingual communication tools has also increased engagement, particularly among our Hispanic families. Our data shows improved parent participation in events and IEP meetings, and we’ve received positive feedback regarding our responsiveness to concerns. As a result, family-school partnerships have become a vital component of student success at OFY Victorville.|While Options for Youth Victorville has made significant progress in fostering relationships with families, input from educational partners and local data indicate key areas for continued improvement. A primary focus area is increasing outreach and engagement for families of students who are chronically absent, credit-deficient, or disengaged. Many of these families face barriers such as work schedules, language access, or limited familiarity with independent study models. To address this, the LEA is prioritizing strategies to strengthen two-way communication, including more flexible meeting options, expanded translation services, and proactive home contact. Additionally, data indicates a need to boost participation in the Parent Advisory and DELAC committees to ensure more diverse representation and meaningful involvement in school decision-making. By deepening trust, increasing accessibility, and fostering shared ownership of student progress, OFY Victorville aims to create more equitable and impactful partnerships with all families.|The charter organization remains committed to fostering strong connections between parents, guardians, and educational partners. To achieve this, we will continue to host various engagement events tailored explicitly for unduplicated students, those with disabilities, and the broader student population. These events provide an opportunity to gather feedback on our educational programs' ongoing development and growth. Additionally, the LEA will continue to organize College Information Nights, focusing on addressing underrepresented families. These informative sessions aim to empower parents and guardians with essential knowledge about college pathways, aligning with LCAP goals 2, actions 2, and 5.  Each school site celebrates cultural awareness through a dedicated Cultural Awareness Board. This board highlights occasions such as Día de Los Muertos, Black History Month, and AAPI Month, fostering an inclusive environment (LCAP goal 4 actions 2 and 3).  Active participation in DELAC meetings is encouraged for parents/guardians of English language learners (ELLs). These meetings provide a platform for advising the LEA on effective ways to support ELL students. Furthermore, OFY-VV recognizes the importance of involving families of Students with Disabilities (SWDs). We encourage their increased participation in their child’s IEP. By collaborating with parents/guardians and the IEP team, students with disabilities (SWDs) can enhance their self-advocacy skills, deepen their understanding of IEP goals and services, and strengthen their connections within the OFY school community (LCAP goal 4, action item 4).|Options for Youth Victorville has demonstrated substantial progress in building partnerships supporting student outcomes. Educational partner input and local data highlight the effectiveness of our personalized learning model, which fosters consistent collaboration between teachers, parents, and support staff to monitor academic progress and address individual student needs. Regular communication through academic conferences, Individualized Learning Plans (ILPs), and monthly progress updates ensures families are informed and engaged in their student’s educational journey. Additionally, our partnerships with community colleges, including expanded dual enrollment and CTE opportunities, have supported college and career readiness. OFY Victorville has also strengthened collaboration with EL and SPED teams to ensure that families of diverse learners are involved in intervention planning and IEP processes. Feedback from families reflects appreciation for our staff’s responsiveness and the tailored support systems in place to help students succeed.|Based on educational partner feedback and local data, Options for Youth Victorville has identified the need to improve consistency and depth in family engagement around student progress and postsecondary planning. One key focus area is increasing family understanding of credit completion, graduation requirements, and college and career pathways, particularly for families of English Learners, students with disabilities, and those who are behind in credits. While current communication practices are in place, we aim to enhance these by offering more accessible workshops, bilingual resources, and targeted outreach to ensure families are empowered to support student achievement. Additionally, increasing participation in intervention planning and follow-up for students we identify as at promise remains a priority. Strengthening these partnerships will ensure families are informed and actively involved in supporting improved academic outcomes.|OFY-VV plans to engage underrepresented families by offering opportunities for educational partner participation through the Parent Advisory Committee and the District English Learner Advisory Committee, allowing families to provide the charter with their insights, preferences, and review of student data.  The LEA seeks to offer College Information Nights to address the unique needs of English learners, SWD, and other underrepresented families.  OFY-VV will explore the possibility of inviting parents to local educational conferences, such as CAB,E to give parents the tools to support their students at home. These actions reflect  LCAP goal 4 action items # 2 and 4 regarding parental involvement and engagement.|Options for Youth Victorville has made notable progress in creating inclusive opportunities for educational partners to contribute to decision-making processes. The LEA regularly gathers input through parent surveys, student voice forums, staff collaboration meetings, and Parent Advisory and DELAC committee sessions. These structures allow stakeholders to provide meaningful feedback on key initiatives, such as the development of the LCAP, instructional program design, and student support services. Recent engagement efforts have focused on increasing accessibility by offering bilingual communication, flexible meeting formats, and multiple avenues for feedback collection. As a result, we have seen increased participation from parents and students, particularly from historically underserved groups. This inclusive approach has strengthened trust, built shared ownership, and informed strategic planning that reflects the needs and priorities of our diverse school community.|While Options for Youth Victorville has established several avenues for stakeholder input, educational partner feedback and local data reveal a need to broaden participation and ensure that all voices—particularly those of underrepresented families—are equitably heard in the decision-making process. A key area for improvement is increasing consistent engagement in the Parent Advisory and DELAC committees, especially from families of English Learners and students identified as at promise. Additionally, while surveys are administered regularly, follow-up communication on how input is used in shaping policy and practice can be strengthened to build greater transparency and trust. Moving forward, the LEA aims to implement more culturally responsive outreach strategies, offer varied formats for engagement (e.g., virtual, in-person, and informal listening sessions), and improve communication loops so that all stakeholders clearly see the impact of their contributions on school-wide decisions.|According to the School Climate Survey, 84% of parents rated OFY-VV positively on School Connectedness and Engagement. To improve engagement of underrepresented families, the LEA currently offers parents an opportunity for input and decision-making during PAC and DELAC meetings. The DELAC provides opportunities for parents and guardians of English Language (EL) students to advise the Local Educational Agency (LEA) on processes and actions related to supporting ELs. Parents of English Language (EL) students are invited to their student’s Academic Learning Plan (ALP) meeting to provide input on and support their EL student's needs in progressing toward reclassification.   OFY-VV also provides educational partners with the opportunity for feedback through LCAP surveys.  The Special Education Specialists (SES) and Paraprofessionals provide Specialized Academic Instruction (SAI) to students with disabilities and accommodations as determined in each student’s individualized Education Program (IEP). The IEP process is designed to be a collaborative effort between the SES, Para, OFY Teachers, Education Partners, and Families of SWDs to develop an individualized plan for each student with a disability to support their academic success and provide educational benefits in the least restrictive environment within our charter.|5|5|5|5|4|4|5|3|4|3|4|3|Met||2025-06-27|2025
36679590000000|Yucaipa-Calimesa Joint Unified|3|Beyond academic standards, YCJUSD recognizes the profound impact of strong family-school partnerships on student success. We have significantly increased our efforts in fostering robust relationships between school staff and families. This includes enhanced communication channels, such as regular newsletters, updated school websites, and Parent Square, ensuring families are well-informed about their child's progress and school events. Furthermore, we have expanded opportunities for parent involvement through various initiatives, including parent workshops on academic strategies, volunteer programs, and active parent advisory committees. These efforts have created a more welcoming and collaborative environment, empowering families to be integral partners in their child's educational journey and contributing to a stronger school community.  Overall, YCJUSD is proud of the collective efforts that have led to significant advancements in implementing the State Board of Education's adopted academic standards. Our commitment to continuous improvement, guided by local data and a student-centered approach, ensures that all students are prepared for success in college, career, and civic life.|At Yucaipa-Calimesa Joint Unified School District (YCJUSD), the creation of our Local Control Accountability Plan (LCAP) is far more than a bureaucratic exercise; it's a vibrant, ongoing conversation that shapes the future of our schools.   Our LCAP goals are carefully cultivated through a process that prioritizes authentic input from the very heart of our district: our dedicated school staff and the incredible families we are privileged to serve.  The process begins with open dialogue. Throughout the year, we host a series of forums, workshops, and surveys designed to gather insights from teachers, counselors, support staff, and administrators. These sessions are lively and productive, allowing our staff to share their invaluable frontline experiences. What challenges do they face in the classroom? What innovative strategies are yielding success? What resources do they need to better support student learning and well-being? Their perspectives are crucial, providing a ground-level understanding of our educational landscape.  Equally vital is the input from our families. We understand that parents and guardians are our essential partners in education. Through parent advisory committees, community meetings, and accessible online feedback platforms, we actively solicit their thoughts on everything from curriculum and extracurricular activities to school climate and safety. We ask: What are your hopes and dreams for your children's education? What support do you need from the district? How can we make our schools more welcoming and effective for your family? Their voices bring a unique and powerful perspective, ensuring our goals resonate with the diverse needs and aspirations of our student population.  But collecting input is only the first step. The true power of our LCAP process lies in how we utilize the data we gather. Every piece of feedback, every survey response, every comment shared in a forum is meticulously analyzed. We look for patterns, identify areas of strength, and pinpoint opportunities for growth. This data, combined with academic performance metrics, attendance records, and student well-being indicators, forms the bedrock of our decision-making.  For example, if staff feedback consistently highlights a need for more professional development in differentiated instruction, and family surveys express a desire for more personalized learning experiences for their children, this data convergence strongly informs an LCAP goal focused on enhancing instructional practices to meet diverse student needs. Similarly, if data reveals disparities in access to certain programs, we work collaboratively to develop goals that address equity and ensure all students have opportunities to thrive.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is committed to fostering a highly engaged and supportive educational environment for all students and families. Our recent positive analysis of educational partner input and local data highlights both our strengths and areas for continued growth, particularly in enhancing the engagement of underrepresented families, including our valued English Learner (EL) families.  Through a comprehensive review of parent surveys, community forums, site council meetings, and direct feedback from teachers, administrators, and support staff, we've identified a strong desire among our educational partners for increased communication, transparency, and opportunities for meaningful involvement in their children's education. Local data, including attendance rates at school events, participation in parent-teacher conferences, and feedback from specific outreach initiatives, has further illuminated patterns and preferences within our diverse family population.|"The Yucaipa-Calimesa Joint Unified School District (YCJUSD) demonstrates a strong commitment to ""Building Partnerships for Student Outcomes"" through its strategic use of data teams, collaboration days, and robust professional development opportunities. These elements are not isolated initiatives but rather interconnected components that foster a culture of continuous improvement and shared responsibility for student success.  Data Teams: YCJUSD uses data teams as a core strength to analyze student performance and inform teaching. They systematically collect and examine data (including equity data) to identify learning gaps and inform targeted interventions, fostering collaborative inquiry among educators to create action plans for improvement.  Collaboration Days: These days are vital for professional growth and shared practices within YCJUSD. They facilitate the sharing of effective teaching strategies across departments and grade levels, empower teachers with choice in their professional development, and strengthen internal school partnerships.  Professional Development Opportunities: YCJUSD offers flexible, personalized, and engaging professional development, moving away from traditional models. These trainings have a high rate of teacher participation and aligns with district goals and directly impacts student outcomes by equipping educators with essential skills."|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is deeply committed to enhancing student outcomes, focusing significantly on building partnerships to improve student safety and prepare students for post-graduate education and training.  To achieve this, YCJUSD will strengthen collaborations with local law enforcement and emergency services, establishing formal communication channels and joint training to create robust emergency response plans. We also aim to deepen parent and community engagement in safety initiatives, fostering a culture where all stakeholders contribute to a secure school climate and feel empowered to report concerns. Furthermore, we will expand partnerships with mental health and wellness providers, ensuring students have timely access to comprehensive support services, which are intrinsically linked to overall safety. Finally, YCJUSD will leverage technology to facilitate seamless communication between schools, parents, and emergency responders, always prioritizing data privacy and responsible use.  Beyond safety, YCJUSD is dedicated to preparing students for successful transitions after high school, whether they choose higher education, vocational training, military service, or direct entry into the workforce. To achieve this, we will forge stronger alliances with higher education institutions, expanding dual enrollment opportunities and providing comprehensive guidance on college admissions and financial aid. We also plan to diversify our industry and business partnerships, actively seeking out local and regional businesses to expand internships, mentorships, and job shadowing experiences, aligning our curriculum with real-world industry needs. Collaborating with vocational and technical training providers will ensure students have access to a wider array of specialized options and industry-recognized certifications.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is committed to ensuring all families, especially those who have historically been underrepresented, feel valued, informed, and empowered as partners in their children's education. This includes a dedicated focus on English Learners (EL), Special Education families, Foster Youth, and Homeless students. YCJUSD understands that effective engagement for these groups requires tailored, culturally responsive approaches that address unique barriers and build trust.  For English Learner families, YCJUSD will continue to prioritize accessible, multi-modal communication. This means providing information in preferred languages through various channels, including translated documents, bilingual staff, and the strategic use of communication apps that offer seamless translation. The district will expand opportunities for ELAC (English Learner Advisory Committee) meetings, ensuring they are welcoming spaces for genuine dialogue, and exploring ways to integrate ELAC discussions with broader parent engagement initiatives. Furthermore, professional development for staff will emphasize culturally responsive communication strategies, fostering deeper understanding and stronger relationships with diverse linguistic communities.  Regarding Special Education families, YCJUSD recognizes the critical role of parents in their child's individualized education program (IEP). The district will enhance support for families navigating the special education system by offering workshops and resources that explain rights, services, and the IEP process in clear, accessible language. YCJUSD will promote consistent and proactive communication between school staff and families, ensuring that parents feel heard, their input is valued, and they are active participants in decision-making regarding their child's educational journey.   For Foster Youth and Homeless students and their families, YCJUSD is dedicated to removing educational barriers and providing comprehensive support. Recognizing the transient nature of these populations, the district will ensure immediate enrollment and access to necessary resources, even without traditional documentation, in accordance with the McKinney-Vento Homeless Assistance Act. YCJUSD will reinforce the role of designated liaisons who can directly assist these families with school enrollment, transportation, access to basic supplies, and referrals to essential community services, including housing and mental health support. The district will also work closely with social service agencies and community partners, like Family Promise of Yucaipa-Calimesa, to provide wraparound services that address both educational and basic needs, creating a stable and supportive environment for these vulnerable students to thrive.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) excels at gathering diverse input for its decision-making, ensuring a wide range of voices are heard. This inclusive approach strengthens the district's ability to make informed choices that benefit students, staff, and the broader community. YCJUSD achieves this through several key avenues: a Community Cabinet that directly involves residents in discussing critical topics like cell phone policies and school safety; active Leadership Teams at both district and school sites, which solicit insights from those on the front lines; robust Parent Engagement Meetings and a dedicated Parent Liaison who prioritizes parent input for initiatives like the Local Control and Accountability Plan (LCAP), including surveys and support for Spanish-speaking families; collaborative Curriculum Meetings where educators and experts refine learning materials; and systematic Input Surveys, such as the YCJUSD Website Survey and Gallup Student Poll, used to gather broad feedback on everything from website usability to school safety perceptions. By employing these varied methods, YCJUSD demonstrates a strong commitment to collecting and valuing feedback, ultimately fostering a more responsive and supportive educational environment for everyone.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) not only aims to strategically space out opportunities for input and surveys throughout the year to avoid fatigue and ensure relevance, but also places a strong emphasis on actively increasing participation from its underrepresented groups. This commitment to inclusivity is crucial for ensuring that all voices within the diverse YCJUSD community are heard and valued in the decision-making process.|YCJUSD employs several targeted strategies. Our Parent Engagement Specialist, supporting Spanish-speaking families, is a key asset in bridging communication gaps and building trust with diverse parent communities. This specialist is a direct liaison, translating information, answering questions, and facilitating meaningful participation in events like LCAP input sessions. The district's efforts to survey parents for the LCAP, and the recognition that they need to ensure that feedback is gathered from all groups, points to a proactive stance on inclusivity.  Beyond specific roles, YCJUSD likely employs a multi-pronged communication approach, utilizing various channels and languages to reach families who may not traditionally engage through standard methods. This could involve providing materials in multiple languages, holding meetings at convenient times and locations, offering childcare or transportation support, and actively promoting events through community organizations and trusted leaders within underrepresented groups. The very existence of the Community Cabinet suggests an open invitation for all community members, including those from diverse backgrounds, to directly engage with district leadership. By continually evaluating participation rates and actively seeking feedback on the effectiveness of their outreach efforts, YCJUSD demonstrates a dedication to removing barriers and ensuring that all segments of its community have equitable opportunities to contribute to the district's important decisions.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
36679590114256|Inland Leaders Charter|3|"Student feedback has been very strong with positive responses to curriculum/instructions questions, culture/safety questions and overall experiences in school as averaging in the 87% satisfied range. In 1st through 8th grades, 94% of students feel “engaged in the class lessons.”67% of students like coming to school. 88% feel there is an adult they trust to help them with any issues. 94% feel the teachers treat them with respect. 92% agree that the adults at the school care about them. 94% state that teachers ""believe in me and know that I can learn."""|Educational partners’ survey data indicates strong relationships between families and school staff. Survey results indicate very positive results. 98% of parents feel welcome at ILCS. 99% of parents are happy their child/ren attend ILCS. Current strengths include a trust from parents in regards to their student’s safety at school and the efforts the school makes in creating an orderly environment. In addition, parents are extremely satisfied with the level of instructional quality delivered. Other strengths include the intentional positive leadership culture that parents feel are of great significance in the development of their student’s social-emotional skills.|"ILCS has relied heavily on the feedback provided by our educational partners. The Spring season surveys demonstrate that 92% of responding parents feel “my voice or input matters at ILCS.” 99% of parent respondents agreed that “ILCS does a good job of clearly communicating events and how to get involved.""  Staff surveys also demonstrate a strong sentiment that they are involved in decision-making at most levels and that their voices are valued."|Student outcomes reveal strengths of the school in building partnerships in the area of communication and opportunities for parents to be involved in the education of their students during the school day.  The school’s philosophy of “parents as partners” is evident through the various survey data.  In addition, parents indicated their “voice” in the decision making process.|The focus areas determined from educational partner input and local data include a need to support parents with their own education to support their students with literacy, math, and writing skills. Individual teachers provide support for parents through parent nights and other events. The school has also introduced more parent literacy nights through the Title 1 program.|ILCS will work to engage underrepresented families through the use of our Title 1 coordinator and more frequent family events that provide relevant topics of interest for families to engage with. With the inception of ELOP, underrepresented families are provided with extended 9 hour school days, enrichment, and summer/intersession opportunities.|ILCS has relied heavily on the feedback provided by our educational partners. Our Spring season surveys demonstrate that 92% of responding parents feel “my voice or input matters at ILCS.”  99% of parent responders agreed that “ILCS does a good job of clearly communicating events and how to get involved.” Staff surveys also demonstrate a strong sentiment that they are involved in decision-making at most levels and that their voices are valued.|The most critical area of focus for ILCS to improve educational partner input is to implement a more effective School Site Council at each of our school sites.|ILCS will start the School Site Council recruitment efforts early in the new school year and will specifically recruit families of underrepresented students. In addition, the SSC will be provided with student outcome data to determine services and actions to support student needs.  Although scores are high, ILCS is dedicated to improving our instructional engagement in all classrooms.|5|5|5|5|5|4|5|5|5|4|4|5|Met||2025-06-30|2025
36679590124032|Competitive Edge Charter Academy (CECA)|3|Beyond academic standards, YCJUSD recognizes the profound impact of strong family-school partnerships on student success. We have significantly increased our efforts in fostering robust relationships between school staff and families. This includes enhanced communication channels, such as regular newsletters, updated school websites, and Parent Square, ensuring families are well-informed about their child's progress and school events. Furthermore, we have expanded opportunities for parent involvement through various initiatives, including parent workshops on academic strategies, volunteer programs, and active parent advisory committees. These efforts have created a more welcoming and collaborative environment, empowering families to be integral partners in their child's educational journey and contributing to a stronger school community.  Overall, YCJUSD is proud of the collective efforts that have led to significant advancements in implementing the State Board of Education's adopted academic standards. Our commitment to continuous improvement, guided by local data and a student-centered approach, ensures that all students are prepared for success in college, career, and civic life.|At Yucaipa-Calimesa Joint Unified School District (YCJUSD), the creation of our Local Control Accountability Plan (LCAP) is far more than a bureaucratic exercise; it's a vibrant, ongoing conversation that shapes the future of our schools.   Our LCAP goals are carefully cultivated through a process that prioritizes authentic input from the very heart of our district: our dedicated school staff and the incredible families we are privileged to serve.  The process begins with open dialogue. Throughout the year, we host a series of forums, workshops, and surveys designed to gather insights from teachers, counselors, support staff, and administrators. These sessions are lively and productive, allowing our staff to share their invaluable frontline experiences. What challenges do they face in the classroom? What innovative strategies are yielding success? What resources do they need to better support student learning and well-being? Their perspectives are crucial, providing a ground-level understanding of our educational landscape.  Equally vital is the input from our families. We understand that parents and guardians are our essential partners in education. Through parent advisory committees, community meetings, and accessible online feedback platforms, we actively solicit their thoughts on everything from curriculum and extracurricular activities to school climate and safety. We ask: What are your hopes and dreams for your children's education? What support do you need from the district? How can we make our schools more welcoming and effective for your family? Their voices bring a unique and powerful perspective, ensuring our goals resonate with the diverse needs and aspirations of our student population.  But collecting input is only the first step. The true power of our LCAP process lies in how we utilize the data we gather. Every piece of feedback, every survey response, every comment shared in a forum is meticulously analyzed. We look for patterns, identify areas of strength, and pinpoint opportunities for growth. This data, combined with academic performance metrics, attendance records, and student well-being indicators, forms the bedrock of our decision-making.  For example, if staff feedback consistently highlights a need for more professional development in differentiated instruction, and family surveys express a desire for more personalized learning experiences for their children, this data convergence strongly informs an LCAP goal focused on enhancing instructional practices to meet diverse student needs. Similarly, if data reveals disparities in access to certain programs, we work collaboratively to develop goals that address equity and ensure all students have opportunities to thrive.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is committed to fostering a highly engaged and supportive educational environment for all students and families. Our recent positive analysis of educational partner input and local data highlights both our strengths and areas for continued growth, particularly in enhancing the engagement of underrepresented families, including our valued English Learner (EL) families.  Through a comprehensive review of parent surveys, community forums, site council meetings, and direct feedback from teachers, administrators, and support staff, we've identified a strong desire among our educational partners for increased communication, transparency, and opportunities for meaningful involvement in their children's education. Local data, including attendance rates at school events, participation in parent-teacher conferences, and feedback from specific outreach initiatives, has further illuminated patterns and preferences within our diverse family population.|"The Yucaipa-Calimesa Joint Unified School District (YCJUSD) demonstrates a strong commitment to ""Building Partnerships for Student Outcomes"" through its strategic use of data teams, collaboration days, and robust professional development opportunities. These elements are not isolated initiatives but rather interconnected components that foster a culture of continuous improvement and shared responsibility for student success.  Data Teams: YCJUSD uses data teams as a core strength to analyze student performance and inform teaching. They systematically collect and examine data (including equity data) to identify learning gaps and inform targeted interventions, fostering collaborative inquiry among educators to create action plans for improvement.  Collaboration Days: These days are vital for professional growth and shared practices within YCJUSD. They facilitate the sharing of effective teaching strategies across departments and grade levels, empower teachers with choice in their professional development, and strengthen internal school partnerships.  Professional Development Opportunities: YCJUSD offers flexible, personalized, and engaging professional development, moving away from traditional models. These trainings have a high rate of teacher participation and aligns with district goals and directly impacts student outcomes by equipping educators with essential skills."|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is deeply committed to enhancing student outcomes, focusing significantly on building partnerships to improve student safety and prepare students for post-graduate education and training.  To achieve this, YCJUSD will strengthen collaborations with local law enforcement and emergency services, establishing formal communication channels and joint training to create robust emergency response plans. We also aim to deepen parent and community engagement in safety initiatives, fostering a culture where all stakeholders contribute to a secure school climate and feel empowered to report concerns. Furthermore, we will expand partnerships with mental health and wellness providers, ensuring students have timely access to comprehensive support services, which are intrinsically linked to overall safety. Finally, YCJUSD will leverage technology to facilitate seamless communication between schools, parents, and emergency responders, always prioritizing data privacy and responsible use.  Beyond safety, YCJUSD is dedicated to preparing students for successful transitions after high school, whether they choose higher education, vocational training, military service, or direct entry into the workforce. To achieve this, we will forge stronger alliances with higher education institutions, expanding dual enrollment opportunities and providing comprehensive guidance on college admissions and financial aid. We also plan to diversify our industry and business partnerships, actively seeking out local and regional businesses to expand internships, mentorships, and job shadowing experiences, aligning our curriculum with real-world industry needs. Collaborating with vocational and technical training providers will ensure students have access to a wider array of specialized options and industry-recognized certifications.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is committed to ensuring all families, especially those who have historically been underrepresented, feel valued, informed, and empowered as partners in their children's education. This includes a dedicated focus on English Learners (EL), Special Education families, Foster Youth, and Homeless students. YCJUSD understands that effective engagement for these groups requires tailored, culturally responsive approaches that address unique barriers and build trust.  For English Learner families, YCJUSD will continue to prioritize accessible, multi-modal communication. This means providing information in preferred languages through various channels, including translated documents, bilingual staff, and the strategic use of communication apps that offer seamless translation. The district will expand opportunities for ELAC (English Learner Advisory Committee) meetings, ensuring they are welcoming spaces for genuine dialogue, and exploring ways to integrate ELAC discussions with broader parent engagement initiatives. Furthermore, professional development for staff will emphasize culturally responsive communication strategies, fostering deeper understanding and stronger relationships with diverse linguistic communities.  Regarding Special Education families, YCJUSD recognizes the critical role of parents in their child's individualized education program (IEP). The district will enhance support for families navigating the special education system by offering workshops and resources that explain rights, services, and the IEP process in clear, accessible language. YCJUSD will promote consistent and proactive communication between school staff and families, ensuring that parents feel heard, their input is valued, and they are active participants in decision-making regarding their child's educational journey.   For Foster Youth and Homeless students and their families, YCJUSD is dedicated to removing educational barriers and providing comprehensive support. Recognizing the transient nature of these populations, the district will ensure immediate enrollment and access to necessary resources, even without traditional documentation, in accordance with the McKinney-Vento Homeless Assistance Act. YCJUSD will reinforce the role of designated liaisons who can directly assist these families with school enrollment, transportation, access to basic supplies, and referrals to essential community services, including housing and mental health support. The district will also work closely with social service agencies and community partners, like Family Promise of Yucaipa-Calimesa, to provide wraparound services that address both educational and basic needs, creating a stable and supportive environment for these vulnerable students to thrive.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) excels at gathering diverse input for its decision-making, ensuring a wide range of voices are heard. This inclusive approach strengthens the district's ability to make informed choices that benefit students, staff, and the broader community. YCJUSD achieves this through several key avenues: a Community Cabinet that directly involves residents in discussing critical topics like cell phone policies and school safety; active Leadership Teams at both district and school sites, which solicit insights from those on the front lines; robust Parent Engagement Meetings and a dedicated Parent Liaison who prioritizes parent input for initiatives like the Local Control and Accountability Plan (LCAP), including surveys and support for Spanish-speaking families; collaborative Curriculum Meetings where educators and experts refine learning materials; and systematic Input Surveys, such as the YCJUSD Website Survey and Gallup Student Poll, used to gather broad feedback on everything from website usability to school safety perceptions. By employing these varied methods, YCJUSD demonstrates a strong commitment to collecting and valuing feedback, ultimately fostering a more responsive and supportive educational environment for everyone.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) not only aims to strategically space out opportunities for input and surveys throughout the year to avoid fatigue and ensure relevance, but also places a strong emphasis on actively increasing participation from its underrepresented groups. This commitment to inclusivity is crucial for ensuring that all voices within the diverse YCJUSD community are heard and valued in the decision-making process.|YCJUSD employs several targeted strategies. Our Parent Engagement Specialist, supporting Spanish-speaking families, is a key asset in bridging communication gaps and building trust with diverse parent communities. This specialist is a direct liaison, translating information, answering questions, and facilitating meaningful participation in events like LCAP input sessions. The district's efforts to survey parents for the LCAP, and the recognition that they need to ensure that feedback is gathered from all groups, points to a proactive stance on inclusivity.  Beyond specific roles, YCJUSD likely employs a multi-pronged communication approach, utilizing various channels and languages to reach families who may not traditionally engage through standard methods. This could involve providing materials in multiple languages, holding meetings at convenient times and locations, offering childcare or transportation support, and actively promoting events through community organizations and trusted leaders within underrepresented groups. The very existence of the Community Cabinet suggests an open invitation for all community members, including those from diverse backgrounds, to directly engage with district leadership. By continually evaluating participation rates and actively seeking feedback on the effectiveness of their outreach efforts, YCJUSD demonstrates a dedication to removing barriers and ensuring that all segments of its community have equitable opportunities to contribute to the district's important decisions.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
36738580000000|Baker Valley Unified|3|BVUSD has made meaningful progress in fostering strong relationships between school staff and families. One key strength is the consistent communication practices established across school sites. Regular meetings/PT Conferences,  messaging platforms, and accessible parent portals have improved transparency and engagement, ensuring families are well-informed and feel connected to their child’s learning.  Staff have participated in ongoing professional development focused on cultural competency and effective family engagement strategies, which has enhanced their ability to build trust and rapport with families from diverse backgrounds. Family-teacher conferences, often offered at flexible times, have seen increased participation, reflecting stronger two-way communication.  Survey data indicates that families feel more welcomed and respected as partners in the education process. This progress reflects the BVUSD’s commitment to creating inclusive school environments where relationships between families and staff are valued and nurtured.|BVUSD remains committed to assisting parents in effectively using all available communication tools and school technologies. Schools provide ongoing training and support for families to navigate digital platforms such as parent portals, learning management systems, and messaging apps. These tools are essential for staying updated on student progress, assignments, school events, and important announcements.|BVUSD is actively working to improve engagement of underrepresented families through intentional outreach, inclusive practices, and community partnerships. Recognizing that traditional forms of engagement may not meet the needs of all families, the LEA is implementing more culturally responsive and accessible strategies to ensure every family has a voice in their child’s education.|BVUSD monitors students grading by the day and shares student progress with parents; BVUSD has implemented more parent/teacher meeting times to report progress to build stronger partnerships with families.|BVUSD’s focus is to expand family liaison roles to serve as trusted connections between schools and families, especially those who speak languages other than English or come from historically marginalized communities. Hosting community-based events in familiar, welcoming spaces such as local community centers, faith-based institutions, and housing complexes to reduce barriers to participation. Providing interpretation and translation services in all major communications and during meetings to ensure language is not a barrier to engagement. Offering flexible meeting times and virtual options for parent-teacher conferences, school meetings, and workshops to accommodate varied family schedules and transportation limitations.|BVUSD is actively working to improve engagement of underrepresented families through intentional outreach, inclusive practices, and community partnerships. Recognizing that traditional forms of engagement may not meet the needs of all families, the LEA is implementing more culturally responsive and accessible strategies to ensure every family has a voice in their child’s education.|BVUSD has demonstrated clear strengths in seeking and incorporating input from diverse stakeholders to guide decision-making. One of the most significant areas of progress is the establishment of structured feedback loops through regular surveys, focus groups, and meetings involving parents, students, staff, and community partners.Parent advisory committees, such as DELAC, ELAC, and school site councils, have been strengthened with increased training and support to empower participants and ensure their contributions influence key decisions, including budgeting, academic programs, and school climate initiatives.|Offering flexible meeting times and virtual options for parent-teacher conferences, school meetings, and workshops to accommodate varied family schedules and transportation limitations.|BVUSD is actively working to improve engagement of underrepresented families through intentional outreach, inclusive practices, and community partnerships. Recognizing that traditional forms of engagement may not meet the needs of all families, the LEA is implementing more culturally responsive and accessible strategies to ensure every family has a voice in their child’s education.|4|5|5|4|5|4|5|5|4|4|4|4|Met||2025-06-26|2025
36738900000000|Silver Valley Unified|3|Silver Valley Unified School District has demonstrated strong progress and significant strengths in building relationships between school staff and families. Family Engagement received exceptionally high ratings, with 99% of respondents indicating favorable experiences and 95% feeling that their involvement is valued. Families also reported a deep understanding of the district’s educational goals for students, particularly around core competencies such as communication, collaboration, character, and critical thinking, highlighting effective and meaningful communication from schools.|In response to feedback from families, Silver Valley Unified School District is prioritizing enhancements to its communication practices, aiming to deliver timely and accessible information through a variety of platforms. The district plans to diversify communication channels to ensure parents are well informed about school events, important dates, and general updates. Additionally, a strategic outreach effort will be implemented to highlight and celebrate the positive activities and achievements happening across schools, both within the district and to the broader community. To strengthen family engagement, the district will increase opportunities for parents to receive important information and share their perspectives. This includes broadening participation channels and improving the visibility of volunteer and involvement opportunities. Furthermore, SVUSD will work to boost parent and family participation by expanding the number and variety of events held at school sites, encouraging a more connected and collaborative school community.|Silver Valley Unified School District is committed to strengthening outreach efforts with underrepresented families by implementing more inclusive and accessible communication strategies. These efforts may involve personalized outreach such as phone calls and emails, providing translated materials, distributing letters and flyers, and, when appropriate, conducting home visits to ensure all families feel informed, welcomed, and supported.|Silver Valley Unified School District has made strong progress in building partnerships for student outcomes, with key strengths reflected in parent perceptions and engagement levels. An overwhelming majority of parents (99%) indicated high levels of involvement in their child’s education, and 95% felt that their participation is valued by the school. These figures underscore a solid foundation of trust and collaboration between families and school staff. Parents also expressed a deep understanding of the district’s academic and character development goals, with near-universal agreement (99–100%) on what it means for students to be collaborators, communicators, critical thinkers, and creative learners. This alignment between school expectations and family awareness reflects successful communication and shared investment in student success. Moreover, effective school leadership and a safe, welcoming climate—both rated at 94%—further support the district’s efforts to foster meaningful partnerships aimed at improving student outcomes.|"In response to family feedback, Silver Valley Unified School District will focus on enhancing both the effectiveness and timeliness of communication with parents and guardians. The district will explore technology tools and communication platforms—such as mobile apps, automated messaging systems, and interactive websites—to offer multiple, user-friendly avenues for families to receive information and share feedback. To further strengthen partnerships for student outcomes, SVUSD will expand its engagement efforts beyond school campuses by actively participating in community events and hosting gatherings in accessible local venues. Initiatives such as ""Town Hall"" meetings held at community centers will create more inclusive spaces for dialogue, particularly for families who may face barriers in attending school-based events. Additionally, offering multilingual communication, scheduling flexibility, and varied formats for participation (virtual and in-person) will help ensure all families can engage meaningfully in their child’s education."|Proactively reaching out to families through personalized communication—such as phone calls, emails, and mailed letters—is essential to inviting their input, addressing questions, and offering support. To ensure all families can participate fully, translation services will be utilized to bridge language barriers and promote inclusive dialogue. Furthermore, the district will host “Town Hall” style gatherings that offer an open, welcoming environment for parents to access important information, voice concerns, and engage in meaningful conversations with school leadership.|Silver Valley Unified School District has made notable strides in seeking input for decision-making.  95% of parents feel their involvement is valued, and families reported a high understanding of district goals and student development priorities. These findings point to a culture that values transparency, collaboration, and shared responsibility in shaping educational outcomes.  Silver Valley Unified School District encourages meaningful parent involvement by offering various opportunities for families to contribute to school and district planning efforts. Parents are welcomed to take part in site-based groups such as the PTO/PTA, School Site Council, and, where applicable, the English Learner Advisory Committee. They are also invited to participate in strategic planning at both the site and district levels. These forums, which convene regularly, serve as platforms for parents to share insights that help shape school initiatives, guide resource use, and inform the vision and goals of each school. Each year, school sites host meetings where families and students can reflect on the previous year’s progress and offer suggestions for future improvement. This input plays a vital role in shaping broader district strategic planning sessions, which occur biannually to align site-level goals with districtwide priorities. To strengthen engagement, the district also provides training sessions to help families better understand how they can actively contribute to decisions that affect their children’s education, reinforcing a collaborative and inclusive planning process.|To address this, SVUSD recognizes the need to expand outreach strategies to ensure that all families—especially those with language barriers, transportation challenges, or limited access to technology—can meaningfully participate in decision-making processes. Strengthening communication through translated materials, flexible meeting formats (including virtual options), and targeted outreach such as home visits or direct phone calls can help increase family involvement. Additionally, increasing awareness of opportunities to participate in school councils, advisory committees, and strategic planning sessions will help the district better reflect the diverse perspectives of its community in its planning and decision-making efforts.|SVUSD and its schools will place a strong emphasis on reaching underrepresented families by enhancing and diversifying communication efforts. This initiative will include personalized outreach through phone calls and emails, the use of translated materials to overcome language barriers, and the distribution of informative letters and flyers. When needed, staff will also conduct home visits to build stronger connections and ensure that all families have equitable access to important information and engagement opportunities.|5|5|4|4|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
36739570000000|Snowline Joint Unified|3|Based on the 2025 Hanover Research LCAP Survey Analysis, our Local Educational Agency (LEA) is seeing encouraging progress in building relationships between school staff and families. It's heartening to note that 73.0% of parents feel welcome at our district schools, and 69.0% believe our teaching staff is building positive relationships with families. Additionally, 67.0% of parents report good working relationships with school staff, indicating some success in collaborative problem-solving.  In terms of communication, the survey shows that 75.0% of parents feel school staff provide consistent and accurate information, and 69.0% believe staff listen to their concerns. We're also seeing a good level of satisfaction with staff responsiveness, at 75.0%. While these figures suggest that we're moving in the right direction toward fostering a welcoming environment and promoting positive interactions, we recognize that there is still more work to be done to ensure that all families feel fully supported and heard.|Based on input from educational partners and local data, our LEA shows significant strengths in building relationships between school staff and families. Our commitment to a positive school climate is clear through better customer service across all schools and departments. This includes making our school environments more welcoming and improving communication.   Local data, including recent family surveys, indicate an increase in family satisfaction with school-home communication. We've especially improved two-way communication channels, utilizing methods such as personalized outreach and responsive communication protocols to engage families in meaningful dialogue about their children's progress.  We're also working to build staff capacity to develop trusting relationships with all families, particularly those from diverse backgrounds. This involves professional learning on culturally responsive practices and effective family engagement. While more work is needed to meet every family's needs, our strengths lie in our data-driven approach, dedicated staff, and the increasing willingness of families to partner with us.|"Based on analysis of educational partner input and local data, the LEA will strategically improve the engagement of underrepresented families, identified through our self-reflection process, in building stronger relationships with school staff. Recognizing ""scheduling conflicts"" as a primary barrier to participation, schools will proactively enhance outreach by providing more information on involvement opportunities and utilizing parents' preferred communication methods, such as text messages and emails. This targeted approach aims to increase two-way communication and foster trust. Furthermore, we will offer more convenient participation times and a wider array of school-level opportunities, along with resources on supporting students at home, all designed to encourage greater engagement and strengthen collaborative working relationships between school staff and all families, ensuring their needs are better understood and met."|Based on the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, our LEA demonstrates encouraging progress in building partnerships for student outcomes, particularly in areas of academic and social-emotional support. The survey indicates that a significant percentage of parents, 69.0%, understand the academic support available to students, and 66.0% believe their children receive the necessary resources and support. Similarly, 67.0% of parents understand the types of social-emotional support provided. This positive trend extends to key subgroups: among English Learner parents, 77.0% believe schools offer sufficient academic support, and 78.0% feel that sufficient social-emotional support is available. For Special Education parents, these figures are 71.0% for academic support and 73.0% for social-emotional support. Low-income parents also generally agree, with 73.0% believing there is enough academic support and 68.0% feeling there is enough social-emotional support. Although we currently lack a valid data sample for Foster Youth parents, these figures across other groups highlight a foundational strength in our efforts to partner with families and deliver crucial support for student success.|Based on the analysis of educational partner input and local data, the LEA's primary focus areas for improvement in building partnerships for student outcomes center on enhancing parent and guardian engagement and communication. The district and school sites will collaborate to empower parents and guardians to participate actively in decision-making through enhanced outreach and frequent communication. This includes improving overall parent engagement to ensure all student groups benefit from informed parents influencing district actions related to academic and social-emotional needs. A key initiative involves facilitating DELAC and PAC meetings to boost student achievement further and enhance parents' perceptions and involvement. Additionally, the public relations department will be leveraged to maintain consistent communication with all educational partners and to promote the Snowline JUSD brand, thereby enriching the educational experience for all student groups by increasing and enhancing communication about district and school events, opportunities, and other relevant information.|Based on the analysis of educational partner input and local data, the LEA will enhance the engagement of underrepresented families, as identified through its self-reflection process, in building partnerships to improve student outcomes. Key strategies include implementing culturally responsive outreach, providing essential translation and interpretation services, and assigning family liaisons at each school. These liaisons will offer personalized support and facilitate direct communication between families and staff. By actively working to remove participation barriers and cultivating a more inclusive environment, the district aims to empower all families to participate actively in their children's education, thereby fostering a stronger and more equitable school community that directly contributes to improved student outcomes.|Based on the analysis of educational partner input and local data, the LEA has sought input for decision-making. The Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis indicates that 60.0% of parents and guardians believe they are given a say in the decision-making process at their child's school, with 52.0% feeling they have a voice at the district level. These figures suggest a developing foundation and a growing trust in the LEA's efforts to include community educational partners in crucial decisions, reflecting a positive step forward in fostering collaborative governance.|Based on the analysis of educational partner input and local data, the LEA's primary focus areas for improvement in seeking input for decision-making are multifaceted. The district aims to enhance and expand existing parent involvement forums to solicit feedback more effectively while also creating additional opportunities for parental input where applicable. Furthermore, district and school site leadership will collaborate more intensely to improve the alignment of departmental and school strategic planning through increased partnership and shared decision-making processes.|Based on input from educational partners and local data, the LEA will enhance the engagement of underrepresented families in seeking input for decision-making by directly addressing identified barriers. To overcome challenges such as scheduling conflicts and uncertainty about participation, schools will increase communication through preferred methods like email and text messages, ensuring timely and accessible information. Flexible scheduling, potentially evening, weekend, and virtual options, will be implemented to accommodate diverse parent schedules. Furthermore, detailed guidance and resources, such as step-by-step instructions and workshops, will be provided to empower parents to participate effectively in school activities and decision-making processes, ultimately fostering a more inclusive and collaborative environment where underrepresented families have a stronger voice.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
36750440000000|Hesperia Unified|3|Hesperia USD continues to focus on improving communication with all of our families in their language. The LEA utilizes a digital platform for quick communication in various ways - text, social media, and phone calls. This communication tool is available and utilized by the district and each school site. The LEA also continues to utilize the Hesperia Unified School District information system to provide up-to-date and helpful information about grades and attendance right in families' hands. The district and sites utilize these systems to give news updates and announcements, from documents and forms to staff directories, from breakfast and lunch menus to athletic schedules.|Based on the analysis of educational partner input and local data, HUSD's focus is on improving Building Relationships Between School Staff and Families by increasing the use of our student information system by our staff, students, and families. Within the information systems, the school site staff posts the students' assignments, complete and incomplete, and grades, as well as academic monitoring, attendance monitoring, and teacher information. Families have access to continually monitor their students' success with up-to-date information. HUSD has expanded its family and community resources with the addition of a liaison at each school site. This addition allows for collaboration between the school site and families, as well as the sharing of best practices for family engagement and the provision of targeted resources as needed.|The LEA has three Interpretation/Translation Specialists to support meaningful 2-way communication during IEP meetings, parent-teacher conferences, and other school events. All LEA communication to families is also sent in Spanish. To meet the needs of families who speak languages other than English and Spanish, the LEA also contracts with a company that provides translation and interpretation services in over 200 languages.  The expansion of family and community engagement has been significantly enhanced through the addition of site liaisons, fostering improved communication and the targeted allocation of resources. These dedicated liaisons serve as crucial conduits between schools, families, and the wider community, ensuring that information flows efficiently and that support reaches those who need it most. A cornerstone of this initiative is the Family Leadership Institute, a comprehensive 10-week training program designed to build the capacity of our families. This intensive program equips them with the necessary knowledge and understanding of their pivotal role in cultivating strong, collaborative partnerships between educational institutions and the families and communities they serve.|Schools have identified a specific goal on their school plans focused on increasing family engagement. They strive to provide meaningful two-way communication with parents through various platforms. Feedback from our educational partners has indicated that there is a need to continue to increase family engagement at all school sites by adding a Family Community Liaison at every school site in order to empower our parents to partner with us. As a result, this action was added to the LCAP and the school with a coherent framework to support family engagement efforts districtwide. This is being accomplished through our Family and Community Engagement (FACE) team, which meets on a monthly basis with the purpose of implementing the National Standards for Family Engagement.|Schools across the district have pinpointed increasing family engagement as a key objective within their individual school plans. They are committed to fostering meaningful two-way communication with parents, utilizing a variety of platforms to achieve this. We have added a Family Community Liaison to every school site, a move designed to empower parents to become even stronger partners in their children's education. This vital action has been incorporated into our Local Control and Accountability Plan (LCAP), providing schools with a coherent framework to support family engagement efforts district-wide. This initiative is spearheaded by our dedicated Family and Community Engagement (FACE) team, which meets monthly. Their core purpose is to actively implement the National Standards for Family Engagement, ensuring a consistent and effective approach to parent and community partnership across all our schools.|District and school site staff will make a concerted effort to reach out to families in an equitable manner. This means that schools will specifically target underrepresented families in order to build diverse advisory and decision-making bodies. Schools will also make meetings and documents more accessible to families by providing translation and interpretation services. In order to increase in-person engagement, the district and schools will consider offering child care to families to make it easier for them to attend meetings. In order to make meetings more accessible and convenient for families, some school sites have offered livestreaming and other virtual options to increase engagement and participation.|All school administrators have received ongoing training on the importance of including various educational partners in the decision-making process. Schools have established school site councils, English Learner Advisory Committees, and other parent decision-making groups. These groups are continuously involved in receiving information and providing input on school and district level decisions.|During our needs assessment process, it became evident that the district needed to increase student voice in the decision-making process. As a result, one area of focus for the district was to include student voice in our district-wide committees, such as our District Advisory Committee. This has now been established and will be continued in the future.|As we seek input from educational partners through surveys and committees, the district will continue to make a concerted effort to disaggregate data by subgroups in order to ensure that the specific input from each subgroup is heard.|4|5|4|4|4|5|5|5|5|5|5|5|Met||2025-06-12|2025
36750440107516|Summit Leadership Academy-High Desert|3|SLA utilizes social media, the school website, and the text, call, and email functions in ParentSquare to communicate information about school matters and upcoming events to parents. SLA hosted multiple events to engage with partners, such as Back to School Night, student celebrations, orientation, and the graduation ceremony. The school site council/ELAC, Coffee Chats, and other parent meetings were also held on campus in which staff and parents discussed areas of growth and celebrated successes.|SLA will improve two-way communication between parents and teachers by providing additional training for staff on ParentSquare. SLA will also continue to schedule regular parent involvement meetings on set days to further increase attendance.|SLA will provide a virtual link to all campus meetings to include families who lack the resources and/or availability to attend in-person. SLA also designates an employee to manage and host community events and act as a single point of contact to liaise between families and staff.|SLA designated Wellness Coordinator in 2024-25 to provide professional development on MTSS tier 1 strategies which includes building partnerships with families. SLA also has multiple staff members who are bilingual to remove communication barriers for families.|SLA will provide additional professional development to teachers on Google Classroom and ParentSquare to increase utilization to provide real-time data to families and administrators. SLA will create more opportunities for formal and informal interactions between families and educators|The Wellness Coordinator, or similar designee, will identify academic and non-academic barriers to learning and continuously improve systems to improve student outcomes. The community school liaison will also collaborate with the staff, vendors, and community organizations to host parent nights in which parents are provided resources and information to support their students at home.|SLA hosted multiple parent meetings, administered surveys, and held individual meetings with family members to solicit input to improve school programs. SLA also attended workshops provided by SBCSS to identify root causes and seek collaborative solutions. SLA holds regular board meetings that are broadcasted virtually.|SLA has identified increasing parent engagement and input in decision-making as a key focus area for improvement. To address this, SLA will enhance the utilization of communication platforms such as ParentSquare, social media, and online surveys by providing user-friendly reference materials (e.g., flyers and infographics) both digitally and in print. Additionally, SLA will expand opportunities for parent involvement by hosting more on-campus events and meetings beyond school hours, ensuring flexible scheduling to accommodate diverse family needs. These efforts aim to strengthen parent voice and participation in school decisions.|The community school coordinator and social worker will target underrepresented families to solicit feedback.|4|4|3|3|2|3|2|3|3|3|4|4|Met||2025-06-11|2025
36750440112441|Pathways to College K8|3|Pathways to College K8 has demonstrated strong and consistent progress in Building Relationships Between School Staff and Families by fostering a culture of open communication, mutual respect, and shared responsibility for student success. Through a combination of structured engagement opportunities and open-door policies, the school ensures families have multiple ways to participate meaningfully in their child’s education.  One of the key strengths is the monthly School Site Council (SSC) meetings, which provide a formal platform for parents, staff, and community members to participate in decision-making related to school goals, funding allocations, and program effectiveness. These meetings foster transparency and shared ownership of the school’s vision. The school also hosts Coffee and Tea with the Principal each month, a more informal but impactful setting where families can engage directly with school leadership, share concerns or ideas, and stay updated on current initiatives. This open dialogue builds trust and promotes a strong sense of community.  Parent-teacher conferences, held twice annually, are another cornerstone of the school’s relationship-building efforts. These conferences ensure that parents are well-informed of their child’s academic progress, behavior, and individual needs, and allow for collaborative goal setting between teachers and families.  Pathways to College K8 also maintains a parent volunteer and classroom observation policy, which reflects a belief in transparency and the importance of parent involvement in the daily learning environment. Parents are welcome to contribute to classroom and school-wide activities, further strengthening the home-school connection.  A unique and impactful practice is the school’s Parent Real-Talk sessions, which are held throughout the year and focus on educating families on a wide range of topics such as academic support strategies, social-emotional learning, behavior management, and adolescent development. These sessions not only equip parents with tools to support their children at home but also foster a shared understanding of the school’s instructional and cultural values.  Overall, data and partner input show that families feel welcome, informed, and involved. The variety of engagement options ensures accessibility for diverse family schedules and needs. Moving forward, Pathways to College K8 remains committed to expanding these opportunities, ensuring that all families are empowered partners in student learning.|Based on the analysis of educational partner input and local data, the LEA has identified several key focus areas for improvement in Building Relationships Between School Staff and Families. A consistent theme emerging from parent surveys, School Site Council meetings, and informal stakeholder feedback is the desire for more frequent, open, and two-way communication between the school and families. While families appreciate current efforts such as newsletters and parent-teacher conferences, they’ve expressed a need for more timely updates on student progress, school events, and opportunities to get involved. As a result, the LEA will prioritize expanding the current use of digital communication tools, such as classroom apps, text messaging, and multilingual updates, to ensure all families receive clear and consistent information.  In addition to communication, fostering more positive and meaningful interactions between staff and families is another area of focus. Parents have emphasized the importance of feeling welcomed and valued when they come to campus. In response, the school will implement practices that promote positive first impressions, such as designated greeters during arrival times, increased staff presence at events, and professional development for staff on culturally responsive communication strategies. The goal is to create a school climate where all families feel seen, heard, and respected.  Increasing opportunities for volunteering is also a priority. While many families have shown interest in supporting school activities, data indicate low levels of participation, often due to lack of clarity around available roles or scheduling conflicts. The LEA will address this by expanding its volunteer program to include flexible, clearly defined roles that accommodate working parents, and by launching a volunteer orientation process to better support and retain family volunteers.  Lastly, the LEA will increase the number and variety of family engagement opportunities throughout the year. Parents have requested more interactive and informative events that help them understand what students are learning and how to support learning at home. In response, the school will host a series of events—including family curriculum nights, parent workshops, and student-led scavenger hunts at Back-to-School Night and Open House—aimed at strengthening the home-school connection and reinforcing the shared responsibility for student success. These improvements align with the LEA’s ongoing commitment to creating a welcoming, inclusive school culture where strong partnerships between staff and families contribute to improved student outcomes.|Based on the analysis of educational partner input and local data collected through surveys, focus groups, and the self-reflection tool, the LEA has identified a need to improve engagement with underrepresented families, particularly African American families, multilingual families, and families of students with disabilities. While current efforts have laid a foundation for connection, these groups have expressed feeling disconnected from school decision-making processes and limited in their participation due to cultural or logistical barriers. To address these concerns, the LEA will establish a Family Engagement Committee in year 3 of the LCAP that includes diverse representation from all student groups. This committee will meet regularly to review data, provide input on school initiatives, and co-plan engagement activities. The goal is to ensure that families are not only included but actively shaping school culture and priorities. This committee will also serve as a bridge between the school and the broader parent community, promoting greater transparency and shared responsibility. In response to specific feedback from African American families, the LEA will launch an African American Parent Advisory Committee (AAPAC) in year 2 of the LCAP. This group will focus on identifying barriers to engagement, developing culturally affirming supports, and strengthening the school’s ability to respond to the needs of African American students and their families. The AAPAC will host listening sessions and collaborate with school leadership on equity-focused initiatives that align with broader goals of inclusion and student success. To build the school’s capacity to foster meaningful relationships, all staff will receive ongoing professional development in culturally relevant and responsive practices. These trainings will support staff in understanding the cultural backgrounds of students and families, developing empathetic communication strategies, and eliminating unconscious bias in day-to-day interactions. The emphasis will be on viewing families as partners and empowering them as contributors to their child’s learning and growth. Recognizing that many underrepresented families may not attend events unless personally invited, the LEA will also implement a personal outreach strategy. Staff and family liaisons will reach out to targeted families by phone, text, or in-person with warm, personalized invitations to participate in school events, advisory committees, workshops, and classroom activities. This personal connection has proven effective in building trust and ensuring that all families feel welcomed and valued. Together, these actions will help the LEA build stronger, more inclusive relationships between school staff and families, ensuring that all voices are heard and that engagement efforts reflect the needs and strengths of every student community.|Pathways to College K8 continues to make notable progress in Building Partnerships for Student Outcomes, as reflected in both educational partner feedback and improved student performance data—particularly the most recent NWEA MAP results, which showed increased percentages of students meeting or exceeding their growth targets in reading and math across multiple grade levels. A major strength of the LEA is its emphasis on transparent communication and shared academic responsibility. The school prioritizes early and frequent dialogue between educators and families about student progress and how parents can actively support learning at home. This includes twice-yearly parent-teacher conferences, where MAP results and growth goals are reviewed in detail, and ongoing progress updates sent to families to ensure clarity on student achievement and next steps. Pathways to College K8 also provides families with access to and education about academic tools, such as proficiency scales, standards-based report cards, and literacy and math intervention programs. Teachers help parents interpret assessment data—including NWEA MAP scores—so they can better understand their child’s academic path and how to reinforce learning beyond the classroom. The school’s Parent Real-Talk workshops play a crucial role in this effort, equipping families with actionable strategies. These sessions are designed in response to family input and aim to build both skill and confidence among caregivers to engage in academic, behavioral, and social-emotional support at home. Additionally, the School Site Council (SSC) meetings give parents the opportunity to weigh in on school-wide priorities and improvement strategies, including how assessment data is used to drive instructional planning. This builds collective ownership and deepens trust between families and school leadership. Staff at Pathways to College K8 also work diligently to ensure students receive targeted, individualized support. Intervention plans are regularly shared and discussed with families in Student Success Team (SST) meeting, particularly for students not yet meeting grade-level expectations. Educators collaborate with parents to develop strategies that can be implemented at home and school, strengthening alignment and increasing the likelihood of success. Overall, Pathways to College K8 has cultivated a learning environment where families are seen as critical partners in student growth. The combination of rising academic data and high levels of parent engagement point to a strong and growing culture of collaboration focused on student achievement.|Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in Building Partnerships for Student Outcomes. While parents consistently express a desire to support their children's academic success, feedback indicates they are seeking more actionable guidance and clear communication from the school on how to do so. In response, the LEA will enhance its outreach by maintaining a dedicated section in the parent newsletter that highlights specific, research-based strategies families can use at home to reinforce classroom learning. These tips will be aligned with grade-level expectations in core subjects and will include culturally relevant, easy-to-implement activities that promote reading, math fluency, and critical thinking. By keeping this information consistent and accessible, the school aims to empower families with practical tools to support daily learning. Another key focus is increasing attendance at Parent Real Talk sessions, which have been developed as a platform to build awareness around how families can directly influence student achievement. These sessions address topics such as the importance of daily attendance, how to interpret assessment data, and strategies for creating a home environment that supports academic focus. However, local data show low participation from some family groups. To improve outreach and participation, the LEA will revise its approach to include personal invitations, transportation support if needed, multilingual outreach, and interactive formats such as ClassConnect that encourage dialogue rather than one-way delivery. By making these sessions more engaging and accessible, the school can build stronger understanding and shared responsibility between families and educators. Additionally, the School Site Council (SSC) will be guided to play a more active role in promoting student outcomes. In the past, the SSC has focused largely on reviewing budgets and fundraising. Going forward, the SSC will be encouraged and trained to review student academic data, identify areas for instructional improvement, and make informed suggestions related to schoolwide academic priorities. This shift ensures that parent and staff input is not only heard but used in a meaningful way to inform instructional planning and support services. To support this change, meeting agendas will include standing items focused on student outcomes and growth data, and SSC members will receive orientation and training on interpreting academic metrics. These targeted improvements reflect the LEA’s commitment to building authentic partnerships with families, grounded in shared understanding, mutual respect, and aligned efforts to improve academic achievement for all students.|Based on analysis of educational partner input and local data, including family surveys and participation rates, Pathways to College K8 has identified the need to improve engagement among underrepresented families—particularly African-American families—in building partnerships for student outcomes. While overall family engagement is strong, data from the self-reflection process revealed lower levels of participation from African-American families in school events, leadership committees, and academic workshops. To address this, Pathways to College K8 will implement targeted, culturally responsive strategies to improve representation and engagement. One key approach is personalized outreach, including direct phone calls, texts, and in-person conversations from trusted staff to invite African-American families to participate in events such as Parent Real-Talk sessions, parent-teacher conferences, and academic workshops. This approach helps families feel personally welcomed and valued. The school will also host African-American Parent Advisory Committee (AAPAC) meetings for African-American families to share their experiences, challenges, and hopes. These sessions will inform school practices and improve two-way communication between families and staff. Additionally, upcoming Parent Real-Talk workshops will include topics relevant to African-American families, such as advocacy, supporting learning at home, and navigating educational systems. These will be co-led by staff and community partners who reflect the cultural and linguistic diversity of the families served. Pathways to College K8 is committed to increasing African-American parent representation on decision-making bodies such as the School Site Council and other leadership committees. The school will provide orientation and support to ensure families feel confident in participating and contributing meaningfully. Internally, the school will continue to promote a culturally inclusive environment through curriculum, classroom libraries, and student recognition programs that affirm African-American identities and experiences. Parents will be informed of these efforts to help strengthen their connection to their child’s school experience. Finally, the school will seek to build community partnerships with local organizations that serve African-American families, including churches and cultural centers, to broaden outreach and support. Through these intentional efforts, Pathways to College K8 aims to create a more inclusive and representative culture of family engagement that supports all students—especially those from underrepresented groups—in achieving their full academic and personal potential.|Pathways to College K8 has demonstrated meaningful progress and strong practices in Seeking Input for Decision-Making, ensuring that families, staff, and community members have multiple opportunities to contribute to important decisions that impact student outcomes and school priorities. Educational partner input and local data reveal that families feel increasingly informed and empowered to engage in the decision-making process. A central strength in this area is the active and inclusive role of the School Site Council (SSC). The SSC meets monthly and includes parents, teachers, staff, and school leadership who collaboratively review data, monitor progress toward goals, and help establish priorities for resource allocation. One of the key SSC responsibilities is reviewing and giving input on the Local Control and Accountability Plan (LCAP). During meetings, parents are invited to participate in developing prioritized lists of expenditures, helping determine which supplemental programs and services should be funded to best support student needs. This ensures that parent voices are directly reflected in the school’s strategic planning. In addition to SSC meetings, Pathways to College K8 encourages broader family input by sending surveys through school newsletters and digital platforms. These surveys are designed to gather input from all educational partners—not just those who regularly attend meetings—on topics such as school climate, academic needs, enrichment opportunities, and LCAP goals. These surveys are available in multiple languages to ensure access for all families and are aligned with the LCAP priority areas to inform schoolwide planning. To increase participation, survey links are often accompanied by reminders during parent events, such as Coffee and Tea with the Principal, Parent Real-Talk sessions, and parent-teacher conferences. Staff explain how feedback is used to shape the LCAP and guide important programmatic decisions, reinforcing the message that parent voices matter. Overall, Pathways to College K8 continues to refine and expand its practices to ensure authentic, ongoing input from all stakeholders, with a particular focus on making decision-making more inclusive and transparent. Through SSC engagement, accessible surveys, and regular communication, the school is successfully fostering a community where families feel heard, valued, and involved in shaping the school’s direction.|Based on the analysis of educational partner input and local data, the LEA has identified Seeking Input for Decision-Making as a key area for improvement. While existing efforts—such as School Site Council meetings—have provided foundational structures for stakeholder input, participation has been limited in scope and depth. Input gathered from parent and staff surveys, LCAP meetings, and informal feedback sessions indicates a need to diversify and expand engagement strategies to ensure broader and more representative participation in decision-making processes. To address this, in addition to monthly LCAP input meetings, the LEA will implement a feedback cycle tied to key initiatives and decisions, including budgeting, curriculum adoption, and school culture improvements. The cycle will begin with the school sharing information about an opportunity to provide feedback on a decision. Next, a survey will be used to gauge community sentiment and inform real-time adjustments, while also helping families feel more connected to school priorities. And lastly, results of the survey and the decision related to the key initiative, budget, curriculum and/or school culture will be shared with the parents. The LEA is also working on refining how input is collected, analyzed, and used; the LEA aims to ensure that all educational partners—especially families from historically underserved groups—have meaningful opportunities to shape decisions that impact students. This expanded and more intentional approach to seeking input will help the LEA close the gap between school leadership and community perspectives, resulting in more informed, equitable, and transparent decision-making across the organization.|Based on the analysis of educational partner input and local data collected through surveys, advisory meetings, and the self-reflection process, the LEA has identified the need to improve engagement of underrepresented families—particularly those from African American, Hispanic, low-income, and multilingual households—in the area of Seeking Input for Decision-Making. Although some families currently participate in events such as School Site Council, ELAC, and LCAP input sessions, the overall representation and influence of these families remain limited, indicating a need for more inclusive outreach and engagement practices. To improve participation and ensure equity in decision-making processes, the LEA will implement a multi-pronged strategy focused on accessibility, trust-building, and ongoing communication. First, the LEA will increase the use of culturally responsive and language-accessible outreach tools such as translated flyers, bilingual family liaisons, and text message reminders to invite participation in surveys, meetings, and focus groups. Personal invitations and phone calls will be prioritized over generic announcements to foster a more personal connection and communicate that each family's input is valued. Second, the LEA will launch family focus groups specifically for underrepresented communities to gather feedback on school climate, instructional programs, and policy decisions. These focus groups will be held at flexible times, offered both in-person and virtually, and supported with childcare and refreshments to reduce barriers to participation. Partnering with trusted community organizations and leaders will help increase attendance and ensure families feel safe and respected when sharing their perspectives. Third, the LEA will create AAPAC group composed of parents representing underserved populations. This group will meet quarterly with school and district leaders to review input collected through surveys and focus groups and offer recommendations aligned to school improvement goals and budget priorities. Their feedback will be documented and used to inform key decision points, including the LCAP, strategic plan, and family engagement initiatives. Finally, the LEA will invest in professional development in the next 3-5 years for school staff to better understand and implement inclusive engagement practices. Training will focus on cultural humility, active listening, and relationship-building strategies, ensuring that school personnel are equipped to foster meaningful partnerships with all families, especially those who have been historically marginalized. Through these focused efforts, the LEA aims to elevate the voices of underrepresented families, build trust and transparency, and ensure that input from all communities meaningfully shapes school programs and student outcomes.|3|2|3|3|2|3|4|3|1|2|2|1|Met||2025-06-17|2025
36750440114389|Mirus Secondary|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 97.3% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.6% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success. Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|Mirus is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2024-2025 the school received input from 217 students and parents and used the results in the development of the 2025-2026 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|3||||||||||||||||||||||Not Met|||2025
36750440118059|LaVerne Elementary Preparatory Academy|3|Based on the 2024-2025 LEPA School Quality Parent Survey, the majority of parents of LEPA  (98%) believe that LEPA provides a high-quality educational environment for their children. Parents also believe that the school promotes academic success for all scholars, the scholars are treated with respect, positive behaviors are encouraged, the teachers care about their child(ren), and LEPA is a safe place to learn. Overall, parents believe their children like coming to school. These results indicate an overall satisfaction with the school and the programs in place.|"LEPA has taken strong consideration of the recommendations made by our educational partners for building relationships between school staff and families. LEPA will be focusing on continuing to provide monthly parent meetings ""Coffee with Administration"" during which parents gain valuable information and have the opportunity to give their feedback and suggestions. Staff development and collaboration based on identified needs will engage stakeholders and develop the relationships within the school community."|An increased number of staff members have been added who are bilingual, increasing the opportunities to build relationships with our families who speak languages other than English. Frequent meetings with parents, including 3 Parent-Teacher conferences per year, allow underrepresented families to build relationships with teachers and provide current information on student progress. The parent communication app School Status provides translation, which makes communicating easier and more effective.|All stakeholders are involved in the process of identifying student needs and desired outcomes through regular communication with classroom teachers and administration. Parents indicated that they feel there is good communication regarding their child's academic progress and they have opportunities to provide input. Scholars are provide the support they need to achieve progress toward their academic goals.|LEPA, in collaboration with educational partners, has developed and will conitnue to implement a school-level plan for addressing scholar performance and improving scholar outcomes. The plan is based on indicators in the statewide accountability system and informed by all indicators, including scholar performance against long-term goals; include evidence-based interventions; and identify resource inequities, which include a review of LEA- and school-level budgeting, to be addressed through implementation of the school improvement plan. The first objective of the plan is to increase academic achievement in ELA and Math for scholars with Disabilities. This will be achieved through the implementation of evidence-based interventions such as differentiated instruction, small group instruction, and teacher professional development on effective strategies for teaching Scholars with disabilities. The second objective of the plan is to decrease chronic absenteeism among all scholars, especially Scholars with Disabilities. LEPA will analyze chronic absenteeism data to identify trends and patterns among this group. The school will work with families and caregivers to identify and address barriers to regular attendance, including health concerns and family needs.|In order to improve engagement of underrepresented families, we will be providing additional opportunities for these families to engage in their child's learning by providing reading workshops, Back-to-School events, parent-teacher conferences, and a variety of other activities. Parents will be notified of opportunities to volunteer and participate in school activities through monthly newsletters and teacher communication apps.|LEPA has regularly involved and engaged educational partners in our school’s improvement efforts. LEPA conducts a variety of surveys to gain insight and feedback from parents (School Quality Survey) and scholars (School Climate Survey). Focus groups are held representing teachers, scholar support services, classified employees, scholars, parents, and administration. All of their input is vital to the planning and the development of goals for the school. Teachers are also provided the opportunity to meet with administration and the leadership team. One hour weekly is set aside for staff meetings, professional development, and/or grade-level collaboration. During these meetings, teachers address their concerns with administration. It is during these meetings that school-wide data is analyzed and addressed (including surveys) and strategic plans are established.|Beyond surveys, ongoing and regular communication between educational partners will consistently take place, this will serve to increase parent engagement in the decision-making process. Teachers will be required to engage in three formal parent-teacher conferences per school year. In addition, teachers will utilize School Status to foster regular and open lines of communication with parents. Some teachers will check in weekly with parents, especially in the case of our most at-risk scholars.|The staff at LEPA continually seeks to improve engagement of all families including those who are underrepresented. Focus groups provide for more intimate sharing of information and ideas. We will continue to utilize monthly meetings, parent conferences, communication applications, and our open-door policy to engage all our families.|5|5|5|5|5|5|5|5|4|4|5|4|Met||2025-06-20|2025
36750510000000|Lucerne Valley Unified|3|The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.|The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.|Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input through surveys.|The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.|The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.|Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input through surveys.|The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.|The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.|Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input through surveys.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-13|2025
36750510115089|Sky Mountain Charter|3|We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family.|An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Another area we are addressing based on educational partner feedback relates to mental health support. We continue to increase supports within our SEL program, while increasing our mental health staffing. Our families consistently ask for more in-person opportunities and have addressed this through offering more events such as family days, park days, field trips, etc.|Due to the personalized nature of our school, our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making related to their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys and educational partner meetings. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics.|We use Title II funding to support teachers with personalized professional development, school-wide training, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis, including a highly attended virtual Curriculum Conference. This conference also saw an increase in attendees this year. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input, where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.|The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students.|In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers.|Parents are heavily involved in their child’s individualized learning plan. However, through thoughtful planning and increased opportunities for our families, this has led to more interest in school-wide decision making. Through our efforts, we have made some improvements in this area with more interactive and engaging sessions in an effort to gather more input from our educational partners.|An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. We continue to work towards our goal to improve parent participation in the ELAC by regularly asking for input surrounding curriculum and EL program development. Additionally, we are increasing our targeted supports for our homeless families through personalized support from our McKinney-Vento liaison.|5|4|4|4|5|4|4|3|4|4|3|3|Met||2025-06-12|2025
36750510136432|Alta Vista Innovation High|3|Overall, the school is doing well at providing opportunities for parent engagement. The school has offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school administration. Throughout the school year, school administrators offered virtual meetings and sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to communicate flyers, notices, and school-wide messages. Connecting with our educational partners is a priority at Alta Vista Innovation High School. We held regular parent meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication. Our families express a sense of feeling highly connected to the school and their students’ progress. The evidence by our data results, engagement at events, and feedback received via our annual School Climate Survey. We also utilize support of School Liaisons and Parent Engagement Liaisons to connect with families and community partners.|This school year, the school improved parent and student feedback through increased opportunities for feedback. The school held 4 PAC meetings and 4 ELAC meetings that were remotely broadcast and also held simultaneously in person at multiple school sites. The increased feedback helped the school elicit input on LCAP, field trips, school events, and upcoming school activities. Feedback from one of our parents in Highland was “If we can [sic] incorporate more of the arts in order for students to have the ability to get learn to [sic] dance, sing, drama.” Future topics for PAC meetings will include feedback opportunities from our educational partners on topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.|AVIHS made efforts to improve representation by all educational partners this year and we identified that underrepresented groups needed additional outreach for inclusion in school input and feedback loops. We made efforts to glean feedback in both English and Spanish this year, translated our PAC and ELAC agendas into Spanish, and embedded a translation system into our school website that allows parents to view the school website in their language of preference. The school has a robust ELAC that is supported by multiple staff members who believe strongly in the importance of parent feedback as a cornerstone of providing academic support to students. Next school year, we plan to increase the amount of opportunities for educational partner feedback for input at PAC, ELAC, and school-wide meetings. We will also continue to offer meeting agendas and minutes in both English and Spanish with translation available at meetings for non-native English speakers.|Alta Vista is an independent study charter school. We work diligently to create positive relationships between the students and their families as a means of encouraging progress toward graduation. We have seen a monumental shift since the end of the COVID-19 pandemic. Many of our students prefer to complete their school packets via a school-issued Chromebook. Due to this shift in preference, we continue to offer in-person campus events but have increased virtually hosted sessions with the support of our counseling teams. Parents receive support for their student’s learning through teacher conferences, the personalized individualized learning plan (ILP), and progress updates. School staff and teachers meet with parents/guardians at the beginning of the year to plan out their students' courses for the year. Teachers communicate academic progress with students and parents in frequencies that work for them, ranging from weekly to monthly. Student participation in dual-enrollment and CTE programs is now on the upswing, as students benefit greatly from in-person instruction and academic support. From the input received from our educational partners, an area of strength is our flexibility in providing opportunities for our families to receive support and timely communication.|Alta Vista aims to improve student outcomes through a regular analysis of the partnerships and educational partners’ feedback. We have improved each year in our ability to gather meaningful feedback as we have provided more opportunities and then provided professional development for staff that interact with students. We have also been mindful of issues in greater society and provided training to our staff in advance of major issues, ranging from SEL crisis, individual crisis, and drug awareness trainings. We also ramped up tutoring supports through the hiring of additional tutors for academic support. We hired a Parent Engagement Liaison in the 2023-2024 school year that continued to work with Community Liaisons in 2024-2025 to connect with our families and provide resources.|The school has identified underrepresented students in the Foster, African American, homeless, Special Education, and English Learner groups. To increase participation in student and family engagement, the school made efforts to expand our communication efforts. The school’s community liaison personnel continue to investigate community partnerships to increase parents’ knowledge and connection to resources. Educational partners in our underrepresented families have expressed a strong confidence in service and support to our students. One of the participating parents stated, “Thank you so much for all you do. My daughter would not be where she is today if it wasn’t for you guys.” We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.|Our strength at Alta Vista Innovation High School is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. We offer PAC and ELAC meetings at different times throughout the school year so that parents and students are more likely to be able to attend. Other school events that we hold are award assemblies, Back to School Nights, Open House events, etc. We also distribute an annual survey to gather input from staff, students, and parents. One important data point from the survey this year is that 92.97% of parents felt that the school utilizes clear and effective communication. This was a dip in our results from last year, due in part to a federal regulatory change in messaging with our contracted provider. We shifted strategies and provided our teachers with cell phones to help mitigate the issue and anticipate the satisfaction rate to increase in our next survey. The results of our annual surveys are shared at Quarter 4 PAC and ELAC meetings held near the end of the school year as part of the LCAP process.|Last year, we shared that Alta Vista Innovation High School intended to improve the parent participation rate in the annual survey because their feedback is an important part of the school’s decision-making process. Last year, 1,015 students and 457 parents completed the survey. In the 2024-2025 school year, 1,618 students and 455 parents completed the survey. Survey results are an important part of our process in gauging the need for social-emotional support, new courses, and academic supports. This has been a multi-year effort and we believe that our extended survey window and local efforts to increase student participation were successful. The school will continue to benefit from having regular quarterly meetings PAC/Parent Advisory Committee that can support with feedback and improvement of the school model. We have expanded our PAC and ELAC participation methods to include virtual attendance in addition to in-person, and also have communicated the meetings in numerous avenues. Our participation numbers have increased slightly.|The school can improve by engaging our underrepresented families through personal phone calls in their primary language, such as Spanish, and invite them to meaningful school decision-making events like ELAC and PAC meetings, and LCAP educational partner meetings. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 93.41% responded that they agreed and strongly agreed. This is an increase from 85.14% in the 2023-2024 school year. We are also ensuring that translation services are available at meetings, and co-hosting our meetings with remote Zoom or Google Meets so that families with transportation or other issues are still able to participate remotely.|4|4|4|4|4|4|4|3|4|3|4|3|Met||2025-06-03|2025
36750510136960|Elite Academic Academy - Lucerne|3|At Elite, building meaningful connections with staff, students, and families is woven into every part of our school culture, beginning from the moment of onboarding. We start with our staff. Each year, returning and new team members engage in a comprehensive onboarding process that includes an updated Staff Handbook, outlining key expectations and safety protocols. New staff also participate in both in-person and virtual professional development sessions that emphasize relationship-building as a core value of our school. These intentional efforts ensure that every team member begins the year aligned with our mission and equipped to foster strong, supportive relationships. Similarly, we have created a highly personalized onboarding experience for our families. Every new family is paired with a dedicated Onboarding Coach, who serves as their guide and main point of contact until they are matched with their Teacher of Record. This coach walks families through the enrollment process, introduces them to key staff, and ensures they feel supported and welcomed from day one. Families also receive a comprehensive Onboarding Packet and complete a Welcome Survey that is used to personalize outreach and support across departments. To maintain and strengthen connections, we offer diverse and accessible communication channels. Families can engage with our staff via email, ParentSquare, Zoom meetings, phone calls, monthly newsletters, synchronous sessions, and our website. We also host LCAP input sessions, Family Empowerment workshops, Parent Academy events, and ELPAC meetings. Translators are readily available to ensure all families can participate fully in our community. We provide ongoing resources that promote relationship-building, including webinars and guidance for both staff and families focused on student development and effective communication. Our Student Support Team remains a critical partner, offering workshops, training, and support services year-round. Whether through a virtual check-in, a field trip, or a family workshop, we prioritize consistent and authentic connection. From initial contact to everyday interactions, we are intentional about creating a welcoming environment where every student and family feels seen, heard, and supported.|While Elite already provides a wide range of communication and engagement opportunities, we recognize the importance of continuously improving and deepening these relationships. Our next steps are focused on fostering more informal, collaborative, and community-building interactions between families and staff. 1. Expanding Engagement Events We aim to increase the frequency and variety of in-person and virtual engagement events that encourage casual, meaningful interaction. These events—such as family picnics, cultural celebrations, and themed workshops—are designed to build a sense of community beyond formal communication channels. By creating relaxed, welcoming spaces for connection, we hope to strengthen relationships and increase participation from families across all regions we serve. 2. Promoting Family-Staff Collaboration Projects We are exploring ways to create shared experiences through collaborative projects that unite families and staff  around common goals. Potential initiatives include community service activities, school beautification efforts, or co- led fundraising events. These projects provide a platform for shared decision-making, mutual respect, and authentic  partnership between families and school personnel. 3. Establishing Peer Support Groups We see an opportunity to form peer support groups and parent-teacher committees where families and staff can regularly come together to share ideas, address common concerns, and provide encouragement. These groups will offer both virtual and in-person formats, with the goal of fostering ongoing dialogue, connection, and a strong sense of belonging within the school community. By focusing on these areas, we are committed to building on our strong foundation and creating even deeper, more collaborative relationships with our families—ensuring every member of our school community feels valued, supported, and engaged.|Elite is committed to creating an inclusive and welcoming environment where all families—especially those historically underrepresented—feel empowered to engage in their child’s education. To strengthen these efforts, we are implementing targeted strategies that prioritize cultural responsiveness, accessibility, and empowerment. We are enhancing our communication strategies to better reflect and respect the diverse cultural and linguistic backgrounds of our families. This includes consistently providing translated materials, ensuring interpretation services are available at school events, and using communication channels that are more accessible and familiar to underrepresented communities. These efforts are designed to remove language and cultural barriers, making it easier for families to stay informed and involved.|At Elite, we believe that student success is best achieved through intentional collaboration among educators, families, and educational partners. Our efforts are guided by a shared commitment to high expectations, clear communication, and data-informed practices that directly support student achievement. Shared Vision for Student Success Our administrators and staff have collaboratively defined what it means to be an exemplary Elite graduate. This shared vision has shaped schoolwide expectations and learning goals, grounded in student-centered outcomes. Together, we’ve developed clear criteria for student success and aligned our practices to support measurable growth. We use a comprehensive set of internal and external tools—including CAASPP, iReady, IXL, and Fast ForWord—to track academic progress and adjust instruction based on real-time data. Strengthening Communication and Collaboration We maintain strong internal partnerships through consistent and multi-layered communication. Weekly and bi-weekly staff meetings, regular in-person gatherings, and ongoing check-ins with Academy Directors provide structured opportunities for collaboration and support. We leverage digital tools like ParentSquare, Google Workspace for Education, and other platforms to streamline communication and planning. Our professional development program, aligned with schoolwide goals, focuses on analyzing student work, increasing engagement, and using data to inform instruction. These sessions empower teachers to make targeted decisions that directly benefit students. Strategic Partnerships to Advance Learning We’ve built strong relationships with educational vendors and organizations whose tools and values align with our mission. Programs like Fast ForWord and iReady are helping us close literacy and math gaps, particularly for English Learners and at-risk students. Our NXTLVL initiative within EliteX supports students in developing higher-order thinking and real-world problem-solving skills. These partnerships are not limited to products; they include training and ongoing support for both staff and students. Our collaboration with Ambassadors of Compassion has also strengthened our focus on social-emotional learning, reinforcing the importance of resilience, purpose, and empathy. Engaging Families as Partners Families play a vital role in student success, and we’ve worked to ensure their engagement is meaningful and consistent. Each student has weekly check-ins with their teacher, and formal learning period meetings every 30 school days that include students, parents, and educators. Monthly academy newsletters provide families with tips to support independent learning, and our staff hosts workshops in math and writing to empower parents to be active partners in their child’s education. Through these ongoing efforts, we have built a culture of collaboration that keeps student outcomes at the center. We continue to see progress in academic and developmental goals.|While we have made strong progress in implementing high-quality instructional tools and supports, we recognize an opportunity to further strengthen student outcomes by deepening our community partnerships and making student data more accessible to staff. Leveraging Abre.io for Stronger Staff-Student Partnerships To enhance our ability to support the whole student, we are implementing Abre.io as a centralized platform where staff can access key student data, including academic progress, attendance, support plans, and more. This one-stop system is designed to improve collaboration, identify student needs more quickly, and build stronger partnerships between educators and students. By providing a clear, real-time picture of each learner, we can better align our instructional strategies and support services. Enhancing Community Engagement through Family Involvement We are also working to expand the role of families in shaping and benefiting from community partnerships. Our next steps include encouraging more family involvement in community-based initiatives, hosting joint school-community events, and creating parent-led advisory groups to help identify local resources that support student learning and well-being. By inviting parents into these conversations and decisions, we aim to create more culturally responsive, relevant, and sustainable partnerships that directly impact student growth. These efforts reflect our belief that the most effective partnerships—whether internal or external—are built on shared goals, clear communication, and a deep understanding of student needs. With tools like Abre.io and increased family involvement, we are taking important steps to ensure all students are surrounded by a network of informed and engaged adults working toward their success.|We are committed to building authentic, culturally responsive partnerships with underrepresented families and ensuring that all students—regardless of background—feel seen, supported, and empowered to succeed. To deepen this work, we are focusing on both internal practices and external partnerships that center equity and student opportunity. Cultural Competency Training for Staff We are expanding cultural competency training for all staff to build greater understanding of the diverse cultural backgrounds and lived experiences of our families. These trainings aim to strengthen communication, increase trust, and foster inclusive environments where families feel welcomed and valued as equal partners in their child’s education. Collaborative Decision-Making We are working to intentionally include underrepresented families in collaborative decision-making processes. This includes forming parent advisory councils, organizing focus groups, and regularly seeking feedback from families on school policies, programming, and engagement strategies. These efforts ensure that family voices, especially those historically marginalized, are reflected in the design and delivery of educational experiences. Expanding Community Partnerships in Underserved Areas To provide all students with more varied and relevant learning experiences, we are actively seeking new community partnerships in regions and populations that have traditionally been underserved. By connecting students with local organizations, career mentors, cultural institutions, and enrichment opportunities, we aim to expose them to broader future possibilities and help them see themselves in a range of academic and career pathways. These partnerships not only enhance learning but also help families feel more connected to the school and the larger community. Together, these strategies reflect our ongoing commitment to equity, access, and relationship-building. By investing in the voices and experiences of underrepresented families and expanding opportunities for students, we are creating a more inclusive and inspiring educational environment for all learners.|At Elite, we prioritize gathering meaningful feedback from families, students, and staff to inform our decision-making and continually improve our programs. We believe that input from all stakeholders is essential to ensuring that our initiatives are effective and responsive to the needs of the community. Families We maintain open, accessible communication channels for families to engage with teachers and school leadership. These include email, our school website, social media, and the Parent-Square app. Families are encouraged to participate in LCAP meetings and Parent Workshops, where they can provide valuable input on school goals,programs, and services. Additionally, we regularly distribute mini-surveys to parents before and during program implementation to gather their opinions and insights. These surveys help us assess the effectiveness of initiatives and make timely adjustments. We also host Family Nights throughout the year, where families and students engage in enjoyable projects and receive updates from the school. During these events, we actively seek feedback via surveys to ensure we’re meeting the needs of our community. Families also receive a monthly Elite-wide newsletter, keeping them informed about upcoming events, available services, and opportunities for engagement. Students For our students, we distribute brief check-in surveys—called Elite Care surveys—to gauge their well-being and identify areas where additional support may be needed. We also have an Elite Student Leadership team, which offers students a direct channel to provide feedback on school initiatives and actively participate in decision-making meetings. This ensures that students have a voice in shaping their educational experience. Teachers and Staff We value ongoing feedback from our staff and use it to drive improvements in both instructional practices and school policies. Monthly board meetings, open to the public and posted on our website, offer an opportunity for transparency and input. At the conclusion of staff meetings and professional development sessions, we distribute mini-surveys to collect immediate feedback on the effectiveness of these sessions. Focus groups are also formed to address specific school-related concerns, allowing staff to collaborate and share their perspectives on ways to enhance the learning environment. Through these ongoing efforts, we are creating a culture of continuous improvement where feedback is consistently gathered, valued, and used to make data-informed decisions that benefit our entire school community.|While Elite Academic Academy already has a range of feedback channels, we see opportunities to enhance their effectiveness and accessibility. Streamlining communication platforms, ensuring timely responses, and offering more engagement opportunities, such as virtual town halls or suggestion boxes, can help strengthen connections with our community. To increase participation in surveys and meetings, we will focus on targeted outreach, making these opportunities more convenient, and providing incentives to encourage broader involvement from all stakeholders. These steps will help ensure that all voices are heard and actively contribute to our ongoing improvement.|We are committed to improving outreach strategies that are culturally responsive and tailored to the needs of underrepresented families. This includes offering communication in multiple languages, partnering with community organizations, and ensuring that all outreach methods are inclusive and accessible. To increase participation in surveys, we will make them more accessible by translating into various languages, providing alternative formats, and actively reaching out to encourage input from underrepresented families. These efforts will ensure that all voices are heard and valued in our decision-making process.|5|5|5|5|5|4|5|5|5|4|5|5|Met||2025-06-13|2025
36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|3|According to the GLCN Satisfaction Survey, 96% of parents state that Gorman provides a welcoming environment for all parents.  In addition to this, 96.6% state that the concerns they share with their students’ teacher are heard and receive an appropriate response.|The focus area for improvement is increasing parent seminars and trainings throughout the year. In addition to this, we are providing digital libraries for families to access throughout the year. We are continuing to gather meaningful input from parents and guardians of students in underserved groups, including homeless and foster youth and English Learners.|Our homeless and Foster Youth have a liaison that provides services and resources to this population. The advisory council consists of parents and students who work closely with staff to offer feedback on programs offered to students. Translating services have been provided for EL parents to support the relationship between our staff and parents.|95.1% of parents who participated in the Satisfaction Survey state that Gorman Teachers and school staff hear concerns and they receive appropriate responses. 90.6% of parents indicate that they are satisfied with the opportunity to support the school.  Key strengths of the program are continued parent seminars, increased Title I Targeted Services, and providing synchronous instruction opportunities.|The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery. LEA will also continue to focus on educational partner engagement in Advisory Council and parent seminars. We continue to improve our MTSS program by targeting synchronous instruction opportunities to address the academic needs of all students.|Continue to provide professional development and training to teachers, parents, and staff in regard to our UP population. Use data to reflect on areas of need and growth. Continue to implement a multiple-tiered support system for all students to provide instructional strength.|The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. Gorman’s Homeless and Foster Youth Liaison has brought support to this population of students and families. Parents of SPED students were invited to participate in regular parent seminars.|The focus area for improvement is increased parent awareness of and engagement with the Council and ELAC.|Homeless and foster youth students work closely with the homeless/foster youth liaison.  Similarly, our EL staff work closely with English Learners and their families.  Parents participate in targeted surveys as well as collaboration with their staff liaisons to ensure decisions are made with the needs of unduplicated pupils in mind.  In addition to these resources, Gorman will ensure that parents of English Learners are represented on the Advisory Council and ELAC.|5|5|5|5|5|5|5|5|5|4|4|4|Met||2025-06-26|2025
36750510138107|Southern California Flex Academy|3|Southern California Flex Academy reviewed feedback from 395 respondents across all students and parents/guardians. The response rate was 33% for parents/guardians and 91% for students.   Building relationships between school staff and families is one of the main focuses within Southern California Flex Academy. As a fully remote, independent study charter school, having strong relationships between our families and our staff is key to student success.   Teachers and staff are expected to cultivate positive and meaningful relationships with their students and families within our programs. Regular communication from our teachers and staff helps to facilitate a trusting and collaborative environment for our students and families.   Our 2024-2025 Survey of Connectedness showed that parents/guardians and students feel they have developed strong relationships with the school staff at SCFA.   Parent/Guardian Feedback: - 97% of parents/guardians surveyed report that they feel welcome at the school - 99% of parents/guardians surveyed report that their student feels safe at the school - 96% of parents/guardians surveyed report that they feel their opinions and feelings are heard by teachers, staff, and administrators  Student Feedback: - 94% of students surveyed report that they believe students feel respect for the teachers and staff at the school - 87% of students surveyed report that they feel encouraged by the teachers and staff at the school - 86% of students surveyed report that they feel welcomed at SCFA|Based on the 2024-2025 Climate and Connectedness survey, Southern California Flex Academy will prioritize actions directed at improving the following items:   Student Feedback: - 79% of students surveyed feel that students are given a chance to help make decisions about the school.   Teacher/Staff Feedback:  - 65% of teachers and staff surveyed feel that parents are part of the decision-making process at the school|Southern California Flex Academy will improve the engagement of underrepresented families in relation to building relationships between school staff and families as follows :  - Expand the MTSS program - Provide additional professional development opportunities to teachers and staff - Continue to offer access to a Mental Health Counselor - Continue to offer access to Student Success Coaches - Increase the opportunities for parents/guardians to provide feedback to school leadership - Increase the opportunity for students to provide feedback to school leadership|At Southern California Flex Academy, we have two skilled teams whose purpose is to make sure that students experience both academic and social-emotional success. Our student success coaches track student's social and emotional success and provide resources as necessary. Our intervention team tracks students' academic progress and provides tiered support as needed.   Results from the 2024-2025 Climate and Connectedness Survey report the following strengths:  Student Feedback: - 85% of students surveyed feel that the teachers at SCFA created a safe environment in which to learn.  - 92% of students surveyed feel that their teacher provides them extra help when asked - 82% of students surveyed feel comfortable asking their teacher for help on coursework - 91% of students surveyed say that their teachers help them understand difficult lessons - 92% of students surveyed feel that their teachers care about them|Southern California Flex Academy has analyzed the survey data from the 2024-2025 Climate and Connectedness surveys. The following are areas of improvement.   Student Feedback: - 75% of students surveyed feel that the coursework they complete is interesting   Teacher/Staff Feedback: - 62% of teachers and staff surveyed feel satisfied with their involvement in the decision-making processes at SCFA.|Southern California Flex Academy will improve engagement of underrepresented families in relation to building partnerships for student outcomes as follows:   - Provide additional opportunities for teachers and staff to become more involved in the decision-making processes of the school - Continue to provide students with multiple options for additional academic resources|At Southern California Flex Academy, we encourage our families and our staff to actively participate in the decision-making of our school. We have bi-yearly climate surveys that are administered to our teachers, students, and families to gather decision-making input. We hold a space for public discussion and input at each monthly board meeting, and administrators host public Town Hall meetings periodically throughout the school year.    An analysis of the 2024-2025 Climate and Connectedness surveys reports the following:   Teacher and Staff Feedback: - 71% of teachers and staff surveyed feel that teachers work collaboratively to make decisions and problem-solve as a group  Student Feedback: -75% of students feel that they are given a chance to help make decisions about the school  Parent/Guardian Feedback: -96% of parents/guardians surveyed feel that they have opportunities to provide their opinions to the administrative team at SCFA|Southern California Flex Academy has analyzed the feedback received from educational partners following the Town Hall meeting. The following are areas of improvement.   Parent//Guardian Feedback:  - Parents/guardians who provided feedback stated that they would like Town Hall meetings to be recorded so they can view them on their own time. They would also like to have more Town Hall meetings throughout the school year.   Teacher and Staff Feedback: - Teachers and staff who provided feedback stated that they would like to see more Town Hall meetings throughout the school year|Southern California Flex Academy will improve engagement of underrepresented families in relation to seeking input for decision-making as follows:  - Provided recording of the Town Hall meetings - Alternate the timing of the Town Hall meetings - Increase the number of Town Hall meetings throughout the school year|5|5|5|5|5|4|5|5|4|4|4|4|Met||2025-06-11|2025
36750510139188|Granite Mountain Charter|3|GMCS continues to maintain a welcoming environment for our educational partners and consistently seeks feedback throughout the year to ensure we are meeting the needs of those we serve. Over the past year, we have expanded our outreach and engagement efforts to deepen connections with families and communities. We successfully implemented ParentSquare, a unified communication platform that has significantly improved timely and transparent communication between families and school staff. Additionally, we hosted our annual Back to School event, which provided families with a comprehensive overview of our programs and resources. We also launched our first-ever Community Resource Fair, which connected families with essential services and local community partners to support the holistic needs of our students. We maintain a variety of educational platforms and interventions that cater to the needs of our diverse population, including sub-groups and underrepresented families. At GMCS, we strongly believe in nurturing relationships between staff members and families. To ensure we are meeting their needs effectively, we frequently seek feedback through surveys and parental groups such as our ELAC meetings, Parent University sessions, Monthly Trail Talks, and TrailBlazer Community Group meetings. Our Regional Teams hold regular meetings with students and learning coaches to support student success and engagement. Teachers create Academic Learning Plans for all students based on assessments of strengths and learning styles. Each high school student collaborates with a high school achievement administrator, their learning coach, and staff to create a personalized Four Year Plan. These plans serve as a roadmap for reviewing progress, setting individualized goals, and having ongoing, meaningful conversations around strengths, areas of growth, and student development. Student progress is closely monitored and aligned to their learning objectives. Data is reviewed and shared at each learning period with regional teams to ensure appropriate support and interventions are in place. Students needing additional support are referred to our student support teams, while all students receive access to Tier 1 interventions. These comprehensive efforts help ensure we effectively address the evolving academic and social-emotional needs of our students.|Granite Mountain has made significant progress in strengthening the partnership between staff and families, guided by input from educational partners and priorities identified in our WASC action plan. We have enhanced our family engagement efforts by expanding the number and variety of  community days, field experiences, workshops, and informational sessions. These initiatives have empowered parents to play a more active role in their child’s education and have helped foster more meaningful communication between families and educators. To further support these efforts, we introduced new surveys and focus groups to provide families with opportunities to share their perspectives on school policies and practices. This ongoing dialogue reflects our commitment to continuous improvement and to building trust and collaboration between home and school. We believe that increased participation in these offerings will deepen these relationships and ultimately contribute to improved student outcomes. Looking ahead, we are committed to offering additional community events and service learning opportunities to further strengthen our school-family partnerships and promote a culture of shared responsibility for student success.|In the 24-25 school year, the Department of Student Support and Social Emotional Learning, and the department of Multilingual Learning implemented new strategies to improve engagement of underrepresented families.  Designated staff members attended learning period meetings to increase support to the teacher, student and parents.  These meetings strengthened relationships between the families and the school increasing access to resources and  support for the families.  The added engagement provided opportunities to share school and community resources, examine the needs of the whole child, and customize learning plans to increase achievement  The Student Support Administrator and Director of Multilingual Learning served as county liaisons to learn about and share county resources and best practices to support underrepresented families.  The departments also gathered achievement data for McKinney-Vento students and English Language Learners.  This data was used to monitor the progress of underrepresented students and provide necessary academic and/or social-emotional supports to ensure academic achievement and student engagement.  By meeting in small groups with the family, teacher and student support representative, there was an overall increase in ELAC attendance, responsiveness to the Student Support Administrator and increased student outcomes.|In the 24-25 school year, the Department of Student Support and Social Emotional Learning, and the department of Multilingual Learning implemented new strategies to improve engagement of underrepresented families.  Designated staff members attended learning period meetings to increase support to the teacher, student and parents.  These meetings strengthened relationships between the families and the school increasing access to resources and  support for the families.  The added engagement provided opportunities to share school and community resources, examine the needs of the whole child, and customize learning plans to increase achievement  The Student Support Administrator and Director of Multilingual Learning served as county liaisons to learn about and share county resources and best practices to support underrepresented families.  The departments also gathered achievement data for McKinney-Vento students and English Language Learners.  This data was used to monitor the progress of underrepresented students and provide necessary academic and/or social-emotional supports to ensure academic achievement and student engagement.  By meeting in small groups with the family, teacher and student support representative, there was an overall increase in ELAC attendance, responsiveness to the Student Support Administrator and increased student outcomes.|After analyzing various assessment and survey data, we have identified some areas of improvement in building partnerships for student outcomes. Some areas in which we wish to expand are to focus on offering more virtual and in- person opportunities to increase student outcomes. This year we offered in-person test prep opportunities and had various virtual programs offering test prep workshops to the students. Through the analysis of our educational partner feedback through local LCAP and Wellness survey data, we have seen there is a continued need to improve participation in many of our offerings, programs, and surveys. This year we have utilized Parent Square to increase communication efforts with our educational partners and seen an increase in attendance at our activities and programs. We seek to ensure that our educational partners' voices are heard so that we can maintain effective partnerships and target critical growth areas for our school. We strive to maintain an honest temperature assessment of the needs of all educational partners so that we can align our programs to meet their needs.|Student outcomes have been a focal point throughout the school year;  there was an increased concentration on the achievement of underrepresented students through PLC, and personalized support by the teachers and support staff members.  This concentration included gathering data throughout the school year and progress monitoring students to support them in reaching greater academic outcomes.  GMCS understands that in order for our underrepresented students to reach these higher academic levels, their basic needs, including physiological, safety, love and belonging, esteem, and self- actualization (Maslow), must all be met.  The school-county liaisons and Student Support staff members increased efforts to get to know students on a deeper level in order to share relevant resources such as rental assistance, county counseling, grief resources, and increased community and relational opportunities across the school.  GMCS supported our unduplicated students in college and career readiness by providing increased CTE opportunities, increased access to content specialists and dual enrollment with the intention of supporting our students in completing post-secondary education and career readiness.|Granite Mountain Charter School has continued to demonstrate meaningful growth in eliciting and incorporating educational partner feedback into our decision-making processes. Over the past year, we have strengthened our systems for gathering and analyzing input from families, students, and staff, and we have expanded opportunities for two-way communication to ensure all voices are heard. We have maintained a strong focus on using feedback and local data to drive continuous improvement across all levels of the organization. One of our key areas of growth has been the implementation of monthly teacher-led data talks, where educators review student performance data, identify trends, and collaborate on instructional strategies. These conversations are supported by regular regional team meetings and culminate in actionable next steps that directly influence program development and student support services. Additionally, feedback from educational partners gathered through surveys, ELAC meetings, Parent University workshops, and TrailBlazer Community Group meetings is now compiled into regular reports that are shared with staff. These reports allow for timely reflection and discussion at both the schoolwide and team levels, ensuring feedback informs school priorities and practices. We have also improved the frequency and accessibility of our feedback opportunities, offering multiple avenues for participation throughout the year. Our use of ParentSquare has streamlined communication, increasing engagement and improving response rates. We continue to prioritize outreach to unduplicated families to ensure equitable participation, and we have seen increased attendance and engagement across all educational partner groups. Through these intentional practices, GMCS has not only increased participation but also fostered a culture of shared responsibility in decision-making. Our efforts reflect a deep commitment to transparency, inclusion, and responsiveness to the needs and insights of those we serve.|At Granite Mountain Charter School, we continue to strengthen our efforts in seeking input for decision-making by increasing educational partner feedback each year. Analysis of educational partner input and local data shows steady growth in participation, reflecting our commitment to meaningful engagement. We are focused on enhancing this outreach by providing more accessible and inclusive opportunities for families, students, and community members to share their perspectives. Additionally, we are working to increase transparency by clearly communicating how feedback is used to inform decisions and broadening representation to ensure diverse voices, particularly those from underrepresented groups, are heard and valued. These ongoing improvements demonstrate our dedication to fostering a collaborative and responsive school community.|GMCS has worked to improve engagement of underrepresented families by seeking input for decision-making.  This input was provided through ELAC meetings, LCAP surveys and Professional Learning Communities.  Parent educational workshops, student workbooks, and destination classes were implemented into the English Language Learner program based on feedback during ELAC meetings.  LCAP data supported the current programming and identified topics that parents would like to learn more about next school year during parent workshops.  Professional Learning Communities among our teachers and staff provided feedback on supporting and engaging underrepresented families.  GMCS gathered significant input from educational partners as we analyzed academic trends and data;  the feedback was used to build strong support systems for students, families and staff.  Underrepresented students were also included in this year’s WASC groups.  Teachers provided reflection on current support offerings and collaborated to identify areas that need to continue to grow.|5|5|5|5|5|5|5|4|5|4|4|5|Met||2025-06-26|2025
36750690000000|Upland Unified|3|Based on feedback from our educational partners, the district demonstrates several strengths in building partnerships that support positive student outcomes. These strengths include regular communication with families about school activities and academic progress, meaningful opportunities for family involvement, and full access to a standards-based curriculum and supplemental resources. Additionally, families have shared that they feel supported and know they have someone to reach out to whenever a concern arises.|From our educational partners, we have learned that one key area for growth is increasing student access to counseling services at the secondary level. They have expressed a need for additional support in academic planning, mental health, and college and career readiness. As a district, we recognize the importance of ensuring that all students have timely access to qualified counselors who can provide guidance, intervention, and resources tailored to their individual needs.|To improve engagement among our underrepresented families, UUSD has focused on increasing participation in English Learner Advisory Committees (ELAC) at school sites and in parent and family advisory groups such as the District Family Advisory Committee (DFAC) and the District English Learner Advisory Committee (DELAC) at the district level. These committees provide meaningful platforms for families to share concerns, offer input, and collaborate on strategies to better support students. Moving forward, UUSD will strengthen its partnership with the county office of education to explore new and improved approaches to enhance family engagement across the district.|Upland Unified School District has fully implemented Wednesday Webinars, held two to three times per month throughout the school year, to provide families with valuable tools to support their students both academically and social-emotionally. Topics have included social-emotional learning, differentiated instruction, and college and career readiness—such as sessions on completing the FAFSA and understanding Dream Act options—which have been well received by families across the district. Additionally, through our family advisory committees (DELAC and DFAC), the district keeps families informed about the progress of our LCAP goals by sharing relevant data and gathering input on proposed actions. Every school in UUSD maintains an active School Site Council, PTA, and, where applicable, ELAC to foster strong home-to-school partnerships. Moving forward, UUSD will continue collaborating with the county office of education to explore new and innovative ways to strengthen family and community engagement.|Based on feedback from our educational partners, one key area of focus that has emerged is the need to increase opportunities for student involvement after school. In response, the district has expanded its after-school athletics programs at both the elementary and junior high levels to include cross country. Additionally, access to after-school visual and performing arts opportunities has grown, with programs such as folklórico and theater now offered to engage more students in creative and culturally enriching activities.|To improve engagement among underrepresented families, Upland Unified School District has focused on increasing participation in English Learner Advisory Committees (ELAC) at school sites and in advisory groups such as the District Family Advisory Committee (DFAC) and District English Learner Advisory Committee (DELAC) at the district level. These committees provide valuable platforms for families to share concerns and contribute ideas to better serve students and the broader school community. UUSD will also strengthen its collaboration with the county office of education to explore new and innovative strategies for enhancing family partnerships.|A key strength of Upland Unified School District in seeking educational partner input is the presence of multiple family and community groups at every school site and at the district level, fostering authentic dialogue around decision-making related to student support and learning outcomes. These groups contribute meaningfully to discussions on topics such as the School Plan for Student Achievement (SPSA), the Local Control and Accountability Plan (LCAP), and services for English Learners. As part of the LCAP feedback process, each site conducts three input sessions for families, as well as separate sessions for students and staff, ensuring diverse voices are heard and considered in the district’s planning and continuous improvement efforts.|To enhance input from our educational partners, the district has expanded outreach efforts to boost participation in committees at both the school site and district (LEA) levels. These efforts include improved communication strategies aimed especially at engaging families of underrepresented student groups.|To improve engagement among our underrepresented families, we have focused on increasing family participation in ELAC at the school sites and DFAC and DELAC at the district (LEA) level. These important committees provide families with a meaningful platform to share concerns and ideas on how to best support our students.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-18|2025
36750770000000|Apple Valley Unified|3|Based on educational partner input and local data, Apple Valley Unified School District has made meaningful progress in building relationships between school staff and families. Survey results show an increase in the number of families who feel valued and included in school planning. Expanded family engagement events at school sites, along with the growth of Family Centers and the Community Schools initiative, have strengthened two-way communication and trust. These efforts have led to improved perceptions of school climate and greater family participation in decision-making.|Based on educational partner input and local data, Apple Valley Unified’s key focus area for improvement in building relationships between school staff and families is increasing opportunities for meaningful parent involvement in school-level decision-making. While survey results show growth, there is a clear need to engage a broader range of family voices, particularly in planning and feedback processes. Expanding access to site-based input sessions and ensuring families feel heard and empowered remain priorities for continued progress.|Based on the analysis of educational partner input and local data, Apple Valley Unified School District will improve engagement of underrepresented families by expanding culturally responsive outreach, increasing bilingual communication, and offering more accessible, site-based input opportunities. The district will leverage Family Centers and Community Schools to build trust and provide consistent support, while also partnering with community organizations to better connect with families who have historically been less represented in school planning and engagement efforts.|Based on the analysis of educational partner input and local data, Apple Valley Unified School District has shown strong progress in building partnerships for student outcomes through increased collaboration with families and community organizations. Survey data indicates growth in the number of parents who feel informed about their child’s progress and supported in helping their child succeed. The district has expanded academic workshops, Family Center resources, and intervention meetings, all designed to strengthen home-school connections and empower families to actively support student learning.|Based on the analysis of educational partner input and local data, Apple Valley Unified School District’s focus areas for improvement in building partnerships for student outcomes include increasing family access to academic support resources and improving communication around student progress. Educational partners expressed a need for more consistent, timely updates on student performance and clearer guidance on how families can support learning at home. Expanding workshops and tools tailored to diverse family needs remains a priority.|Based on the analysis of educational partner input and local data, Apple Valley Unified School District will improve engagement of underrepresented families by providing more culturally and linguistically inclusive academic resources and communication. The district will expand targeted outreach through Family Centers, increase bilingual workshops focused on supporting student learning, and partner with community organizations to better connect families with tools and strategies that promote academic success. These efforts aim to ensure all families feel equipped and empowered to support their child’s educational journey.|Based on the analysis of educational partner input and local data, Apple Valley Unified School District has made strong progress in seeking input for decision-making by expanding opportunities for family and community engagement. The district has increased participation in advisory groups, site-based input sessions, and LCAP feedback meetings. Survey results reflect growth in the number of families who feel their voices are heard and valued. This progress is supported by the work of Family Centers and the Community Schools initiative, which have helped create more inclusive and accessible spaces for dialogue and collaboration.|Based on the analysis of educational partner input and local data, Apple Valley Unified School District’s focus areas for improvement in seeking input for decision-making include increasing representation from underheard groups and ensuring that feedback directly informs school and district decisions. While overall participation has grown, data shows that some families—particularly from underrepresented communities—still face barriers to engagement. The district aims to strengthen outreach strategies and close feedback loops so all voices are reflected in planning and decision-making processes.|Based on the analysis of educational partner input and local data, Apple Valley Unified School District will improve engagement of underrepresented families in decision-making by expanding targeted outreach, increasing multilingual communication, and offering more flexible, site-based input opportunities. The district will partner with community organizations and utilize Family Centers to reduce barriers to participation, ensure culturally responsive engagement, and create welcoming environments where all families feel their input is valued and has a meaningful impact on school and district decisions.|4|3|4|3|4|3|4|4|3|3|3|4|Met||2025-06-12|2025
36750773631207|Academy for Academic Excellence|3|AAE boasts a parent volunteer force of 400. Parents volunteer in classrooms, at field trips, in our local outreach endeavors, and our playgrounds. We communicate weekly with families via email with news, updates, and important dates. Each month, the AAE hosts a parent meeting to provide updates in sports, counseling, academics, facilities, and PTC endeavors. Individual teachers also communicate weekly with their families through several media outlets.|Our goal is to increase our use of translated materials sent out to families. We also aim to provide translators in our quarterly lottery and new families orientation.|To improve engagement to underrepresented families, physical flyers about meetings were delivered during pick-up times in addition to the multiple media announcements. The principal also personally reminded parents during events, sports activities, and morning drop-off. Signs and posters are predominantly placed to invite parents to upcoming engagement opportunities.|AAE has created a school site council/ELAC that meets 9 times a school year.  This council consists of parents, staff members, students, admin and community members that work together to guide the direction of our decision making.  There are also monthly meetings called Parents and Pastries the provides valuable information to all of our attendees from our counselors, athletic director and administrators.  This meeting provides a forum to give information and answer questions of any parent or community member in attendance.  This meeting is streamed live where participants can watch and ask questions.  AAE works to be available every day with friendly staff to help address the needs of all of our visitors, parents and students.  Each year,  AAE also provides surveys to our staff, parents and students to acquire data from each group in regards to what they believe will benefit our school.  This data is reviewed and studied so that we can make decisions that take into consideration what many of our participants desire to change.  In addition to the mentioned modes of communication, AAE conducts Family Voices, a meeting at our school with food provided.  At this meeting, parents and community members are given data about our dashboard and LCAP and then they are put into groups to develop ideas on what they believe will create impactful change at our school.  We work hard to create many different opportunities for our students, staff, parents and community members to have voice in guiding the direction of AAE.|Despite the many ways in which AAE reaches out to gain insight about what all of our parents and community members feel, need and want, we often receive little input from these venues.  The number of surveys, participants at Parents and Pastries, Family Voices, volunteer opportunities, etc. are small in number and participation.  There is information that is advertised, food provided, teacher requests, and flyers that attempt to increase participation, but many parents do not take the initiative to provide their insight. This year, we are ensuring that both students and families know how their feedback was used to inform the LCAP and decisions made for the school's future.|There are many ways in which our school reaches out to our community and collaborators, but the number of participants does not meet our expectations or capacities of availability.  AAE needs to utilize newer social media methods of advertisement to reach a greater number of participants.  Through the Parent Square app, AAE will attempt to reach out and advertise to our parents the need for their input and guidance as we make decisions to improve our school and its policies. Further attempts to make the manner in which our community and collaborators are able to participate must be taken into consideration so that there is convenience and ease for them to provide feedback and input.  There must also be more interaction between our staff and our parents to create interest in providing feedback. As a school, we will work to provide more convenient and varied opportunities to create interest in our community partners investing in the decisions that are made to help AAE evolve and grow. An example of this is increasing our resources for parents to provide academic support at home through specific resources on our website. Parents indicated in their recent climate survey that this was an area they'd like support.|AAE has created a variety of opportunities to get input from our community partners.  Surveys are provided each year to our staff, students, and parents that allow for input to be made into how we direct decision making.  Monthly Parent and Pastries meetings are conducted on our campus that provide valuable information and allow participants to ask questions.  This meeting is also projected online through Facebook so that community members can participate from home.  Our School Site Council/ELAC committee is formed of staff members, administrators, students, parents and community members.  This council meets 9 times a school year and allows for our community partners to receive information and participate in decision making for our school.  AAE also provides a Family Voices meeting that allows for all who attend to learn more about our LCAP and dashboard results so that they can provide input in policy forming.  AAE provides many different ways in which we can receive feedback from our community partners.|More efforts need to be made to advertise these opportunities so that we are reaching a larger number of possible participants in our efforts to get input.  Information must also be provided in Spanish to accommodate our increasing number of English Language Learning families.  The location and times of the different ways that AAE works to gain insight from our community partners must be varied and made convenient to open opportunities for additional participation.|AAE will strive to make accommodations that meet the needs of all of the community partners.  By providing translators and information that is given in Spanish and English, we can ensure that the information reaches the vast majority of our partners.  We must also develop convenient locations and times for our input to be gathered in order to gain insight from all of our community partners.|5|5|4|5|4|4|4|5|5|5|5|5|Met||2025-06-09|2025
37103710000000|San Diego County Office of Education|3|Parent and Family Liaisons (PFL), staff, and administrators worked jointly to support families with multiple learning opportunities, social emotional supports and hybrid options for parent involvement. The Student & Family Engagement (SAFE) team meets monthly and includes School Counselors, School Social Workers, PFLs, Student Transition, and interns. Listening circles with the parents of English Learners supported deeper staff understanding of the strengths and representation of languages and cultures. Parent involvement and participation is a standing agenda item and is discussed at every meeting. Parent involvement is also discussed at monthly leadership team meetings, where opportunities and initiatives are reviewed for further dissemination throughout our schools. Trainings are provided to the following teacher/staff committees: Special Education, Independent Study teachers, English Language Development Assistants, Attendance Clerks, Registrars, Student Support Specialists, and Office Assistants. Expansion of resources in regional office Parent Centers will extend to all school sites.|A focus for improvement will be to continue to explore multiple methods of family involvement based on family feedback while also expanding opportunities for on-site resource opportunities and community events that include participation by teachers and other school staff. Expanded Social Emotional Learning (SEL) and Restorative Practice (RP) opportunities have been requested by families, and we will continue to expand these offerings. School social workers and school counselors closely collaborate with parent and family liaisons to develop SEL/RP workshop content for families. School exhibitions provide spaces for family engagement with school staff and other educational partners. We will continue to expand our exhibitions and other community-based learning opportunities. Families are viewed as a resource to our schools, and we are working collaboratively to develop learning options taught by parents with families and schools staff as the learners.|The Student and Family Engagement team, along with our leadership and District Equity Leadership Team will analyze regional, program wide, and county data to inform our planning and educational partner development. Through continued responsiveness to requested resources, support, and trainings with information gathered through enrollment surveys, parent leader feedback, and community school event evaluations, we will plan engagement opportunities that reflect expressed needs. We will continue to offer in-person, virtual, and hybrid events to create flexibility for family participation as parents have indicated that while they enjoy gathering at school sites and engaging in restorative field trips, virtual events can be easier to join. Community schools will continue to expand supports available at school sites and identify key partners to incorporate into our school communities in order to provide our families with the resources they need to support student success. We have joined the state-wide Community Engagement Initiative for the 2024-2026 school years and have a dedicated team comprised of parents, students, and school staff to engage in local and joint collaborative leading and learning to improve the engagement of our communities.|"Ongoing phone calls, school-based events, student led conferences, ""Design Jams"" and school reports provide opportunities for Parent Engagement and discussion of student progress. Additional opportunities for discussion of student progress occur via transition planning, IEP meetings and teacher calls to parents.  Both in-person and virtual workshops and trainings are available during the day and evening. Parent support, including translation and information, is provided for IEPs, transition meetings (both from a custodial setting to home and from community schools to home district), parent-teacher conferences, student exhibitions of learning and school open houses.  Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (A-G Requirements, graduation requirements, and local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), Visual and Performing Arts (VAPA) learning opportunities provided."|A focus area will be to increase communication on Parent Engagement activities, student progress, current research, available resources, in-person and distance opportunities. Implementation of improvements to the student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Improvement of our notification system through daily reports and staff training will support increased accuracy and will alert staff when further outreach is required. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through Student Led Conferences and Design Jams which include our educational partners in the development and execution of events that highlight student growth in academics, Career Technical Education, and Visual and Performing Arts.|"We will continue to engage our families via our identified areas of strength: school engagement activities, student led conferences, ""Design Jams"" and school reports provide opportunities for Parent Engagement and discussion of student progress. Additional opportunities for discussion of student progress occur via Student-Led Conferences, transition planning, IEP meetings and teacher calls to parents. Our further work will include expanding opportunities for shared experiences through student exhibitions, community school events, and student/family feedback on the opportunities that are most engaging and successful from their perspective."|Parent trainings and workshops shifted to a hybrid format with offerings provided both in-person and virtually based on parent request. Parent feedback at outreach events,  LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2025-26 LCAP Goals & actions and services which align with our SPSAs goals WASC action plans and CCSPP implementation. DPAC & DELAC members have been active leaders in contributing to the engagement of additional parents. Information regarding the PFEP is continuously provided via workgroups, at parent meetings & via the district website. Parent feedback on SPSA development and LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP. Parents provided feedback and planning support for the development of workshops, parent trainings, Social Emotional Learning activities, educational book clubs and needs & assests to shape our growing partnerships via surveys, request at district meetings, feedback during “Coffee with the Principal” and small group discussion.|A focus area will be to increase communication on community school implementation, Community Engagement Initiative, parent involvement activities, student progress, current research, available resources, in-person and distance opportunities. Implementation of a new student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Improvement of our notification system through daily reports and staff training will support increased accuracy and will alert staff when further outreach is required. Expansion of the notification system to include additional texting features will improve communication with our parents in their preferred method of outreach. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through Student Led Conferences and Design Jams which include our educational partners in the development and execution of events that highlight student growth in academics, Career Technical Education, and Visual and Performing Arts.|The Parent and Family Liaisons, in collaboration with the Student and Family Engagement team along with our leadership and District Equity Leadership Team will continue to engage our families via multiple opportunities for input and feedback. Surveys upon enrollment will provide us information on immediate family needs. Continuing opportunities for discussion and input will be available via community school advisory, School Site Council, district and school specific English Learner Advisory Councils, and our District Parent Advisory Council. We will continue to utilize empathy interviews to provide more in-depth responses to guide and shape our decision-making. Data will be provided to families to assist in our cycle of continuous improvement.|5|5|4|4|4|5|4|4|4|4|4|4|Met||2025-06-11|2025
37103710108548|Iftin Charter|3|Iftin Charter School has developed strong, trusting relationships with families through consistent outreach, culturally responsive engagement, and inclusive communication practices. The school has created a welcoming environment for all families, particularly for immigrant and newcomer communities, including Somali, Arabic, and Haitian families. Bilingual support staff, including a Parent Liaison and Outreach Coordinator, help bridge communication gaps and foster inclusive engagement. Teachers actively communicate with families through multiple platforms such as ClassDojo, phone calls, parent-teacher conferences, and home language materials. The school also hosts regular family events, workshops, and cultural celebrations to build community and trust.|While Iftin has made strong progress in fostering relationships, there remains a need to strengthen staff capacity in understanding and engaging with each family's unique strengths and goals. Although efforts have been made through PD and informal outreach, the school is working toward more consistent use of student goal-setting conferences that include families, as well as deeper professional development in family engagement strategies for all staff, particularly new teachers and classified staff.|To improve engagement of underrepresented families, Iftin will increase home visits, offer interpretation at all key events, and provide more targeted outreach to families of students with disabilities and newcomer families. The Parent Liaison and Outreach Coordinator will support this work by conducting focus groups, increasing attendance at SSC and ELAC meetings, and hosting culturally specific parent forums. Additionally, the school will expand staff training on culturally responsive communication and trauma-informed practices to ensure all families feel valued and connected.|Iftin Charter School has made strong progress in developing structures that promote family engagement in student learning. Parents are regularly invited to school events and academic workshops that address topics such as Common Core standards, home learning strategies, and how to support student use of digital tools like IXL, MAP, and Google Classroom. The school hosts parent-teacher conferences eight times per year, which allows for consistent, ongoing communication about student performance and progress toward goals. Staff use communication platforms such as ClassDojo and the PowerSchool Parent Portal to share updates in families’ preferred languages. Additionally, the school provides information and training to help families understand their educational rights and responsibilities, including IEP processes, ELD services, and academic interventions. The Parent Liaison plays a key role in connecting families to resources and ensuring their voices are heard in school decision-making processes.|While strong systems are in place, a key area for improvement is the development of more personalized, goaloriented conversations between teachers, students, and families. Some families have expressed the desire for more involvement in setting learning goals and understanding assessment data. In response, the school is working to implement student-led conferences and training teachers to guide more in-depth academic conversations with families. Another area of focus is supporting teachers with additional professional development on effective family engagement practices and culturally responsive communication.|To better engage underrepresented families, Iftin will expand outreach through home visits, community-based events, and culturally responsive programming led by the Outreach Coordinator and Parent Liaison. The school will also increase the availability of interpretation services during conferences and academic events and offer more family education workshops based on survey feedback. Special focus will be placed on including families of students with disabilities, newcomers, and those who may not be comfortable navigating school systems. The goal is to empower all families to actively support their child's learning and advocacy.|Iftin Charter School has established a strong foundation for involving families in school decision-making through active School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings, both of which maintain balanced representation between staff and parents. These groups provide feedback on policies, school plans, and budget development, including the Local Control and Accountability Plan (LCAP). Families are regularly invited to attend public board meetings, where key updates are shared and input is welcomed. To build capacity among families, the school provides information in multiple languages and uses bilingual staff to facilitate inclusive and accessible meetings. Parent surveys, both formal and informal, are used to gather feedback on program implementation and areas of need. These efforts have created a culture where parents feel increasingly confident in expressing their views and contributing to school improvement efforts.|One area for continued growth is increasing the visibility and participation of underrepresented families—particularly newcomers and families of students with disabilities—in formal advisory structures. While opportunities for input exist, not all families feel fully prepared or empowered to participate in discussions involving data analysis, academic planning, or policy feedback. Additionally, while some collaboration between families and school leaders occurs around family engagement activities, ICS aims to improve shared planning and evaluation of these events to better reflect the interests and needs of the full school community|To improve engagement of underrepresented families, Iftin will enhance outreach and provide additional support for families unfamiliar with school systems. The Outreach Coordinator and Parent Liaison will offer targeted training and pre-meeting orientations to help families understand the purpose and structure of advisory groups. More multilingual resources and flexible meeting formats (e.g., virtual or evening meetings) will be offered to remove participation barriers. The school also plans to use student-led presentations and focus groups to elevate family voice and broaden representation in decision-making.|4|5|5|5|4|4|4|5|4|5|4|5|Met||2025-06-27|2025
37103710124321|Howard Gardner Community Charter|3|"Based on the analysis of educational partner input and local data, the LEA demonstrates significant strengths and progress in fostering robust relationships between school staff and families. Our multifaceted approach ensures open communication, active participation, and a strong sense of community.  A key strength is the consistent engagement through initiatives like ""Chats with Kat,"" which provides an informal yet direct channel for families to connect with leadership and discuss concerns or share feedback. The active participation of families in the School Site Council further exemplifies our commitment to shared decision-making, allowing parents to directly influence school policies and programs.  We have made substantial progress in addressing family interests and concerns through regular community meetings focused on ""hot topics."" These gatherings provide a vital forum for dialogue, ensuring that family voices are heard and considered on issues that matter most to them. Communication is further strengthened by weekly newsletters, which keep families informed about school activities, academic progress, and important announcements, ensuring transparency and continuity.  Our progress is also evident in the successful execution of various community-building events. Showcase nights celebrate student achievements and provide opportunities for families to witness the learning process firsthand, fostering pride and connection. Assemblies also play a crucial role in bringing the school community together, celebrating successes, and reinforcing shared values. Additionally, broader community events create welcoming environments that extend beyond academics, strengthening the bonds between families, staff, and the wider community. These efforts collectively contribute to a collaborative and supportive ecosystem where families feel valued, informed, and integral to their children's educational journey."|While significant progress has been made, an identified area for improvement in building relationships between school staff and families is increasing family attendance at regular monthly events and activities. We recognize the importance of consistent engagement and are exploring strategies to enhance participation, ensuring that all families feel connected and have opportunities to contribute to our school community.|To address the challenge of engaging underrepresented families, particularly concerning attendance and funding, the LEA has initiated several strategies. Recognizing financial barriers, we have begun hosting free events to remove cost as an impediment to participation. However, through self-reflection and partner input, we've identified that transportation remains a significant struggle for many parents in getting to the school. Moving forward, the LEA will explore and implement additional solutions to mitigate transportation challenges, such as identifying potential off-site community locations for events, collaborating with community organizations for transportation support, or leveraging technology for virtual engagement opportunities where appropriate, to ensure all families have equitable access to school activities and can build stronger connections with staff.|Our approach is characterized by a strong commitment to parental engagement, academic support, and holistic development.  A key strength lies in our unwavering dedication to parental safeguards, which are consistently offered to parents, ensuring they are fully informed of their rights and resources. We prioritize keeping families abreast of academic expectations and student progress through multiple opportunities for parents to learn of the academics at HGCS, including dedicated events and informational sessions. This commitment culminates in two weeks of parent conferences, providing ample time for individualized discussions between families and teachers about student learning and growth.  Our progress in supporting student achievement extends beyond the regular school day. We actively offer after-school tutoring and online programs for students who wanted extra support during breaks, ensuring continuous learning and addressing academic needs outside of traditional classroom hours. Furthermore, recognizing the importance of both academic and social-emotional well-being, we provide ELOP (Expanded Learning Opportunities Program) camps during breaks, specifically designed to focus on both academic enrichment and social-emotional development. These initiatives collectively underscore our commitment to a collaborative partnership with families and the community, all geared towards maximizing every student's potential and fostering their success.|Based on the analysis of educational partner input and local data, an identified focus area for improvement in Building Partnerships for Student Outcomes is providing more diverse and engaging ways for parents and families to be actively involved in their child's learning journey. Moving forward, we are planning to implement family nights where parents and guardians can participate in interactive STEAM (Science, Technology, Engineering, Arts, and Mathematics) activities alongside their children. This initiative aims to foster deeper engagement, strengthen home-school connections, and provide families with practical ways to support academic growth in key areas.|To enhance the engagement of underrepresented families identified during our self-reflection process, particularly in relation to Building Partnerships for Student Outcomes, the LEA is adapting its approach. Due to budgetary considerations, our dedicated community liaison role has transitioned into a joint effort amongst various staff members, ensuring that outreach and support continue to be integrated across our team. Despite this adjustment, we remain committed to providing comprehensive support. We continue to offer multiple outside resources, including dedicated assistance for foster and homeless families, and provide essential food resources through our Feeding San Diego pantry. These ongoing efforts aim to address critical needs and remove barriers to engagement, ensuring that all families, especially those who are underrepresented, feel supported and connected to the school community.|Our commitment to inclusive governance and responsive leadership is evident through multiple established channels designed to gather diverse perspectives.  A primary strength lies in the systematic collection of feedback through parent and student surveys, which are sent multiple times a year. This consistent outreach provides valuable quantitative and qualitative data on various aspects of the school environment and academic programs. Furthermore, to ensure timely and targeted input on specific issues, Google forms for opinions on hot topics are sent after each community meeting, allowing for a broader reach beyond those who can attend in person and capturing immediate reactions and suggestions.  Significant progress is also made through the active role of the School Site Council (SSC). Through SSC, parents openly discuss concerns and changes they want to see, directly influencing school-level decisions and resource allocation. This direct dialogue mechanism empowers families to voice their needs and contribute to the continuous improvement of our educational system. These combined efforts ensure that decision-making at the LEA is informed by the lived experiences and valuable insights of our entire educational community.|Based on the analysis of educational partner input and local data, a key focus area for improvement in Seeking Input for Decision-Making is increasing the overall volume of feedback received. Currently, only approximately 20% of parents respond to surveys and input forms that directly affect their child's educational experience. We recognize the importance of broader participation to ensure our decisions are truly representative of the entire school community and are exploring strategies to enhance engagement and response rates.|To improve the engagement of underrepresented families in our decision-making processes, particularly in light of the low survey response rates, the LEA will implement targeted strategies. Recognizing that traditional methods may not reach all families effectively, we will leverage our existing efforts to address barriers such as transportation, which has been identified as a challenge for attendance at events.  While our community liaison role is now a joint effort amongst staff due to budgetary considerations, we will empower this distributed team to conduct more direct and personalized outreach to underrepresented families. This includes exploring opportunities for one-on-one conversations, small group discussions, and culturally responsive communication methods. We will also consider offering input opportunities at community-based locations or during existing free events and assemblies, making it easier for families to participate without additional travel burdens. Furthermore, we will explore simplifying survey language, offering multiple language options, and providing clear explanations of how their input directly influences decisions that affect their child's education, thereby demonstrating the value of their participation. By making input opportunities more accessible and directly relevant, we aim to significantly increase the feedback received from all segments of our school community.|4|4|4|4|3|4|4|4|3|3|3|4|Met||2025-06-16|2025
37103710134577|Audeo Charter II|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include:  •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education.  These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially.  Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 92.9% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.  The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.   The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.  Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|Audeo Charter II is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2024-2025 the school received input from nearly 70 students and parents and used the results in the development of the 2025-2026 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
37103710136085|Scholarship Prep - Oceanside|3|Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events).|An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.|We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.|The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings.|The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.|We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.|We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable.|The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.|We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-19|2025
37103710137695|Community Montessori|3|"With all students enrolled in an Independent Study Program, parents play a pivotal role in their child’s education. They are more directly involved in understanding what their child is learning, how they are learning, and the best ways to provide support. By becoming familiar with their child’s Power Traits and preferred learning modalities, parents are better equipped to foster academic success. Parents stay informed through weekly emails from their child’s teacher and a monthly update from the School Director. Families actively contribute to the school community by participating in various community service projects, such as Interfaith and Santee Santa, and donating needed supplies to each Learning Center. Additionally, parents have the opportunity to volunteer at the Learning Centers to assist staff with academics. Each Learning Center has a vibrant Parent Club that organizes events for families and leads fundraising efforts. Parents also have representation on the Advisory Council, with at least one parent from every Learning Center serving on the council. Parents are invited to attend at least two student-led conferences annually, offering a unique window into their child’s progress and learning at the Learning Center. They can further deepen their understanding of Montessori education by participating in a ""Montessori Journey,"" which provides valuable insights into the Montessori Philosophy. The school also offers Positive Discipline workshops for parents, equipping them with tools to support their children effectively. Through these opportunities, parents are actively engaged in both their child’s education and the broader school community, creating a collaborative and supportive learning environment."|As champions of self directed, independent learning we want to provide our families with more tools and resources to help ensure that their children are growing in this area. We are seeking to better clarify our mission so that as a school of choice, parents understand our mission and are aligned with it. We want to make sure that our families are provided with the resource and guidance that they need to help their students achieve this goal. This may take the form of workshops, informational events., book clubs as well as student assignments at home that help foster this goal.|We will continue to reach out to seek input from these families as to how we can best serve their needs. Surveys, Parent Square notifications, Student teacher conferences are all ways to make these connections|Feedback from our educational partners shows a high level of satisfaction with the school. Our students are achieving above State Level averages. We continue to look for ways to improve our student outcomes. We will continue to work on improving the things that we have been doing, such as regular communication, parent events at the Learning Centers, field trips and increased opportunities for parents to work alongside staff.|A focus area for us this year is Math and we will be providing families with more resources and tools to help support their students to be more successful in this area.|The LEA will continue to provide platforms like the Multi Lingual Learners Advisory Council to receive feedback and ideas on how to best serve these students. Work with individual teachers to provide the tools that they need to connect with and inspire these families.|The LEA conducts regular surveys of all our educational partners and shares the results of these surveys with them. We encourage open communication, send reminders of important events, are responsive to communication received. Staff hold regular collaborative meetings. The Advisory council meets 3x a year and is comprised of student, parent and staff representatives.|For parents, the survey response rates remain stubbornly low. We are looking for ways to streamline these.|The LEA will continue to offer to hold several MLAC meetings at various locations and at various times. Teachers are most often closest to our families and we are looking for strategies and resources that staff can use to ensure that these families feel heard and seen in the decision making process.|4|4|4|3|3|3|4|4|4|4|4|4|Met||2025-06-26|2025
37103710137752|Dimensions Collaborative|3|Dimensions Collaborative School (DCS) has demonstrated strong progress in building relationships between school staff and families, a key aspect of its educational model. This progress is rooted in the school’s commitment to personalized education and community involvement, which naturally fosters close connections between educators and family members.  Current Strengths and Progress:  Personalized Learning Plans: DCS emphasizes the development of personalized learning plans in partnership with parents and students. This approach requires frequent communication and collaboration between families and Educational Facilitators (EFs), helping to build trust and mutual understanding. By involving parents in the educational process, DCS ensures that families are not just informed but are active participants in shaping their children's learning experiences.Community-Based Learning: The school’s model extends the classroom into the community, involving families in various educational activities like field trips, project-based learning experiences, and community service projects. This inclusion helps families feel connected to the school’s mission and practices, enhancing the relational ties between staff and families.  Regular Workshops and Meetings: DCS regularly hosts workshops and meetings that are not only educational but also designed to involve families in the school community. These include Positive Parenting workshops, which align with the school’s Positive Discipline approach. Such events provide a platform for staff and families to interact in meaningful ways, share insights, and engage in the educational development of students.  Responsive Communication Channels: The school maintains open and responsive communication channels that allow for continuous feedback and dialogue between families and school staff. This responsiveness is crucial for addressing concerns, sharing achievements, and adapting to the evolving needs of students and their families.  Through these strategies, Dimensions Collaborative School has effectively strengthened the relationships between its staff and the families it serves, ensuring a supportive and inclusive educational environment. These efforts are vital for the school’s mission to develop self-directed learners who are prepared to thrive in diverse settings.|While Dimensions Collaborative School has made significant strides in fostering relationships between school staff and families, there are focus areas for further improvement identified through feedback from educational partners and analysis of local data:  Enhanced Cultural Competency Training: Although the school excels in personalized interactions, there is an opportunity to deepen understanding and responsiveness to the diverse cultural backgrounds represented within the student body. Providing ongoing cultural competency training for staff can enhance communication and ensure that all families feel equally respected and understood.  Streamlining Communication for Non-English Speaking Families: To improve inclusivity, the school could develop more robust systems for communicating with non-English speaking families. This could involve offering translated materials more consistently and employing multilingual staff or interpreters to ensure that all communications are accessible to every family.  Expanding Family Engagement Opportunities: Feedback indicates a desire for more varied opportunities for family involvement that go beyond academic support to include governance and decision-making processes. Increasing the ways families can contribute to school policy and program development may strengthen their investment in the school community.  Regular Feedback Mechanisms: Implementing more structured and regular feedback mechanisms can help the school gauge the effectiveness of its relationship-building efforts. Regular surveys, suggestion boxes, and community forums could provide ongoing insights into family needs and perceptions, facilitating continuous improvement.These focus areas are intended to build on existing strengths and address gaps, ensuring that family-school relationships continue to grow stronger and more collaborative, supporting the overall mission of fostering self-directed learners.|Dimensions Collaborative School, as an independent study charter school, has developed several effective strategies for building relationships between school staff and families, which are integral to its mission and operational approach. These strategies leverage the school's strengths in providing support for student learning and development, particularly within the home environment.  Current Strengths and Progress:  Parenting Classes and Positive Discipline: Dimensions Collaborative offers parenting classes that focus on positive discipline techniques. These classes are designed to help parents manage the home-based learning environment more effectively, ensuring that discipline supports educational outcomes rather than detracting from them. This approach aligns with the school's philosophy of fostering a supportive and constructive home learning atmosphere.  Regular Meetings with Teachers: Teachers meet with students and their parents every 20 school days. These meetings are crucial for maintaining open lines of communication and for allowing teachers to provide personalized support based on the student's academic performance and personal development needs. This regular interaction helps to foster a collaborative relationship between the school and families, which is key to enhancing student outcomes. Proactive Support for Underrepresented Families: The school administration has placed a strong emphasis on identifying and proactively supporting underrepresented families. By ensuring that these families receive the attention and resources they need, the school aims to create a more inclusive educational environment where every student has the opportunity to succeed.  Educational Workshops for Parents/Guardians: Dimensions Collaborative offers workshops that cover a range of topics crucial for successful independent study, including technology use, curriculum understanding, and more. These workshops are designed to empower parents and guardians by providing them with the tools and knowledge necessary to support their children’s education effectively.  Staff Training in Learning Styles and Social Emotional Learning: The school invests in comprehensive training for staff on various learning styles, positive discipline, and social-emotional learning standards. This training ensures that all staff members are equipped to meet the diverse needs of their student population, supporting all families regardless of their background or the specific challenges they face.  Through these focused and well-implemented strategies, Dimensions Collaborative School continues to build strong, effective relationships with families, enhancing its educational model and ensuring that all students have the support they need to thrive.|Dimensions Collaborative School has made substantial progress in building partnerships aimed at enhancing student outcomes, drawing on its strong community ties and diverse educational programs. These partnerships are integral to the school's mission to provide personalized, holistic education that prepares students for a variety of life paths. Here are some of the key strengths and areas of progress in this regard:  Community and Educational Partnerships: The school has established robust partnerships with local businesses, educational institutions, and community organizations. These collaborations provide students with access to a wide range of learning experiences beyond the traditional classroom setting, such as internships, workshops, and community service projects, which are tailored to meet the diverse needs and interests of the students.  Integration of Real-World Learning Opportunities: Through its partnerships, Dimensions Collaborative integrates real-world problems and scenarios into the curriculum, allowing students to apply their learning in practical, meaningful contexts. This approach not only enhances student engagement and learning outcomes but also helps students develop critical life skills such as problem-solving, leadership, and teamwork.  Focus on STEAM and Project-Based Learning: The partnerships also support the school’s strong emphasis on STEAM (Science, Technology, Engineering, Arts, and Mathematics) and project-based learning. Collaborative projects with local tech companies, arts organizations, and science labs enable students to engage deeply with these fields, fostering a passion for learning and innovation.  Parent and Family Engagement: The school actively involves parents and families in its partnership programs, recognizing their crucial role in the educational process. This includes opportunities for parents to participate in workshops and activities, which strengthens the community and enhances the educational experience for students.  Educational Facilitator (EF) Network: Dimensions Collaborative employs a network of Educational Facilitators who play a key role in nurturing these partnerships. EFs work closely with students and partners to tailor educational experiences that align with individual student goals and learning plans, ensuring that every student benefits optimally from these partnerships.  By continually expanding and deepening these partnerships, Dimensions Collaborative School enhances its educational offerings and supports its students in achieving outstanding outcomes, preparing them for success in an ever-changing global landscape.|Based on feedback from educational partners and analysis of local data, Dimensions Collaborative School has identified several key focus areas for improvement in building partnerships aimed at enhancing student outcomes:  Broader Industry Engagement: While existing partnerships have provided valuable opportunities, there is a need to broaden engagement with a wider range of industries, particularly in emerging fields such as green technologies and digital media. Expanding these partnerships will ensure that students have access to cutting-edge learning opportunities and are prepared for the jobs of the future.  Systematic Evaluation of Partnership Impact: Another area for improvement is the development of a systematic approach to evaluate the impact of these partnerships on student outcomes. Implementing robust metrics and regular evaluation processes will help the school understand the effectiveness of each partnership and adjust strategies as necessary to maximize benefits for students.  Increased Community Involvement: There is also a need to enhance community involvement in the school’s partnership programs. This could include more community-based projects and collaborations with local non-profits, which would not only enrich the students' learning experiences but also strengthen the school’s ties with the surrounding community.  Enhanced Communication and Coordination: Improved communication and coordination between the school, students, families, and partners could further enhance the effectiveness of partnerships. Ensuring that all parties are well-informed and actively involved in the planning and execution of partnership activities will lead to more aligned and successful outcomes.  Sustainability and Long-Term Planning: Finally, there is a need for more strategic long-term planning to ensure the sustainability of partnerships. This includes securing ongoing funding, resources, and commitment from partners, as well as adapting to changing educational and industry landscapes to keep the partnerships relevant and beneficial.  By focusing on these areas, Dimensions Collaborative School can strengthen its partnership programs, thereby enhancing educational experiences and outcomes for all students.|Based on the insights gathered from educational partner input and local data, Dimensions Collaborative School has developed a strategic plan to improve the engagement of underrepresented families in building partnerships for student outcomes. Here are the key initiatives planned:  Targeted Outreach Programs: The LEA plans to implement targeted outreach programs specifically designed to connect with underrepresented families. These programs will focus on understanding the unique challenges and needs of these families and providing tailored support to integrate them more effectively into the school community.  Cultural Competency Training: Recognizing the importance of cultural sensitivity, the school will enhance training for teachers and staff in cultural competency. This training will help ensure that all interactions with families are respectful and inclusive, fostering a welcoming environment that encourages participation.Multi-Language Support: To improve communication and ensure that all families have access to important information, the school will expand its multi-language support. This will include translating essential documents and communications into the primary languages spoken in the student community and providing interpretation services at key school meetings and events.  Inclusive Decision-Making: The LEA will involve underrepresented families more actively in decision-making processes. This could be facilitated through the creation of advisory panels that include representatives from these families, ensuring their voices are heard and considered in school policy and program development.  Community Partnership Development: The school will also focus on developing partnerships with community organizations that have strong connections to underrepresented groups. These partnerships can help bridge gaps between the school and these communities, improving trust and collaboration.  Feedback and Continuous Improvement: Finally, the school will establish mechanisms to regularly collect and analyze feedback from underrepresented families. This feedback will be crucial for assessing the effectiveness of the engagement strategies and for making ongoing improvements.  By implementing these strategies, Dimensions Collaborative School aims to enhance the engagement of underrepresented families, ensuring that all students benefit equally from the educational partnerships and opportunities provided by the school.|Dimensions Collaborative School has demonstrated effective practices in seeking input for decision-making, leveraging its collaborative and inclusive educational model. The local educational agency (LEA) emphasizes active participation from a diverse group of stakeholders to ensure that decisions are well-rounded and represent the interests and needs of the entire school community. Here are some of the strengths and areas of progress in this domain:  Community Forums and Surveys: The school routinely uses surveys and community forums to gather feedback from parents, students, and teachers. This approach helps the school to collect a broad range of perspectives and to ensure that the voices of all community members are considered in the decision-making process.  Parent-Teacher (EF) Meetings: Regular PTA meetings serve as a critical platform for discussing school policies, programs, and initiatives. These meetings allow parents to directly engage with school administrators and staff, providing a space for open dialogue and input.  Student Councils: Involvement of students in decision-making is a key strength of Dimensions Collaborative School. Student councils play an active role in representing the student body's interests, contributing ideas and feedback that directly influence school operations and academic programs.Advisory Panels: The school has set up advisory panels consisting of educators, community members, and industry experts. These panels assist in evaluating the school's strategic direction and curriculum, ensuring that the school stays aligned with both educational best practices and community needs.  Transparent Communication: Dimensions Collaborative maintains transparent communication channels that keep all stakeholders informed about how their input influences decisions. Regular updates via newsletters, the school website, and social media ensure that the community is kept in the loop regarding outcomes and developments.  By continually refining these processes and maintaining a high level of stakeholder engagement, Dimensions Collaborative School ensures that its decision-making is inclusive and reflective of its diverse community's values and needs.|Based on educational partner input and local data, Dimensions Collaborative School has identified several areas for improvement in seeking input for decision-making. These areas are aimed at enhancing inclusivity and the effectiveness of the feedback mechanisms already in place:  Increasing Representation from All Groups: Although the school has mechanisms to gather community input, there is a need to ensure that all demographic groups are adequately represented. This includes increasing efforts to engage underrepresented groups such as non-English speaking families and those from various socioeconomic backgrounds to ensure their voices are heard equally in the decision-making processes.  Improving the Use of Technology for Feedback: While the school uses traditional methods like surveys and meetings for feedback, there is a potential to enhance the use of technology to facilitate more frequent and convenient feedback. Implementing digital tools and platforms that are accessible and user-friendly can help gather more comprehensive input from the community.  Streamlining Feedback Processes: There is an opportunity to streamline the feedback process to make it more efficient and effective. This includes establishing clear guidelines and timelines for how feedback is collected, analyzed, and incorporated into decision-making, ensuring that all input is timely and leads to actionable outcomes.  Enhancing Communication on Impact: The community needs better communication regarding how their input has impacted school decisions. Improving transparency around decision outcomes and the rationale behind decisions can foster greater trust and encourage more active participation from stakeholders.Training and Development for Effective Facilitation: Investing in training for staff members who facilitate input sessions can improve the quality of these interactions. Effective facilitation skills can lead to more meaningful discussions and richer insights, which are crucial for informed decision-making.  By focusing on these areas, Dimensions Collaborative School aims to strengthen its decision-making processes, ensuring they are more inclusive, effective, and transparent. This commitment to continuous improvement reflects the school's dedication to its community-centered educational model.|Dimensions Collaborative School, guided by the insights from educational partners and local data, has developed strategies to improve the engagement of underrepresented families in the decision-making process. Here are the steps the LEA plans to take:  Enhanced Multilingual Communication: Recognizing the language barriers that may prevent some families from participating fully, the school will provide all communication regarding decision-making—including surveys, meeting invites, and informational materials—in multiple languages. This approach will ensure that non-English speaking families are well-informed and can contribute their perspectives effectively.  Outreach and Community Building Activities: To build stronger relationships with underrepresented families, the school plans to host community-building activities that are culturally relevant and accessible. These activities will not only serve as engagement platforms but also as opportunities for these families to express their needs and concerns in a welcoming and inclusive environment.  Flexible and Varied Feedback Channels: Understanding that different families may prefer different modes of communication, the school will offer various channels for providing input, such as online platforms, phone calls, and in-person meetings. This flexibility will help accommodate families' varying schedules and preferences, making it easier for them to engage.  Targeted Training for Staff: Staff members will receive training focused on cultural competence and engagement strategies to better connect with and support underrepresented families. This training will emphasize the importance of understanding and respecting cultural differences in the way families might perceive and interact with the school.  Establishment of Family Advisory Boards: The school will create advisory boards that include family members from underrepresented groups, giving them a formal role in the school’s governance and decision-making processes. This initiative will empower these families and ensure their ongoing involvement in shaping the educational experience at Dimensions Collaborative School.  Through these targeted improvements, Dimensions Collaborative School aims to enhance the inclusivity and effectiveness of its decision-making processes, ensuring that all voices within the school community are heard and valued.|3|3|3|3|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
37103710138016|Pacific Springs Charter|3|Parent perception data is gathered through the LCAP Annual School Survey and program-level satisfaction surveys. Responses to the 2025 LCAP survey were overwhelmingly positive, with 91% of participants reporting they experienced school staff building trusting and respectful relationships with families. Additionally, 94% of families report that the school creates welcoming environments, and 87% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. School safety is our highest priority. Survey results show that 93% of families find that the school establishes student safety, connectedness, and positive school culture. Further, 87% of parents think that the school is doing well supporting students with disabilities, English Learners, foster youth, and economically disadvantaged student groups. While the school leadership is pleased with this report, we prioritize relationships between school staff and parents and strive for a 100% positive response.  Our schoolwide belonging goal is for everyone, including staff and students, to have a deep sense of belonging. The Belonging Committee, in collaboration with Student Services, implemented Restorative Practices training and support for school leaders. We partnered with a Restorative Practices coach to support implementation. Restorative practices are known to improve attendance, reduce suspensions and expulsions, and create a sense of community and belonging for the school community.  One of our pillars of personalized learning is to create a caring community. This is an area of strength for the school. Knowing the whole child, including their families and background, is essential for our model. Teachers and leaders use a variety of assessments and personalized assignments to learn about each student, their families, and their backgrounds. For example, parents and students in our ILP programs are given learning/educating strengths finders assessments and learning styles assessments. In academy programs, teachers learn more about their students by using interest inventories, strength’s finders, and implementing community circles and morning meetings We provide opportunities for families across programs to engage in the school community in a variety of ways including math nights, parent education, field trips, and school site council; these opportunities are communicated to families through ParentSquare and newsletters.  Our home-based programs offer regional student and parent SPREE events, Parent orientations, webinars, and coffee chats. Across the school, parent participation in decision-making bodies such as School Site Council and DELAC is actively monitored to ensure broad and representative input. Attendance and engagement are tracked in these forums, and leadership teams work to maintain fidelity to the process through consistent communication and outreach.|Our focus is to continue building a deep sense of belonging for every student. In particular for this priority, we will focus on developing staff to learn more about every student's whole family, including cultures and languages, to ensure ample opportunities for celebrating varied cultures, traditions, and rituals across our school programs. We strive to build our educators' cultural proficiency and ability to cultivate culturally competent classrooms.  We have focused our Belonging Committee on identifying ways to meet our schoolwide goals so that every student has a deep sense of belonging.|Our commitment to inclusivity extends to creating welcoming environments for all families in our community. We've ensured that every family feels valued and embraced within our educational community by hosting regular community events such as cultural fairs and open houses. To support our goals to increase cultural proficiency, we've prioritized enhancing training and support for teachers and families for English Language Learners (ELLs). We increased staff to support our ELLs and to build the capacity of our leaders and teachers. Also, the LEA has implemented a variety of channels to facilitate two-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in their primary language. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.  Moving forward, our LEA remains dedicated to continuously improving relationships between school staff and families for underrepresented families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. In the 2024-2025 school year, we implemented Branching Minds with a soft rollout. Branching Minds is a centralized source for Social Emotional Learning screener data, MTSS data, collaboration tools, and research-based interventions. During the 2025-2026 school year, we will increase our use of this powerful tool to improve engagement of underrepresented families, including our English Language Learners. Branching Minds provides information to help strengthen two-way communication and collaboration with educational partners. This platform allows support staff across departments to use data to make plans for our underrepresented students and provides easy-to-use communication tools to share with families. The communication fosters a partnership and offers tools and resources to empower caregivers to support their child at home.  We strive to strengthen our bonds with families and create a more inclusive and supportive educational environment for all by addressing these areas.|In 2025, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes. 92% of parents surveyed reported that they think students have everything that they need to learn, and 92% of parents believe that the school is effectively teaching grade-level standards.   The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school.  We will continue to provide training and support for staff and families to understand each student's social and emotional needs and to focus on closing achievement gaps through timely interventions, including online and in-person options. Professional development includes ensuring that the teachers and leaders are aware of our resources and how to support families. Benchmark is a tool that we will use to create individual student plans aligned to resources for increasing engagement with underrepresented students and their families.|In 2025, parents were surveyed to collect perception data on the school's practices of seeking input for decision making. 81% of parents reported that principals/directors engage families in decision-making. This is a 2% increase from the 2024 survey data, where 79% of parents reported that principals/directors engage families in decision-making. We also saw a slight increase in 2025 from 83% of parents to 84% of parents who reported that the school encourages families to engage in advisory groups and decision making (school site council, DELAC, Special Education Parent Collaboration, etc.). In the 2025 survey, 81% of parents reported that families have opportunities to provide input on policies and programs, and 84% of respondents agreed that the school specifically seeks input from underrepresented groups. Finally, 84% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities.  The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities.  We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees, and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. The school invites parents to participate in the District English Learner Advisory Committee (DELAC). This committee is designed to provide a platform for parents of English Language Learners to engage in the school system and advocate for their children's education.|The identified area of focus in seeking input for decision making focuses on providing additional opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at both the program and school-wide levels with a focus on expanding efforts to engage typically underrepresented groups.|We continue to engage underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC and School Site Council, to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, and especially in seeking input from underrepresented groups in the community. We increased engagement of underrepresented families in relation to seeking input for decision-making by implementing targeted strategies that align with our responsibility to provide high-quality curriculum and instruction. Recognizing gaps in participation from underrepresented families, Springs strives to offer culturally responsive and accessible forums, such as multilingual school site council meetings and flexible virtual meetings, to gather meaningful input on academic and school programs.   To reinforce the role of parents and guardians in supporting their children’s learning, Springs offers parent education workshops focused on academic expectations, home learning strategies, and how to navigate school systems. These workshops are offered at varied times and formats to accommodate work schedules and language needs.    To enhance communication, Springs strengthens its current practices by committing to consistent, proactive outreach. This includes regular parent-teacher conferences, progress reports provided in multilingual formats as applicable, and a variety of accessible avenues for two-way communication with staff. Families are also offered expanded opportunities to volunteer, observe classrooms, and participate in school activities—either in-person or virtually—to build deeper connections with their child’s educational experience. These efforts are designed to foster trust and shared responsibility between families and educators.|5|5|4|5|5|4|5|5|4|5|5|5|Met||2025-06-12|2025
37103710138404|Classical Academy Vista|3|Parent engagement is key to the student's success in an Independent Study program. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources to meet those academic goals.|At The Classical Academies, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2024-2025 school year, the following questions were asked on the annual survey.   Please rate your overall satisfaction with our organization.  The following were possible responses: Exceeds Expectations, Meets Expectations, Below Expectations.  For the 24-25 school year, the results were as follows: 37% of people said The Classical Academies exceeds expectations, 45% said The Classical Academies meets expectations, and 17% said The Classical Academies fell below expectations.|We will continue to see educational input to continue to improve.|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.  Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCAs annually. Our marketing covers a wide net of individuals, and our digital advertising is translated into every language.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.|We will continue to see educational input to continue to improve.|When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.  We will continue to survey parents to ensure we are aware of the needs in our community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-05-19|2025
37103710138594|Dual Language Immersion North County|3|Communications are timely, and teachers and staff are highly accessible to parents. Parents have ample opportunities for participation in their child's school experience. There are many ways for them to communicate any concerns they may have.|Currently the school publishes a calendar at the beginning of each trimester of upcoming events. Parents would prefer that all events be published at the beginning of the school year. Parents also find communications lengthy to read and they would be prefer that communications be recorded in a listening format.|The school seeks to create a more welcoming space in terms of bilingual signage and decor. Noticing that our EL population is slightly lower than it has been in past years, we are working with families to recruit students who speak only Spanish at home. The staff is committed to using Spanish as the default language of communications in the hallways and all the playgrounds, and all communications are available in both Spanish and English.|The school has become adept at ensuring that every staff member including support and office staff has a role in student success. Our belief is that at their core, students seek and thrive in structured environments. Creating such an environment requires all hands on deck, and everyone has additional roles outside their job description. For example, teachers of older students visit younger students' classrooms and vice versa, so that teachers have an understanding of one another's challenges. Support and office staff serve snacks, monitor hallways and interact regularly with students. The school's After School program vendor is committed to ensuring students' successful outcomes by helping with homework and tutoring.|DLINC seeks to bring in other community organizations to educate students about health and socioemotional wellness.|Coffees with the Principal will be offered in both English and Spanish this year as opposed to translating all information within one meeting. This will create shorter and more fluid meetings.|All information is disseminated systematically across stakeholder groups on a monthly basis beginning with staff, then students, then parents and finally the board. The system is well established and helpful ensuring that all have the same information. In each stakeholder gathering, participants are given ample opportunities to provide feedback. In this way, there are 30-40 opportunities for all to weigh in on decisions.|The school has a good system in place for student surveys among students in grades 3-8, but not for younger students. We plan to develop a way for younger students to participate in decision making via surveys.|DLINC feels that offering some Spanish-only meetings will make non-English speaking parents feel more welcome.|2|3|3|3|2|3|4|2|2|2|3|2|Met||2025-06-16|2025
37103710138792|JCS - Manzanita|3|The LEA partners with parents to build relationships focused on the support and success of students. This is a core strength of our school as we strive to personalize education. On a parent survey given in Spring 2025, 95% of parents agreed that teachers care about their students and are available to them. We care about providing opportunities for families to feel connected to the community through social gatherings and school events. In the Home Study program, teachers, students, and parents create personalized learning profiles (PLPs) that outline learning targets, goals, strengths, challenges, and interests. Within the Academy, teachers see their students regularly for instruction and facilitate interest and personality inquiries to get to know them better. Staff also meet with parents and build authentic relationships at school events, field trips, parent-teacher conferences, daily drop-off and pick-up, IEPs, and other meetings based on request. Communication among the school staff and parents is facilitated via weekly newsletters, phone calls, emails, text messages, in-person conversations, and meetings.  We asked staff and parents for feedback related to the LEA's strengths in Building Relationships between school staff and families. Overall, parents report that the school has demonstrated strong communication and has fostered positive relationships with both students and parents, with many noting their great experiences. Parents report that staff members are friendly and accessible, contributing to a welcoming atmosphere. Additionally, parents highlight that the school offers numerous opportunities for students, staff, and families to participate in events, strengthening the sense of community. Staff concurs with parents, saying that the school demonstrates strong parental involvement and family engagement through a variety of community-oriented events such as school-wide park days, Science Night, and field trips. They believe these activities provide meaningful opportunities for families to connect with the school, support student learning, and build a sense of community.|Via a survey, parent partners have expressed appreciation for community events facilitated by the school. In general, parents would like more opportunities to socialize with the community and build quality relationships that would result in higher retention from year to year. To continue to build our relationships with families, we should focus on increasing participation in family engagement activities that we host at our locations. We would also like to increase the amount of parent engagement we receive on surveys, at our School Site Council meetings, at board meetings, and in other decision-making opportunities.  We asked staff and parents for feedback related to how the LEA could improve in Building Relationships between school staff and families. Some parents have suggested that staff employ patience and empathy, particularly for younger students who are new to school. Some parents also expressed a desire for more community-building opportunities, such as a system that allows parents to connect with others in their child's classroom, similar to what is offered at other schools.|The LEA utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal-setting conferences, conferences throughout the year, and project week presentations of learning. We try to engage underrepresented families through in-person conversations at pick-up/drop-off, personal phone calls, and personal emails. We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest percentage of students with unique needs and supporting teachers in identifying strategies to engage those families. When language is a barrier between the school and the parent, the school will utilize bilingual features of communication channels (ex., ParentSquare, Google Docs, etc.) and Spanish-speaking members of our school staff to translate when possible.|The LEA provides professional learning opportunities to teachers and principals, such as formative assessment and data analysis training, research-based reading practices, MTSS and tiered interventions, and the Leader in Me SEL & culture-enhancing program. The staff regularly meets with families & students to discuss progress during student- led goal-setting conferences, parent-teacher meetings, and project presentations. The school provides a Parent Handbook that addresses their legal rights and how to advocate for their children. Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication with families up to four days per week, or our home study model, where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development in home.  We asked staff and parents for feedback related to the LEA's strengths in Building Partnerships for Student Outcomes. Parents report that there is great communication, ensuring that families stay informed and connected.|The LEA will continue to provide professional learning opportunities for using data and formative assessment in ELA and Math to drive lesson design and student learning activities. In our home study program, we will increase the standards-based curriculum options for middle school core subject areas. Our school can focus on continuing to improve and update resources to support student learning at home; this is an ongoing focus, especially for our home study program. Parents, students, and staff continue to provide feedback that they value choice and want more curriculum options to attend to the personalized needs and approaches of homeschooling. Additionally, our staff recognizes the need for curriculum options that are rigorous, more closely aligned to standards, and engaging. We can improve our partnership with parents for student outcomes by providing increased training for new home study students and parents to help them understand the intricacies of learning at home (for example, videos to help families access the essential and supplemental platforms and websites available to them).  We asked staff and parents for feedback related to how the LEA could improve in Building Partnerships for Student Outcomes. Several parents have suggested the need for more parental involvement, particularly in the classroom, as they feel the school could benefit from more parent helpers. The establishment of a PTA is hoped to address this, and some parents are eager to contribute, even taking on roles like classroom mom. Additionally, there are suggestions for improving communication by separating postings for different subjects to avoid important information being overlooked.|We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters so they have a larger capacity for personalizing education. Additionally, our SED, EL, and FHY families in the Home Study program have expressed the need for more structured and straightforward curricula, allowing for more student learning independence since many underrepresented families are non-traditional homeschoolers. We look forward to aligning our Home Study program in the future to evaluate recommended curriculum options and create the capacity for more synchronous support opportunities with staff and tutoring with educational enrichment partners.|"We have an effective and supportive School Site Council that includes parents in our home study program and high school students who provide excellent feedback and input. We seek the opinions of all of our families through surveys and an ""open door policy."" We encourage staff to have short, focused conversations with parents, students, and colleagues around school policies and decision-making.  We asked staff and parents for feedback related to the LEA's strengths in Seeking Input for Decision-Making. Parents shared that teachers and administrators are approachable and open to communication, making it easy for parents to provide feedback and suggestions that elevate their voices in decision-making processes."|As an area of focus, our school can work more collaboratively with partners when implementing and evaluating family engagement activities. We would like to increase the number of parent partners who complete school surveys and attend school meetings, such as the School Site Council meetings. We will attempt to do this with direct messaging from teacher to parent or by incentivizing participation.|To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. Additionally, the school will utilize bilingual features of communication channels such as ParentSquare or Google Docs when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The school principal will recruit School Site Council members who represent underrepresented students, including those representing our communities of students with disabilities, low-income students, and English language learners.|4|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-13|2025
37103716119119|Literacy First Charter|3|LFCS values connecting with our parents. Bimonthly a school wide newsletter K12 goes out to all families with school information that impacts the community as a whole. At the K8 level each teacher/grade level send out a weekly communication to keep parents informed of the class or grade level events and expectations. Class dojo is also used to communicate quickly when necessary. Additionally, at Literacy First, we provide information to our families that support student learning which include educational articles, current research on timely topics, a school wide podcast and video parent conversations. This also might include resources such as sight word lists, websites, educational games, reading and homework support, both in school and at home. Our language support programs, progress reports and student-led parent conferences inform parents of their child's progress and how they will work together to support the needs of the child. Our events, such as math nights, read the night away, and standards based field trips bring our parents into our community and inform them of ways to support their student both in and out of school. Social media informs parents of the political climate, which provides them with information regarding their rights as parents and the need to be advocates for their children. The notice of Parental rights regarding their role in decision making on behalf of their student are also presented at every IEP meeting. Our second language families have the option to have any items translated as needed. We encourage and give opportunities for parents to be active in their child's education and our school community. DELAC targets our second language families providing support and translation to every family. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families.|Based on the input from our educational partners, our focus area for improving relationships between staff and families is engaging parents to be involved in their child's education. We have seen improvement in this area since COVID, however, we value our parents and desire to continue to grow in this area.|We are continually working to engage our second language families at LFCS. From emails, to phone calls and in person meetings, we work to assure that they are informed about what is happening around school and in the classrooms. We also rely on our DELAC committee to connect with these families in translation services, as well as in planning the DELAC Tea at the beginning of every year, and the multicultural fair for all families to attend. We will continue with these tried and true strategies to improve engagement with our underrepresented families.|At Literacy First, weekly communication is sent home via classroom newsletters as well as a school newsletter bi-weekly. This includes dates, and information on current deadlines, sporting events, breakfast and lunch menus and any other special school events. Our classroom teachers provide information to their families and help support student learning by providing resources such as sight word lists, websites, educational games, reading and homework support, both in school and at home. Our language support programs, progress reports and student-led parent conferences inform parents of their child's progress and how they will work together to support the needs of the child. Our events, such as math nights, read the night away, and standards based field trips bring our parents into our community and inform them of ways to support their student both in and out of school. Social media informs parents of the political climate, and provides them with information regarding their rights as parents and the need to be advocates for them. The notice of Parental rights regarding their role in decision making on behalf of their student are also presented at every IEP meeting. At LFCS, we believe parents must be advocates for their children, so we empower them to be a part of all of these opportunities.|Communication is key in any partnership, and especially when it comes to student outcomes. This is a constant focus area as we team with families in their child's education. From phone communication, to emails and in person conferences, these are just some of the ways we partner with our families. We work to build relationships and get to know our families aside from academics, by means of family movie nights and family- school events. This relationship really aids in connecting with families when hard conversations for student outcomes are had. We will continue to build communication skills that aid in partnerships for student outcomes.|Our second language families, if needed, have the option to have any items translated as needed. They are encouraged and given opportunities to be active in their child's education and our school community. DELAC targets our underrepresented families, providing support and translation to every family. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families.|Our parents are our strength. They are actively engaged and on campus daily. Our volunteer hours are great each year because every culture and every economic group is welcomed and encouraged to participate in school. Our parents know that they can visit any of the administrator's offices with concerns they have at any time. Our PTLC- supports and encourages parent engagement, the DELAC committee's specific mission is to make sure we are serving the needs of the underrepresented families and PLEF exists to raise funding for our students and their programs specifically.|Our parents are an important part in the decision making of a school of choice. For this reason, they will always be our focus area. We continually take their feedback into consideration when making decisions.|The DELAC committee's specific mission is to make sure we are serving the needs of the underrepresented families. Our translators help these families communicate their needs or concerns for their child, as well as share the opportunities available to them around campus and in the classroom. We intentionally provide translation or translate videos and educational information so everyone has full access to vital information.|5|5|5|4|4|4|5|4|4|4|4|4|Met||2025-06-11|2025
37679670000000|Alpine Union Elementary|3|Alpine Union School District is committed to actively involving all of its Educational Partners in decision-making at both the district and school site levels. Each school site fosters this engagement through a range of meetings, forums, and communication efforts. These include Parent Teacher Association (PTA) meetings, School Site Council (SSC) meetings, School Safety Plan meetings, Title I parent meetings, Principal’s Coffee events, and English Learner Advisory Committee (ELAC) meetings. At the district level, partners are engaged through the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), American Indian Parent Committee (AIPC), and Alpine Education Foundation (AEF). The district also places a strong emphasis on engaging partners from key student groups, including families of Unduplicated students (English Language Learners, socio-economically disadvantaged students, and foster youth), American Indian students, and students with disabilities.  In alignment with LCAP Goal #3—focused on increasing parent and community engagement—Alpine Union has made this a significant priority for the 2024–2025 school year. The district participated in the Community Engagement Initiative (CEI) grant to further strengthen its efforts in building authentic partnerships with families. As a result, all school sites have increased the number of family-focused events, and the district has expanded opportunities for families to connect and engage. To support these efforts, AUSD hired a Community Engagement Specialist and an American Indian Education Liaison to help strengthen relationships with families and ensure that outreach is inclusive, consistent, and culturally responsive. In addition to regular meetings, school sites host well-attended community events such as Back to School Night, Open House, Fall Festival, Lunch on the Lawn, Donuts with Grown-Ups, and end-of-year performances and celebrations. These events consistently draw high participation and reflect the strong connection between schools and families. 89% of parents report feeling welcome on their child’s school campus. Along with site-based events, the Alpine Union School District also hosts districtwide events, including a Back-to-School Kickoff Celebration, a Science and Innovation Fair in partnership with AEF, and a cultural celebration for our American Indian students. Communication remains a top priority. Each school shares a weekly newsletter with important updates and event information. Multiple social media platforms are used to ensure all families can access timely information. The district also produces a monthly or bi-monthly student-led video series called “Around Alpine Union,” highlighting events and initiatives across the district. According to recent survey data, 92% of parents agree that the district uses a variety of effective communication methods.|Based on a thorough analysis of educational partner input and local data, AUSD has identified strengthening relationships between school staff and families as a key area for improvement. While the district acknowledges the vital role family engagement plays in student success—academically and in terms of attendance—feedback from the Parent Advisory Committee (PAC) and the Community Engagement Initiative (CEI) team indicates that more progress is needed. Although strides have been made, educational partners shared that parent involvement has not yet reached the level we aspire to. Notably, 37.4% of survey respondents identified a need for more robust parent education opportunities, and 56% expressed interest in increased volunteer opportunities at school sites. In addition, both survey results and stakeholder feedback reveal a consistent theme: while families generally feel that the district and school sites communicate regularly, many do not feel they receive enough direct communication from their child’s teacher—particularly regarding academic progress. In response, this input is directly reflected in the 2025–2026 LCAP through a new action step aimed at increasing teacher-to-parent communication. Despite these areas for growth, we note encouraging data: over 70% of parents feel they are actively involved in their child’s school, and 90% report feeling welcome on campus.  To address identified gaps and build stronger relationships between school staff and families, AUSD will continue to prioritize family and community engagement as outlined in LCAP Goal 3. Recent actions include hiring a Community Engagement Specialist and an American Indian Education Liaison, as well as expanding school site events and opportunities for two-way communication.  Additionally, in Year 2 of the Community Engagement Initiative (CEI) grant, AUSD will focus specifically on strengthening systems that build trust and connection between families and school staff. This includes creating tools and strategies that foster ongoing, meaningful dialogue with families and ensure that engagement efforts are inclusive, sustained, and aligned with the needs of our diverse community.|Based on the analysis of educational partner input and local data, AUSD has identified English learner families and other underrepresented groups—including families of socio-economically disadvantaged students, foster youth, and American Indian students—as a priority for improving engagement and building stronger relationships with school staff as reflected in LCAP goal #3.  While over 70% of parents report feeling actively involved and 90% feel welcome on campus, stakeholder feedback and survey results from the self-reflection tool reveal that underrepresented families often experience barriers to deeper engagement. In particular, families of English learners have expressed a desire for more direct communication with teachers, more culturally and linguistically responsive outreach, and greater opportunities to participate in their child’s academic journey. To address these gaps, AUSD will continue implementing strategies aligned with LCAP Goal 3, including expanding multilingual communication, increasing site-based family events, and offering additional volunteer and parent education opportunities. The district has also hired a Community Engagement Specialist and an American Indian Education Liaison to strengthen partnerships with historically underserved families and provide targeted support. Our American Indian Education Liaison has made significant progress in building relationships with American Indian families. As a result, we have seen increased participation in our American Indian Parent Committee meetings and related events. In Year 2 of the Community Engagement Initiative (CEI) grant, AUSD will specifically focus on strengthening engagement with English learner families. The CEI team will develop tools and practices to support culturally responsive relationship-building, improve two-way communication, and ensure that English learner parents feel empowered as equal partners in their children’s education. This will include input from DELAC and ELAC representatives to ensure that engagement strategies are informed by those most impacted.|Based on the analysis of educational partner input and local data, AUSD has demonstrated several strengths and consistent progress in building partnerships with families to support student outcomes. The district is committed to providing families with multiple opportunities to understand academic expectations, student progress, and achievement data—both at the schoolwide and individual student levels.  At each school site, principals present schoolwide data, performance outcomes, and instructional expectations during Title I Parent Meetings, School Site Council meetings, PTA meetings, staff meetings, and Back to School Nights. These forums are designed to build transparency and trust with educational partners and ensure that families have the context they need to support learning at home. At the district level, student performance data and program expectations are shared during Parent Advisory Committee (PAC) meetings, Board of Education meetings, District English Learner Advisory Committee (DELAC) meetings, and American Indian Parent Committee (AIPC) meetings.  In addition to broader presentations of school and district performance data, AUSD prioritizes individualized communication to ensure families are well-informed about their own child’s academic progress. This includes regular report cards, parent-teacher conferences, and assessment reports such as i-Ready, CAASPP, and mCLASS/Lectura Home Reports, which are sent to families to provide clear and actionable insights into student performance in reading and literacy. These reports are available in both English and Spanish and are often reviewed with families during meetings to ensure clarity and understanding.  Student Study Team (SST) meetings also provide a structured setting for staff and families to collaborate in support of students who may need additional academic or behavioral support. Teachers are encouraged to maintain regular communication with families—through phone calls, emails, digital platforms, and parent meetings—to update them on student progress, celebrate successes, and address concerns early.  This layered and consistent approach to data-sharing and partnership has been identified as a strength by educational partners and has helped AUSD foster a shared commitment to student success across all campuses.|Based on the analysis of educational partner input and local data, Alpine Union School District has identified key focus areas for improvement in building partnerships for student outcomes. A top priority is increasing awareness and engagement among parents of underrepresented student groups—particularly ensuring these families are fully informed about their child’s academic progress and schoolwide performance outcomes.  While parents do attend school events where data, expectations, and outcomes are shared—such as Back to School Night, Title I meetings, and School Site Council—educational partners have expressed a desire to see higher participation at these events. The district aims to strengthen outreach and remove barriers so that more families can attend and engage meaningfully in conversations around student achievement. Increasing attendance will help ensure that all parents, especially those from historically underserved groups, have the opportunity to understand how students are progressing and to provide their input on school programs and supports.  Additionally, input from multiple stakeholder groups—including parents, the Community Engagement Initiative team, and advisory committees—has highlighted the need to improve direct communication from teachers regarding individual student progress. While families generally feel well-informed at the school and district level, many have indicated that they would like more consistent updates from their child’s teacher about academic performance, strengths, and areas for improvement.  Addressing these areas will remain a priority in AUSD’s efforts to deepen partnerships with families and ensure all students are supported both at school and at home.|Based on the analysis of educational partner input and local data, AUSD has identified the need to improve engagement of underrepresented families—particularly English learner families and families of socio-economically disadvantaged, foster, and American Indian students—in building partnerships for student outcomes. While many families report feeling welcome and involved at school sites, self-reflection data and educational partner feedback highlight that underrepresented families often face barriers in accessing detailed information about their child’s academic progress and in participating in school decision-making processes.  To address this, AUSD will continue to prioritize efforts aligned with LCAP Goal 3 by increasing multilingual communication, expanding culturally relevant family engagement opportunities, and offering more accessible forums for two-way dialogue between families and educators. The district will also continue using tools such as mCLASS/Lectura Home Reports, i-Ready reports, and parent-teacher conferences to provide individualized academic updates in family-friendly formats and in multiple languages.  In addition, the Community Engagement Initiative (CEI) team will focus specifically on improving engagement with English learner families in Year 2 of the CEI grant. This includes developing strategies to foster trust, build relationships with teachers and school staff, and ensure that EL families are included in conversations about their children’s academic growth. The CEI team will collaborate closely with DELAC, ELAC, and site leaders to design targeted outreach, build capacity among staff to engage multilingual families effectively, and elevate family voice in planning and goal setting related to student outcomes.|To gather input for decision-making, AUSD schools use a variety of strategies. Some of these include parent committees such as SSC and PTA, surveys, and Principal Coffees. The subjects covered Based on the analysis of educational partner input and local data, AUSD has demonstrated strong and consistent progress in seeking input for decision-making across both school and district levels. A variety of strategies are used to ensure families and stakeholders have multiple opportunities to share their voices and influence key decisions.  At the school level, input is gathered through established parent committees such as School Site Council (SSC) and Parent Teacher Associations (PTA), as well as through informal but meaningful events like Principal Coffees. These forums allow families to provide feedback on a wide range of topics, including curriculum, student achievement data, and the goals and actions outlined in the Local Control and Accountability Plan (LCAP).  At the district level, AUSD engages educational partners through structured advisory groups such as the District English Learner Advisory Committee (DELAC), the American Indian Parent Committee (AIPC), and the Parent Advisory Committee (PAC). These meetings offer targeted opportunities for families—especially those representing underrepresented student groups—to give input on district priorities and planning efforts.  To further deepen engagement and broaden the perspectives informing district decisions, AUSD has recently added additional surveys and conducted empathy interviews with families. These approaches have allowed the district to gather more nuanced and meaningful feedback from a wider range of stakeholders, particularly those whose voices are not always captured in traditional formats. This ongoing effort reflects AUSD’s commitment to inclusive, transparent, and responsive decision-making.|Based on the analysis of educational partner input and local data, AUSD has identified several focus areas for improvement in Seeking Input for Decision-Making. While the district provides multiple opportunities for families to engage—such as through SSC, DELAC, PAC, AIPC, and various surveys—feedback from educational partners indicates a need to expand outreach to underrepresented families and ensure their voices are meaningfully included in decision-making processes.  One key area of improvement is increasing participation in input-gathering opportunities from families of English learners, socio-economically disadvantaged students, foster youth, and American Indian students. Although these families are invited to participate in meetings and surveys, attendance and response rates suggest more intentional efforts are needed to reduce barriers, build trust, and elevate their voices.  Additionally, stakeholders have indicated that while input is collected, there is a desire for more clarity and communication about how that input influences actual decisions. AUSD recognizes the importance of closing the feedback loop so families feel their contributions are valued and impactful.  To address these areas, the district plans to continue expanding its use of empathy interviews, targeted stakeholder outreach, and family focus groups to better engage underrepresented communities. These strategies, along with continued support through the Community Engagement Initiative (CEI), will help ensure all educational partners have equitable opportunities to shape the decisions that impact student outcomes.|Based on the analysis of educational partner input and local data, AUSD recognizes the need to strengthen engagement of underrepresented families—particularly English learner families, socio-economically disadvantaged families, foster youth families, and American Indian families—in the decision-making process.  While the district has established structures such as DELAC, AIPC, and PAC to gather input, participation data and stakeholder feedback from the self-reflection process indicate that additional efforts are needed to ensure these families feel invited, heard, and empowered to contribute. To improve this, AUSD will implement targeted outreach strategies that reduce barriers to participation, such as offering interpretation services, holding meetings at flexible times, and providing childcare when possible.  The district will also expand the use of empathy interviews, family focus groups, and culturally responsive engagement practices to better capture the voices of families who may not regularly attend formal meetings. These efforts aim to create more personalized and inclusive opportunities for underrepresented families to share input.  In Year 2 of the Community Engagement Initiative (CEI), AUSD will focus specifically on improving systems that elevate family voice in decision-making, with an emphasis on engaging English learner families. The CEI team will work closely with DELAC and site leaders to co-design strategies that ensure families are not only invited to participate, but also see how their input directly shapes programs, policies, and resources that impact their children.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
37679830000000|Borrego Springs Unified|3|The 24-25 school year held an emphasis of parent communication. Being a small school, teachers get to know parents well, developing strong relationships over multiple years. The district uses multiple communication platforms, such as class dojo, to stay in constant communication.|Improvement for next year will be based in not the amount of communication, but the content. Staff will be trained in what types of communications parents are seeking and the best medium to use for such communication. The district is also using the Community Schools grant to strengthen its relationships with families and provide multiple activities for parents and families.|The District will continue to serve all families of the district. According to the data, there are no 'underrepresented' families based on any factor as measured by the district. 89% of families are FRPM, and the district uses strategies to engage this, our largest population.|Borrego Springs Unified School District excels in building strong community partnerships and maintaining effective communication channels, which foster a supportive environment for student success. The district's progress is evident in increased parental involvement, enhanced support services, and a commitment to inclusivity and continuous improvement based on stakeholder feedback.|Based on the data, the district will focus on increased community and family events where parents will have time to mingle with staff and teachers in an informal environment.|Based on educational partner input and local data, Borrego Springs Unified School District aims to improve outreach and engagement with underserved families by utilizing the community schools grant, community coordinators, and home visits for the 2024-25 school year. These initiatives will focus on building stronger connections with families, addressing barriers to participation, and ensuring all students receive comprehensive support.|Based on educational partner input and local data, Borrego Springs Unified School District’s strengths in seeking input for decision-making include strong relationships across all staff levels and active focus on parent groups like the Parent Advisory, Site Council, and DELAC. In this small community, collaboration among parents, staff, and the broader community is a key element in implementing effective strategies for student success.|Based on educational partner input and local data, Borrego Springs Unified School District’s focus areas for improvement in seeking input for decision-making for the 2024-25 school year include encouraging greater parent and community involvement in the district's active parent councils and gathering more genuine feedback on important initiatives.|Based on the analysis of educational partner input and local data, Borrego Springs Unified School District will improve engagement of underrepresented families identified during the self-reflection process by encouraging greater involvement in the district's active parent councils and seeking more genuine feedback on important initiatives. The focus for the 2025-26 school year will be on enhancing outreach efforts and fostering a more inclusive environment to ensure all families have a voice in decision-making.|4|4|3|3|3|3|4|4|5|4|4|4|Met||2025-06-19|2025
37679830134890|San Diego Workforce Innovation High|3|San Diego Workforce Innovation High School (SDWIHS) engages its educational partners during the quarterly PAC and ELAC, where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.|Based on input and data analysis, SDWIHS would like to improve the number of participants who attend the ELAC meetings. One way this can occur is by providing educational partners with focused topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.|To engage underrepresented families, SDWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. SDWIHS has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves.|Parents are highly satisfied with the school’s environment, communication, and academic support. 99% feel the school is safe, and 100% agree students are treated with respect and receive a quality education. Communication is strong, with 99% feeling informed about their child’s progress, and 100% finding school communications clear. Engagement efforts, such as PAC/ELAC meetings and student recognition events, have made the school more welcoming.|While 96% feel encouraged to participate, 4% do not, suggesting a need for stronger outreach. Additionally, 8% of parents feel tutoring and small group support could be more accessible. Expanding academic support and improving engagement with underrepresented families will further enhance student success and school-family relationships.|To engage underrepresented families and students, SDWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. SDWIHS has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened.|SDWIHS engages its educational partners during the quarterly PAC and ELAC, annual surveys, and parent-teacher conferences where feedback is garnished, and local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.|Based on input and data analysis, SDWIHS would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support.|To better engage underrepresented families, DVE plans to expand home contact through L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. By using multiple communication methods, the school has seen increased family participation in events and stronger school-home relationships. DVE will continue to seek input for decision-making based on each family’s preferred communication method. A key finding from the local survey highlighted that 98% of parents and guardians felt welcomed in the school environment, a 14% increase from the previous year. To further strengthen family engagement, DVE continues to implement activities such as PAC/ELAC meetings, student recognition days, award nights, open houses, back-to-school nights, and parent-teacher-student conferences.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-03|2025
37679910000000|Cajon Valley Union|3|The Cajon Valley Union School District (CVUSD) Family and Community Engagement (FACE) Department formally began in the Fall of 2015. Our diverse district serves students with over 35 primary languages from 88 different counties. Our bilingual liaisons speak English, Arabic, Spanish, Farsi, and Pashto, which are the primary languages in the district. Our FACE department is a vital support in ensuring that the needs of our families are met.  The departmental mission of the FACE team is focused on helping school staff and families build meaningful, authentic relationships with one another to improve students’ academic and social-emotional well-being, ensuring that every student is happy, in healthy relationships, and on a path to gainful employment.   In 2024/2025, family liaisons facilitated 161 parent education workshops, site meetings, and parent university sessions in multiple languages spanning from “ how to access email” to “ understanding district assessments.”    Based on a local survey provided to families during the 2024/2025 school year, an area of strength for Cajon Valley is the ability to create welcoming environments for all families in the community. This is a continued strength from the previous school year.|Based on a local survey provided to families in the 2024/2025 school year, an area of focus is developing multiple opportunities for CVUSD and school sites to engage in two-way communication between families and educators using language that is understandable and accessible to families As a result, Cajon Valley emphasizes a few specific strategies to ensure all sites continue to build staff capacity, including site FACE professional development, family teacher teams, and positive home visits.  Targeted Site FACE Professional Development  In collaboration with the FACE department, each site sets family engagement goals. We would like to broaden these meetings to include site staff to help establish a FACE committee to help further FACE at our sites. The FACE Department can provide multiple FACE Professional Development based on the listed strategies above. However, we would like to focus our support on three FACE Professional Development opportunities:  Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Utilizing these pre-existing structures, our goal is to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point.   Positive Home Visits  The purpose of Home Visits is to develop meaningful relationships between teachers, parents, and students.  Hopes, dreams, and aspirations are discussed in every home visit, leading to parents being more open to working with schools in a way that best supports their children. Each site has a Home Visit Teacher Lead that encourages other teachers to make positive home visits.  Visits are conducted after school or during summer in teams of two, and a cross-section of students is selected.  As necessary, visits include FACE Community Liaisons for interpretation service and building upon the trust they have already developed with parents.|The goal of our FACE department is to serve all families. The strategies we provide, the training we offer, and the staff we hire serve all families with a focus on our underrepresented populations. With over 35 languages and 88 countries represented in our district’s demographics, there are always continued efforts to ensure that all families have the ability to and support in accessing resources and opportunities to partner with the school. In addition to the 17 community bilingual liaisons, we are leveraging translation services that will allow us to connect with even more families in a wider range of languages.|Based on a local survey provided to families in the 2024/2025 school year, building partnerships for student outcomes continues to have the highest overall score. A particular strength of Cajon Valley, based on this survey, is providing families with information and resources to support student learning and development in the home. In order to support this area, Cajon Valley works on the following:  Newcomer Welcome Meetings  Our FACE Community Liaisons meet with families who are newcomers to the United States. We were able to meet with over 60% of our families who are new to US schools during the 2024/2025 school year.  We continue to be dedicated in ensuring our new families have the support needed to assist in a smooth transition into our schools. Beyond creating a smooth transition, a goal of these welcome meetings is to build relationships and connections between our school staff and our families and students.  Parent University  Parent University is a no-cost, reading and literacy skill-building class offered to parents that include weekly parent group sessions, and each session is approximately two hours. Groups are provided home or dual-language books and activities in one of our four primary home languages: English, Spanish, Arabic, and Farsi. Parents are provided with culturally and linguistically responsive materials within each language group. Parents are taught strategies for building specific literacy skills at home, such as story re-telling and making inferences. Parents also learn about positive reinforcement as a technique for creating stronger bonds and relationships with their children.|Based on our 2024/2025 local survey provided to parents, an area of continued growth for Cajon Valley is supporting families to understand and exercise their legal rights and advocate for their own students and all students. To continue growing in this area, FACE Community Liaisons provide hour-long workshops throughout the day for parents in Arabic, Spanish, Farsi, and English. These workshops offer a variety of subjects that were generated from parent input.  Liaisons receive training on various school-based and community-based initiatives to support these workshops.|Through the Family Teacher Team (FTT) experience, the expectation is that all students and families attend. School staff go above and beyond to invite parents with personal invitations from the teachers and students. Reminder phone calls from the teacher and Community Liaisons are conducted as well. Electronic invitations using ParentSquare are regularly sent out. As always, all communication is distributed in multiple languages. Sites also utilize their marquees to advertise. Finally, our Community Liaisons host multiple Pre-FTT meetings with parents to help prepare them for the event and explain the purpose and expectations. Most importantly families attend because teachers that host FTT’s have authentic relationships with their parents and their parents want to attend based on those relationships.|Based on the 2024/2025 local survey, an area of strength for Cajon Valley is building the capacity of principals and staff to effectively engage families in advisory groups with decision-making. Over the past three years, we have worked to empower our DELAC parent group. Our goal is to help the committee see themselves as an example of parent empowerment so that they can lead the ELAC parent groups at the site to do the same. Our DELAC board members have taken an active leadership role in and out of the DELAC meetings. They are active ELAC members at their sites. They have discussed how they will go out to support other ELAC committees that are less involved. They set the DELAC agenda based on their needs and frequently, the required agenda items are tabled for later meetings so that we can meet their requests.|Based on the 2024/2025 local survey, an area of continued growth for our district is a continued need to provide opportunities for families to co-design and implement family engagement activities as well as continuing to help families understand how to advocate for their students in a school setting. In order to accomplish this, we continue to refine the participation and preparation of the district’s DELAC board, including an agenda setting meeting prior to the DELAC meeting. This ensures that our DELAC board has opportunities to co-design that advisory committee and provides space for agenda items pertinent to family needs.|The goal of our FACE department is to serve all families, including those that are typically underrepresented. In order to do this, we make sure we directly involve our families through advisory committees: site ELACs, DELAC, and LCAP. Additionally, we do this by making sure the Principal and Community Liaisons invite underrepresented families to our “Coffee with the Principal,” where they build authentic relationships, hear from, and communicate with our parents.    These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home and school becomes, the research shows that student achievement and outcomes are directly affected.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
37679910108563|EJE Elementary Academy Charter|3|Parents have shared their appreciation and gratitude for the work our school, staff, and teacher bring every day. They primarily receive this information at Coffee with the Principal, our school’s monthly newsletter, Parent Teacher Conferences, through ParentSquare and PowerSchool. Parents have also expressed their appreciation of the community school coordinator and parent liaison and their work connecting them to resources, educational classes, and PIQE. Parents also appreciate that we held Coffee with the Principal in the morning and evenings to accommodate the varying schedules. We also get to know our families through home visits, orientations for each grade level, back-to-school night, and open house night. Parents also appreciate our educational learning times because they have had food and daycare available.|Based on input from our educational partners, families would like to engage in learning more of how to support academically and social-emotionally. Next year we will be offering math and literacy nights for families to engage in learning with their child and will look into different topics connected to social-emotional for parents to support their child with expressing themselves. We will also continue to focus workshops on ways for parents to support at home and ways to strengthen parents' understanding of their child’s academic success. Parents would also like to continue strengthening their communication with teachers to better understand their child’s needs.|We recognize that our new volunteer clearance makes it harder for families to volunteer. Next year we hope to streamline this process so that parents can get clearance quicker so they can become more involved on campus. We also want to ensure our all information is accessible on our school website and sent through ParentSquare in a timely manner so that parents are able to also plan accordingly.|Our school has been able to build strong partnerships with local organizations that support the academic and well-being of our students. Our school has partnered with Barrio Logan College Institute, Atlético, Naturally Well, Bastyr University, and San Ysidro Health Clinic. We have also collaborated with parents/teachers to understand standard based grading using PowerSchool for student mastery, understanding our universal screeners, and school-wide data.|We will continue to strengthen our Community Schools model and MTSS framework to identify the specific student and family needs and appropriately match the community resources to fulfill those needs. Parents have also communicated that while they appreciate the various workshops and opportunities for involvement, we need to try and braid the information and workshops and meetings together, so it doesn’t feel so overwhelming.|Based on feedback from parents our goal is to streamline the events and opportunities to get involved to avoid parents having to feel like there are too many events, workshops, etc. to attend. We plan to coordinate the days and times of Coffee with the Principal to align with the information and learning happening with EL-PAC, PAC, and the steering committee.  We also plan on reaching out to more families by directly inviting them and welcoming them into different spaces where they can engage in these conversations.|As a school, we have Staff PD and parent meetings at least once a month to ensure we have opportunities for staff and parents to share their input through surveys. Parents have shared that through Coffee with the Principal, EL-PAC, and Parent committees they can share their thoughts. PIQE and FACE has also provided a space where parents can ask questions of the school leadership and has provided a way of being able to find strong structures for eliciting parent input.|We will continue to find ways to get families' input by having parent surveys accessible during parent-teacher conferences and/or other events where we have more parents attend such as Back to School or Open House. We want to continue to find other methods and ways of getting their input more periodically.|To meet the time needs of our families we will work towards ensuring we have a representation of our underrepresented families on our parent committees so that we can regularly seek their input. We will also think of ways in which we can reach more families in the decision-making process through other highly attended school events such as family nights and parent conferences.|5|5|5|4|4|5|4|5|5|5|5|5|Met||2025-06-23|2025
37679910119255|EJE Middle Academy|3|Parents have shared their appreciation and gratitude for the work our school, staff, and teacher bring every day. They primarily receive this information at Coffee with the Principal, our school’s monthly newsletter, Parent Teacher Conferences, through ParentSquare and PowerSchool. Parents also appreciate that we held Coffee with the Principal in the morning and evenings to accommodate the varying schedules. We also get to know our families through home visits, orientations for each grade level, back-to-school night, and open house night. Parents also appreciate our educational learning times because they have had food and daycare available.|Based on input from our educational partners, families would like to engage in learning more of how to support academically and social-emotionally. Next year we will be offering math and literacy nights for families to engage in learning with their child and will look into different topics connected to social-emotional for parents to support their child with expressing themselves. We will also continue to focus workshops on ways for parents to support at home and ways to strengthen parents' understanding of their child’s academic success. Parents would also like to continue strengthening their communication with teachers to better understand their child’s needs.|We recognize that our new volunteer clearance makes it harder for families to volunteer. Next year we hope to streamline this process so that parents can get clearance quicker so they can become more involved on campus. We also want to ensure all information is accessible on our school website and sent through ParentSquare in a timely manner so that parents are able to also plan accordingly.|Our school has been able to build strong partnerships with local organizations that support the academic and well-being of our students. Our school has partnered with Barrio Logan College Institute, Atlético, Naturally Well, Bastyr University, and San Ysidro Health Clinic. We have also collaborated with  parents/teachers to understand standard based grading using PowerSchool for student mastery, understanding our universal screeners, and school-wide data.|We will continue to strengthen our Community Schools model and MTSS framework to identify the specific student and family needs and appropriately match the community resources to fulfill those needs. Parents have also communicated that while they appreciate the various workshops and opportunities for involvement, we need to try and braid the information and workshops and meetings together, so it doesn’t feel so overwhelming.|Based on feedback from parents our goal is to streamline the events and opportunities to get involved to avoid parents having to feel like there are too many events, workshops, etc. to attend. We plan to coordinate the days and times of Coffee with the Principal to align with the information and learning happening with EL-PAC, PAC, and the steering committee.  We also plan on reaching out to more families by directly inviting them and welcoming them into different spaces where they can engage in these conversations.|As a school, we have Staff PD and parent meetings at least once a month to ensure we have opportunities for staff and parents to share their input through surveys. Parents have shared that through Coffee with the Principal, EL-PAC, and Parent committees they can share their thoughts. PIQE and FACE has also provided a space where parents can ask questions of the school leadership and has provided a way of being able to find strong structures for eliciting parent input.|We will continue to find ways to get families' input by having parent surveys accessible during parent-teacher conferences and/or other events where we have more parents attend such as Back to School or Open House. We want to continue to find other methods and ways of getting their input more periodically.|To meet the time needs of our families we will work towards ensuring we have a representation of our underrepresented families on our parent committees so that we can regularly seek their input. We will also think of ways in which we can reach more families in the decision-making process through other highly attended school events such as family nights and parent conferences.|5|5|5|4|4|5|4|5|5|5|5|5|Met||2025-06-23|2025
37679910139394|Kidinnu Academy|3|Kidinnu Academy has the following strengths: -Schoolwide communication systems that allow parents to directly communicate with their child's teacher and site leadership.  This system also allows staff to share community events and classroom lessons/work which allows parents to be more involved with what is happening on campus. -Both fall and spring parent conferences are well liked and helps parents understand how their child is performing on grade level standards -Family events included Literacy Events, Robotics Showcase, and our annual Winter Show -Monthly parent coffees -All classrooms have an instructional aide and most of our aides are bilingual or multilingual and support home/school communication -Our office staff is welcoming, kind, and always willing to assist parents/families -Parents are well known at our schools.  Our daily drop off and pick up systems help staff build relationships and trust with families.|This year we would like to increase parent education and purchase more resources to support learning at home.  We are also planning to provide 100% of Kidinnu Academy South with home devices to access blended learning programs.  We will continue to get parent feedback on desired trainings and community engagement events.|-100% of our families were connected to our school's communication system.  Continue to use multiple preferred methods of communication to ensure that we are in contact with all families, including parents of underrepresented families.  -Over 90% of our families home languages include Arabic, Chaldean, and/or English.  Our staff is representative of this community and nearly 50% of our staff are fluent in these languages.  This year we had the opportunity to employ individuals who were also fluent in Spanish and Kurdish.  This helps us ensure that we are able to clearly communicate with parents in informal school settings.|-Over 90% of parents/guardians shared that they learned new skills, strategies, or approaches to support their children this year. -100% of our families engaged with their child's teacher via Class Dojo -Over 95% of our families participated in Fall Parent Conferences--accommodations were made if parents were unable to attend in person, all parents who needed an interpreter were provided with one -Systems and schedules are in place that allow all families to get support and maintain contact with their child's teacher|This year we would like to increase parent education and purchase more resources to support learning at home.  We are also planning to provide 100% of Kidinnu Academy South with home devices to access blended learning programs.|Our data did not show that underrepresented families were less engaged.  Our parent conference and annual survey data showed that over 90% of our families were involved.|99% of North campus students' parents and 85% of South campus students' parents provided us with input on various multiple choice questions as well as provided narrative to open-ended questions about our schools strengths and next steps.  Additionally, our parent coffees and parent leadership team groups had great attendance and participation.|Next year we would like to continue to host monthly parent coffee meetings.  This is an excellent way to get ongoing feedback from parents.|All families, including underrepresented families, are very important in helping us make informed decisions about next steps for the school.  To continue supporting their involvement, we will employ various communication systems and provide multiple opportunities for parents to get involved at the school.|5|5|5|5|4|4|5|5|4|4|5|4|Met||2025-06-25|2025
37679910140558|Bostonia Global|3|Broadway Campus (TK–6): At Bostonia Global’s Broadway campus, relationship-building is a core pillar of the school culture. Through consistent advisory connections, multilingual communication, and family-led events, families report feeling welcomed, respected, and seen as partners in their child’s education. Community Liaisons fluent in Spanish, Arabic, Pashto, and Farsi play a critical role in ensuring every family—especially newcomers—feels supported. In 2024–2025, the Broadway team hosted over 50 engagement events including literacy workshops, student exhibitions, newcomer welcome meetings, and “Family Fridays.” These events were designed to build trust and demystify academic systems. The Gallup survey and internal site data reflect strong family confidence in the school’s relational culture, especially in early grades. Teachers have reported deeper parent partnerships emerging through our Student-Led Conferences, with more families participating in academic goal-setting than in any previous year. Emerald Upper Campus (7–8): In grades 7–8, relationship-building continues through intentional advisory structures, Student-Led Conferences, and multilingual communication strategies. The advisory model ensures that each student and family has a consistent point of contact. This year, middle school staff facilitated 30+ events including advisory exhibitions, newcomer meet-and-greets, and culturally inclusive parent nights. Gallup and family survey data indicate that parents feel their children are known by staff and that the school is welcoming. Our bilingual liaisons partnered with advisors to ensure that communications and invitations were personalized, leading to increased participation in Student-Led Conferences. Parents also appreciated the inclusion of cultural identity and social-emotional learning topics in advisory exhibitions, which further humanized the school-family connection. Emerald Lower Campus (9–12): At the high school level, Bostonia Global has built a strong reputation for authentic and sustained relationships with families through its four-year advisory model. Each student is paired with an advisor who becomes the family’s primary point of contact, mentor, and guide. In 2024–2025, more than 800 individual and group Student-Led Conferences were held, many in families’ home languages. The school also held multilingual workshops on financial aid, career planning, and the college application process, which were well-attended by newcomer and multilingual families. Survey responses and advisory feedback indicate that families feel seen and respected, and that their involvement is welcomed beyond traditional parent roles. The Advisory Exhibition Nights, where families participate in project feedback and postsecondary planning, have become a cornerstone for building lasting relationships.|Broadway Campus (TK–6): While families consistently report feeling welcomed at Broadway, survey data and site reflections reveal a need to increase two-way communication—especially with families who do not attend formal events. Staff also identified the need for greater parent involvement in academic planning and advocacy, particularly in Special Education and English Language Development (ELD). Moving forward, Broadway will pilot grade-level “Advisor-to-Family Connection Weeks,” offering flexible times for informal conversations and support. Additionally, plans are underway to co-create family resource guides that demystify key processes like IEPs, MTSS, and academic interventions, especially for underrepresented communities. Emerald Upper Campus (7–8): In middle school, the primary challenge is deepening engagement with families of students who are disengaged, struggling behaviorally, or chronically absent. Although the school offers multiple touchpoints, some families still experience a disconnect during this transitional phase. Feedback from advisors and liaisons suggests the need for more frequent, informal interactions with families in their preferred language and modality. To address this, the site will expand positive phone calls home, create multilingual advisory newsletters, and introduce “Family Circles”—small-group listening sessions that bring parents, advisors, and students together to build community and voice. Emerald Lower Campus (9–12): At the high school level, while families report strong connections with advisors, input from our multilingual focus groups and LCAP feedback indicates a gap in consistent, two-way communication for families navigating complex systems (e.g., reclassification, college applications, IEP services). Many families expressed a desire for more proactive outreach and guidance—especially in the upper grades when postsecondary planning becomes more complex. In response, the school will launch a multilingual “Advisor-Family Communication Hub,” expand advisor office hours, and provide regular virtual and in-person workshops co-led by advisors and family liaisons to support advocacy, documentation, and navigating graduation pathways.|The goal of our FACE department is to serve all families. The strategies we provide, the training we offer, and the staff we hire serve all families with a focus on our underrepresented populations. With over 35 languages and 88 countries represented in our district’s demographics, there are always continued efforts to ensure that all families have the ability to and support in accessing resources and opportunities to partner with the school. In addition to the community bilingual liaisons, we are leveraging translation services that will allow us to connect with even more families in a wider range of languages.|Bostonia Global continues to demonstrate strong progress in building effective partnerships with families to support student success. Feedback from local surveys, Gallup results, and family engagement events in the 2024–2025 school year reflect that families feel well-supported in understanding their child's academic progress and how to help at home. Among all family engagement areas, building partnerships for student outcomes received the highest overall satisfaction score, highlighting our system-wide commitment to transparency, access, and collaboration. One key area of strength is our support for newcomer families. In 2024–2025, Bostonia hosted multiple newcomer welcome meetings at both the elementary and secondary levels. These meetings were facilitated by our multilingual community liaisons and advisors and provided families with critical information about school routines, academic expectations, and available supports. Families reported that these meetings helped ease the transition into a new educational environment and built trust with school staff early in the process. We successfully connected with over 60% of newly enrolled families who were new to the U.S. school system this year. Bostonia also launched a family literacy series modeled after Parent University, offering sessions for families focused on supporting reading and writing at home. Sessions were conducted in English, Spanish, Arabic, and Farsi, with parents receiving bilingual books and take-home activities aligned to early literacy strategies. These sessions focused on practical, research-based techniques like story retelling, asking questions during reading, and building vocabulary through shared conversations. Families not only gained tools to support academic growth but also reported stronger daily connections with their children as a result of participating. Advisory-based student-led conferences and grade-level exhibitions continue to serve as central points for family partnership. These events allow families to hear directly from their child, review their learning progress through our competency dashboards, and set goals together with advisors. Through these structures, families are active participants in shaping their child’s academic and personal growth journey. Taken together, these efforts reflect Bostonia Global’s belief that strong school-home partnerships are essential to student success. By prioritizing clear communication, family education, and ongoing collaboration, Bostonia has created a culture where families are valued contributors to student learning outcomes.|While Bostonia Global has built strong systems for informing and involving families in their child’s academic journey, feedback from our 2024–2025 local parent survey and LCAP engagement sessions identified a clear area for continued growth: helping families better understand their legal rights and feel confident advocating for their students in both academic and support settings. This need is particularly important for families of English Learners, students with disabilities, and newcomers navigating U.S. school systems for the first time. Many parents expressed a desire for more clarity around topics like the IEP process, reclassification criteria, assessment and grading practices, and how to ask for additional support when needed. To address this, Bostonia Global will expand the number and depth of family workshops offered throughout the year, with sessions available in Arabic, Spanish, Farsi, and English. These workshops are designed around direct parent feedback and focus on empowering families with actionable knowledge. Topics include navigating special education services, understanding English Learner progress and reclassification, interpreting competency-based report cards, and knowing how to request support services or accommodations. Our multilingual community liaisons, who serve as trusted guides for many families, will receive ongoing training to lead and support these sessions. They will also work closely with advisors, counselors, and administrative staff to ensure that families who need support most receive personalized outreach and follow-up.|Bostonia Global is committed to ensuring that all families—particularly those who are traditionally underrepresented—have consistent and meaningful opportunities to engage in their child’s academic progress and overall development. One of our most effective strategies for increasing equitable engagement is the Family Teacher Team (FTT) model. This approach transforms traditional events such as Back-to-School Night and parent-teacher conferences into more purposeful gatherings centered around academic data, shared goals, and relationship-building. To ensure broad and inclusive participation, school staff and community liaisons work together to invite families personally. Teachers and students often extend these invitations directly, followed by reminder calls and messages sent in multiple languages through platforms like ParentSquare. Campus marquees and digital channels are also used to promote FTT events to the broader community. Community liaisons conduct pre-meetings with parents—particularly those who may be new to the school or hesitant to attend—to explain the purpose of the event, clarify expectations, and answer questions in the family’s preferred language. The key to the success of Family Teacher Teams lies in the relationships between families and staff. Advisors and teachers prioritize trust, consistent communication, and follow-through, helping families feel valued and welcomed. As a result, attendance at FTT events is strong, even among families who have historically been less engaged. Bostonia Global will continue to build on this model to ensure all families—especially those who may face language, cultural, or logistical barriers—can actively support their child’s learning and feel connected to the school community.|At Bostonia Global, authentic collaboration with families is an essential part of our decision-making process. Survey results from the 2024–2025 school year highlight that families increasingly feel their input is valued and that they are invited to play a meaningful role in shaping school programs and policies. Our advisory model, built into the structure of our TK–12 system, helps to foster consistent communication between students, families, and school staff—creating a foundation for partnership and shared decision-making. One of our strongest areas of progress has been the expansion and strengthening of our English Learner Advisory Committees (ELAC) across all campuses. Bostonia has worked to build leadership among ELAC members and provide clearer pathways for family voice to influence site-level and systemwide decisions. This includes goal-setting sessions, translated materials, and consistent follow-up with parent leaders to ensure their suggestions are acknowledged and acted upon. Bostonia also participates in the district-level DELAC (District English Learner Advisory Committee), where our site representatives take an active role. These parent leaders help shape the agenda, contribute to ongoing conversations around multilingual learner support, and serve as ambassadors who encourage broader parent involvement. Several Bostonia parents who began in ELAC now take leadership roles in DELAC, helping guide conversations beyond our school and into the wider district landscape. Additionally, we host regular “Family Listening Sessions” and LCAP planning forums to ensure a wide range of family perspectives inform our continuous improvement efforts. These gatherings, held both in person and virtually, allow parents to engage in dialogue with school leaders, provide input on academic priorities, and co-develop ideas to strengthen school culture.|While Bostonia Global has made strong progress in inviting family input through advisory structures, survey results and community conversations from the 2024–2025 school year point to an ongoing area for growth: creating more opportunities for families to co-design and help lead school-based engagement efforts. Families have expressed a desire not only to be consulted, but to play a more active role in shaping events, programs, and supports that directly impact their students. To support this, Bostonia will strengthen family leadership development through our ELAC and DELAC representatives, with greater attention to agenda-setting and pre-meeting preparation. By ensuring that parent leaders have time, context, and support to identify priorities in advance, we aim to make meetings more responsive and better aligned to family needs. We also recognize the need to expand family understanding of how school systems operate—including how to navigate supports, raise concerns, and partner in decision-making. Staff across all levels will receive guidance on creating structures that invite family voice beyond traditional surveys or one-time meetings, moving toward authentic, two-way collaboration. This includes encouraging teachers, counselors, and administrators to work side-by-side with families in the design of school events, advisory topics, and even student exhibitions—creating shared ownership of our learning community.|The goal of our FACE department is to serve all families, including those that are typically underrepresented. In order to do this, we make sure we directly involve our families through advisory committees: site ELACs, DELAC, and LCAP. Additionally, we do this by making sure the Principal and Community Liaisons invite underrepresented families to our “Coffee with the Principal,” where they build authentic relationships, hear from, and communicate with our parents.    These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home and school becomes, the research shows that student achievement and outcomes are directly affected.|4|5|4|4|4|4|4|3|4|5|4|4|Met||2025-06-24|2025
37680070000000|Cardiff Elementary|3|Cardiff Schools deeply values strong partnerships with students and families, believing these collaborations significantly boost student learning and achievement. Each year, our initial meetings emphasize the crucial role parents play in our academic and social-emotional programs. All teachers and staff complete online training, including anti-bias modules, during the first weeks of school to further support this inclusive environment. We're incredibly fortunate to have an active and engaged community. Our parent advisory group, The Cardiff SEA, actively welcomes new kindergarten families throughout the summer with playdates and a dedicated parent night. Our office managers at both school sites provide tours and introduce new families to teachers and staff. We consistently see nearly 100% attendance at our Back to School Nights hosted by Cardiff School and Ada Harris Elementary. Together with The Cardiff SEA, we host numerous family-friendly events, such as: Monthly SEA meetings Family Fit Night Science Night Ocean Night Family Art Night Monster Dash and After Bash Ice Cream Social Movie nights Parent involvement is also highly encouraged in the classroom and at school-wide events. Parents are always invited to our monthly Cardiff Way Awards Assemblies. Classrooms often seek parent volunteers for reading and math groups, art lessons, field trips, garden activities, cultural events, and class celebrations. We also rely on parent support for fundraising initiatives like the jog-a-thon and read-a-thon, as well as our book fairs and the family events listed above. Additionally, each grade level invites parents and community members to observe and participate in student projects, performances, and other culminating works. Last year alone, our two schools hosted approximately 62 special family-friendly events and activities. Our commitment to fostering a strong community is reflected in our 2024 LCAP survey results, where 97% of parents and staff reported feeling connected to the schools, and 98% reported feeling safe.|Central to the Cardiff School District's vision is the Lifelong Learner Profile, which was developed by our district's visioning and strategic planning committees. This profile emerged as a high priority for all educational partners, as indicated by our LCAP survey results. To keep our families informed and engaged, each school distributes a weekly electronic newsletter called The Wednesday Wave. This newsletter was reimagined to enhance reader engagement, highlight upcoming events and communication from The Cardiff SEA, and features a principal's message. The Wednesday Wave also includes a rotating segment from our specialty teachers—science, PE, library, Spanish, garden, and music—and a dedicated section for The Cardiff Way (our SEL curriculum). Our school principals collaborate with our shared counselor to outline each month's focus area and provides activities families can do at home to build capacity in that area. The principal's message provides site-specific information, addresses safety concerns, offers tips for improving attendance, and spotlights positive happenings on campus. Information about after-school enrichments and our breakfast and lunch menus are also included. The Wednesday Wave serves as our primary communication channel to families as we continuously work to build community. We've also made a conscious effort to send stand-alone emails and make personal phone calls to families in both English and Spanish. This ensures parents and guardians are well-informed about field trips, special events, and specific class or grade-level needs. We've found that adding a personal touch whenever possible significantly strengthens our relationships with families, and this will remain a key area of focus.|We're always looking for ways to better connect with all families, especially those from underrepresented groups. Next year, we're excited to use Parent Square, a new platform that will significantly improve communication between teachers, staff, our parent organization, The Cardiff SEA, and families. Our bilingual office assistants are a direct link to our Spanish-speaking families, offering support, help, and translation. They also work with the office team to reach out to families of students who are often absent, which has already helped improve attendance. To further address attendance, our attendance clerks and teachers have been trained to use Independent Study Contracts for absences longer than two days. Our principals also do home visits and create attendance contracts with incentives to encourage better attendance. These efforts have clearly increased engagement with underrepresented families. For the past four years, implementation of our SEL curriculum, The Cardiff Way, has been essential in creating a supportive school environment. The Cardiff Way includes monthly focus areas and related lessons and activities. Lessons and activities are taught in class and we highlight focus areas in school-wide assemblies, and include a section in The Wednesday Wave with ideas for families to build SEL skills at home. This focus has also increased engagement with our underrepresented families.   We hold five ELAC/DELAC meetings each year, and we invite all parents and guardians of English Learners. To ensure everyone can participate, we send emails in both English and Spanish, post agendas at the front of the school, and send reminder calls in each family's main language. Each meeting includes our bilingual office assistant, and besides required agenda items, we always allow time for school reports and questions from families. These meetings are crucial for the school to build relationships with our multilingual families and have consistently led to more participation and engagement.|All classroom teachers share classroom activities with parents and guardians using a Learning Management System. Families of students in kindergarten through second grade can see their child's weekly assignments and activities through video updates on SeeSaw. For grades three through six, families can view current assignments and track their child's progress using Google Classroom and Schoology. We're lucky to be part of a close-knit community with low student turnover, which allows us to build strong relationships with families over time. Because of this, all teachers, including intervention and impact teachers, communicate directly and consistently with families. The Learning Center (grades 3-6) and the Learning Lab (grades K-2) send out progress reports with every report card. This keeps families informed about their child’s academic progress toward grade level standards and their progress with specific reading interventions. The district provides a bilingual office assistant at each school to help English Learner families understand achievement data, intervention services, and connect with the school. Parents were invited to parent-teacher conferences twice during the school year, and our percentage of parents in attendance increased from 98% to 99% of parents of English Learners, students with disabilities, and unduplicated students attended.|47% of The Districts families and staff provided input on district priorities through the annual Cardiff SEA survey.  Our educational partner feedback indicated the continued  importance of our specialty programs of PE, science, Spanish, music and garden.  There was a strong interest in growing our Spanish program.  Feedback continued to support the need for our school counselor supporting both schools with classroom lessons, small group support and counseling services.   Based on feedback from our educational partners, we hired a .6 art teacher who is shared between the two schools.  We will continue to have a full time counselor, the .6 art teacher and the specialty classes.  We will explore ways to possibly offer additional opportunities for Spanish through our after school enrichment program.|We've identified a couple of key areas where we can improve our partnerships with families to better support student success. We need to boost attendance at our ELAC/DELAC meetings and create more opportunities for non-English speaking parents, especially those with older students, to learn how to use our classroom Learning Management Systems. To address this, Cardiff Schools will directly contact multilingual families and parents of English Learners to find the most convenient day and time for future DELAC/ELAC meetings. Our bi-lingual office assistants attended a community networking breakfast and are using the connections they made to provide additional resources to our underrepresented families.|A LCAP Survey Link to collect input on District Priorities was sent to all educational partners, including certificated and classified staff and all parents, including parents of students with disabilities and ELL students. Student focus groups were conducted at both sites and input was collected and is reflected in our LCAP. Feedback was collected and reflected in the LCAP. A LCAP draft was sent to all parents, classified staff and certificated bargaining unit (CETA) members and posted on the website. Feedback was collected and input responded to. In addition, the following groups were provided opportunities to provide LCAP input:  School Site Council was consulted and reviewed the LCAP Draft The local SELPA (NCCSE) discussed the LCAP and the LCAP process District English Language Advisory Committee was consulted and reviewed LCAP draft District Parent Advisory (SEA)/Community was consulted and reviewed the LCAP draft Certificated Staff was consulted and reviewed LCAP draft Classified Staff was consulted and reviewed LCAP draft Administrative Leadership were consulted and reviewed LCAP draft Board of Trustees was consulted and reviewed LCAP draft Public Hearing was held on for the first reading of the LCAP on June 4, 2025 Board Approval on June 9, 2025|All educational partners, including staff, expressed overall satisfaction with the district’s enhanced focus on creating an engaging academic experience for students. They highlighted the district’s strong commitment to intervention and acceleration in English language arts and math, increased personalized instruction, numerous opportunities for parent involvement throughout the year, and the implementation of the Cardiff Lifelong Learner Profile.   Parents shared a desire for more academic challenge through rigorous instruction and acceleration, continued access to specialty classes, small group instruction, and a whole-child approach to teaching. Most respondents indicated they are aware of the Lifelong Learner Profile being taught in classrooms.    Students shared that they enjoy their kind and caring teachers, lunch time games and music at recess, the Gaga pit, the library, field day, birthday lunch, intramurals, time with friends, reading groups, and spirit days. They expressed interest in having a petting zoo at school, more time to silently read in class, be able to read books outdoors, have the library open during recess, new chairs in the library, and to play volleyball during PE.|Across all groups, there was a strong sense that the Cardiff School District fosters a warm, welcoming, collaborative, and engaging culture. Educational partners appreciate the district’s encouragement of parent participation and the many family-oriented events provided in partnership with the Cardiff SEA.    Cardiff Schools will continue to survey the underrepresented families to see if there is a better day and time for DELAC/ELAC meetings so that decision making input can be provided by more families.|5|5|4|5|5|5|5|4|4|4|4|5|Met||2025-06-09|2025
37680230000000|Chula Vista Elementary|3|Each year, CVESD invites educational partners to participate in feedback meetings to gather their insights and perspectives on district decision-making. Many parents take part in school governance by serving on site-specific councils and advisory groups, helping shape school culture and support student success. One of CVESD’s key strengths is the use of DAC/DELAC meetings to inform and engage the learning community. The district also fosters strong partnerships through initiatives such as Parent Ambassadors, the Safety Committee, Budget Advisory Council, and School Site Councils (SSC), all aimed at promoting positive student outcomes.|The Chula Vista Elementary School District is dedicated to finding new and effective ways to engage parents and families in order to enhance student success and strengthen the learning community. This includes a wide range of efforts such as family engagement initiatives, community partnerships, feedback opportunities, and support tailored to diverse needs. As part of this commitment, CVESD set an LCAP goal focused on deepening engagement with educational partners to promote shared responsibility and accountability in fostering strong home-school connections and delivering high-quality learning experiences for all students. Key focus areas include community outreach, parent leadership development, educational opportunities, and expanding digital engagement. Through these efforts, CVESD strives to create an inclusive and welcoming school environment where families feel respected, valued, and actively involved in their children’s education.|CVESD is strengthening engagement with underrepresented families by hosting Community Expos, expanding the Communications Department, and implementing a Parent Ambassadors program. Community Expos bring together families, school staff, and community partners to build relationships and provide workshops and resources that reflect the diverse needs of the community. The expanded Communications Department ensures that vital information reaches families through multilingual newsletters, social media, and targeted outreach. Parent Ambassadors will be introduced at school sites to create opportunities for family leadership, supporting key district programs and initiatives.   CVESD is also rolling out a new communication tool—including a mobile app, updated website, and enhanced mass communication system—to streamline and improve how families receive important updates and resources. In addition, Parent University will be expanded in the new school year, offering families even more opportunities to engage in our learning community. This includes a new partnership with Brain Balance of San Diego, providing sessions focused on student behaviors and wellness.   Additionally, the expansion of Community Schools in our district highlights our commitment to strengthening family engagement by creating welcoming, inclusive spaces where families feel valued and connected. As the program grows, it continues to provide a wide range of resources, workshops, and support services tailored to meet the diverse needs of families. By building strong partnerships between schools, families, and the community, the program empowers families to actively participate in their children’s education, ultimately supporting student success, well-being, and a thriving school community.|The Chula Vista Elementary School District has a strong tradition of fostering meaningful relationships with its parent community. Educational partners consistently share that CVESD schools offer welcoming environments, with staff and teachers who are approachable and supportive. According to the Hanover Survey, parent participation in parent-teacher conferences remains high, and families are aware of opportunities to serve on advisory groups such as the School Site Council (SSC) and English Learner Advisory Committee (ELAC). Efforts to strengthen home-school connections continue, including engaging parent leaders from across the district in shaping the District Parent and Family Engagement Policy. This policy is collaboratively developed with parents and reviewed annually. Notably, members of the District Advisory Council (DAC) and the District English Learner Advisory Committee (DELAC) work closely with each other and with school leadership to offer meaningful input into this process.|Chula Vista Elementary School District is actively strengthening partnerships with local organizations and agencies to enhance student outcomes. A key focus is on implementing the proven practices developed by the National Center for Urban School Transformation (NCUST), using research-based strategies and shared resources to boost student achievement and school effectiveness. Rather than simply contracting services, CVESD is committed to deeply integrating NCUST’s methods into daily school operations to create lasting improvements.   As part of this work, the district is emphasizing the Cultures of Thinking framework in action to support its Rigorous Learning for All plan. This focus helps create learning environments where critical thinking, collaboration, and high expectations are central, ensuring that all students engage deeply with challenging content.   CVESD also provides strategic and tailored support initiatives that address the specific needs of each individual school site. The district is building strong relationships with local Institutes of Higher Learning (IHL), including the Aspire Teacher Residency Program at National University, which prepares teachers specifically for CVESD through a cohort model. This program offers students a district stipend, scholarships from National University, and a teaching position in the district, all aimed at raising K-12 student achievement through innovative teacher preparation and ongoing professional support.   Recognizing the unique challenges faced by military families—such as frequent relocations affecting enrollment, transfers, placement, and graduation—CVESD ensures these families receive dedicated support. Schools with the highest numbers of military-connected students have access to Military Family Life Counselors, and the district works closely with a naval base liaison officer to continually develop resources and services for military families.|"Chula Vista Elementary School District is committed to expanding collaboration opportunities to strengthen student outcomes, with a special focus on unduplicated student groups, as reflected throughout our LCAP. Guided by the belief that ""it takes a village"" to support student success, CVESD prioritizes ensuring that all students achieve positive outcomes. The district supports family engagement through initiatives like Parent University, which offers education, resources, and workshops designed to empower parents and caregivers. Building on this, CVESD plans to expand its reach by establishing Parent Ambassadors at each school site to further strengthen family involvement and community connections. These efforts help create a more inclusive and supportive environment where all families feel valued and connected to CVESD schools.   To improve attendance and student engagement, CVESD employs a proactive approach that involves close monitoring and support from various staff members who work collaboratively with families to address barriers to consistent attendance, ultimately aiming to boost academic success."|Collaboration with staff, parents, and the community is a vital part of our District’s decision-making process, which is clearly outlined on our website alongside our vision. Each year, CVESD surveys and actively involves parents and family members to collect the feedback needed for developing and updating the LCAP, the LCAP Federal Addendum, and other state and federally funded programs. At every school, input from educational partners is also gathered during SSC and ELAC meetings to inform the development of the school’s SPSA. This collaborative approach ensures that all educational partners have a meaningful voice in decisions regarding the allocation of funds to support students at both the district and school levels.   Additionally, CVESD’s Rigorous Learning for All Five-Year Plan is shaped and driven by the valuable input from educational partners. This ongoing collaboration helps guide the district’s focus on raising academic standards and creating equitable learning opportunities for all students.  CVESD also benefits from a strong DAC/DELAC and Executive Board, where parent leaders from across the district come together monthly in person. These meetings provide opportunities to discuss topics relevant to their children’s learning, connect with other parents, and work closely with site principals to enhance parent engagement and increase input on school plans and policies that affect their children’s education.|CVESD is dedicated to cultivating and expanding engagement among educational partners to promote a strong sense of shared responsibility and accountability in supporting the home-school connection and ensuring high-quality learning experiences for all students. As part of the CVESD Rigorous Learning for All initiative, district leadership conducted input tours at each school site to gather essential feedback from educational partners. This critical input is helping to shape the district’s planning and goals for the upcoming years. Moving forward, CVESD will continue to prioritize two-way communication, provide meaningful opportunities for feedback, and enhance communication channels—including strategic improvements to both the district and school websites.|CVESD is committed to enhancing the engagement of underrepresented families through targeted actions detailed in our LCAP. These efforts include expanding Community Outreach and Engagement to build stronger connections with diverse family and community groups; increasing Parent Leadership and Education Opportunities to empower parents with the knowledge and skills to actively participate in their children’s education; and advancing Digital Engagement to improve access and communication through user-friendly technology platforms. By focusing on these key areas, CVESD aims to ensure that a wider and more diverse range of voices are included and heard in important district-wide initiatives and planning processes, such as the LCAP development and the Parent and Family Engagement Policy. This approach fosters greater inclusivity, equity, and partnership between the district and all families it serves. |5|4|5|4|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
37680230119594|Leonardo da Vinci Health Sciences Charter|3|LdVCS offers consistent and multiple opportunities for families to meet with teachers to discuss student's progress and outcomes through Back to School Night, English Learner Language Conferences, and Trimester Parent/Teacher Conferences. LdVCS has focused on building stronger ties between all educational partners by focusing on consistent clear communication, meaningful events, and purposeful committees. LdVCS promotes gathering all educational partners' input through our Parent Advisory Council (PAC), English Learner Advisory Council (ELAC), Governance Committees, and the Board of Trustees. These councils and committees meet publicly and monthly and all educational partners are encouraged to attend. Parents are also encouraged to volunteer in the classroom.  2025-26 Local Performance Indicator Self-Reflection for Leonardo da Vinci Health Sciences Charter School Page 11 of 19 2. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families. LdVCS has worked hard to strengthen our Parent Advisory Council (PAC) membership and presence within our school community. All voices are encouraged to give feedback in order to provide a higher quality experience for all families. An additional area of growth is to add a Community Outreach Spokesperson to continue to build rapport and relationships between school staff and families.|LdVCS has worked hard to strengthen our Parent Advisory Council (PAC) membership and presence within our school community. All voices are encouraged to give feedback in order to provide a higher quality experience for all families. An additional area of growth is to add a Community Outreach Spokesperson to continue to build rapport and relationships between school staff and families.|The goal is to get more parents to join our Parent Advisory Council (PAC) meetings and provide more opportunities for parents to become aware of all the ways they can be involved. LdVCS will be hosting a beginning of the year orientation for parents that will explicitly explain how to get more involved. There will be information booths available for parents to come over to learn more. LdVCS plans to add a Community Outreach Spokesperson to our team to continue this work.|LdVCS has started a partnership with UCSD to bring FREE parent education workshops to provide meaningful and relevant education for parents. This partnership for student outcomes reflects a commitment to collaboration, resource sharing, targeted interventions, data-driven decision making, and community engagement. These efforts have already contributed to improved student outcomes and a more comprehensive and holistic approach to education within the community.|By continuing to address equity and inclusion, improve stakeholder engagement, align goals and strategies, enhance data sharing and analysis, and invest in capacity building, LdVCS aims to foster stronger partnerships that positively influence student success. LdVCS plans to add on more information webinars/meetings to make sure all information is communicated to parents.|Through culturally responsive practices, effective outreach and communication, meaningful involvement, community partnerships, and tailored support services, LdVCS seeks to foster a more inclusive and equitable educational environment where underrepresented families are actively engaged in their child's education and have a voice in shaping the outcomes for all students. LdVCS plans to recruit at least one parent representative from every grade to increase equity.|LdVCS demonstrates a commitment to collaboration, transparency, data-informed practices, continuous improvement, and educational partner empowerment during our Board meetings, committee meetings, and advisory councils. These efforts have resulted in more inclusive and informed decision-making processes that consider a wide range of perspectives and ultimately contribute to positive student outcomes. LdVCS is always looking for ways to improve and engage with more educational partners.|LdVCS seeks to enhance the effectiveness and inclusivity of its processes for seeking input in decision-making. LdVCS is working on ensuring diverse representation, improving outreach and engagement strategies, utilizing stakeholder feedback, enhancing communication and transparency, and investing in capacity building.|LdVS is working on developing culturally responsive outreach, creating targeted engagement initiatives, supporting family empowerment and capacity building, and promoting a culture of honesty and transparency to improve engagement with underrepresented families.|5|4|5|5|4|4|5|4|5|5|5|5|Met||2025-06-26|2025
37680230138073|Learning Choice Academy - Chula Vista|3|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.|We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students|Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.|A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).|A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
37680236037956|Feaster (Mae L.) Charter|3|Feaster Charter School has made notable progress in building strong relationships between school staff and families, as evidenced by local data and educational partner input. A key strength lies in our consistent efforts to create multiple, accessible avenues for communication and collaboration with families. These efforts have fostered trust and increased parent engagement across our TK-8 community. We have established a comprehensive framework of family engagement opportunities, including monthly parent workshops, Family Friday events, and academic showcases. These events are designed to welcome families onto campus, provide meaningful learning opportunities, and support parents in understanding and contributing to their child's educational journey. Feedback collected from families through surveys and forums reflects appreciation for these opportunities and indicates they feel welcomed and valued as partners in the school community. Another area of strength is our support for multilingual families. Feaster Charter offers interpretation services and translates essential materials to ensure all families can access school information and participate fully. The school also hosts targeted outreach and engagement events such as DELAC (District English Learner Advisory Committee) meetings and parent-teacher conferences with translation support, contributing to improved communication and trust with our diverse family population. Feaster has prioritized fostering a culture of belonging through social-emotional learning and positive behavior interventions in response to stakeholder input. The school’s commitment to inclusive practices has enhanced relationships between staff and families by ensuring every student feels seen and supported, strengthening family trust and connection with school personnel. Additionally, families have expressed positive feedback about the accessibility and responsiveness of staff. Teachers and administrators communicate regularly through phone calls, emails, Class Dojo, and in-person meetings. Educational partner surveys show that families feel comfortable contacting staff with questions or concerns and believe school personnel care about their children’s well-being and academic success. As we continue to strengthen family-school relationships, Feaster Charter remains committed to using family feedback to guide improvements and deepen collaboration. The ongoing dialogue between families and staff is a cornerstone of our school culture and critical in advancing student achievement.|Based on the analysis of educational partner input and local data, Feaster Charter School has identified Building Relationships Between School Staff and Families as a key area for continued improvement, particularly through actions that promote accessibility, trust, and active partnership. Stakeholder engagement efforts—including surveys, focus groups, advisory committees, and community events—revealed a strong appreciation for existing family engagement programs and highlighted areas for expansion and consistency. Parents expressed a need for more opportunities to connect with school staff, better understand school programs, and tools to support student learning at home. Similarly, staff and students emphasized the positive impact of connected and informed families on student well-being and academic success. To address these needs, Feaster Charter School has embedded family engagement as a foundational element within LCAP Goal 1, which focuses on advancing equity for all students and families. A central component of this effort is Action 1.5, which expands family advancement opportunities. In the 2024–25 school year alone, Feaster offered an average of 19 parent engagement sessions per quarter—more than triple the previous year's baseline of 6. These included English language classes, digital literacy training, parenting workshops, and family resource events designed to empower parents with the skills and knowledge to support their children’s education. Additionally, Feaster has invested in professional development (Action 1.8) to build staff capacity around equitable instructional practices and strategies for meaningful family engagement. These trainings ensure that all staff members—teachers, support personnel, and administrators—are equipped to create welcoming environments and communicate effectively with families from diverse backgrounds. Feaster also implements a structured SART process (Action 1.7), which strengthens family-staff relationships by providing personalized outreach, identifying barriers to attendance, and engaging families in proactive problem-solving. As a result of these efforts, chronic absenteeism dropped by 13.7% from the previous year, with all student subgroups improving and no groups remaining in the red performance level on the California Dashboard. Finally, through Goal 2 actions such as expanded counseling services (Action 2.3), wellness education, and mentorship initiatives, Feaster fosters two-way communication and trust between families and school staff, particularly for historically underserved groups. Together, these strategies demonstrate Feaster Charter School’s commitment to building authentic, respectful partnerships with families as a cornerstone of student success. Moving forward, the LEA will continue refining its approach by using disaggregated feedback and implementation data to ensure that all families—especially English Learners, Students with Disabilities, and low-income students—feel connected.|Based on the analysis of educational partner input and local data, Feaster Charter School recognizes the critical importance of improving engagement with underrepresented families, particularly in building meaningful relationships between school staff and families. This need was underscored during the self-reflection process and affirmed by stakeholder feedback from families of English Learners, socioeconomically disadvantaged students, and students with disabilities. To address these needs, Feaster Charter School is implementing a comprehensive set of strategies aligned to LCAP Goal 1, which is focused on advancing equity through improved access, support, and engagement. Specifically, the school is deepening its commitment to relationship-building through the following targeted actions: 1. Expansion of Parent Advancement Opportunities (Action 1.5): In response to family feedback gathered during Café y Convivio, LCAP surveys, and focus groups, Feaster has more than tripled the number of quarterly parent education events. These include English language classes, digital literacy training, and workshops on navigating school systems. In the 2024–25 school year, the school offered an average of 19 sessions per quarter, up from 6 the previous year, ensuring that families, particularly non-English-speaking or low-income backgrounds, are empowered to partner effectively with school staff. 2. Accessible Family Engagement Supports: Feaster offered bilingual surveys and dedicated office hours to help families understand and contribute to the LCAP process. These intentional outreach practices were designed to reduce barriers and affirm the voices of underrepresented families, including English Learners and immigrant households. 3. Strengthened Attendance Interventions and Relationship Building (Action 1.7): Chronic absenteeism has historically been high among English Learners (27%), socioeconomically disadvantaged students (29.2%), and students with disabilities (33.3%). Feaster launched a personalized, data-driven SART process centered on proactive outreach and family engagement to combat this. Staff members met with families individually to identify barriers and build trust, leading to a 13.7% overall reduction in chronic absenteeism, with significant gains across all subgroups. These efforts exemplify a relational approach—rooted in empathy and communication—that supports consistent school attendance and engagement. 4. Professional Development in Equitable Practices (Action 1.8): Staff received regular professional development on culturally responsive engagement and inclusive instructional strategies. These sessions emphasized the importance of relationship-building with historically marginalized families and helped staff reflect on biases and improve communication practices. 5. Sustained MTSS and Intervention Coordination (Action 1.6): Feaster hired an MTSS Instructional Assistant to monitor SST cycles to increase transparency and collaboration.|Based on educational partner input and local data, Feaster Charter School has demonstrated significant strengths and progress in Building Partnerships for Student Outcomes. Central to this progress is the school’s commitment to inclusive, continuous engagement with families, students, teachers, administrators, and community partners to co-develop and refine the Local Control and Accountability Plan (LCAP). A key strength is the multi-tiered and intentional engagement strategy used throughout the LCAP development process. Feaster hosted dedicated LCAP focus groups with all major stakeholder groups, including parents (via Café y Convivio), students (across all grades TK–8), teachers, administrators, classified staff, and advisory groups such as the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). These sessions were designed to be developmentally appropriate and linguistically accessible, ensuring authentic input from a broad and diverse community. This engagement led to concrete actions that reflect the values and priorities of the community. For instance, in response to stakeholder input: -A new goal was introduced to hire Math Impact Teachers to address persistent achievement gaps, especially for unduplicated students performing below grade level. -The school expanded parent advancement opportunities, including English classes, digital literacy training, and family workshops. This directly responded to parent feedback about a need for greater access to educational resources and support. -EduClimber, a centralized student support dashboard, was adopted to improve tracking and coordination of academic, behavioral, and wellness interventions, aligning with staff and family requests for improved data systems. Student voice played a vital role in shaping supports such as the College and Career Showcase and STEAM Career Fair, and 100% of students in grades TK–8 completed the RIASEC and Mindlabs Career Surveys. These opportunities enabled students to articulate their strengths, interests, values, and career aspirations, evidencing a strong foundation for future academic and career readiness. Feaster’s partnership with families has also contributed to measurable improvements in student outcomes. Chronic absenteeism dropped from 27.6% to 13.9% due to a robust, family-centered SART process that included personalized outreach and barrier analysis. Moreover, 100% of student self-referrals for counseling were addressed, and mentorship programs (e.g., Girls’ Empowerment and Brotherhood Summits) were implemented to build trusting relationships and resilience. Educational partners have also shaped decisions to reallocate resources—for example, discontinuing the Boys to Men mentorship program due to limited impact and redirecting those funds toward more effective supports. These adaptive practices reflect a responsive and collaborative planning process.|Based on the analysis of educational partner input and local data, Feaster Charter School has identified key focus areas for improvement in Building Partnerships for Student Outcomes. These priorities are grounded in our ongoing commitment to equity, responsiveness to stakeholder feedback, and the need to address persistent opportunity gaps across student groups. One primary focus area is strengthening family-school partnerships through increased and targeted parent engagement opportunities. As a direct response to family input gathered through focus groups, surveys, and advisory committees (PTO and DELAC), Feaster expanded its offerings for families in the 2024–2025 school year. These included English language classes, digital literacy training, and workshops designed to equip families with the tools needed to support student learning at home. Based on this strong participation and parent feedback, Feaster will continue to prioritize accessible, culturally responsive, and skill-building family engagement activities in 2025–2026, with a minimum of seven sessions offered each quarter. Another area of focus is improving systemic monitoring and follow-through for Student Support Teams (SSTs) and intervention processes. Stakeholders, especially teachers and administrators, noted concerns about incomplete or overdue SST cycles. In response, Feaster created a dedicated MTSS Instructional Assistant position to streamline data entry, track interventions, and ensure timely student support. This investment and implementing the EduClimber platform strengthen school-home communication around student progress and reinforce collaborative partnerships to support learning outcomes. Additionally, attendance and student engagement have been improved through a structured, data-informed School Attendance Review Team (SART) process. Chronic absenteeism, which disproportionately impacted English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students, was a concern raised by families and staff. Feaster implemented personalized family outreach, attendance contracts, and barrier identification strategies in response. This initiative resulted in a 13.7% decrease in chronic absenteeism in 2023–2024, with all subgroups improving. Maintaining these gains will require continued family partnerships built on trust, communication, and shared problem-solving. Finally, consistent feedback from students and parents underscored the importance of transparency and access to enrichment and career readiness activities. In response, Feaster ensured 100% of students took the RIASEC and Mindlabs surveys and participated in college and career showcases. The school will continue to align career exploration efforts with family engagement to co-create pathways to post-secondary success. In summary, Feaster Charter School will continue to focus on areas for improvement and Build Partnerships for positive student outcomes.|Based on the analysis of educational partner input and local data, Feaster Charter School will improve engagement of underrepresented families—specifically English Learners (EL), socioeconomically disadvantaged (SED), students with disabilities (SWD), foster youth, and homeless families—by deepening efforts aligned to the “Building Partnerships for Student Outcomes” priority. Key strategies include: 1. Expanded Parent Advancement Opportunities    Feaster Charter significantly expanded parent engagement offerings in direct response to parent input gathered through focus groups (e.g., SpEd Parent focus group) and LCAP surveys. These sessions include English language classes, digital literacy workshops, and parenting education designed to empower families, particularly those from underserved backgrounds, to support their children's learning and confidently engage with the school system. 2. Bilingual and Culturally Responsive Engagement    All LCAP communications, surveys, and support sessions were provided in English and Spanish, the home language of over 91% of the student body. Staff hosted LCAP Survey Office Hours and individual support sessions to ensure equitable participation from linguistically diverse families, focusing on removing barriers to engagement. 3. Inclusive Advisory Structures    Feaster intentionally elevated underrepresented voices by engaging families through the District English Learner Advisory Committee (DELAC) and Parent Teacher Organization (PTO), as well as through structured focus groups. These sessions allowed families to reflect on services, provide actionable feedback, and influence decisions about student supports, mental health resources, and enrichment programs. 4. Direct Connection Between Family Input and Resource Allocation    Family feedback directly shaped LCAP actions such as maintaining designated ELD supports, expanding counseling services, increasing academic field trips (9.7 average per grade), and hiring Math Impact Teachers to address persistent academic gaps. These decisions illustrate a commitment to responsive planning and building trust with underserved families by acting on their priorities. 5. Systematic Monitoring and Follow-Through    Feaster hired an MTSS Instructional Assistant tasked with systematizing and tracking Student Support Team (SST) cycles to strengthen school-family partnerships. This ensures timely follow-up on concerns raised by families and supports improved communication around student needs and services. Additionally, EduClimber will streamline access to data for teachers and families, reinforcing transparency and shared responsibility for student outcomes. 6. Chronic Absenteeism Reduction through Family Outreach    Feaster recognized attendance as a key engagement metric and launched a data-driven SART process to support families facing attendance challenges. Through personalized outreach, barrier identification, and wraparound supports, chronic absenteeism was drastically cut|Feaster Charter School demonstrates significant strengths and progress in “Seeking Input for Decision-Making,” as evidenced by its robust, inclusive, and multi-modal approach to engaging educational partners in the development of the Local Control and Accountability Plan (LCAP). One of the school’s key strengths is its intentional and comprehensive engagement process design, which ensures representation from all stakeholder groups. These include teachers, administrators, classified staff, students (TK–8), parents and guardians, the Parent Teacher Organization (PTO), and the District English Learner Advisory Committee (DELAC). Each group was provided meaningful, structured opportunities to contribute feedback that directly influenced the final LCAP. Feaster Charter employed a variety of engagement methods tailored to each stakeholder group. For instance, teachers participated in targeted meetings (e.g., December 11 and February 5) to analyze specific goals, such as academic achievement and the effectiveness of instructional assistants, and were invited to complete feedback surveys. Administrators contributed through surveys, weekly leadership meetings, and active participation in stakeholder focus groups. Classified and support staff also completed surveys to capture feedback on school operations, wellness supports, and student interventions. For families, Feaster conducted an LCAP focus group during the “Café y Convivio” event and hosted three survey support office hours to assist parents with completing the LCAP survey, offered in both English and Spanish. The PTO and DELAC were further engaged through dedicated meetings, where they reviewed LCAP goals and actions and provided feedback without requiring any formal responses, indicating consensus or satisfaction with the proposals. Significantly, Feaster expanded student voice in decision-making. Transitional Kindergarten through 2nd-grade students were included in focus groups using age-appropriate tools and facilitation for the first time. In grades 3–8, students participated in focus groups and completed surveys reflecting on academic supports, wellness resources, and enrichment opportunities. These efforts culminated in concrete changes to the 2025–2026 LCAP, illustrating the school’s responsiveness to stakeholder input. Notable examples include the addition of Math Impact Teachers in response to concerns about math achievement, implementing the EduClimber data system to improve intervention monitoring, and discontinuing the Boys to Men program following feedback on its limited effectiveness. The expansion of parent advancement opportunities and the refinement of SST timelines and protocols also reflect stakeholder influence. Feaster’s ongoing commitment to transparency and collaboration is further demonstrated through its quarterly LCAP progress reports, integration of stakeholder feedback into leadership decisions, and the scheduled public hearing and adoption process with the charter Board|Based on the analysis of educational partner input and local data, Feaster Charter School has identified key focus areas for improvement in Seeking Input for Decision-Making within the 2025–2026 LCAP. While Feaster has developed a comprehensive and multi-tiered engagement strategy, including focus groups, surveys, and advisory meetings (PTO and DELAC), areas for growth were identified in ensuring the consistent monitoring of input impact and enhancing systematization of stakeholder feedback loops. Several enhancements are being implemented in direct response to this reflection: 1. Strengthening Feedback Integration and Visibility    Although all major educational partner groups (teachers, students, parents, other school personnel, advisory committees, and administrators) were engaged in developing the LCAP, feedback revealed a desire for more explicit demonstration of how input influenced specific decisions. For example, stakeholder input led to adding Math Impact Teachers and implementing the EduClimber dashboard. 2. Expanding Equitable Access to Engagement Opportunities    While parent engagement was robust, with surveys in English and Spanish, focus groups during Café y Convivio events, and technical assistance during survey office hours, student feedback emphasized a need to further empower younger learners (especially TK–2nd grade) through developmentally appropriate engagement practices. As a result, Feaster is refining how it captures early elementary input using visual supports and structured activities to ensure all student voices meaningfully shape planning. 3. Enhancing Systematization of Input and Monitoring    Through administrative reflection and stakeholder engagement, Feaster identified a need to streamline how educational partner input is tracked, analyzed, and revisited. The introduction of EduClimber as a data dashboard tool in the 2025–2026 LCAP will not only support academic and behavioral monitoring. Still, it will also serve as a mechanism for organizing qualitative input from stakeholders and monitoring how it informs goals, actions, and outcomes. 4. Increasing Advisory Group Responsiveness    While no comments from PTO or DELAC required written responses in the current cycle, Feaster Charter recognizes the opportunity to deepen these groups' involvement by including more collaborative decision-making processes and facilitating follow-up meetings where advisory feedback is revisited with outcome data. This shift will help transition advisory groups from consultative roles to more co-constructive partnerships. 5. Developing Student Leadership as Input Channels    Students provided valuable feedback during focus groups and surveys. Feaster aims to increase student agency by establishing a student leadership advisory group in 2025–2026 to build on this foundation. This group will provide ongoing feedback, particularly on school climate, engagement programs, and enrichment initiatives, and ensure student voices are heard.|Based on the analysis of educational partner input and local data, Feaster Charter School will improve the engagement of underrepresented families, particularly English Learners, socioeconomically disadvantaged families, and families of students with disabilities, through several targeted strategies aimed at increasing authentic and inclusive participation in decision-making processes. During the self-reflection process, Feaster identified the need to deepen engagement with traditionally underrepresented families in school planning. While parent participation through surveys, focus groups, and advisory councils (PTO and DELAC) was robust, school data and stakeholder feedback revealed barriers such as language access, digital literacy, and varying levels of familiarity with educational systems. In response, Feaster Charter has implemented and will expand the following strategies: 1. Enhanced Access and Supports for Participation:    Feaster Charter offers parent advancement opportunities, including English classes, digital literacy training, and parenting workshops. These opportunities help parents, especially English Learners and low-income families, build confidence and skills to engage in school decisions more effectively. 2. Multilingual and Inclusive Outreach:    LCAP-related surveys and engagement sessions are offered in English and Spanish. For example, the LCAP survey office hours on February 12, 13, and 18 were specifically designed to assist parents in understanding and participating in the planning process. 3. Targeted Engagement with Advisory Councils:    Feaster engaged its District English Learner Advisory Committee (DELAC) and Parent Teacher Organization (PTO) through dedicated meetings and focus groups, providing these groups with opportunities to directly influence the LCAP goals and actions. DELAC members gave feedback on support for English learners, which helped shape designated ELD instruction and SST tracking for long-term English learners (LTELs). 4. Systematic Inclusion of Family Input in LCAP Revisions:    Stakeholder input led to key changes in the 2025–2026 LCAP, such as adding Math Impact Teachers, refining SST processes, and increasing parent learning opportunities. Family feedback was also instrumental in phasing out programs that did not meet engagement goals, such as the Boys to Men mentorship program, and reallocating resources to higher-impact areas. 5. Data-Informed Progress Monitoring:    Through the implementation of EduClimber, a schoolwide data system, Feaster will more systematically track student interventions, attendance, and engagement data, including family involvement metrics. This ensures the timely identification of underrepresented family groups needing additional outreach or support. 6. Staff Professional Development on Equity and Engagement:    Feaster provides ongoing professional development on culturally responsive family engagement strategies to ensure that all staff are equipped.|5|5|4|5|5|5|5|4|5|5|3|5|Met||2025-06-11|2025
37680236037980|Mueller Charter (Robert L.)|3|Mueller Charter School has an established history of developing and sustaining partnerships between staff and students’ families to ensure every student experiences success. Home visits are conducted by teachers for every student at the beginning of each school year; release time is provided by the school to give staff and families the opportunity to connect.   In addition to home visits teachers conference with all families two additional times throughout the year to provide updates on student progress. Workshops, trainings, community events, and family nights are provided throughout the year to give staff and families a variety of opportunities to build relationships, ultimately ensuring overall student success.  As a community school, we have continued to improve family engagement in both formal and informal settings. In addition, we have increased parent education opportunities offered on campus on a variety of topics selected by parents via needs assessment data.|Mueller Charter School is committed to creating strong home and school connections with our students and their families.  An area identified as needing improvement is having a broader representation of parents and guardians participating in governance, planning, and input opportunities. A focus for Mueller is to expand number of trusting relationships staff have with families. Working with parents and guardians on planning engagement activities to involve more families in building a culture of community. This year we implemented a parent training calendar offered on campus.  While topics were selected based on survey data, attendance varied based on topic.  The next step will be to find ways to increase attendance in these parent education opportunities. We did see an increase in survey responses from our family/community survey. This needs assessment data allowed for us to gather input in additional ways to build relationships between school staff and families.|In addition to Home Visits and Student-led conferences Mueller Charter School believes that ongoing, two-way communication with all educational partners is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information, a digital marquee, the Remind 101 app, Jupiter Grades, school messenger and our websites.  We have also invested in a tools for increased communication to family and communities. Mueller continues to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input.  As part of the Community School implementation, Mueller established parent/community outreach role at each site.|Mueller and Bayfront's commitment and approach to serving students from a holistic approach is deeply rooted in our collective work as a Charter Organization for 30 years. The Resiliency Monitoring Process and framework is our school-wide approach to comprehensive student monitoring that assures that we address barriers to learning and develop interventions for our highest need student groups including socioeconomically disadvantaged students, Multilingual Learners and Homeless/ Foster Youth.   This approach takes into account academic measures, attendance, behavior, health, social emotional needs and outside factors that may be impacting students. It is implemented UTK-12 and is directly connected towards improving student outcomes on the CA Dashboard but also local measures. Our commitment to staffing support services includes school counselors, psychologists, nurses, Dean Students/ Associate Principal, Coordinator Student Support Services and the College and Career Project Specialist. We have a Homeless and FY Youth Liaison that coordinates outreach  with the school counseling departments at each school site to provide the necessary supports and referrals to families experiencing housing instability.   We continued with Community School Staffing to support the Community School Initiative.   We have a community schools resource room, which will serve as a community hub for community engagement. In addition, it will house emergency food, referrals, and emergency clothing. As part of this initiative, we continue to leverage community partnerships such as: Boys to Men Mentoring, HERE Now, South Bay Community Services, San Ysidro Health Services Mobile Clinic,  SY Health Dental Clinic, Family Health Centers of San Diego Mobile Clinic, WAHUPA Educational Services, Living Coast Discovery Center, Nueva Vista Family Services, A Reason to Survive( ARTS), Cesar Chavez Service Learning Club, COTA, Lions Club, Southbay Sustainable Communities, UCSD Shiley Eye Mobile and Rensol.   Bayfront ( Grades 9-12) has continued to strengthen a college-going culture as well as career exploration and preparation opportunities. Through our partnership with Southwestern College we increased dual enrollment courses with 11 this year.  We received the dual enrollment, CCAP/MCEC grant to support this initiative and fund staffing for a College and Career Program Specialist to strengthen the dual enrollment program. In effect, we were able to increase the percentage of students who completed dual enrollment courses. We also strengthened transitional supports for community college-bound students by supporting 100% of our students to apply to Southwestern College with their outreach program. We continued to invest in successful online platforms to support summer school program as well as support students towards their progress toward graduation. College and career exploration activities continued to be an intentional action in grades 7-12.  Graduation rates remained strong with|Mueller/Bayfront Charter School is committed to developing and sustaining partnerships with families to ensure student success. Home visits are conducted by teachers for every student once each year and staff conferences with families two additional times throughout the year to provide updates on student progress. Student Led Conferences have been increased at Bayfront for students in need of academic support.  Additional communication through messaging, websites, social media, school messenger, and text messaging will be increased to help recruit parent participation. As a community school, we have also increased the ways we gather data from families embedding opportunities to gather data during community events. We have also conducted additional surveys and outreach to hear from parents and to gather needs assessment data.|Mueller/Bayfront Charter School is committed to creating strong home and school connections with our students and their families. Home visits are conducted for every student at the start of every school year. Workshops, trainings, and family nights are provided throughout the year for families to learn more about supporting their children’s school success.  Mueller Charter School believes that ongoing, two-way communication with all educational partners is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information, a digital marquee, the Remind 101 app, Jupiter Grades, social media and our websites. Mueller continues to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input.|Opportunities for parent and family input are designed into Mueller/Bayfront systems of governance. Parent Advisory Council/s LCAP Input Sessions are held to gather input. Information is shared about LCAP, data trends, goals and a facilitated conversation to gather input towards actions and metrics. Family Community Surveys are sent out in English and Spanish. The LIM Family Survey is sent out annually. DELAC/ELAC provided input and consultation during their meetings. Community Schools Advisory Council met and provided input regarding Community Schools within the context of LCAP overarching goals. A community schools survey was also collected to provide additional needs assessment information. Collected data informs LCAP development and school-wide decision-making. In addition, empathy interviews and data trends are gathered from conferences, home visits and parent engagement opportunities including parent nights, workshops and events. Parent Advisory Councils meet consistently throughout the school year and providing on-going consultation|Mueller Charter School knows that ongoing, two-way communication with all educational partners is critical. Mueller is committed to creating strong home and school connections with our students and their families.  A focus area for Mueller is to recruit additional parents and guardians to participate in governance opportunities, input sessions, and the decision-making process by having increased outreach and communication. We continue to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input.|Mueller is dedicated to developing strong home and school relationships with our students and their families. A focus area for Mueller is to recruit parents and guardians who are traditionally underrepresented to participate in governance opportunities, input sessions, and the decision-making process. As part of our work as a community school, we have continued this focus. We continue to identify additional ways to have specific communication outreach to underrepresented families to ensure all educational partners are informed and given opportunities to provide input. We also utilize conference times and community events to hear from families and gather input that impacts the decisions made on site.  We offer all surveys and input sessions with translation to assure that families feel welcome and are able to access information from the school.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2025-06-09|2025
37680236111322|Discovery Charter|3|Admin meets regularly with parents in various formats, such as Coffee with Admin meetings, DELAC meetings, in person office meetings, and informally either before or after school or at school events. Teachers communicate with parents regularly through class dojo. Relationships are established before and after school at pick up and drop off as well as when parents meet with teachers a few times a year, such as at Discover Discovery Night, Curriculum Night, parent conferences, and at meetings requested by the parent.|To increase 2 way communication frequency and to improve the consistency among all teachers' communications with parents either through class dojo or report cards.|Being available at different times and in different ways depending on parents' availability. Surveying families of their needs and interests in being a part of our school community. Providing more meetings in families' home language of Spanish.|We communicate with all of our educational partners seeking their input, their support, and their feedback. Depending on the student's needs, this helps us determine what next steps are to improve student outcomes. We are surveying our students to understand their social-emotional needs, academic needs, and extra-curricular interests.|Surveying our students and families sooner and multiple times throughout the year to determine their needs and wants.|We will reach out more to underrepresented families to understand better how to best support the student and the family by giving them information, supports, services, and access to their child's education.|Discovery actively seeks input from our educational partners for decision making when possible through our monthly Board meetings, regular Coffee with the Admin meetings, PTC meetings and DELAC meetings. We are transparent about our data, our budget, our thought process in developing new plans and their implementation.|Discovery is trying to reach more of our underrepresented families to get their input as well. We recognize that not all of our families attend our regular parent meetings to give input, so we are trying to find other ways to reach out to them.|Discovery will seek their input whenever we see them, for example at drop off and at pick up before and after school. We will offer them multiple ways to give us their input. We will give teachers more PD on building relationships with these families and on getting to know their cultures.|5|5|4|5|3|4|5|5|5|5|5|5|Met||2025-06-10|2025
37680236115778|Chula Vista Learning Community Charter|3|The Chula Vista Learning Community Charter School promotes parent engagement by providing a robust learning experience related to language development, social justice, global perspectives and community engagement. Parallel articulation with all educational partners builds strong relationships that center on student academic outcomes and social emotional learning practices.|The Chula Vista Learning Community Charter School continues to focus on building educational partnerships to support student outcomes through community service projects and career pathway internships.|The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.|The Chula Vista Learning Community Charter School strongly believes in the full potential of each and every individual within the organization and values their integrity to create their own knowledge to transform their current community. Therefore, strong professional development in thinking and learning is essential to meet our vision. By engaging all educational partners in the process, we establish the foundations to improve conceptual development, meta-cognitive skills, and multimodal awareness.|The Chula Vista Learning Community Charter School continues to focus on building relationships with families by increasing the amount of in-person meetings and events at each school site.|The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.|The Chula Vista Learning Community Charter School through its annual needs assessment identifies key components in strengthening input for decision-making. The school has created and implemented advisory committees and councils for all targeted and underrepresented subgroups (this includes families) to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.|The Chula Vista Learning Community Charter School continues to focus on improving educational partner input for decision-making by providing in-person, virtual and electronic communication opportunities for family and community members to share their thoughts and opinions on social-emotional, academic and enrichment programs.|The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
37680236116859|Arroyo Vista Charter|3|Arroyo Vista Charter Staff communicates regularly with our families to inform them of academic and social-emotional standards and goals for students at each grade level. Weekly newsletters are sent to families from teachers regarding the academic focus in each content area for students and the social-emotional learning objective for the week.  Parent -Teacher Conferences are held in  September and student -led conferences are held in March to provide collaboration between school and home on goals for students and to celebrate student success. Additional progress reporting is provided to families in December and June.|The Arroyo Vista Charter School Team will focus on families of English Learners and Foster/Homeless Youth to ensure that communication is being received and understood.  Opportunities for in-person meetings with school staff will be provided to answer questions and explain school resources for additional support.|The Arroyo Vista Charter school team will continue to reach out to our underrepresented families to learn how we can provide ongoing support and services. Members of the team will contact families prior to school and PTA events to encourage participation.|"School administration meets with families in a variety of settings: Principal Chat events, office meetings when requested, before and after school as students arrive and are dismissed and at school and PTA events. Teachers communicate weekly with families to provide a ""week at a glance"" with regards to academics, social-emotional lessons and special classroom activities and events. Conferences are held twice a year with families to discuss and celebrate student progress."|Arroyo Vista Charter has seen an increase in family attendance at Principal Chat events and PTA events, however, our participation rate needs to continue to improve so we have representation from all grades and demographic groups. Our focus will continue to be on outreach to families to encourage participation at DELAC meetings, PTA Meetings and schoolwide Family Academic Nights|The school office team will extend personal invitations to underrepresented families to encourage participation at meetings. The school team will provide translation in Spanish at Principal Chats and Parent Leadership Events.  The school team will explore the options for childcare to support family attendance at all Parent Leadership events held during school hours.|Arroyo Vista Charter School gathers input from surveys, Principal Chat events, Parent-Teacher Conferences and informally at schoolwide PTA events.|The school team needs to explore new ways to encourage greater family participation in school surveys and decision-making committees.|The school team will explore ways to have additional support staff reach out to underrepresented families to seek their input and to provide information on supports and services provided by the school.|5|5|4|4|4|4|5|4|4|4|4|4|Met||2025-05-22|2025
37680310000000|Coronado Unified|3|CUSD staff has deep appreciation for the high levels of educational partner involvement.  Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners.  High levels of attendance at teacher conferences, principal coffees, and other school and district events, as well as high numbers of parents/guardians volunteering at school sites each day, provide evidence of the effectiveness in this area.  Regular communication from school and district leaders reinforce the importance of educational partner involvement. CUSD leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement.  This messaging begins intentionally during orientation for new staff regarding parent/guardian communication.  Additionally, site and district leadership partner with our parent/guardian groups to educate staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff in order to improve educational services for all students.|CUSD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home.  One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about educational progress of students, especially when there is a concern about student progress.  CUSD will be entering year 4 of implementation of our adopted LMS - Canvas.  Canvas has supported streamlining individual class pages through the use of an universal template and foundational expectations for course learning pages, making it easier for students and families to access and digest the information.|CUSD is committed to improving strategies and structures that will result in increased engagement of underrepresented families.  CUSD has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site and district committees related to MTSS and the CUSD Portrait of a Graduate initiative. CUSD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.|CUSD provides assistance to our families in understanding academic expectations through several strategies.  These include regular principal coffees at all school sites and district community forums.  These meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences.  The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children.  Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community.  Information and questionnaires are posted on the district and school websites.  Annual surveys for educational partners are facilitated using Google forms.  Requests for feedback and participation is sought through email communications and newsletters.|Educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized to improve and accelerate student learning.  CUSD has provided numerous reports at board meetings and workshops surrounding these topics and the local improvement cycles used to ensure all students are at or above grade level.  CUSD is continuing to implement and refine a comprehensive, balanced assessment plan.|Participation from all parents is solicited, including the engagement of underrepresented families.  CUSD has continued to translate communications and documents to make information more accessible to our multilingual families, even though CUSD does not meet the 15% threshold to make this a requirement.  CUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.|Referring to CUSD Board Policy and Administrative Regulation 6020, CUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment.  Additionally, CUSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education.  CUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. CUSD communicates with families on an annual basis regarding the CUSD Parent Involvement Policy at the beginning of each school year.  The policy is included in the CUSD Registration Handbook.|CUSD has continued to increase the number of opportunities, using a variety of engagement tools, for educational partners to provide input.  An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps CUSD can take to improve the design and implementation of engagement activities.|CUSD ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc.  CUSD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. CUSD has seen an increase in student absences as a result of the pandemic and continues to focus on improving efforts to communicate with and engage students and families.|4|5|4|4|4|4|4|4|5|4|4|4|Met||2025-06-18|2025
37680490000000|Dehesa Elementary|3|Dehesa maintains current community partnership (i.e., Sycuan Learning Center, Sycuan Cultural Center, San Diego Sheriff Department and our charters) and seeks new opportunities that will motivate and engage our unduplicated students. Cultural awareness and connectedness help embrace and target unduplicated students to the school and community. Through our various work groups as well as the feedback our parents provide in our climate survey, Dehesa strengthens their relationship between school staff, teachers and students.|In focusing on building strong relationships between school staff and families, Dehesa needs more parent participation in school events and involvement in decision making meetings. We also need consistency in the Principal position.|Dehesa will continue to focus on improving engagement of underrepresented families through better communication venues and continuing to invite parents to school events as well as involvement with sub committees, etc.|Dehesa continue to work with the Sycuan Learning Center and Education Department in building relationships and identifying student needs so we can collaborate student services. Students with IEPs and underrepresented or at risk students continue to be a focus. Additional resources will be put into place, especially with a new Director of Special Education/School Psychologist.|Additional culture climate surveys, parent meetings, and teacher continue to collaborate with parents on student progress.|Additional engagement activities are planned with the Sycuan learning center, cultural center and other student programs we currently have, ensuring students with special needs, at risk, and English Learner students are included.|Dehesa maintains current community partnerships (i.e., Sycuan Learning Center) and seeks new opportunities to motivate and engage unduplicated students. The site continues to invite, share and engage parents in being involved in the Parent Advisory Committee so they can provide feedback. All stakeholders are given many opportunities to provide feedback through surveys, forms, and open communication.|Dehesa will continue increase parent involvement and participation, especially with new academic programs.|Dehesa will implement more community events targeted to underrepresented families and provide additional supports where needed.|4|5|4|4|4|4|4|4|3|4|4|4|Met||2025-06-25|2025
37680490127118|The Heights Charter|3|Ongoing school/family engagement events Site and classroom teacher emails/bulletins/newsletters/event calendars sent home to families Parents feel welcome when visiting onsite, provide interpreter if needed Timely response to parents questions, comments, and/or concerns|Developing multiple opportunities for the school to engage in two-way communication between families Making sure that positive communication about students goes home on a consistent basis, not just when corrective action is needed.|Providing families with information and resources to support student learning and development in the home. Supporting families to understand how to advocate for their own students and all students. Offer assistance in areas of need, such as providing internet hotspots for students who do not have it available, scholarships for field trips and camp to encourage student/family participation when needed|Ongoing school/family engagement events and family/student/staff field trips Site and classroom bulletins/newsletters sent home to families Fall and Spring Back to School and Open House Events Parent Association Meetings|Phone calls and emails home to reinforcement the positive things the students are accomplishing, not just when corrective actions are needed Continue to encourage volunteer activities and input|Train teachers to work with underrepresented families. Reduce distrust and cultural barriers. Address language barriers Evaluate parents' needs Accommodate families' work schedule Use technology to link parents to the classroom Make school visits easier Provide interpreters as needed|All families are provided with opportunities to give input on policies and programs as well as feedback regarding school activities. Our parent association meetings are offered during the day and also during the evening to help encourage working parents' participation. We respect the varying opinions of all the educational partners.|Continue to provide opportunities to obtain input from educational partners to plan, design, implement, and evaluate families engagement activities at school using a variety of means that includes but is not limited to surveys, emails, round table discussions, etc.|Continually encourage communication with underrepresented families and foster two-way communication. Using multiple modes of communication, let these families know that we value their input while we make a concerted effort to understand the views from all families on involvement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-30|2025
37680490129221|MethodSchools|3|"Based on the survey data from Method Schools, there are several indications of the school's strengths and progress in building relationships between school staff and families: 1. High Levels of Parental Support: A significant 67.95% of parents feel ""definitely supported"" in their role as learning coaches??. 2. Communication Satisfaction: Parents rated their inclusion in the school community with an average score of 4.31 out of 5, which underscores strong communication and community engagement efforts by the school??. 3. Inclusion in the School Community: The data shows that 56.41% of parents responded that they feel ""definitely yes"" included in the Method Schools community, highlighting a strong sense of belonging and inclusion promoted by the school??.  These statistics underline the school's commitment to fostering supportive relationships with families and demonstrate their effectiveness in communication and inclusion efforts."|From the data gathered in the parent and student surveys at Method Schools, several areas for improvement in building relationships between school staff and families can be identified:  1. Enhancing Responsiveness and Communication: Although overall satisfaction with communication is high, some parents have noted challenges.  Method is building systems to better streamline communication and ensure uniform messaging comes from all staff including improving internal communication and the manner in which communication is handled to students and families.  2. Clarity in Administrative Processes: Parents expressed concerns about administrative aspects such as grading systems, which some found confusing. This indicates a need for clearer communication regarding academic policies and more transparent administrative procedures??.  Additional work and training will be provided to staff and families on grading practices to better understand the competency based learning model that Method is implementing.   3. Technological Support and Resources: Both surveys highlight a significant demand for better technology and resources. About 21.43% of parents identified enhancing technology resources as a critical area for resource allocation. This suggests a need for improved technological infrastructure to facilitate better interaction and communication between families and school staff??. Addressing these areas could significantly enhance the effectiveness of the relationships between school staff and families at Method Schools, fostering a more supportive and transparent educational environment.|Based on the stakeholder surveys and internal staff feedback, the following will improve engagement of underrepresented families.    1.  Targeted feedback and inclusion initiatives - Method will set up regular feedback loops through increased surveys, focus groups, and parent interviews to help gather input directly from underrepresented families about their needs and experiences.   2.  Targeted Outreach Programs: Method Schools will target and outreach specifically aiming at increasing the involvement of underrepresented families in our existing programs including parent advisory committee and student groups like Hope Squad, Associated Student Body, and Hope Squad.  3. Professional Development Training - To improve relationships with families from diverse backgrounds and with diverse needs, Method has developed a structured professional development program that includes Multi-Tiered System of Supports framework, cultural competency, and competency-based learning trainings.|Based on the analysis of educational partner input and local data, Method Schools is proud of the following strengths: 1. High Satisfaction Rate: Local surveys indicate an overall positive perception among families and educational partners.  This shows Method has been successful in creating an environment that fosters collaboration and trust.  2. Parent Workshops: Parent Workshops are provided several times a year to help educate parents on ways to better support their students. Topics included: Motivating your student and Navigating Social Media with your Student.|Based on the analysis of local survey data and internal staff discussions, the following focus areas of improvement were identified.  1. Grading system and feedback 2. MTSS Framework practices 3. Parent Support Offerings|Method will improve engagement of underrepresented families by doing the following:    1. Increased educational partner training on Competency Based Learning:  Local survey data indicated confusion and inconsistency in the grading and feedback.  Further training will be provided to all educational  partners (staff, students, and parents) on competency based learning grading practices and providing effective feedback.   2. Refining MTSS Framework practices: In order to develop instructor abilities to instruct students with supplemental and intensified supports, a renewed effort to develop instructional staff on analyzing, reviewing, and discussing student progress, ways to work together to support improved student outcomes, and solidify their foundational knowledge of the MTSS framework.   3. Build upon Parent Support offerings:  Capitalizing on the initial success of parent workshops and the active Parent Advisory Committee, Method plans to continue providing opportunities for parents to participate in PAC, parent workshops, and add in-person opportunities to gather as parents.|Method provides a number of channels of communication to seek input for decision-making.  In addition to weekly individual check in meetings between homeroom teachers and students, Method also regularly shares feedback and satisfaction surveys, holds regular Parent Advisory Committee meetings, and the instructional staff conducts connection sessions with a random sampling of parents and students.|The following are Method’s focus areas for improvement in seeking input for decision-making: -Ensure Parent Advisory Committee’s makeup is reflective of the student population that Method serves increasing the representation of underrepresented populations. -Increase frequency and opportunities for feedback loops including listening tours, surveys, and focus groups.|Method wants to continue to grow its Parent Advisory Committee to include parents of underrepresented families including Special education and English Learner Students.  Method further wants to increase the frequency of variety of the manner we receive input including the implementation of smaller and more focused surveys on specifics to have a better understanding of stakeholders wants and needs especially in the identified areas of improvement such as improving technology resources and feedback/grading practices.|5|5|4|5|4|4|3|5|5|5|5|5|Met||2025-06-02|2025
37680490132506|Cabrillo Point Academy|3|Our teachers and other staff members work closely with students and their parents/guardians, allowing Cabrillo Point staff members to build positive relationships. Annual feedback surveys show that 96% state that adults at the school care about students, and 98% shared that staff members treat them and their children with respect. Ninety percent of students report that their teachers really know them, and 93% shared that teachers care about them.|We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them. We provide translation services and invite families to join our Multilingual Learner Advisory Committee. One hundred percent of parents/guardians of multilingual learners who responded to our annual input survey shared that adults at the school care about their children and treat parents and students with respect.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.|We assign each family an appropriately credentialed Home School Teacher (HST). The HST meets with families to collaboratively create a personalized learning plan, reflecting a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs’ education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.|We have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments. Educational partner input survey results show that 94% of parents/guardians agree or strongly agree that they understand the importance of students’ participation in and performance on state assessments.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.|Cabrillo Point Academy’s credentialed Home School Teachers (HSTs) facilitate direct communication of opportunities to participate in LEA decision-making for the families to whom they are assigned. Additionally, we use frequent electronic and in-person communication to share input opportunities, such as our LCAP Advisory Committee meetings and input survey links. Annual feedback surveys show that 90% of parents believe the school seeks their input in decision-making.|We are focusing on increasing parent and student participation in input surveys and advisory committees. We are also discussing methods for improving input from families related to participation in state assessments.|We regularly strive to reach out to and include underrepresented families in our LEA-wide decision-making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.  Input survey responses from parents/guardians of all priority group students show that our school partners appreciate opportunities to participate in schoolwide decision-making. These surveys show that 100% of parents/guardians of multilingual students, 85% of parents of socioeconomically disadvantaged students, and 100% of guardians of foster youth agree or strongly agree that the school provides opportunities for them to provide input in decision-making activities. Additionally, 89% of parents/guardians of students with disabilities and 94% of parents/guardians of students living in temporary housing agree or strongly agree with this statement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-13|2025
37680490136416|Pacific Coast Academy|3|Our teachers and other staff members work closely with students and their parents/guardians, allowing Pacific Coast Academy staff members to build positive relationships. Annual feedback surveys show that 97% state that adults at the school care about students, and 99% shared that staff members treat them and their children with respect. Ninety-one percent of students report that their teachers really know them, and 94% shared that teachers care about them.|We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them. We provide translation services and invite families to join our Multilingual Learner Advisory Committee. One hundred percent of parents/guardians of multilingual learners who responded to our annual input survey shared that adults at the school care about their children and treat parents and students with respect.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.|We assign each family an appropriately credentialed Home School Teacher (HST). The HST meets with families to collaboratively create a personalized learning plan, reflecting a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs’ education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.|We have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments. Educational partner input survey results show that 94% of parents/guardians agree or strongly agree that they understand the importance of students’ participation in and performance on state assessments.|We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.|Pacific Coast Academy’s credentialed Home School Teachers (HSTs) facilitate direct communication of opportunities to participate in LEA decision-making for the families to whom they are assigned. Additionally, we use frequent electronic and in-person communication to share input opportunities, such as our LCAP Advisory Committee meetings and input survey links. Annual feedback surveys show that 93% of parents believe the school seeks their input in decision-making.|We are focusing on increasing parent and student participation in input surveys and advisory committees. We are also discussing methods for improving input from families related to participation in state assessments.|We regularly strive to reach out to and include underrepresented families in our LEA-wide decision-making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.  Input survey responses from parents/guardians of all priority group students show that our school partners appreciate opportunities to participate in schoolwide decision-making. These surveys show that 100% of parents/guardians of multilingual students, 88% of parents of socioeconomically disadvantaged students, and 67% of guardians of foster youth agree or strongly agree that the school provides opportunities for them to provide input in decision-making activities. Additionally, 94% of parents/guardians of students with disabilities and 89% of parents/guardians of unhoused students agree or strongly agree with this statement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
37680560000000|Del Mar Union Elementary|3|At Del Mar Union School District (DMUSD), we are committed to fostering strong, trusting, and respectful relationships between families and staff. We intentionally develop the capacity of all staff, administrators, teachers, and classified employees through professional learning opportunities that emphasize the importance of family engagement as a foundation for student success. These sessions provide guidance on adopting an asset-based mindset and fostering respectful, inclusive interactions with all families, enabling staff to build stronger connections and deliver more meaningful support. We prioritize creating welcoming environments at every school site and district office. Our front office staff are trained to approach all family interactions with professionalism, warmth, and responsiveness. Families are greeted in a friendly and supportive manner, and staff are empowered to seek additional support when needed to assist parents effectively. This dedication ensures all families are met with respect, care, and a sense of belonging at every DMUSD site. Through staff training, site-level initiatives, and personal interactions, we support educators in getting to know each family as a partner in their child’s education. This includes practices such as parent-teacher conferences, responsive communication, and ongoing engagement efforts, including facilitating school events and parent education sessions.  To promote ongoing and accessible communication, DMUSD employs a range of tools and strategies. Principals send weekly Smore newsletters with built-in translation tools, ensuring consistent outreach that is inclusive of all language backgrounds. The superintendent regularly shares information through Take 2 video updates, quarterly Superintendent’s Messages, and the DMUSD Annual Report, each designed to keep families informed in a clear, timely, and engaging way. These efforts reflect our commitment to supporting meaningful collaboration between families and educators.|A focus area for improvement in Building Relationships Between School Staff and Families for 2025–2026 will be to ensure that information about our instructional program is effectively communicated in ways that every family can understand and engage with meaningfully. By providing clear and accessible insights into our instructional frameworks, families will gain a better understanding of how their children are experiencing exceptional learning, where they are being challenged with rigorous content, and developing strong critical thinking skills. As part of this focus, a district Scorecard will be shared with the community, providing specific data points that demonstrate the level to which our strategic plan, Destination 2028!, is being achieved.|The Del Mar Union School District continues to embed equity and inclusion practices in its culture to deepen engagement with underrepresented families. In 2025–26, we will continue to partner with site-based parent groups to co-create supports for newcomer families, with the goal of helping every parent to fully engage in their child’s learning and the school community.|At Del Mar Union School District, we place great value on cultivating positive and collaborative relationships with families and community partners, recognizing that these connections are foundational to both rigorous academic achievement and the social-emotional development of our students. Each week, principals share informative updates, ensuring that families are aware of what’s happening so they can actively partner with the school.   Regular Principal Coffees and district parent education sessions are designed to deepen parent understanding of the DMUSD instructional program, unpacking pedagogical approaches so parents can effectively support their child’s learning. Additionally, our counselors share “Counselor Corner,” providing strategies for social-emotional wellness for families. At the start of the year, Kindergarten Kick-Offs welcome students and parents, laying the foundation for success. At Back-to-School Night, our teachers highlight instructional priorities at each grade level and offer practical strategies for parents to support their children's learning. Twice-annual Parent-Teacher Conferences provide dedicated time for teachers to share specific information about each child's academic progress and social-emotional well-being at school. Student Study Team and IEP meetings bring together parents, teachers, and support staff to discuss each child’s academic progress, social-emotional well-being, and identify necessary interventions and supports. Translation support is available to help support clear and effective communication with families who speak a language other than English. Collectively, these efforts demonstrate DMUSD’s commitment to cultivating meaningful partnerships that place each student’s growth and success at the heart of our work.|We will maintain and build upon the effective strategies we have in place to foster strong partnerships for student success, including providing parent education sessions that focus on the instructional frameworks that underpin the rigorous instructional program that all students experience in our district.   Additionally, we will continue to focus on reducing chronic absenteeism rates. While Chronic absenteeism rates have improved in our district, they continue to be a concern, particularly among some of our most vulnerable populations. We will continue with the following strategies to further reduce rates for all student groups:  Each school will establish site-specific actions in the School Plan for Student Achievement to support students in improving attendance. Schools will regularly use the Synergy Chronic Absenteeism Report to monitor student absences. The principal, counselor, health technician, teacher, and school nurse will collaborate with parents and students to identify and resolve barriers to regular school attendance.|We take special care to promote their active engagement by ensuring representation on various district advisory committees, including the LCAP Parent Advisory Committee and the  District English Learner Committee. Additionally, we disaggregate the community survey by demographic data, ensuring diverse perspectives are considered in the decision-making process.   The district will continue to offer adult English language development classes at two schools. These classes will provide valuable support to parents learning English, helping them navigate the education system and actively engage in their children's education.   Additionally, we have updated our English Learner Family Support Handbook, a comprehensive resource that offers valuable information about our district and provides key contacts for families. We plan to translate this handbook into multiple languages to support student transition into our schools, facilitate active parent engagement, and serve as a valuable tool for families as they navigate a school system that may be unlike what they have experienced previously.|Educational partners, including students, parents, and site and district staff, engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), LCAP Parent Advisory Committee, English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), North Coastal Consortium for Special Education Community Advisory Committee, and Destination 2028! Strategic Plan community input meeting. These groups serve as important channels for collaboration and decision-making.  Principals, district leaders, and parents meet regularly through SSC and ELAC meetings, principal coffees, and other open forums. Parents serving on the SSC and ELAC play an important role in each school’s development of the School Plan for Student Achievement. The LCAP Parent Advisory Committee and DELAC both review and provide feedback on the district’s draft LCAP. All parents have opportunities to share their input through several surveys, including the Spring Community Survey, Proposed LCAP Actions Survey, Draft LCAP Survey, and the Speak-up Survey.   Destination 2028! is the district’s five-year strategic plan. Extensive input from a robust and diverse group of individuals representing all student groups helped to guide all elements of the plan. By actively involving our school community, seeking input, and engaging in a collaborative planning process, the district created a strategic plan that reflects the needs, values, and aspirations of the DMUSD community. Biannually, the district extends an open invitation to the community to provide input that helps inform priority actions each year for Destination 2028!.|Del Mar Union remains committed to continually improving how we gather feedback from our educational partners. We will sustain and fine-tune the existing practices that already capture input from families across every demographic in our district. A specific focus area will be to encourage increased parent participation and input in school site English Learner Advisory Committees by supporting principals with communication and outreach.|We will be distributing a Newcomers Family Handbook that contains information helpful to parents and children new to the US school system.  A component of the handbook provides information on how the school system operates, outlines expectations for parent involvement, and details opportunities for involvement in decision-making at both school and district levels.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2025-06-18|2025
37680800000000|Encinitas Union Elementary|3|Engaging parents, staff, and community brings greater communication, innovation, supports and solutions, and cross-industry partnerships that enhance our students' learning experiences. EUSD has always valued communication through a variety of methods, and found it even more important for transparency and clarity throughout the last four years. Our community appreciates regular communication from the district and from the school site.  Feedback from our educational partners from surveys, superintendent and principal chats, newsletter responses, and individual communication highlight how much our community has appreciated the regular communication they receive. Staff and parents expressed appreciation for the newsletter updates from the Superintendent, the weekly PTA and principal newsletters, and the regular principal chats that were held this year. Some parents shared how valuable it was to have access via Zoom to activities such as Parent/Teacher Conferences, Principal Chats, IEPs, and more. Staff also appreciated the weekly Superintendent updates that highlight staff across the district and the regular updates from district office staff.  EUSD continues to work to improve family engagement across classrooms, schools, and district events, through regular communication strategies that include newsletters, Social Media posts, video updates, website updates, and in person meetings and workshops. Our Community Liaisons have successfully support families through enrollment paperwork, intent to return paperwork, signing up for after school care, counseling, or medical needs, transitioning to middle school, and day-to-day communication between home and school, in addition to supporting significantly generous holiday giving opportunities.|An area of concern continues to be Chronic Absenteeism. While the district was rated a yellow (3 out of 5) on the CA Dashboard, we saw improvement in individual subgroups that were in the Red (1 out of 5) level for the district last year and have made improvement. In addition, specific schools in the Red were: Mission Estancia (Hispanic), Olivenhain Pioneer (SED), and Paul Ecke Central (SED). As a system, EUSD continues to discuss attendance concerns with individual families and school communities, analyzing our Independent Study contract data as well as monitoring illnesses and other reasons for absences. Individual attendance concerns are supported by our Community Liaisons, discussed in our MTSS quarterly meetings and brought to the School Attendance Review Team.|The Community Liaisons have been a tremendous addition to EUSD. From building relationships with families, to support ELACs, parent/teacher conferences, newcomer resources, and our Resource Fair, they have helped support our values of belonging and inclusion. Additionally, school leadership teams will continuously reflect on which families are missing from various committees and feedback opportunities, and devise strategies to better engage them.|Based on the analysis of educational partner input and local data, EUSD has made strong progress in Building Partnerships for Student Outcomes. This year, we hosted our 2nd annual Community Resource Fair with participation from over 20 community organizations, connecting families to valuable local services. In collaboration with the Special Education Parent Council, Educational Services co-hosted a Family Fun Day that provided inclusive activities and targeted resources for neurodivergent students and their families, drawing over 200 attendees. Additionally, EUSD expanded its offerings of parent workshops, further supporting families in engaging with and contributing to their students' academic and social-emotional success.|Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in Building Partnerships for Student Outcomes. All teachers will implement at least one student-led conference to actively involve students in discussions and reflections on their learning, strengthening the home-school connection. Additionally, EUSD will continue to seek and expand community partnerships to enhance access to resources and support services that contribute to student success.|Based on the analysis of educational partner input and local data, EUSD will improve engagement of underrepresented families by seeking input through ELAC needs assessments and targeted outreach through our community liaisons to better understand and respond to needs. To support this effort, EUSD will continue to look for ways to expand communication in families' home languages, provide flexible meeting times and locations, and expand access to culturally responsive family workshops and events. We will also increase the visibility and accessibility of community resources.|Families have opportunities to serve on formal committees, to participate in informal opportunities such as Principal/ Superintendent Chats, to participate with our PTAs, Encinitas Educational Foundation, ELACs, DELAC and School Site Councils. In addition, families are invited to attend parent workshops. Underrepresented families are invited personally by school principals, teachers and community liaisons. EUSD engages with our educational partners in the following outreach efforts: - Management Team (principals and district leadership/ administrators) and Board - Parent Advisory Committee meetings - Local Bargaining Units (TOE and COE) - regular informal meetings, formal negotiations - PTA Presidents' meetings - Encinitas Educational Foundation (EEF) meetings - DELAC meetings - Equity Committee meetings - Special Education Parent Council Meetings - EUSD Green Team meetings - Principal meetings - PTA, SSC, and ELAC meetings at sites - SELPA - monthly collaboration - Superintendent's weekly podcast to the Board - Regular Board and Executive Cabinet classroom walkthroughs - Regular Superintendent newsletter to staff and community and biannual Superintendent chats for each school and family community - Educational Services staff newsletter - Weekly Principal/ PTA newsletters - Emails, phone calls, and individual meetings with staff members, parents, and community members - Social Media updates - Community partnerships and meetings (i.e., Green Schools Network, North Coastal district collaborations)|Based on the analysis of educational partner input and local data, EUSD has identified a need to improve how student voice is included in decision-making. While we regularly survey students, we recognize that we have not yet found effective strategies to capture input from primary grade students. Moving forward, EUSD will explore age-appropriate, developmentally responsive methods to authentically engage younger students and expand opportunities for all students to have a meaningful role in shaping school and district decisions.|Based on the analysis of educational partner input and local data, EUSD will improve engagement of underrepresented families in decision-making by ensuring they have meaningful opportunities to participate in processes that impact their students’ education. This includes increasing outreach efforts through trusted community liaisons, offering interpretation and translation services, holding meetings at accessible times and locations, and creating more informal spaces for families to share feedback. EUSD will continue to strengthen partnerships with parent advisory groups, conduct regular check-ins to better understand and address barriers to engagement, and continue to seek ways to include more diversity and representation on parent committees and councils.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
37680980000000|Escondido Union|3|The Escondido Union School District (EUSD) staff prioritize building relationships with our families throughout the year.  To encourage connections between families and school and community staff/resources, the district utilizes LCAP funding to support the placement of a full time Family Liaison at each of our 24 school sites. Each school family liaison operates an onsite Family Engagement Center as a space for families to convene, connect, learn, and lead together – offering programs such as Coffee with the Principal, Family Days at Lunch and Learn, Latino Literacy, and year long events to encourage open dialogue, collaborative learning, and the celebration of the cultural heritage of students and families at the school. In addition, Family Liaisons work collaboratively with teachers, student support staff, and administrators to connect with families on a regular basis through phone calls, text messages, emails, meetings at school, and home/porch visits.|EUSD recognizes the need to offer multiple opportunities to build relationships with and offer programs to families who are experiencing barriers to attending on campus programs and events.|EUSD staff will utilize additional strategies to connect and offer programs and support with families through making welcome phone calls, completing start of the year empathy interviews, offering online family workshops, and completing home/porch visits for students/families who are disconnected from the school.|The Escondido Union School District strives to build strong partnerships between students, families, school staff, and community members in the vision of actualizing the potential of every learner.  To ensure school staff are engaging with parents as partners, the Coordinator of Community Schools provides regular training to administrators and provides ongoing support and oversight of the development and implementation of a menu of family activities, leadership, and educational opportunities to meet the school’s diverse family needs. The Coordinator provides updates on best practices in family engagement at administrator meetings and works with school principals, family liaisons, and site team members to identify and monitor site specific annual family engagement goals and activities.  In addition to training on a district-level, principals and family liaisons share information on family engagement with staff at their school sites at least annually. Family liaisons provide an overview of the services offered through their family engagement program at the beginning of the year, and communicate on an ongoing basis with staff about upcoming meetings and events. The family liaisons also share how they can best be utilized to foster better communication and relationships between school staff and parents.  All EUSD families are sent a weekly family message at the district level via phone/email. Ongoing communication is also provided on a regular basis at the school site and classroom level (in English and/or Spanish) through the district’s communication platform, Thrillshare.|EUSD recognizes that many family members who want important information to support their child’s success are unable to participate in regular workshops and on campus training, and they may not receive communication from the district and school through email communication.|To address these barriers, EUSD family liaisons work with school staff to provide information to families in easy to access formats via handouts/web-based resources and will provide as much information as possible to families during times a parent/family member is already on the school campus. In addition to on campus classes, the site will offer virtual classes, share information via text, and provide essential information via handouts and as short presentations during existing family activities such as Family Days at Lunch and evening events.|The Escondido Union School District provides multiple avenues for parents/ family members to provide input into district and school-level decision making throughout the school year.  At the district-level, the district’s District Advisory Committee and District English Language Advisory Committee, with parent representatives from each school site, meet multiple times throughout the year as a means for gathering feedback on district wide programming. Parents/family members also serve on the district’s Design Team, a collaborative decision making committee which includes parents/families, school staff, school/district leadership, and community agency representatives. The Design Team meets throughout the year to help define the district’s focus goals and develop operational practices to ensure student success. On an annual basis, in addition to feedback gathered during these district level leadership meetings, the district administers a districtwide LCAP survey and facilitates LCAP community meetings to specifically gather input on program and funding priorities for the following school year.  In addition to opportunities for input at the district level, all EUSD school sites continually obtain input from parents/family members on school goals, programs, and services through the school’s School Site Council and English Language Advisory Committee as well as through the hosting of Coffee with the Principal input sessions throughout the year. Each school also administers an annual Family Engagement Survey to gather specific input into parent programming at the school.|The Escondido Union School District will continue to work to increase the number of families providing input through surveys and input sessions offered at the district and school site level.|he Escondido Union School District will expand strategies used to gather input from underrepresented families throughout the school year such as administering quick surveys at events, after family meetings, and after home/porch visits using QR codes and simple exit tickets, sending out quick surveys via text message, facilitating listening sessions during Back to School Night and existing family events, and offering virtual listening/feedback sessions throughout the year.|5|5|4|5|5|5|4|4|5|5|5|5|Met||2025-06-24|2025
37680980101535|Heritage K-8 Charter|3|Heritage K-8 Charter School (HK8) has consistently demonstrated a strong commitment to building respectful and trusting relationships between school staff and families. This year’s work represents a continued investment in practices that have long defined the school’s culture of partnership and open communication.  HK8 prioritizes clear, timely, and meaningful communication through regular email updates such as Heritage Elementary Notes, Heritage Junior High Notes, and Heritage Flex Notes. For urgent matters, the school uses the Constant Contact platform to reach all families efficiently. These practices are not new, but rather well-established routines that support ongoing engagement.  In-person connection remains a cornerstone of HK8’s approach. Families are encouraged to attend Back-to-School Night to build relationships with teachers and understand academic expectations. Daily interactions at drop-off and pick-up further strengthen the bond between families and staff, with administrators making themselves visible and available during these times.  Teachers are proactive in maintaining regular communication with families through emails and phone calls to provide updates on student progress. Staff are supported in this effort by a leadership team that promotes a culture of openness and accessibility. Parent volunteers are also integral to school operations and community-building efforts.  The school continues to support engagement through long-standing programs such as Parent Education Seminars and informal Coffee Chats, which give families insight into their child’s education and create opportunities for two-way dialogue. A robust safety text messaging system also ensures rapid communication with families in the event of an emergency.  Events like Family Fun Day and student dances, along with campus tours for prospective families, contribute to a welcoming environment. Small class sizes and well-maintained facilities further reinforce HK8’s commitment to fostering positive and lasting relationships with its families—an area of strength that continues to be a defining feature of the school community.|Heritage K-8 Charter School (HK8) has long prioritized strong relationships with families and continues to refine its efforts in this area. Two ongoing areas of focus include expanding Parent Education Seminars to provide families with practical, relevant tools for supporting their students’ academic and social development, and enhancing multilingual communication to ensure all families can access and engage with school communications effectively.  As part of its commitment to continuous improvement, HK8 will also work to better understand and reflect the diverse backgrounds, strengths, and aspirations of its families. By creating more avenues for two-way communication and culturally responsive engagement, the school aims to strengthen trust and collaboration, ensuring that every family feels valued and empowered as an essential partner in their child’s education.|Heritage K-8 Charter School (HK8) continues its commitment to engaging all families, with focused attention on increasing connection and collaboration with those historically underrepresented in school feedback and planning processes. These families include those for whom English is not the primary language, families new to the school community, and those facing socioeconomic barriers.  Building on an established foundation of inclusive communication and relationship-building, HK8 will expand its multilingual communication supports, ensuring important school messages are accessible and understood by all families. The school will also refine its Parent Education Seminar series, incorporating topics suggested by families and offering translated materials and interpreters when needed.  To deepen relationships, HK8 will enhance opportunities for informal dialogue between staff and families through ongoing Coffee Chats and small-group gatherings designed with input from underrepresented voices. These efforts, coupled with a culture of active listening and responsiveness, will help ensure that all families feel seen, heard, and empowered to be full partners in their students’ education.|Heritage K-8 Charter School (HK8) recognizes that strong partnerships with families are essential to improving student outcomes. Guided by the belief that parents are their children's primary educators, the school actively collaborates with families to support academic growth, character development, and personalized learning.  To meet the diverse needs of its community, HK8 offers a variety of educational pathways—including the Traditional Learning Option at Heritage Elementary and Heritage Junior High, and the Flex Learning Option at Heritage Flex Academy. These programs are designed in partnership with families to ensure alignment between school goals and student aspirations.  The school equips families with the tools and information they need to support learning at home. Homework assignments are updated daily online, and each student receives a planner to help with organization. Parents can monitor real-time progress through the school’s online gradebook, supported by three grading periods per semester that promote early intervention.  HK8 strengthens home-school collaboration through structured events like New Parent Orientation, required parent-teacher conferences at Heritage Flex Academy, and regular meetings with Academic Advisers. These touchpoints ensure families are deeply involved in developing personalized educational plans and provide opportunities to adjust instruction in response to student needs. After-school academic tutorials and readily available support staff further reinforce the school’s commitment to academic success.  By prioritizing two-way communication and partnering meaningfully with parents, HK8 continues to build strong, outcome-focused relationships that support every student’s growth and achievement.|Heritage K-8 Charter School (HK8) has identified several targeted areas for improvement based on educational partner input and local data analysis. One key focus is strengthening communication with families—particularly those whose primary language is not English—by continuing to offer interpreting services and expanding inclusive outreach strategies to ensure all families can effectively engage in their child’s education.  To further support student outcomes, HK8 is enhancing before- and after-school opportunities through expanded tutorials and enrichment offerings. This focus reflects both stakeholder feedback and the school’s commitment to addressing diverse learning needs and maximizing instructional time.  Additionally, plans are underway to expand the Wooden Wins initiative, which emphasizes character development and emotional growth. This effort aims to deepen student engagement and strengthen the partnership between families and the school in fostering well-rounded student success.|Based on insights from the self-reflection process and local input, Heritage K-8 Charter School (HK8) is taking intentional steps to improve engagement with underrepresented families. To ensure inclusive and accessible communication, the school will expand its outreach by offering interpretation services, translating key materials, and ensuring that all families feel welcomed and informed.  One key strategy involves hosting community events that center on topics important to families—such as academic support, student well-being, and navigating the educational system. To encourage broad participation, these events will be scheduled at convenient times and thoughtfully supported with services such as language access and, when feasible, childcare accommodations.  Through these efforts, HK8 seeks to strengthen relationships with underrepresented families and ensure their perspectives are reflected in the school’s programs and decision-making processes.|At Heritage K–8 Charter School (HK8), engaging families in decision-making remains a strong priority and ongoing strength. Families are actively involved through multiple advisory groups and maintain representation on the school’s Governing Board. The Parent Volunteer Organization (PVO) collaborates regularly with school leadership to provide meaningful feedback on schoolwide initiatives and events.  Parents play a critical role in the development of the Local Control and Accountability Plan (LCAP). A parent advisory committee reviews and recommends changes to the draft plan, which is then made available online and in print upon request. All families are invited to submit comments before the public hearing and may offer input directly to the Board during the meeting.  HK8 makes intentional efforts to include voices from all segments of the community, including those historically underrepresented. Online parent surveys are used throughout the year to gather timely feedback, and plans are in place to expand the use of social media to strengthen outreach and accessibility.  At Heritage Flex Academy, families play an especially active role through the independent study model. Parents work alongside academic advisors to help shape their student’s educational experience and provide feedback on enrichment offerings.  HK8 remains committed to a culture of collaboration, where families are partners in planning, implementing, and improving engagement efforts. Moving forward, the school will continue exploring ways to simplify and expand family participation in advisory and decision-making processes, with a focus on removing barriers for those who may be less represented.|Heritage K–8 Charter School (HK8) continues to refine its efforts to ensure all families, particularly those from underrepresented groups, have equitable opportunities to participate in decision-making. A primary focus area is expanding accessible, inclusive input-gathering strategies. This includes increasing the frequency and visibility of online parent surveys and broadening the use of social media platforms to reach a more diverse audience.  To further improve engagement, HK8 plans to increase informal, low-barrier opportunities for dialogue between families and school leadership—such as mini-presentations, coffee talks, and small-group meetings. These events are designed to make it easier for parents to share feedback and engage in meaningful conversations about school initiatives and student outcomes.  In response to feedback from families whose primary language is not English, HK8 is strengthening its communication practices by ensuring timely, multilingual outreach. The school is exploring new formats and schedules for engagement opportunities to better accommodate family availability and preferences.  At Heritage Flex Academy, plans are in motion to enhance systems that capture family input on academic programming and enrichment offerings, ensuring all families feel empowered to shape their child’s educational experience.  Moving forward, HK8 is committed to lowering participation barriers and ensuring that advisory roles and decision-making processes reflect the diversity of the school community. This includes developing more personalized outreach strategies and exploring new tools to capture meaningful feedback from all educational partners.|Heritage K–8 Charter School (HK8) is committed to strengthening engagement with underrepresented families by expanding inclusive practices that ensure all voices are heard in the decision-making process. The school uses multiple strategies—such as targeted surveys, translated communications, and accessible staff presence during arrival and dismissal times—to create a welcoming environment and facilitate meaningful input.  One area of focus is improving the visibility and accessibility of opportunities for underrepresented families to contribute feedback. HK8 will continue to refine its outreach strategies by tailoring communications, simplifying participation processes, and offering informal engagement opportunities such as mini sessions and small group discussions.  At Heritage Flex Academy (HFA), where families are central to the independent study model, parents are deeply involved in educational decisions. This approach naturally fosters strong engagement and reduces barriers that might otherwise contribute to underrepresentation. HFA families also collaborate with academic advisors to shape enrichment offerings, further reinforcing their role in school planning.  Looking ahead, HK8 aims to further streamline family access to advisory roles and decision-making processes, with special attention to increasing participation from families who have been historically underrepresented. These efforts reflect the school’s ongoing commitment to equity, shared leadership, and responsive school governance.|5|5|4|5|4|5|5|4|4|4|4|4|Met||2025-06-11|2025
37680986116776|Classical Academy|3|Parent engagement is key to the student's success in an Independent Study program. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.|Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources to meet those academic goals. At The Classical Academies, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2024-2025 school year, the following questions were asked on the annual survey.   Please rate your overall satisfaction with our organization.  The following were possible responses: Exceeds Expectations, Meets Expectations, Below Expectations.  For the 24-25 school year, the results were as follows: 37% of people said The Classical Academies exceeded expectations, 45% said The Classical Academies met expectations, and 17% said The Classical Academies fell below expectations.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2024-2025 school year, the following questions were asked on the annual survey.   Please rate your overall satisfaction with our organization.  The following were possible responses: Exceeds Expectations, Meets Expectations, Below Expectations.  For the 24-25 school year, the results were as follows: 37% of people said The Classical Academies exceeded expectations, 45% said The Classical Academies met expectations, and 17% said The Classical Academies fell below expectations.|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.|We will continue to seek input from our educational partners to continuously improve.|Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCAs annually. Our marketing covers a wide net of individuals, and our digital advertising is translated into every language.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.  When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.  We will continue to survey parents to ensure we are aware of the needs in our community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-05-19|2025
37681060000000|Escondido Union High|3|Based on input from educational partners and local data, EUHSD has identified several key strengths in building relationships between school staff and families. The district offers a wide range of engagement opportunities, including Family Nights, college fairs, Back-to-School Nights, student recognition events, and parent information nights, all designed to foster meaningful connections and promote family involvement. EUHSD also provides structured opportunities for input and collaboration through LCAP meetings, ELAC, DELAC, School Site Councils (SSC), and parent workshops.  Bilingual support is provided at all events to ensure accessibility for all families, and there is a strong emphasis on open, transparent communication from both staff and administration. Community-building opportunities and consistent outreach efforts have helped create a welcoming environment where families feel valued and informed. These ongoing efforts reflect EUHSD’s commitment to strengthening school-home partnerships and supporting student success through active family engagement.|Based on feedback from educational partners and an analysis of local data, EUHSD has identified several focus areas for improvement in building stronger relationships between school staff and families. These include increasing opportunities for informal community meet-ups to foster more authentic connections, and ensuring parent meetings are purposeful, engaging, and relevant. Educational Partners also emphasized the need for more flexible options such as virtual meetings to accommodate diverse family schedules.  Additionally, there is a recognized need for more consistent and targeted professional learning for staff on effective family engagement strategies. Another key area of focus is providing parents with opportunities to suggest and select topics for parent workshops, ensuring that offerings are responsive to the interests and needs of the families we serve. Addressing these areas will help deepen trust, improve communication, and strengthen partnerships across the school community.|In response to feedback from EUHSD’s educational partners and analysis of local data, the district has identified specific strategies to improve engagement with underrepresented families and strengthen relationships between school staff and families. These strategies include initiating more personalized outreach efforts, such as individual phone calls, to build trust and establish direct lines of communication with families who may not be fully engaged through traditional means.  EUHSD also plans to offer professional learning and workshops focused on equipping staff with effective strategies for engaging underrepresented families, with an emphasis on cultural responsiveness and inclusive practices. In addition, the district will look into hosting virtual meetings specifically designed to address the needs and interests of underrepresented families, offering greater flexibility and accessibility. These targeted efforts aim to create more equitable and inclusive family-school partnerships that support student success.|Based on educational partner input and local data, EUHSD has demonstrated significant strengths and progress in building partnerships that support positive student outcomes. One key strength is the district’s commitment to equipping families with information and resources to support student learning, primarily through the work of dedicated parent liaisons. These efforts have helped foster a stronger connection between home and school.  EUHSD has also made substantial progress in creating a supportive and inclusive environment through the implementation of restorative practices, with all staff receiving training to build stronger, trust-based relationships with students and families. The establishment of wellness centers, staffed by social workers, has further strengthened the district’s ability to address student needs holistically while enhancing communication with families.  In addition, programs such as AVID, LEAP, and Saturday Scholars provide students with academic support and enrichment opportunities, reinforcing the district’s focus on college and career readiness. These initiatives, combined with consistent engagement through wellness centers and supportive communication, reflect EUHSD’s ongoing commitment to building strong, collaborative partnerships that drive student success.|Based on input from educational partners and local data, EUHSD has identified key areas for improvement in building effective partnerships for student outcomes. A primary focus is the need to establish a consistent system for teachers to regularly meet with families to discuss student progress and collaborate on strategies to support academic growth. Educational partners emphasized the importance of creating more structured opportunities for families to engage in meaningful dialogue about student learning and achievement.  Additionally, there is a clear need for professional learning focused on building strong family-school relationships. Currently, the district does not provide sufficient training for staff on how to foster relational connections with families or support improved family engagement practices that contribute to student success. Addressing these gaps will strengthen collaboration between families and educators and enhance overall student outcomes.|In response to feedback from educational partners and local data, EUHSD is committed to strengthening engagement with underrepresented families to enhance partnerships that support student outcomes. The district will continue to build on existing supports by maintaining the vital role of Parent Liaisons, who serve as trusted connectors between schools and families, especially those who may face barriers to engagement.  To further increase inclusivity, EUHSD plans to develop a more welcoming and accessible Open House experience specifically designed to engage underrepresented families. Additionally, the district will ensure the availability of translation devices at all school sites to support clear and effective communication, removing language as a barrier to participation. These efforts reflect EUHSD’s ongoing commitment to fostering equitable partnerships and improving outcomes for all students.|Based on educational partner input and local data, EUHSD has made notable progress in seeking input for decision-making and fostering a culture of inclusion and respect. One of the district’s key strengths is its commitment to personal outreach—making individual phone calls rather than relying solely on automated messages or texts—to invite families to participate in important conversations.  EUHSD has also created welcoming environments for engagement by offering LCAP meetings with dinner and childcare provided, making it easier for families to attend and participate meaningfully. Parent Liaisons play a vital role in encouraging involvement and ensuring families feel heard and respected. Counselors are also actively engaging families, fostering collaboration and communication with school teams.  At events such as Back-to-School Night, the district provides clear information about opportunities for involvement, including tables with details about various committees parents can join. These efforts reflect EUHSD’s dedication to building trust and ensuring that all voices are valued in the decision-making process.|Based on feedback from EUHSD educational partners and local data, several focus areas have been identified to strengthen the district’s efforts in seeking input for decision-making. One key area is increasing opportunities for interaction between school staff and families, particularly by involving teachers more actively in family events and meetups to build stronger, more collaborative relationships.  Educational partners also recommended enhancing communication methods by using weekly messages to actively invite family feedback and suggestions. Additionally, there is a need to diversify outreach strategies to meet families where they are—leveraging platforms such as Google surveys, Facebook, and WhatsApp groups to reflect the communication preferences and cultural norms of the community.  Further suggestions include providing schools with additional resources to support outreach, offering timely reminders about engagement opportunities, and using creative incentives to encourage parent participation, not just student involvement. These targeted improvements aim to create a more inclusive, responsive, and culturally relevant approach to gathering input from all stakeholders.|In response to feedback from educational partners and local data, EUHSD is committed to improving the engagement of underrepresented families in the decision-making process. To support this goal, the district will continue to provide food and childcare during meetings and will explore more flexible scheduling options to accommodate a wider range of family needs and availability. While LCAP meetings are currently held four times a year, the district is considering increasing the number and variety of engagement opportunities to ensure more consistent and accessible input.  Parent Liaisons will take a more active role in building relationships with underrepresented families, helping to create trust and serve as a bridge between families and school decision-making processes. Additionally, the district will use surveys to both identify underrepresented groups at each school site and gather targeted feedback from those families. These efforts will ensure that all voices—especially those historically less heard—are included in shaping school and district initiatives.|3|4|3|3|3|4|2|3|3|3|4|4|Met||2025-06-17|2025
37681060111195|Classical Academy High|3|Parent engagement is key to the student's success in an Independent Study program. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.|Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources to meet those academic goals. At The Classical Academies, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2024-2025 school year, the following questions were asked on the annual survey.   Please rate your overall satisfaction with our organization.  The following were possible responses: Exceeds Expectations, Meets Expectations, Below Expectations.  For the 24-25 school year, the results were as follows: 37% of people said The Classical Academies exceeds expectations, 45% said The Classical Academies meets expectations, and 17% said The Classical Academies fell below expectations.|We will continue to seek input to continue to improve.|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.  Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCAs annually. Our marketing covers a wide net of individuals, and our digital advertising is translated into every language.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.|We will continue to seek input to continue to improve.|When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.  We will continue to survey parents to ensure we are aware of the needs in our community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-05-19|2025
37681060137034|Altus Schools North County|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 94.7% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success. Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|Altus Schools North County is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2024-2025 the school received input from nearly 100 students and parents and used the results in the development of the 2025-2026 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
37681063731023|Escondido Charter High|3|Escondido Charter High School (ECHS) is committed to building trusting and respectful relationships with students and their families. We recognize that timely and relevant communication plays a vital role in creating a school environment that is open, inclusive, and responsive to the needs of our community.  To support this commitment, we use a variety of communication tools. Charter Notes, sent by email, serve as one of our main communication channels. These updates keep families informed about upcoming events, key activities, and important messages related to their student’s experience at school. For urgent or time-sensitive announcements, ECHS uses the Constant Contact platform to quickly reach all parents by email. In addition, many of our dedicated teachers share class newsletters to maintain a steady and informative flow of communication with families.  We recognize that strong relationships among teachers, parents, and students are essential to both academic success and personal growth. To support this, we encourage teachers to maintain consistent communication with parents about student progress. This includes regular emails and phone calls, helping to build a productive and collaborative connection between home and school. To provide families with a clear understanding of their student's academic experience, we invite parents to attend Back to School Night. This event offers an opportunity to meet teachers and learn more about classroom expectations for the year. Our administrative team is also available during morning drop-off and afternoon pick-up to answer questions and engage in timely conversations. In addition, we work closely with the Parent Volunteer Organization to promote meaningful parent involvement in advancing our school's mission.  At ECHS, we extend communication beyond traditional methods by offering accessible and relevant special events. Our Parent Education Seminars equip families with tools to support student success, addressing timely topics such as social and emotional development, vaping, substance use, addictive behaviors, and age-appropriate safety protocols. We also host on-campus events that encourage family participation and celebrate student achievement. History Night highlights student work through interactive historical presentations, while the Arts Festival showcases creativity and talent in visual and performing arts. These events help strengthen our school community and deepen family engagement in the life of the school.|Current areas of focus for the school include holding parent education seminars and continued improvement of the school’s foreign language support. Moving forward, Escondido Charter High School will continue investing energy to learn more about our families, including their strengths, cultures, and goals for their students.|ECHS is committed to continuing its investment of energy and resources to learn more about our families, including their strengths, cultures, and goals for their students. Current engagement efforts include holding parent education seminars and continued improvement of the school’s foreign language support.|At At ECHS, we believe that parents are the primary educators of their children, and we work in partnership with them to provide high-quality teachers, materials, and resources. This collaboration helps ensure that parents feel confident in supporting their students’ growth in both heart and mind. The school continually looks for ways to strengthen relationships with families and guide them in choosing the most appropriate learning options for their students. We offer a full spectrum of educational choices, including the Traditional Learning Option, the Flex Classical Learning Pathway, and the Personalized Learning Pathway.  Through various policies and programs, we equip families with the information and tools they need to support student learning and development at home. Before students begin at Escondido Charter High School, we host New Parent Orientation meetings to share academic expectations, review current policies, and address questions. In the week before school starts, new students participate in New Student Orientation, where they tour the campus, check out books, and find their lockers. Each student receives a daily planner, and all homework assignments are posted online and updated daily so that both students and parents can stay informed. Students who need extra academic support can attend tutorials held after school with their regular classroom teachers.  Our Student Services Department provides personalized guidance to students and their families. Counselors meet individually with each student annually to develop an educational plan tailored to their goals. This year, the department expanded through the addition of another counselor and a thoughtful reorganization, improving its ability to serve students effectively. The school also hosts multiple college seminars for students and parents to explore postsecondary options and develop strategies for long-term success. These offerings have recently expanded to include information on community colleges, as well as seminars focused on college, scholarship, and financial aid applications. Colleges are invited to visit the campus and share current information about their programs.  In addition to face-to-face communication, parents can access the school’s online grade book to view real-time updates on student performance. Each semester includes three grading periods, helping families monitor progress and address concerns early.|As ECHS continues to strengthen partnerships with parents and improve student outcomes, we remain committed to clear and effective communication. Interpreting services are provided as needed to support inclusive and accessible communication between families and the school.  In addition, the school is actively developing and expanding the Wooden Wins initiative, which focuses on character development and enhancing students’ emotional intelligence. This ongoing work reflects our dedication to fostering well-rounded students equipped with the values and interpersonal skills essential for lifelong success.|As the school seeks to improve its partnerships with parents and improve student outcomes, the communications framework will continue to evolve to provide exceptional parent/school communications, inclusive of all. An area of emphasis, designed to support underrepresented families, will include hosting community events for parents on topics of interest to the school’s families.|ECHS involves families through various advisory bodies and parent representation on the school’s Governing Board. The Parent Volunteer Organization collaborates with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP), parents serve on a committee to review the draft document and make recommendations. The draft LCAP is available to all families online and in print upon request. Parents are encouraged to submit comments before the public hearing and can also provide input directly at the hearing or at the board adoption meeting.  ECHS has consistently prioritized timely and accessible communication with parents and guardians whose primary language is not English, making it a central part of its family engagement efforts over the years. These ongoing efforts have significantly increased access to information and opportunities for input from all families. The school continues to implement and enhance strategies to seek input from all families, including those from underrepresented groups within the school community. As part of its continued commitment to parent partnership, the school regularly uses online surveys to gather feedback throughout the year. The communications team also plans to build on existing practices by expanding the use of social media to reach a broader audience. Additionally, ECHS will continue to create opportunities for families to connect with the administrative team through mini presentations, coffee talks, and other small group gatherings designed to encourage open dialogue and community engagement.  At ECHS, we work together to plan, implement, evaluate, and improve our family engagement activities. We continually seek input from parents on how we can enhance our current activities, increase the variety of activities, and ensure inclusivity for our underrepresented population.|The school consistently implements and refines strategies to seek input from all families, including those from underrepresented groups within the school community. Providing timely and accessible communication to parents and guardians whose primary language is not English has been a sustained area of focus, resulting in increased access to information and meaningful opportunities for engagement. As part of its continued partnership with parents, ECHS regularly uses online surveys to share information and gather feedback on key issues throughout the year. The communications team is committed to building on these established practices by expanding the use of social media to reach a broader audience. Additionally, the school continues to develop opportunities for families to connect with the administrative team in meaningful ways, including mini presentations, coffee talks, and other small-group activities.  Moving forward, efforts will remain centered on finding new and accessible ways for families—especially those from underrepresented groups—to participate in advisory groups and the decision-making process.|At ECHS, we are dedicated to thoughtfully planning, executing, evaluating, and enhancing our family engagement initiatives. We use a variety of strategies, including language translation services, targeted surveys to reach underrepresented populations, and a welcoming approach by our administrators who greet everyone as they enter and exit the campus before and after school.  We actively seek input from parents to refine our existing activities and expand the range of offerings available to our diverse community. Our goal is to ensure inclusivity for our underrepresented populations.  Looking ahead, we will continue to streamline the process of involving families in advisory groups and the decision-making process. We are particularly committed to increasing the involvement of underrepresented families in shaping our educational community.|5|5|5|5|4|5|5|4|4|4|4|4|Met||2025-06-11|2025
37681140000000|Fallbrook Union Elementary|3|"Fallbrook Union Elementary School District annually surveys all TK-8th grade parents. The survey assesses seven criteria and includes an open-ended comment section. Key findings from the survey include input on school climate and culture, parent engagement and communication, parent education topics, and parent perception of the academic program and school safety. FUESD's analysis of survey results highlighted the following, which were commensurate with LCAP Parent Forum input: FUESD maintain feelings of having a voice and input, 66% of families acknowledged that workshops of interest were offered for parents, an increase in positive feelings related to sufficient instruction in math, reading, writing, science, history/social science, English language development, and physical education, and 94% of parents reported students feeling safe at school. Overall, our parents and community felt ""welcome on campus."" The increase in survey responses and attendance at school events and workshops has demonstrated progress in building relationships between schools and our families."|FUESD's self-analysis suggested we continue our efforts to build relationships among the school community through supporting leadership opportunities at the school sites, such as organized volunteering and being inclusive of culturally responsive practices.|The district has identified staff training as our area of focus to support relationship building. FUESD identified a need to support our staff with learning more about our families and our community. We would like to focus on leveraging family's strengths, cultures, and languages to support students, as well as helping to understand parents' goals for their children. We believe continuing the focus of creating supportive and positive school cultures and climates, along with providing our staff with additional training and support in understanding families, we will improve the engagement of underrepresented families. We will be using our Bilingual Community Support to make individualized contacts to families to support higher engagement of underrepresented families.|FUESD continues to build partnerships with parents through regular communication, inviting parents to participate in leadership roles at our sites and the district level, as well as providing parents with learning opportunities through parent nights and family workshops. Annually, all schools provide families with a calendar of workshops and events included within their Parent-Family Engagement Policies. Parent advisory committees make recommendations as to events and recommendations that would benefit parents. Annually, the district has two designated Parent-Teacher-Student Conference windows for review of student progress, as well as provide other means for regular communication between home and school including, but not limited to, Teacher Classroom Google Sites, and access to staff email addresses and work phone numbers. Back to School Night and Open House are well attended. We want to expand beyond these foundational practices to build stronger two way communication practices.|While our schools and district have strong committees and offer a variety of workshops and events for families, we did identify that building partnerships that focus on student outcomes beyond individual committees (ELAC, SSC, PTA, Lighthouse Teams) is an area of growth. We would like to see cross participation among our committees, higher attendance with academic topic focused education opportunities, and greater voice when sharing ideas of how to improve student outcomes. We look forward to inviting parents to serve as partners.|An area of improvement will be providing professional learning that supports teachers and administrators to improve the schools' capacity to partner with families. While we have systems that support regular communication, support with a variety of parent committees, we believe professional development is how to connect and build trust with our underrepresented families and would support stronger partnerships.|"Our school sites and district offer a variety of ways to engage families in advisory groups and with decision-making. Active advisory groups include Parent Advisory Councils at our district preschool center and for our districtwide Migrant Education Program, school Lighthouse teams, PTA/PTSO at all of our school sites, including the preschool, School Site Councils (all school sites), English Learner Advisory Committees at all in-town school sites, as well as a District Advisory Committee and District English Learner Committee made up of teacher and parent representatives from all schools sites. Each year our Senior Director of Curriculum and Instruction hosts individual advisory group boot camps to review with principals and staff ""how to involve families in advisory groups and decision making"" at the site and provides training materials for SSC/ELAC. In addition, we illicit parent feedback in an Annual Needs Assessment developed by DELAC/DAC, offering other Parent Surveys through Panorama and Google forms and offering multiple dates and times for parent input into the district LCAP. The schools/district ensures that all meetings (committee/engagement activities) are provided in both English and Spanish and that meeting times vary to support the engagement of working families. Outreach for activities is done in various ways; for example, all-calls, texts, emails, paper flyers, digital flyers, and personal phone calls to ensure that all families, including our underrepresented families, are notified. Finally, parent committees use the data and feedback from parent surveys and the Needs Assessment to plan, implement, and evaluate family engagement activities. As a district, we are committed to ensuring high levels of involvement and communication. We will continue to improve participation levels by recruiting various parents to participate in leadership roles and committees. FUESD has active parent committees that participate in providing authentic input."|As we continue to look to improve our seeking input for decision-making, we will be seeking ways to increase parent participation and engagement at the school sites, specifically in the area of LCAP Input sessions and our Title Parent Information Nights. This year, we experienced low attendance at the school sites for these two input events. While our parent committees are strong, we would like to broaden involvement and input beyond committees.|As we continue to look to improve our seeking input for decision-making, we will be exploring ways to increase parent engagement at school sites for the purpose of increasing outcomes for students. We want to create schools that foster inclusion, promote shared decision making, and empower our families to be partners in shared decision making. We want to personalize interactions to include our underrepresented families.|3|5|3|4|3|4|3|3|4|4|3|3|Met||2025-06-24|2025
37681220000000|Fallbrook Union High|3|"One of the LEA's areas of strength is the employment of a district bilingual liaison and college and career liaison each who serve as a parent and community liaison for the school site; additionally the addition of a K-14 counselor is a position of strength to build relationships between staff and families. The bilingual liaison works in the Parent Welcome Center, where parents can come and access computers to look up students' grades, confirm and check their data in the system, inquire about resources, and have a work space if they are parent volunteers. Our bilingual liaison also runs a parent leadership workshop every other year in which he provides support and education to parents who want to learn how to navigate the school system.  The bilingual College and Career Liaison position coordinates with Spanish speaking students and families and provides an additional layer of support to the LEA's existing District Career/Vocabulary Education Coordinator.  New to the LEA is a K-14 counseling position to support students with planning through high school and into college and/or career.  This position has facilitated relationships between school staff and families by providing information on dual enrollment and coordinating meetings with students and parents to develop four and six year plans for students.   Annually new staff members are required to participate in a two day ELD Standards training in which they participate in a student panel to learn more about students and their experiences within the educational system.  Participants also engage in either home visits or parent empathy interviews to learn  more about families in the district.  Additionally, the LEA also has a strong PTSA that works with families through a variety of different programs such as the Global Village, CTE, Band, ASB, and athletics.  DELAC, ELAC, and School Site Council are also committees in which parents can engage to influence the LEA's trajectory.  Principal's also offer opportunities such as ""Coffee with the Principal"" or ""Dinner with the Counselor"" to develop relationships with students and parents."|The LEA has demonstrated progress with a strong ELAC and DELAC committee who inform strong School Site Councils at school sites. Additionally underrepresented parents are supported through the Saturday Academy and through the Parent Leadership Workshops, Mano a Mano Parent Workshops, and PIQE workshops offered by the LEA. Parents are also involved in individual school sites through Coffee with the Principal, Coffee with the Counselor, the Global Village, ASB, band, and athletics.  A focus area for improvement would be providing opportunities for families, teachers, principal's and district administrators to work together to plan, design and implement family engagement activities in which teachers and counselors can engage with parents.|One of the LEA's strengths in this area is the Mano a Mano and/or PIQE Parent Workshop and the parent leadership workshops that are offered to parents throughout the course of the school year.  There will also be college and career readiness workshops provided to both English and Spanish speaking families in regards to College and Career Ready Milestones to adequately prepare students for either Career and/or College.  At DELAC Committee meetings and LCAP Parent Input meetings, yearly calendars of parent engagement opportunities have been requested; thus, the LEA will be developing a yearlong parent engagement calendar   The LEA offers a Saturday Academy in which both represented and underrepresented parents have access to courses such as computers, ESL, Citizenship, Ballet Folklorico, and INEA. Parent Leadership and the Saturday Academy both serve all parents but focus on underrepresented parents.  Other areas of strength are the School Site Councils, Coffee with the Principal, Dinner with the Counselor, ASB, Band, Dual Immersion, and athletics. Parents are interested, involved, and invited to support these programs on school sites.  The LEA will focus on continuing to refine and improve communication to engage parents in the various opportunities offered on the campuses.|The LEA’s strength’s for building partnerships for student outcomes are the implementation of ELAC, DELAC, School Site Council, Coffee with the Principal, and Local Control Accountability Plan Educational Partner meetings, and Freshmen Showcase. Parents during the 2024-2025 school year were continuously invited to participate in a variety of ways at the school site.   Mano a Mano was well attended with 85 parents participating in the workshops in 2021-2022.  PIQE was well attended with 20 parents duringt he 2022-2023 school year.  Mano a Mano was offered again during the 2023-2024 school year and was well attended with 45 parents participating.  During the 2024-2025 school year Encuentros offered a parent partnership program that averaged 25 in parent attendance.  Saturday Academy is also an excellent opportunity within the LEA for parents to be involved at the school and participate in classes alongside their student.  The inclusion of a Bilingual College and Career Community Liaison, the Bilingual Parent Liaison, and the K-14 Counselor further strengthens and expands the partnerships being built between schools and parents.|The LEA continues to focus on a variety of ways in which parents and educational partners can provide input and support student outcomes.  The district has implemented a ThoughtExchange platform for parents to voice thoughts and ideas on topics of interest.  This has given voice to a new and wider demographic of parents.   A focus area for the LEA in the future is strategically offering parent workshops and feedback meetings and committees during times when parents would also be on campus for events such as games, academic competitions, and award ceremonies.|The LEA currently engages underrepresented families during ELAC and DELAC meetings and via Thought Exchange. The LEA is looking at opening the Parent Welcome Center to more parents who would like to serve as volunteers.  Similar efforts are occurring during Saturday Academy as the LEA identifies community partnerships and additional classes that can be added for students and parents.|The LEA has a process in place to seek input for decision making via a variety of methodologies. All ELAC, DELAC, School Site Council, Coffee with Principal meetings provide input in decision making and information shared is disaggregated and considered in the development of the LCAP.  In addition to committees, parents are also offered the opportunity to provide input via Thought Exchange.   In person and virtual meetings are also offered to parents to engage in the LCAP development and provide input.  School Site Council runs at Fallbrook High School and Ivy High School and principals work with educational partners within the LEA and out in the community to recruit members for the School Site Council.|The LEA continues to focus on a variety of ways in which parents and educational partners can provide input and support student outcomes.  The district has implemented a ThoughtExchange platform for parents to voice thoughts and ideas on topics of interest.  This has given voice to a new and wider demographic of parents.   The LEA continues to look at creative ways to increase the number of parents who are providing input by aligning meetings with other high interest parent engagement opportunities such as award ceremonies and athletic events.|The LEA currently engages underrepresented families during ELAC and DELAC meetings and via Thought Exchange.  The LEA is also looking at opening the Parent Welcome Center to more parents who would like to serve as volunteers.  Similar efforts are occurring during the Saturday Academy as the LEA identifies community partnerships and additional classes that can be added for students and parents.|3|4|3|4|3|2|2|4|4|4|4|3|Met||2025-06-24|2025
37681300000000|Grossmont Union High|3|One of the biggest areas of improvement in the District’s progress at building partnerships is the adoption, integration, and use of Schoology. Schoology is a web-based learning management system (LMS) that allows teachers to create and assign tasks. This provides parents and students with a robust connection to classroom assignments, homework, and course content. This past year four district schools became recipients of Community Schools grants which had led to several schools hiring Community Liaisons to further the community/school relationship building.|The GUHSD is focused on expanding opportunities for partnership building and increasing parent involvement in events such as school site council meetings, advisory meetings, and events that promote parent engagement.|"The GUHSD is focused on expanding efforts to involve students and parents/guardians of underrepresented groups to increase involvement and awareness of school programs that affect student outcomes. During the 2024-2025 school year the District will partner with its County Office of Education in a ""Portrait of a Graduate"" development process to which will actively seek input from historically underrepresented families. This work will continue to expand in the 25-26 school year."|The Grossmont Union High School District (GUHSD) maintains a variety of ways to build productive relationships with students and their families. The GUHSD has conducted training for teachers, administrators, and staff on multiple online platforms (for example: ThoughtExchange and Talking Points) to provide two-way, multilingual options for parent and family communication. The District regularly holds public meetings and forums on everything from grant opportunities and initiatives to strategic planning to IEP nights, CTE career fairs, career webinars, and advisory meetings.|The Grossmont District continually reviews options for improving the school-family relationship. We are continuing to build the infrastructure needed to communicate with parents in real-time. We continue to use the parent portal to increase parent engagement. This is our main communication tool. Sites are provided a “no parent portal” list each year to encourage parents to sign up and ensure they don’t miss out on daily notifications regarding attendance, grades, report cards, and SIS messages.|The Grossmont District has expanded its ability to provide translations for school-generated correspondence and documents in addition to in-person events and meetings. Language support is available by District translators in Spanish and Arabic. Translation services are provided for other languages. School sites are encouraged to reach out for additional translation services as needed. Support for underrepresented families is a central item to the District’s LCAP plan and a variety of options are available for families with English Learners (EL), students with disabilities (SWD), as well as foster and homeless youth.|The District maintains a number of avenues for parents to get involved in decision-making. These include: school site councils, parent nights, IEP nights, Parent Access nights, the English Learner Advisory Council (ELAC), the District English Learner Advisory Council (DELAC), the District Advisory Committee (DAC), school site council meetings, APT meetings, Community Advisory Committee (CAC) offered through the SELPA, multiple opportunities to participate in WASC accreditation, the Parent Teacher Student Association (PTSA), booster clubs, the CTE Advisory Committee, and various community-based strategic planning sessions.   As well, each school site offers a number of opportunities for parents to get involved.|The GUHSD continues to work on increasing parent and community engagement by expanding access and opportunities for involvement in district decision-making.|The District has more broadly advertised the availability of parent involvement forums and has made specific requests for getting parents more involved. Combined, these efforts correspond to the priorities contained in the District’s Local Control and Accountability Plan (LCAP) where parent engagement is a high priority. We will continue next year to utilize our Community Schools to support parent engagement as well throughout the district.|3|2|3|3|2|3|3|3|3|3|3|3|Met||2025-06-12|2025
37681300139063|The Learning Choice Academy - East County|3|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.|We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students.|Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.|A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).|A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
37681303731262|Steele Canyon High|3|Steele Canyon provides families with information and resources to support student learning and development in the home through events like Cougar Parent 101, Math Night for freshmen, and Curriculum Nights hosted each term. Steele Canyon has SST meetings for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The Steele Canyon Parent Handbook is designed to communicate policies and procedures to all of our families and is included in the enrollment process. It is updated annually and can be found on our website at all times. Additionally, Steele Canyon provides information to our families regarding their legal rights at 504 meetings, IEP meetings, expulsion referrals, and formal complaints to understand and exercise their legal rights and advocate for their students. Steele Canyon is proud of the opportunities it provides to families to engage the school community and administrative staff. Whether it is Coffee With the Principal or ELAC, or PIQE, a welcoming environment is always fostered.|Steele Canyon prides itself on establishing positive relationships with our families. We invite our families on campus throughout the year to make them feel welcome, showcase our programs, and provide information. Steele Canyon staff is accessible to our families through email and phone calls, and grades are communicated regularly through our student information system. We regularly keep families informed through website updates and Parent Square communications. As our demographics shift, we continue to focus more on educating our staff about each family's strengths, cultures, and languages. As an area of focus, we will continue to increase opportunities for our community to provide feedback (in multiple languages) on how we can best meet the needs of our students, and we are doing this through regularly scheduled Coffee with the Principal events both in-person and virtually.|Steele Canyon provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, PIQUE, Si Se Puede, interviewing potential staff members, and the governing board. We have plenty of events and opportunities to communicate with families, and we will make a greater effort to solicit their input at these events to use when making site-based decisions. Our area for improvement is to build the capacity for our families to engage in the decision-making process. Our school site council and LCAP process are standout opportunities to engage our educational partners.|Steele Canyon provides families with information and resources to support student learning and development in the home through events like Cougar Parent 101, Math Night for freshmen, and Curriculum Nights. Steele Canyon has SST meetings for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The Steele Canyon Parent Handbook is designed to communicate policies and procedures to all of our families. It is updated annually and can be found on our website. Additionally, Steele Canyon provides information regarding their legal rights at 504 meetings, IEP meetings, expulsion referrals, and formal complaints to understand and exercise their legal rights and advocate for their students. Our focus area of improvement is to provide professional learning and support to staff to improve our school’s capacity to partner with families.|Steele Canyon provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, interviewing potential staff members, and the governing board. We have plenty of events and opportunities to communicate with families, and we will make a greater effort to solicit their input at these events to use when making site-based decisions. Our area for improvement is to build the capacity for our families to engage in the decision-making process, and our focus area for improvement is to host our Monthly Coffee with the Principal both in-person and virtually for easy access for our families.|Steele Canyon prides itself on establishing positive relationships with our families. We invite our families on campus throughout the year to make them feel welcome, showcase our programs, and provide information. Steele Canyon staff is accessible to our families through email and phone calls, and grades are communicated regularly through our student information system. As our demographics are shifting, we need to focus more on educating our staff about each family's strengths, cultures, and languages. Additionally, we plan to continue to increase opportunities for our community to provide feedback (in multiple languages) on how we can best meet the needs of our students. The LCAP process also provides many opportunities to assist parents with understanding expectations for their students. Participation from all parents is solicited, including parents of English Learners, students receiving Special Education services, foster children, and families whose children receive free or reduced-price lunch. Technology is a tool often used to both communicate information and request feedback about the LCAP goals and actions. Annual surveys will be administered to interact with various stakeholders.|Steele Canyon recognizes that parents and guardians are the most influential educational partners in a student’s life. SCHS seeks to partner with our parents and guardians and provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, interviewing potential staff members, and the governing board.|Steele Canyon High School has numerous events and opportunities to communicate with families, and we will make a greater effort to solicit their input at these events to use when making site-based decisions. Our area for improvement is to build the capacity for our families to engage in the decision-making process.|SCHS also closely monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, in order to minimize disruption to educational services.|4|4|3|4|3|4|4|4|4|4|3|3|Met||2025-06-25|2025
37681303732732|Helix High|3|At Helix, our staff is dedicated to creating a welcoming environment for all families in our community. Teachers, Student Support, and Administrators maintain regular communication with families. Grade Level Teams (GLTs) send frequent updates and host monthly events such as Grade Level Coffee Talks and Family First parent education sessions.   We host Back-to-School Nights twice a year, providing teachers an opportunity to outline course goals and discuss how parents can collaborate with them throughout the year. Summer Conferences are held annually, offering the Grade Level Team a platform to discuss academic progress, four-year plans, and students' social-emotional status. Parents are encouraged to ask questions and learn specific ways to support their child.   For students who are not meeting expected goals or face attendance or behavior challenges, Student Intervention Team (SIT) meetings are organized. These meetings allow GLTs to collaborate with parents, teachers, and students to develop and implement strategies and accommodations for student success in all classes.   Students with an Individualized Education Plan (IEP) have annual meetings to review their progress and plan. Parents receive detailed information about their legal rights and are encouraged to ask questions. Translators are provided whenever necessary to ensure that all parents clearly understand the information being shared.|We will continue to implement the effective strategies listed to support partnerships that enhance student outcomes. This school year, we are focusing on proactive, early interventions by the Grade Level Teams. Additionally, we are refining and communicating our Multi-Tiered System of Supports (MTSS) and Multi-Tiered Multi-Domain Supports to the entire school community.|We actively seek feedback from underrepresented families through parent surveys and ensure their voices are heard by including representation on Advisory Committees. Our Multi-Tiered System of Supports (MTSS) and Multi-Tiered Multi-Domain Supports (MTDS) are designed to ensure no subgroups of students fall through the cracks. We are excited to reinstitute Family First parent information meetings, which will provide an opportunity to connect more closely with our underrepresented families.|At HCHS, we deeply value parent involvement, recognizing its critical role in student success. The strong attendance at Summer Conferences, Back-to-School Nights, Parent Shadow Days, and other school events underscores the effectiveness of our efforts in this area. Each staff member is dedicated to including all parents and guardians as equal partners in their children's education. Effective communication is pivotal in building and sustaining positive and productive relationships between families and our school.   This year, our Community Relations and Event Coordinator has bolstered communication and community engagement through Family First events, an updated website, and active social media channels. Additionally, the Grade Level Principal on Special Assignment focuses on improving community feedback, particularly on items such as the Local Control Accountability Plan.  Helix takes pride in our collaborative relationship with families, striving to cultivate a welcoming and supportive environment for students and their families. We engage in ongoing two-way dialogue through parent education evenings, strategic plan development, surveys, and a mix of on-site and virtual activities. Our Leadership Team ensures continuous updates through our InTouch phone caller system, monthly newsletters highlighting student learning and activities, and direct email communication.   To aid parents in understanding academic expectations, we offer various strategies, including Summer Conferences, Monthly GLT meetings, and Family First Thursday Info Nights. These events provide opportunities for parents to learn strategies for supporting their children's academic achievement and emotional well-being. Further information is disseminated through Back-to-School Nights, Open House events, and quarterly Progress Reports on academic progress.|In addition to maintaining the effective elements in place to sustain the positive relationships between school staff and families, the focus area for the 2024-25 school year will be the implementation of an ongoing Family Engagement Council. This council will monitor the effectiveness of existing communication structures and refine them as necessary to ensure continuous improvement.   Helix has expanded its administrative team by adding roles such as the Community Relations and Engagement Coordinator (CREC) and a Grade Level Principal (GLP) on Special Assignment. These additions have assisted in expanding parent outreach and communication efforts. The CREC has focused on optimizing the Helix website and social media channels as primary methods of communication. Meanwhile, the Director of Ed Services supports various behind-the-scenes programs on campus, thereby freeing up Grade Level Principals to dedicate more time to students.|Helix is committed to advancing diversity, equity, and inclusion initiatives. Recently, we are moving into our third and final year of Flex Prep Professional Development on campus–this PD is based on our work with the San Diego County Office of Education and the National Center for Urban School Transformation.  As part of our ongoing efforts to enhance accessibility, our parent email software now enables families to select from ten different home languages. We believe this feature will greatly improve accessibility and communication with our diverse community.|Stakeholders, including students, parents, and staff, actively participate in meaningful dialogue and contribute input to Helix's strategic planning process through various formal groups. These include the Charter Board, ParentTeacher Student Association (PTSA), English Language Advisory Committee (ELAC), Helix Teachers Association (HTA), Helix Classified Association (HCA), Restructuring Committee, Department Chair Council, Leadership Team, Professional Development Team, and Staff Equity Team.   Parent involvement in the development and annual review of schoolwide objectives is facilitated through participation in scheduled meetings, surveys, and focus group sessions. These sessions provide opportunities for parents to understand the expectations of the plans and how they impact their children.   To ensure authentic stakeholder input, including from students and families from underrepresented groups, the focus group sessions are continuously refined. Efforts are made to include methods for participation among families who speak languages other than English, fostering a more inclusive and comprehensive planning process.|During the 2024-25 school year, Helix worked to actively engage our educational partners as we continued to refine our work on our strategic plan, the Local Control Accountability Plan, based on our latest findings. Throughout this process, we are committed to ensuring input from all groups, particularly those that are underrepresented, to inform the development of this plan. We will implement methods to facilitate participation among families who speak languages other than English, fostering a more inclusive and representative planning process.|We are committed to maintaining the effective practices that ensure the input from underrepresented families is included and informs decision-making processes. Additionally, we will ensure their active participation in the strategic planning process.   The Community Relations and Engagement Coordinator (CREC) has been instrumental in optimizing the Helix website and social media channels as primary methods of seeking input from our diverse community. Meanwhile, the Grade Level Principal on Special Assignment (GLP) plays a crucial role in supporting various behind-the-scenes programs on campus, which will aid in gathering input from underrepresented families.|5|5|5|5|5|4|4|5|5|4|5|4|Met||2025-06-23|2025
37681550000000|Jamul-Dulzura Union Elementary|3|Based on the analysis of educational partner input and our local data, JDUSD’s current strengths and progress focus around the rejuvenation of our on campus Family Nights.  JDUSD hosts our traditional Family Nights such as Family Financial Literacy Night which was sponsored by the San Diego Council of Economic Education, PTO events, and other opportunities for parents and the community to come to our campuses to celebrate student learning. Two full musical theater productions,  National History Day, Leadership Day/Open House, Back to School Nights, Science Fair,  and Movie Night are a few of the opportunities.  JDUSD has also ensured that families are involved in our Strategic Planning, School Site Councils, ELAC/DELAC, and Parent Advisory Groups.  JDUSD will continue to host a Parent IEP Education and Networking event with the East County SELPA. We have also begun planning our annual Family Literacy Night, Pi Night, Movie Night, Night at the Museum (for National History Day), and other community events. In addition the Jamul Community Church brought their Common Thread clothing exchange to the elementary school Back to School Night.|Based on the analysis of educational partner input and our local data, our focus for improvement is to ensure that we have representation from all our student groups when our parents are involved. This means that we actively seek out parents that represent our unduplicated pupils along with our largest racial groups in order for everyone's voice to be heard.|Based on the analysis of educational partner input and our local data, during the 2024/25 school year we focused on improving representation on our Strategic Planning team of families of students with disabilities, low socio economic, and homeless youth. We had concentrated in the past on including families who represented English Learners and continue to do so. We will continue to strive to include homeless families as this was the groups that we did not successfully have represented on the team.|Based on the analysis of educational partner input and our local data, JDUSD’s strengths for building partnerships for student outcomes are that we have multiple committees for families to serve on, that we offer as many meetings as possible at multiple times in order to facilitate participation, we translate meetings and materials, we make information available in multiple modalities (robocalls, emails, text, social media), and we offer parent/teacher conferences to all families twice a year.|Based on the analysis of educational partner input and our local data, our focus for improvement is to ensure that we have representation from all our student groups when our parents are involved. This means taht we actively seek out parents that represent our unduplicated pupils along with our largest racial groups in order for everyone's voice to be heard.|Based on the analysis of educational partner input and our local data, during the 2024/25 school year we focused on improving representation on our Strategic Planning team of families of students with disabilities, low social economic, and homeless youth. We had concentrated in the past on including families who represented English Learners and continue to do so. We will continue to strive to include homeless families as this was the groups that we did not successfully have represented on the team.|Based on the analysis of educational partner input and our local data, JDUSD has multiple strengths for seeking input for decision making. Frist we have a strong Strategic Planning Team made up of staff, school board, families, and community members. The Strategic Planning Team is the group who looks at data and gives direct input to the LCAP. In addition, JDUSD offers multiple opportunities for other groups to give feedback for decision making by having meetings take place at different times throughout the day, by offering the option to zoom in, and by having translators available for input meetings throughout the year.|Based on the analysis of education partner input and our local data, our focus area for improvement in Seeking Input to to find a way to ensure that all families realize that they are being given the opportunity to give input and that they then take that opportunity to do so.|Based on the analysis of educational partner input and local data, we will continue to work to improve engagement of underrepresented families through the use of our website, social media, principal all calls, emails, personal phone calls, teacher communications, committees, survey and events where families want to be on campus and then we ask them for their input while they are here.|4|4|3|5|5|5|4|4|5|5|4|5|Met||2025-06-26|2025
37681556117303|Greater San Diego Academy|3|Due to the nature of GSDA's personalized learning homeschool program, the area of building partnerships for student outcomes is an overall strength. Educational consultants meet monthly with parents to discuss student progress and provide information and resources to support student learning and development at home. GSDA educational consultants communicate with families via email and text regularly to support student learning and address family needs.  GSDA office staff also engage in regular communication with current and prospective families to provide support regarding the GSDA program.|Overwhelming feedback from parents showed that they are happy with the personalization, flexibility, and support provided by GSDA teachers. GSDA continues to brainstorm opportunities to create community.  This includes work on enhanced schoolwide events, schoolwide literacy and math themes, and improving communication via email, text, and social media.|GSDA has had limited success in engaging underrepresented subgroups.  The newly formed ELAC committee has seen an increase in participation and established parent leaders in the English Learner community. GSDA will continue to offer parent meetings via Zoom and in-person to encourage participation.GSDA will be hiring additional bilingual staff in order to support our English Learner population. GSDA plans to improve engagement through a multi-modality approach including offering a variety of formats and times for parent meetings, enhanced marketing of schoolwide events, and opportunities to provide feedback via surveys.|As a homeschool program that focuses on personalized education, GSDA's foundation is built on the ability of staff to build relationships with families. Monthly professional development builds on the staff's capacity for fostering strong relationships with the families they support. GSDA administers parent surveys for students in grades TK-12 annually. As part of our school mission, we seek to provide a safe and supportive learning environment for all students. Offering a variety of opportunities for feedback from parents and students including meetings and surveys helps to ensure that we are succeeding in providing that environment. In addition to our school mission, our annual LCAP also seeks to provide a safe and supportive learning environment for all students. Many of the specific steps taken each year as listed in our annual LCAP were derived from suggestions and feedback from our annual parent and student surveys.|Based on educational partner feedback, parents/guardians feel welcomed, supported, and encouraged at GSDA.  No specific areas for improvement round building partnerships was noted in our annual survey. Overall students are satisfied with the level of support they receive and the resources provided by GSDA.|Since all teachers meet parents and students at least monthly to discuss academic progress, social-emotional supports, and available resources, all families are equally represented in regards to building partnerships for student outcomes.|GSDA provides regular opportunities for parents to provide input through parent meetings, ELAC & Charter Council advisory groups, and surveys.  Additionally, parents have the opportunity to provide feedback during their monthly meetings with their Educational Consultant.|GSDA recognizes that an area for improvement is in parent involvement for English Learners and families that are participating in our primarily virtual program. The population of English Learners has grown this year at GSDA. While new opportunities for engagement have been developed with the creation of the ELAC advisory group, more work needs to be done on the overall involvement of parents of English Learners in the school community. Input from students that primarily engage with GSDA via virtual curriculum and virtual meetings is also an area that needs improvement. GSDA seeks to include representatives from these populations through invitations to participate on Charter Council & ELAC and to attend schoolwide events.|During recent educational partner meetings, we received feedback that offering parent meetings with a Spanish interpreter could improve participation. It was also noted that offering food at the in-person meetings is a big draw.  GSDA plans to increase communication via email and text to send reminders, links, and invitations.|5|5|5|5|5|5|5|5|4|3|4|3|Met||2025-06-26|2025
37681630000000|Julian Union Elementary|3|Family support and outreach programs are a strength at JUSD. Through Pathways, our school-aligned 501c3, families have access to resources to support student health and wellness. Additional examples of programs that foster continuing connection with families are our First Friday lunch, where parents are invited to eat lunch with school administration and their student on the first Friday of each month, and our newly implemented all-call text system, with on-demand translation for non-English-speaking families.|A challenge to building a community within our district is the large distances covered within our district boundaries. With approximately 600 square miles, many of our students have up to an hour commute each morning, and parents can find it challenging to attend school events such as Back to School Night, Open House, etc. Including all community members is an ongoing area of focus.|When possible, implement programs supporting remote segments of our school community. Continue to leverage technology and social media to provide a window on the outstanding work done by students and staff, and empower families to engage in constructive dialogue and have their voices heard.|Use of technology to differentiate and serve the needs of each child has been an area of strength, driving student learning outcomes.|Although technology has been a primary driver of student success, the digital divide in access at home within our rural mountain district is an ongoing challenge. With many locations within the Julian community lacking access to high speed Internet and with cellular service likewise limited by mountainous terrain, ensuring that all students have access to tools necessary to their success is a focus for our district.|JUSD actively works with families to identify unmet technology needs and to find solutions to ensure equitable access.|LCAP and school site counsel has been a key component in ensuring that all stakeholders have a voice in district priorities and decision-making. Additionally, this year JUSD has combined our LCAP/school site counsel meetings with those for Julian High School, ensuring that members of both stakeholder groups have a full picture of the challenges and opportunities within our TK-12 community.|An area of focus is to actively seek involvement from a full cross-section of our community, ensuring diverse voices are included in our decision-making process.|Community outreach to less represented members of our community is an essential component of our efforts to drive equitable decision-making.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
37681630128421|Harbor Springs Charter|3|Parent perception data is gathered through the LCAP Annual School Survey and program-level satisfaction surveys. Responses to the 2025 LCAP survey were overwhelmingly positive, with 91% of participants reporting they experienced school staff building trusting and respectful relationships with families. Additionally, 94% of families report that the school creates welcoming environments, and 87% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. School safety is our highest priority. Survey results show that 93% of families find that the school establishes student safety, connectedness, and positive school culture. Further, 87% of parents think that the school is doing well supporting students with disabilities, English Learners, foster youth, and economically disadvantaged student groups. While the school leadership is pleased with this report, we prioritize relationships between school staff and parents and strive for a 100% positive response.  Our schoolwide belonging goal is for everyone, including staff and students, to have a deep sense of belonging. The Belonging Committee, in collaboration with Student Services, implemented Restorative Practices training and support for school leaders. We partnered with a Restorative Practices coach to support implementation. Restorative practices are known to improve attendance, reduce suspensions and expulsions, and create a sense of community and belonging for the school community.  One of our pillars of personalized learning is to create a caring community. This is an area of strength for the school. Knowing the whole child, including their families and background, is essential for our model. Teachers and leaders use a variety of assessments and personalized assignments to learn about each student, their families, and their backgrounds. For example, parents and students in our ILP programs are given learning/educating strengths finders assessments and learning styles assessments. In academy programs, teachers learn more about their students by using interest inventories, strength’s finders, and implementing community circles and morning meetings We provide opportunities for families across programs to engage in the school community in a variety of ways including math nights, parent education, field trips, and school site council; these opportunities are communicated to families through ParentSquare and newsletters.  Our home-based programs offer regional student and parent SPREE events, Parent orientations, webinars, and coffee chats. Across the school, parent participation in decision-making bodies such as School Site Council and DELAC is actively monitored to ensure broad and representative input. Attendance and engagement are tracked in these forums, and leadership teams work to maintain fidelity to the process through consistent communication and outreach.|Our focus is to continue building a deep sense of belonging for every student. In particular for this priority, we will focus on developing staff to learn more about every student's whole family, including cultures and languages, to ensure ample opportunities for celebrating varied cultures, traditions, and rituals across our school programs. We strive to build our educators' cultural proficiency and ability to cultivate culturally competent classrooms.  We have focused our Belonging Committee on identifying ways to meet our schoolwide goals so that every student has a deep sense of belonging.|Our commitment to inclusivity extends to creating welcoming environments for all families in our community. We've ensured that every family feels valued and embraced within our educational community by hosting regular community events such as cultural fairs and open houses. To support our goals to increase cultural proficiency, we've prioritized enhancing training and support for teachers and families for English Language Learners (ELLs). We increased staff to support our ELLs and to build the capacity of our leaders and teachers. Also, the LEA has implemented a variety of channels to facilitate two-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in their primary language. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.  Moving forward, our LEA remains dedicated to continuously improving relationships between school staff and families for underrepresented families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. In the 2024-2025 school year, we implemented Branching Minds with a soft rollout. Branching Minds is a centralized source for Social Emotional Learning screener data, MTSS data, collaboration tools, and research-based interventions. During the 2025-2026 school year, we will increase our use of this powerful tool to improve engagement of underrepresented families, including our English Language Learners. Branching Minds provides information to help strengthen two-way communication and collaboration with educational partners. This platform allows support staff across departments to use data to make plans for our underrepresented students and provides easy-to-use communication tools to share with families. The communication fosters a partnership and offers tools and resources to empower caregivers to support their child at home.  We strive to strengthen our bonds with families and create a more inclusive and supportive educational environment for all by addressing these areas.|In 2025, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes. 92% of parents surveyed reported that they think students have everything that they need to learn, and 92% of parents believe that the school is effectively teaching grade-level standards.   The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school.  We will continue to provide training and support for staff and families to understand each student's social and emotional needs and to focus on closing achievement gaps through timely interventions, including online and in-person options. Professional development includes ensuring that the teachers and leaders are aware of our resources and how to support families. Benchmark is a tool that we will use to create individual student plans aligned to resources for increasing engagement with underrepresented students and their families.|In 2025, parents were surveyed to collect perception data on the school's practices of seeking input for decision making. 81% of parents reported that principals/directors engage families in decision-making. This is a 2% increase from the 2024 survey data, where 79% of parents reported that principals/directors engage families in decision-making. We also saw a slight increase in 2025 from 83% of parents to 84% of parents who reported that the school encourages families to engage in advisory groups and decision making (school site council, DELAC, Special Education Parent Collaboration, etc.). In the 2025 survey, 81% of parents reported that families have opportunities to provide input on policies and programs, and 84% of respondents agreed that the school specifically seeks input from underrepresented groups. Finally, 84% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities.  The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities.  We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees, and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. The school invites parents to participate in the District English Learner Advisory Committee (DELAC). This committee is designed to provide a platform for parents of English Language Learners to engage in the school system and advocate for their children's education.|The identified area of focus in seeking input for decision making focuses on providing additional opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at both the program and school-wide levels with a focus on expanding efforts to engage typically underrepresented groups.|We continue to engage underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC and School Site Council, to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, and especially in seeking input from underrepresented groups in the community. We increased engagement of underrepresented families in relation to seeking input for decision-making by implementing targeted strategies that align with our responsibility to provide high-quality curriculum and instruction. Recognizing gaps in participation from underrepresented families, Springs strives to offer culturally responsive and accessible forums, such as multilingual school site council meetings and flexible virtual meetings, to gather meaningful input on academic and school programs.   To reinforce the role of parents and guardians in supporting their children’s learning, Springs offers parent education workshops focused on academic expectations, home learning strategies, and how to navigate school systems. These workshops are offered at varied times and formats to accommodate work schedules and language needs.    To enhance communication, Springs strengthens its current practices by committing to consistent, proactive outreach. This includes regular parent-teacher conferences, progress reports provided in multilingual formats as applicable, and a variety of accessible avenues for two-way communication with staff. Families are also offered expanded opportunities to volunteer, observe classrooms, and participate in school activities—either in-person or virtually—to build deeper connections with their child’s educational experience. These efforts are designed to foster trust and shared responsibility between families and educators.|5|5|4|5|5|4|5|5|4|5|5|5|Met||2025-06-12|2025
37681630137109|Diego Valley East Public Charter|3|Diego Valley East (DVE) engages its educational partners during the quarterly PAC and ELAC, where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.|Based on input and data analysis, DVE would like to improve the number of participants who attend the ELAC meetings. One way this can occur is by providing educational partners with focused topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.|To engage underrepresented families, DVE plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DVE has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves.|Parents are highly satisfied with the school, with 99% feeling it is safe and 100% agreeing students are treated with respect. All parents are satisfied with teacher-student interactions, and 97% find communication on graduation progress clear. Additionally, 100% would recommend the school.|While engagement is strong, there is room for growth. Though 96% feel encouraged to participate, increasing parental involvement further could be beneficial. Additionally, while 92% say their child uses tutoring, expanding access could support more students. Strengthening these areas will enhance family engagement and student success.|To engage underrepresented families and students, DVE plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DVE has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened.|DVE engages its educational partners during the quarterly PAC and ELAC, annual surveys, and parent-teacher conferences where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.|Based on input and data analysis, DVE would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support.|To better engage underrepresented families, DVE plans to expand home contact through L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. By using multiple communication methods, the school has seen increased family participation in events and stronger school-home relationships. DVE will continue to seek input for decision-making based on each family’s preferred communication method. A key finding from the local survey highlighted that 98% of parents and guardians felt welcomed in the school environment, a 13% increase from the previous year. To further strengthen family engagement, DVE continues to implement activities such as PAC/ELAC meetings, student recognition days, award nights, open houses, back-to-school nights, and parent-teacher-student conferences.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-03|2025
37681630138156|JCS - Mountain Oaks|3|"JCS-Mountain Oaks has experienced some significant leadership changes in the past couple of years; therefore, building relationships between school staff and families has been a priority. The school has continued to utilize ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal- setting conferences, conferences throughout the year, and end-of-the-year Scholarly Presentations of learning. Parents are strongly encouraged to attend School Site Council and JCS-Inc. Board meetings throughout the year and participate in surveys that elicit feedback aligned to school improvement and decision-making. On a survey given in Spring 2025, 94% of parents indicated they believe that teachers care about their students and are available to them. Additionally, parents cited that ""nurturing school community"" was one of the top reasons they chose JCS- Mountain Oaks.  According to staff, a key strength in Building Relationships between school staff and families is the presence of leadership whose consistent, friendly interactions with students and families foster a sense of community and connection. The community is strengthened when staff greet students and parents individually each morning, address concerns, and invest time and energy into every family, staff member, and teacher. This approach to leadership and dedication has been crucial in building a cohesive, trusting school community."|"With the recent leadership change at JCS-Mountain Oaks, it became clear that families felt disconnected from school leaders and did not believe their voices/opinions were important to school planning. We are making sustained efforts to shift this perception, but challenges still exist. On a survey given in Spring 2024, 20% of parents and 19% of students disagreed with the statement ""The leaders at my school listen to students and care about their opinions."" We would like to see this improve and plan to lift student voices in decision-making and school culture as we continue the Leader in Me Program. According to a staff survey, the school’s focus areas related to parental involvement and family engagement highlight the need for a warmer and more approachable director to foster deeper connections with families. Staff believe that leadership needs to focus efforts more on engaging directly with parents in a collaborative manner rather than staying informed and making decisions. We will also continue improving relationships between staff and families by setting communication protocols and norms (email response time expectations), hosting inclusive events, and being more present to greet students and families each day."|The LEA utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal-setting conferences, conferences throughout the year, and project week presentations of learning. The engagement of underrepresented families can be improved by decreasing the roster size of the teachers with the highest rosters and supporting teachers in identifying strategies to engage those families. Additionally, we will try to engage underrepresented families through in-person conversations at pick-up/drop-off, personal phone calls, and personal emails. When needed, leadership will take time to meet with families in need and provide assistance personally. The LEA will also recruit representatives from underrepresented populations to be members of our School Site Council. For the EL population, the LEA will utilize bilingual features of communication channels such as ParentSquare or Google Docs when language is a barrier between the school and the parent. Spanish-speaking members of the school staff to translate, when possible, will also be utilized.  To enhance parental involvement and family engagement with underrepresented families, staff suggest that the school could create more opportunities for families to meet additional needs, such as offering a clothing exchange or providing extra take-home meals from the lunch program that would otherwise go to waste. The PTO already does an excellent job of ensuring that all families, regardless of background, can participate in events. Expanding these efforts would further support underrepresented families and foster a stronger sense of inclusion and community.|JCS-Mountain Oaks focuses on building partnerships for student outcomes by providing the capacity for teachers to partner with families through the hybrid model, allowing teachers to personalize communication with families one day per week, or the home study model, where teachers meet individually with families once every 20 days. The school provides high-quality resources for learning and development at home. Additionally, the LEA facilitates student-led conferences each fall and communicates with parents regularly about student progress. Staff use data from the NWEA MAP assessment and i-Ready progress to inform parents about their students' areas of strength and improvement. When students require additional support, staff and parents work together through the MTSS process to provide the needed support, reflect on intervention efforts, and consider their effectiveness. Staff regularly engage in professional learning opportunities to increase student outcomes, such as GATE training and Cognitively Guided Instruction. JCS-Mountain Oaks provides a Parent Handbook that addresses their legal rights and how to advocate for their children.|JCS-Mountain Oaks plans to increase parent engagement with the desired impact of improving student outcomes by establishing communication protocols and norms, increasing in-person contact with parents at drop-off and pick-up times, and providing monthly Principal Chats. The LEA will also create the capacity for more reflective parent-teacher conferences by calendaring half-days in the fall, increasing the length of conferences, and shifting the format from all student-led to partially student-led and partially teacher/parent. This is a result of a strong request from families to provide more parent-teacher talk time during conferences without the student present.|The LEA can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest count of high-needs students. This will allow staff to focus on the personalization of instruction, resources, and support, resulting in improved student outcomes. By identifying underrepresented families early, school staff can also make increased efforts to understand their needs and remove learning/achievement barriers.|The school actively recruits participation in our School Site Council and promotes meetings for the public to attend. Families are surveyed often to provide feedback. The LEA also encourages educational partners to attend the monthly JCS-Inc. Board Meeting and local PTO meetings. On a parent survey, 60% of parents reported that school staff encourages them to engage in School Site Councils, JCS Board Meetings, and other decision-making forums always or often.|As an area of focus, the school can work more collaboratively with educational partners when seeking input for decision-making. On a parent survey given in Spring 2025, 20% of parents responded that school staff never or rarely care about what they think and do not want to collaborate with them to plan, design, implement, and evaluate family engagement activities.|The LEA can improve the engagement of underrepresented families concerning seeking input for decision-making by identifying our underrepresented families early and making increased efforts to understand their needs and remove communication barriers. Teachers will identify individuals on their rosters who represent marginalized populations early and increase communication with them. LEA staff will be available to plan for individual student needs of ELs and Homeless/Foster Youth. Additionally, the school will utilize bilingual features of communication channels such as ParentSquare or Google Docs when language is a barrier between the school and the parent. When possible, Spanish-speaking members of the school staff will also be utilized to translate. The school principal will recruit School Site Council members who represent underrepresented students, including students with disabilities, low-income students, and English language learners.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-13|2025
37681630138628|JCS - Cedar Cove|3|JCS-Cedar Cove partners with parents to build relationships focused on the support and success of students. We also care about providing opportunities for families to feel connected to the community through social gatherings and school events. In the Home Study program, teachers, students, and parents outline personalized learning targets, goals, strengths, challenges, and interests. Within the Academy, teachers see their students regularly for instruction and facilitate interest and personality inquiries to get to know them better. Academy teachers also meet with parents via a before-school Meet & Greet event, Back-to-School night, parent-teacher conference in the fall and the spring, daily at-school pick-up, coffee chats, IEPs, and other meetings based on request. Communication among the school staff and parents is facilitated via weekly newsletters, phone calls, email, text messages, in-person conversations, and meetings. Authentic relationships are also built via field trips and family events at the school.|Via survey, parent partners have expressed appreciation for community events facilitated by the school and organizations affiliated with the school (ex. PTO). In general, parents would like more opportunities to socialize with the community and build quality relationships that would result in higher retention from year to year. Additionally, some parent partners want to see more consistency among staff members for communicating about ongoing student learning in our Academy program. This will be addressed with staff collaboration and agreement around clear and consistent communication protocol. As needed, staff may focus on areas of need through SMART goals.|The school utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal-setting conferences, conferences throughout the year, and project week presentations of learning. We tried to engage underrepresented families through in-person conversations at pick-up/drop-off, personal phone calls, and personal emails. Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education. We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters and providing support to those teachers in identifying strategies to engage those families.|The school provides professional learning opportunities to teachers and principals, such as formative assessment training, writing PLCs, Leader in Me, and research-based reading practices. Regarding resources for parents, teachers provide curriculum, activities, and lessons to be worked on at home on home study days. The staff regularly met with families & students to discuss progress during student-led goal-setting conferences, regular parent-teacher meetings, and project Presentations. The school provides a Parent Handbook that addresses their legal rights and how to advocate for their children. Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication with families up to four days per week, or our home study model, where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development in the home.|JCS-Cedar Cove will continue to provide professional learning opportunities for using data and formative assessment in ELA and Math to drive lesson design and student learning activities. In our home study program, we need increase the standards-based curriculum options for middle school core subject areas. In our Academy program, some parents feel unequipped to support Spanish learning at home. To support Spanish learning at home and improve partnerships for student outcomes, the LEA will provide monthly take-home Spanish guides for parents with vocabulary, phrases, and optional at-home activities. A “Spanish at Home” virtual workshop for caregivers to share strategies and resources is also being considered. Parent feedback suggests they want more opportunities to check on student progress and clearer communication; therefore, the LEA will implement an optional mid-year check-in/conference. We will also consider redesigning the school newsletters with bullet points and a visual monthly calendar to improve clarity.|JCS-Cedar Cove will invite individuals representing underrepresented students, including students with disabilities, low-income students, and English-language learner,s to be on the 2025/2026 School Site Council.|The school has regularly scheduled School Site Council meetings composed of parents, classified staff, and certificated staff. During these meetings, partners provide input on the development of policies and programs. JCS- Cedar Cove actively engages the whole community by surveying all partners. Quarterly Coffee Chats with the principals are also offered. The LEA actively recruits participants in our School Site Council and promotes meetings, including meetings of the JCS-Inc. Board of Directors, for the public to attend.|JCS-Cedar Cove would like to increase the number of parent partners who complete school surveys and attend school meetings, such as the School Site Council meetings. We will attempt to do this with direct messaging from teacher to parent or by incentivizing participation.|The school will utilize bilingual features of communication channels, such as ParentSquare or Google Docs, when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The school principal will recruit School Site Council members who represent underrepresented students, including students with disabilities, low-income students, and English language learners.|5|5|5|5|4|5|5|4|4|4|4|4|Met||2025-06-13|2025
37681630139402|Brookfield Engineering Science Technology Academy|3|We pride ourselves on our strong commitment to building positive and collaborative relationships between school staff and families. Through analysis of educational partner input and local data, several strengths and areas of progress have emerged in this crucial aspect of our educational community. We have established open and transparent communication channels between school staff and families, facilitating ongoing dialogue and information sharing. Our local assessment data demonstrates growth in academic learning once the individual monthly meetings were established. All teachers meet with every student on their advisory roster once per month. The meeting is with the student and family to discuss current achievement data, curricular progress, social-emotional status, reading progress, and engagement in the program.|While academic achievement data is moving in the right direction, active parent engagement in surveys is low. To address low participation in surveys, we will implement targeted outreach efforts, including multiple reminders through various communication channels, to encourage families to provide input. Additionally, we will explore alternative survey formats and platforms that may better accommodate the preferences and needs of our diverse parent community. There has been a significant increase in family engagement through in person field trips, by which staff has attempted to encourage engagement with families in the other areas as well.|We recognize the importance of culturally responsive communication in engaging underrepresented families. We will develop communication materials, including newsletters, flyers, and emails, that reflect the cultural and linguistic diversity of our school community. Translation services will be provided for families who speak languages other than English, ensuring that information is accessible to all. We will offer parent education workshops on topics of interest to underrepresented families, such as navigating the education system, understanding academic standards, and advocating for their children's success. These workshops provide valuable information and empower families to engage actively in their children's education and school community.|Through analysis of educational partner input and local data, BEST Academy has identified several strengths and areas of progress in building partnerships for student outcomes. These strengths highlight our commitment to collaboration, innovation, and student success. Monthly individualized and personalized student and teacher meetings have shown success academically and in developing trusting and caring partnerships with the faculty and students. Students communicate that they feel their teachers care and personalize their experience based on their needs. Weekly field trips have proven effective at providing engagement and enrichment to students and families.|After analyzing educational partner input and local data, BEST Academy has identified key focus areas for improvement in building partnerships for student outcomes. While we have made significant progress in fostering collaboration and innovation, there are areas where additional attention and resources are needed to enhance the impact of our partnerships on student success. The following focus areas have been identified for improvement. We continue to expand offerings for students in VAPA and CTE courses and related experiences and staff members will continue to explore community partnerships to strengthen these experiences for students and increase availability. We will invest in professional development opportunities for school staff, educational partners, and community members to enhance their capacity to collaborate effectively and drive positive outcomes for students.|"""We recognize the importance of culturally responsive communication in engaging underrepresented families. We will develop communication materials, including newsletters, flyers and emails, that reflect the cultural and linguistic diversity of our school community. Translation services will be provided for families who speak languages other than English, ensuring that information is accessible to all. We will offer parent education workshops on topics of interest to underrepresented families, such as navigating the education system, understanding academic standards, and advocating for their children's success. These workshops provide valuable information and empower families to engage actively in their children's education and school community."""|"""Through analysis of educational partner input and local data, BEST Academy has identified several strengths and areas of progress in seeking input for decision-making. These strengths reflect our commitment to inclusivity, collaboration, and continuous improvement. Teachers can gather"" ""immediate data and feedback from families every month in their one-on-one meetings. This data is discussed in weekly Professional Learning Communities and relayed to the administration. The school can analyze the data and make informed decisions regarding systems and procedures. The school has established advisory groups that provide timely feedback on academic data, policies, procedures, and budget."""|Following an analysis of educational partner input and local data, BEST Academy has identified key focus areas for improvement in seeking input for decision-making. One notable area for enhancement is increasing parent participation in advisory committees and surveys. Low parent participation in advisory positions and surveys signals a need for targeted efforts to improve engagement and ensure that diverse perspectives are represented in decision-making processes. The following focus areas have been identified for improvement. We will implement targeted outreach efforts to increase awareness and encourage parents to participate in advisory roles. This may include personalized communication, informational sessions, and promotional materials highlighting the importance of parent involvement in decision-making processes. We understand the effectiveness of a quality social media presence, so the school will invest in creating a solid and consistent message and information through social media.|"Following an analysis of educational partner input and local data, BEST Academy has identified key focus areas for improvement in seeking input for decision-making. One notable area for enhancement is increasing parent participation in advisory committees and surveys. Low parent participation in advisory positions and surveys signals a need for targeted efforts to improve engagement and ensure that diverse perspectives are represented in decision-making processes. The following focus areas have been identified for improvement. We will implement targeted outreach efforts to increase awareness and encourage parents to participate in advisory roles. This may include personalized communication, informational sessions, and promotional materials highlighting the importance of parent involvement in decision-making processes. We also will strategically utilize teacher relationships with families to reach out to underrepresented families to gather data and input."""|4|4|4|4|4|3|4|4|4|3|4|3|Met||2025-06-10|2025
37681633731239|Julian Charter|3|We have established a Parents as Partners group to bridge the gap between school and parent communication, and the Parents as Partners group has reported that they have found the workshops and community involvement very helpful. We intend to continue with our efforts to build a strong community through Parents as Partners. Our Parent Teacher Organization is also trying to assist us in building a strong culture. They have held some great events for our scholars and parents, and we hope to see membership grow next year.  In a Spring 2025 Survey, we asked parents and staff to provide feedback on the LEA's current strengths and progress around Building Relationships Between School Staff and Families. Staff responded that the LEA provides multiple communication channels, such as Canvas, email, and ParentSquare, which help keep parents informed and engaged. Additionally, staff saw field trips as great opportunities that resulted in better relationships between school staff and families. Parents described staff as welcoming, knowledgeable, and committed to creating a team-oriented atmosphere that connects home and school. Overall, the LEA is recognized by staff and parents for its dedication to meaningful relationships.|Since the LEA is a fully virtual school, there are some significant barriers to building an active and engaged parent community. Staff have attended forums with other virtual schools to get ideas on how to strengthen this area for JCS- LIVE. On surveys, parents and students indicated that they would like more activities, both in person and virtually; therefore, the LEA has made focused efforts to plan more field trip opportunities and virtual events, while increasing access for families by covering the cost and providing transportation. To continue to build our relationships with families, the LEA will continue to focus on increasing participation in family engagement activities. The LEA would also like to increase the number of parent responses to surveys and parent participation at School Site Council meetings, board meetings, and other decision-making opportunities.  When asked on a spring 2025 survey, some parents noted that a focus area for improvement at JCS is enhancing co-teaching practices to better support student learning and ensure a secure, comfortable environment. Parents acknowledged that the school appears committed to creating a setting where students can thrive emotionally and academically, with an emphasis on collaboration between educators and families. Continued efforts in strengthening communication, building partnerships, and actively involving families in decision-making will help reinforce this supportive foundation and foster deeper engagement across the school community.|The LEA utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student conferences, and project presentations. The LEA makes focused efforts to engage underrepresented families through in-person conversations, personal phone calls, text messages, and personal emails. When language is a barrier between the school and the parent, the LEA employs bilingual features of communication channels (ex. ParentSquare, Google Docs, etc.) and Spanish-speaking members of our school staff to translate when possible.|The LEA provides professional learning opportunities to teachers and principals, such as formative assessment and data analysis training, research-based reading practices, MTSS and tiered interventions, and the Leader in Me SEL & culture-enhancing program. Additionally, JCS-LIVE maintains that all teachers participate in leading-edge certification relating to teaching online and supporting all students and families. In the past, staff have also attended the DLAC Conference to glean information from other digital schools on best practices in this area and found the experience valuable. The LEA maintains an updated parent and student handbook to help all parents and students understand their role and how to advocate for themselves within the learning environment.  In a Spring 2025 Survey, we asked parents and staff to provide feedback on the LEA's current strengths and progress around Building Partnerships for Student Outcomes. Many parents praised mentor teachers for being collaborative, responsive, and supportive, offering guidance tailored to students' individual learning needs. Families appreciated the school's emphasis on individualized education and the shared goal of student success. Parents reported that communication through emails and texts was generally effective, and staff members helped support parents to navigate school systems and understand their child's progress throughout the year. Staff cited CMS platforms such as Canvas and parent-teacher conferences as key facilitators of building partnerships with parents for student outcomes. The staff also recognizes community partnerships, such as community college partners, that increase student opportunities to be college and career-ready upon graduation.|The LEA will continue to provide professional learning opportunities for using data and formative assessment in ELA and Math to drive lesson design and student learning activities. Our staff also recognizes the need for more engaging curriculum and rigorous, formative assessments that are closely aligned to standards. To improve student outcomes, we are also focused on increasing college and career readiness opportunities and broadening our scope of internship opportunities for high school students outside of the virtual setting. Additionally, more SEL support is needed to ensure students can reach their full potential and the LEA is seeking to address this with community partnerships such as Care Solace. While most feedback from staff and parents was positive, one parent expressed frustration with inconsistent communication and a lack of engagement during meetings, highlighting an area where consistency could be improved.|The LEA desires to engage parents as much as possible since they are important partners in education. A significant barrier that exists is engagement from the parents of underrepresented pupils (SwD, SED, F/HY, EL), which makes it difficult to discern what they truly need in this area. The LEA utilizes a Foster/Homeless Youth Liaison and an EL Coordinator to improve the engagement of underrepresented families through direct communication. Additionally, the LEA would like to create the capacity for more synchronous support opportunities with staff and tutoring with educational enrichment partners.|The school has regularly scheduled School Site Council meetings composed of parents, classified staff, and certificated staff. During these meetings, partners provide input on the development of policies and programs. Our school actively recruits participants in our School Site Council and promotes meetings, including meetings of the JCS-Inc. Board of Directors, for the public to attend. The school engages the whole community by surveying all partners. Staff, students, and parents interact regularly, and the LEA encourages them to have open and constructive conversations that can result in school improvement at the decision-making level. Overall, the LEA has been recognized by staff and parents for its active involvement of families in the educational and decision-making process.|Despite significant efforts to include educational partners in decision-making processes, staff recognize that parent participation remains a challenge. As an area of focus, the school can work more collaboratively with partners when implementing and evaluating family engagement activities. The LEA would like to increase the number of parent partners who complete school surveys and attend school meetings, such as the School Site Council meetings. This can be done with direct messaging from teacher to parent or by incentivizing participation.|To improve the engagement of underrepresented families, the LEA will build the capacity for small group and individual meeting times to plan for individual student needs of English Learners and Homeless/Foster Youth. The school will utilize bilingual features of communication channels, such as ParentSquare or Google Docs, when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The school principal will recruit School Site Council members who represent underrepresented students, including students with disabilities, low-income students, and English language learners.|5|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-13|2025
37681710000000|Julian Union High|3||||||||||||||||||||||Not Met|||2025
37681890000000|Lakeside Union Elementary|3|LUSD has strengths in communication, accessibility, and relationship-building with community members supported by tools such as apps and emails. LUSD staff continues to engage in both virtual and in-person professional learning sessions with SDCOE and other organizations to build their capacity around areas such as trauma-informed practices, restorative practices, social emotional well-being and mental health of both staff and students, as well as managing behavior in the classroom to help them work more effectively with students and their families to build trusting and respectful relationships with them.|Since LUSD encounters challenges in truly engaging underrepresented families, including language barriers, the district will continue to partner with community organizations (i.e. Alliance for African Assistance) to assist with providing translation services in various languages as the District continues to observe an increase in the newcomer student population the last few years. We will also continue to offer parent education workshops with the Parent Institute for Quality Education (PIQE).|LUSD will work more closely with the community to develop an understanding of diversity and all families. Utilize technology to provide more avenues of access for all families. Organize family nights, and community resource fairs that occur on campus and during after school hours to provide information and the necessary resources to increase engagement of underrepresented families in the district. LUSD has also assigned three (3) community liaisons to different school sites to assist school staff in supporting families with various needs.|LUSD’s strengths include consistent communication with families and providing a supportive environment for student learning. Teachers and administrators have participated in professional learning opportunities around the alignment of Math units to academic standards, continued implementation of the newly adopted Science curriculum, focused ELD instruction, Equity, high-quality instructional strategies, MTSS, student engagement, and development of performance tasks to assess student learning.  In addition, teachers and administrators continue to engage in the Kidwatch process which entails identifying students who need additional support and/or interventions in the classroom based on academic, behavioral, and SEL data. The District has also made great progress in its efforts to engage with families, such as back-to-school nights, open houses, curriculum nights, and other community events.|An area of improvement for LUSD focuses on increasing the engagement of underrepresented families in decision-making processes and ensuring transparency in communication channels at both the district and site levels. LUSD will continue to provide information in multiple languages to overcome language barriers, focus on increasing staff diversity, and provide more staff training around building partnerships with families, and more parent training around supporting Special Education and EL students at home.|LUSD will offer more flexible meeting times, enhancing support for teachers facing diverse family needs, and actively involving families with students who have unique learning needs. In addition, the district will continue to offer parent education classes that leverage positive relationships with families, and implement more student advocacy. Parents from underrepresented families will also be encouraged to join parent advisory committees such as SSC, ELAC, DPAC, and DELAC  to provide input on how to improve student outcomes.|Overall, LUSD demonstrates strengths in effective communication, parent meetings, and multilingual outreach, with community liaisons actively informing underrepresented families about opportunities for involvement at the district and site levels. DPAC/DELAC meetings occurred on a quarterly basis that welcomed input from staff, and parent/guardians for the LCAP, EL programming, and other district initiatives.  SSC/ELAC meetings were also conducted at the site level to obtain input in developing goals for their SPSAs.   Management meetings composed of district and site administrators were held on a weekly basis to obtain input regarding policies and programs before they are implemented districtwide.   Various advisory committees composed of students, staff, parents and/or administrators met throughout the school year to provide input/feedback on the new 3-year LCAP, district wide initiatives and policies to improve student outcomes and achievement.|Based on the input received from educational partners, there was a noted one-way communication tendency at the district level, insufficient engagement from diverse groups, limited board responsiveness, and disparities in parent participation. Another area of improvement involves placing more focus on parent involvement that emphasizes the importance of the school-to-home connection and the development of strong partnerships with families. Taking into consideration that some families may have difficulty attending input sessions at the site and district level due to both personal and professional obligations outside of school, some suggested strategies include offering meeting accessibility within walking distance, providing childcare and free meals, and utilizing both in-person and virtual formats.|LUSD will continue to establish family engagement events at the site level and increase the use of community liaisons and counselors to help ensure more engagement of underrepresented families. It is also important to take into consideration that some families may have difficulty attending input sessions at the site and district level due to full-time work and/or personal commitments, therefore, offering meeting accessibility within walking distance, providing childcare and free meals, and utilizing both in-person and virtual formats, would help address these areas for improvement. Lastly, the district will consider providing more resources for these families to use at home at their own convenience.|4|5|4|4|4|4|4|4|4|4|3|4|Met||2025-06-26|2025
37681893731072|River Valley Charter|3|River Valley Charter School is successful in providing opportunities for families and staff to collaborate in all aspects of school life. From serving on our school board or participating in our PTO, the families have opportunities to connect with school staff. While the opportunities exist, though, increasing the participation in these opportunities is a continual work in progress. We continually work to find new and innovative ways to reach our families. Based on educational partner input, RVCS hosts multiple community building events throughout the school year. School administration and the PTO spent time collaborating to ensure opportunities exist for families and staff to interact, mingle, and spend time together. Community (internal and external) events are one of the strengths of RVCS, as students, educators, and families work together toward the common goal of providing the best possible education for students, as well as a positive experience for the all educational partners.|Based on the analysis of educational partner data gathered through the course of the school year, RVCS sees the most immediate need/focus area for building relationships between School Staff and Families to be a more robust accountability and monitoring system to ensure equitable access and involvement in school events. It was noted that although RVCS offers events and encourages involvement, not all families are aware of the events, their focus, and how best to build relationships between the Families and School Staff at and after such events. For the 2025/26 school year, RVCS will explore protocols for creating and following up on events and opportunities for improving the relationships between School Staff and Families.|Improved engagement for underrepresented families in Building Partnerships for Student Outcomes will be accomplished through teacher requested parent-teacher conferences for all students, grade level informational meetings for families held on campus and through online platforms, and through a multi-tiered re-engagement plan that both teachers and support staff will implement when it is felt that there is a risk that the student is not receiving the necessary support for success.|Through educational partner input and local data, RVCS has identified more efficient communication of school wide events such as community engagement activities, athletic events, on campus non-academic activities, and off campus educational activities as a priority for improving and building relationships between school staff and families.|River Valley Charter School’s focus areas for improvement in Building Partnerships for Student Outcomes are centered on two main points. First, RVCS aims to improve understanding of secondary and post-secondary graduation requirements and learning outcomes for both students and parents. An example of implementation of this improvement is a new graduation plan template and meeting schedule that educational partners will have access to upon enrollment, and throughout their high school experience at River Valley. The second main area of focus for improvement comes at the course level, as RVCS instructors and support staff continually reevaluate teaching methods and the rigor of courses available both through on-campus and online courses, as well as available Community College courses for our students to attend via dual enrollment.|River Valley Charter School strives to engage all students and families in the educational and relationship building process. Based on the self-reflection process, and input from educational partners, RVCS is strengthening outreach to underrepresented families through access to on campus resources (personnel, technology, and counseling), as well as through more accessible and open lines of communication about school-wide events, academic concerns and accolades, and general community activities. By providing free counseling with a licensed MFT, River Valley has already seen enhanced engagement of underrepresented students, and increased engagement in underrepresented families through resources that specifically benefit underrepresented families in the school community.|RVCS is strong when it comes to informing stakeholders of information and seeking feedback, but families have stated that they receive so many emails from the school that it makes it difficult to stay on top of the information that comes to their inboxes. Email is the main method of communication for the school, and as an independent study school, email is relied upon to convey important information, upcoming events, and general school notifications since students do not attend school every day.|Based on the analysis of educational partner input and local data gathered throughout the school year, RVCS will focus on a more widespread information access and decision making plan for the 2025/26 school year. This plan entails, but is not limited to, increased in-person group information meetings for all educational partners, targeted meetings and open round table discussions for families, and time allocated for staff meetings to discuss the outcomes of such discussions.|The primary step RVCS will take this year to improve engagement of underrepresented families as it relates to Seeking Input for Decision-Making is to work on building relationships between the school and families. One way the school has increased the communication home is by having teachers and staff members call families as this is not only a more immediate opportunity to reach out to families, but it is more personable than other means of communication. RVCS employees have also made a concerted effort to also ensure that these phone calls are not only occurring during the scope of the work day. Staff members make phone calls in the evening and on weekends as it is recognized that families are not always available to talk during school hours. Additionally, staff members make home visits, and these visits have helped to open lines of communications between home and school.|4|5|4|5|4|4|5|5|5|4|4|4|Met||2025-06-16|2025
37681896120901|Barona Indian Charter|3|Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BCS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BCS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BCS provides a variety of after-school activities to spark the interest and creativity of all of our students.|Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BCS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BCS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BCS provides a variety of after-school activities to spark the interest and creativity of all of our students.|Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BCS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BCS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BCS provides a variety of after-school activities to spark the interest and creativity of all of our students.|BCS recognizes that building relationships between school staff and families is crucial for a positive educational experience. Effective communication is key to achieving this. BCS staff reaches out to families with a multi-prong approach. Teachers connect with parents through our Infinite Campus software and other teacher -to-parents apps. Parents and teachers can communicate one-on-one or to classes as a whole. Parents can get information about curriculum and student progress. The school office communicates with families about various family events or important school-wide information in several ways: all-school messages (emails, voice calls and text messages) are utilized. In addition, printed newsletters keep families and students informed on a monthly basis. Finally, BCS holds family information events, such as Back-to-School Night, parent-teacher conferences and monthly “Coffee with the Principal” meetups, which give parents face-to-face opportunities to get information, ask questions or share concerns with the BCS Staff. Parents deserve the opportunity to be involved and knowledgeable about their child’s learning environment. BCS will continue to build this partnership between our school and our families.|There is always room for improvement when seeking to build relationships between school staff and families. A challenge that many families face is time. Most of the families at BCS are working families. This is a challenge when trying to balance the availability of staff and parents. BCS will try to bridge this gap by offering a variety of times for events, and teacher meetings, to accommodate our working families. In addition, we will work towards increasing fun, family-centered activities for the whole school|BCS recognizes and respects the diverse cultural backgrounds of our students and families. We strive to make sure our communication and events are respectful of various cultural traditions. BCS is unique in that it is located on a Native American Indian reservation. It is important that our school staff is knowledgeable of different perspectives and traditions of our native families in both their communication and actions. BCS holds cultural training each year for all staff, led by the curator of the Barona Indian Cultural Center. We are extremely grateful for the special perspective and great contributions of the native people to our school and community|Seeking input from educational partners such as teachers, parents, students and community members, is a valuable approach to making informed and inclusive decisions in education. BCS has worked hard toward increasing the involvement of stakeholders, specifically parents. Monthly gatherings with administration and parents give a platform for questions to be answered and trust to be built. We work hard to include stakeholders input through various stakeholder surveys and open forums.|BCS will continue to build trust and improve accountability to include stakeholders more when making decisions. When there is greater accountability, and increased input, the responsibility for student success is shared.|BCS will continue to create opportunities for inclusivity. Engaging a broad range of stakeholders ensures decisions consider the needs of all students, including those from underrepresented groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
37681970000000|La Mesa-Spring Valley|3|The teaching, classified, and administrative staff in La Mesa-Spring Valley, along with parents, provide a vital support system to help students flourish. When parents and school staff communicate and work together effectively, building long-lasting partnerships, it can significantly impact each student’s long-term success.  On the district level, we offer many resources to families to support student learning and development in the home. We continue to focus on addressing chronic absenteeism to help parents understand the importance of daily attendance. This year we had three parent-community liaisons dedicated to supporting our families, in addition to the work that we do at our 13 identified Community Schools. Our liaisons specifically support families of our unduplicated students (English Learners, Foster Youth and low income students), connecting with them to provide training, conduct home visits, and help families navigate the school system. We also continue to offer support and education to parents through our district-led workshops and meetings on special education topics and English learner trends.  Our district website has additional resources and updated information for parents, as does our parent portal, available through the student information system. Translated fliers, available in Spanish, and a translation function on the district website provide assistance for parents who speak languages other than English. We have increased our use and access of Lingualinx, an on-demand translation service, to help facilitate communication for all staff members and families, and hope to continue to expand its use in the future.    Social workers at each school site do outreach to all parents, but focus on the needs of unduplicated pupils (English learners, Foster Youth, and low-income students). The social workers assist parents in navigating the school system. These employees also support parents to find community resources, hold parent workshops, and gather information about community needs.  Each of our 21 schools offer parent education workshops, specifically requested by the parents in the community. Topics include social and emotional needs of children, bullying prevention, and math and reading development strategies. Teachers and staff often attend parent meetings and district-sponsored parent training as partners, learning alongside one another.  La Mesa-Spring Valley has implemented policies and programs for teachers and school staff to meet with families to discuss student progress and ways to work together to support improved student outcomes. Examples include our yearly parent-teacher conferences, home visit protocols, and the student study team process.|In 2023–24, the district focused on re-engaging families with school communities, expanding support for Newcomer families, and increasing accessibility through parent liaisons. Building on that momentum, the 2024–25 school year marked the launch of Community Schools at 13 sites. This grant-funded initiative deepens school-family partnerships by offering wraparound services, student enrichment, parent education, and health and wellness resources. Through workshops and events on topics such as housing, technology, English language learning, and enrollment, the district continues to create meaningful opportunities for families to connect, participate, and thrive alongside their children.|While district teachers and administrators regularly attend staff development which often focuses on best practices for building relationships and working as partners with parents, we want to scale up and strengthen this work to enhance our educators’ knowledge and skills. In addition, the district will continue to develop resources and to build the capacity of teachers and staff in strengthening trusting and respectful relationships with families, specifically with our underrepresented families. We will also continue to provide professional development for all staff, certificated and classified staff, on social emotional strategies to connect with students and families. Our Social Workers at each school site will continue to support this work in the coming year. At the district level, we will continue to examine systems and practices that might be barriers in this process, and will work to address those barriers collectively with our district and community partners.|Employees of La Mesa-Spring Valley are dedicated to building positive partnerships with our students’ families. As we have worked to build the capacity of our staff, we conducted numerous professional learning sessions for both our classified and certificated staff to help them work more effectively with students and their families and to build trusting and respectful relationships with them. Such opportunities for 2024-25, include both district-led and web-based instruction/information on trauma-informed care, restorative practices, and mental health.   We offer a robust selection of professional learning opportunities for all employees. In the coming year we intend to offer even more opportunities to help develop our staff as they learn about each family’s strengths, cultures, and languages. As our educators work to ensure each and every student reaches high levels of achievement, they will engage in critical dialogue regarding race and social justice for historically marginalized groups. We are eager to continue our professional learning focused on equity.    We firmly believe that strong two-way communication between families and schools is necessary for students' success. The more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student thrive. Some avenues for two-way communication include:  • Parent conferences (in-person or virtually via Zoom, based on parent preference) • Parent Communication Portals • Teacher communication systems • Parent-teacher organizations and school community committees  Although the district translates district-wide notices for events into Spanish, as required, notices are also translated into other languages when needed. We have partnered with LinguaLinx, a company which completes translations for families in real-time into any language. This has helped with communication to all parent groups who speak another language. When other barriers to informed participation exist, the district provides childcare, transportation, sign language, and other support services, as necessary.|The district will continue to leverage the Parent Portal at the beginning of the year to update emergency information and residency verification.  Parent Portal will also be used to share statewide assessment results. Over 2024-2025, we have worked to build our parent groups. Groups such as LINK and DPAC, allow parents to learn about district initiatives and provide valuable input that supports the work. With the Community Schools grant, we have been able to expand partnership opportunities so the district and parent partners work together to support student outcomes.|To improve the engagement of our underrepresented families in relation to building partnerships for student outcomes, we are engaging in ongoing collaboration specifically with families of students with disabilities (Special Education Parent Advisory Committee), families of English learners (District Parent Advisory Committee), those representing the needs of the students in our district experiencing homelessness and in foster care (SchoolLink committee meetings), and our underserved students (Spring Valley Collaborative, SAY San Diego); these are the organizations present and partnering with our district in service of our students.   While past and current efforts have yielded success in building positive partnerships between our staff and families, room for improvement remains. To increase and improve communication about the available partnerships, engagement, and support opportunities, we will ensure that messaging from the district and school site levels is accessible to all. This includes collaboration to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals.|The La Mesa-Spring Valley School District seeks parent and guardian input into school and district decision-making throughout the year. Our parents are surveyed and brought together regularly for input on community priorities and decision-making in the school district, including the development of the LCAP, in the following ways through the following groups: • Superintendent’s District Parent Advisory Group (DPAC) which includes our District English Learner Advisory Committee meets five times per year • English Learner Advisory Committees meet four times per year at schools • SELPA Community Advisory Committee meets five times per year to advise the East County SELPA • School Site Councils (SSC) meet five times per year at each school • School Safety Committees meet two to four times per year at each school to revise their safety plans • PTA Boards meet monthly and provide principals with input • PTA Presidents meet monthly with the Superintendent and School Board representative  Parent members of advisory committees (ie: ELAC, SSC) annually receive training on their roles and responsibilities as members, and their suggestions are always considered and incorporated into our plans whenever possible.  We also gain valuable input from our District Parent Advisory Committee (DOAC), which is composed of one to two parent representatives from every school site, including one parent of an English Learner.  Amongst the different parent surveys we conduct throughout the year, there is one that is specifically aimed at soliciting feedback to help direct the district and schools sites related to the goals outlined in the LCAP. This survey is offered annually to all parents and guardians. The survey is translated into Spanish and was designed to include a range of questions to provide insight outside our traditional parent meetings including SSC, ELAC, DELAC, parent-teacher conferences and various action committees. We partner with Qualtrics - an industry-standard platform that specializes in creating and distributing surveys that make it easy to analyze results and increase responsiveness.|La Mesa-Spring Valley recognizes the need to increase the collaboration and communication between families and schools in order to effectively make an impact in our student’s lives. Although the district continues to prioritize increasing parents’ capacity to participate in decision making pertaining to their child’s education, we know that we must continually work on effectively engaging families in our school programs, councils, and family events.|Though many opportunities exist for building capacity and directly engaging families in decision-making, there is always room for improvement. Providing additional parent training, specific to the work of our advisory committees at both the site and district level may be pursued. In addition, collaboration with our community-based partner organizations will continue, but an additional emphasis will be placed on increasing outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting the support that our community-based partner organizations can offer will increase the district’s ability to engage families, specifically from our underrepresented student group families, in the decision-making process. Focused training provided to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students.|4|5|4|5|4|5|4|5|5|5|3|3|Met||2025-06-24|2025
37681970136408|Sparrow Academy|3|Sparrow Academy's strongest areas include school safety. Parents feel both that their children feel safe at school and they, as parents, fell it is a safe environment for their children. Staff and students agreed that there is a safe school environment.|Sparrow Academy shows a need for improvement in student discipline policies and procedures and responses to bullying.|Sparrow Academy will continue to offer opportunities for all families to communicate with school staff via multiple modalities. These include, but are not limited to in-person meetings, online meetings, a school wide online communication hub, on campus written posted communications, and a variety of celebratory events where parents are welcome to discuss concerns with staff.|Currently, Sparrow Academy's strengths are in the relationships built between staff, students, and families.|An area for improvement in Building Partnerships for Student Outcomes is consistent communication between the administration and families.|Sparrow Academy will continue to improve all forms of communication with families. This includes increasing access, interest, and availability to these communications.|Based on educational partner input and local data, shared decision-making is an area of growth needed for Sparrow Academy.|Based on educational partner input and local data, Sparrow Academy's focus will be in increasing shared decision- making.|Based on educational partner input and data, Sparrow Academy will offer more targeted surveys that better engage underrepresented families, as well as more targeted outreach to ensure underrepresented families are encouraged to participate in the shared decision-making.|5|4|3|3|4|3|3|3|3|3|3|3|Met||2025-06-10|2025
37682050000000|Lemon Grove|3|In order to build relationships between school staff and families, the Lemon Grove School District continues to use various avenues to keep families informed about the school/district community and their children. Families receive written communication in various formats through letters, emails and texts via the SIS system, voice messaging, family newsletters, and Class Dojo posts from the school and the teachers. The District also has a Family and Community Engagement (FACE) team consisting of the Community Schools Director, District Liaisons and Family Liaisons, and some sites also have Parent Engagement Leads (PEL, stipend role for teachers). The District comprises eight schools from Preschool to 8th grade. In addition, each school is also equipped with a Family Resource Center with resources for parents such as computers, internet access, printing access, parenting and children’s books, child’s play area, seating/lounge area, coffee-makers, desks, and a smart board. Families are   welcomed to the parent centers where they can receive assistance with creating their Infinite Campus Parent Portal, online registration, access to local resources like Cal-Fresh, Medical, etc. The Parent Centers are staffed by the Family Liaisons. Family Liaisons play an integral role in family outreach and recruitment. They phonebank to invite families to parent committee meetings such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Teacher Association (PTA), etc. They also assist their site with family engagement based on the school’s needs. They also do outreach/marketing for school events. Liaisons are an integral part of building relationships at their school. They meet with the assistant principal to plan workshops and events for families. Some of the events they organized this year include Lunch with a Loved One, Family Bingo Night, STEAM Night, toy drives, Cinco de Mayo Celebration, Day of the Dead Celebration, Color Run, Math Nights, Literacy Nights, and more. To strengthen relationships with families, liaisons and principals work together to offer a gratitude/recognition event for parents/guardians that volunteer throughout the school year. Families are usually served breakfast or lunch at these events. PELs focus on the classroom aspect of family engagement. They draft messages for all staff to share with families via Class Dojo and also attend PTA meetings. Some of the projects PELs have completed are Culturally and Historically Responsive Teaching Showcases for each grade level, Open House Activities, Spring Festivals, Parent Nights to learn more about the 7 Habits of Highly Successful Families, 8th Grade Parent Night, and more.|One main area of improvement is to focus on recruitment and retention for parent committees. Membership in SSC, ELAC, DELAC, and District Advisory Committee (DAC) has been lower than desired. A focus is for the FACE department to build relationships with families and make phone calls to invite them to the various committees. The District was able to meet its goal of increasing participation in the DELAC, and District Advisory Committee (DAC). DELAC participation went up by 94.74% (from 19 to 37 parents, and DAC by 128.57% (from 7 to 16 parents) Families named they greatly appreciated the resources available to them, the various types of events and available support. Family participation at events nearly tripled from 23-24 to 24-25. That said, some of the feedback we received from families was that they would like to see an improvement in communication around the available resources and upcoming events. Some recommended having a clear calendar or resource guide. Families have loved that there are more extracurricular activities be available for students such as art, dance, STEAM opportunities, etc, but have said they would like them to be available outside of the Extended Learning Program as well.|In order to improve engagement with underrepresented families, schools in the district offered more in-person events for families to play and learn with their children. This included Back to School Nights, Open House, Math Nights, Literacy Nights, STEAM Night, field trips to museums and the zoo, Spring Festivals, and more. This year, the Expanded Learning Program offered a music program for students. Students borrowed musical instruments at no cost to their family. Various music concerts were performed for families. Additionally, the district provides simultaneous interpretation during DAC & DELAC meetings in Spanish, Somali, Vietnamese and Creole. Written information is shared in English, Spanish, Somali, Vietnamese and Creole for DAC & DELAC meetings. Moreover, families can translate communication with teachers into their native language throughout the Class Dojo app. The district continues to hold meetings for the Committee on African American Student Achievement and Success (CAASAS, district committee composed of elected parents, teachers, staff, and admin), Black and Pan-African Student Excellence (B&PASE, committee of parents/guardians of children who identify as Black, African-American, or Pan-African), and the District SPED Advisory committee. This year, we held the third annual Shaw-CAASAS Awards Ceremony which recognized Black, African-American, and Pan-African students for their genius and excellence inside and outside of the classroom. We also held our second Lemon Grove Family Multicultural Fair event as well.|Building partnerships for student outcomes is one of the District’s priorities. To do so, the district continues to implement Culturally and Historically Responsive Teaching (CHRT) in all classrooms. Teachers and classroom staff are coached and trained by site leaders, instructional coaches, and the district to create environments and lessons that are inviting and inclusive of our diverse students. Other initiatives include having a Multi-tiered System of Support (MTSS) Team at the district-level and at each school site. The District MTSS Team created an MTSS Playbook in order to guide and support all sites in the development of a 3 tiered system to support student outcomes. This plan also includes accommodations for students who are MLL and/or have an IEP. The District also provides various opportunities for professional development within the district, and also shares information about workshops offered outside the district, for administrators, teachers, and staff that help them grow and better support families. In addition, families receive direct support from teachers/staff through events like Math Night, Literacy Night, STEAM Night, parent workshops, Coffee with the Principal, Parent-Teacher Conferences, CHRT Showcases, meetings with social workers and PVCs, and more. When creating school events, the principal and assistant principal work in collaboration with the school’s PTA (parent/guardian input/engagement) and PVC to organize and make each event happen. Schools provide parent conferences at least twice a year to discuss student progress and ways to work together to support improved student outcomes. Families are encouraged to do book check-ins with their teacher throughout the school year.|In response to teacher/staff input, the District plans to strengthen its support of staff, especially with MTSS strategies, by providing more site and district-level trainings. Moreover, instructional coaches and social workers will be trained to better support teachers/staff with implementing MTSS, SEL, and restorative practices at their site. Furthermore, school sites will receive more direct support from members on the district MTSS Team. The District understands that supporting the whole child results in improved student outcomes. Any interventions and support given to students will be recorded through the Panorama (SEL Survey tool) website and will also be communicated with families. The District understands that transparent communication between school and home results in better outcome for students.|This year, sites were able to provide more in person support for families in order to support student outcomes. At events such as Math Night, Literacy Night, STEAM Night, Spring Festivals, and, 7 Habits of Highly Successful Families, and others, families were taught games and activities that they can implement directly with students at home. At each site, with the FACE department support, staff teamed up to provide in-person workshops to families on the following topics why attendance matters (info about ADA), creating strong school-home relationships, what constitutes bullying, restorative practices, use of technology, and a community circle for African-American families during Black History Month. In addition, the district offered a no-cost English as a Second Language (ESL) course to families in conjunction with the local community college. The District SPED Advisory Committee continues to run Parent Nights on various topics that inform parents to understand and exercise their legal rights and advocate for their own students and all students. In person and virtual meetings provided simultaneous interpretation for non-English speaking families. To improve engagement with underrepresented families, the District will continue to work with the organizations above and will increase efforts of outreach and recruitment with African-American, Multilingual, and SPED families, in particular.|An LCAP survey was sent district-wide to families to receive feedback/input on various topics and decision making to help improve engagement and student outcomes. The data, along with feedback from the District Advisory Council (DAC), was used to inform the districts' progress on the Local Control Accountability Plan (LCAP). Assistant principals were given a training on how to better support outreach and recruitment for parent committees at their site. In SSC meetings families give input on various decisions made by the school such as the budget, engagement policies, events, and more. Throughout the year various surveys are sent home to gain families’ input regarding events, academic programs, needs, school performance, LCAP, etc. Families are also welcomed and encourage to provide feedback at the various parent committees, workshops, events, and through their child’s teacher.|One of the focus areas for seeking input for decision-making is to ensure that there is consistent attendance and membership in parent committees (SSC, ELAC, DELAC, DAC, CAASAS, etc.). Families gave feedback that incentives would encourage them to participate.|In order to improve engagement of underrepresented groups in relation to seeking input for decision making, all communication is offered in both English and Spanish. Creole, Vietnamese, Tagalog, and Somali interpretation is also offered when needed. Teachers and staff are also aware of the translation services the District has access to through African Alliance. Whenever needed, teachers/staff can dial a number and get a live interpreter on the phone to help support families. The District will increase communication about parent committees and the importance of family engagement and involvement in their child’s school.|4|4|3|4|4|4|3|3|4|4|4|3|Met||2025-06-24|2025
37682130000000|Mountain Empire Unified|3|Through educational partner input and local data analysis, Mountain Empire Unified School District (MEUSD) has identified significant strengths in building relationships between school staff and families. Families recognize MEUSD’s commitment to fostering supportive relationships grounded in trust, transparency, and shared responsibility for student success. This foundation has strengthened collaborative decision-making and enhanced positive educational outcomes. In addition, MEUSD has expanded its engagement efforts to build strong, culturally responsive partnerships with local tribes, ensuring that the voices of Native American families are included in planning and decision-making processes. These collaborations support the academic, cultural, and social needs of Native American students, reflecting the district’s dedication to equity and holistic community development.|Based on educational partner input and local data, Mountain Empire Unified School District (MEUSD) has identified several focus areas for improving relationships between school staff and families. A key priority is establishing consistent and coordinated communication at both the site and district levels, ensuring families receive timely information through multiple channels, including weekly newsletters, direct communication between families and teachers, in-person events, and expanded opportunities for parent and community volunteers. MEUSD also recognizes the importance of strengthening connections with multilingual families by providing accessible communication and engagement opportunities that reflect diverse linguistic and cultural needs. Additionally, the district seeks to enhance its social media presence and utilize digital platforms more effectively to keep families informed and engaged. These improvements will deepen family-school partnerships, promote inclusivity, and support shared responsibility for student success.|Mountain Empire Unified School District (MEUSD) is committed to intentionally engaging underrepresented families, ensuring that every voice informs district decisions and supports student success. Educational partner feedback emphasized the need for clearer communication of the district’s strategic vision and the creation of pathways for active participation among families who have historically been less engaged. In response, MEUSD is expanding two-way communication, culturally responsive outreach, and family access to district initiatives through its Community Schools approach, which serves as a hub for connection, resources, and collaboration.  Community Schools support these efforts by hosting family workshops, providing wraparound services, and creating trusted spaces where families can engage with school staff and access supports in one central location. This model enhances the district’s efforts to connect underrepresented families to both academic and non-academic resources, removing barriers to engagement and building long-term relationships.  MEUSD will engage families through multiple points of contact, including weekly newsletters, teacher-family updates, and districtwide communications that make progress toward district goals clear and actionable. Social media will be used more strategically to reach families who cannot attend in-person events. Recognizing the unique needs of multilingual families, the district will provide translation services, bilingual messaging, and culturally relevant opportunities for participation in both site-level and district decision-making.  Additionally, MEUSD is deepening its partnerships with local tribes to ensure Native American families are actively involved in shaping academic and cultural supports. More in-person events, volunteer opportunities, and listening sessions will further welcome underrepresented families and foster trust. By combining Community Schools resources with consistent, accessible communication and culturally responsive engagement, MEUSD is building a system where underrepresented families are informed, connected, and empowered to collaborate toward the district’s 2029 vision of strong, community-driven educational outcomes.|Mountain Empire Unified School District (MEUSD) has developed strong partnerships with families and community organizations that directly support student learning and achievement. Families and educational partners recognize the district’s efforts to align academic support with collaborative engagement, including parent workshops, curriculum nights, and regular teacher-family communication to reinforce learning at home. The district’s Community Schools model strengthens these efforts by providing families with access to academic resources, mental health supports, and enrichment opportunities, creating a comprehensive system that addresses both in- and out-of-school factors affecting student success.|Mountain Empire Unified School District (MEUSD) recognizes that while strong partnerships with families and community organizations exist, opportunities remain to deepen collaboration to directly impact student outcomes. Educational partner feedback and local data indicate a need to strengthen consistent, two-way communication between home and school so that families can better support learning at home and understand academic expectations. MEUSD is focusing on improving teacher-family communication cycles, multilingual outreach, and parent access to academic resources, ensuring that families of all backgrounds, including multilingual and underrepresented families, are equipped to partner in their students’ success.  Additionally, the district is working to expand alignment between home and classroom learning through parent workshops, family curriculum events, and targeted outreach via Community Schools. Strengthening collaboration with local tribes is also a priority to better engage Native American families in supporting culturally responsive instruction and student achievement. Improving the use of social media and digital tools will help ensure families receive timely academic information and resources in multiple formats. By focusing on these areas, MEUSD will build stronger partnerships that empower families to actively contribute to positive student outcomes.|Mountain Empire Unified School District (MEUSD) is committed to strengthening engagement with underrepresented families to ensure all students benefit from meaningful home-school partnerships. Feedback from educational partners and local data identified the need for more intentional outreach and collaboration with multilingual families, Native American families, and families who have historically been less involved in supporting student learning.  To improve engagement, MEUSD will leverage its Community Schools model to provide welcoming, resource-rich hubs where families can access academic support, attend workshops, and collaborate with teachers on strategies to reinforce learning at home. The district will expand bilingual communication, translation services, and culturally relevant events to make participation more accessible. Partnerships with local tribes will be deepened to ensure Native American families are meaningfully involved in shaping instructional support and culturally responsive programs.  Additionally, MEUSD will implement consistent two-way communication cycles with families through teacher updates, newsletters, and an enhanced social media presence, making academic expectations and student progress more visible. By combining accessible communication, culturally responsive engagement, and resource-driven support through Community Schools, MEUSD will ensure underrepresented families are empowered partners in improving student outcomes.|MEUSD seeks opportunities for parents to provide input on policies and programs, and implements strategies to reach and seek input from underrepresented groups in the school, through both school based committees, union representation, English Learner Advisory Committees, Title VI Indian Education Advisory Committees, Special Education Local Plan Area (SELPA) committees, and district advisory committees.|Mountain Empire Unified is focusing on expanding opportunities for all families—especially multilingual, Native American, and other underrepresented groups—to provide input in decision-making. The district aims to improve outreach through Community Schools, enhance social media and bilingual communication, and create more accessible forums, surveys, and in-person events to ensure diverse voices inform district priorities.|Mountain Empire Unified will improve engagement of underrepresented families by offering bilingual communication, social media outreach, and Community School listening sessions, with strong collaboration with local tribes. These efforts align with the district’s strategic vision, Portrait of a System, and LCAP to ensure all voices inform decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
37682130123224|San Diego Virtual|3|The Annual Parent and Student Survey found that over 97% of students and families were satisfied with the amount of academic support the students were given in their classes. With the amount of engagement the teacher provides for both students and families, over 97% felt that communication and interactions were safe and effective. Furthermore, the survey found that students were provided opportunities to make connections with the real-world based on information learned in their classes. The survey also demonstrated that students and families felt SDVS clearly explained and outlined the expectations for learning in an online environment. Students and families felt that social interactions were appropriate and that they were given opportunities to participate and build relationships within the school organization.|Results from this survey also helped guide future events and opportunities for students and families, such as educational field trips, parent workshops, and student-led clubs and activities. Within the survey, it was apparent that our families appreciated the in person events that brought community together.|While continuing to offer resources and equitable access to our underrepresented families, San Diego Virtual School continues to strive to support our underrepresented families with resources and education to better support our students.|San Diego Virtual has made a conscious effort these past few years to truly build partnerships for student outcomes. Social Clubs and field trips have allowed students to interact and engage with their peers, providing opportunities to work on their mental health and wellbeing.  San Diego Virtual has provided online workshops to support learners with their post graduate plans, learn about trades or careers of interest, FAFSA applications, work and study skills, as well as curricular opportunities to learn and grow within academics.|San Diego Virtual is always seeking to improve partnerships with our students and families. One area in the survey that was collected in terms of partnering, was to provide more in person events. San Diego Virtual School is able to offer in person events, whether it is a Field Trip, CTE Awareness Trips, a community event such as volunteering, or social clubs getting together. San Diego Virtual School recognizes the need for students to interact, engage, and communicate with their peers, and have made improvements this school year to better serve our students with more in person events.|San Diego Virtual is continually striving to engage underrepresented families. In doing so, San Diego Virtual School hosts several webinars and events for families and connects resources from the community to better serve our students. San Diego Virtual School will have more in person events for families in surrounding areas, making it more accessible to attend as well. San Diego Virtual will continue to seek out opportunities that represent all families, and provide as much support and resources as possible to its families.|San Diego Virtual makes many attempts to reach out and partner with our stakeholders to seek input. At this time, surveys are sent to families, workshops, Coffee with the Principals, emails, monthly fliers and newsletters are distributed, and daily/weekly communication with individual families are present throughout the days. One of the biggest strengths of San Diego Virtual is the personalization it brings to families as we approach each student with their own individualized learning plan.|San Diego Virtual School’s main focus on improvement is more family participation for decision-making. Unfortunately, with many outlets to invite and have families participate in the decision process, the participation rate is very low. San Diego Virtual School would like to provide more access to our families to receive information and help us make decisions based on data collected from our school.|San Diego Virtual School will continue to partner with underrepresented families identified during the self-reflection process, through finding ways to address information in their home languages, provide opportunities to speak with staff in their home language, as well as provide written material in their home languages. San Diego virtual prides itself on ensuring that it meets the needs of ALL students, providing access to resources, materials, and help when needed.|5|4|4|4|4|3|5|5|3|3|4|4|Met||2025-06-05|2025
37682130127084|Compass Charter Schools of San Diego|3|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council reviewed the questions for the annual survey and added questions that they felt were important to scholars and parents, in 2024, and in early 2025, Compass conducted its annual survey with mostly the same questions to ensure input from all groups of scholars, families, and staff, as well as our authorizers, Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated continued strength in the following areas: flexibility (flexibility that’s available for scheduling, pacing, curriculum, ways to meet state standards, and the ability to complete school work from home), supportive teachers (teachers' understanding, helpfulness, guidance, communication, and availability), independence (being able to work independently and at one's own pace), online nature/ease of use (convenience of online learning, absence of travel, and ease of using the online platform), individualized/personalized learning (ability to tailor education to individual needs, learn in preferred ways, and pursue personal interests), positive learning environment (positive attitudes of teachers, an enjoyable learning experience, as well as a supportive, non-judgmental, inclusive environment), resources/availability of resources (appreciation for the availability and providing of resources, curriculum support, and access to online resources as well as subscriptions), extracurricular/enrichment programs (clubs, field trips, diverse extracurricular activities, and access to enrichment programs along with additional classes), community and family orientation (family-oriented atmosphere, caring community, sense of community, and engagement events), and special education support (positive experiences and support for special education needs were noted). Further, our tiered re-engagement process continues to focus on restorative practices that solicit collaboration between families and the LEA to further support scholars academic progress and engagement.|Compass Charter School conducted its schoolwide annual survey again in early 2025 in order to ensure input from all groups of scholars, families, and staff. The survey results provided qualitative and quantitative information on our Compass experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass continued to find similarities in focus areas for improvement in building relationships between school staff and families, including the simplification of systems (technology authentication, submitting work samples, and material and educational resource ordering), more opportunities for collaborative and community engagement (virtual and in person events, e.g., live classes, clubs, field trips, study groups), and continued strong communication with the school and supervising teachers.|Compass Charter Schools has identified and implemented early stage implementation on the work to increase trust with all educational partners. This work includes building trust within the staff, scholars, parents, and community, guided by professional development initiatives. Compass’ engagement efforts have received high satisfaction, and the engagement and marketing teams are applying data to develop plans to increase engagement in underrepresented communities. The school continues outreach, including regular weekly messages, and new efforts to have parent “town hall” style meetings to address changes and arising questions.|With the second annual survey completed based on questions generated with input from the Scholar Leadership Council and Parent Advisory Council, Compass continues its major culture strengthening initiatives. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes: Multi-Tiered System of Support (MTSS), English Learner Support, Tutoring, Social Emotional Learning and Well Being, and our synchronous and asynchronous instruction. Compass is progressing on overcoming obstacles with adopted technology solutions (e.g., Clever, Amazon Storefront), to simplify logging in and ordering resources, to further remove frustrations and eliminate non- learning task time, so more energy can be spent on connecting with families and scholars.|With the second annual survey completed based on questions generated with input from the Scholar Leadership Council and Parent Advisory Council, Compass continues its major culture strengthening initiatives. The survey results provided qualitative and quantitative information on our Compass. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the annual survey results, Compass Charter Schools identified the following areas for improvement in building partnerships for scholar outcomes: more flexibility and access to use of funds, resources and service providers; simplification of systems; collaborative engagement opportunities; consistency; and communication.|Compass Charter Schools continues to offer a summer session that utilizes online courses and a supplemental curriculum to increase scholar engagement and outcomes. Compass will also ensure all scholars can access A-G approved courses through board-approved curricula and vendors.|Compass Charter Schools continues its ongoing processes for seeking input for decision-making. Compass collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls and survey administrations throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress.|The current annual survey completed based on questions generated with input from the Scholar Leadership Council and Parent Advisory Council provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools still identifies the following critical areas for improvement in seeking input for decision-making: the need for an increase in participation in state and local assessments and the establishment of a change management process that can better support staff participation and expectations to ensure initiatives are successful.|Based on input and local data, we will continue to work on providing opportunities for engagement that are accessible to our underrepresented families. The full-time McKinney-Vento Liaison provides a conduit for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Care Solace to offer wellness referrals and resources for our scholars, families, and staff. We continue to refine our supplemental subscription offerings, such as Freckle, for example, for academic support in addition to expanding our Multi-Tiered System of Support tutoring hours.|4|4|4|4|4|5|4|4|4|4|4|4|Met||2025-06-21|2025
37682130129668|Motivated Youth Academy|3|The LEA has made strong progress in building relationships between school staff and families through regular one-on-one meetings, personalized support, and consistent communication. Families report feeling known and supported by staff, and trust has grown through responsive service and culturally competent outreach. Staff actively check in with families, creating a collaborative partnership that supports student success.|A focus area for improvement is increasing engagement with families who are less responsive to outreach efforts. While many families feel connected to staff, input indicates a need for more consistent two-way communication and increased opportunities for relationship-building, particularly with families who have historically been underrepresented or harder to reach.|To improve engagement of underrepresented families, the LEA is expanding language access through translated communication and bilingual staff support. Staff are receiving training in culturally responsive communication and are increasing personalized outreach efforts to build trust, strengthen relationships, and ensure all families feel welcome and heard.|MY Academy has laid the groundwork for strong community partnerships, establishing Memorandums of Understanding (MOUs) with several key organizations. These partnerships continue to grow, expanding resources and support to enhance student outcomes. Additional strengths include building strong relationships with students and families and driving learning through student interests, skills, and abilities, which helps create meaningful, personalized educational experiences.|While the groundwork for community partnerships is well established, maintaining these partnerships and fully utilizing available resources remain key focus areas. Efforts are underway to strengthen collaboration and ensure that partnerships translate into meaningful support for student outcomes. Additionally, continuing professional learning on developing relationships with all families remains a priority to enhance collaboration and support student outcomes.|The LEA will improve engagement of underrepresented families by expanding culturally responsive outreach efforts, increasing access to translated materials, and fostering stronger connections through community-based partnerships. Additionally, staff will receive ongoing training to build effective relationships with diverse families and ensure equitable access to resources that support student success.|A key strength of the LEA is successfully engaging educational partners through Parsec surveys, which are accessible in multiple languages to ensure inclusivity. Strong response rates have been achieved, and the feedback gathered directly informs decision-making. This ongoing input process has strengthened trust and ensured that stakeholder voices help shape school priorities.|A focus area for improvement is increasing participation from parents and educational partners in School Site Council (SSC) and English Learner Parent Advisory Committee (EPAC) meetings. While survey engagement is strong, in-person and virtual attendance at these forums needs to improve to support two-way dialogue and deeper stakeholder involvement.|To improve engagement of underrepresented families, translation services are being used to ensure all family newsletters are accessible in families’ home languages. Staff have been hired who speak the primary languages of the students served, supporting both communication and learning and fostering stronger relationships with families.|4|4|4|4|5|5|5|4|3|3|4|4|Met||2025-06-18|2025
37682130136978|Elite Academic Academy - Mountain Empire|3|At Elite, building meaningful connections with staff, students, and families is woven into every part of our school culture, beginning from the moment of onboarding. We start with our staff. Each year, returning and new team members engage in a comprehensive onboarding process that includes an updated Staff Handbook, outlining key expectations and safety protocols. New staff also participate in both in-person and virtual professional development sessions that emphasize relationship-building as a core value of our school. These intentional efforts ensure that every team member begins the year aligned with our mission and equipped to foster strong, supportive relationships. Similarly, we have created a highly personalized onboarding experience for our families. Every new family is paired with a dedicated Onboarding Coach, who serves as their guide and main point of contact until they are matched with their Teacher of Record. This coach walks families through the enrollment process, introduces them to key staff, and ensures they feel supported and welcomed from day one. Families also receive a comprehensive Onboarding Packet and complete a Welcome Survey that is used to personalize outreach and support across departments. To maintain and strengthen connections, we offer diverse and accessible communication channels. Families can engage with our staff via email, ParentSquare, Zoom meetings, phone calls, monthly newsletters, synchronous sessions, and our website. We also host LCAP input sessions, Family Empowerment workshops, Parent Academy events, and ELPAC meetings. Translators are readily available to ensure all families can participate fully in our community. We provide ongoing resources that promote relationship-building, including webinars and guidance for both staff and families focused on student development and effective communication. Our Student Support Team remains a critical partner, offering workshops, training, and support services year-round. Whether through a virtual check-in, a field trip, or a family workshop, we prioritize consistent and authentic connection. From initial contact to everyday interactions, we are intentional about creating a welcoming environment where every student and family feels seen, heard, and supported.|While Elite already provides a wide range of communication and engagement opportunities, we recognize the importance of continuously improving and deepening these relationships. Our next steps are focused on fostering more informal, collaborative, and community-building interactions between families and staff. 1. Expanding Engagement Events We aim to increase the frequency and variety of in-person and virtual engagement events that encourage casual, meaningful interaction. These events—such as family picnics, cultural celebrations, and themed workshops—are designed to build a sense of community beyond formal communication channels. By creating relaxed, welcoming spaces for connection, we hope to strengthen relationships and increase participation from families across all regions we serve. 2. Promoting Family-Staff Collaboration Projects We are exploring ways to create shared experiences through collaborative projects that unite families and staff  around common goals. Potential initiatives include community service activities, school beautification efforts, or co- led fundraising events. These projects provide a platform for shared decision-making, mutual respect, and authentic  partnership between families and school personnel. 3. Establishing Peer Support Groups We see an opportunity to form peer support groups and parent-teacher committees where families and staff can regularly come together to share ideas, address common concerns, and provide encouragement. These groups will offer both virtual and in-person formats, with the goal of fostering ongoing dialogue, connection, and a strong sense of belonging within the school community. By focusing on these areas, we are committed to building on our strong foundation and creating even deeper, more collaborative relationships with our families—ensuring every member of our school community feels valued, supported, and engaged.|Elite is committed to creating an inclusive and welcoming environment where all families—especially those historically underrepresented—feel empowered to engage in their child’s education. To strengthen these efforts, we are implementing targeted strategies that prioritize cultural responsiveness, accessibility, and empowerment. We are enhancing our communication strategies to better reflect and respect the diverse cultural and linguistic backgrounds of our families. This includes consistently providing translated materials, ensuring interpretation services are available at school events, and using communication channels that are more accessible and familiar to underrepresented communities. These efforts are designed to remove language and cultural barriers, making it easier for families to stay informed and involved.|At Elite, we believe that student success is best achieved through intentional collaboration among educators, families, and educational partners. Our efforts are guided by a shared commitment to high expectations, clear communication, and data-informed practices that directly support student achievement. Shared Vision for Student Success Our administrators and staff have collaboratively defined what it means to be an exemplary Elite graduate. This shared vision has shaped schoolwide expectations and learning goals, grounded in student-centered outcomes. Together, we’ve developed clear criteria for student success and aligned our practices to support measurable growth. We use a comprehensive set of internal and external tools—including CAASPP, iReady, IXL, and Fast ForWord—to track academic progress and adjust instruction based on real-time data. Strengthening Communication and Collaboration We maintain strong internal partnerships through consistent and multi-layered communication. Weekly and bi-weekly staff meetings, regular in-person gatherings, and ongoing check-ins with Academy Directors provide structured opportunities for collaboration and support. We leverage digital tools like ParentSquare, Google Workspace for Education, and other platforms to streamline communication and planning. Our professional development program, aligned with schoolwide goals, focuses on analyzing student work, increasing engagement, and using data to inform instruction. These sessions empower teachers to make targeted decisions that directly benefit students. Strategic Partnerships to Advance Learning We’ve built strong relationships with educational vendors and organizations whose tools and values align with our mission. Programs like Fast ForWord and iReady are helping us close literacy and math gaps, particularly for English Learners and at-risk students. Our NXTLVL initiative within EliteX supports students in developing higher-order thinking and real-world problem-solving skills. These partnerships are not limited to products; they include training and ongoing support for both staff and students. Our collaboration with Ambassadors of Compassion has also strengthened our focus on social-emotional learning, reinforcing the importance of resilience, purpose, and empathy. Engaging Families as Partners Families play a vital role in student success, and we’ve worked to ensure their engagement is meaningful and consistent. Each student has weekly check-ins with their teacher, and formal learning period meetings every 30 school days that include students, parents, and educators. Monthly academy newsletters provide families with tips to support independent learning, and our staff hosts workshops in math and writing to empower parents to be active partners in their child’s education. Through these ongoing efforts, we have built a culture of collaboration that keeps student outcomes at the center. We continue to see academic and development growth.|While we have made strong progress in implementing high-quality instructional tools and supports, we recognize an opportunity to further strengthen student outcomes by deepening our community partnerships and making student data more accessible to staff. Leveraging Abre.io for Stronger Staff-Student Partnerships To enhance our ability to support the whole student, we are implementing Abre.io as a centralized platform where staff can access key student data, including academic progress, attendance, support plans, and more. This one-stop system is designed to improve collaboration, identify student needs more quickly, and build stronger partnerships between educators and students. By providing a clear, real-time picture of each learner, we can better align our instructional strategies and support services. Enhancing Community Engagement through Family Involvement We are also working to expand the role of families in shaping and benefiting from community partnerships. Our next steps include encouraging more family involvement in community-based initiatives, hosting joint school-community events, and creating parent-led advisory groups to help identify local resources that support student learning and well-being. By inviting parents into these conversations and decisions, we aim to create more culturally responsive, relevant, and sustainable partnerships that directly impact student growth. These efforts reflect our belief that the most effective partnerships—whether internal or external—are built on shared goals, clear communication, and a deep understanding of student needs. With tools like Abre.io and increased family involvement, we are taking important steps to ensure all students are surrounded by a network of informed and engaged adults working toward their success.|We are committed to building authentic, culturally responsive partnerships with underrepresented families and ensuring that all students—regardless of background—feel seen, supported, and empowered to succeed. To deepen this work, we are focusing on both internal practices and external partnerships that center equity and student opportunity. Cultural Competency Training for Staff We are expanding cultural competency training for all staff to build greater understanding of the diverse cultural backgrounds and lived experiences of our families. These trainings aim to strengthen communication, increase trust, and foster inclusive environments where families feel welcomed and valued as equal partners in their child’s education. Collaborative Decision-Making We are working to intentionally include underrepresented families in collaborative decision-making processes. This includes forming parent advisory councils, organizing focus groups, and regularly seeking feedback from families on school policies, programming, and engagement strategies. These efforts ensure that family voices, especially those historically marginalized, are reflected in the design and delivery of educational experiences. Expanding Community Partnerships in Underserved Areas To provide all students with more varied and relevant learning experiences, we are actively seeking new community partnerships in regions and populations that have traditionally been underserved. By connecting students with local organizations, career mentors, cultural institutions, and enrichment opportunities, we aim to expose them to broader future possibilities and help them see themselves in a range of academic and career pathways. These partnerships not only enhance learning but also help families feel more connected to the school and the larger community. Together, these strategies reflect our ongoing commitment to equity, access, and relationship-building. By investing in the voices and experiences of underrepresented families and expanding opportunities for students, we are creating a more inclusive and inspiring educational environment for all learners.|At Elite, we prioritize gathering meaningful feedback from families, students, and staff to inform our decision-making and continually improve our programs. We believe that input from all stakeholders is essential to ensuring that our initiatives are effective and responsive to the needs of the community. Families We maintain open, accessible communication channels for families to engage with teachers and school leadership. These include email, our school website, social media, and the Parent-Square app. Families are encouraged to participate in LCAP meetings and Parent Workshops, where they can provide valuable input on school goals, programs, and services. Additionally, we regularly distribute mini-surveys to parents before and during program implementation to gather their opinions and insights. These surveys help us assess the effectiveness of initiatives and make timely adjustments. We also host Family Nights throughout the year, where families and students engage in enjoyable projects and receive updates from the school. During these events, we actively seek feedback via surveys to ensure we’re meeting the needs of our community. Families also receive a monthly Elite-wide newsletter, keeping them informed about upcoming events, available services, and opportunities for engagement. Students For our students, we distribute brief check-in surveys—called Elite Care surveys—to gauge their well-being and identify areas where additional support may be needed. We also have an Elite Student Leadership team, which offers students a direct channel to provide feedback on school initiatives and actively participate in decision-making meetings. This ensures that students have a voice in shaping their educational experience. Teachers and Staff We value ongoing feedback from our staff and use it to drive improvements in both instructional practices and school policies. Monthly board meetings, open to the public and posted on our website, offer an opportunity for transparency and input. At the conclusion of staff meetings and professional development sessions, we distribute mini-surveys to collect immediate feedback on the effectiveness of these sessions. Focus groups are also formed to address specific school-related concerns, allowing staff to collaborate and share their perspectives on ways to enhance the learning environment. Through these ongoing efforts, we are creating a culture of continuous improvement where feedback is consistently gathered, valued, and used to make data-informed decisions that benefit our entire school community.|While Elite Academic Academy already has a range of feedback channels, we see opportunities to enhance their effectiveness and accessibility. Streamlining communication platforms, ensuring timely responses, and offering more engagement opportunities, such as virtual town halls or suggestion boxes, can help strengthen connections with our community. To increase participation in surveys and meetings, we will focus on targeted outreach, making these opportunities more convenient, and providing incentives to encourage broader involvement from all stakeholders. These steps will help ensure that all voices are heard and actively contribute to our ongoing improvement.|We are committed to improving outreach strategies that are culturally responsive and tailored to the needs of underrepresented families. This includes offering communication in multiple languages, partnering with community organizations, and ensuring that all outreach methods are inclusive and accessible. To increase participation in surveys, we will make them more accessible by translating into various languages, providing alternative formats, and actively reaching out to encourage input from underrepresented families. These efforts will ensure that all voices are heard and valued in our decision-making process.|4|5|5|5|5|4|5|5|5|4|5|5|Met||2025-06-12|2025
37682130138636|JCS - Pine Valley|3|The LEA partners with parents to build relationships focused on the support and success of students. This is a core strength of the school, with personalized education being at the center. The LEA cares about providing opportunities for families to feel connected to the community through social gatherings and school events. In the Home Study program, teachers, students, and parents create personalized learning profiles (PLPs) that outline learning targets, goals, strengths, challenges, and interests. Within the Academy, teachers see their students regularly for instruction and facilitate interest and personality inquiries to get to know them better. Staff also meet with parents and build authentic relationships at school events, field trips, parent-teacher conferences, daily drop-off and pick-up, IEPs, and other meetings based on request. Communication among the school staff and parents is facilitated via phone calls, emails, text messages, in-person conversations, and meetings.  The LEA asked parents and staff for feedback on current strengths and progress in Building Relationships Between School Staff and Families. Parents shared that JCS-Pine Valley demonstrates this through caring, supportive teachers and Educational Facilitators (EFs) who are welcoming, accessible, and committed to student success. Staff shared that strong, ongoing communication between staff and families has fostered a tight-knit community where parents feel welcomed and comfortable engaging with educators.|The LEA recognizes that attendance at school events is an area for improvement in Building Relationships Between School Staff and Families. Additionally, the LEA could improve relationships and engagement with families by enhancing communication and accessibility. Parents provided feedback that updating and simplifying the online calendar would help families stay informed about upcoming events. Another common suggestion from parents for improving relationships among the LEA was more opportunities to socialize with the community and build quality relationships that would result in higher retention from year to year.|The LEA utilizes ParentSquare for communication to build relationships with families, along with student-led goal- setting conferences, conferences throughout the year, and project week presentations of learning. School staff have found that engaging with underrepresented families through in-person conversations at pick-up/drop-off, personal phone calls, and personal emails is most effective. One way the LEA can improve the engagement of underrepresented families is by ensuring class sizes at the Academy remain small so that personalized attention can be given to all students, based on need. The LEA will also support teachers in identifying underrepresented students and increasing strategies to engage their families. For the EL home study population, the LEA will designate an Educational Facilitator (EF) with specialized skills and experience in working with EL families to support this population of students with the intent that a specialized EF will be able to use their skills and experiences to build deep relationships with EL students and families and increase engagement and student support. This action is reflected in Goal 3 of the current LCAP. When language is a barrier between the school and the parent, the school will utilize bilingual features of communication channels (ParentSquare, Google Docs, etc.) and Spanish-speaking members of our school staff to translate when possible.  Staff recommend organizing casual community-building events like family nights, barbecues, or picnics to foster stronger relationships. For homeschool families, targeted outreach, such as connecting during field trip check-ins, could provide meaningful relationship-building and engagement opportunities.|The LEA provides professional learning opportunities to teachers and principals, such as formative assessment and data analysis training, research-based reading practices, MTSS and tiered interventions, and SEL/culture-enhancing programs such as Leader in Me (LiM) and Positive Behavior Interventions for Success (PBIS). The staff regularly met with families & students to discuss progress during student-led goal-setting conferences, parent-teacher meetings, and project presentations. The school provides a Parent Handbook that addresses their legal rights and how to advocate for their children. The school provides the capacity for teachers to partner with families through a hybrid model, where teachers can personalize communication with families up to four days per week, or a home study model where teachers meet individually with families once every 20 days. The LEA also provides high-quality resources for learning and development in the home.  When asked about the LEA's strengths in Building Partnership for Student Outcomes, families cited their appreciation for teacher flexibility, allowing students to learn at their own pace and assisting when needed. Staff state that parents are encouraged to speak directly with staff as needed, creating a supportive and open environment, focused on student outcomes. Overall, both groups believe the school fosters a positive, collaborative environment that supports partnership and engagement between staff and families.|The school can focus on continuing to improve and update resources to support student learning at home; this is an ongoing focus, especially in the home study program. Parents, students, and staff continue to provide feedback that they value choice and want more curriculum options to attend to the personalized needs and approaches of homeschooling. Additionally, staff recognize the need for rigorous curriculum options that are more engaging and closely aligned to standards of learning.  When asked about the LEA's areas for improvement in Building Partnership for Student Outcomes, parents cited that communication remains an area for improvement because current communication practices lack consistency and effectiveness. They also expressed a need for more proactive outreach from teachers or administrators when students fall behind academically. Specifically, some parents have observed that while LEAP teachers are highly valued and appreciated, increased support for them and their facilities is encouraged. Parents would also like academic counselors to be more welcoming and available for one-on-one guidance, rather than just distributing information. Staff shared that increased collaboration through weekly meetings among grade-level or subject-level teams and whole-school gatherings would result in improved partnerships for student outcomes. For instance, after- school events and parent-teacher conferences provide additional opportunities for families to engage with staff and support their children’s learning. Parents and staff believe these improvements would strengthen partnerships and support student success.|The LEA can improve the engagement of underrepresented families by maintaining small class and roster sizes so teachers have a larger capacity for personalizing education. We will improve the access for hot spots so this is not a barrier to accessing learning materials for underrepresented families. Additionally, SED, EL, and FHY families in the Home Study program have expressed the need for more structured and straightforward curricula, allowing for more student learning independence since many underrepresented families and non-traditional homeschoolers. School leaders look forward to aligning our Home Study program in the future to evaluate recommended curriculum options and create the capacity for more synchronous support opportunities with staff and tutoring with educational enrichment partners.  To enhance parental involvement and family engagement with underrepresented families, staff suggest increasing the role of the Parent Volunteer Association (PVA) in community events and organizing consistent, inclusive outreach activities such as monthly school events. These could include simple, engaging activities like social hours, family games, after-school running clubs, or book clubs. Hosting student-led conferences or learning showcases could help families stay connected to their child’s progress, especially since the school lacks clubs and sports that typically bring families together.|The school has regularly scheduled School Site Council meetings composed of parents, classified staff, and certificated staff. During these meetings, participants provide input on policies and programs and have a voice in their development. The school actively recruits participants in our School Site Council and promotes meetings, including meetings of the JCS-Inc. Board of Directors, for the public to attend. The school actively engages the whole community by surveying all partners.  When asked about the LEA's strengths in Seeking Input for Decision-Making, staff state that structures like the School Site Council provide an effective platform for parents to share ideas and concerns, further enhancing collaboration. Additionally, initiatives like Round Robin sessions help build meaningful relationships between teachers, parents, and students by encouraging shared participation in the educational process. Staff also proactively support parent engagement through consistent email communication.|When asked about areas where the LEA could improve in Seeking Input for Decision-Making, there is a growing awareness from staff that families are seeking more competitive offerings in student funding compared to other charter schools. They would like to see this more openly addressed in decision-making forums and believe that if the LEA changed its practices, there would be an improvement in family engagement and satisfaction. Even though participation is low, staff believe the school actively encourages families to participate in open forums that aim to influence school decision-making, such as School Site Council, Soda with the Sup, Feedback Surveys, and one-on-one meetings with leadership.|To include underrepresented families, the LEA will provide transportation if needed and offer childcare and virtual options. The LEA will also build the capacity for regular support check-ins for the ELs and Homeless/Foster Youth population. The school will utilize bilingual features of communication channels, such as ParentSquare or Google Docs, when language is a barrier between the school and the parent. Spanish-speaking members of the school staff to translate will also be utilized, when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The school principal will recruit School Site Council members who represent underrepresented students, including students with disabilities, low-income students, and English language learners.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-13|2025
37682210000000|National Elementary|3|During the 2024-2025 school year, the National School District continued to build and strengthen relationships between the schools and families. A variety of family-school engagement activities were offered at each school such as Back to School Night, Open House, monthly Coffee with the Principal, and curriculum mornings and nights. Parent turnout at these events increased throughout the course of the year especially for events that involved their child(ren) such as fall festivals, winter performances and curriculum mornings. Parent-teacher conferences were also well attended this year.   In addition to the school events, the District held District PTA meetings, DELAC and DPAC meetings. These meetings were well attended with a noticeable increase in the number of families at those compared with last year. Other indicators of positive relationships between the school and home are that families reported that they appreciated the communication they received from the school and the efforts teachers make to support their child. Some parents also reported that they feel welcome at school and that it is an inclusive, positive place for students and families.|Based on the data from family surveys, families had recommendations for improving the relationships with school staff. Families would like to have the opportunity to learn more about how to support their child in reading, math and ELD through workshops with school or district staff. In addition, families shared that they would like more events at school at different times to accommodate working parents’ schedules. They also would like more events that include families during the school day such as a “family day” where parents could participate in school activities with their children and the teachers. The District will share these ideas with school staff and support them in implementing these ideas.  Family and community partnerships will continue to be a priority for the National School District. The District saw an increase in the level of family engagement in 2024-2025, and will continue to build on successful ways to strengthen those relationships with families.|The district is committed to engaging all of our families, especially underrepresented families in school and district activities with the goal of building relationships. One action the district will implement is to continue to host meetings for families of English learners to learn about the English language learner reclassification processes and provide meetings for families of newcomer students . Another step the district will continue to do to build relationships with underrepresented families is to support them with access to resources for food, housing and mental health supports. Teachers, counselors and administrators can refer families to outside agencies to meet their needs and follow up to provide any additional support needed.  Furthermore, the district has employed a Parent Empowerment Resource Teacher to focus on this goal. The resource teacher coordinates workshops, resources, events, and home-school communication with a specific focus on attendance, supporting student achievement including English learners and students with disabilities. A second and equally important goal of that position is to empower families to become involved in school. Finally, the district will continue to offer translation services to all of our families regardless of their primary language in order to allow them full participation in family events. As stated in the LCAP, resources will be principally directed to support the specific needs of unduplicated students and their families.|The National School District is committed to partnering with families to positively impact student outcomes. There are a number of school events that contribute to this goal such as Back to School, Open House and parent-teacher conferences and they are all well attended. Parents have shared that they feel welcome at the school and are glad to meet their childrens’ teachers and learn about their childrens’ progress toward grade level standards. Parents also attend meetings and workshops on ways to support their children with academics such as reading and math.  Another strength of the district is the Parent Empowerment Resource Teacher who provides opportunities for families to learn more about supporting their children' s academic, behavioral and social-emotional growth. A few of the resources available to families in 2024-2025 were a parent resource page on the district website, workshops to build parents’ capacity such as the UC San Diego Parent University, and a monthly Family Empowerment Newsletter.|NSD is committed to building the capacity of parents to be able to support their children academically and socially.  This year, we saw an increase in the percentage of parents, including underrepresented parents, in school and district committees, workshops, and school events. However, a focus area for the District is to engage more parents in these events. Parent feedback about school events was that they need to be held at different times of the day to ensure all families can attend. Additionally, parents would like more workshops about supporting students with disabilities and reclassification of students who are English language learners.   The district has plans to address this goal in the 2025-2026 school year. The district is a recipient of the Community Schools Grant and is collaborating with grant partners to provide resources to improve educational outcomes for students. The district and each school has established a parent engagement plan outlined in each school’s School Plan for Student Achievement.  Finally, there is a focus on building outreach programs with the parents of preschool students to ensure smooth transitions to the TK and again when sixth grade students transition to middle school.|NSD is invested in the engagement of underrepresented families in school meetings, committees, and events. The district is cognizant of the effects of parent involvement on the academic achievement of students and therefore has a plan in place to address the representation of all families in school events. Approximately 62% of the district’s students are English learners. Therefore, in order to engage parents who may have limited English skills, the district will continue to offer translation at all parent meetings and offer workshops in Spanish and English. Furthermore, the district translates all school/district-home communication into Spanish so that parents can access the information regarding workshops or meetings. For families whose primary language is not Spanish or English, the district retains a translation service and also shows families how to translate pages on the web.  On the district website, there is a section for Parent and Community Resources.  There are a variety of academic resources and wellness resources for families along with engagement activities for parents.The site and all resources are available in English and Spanish. Furthermore, there is a video to show parents ways to access websites in a variety of languages.   The superintendent has a parent roundtable with representatives from underrepresented families. This group offers input into the needs of families and how to engage more families in school. They speak to the specific needs of underrepresented students and specific actions the district can take to engage them in school and district events.|The district values the input of families and community partners in decision-making including:  Superintendent Parent Roundtable with representatives from underrepresented families meets monthly during the school year and allows for diverse representation from the district community to offer insights and suggestions directly to the superintendent.  Parent Leadership Committees (SSC, ELAC, DPAC, DELAC) at all sites and District level provide input on student achievement using categorical funding and policy implementation. Stakeholder Survey and Town Halls are held to get input for district LCAP and other community issues. All of these meetings have been on-going for a number of years which is a strength of the district.  Parents and community members have provided input every year on the LCAP.  There was an increase in parent turnout this year due to increased communication about the event.|The focus of the district continues to be an increase in the engagement of families at meetings and events to get input for school and district plans. The Parent Empowerment Resource Teacher and principals hold meetings at the schools to welcome families back to campus and to encourage participation in school and district level meetings during the year. Principals and teachers also encourage parents to get involved at school committees and to join meetings such as Coffee with the Principal and to volunteer at the school as a way to provide meaningful feedback.    The district will continue to hold in-person meetings for district level committees. Parents have shared that they like having the opportunity to meet face to face with district and school staff. The district leadership team will continue to communicate and invite all partners to join meetings.  In addition, the district will offer online surveys to families so they may provide input to decisions even if they are unable to attend in-person meetings. Feedback from parents indicated that there should be more proactive outreach to parents to increase participation in all events so the district will explore other options for communication with families.|The voice of underrepresented families is important to the district and parents are encouraged to attend meetings where they will be able to give input. By way of ELAC and DELAC, the district ensures that parents of English learners are on committees to give input regarding school and district plans and budgets.  Parents of students in special education are also part of the SSCs, Parent Roundtable and the District Parent Advisory committee where input is given for the LCAP, SPSA and increasing inclusionary practices. NSD will continue to engage parents on these committees whether in person, virtually or via surveys to ensure they can provide input regarding decisions.|5|5|4|5|4|4|5|4|5|4|4|4|Met||2025-06-11|2025
37682210101360|Integrity Charter|3|Per our LCAP survey to families regarding relationships to school staff and families, 95% of families feel that their child's teacher or the school communicates with them regarding their child's progress and 87.5% believe that Integrity Charter works with them to support their children. 80% of families attended Back to School Night which is up from last year's 76%; 100% of families (who completed the survey) attended Parent Conferences which is up from the 89.3% the previous year; 77.5% attended Winter Concert which is up from last year's 69.3%; and 85% attended Fall Festival which is up from last year's 76%.|Based off of the commentary from the LCAP survey to families, we will add the CPR classes, Positive Parenting Classes again, and work on the classroom room parents.|In relation to the School Staff and Families who are underrepresented; we will continue our outreach by presenting information in various formats and continue offering resources for families in need.|Integrity offers many ways to build partnerships with families. Per our LCAP survey, many families participated in opportunities that the school offers such as: Family Fridays, Back to School Nights, Parenting Classes, IEP meetings, etc. We have many strengths regarding the share out of student outcomes for our families. We will continue to share information at the School Site Council Meetings, Family Friday Meetings, ELAC Meetings, the Jaguar Journal, and at any type of parent conferences.|An area for improvement for us typically relies on finding the best parenting classes, resources to engage in their child's academic success. We will continue to seek these out and share best practices with families.|As stated earlier, we will seek to reach all of our families, esp the underrepresented families. We can do so by ensuring that information is shared with them in their primary languages and in ways that best suit them such as: in-person meetings, texts/emails, Jaguar Journal, Class Dojo, etc.|We provide an LCAP survey to our families yearly to gather important data on ways to improve our school. We also elicit input at monthly Family Friday meetings, through our Integrity Parent Committee, School Site Council, and the ELAC committee.|We will aim to have more meetings, surveys, etc. to gather input from families.|We will focus on more targeted input through personal phone calls, formal and informal conversations with families, and communication in various ways.|5|5|5|5|4|5|4|5|4|4|4|4|Met||2025-06-09|2025
37682960000000|Poway Unified|3|Building strong, lasting partnerships between school sites and families remains a top priority for the Poway Unified School District. To better understand parent perspectives about our schools and district, we rely on data from the 2024 WestEd District Parent Perception Survey. Aligned with the fall 2024 California Healthy Kids Survey for students, this data allows us to compare the views of parents and students. The results show that 85% of parents feel Poway Unified actively encourages their involvement in their child’s education, and 84% feel their school sites are welcoming to parent participation.  To deepen our community engagement, we expanded outreach in February 2025 by launching a ThoughtExchange to hear from parents, staff, and students. In total, 6,442 adults—76% of whom identified as parents—and 3,214 students responded to the prompt: “What is needed from Poway Unified School District to ensure the future success of students?” Each group was encouraged to reflect on this question from their unique perspective.  The insights gained from this outreach are essential in shaping district priorities and goals, which are reflected in our Local Control and Accountability Plan (LCAP) and overall strategic direction. These priorities also guide how we allocate resources and develop budgets for the school year.  We also sought input from key educational partners who represent specific student populations, including families of English learners, foster youth, low-income students, and students with disabilities. Their voices were heard through key advisory bodies such as the Community Advisory Committee, District English Learner Advisory Committee, District Advisory Committee, and School Site Councils. Additional feedback opportunities were offered through the District’s Safety Summits, Curriculum and Assessment pilot groups, and the Equity Advisory Committee.|Addressing Unconscious Bias: We are prioritizing efforts to help school staff recognize and mitigate unconscious biases that may affect their interactions with families, fostering a more inclusive and understanding environment.  Enhancing Student Attendance: Our district is committed to working closely with families to understand and overcome challenges that may impact consistent student attendance. We are taking a proactive approach by expanding the work of attendance teams at each school, developing supportive and positive attendance plans, connecting families with local resources, and strengthening partnerships within our community.  Expanding Restorative Practices: We are committed to ongoing use of Restorative Practices to strengthen relationships, prevent conflict, and repair harm. This involves partnering with families and equipping staff with tools that build connection, cultivate belonging, and ensure every student knows they are a valued and essential part of our school community.|Equity Through Leadership: Each school’s leadership team will engage in efforts to develop actions that promote equity for students, staff, and families. This process will actively include historically underrepresented students and their families to ensure their perspectives are reflected in decision-making.  Diverse Student Involvement: Student advisory committees at school sites will intentionally include voices from historically underrepresented groups to ensure their input is central to equity initiatives.  Expanded Outreach: We will seek additional ways to engage underrepresented families through various channels, such as the Family Learning Center, Equity Advisory, Community Advisory Committee, Youth in Transition programs, and events supporting immigrant families.  Improved Communication: To better support engagement and understanding for all families, we will evaluate and strengthen our communication systems to ensure effective translation services are available—including a centralized system for parents and school sites to request interpretation services. We will also review our website, parent resources, and communications to ensure language is clear and accessible, creating more entry points for families to be actively involved in school life.|Welcoming School Environments: Poway Unified School District continues to foster warm, inclusive, and engaging school climates. We actively involve families through a variety of programs and communication strategies that support their participation in their child’s education. Parent volunteers remain a vital presence on our campuses, and we share important information across multiple platforms, including email, social media, school and district websites, principal chats, and phone calls.  Feedback and Communication: We prioritize family voice through our annual use of the ThoughtExchange platform, which allows us to gather, understand, and act on the issues that matter most to our families.  Professional Development: We are dedicated to building staff capacity through focused professional learning that supports meaningful family engagement, particularly with historically underrepresented communities. This includes training centered on supporting Youth in Transition students and English Learners, equipping staff with strategies to reduce barriers and strengthen connections.  Response to Intervention: Our comprehensive Response to Intervention (RtI) model includes Student Success Strategies teams that work in partnership with families to identify student needs and co-create individualized action plans.  Caring Connections Center: This districtwide resource continues to offer vital services such as counseling, family action planning, and a range of parent workshops tailored to community feedback. The Center also supports our Youth in Transition program and serves newly immigrated families through the Family Learning Center.  Parent Ambassador Program: Launched in the 2021–22 school year, the Parent Ambassador Program builds meaningful connections between schools and parents of students receiving special education services. In addition, our District Advisory Committee (DAC) and District English Learner Advisory Committee (DLAC) remain essential partners in developing and approving School Plans for Student Achievement (SPSA) and related funding decisions.|Fostering Family Belonging: We are committed to cultivating a strong sense of belonging for all families across every school site. This includes training administrators and staff to plan and host family events with an intentional focus on equity and inclusion, ensuring every family feels welcomed, valued, and supported.  Parent Education and Engagement: Using local data to inform planning, we will continue offering targeted parent education opportunities, such as Safety Summits and Foundation Summits. Families will also be engaged through participation in key advisory groups, including School Site Councils, the Community Advisory Committee (CAC), District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Equity Advisory Committee, Parent-Superintendent Advisory, and other parent organizations. In addition, Caring Connections will continue to expand its parent education offerings based on the evolving needs of our families.  Strengthening Multi-Tiered Systems of Support (MTSS): Our school-based Student Success Strategies teams will remain central to supporting students, with ongoing collaboration with parents. These efforts will directly contribute to the development of a strong districtwide MTSS framework that supports academic, behavioral, and social-emotional growth.  Enhancing Attendance Communication: We will build upon our existing district and site-level attendance campaigns to highlight the importance of consistent school attendance. Additional tools and resources will be provided to assist families experiencing attendance-related challenges. Launching a Parent-Superintendent Advisory Council: To deepen the partnership between families and the district, we will establish a Parent-Superintendent Advisory Council with parent representatives from every school site. The Council will serve as a space for collaborative dialogue around district initiatives, provide valuable feedback, and help guide continuous improvement efforts for all students.|Identifying and Addressing Barriers: We remain committed to identifying and removing barriers that limit family participation, with a focus on reaching historically underrepresented families. This includes hosting district-sponsored events specifically designed to engage these families, creating space to listen to their experiences and gather feedback on current initiatives and new policies. Families participating in the Youth in Transition program—supporting those experiencing homelessness—are surveyed quarterly to better understand and respond to their evolving needs.  Targeted Outreach: Our Youth in Transition staff continue to lead efforts that foster stronger connections between underrepresented families and school site teams. Their work includes promoting effective communication, ensuring families feel supported, and facilitating professional learning focused on best practices for serving students and families facing housing instability or other challenges.  Parent Education Scholarships: To increase access to valuable learning opportunities, we will provide scholarships for Parent Education courses to families identified as low-income. These scholarships aim to reduce financial barriers and ensure equitable access to essential resources.  Engagement Through Committees: We will continue to amplify underrepresented family voices by actively engaging them in key district committees, including the Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), College Bound, and the Equity Advisory Committee (EAC). These committees provide meaningful platforms for families to contribute to decision-making and help shape district priorities.|Elevating Parent Voice in Decision-Making: Poway Unified places a strong emphasis on seeking, valuing, and incorporating parent input in decisions at both the district and school site levels. We believe families are essential partners in shaping the educational experience for all students.  Advisory Committees:  Parents have meaningful opportunities to participate in site-based advisory groups such as the School Site Council, Safety Committee, and English Learner Advisory Committee. These committees help shape school policies, priorities, and programs by representing diverse family perspectives.  Annual Input through the LCAP Process: As part of our Local Control and Accountability Plan (LCAP) each year, we engage parents, students, staff, and community members through the ThoughtExchange platform. Participants respond to key questions like, “What do you need from Poway Unified School District to ensure your student’s success?” This feedback directly informs the development of district goals and initiatives.  Targeted Outreach to Underserved Groups: To ensure all voices are heard, we conduct regular outreach to families of students experiencing homelessness and those in foster care. These targeted surveys are conducted multiple times a year, and the feedback received helps to guide supports and inform our LCAP planning.  Student-Superintendent Advisory Council (SSAC): The Student-Superintendent Advisory Council provides students a direct channel to district leadership. Composed of diverse student leaders nominated by high school principals across the district, the SSAC advises on student-centered issues, offers feedback on district decisions, builds leadership skills, and carries out a service project to benefit peers. This council ensures student voice is a key part of district decision-making.|Expanding Opportunities for Parent Input: We are actively reviewing and improving our district systems to create more meaningful opportunities for families to participate in decision-making. One key change was shifting the Single Plan for Student Achievement (SPSA) process from fall to spring beginning in 2024. This adjustment gives School Site Councils more time to analyze data and set informed goals—enabling deeper, more impactful parent involvement in school planning.  Strengthening Equity-Focused Engagement: Building on input from our Equity Advisory Committee, we are enhancing our District’s Racial Equity and Inclusion Plan. This work includes refining how we gather, analyze, and apply data to inform equity-related goals, develop action plans, and monitor progress—ensuring that diverse family voices guide our continuous improvement efforts.  Engaging Families in UTK Expansion: As we prepare for full-day Universal Transitional Kindergarten (UTK) implementation in the 2025–26 school year, we are proactively engaging families of younger students to better understand their needs and expectations. To support a smooth transition, we are equipping educators with resources to build play-based, developmentally appropriate classrooms—along with strategies for communicating the importance and value of this approach to families.  Establishing the Parent-Superintendent Advisory Council: To strengthen family-district partnerships, we are launching a Parent-Superintendent Advisory Council with parent representatives from every school site. This Council will engage in regular dialogue about district initiatives, provide critical feedback, and help shape strategies that support student success across the district.|Intentional Outreach: To increase the representation of underrepresented families in leadership and advisory groups—such as School Site Councils and PTA organizations—we will implement targeted outreach strategies. This includes personalized invitations and relationship-building efforts to ensure these families feel welcomed and encouraged to participate.  Creating Space for Dialogue: We are committed to providing intentional opportunities for underrepresented families to share their experiences and perspectives. Through programs like College Bound, parent advisory committees (including DLAC and CAC), and Safety Summits, we will continue to create spaces for open dialogue that informs our practices and ensures all voices are heard in district decision-making.  Improved Translation and Interpretation Services: We will further enhance language accessibility by strengthening translation and interpretation services. Building on the capabilities of platforms like ThoughtExchange—which offers support in over 100 languages—we aim to ensure that all families can access and contribute to important district conversations in their preferred language.  Expanding Access and Building Awareness: While tools like ThoughtExchange are accessible via smartphones and computers, we recognize the importance of outreach that goes beyond technology access. We will increase efforts to raise awareness among underrepresented families, reinforcing that their feedback is not only welcomed but essential to shaping decisions that affect their children’s education.|4|4|4|4|4|5|5|5|4|5|4|4|Met||2025-06-17|2025
37683040000000|Ramona City Unified|3|Building positive and meaningful partnerships and relationships between school staff and families is a general strength for our district based on our LCAP Survey. According to the 2025 LCAP Parent/Family Survey, 88% of all families believe we are building trusting and respectful relationships well or very well. 90% of all families believe we provide a welcoming school environment well or very well.|2024 and 2025 LCAP Survey data (88% of parents selected well or very well) and input from educational partners from our LCAP Committee, DAC, and DELAC all say we do a good job of building relationships between school staff and families. Additionally, we have added Family Listening Circles at our two largest schools, Ramona High and Olive Peirce Middle, to promote on-going opportunities to have face-to-face conversations regarding what families need. These listening circles occur during school site ELAC meetings.|Engaging in 2-way communication using a language that is understandable and accessible to families is a strength as indicated by our LCAP Stakeholder Survey where 94% of parents say our district does this well or very well. Between 80-87% of our parent respondents to the LCAP Survey also stated our schools do a good or very good job at creating trusting and respectful relationships and providing welcoming environments for our families. Now that we have built trusting and welcoming relations with our families, we need to build our capacity to communicate with all families in a language that is accessible, and continue to improve our understanding of family culture and values. Once we build our capacity there, we can use that to leverage our ability to support students and families as it is needed. This process is supported through district Differentiated Assistance initiatives.|We are growing in this area since we acquired a bilingual family liaison in our district. We are growing participation in our DELAC and ELACs. Since the 20-21 school year, we are able to support a parent led DELAC Leadership team and offer classes to ALL parents based on what they wanted and needed to support their children at home. We also conducted districtwide professional development to improve schools' capacity to partner with families and support parents with student learning from home through our RLT trainer of trainer process.|While we have made good progress, we need to sustain and grow this success in a structured way so future years experience similar and continued improvement. We can improve practice by maintaining a central, accessible place for parents/families to gather important information, resources, and contacts for each school. Input has come from our Educational Partner committee which consists of parents, students, certificated, classified, and administrative teammates from every school site. Additionally, DAC and DELAC focus groups will also be held in the Spring of 2025 to gather more input.|Based on educational partner input and local and statewide accountability data, there is a need for improved communication and shared resources that will support parents/families at home for academic, social, and emotional student wellness. During the 2025-2026 school year, a parent/family resource hub will be put on the district and school site webpages that will provide parents/families with the information they have requested, and to provide contact information to facilitate partnering with our school staff in support of our students.|School Site Councils (SSC) consist of parents/families that mirror that of the school's make-up within our district, and this flows into our District Advisory Committee (DAC) including students. In our DAC collaborations, we hold a SSC training annually so that representatives can take this information back to SSCs. Our District LCAP Committee consists of no less than 50% Parent/Student/Community member participation that reflects the demographic make-up of our school district. This committee reviews the comprehensive needs assessments for our district, reviews our goals, actions, and services for how we spend our funding to support students, families, and staff to improve student outcomes, making final recommendations to our district governing board after input from our DAC and DELAC has been gathered. We feel our community and family engagement in decision-making is a relative strength. Data from our DAC surveys also support this conclusion.|Our focus will continue to be gathering feedback and input from all families within Ramona Unified. Whether it is through School Site Councils, School directed ELACs, or our district led DAC, DELAC, and LCAP Committee, we offer access on our district website, we actively recruit, and we call families to ask the for their engagement.|Our full-time family liaison is very impactful, personally calling and making connections with parents of our English learner student population and our homeless student population. During our LCAP Survey time, she calls and encourages our families to participate. In our DELAC meetings, we consistently have 20-30 families represented, and she takes time to show families how to access and take our survey in a language they can understand. EL families are encouraged to be part of our DELAC leadership as well. To improve connectedness to schools and improve financial consistency for families, our family liaison has helped over 15 parents apply and navigate our employment process with a 67% successful hire rate. This work will continue, as this is a win-win for families and our school district to fill positions with our invested parent-community members. We will also hold focus groups in the Spring of 2025 to ask our advisory committees how we can improve our efforts to engage parents and families.|5|5|5|5|3|4|3|3|4|4|4|4|Met||2025-06-26|2025
37683120000000|Rancho Santa Fe Elementary|3|Rancho Santa Fe School District has made significant progress in fostering a supportive and inclusive environment for collaboration between the board, school staff and families. Communication channels are open, leading to increased engagement. These initiatives have created opportunities for meaningful dialogue and collaboration between school staff, parents, and community members. These efforts have resulted in improved trust, creating a positive impact on student development, academic achievement and staff morale. Overall, the Rancho Santa Fe School District has successfully established strong relationships between school staff and families, driving continuous progress and success in the educational community.|Rancho Santa Fe School District will continue to focus on areas of improvement in building relationships between school staff and families include enhancing communication strategies, fostering a culture of collaboration, promoting inclusion, implementing family engagement initiatives, and providing resources and support for families. In addition, we have identified a need to provide more opportunities for parents to learn about and experience the District's curriculum and instruction in order to support their children with academic and social and emotional needs. The District launched a parent advisory committee that supports the inclusive  involvement of our families of students with exceptional needs. By prioritizing these focus areas, we aims to strengthen partnerships between school staff and families, ultimately enhancing student success and overall school community cohesion.|Rancho Santa Fe School District will implement targeted strategies to improve engagement of underrepresented families. The District will identify families of unduplicated students, ensure that we are communicating with them in their preferred method of communication, and that they are personally invited to participate in programs and opportunities at the school and district level. The district will increase outreach efforts by organizing culturally inclusive events, parent forums that address concerns of underrepresented students and accessible communication channels to foster positive connections between school staff and underrepresented families|The district continues a collaborative approach that fosters strong relationships with various community stakeholders, resulting in more enhanced educational programs for our students. The district has begun seeking input from parents and teaching staff regarding the different programs offered in both our elementary and middle schools. These partnerships have contributed significantly to the improved programs for our students and a positive climate and culture for our community. This collaborative approach has paved the way for a more holistic and inclusive educational environment, benefitting all stakeholders involved in our district.|The district will continue to focus on enhancing stakeholder engagement strategies, fostering collaborations with parents, teachers and the board. By focusing on these key areas, the district aims to strengthen partnerships that will positively impact student outcomes and create a more inclusive and supportive learning environment for all students. The commitment to collaboration and engagement reflects the district's dedication to transparency, accountability, and student.|The District will identify families of unduplicated students, ensure that we are communicating with them in their preferred method of communication, and that they are personally invited to participate in programs and opportunities at the school and district level. The parents of unduplicated students will also be given opportunities to offer input on curriculum, programs, and district initiatives. The District will run special programs and services for families of students with exceptional needs and will ensure that all families are personally invited to participate.|Rancho Santa Fe School District effectively engaged with stakeholders, including parents, staff, teachers, and community members, to gather diverse perspectives and insights. The District has shown a commitment to transparency and accountability by regularly seeking input through surveys, meetings, and other channels, and incorporating this feedback into their strategic planning and initiatives. In addition the District will establish a site council to support the engage of stakeholders in the development of a school plan for student achievement.  The District will also provide opportunities for parental participation in parent education programs and parent coffee forums. These efforts in seeking input have enhanced communication, trust, and engagement among all stakeholders, contributing to a more inclusive and successful educational environment.|The district will continue to focus on improvement in seeking input for decision-making include enhancing stakeholder engagement strategies, improving communication channels with parents, students, and community members, and increasing transparency in decision-making processes. The districts aims to create a more inclusive and collaborative decision-making framework through surveys, parent forums, and community meetings that ensures the voices of all stakeholders are heard and considered in shaping educational policies and initiatives.|The district aims to enhance underrepresented parental involvement by integrating parents of English learners, low-income families, students with disabilities, and those at risk of not meeting academic standards in various committee work. By incorporating their perspectives and contributions, we can create a more inclusive and supportive educational community that prioritizes the holistic development and academic success of all students.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
37683380000000|San Diego Unified|3|Current Strengths: The SDUSD is committed to partnering with families through engagement opportunities aligned with student learning and development goals at home, by elevating family engagement as a core lever for student achievement and school improvement. We continue to nurture parent leadership across our system that is responsive to the diverse needs of individual student populations. The Family Engagement Team has collaborated with educators in San Diego Unified to build the capacity of school and district leaders for reframing family engagement as an instructional strategy and for sustaining effective home-school partnerships. The emphasis is on strengthening the relationship between the teacher, parent/caregiver, and student.   In addition, family leadership opportunities and ongoing communication and information have been provided to families regarding instructional support, access to technology, basic needs, community resources, instructional strategies, as well as health and safety guidelines. The Family Engagement Department encourages schools to utilize the Unified Operations Communication tool, which enables students to send an immediate message to all parents in their preferred language through PowerSchool. In turn, parents can send a response in their native language, and the school will receive it in English.|An area of improvement to focus on in this area would be building and enhancing the capacity of educators and families in the “4 C” areas, i.e., Capabilities (skills + knowledge), Connections (networks), Cognition (shifts in beliefs and values) and Confidence (self-efficacy) to improve student academic outcomes. The plan of implementation is to build opportunities with schools to meaningfully engage families as equal partners in their child’s learning and to collaborate with schools to examine student progress alongside family engagement.|Parent learning opportunities will include school-based programs (e.g., the Integrated Multi-Tiered System of Supports or other options for academic support based on students’ learning goals, student data, families’ feedback, and district initiatives). In addition, the Family Engagement team will continue to update the list of curated resources that can assist students’ academic growth and social-emotional wellness with support for the whole child.|The San Diego Unified School District (SDUSD) currently has strengths in creating welcoming environments for all families in the community. The district has made extensive efforts to develop friendly and welcoming environments for all schools and site personnel. Schools typically host various events to welcome and involve parents in aspects of the school culture. SDUSD understands the importance of including families as an essential part of the educational process, establishing a welcoming environment to foster a collaborative learning culture, and ensuring that all staff receive the necessary training, support, and resources to engage families in meaningful partnerships. The Family Engagement Department collaborates with Dr. Karen Mapp and Scholastic FACE to build educators' capacity to understand the link between family engagement and student achievement. This effort prioritizes family engagement as an instructional strategy and aligns partnership practices with school and district goals to improve student academic achievement.  Another strength is the Family Engagement team's work alongside administrators and educators to provide professional learning, coaching, and curated resources that support engagement in inclusive family activities. The team has a clear vision for elevating family engagement, which includes the culture shifts necessary for lasting change (beliefs and mindsets) and in providing structures for sustaining the change.|An area of improvement is helping families to understand and exercise their legal rights and advocate for their own students and all students, specifically our families with students who receive specialized education and/or services.|An area of improvement is helping families to understand and exercise their legal rights and advocate for their own students and all students, specifically our families with students who receive specialized education and/or services.|The Family Engagement Team effectively supports participation and capacity building with schools, district leadership, district advisory groups, and families in school communities. We hold monthly meetings with the Advisory/Committee chairs to build capacity, engage in effective decision-making regarding the Local Control and Accountability Plan (LCAP) and the School Plan for Student Achievement (SPSA), and to seek input to inform our next collaborative steps. The team ensures that a Family Engagement representative attends each meeting and provides families with updates on academic strategies, resources for parents, and information about school and community events. In addition, the Family Engagement team supports school teams, including the Site Governance Team (SGT), School Site Council (SSC), Parent-Teacher Association (PTA), Attendance Team, Family Circles, and site-based leadership teams, in outreach, planning, learning sessions, and resource development.|Our improvement plan will include developing an annual program evaluation survey. The survey will enable families, teachers, principals, and district administrators to assess the activities offered to parents at schools and community locations. The data gathered from the evaluations will guide decisions to adjust and refine the work of the Family Engagement Team.|Our improvement plan will include developing an annual program evaluation survey. The survey will enable families, teachers, principals, and district administrators to assess the activities offered to parents at schools and community locations. The data gathered from the evaluations will guide decisions to adjust and refine the work of the Family Engagement Team.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-07-24|2025
37683380101204|High Tech Middle|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37683380101345|KIPP Adelante Preparatory Academy|3|At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive. Additionally, KIPP SoCal has been awarded the Community Schools grant, enabling us to hire a dedicated Community School Manager for KIPP Adelante Preparatory Academy. This role has been instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.   While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.|At KIPP SoCal, we provide region-wide family leadership opportunities such as our Family Ambassador program. At each school site, our staff and family members lead a School Site Council where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.   By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Ambassador and School Site Council participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.|At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families. By offering a variety of engagement opportunities such as leadership roles, Family Ambassador and School Site Council meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.  Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.|KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.  In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our School Site Council to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.   Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and School Site Council meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.   We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.|KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.   In addition to our advocacy efforts, KIPP SoCal's Community School Managers have played a crucial role in supporting our students' holistic well-being. They have collaborated closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.   Our Community School Managers monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.  Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.|KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, School Site Council, and Coffee with the Admin are offered in languages accessible to all school families.|At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and School Site Council, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.  Our School Site Council empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.   Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they have learned.  To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.|To enhance and expand opportunities for educational partner input, we have continued our region-wide parent advisory group at each school. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.|KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
37683380106732|High Tech High International|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37683380106799|Learning Choice Academy|3|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance and advisory committees, special events, fundraising events, parent organizations, and in classrooms.  Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.|We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students.|Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.|A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).|A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.|The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
37683380107573|High Tech Middle Media Arts|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37683380108787|High Tech High Media Arts|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37683380109033|King-Chavez Arts and Athletics Academy|3|KCAA administered surveys to stakeholders from all grade levels. An area of strength is that 100% of parents and 100% of school staff feel the school has adults who really care about students. These high rates have been consistent year over year.|"The Healthy Kids Student Survey indicates 80% of students report high degrees of caring adults at school. While this is an increase over the previous year, it remains a focus area due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school has offered daily mindfulness practices, after school programming, and class meetings (i.e. Restorative Circles) to promote this feeling of care.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."|We build relationships and promote home/school communication through multiple strategies.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  This includes the King-Chavez website, social media, our learning platform,  phone calls, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  Face-to-face interactions help staff to learn about each family’s strengths, challenges and goals/expectations for their children. Practices include conferences, home visits, and Coffee with the Principal meetings.  We have expanded evening parent offerings to accommodate working families. We also provide parent training opportunities, as well as referrals for services based on the needs of students and their families.|KCAA prides itself on serving our families. Surveys show 87% of parents feel staff go out of their way to help students.  100% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs. 91% of staff agree the school encourages parents to be active partners.  KCAA will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant work.  We are moving towards implementation by formalizing and expanding relationships with community partners.|KCAA will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We have also refined communication procedures between classroom teachers and intervention staff in support of student outcomes.  These include efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families.|Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 100% of parents agree the school seeks input before making decisions.|A focus area for improvement is to provide additional, relevant training for members of advisory groups so they can more effectively participate in decision-making.|KCAA makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups. Many of these meetings will be held and/or broadcasted virtually, as well as scheduled at different times, to remove some of the barriers that may prevent parents from attending.|4|4|4|5|4|4|4|4|4|3|4|3|Met||2025-06-04|2025
37683380109157|Magnolia Science Academy San Diego|3|MSA-San Diego fosters trusting and respectful relationships with parents through various activities and events, such as the Summer Welcome Back Picnic, Student/Parent Orientation, Back to School Night, home visits and student-led conferences to encourage parental involvement in programs. Administrators greet all students and parents during morning drop-off and maintain an open-door policy for parents. Our staff connects with families through home visits, learning about students' interests, family dynamics, and home routines to build meaningful, individualized connections that contribute to creating happier, healthier, and more successful students. Home visits are a key component of our education program to enhance student and school performance. The school also holds regular meetings to gather input from families, including PAC/PTF meetings, coffee with admin meetings, and parent workshops.|MSA-San Diego conducts a family and student experience survey, focusing on areas such as safety, school connectedness, culture, climate, and other aspects of school improvement. The survey feedback highlighted strong relationships between school staff and families. In response to the survey results and input from educational partners, the school has offered additional parent workshops to provide tools for supporting students both academically and socio-emotionally. However, despite the numerous workshop opportunities, participation levels were lower than expected. The new focus area is to increase parent participation in these workshops.|The school staff engages with families through home visits, discovering students' outside interests, family dynamics, and home routines. This information is then used to establish meaningful, personalized connections that significantly contribute to creating happier, healthier, and smarter students. Home visits are a key element of the school's educational program aimed at enhancing student and school performance. Additionally, the school holds regular meetings to gather feedback from families, including student-led conferences, PAC/PTF meetings, coffee with the administration, and parent workshops.|MSA-San Diego staff receive training on MTSS expectations and the school culture model during summer inservice. As part of our program, MSA-San Diego enhances student learning through multi-tiered support systems, parent meetings, online tools shared by teachers weekly, newsletters, voice messages, and grade-specific communications. Additionally, student-specific feedback and resources are provided to parents during home visits, student-led conferences, and parent meetings.  MSA-San Diego's communication system, Parent Square, ensures continuous communication between parents and staff through various mediums, including texts, private messages, and voicemail. Parent Square also helps bridge language barriers with its automatic translation feature. Lastly, our teachers use the Kickboard positive behavior point system and Infinite Campus SIS to share students' academic and socio-emotional progress and successes on a daily basis.|The school conducts a family and student experience survey with specific questions on Climate of Academic Learning and Knowledge and Fairness of Discipline, Rules and Norms. 98% of the families shared that they are in favor of the academic learning opportunities and outcomes and 96% of the families shared that they are in favor of the systems in place when it comes to  social emotional learning  and behavior support systems.|MSA San Diego's communication system, Parent Square, maintains constant communication between parents and staff through various mediums, including texts, private messages, and voicemail. Parent Square also overcomes language barriers between staff and families with its automatic translation feature. To ensure active parental involvement in their students' education, teachers offer both in-person and virtual meetings.munications.|MSA-San Diego regularly holds meetings to collect input from families, including PAC/PTF meetings, Wizard Council meetings, MTSS meetings, and community meetings. During these sessions, parents can review and provide feedback on the school's draft budget, MTSS plan, LCAP, WASC, Health and Wellness plan, and Safety plan. Additionally, the school conducts a family and student experience survey, focusing on aspects such as safety, school connectedness, culture, climate, and other areas for school improvement.  These groups analyze survey data and determine priorities for growth.|Based on the survey results educational partners confirm that they are part of the decision making process through surveys and various meeting. 95% of the families stated that school staff welcomes their suggestions. 97% of the families stated that school staff treats them with respect.|All the families are offered translation services and virtual/in person meeting accommodations to ensure that they are part of the decision making process. The school shares all the resources through the student/ parent handbook and weekly communications.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
37683380111898|Albert Einstein Academies|3|Creating home-school relationships is essential to the success of AEA and is a vital component of our school culture. Staff understand expectations around family communication, volunteering, and participation opportunities through an annual review of our mission, norms, and practices at the start of every school year. AEA continues to increase the number of in-person events and volunteer opportunities.   Throughout each summer, both school sites host free AEA student uniform events where every student receives two polo shirts and one sweatshirt for the new school year. At AEACES, kindergarten families are invited to a Kinder Tea event the day before the first day of school, where they meet their kindergarten teachers and explore classrooms. At AEACMS, incoming 6th-grade families are invited to the AEACMS Preview Night in April to learn about the school, ask questions, and meet teachers.  Parent/teacher conferences are held twice a year across our two sites. Although not required, AEA invites all families to volunteer to support their child's learning in the classroom, running club, middle school athletics, field day, field trips, or other opportunities created to support our IB PYP & MYP Units of Inquiry. Schools work closely with the parent organization, Friends of AEA, to create multiple opportunities for parent engagement, including regular meetings and numerous family events throughout the year. ELAC and SSC groups offer additional opportunities for staff and families to collaborate on meaningful work that impacts the programs supporting our most vulnerable students. AEA is committed to providing live Spanish and, upon request, American Sign Language (ASL) interpretation for all community groups and events. ELAC meetings are hosted in Spanish, with live English interpretation available.|Some areas of improvement include understanding each family's specific needs. A strong connection to every family will improve student attendance. AEA is working to improve how families learn about student-created goals through regular communication with their students’ teachers. Additionally, AEA is developing strategies to increase parent participation that reflect our community. These include utilizing Counselors and the Community Liaison to create personal connections and support the needs of families. AEA works to analyze any cultural divide our non-native English-speaking families may feel and provide a plan to ensure they feel supported and included. Families will have more opportunities to visit the campus for student-led events such as IB Units of Inquiry and the annual IB Showcase, where students present their IB projects.|"To improve the engagement of underrepresented families, AEA is increasing the frequency and fidelity of parent surveys to collect input and determine critical interests. One example is the ELAC parent surveys, which inform the topics discussed during meetings throughout the school year. Another example is the variety of Parent University offerings that allow parents to engage with the academics and culture of AEA. These Parent University events include ""Supporting Your Beginning Reader,"" ""How to Support your Child with German at Home,” ""Trauma Informed Approach with Your Children,"" ""I Choose My Future (Drug Prevention Education),” ""Navigating Immigration Rights,"" ""Wellness Space Q&A and Family Loteria Night!,"" ""Basic German Class for Grown-Ups,"" and ""Screenagers Film Screening."" All events provide Spanish interpretation, and American Sign Language (ASL) interpretation is available upon request. Events are available in a hybrid format, offering both in-person and virtual participation via Zoom, which increases access, participation, and accessibility. All information is available on our website for parents to access at any time or from any place. We provide dinner and childcare, as well as wheelchair-accessible locations and special accommodations for families attending in-person events."|Assessment data and input received from various educational partners help align our school’s WASC, LCAP, and IB Self-Study, all of which primarily focus on improving student achievement. AEA provides Professional Development for teachers on intervention strategies and instructional practice for 21st-century learners. Parent-teacher conferences and student-led conferences offer students opportunities to exercise agency and set goals. Benchmark assessments throughout the school year ensure high-quality teaching and learning. Students are monitored in the SST process and through MTSS intervention, contributing to a learning-centered culture. AEA has numerous partnerships, including the SDSU nursing department, which develops grade-appropriate sexual education for our students. Additionally, we partner with the SDCOE for MTSS implementation, as well as with Elizabeth Hospice, Cornerstone, and Logan Heights CDC, to provide free family counseling services on and off school sites. We also collaborate with local community organizations to offer extracurricular activities. AEA has expanded after-school and school break learning opportunities with SummerStein, AfterStein, and SpringStein.|Although AEA has significantly improved event accessibility through live Spanish interpretation and hybrid formats, it remains an area for improvement to ensure that all families feel welcome, supported, and connected. AEA is developing a systematic approach to ELD by incorporating daily designated ELD instruction for all English Language Learner (ELL) students.|AEA’s latest initiatives to improve the engagement of underrepresented families include creating staff positions such as the Community Coordinator and Student Advocate, purchasing a Sprinter van to support chronic absenteeism by offering pickup and drop-off of students to and from school, holding ELAC meetings in Spanish with English interpretation available, and having ELAC and SSC meetings on the same evening at the same location to encourage participation.|AEA enables input on decision-making through various channels. Families are updated weekly by teachers and monthly by the administration through an email newsletter called the “AEA Monthly Leadership Message,” which is provided in three languages (English, Spanish, and German). Monthly board meetings provide public comment opportunities for all stakeholders. ELAC and SSC groups provide additional opportunities for staff and families to collaborate on important work that impacts the programs that support AEA’s most vulnerable students. AEA implemented a new survey platform and sends several community-wide surveys to seek feedback on a variety of AEA services and programs.|One growth area is to ensure the School Site Council has a fair representation of members that reflect our diverse community. Although we had representation on the SSC from both campuses this year, it still does not provide a fair representation of our diverse community. The council can actively recruit new members by utilizing the various communication avenues used by our population, including SMS messaging. Another growth area is to continue developing the survey system, allowing progress to be accurately measured.|To improve the engagement of underrepresented families, AEA will need to ensure technology is provided as needed so that all can access school-related content. There is a need to survey families after events to gather direct feedback on what needs improvement, what works well, and other relevant information. Multiple modes of engagement must be used, such as using phone banks to make personalized, individual phone calls to parents to invite them to events.|5|5|4|5|5|5|5|5|5|5|4|4|Met||2025-06-24|2025
37683380111906|King-Chavez Preparatory Academy|3|KC Prep administered surveys to educational partners from all grade levels. An area of strength is that 98% of parents and 100% of staff indicated that adults at the school really care about students.|"Healthy Kids Student Survey rates around caring relationships between school staff and families increased from last year, but remains an area of growth due to this indicator’s connection with our mission statement, “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love."" The school has offered a variety of parent engagement opportunities, including “Coffee with the Director” meetings, PTO meetings, Open House nights, award ceremonies, parent-teacher conferences, and various fundraising events. Staff will continue to be trained on culturally responsive family communication and engagement practices to make more families feel supported by the school community."|We build relationships and promote home/school communication through multiple strategies. The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school. This includes the King-Chavez website, social media, our learning management system, phone calls, School Messenger, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.   Face-to-face interactions help staff to learn about each family’s strengths, challenges, and goals/expectations for their children. Practices include parent-teacher conferences and Coffee with the Director meetings. We have expanded evening parent offerings to accommodate working families. We also provide parent workshops, as well as referrals for outside services based on the needs of students and their families.|KC Prep prides itself on serving our families. Surveys show 92% of parents feel staff go out of their way to help students. 90% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs. These ratings represent an increase over last year.  85% of staff agree the school encourages parents to be active partners.   KC Prep will continue to build partnerships with families by scheduling regular opportunities for parents and teachers to discuss academic progress and ways to collaborate. These include parent/family conferences, Student Success Team meetings, and teacher professional learning community meetings.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant. We are moving towards implementation by formalizing and expanding relationships with community partners.|KC Prep will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning at home, and available resources in the community. We have also refined communication procedures between the school and families in support of student outcomes. These include the use of educational platforms that provide translation for linguistically-supportive communication with families and the support of bilingual staff. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families, including training opportunities for improving translation and communication services.|Educational partners have multiple opportunities to provide input on policies and programs. These include a team-based organizational structure: teams include Professional Learning Communities for grade levels, content areas, school committees, the School Leadership Team, the administrative and office staff, the School Support Services team, and enrichment and RTI teachers. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs via the School Site Council and English Learner Advisory Committee. 97% of parents agree the school seeks input before making decisions.|A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making.|KC Prep makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated electronically and in writing and is translated into Spanish. The LEA will improve engagement by discussing ways to improve family participation and collaborate with more families during regular meetings with families. Many of these meetings will be held in person and/or broadcast virtually to remove some of the barriers that may prevent families from attending.|4|4|3|4|3|3|4|4|3|3|3|3|Met||2025-06-04|2025
37683380114462|Health Sciences High and Middle College|3|Based on input from our educational partners, one of our strengths is the HSHMC Parent Advisory Group. To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents, coordinated by our Parent Liaison, in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers. The group goal is improve achievement and attendance, college and career readiness, and provide other parent training opportunities. In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website and on our Parent Portal through PowerSchool. Our Parent Liaison is continuing to focus on building relationships and gathering critical information from parents to better serve our students. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities. Kippy's, our outdoor space, is used to host numerous community events, including Family Nights and our annual Symposium, bringing more neighborhood families to our school. HSHMC is also reaching out to students and the community through murals that are inclusive and celebrate diversity. We also added an event to welcome families interested in enrolling their students in the Fall 2025.|HSHMC will continue to build connections and communication between school staff and families. Workshops and trainings will be available to staff on how to work effectively with parents, and why doing outreach can have a positive impact on school culture and student achievement. Staff time and resources will be available to reach out and connect with families through emails, phone calls and possibly home visits.|A variety of communication processes are already in place to reach out to families (see #1 above), and we do so in a variety of languages and hold meetings at various times to give parents options for attending. Through the work of the implementation of the California Community School Partnership (CCSP) grant we have been able to provide more opportunities for our families in need to receive support such as cancer screening event, multiple food pantries, and clothing/personal hygiene mutual aid mall. We will continue to generate new ideas and strategies for building even stronger relationships among all our educational partners. Currently the role of parent liaison is growing and will be gathering more information in the coming year to provide more needed services, and build relationships between staff and families.|HSHMC has built strong and effective partnerships with many community partners to provide positive outcomes for students. The health sciences program provides both motivation and training to our students to prepare them to be successful in world of health care. These partnerships with Sharp Healthcare and local community colleges give students real life experiences and a strong foundational knowledge that will allow them to be successful in joining that career field, or in continuing their education in that area. The same is true for our relationships in area of Fire Sciences. Teachers help students to see the relevance of what they are learning in high school to their future path to a related career in health or fire science. We continue to get input from students and families to expand pathway opportunities. The same is true for the families of our students who have requested additional information on they support their children in both being successful and school and preparing for the next steps on their college/career path. HSHMC is now providing more information to families on the college application process, and the financial-aid opportunities available.|HSHMC already has a strong culture of Restorative Practices and a Social Emotional Learning (SEL) lens that helps staff communicate more effectively with students and families, while also creating more empathy. We now need to build on that strength to engage families and students more effectively as systems designers invested in how services are prioritized, how best practices are shared and how our efforts are evaluated. This is our current focus and it will be supported by the CCSPP grant, and by our on-going work on Multi-Tiered Systems of Support (MTSS) planning and implementation.|Family outreach communication is organized with the intent to remove as many barriers to family involvement in the schools as possible. Multiple forms of communication through a variety of media, in several languages is a starting point. Meetings and trainings for families are usually offered at different times of the day, and when possible may be available virtually. And we have a parent liaison that focuses on getting to know the families and determining how to best meet their needs and connect with them so they feel comfortable coming to meetings and events.|HSHMC measures parent participation and input in school decision making with the LCAP family survey. The survey indicated that parents are included in school decision making through the Principal's Parent Advisory Group and two parent trustee positions on the HSHMC governing board. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Additionally there is a DELAC that meets to support the English Learner students and programs at the school. Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. HSHMC has established and met goals in our LCAP that includes increased parent participation and capacity by continued development, planning, and advertising a year- long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings.|Continue outreach to families and establish stronger connections with the community to ensure that parents, students and community partners know their input is valued and respected. We also aim to capture data from our community events in more formal ways in the future.|Among other things a focus on including reflection and feedback at every event or meeting, and reminding all partners of the importance of providing feedback through the annual surveys. The parent liaison will be continue to focus on ensuring this happens and following up with parents with any questions or responses to their feedback.|4|5|4|5|5|4|5|5|4|4|4|4|Met||2025-05-27|2025
37683380118083|Innovations Academy|3|Our educational partners express satisfaction with our progress towards building relationships through a variety of methods including open house, conferences, exhibition nights, volunteer opportunities for parents, welcoming on campus to participate in classroom activities, provision of a Positive Discipline class and open office hours. We respect parents as the primary educators of their children who have delegated some of this responsibility to us. We include and encourage our parents in parenting responsibilities. Our director’s weekly communication and teachers’ weekly communications are contain school information as well as materials to support parents to fully take on the role of primary educator. We continue engage parents in evaluations of schoolwide events that contribute towards our goal of building relationships between school staff and families as well as the development of the school calendar each year. We were able to host the following in-person events this year: back to school night/open house, 6th week conferences, Halloween carnival, an annual book fair, high school information event, two Exhibition Nights, two large school drama performances, family opportunities to perform with their child(ren), the talent show and promotion ceremonies. Throughout the year we were able to experience regular field trips and utilized both our school bus and parent drivers for these, which also contributed to strengthening relationships between staff and families.|Ongoing efforts are made to support parents and build relationship. Our open campus policy allows them to visit the school and participate in a parent reading volunteers program, as chaperones in field trips, by attending supporting parents of anxious children education opportunities and a parenting workshop. We have committed to providing education about our program, our philosophical perspectives and expected parent involvement and commitment to education. We continue to remain open as a campus so parents can actively participate in their child's education. We continue to maintain open communication so parents can reach out and access the information they need to continue to support their child's learning. We introduced a new report card grading system this year that was designed to more thoroughly support parents to learn about the academic progress of their children. We intent to strengthen that understanding next year with information for parents to become comfortable with the grading system. We solicit and implement parent input and we are actively working to make small changes to our work make-up program based on parent input.|Through multiple surveys we have welcomed parent input. We initiated in the 24-25 school year a new work make up system and a new grading system reflected in report cards with connected portfolio work. Parents expressed both satisfaction with our attention to these and some confusion about both systems. We will be providing more education next year on how to understand the report card and adjustments to our make up system providing more opportunities to complete make up work at home.  We initiated a literacy campaign and included all parents in the endeavor. We surveyed parents for input, receiving helpful input to continue next year. Based on parent input, we will also hold a numeracy campaign next year. We specifically reached out to parents of EL and Title 1 students, one family at a time, to invite them to participate or provide information in ways that were accessible to them. We will continue to display special effort (targeted invitations and phone calls) to involve underrepresented families to strengthen their participation in our school community and in our relationships with them. We will also commit to helping our families realize the importance of attendance and encourage them to actively participate in their child(ren)'s education.|Our school communicates frequently and regularly with families through a specific teacher weekly newsletter that includes areas of learning in each subject area. We also have a weekly whole school communication that contains information about the school and information about specific ways parents can help their child. Another form of communication are conferences and report cards. All families participate in student-led conferences, two exhibition nights of their child's work and experience an open door meeting policy. We utilize specifically designated software for parent/guardian communication that allows them to decide how they receive information. Our director also takes a very hands-on approach to partnering with our families to elevate student outcomes. This year we engaged all families in multiple ways to help their child build literacy skills.|We share assessment data with parents. Our report cards were redesigned this year to connect grades to a variety of assignments and assessments that parents could view to understand their child's progress. We had mixed success with the new report card and plan to improve our communication with parents so their understanding of grading increases. Our experience is that parents simply having assessment data does not necessarily impact their ability to support their child academically. State assessment data is just a snapshot of a student in time. We believe that in-person meetings may be more effective to communicate student progress rather than the traditional report card. The challenge is the time this approach takes. Our new report card based on portfolio work and parent educational opportunities may address this best, especially if we are successful at getting our parents to understand the grading system.|We will continue to fund a designated staff position for tracking challenges with specific underrepresented families. This person will also support staff to make plans that will support those students to improve academically.  We will communicate with underrepresented families about their needs and provide support strategies. We will continue to encourage them to participate in all school activities by providing financial support, effective communication and making ourselves available.|Our strengths include being able to respond to educational partner input rapidly, reminding parents that their engagement has led to their decision to choose our school and providing a variety of ways to give input (in person, surveys, attendance at school events, open office hours).  Families send their children to our school because they support our pedagogy and philosophy, so they often don’t have as much desire to provide input beyond the specific incidences involving their child(ren). We continue to make ourselves available through accessibility at drop off and pick up times, allowing and encouraging drop in meetings, providing an easy to use communication system and a variety of engagement methods.  Parents express satisfaction with weekly education information as well as information about upcoming decisions and availability by cell phone for those who are interested in giving feedback in a more discreet fashion. Parents participate actively by chaperoning numerous field trips, helping organize school social events and volunteering in classrooms. Through those interactions, we also gather parent input.|Our focus area for improvement is increasing the number of responses to surveys and education opportunities.  Another area of focus is increasing understanding about our grading system, our literacy campaign and our future numeracy campaign. We would like to get all of our parents excited about contributing more to their child's academic success.|We have found that an effective way to connect with underrepresented families is in-person at times like after-school pick-up, at the end of after care and when those parents check in with the teacher about a student issue. Our designated staff member specifically reaches out to these families to invite them to events and to solicit their input. This has helped us gather information from a variety of our internal communities. We will also continue to communicate by telephone and via text when we are not receiving responses via other mechanisms. We will continue to establish close communication with our after school program staff who are often the last and first point of communication with underrepresented families so that we strengthen message exchange.|4|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
37683380118851|King-Chavez Community High|3|KCCHS administered surveys to stakeholders from all grade levels. An area of strength is that 100% of parents and 100% of school staff feel the school has adults who really care about students. These high rates have been consistent year over year.|"The Healthy Kids Student Survey indicates 69% of students report high degrees of caring adults at school. This rate represented a significant improvement from the previous year but remains a focus area due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school has offered intentional mindfulness practices, after school programming, and class meetings to promote this connection.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."|We build relationships and promote home/school communication through multiple strategies.  Face-to-face interactions during conferences and home visits help staff to learn about each family’s strengths, challenges and goals/expectations for their children. The school continues to make progress in leveraging the increased availability and usage of technology to promote two-way communication between home and school.  This includes the King-Chavez website, social media, our learning platform, phone calls, and flyers to engage families and keep them informed about upcoming school events and opportunities for participation.|KCCHS prides itself on serving our families. Surveys show 100% of parents feel staff go out of their way to help students.  79% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs. 93% of staff agree the school encourages parents to be active partners.  KCCHS will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through our work with the California Community Schools Partnership Program (CCSPP).  We are currently formalizing and expanding relationships with these community partners.|KCCHS staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  The school has provided a variety of different survey opportunities to parents to gather their input, including one to determine the topics families would be most interested in for workshops for the following school year. We have also refined communication procedures between classroom teachers and intervention staff in support of student outcomes.  These include efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families.|Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 100% of parents agree the school seeks input before making decisions.  This is an 18% improvement over the previous year.|A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making.|KCCHS makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcasted virtually, as well as scheduled at different times, to remove some of the barriers that may prevent parents from attending.|4|3|4|5|4|4|3|3|3|3|3|4|Met||2025-06-04|2025
37683380119610|Gompers Preparatory Academy|3|Gompers Preparatory Academy is committed to communicating with and engaging parents as partners in education. Parents have many opportunities to be involved at GPA. GPA parents are active members in the mission to accelerate academic achievement. Involvement opportunities included the following: Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), academic events: open house, book fairs, financial aid workshops, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, and student assessment data presentations. Additionally, GPA offers “Coffee with the Director” events every year where parents can learn about and give input on school programs, take campus tours, and engage in the mission/vision of GPA. These parent meetings are heavily promoted via autodialer, parent emails, website announcements, and GPA social media, and are very well  2025-26 Local Performance Indicator Self-Reflection for Gompers Preparatory Academy Page 11 of 19 attended by our families. GPA holds week-long parent teacher conferences two times per year which provides more time for connecting with families and working as a team for student success. In addition, parents are surveyed annually to provide feedback on our schoolwide programs. Data from surveys are used to help develop our LCAP goals. Parents also have access to our Family Support Center that includes counseling support, health support and additional wrap-around services. 24/25 parent survey data reports the following: 98.8% Strongly Agree/Agree - Parents believe in the GPA mission 98.8% Strongly Agree/Agree - Parents proud they made the choice for their child to attend GPA 97% Strongly Agree/Agree - Parents feel that teachers listen to them 97% Strongly Agree/Agree - Parents feel that leadership listens to them|Relationships between school staff and our families has always been part of our school’s mission and is a founding principle for GPA. Improvements in this area include continuing to ensure this critical foundation to our work is implemented in a culturally responsive manner. GPA’s continued goal is that our families receive timely, thoughtful, accurate information, have access to their child’s teachers, have access to the learning environment their child engages in, and feel their voices are heard in through meetings, surveys, and ongoing school-wide events. 24/25 parent survey data reports: 90% Strongly Agree/Agree - GPA encourages parent involvement This number has increased significantly since last year, we contribute this to our continuous efforts to make parents/families feel welcome when they are on campus, invite parents to ongoing events at GPA, and involving our families with opportunities for their voices to be heard.|As a school that serves many students whose parents/guardians are primarily Spanish speakers, Spanish translation is provided for all parent communication and events, including but not limited to: auto-dialer messages to parents/ guardians, print material sent home, parents/ teacher conferences, trainings/ workshops for parents/ guardians that are linked to student learning and/or socio-emotional development/ growth, etc. GPA staff receive numerous informal and formal training on effective parents/ guardian engagement as part of our ongoing professional development. In an effort to improve engagement for our underrepresented families, GPA staff will continue to make direct contact with those affected through phone calls, teacher-parent conferences, emails, and auto-dialers to increase their participation in our school community. GPA works with translation companies to provide translation support for any language other than English that is needed.|Collaborating with our educational partners has been at the core of the decision-making process and growth for Gompers Preparatory Academy (GPA). The Board of Directors for Gompers Preparatory Academy is composed of several members of each of the following educational partner groups: teachers, staff, parents, leaders from our community, local businesses, and education. The Board of Directors meets throughout the year, with an active Finance subcommittee to fulfill goals that have been designed by parents, students, teachers, staff, Board of Directors and school leadership. The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Additionally, GPA cultivates community partnerships with organizations such as: Union of Pan Asian Communities (UPAC), MCC - Multicultural Community Counseling, Rhombus Education (Former New Vision), Scripps Performing Arts, Logan Heights SDC, Vista Hill, Care center, San Diego Youth Services, Kickstart, San Ysidro Health, Manhood Adolescent Behavior Challenge, Kaiser Permanente, Urban Collaborative Project, SafetyNet, and San Diego County Office of Education.|GPA is focusing on moving forward with its educational partners through increased communication, increased surveys to gauge current needs, and increased focus on learning loss as well as social emotional needs of our students, families, and staff. Based on the results, additional community partnerships will be cultivated to create more resources to fill the ongoing needs of our learning community with a focus on SPED, EL, Discipline, Attendance, ELA and Math achievement.|GPA will continue to engage with our underrepresented families through ongoing communication, increased surveys to gauge current needs, home visits when needed, empathy interviews, auto-dialer, phone calls, emails, and parent conferences.|Shared decision-making opportunities were evident through Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), parent conferences, academic events: open house, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, student assessment data presentations. Additionally, GPA offers “Coffee with the Director” events where parents learn about and provide input on school programs, take school tours, and share feedback. These parent meetings are heavily promoted via auto-dialer, parent emails, and GPA social media, and are very well attended by our families.|GPA conducts annual surveys regarding various programs in order to gauge the ongoing needs of students, families, staff and the greater community. Survey data is analyzed to determine areas of need and current goals are evaluated and aligned accordingly with a focus on SPED, EL, Discipline, Attendance, ELA and Math achievement. Our most recent 2025 survey data from our parents show the following as their top 3 areas of focus: High Graduation Rate (55.4%) Positive School Climate (53.3%) Retain and Recruit High Quality Staff (50%) GPA is currently working on street data through interviews of students and looks to expand this work to include families in 25/26.|GPA will continue to assess our processes and procedures for communicating, providing access, and culturally responsive approaches to ensure our underrepresented families have ample opportunities for providing their valuable input. GPA staff will seek information directly from this target group. GPA will analyze parent surveys to determine who is most commonly responding and who needs additional outreach.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
37683380121681|San Diego Global Vision Academy|3|All parents/guardians attend two conferences each school year to review academic and leadership report cards, utilize ParentSquare for two-way communication between home and school, increased attendance at Parent Advisory Committee (PAC) principal-led meetings, parent/guardians invited to Leadership Award Assemblies, Open House, Family Writing Night, host Family Fun weekend events and 100% family participation in SST and IEP meetings, provide translated documents and translators during meetings, ELAC biannual meetings, communication to families of students enrolled in RTI program, attendance by family at Intramural Program games by athletic season.|Areas for improvement based on survey data and feedback during PAC meetings and coffee with the principal include offering parents/guardians additional volunteer options to create positive school and home connections. The year two of Community Engagement Initiative grant work includes SDGVA creating a menu of options for parents/guardians such as volunteering academic support in classrooms, monitoring recess, chaperoning field trips, and assembling student published books.|Continue efforts to communicate in multiple methods such as email, ParentSquare and printed paper copies, personally reach out to underrepresented families to ensure communication is received; ensure families of English learners understand how to read and interpret ELPAC scores and EL program logistics; ensure families of Students with Disabilities receive continued progress monitoring reports throughout the year, to offer variety of options for Parent-Teacher conferences in terms of choice for in-person, virtual or phone format to review academic and SEL/behavior data and communicate with school staff and families regarding how best to support the students’ growth and progress in MTSS sessions with team. Continue to take attendance at meetings, family events, etc. to track which groups are attending and which groups need additional communication or access to events.|Educators are expected to host two report card conferences with families each school year. Instructional coaches and administrators provide differentiated support to help educators prepare for the meetings, listen and include family feedback, and work collaboratively with the family to create an action plan to improve academics, behavior andor social-emotional learning. Every educator writes notes from each conference for Instructional coaches and admin to support. Current strengths include all parents/guardians attending two report card conferences each school year, use of ParentSquare for two-way communication between home and school, monthly coffee with the principal meetings, monthly leadership assemblies, Open House, Family Writing Night, virtual Parent University and CAASPP videos, 100% family participation in SST and IEP meetings, family fun weekend events, and family attendance in the intramurals program. During the 2024-2025 school year, SDGVA received the Community Engagement Initiative (CEI) grant. Within that work, the CEI grant team crafted a goal of increasing the percentage of families who agree that they have had opportunities to interact meaningfully with the school. The team will be working with educators, instructional associates, and families to create a menu of options that provide flexibility in how and when families would like to connect with the school.|Instructional Coaches and Academic Administrators review data with grade level teams three times a year in Multi-Tiered System of Support meetings in which a variety of data is analyzed in academics, behavior and social-emotional learning. During those meetings, students are referred to tier three intervention services or tier two intervention plans are co-developed. SDGVA will continue to prioritize these meetings and ensure student groups with high needs are given priority enrollment in intervention services. We will continue to monitor collaborative sessions, which are designed to connect General Educators with English Language Development (ELD) Educators, Counselors and Education Specialists to review current needs of students academically and social-emotional updates. These ongoing collaborative meetings throughout the year provide structured time for our team to meet during school hours to determine the next scaffolded steps needed to meet student outcomes.|Personalized outreach for families to serve and/or attend Parent Advisory Committee (PAC) in terms of representation for decisions that impact policies, operations and maintain a safe, positive learning ecosystem for students. We offer translation support for multilingual families during our Special Education meetings, SST Meetings and events. Administration will review attendance data from our school events for patterns of participation and areas in need of growth given underrepresented families connected to school culture. Focusing our efforts to increase attendance at school events (Open House, STEAM Night, Family Fun Days etc) of the type of underrepresented families.|Strengths include feedback from families at Student Success Team (SST) meetings, high family participation in two report card conferences each school year, increased attendance at coffee with the principal and ParentSquare for two-way communication between home and school. Parent/Guardians provided input during coffee with the principal and PAC meetings and through digital surveys. SDGVA has 100% family participation in SST, IEP, and 504 meetings. SDGVA administers surveys specifically for families of EL students and families of students with IEPs.|Continue to elicit feedback from families in the classroom and school level throughout the year regarding the use of focus groups, empathy interviews and continued efforts to increase the number of families that complete the family feedback surveys. Continued recruitment for participation in terms of serving on and/or attending Parent Advisory Committee (PAC) and English Language Acquisition Committee (ELAC).|SDGVA will monitor family engagement and participation and actively work to increase participation from underrepresented families by offering a variety of engagement options. SDGVA will also continue to provide translated materials and translation surveys at school events.|4|4|4|3|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
37683380122788|School for Entrepreneurship and Technology|3|SET High uses technology as a tool to connect with students and families, through Core Competency, a full-service portal that allows parents to stay abreast of all things happening at school.  They can check their student's assignments and grades, input community service hours, reserve school lunches, view grad plan progress, see how their student's passion project is outlined and so much more. This aids our teachers in building trusting relationships with students and their families.  To keep parents in the loop about all school activities, the Principal sends out a bi-monthly informational email that also points them to our Master Calendar.  That calendar is on our website and contains all school activities, athletic games, meetings, etc., with details for each event.  In place of the SET Connect events, which were sparsely attended and placed an additional burden on staff, SET has started the Nicky & Me podcast.  This is a podcast series consisting of conversations between Neil McCurdy, Principal and Executive Director, and Nicky Geis, Assistant Principal of SET High.  In these conversations, they discuss everything from the importance of making the right choice for college to the mental health of our students and how we can better address the issues with which they struggle.  These podcast recordings are available on our website and Spotify and allow parents to listen in on these informative and enriching conversations whenever it is convenient for them.  We’ve already been getting enthusiastic feedback and have seen an improved connection to our community. Finally, our SET Parent Association is going strong and had a very successful fundraising campaign this year, mostly stemming from the Spring Soiree they hosted that brought all the SET parents together with teachers and staff.  With the money raised they were able to fund numerous teacher projects, providing more engaging and immersive experiences in every classroom.  They were also able to host another SET Family Picnic as well as provide delicious food for our Exhibitions, further strengthening our sense of community. SET High will continue to use and improve CoreCompetency, our online portal that provides a parent view into everything that happens at SET.  This especially helps the parents who may be working multiple jobs stay connected with their student’s education. We will continue to provide laptops to all students that the students can keep in their possession for their entire time at SET.  This evens the playing field for all families, ensuring that all students have access to the tools they need to be successful at SET. All of our board meetings are public and agendized in compliance with the Brown Act.  In addition we engage with parents, staff, and community partners throughout the year to help us determine the funding priorities described in the LCAP.  We have an open-door policy for parents at the school, in the classrooms, and with administration.|In our recent parent survey, families requested more direct communication from teachers so we are planning to implement an automatic messaging system.  Emails will be automatically sent from teachers to parents when a student's grade falls below a certain point or when a big project is not turned in on time.  This will be in addition to the normal emails that teachers send home at various intervals throughout the year.|To improve engagement with underrepresented families, we will be strategic with our use of communication platforms like Zoom, to allow those families to more easily connect, communicate and engage.|SET High's teachers and staff work in concert with the SPED department to try to assess and help every student, on an individual level.  This includes connecting students and their families with programs like DOR, to assist in finding jobs, and partnering with SAY San Diego to utilize their aid and services.  Additionally, SET is pleased to welcome NAMI (National Alliance on Mental Illness) on campus every Friday to help address the mental health needs of our students.  SET also has an agreement with Mesa College, part of the San Diego Community College District, through which students can take up to 3 college classes per semester, for free as a senior, and up to 2 classes per semester as a junior.  We help our students through that registration and selection process, thus providing a head start on their higher education.|Parents and students have been frustrated with the difficulty of enrolling in Mesa classes.  We do not have control of the process, but we are working to provide as much support for the students as we can and are hopeful that we can help Mesa streamline their processes.  Additionally, we hope to partner with Mesa to bring a class back on our campus for concurrent enrollment opportunities for our students.|Our CTE teachers are working to increase the number of underrepresented individuals who enter into the engineering field.  The Computer Science and Engineering courses we offer are specifically designed to help excite our underrepresented students about the engineering field.|SET has always strived to be ultra transparent to all stakeholders and we feel we have been very successful in that capacity.  All of the school's goals are informed by the LCAP and the LCAP is informed, in part, by the Parent LCAP Advisory Committee, which is open to any parent who wants to be a part of it.  That committee meets several times per year to discuss the school's priorities and give feedback.  Update emails are sent to the community at large on a weekly basis and any responses are always read, considered and responded to. At the end of the year, surveys are sent to parents and students and that feedback is considered in everything from the LCAP to our California Dashboard information.  Finally, our monthly board meetings are open to anyone who wants to attend and there is space in every meeting for public comment.  We have started a SET Senate to help give students voice.  They have been very productive this year and we have adjusted our lunch policies, streamlined access to microwaves, and now provide a free assortment of teas to students.  All of this was instituted at the urging of the SET Senate after soliciting input from student groups and bringing workable solutions to the staff.  We also now have a student representative on the Board of Directors.  SET High board meetings are public and students and their families are encouraged to attend.  Agendas are made public 72 hours in advance so families can assess if they'd like to attend to give input on the slated topics.  We have events regularly, such as Exhibition, Back to School Nite and the SET Family Picnic, where students and parents can engage in open dialog with teachers, staff and administration. The SET PA has a standing agenda item on the SET Board of Directors to provide parent input to the board.|We need to do more to actually get input from parents.  Only a small number of parents actually participate in things like the LCAP Advisory Committee, and only a third of our parents respond to the parent survey.|To improve engagement with underrepresented families, we will be strategic with our use of communication platforms like Zoom, to allow those families to more easily connect, communicate and engage.|5|5|5|4|5|4|4|5|5|4|5|5|Met||2025-06-11|2025
37683380123778|Old Town Academy K-8 Charter|3|While strengthening educational partnerships is an ongoing priority, Old Town Academy has established a sustainable and multifaceted approach to fostering strong relationships between staff and families. These efforts include regularly scheduled parent-teacher conferences, weekly classroom announcements, consistent email communication, and staff availability before and after school—both virtually and in person. Additionally, OTA hosted monthly town hall–style meetings to encourage meaningful parent input and engagement.|Old Town Academy remains committed to fostering transparent, collaborative relationships with all educational partners while upholding a culture of mutual respect and professional integrity.|Old Town Academy will actively cultivate educational partnerships with families from underrepresented communities to ensure inclusive engagement and equitable collaboration.|Upon reviewing the data, we recognized that professional development plays a vital role in strengthening relationships that support positive student outcomes.|A renewed emphasis on professional development will further strengthen and enhance these essential partnerships.|Old Town Academy has identified a need to expand professional development focused on improving engagement with underrepresented families.|The OTA community demonstrates a strong level of involvement, particularly through active participation in the Parent Foundation and support from dedicated room parents.|Establishing a formal committee or advisory group would enable more intentional data collection and create opportunities for providing meaningful and actionable input.|OTA will reserve a representative portion of the committee for members dedicated to building relationships and enhancing engagement with underrepresented communities.|4|4|4|4|4|3|4|3|4|3|3|4|Met||2025-06-18|2025
37683380124347|City Heights Preparatory Charter|3|City Heights Prep demonstrates a major strength in building relationships through effective communication between administrators, teachers, and families regarding student progress and behavior. Utilizing a translation app that provides instant access to translators in over 120 languages ensures meaningful conversations with all families. Additionally, partnerships with local nonprofits offer in-person translation services and community resources. The school benefits from a diverse staff, many of whom speak the major languages of the students and families. Since the 2022-23 school year, City Heights Prep has expanded opportunities for parent involvement, including various events such as the Parent Institute for Quality Education, Lunch with your Panther, Parent Panel with Staff, School- Wide Potluck, Coffee with the Director, Back to School Night, Parent-Teacher Conferences aimed at building resilience during challenging times. City Heights Prep also uses Thrillshare to communicate with parents through email and text regarding important school updates/resources. Thrillshare app also has language translation.This year, the adoption of the CHPrep app further enhances communication between the school and parents, providing a user-friendly platform tailored specifically for parent needs. The overarching goal is to create a safe and welcoming school environment for all parent/guardians.|The language barriers present challenges in effectively communicating across all languages. To foster better relationships with our families, our goal is to partner with various community organizations. This collaboration will facilitate translation services for families, thereby enhancing interactions and relationships between school staff and families.This initiative aims to help families better understand school matters, thereby increasing engagement, fostering stronger relationships, and enabling the school to provide better support to families. Additionally, we strive to maintain open communication with families, actively seeking feedback on areas of improvement and collaborating with them to meet their needs. It's crucial for our families to understand that we consider ourselves partners in their children's academic journey.|Regarding areas of improvement, our focus lies on addressing the language barrier between staff and families, ensuring consistent access to translation services, and enhancing parent involvement. To achieve this, our goal is to strengthen our relationship with various community organizations to facilitate translation services for families in need of enhanced communication support. By ensuring all staff members consistently reach out to families and utilize translators for effective communication, we aim to increase parent engagement. We will also continue to seek input from families regarding the types of parent engagement activities they would like to see at school.|City Heights Prep has shown strengths in providing families with resources to support student learning at home. This includes providing students with materials such as laptops, portable wifi’s, and any other school supplies needed. Other resources given out to families often include mental health resources, hygiene products, community medical assistance, and multiple student learning platforms. We partner with various community organizations such as Kupanda Kids, Karen Organization, IRC, UPAC Family Services, United Women of East Africa Support Team, Reality Changers and CareSolace, Somali Family Service, MCRT, Care Solace, Never A Bother and Wa Hupa. Each one of these organizations have assisted our families with housing, citizenship, medical, mental health, and basic needs (food, tax, etc.). We also collect parent contact information so they can be added to our LMS, parent communication app and behavior tracking system. This year, we have adopted a new and innovative platform to enhance communication between our school and parents. As a part of this initiative, we are proud to present the CHPrep app, a dedicated space designed specifically for our parents. This user-friendly app will serve as your go-to resource for staying up to date with everything related to our school and your child's education. We have a IEP/504 process that allows parents and teachers to recommend services to students in need. We post our student handbook, with policies and notices, and community/mental health resources on our parent communication app. Our goal will be to continue our parent/teacher engagement with partnerships in our community.|To enhance student outcomes, school staff can collaborate with other educators, administrators, organizations, and engage in professional development opportunities focused on creating supportive academic learning experiences. This collaboration may involve local community organizations that align with our student demographics who can provide valuable insights on how we can better support students. Additionally, improving student outcomes can be achieved by soliciting input from families and students regarding areas where they perceive gaps and how they would like the school to address them. This collaborative approach encourages joint efforts between school staff, families, and students to enhance student outcomes.|By continuing to ensure that families have access to a translators upon request, understand the forms provided, and are aware of their rights as parents, so that parents can continue to actively partner in their child's educational experience with the support of the school.|City Heights Prep's strength in seeking input for decision-making lies in the implementation of parent advisory groups such as the School Site Council, the LCAP committee, and the Community School Advisory. These groups ask for input about school policies, money allocation, areas of improvement, parent engagement opportunities, and student success discussions. Also, initiatives like lunch with you panther and coffee with the Director foster open communication, enabling parents to directly ask questions and build connections with school leaders. Additionally, school staff provides families updates from board meetings, including general and specific funding updates on educational learning platforms and general school updates. We also seek input on areas where parents would like to be involved. We also have enhanced communication efforts by collecting parent emails, increasing outreach through communication apps and LMS, and launching a new app to engage more parents. We make families aware that they can schedule a meeting with the staff anytime they want to speak to them. Furthermore, we encourage parents to schedule a meeting with the staff whenever they wish to discuss concerns or ideas, creating a supportive and accessible environment. Staff hosted a parent panel during professional development to learn about parent experiences and gain input on parent engagement and communication. In the fall of 2023, the school sent out a parent survey to receive input on parents' needs for the upcoming school year.|The school staff should survey parents to determine the most convenient times of day for families to attend family meetings. Additionally, the school can explore the option of gathering feedback through online survey databases to enhance family involvement in decision-making processes.|The areas of growth and improvement can be seen by focusing on engaging underrepresented families, particularly those facing language barriers and increasing attendance at advisory meetings. The staff could meet more regularly to discuss improvements and evaluate family engagement activities at the school level. The staff could review data on how many and which families attended to strategize ways to get more families to attend future events. This way, we continue to reach all families, including those who are underrepresented.|4|5|5|4|3|4|3|4|3|3|3|3|Met||2025-06-06|2025
37683380126730|Kavod Charter|3|Many families have expressed through surveys, participation and feedback that they are grateful for the many opportunities and ways in which we engage the community. In spite of a continuous rotation of families that are either military, temporarily in San Diego due to job assignments and attrition due to various factors; engagement partners have expressed Kavod continues to build a close sense of community.|For attrition reasons expressed above, there is a continuous need to engage families multiple times a year regarding the importance of attendance, English learner progress, state testing and core aspects about the Kavod program. We have found the need to have more ELAC meetings throughout the year and outlets to have more face time with school staff.|We added a Community Engagement Coordinator that will help engage underrepresented families as well as conduct ongoing outreach.|Weekly communications help communicate what is happening in each grade both academically and socially. Additionally, staff is able to research and make recommendations to adopt curriculum that better align with evolving instructional practices to better support students. Staff also volunteer to run clubs that engage students after school.|Overall staff and parent consensus is that a more robust ELD program needs to be implemented. Given on-site construction, the need to have more play areas for students has been reduced until final site construction has been completed.|One of the primary responsibilities of the Community Engagement Coordinator will be taking the lead on issuing Independent Study to mitigate the chronically absentee rate. The new ELD Coordinator is also specifically trained in ELD practices that will better support students and make the program more robust. Kavod will also increase the amount of Hebrew-speaking staff and volunteers to promote learning modern Hebrew in support of the school’s mission. Lastly, the implementation of SMAA, LEA BOP and CYBHI revenue streams will help not only acquire additional funds but expand the school’s ability to offer more support and referral services.|Parent and student surveys help inform areas of focus for the following year. Concurrently, the Instructional Leadership Liaison Committee (ILLC) helped voice staff concerns and needed areas of focus moving forward.|Parents have expressed some confusion on ways in which they can be involved because they are not always sure of the organizational structure and who to connect with.  Additionally, parent and staff feedback has indicated many do not understand the schools English Learner roadmap.  Authorizor feedback has indicated that although parents are given the opportunity to give input in the annual LCAP, they do not understand the process and cannot clearly articulate how decisions in the LCAP impact their children.|Kavod has decided to increase the amount of ELAC meetings to better support English learners and families.|4|4|3|3|4|3|4|3|4|3|4|4|Met||2025-06-16|2025
37683380127647|e3 Civic High|3|e3 Civic High is completely committed to building positive, interdependent, and lasting relationships between school staff and families. It is through these relationships that our scholars achieve their greatest success. Each stakeholder contributes a special type of resource, encouragement and level of support, be it mental, emotional, social, academic, financial or physical. Relationships are fostered by means of constant and dynamic two-way communication from e3 Civic High: weekly electronic and phone messages; invitations to participate in school and community committees like DELAC/ELAC, SAC/SSC, Coffee with the Principal, California Community School Partnership Program (CCSPP) Steering Committee and other special forums and events; systematic and scheduled outreach events like Data Days, Scholar Led Conferences (SLCs), Presentations of Learning (POLs) and Annual Home Visits.  Furthermore, another strength is that e3 parents, teachers, school staff and community partners were intimately involved in the development of 2025-26 Local Control and Accountability Plan (LCAP) and WASC plan through a series of stakeholder meetings, surveys, and interviews. Each meeting was grounded in a clear agenda and vision, presentation slides, breakout sessions for small group discussion, and actions developed using shared files of Google Docs and Sheets. The use of special federal and state funds were also reviewed and determined through these partner stakeholder meetings to help with implementation of the LCAP.|e3 Civic High has reviewed and analyzed its educational partner input and local data, and areas of our LEA's focus for improvement in continuing to build relationships between school staff and families are the following: (1) Increase family attendance to school events and activities through customization of programs and schedules, (2) Learning facilitators (LFs) to keep their home contact log updated with the expectation of making home calls, holding meetings with families, and sending messages regularly, and (3) the creation of dedicated family space on the e3 campus where parents can meet, work, and learn (with the support and guidance of the CCSPP coordinator and steering committee).|e3 Civic High regularly consults with our educational partners, which consists of families (including those that speak languages other than English and those of underserved backgrounds), students, school administrators (including special education), teachers, other educators, school staff for their input and feedback into the direction of the e3’s Mission and Vision and the use of federal, state and special funds. Throughout the planning and decision-making process we have engaged with our educational partners and this continues to be an on-going practice as a part of LCAP planning. Additionally, the CCSPP community coordinator and steering committee is brainstorming new ways of engaging our families, including those traditionally underrepresented, in ways that are meaningful and add value to them. They will share this insight with administration for implementation.|e3 Civic High's current strength is the ability to work hand in hand with our educational partners to develop and implement actionable schoolwide plans, both the LCAP and WASC interrelated strategic plans, that focus on rigorous yet achievable student outcomes in the areas of academics, college and career readiness, and social-emotional wellbeing. We are open to feedback and suggested priorities, are transparent with our current reality and educational landscape, and value the differing voices in shaping our direction, use of resources and actions. Our school administration is committed to connecting our educational partners to our school vision and mission centered on real-world attainable outcomes for scholars. As a Community School, our steering committee is highly engaging our education partners to strengthen relationships between school staff and families in pursuit of our shared goals.|e3 Civic High has strong partnerships in place for ensuring positive student outcomes. We work with over 100 organizations to provide our scholars with opportunities for internships, job shadowing, mentoring, mental health and wellness resources, tutoring, and more. We will continue to add to our growing list of partners based on needs and opportunities as they arise. We will be expanding our design thinking and workforce partnerships including mentorships through the CCSPP initiatives as represented in our Implementation Plan.|e3 Civic High is committed to the quality engagement of our traditionally underrepresented families. We hold various parent engagement meetings and committees (SSC, ELAC, CCSPP, Coffee with the Principal) where scholar outcome data is shown at the schoolwide, department, and subgroup level and input and suggestions are elicited from our education partners in response. Our families enjoy the opportunity to discuss this data in small groups and to learn each other's perspectives on these topics.|e3 Civic High believes in shared decision-making. As such, our strength is that we elicit feedback in multiple modes and at different times in order to gather as much information as possible from our diverse learning community about how best to address our current and future challenges and opportunities. We offer multiple opportunities during the school year for students and staff to provide formative feedback and input through surveys and focus group interviews. This is one of our schoolwide LCAP goal/actions to improve stakeholder input and feedback on a continuous basis. All education partners also participate in our comprehensive annual school climate survey.|Based on the analysis of educational partner input and local data, e3 Civic High will focus on increasing by 25% the following: (1) the number of parent participants at committee meetings and (2) the number of parents/guardians who complete the Climate Survey.|e3 Civic will improve the engagement of underrepresented families by enlisting key parents from these target groups to serve as leaders and liaisons to other peer parents. Our e3 Library & Wellness Community Coordinator will support the facilitation of these renewed efforts and invite more participants to our CCSPP Steering Committee.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
37683380129387|Empower Language Academy|3|Data from stakeholder surveys indicate that Empower has built strong relationships with families. 94% of parents reported they were treated with respect.  90% indicated the school quickly responds to phone calls, messages, or emails.|We would like to involve parents more as partners in their child’s education.  More than half (54%) of parents said they would benefit from training or workshops on how to support students academically.|We will continue to offer flexible communication options based on their preferences and availability. These include ParentSquare notices and flexible meeting times, as well as social media posts and video conferencing to keep all families connected via 2-way communication.  Educational partner input also indicated the need to offer additional parent workshops to strengthen the relationship between home and school.|Empower builds partnerships by providing clear, consistent communication to families about school events and ways to become involved in their children’s education.  The data shows these efforts are successful.  88% of parents report the school allows input, welcomes their participation, and encourages them to be active partners.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the work we have undertaken as part of the California Community Schools Partnership Program (CCSPP).|Empower will reach out to underrepresented families to highlight opportunities provided by our community partners.  Teachers will also facilitate sessions to help parents understand the academic program and how to support their students. The school will host regular events and meetings where parents and teachers can discuss academic progress and ways to collaborate.|Empower has established advisory committees made up of families, administrators, and teachers in the development of the school plan and programs. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. These meetings are held during days and times that a majority of parents (including underrepresented families) indicated they were available.  88% felt welcome to participate at the school.|An ongoing focus area of improvement is the recruitment and training of parent advisory committee members. We will also continue to promote consistent attendance at Parent/Teacher Organization meetings.|The Parent/Community Liaison is responsible for conducting parent and community outreach and coordinates school events and distribution of school news/school data to all stakeholders. This outreach aspect is a critical piece of ensuring that underrepresented families are engaged in decision-making opportunities at the school.|5|5|5|5|5|4|5|5|5|4|5|4|Met||2025-06-18|2025
37683380129395|Elevate|3|Based on educational partner input and local data, our LEA has made meaningful progress in building strong relationships between school staff and families. A key strength is our dedicated and friendly staff, who actively engage families through classroom events, unit projects, campus-wide celebrations, parent-teacher-student conferences, Coffee and Dessert with the Directors, and the Student Study Team (SST) process. This year, we invested significant time and effort into refining our SST process to ensure that our process is efficient and includes a family education element. We also value parent voice, welcoming input through our Parent Advisory Committee, which is facilitated by our Family Engagement Coordinator. Additionally, our Attendance Team has prioritized relationships with families of chronically absent students by combining parent communication with fun and motivating attendance incentives.|One of our key focus areas for growth is strengthening relationships with new families as they transition into our school community. With a significant military population, we experience frequent student movement throughout the year, which has highlighted the need for support specifically for new students. Our goal is to develop a system for onboarding that welcomes new students and their families to our community and shares the most important parts of our school culture. Some of our ideas that we are excited to implement include campus welcome teams, special lessons with campus deans on the 7 Habits and our core values, and welcome kits for new families.|Based on input from educational partners and findings from our self-reflection, we will strengthen engagement with underrepresented families through improved onboarding for new families, especially those entering Kindergarten–our grade level with the highest number of new families. We will also provide early, targeted outreach to families of students with a history of chronic absenteeism, emphasizing support and connection from the start of the school year. Additionally, we will continue to invite parent input and representation through our ELAC meetings and Parent Advisory Committee to ensure all voices are heard and valued.|"Based on educational partner input and local data, our LEA has developed strong and growing partnerships that support student outcomes. Our Instructional Leadership Team (ILT) is responsible for partnering across campuses and grade levels to plan professional development based on student benchmark data, classroom observations, and teacher feedback from our LCAP staff survey. We foster meaningful family partnerships through positive parent contacts at the start of the year, weekly teacher communication via ParentSquare, and parent-teacher-student conferences. Families are also invited to engage in learning through information nights, both in-person and on Zoom, as well as joyful community events like our Fall Festival, STEAM Night, and Exhibition Nights. Our monthly ""Leader of the Month"" assemblies celebrate student leadership alongside families. We also value broader community partnerships, exemplified by our annual Leadership Day, where local leaders from business, government, and education visit classrooms to see our students in action. These partnerships within and outside of our school have had a positive impact on our students’ growth."|Based on what we’ve heard from our educational partners and seen in our local data, we recognize the need to grow in the key areas communicating the importance of daily attendance and sharing information and resources with families when it comes to building partnerships for student outcomes. One area of improvement is in more effectively communicating the importance of daily attendance with all families, particularly those whose children have historically had low attendance. We also see an opportunity to strengthen how we share information and resources that help families support learning and development at home. One way we plan to do this is by maximizing our “Coffee and Dessert with the Directors” gatherings. By inviting different Deans to lead these events and share about various aspects of the student experience–study skills, our MTSS process, behavior supports, and our Leader in Me curriculum–we hope to better support our students by empowering their families.|Based on what we’ve learned through our self-reflection and input from our educational partners, we see a meaningful opportunity to strengthen how we engage underrepresented families by reimagining our onboarding process. We believe that welcoming a new student also means welcoming their entire family—and making sure they feel informed, included, and supported from the very beginning. By using onboarding as a platform to connect families with tools, resources, and relationships that help them support learning at home, we can build stronger, more trusting partnerships that last well beyond the first few weeks of school.|Based on educational partner input and local data, one of our strengths as an LEA is creating consistent, welcoming opportunities for families to share their voice in decision-making. Our Parent Advisory Committee meets monthly and plays an important role in shaping schoolwide planning and priorities, while our ELAC committee provides valuable input to strengthen the experience of our English Learners. We also host monthly “Coffee or Dessert with the Directors,” offering parents a chance to connect directly with our leadership team. These gatherings are intentionally scheduled either right after our Friday morning assemblies or in the evening over Zoom to make participation easier for busy families. Additionally, our Classroom Community Builders (CCB) program invites parents to partner with teachers through classroom events and by supporting student learning during small groups and centers.|Based on what we’ve heard from our educational partners and seen in our data, we know we have room to grow in making sure all families have meaningful opportunities to share their input on school policies and programs. One of our focus areas moving forward is finding more intentional ways to reach out to underrepresented groups in our community, especially our families of English Learners. We want every family to feel like their voice matters and is reflected in the decisions we make. This means creating more accessible, welcoming spaces for input.|Based on our self-reflection and what we've heard from families, we know we can do more to support underrepresented voices—especially those of our English Learner families—when it comes to decision-making. One way we’re working to improve this is by having our English Language Development teacher join more parent-teacher-student conferences. Building that individual connection can go a long way in helping families feel seen, heard, and more comfortable sharing their thoughts or concerns.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-09|2025
37683380131565|High Tech Elementary|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37683380131979|Ingenuity Charter|3|LEA focuses on parent and family engagement, the LEA rated itself as fully implementing and sustaining strategies in the areas of building relationships, developing partnerships for student outcomes, and seeking input for decision-making. The LEA encourages active engagement through SSC, ELAC, and LCAP Advisory meetings, and frequent use of translated and parent-accessible materials. LEA has identified continued support for  advisory committees and deeper family training as areas of focus for future improvement.  Professional development is consistently delivered to all staff each academic year. Training includes guidance on facilitating these family meetings and using effective communication strategies. During these conferences, a comprehensive needs assessment is conducted, leading to the development of support plans that address both academic and social-emotional needs, with shared responsibilities among school staff, the family, and the student. For students identified as at risk, teachers meet quarterly—or more often, if needed—with the student and their family to design individualized learning plans. Student progress is reviewed and tracked throughout the remainder of the school year.  The LEA  als partners with Harmonium and other community organizations to provide wrap around services to families. Counseling services are provided, including mental health services, and assistance with resources, such as food, to families in need. Teachers meet with the student and parents/guardians at least once a year to discuss academic progress. If the student is falling behind, additional meetings are held with the family to discuss strategies to help the student succeed. Students are informed of their legal rights and how to advocate for their own students with information provided on the LEA’s website. The LEA can improve on the area of student achievement by increasing the amount of interventions held with struggling students, academic goal setting based on MAP testing, and increased family meetings. The school provides professional development to all staff systematically each school year.   Professional development is provided to staff on conducting these meetings and strategies to communicate effectively with families. At these meetings, a family needs assessment is conducted and both socio-emotional and academic support plans are written for students and carried out with responsibilities on the school, family, and student. Teachers meet quarterly (or more often, as needed) with students considered to be “at risk” to create supportive learning plans with them and their families. Progress is monitored throughout the remainder of the school year.|Based on the analysis of educational partner input and local survey data, the LEA’s focus area for improvement in Building Relationships Between School Staff and Families centers on enhancing clarity, consistency, and access to communication, especially for families of English learners and underrepresented groups.  The LEA is focused on ensuring strong relationships with all families, especially those who have had negative experiences with school, and can appear disengaged. Outreach efforts, personalized meetings, and other communication strategies have be developed and employed. Additional opportunities for family involvement such as dinner with the principal, family events, and outreach efforts have taken place this year and have resulted in increased numbers of families being involved.  Based on the analysis of educational partner input and local survey data, the LEA’s focus area for improvement in Building Relationships Between School Staff and Families centers on enhancing clarity, consistency, and access to communication, especially for families of English learners and underrepresented groups.  The LEA is focused on ensuring strong relationships with all families, especially those who have had negative experiences with school, and can appear disengaged. Outreach efforts, personalized meetings, and other communication strategies have be developed and employed. Additional opportunities for family involvement such as dinner with the principal, family events, and outreach efforts have taken place this year and have resulted in increased numbers of families being involved.  Based on the analysis of educational partner input and local survey data, the LEA’s focus area for improvement in Building Relationships Between School Staff and Families centers on enhancing clarity, consistency, and access to communication, especially for families of English learners and underrepresented groups.  The LEA is focused on ensuring strong relationships with all families, especially those who have had negative experiences with school, and can appear disengaged. Outreach efforts, personalized meetings, and other communication strategies have be developed and employed. Additional opportunities for family involvement such as dinner with the principal, family events, and outreach efforts have taken place this year and have resulted in increased numbers of families being involved.|Based on the analysis of educational partner input and survey data, the LEA recognizes the importance of strengthening its engagement with underrepresented families, particularly those of English learners and families uncertain about their child’s academic progress or access to resources. To address these needs, the LEA will focus on its communication practices, targeted professional learning in cultural responsiveness and that advisory opportunities are consistently communicated. In addition, the LEA hosts Family Forums several times per year. These meetings are held to build connections with all families. These meetings serve as both family education and opportunities for family voice. Topics for these events will be generated through feedback from students and families.|"The LEA provides parent workshops and Family Forums annually to increase the number of parents trained in academic initiatives and student support. The LEA also implements parent nights focused on academics, college preparatory advising, and access to post secondary options (including HiSET Study Prep books, AP Prep Guides, and ASVAB Test Prep Guides). In addition, a focus on families of seniors is aimed to improve graduation rate. The LEA subscribes to a Learning Management System that helps to implement a text alert/reminder system for upcoming events to increase communication with parents.   The LEA will continue to focus on ""two-way communication between families and educators"" as a focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at stakeholder meetings, but can do a better job at facilitating an exchange of dialogue between school staff and families during meetings. The LEA wishes to create an environment in which parents feel equipped with the knowledge to provide regular input and fully participate through two-way communication and planning with staff. The LEA will work on facilitating small group review sessions during stakeholder meetings to discuss programmatic recommendations and to review and revise school documents.  In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets regularly to review and provide input on the LEAs LCAP."|The LEA can improve by increasing the number and content of parent workshops, and Family Fourums, to reach more families. These events should also be culturally relevant and responsive.|"The LEA holds monthly School Site Council and English Language Advisory Committee meetings, and all students and parents are invited to attend to share any thoughts and ideas they would like to see at the school. During these meetings, there have been several suggestions and feedback provided about school improvement including creating engaging and relevant learning opportunities, small content area workshops, and a focus on building relationships.  Also during these meetings, parents review the school's LCAP and provide educational partner input.  These documents are summarized and presented in “parent friendly language” at the next meeting and through school communication tools. Parent education is included as a vital part of these events, so parents can understand the school's programs and give input about their implementation and success.  The LEA provides parent workshops and Family Forums annually to increase the number of parents trained in academic initiatives and student support. The LEA also implements parent nights focused on academics, college preparatory advising, and access to post secondary options (including HiSET Study Prep books, AP Prep Guides, and ASVAB Test Prep Guides). In addition, a focus on families of seniors is aimed to improve graduation rate. The LEA subscribes to a Learning Management System that helps to implement a text alert/reminder system for upcoming events to increase communication with parents. The LEA has identified ""two-way communication between families and educators"" as a focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at stakeholder meetings, but can do a better job at facilitating an exchange of dialogue between school staff and families during meetings. The LEA wishes to create an environment in which parents feel equipped with the knowledge to provide regular input and fully participate through two-way communication and planning with staff. The LEA will work on facilitating small group review sessions during stakeholder meetings to discuss programmatic recommendations and to review and revise school documents.  In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP."|Staff are fully supported by the LEA to hold meetings and create structures that enhance communication between families and the school that result in decision making. The LEA engages families and staff regularly in advisory groups. Survey data is used to gauge the effectiveness of programs, and programs are discussed at meetings. Recommendations for policy revisions are made, shared out with all educational partners, and staff. The LEA provides all family correspondence in English and Spanish and provides translation services at all parent meetings. Family outreach includes phone calls to personally invite families to attend ELAC, SSC, and LCAP advisory meetings. Dial outs and text messages are also sent to all families prior to meetings and events. The LEA provides opportunities for this at all family meetings and advisory committee meetings, which occur on a monthly basis. At the start of the academic year, the LEA conducts a needs assessment with families to evaluate areas of need and develop its family engagement activities for the school year. Teachers, principals, and families discuss activities openly at stakeholder meetings and notes are archived for future reference.|Family engagement has risen significantly and attendance at SSC and ELAC meetings has increased.  Families are providing input that directly impacts decision making.   In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group via School Site Council,  is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP. The LEA educates its parent groups (ELAC, SSC) on budgetary and programmatic initiatives at the school.|To improve the engagement of underrepresented families, the LEA will provide additional professional learning to administrators/staff on how to actively engage non-English speaking parents and underrepresented families. The LEA will then, in conjunction with community organizations, sustain several family friendly meetings and activities throughout the school year to involve parents at school and in its decision-making processes.|4|5|4|4|4|4|4|4|4|4|5|4|Met||2025-06-09|2025
37683380135913|Urban Discovery Academy Charter|3|The school has greatly enhanced communication efforts at multiple levels with a weekly newsletter, a frequently updated website calendar, and regular communication at family meetings. The school hosts monthly regular meetings with representatives of the school community: School Advisory Council, Parent Volunteer Network (PVN), and English Learner Advisory Council (ELAC).  Student leadership (ASB) collaborates with the Parent Volunteer Network to lead school wide community events that build relationships between families and the school community. Family Friday events are held monthly to bring families and school staff events. Also, the school hosts monthly student award ceremonies with all families invited to attend.  The school also participates in the Community Engagement Initiative (CEI) that is working to increase family engagement in the school community.|Urban Discovery Academy plans to host additional family workshops to address specific family needs.|Urban Discovery Academy (UDA) plans to add family meetings and newsletters in additional languages other than English/Spanish.  The school will work to promote the attendance of English Learner family members at ELAC meetings by providing additional communication and food at these meetings. Additionally, UDA is collecting resources and seeking out other ways to support displaced and underrepresented families.  The school has added a social worker intern program to support underrepresented, vulnerable families.  This will ensure there is a social worker available when possible. The school is also working on informal processes to relate to and engage a wider group of representation, including data walks and other informal meetings with families.|Urban Discovery Academy (UDA) provides multiple opportunities to build partnerships with families and guardians to support student outcomes. Some traditional methods of communicating about the classroom and building relationships include Orientations for New Families, Back to School Night, Parent-Teacher conferences, and twice yearly Open House/Exhibition events, in addition to monthly award assemblies. These events allow teachers and administrators to share with families the expectations the school has for students to ensure success, the content that their child will learn, information about how families can support their child’s success at home, and celebration of the learning that has occurred throughout the year.  Additionally, UDA provides workshops for families focused on specific areas of interest.  This year the school hosted a workshop to inform parents of the various academic opportunities available at the high school level, including dual enrollment and other post secondary opportunities.|Next year, UDA will increase the number of family workshops where families gain information and skills to help their child succeed academically and socially.  UDA will also increase home visits for families who have difficulty attending in person events.|Teachers meet with families that cannot attend in-person events via Zoom. Next year, UDA will continue home visits to connect with families who cannot attend in person. Additionally, UDA will continue to build upon alternative informal opportunities to hear the voices of families who do not typically participate, such as informal data walks scheduled at times when families are already participating in student events.|Urban Discovery Academy (UDA) values family input into decision-making about policies, programs, and events. The School Advisory Council, Parent Volunteer Network (PVN), English Learner Advisory Council (ELAC) meetings provide families an opportunity to participate in decision-making throughout the year.  All families are invited to participate in these meetings, as well as the Spring family survey.  UDA has also hosted Data Walks to provide a less formal opportunity for families to come and collectively look at school data and provide input on strategies for improvement. This less formal structure appealed to many families who do not feel comfortable participating in the advisory council meetings.|The school would like to see a greater and more consistent number of volunteers participating on our ELAC committee; we have stable numbers now but would like to grow and strengthen this committee.|Through the Community Engagement Initiative (CEI) work, UDA plans to host additional Cafecito nights and provide more informal opportunities/spaces to create parent relationships where parents feel comfortable with good food and music. By creating these spaces, families will feel comfortable to be able to share what is important to them.  Since many parents attend student celebrations of success, UDA plans to incorporate opportunities for parent feedback during these events. Additionally, UDA plans to create more opportunities for remote engagement for families who cannot attend in-person events.|5|5|5|5|4|4|5|4|5|5|5|5|Met||2025-06-18|2025
37683380136663|America's Finest Charter|3|America’s Finest Charter School (AFCS) is dedicated to fostering strong relationships with parents as educational partners. Parents have numerous opportunities to engage at AFCS. The school has an “Open Door” policy, encouraging regular meetings between school administrators and parents to facilitate feedback during our ELAC and Parent meetings. AFCS families also give feedback when they complete the LCAP survey. AFCS serves numerous students whose parents or guardians speak Spanish, Vietnamese, or Somali. To accommodate these families, we provide translation services for all parent communications and events. This includes on-site translation, monthly newsletters available in various languages, and Parentsquare, an autodialer message system that sends information to parents and guardians in both English and Spanish. Parents are invited to fill out volunteer interest forms and participate in classroom activities as well as outside class assignments.|Based on our population data, it is essential for us to engage more effectively with Asian families and communities to enhance their involvement and representation. To create a more welcoming environment for all families, the school will provide professional development for all staff members. Additionally, we will provide several schoolwide parent conference events and hold more workshops to help parents support their children at home.|Our community includes parents who speak Spanish, Russian, French, Haitian Creole, and Vietnamese, which creates a language barrier that hinders their active participation. To address this issue, AFCS provides live translation services for non-English speaking parents during both one-on-one meetings and schoolwide gatherings. Also, to enhance engagement with Asian families, the school plans to strategically place advertisements in local Asian newspapers, showcasing our commitment to inclusivity and community. Additionally, we will actively invite more local Asian-owned businesses to participate in our events, creating opportunities for collaboration and connection, and fostering a vibrant environment where all families feel valued and involved.|At America’s Finest Charter School, technology is utilized to increase communication by way of Class Dojo. Teachers use Class Dojo to maintain regular communication with families about academic progress and social-emotional support. To further engage families in the school's programs and strengthen relationships, we hold meetings, parent-teacher conferences, and various activities. These include, but are not limited to, Curriculum Night/Open House, Math Night, Parent-Teacher Conferences, flyers with school-related information, and monthly letters.|In the upcoming academic year, we will also provide workshops and webinars to help families learn how to use the Parent Portals for statewide testing and understand the school grading system.|The school will survey all families to find out their preferred meeting days, times, and methods, and make follow up calls with families we don't hear from to ensure that more underrepresented families are included.|Parent involvement has been central to the decision-making process at America’s Finest Charter since the school opened in 2011. The Board of Directors includes representatives from various stakeholder groups—staff, parents, and community leaders. This board meets monthly to advance the goals of both the Board and the school leadership. America’s Finest Charter School actively engages both English-speaking and non-English-speaking parents. Opportunities for involvement include the English Learner Advisory Committee (ELAC) meetings and the School Site Council (SSC). Parents also participate in school events such as Curriculum Night/Open House, Math Night, the International Fair, and the Arts in the Afternoon Gala.|AFCS needs to enhance the capacity of parent leaders to engage in outreach and participate in various school committees. The AFCS leadership will be looking for more opportunities to raise the school’s profile in the surrounding community and provide additional training for parents to boost and maintain their engagement.|The school will survey all families to determine their preferred days, times, and methods for joining advisory groups. We will follow up with families we do not hear from to ensure the inclusion of more underrepresented families.|4|4|4|4|4|4|4|5|4|4|5|3|Met||2025-06-23|2025
37683383730959|Altus Schools Charter School of San Diego|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 99.3% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 99.6% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 99.6% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.  Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|CSSD is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2024-2025 the school received input from over 670 students and parents and used the results in the development of the 2025-2026 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
37683383731189|Preuss School UCSD|3|Preuss fosters positive relationships through its Advisory Program, where scholars are assigned to the same advisor for grades 6–12, cultivating a long-term family-school bond. The school hosts monthly PTA meetings, averaging 150 attendees, and communications (via ParentSquare) are offered in multiple languages. Counselors and administrators engage directly with families at events and through proactive outreach, ensuring scholars and families feel welcome and supported.|While overall engagement is strong, feedback from multilingual and underrepresented families indicates a need for improved cultural responsiveness and more personalized outreach regarding academic support. A more structured intake process to understand family strengths and educational goals is in development.|Preuss will expand translation services and launch a more comprehensive intake form to document family needs and strengths. Partnerships with community organizations will be leveraged to reach linguistically isolated and newly arrived families. Targeted listening sessions are planned for families of English Learners, students with disabilities, and scholars experiencing homelessness.|Preuss provides families with ongoing updates on scholar progress through Aeries access, trimester report cards, and parent-teacher conferences. All seniors participate in college-readiness activities, supported by information sessions on FAFSA and scholarship access. A Family Support Specialist provides outreach, and Saturday PTA events regularly include academic workshops.|Despite frequent communications, surveys show that some parents are unclear about their legal rights and available academic supports (especially for Multilingual Learners and IEP families). Staff training in inclusive communication and co-planning with families remains limited.|Preuss will expand family-facing workshops led by the Learning Services and Multilingual Learner teams. New sessions will be offered in parents’ primary languages and aligned with IEP/Multilingual timelines. Staff will receive training in culturally responsive partnership practices as part of Friday PD. Parent Academy will be reinstituted.|Preuss maintains active School Site Council (SSC), Multilingual Learner Advisory Committee (MLAC), and PTA structures, where parents contribute to LCAP and school improvement planning. Families are regularly invited to give feedback via ParentSquare, and data is disaggregated by subgroup to ensure input reflects our community.|Although structures exist, some families (especially those newer to the school or non-English-speaking) feel unsure of how to participate in decisions. Meeting times and formats can be a barrier, and parent leadership is often limited in engagement planning.|The school will schedule hybrid meetings for MLAC/LCAP feedback with interpretation available. Leadership development sessions will be offered to parents who express interest in co-facilitating engagement activities. Parent feedback loops will be embedded into the monthly Preuss Positive newsletter.|4|4|3|4|3|4|4|3|4|3|3|3|Met||2025-06-12|2025
37683383731247|High Tech High|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37683383731395|Altus Schools Audeo|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 99.1% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 99.1% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.2% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.  The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.  Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|Audeo is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2024-2025 the school received input from 250 students and parents and used the results in the development of the 2025-2026 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
37683386039457|Darnall Charter|3|The school provides a number of avenues through which school staff and families can build relationships and partnerships including but not limited to family/teacher conferences held twice per year, several family engagement events held afterschool throughout the year, and partnerships with families through the school's SSC, ELAC, and other parent advisory groups.  During family/teacher meetings, the student's strengths and background are discussed, and goals are set for the school year. Parents and teachers collaborate to create a plan for the child, sharing the responsibilities for its implementation.  Families and teachers communicate frequently regarding student progress and areas in need of support.|To improve in building relationships between school staff and families, the LEA will be focusing on establishing two way communication between families and staff in the coming year.  The school has created a new LCAP goal to address this need and has established five action items to help the school meet this goal, including translation services, family engagement events, a family advisory committee, and communication tools.|To improve engagement of underrepresented families, the LEA will create a parent advisory committee comprised of families from diverse backgrounds to ensure that families have a voice and a way to engage in dialogue with school staff. Built with the need for representation from every student group in mind, these committees will meet throughout the school year to discuss school issues, programs, and improvement plans.|The LEA's success in this area results from its family/teacher conference practices twice yearly, which help families and staff build partnerships with one another to achieve the best outcomes for students.  Families are invited to campus as partners in their child's education.  The school has made great progress in this area and seeks to sustain this progress into the next school year.  To continue to build the capacity of families to partner with the school to improve student outcomes, the school will add to these practices by offering additional training and dialogue during its family group meetings (SSC/LCAP Advisory Committee, Family Advisory Committee, etc.) as well.|The LEA will strengthen staff support and professional learning opportunities focused on family partnership in the coming school year. While current efforts to provide ongoing, targeted training in relationship-building and communication will continue, the LEA aims to introduce professional development that more effectively encourages parent participation and engagement. These efforts are intended to empower families and educational partners to play a more active role in shaping students’ educational experiences and school programs.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by establishing a Family Advisory Committee composed of diverse members who reflect the school community. This committee will serve as a dedicated space for families to share input, help shape initiatives, and guide decision-making related to student outcomes. Additionally, the LEA will ensure that the topic of family engagement, specifically strategies to support underrepresented families, is a standing item on all family meeting agendas. This will create consistent opportunities to gather feedback and refine practices that strengthen partnerships and ensure all voices are included in planning for student success.|Based on the analysis of educational partner input and local data, the LEA has demonstrated notable strengths and steady progress in the area of seeking input for decision-making. The school employs multiple strategies to promote two-way communication and ensure educational partners have meaningful opportunities to contribute to school planning and improvement efforts including communication through the school's website, Class Dojo, surveys, and family meetings such as SSC, ELAC, etc.  Surveys are administered regularly to gather input from families and community members, helping to inform decisions across programs and initiatives. Consistent communication through newsletters keeps stakeholders informed about school news, upcoming events, and important updates. In addition, the school has established structured forums for collaborative engagement, such as School Leadership Committee meetings, which bring together parents, staff, and teachers to collectively discuss and advise on school priorities.|Based on the analysis of educational partner input and local data, the LEA has identified the need to improve the consistency and visibility of how educational partner feedback is gathered, shared, and used in decision-making processes. As a result, the school will prioritize inviting and documenting input at all family, advisory, and educational partner meetings. Summaries of this feedback will be published and reviewed during subsequent meetings to ensure transparency and demonstrate how input is valued.  By making these connections more explicit and continuing to create regular feedback loops, the school aims to deepen trust and increase participation among all educational partner groups.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families in seeking input for decision-making by implementing more inclusive and intentional outreach strategies. The school will establish a Family Advisory Committee with diverse representation to ensure that families from all backgrounds have a structured opportunity to provide input on key decisions. Additionally, the school will invite feedback during all family and educational partner meetings, ensuring that participation is encouraged through translated materials, interpretation services, and accessible meeting formats.  To build trust and encourage continued engagement, the LEA will publish summaries of the input received and revisit it during subsequent meetings, demonstrating how feedback is being incorporated into school programs and planning. These efforts will help underrepresented families see their voices reflected in school decisions and foster a stronger sense of partnership and shared responsibility in shaping the school’s direction.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2025-06-20|2025
37683386039812|Keiller Leadership Academy|3|Keiller Leadership Academy (KLA) continues to build strong, respectful partnerships with families through consistent communication, inclusive engagement practices, and a shared commitment to student success. Based on local survey data, families report feeling welcomed and respected by school staff, families say they know who to contact at the school when they have a question or concern.  Key strengths include: Welcoming Environment: KLA has a visible front office presence with bilingual staff who greet families warmly and assist with questions in English and Spanish.  Regular Communication: Families receive weekly newsletters, teacher updates, and automated communication in multiple languages. Powerschool Parent portal, ParentSquare, and printed flyers are all used to ensure access.  Family-Centered Events: Events such as Back-to-School Night, Spring Open house, Family Math Night, Literacy Night, Fall Parent conferences, and Spring Student-Led Presentations give families opportunities to engage in their child's learning and interact with staff in a positive, collaborative environment.  Open-Door Policy: Staff members maintain an open-door policy for communication and support. Parent-teacher conferences are widely attended and available both in-person and virtually to increase accessibility.  Advisory Groups: KLA’s School Site Council (SSC), English Learner Advisory Committee (ELAC), and parent volunteer teams meet regularly and contribute to school planning and decision-making.  As a result of these efforts, family participation has steadily increased over the past two years, and more families report feeling like valued partners in the educational process.|While KLA has made significant strides in building relationships with families, feedback from listening sessions and survey data highlights several areas for improvement:  Staff Training: There is a need for continued professional development for teachers and staff in culturally responsive communication, trauma-informed practices, and building partnerships with families from diverse backgrounds.  Consistency Across Classrooms: KLA continues to address and improve inconsistencies in how communication and engagement look across grade levels or departments. KLA seeks to create a more unified approach to outreach, communication tools, and relationship-building strategies.  Time Barriers: Many working families have difficulty attending events or meetings during the school day. This limits their ability to engage fully despite interest and willingness.  These areas of growth guide our plans to ensure more equitable, inclusive, and responsive relationship-building practices moving forward.|To deepen relationships with underrepresented families—including multilingual learners, families experiencing housing instability, and those with limited prior school engagement—KLA is taking the following steps:  Targeted Outreach: We are increasing home visits, personalized invitations, and multilingual outreach to families who may not engage through traditional channels.  Cultural Celebrations: KLA will increase family involvement in schoolwide cultural and heritage events, inviting underrepresented families to co-plan and lead activities that elevate their voices and experiences.  Translation & Interpretation Access: We are improving language access by increasing the availability of live interpretation at all school events and ensuring all printed and digital materials are translated accurately and on time.  Through these strategies, KLA aims to build trust, mutual respect, and shared ownership of student success with every family in our diverse school community.|Keiller Leadership Academy (KLA) is committed to establishing strong school-family partnerships that directly support student learning and achievement. Based on parent surveys, staff feedback, and educational partner input, KLA has made meaningful progress in increasing family participation in academic support and student goal-setting.  Key strengths include:  Student-Led Conferences: KLA hosts student-led conferences where students present their academic goals, progress, and reflection on learning. Families report these events increase their understanding of their child’s academic development and help them better support learning at home.  Transparent Progress Monitoring: Parents receive regular updates on student progress through standards-based (Primary) and traditional (Secondary) report cards, parent-teacher conferences, and online portals such as PowerSchool. Teachers communicate individual learning goals and growth areas through student facilitated action plans, helping families stay informed and involved.  Parent Workshops and Trainings: KLA provides families with access to academic informational means of communication that explain curriculum, grading, and ways to support learning at home (e.g., literacy strategies, math problem-solving, and science inquiry at home).  Cougar Academy: KLA has created a robust after school and intersession program through ELO-P  Access to Staff: Teachers maintain ongoing communication with families and provide consistent outreach, particularly when students need academic intervention or support. KLA's intervention staff collaborate with families to co-create Student Support Plans when needed.  These practices have increased family confidence in supporting student outcomes, parents report they feel equipped to help their child succeed academically.|While KLA has established several successful practices, analysis of educational partner input and local data has identified the following focus areas for improvement:  Increased Family Understanding of Standards and Curriculum: Some families report that they have limited understanding of grade-level standards, performance expectations, and how classroom instruction connects to state testing and long-term goals (e.g., college readiness). KLA aims to better explain academic expectations in family-friendly language.  Access to At-Home Learning Tools: Families have expressed a desire for more strategies, materials, and resources to support their children academically outside of school hours, particularly in math, reading, and science.  Engagement Beyond Events: While events are well-attended, KLA is working to engage families in deeper, ongoing academic partnerships such as goal-setting, progress monitoring, and tiered interventions.  By focusing on these areas, KLA seeks to deepen and sustain its academic partnership with all families.|KLA recognizes that underrepresented families—including multilingual households, families of students with disabilities, and those experiencing housing insecurity—face unique challenges in engaging with academic partnerships. Based on the self-reflection process and educational partner input, KLA will improve engagement through the following strategies:  Academic Liaisons and Case Managers: For students receiving interventions (e.g., special education, MTSS, or English learner support), families will be connected with a point-of-contact staff member who ensures regular academic updates, invites participation in support planning, and addresses barriers to access.  Multilingual Digital Toolkits: KLA is developing resource toolkits in English and Spanish (and other home languages as needed) with grade-level tips, video guides, and activities that families can use at home to support student outcomes.  Home Learning Routines and Goal Setting: Underrepresented families will be supported by KLA's Homeless Liaison and Wellness Leadership Team to guide students and families in setting weekly academic goals, with optional at-home check-ins and incentives.  Flexible Participation Opportunities: KLA will offer academic engagement opportunities in the evenings and online to increase participation among families who cannot attend during regular school hours.  These strategies are intended to build mutual trust and empower all families—especially those historically underrepresented—to become active partners in their child’s academic success.|Keiller Leadership Academy (KLA) values authentic partnerships with families and community members as key drivers of a strong school culture and student success. In recent years, KLA has strengthened structures that actively seek out and incorporate family and community voice into schoolwide decision-making processes.  Key strengths include:  Regular Parent Surveys: Families are surveyed annually to provide feedback on school climate, academic experiences, communication, and areas for improvement. Results are used in shaping the school’s Local Control and Accountability Plan (LCAP), Title I Parent Involvement Policy, and site programs.  Parent Representation on Decision-Making Bodies: KLA maintains active parent participation in the School Site Council (SSC) and English Learner Advisory Committee (ELAC), where families review budgets, policies, and program implementation. Meeting agendas and materials are shared in both English and Spanish to ensure accessibility.  Family Input in Program Planning: KLA incorporates family voice when making decisions about curriculum, enrichment programs, after-school services, and student support systems.   Student and Family Advocacy: The school actively encourages families and students to advocate for their needs. This has resulted in collaborative decisions around behavioral supports, intervention programming, and technology access.  These structures demonstrate that KLA’s families have multiple, meaningful opportunities to contribute to the school’s direction. Parent survey results show that families agree that their input is valued and that KLA leadership is accessible and responsive.|While KLA has many strengths in this area, the self-reflection process and educational partner input surfaced areas for growth that will help the school ensure equitable representation and engagement in decision-making:  Increased Outreach to Underrepresented Voices: While parent participation in SSC and ELAC is steady, the school recognizes that families of English learners, students with disabilities, and working-class families may still be underrepresented in decision-making forums.  More Accessible Communication Methods: Some parents may still experience challenges accessing surveys, agendas, or feedback opportunities due to digital barriers, language, or limited time. KLA aims to diversify and provide extra supports in an effort for its communication methods to be more inclusive (e.g., text alerts, phone calls, visual media, and community-based outreach).  By addressing these areas, KLA can strengthen mutual trust and shared ownership of school improvement among a wider and more diverse group of stakeholders.|To ensure all families—especially underrepresented families—have a voice in decision-making, KLA will implement the following strategies:  Multilingual Engagement Teams: The school will deploy bilingual staff and family liaisons to personally connect with families of English learners, migrant students, and newcomers to ensure they are informed and invited to contribute their perspectives.  Expanded ELAC and Special Education Representation: KLA will intentionally recruit and train parents of English learners and students with disabilities to join school governance teams, with mentorship and flexible participation options.  Family Leadership Pathways: Through parent leadership workshops and training on decision-making structures, KLA will build capacity among underrepresented families to participate in SSC, LCAP focus groups, and Title I planning. Materials and presentations will be translated and designed in family-friendly formats.  Ongoing 2-Way Communication Systems: KLA will utilize communication platforms like TalkingPoints and ClassDojo to invite feedback on key decisions via surveys, polls, and open-ended response prompts in multiple languages.  These strategies will ensure that the diverse voices within the KLA community—particularly those often left out of traditional decision-making structures—have real influence in shaping the educational experiences and outcomes of their children.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
37683386040018|Harriet Tubman Village Charter|3|Harriet Tubman Village Charter School (HTVCS) continues to strengthen relationships with families through a growing number of engagement opportunities and structured input processes. The school hosts regular events such as Back to School Night and BBQ, Family Learning Night, celebration assemblies (e.g., Trimester Awards, Leadership Day, Heritage assemblies), and Monthly Coffee with the Principal. These events have been well attended, demonstrating both the appreciation for them and their value as opportunities to build strong relationships with families. The school also has events like the Leader in Me Parent Breakfast, a haircut event, and partnerships with community organizations like the Kroc Center to further support student attendance and engagement through accessible, family-centered programming. Parents also volunteer in classrooms and participate in celebratory events such as Black History and AANHPI Heritage assemblies. These events help to foster a strong sense of community between the school and families.   In addition, the school has structured forums, such as the School Site Council and School Safety Committee, which provides families with meaningful opportunities to provide input and participate in decision-making. This year, parents were involved in hiring the next principal/CEO which further demonstrates a collaborative partnership between school staff and families.  Regular Town Hall and Board meetings also create ongoing two-way communication, ensuring families feel heard and valued. Additionally, Tubman’s participation in the Improving Chronic Absence Network (ICAN) highlights the school’s commitment to equity and to deepening family partnerships by addressing barriers to student attendance together. All of these efforts contribute to building strong, trusting relationships between the school and its families.|HTVCS will continue strengthening relationships with families by improving access to information, expanding wraparound supports, and increasing inclusive participation in decision-making – particularly for emergent multilingual households. While strong progress has been made, barriers such as limited translation services and difficulty navigating platforms like ClassDojo still prevent some families from staying connected or participating fully in school events and processes. The school has seen a growth in students from Haiti which highlights the need for improved language access and culturally responsive outreach. Additionally, the absence of a dedicated Community Liaison limits the individualized support the school can provide. Moving forward, the school will evaluate these barriers and implement more effective strategies to ensure all families – regardless of background – feel welcomed, informed, and empowered to engage in school planning and leadership.|In 2025–26, with the hiring of a new principal, the administration team will prioritize meeting with families to better understand and respond to the needs of the school community, especially underrepresented families. The team will continue to develop and sustain partnerships with families, with a focus on emergent multilingual households who often face barriers accessing school events and communication platforms. To improve access and inclusion, the school will pair small, focused gatherings with larger events (for example, offering a “Lunch with the ELPAC Team” following assemblies) to make support services more approachable. Addressing language access, improving navigation of tools like ClassDojo, and evaluating outreach strategies will be key components of this effort to strengthen engagement and belonging.|HTVCS has made strong progress in building partnerships that support student outcomes. The school utilizes the Leader in Me program to develop student leadership and social-emotional well-being, while also creating shared language and tools that connect students, staff, and families. School staff have worked to build relationships with families that reinforce this work and strengthen school-home collaboration. HTVCS also provides consistent opportunities for families to engage in their child’s learning and development. Events such as Back to School Night, Family Learning Night, College and Career Readiness Week, and Read Across America Week help foster family connection to school culture and academic goals. Twice-yearly parent-teacher conferences offer focused time for families to discuss student progress, while classroom volunteer opportunities and Leader in Me breakfasts encourage ongoing partnership. Throughout the school year, there has been increasing collaboration among staff on effective family engagement practices. Structures like the School Site Council and School Safety Committee also give families a voice in shaping school priorities. Continued work to expand these efforts, especially for underrepresented families, will further support strong outcomes for all students.|HTVCS will continue to strengthen family partnerships by focusing on improving communication access, fostering inclusive engagement, and deepening home-school alignment around student development. While family participation and communication have improved, barriers remain for some multilingual families due to limited translation and challenges navigating communication platforms. The school will prioritize enhancing multilingual systems and expanding outreach to ensure all families are informed and connected. Another growth area is increasing representation and voice in school decision-making. HTVCS will strengthen inclusive governance by expanding opportunities for family input through school committees and more accessible engagement forums. Lastly, the school will support deeper family involvement in student growth by sharing tools and strategies that reinforce consistent expectations and leadership development at home and school. These efforts aim to build lasting partnerships that positively impact student success.|To improve engagement of underrepresented families, particularly emergent multilingual households and families facing access barriers, HTVCS will implement targeted strategies that enhance accessibility, representation, and belonging. While the school has made progress in increasing parent involvement and improving communication systems, gaps remain in ensuring all families are fully engaged and empowered in supporting student outcomes.|HTVCS has made significant progress in seeking input for decision-making by actively involving educational partners, especially families, in various structured and informal ways. The School Site Council and School Safety Committee have provided formal avenues for parent participation in governance and safety planning. Parents have also played a direct role in critical decisions, including CEO and principal searches, and engage through Town Halls, Board meetings, and family events such as the Leader in Me Breakfast and Coffee with the Principal. These efforts have strengthened communication channels and fostered a collaborative school culture committed to shared decision-making.|The school will continue to strengthen family engagement in decision-making by increasing participation in the School Site Council and improving coordination of events to reduce barriers for working families. Efforts will include aligning larger school events with smaller meetings, enhancing promotion of informal gatherings to boost attendance, and launching a Parent-Teacher Advisory Group to support ongoing dialogue. The school also prioritizes improving outreach and translation services to better engage multilingual families and ensure inclusive, accessible opportunities for all voices to be heard.|The school is committed to engaging families in supporting student growth and leadership by expanding opportunities for involvement and sharing consistent practices across home and school. To better understand family needs and perspectives, additional surveys will be used to gather broader input. To support equitable participation, the school will improve translation services and offer flexible meeting times and virtual options. These efforts aim to strengthen two-way communication, build trust, and create an inclusive environment where all families feel valued and heard.|4|4|3|4|3|3|3|3|4|3|4|3|Met||2025-06-24|2025
37683386040190|King-Chavez Primary Academy|3|A key finding from educational partner surveys was that 94% of parents feel the school has adults who really care about students.  100% of school staff agree that adults who work at this school really care about every student.  These high positivity rates for parent and staff responses have been consistent year over year.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  We have also expanded our evening parent offerings to accommodate working families.|"The Healthy Kids Student Survey indicates that 74% of students report high degrees of caring adults at school. This is a focus area due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school has offered daily mindfulness practices, after school programming, and class meetings (i.e. Restorative Circles) to promote this connection.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."|We build relationships and promote home/school communication across a variety of media: the King-Chavez website, social media, learning platform,  phone calls, conferences, Coffee with the Directors meetings, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. Face-to-face interactions help staff to learn about each family’s strengths, challenges and goals/expectations for their children.  Since the pandemic restrictions have eased, the school has resumed in-person parent meetings and home visits to underrepresented families. We also provide various parent training opportunities, as well as referrals for services based on the needs of students and their families.|The school prides itself on serving our families. Surveys show 91% of parents feel staff go out of their way to help students and 90% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs.  100% of parents agree the school encourages parents to be active partners.  KCPA will continue to build partnerships with families by hosting regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant.  We are moving towards implementation by formalizing and expanding relationships with community partners.|Staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes new assessment resources, efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families.|97% of parents feel the school is welcoming to parent involvement. Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs.|A focus area for improvement is to provide additional, relevant training for members of advisory groups so they can more effectively participate in decision-making.|KCPA makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.|4|4|4|4|4|3|4|4|3|3|4|3|Met||2025-06-04|2025
37683386061964|The O'Farrell Charter|3|OCR demonstrates strong progress in building relationships between staff and families through structured, ongoing engagement. PAL meetings each fall provide dedicated time for one-on-one conferences where families and homebase teachers collaborate on student goals, share background information, and build shared responsibility. In secondary grades, teachers loop with students to strengthen academic and socio-emotional support over time.  Survey data shows students perceive high levels of parent involvement across all grade bands, affirming the effectiveness of these efforts. OCR also hosts parent meetings, education nights, and advisory committees (PTO, DELAC, SSC), ensuring access through translated materials and parent-friendly summaries. These efforts reflect a consistent commitment to family engagement, accessibility, and trust-building.|Based on the analysis of educational partner input and survey data, OCR’s identified focus area for improvement in Building Relationships Between School Staff and Families is strengthening two-way communication. While families reported feeling involved and informed—reflected in consistently strong student survey ratings of parent engagement across grade bands—OCR recognized the need to create more opportunities for genuine dialogue. In response, family advisory committees were launched with intentional representation from all student groups. These committees met regularly to discuss school programs, share feedback, and shape improvement plans. This approach has shown early success, and OCR will continue expanding these structures to ensure that family voices directly inform planning, foster deeper trust, and strengthen relational engagement.|Based on the analysis of educational partner input and student survey data, OCR will improve engagement of underrepresented families by continuing and expanding its family advisory committees, which were designed to ensure representation from all student groups. While survey data indicates students generally feel supported by parent involvement, OCR recognizes the need to deepen engagement for families who may not consistently participate. To address this, the LEA has allocated LCAP funds to sustain these advisory groups and provide targeted professional development focused on culturally responsive communication. These efforts aim to create more inclusive, trusting spaces where all families—especially those historically underrepresented—feel empowered to engage in meaningful dialogue with school staff.|Based on the analysis of educational partner input and survey data, OCR shows strong progress in Building Partnerships for Student Outcomes. One of the LEA’s key strengths is the consistent implementation of PAL meetings, where teachers meet with families to set academic and social-emotional goals at the start of the year. These meetings, supported by staff training in effective communication, allow for collaborative planning and shared accountability between school, family, and student. Follow-up meetings for students needing additional support ensure that plans remain responsive and personalized throughout the year.  Survey data reinforces these strengths, with students across all grade bands reporting moderate to high levels of parent involvement in their education. This suggests families are actively engaged and aware of their role in student success. The LEA also provides multiple forums—such as DELAC, SSC, and the LCAP Advisory Committee—where families help shape program design and student supports.  While the LEA has prioritized professional learning for teacher leaders and administrators to improve family engagement, it recognizes this as a continued area for growth. Ongoing coaching and knowledge-sharing across teams will further strengthen OCR’s capacity to partner with families, particularly in supporting diverse learning needs and ensuring inclusive participation in student planning.|Based on the analysis of educational partner input and survey data, OCR’s focus area for improvement in Building Partnerships for Student Outcomes is strengthening staff capacity to engage families more deeply in student planning and academic success. While student survey results indicate generally positive perceptions of parent involvement, the LEA recognizes the need to increase the impact of these partnerships, particularly in fostering advocacy and shared planning. To address this, OCR will enhance professional development for staff, emphasizing strategies to build stronger, more collaborative relationships with families. The goal is to move beyond communication to active co-planning, ensuring families—especially those less traditionally engaged—are empowered to contribute meaningfully to their child’s educational journey.|Based on the analysis of educational partner input and survey data, OCR will improve engagement of underrepresented families in Building Partnerships for Student Outcomes by continuing to strengthen its family advisory committees. While survey results show students generally perceive parent involvement positively, the LEA recognizes that some families remain less engaged in deeper academic planning. To address this, OCR will maintain and expand communication protocols within advisory committees to ensure all voices are represented. Strategies include offering translation services, conducting targeted focus groups, and hosting regular workshops and meetings that foster trust and inclusion. These efforts aim to create a safe, welcoming environment where underrepresented families feel equipped and empowered to collaborate in supporting student success.|"Principals and staff receive full support from the LEA to hold meetings and establish structures that enhance communication between families and the school, resulting in collaborative decision-making. The LEA regularly engages families and staff through family advisory committees, utilizing survey data to assess the effectiveness of programs throughout the year. Programs and recommendations for policy revisions are discussed at family and staff meetings, shared with all educational partners, and provided to school leadership teams.  The LEA educates its parent groups (DELAC, SSC, PTO, LCAP Advisory) on budgetary and programmatic initiatives at the school. Input is sought from parents throughout the school year, and LCAP documents are presented in small, easily understandable segments, with summaries provided in ""parent-friendly language.""  All parental correspondence from the LEA is available in English and Spanish, and translation services are provided at all parent meetings. To engage parents of ELL students, ELL assistants and the ELL coordinator personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Additionally, dial-outs and text messages are sent to all families prior to meetings and events.  The LEA offers opportunities for developing and planning family engagement activities at parent meetings and advisory committee meetings, which occur monthly (DELAC meetings are held every other month). At the start of the academic year, the LEA conducts a needs assessment with families to identify areas of need and develop family engagement activities for the school year. Teachers, principals, and families openly discuss these activities at educational partner meetings."|The LEA maintained it focus area of creating family advisory committees to enhance two way communication with families and hopes to continue this valuable work in the upcoming school year as well.  To build on this focus area, the school will also work toward providing professional learning for families participating in these groups, so that they are fully equipped to become partners in the planning process with school personnel.|Members of the advisory committee are encouraged to reflect and collaborate with school staff, participating actively in decision-making processes. The LEA intends to enhance professional learning for members of its family advisory committees to foster effective practices within the group and to strengthen their influence and effectiveness.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2025-06-09|2025
37683386113211|McGill School of Success|3|To build a sustainable bridge between the parents and the school, McGill hired a parent liaison to help ensure that our parents have access to in school resources, to help with ELAC, to engage parents and teachers in conferences, to convey important information to them on a regular basis, and to help them with access to community resources as well. McGill has continued to inform parents of engagement opportunities through flyers, email, website, social media, texts, A-Frame posts, parent bulletin board, a Parent Kiosk Computer, and by word of mouth. McGill has ensured that parents are given access to ongoing parent/teacher conferences and provides translation support if needed. McGill has provided access to the before and after school programs, known as Sunrise to Sunset program, so that they can have a safe and adequate place to bring their children for enrichment opportunities. Parents have the opportunity to serve on school based committees and also to serve on the school Board. Parents are always encouraged to attend school wide performances, awards assemblies, special occasions, coffee with the principal, and their child’s promotion. Parents are also encouraged to read or ask questions regarding the parent/student handbook. McGill gives parents the opportunity to attend new school year orientations and a welcome back to school open house. Parents are given the opportunity to speak to office personnel and to the principal by keeping an open door policy.|McGill will implement ongoing surveys/questionnaires, give them the opportunity to attend committee meetings, continue to be a part of family activities during the ELOP summer camps, to give them the opportunity to give us feedback about what the school can do to improve communication with them. McGill will continue to create ongoing opportunities for parent/teacher conferences, access to math nights, open houses, continue to ensure that staff is sending out daily, weekly, monthly correspondence to the families via email, flyers, report cards, progress reports, voice mails, etc. The opportunity to create a PTO is still a goal for McGill to give parents the opportunity to help  fundraise and to take part in their student’s academic growth.|McGill will continue to ensure that we have a bridge/parent liaison on staff to help with ensuring that our parents have access to in school resources and community resources as well. Foster youth, and unhoused students will continue to have access to services that our provided through the San Diego County of Ed such as bus tickets, meal information, etc. McGill will continue to inform parents of engagement opportunities through flyers, email, website, social media, and word of mouth. McGill will also commit to provide access to before and after school programs so  that they can have a safe and adequate place to bring their children for enrichment opportunities.|McGill’s current strengths include developing a family engagement committee to address, welcome and sustain underrepresented families. Our office staff works directly with the families to ensure that they have access to medical care, clothing, and or any other service necessary to assist with the well being of the student. Our advancement in technology has helped improve our communication with the families drastically. It has helped us send out electronic messengers, update the website, send out monthly newsletters and updated calendar of events, provide staff/parent conferences, coffee with the principal, school wide performances, special events e.g., coffee with the principal, open house, family days through our Sunrise to Sunset program, muffins with mom and donuts with dad.|McGill has been committed to continuing to build partnerships with our parents by informing them about the implications of ongoing assessments, their meaning and future implications of the results. We provide progress reports and semester report cards to inform parents of their student’s progress and invite them to parent/teacher conferences to discuss any concerns or questions that the parents may have about their student’s progress. Our parents are also invited to attend McGill’s monthly academic awards assembly where students are acknowledged for their great academic work, music acuity, and physical education participation. We added a new component to our awards to tie our Character Award to one of the pioneer founders of McGill School of Success. We also give parents and students the opportunity to conference with the teachers and a big part of our conferences is to allow students to  present how they are currently doing and what their goas are to improve.|McGill families are eager to help out in any way that they can to maintain the financial sustainability of the school so it can continue to offer the programs that make a big difference in their children’s lives. McGill is committed to continuing to open the doors for board positions and or other school governing committees as well. McGill has gotten closer to creating a PTO where families can be a part of the bigger school picture and developing programs that impact their students in a positive way in their academics, social emotional development.|McGill currently has 2 parents who serve on the school board, the ELAC (English Language Acquisition Committee has 5 officers and has grown in membership, and the SSC (School Site Council) committee also has 3 parents who serve as co-chair and voting members. Our goal is to continue to grow the number of families who represent our school in various capacities.|McGill will continue to seek to engage more families in our decision-making process by properly informing them of these opportunities in a timely and accessible manner. Mcgill will inform the community of when nominations can be made, how they can nominate a parent representative, etc. They will have access to the process via our website or in written form. Our word of mouth recommendations are also very helpful, but having access via their mode of technology would make it that much easier for parents to possibly become more involved in the seeking for input and decision making process.|McGill is open to holding town hall meetings to give parents the training and awareness of what it takes to become a part of the decision-making process.|5|5|4|5|4|5|5|5|5|5|4|5|Met||2025-06-18|2025
37683386115570|Museum|3|As a small charter, Museum School has thrived through parent engagement and collaboration. Communication from the school to the community has increased in a variety of manners aiming to keep parents informed of activities, decision-making opportunities, and ways to support their child in school and at home. Parents play a key role in the school's activities through volunteering as well as school fundraising thanks to the non-profit Friends of Museum School (FOMS). The staff knows students on a first-name basis, creating a familial atmosphere for children and stakeholders. Teachers and administrators engage students and parents in pick-up and drop-off hours to maintain friendly connections and regularly participate in community events. The school encourages and supports volunteers by subsidizing LiveScan costs for parents and the utilization of volunteer coordinators, or Room Parents to facilitate opportunities to work with students in the classroom or chaperone the many field trips throughout the year. The school has developed a wellness and family engagement position. The Museum School also has a Special Education Parent Advisory Committee (SEPAC) to engage families with exceptional children. Parent surveys were also sent to gather data regarding parent opinions and suggestions regarding the school's programming, safety, and culture, updated student information, and LCAP goals.|Four years of administrative changes presented a significant challenge in preserving the Museum School's culture of open and trusting relationships. To address this, a renewed focus was placed on building sustainable and consistent lines of communication to rebuild confidence and trust with the administration.  Newsletters were implemented as a key communication tool, facilitating weekly whole-school emails throughout the 2024-25 school year. This consistent outreach has significantly boosted parent satisfaction with school communication.Rebuilding Connections at Museum School Four years of administrative changes presented a significant challenge in preserving the Museum School's culture of open and trusting relationships. To address this, a renewed focus was placed on building sustainable and consistent lines of communication to rebuild confidence and trust with the administration.  Newsletters were implemented as a key communication tool, facilitating weekly or bi-weekly whole-school emails throughout the 2024-25 school year. This consistent outreach has significantly boosted parent satisfaction with school communication.  Beyond digital communication, the school recognized the need to re-establish and increase on-campus activities that engage parents, aiming to restore the strong relationships that have historically defined the Museum School. A variety of community events were held to invite families to participate, including a Move-a-Thon, Inclusion Activities, an annual Block Party, an Art Auction, Department Presentations, Drama Performances, Poetry Readings, and field trips. Furthermore, parents were actively involved in the interview and hiring process for critical school positions, such as Special Education staff.  Enhanced Digital Presence To further bolster communication and transparency, the school's website underwent a significant redesign. The updated website now serves as a comprehensive information hub, offering greater access to school resources and a clearer overview of activities. A key feature of the redesign includes easy access to past and current newsletters, ensuring parents can readily review important updates and announcements at their convenience. This improved digital presence aims to provide a more robust and accessible platform for all members of the Museum School community.  Beyond digital communication, the school recognized the need to re-establish and increase on-campus activities that engage parents, aiming to restore the strong relationships that have historically defined the Museum School. A variety of community events were held to invite families to participate, including a Move-a-Thon, Inclusion Activities, an annual Block Party, an Art Auction, Department Presentations, Drama Performances, Poetry Readings, and field trips. Furthermore, parents were actively involved in the interview and hiring process for critical school positions, such as Special Education staff.|Museum School recognizes the importance of engaging underrepresented families. Having Spanish-speaking staff in the office has been of great assistance in supporting our Spanish speaking families. The school also utilizes the translation tools available in SchoolMessenger, and can deliver messages in multiple languages to families. The school has a homeless and foster child liaison to engage with families who may need services and support. We currently do not have Foster Students, and our Title I demographic is low. To increase economic diversity, the Museum School is publicizing enrollment in communities with a high number of underrepresented families in our region to increase the number of families we serve.|The Museum School has a long history of building positive partnerships with parents and community members. The Museum School has an over 20-year partnership with the Center for World Music to support its music programs. Likewise, the Museum School has been a part of the El Dorado SELPA for over 10 years and utilizes the staff, training, and support systems to strengthen teacher training and provide direct and indirect support to families. The School's Special Education Parent Advisory Committee collaborated with teachers to develop a variety of school-wide inclusion activities. The Friends of the Museum School parent group organized a variety of activities as referenced above, and also organized volunteers to support classrooms and field trips. The School also engaged with B3 Performance Partners to provide individual and group professional development in the areas of Special Education, Mathematics, and Leadership. The School also has several younger teachers who are in the second year of clearing their credentials through the induction program at High Tech High.|The school community is interested in strengthening its partnerships within the museums and institutions of Balboa Park with a focus of art and science. The school will also continue to develop and strengthen the partnerships mentioned above.|During the 25-26 school year, Museum School will utilize grants toward the Multi-tiered System of Support certification that supports staff in building positive supports and engagement of all parties to improve student outcomes. The school will maintain its Homeless and Family Liaison to engage fmailes who need further support.|The Museum School has incorporated various opportunities to capture input on school-wide decisions. As mentioned previously, there are monthly opportunities to provide input on school decisions during the Board of Directors meeting, staff meetings, staff and family surveys, etc. Parents also have the opportunity to contact the Director and meet about their concerns/recommendations.|Museum continues to gather input through parent working groups, our School Site Council, School Board, and Friends of the Museum to gather information. Changes were made throughout the 2024-25 school year from parent and community feedback. Museum continues to make changes quicker than before.|To improve engagement of underrepresented families, Museum School will utilize SchoolMessenger to seek family input in communication in their native language, initiate a site-run ELAC in the event of more than 21 students in the EL program, and build the capacity of family representatives via parent training opportunities.|4|4|5|4|4|4|4|4|4|3|3|3|Met||2025-06-02|2025
37683386117279|Holly Drive Leadership Academy|3|Holly Drive Leadership Academy views parents as partners in the education process.  We are a small school and strive to create a welcoming environment where parents can actively participate in the school, help celebrate our cultural diversity, and be part of the decision-making process.  More specifically, parents are involved in their student’s learning by volunteering in student classrooms, acting as a resource for projects, joining field trips, presenting during career day, and attending SSTs when applicable.  We communicate with parents specifically about their student’s progress with monthly, sometimes weekly, updates, parent conferences, and report cards/progress reports throughout the year.  We celebrate the cultures of our mostly African American and Latino students through our educational program and invite parents to participate in our culminating cultural celebration.  In addition, we also bring parents together for fun family events (e.g., trunk a treat, winter wonderland, and boxcar movie nights).  We had three fun family engagement activities in 24-25.  We ask for parent feedback and receive that informally as well as formally through our parent-teacher organization and school committees.  We are proud to say 95% of our families gave HDLA an A or a B on our spring 24-25 LCAP survey.  95% of parents agreed or strongly agreed that the school keeps parents informed of pupil progress and school activities.|Based on our parent feedback at the events and in our annual parent and community survey, parents are big fans of the school's three family fun nights (e.g. trunk a treat, winter wonderland, cultural celebrations, and boxcar movie nights).  We have included the metric of having at least 3 yearly family fun nights in our LCAP.|Almost all of Holly Drive's students are non-white and qualify for free or reduced-price lunch.  As a result, our engagement efforts are the same for everyone.  We celebrate the cultures of our mostly African American and Latino students through our educational program and invite parents to participate in our culminating black history and Hispanic heritage events.  In addition, we also bring parents together for fun family events (e.g., trunk a treat, winter wonderland, boxcar movie, and family game nights).|Parents are involved in their student’s learning by volunteering in student classrooms, acting as a resource for projects, joining field trips, presenting during career day, and attending SSTs when applicable.  We communicate with parents specifically about their student’s progress with monthly, sometimes weekly, updates, parent conferences, and report cards/progress reports throughout the year.    Holly Drive Leadership Academy focused on improving its ELA performance in the 24-25 school year.  We implemented a new ELA curriculum in 24-25 and worked to make sure parents understood our new curriculum.   95% of parents agreed or strongly agreed that Holly Drive keeps parents informed of pupil progress and school activities.|Holly Drive will continue to educate parents about its relatively new i-Ready Magnetic reading program to ensure they understand not only what their students are doing in language arts, but also why they are doing it.|All of Holly Drive's students are non-white and almost all qualify for free or reduced-price lunch.  As a result, our engagement efforts are the same for everyone.|Given its small size, Holly Drive does an excellent job engaging its teachers in decision-making.  Two years ago, the school created a teacher-driven CSI improvement plan where they set the priorities, and the strategies were primarily based on their input.  Teachers will help monitor the implementation and provide feedback on the school's improvement strategies over the next three years.|Parents are very active in the school and their children's education at Holly Drive.  The school has several teachers who are also parents of students who attend the school.  The school has found it challenging to get non-teachers to participate regularly in the school's decision-making bodies.  Inn 25-26 the school will continue to provide advanced notice and proactively communicate when key decision-making bodies are meeting.|"Almost all of Holly Drive's students are non-white and qualify for free or reduced-price lunch.  As a result, our engagement efforts are focused on improving the engagement of ""underrepresented families""."|4|4|4|4|4|4|4|3|3|3|4|4|Met||2025-06-24|2025
37683386117683|High Tech Elementary Explorer|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37683386119168|San Diego Cooperative Charter|3|San Diego Cooperative Charter school is dedicated to fostering strong partnerships with parents and building meaningful relationships between school staff and families. We believe that collaboration and open communication are essential components for creating a thriving educational environment.  We recognize that parents play a crucial role in their child's education, and we actively seek their involvement and input. Through regular meetings, workshops, and parent-teacher conferences, we provide opportunities for parents to actively engage in their child's learning journey. We value their perspectives and insights, as they have a unique understanding of their child's strengths, needs, and interests.  At San Diego Cooperative Charter, we strive to create a welcoming and inclusive atmosphere where all families feel valued and respected. We understand that each family is unique, with its own cultural, linguistic, and socio-economic background. We celebrate this diversity and work to ensure that all families feel represented and included.  Our dedicated staff members actively build relationships with families, taking the time to listen, understand, and address their concerns. We believe that open lines of communication between teachers, administrators, and families are vital for fostering trust and cooperation. We encourage feedback and welcome suggestions from parents, recognizing that their insights are invaluable for continuous improvement.  Through regular parent-teacher collaborations, we aim to create a strong support system for our students. By involving families in their child's education, we enhance the learning experience both inside and outside the classroom. We provide resources and tools to help parents actively participate in their child's learning, offering guidance on how to reinforce lessons at home and engage in meaningful educational activities.  San Diego Cooperative Charter school believes that when parents and school staff work together as partners, the students benefit greatly. We are committed to nurturing these partnerships and building lasting relationships that contribute to the success and well-being of every child in our school community. Together, we can create an enriching educational experience and empower our students to reach their full potential.|At San Diego Cooperative Charter Schools, we deeply value and encourage parent involvement through volunteering. We believe that active family engagement strengthens student success and fosters a sense of belonging for all. Our school offers a wide range of volunteer opportunities to match diverse schedules, interests, and talents—from classroom support to event planning and fundraising.  Volunteering allows parents to be active participants in their child’s educational journey and helps build strong partnerships with teachers and staff. More than completing tasks, it’s a way to model community, service, and responsibility. When students see their families engaged, they learn the value of giving back and collective effort.  To support involvement, we offer resources such as workshops and family education sessions that empower parents to contribute meaningfully. We also provide flexible scheduling and remote options to reduce barriers to participation.  At SDCCS, parent volunteers are not only welcomed—they are essential. Their contributions help create a thriving, collaborative school community rooted in a shared commitment to our students’ growth and success.|San Diego Cooperative Charter School is committed to enhancing the engagement of underrepresented families identified during the self-reflection process. Recognizing the importance of Building Relationships Between School Staff and Families, we have implemented strategies to foster meaningful connections and celebrate their involvement.  Firstly, we actively reach out and invite participation from underrepresented families. We understand that these families may face barriers to engagement, and we strive to create a welcoming environment that encourages their involvement. By extending personal invitations, providing clear information about school activities and events, and demonstrating genuine interest in their perspectives, we aim to bridge the gap and foster trust.  Moreover, we acknowledge the significance of language in effective communication. To address this, we prioritize multilingualism within our school community. By hiring staff members who are fluent in the native languages of underrepresented families, we ensure that communication is not a hindrance to engagement. We also offer translation services for important documents and utilize interpreters during meetings and events to facilitate meaningful conversations.  Furthermore, we celebrate the involvement of underrepresented families to recognize their unique contributions. We organize cultural events and celebrations that showcase their heritage, traditions, and experiences. By highlighting their presence and valuing their input, we promote a sense of belonging and pride within our school community.  To ensure the success of these initiatives, we continuously evaluate and improve our practices. We gather feedback from underrepresented families through surveys, focus groups, and individual conversations. This feedback helps us identify areas for growth and tailor our engagement strategies to meet their specific needs.  At San Diego Cooperative Charter School, we firmly believe that every family's engagement is essential for the success of our students. Through proactive outreach, inclusive communication, and the celebration of diversity, we are dedicated to improving the engagement of underrepresented families and building strong, collaborative relationships that benefit the entire school community.|San Diego Cooperative Charter School exemplifies unwavering dedication and a strong work ethic. With an unyielding commitment to student success, the school focuses on Building Partnerships for Student Outcomes. Through collaborative efforts with parents, educators, and the community, they create a nurturing environment that fosters growth and achievement. By leveraging these partnerships, the school capitalizes on diverse resources, tailoring education to meet individual student needs. This synergy enhances academic performance, promotes holistic development, and prepares students for a future full of possibilities. San Diego Cooperative Charter School's strength lies in its ability to forge connections that empower students to thrive.|San Diego Cooperative Charter School is dedicated to continuously enhancing student outcomes through a focused effort on building partnerships with our parent community. To achieve this, we recognize the need to prioritize and improve our approach to educating parents about the crucial impact of school volunteerism on student development. By strengthening our communication channels, organizing informative workshops, and fostering a culture of active involvement, we aim to empower parents with the knowledge and understanding of how their engagement can positively influence their child's educational journey. Through this collaborative effort, we strive to cultivate a supportive environment that maximizes student potential and fosters a sense of community within our schools.  At San Diego Cooperative Charter Schools, we are committed to removing barriers to parental involvement.  This is an area of continuous focus and growth. We understand that balancing work, personal commitments, and volunteering can be challenging. Therefore, we offer flexible scheduling options, remote volunteering opportunities, and diverse roles that accommodate the unique circumstances of our parents.|The San Diego Cooperative Charter School is committed to improving the engagement of underrepresented families through various strategies identified during the self-reflection process. Here's how the school plans to enhance engagement and build partnerships for student outcomes:  Direct Communication: The school will implement a proactive approach to communicate with all parents, including underrepresented families. This may involve regular newsletters, emails, phone calls, and text messages to keep parents informed about school activities, events, and important updates. Clear and consistent communication will ensure that parents feel connected and involved in their child's education.  Inclusive Invitations: The school will make a deliberate effort to invite all parents, including underrepresented families, to participate in school activities, parent-teacher conferences, workshops, and events. By extending inclusive invitations, the school aims to create a welcoming and inclusive environment that encourages active involvement from all parents.  Strengthening Teacher-Parent Relationships: The school recognizes the importance of strong teacher-parent relationships in fostering engagement. Teachers will be encouraged to establish open lines of communication with parents, providing opportunities for regular dialogue and feedback. This may include scheduled parent-teacher meetings, conferences, or even informal check-ins to address any concerns or questions.  Valuing Parent Contributions: The school will actively acknowledge and appreciate the contributions of parents, ensuring that they feel valued and respected. This can be done through recognizing parent volunteers, involving them in decision-making processes, and seeking their input on school policies or initiatives. By valuing and respecting parents' perspectives, the school aims to build a sense of ownership and shared responsibility for student success.  Culturally Responsive Practices: The school will strive to adopt culturally responsive practices that recognize and honor the diverse backgrounds and experiences of underrepresented families. This may include incorporating culturally relevant curriculum, celebrating diverse holidays and traditions, and providing language support or interpreters when necessary. Such practices help create an inclusive learning environment where families feel recognized and appreciated.  By implementing these strategies, the San Diego Cooperative Charter School aims to improve engagement and build strong partnerships with underrepresented families. Through direct communication, inclusive invitations, strong teacher-parent relationships, valuing parent contributions, and culturally responsive practices, the school seeks to create an inclusive and supportive educational community where every family feels involved, valued, and empowered to contribute to their child's success.|San Diego Cooperative Charter school has made remarkable strides in seeking input for decision-making, leveraging educational partner input and local data. This approach has proven to be one of its key strengths. The school recognizes that collaborative decision-making ensures a more comprehensive and representative perspective. By actively engaging educational partners, including parents, students, teachers, and community members, the school has fostered an inclusive environment where everyone's voice is heard and valued.  Through extensive data collection and analysis, the school has demonstrated a commitment to evidence-based decision-making. Local data on student performance, community needs, and educational trends are meticulously examined to inform strategic choices. This data-driven approach has helped the school identify areas of improvement, tailor instructional practices, and allocate resources effectively.  Furthermore, the school's emphasis on seeking input has resulted in increased transparency and accountability. Educational partners are regularly invited to participate in decision-making processes, such as advisory committees, surveys, and town hall meetings. This collaborative approach has not only strengthened the school's relationships with stakeholders but has also empowered them to actively contribute to the school's direction.  By valuing input from a diverse range of perspectives, the San Diego Cooperative Charter school has fostered a culture of shared responsibility and ownership. This approach has led to the development of innovative initiatives, such as community-based projects, interdisciplinary learning opportunities, and student-centered programs. The school's commitment to seeking input for decision-making has resulted in a more inclusive and responsive educational environment.  San Diego Cooperative Charter school has made significant progress in seeking input for decision-making. Its strengths lie in its collaborative approach, data-driven practices, transparency, and accountability. By valuing the input of educational partners and leveraging local data, the school has created an inclusive environment that fosters innovation and empowers all stakeholders. Moving forward, this commitment to seeking input will continue to drive the school's success and positively impact the educational experiences of its students.|San Diego Cooperative Charter Schools (SDCCS) is committed to continuous improvement and values the input of all stakeholders in decision-making processes. As part of our ongoing efforts, we are seeking input to identify our focus areas for improvement. We aim to enhance student achievement, foster a positive learning environment, and promote community engagement. By actively involving students, parents, teachers, and community members, we aspire to address areas such as curriculum development, instructional practices, student support services, and school-wide initiatives. Your valuable input will guide us in shaping a brighter future for our students and ensuring their success. Together, we will create an inclusive, equitable, and dynamic educational experience at SDCCS.|San Diego Cooperative Charter School is committed to enhancing the engagement of underrepresented families identified during the self-reflection process, particularly regarding seeking input for decision-making. By implementing various strategies, we aim to foster an inclusive and participatory environment. We will actively reach out to underrepresented families, listen to their perspectives, and provide multiple avenues for input, such as surveys, orientations, and advisory committees, such as ELAC. By valuing and incorporating their input, we will ensure that decisions reflect the diverse needs and experiences of our community, creating a more equitable and empowering educational environment for all.|5|5|5|5|5|5|5|5|5|4|5|5|Met||2025-06-10|2025
37683386119598|King-Chavez Academy of Excellence|3|KCAE administered surveys to stakeholders from all grade levels. An area of strength is that 97% of parents and 96% of school staff feel the school has adults who really care about students. These high rates have been consistent year over year.|"The Healthy Kids Student Survey indicates 60% of elementary and 67% of middle school students report high degrees of caring adults at school. This is a focus area due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school has offered daily mindfulness practices, after school programming, and class meetings to promote this connection.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."|We build relationships and promote home/school communication through multiple strategies.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  This includes the King-Chavez website, social media, our learning platform,  phone calls, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  Face-to-face interactions help staff to learn about each family’s strengths, challenges and goals/expectations for their children. Practices include conferences, home visits, and Coffee with the Principal meetings.  We have expanded our evening parent offerings to accommodate working families. We also provide parent training opportunities, as well as referrals for services based on the needs of students and their families.|KCAE prides itself on serving our families. Surveys show 93% of parents feel staff go out of their way to help students.  95% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs. 100% of staff agree the school encourages parents to be active partners.  KCAE will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate. These include a monthly Coffee with the Principal meeting, parent conferences, Student Success Team meetings, and teacher professional learning community meetings.|A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant.  We are moving towards implementation by formalizing and expanding relationships with community partners.|KCAE staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  The school has provided a variety of different survey opportunities to parents to gather their input, including one to determine the topics families would be most interested in for workshops for the following school year. We have also refined communication procedures between classroom teachers and intervention staff in support of student outcomes.  These include efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families.|Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 98% of parents agree the school seeks input before making decisions.|A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making.|KCAE makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcasted virtually, as well as scheduled at different times, to remove some of the barriers that may prevent parents from attending.|4|5|4|5|3|5|5|4|4|4|4|4|Met||2025-06-04|2025
37683460000000|San Dieguito Union High|3|SDUHSD educational partners report that SDUHSD is committed to supporting all students and continues to focus on providing a positive school climate where students feel that they belong, are included, and are supported in academic learning. SDUHSD administers the CALSCHLS suite of surveys for all educational partners on an annual basis, providing an opportunity for continued feedback on the district’s current progress related to building relationships between school staff and families.  All SDUHSD schools actively promote family involvement at school through weekly updates, family nights, committee work, and opportunities for volunteering. One measure of those efforts is the CA School Parent Survey. This survey was administered in December of 2024.  The December 2024 CA School Parent Survey results show that the majority of families feel safe, connected, welcomed, and valued at school.  -92%, Parents feel their school is a safe place for their child. -79%, Parents feel welcome to participate at this school. -89%, School staff treat parents with respect. -74%, School staff take parent concerns seriously. -80%, School promptly responds to my phone calls, messages, or emails -83%, School encourages parents to be an active partner with the school in educating their child|The 2024 CA School Parent Survey showed that parents feel positive about the district as a whole. SDUHSD partnered with the San Diego County Office of Education (SDCOE) and the National Conflict Resolution Center (NCRC) to host listening sessions at various schools to better understand the experiences of our diverse communities. While many parents shared that they feel invited and included, our multilingual families shared that they would be appreciative of additional support in accessing school activities. To that end, SDUHSD employs three Bilingual Community Liaisons (Spanish and Mandarin) to support our multilingual families. There are opportunities to continue to provide outreach to historically underserved families.   Educational partners report that SDUHSD should focus on creating consistency across schools in parent engagement opportunities, communication systems, and outreach. In recent years, SDUHSD has worked to systematically take parent and community feedback in conjunction with school staff to create systems that work for all families, including the Special Education Parent Advisory Committee, Safety and Wellness Committee, and parent and community forums run at all schools.|As previously mentioned, partnerships with SDCOE and NCRC continue to support our school and district leaders on how to best support all families within the San Dieguito Union High School District. District Leadership will also continue to work with school teams to administer school climate surveys to evaluate the experience of our families, students, and staff at school. District leaders will provide professional learning and training for school leaders on how to analyze school climate data and use the findings to enhance relationships and partnerships with our families and implement evidence based practices.|Parents/Families reported that SDUHSD schools provide positive and supportive learning environments. All school and District leaders will continue to participate in training with the National Conflict Resolution Center through the One San Dieguito Initiative on effective communication and support strategies to enhance positive relationships and partnerships within our school communities.   December 2024 CA School Parent Survey data shows that the majority of families feel their school has high expectations, appropriately supports their students, and keeps families informed. Below are the percentages of parents who strongly agree or agree that their school does the following:  -89% ,provides high quality instruction to my child. -83%, has high expectations for all students. -93%, keeps me well-informed about school activities. -89%, promotes academic success for all students.  -89%, treats all students with respect -80%, gives all students opportunities to “make a difference” by helping other people, the school, or the community.  -79%, teachers communicate with parents about what students are expected to learn in class.  -81%, lets you know how your child is doing in school between report cards. -73%, provides information about how to help your child with homework|SDUHSD will continue efforts to celebrate the diversity and involvement of our families. Additionally, parents/families and staff expressed a need to continue to communicate with families on multiple platforms. Communication includes information on the District and school websites, social media accounts, phone calls/text messages, emails, translation support to make information accessible to multilingual learners, as well as on site meetings and events. There is an opportunity for better communication about supporting children with homework and activities at home.|SDUHSD will work to improve the engagement of underrepresented families by providing information and outreach in multiple languages, offering meetings at a time of day and format that is more convenient for families, and focusing on improving culturally and linguistically responsive practices across all district schools.|SDUHSD continues to partner with parents and families in decision-making by leveraging various advisory committees, including the Parent Curricular Advisory Committee (PCAC), Superintendent's Parent Advisory Committee, School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Special Education Parent Advisory Committee. Families can also get involved by attending school activities and meetings, including Principal's Coffee. SDUHSD will continue to seek participation from underrepresented families to ensure membership on advisory committees more closely reflects the district's demographics. Yearly empathy interviews have been implemented where school social workers speak directly with students and families experiencing homelessness so that SDUHSD can provide support and remove any boundaries to their education. This year, the district has hosted Parent / Family Listening Circles as a component of the Culturally Sustaining ELD Collaborative to increase participation from multilingual learner families.|2024 CA School Parent Survey data shows that 60% of parents feel that their school actively seeks the input of parents before making important decisions, which is an improvement from 57% the prior year. This continues to represent an opportunity for improvement. SDUHSD will continue to focus on increasing parent participation/input in both the English Learner Advisory Committee and the District English Learner Advisory committees through targeted outreach by our community bilingual liaisons as well as promotion through district and site communication. Finally, providing translation services to allow for all educational partners to have an opportunity to provide feedback.|SDUHSD will continue to seek input from educational partners and provide district-wide support for families. Each SDUHSD Title I school as well as the District revised the Title I Parent and Family Engagement Policy to improve the engagement of underrepresented families. SDUHSD will further utilize school based advisory committees and parent information events to gather targeted input on priorities to inform the development of the Local Control and Accountability Plan as well as other District strategic plans and grant plans.|5|4|4|4|4|4|4|3|4|3|3|3|Met||2025-06-18|2025
37683530000000|San Pasqual Union Elementary|3|"The District has strong relationships with families and the community.  Per the 2025 California Healthy Kid Survey, 93% of parents and 100% of staff  ""agree"" or ""strongly agree"" that the school promotes and encourages parental involvement.  Similarly, 97% of elementary parents and 94% of middle school parents are ""satisfied"" or ""very satisfied"" with school communications."|The District will continue to promote a positive social media presence while improving upon communications with Spanish-speaking families.|San Pasqual Union School prides itself on building positive relationships with parents and guardians.  Parent-teacher conferences provide time for parents and teachers to converse about the students' strengths, needs, culture, and goals.  Teachers work with students to set individual learning goals and maintain open communication with parents on progress toward those goals.      San Pasqual Union School also sustains great strides in two-way communication with a recently upgraded school website.  The new website translates content in multiple languages and integrates with a mass communications system.  Additionally, the PeachJar flyer system makes it easier for parents to access relevant school and community information from various platforms in multiple languages.         As reflected in the 2025 LCAP, a full-time EL/Intervention Teacher leads efforts to engage with Spanish-speaking families.  Additionally, for the upcoming school year, the District plans to reinstate programs to further engage and connect with non-English speaking families.|Engaging with families and community partners remains one of the District's top priorities.  As reflected in the District's 2025 LCAP, Goal #3 specifically seeks to Promote Family and Community Partnerships that Enhance Student Outcomes and Opportunities.  Part of this work focuses on the engagement of key parent groups, including the Parent-Teacher Organization (PTO), SP School Foundation, School Site Council (SSC), Red Barn Arts (RBA), and the District English Language Advisory Committee (DELAC).  Additionally, the District maintains its focus on initiatives that improve upon community partnerships, including those established with the San Diego Zoo Safari Park, and California State University-San Marcos.|"Per the 2025 LCAP, Goal #3 is to ""Create and Maintain Purposeful Family and Community Partnerships that Enhance Student Outcomes and Opportunities."" To that end, the plan includes Action 3.2 designed specifically to create student engagement opportunities for elementary students. Additionally, the District has revised exploratory options to provide more choice and opportunities for students."|The District will continue to expand outreach efforts through the District English Language Advisory Committee (DELAC) to build partnerships in support of positive outcomes for students.|During the 204/25 school year, the District engaged in extensive efforts to engage all educational partners.    Engagement meetings were conducted as follows:   Staff (certificated, classified, administrative, San Pasqual Elementary Teachers' Association, Principal, Assistant Principal) In-person meetings on 12/12/24 & 3/26/25.  California Healthy Kids Survey (59 responses) and local LCAP Survey (50 responses) administered..  School Site Council In person meetings on 10/1/24, 11/19/24, 2/4/25, & 4/1/25  District English Learner Advisory Committee In-person meetings on 10/14/24, 1/13/25, & 3/31/25.    Parent/Community Input Meetings  In person meetings on 10/24/24, 11/8/24, 1/10/25, 2/21/25, 3/14/25, 4/4/25, 5/1/25, 5/2/25.  California Healthy Kids Survey (135 responses) and local LCAP Survey (107 responses) administered.  Students California Healthy Kids Survey (112 responses) and local LCAP Survey (152 responses) administered.  As set forth below, stakeholder input was key in determining progress toward goals and refining action steps.|"Since the San Pasqual Union School District is a single-school school district, all decisions are made on the school site.  The school actively engages parents in the decision-making process.  As reflected in the 2025 California Healthy Kids Survey, 82% of parents reported that the school actively seeks the input of parents before making important decisions.  Further, in that same survey, 91% of parents agree that school staff take parent concerns seriously.  As noted above, the principal/superintendent facilitates multiple survey opportunities and hosts frequent parent engagement sessions, including meetings with the Parent Teacher Organization, School Site Council, SP School Foundation, and ""Coffee with the Principal"" sessions."|The District will continue to expand outreach efforts through the District English Language Advisory Committee (DELAC) to build partnerships in support of positive outcomes for students.  As requested by DELAC, updates on the progress of DELAC are provided to the school board at monthly Governing Board meetings.|5|5|4|4|4|4|5|4|5|4|4|4|Met||2025-06-25|2025
37683610000000|Santee|3|The Santee School District works to communicate effectively with parents and families in order to build long-lasting partnerships and increase each student’s chance for success. We have continued to work on addressing chronic absenteeism, to reinforce the importance of daily attendance. We continue to offer support to parents through district-led workshops and meetings on special education issues and Multilingual Learner program updates, and through our Parent Handbook. Our district website has additional resources and up-to-date information for parents, and schools regularly send updates and newsletters by email. A translation function on the district website provides assistance for parents who speak languages other than English. School sites have held Math and Literacy Nights for parents to learn how to support their children’s academic work. These trainings have also been offered virtually for parents who were not able to attend in person. The District's measures of parent involvement continue to improve, with the number of volunteers on campus increasing. The District administers a Community Partner Survey through Panorama in the Fall of each school year. In 2024, this survey indicated that 85% of parents felt that students were respected by teachers and staff at their school, 88% of parents thought that students felt safe at school, and 77% of parents felt that their school was a good fit for the child’s cultural background.|In addition to encouraging and promoting volunteering on campus and on committees, we are also working to engage parents online or to bring back parents who have been disengaged, based on the families’ preferences. Professional development and training on building a welcoming and affirming school environment will be provided for public-facing staff at school sites. Additionally, in order to help support our teachers with Social-Emotional learning, Santee School District has implemented a research-based curriculum, and teachers are engaged in ongoing professional learning on trauma-informed care and other engagement practices to support the campus culture and climate for students.  To strengthen relationships between staff and families, the District employs a Director of Community Collaborative to focus on helping parents to support their children’s learning and well-being. The Director provides parent workshops and serves as a liaison to inform and connect parents to various community and school resources. Also, the Director of Communication and Community Engagement works to increase and improve communication with parents and the community.|District teachers, administrators, and office staff regularly participate in staff development which often focuses on best practices for building relationships and working as partners with parents. We intend to increase this work to enhance our staff members’ knowledge and skills. We are developing a program specifically for students who are newly arrived in the country, to support them and their families as they become accustomed to Santee schools. A social worker employed by the district supports students and families by identifying families’ needs and connecting them with community resources. This staff also puts on a Resource Fair during the back-to-school orientation for low-income families of preschool students. The District will continue funding the Director of Pupil Services, counselors, and paraeducators for multilingual learners. The District and sites will ensure that all official communications are translated into families’ home languages, as practical. We will continue to monitor and support Foster Youth, Homeless, Multilingual Learners, socio-economically disadvantages students, and students with disabilities, looking to identify barriers to success and to address those barriers collectively with our family and community partners.|Staff at Santee School District are dedicated to building positive partnerships with families and community members. We have conducted numerous professional learning sessions for classified and certificated staff to help them work more effectively with students and their families to build trusting and respectful relationships. Such opportunities include information on trauma-informed instruction, restorative practices, and mental health and wellness. We intend to continue these offerings, and to expand to include workshops on building welcoming school environments.|The district intends to focus on ensuring that all families and community members feel welcomed at each school site, through training for public-facing office staff members. In addition, we will be expanding our outreach and communication in families’ home languages wherever possible.|To improve the engagement of underrepresented families, we are engaging in ongoing collaboration with families of students with disabilities (through the Special Education Advisory Committee) families of Multilingual Learners (through site English Learner Advisory Committees and District English Learner Advisory Committee), and homeless students and foster youth (through our District Liaison). A particular focus will be on increasing and strengthening participation in school site ELACs; district staff have prepared and distributed instructions and resources to guide site staff in building these teams as effective collaborative partnerships.|The Santee School District seeks parent and family input into school and district decision-making throughout the year. Parents are surveyed and collaborate to provide input on community priorities and decision-making, including the development of the LCAP, through the District Advisory Committee, the District English Learner Advisory Committee, English Learner Advisory Committees at school sites, Special Education Advisory Committee, School Site Councils, and PTA meetings, among others. We gather input from surveys as well, including the Community Partner Input delivered through Panorama, our State Preschool Parent Survey, LCAP surveys, and our Community Engagement Initiative Cohort Grant Survey.|One focus for the District this year will be increasing participation and strengthening the processes of site English Learner Advisory Committees. Site administrators have been provided with needed resources and guidelines for improving ELAC meetings and will use those to ensure that these teams continue to be vehicles for authentic parent and community input. Another focus is on broadening the methods and channels we use to gather input from parents, making sure that parents who are not able to attend meetings during the workday or on particular evenings, for example, can still have their voices heard and their input valued.|The focus areas listed above do address underrepresented families, and their success relies upon active outreach from district and site staff. We will ensure that we are proactively soliciting input from all educational partners and from all student groups, especially Multilingual Learners, students with disabilities, homeless and foster youth, and socio-economically disadvantaged families, instead of simply waiting for those families to contact us.|3|4|3|3|3|3|3|3|3|3|3|3|Met||2025-06-17|2025
37683790000000|San Ysidro Elementary|3|Parent committees and ongoing feedback highlight that families greatly value the school’s efforts in providing resources, guidance, and open communication to support their children’s social and emotional development. Parents have also shared a strong interest in gaining a deeper understanding of the educational system and how to support their children’s learning at home more actively. Building on this positive foundation, there is an exciting opportunity to expand parent learning opportunities, particularly in areas such as high school readiness, A-G completion, and college and career pathways, to empower families as partners in their children’s long-term academic success.|As part of SYSD’s ongoing commitment to meaningful family engagement and student success, the district is focused on expanding and enhancing parent education opportunities. This includes offering a broader range of training sessions using varied presentation methods and flexible scheduling to better accommodate the needs of working families. SYSD is dedicated to equipping parents with the knowledge and tools they need to confidently support their children as they progress through school, with a clear focus on college and career readiness. The district will continue its successful partnership with the Parent Institute for Quality Education (PIQE), ensuring programs are available at all seven school sites. In addition, SYSD is committed to organizing more districtwide and school-based events that bring staff and families together to celebrate student growth and achievement.|Our district embraces the Community Schools Model; our parent educational partners will play an essential and valued role in shaping the supports and services that align with our Multi-Tiered System of Supports (MTSS). With over 40 local partnerships already in place to support students and families, SYSD is well-positioned to deepen its collaborative approach to whole-child and whole-family success. We remain firmly committed to expanding parent engagement and education opportunities that empower families to contribute meaningfully to both academic and social-emotional Tiered supports. This includes continued collaboration with community-based organizations and contracted professional development providers specializing in family engagement. At the same time, the district will conduct staff professional learning focused on building strong, respectful relationships with families and creating welcoming school environments where all feel supported. These efforts are embedded in our California Community Schools Implementation Grant, reinforcing our vision for a connected, caring, and responsive learning environment for every child.|Based on input from our educational partners and local data, the San Ysidro School District has made notable progress in building strong partnerships that directly support student outcomes for our most vulnerable populations, including students with disabilities, English learners, and foster youth. Through a robust Multi-Tiered System of Support (MTSS), the district collaborates closely with families, special education teams, and community agencies to ensure that students receive timely academic, social-emotional, and behavioral interventions. For English learners, partnerships and community outreach have strengthened home-school communication and improved reclassification rates. For students with disabilities, coordinated services with families have led to more inclusive practices and individualized support. Foster youth benefit from case management collaborations with county liaisons and wraparound services that support stability, attendance, and academic engagement. Together, these partnerships reflect our commitment to equity, access, and meaningful progress for all students.|Educational Partner “Street Data” surveys and feedback have provided valuable insight into how we can continue to grow and strengthen our support for students and families. This authentic input highlights several key opportunities for enhancement: a desire for expanded after-school support and enrichment, particularly in the areas of arts and music; the importance of strengthening Tier 1 academic instruction to ensure all students receive high-quality, foundational learning experiences; and the need to continue building responsive mental health supports, especially for students requiring Tier 2 and Tier 3 interventions. These findings affirm our shared commitment to creating a well-rounded, supportive learning environment where every student has access to the resources and opportunities they need to thrive.|SYSD is proud to have been awarded the California Community Schools Implementation Grant, an exciting opportunity that will strengthen our commitment to serving the whole child through deepened family and community partnerships.  We just added La Mirada to the next cohort.  This transformative initiative calls for strategies to engage families and staff meaningfully across all school sites. As part of this work, we will expand access to family-centered mental health services at our designated Community School campuses, ensuring that social-emotional wellness is prioritized alongside academic success. We will also offer high-impact learning opportunities for families, including training on the importance of balanced literacy and hands-on strategies for building early reading skills and vocabulary development at home. In addition, families will have access to training that strengthens understanding of foundational math concepts, so they can confidently support their children's academic growth. To ensure all voices are welcomed and heard, we are committed to expanding districtwide events that intentionally include and celebrate our underrepresented families. Wrap-around services, including access to health, housing, and social support resources, will further strengthen the care network surrounding every student. Finally, our staff will continue to receive targeted professional development focused on supporting the whole child. This includes strategies for building strong relationships with students and families and fostering learning environments where every child’s strengths, culture, and needs are recognized and supported. Through this grant, we are taking intentional steps toward a more connected, inclusive, and thriving school community.|Based on input from educational partners and local data, the San Ysidro School District has demonstrated significant strengths in seeking authentic input from families and advocates of students with disabilities, English learners, and foster youth. We engage families through multilingual surveys, empathy interviews, and public meetings that are accessible and culturally responsive. Parent advisory groups, such as DELAC and DPAC, provide consistent input that informs program design and resource allocation. For foster youth, the district has a Coordinator of Pupil Services who collaborates with county child welfare and community-based organizations to ensure their voices are represented in planning. This inclusive approach has led to increased trust, improved family engagement, and more aligned decisions with student needs and educational equity.|SYSD is deeply committed to strengthening family voice and participation in decision-making across the district. As we continue to grow in this area, we are identifying meaningful ways to elevate parent perspectives and create more opportunities for input. Focus areas for improvement include increasing the use of Google Surveys to gather timely feedback, conducting empathy interviews with a diverse cross-section of our parent community to understand their experiences and needs better, and administering the California Healthy Kids Survey (CHKS) Parent Survey earlier in 2025 to encourage broader participation. These efforts reflect our ongoing commitment to fostering a school culture built on trust, collaboration, and shared responsibility for student success.|In addition to administering parent surveys and the California Healthy Kids Survey (CHKS), SYSD is committed to deepening our understanding of family needs and perspectives through expanded empathy interviews. These efforts aim to strengthen parent voice and foster more meaningful and authentic participation in our school community. We recognize the power of personal connection and will continue to extend personal invitations to families for both districtwide and school-based events, creating welcoming spaces where every family feels valued, included, and engaged in their child’s educational journey.|5|4|5|4|5|5|5|5|4|4|4|4|Met||2025-06-24|2025
37683870000000|Solana Beach Elementary|3|"Solana Beach School District (SBSD) recognizes and values the relationships between parents/families and staff to support positive outcomes for students. Areas of strength include: opportunities for two-way communication and venues to engage families across different platforms (e.g., in-person and virtual meetings, secure district text and email messaging system). In addition, regular communication from staff to families regarding school and classroom events is provided, including opportunities for families to get involved and support events at school. SBSD also has two District Bilingual Community Liaisons that support communication and outreach to families. According to the 2025 districtwide Local Control and Accountability Plan (LCAP) survey, 88% of families agree that the amount of communication between families and school is “just right.” SBSD staff has intentionally built sustainable systems of support for students and families within the schools, including connecting families to outside resources. Representative quotes from survey open-ended questions include:  “Keep up the good work in providing multiple extra events and opportunities for students to contribute to the success of their school,” and ""Continue to work as a team. The more we communicate about student needs, the better we are able to help them!"""|SBSD continues to refine communication systems to support all families. The SBSD Special Education Parent Advisory Council has provided input and feedback on ways to continue to strengthen communication with families of students with disabilities being served by Individualized Education Plans  (IEPs), including enhancing awareness and inclusive opportunities for school and districtwide events.|SBSD utilizes a platform for two-way communication that supports with the English translation to the home language of choice. In addition, SBSD maintains Parent Advisory groups that focus on supporting student populations that may be underrepresented, such as students receiving special education services and English learners. SBSD also has a full-time Licensed Clinical Social Worker (LCSW) and District Bilingual Community Liaisons who regularly seek input and feedback to strengthen our efforts to engage and support all families.|Two-way communication between families and SBSD staff is a strength that fosters positive student outcomes. Having consistent venues and regular opportunities for connection - such as progress updates of student performance, Family/Teacher conferences, and individualized meetings when needed -  helps build strong partnerships between home and school. In addition, there are multiple venues for educational partners, including families of underrepresented students groups, to share input and stay engaged. Examples are: School Site Council meetings, PTA/PTO meetings, ELAC, and volunteering opportunities on campus. To further support students and enhance partnerships, SBSD has established systems of support including a  LCSW, Social Work interns, District Community Liaison, Teacher Specialists, and support staff.|Areas to continue to focus on are how SBSD can partner with families when students exhibit unexpected behaviors. Working together to maintain consistent strategies that support students inside and outside of the classroom helps create a sense of continuity and shared support. SBSD is also committed to ensuring clear communication and fostering ongoing, two-way dialogue with families.|SBSD remains committed to gathering meaningful feedback from underrepresented families through direct outreach from classroom teachers and other district staff using multiple communication venues including phone calls, emails, letters, and, when appropriate, home visits. In addition, SBSD will continue to gather feedback on preferred meeting times, formats, and locations to better align with families’ needs whenever possible. District Community Liaisons will maintain outreach efforts in families' primary languages whenever possible and help connect families to resources that may support their child. In addition, SBSD’s LCSW, social work interns, and other support staff will continue proactive communication to connect families to resources.|Solana Beach School District (SBSD) recognizes and values parent/family and staff input and questions in support of positive outcomes for students. Areas of strength in seeking input for decision-making include: two-way communication with educational partner groups, opportunities for participation in school and district committees (e.g., PTA/PTO/School Site Council, DELAC, ELAC, Parent Advisory Roundtable, Parent Advisory Council for Special Education), participation in site-specific events that promote community, staff meetings, and access to local Board of Education meetings (time is allocated at each Board of Education meeting for general public comment). In addition, site and district surveys are administered to gather a broader range of input from staff and families. District Bilingual Community Liaisons support communication and outreach to families and ensure all input gathering mechanisms - such as surveys - are supported with language translation. In the spring of 2025, in support of a district goal to increase survey participation, staff made QR codes available at Family/Teacher conferences so that families were able to easily access the survey to provide input. Internally, SBSD also has regular opportunities to engage with staff and gather input through venues such as site-based staff meetings and districtwide ‘Updates and Dialogue’ quarterly meetings. These different venues for educational partner input are strategically implemented to support the development of School Plans for Student Achievement (SPSAs) and the District LCAP.|SBSD continually seeks to refine opportunities for educational partner input. One area of continued focus is increasing the number of families and staff who provide input. This goal is closely tied to a secondary focus: identifying the best venues to support two-way communication. A challenge district staff continues to face is the saturation of emails and other communications that flood families and staff. Therefore, it is an ongoing goal to optimize engagement of families and staff using platforms with which they are likely to be most responsive as well as being efficient and thoughtful with the frequency of communications.|SBSD will continue to optimize the support of District Bilingual Community Liaisons, a LCSW and support staff to engage underrepresented families. SBSD will continue to offer varied options for families on providing input, including virtual and in-person meetings as well as written or verbal input outside of scheduled meetings.|5|5|4|5|5|5|5|5|5|5|4|3|Met||2025-06-18|2025
37683950000000|South Bay Union|3|"Based on the analysis of educational partner input and local data, South Bay Union School District demonstrates several key strengths and progress in building relationships between school staff and families. The district has invested in support personnel, which includes social workers, counselors, and family liaisons. These individuals play a vital role in fostering strong school and family connections. A variety of workshops have been offered, focusing on social-emotional learning, language arts, and math, helping families support their children academically and emotionally. Family engagement has increased through meaningful events such as Back-to-School Night, parent/teacher conferences, the District-wide Kick-Off, and the ""Demystifying Parent Workshop"" on the ELPAC and Reclassification process. Parent participation in DELAC has also risen, indicating deeper involvement in district decision-making. Survey data reinforces these strengths: 86% of parents on the CA Healthy Kids Survey reported that the school provides advice and resources to support their child’s social and emotional needs, and 90% affirmed that teachers are responsive to those needs. Communication with families is a clear priority, with all outreach provided in both English and Spanish through multiple channels, which include email, social media, teacher communication platforms, phone calls, recorded messages, and flyers, which help to ensure accessibility and inclusivity."|Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in building relationships between school staff and families. These include increasing parent participation in district-level committees, such as the LCAP Parent Advisory Committee, where current engagement is low. Survey data highlights the need for improvement, with only 54% of respondents on the CA Healthy Kids Survey indicating the school promotes parental involvement, 46% believing the school actively seeks parent input, and 57% feeling welcomed to participate at school. These figures point to a critical need for more inclusive and proactive outreach strategies to strengthen parent-school connections and ensure families are meaningfully engaged in the decision-making processes. South Bay Union School District will implement a range of strategies to strengthen relationships between school staff and families and increase parent participation in district-level activities. Communication will be enhanced through multiple platforms, including emails, texts, social media, and printed materials in English and in Spanish, using parent-friendly language to ensure clarity and accessibility. To build trust and engagement, school staff or parent liaisons will personally invite families to participate in committees and events, while also hosting informal gatherings such as Coffee with the Principal to foster connections. The LEA will offer flexible participation opportunities by scheduling meetings at various times, providing virtual options, and ensuring support services like childcare and translation are available. Parents will be empowered through leadership opportunities on committees and regular feedback loops that demonstrate how their input influences decision-making. These efforts will help ensure that families feel welcomed, heard, and actively involved in their children’s education.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by strengthening relationships between school staff and families through intentional and inclusive outreach strategies. Translation services will be provided during meetings, and all communications will be both written and verbal and will be delivered in English and Spanish to ensure accessibility. Support staff, including counselors, social workers, and family liaisons, will take a proactive role by making personal phone calls and in-person invitations to foster trust and connection. The district social worker will also personally reach out to families to ensure they feel supported and informed. Additionally, DELAC representatives will engage directly with parents of Multilingual Learners to enhance their involvement. The LEA will further deepen understanding of family needs and experiences by collecting street data through fishbowl discussions and empathy interviews, ensuring that underrepresented voices are heard and integrated into school practices.|All schools have actively participated in the Improving Chronic Absenteeism Network, reflecting a system-wide commitment to improving attendance. Staff across all schools have received professional development in conducting street data with families, strengthening the connection between schools and homes. Schools maintain active parent engagement structures, including ELAC, SSC, and regular events such as Coffee with the Principal. Parent workshops are offered both in-person and virtually at various times, increasing accessibility and participation. IEPs are conducted at all sites to ensure consistent communication and tracking of student progress on individual goals. Additionally, parent education efforts are aligned with current curriculum initiatives, such as the implementation of the iReady diagnostic assessment in reading and math. Timely report card distribution each trimester supports ongoing communication of student progress.|This focus centers on increasing parent workshops that support academic success by equipping families with effective tools, resources, and strategies. Specifically, the LEA will offer workshops focused on standards-based instruction, highlighting the newly developed English Language Arts (ELA) and Spanish Language Arts (SLA) scope and sequence. These sessions will also include classroom observations to provide parents with a visual understanding of instructional practices aligned to workshop topics, thereby strengthening the connection between home and school learning.|The LEA will improve engagement of underrepresented families by enhancing culturally responsive communication, including translated materials and support from family liaisons. Events will be offered at flexible times with childcare to reduce barriers. Two-way communication will be strengthened through regular check-ins and family feedback opportunities. The LEA will offer parent workshops to support learning at home and deepen family involvement. Partnerships with trusted community organizations will expand outreach, and schools will serve as welcoming community hubs. Engagement data will be regularly reviewed to adjust strategies as needed.|South Bay Union School District has made strong progress in Seeking Input for Decision-Making by providing families with opportunities to participate in key committees such as DELAC, ELAC, SSC, the LCAP, and Superintendent Parent Advisory Committees. Input is further gathered through street data sessions, the California Healthy Kids Survey, Community Schools Grant initiatives, and by conducting a comprehensive needs assessment annually, which ensures diverse educational partner voices to inform responsive and equitable planning.|Based on the analysis of educational partner input and local data, the LEA’s focus area for improvement in Seeking Input for Decision-Making is increasing parent participation in district-level committees. While multiple strategies have been implemented, including offering meals, snacks, childcare, scheduling meetings based on survey feedback, and providing both virtual and in-person options, actual parent engagement on committees remains lower than desired. The LEA recognizes the need to explore additional, innovative methods to better connect with families and ensure their voices are reflected in decision-making processes.|First, SBUSD will enhance communication by providing culturally and linguistically appropriate outreach, including translated materials and interpretation services, to ensure all families can access and understand key information. To accommodate diverse schedules, meetings and engagement opportunities will be offered at varied times as well as in virtual and hybrid formats. Staff will receive professional development focused on equitable family engagement practices, including training on implicit bias and inclusive communication strategies. Additionally, SBUSD will collaborate with community-based organizations that already have established trust with underrepresented groups to support outreach efforts. Finally, to build ongoing trust and transparency, SBUSD will implement clear feedback loops, ensuring families understand how their input is used in the decision-making process. These efforts aim to create a more inclusive, accessible, and responsive system of family engagement.|5|5|4|5|5|4|5|4|4|4|4|4|Met||2025-06-11|2025
37683956040505|Imperial Beach Charter|3|As a community school, we actively seek out family input and feedback on a regular basis. We do this through the Listening Campaign that we initiate in the fall, and again in the spring with the California Healthy Kids Survey (CHKS) where we ask our families their concerns on what we are doing well and what we need to improve. This is also done throughout the school year with our Coffee WIth the Principal meetings, our Family Equity Walks, our Parent Workshops, and family events on campus. This is a constant process where we reach out to families and also make ourselves available to listen to them and their needs. As a result of this constant feedback and communication, we have increased our resources for food insecure families, our community closet, our mental health supports, and connected them to other community resources. These established lines of open communication have increased parent participation, and their feedback has been that they feel more welcomed at the school.|The results have also informed us that we need to focus on providing different times for parent workshops and providing them access to meetings at different times. These were the two main concerns that have been raised as a part of the Listening Campaign and the California Healthy Kids Survey.|We actively search out families that do not frequently attend school events, and even those that are not available for any events. We have taken to not just doing an online or paper survey, there are times where we have extended our supports through home visits and other community events in order to reach more families and provide more support. This will always be an area where we have to work with intention in order to serve all families and to ensure the success of all our students.|We have begun implementation on Community Based Learning where students learn how to create solutions to problems that impact their own community and environment. With the impact of the air quality and the Tijuana sewage crisis, our students work on lessons based on literacy, science, social science, and advocacy to create viable solutions that are then presented to the community. This is a continuous focus where our students will build upon the previous year's knowledge and work on creating more complex and advanced solutions to the problems of their community. This is done through projects, instruction, and presentations all connected to California state standards.|We still need to focus on math instruction and its connection to the Community Based Learning model. This is evident in the California Dashboard data and in our SBAC scores from 2023-2024.|This is still an area where we have to address the needs of our families that struggle to connect to the school. We continue to reach out to our underrepresented families in different ways such as through PTA events which are highly attended by all families. We also do weekly home visits to support our families, and finding information through our bi-weekly food bank distribution also allows us to reach families that do not attend other meetings on campus. This is an area that we continue to work on in order to gain insight into all families.|We do a Listening Campaign in the fall where we seek input from all stakeholders. This is done through the collection of Street Data, which is through student and family Fish Bowls, Empathy Interviews, family and staff Learning Walks, and surveys of our older students, families and staff members. These data are then compiled into a report and shared with staff, families, students, and the public in order to be transparent about our strengths and areas of growth. This is also used to direct our attention to resources and outreach to specific organizations to support our families and staff. We also use this information to guide our Steering Committee and School Site Council in making decisions for the school and where our focus and funds need to be allocated. There are also continuous meetings through Coffee With the Principal, parent workshops, and community events where we continue to take in feedback and information in seeking input for decision-making.|We need to improve in reaching out to some of our underrepresented families. We have noticed through the collection of data that there are some voices that are not represented in the responses. This means that we have to adjust how we collect the data and how we reach out to families and the community.|We need to continue to reach out to our families who are not responding in any of these modes. We need to increase our home visits and reach out to our hard to reach families when they come into the office to pick up their child or even call in to the office. We will continue to train our office staff in collecting this input as well, since they are the ones that continue to connect with some of our hardest to reach students and families.|5|5|4|5|5|4|5|4|4|4|4|4|Met||2025-06-11|2025
37683956040513|Nestor Language Academy Charter|3|Some of our strengths and progress to build relationships between school and families are the use of multilingual newsletters (Spanish/English), emails, voice and text messages sent to parents on a daily/weekly basis, a family-friendly school website with updates and resources for parents/guardians and we also offer a school app for real-time communication called Class Dojo. We also host Host family engagement events such as Back-to-School Night or Open House, Family Literacy or Math Nights, Cultural Celebrations that reflect the school community and monthly Coffee with the Principal meetings.|Expand family engagement opportunities by introducing additional events that highlight student interests and talents. To better accommodate working families, offer flexible participation options such as virtual meetings and schedule events at various times, including mornings and evenings.|To better accommodate working and underrepresented families, offer flexible participation options such as virtual meetings and schedule events at various times, including mornings and evenings. In addition to emails, recorded messages and class dojo messages, we will work on making more personal phone calls informing families of upcoming parent engagement opportunities.|We are looking to strengthen family-school partnerships to involve families in goal-setting and progress monitoring for students. We also offer family learning nights focused on academic strategies and tools. We also have several parent advisory councils to give families a voice in school decisions. We also partner with the Extended Learning Opportunity Program to provide a variety of after school programs to keep students engaged and motivated through activities and students that have similar interests.|One of our focus areas are to engage local businesses and invite professionals to speak at career days or lead hands-on workshops.|Increase our communication efforts, we are looking to offer flexible participation options such as virtual meetings and schedule events at various times, including mornings and evenings. In addition to emails, recorded messages and class dojo messages, we will work on making more personal phone calls informing families of upcoming parent engagement opportunities.|We offered multiple opportunities for parents and guardians to participate in decision-making processes, including parent/guardian surveys, Coffee with the Principal meetings, School Site Council sessions, and English Learner Advisory Committee (ELAC) meetings.|We look to improve educational partner input by continue to fully implement our advisory committee meetings and provide consistent opportunities for feedback and input throughout the school year.|Increase our communication efforts, we are looking to offer flexible participation options such as virtual meetings and schedule events at various times, including mornings and evenings. In addition to emails, recorded messages and class dojo messages, we will work on making more personal phone calls informing families of upcoming parent engagement opportunities.|4|5|4|4|4|4|4|3|4|4|4|4|Met||2025-06-11|2025
37684030000000|Spencer Valley Elementary|3|Our school provides regular weekly updates through a newsletter, available in both English and Spanish, and a weekly folder sent home on Mondays containing important documents and classwork. To make it easy for parents to share their feedback, we use surveys accessible via QR codes or links, also offered in English and Spanish. Furthermore, we host monthly Educator Partner meetings to collaboratively develop our Local Control and Accountability Plan (LCAP) and conduct weekly Sunday evening calls in both languages to ensure parents have the most current information.|To strengthen family and parent engagement, our primary focus is on transforming our relationship with families from passive participation to active partnership. While our efforts have successfully increased attendance at school events, the next step is to ensure families and the broader community have a voice in decision-making. We need to boost attendance at PTO meetings and Educational Partner meetings to gather valuable input. By continuing our work with Community Engagement Initiatives (CEI), we'll develop strategies to encourage and empower families to provide feedback and contribute to school-wide planning, making them a more central part of our school's success.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by strengthening the relationships between school staff and families. The goal is to move beyond passive attendance at events towards active participation and partnership. To achieve this, the LEA will focus on increasing attendance and participation at both PTO meetings and Educational Partner meetings, which were identified as areas needing improvement. This will provide a direct avenue for underrepresented families to provide their input on school matters. Additionally, the LEA will continue to leverage its work with Community Engagement Initiatives (CEI) to develop strategies that specifically empower and encourage underrepresented families to contribute their feedback, ensuring their voices are heard and valued in the decision-making process.|Based on the analysis of educational partner input and local data, Spencer Valley's current strengths in building partnerships for student outcomes lie in its ability to create successful and well-attended family engagement events. The school has demonstrated significant progress in drawing families to campus by hosting fun and engaging activities like Family Bingo Night, Glow Night, and a Family Movie Night, consistently attracting 40 to 80 attendees—a substantial increase over the previous four years. These events, which include providing dinner, have been effective in building a positive and welcoming school community.|An area needing focus is translating this strong event attendance into active parent input and participation. Spencer Valley continues to struggle with consistent attendance at meetings and events focused on gathering input for the LCAP process and general school matters, as evidenced by low participation in the annual family survey. Our school recognizes the need to find new ways to engage families in providing meaningful input to ensure a more collaborative partnership.|Spencer Valley School will improve engagement of underrepresented families in relation to building partnerships for student outcomes by directly addressing the gap between event attendance and meeting participation. While the school has been successful in drawing families to campus with fun, engaging events like Family Bingo Night and Glow Night, it has struggled to translate this engagement into active input and participation at meetings and through surveys. To improve this, our school will focus on innovative strategies to gather input from underrepresented families, moving beyond traditional meetings that have seen low attendance. We will explore new methods to gather input for the LCAP process, ensuring that the voices of underrepresented families are heard and valued. The goal is to build on the success of well-attended family nights to create more effective and accessible avenues for all families to provide meaningful input and become true partners in their children's education.|"Spencer Valley's current strengths and progress in ""Seeking Input for Decision-Making"" are limited. The school's current strategy involves providing a yearly survey to families and holding monthly Educational Partners meetings to gather input for the LCAP and other school decisions. However, the data shows a significant weakness in these areas, with very low parent completion rates for the annual survey and very low participation and attendance at the monthly meetings. This indicates that the LEA's current methods for seeking input are not effectively engaging its educational partners. The LEA's progress is at an early stage, with a recognized need to find new and more effective ways to get families involved and provide input into school decisions."|Spencer Valley's primary focus for improvement is to increase participation and attendance in its formal feedback mechanisms. While the school provides a yearly survey and holds monthly Educational Partners meetings, these efforts are not effectively engaging families, as demonstrated by the low number of completed surveys and minimal attendance at meetings. Therefore, we must pivot our strategy to find more effective and accessible ways for families to provide input, moving beyond our current methods to ensure that all educational partners have a meaningful voice in the LCAP process and other school decisions.|"Spencer Valley primary focus is to increase participation and attendance in our formal feedback mechanisms.  Our current methods of the yearly survey and monthly meetings are not effectively engaging families.  As part of the Community Engagement Initiative (CEI) we worked on building a foundation of trust with families, especially those who are underrepresented.  We were successful with our family nights and the number of attendees that participated.  Spencer Valley actively wants to improve engagement of families in the decision making process.  In order to do this, the school will look at implementing the following:   Diversify Feedback Channels: Move beyond traditional surveys and meetings by offering alternative, more convenient ways for parents to provide input. This could include using quick, mobile-friendly polls or surveys via text message, social media, or a dedicated school app. Make it Accessible: Ensure that all communication and feedback opportunities are available in multiple languages and formats to accommodate underrepresented families. Providing childcare and dinner at meetings, as well as offering virtual or hybrid meeting options, can also significantly reduce barriers to attendance. Integrate Feedback into Existing Events: Capitalize on the high attendance at family fun nights by incorporating brief, informal input-gathering sessions. For example, a ""feedback station"" with QR code surveys or a quick question-and-answer session could be set up during a family movie night, allowing parents to provide input without the commitment of a separate meeting. Strengthen Communication: Proactively communicate the purpose and impact of parent input. Clearly explain how feedback from surveys and meetings directly influences school decisions and the LCAP process. This helps parents understand the value of their contributions and motivates them to participate."|4|4|4|5|3|3|2|1|2|2|1|3|Met||2025-06-18|2025
37684030125401|Insight @ San Diego|3|Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight. Social media platforms such as Facebook, Instagram, and Tik-Tok continue to be a highlight.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms. The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.|Educational Partner meetings are held with students, families, staff, and community members to gather feedback on LCAP actions/data as well as school procedures. Insight values feedback from all members to support our school in addressing concerns or missed opportunities.   Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.|The English Language Development Coordinator held school English Learner Advisory Committee (ELAC) meetings and provided additional supports for our EL student and family population. Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school. Insight is focusing on resources for Limited English Proficient (LEP) families to improve access to school information and resources. Insight will be providing support sessions for students and families that assist with accessing our platforms to ensure that families and students have a clear understanding of our virtual programs|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported. Insight counselors meet with students each trimester to review their graduation plan and discuss with students the courses needed to graduate.  Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. This option was piloted with 25 students and was successful in exposing students to college courses and credits. We are excited to have this as an option for the 2024-2025 school year.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported. Insight counselors meet with students each trimester to review their graduation plan and discuss with students the courses needed to graduate.  Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. This option was piloted with 25 students and was successful in exposing students to college courses and credits. We are excited to have this as an option for the 2024-2025 school year.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported. Insight counselors meet with students each trimester to review their graduation plan and discuss with students the courses needed to graduate.  Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. This option was piloted with 25 students and was successful in exposing students to college courses and credits. We are excited to have this as an option for the 2024-2025 school year.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.  Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group. Feedback from student/family surveys provided ways that we could improve our outings practices:  1.	Consider hosting events in multiple locations to improve accessibility. 2.	Explore transportation assistance for students in need. 3.	Offer varied event timing (including mornings) for better flexibility. 4.	Increase student engagement through interactive and themed activities to encourage participation. 5.	Ensure clear and timely event communications to allow families to plan accordingly.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.  Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group. Feedback from student/family surveys provided ways that we could improve our outings practices:  1.	Consider hosting events in multiple locations to improve accessibility. 2.	Explore transportation assistance for students in need. 3.	Offer varied event timing (including mornings) for better flexibility. 4.	Increase student engagement through interactive and themed activities to encourage participation. 5.	Ensure clear and timely event communications to allow families to plan accordingly.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.  Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group. Feedback from student/family surveys provided ways that we could improve our outings practices:  1.	Consider hosting events in multiple locations to improve accessibility. 2.	Explore transportation assistance for students in need. 3.	Offer varied event timing (including mornings) for better flexibility. 4.	Increase student engagement through interactive and themed activities to encourage participation. 5.	Ensure clear and timely event communications to allow families to plan accordingly.|4|5|4|5|5|4|5|4|4|4|4|4|Met||2025-06-25|2025
37684036120893|California Virtual Academy @ San Diego|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. These personalized interactions with their onboarding coach, ensure a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish. Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.In addition, the school has implemented behavioral schoolwide expectations that clarify preferred social behaviors, offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in efforts with students. In addition, the school wide behavior expectations show students how they can be successful and allow all school staff members to proactively teach and provide students and parents with a positive message about behavior. In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer. School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, offer support to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services. The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Meetings, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities. Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences. The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation. As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit. To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success. To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and internet/hot spots. All staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year. CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensuring high levels of learning for every student. The school’s PLC teams are dedicated to a focus on learning, collaborative work, and being results-driven. The PLC teams include: -The Leadership Team: A team of leaders responsible for uniting and coordinating the schools' collective efforts across grade levels, departments, and subjects. -The Guiding Coalition: A team of educators that is singularly responsible for leading PLC processes at the school, focusing on student learning, a collaborative culture, and results orientation. Team members serve to advise and support the Leadership Team and share as equals in the decision-making process. -Professional Learning Teams: Teams composed of educators who share curriculum and take collective responsibility for students learning their common essential learning outcomes. Collaboratively, PLTs provide tier 1 and tier 2 instruction, support, intervention, and extension. -Multi-Tiered System of Supports (MTSS) / Intervention Team: A team that focuses intensely on the individual needs of a department's most at-risk students: Diagnosing the cause of the student's struggles, determining the most appropriate intervention(s), monitoring progress, and revising intervention(s) as necessary. -Schoolwide Student Study Team (SST): A multi-disciplinary team that assesses and makes recommendations for general education interventions and supports for students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. This team determines when special education assessment is appropriate.|"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in school-wide and departmental plans, and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives. LCAP Survey – Feedback and Priorities The top three rated priorities, based on the number of ""High"" ratings from parents, are: 1. Ensure students will graduate from high school 2. Recruiting, training, and retaining qualified teachers 3. Ensure that students attend school Trends: Expanded Access to Live Instruction - Families continue to express appreciation for live, synchronous instruction, recognizing its role in enhancing student engagement and understanding. There is strong support for further expanding these real-time learning opportunities, especially for students who thrive with direct interaction and structured support. Teacher Responsiveness and Communication - Consistent, timely communication from teachers remains a key in student success. While parents value the efforts made so far, continued focus on prompt feedback and outreach is seen as essential to support student success and maintain strong family-school connections. Strong Support from Special Education Staff - Families shared positive feedback about the care and dedication of Special Academic Instruction (SAI) teachers. Their commitment to meeting the unique needs of students with disabilities is widely recognized and appreciated, reflecting a strong culture of inclusion and individualized support. Valuing Transparency in the LCAP Process - Parents emphasized the importance of being included in school planning and decision-making. Their input reinforces the value of maintaining open, transparent communication about how family feedback influences programs and priorities. This presents an opportunity to further strengthen trust and collaboration through clear, visible feedback loops. In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: ELAC Meetings, EL Needs Assessment Annual Survey, School Climate Surveym Parent Connections, including coffee chats and parent training. Student Government, Family Teacher Organization (FTO), Student and Teacher Check-ins. Two-way communication between parents/families and school includes: Parent Square, LC Community, Emails, Connection Calls, Academic Conferences, Student Support Sessions, Graduation Plan Reviews, Sharing of Student's Individual Learning Plans, Student Support Team Meetings, IEP meetings, ELD Program  meetings, Bear Tracks weekly community newsletter highlights events and activities."|Based on parent feedback, the school will: -Continue Parent Engagement initiatives -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and assess parental participation in school decision-making. -Implement a new feedback system - A multilingual survey platform that allows anonymous text, audio, or video submissions via QR codes and links in ParentSquare. This system identifies key themes and informs targeted interventions. -Launch On-Demand Informational Videos - Share short, accessible videos that explain LCFF, the LCAP process, and provide guidance on how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Provide time management tools, tech training, and resources to strengthen capacity. -Further enhance onboarding and follow-up support for families, and provide additional parent workshops and technology-focused sessions. -Communicate available, student-specific, research-based interventions delivered by specialized staff across varying levels of support. -Add Science Camp for Rising 8th Graders focused on NGSS-aligned science learning and exploration. -Offer High School After-Hours Academic Support - Provide courses in Geometry, Literature, A-G credit recovery, and graduation support to better serve students’ diverse schedules and academic needs. Continue implementing a collaborative SEL plan that involves teachers, students, staff, and parents. -Increase student interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person events. -Improve ISP Reimbursement Processes -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement and reduce delays in verification. -Attendance Support: Increase attendance team staffing to match enrollment growth. -Add staff to better serve students experiencing homelessness or housing instability. -Increase Family Feedback Participation - Reach out to families who have not participated in feedback opportunities to identify and remove barriers.|Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-25|2025
37684110000000|Sweetwater Union High|3|For the 2024-2025 school year Sweetwater leadership is focused on improving relationships. While we are proud of the historical connections between Sweetwater staff and the community, the pandemic and distance learning have increased the distance both literally and figuratively between our school communities and the families we serve.|Every school is focused on developing stronger ties with families through improved communication and flexible meetings. Parents have consistently asked that parent meetings continue to be offered in both in person and video conference format and we are adhering to those requests.  Parents also explained that communication needs to be tailored to the specific channels of communication favored by parents.|While some families are immersed in email and text communication, others still rely on the mail, therefore our schools should be sure to include elements of all of these different avenues to stay connected to the families we serve.|At Sweetwater Union High School District, strong partnerships with families are vital to student success. In response to feedback from parent groups such as DPAC and DELAC, and site-level parent advisory input, the district has provided well-received trainings on topics including the California School Dashboard, student attendance and MTSS practices, English Learner programs, and school safety and compliance. Parents have also emphasized the need for more frequent and high-quality professional development for teachers.|In response, the district is prioritizing professional learning for the 2024–25 school year in areas such as textbook adoption and literacy—particularly writing—to better support students’ academic, social, and emotional growth. Additionally, families have expressed strong support for hybrid meeting options, and the district remains committed to offering both in-person and virtual access, along with flexible scheduling, to meet the diverse needs of the community.|In response, the district is prioritizing professional learning for the 2024–25 school year in areas such as textbook adoption and literacy—particularly writing—to better support students’ academic, social, and emotional growth. Additionally, families have expressed strong support for hybrid meeting options, and the district remains committed to offering both in-person and virtual access, along with flexible scheduling, to meet the diverse needs of the community.|Sweetwater benefits from strong parent leadership within our District Parent Advisory Council (DPAC) and District English Learner Advisory Committee (DELAC). The partnerships developed through these committees have enabled the district to adapt and refine practices that better serve all Sweetwater families, including those who are typically underrepresented. This year, parent concerns have centered on alternatives to suspension. In response, our district and school site teams are implementing Multi-Tiered Systems of Support (MTSS), which promote a welcoming and supportive school climate. These systems offer a range of responses to student behavior that move beyond traditional suspension practices. Each school collaborates with its staff and community to develop a behavior plan tailored to the unique needs of its student population.|A key focus for the 2024–25 school year is addressing chronic absenteeism. Schools are emphasizing proactive support for students and families, and implementing strategies to improve attendance, boost engagement, and enhance overall student well-being.|Additionally, in response to parent requests, the district began investing in tutoring services during the 2022–2023 school year. These programs have continued due to ongoing support from students and families seeking individualized academic assistance both in and outside of the classroom. Early data indicates that tutoring has had a positive impact on student learning outcomes. These programs are especially focused on supporting English Learners, socioeconomically disadvantaged students, and students with disabilities—helping ensure they receive the personalized support needed to master grade-level standards and succeed academically.|4|4|3|4|4|5|4|4|4|5|4|4|Met||2025-06-23|2025
37684110126086|Hawking S.T.E.A.M. Charter|3|Based on feedback gathered through our Parent Advisory Committee (PAC), Coffee with the Principal sessions, Friday family engagement events, and survey responses, our LEA has continued to make meaningful progress in strengthening relationships between school staff and families. One of our key strategies has been the steady increase in school-wide events designed to welcome and engage families in both academic and community-building experiences. Additionally, our implementation of Parent Teacher Home Visits has significantly expanded our outreach and deepened connections between educators and families. These visits provide a unique opportunity for teachers to meet families in their own space, helping to build trust and mutual understanding in a setting that is both personal and respectful. These intentional and consistent efforts have reinforced our belief that the foundation of strong school-family relationships begins with the partnership between the parent and the teacher.|Results from our Family-School Relationships survey indicate that engagement remains an area for growth. In response, our schools are prioritizing regular and inclusive events such as Coffee with the Principal, Fabulous Fridays, Family Days, Student-Led Conferences, Expos, and the Fall Festival to promote authentic school-family interaction. Increasing parent participation in site-level groups including DELAC, PAC, and Safety and Wellness Committees remains a focus as we aim to strengthen shared leadership and communication.|We have increased outreach to students and families from underrepresented groups, particularly those experiencing chronic absenteeism. Our approach includes more personal communication and varied methods to ensure accessibility. We continue to be especially focused on connecting with families from groups that have been historically underrepresented at our schools, including White and African American students, to ensure all families feel respected, included, and engaged.|Our continued partnership with the San Diego County Office of Education supports our efforts to build a cohesive Multi-Tiered System of Support (MTSS). This work focuses on aligning our academic, behavioral, and wellness supports into an integrated framework that allows us to monitor student progress, respond to needs in real time, and ensure equitable access to services. To guide this work, we administer annual staff surveys to identify areas of interest and need in professional learning. Teachers are encouraged to request training throughout the year and to provide feedback on the relevance and effectiveness of the sessions they attend. This process helps us evaluate whether our current offerings meet staff needs and informs decisions about additional training and support. As a result, we have expanded professional development that addresses both academic instruction and the social-emotional needs of students.|As our systems evolve, Hawking will continue refining how we align professional learning with instructional practice while deepening our partnership with the County Office. This year, we will enter our second year as part of the Inclusive Education Network (IEN), where we are focused on implementing the CA MTSS framework through structured Plan Do Study Act (PDSA) cycles. These cycles support ongoing reflection and improvement in our delivery of instruction. In addition, we are expanding our professional learning networks by joining the Middle School ASPIRE Network. This network is designed to support schools in implementing inclusive, asset-based practices that improve academic outcomes and school culture for middle school students. Through this partnership, we will focus on strengthening instructional coherence, improving student engagement, and developing systems that support equitable access to high-quality learning for all students.|Hawking partners with South Bay Community Services to provide unduplicated pupils and their families with access to Summer School, Spring Expanded Learning, and the After-School Program. Required participation in Student-Led Conferences and beginning-of-year orientations creates additional touchpoints where staff share resources and build trust with families who have been underrepresented. Bilingual interpretation is available at every event, as needed, and several staff maintain direct contact with families to coordinate support and remove barriers throughout the school year.|Hawking continues to prioritize meaningful parent input through both in-person meetings and ongoing survey collection. We ensure parent voice is reflected in key decision-making bodies, including our governing board and site-based committees. For the past two years, we have implemented Parent Teacher Home Visits as a research-based strategy to strengthen family engagement. These visits offer a unique opportunity to gather input directly from families in the comfort of their homes. Parents often share insights and student needs with teachers, who then submit required reflections to school leadership. These reflections help inform planning, improve responsiveness, and deepen our understanding of student and family experiences. We plan to continue expanding this impactful practice in the coming years.|With the implementation of Panorama Family and Student Surveys, we now receive more regular and detailed input on school climate and areas for growth. To strengthen this process, we are planning additional parent meetings focused on explaining the purpose and value of these surveys, as well as how the results inform actions and improvements. These forums will also give families the opportunity to propose solutions. Feedback gathered through Parent Teacher Home Visits continues to affirm their positive impact on relationships and school climate, reinforcing our commitment to expanding these efforts.|To increase participation from underrepresented families, Hawking will focus on improving communication around survey timelines and key family meetings. We will continue using multiple outreach platforms including Messenger, the Edlio Hawking app and website, and ClassDojo, while also encouraging personalized outreach through teacher-family communication. These efforts are intended to reduce barriers to participation and ensure that all families are included in the decision-making process.|4|5|5|4|4|4|5|4|4|4|4|4|Met||2025-06-25|2025
37684113731304|MAAC Community Charter|3|Based on educational partner input and local data, MAAC Community Charter School (MCCS) has demonstrated strong progress in building relationships between school staff and families. One of the school’s greatest strengths is its commitment to creating a welcoming and inclusive environment, particularly for historically underserved families, including English Learners, homeless youth, and socioeconomically disadvantaged students.  Family engagement activities such as cafecitos with the Director, Parent Advisory Committee (PAC) meetings, orientations, and community potlucks provide meaningful opportunities for families to connect with school staff in accessible and culturally affirming spaces. MCCS has also expanded the use of ParentSquare, a multilingual communication platform, to facilitate two-way communication between educators and families in both English and Spanish. This tool, paired with translated materials and bilingual staff, ensures that families remain informed and involved in their child’s education.  Staff training in restorative practices, trauma-informed care, and cultural responsiveness has further supported the development of trusting and respectful relationships with families. Intake interviews and family conferences allow staff to learn about students’ home lives, goals, and cultural strengths, which helps inform academic and social-emotional supports.  Overall, MCCS has made clear progress in fostering positive home-school relationships by intentionally centering family voice, increasing communication pathways, and aligning practices with the community schools model of whole-child support.|MAAC Community Charter School (MCCS) has identified key focus areas for improvement in building relationships between school staff and families. While progress has been made in hosting events and improving communication, there is a need for more consistent and structured opportunities for staff to learn about each family’s strengths, cultures, and goals for their children. This includes professional development on culturally responsive engagement strategies and dedicated time for deeper relationship-building during advisory, intake, and family meetings.  Additionally, MCCS aims to strengthen participation and representation in decision-making bodies such as ELAC and PAC. Despite outreach efforts, quorum challenges and limited engagement from some parent groups—particularly families of English Learners and Students with Disabilities—suggest a need for more intentional outreach, flexible meeting formats, and leadership development for family members.  Finally, while tools like ParentSquare have enhanced communication, the school recognizes the importance of expanding personalized, two-way communication beyond digital platforms—especially for families with limited internet access or language barriers. Increasing home visits, one-on-one check-ins, and community liaisons are being explored to address this gap and ensure all families feel seen, heard, and valued.|To improve engagement of underrepresented families—particularly English Learners, Students with Disabilities, homeless youth, and socioeconomically disadvantaged families—MAAC Community Charter School (MCCS) is implementing several targeted strategies based on self-reflection and educational partner feedback.  First, MCCS will increase culturally responsive outreach by leveraging its Community in Schools Coordinator and Community Resource Coordinator to build trust through one-on-one engagement, home visits, and community-based events. These staff members will serve as liaisons, helping families navigate school systems, access services, and participate in school decision-making spaces.  Second, MCCS will offer more flexible and accessible engagement opportunities, such as hybrid and bilingual ELAC/PAC meetings, alternative meeting times, and child-friendly events, to reduce barriers related to work schedules, transportation, and language. The school will also explore offering interpretation services in additional languages as needed.  Third, MCCS will expand staff professional development to focus on building culturally sustaining relationships with families, emphasizing asset-based approaches and communication strategies that honor family knowledge and lived experiences. Intake and advisory meetings will be revised to include more structured questions about family strengths, student goals, and support needs.  Finally, MCCS will pilot a parent ambassador or steering committee model to empower family leaders from underrepresented groups to co-design events, lead outreach, and encourage broader participation. These efforts aim to shift family engagement from passive involvement to active partnership, ensuring all families feel welcomed, respected, and integral to student success.|MAAC Community Charter School (MCCS) has made meaningful progress in building partnerships that support student outcomes, particularly for its high-needs and historically underserved populations. One of the school’s key strengths is its multi-tiered system of support (MTSS), which integrates academic, behavioral, and social-emotional interventions in collaboration with families and community-based organizations.  MCCS has established strong partnerships with agencies such as South Bay Community Services and SDSU’s Community-Based Block Program to provide mental health counseling, mentoring circles, and case management services for students and families. These partnerships are integrated into the daily operations of the school and have directly contributed to improved graduation and attendance rates.  Additionally, the school has increased communication and collaboration with families around student progress through intake interviews, family-teacher conferences, and the use of platforms like ParentSquare. These touchpoints provide opportunities for shared goal-setting, progress monitoring, and family involvement in academic planning.  The addition of the Academic Coordinator and Community Resource Coordinator—funded through the Equity Multiplier and CCSPP—has strengthened the school’s ability to identify student needs early, coordinate timely interventions, and engage families as partners in supporting academic success. Advisory periods, Saturday school, and after-school tutoring further reflect the school’s commitment to partnering with families to improve student outcomes.  Overall, MCCS has laid a strong foundation for collaborative work with families and community partners, emphasizing transparency, shared accountability, and a holistic approach to student success.|MAAC Community Charter School (MCCS) has identified several focus areas for improvement in building partnerships for student outcomes. While the school has made strong progress in communication and service coordination, there is a need to strengthen family participation in academic planning and goal-setting, particularly for English Learners, Students with Disabilities, and families experiencing housing instability.  One area for growth is increasing family understanding of academic standards, assessments, and graduation requirements. Feedback from PAC and ELAC meetings indicates that some families feel unsure about how to support their child’s learning at home or navigate school systems related to college and career readiness. MCCS plans to develop more family-friendly tools and workshops to bridge this gap, including bilingual information sessions, parent academies, and visual guides to student progress.  Another improvement area is the standardization of communication between teachers and families regarding student progress. While intake interviews and advisory sessions are helpful, practices can vary by teacher or department. MCCS will work to create more consistent expectations for teacher-family engagement, including regular check-ins and shared academic plans.  Lastly, MCCS aims to better integrate student and family voice into decisions about instructional support, interventions, and enrichment opportunities. The school is exploring student-led conferences and family-student goal-setting tools to deepen collaboration and build a shared sense of ownership over student outcomes.  By focusing on these areas, MCCS seeks to move beyond transactional communication and foster more meaningful, two-way partnerships with families to support academic growth and long-term student success.|To improve engagement of underrepresented families—particularly English Learners, Students with Disabilities, homeless youth, and socioeconomically disadvantaged families—MAAC Community Charter School (MCCS) will implement targeted strategies designed to foster stronger partnerships for student outcomes.  First, MCCS will expand family education efforts by hosting bilingual workshops and family learning nights focused on academic standards, graduation requirements, college and career pathways, and how to interpret assessment data. Materials will be translated and delivered in culturally responsive formats to ensure accessibility and relevance.  Second, MCCS will strengthen personalized engagement through one-on-one conferences and home visits, led by the Community in Schools Coordinator and Community Resource Coordinator. These staff will serve as bridges between families and educators, helping families understand how to support academic progress and connect with needed resources.  Third, the school will standardize teacher-family communication protocols, ensuring that all families—regardless of background—receive consistent updates on student performance and are invited to participate in academic planning. This includes expanding the use of student-led conferences, goal-setting meetings, and digital tools such as ParentSquare to support ongoing two-way dialogue.  Finally, MCCS will work to amplify underrepresented family voices by recruiting diverse parent representatives for PAC and ELAC, offering leadership development opportunities, and creating family advisory roles in school initiatives. These actions aim to shift families from being recipients of information to active partners in shaping student learning and school improvement.  Through these targeted efforts, MCCS will ensure that all families—especially those historically marginalized—are meaningfully engaged in their children’s academic success and empowered to advocate for their needs.|MAAC Community Charter School (MCCS) has made meaningful progress in seeking input from families and stakeholders for schoolwide decision-making. A key strength is the school’s commitment to transparency and inclusion through consistent use of advisory bodies such as the Parent Advisory Committee (PAC) and efforts to convene the English Learner Advisory Committee (ELAC), even when quorum challenges arise.  MCCS regularly solicits feedback from families through bilingual surveys, focus groups, cafecitos, and community forums, and uses this input to inform updates to the LCAP, CCSPP planning, and program development. Topics such as school climate, academic supports, attendance, and mental health have been shaped directly by family feedback. In response, MCCS has added roles like the Community Resource Coordinator, developed the Attendance Recovery Program, and expanded counseling services.  Additionally, the school has established a collaborative leadership structure that brings together administrators, teachers, and classified staff to reflect on student data and community needs. This structure supports the integration of family and staff perspectives into decision-making and ensures that student outcomes remain central to school improvement efforts.  The use of multilingual communication platforms like ParentSquare, combined with in-person events and advisory meetings, has strengthened access to information and increased opportunities for families—especially those from underrepresented groups—to participate meaningfully. These structures reflect MCCS’s continued growth toward shared leadership and inclusive governance.|One area of growth is increasing meaningful participation from underrepresented families in advisory groups such as ELAC and PAC. While the school has made significant outreach efforts, achieving consistent quorum and active engagement—particularly from families of English Learners and Students with Disabilities—remains a challenge. MCCS recognizes the need to provide additional support, such as orientation sessions, leadership training, and flexible meeting formats to encourage broader participation.  Another focus area is enhancing co-creation and feedback loops. While families and staff are invited to share input through surveys and meetings, more intentional efforts are needed to close the loop by showing how that input is used in planning and implementation. This includes clearer communication about decisions made and opportunities for ongoing collaboration in the design and evaluation of school programs.  Finally, MCCS is working to build the capacity of staff to facilitate inclusive engagement. While current efforts reflect a solid foundation, more professional learning is needed for principals, teachers, and support staff to effectively engage diverse voices in shared decision-making processes.  By focusing on these areas, MCCS aims to move from consultation to true partnership—ensuring that all stakeholders, especially historically underrepresented families, have a seat at the table and a voice in shaping the future of the school.|(MCCS) will implement targeted strategies grounded in equity and accessibility. Based on self-reflection and stakeholder feedback, MCCS recognizes the need to elevate the voices of English Learners, Students with Disabilities, homeless youth, and socioeconomically disadvantaged families—groups that have historically been underrepresented in advisory bodies and planning processes.  First, MCCS will develop and deliver orientation sessions and leadership workshops for families interested in participating in PAC, ELAC, and other advisory committees. These sessions will help demystify decision-making structures, build confidence, and support meaningful participation, especially for parents new to school governance.  Second, the school will expand personalized outreach efforts through the Community in Schools Coordinator and Community Resource Coordinator, who will engage families individually via home visits, phone calls, and in-person events. These staff members will serve as trusted liaisons and advocates, ensuring that underrepresented families are invited, supported, and heard.  Third, MCCS will offer flexible, multilingual opportunities for input, including surveys, hybrid meeting options, and focus groups at varying times to accommodate different schedules and access needs. All materials and communications will be translated, and interpretation services will be available to reduce language barriers.  Lastly, MCCS will implement feedback loops to demonstrate how family input influences policies and programs. This includes reporting back to families through newsletters, PAC/ELAC updates, and ParentSquare posts, helping to build trust and reinforce the value of their participation.  Through these actions, MCCS will create more inclusive, accessible pathways for underrepresented families to shape school decisions and help ensure all students are supported to succeed.|4|4|4|4|3|4|4|4|3|3|4|3|Met||2025-06-24|2025
37684370000000|Vallecitos Elementary|3|Family-engagement data show that Vallecitos has moved from welcoming families to partnering with them. Highly welcoming climate (Rating 5). Twelve signature events—95% turnout at Back-to-School Night, 75% Open House, four Lunch-on-the-Lawn picnics, plus Movie Night and DELAC Cultural Evenings—have normalised parent presence on campus, a change reflected in the 10-point jump in parents who say the school is safe for their child (50%~>60%) and motivates learning (64%~>74%). Growing cultural responsiveness (Rating 4). Vallecitos now does far more than translate flyers: it deliberately invites families’ languages, experiences, and traditions into everyday school life. The district offered free evening ESL classes for adults through our partnership with Palomar College. We also ran parent workshops on digital citizenship and substance-abuse awareness, giving caregivers practical skills while signaling that their growth matters. Year-round community events, such as our Movie Night, Back-to-School Night, Fall Festival, Lunch on the Lawn, Santa's Workshop, the Spring Open House events create informal settings where staff learn directly about families’ backgrounds and aspirations. As a result, parent-volunteer hours have risen sharply, particularly among historically marginalized groups, showing that families feel welcomed and see their contributions valued. Teachers and classified staff reinforce this climate by using the information gathered at events and conferences to shape lessons, celebrations, and schoolwide themes, so students regularly see their own cultures reflected on campus. Because these practices move well beyond compliance and into genuine relationship-building—and because participation data confirm broad uptake across subgroups—the district rates itself a strong “4,” while recognizing there is still room to deepen co-creation of curriculum and decision-making with families. Two-way communication infrastructure (Rating 4). Coffee & Donut opportunities with the Principal in the fall, bilingual communication, and DELAC meetings (up from 4 % to 31 % EL family attendance) offer consistent feedback loops. Parents are offered translation services for meetings and other forms of communication to ensure clarity and build trust. Capacity-building still in progress (Rating 3). The 53 % agreement rate on “school seeks my input” shows improvement but confirms more improvement is needed. One of our PD days focused on effective conversations with EL students and families, which contributed to some our success. In the coming year, we plan to implement SIOP and restorative-practice coaching cycles to expand our ability to navigating difficult conversations with students and their families. Overall, Vallecitos excels at opening doors and honoring family culture and is steadily strengthening staff confidence and systems for genuine two-way partnership.|Despite steady gains, three relationship-building gaps emerged from parent surveys, DELAC logs, and staff PD rosters: 1. Deepen staff skill for authentic two-way dialogue. Only 53 percent of parents “strongly agree/agree the school seeks my input,” up 10 points but still well below the 75 percent target. Our teachers have yet to complete the full SIOP/restorative-practice coaching cycle, which will further increase our capacity to engage in sensitive or multilingual conversations. 2. Expand participation of underserved families—especially EL and SWD. DELAC attendance rose from 4 to 31 percent of EL families yet remains far from the 70 percent goal, and no comparable advisory exists for parents of students with disabilities. Chronic-absence data show White and SWD students remain Orange despite overall Blue status, signalling that those families are not fully engaged in problem-solving. 3. Strengthen direct, proactive outreach. Home-visit action was postponed last year and tentatively a discontinued LCAP action. Although the district believes that this was the best course of action, the tentative removal of the home visit intervention leaves chronically absent families without a personalised touchpoint. Parent comments on climate surveys request more advance notice of events and materials in home languages beyond Spanish (e.g., Mixtec). Focus areas for 2025-26 Complete SIOP training for 100% of faculty and SPED Parent workshops at the rate of one per quarter. Launch quarterly IEP family workshops and re-activate targeted home visits (White, SWD, EL). Establish a “Parent Liaison Team” in conjunction with our DELAC that meets at least quarterly that raises our EL family voice while modelling shared decision-making. Provide all flyers via Class Dojo and FinalSite at least two weeks ahead, translated into English and Spanish. These actions aim to move the “staff capacity” rating from 3 to 4 and lift parent-input agreement levels toward the 75 percent benchmark, ensuring every family feels both welcomed and influential in school decisions.|To strengthen relationships with the under-represented families surfaced in our self-reflection—English-learner (EL) households, parents of students with disabilities (SWD), and White families with persistent absenteeism, Vallecitos will layer targeted outreach, flexible access, and shared decision-making onto its existing event calendar. 1. Consider relaunch of targeted home visits (Action 2.2)- If needed, the district will conduct a restorative, strengths-based home visit for every White or SWD student who reaches five unexcused absences. The visit ends with a co-signed attendance plan and an invitation to the next Parent Design Team session. At this time, funds are not budgeted for this action, but it will remain as a contingency in case the district determines that these important subgroups require additional support. 2. Quarterly IEP-Family workshops- This was a metric and will remain an important goal for 2025-2026. These evening sessions will blend childcare, light dinner, and translation services so that SWD parents can learn both academic and behaviour-support and transition strategies while building peer networks. 3. Expand EL voice through a Parent Liaison Team- DELAC members and newly recruited EL parents will meet at least quarterly to co-plan engagement events and preview policy drafts with the goal of raising DELAC participation toward the 70% target. 4. Multilingual, advance communication- All flyers, Class Dojo, and FinalSite posts will go out two weeks ahead in English and Spanish. Automated phone calls in the family’s home language will follow for major events. Parent surveys already show a 10-point jump in perceived outreach (43%~>53%), and clearer bilingual messaging is expected to accelerate that gain. 5. Staff capacity upgrade- 100% of teachers will complete the SIOP training, building confidence for bilingual, culturally responsive dialogue. These focused actions, which include personalized visits, accessible workshops, shared leadership opportunities, proactive multilingual communication, and deeper staff training aim to move the “seeks my input” parent-survey item toward 75% and lift our staff-capacity rating from 3 to 4 while ensuring that every EL, SWD, and high-absence family feels seen, heard, and supported.|Vallecitos is steadily converting family engagement into academic partnership: Professional learning for partnership (Rating 4). Staff scores on “adults treat each other with respect” from 46% to 69 % and raised parent perception that the school seeks input to 53%. Structured, two-way progress reviews (Rating 4). MTSS phone calls and 100% parent participation in IEP meetings . These routines keep parents informed and invite joint goal-setting around grades, attendance, and behavior. Legal-rights clarity (Rating 5). Parents of English Learners receive DELAC voting guides; SWD families receive NCCSE “Parent Rights & Procedural Safeguards” booklets at every IEP; and all families have online access to the Uniform Complaint Policy. Feedback shows 74% of parents now feel the school motivates their child to learn, which is up 10 points. This indicate a climate where advocacy is welcomed . Home-learning resources still emerging (Rating 3). While Mano a Mano and district workshops cover ESL, digital citizenship, and substance-abuse awareness, only a third of teachers send grade-specific “family tips” tied to current lessons, and after-school homework clubs reach fewer than half of low-income students . Overall strength: staff are increasingly trained and systems are in place for rights-based advocacy and data-rich conferences. The next leap is equipping every household—especially low-income and EL parents—with practical, curriculum-aligned tools to support daily learning at home.|Focus areas for stronger “Partnerships for Student Outcomes” Home-learning resources for EL and low-income families (Rating 3). Parent comments on the climate survey ask for concrete ways to help with nightly reading and math. Currently; only some teaeachers currently send home “family tip” sheets and the after-school homework club reaches fewer than half of SED students. The district therefore needs a unified, bilingual toolkit—print + digital—that aligns with weekly lessons and is accessible on low-bandwidth devices. Deeper staff coaching on academic goal-setting with families (Rating 4). All teachers have had an introductory SIOP or restorative cycle, but fewer than half have practised data-sharing protocols that turn conferences into co-planned action steps. Completing a second coaching cycle focused on evidence-based parent–teacher academic partnerships is a priority. Consistent two-way progress monitoring outside conference windows (Rating 4). Student-led conferences are universal in grades 3-8, yet interim updates rely on ad-hoc emails that many EL and Mixtec-speaking parents cannot access. The LEA will pilot translated Synergy grade alerts and mid-term phone check-ins so families can adjust supports before grades post. Extended learning supports beyond the school day. Survey data show strong interest in evening family “learning labs,” but current staffing limits them to once a month. Leveraging Community Schools partners and stipended teachers to host weekly sessions will give parents a live venue to practise the new home-learning strategies. By expanding bilingual, curriculum-aligned take-home materials; completing advanced staff coaching on joint goal-setting; adding real-time, language-accessible progress updates; and scaling family learning labs, Vallecitos can move its “home support” rating from 3 to 4 and ensure every household is equipped to drive academic growth.|To move under-represented families, including English Learners, parents of students with disabilities (SWD), and low-income/chronically-absent White families from occasional participants to fully empowered partners, Vallecitos will layer four new supports onto its 2025-26 program: 1. Bilingual “Family Learning Kits.” Every three weeks teachers will send home a one-page, picture-rich tip sheet (English, Spanish, Mixtec) that mirrors the current reading or math unit and links to an audio walkthrough via QR code. Kits replace ad-hoc homework notes that only one-third of families now receive, giving EL and SED households concrete, curriculum-aligned tools. 2. Weekly Evening Learning Labs. Leveraging Community Schools partners, the district will extend homework club hours to Wednesday evenings with rotating stations—guided reading, math games, SchooLinks navigation, IEP support—staffed by stipended bilingual aides and the PPS counselor. Priority invitations go to EL, SWD, and any student flagged for chronic absence. 3. Real-time, language-accessible progress alerts. Synergy grade and attendance alerts will auto-push in the family’s home language; for families without stable internet, the school clerk will place a mid-term phone check-in so concerns surface before report-card conferences. This closes the two-way communication gap that currently keeps “school seeks my input” at just 53 percent. 4. Advanced Staff Coaching on Goal-Setting with Families. All teachers and administrators will complete a second coaching cycle—SIOP for EL engagement and disability-responsive restorative practices—for hands-on practice converting data into joint, actionable goals during student-led conferences and MTSS meetings. Together, these kits, evening labs, live alerts, and deeper staff coaching directly target the specific barriers highlighted in the self-reflection and are designed to lift the “Home-Learning Resources” rating from 3 to 4, boost the parent-input agreement rate toward the 75 percent benchmark, and ensure every EL, SWD, and high-absence family has the knowledge, resources, and voice to drive their child’s success.|Vallecitos has built a solid foundation for seeking and using family voice in decision-making: Multiple, transparent input windows. Draft LCAPs, safety plans, and federal addenda are posted at least 10 days before board hearings, and the superintendent highlights key changes in a bilingual ParentSquare message; last spring 42 written comments were logged and reviewed before adoption. Advisory groups with widening participation. DELAC attendance climbed from 4% to 31% of EL families after meetings were moved to early evenings with childcare and live Spanish interpretation, while two School Site Council workshops drew a balanced mix of parents, teachers, classified staff, and the student body president. Student voice at the table. The grade 4-8 Student Council and five-member Community Engagement Initiative cohort present climate and attendance data to trustees each February, ensuring youth perspectives inform MTSS resource decisions. Two-way design of engagement activities. Coffee & Donuts forums generate agendas for upcoming family workshops, and the new Parent Design Team co-planned this year’s Rainbow Run and Digital Citizenship Night, reflecting the 10-point rise in parents who say the school seeks their input (43% ? 53%). Capacity-building underway. Half of principals and lead teachers have completed introductory facilitation training; their next coaching cycle will deepen skills in consensus-building and inclusive meeting protocols, aiming to lift the “capacity to engage families in advisory groups” rating from 3 to 4 next year. These practices demonstrate clear progress—especially in creating accessible forums and incorporating feedback, while highlighting the need for additional staff and parent leadership training to make shared decision-making truly robust and representative.|Focus areas for stronger, more representative decision-making Strengthen staff facilitation skills (Rating 3 ? 4). Parent surveys still show only 53 % agreement that the district “seeks my input,” and principals report uncertainty about running fully bilingual, consensus-building meetings. All site and district leaders will therefore complete a second coaching cycle—covering inclusive agenda design, simultaneous interpretation protocols, and “you-said / we-did” feedback loops—so advisory sessions move from information sharing to true co-planning. Build parent leadership capacity (Rating 3 ? 4). DELAC participation climbed to 31 % of EL families but remains far from the 70% target, and no standing advisory exists for parents of Students with Disabilities. The district will launch (a) a Parent Leadership Academy—four evening workshops on Robert’s Rules, data literacy, and budget basics, offered with childcare and Mixtec/Spanish interpretation—and (b) a Special Education Family Advisory Committee that feeds into School Site Council. Target under-represented voices in surveys and forums. Chronic-absence data highlight disengagement among White and SWD students (Orange band) . Home-visit teams will deliver hard-copy surveys in home languages and personally invite those families to the new Parent Design Team, ensuring their perspectives inform MTSS and attendance policy updates. Increase access and transparency. All advisory meetings will adopt a hybrid format (Zoom + in-person) with agendas posted one week in advance via ParentSquare and translated into English, Spanish, and Mixtec. A quarterly “Family Voice Digest” will summarise input and resulting actions, closing the feedback loop that partners say is missing. By upgrading staff facilitation, equipping parents to lead, creating dedicated forums for SWD and chronically absent groups, and formalising multilingual, hybrid communication, Vallecitos aims to lift both “capacity to engage in advisory groups” ratings from 3 to 4 and move parent-perception agreement toward the 75% benchmark.|Vallecitos will concentrate on three under-represented groups surfaced in the self-reflection— English-learner (EL) families (Spanish and Mixtec), parents of Students with Disabilities (SWD), and White families whose children remain Orange for chronic absenteeism —and embed their voices earlier and more visibly in site- and district-level decisions. Parent Leadership Academy & Stipended Seats. Beginning October 2025, EL and SWD parents who complete a four-session evening academy (basic finance, data reading, Robert’s Rules) will receive a $100 stipend and automatic nomination to DELAC, School Site Council, or the new Special Education Family Advisory Committee. Child-care and simultaneous Spanish/Mixtec interpretation are provided, removing the linguistic and logistical barriers that kept DELAC participation at 31 % . Restorative Home-Visit “Voice Invitations.” When a White or SWD student reaches five unexcused absences, the principal–counselor team’s strengths-based home visit will end with a personal invite—and transportation, if needed—to the next advisory meeting, ensuring disengaged families shape MTSS and attendance-policy revisions . Hybrid, Multilingual Advisory Format. All advisory meetings will run in simultaneous English and Spanish (with Mixtec whisper interpretation as requested) and stream via Zoom; agendas and slide decks post on ParentSquare one week in advance in all three languages, widening access for working parents and those without transportation. Quarterly “Family Voice Digest.” A bilingual, two-page digest will summarize key questions raised in DELAC, SSC, and the Parent Design Team and list the actions taken (“You said / We did”), closing the loop that parents cited as missing when only 53 % felt the district sought their input . By building parent leadership skills, issuing personal invitations tied to attendance outreach, removing language barriers through hybrid meetings, and publicly showing how input alters decisions, Vallecitos expects both staff- and family-capacity ratings to rise from 3 to 4 and to push parent agreement on “school seeks my input” toward the 75 % benchmark.|3|5|4|4|4|3|4|5|3|3|4|4|Met||2025-06-24|2025
37684520000000|Vista Unified|3|Based on analysis of educational partner input and local data, Vista Unified School District (VUSD) continues to demonstrate strong progress in building meaningful relationships between school staff and families. A key strength is the role of Community Liaisons through the Family and Community Engagement (FACE) Network, who are widely recognized as essential bridges between families and schools. Educational partners emphasized that Community Liaisons conduct home visits, provide interpretation services, assist with enrollment and resource navigation, and support families across a range of needs.    The District has also made progress in ensuring language access and inclusivity. Educational Partners expressed strong appreciation for the availability of interpretation services during meetings and for communication materials provided in Spanish. Maintaining translation and interpretation services was repeatedly emphasized as critical for family engagement and equitable access to information.|While communication is generally viewed as a strength, educational partners identified opportunities for improvement. These include making district and school websites more user-friendly and simplifying access to frequently used forms. Educational partners also requested more consistent communication from school sites.|To remove barriers for families who speak languages other than English, the district will: Continue providing interpretation and translation services at all key meetings and events. Ensure that communication, including school updates and forms, is available in families' home languages. Increase the use of text-based communication (as preferred by many families), and leverage tools like ParentSquare to track message delivery and engagement.  To move beyond one-way information sharing, the district will: Promote more interactive communication opportunities, including feedback loops, listening sessions, and culturally responsive engagement strategies. Encourage principals and district leaders to participate more visibly in communication efforts to build trust and visibility among underrepresented families.|Vista Unified School District has demonstrated strong progress in building meaningful partnerships to support student outcomes through a shared commitment to equity, student voice, and collaborative engagement.  Guided by the district’s vision, “Every student graduates from Vista Unified as a resilient, agile learner and creative problem solver who navigates the world with confidence and kindness and eagerly embraces local and global challenges”, the district has established a clear foundation for aligning partnerships with student-centered goals.  A key strength is the Superintendent’s Council for Equity and Anti-Racism, which brings together educational partners, including students,  to provide feedback and recommendations on district-wide initiatives. This council’s vision to close opportunity gaps and ensure all students receive equitable access to reach their full academic and social potential reflects Vista Unified’s deep commitment to partnership and shared leadership. The council also emphasizes sustainable structures, supporting long-term systems change across the district.  Additionally, the district has elevated student voice by including three student representatives on the school board, offering students a direct role in shaping decisions that impact their learning and success.  Vista Unified’s Learner Portrait, Kind and Confident, Curious and Connected, Capable and Knowledgeable, further strengthens partnerships by providing a shared framework across schools, families, and the community for what it means to prepare students for college, career, and life.  Together, these structures and shared values have enabled Vista Unified to build strong, mission-aligned partnerships that are connected to student outcomes and equity-driven improvement efforts.|Based on analysis of educational partner input and local data, Vista Unified School District has identified key focus areas to strengthen partnerships that support equitable student outcomes:  While the inclusion of three student representatives on the school board is a strong foundation, there is an opportunity to amplify student voice more broadly across schools and district initiatives. This includes developing structures for ongoing student feedback, especially from underrepresented student groups, and ensuring that student insights meaningfully inform instructional practices, programs, and policy decisions.  The Superintendent’s Council for Equity and Anti-Racism plays a critical advisory role; however, there is a need to strengthen the connection between council recommendations and action at the school site level. Ensuring that council feedback leads to measurable changes in classrooms and programs will help increase trust and visibility of partnership efforts.  Partners expressed a desire for more transparent and accessible data  on student learning, engagement, and progress toward the district’s equity goals. Providing families, students, and community members with clear information and tools to understand academic and social-emotional growth will enhance their ability to collaborate meaningfully with educators.  By addressing these focus areas, Vista Unified aims to deepen the impact of its partnerships and ensure all students have the support they need to thrive academically, socially, and emotionally.|Based on the district’s self-reflection process and educational partner input, Vista Unified School District will implement targeted strategies to strengthen engagement of underrepresented families in support of student outcomes.  The district will enhance accessible, multilingual communication that invites regular, two-way dialogue between schools and families. This includes continuing interpretation services and creating consistent channels for underrepresented families to provide input on student learning experiences and district initiatives. Feedback will be used to inform instructional practices and site-level decisions.  To ensure families can meaningfully support student success, the district will improve access to data on academic progress presented in family-friendly, translated formats. The district will also expand opportunities for family learning, including resources focused on understanding student assessments, graduation requirements, and how to support learning at home.|Vista Unified School District demonstrates strong and growing capacity in seeking input from a broad range of educational partners to inform decision-making, particularly in alignment with its commitment to equity, transparency, and shared leadership.  A key strength is the district’s multi-tiered approach to educational partner engagement, which includes input from students, educators, families, and community members through structured opportunities such as student forums, parent focus groups, school site councils, and advisory committees. Educational partners are invited to provide feedback on district priorities, including during the development and monitoring of the Local Control and Accountability Plan (LCAP).  The district also facilitates meaningful engagement through its Family and Community Engagement (FACE) Network, particularly the work of community liaisons, who serve as trusted connectors between schools and families. These liaisons conduct home visits, help families navigate school systems, and elevate the voices of underrepresented groups. Interpretation services and multilingual communication tools help ensure language is not a barrier to participation.  In addition, Vista Unified has made progress in elevating student voice in decision-making. The inclusion of three student board members and the work of the Superintendent’s Council for Equity and Anti-Racism provide students and families with platforms to influence district-wide policy and practice. The council’s purpose, to provide feedback and recommendations related to equity and anti-racism, ensures that historically marginalized voices are centered in district improvement efforts.|Based on educational partner input, Vista Unified School District has identified key areas to strengthen how input is sought and used in decision-making processes:  While the district gathers input through forums, surveys, and advisory groups, some educational partners, particularly underrepresented families and community members, shared that they are not always aware of opportunities to participate or are unsure how their input will be used. The district will focus on broadening outreach and removing participation barriers by leveraging community liaisons, offering multilingual formats, and creating more informal and accessible input opportunities, such as listening sessions and mobile feedback kiosks.  Educational partners emphasized the importance of knowing how their input informs decisions. Families expressed a desire for more follow-up communication that shows how their feedback is being used. To build trust and transparency, the district will focus on closing the feedback loop by communicating how their feedback is used.  While student representation on the school board is a strength, partners expressed interest in broadening student input opportunities beyond those serving on formal committees. The district will work to engage a more diverse range of student voices, especially those from historically underrepresented or underserved groups, by expanding outreach to student groups, hosting student forums, and incorporating youth voice into school site planning.  Feedback also suggests a need for more consistent structures at the school level to ensure families and staff can meaningfully engage in site-based planning and decision-making. The district will support schools in building the capacity of School Site Councils, English Learner Advisory Committees (ELACs), and other engagement groups to increase participation and improve alignment with district priorities.|Based on the district’s self-reflection process and analysis of educational partner input, Vista Unified School District will implement several targeted strategies to improve engagement of underrepresented families in decision-making processes.  Community liaisons play a vital role in connecting with families who may be unfamiliar with or hesitant to participate in formal input opportunities. The district will continue to invest in this network and provide liaisons with training and tools to proactively engage underrepresented families in surveys, forums, advisory committees, and school planning processes.  To ensure all families have meaningful access to participate, the district will expand the availability of multilingual, culturally relevant opportunities for families to share input. This includes offering interpreted listening sessions, small-group input conversations, and flexible formats such as mobile outreach, surveys by phone or text, and in-person community-based meetings.  To foster trust and demonstrate the impact of family input, the district will prioritize follow-up communication to show how community feedback influences school and district decisions. This includes providing translated summaries of key decisions, sharing outcomes via ParentSquare and highlighting stories of impact to affirm the value of family voice.|4|4|4|5|4|4|4|4|5|5|5|4|Met||2025-06-26|2025
37684520106120|SIATech|3|SIATech implemented the Panorama Survey during the 2022–23 school year to gain deeper insights and better support students, staff, and families. Since its introduction, the survey has been administered biannually—in both the fall and spring. Staff have received professional development on how to effectively administer the survey and interpret the resulting data to provide students with tiered interventions. As a result, student participation in the survey has increased, enabling SIATech to offer more targeted and relevant supports that address students’ specific needs.  Drawing from the insights gathered through the Panorama Survey, SIATech has implemented several targeted supports to meet the unique needs of its students. These include the establishment of Men’s and Women’s Support Groups, which provide safe, identity-affirming spaces for students to connect, share experiences, and develop social-emotional skills. The school has also expanded Associated Student Body (ASB) opportunities to amplify student voice and leadership in shaping a positive school culture. In addition, SIATech has hosted mental health and wellness workshops tailored to themes identified in the survey data, such as stress management, emotional regulation, and resilience-building.  This year, SIATech hosted a joint mental health and wellness workshop for students and parents, which was well-attended and fostered meaningful dialogue between families and school staff. Several parents participated alongside their children, strengthening the home-school connection and reinforcing the importance of mental wellness as a shared priority.|SIATech continues to face challenges in increasing parent participation in the Panorama Survey. While student engagement has improved, parent response rates remain lower than desired. The school is actively exploring strategies to better engage families and encourage their involvement in the feedback process, recognizing the critical role their perspectives play in shaping a supportive and inclusive school environment. Some of these improvement strategies include; a) parent workshops based on their feedback of high interest topics, b) reguarly occuring community engagement events based on feedback of parents interests, and c) family/staff nights where the focus is for everyone to build deeper working relationships through partnered collaborative workshops a these events.|Continue to Build Relationships- Teachers and school leaders will personally reach out to parents through phone calls or home visits to discuss the importance of their involvement.  Create a Welcoming Environment: Host events in a friendly, inclusive atmosphere where parents feel comfortable and valued.  Understand Barriers- Ask parents about their concerns or barriers to engagement through anonymous surveys, and use the feedback to tailor activities.  Communicate Effectively: Provide clear, concise information about events, activities, and their benefits for students and parents.  Multiple Channels: Use various communication methods (newsletters, social media, text alerts) to reach parents where they are most comfortable.    Highlight Benefits: Share success stories and statistics showing how parental engagement positively impacts student performance and behavior.    Create Relevant and Enjoyable Events: Organize a variety of activities, such as workshops on relevant topics (e.g., college prep, financial literacy) and social events that encourage interaction.    Family-Focused Activities: Plan family nights, potlucks, or volunteer opportunities that involve the whole family, making it easier for parents to participate.  Empower Parent Leadership: Involve Parents Encourage parents to take on leadership roles in planning and organizing events to ensure their voices are heard.  Leverage Technology: Virtual Engagement. Offer virtual meetings or workshops to accommodate parents who cannot attend in person due to scheduling conflicts.    Follow Up and Build Momentum: After an event, thank participants and share outcomes to keep them connected and informed.  Regular Check-Ins:Maintain communication with parents throughout the school year to ensure ongoing engagement and support.   Celebrate Participation: Acknowledge and reward parents who actively participate in school activities, reinforcing the importance of their involvement.|SIATech has made notable progress in implementing actions aligned with its goal to foster equity-driven, social-emotional, and wellness programs. Several effective initiatives have contributed significantly to advancing the school’s social-emotional learning (SEL) and wellness objectives. The biannual administration of the Panorama Survey has been particularly impactful, providing meaningful data from students, staff, and families. This data has played a crucial role in identifying needs and shaping responsive supports. Staff have benefited from professional development focused on administering the survey and interpreting the results, which has enhanced their ability to deliver tiered interventions and foster a more supportive school environment.  In response to the survey data, SIATech has introduced targeted student supports, including Men’s and Women’s Support Groups, expanded Associated Student Body (ASB) opportunities, and mental health workshops. These initiatives have created safe, inclusive spaces and elevated student voice and well-being. Additionally, the school hosted a joint mental health and wellness workshop for students and parents, which was well-attended and helped strengthen the home-school connection while emphasizing shared responsibility for wellness.|Partnership building in regards to improvment will require a deeper working relationship with our WIOA partners.|Parent participation in the Panorama Survey continues to be an area of growth. While student engagement has increased, limited parent involvement restricts the school’s ability to fully understand and respond to family perspectives and needs. Overall, SIATech’s actions have been largely effective in advancing its SEL goal, particularly in student engagement and support. Continued efforts are needed to improve parental involvement, especially in survey participation, to ensure a truly inclusive and comprehensive approach to school wellness.|SIATech implemented the Panorama Survey during the 2022–23 school year to gain deeper insights and better support students, staff, and families. Since its introduction, the survey has been administered biannually—in both the fall and spring. Staff have received professional development on how to effectively administer the survey and interpret the resulting data to provide students with tiered interventions. As a result, student participation in the survey has increased, enabling SIATech to offer more targeted and relevant supports that address students’ specific needs.|The school is actively exploring strategies to better engage families and encourage their involvement in the feedback process, recognizing the critical role their perspectives play in shaping a supportive and inclusive school environment.|Surveys and Questionnaires: Regularly distribute surveys to gather feedback on various issues. Ensure questions are clear and specific, covering topics like curriculum, safety, and extracurricular activities. Use online platforms for ease of response.  Parent Focus GroupsL Organize focus group discussions with diverse parent representatives. This setting encourages open dialogue and deeper insights into parents' perspectives and concerns.  Information Sessions and Workshops: Host sessions to explain how parental input influences decisions. This not only informs parents but also engages them in meaningful discussions about school policies and goals.  School Committees: Create committees that include parents, teachers, and administrators. Involve parents in decision-making processes related to specific aspects like school improvement plans, budget allocations, or curriculum development.  Parent-Teacher Conferences: Use these meetings to solicit parent feedback on school initiatives and programs. Ask specific questions related to their children’s experiences and any suggestions for improvement.  Partnerships with Parent Organizations: Collaborate with existing parent organizations to facilitate discussions and gather insights on major decisions.  Open Forums and Town Hall Meetings: Organize open forums for parents to discuss their concerns and suggestions. These meetings provide a platform for transparency and shared decision-making.  Feedback on School Policies: Actively seek parental input when drafting or revising school policies. Share drafts for review and encourage feedback.  Action Plans Based on Feedback: Show parents that their input is valued by developing action plans in response to their suggestions. Communicate the results back to the community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-30|2025
37684520114264|North County Trade Tech High|3|Strengths include multiple calendared opportunities for families to participate in school events. An emphasis is placed on maintaining a welcoming atmosphere for all families. Multiple modes of communication are utilized to reach all families.|Despite the variety and frequency of events, there are still families that do not participate. We will continue to seek new and creative ways to engage families to ensure they are an active part of their child's education. We will also continue to increase the ways we communicate to make it easier for families to access information.|Underrepresented families will be engaged through events designed specifically to invite them into the school. Teachers will also be on the front line of communication, emphasizing positive and welcoming messages.|Teachers meet with families at regularly scheduled intervals to collaborate around student progress.|Additional opportunities for parents to participate in their child's education are needed. We are in the planning stages of offering workshops to families on topics of interest they have identified.|Staff development to be more effective at collaborating with underrepresented families. Additional time and resources for outreach.|Advisory groups exist and meet regularly.|Recruiting additional families into advisory groups is a priority.|Provide additional opportunities and support for their participation, including flexible times to participate.|4|4|4|3|4|3|4|3|4|4|4|4|Met||2025-06-10|2025
37684520124917|Guajome Learning Centers|3|There are effective lines of communication|There can be more opportunities for families to visit campus|We will ensure that all students have access to the course of study|Glc Stakeholders have strong positive relationships|Develop more time for collaboration|Continued outreach and checkins|Many informal opportunities throuh weekly parent communications|More formal surveys|More formal surveys|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
37684520128223|Bella Mente Montessori Academy|3|The LEA has many opportunities for School Staff and Families to build relationships: Parent Teacher conferences multiple times per year, Coffee Mingle with Leadership and parents once a month, Sneak Peek for all families to attend before school begins, Back to School Night after school begins, Winter Spectacular annual performance, Open House for all families in the Spring, Parent Education Nights, Game Nights, Movie Nights and other events where siblings are welcome to attend. Our events which encourage families to be part of their scholar's education are a strength.|The LEA will continue to offer events which draw a larger number of families to the campus. Some of the LEAs events are less well attended. The school's bilingual community liaison's will continue to help build the relationship with families to encourage attendance at events.|The LEA has continued employment in the 2025-26 school year, bilingual community liaisons. These LEA partners will continue to build relationships with our underrepresented families.|The LEA has a robust program which ensures our staff and teachers build partnerships with families to ensure positive student outcomes. When a teacher's partnership with a family is not leading to a desired outcome, other staff members are trained to be involved including Community Liaisons, Counselor, Assistant Principal, Director of Compliance, Director of Student Services or the Executive Director.|The LEA will continue to train all staff to ensure best practices are followed to build partnerships for student outcomes, continuing to encourage attendance at school-wide events and at parent conferences where the conferences are led by the students themselves.|The LEA has continued employment in the 2025-26 school year, of bilingual community liaisons. These LEA partners will continue to build relationships with our underrepresented families to increase engagement.|The LEA ensures the entire leadership team is available to families once a month to answer questions and provide input during our monthly Coffee Mingle gatherings. In addition, Leadership attends all DELAC meetings to encourage communication with stakeholders. In addition, the LEA sends home multiple digital surveys to families throughout the school year to gain valuable feedback on the LCAP and other items of importance to the LEA and student success.|The LEA produces multiple surveys throughout the school year to seek input. These surveys have seen an increase in responses from stakeholders. The LEA is focusing on different ways to survey families to ensure families are able to provide valuable input for decision-making.|The LEA will improve engagement of underrepresented families by encouraging bilingual staff to directly contact families in other modalities such as WhatsApp to ensure their voice is heard.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
37684523730942|Guajome Park Academy Charter|3|Guajome Park Academy has continued to strengthen family engagement by expanding communication tools, increasing access to parent education, and deepening connections through personalized outreach. Families are now regularly informed of school events and programs through ParentSquare, which provides messages in their preferred language via email, text, and mobile app. Additional outreach includes weekly newsletters, automated calls, flyers, the school website, social media platforms (Facebook, Instagram, Twitter), and the school marquee, all available in English and Spanish. Our Parent University offers bilingual classes focused on supporting student learning, wellness, and community involvement. Class information is shared through multiple channels, including personalized calls, newsletters, and on-site postings. Our Family and Community Resource Center provides families with academic, safety, and community resources. The center offers access to computers, bilingual materials, and take-home books to support literacy. In addition to multiple food distributions free to families, and other resources and educational events for families.  Guajome has also implemented the Guajome Home Visit Project, in partnership with the Sacramento Home Visit Project. Since 2019, staff have conducted home visits for all incoming kindergarten families, with plans to expand to additional grade levels. These visits foster trust and strengthen school-family relationships.|As Guajome Park Academy’s student population continued to shift, we saw an increase in multilingual learners, students from low-income households, and students with special education needs. Based on educational partner input and local data, we identified the need to improve how we engage and support these families to ensure their voices were represented and their needs addressed in school planning and programs. Throughout the 2024–25 school year, we prioritized strengthening trust and two-way communication with families from historically underrepresented groups. Feedback from surveys, ELAC and SSC meetings, and family outreach events indicated a need for more inclusive, culturally responsive engagement strategies. As a result, we expanded our use of multilingual communication through ParentSquare, ensured interpreters were available at key events, and increased staff training on culturally competent communication. We also worked to broaden participation in decision-making groups such as the School Site Council and English Learner Advisory Committee. To reduce barriers, we offered childcare, translation services, meals, and flexible meeting times. Outreach efforts included personal phone calls, home visits, and targeted invitations to encourage diverse family representation in school governance. Another area of focus was improving family awareness and access to academic and social-emotional support resources. While we had strong partnerships with community organizations such as MANA, Vista Community Clinic, Vista Teen Outreach, and the Mexican Consulate, we recognized that many families were unaware of the available services. In response, we expanded the visibility and offerings of our Family and Community Resource Center, both on campus and online. We also launched a series of targeted workshops—offered in English and Spanish—on topics such as mental health, immigration services, food access, special education supports, and post-secondary planning. We also assessed the effectiveness of the Guajome Home Visit Project, which had been in place for all incoming kindergarten students since 2019. Based on positive outcomes in building trust and improving communication, we began planning for expansion of the program to additional grade levels and student groups in the upcoming year. We have continued to make meaningful progress in creating a more inclusive and supportive environment for all families, particularly those who had previously been underrepresented.|Based on analysis of educational partner input and local data from the 2024–25 self-reflection process, Guajome Park Academy identified a continued need to improve engagement among underrepresented families, particularly those of multilingual learners, students from low-income households, and students with disabilities. These families expressed the need for more accessible, culturally responsive communication and greater involvement in school decision-making. To address these needs, Guajome enhanced communication strategies to ensure families receive timely, relevant information in their preferred language. All event and program notifications—including those shared via email, weekly newsletters, automated phone calls, flyers, our school website, and social media platforms (Facebook, Instagram, Twitter)—were made available in both English and Spanish. The school marquee continues to serve as a local, visible communication point for the broader community. In response to input from underrepresented families requesting greater access to school and community resources, Guajome invested in strengthening its Family and Community Resource Center, both on campus and online. The Center provides bilingual resources on academics, mental health, food and housing assistance, digital literacy, and more. On-site, families have access to computers, printed materials, and a lending library of bilingual books and educational supports. In partnership with organizations such as Vista Community Clinic, MANA, and Vista Teen Outreach, Guajome also offered targeted workshops and services addressing basic needs and student well-being. To further build trust and relationships, Guajome staff increased direct, personalized outreach efforts—such as phone calls, home visits, and small group parent meetings—particularly for families of new students or those identified as less engaged. These outreach efforts were led by bilingual staff and supported by a cross-functional team including counselors, EL specialists, and family liaisons. Looking ahead to 2025–26, Guajome Park Academy will expand opportunities for underrepresented families to participate in leadership roles, including the School Site Council, ELAC, and LCAP advisory meetings. We will also launch a parent ambassador program to mentor new families and help bridge cultural and language barriers. Through these efforts, Guajome remains committed to building authentic, respectful relationships with all families—ensuring every parent has the tools, access, and confidence to support their child’s educational journey.|Guajome Park Academy has made significant progress in strengthening partnerships with families to support student success, based on educational partner input and local data from the 2024–25 school year. These efforts focus on improving communication, expanding family learning opportunities, and collaborating with community organizations to address barriers to student achievement. A key strength is our multilingual communication system. Families receive timely updates and event notifications via ParentSquare, which delivers messages through email, text, and mobile app in their preferred language. Additional communication channels include weekly newsletters, automated phone calls, flyers, the school website, social media (Facebook, Twitter, Instagram), and the school marquee. All communications are provided in both English and Spanish to ensure accessibility and inclusivity. Our Community Resource Center continues to provide a wide range of classes and workshops designed to empower families in supporting their children’s academic and social-emotional growth. These offerings, available in English and Spanish, cover topics such as navigating school systems, literacy and math support, college and career readiness, and wellness strategies. Families are informed through multiple methods, including personal phone calls, digital messages, weekly newsletters, and postings in the main office and on the website. In addition, the Community Resource Center, serves as a central hub for families to access academic, safety, and community resources. The center provides access to computers, bilingual books, and printed materials on local services such as food distribution, health care, and mental health support. This resource center strengthens connections between families and community services that address social determinants impacting student outcomes. Partnerships with organizations including MANA, Vista Community Clinic, the Mexican Consulate, and Vista Teen Outreach have been essential in providing families with wraparound supports. These collaborations help reduce barriers related to housing, food security, health, and legal assistance, contributing to improved student attendance, engagement, and well-being. Through these sustained efforts, Guajome Park Academy has fostered a culture of partnership where families are informed, valued, and actively engaged as essential collaborators in supporting student achievement and growth. These relationships remain a foundation of our commitment to ensuring every student thrives academically and personally.|As Guajome Park Academy’s student population continues to evolve, we are seeing a growing number of multilingual learners, an increase in students from low socio-economic backgrounds, and a rise in students with special education needs. Based on the analysis of educational partner input and local data, our primary focus area for improvement in building partnerships centers on deepening engagement with families from these underserved and underrepresented groups. Despite progress in family outreach and communication, feedback from parents, staff, and community partners indicates that many families—particularly those who are multilingual, economically disadvantaged, or navigating special education services—still face barriers to full participation in school decision-making and student support programs. These barriers include language access challenges, limited awareness of available resources, and scheduling or transportation obstacles that limit engagement. To address these challenges, Guajome will prioritize expanding culturally responsive outreach strategies to ensure that these families’ voices are actively heard and represented. This includes increasing the availability of translation and interpretation services across all communication platforms and at all school meetings, expanding personalized outreach such as home visits and one-on-one family meetings, and providing flexible meeting times and locations to accommodate diverse family schedules. Another key focus will be strengthening collaboration with community organizations that serve multilingual, low-income, and special education families. By deepening these partnerships, we aim to connect families with wraparound services that reduce barriers related to health, housing, food security, and mental health—factors that impact students’ ability to engage and succeed in school. We will also enhance family education and empowerment opportunities through expanded Community Resource Center offerings and targeted workshops designed to build families’ knowledge of academic expectations, special education rights, and college and career pathways. These sessions will be offered in families’ preferred languages and supported by bilingual staff and community partners. Finally, Guajome will work to increase family representation in advisory groups such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), and Local Control and Accountability Plan (LCAP) committees. Efforts will focus on recruiting, supporting, and sustaining participation from underrepresented families to ensure their perspectives directly influence school policies and programs.|Parents are offered classes through our Community Resource Center. This has included multiple offerings for parents. Classes have included, Parenting Partners is an 8 week program where parents learn how to be active participants in their child’s education. Parents build parenting skills, explore ways to better communicate with their child, and learn how to become more engaged in their child’s academic success. English and Spanish classes are available. The Latino Literacy Elementary Program is a 10 week program where parents and their children learn how to read together as a family. Books are provided in English and Spanish. In our Latino Literacy Middle School/High School Program parents and their children read Graciela’s Dream to learn how to prepare for college while building English language skills. In addition, we have offered Computer Classes in which parents are taught basic computer skills such as how to send an email, how to navigate the Guajome website, and how to navigate the internet. Classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All class information is also posted on our website and in the main office.|Guajome Park Academy has made strong progress in engaging families as key partners in both school programs and decision-making processes. We recognize that meaningful parent involvement is critical to creating an inclusive environment that supports student success.  Parents are actively encouraged to provide input through multiple channels. Feedback is regularly gathered via school climate surveys and the Local Control and Accountability Plan (LCAP) surveys, ensuring families’ voices guide the school’s priorities and improvement efforts.  Parent representation is embedded in school governance. Our Governing Board includes Parent Representatives who bring parent perspectives into organizational decisions. Families also engage through community groups like Friends of Frogs, Guajome’s PTA-like organization supporting all schools, and Friends of Tadpoles, which focuses on elementary families.  The School Site Council (SSC) is a key body for monitoring student achievement and equity. The SSC reviews assessment data to identify gaps and develops plans to meet the needs of all students, including underrepresented groups. They evaluate the effectiveness of programs after implementation and propose future initiatives to enhance student outcomes.  The Community Advisory Committee (CAC) supports parent education with workshops focused on student and family wellness, further strengthening family-school partnerships.  Our English Learner Advisory Committee (ELAC) advises administration on programs and services for English Learners and assists with the school plan, needs assessments, and the annual language census. ELAC also helps educate parents on the importance of regular attendance.  The Guajome Schools Foundation, governed by parent and community volunteers, organizes fundraising and volunteer efforts aligned with the school’s vision. All families are invited to participate in monthly meetings, providing another forum for engagement.  Together, these structures form an interconnected system that ensures parent input is actively sought, valued, and incorporated into decisions. This ongoing collaboration strengthens our community, empowers families, and supports continuous improvement for all students.|As Guajome Park Academy’s student population continues to evolve, we are seeing an increase in multilingual learners, a growing number of students from low socio-economic backgrounds, and a rise in students with special education needs. Based on analysis of educational partner input and local data, our primary focus for improvement is to enhance engagement and representation of these underrepresented parent groups in school decision-making processes.  Although Guajome has established multiple avenues for family input, current data and feedback reveal that parents from multilingual, low-income, and special education communities are less consistently engaged in advisory committees, surveys, and governance groups. This limits the inclusivity of voices shaping programs, resource allocation, and strategic planning that directly impact their children’s educational outcomes.  To address these gaps, Guajome will implement targeted strategies to remove barriers and build trust with these families. We will expand culturally responsive outreach by providing all communications, surveys, and meeting materials in multiple languages, including Spanish and other prevalent languages in our community. Additionally, we will offer interpretation and translation services at all parent meetings, including School Site Council, ELAC, and community forums, ensuring equitable access and participation.  We also recognize that traditional meeting formats and times may not be convenient for many families. To increase participation, we will offer flexible meeting options such as virtual attendance, varied meeting times including evenings and weekends, and provide childcare or transportation support where needed.  Further, we plan to strengthen personalized engagement by increasing home visits, leveraging community liaisons, and partnering with local organizations trusted by these families. These approaches aim to build authentic relationships, encourage dialogue, and empower parents to share their insights and concerns confidently.  Finally, Guajome will expand parent education opportunities focused on the decision-making process itself—helping families understand how their input influences school policies and resources, and how they can take on leadership roles within committees and advisory groups.  By prioritizing these efforts, Guajome Park Academy is committed to creating an inclusive, responsive environment where all families—especially those historically underrepresented—are heard, valued, and actively engaged in decisions that affect their children’s education and success.|Guajome Park Academy remains committed to increasing engagement of all families, especially those from underrepresented groups, in school programs and decision-making processes. Parents are key stakeholders whose voices are essential to shaping the school’s direction, and we continually seek ways to strengthen their participation.  To improve engagement of underrepresented families—including multilingual learners, low-income households, and families of students with special education needs—we are enhancing communication and participation strategies. All school communications, surveys, and meeting materials are provided in multiple languages, primarily English and Spanish, and interpretation services are offered during meetings and events to remove language barriers.  Parent input is regularly gathered through school climate and LCAP surveys, which guide the development of programs and policies. We recognize that families from underrepresented groups have historically lower participation rates, so we are intensifying outreach efforts through personalized invitations, follow-up calls, and flexible meeting options such as virtual attendance and varied scheduling.  The Governing Board includes Parent Representatives to ensure family perspectives inform decisions. We are working to increase diversity among parent leaders by encouraging families from all backgrounds to take leadership roles and by providing training and support to build their capacity to engage effectively.  Parents also participate in community groups like Friends of Frogs and Friends of Tadpoles, which support the school community and elementary programs respectively. We will expand outreach to underrepresented families to ensure they are aware of and feel welcomed to join these organizations.  Our School Site Council (SSC) reviews student achievement data, identifies gaps, and develops plans to support underperforming groups. We aim to recruit more parents from underrepresented communities to serve on the SSC and participate in budget and program decisions, while offering mentorship to strengthen their involvement.  Community Advisory Committee (CAC) provides parent education focused on student and family wellness. We will add workshops on school governance and decision-making processes to empower families with knowledge and confidence to participate.  The English Learner Advisory Committee (ELAC) advises on programs for English Learners and supports school planning. To increase ELAC engagement, we offer flexible meeting times, childcare, transportation support, and targeted outreach to multilingual families.  The Guajome Schools Foundation coordinates fundraising and volunteer efforts. We encourage participation from underrepresented families by addressing barriers such as transportation and scheduling, and by actively inviting them to Foundation meetings and leadership roles. Through these focused strategies, GPA strives to create an inclusive, welcoming environment.|4|5|4|5|3|5|5|4|4|4|5|5|Met||2025-06-10|2025
37735510000000|Carlsbad Unified|3|Based on the analysis of educational partner input and local data, Carlsbad Unified demonstrates solid progress in building meaningful relationships between school staff and families. Staff across the district have been supported in developing the capacity to build trusting and respectful relationships with families, with a focus on cultural responsiveness and authentic partnership. Schools have created welcoming environments that reflect and honor the diversity of their communities, making families feel seen, valued, and included.  Staff are also intentionally supported in learning about each family’s strengths, cultures, languages, and goals for their children. This work is often facilitated by bilingual community liaisons, who play a critical role in bridging connections between home and school. These liaisons not only help staff understand family perspectives but also ensure that communication is inclusive and culturally affirming.  To further promote two-way communication, the district utilizes ParentSquare as its primary communication platform. This tool allows for messages to be translated into families’ home languages and supports both personal and community-level communication between families and educators. Through consistent outreach, accessible tools, and a shared commitment to family engagement, the district has built a strong foundation for collaboration and partnership in support of student success.|Based on the analysis of educational partner input and local data, one key focus area for improvement in building relationships between school staff and families is increasing participation in DELAC and Parent University events. While efforts to engage families have been strong overall, feedback indicates that language access remains a barrier for some families, particularly those who speak less commonly represented languages. To address this, Carlsbad Unified is prioritizing the expansion of translation services to ensure that information and opportunities are readily accessible in a wider variety of languages. By improving language access and ensuring that all families can fully participate in districtwide events, Carlsbad Unified aims to strengthen inclusive engagement and build deeper connections with the diverse communities it serves.|Based on the analysis of educational partner input and local data, Carlsbad Unified will improve engagement of underrepresented families by continuing to expand the reach and impact of its bilingual community liaisons. These liaisons play a vital role in building trust and maintaining consistent connections with families who may face language, cultural, or logistical barriers to engagement. The district will also implement more intentional outreach strategies that prioritize each family's preferred method of communication, ensuring that information is accessible, relevant, and timely. Additionally, Carlsbad Unified will gather input directly from families to better understand their needs and interests, allowing schools and the district to design events and resources that are responsive and meaningful. Through these targeted efforts, we seek to create more inclusive opportunities for underrepresented families to participate and engage in their children’s education.|Based on the analysis of educational partner input and local data, Carlsbad Unified has made strong progress in building partnerships for student outcomes by investing in professional learning and support for teachers and principals. Staff are trained to engage families more effectively through a Multi-Tiered System of Supports (MTSS) framework, with a focus on meaningful collaboration around student progress and shared accountability. This includes strategies for facilitating productive, student-centered conversations that invite family input and partnership.  Carlsbad Unified also provides families with accessible information and resources to support student learning at home. Through workshops, communication platforms, and translated materials, families are empowered with tools to reinforce academic and developmental goals outside the classroom.  A key area of growth has been the districtwide shift toward student-led conferences, which center students in conversations about their progress and promote deeper engagement between families, students, and educators. This approach strengthens transparency, fosters shared responsibility, and supports students in setting and owning their learning goals.|Based on the analysis of educational partner input and local data, Carlsbad Unified has identified a key focus area for improvement in building partnerships for student outcomes: strengthening the quality and consistency of conversations between staff and families regarding student performance, data, opportunities, and interventions. The district will prioritize the development of clear, accessible talking points and guidance to support teachers and administrators in engaging families in meaningful, informed discussions. This effort aims to ensure that families better understand their child’s progress and available supports, and feel empowered to partner with schools in promoting student success.|Based on the analysis of educational partner input and local data, Carlsbad Unified will improve engagement of underrepresented families by providing targeted training to its community liaisons to expand their interpreting skills and deepen their understanding of student support services. This includes building their capacity to effectively support families during Student Support Team (SST) meetings, 504 plan discussions, and Individualized Education Program (IEP) meetings. Additionally, Carlsbad Unified will offer mini workshops designed to help families navigate and access key digital platforms such as Aeries, Achieve3000, and Lexia. These efforts aim to remove language and technological barriers, ensuring that underrepresented families are informed, confident, and actively engaged in their child's educational journey.|Based on the analysis of educational partner input and local data, Carlsbad Unified has demonstrated strong progress in seeking input for decision-making by ensuring that structured opportunities for discussion and feedback are embedded throughout key planning processes. This includes dedicated sessions for gathering input on the LCAP, school programs, and desired student opportunities. Carlsbad Unified is intentional about making these engagement efforts inclusive by translating surveys and materials to ensure that all educational partners—regardless of language—can participate meaningfully. As a result, feedback from a diverse range of stakeholders is consistently collected, considered, and used to inform district and site-level decisions.|Based on the analysis of educational partner input and local data, Carlsbad Unified has identified the need for greater representation on advisory teams such as the Parent and Student Advisory Committee (PSAC), Parent Teacher Associations (PTAs), the Special Education Advisory Committee (SEAC), and other stakeholder groups. Increasing the diversity and inclusivity of these teams is a priority to ensure that the voices and perspectives of all student groups and families—especially those historically underrepresented—are reflected in decision-making processes. Carlsbad Unified will focus on targeted outreach and engagement strategies to build broader and more equitable participation across these advisory bodies.|Based on the analysis of educational partner input and local data, Carlsbad Unified will improve engagement of underrepresented families in decision-making by actively encouraging site leaders and community liaisons to personally invite and support parents to participate in advisory groups. These efforts will emphasize to families that their perspectives are not only welcomed but essential to shaping school and district decisions. In addition, the district will work to better understand the conditions that promote sustained participation—such as meeting times, childcare needs, language access, and trust-building—and will allocate resources accordingly to reduce barriers and foster a more inclusive and representative decision-making process.|4|4|4|4|4|5|5|5|4|5|5|5|Met||2025-06-18|2025
37735690000000|Oceanside Unified|3|Over the past year, Oceanside Unified School District (OUSD) has made significant progress in building meaningful and sustained relationships between school staff and families, moving from initial efforts to a more fully implemented, system-wide approach. OUSD now offers a comprehensive range of ongoing opportunities for family engagement at both the site and district levels. Interpretation and translation services remain a priority, ensuring all district engagement opportunities are accessible to Spanish-speaking families. What began as virtual engagement during the pandemic has evolved into a dual-format model, where both in-person and virtual options are consistently offered to maximize access and participation. Notable developments include the expansion of our Virtual Parent Academies with increased attendance and more targeted topics, continued success of Mano a Mano parenting workshops, and the ongoing delivery of monthly family newsletters across grade levels in both English and Spanish. Additionally, OUSD has strengthened site-based engagement through Community Schools, which now serve as hubs for collaborative decision-making, equitable resource distribution, and culturally responsive partnerships. These intentional practices have shifted us from isolated events to a districtwide culture of relationship-centered engagement, where families are not only welcomed but actively engaged as partners in their children’s learning and well-being.|Over the past year, Oceanside Unified School District has made notable strides in supporting families in understanding and advocating for their legal rights, moving beyond initial efforts to a more intentional and embedded approach. We have expanded access to parent workshops and community partnerships focused on family advocacy, educational rights, and school system navigation. These offerings are now embedded within our Community Schools model and Family Engagement initiatives, with materials and presentations provided in both English and Spanish. Additionally, we’ve improved our systems for scheduling interpretation and translation services by streamlining internal processes and increasing staff awareness. As a result, more teachers are now able to confidently request and access language support services during parent conferences and school meetings, minimizing the barriers that previously disrupted communication. While we recognize that building family self-efficacy is an ongoing journey, our current practices reflect a stronger infrastructure for empowering families as informed, confident partners in their students’ education. This includes both proactive outreach and responsive systems that reflect our commitment to equity, access, and advocacy for all families.|Oceanside Unified School District has deepened its commitment to building authentic connections between staff and families by expanding both the frequency and quality of engagement opportunities. Over the past year, schools have continued to use a variety of communication tools—including multiple social media platforms, school websites, and messaging apps—to keep families informed and included in school events, celebrations, and learning opportunities. More significantly, OUSD has successfully expanded our Community Schools strategies to more campuses, in terms of practices and wellness spaces.. These schools now serve as active hubs for family engagement, student supports, and community partnership. Site teams have received dedicated training and resources to ensure the Community Schools strategy is implemented with fidelity and aligns with local needs. We have also increased the number of in-person and virtual events co-led by school staff and families, including family resource fairs, cultural celebrations, and feedback forums. This marks a shift from isolated engagement efforts to a more systemic, sustained, and inclusive approach that centers family voice and strengthens the partnership between schools and the communities they serve.|Over the past year, Oceanside Unified School District has strengthened its capacity to build meaningful partnerships with families in support of student outcomes. While the district continues to ensure foundational supports—such as 1:1 device access and connectivity, and outreach to students who are chronically absent—we’ve deepened our approach by embedding systems of relational support across every school site. Key staff roles continue to anchor this work, including bilingual office assistants, School Community Advisors, and counselors at every school. We’ve also sustained increased assistant principal staffing at the elementary level to strengthen leadership support for school-home connections. Significantly, OUSD’s Community Schools model has expanded impact, each now equipped with a Community Schools Coordinator to guide whole-child strategies and community-based supports. In partnership with our Family Engagement Teacher on Special Assignment and Community Relations Liaison, we’ve streamlined communication, increased access to multilingual resources, and improved coordination of family-centered events and learning opportunities. Translation and interpretation continue to be provided at all educational partner meetings, ensuring families can engage in a language-accessible and culturally responsive environment. These coordinated efforts reflect a system that has progressed from ensuring access to fostering authentic partnerships, where families are seen as essential collaborators in student learning and success.|Oceanside Unified School District continues to focus on strengthening staff capacity for meaningful relationship-building with families, particularly with those who have historically been underrepresented or marginalized. While we acknowledge that challenges remain, we’ve seen notable increases in parent and caregiver participation at school and district events over the past year. To build on this momentum, OUSD has expanded its supports for families by launching a parent guidance mental health series and offering individualized parent coaching through our partnership with the Cook Center for Human Connection. These resources are designed to meet families where they are—providing flexible, relevant, and culturally responsive tools that address both academic and social-emotional needs. Despite increased engagement, we recognize the need for continued professional development and site-level reflection on how to create more welcoming, relationally rich environments for all families. As such, building staff capacity for relationship-centered practices remains a key area of focus, particularly in ensuring that our most underrepresented families feel invited, heard, and valued in every school community.|Oceanside Unified School District remains deeply committed to improving engagement with underrepresented families by building the cultural proficiency of our staff and systems. Over the past year, we completed a comprehensive yearlong equity audit, which surfaced important insights into barriers families experience when trying to partner with schools. In response, we are taking intentional steps to improve our inclusive practices, particularly in how we engage families from historically marginalized communities. This includes ongoing professional development in cultural responsiveness and relationship-centered communication, as well as revising site-level engagement strategies to better reflect the voices and needs of our diverse community. Our expanded Community Schools model, along with increased access to bilingual family-facing staff, parent mental health supports, and culturally responsive family learning opportunities, reflects our belief that authentic engagement begins with trust, belonging, and a willingness to listen and adapt. Moving forward, OUSD will continue to examine data, elevate family voice, and invest in practices that strengthen school-home partnerships across lines of race, language, and lived experience—ensuring every family feels invited, included, and empowered to support student success.|Oceanside Unified School District continues to demonstrate strength in establishing and sustaining a wide range of opportunities for educational partners to contribute meaningfully to decision-making. Over the past year, we have not only maintained robust engagement through established structures—such as the District Parent Advisory Committee (DPAC), DELAC, School Site Councils, and the LCAP Committee—but also expanded and deepened our approach. New and evolving committees, including the Special Education TASK Group and Portrait of a Graduate Guiding Coalition, have created additional entry points for family and community voice to shape district priorities. The launch of listening circles, along with continued engagement through the Wellness Committee, CTE Advisory Board, and Migrant Parent Advisory Committee, reflects a districtwide culture that values inclusivity and continuous feedback. What began as efforts to gather input are evolving into more collaborative, transparent, and iterative decision-making processes. Across these forums, input from underrepresented voices is being more intentionally sought and incorporated into planning, from the classroom level to district-wide initiatives. As a result, OUSD is moving beyond consultation toward shared ownership, ensuring that our educational partners are not only heard—but actively shaping the systems and supports that impact student success.|Oceanside Unified School District recognizes the importance of continuing to build staff capacity to meaningfully engage educational partners—particularly families who have historically been underrepresented in decision-making processes. While we’ve established a strong foundation of engagement structures, we know that true partnership requires intentional efforts to deepen relationships, build trust, and ensure every voice has influence. Previously, OUSD completed a comprehensive Portrait of a Graduate process, guided by robust community input, which still guides much of the work in which we are engaged with families. This effort affirmed the values and aspirations our families and educational partners hold for students. We are now focused on bringing those ideas to life, especially in the areas identified as needing greater attention—such as inclusive communication, equitable access to opportunities, and culturally responsive engagement. Moving forward, our focus remains on improving two-way communication, providing staff with tools to facilitate inclusive dialogue, and creating more accessible and empowering spaces for all families to contribute to school and district-level decisions. We are committed to ensuring that every engagement opportunity reflects our shared goal: a system co-designed with those it serves.|Oceanside Unified School District is committed to improving the ways we engage underrepresented families in decision-making by expanding both the methods and accessibility of input opportunities. In response to community feedback and self-reflection, we have diversified our strategies beyond traditional meeting formats to include multilingual surveys, targeted social media outreach, and community-based listening sessions that meet families where they are. We are also working to ensure that families not only have opportunities to share their input, but also see how their voices shape decisions. This includes sharing outcomes and next steps transparently across communication platforms and during follow-up engagement opportunities. As we implement the community-informed priorities identified in our Portrait of a Graduate and equity audit processes, we will continue to design inclusive, culturally responsive, and accessible engagement pathways that invite families to participate in shaping the learning environments their students experience every day.|4|4|3|4|3|4|4|4|4|4|4|4|Met||2025-05-20|2025
37735690136267|Coastal Academy Charter|3|Parent engagement is key to the student's success in an Independent Study program. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.|Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources to meet those academic goals. At The Classical Academies, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2024-2025 school year, the following questions were asked on the annual survey.   Please rate your overall satisfaction with our organization.  The following were possible responses: Exceeds Expectations, Meets Expectations, Below Expectations.  For the 24-25 school year, the results were as follows: 37% of people said The Classical Academies exceeds expectations, 45% said The Classical Academies meets expectations, and 17% said The Classical Academies fell below expectations.|We will continue to seek educational input to continue to improve.|Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board.|Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCAs annually. Our marketing covers a wide net of individuals, and our digital advertising is translated into every language.  We also offer frequent school tours, with informed staff available to answer questions anytime. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families.|When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the parents' processes to advocate for their students' rights.  We will continue to survey parents to ensure we are aware of the needs in our community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-05-19|2025
37735693731221|Pacific View Charter|3|Relationship building is a key to success at Pacific View Charter School. The weekly meetings between student, parent and teacher provide a designated time for families to engage with the school directly and build a strong partnership to ensure student progress through the curriculum. Each year, survey results indicate that parents of PVC students continue to be satisfied with the education that their child is receiving. In the Spring 2025 survey, 95% of parents rated themselves as satisfied and very satisfied with the school in general and 94% rated their child’s experience with their Supervisory Teacher as Good or Great. 90% of families who responded to the survey believe that PVCS is preparing their students for life beyond high school.|An area of focus for the school continues to be the engagement of Spanish speaking families and the school has targeted actions in the current LCAP to address this including increasing translation services, creating a school site council and continuing efforts to create a DELAC committee|The school has targeted actions in the current LCAP to address this including increasing translation services, creating a school site council and continuing efforts to create a DELAC committee|The personalized learning model at Pacific View requires that teachers meet weekly or biweekly with parents and students to track progress, review grades and conduct assessments. Families are supported in aiding their childs’ progress through courses during these meetings and this is also an opportunity for families to voice suggestions and concerns with the program. Parents are also encouraged to review student grades and assignments in real time through their parent accounts in the school’s learning management system, Schoology. Families are supported in the knowing of their legal rights through the IEP and 504 processes. Further, all families are informed of their due process rights at enrollment.  In addition, the school has a robust set of interventions when students struggle, including an SST process that requires meetings between administration, teachers, parents and students to help students get back on track. The school is also open for any and all students who choose to enroll and no family is discouraged from enrollment or turned away.|A focus for improvement in building partnerships with parents is the need for additional training for teachers to engage Spanish speaking families in weekly meetings using the school’s translation services.|The school is also working on expanding designated ELD courses to provide additional language support to students. Both of these items are addressed in 2024-2027 LCAP.|Parent input is sought in a variety of ways. Parents are encouraged to serve as school board members, bi-annual surveys for families are conducted and a variety of social activities are offered to encourage family participation including: Winter festival, Back to School Night, Open House, Parents have also been essential in helping to get the school club sports teams operational. In the spring 2025 survey, 95% of parents rated their overall satisfaction with the school  as great. For improvement suggestions, parents requested more information on college and financial aid applications, personal finance courses and continued support with social/emotional health|An area of focus for this would be to add advisory committees into the school process for additional input on decision making.|The Executive Director with support from the Marketing and Communications Specialist will develop a plan to enlist parents in a School Site Council to provide input and guidance in the school decision making process. The Director of Student Services will also work with EL Support Teacher to once again attempt to create a DELAC committee.|5|5|4|5|5|5|5|5|4|3|4|4|Met||2025-06-25|2025
37737910000000|San Marcos Unified|3|San Marcos Unified School District shows areas of progress in building relationships between school staff and families, based on input from educational partners through the 2024–25 LCAP survey. Parent responses indicate general satisfaction with communication practices and school climate. One area of strength is communication. 87% of parent respondents agreed or strongly agreed that they are able to communicate with teachers and staff when needed. Additionally, 79% reported that they regularly receive information about their child’s school and education, indicating consistent communication between school and home. Parents also reported feeling welcome and respected at their schools. 79% of respondents feel welcome on campus, and 77% believe students respect teachers and staff. These responses reflect a school environment that supports respectful interactions and family engagement. Additionally, 79% of parents agreed that students are listened to by staff, suggesting that families perceive the school environment as responsive and inclusive of stakeholder input.|Survey data from parents indicate that San Marcos Unified School District can improve participation and engagement opportunities for families. Only 13% of respondents reported participating in family or community forums, and 6% stated they participated in parent activities during the school year. Additionally, a small percentage of parents indicated difficulty communicating with their child’s teacher or school. Parents also noted that more support or clarity around involvement opportunities would be helpful. Open-ended feedback identified a need for better outreach, scheduling that accommodates working families, and communication in preferred languages.|San Marcos Unified School District (SMUSD) identified underrepresented family groups through its self-reflection and stakeholder engagement process, including families of English Learners, Long-Term English Learners (LTELs), students with disabilities, foster youth, and socioeconomically disadvantaged students. These groups reported lower engagement, limited participation, and communication gaps about student progress.To address this, the 2025–26 LCAP includes targeted actions. Action 1.9 supports LTELs and their families through personalized support plans and multilingual outreach. Action 1.5 expands English Language Development efforts, including staff training on GLAD strategies to improve language access and staff capacity. Action 1.8 deploys high-impact teachers and MTSS-aligned supports at schools with high percentages of English Learners, foster youth, and low-income students, combining academic interventions with family outreach. Goal 4 outlines broader engagement efforts, including the use of ParentSquare and ParentVue, community liaisons, and advisory committees such as DELAC and PAC. These tools are intended to strengthen two-way communication and increase underrepresented family participation. LCAP metrics show improvement in some areas, such as an increase from 68% to 81% of parents agreeing their child’s school provides enough resources. However, only 67% feel well-informed about their child’s progress.|Based on educational partner input and survey data, San Marcos Unified School District (SMUSD) shows progress in building partnerships for student outcomes through supportive relationships and engagement opportunities. Grade 5 CHKS data indicate strong adult-student connections: 76% of students said adults care about them, 88% noted high expectations, and 81% felt connected to school. These findings reflect a positive learning climate supported by school staff. Panorama survey results for Grades 3–5 show that 72% of students feel encouraged to share ideas, 79% feel expected to work collaboratively, and 75% report regular emotional check-ins by adults. Additionally, 85% observed kindness and understanding from teachers. In Grades 6–12, 57% of students reported positive communication experiences, 58% identified empathy support, and 73% noted regular emotional check-ins. Students also cited opportunities for academic collaboration with peers. CHKS data also show that 78% of elementary students perceive parent involvement, aligning with survey results indicating consistent efforts to engage families and support student well-being.|San Marcos Unified School District (SMUSD) has identified several focus areas for improvement in Building Partnerships for Student Outcomes. A key area is increasing parent engagement among underrepresented groups. The LCAP highlights the need to strengthen outreach efforts, particularly for families of English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Input from community forums and advisory groups emphasized the importance of improving communication, offering flexible meeting times, and providing information in families’ home languages. Another focus area is increasing family participation in decision-making. Educational partners expressed a desire for more consistent opportunities to provide input on programs and services. The district recognizes the need to make advisory roles more accessible and improve two-way communication between families and schools. The LCAP also notes a need to align family engagement efforts with student learning goals. While partnerships exist, data suggest a need to more clearly connect family involvement with academic support, including increased access to tools, workshops, and information that help families support learning at home.|SMUSD will improve engagement of underrepresented families by strengthening outreach, communication, and access to decision-making opportunities. The district plans to enhance two-way communication with families of English Learners, students with disabilities, foster youth, and low-income students by increasing the availability of translated materials and interpretation services. Efforts will focus on ensuring families receive timely, relevant information in their home language and through accessible formats. To improve access and participation, SMUSD will offer flexible meeting times for school events, advisory groups, and workshops. This includes virtual options and community-based locations when appropriate, addressing barriers such as transportation, scheduling, and language. Additionally, the district will expand targeted outreach through family liaisons and site-based staff who build trust with historically underserved families. These efforts aim to connect families with school staff, provide support navigating school systems, and increase awareness of how to support student learning at home.|SMUSD demonstrates ongoing progress in seeking input for decision-making through student surveys, school climate feedback tools, and efforts to promote student voice. Elementary CHKS data show that 45% of 5th-grade students reported meaningful participation at school, including input on activities, classroom decisions, and school problem-solving. Additionally, 40% said teachers asked for their ideas most or all of the time, and 46% reported getting to help with school responsibilities. However, only 10% said they were given a chance to help decide class rules all the time, indicating room for growth in shared decision-making opportunities on the ELementary CHKS for 24-25 CHKS. In the Panorama Future Ready Survey for Grades 3–5, 72% of students said they are encouraged to share their thoughts and listen to others, while 73% reported feeling safe doing so during group discussions. Further, 75% of students noted that at least one adult checks in on them regularly regarding their social and emotional well-being, which supports the perception that their input is welcomed and valued. At the secondary level, 6th–12th grade students reported lower but consistent opportunities to express input. In the Panorama survey, 57% of students reported positive experiences with communication and collaboration, while 73% said they have at least one adult who regularly checks in with them. However, only 41% reported regular opportunities for self-reflection, and just 49% felt they could connect meaningfully with classmates, signaling areas where student voice and influence could be strengthened.|Based on an analysis of educational partner input and local data, San Marcos Unified School District (SMUSD) has identified several focus areas for improvement in seeking input for decision-making. Educational partners indicated a desire for broader and more consistent opportunities to provide input on district and school-level decisions. Feedback from surveys and advisory groups noted that while input mechanisms exist, some stakeholders—particularly families of English Learners, foster youth, students experiencing homelessness, and those from low-income backgrounds—reported limited awareness or accessibility of those opportunities. Another focus area involves increasing participation in advisory committees, such as the District English Learner Advisory Committee (DELAC), School Site Councils, and LCAP-related engagement events. Input from staff and families emphasized the importance of clarifying the role of these groups and improving communication about how input is used in decision-making. Additionally, the district identified the need to increase student involvement in decision-making processes, particularly at the secondary level. While some student forums are in place, input suggests these could be more structured or inclusive across schools|San Marcos Unified School District (SMUSD) has identified specific steps to improve engagement of underrepresented families in seeking input for decision-making. Input from the LCAP survey and advisory committees highlighted the need to enhance outreach to families of English Learners, students experiencing homelessness, foster youth, and families from low-income households. Many of these families indicated limited awareness of existing engagement opportunities or barriers to participating in decision-making processes.To address this, SMUSD will expand communication strategies to ensure information about input opportunities is accessible in multiple languages and formats. The district will also continue using multiple outreach channels, including digital platforms, in-person meetings, and community-based events, to reach families who may not engage through traditional school communication systems. In addition, the district will continue supporting roles such as family liaisons and community outreach staff who assist families in navigating school systems and participating in input activities. Educational partners also emphasized the importance of offering input sessions at flexible times and in familiar community spaces to reduce logistical barriers.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-26|2025
37737910138222|Pivot Charter School - San Diego II|3|Building relationships is at the core of Pivot Charter School. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students.  Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students. This year, Pivot has tried a new initiative for family engagement - Family Homerooms. Pivot also developed a more user-friendly family Handbook and an asynchronous version of the Family training, which doubled participation.|Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity, equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.  Additionally, Pivot is creating a Community Liaison position to support in connecting families to local resources and better understanding their needs.|Recently, Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust. Pivot has launched a new program called Pivot P.R.I.D.E. that is focused on building culture and community for all students. This includes a monthly inclusive “caregiver” newsletter that provides a school-to-community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts include various resources and Spanish translation.|This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.|In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.|The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.   Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.|Pivot works to engage families and student’s teams primarily through the regular communication by Educational Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone and text.  To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys.  Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings.    Families attend their students meeting with teachers so we continue to rely on these meetings for primary feedback and communication. This year, Pivot has tried a new initiative for family engagement - Family Homerooms. Pivot also developed a more user-friendly family Handbook and an asynchronous version of the Family training, which doubled participation.|The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low engagement at the many events planned for their participation, including Governing Board meetings. The LEA needs to focus on local communication from teachers when disseminating surveys rather than school wide technology to elicit greater participation.|The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA did create monthly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.|5|5|4|4|4|4|4|4|3|3|3|3|Met||2025-06-16|2025
37754160000000|Warner Unified|3|We have historically sought out parent feedback to ensure student success through meetings, surveys and individual conversations and relationships. We have expanded our opportunities for Parent Engagement on Campus, with the intent of fostering the relationships between staff and families.  This year we held our back to school night for the second time in many years which was well attended and will become the new path forward.  In addition to 8 Parent Lunch events. We have more work to do to encourage families to participate in education. In the 2025-26 year we will offer more opportunities to our families on campus, we will especially seek out ways to engage Spanish speaking families.|Based on survey data that showed that parents were satisfied or very satisfied with communications from the elementary and middle school staff.  While high school communications were unsatisfactory, our focus for 2025-26 will be improving communications from the district at all levels.|Whatever plans are made to improve district communications will take into account barriers that families may have to receiving communication, such as not having internet at home.  These barriers disproportionately affect families of underrepresented students.  Our hope is to create a parent liaison position for EL students in the coming year.|Warner has an open-door policy for parents and guardians. We encourage parents and students to come to us with their issues and needs. We plan to increase and reformat our surveys to gather more parent input.  Last year we conducted a Transportation Survey and an MTSS Parent Satisfaction survey.  We also do an annual facilities survey for staff to identify issues with their workspaces. Warner USD supports the efforts of our local Community Center as they expand their offerings to include added food deliveries to provide food and clothing options to the community|The District’s new approach to our management and administration structure is in it’s 2nd year.  The new principal has brought the conversation of Academics back to the forefront of the school’s objectives.  The District is working to refocus attention on academics and instruction as evidenced by our Dashboard and Parent and Staff Satisfaction surveys.  Moving forward, the goal of the District’s full time Principal with the intention of improving our Academic Results, student engagement, and staff coaching/mentoring.|The District continues to engage the Native American Community through liaison and the Indian Advisory Council.  We have a full scale communication plan in which Native Families and the tribes are provided opportunities to weigh in on school academic matters.   The District has had a tougher time engaging ELL families and will put better effort into dual language communications and engagement moving forward.  This year we have added a stipend position of ELL Coordinator whose job is to increase parent participation in meeting ELL goals set for the students.  We hope to also secure a parent who’s job will be outreach and engagement to the EL community.|The administration seeks to include input from all stakeholders involved. At times a decision needs to be made with urgency and the input will need to come later to adjust the decision. Input is always sought.|The district’s new Principal has primary goal of encouraging engagement and input from parents.  We believe this increase in visibility and time and attention to these matters will help the district move in a positive direction.|With an Unduplicated Count of 76%, most of our families fall into the category of being potentially underrepresented in decisions that affect the Academic environment.  It is the district’s responsibility to reach out to these families and to facilitate engagement and input.  We have been successful with two way communication with our Native American community, but we need to do better with other groups.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2025-06-10|2025
37754160122796|All Tribes Elementary Charter|3||||||||||||||||||||||Not Met|||2025
37754160132472|California Pacific Charter - San Diego|3|CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their family. In data collected from education partner surveys, 100% of parents feel satisfied with opportunities to provide input and participate in their child's education. 100% of parents indicate that they feel their input is valued. 99.1% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 100% of parents are satisfied with their child's school overall. 95.7% of students express an overall satisfaction with their school.|CalPac plans to continue to expand the Parent University program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.|To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real-time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.|CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from education partner surveys, 100% of parents stated that they feel welcome to participate in meetings with their child's teacher to discuss and set education goals for their child. 99.1% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students stated that their teacher cares about their education and helps them to succeed. 94.8% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 95.7% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the uniform complaint form available to education partners.|"Parent University is used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plans to continue to expand this program with additional resources to better support student outcomes. Additionally, CalPac launched a ""know your score"" campaign. Teachers meet with families at least twice per year to review individual student outcome data and set goals for student engagement and academic growth."|CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.|CPCS is currently engaged in this work. CalPac provides all education partners opportunities for input in decision making at the program and charter levels.  Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, School Site Council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.|The school will continue to work closely with the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.|CPCS plans to enhance the engagement of underrepresented families by implementing targeted outreach initiatives, including multilingual communication resources and community liaison roles to facilitate more inclusive participation. We will also establish regular, accessible forums and workshops designed to educate and empower these families, ensuring their voices are integral in our decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
37754160138651|San Diego Mission Academy|3|A strength of our school program in building relationships between staff and parents is recognition of the vital role of educational partners in supporting student achievement and overall school success. We maintain open and consistent communication through various channels, including regular school newsletters, quarterly student recognition ceremonies, and bi-annual parent-teacher conferences. Additionally, we hold weekly student appointments, Student Parent Advisory Committee (SPAC) meetings with students, and weekly Friday staff meetings to ensure ongoing collaboration. Support services for families are readily available through Academic Advisers, the counseling department, and mass communication efforts that share community resources. Parents, guardians, and community mentors are encouraged to participate in small group advisory meetings and quarterly English Learner Advisory and Parent Advisory Town Hall meetings, where we actively seek feedback. Beyond these formal settings, parents and caregivers frequently engage with teachers and staff via text messages and virtual meetings. Our educators also share powerful success stories of students who demonstrate resilience and determination, overcoming obstacles to stay motivated and achieve their goals. These stories serve as a testament to the dedication of our students and the unwavering support of our school community. As just one example of the appreciation for our staff/parent relationship, one SDMA parent told us, “Our family really appreciates the teachers and counselors since they have been so encouraging and supportive.”|"A focus of our program in strengthening staff and family relationships is to broaden post-secondary opportunities to better equip students for their futures beyond high school. Our school values the essential contributions of educational partners in guiding student achievement and is committed to gathering their insights to strengthen our support systems. To ensure that student pathways reflect both their aspirations and the expectations of their families, we actively gather input from parents, caregivers, and the community through SPAC meetings, annual surveys, student-parent conferences, and advisory groups such as PAC and ELAC. One SDMA Parent said about our Dual Enrollment offerings, ""I like that there are college classes students can attend on-line and count for both High School and college."|Our school is dedicated to building strong relationships with underrepresented families by providing accessible and inclusive engagement opportunities. We understand the families we serve have demanding schedules, so we offer evening meetings for PAC and ELAC and SPAC meetings during the day to accommodate different needs. Additionally, family workshops, technology support, and community partnerships provide essential resources. By listening to feedback and adapting our efforts, we create a welcoming environment where every family feels heard and supported in their student's education and will continue to improve in this aim. To this end, a parent stated of a special education student told us, “I’m impressed by the amount of support and consistency in communication from admin and staff.”|"One strength about our program in relation to Building Partnerships for Student Outcomes is our commitment to providing comprehensive support by connecting students and families with essential resources. Counselors offer services such as Care Solace for access to mental health support, college workshops to guide students in post-secondary planning, and the HOPE Program, which provides specialized resources for pregnant and parenting teens. Community liaisons play a vital role in bridging the gap between the school and our communities, ensuring families have access to necessary support. Additionally, tutors provide academic assistance, helping students strengthen their skills and build confidence in their learning. Our educational partners have expressed appreciation for the availability of these resources, recognizing their positive impact on student success. Through these collaborative efforts, we continue to cultivate an inclusive and supportive environment where every student can thrive. A student said, ""I never wanted to come to tutoring but now I want to because it's helping me with my math."""|"Our focus for improvement in Building Partnerships for Student Outcomes is to continue to strengthen connections between families and our school, ensuring parents stay engaged through newsletters, surveys, and outreach efforts. Working alongside our counselors, our Parent Liaison expands engagement by building partnerships with local organizations and professionals, providing students with mentorship and career exploration opportunities. These relationships create an environment where students feel supported, motivated, and prepared for success. Stronger family involvement leads to higher attendance, improved academic performance, and greater college and career opportunities. As our school grows, we remain committed to enhancing these partnerships to ensure every student and family has the resources to thrive. A parent shared, ""Thank you for sending the class assignment homework schedule so I'm able to see and remind my child of the days and times to work.”"|Our school will continue to prioritize trust, inclusivity, and open communication to strengthen family engagement for underrepresented students. We conduct regular surveys to gather parent feedback, ensuring their needs and preferences shape our support efforts. Information is shared clearly and in an accessible way through newsletters, emails, text messages, phone calls, and virtual meetings to keep families informed. Our Parent Liaison serves as a bridge between families and the school, fostering relationships and encouraging active participation in their child’s education. A parent validated, “I very much appreciate the Friday Newsletters. They are very informative.”|A strength of SDMA in Seeking Input for Decision-Making is increased engagement in ELAC, PAC, and Annual Surveys, providing valuable input that shapes school decisions. Participation in PAC and ELAC meetings has increased, ensuring families are well-informed and actively contributing. Professional Learning Community (PLC) meetings support teachers in refining instructional strategies, while our Parent Liaison and community engagement efforts enhance connections between families and the school. Additionally, Student Parent Advisory Committee (SPAC) meetings provide a platform for valuable input, helping guide decisions that reflect the needs of our school community. Through these efforts, we continue to build strong partnerships that support student success.|One focus area in Seeking Input is to continuously pivot throughout the year in order to make changes more quickly so that we can more immediately best serve our students, families, and staff. We prioritize gathering feedback throughout the year, utilizing multiple platforms such as our annual surveys, PAC and ELAC meetings, and SPAC discussions. Engaging with a broad range of voices allows us to continuously improve our processes, enhance family and student experiences, and strengthen our overall educational programs. In addition to seeking input from families, we actively involve staff and teachers in decision-making, recognizing their critical role in student success. One key example of this collaborative approach was the transition to an asynchronous orientation process. Based on feedback, we recognized the need to accommodate families’ busy schedules while maintaining accessibility and flexibility. This shift allowed parents and students to review orientation materials at their convenience, leading to increased participation and a smoother transition for new enrollees. By continuously seeking feedback and refining our processes, we create a more efficient, responsive, and supportive educational environment for all.|Our school is committed to improving Input from for underrepresented families by implementing various communication methods, offering translation services, and providing targeted assistance. To keep our school community informed about decisions and opportunities for involvement, we provide regular updates through newsletters, emails, and social media, ensuring transparency and continuous engagement. We consistently receive feedback from parents who share their appreciation for the school’s consistent communication, noting the use of multiple formats such as texts and emails to ensure important information is received.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-06|2025
37754160139378|Sage Oak Charter School - South|3|Sage Oak Charter School excels in fostering strong relationships between staff and families. Regular communication—both virtual and in-person—keeps families aligned with school goals. Families engage through the Parent Advisory Committee (PAC), Student Advisory Committee (STAC) and monthly board meetings, all of which promote two-way communication and transparency. The school also hosts a Fall Parent Summit with sessions on academic and social-emotional topics, strengthening family-school connections. Feedback from surveys informs school planning, reflecting Sage Oak’s commitment to collaboration and shared responsibility in student success.|Sage Oak aims to increase awareness of engagement opportunities. Some families may not fully understand available committees or their roles. Targeted communication efforts will promote PACand STAC participation. The school will also improve messaging about support services, using Parent Summits and other outreach to highlight resources. These efforts seek to ensure all families feel informed, welcomed, and equipped to participate in their children’s education.|To strengthen engagement among underrepresented families, Sage Oak will increase outreach to recruit diverse voices for advisory groups, including PAC. A new Parent Engagement Committee will offer additional opportunities for involvement. Parent Summits will feature sessions tailored to these families, providing a welcoming, low-barrier way to participate. These steps are part of a broader commitment to equity, ensuring all families can contribute to shaping school programs and policies.|Sage Oak Charter School has made consistent progress in cultivating strong family-school partnerships to support student success. Bi-monthly teacher PLC meetings provide targeted training in effective communication, learning period facilitation, and collaborative parent engagement strategies. Families benefit from frequent and structured access to teachers through learning period meetings and parent-teacher conferences. These meetings, paired with ongoing communication, ensure that student progress is regularly assessed, resources are shared, and individualized learning goals are developed collaboratively. The school also ensures transparency and access to important legal and procedural information through its website and handbooks, which include Title IX contacts, student rights, and uniform complaint procedures. Parents of students with IEPs are provided the Procedural Safeguards annually, and translation services are available at IEP meetings to support non-English-speaking families. These practices reflect the school's commitment to accessible, informed, and meaningful partnerships.|To further strengthen outcomes, the school has set a goal to offer 200 synchronous classes by 2026–27, enhancing student engagement through interactive instruction. This initiative will provide more equitable access to quality learning, addressing varied learning styles and scheduling needs. A key area of focus is increasing math intervention participation for Students with Disabilities (SWD), Socioeconomically Disadvantaged students (SED), and English Learners (EL). Tailored academic supports for these groups aim to close achievement gaps and foster inclusive success. Additionally, there is an ongoing effort to increase EL student participation in core synchronous classes, supporting both language acquisition and academic growth. These areas were identified through educational partner feedback and data analysis as critical to improving outcomes through more robust family and student partnerships.|Sage Oak is committed to deepening engagement with underrepresented families through multiple strategies identified during its self-reflection process. Teacher professional development is expanding to strengthen live instruction practices, making synchronous learning more accessible and impactful. Additionally, school counselors are leading more live sessions that offer targeted support to address the unique challenges faced by these families. To ensure awareness and participation, the school will enhance its communication efforts through weekly newsletters, social media highlights, and presentations to both existing and newly formed advisory groups. Teachers will also facilitate direct conversations with families to promote available resources and learning opportunities. These efforts aim to build trust, reduce barriers, and create inclusive partnerships that empower every family to actively participate in their student’s educational journey.|Sage Oak Charter School continues to strengthen its decision-making process by actively engaging educational partners across various platforms. In 2024–25, the school operated two advisory committees: the Parent Advisory Committee (PAC) and newly launched Student Advisory Committee (STAC). These groups meet consistently to reflect on student needs and school priorities. Additional input is collected through annual and mid-year family surveys, live and recorded trainings, and regular interaction between families and teachers. The school also hosted a virtual parent summit to expand opportunities for family engagement. Events such as field trips, socials, college tours, and graduation ceremonies further promote communication and shared decision-making. This multifaceted approach ensures educational partners are informed, included, and heard throughout the year.|For 2025–26, the school is focused on increasing family participation in formal decision-making groups by launching a new Parent Engagement Committee. This committee will serve as another forum for families to provide feedback and influence planning of regular parent engagement events. Earlier and more intentional recruitment for PAC will also be emphasized to increase awareness and engagement. The Student Advisory Committee, now in place, provides students a dedicated voice in school improvement efforts. Together, these expanded opportunities aim to improve equity and inclusion in the input-gathering process.|To improve participation among underrepresented families, Sage Oak will implement targeted strategies aimed at accessibility, inclusion, and outreach. The school will continue its multi-channel communication approach—email, social media, website updates, and teacher-family conversations—to keep families informed about surveys, advisory meetings, and public board sessions. Staff will proactively invite families from diverse backgrounds to participate in the new Parent Engagement Committee, as well as in PAC and parent summits. Presentations at school events and onboarding sessions will also highlight how families can get involved in decision-making. These steps will help foster a culture of belonging and ensure a broader range of voices guide the school's direction.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
37754160139386|Excel Academy Charter|3|Excel Academy Charter School (EACS) is committed to fostering strong, collaborative educational partnerships among parents, students, staff, and the broader learning community. Through transparent communication, in-person and virtual learning period meetings, shared decision making, and consistent collaboration, EACS ensures that all educational partners have a voice in shaping school-wide growth and student success. EACS values educational partner input to reflect on overall progress, celebrate successes, and identify opportunities for continuous program improvement. Partnerships are foundational to driving instruction, achieving school-wide goals, and enhancing student learner outcomes. Building strong connections with students and parents leads to increased student engagement, learning, and achievement. At the heart of EACS is a dedicated team of educators who ensure consistent, responsive, and respectful communication between all educational partners. The number one priority at EACS is supporting the academic, social, and emotional success of each individual student. Through robust systems of support, personalized learning, and data-driven instruction, each student is empowered to meet or exceed gradelevel expectations. Based on the input survey results, parents and students agree that EACS is dedicated to providing an education that denotes excellence. Overall Satisfaction Report: Based on 287 parent/guardian responses: 99% of survey respondents agree that students have access to rigorous curriculum and resources that allow for mastering grade level standards and core content, and are encouraged to attain their academic goals. 100% of survey respondents agree that EACS clearly communicates academic expectations, encourages academic excellence, student progress, and provides a safe and welcoming environment. 95.5% of survey respondents agree that students set personal academic achievement goals, and work independently in a timely manner to achieve the set goals. 97.2% of survey respondents believe that the school uses assessment data to modify and monitor curriculum and instruction of students. 99.7% of survey respondents agree that Excel Academy’s vision and mission are clear and understandable. 98.3% of survey respondents agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education, and feel connected to the school, valued, and respected.  Meaning: Overall high satisfaction rate with the school program.  Use: EACS will remain steadfast in its commitment to student progress and achievement through transparency, consistent communication, and collaborative partnerships. Through the ongoing provision of targeted resources, personalized support, and learning opportunities, EACS supports all students to be lifelong learners. EACS will continue to survey educational partners to solicit feedback and analyze strengths and areas of growth.|Based on the analysis of the positive educational partner feedback and collected data, EACS will continue to implement the successful communication practices in place which have proven to be effective to keep educational partners informed and connected to student education. EACS is driven to stay on top of the latest trends in education and uses communication platforms that provide consistent, open lines of communication with all educational partners. EACS is always focused on building participation and committee opportunities through SSC, ELAC, and PAC meetings which will continue to remain an area of importance and improvement. In person and virtual learning period meetings help maintain a strong connection between home and school. Surveys give the school important feedback to support the students and families more effectively.|EACS is deeply committed to encouraging parent and guardian involvement as a key factor of student success. Through a flexible and personalized learning model, EACS offers a customized course of study that is designed to educate, motivate, and instill a love of learning in each individual student, including EL students, students with disabilities, socioeconomically disadvantaged students, and underrepresented students. This commitment extends to families through intentional, ongoing communication and engagement opportunities. Teachers, students, and parents collaborate through learning period meetings, support meetings, IEPs, and conferences to assess student progress and create developmental learning goals. EACS provides an array of learning opportunities and workshops that are specifically designed to empower the parents and equip them with necessary tools to support their students' academic journey. Training consists of, but is not limited to, EL progress and the reclassification process, parent portal resources, webinars, curriculum menus, a Parent Summit informational sessions, parent education through Parent Power-Up events, Back to School events, and teacher/parent training. Teachers and parents work closely to foster a positive relationship that maintains high expectations and promotes academic excellence for all students, ultimately creating the next generation of confident and capable leaders. Parents are informed of all communication platforms that are available to provide them direct access to their teachers, staff, resources, and all school-related meetings. All notifications, meeting agendas and minutes, approved policies, informational meetings, and community events are readily made available through Beehively (main platform for communication) and the EACS website and handbook. The LEA’s Title 1 Coordinator, Intervention Coordinator, and school counselors proactively reach out to homeless and foster youth, and students who need academic and social emotional support. These efforts ensure that all students and families are seen, supported, and valued. Parents/guardians are informed well in advance and encouraged to attend all quarterly SSC, ELAC, and PAC meetings. The meeting agendas and minutes are posted on the EACS website. EACS continues to prioritize finding alternative ways to enhance and encourage more parent/guardian participation in SSC, ELAC, and PAC meetings. To increase accessibility and relevance, EACS highlights live intervention classes at the beginning of ELAC and SSC meetings, showcasing how targeted instruction supports student growth and skill-building. EACS is intentional in fostering multicultural awareness by honoring the heritage, customs, and traditions of its diverse community. ELAC and SSC meetings incorporate cultural discussions and presentations, which have improved attendance and engagement.|EACS is committed to desegregating internal benchmark assessments and state data to identify all students, including EL students, students with disabilities, socioeconomically disadvantaged students, and underrepresented students, who need interventions in English language arts and mathematics to help close achievement gaps. Participation in intervention lessons and live instruction supports academic development and achievement. Strong teacher-parent-student relationships build trust and help students progress towards grade level expectations. EACS' commitment to encouraging parental involvement, by developing a trusting and respectful relationship between the school staff and families, is important to building and sustaining positive relationships. EACS develops a strong school-home partnership through the use of communication tools that provide parents access to the student's teacher, current information about the school, academic information through a parent portal, opportunities to participate and provide input in teacher-parent/student meetings, and governing board meetings. All applicable notifications are posted on the school website and in the parent handbook. A part of the role of the counselor includes communicating with educational partners about their legal rights. Our Intervention Coordinator shares Title I and Title III-related parent rights, applicable policies, and encourages education partnership participation. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX/Uniform Complaint Procedure Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information about the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English and Spanish, is translated upon request, and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of the document. Parents/guardians have the opportunity to communicate with their students' teachers on a regular basis and are encouraged to reach out through email and by phone to set up meetings.|Based on the analysis of educational partner input, EACS will continue to focus on partnership and student outcome improvement by offering additional parent education opportunities in person and virtual, annual surveys, and opportunities for engagement through SSC, ELAC, and PAC meetings. EACS is dedicated to enhancing student engagement in live instruction, specifically for EL students and students who are working below grade level. The intervention department will continue to assess the quality of the classes and make adjustments when deemed necessary in order to provide tailored instruction to fit the individual needs of the students. Support and guidance to address specific needs and challenges for underrepresented students and families will continue to be assessed by the teachers, counselors, and case managers.|EACS is committed to strengthening partnerships with families and the broader community to foster increased  engagement, involvement, safety, and satisfaction, which is all in direct support of student learning and achievement. Inclusive and transparent communication is effective for all educational partners, including families of EL students, students with disabilities, and other unduplicated student groups. Educational partners are provided opportunities for input in decision making for policy and program improvement. The teacher-parent-student relationship is at the core of student success, which EACS continues to cultivate by maintaining open lines of communication. To support the academic, and social-emotional needs of every student, EACS will provide equity-based instruction and the necessary individualized resources, interventions, and support that is critical for growth and progress. Parents and guardians will remain informed and actively involved in their students' educational journey.|Educational Partner Input data: 2020-21: 66 Educational Partner Input Survey Participants 2021-22: 220 Educational Partner Input Survey Participants 2022-23: 304 Educational Partner Input Survey Participants 2023-24: 351 Educational Partner Input Survey Participants 2024-25: 287 Educational Partner Input Survey Participants  EACS is focused on providing effective and meaningful communication that will provide all educational partners opportunities for input in decision-making that concerns the equity-based education and instruction of all students, as well as the quality of the school programs. Communication about opportunities to provide input is shared through conversations during learning period meetings, social media platforms, Beehively, as well as during SSC, ELAC, and PAC meetings. There were 287 participants in the LCAP Parent/Guardian Input Survey and 181 participants in the LCAP Student Input Survey. Despite the continuous efforts of the leadership team and teachers, there was a decline in the number of parent respondents, but a significant increase with the student responses.  Surveys are also provided to parents and staff by various departments. Each month these surveys go out through an online pulse-check survey platform called Possip that tracks trends and holistic, qualitative, and quantitative data that can then be translated and shared with respondents. To encourage an open line of communication and transparency, survey data is provided to the educational partners during the ELAC and SSC meetings and in the monthly newsletters.  Meaning: There are ongoing efforts to increase communication with educational partners and to provide all partners with the opportunity to share their insights. This feedback is greatly valued because it helps the leadership team assess existing programs, policies, and procedures and ultimately guides and informs decisions regarding potential changes and program adjustments.  Use: EACS will continue to monitor the level of educational partner participation in input opportunities and continue to research strategies to encourage participation.|EACS annually measures growth and progress by seeking input and feedback from all educational partners through annual surveys, teacher/student/parent meetings, board meetings, and through program participation in SSC, ELAC, and PAC meetings. EACS reports the collected results to all educational partners in order to promote transparency and collaboration. Empowering educational partners to provide input and feedback, and participate in decisionmaking, ultimately creates a positive environment where staff, parents/guardians, students, and members of the community and governing board have the opportunity for their voices to be shared and heard. EACS will continue to discuss best practices and train staff on effective strategies for family communication and outreach which integrate and highlight the need for inclusion, trust, and collaboration. The ultimate goal is for EACS staff to work alongside educational partners in a manner that leads to a positive and successful school environment where students receive the necessary interventions, resources, and support to thrive and become lifelong learners. EACS remains committed to finding new ways to engage parents and guardians more actively in ELAC, SSC, and PAC meetings.|Although the survey results did not indicate or reveal less engagement from underrepresented families, communication remains a top priority by focusing on strengthening collaboration and participation of all families by providing meaningful in-person and virtual support, guidance, and resources. Through multiple measures of communication, in order to seek input for decision making, EACS will reach out to all parents/guardians with consistent reminders of upcoming events and meetings to attend, including board meetings. All parents/guardians will be notified in a timely manner if there are concerns regarding student academic, social, and emotional achievement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
37754160139451|Pathways Academy Charter School - Adult Education|3|To create a positive and supportive partnership with our students and our families of minor students, Pathways Academy has developed opportunities for two-way communication for student and parent support and student learning. To expand and enhance connectedness, our teachers partner with our minor families to guide and support the academic development and learning of students. Opportunities for students and families to participate and provide input is communicated and available through surveys, educational partner input meetings, board meetings, and teacher/student/parent meetings. In conformity with Senate Bill 1375, Pathways Academy posts information on the school website identifying the Title IX Coordinator, the rights of students and the responsibilities of schools, and instruction on how to file a complaint. The school website and the parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. This notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. A translator is present for non-English speakers as needed.|Pathways Academy’s focus on continuing the improvement of the engagement and the building of relationships of our educational partners is reflected in the growth of the number of participants, over time, in our school input opportunities: LCAP Annual Review Input Survey Participation: 2019-20:  7 participants 2020-21:  19 participants (171% increase) 2021-22:  35 participants (84% increase) 2022-23: 63 participants (80% increase) 2023-24: 122 participants (93.6% increase) 2024-25: 451 participants (269.67% increase)|Pathways Academy's approach to supporting and engaging all students and families is aligned with best practices in education by actively addressing the key aspects of equity and access for our diverse learners by ensuring engagement through teacher meetings, teacher training/professional development, provision of wifi access as needed, and translation and interpretation as needed in communication to ensure that all students and families can participate and engage.  We will continue to use data to identify gaps and potential barriers to education and opportunities for our students by continuously evaluating our support systems like tiered re-engagement, student services, and counseling to ensure effectiveness in meeting the specific needs of our diverse student population and student groups.|Pathways Academy's strengths in building partnerships: 99.6% feel safe and welcome to meet with the teacher to discuss their progress 97.3% feel their input is valued and respected when collaborating with the teacher or school staff and administration 97.3% feel welcomed to meet with the teacher to discuss their progress and that their input is valued and respected when collaborating with the teacher or school staff and administration. 97.9% reported that their teacher inquired about their well-being and provided information on accessing community coordinator services (health, mental health, public assistance, housing). Meaning: Overall high satisfaction rate with their partnership with the school. Use: Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with our school’s partnerships and to capitalize on the existing success and further improve the quality of the Pathways Academy’s educational program.|We will continue to seek educational partner input and identify our level of meaningful and transparent communication through student and educational partner engagement, regular input meetings, and input surveys. The level of engagement will be evaluated through participation in input meetings and surveys and through partnerships like those supported by WIOA (Workforce Innovation and Opportunity Act) or other relevant initiatives.|To improve engagement of our diverse student population and student groups we will continue to support and engage all of our students and families in the input process, we will continue to communicate input opportunities through teacher/student/parent meetings and our school social media and school website To foster a strong sense of partnership, collaboration, and transparency with our students and parents, input surveys and school information is shared during teacher meetings, on the school Instagram page and website. Educational Partner Input Meeting agendas and minutes are available and accessible on the school website and posted on the school instagram page.  By providing transparency through accessible meeting information and by actively engaging students and families in the input process, Pathways Academy fosters a strong sense of partnership and collaboration, which ultimately benefits our Pathways Academy students.|2024-25 Input participant data: Educational Partner Participation: 451 Student Group: English Learner 20.4%, Foster Youth 5.5%, Low socioeconomic 6%, Homeless 8.2%, Student with disability 8.2%, Parent of Pathways Academy student 7.5%, Student 69.6%, Educational Partner/Community Member 4%, PACSAE Team Member 9.1% Ethnicities:Am.Indian/Alaskan/Hawaiian Native: 4 (0.9%); African American: 47 (10.4%); Hispanic/Latino: 219 (46.6%); Pacific Islander: 7 (1.6%); Asian: 5 (1.1%); Filipino: 2 (0.4%): White: 92 (20.4%); Two or More Races: 67 (14.9%); Declined to State: 17 (3.8%) There is a strong focus by administration, teachers, and staff to encourage and provide opportunities for all educational partners to participate in school survey and the Educational Partner input meetings, as a result, a steady increase in participation, over time, has been noted: 2019 - 7 input participants 2020: 19 input participants (171% increase) 2021: 35 input participants (84% increase) 2022: 63 input participants (80% increase) 2023: 122 input participants (93.6% increase) 2024: 451 input participants (269.67% increase) To continue to support and engage all of our students and families in the input process, we will continue to communicate input opportunities through teacher/student/parent meetings, our school social media and school website. Meaning: Pathways Academy has a positive and collaborative relationship with students and families as indicated by the overall high satisfaction rate with their partnership with the school and the opportunity to provide input. Use: Continue to develop opportunities for student-teacher collaboration for improved student learning outcomes. Continue to offer multiple avenues for educational partners to provide relevant input and participate in decision making. Continue the educational partner meetings to provide our educational partners with current school information, school data, and an opportunity to gain input into school planning.|There is a strong focus by administration, teachers, and staff to encourage and provide opportunities for all educational partners to participate in school input opportunities. Meetings are shared with all students during teacher meetings, on the school Instagram page and website. As a result, a steady increase in our input survey participation has been noted.|To improve the engagement of underrepresented families and overcome language barriers, identifying when we need to be prepared with translated materials and providing interpretation at meetings, will help overcome language barriers. Ensuring everyone can participate and comprehend the content, we demonstrate respect and build trust which leads to increased engagement and a stronger partnership with our educational partners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-03|2025
37754166119275|All Tribes Charter|3|The LEA effectively implements a system that includes a website, an app, digital signage to make sure parents, families, community partners, and the local community are fully aware of school happenings. More than 75% of school and local community events are attended by staff and their families. Most of our staff members are also community members, creating inherent trust. All Tribes has worked diligently to become a community center, providing more than just education for our students and community members. We work with a number of local community partners to create programming and services that benefit everyone.|Being an indigenous community, it is vital for our staff members to be culturally competent and respectful of Native American values and local traditions. We consistently provide intentional training and opportunities for staff to participate in local events and, where appropriate, traditional activities.|Based on state standards, the majority of our student and family population is considered under-represented. As defined by traditional All Tribes values, no family at All Tribes would ever consider themselves under-represented. Inside these cattle guards, every family has a seat at the table. All Tribes operates with the expectation that every student and every family is known and valued.|All Tribes has several partnerships that have successfully improved student outcomes. Partnerships with universities, tribal education programs, CTE programs, local medical clinic provides our students with services and opportunities for success. Each year, our partners work hard to engage with us and the local community to constantly improve services for students and families.|The three year trend has been for educational partners and All Tribes to build a stronger pipeline that trains teachers, administrators, first responders, and medical professionals from our community. Having more of these professionals from this community creates a visual role-model for younger generations to pursue the same goals.|Based on state standards, the majority of our student and family population is considered under-represented. As defined by traditional All Tribes values, no family at All Tribes would ever consider themselves under-represented. Inside these cattle guards, every family has a seat at the table. All Tribes operates with the expectation that every student and every family is known and valued.|All Tribes consistently seeks input from students, families, community partners, and staff. We maintain an open door policy that allows input and feedback as needed, not just during specific meeting times. Through these policies, we have implemented programs such as: mental health support, health and nutrition, grief counseling, performing arts, culture and language, credit recovery, sports, and community school.|A priority this year is to ensure that our families become more familiar with the technology we offer, so that they are able to make requests, give feedback, and interact with the school as we step into the future. We support families that live in rural areas, and it is not always convenient for them to get to the school. Through technology they have connection. Elders are our most challenging group. Through education, we will bring them into this century.|Based on state standards, the majority of our student and family population is considered under-represented. As defined by traditional All Tribes values, no family at All Tribes would ever consider themselves under-represented. Inside these cattle guards, every family has a seat at the table. All Tribes operates with the expectation that every student and every family is known and valued.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-04-10|2025
37756140000000|Valley Center-Pauma Unified|3|Family engagement is an essential strategy for building pathways to college and career readiness for all students and is an essential component of a systems approach to improving outcomes for all students.  VCPUSD reflects on its progress in (1) building relationships with parents and families (2) building partnerships with parents and families for student outcomes, and (3) seeking input from parents and families in decision making.  The measures for this include the data obtained from local surveys, communication with families, participation in parent workshops and site events, and participation in parent advisory meetings. The analysis of the LCAP Parent Survey data indicates several strengths and progress in building relationships between school staff and families. The district has made progress in all areas related to the relationships between staff and families.  One of the key strengths is the agreeing or strongly agreeing that school staff treat students, parents, and other staff members with respect.  93% of families feel that their student’s school is welcoming and inclusive.  This positive perception is crucial for fostering and building on the relationships that exist. 96% of parents feel their school keeps them well informed about school activities. This response was a strength in which growth has occurred.  The goal is to continue this work and continued to build proactive communication regarding their children’s progress and safety, as well as more inclusive and diverse opportunities for student engagement and support. The community values the current communication methods but also sees room for improvement in the consistency and effectiveness of these tools.  The district has taken proactive steps to continue its support services available at each school site through counselors, psychologists, and a behavioral specialist. These have increased the capacity to provide personalized support to students and families, contributing to a more supportive school climate. Overall, the survey data reflects that the district's efforts in fostering respectful interactions, effective communication, and accessibility are having a positive effect resulting in stronger relationships between school staff and families. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success. VCPUSD staff sees the value for the high levels of educational partner involvement. Staff at every school site and our district office contribute to welcoming environments dedicated to serving to all educational partners. Participation at teacher conferences, parent workshops, and other school and district events, provide evidence of the effectiveness in this area. We continually model and provide ongoing messaging regarding actions needed to support active educational involvement and the importance of strong partner relationships.|While parents who are actively involved feel like there are good relationships, they also shared that an area of growth is to implement a strategy where even parents who might not be a part of an advisory group, DELAC, or School Site Councils can receive information and provide input. VCPUSD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home. One focus area has continued to be around streamlining and communicating in a timely way and a focus on the format of communication with families about educational of students, especially when there is a concern about student progress in the areas of attendance, behavior, and academics.  There continues to be a desire to support students with resources that can be utilized outside of the school environment but directly connected to the learning that is taking place in the classroom each day.|VCPUSD is committed to improving strategies and structures that will result in increased engagement of underrepresented families. Parent advisory meetings are clearly communication so that input from families related to school improvement can be gathered. VCPUSD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.  The increased offerings after school provide additional avenues to connect with parents around family needs that can support decisions about programming since ELOP targets our Unduplicated Pupil count (English Learners, Foster Youth, and Low Income). For the 2025-2026 school year, this same effort will grow at our secondary grade level school sites with academic based after school programs.  This is a direct response to information collected through our survey process from both parents and staff.  We have added additional resources to support translation for families at parent meetings and are working with staff in capitalizing on their relationships with families to provide additional assistance at meetings and in general school related communication.|VCPUSD provides assistance to our families in understanding academic expectations through several strategies. These include a high level of access to administrators and staff at all school sites. This access addresses various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP development process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are posted on the district and school websites. Overall, the survey data reflects that the district's efforts in fostering collaborative problem-solving, effective communication, and accessible support services are yielding positive results. These strengths contribute significantly to building partnerships that support student outcomes, ensuring that students receive the comprehensive support they need to succeed academically and personally.  89% of parents feel their school welcomes parents to participate in school activities (5% growth from previous year).   Community feedback includes enthusiasm for expanding learning and extracurricular activities outside the regular school day, suggesting continued expansion of offerings in areas like coding, robotics, arts, after-school tutoring, and diverse club options.  The feedback indicates a community engaged in the school’s communication efforts and supportive of additional resources and programs to enhance student learning and well-being with requests for this to continue beyond the classroom and have school sites expand their extracurricular offerings.  The feedback reflects a community that values a well-rounded education with real-life applications, diverse course offerings, and a supportive learning environment. There is a strong emphasis on individualized student support, proactive communication, and preparing students for a  variety of post-graduation paths.|Recent educational partner input shows a desire to have more in depth knowledge of the curriculum and instructional strategies utilized to improve student learning. An area for continued growth is to increase parent participation rates in specific events and committees, as these are currently below target. LCAP data shows ELAC attendance at 66% (target 90%), Title VI advisory committee parent participation at 54% of community members (target 75%), and Back to School Night attendance at 54% (target 70%) VCPUSD has been increasing its number of parent workshops and learning nights surrounding these topics.  Work will continue to bridge curriclum materials to the home so that parents feel confident in supporting their children.  For the 2025-2026 school year at the elementary level this will continue to target mathematics and at the secondary level college and career readiness.  An area for continued growth, confirmed by both survey data and in input meetings, is individual student level communication from teachers and administrators, particularly regarding class assignments, assessments, and overall student progress.|Participation from all parents is solicited, including the engagement of underrepresented families. VCPUSD has continued to translate communications and documents to make information more accessible to our multilingual families.  VCPUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.   Training all teachers has been a vital part of the overall plan to ensure that families are engaged are feel like they are a partner in the learning of their child.  Accessible information through digital tools such as our district website and student information systems will improved this level of engagement.  VCPUSD will be monitoring engagement through the LCAP metrics but looking at parent participation in school events and the overall use of tools provided to parents to monitor their child’s progress.|VCPUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. The district and school sites ensures that parents/guardians and family members work with staff to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning. This is achieved through regularly scheduled DELAC/ELAC meetings, Title VI Advisory meetings, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement is discussed and jointly developed. School sites communicates with families at the beginning of the school year and throughout on how they can be actively involved at the school site and provide input for decision-making. Each year, a Parent Survey is conducted to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with both district and school goals within the Local Control Accountability Plan (LCAP) at the district level and the School Plan for Student Achievement (SPSA) at the site level. The survey was created to align with state and local priorities  and the survey is provided in both Spanish and English. While it is sent electronically, hard copies are always available on site for a family if needed. In addition to advisory committees and input meetings, district personnel attended meetings for each site to review the LCAP and ask for input from parents for determining actions and priorities in meeting the needs of students. Results of surveys and collective feedback are shared with the school board annually, and principals are given site specific data to plan for parent and family engagement. There is an open-ended section on the survey for input related to the goals within the LCAP in addition to the face-to-face opportunities for parents to speak into the decision making process at both the site and district levels.  85% (increase of 8% from previous year) of parents feel that their school seeks parent input which demonstrates that this work needs to continue moving into the coming 2025-2026 school year.|VCPUSD has worked to increase the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps can be taken to improve the design and implementation of engagement activities.  As we have added elements to the LCAP around increased parent workshops and learning night opportunities, a piece of this will be to continue to solicit input during these times where we may have parents or guardians present that would not otherwise be at a school site or attend an advisory committee meeting. The goal is to continue to foster relationships with parents to encourage them to participate in the decision-making process.|VCPUSD ensures all families receive communications and invitations to participate on committees and in meetings, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. VCPUSD closely monitors student attendance on a daily basis at each school site and those sites communicate with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. VCPUSD continues to see high levels of Chronic Absenteeism in specific student groups and underrepresented families. Although data from the 2024-2025 school year demonstrates a pattern of decreasing absenteeism continued work will occurred with support from our community partners. As mentioned, VCPUSD has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. The goal continues to be to work collaboratively with parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
37764710000000|SBC - High Tech High|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37764710114678|High Tech High Chula Vista|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37764710114694|High Tech High North County|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37764710119271|High Tech Middle North County|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37764710123042|High Tech Middle Chula Vista|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37764710123059|High Tech Elementary Chula Vista|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37764710127605|High Tech Elementary North County|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37764710137067|High Tech High Mesa|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37764710138768|High Tech Middle Mesa|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37764710138776|High Tech Elementary Mesa|3|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2024/25  school year indicated deep relationships between students and teachers. HTH schools were at the 83rd national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades TK-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, interpretation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.    Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated an opportunity for growth. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey which represented a 9 percentage point improvement from the prior year.|HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Three HTH Schools (HTeCV, HTMCV, and HTHCV) are participating in the Community Engagement Initiative (CEI). CEI is part of the California Statewide System of Support. The aim of CEI participants is “Increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” CEI participation is a 2-year commitment, and these schools will share their learning and best practices with the other HTH schools.  Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2024/25 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2024/25 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.|HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2024/25 school year indicated significant growth in family engagement. HTH schools were at the 72nd national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2023/24 school year.|HTH is participating in the Cohort V of the Community Engagement Initiative, as of the fall of 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, TK-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 24/25 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 24/25 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were interpreted into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.|HTH families completing the Youth Truth family survey during the 24/25 school year indicated an opportunity for stronger family engagement programs.|HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-23|2025
37768510000000|Bonsall Unified|3|Bonsall Unified School District prioritizes building strong, respectful, and collaborative relationships between school staff and families. A key strength is the mutual commitment between staff and families to support student learning. All schools host evening events to share instructional goals and available resources, fostering transparency and trust. Weekly newsletters, translated as needed, keep families informed about academic progress, events, and engagement opportunities.  The district administers climate surveys three times annually to students, families, and staff, collecting valuable insights to inform improvements in school culture and family engagement. Staff and administrators maintain strong connections with families through involvement in ELAC, DELAC, SSC, PTA, the Superintendent's Advisory Committee, and the BUSD Design Team.  In 2023–24, the district launched a Native Learner Advisory Committee (NLAC) in partnership with the Pala Tribe. This group meets regularly to strengthen communication, deepen understanding, and improve support for Native American students. These efforts reflect BUSD’s commitment to inclusive engagement and using educational partner input to improve student outcomes.|Based on the analysis of educational partner input and local data, Bonsall Unified School District recognizes the need to continue strengthening how staff build and sustain relationships with families. While the district prioritizes educational partner engagement, a key area for improvement is enhancing the collective capacity of teachers and staff to apply best practices in seeking and integrating parent input and in fostering meaningful partnerships with families. In response, site and district leadership—along with the BUSD ELD and Equity Teams—have taken steps such as providing additional training for ELAC and DELAC members and school staff, forming a Native Learner Advisory Committee, and developing a professional development plan focused on culturally responsive instruction and practices. These efforts aim to build trust, improve communication, and create more inclusive and effective engagement across all school communities.|Based on the analysis of educational partner input and local data, Bonsall Unified School District is focused on improving engagement with underrepresented families through expanded outreach and support. The BUSD Family and Community Liaison plays a key role in this work by providing individualized parent-to-parent support, hosting parent workshops, distributing bilingual newsletters, and offering guidance with ELAC, DELAC, and the Native Learner Advisory Committee (NLAC). The formation of NLAC and the district’s increased emphasis on professional development in culturally responsive practices have strengthened relationships with underrepresented families. Additionally, school sites continue to offer personalized support and targeted outreach to ensure all families feel welcomed, valued, and connected to their child’s educational experience.|Based on the analysis of educational partner input and local data, Bonsall Unified School District demonstrates strong progress in building partnerships for student outcomes through its commitment to two-way communication and meaningful engagement. The district uses a variety of communication methods to keep families informed and involved. Parents are regularly invited to participate in school and district committees such as SSC, PTA, ELAC, DELAC, NLAC, the BUSD Design Team, and other advisory groups, creating valuable opportunities for dialogue and shared decision-making.  Parents are also encouraged to contribute input on LCAP goals and actions, helping shape district priorities. Site and district leaders provide ongoing opportunities for families to understand student progress and learn strategies to support learning at home through events such as Coffee with the Principal, Back-to-School Night, Open House, parent-teacher conferences, Lunch on the Lawn, and informational workshops.  Additionally, BUSD administers a climate survey three times per year to students, staff, and families. The results, including narrative responses, are used by school leadership teams to identify strengths and areas for growth in building stronger school-family partnerships that ultimately support improved student outcomes.|Based on the analysis of educational partner input and local data, Bonsall Unified School District has identified key focus areas for improvement in building partnerships for student outcomes. These include increasing efforts to gather input from a broader range of families and community members and providing more targeted support for underrepresented groups. Currently, the district has one Spanish-speaking Family and Community Liaison who plays a vital role in connecting with families and supporting engagement. Additionally, the district has established an Equity Team comprised of teachers, district administrators, parents, and students. This team is focused on deepening the collective understanding of the unique needs of underrepresented families and developing strategies to strengthen outreach, engagement, and support to ensure all families are equipped to contribute meaningfully to their children's academic success.|Based on the analysis of educational partner input and local data, Bonsall Unified School District is committed to improving engagement with underrepresented families by creating a welcoming, inclusive environment that honors and celebrates diverse backgrounds. To enhance communication and accessibility, the district will continue providing translated materials and interpreter services to ensure all families can access important information and participate fully in their child’s education.  BUSD is also strengthening its partnerships with local community organizations and expanding family engagement programs designed to empower underrepresented families. These programs will provide families with tools, resources, and opportunities to contribute meaningfully to school improvement efforts and student success. The district is actively working to improve systems for outreach and engagement in ELAC, DELAC, NLAC, and DPAC in order to increase participation and voice in decision-making.  Additionally, BUSD will continue engaging with the TK-12 Native Learner Outcomes Team to develop targeted strategies aimed at improving academic achievement and engagement for Native American students. These focused efforts are designed to ensure that all families, particularly those historically underrepresented, feel valued, connected, and supported as active partners in their child’s educational journey.|Based on the analysis of educational partner input and local data, Bonsall Unified School District has made strong progress in Seeking Input for Decision-Making by fostering inclusive, respectful, and collaborative environments that promote meaningful dialogue. Over the past two years, the district prioritized engaging educational partners to help shape districtwide goals and actions that support academic success for all students.  A major initiative was the work of the BUSD Design Team, a diverse group of students, families, staff, and community members who came together during the 2022–2023 and 2023–2024 school years to develop the *Framework for the Future*. This framework defined learner outcomes, learning experiences, and enabling conditions to guide decision-making. The Design Team’s work was informed by student forums at every school site, site-based feedback sessions, and input from surveys and forums.  In addition, educational partners provided feedback through annual LCAP surveys, forums, and advisory committees such as ELAC, DELAC, NLAC, and SSC. These efforts ensured that a broad range of voices informed the district’s priorities and direction.  Building on this foundation, BUSD will now shift its focus to creating a comprehensive strategic plan in the upcoming year. This plan will align with the *Framework for the Future* and further integrate stakeholder input to set long-term priorities, measurable goals, and clear action steps that support student outcomes and continuous improvement across the district.|Based on the analysis of educational partner input and local data, Bonsall Unified School District (BUSD) has identified a continued need to improve inclusivity and transparency in how input is gathered for decision-making. While regular surveys and engagement opportunities are offered to students, families, and community members, input received is not yet fully reflective of the diverse voices within the district, particularly those from underrepresented families and student groups. A key area of improvement moving forward is to implement more intentional strategies that increase participation and elevate the voices of those less frequently represented in feedback loops. BUSD will focus on refining outreach efforts, offering more accessible engagement formats, and establishing ongoing feedback cycles to ensure that decisions are shaped by a broader, more representative cross-section of the community. Increasing participation rates across all groups will support more equitable, informed, and community-aligned decision-making.|To improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, Bonsall Unified School District (BUSD) will continue and deepen its intentional efforts to ensure all voices—particularly those of historically underserved families—are included in shaping district decisions. Building on the progress of our Equity Team, BUSD is expanding efforts to elevate the perspectives of English Learner families and Native Learner families from the Pala Band of Mission Indians. This year, we strengthened our partnership with tribal leadership and community organizations such as SDSU, SDCOE, and CSUSM to co-design supports that reflect the lived experiences and cultural knowledge of our American Indian students.  We have also launched a TK-12 Native American Student Success PLC and established a Native Learner Advisory Committee with representatives from the Pala Tribal Council to ensure ongoing collaboration and continuous improvement. These platforms serve as vital avenues for gathering culturally responsive input. Additionally, each school site maintains a robust English Learner Advisory Committee (ELAC), whose feedback directly informs school site plans and the district’s LCAP goals and actions. Moving forward, BUSD will increase outreach efforts to ensure broader participation in these groups, expand translation and interpretation services, and create more flexible engagement opportunities to reduce barriers for working families. These actions will help ensure our decision-making reflects the values, insights, and needs of all members of our school community.|4|4|4|5|3|4|4|4|4|3|4|4|Met||2025-06-25|2025
37768516113468|Vivian Banks Charter|3|As a small school, Vivian Banks Charter School is able to provide an individualized and personalized educational experience with small classroom sizes. Our small size is our strength in building strong relationships between our dedicated school staff and families.  The school was established in 1996 and has served generations of Pala families. Over the past 20+ years, the Pala Band of Mission Indians has played an active role in its support and commitment to the school and the students who attend here.|Based on the analysis of educational partner input and local data, Vivian Banks Charter School (VBCS) has identified two primary focus areas for improvement in building relationships between school staff and families: increasing family and student engagement and fostering a more welcoming environment. These areas are critical to supporting student learning and strengthening the overall connection between home and school. By prioritizing these improvements, VBCS aims to create a more inclusive and supportive school culture that encourages active participation from families and enhances student outcomes.|Based on the analysis of educational partner input and local data, Vivian Banks Charter School (VBCS) will improve engagement of underrepresented families by strengthening inclusive practices that promote connection, collaboration, and voice within the school community. VBCS is dedicated to providing a high-quality, rigorous academic program in a caring and culturally responsive environment. The school will continue to encourage active participation from parents, teachers, and community members through involvement in advisory groups such as DELAC, ELAC, SSC, GATE, and the Indian Education Committee/Council. These groups serve as key platforms to inform school leadership of the needs and perspectives of diverse student populations.  To ensure that underrepresented families feel welcomed and valued, VBCS will expand opportunities for engagement by hosting a variety of events throughout the year, including Back to School Night, Literacy Nights, Lunch on the Lawn, Teacher Conferences, Open House, Student Study Team meetings, volunteer opportunities, Charter Council meetings, Indian Education gatherings, ELAC meetings, and Coffee with the Principal. Input from stakeholders will continue to be actively solicited through regular meetings and surveys, and all feedback will be carefully reviewed to inform school decisions and improvement efforts. By fostering authentic relationships and creating a welcoming atmosphere, VBCS aims to increase the active involvement of all families, especially those historically underrepresented, in support of student success.|Based on the analysis of educational partner input and local survey data, Vivian Banks Charter School (VBCS) has demonstrated several strengths in building partnerships for student outcomes. Survey responses indicate that families feel welcomed at school events and believe that staff care about their children’s well-being. VBCS encourages consistent parent involvement through events such as Back to School Night, Literacy Nights, Student Study Team meetings, ELAC, DELAC, and Coffee with the Principal. These opportunities allow parents to actively participate in shaping academic supports and student services.  Additionally, feedback shows that families value the responsiveness of school staff and their inclusion in school-wide decision-making. Communication between families and school is consistently rated as satisfactory, and families report feeling encouraged to engage in the academic journey of their children. The school’s emphasis on collaboration and feedback, particularly through regular surveys and advisory groups, is a critical strength that contributes to continuous improvement in student achievement and connectedness.  These efforts have created a foundation of trust and shared responsibility between families and staff, supporting the academic and social-emotional success of all students at VBCS|Based on the analysis of educational partner input and local survey data, Vivian Banks Charter School (VBCS) has identified key focus areas for improvement in building partnerships for student outcomes. While families expressed appreciation for school events and communication, several responses highlighted a need for more targeted academic support, increased cultural inclusivity, and expanded opportunities for parent involvement beyond traditional events.  Specifically, input from families indicated a desire for more consistent intervention strategies to support struggling students, better communication on how parents can assist at home, and equitable access to enrichment programs across sites. Some stakeholders also called for clearer systems for parent feedback, increased outreach to underrepresented families, and more regular updates about student progress.  To address these areas, VBCS will work to strengthen two-way communication between school and home, provide more personalized academic guidance for families, and build greater consistency in how student supports and enrichment opportunities are offered. The school also aims to expand culturally responsive engagement efforts and create more inclusive spaces for parent voices in school decisions. These efforts will help deepen collaboration between families and educators to support positive academic and social-emotional outcomes for all students.|Based on the analysis of educational partner input and local data, Vivian Banks Charter School (VBCS) will improve engagement of underrepresented families by expanding culturally responsive practices, strengthening two-way communication, and increasing access to leadership and decision-making opportunities. Survey responses revealed that while many families feel welcomed and supported, underrepresented groups—including English Learners, families of students with disabilities, and economically disadvantaged households—often face barriers to full participation.  To address this, VBCS will enhance outreach efforts by utilizing multilingual communication tools, hosting family meetings at flexible times, and ensuring that translation and interpretation services are consistently available. The school will also increase visibility of programs such as ELAC, DELAC, and Indian Education Council to ensure broader representation in advisory roles. Additionally, staff will receive professional learning focused on inclusive engagement strategies and recognizing the unique needs and contributions of diverse families.  VBCS is committed to fostering authentic partnerships by creating spaces for open dialogue, providing families with actionable resources to support student learning at home, and ensuring equitable access to academic and enrichment programs. These actions will help build trust, elevate parent voice, and support student success across all demographic groups.|Based on the analysis of educational partner input and local data, Vivian Banks Charter School (VBCS) has demonstrated strong progress in seeking input for decision-making through its inclusive and consistent engagement practices. Survey responses reflect that families, staff, and community members feel encouraged to share their perspectives through regular opportunities such as ELAC, DELAC, SSC, the Indian Education Council, and Parent Advisory Committees. Respondents noted that input is actively solicited through surveys, parent meetings, and school events like Coffee with the Principal and Back to School Night.  Many stakeholders indicated that they feel their voices are valued and that feedback is used to inform school priorities, especially in areas such as academic support, enrichment, and student wellness. The school’s multilingual communication and targeted outreach to historically underserved families have further supported broad-based engagement.  VBCS’s commitment to transparency and responsiveness has built a foundation of trust with educational partners. Continued collaboration with families and community members ensures that decisions reflect the diverse needs of the school community and promote equitable outcomes for all students.|Based on the analysis of educational partner input and local data, Vivian Banks Charter School (VBCS) has identified key focus areas for improvement in seeking input for decision-making. While many families and stakeholders acknowledged existing opportunities to provide feedback, several responses indicated a need for more proactive outreach to underrepresented groups, increased clarity about how input is used in decision-making, and more accessible formats for engagement.  Specifically, survey data revealed that some families, particularly those from low-income households, English Learner backgrounds, and special education, feel less connected to decision-making processes. Suggestions included offering more informal and flexible engagement opportunities (such as meetings outside of standard hours), improving communication channels (e.g., text alerts, multilingual updates), and creating consistent follow-up systems to show how feedback has influenced school actions.  To address these needs, VBCS will expand outreach strategies, increase visibility of parent advisory roles, and develop a more transparent cycle of communication and follow-up. These efforts will ensure that all families, especially those historically underrepresented, have a meaningful voice in shaping programs and policies that support student success.|Based on the analysis of educational partner input and local data, Vivian Banks Charter School (VBCS) will improve engagement of underrepresented families in decision-making by implementing intentional strategies to increase access, voice, and representation. Survey feedback highlighted that families from English Learner, low-income, and special education backgrounds often face barriers to participating in advisory roles and sharing input.  To address this, VBCS will expand its outreach efforts by offering multilingual communication in both digital and print formats, hosting meetings at varied times to accommodate working families, and providing interpretation services at all engagement events. The school will also establish more informal forums—such as drop-in listening sessions and parent-teacher cafés—to create welcoming, low-pressure opportunities for families to share their perspectives.  Additionally, VBCS will strengthen follow-up practices by clearly communicating how parent input informs decisions, increasing transparency and trust. Staff will receive professional development on inclusive family engagement, with a focus on culturally responsive practices and outreach to historically underserved communities. By creating multiple, accessible pathways for input, VBCS aims to elevate the voices of underrepresented families and ensure their needs and insights shape school improvement efforts.|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-06|2025
37770990000000|SBE - Altus Schools East County|3||||||||||||||||||||||Not Met|||2025
37770990136077|Altus Schools East County|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success. Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|ASEC is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2024-2025 the school received input from 117 students and parents and used the results in the development of the 2025-2026 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
37771070000000|SBE - Altus Schools South Bay|3||||||||||||||||||||||Not Met|||2025
37771070136473|Altus Schools South Bay|3|The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include: •	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents. •	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students. •	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey. •	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience. •	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education. These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.5% of parents report that the school provides innovative and engaging learning environments.|Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed. The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.|To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.|The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs.  The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.|The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success. Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.|ASSB is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.|The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.  The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2024-2025 the school received input from 155 students and parents and used the results in the development of the 2025-2026 LCAP.|The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.|School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
37771560000000|SBE - Vista Springs Charter|3|Parent perception data is gathered through the LCAP Annual School Survey and program-level satisfaction surveys. Responses to the 2025 LCAP survey were overwhelmingly positive, with 91% of participants reporting they experienced school staff building trusting and respectful relationships with families. Additionally, 94% of families report that the school creates welcoming environments, and 87% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. School safety is our highest priority. Survey results show that 93% of families find that the school establishes student safety, connectedness, and positive school culture. Further, 87% of parents think that the school is doing well supporting students with disabilities, English Learners, foster youth, and economically disadvantaged student groups. While the school leadership is pleased with this report, we prioritize relationships between school staff and parents and strive for a 100% positive response.  Our schoolwide belonging goal is for everyone, including staff and students, to have a deep sense of belonging. The Belonging Committee, in collaboration with Student Services, implemented Restorative Practices training and support for school leaders. We partnered with a Restorative Practices coach to support implementation. Restorative practices are known to improve attendance, reduce suspensions and expulsions, and create a sense of community and belonging for the school community.  One of our pillars of personalized learning is to create a caring community. This is an area of strength for the school. Knowing the whole child, including their families and background, is essential for our model. Teachers and leaders use a variety of assessments and personalized assignments to learn about each student, their families, and their backgrounds. For example, parents and students in our ILP programs are given learning/educating strengths finders assessments and learning styles assessments. In academy programs, teachers learn more about their students by using interest inventories, strength’s finders, and implementing community circles and morning meetings We provide opportunities for families across programs to engage in the school community in a variety of ways including math nights, parent education, field trips, and school site council; these opportunities are communicated to families through ParentSquare and newsletters.  Our home-based programs offer regional student and parent SPREE events, Parent orientations, webinars, and coffee chats. Across the school, parent participation in decision-making bodies such as School Site Council and DELAC is actively monitored to ensure broad and representative input. Attendance and engagement are tracked in these forums, and leadership teams work to maintain fidelity to the process through consistent communication and outreach.|Our focus is to continue building a deep sense of belonging for every student. In particular for this priority, we will focus on developing staff to learn more about every student's whole family, including cultures and languages, to ensure ample opportunities for celebrating varied cultures, traditions, and rituals across our school programs. We strive to build our educators' cultural proficiency and ability to cultivate culturally competent classrooms.  We have focused our Belonging Committee on identifying ways to meet our schoolwide goals so that every student has a deep sense of belonging.|Our commitment to inclusivity extends to creating welcoming environments for all families in our community. We've ensured that every family feels valued and embraced within our educational community by hosting regular community events such as cultural fairs and open houses. To support our goals to increase cultural proficiency, we've prioritized enhancing training and support for teachers and families for English Language Learners (ELLs). We increased staff to support our ELLs and to build the capacity of our leaders and teachers. Also, the LEA has implemented a variety of channels to facilitate two-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in their primary language. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.  Moving forward, our LEA remains dedicated to continuously improving relationships between school staff and families for underrepresented families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. In the 2024-2025 school year, we implemented Branching Minds with a soft rollout. Branching Minds is a centralized source for Social Emotional Learning screener data, MTSS data, collaboration tools, and research-based interventions. During the 2025-2026 school year, we will increase our use of this powerful tool to improve engagement of underrepresented families, including our English Language Learners. Branching Minds provides information to help strengthen two-way communication and collaboration with educational partners. This platform allows support staff across departments to use data to make plans for our underrepresented students and provides easy-to-use communication tools to share with families. The communication fosters a partnership and offers tools and resources to empower caregivers to support their child at home.  We strive to strengthen our bonds with families and create a more inclusive and supportive educational environment for all by addressing these areas.|In 2025, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes. 92% of parents surveyed reported that they think students have everything that they need to learn, and 92% of parents believe that the school is effectively teaching grade-level standards.   The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school.  We will continue to provide training and support for staff and families to understand each student's social and emotional needs and to focus on closing achievement gaps through timely interventions, including online and in-person options. Professional development includes ensuring that the teachers and leaders are aware of our resources and how to support families. Benchmark is a tool that we will use to create individual student plans aligned to resources for increasing engagement with underrepresented students and their families.|In 2025, parents were surveyed to collect perception data on the school's practices of seeking input for decision making. 81% of parents reported that principals/directors engage families in decision-making. This is a 2% increase from the 2024 survey data, where 79% of parents reported that principals/directors engage families in decision-making. We also saw a slight increase in 2025 from 83% of parents to 84% of parents who reported that the school encourages families to engage in advisory groups and decision making (school site council, DELAC, Special Education Parent Collaboration, etc.). In the 2025 survey, 81% of parents reported that families have opportunities to provide input on policies and programs, and 84% of respondents agreed that the school specifically seeks input from underrepresented groups. Finally, 84% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities.  The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities.  We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees, and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. The school invites parents to participate in the District English Learner Advisory Committee (DELAC). This committee is designed to provide a platform for parents of English Language Learners to engage in the school system and advocate for their children's education.|The identified area of focus in seeking input for decision making focuses on providing additional opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at both the program and school-wide levels with a focus on expanding efforts to engage typically underrepresented groups.|We continue to engage underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC and School Site Council, to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, and especially in seeking input from underrepresented groups in the community. We increased engagement of underrepresented families in relation to seeking input for decision-making by implementing targeted strategies that align with our responsibility to provide high-quality curriculum and instruction. Recognizing gaps in participation from underrepresented families, Springs strives to offer culturally responsive and accessible forums, such as multilingual school site council meetings and flexible virtual meetings, to gather meaningful input on academic and school programs.   To reinforce the role of parents and guardians in supporting their children’s learning, Springs offers parent education workshops focused on academic expectations, home learning strategies, and how to navigate school systems. These workshops are offered at varied times and formats to accommodate work schedules and language needs.    To enhance communication, Springs strengthens its current practices by committing to consistent, proactive outreach. This includes regular parent-teacher conferences, progress reports provided in multilingual formats as applicable, and a variety of accessible avenues for two-way communication with staff. Families are also offered expanded opportunities to volunteer, observe classrooms, and participate in school activities—either in-person or virtually—to build deeper connections with their child’s educational experience. These efforts are designed to foster trust and shared responsibility between families and educators.|5|5|4|5|5|4|5|5|4|5|5|5|Met||2025-06-12|2025
37771560137323|Vista Springs Charter|3|Parent perception data is gathered through the LCAP Annual School Survey and program-level satisfaction surveys. Responses to the 2025 LCAP survey were overwhelmingly positive, with 91% of participants reporting they experienced school staff building trusting and respectful relationships with families. Additionally, 94% of families report that the school creates welcoming environments, and 87% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. School safety is our highest priority. Survey results show that 93% of families find that the school establishes student safety, connectedness, and positive school culture. Further, 87% of parents think that the school is doing well supporting students with disabilities, English Learners, foster youth, and economically disadvantaged student groups. While the school leadership is pleased with this report, we prioritize relationships between school staff and parents and strive for a 100% positive response.  Our schoolwide belonging goal is for everyone, including staff and students, to have a deep sense of belonging. The Belonging Committee, in collaboration with Student Services, implemented Restorative Practices training and support for school leaders. We partnered with a Restorative Practices coach to support implementation. Restorative practices are known to improve attendance, reduce suspensions and expulsions, and create a sense of community and belonging for the school community.  One of our pillars of personalized learning is to create a caring community. This is an area of strength for the school. Knowing the whole child, including their families and background, is essential for our model. Teachers and leaders use a variety of assessments and personalized assignments to learn about each student, their families, and their backgrounds. For example, parents and students in our ILP programs are given learning/educating strengths finders assessments and learning styles assessments. In academy programs, teachers learn more about their students by using interest inventories, strength’s finders, and implementing community circles and morning meetings We provide opportunities for families across programs to engage in the school community in a variety of ways including math nights, parent education, field trips, and school site council; these opportunities are communicated to families through ParentSquare and newsletters.  Our home-based programs offer regional student and parent SPREE events, Parent orientations, webinars, and coffee chats. Across the school, parent participation in decision-making bodies such as School Site Council and DELAC is actively monitored to ensure broad and representative input. Attendance and engagement are tracked in these forums, and leadership teams work to maintain fidelity to the process through consistent communication and outreach.|Our focus is to continue building a deep sense of belonging for every student. In particular for this priority, we will focus on developing staff to learn more about every student's whole family, including cultures and languages, to ensure ample opportunities for celebrating varied cultures, traditions, and rituals across our school programs. We strive to build our educators' cultural proficiency and ability to cultivate culturally competent classrooms.  We have focused our Belonging Committee on identifying ways to meet our schoolwide goals so that every student has a deep sense of belonging.|Our commitment to inclusivity extends to creating welcoming environments for all families in our community. We've ensured that every family feels valued and embraced within our educational community by hosting regular community events such as cultural fairs and open houses. To support our goals to increase cultural proficiency, we've prioritized enhancing training and support for teachers and families for English Language Learners (ELLs). We increased staff to support our ELLs and to build the capacity of our leaders and teachers. Also, the LEA has implemented a variety of channels to facilitate two-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in their primary language. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.  Moving forward, our LEA remains dedicated to continuously improving relationships between school staff and families for underrepresented families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. In the 2024-2025 school year, we implemented Branching Minds with a soft rollout. Branching Minds is a centralized source for Social Emotional Learning screener data, MTSS data, collaboration tools, and research-based interventions. During the 2025-2026 school year, we will increase our use of this powerful tool to improve engagement of underrepresented families, including our English Language Learners. Branching Minds provides information to help strengthen two-way communication and collaboration with educational partners. This platform allows support staff across departments to use data to make plans for our underrepresented students and provides easy-to-use communication tools to share with families. The communication fosters a partnership and offers tools and resources to empower caregivers to support their child at home.  We strive to strengthen our bonds with families and create a more inclusive and supportive educational environment for all by addressing these areas.|In 2025, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes. 92% of parents surveyed reported that they think students have everything that they need to learn, and 92% of parents believe that the school is effectively teaching grade-level standards.   The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school's mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. Our mastery learning cycle includes goal setting and progress monitoring. We involve parents in establishing Personalized Learning Plans and in monitoring individual student goal progress.  The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to participate in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on various topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs Parent Handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in school surveys. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our focus remains on the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families for improvement in building partnerships for student outcomes.|Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school.  We will continue to provide training and support for staff and families to understand each student's social and emotional needs and to focus on closing achievement gaps through timely interventions, including online and in-person options. Professional development includes ensuring that the teachers and leaders are aware of our resources and how to support families. Benchmark is a tool that we will use to create individual student plans aligned to resources for increasing engagement with underrepresented students and their families.|In 2025, parents were surveyed to collect perception data on the school's practices of seeking input for decision making. 81% of parents reported that principals/directors engage families in decision-making. This is a 2% increase from the 2024 survey data, where 79% of parents reported that principals/directors engage families in decision-making. We also saw a slight increase in 2025 from 83% of parents to 84% of parents who reported that the school encourages families to engage in advisory groups and decision making (school site council, DELAC, Special Education Parent Collaboration, etc.). In the 2025 survey, 81% of parents reported that families have opportunities to provide input on policies and programs, and 84% of respondents agreed that the school specifically seeks input from underrepresented groups. Finally, 84% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities.  The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities.  We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees, and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. The school invites parents to participate in the District English Learner Advisory Committee (DELAC). This committee is designed to provide a platform for parents of English Language Learners to engage in the school system and advocate for their children's education.|The identified area of focus in seeking input for decision making focuses on providing additional opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at both the program and school-wide levels with a focus on expanding efforts to engage typically underrepresented groups.|We continue to engage underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC and School Site Council, to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, and especially in seeking input from underrepresented groups in the community. We increased engagement of underrepresented families in relation to seeking input for decision-making by implementing targeted strategies that align with our responsibility to provide high-quality curriculum and instruction. Recognizing gaps in participation from underrepresented families, Springs strives to offer culturally responsive and accessible forums, such as multilingual school site council meetings and flexible virtual meetings, to gather meaningful input on academic and school programs.   To reinforce the role of parents and guardians in supporting their children’s learning, Springs offers parent education workshops focused on academic expectations, home learning strategies, and how to navigate school systems. These workshops are offered at varied times and formats to accommodate work schedules and language needs.    To enhance communication, Springs strengthens its current practices by committing to consistent, proactive outreach. This includes regular parent-teacher conferences, progress reports provided in multilingual formats as applicable, and a variety of accessible avenues for two-way communication with staff. Families are also offered expanded opportunities to volunteer, observe classrooms, and participate in school activities—either in-person or virtually—to build deeper connections with their child’s educational experience. These efforts are designed to foster trust and shared responsibility between families and educators.|5|5|4|5|5|4|5|5|4|5|5|5|Met||2025-06-12|2025
37771640000000|SBE - College Preparatory Middle|3|Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and we are focused on fostering opportunities for meaningful engagement. 95% of our families state that they feel welcomed and known on campus.  (Data: Parent Survey April 2025)|We continue to look for ways that families can become actively engaged in their student’s educational progress and support their academic learning at home. Our goal is to establish opportunities to foster communication, strengthen the home-school connection, and create opportunities for meaningful family engagement. We plan to develop more avenues to increase communication and parent participation in our school activities in the coming school year. We have purchased a new parent communication tool (Parent Square) that has improved our ability to communicate with our families. We plan to expand the use of that system so that teachers can communicate with families in a more direct manner. We are looking forward to training our staff and utilizing this new tool in the 25-26 school year.|"In the 24-25 school year we have established a 5th grade ""Welcome Night"" for our incoming 5th grade families. We plan to continue our communications over summer, refinement of our Back to School Nights to include more time for parent engagement and parent/teacher activities planned for each quarter. A special Back To School  ""Tiger University""  for all new parents. An additional week of Spring Conferencing in early February has been added to our academic calendar for 2025-2026."|"Parent Surveys reflect a parent community that feels a strong sense of ""connectedness"" to our campus (95%) (Data:Parent Survey April 2025). The addition of our School Counselor has enabled us to offer more opportunities for parent engagement this year. Monthly ""parent connection"" meetings as well as our active PTSA offer regular monthly opportunities for families to engage with the school program. 88% of our parents would recommend CPMS to other families (Data: Parent Survey April 2025)."|We continue to explore ways to increase our engagement with our families and will strive in the 25-26 year to offer more opportunities for parents to become engaged in their student’s learning and get to know teaching staff better. Parent surveys feedback suggested adding a Spring conference to our school year and we have calendared them to coincide with our mid-year diagnostic assessments so that student achievement can be reviewed with parents at the mid year point of our program.|Our goals and actions are aimed toward increasing the academic achievement of all CPMS students and engaging parents and community partners through education, communication and collaboration that promote student success. We will continue to develop ways to deliver meaningful engagement activities, including via personal family invitation, to promote increased participation.|"89% of our families believe their student is receiving a quality education at CPMS (Data: May 2024) . We meet monthly with our parent advisory committee (PTSA) and look for their input/opinions on how to best serve the needs of all students on campus. Our Counselor hosts monthly ""Parent Connection"" meetings to speak about topics that have come up at school and to solicit parent input about our school program. We run a quarterly ELAC parent committee with our language learner families. Through every parent interaction on campus (IEP, 504, SST, parent conference, monthly PTSA, monthly Parent Connection meetings, ELAC meetings, phone calls, etc.), we  inform our LCAP goals and identify areas of need."|"We are always exploring ways to increase participation from our families. Life is busy these days! We continue to develop creative and imaginative avenues to determine how to collect the most input from our families in those times that are already embedded in the school day . This gives us a great opportunity to gather data quickly-without asking for any ""extra"" time from families. We will continue to build on these ideas for gathering input from our families in the coming school year."|"Early outreach is key. It is important that we personally invite our families to attend all school functions and have staff focus on making those contacts. For the 2025-2026 school year, we have purchased a new parent communication platform that expands our staff's ability to reach parents, via text, email and phone. We will continue to expand the use of ""parent square"" for staff to communicate directly with families. In spring 2025 we will host a ""Welcome Night"" for our incoming 5th grade families, to introduce staff and give an overview of our program and hand out our ""Summer Assignments"".  We are also adding a second ""Spring Conference"" to meet with parents and share mid-year diagnostic results."|5|5|4|5|4|5|5|5|5|5|5|5|Met||2025-06-10|2025
37771640137356|College Preparatory Middle|3|Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and we are focused on fostering opportunities for meaningful engagement. 95% of our families state that they feel welcomed and known on campus.  (Data: Parent Survey April 2025)|We continue to look for ways that families can become actively engaged in their student’s educational progress and support their academic learning at home. Our goal is to establish opportunities to foster communication, strengthen the home-school connection, and create opportunities for meaningful family engagement. We plan to develop more avenues to increase communication and parent participation in our school activities in the coming school year. We have purchased a new parent communication tool (Parent Square) that has improved our ability to communicate with our families. We plan to expand the use of that system so that teachers can communicate with families in a more direct manner. We are looking forward to training our staff and utilizing this new tool in the 25-26 school year.|"In the 24-25 school year we have established a 5th grade ""Welcome Night"" for our incoming 5th grade families. We plan to continue our communications over summer, refinement of our Back to School Nights to include more time for parent engagement and parent/teacher activities planned for each quarter. A special Back To School  ""Tiger University""  for all new parents. An additional week of Spring Conferencing in early February has been added to our academic calendar for 2025-2026."|"Parent Surveys reflect a parent community that feels a strong sense of ""connectedness"" to our campus (95%) (Data:Parent Survey April 2025). The addition of our School Counselor has enabled us to offer more opportunities for parent engagement this year. Monthly ""parent connection"" meetings as well as our active PTSA offer regular monthly opportunities for families to engage with the school program. 88% of our parents would recommend CPMS to other families (Data: Parent Survey April 2025)."|We continue to explore ways to increase our engagement with our families and will strive in the 25-26 year to offer more opportunities for parents to become engaged in their student’s learning and get to know teaching staff better. Parent surveys feedback suggested adding a Spring conference to our school year and we have calendared them to coincide with our mid-year diagnostic assessments so that student achievement can be reviewed with parents at the mid year point of our program.|Our goals and actions are aimed toward increasing the academic achievement of all CPMS students and engaging parents and community partners through education, communication and collaboration that promote student success. We will continue to develop ways to deliver meaningful engagement activities, including via personal family invitation, to promote increased participation.|"89% of our families believe their student is receiving a quality education at CPMS (Data: May 2024) . We meet monthly with our parent advisory committee (PTSA) and look for their input/opinions on how to best serve the needs of all students on campus. Our Counselor hosts monthly ""Parent Connection"" meetings to speak about topics that have come up at school and to solicit parent input about our school program. We run a quarterly ELAC parent committee with our language learner families. Through every parent interaction on campus (IEP, 504, SST, parent conference, monthly PTSA, monthly Parent Connection meetings, ELAC meetings, phone calls, etc.), we  inform our LCAP goals and identify areas of need."|"We are always exploring ways to increase participation from our families. Life is busy these days! We continue to develop creative and imaginative avenues to determine how to collect the most input from our families in those times that are already embedded in the school day . This gives us a great opportunity to gather data quickly-without asking for any ""extra"" time from families. We will continue to build on these ideas for gathering input from our families in the coming school year."|"Early outreach is key. It is important that we personally invite our families to attend all school functions and have staff focus on making those contacts. For the 2025-2026 school year, we have purchased a new parent communication platform that expands our staff's ability to reach parents, via text, email and phone. We will continue to expand the use of ""parent square"" for staff to communicate directly with families. In spring 2025 we will host a ""Welcome Night"" for our incoming 5th grade families, to introduce staff and give an overview of our program and hand out our ""Summer Assignments"".  We are also adding a second ""Spring Conference"" to meet with parents and share mid-year diagnostic results."|5|5|4|5|4|5|5|5|5|5|5|5|Met||2025-06-10|2025
37771720000000|SBE - Baypoint Preparatory Academy San Diego|3||||||||||||||||||||||Not Met|||2025
37771720138099|Baypoint Preparatory Academy - San Diego|3|Looking holistically, BPA-SD’s educational model and its educational  programs allow instructional staff to be involved in a targeted investigation  of each student’s immediate and long-term needs. This provides  instructional staff the opportunity to address individual student needs,  leaving no margin for inequality among student groups, including the most  vulnerable students. BPA-SD actively partners with educational partners to  support students' academic success and personal goals. BPA-SD has  adopted and implemented processes and procedures to involve staff in  shared decision-making and self-reflection and has encouraged staff to take  accountability for supporting student learning throughout all programs. This  involves staff meetings, training sessions, and professional development.  Instructional staff qualifications are further developed through ongoing  professional development. Feedback from staff regarding professional  development and the effectiveness of the training further provides the  administration with valuable insights to best assist instructional staff in  catering to the BPA-SD students and families' diverse populations.|BPA-SD's efforts to improve partnerships for student outcomes are ongoing  and deeply embedded in its commitment to fostering a clean, safe, and  positive learning environment for both students and staff. Equally vital is the  intentional support for students' social and emotional development as they  progress through various grade levels. While BPA-SD’s blended learning  model emphasizes individualized academic growth, the school prioritizes  whole-school engagement to promote sustained student success. Events  such as Back to School Night, quarterly Educational Partner Meetings, school  celebrations, and Open House strengthen connections between families,  staff, and the broader school community. This commitment to cultivating  strong partnerships and a unified school culture ensures that students  benefit within the classroom as well as through meaningful relationships  and experiences that extend beyond the school’s walls.|BPA-SD leadership and instructional staff continually examined quantitative  and qualitative assessment data to drive and improve the instruction aligned  with the CCSS. Blended Learning models and station rotations were  developed to ensure individualized learning paths and outcomes for the  most vulnerable students. Additionally, BPA-SD has implemented a K–6  looping model, in which teachers follow the same group of students over  multiple years. This continuity fosters stronger relationships, deepens  instructional impact, and ensures a consistently personalized learning  experience for students, teachers, and families. It saves valuable time each  academic year by reducing the need for the traditional “getting to know the  student” phase. Additionally, teachers are able to strategically plan at the  end of the academic year for the year ahead, allowing instruction to begin  effectively on the very first day of school. BPA-SD has an effective system to  determine and monitor the most vulnerable students’ growth and progress  where instructional staff, with the support of academic coaches, implements  targeted intervention time. Instructional staff members have weekly  meetings to verify student progress in the standards taught, in order to  ensure that all grade levels are working towards meeting their targeted  goals. Instructional staff used rubrics from the published curriculum  programs and online resources, which play a role in the teachers’  determination of the student’s progress toward mastering the CCSS.  Throughout the year, benchmark student achievement data is analyzed  among the instructional staff during meetings and professional  development days. Analysis of assessment results assists instructional staff in  providing a personalized education experience, communicating effectively  with underrepresented families, and providing resources to meet the set  goals for their students.|To strengthen relationships between school staff and families, BPA-SD  actively engages all educational partners through meaningful participation  and broad representation. The school maintains consistent communication  using a variety of platforms, including surveys, text messaging, weekly  newsletters, ParentSquare announcements, social media (Facebook and  Instagram), the school website, and both in-person and virtual meetings  held throughout the academic year. Resources are introduced and  communicated in English and Spanish to all families during student  orientation. Invitations and notifications to school and local community  events are sent out in both languages throughout the year. Communication with families is timely and clear throughout the year to provide resources,  elicit feedback, and share further improvements. Each communication  method invites families to reach out and/or schedule an appointment to  address any concerns they may have, in addition to regularly scheduled  Student-Parent-Teacher Conferences.|BPA-SD references the California Dashboard and internal i-Ready results to  address areas needing improvement per Local Control and Accountability  Plan goals (LCAP). All data gathered is used to inform educational partners  of student progress and shared during Student-Parent-Teacher Conferences.  Educational Partners Committee: School Site Council, Wellness Committee,  English Learners Advisory Committee, and District English Learner Advisory  Committee (ESWED), meet monthly/quarterly to work collaboratively with  school staff to review, develop and recommend new strategies in support of  students’ academic goals and students’ social-emotional well-being. Further,  BPA-SD educational partners engage and collaborate to cultivate academic  and social experiences (educational school events on and off campus:  cultural events, parent workshops, etc.). It is a joint effort of educational  partners to build and shape working relationships among the community  members to ensure that all students succeed.|BPA-SD leadership and instructional staff continually examined quantitative  and qualitative assessment data to drive and improve the instruction aligned  with the CCSS. Blended Learning models and station rotations were  developed to ensure individualized learning paths and outcomes for the  most vulnerable students. Additionally, BPA-SD has implemented a K–6  looping model, in which teachers follow the same group of students over  multiple years. This continuity fosters stronger relationships, deepens  instructional impact, and ensures a consistently personalized learning  experience for students, teachers, and families. It saves valuable time each  academic year by reducing the need for the traditional “getting to know the  student” phase. Additionally, teachers are able to strategically plan at the  end of the academic year for the year ahead, allowing instruction to begin  effectively on the very first day of school. BPA-SD has an effective system to determine and monitor the most vulnerable students’ growth and progress  where instructional staff, with the support of academic coaches, implements  targeted intervention time. Instructional staff members have weekly  meetings to verify student progress in the standards taught, in order to  ensure that all grade levels are working towards meeting their targeted  goals. Instructional staff used rubrics from the published curriculum  programs and online resources, which play a role in the teachers’  determination of the student’s progress toward mastering the CCSS.  Throughout the year, benchmark student achievement data is analyzed  among the instructional staff during meetings and professional  development days. Analysis of assessment results assists instructional staff in  providing a personalized education experience, communicating effectively  with underrepresented families, and providing resources to meet the set  goals for their students.|Families and school community engagement and progress in seeking input  for decision-making are vital to the success of all students. BPA-SD is  committed to shaping authentic family-school partnerships in meaningful  ways that systemically involve families across all grade levels. This  partnership requires the commitment of all educational partners to  contribute to the success of the organization. The accountability of all  members increases BPA-SD students’ performance in the area of test scores,  building self-esteem, and consistent daily student attendance and families’  attendance and participation at ESWED meetings and school events. Further,  full attendance for each instructional day is vital to student academic  success. BPA-SD strives to unify students, families, and instructional staff to  support student learning. To achieve this, BPA-SD leadership offers support  and resources to students and families to eliminate obstacles and ensure  that students are engaged and meeting academic goals.|BPA-SD leadership provides students, staff, families, and the community with  opportunities for engagement that are essential to the success of all  students, including the most vulnerable students. Welcoming environment, volunteering opportunities, classroom culture, extracurricular activities,  school-wide projects, and school events are ongoing and encouraged to  contribute to BPA-SD students’ performance in the area of test scores,  building self-esteem, and consistent daily attendance.|The school-wide implementation of revised and additional programs,  services, and staff professional learning opportunities are intended to, and  will continue to, foster a positive and inclusive learning environment,  especially for the most vulnerable students. Further, the data and feedback  on programs and services from underrepresented families increase  educational partners’ knowledge and opportunities to engage in decision making (Student-Parent-Teacher conferences, Surveys, ESWED meetings,  etc.). To help identify students’ areas of need, all educational partners are  given an opportunity to engage in discussions to help identify support  strategies for all BPA-SD students, including the most vulnerable students.  BPA-SD students, underrepresented families, and staff conveyed that social emotional well-being, opportunities for school-wide engagement, the need for targeted academic support in the area of foundational skills as well as innovative and engaging curriculum are vital to students’ success|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
38103890000000|San Francisco County Office of Education|3|SFUSD has demonstrated strengths in building authentic relationships with families through various district-led and site-based efforts. These include ongoing investment in Community Schools, ongoing investments in Wellness Centers to support Whole Child development, and continued investments in our Parent Advisory Councils and Committees of which there are twelve in SFUSD/SFCOE. The implementation of best practices as exemplified through the family partnership strategies within our 67 community schools has impacted our approach overall for our 122 schools in total. Further, SFUSD/SFCOE has sustained a district wide Coordinated Care Team implementation guide was co-created with students and families through an advisory group model. The training and support for school sites to launch their coordinated care teams began in September 2021 and schools have been supported since then in developing and supporting their coordinated care team to include participation by families. The Family Partnership Team has developed Toolkits, which include checklists, rubrics, and tip sheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children.|As SFUSD/SFCOE welcome new students, staff, families and caregivers, it is crucial to ensure that onboarding, training, sharing of best practices, coaching and consultation continue to anchor is family-school relationships as a cornerstone of our work and core values as a district and county. Clear, consistent and open communication is essential to foster strong relationships. SFUSD/SFCOE will continue to support and strengthen two-way communication structures that foster trust, awareness and transparency as we work to partner with families and caregivers to improve student outcomes and experiences.|LCAP Goal 3 Strategic Partnerships is intended to engage parents/caregivers as partners and collaborate with the City of San Francisco, state and federal agencies, community-based organizations, philanthropic organizations, and the business community to advance the District’s goals and values.|In 2024–25, San Francisco Unified School District (SFUSD) continued its efforts to strengthen partnerships with families and the broader San Francisco community under Goal 3. This goal focused on parent/caregiver engagement and cross-sector collaboration to support student learning, safety, and well-being. The district prioritized inclusive engagement and capacity-building strategies to foster authentic, trusting relationships with families, educators, and civic partners.  The district implemented a multi-pronged strategy that included public communications improvements (Action 3.02), the expansion of advisory structures (Action 3.03), and differentiated capacity-building for parents and caregivers (Action 3.04). Parallel investments were made to scale community schools (Action 3.05) and align crisis response protocols through a sustained interagency partnership (Action 3.06). Engagement was also a major area of focus with a structured framework (Action 3.01) guiding input-gathering on major district decisions.  The outcomes reported on the Panorama Survey show broad success: parent satisfaction with participation opportunities rose from 96% to 97%, favorable responses on school climate and connectedness metrics (including safety and belonging) also rose to 95–96%. These high levels of parent positivity suggest that SFUSD’s advisory structures (Action 3.03) and communication improvements (Action 3.02) are resonating with families.  Action 3.04, which built capacity among SSC and ELAC participants and extended outreach to historically underserved families, contributed to increased participation from underrepresented groups—from 13.6% to 18.6% in just two years. This milestone illustrates effective collaboration with community-based organizations and successful deployment of multilingual outreach strategies.|LCAP Goal 3 Strategic Partnerships is intended to engage parents/caregivers as partners and collaborate with the City of San Francisco, state and federal agencies, community-based organizations, philanthropic organizations, and the business community to advance the District’s goals and values. LCAP Action 3.02 Strengthen Partnership with Parents/Caregivers: Improve communication channels. Differentiated outreach for focal populations to ensure participation. Improve districtwide public information and family communications channels (e.g OASIS, The Family Bulletin, Parent newsletters, bulletins, website, ParentVue) was specifically developed to address this priority recommendation.  Staff professional development on topics like Implicit Bias had historically been led centrally and held by the Student and Family Services Division (SFSD). Over the past six school years, significant budget cuts have been made to this division and the district’s ability to develop materials, train and coach site staff centrally has since diminished. In school year 2023-2024, this division was integrated into the Schools Division, inclusive of LEAD, which has trained and supported administrators around anti-racist and implicit bias training, specifically in serving to increase students’ and staff sense of belonging. In the school year 2024-2025, this work will be supported under the Ed Services division and aligned to the district’s plan for professional learning. Site leaders and staff can access asynchronous resources to develop their staff to do the necessary “inside out” work in order to truly become an anti racist school district. Coordinated Care Team (members will engage in Professional Learning Communities (PLCs) to deepen their understanding of this work, collaborate across school teams to share resources and learn from what is working and turn key those materials to school site educators and staff (see LCAP Action 2.03: Safe & Supportive Schools-Coordinated Care Team: Strengthen and institutionalize CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens). Further, LCAP Action 3.05, Community Schools will help build the capacity of staff to develop, implement, and sustain the community school model which is rooted in anti-racist practices. Although many engagement metrics showed gains, several were paused for recalibration under Vision, Values, Goals, and Guardrails (VVGG), indicating a need to better align measurement tools with stakeholder expectations. SFUSD/SFCOE will continue to refine ways in which we engage and partner with parents, caregivers and families in order to achieve our mission and vision as a district and ensure students achieve their goals for their college and career beyond their years in our schools.|SFUSD will continue to engage parents, caregivers and other educational partners in collaboration and alignment with community partners and community based organizations to strengthen parent and caregiver engagement, especially in CDE required meeting structures such as School Site Councils (SSCs) and English Learner Advisory Committees (ELACs) in addition to the twelve parent and student advisory councils/committees that we have established within SFUSD and SFCOE schools.|SFUSD gathered feedback from educational partners from across the district as listed above. This feedback was read, organized, and reviewed carefully and considered in the revision of LCAP goals, actions, metrics and investments. The 2024-2025 school year was a difficult one for the SFUSD community. In October 2024, Dr. Maria Su joined the district as Superintendent, ending the Resource Alignment Initiative at the direction of the Board of Education, ensuring there would be no school closures or mergers in the 2025-26 school year. Dr. Su has focused on three priorities aimed at addressing the district's financial challenges and ensuring it can effectively serve its students: 1) Maintain local control through budget stabilization: This involves implementing a plan to ensure a balanced budget, including effective staffing of schools and delivery of essential educational services and programs for student success. 2) Restore trust and public confidence: This entails improving communication, engaging with the community and schools, and building strategic partnerships. 3) Restore, remediate, and develop healthy operations systems: This focus includes improving oversight and accountability in the district's operational systems.  SFUSD is experiencing a significant budget deficit due to declining enrollment trends, reduced state funding, and rising expenditures. The district must implement $113 million in reductions for 2025-26 to balance its budget. SFUSD has taken a number of steps to get closer to balancing the budget, including: Reducing central office staff, Eliminating hundreds of vacant positions, Reducing rentals, leases, repairs, and non-capital expenditures, Reducing costs for materials and supplies, contractors, and conferences.  The district has also made an effort to reduce the number of possible layoffs by including offering an early retirement plan for eligible employees. These events have shaped how SFUSD updated its LCAP for the 2025–26 school year. The district increased its efforts to include families, students, staff and community in dialogue regarding SFUSD’s budget and stabilization efforts in order to come together as a community to discuss what’s important to our families, staff, students, and community supporters. Our work, together as a community, must be anchored in building strong schools where every student has access to excellent, inclusive, and creative schools. SFUSD is committed to Building Strong Schools for a Bright Future, one where every student has access to excellent, inclusive, and creative schools (See Educational Partner Engagement in the LCAP for more detail).|SFUSD has identified the need to strengthen authentic, two-way community engagement as a key area for improvement in seeking input for decision-making. Educational partners highlighted the importance of moving beyond one-way communication to foster deeper partnerships that reflect the Dual Capacity-Building Framework. This includes building the capacity of both families and staff to engage meaningfully, ensuring families understand how their input influences decisions, and creating more accessible and inclusive engagement opportunities. To guide this work, SFUSD will use an implementation rubric that supports reflection on who is being engaged, the methods used to facilitate two-way communication, and the intentional design of engagement strategies, including timing and cadence, to better reach underrepresented communities.|Based on educational partner input and local data, SFUSD will improve engagement of underrepresented families by strengthening inclusive structures for shared decision-making. The district will continue building the capacity of School Site Council (SSC) and English Learner Advisory Committee (ELAC) members through training and support aligned to the Dual Capacity-Building Framework. In addition, SFUSD will deepen engagement with underrepresented communities by expanding outreach through its ten parent advisory committees and two student advisory committees, ensuring that multilingual, foster, unhoused, and special education families are included in key planning conversations. Targeted listening sessions will be conducted with families at schools identified for Comprehensive Support and Improvement (CSI), as well as at sites serving high numbers of historically underserved students. These efforts are part of a broader commitment to rebuild trust, ensure equity of voice, and create transparent, responsive feedback loops that directly inform district decisions.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
38684780000000|San Francisco Unified|3|SFUSD has demonstrated strengths in building authentic relationships with families through various district-led and site-based efforts. These include ongoing investment in Community Schools, ongoing investments in Wellness Centers to support Whole Child development, and continued investments in our Parent Advisory Councils and Committees of which there are twelve in SFUSD/SFCOE. The implementation of best practices as exemplified through the family partnership strategies within our 67 community schools has impacted our approach overall for our 122 schools in total. Further, SFUSD/SFCOE has sustained a district wide Coordinated Care Team implementation guide was co-created with students and families through an advisory group model. The training and support for school sites to launch their coordinated care teams began in September 2021 and schools have been supported since then in developing and supporting their coordinated care team to include participation by families. The Family Partnership Team has developed Toolkits, which include checklists, rubrics, and tip sheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children.|As SFUSD/SFCOE welcome new students, staff, families and caregivers, it is crucial to ensure that onboarding, training, sharing of best practices, coaching and consultation continue to anchor is family-school relationships as a cornerstone of our work and core values as a district and county. Clear, consistent and open communication is essential to foster strong relationships. SFUSD/SFCOE will continue to support and strengthen two-way communication structures that foster trust, awareness and transparency as we work to partner with families and caregivers to improve student outcomes and experiences.|LCAP Goal 3 Strategic Partnerships is intended to engage parents/caregivers as partners and collaborate with the City of San Francisco, state and federal agencies, community-based organizations, philanthropic organizations, and the business community to advance the District’s goals and values. LCAP Action 3.02 Strengthen Partnership with Parents/Caregivers: Improve communication channels. Differentiated outreach for focal populations to ensure participation. Improve districtwide public information and family communications channels (e.g OASIS, The Family Bulletin, Parent newsletters, bulletins, website, ParentVue) was specifically developed to address this priority recommendation.  Staff professional development on topics like Implicit Bias had historically been led centrally and held by the Student and Family Services Division (SFSD). Over the past six school years, significant budget cuts have been made to this division and the district’s ability to develop materials, train and coach site staff centrally has since diminished. In school year 2023-2024, this division was integrated into the Schools Division, inclusive of LEAD, which has trained and supported administrators around anti-racist and implicit bias training, specifically in serving to increase students’ and staff sense of belonging. In the school year 2024-2025, this work will be supported under the Ed Services division and aligned to the district’s plan for professional learning. Site leaders and staff can access asynchronous resources to develop their staff to do the necessary “inside out” work in order to truly become an anti racist school district. Coordinated Care Team (members will engage in Professional Learning Communities (PLCs) to deepen their understanding of this work, collaborate across school teams to share resources and learn from what is working and turn key those materials to school site educators and staff. Although many engagement metrics showed gains, several were paused for recalibration under Vision, Values, Goals, and Guardrails (VVGG), indicating a need to better align measurement tools with stakeholder expectations. SFUSD/SFCOE will continue to refine ways in which we engage and partner with parents, caregivers and families in order to achieve our mission and vision as a district and ensure students achieve their goals for their college and career beyond their years in our schools.|In 2024–25, San Francisco Unified School District (SFUSD) continued its efforts to strengthen partnerships with families and the broader San Francisco community under Goal 3. This goal focused on parent/caregiver engagement and cross-sector collaboration to support student learning, safety, and well-being. The district prioritized inclusive engagement and capacity-building strategies to foster authentic, trusting relationships with families, educators, and civic partners.  The district implemented a multi-pronged strategy that included public communications improvements (Action 3.02), the expansion of advisory structures (Action 3.03), and differentiated capacity-building for parents and caregivers (Action 3.04). Parallel investments were made to scale community schools (Action 3.05) and align crisis response protocols through a sustained interagency partnership (Action 3.06). Engagement was also a major area of focus with a structured framework (Action 3.01) guiding input-gathering on major district decisions.  The outcomes reported on the Panorama Survey show broad success: parent satisfaction with participation opportunities rose from 96% to 97%, favorable responses on school climate and connectedness metrics (including safety and belonging) also rose to 95–96%. These high levels of parent positivity suggest that SFUSD’s advisory structures (Action 3.03) and communication improvements (Action 3.02) are resonating with families.  Action 3.04, which built capacity among SSC and ELAC participants and extended outreach to historically underserved families, contributed to increased participation from underrepresented groups—from 13.6% to 18.6% in just two years. This milestone illustrates effective collaboration with community-based organizations and successful deployment of multilingual outreach strategies.|LCAP Goal 3 Strategic Partnerships is intended to engage parents/caregivers as partners and collaborate with the City of San Francisco, state and federal agencies, community-based organizations, philanthropic organizations, and the business community to advance the District’s goals and values. LCAP Action 3.02 Strengthen Partnership with Parents/Caregivers: Improve communication channels. Differentiated outreach for focal populations to ensure participation. Improve districtwide public information and family communications channels (e.g OASIS, The Family Bulletin, Parent newsletters, bulletins, website, ParentVue) was specifically developed to address this priority recommendation.  Staff professional development on topics like Implicit Bias had historically been led centrally and held by the Student and Family Services Division (SFSD). Over the past six school years, significant budget cuts have been made to this division and the district’s ability to develop materials, train and coach site staff centrally has since diminished. In school year 2023-2024, this division was integrated into the Schools Division, inclusive of LEAD, which has trained and supported administrators around anti-racist and implicit bias training, specifically in serving to increase students’ and staff sense of belonging. In the school year 2024-2025, this work will be supported under the Ed Services division and aligned to the district’s plan for professional learning. Site leaders and staff can access asynchronous resources to develop their staff to do the necessary “inside out” work in order to truly become an anti racist school district. Coordinated Care Team (members will engage in Professional Learning Communities (PLCs) to deepen their understanding of this work, collaborate across school teams to share resources and learn from what is working and turn key those materials to school site educators and staff (see LCAP Action 2.03: Safe & Supportive Schools-Coordinated Care Team: Strengthen and institutionalize CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens). Further, LCAP Action 3.05, Community Schools will help build the capacity of staff to develop, implement, and sustain the community school model which is rooted in anti-racist practices. Although many engagement metrics showed gains, several were paused for recalibration under Vision, Values, Goals, and Guardrails (VVGG), indicating a need to better align measurement tools with stakeholder expectations. SFUSD/SFCOE will continue to refine ways in which we engage and partner with parents, caregivers and families in order to achieve our mission and vision as a district and ensure students achieve their goals for their college and career beyond their years in our schools.|SFUSD will continue to engage parents, caregivers and other educational partners in collaboration and alignment with community partners and community based organizations to strengthen parent and caregiver engagement, especially in CDE required meeting structures such as School Site Councils (SSCs) and English Learner Advisory Committees (ELACs) in addition to the twelve parent and student advisory councils/committees that we have established within SFUSD and SFCOE schools.|SFUSD gathered feedback from educational partners from across the district as listed above. This feedback was read, organized, and reviewed carefully and considered in the revision of LCAP goals, actions, metrics and investments. The 2024-2025 school year was a difficult one for the SFUSD community. In October 2024, Dr. Maria Su joined the district as Superintendent, ending the Resource Alignment Initiative at the direction of the Board of Education, ensuring there would be no school closures or mergers in the 2025-26 school year. Dr. Su has focused on three priorities aimed at addressing the district's financial challenges and ensuring it can effectively serve its students: Maintain local control through budget stabilization: This involves implementing a plan to ensure a balanced budget, including effective staffing of schools and delivery of essential educational services and programs for student success. Restore trust and public confidence: This entails improving communication, engaging with the community and schools, and building strategic partnerships. Restore, remediate, and develop healthy operations systems: This focus includes improving oversight and accountability in the district's operational systems.  SFUSD is experiencing a significant budget deficit due to declining enrollment trends, reduced state funding, and rising expenditures. The district must implement $113 million in reductions for 2025-26 to balance its budget. SFUSD has taken a number of steps to get closer to balancing the budget, including: Reducing central office staff, Eliminating hundreds of vacant positions, Reducing rentals, leases, repairs, and non-capital expenditures,Reducing costs for materials and supplies, contractors, and conferences  The district has also made an effort to reduce the number of possible layoffs by including offering an early retirement plan for eligible employees. These events have shaped how SFUSD updated its LCAP for the 2025–26 school year. The district increased its efforts to include families, students, staff and community in dialogue regarding SFUSD’s budget and stabilization efforts in order to come together as a community to discuss what’s important to our families, staff, students, and community supporters. Our work, together as a community, must be anchored in building strong schools where every student has access to excellent, inclusive, and creative schools. SFUSD is committed to Building Strong Schools for a Bright Future, one where every student has access to excellent, inclusive, and creative schools (See Educational Partner Engagement in the LCAP for more detail).|SFUSD has identified the need to strengthen authentic, two-way community engagement as a key area for improvement in seeking input for decision-making. Educational partners highlighted the importance of moving beyond one-way communication to foster deeper partnerships that reflect the Dual Capacity-Building Framework. This includes building the capacity of both families and staff to engage meaningfully, ensuring families understand how their input influences decisions, and creating more accessible and inclusive engagement opportunities. To guide this work, SFUSD will use an implementation rubric that supports reflection on who is being engaged, the methods used to facilitate two-way communication, and the intentional design of engagement strategies, including timing and cadence, to better reach underrepresented communities.|Based on educational partner input and local data, SFUSD will improve engagement of underrepresented families by strengthening inclusive structures for shared decision-making. The district will continue building the capacity of School Site Council (SSC) and English Learner Advisory Committee (ELAC) members through training and support aligned to the Dual Capacity-Building Framework. In addition, SFUSD will deepen engagement with underrepresented communities by expanding outreach through its ten parent advisory committees and two student advisory committees, ensuring that multilingual, foster, unhoused, and special education families are included in key planning conversations. Targeted listening sessions will be conducted with families at schools identified for Comprehensive Support and Improvement (CSI), as well as at sites serving high numbers of historically underserved students. These efforts are part of a broader commitment to rebuild trust, ensure equity of voice, and create transparent, responsive feedback loops that directly inform district decisions.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
38684780101337|KIPP Bayview Academy|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|3|4|4|3|4|2|1|1|3|2|Met||2025-06-12|2025
38684780101352|KIPP San Francisco Bay Academy|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|5|4|4|4|4|4|3|4|3|3|3|4|Met||2025-06-12|2025
38684780101774|Five Keys Charter (SF Sheriff's)|3||||||||||||||||||||||Not Met|||2025
38684780107300|City Arts & Leadership Academy|3|City Arts & Leadership Academy has multiple structures in place for developing trusting relationships between families and staff. Specifically, our advisory committees for families of English Language Learners and African American students allow families to play an active role in the community and build relationships with staff. We also hold student-led conferences where students update their families on their school experiences and progress, and parents can speak directly with their child’s teachers. Finally, families connect directly with staff during our monthly town halls.|We aim to build more consistency across all staff members in their capacity to build relationships with families. One example of this is in our efforts to create more consistent advisory experiences, which currently varies by staff member.|We plan to support all teachers, specifically advisory teachers, by training them in best practices and supporting them in their implementation of advisory groups.|We have structures in place to facilitate collaboration between families and staff. Specifically, we have systems for families to meet with staff about their students’ school experiences and progress reports. We are also deeply committed to informing families of their rights.|We are prioritizing developing stronger formal professional development experiences to support staff in improving their implementation of family partnerships.|During the 2nd semester of this year, we maintained our African American academic success goal. We continue to work towards ensuring better support for and communication with families.|We have established structured pathways for families to give input and participate in decision making. During our merger, we implemented more decision making opportunities for families throughout the transition. Having become more established since the merger, we have had fewer families participating in regular decision making.|We aim to establish more opportunities for seeking input overall, as there are currently limited opportunities for families to do so.|We plan to utilize advisory committees to solicit more input from families in our decision making processes in the future.|4|4|4|5|4|4|5|5|4|3|3|4|Met||2025-06-05|2025
38684780118141|Five Keys Independence HS (SF Sheriff's)|3|Students and families regularly state that the staff’s focus on relationship-building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families.|Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages.  Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.|To improve the engagement of underrepresented families, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive of all families.|Five Keys has made progress in supporting school staff with developing and managing partnerships that support the whole student, including, but not limited to, parents.  As many of our students are their own parents/stakeholders, it is important that the partnerships that are built are done with with the needs of our students in mind.  This year, we have expanded our formal partnerships to include food banks, organizations that provide needed resources for babies and children, and many informal referral partners.|Building partnerships is a continued focus for Five Keys.  As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families.|To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive for all families.|This year, Five Keys greatly expanded the number of stakeholders who responded to surveys and other requests for feedback. By making the opportunities for feedback available in multiple languages and modalities (i.e. paper and online, more educational partners were able to provide their input.|To improve input for decision making, the input that is requested needs to be done on a more regular basis, rather than only 1-2 times a year.  This will ensure that Five Keys is getting educational partner feedback in more real time to allow for more timely adjustments to the program.|To improve engagement with underrepresented families, Five Keys needs to continue to expand the ways that stakeholders can provide feedback.  Additionally, while continuing to allow people to provide feedback anonymously, we do need to collect demographic information to get a better understanding of who is responding and how the underrepresented are represented within the feedback|4|4|4|3|4|3|3|4|3|3|3|3|Met||2025-06-30|2025
38684780123265|Gateway Middle|3|At Gateway Middle School, all faculty and staff participate in professional development related to engaging our families and building strong relationships with them.  Families report in surveys and focus groups that teachers and staff are responsive, supportive, and actively seek to partner in support of students.  In order to ensure that all families experience Gateway as welcoming and inclusive, we continue to improve interpretation at family events, as well as translation for materials that we send home.    We also hold virtual and in-person conferences for our students and families aimed at ensuring that families feel welcomed and valued in our school, as well as ensuring they feel effective as partners on behalf of their students.|Family engagement and relationship building continues to be a school priority.  This year we have been working on increasing opportunities for family engagement, participation and voice, with a focus on building school-family relationships with underrepresented families.  For example, we invested in developing and growing a Family Council that seeks to facilitate greater partnership between families and the school.  In addition, we have worked with staff and partner organizations to grow family engagement in our African American Parent Advisory Council (AAPAC) and English Learner Advisory Council (ELAC). We also added additional parents to our charter school governing board this year.|In a heterogeneous school setting like ours, it is important to specifically set goals related to better engaging families of historically marginalized students.  As mentioned above, we have established and are continuing to build parent affinity groups, such as AAPAC, and we have prioritized targeted outreach to Black and Latine families to participate in family events and input opportunities.  We have also prioritized engaging Black family members in our Family Advisory groups and as representatives on our governing board.|At Gateway Middle School, all staff participate in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.  To build effective partnerships to support student learning, we continue to focus on:  a. opportunities to build rapport with new families (e.g. teacher positive outreach at the beginning of the school year; direct outreach to 6th and 9th grade parents/caregivers early in year and for first conferences); b. opportunities to communicate about student progress and areas for growth (e.g. text/phone and email communications; conferences multiple times per year); c. targeted outreach to families regarding additional academic or social-emotional supports; and d. opportunities for families to see their students’ learning (e.g. newsletters on what students are learning, student exhibitions of learning, affinity group events highlighting successes of students).|We continue to focus on expanding and deepening engagement and communication strategies with underrepresented families.  This includes targeted outreach and recruitment of families to participate in events, committees and opportunities for family input; and intentional school-wide events highlighting underrepresented groups.  We have also sought to increase engagement in conferences and meetings focused on students’ academic progress, through professional development for staff and targeted outreach to increase access for all families. For example, teachers and advisors are supported to call/text families to invite them to conferences and we have also asked CBO partner staff to support this outreach to underrepresented families.|See #2 above (our focus areas for improvement are grounded in seeking to improve engagement of underrepresented families).|At Gateway Middle School, we continue to work on creating spaces for families to provide input in decision making.  We seek family input through family meetings that are open and accessible to all, surveys to families about the school and student progress, and through family advisory groups.  This year, we further developed a Family Council that seeks to support school-family partnerships and facilitate more family input.  The Family Council met regularly, reviewed and discussed school data, and provided input on family engagement.   In addition, we added additional parents to our governing board to support family input in governance.|We continue to focus on supporting ways for families to provide input on school goals and decision making, and supporting parent leaders and school staff to build their capacity to better engage with our families.  We are excited to grow participation in our Family Council (GMS) / Family Advisory Group (GHS) and to build the capacity of the leaders and members of those groups.  We also continue to prioritize seeking input from underrepresented families. For example, we can build upon the growth of our family affinity groups, such as African American Parent Advisory Council (AAPAC), to empower more parents to provide input on school goals and improvement.  In addition, we will continue to work with Gateway staff and CBO partner staff to increase outreach and engagement with underrepresented families.|See #2 above.|4|4|3|3|3|3|4|4|3|4|3|3|Met||2025-05-21|2025
38684780123505|Mission Preparatory|3|Relationships between teachers and parents are critical to our work. Mission Preparatory School actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school doubled the number of parent engagement opportunities this year.  Back to School Night was able to be resumed this year fostering the development of relationships between teachers and families at the beginning of the school year.  Virtual and in-person talks with the Executive Director have been held all year.  Our family engagement committee has met every month and we have held a State of the Union address each quarter.  We have hosted four parenting classes as well and provided meal boxes for families to address food scarcity in our community.  We have been able to have parents join classrooms for additional field trips this year and many parents volunteer in classrooms and for school events.|Mission Preparatory School has very strong relationships between school staff and families.  In terms of areas for improvement, we will continue to focus on providing more opportunities for two-way communication between the school and the families to ensure we understand their needs.|In order to improve engagement of underrepresented families, MIssion Preparatory School staff will prioritize parent advocacy and outreach. As part of the Community Schools grant, we will continue our outreach to underrepresented families to ensure we understand their needs.  In response to feedback already received, we have taken several steps to improve the engagement of underrepresented families.  We have an EL Parent Coordinator and we added awards specifically for our English learners who reclassify.  We added cultural events for Black History and the AAPI community to bring more cultural awareness and a sense of belonging to our school community.  We will continue to seek and respond to feedback as we seek to engage all of our families.|Mission Preparatory School has developed multiple practices that foster partnerships between families and staff in support of student growth. We have also been able to connect with organizations in the community to offer additional support for parents.  Our Community and Extended Learning Time Liaison conducts family outreach and supports families with information and support completing applications for after-school and summer programs. We also share school-based, standardized, and state assessment data as part of individual student progress discussions with parents at parent-teacher conferences.  We held three parent-teacher conference events in 2024-25, and all had over 90% attendance.  The school made progress in supporting families to understand and exercise their legal rights and advocate for their students this year by providing workshops for parents of English learners and students with disabilities.  We also supported by partnering with Innovate Schools to provide a workshop about understanding whether your child qualifies for special education and the process for qualification.|In terms of building partnerships for student outcomes, Mission Preparatory School will continue to focus on providing learning and engagement opportunities, information, and resources for our families in support of the school-family partnership for student outcomes. We supported families through family orientation. We held a Step Up Ceremony celebrating student success and introducing the focus for summer studies.  We also offer our parents the option of after-school and summer opportunities for our students.    We are using technology and iReady to track student progress through the summer.  Parents get a weekly report through the summer that shows student progress.  We also provide 1:1 math tutoring with Step Up for any student 2 or more levels below grade level in math.|Mission Preparatory School plans to improve communication with underrepresented families by continuing to strengthen its outreach by increasing the amount of information we provide, expanding how we communicate, and adding staff to conduct outreach. In addition to our messaging systems which are provided in parents’ preferred language, we are using more flyers and conversations at car lines and during drop-off and pick-up. Some parents, even with translation, may struggle to understand the messages, so these in-person opportunities help.  We also added a Community Liaison (for a total of two) to our staff to support our parents.|Mission Preparatory School values family input in decision-making about policies, programs, and events.  Parent representatives are elected to our School Board, serve in 3 years cycles and we have parent representation on our School Site Council.  We also administer a family survey each Spring to solicit feedback from families.  There is a high level of parent participation in these events and many parents are vocal about their preferences.    The school supported parents to attend the national Community Schools conference, as well as the Region 4 conference on expanding opportunities. There they received information and resources on engagement and advocacy.  We were chosen as a Community Engagement Initiative Cohort V grantee and are working alongside parents and students in a professional network learning communities to strengthen our community engagement anchored on two prong approach of increasing literacy and access to resources for both students and caregivers.  We added two more parent/caregiver positions on our Board for a total of 4 in 2023-24. We rolled off a graduating parent in 2024-25 and have open nominations to add another board member in 2025-26. We intend to add a student council position as an advisor on our Board for 25-26.|Mission Preparatory School is a small charter school, and as such does not have many formal advisory councils or systems in place.  There are many informal opportunities for parents to provide feedback before and after school events, during pick up and drop off, or through response to email communication from the school.  We will continue to focus on building out our advisory groups and committees.  Working with Community Engagement Initiative (sponsored by CDE) to engage parents and students.|To meet the needs of parents who are not as vocal, we will prioritize providing many and varied opportunities for engagement.  We have held our meetings at differing times and via Zoom as well as in person.  We have increased advertising of engagement opportunities.  We have also applied some practices gleaned from our work with Innovate, including leading small discussion groups, “Listen and Learn” opportunities, with some led by parents. We plan to continue these engagement efforts.  We have created social engagement touchpoints on Saturdays which allow our parents to engage in fun activities and build community with each other to foster more involvement and community practices in our work.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-05|2025
38684780127530|KIPP San Francisco College Preparatory|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 50% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 50% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|3|3|3|3|3|3|3|4|2|2|2|2|Met||2025-06-12|2025
38684783830429|Life Learning Academy Charter|3|Frequent communication between the Principal/Co-EDl, admin team, and head of Workforce Development and families with regards to attendance, employment, and general well being. Consistent communication between families of students living in the dorm in all areas. We have a Family Advisory Committee that meets (staffed by LLA’s Community Schools Coordinator) and communicates regularly to give input on programming and school policies. This year they worked with the staff and students to make improvements on how the school was communicating about and utilizing study hall and other intervention services. There was also a focus on community building amongst families to help with engagement of underrepresented families.|Next year we will expand to have parent leaders mentoring new or interested families to engage in outreach and support for the school. One key strategy will be to expand the platforms of communication to better meet the needs of underrepresented families (ie-WhatsApp group).|Next year we will expand to have parent leaders mentoring new or interested families to engage in outreach and support for the school. One key strategy will be to expand the platforms of communication to better meet the needs of underrepresented families (ie-WhatsApp group).|Continued to provide individualized levels of familial support, while also starting the Family Advisory Council to help foster familial leadership roles and input on programming at LLA.   We increased communication with families regarding educational opportunities, access to therapeutic services, and drug counseling.    Additionally we revised our attendance policy and intervention plan to help support students and their families with improving attendance and academic achievement. This included hiring an intervention specialist who can support students afterschool with their assignments.|Use the Community Schools model to increase parental engagement and better communicate the options of support available to families.|We will continue to track engagement and leverage parent leaders to help improve the engagement of underrepresented families.|We hired a community liaison to help support authentic parent engagement and to support students and families engage with the decision making processes at LLA and provide input on policies and programming. The Family Advisory Council was formed and met consistently to help improve school climate and give feedback/input on programming. We have hired some family members to help support transportation and dormitory supervision and look forward to finding more ways to formally engage family members.  Through the Community Schools initiative we developed a formalized process for shared decision making that engages families, community members, staff, and students.|Continue to build opportunities for families, staff, students, and community members to engage in shared decision making and provide programmatic input|We will continue to track engagement and leverage parent leaders to help improve the engagement of underrepresented families.|5|4|4|4|5|4|4|4|3|3|3|3|Met||2025-06-26|2025
38684783830437|Gateway High|3|At Gateway High School, all faculty and staff participate in professional development related to engaging our families and building strong relationships with them.  Families report in surveys and focus groups that teachers and staff are responsive, supportive, and actively seek to partner in support of students.  In order to ensure that all families experience Gateway as welcoming and inclusive, we continue to improve interpretation at family events, as well as translation for materials that we send home.    We also hold virtual and in-person conferences for our students and families aimed at ensuring that families feel welcomed and valued in our school, as well as ensuring they feel effective as partners on behalf of their students.|Family engagement and relationship building continues to be a school priority.  This year we have been working on increasing opportunities for family engagement, participation and voice, with a focus on building school-family relationships with underrepresented families.  For example, we invested in developing and growing a  Family Advisory Group that seeks to facilitate greater partnership between families and the school.  In addition, we have worked with staff and partner organizations to grow family engagement in our African American Parent Advisory Council (AAPAC) and English Learner Advisory Council (ELAC). We also added additional parents to our charter school governing board this year.|In a heterogeneous school setting like ours, it is important to specifically set goals related to better engaging families of historically marginalized students.  As mentioned above, we have established and are continuing to build parent affinity groups, such as AAPAC, and we have prioritized targeted outreach to Black and Latine families to participate in family events and input opportunities.  We have also prioritized engaging Black family members in our Family Advisory groups and as representatives on our governing board.|At Gateway High School, all staff participate in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.  To build effective partnerships to support student learning, we continue to focus on:  a. opportunities to build rapport with new families (e.g. teacher positive outreach at the beginning of the school year; direct outreach to 6th and 9th grade parents/caregivers early in year and for first conferences); b. opportunities to communicate about student progress and areas for growth (e.g. text/phone and email communications; conferences multiple times per year); c. targeted outreach to families regarding additional academic or social-emotional supports; and d. opportunities for families to see their students’ learning (e.g. newsletters on what students are learning, student exhibitions of learning, affinity group events highlighting successes of students).|We continue to focus on expanding and deepening engagement and communication strategies with underrepresented families.  This includes targeted outreach and recruitment of families to participate in events, committees and opportunities for family input; and intentional school-wide events highlighting underrepresented groups.  We have also sought to increase engagement in conferences and meetings focused on students’ academic progress, through professional development for staff and targeted outreach to increase access for all families. For example, teachers and advisors are supported to call/text families to invite them to conferences and we have also asked CBO partner staff to support this outreach to underrepresented families.|See #2 above (our focus areas for improvement are grounded in seeking to improve engagement of underrepresented families).|At Gateway High School, we continue to work on creating spaces for families to provide input in decision making.  We seek family input through family meetings that are open and accessible to all, surveys to families about the school and student progress, and through family advisory groups.  This year, we further developed a Family Advisory Group that seeks to support school-family partnerships and facilitate more family input.  The Family Advisory Group met regularly, reviewed and discussed school data, and provided input on family engagement.   In addition, we added additional parents to our governing board to support family input in governance.|We continue to focus on supporting ways for families to provide input on school goals and decision making, and supporting parent leaders and school staff to build their capacity to better engage with our families.  We are excited to grow participation in our Family Advisory Group and to build the capacity of the leaders and members of those groups.  We also continue to prioritize seeking input from underrepresented families. For example, we can build upon the growth of our family affinity groups, such as African American Parent Advisory Council (AAPAC), to empower more parents to provide input on school goals and improvement.  In addition, we will continue to work with Gateway staff and CBO partner staff to increase outreach and engagement with underrepresented families.|See #2 above.|4|4|3|3|3|3|4|4|3|4|3|3|Met||2025-05-21|2025
38684786040935|Thomas Edison Charter Academy|3|TECA staff have developed the capacity to build relationships with our community and continue to make this a priority, and to sustain this engagement organization. The vast majority of parents (96%) feel welcome at the school and believe it to be a safe place for their family as indicated by our most recent Family Survey.|The school will be focusing on maintaining current efforts to communicate with families after recently making adjustments based on previous family survey data. We will continue offering information via  multiple sources for families to learn about upcoming school meetings, new information, and ways to make sure their opinions are heard and will attempt to streamline communications to minimize confusion.|In order to improve attendance and widen the audience at parent meetings to ensure attendees are representative of the school’s demographics, we’ll be working together with the Parent Liaison to establish a parent leadership group with representatives from each parent affinity group to encourage attendance from their groups. We’ll also gather family feedback in terms of what is holding them back from attending meetings more often, and what we could do to incentivize better attendance.|Our Parent Liaison has developed great resource collections for families to support student learning at home and general local resources, however the utilization of these resources has dwindled since its start. We are learning how to expand the offerings available to parents, and how to support all our families in accessing these resources. Similarly, our parent meeting attendance has reduced, so we are in the process of developing strategies for increasing engagement across all parent groups, as these meetings are excellent opportunities to engage families in topics regarding student academics. Teachers conference with families twice a year to share student progress and achievement, in addition to other school academic events where parents can see their child’s work and hear from their teacher and the student themselves about their projects. Parent committees are active and liaise with administration to ensure their goals align with the overarching goals of the school.|One area we would like to improve is in supporting families in their understanding of academic outcomes and needs for their children. While we have conferences, we believe there are additional opportunities for this that we’d like to pursue to empower families to be able to support their children. We would also like to look at how our parent committees can work together more. Each have wonderful events, meetings, and leadership opportunities, however we would love to see an annual collaboration to bring together all family groups in a joint effort towards a common goal.|Our focus on continuing to develop our Parent Center’s in-person services and the continued work of becoming a Community School will allow TECA to continue to forge strong relationships with our community and provide wrap-around services to those in need to become partners with our families in their success, health, and overall well-being. Finally, we intend to gather parent leaders from different parent affinity groups to work together on improving representation of underrepresented families in school engagement opportunities.|Shared decision-making remains a vital component of TECA’s systems. Quarterly parent meetings are held to update parents on district news, student data, and other relevant information, while also seeking their input on new decisions. Besides these community sessions, parents can join active groups such as the ELAC, PAC, and the African American Parent Advisory Committee (AAPAC). They can also attend scheduled Parent Café sessions and maintain regular communication with the administration and parent liaison, all of whom are committed to engaging and empowering TECA parents.  Our Parent Cafés serve as a community resource where the Parent Liaison provides information and resources on housing, food scarcity, diet and wellness, and immigration. The ELAC committee, fully autonomous in organization, has become a decision-making body supporting EL students. Committee members enthusiastically take on leadership roles, analyzing data trends to inform budgetary decisions for the benefit of TECA students. The African American Parent Advisory Council (AAPAC) is a dynamic organization that continues to offer valuable feedback to the school and organize school-wide events to foster community development and support of student achievement.|While we have made some strides in this area, we are continuing to work to increase the participation of our PAC and will be actively recruiting additional members to commit for the 25-26 school year in order to have a sounding board with various perspectives to provide feedback on school plans, new procedures, and general operations. Currently we have a very active body of participants, however this doesn’t always reflect our entire community’s thoughts and needs and communication between the groups doesn’t always exist. This is where we would like to go next in our development of parent involvement.|To improve engagement of underrepresented families, TECA will increase outreach efforts through multilingual communication channels, ensuring all families have access to important information and know they have an open invitation for participation in various committees. We will work with the Parent Liaison to develop a parent leadership work group with representatives from different affinity groups to understand unique needs and preferences for involvement in decision-making, as well as working together to increase involvement. Additionally, we will continue to offer culturally relevant workshops and events to foster a sense of belonging and community and relationship building between parent groups.|5|5|4|5|4|5|5|4|4|4|4|4|Met||2025-06-17|2025
38684786112601|Creative Arts Charter|3|At Creative Arts Charter School (CACS), building strong, reciprocal relationships with families remains a central pillar of our work. During the 2024–25 school year, we continued to create meaningful opportunities for connection, communication, and collaboration with our families to support positive student outcomes.  One of our core strengths is providing multiple, accessible entry points for families to engage with school staff. We offered both in-person and virtual formats for key events such as Back to School Night and Family/School Conferences. This flexible approach responded to family input and allowed more caregivers to participate based on their availability and comfort, especially in a city as dynamic and diverse as San Francisco.  We prioritized clear and consistent communication about student learning. Teachers shared biweekly curriculum updates so families could understand what their students were working on across subject areas. Families also received timely progress reports when students were not meeting standards, and comprehensive report cards were distributed twice during the school year.  In-person Community Meetings, held by grade level starting at the beginning of the school year, provided another space for staff and families to connect. These gatherings, led by students and staff, helped build trust, transparency, and shared purpose among our community members. They also reflected our values of student voice and inclusive leadership.  Our school continued cherished traditions such as the Fall and Spring Exhibitions of Learning, 5th Grade Step-Up, and 8th Grade Graduation—all held in person. These events not only celebrated academic and artistic growth but also fostered moments of joy and community building between families, staff, and students. We know from family feedback that these are some of the most meaningful and memorable moments of the year, helping reinforce a deep sense of belonging and pride.  Across all these efforts, we remain guided by our mission and our C.A.R.E.S. values—Cooperation, Assertion, Responsibility, Empathy, and Self-Control. These values shape how we relate to one another and build partnerships with families that are rooted in respect, transparency, and shared commitment to student success.|In response to family feedback about the volume and inconsistency of school communications, Creative Arts Charter School continued to implement a weekly all-school newsletter to streamline and consolidate messaging. This shift supported a reduction in the number of messages coming from multiple sources and allowed families to receive important updates in a more centralized, accessible format. While this change was first well received, we recognized the need to explore a simpler communication system that  could further support clarity, and ease of use for families. Our partnering with the Family Association and having them take on the primary responsibility of the newsletter had a positive impact as the response supported the move.    Families expressed a strong interest in continuing Family Education workshops, which this year focused primarily on topics such as internet safety and our social-emotional curriculum, Wayfinder. In the coming year, we plan to deepen our focus on inclusion and ableism, alongside themes of celebration, empathy , and navigating challenging conversations at home. This effort is grounded in our school’s Essential Question and our broader commitment to  equity and inclusion. We believe this will further support the sense of belonging and understanding within our community. Additionally, we will continue offering workshops for families on our Wayfinder social-emotional learning framework to ensure shared language and tools for supporting students’ well-being at home and at school.|Creative Arts Charter School continues to center its work on the Essential Question developed in 2020–21, which remains a driving force in our commitment to closing the opportunity gap for our Black and African American students and our students with IEPs:  “What will it take for us – individually and collectively – to remain urgently, relentlessly committed to interrupt adult-centered and Eurocentric (or white supremacy cultural) practices in our school and hold ourselves and each other accountable for anti-racist, art-centered classrooms rooted in love that insist on the success and sense of belonging of our Black students and our students with IEPs?”  This Essential Question is embedded in all aspects of our school’s operation and vision, including curriculum development, scheduling, professional learning, family education, social-emotional learning, arts integration, hiring practices, and long-term strategic planning. It is also tightly aligned with our Mission and our Portrait of a Graduate, helping ensure that our decisions reflect our values of inclusion, equity, and creativity.  To better engage underrepresented families, we have taken concrete steps to increase language access and inclusive communication. In 2023–24, we expanded our translation services, offering regular interpretation at Family/School conferences and Board meetings. We also began sending printed communications home in three languages—English, Spanish, and Vietnamese—and ensured that key updates shared through our internal school communication platform were translated into both English and Spanish.  These practices are essential to building trust and transparency with families who may otherwise face barriers to engagement.  This coming year, we are returning to a more integrated leadership model by hiring a Director of Inclusion and Student Services. This role will support the implementation of our Essential Question across all domains, with a specific focus on increasing belonging and access for historically marginalized students and families. This leader will also work closely with the Wellness Team, Learning Center, and teaching staff to ensure our approach to relationship-building is responsive, culturally sustaining, and rooted in love.  Through these efforts, we aim to deepen our relationships with underrepresented families and foster a more inclusive and collaborative school community where every child and caregiver feels seen, heard, and supported.|Creative Arts Charter School has identified a clear focus area for improvement in strengthening partnerships with families of students with IEPs, 504 Plans, and those engaged in the Student Success Team (SST) process. Based on educational partner input, families have asked for clearer, more proactive communication and better understanding of how academic and social-emotional supports are structured and accessed at our school.  To support this, we are in the process of hiring a Director of Inclusion and Student Services whose role is to coordinate and strengthen communication across general education, special education, and student support systems. This position is critical to ensuring families have a clear point of contact and a consistent experience as they navigate support systems.  This past year, we hosted a Family Education Night focused on the Multi-Tiered System of Supports (MTSS), helping families understand how students are supported at the universal, targeted, and intensive levels—academically and socially-emotionally. Our goal is to build family knowledge and confidence in the support structures available, and to create more regular, accessible opportunities for engagement and two-way communication.|Going forward, we aim to increase direct outreach to families of students with learning or behavioral concerns and provide clearer timelines and expectations for SST, 504, and IEP processes. We also plan to expand family education offerings, co-hosted by staff and family partners, to demystify student support pathways and reinforce the message that families are essential partners in student success.|Our Essential Question, grounded in equity and inclusion, serves as a framework for all aspects of school life—from curriculum development and scheduling to professional learning, arts integration, and hiring. It also shapes how we build and sustain partnerships with families, especially those who have been historically underrepresented or underserved by public education systems.  To improve engagement with these families in support of student outcomes, we are prioritizing direct and consistent communication, clearer access to support systems, and intentional opportunities for input and leadership. The recent hiring of a Director of Inclusion and Student Services will play a key role in coordinating support for students with IEPs and their families, and in ensuring that the systems we build are transparent, inclusive, and welcoming.  We are also working to ensure that family education nights, community events, and communication tools reflect the needs and voices of our Black families and families of students with disabilities. This includes providing language access, co-designing learning opportunities with caregivers, and expanding our use of student data—both quantitative and qualitative—to better understand and respond to disparities in experience and outcome. Ultimately, we believe that building authentic partnerships with underrepresented families is not a stand-alone initiative, but a sustained commitment that is embedded in how we define student success and design learning environments. Our Mission, our Portrait of a Graduate, and our Essential Question work in tandem to ensure that this commitment is not only articulated but also acted upon in ways that are visible, accountable, and transformative.|Creative Arts regularly asks families, staff, and students for feedback to guide decision-making. Below are some of the opportunities for input: ? Family Association (our version of a PTA) leadership roles ? Board membership ? Participation in a family survey each year ? Participation at Board Meetings each month  ? LCAP public hearing participation|The school would like to do more to promote the engagement of families of students with IEPs, 504’s, and going through the Student Success Team (SST) process. We recently hired a Director of Inclusion and Student Services to support this work. We resumed Director’s Coffees and Executive Director Office Hours to provide families with additional opportunities to provide feedback.|Creative Arts Charter School is committed to shared leadership and inclusive decision-making. Throughout the 2024–25 school year, we regularly sought feedback from students, families, and staff to guide school priorities, improve systems, and ensure alignment with our mission and values. Families had a range of opportunities to share their voices and influence decisions, including through: Leadership roles within the Family Association (FA), our parent-led organization Participation on the Board of Directors and board committees Annual all-family surveys that informed updates to LCAP goals and site priorities Monthly public Board meetings and LCAP public hearing Grade-level Community Meetings and exhibitions where student and family input helped shape learning celebrations We resumed Director’s Coffees and Executive Director Office Hours this year, providing more informal, accessible spaces for families to share concerns, ideas, and praise. These were well-attended and often generated meaningful follow-up conversations and action steps. We also worked closely with the Family Association to improve schoolwide communication, leading to the successful implementation of a weekly all-school newsletter coordinated by FA leadership. This collaboration increased transparency and promoted two-way dialogue between families and school leadership. Despite strong participation in some areas, we continue to seek more effective ways to engage families of students with IEPs, 504 Plans, and those going through the Student Success Team (SST) process. Families in these groups have expressed a desire for clearer communication, more consistent collaboration, and additional opportunities to provide input into the supports their children receive. A key goal to address this is the hiring of a Director of Inclusion and Student Services. This role will be instrumental in improving coordination between general and special education, strengthening communication systems, and establishing more intentional, ongoing feedback loops with families whose voices have historically been underrepresented in decision-making. We also recognize the importance of increasing engagement among families whose primary language is not English. We have expanded translation services and now provide written communication in English, Spanish, and Vietnamese. However, we know this work must continue—and deepen. We will refine how we reach multilingual families and ensure they are not only informed but empowered to participate meaningfully in school planning and conversations that affect their children. Finally, we are committed to working closely with our Board of Directors and Family Association leadership to reflect on what more we can do to close this gap. Together, we will explore systems-level changes, outreach strategies, and new formats for input that make participation more inclusive and equitable for all families.|4|4|4|4|4|4|4|4|4|4|3|3|Met||2025-06-24|2025
38769270000000|SBE - The New School of San Francisco|3|Based on the analysis of educational partner input and local data, New School San Francisco’s strengths in building relationships between school staff and families include consistent, intentional engagement and strong, responsive communication. Educational partner input was gathered throughout the year from families, staff, students, and community members through surveys, schoolwide committees, and community events.   Winter 2024–25 family survey results reflect strong levels of trust and connection, based on responses from over 400 families, as demonstrated by the highlights below: - 86.1% of families agreed that the school provides meaningful opportunities to engage with the school - 83.8% reported feeling like a valued and welcomed member of the NSSF community - 81.2% said their concerns and comments are heard by educators and staff - 88.0% agreed they receive timely and relevant information from the school  Staff feedback similarly reinforces a positive climate for building relationships: - Staff reported an increased sense of care and support, with a 4.63 average on “someone at work seems to care about me as a person.” - Staff satisfaction with NSSF as a place to work improved to 3.80, the highest in four years. - 4.20 was the average rating for “the mission or purpose of the organization makes my job feel important,” reinforcing alignment between staff experience and school culture.  Together, these indicators demonstrate that NSSF’s schoolwide efforts—such as multilingual communication, family affinity groups, and a responsive leadership team—are fostering an inclusive and collaborative school environment for both families and staff.|While New School San Francisco’s family feedback reflects overall strong relationships and engagement, survey results highlight areas for continued improvement. Fewer families strongly agreed that their concerns and comments are heard by educators and staff (average rating of 4.29, 81.2% positive), and that the school reflects their culture and beliefs (average rating of 4.22, 82.2% positive). These results indicate opportunities to deepen two-way communication and ensure that all families feel seen, heard, and represented, particularly those from historically underserved communities. Continued collaboration with affinity groups and intentional outreach strategies will support progress in these areas.  Staff survey responses also indicate areas of focus to strengthen the school’s internal culture and long-term stability. The average rating for receiving recognition or praise for good work was 3.55, and 3.05 was the average response when staff were asked whether they see themselves working at NSSF in five years. These results suggest an opportunity to expand systems of appreciation, professional growth opportunities, and sustainable support structures to retain staff and ensure continuity in school-family relationships.|New School San Francisco is committed to strengthening engagement with underrepresented families, particularly Black, Latino, and multilingual households, as identified through survey trends and community input. While overall family engagement is strong, feedback from targeted outreach and affinity groups such as AAPAC and the Latino Family Affinity Group indicates a need for deeper inclusion in school decision-making and more culturally responsive communication. To address this, NSSF will expand its support for family-led affinity spaces, increase bilingual outreach, and provide additional opportunities for small-group dialogue with school leaders.|New School San Francisco demonstrates strong progress in building partnerships that support student outcomes, as evidenced by family survey responses and regular engagement practices. A large majority of families reported understanding how their child is progressing both academically (91.3% positive) and social-emotionally (87.1% positive). Additionally, 88% of families agreed that the school provides timely and relevant information, reflecting strong systems for communicating about student learning.  Additionally, staff responses further reinforce this alignment. 91% of staff reported knowing what is expected of them at work, 88% said the mission or purpose of the school makes their job feel important, and 86% shared that their colleagues are committed to doing quality work. These indicators suggest a shared commitment among educators to student success, contributing to strong partnerships with families built on trust, clarity, and mutual responsibility for student outcomes.  To strengthen and maintain these relationships, the school proactively engages families through family conferences, student-led exhibitions, and regular updates on academic progress. Information is shared in both English and Spanish to ensure accessibility, and schoolwide committees and affinity groups provide additional spaces for dialogue around student needs. These practices help build a shared understanding of student goals and foster collaborative relationships that promote academic and whole-child development.|While New School San Francisco has established strong systems for communication and family engagement, survey data and educational partner feedback provide insight on areas and opportunities for growth.  For example, 81.2% of families agreed that their concerns and comments are heard by school staff indicating an opportunity to improve responsiveness and two-way communication, particularly when families seek clarity or express concerns about their child’s progress.  Additionally, while a high percentage of families report understanding their child’s academic and social-emotional progress, staff data indicate a need to strengthen systems that support sustained, high-quality communication with families. For example, 3.55 was the average staff rating related to receiving praise or recognition for their work, and 3.05 for envisioning long-term employment at the school. These indicators suggest underlying pressures that could impact staff capacity to engage families consistently over time.  As a result, NSSF will continue to prioritize building teacher and staff capacity for inclusive communication, strengthen systems for follow-up and responsiveness to family feedback, and refine supports that promote staff sustainability recognizing that meaningful partnerships with families depend on relational trust, time, and continuity.|New School San Francisco is committed to improving engagement with underrepresented families, particularly Black, Latino, and multilingual families, as identified through survey data and affinity group input. While overall family engagement is strong, feedback from the African American Parent Advisory Council (AAPAC), the Latino Family Affinity Group, and schoolwide committees indicates a need for more opportunities to participate in conversations about student learning and progress in culturally affirming and accessible ways.  To address this, NSSF will deepen its partnership with affinity groups by increasing opportunities for co-hosted events focused on academic progress, college and career readiness, and student well-being. The school will also continue to provide multilingual communication and ensure translation is available during all major engagement opportunities. In addition, staff will receive professional development focused on inclusive communication strategies, culturally responsive engagement, and data-sharing practices that center family voice. These efforts aim to elevate underrepresented family participation in shaping academic support systems and student success pathways.|New School San Francisco is committed to inclusive, transparent decision-making that actively engages families, staff, and community members. The school maintains a strong network of schoolwide committees, including Room Parents, Staff Sustainability, Inquiry, Family Communications, and affinity groups such as AAPAC and the Latino Family Affinity Group that provide consistent opportunities for families and staff to share input on school priorities. These structures, along with ongoing forums, family conferences, and coffee chats with leadership, ensure that educational partners contribute meaningfully to school planning  Highlights from the Winter 2024-25 family survey include: - 86.1% of families agreed the school provides opportunities to engage with the school community. - 83.8% of families feel like valued and welcomed members of the NSSF community - 81.2% of families believe their concerns and comments are heard by educators and staff. - 88% of families reported receiving timely and relevant information about the school  All engagement opportunities are designed to be inclusive and accessible, with materials provided in both English and Spanish. Feedback from these touchpoints is regularly used to inform the school’s LCAP development and continuous improvement efforts.|While New School San Francisco demonstrates strong systems for engagement, analysis of educational partner input reveals opportunities to strengthen consistency and follow-up in the decision-making process. Although 81.2% of families agreed their concerns and comments are heard by school staff, this result indicates room to improve how input is acknowledged, communicated back, and clearly reflected in school decisions.  Feedback from affinity groups such as AAPAC and the Latino Family Affinity Group also points to a desire for greater transparency around how family perspectives influence school priorities. Ensuring that all families, including those who participate less frequently, see a clear connection between their input and schoolwide actions remains an area of focus. These insights suggest a need for more intentional feedback loops, expanded multilingual communication, and increased opportunities for underrepresented families to engage in planning and governance processes.|New School San Francisco is committed to deepening engagement with underrepresented families, particularly Black, Latino, and multilingual households, to ensure more equitable participation in school decision-making. Feedback from the Winter 2024–25 survey and affinity groups such as AAPAC and the Latino Family Affinity Group identified the need for clearer feedback loops and more intentional inclusion in planning processes.  To improve engagement, the school will expand opportunities for underrepresented families to serve on schoolwide committees and advisory groups, ensuring that their perspectives are reflected in goal setting, budgeting, and program development. NSSF will also strengthen multilingual communication, provide regular updates on how input is being used, and increase outreach through trusted staff and community leaders. These efforts aim to build stronger pathways for underrepresented families to participate in shaping school decisions and to reinforce that their voices are valued and impactful.|4|4|4|4|3|3|4|3|4|3|3|4|Met||2025-06-17|2025
38769270132183|The New School of San Francisco|3|Based on the analysis of educational partner input and local data, New School San Francisco’s strengths in building relationships between school staff and families include consistent, intentional engagement and strong, responsive communication. Educational partner input was gathered throughout the year from families, staff, students, and community members through surveys, schoolwide committees, and community events.  Winter 2024–25 family survey results reflect strong levels of trust and connection, based on responses from over 400 families, as demonstrated by the highlights below: 86.1% of families agreed that the school provides meaningful opportunities to engage with the school 83.8% reported feeling like a valued and welcomed member of the NSSF community 81.2% said their concerns and comments are heard by educators and staff 88.0% agreed they receive timely and relevant information from the school Staff feedback similarly reinforces a positive climate for building relationships: Staff reported an increased sense of care and support, with a 4.63 average on “someone at work seems to care about me as a person.” Staff satisfaction with NSSF as a place to work improved to 3.80, the highest in four years. 4.20 was the average rating for “the mission or purpose of the organization makes my job feel important,” reinforcing alignment between staff experience and school culture. Together, these indicators demonstrate that NSSF’s schoolwide efforts—such as multilingual communication, family affinity groups, and a responsive leadership team—are fostering an inclusive and collaborative school environment for both families and staff.|While New School San Francisco’s family feedback reflects overall strong relationships and engagement, survey results highlight areas for continued improvement. Fewer families strongly agreed that their concerns and comments are heard by educators and staff (average rating of 4.29, 81.2% positive), and that the school reflects their culture and beliefs (average rating of 4.22, 82.2% positive). These results indicate opportunities to deepen two-way communication and ensure that all families feel seen, heard, and represented, particularly those from historically underserved communities. Continued collaboration with affinity groups and intentional outreach strategies will support progress in these areas. Staff survey responses also indicate areas of focus to strengthen the school’s internal culture and long-term stability. The average rating for receiving recognition or praise for good work was 3.55, and 3.05 was the average response when staff were asked whether they see themselves working at NSSF in five years. These results suggest an opportunity to expand systems of appreciation, professional growth opportunities, and sustainable support structures to retain staff and ensure continuity in school-family relationships.|New School San Francisco is committed to strengthening engagement with underrepresented families, particularly Black, Latino, and multilingual households, as identified through survey trends and community input. While overall family engagement is strong, feedback from targeted outreach and affinity groups such as AAPAC and the Latino Family Affinity Group indicates a need for deeper inclusion in school decision-making and more culturally responsive communication. To address this, NSSF will expand its support for family-led affinity spaces, increase bilingual outreach, and provide additional opportunities for small-group dialogue with school leaders.|New School San Francisco demonstrates strong progress in building partnerships that support student outcomes, as evidenced by family survey responses and regular engagement practices. A large majority of families reported understanding how their child is progressing both academically (91.3% positive) and social-emotionally (87.1% positive). Additionally, 88% of families agreed that the school provides timely and relevant information, reflecting strong systems for communicating about student learning. Additionally, staff responses further reinforce this alignment. 91% of staff reported knowing what is expected of them at work, 88% said the mission or purpose of the school makes their job feel important, and 86% shared that their colleagues are committed to doing quality work. These indicators suggest a shared commitment among educators to student success, contributing to strong partnerships with families built on trust, clarity, and mutual responsibility for student outcomes. To strengthen and maintain these relationships, the school proactively engages families through family conferences, student-led exhibitions, and regular updates on academic progress. Information is shared in both English and Spanish to ensure accessibility, and schoolwide committees and affinity groups provide additional spaces for dialogue around student needs. These practices help build a shared understanding of student goals and foster collaborative relationships that promote academic and whole-child development.|While New School San Francisco has established strong systems for communication and family engagement, survey data and educational partner feedback provide insight on areas and opportunities for growth.  For example, 81.2% of families agreed that their concerns and comments are heard by school staff indicating an opportunity to improve responsiveness and two-way communication, particularly when families seek clarity or express concerns about their child’s progress. Additionally, while a high percentage of families report understanding their child’s academic and social-emotional progress, staff data indicate a need to strengthen systems that support sustained, high-quality communication with families. For example, 3.55 was the average staff rating related to receiving praise or recognition for their work, and 3.05 for envisioning long-term employment at the school. These indicators suggest underlying pressures that could impact staff capacity to engage families consistently over time. As a result, NSSF will continue to prioritize building teacher and staff capacity for inclusive communication, strengthen systems for follow-up and responsiveness to family feedback, and refine supports that promote staff sustainability recognizing that meaningful partnerships with families depend on relational trust, time, and continuity.|New School San Francisco is committed to improving engagement with underrepresented families, particularly Black, Latino, and multilingual families, as identified through survey data and affinity group input. While overall family engagement is strong, feedback from the African American Parent Advisory Council (AAPAC), the Latino Family Affinity Group, and schoolwide committees indicates a need for more opportunities to participate in conversations about student learning and progress in culturally affirming and accessible ways. To address this, NSSF will deepen its partnership with affinity groups by increasing opportunities for co-hosted events focused on academic progress, college and career readiness, and student well-being. The school will also continue to provide multilingual communication and ensure translation is available during all major engagement opportunities. In addition, staff will receive professional development focused on inclusive communication strategies, culturally responsive engagement, and data-sharing practices that center family voice. These efforts aim to elevate underrepresented family participation in shaping academic support systems and student success pathways.|New School San Francisco is committed to inclusive, transparent decision-making that actively engages families, staff, and community members. The school maintains a strong network of schoolwide committees, including Room Parents, Staff Sustainability, Inquiry, Family Communications, and affinity groups such as AAPAC and the Latino Family Affinity Group that provide consistent opportunities for families and staff to share input on school priorities. These structures, along with ongoing forums, family conferences, and coffee chats with leadership, ensure that educational partners contribute meaningfully to school planning Highlights from the Winter 2024-25 family survey include: 86.1% of families agreed the school provides opportunities to engage with the school community. 83.8% of families feel like valued and welcomed members of the NSSF community 81.2% of families believe their concerns and comments are heard by educators and staff. 88% of families reported receiving timely and relevant information about the school All engagement opportunities are designed to be inclusive and accessible, with materials provided in both English and Spanish. Feedback from these touchpoints is regularly used to inform the school’s LCAP development and continuous improvement efforts.|While New School San Francisco demonstrates strong systems for engagement, analysis of educational partner input reveals opportunities to strengthen consistency and follow-up in the decision-making process. Although 81.2% of families agreed their concerns and comments are heard by school staff, this result indicates room to improve how input is acknowledged, communicated back, and clearly reflected in school decisions. Feedback from affinity groups such as AAPAC and the Latino Family Affinity Group also points to a desire for greater transparency around how family perspectives influence school priorities. Ensuring that all families, including those who participate less frequently, see a clear connection between their input and schoolwide actions remains an area of focus. These insights suggest a need for more intentional feedback loops, expanded multilingual communication, and increased opportunities for underrepresented families to engage in planning and governance processes.|New School San Francisco is committed to deepening engagement with underrepresented families, particularly Black, Latino, and multilingual households, to ensure more equitable participation in school decision-making. Feedback from the Winter 2024–25 survey and affinity groups such as AAPAC and the Latino Family Affinity Group identified the need for clearer feedback loops and more intentional inclusion in planning processes. To improve engagement, the school will expand opportunities for underrepresented families to serve on schoolwide committees and advisory groups, ensuring that their perspectives are reflected in goal setting, budgeting, and program development. NSSF will also strengthen multilingual communication, provide regular updates on how input is being used, and increase outreach through trusted staff and community leaders. These efforts aim to build stronger pathways for underrepresented families to participate in shaping school decisions and to reinforce that their voices are valued and impactful.|4|4|4|4|3|3|4|3|4|3|3|4|Met||2025-06-17|2025
38771310000000|SBE - KIPP Bayview Elementary|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 12 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|4|4|4|4|4|1|1|2|4|4|Met||2025-06-12|2025
38771310137307|KIPP Bayview Elementary|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 12 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|4|4|4|4|4|1|1|2|4|4|Met||2025-06-12|2025
39103970000000|San Joaquin County Office of Education|3|"Based on the California Healthy Kids Survey (CHKS), 64% of students reported “Pretty much true” or “Very much true"" when asked whether there is a promotion of parental involvement in school, which was a 6% increase from the 2023-24 school year. 59% of English learner students reported “Pretty much true” or “Very much true"" when asked whether there is a promotion of parental involvement in school, which is a 5% less compared to all students responding to this question. Based on the California School Staff Survey (CSSS), 44% of staff responded that they agree that there is a promotion of parental involvement, which is an 1% increase from the CSSS in 2023-24. This indicates a difference in perspective from students compared to staff on the promotion of parent involvement.   Staff believes in the importance of building positive relationships between students, staff, and families. Staff utilizes restorative practices and trauma-informed care strategies to create inclusive environments focused on strong relationships with families and students. Staff consistently use home visits to connect with families and build relationships. The one.Program uses Language Link, which helps bridge language barriers with families through on demand interpretation services in multiple languages. Sites also have a site celebration week at the beginning of each month highlighting students of the month, perfect attendance, academic achievement and contribution to positive site culture. The family engagement team assists school sites with providing resources and support for families. The family engagement team also provides parenting classes to help create opportunities for parents and families to learn strategies and techniques to build positive relationships with their children. Family conferences are held quarterly for teachers to meet with parents to discuss their student's progress in school to allow students the opportunity to improve during the current quarter if needed."|The one.Program will improve its implementation of family engagement activities and means of communication to strengthen the school community, including frequent newsletters to inform families of school-related events, updates, and deadlines. The one.Program will improve its communication with parents/guardians about their child's  academic and attendance progress.|The one.Program will continue to use home visits as a way to connect with underrepresented families. Staff will continue to be trained on how to utilize Language Link as a resource to communicate with parents/guardians who do not speak English. The one.Program will increase education on the importance of English learner reclassification and the importance of local assessment participation.|The one.Program provides quarterly parent conferences to ensure there is an opportunity for parents/guardians to engage with teachers in understanding student academic progress. The Family engagement team consistently provides resource for families. School site staff are responsive in providing supports to families when needed. Based on the LCAP feedback survey, 93.5% of parents stated that site teams respond in a timely manner if they have concerns about their child and 78.3%% of parents receive information on services to meet the needs of their families.|The one.Program will continue to focus on improving site-based events and program-wide opportunities that engage families as educational partners in their child's learning. The one.Program will enhance its ability to communicate attendance and academic progress to families using online platforms that can be accessible to parents/guardians.|The one.Program will provide tiered support and outreach to underrepresented families to ensure they have the resources needed to support their child's learning. This includes ensuring families have hotspots so students can access their online curriculum, providing outreach to families from the Family Engagement team, outreach specialist, clinicians, and counselors to ensure families have the resources to support their child's learning at home. Family engagement specialist will continue to conduct positive home visits, to share with parents/guardians when their child has demonstrated academic growth or behavior improvement. The Family Engagement team has also established a partnership with a local food bank to provide a food pantry for families.|The one.Program administers LCAP surveys to solicit feedback from students and parents/guardians on how services and supports can be improved. The one.Program uses the weekly enrollment process to make a connection with each family and the Family Engagement Team provides a brief in-person survey and interview to obtain feedback on how students and their families can better be supported.|The one.Program will coordinate and support the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Advisory Council (PAC), and Student Advisory Council (SAC) in ensuring they carry out their roles and responsibilities to make informed decisions and provide feedback to improve school systems and practices. The family engagement team will continue to communicate with advisory council members, ensure interpretation services are provided at meetings, and that parents/guardians have an opportunity to review data, Parent Compact and board-related policies, SPSA, and LCAP.|Staff at enrollments will ensure that each underrepresented family connects with each booth at enrollment, including the mental health clinicians, the foster youth and homeless services staff, 654 Team, and the health services staff. This direct and immediate connection will provide underrepresented families with a positive interaction with staff, and an invitation to participate in advisory councils to participate in the decision-making process.|4|4|4|4|3|3|4|3|4|4|4|4|Met||2025-06-20|2025
39103970120717|one.Charter|3|one.Charter staff and family strongly believe there is a process in place that allows for trusting and respectful relationships to be built.  This belief is based on the use of strategies such as PBIS and Restorative Practices, opportunities to meet individually with staff and families, and the overall commitment to helping students and their families be successful. 98% of respondents on a survey given to students and parents state they feel welcomed at the school site.  92% state they have a trusting relationship with staff and 95% responded that they are happy with how the school communicates with them.|The main area of focus for one.Charter in regards to building relationships between school staff and families is providing more direct  mental health services to our students.  This area of focus will help students  learn skills that will help them grow social-emotionally and then feel more confident and safe when interacting with staff and their own families. The following information is from the most recent CHKS and is the main reason for this focus:  40%  of students reported feeling chronically sad or hopeless, 19% seriously though about suicide, 51% of students are dissatisfied with their lives, 32% of students are dissatisfied with themselves, 40% have a hard time relaxing, 40% feel sad or down.  Anecdotally, when our teachers are engaging with students, they report they have to support students with social-emotional issues before beginning instruction in academic content.  This is another reason for this focus on mental health.|one.Charter staff are in a district improvement process that has as part of the focus, developing and creating more meaningful relationships with families.  Part of the training will directly involve staff and administration on the “how-to” of doing this.  There is a fundamental belief amongst staff that this work is critical as is the desire to help the student and families improve their overall access to learning opportunities.  Given that over 90% of our students report as low socio-economic income students, this approach will benefit all of our students.|In regards to current strengths in seeking feedback and input to improve partnerships for improving student outcomes, from a recent parent/student survey, 82% said I attended at least one family/teacher conference this year.  95% said they receive information on what I can do at home to help my student improve and/or advance their learning.  one.Charter believes strongly in seeking input from their educational partners and our level of direct communication with them is strong.|An area of focus is our continued need to develop formal educational partner meetings with parents/students.  This need was called out specifically in the recent WASC review.|Based on feedback that was solicited from direct questioning of students and staff, the decision to hire an Outreach Specialist to support home visits to underrepresented families was made.  The early feedback and other engagement data shows it has made a strong impact on supporting student learning outcomes and additional Outreach Specialists will be hired.  To date, eight outreach specialists have been hired.|From a recent student/parent survey, 95% of respondents stated I am invited to meetings (in person or virtual/online) so that I can learn more about what is going on at the school.  80% said they attended at least one family/teacher conference this year.  This is a reflection of staff making a concerted effort to communicate directly with our parents and students.|Staff at one.Charter have a fundament belief that working with students and families is critical to the overall success of the student.  The logistics of creating opportunities for families to engage in effective planning meetings on a continual basis has been the challenge.  Multiple opportunities for families to engage with staff are offered in LCAP meetings and surveys, but there has been limited participation. Barriers to this have included transportation issues, schedules, and “faith” in the system. An area of focus will be to continue creating effective opportunities for families to meet with the school staff so they can help us design family engagement activities.|Based on feedback that was solicited from direct questioning of students and staff, the decision to hire an Outreach Specialist to support home visits to underrepresented families was made.  The early feedback and other engagement data shows it has made a strong impact on supporting student learning outcomes and additional Outreach Specialists will be hired.  To date, there are now eight Outreach Specialists.  Additionally, the Charter Board made the decision to hold two board meetings at local school sites for the 2024-25 school year to make it easier for parents and other educational partners to attend these meetings.|5|5|4|5|4|4|5|4|4|4|4|4|Met||2025-06-18|2025
39103970124958|TEAM Charter|3|TEAM understands that training all staff to work collaboratively with parents is essential. TEAM has established multiple communication channels, including regular newsletters, social media updates, a parent communication app, and dedicated parent-teacher conferences. This ensures that families are well-informed about school activities, policies, and their child's progress. School staff are approachable and responsive to parents' concerns and queries. TEAM has dedicated staff members such as the school office clerks, counselors, clinicians, parent and community outreach specialists, and a homeless liaison, who help to facilitate communication and support. These dedicated staff members reach out to targeted populations (special needs, bilingual, low-income, homeless, and foster youth) through phone calls and home visits. TEAM partners with local community agencies to offer extra support to parents who need mental health support. TEAM also hosts a parent class, Parent Café, with a parent specialist from the Child Abuse Prevention Center. The school clinician meets with families one-on-one with special circumstances or needs to ensure access to school. TEAM staff members also meet with families when they are leaving and returning to school to help provide transportation, translation, basic school supplies, and other needs as they arise. TEAM has feedback mechanisms, such as surveys and focus groups, to gather family input. This feedback is used to inform decision-making and improve school policies and practices.|Based on the analysis of educational partner input and local data, TEAM’s focus areas for improvement in building relationships between school staff and families include enhancing the consistency and quality of communication to all families, increasing the accessibility of engagement opportunities, and providing targeted support for families facing socio-economic challenges. Additionally, there is a need to strengthen staff training in cultural competence and effective communication strategies to better address the diverse needs of the community. Improving the systematic collection and use of family feedback to inform decision-making processes is also a key focus area.|Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families. Based on the analysis of educational partner input and local data, TEAM will improve engagement of underrepresented families by implementing targeted outreach initiatives, such as personalized communication and home visits, to build trust and rapport. The LEA will provide translation and interpretation services to ensure non-English-speaking families can fully participate in school activities and communications. Additionally, TEAM will offer flexible meeting times and virtual engagement options to accommodate different schedules and increase accessibility. The LEA will continue collaborating with parents through the established parent advisory committees such as, DELAC, PTO, Parent Advisory Council, that include representatives from underrepresented groups to ensure their voices are heard in decision-making processes. Furthermore, TEAM will collaborate with community organizations to provide resources and support tailored to the unique needs of these families, fostering a more inclusive and supportive school environment. TEAM uses the Measurable Results Assessment (MRA) to survey staff, parents, and students on how to improve leadership, culture, and academics within our school.|TEAM Charter School has made meaningful progress in building strong partnerships with families and the broader community to support student outcomes. Based on educational partner feedback and local data, one of our key strengths is consistent, two-way communication through platforms such as ParentSquare, Facebook, email, phone calls, monthly newsletter, parent conference, and regular teacher-family updates. These tools help families stay informed about academic progress, behavior, and upcoming school events, fostering trust and transparency.  We have increased opportunities for families to engage directly in student learning through academic family nights, parent workshops, and student-led conferences. These events have empowered families to support learning at home and helped students take ownership of their academic goals. Additionally, families participate in school decision-making through the Parent Advisory Council, District  English Learner Advisory Committee, and LCAP forums—venues that have led to meaningful input on programs, resources, and priorities.  Our school has also established partnerships with local organizations to expand wraparound supports for students, including mental health services, and afterschool enrichment. A notable area of progress is our collaboration with the San Joaquin County Office of Education (SJCOE) and Navigator Schools, which has provided ongoing professional development and coaching to support our continuous improvement efforts. Through this partnership, school leaders and staff have participated in professional learning communities and data reflection cycles that align instruction with student needs and improve family engagement strategies.  Together, these efforts reflect our commitment to creating a collaborative learning environment where families, educators, and community partners work together to support every student’s success.|TEAM Charter Schools has made significant progress in building strong, collaborative partnerships with families and community stakeholders to support student outcomes. Our current strengths include consistent two-way communication through tools like ParentSquare, student-led conferences, and regular academic nights that help families stay engaged in student learning. We provide meaningful opportunities for shared decision-making through School Site Council, the English Learner Advisory Committee, and LCAP engagement sessions. TEAM has also established partnerships with local service providers to increase access to mental health support, college and career readiness resources, and academic enrichment programs. Notably, our collaboration with the San Joaquin County Office of Education (SJCOE) has provided valuable professional development, coaching, and support for our continuous improvement work.  Based on educational partner input and local data, TEAM recognizes the need to broaden and deepen its network of partnerships. One key area of growth is our work with other local charter schools to maximize opportunities for resource-sharing and professional collaboration. We are also focused on enhancing our afterschool and enrichment programs. For example, we currently partner with the Stockton Kings to provide students with opportunities to attend games, and we are exploring ways to expand this relationship—such as creating reading challenges that could earn students a visit from the team mascot. We also plan to pursue a new partnership with the Stockton Ports to launch a reading incentive program, and we are working to secure rewards from local restaurants to encourage strong attendance.  In addition, TEAM aims to strengthen its partnerships with mental health agencies to better meet the social-emotional needs of students and families. To support and sustain these expanded efforts, the LEA is actively seeking grant funding and sponsorships. Moving forward, we are committed to ensuring that all partnerships are aligned to our mission and goals, with clearly defined expectations, shared objectives, and strong communication to maximize their impact on student outcomes.|Based on the analysis of educational partner input and local data, TEAM will improve the engagement of underrepresented families in building partnerships for student outcomes by implementing targeted outreach initiatives that respect and celebrate diverse cultural backgrounds. TEAM will enhance communication by providing culturally relevant materials and translation services as needed, ensuring that all families can participate fully. Flexible meeting times and virtual engagement options will be offered to accommodate diverse schedules and increase accessibility. TEAM will continue to host parent advisory committees that include representatives from various cultural groups to ensure their voices are included in decision-making processes.   Collaborations with community organizations will be strengthened to provide tailored resources and support to families from different cultural backgrounds. Additionally, TEAM will offer culturally responsive workshops and training sessions to help families understand and navigate the educational system, empowering them to support their children's academic success more effectively.  TEAM will collaborate with agencies such as Child Abuse Prevention Center, Sow-a-Seed, Amelia Ann Adams Whole Life Center, Reinvent South Stockton Coalition, Office of Violence Prevention, Stockton Kings, to name a few.|Based on the analysis of educational partner input and local data, TEAM's current strengths and progress in seeking input for decision-making include the implementation of multiple feedback mechanisms such as surveys, focus groups, and community forums, ensuring diverse voices are heard. TEAM has developed strong parent organizations like the African American Engagement Club and Hispanic Heritage Club, as well as the parent advisory committee, fostering a collaborative environment where community input is highly valued. Effective communication channels facilitate regular and transparent updates on school policies and decisions. Additionally, TEAM's commitment to inclusivity is evident in their efforts to engage underrepresented groups, ensuring that decision-making processes reflect the needs and perspectives of the entire school community. These efforts have led to more informed and responsive policy decisions, enhancing the overall educational experience for students and families.|Based on the analysis of educational partner input and local data, TEAM's focus areas for improvement in seeking input for decision-making include enhancing diversity and inclusivity, increasing participation, improving accessibility, and streamlining feedback processes. While parent organizations like the African American Engagement Club and Hispanic Heritage Club exist, efforts should be made to further diversify representation and actively engage with other underrepresented groups within the community. Despite the presence of feedback mechanisms, broader participation from parents and community members is needed to ensure a comprehensive range of perspectives. Ensuring accessibility to all members of the community, including those with language barriers or limited access to technology, is crucial. Simplifying and streamlining feedback processes can also make it easier for stakeholders to provide input, ultimately leading to more informed and equitable decision-making processes within the LEA.|Based on the analysis of educational partner input and local data, TEAM will improve the engagement of underrepresented families in seeking input for decision-making by implementing targeted outreach initiatives and creating more inclusive opportunities for involvement, such as Black History Month wax museum, Lunch on the lawn with parents, and Coffee with the Principal . TEAM will enhance communication by providing culturally relevant materials, translated resources, and interpretation services as needed, ensuring that all families can participate fully regardless of language or cultural background. Additionally, flexible meeting times, virtual engagement options, and alternative feedback methods will be offered to accommodate diverse schedules and preferences. TEAM will also establish parent advisory committees that include representatives from underrepresented groups to ensure their voices are included in decision-making processes. Collaborations with community organizations will be strengthened to provide tailored resources and support to families from different backgrounds. By actively engaging underrepresented families and creating an inclusive environment, TEAM aims to ensure that decision-making processes reflect the needs and perspectives of the entire school community.|4|4|4|5|4|5|5|5|4|4|4|4|Met||2025-06-30|2025
39103973930476|Venture Academy|3|"Analysis of educational partners input and local data point to the effort made by the LEA to increase communication and relationships with our second language student's families, specifically Venture Academy's Spanish speaking population. Venture Academy regularly reaches out to these families and has multiple community meetings to encourage parent participation. This was noted by many parents that they felt there was attempts to engage this specific population. A large percentage of Venture Academy's clerical staff is bilingual, specifically Spanish speaking. Parents noted that they felt they always had someone to communicate with when they had questions or needed information in their home language. Communication was sent home regularly using the School Messenger system, survey results noted that educational partners felt that the amount information coming home was 'consistent"". Venture Academy's ASC and ELAC committees have both increased in size this past year and all positions have been filled.  Venture Academy has added a Parent Engagement position to provide additional communication and supports to all families."|Venture Academy needs to provide more opportunities for parents to be involved in the activities of the school. Survey results showed a desire for educational partners to be more active in the school's activities and felt that it had decreased in recent years. Venture Academy is looking to increase these opportunities and events in the upcoming year.|Venture Academy teachers act as Teacher of Record (TOR) for a group of students enrolled in their academy.  Their responsibilities include ongoing communication with students and their parents/guardians regarding students' academic progress, emotional well-being, and behavior.  Survey data indicates that this has been an effective tool for building positive, trusting relationships with families.  Venture Academy plans to further develop the TOR role to provide consistent services for all students and families, regardless of the individual TOR.  Venture Academy will continue to improve development of accessible two-way communication with families through collaboration with the School Advisory Council in their outreach strategies to engage underrepresented families.|Teachers in Venture Academy communicate regularly with parents regarding student progress and performance and provide resources to support learning in the home.  Teachers use a learning management system, which includes a gradebook, to assist families with supporting their students with work completion and motivation to improve grades.  Additionally, Venture Academy offered systemized parent/teacher conferences twice this past school and parent(s)/guardian(s) felt that was a supportive action on the part of the school.  Student support teams hold regular Tiered Re-Engagement meetings to help students develop and sustain a long-term plan to improve their attendance.  Venture Academy will continue to improve parent partnerships to collaborate to support student outcomes. Venture Academy will continue to provide outreach to all families, with an emphasis on EL families, to encourage participation, with our active parent groups.|Educational partner and local data demonstrate a continued need for Venture Academy to provide resources to parents to understand how to use our learning management systems to best support their students' learning outcomes.  Parent/Guardian input indicated that pursuing a texting service to communicate with parents would help increase communication between families and the school, which we did begin implementation this past year and are committed to continue monitoring its progress.|Venture Academy will continue to reach out and provide engagement opportunities for underrepresented families through parent contact meetings, home visits, and other planned actions. Venture Academy will look to implement an exit survey for all students withdrawing from the school to better ascertain any concerns by parents who might not have felt comfortable coming onto campus to express concerns. Surveys will continue to be sent out in as many home languages as possible to offer opportunity for underrepresented families to provide input.|Venture Academy consistently seeks input from educational partners through multiple formats such as surveys, ASC and ELAC meetings, and informal conversations.  Venture Academy also utilizes the Advisory School Council parent group to advise and make decisions on allocating resources to students, school safety, and the LCAP and they are operating as the school site council.  The feedback from the ELAC and ASC groups is positive in that the families feel their opinions are being solicited in decision making.|Venture Academy will continue increase participation in the ASC and ELAC groups by providing information and outreach to families.  Venture Academy needs to seek out additional ways to solicit student and family input and ideas for what they would like to see improved or built upon at the school.|Venture Academy will continue to actively seek input from underrepresented families by advertising opportunities specifically to our EL parents and parents of foster youth and homeless youth. Parent surveys and outreach through school counselors and site administrators will be used to try to engage these families throughout the school year.|4|4|3|4|4|3|5|3|4|3|3|3|Met||2025-06-18|2025
39685020000000|Escalon Unified|3|EUSD is committed to building strong relationships between staff, families, and students.  The district and site’s primary mode of communication is through the utilization of Parent Square.  The Parent Square communication platform allows communication with families via multiple means including phone calls, text messages, emails, and alerts.  It provides the ability to communicate in multiple languages including Spanish and English (the two primary languages spoken within EUSD).  The district continues to utilize social media platforms such as Facebook and Instagram in addition to district and school site webpages.  The utilization of these platforms has contributed to increasing family participation in parent nights such as math, literacy, and science nights as well as school performances and award ceremonies.  These events, coupled with other family-oriented events such as music concerts, sporting events, and family fun nights promote school community.  Additionally, targeted events also provide families with information on best instructional practices and available supports they can utilize for their student’s success.  When these means are added to communication strategies employed by individual classroom instructors the result is stronger relationships and families that are more aware of student academic, behavioral, and social-emotional progress.  Advisory committees, such as English Learner Advisory Committee (ELAC), School Site Council (SSC), District English Learner Advisory Committee DELAC), District Advisory Committee (DAC), and LCAP town halls, provide input that validates these efforts as important.|Although educational partners reported satisfaction with the use of the Parent Square communication platform, several suggestions were provided for improved relationships. Some educational partners shared a desire to see improved communication regarding upcoming events. Some educational partners shared concerns about information not being shared regarding upcoming events from specific school sites in a timely manner.  Suggestions to improve this included better use of the school site and district calendars which indicate details of future events.   On a positive note, almost 84% of the parent responders in the LCAP survey indicate that they understand what the school expects of their child. This represents a 9% increase from the prior school year.   Additionally, 98.7% state that they are able to communicate with teachers and staff when they need to.  This also represents nearly a 9% increase from the prior year.|The district maintains the goal of building capacity to create and maintain stronger partnerships with our families.  The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority. The district will continue to provide supports that facilitates active parent and family participation.  An example is access to translators during educational partner events, ELAC and DELAC committees and the like.  The district will continue to communicate with families in multiple languages to build relationships and encourage parent and family involvement.  Relatedly, the district will continue to seek input from educational partners who comprise underrepresented families to better determine their needs.|As part of its efforts to build stronger school-family relationships, the district routinely seeks parent and educational partner input through various means including surveys, input from school site meetings such as English Learner Advisory Committees (ELAC), School Site Council (SSC) meetings, and Parent Teacher Organization (PTO) meetings; as well as through other committees, such as District English Learner Advisory Committee, District Advisory Committee, and Wellness Policy Committee.  The district uses various forms of communication linked to Parent Square including phone calls, emails, and text messages.   Posts on school and district websites, as well as posts on social media outlets (including Facebook and Instagram) also facilitate communication.  The use of social media outlets has been well received, especially when used to share relevant information.  The district will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with educational partners.  Strong communication is important as it will ultimately support strong partnerships which lead to better student outcomes. The district has continuously sought input from educational partners to support improved student outcomes.  Input provided by our educational partners has been instrumental in developing targeted programming which supports the needs of our community.  This has included access to intervention teachers who can assist in supporting individual student needs, broader access to mental health supports and services, and access to additional credit recovery opportunities.|The district continues to seek increased participation of educational partners in events intended for improved student outcomes.  This may include creating opportunities for input during well-attended school events.  The district will continue to monitor student academic, behavioral, and social-emotional progress and will work with families to improve student outcomes.  This may include holding Student Study Team (SST) meetings as appropriate and involving families in the decision-making process to support individual student needs.  The district School Attendance Review Board (SARB) works collaboratively with families of chronically absent students to support improved attendance.  School sites will continue working with advisory committees and parent-teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site.|The district will continue to implement strategies that support improved engagement of underrepresented families in relation to building partnerships that support student outcomes.  One way the district will accomplish this, is by offering parent information meetings on relevant topics including post-secondary planning, a-g requirements, the impact of summative state assessments on overall school performance and an in-depth review of reclassification criteria (for English learners).|The district obtains parent and stakeholder input while also providing opportunities for advisory and decision-making.  All school sites within the district facilitate parent meetings and committees (ELAC, SSC, PTO etc.) that not only provide information but also empower families to make informed decisions (re: academic, behavioral, and social-emotional programming).  The district office facilitates meetings and committees (DELAC, DAC, Wellness Committee, LCAP town hall meetings etc.) that involve families and engage them in the decision-making process (e.g., LCAP actions, expenditures, Title III expenditures, policies etc.) The district’s mission is to: serve and connect with all students.  This can be accomplished by meeting the needs of the whole child while seeking input from parents and educational partners, which ultimately helps shape program offerings.  Therefore, the district will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families.  Current efforts to increase participation and engagement include personal invitations to attend meetings and join committees, as well as offering meetings during the most convenient times for educational partners  In addition, results from needs assessments are used to create and offer training specific to identified areas of need in order to increase participation.|The district will work on improving increased participation in the advisory and decision-making process.  This action will be supported by providing increased opportunities to build capacity within principals, staff, and family members to engage in advisory groups and decision-making.  The district will continue to provide training for site administration on the rights and responsibilities of advisory groups.  This training will include explaining these roles and responsibilities to respective educational partners.  The district continues to make efforts to expand on these opportunities.  Relatedly, the district will support school sites in their efforts to recruit members of underrepresented families to join advisory groups both at the site and district levels.|As noted above, the district will work with school sites to facilitate and support in the recruitment of members of underrepresented families for advisory groups and relatedly to engage them within the decision-making process.  This will be supported by early and improved communication, individual and personal outreach, as well as through the use of translators as needed and appropriate.|4|3|3|3|3|3|4|3|3|3|3|3|Met||2025-06-20|2025
39685020126011|Escalon Charter Academy|3|As part of program establishing positive and meaningful relationships with our families is paramount and is the backbone of the program.  We provide a collaborative team of highly specialized educators to support our families regardless of caseload and if the school is unsuccessful in establishing and maintaining these relationships it will cease to exist.  Based on feedback, 90% of respondents on the annual parent survey agreed or strongly agreed their satisfaction on the support they receive from their consulting teacher, this is an area of program strength.  The charter maintains a Parent Leadership Team to serve as parent representatives of the school community and provide input and feedback on school program and policy.  Our community outreach events have been tremendously successful as evidenced by the 320+ attendees at the annual end of year Family Fun Day versus the 250 or so who attended last year.|Although educational partners reported a high level of satisfaction with their consulting teacher and overall school program, several suggestions were received about creating a more connected parent community beyond the school by helping to facilitate more community events/activities for ECA parents and families. For the 2024-25 school year, in partnership with the parent leadership team, this will be an area of focus for ECA.  Educational partners aldo shared a desire for improved communication regarding upcoming events (both at the charter and school site levels). Some educational partners shared concerns about information not being received regarding upcoming events in a timely manner.  To address these concerns ECA will make better use of school calendars, social media and available communication tools to provide more timely and detailed information about upcoming events. An additional identified area of improvement was working with underperforming students and their families to ensure that Tier 1 instruction is is of acceptable quality and providing specific support (e.g. pacing guides, using formative assessments, etc.).  In response we will be requiring all new families  to participate in  parent orientation to better understand how to develop and implement their instructional practices.  Additional content-specific trainings (e.g. elementary math) will be implemented.|The charter maintains the goal of building capacity to create and maintain stronger partnerships with our families.  The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority.  The inherent design of the ECA program, provides equal access to all enrolled families as teacher caseloads are assigned by family rather than grade-levels.  The consulting teacher works with the entire family to provide needed support and resources for each student, thereby eliciting full engagement and cooperation with all participants.  In this design, all families are engaged partners, including underrepresented families.  Data received from educational partners, 90% satisfaction with consulting teacher & 100% sense of connectedness.|ECA continues to invest energy and resources into building stronger school-family relationships.  The charter routinely seeks parent and educational partner input through various means including surveys, input from school site meetings such as Parent Leadership Team, School Site Council (SSC) meetings and Parent Teacher Organization (PTO) meetings; as well as through other committees.  Additionally, charter facilitates monthly meetings between student/family and instructional staff as well as providing parent training classes, 3-4 times per year, focused on Math and ELA instruction.  The charter uses various forms of communication including robo-dialer calls, emails, text messages, posts on school and charter websites, as well as posts on social media outlets.  Educational partner feedback through surveys indicates that community members prefer to receive information via phone calls, text messages, and emails.  The use of social media outlets has also been well received, especially when used to share relevant information.  The charter will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with educational partners.  Strong communication is important as it will ultimately support strong partnerships which lead to better student outcomes. The charter has continuously sought input from educational partners to support improved student outcomes.  Input provided by our educational partners has been instrumental in developing targeted programming which supports the needs of our community.  This has included access to intervention teachers who can assist in supporting individual student needs, and broader access to mental health supports and services.|Although the charter has seen an increase in the participation of educational partners in events that seek input for improved student outcomes (e.g., LCAP town hall meetings) there is room for improvement.  The charter will focus on identifying additional means of obtaining educational partner input that supports improved student outcomes.  This may include creating opportunities for input during well attended school events.  In addition, the charter will continue to monitor student academic, behavioral, and social-emotional progress and will work with families to improve student outcomes.  This may include holding Student Study Team (SST) meetings as appropriate and involving families in the decision-making process to support individual student needs.  The charter will use the School Attendance Review Board (SARB) to work collaboratively with families of chronically absent students to support improved attendance when needed.  The charter will continue working with advisory committees and parent teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site.|The charter will continue to implement strategies that support improved engagement of under presented families in relation to building partnerships that support student outcomes.  One way the charter will accomplish this, is by offering parent information on relevant topics including post-secondary planning, a-g requirements, the impact of summative state assessments on overall school performance.|As a homeschool program, this is what we do.  Working directly with families and students to guide and support decisions affecting their student’s educational growth. Educational partner feedback consistently identifies the focus on each individual student and their specific learning needs as a strength of the program.  The charter also receives educational partner input through the school's parent leadership especially as it relates to homeschool specific program needs and concerns.  The charter will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families.  Current efforts to increase participation and engagement include parent training, outreach events, field trips and similar activities.|The charter will work on improving increased participation in the advisory and decision-making process.  This action will be supported by providing increased opportunities to build capacity the staff, and family members to engage in decision-making regarding student needs and programming.  The charter has facilitated training for all staff on shared decision making and organizational health, as well as PLCs to better understand the dynamics of collaboration and shared decisions.  This model of decision making will continue to an ongoing emphasis as it is still an unfamiliar approach in organizational practices.|As noted above, the charter will work with school sites to facilitate and support in the recruitment of members of underrepresented families for advisory groups and relatedly to engage them within the decision-making process.  This will be supported by early and improved communication, individual and personal outreach, as well as through the use of translators as appropriate.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-20|2025
39685440000000|Jefferson Elementary|3|"Based on the analysis of educational partner input and local data, participating families responded that they are able to communicate with teachers and staff when they need to. A high percentage of families indicated the emails and text messages from Parent Square communication from the district and schools was ""just right"" and many appreciated the weekly school newsletter communication. Using Aeries Parent Square allows families to select their message preferences and language settings. Second Step SEL curriculum program and Peaceful Playgrounds are also utilized to encourage positive behavior and interactions."|While survey data shows families feel welcome and have positive relationships with school and district staff, a focus area is to provide educational partners more opportunities to be involved in the site/district decision making process.|JESD administers the California Healthy Kids Survey (CHKS) to parents every two years and, to increase participation this year, introduced an additional survey for all families. The data collected from these surveys is used to complete a self-reflection tool that helps assess progress, identify successes, and highlight areas for growth in family engagement policies, programs, and practices. This tool supports the district’s continuous improvement efforts and helps guide next steps for meaningful change. JESD will share the survey results with all educational partners to inform the Local Control and Accountability Plan (LCAP), evaluate past goals, actions, and services, and plan or revise future initiatives accordingly.|JESD current strengths include PBIS Training for school teams. Staff engage students and families with lessons on preventing bullying and harassment behaviors early on in the school year to make schools a welcoming place where all students know their rights and how to help others.|Parents have expressed a desire for more guidance on how to support their child's learning at home, as well as clearer information about their role in the educational process. Families are also interested in seeing expanded programs that support students with special talents, gifts, or unique needs. An area for improvement is enhancing communication about the various programs and training offered at the school, along with creating more opportunities for teachers and principals to collaborate with families.|JESD remains committed to strengthening partnerships with diverse families. The district will actively engage and encourage all families to participate in the self-reflection process to ensure that input is gathered from a broad range of voices, including families of unduplicated students, students with exceptional needs, and those from underrepresented groups, as well as staff and students across the LEA.|JESD current strengths include family participation in established advisory groups: LCAP Parent Meetings, School Site Council, ELAC, and DELAC. The District will focus on increasing diversity and participation from unduplicated student groups.|The JESD continues to explore ways of improving parent input for decision making. A focus area of improvement is to increase participation on all groups.|JESD will continue to strengthen engagement with diverse families. The district will actively encourage participation in the self-reflection process to ensure that input from all educational partners is represented—including families, staff, and students—particularly those of unduplicated students, individuals with exceptional needs, and underrepresented groups.|5|5|3|4|3|3|4|5|4|4|4|5|Met||2025-06-17|2025
39685690000000|Lincoln Unified|3|Lincoln Unified excels at fostering positive relationships between school staff and partners, as evidenced by input from educational partners and local data analysis. Feedback from the YouthTruth survey and  Educational Partners  input highlight the friendly demeanor of teachers and staff, and the diverse family engagement and extracurricular programs available at Lincoln further support this strength.|Despite Lincoln Unified's strengths in building relationships between school staff and partners, educational partner input and local data analysis suggest some areas for improvement. Specifically, Educational Partners have suggested that Lincoln consider diversifying their communication methods beyond digital correspondence, with a desire for more phone communication and print notices to better engage with parents.|Lincoln Unified's Educational partners expressed desire to improve engagement of families and students where Spanish is the primary home language. Specifically, the request was for all infographics shared by the district and school sites to be shared in Spanish as well as English. The district is working with our Media Communications Specialist to make that happen. Educational partners also expressed interest in forming parent programming specifically for parents of African American students and for students with disabilities. Data shows that both subgroups need additional support and the district will be looking for additional ways to engage them.|Lincoln Unified Schools provide a myriad of parent engagement and school community activities. Many on-campus events such as Family Math Nights and Literacy Fairs are aimed to support families with helping their students learn thereby boosting student outcomes.|The main focus for improvement is attendance. The district and sites are working to improve partnerships and provide supports to ensure all students come to school each and every day.|Attendance is lowest amongst our underrepresented families. The district will be providing more home-to-school transportation to support student attendance. We will also be continuing the social-emotional supports and restorative justice practices on our campuses.|All Lincoln Unified schools have fully functioning School Site Councils and PTA groups for parents to participate in decision making. Each site has an active English Language Advisory group and the District facilitates a Districtwide English Language Advisory group. Each school has a leadership class. All of the aforementioned organizations encourage educational partner participation in the decision-making process.  Lincoln Unified participates annually in the YouthTruth survey to obtain insight and input from our educational partners: Staff, Students, and Families.|Educational Partners requested advertisement regarding parent group meetings to more consistently be available in both English and Spanish.|In order to maximize Educational Partner input and opportunities for participation in school-related events and decision making, all publicity and invitations will be made available in both English and Spanish. In addition, YouthTruth survey administration will become part of the mid-year Parent-Teacher Conference check-ins to further increase participation in the annual survey.|4|4|4|4|4|4|4|5|4|5|5|5|Met||2025-06-25|2025
39685690132415|John McCandless Charter|3|John McCandless excels at fostering positive relationships between school staff and educational partners, as evidenced by input from educational partners and local data analysis.  Feedback from the YouthTruth survey and educational partner input highlights the welcoming demeanor of teachers and staff. The diverse family engagement and educational programs available at John McCandless further support this strength.|While educational partners recognized John McCandless' strengths in building relationships, input and local data also note some areas that could use improvement.  Specifically, stakeholders have suggested that John McCandless hold more evening events for families to mingle and get to know each other.  This would allow parents to play a more meaningful role in educational decisions made at John McCandless.|John McCandless' educational partners expressed desire to improve engagement of families and students where Spanish is the primary home language.  To meet this goal, John McCandless has hired a bilingual interpreter for Spanish translation for events such as Board Meetings and PTSA Association Meetings.  Additionally, the John McCandless Administration has been actively encouraging participation in our ELAC group that meets once a trimester.  Lastly, John McCandless will focus on strengthening our efforts to recruit a more diverse staff when employment decisions are made.|John McCandless Charter School provides in-person parent engagement activities such as Tie-Dye Night, STEM Fest, Owl-O-Ween, many volunteer opportunities, Force Museum, and Field Day.  These events, in combination with the activities sponsored by our PTSA, School Site Council, and ELAC, are helping students learn thereby boosting student outcomes.|The main focus for school improvement is attendance.  John McCandless is working to improve partnerships and provide supports to ensure all students come to school each and every day.|Attendance is lowest amongst our underrepresented families.  John McCandless is increasing its support for high-engagement strategies such as Project-Based Learning and Technology Integration in order to increase student motivation for daily attendance.  John McCandless will also be continuing the social-emotional supports and restorative justice practices on our campuses. Attendance will be a focus for parent education moving forward through informative meetings and outreach efforts.|John McCandless has a fully functioning School Site Council and PTSA group for parents to participate in decision making.  Additionally, we have an active English Language Advisory Group which collaborate with Lincoln Unified's Districtwide English Language Advisory Group.  John McCandless has a Leadership class for students.  All of these opportunities encourage educational partner participation in the decision-making process.  John McCandless also participates annually in the Youth Truth survey to obtain insight and input from our educational partners: Staff, Students, and families.|John McCandless Educational Partners have asked for more daytime activities such as Coffee with the Principal.|In order to maximize Educational Partner input and opportunities for participation in school-related events and decision-making, all publicity and invitations will be made available in both English and Spanish.  In addition, YouthTruth survey administration will become part of the second Academic Parent-Teacher Team Conference to further increase participation in the annual survey.|4|5|4|4|4|4|3|3|5|5|5|5|Met||2025-06-25|2025
39685770000000|Linden Unified|3|School cultures are strengthening relationships with parents through various ways of communication and technology.  School site staff are building trusting and respectful relationships with families through various family activities.|Progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.  Continue to conference with families regarding student goals and supports.|Progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.  Continue to conference with families regarding student goals and supports.  Utilize our translator and school social worker positions for family outreach.|We have systems in place for families to meet with teachers to discuss student progress (parent/teacher conferences, SSTs).  Communication providing resources and information through technology, parent nights, English Learner Advisory Committee, School Site Council is another strength.  We have parent education nights at each site to educate parents on how to advocate and empower students.|More specialized professional learning and support to teachers and principals to improve a school's capacity to partner with families.  Opportunity to provide families with more focused parent events and parent education to promote partnerships for student success.|Building partnerships with our underrepresented families will include utilizing the Bilingual Paraeducators and Translators at every site to support academic outcomes for English Learners, after school and summer school opportunities focusing on academic outcomes for low-socioeconomic students, and focusing parent universities on how to support families to support their children.|School sites provide collaborative opportunities to implement and evaluate family engagements events through School Site Councils, Parent Teacher Clubs, English Learner Advisory Committees, and various parent nights.  In addition, this year the district developed a District Advisory Committee to seek input for decision making.|Providing all families opportunities to seek input on policies and programs through in person, virtual, surveys, and social media.|LEA will continue implement strategies through Bilingual Paraeducators, Translators, and Social Workers to improve engagement of underrepresented families.  The LEA will be forming a District Advisory Committee that will include underrepresented groups, family representation from all school sites, including teachers, administrators, and classified staff to provide opportunities for feedback to the district Local Accountability Plan.|4|5|4|5|4|5|5|5|5|5|4|5|Met||2025-06-27|2025
39685850000000|Lodi Unified|3|Communications are provided in parents’ primary languages for the groups which represent 15% or more of the district’s total population. Communication is provided in other languages when possible. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication, i.e., flyers and newsletters, the district uses several new applications to support two-way communication with parents. Some examples include email, Smore Newsletters, and Aeries parent portal.|The District continues to abide by its communication plan, which is posted online. The purpose of the plan is to present a clear and concise framework for engaging and communicating with both external and internal audiences within the school communities, incorporating new social media channels to reach the public.|The district is working hard to improve the engagement of our underrepresented families through activities such as Jump Into English. School sites are seeing improved parent involvement in site-based activities, such as the District English Learner Advisory Committee, School Site Council, and other similar site meetings. District staff is working collaboratively with site staff to encourage those parents to participate in district-level parent involvement opportunities. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to strengthen relationships with its African American communities.|The district supports parents in the knowledge of their rights and advocating for their students through the site and district committees, School Site Council (SSC), District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and Local Control Accountability Plan (LCAP). The DAC committee includes two or more students. English learner parents have requested classes on learning English. The district has been very successful with Jump Into English. This program continues to grow by parent request. In addition, teachers and parents meet at least once a year to discuss every student in their class and share strategies parents can use to help support their child in all academic content areas and other areas.|The district has redesigned its administrative structure and hired additional staff to support the facilitation of committee meetings such DAC, SSC, DELAC, ELAC mentioned previously. The district has reorganized into two regions to better serve the communities, which involves the increase in staffing to better meet the needs of the school sites and the families they serve in those regions.|The district is continuing its implementation of locally developed data visualizations allowing district and site administrators the ability to easily disaggregate student enrollment into various groups to better address specific needs of underrepresented students and allow both district and school site administrators communicate accordingly to parent/guardians of those specific groups as needed. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to rebuild relationships with its African American communities.|Parents are encouraged to participate in site and district level advisory committees such as School Site Council (SSC), District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and its yearly School Climate Parent Survey for parent/guardians of all students in grades TK/K-12. Parents are asked to provide input and recommendations on the Parent Compact and Parent Involvement Policy at both the site and district level. The district, along with parents, uses the district level committee as a vehicle to communicate successes and challenges parents encounter at the site or district office. Jump Into English workshops are another way the district encourages and provides parents with information on district policies and encourages their input. Workshop topics include Positive Parenting- Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed.|The district has redesigned its administrative structure and hired additional staff to support the facilitation of committee meetings such SAC, SSC, DELAC, ELAC mentioned previously. The district has reorganized into two regions to better serve the communities, which involves increases in staffing to better meet the needs of the school sites and the families they serve in those regions.|The district also continues utilizing technology such as Blackboard Connect to target communication to specific groups as needed, as well as the ThoughtExchange program which facilitates online community forums for qualitative input. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to rebuild relationships with its African American communities. School sites are sending weekly newsletters inviting parents to school events and providing helpful information/reminders.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
39685850101956|Aspire Benjamin Holt College Preparatory Academy|3|At Aspire Benjamin Holt Preparatory Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Aspire Benjamin Holt Preparatory Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Aspire Benjamin Holt Preparatory Academy regularly invites families to provide input through surveys and School Site Council (SSC). The Principal and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39685850122580|Rio Valley Charter|3|At Rio Valley Charter School, our teachers and administration are dedicated to providing unwavering support and establishing collaborative partnerships with all families. One of our primary approaches is through comprehensive professional development programs designed to equip our educators with the skills necessary to effectively engage parents in all academic programs, encompassing but not limited to Exact Path, IXL, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, and Rosetta Stone. We prioritize fostering a strong home-school connection by ensuring parents have access to curriculum materials that can be utilized at home to continually enhance academic growth. To assess student progress and facilitate meaningful discussions with parents, we administer NWEA/MAP assessments twice a year for students aged 3-11, while students in grades K-2 undergo reading assessments (Dibels) and math assessments (mClass) three times per year. These assessment scores are thoroughly reviewed and thoughtfully discussed with parents, enabling us to align learning goals and monitor progress in relation to previous objectives. In our independent study model, where teachers regularly meet with each family and student, we strive to actively engage all stakeholders. These ongoing conversations and collaborative efforts ensure that all parties are fully involved in the educational journey, promoting a comprehensive and holistic approach to student development.|Rio Valley Charter School places great significance on receiving feedback from our educational partners, recognizing its crucial role in our planning and decision-making processes. To establish a foundation of trust and respect from the very first day of school, our teachers regularly meet with families on a weekly, bi-monthly, or monthly basis, fostering strong and meaningful relationships. RVCS hosts Back to School events, as well as science, math, and ELA nights, where we showcase the accomplishments and progress of our students. Through individual family meetings, our teachers actively engage with parents and students, gaining valuable insights into each family's unique culture, as well as their academic and socio-emotional goals for their children. To ensure effective communication and documentation, teachers diligently maintain a family communication log, where detailed notes are recorded for future reference. Based on feedback from educational partners RVCS is expanded its use of social media by implementing Parent Square for the 2024-2025 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year. Rio Valley Charter School maintains an active website and Facebook page, serving as essential platforms for transparent and timely communication with our families. We firmly believe in accessibility and provide all families with the means to contact their teachers and school administration through email, text, and phone, ensuring open lines of communication at all times.|With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged.|Rio Valley Charter teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including but not limited to: IXL. Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, Rosetta Stone, Lexia, Lexia Pro, Keyboarding without Tears, and district adopted curriculum. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS and mClass math. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions. This process has continued and has resulted in increased math scores.|With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged.|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. All stakeholders are surveyed at least twice during the school year, and the results from these surveys are used to make school wide impact decisions.|Based on feedback from educational partners, RVCS expanded its communication efforts by implementing ParentSquare for the 2024–2025 school year. This platform has enhanced parent access to information about school events, meetings, and the overall decision-making process. The continued use of the Kelvin survey tool allows RVCS to efficiently gather input from students, parents, and staff, providing multiple opportunities throughout the year to identify and address emerging questions and concerns. RVCS remains committed to improving stakeholder engagement in decision-making by actively incorporating feedback from the Parent Advisory Council (PAC) and School Site Council (SSC). In addition, the school is increasing the number of informal stakeholder events to create more opportunities for open dialogue between families, staff, and administration.|RVCS will improve engagement of underrepresented families by increasing its services for English Learners. This action is reflected in the current LCAP.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
39685850133678|Aspire Benjamin Holt Middle|3|At Aspire Ben Holt Middle we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Ben Holt Middle continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Benjamin Holt Middle regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39685856116594|Aspire Vincent Shalvey Academy|3|At Aspire Vincent Shalvey Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Vincent Shalvey Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Vincent Shalvey Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39685856117675|Joe Serna Jr. Charter|3|"Joe Serna Jr. Charter School (JSJCS) does provide regular communication with parents to ensure they are being informed of essential activities that enhance building relationships between the staff and families. All communications are provided in English and Spanish. Care is taken to make the language understandable and accessible to families. Information is communicated through flyers, informational posters posted throughout the school in visible areas, bulletin board in the office entry, weekly newsletters via S'more platform, robo calls, emails, and text messages. In alignment with the district, we use several applications to support two-way communication with parents. Examples include weekly updates via S'more platform, email, robo calls, and text messages via BlackBoard Connect. We also communicate using Class Dojo, teachers post information in Google Classroom, and Aeries parent portal. In addition, I have implemented weekly positive phone calls. Teachers submit the names of two students on a form with the reason the students earned a positive phone call. There is a rotation schedule sent out weekly on the staff weekly bulletin. For practices 1 and 2, data from the Parent Climate Survey indicated that 92% of families agree and strongly agree that ""School administrators and staff are responsive when I have questions or concerns""; 96% of families agree and strongly agree that ""The school staff (front office, teachers, support personnel, and administration) treats me in a fair and respectful manner.""; and 80% of families agree and strongly agree that ""Overall, how satisfied are you with the educational programs at your child's school?"" For Practice 3, data from the Parent Climate Survey indicated that 69% of families agree and strongly agree that ""My child's teacher(s) recognize(s) and build(s) on my child's interests, abilities, and strengths."" For practice 4, data from the Parent Climate Survey indicated that 87% of families agree and strongly agree that ""My child’s teacher effectively communicates with me about the meaning of my child's grades, report cards, test scores, and other progress reports."""|JSJCS is working hard to improve the engagement and build relationships with our underrepresented families through activities such as recruitment and participation in PTA, Jump Into English, ELAC meetings, Principal Chat with Parents, PTA meetings, parent engagement activities such as Fall Festival, promotion activities, tamale making, Children's Day Festivity, campus beautification, on site Spring Picnic, annual field day, quarterly fun runs, and many more offered throughout the year. We also invite parents to attend the annual winter performances, Club Folklorico performances, quarterly awards assemblies, Honor Roll assemblies, dance performances, music performances, and Pathway to Seal of Biliteracy awards Assemblies. Also, looking for opportunities to bring back science, math and reading nights with parents and family movie nights. Additionally, we will continue to encourage parent participation in Back to School Night and Open House. Additionally, 30 hours of volunteer hours per family per year were implemented and tracked; we had many families volunteer for various events and activities. A special recognition breakfast and certificates were provided to the families who met the 30 hours.|JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities. We will also look into providing incentives to students and families for their participation in parent engagement events.|"During the 2024-2025 school year, we had 63 out of 247, 26%, parents complete the parent survey. JSJCS will continue to focus on communicating and partnering with families to build partnerships for positive student outcomes. Parents participated in parent engagement activities throughout the year along with participating in Advisory Committee meetings, Principal Chat with Parents meeting, ELAC meetings, and PTA meetings which brought events that supported building partnerships on site. Staff reached out to parents to encourage participation in PTA events which included a fall festival, winter parade of lights, Winter Performance, Spring Picnic, and other events. Our English learner parents have requested classes on learning English and have been able to participate in Jump Into English; program continue to grow by parent request. In addition, teachers and parents met during the first quarter for parent conferences to discuss every student in their class and share strategies with parents so that they can use to help support their child in all academic content areas. Parents make requests to meet with teachers throughout the year to discuss successes and concerns. Additionally, we have monthly Student Support Team (SST) meetings with student's parents who are identified by their teachers to discuss academic and behavior concerns. The goal of these meetings is to establish a partnership and a positive relationship with the parent, and all staff involved in the meeting to better support the student.  For practice 6 and 7, data from the Parent Climate Survey indicated that 87% of families agree and strongly agree that ""My child’s teacher effectively communicates with me about the meaning of my child's grades, report cards, test scores, and other progress reports:"" 81% of families agree and strongly agree that ""Teachers and school staff provide guidance and suggestions on how I can help my child learn at home;"" and 69% of families agree and strongly agree that ""My child's teacher(s) recognize(s) and build(s) on my child's interests, abilities, and strengths.""   For practice 8, data from the Parent Climate Survey indicated that 81% of families agree and strongly agree that ""My child is asked to apply concepts he/she learns to real-life situations;"" 79% of families agree and strongly agree that ""School policies and procedures are clear and well-communicated;"" and 68% of families agree and strongly agree that ""Parents are asked for input about important decisions about the school."""|JSJCS supports parents in the knowledge of their rights and advocating for their students through the site by providing committees for them to join which include the Advisory Committee, PTA, ELAC, and Monthly Principal Chats with the Parents. We will continue to partner with Jump into English to provide families the opportunity to learn English. JSJCS will also continue its collaboration with PTA and identify events and activities where we can build partnerships with parents with student outcomes. We must improve on getting more parents to participate in completing the Parent Climate Survey and LCAP Survey. Additionally, having a full-time vice principal has helped with connecting with families and building relationships. Adding a part time community liaison to support families who speak English as a second language to Bridge the family connection and support in parental involvement.|JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities. We will also look into providing incentives to students and families for their participation in parent engagement events.|"Parents are encouraged to participate in the Advisory Committees, PTA meetings, ELAC meetings, Principal Chat with Parents meetings, and parent surveys. Parents are asked to provide input and recommendations on the LCAP, School Safety, Parent Handbook and other information. Parents use the advisory committee, Principal Chat with Parents meetings, and monthly PTA meetings to communicate successes and challenges parents encounter at the site. During Principal Chat with Parents meetings, an overview of past and upcoming information was shared, and input was received. Jump Into English workshops are another way JSJCS encourages and provides parents with information on district policies and encourages their input. Data from the Parent Climate Survey indicated that 68% of families agree and strongly agree that ""Parents are asked for input about important decisions about the school."" 75% of parents said they are familiar with PTA, 41% are familiar with English Learner Advisory Committee (ELAC), 25% are familiar with School Site Council (Advisory Committee), and 15% are familiar with Migrant Parent Organization."|Based on educational partner input, JSJCS has staffing to serve underrepresented students to achieve proficiency. Also, hiring a for a part time community liaison position to support with improving participation in completing the annual data confirmation, Parent Climate Survey, and LCAP survey.|JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities. We will also look into providing incentives to students and families for their participation in parent engagement events.|5|5|5|5|4|5|5|5|5|4|5|5|Met||2025-05-21|2025
39685856118921|Aspire River Oaks Charter|3|At Aspire River Oaks Charter School, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Aspire River Oaks Charter School continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Aspire River Oaks Charter School regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39685930000000|Manteca Unified|3|"Parents who are part of School Site Councils and English learner Advisory committees were given this survey.  While the ""rounded-off"" number was 4 in all cases, averages were between 3.82 and 4.02.  The greatest strength was creating welcoming environments for all families in the community."|The lowest score from educational partner input and from this survey indicates that MUSD should focus on learning about each family's strengths, cultures, languages and goals for their children.  This is directly in line with our focus on identifying individual needs, and seeing each child/family and what is needed to help attain educational success.  Recognizing, welcoming and embracing the unique qualities of each pupil and celebrating those will continue to be a focus in the 25-26 school year.|The department of Equity and Access is constantly helping schools, departments and individuals be aware of disproportional outcomes, and access issues within our district.  By working through this department and its connections to all others, we will seek and find ways to engage more families, increase the reflective representation of staff and connection to families.|In this strand, educational partners agreed that the greatest strength was implementing programs for teachers to meet with families and students to discuss progress and ways to work together to support improved student outcomes.  Again the scores all rounded off to a 4, but the range was 3.51-3.80.  The focus on goal-setting conferences and the discussion of individual student progress has helped staff, parents, and students to be aware of student mastery of grade level standards, and rates of progress.  The addition of standards-based reporting will has aided in improving these meetings.  And though this is a relative strength, MUSD continues to focus on this important part of the parent-school connection and partnership.|MUSD will continue to focus on finding ways to work together to support improved student outcomes.  Working with staff at school sites, we will continue the conversations about student outcomes through goal setting conferences and other mutually attended activities.  We will look for ways to increase communication opportunities and reduce barriers to effective understanding through our Community Relations and Engagement team.|MUSD's Community Relations and Engagement Department will continue to seek for additional opportunities or methods of communication.  There will be a district-wide focus on improving family-school partnerships which will extend to underrepresented families.  Greater options for translation of site and district notices will be available.|Respondents in English and Spanish identified the current strength as supporting family members to effectively participate in advisory groups such as School Site Council, English learner advisory committee, and decision-making committees. Again, those responding yielded average scores of 3.65-4.04.  It is logical that the parents participating in these committees would recognize that there is support for the work of parents participating in this way, and how the district seeks their input for decision-making.|In this survey, the lowest scoring area was rating the district's progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  A continued goal is to bring parents and educators together to have activities which are focused on the three identified targets of Manteca Unified School District: students meeting grade level standards, feeling safe, and achieving individual success. Several district departments devise and carry out family engagement activities, advertised through the Community Relations and Engagement department.  Individual sites have a Parent and Family Engagement Policy along with a site strategic plan, which incorporate educational partner input at the site level and indicate and respond to needs for effective family engagement activities.|MUSD continues to find ways to provide access to the decision-making process.  Meetings, such as the Local Control Accountability Plan feedback meetings and student recognition events, were designed to help underrepresented families participate in school activities.  The meetings/events are held in diverse geographical locations and at different times and via different platforms, allowing all who want to participate to have the opportunity to do so. Surveys are given at the conclusion of meetings and events soliciting feedback for future events.  We will continue this process and refine our skills at gathering feedback and information through all methods: virtual, in person, via meetings, and social platforms and incorporate educational partners into our decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686190000000|New Hope Elementary|3|NHESD takes pride in creating an environment that is welcoming to parents and the community.  Events such as awards assemblies, The Lion King, and Movie Night were highly attended.  The school community attends the Cinco de Mayo show put on by the After School Program.  All parent meetings were attended with an average of 16 in attendance.  Our Counselor has had seven meetings with a group of parents to plan student activities.  Both sessions of Parent Conferences have above a 95% attendance rate.|Our Stakeholders want to continue to find ways to strengthen the partnership with families through developing the capacity of staff.|The majority of our families are underrepresented therefore we will continue to work with all of our families.  We will continue with our temporary Bilingual Attendance Secretary.|Being a small school and many students attend New Hope from Kindergarten until 8th grade, relationships are built and long lasting.  Nevertheless, as a site we can all improve to build stronger relationships with our students and families.|Our focus will continue to strengthen the relationships from staff to students.|We will hold meetings in the morning throughout the school year to build relationships with stakeholders and to answer questions and have topics of interest.|Our strengths lie on the relationships staff have with students and families.|We will continue to seek input during our community meetings with stakeholders.|We will continue to communicate and invite all families to our monthly meetings and inform them of all opportunities to participate and be involved with their child's education.|5|3|5|5|2|2|5|5|5|5|5|5|Met||2025-06-09|2025
39686270000000|New Jerusalem Elementary|3|Our district builds strong school-home relationships through a range of inclusive events that connect students,  families, and staff. Events such as Back-to-School Night, Open House, the Winter Program, Family Literacy Night,  and Hispanic Heritage Night provide regular opportunities for families to engage with the school community. Our Parent Teacher Club (PTC) plays a central role in community building. They host monthly meetings and  coordinate events like the Walkathon, Color Run, Teacher Appreciation Week, Boo Bash, the Disability Awareness  Fair, and Día de los Muertos. These events foster a welcoming school culture and support family participation. Some  activities also generate funds for student scholarships, a valued school tradition. The English Learner Advisory Committee (ELAC) collaborates with school staff and the Parent-Teacher Committee  (PTC) to ensure that events are accessible and meaningful for all families, particularly those with English learners.  Together, they help ensure that every family has a way to be involved in and contribute to the school’s life. These efforts align with LCFF Priority 3 (Parental Involvement and Family Engagement) by actively promoting  participation from families of English learners, low-income students, and students with disabilities.|Our district is committed to deepening relationships with families by expanding meaningful opportunities for  engagement and collaboration. We will increasingly strengthen bonds by fostering partnerships, gathering family  input, and prioritizing deliberate, collaborative practices. Key groups such as the Parent Teacher Club (PTC) and the English Learner Advisory Committee (ELAC) serve as  foundational spaces for dialogue and connection. These meetings provide families with regular opportunities to  engage in open, honest conversations with staff and leadership. Through these forums, we seek to co-create  solutions and develop relationships rooted in mutual respect and shared goals for student success. These efforts reflect our broader goal of establishing schools where every family feels seen, heard, and valued.|New Jerusalem is committed to enhancing the engagement of underrepresented families by increasing involvement  with our Multicultural Club parents. Our staff and administration will actively participate in their meetings and foster  parent involvement on our campus. We will persist in supporting ELAC and multicultural events. We offer consistent monthly engagement events that allow families to participate, connect, and share their  perspectives. These events are designed to be accessible to all families through multi-language communication and  inclusive formats. We recognize that two-way communication builds trust, and we are committed to transparency and  responsiveness.|New Jerusalem excels in forging partnerships that enhance student outcomes. The staff and administration  participate in numerous professional development sessions each year, enhancing educators and strengthening our  school's ability to collaborate with families. New Jerusalem is committed to translating all communications into the  family's native language. It disseminates information via ELAC meetings, the site office, Parent Square, and social media to foster student learning and development at home. Additionally, New Jerusalem offers parent-teacher  conferences to review student progress and explore collaborative strategies for the benefit of all students, as well as  on an as-needed basis to promote better student results.|New Jerusalem is concentrating on enhancing partnerships for student success by offering more chances for families  to understand their legal rights and the means they have to advocate for their students. These opportunities could be  incorporated into ELAC, Parent Teacher Club meetings, parent-teacher conferences, and 'Coffee with the Principal'  sessions through guest speakers.|New Jerusalem is set to enhance the involvement of underrepresented families by providing teachers with extra  resources to aid student learning and growth at home. Furthermore, we will persist in offering translated materials for  parent-teacher conferences, meetings, and other forms of communication. The school is also offering multiple  sessions with Parent Institute for Quality Education (PIQE) to help students better support student literacy at home.  These classes are offered in both English and Spanish with options for on-site and through Zoom.|New Jerusalem has several strengths in soliciting input for decision-making. We are committed to enhancing the  ability of our staff to collaborate with families through advisory groups such as ELAC, Parent Teacher Club, and  2025-26 Local Performance Indicator Self-Reflection for New Jerusalem Elementary School District Page 12 of 18 monthly engagement activities. Notices for meetings are publicized and translated, enabling staff and families to  participate in and support the decision-making process. Translators are available during these meetings to ensure  that all attendees can effectively participate in the advisory groups. Our Parent Teacher Club and ELAC groups work  together to plan, design, implement, and assess our school's family engagement activities. Their joint efforts have  successfully raised funds to support student programs in the arts, music, sports, college scholarships, and STEAM  education.|To strengthen decision-making and ensure more inclusive practices, we are increasing opportunities for  underrepresented families to share their perspectives on school policies and services. We are enhancing our Parent  Teacher Club (PTC) and ELAC meetings by inviting guest speakers who will offer context on key issues and facilitate  dialogue. These conversations help us gather meaningful feedback directly from families. We are also launching quarterly town hall meetings focused on critical areas such as LCAP goals, school services,  and campus priorities. These forums will allow families to ask questions, share concerns, and shape district planning. Additionally, we are embedding feedback opportunities into large-scale events like Back to School Night and Open  House to reach families who may not attend traditional input meetings. These efforts aim to ensure that input from a  broad and diverse group of families informs our planning and decisions.|New Jerusalem is committed to enhancing the involvement of underrepresented families in decision-making  processes. This will be achieved by deliberately sharing information about programs and policies with the aim of  soliciting their feedback during advisory group meetings and at large-scale events such as Back to School Night and  Open House. Furthermore, we plan to develop yearly surveys concerning programs and policies, which will be  available in multiple languages, to gather insights from families unable to attend the meetings.|5|5|5|5|5|4|4|5|4|4|5|4|Met||2025-06-24|2025
39686270117796|New Jerusalem|3|Our district builds strong school-home relationships through various inclusive events that connect students, families,  and staff. Events such as Back-to-School Night, Open House, the Winter Program, Family Literacy Night, and  Hispanic Heritage Night provide regular opportunities for families to engage with the school community. Our Parent Teacher Club (PTC) is central to community building. They host monthly meetings and coordinate events  like the Walkathon, Color Run, Teacher Appreciation Week, Boo Bash, the Disability Awareness Fair, and Día de los  Muertos. These events foster a welcoming school culture and support family participation. Some activities also  generate funds for student scholarships, a valued school tradition. The English Learner Advisory Committee (ELAC) collaborates with school staff and the Parent-Teacher Committee  (PTC) to ensure that events are accessible and meaningful for all families, particularly those with English learners.  Together, they help ensure that every family has a way to be involved in and contribute to the school’s life. These efforts align with LCFF Priority 3 (Parental Involvement and Family Engagement) by actively promoting  participation from families of English learners, low-income students, and students with disabilities.|Our district is committed to deepening relationships with families by expanding meaningful opportunities for  engagement and collaboration. We will increasingly strengthen bonds by fostering partnerships, gathering family  input, and prioritizing deliberate, collaborative practices. Key groups such as the Parent Teacher Club (PTC) and the  English Learner Advisory Committee (ELAC) serve as foundational spaces for dialogue and connection. These  meetings provide families with regular opportunities to engage in open, honest conversations with staff and  leadership. Through these forums, we seek to co-create solutions and develop relationships rooted in mutual respect  and shared goals for student success. These efforts reflect our broader goal of establishing schools where every family feels seen, heard, and valued.|New Jerusalem is committed to enhancing the engagement of underrepresented families by increasing involvement  with our Multicultural Club parents. Our staff and administration will actively participate in their meetings and foster  parent involvement on our campus. We will persist in supporting ELAC and multicultural events. We offer consistent monthly engagement events that allow families to participate, connect, and share their  perspectives. These events are designed to be accessible to all families through multi-language communication and  inclusive formats. We recognize that two-way communication builds trust, and we are committed to transparency and  responsiveness.|New Jerusalem excels in forging partnerships that enhance student outcomes. The staff and administration  participate in numerous professional development sessions each year, enhancing educators and strengthening our  school's ability to collaborate with families. New Jerusalem is committed to translating all communications into the  family's native language. It disseminates information via ELAC meetings, the site office, Parent Square, and social  media to foster student learning and development at home. Additionally, New Jerusalem offers parent-teacher  conferences to review student progress and explore collaborative strategies for the benefit of all students, as well as  on an as-needed basis to promote better student results.|New Jerusalem is concentrating on enhancing partnerships for student success by offering more chances for families  to understand their legal rights and the means they have to advocate for their students. These opportunities could be  incorporated into ELAC, Parent Teacher Club meetings, parent-teacher conferences, and 'Coffee with the Principal'  sessions through guest speakers.|New Jerusalem is set to enhance the involvement of underrepresented families by providing teachers with extra  resources to aid student learning and growth at home. Furthermore, we will persist in offering translated materials for  parent-teacher conferences, meetings, and other forms of communication. The school is also offering multiple  sessions with Parent Institute for Quality Education (PIQE) to help students better support student literacy at home.  These classes are offered in both English and Spanish with options for on-site and through Zoom.|New Jerusalem has several strengths in soliciting input for decision-making. We are committed to enhancing the  ability of our staff to collaborate with families through advisory groups such as ELAC, Parent Teacher Club, and  monthly engagement activities. Notices for meetings are publicized and translated, enabling staff and families to  participate in and support the decision-making process. Translators are available during these meetings to ensure  that all attendees can effectively participate in the advisory groups. Our Parent Teacher Club and ELAC groups work  together to plan, design, implement, and assess our school's family engagement activities. Their joint efforts have successfully raised funds to support student programs in the arts, music, sports, college scholarships, and STEAM  education.|To strengthen decision-making and ensure more inclusive practices, we are increasing opportunities for  underrepresented families to share their perspectives on school policies and services. We are enhancing our Parent  Teacher Club (PTC) and ELAC meetings by inviting guest speakers who will offer context on key issues and facilitate  dialogue. These conversations help us gather meaningful feedback directly from families. We are also launching quarterly town hall meetings focused on critical areas such as LCAP goals, school services,  and campus priorities. These forums will allow families to ask questions, share concerns, and shape district planning. Additionally, we are embedding feedback opportunities into large-scale events like Back to School Night and Open  House to reach families who may not attend traditional input meetings. These efforts aim to ensure that input from a  broad and diverse group of families informs our planning and decisions.|New Jerusalem is committed to enhancing the involvement of underrepresented families in decision-making  processes. This will be achieved by deliberately sharing information about programs and policies with the aim of  soliciting their feedback during advisory group meetings and at large-scale events such as Back to School Night and  Open House. Furthermore, we plan to develop yearly surveys concerning programs and policies, which will be  available in multiple languages, to gather insights from families unable to attend the meetings.|5|5|5|5|5|4|4|5|4|4|5|4|Met||2025-06-24|2025
39686270126755|ABLE Charter|3|Based on analysis of educational partner input and local data, our LEA has demonstrated strong progress in building relationships between school staff and families. Parent surveys indicate high levels of satisfaction with staff communication and responsiveness. Teachers regularly reach out to families with academic and behavioral updates through digital tools, phone calls, and in-person conferences. Events such as Back-to-School Night, and parent workshops are well-attended, fostering connection and collaboration. Additionally, our front office staff have been recognized for creating a welcoming and supportive environment for all families.|Educational partner feedback and site-level data indicate that while communication is consistent, it is often one-way and focused on compliance or information sharing, rather than building meaningful relationships. Families expressed a desire for more authentic engagement opportunities, including informal events where they can interact with teachers outside of structured conferences.|Our self-reflection process identified that families of English Learners and students with disabilities are underrepresented in engagement activities. To address this, we are implementing targeted outreach using bilingual family liaisons, offering flexible meeting times, and providing childcare and transportation assistance when possible. Staff are also receiving professional development on building inclusive partnerships and recognizing implicit bias. We will continue to monitor participation data disaggregated by subgroup and use feedback loops to adapt strategies throughout the year.|Our LEA has made significant strides in building partnerships that support student achievement. Parent-teacher conferences are held regularly and include data-driven discussions about student progress. Individualized Learning Plans (ILPs) are shared with families and updated throughout the year, particularly for students needing intervention. Many teachers use student goal-setting forms, shared electronically or in print with parents, to keep families informed and engaged. We also provide families access to real-time academic data through our student information system and communicate STAR 360 and CAASPP results with personalized guidance on how to support learning at home.|While families receive student performance information, feedback indicates that not all parents fully understand the academic data or how to act on it. Some families have expressed uncertainty about how to support learning at home, particularly in math. There is also a need to strengthen two-way communication related to academic progress, where parents can offer insights and collaborate on strategies tailored to their child’s learning needs.|To improve engagement among underrepresented families in student outcome partnerships, we are expanding our parent workshops to include sessions on interpreting assessment data, supporting math and literacy at home, and navigating IEP/504 processes. These sessions will be offered in families’ home languages when possible.|Our LEA has made consistent progress in building and sustaining systems for gathering input from educational partners to inform key decisions. Each year, we engage families, students, staff, and community members in the Local Control and Accountability Plan (LCAP) development process through surveys, focus groups, public meetings, and advisory committees.   Survey response rates have steadily increased, particularly among families and students, indicating a growing culture of voice and shared responsibility. We disaggregate stakeholder feedback by subgroup (including English Learners, students with disabilities, and socioeconomically disadvantaged families) to ensure equity in decision-making. Feedback from educational partners directly influences budget priorities, staffing decisions, and programs such as after-school tutoring, family engagement nights, and expanded social-emotional supports.  We also implemented regular staff input cycles via professional learning feedback forms, leadership team meetings, and targeted interviews, all of which guide professional development and instructional priorities. Most recently, partner input led to the expansion of academic intervention programs and the refinement of MTSS practices across the school.|A growth area is ensuring that advisory committee roles are clearly defined and meaningful. Some stakeholders report confusion about the purpose and impact of these groups, particularly newer families or those from underrepresented subgroups. Finally, input from non-English-speaking families tends to be limited unless extra supports are intentionally provided.|To increase the engagement of underrepresented families in decision-making processes, the LEA is expanding its outreach strategies, translation supports, and meeting structures. This includes offering multilingual communication for all input opportunities, scheduling events at varied times, and holding listening sessions in informal, accessible settings such as virtual platforms.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686270127191|California Virtual Academy @ San Joaquin|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. These personalized interactions with their onboarding coach, ensure a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish. Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.In addition, the school has implemented behavioral schoolwide expectations that clarify preferred social behaviors, offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in efforts with students. In addition, the school wide behavior expectations show students how they can be successful and allow all school staff members to proactively teach and provide students and parents with a positive message about behavior. In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer. School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, offer support to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services. The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Meetings, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities. Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences. The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation. As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit. To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success. To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and internet/hot spots. All staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year. CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensuring high levels of learning for every student. The school’s PLC teams are dedicated to a focus on learning, collaborative work, and being results-driven. The PLC teams include: -The Leadership Team: A team of leaders responsible for uniting and coordinating the schools' collective efforts across grade levels, departments, and subjects. -The Guiding Coalition: A team of educators that is singularly responsible for leading PLC processes at the school, focusing on student learning, a collaborative culture, and results orientation. Team members serve to advise and support the Leadership Team and share as equals in the decision-making process. -Professional Learning Teams: Teams composed of educators who share curriculum and take collective responsibility for students learning their common essential learning outcomes. Collaboratively, PLTs provide tier 1 and tier 2 instruction, support, intervention, and extension. -Multi-Tiered System of Supports (MTSS) / Intervention Team: A team that focuses intensely on the individual needs of a department's most at-risk students: Diagnosing the cause of the student's struggles, determining the most appropriate intervention(s), monitoring progress, and revising intervention(s) as necessary. -Schoolwide Student Study Team (SST): A multi-disciplinary team that assesses and makes recommendations for general education interventions and supports for students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. This team determines when special education assessment is appropriate.|"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in school-wide and departmental plans, and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives. LCAP Survey – Feedback and Priorities The top three rated priorities, based on the number of ""High"" ratings from parents, are: 1. Ensure students will graduate from high school 2. Recruiting, training, and retaining qualified teachers 3. Ensure that students attend school Trends: Expanded Access to Live Instruction - Families continue to express appreciation for live, synchronous instruction, recognizing its role in enhancing student engagement and understanding. There is strong support for further expanding these real-time learning opportunities, especially for students who thrive with direct interaction and structured support. Teacher Responsiveness and Communication - Consistent, timely communication from teachers remains a key in student success. While parents value the efforts made so far, continued focus on prompt feedback and outreach is seen as essential to support student success and maintain strong family-school connections. Strong Support from Special Education Staff - Families shared positive feedback about the care and dedication of Special Academic Instruction (SAI) teachers. Their commitment to meeting the unique needs of students with disabilities is widely recognized and appreciated, reflecting a strong culture of inclusion and individualized support. Valuing Transparency in the LCAP Process - Parents emphasized the importance of being included in school planning and decision-making. Their input reinforces the value of maintaining open, transparent communication about how family feedback influences programs and priorities. This presents an opportunity to further strengthen trust and collaboration through clear, visible feedback loops. In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: ELAC Meetings, EL Needs Assessment Annual Survey, School Climate Surveym Parent Connections, including coffee chats and parent training. Student Government, Family Teacher Organization (FTO), Student and Teacher Check-ins. Two-way communication between parents/families and school includes: Parent Square, LC Community, Emails, Connection Calls, Academic Conferences, Student Support Sessions, Graduation Plan Reviews, Sharing of Student's Individual Learning Plans, Student Support Team Meetings, IEP meetings, ELD Program  meetings, Bear Tracks weekly community newsletter highlights events and activities."|Based on parent feedback, the school will: -Continue Parent Engagement initiatives -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and assess parental participation in school decision-making. -Implement a new feedback system - A multilingual survey platform that allows anonymous text, audio, or video submissions via QR codes and links in ParentSquare. This system identifies key themes and informs targeted interventions. -Launch On-Demand Informational Videos - Share short, accessible videos that explain LCFF, the LCAP process, and provide guidance on how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Provide time management tools, tech training, and resources to strengthen capacity. -Further enhance onboarding and follow-up support for families, and provide additional parent workshops and technology-focused sessions. -Communicate available, student-specific, research-based interventions delivered by specialized staff across varying levels of support. -Add Science Camp for Rising 8th Graders focused on NGSS-aligned science learning and exploration. -Offer High School After-Hours Academic Support - Provide courses in Geometry, Literature, A-G credit recovery, and graduation support to better serve students’ diverse schedules and academic needs. Continue implementing a collaborative SEL plan that involves teachers, students, staff, and parents. -Increase student interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person events. -Improve ISP Reimbursement Processes -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement and reduce delays in verification. -Attendance Support: Increase attendance team staffing to match enrollment growth. -Add staff to better serve students experiencing homelessness or housing instability. -Increase Family Feedback Participation - Reach out to families who have not participated in feedback opportunities to identify and remove barriers.|Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-30|2025
39686270129890|Delta Home Charter|3|Our educators and staff remain committed to ongoing professional development across the diverse curricula we offer  to families. They are highly knowledgeable in all aspects of the curriculum, equipping them to effectively support  student learning at home throughout the year. The NWEA MAP Test results are used to monitor student progress in  English Language Arts and Mathematics, enabling teachers to identify targeted growth opportunities for each learner.  To further support student achievement, we provide enrichment and advanced learning resources. We recognize the  need to strengthen efforts to ensure all families are fully informed of their rights and empowered to advocate for their  children. To better serve our community, we have recently added a Spanish-speaking translator to our team,  deepening our engagement with Spanish-speaking households.|Enhancing engagement with families of non-native English speakers remains a key priority. In the upcoming school  year, we plan to hold regular English Learner Advisory Committee (ELAC) meetings, offered both in-person and via  Zoom, to better support our English Language Learner (ELL) families. Additionally, we will host a series of support  meetings designed to empower all families in guiding their children's learning at home. These sessions will provide  families with practical tools and effective educational strategies they can implement daily. To further support our  English learners, students will participate in regular conversational sessions with their English Language  Development (ELD) teacher, helping to strengthen their language skills and build confidence in academic and social  settings.|Our ELAC (English Learner Advisory Committee) meetings will be held periodically to support our English Language  Learner (ELL) students. Families are warmly invited to attend these sessions to learn more about our academic  programs, sports opportunities, and curriculum. These meetings also serve as a platform for parents to provide input  and feedback, which plays a valuable role in shaping informed school decisions. In addition, we will offer student  data conferences, creating opportunities for students, families, and teachers to collaboratively review MAP testing  results. These conferences aim to deepen engagement and build stronger connections—particularly with our  underrepresented families—through shared understanding and dialogue.|At Delta Home, we are committed to strengthening the skills of our staff, administrators, teachers, and classified  personnel to build trusting and respectful relationships with families. We recognize that effective communication  between families and educators is essential to the success of our program. Teachers meet with families in person  each month to foster meaningful connections, while weekly check-ins via email, phone, or text ensure consistent  communication, support progress monitoring, and guide goal setting. Upon enrollment, the principal meets  individually with each family and continues to engage regularly to promote student success, set clear objectives, and  celebrate student achievements. Our facilities are clean, welcoming, and designed to provide a home-like  environment where families feel comfortable and valued. While we are proud of our inclusive approach, we  acknowledge the need to more fully recognize and celebrate the diverse cultures of our families—a key area for  growth. Students are welcome to visit the site for enrichment opportunities and academic support from teachers. We  also offer weekly tutoring in Math, Science, and English Language Arts to further reinforce learning and provide  targeted assistance.|To enhance student performance, we are introducing periodic data talks and family conferences throughout the  academic year. These data talks will enable our qualified teachers to identify each student's specific needs, fostering improved educational results. Teachers will convene in Professional Learning Communities (PLCs) to deliberate and  scrutinize student data. Following these PLC sessions, teachers will brief parents on their child's progress during  student data conferences and offer strategies and resources for home use to bolster student achievement.|The principal will continue to meet personally with all families interested in enrolling at Delta Home, ensuring a  welcoming and informative introduction to our program. Throughout each learning period, teachers will maintain  consistent engagement with families to support student success. Weekly tutoring sessions will also be available for  students as needed, providing targeted academic support. Through ELAC meetings and parent events, we aim to  build strong, positive relationships with families—recognizing that meaningful family engagement plays a critical role  in improving student outcomes.|Improving family engagement in policy and program decision-making is a key area of focus for Delta Home.  Historically, parental involvement in this aspect has been limited, and school meetings intended to gather family input  often experience low turnout. To address this, we are actively working to increase participation—particularly among  underrepresented families—through ongoing family engagement events. The effectiveness of these initiatives is  evaluated using parent surveys and feedback forms to ensure their relevance and impact. Delta Home remains  committed to exploring innovative and inclusive strategies that encourage meaningful parental involvement in  shaping school policies and programs.|We are initiating a series of parent support meetings and Coffee with the Principal events to involve families actively.  These gatherings will be instrumental for us to make well-informed decisions, utilizing parent input and feedback to  enhance our programs. Additionally, we will offer strategies and tools for parents to support their child's learning at  home. These meetings will also function as an open forum for parents to pose questions and receive guidance on  assisting their child within the home-schooling environment.|Delta Home is committed to increasing the engagement of underrepresented families by leveraging ELAC (English  Learner Advisory Committee) meetings and creating community events for families to attend. These meetings and  events provide meaningful opportunities for gathering input and applying feedback to more effectively support our  families. Additionally, student data conferences will allow parents, students, and teachers to share insights and  collaborate in the decision-making process, ensuring that the voices of all families are heard and valued.|5|5|5|5|5|5|5|5|4|5|4|4|Met||2025-06-24|2025
39686270129916|Valley View Charter Prep|3|Valley View Charter Prep understands the importance of feedback from educational partners and utilizes this feedback in planning and decision-making. Teachers meet weekly, bimonthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Parent Fairs events, as well as Park Days. During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a log for reference. Valley View has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.|Based on feedback from educational partners VVCP is expanding its use of social media by implementing Parent Square for the 2025-2026 school year. This will allow parents greater access to information regarding school events and meetings and clarify the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year.|With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged.|Valley View Charter Prep teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including but not limited to: IXL. Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, Rosetta Stone, Lexia, Lexia Pro, Keyboarding without Tears, and district adopted curriculum. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS and mClass math. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions|With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub-groups are properly engaged.|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent park days and parent fairs. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make school wide impact decisions.|Based on feedback from educational partners VVCP is expanding its use of social media by implementing Parent Square for the 2025-2026 school year. This will allow parents greater access to information regarding school events and meetings and clarify the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year.|VVCP will continue to improve engagement of underrepresented families by offering Direct Instruction through our K-12 intervention program.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2025-06-16|2025
39686270132050|Astronaut Jose' M. Hernandez Academy|3|Our School, Astronaut Jose M Hernandez is an independent Charter School. We have implemented and continue to improve our teacher, student, and family surveys which are sent out yearly. Our school site council holds monthly meetings. We encourage parents to attend our monthly school site meetings, participating in data reviews, and asking them for ideas and suggestions to improve our school. Our families also participate in our bi-annual student led conferences. The student led conferences involve both the parent and student, and they provide an opportunity for families to see the progress of their child(ren) in coordination with their teacher and their child's goals for the year. Quarterly community events are held to promote family engagement such as Literacy Night, Science Night, talent shows, movie nights and field days. The Admin team also implements coffee chats once a month  that allow parents to address questions and explore topics of interest as well as tour current events happening in the classroom. Teachers, office staff, and administrators interact with parents daily with the use of ParentSquare and ClassDojo, where they can record and track student behavior, facilitate classroom activities, curate student profiles and  engage in school/home communication. ParentSquare and ClassDojo brings school communities together with one place for all to connect, communicate and share learning experiences. Parents also have access to their child's attendance, report cards, internal assessments, state tests, and grade books through Aeries. Aeries is an easy to use platform for schools to power everything daily operations to student/parent portals to communications.|AJMHA continues to have the focus area for improvement in building relationship between staff and families will be to increase the diversity of parents coming to our events as well as receiving input to create quality school environment. We identified that parents from our unduplicated (EL, foster youth, and low income) students tend to have less representation. We are actively working to increase their voice in our meetings. We plan to hold a parent workshops before the school year begins, at the beginning of the next school year, as wells as in the middle of the school year. We also plan to hold language workshops to support families with communication.  Feedback from families has led to the idea of providing adult ESL support.|Our LEA worked directly with families of our students at Coffee with Admin, parent information meetings, and school site meetings and sought feedback and input from them through these meetings. We provided our families with a multitude of incentives to participate in various opportunities to share ideas, provide feedback, and engage with our school community such as: grocery gift cards for participating in our family survey,  free educational resources for attending family engagement nights, as well as student rewards for families participation in school site and parent meetings. As an LEA, we provide professional development for all staff members twice monthly. A portion of this professional development is dedicated to the effectiveness of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and organize parent support programs, and build ties between parents and the school. These professional development activities are determined by input from parents, staff, and students. Parental input is received through discussions on how funds reserved for parental involvement activities should be utilized. In addition, parents are included on our LCAP advisory board, so we can work jointly with them to enhance our family engagement policy. Our LEA provides information and school reports in the language chosen by parents. Software was purchased that automatically translates messages to the home language identified by the parents on our student information system.|As an LEA, we recognize the value and need for family engagement. This allows for us to seek feedback and gain insight into the needs of our students outside of the academic perimeter. We use coffee with admin meetings, LCAP meetings, Student Led Conferences, as well as student/staff/parent surveys to pursue feedback about student needs and our academic programs. The LEA has developed a written family and parent engagement policy. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It is very clear to us that our students are struggling with social and emotional issues. We have contracted with an outside counseling agency to provide social and emotional counseling to our families. We are partnered with the El Concilio of Stockton Ca. Because of input and feedback from families, it was decided to implement a Community Outreach  Day prior to the beginning of the school year. Staff was available to support parents with needs such as: Creating accounts and logging in to LEA used platforms that would be used during the school year, providing school supplies and learning supports to be used at home, as well as the opportunity for a uniform exchange and/or take home clothing items as needed.|Family surveys and input at various meetings were very beneficial. Parent feedback indicated that our focus area for improvement had to do with the ability for families to engage in school activities during the hours that matched our school usage contract. All of our activities that engage families as educational partners occurred during working hours for most of our families. We plan to focus on finding and creating opportunities for our families to be involved.|The LEA will continue to discover new advanced methods within ParentSquare and Class Dojo to reach all parents, specifically focusing on underrepresented families.  Feedback from parents will be collected early in the school year to support the LEA's plans to focus on providing additional outside community resources that have been identified by our families during parent meetings and events.|Our LEA frequently communicates with staff and families regarding the decision-making that occurs in our school. We provide opportunities for family input during our Coffee with Admin meetings, school site council meetings, family surveys, and during our school's board meetings. We welcome input from all educational partners. Parents were invited to participate in an open discussion and share their input about the LCAP. This meeting was held in both English and Spanish.|The LEA's focus for improvement in seeking input for decision-making is to continue to build strong relationships with families to support the goal of creating a schoolwide parent organization. This organization would provide the platform for families to share their input in decision-making on a more consistent basis. It would would act as a liaison to the LEA for our underrepresented families. This would allow for greater access to information, school events, better opportunities for families to have a voice, as well as providing a community building opportunity for our school.|The LEA will be working with site administration, staff, and families to come back to the accomplishments as well as the desired improvements for including all families in the decision-making process to grow the school. We will be responsible for continuing to  evolve our plan that aligns with the school's specific needs and challenges. The LEA's focus for improvement in seeking input for decision-making is to continue to build strong relationships with families to support the goal of creating a schoolwide parent organization. This organization would provide the platform for families to share their input in decision-making on a more consistent basis. It would would act as a liaison to the LEA for our underrepresented families. This would allow for greater access to information, school events, better opportunities for families to have a voice, as well as providing a community building opportunity for our school.|4|4|4|4|3|4|4|4|4|4|3|4|Met||2025-06-10|2025
39686270133116|Insight @ San Joaquin|3|Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight. Social media platforms such as Facebook, Instagram, and Tik-Tok continue to be a highlight.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms. The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.|Educational Partner meetings are held with students, families, staff, and community members to gather feedback on LCAP actions/data as well as school procedures. Insight values feedback from all members to support our school in addressing concerns or missed opportunities.   Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.|The English Language Development Coordinator held school English Learner Advisory Committee (ELAC) meetings and provided additional supports for our EL student and family population. Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school. Insight is focusing on resources for Limited English Proficient (LEP) families to improve access to school information and resources.  Insight will be providing support sessions for students and families that assist with accessing our platforms to ensure that families and students have a clear understanding of our virtual programs.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported. Insight counselors meet with students each trimester to review their graduation plan and discuss with students the courses needed to graduate.  Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. This option was piloted with 25 students and was successful in exposing students to college courses and credits. We are excited to have this as an option for the 2024-2025 school year.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported. Insight counselors meet with students each trimester to review their graduation plan and discuss with students the courses needed to graduate.  Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. This option was piloted with 25 students and was successful in exposing students to college courses and credits. We are excited to have this as an option for the 2024-2025 school year.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported. Insight counselors meet with students each trimester to review their graduation plan and discuss with students the courses needed to graduate.  Dual enrollment opportunities were provided beginning in Trimester 3 of the 2024-2025 school year. This option was piloted with 25 students and was successful in exposing students to college courses and credits. We are excited to have this as an option for the 2024-2025 school year.|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.|The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.|Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group. Feedback from student/family surveys provided ways that we could improve our outings practices:  1.	Consider hosting events in multiple locations to improve accessibility. 2.	Explore transportation assistance for students in need. 3.	Offer varied event timing (including mornings) for better flexibility. 4.	Increase student engagement through interactive and themed activities to encourage participation. 5.	Ensure clear and timely event communications to allow families to plan accordingly.|4|5|4|5|5|4|5|4|4|4|4|4|Met||2025-06-25|2025
39686270136028|Delta Keys Charter|3|The site administrator proactively meets with new families interested in enrolling at the LEA to establish a personal  connection between school leadership and the community. To foster ongoing relationships, teachers regularly  engage with families through phone, text, email, and Zoom communications at least twice a week. Additionally,  families are kept informed and involved through group emails and texts as appropriate. Every twenty days or sooner, teachers schedule meetings with families to strengthen the bonds between school staff  and the community. To further involve families in school activities and their children's education, regular ELAC and  DELAC meetings are held either in person or digitally. The LEA also maintains a Padlet, which serves as a dynamic resource for families, offering updates on sports,  academic schedules, support for new students, Edgenuity assistance, field trip details, graduation information, and  more. This comprehensive approach ensures continuous engagement and relationship building with all school  families.|"Expand on-campus spaces to facilitate in-person meetings between teachers and families. Additionally, host more  frequent ""Round Ups"" throughout the year, providing opportunities for teachers and administrators to connect with  families, discuss upcoming school events, and share updates on student progress. Ensure the LEA’s Padlet is  updated weekly, and post information in multiple languages to accommodate diverse family backgrounds. Also,  maintain an active and regularly updated Instagram account to enhance communication. Organize regular ELAC and  DELAC meetings in-person to actively involve families in school events and keep them informed about their  children’s educational progress."|"Based on feedback from educational partners, the site administrator will continue to meet with new families  interested in enrolling in the LEA to foster strong relationships. The school will maintain dedicated spaces for  teachers to conduct in-person meetings with families. Regularly scheduled ""Coffee with Administrators"" sessions will  continue, offering parents insights into upcoming school events and updates on student progress. The LEA’s Padlet  and Instagram will be updated weekly, with information available in multiple languages to reach all families  effectively. Regular in-person ELAC and DELAC meetings will be sustained to engage families in school events and  monitor student progress. The LEA Padlet will consistently feature updates on sports, schedules, resources for new  students, Edgenuity support, field trips, and graduation details."|Based on feedback from educational partners, the site administrator will continue to engage with new families  interested in enrolling at the LEA, setting clear expectations and fostering partnerships aimed at enhancing student  outcomes. To support and monitor students both in-person and digitally, parents are registered on the Edgenuity  Family Portal, which is available in 28 languages. Additionally, parents receive regular updates on their child's grades  and progress through emails in their preferred language. Teachers maintain frequent communication with guardians about student outcomes through phone, text, email, and  Zoom meetings at least twice a week. The school prioritizes professional development (PD) days to focus on areas  where staff can enhance their skills to better meet educational needs. The school counselor meets individually with  each student to discuss their graduation and post-high school plans, helping to develop a personalized Matriculation  Plan.|The LEA Padlet features a 'Shout Out' column to celebrate student achievements, and the school offers a Vendor  program and sports activities to further encourage student engagement and recognize their efforts. To assess and  improve educational outcomes, Benchmark MAP testing is conducted twice a year, with teachers reviewing results  with students, families, and other staff members to identify and implement strategies for improvement.|The site administrator consistently meets with new families interested in enrolling in the LEA to discuss expectations  and foster partnerships for student success. Guardians are enrolled in the Edgenuity Family Portal to support and  monitor students both in-person and digitally in their preferred language. Parents receive regular updates on student  grades and progress through daily or weekly emails. Teachers update guardians on student performance via phone,  text, email, and Zoom at least twice a week. Regular surveys from staff and students are conducted to support and  provide necessary resources for student success. Professional development sessions for staff are organized to  strengthen partnerships for student success. Live workshops, both in-person and digital, are held to build  partnerships for student success. Students are recognized on the LEA Padlet through the 'Shout Out' column. The  Vendor program and sports activities are expanded to reward more students and enhance partnerships for student  success. Students undergo benchmark MAP testing twice a year to evaluate their progress. Teachers discuss MAP  scores with students, families, and colleagues, continuously seeking ways to enhance student success.|An annual survey gathers insights on the school's vision and mission from students and their families. It allows  parents and students to voice their preferences on the progression through credits. If advantageous, students may  tackle one course at a time, tailored to their needs. Climate surveys are conducted among students, guardians, and  staff to inform decision-making processes. Moreover, parents and guardians contribute feedback during monthly LP  meetings and provide input at the 30-day, annual, and triennial meetings concerning students with IEPs.|Coffee with Administrators events are designed to foster engagement among families, providing parents with the  chance to learn about forthcoming school events, monitor student progress, and offer their feedback to enhance the  Local Education Agency (LEA).|Continue to conduct the annual survey on the school's vision and mission with input from students and families.  Persist in gathering feedback from parents and students regarding their preferences for credit completion. If  advantageous, students should be allowed to complete courses individually based on their needs. Maintain the  practice of administering anonymous Climate Surveys to students, guardians, and staff to inform decision-making  processes. Consistently seek input from parents and guardians during the monthly Learning Plan meetings, as well  as during the 30-day, annual, and triennial reviews for students with Individualized Education Programs (IEPs).|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
39686270136135|Delta Charter Online|3|The site administrator meets with new families interested in enrolling at the LEA to discuss expectations and  establish partnerships aimed at enhancing student outcomes. To facilitate parental support and oversight, whether  in-person or digitally, parents are registered on the Edgenuity Family Portal, which is available in 28 languages. This  platform enables parents to receive daily or weekly updates on their child's grades and progress in their preferred  language. Additionally, teachers maintain regular communication with guardians through phone calls, texts, emails,  and Zoom meetings at least twice a week to keep them informed about student performance. To further support our educational team, regular Professional Development (PD) days are organized, focusing on  identified areas of need. Our school counselor engages with each student to discuss their graduation and postsecondary plans, developing a Matriculation Plan as necessary. Our LEA's Padlet features a 'Shout Out' column to  recognize and reward student achievements. Moreover, the LEA offers a Vendor program and sports to further  encourage student engagement and reinforce partnerships for student success. Student progress is also evaluated through Benchmark MAP testing conducted twice annually. Teachers review  MAP scores with students, families, and colleagues, collaboratively exploring strategies to enhance student  performance.|Surveys were conducted among students and staff to identify their specific needs for improving student outcomes.  Based on the analysis of these surveys, Professional Development (PD) sessions have been strategically planned to  address the needs highlighted by both groups. Resources are allocated to empower staff and foster partnerships that  enhance student achievements. To aid in concept and skill acquisition in fundamental areas such as math, reading, and writing, teachers have  created short instructional videos for students. Additionally, we are expanding the Vendor program and sports  activities to engage more students and strengthen partnerships that contribute to better student outcomes. Regular in-person monthly staff meetings provide a platform for discussing and brainstorming strategies to further  improve student outcomes, ensuring that all initiatives are aligned with our educational goals.|The site administrator regularly meets with families interested in enrolling in the LEA to discuss expectations and  forge partnerships aimed at enhancing student outcomes. Guardians are consistently enrolled in the Edgenuity  Family Portal, which supports supervision of student progress either in person or digitally, in their preferred language.  Parents receive regular updates on their child's grades and progress through daily or weekly emails. Teachers maintain communication with guardians about students' outcomes through phone calls, texts, emails, and  Zoom meetings at least twice a week. Ongoing surveys from staff and students are conducted to identify and  address the resources needed to improve student outcomes. Professional Development (PD) sessions are routinely organized for staff to strengthen partnerships focused on  student achievements. Additionally, live workshops, both in-person and digital, are held to further these partnerships. The LEA Padlet's 'Shout Out' column continues to recognize and reward student achievements. The Vendor program  and sports activities are also being expanded to engage and reward a larger number of students, thereby reinforcing  these partnerships. Benchmark MAP testing is conducted twice a year to assess student progress. Teachers regularly review and  discuss MAP scores with students, families, and other staff members, continually exploring strategies to enhance  student outcomes.|"The site administrator holds meetings with families interested in enrolling at the LEA to discuss expectations and  foster partnerships aimed at enhancing student outcomes. Parents are registered in the Edgenuity Family Portal,  which allows them to support and monitor their children both in-person and digitally. The portal is available in 28  languages, and parents receive regular updates on their child’s grades and progress through daily or weekly emails  in their chosen language. Teachers maintain frequent communication with guardians about student outcomes, reaching out via phone, text,  email, and Zoom at least twice a week. To further support the educational team, regular Professional Development  (PD) days focus on areas where staff need enhancement. The school counselor individually meets with students to discuss their post-high school plans and creates a  Matriculation Plan as necessary. The LEA Padlet features a 'Shout Out' column to recognize and celebrate student  achievements. Additionally, the LEA enhances student engagement and builds partnerships through its Vendor  program and sports offerings. To monitor academic progress, Benchmark MAP testing is conducted twice a year. Teachers review these scores  with students, families, and colleagues, collaboratively identifying strategies to improve student outcomes. The LEA holds ""Round Up"" three times a year to encourage parents and students to come on campus to meet with  teachers regarding progress and participate in fun on campus activities."|A student and a staff survey has been done and analyzed to know their respective needs to improve the student  outcomes. PDs organized after the survey analysis have been planned keeping the needs of the staff and students in  mind. Resources are provided to empower the staff and to build partnerships for student outcomes as needed.  Teacher created small videos are provided to students to improve concepts and skills for basic math, reading and  writing. Expand the Vendor program and sports to reward more students and build partnerships for student  outcomes. The in-person monthly staff meetings discuss and brainstorm on improving the student outcomes.|The site administrator consistently meets with families interested in joining the LEA to set expectations and foster  partnerships that support student outcomes. Guardians are regularly enrolled in the Edgenuity Family Portal, which  facilitates both in-person and digital supervision of students in their preferred language. Parents continuously receive  updates on their child’s grades and progress through daily or weekly emails. Teachers maintain frequent communication with guardians about students' progress, reaching out via phone, text,  email, and Zoom at least twice a week. Surveys are conducted regularly among staff and students to identify and  address resource needs that support student outcomes. Professional Development (PD) sessions are systematically organized to enhance staff capabilities and strengthen  partnerships focused on student success. Additionally, both in-person and digital workshops are held to further  develop these partnerships. Students are consistently recognized and rewarded through the 'Shout Out' column on the LEA Padlet. The Vendor  program and sports activities are continually expanded to engage more students and reinforce these partnerships. Benchmark MAP testing is conducted biannually to evaluate student progress. Teachers regularly discuss MAP  scores with students, families, and other staff members, actively exploring strategies to improve student outcomes.|An annual climate survey is conducted to gather feedback from students and families on the school's vision and  mission. Parents and students are given the opportunity to voice their preferences on how students should progress  through their credits. Based on individual needs, students may complete one course at a time if it proves beneficial. Climate surveys are also collected from students, guardians, and staff to inform decision-making processes. Input  from parents and guardians is actively sought during the monthly Local Plan (LP) meetings. Furthermore, during the  30-day, annual, and triennial meetings for students with Individualized Education Programs (IEPs), parents and  guardians are encouraged to provide their insights.|Coffee with Administrators are organized to engage families to allow parents the opportunity to learn about upcoming  school events, student progress and give their input to improve the LEA.|Keep taking the annual survey about school vision and mission from the students and families. Keep taking parents  and students input on how the students want to go through the credits. Based on the needs, students may keep  completing one course at a time if its beneficial. Keep taking the anonymous Climate surveys from students,  guardian and staff to seek their input for decision making. Keep taking parents and guardian input during the monthly  LP meetings. Keep taking parents and guardian input during the 30-day, annual, and triennial meetings for the  students with IEP.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
39686276119309|Delta Charter|3|Delta Charter School, a public charter school located in Tracy, California, has made significant progress in building  strong relationships between the school, staff, and families. The school's commitment to promoting collaboration and  communication among all educational partners has helped to create a supportive and inclusive learning environment. One of Delta Charter School’s strengths is its emphasis on family engagement. The school recognizes that parents  and guardians play a critical role in their children's education and has implemented a range of strategies to  encourage family involvement. For example, the school hosts regular parent-teacher conferences, offers events such  as Family Literacy Night, Science Night, and provides opportunities to participate in school events. Delta Charter  School also uses technology to keep families informed about school news and their child's progress, with online  portals and communication apps that allow parents to easily access information and communicate with teachers. In addition to its focus on family engagement, Delta Charter School has also prioritized building positive relationships  between staff and students. The school's faculty and staff work to create a welcoming and supportive atmosphere  and are committed to getting to know each student as an individual. Teachers use a variety of instructional strategies  to meet the diverse needs of their students, and regularly communicate with families to ensure that students are  receiving the support they need to succeed. Overall, Delta Charter School’s strengths in building relationships between school, staff, and families have helped to  create a strong sense of community and a culture of collaboration. By working together, the school and its  stakeholders are able to provide a high-quality education that supports the success of all students. DCHS staff has deep appreciation for the high levels of educational partner involvement. Staff contribute to warm,  welcoming environments dedicated to providing exceptional customer service to all educational partners. High levels  of attendance at teacher conferences and other school and district events, provide evidence of the effectiveness in  this area. Regular communication from school and district leaders reinforce the importance of educational partner involvement. DCHS leaders continually model and provide ongoing messaging regarding actions needed to support  active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding  parent/guardian communication. DCHS uses Parent Connect to help DCHS have a universal template for  communication. DCHS also emails and posts a weekly newsletter, making it easier for families to access and digest  a variety of pertinent school information.|One area of improvement in building relationships between school staff and families is inclusivity. Delta Charter  School will strive to create a welcoming and inclusive environment for all families, regardless of their background or  socio-economic status. This includes providing translation services, accommodating cultural differences, and  ensuring that all families have access to the same opportunities. Another area of improvement is 2-way communication. Effective communication is key to building strong  relationships between school staff and families. Delta Charter School will use a variety of communication channels,  such as email, phone calls, and social media, to keep families informed about school policies, events, and their  child's progress. We should also be responsive to families' questions and concerns within 24 hours. Finally, community events can be a powerful tool for building relationships between school staff and families. Delta  Charter School will organize events that bring families together, such as parent-teacher conferences, open houses,  and cultural celebrations. These events provide opportunities for families to meet and interact with school staff and  foster a sense of community within the school. DCHS is committed to continuing to improve relationships with school staff and families in order to ensure all families  are connected to published school communications and have internet and/or a device at home. One focus area is  streamlining and communicating expectations for staff regarding timely communication and the format of  communication with families about educational progress of students, especially when there is a concern about  student progress. DCHS hosts a multicultural day for students to create a strong sense of community and build a  sense of community and acceptance. DCHS has established a Booster Club this year to involve more parents and  create a greater sense of community|To enhance the involvement of underrepresented families, Delta Charter School has devised the following strategy: 1. Carry out a survey to pinpoint the obstacles that hinder the participation of underrepresented families in school  events. 2. Formulate a communication strategy that is culturally considerate and delivers consistent, clear information to  families. 3. Organize family events and activities that are culturally pertinent and mirror the community's diversity. 4. Forge partnerships with local organizations that cater to underrepresented families. 5. Educate staff and teachers on cultural responsiveness and the needs and viewpoints of underrepresented  families. 6. Continuously monitor and assess the strategy's impact, making necessary modifications. Through this strategy, Delta Charter School aims to bolster the engagement of underrepresented families, fostering a  more inclusive and supportive educational atmosphere for all pupils. Delta Charter High School (DCHS) is dedicated to refining approaches and frameworks to boost the engagement of  underrepresented families. DCHS has conducted numerous community forums to solicit feedback from families on  school enhancement and has actively invited underrepresented families to join various school and district committees related to WASC and DELAC. DCHS is committed to ongoing engagement and relationship-building with  individual families, offering the essential, personalized support needed to strengthen the bonds between school  personnel and underrepresented families.|Delta Charter Elementary is renowned for establishing partnerships that improve student achievements. The school  has developed connections with various community groups, businesses, and educational bodies, providing students  with diverse learning opportunities and resources. For instance, collaboration with the San Joaquin County Office of  Education has led to scholarships for a Summer Art Camp, promoting creative education. Additionally, a partnership  with Modesto Junior College offers English language classes to families of EL students, improving their language  skills. Delta Charter collaborates with the SJCOE to offer specialized support in mathematics and English Language  Arts. These partnerships contribute to a holistic educational setting that supports the academic, emotional, and vocational  development of students. Delta Charter School's commitment to building partnerships is crucial for achieving safe,  respectful, and fair outcomes. Delta Charter High School (DCHS) enables families to understand academic standards through initiatives like forums  with the principal and WASC/LCAP community discussions. These forums address various topics, helping parents  understand state academic standards, the curriculum, and ways to support their children's education. DCHS excels  in its comprehensive approach, facilitating family and student discussions about academic progress through regular  report cards, progress updates, and parent-teacher meetings. Counselors ensure that students and parents are well informed about college and career expectations, and parents are kept aware of their rights from the beginning of the  school year.|Delta Charter Elementary understands the importance of providing inclusive and equitable education for all students.  To improve services for English Learner students, partnerships can be forged with community organizations,  businesses, and higher education institutions to provide language development programs, cultural exchange  opportunities, and mentorship support. Foster Youth may benefit from partnerships with local government agencies,  non-profits, and private sector companies to provide access to counseling services, tutoring, and financial  assistance. Integrating Career Technical Education (CTE) opportunities into the curriculum can also be achieved  through partnerships with industry leaders, and vocational schools. These partnerships can provide students with  hands-on experience and training, preparing them for future careers while increasing academic performance. By establishing strong partnerships, we can provide comprehensive support to our students, foster a sense of  community, and create a more diverse and inclusive learning environment. DCHS- Recent educational partner input shows a desire to increase rigor in our local assessments, curriculum and  instructional strategies utilized to improve and accelerate student learning. PLC data cycles are used to ensure all  students are making progress towards being at or above grade level, especially coming out of the pandemic.|Delta Charter School recognizes the importance of engaging underrepresented families in the education of their  children. To improve engagement, Delta Charter School plans to implement several strategies that focus on building  partnerships for student outcomes. One strategy is to provide more opportunities for families to get involved in their child's education. Delta Charter  School will organize events such as parent-teacher conferences, open houses, and information sessions to give  families a chance to connect with teachers and learn more about their child's progress. Another strategy is to provide resources that are accessible to all families. Delta Charter School will make sure that  all families have access to important information about the school and their child's education, regardless of their  language or literacy level. This includes providing materials in multiple languages and offering translation services. Delta Charter School also plans to partner with community organizations to better understand the needs of  underrepresented families and to provide support. This includes partnering with organizations that serve immigrant  families, low-income families, families with disabilities, and our foster youth families. Finally, Delta Charter School will work to create a welcoming and inclusive environment for all families. This includes  training staff and teachers to be culturally responsive and creating a school culture that values diversity and  inclusion. By implementing these strategies, Delta Charter School aims to build strong partnerships with underrepresented  families and improve student outcomes. Participation from all parents at the high school is solicited, including the engagement of underrepresented families.  DCHS has continued to translate communications and documents to make information more accessible to our  multilingual families. DCHS will continue to develop strategies to improve engagement of underrepresented families,  including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options. In  addition, we will continue to pursue increasing our A - G completion rate so we can transition more students to  college upon graduation. We will also offer CTE Pathways that interest our students and that are in the fastest  growing career areas. Adjustments to our programs are made based on input we receive during our family  engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents  and by reviewing National Clearinghouse, California Dashboard and MAP data.|Delta Charter School is a community that initiates educational partner input through a variety of student and parent  committees. Student government (ASB) is active and provides input and support to school leadership in developing a  positive culture. The Parent Teacher Club (PTC) meets regularly with teachers and administration to provide  feedback and support in planning events, fundraisers, academic enrichment, and maintain a safe, kind and fair  culture. Teachers and staff meet regularly with school administration to plan, and support in decisions made  regarding best practices regarding curriculum and instruction, any activities that need planning or adjustments to our  PBIS matrix. Overall, Delta Charter School’s commitment to involving educational partner in decision-making has been  instrumental in developing a transparency, which has been essential to its success. With that said, the LEA  continues to look for ways to improve and grow its inclusivity with regard to decision making. DCHS that sustained parent/guardian involvement in the education of their children contributes greatly to student  achievement and a positive school environment. Additionally, DCHS ensures that parents/guardians are provided  with opportunities to be involved in their child's education via college and career counseling, FAFSA workshops,  surveys, teacher conferences and a variety of other workshops and meetings. DCHS works with staff and  parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in  district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home.  This is achieved through regularly scheduled DELAC, LCAP, WASC meetings, surveys and numerous advisory  committees where parent/guardian involvement policies are shared and jointly developed. DCHS has started a  Booster organization this year as well.|While Delta Charter has made significant strides in involving educational partner in the decision-making process,  there is still room for improvement. One area that the school is focusing on improving is the diversity of perspectives  in decision-making. Despite the school’s commitment to democratic decision-making and involving all educational  partners, there is a recognition that some voices may be underrepresented. As a result, Delta Charter School is  actively working to increase the diversity of perspectives and voices involved in decision-making. This includes  efforts to engage with underrepresented communities, as well as providing training and resources to educational  partners to help them better understand how to effectively participate in the decision-making process. By continuing  to focus on this area of improvement, Delta Charter School can ensure that educational partners have a voice in  shaping the school’s direction. As a result of the pandemic, DCHS increased the number of opportunities, using a variety of engagement tools, for  educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the  school and district levels and what steps DCHS can take to improve the design and implementation of engagement  activities.|Delta Charter School is actively working to increase the diversity of perspectives and voices involved in decisionmaking. This includes efforts to engage with underrepresented communities, as well as providing training and  resources to educational partners to help them better understand how to effectively participate in the decisionmaking process. By continuing to focus on this area of improvement, Delta Charter School can ensure that  educational partners have a voice in shaping the school’s direction. Examples of opportunities include inclusion of  our ELAC and DELAC, school site council and parent/teacher club input in the development of the LCAP. DCHS ensures ALL families receive communications and invitations to participate on committees and in forums,  through communication accommodations, such as translation, interpreters, scheduling individual meetings at a  convenient time for individual families, home visits, etc. DCHS closely monitors student attendance on a daily basis  and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in  order to minimize disruptions to educational services.|4|4|3|3|3|3|3|4|3|3|3|3|Met||2025-06-24|2025
39686350000000|Oak View Union Elementary|3|The District has strong relationships with families and will continue to provide opportunities to connect with families, seek feedback and share information.|The District will continue to focus on timely communication with families about academic progress, behavior goals as well as communicate about events and activities to families to become involved in their child's educational experience.|The District will continue to communicate with families in multiple forms to reach the underrepresented including providing for translation services.|The District has an SST program to actively engage parents in the process of improving student outcomes. The District also has 100% participation in student IEP meetings.|The District will continue to focus on increasing participation in Parent Teacher Conferences.|The District will continue to provide translation services, modified scheduling and alternative forms of meetings to engage with underrepresented families.|The District reports that 100% of families are actively connected to the District's communication tool and access it to provide input to surveys and questionnaires that are sent out.|The District will continue to focus on increased participation in the Parent-Student Annual Survey.|The District will continue to provide alternative forms of communication, flexible schedules and translation services to engage underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
39686500000000|Ripon Unified|3|Professional learning has been ongoing in the area of reaching all students and families. Relationships continue to grow as programs and services continue for students, such as counselors at each elementary site, and the annual student leadership workshop. Strengths for Ripon Unified include an active parent community. There is good participation in regularly scheduled educational partner meetings. Parents stated how much they enjoy and learn at the Parent Advisory Club and the District English Learner Advisory Committee meetings. The local indicator survey involved 355 parents.|Progress in supporting staff to learn about family's strengths, cultures, languages and goals for their children is an area that needs continued focus. This area has been woven into goal 2 of the LCAP and will continue to be an area we expand.  Progress has been made as a parent noted that lessons including various cultures are being woven into daily class activities and some sites held multi cultural events throughout the school year.|Ripon USD provides multiple ways for parents and schools to communicate. Bilingual staff provide communication assistance on a daily basis. Educational partners take part in ongoing conversations at all the site and district stakeholder meetings and events. A current focus is to increase cultural competence activities at school sites providing more opportunities for families and students to share their assets, backgrounds and cultures. More multi-cultural events have occurred allowing parents to participate, feel welcomed and share their knowledge and experiences.  Harvest High hosts meet and greet times with families, instead of back to school night, creating a more personalized experience.  Outstanding events such as our English Learner Family Night, speech contest, art contest, spelling bee and more, give families an enjoyable and educational experiences filled with lasting memories.|Boxes marked represent the highest percentage of parent responses. 355 parents responded to the LCAP survey. The survey shows teachers meeting with families to discuss student progress supporting student outcomes as a strength. Districtwide, teachers are taking a deep dive into English learner development standards to improve learning for students, and are able to discuss student strengths and areas for growth with parents.  Each English learner has an ELD standards folder and information that is put into Ellevation that allows teachers to monitor progress and focus on areas for growth. Teachers are focusing on both designated and integrated instruction for English learners, in order to improve learning.  Parent outreach is strong, as is parent participation.|Ripon High School continues to focus on outreach to parents of English learners, low-socio economic students and foster students to achieve better participation in A-G classes with the intent of increasing readiness for college with these student groups.  A multi-cultural lens will be applied to teacher's work with Universal Design for Learning and is making a difference in classroom activities.  Ripon USD has partnered with SJCOE math department for inservice and workshops to improve instruction in math. Ripon USD also did professional development in English Language Development to help support our EL students. We will work with other educational partners to continue to strengthen our programs and improve outcomes for students.|Counselors and/or teachers will be scheduling times to meet with high school parents and students to discuss A-G classes.|Parents are participating and regularly share what they believe is working and what needs improvement.  LCAP input and changes are shared at all meetings and with all stakeholder groups.|355 parents responded to the LCAP survey.  Groups affected are the all student group, English learners, students with disabilities and homeless students. Ideas are brainstormed with stakeholders to help students make improvements in these areas.|Counselors and/or teachers will be scheduling times to meet with high school parents and students. Site administration and bilingual paraprofessionals will reach out to families for site committees and activities. Date taken to local governing board: June 26, 2025.|5|5|4|4|5|5|4|4|5|5|5|5|Met||2025-06-26|2025
39686500125849|California Online Public Schools Northern California|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|5|4|4|4|4|5|5|4|4|4|4|Met||2025-06-10|2025
39686760000000|Stockton Unified|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|4|4|5|2|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
39686760108647|Aspire Rosa Parks Academy|3|At Aspire Rosa Parks Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Rosa Parks Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Rosa Parks Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760111336|Pittman Charter|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-05-22|2025
39686760114876|Aspire Port City Academy|3|"At Aspire  Port City Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.  In spite of families not desiring to run SSC or ELAC, we continue to host the meetings to assure that we are consistently providing opportunities for family feedback through Coffee Chats, post town hall ""after parties"" and ELAc meetings.  We also provide family surveys twice per year."|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.  We have actively started planning promotional activities to bring more of our MLL families to school and actively providing feedback.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.  With the new Community Schools Director on site, as well as our social worker and Family Outreach coordinator we have been able to create more school events, and provide resources to families to assure better communication, transportation solutions and meet basic family needs through community services like partnerhips with local food banks and free dental screenings.|Aspire Port City Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.  This includes sesssions on understanding academic reports and also on how to advocate for students.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire  Port City Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.  Becaues attendance to these meetings has been low we are currently rebuilding our plan to promote events and assure families that they will have access through translation and child care to support attendance.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|3|Our Parent-Teacher Organization (PTO) is the heartbeat of our school’s community engagement, bringing together families and educators in a meaningful partnership. The PTO committee is a diverse team, including administrators, teachers, parent leaders, the English language coordinator, after-school program staff, and representatives from across the school. Together, they champion both state and local priorities, ensuring that every perspective shapes the direction of our school.|A hallmark of this partnership is our commitment to listening and adapting. Each year, we invite students, staff, and parents/guardians to share their ideas and feedback through comprehensive surveys. The insights we gather are not only valued, they drive our decision-making. By thoughtfully analyzing this data, the committee revisits and updates its objectives and action steps annually, ensuring our school continues to grow and respond to the needs of our entire community.|To improve engagement with the the LEA's family the school begins the year inviting the parents to a parent orientation that informs the parents of policies, activities, educational expectations and parental engagement expectations. The parental input for the upcoming year is given during orientation to ensure a relationship between school staff and families are collaborative.|The LEA has built strong partnerships with other agencies that provide support and professional development opportunities. San Joaquin County Office of education provides ASES and Title III professional training, teacher induction programs that equip teachers with enriched teaching practices and on-going guidance for effective instructional strategies.|To improve student outcomes the LEA is focused on increasing  literacy and mathematical skills by collaborating with the various partners that provide strengthening resources for the LEA's literacy and mathematical programs. The Principal along with other educators provide an English learning class to non-English parents, giving them an opportunity to learn to read and speak English, to be able to better support their students.|The LEA will focus on parents expressing their desires of activities for their children. The LEA will present additional community partners to the parents to ensure that parents have more knowledge of resources available for their families.|The LEA currently receives input from parents during the PTO meeting or the ELAC meeting. Parents provide input and ideas for school improvement and programs.|The LEA is working to improve how it gathers decision-making input from educational partners regarding school procedures.|To better engage underrepresented families, the LEA will hold meetings at times convenient for working and single parents.|4|4|4|4|4|3|4|4|4|3|4|4|Met||2025-06-13|2025
39686760118497|Aspire Langston Hughes Academy|3|At Aspire Langston Hughes Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Langston Hughes Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Langston Hughes Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760119743|Stockton Early College Academy|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-05|2025
39686760120725|Stockton Collegiate International Elementary|3|Stockton Collegiate offers ongoing access to student progress and performance to students, parents/guardians, teachers, and counselors. In additions, regularly scheduled student-led parent conferences provide a specific time for progress updates. Student Success Teams provide time for assessing progress at any time during the year.|Stockton Collegiate recognizes the opportunity to provide information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.|Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social-emotional support. Stockton Collegiate will continue to work to engage underrepresented families individually and in groups in order to support underrepresented students.|Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social-emotional support.|Stockton Collegiate recognizes opportunities to add new and reorganize some existing formats for providing information and building relationships in group settings.|Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social-emotional support. Stockton Collegiate will continue to work to engage underrepresented families individually and in groups in order to support underrepresented students.|Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies.|Stockton Collegiate recognizes there are additional avenues to utilize that will make all stakeholders aware of the opportunities of involvement.|Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies that are designed to meet the needs of all families, including traditionally underrepresented families.|4|4|4|4|4|4|4|4|3|3|3|4|Met||2025-06-26|2025
39686760120733|Stockton Collegiate International Secondary|3|Stockton Collegiate offers ongoing access to student progress and performance to students, parents/guardians, teachers, and counselors. In additions, regularly scheduled student-led parent conferences provide a specific time for progress updates. Student Success Teams provide time for assessing progress at any time during the year.|Stockton Collegiate recognizes that families would benefit from informational opportunities throughout the year on academic, mental health, and social-emotional health.|Stockton Collegiate recognizes the opportunity to provide information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.|Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social- emotional support.|Stockton Collegiate recognizes opportunities to add new and reorganize some existing formats for providing information and building relationships in group settings|Stockton Collegiate recognizes the opportunity to provide information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.|Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies.|Stockton Collegiate recognizes there are additional avenues to utilize that will make all stakeholders aware of the opportunities of involvement.|Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies that are designed to meet the needs of all families, including traditionally underrepresented families.|4|4|4|3|4|4|4|4|3|3|3|4|Met||2025-06-26|2025
39686760121541|Aspire APEX Academy|3|At Aspire APEX Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.Our Sierra Vista and Southside Stockton community will be engaged with more as we have settled into our building.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire APEX Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire APEX Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760123802|Health Careers Academy|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|5|5|5|4|4|4|4|4|4|4|4|4|Met||2025-05-22|2025
39686760124248|Pacific Law Academy|3|Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.  The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.  Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.  The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.  Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.  SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.|Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.  By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|4|4|5|4|4|4|4|4|4|4|4|4|Met||2025-05-20|2025
39686760136283|Team Charter Academy|3|From the very first day of school, TEAM Charter Academy prioritizes meaningful connections with our educational partners. In late August, every teacher reaches out by phone to introduce themselves and share their direct contact details, ensuring families know exactly who to turn to. Shortly thereafter, we welcome everyone to Back to School Night, where parents meet our instructional team in person and learn about our classroom goals. Throughout the year, staff at both our school sites and the district office cultivate a friendly, service-oriented atmosphere, greeting visitors warmly and addressing questions promptly.   Leadership at every level—site and district—reinforces the value of family involvement by consistently communicating its importance, beginning with new-staff orientation modules on effective parent-guardian outreach. We collaborate closely with our Parent Teacher Organization, School Site Council, and other parent groups to gather insights on preferred communication methods, key information needs, and specific family concerns; this feedback is then shared with all staff to enhance our programs. Teachers maintain regular contact with families via phone calls, emails, and quick face-to-face check-ins during drop-off and pick-up. Our school counselor makes personalized calls to guide parents through the options for specialized high schools, and actively invites them to join our various parent committees. Finally, we forge partnerships with local community organizations—whether to expand mental health services, supplement academic tutoring, or offer extracurricular opportunities—to ensure that every student benefits from the broader support network our community provides.|Recognizing the importance of real-time insight into student progress, TEAM Charter Academy launched a series of parent workshops that guide families through both Google Classroom’s missing-assignment tools and our district-wide PowerSchool gradebook for tracking individual assignment statuses. At the same time, we’ve reengineered our reporting procedures—streamlining data feeds and simplifying request protocols—so that guardians can pull up-to-the- minute grade and assignment information on demand, ensuring they always have a clear picture of their child’s academic standing.|Our latest Needs Analysis underscored the necessity for enhanced resources and wrap-around services for our most vulnerable students, those experiencing homelessness, in foster care, from low-income households, or receiving special education. In response, TEAM Charter Academy will continue to employ a full- time school psychologist, nurse, counselor, and mental health clinician, and will implement a focused social-emotional learning curriculum to support student well-being. Additionally, we are deepening our partnerships with community mental health agencies to ensure that students and their families have seamless access to the comprehensive care and resources they need.|From the very first day of school, TEAM Charter Academy prioritizes meaningful connections with our educational partners. In late August, every teacher reaches out by phone to introduce themselves and share their direct contact details, ensuring families know exactly who to turn to. Shortly thereafter, we welcome everyone to Back to School Night, where parents meet our instructional team in person and learn about our classroom goals. Throughout the year, staff at both our school sites and the district office cultivate a friendly, service-oriented atmosphere, greeting visitors warmly and addressing questions promptly.|Leadership at every level—site and district—reinforces the value of family involvement by consistently communicating its importance, beginning with new-staff orientation modules on effective parent-guardian outreach. We collaborate closely with our Parent Teacher Organization, School Site Council, and other parent groups to gather insights on preferred communication methods, key information needs, and specific family concerns; this feedback is then shared with all staff to enhance our programs.|Teachers maintain regular contact with families via phone calls, emails, and quick face- to-face check-ins during drop-off and pick-up. Our school counselor makes personalized calls to guide parents through the options for specialized high schools, and actively invites them to join our various parent committees. Finally, we forge partnerships with local community organizations—whether to expand mental health services, supplement academic tutoring, or offer extracurricular opportunities—to ensure that every student benefits from the broader support network our community provides.|TEAM Charter Academy conducts a comprehensive local climate survey—such as the California Healthy Kids Survey—to gauge perceptions of campus safety and connectedness. We present those findings at a regularly scheduled Governing Board meeting and share the results with our educational partners and the wider community via the California School Dashboard. In addition, we deploy the Leader in Me Measurable Results Assessment (MRA) to gather input from staff, parents, and students on ways to enhance leadership, school culture, and academic achievement. Ongoing feedback on TCA programs is collected through parent surveys and forums such as the School Site Council, DELAC, Parent Advisory Committee, Parent Coffee, Parent Teacher Organization and other advisory committees. Each fall, we distribute our Parent Involvement Policy to every family as part of the registration packet and include it in the Student-Parent Handbook to ensure everyone is informed of their role and opportunities for engagement. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making.|TEAM Charter Academy has expanded and diversified its engagement channels to give educational partners more avenues for providing input. Our next step is to analyze which tools most effectively connected families at both the school and district levels and to determine how best to refine and strengthen the design and execution of these outreach activities.|TEAM Charter Academy makes sure every family is invited and equipped to take part in our committees and forums by providing translation services, on-site interpreters, flexible scheduling for one-on-one meetings, and phone- conference options. We also track student attendance daily and reach out promptly—particularly to the families of migratory, foster, and unhoused students—to prevent any gaps in their learning. In light of the pandemic-related rise in absences, we are redoubling our efforts to strengthen two-way communication and deepen engagement with all students and their families.|4|5|4|5|4|4|5|4|5|3|4|4|Met||2025-06-30|2025
39686760139865|Aspire Stockton 6-12 Secondary Academy|3|At Aspire Stockton Secondary Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Stockton Secondary Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Stockton Secondary Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760139907|Voices College Bound Language Academy at Stockton|3|Based on the analysis of educational partner input and local data, Voices Stockton has made meaningful progress in building relationships between school staff and families. Parents noted improvements in access to field trips and a stronger connection with the school leadership team. The increase in cultural events has also fostered a more inclusive and welcoming school environment. These efforts reflect a growing commitment to family engagement. However, parents also highlighted the need for continued growth in making teachers more accessible and in strengthening parent-teacher relationships to support student success.					|Voices Stockton will continue to focus on increasing attendance at Cafecito, utilizing ParentSquare, having the Principal and the Dean of Culture make calls home proactively to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents to provide regular updates. Voices Stockton will also work to increase the response rate on surveys to ensure all perspectives are recognized in the family-school relationships survey conducted twice a year. Voices Stockton saw an increase of family participation at events and activities and will continue to promote family participation and further focus on family collaboration and involvement in the planning and facilitation of activities and events.					|Voices Stockton will focus on different approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, utilizing Parent Square Messaging, etc. Voices Stockton will also use these various communication channels to convey information on resources and support families with connecting to these resources. Additionally, Voices Stockton will continue to work with school staff and teachers to understand the importance of accessible and equitable communication with our families.					|Vocies Stockton has made notable progress in building partnerships for student outcomes. Key strengths include a strong focus on teacher professional development, increased dedicated time for teacher planning and practice during the school day, and access to curriculum training that aligns instruction with student needs. Additionally, the implementation of 1-on-1 coaching has supported instructional growth and fostered collaboration between educators and instructional leaders. These efforts contribute to improved teaching quality and, ultimately, better outcomes for students.					|Voices Stockton instructional team has noted the need for more instructional coaching and also thinking or new systems to increase teacher-teacher partnerships across grade levels. Teachers have similarly requested more clarity around what are Voices non-negotiable best practices vs those where teachers can have more autonomy. 					|Vocies Stockton will prioritize underrepresented families engagement in the school by adding variation to the times and dates parents meetings like Cafecitos and ELAC meetings happen. There will also be a variety of both in person and zoom meetings based on current parent feedback. Voices Stockton will also make it apriority to include parents in the decision making process for school culture activities. 					|Voices Stockton’s biggest strength this year has been the ability to cultivate a stronger school and community culture amongst staff, students and families, resulting in stronger parent/guardian engagement and improvement in student behaviors. In addition to increased engagement, Voices conducts Network-wide staff and family surveys utilizing Panorama, a third party. These surveys are conducted twice a year and are used for planning.					|Voices Stockton hosts Cafecitos (Principal’s Coffee) and ELAC meetings throughout the school year, where parents, families, and other stakeholders are able to share feedback, input, and suggestions. In addition, Voices will continue to conduct Network-wide surveys to staff, students, and families twice a year and utilize the feedback and information provided from the surveys for future planning. Voices Stockton will also focus on seeking family input regarding enrichment activities and ways in which parents/guardians can support these activities.					|"""In order to improve the engagement of our underrepresented families, we: - send out communication and materials in both English and Spanish, - provide materials digitally and in printed form, - make proactive calls when needed, and - provide office hours for families to receive support from staff.""					"|3|3|3|3|3|2|3|4|3|3|3|2|Met||2025-06-24|2025
39686760139923|Aspire Arts & Sciences Academy|3|At Aspire Arts and Science Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Arts and Science Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Arts & Sciences Academy regularly invites families to provide input through surveys, School Site Council (SAC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760140616|KIPP Stockton|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.   We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.   KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.   KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 87% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  - Assume good intentions, and approach all families as partners who want the best for their children.  - Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  - Invite parents or guardians to share information about family cultures and traditions.  - Recognize and respect differences in family structures.  - Recognize the role that identity and background may play in shaping relationships between teachers and families.  - Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  - View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 87% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP will assist parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents will be given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents will be involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school will also be invited to participate in the School Site Council and English Language Advisory Committee.   KIPP will provide parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents will receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.   KIPP will assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision-making at KIPP will be demonstrated in multiple ways.  The parent and family engagement policy will be developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents will include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy will be sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.   The parent engagement policy process will be aligned with the school’s LCAP stakeholder involvement process, and the school will make every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader will present to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents will record their feedback on a survey in real time and online. This parent input will influence all aspects of school culture.   KIPP will assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|5|5|5|5|4|3|5|3|4|4|4|3|Met||2025-06-12|2025
39686760141358|KIPP University Park|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.   We will communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards will be sent home throughout the year to keep families informed about their student’s academic success. Families will be encouraged to set up conferences with teachers and the school will provide multiple opportunities to connect with parents/guardians. Any student who is in danger of retention will be required to meet with teachers and administrators to identify additional supports. Each year the school will begin forming relationships with families during orientation, prior to the start of the new year. This early welcome will allow students and families to feel more connected to the school and start a successful year.   KIPP’s KFA (KIPP Family Association) will have active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians will be the primary drivers of KIPP’s KFA. The school leader will meet regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.   KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  - Assume good intentions, and approach all families as partners who want the best for their children.  - Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  - Invite parents or guardians to share information about family cultures and traditions. - Recognize and respect differences in family structures.  - Recognize the role that identity and background may play in shaping relationships between teachers and families.  - Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  - View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 88% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP will assist parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents will be given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents will be involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school will also be invited to participate in the School Site Council and English Language Advisory Committee.   KIPP will provide parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents will receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.   KIPP will assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision-making at KIPP will be demonstrated in multiple ways.  The parent and family engagement policy will be developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents will include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy will be sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.   The parent engagement policy process will be aligned with the school’s LCAP stakeholder involvement process, and the school will make every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader will present to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents will record their feedback on a survey in real time and online. This parent input will influence all aspects of school culture.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|3|3|4|4|4|4|3|2|3|3|Met||2025-06-12|2025
39686766042725|Nightingale Charter|3|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.|Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.|Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-05-23|2025
39754990000000|Tracy Joint Unified|3|The Tracy Unified School District (TUSD) prioritizes positive community relationships. According to the local indicator data, the LEA creates a safe and welcoming space for all students and families.  Our ongoing progress is to sustain these positive relationships over time.  We will continue to invest in community outreach programs to meet the needs of students and families in our community.|The creation of an English Learner Advisory Committee (ELAC) in each school, a Title 1 Community Advisory Committee, and Student Advisory Committee (SAC) this past academic year continue to provide opportunities for students and families to engage in the decision-making process.  This helps to increase transparency and community involvement.|The district will continue its outreach initiatives to involve all district students and families into the decision-making process.  We will continue to proactively communicate with community organizations, as well as student organizations to participate in district collaborative events.  Our data suggest positive relationships with students and families.  However, we seek to continually improve peoples' experiences and perceptions of TUSD business.|Our local indicator data suggests an overall level of satisfaction and feelings that our programs are fully implemented for the benefits of students and families.  The district attempts to involve students and families in all collaborative processes.  Students, families, and community partners attend various committee and outreach events, wherein they share thoughts and ideas to more positively impact the learning outcomes of all students.  Further, the district facilitates targeted outreach events to provide a necessary venue for students and families to better understand their rights, in order to best advocate for all students.|The local indicator data suggests an overall positive perception of the district's process for engaging all students and families.  To continue improving in this area, we will intentionally focus our ongoing community engagement meetings to support the district's instructional and behavioral priorities for all students.  Specifically, we seek to engage families with the tools to advocate for higher reading and math outcomes for all students.  As well as engaging families with the tools to productively intervene on student behavioral concerns, historically leading to student suspension.|To effectively address the local indicator data, all district school sites will sustain each's School Site Council and English Learner Advisory Committee (ELAC) to review school plans, ensuring the unique needs of students are met. Further, these committees provide ongoing feedback, intended to advocate for underrepresented students and to ensure the ongoing fiscal viability of the entire school district, and individual school sites.|TUSD is expanding the range of opportunities for parent and family involvement in decision-making processes. These opportunities include participation in the School Site Council, District and site ELAC, Title I Parent Advisory Committees, LCAP Surveys, and LCAP Community Engagement Meetings.  Providing a variety of options for educational partners to be informed and participate helps to ensure collective understanding of district priorities, as well as increases transparent communications.|The district revised its approach to elicit student information and feedback.  We discussed LCAP goals and priority actions, asking students to provide insights as to what they assert are necessary additions to improved learning and behavioral outcomes.  This shift resulted in positive perceptions from the Student Advisory Committee.  Collectively, students suggested this process continue and expand.  Since they maintained a feeling of opportunity to represent the collective student voice within the decision-making process.|To ensure that students and families from historically underrepresented student groups participate in community outreach endeavors, the district will intentionally recruit and involve students and families from specific underrepresented groups to participate in the decision-making process.  It is necessary to intentionally recruit students and families to participate.  In doing so, the district may better meet the needs of all students--especially student groups that have not or may be reluctant to engage in the district's decision-making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
39754990102384|Primary Charter|3|Primary Charter School builds relationships between school staff and families in many ways, such as holding monthly school improvement meetings (SIC), hosting parent/teacher conferences twice a year, providing constant communication via the online format, Parent Square, and providing opportunities for families to volunteer for various events throughout the year.|A more concerted effort will be made to improve attendance at the monthly school improvement meetings.|PCS staff will continue to work closely with the EL Specialist to provide resources and opportunities for engagement of underrepresented families.|Parent-teacher conferences are held twice a year, in person or via Zoom. The staff sends home regular progress reports and holds student success team (SST) meetings when an academic or behavioral needs arise.|PCS will continue to provide opportunities for parents and families to build partnerships for student outcomes. Regular communication via weekly folders, progress reports and parent conferences will continue.|PCS will continue to work with the EL Specialist to ensure underrepresented families remain engaged in student outcomes.|PCS will continue to hold monthly SIC meetings where educational partners can provide input in decision-making.|A focus on increasing attendance and participation at SIC meetings will continue to be made a priority.|A focus on engaging underrepresented families in the decision-making process will be made a priority.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
39754990102392|Millennium Charter|3|Millennium Charter High School has built strong relationships between school staff and families through our monthly school improvement meetings, athletic events, monthly parent cafe meetings, awards ceremonies and other outreach efforts.|A more concerted effort will be made to increase participation at the monthly school improvement meetings.|MHS will continue to hold monthly Parent Cafe meetings were the goal is to provide opportunities for engagement among our underrepresented families.|Teachers regularly update grades on Aeries, the student information system. When a student is in need of extra academic or behavioral support, a student success team (SST) meeting is scheduled which includes staff, the student and the family.|Staff will continue to update gradebooks regularly and communicate through Parent Square any important information for students and families.|Staff will work closely with the EL Coordinator to ensure underrepresented families are provided the support they need to stay engaged and informed.|At the monthly school improvement meetings (SIC), educational partners are encouraged to provide input for decision-making. Surveys are also used to inform decision-making.|A more concerted effort will be made to increase participation in the monthly SIC meetings.|The school administrators will continue to work closely with the EL Coordinator, counselors and the front office staff to ensure underrepresented families are included in the decision-making process.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
39754990139949|Tracy Independent Study Charter|3|Tracy Charter has made strong progress in fostering connections between school staff and families. Through targeted professional development, staff are equipped with strategies to build trusting, respectful relationships with families from diverse backgrounds.  The school maintains a welcoming, inclusive environment supported by family-friendly policies and accessible facilities. A monthly community newsletter and centralized communication hub keep families informed and connected.   Programs are designed to help staff understand each student’s individual goals, supporting personalized learning experiences. Additionally, Tracy Charter prioritizes two-way communication by offering multiple accessible channels, ensuring all families have the opportunity to engage actively in their child’s education.|Based on input from educational partners and findings from the WASC self-study and LCAP engagement process, Tracy Charter has identified key areas for growth in building relationships between school staff and families. The school will continue to support staff in deepening their competency to better connect with and serve diverse student populations. Additionally, Tracy Charter aims to expand both in-person and virtual engagement opportunities through targeted workshops, events, and advisory sessions to strengthen family involvement and promote a collaborative school community.|Tracy Charter School has small class sizes which support strong, individualized relationships between staff, students, and families. Teachers dedicate at least one hour per week to in-person student support, which also serves as a valuable opportunity to engage families and strengthen home-school connections. These consistent, personalized interactions help build trust and create a collaborative support system for each student.  To better engage underrepresented families identified during the self-reflection process, Tracy Charter uses a variety of communication tools—including automated phone calls, text messages, emails, district and site webpages, and the Aeries Parent Portal—to accommodate diverse language, technology, and accessibility needs.  Moving forward, the school will work closely with families to identify their preferred communication methods and expand outreach through culturally responsive practices. By continuing to offer multiple, inclusive communication pathways and involving families in feedback loops, Tracy Charter aims to increase participation and ensure that underrepresented voices are actively included in the educational experience.|Tracy Charter demonstrates strong progress in building partnerships that support student outcomes. Our school places a high value on positive relationships within both the school and broader community. Staff, including administrators, teachers, counselors, and office personnel, work collaboratively to communicate available resources, programs, and services to students and families. We also partner with the TUSD Prevention Services Department to provide targeted support for students experiencing homelessness and foster youth, ensuring families receive the assistance they need.  Tracy Charter families are regularly invited to participate in parent outreach events and provide input on school and district initiatives. In addition, our school’s Advisory Council plays a key role in reviewing student performance data and helping to develop responsive strategies to address schoolwide needs. These collaborative efforts have strengthened family-school partnerships and contributed to improved student support systems.|Based on educational partner feedback and local data analysis, Tracy Charter School has identified the need to strengthen and expand its efforts in building partnerships for student outcomes. Key focus areas include increasing accessibility to school resources and ensuring families have the tools to support student learning at home.   The school will also work to provide more frequent, diverse, and inclusive opportunities for families, teachers, and students to engage in meaningful, consistent dialogue about academic progress.  Sustaining and deepening collaboration with community partners remains a priority, particularly in creating shared ownership of student success and ensuring all voices are represented in school planning and decision-making.|To improve engagement of underrepresented families, Tracy Charter School will implement a comprehensive, equity-focused approach that builds strong, trusting relationships within the school and community. All staff will continue to play a key role in clearly communicating available resources and supports. Through our partnership with TUSD Prevention Services, we will provide targeted assistance to students experiencing homelessness or in foster care, ensuring that the specific needs of these families are met.  We will also expand parent outreach events and strengthen the role of our Advisory Council to encourage more inclusive family participation in school decision-making. By offering a wider range of accessible, culturally responsive engagement opportunities, Tracy Charter aims to empower underrepresented families to take an active role in supporting their child’s academic journey and contributing to school improvement efforts.|Tracy Charter School demonstrates strengths in seeking input for decision-making. Tracy Charter parents and students provided input through the TUSD LCAP and WASC accreditation process, which included multiple opportunities for review and comment. The school builds the capacity of and supports principals and staff to engage families in advisory groups and decision-making processes, fostering a collaborative environment.  Furthermore, Tracy Charter School promotes collaboration between families, teachers, principals, and district administrators in planning, designing, implementing, and evaluating activities at both school and district levels.|Tracy Charter School focuses on improving Seeking Input for Decision-Making by developing multiple, effective communication channels to gather family and community input and establishing regular opportunities for feedback through surveys, meetings, and forums. Additionally, Tracy Charter School aims to increase transparency around how input is used to inform decisions, fostering trust and accountability, and to create collaborative platforms where families, students, and staff can engage in meaningful dialogue about school initiatives and policies.|The school provides all families with opportunities to provide input on policies and programs through the LCAP process, with strategies in place to reach and seek input from underrepresented groups, ensuring inclusivity in decision-making processes.|4|4|4|5|4|4|5|5|5|4|5|4|Met||2025-06-23|2025
39754996118665|Discovery Charter|3|Discovery Charter School holds monthly school improvement meetings where educational partners can participate in person or online. The meetings provide opportunities for educational partners to provide input, feedback and build relationships between school staff and families.|Based on the analysis of educational partner input and local data, Discovery Charter school plans to provide more opportunities for families to become more engaged with the school by holding open houses, awards ceremonies and other outreach events.|Discovery Charter School will improve engagement of underrepresented families by holding monthly Parent Cafe gatherings, hosted by the English Language department. DCS will also utilize the translation services provided by Parent Square to ensure all families are receiving important school information.|DCS holds parent conferences twice a year where student progress is discussed. They also hold regular student success team (SST) meetings for students who need extra academic or behavioral support.|More constant communication between families and staff regarding academic progress will be enforced in the 2025-26 school year. Weekly progress reports will be sent home via an online format through Aeries.|Extra support will be offered to families who do not have internet access; they will be able to utilize a computer on campus to view their student's grades. Families needing extra language support will have direct contact with the EL Specialist for Discovery Charter School.|Discovery Charter School holds monthly meetings where all educational partners can provide input for decision-making. DCS also conducts an annual survey seeking input for decision-making.|A more robust effort will be made to improve attendance at the monthly SIC meetings.|A more concerted effort will be made to ensure underrepresented families are aware of the monthly SIC meetings and surveys.|5|5|5|5|4|4|5|4|4|4|4|4|Met||2025-06-09|2025
39767600000000|Lammersville Joint Unified|3|Lammersville Unified School District is committed to fostering strong partnerships between families and schools to support student academic success and well-being. Schools actively communicate with families through Aeries, ParentSquare, Canvas, and direct outreach from school sites and the Educational Services division. Learning in the home is supported through regular parent trainings and a variety of online opportunities. As a 1:1 district in grades K–12, students have access to technology that extends learning beyond the classroom. For families without internet access, the district provides WiFi hotspots to ensure equitable access. High school counselors work with students and families to develop individualized four-year graduation plans, and additional academic and social-emotional supports are provided to underrepresented students and their families.|Lammersville Unified School District (LUSD) has identified the need to strengthen two-way communication and deepen relationships with families—particularly those representing English Learners, foster youth, homeless youth, and socioeconomically disadvantaged students—as a key focus area for improvement. Feedback from educational partners, including input gathered through District Advisory Committee (DAC), District Parent Advisory Committee (DPAC), and District English Learner Advisory Committee (DELAC) meetings, along with parent surveys, indicates a desire for more personalized outreach, increased access to academic support information, and more culturally responsive engagement strategies.  To address this, LUSD is prioritizing expanded parent involvement in school governance committees (e.g., SSC, ELAC, PTA, Wellness Committees), improving multilingual communication, and offering meetings and events at varied times to accommodate family schedules. Additionally, the district is committed to strengthening site-based family engagement practices through training and clearer guidance for school staff. As reflected in Goal 3 of the LCAP, efforts such as multilingual communication tools, expanded access to the Student Information System (SIS), and increased outreach through technology (e.g., robocalls, live-streamed meetings, and social media) are being used to improve relationships with families. These steps aim to create a more inclusive and responsive environment where all families feel welcomed, informed, and empowered to support their child’s educational journey.|Lammersville Unified School District (LUSD) recognizes that underrepresented families—including those of English Learners, foster youth, homeless students, and socioeconomically disadvantaged students—require targeted and responsive engagement strategies. Input from the self-reflection process, parent surveys, and advisory groups such as DELAC, DAC, and DPAC highlighted a need for more accessible communication, culturally responsive outreach, and personalized invitations to participate in school and district activities.  To address these needs, LUSD is implementing several key actions:  --Personalized outreach: Site leaders and staff will personally invite parents from underrepresented groups to participate in School Site Councils, ELAC, Foundations, and PTA meetings, with meeting times adapted to fit family schedules. --Language access: The district will continue to provide translation and interpretation services to ensure non-Englishspeaking families can engage meaningfully. --Increased communication channels: Continued use of multilingual robocalls, emails, live-streamed meetings, and social media platforms will ensure families receive timely, relevant information in a format that suits their needs. --Capacity building: Training for site staff will focus on improving cultural responsiveness, active listening, and strategies to create welcoming school environments.  These efforts are reflected in LCAP Goal 3 and are designed to build trust, increase participation, and ensure all families—particularly those historically underrepresented—have meaningful opportunities to engage in their child’s education and school community.|Lammersville Unified School District (LUSD) has made significant progress in building partnerships that support student outcomes by fostering consistent collaboration between families, educators, and the broader community. Educational partners—including parents, students, teachers, classified staff, and community members—participate in ongoing advisory and planning bodies such as the District Advisory Committee (DAC), District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), School Site Councils, and site-level foundations and PTAs. These groups provide meaningful input on student programs, budget priorities, and goalsetting through data reviews, focus groups, and surveys.  LUSD has enhanced access to student progress and academic planning through the expanded use of the Student Information System (SIS), parent portals, and regular communications across multiple platforms including multilingual robocalls, live-streamed meetings, and social media. Parents are encouraged to engage in their child’s learning through family nights, curriculum presentations, and targeted outreach by site teams and district-level staff.  The district’s Student Services team—including counselors and the Director of Student Services—continues to prioritize outreach to underserved families, including those of English Learners, foster youth, homeless students, and socioeconomically disadvantaged students. Interventions are supported through expanded academic and socialemotional services, which are directly informed by educational partner feedback and tracked through LCAP metrics.  LUSD’s focus on collaborative structures, transparent communication, and tailored outreach has strengthened its ability to partner with families in support of student achievement, particularly for underrepresented student groups.|Based on educational partner input and an analysis of student data, Lammersville Unified School District (LUSD) has identified the need to deepen academic-family partnerships that directly support student learning and growth— particularly for English Learners, students with disabilities, foster and homeless youth, and socioeconomically disadvantaged students. While LUSD has made strides in family engagement through robust communication systems and advisory committees, stakeholder feedback indicates that more targeted supports are needed to connect families with tools, data, and resources that directly influence student academic outcomes.  Key areas for improvement include:  --Increasing academic transparency and collaboration: LUSD aims to expand opportunities for families to engage in their child's academic progress through improved access to formative data, standards-aligned instructional tools, and workshops that help parents support learning at home. --Strengthening outreach to underrepresented families: Personalized communication and culturally responsive engagement strategies will be prioritized to ensure all families—particularly those who are historically underserved— have equitable access to engagement opportunities. --Expanding connections between school and career/college pathways: As part of building student outcomes beyond the classroom, LUSD is focused on connecting families with information about CTE pathways, dual enrollment, and career exploration platforms such as World of Work, Nepris, and Vida Navis. --Supporting social-emotional learning and wellness: Stakeholders have highlighted the importance of student wellbeing, prompting LUSD to strengthen partnerships with families around social-emotional learning, counseling services, and wellness supports that reinforce academic and personal success. These focus areas are embedded in LCAP Goal 3 and are reflected in ongoing strategies such as family engagement nights, student-led events, increased access to digital learning tools, and multi-tiered systems of support. LUSD remains committed to building authentic partnerships that empower families as co-educators in the pursuit of equitable and positive student outcomes.|Lammersville Unified School District (LUSD) is committed to strengthening partnerships with underrepresented families by addressing barriers to engagement and creating more inclusive, accessible opportunities for participation. The self-reflection process and stakeholder feedback—including input from DELAC, DPAC, DAC, and site-level committees—highlighted the need to improve engagement with families of English Learners, foster youth, homeless students, Black/African American students, and socioeconomically disadvantaged students.  To improve engagement with these underrepresented groups, LUSD is implementing the following strategies:  --Personalized and culturally responsive outreach: Site administrators and district staff will increase individualized invitations to parents from underrepresented groups to join School Site Councils (SSC), English Learner Advisory Committees (ELAC), and other advisory bodies. Meetings will be offered to ensure families can participate meaningfully. --Expanded communication platforms: LUSD continues to utilize ParentSquare, the Student Information System (SIS), multilingual robocalls, and social media to keep families informed. Ongoing updates to district and school websites also support transparency and accessibility. --Targeted support events: LUSD hosts parent information nights at the high school specifically for Black/African American families, with a focus on academic achievement, postsecondary pathways, and student well-being. Similar efforts are expanding across other student groups, including English Learners and foster youth. --Partnerships with support staff: Student Services staff—including counselors and the Director—coordinate outreach and follow-up with families who may face additional challenges, including housing insecurity or language barriers. These efforts ensure that families receive both academic and social-emotional support connections. --Integration with LCAP goals: Family engagement strategies are embedded in LCAP Goal 3, which focuses on improving two-way communication, inclusive participation, and shared responsibility for student success.  By implementing these targeted strategies, LUSD aims to foster meaningful partnerships that empower all families— especially those who have historically been underrepresented—to actively support their children’s academic, social, and emotional growth.|Lammersville Unified School District (LUSD) has demonstrated a strong and expanding commitment to inclusive, transparent decision-making by actively seeking input from a broad range of educational partners. Input related to district policies, programs, budget priorities, and the Local Control and Accountability Plan (LCAP) is regularly gathered through formal advisory groups including the District Advisory Committee (DAC), District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), English Learner Advisory Committees (ELAC), and School Site Councils (SSC).  In addition to standing advisory committees, LUSD facilitates meaningful two-way communication with stakeholders through the Education Committee, Facilities Committee, Safety and Crisis Response Committee, Wellness Committee, and the Citizens’ Bond Oversight Committee. Parent Foundations, PTAs, and Booster groups across school sites further provide avenues for community voice and partnership.  To engage families more deeply in instructional and pathway planning, LUSD hosts College and Career Technical Education (CTE) Pathway Nights, Curriculum Fairs, and parent information sessions aligned with academic programming. These events foster collaborative conversations between families and educators about course offerings, student support services, and postsecondary planning.  The district uses multiple tools to collect stakeholder feedback, including annual surveys, focus groups, and live discussions.  LUSD also ensures that underrepresented families—such as those of English Learners, foster youth, and socioeconomically disadvantaged students—have opportunities to contribute to decision-making processes. Targeted outreach is conducted to ensure diverse representation across committees and feedback channels.  This multi-layered input system allows LUSD to continuously refine programs and services based on real-time feedback, ensuring that decision-making remains responsive to the evolving needs of students, staff, and families.|Lammersville Unified School District (LUSD) continues to strengthen its inclusive decision-making practices, with a focus on expanding meaningful engagement with underrepresented educational partners, particularly families of English Learners, foster youth, homeless students, students with disabilities, and socioeconomically disadvantaged students. While the district actively gathers input through advisory committees such as DAC, DELAC, DPAC, and SSCs, as well as through parent organizations and community committees, analysis of participation data and feedback from surveys and committee meetings has highlighted key areas for growth.  2025-26 Local Performance Indicator Self-Reflection for Lammersville Joint Unified School District Page 14 of 20 The district’s primary focus for improvement is ensuring that stakeholder input—especially from historically underrepresented groups—is not only collected, but visibly reflected in final decisions and reported back to the community. Efforts are underway to increase two-way communication, close feedback loops, and build trust through transparency.  Additionally, LUSD is working to improve the accessibility of input opportunities. Increased use of informal feedback mechanisms such as focus groups and digital surveys also aims to supplement formal input structures, ensuring broader and more representative participation in shaping district decisions.|Lammersville Unified School District (LUSD) is committed to improving the engagement of underrepresented families in district and school-level decision-making. Feedback from the self-reflection process and local data has identified the need to elevate the voices of families representing English Learners, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and Black/African American students.  To address this, LUSD is implementing several targeted strategies:  --Personalized Outreach: Site administrators and district staff will personally invite underrepresented families to serve on advisory committees such as the District English Learner Advisory Committee (DELAC), School Site Councils (SSCs), and English Learner Advisory Committees (ELAC). --Dedicated Forums: The Black/African American parent group meets monthly to provide a focused space for feedback on academic access, student support services, and school climate. --Responsive Support Structures: Academic counselors, social-emotional staff, and student services teams regularly review access to school resources to ensure alignment with student and family needs.  These efforts are designed to ensure that underrepresented voices are not only heard but meaningfully influence decision-making processes across the district.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
39773880000000|Banta Unified|3|Banta Unified School District was successful in building relationships between school staff and families by continuing to improve parent communication which includes two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created.   Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, website, parent/teacher conferences, SST and IEP meetings, all communications are provided in both English and Spanish.   88.8% of parents feel the school keeps all families informed about important issues and events and 96.3% of parents feel that the school has made an effort to build a relationship with their family.  We have added actions/services in our LCAP that support increasing Parent/Family Engagement.|The district will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making.|The district will improve engagement of underrepresented families by providing multiple ways for parents and school to communicate including translation services on a daily basis, all school office staff are bilingual.  The district is actively recruiting and seeking parents from all targeted subgroups to be members of committees, English Learner Parent Advisory Committee (ELAC), LCAP advisory committee and are encouraged to participate in all school events.  Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.|Banta Unified School District administration believes children come first and Parent/Family engagement is vital to supporting student learning.  We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook,  monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish)  are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning.   The school site works closely with the parent's club, English Learner Advisory Committee (ELAC), and the LCAP Advisory Committee to review and refine school plans and budgets to reflect the needs of the school, to improve student outcomes.|Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences, additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students.|The district continues to consider different methods of communicating with underrepresented families when distributing school information concerning student learning and outcomes.|Banta Unified School District is committed to including families in decision-making.  Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs.   88.9% of parents feel they were provided with multiple opportunities to be part of decisions about the school through surveys and advisory groups.|The district's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.|The district is actively recruiting and seeking parents from all targeted subgroups to be members of committees, including ELAC and DAC, to improve parent and family participation rates in the decision making process.|5|5|4|5|5|4|5|5|4|4|5|5|Met||2025-06-13|2025
39773880127134|River Islands Technology Academy II|3|Building relationships between school and families and community is a priority for River Islands Technology Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.|One area that we would like to expand is Parent/Caregiver Education and Community Connectedness through assemblies and cohort gatherings.|We have provided an SEL Assembly for Parents/Guardians to attend but we would like to expand our offerings to support our parents and open the dialog between school staff and families.  Additionally, it is a goal of our school community to promote and increase participation in our Parent Booster Club and other volunteer opportunities for parents. Our Booster Club not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.|Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. This school year, over 400 parent volunteers were cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.|River Islands Technology Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.|From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families. As our student population has continued to grow, we have enhanced our attendance policy and we would like to give parents multiple opportunities to learn about the policy and be a united team in having students in school every day.|River Islands Technology Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.|An area that we will continue to explore is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.|One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39773880131789|NextGeneration STEAM Academy|3|Building relationships between school and families and community is a priority for STEAM Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.|One area that we would like to expand is Parent/Caregiver Education and Community Connectedness through assemblies and cohort gatherings.|We have provided an SEL Assembly for Parents/Guardians to attend but we would like to expand our offerings to support our parents and open the dialog between school staff and families. We also plan to support the implementation of gatherings of cohorts such as grade level communities, ethnic groups, etc.  Additionally, it is a goal of our school community to promote and increase participation in our Parent Teacher Organization. Our PTO not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.|Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. This school year, over 200 parent volunteers were cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.|STEAM Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.|From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.|STEAM Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.|An area that we will continue to explore is providing translation services for families who attend our school to enable them to better participate in their child's learning and school environment.|One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.|3|4|3|4|3|3|4|3|3|3|3|3|Met||2025-06-18|2025
39773880140392|Banta Charter|3|Banta Charter was successful in building relationships between school staff and families by continuing to improve parent communication which includes two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created. Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, website, parent/teacher conferences, SST and IEP meetings, all communications are provided in both English and Spanish. 88.8% of parents feel the school keeps all families informed about important issues and events and 96.3% of parents feel that the school has made an effort to build a relationship with their family. We have added actions/services in our LCAP that support increasing Parent/Family Engagement.|The charter will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making.|The charter will improve engagement of underrepresented families by providing multiple ways for parents and school to communicate including translation services on a daily basis, all school office staff are bilingual. The district is actively recruiting and seeking parents from all targeted subgroups to be members of committees, English Learner Parent Advisory Committee (ELAC), LCAP advisory committee and are encouraged to participate in all school events. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.|Banta Charter administration believes children come first and Parent/Family engagement is vital to supporting student learning. We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook, monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish) are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning. The school site works closely with the parent's club, English Learner Advisory Committee (ELAC), and the LCAP Advisory Committee to review and refine school plans and budgets to reflect the needs of the school, to improve student outcomes.|Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students.|The charter continues to consider different methods of communicating with underrepresented families when distributing school information concerning student learning and outcomes.|Banta Charter is committed to including families in decision-making. Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs. 88.9% of parents feel they were provided with multiple opportunities to be part of decisions about the school through surveys and advisory groups.|The charter's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.|The charter is actively recruiting and seeking parents from all targeted subgroups to be members of committees, including ELAC and DAC, to improve parent and family participation rates in the decision making process.|5|5|4|5|5|4|5|5|4|4|5|5|Met||2025-06-13|2025
39773880141234|EPIC Academy|3|Building relationships between school and families and community is a priority for EPIC Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.|One area that we have not formally created processes or procedures is with families who need support for school/home communication in languages other than English.|We have provided an SEL Assembly for Parents/Guardians to attend but we would like to expand our offerings to support our parents and open the dialog between school staff and families. Additionally, it is a goal of our school community to promote and increase participation in our Parent Booster Club and other volunteer opportunities for parents. Our Booster Club not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.|Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. This school year, over 300 parent volunteers were cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.|EPIC Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.|From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.  As our student population has continued to grow, we have enhanced our attendance policy and we would like to give parents multiple opportunities to learn about the policy and be a united team in having students in school every day.|EPIC Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.|An area that we will continue to explore is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.|One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2025-06-18|2025
39773880141242|River Islands High|3|Building relationships between school and families and community is a priority for River Islands High School. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.|One area that we would like to expand on based on local feedback and data is communication with families about what is happening in the classroom.|This upcoming school year we plan to implement a new routine of teachers providing their families with a newsletter once a quarter informing them of important dates, upcoming projects, office hours, standards being covered etc. With this information being available to parents via email and our school app, families are able to connect with their child on what they are doing in school and communicate with staff on how they can support their child.|Communication of parent volunteer opportunities to families, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by attendance at school events and meeting sign-in sheets. Parents are encouraged to volunteer 5 hours per child, per month at our school. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, beginning of the year orientation, planning and executing Homecoming and Spirit Weeks, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as music concerts and sporting events. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.|River Islands High School is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.|From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families. As our student population has continued to grow, we have enhanced our attendance policy and we would like to give parents multiple opportunities to learn about the policy and be a united team in having students in school every day.|River Islands High School provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher communication and IEP meetings are held regularly that involve parents in decision making for their children.|An area that we will continue to explore is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.|One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
40104050000000|San Luis Obispo County Office of Education|3|Over the 2024-25 school year, 100% of families and caregivers had online access to student achievement and attendance data through the LEA student information system, 99.1% of families and caregivers had access to two-way communication through ParentSquare and 100% of the families and caregivers were invited to participate in parent-teacher conferences and/or student meetings.|The school staff is continuing to explore more efficient and effective ways to facilitate ongoing two-way communication between families and staff.|The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to intentionally building relationships, implicit bias and trauma informed practices.|Over the 2024-25 school year, 100% of families and caregivers were communicated to in their home languages and 100% of parents/guardians, as appropriate, were involved in the IEP/504/SST processes. Staff are explicitly encouraged to prioritize student and family relationships as the foundation for student success. Staff have been trained in building intentional relationships, which includes making contact with each individual family to establish and maintain relationships with the intent of better student outcomes.|Continued implementation of a multi-tiered system of support, including PBIS, with the goal of full and sustainable implementation meeting the needs of all students.|The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to intentionally building relationships, implicit bias and trauma informed practices.|Over the 2024-25 school year, the School Site Councils have had off and on parent and student representation along with full staff participation. Each year both students and parents are surveyed regarding school climate and LCAP input. While the LEA has been able to receive some input from students, family input remains low. All teachers have been provided cell phones and are encouraged and provided with strategies to seek family input in a communication mode that works best for the family. Families meet with administration at enrollment and are provided opportunities to participate in decision-making through school site council, conferences and surveys. Administration and staff attend training and conferences that specifically address SLOCOE student demographics and school settings.|While the LEA has been able to receive some input from students, family input remains low. Increasing parent engagement remains an ongoing priority.|The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to intentionally building relationships, implicit bias and trauma informed practices.|5|5|5|5|5|5|5|5|3|3|4|4|Met||2025-06-18|2025
40104050101725|Grizzly ChalleNGe Charter|3|Parent Engagement at Grizzly is high. While most families live outside the county, we work with all families and gather their input as often as possible. Still, while students are enrolled in the Charter School, the National Guard is their legal guardian. The charter school engages with the National Guard for input in all circumstances including planning/calendaring, health and social-emotional issues, academic needs and students' future needs.|Grizzly Challenge Charter School has expanded the ability of families and the school to communicate with one another and present information in the users' preferred language using online platforms.|As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families.|Grizzly has developed strong partnerships with its families, especially in the area of communicating and supporting the future plans of our students once they complete the residential component of the program. Students are given assignments to complete with their families centered around the necessary next steps for students to remain on a path toward achieving their individual goals for a successful future. These assignments and plans are discussed with families and monitored for an additional 24 months after the students complete the residential phase.|Grizzly Challenge Charter School is working to increase the ease and frequency in which it communicates with families and for the families to communicate with the school site. As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families. GCCS also invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.|As previously mentioned, GCCS invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.|As previously mentioned, GCCS invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.|As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families.|The ability to allow families to attend various meetings online and with language support allows for improved engagement of underrepresented families in the decision making process.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2025-06-10|2025
40104050125807|Almond Acres Charter Academy|3|Almond Acres’ strengths are building connections between school staff (administration, faculty, and school personnel) and families.  Almond Acres’ staff focuses on relationship building through a variety of avenues: school to home communication, teacher/family goals and personal learning profile conferences with every family, informational events inclusive of Meet the Teacher Picnic, Back-to-School Night, Open House, and Growing Great Families weekly meetings, as well as celebratory events including drama productions, sports banquets, and end of trimester awards assemblies.|AACA needs to make the volunteer process extremely clear with someone available to help walk parents through the paperwork. In addition, AACA needs to create virtual trainings for parents based on the school’s framework and philosophy and practices, so that it is easily accessible.  In addition, AACA needs to create a more welcoming environment for families all throughout campus from the moment that they arrive and until they leave. This includes changes to the physical environment as well as expectations of staff and students.|Almond Acres will continue to use a school to home communication portal (ParentSquare) that provides communication in their home language. Conferences and meetings have a school provided translator available for families who prefer to communicate in their home language. In addition, AACA will need to have translators available for other school wide events. Almond Acres needs to implement the 3 signature CASEL practices (inclusive welcome, engaging strategies, and intentional close) to family events.|Almond Acres’ strengths are building connections between school staff (administration, faculty, and school personnel) and families.  Almond Acres’ staff focuses on relationship building through a variety of avenues: school to home communication, teacher/family goals and personal learning profile conferences with every family, informational events inclusive of Meet the Teacher Picnic, Back-to-School Night, Open House, and Growing Great Families weekly meetings, as well as celebratory events including drama productions, sports banquets, and end of trimester awards assemblies.|The school enrollment has grown significantly and as result, there is a more diverse school community.  One area of improvement is making sure that families understand that home to school communication is available in their home language preferences, along with specifically providing classroom communications, meetings,conferences, and surveys with home home language options. In addition, AACA needs to determine the best way to provide outreach to these families.|Almond Acres will continue to use a school to home communication portal (ParentSquare) to provide families information in their home language for each communication at home. Conferences and meetings have a school provided translator available for families who prefer to communicate in their home language. AACA will also have staff available at special school wide events to help with translation. AACA also needs to find ways to make sure that all families are able to participate even when there are limitations due to work, finances, language, or responsibilities.|Almond Acres seeks to engage all educational partners in the decision-making process.  The areas of strength include multiple avenues to solicit feedback from parents, students, faculty, and staff and an involved and accessible Board of Directors. These educational partner groups are not only accessible but value opportunities to provide input so participation in family surveys, climate surveys, and participation in focus groups are high. Feedback opportunities were given to all families, along with specific groups and occurred virtually during the evening in order to allow more parents to participate. AACA had the most participation this year with ideas from parents that will be used to improve Goals and Actions for next year.|AACA used the same Panorama Survey in the fall as last year. In addition, students participated in the Healthy Kids Survey. The staff and faculty were surveyed again in the spring and focus groups were held for parents. However, the Panorama Survey was only given to families in the fall. This has proven to be difficult because the data is being compared from Fall to Fall, instead of Fall to Spring.|Almond Acres will make sure to provide a survey opportunity for families in both the fall and spring so that parents can formally provide feedback twice a year. AACA will also continue to specifically seek out underrepresented groups and establish opportunities to solicit feedback directly from them (i.e. focus groups with families of English Learners Students with Disabilities, and Low Income families, as well as focus groups for those students.|5|4|4|4|5|5|5|5|4|4|5|4|Met||2025-06-25|2025
40687000000000|Atascadero Unified|3|Atascadero Unified School District has made great efforts to create a welcoming environment for families and creating 2-way communication between the district and families. AUSD annually administered a local survey to parents, teachers, and students in grades 4-12. With the implementation of FranklinCovey’s Leader in Me, the Measurable Results Assessment (MRA) is administered, and results used for these Local Indicator responses. MRA questions are aligned to the Local Indicators and this alignment highlights how the California Local Indicators assess various aspects of family engagement, while the FranklinCovey framework provides a broader structure to evaluate the impact on students, staff, and the overall school environment. Results show a positive perception of all areas surveyed and establish baseline results. The MRA scores on a 0-100 scale, where 0 is not at all effective and 100 is highly effective.|The questions and findings directly relate to the three goals established within our Local Control and Accountability Plan and the data from the survey is represented in the LCAP. Supporting staff in learning about family’s culture, languages, and goals for their children is an area needing to be developed.|This is information we have not gathered and professional development we have not provided. AUSD continues to explore effective resources to support administrators and staff in this area.|Over recent years AUSD has invested time and efforts to provide multiple parent nights to inform parents about our academic endeavors and provide parents with resources to support their children at home. We have hosted parent nights around Thinking Maps, Zearn, and multiple Next Generation Science Nights. Events have been supported for families speaking both English and Spanish, the two primary languages in our community.|Our focus area within building partnerships for student outcomes lies in our need for additional professional development with administrators and teachers. Additionally funding for additional staff pay for after-hour events has become an obstacle we are reviewing.|AUSD continues to explore effective resources and programs to support administrators and staff in this area.|AUSD continues to place a high priority on seeking input from parents/guardians in school and district decision making and parental participation in programs. Two parent groups utilized to engage our underrepresented families. These include our site based English Learner Advisory Committee (ELAC), feeding into our District English Learner Advisory Committee (DELAC), and a district-wide Special Education Advisory Committee (SEAC). In addition to these committees targeting our underrepresented groups, we have multiple other groups to engage educational partners and seek input. These additional committees include: Budget Advisory, LCAP Steering Committee, PTA/PTO, booster groups, Student Ambassadors, and the Superintendent’s Parent Group.|As we seek to improve in this area, we will be working to better evaluate the success of these groups in staying informed and providing input.|AUSD will focus efforts on increasing participation on mentioned groups and opportunities for input during meetings.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-10|2025
40687260000000|Cayucos Elementary|3|Cayucos School District continues to experience a thriving educational partnership with our community, as evidenced by significant positive trends. Building upon last year's success, we are thrilled to report an outstanding 77% participation rate in our recent LCAP survey, demonstrating a strong commitment from parents in shaping our school's future. Moreover, an impressive 100% of parents now feel informed and aware of all that is happening within our district, a testament to the effectiveness of our increased communication initiatives, including coffee hours, diverse communication methods, and engaging family social events. Parents also feel overwhelmingly supported, with 95% confident in their ability to connect and meet with teachers when needed. This strong home-school connection is further reinforced by the fact that 98% of parents continue to report their child has at least one caring adult on campus they can turn to (Local Survey Data 2024-25). This consistent improvement underscores the positive impact of our collaborative efforts in fostering a supportive and well-informed school community for all our students.|Cayucos School District continues to cultivate strong community partnerships, a commitment reflected in the remarkable increase from 91% to 100% of parents affirming that CESD maintains, fosters, and strengthens these vital connections. Our focus in the past year on timely response and clear communication regarding behavioral concerns, discipline, and counseling services has contributed to this positive growth. Furthermore, we've made significant strides in ensuring parents feel their voices are heard, with 94% now reporting they have been asked about decisions impacting school processes, up from 86.4%. Overall participation in our LCAP survey reached an impressive 77%, and 100% of parents feel well-informed about school happenings. Reinforcing our supportive environment, 95% of parents feel confident in their ability to connect with teachers, and 98% report their child has a caring adult on campus (Local Survey Data 2024-25). Moving forward, we remain dedicated to personally connecting with all families to ensure every member of our community feels engaged and supported by Cayucos School District.|CESD made sure to send the LCAP survey in all identified home languages and continued to use translated parent communication from the school.  CESD also offered varying times for parent meetings including early morning and late evening to accommodate work schedules. We also offered additional video support prior to meetings to help families build background knowledge and feel more comfortable to participate. In 2024-25 100% of families with a language other than English as the primary language completed the LCAP survey.|"Cayucos School District is proud to report unprecedented levels of parent engagement across a wide spectrum of school activities. Parent attendance at award ceremonies, Monday flag pole gatherings, and other school events has reached an all-time high. Throughout the 2024-25 school year, multiple parent and staff surveys have consistently yielded significantly positive data, including a notable increase in parent participation in school-provided training on crucial topics such as bullying prevention, safe technology use, and the transition to high school. Our commitment to enhanced communication is evident through the launch of a monthly newsletter, a strengthened social media presence, increased utilization of ParentSquare, and greater involvement in School Site Council and LCAP committee work. We've also seen increased attendance from both staff and parents at our monthly PTA meetings. Furthermore, our three ""Coffee with the Staff"" events this year provided valuable informal opportunities for parents to connect with our school community."|While Cayucos School District has celebrated significant strides in parent engagement and communication across numerous areas, we recognize that our primary focus for improvement has been in enhancing understanding and transparency around behavioral expectations and student discipline. In the 2023 LCAP survey, 21% of parents disagreed that CESD addresses behavioral issues through restorative practices and positive behavioral interventions, with an additional 11% unsure. This feedback highlighted a clear need for more comprehensive communication. To address this, CESD has proactively developed a behavioral matrix guide and parent partnership manual, alongside offering parent training in these areas. Furthermore, we implemented the Owlets Anti-bullying program and provided training in Positive Behavior Interventions and Supports (PBIS) for staff, students, and parents. Encouragingly, our 2024 data reveals a substantial improvement, with only 3% of parents/staff now disagreeing that CESD handles behavioral issues in a timely and effective manner, a significant decrease from the previous 21%. We also observed increased engagement with our social media messaging, higher attendance at school and PTA events, and greater participation in parent training during the 2023-24 school year. While we continue to dedicate ourselves to this critical area, the movement of negative responses to neutral on the 2024-25 LCAP survey regarding the handling of behavioral issues indicates positive progress in our ongoing efforts to foster a clear and supportive understanding of our behavioral practices within the school community.|CESD made sure to send the LCAP survey in all identified home languages and continued to use translated parent communication from the school.  CESD also offered varying times for parent meetings including early morning and late evening to accommodate work schedules.|There are many ways for parents to give input to CESD:  School Site Council/LCAP Advisory, multiple surveys, parent conferences and/or meetings, daily greeting by principal in front of the school, and daily send off, weekly email communication from the superintendent and correspondence, coffee meetings quarterly, and available scheduled meetings. Our data indicates these are successful in seeking input. 100% of parents agree that Cayucos School maintains, fosters, and strengths community partnerships.|Through strategic outreach, a dedicated focus on relationship building, and a collective commitment to shared goals, Cayucos School District is proud to announce a significant increase in parent participation in our Local Control and Accountability Plan (LCAP) process. We saw participation rise remarkably from 35% in the 2023-24 school year to an impressive 77% in 2024-25. This surge in engagement underscores the strength of our partnership with families and their valuable contributions to shaping the educational experience for all our students.|Continue to offer varying time and hybrid offerings for meetings and plan development.  Providing of multiple language communication and attendance at community outreach events.|5|5|4|5|5|4|4|5|5|5|4|4|Met||2025-06-17|2025
40687590000000|Lucia Mar Unified|3|The Local Control Accountability Plan (LCAP) Funding Feedback (2025) surveys was given to all parents and staff. California School Parent Survey (CSPS)  questions were given to all parents as part of this survey.  These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair.  Surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 683 responses were collected on the CSPS questions, which is an improvement from last year (457). More information about the CSPS survey is available on its website: csps.wested.org.   Key findings from CSPS survey: *74% agreed that their school encourages them to be an active partner with the school in educating their child. (-13) *58% agreed that their school actively seeks the input of parents before making important decisions (-11) *71% felt welcome to participate at their school (-11) *86% felt that school staff treats parents with respect. (-9) *75% felt that school staff takes parent concerns seriously. (-12)  Key findings from LCAP Survey: *Additional after school or before school options for students, tutoring, enrichment, and counseling support ranked highest among the types of support that would be best to support our struggling students. *Counseling and therapist intern support ranked highest as the way to strengthen social/emotional wellness for students|Improving participation rates in district-administered surveys continues to be an area of focus, and we are proud of the gains seen in this area over the past three years. The inclusion of the CSPS questions in the LCAP feedback survey improved participation over how we administered the questions in the past as part of the California Healthy Kids Survey (CHKS) survey process, and allowed us to capture parent feedback across all schools.|We continue to refine our avenues for gaining educational partner input to improve engagement of underrepresented families.|Based on the survey responses, 86% of parents felt that school staff treats parents with respect. This affirms the cooperative relationships school staff build with our parents to support students.|Based on the survey responses, 58% agreed that their school actively seeks the input of parents before making important decisions. This affirms our continued efforts to seek parent input in district planning. One recent area of progress is our alignment of minimum days across sites. This effort stemmed from the recognition that parents who may have children attending school across multiple schools (elementary, middle, and high school) benefit from consistency when planning for the impact of a minimum day schedule.|We will continue to gather input in a variety of formats. Not every parent responds to district surveys, so it will continue to be important to give parents multiple avenues and opportunities to provide feeback.|Based on the survey responses, 86% of parents felt that school staff treats parents with respect. This affirms the cooperative relationships school staff build with our parents to support students.|Based on the survey responses, 58% agreed that their school actively seeks the input of parents before making important decisions. This affirms our continued efforts to seek parent input in district planning. One recent area of progress is our alignment of minimum days across sites. This effort stemmed from the recognition that parents who may have children attending school across multiple schools (elementary, middle, and high school) benefit from consistency when planning for the impact of a minimum day schedule.|We will continue to gather input in a variety of formats. Not every parent responds to district surveys, so it will continue to be important to give parents multiple avenues and opportunities to provide feeback.|4|4|4|4|4|4|5|4|4|4|4|4|Met||2025-06-17|2025
40687910000000|Pleasant Valley Joint Union Elementary|3|Teachers meet with parents formally twice a year to discuss students' academic outcomes. For students with IEPs, they meet more often. Importantly, teachers and staff often meet with parents as needed to discuss their child's progress in informal meetings at the end of the school day when parents come to pick up their children. This regular and open communication ensures that parents are always reassured and informed about their child's progress.|Our district's aim is to boost attendance at district meetings and workshops, particularly those for parents. While we've seen limited to no turnout at past parent workshops, we're optimistic about the potential for change. By making it easier for parents in our rural district to participate, we believe we can make significant strides towards our goal by the summer of 2025.|We will need to continue reaching out to families one by one and encouraging them to attend meetings and participate in the planning of district programs and policies. Attempts to engage them in the past have had limited success.|The district has fostered a collaborative environment by engaging in several practices to ensure full educational partner involvement, including active participation between families and staff. Two surveys, a regular part of our annual routine, are implemented each year. One was designed for parents and staff (classified, certificated, and administrator) and addressed the overall programs and effectiveness of the school's staff and programs. The administrator created a similar, kid-friendly survey for students in grades two through six. Communication about these surveys is sent to staff during our monthly staff meetings and to parents via email and a ParentSquare post in January and March. Additionally, during the January PTA meeting, the principal's report encouraged parents to participate in a survey. Both surveys will be posted to the school website beginning in January. The adult survey was offered in both English and Spanish. Based on feedback from these surveys and informal conversations with parents during student pickup times, the district is doing a good job utilizing all its communication tools to reach out to parents and encourage them to participate actively in school programs and processes.|The district shares information with parents through the ParentSquare program and its website. We also send home paper flyers for some events. Based on feedback from the survey, we have increased the number of events for which we send paper flyers home.|For many underrepresented families, we need to reach out to them on a more personal level, as they tend not to attend formal meetings. Teachers and staff take time to talk to individual parents at the end of the day when they come to pick up their children. The school has no transportation, so all parents have to go to the school. In addition, the teachers and staff also utilize the ParentSquare program, a digital platform that allows for direct and instant communication with families, to further enhance our outreach efforts.|It's important to note that the current level of parent participation in decision-making meetings and conversations is relatively low, typically involving only 5-6 parents. This should serve as a call to action for us to explore ways to increase involvement.|The number of parents who participate in decision-making meetings and conversations is proportional to those of a larger district. Depending on the topic, there are usually 5-6 parents who participate.|It's worth considering that personal invitations to these families could be a powerful tool to encourage their attendance, potentially leading to a more engaged school community.|4|4|5|4|3|3|4|3|3|3|4|3|Met||2025-06-25|2025
40688090000000|San Luis Coastal Unified|3|"SLCUSD has created new Family Guides to help inform families around grade level standards and expectations for learning: https://www.slcusd.org/academics/grade-level-family-guides-for-learning.   SLCUSD provided a Parent Education Series (https://www.slcusd.org/about/parent-education-series), including seminars on Social Media and Anti-Bullying Awareness; Drugs, Sexting, and Human Trafficking; Mental Health, Counseling, Student Privacy Rights, Parent Rights; Windows and Mirrors in San Luis Coastal.  The district also created a podcast series ""Inside Your Schools"", with 7 different topics (https://www.slcusd.org/about/inside-your-schools-podcast)."|Feedback from educational partners continues to indicate a desire for diversity and multicultural education. Through local partnerships and staff training, we will continue to expand and strengthen district safe schools work by developing and refining diversity and multicultural educational practices for students, staff, and parents.|Our low-income, foster youth, and English learner student population has a need for additional support.  The Parent Equity Task Force will consider strategies for closing the achievement gap, addressing underlying barriers that impact student success, and developing long-term relationships with our typically marginalized parent community. Additionally, the district plans to expand its current parent education opportunities, with specific offerings for families who have students in the identified subgroups.|Family communication continues to be a goal this year. Sites will provide a weekly newsletter to keep parents informed. In addition, the district office provides a community newsletter on an every other week basis for increased communication|SLCUSD will engage and educate parents about its academic and social-emotional programs through various initiatives. One of the key efforts is the Parent Outreach and Engagement initiative, which includes the formation of a Parent Equity Task Force. Additionally, the district plans to provide parent education opportunities, with a particular focus on outreach EL and LI families. Research supports the importance of parent engagement and education opportunities in improving student outcomes (Smith & Jones, 2020).|SLCUSD expects all district families to benefit from the formation of a Parent Equity Task Force and participation in parent education opportunities; however, these services are designed to promote family/parent participation of English learners, Foster Youth and low income students. The increased participation by these parents/families will have a greater impact on our student groups.|Current structures and district-wide groups include multiple and diverse student and family voices, including: DELAC, Parent Leader Group, Student Senate.|The formation of a Parent Equity Task Force.|The Parent Equity Task Force will consider strategies for closing the achievement gap, addressing underlying barriers that impact student success, and developing long-term relationships with our typically marginalized parent community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-03|2025
40688096043194|Bellevue-Santa Fe Charter|3|Student goal setting conferences are held in the fall in which parents and teachers meet individually to discuss each individual's needs and set goals for success.|We continue to grow parent involvement programs through parent meetings with the director, the PTO and the Parent Square communication system.|All families are met with one on one with teachers. Administration communicates directly with underrepresented families via email and personal conversations.|The relationship between staff and families was integral to the creation of this school and continues to be what keeps our diverse project-based curriculum alive.|Our focus area is creating full understanding of accommodations and interventions for students with students with special needs.|Because we are small,  we are able to focus on improved individual communication between highly trained staff and families.|BSFCS has a Governing Board with a community member, two staff representatives, an administrative representative, and three parent/guardian representatives. Meetings are held monthly (in accordance to the Brown Act regulations). The agenda items are school focused with community input. A Town Hall meeting is also held. BSFCS supports the PTO through collaboration and communication.|The focus for 2023/2024 and 2024/25 is to help families of students with special needs better understand the IEP and 504 processes, intervention and accommodations.|We will continue to hold focus meetings and engage in personal one-on-one communications with families of students with special needs.|5|5|4|5|5|5|5|5|5|5|5|5|Met||2025-05-22|2025
40688250000000|San Miguel Joint Union|3|Both of our schools have Teacher/Parent Committees on which staff encourages parents and community members to volunteer. We work with our families using surveys and conversations to identify areas of interest as well as how we can best facilitate parental involvement on the committees. We have implemented bi-annual meetings for parents of students with disabilities to increase parental awareness about opportunities both at school and in the community as well as to seek their input on district decision-making. We provide interpreters in Spanish for all meetings as needed. A challenging area at Lillian Larsen is providing interpreters for our Mixteco-speaking families. We were able to find Mixteco interpreters for the 2024/25 school year. They attended our DELAC meetings, Migrant PAC meetings, and Open House. This year, we added our Community School Steering Committee as an integral part of our parent/staff/community relationship building. As we move into our Community School Implementation grant next year we will continue to look for ways to get more families involved at Lillian Larsen, especially families who have been traditionally underrepresented.|The district is working with teachers on best practices for analyzing data and sharing results on our local assessments as well as statewide assessments. Our new Community Schools Coordinator will be an important piece to implement these improvements.|The district ensures that all parents have access to interpreters for parent conferences. We work with families to schedule meetings at times they can attend. This is especially important in the fall as many of our underrepresented families are migrant farm workers in the vineyards and fall is extremely busy for families due to harvest.|The district has developed strong partnerships with community agencies to support student success. We are very proud of our California Wheat Grant project which is bringing hands-on agricultural learning to our students at both of our sites. We have a strong partnership with San Luis Obispo Public Health Department and they provide us with Nutrition Education at Lillian Larsen along with many other services for families and children. We work with the County of San Luis Obispo to provide counselors at both of our sites.|The district is working towards increasing parent involvement on campus. We have opportunities for parents to participate on DELAC, PTO, SSC, and the Wellness Committee. We are working to add parents to our PBIS Tier One teams. We are also back to offering many fun events for families both during the school day, such as family barbeques, as well as in the evening. Both sites are implementing PBIS assemblies to which families will be invited.|The district has Spanish interpretation at all events. We have added Mixteco interpretation to most of all school events. The district has added a Mixteco Family Liaison position for the 2024/25 school year. As we have not filled this position to date, we continue to contract with the County Office of Ed to offer interpreting for Mixteco speaking families.|Our district administers surveys annually for LCAP educational partner input. We receive high marks in the areas of parent communication and opportunities for parents to collaborate. We offer many committees that our educational partners report to be helpful ways to provide input.|The district is working on having more parents sit on our advisory committees such as DELAC, LCAP, and School Site Council. While we receive excellent feedback from our parents on surveys, we would like parents to be a bigger part of the conversation when making decisions that impact students.|The district is exploring holding meetings at a variety of times to help parents who work different schedules. We always make sure that we have interpretation for parents so that they may be fully engaged. We are often combining meetings with other types of assemblies honoring children and show casing their talent because we know parents enjoy seeing their children's successes and are more willing to participate in meetings where their students are being celebrated.|5|4|4|4|4|4|5|4|5|4|4|4|Met||2025-07-31|2025
40688330000000|Shandon Joint Unified|3|All rating scores for Building Relationships are ranked as 4-Full Implementation. Staff at every school site has contributed to making our schools a warm and welcoming environment for students, families and guests. The district has worked hard to build home to school relationships by providing parent education nights and health and resource fairs. School sites typically have high parent attendance rates at sporting events, parent conferences, back to school night and open house. We have also recently opened a Wellness Center to help support the mental health needs of our students and families and we have hired a new full time elementary school counselor. We work closely with a community advocate to help bridge the gap from school to home and offer valuable resources to families in need. All parent correspondence is done in the families' primary language through an all call system and bilingual support staff to maintain regular communication from school and district staff.|Shandon Joint Unified School District is committed to improving relationships with staff and families to ensure all families feel connected and supported at our schools. The student population in Shandon is predominantly Hispanic while the teaching staff is predominantly white. Educating staff on cultural and personal bias can help foster a stronger partnership between families and staff. More community outreach needs to be done to better understand the goals that families have for their own children.|Shandon Joint Unified School District is committed to improving strategies and structures that will result in increased engagement of underrepresented families. The district will continue to host community forums to provide opportunities for families to share thoughts on school improvement, as well  as extend personal invitations to underrepresented families to participate in advisory groups such as school Site Council, DELAC, and LCAP committees.  in addition, the district will continue to recruit bilingual staff to improve communication and cultural awareness.|SJUSD understands that training all staff to work collaboratively with parents is essential to building a successful learning environment. The district provides multiple opportunities for families to get assistance in understanding academic expectations, understanding of state standards, adopted instructional programs, and how to best support their students at home. These opportunities are provided through descriptions in the student handbook, back to school night, parent teacher conferences, community forums, and parent education nights.  In addition, parents are encouraged to participate in parent advisory groups, such as WASC, LCAP, DELAC and School Site Council to provide the district with valuable information on how to best support the community and families of Shandon. Annual surveys are conducted yearly and are available in English and Spanish and electronic and paper/pencil forms.|Feedback from educational partners has expressed a desire for the district to provide more social emotional supports for the students, and increasing opportunities for students to explore other topics of interest such as culinary skills, art, and music education. The district will continue to offer music and art education at the high school level, meet student basic needs through the afternoon snack program and have counselors available through the district wellness center to support student with trauma, anxiety and behavioral challenges.|Participation for all parents, including underrepresented families, is sought through translated communications and documents to make information accessible to our non-English speaking families.  Shandon Joint Unified School District will continue to seek opportunities to improve engagement of underrepresented families, including personal invitations to participate in school and district level events and meetings, adjusting meeting times and locations to meet the needs of working families, and utilizing virtual meeting options.|Research has shown that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. To foster parent participation the district offers free TB testing to parents who wish to volunteer in the classroom and assists families with completing their yearly volunteer packets. In addition, the district hosts parent nights, community forums, DELAC and ELAC meetings, and distributes surveys designed to gather information relevant to planning and decision making. All meetings and surveys are available in the families primary language to maximize understanding and opportunity to participate.|The district is currently utilizing a variety of engagement tools, and providing multiple opportunities for educational partners to provide input. The district will continue to evaluate which engagement tools were the most successful in eliciting feedback from educational partners and focus on refining and improving those strategies.|Shandon Joint Unified has seen an increase in students with chronic absences since the onset of the COVID pandemic. All school sites closely monitor student attendance and communicate with families in a timely manner to identify barriers to regular attendance and to minimize disruptions in learning. All communication is conducted in the parents primary language through the use of translators and individual meetings are scheduled and planned around the most convenient time for the family to ensure greater success of parent availability and participation.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
40688410000000|Templeton Unified|3|Parents and community members reporting very positive feelings regarding communication with school sites and their communication about their students. This data was captured through administering a Culture and Climate Survey as well as the California Healthy Kids Survey.|Continue with weekly communication regarding our monthly core value focus along with the Social Emotional Strategies being taught at the Tier 1 and Tier 2 levels. Continue to educate parents on the benefits of attending school on time regularly.|The district will continue to utilize parents square messaging which translates all communication to the families preferred language.  Further DELAC outreach has increased in an effort to bring in EL families and build communication regarding available resources.|The district is in various stages of implementation using PBIS strategies at all four comprehensive school sites. Both of our elementary sites made growth on the PBIS Tiered Fidelity Inventory Tool scoring gold and platinum. We anticipate that all four sites will reach level 5 by the end of the 2026-27 school year.|Feedback indicates that the district needs to put more emphasis on bullying and other self-esteem/belonging behaviors that cause students to feel unwanted at school.  The district has put significant time and effort into these areas. We are seeing a decrease in discipline across the district and plan to continue our efforts to see the decrease in overall major and minor incidents continue to decrease.|Using bilingual messages and leveraging the district's DELAC committee the district anticipates building more communication regarding student outcomes with underrepresented families.|Based on survey feedback parents/community feels the district is doing very well making students feel safe, appreciated at school and acknowledging student success.|The district has been, and will continue to focus on improving bullying behaviors on campus through PBIS, communication, and restorative practices.|In this regard the feedback from underrepresented families mirror those of the district at large. Students are safe, acknowledged, and welcome, but suffer from bullying and lack of awareness or access to SEL resources on campus.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
40754570000000|Paso Robles Joint Unified|3|PRJUSD has made significant growth in this area as evidenced by the widely attended events on school campuses, response to input surveys, participation in our PTO, Boosters, School Site Councils, English Learner Advisory Committee and District English Learner Advisory Committee. Over the past two years, we have seen a large increase in the participation of our spanish speaking community at school site and district events. In response, we have increase translation services and compensation to bilingual staff to ensure our school sites and district maintain the ability to engage and welcome all families within our community.|Based on the analysis of educational partner input and local data, we hope to see increased participation particularly at the secondary level between our school staff and families.  We know that our participation rates are significantly higher in the elementary grades and show a trend of decline heading into the junior high and high school.  Some input surveys and committees have recommended more incentives to attend and participate and school events.|Based on the analysis of education partner input and local data, PRJUSD will continue to seek opportunities for our community and families to partner on school events, celebrations and recognitions which honor our students, their culture, and their successes.  Additionally, our Community School is implementing a shared leadership plan to engage several efforts with the local community and families and encourage participation and a welcoming environment.  Lastly, we have a local community resource center which we plan to support through supplemental funds to increase resources for our underrepresented families and reduce barriers to success for our PRJUSD students.|PRJUSD has made significant growth in the areas of building partnerships to improve student outcomes. One of the most prominent this year has been the large expansion of afterschool care on every elementary campus (funded through ELOP funds) and in partnership with the local YMCA.  Additionally, we have established a partnership off-campus with the local Boys and Girls Club and the People's Self-Help Housing to offer additional seats for aftercare and enrichment.   We also partnered with our local Cal Poly, San Luis Obispo on a grant project which brought college students into our engineering classes as mentors and supports to the learning process for our students.  Additionally, we partnered with Mathnasium to provide individualized high-dosage tutoring to our junior high students in response to local data.  Lastly, partnerships with two local interpreting organizations has provided increased support to our Mixteco population in reducing the barrier of communication and encouraging participation on our campuses and in their child's learning, thereby, improving student outcomes.|Based on the analysis of educational partner input and local data, including our recent WASC report for our high school, we plan to enhance opportunities for partnership at the high school level in our Career Technical Education programs as well as our academic core programs to increase supports, opportunities, and outcomes for students.|Based on the analysis of educational partner input and local data, we have spent considerable time this year to evaluate student outcome data by student groups.  In doing so, we have discovered student groups which are more successful than others as well as student groups who require more support.  One recommendation that came from educational partner input was the development of a mentor program for our multilingual students between the high school to junior high to elementary.|Based on the analysis of educational partner input and local data, staff, students and parents expressed feedback that they had input to the development of the Local Control Accountability Plan.  Additionally, approximately 60 staff, students, parents and community members participated in the development of our new district vision and promise which encompassed our core values and district goals.|Based on the input and local data, there is opportunity for improvement in sharing updates on the development of the LCAP plan throughout the year. Additionally, school sites will continue to seek feedback and voice into the development of the individual School Site Plans.  The goal of PRJUSD is to have 100% of parents complete the Parent Data Confirmation process by September 12 to provide our district with the contact information to invite input and decision making for staff and parents alike.|We hope to increase input for decision making by increasing communication efforts across the district.  This year, we have continued to prioritize the value of bilingual staff on campuses and at the district office to encourage and invite all families to participate in school events and engage in their child's learning.   We will be hiring a Public Information Officer this year to ensure we maximize our communication efforts and opportunities for input within the community for our families, including our underrepresented families.|4|4|3|4|4|4|4|4|4|3|4|4|Met||2025-06-10|2025
40754650000000|Coast Unified|3|Building strong relationships between school staff and families is a key strength of Coast Unified School District. Family participation is evident through consistently high attendance at school events such as parent-teacher conferences, Open Houses, athletic events, and community celebrations. At the elementary level, the CGS PTA plays a vital role in fostering parent involvement, while the CUHS Boosters support ongoing engagement at the high school. These groups partner closely with school staff, contributing positively to the school culture. The district values and actively seeks input from parents and educational partners through structured opportunities such as DELAC, School Site Councils, LCAP meetings, and annual surveys. One example is the 2025 California Healthy Kids Survey, in which approximately 15% of parents participated. Results showed strong agreement with statements such as, “The school encourages me to be an active partner in educating my child,” with 100% agreement across all three school sites. Similarly, high levels of agreement were reported on perceptions of parent-staff respect, emotional support for students, and communication from school to home. CUSD maintains bilingual front office staff at every site and a dedicated Spanish translator at the district level to ensure inclusive communication. However, we recognize that only 24% of families indicated participation in formal decision-making committees. As a result, we are enhancing outreach by delivering timely, personalized communication in both English and Spanish, and in multiple formats, including ParentSquare, printed flyers, principal newsletters, posters, and school websites, to build more inclusive and representative family involvement.|The primary focus for improvement in building partnerships for student outcomes is increasing authentic and active family participation in academic support structures. While current efforts, such as ParentSquare communication, face-to-face contact, emails, phone calls, and in-person events, have supported strong attendance at family engagement activities, we recognize that not all families consistently engage with student performance data or participate in school planning conversations. To address this, we are working to make family engagement more personal, more connected to academic outcomes, and more accessible for underrepresented groups. We continue to collaborate with family-led groups like the CGS PTA and CUHS Boosters, which successfully co-host events such as “Meet the Broncos,” designed to bring families, students, and staff together in informal and welcoming settings. These events build relational trust while reinforcing the message that families are essential partners in student success. We are also continuing to expand the use of student data, such as NWEA and iReady results, in parent-teacher conferences and DELAC meetings to support transparent conversations about academic progress and next steps for student growth.|Coast Unified School District serves a student population with high levels of need: 87% of students are socioeconomically disadvantaged, 36% are English Learners, and nearly 21% experience homelessness. As such, meaningful engagement with underrepresented families is both a moral and strategic priority. Based on feedback gathered from multiple surveys, such as the Beginning of the Year Family Needs Survey, the ELD Family Needs Survey, and the LCAP Needs Survey, CUSD has responded directly to family needs. Examples include expanding no-cost after school care through the Champions program, increasing the number of bilingual staff and translators, enhancing homework support and tutoring, and investing in school-based counseling services. These supports were directly informed by family voice and designed to reduce barriers to student learning and family participation. Underrepresented families are also actively engaged through high-attendance DELAC meetings, particularly when meetings focus on topics such as immigration, mental health, and academic supports. These forums now include expanded information about student performance data and access to community-based resources, helping families become more informed advocates for their children. CUSD remains committed to deepening trust, building responsive systems of communication, and strengthening personalized outreach, especially to those who may not yet feel empowered to fully engage. These actions are foundational to our ongoing efforts to promote equity and student success.|Coast Unified School District (CUSD) has made significant progress in building partnerships between schools and families that directly support student outcomes. A consistent area of strength is the active collaboration between staff and family organizations, such as the CGS PTA and CUHS Boosters, who work closely with school personnel to enhance school climate, extracurricular offerings, and academic opportunities. These partnerships help foster a sense of community, belonging, and shared responsibility for student success. Parent engagement in school events is high. Parent-teacher conferences, athletic events, Back-to-School Night, and Open House consistently see strong turnout. These gatherings offer meaningful opportunities for staff to communicate student progress and school goals, while providing families with a platform to share their insights and concerns. CUSD uses ParentSquare as the primary communication tool to share information with families, supported by translated messages and bilingual staff at each school site. This ensures that families receive timely and accessible updates about academic supports, assessments, and available services. Regular newsletters, flyers, and in-person conversations reinforce the district’s multi-channel approach to communication. Districtwide surveys such as the LCAP Needs Survey and ELD Family Needs Survey, provided in both English and Spanish, have influenced decision-making related to tutoring, counseling, and enrichment programs. For example, parent feedback directly contributed to the expansion of the no-cost after-school Champions program, which offers homework help and academic support in addition to childcare. Collaboration between parent groups and schools has also produced events such as “Meet the Broncos,” which connects students and families across all grade spans with staff at athletic and school-wide events, fostering cross-school community and encouraging families to engage more deeply in their children's learning journey. These examples demonstrate that CUSD is building strong, responsive, and growing partnerships focused on academic and social-emotional outcomes for students.|While Coast Unified has established strong initial partnerships with families, there is a need to deepen and diversify these connections, particularly to support academic progress and long-term student success. A key focus area is expanding authentic, two-way engagement that goes beyond event attendance and includes families as active participants in student learning and school improvement planning. Survey and anecdotal data indicate that while many families feel welcome at school and value their relationships with staff, fewer are currently involved in structured opportunities to contribute to student outcomes, such as serving on School Site Council, DELAC, or other leadership bodies. Only 24% of parents surveyed reported participating in such committees. Additionally, while communication is frequent, families have shared that they don’t always understand how their engagement connects directly to student achievement or how to best support learning at home. This disconnect is especially true among underrepresented families, where language, work schedules, or lack of familiarity with school systems may present barriers to deeper involvement. The district also recognizes that not all families are reached through digital platforms like ParentSquare. Improving outreach methods, particularly through personal communication, informational meetings, parent-teacher conferences, and family advocate support, will be essential to improving meaningful partnerships across all student groups. To address these issues, the district is committed to offering more accessible workshops and trainings for families (e.g., school readiness skills, home support for online and social media use and drug / alcohol prevention), increasing the visibility of committee opportunities, and promoting inclusive practices during meetings to ensure all voices are heard. Equipping staff with tools to engage families in student-centered dialogue will also be part of this improvement effort.|Coast Unified School District is committed to improving engagement with underrepresented families—including those of English Learners, low-income students, and students experiencing homelessness—who make up a significant portion of the district’s population (87% socioeconomically disadvantaged, 36% English Learners, 21% homeless). Improving engagement starts with meeting families where they are and removing barriers to participation. To that end, the district ensures all communication is translated into Spanish and provides bilingual staff support at every school site. In addition, the district translator helps facilitate real-time interpretation during key meetings and events. One of the most effective strategies has been expanding access to no-cost after-school academic supports through the Champions program. This program, influenced by family feedback, not only offers supervision and childcare but also provides students with a structured environment to receive homework assistance and academic reinforcement. To further engage underrepresented families, the district will enhance the frequency and relevance of academic-focused events, including family information nights that demystify academic expectations, student assessments, and available interventions. These sessions will be offered at flexible times with child care and language support available to maximize participation. CUSD also plans to build on the success of DELAC meetings that have had good attendance when addressing topics important to families (e.g., immigration, advocacy resources). These sessions will increasingly include information on how families can support academic growth at home and how to advocate for their child’s educational needs. Finally, the district is committed to ensuring that underrepresented families are actively recruited to serve on leadership committees and advisory groups. Through personalized outreach, simplified application processes, and inclusive meeting practices, CUSD aims to ensure that these families not only attend but influence decisions that affect student learning outcomes.|Coast Unified School District (CUSD) has made consistent progress in creating opportunities for families, staff, and community partners to provide input in school and district decisions. Across all school sites, regular opportunities are available for educational partner input through School Site Councils, English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), PTA, Boosters, and public board meetings.  Participation in DELAC meetings has been particularly strong in the 2024–25 school year, with high attendance at meetings that focused on topics of high relevance to our families, such as immigration-related resources, bilingual services, and family advocacy. These meetings have expanded their purpose beyond compliance and are increasingly seen by families as trusted spaces for engagement and support.  CUSD also administered multiple family surveys in 2024–25, including the LCAP Needs Survey, ELD Family Needs Survey, and the Beginning of the Year Family Needs Survey. All surveys were made available in English and Spanish, and in multiple formats (digital and paper) to improve accessibility. Data from these surveys directly influenced decisions such as the expansion of the Champions after-school program and enhanced bilingual staffing and counseling services.  CUSD’s governing board regularly emphasizes the importance of community engagement in shaping district decisions. For example, community input has influenced actions within the LCAP, after-school program offerings, and the expansion of family communication tools. The consistent use of ParentSquare, along with personal communication strategies such as phone calls, flyers, and in-person outreach, supports transparent and timely information-sharing and feedback loops.  Parents also engage in school climate and improvement conversations during conferences, open forums, and special events such as “Meet the Broncos.” These events serve not only as celebrations but also as feedback opportunities for parents to connect with staff and voice priorities. Stakeholder feedback consistently confirms that families feel welcomed and that their voices are being increasingly considered in the district’s planning and decision-making processes.|While Coast Unified has established multiple structures for gathering input, an area for continued improvement is increasing the participation and diversity of voices, particularly among families who are underrepresented in formal decision-making groups such as School Site Councils and DELAC.  Survey data and meeting feedback indicate that while many families feel welcomed and well-informed, fewer actively participate in the actual decision-making processes that shape school policies and budgets. For example, only 24% of families reported being involved in school committees, suggesting a need to make these opportunities more visible, accessible, and relevant to families’ daily concerns.  Another area for growth is creating more responsive two-way communication systems. While ParentSquare remains the district’s primary platform, not all families consistently engage with or read digital communications. As such, the district is working to increase direct engagement through personal outreach—via calls, face-to-face conversations, and bilingual liaisons—especially when feedback is needed to inform significant decisions.  Additionally, CUSD aims to ensure that parent input collected through surveys and meetings is consistently followed by clear communication back to families about how their feedback influenced district decisions. This feedback loop is essential to building trust and ensuring families feel their voices lead to tangible outcomes.  To address these areas, the district plans to strengthen training for site leaders and committee facilitators on how to recruit diverse family voices, build inclusive meeting norms, and support decision-making processes that reflect the needs and priorities of all student groups.|Coast Unified serves a high proportion of underrepresented students, including 87% low-income, 36% English Learners, and 21% experiencing homelessness. Improving engagement of families from these groups in district and school-level decision-making is a core priority.  The district will continue to remove barriers by providing interpretation, translation, and culturally relevant outreach at every level. For example, all family surveys and communications are distributed in both English and Spanish, and bilingual support is embedded in the front office teams at each school. Additionally, the district translator provides ongoing support for both written and live events.  CUSD is expanding its use of personal outreach to underrepresented families through targeted phone calls, home-school liaison support, and trusted relationships with bilingual staff. This approach helps ensure that families who may not regularly engage in formal meetings are still invited to provide their input and know their feedback is valued.  High-turnout DELAC meetings—especially those focusing on immigration support and community services—highlight that when content is relevant and barriers are reduced, families do participate. Building on this momentum, the district will increase the number of family learning sessions linked to decision-making opportunities, such as helping families understand how budget decisions are made or how to influence school plans.  Another strategy includes streamlining the process for parents to join leadership and advisory committees. This includes creating simple interest forms, offering flexible meeting times, and training committee leaders to build welcoming, inclusive environments that promote active voice, especially from families who may not have previously participated.  Through a mix of relationship-based outreach, clear communication, and consistent follow-through, Coast Unified is committed to ensuring that underrepresented families not only have access to information, but also play a meaningful role in shaping the educational decisions that affect their children.|4|5|4|5|4|3|4|4|4|3|4|4|Met||2025-06-26|2025
41104130000000|San Mateo County Office of Education|3|The Bilingual Family Counselor at SMCOE assists English Learners and their families as they transition from Court Schools to Community Schools or other district schools. This counselor also provides support to students and their parents at Court Schools, Gateway, and Canyon Oaks by tracking students' progress and addressing any concerns that arise. Acting as a bridge, the Bilingual Family Counselor connects the district, schools, students, parents, guardians, behavioral health providers, and probation staff. She facilitates communication and resolves issues that emerge in the daily functioning of the Court and Community Schools.|To foster greater parental involvement, SMCOE has improved communication & outreach efforts, giving parents the opportunity for more information and input on their child's progress, goals, & social-emotional well-being. While we still use Blackboard Connect, we have also fully adopted the Talking Points Platform to better support multilingual families who prefer texting. Our experience has shown that texting is the most efficient and effective way to reach our families. This platform enables real-time messaging in over a hundred languages, allowing any staff to communicate with guardians regardless of their home language. It also allows parents to receive announcements and documents through text messages.|SMCOE Schools will keep strengthening relationships with families by providing translation services at events and meetings. We will also use data to track progress in fostering connections between school staff and families. In addition, we are exploring opportunities to expand engagement opportunities next year, in conjunction with our Bilingual Family Counselor.|The parents and caregivers who responded to our outreach report that the school meets the need for parent/guardian communication. Our administrators and Bilingual Family Counselor reach out regularly to assist parents, get input regarding our school programs, and answer any questions about student transitions to post-secondary opportunities and/or returning to their home district of residence following enrollment in our programs.|In the coming year, we will focus on developing professional learning programs for teachers and staff to enhance partnerships with families and expand communication opportunities. These programs will provide information and resources to support student learning and development at home. Though we have received positive feedback on our family surveys, we recognize that our response rate isn’t as high as we would like it to be, and are exploring further ways to engage with parents and caregivers.|The strategies that have been working well so far will be continued, including providing translation at meetings and utilizing Talking Points. We would like to increase our educational and support offerings to families by holding additional meetings and events. We will continue to utilize data to monitor progress on building relationships between school staff and families, as well as hold regular ELAC meetings to engage with families of English Learners|Parents may participate on the School Site Council and/or the English Learner Advisory Committee which both offer regularly scheduled meetings throughout the school year. The Bilingual Family Counselor is available to support bilingual families by bridging families with the school community and with helping families access needed resources. The 17th District PTA provides support to Court and Community students and staff. Effective School Solutions and Behavioral Health Recovery Services offer parent counseling.|SMCOE Schools aims to empower families to play a meaningful role in decision making at their school by encouraging more active participation in ELAC, SSC, and events and activities at the school sites. Increasing engagement and participation will be a priority for the 2025-26 school year, as reflected in our updated LCAP metrics and actions.|The strategies that have been working well so far will be continued, including providing translation at meetings and utilizing Talking Points. We would like to increase our educational and support offerings to families by holding additional meetings and events. We will continue to utilize data to monitor progress on building relationships between school staff and families, as well as hold regular ELAC meetings to engage with families of English Learners|3|3|4|5|3|3|1|3|3|3|4|2|Met||2025-06-25|2025
41104130135269|Oxford Day Academy|3|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through regular communication from each student’s Social Emotional Learning Coach (SELC). The SELC is the liaison between parents, teachers, and students to ensure everyone works as a team to ensure students stay on track.  The SELC is pivotal to parent engagement work and parents appreciate this level of support.  The SELC facilitates meetings between teachers and students, and parents often reach out to the SELC as the first point of contact. Parent engagement has increased this year with more parents seen day to day and helping at school events. The school has made additional progress in this area with the adoption of new communication systems to adapt for parents who don’t read email. The Parent Square application has been used this year to increase the consistency of communication to parents.  The Translation function makes all messages accessible for parents who speak a language other than English.|Oxford Day Academy has very strong relationships between school staff and families.  We will continue to focus on building relationships with families who cannot attend in-person meetings and/or events.|Oxford Day Academy staff will actively reach out to families who are not able to participate in on campus events to build relationships. SELCs continue to focus on increasing engagement with all families.|Oxford Day Academy has developed multiple practices that foster partnerships between families and staff in support of student growth. ODA hosts parent conferences with all its families to inform families of student progress. ODA also hosts parent teacher conferences at any time during the year for students who need additional support, as determined by either the teacher, the parent or the Social Emotional Learning Coach (SELC).   Oxford Day Academy hosts monthly informational meetings and provides parents with training on the Oxford instructional model to ensure families know what is expected of their student.  Families are invited to observe the Oxford instructional model, especially the tutorials and written information on the model is available upon request.  The school has also strengthened partnerships with parents for Student Outcomes through the formation of community partnerships that provide a continuum of care for students that will enable them to be academically successful, prepared for college and career, and engaged with the community.|Oxford Day Academy is committed to ensuring that students are supported by prioritizing partnerships with families and the local community.  We will continue to focus on expanding parents’ understanding of the college process and courses needed for college eligibility, as well as building family capacity to support students in navigating the college process. We also plan to continue to focus on building parents' understanding of the instructional model, and how to support bilingual students and ensure consistent attendance.|Oxford Day Academy plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend parent conferences or school meetings.|Oxford Day Academy values family input into decision-making about policies, programs, and events.  Each year, parent representatives are elected to our School Board and we have parent representation on our School Site Council.  ODA also administers a family survey each Spring to solicit feedback from families.    Additionally, ODA has a parent-student-teacher organization that has contributed significantly by fundraising for student activities, field trips, and other events. The Parent Teacher Student organization helps with decision-making and communicating about decisions made.  They also help with recruiting other parents to participate in the group.|Oxford Day Academy is a small charter school, and as such does not have many formal advisory councils or systems in place.  There are many informal opportunities for parents to provide feedback before and after school events, during pick-up and drop-off, or by calling the school.  We will continue to focus on increasing the number of parents to provide input on the decision-making process.|To meet the needs of parents who are not as vocal, the Social Emotional Learning Coaches (SELCs) reach out to build relationships and encourage involvement.|4|5|4|5|4|4|4|4|3|3|4|4|Met||2025-06-23|2025
41688580000000|Bayshore Elementary|3|Educational partner input and local data show that families feel welcome and demonstrate a strong sense of belonging at Bayshore.  Family/school communication is strengthening through efforts like a monthly newsletter , an updated website and more family engagement night activities.|A recent family engagement assessment showed that there is an opportunity to grow in this area by: increasing opportunities associated with classroom learning for families and by making methods for parents/caregivers to understand student progress more readily available.|This year we made great progress in creating systems to improve our engagement with families.  The creation of  family literacy nights, parent cafes and coffees with the principal has helped to begin to build a stronger relationship between home and school.  We will continue to build on these efforts next year by looking at ways to improve the classroom/home communication path so that families feel like they have a stronger understanding of their child(ren)'s progress and how they can support this progress at home.|Educational partner input and local data show that Bayshore families and staff are aligned in their core beliefs around the importance of family engagement and the home/school relationship.  We are making progress in creating opportunities for staff and families to learn together about how to support student growth, while also recognizing that there is more we can do in this area.|Analysis shows that we are moving in the right direction towards improving partnerships that support positive student outcomes.  We have committed to continue our work with the parent/family cafes and we intend to increase the number we hold next year.  We are also committed to increasing our systems for family/school communication so that parents feel more aware of what their child is learning and what the data shows about how to support learning at home.  We are also looking to improve communication with parent leadership so that school administration and the PTO are better aligned with their engagement efforts.|Analysis shows that communication (systems, access and procedures) is an area that can be strengthened, so this is an area that we will continue to improve next year.  One area we will look to improve is expanding the languages we are able to provide with in person translation services.  Another area will be how we can improve communication paths with our families of students with identified needs.  Through our newly implemented parent cafes and principal coffees we will look to engage our partners in discussions of ways that will help us address this area of need.|Analysis shows that our improved communication structures (newsletters and website) and the implementation of clear and consistent policies are helping to keep families informed, as well as providing avenues for partner input.|We continue to need to grow in the numbers we have of parent/family engagement and input.  Although we seek input in a variety of ways (online & in person surveys and meetings), there remains low turnout with these opportunities.  We are seeing slow growth and are hopeful that consistent and frequent opportunities for engagement next year will begin to develop outcomes of increased participation.|"This is an area that presents great challenges for us, but we are seeing some improved outcomes as a result of newly implemented activities (i.e. parent cafes, principal coffees, family education events).  As most of our population falls in the ""underrepresented"" category, the work we are doing for all of our families directly impacts this identified category a well.  Thus, we are looking at ways to get more attendance and involvement from our families through offering more opportunities for engagement in how to support student learning, specifically in literacy."|4|4|3|4|3|4|4|4|2|2|2|2|Met||2025-06-17|2025
41688660000000|Belmont-Redwood Shores Elementary|3|Our parent partners are active in site council meetings and site ELAC meetings.  Additionally, we have a robust PTA community, and a dedicated parent volunteer base that raises upwards of $2million each year for our local foundation.  In our YouthTruth Survey data, we see continually improving positive-ratings.  Despite scoring in the 50th percentile across the state of California, 78% of our parents say they receive information about that their child should learn and be able to do; 74% say they receive regular feedback about their child's progress, and 75% report that teachers communication expecations.  All of these three ratings are up from the previous year.  In the area of relationships, we scroe in the 70th percentile across the state, with 95% of families reporting that teachers treach families with respect, 90% stating that families and teachers care about each other, 91% stating that teachers and students care about each other, and 84%reporting that they feel compfortable approaching the school administration with concerns.  88% report that school administrators treat families with respect, and 95% feel comfortable approaching teachers about their child's progress.  All of these metrics are also up from the previous survey.|The data that we have are positive, and the participation rates at school functions indicate that our families feel connected. However, we do not have a statistically significant participation rate from the families, and will continue to work to increase the number of voices we hear from.|Our principals play a key role in increasing the voices of underrepresented families.  Several sites have had success by digging deeper into the YouthTruth data and working with professional developers to help their staff understand what the data mean, plan for change, and monitor improvements and celebrate successes.|Our students continually perform above state averages, and our families are highly involved.  We welcome volunteers at all grade levels, at all sites, and our staff interact regularly with families, both through the use of technology (email, newsletters, conferences) and in-person (drop off, pick-up, school events, celebrations, class gatherings).|Our goal is always to increase participation from those underrepresented populations.  Our principals have hosted various coffee chats to increase access to the sites, and also to share priorities with our families, elicit feedback continuously in both formal and informal methods, and create a warm, welcoming environment that may.  If the only times families are invited to campus are for formal reasons like parent-teacher conferences, or back-to-school night, this can feel intimidating to an under-served, under-represented community member.  It is critical that school be a place for both formal and informal, community building events.|All of the principals in BRSSD have taken a deep look at their local YouthTruth survey data that represents the voices of families, staff and students.  Each site continually reflects on their data to make plans for increasing parental involvement and engagement, and each of the sites works actively within their school leadership team to increase opportunities for family engagement in service of increasing student achievement for all.|Our district and site leadership actively recruit staff and parents from various sites and grades to include multiple voices in all decision making.  Our site principals have full authority to work with their site teams to allocate expenses to best meet the needs of their student population.|As noted in previous sections, we have a need to continue improving our outreach and participation levels from a broader variety of voices in the community.|All of the principals in BRSSD have taken a deep look at their local YouthTruth survey data that represents the voices of families, staff and students.  Each site continually reflects on their data to make plans for increasing parental involvement and engagement, and each of the sites works actively within their school leadership team to increase opportunities for family involvement in decision-making.|3|3|3|3|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
41688740000000|Brisbane Elementary|3|Our small communities make it easier for staff to build relationships with families, and the district offers multiple channels for family-school communication. Staff put a lot of energy into building relationships with families and are consistent in their communications. Schools offer many events throughout the year to facilitate family engagement (e.g., Family Math Night, school picnics, field trips, etc.).|Staff felt that the district could offer more support for families of students with behavioral challenges and improve inclusion of non-English speaking families. Staff also felt there could be more individualized outreach in complex situations.|Staff suggested the following (in no particular order): increased language support for adults; more Parent Education Nights (academic, SEL, behavioral, etc.); technical support for families navigating digital platforms; family counseling and wellness services.|Teachers and administrators are responsive and available to families. There are multiple avenues for families to request and receive additional assistance for students needing support. The increased availability of after-school enrichment programs at all school sites was noted and appreciated.|Technology support for families, support for non-English speaking families, and communication of available resources [outside of school] were identified as priority areas for improvement.|The district intends to strengthen partnerships with underrepresented families in multiple ways. One is holding an informal welcoming event before school starts to reach families that may be reluctant to reach out via traditional ways. Another is increasing efforts to reach non-English speaking families through translated documents and parent nights.|The district has a robust core of engaged parent volunteers and has long-established partnerships with community groups such as the City of Brisbane and City of Daly City (city managers' offices, parks and recreation departments, police departments) and the Brisbane Lions Club.|The district will focus on reaching parents who are not able or are uncomfortable communicating in English and families with technology issues that might be serving as a barrier to their receiving important school communications.|The district will increase its use of translators and will do more outreach to parents in order to identify any barriers and help address them.|4|4|3|4|3|3|4|3|4|4|4|4|Met||2025-06-18|2025
41688820000000|Burlingame Elementary|3|The Burlingame School District is committed to creating an inclusive environment that honors each student and their unique home background. At the elementary level, families can connect through twice-yearly in-person conferences, back-to-school nights, open houses, and various campus events that foster meaningful dialogue between educators and families. To ensure all families can participate fully, the district provides comprehensive translation services—both oral and written—available to any staff member or community member who needs language support.  Beyond these direct interactions, BSD actively engages all educational stakeholders through an extensive network of school-based and district-wide committees and workgroups that meet regularly throughout the year. These collaborative bodies include the English Language Advisory Committee (ELAC), which partners with school leadership teams to make informed decisions about English Language Learner programs; the Site School Council (SSC), which provides guidance and support for each school's initiatives benefiting all students; and the Student Council (SC), which gives middle school students a voice in school leadership decisions and represents their peers' interests.|As we continue our Affinity Nights in 24/25, the District remains committed to strengthening community engagement and improving communication with families. We actively seek feedback from our educational partners to enhance these valuable programs.  The District hosts several thriving affinity nights and groups, including LatinX Family Nights (LFN), Families of African American Students Organization, Multicultural Nights, Asian and Pacific Islander (AAPI) nights, Genders and Sexualities Alliances, and more. We continued with our Mariachi program for both students and parents, which includes meals, musical instruction, tutoring, and learning opportunities for parents.  These ongoing initiatives continue to foster inclusive community connections and provide meaningful support for our diverse families.|Our LCAP survey revealed community priorities for enhanced staffing quality, targeted interventions, stronger staff connections, and expanded support for socioeconomically disadvantaged students. In response, the district has strengthened community relationships through several initiatives. We successfully hosted our first two bike rodeos since the pandemic, where students and families learned essential bicycle safety skills for community navigation. The district also organized a New Parent Orientation Night and several additional parent engagement events designed around specific community interests and needs.  The district continues its established presence at the Burlingame Fresh Market, where staff connect directly with residents and share district information. During these ongoing outreach efforts, we distribute Transitional Kindergarten registration materials and facilitate meaningful community conversations. Board members, BCE representatives, and site and district administrators regularly participate in these events. Moving forward, our new administrators will join future Burlingame Fresh Market events to continue building these vital community relationships and ensure ongoing dialogue with the families we serve.|BSD staff has multiple ways to communicate with student caregivers, including conferences, phone, email, US Mail, notes home, and in-person meetings. Each caregiver may also have a preferred manner in which to communicate, and BSD staff work to find the modality that works best to support all students. As we continue to enhance our communication practices, the district is actively seeking more ways to leverage our digital platforms to connect with families. We are exploring expanded digital communication not only about happenings at school sites and throughout the district, but also to provide more timely and accessible information about individual student progress and academic growth.  All legal information is translated into the caregiver's primary language to ensure they have an understanding of their student's rights. The district utilizes several digital platforms and programs for translation services, which enhances our ability to provide timely, accurate, and accessible communication in multiple languages. This commitment to multilingual accessibility extends to our digital communication initiatives as we work to make all platforms inclusive and accessible to our diverse community.  The district continues to provide many programs and support services that have been developed and implemented with a focus on providing equitable access to learning that is engaging for all students. Districtwide committees and supports include the District Advisory Committee (DAC), Local Control Accountability Committee (LCAC), Principal Leadership Team (PLT), Visual and Performing Arts Committee, Math and Science Committee, and more. These collaborative structures help inform our ongoing efforts to improve communication and ensure all families have meaningful access to information about their students' educational experience.|BSD remains committed to actively seeking partnerships with students and caregivers from historically marginalized communities. Our established affinity groups have created meaningful connections and support networks across our district, including Latinx Family Nights which have been celebrating community building for five years, our Special Education District Advisory Council that has been serving families since 2008, the Families of African American Students Organization which has been fostering connections for four years, our Asian and Pacific Islander group that has been building community for three years, and Genders and Sexualities Alliances that have been supporting students for two years.  Building on these successful foundations, we are excited to expand our caregiver and student affinity groups in the 2024/25 school year to reach even more families and create additional spaces for connection and support. This expansion reflects our ongoing commitment to ensuring that all members of our community have access to meaningful engagement opportunities that honor their identities and experiences.  As part of our commitment to inclusive education, we are also looking to expand our Health Education options to provide comprehensive education specifically designed for our students with disabilities. This expansion will ensure that all students receive health education that is accessible, relevant, and tailored to their unique needs and circumstances, furthering our mission to serve every learner in our district effectively.|During the 2023/24 school year, the district hired a new Student and Community Engagement Coordinator to oversee communication with members of all of our affinity groups, as well as other educational partners and community members. This addition has enabled the district to provide significantly enhanced community outreach throughout the 2025-26 school year.  The Burlingame School District has implemented a new artificial intelligence-powered translation service to make Board meetings and other community gatherings more accessible to our diverse community. Staff  can now utilize additional technology tools, such as the Google Translate app, which can translate worksheets, letters, and other materials using a device's camera.  The LEA will ensure that all students have access to their own device during the 2025-26 school year, providing them with a comprehensive range of technological tools to support their learning and engagement.|"The Burlingame School District conducted three ThoughtExchange surveys to gather input on the question: ""What are the most important things our district needs to think about in order to support each student over the next three years?"" The surveys targeted distinct stakeholder groups: community members (325 participants) and staff (142 participants); students in grades 5-8 (1,852 participants); and district and site leadership (10 participants).  Beyond these surveys, the district maintains ongoing engagement through several advisory bodies that include caregiver representation: the District Advisory Committee, District English Learner Advisory Committee, LCAP Committee, and Special Education District Advisory Council. These committees also include members from the Burlingame Education Association and the California School Employees Association."|BSD remains committed to building partnerships with students and families from historically marginalized communities. We currently support several established programs, including Latinx Family Nights (running for six years), the Special Education District Advisory Council (established in 2008), and the Families of African American Student Organization (active for four years). Building on this foundation, we plan to expand our caregiver affinity groups during the 2024/25 school year to better serve our diverse community|In the 2022-23 school year, Burlingame School District strengthened its commitment to educational equity by hiring two key positions: a Student and Community Engagement Coordinator to enhance family communication and outreach, and an administrator dedicated to overseeing year-round intersession learning programs.  These strategic additions have enabled the district to significantly expand high-quality educational opportunities for historically underrepresented students, including English Learners, Foster Youth, and socio-economically disadvantaged families. The district now provides comprehensive enrichment programs during school breaks, along with after-school tutoring and academic support—all offered free of charge to the families who need them most.  The community response has been overwhelmingly positive, demonstrating the vital need for these services. Building on this success, the district plans to continue and expand these programs through the 2025-26 school year, ensuring sustained support for students who benefit most from additional learning opportunities.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2025-06-17|2025
41688900000000|Cabrillo Unified|3|Cabrillo Unified School District (CUSD) has demonstrated strengths and progress toward building partnerships to support positive student outcomes. At the site level, various parent and staff committees engage in data meetings using a Response To Intervention/Instruction in order to support students with academic and social interventions. As part of our Multi-Tiered System of Support (MTSS) framework, we have engaged in a focus on measuring literacy PreK-12th grade. We review local assessment measures, not limited to Fountas and Pinnell, Dibels 8, Brigance, Literably, and CAASPP Assessments in order to obtain data that will define site and district-based intervention programs. Our data meetings also include a review of our English Learner student data not limited to English Language Proficiency Assessment for California (ELPAC) data and Reclassification data which determines services for our English Learners. These processes are communicated at various educational partner engagements, not limited to parent-teacher conferences, 1:1 meetings with parents, PTO meetings, site meetings, and DELAC/ELAC meetings.|Cabrillo Unified School District (CUSD) has defined the following focus areas for improvement in building relationships between school staff and families. During the past year, engaged various educational partners to obtain valuable input that will guide our Local Control Accountability Plan (LCAP) through a thorough Equity Audit process leading to a new Strategic Plan.  Input included online surveys, in-person focus groups, and remote focus groups. After a thorough analysis of this input, our Strategic Plan Priorities have been defined as follows: Focus on Equity, Academic Improvement, Whole Child, and Sustainability.  Below you will find our 4 Strategic Plan Goals and strategic actions to support improvement efforts to serve all CUSD students: **************************** ACADEMIC IMPROVEMENT **************************** College and Career: *Improve College and Career readiness and attainment for all students  Early Literacy: *Expand early literacy efforts for broader academic readiness  Culturally Responsive Classrooms: *Promote meaningful, relevant, and respectful instruction for all students  **************** EQUITY FOCUS **************** Improved Achievement for At-Promise Students: *Increase academic outcomes using best practice instruction  Fair Practices For All Students: *Provide equitable and inclusive access to district programs and pathways  Safe School Environment: *Promote positive, safe, and welcoming campuses that engage all learners  *************** WHOLE CHILD *************** Layers of Support: *Continue student wellness strategies and monitor student outcome data to support the needs of the whole child  Social Emotional Support: *Provide services that promote social-emotional learning, mental health, and emotional support for students  Family Engagement and Support: *Provide culturally competent resources to families by strengthening community partnerships  ***************** SUSTAINABILITY ***************** Environmental Sustainability: *Build on environmental literacy efforts, optimized facilities, and efficient use of resources  Fiscal Sustainability: *Align, augment, and monitor fiscal resources to ensure financial stability  Employee Sustainability: *Create systems to recruit, retain, and support highly qualified and diverse staff|After a thorough analysis of educational partner input and local data, Cabrillo Unified School District (CUSD) will improve the engagement of underrepresented families identified during our equity audit and self-reflection process in relation to building relationships between school staff and families. We will increase the engagement of our underrepresented families through additional parent engagement events aligned with topics of interest and increased in-person, phone call, and text outreach.|Cabrillo Unified School District (CUSD) has demonstrated strengths and progress toward building partnerships to support positive student outcomes. At the site level, various parent and staff committees engage in data meetings using a Response To Intervention/Instruction in order to support students with academic and social interventions. As part of our Multi-Tiered System of Support (MTSS) framework, we have engaged in a focus on measuring literacy PreK-12th grade. We review local assessment measures, not limited to Fountas and Pinnell, Dibels 8, Brigance, Literably, and CAASPP Assessments in order to obtain data that will define site and district-based intervention programs. Our data meetings also include a review of our English Learner student data not limited to English Language Proficiency Assessment for California (ELPAC) data and Reclassification data which determines services for our English Learners. These processes are communicated at various educational partner engagements not limited to parent-teacher conferences, 1:1 meetings with parents, PTO meetings, site meetings, and DELAC/ELAC meetings. In addition, CUSD has strong community partnerships with local organizations not limited to our Parent Teacher Organizations (PTO), English Language Advisory Committee (ELAC), Cabrillo Education Foundation (CEF), HMBHS Boosters, Boys and Girls Club of the Coastside (BGCC), Ayudando A Latinos A Sonar (ALAS), Coastside Pride, and Coastside Hope.|Cabrillo Unified School District has defined the following foci for improvement in Building Partnerships for Student Outcomes. Through the development and implementation of our Strategic Planning process, we have engaged various educational partners in order to obtain valuable input that will guide our Local Control Accountability Plan (LCAP). Input included online surveys, in-person focus groups, and remote focus groups. After a thorough analysis of this input, our Strategic Plan Priorities have been defined as follows: Focus on Equity, Academic Improvement, Whole Child, and Sustainability.|After a thorough analysis of educational partner input and local data, Cabrillo Unified School District (CUSD) will improve the engagement of underrepresented families identified during our equity audit and self-reflection process in relation to building relationships between school staff and families. We will increase the engagement of our underrepresented families through additional parent engagement events aligned with topics of interest and increased in-person, phone call, and text outreach.|Cabrillo Unified School District (CUSD) has demonstrated strengths and growth toward seeking input from stakeholders to support decision-making impacting student achievement. Each Title I school site currently has a full-time community liaison to help support the school with effective family engagement efforts that will increase the presence of educational partners within various advisory groups. Community Liaisons support both site and district initiatives to increase parent involvement, which in turn, allows for a community that supports collaborative decision-making.|Cabrillo Unified School District has defined the following focus areas for improvement in building relationships between school staff and families. Through the development and implementation of our Strategic Planning process, we have engaged various educational partners in order to obtain valuable input that will guide our Local Control Accountability Plan (LCAP). Input included online surveys, in-person focus groups, and remote focus groups. After a thorough analysis of this input, our Strategic Plan Priorities have been defined as follows: Focus on Equity, Academic Improvement, Whole Child, and Sustainability.|After a thorough analysis of educational partner input and local data, Cabrillo Unified School District (CUSD) will improve the engagement of underrepresented families identified during our equity audit and self-reflection process concerning building relationships between school staff and families. We will increase the engagement of our underrepresented families through additional parent engagement events aligned with topics of interest and increased in-person, phone call, and text outreach.|1|1|5|3|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
41689080000000|Hillsborough City Elementary|3|HCSD continues to show strength in policies and programs that allow teachers to meet with families and students to discuss progress and work together to support improved student outcomes. HCSD provides two conference periods and three report card periods throughout each school year. Additionally, K-5 students have Personalized Education Plans that help students, teachers, and parents set and track goals for each elementary student. Translation services are provided during conferences and any other meetings (ex. IEP, 504, Child Study Team meetings) where language may be a barrier. Crocker Middle School hosts multiple transition events for elementary parents and students throuhgout the school year. Crocker principals and the counselor visit elementary schools and host events for 5th grade students to visit the Crocker campus. During 2025, the Crocker principal held listening sessions with 5th grade teachers to support continued connection between elementary and middle school. This helps build continuity for families, too, as their students matriculate from elementary to Crocker. The RISE and IDEA parent groups, as part of APG, continue to support collaboration across school sites and with the district to highlight the achievements and needs of a wide range of learners. For the second year in a row, HCSD has hosted a Special Olympics Special Skills Day and posts monthly resources to support recognition and understanding about diverse student groups.|We continue to work on ways to support staff to learn about each individual family's strengths, cultures, languages, and goals. In some ways, goals are addressed through elementary PEP processes, but we have opportunity to more systemically address this need.|HCSD will continue to reach out directly to families with the support of our strong parent groups and RISE and IDEA groups.|HCSD continues to show strengths and progress in building trusting relationships, creating welcoming environments, and using language that is understandable and accessible to families. HCSD continues to have high levels of family engagement. Many family engagement opportunities are offered, including conferences twice per year, welcome back activities, parent group meetings and coffees, and school-based activities across the year.|One opportunity includes providing professional development on partnering with families.|HCSD will continue reaching out to underrepresented families and consider ways to more systematically ensure involvement.|HCSD continues to show particular strength in supporting principals and staff to engage families in decision making and advisory groups and in providing staff opportunities to work alongside families to plan, design, implement and evaluate family engagement activities at the school and district levels. School sites have robust parent groups and information is shared with families during parent group meetings, principal coffees, and at Board of Trustees meetings. Parents and the community are also engaged in decision-making and planning. Families are also included in school site councils and help in developing the School Plan for Student Achievement.|One area for focus is ensuring we are more fully engaging our underrepresented groups. We are grateful for the RISE and IDEA parent groups and their continued support.|HCSD will continue reaching out to underrepresented families and consider ways to more systematically ensure involvement.|5|5|4|5|3|4|4|4|5|5|3|4|Met||2025-06-17|2025
41689160000000|Jefferson Elementary|3|Jefferson Elementary School District (JESD) provides multiple avenues for stakeholders to engage in meaningful dialogue around curriculum, instruction, data, and supplemental supports. At the site level, all stakeholders are invited to participate in structured meetings such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), Parent Teacher Associations (PTA), and Parent Teacher Organizations (PTO). Additionally, schools distribute surveys to families and community members to gather feedback specifically related to school climate, communication, and academic programming.  At the district level, there are three primary avenues for stakeholder engagement:  1. District Outreach through School-Based Parent Groups: Site leaders collaborate with organized parent groups at school sites to share information and gather input on key initiatives.  2. District English Learner Advisory Committee (DELAC): Composed of one to two English Learner parent representatives from each school site—along with other interested parents—DELAC meets quarterly to review programs and services for English Learners and provide feedback aligned to LCAP goals.  3. Panorama Survey: This annual survey is administered to students, families, and staff to collect input on curriculum and instruction, communication, social-emotional learning, and work satisfaction. The results inform district decisions and help identify areas for improvement in supporting students, staff, and families.  Staff and leadership also participate in ongoing discussions regarding curriculum, instruction, assessment data, and supports for students. School sites hold regular leadership, department, and staff meetings where educators collaborate on instructional strategies and analyze data to improve student outcomes. At the district level, the Academic Council—comprised of all district leaders—meets weekly to engage in strategic planning and coordination across instructional areas.|Parents/Guardians Perspectives:  Successes: Many families highlighted positive school climates, supportive relationships, and welcoming environments as strengths across JESD. They appreciated efforts to provide high-quality resources and individualized learning opportunities. Communication with families was also seen as a strength, with multiple tools helping keep families informed and engaged. Some parents expressed satisfaction with ongoing curriculum improvements and praised specific school sites for their strong sense of community and care.  Areas for Growth: A primary concern was the need for more support for English learners, students with special needs, and those performing above grade level, with many requesting enrichment opportunities. Concerns about large class sizes and inconsistent use of instructional platforms were also common. Several families favored a focus on more hands-on activities. Additionally, a better access to differentiated resources, and more structured interventions for struggling students. Behavioral issues and the need for more emotional and social support were frequently mentioned, alongside a call for improved management of bullying and disruptions, particularly in middle school.|"JESD has been working to create parent Affinity Groups in order to engage more underrepresented families.   This is still a work i progress.  In addtion,  Families expressed a desire for regular events so parents can socialize and connect with each other through socials, picnics, sporting events, and family nights. They also would like a parent education series on relevant topics like vaping, online behavior and academics. Parents shared they love to see their children perform and would like to see more student performances. When asked what barriers parents faced, many expressed that work often gets in the way and that childcare is beneficial so that ""parents can engage, and kids can have fun"". Families shared that translation services have been helpful and wish to see them continue."|Parents/Guardians Perspectives:  Successes: Many families highlighted positive school climates, supportive relationships, and welcoming environments as strengths across JESD. They appreciated efforts to provide high-quality resources and individualized learning opportunities. Communication with families was also seen as a strength, with multiple tools helping keep families informed and engaged. Some parents expressed satisfaction with ongoing curriculum improvements and praised specific school sites for their strong sense of community and care.  Staff Perspectives: Successes: Jefferson Elementary staff are committed to implementing Tier 1 best practices such as scaffolding, small group instruction, formative assessment, and engagement strategies. Many staff regularly differentiate instruction and use visual aids, sentence stems, and flexible grouping to support diverse learners, including English learners and students with disabilities. Teachers express a strong interest in practical, classroom-relevant professional development, especially in areas like behavior management, neurodiversity, and reading intervention. Peer collaboration and planning time are valued with many educators asking for more opportunities to learn from each other.  Students’ perspectives:  Successes: Students report consistent access to and benefits from technology in the classroom. A large majority use computers daily and feel they learn better with them. This aligns with our investment in digital learning and supports LCAP goals tied to 21st-century skill development. Students' perceptions around safety significantly improved. Fewer students report witnessing fights or experiencing cyberbullying, and many believe it is not difficult to get adult help if bullied. This reflects positively on school-wide efforts to create a safer, more responsive campus climate.|Parents/Guardians Perspectives:  Areas for Growth: A primary concern was the need for more support for English learners, students with special needs, and those performing above grade level, with many requesting enrichment opportunities. Concerns about large class sizes and inconsistent use of instructional platforms were also common. Several families favored a focus on more hands-on activities. Additionally, a better access to differentiated resources, and more structured interventions for struggling students. Behavioral issues, especially post-pandemic, and the need for more emotional and social support were frequently mentioned, alongside a call for improved management of bullying and disruptions, particularly in middle school.  Staff Perspectives: Areas for Growth: The survey surfaced opportunities to enhance support for teachers and students. Educators continue to advocate for smaller class sizes or additional in-class support to more effectively meet diverse needs. More dedicated time for planning, collaboration, and implementing new strategies would empower teachers to bring their best to instruction. Staff expressed a desire for more engaging, accessible curriculum and a streamlined approach to initiatives that honors their expertise and time. Strengthening the MTSS process and expanding access to specialists and aides can help ensure every student receives the support they need. Overall, the results reflect a passionate, skilled staff committed to growth and eager for the resources and structures to help every learner thrive.  Parents/Guardians Perspectives:  Areas for Growth: A primary concern was the need for more support for English learners, students with special needs, and those performing above grade level, with many requesting enrichment opportunities. Concerns about large class sizes and inconsistent use of instructional platforms were also common. Several families favored a focus on more hands-on activities. Additionally, a better access to differentiated resources, and more structured interventions for struggling students. Behavioral issues, especially post-pandemic, and the need for more emotional and social support were frequently mentioned, alongside a call for improved management of bullying and disruptions, particularly in middle school.|We will continue to provide school sites with a range of translation services to ensure all families feel included. Additionally, we will host parent events focused on the needs of underrepresented families, including topics such as understanding the public school system, navigating social media pressures, accessing transportation and housing resources, and supporting learning at home.|All our sites host PTA and Site Council meetings. In addition, sites offer Parent Cafes and other informal opportunities to gather to learn about district and site initiatives and to provide input on relevant local decsions.|We continually work to increase the number of parents/families that actively engage to provide input on decision-making. Providing options to meet virtually and provide input through surveys has helped.|We continually work to increase the number of parents/families that actively engage to provide input on decision-making. Providing options to meet virtually and provide input through surveys has helped.|4|5|3|5|4|4|5|4|4|4|4|4|Met||2025-06-25|2025
41689160112284|California Virtual Academy San Mateo|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. These personalized interactions with their onboarding coach, ensure a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish. Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.In addition, the school has implemented behavioral schoolwide expectations that clarify preferred social behaviors, offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in efforts with students. In addition, the school wide behavior expectations show students how they can be successful and allow all school staff members to proactively teach and provide students and parents with a positive message about behavior. In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer. School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, offer support to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services. The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Meetings, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities. Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences. The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation. As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit. To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success. To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and internet/hot spots. All staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year. CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensuring high levels of learning for every student. The school’s PLC teams are dedicated to a focus on learning, collaborative work, and being results-driven. The PLC teams include: -The Leadership Team: A team of leaders responsible for uniting and coordinating the schools' collective efforts across grade levels, departments, and subjects. -The Guiding Coalition: A team of educators that is singularly responsible for leading PLC processes at the school, focusing on student learning, a collaborative culture, and results orientation. Team members serve to advise and support the Leadership Team and share as equals in the decision-making process. -Professional Learning Teams: Teams composed of educators who share curriculum and take collective responsibility for students learning their common essential learning outcomes. Collaboratively, PLTs provide tier 1 and tier 2 instruction, support, intervention, and extension. -Multi-Tiered System of Supports (MTSS) / Intervention Team: A team that focuses intensely on the individual needs of a department's most at-risk students: Diagnosing the cause of the student's struggles, determining the most appropriate intervention(s), monitoring progress, and revising intervention(s) as necessary. -Schoolwide Student Study Team (SST): A multi-disciplinary team that assesses and makes recommendations for general education interventions and supports for students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. This team determines when special education assessment is appropriate.|"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in school-wide and departmental plans, and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives. LCAP Survey – Feedback and Priorities The top three rated priorities, based on the number of ""High"" ratings from parents, are: 1. Ensure students will graduate from high school 2. Recruiting, training, and retaining qualified teachers 3. Ensure that students attend school Trends: Expanded Access to Live Instruction - Families continue to express appreciation for live, synchronous instruction, recognizing its role in enhancing student engagement and understanding. There is strong support for further expanding these real-time learning opportunities, especially for students who thrive with direct interaction and structured support. Teacher Responsiveness and Communication - Consistent, timely communication from teachers remains a key in student success. While parents value the efforts made so far, continued focus on prompt feedback and outreach is seen as essential to support student success and maintain strong family-school connections. Strong Support from Special Education Staff - Families shared positive feedback about the care and dedication of Special Academic Instruction (SAI) teachers. Their commitment to meeting the unique needs of students with disabilities is widely recognized and appreciated, reflecting a strong culture of inclusion and individualized support. Valuing Transparency in the LCAP Process - Parents emphasized the importance of being included in school planning and decision-making. Their input reinforces the value of maintaining open, transparent communication about how family feedback influences programs and priorities. This presents an opportunity to further strengthen trust and collaboration through clear, visible feedback loops. In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: ELAC Meetings, EL Needs Assessment Annual Survey, School Climate Surveym Parent Connections, including coffee chats and parent training. Student Government, Family Teacher Organization (FTO), Student and Teacher Check-ins. Two-way communication between parents/families and school includes: Parent Square, LC Community, Emails, Connection Calls, Academic Conferences, Student Support Sessions, Graduation Plan Reviews, Sharing of Student's Individual Learning Plans, Student Support Team Meetings, IEP meetings, ELD Program  meetings, Bear Tracks weekly community newsletter highlights events and activities."|Based on parent feedback, the school will: -Continue Parent Engagement initiatives -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and assess parental participation in school decision-making. -Implement a new feedback system - A multilingual survey platform that allows anonymous text, audio, or video submissions via QR codes and links in ParentSquare. This system identifies key themes and informs targeted interventions. -Launch On-Demand Informational Videos - Share short, accessible videos that explain LCFF, the LCAP process, and provide guidance on how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Provide time management tools, tech training, and resources to strengthen capacity. -Further enhance onboarding and follow-up support for families, and provide additional parent workshops and technology-focused sessions. -Communicate available, student-specific, research-based interventions delivered by specialized staff across varying levels of support. -Add Science Camp for Rising 8th Graders focused on NGSS-aligned science learning and exploration. -Offer High School After-Hours Academic Support - Provide courses in Geometry, Literature, A-G credit recovery, and graduation support to better serve students’ diverse schedules and academic needs. Continue implementing a collaborative SEL plan that involves teachers, students, staff, and parents. -Increase student interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person events. -Improve ISP Reimbursement Processes -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement and reduce delays in verification. -Attendance Support: Increase attendance team staffing to match enrollment growth. -Add staff to better serve students experiencing homelessness or housing instability. Increase Family Feedback Participation - Reach out to families who have not participated in feedback opportunities to identify and remove barriers.|Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-30|2025
41689240000000|Jefferson Union High|3|JUHSD demonstrates meaningful progress in building strong relationships between school staff and families. The district places a high priority on creating welcoming, inclusive environments, beginning with a streamlined and supportive intake process for all new students—especially those learning English. Dedicated bilingual staff assist families with online registration and engage in in-depth conversations to understand students’ educational backgrounds, strengths, and needs. This information is shared with school staff to ensure coordinated academic and social-emotional support.  To further ensure families feel welcomed, administroators work with facilities and custodial staff to maintain clean, safe, and inviting campuses. These efforts help reinforce a sense of pride and belonging among students and families alike.  A family liaison is available at Jefferson and Westmoor High School to provide ongoing support and build trust with families, particularly those who are new to the school system or navigating language or cultural barriers. Schools organize regular family engagement events such as Back-to-School Nights, College and Career Nights, wellness fairs, and cultural celebrations—many of which are co-planned with parent and student groups.  Districtwide communication efforts also play a key role. The Superintendent shares weekly newsletters to keep families informed about initiatives and districtwide priorities, and school principals send out regular site-level newsletters. The district’s social media presence amplifies these efforts by highlighting student achievements, sharing resources, and promoting opportunities for involvement.  To ensure equitable access to information, board meetings are interpreted in Spanish, and each school has a device that offers simultaneous interpretation in multiple languages. The district also hosts an annual Immigration Resource Night, which has successfully connected over a hundred families with legal, housing, and health-related services.  Feedback loops, such as surveys and parent advisory groups, further allow families to share input that directly informs district planning and improvement efforts.|The District acknowledges that enhancing relationships between school staff and families remains a key area for growth. A central focus for improvement is expanding professional learning opportunities that help staff better understand and engage with families from diverse cultural, linguistic, and socioeconomic backgrounds. This includes training on culturally responsive communication, inclusive practices, and strategies for building trust and rapport with historically underserved communities.  JUHSD also aims to strengthen collaboration with community-based organizations to improve coordination of services and expand access to supports that benefit both students and families. These partnerships can help bridge gaps in knowledge and resources, particularly for families navigating complex systems such as special education or college admissions.  Another area of focus is increasing the number and variety of informational events tailored for families, especially in areas such as college and career planning, mental health supports, and navigating special education services. To deepen connections with families of students with disabilities, the District is working to create social gatherings where parents of students with IEPs can meet special education staff in a relaxed and supportive setting. These events are intended to build relationships, foster open communication, and reduce barriers to partnership.  Finally, JUHSD recognizes the importance of creating feedback loops through regular family surveys, focus groups, and advisory councils. These structures will help ensure that family voices are included in decision-making processes and that district strategies are responsive to evolving community needs.|The District is focused on doing a better job connecting with underrepresented families by using a mix of strategies that are more personal, accessible, and responsive to their needs. One key step is making direct phone calls to families. These calls help build trust by giving staff a chance to introduce themselves, listen to concerns, and answer questions in a way that feels more personal than just emails or flyers.  We’re also holding focus groups that bring families together in a welcoming setting to share their experiences and offer ideas. These conversations help us understand what’s working and what’s not, especially for families who may not always feel seen or heard in traditional school spaces.  Surveys continue to be an important tool too, especially when we make sure they’re available in multiple languages and formats. They give families a chance to give input on school services, communication, and how we can improve support, all in a way that’s easy to access and low pressure.  In-person gatherings like family nights, school tours, or even informal coffee chats with principals and staff help create opportunities for connection. We know that sometimes just being in the building and talking to someone face to face can make a big difference in how comfortable families feel.  We’re also working on building stronger partnerships with community groups and trusted messengers who already have relationships with our families. This helps extend our outreach, especially to families who may have had negative experiences with schools in the past or who face language or immigration barriers.  One newer idea we’re excited about is hosting small social gatherings for families of students with IEPs. These events are designed to help families meet special education staff in a relaxed setting, ask questions, and connect with other parents who may be facing similar experiences.|The District has also deepened partnerships .by including student and family voices in shaping policies and programs. Student panels, surveys, and targeted listening sessions are conducted regularly to help staff better understand student experiences, needs, and aspirations. These sessions provide a safe space for students to speak openly about what’s working and where they face challenges, and their feedback has directly informed decisions around course offerings, wellness supports, and career technical education (CTE) pathways. Families are involved through events like Back-to-School Night, student showcases, and school-based advisory groups.|While the District has made progress in strengthening school-family partnerships, educational partner feedback and local data point to several areas for improvement. One key focus is improving communication about student academic progress in ways that are timely, clear, and accessible—especially for families who speak languages other than English. Families have expressed a desire for more proactive updates and clearer information about how to support learning at home.  Another area of growth is expanding family engagement around postsecondary planning. While events like college nights and FAFSA workshops exist, participation is uneven across school sites and student groups. The District is working to provide more targeted outreach and culturally relevant supports to ensure that all families—especially those from historically underrepresented communities—can meaningfully engage in their child’s college and career planning.  Additionally, the District is exploring ways to better integrate student voice into school improvement efforts. While some student panels and listening sessions are in place, a more consistent structure is needed to ensure student perspectives are regularly included in decision-making related to academic supports, mental health services, and course pathways|To improve engagement of underrepresented families and better support student outcomes, the District is focused on increasing both access and connection in ways that are responsive to family needs. A key step in this work is actively seeking feedback from families—through focus groups, surveys, and one-on-one conversations—about what types of communication, events, and support structures would be most helpful for them. This input will guide how we design future outreach and engagement efforts to ensure they are culturally relevant, accessible, and meaningful.  We also plan to offer more informal, relationship-building opportunities such as small group gatherings, home visits, and maybe school-based coffee chats. These settings help build trust, make school staff more approachable, and allow families to engage in a comfortable and welcoming environment.|A key strength of the District in seeking input for decision-making is its strong commitment to elevating student voice. The District has a well-established student trustee on the Board of Trustees and active student leadership programs at each school site. Student focus groups, panels, and listening sessions are regularly held, and their feedback has shaped decisions around wellness supports, course offerings, and school climate.  In addition to student engagement, input is regularly gathered from advisory groups such as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and the Special Education Parent Advisory Committee (SEPAC). Districtwide surveys also provide valuable insight from families, students, and staff. This multi-layered approach ensures decisions are informed by diverse perspectives and grounded in transparency and collaboration.|Based on input from educational partners and local data, the District has identified the need to improve outreach to underrepresented families and student groups who may not consistently participate in decision-making processes. While advisory committees and surveys are in place, feedback shows that some families are unaware of these opportunities or unsure how to get involved. The District aims to increase awareness, provide language-accessible communication, and offer more informal spaces—like listening sessions and small group meetings—to make participation more welcoming and inclusive. Additionally, we are working to build more consistent feedback loops so families and students can see how their input leads to action.|To improve engagement of underrepresented families in decision-making, the District will focus on increasing access, building trust, and creating more inclusive opportunities for input. This includes providing translated materials, interpreter support, and culturally relevant outreach to ensure families understand how to get involved and feel welcome doing so.  The District will also create more informal opportunities for families to share their perspectives, such as listening circles, small group conversations, and community meetups hosted at school sites or in neighborhood spaces. Feedback gathered during the self-reflection process showed that many families prefer in-person, relationship-based engagement over formal committee structures.|4|4|3|3|3|3|3|3|3|3|2|2|Met||2025-06-17|2025
41689240127548|Summit Public School: Shasta|3|Summit Shasta has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.|Focus Area for Improvement: Summit Shasta has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language.|We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.|Summit Shasta is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.|Summit Shasta utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|At Summit Shasta, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.|In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.|School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.|5|4|4|4|4|5|5|4|4|3|4|4|Met||2025-06-17|2025
41689320000000|Pacifica|3|Based on 2024 educational partner input and local data, the PSD has demonstrated notable strengths in fostering strong relationships between school staff and families. Surveys and stakeholder meetings reveal that families generally feel welcomed on campus and report positive, respectful communication with teachers and school leaders. Parent participation rates in events such as back-to-school nights, conferences, and community forums have steadily increased, indicating growing trust and engagement.|PSD has identified several key focus areas for improvement in building stronger relationships between school staff and families. Feedback from families and community stakeholders indicates a need for more consistent and proactive two-way communication, especially with families of English learners, students with disabilities, and those from historically underserved student groups.  While many families report positive experiences, some express feeling disconnected from school decision-making processes and uninformed about their child’s academic progress. Local data also suggests lower engagement levels among families in certain school sites and grade levels, pointing to inequities in outreach and accessibility.  To address these gaps, the PSD is prioritizing strategies such as increasing staff training in culturally responsive communication, expanding the use of home languages in outreach materials, and offering more flexible opportunities for family engagement including the use of digital meetings, alternative meeting times, and options for feedback including Panorama surveys.|Based on the analysis of educational partner input and local data gathered through the self-reflection process, the LEA has identified a need to strengthen engagement with underrepresented families, including those of English learners, foster youth, students with disabilities, and families experiencing housing instability. These groups reported lower levels of connection with school staff and limited opportunities to participate in school activities and decision-making.  To address these gaps, PSD will implement targeted strategies to build trust and foster meaningful relationships. This includes expanding access to bilingual staff and interpretation services, enhancing communication through culturally and linguistically responsive platforms, and offering flexible meeting times and formats to accommodate diverse family schedules. In additional, coordinating communication with site teams to distribute communication and coordinate feedback with community members to foster a collaborative environment including rotating meetings at hosted school sites and including the increased use of parent volunteer input in committees.|Pacifica School District fosters meaningful partnerships with families to support student success through a variety of ongoing efforts. Each year, schools hold parent-teacher conferences twice, providing dedicated time for educators and families to discuss each student’s academic progress and social-emotional development. These one-on-one conversations serve as an important opportunity to exchange information and work collaboratively to meet student needs.  Another strength of the district lies in its family and community engagement events, which focus on academic content areas as well as school climate. These events are designed to equip families with tools and resources that enhance their ability to support learning at home. Each event is intentionally aligned to reinforce student learning and family involvement. Scheduling will occur between school sites to ensure there are not conflicting dates/times of student events and parents are able to attend all student events.  Over the past year, the transition to distance learning further deepened the school-home connection. As students engaged in remote learning, educators increased communication with families and provided additional support resources. This shift strengthened relationships and enhanced the role of families as partners in education.  Focus Area for Improvement: Engaging Underrepresented Families  While progress has been made, a key area for growth involves ensuring that underrepresented families have equitable access to meaningful engagement opportunities. To address this, the district will establish site-based teams made up of administrators, staff, and representatives from underrepresented family groups. These teams will help elevate family voices in school leadership, guide planning for inclusive events, and ensure that engagement efforts reflect the diverse needs of the school community.|Based on the analysis of educational partner input and local data, PSD identified the need to strengthen consistent, two-way communication and deepen meaningful collaboration with families as a key area for improvement. While many families feel welcomed and informed, data shows that engagement levels vary widely across school sites and student groups, particularly among families of English learners, foster youth, students with disabilities, and socioeconomically disadvantaged households.  Another area of focus is expanding opportunities for families to participate in learning-focused activities that directly support student achievement. Stakeholders expressed a desire for more workshops, training, and resources that equip them to help their children succeed both academically and socially.  To address these areas, the LEA will prioritize culturally responsive engagement strategies, improve the accessibility of communication tools, and offer flexible, family-centered learning opportunities that are clearly linked to student outcomes. By doing so, the LEA aims to create more equitable and effective partnerships that support all students’ growth and success.|During its annual LCAP development and budget hearings (most recently June 2025), PSD gathered input via open public forums and advisory committees, including parent and ELAC groups. Through these sessions, they critically reflected on which populations were least engaged—particularly low-income families, English learners, foster youth, and families of color  he district then identified gaps in outreach and participation, especially among historically underserved groups, and recognized the need for deeper two-way communication and culturally responsive engagement strategies. Targeted Listening Sessions & Advisory Group Inclusion Engaged families from underrepresented communities directly—especially Black/African American, Latino/a, Asian/Pacific Islander, English learner, and LGBTQIA+ families—in dedicated focus groups and the LCAP Parent Advisory Committee (PAC) to gather input on goals and resource allocations and the  Public Hearings with Time for Budget & LCAP Input Hosted multiple hearings (e.g. June 11, 2025) where families could review materials (physical/electronic copies) and comment in person or virtually, ensuring accessibility for non-English speakers and those with limited ability to attend in person  Culturally Responsive Communications & Two-Way Contact Distributed key documents and invitations in relevant languages, used multiple communication channels, and prioritized personal follow-up—not just one-way postings—as recommended in the California Family Engagement Toolkit|"Educational partners provided feedback via 24-25 Panorama Surveys for LCAP data, indicating areas 97% positive responses when rating ""Adults feel responsibility and work hard to support students"" and 93% in the area of ""School has increased communication"".  Both in areas of responsibility and support, which work inter-connectedly for school climate and decision-making, educational partners report favorable feedback and positive feedback with zero parents rating ""strongly disagree"" towards feeling adults feel responsibility and support students."|"Areas for focus and improvement are focused on increasing community events as well as parent and community participation. On the 24-25 Panorama Survey for LCAP data, 89% of responded favorably to ""this school has increased parent-student events"" and 91% to ""this school promotes parent participation in decision-making that affects school policies and practices"".  Based on this parent input, the areas of focus will be increasing community events and parent feedback and communication cycles."|In order to increase in engagement of underrepresented families, additional feedback sessions as well as alternative methods of feedback will be held both by the district and school sites.  Engagement of families will include increased communication practices including but not limited to frequent opportunities for feedback and surveys, opportunities for school partnerships, rotation of feedback sessions combined with multilingual opportunities, virtual and alternative meeting times, and community information classes.|2|3|2|2|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
41689400000000|La Honda-Pescadero Unified|3|Weekly newsletters, revamped website and use of Talking Points has helped strengthen communication and involve families in the schools. LHPUSD provides Spanish interpretation at all school based meetings. In 2024-2025, LHPUSD implemented an interpretation tool, Wordly, for district level board meetings. Users can scan a QR code to receive interpretation through a personal device or a device provided by the district.|Suggested improvements for building relationships between school staff and families were noted by both families and staff during the LCAP process. Notably, parents and staff would like more opportunities to interact together and would like us to continue and/or expand opportunities for activities outside of the school day.|During the Community Schools Partnership needs assessment, input meetings were held in areas convenient to parents. Rather than locating meetings at the school, meetings were held in community centers, farms and churches. This allowed meetings to tailor to specific geographical needs and encouraged more to attend as the locations were convenient. LHPUSD will identify other meeting structures which would benefit from this practice particularly to engage underrepresented families.|Systems are in place for parents and teachers to meet together to discuss student outcomes. Parent-teacher conferences are held twice per year with interpretation support from Stanford University. Both evening and afternoon conferences are available to meet the scheduling needs of families. In addition to regular conferences, bilingual community liaison and engagement staff can support families with individual conferences as well which can occur before, during or after school.   The process for inviting families into the Student Study Team has been updated. Student Study Teams are held when a student is identified as needing additional support in an area of academics or social-emotional well-being. Parents meet with school staff on a 6-8 week schedule to pilot interventions and strategies which might support stronger student outcomes. A shared database will be developed to track the SST cadence and monitored at the district level. This structure is in place and is now used with uniformity at all schools.|Focus areas for 2025-2026 include community building and supporting families to bridge the gaps between our school communities to build a stronger overall school system.|LHPUSD will improve engagement of underrepresented families. In 2024-2025, the Student Study Team (SST) process was revised and administrators introduced to the new process. The English Learner Master Plan and Toolkit was also revised. The toolkit includes a comprehensive Newcomer Protocol which aims to support our newcomers and their families once they make contact with our schools.|Staff has received professional development through equity PD meetings, which are held every three weeks, to support families and students to engage with our schools and participate in decision making. In 2024-2025, LHUPSD staff conducted a needs assessment with the support of the Community Schools Planning Grant. Parents and staff participated in focus groups and interviews to gather input about our schools.|LHPUSD needs to develop ways to measure needs that families have related to seeking input for decision-making.|x|3|4|4|3|4|3|4|4|4|3|4|3|Met||2025-06-26|2025
41689570000000|Las Lomitas Elementary|3|Here is a reworded version of your text for improved flow and clarity:  ---  In 2023-2024, LLESD further strengthened its strategic communications and educational partnership efforts to enhance student success. Across all levels of the organization, we focused on delivering consistent, timely, and culturally responsive communications that foster family and staff engagement.  Key highlights of this year’s work include:  * Sustaining the district-wide communication plan, with parent newsletters consistently distributed on Thursdays—bi-weekly from principals and monthly from the district—ensuring aligned messaging across schools. * Providing multiple opportunities for families to attend events at various times of the day, including Family Nights focused on Restorative Practices and other parent meetings.  At both Las Lomitas and La Entrada, parent communications were shared with staff first, when possible, to gather feedback and foster collaboration. Spring Principal’s Coffees were offered in a hybrid format to increase accessibility. New family tours were conducted in person during the spring to welcome and integrate families into the school community.  At La Entrada, there was a strong emphasis on student voice and engagement, with students, staff, and families working together to foster connection. The middle school’s Gay-Straight Alliance (GSA) Club hosted multiple school-wide events to promote belonging and inclusivity. Throughout the year, collaborative groups—including the PTA, students, parents, and staff—worked together to plan and deliver events that strengthened the school community.|All levels of the organization worked to deliver consistent, timely, and culturally responsive communications that foster family and staff engagement. A comprehensive communication plan was established for the school year, setting a clear cadence: monthly district newsletters and bi-weekly school newsletters. The district also coordinated closely with the PTA to align communication schedules and ensure messaging consistency. PTA messages were streamlined to complement district and principal communications.  District newsletters featured updates on strategic goals, key events, new initiatives, and school board meeting highlights. Spotlight articles showcased curriculum and programs to build community awareness and connection, while visuals were used to clearly communicate complex topics. Bi-weekly school communications focused on site-specific programs and events, including parent-teacher conferences and Principal’s Coffees.  As a result of this coordinated effort, there was an increase in students, staff, and families reporting stronger engagement and a greater sense of connection at the school sites. Based on this success, the communication plan and cadence will continue in the upcoming year.  In addition, LLESD partnered with two external organizations to expand after school opportunities for students. One program provides enrichment courses, team sports, and music instruction, while the second offers online tutoring in math and English Language Arts, with personalized support tailored to individual student needs.|After assessing the needs, conditions, and circumstances of our low-income and multilingual families (specifically families of English Language Learners), we found that barriers to engagement for these families remain higher than those experienced by other K-8 families. To address these ongoing challenges, we will continue to implement an inclusive communication platform across our website, newsletters, and emergency communications, while updating our implementation plan to support the transition to a new vendor. Each school site will continue to ensure that communication practices are inclusive, fostering a welcoming environment where all families—particularly multilingual families—can access information and feel comfortable engaging with the school community.  These actions are being implemented district-wide, with the expectation that all families will benefit. However, given that multilingual families face greater barriers to engagement, and because these actions are designed to directly address their specific needs, we anticipate that engagement metrics for multilingual learners will improve at a greater rate than for the general student population.  Increased attention and support for multilingual families in 2025-26 represents the most effective use of funds to meet goals for unduplicated pupils. This is based on insights gathered through family surveys conducted in 2025.  Additionally, LLESD’s partnerships with external organizations provide free afterschool opportunities—including enrichment activities and team sports—to underrepresented families and students. The district also fully funds tutoring services for these families, ensuring equitable access to academic support that they might not otherwise afford. These services are tailored based on individual student needs, using regular assessment data in math and English Language Arts to guide support.|"LLESD actively connects with all new English Learner (EL) families to understand their needs, expectations, and priorities. We remain committed to providing meaningful and robust parent education in core academic areas, as well as in Social Emotional Learning and parenting topics. Our goal is to identify and address the needs of our EL families in order to develop the most effective educational programs for their children. Additionally, we strive to create multiple avenues for parent engagement, including events such as “Coffee with the Principal,” where families can share feedback and voice concerns about the experiences of their children.  To further support new families—many of whom are English Learners—we use our registration platform to maintain a ""family buddies"" network, composed of parent and student volunteers who help newcomers integrate into the school community. We also host special lunch gatherings to help EL students build connections with peers and staff.  Parent input is a vital part of the district’s culture. Each site maintains a PTA and Site Council, and a Community Advisory Committee (CAC), formerly JCOP, serves as the district’s LCAP Parent Advisory Committee (PAC). CAC includes representatives from both schools’ PTA and Site Councils, as well as leadership from the Las Lomitas Education Foundation, DELAC, parents of students with IEPs, school board members, site administrators, and district administrators, who meet monthly to provide ongoing feedback.  The District English Learner Advisory Committee (DELAC), which also serves as the LCAP English Learner Parent Advisory Committee (ELPAC), meets regularly throughout the year and includes representation from both Las Lomitas and La Entrada. All parents are invited to participate in various engagement opportunities, including district-wide surveys, focus groups (for both special education and general education families), and interactive video conferences with teachers, principals, and the superintendent.  As part of our LCAP process, the district also gathered parent input for our equity audit and sought feedback on district decision-making and strategies to foster greater parent participation in programs. Our online survey addressed topics such as Parent Engagement, School Climate, and Learning Supports."|LLESD ensured that the District Equity Team (DET) was composed of key educational partners representing all levels of the organization, positioning the team to collaboratively lead the district’s equity efforts as outlined in the 2024-2025 LCAP. We will continue utilizing our inclusive communication platform across the district website, newsletters, and emergency communications to ensure broad and equitable access to information. In addition, we will maintain consistent implementation of our communication plan, which sets clear expectations for inclusive and aligned communication practices at each school site. Finally, we will expand opportunities for parent involvement by offering events and engagement opportunities in multiple languages and formats, in support of LCAP Goal 4: Strengthen educational partner engagement and strategic, culturally responsive, consistent, and timely communications that promote family and staff engagement and support student success.|As part of its commitment to fostering racial competence, LLESD requires that all district and site-level plans reflect an asset-based approach to educating and serving students and families of color. This perspective emphasizes that diversity is a strength and values each individual’s unique contributions to the school and district community.  LLESD is dedicated to cultivating a supportive environment that promotes equitable experiences and outcomes for all students, while fostering a strong sense of belonging and agency among all educational partners. The district actively prioritizes efforts to close gaps in experience and belonging among different student subgroups. This includes allocating time and resources toward developing a shared vision, actionable implementation plan, and accountability measures for Diversity, Equity, Inclusion, Accessibility, and Belonging (DEIAB) across all aspects of district operations. As part of this work, LLESD will regularly review processes, policies, and data to identify disproportionalities in student opportunities, access, and outcomes, and will implement targeted planning efforts at both the district and site levels to address these disparities.  LLESD also partners closely with parent groups to foster trusting and respectful relationships. The Parent Teacher Association (PTA) serves as an integrated platform for collaboration among parents, teachers, and district and site leadership. Similarly, the Las Lomitas Education Foundation—a volunteer-led organization—hosts multiple events throughout the year designed to strengthen community connections and deepen engagement between parents, teachers, and administrators. To further promote equitable access and engagement, both parent organizations and school sites provide transportation to and from school events for underrepresented families, helping to reduce participation barriers and strengthen relationships with all members of the school community.|LLESD works with our parent groups to build trusting and respectful relationships. Participation in our Parent Teacher Association (PTA) is an integrated platform for the collaboration between parents, teachers, and site and district administration. The Las Lomitas Education Foundation is another volunteer organization that plans several events throughout the year to build community and increase the parent, teacher, and administration interface. The parents regularly participate in PTA and Foundation events throughout the year. Both parent organizations and the school sites provide transportation to and from school events for underrepresented families as a way to increase participation and strengthen relationships and provide equitable access to parent engagement opportunities.   This year we held several input sessions with our families and community members to share with us what they would like to see in our district and schools to best support our learners and our families. We regularly seek the input of our families. Input received from educational partners through the LCAP development process indicates a desire to improve parent engagement and communication. We plan to improve performance through actions that increase and improve parent engagement and communication and will measure progress towards our goal using the metrics identified below.|Feedback on the LCAP was gathered through multiple channels, including discussions, meeting notes, shared Google documents, and survey data. The district also administered a district-designed survey to collect evidence of progress toward LCAP goals. The findings were presented at a school board meeting. Overall, the input from staff and community members aligned well with the district’s strategic plan and helped shape the development of the 2025-2026 LCAP.  The district’s ongoing focus on Diversity, Equity, Inclusion, Access, and Belonging (DEIAB) builds on nearly a decade of sustained effort and continues to receive broad district-wide support. In 2022-2023, LLESD established baseline data on staff perceptions regarding the availability and quality of equity-focused professional learning opportunities. We continue to learn about, discuss, and address issues of race, ethnicity, and culture.  Also in 2022-2023, Insight Education Group conducted a comprehensive equity audit for LLESD. The Insight team engaged a wide range of district and community educational partners to capture diverse perspectives and validate trends emerging from multiple data sources. The audit examined student achievement, graduation and discipline data, district staffing patterns, professional development offerings, and perceptual data from educational partners. The resulting report, aligned with an Equity Framework, provided targeted recommendations across key domains for consideration by the superintendent and district leadership. The report offers a valuable opportunity for district leadership to implement these recommendations in a cohesive, intentional manner. LLESD continues to address key recommendations from the audit as part of its 2025-2026 LCAP actions.|LLESD has a process to ensure that the District Equity Team (DET) is comprised of key District educational partners at all levels of the organization to co-lead equity work as indicated in the 2025-2026 LCAP. We will continue to use the inclusive communication platform for the website’s content management system, newsletters, and emergency communications and develop a communication plan that outlines expectations for consistent implementation at each site to ensure we are communicating in a manner that is inclusive of all members of the school community. In addition, we will offer parent involvement opportunities in multiple languages and settings to increase parent engagement as indicated in LCAP Goal 4.|5|4|5|4|4|4|5|4|4|4|4|4|Met||2025-06-11|2025
41689650000000|Menlo Park City Elementary|3|A strength of our district is the coordination that takes place between district and families through the efforts of our Family Engagement Coordinator. This staff member ensures that families’ needs are met through parent support programs such as Parent Cafe, translation for families during school meetings, and regular communication to connect parents with the school.|A focal area to improvement in building relationships is for staff, other than the Family Engagement Coordinator, to better understand families’ experiences in our schools.|An area we have been working on improving is incorporating empathy activities into our parent meetings in order for staff to build connections and better understand how our underrepresented families are experiencing school in our district so that we can take action in ways that are supportive and impactful.|Our district is strengthening partnerships to improve student outcomes through access to academic support programs for students, increased access to enrichment opportunities, and intentional engagement with families. Collaborations with community organizations and site teams have enhanced targeted student support and enrichment beyond the core curriculum. Additionally, empathy interviews with families have deepened trust, surfaced concerns, and informed responsive actions, ensuring our programs align with student and family needs.|A key focus area for improvement is expanding empathy interview experiences districtwide to ensure a broader range of family voices inform our decisions and programs. Additionally, we aim to refine our current reporting tool to better capture and share insights from these interviews, enabling more consistent follow-up and responsive action across all school sites.|An aMPCSD will host an annual meeting for parents of Long Term English Learners to ensure that they understand their students' status, reclassification criteria, and ways to support their students at home, as well as provide space for parents to communicate barriers and recommendations for learning success. MPCSD staff will empathize with parents about their student's learning experience and then brainstorm and take action on at least one idea to address system learning and motivation issues shared by parents and/or students.|The district has made progress in inclusive decision-making by actively engaging stakeholders through DELAC, the LCAP Advisory Committee, and the Citizen Bond Oversight Committee. These groups provide meaningful input on programs, funding, and accountability. This consistent outreach has helped build community trust and ensure decisions reflect diverse perspectives.|A continued area of improvement is to increase participation from underrepresented families in decision-making processes.  The district can strengthen its efforts by actively inviting and engaging these families in DELAC and LCAP advisory and other forums.  Targeted outreach, language support, and more accessible meeting formats can help ensure all voices are heard and represented in shaping district priorities.|Engagement can include personalized outreach, culturally responsive communication, and creating welcoming spaces for dialogue. The family engagement coordinator can partner with counselors to identify and personally connect with underrepresented families, build relationships, and understand barriers to participation. They can co-host small group meetings, provide translation support, and offer flexible meeting times to ensure families feel heard and empowered to contribute to decision-making processes.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
41689730000000|Millbrae Elementary|3|"Based on educational partner input (PTA, SSC, ELAC, Staff Meetings) and local Panorama data, Millbrae Elementary School District’s greatest strength in building relationships with families lies in the foundational sense of trust and respect established between school staff and the community. The ""Background Questions"" category received the highest percent favorable ratings at all school sites, with ""Feeling safe at school"" ranking as the most favorable individual question at three of the five schools. This aligns with strong student survey results where “Respect shown by teachers” was also consistently rated highly, reinforcing that students and families alike feel a strong baseline of respect and care from staff.  In contrast, Family Engagement was the lowest rated domain across all schools, with “Helping out at the school” receiving the lowest percent favorable responses. While families feel welcome and known by staff, this suggests a need to build more meaningful, accessible opportunities for two-way engagement and shared decision-making.  These insights reflect progress in cultivating positive, respectful relationships and highlight a clear opportunity to grow deeper partnerships that empower families as active participants in the school community."|The Millbrae Elementary School District has identified Family Engagement as a key area for improvement in building relationships between school staff and families. While families report feeling known and respected by school personnel, as reflected in strong ratings for background and safety-related questions, survey data consistently show that Family Engagement received the lowest percent favorable responses across all school sites.  Specifically, the question “How often do you help out at your child’s school?” was the lowest rated item in the Family Engagement domain at every site, indicating that many families do not feel invited, empowered, or able to participate meaningfully in school activities or decision-making processes.  This feedback points to a need for the district to expand accessible, inclusive, and culturally responsive opportunities for family involvement. Strengthening two-way communication, reducing barriers to participation, and creating multiple entry points for families to engage—both at home and on campus—will be central to this improvement effort.|Based on the analysis of educational partner input and local data, Millbrae Elementary School District is committed to improving engagement of underrepresented families by implementing targeted strategies that foster inclusive, accessible, and culturally responsive partnerships. The self-reflection process revealed that while families generally feel respected and known by staff, families from historically underserved groups—such as multilingual learners, families with limited access to transportation, and those with competing work schedules—are less likely to engage in traditional school-based activities.  To address this, the district will:  -Expand flexible engagement opportunities, including virtual events, multilingual family workshops, and take-home activities that support learning and connection outside of school hours.  -Partner with community organizations to co-host events and provide wraparound services that build trust and reduce access barriers.  -Increase representation and voice by creating a family advisory group that includes underrepresented families to guide site-level decision-making.  -Strengthen staff capacity through professional development focused on building culturally responsive relationships and family communication practices.  These actions are designed to create more welcoming, equitable pathways for all families—particularly those underrepresented in current engagement efforts—to feel connected, empowered, and valued as key partners in their child’s education.|Millbrae Elementary School District has made steady progress in building partnerships that support student outcomes. Strengths include structured opportunities for family-teacher conferences, increased communication regarding student academic progress, and access to instructional resources at home. Family survey data indicates that families feel informed about their child’s progress and supported with tools to help their learning. The district has also expanded its parent education offerings through Parent University and implemented multilingual communication strategies to ensure equitable access to information. Ongoing collaboration between school staff and families continues to strengthen the alignment between home and school in support of student learning.|While families report feeling informed about academic progress, educational partner input and survey data indicate a need for deeper two-way communication and more culturally responsive engagement practices. A key focus area is increasing opportunities for underrepresented families to actively participate in discussions about student learning and intervention plans. The district also aims to strengthen collaboration around goal-setting and progress monitoring, especially for students requiring additional support. Building staff capacity to facilitate meaningful academic partnerships with families remains a priority for ongoing improvement.|To improve engagement of underrepresented families, the LEA will expand culturally and linguistically responsive outreach efforts, including multilingual communication and community-based events designed to build trust and connection. The district will provide more flexible opportunities for families to engage in academic planning, such as virtual meetings and home-school communication tools. Additionally, staff will receive professional development on family engagement strategies that prioritize inclusion and equity. The LEA will also strengthen partnerships with community organizations to help bridge access gaps and ensure that all families can actively participate in their child’s educational journey.|Capacity of Principals The LEA has made strong progress in building the capacity of principals and staff to engage families in advisory groups and decision-making processes. Site leaders are increasingly using inclusive strategies to elevate family voice.  Supporting Family Members While foundational structures are in place, the LEA recognizes the need to deepen support for family members—especially from underrepresented groups—to build their confidence and skills in participating effectively in advisory and decision-making roles.  Input from All Families The LEA actively solicits input from families through surveys, meetings, and community events, with specific efforts to include underrepresented voices. These strategies have led to increased family participation in school improvement planning.  Collaborative Planning and Evaluation There are multiple opportunities at both the site and district level for families, educators, and administrators to collaborate on family engagement efforts. The LEA continues to refine practices to ensure shared ownership and ongoing evaluation.|While the LEA has made progress in creating structures for input, educational partner feedback highlights the need to increase the diversity and consistency of family participation in decision-making, especially among underrepresented groups. A key area for improvement is building the capacity of families to engage confidently in advisory groups and site-level planning. The LEA also seeks to improve follow-through and transparency by clearly communicating how family input informs decisions. Strengthening two-way communication and expanding outreach efforts remain priorities to ensure all families feel their voices are valued and impactful.|To improve engagement of underrepresented families in decision-making, the LEA will implement targeted strategies such as personalized outreach, multilingual communication, and the use of trusted community liaisons to build relationships and increase participation. The district will provide learning opportunities for both staff and families to create inclusive environments that empower all voices, particularly in advisory groups and planning sessions. Additionally, the LEA will offer flexible meeting formats (e.g., virtual, evening, or varied time options) to reduce barriers to participation. Efforts will be made to clearly show how family input leads to action, reinforcing trust and encouraging ongoing involvement.|4|4|4|3|3|4|4|4|4|3|4|4|Met||2025-06-17|2025
41689810000000|Portola Valley Elementary|3|Close collaboration with parents and community members remains a core strength of PVSD. The District actively engages educational partners through a range of opportunities, including virtual and in-person meetings, informal  chats, and surveys. Parent-teacher conferences that incorporate joint goal-setting further strengthen school-home partnerships. Notably, the 2025 End-of-Year Parent Survey showed that 96% of parents/guardians feel comfortable  communicating with the school district, reflecting the District’s ongoing commitment to fostering open, supportive  relationships with families.|PVSD is grateful to its family and community members for their strong engagement and support. The District benefits  from the continued partnership of the Portola Valley Schools Foundation and uses multiple channels for  communication, including coffee chats, social media (Instagram, Facebook), and ParentSquare. While recent  feedback from families—particularly those in the Voluntary Transfer Program (VTP), families of students with special  needs, and those with limited English proficiency—has been overwhelmingly positive, PVSD recognizes the need to  further strengthen two-way communication and increase family participation in district-level decision-making. In  particular, the District is exploring ways to deepen ongoing dialogue with underrepresented families beyond annual  events, and to ensure consistent follow-up on input received. This remains a key focus area for improvement in  building meaningful and sustainable relationships between school staff and all families.|To improve engagement of underrepresented families, PVSD personally contacted each family identified as  unduplicated to encourage participation in expanded learning opportunities and offered transportation support to  increase access. This outreach led to strong participation and will continue as an intentional strategy moving forward. The District is committed to maintaining and deepening this engagement by ensuring regular, personalized  communication and culturally responsive support systems that foster a sense of belonging. PVSD will also continue  hosting events such as the annual Family Night in East Palo Alto to connect with families in the Voluntary Transfer  Program (VTP), while exploring additional opportunities for two-way dialogue and involvement in school and district  decision-making processes.|PVSD actively fosters partnerships with families and community members to support student success. Multiple  communication forums, such as parent surveys, principal and superintendent chats, and regular school  communications, provide ongoing opportunities for families to engage with school leaders and contribute input. Findings from the 2024–2025 End-of-Year Parent Survey highlight strong relationships and shared goals around  student outcomes:  96% of respondents expressed high satisfaction with the district’s overall academic achievement. 85% of parents with children in Grades 4–8 feel students are being well prepared for high school and beyond. 99% agree that schools provide a safe and positive learning environment.  94% are satisfied or very satisfied with their child’s level of engagement in school.  The District prioritizes strong communication and partnerships as essential to academic success. PVSD partners  with The Parent Venture to offer workshops that support student well-being and learning at home. Families also  engage through classroom volunteering, reinforcing shared responsibility for learning. PVSD has strengthened  connections with families in the Voluntary Transfer Program (VTP) through a well-attended Fall Family Night in East  Palo Alto. These efforts have increased participation by VTP parents in district advisory structures, such as the  Superintendent’s Advisory Committee (which also serves as the LCAP Parent Advisory Committee), reflecting  deeper collaboration with underrepresented families in support of equitable outcomes.|The 2025–2026 Local Control and Accountability Plan (LCAP) reflects input from PVSD’s educational partners and  highlights overall satisfaction with academic programs. A continued area of focus is strengthening partnerships  among students, families, and educators to support student success.  Student voice is central to this work. In March 2025, student leadership sessions in Grades 3–8 shaped revisions to  LCAP metrics, with feedback emphasizing differentiation, learning showcases, and real-world relevance. On the End of-Year Student Survey, 85% of students agreed: “My teacher(s) work with my parents/guardians to help me do my  best in school.” PVSD seeks to grow this by fostering stronger school-home collaboration. Family input remains essential. Feedback from surveys and advisory meetings, including those with Voluntary  Transfer Program (VTP) families, has helped refine district goals and outreach strategies. Increased family  participation, especially from underrepresented groups, reflects growing trust and partnership. Teacher input also guides ongoing improvement. Regular surveys after professional development and at year-end  help shape staff learning priorities around engagement, differentiation, and collaboration with families. PVSD remains committed to integrating student, family, and teacher voice to build inclusive systems that support  every learner.|The Portola Valley School District (PVSD) will continue strengthening personal connections with underrepresented  families by enhancing communication through targeted phone calls and emails. PVSD will also collaborate closely  with a small group of parent representatives from these communities to increase participation in district events. To further reduce barriers, the District will provide transportation to key meetings and expanded learning opportunities,  ensuring these families have improved access to and engagement with school programs and resources.|The Portola Valley School District (PVSD) is committed to engaging educational partners in meaningful decision making. The district offers multiple opportunities for input from students, families, staff, and community members,  leading to more informed decisions that support student success, wellness, and engagement.  PVSD benefits from strong participation in its Parent Teacher Organization and the Portola Valley Schools  Foundation. The district also gathers input through various channels, including the district website, social media,  Superintendent and Principal Chats, and advisory groups such as the Superintendent’s Advisory Committee (which  serves as the LCAP Parent Advisory Committee), the Safety/Emergency Preparedness Committee, the Parcel Tax Advisory Group, and student leadership groups. To further inform decision-making, PVSD collects feedback through annual surveys, including the End-of-Year  Parent and Student Surveys (grades 2–8) and numerous staff surveys. These tools help the district identify needs,  set priorities, and evaluate progress.  Overall, PVSD values collaboration and transparency, ensuring that stakeholder voices help shape priorities and  improve outcomes for all students.|Based on analysis of input and local data, PVSD has identified the need to expand opportunities for more inclusive  participation in decision-making, particularly from underrepresented educational partners. This includes parents of  students with disabilities, English learners, and families participating in the Voluntary Transfer Program (VTP). While  existing structures such as family nights, Back to School Night, coffee chats, and meet-and-greet events foster engagement, the district is working to ensure these events also serve as platforms for gathering input from all  families.  Although 98% of parents and guardians indicated in the 2025 End-of-Year Survey that they feel well informed about  school and district events, PVSD recognizes that being informed does not always translate into feeling empowered to participate in decision-making. As a result, the district is focusing on creating more intentional, accessible, and  culturally responsive avenues for feedback, especially from groups historically less represented in formal input  processes.|To improve engagement of underrepresented families in decision-making, PVSD will continue hosting VTP Family  Nights to strengthen relationships and communication with families in the Voluntary Transfer Program. Additionally,  the district will increase opportunities for input from families of English learners and students with disabilities through  targeted surveys and dedicated focus group meetings. These efforts aim to ensure that all voices are heard and  considered in shaping district priorities and decisions.|5|4|5|5|4|5|5|5|4|5|4|5|Met||2025-06-17|2025
41689990000000|Ravenswood City Elementary|3|Overall Ravenswood has made a lot of progress in continuing to build relationships with families, and developing welcoming environments. In general ParentSquare has been extremely valuable for communication, including reminders for completing application documents, the ability to send text messages with auto-translation, and the promotion of school site/district/community events. All of our schools also offer multiple methods and opportunities for communication with teachers, school staff, and administrators. We have Spanish Translator/Interpreters available for our non-Spanish speaking staff, and Outreach Coordinators at each school who are supported by the district Family & Community Engagement Coordinator. Some specific teachers/staff are more engaged with their student’s families, so our Coordinators work to ensure all families are supported. They have found it very valuable to spend time at the gate during pick-up/drop-off times, just connecting with students and families, and answering questions as they come up. Based on data collected from specific schools, we have made progress in building relationships as more families feel comfortable sharing their stories, ideas, and concerns with school staff throughout the week. We hope to encourage more of these interactions system-wide, across the district. Some examples of events or opportunities for relationship building include “Earth Day” activities, “Cafecito”, “Safe Routes to School” partnership with SMCOE, “Parent University”, “SSC/ELAC” or “DAC/DELAC” meetings with our families as community leaders, and “Family Workshops” which often includes content from community organizations. We encourage families to request topics that they are interested in and would like to hear more about. A popular event is when the cafeteria managers share their knowledge with parents, talking about nutritional information, the high quality standards of food preparation, and also sharing what the students enjoy and don’t like! When events are held in-person, there is a high level of interaction between school staff and families, but when events are held virtually it is challenging to connect on a personal level. Ravenswood typically has a relatively high turnover of staff, so it is always challenging for families to continually re-establish new relationships. The ongoing presence of individuals who are committed to improving our school environments and climates is extremely important for the success of improving the wellbeing of our community as a whole. As a district we are working towards increased staff retention, which will hopefully also support long-term relationship building with families.|While we have so far put a lot of effort into ensuring that a range of opportunities are available for engagement, a significant area of improvement for us will be connecting more personally and more individually with our families. Families do respond when it is about their individual student, but we want to work towards creating and developing the community as a whole. Another key point here is that we need to ensure that all vacancies are filled, having an Outreach Coordinator/Director of Culture, or other similarly student- and family-focused role we have found is beneficial to overall school and community culture. As a district, we also want to identify specific needs for specific families, in order to help overcome these barriers and connect families with relevant support services. For example, there is not always one single reason why students are absent from school. It could be related to transportation, needing to stay home to care for younger children or elders, not having appropriate clothing to wear, or any number of other reasons. We have found that those families who do attend, and who do engage with the school are fully involved and committed to forming strong relationships with school staff. The challenges are focused on those families and individuals who we haven’t yet reached.|Throughout our LCAP engagement and Local Indicator self-reflection processes this year, we have worked to focus on hearing from families who are traditionally underrepresented. In particular, our Outreach Coordinators and Family and Community Engagement Coordinator continue to reach out to families who are struggling, checking in with them regularly, and in some cases specific staff have even made home visits. One way to improve the engagement of our families is by eliminating barriers that limit our families from attending school-wide events, so by identifying those barriers and addressing them, we will likely improve the engagement of underrepresented families. We also want to hold space for events where they can share their own experiences and learn from each other. It’s also important that all school staff notice and identify students and families who need any sort of additional support. We are working at increasing the presence of school staff at after school events such as middle school sports games, and music concerts. By simply increasing the presence of staff in situations where families are already attending and supporting their children, we can increase the interactions and contact points that staff and families have. This allows for more authentic conversations and with more opportunities for relationship building. We also want to encourage and build the capacities of parents to create groups to support each other, leading to stronger relationships between school staff and the families|Some examples of events or opportunities for partnership building include “Cafecito”, “Parent University”, “SSC/ELAC” or “DAC/DELAC” meetings with our families as community leaders, and “Family Workshops” which often includes content from community organizations. We encourage families to request topics that they are interested in and would like to hear more about, and we emphasize what families can do to support student learning at home. A popular event is when the cafeteria managers share their knowledge with parents, talking about nutritional information, the high quality standards of food preparation, and also sharing what the students enjoy and don’t like! It is very valuable for both teachers and families when they can get to know each other at these events which are focused on student successes. There are always a number of very involved and engaged families who are just amazing, and will show up to everything! We’d like to continue increasing the percentage of our families that fit into this category. We also try to ensure that families have sufficient resources at home to support student learning, particularly in partnership with the Boys & Girls Club of the Peninsula (BGCP) and the 49ers Academy. y. Both of these 2024-25 Local Performance Indicator Self-Reflection for Ravenswood City School District Page 11 of 16 community partners support our students and families with tutoring, homework time and space, and case worker support. Many teachers are now providing more regular updates on students' progress throughout the year, instead of waiting for parent-teacher conferences. This has helped to improve the relationship between the school and families, leading to better outcomes for our students. Conferences are still held three times per year, and it is a great opportunity for teachers and families to work together to develop and monitor the plans and actions to support their students. We have found that increased text/ParentSquare communication between families and teachers often leads to increased attendance at these conferences. In some cases, families do not feel confident in approaching the teacher about an issue or to request support, but they have spoken with the site Outreach Coordinator, who has been able to provide assistance in bridging any communication or comfort barriers.|A key focus area for Ravenswood is to truly work together. Building strong, collaborative connections with families has been challenging, particularly during these pandemic-impacted and pandemic-recovery years. We are looking into how we can provide more direct staff support - for example, only having one counselor per school means that we either have to focus on either a shallow breadth of service or narrow depth of service, but not both. It is also challenging to support students and their families, when the solution is unclear. By focusing on more personal conversations and connection points to truly know our families and their students, we hope that some of these challenges can be addressed. We already attempt to convey large volumes of information, but the follow-through and implementation of the actions themselves can sometimes be inconsistent across school sites, or don’t quite meet the actual needs. We need to continue to work on establishing strong feedback loops, and encouraging true engagement from our families, that has a visible impact in our students’ educational experience at Ravenswood. Additionally, we need to show across the board representation of our teachers, district staff, and school staff at events and activities, particularly supporting students outside of the classroom setting, and being present at community meetings and gatherings.|When students and families are not aware of the resources and support available to them, it is extremely difficult for them to request these services. As a district, we are working on ensuring that all families, especially those whose voices and experiences are typically underrepresented, are fully aware of all options. As mentioned previously, additional personal connection, conversations, and interactions are extremely valuable in hearing from our families - and this is extremely important for families and students who are underrepresented in our engagement processes. We are always striving to improve these experiences, knowing that both staff and families are always working towards the same goals of success for all students. We will be placing more emphasis on identifying students who are struggling either academically, or non-academically, and ensure to connect with those families to offer additional support. We will also focus on connecting with those families and truly listening to their concerns and working on a plan from there|We have been working on building staff skills in building strong relationships with families and students, and also working on developing the capacities and skills of families. We have had some participation from families, but the ongoing impacts of the pandemic have significantly influenced everyone’s capacity for engagement. Providing materials and holding meetings in both English and Spanish is important for our community events to be inclusive. We have also found it useful to go outside of the traditional “meeting” format, to gather input through conversations and at times when families are already interacting with school staff (such as at pick-up and drop-off times). We are starting to have more conversations with families about how activities are prioritized and funded, and hearing what their preferences are for future adjustments.|We would love to receive more input from families, however input thus far has often been relatively minimal, even with many opportunities provided. This is possibly because it is difficult to visibly see the impact that family feedback has at schools and in our processes, or because the ongoing impacts of the pandemic have contributed to decision and engagement fatigue. We are working on improving our feedback and communication, building stronger relationships, and demonstrating that we hear and respond to the requests and suggestions of our families and students. We want to increase family participation in our decision-making processes and opportunities, and also add additional opportunities through multiple different methods of information gathering.|This is an area of development for Ravenswood. We are focusing on hearing from families through more authentic conversations, rather than through manufactured and formal meetings and surveys. This focus on conversational connection certainly includes all families in our community, including those who are typically underrepresented, particularly in decision-making processes. It is important that we reduce any barriers to engagement, and come together as one group, without the traditional hierarchical structures. This might look like involving students and inviting them to share their opinions, or eating together and sharing thoughts over a meal. We want to focus on all people working together for the betterment of our entire community, rather than perpetuate the type of expert participant engagement that continues to exacerbate the underrepresentation of voices from some families and students. Staff at school sites are directed to identify families who have not participated in different engagement opportunities to make sure they are aware that there are options open to them to share their voice. We want to better empower our families to feel capable and prepared to make informed decisions, and to share their diverse 2024-25 Local Performance Indicator Self-Reflection for Ravenswood City School District Page 13 of 16 backgrounds with each other and staff so that we all have a greater understanding of the various unique life situations people face and reduce assumptions.|4|4|3|4|4|4|4|4|3|3|4|3|Met||2025-06-18|2025
41689990134197|Aspire East Palo Alto Charter|3|A priority is proactively building strong, trusting relationships between school staff and families, recognizing that meaningful connection and open communication are critical for student success. This is evident in our LEA's regular and structured engagement with families through platforms like annual surveys and quarterly family meetings, fostering open communication and trust. These interactions ensure families feel connected and supported, and the resulting feedback directly informs school policies and practices, aligning with Aspire's commitment to a supportive and inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are dedicated to continuously improving engagement strategies by enhancing communication and outreach through translation services, flexible meeting times, and diverse feedback options like surveys and discussions. We are also strengthening family/staff connections, cultural events, and community partnerships as part of a broader, ongoing commitment to deepen and enrich relationships with all family groups, ensuring every family feels seen, valued, and empowered to be an active part of our school community through consistent listening and adaptation.|We continue to develop strong partnerships between families and educators as a key part of student success. This multi-faceted approach includes sharing timely academic updates, hosting enriching family events, and offering practical resources to support parents in the home learning environment. Educators regularly connect with families through student-led conferences, informative newsletters, and user-friendly online platforms. Moreover, Aspire Public Schools invests in professional development for staff, enhancing their capacity to collaborate effectively with families and understand the diverse needs of their students. These comprehensive efforts have cultivated a shared sense of purpose and a more robust learning community.|To deepen our family partnerships, we are committed to more consistent and comprehensive information sharing and feedback processes. A key goal is to move beyond simply providing updates to actively involving families in developing and sharing learning support strategies for their children. We also aim to increase families' understanding of academic expectations and student progress and empower them to advocate effectively for their students at all levels.|To enhance our connection with underrepresented families, we are implementing more targeted and accessible strategies, including multilingual resources, evening events, and diverse communication methods. Simultaneously, we are focused on building trust with underrepresented families through consistent outreach, inclusive programming that reflects their experiences, and leadership opportunities that authentically value the voices and strengths of our diverse community.|Aspire Public Schools recognizes families as key partners in shaping our schools' vision and priorities. The school regularly invites family input through surveys, the School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. This feedback is then used by principals and teachers to inform key decisions about academics, student support, and community building, ensuring our schools reflect the needs and hopes of the communities we serve within the Aspire network.|Our ongoing dedication is continual improvement of these processes, guaranteeing their continued effectiveness and inclusivity. We will be prioritizing a more in-depth engagement strategy to ensure that the perspectives of all, with a particular focus on underrepresented and unduplicated student groups, are not just heard but are truly integral to our decision-making.|To deepen the involvement of underrepresented families in shaping our decisions, we are dedicated to expanding and improving how we gather interactive feedback. This proactive step aligns with our broader commitment to continuous improvement, where we consistently adapt our engagement methods based on current feedback and evolving community needs, ultimately strengthening our LCAP development and other key educational strategies.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
41689990135608|KIPP Valiant Community Prep|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 75% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  Assume good intentions, and approach all families as partners who want the best for their children. Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. Invite parents or guardians to share information about family cultures and traditions. Recognize and respect differences in family structures. Recognize the role that identity and background may play in shaping relationships between teachers and families. Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 75% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.   KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.   KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.   The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.   KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|4|4|4|4|4|3|4|3|3|3|Met||2025-06-12|2025
41690050000000|Redwood City Elementary|3|Based on our survey results, parents are often more connected to the school when they do get to speak to school leaders. The transition to community schools at several RCSD sites has brought a lot of services to RCSD campus that help connect the school with families. Principal's Newsletters, teacher & principal emails and strong communication channels with automatic translation help with communicating information to parents. The District has also been successful in having open forum conversations regarding large decisions.|Although we have many strengths in building partnerships with our families, there is always room for improvement. The district collaborates with school leadership to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active partners. Opportunities to provide input on policies and programs are provided to all families through LCAP surveys, School Site Council (SSC) meetings, PTA/PTO meetings, ELAC/DELAC, and a variety of district committees. We send out communication to help families understand their role in the decision making process and school governance as well as to increase the quantity of families that engage in decision-making and input-gathering opportunities. We will continue to offer opportunities for families to participate virtually, when possible, in advisory committees, and general parent meetings.|To improve engagement of underrepresented families, the Local Education Agency (LEA) will move forward with the following strategies based on analysis of educational partner input and local data: LEA Will continue to iimplement multiple communication channels to ensure all families, especially underrepresented ones, receive timely and relevant information. This includes multilingual newsletters, social media updates, and direct messaging systems. The  LEA will appoint community liaisons who are familiar with the cultural and linguistic backgrounds of underrepresented families. These liaisons will serve as bridges between the school and families, facilitating trust and understanding. The LEA will establish feedback mechanisms that allow underrepresented families to voice their concerns, suggestions, and experiences through in person focused group meetings and surveys.  As well as provide resources and supports to underrepresented families through community services, workshops, and technology access.|RCSD has standards based grading and ask teachers to give evidence for student learning. Teachers communicate the learning progress being made throughout the year and in general have been pretty open to discussion and dialogue.  This school year, parents of students in grades 3 - 8 will have online access to the digital Parent Portal that provides up to date information on student assignments and learning progress.|There is significant outreach to a variety of educational partners in the RCSD extended learning program, DELAC, and LCAP and other plan development.  The RCSD administration is committed to parent and student voice in making decisions.  Due to recent feedback, more emphasis will be placed on building site capacity and opportunities for including parents  in information sharing, school and district leadership, and decision making.|RCSD provides translation for all meetings with parents - both site and district level.  A variety of meeting venues will be explored, both site based, community based and online.  The full time Communication Specialist and an Outreach Coordinator who develop emails, social media pages, in person trainings and materials for the large Spanish speaking community in Redwood City will continue to have focused groups at the sites to help bridge the gap between school and families.  Their efforts have made a difference in involvement and learning opportunities for a significant part of our community.|Positive feedback is given specifically about the team supporting children with special education needs, highlighting their effectiveness and impact. Appreciation is expressed for the district's inclusive approach by involving parents and caregivers in meetings and considering their input, indicating a positive relationship between the district and the community. The growth of the MI program and support for underrepresented groups are viewed positively, suggesting recognition of the district's efforts in these areas. Specific positive experiences are mentioned, such as strong parent involvement at a particular site and principal coffees, indicating successful engagement initiatives. Some respondents express overall satisfaction and positive evaluations of the district's performance, indicating a generally positive perception of the district's efforts. Comments express positive opinions and satisfaction, reflecting a similar sentiment of contentment, with mentions of good, very good, excellent, and the district's efforts to bring more programs.|The need for a summer school program that combines academic support and enrichment activities is emphasized, particularly for families facing financial constraints. Suggestions include focusing on after-school clubs, providing more resources, improving communication with families through various channels, and addressing the needs of language immersion schools. Concerns are raised about the lack of decision-making abilities for parents and the unclear options for participating in decision-making forums. This suggests a desire for increased involvement and transparency.   Comments generally express satisfaction, highlight the importance of surveys and trainings, and make suggestions related to playground supervision, parking, and addressing the needs of students and the school.|Translation is offered for all site and district meetings.  Where meetings take place in person, child care and food is provided.  Most district meetings take place virtually, and translation is available for the larger group meetings, with designated Spanish speaking breakout sessions, led by a fluent Spanish speaker, are always offered for small discussions.|4|5|4|4|4|4|4|3|5|4|4|4|Met||2025-06-25|2025
41690050127282|Connect Community Charter|3|Connect’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through Positive Behavioral Intervention and Supports, a strong school counseling program, family communication through ParentSquare, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events. The Charter School has developed partnerships with Healthy Cities Tutoring, the ASES grant After-School Program where the paraprofessionals work in intervention and homework and STEAM programs, the Public Library that provides library cards, and Science from Scientists. The Charter School also uses buddy teachers, hired a full-time bilingual school counselor, gardening, music, and art enrichment, and PBIS.  Our strengths in building relationships between school staff and families stem from open two-way communication. One characteristic of our LEA that supports communication is our staffing. We have multiple bilingual employees at all levels of our school: administrators, teachers, support staff. This is essential at a school site with a large number of families who have limited English. Our employees help with translation/interpretation of all written material, completing forms, IEPs, community gatherings, curriculum, parent conferences, etc. For families, being able to comfortably interact with our LEA helps strengthen our relationships. Another key element in our communication plan is the use of digital tools such as Google Voice and ParentSquare. Because these tools allow for text messaging, we can deliver important information to parents in their preferred mode, and they can easily communicate with us. Additionally, these tools include translation support, thus making the information accessible. Finally, we host many events for parents to connect with the school such as monthly community meetings, project presentation nights, and a winter craft fair. We are constantly striving to build relationships between school staff and families.|Connect continues to focus on increasing attendance at DELAC and Community Meetings.  Connect will focus on increasing parent attendance, parent decision-making skills, and opportunities for increased and meaningful participation in the school program.  Connect will continue to push out invites through ParentSquare as well as having the staff make individual calls home to encourage more relationship building.|The majority of students at Connect are Latino and Low Income.  We are always striving to include underrepresented families in relation to building relationships between school staff and families.  Strong family and school relationships are a strength for Connect, and we will continue to strive for parents and guardians to participate in advisory councils like DELAC.|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:  -Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available).  -Administer annual survey to parents, staff, and students.  -Messaging tools are used frequently with families to build support for positive student outcomes and to encourage families to attend school events.  -Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.  -Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notification on Facebook. Send newsletters home every other week.  -Host family events like Project/Presentation Night, Celebrate the Arts, and Back to School Night.  -Parents participate on the District English Learner Advisory Committee (DELAC) to advise the Board.  -Teachers will utilize an application like Parent Square for daily/weekly to communicate with parents about their child.  -Opportunities to volunteer at the Charter School or on field trips.  -The Charter School’s website will be updated regularly that will include the school’s calendar.  -School Counselor to meet with students and families.  -Charter School provides parent workshops.  -The parents celebrate the presentations (Project Presentations, Music Assembly, etc.) to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and parents have served on the Charter School Board of Directors. - More partnerships with community agencies, Sheriff Activities League, Fire Department, local politicians, and public library.  Many of the community agencies have supported project based learning at Connect.|Connect continues to focus on increasing attendance at DELAC and Community Meetings that will improve partnerships for student outcomes.  Connect will focus on increasing parent attendance, parent decision-making skills, and opportunities for increased and meaningful participation in the school program.  Connect will continue to push out invites through ParentSquare as well as having the staff make calls home to encourage more partnerships for student outcomes.|In order to improve engagement in relation to building partnerships for student outcomes, Connect will prioritize having the staff make individual calls home to encourage attendance at DELAC and Community meetings for more greater partnerships for student outcomes.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an in-person annual survey, community meetings, District English Learner Advisory Committee, digital polls, and overall climate development. Being able to gather that information in families' home language strengthens our work in this area.|The key findings from educational partner input and local data identified that parents are happy their students are learning English, participate in hands-on activities, individualized attention, and their children are cared for by the staff and teachers. Connect will continue to focus on increasing attendance at DELAC and Community Meetings that will improve seeking input for decision-making.  Connect will focus on increasing parent attendance, parent decision-making skills, and opportunities for increased and meaningful participation in the school program.  Connect will continue to push out invites through ParentSquare as well as having the staff make calls home to encourage more partnerships for student outcomes.|In order to improve engagement in relation to seeking input for decision-making, Connect will prioritize having the staff make calls home to encourage attendance at DELAC meetings for more opportunities to seek input for decision-making in the school program.  Connect will continue to communicate events.|5|5|5|5|4|5|5|4|4|4|5|4|Met||2025-06-05|2025
41690050132068|KIPP Excelencia Community Preparatory|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 73% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 73% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|5|4|4|5|4|4|4|3|3|2|4|4|Met||2025-06-12|2025
41690050132076|Rocketship Redwood City|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
41690130000000|San Bruno Park Elementary|3|San Bruno Park demonstrates consistently high participation in conferences, Back to School Night, community events, and parent volunteer programs. This is demonstrated through initiatives like Coffee Chats with the Superintendent, Steering Committees, and advisory committees(SBAC, PTA, DELAC, ELAC, School Site Councils, Equity Engagement). The district prioritizes robust community stakeholder engagement, collecting feedback via surveys, Focus Groups, Principal Coffees, town halls, staff meetings, and student surveys. Additional input was gathered through various Annual LCAP Engagement Meetings. Other groups involved include our communities of practices and Instructional L|"With a strong emphasis on equity and collaborative, San Bruno has committed to improvement-driven practices, the District will continue implementing targeted actions to address and reduce disparities in opportunities and outcomes among student groups, as identified by the California Dashboard. This includes efforts to reduce disproportionality among unduplicated students and to address the overrepresentation of Latinx students in special education. The District is also committed to fostering school environments where all students and families feel safe, supported, and connected—anchored by strong relationships with adults and a deep sense of belonging. There is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" and the number of those providing the input. Specifically, there is a notable lack of input from underrepresented families."|After thorough examination of feedback from educational partners and local data. San Bruno Park Elementary School District is committed to fostering school environments where all students and families feel safe, supported, and connected—anchored by strong relationships with adults and a deep sense of belonging. The district has partnered with an Equity Team for district wide self-reflection and improvement. Additionally, a parent engagement community of practice implemented in 2024 will continue building capacity amongst staff to further develop outreach efforts and growth for families.|Based on the analysis of input from educational partners and local data, it is evident that SBPSD continues to progress in fostering partnerships to enhance student outcomes. Survey data highlights a culture of responsiveness, emphasizing teacher support, equity, and respect. All K-8 schools hold conference weeks to support teacher-family partnerships, aiming to improve student outcomes collaboratively. Additionally, San Bruno has increased the number of counselors across all sites, which enhances communication with educational partners and often results in timely interventions that boost student achievement and well-being. The district's commitment to these areas underscores its dedication to creating a supportive and effective educational environment, ensuring every student has the opportunity to succeed. Furthermore, MTSS Teams have been implemented at each site to further develop support for students and families.|Based on the analysis of educational partner input and local data, it is evident that we need to significantly increase participation rates in parent advisories and educational workshops. Furthermore, San Bruno is committed to strengthening local partnerships with local organizations such as San Bruno Education Foundation, Lyons Clubs, and various other organizations. By emphasizing community engagement these efforts moving forward will ensure that the needs of all stakeholders are met effectively. By fostering these relationships, we can create a more cohesive and supportive educational environment that benefits students, parents, and the broader community.|Based on the analysis of educational partner input and local data, SBPSD has implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater family engagement. Significant attention is given to parents who are economically disadvantaged, disabled, have limited English proficiency, are migratory, have limited literacy, or belong to any racial or ethnic minority background. To support underrepresented families, SBPSD provides translation services for online information, newsletters, and meetings at school and district locations. Additionally, SBPSD has implemented two community schools that offer a range of services including social-emotional support, counseling, transportation, clothing, education and more. Furthermore, extensive professional development for staff will ensure proper support is provided to all English Learners. By addressing these diverse needs, SBPSD aims to create a more inclusive and supportive educational environment for all students and their families.|School Site Councils, ELAC, DELAC, and PTA advisory groups play a vital role in informing site and district-level decision-making and has continued to propel the district forward. However, ensuring consistent ELAC representation remains a greater challenge.|The District has implemented various strategies to ensure parent input for decision-making such as greater communication, parent liaisons at all schools sites a district liaison and two community schools. In 2024, SBPSD partnered with STEP Engagement for additional professional development and support for site parent liaisons and engagement team. Together they will develop an action plan for continued improvement.|The District has partnered with STEP Engagement for additional professional development and support for site parent liaisons and engagement team. Together they will develop an action plan for continued improvement. Additionally, SBPSD has implemented two community schools that offer a range of services including social- emotional support, counseling, transportation, clothing, education and more. Furthermore, extensive professional development for staff will ensure proper support is provided to all English Learners. By addressing these diverse needs, SBPSD aims to create a more inclusive and supportive educational environment for all students and their families.|5|5|5|5|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
41690210000000|San Carlos Elementary|3|Please Note: The responses in the first three narratives in each section are meant to be read as one response that will address all 3 sections that make up the three separate priority areas. Part 1 of 3:  SCSD is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To this end, SCSD engaged in a comprehensive LCAP engagement process beginning in January 2025 through Spring 2025. The LCAP provides continuous focus to our district goals, LCAP goals, and efforts to further learning for all students.  The District’s annual web-based family engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during March 2025. The surveys were focused on culture and climate, mental health, resources, and family engagement.|Overall, 1342 parent and caregiver responses were collected (~50%) on the 2025 California School Climate, Health, and Learning Parent Survey. The survey of families revealed a variety of results/needs and actions, which were included in the Annual Update of the 2025-26 SCSD Local Control Accountability Plan (LCAP), which can be found here: https://4.files.edl.io/14ca/06/17/25/165543-d88f4b88-f97a-4c12-8e77-ab79817f464b.pdf  Reflections: Annual Performance Section: Pages 6-17  Goal 1 Metrics and Goal Analysis Section (Metric 1.9): Pages 41-42   Goal 2 Metrics and Goal Analysis Section (Metric 2.8): Pages 51-52  Goal 5 Metrics and Goal Analysis Section (Metric 5.1): Pages 68-69|Please see above.|Part 2 of 3:  The District’s annual web-based engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during March 2025. The surveys were focused on culture and climate, mental health, resources, and family engagement. 					 Overall, over 1,350 responses were collected (~80%) on the 2024 Student Survey (California Healthy Kids Survey). The survey of students revealed the a variety of results/needs and actions to improve building partnerships for student outcomes, which were included in the following sections of the SCSD 2025-26 SCSD Local Control Accountability Plan Annual Update which can be found here:  https://4.files.edl.io/14ca/06/17/25/165543-d88f4b88-f97a-4c12-8e77-ab79817f464b.pdf  Reflections: Annual Performance Section: Pages 6-17  Goal 1 Metrics and Goal Analysis Section (Metric 1.8): Pages 41-42   Goal 2  Metrics Goal Analysis Section (Metrics 2.7 and 2.9): Pages 51-52|Based on data analysis of parent input, there is a continued need to increase parent education for underrepresented populations in their native language. Parent engagement is also a high priority for the district’s Inclusion, and Belonging subcommittee in order for our offerings to fit the needs of our community and be accessible to all caregivers. Analysis of data identifies students and families participating in the Tinsley transfer program as a continued area of need. Therefore, the District will continue holding engagement meetings in East Palo Alto this school year to further engage families in their community. The Community Liaison (described below) has been and will continue to be integral in providing services to families and facilitating engagement activities and opportunities for these families and other high needs families.|Through both qualitative and quantitative data collection and analysis, SCSD has identified areas of need in underrepresented populations and addressed them aggressively over the past several school years. The primary student groups identified as needing further intervention are Students Learning English (EL), Students Experiencing Poverty, and Students with Disabilities.  Each of these areas has been addressed with the hiring of new staff and increased training for all staff.   SCSD has a Program Specialist in place for 2025-26 to provide further support for Students with Disabilities, and ongoing support and training for teachers working with these students.  Additionally this position provides support for early intervention in preschool and primary grades.   For the 2025-26 school year, SCSD is recruiting for a 0.5 FTE Language Arts/ELD based Teacher on Special Assignment to address issues facing students learning English, and to provide increased training and curriculum for English Language Development.|Part 3 of 3: SCSD offers high-interest Parent Information and Engagement events to support learning/education for parents around a wide variety of topics related to the Strategic Plan and parenting. SCSD partners with The Parent  Venture to offer families high quality parent education in virtual and hybrid formats. Additionally, individual school sites provide regular parent education and information events depending on the needs at each school. These events are very well attended and followed up with links to resources that are housed on the District and or school websites.  Given the unique structure and configuration of SCSD (eight schools for grade levels TK-3, 4-5 and 6-8, for just 2,875 students), staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both the district level (e.g. DELAC, labor union partners, SEDAC, Wellness Committee, Inclusion and Belonging subcommitte, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.|As described previously, SCSD is also well into an initiative in Inclusion and Belonging, and, as part of this effort, has placed increased emphasis on engaging underrepresented families. While there has been some progress in this area with regard to student achievement and chronic absenteeism, there continues to be a need in this area, particularly for students with disabilities, students experiencing poverty and students experiencing homelessness. SCSD’s community liaison will continue to work to provide and strengthen engagement with these families so that the root cause of absenteeism can be identified so that the district can further support all families.|The awarding of a California Department of Education Antibias grant has provided financial resources that have allowed SCSD to retain a bilingual Community Liaison.  Under the direction of the Director of Student Services, the community liaison works directly with underrepresented families to provide support with reengagement in school, educational and mental health needs, connection with community resources and social services, and other related issues that may affect student achievement and attendance.|4|4|3|3|4|4|4|4|4|4|3|3|Met||2025-06-12|2025
41690216112213|San Carlos Charter Learning Center|3|The San Carlos Charter School is committed to a multi-pronged approach when it comes to building partnerships for student outcomes. At the heart of this approach is the empowerment of students through self-advocacy. We believe that when students are given the tools and confidence to advocate for their own needs and goals, they become more engaged in their education and take ownership of their learning journey. In addition, our school fosters strong connections between parents, educators, and learners through individual conferences. These personalized meetings provide a platform for open and constructive communication, ensuring that each student's unique strengths and challenges are recognized and addressed. Moreover, our commitment extends to weekly classroom newsletters that highlight the curriculum work being undertaken. This transparent communication keeps parents informed about classroom activities, enabling them to actively support their child's education. Through these initiatives, San Carlos Charter School is dedicated to nurturing a collaborative environment where every stakeholder plays a vital role in shaping the educational outcomes of our students.|The San Carlos Charter School plans to enhance its focus on culturally responsive training for staff, aiming to bridge communication gaps and foster more inclusive interactions with families. Additionally, the school intends to increase the frequency and variety of family engagement events to ensure they are accessible and welcoming to all families, particularly those who have been underrepresented in past initiatives.|To improve engagement of underrepresented families, San Carlos Charter School will implement targeted outreach programs that include multilingual communication channels and personalized invitations to school events. Furthermore, the school will establish a family advisory council comprising members from diverse backgrounds to ensure their perspectives and needs are directly integrated into school planning and decision-making processes. These focus areas and improvement plans reflect the school's commitment to fostering stronger, more inclusive relationships with all families, thereby supporting the overall educational experience and outcomes for every student|San Carlos Charter School boasts several current strengths and notable progress in building partnerships for student outcomes. First and foremost, our successful community events have brought together families, educators, and learners, fostering a sense of unity and shared purpose within our school community. Additionally, our dedicated Parent Resource Team (PRT) plays a pivotal role in building community connections at multiple levels throughout the entire school, ensuring that everyone feels included and engaged. Furthermore, our incredibly strong volunteer program has been instrumental in supporting learner success and enriching the overall educational experience. These strengths collectively demonstrate our commitment to collaboration and partnership, which are key drivers in enhancing learner outcomes at San Carlos Charter School.|Based on the analysis of educational partner input and local data, the LEA should focus on enhancing its engagement strategies to ensure they are inclusive and effective in reaching all families. Key areas for improvement include: ? Increasing the frequency and variety of communication channels to better inform and involve families. ? Providing more targeted support and resources for families to assist their children's learning at home. ? Expanding professional development for teachers and principals to strengthen their capacity to build and sustain partnerships with families.|To improve engagement of underrepresented families identified during the self-reflection process, the LEA plans to: ? Develop and implement outreach programs specifically designed to connect with underrepresented groups, including multilingual resources and culturally responsive communication strategies. ? Establish regular feedback mechanisms, such as surveys and focus groups, to gather input from underrepresented families on their needs and preferences. ? Foster community partnerships with local organizations that serve underrepresented populations to provide additional support and resources to these families. These strategies are aimed at creating a more inclusive and supportive environment that encourages active participation from all family groups in the educational process|San Carlos Charter is governed by a board of directors composed of 5 parent members, 1 staff member and, currently, 1 community member. The Board of Directors votes on school policy presented by the administration of SCC. In addition, the board will have several working groups such as the finance committee and the anti-racism at SCC group. Family participation is a core value of the San Carlos Charter School and as such SCC engages parents in decision making processes.|Based on the analysis of educational partner input and local data, San Carlos Charter School has identified the following focus areas for improvement in seeking input for decision-making: Enhancing Participation in Decision-Making Processes: Although there are existing platforms for stakeholder engagement, participation levels, especially from underrepresented groups, need to be increased. This includes involving more families, students, and community members in advisory groups and decision-making processes. Improving Communication Channels: Current communication methods may not be effectively reaching all segments of the school community. Enhancing and diversifying communication strategies to ensure that all voices are heard is crucial. This includes leveraging digital platforms, community events, and multilingual communications to broaden outreach.|To improve the engagement of underrepresented families identified during the self-reflection process, the following strategies will be implemented: 1. Targeted Outreach Programs: a. Developing and implementing targeted outreach programs that specifically address the needs and preferences of underrepresented families. This could involve home visits, community liaison officers, and partnerships with local organizations to bridge communication gaps.  2. Cultural Competency Training: a. Providing cultural competency training for staff to better understand and address the diverse backgrounds and needs of the school community. This training will equip staff with the skills to create a more inclusive and welcoming environment for all families.  3. Flexible Engagement Opportunities: a. Offering flexible engagement opportunities that accommodate the varying schedules and commitments of families. This includes virtual meetings, after-hours events, and childcare provisions during school meetings to make participation more accessible.  These steps are part of a continuous effort to build a more inclusive and participatory decision-making environment at San Carlos Charter School, ensuring that all voices contribute to the educational process .|5|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-09|2025
41690390000000|San Mateo-Foster City|3|SMFCSD continues to make progress toward strong collaboration and positive relationships with our families, communities, and other key stakeholders--particularly as a result of the Community Schools initiative, additional community school specialists, expanded translation services, additional engagements in Spanish, and a greater variety of translated digital communication.  The survey feedback above from families attests to improvements in this work.  In each area, family feedback improved significantly, with average ratings approaching Full Implementation.|SMFCSD continues to make progress toward strong collaboration and positive relationships with our families, communities, and other key stakeholders--particularly as a result of the Community Schools initiative, additional community school specialists, expanded translation services, additional engagements in Spanish, and a greater variety of translated digital communication.  The survey feedback above from families attests to improvements in this work.  In each area, family feedback improved significantly, with average ratings approaching Full Implementation.|To improve the engagement of underrepresented families, the district’s focus will continue to be implementing the Community Schools model at our sites with the highest unduplicated student counts.  Within this model, the district will continue holding more Spanish-first listening sessions, funding Community School Specialists, and providing targeted support and education events, as exemplified by the PIQE parent education work.|Educational partners have provided consistent feedback that this is an important area of needed growth for SMFCSD, and the survey data show that these partners think the district is doing a significantly better job.  SMFCSD has continued to implement foundational wellness, responsive classroom, and restorative justice training for staff that address many of the issues at the core of identified “partnership needs” (e.g., welcoming classrooms, addressing student trauma, improving IEP processes, learning about implicit bias). In addition, the district has maintained its expanded support staff who play key partnership roles, such as counselors, social workers, and community school specialists.|The district’s focus is to continue building staff capacity for partnerships between schools and families.|The primary vehicle for implementing this focus is the  full-service community programs at 5 schools with the highest percentages of unduplicated students, launched this year.  SMFCSD’s task forces this year (Multilingual Master Plan; Equity; and Sanctuary) continue to model partnerships between families and the district, support services, and professional learning strategies.|SMFCSD continued to implement its 2022-27 Strategic Plan, developed and adjusted through continued engagement with families, community and staff.  The district used its Board study sessions and separate community meetings, Superintendent engagements (Cafe con Diego), and Community Schools events to communicate and receive feedback on strategic priorities (always with Spanish translation).  The District built on this engagement through regular input and LCAP processes with the District Parent Advisory/English Language Advisory Committee, Special Education District Advisory Committee,  Equity Task Force, Sanctuary Task Force, and other district planning groups.  In addition SMFCSD supported sites with guidance to engage families in SSCs, PTAs, etc.|The feedback from families and staff above shows that SMFCSD partners think the district is doing a significantly better job, but also identifies the continuing need to be more culturally and linguistically responsive and to have strategies to increase participation, particularly when key fiscal decisions are made.|SMFCSD will continue to support sites to strengthen their engagements for site-based input in similar ways and begin to implement systems for monitoring and providing feedback to leaders on the effectiveness of their engagements.|4|4|4|4|3|4|4|4|4|3|4|3|Met||2025-06-26|2025
41690470000000|San Mateo Union High|3|Based on the analysis of educational partner input and local data, the San Mateo Union High School District (SMUHSD) has identified several key strengths and areas of progress in building relationships between school staff and families. A central strength is the presence of Family Engagement Coordinators (FECs) at every school site. These staff members serve as essential connectors between families and schools, providing multilingual support and personalized outreach to help families navigate academic, social-emotional, and operational aspects of the school experience.  FECs support families with onboarding, digital tools (e.g., Aeries and Canvas), and access to school and community resources. They play a vital role in welcoming new families—particularly multilingual learners and newcomers—and offering ongoing support throughout the year. This model has created a more inclusive and accessible environment for families who may face barriers related to language, unfamiliarity with U.S. school systems, or limited time availability.  SMUHSD has also made strong progress in offering bilingual communication and family information sessions. Workshops and events are regularly held in both English and Spanish, and the district has made improvements in providing translated materials and interpretation at key meetings. Recent efforts to audit and improve multilingual signage and enhance the accessibility of district websites reflect a broader commitment to welcoming and serving all families equitably.  The district’s commitment to equity and cultural responsiveness is further reflected in its support of affinity spaces and culturally specific engagement opportunities. These spaces provide families from diverse racial, ethnic, and linguistic backgrounds with welcoming forums to share their experiences and provide input. Additionally, site-based and district-level advisory groups—including ELACs, DELAC, and the Equity Advisory Committee—create formal channels for family voice to be heard and integrated into district decision-making.  Educational partners have also acknowledged the district’s efforts to be visible and responsive. For example, members of the Communications team and site administrators regularly attend family events like Cafecitos and LPOS (Latinx Parent Organizing Sessions), fostering direct dialogue between staff and families.  While areas for growth remain, SMUHSD’s current infrastructure and practices demonstrate a clear commitment to building trusting, respectful, and reciprocal relationships with families. These relationships serve as the foundation for deeper collaboration in support of student success. Ongoing evaluation of engagement practices and family feedback will guide further improvements to ensure all families feel seen, heard, and supported across the district.|Based on the analysis of educational partner input and local data, including insights from the District English Learner Advisory Committee (DELAC), site-level ELACs, and family engagement staff, the San Mateo Union High School District (SMUHSD) has identified several key focus areas for improvement in building relationships between school staff and families.  One primary area for growth is the need for more consistent relationship-building across all school sites, particularly with newcomer and multilingual learner families. While some schools offer strong orientation and onboarding practices, these are not yet standardized districtwide. Families have expressed the need for early and structured opportunities to meet school staff, learn how the school system works, and feel welcomed into the community. Providing these supports equitably—especially before the school year begins—is essential to fostering trust and ongoing collaboration.  Another area for improvement is the depth and frequency of communication about student progress and support, especially for students who are struggling academically. Families have asked for clearer, more proactive outreach from teachers and counselors when students begin to show signs of academic or social-emotional difficulty, rather than waiting for formal grading periods. Ensuring this communication happens in families’ home languages is also a continuing need.  Educational partners also identified a desire for more staff training in culturally responsive engagement and inclusive practices. Strengthening the ability of teachers, counselors, and administrators to recognize and address barriers to engagement—especially those rooted in language, culture, or past school experiences—will help build stronger, more empathetic connections with underrepresented families.  Additionally, families have called for greater visibility and accessibility of school staff, including site leaders and wellness teams. While some schools have made strong progress in creating visible, approachable support structures, others need to expand efforts such as informal family meet-and-greets, drop-in hours, or community-building events.  To address these areas, SMUHSD is focused on developing more consistent onboarding processes, expanding multilingual communication and outreach efforts, and investing in staff professional development related to equity, relationship-building, and family engagement. These strategies aim to foster more trusting, inclusive, and collaborative relationships between school staff and all families.|Based on the analysis of educational partner input and local data collected through the California School Dashboard Self-Reflection Tool, the San Mateo Union High School District (SMUHSD) has identified the need to strengthen engagement with underrepresented families, particularly in the area of building meaningful relationships between school staff and families. In response, the district has implemented a multi-tiered strategy designed to ensure culturally responsive, accessible, and consistent engagement across all school sites.  A key component of this effort is the presence of Family Engagement Coordinators at each school. These staff members serve as dedicated liaisons between schools and families, conducting proactive outreach, facilitating communication, and supporting families in navigating school systems. Their work is grounded in relationship-building and trust, with particular attention paid to families who have historically experienced barriers to engagement.  SMUHSD also offers regular family outreach and information sessions in both English and Spanish to ensure that all families—regardless of language background—can access critical updates, resources, and learning opportunities. These sessions cover a range of topics, including academic expectations, mental health supports, college and career readiness, and student well-being. Interpretation services are consistently provided to remove linguistic barriers and foster inclusive participation.  In addition, the district supports affinity groups and culturally specific family engagement events, which offer safe and welcoming spaces for families of diverse racial, ethnic, and cultural backgrounds to build community, share experiences, and voice concerns. These gatherings also serve as important forums for elevating the voices of underrepresented families in shaping school policies and practices.  To formalize family input and ensure it informs decision-making, SMUHSD maintains active English Learner Advisory Committees (ELAC) at each school site, as well as a District English Learner Advisory Committee (DELAC). These advisory bodies are central to the district’s feedback loop, allowing families—especially those of English Learners—to provide insight into instructional programs, services, and resource allocation, and to recommend improvements to better meet their students’ needs.  Together, these strategies demonstrate SMUHSD’s commitment to deepening family-school partnerships and improving engagement outcomes for underrepresented families. Ongoing evaluation and refinement of these practices, grounded in continued input from educational partners, will support the district’s goal of building inclusive, trusting relationships that enhance student success and community well-being.|Based on the analysis of educational partner input and local data, including feedback from the District English Learner Advisory Committee (DELAC) and site-level advisory bodies, the San Mateo Union High School District (SMUHSD) has identified several strengths in its work to build partnerships for student outcomes, particularly in supporting underrepresented and multilingual families.  A core strength lies in the district’s Family Engagement Coordinators (FECs), who are present at every school site and serve as a vital bridge between families and school staff. FECs engage in proactive outreach and provide hands-on support for navigating school systems, including technology platforms such as Aeries and Canvas. They also assist families in accessing a range of community-based resources to support student well-being and academic success.  In the 2024–2025 school year, FECs played a central role in hosting bilingual family workshops, including 5–6 sessions focused on using key digital tools, and participated in events like Cafecitos and orientation sessions to guide families in their interactions with the district. These efforts were especially important for newcomer and multilingual families, who often face additional barriers to engagement. The district also made improvements to multilingual signage and website navigation, helping families more easily find enrollment information and services ?.  The DELAC report commends the district for hiring a districtwide Newcomer Intake Counselor and expanding its family outreach efforts, including offering some evening enrollment sessions and creating plans for more inclusive orientation events. These actions reflect SMUHSD’s commitment to meeting families where they are and responding to input from stakeholders ?.  While progress has been made, input from DELAC also points to areas for continued improvement, such as increasing post-secondary planning workshops for families in Spanish, providing regular updates on student progress—especially for students earning D/F grades—and offering more consistent orientation events at all school sites ?.  Overall, SMUHSD’s strengths in building partnerships for student outcomes stem from a commitment to culturally responsive engagement, multilingual access, and staff dedicated to removing systemic barriers for families. These strategies are helping the district build stronger, more collaborative relationships that empower families as partners in their children’s education.|Based on analysis of educational partner input and local data, including surveys, advisory committee feedback, and family engagement reports, the San Mateo Union High School District (SMUHSD) has identified key focus areas for improvement in building partnerships for student outcomes. While the district has made meaningful progress through the work of Family Engagement Coordinators and bilingual outreach efforts, stakeholders—particularly multilingual families and advisory groups such as the District English Learner Advisory Committee (DELAC)—have identified several areas where deeper and more consistent engagement is needed.  One primary area for growth is in strengthening communication about student academic progress. DELAC families expressed a need for more frequent and accessible updates beyond standard reporting periods, especially for students at risk of earning D or F grades. Families requested proactive, understandable communication—delivered in home languages—so they can better support their students academically and seek assistance when needed.  A second focus area is the need for more consistent and equitable implementation of family orientation and support services across school sites, particularly for newcomer and multilingual learner families. While some schools provide comprehensive welcome events and one-on-one support in families’ home languages, this is not yet standard across the district. Families emphasized the importance of early and clear explanations of how high school systems work, including information about academic programming, college and career pathways, and graduation requirements.  In addition, there is a need to expand access to post-secondary readiness workshops for families in Spanish and other languages. While some efforts are underway, families reported limited opportunities to learn about college applications, financial aid, and career pathways in a language and format accessible to them.  Another area for improvement is the creation and dissemination of multilingual digital resources, such as short videos and screencasts explaining how to use key platforms like Canvas and Aeries, how to access academic supports, and how to navigate enrollment and extracurricular opportunities. DELAC members recommended using these tools to make district-wide events and procedures more accessible and inclusive.  Finally, families requested more site-based accountability for ensuring that these engagement strategies are implemented consistently. While the district has laid a strong foundation with centralized supports, educational partners are calling for clearer expectations and more frequent evaluation of engagement practices at the school level.  These identified focus areas will inform SMUHSD’s ongoing efforts to deepen relationships with families, ensure equitable access to information, and foster meaningful partnerships that support student success.|Based on the analysis of educational partner input and local data—including survey results, advisory committee feedback, and family engagement outcomes—the San Mateo Union High School District (SMUHSD) has identified targeted strategies to improve engagement of underrepresented families in building partnerships for student outcomes. These efforts are informed by the California School Dashboard Self-Reflection Tool and the district’s ongoing work with family and community stakeholders, particularly those representing multilingual learners, newcomers, and families of historically marginalized backgrounds.  A central strategy is to strengthen and expand the role of Family Engagement Coordinators (FECs) at each school site. These staff members will continue to provide culturally responsive, multilingual support to families through one-on-one outreach, workshops, and ongoing communication. To ensure more equitable access, FECs will offer expanded support hours and additional sessions tailored to newcomer and multilingual families, including orientations on how high school systems operate, how to monitor academic progress, and how to navigate digital platforms such as Aeries and Canvas.  To address the call for more consistent academic progress communication, the district will work with school sites to implement clear expectations for notifying families—particularly those with students earning D/F grades—well in advance of grading periods. This will include translated communication and outreach strategies to ensure families understand how to support their child’s academic recovery and access tutoring or interventions.  SMUHSD will also expand post-secondary planning and college/career readiness workshops for families, with an emphasis on providing these sessions in Spanish and other home languages. These workshops will include information on financial aid, graduation requirements, course selection, and career pathways to help families become active partners in their students’ long-term planning.  To make district resources more accessible, the Communications and Family Engagement teams will work collaboratively to create short, multilingual videos and guides that walk families through common district processes and resources. These videos will be shared through multiple channels, including the district website, school events, and social media.  Finally, the district will develop a system of site-based monitoring and reflection to ensure that engagement practices are being implemented equitably across all schools. This will include regular collaboration between district staff, site leaders, and family advisory groups such as ELAC and DELAC to assess progress, share best practices, and respond to ongoing family needs.  Through these targeted strategies, SMUHSD is committed to fostering inclusive, reciprocal partnerships with underrepresented families that empower them to support their students’ educational success and long-term outcomes.|The San Mateo Union High School District (SMUHSD) demonstrates strong and ongoing commitment to inclusive decision-making through a variety of structured and intentional strategies aimed at seeking input from educational partners. The district actively leverages a broad network of school-based and district-wide advisory bodies to inform its planning and implementation of programs, policies, and initiatives.  At the school level, School Site Councils (SSCs), English Learner Advisory Committees (ELACs), and collaborative leadership teams composed of administrators and teachers provide regular opportunities for staff and family voices to shape site-specific priorities. These groups play a key role in reviewing school plans, evaluating progress, and identifying needs to improve student outcomes and school climate.  At the district level, advisory bodies such as the District English Learner Advisory Committee (DELAC), Equity Advisory Committee, and the Special Education Parent Advisory Committee offer vital feedback on programs and services that support our diverse student population. These bodies ensure that historically underrepresented voices, including those of multilingual learner families, families of students with disabilities, and families from racially and culturally diverse communities, are integrated into district-level planning and decision-making.  In addition to these advisory structures, SMUHSD utilizes the Panorama Survey platform to collect feedback from students, families, and staff on a wide range of topics, including school climate, engagement, well-being, and satisfaction with programs and services. Survey data is disaggregated and analyzed to understand the experiences and needs of different student and family groups, helping to identify equity gaps and inform responsive action at both the school and district levels.  The district’s commitment to inclusive engagement is further reflected in its multilingual communication strategies, interpretation services at key meetings, and ongoing efforts to ensure materials and platforms are accessible to all families. Regular updates, community outreach events, and engagement opportunities such as town halls and focus groups provide additional layers for input.  Together, these practices reflect SMUHSD’s strength in maintaining transparent, responsive, and collaborative governance processes that center student success and equity. The district continues to refine these efforts by strengthening feedback loops, increasing participation across groups, and aligning stakeholder input directly with district goals and resource allocation.|Based on analysis of educational partner input and local data, including feedback from the District English Learner Advisory Committee (DELAC), the San Mateo Union High School District (SMUHSD) has identified several focus areas for improvement in Seeking Input for Decision-Making. While the district maintains a strong infrastructure of advisory groups and regularly uses tools like the Panorama survey to collect broad input, underrepresented families and multilingual communities have highlighted key gaps in how their voices are consistently and effectively incorporated into decisions.  One major area for improvement is the need for more systematic follow-up and implementation of advisory group recommendations, especially those from DELAC. For example, while DELAC provided specific, actionable suggestions around family communication, orientation, and academic support, several updates indicate that these were not implemented consistently across school sites ?. Families expressed concern that while their input is heard in forums like DELAC, it does not always translate into concrete districtwide actions or accountability measures.  Another area of need is increased accessibility and clarity of district communications and processes. DELAC members emphasized the importance of timely, multilingual communication and clearer pathways for participation in district decisions. Recommendations included expanding the use of translated materials, creating short informational videos in Spanish and other languages, and improving outreach around key events such as enrollment and course selection nights ?. There is also a call to provide translated presentations and documents from all school sites for major districtwide events, ensuring equitable access to critical information.  Families also expressed a desire for more responsive and flexible engagement opportunities, including evening meeting times and staggered office hours to accommodate working families. While some progress has been made—such as hosting evening enrollment support sessions—DELAC identified the need for broader implementation of these access strategies across all schools ?.  Finally, there is an opportunity to strengthen two-way communication between the district and its educational partners by closing the feedback loop. This includes not only gathering input but also reporting back to stakeholders how their input influenced decisions. Families want to see clear outcomes and next steps following their participation in advisory groups or surveys.  To address these concerns, SMUHSD will continue to refine its practices by enhancing multilingual access, ensuring more consistent site-level implementation of engagement strategies, and creating stronger systems of accountability to honor and act on stakeholder input. These efforts aim to deepen trust and ensure that all educational partners—especially those from historically underrepresented communities—are meaningfully involved in policy-making.|Based on analysis of educational partner input and local data, including feedback from the District English Learner Advisory Committee (DELAC), the San Mateo Union High School District (SMUHSD) has identified several key strategies to improve engagement of underrepresented families in decision-making processes. These efforts are focused on strengthening access, responsiveness, and follow-through to ensure all families—especially multilingual, newcomer, and historically marginalized communities—can meaningfully contribute to district and school-level decisions.  To improve accessibility, SMUHSD will expand the use of multilingual communication strategies, including increasing translation of family-facing documents and presentations for major district events such as 8th grade information nights, programming sessions, and back-to-school orientations. The district will also continue efforts to create short, multilingual videos that explain important processes (e.g., Canvas, Aeries, enrollment, academic supports), making key information more approachable for families regardless of language or familiarity with school systems ?.  Recognizing time and availability as barriers to engagement, SMUHSD will work with school sites to offer more flexible participation options, such as evening meetings, staggered office hours, and hybrid formats for advisory committee gatherings. These changes aim to increase the number of underrepresented families who are able to attend and contribute to decision-making discussions.  The district will also improve the feedback loop with families by regularly reporting back on how input from advisory groups like ELAC, DELAC, and School Site Councils informs policies, programs, and resource allocation. This effort will include creating clear summaries of action taken in response to community input and sharing these updates through accessible formats.  Finally, SMUHSD will strengthen site-level accountability and capacity-building by providing training and support to school leaders and staff on best practices for inclusive engagement and participatory decision-making. This will help ensure that efforts to involve underrepresented families are not only centralized at the district level but are also implemented consistently across all schools.  Together, these actions reflect SMUHSD’s commitment to building equitable systems that actively involve underrepresented families as partners in shaping the educational experiences and outcomes of their students.|3|4|3|3|4|3|3|3|4|4|3|4|Met||2025-06-26|2025
41690470129759|Design Tech High|3|We are building out the infrastructure needed for strong relationships.  It takes time to build trust in relationships and we have made progress by providing many opportunities for connections but it will take more time.|Building stronger ties between advisors and student families.  Building stronger ties between staff and students.|All advisors will connect with all of their advisees families to ensure that all families feel comfortable connecting to someone in the school.|We have created multiple opportunities for families to connect with school leaders both formally and informally and multiple opportunities for families to visit the school and see student work.|We want to host more events and different hours to allow for broader family participation.  We did this by hosting two more events allowing students to display the work from their design lab courses.|We want to host more events and different hours to allow for broader family participation.  Our school director is also holding regular Zoom meetings for Spanish speaking families.|The school director advisory committee made important strides this year in advising on school policy.|Connect the SDAC work more closely to the Board of Directors|By building relationships among advisors and all families information can be better shared and communication improved.|3|3|3|3|4|4|3|4|4|4|4|4|Met||2025-06-11|2025
41690620000000|Sequoia Union High|3|SUHSD has monthly parent meetings at all sites in English and Spanish. In addition, also in English and Spanish, parent workshop series are offered throughout the year to further enable families to support their students.  Each comprehensive site has a full time Parent Center Coordinator, and the sites and District regularly communicate with families via newsletters, email, phone calls and texts.   This spring, the District is launching a new communication tool, Parent Squared, which will further enhance our ability to effectively communicate with families.   Annually, the District surveys parents and guardians to learn what they experience as our strengths and areas for growth in building positive relations between staff and families.  These inform our LCAP.  The results of our progress can be found below.|"In 2024–25, 2,075 parents/guardians responded to the District survey. Key findings include:      IEP Overrepresentation: While 13.3% of the District’s students have an IEP, 20% of respondents reported having a student with an IEP.      EML Representation: Parents/guardians of Emerging Multilingual (EML) students made up 14% of survey participants, closely matching the District’s 14.1% EML student population.      These two groups—IEP and EML families—have historically shown less favorable results on the California State Dashboard, making their representation in the survey notable.  School Representation:      Carlmont High: 26.4% of students; 33% of survey takers (+7%). This marks a major change from last year when only 20% of their families responded.      East Palo Alto Academy: 3.2% of students; 2.5% of survey takers, remaining within 1% of expected representation for the second year.      Menlo-Atherton: 24.8% of students; 23.5% of survey takers (-1.3%), slightly under from last year’s slight overrepresentation (+1.2%).      Redwood High: 2.1% of students; 1.3% of survey takers, within 1% of proportional representation.      Sequoia High: 21.3% of students; 18.5% of survey takers (-3%).      TIDE Academy: 2.4% of students; 3% of survey takers.      Woodside High: 19.1% of students; 18% of survey takers.  New Parent Involvement Data: This year’s survey included new questions about parent/guardian involvement at school:      68% reported no involvement in parent groups.      14% participate in Boosters, 9% in PTSA, 5% in the Education Foundation, and 4% in ELAC/School Site Council.  Despite a shorter window for survey participation, response rates increased significantly. This rise is attributed to use of ParentSquare, which appears to be a more effective communication tool.  Impact on LCAP: Survey results informed several components of the LCAP:      Goal One: A disparity emerged between Spanish- and English-speaking parents’ perceptions of student extracurricular involvement. 38% of Spanish-speaking parents reported their student ""almost never"" participates, compared to 14% of English-speaking parents. Actions in Goal One address how to boost involvement among underrepresented students.      Goal Three: While 86% of parents reported a high understanding of graduation requirements, only 67% reported high understanding of UC A–G requirements. As a result, Goal Three includes actions such as individualized student progress reports that show both A–G status and graduation standing."|Based on the analysis of educational partner input and local data, the District needs to continue using Parent Square as, between 2023-24 and 2024-25, there was a 168% growth in the number of parents who took the survey in English, and 150% growth in the number who took it in Spanish.  improving the number of parents/guardians who take the survey in 2024-25.  The work done to encourage parents of sped. and EML students is a positive as these are two student groups where we struggle to make strides in improving student outcomes, so input from parents/guardians on these efforts is extremely helpful.  The work of the District Parent Community Liaison has done much to improve the number of parents traditionally underrepresented in survey completion, and so this needs to continue.|The District is sending home reports to all parents/guardians on their student's progress towards graduation and meeting A-G requirements.  We will continue our parent ed. series, 9th-grade parent/guardian orientation, grade level parent/guardian meeting nights, Back to School Night and Open House.  We will also continue to implement the Strategic Plan developed last year that runs in parallel with the LCAP.  Both documents are influenced by and involve ongoing progress in building partnerships for student outcomes.|For both the Strategic Plan and LCAP some of the actions included the involvement of parents/guardians in partnering in student learning.  In addition, the District is now sending home reports to all parents/guardians on their student's progress towards graduation and meeting A-G requirements.   At the beginning of this school year the District trained all staff at the start of the school year on positive ways to address parent/guardian concerns.  This work will continue in the 2025-26 school year.|The District will continue to support the work of the Community and Site Parent Liaisons, as they are producing favorable parent/guardian engagement outcomes. Reports home to parents on students' progress towards meeting graduation and A-G requirements will be sent in the student's home language, and parents will continue be included in the District's efforts to lower suspensions and increase EL reclassification rates: both of which saw progress through the ongoing 2024-25 LCAP actions.|The sheer number of parents/guardians participating in the District's survey this year was much higher than last year.  The District needs to keep up the use of Parent Square and Parent Center outreach as they are working.  In the building of this year's LCAP, parent/guardian participation largely reflected the demographics of our student body.  Participant input greatly impacted the content of these documents as is reflected in the LCAP.|The District needs to push through what is difficult about adjusting to Parent Square as it is clearly working as a communication tool.|The District will continue to support the work of the Community and Site Parent Liaisons, as they are producing favorable parent/guardian engagement outcomes. It will also continue to implement Parent Squared.  In addition, it will follow the goals and actions set forth in the LCAP and Strategic Plan to further utilize parent/community engagement.|4|4|4|4|4|4|3|4|4|4|4|3|Met||2025-06-18|2025
41690620112722|Summit Preparatory Charter High|3|Summit Prep has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results.|We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold periodic parent engagement nights throughout our year to collaborate, with simultaneous translation services where families are able to have meaningful engagement with school leaders. Sometimes these are content specific (i.e. teaching families how to use our platform or how to do the FAFSA, exposure to mental health resources for their children) and other times they are purely informal where we have coffee, snacks and chat with our community.  Annually, we pull focus groups together of parents who have students that are diverse learners (have IEPs) and are classified as multi language learners. Monthly, our community engagement manager hosts parent meetings. She also spends time doing small group and 1:1 engagement with families.|Focus Area for Improvement: Summit Prep has made great strides in building strong relationships within our community. We will continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue. To take our work to the next level, we are thinking about Spanish support for teachers who are not native to the language, increasing translation services in our budget, and having designated hours interpreters are on site for easy access of scheduling parent meetings for our mentors and teachers.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications about the value that parents bring to supporting their child's academic successes.|Summit Prep is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  Prep has developed systems for mentors and teachers to easily book translation services for our conference days throughout the year as well as for in the moment meetings. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.|Summit Prep utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|At Summit Prep, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.|In a review of this section, we looked at our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school was more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities. While Prep will not have a Community Engagement Manager in SY24, we expect to continue the progress with other members of the administration.|Post pandemic, it has been more challenging to gather families and guardians in group settings on zoom or in person. We have done a lot more 1:1 outreach to ensure we have a diverse group of parents represented in our decision making. We are continuing to try different strategies that are both sustainable for our operations teams and impactful for these goals.|5|5|4|4|4|5|5|4|4|4|4|4|Met||2025-06-17|2025
41690620119503|Everest Public High|3|Summit Everest has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.|Focus Area for Improvement: Summit Everest has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.    Summit Everest is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.  Summit Everest utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|One focus area is improving student attendance and reducing truancy, in particular for students from historically marginalized or disadvantaged backgrounds, and specifically how we can build partnerships with families to impact these outcomes.|As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|At Summit Everest, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.|Summit Everest has made great strides in seeking input for decision making. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|4|4|4|3|4|3|5|4|4|3|3|4|Met||2025-06-17|2025
41690620126722|East Palo Alto Academy|3|EPAA has monthly morning and evening parent meetings. Perhaps more important are the strong relationships between each student and their Advisor.  Advisors are assigned to students and families for two-year intervals. They meet with families at least two times a year to revisit goals and grades. Additionally, we have annual grade-level meetings facilitated by the school counselors with support from the administration and advisors.  These are meetings in which we share student progress towards graduation, educational workshops facilitated by our school mental health team, and updates about resources in our community, often presented by our local community partners.   Workshops include sleep hygiene, coping with stress, and information about vaping and how addiction can impact the adolescent brain.  Finally, the most exciting events are those in which we celebrate the students’ culture through expressions such as dance, music, and food.  Each year we celebrate Black History Month, Fiestas Patrias, Asian American, and Pacific Islander Month, with a culminating event that includes large numbers of parents both helping and in attendance to celebrate.  Throughout the school year we also have events open to the community, such as movie nights, Winter Celebration,  and our new Community College and Career Tech fair open to all ages, where some parents consider adult college and career options, alongside many students.    Finally, we continue to conduct joint Parent/Guardian classroom visits, which are always a highlight.|Building a parent/guardian team to support events, fundraising, and increase visibility on campus.  Creating and providing dates for parent/guardian meetings around teacher appreciation days and times that work best for high participation.  Improving communication by building a strong communication system (calls and texts). Making personal phone calls instead of just sending emails.  Creating more opportunities for parents/guardians, families, and staff to share meals together (breaking bread together).  Increasing teacher presence, availability, and visibility during meetings.  Encouraging parents/guardians to participate in school volunteer opportunities.|The 2024-2025 was the third year with a full-time bilingual parent liaison.  We were so grateful to the many families, students, and stakeholders who joined us for our regular meetings, whether the monthly morning and evening meetings, the regular advisory team meetings, or our quarterly charter advisory meetings. We have been more strategic in our meetings to invite community partners to events where there is already a high percentage of families in attendance.  We have also expanded offerings to include resources for parents, such as access to English classes for adults, and community college and career options for returning adult learners.  We need to involve more of our Poly and Black families in our monthly meetings.|"As mentioned above, we provide various opportunities for teachers and staff to engage regularly with families in meaningful, student-centered, academic, educational, and celebratory ways. With many families having been with us for generations, we see expectations for quarterly celebrations, regular annual traditions, and bi-annual student-led conferences. We also continue to work with several local community-based organizations to ensure our students and families are aware of available resources. We frequently share monthly meeting times to educate families on topics such as housing rights, food programs, safe internet use, and accessing tutoring or summer programs to support students' success.  We have expanded partnerships with local community-based organizations. In addition to participating in our fall club day and spring ""summer opportunities fair"", they also join career day and table at our cultural celebrations. Organizations like Live in Peace and BGCP, which provide coaching for students, regularly meet with students during lunch and Advisory. SVUDL has started incorporating debate into English and Spanish classes in partnership with another local school, ODA. We are excited about the Road to Legendary program, where several community-based organizations take over the school for 80 minutes to offer more electives and clubs of interest to our students seven times a year. These CBOs include YMCA, SVUDL, Street Code, YCS, EPA Center Arts, BGCP, and Live in Peace."|There continues to be concern about how much students are (or are not) accessing and implementing the available resources. For this reason, we have worked with two POLS students from the Stanford Masters program at the GSE to investigate further this year. How can we better engage more students and their families in accessing the wealth of resources available in the College and Career Center? We are very worried about our students' lack of follow-through and commitment to such valuable resources. We are hopeful that the College Information Specialist, who works most closely with the CBOs and is entering her fourth year, equipped with the POLS analysis, will find improved success. Additionally, she will be able to better leverage relationships with students and staff by attending more advisory classes. and the lead advisor meetings. Additionally,  having a presence on our communication tools, such as Dog City Daily will help in this area as well. We are optimistic that continued relationship-building can better connect students with resources that will be successful and impactful.  We have also started more targeted outreach with our largest feeder school, CCRMS.  By building stronger relationships, we hope to better scaffold the academic support and expectations of high school, ensuring more successful transitions to ninth grade.|As mentioned above, all EPAA students fall in the category of “underrepresented families” when considering the number of students who qualify for free or reduced lunch or are first-generation high school students.  We have, however, honed in on finding ways to better support and encourage our students who are not likely going to be A-G eligible four-year university bound, due to earning a grade of a D or lower in the key A-G courses required for the CSU and UC admissions.  We started a career and community college consortium with local community-based organizations and various local community colleges.  Together we hosted our first Community College and Career Tech Night, open to all ages.  This has allowed us to engage in more direct support of such students.  We are ensuring all of them are enrolled in some sort of program before high school graduation.  We are also encouraging them to attend career and community college field trips, exposing them to the plethora of opportunities available in our area.|East Palo Alto Academy takes great pride in engaging all of our community members in developing our WASC Action Plan, Mid Cycle Visit, and annual LCAP.  We encourage thoughtful participation through regularly scheduled meetings and include our plan development and evaluation as part of our routine agenda items when meeting with colleagues, and a variety of community members.    For example, with parents and guardians, this process is part of our regularly scheduled SSC/ELAC meetings. The SSC/ELAC team includes classified and certificated staff, parents/guardians, community partners, and students.  To develop our most recent LCAP we reviewed our priorities vis-a-vis student interview data, and parent/guardian in-put..  We looked at  the current goals and progress at the meetings we held.  Below is the outline of the schedule for our thoughtful engagements and collaboration to develop our LCAP during the 2024-2025 school year.        Throughout the 2024-2025 school year, we had the following meetings to discuss our goals for the LCAP and WASC: - Teachers & Administration: The Leadership Team (bi-weekly meetings) and Department Chair Team (monthly) reviewed our priorities, goals, measures, and actions. - The Student Advisory Council provided additional feedback during our monthly meetings.  We shared overall LCAP state goals as they relate to our own school goals.   - Parents & Students: School Site Council (SSC) & English Language Advisory Council (ELAC): During the 2024-2025 school year our team met for morning and evening meetings monthly.  We looked carefully at goals 3, 4, and 5. - Charter Advisory Board (CAB) includes students, parents/guardians, classified and certificated staff, community partners, a SUHSD representative, and the school administration.|This is an area of growth. We still need help engaging a small and committed group of regular attendees who find value in attending our monthly meetings.  Thankfully we have ample opportunities for feedback among our colleagues through our regular meetings.|As mentioned above, all EPAA students fall in the category of “underrepresented families” when considering the number of students who qualify for free or reduced lunch or are first-generation high school students.  We are, however (also mentioned above) trying to engage more families of the minority groups on campus such as AAPI and Black/African American families, both of which represent 5-7% respectively of our overall student body that is predominantly Latine.  We have great success when engaging them through the cultural clubs and with the help of the facilitators of our on-campus, or community-based organizations that engage with these groups whose representation and voices we value and want more of.  We will continue to personally invite these families, building authentic relationships and therefore engaging them in our important program design and implementation.|4|4|4|5|4|5|4|4|4|4|4|4|Met||2025-06-18|2025
41690620139915|KIPP Esperanza High|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 84% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 84% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|2|4|4|2|5|3|2|1|2|1|Met||2025-06-12|2025
41690700000000|South San Francisco Unified|3|SSFUSD continues to focus on providing our educational partners the opportunity to provide input and feedback on district plans and priorities. We have seen an increase in participation of educational partners in surveys. The Student Advisory Committee, created in 2021-22 continues to work toward amplifying student voice in SSFUSD. A Family Fellows program was established in 2022-23 to increase the District's engagement with traditionally underrepresented and disenfranchised families; this has led to an increase in diverse voices attending community engagement meetings.  Additional Family Community Liaisons were hired in 2023-24 to increase communication and outreach with families; this team has helped to make connections with families and the community and has helped spearhead Parent Cafes and Community Learning Exchanges this school year. The Community Liaisons, Counselors, and Multilingual Learner team have been instrumental in providing information and community resources to immigrant and newcomer families. A series of customer service training sessions were held during the 24-25 school year for all staff members who interact with the public and with families to highlight best practices for creating a welcoming atmosphere and first impression with families and community members. In the 2024-25 school year, SSFUSD participated in the Community Engagement Initiative (CEI) vis-à-vis CCEE. We formed a CEI team consisting of 12 members (site and district staff, county and city partners, parents, and a student) who have engaged in inquiry to identify a focus of practice and actions to address family engagement, meeting basic needs, and wellness. The CEI team will engage in this inquiry for two years (2024-25 & 2025-26).|SSFUSD has provided numerous surveys to our educational partners over the past couple of years, with varied response rates from different pockets of the community. The introduction of Remind, a communication tool, and Qualtrics, a survey tool, has helped SSFUSD increase survey response rate and community engagement meeting participation from families. Our focus area is to improve our relationships with our non-English speaking families and make them feel more included. SSFUSD hired more Family Community Liaisons to assist in the intake process during registration and provide more outreach to our non-English speaking families. In addition, we partnered with Certified Languages, an organization that provides interpreting services in over 36 different languages. We want to ensure that our staff can speak to our families in the language that they are most comfortable with when having discussions about student progress. This year, the District held multiple Focus Groups with separate sessions for staff, students, and family members to hear directly from each constituent group about their perspectives on the District's progress in implementing the Strategic Plan and priorities, support for students, and partnerships with families and the community. Focus group sessions for parents took place in person in both English and Spanish to facilitate frank and open conversation; a neutral 3rd party facilitated all sessions, and insights and findings will be shared with schools and the community and used for next year planning. In addition to the CEI initiative, the Family and Community Engagement Team is working with the Community Collaborative for Children's Success (CCCS) to develop three initiatives: Development of a Family Resource Center, School-Based Programming, and Promoting services and resources across the city and county. The CCCS is a collaboration of 50 partners (City, County, Nonprofits, etc.).|One of our LCAP goals is focused on increasing student, parent, and community engagement. SSFUSD has numerous district parent committees (AAPAC - African American Parent Advisory Committee), DELAC (District English Learners Advisory Committee, SEPAC (Special Education Advisory Committee - started in 2018), student advisory Committee (began in 2021), and Diversity Equity Inclusion Committee (DEI) - started in 2021. At the site level, we have numerous committees such as SSC (School Site Council), ELAC (English Learners Advisory Committee), and PTA (site and district). In addition, SSFUSD provides opportunities to obtain stakeholder input on district plans such as the LCAP and ESSER III plans. So, the number of committees at the site and district levels, in addition to the surveys, provides numerous opportunities for stakeholders to give input. However, our numbers at our meetings tend to be low (less than 50), and for surveys, our response rate is less than 15%. The introduction of Remind, a digital communication tool, has helped us make progress in this area, and we continue to explore additional opportunities for stakeholder engagement. Possible strategies under consideration for improving engagement of underrepresented families include creating additional district/site parent committees, hiring multi-lingual staff such as Community Liaisons, and continuing to expand the use of tools such as Remind to provide multiple ways to communicate with our families. The District partners with Certified Languages to provide more interpretation in multiple languages to support communication between our schools/district and families, including translation at parent-teacher conferences, phone calls, IEP, and 504 meetings. Many of the site leaders use shorter and more frequent communication with their parent communities, and with the continued use of virtual meetings, we are seeing more parent engagement than in-person. Additional feedback from site leaders and families has elevated the need for culturally responsive customer service training for staff; this was an area of focus for staff development in 24-25 as part of our Strategic Plan and community engagement work. In the 2024-25 school year, the Family and Community Engagement Team held 6 DELAC Cafes and 6 Parent Cafes with an average attendance of about 30 participants at each event. Similarly, the 2025 Community Learning Exchange had 50 partner organizations attend and over 130 participants. Additionally, in 2024-25, the Family and Community Engagement Team developed and piloted the Family Engagement Playbook, the playbook is intended to help school teams re-envision and transform school events as opportunities for two-way learning events. A goal of the Family Engagement Playbook is to build trust and connections to learning. The playbook will be launched in 2025-26. We will continue to use these strategies and reassess annually.|Professional learning and support to our staff has been an area of focus, and the EDS department and school sites have provided numerous workshops to support student/family use of technology devices, educational online platforms and programs. The EDS department provided numerous trainings on instructional tools such as Nearpod, IXL, Screencastify, SeeSaw, Google Classroom, and Infinite Campus gradebook. Our technology TOSAs and Director of Student Performance conducted parent workshops on digital citizenship, social media, and specific online programs. SSFUSD partnered with Air Tutors to provide online tutoring  for our SWD students in grades K - 12. A webinar series on mental health was scheduled throughout the fall and winter and open to all families in TK-12, hosted by SSFUSD staff and counselors and featuring clinicians and mental health experts from Daybreak, our teletherapy partner. Distance learning over the past few years made school districts look at current practices, policies and procedures and SSFUSD had to make numerous decisions and changes to practices, and procedures to be alignment with new state laws. An area of growth for SSFUSD is to support families to understand their legal rights. However, our Director of Special Education via the SEPAC presented workshops on this topic and created a website which houses numerous resources for parents that have a student that has an individual education plan.  The Community Liaisons, Counselors, and Multilingual Learner team have been instrumental in providing information and community resources to immigrant and newcomer families about their legal rights and our educational system. Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement. In 2022-23, SSFUSD implemented Remind. Using this tool to send out information including announcements about community engagement meetings has helped increase attendance at in-person meetings and participation in online meetings. In addition to an increase in overall numbers, we are noticing a more diverse representation from families and schools at these meetings. A Family Fellows program introduced in 2022-23 has helped increase engagement with traditionally underrepresented and disenfranchised families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continued use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually. SSFUSD has introduced Parent Cafes and Community Learning Exchanges in 2023-24 as additional avenues to engage with families and community in support of students. The SSF Education Foundation held its second annual Middle School Education Day in the spring to educate families of current 5th and 8th graders to help them understand middle and high school and how to support their students in the transition to a new grade level span.|Baed on feedback from educational partners, SSFUSD has been focusing on educating families about how they can support their students' academic success, and what tools and resources they can use to help them understand their students progress. SSFUSD encourages teachers to use the Infinite Campus gradebook program and uses notifications within Infinite campus to provide direct communication via emails/alerts to parents/guardians regarding missing assignments, when progress reports are available and other timely notifications. Parent webinars and outreach about the Infinite Campus Parent Portal have also helped increase parent/guardian use of the Portal to monitor their students' attendance and academic progress. SSFUSD also implemented an early warning system in IC to assist counselors and staff with early notification based on academic progress, attendance, and behavior to provide another opportunity to monitor and intervene for students needing additional support. Parent webinars related to topics of interest including technology tools, social media, and mental health awareness have been offered throughout the year to support family dialogue with their students about these important topics. The Science and Math departments have also held parent webinars and events to educate parents about the instructional shifts in the new science curriculum and math pilot curriculum.|Through the Family Fellows program, cohorts of about 25 families go thru 9 sessions on topics in the educational field (e.g. attendance, special education, assessment data, know your rights) and school officials can attend one or more of these sessions. SSFUSD had two cohorts complete the family fellow program in 22 - 23, and we plan to have multiple cohorts in 23 - 24. Our existing cohort actually recruits new members for the new cohort. For the first two cohorts over 60% of the parents participating are Spanish speaking and 40% of the parents either have a student that is in one of our English Learner or special education programs. Parent Cafes and Community Learning Exchanges offered for the first time in 23-24 have yielded promising results that SSFUSD intends to learn from and build upon. For the end of year Community Learning Exchange held in May 2024, over 200 individuals attended, the majority of whom were Spanish speaking. In the 2024-25 school year the Family and Community engagement helg 6 DELAC Cafes and 6 Parent Cafes with average attendance of about 30 participants at each event. Similarly the 2025 Community Learning Exchange had 50 partner organizations attend and over 130 participants. In April 2025, the district launched its first District-wide RFEP Celebration recognizing 150 reclassified students and their families, we had about 500 attendees.|"SSFUSD has created numerous documents and has provided training to site leaders to assist them in obtaining input from site committees such as School Site Council. During these meetings our staff builds a shared understanding so parents can provide input. We often include ""input sessions"" at most of our parent and district committee meetings. For those parents that were unable to attend we post the slide deck and often the recording of the meeting in case stakeholders want to watch the meeting. During the 2022-23 school year, SSFUSD began engagement with community groups as part of our process for informing the District's Strategic Plan. Outreach to communities and in particular, with communities that have traditionally had less representation and voice in our district were prioritized through the engagement process which included small and large group meetings, online and in person, throughout the school year. These community meetings were facilitated by members of our Strategic Plan Working Groups, which included community members, parents, students, and staff from across the district. In 23 - 24, SSFUSD conducted 3 meetings at all of our schools to obtain input and feedback on the Strategic plan/LCAP (October, February and April). in May 2024, SSFUSD held a community learning exchange event focused on building purposeful partnerships with our local community partners and families which had over 200 participants. In the 2024-25 school year the Family and Community engagement helg 6 DELAC Cafes and 6 Parent Cafes with average attendance of about 30 participants at each event. Similarly the 2025 Community Learning Exchange had 50 partner organizations attend and over 130 participants. All of which support the two-way communication District goal which informs decision-making."|An area of growth for SSFUSD is to provide input opportunities on all district and site policies. Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons (we added 3 more Community Liaisons in 23 -24), and the use of other digital communication platforms such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continued use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually. Site and District leaders have used existing meeting structures such as regularly-held PTSA meetings to engage with educational partners and solicit input on strategic plan, Portrait of a Graduate, and school goals. In 2024-25 Parent Cafes and DELAC Cafes were utilized to increase two-way communication and uplift parent concerns, and involve stakeholders in decision-making.|SSFUSD continues to work on strategies that will help us improve engagement with traditionally underrepresented families. The Family Fellows program started this year has helped amplify voices and representation from our Hispanic/Latinx community. Site leaders have reached out to families to conduct empathy interviews to learn more about what our families need and what modes of communication work best for them. We will continue to build on these strategies and others, and reassess annually.|3|3|2|3|3|2|3|3|2|3|2|3|Met||2025-06-26|2025
41690880000000|Woodside Elementary|3|The annual school survey indicates that parents are satisfied with communication from administration, and thus feel well-informed and involved in the school community. WESD has made a distinct effort to ensure that materials are translated for the benefit of all families and that interpreter services are available for meetings. We have received positive feedback about this shift via the DELAC committee. Additionally, we have worked hard to bring back many school events after COVID, such as Open House, and parents have expressed appreciation for these opportunities to network with teachers and staff and to maintain positive relationships amongst the school community.|Our focus area is ensuring equitable access for all WESD families in terms of language preference for meetings and materials and access to school events. This is especially important when thinking about the relationships we foster with families who take part in the Tinsley Volunteer Transfer program. Those, who live outside of district boundaries, have to travel further to be physically present at school events. We have also prioritized inclusion for all members of the school community, and we engage the staff in this work through our Social-Emotional Learning committee. This will continue to be a priority for our District.|We will work to improve engagement of underrepresented families in relation to building relationships by continuing outreach efforts to invite families to join committees, attend events, provide feedback, and engage with staff members and other families. We are being proactive about these outreach efforts and have seen improved relationships between staff and families.|Our District's inclusion work has helped to support teachers and administrators in partnering with families to support the needs of all of our students. We have come a long way in recognizing which groups of students and families desire a greater level of partnership and working to make sure that all community members feel engaged and valued through this work. Our commitment to change and work to solicit feedback via surveys and school groups such as DELAC have been strengths in this work.|Our focus area moving forward for building partnerships for student outcomes is to revise our school behavior management plan with feedback from all groups in order to support improved student outcomes by helping to guide students through challenges and to celebrate their successes. This endeavor will build upon our current Social Emotional Learning program and will help to ensure that the needs of all students are being met at school and at home, as we will provide education opportunities for staff and parents alike.|We will solicit feedback from families about current behavior management policies and the need for improvement, and we will work to ensure that underrepresented families feel that our policies align with their values and represent their families, while also providing education for all that aligns with our plans.|WESD has prioritized soliciting feedback regarding school policies and programs in a multitude of different ways. With the rise of digital meetings, we have been able to provide access to many different venues for parents to share feedback and to learn about our policies and programs. We regularly share out program and policy development in School Board meetings, bring community members together on committees such as PTA, JCOP, and DELAC to discuss decisions, and provide opportunity for all members of the school community to provide feedback throughout the school year. Additionally, in June 2022 the Governing Board adopted a new five year Strategic Plan, running through the 2026-2027 school year, to bring together board members, community members, administrators, teachers, classified staff members, and consultants to help set the vision and goals for our school for the next five years.|The strategic planning process was an example of bringing together many different groups to ensure that all parties have a voice in the vision and priorities of our school district. The process was very successful and in its first two years of implementation with several goal action steps already completed. We continue to seek input through our Superintendent's Parent Advisory Group, as well as other Educational Partners described in our LCAP.|We will improve engagement of underrepresented families in relation to seeking input for decision making through active outreach. Similar to other initiatives, we have and will continue to reach out to these families to actively solicit feedback and to invite them to engage in the process of shared decision making to ensure that all members of our community are actively represented in our future plans. Opportunities to provide input will include committee membership, meeting attendance, event attendance, and surveys.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
42104210000000|Santa Barbara County Office of Education|3|Based on the analysis of educational partner input and local data, JCCS has demonstrated significant strengths and progress in building relationships between school staff and families during the 2024–25 school year. A key area of success was the expansion of intentional parent outreach efforts, including fall and spring parent-teacher conferences that offered both phone and in-person options. These efforts resulted in an impressive 89.38% parent participation rate, reflecting strong engagement and trust between families and school staff.  Ongoing communication throughout the year parents remained informed about their child’s progress and could easily access support when needed. ParentSquare, our primary communication platform, played a central role in facilitating consistent, real-time updates. With 96% of families reachable through this platform, we were able to share timely information about school schedules, community resources, training opportunities, and student-related updates; thereby, promoting transparency and two-way communication.  To receive input in our annual parent survey, we continued our partnership with the Promotores Network. This collaboration was instrumental in increasing participation by providing parents with culturally and linguistically responsive support. Promotores called families and administered the survey verbally to ensure clarity and comfort, resulting in a 50% response rate. Survey results showed that 90% of parents believe the school provides positive support and guidance for their children, and 93.3% feel JCCS effectively evaluates their children’s academic needs.  These outcomes underscore JCCS’s commitment to fostering inclusive, responsive, and collaborative relationships with families as a foundation for student success.|Based on the analysis of educational partner input and local data, JCCS has identified a key focus area for improvement in Building Relationships Between School Staff and Families: increasing parent engagement through events that are timely, relevant, and directly connected to their child’s academic and personal development.  Data collected from parent participation rates indicates that families are most likely to engage in school events when the content is aligned with supporting their child’s well-being or educational progress. For example, 57.69% of families attended “Back to School Night,” 44.83% attended the “Hidden in Plain Sight” drug education event, and 42.86% participated in the “How to Help Your Child Thrive in School” session. Notably, 84.21% of 8th-grade families attended the high school pre-registration night, highlighting the importance families place on events connected to key student transitions.  This data reflects a broader trend observed through conversations with families and feedback from educational partners—parents are seeking more practical, focused opportunities to partner with school staff in ways that benefit their child. As a result, JCCS is committed to expanding opportunities for targeted parent engagement, especially those tied to student milestones, academic planning, and health and safety topics. Additionally, the program will increase efforts to promote these events through multilingual outreach through the Promotores Network and utilize tools like ParentSquare to ensure all families are informed and encouraged to participate.  By aligning school events with family interests and priorities, JCCS aims to strengthen trust, improve communication, and build deeper partnerships that support both family engagement and student success.|Based on the analysis of educational partner input and local data, JCCS has identified strategies to improve the engagement of underrepresented families as part of our efforts to strengthen relationships between school staff and families. Our focus remains on meeting families where they are and building trust through frequent, intentional, and culturally responsive communication.  Starting from the point of enrollment, school staff make it a priority to understand each student’s family context, setting the foundation for ongoing engagement. Teaching staff continue this relationship-building throughout the school year by regularly communicating student progress and scheduling bi-annual parent-teacher conferences. This consistent outreach has helped foster a welcoming environment where families increasingly initiate contact with staff to seek guidance and support for their child’s success.  To better engage our Spanish-speaking families—who represent  51.2% of our student population—we provide interpretation services through bilingual office staff, counselors, teachers, and teaching assistants. This ensures language is not a barrier to meaningful communication and participation in school-related matters.  Recognizing the unique needs of our students in court and community school settings, JCCS has established a cross-agency collaboration to ensure holistic support that includes family engagement. At the court school, JCCS and Probation staff attend each other’s meetings, creating a shared space to address student needs and concerns. Weekly school meetings, which include Probation staff, focus on student progress, while “Treatment Team” meetings—held every 30 days for each student—bring together staff from JCCS, Probation, Behavioral Wellness, and WellPath Medical to review student well-being and academic progress while in custody.  At our community school, we hold weekly “Intervention Team” meetings, led by the JCCS Coordinator and including the school counselor and partner agencies. These meetings serve as a point of early intervention for students and their families, ensuring that supports are tailored, tracked, and adjusted based on individual student needs.  Moving forward, JCCS will continue to deepen family engagement by expanding bilingual outreach, increasing opportunities for families to be part of school-based decision-making, and strengthening interagency collaboration to ensure underrepresented families feel supported, seen, and empowered in their child’s education.|Based on the analysis of educational partner input and local data, JCCS has demonstrated strong progress in Building Partnerships for Student Outcomes by creating consistent opportunities for families to provide input and engage in their child’s educational journey.  A key strength has been the continued partnership with the Promotores Network, which helped expand outreach and increase participation in the Annual Parent Survey. This culturally responsive strategy ensured that families—especially those who may face language or access barriers—were able to comfortably engage in the feedback process. As a result, JCCS received a higher volume of meaningful responses, with 93.3% of parents indicating that the school does a good job evaluating their child’s academic needs and developing appropriate educational plans. Additionally, 86.7% reported that JCCS effectively supports their child’s emotional needs and provides positive guidance.  Parent-teacher conferences continue to be a valuable touchpoint for families to understand and influence their child’s academic progress. During these meetings, parents regularly express appreciation for the detailed, supportive communication they receive from staff. These interactions help reinforce trust and mutual investment in student success.  Together, these efforts reflect JCCS’s commitment to cultivating authentic partnerships with families, ensuring they are active participants in shaping and supporting student outcomes.|Based on the analysis of educational partner input and local data, JCCS has identified a key focus area for improvement in Building Partnerships for Student Outcomes: strengthening cross-agency coordination to ensure families are more actively engaged in multi-agency efforts that support their child’s academic, behavioral, and emotional development.  Our Court School, located within the Juvenile Justice Center, operates in close collaboration with Probation and other partners. School staff attend weekly meetings alongside Probation staff, where student progress and concerns are discussed. Additionally, JCCS staff participate in monthly “Treatment Team” meetings convened by Probation. These meetings—also attended by Behavioral Wellness and WellPath Medical staff—provide a structured opportunity to evaluate each student’s progress while in custody. While these meetings are robust in agency collaboration, a continued area of growth is sharing the developed Treatment Plan with all staff to ensure uniform implementation.  At our Community School, weekly “Intervention Team” meetings serve as a proactive tool to review referrals, identify necessary interventions, and monitor student progress. These meetings bring together the school counselor, partner agencies, and the JCCS Coordinator. The team works collaboratively to determine and adjust supports as needed, to equip students with the skills required to be successful in school. While this system is effective at school, we aim to deepen partnerships with families by finding additional ways to receive feedback to determine if the interventions in place at school are also having a positive impact at home and in the community.   Moving forward, JCCS will focus on enhancing family involvement in these collaborative structures to ensure that parents and guardians are not just informed, but actively engaged as partners in shaping student outcomes.|Based on the analysis of educational partner input and local data, JCCS has identified the need to improve the engagement of underrepresented families—particularly those of at-promise students—by focusing on building trust and establishing supportive relationships from the moment of enrollment.  Many families served by JCCS have historically experienced negative or limited interactions with schools, often only in response to behavioral concerns. As a result, trust-building is essential. For students enrolled in our Court School, JCCS staff initiate personal phone calls to parents during the enrollment process to explain that their child will continue receiving educational services while incarcerated and to provide reassurance that the school is a supportive environment. For students entering our Community School, enrollment meetings are designed to connect with the entire family. Staff members take time to learn about the family, complete paperwork together, and offer a guided tour of the school. This welcoming approach has led to stronger relationships and increased family willingness to communicate and collaborate throughout the school year.  Another critical strategy, at our court school, for engaging underrepresented families is the Multi-Disciplinary Team (MDT) process, held in partnership with Probation. These meetings, facilitated by a probation supervisor, bring together parents/guardians, the student, their probation officer supervisor, a Behavioral Wellness clinician, WellPath medical staff, and JCCS educators. Held every 30 days for each student, MDTs serve as a collaborative forum to set student goals, review progress, and identify any challenges impacting the student’s academic, behavioral, or emotional development. By involving families directly in these structured conversations, MDTs create a shared understanding and reinforce the message that everyone is working together to support the student.  Moving forward, JCCS will continue to strengthen these approaches by ensuring that enrollment meetings and MDTs are culturally responsive, trauma-informed, and inclusive. Additional outreach strategies—such as increasing interpretation support and creating more opportunities for family feedback—will help ensure underrepresented families feel seen, respected, and empowered as partners in their child’s success.|Based on the analysis of educational partner input and local data, JCCS has demonstrated strong progress in seeking input for decision-making by establishing multiple, consistent opportunities for education partners to provide meaningful feedback that informs program planning and improvement efforts.  Parents are engaged through a variety of channels such as participation in the School Site Council (SSC), attendance at parent-teacher conferences, completion of annual surveys, and ongoing communication through ParentSquare. These multiple access points ensure that families, regardless of their preferred method of engagement, have a voice in school decision-making.  Given that one of our campuses operates within a Probation facility, JCCS has prioritized collaboration with Probation partners. Probation staff attend weekly school meetings and maintain regular communication with JCCS staff. In addition, the JCCS Director and the Probation Manager meet throughout the year to align strategies and address student needs holistically.  Since students attending JCCS typically are with us for only a fraction of the school year, 38 days in our court school and 78 days at the community, and then return to their school of residence, ongoing collaboration with local districts is essential. In 2024–25, the JCCS Director met with district representatives 27 times to discuss student transitions, ensure continuity of services, and review program effectiveness. To support students with disabilities, JCCS Leadership also met four times with Special Education leaders, while SBCEO’s Special Education Team maintained regular communication with the Santa Barbara SELPA.  Internally, the JCCS Leadership Team, including administrators, teachers, teaching assistants, and support staff, met five times to review data and provide input on professional development, CTE pathways, instructional support, and student needs. These collaborative structures ensure input is not only gathered but meaningfully used to guide decisions at every level of the program.|Based on the analysis of educational partner input and local data, JCCS identified a key focus area for improvement when seeking input for decision-making: increasing participation from historically underrepresented families and those whose students are enrolled for a short duration, often fewer than 30 days.  JCCS recognizes that all parents, regardless of background or length of enrollment, have the right to provide input on their child’s education. To strengthen engagement, JCCS is utilizing, ParentSquare, a communication platform integrated with our student information system. This ensures that parents and guardians receive timely invitations to participate as soon as a student is enrolled, even for short-term placements.  Since returning to in-person instruction after the pandemic we noticed a decline in the number of parents who participate in the annual Parent Survey. In response, JCCS partnered with the Promotores Network beginning in 2022–23 to support culturally responsive outreach. The Promotores reviewed the survey through an equity lens and personally contacted families to administer the survey via phone in either English or Spanish, based on the family's language preference. This personalized approach significantly increased participation—from under 10% in 2021–22 to over 50% in 2024–25.  Moving forward, JCCS will continue refining strategies to ensure all families, particularly those from underrepresented communities, feel invited, valued, and empowered to contribute to decision-making processes.|Based on the analysis of educational partner input and local data, JCCS will continue to improve the engagement of underrepresented families in Seeking Input for Decision-Making by expanding the strategies that have proven successful over the past two years, particularly through continued partnership with the Promotores Network.  This collaboration has significantly enhanced our ability to reach and engage families who may have previously felt disconnected from the educational process. For example, in 2022–23, JCCS hosted only one parent information night. With the support of the Promotores, that number increased to eight in 2024–25. Additionally, Promotores personally called parents to invite them to our Back-to-School Night, which resulted in a 57.69% attendance rate. Encouraged by this success, Promotores also called families to invite them to other parent information nights throughout the year, leading to an average attendance rate of 34.24%.  This personalized, culturally responsive approach has created a more inclusive and welcoming environment for underrepresented families and has helped build trust and connection with the school. Moving forward, JCCS will continue to expand its use of Promotores to facilitate outreach, gather input, and ensure families feel valued as contributors to the decision-making process.|5|5|4|4|5|5|4|4|4|4|4|4|Met||2025-06-18|2025
42691040000000|Ballard Elementary|3|Ballard School strives successfully to build trusting and respectful relationships with families. This is evidenced by the high percentage of participation in school-wide events including: parent teacher conferences, back-to-school night, fundraisers and community events. The parent survey data also reflects a high percentage of parents, students and staff feeling connected to the school (98.6%).|The focus areas are to maintain the high levels of participation and connectedness with the school (mentioned above) as well as continue to promote the high level of parent volunteerism in the classrooms. The superintendent will continue to provide Coffee and Conversation meetings with open agendas, send weekly bulletins, and increase opportunities to invite parents onto campus.|BSD will strive to improve engagement of underrepresented families by contacting families directly who are not participating in school-wide events (parent teacher conferences, back-to-school night, fundraisers and community events), to determine and solve any specific barriers to participation.|Ballard School supports the principal/superintendent and teachers in their capacity to partner with families. As evidenced by the parent climate survey, 90% of the parents surveyed reported that the school seeks their input. In addition, the high level of participation in school-wide events (parent teacher conferences, back-to-school night, fundraisers and community events) indicate that parents are in partnership with the school and feel included as partners in their child's education.|One area that could be improved is the number of families participating in the parent climate surveys. There was a significant increase this year to 49%, but this percentage is not reflective of the usual parent participation. The school will work to improve this participation rate and also provide other avenues for feedback which includes continuing regular Coffee and Conversation meetings throughout the year. These meetings have a typical attendance of 12-20 parents which is roughly 20% of the families. Administration will also continue to make progress in providing families with information and resources to support learning and development in the home by providing resources for parents through the weekly bulletin on Parent Square.|In relation to building partnerships for student outcomes, Ballard School will specifically reach out to underrepresented families to determine any specific barriers to their participation and partnership. The superintendent/principal and teachers will work together to address any barriers.|Primarily through the use of Parent Square, where we have 100% of our families who are actively enrolled, Ballard is able to reach and effectively communicate with all of our families. Teachers, staff and administration use this tool to communicate with families daily. This allows us to ensure that all families are provided opportunities to provide input. All parents are invited to Coffee and Conversation meetings, held four times per year as another means of engaging parents in providing input. On the parent survey, 100% parents indicated that felt invited to school meetings and 90% felt that the school seeks input before making important decisions.|One specific area of improvement is to increase the number of families participating in the climate survey. As well, to increase the number of families providing input on the LCAP. While everyone was invited to participate (100% were invited) only 49% took advantage of the opportunity to provide input. We will adjust the approach to seeking input to in-person, before or after parent conferences to increase the responses.|Similar to the response above, Ballard School will attempt to specifically engage underrepresented families in providing input by adjusting the approach to seeking input to in-person, before or after parent conferences. This will increase the percentage of all participants, but will also target our underrepresented families. In addition, directly reaching out to those families to see if there are any barriers to participation that can be solved.|5|5|5|5|4|3|5|4|3|3|4|4|Met||2025-06-13|2025
42691120000000|Blochman Union Elementary|3|Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress.|A focus area of improvement would be to improve parent survey participation.|Underrepresented families receive additional communication and outreach, as needed.|Teachers received training in dealing with the social and emotional well being of students. Well-trained teachers are more effective in delivering educational resources to students. Training builds a teacher’s capacity to partner with families. Effective training enables teachers to provide a multi-tiered system of support that focuses on differentiated learning and individualized student needs, including the needs of underrepresented students. Teachers also received training in English Language Arts and Math. The district provides two opportunities each school year for parents to meet one-on-one with teachers to discuss their student’s progress. These conferences are well attended by parents. The district’s Student Information System provides parents with on-line access to their student’s grades. Parents are encouraged to contact teachers at any time via email or telephone.|As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students.|As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students.|Our strengths are that parents are participating in School Site Council meetings. Also, the high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education. We are maintaining our progress in seeking input for decision making.|Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress. An analysis of parental involvement for 2024/2025 revealed the following data: 1. School Site Council meetings a. Goal: 60% parent attendance at meetings. b. Result: Parent attendance at meetings averaged 79% . c. Analysis: Parents are participating in School Site Council meetings. 2. Parent/Teacher Conferences a. Goal: 75% of parents will attend Parent/Teacher conferences b. Result: 97% of parents attended the first trimester parent/teacher conference. c. Analysis: The high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education. 3. Parent surveys a. Goal: 50% of parents will respond to parent surveys. b. Result: 69.5% of parents participated in West Ed’s California School Parent Survey. c. Analysis: While we feel we are providing many opportunities for parents to participate in school activities, there are barriers that prevent some parents from being able to participate. Many parents have multiple areas of conflicts that prevent them from being able to participate as much as they would like such as conflicting work schedules, multiple children participating in multiple activities, sports schedules, and transportation issues.|We will continue to encourage our underrepresented families to participate in all school activities.|5|5|5|5|4|4|5|5|5|5|5|5|Met||2025-06-12|2025
42691120111773|Family Partnership Charter|3|Staff builds close connections with students and families throughout their time at FPCS.  Teachers in grades 6-12 often serve students for the entirety of their middle school/high school years.  In all grades parents are invited to participate in weekly synchronous advisory meetings with students and parents.  At the elementary level, parent conferences are held twice yearly in person, to review student progress.  Parents actively participate in chaperoning field trips, volunteering in class, and attending school events such as the All School Orientation, STEAM Expo, jogathons, school picnics, and promotion/graduation ceremonies.|This year FPCS held three family education nights that were virtual.  The covered social emotional awareness, strategies to support students with anxiety by a licensed family counselor, and the effects of plastics to the planet.  Input from educational partners will guide what FPCS offers each year.  Topics will include mental health, peer relationships, academic strategies, and many more. Moving forward attendance will be a discussion to promote these events more so more families participate.|The FPCS Advisory Committee of community members who are representation of  hispanic student groups. Results of 2023-24 surveys indicate that students in underserved students groups are in agreement the implementation of building relationships are adequate at FPCS. Next year's LCAP goal to provide family education aims to strengthen that connection.|FPCS teachers meet with individual students and parents weekly to discuss academic progress and performance.  During the meetings, additional support and intervention is identified and planned if appropriate.  Centers actively engage with the student study team process where parents are invited to a multi-disciplinary team meeting to identify areas of support and or intervention for struggling students.  The meeting reconvenes after the implementation of the interventions to gauge their effectiveness.  Students who are experiencing difficulty with consistent attendance and/or academic performance are provided with a Student Improvement Plan which is developed with parent input.  The plan outlines specific requirements necessary for the student to demonstrate adequate engagement .  The plan also includes a follow up date, which the parent also is required to attend. Elementary teachers hold parent conferences twice yearly to update parents on overall academic progress.  K-12 teachers, coordinators, and administrators regularly send information to parents via Parent Square.  Through the PS platform, parents are provided with real time reminders of upcoming events, a need for parent support, and ways to help support their students in our independent study model.  Parents are consistently provided with a document outlining their parent rights at the start of the 504 and IEP process.   Parent participation is welcomed and encouraged at all conferences, SST, SIP, 504, and IEP meetings where student progress and outcomes are discussed.|FPCS uses the Governing Board approved Independent Study Policy as the foundation for monitoring student engagement and academic progress.  Tiered Reengagement strategies are outlined and shared with families to gage whether students are appropriately placed in our independent study program.  The Student Improvement Plan (SIP) is a document of jointly agreed upon actions for a student to remain enrolled at the charter if they are failing to attend regularly or complete their work.  Student behavior can also be addressed in the SIP.  These efforts are all in place to ensure students are being monitored closely for their success.  Professional development this  year included three days of Science of Reading for K-5 staff and Discussion Builders for staff teaching 6-12th grades. The work and strategies were spiraled into the staff PLC meetings and other ALL Advisor training days throughout the year.|Selecting an independent study charter school is a choice by families for their child(ren) for personalized learning and schedule flexibility.  Therefore, family participation at center activities and events is high and well attended by FPCS families.|Administration holds quarterly FPCS Advisory Committees comprised of parents and staff to gather feedback and provide updates on school performance, policy and procedures.  Families also have the opportunity to attend monthly board meetings to voice their opinions on varied issues of concern.|A 2025 survey indicated that 91% of students and families agree that they are involved in making decisions for the school. That is up 5% from 2024. Our FPCS Advisory Committee meets multiple times throughout the year and accessibility is enhanced through the use of digital media such as Zoom. On an individual student level, upon enrollment parents and teachers discuss students' roadmap to graduation, and information is gathered from the parents on the student's post-secondary plans.  Coursework is then adjusted to ensure that students will be able to pursue their post-secondary goals.  Ongoing parent conferences at the K-8 level regularly keep parents updated on academic progress and social/emotional development.|The engagement of under represented families can be improved by offering family engagement activities at a time that is convenient for working parents.  Providing translation services during those events and translated documents utilized in the events will also reach more parents of second language learners.|4|5|4|5|4|4|5|4|4|5|4|4|Met||2025-06-10|2025
42691120124255|Trivium Charter|3|Trivium is built on a family partnership model and works with each family individually.  This system allows for a great relationship between Trivium and families.|The area we are working on is streamlining communication so staff and families can easily access the information they seek.|Trivium provides additional training, meetings and tech support to help any family who needs any extra assistance. Trivium utilized platforms that allow for language translation of documents.|We have a quick and thorough response rate to our families and solicit feedback through our HelpDesk system as well as synchronous and in-person opportunities.|We will increase engagement activities for our families back to or exceeding pre-Covid levels.|We will invite and specifically seek out information from underrepresented families.|Trivium provides extensive options for families to communicate their needs and wishes including in-person options, virtual options, and social media platforms.  Trivium staff monitor and respond to inquiries and feedback.  Surveys are also provided each year.|Providing additional synchronous or in-person opportunities to provide feedback.|Specific invitations can be provided to families to certain feedback events or platforms.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
42691120137877|Trivium Charter School Adventure|3|Trivium is built on a family partnership model and works with each family individually.  This system allows for a great relationship between Trivium and families.|The area we are working on is streamlining communication so staff and families can easily access the information they seek.|Trivium provides additional training, meetings and tech support to help any family who needs any extra assistance. Trivium utilized platforms that allow for language translation of documents.|We have a quick and thorough response rate to our families and solicit feedback.|We will increase engagement activities for our families back to or exceeding pre-Covid levels.|We will invite and specifically seek out information from underrepresented families.|Trivium provides extensive options for families to communicate their needs and wishes including in-person options, virtual options, and social media platforms.  Trivium staff monitor and respond to inquiries and feedback.  Surveys are also provided each year.|Providing additional synchronous or in-person opportunities to provide feedback.|Specific invitations can be provided to families to certain feedback events or platforms.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
42691120137885|Trivium Charter School Voyage|3|Trivium is built on a family partnership model and works with each family individually.  This system allows for a great relationship between Trivium and families.|The area we are working on is streamlining communication so staff and families can easily access the information they seek.|Trivium provides additional training, meetings and tech support to help any family who needs any extra assistance. Trivium utilized platforms that allow for language translation of documents.|We have a quick and thorough response rate to our families and solicit feedback.|We will increase engagement activities for our families back to or exceeding pre-Covid levels.|We will invite and specifically seek out information from underrepresented families.|Trivium provides extensive options for families to communicate their needs and wishes including in-person options, virtual options, and social media platforms.  Trivium staff monitor and respond to inquiries and feedback.  Surveys are also provided each year.|Providing additional synchronous or in-person opportunities to provide feedback.|Specific invitations can be provided to families to certain feedback events or platforms.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
42691200000000|Santa Maria-Bonita|3|The Santa Maria-Bonita School District (SMBSD) continues to develop the capacity of staff to engage with families through ongoing professional development for all school office staff.SMBSD has worked to create welcoming environments for families through ongoing and varied outreach and engagement activities and by supporting the home to school connection through expansion of our Community Liaison team to include nearly 50 bilingual Community Liaisons at all school sites and the district office. Communication and engagement efforts have included expanded multilingual and multiplatform communication, the development and distribution of materials, digitally and in print, that provide information and context for our work and capacity-building outreach to promote student academic success.|Based on the analysis of our SMBSD educational partner input as well as local data, we have identified the opportunity to increase and improve upon dedicated efforts for positive interactions between staff, families, and the local community through events and celebrations as a focus area in our engagement plan. We have worked to create opportunities for school staff and parents to interact in positive ways through community events and multiple cultural and community celebrations. Additionally, we have worked with school staff to support open communication with families through the expansion and streamlining of interpretation services|SMBSD continues to refine and innovate in the areas of communication and outreach. The Family Engagement team hosts two monthly community food banks, clothing distributions, hygiene and cold-weather material distributions  and other events designed to support families in the acquisition of basic needs through community partner collaborations. The communication between schools and families is an essential component in our efforts to reach underrepresented families. The Family Engagement team has used audio recordings of district materials, connections with community partners to amplify our messaging, multilingual messaging and community outreach tables in non-school/ community locations to encourage families to interact with school and district staff|SMBSD is developing ways to continue to support school staff and improve schools’ capacity to expand the implementation of effective strategies for the growth of partnerships with families to improve student outcomes. These activities include, but are not limited to, regularly scheduled School Site Councils (SSC), English Language Advisory Committee (ELAC) meetings, District English Language Advisory Committee (DELAC), Mixteco Parent Advisory Community, Migrant Education Parent Advisory Council, After School Parent Committee, parent education classes, along with various virtual family educational events and workshops. Enhanced communication of multilingual content includes webpages in English and Spanish, informative and instructional videos, automated phone and text messages, written and email correspondence and individual parent phone calls. In addition, site and district staff have worked with parents to ensure access to and support using the required technology. Learning focused on building the capacity of families to effectively engage with schools and advocate for their students is currently occurring in parent leadership and shared decision making committees including the District English Learner Advisory Committee, LCAP Educational Partners, Migrant Education Programs Parent Advisory Committee, and Mixteco Parent Advisory Community, Family Resource Centers, and through informative parent communications. SMBSD continues to partner with community organizations to increase connection and access to resources, build feelings of safety and security, and to ensure we are fostering positive school climates, student engagement, and parent involvement.|Based on the analysis of our SMBSD educational partner input as well as local data, we have identified the opportunity to increase and improve upon dedicated efforts for partnerships to achieve higher student outcomes through the increase of parent education opportunities and expanding significantly. There are standard offerings of parent education programs at all elementary schools and a set of standard offerings at the junior high schools. The parent education programs vary in offerings and formats. All parents are invited to participate.  District-wide responsive offerings based on needs -assessments, as well as those at the site focus on providing parents with tools to support their child's learning at home. Additionally, these education opportunities include tools to assist with the interactions between parents and school staff.|The district's family engagement team takes regular input from families and looks for opportunities for feedback from the families the district serves. This has provided the district team with the opportunity to examine processes and improve outcomes for students. Additional outreach to underrepresented groups including parents of students with exceptional needs has begun along with expanded outreach to other underrepresented families. This has included the refinement of 3 family resource centers, community outreach events, topic/group specific parent education efforts, group specific focus groups or advisory committees.  In addition, the Community Schools effort will continue to be a responsive support for the needs of the community.|Access to resource toolkits, technical support, and district staff to promote and bolster effective engagement of families in advisory groups continues to be provided to principals and staff. All 21 schools have School Site Councils (SSC) and English Language Advisory Committees (ELAC) that are continuously involved in site-level decisions and planning. SMBSD has prioritized regular leadership opportunities for existing district-level parent committees including District English Learner Advisory Committee (DELAC), LCAP Educational Partners, Migrant Education Programs Parent Advisory Committee, Mixteco Advisory Community, After School Program Committee, and the SMBSD Strategic Planning Team to review data, determine priorities, and assess the implementation of district wide efforts related to our stated goals.|Based on the analysis of our SMBSD educational partner input as well as local data, we have identified the opportunity for parents to receive training to assist in the understanding of their role in the decision making process. There will be efforts to provide additional training as well as additional opportunities to participate in the process. Off-site conference attendance had been a part of our training of parent leaders.|Based on the analysis of educational partner input and our local data, SMBSD will improve engagement of identified underrepresented families through the continuation and expansion of advisory committees and coordination with the school sites to identify parents belonging to underrepresented groups. Additionally, the district will work to create more opportunities for input as well as receive feedback to refine the process of recruitment and data collection.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
42691380000000|Buellton Union Elementary|3|Parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, as well as volunteering in the classrooms and special events.|To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes an online, mobile communications platform called Parent Square. The district is entering its ninth year of implementation and the feedback has been very positive from the community.|The district continues to hold engagement events both live and virtually with translation available to ensure that all members of the school community are able to be comfortable and fully engaged with the life of the school. As participation in virtual events is waning, the district will continue to consider times that this means of outreach may make it easier for all families to engage and participate.|Parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, and volunteering in the classrooms and special events. The district has partnered with People Helping People for many years to provide counseling and aid to families in need.|The district is working closely with the DELAC to facilitate parent supports and continually focus on improved engagement. As a recent recipient of the Community Schools Planning Grant, this will be an area of focus as the district plans with community partners for implementation.|To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes online, mobile communications platform called Parent Square. Families of students with IEPs are provided with workshops on how to support their students.|BUSD has a strong DELAC which brings in the families of English Learners through community celebration and educational events.|While satisfaction in this area is high, the district will continue to host events in person and virtually with translation services to solicit input for decision-making related to the life of the community and its schools.|Surveys of parents and school community members have been an effective tool utilizing Parent Square. The district will continue to utilize this approach as well as in-person events to engage with all families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
42691460000000|Carpinteria Unified|3|Carpinteria School District excels at creating a welcoming environment for students and their families. This is evidenced by the CHKS results, which show 93% of parents reporting that they feel welcome at their child’s school.|Family engagement remains a priority, and we will actively encourage participation in school events. To ensure consistent opportunities for connection, each site will continue its monthly 'Coffee with the Principal’, complemented by diverse family events held at our schools throughout the year.|We are committed to significantly increasing the participation of underrepresented families in school site ELAC and parent support group meetings. To ensure equitable access to information and activities for all, schools will continue to send out all communications in both English and Spanish.|96% of parents report that schools encourage parents to be an active partner in their child’s education.|Increase parent participation at key engagement events, including Back-to-School Nights, Open House, and Parent-Teacher Conferences.|Schools will proactively engage underrepresented families, encouraging their participation in school events and providing practical strategies for supporting student learning at home.|77% of parents report that schools allow and welcome parent input.|All parents are actively encouraged to attend parent group meetings.  Schools will proactively send out communications in advance, provided in both English and Spanish|Schools will focus on increasing the participation of underrepresented families in School Site Councils and Parent Support Groups.|5|5|5|5|4|5|5|5|4|4|4|4|Met||2025-06-10|2025
42691610000000|Cold Spring Elementary|3|"According to the LCAP survey, 99% of respondents Strongly Agree/Agree the school is a supporting and inviting place for students to learn. This data strongly aligns with the fact that 98% of respondents agree with the Cold Spring School District Mission Statement which is to educate the whole child. The LCAP survey results were overwhelmingly positive. The Cold Spring community continues to support the direction of the District/School and the educational program. One parent said the following in the comments section, ""Love Cold Spring, including the commitment of our Dr Alzina to continue an A+ school environment, our teachers commitment to our students and our parents who are overall supportive and good supporters of the school success."""|The Cold Spring School has built strong partnerships for student outcomes. Those partnerships include a strong relationship with families to provide a continuum of support to students to support improved student outcomes. The teachers and school staff rely heavily on regular formative assessments throughout the school year to gauge student learning and student progress towards meeting individual goals and mastering the required state standards. Teachers are encouraged to communicate regularly with their students and families about individual progress towards meeting those goals. The LCAP Survey Results were very positive and either maintained or increased in positivity from the baseline. *98% of respondents strongly agree/agree that teachers communicate student learning expectations. *97% Strongly Agree/Agree that parents feel welcomed at school. *98% Strongly Agree/Agree that staff takes parents' concerns seriously. *98% Strongly Agree/Agree the information in ParentSquare keeps them informed. *95% Strongly Agree/Agree the CSSD website is informative. *98% Strongly Agree/Agree the Superintendent/Principal's leadership engages students and families to promote a positive school climate and culture. *99% Strongly/Agree the school is a supportive and inviting place for students to learn.|There currently are 16 identified low socio-economic, 22 Special Education and zero EL, or Foster youth families. All families have been invited to serve on a school committee via ParentSquare. All stakeholders have an opportunity to give input during monthly Superintendent/Principal's Information meetings, LCAP Advisory Committee, Parent Club meetings, and Governing Board meetings.|"The District is very student-centered with every goal and action. We are proud to have 134 respondents to the 2024-2025 LCAP survey which showed steady participation from the 2023-2024 LCAP survey with 131 respondents. Results demonstrated the top local priorities remain the same: Teacher Quality, small class size, and specialist program. Parents also value opportunities for Parent Involvement with 104 of respondents reporting serving on a school committee. All parents are encouraged to attend the weekly Monday morning assembly to learn about the school's happenings and student recognition. In addition, the Superintendent/Principal holds monthly parent meetings to solicit input in schoolwide decision-making. The Superintendent/Principal meets with the Cold Spring School District Governing Board at regular monthly public meeting sessions. During these meetings, the Superintendent/Principal works with the Governing Board to meet the LCAP goals and priorities. The Superintendent/Principal solicits input from the community in the following manner: The Cold Spring School Foundation regarding how to enhance the STEAM, Art, Music, Technology and PE programs. In response, the school received additional funds to support these core ""Specialist"" programs from the Cold Spring Foundation. The Superintendent/Principal is active in the Santa Barbara community. She presents monthly to the community through the Montecito Association regarding school data, programs, and events."|"The Cold Spring School District has partnered with Franklin Covey's ""Leader in Me"" professional development in order to build trust and respect amongst staff, families and students. All staff members are committed to the ""7 Habits of Highly Effective People"" by Steven Covey and implementing daily “Leader in Me” lessons into the classroom. The Superintendent/Principal set the tone for the school year. In addition, the Superintendent/Principal shares professional development highlights with parents during her monthly Principal coffees and weekly newsletter. During an all school Friday Zoom assembly, the Superintendent/Principal highlights every student that has a birthday by sharing with the entire school what makes that student special to the community. The Superintendent/Principal also shares video clips weekly from the ""Leader in Me"" library with students to reinforce and support a positive school culture and climate and highlights individual students that have received a “Leader in Me” ticket for their act of service."|The Cold Spring School District has zero English Language Learners and 16 low-socioeconomic students. Every effort has been afforded to include the low-socio-economic families on committees and the decision making process. The teachers connect weekly with families via ParentSquare to share out class goals, objectives and student progress. The Superintendent/Principal works beside classroom teachers to support student success by progress monitoring student goals. The Superintendent/Principal shares out student progress toward benchmark standards in ELA and Math at school Board meetings. There are multiple ways parents can connect in-person at Cold Spring School: Monthly Principal Coffee, Monthly Parent Club Meetings, Monday Morning Assemblies, Volunteering in the Classroom and the multiple special events.|There are many opportunities for parents to engage in two-way communication with teachers, staff and administration. The LCAP Advisory Committee met several times throughout the year to review student achievement, provide California Dashboard input and provide input into the draft LCAP goals. In addition, an LCAP community survey was used to solicit stakeholder participation and engagement in the LCAP. The Superintendent/Principal reviewed the draft goals and actions with the community during multiple forums, including Superintendent/Principal's coffees and Community forum. Several Board presentations were conducted throughout the year to review student data outcomes and survey results. All stakeholders agree the “whole-child” approach is the key ingredient to the district's continued success. The Superintendent/Principal engages all stakeholders into the decision making process through the following: Staff Meeting Presentations, LCAP Advisory Committee, Governance Board Meetings, Monthly Principal’s Coffee, Parent Club Meetings, Cold Spring Foundation meetings, Back to School Night Presentations, Student Council, and weekly in-person and zoom student assemblies.|There are many opportunities for parents to engage in two-way communication with teachers, staff and administration. There currently are 16 identified low socio-economic, 22 Special Education and zero EL, or Foster youth families. All families have been invited to serve on a school committee via ParentSquare. All stakeholders have an opportunity to give input during monthly Superintendent/Principal's Information meetings, LCAP Advisory Committee, Parent Club meetings, and Governing Board meetings.|There are many opportunities for parents to engage in two-way communication with teachers, staff and administration. There currently are 16 identified low socio-economic, 22 Special Education and zero EL, or Foster youth families. All families have been invited to serve on a school committee via ParentSquare. All stakeholders have an opportunity to give input during monthly Superintendent/Principal's Information meetings, LCAP Advisory Committee, Parent Club meetings, and Governing Board meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
42691790000000|College Elementary|3|Participating educational partners identified no current strengths|- Communicating with families via social media - Sending updates of classroom occurrences - Setting up open lines of communication with all stakeholders - Hosting before and after-school social functions - Inviting parents to attend and participate in school functions - Providing a variety of times for family information sessions - Creating an anti-bullying environment - Being equitable in holding kids accountable for following school policies - Utilizing the community liaison to reach out to underrepresented families - Ensuring underrepresented families feel included in district parent activities and decision making - Connect families to outside support organizations - Providing resources to help families guide their children academically - Creating transparent plans for the future of the district / school|- Continuing to serve underrepresented populations through the adult education program - Providing workshops for parents|Participating educational partners identified no current strengths|- Sending updates of classroom occurrences - Communicating updates on behavior and grades - Providing frequent positive communication - Setting up open lines of communication with all stakeholders - Providing a variety of times for family information sessions - Being equitable in holding kids accountable for following school policies - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Providing resources to help families guide their children academically - Creating transparent plans for the future of the district / school|Participating educational partners identified no needed actions - Communicating with families via social media - Providing workshops for parents|Participating educational partners identified no current strengths|- Collecting information from families through web surveys - Providing families with a calendar of district meetings - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Providing workshops for parents on School Site Council purpose and rules - Providing workshops for parents on ELAC and DELAC purpose and rules|Participating educational partners identified no needed actions|4|4|4|4|3|3|3|3|4|4|4|4|Met||2025-06-10|2025
42691796118434|Santa Ynez Valley Charter|3|The involvement of stakeholders within all levels of the school, including governance, planning, and operations is an important founding principle of Santa Ynez Valley Charter School. There are many ways in which parents are involved in decision making activities as well as in programs, events and fundraising. The PTSO is an active partner in the organization of the school community.|The school works closely with the PTSO and creates strategic planning goals for parent engagement. The main area of growth for the school is to provide more opportunities to have families, teachers and admin work together to plan, design, implement and evaluate family engagement activities at the school level.|The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students.|The school has a robust system in place for grade reporting and for student conferences on a regular and predictable basis. Communication between teachers and families is strong, and the school uses Parent Square for weekly updates. Survey results show that communication is a strength of the school.|The areas of improvement for the school are a. providing families with more resources to support student learning and development in the home and b. supporting families to understand and exercise their parental rights.|The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students.|The school is focused on achieving its mission to be collaborative among all stakeholders. The school is governed by parents and works closely with the parent-teacher-student organization to effectively engage families in all aspects of the school, including decision-making.|The school has identified two action items in the strategic plan that relate to family engagement. 1. Strengthen PTSO and Parent Involvement, 2. Enhance visibility and knowledge of school mission. Although many of the structures are in place for achieving parent involvement, the school recognizes there is more that we can do as a community.|The school will conduct surveys of all families and conduct outreach to underrepresented families to evaluate the level of engagement and identify areas for improvement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
42691950000000|Goleta Union Elementary|3|Based upon the analysis of our educational partners input GUSD is strong at building relationships between school staff and families but has increased engagement as a focus point for the upcoming year.|GUSD would like to increase engagement of our multi lingual families and those who identify as two or more races.|GUSD will improves engagement of unrepresented families by creating a robust engagement calendar and launching the Black/AA parent advisory council.|GUSD has a rich history or building partnerships for student outcomes.  From our relationships with multiple community partners we are able to enhance our student outcomes in STEAM, VAPA, ELA and more.|Based upon our analysis, we would like to ensure that our partnerships are expanded and accessed  by all staff and students within our districts 9 schools.|GUSD will place concerted effort in improving the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by conducting empathy interviews with targeted populations, identifying alternative means to connect, providing additional transportation when appropriate and ensuring that highly trained translators are available at each school.|GUSD is strong in Seeking Input for Decision Making as we employ various strategies including surveys, councils, task forces etc.|GUSD has identified the need to improve our strategies for seeking input for our low Socio-Economic Status families and our students experiencing homelessness.|We will improve engagement with our unrepresented families by creating clear goals, reallocating resources and progress monitoring the levels of input received.|4|4|4|4|4|4|4|3|5|4|5|3|Met||2025-06-18|2025
42692030000000|Guadalupe Union Elementary|3|Based on the analysis of educational partner input and local data, GUSD's current strengths and progress in Building Relationships Between School Staff and Families include 1) creating welcoming environments for all families in the community, 2) supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, and 3) developing multiple opportunities for the district and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.  Process include shared planning, communications, and providing varied opportunities foster and build relationships in collaboration with staff and personnel, and community partners.|An area for improvement is developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families - as this was rated in the Initial Implementation category.  Additional input included suggestions for increased social events so that both school sites had opportunities for families to visit campus for special events and activities with staff.  Improved publications and notification of events was mentioned, as well as varying meeting dates and times to allow more options for parents and families to participate.  Additional support for the use of Parent Square was mentioned as a need to increase positive communications with families.|GUSD will improve engagement of underrrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by intentionally planning and communicating opportunities for participation and involvement.  Coordination and leadership of site administration, support staff, and Community Schools Coordinators did an incredible job this year to increase engagement, and through reflection and collaborative planning will undoubtedly have positive improvements in the coming year.  Ongoing parent advisory committees (ie ELAC/DELAC, School Site Councils, Community Schools Advisory, LCAP Advisory, and the Superintendent's Parent Advisory Committee) will continue to engage district staff with all community partners to improve relationships and opportunities.|GUSD's current strengths and progress in Building Partnerships for Student Outcomes are in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families, and implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.|Areas for improvement in Building Partnerships for Student Outcomes include providing families with information and resources to support student learning an development in the home.|To improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, GUSD leadership, staff, and personnel will discuss and plan to address the comments regarding a request for more parent conferences, follow up, and potential office hours with teachers for open communication, increased information to families on Special Education laws and services, and open communication on the benefits and rights all students have.  There is interest from parents to take part in academic recognitions and incentive programs, volunteering, homework support, and information on Instructional Assistants and class sizes.|An area of strength and progress in Seeking Input for Decision-Making is in building capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.  There are many opportunities for parents and families to engage.|An area for improvements in Seeking Input and Decision-Making continues to be participation.  Although there are multiple opportunities, venues, and formats to engage in decision-making, participation and attendance is relatively low.|GUSD will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making through collaborative problem solving, outreach, and use of all resources - especially those as part of the Community Schools model.  A successful initial implementation year has resulted in improved attendance and engagement that will continue into the next school year.  Schedules for events have already been developed and regular, consistent communications are underway.  Suggestions for additional improvements will be reviewed and considered, such as developing district leadership relationships at the school sites to share and receive information.|3|4|4|4|4|2|4|3|4|3|3|3|Met||2025-06-18|2025
42692110000000|Hope Elementary|3|Hope School District excels at creating a welcoming environment for our students and their families and our staff. This is evidenced by the high ratings in this area in the 2024/25 results of the CA Healthy Kids student, staff, and parent surveys as well as the Equity Praxis surveys.|We continue to strive to ensure that families who do not have English as their native language have the same access to all information and activities as our native English families do. We strive to increase the offerings of interpretation and ensure that materials shared in the district (fliers and Parent Square notices) are available in English and Spanish.|This is an area for continued focus for our district. Our strengths are that in our small school communities, families can make connections with other school community members and staff. However, language barriers still exist for some families in that we offer English and Spanish for communication, but we do have families who speak other languages. We continue to identify ways to reach all families. In the 2024/25 CHKS Parent Survey responses, it was interesting to note that our parents who have a primary language other than English reported a higher level of connectedness than our English only parents, though both groups had high ratings in this area.|We had a lower response rate to the parent version of this year's CA Healthy Kids Survey, but had a strong response to the Equity Praxis Climate Survey. Both surveys showed that parents have a positive view of the school community, including feeling very welcome at schools and felt they were valued partners. 97% of parents report attending events at their student's school.|Our area for opportunity as noted in the CHKS Parent Survey is in the district actively seeking parent input before making important decisions. While this is a strong response as compared with the state, it is still our lowest area.|We sought input in ELAC and DELAC meetings regarding how to improve family engagement. The ideas included providing more information about immigration laws and the schools. Input was also sought from the District School Site Council/LCAP Advisory group. They did not have specific suggestions for improving the current LCAP goals and actions.|An area of strength for this priority is that we offer multiple ways for parents and staff to provide input via surveys, town halls, meetings and advisory groups. This year, we added a Smart Plates committee to focus on bringing more healthy and fresh items to our food service menus.|Our focus area is offering various ways to provide input and sharing survey summaries.|We will be having listening sessions specifically with parents via our work with Equity Praxis to help identify specific ways to improve this.|5|5|5|4|4|4|5|5|4|4|4|4|Met||2025-06-09|2025
42692290000000|Lompoc Unified|3|Based on the analysis of educational partner input and local data, Lompoc Unified School District has demonstrated notable strengths and progress in building relationships between school staff and families. Feedback indicates that the district is effective in asking parents for their ideas and input on important school-related issues, which supports a collaborative school culture. LUSD also provides families with practical ideas on how to support their children’s learning at home, helping to extend learning beyond the classroom.  The district offers a variety of ways for parents to be involved, recognizing the diverse needs and schedules of families. This includes programs, conferences, and activities that are thoughtfully designed to fit family interests and availability. In addition, LUSD actively includes parents in leadership roles through participation in groups and committees that help guide school decisions. Frequent and consistent communication with parents further strengthens these relationships, ensuring families are well-informed and engaged in the educational process. These efforts collectively reflect the district’s ongoing commitment to fostering meaningful partnerships with families.|Based on the analysis of educational partner input and local data, Lompoc Unified School District has identified key areas for improvement in building relationships between school staff and families. One focus area is increasing opportunities for parents to volunteer or participate more actively in their children’s classrooms. Expanding these opportunities would strengthen family-school connections and promote greater engagement in the learning environment. Another area of improvement is enhancing the frequency and clarity of communication regarding student performance in core subjects. Providing more consistent academic updates will help families stay informed and better support their child’s learning progress.|Based on the analysis of educational partner input and local data, Lompoc Unified School District will continue to build on its strengths while focusing on improving engagement of underrepresented families. Parent surveys show high participation in school events and parent-teacher conferences, and each school site offers a range of opportunities such as family nights, biannual conferences, and monthly School Site Council and PTA meetings designed to include all families. District-level efforts such as Parent Advisory Committee meetings, English Learner Advisory Committee meetings, parent training sessions, and the Superintendent’s Equity Committee demonstrate a commitment to inclusive engagement.  To further improve relationships with underrepresented families, the district recognizes the need to strengthen two-way, bilingual communication. While ParentSquare has expanded outreach capabilities, enhancing its use to support more accessible and responsive communication—particularly for non-English-speaking families—will be a key focus. These efforts aim to ensure that all families, regardless of background, feel informed, valued, and empowered to participate in their children’s education.|Based on the analysis of educational partner input and local data, Lompoc Unified School District has demonstrated strengths and continued progress in building partnerships for student outcomes. The 2024–2025 parent survey results highlight strong parent engagement, with 85% of parents reporting participation in school meetings and activities, and 86% indicating that schools keep them well-informed about their child’s progress. These results reflect the district’s efforts to foster positive relationships between school staff and families and to maintain clear and consistent communication regarding student success.  To further strengthen these partnerships, LUSD is focusing on areas for growth, particularly at the secondary level. Efforts are underway to ensure all parents feel their students are safe at school and that staff are better equipped to understand each family’s culture, language, and educational goals. The district will continue to rely on site and district outreach consultants to make personalized connections with underrepresented families. Additionally, LUSD plans to provide training for administrators to enhance engagement strategies, ensure families understand and can exercise their legal rights, and support teachers in building effective partnerships with parents to assist with homework and postsecondary planning. These initiatives demonstrate the district’s commitment to inclusive, goal-oriented family engagement that supports student success|After analyzing parent surveys and feedback, LUSD recognizes providing safe schools that are culturally relevant and culturally responsive are the key focus areas for improvement.|LUSD will continue to use Parent Square, a communication app, to continue to improve communication about school happenings, coordination, and engagement between home and the school community.  LUSD will continue to translate our Local Board of Education Agendas into Spanish and continue to provide translation services for our board meetings. Schools around the district will continue to offer PIQE courses designed at improving parent leadership and advocacy for their children.|The strengths of LUSD is how the district utilizes electronic and paper surveys written in Spanish and English, to gather information. Also, LUSD has an active District English Learner Advisory Committee (DELAC) and LCAP Advisory Committee, who provide different perspectives and insights on planned LCAP actions and school programs for English Language Learners. Additionally, School Site Councils and Leadership Teams have a high level of input into site decision-making, family engagement activities, and celebrating student success. Superintendent Equity, Achievement, Pupil Support, and Fiscal Committees have developed plans based on educational partner input which continue to be implemented, monitored and improved.|Based on the analysis of educational partner input and local data, Lompoc Unified School District demonstrates several strengths and continued progress in seeking input for decision-making. The district effectively uses both electronic and paper surveys in English and Spanish to ensure broad accessibility and gather meaningful feedback from diverse families. LUSD also benefits from active participation in advisory groups such as the District English Learner Advisory Committee (DELAC) and the LCAP Advisory Committee, which provide valuable perspectives on programs and planned LCAP actions, particularly for English Language Learners.  At the site level, School Site Councils and Leadership Teams play a significant role in decision-making, shaping family engagement activities, and promoting student success. Furthermore, district-level committees—including the Superintendent’s Equity, Achievement, Pupil Support, and Fiscal Committees—develop and refine plans based on input from educational partners. These plans are regularly monitored and adjusted, reflecting the district’s commitment to inclusive and responsive decision-making processes.|LUSD will improve engagement of underrepresented families by increasing access, such as clear communication and trying to provide translation services at all meetings and committees,  for underrepresented parents groups to participate in policy and program development. Furthermore, we will continue to involve our Outreach Liaisons and School District Social Workers in making lasting and meaningful connections with our families while we transition some of our schools into Community Schools.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
42692290116921|Manzanita Public Charter|3|- Communicating with families via ParentSquare - Providing families with a calendar of events - Providing all written communication in both English and Spanish - Holding parent conferences and SST meetings - Inviting parents to attend and participate in school functions - Providing more opportunities for parents to be on campus|- Communicating with families via social media - Sending updates of classroom occurrences - Communicating updates on behavior and grades - Providing frequent positive communication - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Ensuring underrepresented families feel included in district parent activities and decision making - Providing resources to help families guide their children academically|- Working regularly with community partnership programs and organizations - Offering more sports activities - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program - Connect families to outside support organizations - Providing workshops for parents|- Communicating with families via ParentSquare - Providing families with a calendar of events - Setting up open lines of communication with all stakeholders - Being present and positive at drop off and pick up - Hiring, training, and retaining staff with the best interests of students and families - Providing professional development for all staff|- Communicating with families via social media - Sending updates of classroom occurrences - Communicating updates on behavior and grades - Hosting family night activities - Working regularly with community partnership programs and organizations - Creating an anti-bullying environment - Utilizing the community liaison to reach out to underrepresented families - Ensuring underrepresented families feel included in district parent activities and decision making - Providing resources to help families guide their children academically|Participating educational partners identified no needed actions - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Offering more sports activities - Continuing to serve underrepresented populations through the adult education program - Connect families to outside support organizations - Providing workshops for parents|- Holding parent conferences and SST meetings - Holding regular School Site Council Meetings|- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Working regularly with community partnership programs and organizations - Utilizing the community liaison to reach out to underrepresented families - Continuing to serve underrepresented populations through the adult education program|- Providing workshops for parents on School Site Council purpose and rules - Providing workshops for parents on ELAC and DELAC purpose and rules|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
42692450000000|Los Olivos Elementary|3|Los Olivos Schools main focus is on relationship building with all constituents and evidence of that can be seen on how many parent volunteers help out in the classroom, are involved in our PTA called the Spartan Alliance, and our Los Olivos Foundation. The Foundation is the parent led  fundraising arm which allows our school to purchase new technology every year, as well as subsidizing middle school elective offerings to our middle school. Lastly, on our LCAP survey, 96.77% of families (30 out of 31 respondents) reported that they feel they can communicate with the Principal when needed—reflecting a high level of trust and connection between families and school leadership. Our SST meetings and reclassification meetings are 100% in terms of parent participation. Parent/teacher conferences are held twice a year for grades TK-5, and once a year for grades 6-8 with 100% parent participation. Additionally, middle school families (grades 6–8) are encouraged to request a spring conference if additional follow-up or discussion is needed.|This school year, we implemented a Leadership Team consisting of the Principal, School Secretary, Fiscal Specialist, Human Resources Director, and one elementary and one middle school teacher. This team has been a game changer for our school community—dramatically improving communication, transparency, and overall school culture. Regular meetings have created a space for open dialogue, collaborative problem-solving, and shared decision-making. In terms of student support, we are proud to be fully staffed with a School Psychologist dedicated to serving our special education students, as well as a Licensed Marriage and Family Therapist (LMFT) available to support our general education students as needed. This ensures that all students have access to mental health support when social or emotional needs arise. Our teachers hold daily morning meetings where they check in with students and monitor their well-being. If a student appears to need additional support, teachers often refer them directly to our LMFT—helping to provide immediate and meaningful interventions. We are also entering our 6th year of partnership with Care Solace, a vital resource that helps connect students, staff, and family members to outside mental health and wellness services. This partnership plays a key role in providing wraparound care for our entire school community. Together, these efforts reflect our strong commitment to fostering a safe, supportive, and connected learning environment for all.|We will continue to use ParentSquare as our primary platform for communication between school and home. Currently, 100% of our families have access to ParentSquare, ensuring consistent and timely communication. Every message is translated into Spanish, allowing all families to stay informed and engaged, regardless of language. The principal is bilingual and plays an active role in building relationships with our Hispanic families, often engaging with them directly in their native language to foster trust, inclusion, and partnership. We hold parent-teacher conferences twice a year for students in grades TK–5 and once annually for students in grades 6–8. We are proud to maintain 100% parent participation in these conferences. Additionally, middle school families (grades 6–8) are encouraged to request a spring conference if additional follow-up or discussion is needed. These practices reflect our ongoing commitment to transparent, inclusive, and proactive family engagement.|Based on educational partner input and local data analysis, Los Olivos School District has made strong progress in building partnerships that support student outcomes. One of our key strengths is the professional development we provide for staff, which directly aligns with identified student needs and instructional priorities. This year, we offered targeted training and mentoring in the areas of: Standards-Based Grading, The Science of Reading, and Response to Intervention (RTI) in English. These initiatives have strengthened instructional practices and led to measurable improvements in student achievement and engagement. By investing in educator capacity and aligning training with research-based strategies, we have enhanced our ability to respond to student needs and foster meaningful academic growth.|Based on input from educational partners and an analysis of local data, one of our key focus areas for improvement is in strengthening and expanding family partnerships related to student social-emotional well-being. Over the past year, we made progress by sending out monthly Care Solace flyers and newsletters through ParentSquare, each highlighting a different social-emotional topic. All communications were shared in both English and Spanish to ensure accessibility for all families. Additionally, insights gained through daily morning meetings with students have helped us identify those in need of emotional support. When appropriate, we proactively inform families about these concerns and offer referrals to our on-site Licensed Marriage and Family Therapist (LMFT) or Care Solace for further support. Moving forward, we aim to deepen engagement with families around mental health and wellness by increasing opportunities for two-way communication, outreach events, and education on available resources, helping to build trust and collaboration that further support student outcomes.|Based on the self-reflection process and local data, Los Olivos School District is committed to improving engagement with underrepresented families by using a personalized, relationship-based approach. As a small school and close-knit community, we know our underrepresented families individually and make intentional efforts to connect with them. We use ParentSquare for consistent communication in both English and Spanish, and our bilingual Principal regularly reaches out by phone—not just to report concerns, but also to celebrate student successes, building trust and positive relationships. To improve accessibility, we have adjusted our parent/student conference schedules to offer evening appointments, making it easier for working families to attend. In addition, translators are always available to ensure that every parent can participate fully and meaningfully in conversations about their child’s learning and growth. These efforts reflect our ongoing commitment to equity, inclusion, and meaningful family engagement in support of student success.|Los Olivos School District has demonstrated strong progress in seeking and incorporating educational partner input into decision-making processes. At the start of the school year, the Spartan Alliance hosted Morning Coffee with the Principal, providing a welcoming opportunity for families to hear about the school’s vision and to share their feedback directly with school leadership. This event helped set a tone of openness and collaboration for the year. The Principal also maintains an open-door policy, fostering accessibility and responsiveness. According to a recent survey, 96.77% of families (30 out of 31 respondents) reported that they feel they can communicate with the Principal when needed—reflecting a high level of trust and connection between families and school leadership. To ensure broader input in decision-making, the district also distributes both the LCAP Survey and the California Healthy Kids Survey to students, staff, and families. These tools provide valuable data that help guide strategic planning and support student well-being. These practices reflect the district’s ongoing commitment to transparency, responsiveness, and inclusive stakeholder engagement.|The Los Olivos faculty and staff have asked for more communication from the Principal, so this school year, we implemented a Leadership Team consisting of the principal, school secretary, fiscal specialist, human resources director, and one elementary and one middle school teacher. This team has been a game changer for our school community—dramatically improving communication, transparency, and overall school culture. Regular meetings have created a space for open dialogue, collaborative problem-solving, and shared decision-making.There is also an agenda that is available for the first Thrusday of the month whcih serves as our faculty and staff meeting. The Principal will also meet bi-weekly with the administrative team.|Based on the self-reflection process and analysis of local data, Los Olivos School District is taking deliberate steps to improve engagement with underrepresented families in the decision-making process. To remove common barriers to participation, we have begun offering parent-teacher conferences during evening hours, making it easier for working families to attend without conflict with their job schedules. Additionally, we have secured on-site babysitting during these conference times, ensuring that families with young children can participate without added stress. The bilingual Principal maintains an open-door policy, making him approachable and available to all families, including those who may not feel comfortable navigating traditional school systems. The school secretary also supports communication efforts by sending out weekly ParentSquare messages, all of which are translated from English to Spanish to ensure accessibility and inclusion. These targeted efforts are designed to foster greater trust, access, and involvement from our underrepresented families, ensuring their voices are heard and valued in school decision-making processes.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
42692520000000|Montecito Union Elementary|3|Each year Montecito Union School surveys every parent in the district to assess parent satisfaction, parent engagement, and seek input and feedback on the school's direction and decisions. The survey is refined annually to seek information on current and future needs and issues. These results are presented to the school board annually.  There is generally high praise for our academic programs, curriculum, character work, and learning environment.  97% of families agree or strongly agree that they feel invited to be part of the MUS community.  Administration is consistently rated at or near 100% in being approachable and responsive to needs|"As scores are incredibly high there are not major areas of need to improve relationships with school staff and families.  The survey data indicates fewer ""strongly agree"" responses in questions related to the school board, so that will continue to be an area we focus on.  The Board has made strides through strong digital communication and offering in person office hours"|MUS will continue to offer translation services when needed.  The work of the Diversity Club will also work to to continue to welcome and invite underrepresented families|Each year Montecito Union School surveys every parent in the district to assess parent satisfaction, parent engagement, and seek input and feedback on the school's direction and decisions. The survey is refined annually to seek information on current and future needs and issues. These results are presented to the school board annually.  There is generally high praise for our academic programs, curriculum, character work, and learning environment.|We will continue to work on our world language programs to define expectations and ensure we continue to provide high-quality instruction.  98% of parents are satisfied with their child's education.|MUS will continue to work with the school board, teachers and diversity club to ensure we build partnerships with underrepresented families.|The school follows all required protocols for things like LCAP, etc.  Board meeting agendas and commentaries are emailed to all families in advance of meetings, board office hours are held each month, and the superintendent and principal have monthly office hours to seek input in decision-making.  In addition, specialized committees are created on a regular basis to inform decisions.  The annual survey also provides specific feedback for many school programs.  This year we also included numerous stakeholders in our strategic planning process|The District currently does this very well according to survey data so will continue the same efforts it has made in the past.|Specific proactive outreach will take place for any families with language barriers.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
42692600000000|Orcutt Union Elementary|3|"Relationships between school staff and families are a strength in the Orcutt Union School District. In a parent/guardian survey done for the 2025 LCAP, 93.4% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 86.8% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good.""  The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish or other language of choice. Principals, teachers, and office staff are well versed in how to post news and announcements on Parent Square, and the platform translates into the recipient’s preferred language. In the past three years schools have been relying more on posts for specific groups and direct messages to parents as opposed to ""blasts"" to the school population at large. For 2025-2026, the district plans to utilize Parent Square's Attendance Plus Program for ongoing and specifically targeted communication, encouragement, and accountability for families of students with attendance challenges. Attendance Plus integrates with the Aeries student information system to identify at-risk students through daily attendance analysis, enabling immediate, tier-driven family outreach and intervention tracking.  Schools work to create welcoming environments for families. Parent-teacher conferences are held early in the year so teachers and parents can establish rapport. Community liaisons reach out to parents who speak Spanish to offer ongoing support.  School events are well attended. Parents serving as PTA or PTSA presidents report that interest in school and family events is strong but at the same time there are fewer parent volunteers. So parent leaders are interested in having more family events and showcases on campus so more parents can see school and PTA/PTSA programs and hopefully become more involved.  The district is working to build relationships between school staff and families even before students attend school. To this end, the district organized an informational event for incoming TK and K parents on May 21, 2025. Held at Joe Nightingale School, the event included a presentation on the district's TK/K program and visits to classrooms at those grade levels. The event drew a turnout of over 150 attendees, including many from non-English-speaking families, and parents reported that it gave them a sense of comfort about the educational program their children will be experiencing in 2025-2026. The district is planning to hold the event at another elementary site in Spring 2026."|"The third practice above -- ""supporting staff to learn more about each family's strengths, cultures, languages and goals for their children"" -- is a focus area for our district. Our percentage of unduplicated students continues to increase (now over 65%), and we can do more to be sensitive to poverty, language differences, transience, trauma, homelessness, and other conditions our students and families face."|"The Orcutt Union School District has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" Applicable LCAP actions include the following: - Action 4.1 School-Home Communication Platform - Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement - Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families - Action 4.4 Support for Foster/Homeless Families - Action 4.5 Parent/Family Education Events"|Parents largely are very appreciative of their children's school and are complimentary of school staff. Parents indicate that teachers and staff at schools are responsive and helpful and will listen to parent concerns. One of the district practices most instrumental in supporting partnerships around student outcomes is the district's fall parent-teacher conferences. All parents/guardians are expected to attend, and the conferences are held early in the school year (in late September) so teachers and parents can review student progress to date and collaborate on goals for the school year.  The district Educational Services and Special Education departments plan trainings and workshops that help parents to support their children's learning and development. For the past two school years the Educational Services team planned a series of family math nights -- one at each elementary site -- that engaged students and parents in math games, puzzles, and challenges. The nights were well attended and well received, and they will continue in 2025-2026.  During the 2024-2025 school year the district organized seven parent education nights on pertinent topics such as what parents should know about artificial intelligence, setting limits to cellphone/social media use, tobacco use prevention, and human trafficking. The evening on human trafficking, with a local California Highway Patrol officer presenting, was particularly well attended, drawing nearly 40 parents and community members.  In Spring 2025, all district schools were awarded Purple Star School recognition by the California Department of Education for meeting multiple criteria for serving and supporting military connected students and their families. The district serves over 230 military connected students, and our community takes pride in this recognition.  At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers.|"The second practice above -- ""providing families with information and resources to support student learning and development at home"" is a focus area for the district, and progress in this area was made in 2024-2025. After considerable work in the fall, the district adopted a new logo, new tagline (""Where excellence shines and community thrives""), and key messages, and the refreshed district brand has been well received. The district website (https://www.orcuttschools.net/) has been completely revamped using the Parent Square website development platform. Considerable time has been invested in informational resources for families. Additionally, special web pages have been created to communicate about specific initiatives (i.e., for school boundary adjustments for 2025-2026, the Phone-Free Schools Act committee, etc.). The district sent home a Welcome Back Family Toolkit guide (in English and Spanish) to all families at the beginning of the school year. The guide includes important dates and information on school meals, Campus Connection and ASES childcare, bus transportation, Parent Square, Aeries, Clever, district-issued technology, health services, and more.  In 2025-2026 the district plans to produce videos that highlight district programs from a lens of what parents need to know."|"As mentioned above, the Orcutt Union School District has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to building partnerships for student outcomes include the following: - Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement - Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families - Action 4.4 Support for Foster/Homeless Families - Action 4.5 Parent/Family Education Events"|The district frequently surveys parents to gather input. This typically is done in association with the development of state and federal plans (i.e., LCAP), but the district also has surveyed parents on enrollment preferences, cellphone restrictions, summer programming, and more. Schools also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school.  Parents play a strong role in school and district groups such as School Site Councils, school English Learner Advisory Committees, the District English Learner Advisory Committee, the parent/superintendent group, and the district strategic planning group. The district can generate countless examples of how parent input made an impact on school and district plans.  Finally, student input is valued. In association with the development of the district LCAP, the district meets with student groups to seek a student perspective on how the district can improve academic programs, school climate, and services to unduplicated students.|"The first practice above -- ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making"" -- is a focus area for the district. On October 15, 2024, school and district administrators participated in a training given by colleagues from the Santa Barbara County Education Office on best practices for engaging parents in advisory groups such as School Site Councils and English Learner Advisory Committees. The training was well received and has served as a point of reference for the district's work to seek input for decision-making."|"As mentioned above, parent engagement is part of the LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to seeking input from parents and families in decision making include the following: - Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement - Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families - Action 4.5 Parent/Family Education Events"|4|4|3|4|3|4|4|4|4|3|4|3|Met||2025-06-18|2025
42692600116434|Orcutt Academy Charter|3|"Relationships between school staff and families are a strength at the Orcutt Academy. In a parent/guardian survey done for the 2025 LCAP, 85% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 85% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good.""  The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish or other language of choice. Principals, teachers, and office staff are well versed in how to post news and announcements on Parent Square and how to message individual parents/guardians. For 2025-2026, the district plans to utilize Parent Square's Attendance Plus Program for ongoing and specifically targeted communication, encouragement, and accountability for families of students with attendance challenges. Attendance Plus integrates with the Aeries student information system to identify at-risk students through daily attendance analysis, enabling immediate, tier-driven family outreach and intervention tracking.  Schools work to create welcoming environments for families. At OAK-8, parent-teacher conferences are held early in the year so teachers and parents can establish rapport. OAHS holds an event for incoming ninth graders and their families before the school year begins.  School events are well attended. Parents serving as PTSA presidents are interested in having family events and showcases on campus so more parents can see school and PTSA programs and hopefully become more involved.  Because Orcutt Academy needs to recruit new enrollees each school year, the information nights and campus tours it holds leading up to the annual enrollment lottery serve to build relationships between school staff and families even before students attend OAHS or OAK-8. At information nights, which are held virtually to make it more convenient for prospective families to attend, school administrators describe school programming and take questions. At campus tours, prospective families visit classrooms, cafeteria, gym, and other key parts of the OA site. Both these events help prospective families feel connected to the OA Spartan Family even before they officially become part of it."|"The third practice above -- ""supporting staff to learn more about each family's strengths, cultures, languages and goals for their children"" -- is a focus area for our school and district. Orcutt Academy's percentage of unduplicated students continues to increase (now over 51%), and we can do more to be sensitive to poverty, language differences, transience, trauma, homelessness, and other conditions our students and families face."|"The Orcutt Academy has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" Applicable LCAP actions include the following: • Action 4.1 School-Home Communication Platform • Action 4.2 Improved Marketing and Accessibility of District and School for Parent and Community Engagement • Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families • Action 4.4 Support for Foster/Homeless Families • Action 4.5 Parent/Family Education Events"|Parents largely are very appreciative of their children's school and are complimentary of school staff. Parents indicate that teachers and staff at OA are responsive and helpful and will listen to parent concerns. At OAK-8, one of the practices most instrumental in supporting partnerships around student outcomes is fall parent-teacher conferences. All parents/guardians are expected to attend, and the conferences are held early in the school year (in late September) so teachers and parents can review student progress to date and collaborate on goals for the school year.  The district Educational Services and Special Education departments plan trainings and workshops that help parents to support their children's learning and development. For the past two school years the Educational Services team planned a series of family math nights -- one at each elementary site -- that engaged students and parents in math games, puzzles, and challenges. The nights were well attended and well received, and they will continue in 2025-2026.  During the 2024-2025 school year the district organized seven parent education nights on pertinent topics such as what parents should know about artificial intelligence, setting limits to cellphone/social media use, tobacco use prevention, and human trafficking. The evening on human trafficking, with a local California Highway Patrol officer presenting, was particularly well attended, drawing nearly 40 parents and community members. The SOAAR Foundation organized speaker events at OAHS featuring Cal Poly President Dr. Jeffrey Armstrong and Allan Hancock College Superintendent/President Dr. Kevin Walthers. Both evenings were well attended and well received.  In Spring 2025, all district schools including OA were awarded Purple Star School recognition by the California Department of Education for meeting multiple criteria for serving and supporting military connected students and their families. The district serves over 230 military connected students, and our community takes pride in this recognition.  At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers.  On June 6, 2025, OA live-streamed its high school graduation for the first time. The initiative was well received, as there were nearly 200 connections to the live event feed on YouTube and 1,000 views of the recorded video in the days following the graduation. Live-streaming has great potential to increase engagement in our school.|"The second practice above -- ""providing families with information and resources to support student learning and development at home"" is a focus area for the district, and progress in this area was made in 2024-2025. After considerable work in the fall, the district adopted a new logo, new tagline (""Where excellence shines and community thrives""), and key messages, and the refreshed district brand has been well received. The district website (https://www.orcuttschools.net/) has been completely revamped using the Parent Square website development platform. Considerable time has been invested in informational resources for families. Additionally, special web pages have been created to communicate about specific initiatives (i.e., for school boundary adjustments for 2025-2026, the Phone-Free Schools Act committee, etc.). The district sent home a Welcome Back Family Toolkit guide (in English and Spanish) to all families at the beginning of the school year. The guide includes important dates and information on school meals, Campus Connection and ASES childcare, bus transportation, Parent Square, Aeries, Clever, district-issued technology, health services, and more.   In 2025-2026 the district plans to produce videos that highlight district programs from a lens of what parents need to know."|"As mentioned above, the Orcutt Academy has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to building partnerships for student outcomes include the following: • Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement • Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families • Action 4.4 Support for Foster/Homeless Families • Action 4.5 Parent/Family Education Events"|The Academy frequently surveys parents to gather input. This typically is done in association with WASC self-study work and the development of state and federal plans (i.e., LCAP), but the district also has surveyed parents on summer programming, dress guidelines, cellphone restrictions, and more. OAHS and OAK-8 also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school.  Parents play a strong role in school and district groups such as the School Advisory Council, the District English Learners Advisory Council (DELAC), the district parent/superintendent group, and the district strategic planning group. The school can generate countless examples of how parent input made an impact on school and district plans.  Finally, student input is valued. In association with the development of the Orcutt Academy LCAP, the assistant superintendent responsible for the LCAP meets with student groups to seek a student perspective on how the district can improve academic programs, school climate, and services to unduplicated students.|"The first practice above -- ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making"" -- is a focus area for the district. On October 15, 2024, school and district administrators participated in a training given by colleagues from the Santa Barbara County Education Office in best practices for engaging parents in advisory groups such as School Site Councils and English Learner Advisory Committees. The training was well received and has served as a point of reference for the district's work to seek input for decision-making."|"As mentioned above, parent engagement is part of the LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to seeking input from parents and families in decision making include the following: • Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement • Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families • Action 4.5 Parent/Family Education Events"|4|4|3|4|3|3|4|4|3|3|4|3|Met||2025-06-18|2025
42693100000000|Santa Maria Joint Union High|3|The District administers an annual social-emotional survey to parents, students and staff. The data from the fall 2024 surveys indicated that 57% of students have positive perceptions of the overall social and learning climate of the schools. Another area of focus is families' perceptions of school support and this year's data tells us that 80% of families feel that there is strong school support. Although there was a 6% increase about students' perceptions of belonging, it was 36% during 2024-25, we know this is a important area of growth because there is a need for a much higher sense of belonging in order for our students to have higher levels of success in our schools.|The district is taking proactive steps to address student engagement and foster better relationships within the school community through effective communication. Establishing strong relationships aligns with research indicating that positive communication is essential for academic success and overall well-being. Relationships between school staff and families have been improving and will continue to be a priority. Analyzing our data shows us that 50% of communication comes from text messages, while 20% comes from individual phone calls, and 6% comes from our Parent Square system. We want to use these and on-site face-to-face meetings to strengthen the ties between our schools and our educational partners so collaboration increases. This collaboration is crucial for creating a supportive environment where students can thrive. The decision to conduct surveys during the 2024-25 demonstrates a commitment to gathering data and using it to inform decision-making. This data-driven approach allows the district to identify areas for improvement and implement targeted communication and strategies to build trust and strengthen relationships within the school community.|SMJUHSD's capacity to build trust through its relationships with partners is developed through educational partnership collaboration. The staff has participated in school-sponsored parent events, parent/guardian conferences, parent advisory meetings, supporting student achievement, and supporting student events. The Parent Advisory Committee for English, Spanish, and Mixteco speaking families participated in several meetings to discuss the development of the 2025-26 LCAP. We continued to use a strong involvement process for completing the annual updates for families to express their ideas. The District's Parent Engagement Coordinator facilitated a variety of parent activities. The Parent Engagement Coordinator also implemented the Family Resource Center for the 2024-25 school year. Parents have participated in a variety of training such as navigating immigration-related topics, college and career presentations from AHC, STEM, SEL, PIQE, ESL classes, the MRC and STEM Program in Spanish, Mixteco, and English. The District continued to use the Parent Mixteco Advisory Committee where Mixteco speaking parents continued to learn about safe communities, parent communication, parent advocacy, and mental wellness support. The District's dedication to creating an inclusive and supportive learning environment where every student and family feels respected, supported, and empowered to succeed. By recognizing and embracing the strengths, cultures, and goals of its community members, the District is laying the foundation for a more equitable and thriving school community. Some initiatives that have happened during the 2024-25 school year consist of the continuation of a strong Ethnic Gender Studies program with an introductory course for all current 9th-grade students at each site, expansion of services for Mixteco speaking families and the use of Wellness Centers that provide students with access to mental health support, resources, and interventions, fostering a positive school climate and promoting academic success. Additionally, the District's commitment to effective communication with partners is done with the utilization of ParentSquare and is a proactive step toward ensuring inclusivity and accessibility. Providing information and updates in three language through Parent Square ensures that parents/guardians from diverse linguistic backgrounds can access important information. This promotes inclusivity and helps bridge language barriers, allowing all families to stay informed and engaged in their children's education. By inviting educational partners to participate in various committees and meetings, such as District Board meetings, English Language Advisory Committee, Migrant Parent Advisory Committee, and Parent Advisory Committee meetings, the District demonstrates a commitment to involving families in decision-making processes. This fosters collaboration, transparency, and partnership between the District and the community.|The process for monitoring student progress and involving families in the educational journey is essential for fostering student success and building a strong school community. Providing teachers and administrators with progress monitoring reports throughout the year enables them to track student performance, identify areas of strength and growth, and tailor instruction accordingly. As part of our Curriculum Alignment Project (CAP) and Guidance Alignment we began to have Data Reflection Sessions (DRS) where we analyzed the results of the Cycle/Unit assessments so we could share best practices and track the success of all students so we could help them succeed. District-wide our ELA 1-3 and Integrated Math 1 teams saw incremental increases that saw their strongest results during the 4th cycle assessment. By using data to inform instructional decisions, educators can provide targeted support to meet the diverse needs of students. The District's commitment to supporting parent advocacy and engagement is evident through the various parent meetings held at both the school site and district levels. These meetings, including the English Language Advisory Committee, School Site Council, school-wide meetings, and various parent engagement meetings, provided opportunities for parents/guardians to voice their perspectives, contribute to decision-making processes, and actively participate in the school community. By offering a range of parent meetings and engagement opportunities, SMJUHSD ensures that parents/guardians can participate in forums that align with their interests, concerns, and language preferences. By working together with parents/guardians/ families as partners in education, the District fosters a shared commitment to student success and well-being.|The data from the 2024-25 Panorama survey reflects the District's dedication to fostering a positive school climate, supporting students' holistic development, and promoting a growth mindset among students. By continuing to prioritize actions outlined in the LCAP and using data to inform decision-making, the SMJUHSD will further enhance the educational experiences and outcomes of all students. Based on the Fall 2024 Panorama survey data, 77% of participants believe that students are somewhat to well-prepared to begin the school year. We know there is room for growth on this indicator, but it is something to build on. SMJUHSD offers various forms of support, including in athletics, activities, and visual performing arts. These actions contribute to creating a positive school culture and providing students with opportunities for engagement, personal growth, and self-expression outside of the classroom. Participation in extracurricular activities such as sports, clubs, and arts programs can help students develop confidence, leadership skills, and a sense of belonging.|Santa Maria Joint will continue to administer climate surveys and leverage survey data to inform strategies for improving student outcomes and commitment to continuous improvement. Holding regular advisory committees to solicit input from students and parents/guardians/families ensures that their voices are heard in decision-making processes. The District's commitment to administering climate surveys, engaging educational partners through advisory committees, and using data to inform decision-making reflects a proactive and collaborative approach to improving student outcomes and supporting an inclusive school community. We will continue to provide translation in Spanish and Mixteco to ensure that parents are communicated with in a language they understand and we will make appropriate adjustments as needed.|SMJUHSD's approach to seeking input for decision-making is by facilitating engaged dialogue with educational partners, including staff, students, and families. During our fall 2024 survey we learned that 89% of participants feel that the schools effectively adapt to meet the diverse needs of students. Conducting surveys in the fall each year allows the District to gather feedback from educational partners on various aspects of the school environment, including academic programs, school climate, and students' diverse needs. Holding Parent Advisory meetings to discuss the implementation of the LCAP and collaborate on improvement as well as providing opportunities for students to participate in meetings with the Superintendent to share their information and suggestions for improving school sites and how our students feel in our schools. By involving families in discussions about school policies, programs, data, and resources, we ensure that their voices are heard and valued in shaping the educational experience for all students.|Based on the previous data about our communication with families, we know that one of our strengths is face-to-face communication during various site and district meetings, and this is supported by text messages, individual phone calls and our Parent Square messages. SMJUHSD's school sites engage families in the decision-making process through school site council meetings, shared decision making meetings, English Language Advisory Committee meetings, and other advisory groups. Families also participate in District advisory groups, such as the Parent Advisory Committee, District English Language Parent Advisory Committee, and the District English Language Advisory Committee. The District actively engaged parents/guardians in the decision-making process in reviewing goals and actions for the 2025-26 LCAP. The District will continue to collaborate with school sites to improve engagement through initiatives like evening meetings led by the counseling team and other district-run meetings that provide information on community support programs.|SMJUHSD will continue to engage underrepresented families through in-person meetings and enriched decision-making processes that contribute to a more inclusive, equitable, and responsive educational environment where all students and families have the opportunity to thrive. In-person meetings where translation in Spanish and Mixteco provides underrepresented families with a platform to learn about important issues, voice their opinions, and advocate for the needs of their children and communities. We provide child care and food so parents can attend these meetings and still meet the evening obligations that they have to their children and families. These meetings can also serve as platforms for skill development among underrepresented families, equipping them with the knowledge, resources, and tools to advocate for their children's educational rights and navigate the school system more effectively.|4|4|5|5|4|4|5|5|5|5|4|4|Met||2025-06-13|2025
42693280000000|Santa Ynez Valley Union High|3|The Santa Ynez Valley Union High School District has made clear progress in seeking input for decision-making by establishing consistent and inclusive structures for educational partner engagement. Advisory groups at parent meetings, District English Learner Advisory Committee (DELAC), and student leadership teams meet regularly and provide meaningful contributions to planning and decision-making processes, including the development of the LCAP. The district offers multiple channels for feedback—such as surveys, focus groups, and public meetings—which help capture a range of perspectives from families, students, and staff. Notably, survey data shows an increase in the percentage of families who agree that the district seeks their input, rising from 60% to 74.4%. This improvement reflects growing trust and a sense of inclusion among families. Additionally, the district is committed to transparency by sharing how educational partner input influences decisions, helping to strengthen two-way communication and build stronger partnerships between the school and its community.|Based on the analysis of educational partner input and local data in the 2025–26 LCAP, the Santa Ynez Valley Union High School District has identified key areas for improvement in building relationships between school staff and families. Although overall satisfaction with engagement efforts has increased, the parent survey response rate remained low at 19%, indicating a need for improved outreach strategies and more inclusive data collection methods to ensure a broader range of family voices are represented. Staff also observed that some parent groups—particularly families of unduplicated students and students with disabilities—remain less engaged, highlighting the importance of developing tailored outreach approaches and offering flexible engagement formats such as hybrid or asynchronous options. Additionally, while events like Back to School Night were well attended, the district recognizes the need to foster ongoing participation beyond single events. As a result, a new metric was introduced to track the percentage of families attending four or more events, with a goal of encouraging more consistent and meaningful involvement. These focus areas reflect the district’s commitment to deepening relationships with all families through inclusive and sustained engagement practices.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District will improve engagement of underrepresented families by implementing more targeted and accessible outreach strategies. The district plans to expand its use of hybrid and asynchronous formats for parent education events to accommodate diverse family schedules and needs. Additionally, it will continue to prioritize families of unduplicated students and students with disabilities in engagement efforts, including through partnerships with community organizations that offer culturally responsive support services. The district also introduced a new metric to track participation in multiple events throughout the year, which will help evaluate and guide efforts to foster more consistent and meaningful involvement from underrepresented families. These actions are aimed at ensuring that all families feel welcomed, informed, and empowered to participate in their child’s education.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District has made notable progress in building partnerships that support student outcomes. The district expanded opportunities for families to engage in events that highlight student learning and success, such as open house nights, student performances, and college readiness workshops. Parent education programs focused on curriculum, postsecondary planning, and wellness topics were offered throughout the year, helping families better understand how to support their students. Survey results indicate a rise in the percentage of parents who feel the district seeks their input, suggesting that communication and trust between schools and families are improving. Collaboration with community organizations also strengthened support systems for students, particularly for those from underrepresented backgrounds. These efforts reflect the district’s ongoing commitment to involving families as active partners in student achievement.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District has identified several focus areas for improvement in building partnerships for student outcomes. One key area is increasing participation in parent education programs, as attendance at some events was lower than expected despite relevant content. The district also aims to better engage families who are not currently participating, particularly those of unduplicated students and students with disabilities. This includes exploring more accessible event formats and improving outreach to ensure all families have the information and support needed to help their students succeed. Additionally, the district recognizes the need to build more consistent two-way communication to strengthen the connection between home and school in support of learning.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District will improve engagement of underrepresented families by offering more flexible and accessible opportunities for involvement. This includes providing parent education events in hybrid or asynchronous formats to accommodate varying schedules and family needs. The district will continue collaborating with community organizations to provide targeted support services that address academic, social-emotional, and postsecondary planning needs, particularly for families of unduplicated students and students with disabilities. In addition, the district will enhance outreach strategies to ensure families who have not historically participated feel welcomed and informed, with the goal of fostering more consistent engagement in activities that directly support student success.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District’s current strengths in seeking input for decision-making include a well-established structure for engaging a range of educational partners. The district consistently involves advisory groups such as the District English Learner Advisory Committee (DELAC) and student groups in key decisions, including the development and refinement of the LCAP. Feedback is gathered through multiple channels, including annual surveys, focus groups, and public meetings, allowing for a broad collection of perspectives. Survey data shows a positive trend, with a growing percentage of families reporting that their input is actively sought and valued. This reflects the district’s commitment to transparent, inclusive decision-making processes that elevate the voices of students, staff, and families.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District has identified several focus areas for improvement in seeking input for decision-making. A primary area is increasing participation in surveys and advisory groups, particularly among underrepresented families, as the parent survey response rate remained low at 19 percent. Additionally, while multiple opportunities exist for input, the district recognizes the need to ensure that these opportunities are more accessible and better communicated to families who may not currently engage. Strengthening follow-up and transparency about how input is used in decision-making is another area for growth, as some educational partners expressed a desire for more clarity on how their feedback influences outcomes. These focus areas reflect a need to deepen inclusivity and responsiveness in engagement practices.|Based on the analysis of educational partner input and local data, the Santa Ynez Valley Union High School District will improve engagement of underrepresented families in seeking input for decision-making by expanding outreach methods and increasing the accessibility of engagement opportunities. The district plans to offer meetings and surveys in multiple formats, including virtual and asynchronous options, to better accommodate diverse family schedules and preferences. It will also work to build trust and awareness through more personalized communication strategies, including direct outreach from trusted school staff and community partners. Additionally, the district will improve how it shares the impact of educational partner feedback, helping families understand how their input influences school and district decisions. These efforts aim to ensure that all voices, especially those of historically underrepresented families, are meaningfully included in decision-making processes.|4|4|4|4|4|4|5|5|4|4|4|4|Met||2025-06-17|2025
42693360000000|Solvang Elementary|3|The action of Building Relationships Between School Staff and Families is reflected throughout the district's LCAP. Solvang School meets the standard for building relationships between school staff and families on the Dashboard. Actions that contributed to the standard being met included bilingual office staff, increased translation and interpretation support for Spanish Speaking families, the use of ParentSquare for two way communication, and strong partnerships with our Parent Foundation and Committees. Since Solvang School is committed to building relationships between school staff and families, the school offers community building events such as ice cream socials, family picnics, Dia de Los Muertos, Multilingual Celebrations, musical concerts, art shows, and color runs. Additionally, the school hosts Parent Workshops on Social Emotional Learning and cyber safety. One success is the increased communication to families and improved language access during events, in the front office support, and through interpretation and translation. Another success is the volume of participation from families at events such as picnics, color runs, and concerts.|Throughout the LCAP process in the surveys and in ELAC and LCAP PAC meetings, families were asking for an increase in campus-wide activities celebrating diversity, such as guest speakers, assemblies and increased clarity on attendance and grading. Families welcome Parent Engagement opportunities and want to partner with the school. We heard concerns regarding the school office, a need to create a welcoming environment, and concerns regarding the recording of absences. During the 24-25 LCAP process, the need to continue to cultivate a warm front office and improve on attendance response time to families emerged as a focus area for the 25-26 school year. As did the need to continue to develop multiculturalism as one of the pillars of our Dual Language Immersion Program across both the elementary and middle school.|Solvang School is a welcoming environment with opportunities for parents to participate. Additionally, the school is seeking to improve engagement of underrepresented families through the addition of a principal leader at both the lower and upper campuses and the employment of a credentialed school counselor and bilingual staff. These actions will help the school connect with the families of unduplicated pupils more effectively and empower the school to work with families to remove barriers to attendance and/or achievement. By partnering earlier and more often with families, trust can be built, support can be provided, and increased relationships and improved student outcomes will occur. The Leadership team is planning several ways to bring unduplicated families into the school and truly build relationships among educators and families, including more multicultural celebrations. The new Principals will increase communication with families.|"Ensuring all families have access to information in their preferred language is a priority for Solvang School and a strength. We are continuously striving to create more language access and inclusion for our Spanish Speaking Families. As a proud Dual Immersion School we value multilingualism. In order to meet the goal of improving student outcomes, we employ bilingual office clerks, provide interpretation and translation, and work closely with parents and school committees. We support families through two-way communication platforms that promote language access and student achievement by empowering all families as partners. Additionally the Solvang School district works closely with the Santa Ynez Valley Special Education Consortium to ensure families with children with disabilities understand their child's needs, supports, and individual education plans. Additionally, through Student Study Teams, staff and families actively engage in a collaborative process to reflect on student progress. Teacher-parent conferences also support engagement. Additionally, the School counselor actively reaches out to parents to support students and families. Annual notifications concerning parent rights, as well as at Individual Educational Plan meetings, where notification of rights is provided, seek to make parents aware of their rights and ability to advocate for their children. During the 24-25 school year, the District completed an MTSS Self-Assessment, participated in professional learning with Ricky Robertson on Essential Practices, Ready to Learn Processes, Collective Efficacy, & Collaboration Protocols. The Professional Learning supported building partnerships by having the district leadership team evaluate, develop, and implement feasible and impactful systems to support the whole child through social-emotional learning and wellness for students and adults. This Professional Learning was well received by staff and helped empower them to support students in their class and work with families. Other successes were that we doubled the number of respondents from families on the California Healthy Kids Survey, maintained bilingual front office support, provided interpretation and translation to Spanish Speaking Families at events and in meetings, and are developing the school's social media. Lastly, based on input from educational partners on the California Healthy Kids Survey, ""Parents feel welcome to participate at this school: 82% agree or strongly agree."""|The District seeks transformative input from educational partners. The authentic input we continue to receive from families through their participation in the District English Learner Advisory Committee (DELAC) and the Local Control Accountability Plan Parent Advisory Committee (LCAP PAC) led us to identify the following focus areas: increasing opportunities for in person workshops, increase parental understanding of policies, curriculum, and grading, empower families to support their students at home, and enhance principal communication.|"Goal 2 and Action 1 of the District's LCAP is designed to support all families, especially unduplicated families in building partnerships for improving student outcomes. When families are included, student outcomes are elevated. The PFCE Framework asserts that, "" When families participate in decision-making, organizing, and policy development, they strengthen their own leadership and advocacy skills. These skills can benefit their children, peers, and communities as well."" This is what the Action 2.1 Elevate Family Involvement is designed to do. The LEA will improve engagement of unduplicated pupils by increased principal communication since the district now has a dedicated principal for the elementary campus and for the middle school campus. The Principals will work with teachers, the school counselor and Superintendent to offer parent workshops on SEL, homework, grading and math. The Leadership Team will support teachers in home-school messaging and translation support at conferences."|"According to CDE, Priority 3 asks LEAs to address parental involvement and family engagement, including efforts the school district makes to seek parent input in making decisions for the school district and each individual school site, and including how the school district will promote parental participation in programs for unduplicated students (low income, foster youth and English learners) and individuals with exceptional needs."" The District seeks to involve families in decision making. The superintendent meets with Educational partners throughout the year and through the LCAP process. The District is proud of the authentic input we continue to receive from families through their participation in the District English Learner Advisory Committee (DELAC) and the Local Control Accountability Plan Parent Advisory Committee (LCAP PAC). The input received informs the District's LCAP and validates the action and the need to involve all families. These committees are a strength."|Based on data from educational partners, the focus area for improving seeking input are to continue to increase response rates on the California Healthy Kids Survey, gather input in less formal and engaging in person meetings, and to continue to provide interpretation, food, and child care at LCAP input sessions. The last area of focus which is increasing communication to families to promote decision making will be greatly enhanced by the two new principals each supporting their unique campus, students, families, and staff.|The district works closely with the Solvang School Education Foundation, District English Learner Advisory Committee, and LCAP Parent Advisory Committee to improve outcomes for learners. These committees are deeply invested in working with the school to cultivate a welcoming, engaging, and enriching environment. Goal 2 of the District's LCAP focuses on promoting engagement of families, students, and staff. The Solvang School district will improve engagement of underrepresented families in relation to seeking input for decision making by sending out robocalls, in addition to ParentSquare Messaging, providing childcare and food at meetings as appropriate, continued language access support, and through increased communication from the two new Principals and the Superintendent. The District will seek informal, as well as formal, avenues for input from underrepresented families. Lastly, ahead of the 25-26 school year the District updated the Parent/Student Handbook and  shared with all existing and new families.|4|4|4|4|4|3|4|4|3|3|3|3|Met||2025-06-25|2025
42693440000000|Vista del Mar Union|3|Vista provides multiple formal and informal ways for staff and families to develop relationships. Attendance at events is high, daily/weekly communication at drop-off is common. The retention of families is high, so the Vista staff have developed relationships with the families over many years.|Vista continues to work on ensuring that all families get school information in a format that works best for them, online, text, call, flyer, etc. We continue to ask families what works best and modify and adjust to meet individual family needs.|Based on attendance data and data on which families have accessed the different methods of communication, personal calls and texts are used to ensure that all families have access to information in a language and format that works for them.|Vista staff and families identify areas of focus for the school year at the beginning of the year and communicate regularly on how each student is progressing toward those goals. The benchmarks/goals are modified and adjusted as needed throughout the school year, based on student progress.|While families are provided information on their legal rights, Vista could do a better job of explaining these to families. In particular, the SST process and IEP process and how they differ.|Vista staff and families analyze academic and behavioral data to look for trends. Based on the results, staff work with families and explain how Vista is supporting the students and how that partnership can continue at home. If trends identify that a certain student group is not performing well, the staff collectively brainstorm interventions and implement them, while also measuring their efficacy and modifying and adjusting as needed.|Vista has weekly staff meetings where administration and staff collaborate on areas of strength and areas of concern. Strategies are identified, implemented and efficacy gauged weekly. This year we moved our staff meetings to increase staff attendance and that has improved attendance and therefore opportunities for collaboration.|Attendance at our Vista Volunteer meetings had declined at the start of the year. However, recently it has increased again. Vista continues to work to provide various ways for families to participate (in-person, via Zoom, etc.). We are seeking input also from families on the best time for events, so that we make it easier for the community to attend.|Vista is committed to providing opportunities for all to participate in the decision-making. Personal calls have proven to be impactful in ensuring that we get the opinions of all families, including those that are underrepresented. Also, administration makes it a point, to have face-to-face interactions with these families at drop-off/pick-up.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
42750100000000|Cuyama Joint Unified|3|Participating educational partners identified no current strengths|- Providing frequent positive communication - Holding parent conferences and SST meetings - Being present and positive at drop off and pick up - Providing more opportunities for parents to be on campus - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Working regularly with community partnership programs and organizations - Offering more sports activities - Creating an anti-bullying environment - Creating an environment where all students and families feel safe and respected - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families - Connect families to outside support organizations - Providing professional development for all staff|- Communicating with families via ParentSquare - Communicating with families via social media - Providing families with a calendar of events - Communicating non-curricular information to parents - Sending updates of classroom occurrences - Communicating updates on behavior and grades - Setting up open lines of communication with all stakeholders - Hosting family night activities - Hosting before and after-school social functions - Providing a variety of times for family information sessions - Being equitable in holding kids accountable for following school policies - Continuing to serve underrepresented populations through the adult education program - Ensuring underrepresented families feel included in district parent activities and decision making - Hiring, training, and retaining staff with the best interests of students and families - Providing resources to help families guide their children academically - Creating transparent plans for the future of the district / school - Providing workshops for parents|- Having friendly office staff - Being present and positive at drop off and pick up|- Providing all written communication in both English and Spanish - Holding parent conferences and SST meetings - Having friendly office staff - Being present and positive at drop off and pick up - Inviting parents to attend and participate in school functions - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Working regularly with community partnership programs and organizations - Offering more sports activities - Creating an environment where all students and families feel safe and respected|- Communicating with families via ParentSquare - Communicating with families via social media - Communicating non-curricular information to parents - Being equitable in holding kids accountable for following school policies - Continuing to serve underrepresented populations through the adult education program - Creating transparent plans for the future of the district / school - Providing workshops for parents|- Providing all written communication in both English and Spanish|- Providing families with a calendar of district meetings - Providing all written communication in both English and Spanish - Ensuring underrepresented families are present at DELAC, SSC and other committee meetings - Holding parent conferences and SST meetings - Holding regular School Site Council Meetings - Holding regular DELAC / ELAC Meetings - Working regularly with community partnership programs and organizations - Treating all families’ needs and beliefs with equal care - Utilizing the community liaison to reach out to underrepresented families|- Collecting information from families through web surveys - Continuing to serve underrepresented populations through the adult education program - Providing workshops for parents on School Site Council purpose and rules - Providing workshops for parents on ELAC and DELAC purpose and rules|3|3|3|3|3|2|3|3|3|3|3|3|Met||2025-06-24|2025
42750100138891|California Online Public Schools Central Coast|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|5|4|4|4|4|5|5|4|4|4|4|Met||2025-06-10|2025
42767860000000|Santa Barbara Unified|3|Santa Barbara Unified School District (SBUSD) continues to make meaningful progress in building relationships between school staff and families. One of the district’s key strengths is the robust network of Family Engagement Liaisons, which continues to serve as an essential support system by connecting families with vital services, ranging from food security and academic programs to mental health care and housing needs. These connections have increased family access and engagement across school communities. Educational partners, including advisory committees and parents, noted increased transparency and trust due to the district's expanded outreach and training initiatives. The district’s use of Panorama surveys twice annually has helped identify family needs and perceptions, enabling site and district leaders to adjust strategies in real time. In 2024–25, 69% (an increase of 4%) of parents reported a positive perception of the school’s social and learning climate, up from the previous year, suggesting growing confidence in the district’s efforts to create inclusive, supportive environments. SBUSD also expanded access to mental health services, particularly for socioeconomically disadvantaged students, by hiring additional clinicians and contracting outside providers. These efforts, directly informed by community feedback, support both student and family wellness and strengthen the home-school connection. Professional learning initiatives on creating affirming environments and implementing anti-bias education further reinforce a districtwide culture of inclusion and trust. Additionally, Instructional coaching and before/after-school programs reflect SBUSD’s responsiveness to educational partner input, especially in addressing the needs of unduplicated students. Overall, SBUSD’s strengths lie in its integrated approach to engagement, combining relational, academic, and wellness supports with consistent feedback loops, allowing for deeper, more effective partnerships between school staff and families.|Santa Barbara Unified School District (SBUSD) has identified several key areas for improvement in building relationships between school staff and families:  Chronic Absenteeism and Family Engagement: Chronic absenteeism remains a significant concern, particularly among students experiencing homelessness (23.3%) with a decrease of 0.1%. Educational partners emphasized the need for stronger family-school partnerships to address attendance barriers through coordinated home visits, culturally responsive outreach, and increased access to family education opportunities.  Language Access and Communication: Feedback from the District Emergent Multilingual Learner Advisory Committee (DEMLAC) and other partner groups highlighted the need for improved translation and interpretation services across all grade levels. Families requested clearer, more accessible communication from school sites and the district, particularly for non-English-speaking households, to strengthen their involvement in student learning and school events.  Inclusive Feedback Systems: Students and families expressed a desire for more structured avenues to share feedback on school climate, teacher engagement, and student experiences. The Student Advisory Council specifically advocated for earlier and stronger counselor-student connections and increased responsiveness to student and family input on school practices.  Data Transparency and Role Clarity: Advisory groups including SEAC and PAC requested clearer communication on how school and district personnel roles align with family engagement goals. Stakeholders also called for additional ways to measure the impact of outreach efforts and family partnership initiatives.  In response to these areas of need, SBUSD has embedded improvements into multiple LCAP goals and actions. These include continuing efforts to improve language access services, addressing site-level coordination around attendance and student wellness, and aligning staffing models to prioritize positions that support direct family engagement. As part of its Multi-Tiered System of Support (MTSS), SBUSD is also scaling home-school connection strategies to address chronic absenteeism, academic support, and social-emotional wellness, particularly for underserved student groups. These improvements reflect SBUSD’s ongoing commitment to building trusting relationships with families as essential partners in student success.|Santa Barbara Unified School District (SBUSD) has identified several ways it will improve engagement of underrepresented families in Building Relationships Between School Staff and Families:  1. Expanding Language Access and Communication Tools: Underrepresented families, particularly those of Emergent Multilingual Learners (EMLs), consistently voiced the need for improved translation and interpretation services. In response, SBUSD will expand access to multilingual communication tools and strengthen site-level systems to ensure families receive timely, clear information in their home language. Advisory input from DEMLAC and community surveys emphasized that enhancing language access is foundational to building trust and inclusion.  2. Enhancing Outreach for Families Experiencing Homelessness and Foster Youth: SBUSD’s data shows persistent chronic absenteeism and disengagement among students experiencing homelessness and foster youth. To address this, the district will expand home visits, individualized case management, and MTSS-aligned support through Youth Outreach Workers, Mental Health Clinicians, and Program Managers. These staff will work closely with families to remove barriers to attendance and engagement.  3. Culturally Responsive Engagement Practices: SBUSD will provide professional learning for school staff on culturally responsive communication and engagement, particularly for historically underserved families. This includes understanding the unique needs of African American, Indigenous, and Latino families, as well as developing more inclusive school environments that honor families’ cultural and linguistic backgrounds.  4. Increasing Opportunities for Family Voice and Leadership: SBUSD will expand structured opportunities for underrepresented families to engage in decision-making. This includes increasing participation in the District Emergent Multilingual Learner Advisory Committee (DEMLAC), Special Education Advisory Committee (SEAC), and school site councils. The district is also committed to creating new feedback systems that allow families to regularly share their experiences and influence program design.  5. Aligning Support Services with Family Needs: Educational partner feedback emphasized the importance of coordinating support across departments. SBUSD will align services from Family & Student Services, Educational Services, and site teams to ensure families receive holistic, integrated supports.  Through these actions, SBUSD aims to build stronger, more authentic partnerships with underrepresented families, recognizing them as essential collaborators in supporting student success.|Based on educational partner input and local data, Santa Barbara Unified (SBUSD) has made measurable progress in building partnerships that support improved student outcomes. A key strength is the district’s commitment to cultivating safe, inclusive, and engaging learning environments where students feel welcome and supported. Despite a slight increase in suspension rates, SBUSD has implemented a Multi-Tiered System of Support (MTSS), early identification of student needs, and restorative practices to address behavior and engagement proactively. These efforts have contributed to a 33% increase in favorable parent responses regarding school climate, and 66% of parents reported a positive perception of the school’s social and learning climate in 2023–24, an increase from the prior year.  The Family Engagement Unit (FEU) and Family Engagement Liaisons play a vital role in this progress by connecting families with essential services such as food security, mental health counseling, after-school programs, and housing support. Their work has deepened trust between schools and families and increased family access to academic and wellness resources. Additionally, the FEU provides ongoing training and leadership support for school and district Emergent Multilingual Learner Advisory Committees (EMLAC and DEMLAC), promoting inclusive decision-making and advocacy.  SBUSD has also expanded capacity-building efforts for educators and families, particularly to support students with disabilities, Emergent Multilingual Learners (EMLs), and socioeconomically disadvantaged students. Targeted actions include training on English Language Development (ELD) strategies, college and career readiness planning, and inclusive classroom practices.  The use of the Panorama Parent Survey twice annually allows the district to monitor and adjust actions in real time based on family feedback, especially from parents of historically underserved students. Combined with sustained advisory engagement, these systems reflect SBUSD’s strong foundation for collaborative partnerships that improve both academic achievement and student well-being.|Based on the analysis of educational partner input and local data, Santa Barbara Unified (SBUSD) has identified several focus areas for improving partnerships that support student outcomes.  A key area for improvement is the alignment of instructional supports with data-driven student needs. Educational partners highlighted the need for stronger interventions, particularly in Math and English Language Arts. To address this, SBUSD is implementing a Multi-Tiered System of Support (MTSS) that includes redesigned math support, expanded before/after school interventions, and the use of diagnostic tools like IXL to inform targeted instruction. These actions are intended to improve academic outcomes and better engage families in supporting student learning.  Another focus area is enhancing support for Emergent Multilingual Learners (EMLs). Advisory groups such as DEMLAC emphasized the need for improved English Language Development (ELD) instruction, more consistent reclassification monitoring, and expanded dual language and world language programming. SBUSD is responding by revising its EML Master Plan, training teachers in foundational ELD practices, and strengthening systems to track EML progress and communicate effectively with families.  Increased engagement of historically underserved families also remains a priority. The district is investing in leadership training for parents involved in school and district-level EMLAC groups, improving access to translation and interpretation services through the Language Access Unit, and expanding the role of Family Engagement Liaisons to ensure families, especially those of foster youth, homeless students and students with disabilities, have meaningful opportunities to participate.  Finally, SBUSD is focused on building educator capacity to support students with disabilities by providing professional development to Special Education Department Chairs, improving IEP compliance, and offering transition support to families. These efforts aim to foster collaborative partnerships that ensure all students receive the support needed to meet academic, behavioral, and postsecondary goals.|Based on the analysis of educational partner input and local data, Santa Barbara Unified (SBUSD) is taking several strategic steps to improve the engagement of underrepresented families in building partnerships for student outcomes.  A central strategy is the expansion of Family Engagement Liaisons, who serve as trusted connectors between schools and families, particularly those of homeless students, foster youth, Emergent Multilingual Learners (EMLs), and socioeconomically disadvantaged students. These liaisons will provide consistent, site-based outreach, helping families navigate educational systems, access community services, and participate meaningfully in school activities.  To reduce barriers to engagement, SBUSD will enhance its Language Access Unit to ensure all families receive timely and high-quality interpretation and translation services. This will allow underrepresented families to fully participate in meetings, trainings, and decision-making processes in their home language.  The district is also investing in leadership development for parents involved in the District and school-based Emergent Multilingual Learner Advisory Committees (DEMLAC/EMLAC). These efforts will empower families to take on advocacy roles and influence school policies and practices that affect their children.  SBUSD will strengthen Multi-Tiered System of Support (MTSS) implementation, including targeted social-emotional and behavioral supports for students. MTSS Specialists and mental health staff will collaborate with families to develop personalized supports and reduce exclusionary practices, such as suspensions.  Finally, SBUSD will improve engagement through Restorative Justice practices, community-building events, and culturally responsive communication. These approaches are designed to foster trust and belonging, ensuring all families, especially those historically underserved, are actively engaged in their child’s academic and personal success.|Based on the analysis of educational partner input and local data, Santa Barbara Unified (SBUSD) has demonstrated strong progress in seeking input for decision-making by establishing inclusive, transparent, and data-informed engagement processes. A key strength is the district’s systematic use of the Panorama Parent Survey, administered twice annually, which gathers feedback on school climate, family engagement, and barriers to participation. This tool helps SBUSD identify trends, adjust strategies throughout the year, and ensure that the voices of families, particularly those of Emergent Multilingual Learners (EMLs), students with disabilities, homeless youth and low-income families, are consistently represented in planning efforts.  SBUSD also engages a broad range of educational partners through well-established advisory structures, including the Parent Advisory Committee (PAC), Special Education Advisory Committee (SEAC), and the District Emergent Multilingual Learner Advisory Committee (DEMLAC). These groups provide valuable insight on district goals, resource allocation, and program design. In 2024–25, over 1,600 educational partners participated in a districtwide survey, and extensive feedback was collected through site-level meetings, union consultations, and student advisory sessions.  To support meaningful participation, the district has prioritized language access through the Language Access Unit and offers interpretation and translation at all public meetings. Engagement activities are tailored to specific communities and often conducted in both virtual and in-person formats to maximize accessibility.  Overall, SBUSD’s deliberate and inclusive engagement structure ensures that decision-making reflects the diverse perspectives and needs of its school community, reinforcing a culture of collaboration and shared responsibility for student success.|Based on the analysis of educational partner input and local data, Santa Barbara Unified (SBUSD) has identified several focus areas for improvement in seeking input for decision-making.  One key area is enhancing the frequency and depth of engagement with underrepresented families. While structures such as the Panorama Parent Survey and advisory committees are in place, the district recognizes the need to make surveys more accessible and culturally responsive to better capture diverse perspectives. Educational partners emphasized the importance of reaching families who may face language, technology, or trust barriers. In response, SBUSD will expand interpretation and translation services, increase outreach through trusted site-based staff, and offer more flexible opportunities for input, including in-person forums and mobile-friendly surveys.  Another focus is increasing the quality and impact of input collected. Partners expressed a desire for more transparency in how feedback influences decision-making. To address this, SBUSD is committed to more clearly communicating how stakeholder input shapes LCAP goals, resource allocation, and program implementation. This includes follow-up communication after surveys and meetings that highlights decisions made as a result of community feedback.  Additionally, SBUSD aims to build the capacity of staff and site leaders to facilitate more inclusive engagement processes. This includes training on equitable outreach strategies and ensuring that advisory group members, especially those representing EML, foster youth, students with disabilities and socioeconomically disadvantaged families, have the support they need to participate effectively.  By deepening outreach, improving communication loops, and strengthening staff capacity, SBUSD seeks to foster a more responsive and inclusive decision-making culture that reflects the voices of all educational partners.|Based on the analysis of educational partner input and local data, Santa Barbara Unified School District (SBUSD) has identified targeted strategies to improve the engagement of underrepresented families in the decision-making process.  To ensure all families, especially those of Emergent Multilingual Learners (EMLs), students with disabilities, foster youth and homeless students, have meaningful opportunities to participate, SBUSD will expand the use of site-based Family Engagement Liaisons. These liaisons will proactively connect with families who may face barriers to engagement, provide individualized support, and facilitate access to key input opportunities such as surveys, advisory meetings, and school planning sessions.  The district will also strengthen language access through the Language Access Unit by increasing the availability of high-quality interpretation and translation services. This will allow families who speak languages other than English to participate fully in district- and site-level input processes, such as LCAP development and advisory council meetings.  To further empower underrepresented voices, SBUSD will continue to offer training and leadership development for parent representatives on the District and site-based Emergent Multilingual Learner Advisory Committees (DEMLAC/EMLAC). These sessions will help families understand district processes, build advocacy skills, and actively contribute to shaping programs that impact their children.  Finally, SBUSD will improve communication loops by clearly sharing how family input is used in decision-making. This includes providing summaries of survey results, describing changes made based on feedback, and ensuring that families see the tangible impact of their participation.  Together, these strategies aim to create a more inclusive, transparent, and empowering environment where all families, particularly those historically underrepresented, can meaningfully influence decisions that support student success.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
42767866045918|Peabody Charter|3|Peabody has reached full implementation toward making continual progress in developing the capacity of staff (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This happens using established practices and tools. For example, Kindergarten teachers still perform home visits before the school year starts to introduce themselves, meet the child and their family, share vital school information, and begin establishing a home-school relationship. These visits are conducted in the primary language of the child's home.|Based on the analysis of educational partner input and local data, Peabody Charter's focus area(s) for improvement in Building Relationships Between School Staff and Families include: Re-imagining Back to School Night in order to increase parent participation and engagement. The goal is to help parents understand how they can be involved and access the opportunities and resources provided by the school. 2. Maintain our current high participation rate in teacher-parent conferences 2x per year. 3. Communicate with families regularly through our electronic communication system (ParentSquare). 4. Provide parent education sessions on topics parents have shared that they would like more support. 5. Continuing staff development to deepen cultural competencies that can lead to stronger relationships between school staff and families. 6. Bilingual liaison available to support families and connect them with needed resources.|"Throughout the year, parent-led committees deepen the relationship between home and school. Our Parent- Teacher-Staff Organization, our English Language Advisory group called ""Podemos,"" our Foundation, School Board, School Site Council, and Sports Committee are all ways that parents engage with the school, providing support and learning more about how they can be supported."|Founded on an expectation that the school and the families it serves would work together for the betterment of all the children in the school, Peabody has a long history of parent participation and input. With several in-person opportunities - conferences, committees, boards, associations, and school activities - as well as utilizing 21st-century communication tools that are accessible and easy to use, Peabody has many venues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Peabody has also embraced the collecting and sharing of ongoing formative assessment data that is shared with families regularly, along with suggestions, tools, and resources for parents to support their children at home.  Seeing communication as an important and essential form of transparency, parents are also aware of and able to exercise their legal rights and advocate for their own students and all students.|Peabody's focus area(s) for improvement in Building Partnerships for Student Outcomes centers around communicating with families who historically haven't been highly engaged. This includes families from across our diverse demographics and subgroups.|Peabody will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by utilizing our bilingual liaison, maintaining translation at all school events, and increasing support services for families that need it.|The membership of Peabody's School Board is primarily comprised of parents at the school. These members are ultimately the ones who make the final decisions with regard to policy and fiscal issues, as well as a host of other topics. Parents run Peabody's Parent-Teacher-Staff organization and provide a monthly forum to gather input and feedback from the parent- body. Peabody's English Learner advisory council is run by staff, who work with parents to provide parent education, solicit feedback on school efforts, and identify ways to support the school. Peabody's Foundation is run by parents who support the school through grant writing, fundraising, and community development. Put together, these groups ensure that there is a flow of information between the school and the community. Peabody reaches out to the parent community as a whole using various communication methods, including surveys and feedback forms.|One of Peabody's focus areas for improvement in Seeking Input for Decision-Making is to review and revise the recruitment processes for the various parent groups to ensure that potential candidates better represent the diversity of the school.|Peabody will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by identifying and establishing volunteer recruitment activities to reach all groups within the larger school community. Peabody also supports a liaison position that helps to facilitate and improve communication with underrepresented families.|4|4|3|4|3|4|4|4|4|4|4|4|Met||2025-06-18|2025
42767866111603|Santa Barbara Charter|3|Mission statement: Santa Barbara Charter School creates lifelong learners by cultivating the interest and building the skills of both students and their families in the arts, academics, and relationships.   We value and rely on parent participation, both at home and at school. When parents participate in all aspects of the school, it sends a message to the children that education is important and worth the investment.   And the result is, kids buy in. Parent volunteers support classroom, administrative, site, fundraising, community-building, and governance activities. Parents feel empowered at SBCS because they know that they are really making a difference in their child’s education. Participation develops a sense of community.   In the 2024-25 school year, parents/caregivers were instrumental in all areas of school functioning. Parents volunteered in the classrooms, on committees, and participated as chaperones on overnight field trips. Our Parent Alliance offered a plethora of opportunities for parents to connect with one another. Our community relations need ongoing support to connect the parents even more to one another.  Parent education events Parent meetings Providing interpreter and childcare during parent meetings; monthly Parent Teas for caregivers at HBP Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day. Identifying a lead parent for each classroom that can relay information to all parents in that class via Parent Square, emails or phone calls Weekly administrative office hours|Focus areas:   Capacity-building for school or district staff toward supporting family engagement  Focus on empowering and enabling participants to be confident, active, knowledgeable, and informed;  Bring families and school staff together for shared learning that promotes networking;  Make activities interactive, so participants have an opportunity to try out new skills; don’t limit activities to disseminating information.  Focus group meetings with parents/caregivers of underrepresented families  Parent education events; Parent meetings Providing interpreter and childcare during parent meetings Hallway and informal conversations  Relying on After School Program staff to connect with parents who aren't typically seen during the school day. Weekly administrative office hours|Focus group meetings with parents/caregivers of underrepresented families  Parent education events; Parent meetings Providing interpreter and childcare during parent meetings Hallway and informal conversations  Relying on After School Program staff to connect with parents who aren't typically seen during the school day. Weekly administrative office hours|Santa Barbara Charter School classroom-based teachers worked mightily to build and maintain family/student/school partnerships.  The teachers at SBCS take student opinions and feedback seriously.  Students were surveyed in an ongoing manner through informal methods this year, such as with daily check-ins that were verbal, written, or symbolic. Teachers met one-on-one with students to check-in and support their well-being, while also gauging overall student emotion and well-being. Parents also share their child’s perspective with teachers and the SBCS administration.   SBCS increased the amount of counseling and mental health support by increasing staffing and continuing the parent liaison position. Staff also were supported and provided training on supporting children with difficult behavior problems.  Independent Study, HomeBased Partnership Families: Families who seek an independent study schooling experience want to maintain control over their child’s learning plan, and want to oversee the implementation of their child’s education.   Families choose to homeschool for many different reasons. Some families have shared a desire to keep a strong daily connection to their child as their primary goal, while others homeschool for medical reasons or travel. Some families enroll in our program after discovering that traditional public school was not a good fit for their child. This year, many new families have also noted the desire to have a more consistent routine for their child during otherwise unpredictable times.|Focus group meetings with parents/caregivers of underrepresented families  Continuing to work with families and caregivers: +Narrative reports and reporting to families–how to ensure the information is received by caregivers +Improve parent communication and increase parent volunteers in the classroom +Parent education (reading, ELA, assessment)|Focus group meetings with parents/caregivers of underrepresented families  Continuing to work with families and caregivers: +Narrative reports and reporting to families–how to ensure the information is received by caregivers +Improve parent communication and increase parent volunteers in the classroom +Parent education (reading, ELA, assessment)  Focus group meetings with parents/caregivers of underrepresented families  Parent education events Parent meetings, specifically the DEI Alliance  Providing interpreter and childcare during parent meetings Hallway and informal conversations Relying on After School Program staff to connect with parents who aren't typically seen during the school day Weekly administrative office hours School satisfaction survey|Through electronic surveys and feedback forms, parental input is gathered and used to inform activities and decisions. The information from parents went directly to Teachers Council and the Budget Advisory Group for inclusion in the budgeting process.    Weekly newsletters on topics of importance for parents, such as child development, conflict resolution, culturally responsive teaching, and more are sent to parents from the classroom teachers as well as the Director of Education. Input from these activities informed the LCAP drafting process.|Continue with elements listed above|Parents of Unduplicated Students: Full scholarships in our After School Program were, and will continue to be, offered to students with a financial need. Focus group meetings with parents/caregivers of underrepresented families  Parent education events Parent meetings Providing interpreter and childcare during parent meetings Hallway and informal conversations Relying on After School Program staff to connect with parents who aren't typically seen during the school day Weekly administrative office hours|4|4|4|3|3|5|5|4|4|3|3|3|Met||2025-06-10|2025
42767866118202|Adelante Charter|3|Adelante Charter School continues to deepen strong partnerships with families, as demonstrated by our most recent 2025 parent survey results, which reflect high levels of trust, satisfaction, and engagement across our community.  California School Parent Survey: 48% of families responded this year. Among respondents, 12% have children receiving Special Education services and 16% are parents of English Learners. The 2025 survey shows strong community confidence: 99% report the school is a safe place for their child and that students are treated with respect 97–99% agree the school promotes academic success, motivates students to learn, and has caring adults 97% report strong communication and prompt responses 98% feel welcome to participate at the school  EBAC Survey: 103 of our EL families responded, a >90% participation rate. Highlights include: School Culture: 96% agree students are safe at this school Home/School Communication: 100% say someone always speaks their language in the office Standards & Assessment: 97.8% say they are informed of their child’s academic progress 97.8% understand what it means to be an English Learner 92% understand their child’s ELPAC test results  Fostering Two-Way Communication: Effective communication in families’ home languages is essential. Adelante ensures this through: Bilingual Staff & Dual Language Program: Communications through ParentSquare, bilingual Board meetings with interpretation Parent Workshops: Topics have included ELPAC and Reclassification; future workshops will focus on understanding the DLI model, biliteracy trajectories, and the benefits of bilingualism Monthly Café con el Director: A space for families to connect with the Director and discuss school events Regular Teacher Communication: Frequent updates via ParentSquare, weekly bulletins, and three parent-teacher conferences each year Monthly Newsletters: Showcasing learning activities and highlights across grade levels Interpretation & Translation: Interpretation at in-person events and translation of key documents into families’ home languages  Family Input Opportunities: Surveys, focus groups, and involvement in EBAC, PTSO, SSC, and the new Special Education Advisory Group  Adelante is committed to fostering a supportive, inclusive environment where all families feel valued, informed, and empowered to engage in their children’s education.|The 2024–25 data reaffirm that families continue to feel deeply connected to Adelante and value the strong sense of community our school fosters. Many families have expressed appreciation for opportunities to connect, engage, and participate meaningfully in school life. The desire for events that are welcoming and inclusive, especially those held in the evenings or on weekends and not centered around fundraising, remains strong. Here are just a few family comments from our school effectiveness survey: -We love the size of the school-small enough to know all of the teachers and staff but big enough that the kids get a mix of different students in their classes each year. We love the cultural celebrations that Adelante prioritizes each year. We LOVE the specials teachers and think they do an amazing job and give so much of their time and efforts to things like the DDLM celebration, Family Dance Show, Jog-a-thon, and Spring Musical. We LOVE that the arts are celebrated at Adelante. We love the many different cultures that are taught about in classrooms. We love that staff knows all of the kids' names. We love that Director is present every morning at the gate, saying good morning. We love the field trips the kids get to do. We love the academic rigor that is set for the students. We are VERY pleased with the school and are so grateful to the amazing staff. -Me encanta que es una escuela pequeña donde todos nos conocemos que proporciona un ambiente sano, seguro y agradable para los niños. Los maestros y director son geniales así como el personal administrativo. No pude haber escogido una mejor escuela para mis hijos. Our Spanish-speaking families, in particular, have voiced a need for more targeted support, including parent workshops focused on how to more effectively support academic growth at home. We are responding by planning more bilingual and biliteracy-focused learning opportunities for families and bring back the Latino Literacy Project. Our efforts to support family education around ELPAC and reclassification were highly successful this year. Adelante’s School Site Council, Emergent Bilingual Advisory Council (EBAC), and Parent Teacher Staff Organization (PTSO) continue to play vital roles in cultivating parent leadership and shared decision-making. These structures support the strong partnership between home and school that is essential to our mission. With families as active collaborators in our efforts, we remain committed to equity, multilingualism, and student success. In the 25-26 school year we plan to have opportunities to bring these three groups together to better understand the goals and needs of each group as we work towards supporting our children together.|In response to feedback from EBAC, we will implement the following: Increase Family and Community Engagement: Expand parent leadership roles, workshops, and volunteer opportunities. Improve Communication and Access to Resources: Strengthen multilingual communication and improve understanding of materials like the parent handbook. Support English Learner Families: Offer clear information on EL identification, reclassification, and assessments through targeted workshops. Expand Awareness of Academic Programs: Increase outreach about academic supports and improve visibility of offerings beyond the current 79% awareness rate. We will continue expanding leadership development opportunities for families, including partnerships with CABE, and improve two-way communication about assessments and student progress. Our partnership with Parsec has enhanced how we analyze and present data, making it easier for families and staff to use the information effectively. We will also relaunch the Latino Family Literacy Project, a proven program that fosters community, builds leadership, and gives families tools to support reading at home. Additional actions include: Adding targeted tutoring to our afterschool program, especially for English Learners. Offering workshops on how our Dual Language Immersion (DLI) program supports English acquisition, including curriculum overviews and at-home strategies. Providing a paper option for key communications. Continuing efforts to cultivate parent leadership and collaboration. Hosting workshops to help families understand student data (Star, ELPAC, CAASPP) and support learning at home. Making personal invitations and outreach before events—not relying solely on ParentSquare.|Families are partners at Adelante as we work towards improved student outcomes and that is communicated in the following survey results: 92% of responders say that teachers communicate with parents about what students are expected to learn in class. 97% say that Adelante promotes academic success for all students, 99% say that Adelante treats all students with respect 98% report that Adelante motivates students to learn 99% report that Adelante has adults who really care about students.|In the coming year Adelante will continue with a focus on family education and outreach to help parents understand student outcome data and ways to support their child's learning at home and understand their rights as families with opportunities for advocacy. Adelante made tremendous growth in this area with our EBAC families.|Adelante will continue to support the EBAC and ensure leadership is cultivated. There is strong leadership and the school is committed to seeing the group grow and collaborate with other parent groups like School Site Council/LCAP Parent Advisory Council and PTSO. Adelante plans to bring MALDEF's Parent School Partnership Program to our community to support parent education and involvement in school policy, bring back Latino Literacy as well as involve families in offerings through CABE.|Based on the California School Parent Survey, 89% report that the school actively seeks the input of parents before making important decisions. By strengthening EBAC, PTSO and SSC parent leaders are learning about school policies and practices as well as participating in decision-making. These parent leadership groups are committed to reaching out and involving more families in the coming year as well as collaborating together to improve participation school wide.|For the second year in a row the EBAC Needs Assessment was completed by the majority of families of EL students. The EBAC committee printed paper surveys and distributed them to classroom teachers and were able to collect 103 surveys. This is a response rate of 90+%. The data gathered was incredibly helpful. We will continue to engage our EL families this way and provide opportunities throughout the year to give feedback in short surveys as well and in gatherings.|Adelante is committed to serving our underrepresented families and the actions mentioned above will definitely include these families. There will be continued support through EBAC to better understand important topics such as reclassification and interpreting student achievement data.|5|5|5|5|4|4|4|4|5|4|4|3|Met||2025-06-16|2025
42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|4|5|4|4|3|4|4|Met||2025-06-12|2025
42771980138362|Olive Grove Charter - Orcutt/Santa Maria|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|5|4|5|5|4|4|3|4|4|Met||2025-06-12|2025
42772060000000|SBE - Olive Grove Charter - Lompoc|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|4|4|3|4|4|Met||2025-06-12|2025
42772060138370|Olive Grove Charter - Lompoc|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|4|4|3|4|4|Met||2025-06-12|2025
42772140000000|SBE - Olive Grove Charter - Buellton|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|4|4|3|4|4|Met||2025-06-12|2025
42772140138388|Olive Grove Charter - Buellton|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|4|4|3|4|4|Met||2025-06-12|2025
42772220000000|SBE - Olive Grove Charter - Santa Barbara|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We made progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|4|4|3|4|4|Met||2025-06-12|2025
42772220138396|Olive Grove Charter - Santa Barbara|3|OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We made progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but need improvement in providing more written communications in languages other than English.|Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.|Goal 3 in our 2025-26 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.|Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.|Goal 3 in our 2025-26 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school needs improvement in providing more written communications in languages other than English.|5|4|4|4|4|5|5|4|4|3|4|4|Met||2025-06-12|2025
43104390000000|Santa Clara County Office of Education|3|The Santa Clara County Office of Education (SCCOE) and the Educational Services Division (ESD) prioritize family engagement and relationships with families. Staff members include families in decision-making regarding children and their growth and use various modes of communication to include families in school and after-school activities and to gather input from families as educational partners. Schools offer welcoming climates and prioritize family engagement activities as a means to build relationships, and partner with families to provide high-quality education for all students. Translation and interpretation services ensure two-way communication between staff and families,  and a focus on culturally responsive teaching and learning enables a continuous process of authentic engagement.  Outreach to families in both formal and informal settings is grounded in respecting the value of families as partners and providing support to families according to need. The SCCOE values inclusion and is consistently striving to  increase parent and family engagement in decision-making and outreach activities. The SCCOE knows the impact of relationships with family in supporting students and provides outreach to families in times of need. Findings from: (a) the Local Control Accountability Plan (LCAP) survey, (b) LCAP input held through School Site Council for each program, and (c)  feedback from the LCAP Parent Advisory Committee and District English Learner Advisory Committee indicate that parents feel comfortable approaching school staff and value the current practices of Cafecito's or Coffee Chats that  principals hold for parents and families. Strengths also include other opportunities for families to engage with school staff to include: (a) School Site Council and English Learner Advisory Committee meetings, (b) parent conferences and annual Individualized Education Plan meetings, (c) intake meetings upon enrollment, and (d) frequency of parent engagement activities to include family nights and family educational excursions. Families also value parent and family education opportunities that are offered through the special education program and parent education classes that are offered  through other programs. Opportunities for building relationships with families include scheduled meetings and structures as well as family fun nights and enrichment activities. The Parent Advisory Committee provides an opportunity for families to gather monthly and to provide input in the Local Control Accountability Plan processes. We are always striving to improve our parent and family engagement practices and are always looking for new and innovative ways to improve engagement.|Educational partner input indicates that areas for improvement in building relationships between school staff and families include: (a) continuing current practice of outreach to families, (b) provide opportunities for parents to collaborate and participate with home school districts, (c) continuing to provide field trips and family engagement activities to bring together families and the school, and (d) include families in community activities to support student life skill development. The ESD provides a focus on these areas through the Parent Advisory Committee, the School Site Councils, and associated LCAP goals.|Engaging families is a top priority. The SCCOE Educational Services Division will continue to offer monthly Parent Advisory Committee meetings. This practice continues to be successful in building a cadre of parents who meet monthly and provide valuable input both for the Local Control Accountability Plan (LCAP)  and school to home communication. Monthly topics and trainings enable parents to interact regarding practices relevant to their children. Special Education offers Coffee chats, quarterly School Site Council meetings, and an annual open house. The department continues to allocate funding for family engagement and inclusive events. Foster Youth Services continues to support families providing foster youth services with transition of students to include aligning families with opportunities for higher education.  The Community Schools host Cafecito's monthly. Parent engagement is a priority for alternative education during 2025-26  will include additional parent meetings and training and family educational excursions. The Educational Services Division programs solicit feedback from parents and families frequently during meetings both as decisionmakers and advisers for best practices. 71% of alternative education families and 48.5% of special education families experience low socioeconomic status and often are underrepresented in school activities. The  ESD includes all parents and families in invitations to activities and shares information in multiple languages.|The Santa Clara County Office of Education (SCCOE) services a diverse group of students and families. Staff members participate in professional learning to enable them to respond to the cultural as well as academic needs of students and families through trainings to include Positive Behavior Intervention Supports and Culturally Responsive Teaching and Learning. An attitude of inclusion guides the culture of the SCCOE. Administrators and staff members collaborate regularly through trainings regarding equity and culture. Families are provided educational opportunities through parent education courses, parent conferences, as well as up-to-date information through language-friendly newsletters and parent resources. Formal and informal structures are in place for families and staff to meet to discuss student progress, and the input of parents is a valued aspect of decision-making and individualized planning for students. Meetings include: (a) traditional parent conferences, (b) intake and transition meetings, and (c) Individual Education Plan (IEP) meetings, as well as: (a) frequent phone calls and meetings, and (b) family engagement nights. Families of students receiving English language services are offered opportunities for family educational excursions and educational conferences. Parents of students experiencing incarceration are offered resources to support students as they transition from facilities. Principals hold coffee chats with parents regularly as a means to gather input and build relationships with families and parents as available. All programs annually provide professional development to staff regarding the value of parent engagement. Parents are advised and trained regarding parent rights and advocacy through: (a) IEP, (b) District English Learner Advisory Committee, (c) intake meetings. The SCCOE consistently aspires to include more families in engagement activities and this is a continuous goal.  Comments from parent surveys and input sessions indicate that parents feel a partnership with their schools.|An analysis of educational partner input indicates that the Santa Clara County Office of Education and the Educational Services Division will build partnerships with families and parents by continuing current outreach opportunities to include: (a) surveys, (b) advisory meetings, (c) parent conferences, and (d) update and intake meetings. LCAP Goal Three outlines Actions and Services intended to increase partnerships with parents. Parent input suggests heightened communication between home school districts and county programs, increased opportunities for students to participate in community partnerships, and increased family education and meetings in person.|An analysis of educational partner input and local data indicates that the SCCOE and the Educational Services  Division (ESD) provide a pathway to communication for families. Emphasis on home and school communication will be a continued goal of the Parent Advisory Committee. The ESD will continue outreach to parents and families of students who receive English Learner services through family-focused educational excursions and meetings. Individualized attention to families is a priority for the ESD as we serve a student population of which (a) 52.1% represent a low socioeconomic status, (b) 31% of students receive English Learner services, (c) less than 1% of students receive services for housing insecurity and foster youth status, and (d) 83.8% represent as Students with Disabilities. Per CALPADS (1.3) 24-25 the major ethnicity is Latinx at 48.6% and Educational Services serves students who represent at: (a) 25.6% Asian, (b) 14.2% White, (c) 5.1% African  American (d) 4.2% Filipino (e) less than 1% American Indian/Alaskan Native, (f) less than 1% Native Hawaiian/Other Pacific Islander, and (g) less than 1% multiple or declined to respond. Educational Services continues to improve engagement of families through: (a) personal outreach and input spaces, (b) engaging activities, and (c) a culturally responsive environment.|Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue and expand current practice of outreach to families, (b) provide opportunity for home-to-school communication with home school districts, (c) continue to train staff members on positive family communication, and (d) provide home learning for students that families can support and engage with in the form of technology applications and software (e) expand practices of outreach such as Parent Square. The ESD provides a focus on these areas through the Parent Advisory Committee, School Site Councils and associated LCAP goals.|The Santa Clara County Office of Education (SCCOE) recognizes the value of family input in decision-making and governance. Principals and staff are trained annually on strategies to effectively engage families as a means to implement the School Site Council and English Learner Advisory Committee at school sites. These processes are also applied to meetings at the district level to include the District English Learner Advisory Committee and the Local Control Accountability Plan (LCAP) Parent Advisory Committee. Each School Site Council is trained annually regarding engagement processes and as available parents or family members deliver these trainings. Parents provide advisement for budget development for the School Plan for Student Achievement and the Local Control Accountability Plan (LCAP), and the District English Learner Advisory Committee (DELAC) provides advisement for the SCCOE English Learner Master Plan. The DELAC also provides advisement for the Consolidated Application and in particular the Title III budget as it relates to English Learners and reviews the LCAP annually. Parents and families are invited to school site and district meetings through mailings, emails, and personal calls, and all communication is available in three languages: English, Spanish, and Vietnamese. Parent and family participation in meetings is enhanced through a welcoming climate grounded in respect for all opinions and suggestions. SCCOE parents also provide input annually in the LCAP Survey and participate in other surveys as needed at the site and district level. Partner input is valued, and the SCCOE authentically uses this input when making decisions regarding planning,  actions, and budget. A common topic at all meetings is a discussion as to ways to engage more families both formally and informally. The SCCOE values input of families. Family advisement and engagement is a continuous process.|Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making. The SCCOE and the Educational Services Division will continue processes to include all parents in decision-making venues and surveys.|5|5|4|4|4|5|5|4|5|5|5|5|Met||2025-06-18|2025
43104390106534|Bullis Charter|3|One of our key strengths lies in our commitment to personalized learning through the Focused Learning Goal process, which fosters meaningful collaboration among students, families, and educators. This shared goal-setting approach not only supports academic growth but also builds stronger home-school connections. In recent years, we've also expanded opportunities for families to engage with student learning - whether through PBL exhibitions, performances, or intersession showcases - creating more windows into the day-to-day experiences of our learners. As we look to deepen this partnership, we see potential in offering more structured, content-rich experiences where families and staff can learn alongside one another through a cadence of workshops. These shared sessions could further strengthen understanding of our instructional approach while cultivating a more connected, informed school community.|We’d like offer more content and topic-specific parent workshops, providing opportunities for families and staff to engage in content together that is of interest to our families. We would also like to continue to refine our information sessions for families to gain context on the school programs and curriculum, including for our current families as they transition from elementary to middle school.|Our Director of Community Engagement and Outreach continues to liaison between our underrepresented families and our team, making sure our families have what they need. We are looking to provide small group/one-on-one meetings with principals for all new families to answer questions and provide more context on our school community.|Strong partnerships with families are a priority for us, supported in large part by our active parent association, the BBC. Families stay connected through a variety of communication channels, including a weekly newsletter, class ambassador updates, curriculum chats, and informal gatherings like parent coffees. We also invite meaningful collaboration by regularly seeking parent input via surveys.  This coming year, our strategic planning process will involve families across all grade levels to help guide the vision and focus for BCS for the next 5 years.|Continuing to engage our families as they move into middle school, some of whom are moving campuses to join 6th grade, is a continued focus area. This begins with our upper elementary families and the partnership between our elementary and middle school principals.|Setting time for meetings with new families will help our leaders have one-on-one conversations with all families - including our underrepresented families - and provide them avenues and ways they can contribute to the community, whether through a strategic planning committee, a classroom volunteer opportunity, or taking our bi-weekly parent surveys. Our aim is to have a variety of avenues at which a parent can feel they can contribute their voice regardless of their ability to commit in-person time.|We are committed to creating ongoing, authentic opportunities for families to contribute to school decision-making. This year, we introduced bi-weekly family surveys to capture more frequent, real-time feedback on a range of topics, from communication to student experience. Looking ahead, we’re excited to launch a strategic planning process that will actively engage families in shaping the future direction of BCS. Through focus groups, community meetings, and planning sessions, we look forward to deepening our partnership and ensuring that family perspectives are reflected in the goals and vision that guide our next chapter.|Focusing on the sustainability and cadence of the strategic planning committees is the focus area for this coming school year, along with revising the cadence and content of our bi-weekly surveys.|Our Director of Community Engagement and Outreach will continue to meet with underrepresented families to gather input, and ensure they continue to be invited to and part of all meetings and working groups moving forward.|4|5|4|4|4|4|5|4|5|4|5|5|Met||2025-06-23|2025
43104390111880|Discovery Charter|3|As a parent partnership school, Discovery Charter School has a strong foundation in building meaningful relationships with families. Families regularly volunteer on campus, and the school is intentional about offering flexible opportunities that align with parents' skills, interests, availability, and personal commitments. This collaborative approach reflects Discovery’s core belief that families are essential partners in student success. According to the 2025 annual family survey, 90% of families agree that the school provides meaningful opportunities for them to be active members of the school community. The school further strengthens these relationships through monthly parent support meetings, discipline training for newly enrolled families, and Coffees with the Director, which offer informal opportunities for dialogue, questions, and feedback.  The school is also committed to strengthening its communication efforts. In the 2024–25 school year, the school utilized a variety of tools including ParentSquare, a weekly Padlet newsletter, classroom-level newsletters and regular website updates. Based on recent survey data, 91.5% of families reported that the school effectively uses a variety of communication methods to keep families informed.  In addition, the school has expanded its use of teacher-led class meetings to foster stronger home-school connections and ensure that families are engaged in both classroom learning and the broader school culture. These ongoing efforts reflect Discovery’s commitment to continuous improvement in family engagement and two-way communication.|Discovery Charter School has identified several focus areas to strengthen relationships between school staff and families. A key priority is enhancing the effectiveness and consistency of communication through ParentSquare, ensuring that all families receive timely, clear, and accessible information. Efforts will also focus on expanding multilingual communication to better serve the needs of all families, including those whose primary language is not English.  To further support relationship-building, the school has designated a Family Liaison whose role is to foster stronger connections between families and the school community. The Family Liaison will help identify equitable opportunities for family engagement and assume some responsibilities previously carried by parent volunteers, in order to reduce burnout and promote wider participation.  Discovery will also continue to expand teacher-led class meetings and monthly parent education events schoolwide, providing consistent, inclusive spaces for dialogue and learning. In addition, the school plans to launch monthly “Courageous Conversations”, which are open forums for families to discuss lived experiences, external events, and their impacts on the school community. These conversations aim to deepen understanding, build trust, and create a more inclusive and responsive school culture.|To improve engagement of underrepresented families, Discovery will continue to seek flexible, inclusive ways for families to participate that honor their individual schedules, circumstances, and capacities. The school has established a Parent Partnership Committee dedicated to examining and refining the parent partnership model to ensure it is equitable, accessible, and welcoming to all families.   To better serve multilingual families, Discovery will expand the use of ParentSquare, utilizing its translation features to provide consistent, two-way communication in each family’s preferred language, with particular attention to the needs of English Learners (ELs). This is part of a broader effort to ensure that language is not a barrier to engagement.  The school will also continue to host cultural celebrations and inclusive events, such as World Cultures Day, Iftar, and Holi, and will encourage families to partner with the school to share their heritage and experiences. These events provide meaningful opportunities for families from diverse backgrounds to feel seen, valued, and connected to the school community.|Discovery, as a parent partnership school, maintains strong and active relationships with families that directly support student outcomes. Parents continue to be an integral part of the school community, contributing through volunteerism, educational events, and regular communication with staff. According to the 2024–25 annual family survey, 97.4% of families reported attending parent-teacher conferences, school workshops, or other school-wide events, reflecting consistently high levels of participation. Additionally, 68% of families met their volunteer commitments, contributing time and effort toward school activities that support student learning. These engagement opportunities help families stay informed and involved in their child’s academic journey. Parent education events, including sessions on positive discipline, are designed for both staff and families to support a shared approach to student behavior and success. Parent-teacher conferences remain well attended, and the school regularly hosts Coffee Chats focused on academic topics such as student growth data and areas of success. Weekly academic emails from teachers further ensure that families remain connected to classroom instruction and curriculum progress. Together, these strategies reflect Discovery’s ongoing commitment to building meaningful partnerships with families that positively impact student achievement.|Discovery has identified the need to strengthen consistent, clear communication from classroom teachers regarding student academic progress as a key area for improvement. While families report high levels of overall engagement, input indicates that more regular, detailed updates about student learning would enhance partnerships and support timely intervention.  The school is also seeking ways to have more purposeful LCAP goal sharing opportunities. The school will implement a monthly “LCAP Highlights” update to provide families with accessible information about progress toward strategic goals and how their input is being used to shape school initiatives.  These efforts aim to deepen parent understanding of and engagement in their student’s academic growth, while reinforcing the connection between school planning and student outcomes.|To improve engagement of underrepresented families, Discovery will prioritize creating flexible and accessible participation opportunities that accommodate diverse family schedules and needs. This includes offering evening events with Zoom options to ensure families can engage remotely when attending in person is not possible. The school will also provide translation services during conferences to support English Learner (EL) families and offer targeted parent education sessions focused on supporting the neurodiverse population. These strategies are designed to foster stronger partnerships with all families, ensuring that underrepresented groups feel welcomed, informed, and empowered to support their students’ academic success.|"As a parent partnership school, seeking parental input is invaluable to the school’s decision-making process. Based on survey results, 90% of parents report the school is effective in providing opportunities to give input into the decision-making process at the school. Discovery seeks parent input in many ways such as community meetings, parent surveys, Parent Leadership Groups (such as the Program Site Council, English Learner Advisory Committee (ELAC), and Parent Education Team) and Discovery's Board of Director meetings. ""Coffee with Carol"" are regular community meetings with the principal where important topics such as the LCAP and financials are presented and explained. Parent surveys are administered during the school year and give parents an opportunity to give feedback, provide opinions and other input regarding our program. Program Site Council meetings are chaired and run by parent volunteers in conjunction with the site director. This forum offers opportunities for interested parents to share ideas and provide input into the decision-making process at Discovery. Discovery's Board of Directors meets monthly and is another avenue for families and the community to provide input into the decision-making process at the school."|One challenge for the school to address is the same parents taking on many leadership roles. The school will continue to focus on empowering other parents to participate in these leadership roles through communication and outreach methods. The school is also seeking ways to have more purposeful LCAP goal sharing opportunities. The school will implement a monthly “LCAP Highlights” update to provide families with accessible information about progress toward strategic goals and how their input is being used to shape school initiatives.|To improve engagement of underrepresented families, Discovery will provide flexible opportunities for participation, especially for parents unable to attend on-campus meetings during school hours. The school utilizes ParentSquare, a communication platform that offers multilingual translation options, ensuring families receive important information in their preferred language. Additionally, Discovery will increase outreach through more frequent surveys available in multiple languages, offer Zoom options to facilitate remote participation, and provide translators during conferences to support English Learner families. Efforts will focus on strengthening the Parent Leadership team by encouraging families to take active roles in decision-making. Targeted parent outreach will ensure that this leadership team reflects the diversity of the school community.|5|4|4|4|4|4|4|5|5|5|5|5|Met||2025-06-25|2025
43104390113431|University Preparatory Academy Charter|3|Specific Areas of Success The staff newsletter has strengthened internal communication and helped keep teams informed. (While internal, improved staff communication can lead to more consistent and accurate messaging to families.)  Direct updates from the Executive Director have increased transparency and reinforced an open-door culture with the broader community. (Directly supports relationship-building with families and the wider community through transparency and accessibility.)  The English Language Development Coach now operates in a case management and teacher role, coordinating with teachers, students, and families to support instruction based on each student’s course placement and learning needs. (Direct engagement with families as part of individualized student support strengthens relationships.)  UPA employs four full-time counselors, with multiple referral pathways available including student self-referral, academic counselors, teachers, and parents. (Inclusion of parent referral as a pathway reflects family involvement in student support systems.)  Staff and community members contribute input on key operational elements, including changes to the bell schedule and school calendar. (Demonstrates shared decision-making and family voice in school operations.)|Communication about schedule changes for school events has improved, with greater efforts made to notify staff and families in a timely manner. (Progress has been made, but the phrasing implies this was a known issue, and continued improvement is still necessary.)  Internal communication systems are being evaluated and improved to better support consistent messaging within the school and between school and home. (Directly speaks to strengthening communication structures with families—an ongoing effort.)  Efforts to maintain transparency in school progress and decision-making have increased, through regular updates, surveys, and open communication channels. (While this reflects growth, it suggests that transparency and two-way communication remain areas of focus.)  Spaces have been created to support stakeholder capacity-building, allowing staff, families, and students to contribute meaningfully to school initiatives. (Capacity-building is underway, but this implies it's an area in progress, with room for deeper engagement.)|Increase academic access for English Language Learners by developing more inclusive instructional strategies that align with UPA’s rigorous curriculum. (Improving access helps build trust and engagement among EL families, especially when instructional changes are clearly communicated and family input is welcomed.)  Implement targeted actions to close the achievement gap across all student demographics, with a focus on unduplicated students and EL redesignation rates. (Directly supports the families of underrepresented groups and opens opportunities for engagement through student progress monitoring and support.)  Integrate state and internal assessment data into instructional planning, ensuring that teachers use data to guide day-to-day practice. (When shared with families in accessible ways, this strengthens two-way conversations around student progress and learning goals.)  Collect and monitor baseline data on student connection to school to inform strategies that improve engagement and belonging. (Helps identify which students—and by extension, which families—may feel disconnected, allowing for more targeted outreach to underrepresented groups.)|Specific Areas of Success Direct updates from the Executive Director have increased transparency and reinforced an open-door culture with the broader community. (Improved communication with families and partners lays a foundation for collaboration toward shared academic goals.)  Teachers have independently built collaborative relationships across departments to create and implement cross-curricular projects and lessons. (These teacher partnerships enhance student learning experiences and outcomes.)  Professional development time has significantly expanded due to the streamlining of staff meetings and the addition of more dedicated PD days. (Better-prepared educators contribute more effectively to student achievement.)  The English Language Development Coach now operates in a case management and teacher role, coordinating with teachers, students, and families to support instruction based on each student’s course placement and learning needs. (This individualized approach engages families and staff in directly supporting academic progress.)  An Early Warning System (EWS) is now in place and actively monitored by administrators and key staff to support early intervention. (Cross-role collaboration around at-risk students supports timely academic and behavioral interventions.)  UPA employs four full-time counselors, with multiple referral pathways available including student self-referral, academic counselors, teachers, and parents. (Partnerships across school staff, students, and families help ensure students get the support they need.)  Staff and community members contribute input on key operational elements, including changes to the bell schedule and school calendar. (Engaging partners in structural decisions can lead to improved conditions for student learning.)|Progress has been made in developing cross-curricular units; however, teachers continue to express the need for structured time to collaborate across content areas and grade levels. (This highlights an opportunity to deepen collaborative planning, which could extend to partnerships with families and community organizations around student learning.)  Student well-being and the prevention of academic stress have been identified as ongoing priorities, with actions underway to support balance and wellness. (This reflects a developing area where family and community partnerships can play a larger role in supporting students’ academic and emotional needs.)  Administration and staff have implemented wellness-focused activities and workshops designed to help students manage academic stress and maintain emotional well-being. (Indicates an effort in progress—could be expanded through partnerships with families or mental health professionals.)  Internal communication systems are being evaluated and improved to better support consistent messaging within the school and between school and home. (Improved communication is foundational to effective partnerships around student outcomes—this is still in progress.)  Spaces have been created to support stakeholder capacity-building, allowing staff, families, and students to contribute meaningfully to school initiatives. (Suggests an opportunity to strengthen these spaces specifically around academic initiatives and learning outcomes.)|Increase academic access for English Language Learners by developing more inclusive instructional strategies that align with UPA’s rigorous curriculum. (Improved access helps EL families engage meaningfully by connecting them to curriculum conversations and supports.)  Implement targeted actions to close the achievement gap across all student demographics, with a focus on unduplicated students and EL redesignation rates. (Invites partnerships with families to support learning interventions and progress monitoring for historically underserved students.)  Integrate state and internal assessment data into instructional planning, ensuring that teachers use data to guide day-to-day practice. (If communicated clearly to families, data use becomes a tool for joint goal-setting and academic planning.)  Develop and use pre-, mid-, and post-assessments to establish clear benchmarks for student growth in core academic areas. (Benchmarks can be shared with families in accessible ways to track progress and foster shared accountability.)  Collect and monitor baseline data on student connection to school to inform strategies that improve engagement and belonging. (Supports targeted outreach to families of students who may feel disconnected, opening doors to collaborative academic support.)ed students.|Specific Areas of Success Direct updates from the Executive Director have increased transparency and reinforced an open-door culture with the broader community. (Openness encourages ongoing two-way communication and feedback from families and stakeholders.)  Staff and community members contribute input on key operational elements, including changes to the bell schedule and school calendar. (A clear example of shared decision-making that includes staff and families.)  An Early Warning System (EWS) is now in place and actively monitored by administrators and key staff to support early intervention. (Demonstrates collaborative decision-making using data and input from multiple roles.)  The English Language Development Coach now operates in a case management role, coordinating with teachers, students, and families. (Incorporates family input into instructional planning and support decisions.)  Professional development time has significantly expanded due to the streamlining of staff meetings and the addition of more dedicated PD days. (This change was informed by staff feedback and has improved educator engagement and agency.)|Communication about schedule changes for school events has improved, with greater efforts made to notify staff and families in a timely manner. (This improvement suggests previous gaps, and while it addresses information-sharing, it also hints at a need for more inclusive planning processes.)  Internal communication systems are being evaluated and improved to better support consistent messaging within the school and between school and home. (Better systems can lay the foundation for more intentional feedback loops and input opportunities.)  The school calendar and bell schedule are being reviewed collaboratively to increase opportunities for staff connection and planning time. (This reflects an initial move toward shared decision-making, but also points to the need for broader input structures.)  Efforts to maintain transparency in school progress and decision-making have increased, through regular updates, surveys, and open communication channels. (An indicator that transparency and input are improving—but likely still developing and needing deeper engagement.)  Spaces have been created to support stakeholder capacity-building, allowing staff, families, and students to contribute meaningfully to school initiatives. (Capacity-building is a positive step, but this phrasing suggests it is still a growing area.)|Increase academic access for English Language Learners by developing more inclusive instructional strategies that align with UPA’s rigorous curriculum. (As these strategies are developed, involving EL families in feedback or advisory roles would strengthen decision-making equity.)  Implement targeted actions to close the achievement gap across all student demographics, with a focus on unduplicated students and EL redesignation rates. (This focus invites input from families of underrepresented students to help shape programs and interventions.)  Integrate state and internal assessment data into instructional planning, ensuring that teachers use data to guide day-to-day practice. (Sharing data in family-friendly formats can empower families to give informed input on student needs and school performance.)  Collect and monitor baseline data on student connection to school to inform strategies that improve engagement and belonging. (Data about student connection should include family voice and can guide engagement efforts that are more inclusive.)|5|4|4|5|4|5|5|4|5|5|5|5|Met||2025-05-18|2025
43104390113704|Rocketship Mateo Sheedy Elementary|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43104390116814|ACE Empower Academy|3|Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2024-25 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.   Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news.  These meetings also allow parents and families to raise and address any concerns they see in the ACE community. This year there was a successful handoff of responsibility from the veteran parents whose children were graduating to a new group of parents to continue the Parent Leadership Team work.|The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.|As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.|Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families.  Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.  Families also learn how to support their child at home during Cafecito meetings.  Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.|Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.|ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.|ACE has invested in a broad program to engage and involve families. ACE staff ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2025 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging.  Through ACE’s parent leadership groups, and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Parent Leadership program teaches and assists parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.  This year the Parent Leadership team organized all of the on-campus events and raised enough money to fund the end of the year field trip for eighth grade students and purchase additional library materials.|ACE Empower would like to increase the number of parents who participate in the Parent Leadership Team to ensure that new parents are involved and ready to take additional leadership roles when the current Parent Leaders move on.|ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.|4|4|5|5|3|3|4|4|4|4|4|3|Met||2025-06-18|2025
43104390119024|Rocketship Si Se Puede Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43104390120642|Rocketship Los Suenos Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43104390121483|Alpha: Cornerstone Academy Preparatory|3|We have mutliple spaces for families to be involved in their child's education. Cafecito, Parent Association, Volunteer opportunities, School Site Council, ELAC meetings, parent teacher conferences, Sports, Events on campus, and parent surveys.|We want to continue to improve our volunteer opportunities for families. Increase attendance at parent meetings vs. school events. Increased responses on parent surveys.|We are committed to providing translation on all documents and a translator for different parent meetings. We continue to share survey results with families. Increase attendance to Cafecitos, ELAC and Parent Association Meetings.  Opportunities that engage all families.|We continue to have strong data analysis systems including weekly data meetings for our teaching staffing. This information is shared with families during Cafecitos and parent meetings (PA, conferences), We have three rounds of parent teacher conferences.|We are exploring options of different family events geared to student outcomes (literacy/math night/ career day/ etc.)  Staff are going through professional development on sharing data and creating student led conferences for 2 of our parent teacher conference weeks. Increased representation of all grades in our Parent Association to grade level leads.|Increase representation of all grades in our Parent Association to grade level leads.  Engage families at all parent events with different resources, translators, and uplift voices from parent survey.|SSC, PA, Parent surveys. Parent survey response rates have increased this year.  Attendance to our events have increased since the pandemic.|We would love to increase the number of parents attending Parent association meetings and cafecitos so that we have more parent voices when sharing data. We also want to increase the number of parents attending our parent advocacy groups.|Targeting certain families, sending materials out in all languages, connecting with our SPED and ELD teams to engage in conversations.|5|5|4|5|4|4|4|4|4|4|5|5|Met||2025-06-11|2025
43104390123257|Downtown College Prep - Alum Rock|3|The current strengths and progress in this area for the LEA include: Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site. Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement Student / Family conferences held twice annually Monthly Cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies. Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities Annual / semi annual family surveys for input on LCAP and other school wide initiatives Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement Weekly announcements sent to families regarding upcoming events, important dates, and notable happenings from the site|Focus areas for improvement include: Family Events - Increase opportunities and events for families to come together in support of the school’s mission including Family and community work days More student recognition events Cross campus, DCP-wide collaborative events Workshops and Informational Meetings - Increase the number of and content for family workshops to better meet the needs identified by our educational partners including Restorative Practices - working with parents to build a better understanding of this work and the why behind it Academic Rigor - working with families to build a more comprehensive understanding of grade level expectations and the content used at dcp Wellness - working with families to build our understanding of the needs our students have regarding mental health and wellness as well as strategies for improving our supports at DCP Continuous Improvement - building an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports Enhanced Resources - Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response Program which provides mental-health services and connects families with resources|DCP will work to identify families/family members not yet engaged with the programming offered for support and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them: Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partners Finding resources to meet the needs identified by these partners and offering workshops that are convenient and effective Developing an on-boarding process for new families to increase the participation of underrepresented families|DCP has worked to develop partnerships with community and professional providers as well as several ‘in-house’ strategies Partnerships with community and professional groups and providers including The New Teacher Project to provide coaching and professional development in the areas of  Culture of Learning Essential Content Academic Ownership Demonstration of Learning School2Home - Providing internet services and hot spots to families Family and Children’s Services to provide counseling Santa Clara Behavioral health to provide substance use interventions Catholic Charities to provide groups for gang prevention Safe Schools to provide crisis response in the area of gang interventions.  DCP strategies including Engaging families with Power School and Google classroom to keep them informed on student assignments and progress Providing Chromebooks to students for use at school and in the home Student / family conferences held twice annually|DCP Alum Rock Middle School will be closing at the end of the 2025 school year.|DCP Alum Rock Middle School will be closing at the end of the 2025 school year.|The current strengths and progress in this area for the LEA include: Inviting parents/guardians to participate in the School Site Council Offering principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters Providing access to leadership positions for families in the School Site Council and ELAC|DCP Alum Rock Middle School will be closing at the end of the 2025 school year.|DCP Alum Rock Middle School will be closing at the end of the 2025 school year.|3|3|3|4|2|2|3|2|2|3|3|2|Met||2025-06-24|2025
43104390123281|Rocketship Discovery Prep|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43104390123794|Summit Public School: Tahoma|3|Summit Tahoma has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold monthly meetings at school for caregivers to meet with our administrative team, and online Community Forums to discuss timely issues that arise.|Focus Area for Improvement: Summit Tahoma has made great strides in building strong relationships within our community.|We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work on decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and our Dean of Operations who is bilingual has taken a leadership role in our parent events.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.|Summit Tahoma is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  Our Executive Director and Dean of Operations ensure that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.|Summit Tahoma utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.   Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|At Summit Tahoma, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.|In a review of this section, we looked to our community attendance and participation in engagement events including PLP Meetings (personalized learning plan) and PIVOT meetings (Parents in Volunteer Organizing Teams.|School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Despite facility limitations, the school regularly hosts community engagement events, such as our Career Day and Celebration of Learning where stakeholders have the opportunity to deeply engage in the school model and reflect with the school leadership on how to increase this type of access.|4|4|4|4|4|5|4|4|3|4|4|4|Met||2025-06-17|2025
43104390124065|Sunrise Middle|3|Sunrise Middle has strong bonds with many of its families. We meet regularly with our ELAC and our School Site Council and the parent support group and parent education classes. The parents are active in all our school events. We also have numerous meetings with the parents of struggling students. Two parents are voting members of our school board.|Sunrise would like for all of its families to be heavily involved in school life, as we know this results in more success for the students. While we improved greatly in 2024-2025, we have made plans with our parent leaders to make an even greater effort in 2025-2026 to get all parents involved. We have invested in a new parent communications system called Parent Square and increased our parent liaison from half-time to full-time employment. She has guided other active parents in setting up more fun events to get everyone involved.|Our parent liaison conducts parent support classes that focus on issues of prime importance to recently immigrated families- issues such as housing, immigration and health care. Our special education director has set up meetings with all our SPED families to discuss the program for the coming year and ways in which the school can better assist the parents and their students.|The LEA's strengths lie in the area of forming strong relationships with a core group of active parents. We are showing progress every year in engaging more families who are traditionally underrepresented. We set aside Professional Development time now for parent communication. All 8th graders had someone working with them on their high school applications and financial aide packets. We meet with each parent at least once a year.|"Our active parents have advised us that we could build partnerships with less active parents by engaging them in more fun family nights, providing them food and entertainment, and holding more raffles. Therefore, Sunrise has introduced more of a ""fun"" element in its activities for parents and guardians in 2024-2025 - ie, the Love Dance, Kindness Party and Fall Back Festival - and will do even moreso in 2025-2026."|Our parent liaison will conduct parent support classes that focus on issues of prime importance to recently immigrated families- issues such as housing, immigration and health care. Our special education director has already set up meetings with all our SPED families to discuss the program for the coming year and ways in which the school can better assist the parents and their students.|Sunrise Middle offers surveys to its parents and educational partners at various times through the school year in an effort see more input and opinion for decision making. We then analyze this data and hold focus groups to evaluate methods for improvement.|We are holding more one on one meetings with parents in all subgroups and documenting their input in our internal records.|Our parent liaison is leading the effort for more family events and parent meetings designed specifically to empower and fully engage them in the day to day operations of Sunrise Middle School.|4|4|4|5|4|3|4|5|4|4|4|4|Met||2025-06-24|2025
43104390125781|Rocketship Academy Brilliant Minds|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43104390125799|Rocketship Alma Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43104390127969|Discovery Charter II|3|Discovery Charter School II is a parent partnership school. Discovery II families volunteer in the school on a regular basis. The school ensures that parents can volunteer in ways that reflect their own skills, interests, talents, and time; as well as, taking into consideration classroom and program needs and the constraints of family, work, and other commitments outside of school. The 2025 annual family survey indicates 84.2% of families agree that the school provides families the opportunity to be active community members and partners of the school.  Discovery II holds monthly parent support meetings and provides positive discipline training for all families. Educational partner communication tools used in 24-25 include Parent Square, a Padlet newsletter, frequent website updates, a teacher newsletter and two-way communication via the website. The 2025 annual family survey indicates 86.0% of parents feel the school is effective at utilizing a variety of family communication tools to ensure all families are informed about what is happening at the school. Additionally, the school offers Coffees with the Director and Walk and Talk events, which provide families with informal opportunities to connect directly with school leadership and staff, fostering open communication and trust.|Discovery II will strive to continue to strengthen the relationships with families by using ParentSquare to more effectively communicate with parents.  The Family Liaison also supports families in identifying meaningful ways for them to partner with Discovery ll. Efforts will focus on expanding the use of ParentSquare’s translation features to ensure communication reaches EL families in their preferred language, enhancing accessibility and engagement.|In order to improve engagement of underrepresented families, the school will continue to encourage all families to participate and seek out ways for families to engage that best accommodate their busy schedules. The Family Liaison will actively connect with all families to ensure equitable opportunities for involvement within the school community. Efforts to expand the use of ParentSquare’s translation features will support communications to English learners. Additionally, the school will honor and celebrate the diversity of families and the broader community through multicultural events (such as Eid, Holi, and Diwali) fostering a more inclusive and welcoming environment for all.|Discovery Charter School II is a parent partnership school, and families continue to be deeply integrated into the academic and social success of students. Based on the annual survey results, 98.2% of families attended parent-teacher conferences, school workshops, or other school-wide family events in 2024-25. In addition, 66% of families met their volunteer commitments, reinforcing active participation in the school community and their child's academic journey. Families also participate in Positive Discipline trainings alongside staff, building a shared approach to supporting positive student behavior. The school further supports partnerships for student outcomes through Family Education sessions focused on relevant topics such as digital citizenship, social media, and conflict resolution. Outreach efforts have expanded through recruitment events at local preschools and the hosting of special events for preschool families, creating an early bridge between preschool and elementary education. These efforts, supported by the Family Liaison, ensure families are informed and empowered to support their students from the very beginning. Collaborations with community organizations, including the San Jose Police Department, also enhance safety education and strengthen school-home-community partnerships.|Discovery Charter School II will continue to strengthen partnerships for student success by focusing on consistent and timely communication from classroom teachers regarding student progress. Additionally, the school aims to improve multilingual access by offering check-in processes and parent education opportunities in multiple languages, particularly at the beginning of the year. Expanding the availability of translated materials and ensuring inclusive communication will help better engage families whose primary language is not English, thereby supporting all families in actively participating in their child's academic growth.|Discovery II plans to improve engagement of underrepresented families by offering more flexible and accessible opportunities for participation that accommodate families’ varying schedules and commitments. The Family Liaison will work to build relationships with all families and ensure that engagement opportunities are inclusive and equitable across the school community.   To further support underrepresented families, the school will expand the use of multiple languages in the check-in process and communication tools to better serve multilingual families. Parent education opportunities will be offered early in the school year, with translated materials and interpretation available to ensure all families can fully participate. Additionally, the school will continue to provide supportive resources such as the Kindness Closet and food-sharing programs throughout both the fiscal and holiday year. These efforts aim to reduce barriers to participation, foster inclusion, and build stronger trust within the school community.|"As a parent partnership school, Discovery II places high value on seeking and integrating parental input into the decision-making process. Based on recent survey data, 84.2% of parents indicated that they have provided input into school decisions—highlighting a strong level of engagement. The school actively seeks parent voice through multiple, structured avenues including community meetings, parent surveys, Parent Leadership Groups (such as the Program Site Council, English Learner Advisory Committee [ELAC], and Parent Education Team), and monthly Board of Directors meetings. Regularly scheduled ""Coffee with the Principal"" events—community meetings led by the principal—serve as a platform for sharing and discussing important topics such as the LCAP and school financials in an accessible format. Additionally, “Walk and Talks” provide informal, approachable opportunities for parents to bring concerns, ideas, or questions directly to the school director. Parent surveys are distributed throughout the year to collect ongoing feedback and input regarding school programs and initiatives. The Program Site Council, which includes parent volunteers in partnership with the principal, serves as a key forum where parents can contribute to school planning and decisions. Similarly, ELAC meetings give families of English Learners the opportunity to provide input specifically related to language development programs. Finally, Discovery II’s Board of Directors meetings, which are open to the public and held monthly, offer another consistent and formal channel for parent and community engagement in governance and planning. These multiple pathways demonstrate Discovery II’s strong commitment to authentically seek input from its educational partners in decision-making processes."|One challenge for the school to address is the same parents taking on many leadership roles. The school will continue to focus on empowering other parents to participate in these leadership roles through communication and outreach methods. The school plans on improving how all parents can engage on campus with a participation menu or rubric, so that parents can choose the manner of participation that suits them.|In order to improve engagement among underrepresented families, Discovery II is committed to providing flexible and inclusive opportunities for participation, especially for parents who are unable to come to campus during school hours. To support this, Discovery II utilizes ParentSquare, a communication platform that keeps families informed and engaged with school updates, events, and opportunities. ParentSquare offers automatic translation into multiple languages, allowing families to receive information in their preferred language and ensuring equitable access to communication. Additionally, Discovery II is expanding multilingual opportunities by offering interpretation and translation services during meetings, written communications, and school events. These efforts aim to remove language and accessibility barriers, fostering stronger engagement from all families across the school community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
43104390129213|Alpha: Jose Hernandez|3|Current strengths include multiple methods of two way communication by using Deanslist, IC and Konstella,  further growth in family programming and volunteer opportunities for all grades and expansion of external partnerships for addition of family workshops on supporting middle school SEL and digital literacy.|There are opportunities to sustain ongoing communication leading up to conferences and continue to expand engagement opportunities for our middle school families.|We will revisit the cadence, promotion and structure of monthly cafecito as well as additional programming. We will also further flesh out communication expectations for all teachers with families and monitor this.|We have quarterly conferences to partner with families in student's strengths, progress and opportunities from quarter to quarter. Our families have access to seeing their student's grades via the parent portal on Infinite Campus (we support with access) and receive weekly progress reports with academic and behavioral updates.|We will continue building on the focus of 6-8 families due to seeing the impact of differentiated support and opportunities this year. Additionally, want to bring more focus to family learning on the different assessments students engage in throughout the year.|More consistent communication leading up to conferences vs. this being the start of grade discussions and more intentionality around weekly reports to ensure all families are viewing them.|We continued to build on SSC engagement, saw increase in ELAC engagement and partnered with external partners to support family skill development with how they can continue being part of decision-making processes.|Maintaining growth ELAC engagement and 6-8 family engagement for decision making.|Improve promotion and explanation of purpose of ELAC from orientation onward and provide additional volunteer/visit opportunities connected to this.|4|5|4|4|4|3|3|3|3|3|3|3|Met||2025-06-11|2025
43104390131110|Rocketship Fuerza Community Prep|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43104390131748|Voices College-Bound Language Academy at Morgan Hill|3|Currently, Voices MH creates strong partnerships between school staff and families by encouraging participation in different parent groups such as ELAC or the Parent Committee. This year, the parent committee began work in four subcommittees to assess areas for growth on the campus and action plan ideas to implement alongside school staff and leadership. 					|Voices MH will continue to focus on increasing attendance at Cafecito, pushing out invites through ParentSquare, having the Principal and the Dean of Culture make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents regarding updates with regularity. Voices MH will also work to increase the response rate for the family satisfaction survey to ensure all perspectives are recognized in the data. Lastly, with the transition into the new facility this school year, Voices MH will also work to increase the number of in-person events and meetings while also maintaining remote access for families.					|Voices MH will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc. Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources. Additionally, Voices Morgan Hill will continue to work with school staff and teachers to understand the importance of accessible and equitable communication with our families.					|Families are happy with relationships between staff and families due to efforts throughout the year and feel like they can go to teachers, the Dean of Culture, and the Principal with questions and feedback. This year, the addition of a Student Services Manager at Voices MH also allowed families to build stronger partnerships with the school with respect to students that receive IEP services. Families also expressed satisfaction with the new parent committee which allowed parents to have deeper involvement in campus activities and priorities. 					|"""Families would like more opportunities for enrichment activities outside of what is currently offered. Voices MH will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices MH will also provide additional academic support for students to mitigate learning loss. Voices MH aims to provide families with more resources to support students with learning at home. Voices MH has also added a reading intervention role to the 25-26 budget to support in closing learning gaps for students in literacy. ""					"|Voices MH will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc. Voices MH will also use these various communication channels to convey information on resources and support families with connecting to these resources. Voices will also work with teachers and school staff on ensuring they have appropriate lines of communication to build partnerships with parents and families.					|In addition to our stakeholder engagement, where feedback is collected, Voices conducts Network-wide staff, student and family surveys utilizing Panorama Education, a third party. These surveys are conducted twice a year and are used for planning. We will continue to use those in 2025-2026 and implement the feedback provided in our academic and culture planning.					|Voices MH will focus on seeking family input regarding enrichment activities and ways in which parents/guardians can support these activities. Voices MH will also seek family input in ways to motivate parent/guardian participation and engagement at school including participation in the Family-schools relationship survey conducted twice a year.					|Voices MH will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times.					|4|5|4|4|4|3|3|4|4|3|3|3|Met||2025-06-24|2025
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|3|This year marked the second year with the same Leadership Team at Voices Mount Pleasant, consisting of the Principal, Dean of Culture, Student Services Manager, Business Manager, and Instructional Coach. Building on the foundation established last year, the team prioritized relationship-building with staff and families to promote a welcoming and inclusive school environment. As a result, communication with staff and parents/guardians continued to improve and strengthen.  Voices MP consistently hosted ELAC meetings and Cafecitos throughout the year, providing parents and guardians with meaningful opportunities to share input and feedback on LCAP goals, school progress, academic programs, and overall school needs. All materials were made available in both English and Spanish to ensure accessibility. Additionally, families played an active role in the school community by helping plan and volunteer at fundraising events, deepening their engagement and strengthening the partnership between home and school.|Voices Mount Pleasant will implement a multi-faceted outreach strategy to improve engagement of underrepresented families identified during the self-reflection process about building relationships between school staff and families. This includes continuing to communicate in English, Spanish, and other languages as needed to ensure accessibility. School leadership will make proactive phone calls and utilize tools like ParentSquare to reach families through their preferred communication methods. Voices MP will also use these channels to share information about community resources and assist families in accessing support services. In addition, the school will provide ongoing training and guidance to staff on culturally responsive and inclusive communication practices to strengthen trust and connection with all families, particularly those who have historically been underrepresented or harder to reach.|Voices Mount Pleasant has made significant progress in building strong partnerships that directly support student outcomes. The school continued its partnership with the Boys and Girls Club, Art in Action, and Pacific Clinics to enhance student learning and well-being. Through the Boys and Girls Club, students benefit from additional support during the enrichment block and access to expanded learning opportunities in the after-school program, strengthening student engagement and relationship-building with caring adults. The Art in Action program, aligned with the National Core Arts Standards, enriches students’ creativity and critical thinking during enrichment time. Additionally, Pacific Clinics supports students and families by providing on-site parent workshops, small group interventions, and a weekly Social Emotional Learning (SEL) advisory for middle school students. These partnerships contribute meaningfully to Voices MP students' academic, emotional, and social development.|Based on the analysis of educational partner input and local data, Voices Mount Pleasant demonstrates strong progress in building partnerships that support student outcomes. This year, Voices MP partnered with the Boys and Girls Club, Art in Action, and Pacific Clinics to enhance student learning and development. The Boys and Girls Club supported the enrichment block and provided expanded after-school learning opportunities, helping students build meaningful relationships with staff and engage in positive experiences that contribute to their academic and social growth. The Art in Action program, aligned with the National Core Arts Standards, enriched student creativity and expression. Through our partnership with Pacific Clinics, students received small group and individual services, including weekly Social Emotional Learning (SEL) advisory sessions for middle school students. Additionally, parent engagement improved through more consistent communication about student growth and progress, further strengthening the home-school connection and supporting student success.					|Voices Mount Pleasant continues the school year with a Parent/Guardian Education Workshop calendar designed to equip families with tools and strategies to support their child’s learning and strengthen the school-home partnership. In response to family feedback requesting more enrichment opportunities, Voices MP will explore expanding its offerings to include performing arts and additional partnerships promoting student wellness. To further support student well-being, Voices MP will continue its partnership with Pacific Clinics to provide individual and group counseling services. The school will also implement a Social-Emotional Learning (SEL) curriculum and offer advisory periods for middle school students. Additionally, Voices MP is committed to providing families with increased resources to help them support their students’ learning at home.|To improve the engagement of underrepresented families, Voices Mount Pleasant ensures that all communication is shared in both English and Spanish and provided in both digital and printed formats to maximize accessibility. Additionally, Voices MP is committed to connecting families with community resources and proactively reaching out through phone calls when needed. Teachers hold conferences with parents/guardians twice a year and remain open and available to schedule additional meetings whenever requested to support ongoing collaboration and student success.|Voices Mount Pleasant has made consistent progress in seeking input for decision-making by fostering multiple avenues for stakeholder engagement. The school regularly hosts Cafecitos and ELAC meetings throughout the year, providing opportunities for families, staff, and community members to share feedback, raise concerns, and offer suggestions. These gatherings are valuable forums for building trust and ensuring diverse voices are heard. In addition, Voices administers a Network-wide survey twice a year to staff, students, and families. The data collected from these surveys are carefully analyzed and directly inform school planning, initiatives, and improvements. These efforts demonstrate a strong commitment to collaborative decision-making and responsiveness to the needs and perspectives of the community.|Voices Mount Pleasant hosts regular Cafecitos (Principal’s Coffee) and ELAC meetings throughout the school year, allowing families and stakeholders to share feedback, input, and suggestions. While these forums have been valuable, Voices MP is committed to improving and increasing attendance to ensure broader representation and engagement.  In addition to in-person engagement, Voices conducts a Network-wide survey twice a year using the Panorama platform to collect input from staff, students, and families. Voices MP will prioritize increasing family participation in these surveys to ensure a more comprehensive understanding of community needs. To achieve this, we will offer multiple, accessible ways for families to share feedback—including surveys, focus groups, and listening sessions—while ensuring language support, flexible meeting times, and clear communication.  Transparency is essential to building trust, so we regularly share how input is used through updates on our parent portal and other communication platforms. Voices MP is also committed to actively reaching out to underrepresented voices to ensure equity in engagement. We will continue to strengthen relationships through parent councils, liaisons, and community partnerships to foster ongoing, meaningful engagement that reflects the diverse perspectives of our school community.|Voices Mount Pleasant will continue to refine and expand its outreach strategies to better connect with harder-to-reach families. These efforts include providing all communication materials in English, Spanish, and other languages as needed; making proactive phone calls from the Dean of Culture and Principal; and using bilingual messaging through ParentSquare. Additionally, we will offer parent/guardian meetings at various times to accommodate diverse work schedules and ensure greater accessibility. Voices MP will also strengthen its efforts to connect families with relevant community resources, supporting both academic and non-academic needs.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
43104390133496|Rocketship Rising Stars|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43104390135087|Opportunity Youth Academy|3|OYA believes that successful collaborative relationships with students and families have a positive impact on student learning and achievement.   Teachers and paraeducators reach out to all students and their families before the start of the school year to welcome them back or to welcome them for the first time.  Teachers hold a Meet and Greet so new students and families can visit their school site and students can meet their support staff.  Throughout the school year, OYA hosts several parent engagement events including back-to-school nights focused on academic and social-emotional learning.|One area of improvement is to continue to work to increase parent participation at School Site Council and ELAC meetings.|OYA staff participate in all day professional development five times a year. A portion of this professional development is dedicated to the value and utility of contributions of parents and adult students, and in how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school. These professional development activities are driven by input from School Site Council meetings, Parent Engagement meetings, and surveys. Additionally, OYA has increased opportunities for the informed participation of educational partners on supporting our students with disabilities, English learners, Foster Youth, and low-income students. Educational partners are invited to collaborate with staff to ensure a full range of services and supports are available to students.|Parents and students have several opportunities in the school year to meet with teachers and discuss student progress.  Quarterly Advisory conferences, at which teachers discuss individual student performance and goals, grades, attendance, and post-secondary plans, are scheduled four times a year with students and parents. Parents and students are welcome to schedule a meeting with their teacher at any time in the year.   Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students.  Additionally, the Student/Parent Handbook is provided at the beginning of the school year and posted on the school website.|An analysis of educational partner input indicates that Opportunity Youth Academy will build partnerships with parents and students by continuing current outreach opportunities to include: (a) surveys, (b) School Site Council meetings, and (c) quarterly advisory conferences.  LCAP Goal Three outlines Actions and Services intended to increase partnerships with parents.|An analysis of educational partner input and local data indicates that OYA provides a pathway to communication for families. Emphasis on home and school communication will be a continued goal of OYA.   Individualized attention to families is a priority for OYA as during the 2023-2024 school year we served a student population of 594 students who represnted: (a) 83.2% Low Income, (b) 27.1% English Learner, (c) 3.5% Foster and Homeless youth, and (d) 23% Students with Disabilities. Our major ethnicity is Latinx at 89% .  We will continue to improve engagement of families through: (a) personal outreach, (b) engaging activities, and (c) a culturally responsive environment.|Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue current practice of outreach to families, (b) continue to train staff members on positive student and family communication, and (d) continue to promote parent participation in school site council and ELAC meetings.|Opportunity Youth Academy continuously works to build trust, respect and professionalism.  The outreach and collaboration with educational partners for inclusion, participation, and growth as a community influences the building of trust in our school and community. Weekly administration group meetings are scheduled to discuss best practices and communication with staff across all sites.  Monthly staff meetings and professional development opportunities build staff participation and contribution to achieve building a positive atmosphere. OYA uses multiple methods to encourage parent communication and input, including the School Site Council through monthly meetings, along with Opportunity Youth Academy Board meetings, Governance Council meetings, and parent/student/staff surveys.|Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making.   OYA will continue processes to include all parents in decision-making venues and surveys.|5|5|5|5|5|5|4|5|4|3|5|4|Met||2025-06-26|2025
43693690000000|Alum Rock Union Elementary|3|Alum Rock Union School District remains committed to fostering strong partnerships with families by creating welcoming school environments and ensuring that all parents—regardless of language, background, or circumstance—feel seen, supported, and empowered to engage in their child’s education.  Based on educational partner feedback collected through LCAP forums, family engagement surveys, and direct input from School Site Councils, ELACs, and community liaisons, we continue to see strong progress in building relationships between school staff and families. Parents consistently express appreciation for site-based efforts to maintain open and ongoing communication, particularly through regular Principal Coffees and parent meetings. These events have become established practices at nearly every site, providing opportunities for school leaders to build trust with families, share important updates, and listen to parent concerns in an informal, accessible  setting.  Community Liaisons continue to play a vital role in bridging connections between families and schools. Their presence ensures that parents receive timely support with enrollment, community resources, and educational guidance. As the demand for language access increases, our district has expanded both in-person and virtual interpretation and translation services. In 2024–25, interpretation was provided in 11 different languages, with Spanish and Vietnamese accounting for the highest volume. These services are used to support IEP meetings, family conferences, school events, and daily communication.  Our use of ParentSquare continues to strengthen home–school connections. The app’s translation features allow families to receive and respond to messages in their primary language, increasing two-way communication between staff and parents. Parents have expressed that this tool makes it easier to engage with teachers and stay informed. In addition, Parent University and family-facing workshops continue to be a highlight of our engagement efforts. Sessions are offered in multiple languages and focus on academics, social-emotional learning, digital literacy, and navigating school systems. Input from these sessions is directly incorporated into school site planning and is reflected in the development of school goals and SPSA priorities.  Overall, feedback shows that families feel more connected and valued by school staff. While we acknowledge there is still room to grow, especially in reaching historically underrepresented families, our current structures, combined with intentional staffing, technology tools, and inclusive practices, have strengthened relationships and established a foundation for deeper engagement moving forward.|Based on analysis of educational partner input and local data, Alum Rock Union School District has identified several areas of focus to strengthen relationships between school staff and families.  While many families report feeling welcomed and supported at their child’s school, parent input—gathered through LCAP forums, surveys, and direct feedback at site-level meetings—continues to highlight the need for more consistent customer service and front-office interactions. Families have shared that the tone and responsiveness of front office staff greatly impact their perception of the school. As a result, the district is exploring professional development opportunities focused on culturally responsive customer service and creating inclusive front office environments.  Another area of improvement is in broadening communication strategies to reach families not currently engaged through digital platforms like ParentSquare. Although the tool is widely used, educational partners have emphasized the importance of offering multiple modalities for outreach, including paper flyers, personal phone calls, and in-person check-ins—especially for families who may lack consistent internet access or prefer direct human interaction.  Parents have also requested more flexible scheduling for engagement opportunities, such as Principal Coffees and school meetings. While morning events are appreciated by many, others have expressed interest in evening or weekend options to accommodate work schedules. Several schools have begun piloting alternative time slots for family meetings, and the district is encouraging this practice to increase accessibility and participation.  Additionally, feedback from community liaisons and school leaders suggests that deeper training is needed to support staff in navigating difficult conversations with families, especially when addressing sensitive issues such as student behavior, academic struggles, or special education services. Building staff confidence and skill in these areas will contribute to more productive, trust-based relationships between school teams and families.  These identified focus areas are reflected in district planning efforts and are informing the design of future professional development, family engagement initiatives, and school site goals in the SPSAs for the 2025–2026 school year.|Based on the analysis of educational partner input and local data, Alum Rock Union School District remains focused on improving the engagement of underrepresented families by ensuring every school site fosters a welcoming, inclusive, and culturally responsive environment.  During the 2024–2025 school year, feedback from the LCAP forums and Panorama family surveys highlighted that while many families feel valued, underrepresented families—particularly those experiencing housing instability, language barriers, or limited digital access—continue to face challenges in fully engaging with school staff and systems. In response, the district is implementing several strategies to address these gaps.  First, we are prioritizing training and support for front office and classified staff on inclusive customer service practices, with a focus on welcoming all families with empathy and cultural awareness. This professional development aims to ensure that the first point of contact with schools reflects our values of equity and respect.  Second, we are working to expand family engagement events and workshops that are responsive to community interests and accessible in multiple languages and formats. Schools are encouraged to host culture-building events, resource nights, and student showcases that celebrate the diversity of our families while also strengthening relationships with staff. Parent University sessions will continue to address academic topics, SEL, and school system navigation, with materials and interpretation provided in our top-requested languages.  To improve communication with hard-to-reach families, we are refining multimodal outreach efforts, including personal phone calls, home visits (when appropriate), printed communication, and in-person follow-ups for families not actively using digital platforms like ParentSquare. Community Liaisons play a central role in this effort, acting as trusted messengers who help bridge school-home connections and advocate for the needs of underrepresented families.  Finally, through ongoing collaboration with ELACs, DELAC, and our McKinney-Vento and foster youth support teams, we are identifying families who have not historically participated in school events and are working to develop targeted strategies to remove barriers, such as flexible scheduling, on-site childcare, and transportation assistance.  These commitments are embedded in school site SPSAs and will be monitored as part of our broader effort to build stronger, more inclusive school communities across Alum Rock.|Alum Rock Union School District believes in building strong partnerships with families to support student outcomes and long-term success. The district continues to strengthen staff capacity to engage families as collaborators in the educational process, while also equipping parents with the knowledge and tools to advocate for their children.  Educational partner input gathered through LCAP forums, school site feedback, and Panorama family surveys affirms that families feel welcomed, valued, and encouraged to participate. In the 2024–2025 Panorama family survey, 96% of parents reported feeling welcomed to participate in their child’s school, and 95% indicated that school staff welcomed their input and suggestions. These results are clear indicators that parents feel supported and empowered to take part in decision-making, training, and school improvement conversations.  The district's ongoing investment in family-focused events further demonstrates this progress. In the fall of 2024, over 598 parents attended Parent University, which offered workshops on academic support, social-emotional learning, digital tools, and navigating special education services. The event was held in multiple languages and included community partners, school staff, and district departments working together to provide accessible, relevant, and actionable resources for families.  Additionally, School Site Council (SSC) and English Learner Advisory Committee (ELAC) trainings were redesigned this year to increase clarity around purpose, roles, and input opportunities. This has led to stronger participation and more informed contributions to school planning processes.  Our Community Liaisons continue to serve as critical connectors between schools and families, helping families navigate school systems, attend key meetings, and understand how to access academic and behavioral support for their children.  Together, these efforts reflect the district’s commitment to building authentic, sustained partnerships that center family voice, increase advocacy, and ultimately improve outcomes for all students.|Based on the analysis of educational partner input and local data, Alum Rock Union School District has identified several key areas for improvement to strengthen partnerships that directly support student outcomes.  While families acknowledge the value of current workshops, events, and services—such as Parent University, counseling support, and community liaison outreach—parents have expressed a desire for more personalized and sustained opportunities to engage in their child’s academic progress. Specifically, feedback from LCAP forums and school site meetings highlighted a need for greater clarity around how families can support learning at home, interpret assessment data, and partner with teachers on goal setting and progress monitoring.  Additionally, some families shared that while large events are helpful, follow-up or school-site level support is often limited, making it difficult to apply what they learned in a meaningful or ongoing way. As a result, the district is exploring ways to build more site-specific, consistent engagement structures—such as small-group workshops, grade-level parent meetings, or family-teacher conferences that focus on academic data and strategies to support student learning at home.  Panorama survey data also pointed to lower engagement among families of students with disabilities and newcomers, indicating a need to strengthen our outreach and support systems for these populations. In response, the district is working to ensure that all parents—especially those who may feel less confident navigating the school system—receive tailored guidance, ongoing communication, and direct access to intervention and enrichment opportunities.  These identified areas for improvement will guide ongoing professional development for staff, updates to site-level family engagement plans, and the continued evolution of district-wide initiatives designed to deepen family-school partnerships with a direct impact on student learning and success.|To improve the engagement of underrepresented families in building partnerships for student outcomes, Alum Rock Union School District will continue to expand and refine strategies that are responsive to the specific needs and barriers identified through the self-reflection process, LCAP input sessions, and Panorama survey data.  Educational partner input has emphasized the importance of increasing access to meaningful engagement opportunities throughout the school year—not just during major events like Parent University. In response, the district will implement a series of “Mini Parent Universities” at both the site and district levels, offering parent education on academic topics, assessment literacy, and social-emotional learning in smaller, more manageable formats. These workshops will be offered using a hybrid model (in-person and virtual) to accommodate the diverse scheduling needs of working families, including those who have historically faced barriers to in-person participation due to childcare, transportation, or job-related conflicts.  Families also voiced a strong desire to better understand student assessments and academic progress, particularly how assessment data informs instruction and how parents can support learning at home. In the 2024–2025 school year, the district will roll out new assessment literacy workshops designed to help families interpret scores from benchmark and state tests, understand growth measures, and advocate for appropriate support.  To ensure more strategic outreach, the district is also developing a data system to track participation in site and district family engagement events, disaggregated by school, language, and student subgroup. This system will allow staff to identify participation trends and gaps, enabling more targeted outreach to families who have not historically engaged.  Community Liaisons will continue to play a central role in personalized outreach, building trust with underrepresented families through one-on-one support, home communication, and connections to school resources. These efforts are also supported by site SPSA goals and LCAP-funded family engagement actions that reinforce the district’s commitment to equity, inclusion, and authentic partnership.|Alum Rock Union School District continues to prioritize meaningful opportunities for families to engage in decision-making processes, with a strong emphasis on ensuring that parents from underrepresented communities have a voice in shaping school and district initiatives.  In our most recent Panorama family survey, 95% of parents responded favorably to the statement “school staff welcomes my suggestions,” reflecting a high level of trust and openness in our school communities. Every school in the district maintains active School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), both of which are key structures for encouraging authentic parent leadership. These site-based groups ensure that families are part of ongoing discussions related to student outcomes, budget priorities, and program implementation.  At the district level, families also participate in advisory bodies such as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and SPARC (Strategic Planning and Resource Committee). These committees offer families structured opportunities to review data, provide feedback, and influence broader planning efforts, including the LCAP, facilities master plan, and the district’s strategic plan.  Our annual Parent Jubilee continues to celebrate and elevate parent leadership across schools. This event highlights the contributions of family members who serve in advisory roles and encourages others to get involved in shaping the educational experience.  Parents have consistently shared through LCAP forums and site feedback sessions that they feel the district not only welcomes their input but actively incorporates it into major decisions. From school principal coffees to targeted leadership training, parents are offered multiple pathways to voice their perspectives, raise concerns, and help co-create solutions that impact their school communities.  These collective efforts reflect the district’s deepening commitment to building capacity for family leadership, ensuring inclusive representation, and creating decision-making structures that honor parent voice as a critical element in student success.|Based on educational partner input and local data, Alum Rock Union School District has identified several focus areas for improvement in Seeking Input for Decision-Making, particularly around strengthening advisory group participation and ensuring parent voices are meaningfully integrated into school and district planning.  A key area of focus for the 2024–2025 school year is the recruitment and retention of parent advisory leaders. While every school has a functioning SSC and ELAC, input from principals, liaisons, and families indicates that sustaining consistent participation—particularly from underrepresented families—remains a challenge. To address this, the district will work closely with site administrators to provide targeted support for recruiting diverse parent representatives and training them on the purpose, responsibilities, and impact of their role.  In addition to onboarding and orientation efforts, staff will develop strategies to increase advisory parent engagement and motivation, such as recognizing contributions, ensuring meetings are purposeful, and providing accessible communication before and after meetings. The district will also explore offering flexible meeting formats—including hybrid options and interpretation services—to reduce barriers to participation.  Another area for growth involves creating more structured opportunities for advisory parents to engage with school and district leadership outside of formal meetings. Educational partner feedback has emphasized the importance of relationship-building and two-way dialogue. In response, staff will encourage principals and district leaders to schedule informal check-ins or listening sessions with advisory group representatives, providing them with the space to share concerns, raise ideas, and feel heard.  Lastly, the district will strengthen efforts to close the feedback loop, ensuring that parents understand how their input has influenced decisions. By consistently reporting back on how advisory and survey input is reflected in LCAP actions, site goals, or policy updates, the district aims to reinforce that parent voice matters and has an impact.  These focus areas are designed to ensure that all families—especially those who have historically been underrepresented—are not only invited to the table but are supported to participate meaningfully in the decisions that shape their children’s education.|To improve the engagement of underrepresented families in decision-making opportunities, Alum Rock Union School District will develop and implement a targeted outreach plan focused on increasing diverse representation and removing barriers to participation.  Input from LCAP forums, site meetings, and Panorama surveys has shown that while many families feel welcomed, there is a continued need to intentionally reach families who have historically been less represented in advisory roles—such as parents of English learners, students with disabilities, foster and unhoused youth, and newcomers.  The district will work with site leaders, community liaisons, and key district departments to design a strategic outreach and recruitment plan aimed at elevating the voices of these families. This includes personalized invitations, multilingual communications, and one-on-one follow-up to build trust and encourage participation in School Site Councils (SSCs), ELACs, and district advisory groups such as DELAC and DAC.  To further reduce barriers, the plan will prioritize accessibility supports, such as: *  Offering hybrid and virtual meeting options to accommodate work schedules and transportation needs; *  Providing childcare and interpretation services at in-person meetings; *  Ensuring that meeting materials are translated and delivered in plain language to increase clarity and accessibility.  In addition, the district will focus on building parent confidence and leadership skills through advisory-specific training sessions that demystify the decision-making process, clarify roles and responsibilities, and explain how parent input shapes site and district plans.  These actions will be supported by ongoing reflection and progress monitoring at the site and district levels to ensure outreach efforts are effective, inclusive, and responsive to the needs of all families.|4|4|3|3|4|4|3|2|3|3|3|2|Met||2025-06-26|2025
43693690106633|KIPP Heartwood Academy|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 15 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 15 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
43693690125526|Alpha: Blanca Alvarado|3|ABA has established regular parent engaging events and programs such as Cafecito, SSC, ELAC, Family Conferences along with the information sessions such as Welcome night, Back to School Night, Open house. Through various touch points and connections, parents and teachers are able to make trusting relationships to rely on each other's strengths. We also have additional events that celebrate student successes such as awards days and Winter Fest and Spring Performances. We started using DeansList as our two way communication platform where parents can easily send or receive communications directly from school using their language of choice.|We want to empower our parents to be involved with more fundraising efforts in order to be able to afford 5th grade science camp at Walden West. Also, we are in the process of establishing Parent Association for parents to take ownership and leadership with various execution of school wide events.|We need more parents of ELL to voice their opinions and one way we will be approaching strengthening their voices is by strengthening our ELAC meetings and make it more dynamic for parents to be involved. Also, we want to encourage more parents to participate in school surveys to share their input by sending home fliers and providing incentives for the students whom their parents have completed the surveys.|We have family conferences that are taking place three times a year to invite parents to discuss the academic progresses. We celebrate and recognize students' achievements through quarterly awards assemlies where all families are invited to attend. While leveraging MTSS, we conduct SST for any students who need additional intervention or support and during this process, we involve parents as one of the most vital members of the team to determine the support plans.|We can work on planning and delivering school wide training to help the staff to approach our families with asset oriented mindset and make the training more consistent and intentional throughout the year before any major interactions.|While leveraging Family conferences, we can provide the needed information for families such as NWEA MAP growth report or STAR reports to help parents understand the data. Also, we need to plan for more robust and comprehensive summer learning plan for all students especially around the language development to reduce the summer learning loss.|SSC, Cafecito, ELAC, and parent surveys have been consistently utilized for parent inputs and opinions gathering purposes.|We need to determine the ways to involve more families and have them to participate in surveys. Also, we need to build a variety of parent leadership to ensure that multiple perspectives are being heard|We can identify the students that are being underrepresented and reach out to the families directly. Also, we should call or meet in-person rather than via text or email|5|5|4|5|2|3|3|2|2|3|4|2|Met||2025-06-11|2025
43693690129924|Kipp Prize Preparatory Academy|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 79% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 79% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
43693770000000|Berryessa Union Elementary|3|Strategy Keepers with Dr. Niki Elliott Family Engagement series with Santa Clara County Office of Education (SCCOE) Professional Development for office staff  Professional Development for Home visits  Family Liaison positions Focus groups (CCEIS) w/ parents  Interpreters & access to translators  District English Language Advisory Committee (DELAC)  & Berryessa District Advisory Committee (BDAC)|Focus Area - Creating dual capacity framework & providing parent workshops|CIM for CCEIS work - parent liaisons (one hour positions) at each school site  District English Language Advisory Committee (DELAC) & Berryessa District Advisory Committee (BDAC)|The Berryessa Union School District (BUSD) has made notable progress in building partnerships for student outcomes through active engagement of educational partners and effective use of local data. Key strengths include:  1. Engagement of Educational Partners: BUSD has strong relationships with parents, community organizations, and local businesses, holding regular meetings and forums for input and feedback.  2. Use of Liaisons: Dedicated liaisons connect schools with the community, facilitating communication and organizing events to enhance family engagement.  3. Inclusion of Interpreters: Interpreters ensure non-English speaking parents can participate in school activities and understand important information.  4. Data-Driven Decision Making: BUSD uses local data to identify needs and track progress, tailoring strategies to support student outcomes.  5. Community Partnerships: Collaborations with local organizations provide additional resources and support services, such as after-school programs and mental health resources.  6. Family Engagement Programs: Workshops, informational sessions, and volunteer opportunities empower parents and guardians to get involved in their children's education.  7. Improved Student Outcomes: These collaborative efforts have led to higher student achievement and well-being.  Overall, BUSD's use of liaisons and interpreters, along with data-driven strategies, has significantly enhanced support for student outcomes.|Based on the analysis of educational partner input and local data, the Berryessa Union School District (BUSD) has identified key focus areas for improvement in building partnerships for student outcomes:  1. Welcoming Front Offices & District Personnel:  BUSD aims to create more welcoming and accessible front offices and district personnel. This involves training staff to be more approachable, ensuring that all families feel comfortable and supported when interacting with school and district offices.  2. Support for Newcomers:  The district recognizes the need for better support systems for newcomers, including new students and their families. This includes providing resources and information to help them integrate smoothly into the school community and access necessary services.  3. Addressing Chronic Absenteeism:  BUSD is focusing on reducing chronic absenteeism by identifying its root causes and implementing targeted interventions. This involves working closely with families to understand and address barriers to regular school attendance, such as health issues, transportation, and family support.  These focus areas are designed to enhance the overall engagement and support of families, ultimately contributing to better student outcomes.|Based on the analysis of educational partner input and local data, the Berryessa Union School District (BUSD) plans to improve engagement of underrepresented families through the following strategies:  1. DELAC Needs Assessment:  The District English Learner Advisory Committee (DELAC) will conduct a thorough needs assessment to identify the specific challenges and needs of underrepresented families, particularly those of English learners. This assessment will guide the development of targeted support and resources to better engage these families.  2. Survey - Panorama:  BUSD will utilize the Panorama survey to gather comprehensive feedback from underrepresented families about their experiences and needs. The survey will provide valuable insights into areas where the district can improve its communication and support, ensuring that the voices of these families are heard and considered in decision-making processes.  By leveraging the DELAC needs assessment and the Panorama survey, BUSD aims to develop tailored strategies to enhance the engagement and participation of underrepresented families, ultimately leading to better partnerships and improved student outcomes.|One strength of the district in regards to seeking input for decision-making is that many opportunities for families, students, and staff to provide input are available.  For example, we have BDAC, DELAC, SSC, Panorama Survey, and other committees where the educational partners can provide input for decision-making.|One area where the district can improve is by seeking more diversity on the various teams and committees that allow for input.  The educational partners who participate on teams or committees that allow for input for decision-making are on all of the same committees.  Bringing more voices and perspective to our committees is one are for improvement.|The district will identify those educational partners who are underrepresented and make personal contact with them to invite them to participate in the committees that allow for input for decision-making.|3|3|3|3|3|4|3|3|2|2|2|2|Met||2025-06-25|2025
43693850000000|Cambrian|3|The Cambrian School District continues to demonstrate strong implementation of practices aimed at fostering meaningful relationships between school staff and families. With a rating of 4 across all measured practices, the district is in the Full Implementation phase, showing consistent and intentional efforts to sustain inclusive and responsive family engagement. The district benefits from a deeply involved and supportive parent community that actively contributes time, energy, and resources to enrich the learning environment. Building on this foundation, Cambrian has strengthened open communication through multiple accessible channels, including newsletters, email updates, and social media, ensuring families remain informed and connected to school life. Professional learning for staff remains a key strength, with ongoing training in cultural competency enhancing staff capacity to engage respectfully with families from diverse backgrounds. School sites prioritize creating welcoming and inclusive environments through events such as family nights, workshops, and volunteer opportunities, which foster a shared sense of belonging and partnership.  Cambrian has also made progress in establishing two-way communication structures, using language that is clear and accessible to all families. Mechanisms for gathering and responding to family feedback have been refined, ensuring that parent voices continue to influence school and district decisions. Support services, including counseling, translation, and family liaisons, further demonstrate the district’s commitment to removing barriers and supporting families as they navigate the educational system. These collective efforts reflect a robust and evolving culture of trust, collaboration, and mutual respect that anchors student success.|While the Cambrian School District has made strong progress in family engagement and communication, ongoing input from educational partners and data analysis indicate several key focus areas for continued improvement. A primary area of focus is enhancing the effectiveness of two-way communication, particularly by strengthening systems that ensure family feedback is meaningfully integrated into school and district decision-making. Although mechanisms for collecting input are in place, the district is prioritizing efforts to make this process more transparent and responsive. Additionally, the district is committed to deepening staff capacity for cultural inclusivity through sustained professional development. This work aims to build even stronger relationships with families by affirming and valuing the school community's cultural and linguistic diversity. Another area for growth involves expanding outreach to historically underserved and underrepresented families. The district is working to ensure all families feel welcome, heard, and supported, particularly by increasing engagement opportunities and creating culturally responsive school environments. Finally, the district is exploring ways to broaden access to support services, including translation, interpretation, and parent education programs. These enhancements are designed to remove barriers to participation and empower families to play an active role in their children’s educational journey. Together, these focus areas are designed to build upon current successes and cultivate even more equitable, trusting, and collaborative partnerships between families and school staff.|The Cambrian School District is committed to deepening the engagement of underrepresented families by building on existing structures and incorporating new, more inclusive strategies identified through the self-reflection process. While strong participation is evident among many families, local data and input from educational partners highlight the need to engage further with families facing linguistic, cultural, technological, or economic barriers to participation. To address this, the district will enhance outreach by expanding multilingual communication and ensuring that all engagement materials and interactions are accessible in families' home languages. Translation and interpretation services will be prioritized and consistently offered at school events, meetings, and district communications. The district will also leverage its site-based structures, such as ELAC, DELAC, and School Site Councils, to foster deeper and more personalized connections with underrepresented families. School leaders will actively invite and support the participation of these families in advisory roles, not only during required meetings but also through informal settings such as principal coffees, classroom showcases, and community gatherings.  Additionally, the district will continue to review and refine the District Parent Involvement Policy, integrating recommendations from advisory groups and ensuring alignment with evolving family needs. Efforts will include parent education workshops and resources, focused on helping all families, especially those from historically underserved communities, better understand academic expectations, school programs, and how to support their children's learning at home. By fostering a culture of welcome, responsiveness, and inclusion across all school sites and district operations, Cambrian aims to enhance equitable engagement practices and ensure that all families are meaningfully involved in shaping their children’s educational experiences.|The Cambrian School District continues to make notable progress in fostering partnerships that directly support student learning and development. These efforts reflect a strong foundation of collaboration with families, staff, community groups, and external educational organizations. One of the district’s core strengths is its extensive network of partnerships, which enriches student learning opportunities. Through initiatives such as arts and music programs, extended enrichment activities, and targeted intervention services, Cambrian ensures that students benefit from a well-rounded and supportive educational experience. These programs, offered during and beyond the school day, are made possible through strong family involvement and community collaboration. The district also facilitates structured opportunities for teachers to meet with families to discuss student progress, reflected in the highest rating of 5 for this practice. These meetings foster a shared commitment to student growth and ensure families are equal partners in supporting academic achievement. In addition, families are consistently provided with accessible information and resources, including standards-aligned report card companions, progress reports, and parent workshops that help them support student learning at home. This area is rated at the full implementation level and remains a critical component of the district’s engagement strategy. While progress is evident, Cambrian acknowledges that continued growth is needed in two key areas: - Professional learning for teachers and administrators to enhance their capacity to build meaningful partnerships with families (rated at 3), and - Empowering families to understand and exercise their legal rights and advocate for all students (rated at 3).  Plans are underway to strengthen these areas through expanded training opportunities, improved communication tools, and additional family advocacy supports. The district’s partnerships with organizations such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected also play a vital role in expanding family engagement and social-emotional learning supports. Collaboration with research institutions for data sharing continues to inform targeted instructional decisions and interventions, contributing to measurable improvements in student outcomes. These collaborative efforts reinforce Cambrian’s commitment to cultivating strong, productive partnerships that center students’ academic and personal success.|The Cambrian School District remains committed to strengthening its partnerships to improve student achievement and well-being. As identified through input from our educational partners and local data, several key focus areas have emerged to guide the next phase of improvement. One major focus is expanding professional learning for teachers and principals to enhance their capacity to partner effectively with families. As rated in the current reflection, this area remains at an initial implementation stage, and the district recognizes the need to provide targeted training on family engagement strategies, collaborative goal setting, and culturally responsive practices that promote student success. Another ongoing priority is supporting families in understanding and exercising their legal rights and advocating for their students. Cambrian aims to enhance outreach to underserved communities through multilingual workshops, legal rights education, and advocacy support resources, ensuring equitable access, voice, and influence across all student groups. In alignment with the goals set for the prior year, the district will continue to enhance enrichment opportunities, particularly for at-risk and high-achieving students. This includes differentiated programming, expanded afterschool opportunities, and project-based learning (PBL) experiences responsive to student interests and aligned with real-world applications.  Additionally, Cambrian will work to enhance data-sharing practices with educational partners, promoting transparency and informed decision-making. Efforts will include refining how student performance data is communicated to families and leveraging digital tools that allow for more timely and meaningful conversations about student growth. Finally, the district aims to create more inclusive and accessible engagement opportunities, encouraging active parent participation. This includes refining existing platforms, such as survey platforms like Google Forms and Kelvin, and offering flexible formats —virtual and in-person —to meet families where they are. These targeted improvement efforts aim to build more robust and equitable partnerships that directly contribute to enhanced student outcomes, ensuring that all families are empowered as key collaborators in their children’s education.|The District recognizes the critical role of underrepresented families in advancing equitable student outcomes and remains dedicated to ensuring their full engagement in the educational process. Based on current self-reflection and stakeholder input, the district is implementing a comprehensive, equity-driven approach to deepen engagement with historically marginalized or less-represented families. A central strategy is the continued operationalization of equity through the Multi-Tiered System of Support (MTSS). This framework ensures that all students, regardless of background, have access to high-quality instruction and timely support and that families are partners in this process. The district will continue to promote Tier 1 supports and interventions within the general education setting, encouraging inclusive practices and family involvement from the outset. To better engage underrepresented families, Cambrian will strengthen culturally responsive communication practices by: -  Expanding the use of multilingual communication tools, such as the Multilingual Learner Newsletter, -  Providing all family-facing materials in multiple home languages, when possible -  Using diverse platforms (e.g., email, text, social media, printed flyers) to reach families based on their preferred modes of communication, and -  Hosting community-based events and learning workshops at accessible times and locations to reduce participation barriers.  The district also plans to enhance community outreach through collaboration with trusted local organizations and cultural leaders, fostering authentic relationships and trust with families that may be hesitant to engage through traditional school structures. To uplift underrepresented voices, advisory councils, site-based focus groups, and decision-making bodies will be intentionally diversified to include representatives from these communities. Their insights will guide policies, resource allocations, and programming decisions that directly impact students. Additionally, Cambrian will expand professional development for staff, focusing on cultural humility, inclusive practices, and effective family engagement. This will equip educators to build deeper partnerships with all families, particularly those from linguistically and culturally diverse backgrounds. These collective efforts will ensure that all families feel valued, heard, and empowered as essential partners in their children's academic and social-emotional success, reinforcing the district’s goal of achieving equitable outcomes for every student.|The Cambrian School District (CSD) continues to demonstrate strong and inclusive practices in seeking input from educational partners to guide school and district decision-making. With a rating of 4 across most key indicators, the district operates at the Full Implementation stage in several areas, reflecting sustained progress and commitment to shared governance. A key strength lies in actively engaging diverse educational partners, including parents, staff, students, and community members, in structured advisory groups such as the Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Language Advisory Committee (DELAC), the School Site Council (SSC), and the English Language Advisory Committee (ELAC). These groups provide regular forums for input on key initiatives, policies, and programs, ensuring that a broad spectrum of perspectives informs decision-making. The district has prioritized building the capacity of both school leaders and family members to participate effectively in these advisory bodies. This has been supported through targeted professional development and outreach efforts that promote understanding of roles, processes, and areas of influence. Educational Services continues to host family workshops tailored to community needs, including sessions for English learner families focused on the ELPAC, home support strategies, and literacy development, all of which were informed by data from the DELAC Needs Assessment.  The District has also strengthened its feedback loops through multilingual surveys, community engagement sessions, and digital platforms, making participation more accessible and inclusive. The use of these tools ensures that underrepresented voices are included in shaping district priorities and strategies. One area identified for continued development is the co-creation and shared evaluation of family engagement initiatives, where collaboration between families, educators, and administrators can be deepened. Although opportunities for planning and evaluation exist, increasing intentionality in how these groups co-design engagement efforts will further promote a sense of partnership and empowerment. Overall, Cambrian's structured, transparent, and responsive engagement practices have fostered a strong culture of collaboration, enabling the district to align its goals more closely with community priorities and the needs of its students.|The District is committed to deepening its inclusive decision-making practices and has identified several key focus areas to enhance how it gathers and utilizes input from all educational partners. A central area for improvement is the expansion and increased effectiveness of digital engagement strategies. While the district has successfully used technology to share information and collect feedback, such as posting LCAP goals, surveys, and updates on district and school websites, increasing participation with these tools remains a priority. The district aims to improve awareness, usability, and accessibility of online platforms to ensure more families, especially underrepresented groups, are informed and motivated to engage. Additionally, while surveys and email communications are routinely distributed across school and district levels, the district is focused on improving response rates and ensuring that participation reflects the full diversity of the community. Strategies include simplifying survey formats, offering translations in multiple languages, and utilizing various outreach channels, such as text alerts, social media, and direct personal outreach.  The District also recognizes the opportunity to enhance engagement beyond information sharing by fostering more collaborative input sessions. This involves providing families, staff, and community members with increased opportunities to co-plan, co-design, and evaluate district initiatives, particularly those related to family engagement activities. More intentional inclusion of underrepresented voices in the early phases of decision-making is a key goal moving forward. By focusing on these areas, Cambrian aims to ensure that feedback mechanisms are not only accessible but also trusted, responsive, and representative, reinforcing its commitment to equity and shared leadership in educational planning.|The District continues to prioritize equitable engagement practices that amplify the voices of underrepresented families in district and school decision-making. Informed by the self-reflection process and local input, the district is intentionally strengthening inclusive outreach and participation opportunities, particularly for families of English learners, students receiving Special Education services, foster youth, and socioeconomically disadvantaged students. To enhance engagement, the district will expand access to input opportunities by utilizing multilingual communication tools and culturally and linguistically responsive platforms. Although no language group exceeds the 15% threshold for mandatory translations under the Education Code, Cambrian continues to ensure that critical information is shared in multiple languages through Google Translate & SMORES, translated flyers, and targeted communication from school staff. The district also provides ongoing guidance to families on using translation features and accessing language support resources, increasing their confidence and ability to participate in feedback processes. To further reach underrepresented families, Cambrian will diversify its methods of collecting input, including in-person meetings, multilingual surveys, small group discussions, and direct outreach during community events. This approach is designed to meet families where they are, both physically and in terms of access, and to reduce barriers to engagement.  Additionally, the district will work to ensure underrepresented family representation on advisory councils, such as DELAC, ELAC, and the LCAP Advisory Committee. These representatives will have opportunities to provide input and help co-design engagement strategies that reflect the needs of their communities. Professional development for staff will also support this effort, with training focused on inclusive practices, cultural responsiveness, and community engagement techniques to better connect with and empower all families. Through these multifaceted strategies, Cambrian aims to create a more inclusive and equitable decision-making environment where every family, regardless of language, background, or circumstance, can meaningfully contribute to shaping the educational experience and outcomes for all students.|4|4|4|4|3|4|5|3|4|4|4|3|Met||2025-06-17|2025
43693856046445|Fammatre Elementary|3|The Cambrian School District continues to demonstrate strong implementation of practices aimed at fostering meaningful relationships between school staff and families. With a rating of 4 across all measured practices, the district is in the Full Implementation phase, showing consistent and intentional efforts to sustain inclusive and responsive family engagement. The district benefits from a deeply involved and supportive parent community that actively contributes time, energy, and resources to enrich the learning environment. Building on this foundation, Cambrian has strengthened open communication through multiple accessible channels, including newsletters, email updates, and social media, ensuring families remain informed and connected to school life. Professional learning for staff remains a key strength, with ongoing training in cultural competency enhancing staff capacity to engage respectfully with families from diverse backgrounds. School sites prioritize creating welcoming and inclusive environments through events such as family nights, workshops, and volunteer opportunities, which foster a shared sense of belonging and partnership.  Cambrian has also made progress in establishing two-way communication structures, using language that is clear and accessible to all families. Mechanisms for gathering and responding to family feedback have been refined, ensuring that parent voices continue to influence school and district decisions. Support services, including counseling, translation, and family liaisons, further demonstrate the district’s commitment to removing barriers and supporting families as they navigate the educational system. These collective efforts reflect a robust and evolving culture of trust, collaboration, and mutual respect that anchors student success.|While the Cambrian School District has made strong progress in family engagement and communication, ongoing input from educational partners and data analysis indicate several key focus areas for continued improvement. A primary area of focus is enhancing the effectiveness of two-way communication, particularly by strengthening systems that ensure family feedback is meaningfully integrated into school and district decision-making. Although mechanisms for collecting input are in place, the district is prioritizing efforts to make this process more transparent and responsive. Additionally, the district is committed to deepening staff capacity for cultural inclusivity through sustained professional development. This work aims to build even stronger relationships with families by affirming and valuing the school community's cultural and linguistic diversity. Another area for growth involves expanding outreach to historically underserved and underrepresented families. The district is working to ensure all families feel welcome, heard, and supported, particularly by increasing engagement opportunities and creating culturally responsive school environments. Finally, the district is exploring ways to broaden access to support services, including translation, interpretation, and parent education programs. These enhancements are designed to remove barriers to participation and empower families to play an active role in their children’s educational journey. Together, these focus areas are designed to build upon current successes and cultivate even more equitable, trusting, and collaborative partnerships between families and school staff.|The Cambrian School District is committed to deepening the engagement of underrepresented families by building on existing structures and incorporating new, more inclusive strategies identified through the self-reflection process. While strong participation is evident among many families, local data and input from educational partners highlight the need to engage further with families facing linguistic, cultural, technological, or economic barriers to participation. To address this, the district will enhance outreach by expanding multilingual communication and ensuring that all engagement materials and interactions are accessible in families' home languages. Translation and interpretation services will be prioritized and consistently offered at school events, meetings, and district communications. The district will also leverage its site-based structures, such as ELAC, DELAC, and School Site Councils, to foster deeper and more personalized connections with underrepresented families. School leaders will actively invite and support the participation of these families in advisory roles, not only during required meetings but also through informal settings such as principal coffees, classroom showcases, and community gatherings.  Additionally, the district will continue to review and refine the District Parent Involvement Policy, integrating recommendations from advisory groups and ensuring alignment with evolving family needs. Efforts will include parent education workshops and resources, focused on helping all families, especially those from historically underserved communities, better understand academic expectations, school programs, and how to support their children's learning at home. By fostering a culture of welcome, responsiveness, and inclusion across all school sites and district operations, Cambrian aims to enhance equitable engagement practices and ensure that all families are meaningfully involved in shaping their children’s educational experiences.|The Cambrian School District continues to make notable progress in fostering partnerships that directly support student learning and development. These efforts reflect a strong foundation of collaboration with families, staff, community groups, and external educational organizations. One of the district’s core strengths is its extensive network of partnerships, which enriches student learning opportunities. Through initiatives such as arts and music programs, extended enrichment activities, and targeted intervention services, Cambrian ensures that students benefit from a well-rounded and supportive educational experience. These programs, offered during and beyond the school day, are made possible through strong family involvement and community collaboration. The district also facilitates structured opportunities for teachers to meet with families to discuss student progress, reflected in the highest rating of 5 for this practice. These meetings foster a shared commitment to student growth and ensure families are equal partners in supporting academic achievement. In addition, families are consistently provided with accessible information and resources, including standards-aligned report card companions, progress reports, and parent workshops that help them support student learning at home. This area is rated at the full implementation level and remains a critical component of the district’s engagement strategy. While progress is evident, Cambrian acknowledges that continued growth is needed in two key areas: - Professional learning for teachers and administrators to enhance their capacity to build meaningful partnerships with families (rated at 3), and - Empowering families to understand and exercise their legal rights and advocate for all students (rated at 3).  Plans are underway to strengthen these areas through expanded training opportunities, improved communication tools, and additional family advocacy supports. The district’s partnerships with organizations such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected also play a vital role in expanding family engagement and social-emotional learning supports. Collaboration with research institutions for data sharing continues to inform targeted instructional decisions and interventions, contributing to measurable improvements in student outcomes. These collaborative efforts reinforce Cambrian’s commitment to cultivating strong, productive partnerships that center students’ academic and personal success.|The Cambrian School District remains committed to strengthening its partnerships to improve student achievement and well-being. As identified through input from our educational partners and local data, several key focus areas have emerged to guide the next phase of improvement. One major focus is expanding professional learning for teachers and principals to enhance their capacity to partner effectively with families. As rated in the current reflection, this area remains at an initial implementation stage, and the district recognizes the need to provide targeted training on family engagement strategies, collaborative goal setting, and culturally responsive practices that promote student success. Another ongoing priority is supporting families in understanding and exercising their legal rights and advocating for their students. Cambrian aims to enhance outreach to underserved communities through multilingual workshops, legal rights education, and advocacy support resources, ensuring equitable access, voice, and influence across all student groups. In alignment with the goals set for the prior year, the district will continue to enhance enrichment opportunities, particularly for at-risk and high-achieving students. This includes differentiated programming, expanded afterschool opportunities, and project-based learning (PBL) experiences responsive to student interests and aligned with real-world applications.  Additionally, Cambrian will work to enhance data-sharing practices with educational partners, promoting transparency and informed decision-making. Efforts will include refining how student performance data is communicated to families and leveraging digital tools that allow for more timely and meaningful conversations about student growth. Finally, the district aims to create more inclusive and accessible engagement opportunities, encouraging active parent participation. This includes refining existing platforms, such as survey platforms like Google Forms and Kelvin, and offering flexible formats —virtual and in-person —to meet families where they are. These targeted improvement efforts aim to build more robust and equitable partnerships that directly contribute to enhanced student outcomes, ensuring that all families are empowered as key collaborators in their children’s education.|The District recognizes the critical role of underrepresented families in advancing equitable student outcomes and remains dedicated to ensuring their full engagement in the educational process. Based on current self-reflection and stakeholder input, the district is implementing a comprehensive, equity-driven approach to deepen engagement with historically marginalized or less-represented families. A central strategy is the continued operationalization of equity through the Multi-Tiered System of Support (MTSS). This framework ensures that all students, regardless of background, have access to high-quality instruction and timely support and that families are partners in this process. The district will continue to promote Tier 1 supports and interventions within the general education setting, encouraging inclusive practices and family involvement from the outset. To better engage underrepresented families, Cambrian will strengthen culturally responsive communication practices by: -  Expanding the use of multilingual communication tools, such as the Multilingual Learner Newsletter, -  Providing all family-facing materials in multiple home languages, when possible -  Using diverse platforms (e.g., email, text, social media, printed flyers) to reach families based on their preferred modes of communication, and -  Hosting community-based events and learning workshops at accessible times and locations to reduce participation barriers.  The district also plans to enhance community outreach through collaboration with trusted local organizations and cultural leaders, fostering authentic relationships and trust with families that may be hesitant to engage through traditional school structures. To uplift underrepresented voices, advisory councils, site-based focus groups, and decision-making bodies will be intentionally diversified to include representatives from these communities. Their insights will guide policies, resource allocations, and programming decisions that directly impact students. Additionally, Cambrian will expand professional development for staff, focusing on cultural humility, inclusive practices, and effective family engagement. This will equip educators to build deeper partnerships with all families, particularly those from linguistically and culturally diverse backgrounds. These collective efforts will ensure that all families feel valued, heard, and empowered as essential partners in their children's academic and social-emotional success, reinforcing the district’s goal of achieving equitable outcomes for every student.|The Cambrian School District (CSD) continues to demonstrate strong and inclusive practices in seeking input from educational partners to guide school and district decision-making. With a rating of 4 across most key indicators, the district operates at the Full Implementation stage in several areas, reflecting sustained progress and commitment to shared governance. A key strength lies in actively engaging diverse educational partners, including parents, staff, students, and community members, in structured advisory groups such as the Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Language Advisory Committee (DELAC), the School Site Council (SSC), and the English Language Advisory Committee (ELAC). These groups provide regular forums for input on key initiatives, policies, and programs, ensuring that a broad spectrum of perspectives informs decision-making. The district has prioritized building the capacity of both school leaders and family members to participate effectively in these advisory bodies. This has been supported through targeted professional development and outreach efforts that promote understanding of roles, processes, and areas of influence. Educational Services continues to host family workshops tailored to community needs, including sessions for English learner families focused on the ELPAC, home support strategies, and literacy development, all of which were informed by data from the DELAC Needs Assessment.  The District has also strengthened its feedback loops through multilingual surveys, community engagement sessions, and digital platforms, making participation more accessible and inclusive. The use of these tools ensures that underrepresented voices are included in shaping district priorities and strategies. One area identified for continued development is the co-creation and shared evaluation of family engagement initiatives, where collaboration between families, educators, and administrators can be deepened. Although opportunities for planning and evaluation exist, increasing intentionality in how these groups co-design engagement efforts will further promote a sense of partnership and empowerment. Overall, Cambrian's structured, transparent, and responsive engagement practices have fostered a strong culture of collaboration, enabling the district to align its goals more closely with community priorities and the needs of its students.|The District is committed to deepening its inclusive decision-making practices and has identified several key focus areas to enhance how it gathers and utilizes input from all educational partners. A central area for improvement is the expansion and increased effectiveness of digital engagement strategies. While the district has successfully used technology to share information and collect feedback, such as posting LCAP goals, surveys, and updates on district and school websites, increasing participation with these tools remains a priority. The district aims to improve awareness, usability, and accessibility of online platforms to ensure more families, especially underrepresented groups, are informed and motivated to engage. Additionally, while surveys and email communications are routinely distributed across school and district levels, the district is focused on improving response rates and ensuring that participation reflects the full diversity of the community. Strategies include simplifying survey formats, offering translations in multiple languages, and utilizing various outreach channels, such as text alerts, social media, and direct personal outreach.  The District also recognizes the opportunity to enhance engagement beyond information sharing by fostering more collaborative input sessions. This involves providing families, staff, and community members with increased opportunities to co-plan, co-design, and evaluate district initiatives, particularly those related to family engagement activities. More intentional inclusion of underrepresented voices in the early phases of decision-making is a key goal moving forward. By focusing on these areas, Cambrian aims to ensure that feedback mechanisms are not only accessible but also trusted, responsive, and representative, reinforcing its commitment to equity and shared leadership in educational planning.|The District continues to prioritize equitable engagement practices that amplify the voices of underrepresented families in district and school decision-making. Informed by the self-reflection process and local input, the district is intentionally strengthening inclusive outreach and participation opportunities, particularly for families of English learners, students receiving Special Education services, foster youth, and socioeconomically disadvantaged students. To enhance engagement, the district will expand access to input opportunities by utilizing multilingual communication tools and culturally and linguistically responsive platforms. Although no language group exceeds the 15% threshold for mandatory translations under the Education Code, Cambrian continues to ensure that critical information is shared in multiple languages through Google Translate & SMORES, translated flyers, and targeted communication from school staff. The district also provides ongoing guidance to families on using translation features and accessing language support resources, increasing their confidence and ability to participate in feedback processes. To further reach underrepresented families, Cambrian will diversify its methods of collecting input, including in-person meetings, multilingual surveys, small group discussions, and direct outreach during community events. This approach is designed to meet families where they are, both physically and in terms of access, and to reduce barriers to engagement.  Additionally, the district will work to ensure underrepresented family representation on advisory councils, such as DELAC, ELAC, and the LCAP Advisory Committee. These representatives will have opportunities to provide input and help co-design engagement strategies that reflect the needs of their communities. Professional development for staff will also support this effort, with training focused on inclusive practices, cultural responsiveness, and community engagement techniques to better connect with and empower all families. Through these multifaceted strategies, Cambrian aims to create a more inclusive and equitable decision-making environment where every family, regardless of language, background, or circumstance, can meaningfully contribute to shaping the educational experience and outcomes for all students.|4|4|4|4|3|4|5|3|4|4|4|3|Met||2025-06-17|2025
43693856046452|Farnham Charter|3|The Cambrian School District continues to demonstrate strong implementation of practices aimed at fostering meaningful relationships between school staff and families. With a rating of 4 across all measured practices, the district is in the Full Implementation phase, showing consistent and intentional efforts to sustain inclusive and responsive family engagement. The district benefits from a deeply involved and supportive parent community that actively contributes time, energy, and resources to enrich the learning environment. Building on this foundation, Cambrian has strengthened open communication through multiple accessible channels, including newsletters, email updates, and social media, ensuring families remain informed and connected to school life. Professional learning for staff remains a key strength, with ongoing training in cultural competency enhancing staff capacity to engage respectfully with families from diverse backgrounds. School sites prioritize creating welcoming and inclusive environments through events such as family nights, workshops, and volunteer opportunities, which foster a shared sense of belonging and partnership.  Cambrian has also made progress in establishing two-way communication structures, using language that is clear and accessible to all families. Mechanisms for gathering and responding to family feedback have been refined, ensuring that parent voices continue to influence school and district decisions. Support services, including counseling, translation, and family liaisons, further demonstrate the district’s commitment to removing barriers and supporting families as they navigate the educational system. These collective efforts reflect a robust and evolving culture of trust, collaboration, and mutual respect that anchors student success.|While the Cambrian School District has made strong progress in family engagement and communication, ongoing input from educational partners and data analysis indicate several key focus areas for continued improvement. A primary area of focus is enhancing the effectiveness of two-way communication, particularly by strengthening systems that ensure family feedback is meaningfully integrated into school and district decision-making. Although mechanisms for collecting input are in place, the district is prioritizing efforts to make this process more transparent and responsive. Additionally, the district is committed to deepening staff capacity for cultural inclusivity through sustained professional development. This work aims to build even stronger relationships with families by affirming and valuing the school community's cultural and linguistic diversity. Another area for growth involves expanding outreach to historically underserved and underrepresented families. The district is working to ensure all families feel welcome, heard, and supported, particularly by increasing engagement opportunities and creating culturally responsive school environments. Finally, the district is exploring ways to broaden access to support services, including translation, interpretation, and parent education programs. These enhancements are designed to remove barriers to participation and empower families to play an active role in their children’s educational journey. Together, these focus areas are designed to build upon current successes and cultivate even more equitable, trusting, and collaborative partnerships between families and school staff.|The Cambrian School District is committed to deepening the engagement of underrepresented families by building on existing structures and incorporating new, more inclusive strategies identified through the self-reflection process. While strong participation is evident among many families, local data and input from educational partners highlight the need to engage further with families facing linguistic, cultural, technological, or economic barriers to participation. To address this, the district will enhance outreach by expanding multilingual communication and ensuring that all engagement materials and interactions are accessible in families' home languages. Translation and interpretation services will be prioritized and consistently offered at school events, meetings, and district communications. The district will also leverage its site-based structures, such as ELAC, DELAC, and School Site Councils, to foster deeper and more personalized connections with underrepresented families. School leaders will actively invite and support the participation of these families in advisory roles, not only during required meetings but also through informal settings such as principal coffees, classroom showcases, and community gatherings.  Additionally, the district will continue to review and refine the District Parent Involvement Policy, integrating recommendations from advisory groups and ensuring alignment with evolving family needs. Efforts will include parent education workshops and resources, focused on helping all families, especially those from historically underserved communities, better understand academic expectations, school programs, and how to support their children's learning at home. By fostering a culture of welcome, responsiveness, and inclusion across all school sites and district operations, Cambrian aims to enhance equitable engagement practices and ensure that all families are meaningfully involved in shaping their children’s educational experiences.|The Cambrian School District continues to make notable progress in fostering partnerships that directly support student learning and development. These efforts reflect a strong foundation of collaboration with families, staff, community groups, and external educational organizations. One of the district’s core strengths is its extensive network of partnerships, which enriches student learning opportunities. Through initiatives such as arts and music programs, extended enrichment activities, and targeted intervention services, Cambrian ensures that students benefit from a well-rounded and supportive educational experience. These programs, offered during and beyond the school day, are made possible through strong family involvement and community collaboration. The district also facilitates structured opportunities for teachers to meet with families to discuss student progress, reflected in the highest rating of 5 for this practice. These meetings foster a shared commitment to student growth and ensure families are equal partners in supporting academic achievement. In addition, families are consistently provided with accessible information and resources, including standards-aligned report card companions, progress reports, and parent workshops that help them support student learning at home. This area is rated at the full implementation level and remains a critical component of the district’s engagement strategy. While progress is evident, Cambrian acknowledges that continued growth is needed in two key areas: - Professional learning for teachers and administrators to enhance their capacity to build meaningful partnerships with families (rated at 3), and - Empowering families to understand and exercise their legal rights and advocate for all students (rated at 3).  Plans are underway to strengthen these areas through expanded training opportunities, improved communication tools, and additional family advocacy supports. The district’s partnerships with organizations such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected also play a vital role in expanding family engagement and social-emotional learning supports. Collaboration with research institutions for data sharing continues to inform targeted instructional decisions and interventions, contributing to measurable improvements in student outcomes. These collaborative efforts reinforce Cambrian’s commitment to cultivating strong, productive partnerships that center students’ academic and personal success.|The Cambrian School District remains committed to strengthening its partnerships to improve student achievement and well-being. As identified through input from our educational partners and local data, several key focus areas have emerged to guide the next phase of improvement. One major focus is expanding professional learning for teachers and principals to enhance their capacity to partner effectively with families. As rated in the current reflection, this area remains at an initial implementation stage, and the district recognizes the need to provide targeted training on family engagement strategies, collaborative goal setting, and culturally responsive practices that promote student success. Another ongoing priority is supporting families in understanding and exercising their legal rights and advocating for their students. Cambrian aims to enhance outreach to underserved communities through multilingual workshops, legal rights education, and advocacy support resources, ensuring equitable access, voice, and influence across all student groups. In alignment with the goals set for the prior year, the district will continue to enhance enrichment opportunities, particularly for at-risk and high-achieving students. This includes differentiated programming, expanded afterschool opportunities, and project-based learning (PBL) experiences responsive to student interests and aligned with real-world applications.  Additionally, Cambrian will work to enhance data-sharing practices with educational partners, promoting transparency and informed decision-making. Efforts will include refining how student performance data is communicated to families and leveraging digital tools that allow for more timely and meaningful conversations about student growth. Finally, the district aims to create more inclusive and accessible engagement opportunities, encouraging active parent participation. This includes refining existing platforms, such as survey platforms like Google Forms and Kelvin, and offering flexible formats —virtual and in-person —to meet families where they are. These targeted improvement efforts aim to build more robust and equitable partnerships that directly contribute to enhanced student outcomes, ensuring that all families are empowered as key collaborators in their children’s education.|The District recognizes the critical role of underrepresented families in advancing equitable student outcomes and remains dedicated to ensuring their full engagement in the educational process. Based on current self-reflection and stakeholder input, the district is implementing a comprehensive, equity-driven approach to deepen engagement with historically marginalized or less-represented families. A central strategy is the continued operationalization of equity through the Multi-Tiered System of Support (MTSS). This framework ensures that all students, regardless of background, have access to high-quality instruction and timely support and that families are partners in this process. The district will continue to promote Tier 1 supports and interventions within the general education setting, encouraging inclusive practices and family involvement from the outset. To better engage underrepresented families, Cambrian will strengthen culturally responsive communication practices by: -  Expanding the use of multilingual communication tools, such as the Multilingual Learner Newsletter, -  Providing all family-facing materials in multiple home languages, when possible -  Using diverse platforms (e.g., email, text, social media, printed flyers) to reach families based on their preferred modes of communication, and -  Hosting community-based events and learning workshops at accessible times and locations to reduce participation barriers.  The district also plans to enhance community outreach through collaboration with trusted local organizations and cultural leaders, fostering authentic relationships and trust with families that may be hesitant to engage through traditional school structures. To uplift underrepresented voices, advisory councils, site-based focus groups, and decision-making bodies will be intentionally diversified to include representatives from these communities. Their insights will guide policies, resource allocations, and programming decisions that directly impact students. Additionally, Cambrian will expand professional development for staff, focusing on cultural humility, inclusive practices, and effective family engagement. This will equip educators to build deeper partnerships with all families, particularly those from linguistically and culturally diverse backgrounds. These collective efforts will ensure that all families feel valued, heard, and empowered as essential partners in their children's academic and social-emotional success, reinforcing the district’s goal of achieving equitable outcomes for every student.|The Cambrian School District (CSD) continues to demonstrate strong and inclusive practices in seeking input from educational partners to guide school and district decision-making. With a rating of 4 across most key indicators, the district operates at the Full Implementation stage in several areas, reflecting sustained progress and commitment to shared governance. A key strength lies in actively engaging diverse educational partners, including parents, staff, students, and community members, in structured advisory groups such as the Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Language Advisory Committee (DELAC), the School Site Council (SSC), and the English Language Advisory Committee (ELAC). These groups provide regular forums for input on key initiatives, policies, and programs, ensuring that a broad spectrum of perspectives informs decision-making. The district has prioritized building the capacity of both school leaders and family members to participate effectively in these advisory bodies. This has been supported through targeted professional development and outreach efforts that promote understanding of roles, processes, and areas of influence. Educational Services continues to host family workshops tailored to community needs, including sessions for English learner families focused on the ELPAC, home support strategies, and literacy development, all of which were informed by data from the DELAC Needs Assessment.  The District has also strengthened its feedback loops through multilingual surveys, community engagement sessions, and digital platforms, making participation more accessible and inclusive. The use of these tools ensures that underrepresented voices are included in shaping district priorities and strategies. One area identified for continued development is the co-creation and shared evaluation of family engagement initiatives, where collaboration between families, educators, and administrators can be deepened. Although opportunities for planning and evaluation exist, increasing intentionality in how these groups co-design engagement efforts will further promote a sense of partnership and empowerment. Overall, Cambrian's structured, transparent, and responsive engagement practices have fostered a strong culture of collaboration, enabling the district to align its goals more closely with community priorities and the needs of its students.|The District is committed to deepening its inclusive decision-making practices and has identified several key focus areas to enhance how it gathers and utilizes input from all educational partners. A central area for improvement is the expansion and increased effectiveness of digital engagement strategies. While the district has successfully used technology to share information and collect feedback, such as posting LCAP goals, surveys, and updates on district and school websites, increasing participation with these tools remains a priority. The district aims to improve awareness, usability, and accessibility of online platforms to ensure more families, especially underrepresented groups, are informed and motivated to engage. Additionally, while surveys and email communications are routinely distributed across school and district levels, the district is focused on improving response rates and ensuring that participation reflects the full diversity of the community. Strategies include simplifying survey formats, offering translations in multiple languages, and utilizing various outreach channels, such as text alerts, social media, and direct personal outreach.  The District also recognizes the opportunity to enhance engagement beyond information sharing by fostering more collaborative input sessions. This involves providing families, staff, and community members with increased opportunities to co-plan, co-design, and evaluate district initiatives, particularly those related to family engagement activities. More intentional inclusion of underrepresented voices in the early phases of decision-making is a key goal moving forward. By focusing on these areas, Cambrian aims to ensure that feedback mechanisms are not only accessible but also trusted, responsive, and representative, reinforcing its commitment to equity and shared leadership in educational planning.|The District continues to prioritize equitable engagement practices that amplify the voices of underrepresented families in district and school decision-making. Informed by the self-reflection process and local input, the district is intentionally strengthening inclusive outreach and participation opportunities, particularly for families of English learners, students receiving Special Education services, foster youth, and socioeconomically disadvantaged students. To enhance engagement, the district will expand access to input opportunities by utilizing multilingual communication tools and culturally and linguistically responsive platforms. Although no language group exceeds the 15% threshold for mandatory translations under the Education Code, Cambrian continues to ensure that critical information is shared in multiple languages through Google Translate & SMORES, translated flyers, and targeted communication from school staff. The district also provides ongoing guidance to families on using translation features and accessing language support resources, increasing their confidence and ability to participate in feedback processes. To further reach underrepresented families, Cambrian will diversify its methods of collecting input, including in-person meetings, multilingual surveys, small group discussions, and direct outreach during community events. This approach is designed to meet families where they are, both physically and in terms of access, and to reduce barriers to engagement.  Additionally, the district will work to ensure underrepresented family representation on advisory councils, such as DELAC, ELAC, and the LCAP Advisory Committee. These representatives will have opportunities to provide input and help co-design engagement strategies that reflect the needs of their communities. Professional development for staff will also support this effort, with training focused on inclusive practices, cultural responsiveness, and community engagement techniques to better connect with and empower all families. Through these multifaceted strategies, Cambrian aims to create a more inclusive and equitable decision-making environment where every family, regardless of language, background, or circumstance, can meaningfully contribute to shaping the educational experience and outcomes for all students.|4|4|4|4|3|4|5|3|4|4|4|3|Met||2025-06-17|2025
43693856046486|Price Charter Middle|3|The Cambrian School District continues to demonstrate strong implementation of practices aimed at fostering meaningful relationships between school staff and families. With a rating of 4 across all measured practices, the district is in the Full Implementation phase, showing consistent and intentional efforts to sustain inclusive and responsive family engagement. The district benefits from a deeply involved and supportive parent community that actively contributes time, energy, and resources to enrich the learning environment. Building on this foundation, Cambrian has strengthened open communication through multiple accessible channels, including newsletters, email updates, and social media, ensuring families remain informed and connected to school life. Professional learning for staff remains a key strength, with ongoing training in cultural competency enhancing staff capacity to engage respectfully with families from diverse backgrounds. School sites prioritize creating welcoming and inclusive environments through events such as family nights, workshops, and volunteer opportunities, which foster a shared sense of belonging and partnership.  Cambrian has also made progress in establishing two-way communication structures, using language that is clear and accessible to all families. Mechanisms for gathering and responding to family feedback have been refined, ensuring that parent voices continue to influence school and district decisions. Support services, including counseling, translation, and family liaisons, further demonstrate the district’s commitment to removing barriers and supporting families as they navigate the educational system. These collective efforts reflect a robust and evolving culture of trust, collaboration, and mutual respect that anchors student success.|While the Cambrian School District has made strong progress in family engagement and communication, ongoing input from educational partners and data analysis indicate several key focus areas for continued improvement. A primary area of focus is enhancing the effectiveness of two-way communication, particularly by strengthening systems that ensure family feedback is meaningfully integrated into school and district decision-making. Although mechanisms for collecting input are in place, the district is prioritizing efforts to make this process more transparent and responsive. Additionally, the district is committed to deepening staff capacity for cultural inclusivity through sustained professional development. This work aims to build even stronger relationships with families by affirming and valuing the school community's cultural and linguistic diversity. Another area for growth involves expanding outreach to historically underserved and underrepresented families. The district is working to ensure all families feel welcome, heard, and supported, particularly by increasing engagement opportunities and creating culturally responsive school environments. Finally, the district is exploring ways to broaden access to support services, including translation, interpretation, and parent education programs. These enhancements are designed to remove barriers to participation and empower families to play an active role in their children’s educational journey. Together, these focus areas are designed to build upon current successes and cultivate even more equitable, trusting, and collaborative partnerships between families and school staff.|The Cambrian School District is committed to deepening the engagement of underrepresented families by building on existing structures and incorporating new, more inclusive strategies identified through the self-reflection process. While strong participation is evident among many families, local data and input from educational partners highlight the need to engage further with families facing linguistic, cultural, technological, or economic barriers to participation. To address this, the district will enhance outreach by expanding multilingual communication and ensuring that all engagement materials and interactions are accessible in families' home languages. Translation and interpretation services will be prioritized and consistently offered at school events, meetings, and district communications. The district will also leverage its site-based structures, such as ELAC, DELAC, and School Site Councils, to foster deeper and more personalized connections with underrepresented families. School leaders will actively invite and support the participation of these families in advisory roles, not only during required meetings but also through informal settings such as principal coffees, classroom showcases, and community gatherings.  Additionally, the district will continue to review and refine the District Parent Involvement Policy, integrating recommendations from advisory groups and ensuring alignment with evolving family needs. Efforts will include parent education workshops and resources, focused on helping all families, especially those from historically underserved communities, better understand academic expectations, school programs, and how to support their children's learning at home. By fostering a culture of welcome, responsiveness, and inclusion across all school sites and district operations, Cambrian aims to enhance equitable engagement practices and ensure that all families are meaningfully involved in shaping their children’s educational experiences.|The Cambrian School District continues to make notable progress in fostering partnerships that directly support student learning and development. These efforts reflect a strong foundation of collaboration with families, staff, community groups, and external educational organizations. One of the district’s core strengths is its extensive network of partnerships, which enriches student learning opportunities. Through initiatives such as arts and music programs, extended enrichment activities, and targeted intervention services, Cambrian ensures that students benefit from a well-rounded and supportive educational experience. These programs, offered during and beyond the school day, are made possible through strong family involvement and community collaboration. The district also facilitates structured opportunities for teachers to meet with families to discuss student progress, reflected in the highest rating of 5 for this practice. These meetings foster a shared commitment to student growth and ensure families are equal partners in supporting academic achievement. In addition, families are consistently provided with accessible information and resources, including standards-aligned report card companions, progress reports, and parent workshops that help them support student learning at home. This area is rated at the full implementation level and remains a critical component of the district’s engagement strategy. While progress is evident, Cambrian acknowledges that continued growth is needed in two key areas: - Professional learning for teachers and administrators to enhance their capacity to build meaningful partnerships with families (rated at 3), and - Empowering families to understand and exercise their legal rights and advocate for all students (rated at 3).  Plans are underway to strengthen these areas through expanded training opportunities, improved communication tools, and additional family advocacy supports. The district’s partnerships with organizations such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected also play a vital role in expanding family engagement and social-emotional learning supports. Collaboration with research institutions for data sharing continues to inform targeted instructional decisions and interventions, contributing to measurable improvements in student outcomes. These collaborative efforts reinforce Cambrian’s commitment to cultivating strong, productive partnerships that center students’ academic and personal success.|The Cambrian School District remains committed to strengthening its partnerships to improve student achievement and well-being. As identified through input from our educational partners and local data, several key focus areas have emerged to guide the next phase of improvement. One major focus is expanding professional learning for teachers and principals to enhance their capacity to partner effectively with families. As rated in the current reflection, this area remains at an initial implementation stage, and the district recognizes the need to provide targeted training on family engagement strategies, collaborative goal setting, and culturally responsive practices that promote student success. Another ongoing priority is supporting families in understanding and exercising their legal rights and advocating for their students. Cambrian aims to enhance outreach to underserved communities through multilingual workshops, legal rights education, and advocacy support resources, ensuring equitable access, voice, and influence across all student groups. In alignment with the goals set for the prior year, the district will continue to enhance enrichment opportunities, particularly for at-risk and high-achieving students. This includes differentiated programming, expanded afterschool opportunities, and project-based learning (PBL) experiences responsive to student interests and aligned with real-world applications.  Additionally, Cambrian will work to enhance data-sharing practices with educational partners, promoting transparency and informed decision-making. Efforts will include refining how student performance data is communicated to families and leveraging digital tools that allow for more timely and meaningful conversations about student growth. Finally, the district aims to create more inclusive and accessible engagement opportunities, encouraging active parent participation. This includes refining existing platforms, such as survey platforms like Google Forms and Kelvin, and offering flexible formats —virtual and in-person —to meet families where they are. These targeted improvement efforts aim to build more robust and equitable partnerships that directly contribute to enhanced student outcomes, ensuring that all families are empowered as key collaborators in their children’s education.|The District recognizes the critical role of underrepresented families in advancing equitable student outcomes and remains dedicated to ensuring their full engagement in the educational process. Based on current self-reflection and stakeholder input, the district is implementing a comprehensive, equity-driven approach to deepen engagement with historically marginalized or less-represented families. A central strategy is the continued operationalization of equity through the Multi-Tiered System of Support (MTSS). This framework ensures that all students, regardless of background, have access to high-quality instruction and timely support and that families are partners in this process. The district will continue to promote Tier 1 supports and interventions within the general education setting, encouraging inclusive practices and family involvement from the outset. To better engage underrepresented families, Cambrian will strengthen culturally responsive communication practices by: -  Expanding the use of multilingual communication tools, such as the Multilingual Learner Newsletter, -  Providing all family-facing materials in multiple home languages, when possible -  Using diverse platforms (e.g., email, text, social media, printed flyers) to reach families based on their preferred modes of communication, and -  Hosting community-based events and learning workshops at accessible times and locations to reduce participation barriers.  The district also plans to enhance community outreach through collaboration with trusted local organizations and cultural leaders, fostering authentic relationships and trust with families that may be hesitant to engage through traditional school structures. To uplift underrepresented voices, advisory councils, site-based focus groups, and decision-making bodies will be intentionally diversified to include representatives from these communities. Their insights will guide policies, resource allocations, and programming decisions that directly impact students. Additionally, Cambrian will expand professional development for staff, focusing on cultural humility, inclusive practices, and effective family engagement. This will equip educators to build deeper partnerships with all families, particularly those from linguistically and culturally diverse backgrounds. These collective efforts will ensure that all families feel valued, heard, and empowered as essential partners in their children's academic and social-emotional success, reinforcing the district’s goal of achieving equitable outcomes for every student.|The Cambrian School District (CSD) continues to demonstrate strong and inclusive practices in seeking input from educational partners to guide school and district decision-making. With a rating of 4 across most key indicators, the district operates at the Full Implementation stage in several areas, reflecting sustained progress and commitment to shared governance. A key strength lies in actively engaging diverse educational partners, including parents, staff, students, and community members, in structured advisory groups such as the Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Language Advisory Committee (DELAC), the School Site Council (SSC), and the English Language Advisory Committee (ELAC). These groups provide regular forums for input on key initiatives, policies, and programs, ensuring that a broad spectrum of perspectives informs decision-making. The district has prioritized building the capacity of both school leaders and family members to participate effectively in these advisory bodies. This has been supported through targeted professional development and outreach efforts that promote understanding of roles, processes, and areas of influence. Educational Services continues to host family workshops tailored to community needs, including sessions for English learner families focused on the ELPAC, home support strategies, and literacy development, all of which were informed by data from the DELAC Needs Assessment.  The District has also strengthened its feedback loops through multilingual surveys, community engagement sessions, and digital platforms, making participation more accessible and inclusive. The use of these tools ensures that underrepresented voices are included in shaping district priorities and strategies. One area identified for continued development is the co-creation and shared evaluation of family engagement initiatives, where collaboration between families, educators, and administrators can be deepened. Although opportunities for planning and evaluation exist, increasing intentionality in how these groups co-design engagement efforts will further promote a sense of partnership and empowerment. Overall, Cambrian's structured, transparent, and responsive engagement practices have fostered a strong culture of collaboration, enabling the district to align its goals more closely with community priorities and the needs of its students.|The District is committed to deepening its inclusive decision-making practices and has identified several key focus areas to enhance how it gathers and utilizes input from all educational partners. A central area for improvement is the expansion and increased effectiveness of digital engagement strategies. While the district has successfully used technology to share information and collect feedback, such as posting LCAP goals, surveys, and updates on district and school websites, increasing participation with these tools remains a priority. The district aims to improve awareness, usability, and accessibility of online platforms to ensure more families, especially underrepresented groups, are informed and motivated to engage. Additionally, while surveys and email communications are routinely distributed across school and district levels, the district is focused on improving response rates and ensuring that participation reflects the full diversity of the community. Strategies include simplifying survey formats, offering translations in multiple languages, and utilizing various outreach channels, such as text alerts, social media, and direct personal outreach.  The District also recognizes the opportunity to enhance engagement beyond information sharing by fostering more collaborative input sessions. This involves providing families, staff, and community members with increased opportunities to co-plan, co-design, and evaluate district initiatives, particularly those related to family engagement activities. More intentional inclusion of underrepresented voices in the early phases of decision-making is a key goal moving forward. By focusing on these areas, Cambrian aims to ensure that feedback mechanisms are not only accessible but also trusted, responsive, and representative, reinforcing its commitment to equity and shared leadership in educational planning.|The District continues to prioritize equitable engagement practices that amplify the voices of underrepresented families in district and school decision-making. Informed by the self-reflection process and local input, the district is intentionally strengthening inclusive outreach and participation opportunities, particularly for families of English learners, students receiving Special Education services, foster youth, and socioeconomically disadvantaged students. To enhance engagement, the district will expand access to input opportunities by utilizing multilingual communication tools and culturally and linguistically responsive platforms. Although no language group exceeds the 15% threshold for mandatory translations under the Education Code, Cambrian continues to ensure that critical information is shared in multiple languages through Google Translate & SMORES, translated flyers, and targeted communication from school staff. The district also provides ongoing guidance to families on using translation features and accessing language support resources, increasing their confidence and ability to participate in feedback processes. To further reach underrepresented families, Cambrian will diversify its methods of collecting input, including in-person meetings, multilingual surveys, small group discussions, and direct outreach during community events. This approach is designed to meet families where they are, both physically and in terms of access, and to reduce barriers to engagement.  Additionally, the district will work to ensure underrepresented family representation on advisory councils, such as DELAC, ELAC, and the LCAP Advisory Committee. These representatives will have opportunities to provide input and help co-design engagement strategies that reflect the needs of their communities. Professional development for staff will also support this effort, with training focused on inclusive practices, cultural responsiveness, and community engagement techniques to better connect with and empower all families. Through these multifaceted strategies, Cambrian aims to create a more inclusive and equitable decision-making environment where every family, regardless of language, background, or circumstance, can meaningfully contribute to shaping the educational experience and outcomes for all students.|4|4|4|4|3|4|5|3|4|4|4|3|Met||2025-06-17|2025
43693856046494|Sartorette Charter|3|The Cambrian School District continues to demonstrate strong implementation of practices aimed at fostering meaningful relationships between school staff and families. With a rating of 4 across all measured practices, the district is in the Full Implementation phase, showing consistent and intentional efforts to sustain inclusive and responsive family engagement. The district benefits from a deeply involved and supportive parent community that actively contributes time, energy, and resources to enrich the learning environment. Building on this foundation, Cambrian has strengthened open communication through multiple accessible channels, including newsletters, email updates, and social media, ensuring families remain informed and connected to school life. Professional learning for staff remains a key strength, with ongoing training in cultural competency enhancing staff capacity to engage respectfully with families from diverse backgrounds. School sites prioritize creating welcoming and inclusive environments through events such as family nights, workshops, and volunteer opportunities, which foster a shared sense of belonging and partnership.  Cambrian has also made progress in establishing two-way communication structures, using language that is clear and accessible to all families. Mechanisms for gathering and responding to family feedback have been refined, ensuring that parent voices continue to influence school and district decisions. Support services, including counseling, translation, and family liaisons, further demonstrate the district’s commitment to removing barriers and supporting families as they navigate the educational system. These collective efforts reflect a robust and evolving culture of trust, collaboration, and mutual respect that anchors student success.|While the Cambrian School District has made strong progress in family engagement and communication, ongoing input from educational partners and data analysis indicate several key focus areas for continued improvement. A primary area of focus is enhancing the effectiveness of two-way communication, particularly by strengthening systems that ensure family feedback is meaningfully integrated into school and district decision-making. Although mechanisms for collecting input are in place, the district is prioritizing efforts to make this process more transparent and responsive. Additionally, the district is committed to deepening staff capacity for cultural inclusivity through sustained professional development. This work aims to build even stronger relationships with families by affirming and valuing the school community's cultural and linguistic diversity. Another area for growth involves expanding outreach to historically underserved and underrepresented families. The district is working to ensure all families feel welcome, heard, and supported, particularly by increasing engagement opportunities and creating culturally responsive school environments. Finally, the district is exploring ways to broaden access to support services, including translation, interpretation, and parent education programs. These enhancements are designed to remove barriers to participation and empower families to play an active role in their children’s educational journey. Together, these focus areas are designed to build upon current successes and cultivate even more equitable, trusting, and collaborative partnerships between families and school staff.|The Cambrian School District is committed to deepening the engagement of underrepresented families by building on existing structures and incorporating new, more inclusive strategies identified through the self-reflection process. While strong participation is evident among many families, local data and input from educational partners highlight the need to engage further with families facing linguistic, cultural, technological, or economic barriers to participation. To address this, the district will enhance outreach by expanding multilingual communication and ensuring that all engagement materials and interactions are accessible in families' home languages. Translation and interpretation services will be prioritized and consistently offered at school events, meetings, and district communications. The district will also leverage its site-based structures, such as ELAC, DELAC, and School Site Councils, to foster deeper and more personalized connections with underrepresented families. School leaders will actively invite and support the participation of these families in advisory roles, not only during required meetings but also through informal settings such as principal coffees, classroom showcases, and community gatherings.  Additionally, the district will continue to review and refine the District Parent Involvement Policy, integrating recommendations from advisory groups and ensuring alignment with evolving family needs. Efforts will include parent education workshops and resources, focused on helping all families, especially those from historically underserved communities, better understand academic expectations, school programs, and how to support their children's learning at home. By fostering a culture of welcome, responsiveness, and inclusion across all school sites and district operations, Cambrian aims to enhance equitable engagement practices and ensure that all families are meaningfully involved in shaping their children’s educational experiences.|The Cambrian School District continues to make notable progress in fostering partnerships that directly support student learning and development. These efforts reflect a strong foundation of collaboration with families, staff, community groups, and external educational organizations. One of the district’s core strengths is its extensive network of partnerships, which enriches student learning opportunities. Through initiatives such as arts and music programs, extended enrichment activities, and targeted intervention services, Cambrian ensures that students benefit from a well-rounded and supportive educational experience. These programs, offered during and beyond the school day, are made possible through strong family involvement and community collaboration. The district also facilitates structured opportunities for teachers to meet with families to discuss student progress, reflected in the highest rating of 5 for this practice. These meetings foster a shared commitment to student growth and ensure families are equal partners in supporting academic achievement. In addition, families are consistently provided with accessible information and resources, including standards-aligned report card companions, progress reports, and parent workshops that help them support student learning at home. This area is rated at the full implementation level and remains a critical component of the district’s engagement strategy. While progress is evident, Cambrian acknowledges that continued growth is needed in two key areas: - Professional learning for teachers and administrators to enhance their capacity to build meaningful partnerships with families (rated at 3), and - Empowering families to understand and exercise their legal rights and advocate for all students (rated at 3).  Plans are underway to strengthen these areas through expanded training opportunities, improved communication tools, and additional family advocacy supports. The district’s partnerships with organizations such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected also play a vital role in expanding family engagement and social-emotional learning supports. Collaboration with research institutions for data sharing continues to inform targeted instructional decisions and interventions, contributing to measurable improvements in student outcomes. These collaborative efforts reinforce Cambrian’s commitment to cultivating strong, productive partnerships that center students’ academic and personal success.|The Cambrian School District remains committed to strengthening its partnerships to improve student achievement and well-being. As identified through input from our educational partners and local data, several key focus areas have emerged to guide the next phase of improvement. One major focus is expanding professional learning for teachers and principals to enhance their capacity to partner effectively with families. As rated in the current reflection, this area remains at an initial implementation stage, and the district recognizes the need to provide targeted training on family engagement strategies, collaborative goal setting, and culturally responsive practices that promote student success. Another ongoing priority is supporting families in understanding and exercising their legal rights and advocating for their students. Cambrian aims to enhance outreach to underserved communities through multilingual workshops, legal rights education, and advocacy support resources, ensuring equitable access, voice, and influence across all student groups. In alignment with the goals set for the prior year, the district will continue to enhance enrichment opportunities, particularly for at-risk and high-achieving students. This includes differentiated programming, expanded afterschool opportunities, and project-based learning (PBL) experiences responsive to student interests and aligned with real-world applications.  Additionally, Cambrian will work to enhance data-sharing practices with educational partners, promoting transparency and informed decision-making. Efforts will include refining how student performance data is communicated to families and leveraging digital tools that allow for more timely and meaningful conversations about student growth. Finally, the district aims to create more inclusive and accessible engagement opportunities, encouraging active parent participation. This includes refining existing platforms, such as survey platforms like Google Forms and Kelvin, and offering flexible formats —virtual and in-person —to meet families where they are. These targeted improvement efforts aim to build more robust and equitable partnerships that directly contribute to enhanced student outcomes, ensuring that all families are empowered as key collaborators in their children’s education.|The District recognizes the critical role of underrepresented families in advancing equitable student outcomes and remains dedicated to ensuring their full engagement in the educational process. Based on current self-reflection and stakeholder input, the district is implementing a comprehensive, equity-driven approach to deepen engagement with historically marginalized or less-represented families. A central strategy is the continued operationalization of equity through the Multi-Tiered System of Support (MTSS). This framework ensures that all students, regardless of background, have access to high-quality instruction and timely support and that families are partners in this process. The district will continue to promote Tier 1 supports and interventions within the general education setting, encouraging inclusive practices and family involvement from the outset. To better engage underrepresented families, Cambrian will strengthen culturally responsive communication practices by: -  Expanding the use of multilingual communication tools, such as the Multilingual Learner Newsletter, -  Providing all family-facing materials in multiple home languages, when possible -  Using diverse platforms (e.g., email, text, social media, printed flyers) to reach families based on their preferred modes of communication, and -  Hosting community-based events and learning workshops at accessible times and locations to reduce participation barriers.  The district also plans to enhance community outreach through collaboration with trusted local organizations and cultural leaders, fostering authentic relationships and trust with families that may be hesitant to engage through traditional school structures. To uplift underrepresented voices, advisory councils, site-based focus groups, and decision-making bodies will be intentionally diversified to include representatives from these communities. Their insights will guide policies, resource allocations, and programming decisions that directly impact students. Additionally, Cambrian will expand professional development for staff, focusing on cultural humility, inclusive practices, and effective family engagement. This will equip educators to build deeper partnerships with all families, particularly those from linguistically and culturally diverse backgrounds. These collective efforts will ensure that all families feel valued, heard, and empowered as essential partners in their children's academic and social-emotional success, reinforcing the district’s goal of achieving equitable outcomes for every student.|The Cambrian School District (CSD) continues to demonstrate strong and inclusive practices in seeking input from educational partners to guide school and district decision-making. With a rating of 4 across most key indicators, the district operates at the Full Implementation stage in several areas, reflecting sustained progress and commitment to shared governance. A key strength lies in actively engaging diverse educational partners, including parents, staff, students, and community members, in structured advisory groups such as the Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Language Advisory Committee (DELAC), the School Site Council (SSC), and the English Language Advisory Committee (ELAC). These groups provide regular forums for input on key initiatives, policies, and programs, ensuring that a broad spectrum of perspectives informs decision-making. The district has prioritized building the capacity of both school leaders and family members to participate effectively in these advisory bodies. This has been supported through targeted professional development and outreach efforts that promote understanding of roles, processes, and areas of influence. Educational Services continues to host family workshops tailored to community needs, including sessions for English learner families focused on the ELPAC, home support strategies, and literacy development, all of which were informed by data from the DELAC Needs Assessment.  The District has also strengthened its feedback loops through multilingual surveys, community engagement sessions, and digital platforms, making participation more accessible and inclusive. The use of these tools ensures that underrepresented voices are included in shaping district priorities and strategies. One area identified for continued development is the co-creation and shared evaluation of family engagement initiatives, where collaboration between families, educators, and administrators can be deepened. Although opportunities for planning and evaluation exist, increasing intentionality in how these groups co-design engagement efforts will further promote a sense of partnership and empowerment. Overall, Cambrian's structured, transparent, and responsive engagement practices have fostered a strong culture of collaboration, enabling the district to align its goals more closely with community priorities and the needs of its students.|The District is committed to deepening its inclusive decision-making practices and has identified several key focus areas to enhance how it gathers and utilizes input from all educational partners. A central area for improvement is the expansion and increased effectiveness of digital engagement strategies. While the district has successfully used technology to share information and collect feedback, such as posting LCAP goals, surveys, and updates on district and school websites, increasing participation with these tools remains a priority. The district aims to improve awareness, usability, and accessibility of online platforms to ensure more families, especially underrepresented groups, are informed and motivated to engage. Additionally, while surveys and email communications are routinely distributed across school and district levels, the district is focused on improving response rates and ensuring that participation reflects the full diversity of the community. Strategies include simplifying survey formats, offering translations in multiple languages, and utilizing various outreach channels, such as text alerts, social media, and direct personal outreach.  The District also recognizes the opportunity to enhance engagement beyond information sharing by fostering more collaborative input sessions. This involves providing families, staff, and community members with increased opportunities to co-plan, co-design, and evaluate district initiatives, particularly those related to family engagement activities. More intentional inclusion of underrepresented voices in the early phases of decision-making is a key goal moving forward. By focusing on these areas, Cambrian aims to ensure that feedback mechanisms are not only accessible but also trusted, responsive, and representative, reinforcing its commitment to equity and shared leadership in educational planning.|The District continues to prioritize equitable engagement practices that amplify the voices of underrepresented families in district and school decision-making. Informed by the self-reflection process and local input, the district is intentionally strengthening inclusive outreach and participation opportunities, particularly for families of English learners, students receiving Special Education services, foster youth, and socioeconomically disadvantaged students. To enhance engagement, the district will expand access to input opportunities by utilizing multilingual communication tools and culturally and linguistically responsive platforms. Although no language group exceeds the 15% threshold for mandatory translations under the Education Code, Cambrian continues to ensure that critical information is shared in multiple languages through Google Translate & SMORES, translated flyers, and targeted communication from school staff. The district also provides ongoing guidance to families on using translation features and accessing language support resources, increasing their confidence and ability to participate in feedback processes. To further reach underrepresented families, Cambrian will diversify its methods of collecting input, including in-person meetings, multilingual surveys, small group discussions, and direct outreach during community events. This approach is designed to meet families where they are, both physically and in terms of access, and to reduce barriers to engagement.  Additionally, the district will work to ensure underrepresented family representation on advisory councils, such as DELAC, ELAC, and the LCAP Advisory Committee. These representatives will have opportunities to provide input and help co-design engagement strategies that reflect the needs of their communities. Professional development for staff will also support this effort, with training focused on inclusive practices, cultural responsiveness, and community engagement techniques to better connect with and empower all families. Through these multifaceted strategies, Cambrian aims to create a more inclusive and equitable decision-making environment where every family, regardless of language, background, or circumstance, can meaningfully contribute to shaping the educational experience and outcomes for all students.|4|4|4|4|3|4|5|3|4|4|4|3|Met||2025-06-17|2025
43693930000000|Campbell Union|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693930106005|Village|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693930137273|Campbell School of Innovation|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693936046510|Blackford Elementary|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693936046536|Capri Elementary|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693936046544|Castlemont Elementary|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693936046577|Forest Hill Elementary|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693936046601|Lynhaven Elementary|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693936046619|Marshall Lane Elementary|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693936046627|Monroe Middle|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693936046668|Rolling Hills Middle|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43693936046692|Sherman Oaks Elementary|3|Campbell continues to engage families through Principal Coffees, School Site Council (SSC), Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees (ELAC), all of which provide opportunities to build relationships and engage in two way communication with families. School events foster a sense of community and family involvement, building a sense of connection from home to school. CUSD families value ongoing school to home communication, especially from teachers. ParentSquare is used to ensure unified, timely, and translated messages, while Seesaw and Schoology support classroom communication. Feedback from ELACs and SSCs states that staff is approachable, friendly, and responsive, and address questions and concerns readily, and note the various ways families can connect to their school, such as welcome meetings for new students, ELAC meetings, and academic/behavior check-ins. SSCs and ELACs highlight Campbell’s staff as responsive and supportive, especially Community Liaisons, who are critical to building effective relationships between school and home and are central to CUSD’s work in the areas of parental involvement and family engagement as they coordinate support, outreach, workshops, and presentations for families. In response to an increasing number of newcomer English Learner (EL) families entering our system needing support in transitioning into the United States, in 2024.2025 Campbell provided newcomer families iPads set up with all district communication applications and applications to help students and their families understand school policies and support academic success.|Focal Areas identified by sites were: targeted outreach and communication, specifically increasing phone calls and check-ins to families, with a special focus on reaching out to those who speak languages other than English and Spanish and ensuring school events are engaging and foster connections for families with the staff and the community. This aligns to feedback from SSCs and ELACs, where diverse and accessible communication channels were cited as a key strength, though improving platform user-friendliness, ensuring digital access for all, and offering paper copies of documents when needed were suggestions to improve communication and collaboration.|Our goal is to improve the engagement of underrepresented families in building relationships between staff and families, focusing on increased collaboration and connection between families, teachers, and staff. Community Liaisons will work to make sure families know who to connect with on campus, including office and support staff, host special welcome meetings for new families, and continue ELAC and Principal Coffees. Recognizing the importance of responding to families, Community Liaisons will follow up with support to address specific requests and needs based on feedback and requests.|Campbell fosters family-school connections through responsive support and diverse engagement opportunities. Fall and Spring conferences are offered with support from a translation team and call in translation services in all languages for the families we serve, ensuring every family feels welcome and included. In 24.25, CUSD partnered with the Parent Institute for Quality Education (PIQE), which taught Spanish-speaking caregivers about how literacy levels in elementary school are indicators of future growth and how student progress is monitored, the Williams Uniform Complaint Procedure, financial aid, how to understand state test results, and A-G requirements. In addition, a Know Your Rights workshop was held to inform families about their legal rights during immigration detainment. SSCs and ELACs see communication on student progress as a strength, though there is a desire for more consistent updates and better understanding of the platforms and reports provided to families on student progress. Families appreciate the open and regular communication from teachers and school staff regarding student progress.|Focal areas identified by sites were: building connections, increasing personal outreach, supporting and encouraging communication from teachers to foster stronger home-school connections, and continuing to use Campbell’s translation services to connect with families more effectively. In addition, sites will continue to offer a variety of events focused on student learning, including Family Math and Literacy Nights, school specific activities, as well as workshops and Principal Coffees. To support improved understanding of student performance and progress, schools continue to provide clear, consistent information about academic programs and progress, and will continue to send home regular updates on academic growth with the goal of helping families understand how to best support their students at home and ensuring families know what questions to ask and where to find information.|To improve engagement of underrepresented families to build partnerships for student outcomes, Community Liaisons and schools identified personal outreach, welcome meetings for new families, and providing workshops in response to family requests in addition to existing meetings like ELAC and Principal Coffees as ways to improve engagement. Based on input from SSC and ELACs, Campbell will ensure information on student progress is clear and easy to understand.|Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell’s annual Parent/Family Satisfaction Survey each winter as a way to gather input and feedback. School ELACs and SSCs receive regular presentations on school data and performance, and are asked for feedback to improve relationships, communication, and ways to receive input across the course of the year.|Focal Areas identified by sites were: working to boost ELAC and SSC meeting attendance and engagement, enhancing existing home to school connection and improving outreach, and ensuring clear and timely communication that is available to families in their home language. In addition, based on feedback from SSCs and ELACs, schools will use direct outreach to increase engagement and use Principal Coffees and other meetings to gather input, and to share how feedback is used to support decision making.|Schools remain committed to offering workshops, gatherings and events, and coffees to support ongoing and increased engagement of families not yet represented. Community liaisons identified the importance of creating opportunities for connection, relationship and listening and additional ways for families to be and feel engaged beyond current methods as areas of focus for 25.26. This includes individual outreach to families, building relationships one on one, and personal invitations to events and committees. In addition, responses from our Parent/Family Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.|4|5|4|4|3|4|4|4|5|5|4|5|Met||2025-06-26|2025
43694010000000|Campbell Union High|3|The District is consistently using ParentSquare for communicating messages from the District Office as well as from each school site, with translation in multiple languages available on the platform. The learning management system Canvas has enabled teachers to communicate more effectively with families regarding student progress. There was also a large increase in LanguageLine usage in 2024-2025 to improve translation access. CUHSD has a District English Learner Advisory Council, and all comprehensive schools have English Learner Advisory Committees. CUHSD also has a full-time Spanish bilingual community liaison at each high school whose primary responsibilities include Spanish-speaking family outreach and involvement. All school sites have outreach activities centered around incoming 9th-grade students and orientation. Parent education events include a district-wide college fair and career expo, and multiple school-based parent information nights. All high schools utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students in the 2024-2025 school year. Parent University is also available to parents for educational opportunities.|The District is working on developing opportunities at each school site to celebrate additional cultures and expand upon our events to be more inclusive. The District is also making improvements to its website to have all documents available in multiple languages. Families have also expressed interest in better understanding the technology and communication tools available, and the District is developing a more robust set of web resources for parents to provide relevant information along with training opportunities.|The District is moving forward with a model of centralizing the collaboration of community liaisons across school sites. This will help to standardize the information, resources, and engagement opportunities that are being provided to families. Staff are also developing a digital library with resources that are available asynchronously to support families who are unable to attend live events.|The District Office engages in multiple forms of communication with families about student learning and community resources, including newsletters and targeted communication. Additionally, legal topics, including uniform complaint procedures and parent rights, were covered in School Site Council and English Learner Advisory Committee meetings, as well as at the District English Learner Advisory Committee. Multiple sites held immigration rights educational events in partnership with local advocacy groups. All school sites utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students. Family field trips were held to support families in visiting college sites. College and career readiness community events were held at all sites. There has also been increased outreach around student academic performance and college and career planning with counselors, due to a lowered student-to-counselor staffing ratio and required training on best practices in college and career counseling.|The District is working to expand the types of communication to families about supports for socioemotional and mental health available on campus. The District is also working to better support families of students with disabilities with relevant resources for college and career readiness.|CUHSD is planning to work more closely with community liaisons to enhance their role in supporting multiple points of engagement with their family communities by centralizing their collaboration time. In terms of family engagement events, the District will be piloting a family resource conference in 2025-2026. The District will also be working to expand opportunities for celebrating our various affinity groups to be fully inclusive of the diversity of our student population.|Every comprehensive high school has a parent organization, an English Learners Advisory Committee (ELAC), and a School Site Council (SSC), with at least one parent on the ELAC who is also on the SSC. In addition, CUHSD has several advisory committees at the District level that include parents, including the President’s Council consisting of parent representatives from each site, the Measure P Citizens’ Oversight Committee, the Local Control and Accountability Plan Committee, an LGBTQIA+ Committee, a District English Learners Advisory Committee, and an Equity Committee. CUHSD is building the capacity of underrepresented families to engage in advisory groups, with all school sites hosting Padres Unidos or similar groups. The District also hosts opportunities to provide input on policies through regular DELAC meetings, the LCAP Committee, the President’s Council, the use of ThoughtExchange for input on District priorities, and the ability to publicly comment at Board meetings. The District has additionally made progress in standardizing web content across sites.|A focus area for improvement is for CUHSD to improve parent response rates on the annual climate survey. Another area for improvement is in reporting to our full community how parent input is utilized in decision-making.|The District will work closely with community liaisons to develop more outreach opportunities for underrepresented families. This will be facilitated during the 2025-2026 school year by centralizing the collaboration time for community liaisons to build standardized practices and develop strategies for family outreach as a team.|3|3|2|4|3|4|2|4|4|4|3|3|Met||2025-06-26|2025
43694190000000|Cupertino Union|3|6,626 parents participated in our 2024-2025 LCAP parent survey (49% participation rate). 36% of responses came from parents of English Learners. Our results remain strong in every area of the survey: Culture/Climate, Communications, Involvement, Decision-Making and Resources. 93% of respondents reported a positive climate and culture at their school site; 89% reported favorable communications; 85% reported favorable involvement; 82% reported favorable decision-making opportunities and 84% reported favorable resources to support their child's learning.  Our schools offer welcoming environments and support to foster partnerships with families. On campus parent participation is high in our elementary schools. Communications have improved in recent years with the expansion of Parent Square. This tool allows parents to choose their home language for sending and receiving messages. Parents have stated that we have a variety of ways to communicate, and a variety of resources available. Parent Education opportunities are regularly provided through our partnership with Parent Venture, and events are cataloged in an online video library for parents to access at any time. A few schools are hosting parent education opportunities such as Latino Literacy. These events build partnerships and provide a network of support to families when navigating the school system. Parents/guardians and staff partner in order to discuss student progress. We also added a new translation tool this year, Language Line, which provides live translation at the touch of a button. We are committed to developing partnerships with our parents in support of student learning and well-being. District Priorities include a focus on personalizing learning and supporting the whole child. Site communications, professional development, and parent education are focused on these areas. Based on our LCAP metrics, we see strong participation from parents across school sites.|While all areas of our LCAP parent survey yielded strong results, we continue to strive to engage parents in District Priority 1: Future-Ready Learning. In 2024-2025, we held a series of community roundtables to engage parents and community members in understanding our focus on future-ready, deeper learning. We will continue to place a strong focus on engaging our entire community in this important work.|Sites will aim to continue to increase the percentage of participants in our annual LCAP survey, with a focus on underrepresented families. With help from our Director of Communications, Principals track the percentage of respondents during the survey window. We also will continue to invite families for in-person conversations at the school site to foster dialogue and collaboration opportunities. Our Student Support Services Directors support principals in utilizing resources and methods to improve connections with our families, with a focus on underrepresented families. In 2024-2025, we increased our participation by 17%, reaching 49% overall participation. In 2025-2025, we aim to reach 52% overall participation.|On the 2024-2025 parent LCAP Survey, 89% of respondents indicated that their school communicates with families effectively and 83% of respondents indicated that their school communicates effectively about their child's progress. 91% of respondents indicated that they are comfortable communicating with their child's teacher(s). CUSD uses a variety of tools to support partnerships for student outcomes. These include holding parent-teacher conferences, engaging students in goal-setting, and utilizing collaborative meeting processes such as the Student Study Team protocol to foster dialogue and build action plans to support student progress. Additionally, the District uses ParentVue to post students' results on benchmark assessments so that parents can stay up-to-date on their child's performance. Building partnerships is an ongoing strength for CUSD.|CUSD will focus on continued academic excellence as well as strengthening our Portrait of a Learner. This is a set of transferable, durable competencies to prepare students for future success: Critical Thinker, Effective Communicator, Global Contributor, Inclusive Collaborator, Inspired Creator, and Resilient Learner. Each of these competencies is supported by an intentional focus on overall Wellness. In 2025-2026, we will engage our community in dialogue about the importance of future-ready, deeper learning and how these competencies connect to state standards and our long-standing commitment to academic excellence in CUSD.|We will continue to offer 1:1 feedback opportunities to our homeless and foster youth. Additionally, we will place a strong focus on engaging our underrepresented families in our Portrait of a Learner conversations as well as our annual LCAP survey.|Overall, this area is a strength for CUSD. On our annual LCAP survey, 79% of respondents indicated that they feel informed about site/District decisions, and 82% feel they have opportunities to provide input into site/District decision making. 87% of respondents indicated that families are involved in their school community. 85% of respondents indicated that staff want families to be involved. Our families are engaged in their schools and in CUSD as a whole, and they want to be active participants in their child's education.|Our area of opportunity lies in developing stronger partnerships between staff and families to work together to plan, design, implement and evaluate family engagement activities at school and district levels. We will engage in dialogue with principals and our PAC/DELAC parent groups to determine how to address this in 2025-2026. Site SPSAs will include a focus on this area, connected to our District Priority of developing a Sense of Belonging for all members or our school communities. This has been a growing strength over the last several years, and we look forward to continued improvement.|Our community liaisons will continue to reach out to our homeless and foster youth families to offer opportunities for 1:1 feedback. We also will continue to strengthen our parent liaison program which has been expanded in recent years to foster a parent-to-parent communication channel. Site principals also will reach out to their underrepresented families as part of their SPSA process. We also will continue to track the percentage of responses coming in on our parent LCAP survey, as this is a metric in our LCAP.|3|5|4|4|4|4|4|3|4|3|3|2|Met||2025-06-12|2025
43694270000000|East Side Union High|3|One of our greatest strengths is our vision to create equitable communities where all educational partners feel welcomed and a valued member of our community. This guides our efforts to improve engagement of our families and in particular, our underrepresented families.   East Side staff offer informational parent meetings, individual parent meetings, parent teacher student conferences, and monthly meetings with the principal were a wide variety of topics are covered including: College and Career Readiness, Attendance, Graduation, College Scholarships, Mental Health/Social Emotional resources.|We have seen an improvement in the area of empowering our families to advocate and deepen their understanding of their educational legal rights yet recognize we still need to improve 2 way communication between parents/guardians and school staff.|We will improve engagement of underrepresented families by providing information and materials in their primary language, offer workshops and meetings during flexible times, and use the existing Parent and Community Involvement Specialists to reach out to families needing additional support.|The East Side Union High School District administered a survey to gather input for the LCAP, as well as assess parents’ level of satisfaction with our efforts to engage families. The results showed parents were highly satisfied with the District's work to connect students and families to staff, supports, and options to ensure student success.|However, our data clearly indicates that not all students are performing at high levels, so we must be more strategic and intentional in how we engage with our families.  In particular, we need to provide access to services for our underrepresented families such as mental health and social-emotional support as well as academic interventions.|We will improve engagement of underrepresented families by providing information and materials in their primary language, offer workshops and meetings during flexible times, and use the existing Parent and Community Involvement Specialists to reach out to families needing additional support.|East Side Union High School District (ESUHSD) has made significant strides in fostering family engagement, recognizing its crucial role in student success. Our current strengths lie in our established communication channels, including regular newsletters, school websites, and parent-teacher conferences, which provide timely updates on student progress and school events. We have also implemented a robust online portal for parents to access grades, attendance, and assignments, ensuring transparency and accessibility to academic information.  Furthermore, ESUHSD has developed strong partnerships with community organizations, leveraging their resources and expertise to support families. These collaborations have facilitated workshops on academic support, college readiness, and digital literacy, empowering parents with the knowledge and tools to effectively guide their children's educational journeys. We have also seen increased parent participation in school advisory committees and volunteer programs, indicating a growing sense of ownership and investment in our schools.  Our progress is evident in the positive feedback received from parent surveys, highlighting improved communication and a greater sense of belonging. We have also observed a steady increase in attendance at school-sponsored events, demonstrating a heightened level of engagement from our diverse family population.|While we are proud of our achievements, we recognize the need for continuous improvement, particularly in enhancing the engagement of underrepresented families. Our primary focus area for improvement is to deepen the meaningful engagement of families from historically underrepresented groups, including those from low-income backgrounds, linguistic minorities, and foster youth families.|To address this focus area, ESUHSD will implement a multi-pronged approach that includes the following strategies:  Tailored Outreach and Communication: Bilingual and Bicultural Staff: We will use our team of bilingual and bicultural staff to provide culturally and linguistically appropriate outreach to families. Staff will serve as a bridge between schools and families, facilitating communication, addressing concerns, and building trust. Community-Based Meetings: Instead of solely relying on school-based events, we will host engagement opportunities in easily accessible community locations, such as libraries, and community centers, to reduce transportation barriers and increase comfort levels for families. Translated Materials and Interpreters: All crucial school communications, forms, and resources will be consistently translated into the primary languages spoken by our families. Professional interpreters will be provided at all school meetings and events.|4|4|4|3|3|3|3|4|4|4|3|2|Met||2025-06-17|2025
43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|3|Escuela Popular CTC is committed to providing students over the age of 18 with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, to which all students are invited to attend and encouraged to attend, to inform students of the school's goals and priorities, as well as gather feedback. The school also convenes quarterly Student Recognition Assemblies where students and teachers recognize students with honor roll, perfect attendance, and showcase class projects. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on supporting their children’s academic and social success and well-being. An online educational partner's feedback survey is completed by students, parents, and staff twice a year during fall and spring. About 60% of students provided feedback during our 2024-25 spring feedback survey.  We continue to use Facebook, EP’s website, and EP’s app as communication platforms, along with the main office phone lines, to keep students informed about school-wide events and classroom updates. The case manager continues to support the Escuela Popular community.|Reaching out to all of our students and keeping them informed about their academic progress is our priority. The Student Services Department continues to reach out to students and make themselves available to students who need to be connected with resources. Particular outreach and intervention services will be provided to students who are experiencing chronic absenteeism and/or are not making satisfactory progress towards graduation.|Escuela Popular Center for Training Careers serves students over the age of 18. The staff is committed to engaging students, and other educational partners and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all educational partners. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers, and support staff.  We continue developing a comprehensive tool of resources to support our students in different areas of need, such as housing, employment, immigration, etc. To ensure they receive support for their basic needs, we continue to assess the assessment needs survey for current and new students.|Escuela Popular offers a family learning environment that provides educational opportunities to 9-12 grade to immigrant students. Over 90% of the students are Spanish-speaking, with a vast majority also being from immigrant households. Some of Escuela Popular’s strengths are the wrap-around services provided on-site at the school to facilitate access to social services such as medical, advocacy, and education to all members of the family. Over 90% of the staff are bilingual and bi-literate, removing language barriers to developing relationships with students to facilitate student involvement. Administrative support is available to meet the diverse needs of the students, such as the Student Support Team. No-cost childcare, medical services, referrals to local community-based organizations, and transportation support are provided to students.|Escuela Popular will continue looking for partnerships with organizations that can provide free services to underprivileged students and continue offering the services already provided. In addition, Escuela Popular will continue trying to reach out to unresponsive students to inform them about all of the services available to them.|Outreach and services will be bilingual and at a convenient time and location for students.|Escuela Popular is committed to engaging students and other educational partners and integrating their feedback into the school’s decision-making process. School leaders are trained on how to build trusting relationships with all educational partners. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers, and support staff. LCAP development is reviewed and monitored using a variety of modes for gathering input, such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress. The school provides meaningful ways for students to provide input in decision-making.|Increasing student participation in providing input remains a key area for improvement. We continually seek ways to make engagement more meaningful and accessible, especially given the time constraints many students face. To better inform school priorities and monitor progress, we aim to collect more insightful feedback through more efficient methods. Currently, semiannual feedback surveys are administered each year. In the 2024–25 school year, approximately 60% of students responded. For 2025–26, we plan to intensify our efforts to boost participation and ensure that a broader range of student voices are represented.|Outreach and services will be bilingual and at a convenient time and location for students.|5|4|4|5|3|3|4|4|3|3|3|3|Met||2025-06-16|2025
43694270116889|KIPP San Jose Collegiate|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 58% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 58% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across  Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP  stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|5|5|4|5|5|4|4|4|4|4|4|4|Met||2025-06-12|2025
43694270125617|ACE Charter High|3|"Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2024-25 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.   Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news.  These meetings also allow parents and families to raise and address any concerns they see in the ACE community. On the 2025 annual family survey, 96% of ACE Charter High School parents/guardians had positive responses to questions about their connectedness to the school community.  99% strongly agreed or agreed that ""School staff treats me with respect."""|The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.|As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. This year, the school has enrolled several new students from Colombia and is working to ensure their culture and language are honored as well.  It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.|Student-led conferences are one of ACE’s greatest strengths to build partnerships with families to improve student outcomes. During the 2024-25 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.   Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of their child's current academic progress, the plan for continued growth, and how the parents can support at home. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.   This year the school provided more quality communication with families about the importance of regular school attendance and the expectations.  Administrators held additional meetings with parents whose child was frequently tardy or absent.  When the parent could not come to the school, a home visit was provided.    Families also learn how to support their child at home during Cafecito meetings.  Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.|Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.|ACE has modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.|ACE has invested in a broad program to engage and involve families. ACE staff ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent leadership program. In ACE’s spring 2025 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging.  Through ACE’s parent leadership groups and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership.   The Parent Leadership Team has been instrumental in providing feedback over the last several years to support increased participation in the annual family survey, and the incorporation of their feedback has increased the family participation rate 45 percentage points to 79% this year.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.|ACE Charter High would like to increase the number of parents who participate in the Parent Leadership group.|ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.|4|4|5|5|3|3|4|4|4|4|4|3|Met||2025-06-18|2025
43694270130856|Luis Valdez Leadership Academy|3|The LEA and The Foundation for Hispanic Education Schools work collaboratively to ensure that families’ strengths, perspectives, and contributions are recognized and integrated into the development of our school community. The LEA team is composed of the School Site Principal, Dean of Students, Office Manager, Attendance Clerk, Community Outreach Team, Community Schools Coordinator, Student Life Team, Teachers, Counseling Team, Special Education Team and Social-Emotional Wellness Team. Key strengths and areas of impact include meaningful stakeholder engagement through forums such as the School Site Council, English Learner Advisory Committee, Parent and Family Town Halls, Monthly Cafecitos, and Attendance Meetings. To maintain strong communication with families, the LEA uses a variety of platforms, including weekly school newsletters, monthly family workshops, school bulletins, social media (Instagram, Facebook, LinkedIn), website updates, and the ParentSquare messaging system. Since implementing ParentSquare, communication between families, teachers, and staff has become more efficient and accessible, with the added benefit of direct messaging outside of email. Additionally, the LEA hosts a series of professional development days each year to ensure that both classified and certificated staff are equipped with the tools needed to effectively engage and support students, families, and the broader community.|The LEA’s primary focus areas for this past academic year include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate.   Our LEA is committed to strengthening relationships between school staff and families by supporting families in understanding student outcomes through meaningful engagement opportunities and workshops. Planned improvements include the development of informative dialogues, workshops, and accessible materials delivered through family governance structures such as the School Site Council, English Learner Advisory Committee, and School Town Halls. These workshops and materials will focus on topics such as statewide testing, interpreting the LEA’s dashboard data, and understanding individual student performance scores to better equip families in supporting their children's academic success.  By fostering a college-bound culture, our LEA actively encourages families to participate in workshops designed to help them understand the college-going process and explore ways the entire family can prepare for college success. Offerings include the Bridge to College program through the Parent Institute for a Quality Education (PIQE), Cash for College nights, and a variety of workshops led by the LEA’s academic counseling team. Each summer, the LEA hosts grade-level orientations on campus, welcoming families to engage in sessions that review students’ academic plans, grade-specific priorities, and key deadlines. These orientations are designed to support both students and their families in staying informed and aligned for the year ahead. Additionally, the LEA makes a concerted effort to support its most underrepresented students by regularly engaging with families to identify and remove barriers to success—such as transportation, access to nutrition services, and availability of learning materials—ensuring every student has the tools they need to thrive. Each year, the LEA remains committed to continuous improvement in fostering a positive, inclusive, and welcoming school culture while maintaining a low suspension rate. Our campuses are kept clean and safe to ensure that all instructional spaces are fully prepared for student and staff use. In compliance with the Williams Act, our schools are equipped with all necessary learning materials, including Google Chromebooks, textbooks, and appropriate classroom furniture. Additionally, families are encouraged to engage with school staff through various opportunities that strengthen our shared governance and empower families to actively contribute to building and sustaining a positive school culture and environment|The LEA is dedicated to supporting our most underserved families to ensure students are on track to meet academic goals and become college-ready. This commitment is reflected in targeted engagement efforts, including individualized meetings with students, their families, and teachers. These meetings provide an opportunity for educators to highlight student strengths, identify areas for support, and collaborate with families to develop actionable plans that improve student outcomes. For families who are less actively engaged, the Foundation’s Dean of Attendance and Retention leads monthly Student Attendance Review Board (SARB) meetings aimed at reducing chronic absenteeism. These meetings are mandatory and focus on reinforcing the importance of regular attendance. The Dean also works closely with families to identify and address barriers—such as transportation, health, or personal challenges—and partners with LEA administrators to remove obstacles and ensure students attend school consistently.|Partnering to Support Students and Families Our Local Education Agency (LEA) is dedicated to building strong partnerships to support the strengths and meet the needs of our students and their families. Collaborating with our foundation, The Foundation for Hispanic Education (TFHE), we've established over 20 local and regional partnerships that support the whole family. These partnerships include: - Parent Development: We offer courses and workshops on various topics, including quality education through the Parent Institute for a Quality Education, digital literacy with Everyone On, and a financial literacy workshop series. - Nutrition Services: We work with organizations like Loaves and Fishes, Trader Joe's, and Second Harvest to provide food distribution and dinner services to families in need. - Academic Enrichment: The Silicon Valley Education Foundation helps us provide additional math enrichment opportunities for our students.  In addition to these external collaborations, we leverage our internal team's expertise to provide professional development for all staff and host core subject team meetings. We also offer a wide range of enrichment activities for students.  Student Clubs and Enrichment We have more than a dozen student clubs and after-school enrichment programs that allow students to explore recreational, artistic, and STEM-related topics. These programs are often unique opportunities that most students wouldn't have access to outside of school. The foundation's director of After School STEAM Enrichment regularly surveys both students and families to ensure that our offerings align with their interests and needs. This feedback helps us create programs that truly benefit our students.|"Our LEA's strategy for building partnerships is a key part of achieving our LCAP goals for student success. Our primary goals for improvement include: - Boosting academic achievement: We plan to increase the number of students who meet or exceed proficiency standards in English Language Arts and Mathematics by 5-10% each year. - Promoting college readiness: We're focused on fostering a college-bound culture by increasing the A-G completion rate by 5% annually. - Ensuring a positive school environment: We strive to create a welcoming and safe school culture that supports learning while keeping our suspension rates low.  To help our students improve their academic performance, we're working with partners like the Silicon Valley Education Foundation and Santa Clara University to expand our tutoring services. Our goal is to increase the number of students meeting or exceeding proficiency standards in both English Language Arts (ELA) and Mathematics by 5-10% this academic year. We've already increased our tutoring availability from three days a week to four. In addition, we've partnered with parents to offer special Saturday tutoring sessions before each quarterly grading period. During these sessions, peer mentors, teachers, and volunteer tutors all come together to provide extra support to the students who need it most.  Enhancing College and Career Readiness: To improve our students' A-G completion rates, our academic counselors are creating more opportunities for engagement with students and their families. This past school year, we began introducing A-G and high school graduation requirements to incoming freshmen in April and July, before the school year even started. By engaging families as early as possible, we can better prepare students for college. Additionally, our counselors meet with at-risk students and their families each quarter to discuss academic progress. These conferences help ensure students are on track to pass their courses and meet all A-G requirements. For the upcoming school year, we're focused on:  - Expanding family engagement: Providing more ways for families to be involved in their student's education. - Educating families: Offering lessons on what it means to be a ""high school and college-ready family."" - Improving communication: Fostering stronger communication between teachers and families."|Increasing Family Engagement and Support Our LEA is committed to better engaging underrepresented families by helping them overcome barriers related to school governance, understanding student outcomes, and supporting their students' academic success. To build stronger partnerships and improve student outcomes, we will: - Expand our partnerships to offer a wider range of programs and resources. - Host multiple engagement opportunities each month at various dates and times to increase participation. - Regularly survey our stakeholders to ensure our efforts align with their needs.  Additionally, as we begin to implement the California Community Schools Partnership Program, we will analyze past data to determine which programs and resources have been most effective. In the initial year, our Community School Coordinator will conduct a self-study to identify and address the specific gaps affecting our most underrepresented families.|Enhancing Stakeholder Input for Decision-Making We are committed to incorporating feedback from our entire community in our decision-making process. Our current strengths in this area include ongoing communication through parent messaging apps, strong familial governance, and a continuous effort to gather suggestions. Key areas of impact for stakeholder engagement include: - School Site Council - English Learner Advisory Committee - Monthly Cafecito with the Principals - Grade-level town halls - LCAP forums  This past year, we made a concerted effort to involve all stakeholders in setting our latest LCAP goals. We held public comment sessions, hosted evening meetings for parents, visited advisory classrooms to speak with students, and provided both students and parents with opportunities to complete surveys. Furthermore, we invited students and parents to serve on a panel where they could directly share their input with administrators and staff.|Families, students, and staff were the primary stakeholders who shared their experiences and helped us identify what our students need to reach their graduation goals. Our focus areas moving forward will include: - Improving Communication: We will update all school policies, plans, and opportunities for family and student governance on our websites, mass communication tools, and social media platforms. - Gathering Feedback: We plan to specifically reach out to students from historically underrepresented groups to better understand their strengths and areas where they need more support. - Engaging Underrepresented Families: As we welcome new and returning students, we will focus on identifying and engaging with underrepresented families to ensure their voices are heard.|Our LEA believes that teachers, parents, and students must work together as partners to ensure every student receives a quality education and meets their goals. At the beginning of each school year, we re-familiarize students and families with our community expectations. We expect families to be actively involved in developing the LEA's strategic plans, sharing student needs, and tracking academic progress. To improve engagement with underrepresented families, we will: - Host one-on-one meetings to create a safe space for them to ask questions and learn about their student's academic plan. - Empower them to become leaders in their student's educational journey.  Our ongoing work includes following development plans, monitoring progress, assessing supplemental services, and continually seeking input and feedback from our entire LEA community.|4|5|4|4|4|4|4|5|4|4|4|4|Met||2025-06-18|2025
43694270131995|B. Roberto Cruz Leadership Academy|3|The LEA and The Foundation for Hispanic Education Schools work collaboratively to ensure that families’ strengths, perspectives, and contributions are recognized and integrated into the development of our school community. The LEA team is composed of the School Site Principal, Dean of Students, Office Manager, Attendance Clerk, Community Outreach Team, Community Schools Coordinator, Student Life Team, Teachers, Counseling Team, Special Education Team and Social-Emotional Wellness Team. Key strengths and areas of impact include meaningful stakeholder engagement through forums such as the School Site Council, English Learner Advisory Committee, Parent and Family Town Halls, Monthly Cafecitos, and Attendance Meetings. To maintain strong communication with families, the LEA uses a variety of platforms, including weekly school newsletters, monthly family workshops, school bulletins, social media (Instagram, Facebook, LinkedIn), website updates, and the ParentSquare messaging system. Since implementing ParentSquare, communication between families, teachers, and staff has become more efficient and accessible, with the added benefit of direct messaging outside of email. Additionally, the LEA hosts a series of professional development days each year to ensure that both classified and certificated staff are equipped with the tools needed to effectively engage and support students, families, and the broader community.|The LEA’s primary focus areas for this past academic year include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate.  Our LEA is committed to strengthening relationships between school staff and families by supporting families in understanding student outcomes through meaningful engagement opportunities and workshops. Planned improvements include the development of informative dialogues, workshops, and accessible materials delivered through family governance structures such as the School Site Council, English Learner Advisory Committee, and School Town Halls. These workshops and materials will focus on topics such as statewide testing, interpreting the LEA’s dashboard data, and understanding individual student performance scores to better equip families in supporting their children's academic success.  By fostering a college-bound culture, our LEA actively encourages families to participate in workshops designed to help them understand the college-going process and explore ways the entire family can prepare for college success. Offerings include the Bridge to College program through the Parent Institute for a Quality Education (PIQE), Cash for College nights, and a variety of workshops led by the LEA’s academic counseling team. Each summer, the LEA hosts grade-level orientations on campus, welcoming families to engage in sessions that review students’ academic plans, grade-specific priorities, and key deadlines. These orientations are designed to support both students and their families in staying informed and aligned for the year ahead. Additionally, the LEA makes a concerted effort to support its most underrepresented students by regularly engaging with families to identify and remove barriers to success—such as transportation, access to nutrition services, and availability of learning materials—ensuring every student has the tools they need to thrive.  Each year, the LEA remains committed to continuous improvement in fostering a positive, inclusive, and welcoming school culture while maintaining a low suspension rate. Our campuses are kept clean and safe to ensure that all instructional spaces are fully prepared for student and staff use. In compliance with the Williams Act, our schools are equipped with all necessary learning materials, including Google Chromebooks, textbooks, and appropriate classroom furniture. Additionally, families are encouraged to engage with school staff through various opportunities that strengthen our shared governance and empower families to actively contribute to building and sustaining a positive school culture and environment|The LEA is dedicated to supporting our most underserved families to ensure students are on track to meet academic goals and become college-ready. This commitment is reflected in targeted engagement efforts, including individualized meetings with students, their families, and teachers. These meetings provide an opportunity for educators to highlight student strengths, identify areas for support, and collaborate with families to develop actionable plans that improve student outcomes.  For families who are less actively engaged, the Foundation’s Dean of Attendance and Retention leads monthly Student Attendance Review Board (SARB) meetings aimed at reducing chronic absenteeism. These meetings are mandatory and focus on reinforcing the importance of regular attendance. The Dean also works closely with families to identify and address barriers—such as transportation, health, or personal challenges—and partners with LEA administrators to remove obstacles and ensure students attend school consistently.|Partnering to Support Students and Families Our Local Education Agency (LEA) is dedicated to building strong partnerships to support the strengths and meet the needs of our students and their families. Collaborating with our foundation, The Foundation for Hispanic Education (TFHE), we've established over 20 local and regional partnerships that support the whole family. These partnerships include:  1. Parent Development: We offer courses and workshops on various topics, including quality education through the Parent Institute for a Quality Education, digital literacy with Everyone On, and a financial literacy workshop series. 2. Nutrition Services: We work with organizations like Loaves and Fishes, Trader Joe's, and Second Harvest to provide food distribution and dinner services to families in need. 3. Academic Enrichment: The Silicon Valley Education Foundation helps us provide additional math enrichment opportunities for our students.  In addition to these external collaborations, we leverage our internal team's expertise to provide professional development for all staff and host core subject team meetings. We also offer a wide range of enrichment activities for students.  Student Clubs and Enrichment  We have more than a dozen student clubs and after-school enrichment programs that allow students to explore recreational, artistic, and STEM-related topics. These programs are often unique opportunities that most students wouldn't have access to outside of school.  The foundation's director of After School STEAM Enrichment regularly surveys both students and families to ensure that our offerings align with their interests and needs. This feedback helps us create programs that truly benefit our students.|"Our LEA's strategy for building partnerships is a key part of achieving our LCAP goals for student success. Our primary goals for improvement include:  - Boosting academic achievement: We plan to increase the number of students who meet or exceed proficiency standards in English Language Arts and Mathematics by 5-10% each year.  - Promoting college readiness: We're focused on fostering a college-bound culture by increasing the A-G completion rate by 5% annually.  - Ensuring a positive school environment: We strive to create a welcoming and safe school culture that supports learning while keeping our suspension rates low.  To help our students improve their academic performance, we're working with partners like the Silicon Valley Education Foundation and Santa Clara University to expand our tutoring services. Our goal is to increase the number of students meeting or exceeding proficiency standards in both English Language Arts (ELA) and Mathematics by 5-10% this academic year. We've already increased our tutoring availability from three days a week to four. In addition, we've partnered with parents to offer special Saturday tutoring sessions before each quarterly grading period. During these sessions, peer mentors, teachers, and volunteer tutors all come together to provide extra support to the students who need it most.  Enhancing College and Career Readiness: To improve our students' A-G completion rates, our academic counselors are creating more opportunities for engagement with students and their families. This past school year, we began introducing A-G and high school graduation requirements to incoming freshmen in April and July, before the school year even started. By engaging families as early as possible, we can better prepare students for college. Additionally, our counselors meet with at-risk students and their families each quarter to discuss academic progress. These conferences help ensure students are on track to pass their courses and meet all A-G requirements. For the upcoming school year, we're focused on:  - Expanding family engagement: Providing more ways for families to be involved in their student's education. - Educating families: Offering lessons on what it means to be a ""high school and college-ready family."" - Improving communication: Fostering stronger communication between teachers and families."|Increasing Family Engagement and Support Our LEA is committed to better engaging underrepresented families by helping them overcome barriers related to school governance, understanding student outcomes, and supporting their students' academic success. To build stronger partnerships and improve student outcomes, we will: - Expand our partnerships to offer a wider range of programs and resources. - Host multiple engagement opportunities each month at various dates and times to increase participation. - Regularly survey our stakeholders to ensure our efforts align with their needs.  Additionally, as we begin to implement the California Community Schools Partnership Program, we will analyze past data to determine which programs and resources have been most effective. In the initial year, our Community School Coordinator will conduct a self-study to identify and address the specific gaps affecting our most underrepresented families.|Enhancing Stakeholder Input for Decision-Making We are committed to incorporating feedback from our entire community in our decision-making process. Our current strengths in this area include ongoing communication through parent messaging apps, strong familial governance, and a continuous effort to gather suggestions. Key areas of impact for stakeholder engagement include: - School Site Council - English Learner Advisory Committee - Monthly Cafecito with the Principals - Grade-level town halls - LCAP forums  This past year, we made a concerted effort to involve all stakeholders in setting our latest LCAP goals. We held public comment sessions, hosted evening meetings for parents, visited advisory classrooms to speak with students, and provided both students and parents with opportunities to complete surveys. Furthermore, we invited students and parents to serve on a panel where they could directly share their input with administrators and staff.|Families, students, and staff were the primary stakeholders who shared their experiences and helped us identify what our students need to reach their graduation goals. Our focus areas moving forward will include:  - Improving Communication: We will update all school policies, plans, and opportunities for family and student governance on our websites, mass communication tools, and social media platforms. - Gathering Feedback: We plan to specifically reach out to students from historically underrepresented groups to better understand their strengths and areas where they need more support. - Engaging Underrepresented Families: As we welcome new and returning students, we will focus on identifying and engaging with underrepresented families to ensure their voices are heard.|Our LEA believes that teachers, parents, and students must work together as partners to ensure every student receives a quality education and meets their goals. At the beginning of each school year, we re-familiarize students and families with our community expectations. We expect families to be actively involved in developing the LEA's strategic plans, sharing student needs, and tracking academic progress. To improve engagement with underrepresented families, we will: - Host one-on-one meetings to create a safe space for them to ask questions and learn about their student's academic plan. - Empower them to become leaders in their student's educational journey.  Our ongoing work includes following development plans, monitoring progress, assessing supplemental services, and continually seeking input and feedback from our entire LEA community.|4|5|4|4|4|4|4|5|4|4|4|4|Met||2025-06-18|2025
43694270132274|Alpha Cindy Avitia High|3|Use of Dean's List Two-Way Communication platform, scheduled families events throughout the year, Parent Advocacy group|Higher attendance in family engagement meetings (Cafecitos, Family Conferences)|Offer multiple modes to attend (i.e. virtually, different times), review survey data to learn more about what is preventing families to attend different events|Providing Chromebooks for all students to bring home to use to complete school work, supporting families with accessing student grades via Infinite Campus, attendance in IEP meetings|Increasing attendance at family conferences two times a year to partner with families on their child's path towards graduation.|Continued and targeted outreach|School Site Council, ELAC, multiple surveys throughout the year to collect feedback|Higher attendance in events + completion of surveys|Continued and targeted outreach|4|4|3|4|4|4|4|4|4|4|4|5|Met||2025-06-11|2025
43694274330668|Latino College Preparatory Academy|3|The LEA and The Foundation for Hispanic Education (TFHE) Schools work in partnership to recognize and elevate families’ strengths and voices in building a strong school community. The LEA team includes the School Site Principal, Assistant Principal, Office Manager, Attendance Clerk, Community Outreach Team, Community Schools Coordinator, Student Life Team, Teachers, Counseling Team, Special Education Team and Social-Emotional Wellness Team. Key areas of strength include robust stakeholder engagement through the School Site Council, English Learner Advisory Committee, Parent and Family Town Halls, Monthly Cafecitos, and Attendance Meetings. Communication with families is prioritized through multiple channels, including weekly school newsletters, monthly family workshops, school bulletins, social media (Instagram, Facebook, LinkedIn), website updates, and the Parent Square messaging system. Since implementing Parent Square, communication between families, teachers, and staff has become more streamlined and accessible, allowing for direct messaging beyond traditional email. Each year, the LEA provides a series of professional development sessions to ensure both classified and certificated staff are equipped with the tools needed to effectively engage students, families, and the broader community.|The LEA’s primary focus areas for this past academic year include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate.   Our LEA is committed to strengthening relationships between school staff and families by supporting families in understanding student outcomes through meaningful engagement opportunities and workshops. Planned improvements include the development of informative dialogues, workshops, and accessible materials delivered through family governance structures such as the School Site Council, English Learner Advisory Committee, and School Town Halls. These workshops and materials will focus on topics such as statewide testing, interpreting the LEA’s dashboard data, and understanding individual student performance scores to better equip families in supporting their children's academic success.  By fostering a college-bound culture, our LEA actively encourages families to participate in workshops designed to help them understand the college-going process and explore ways the entire family can prepare for college success. Offerings include the Bridge to College program through the Parent Institute for a Quality Education (PIQE), Cash for College nights, and a variety of workshops led by the LEA’s academic counseling team. Each summer, the LEA hosts grade-level orientations on campus, welcoming families to engage in sessions that review students’ academic plans, grade-specific priorities, and key deadlines. These orientations are designed to support both students and their families in staying informed and aligned for the year ahead. Additionally, the LEA makes a concerted effort to support its most underrepresented students by regularly engaging with families to identify and remove barriers to success—such as transportation, access to nutrition services, and availability of learning materials—ensuring every student has the tools they need to thrive. Each year, the LEA remains committed to continuous improvement in fostering a positive, inclusive, and welcoming school culture while maintaining a low suspension rate. Our campuses are kept clean and safe to ensure that all instructional spaces are fully prepared for student and staff use. In compliance with the Williams Act, our schools are equipped with all necessary learning materials, including Google Chromebooks, textbooks, and appropriate classroom furniture. Additionally, families are encouraged to engage with school staff through various opportunities that strengthen our shared governance and empower families to actively contribute to building and sustaining a positive school culture and environment|The LEA is dedicated to supporting our most underserved families to ensure students are on track to meet academic goals and become college-ready. This commitment is reflected in targeted engagement efforts, including individualized meetings with students, their families, and teachers. These meetings provide an opportunity for educators to highlight student strengths, identify areas for support, and collaborate with families to develop actionable plans that improve student outcomes.  For families who are less actively engaged, the Foundation’s Dean of Attendance and Retention leads monthly Student Attendance Review Board (SARB) meetings aimed at reducing chronic absenteeism. These meetings are mandatory and focus on reinforcing the importance of regular attendance. The Dean also works closely with families to identify and address barriers—such as transportation, health, or personal challenges—and partners with LEA administrators to remove obstacles and ensure students attend school consistently.|Partnering to Support Students and Families Our Local Education Agency (LEA) is dedicated to building strong partnerships to support the strengths and meet the needs of our students and their families. Collaborating with our foundation, The Foundation for Hispanic Education (TFHE), we've established over 20 local and regional partnerships that support the whole family. These partnerships include: - Parent Development: We offer courses and workshops on various topics, including quality education through the Parent Institute for a Quality Education, digital literacy with Everyone On, and a financial literacy workshop series. - Nutrition Services: We work with organizations like Loaves and Fishes, Trader Joe's, and Second Harvest to provide food distribution and dinner services to families in need. - Academic Enrichment: The Silicon Valley Education Foundation helps us provide additional math enrichment opportunities for our students.  In addition to these external collaborations, we leverage our internal team's expertise to provide professional development for all staff and host core subject team meetings. We also offer a wide range of enrichment activities for students.  Student Clubs and Enrichment We have more than a dozen student clubs and after-school enrichment programs that allow students to explore recreational, artistic, and STEM-related topics. These programs are often unique opportunities that most students wouldn't have access to outside of school. The foundation's director of After School STEAM Enrichment regularly surveys both students and families to ensure that our offerings align with their interests and needs. This feedback helps us create programs that truly benefit our students.|"Our LEA's strategy for building partnerships is a key part of achieving our LCAP goals for student success. Our primary goals for improvement include: - Boosting academic achievement: We plan to increase the number of students who meet or exceed proficiency standards in English Language Arts and Mathematics by 5-10% each year. - Promoting college readiness: We're focused on fostering a college-bound culture by increasing the A-G completion rate by 5% annually. - Ensuring a positive school environment: We strive to create a welcoming and safe school culture that supports learning while keeping our suspension rates low.  To help our students improve their academic performance, we're working with partners like the Silicon Valley Education Foundation and Santa Clara University to expand our tutoring services. Our goal is to increase the number of students meeting or exceeding proficiency standards in both English Language Arts (ELA) and Mathematics by 5-10% this academic year. We've already increased our tutoring availability from three days a week to four. In addition, we've partnered with parents to offer special Saturday tutoring sessions before each quarterly grading period. During these sessions, peer mentors, teachers, and volunteer tutors all come together to provide extra support to the students who need it most.  Enhancing College and Career Readiness: To improve our students' A-G completion rates, our academic counselors are creating more opportunities for engagement with students and their families. This past school year, we began introducing A-G and high school graduation requirements to incoming freshmen in April and July, before the school year even started. By engaging families as early as possible, we can better prepare students for college. Additionally, our counselors meet with at-risk students and their families each quarter to discuss academic progress. These conferences help ensure students are on track to pass their courses and meet all A-G requirements. For the upcoming school year, we're focused on:  - Expanding family engagement: Providing more ways for families to be involved in their student's education. - Educating families: Offering lessons on what it means to be a ""high school and college-ready family."" - Improving communication: Fostering stronger communication between teachers and families."|Increasing Family Engagement and Support Our LEA is committed to better engaging underrepresented families by helping them overcome barriers related to school governance, understanding student outcomes, and supporting their students' academic success. To build stronger partnerships and improve student outcomes, we will: - Expand our partnerships to offer a wider range of programs and resources. - Host multiple engagement opportunities each month at various dates and times to increase participation. - Regularly survey our stakeholders to ensure our efforts align with their needs.  Additionally, as we begin to implement the California Community Schools Partnership Program, we will analyze past data to determine which programs and resources have been most effective. In the initial year, our Community School Coordinator will conduct a self-study to identify and address the specific gaps affecting our most underrepresented families.|Enhancing Stakeholder Input for Decision-Making We are committed to incorporating feedback from our entire community in our decision-making process. Our current strengths in this area include ongoing communication through parent messaging apps, strong familial governance, and a continuous effort to gather suggestions. Key areas of impact for stakeholder engagement include: - School Site Council - English Learner Advisory Committee - Monthly Cafecito with the Principals - Grade-level town halls - LCAP forums  This past year, we made a concerted effort to involve all stakeholders in setting our latest LCAP goals. We held public comment sessions, hosted evening meetings for parents, visited advisory classrooms to speak with students, and provided both students and parents with opportunities to complete surveys. Furthermore, we invited students and parents to serve on a panel where they could directly share their input with administrators and staff.|Families, students, and staff were the primary stakeholders who shared their experiences and helped us identify what our students need to reach their graduation goals. Our focus areas moving forward will include: - Improving Communication: We will update all school policies, plans, and opportunities for family and student governance on our websites, mass communication tools, and social media platforms. - Gathering Feedback: We plan to specifically reach out to students from historically underrepresented groups to better understand their strengths and areas where they need more support. - Engaging Underrepresented Families: As we welcome new and returning students, we will focus on identifying and engaging with underrepresented families to ensure their voices are heard.|Our LEA believes that teachers, parents, and students must work together as partners to ensure every student receives a quality education and meets their goals. At the beginning of each school year, we re-familiarize students and families with our community expectations. We expect families to be actively involved in developing the LEA's strategic plans, sharing student needs, and tracking academic progress. To improve engagement with underrepresented families, we will: - Host one-on-one meetings to create a safe space for them to ask questions and learn about their student's academic plan. - Empower them to become leaders in their student's educational journey.  Our ongoing work includes following development plans, monitoring progress, assessing supplemental services, and continually seeking input and feedback from our entire LEA community.|4|5|4|4|4|4|4|5|4|4|4|4|Met||2025-06-18|2025
43694274330676|San Jose Conservation Corps Charter|3|SJCCCS builds strong relationship between school staff and families by having a comprehensive MTSS approach. Students regularly meeting with staff who get to know them and their needs - both academic and social-emotional. SJCCCS has a regular series of community meetings to specifically engage families and other loved ones who support our students, including those who are minors.|In the 25-26 school year SJCCCS is going to focus on refining the process to develop a 1:1 counseling and advising program. We will also implement regular meetings that include not only school information but community resources each 6-week grading period so that parents, guardians, and other care takers/loved ones become integrated into the school.|Nearly all of SJCCCS' students fall into one of the underrepresented categories. Therefore, engagement that is designed school-wide addresses the needs of these students.|Through our MTSS approach, staff build partnerships with community partners, families, and students themselves in order to promote student outcomes. SJCCCS takes an individualized approach which is one of the school's strengths.|In 25-26, SJCCCS will work on creating a more systematic approach to academic progress counseling that will pair students with a counselor more regularly and involved parents/guardians for our minor students when necessary. This new system will build student agency and engagement and help them create more ownership over their education and educational outcomes.|SJCCCS utilizes a collaborative approach to address the needs of students with IEP's and 504's who require additional educational supports. These services are provided in an integrated setting with our general education students and under the guidance of qualified case managers and psychologists.|SJCCCS engages families regularly and seeks feedback through the LCAP process, getting input from students and families that informs decision-making. During regular community meetings, staff share updates about school policies and procedures and asks for feedback in order to inform our continuous improvement process.|In 25-26, SJCCCS will reconstitute its Student Council as a formal advisory body in order to improve input from students for decision-making. The student council was operative before the pandemic but has not been reconstituted since then. We will ensure that the new council is representative of our student body as a whole and includes special education students as well as English language learners.|SJCCCS designs all of its feedback mechanisms that inform decision-making to be inclusive of all students and their families, including underrepresented families. We provide information in languages represented by our students home language survey in order to ensure all families are reached.|5|5|5|5|4|4|4|4|4|4|4|3|Met||2025-06-26|2025
43694274330726|Escuela Popular Accelerated Family Learning|3|Escuela Popular is committed to providing families with meaningful opportunities and resources to support student learning at school and at home. The school organizes various programs and events conveniently to ensure accessibility for all families. All parents and guardians are invited and encouraged to attend these events, which are designed to inform families about the school’s goals and priorities while gathering valuable feedback. As part of its commitment to continuous improvement, Escuela Popular has incorporated a systemic needs assessment process. Through this process, parents and students are invited to express their concerns and identify their needs. The feedback collected helps guide school planning and decision-making to better serve the community. Escuela Popular hosts five Family Nights throughout the year, during which students and teachers showcase classroom work and curriculum highlights. Parent-Teacher Conferences are held twice a year—in the fall and winter—and provide opportunities to review student academic progress. All meetings are open to the entire family, and childcare is provided as needed to support participation. The school also organizes a Parent Workshop each year, offering guest speakers and training sessions focused on helping families support their students' academic, social, and emotional development. To further strengthen its commitment to holistic student and family well-being, the school has added socioemotional support to its services. These services include individual, group, and family support, particularly for families experiencing challenges with their students. This approach aims to foster stronger relationships and healthy communication between students and caregivers.|Engaging all families in their students’ academic success remains a top priority for Escuela Popular. The school continues to focus on reaching families who face barriers to participating in engagement events. Home visits will remain a responsive strategy, tailored to the needs of individual families. Targeted outreach and intervention services are provided to families identified as truant or experiencing chronic absenteeism. During the 2024–25 school year, four community presentations were held by a district attorney from the truancy court, who informed families about the legal aspects of truancy. These sessions strengthened connections with families, helped uncover the root causes of absences, and enabled appropriate referrals for support. To further address chronic absenteeism, Escuela Popular is creating a new position focused exclusively on truancy prevention and support. This role continues to help families understand the importance of regular school attendance and the legal consequences of truancy. Additionally, members of the school’s truancy team will participate in professional development workshops offered by the Santa Clara County Office of Education.|Escuela Popular has implemented a comprehensive orientation process and family welcome sessions throughout the school year. As part of this process, a needs assessment tool was developed to identify required services early on. This proactive approach has enabled staff to assess family needs promptly and connect them with available resources. A follow-up meeting system has also been established to monitor ongoing needs and provide continued support. Many of our families are recent newcomers to the U.S. from Latin America. To ensure they receive appropriate assistance, we have created a structured process to connect them with legal, housing, and medical services. In addition, Escuela Popular has partnered with Kaiser Permanente to offer workshops for students focused on stress management and mental health, further supporting student well-being and adjustment.|Escuela Popular offers a unique family learning environment, providing educational opportunities to TK–12 grade students and their parents on a single campus. This intergenerational model strengthens family engagement and fosters a shared commitment to education. Over 90% of Escuela Popular families are Spanish-speaking, with the vast majority coming from immigrant households. The school is deeply rooted in serving its community through culturally responsive practices and comprehensive support systems. One of Escuela Popular’s key strengths lies in its wrap-around services, which are available on-site to help families access essential social services, including medical care, advocacy, and educational resources. These services are designed to support all members of the family and eliminate barriers to participation and success. More than 80% of the staff are bilingual and biliterate, which facilitates communication and the development of trusting relationships with families. This linguistic and cultural alignment helps foster meaningful parent involvement and collaboration. The school also provides robust administrative and personalized support, including access to the Student Support Team, which addresses the diverse academic, social, and emotional needs of students and families. In addition, Escuela Popular offers a wide range of no-cost support services, including: Childcare during parent classes and events, After-school care programs, On-site medical services and referrals to local community-based organizations, Free school meals, Transportation assistance, and legal consultation. These services reflect Escuela Popular’s holistic approach to education and its commitment to equity, inclusion, and community empowerment.|Looking ahead, Escuela Popular remains committed to expanding access to services by actively seeking new partnerships with organizations that offer free support to underprivileged students. The school will also continue offering existing services and prioritize efforts to engage families who have been less responsive, ensuring they are fully informed about the resources available to them. This continued outreach reflects Escuela Popular’s holistic approach to education and its unwavering dedication to equity, inclusion, and the well-being of every student and family.|Escuela Popular will continue to maintain an open-door policy for families during the school day, fostering a welcoming and accessible environment. Efforts will also focus on increasing awareness of the school’s internal referral system, ensuring families can more easily access services that support their needs. Additionally, the school will continue working to increase family participation in engagement activities to strengthen the home-school partnership.|Escuela Popular is committed to engaging students, parents, and educational partners in the school’s decision-making process. School leaders receive training to build trusting relationships with all educational partners. Committees made up of school leaders and support staff coordinate activities and training sessions to collect input from parents, teachers, and staff. The development of the LCAP is guided by various forms of community feedback, including surveys, focus groups, school-wide meetings, and community gatherings. Priority areas are identified with corresponding goals, actions, and metrics to track progress. Parents are encouraged to participate in decision-making through involvement in committees such as the School Site Council, English Learner Advisory Committees (ELAC/DELAC), LCAP community meetings, and Community Schools meetings.|Increasing parent participation in school input is a key area of improvement for Escuela Popular. The school aims to enhance the quality and accessibility of engagement opportunities, especially considering the time constraints many families face. To better inform school priorities and monitor progress, the school seeks more efficient and meaningful ways to collect feedback from parents and students. Semiannual surveys are administered each year as a primary tool for gathering input. Home visits are done when it is difficult for families to connect with the school. For the 2025–26 school year, efforts will focus on increasing participation rates and strengthening the overall impact of the feedback process.|Outreach and services will be bilingual and at a convenient time and location for families.|5|4|4|5|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
43694350000000|Evergreen Elementary|3|The Local Education Agency (LEA) has made significant progress in strengthening relationships among schools, staff, and families through a comprehensive array of initiatives and dedicated resources. Central to these efforts are the Biliterate Community Liaisons, who serve a critical role in bridging communication and cultural gaps between schools and families. Their work ensures mutual understanding, facilitates trust, and fosters meaningful collaboration across diverse communities.  A cornerstone of the LEA's family engagement strategy is the Parent Institute for Quality Education (PIQE), which provides parents with essential skills and knowledge to actively participate in their children's education. Through PIQE, parents are empowered to become informed advocates and partners in the academic success of their children.  To ensure inclusive and representative decision-making, the LEA supports several advisory bodies, including the District Advisory Committee (DAC) and the District English Learner Advisory Committee (DELAC). These committees provide structured opportunities for families and community members to engage in policy development and implementation, bringing diverse perspectives into the decision-making process.  At the school level, School Site Councils (SSC) promote grassroots involvement by enabling parents and staff to collaborate on initiatives that address site-specific needs and priorities. The English Learner Advisory Committee (ELAC) further amplifies the voices of families of multilingual learners, advocating for equitable access to educational opportunities and resources.  The LEA also celebrates the accomplishments of English learners through its Reclassification Ceremony, which honors students who have met the criteria to be reclassified as fluent English proficient. This celebration fosters a sense of belonging and recognizes students’ perseverance and academic success.  In addition to these structured programs, the LEA facilitates ongoing engagement through parent-teacher conferences and student exhibitions of learning, providing platforms for meaningful dialogue and shared understanding of student progress. Informal events, such as parent coffees, offer relaxed settings where families can build relationships with school staff and voice concerns in a welcoming environment.  Collectively, these initiatives reflect the LEA’s unwavering commitment to fostering inclusive and collaborative partnerships among school staff, students, and families. By cultivating a culture of mutual respect and shared responsibility, the LEA is creating a supportive educational environment that empowers all members of the school community.|The Local Education Agency (LEA) has undertaken a thoughtful evaluation of its current efforts to build strong, collaborative relationships between school staff and families. As a result, several key areas for improvement have been identified, reflecting the LEA’s commitment to fostering a more inclusive, responsive, and supportive educational environment.  A primary area of focus is enhancing support for the Vietnamese-speaking community. Recognizing existing communication barriers, the LEA is committed to hiring additional bilingual liaisons to bridge language and cultural gaps, thereby strengthening trust and engagement with Vietnamese-speaking families.  In tandem with this effort, the LEA aims to expand and improve translation and interpretation services, with particular attention to ensuring that families are fully supported during Individualized Education Program (IEP) meetings. By enhancing these services, the LEA seeks to ensure that all families can meaningfully participate in their children's education, regardless of language barriers.  Additionally, the LEA acknowledges the linguistic diversity of its broader community and is working to extend language support services to accommodate a wider range of languages. This inclusive approach reflects the LEA’s commitment to equity and access for all families.  Professional development for staff is another critical priority. The LEA is dedicated to providing ongoing training focused on cultural awareness and responsiveness. These professional learning opportunities will help staff develop a deeper understanding of the diverse cultural backgrounds represented in the school community and cultivate respectful, inclusive relationships with students and their families.  To further strengthen family-school partnerships, the LEA is actively working to increase family participation in both school and district-level events. By fostering a sense of belonging and encouraging family involvement, the LEA aims to build a vibrant, engaged community where all voices are heard and valued.  Moreover, the LEA is committed to creating an inclusive environment that supports the needs of diverse learners. This includes promoting empathy, understanding, and mindset shifts among students, staff, and families—shifts that embrace and celebrate differences as strengths. Through this work, the LEA seeks to cultivate a school culture where all individuals feel respected, supported, and empowered to succeed.  In summary, these strategic efforts reflect the LEA’s dedication to continuous improvement and its unwavering focus on equity, inclusivity, and meaningful engagement with all members of the school community.|The Local Education Agency (LEA) is committed to strengthening the engagement of underrepresented families by fostering collaborative relationships between schools, staff, and families. Guided by educational partner input and local data, the LEA has prioritized equity, inclusion, and active participation across its school communities.  Recognizing the unique needs of student groups such as English Language Learners, students with disabilities, homeless and foster youth, socioeconomically disadvantaged students, African American students, and Latinx families, the LEA is implementing targeted outreach and tailored resources to remove systemic barriers to participation.  A key strategy includes expanding Response to Intervention (RTI) practices to address academic challenges early, ensuring students receive individualized, evidence-based support. Community liaisons also play a vital role, serving as cultural and communication bridges between families and schools to build trust and understanding.  The LEA also addresses non-academic barriers by offering wraparound services and partnering with community organizations. Collaborations with the Valley Transportation Authority (VTA) help address transportation challenges, while partnerships with Second Harvest Food Bank and the First Five Family Resource Center provide families with food and essential services. Clothing closets are available to support foster youth and homeless students.  Student empowerment is also a focus. Programs like B.L.A.C.K. (Building Leaders and Activists with Collective Knowledge) equip students with advocacy skills and create space for historically marginalized voices.  To better understand and respond to family experiences, the LEA conducts empathy interviews that inform culturally responsive practices and guide professional development for school staff.  The LEA is also investing in long-term support through the development of community schools and wellness centers, offering academic, health, and social-emotional services in one location. These hubs promote stability and holistic success for students and families.  Lastly, the LEA is reconvening the Evergreen Elementary School District (EESD) Special Education Advisory Committee. This group will advise the Board of Education on how to enhance the educational experience for students with disabilities. Through these initiatives, the LEA demonstrates its commitment to a more inclusive, respectful, and supportive educational environment—one in which all families are seen as essential partners in student success.|The Local Education Agency (LEA) continues to demonstrate strong progress in fostering partnerships that support student achievement and whole-child development. Through targeted initiatives and collaboration, the LEA builds a solid foundation for student success.  A cornerstone of this work is the Student Study Team (SST) Handbook, which provides a structured process for early identification and support of academic and behavioral needs. This promotes timely, coordinated interventions.  Collaboration with educational partners is enhanced through regular meetings under the Comprehensive Coordinated Early Intervening Services (CCEIS) framework. These gatherings align strategies and resources across stakeholders to improve student outcomes.  Family engagement remains central to the LEA’s approach. Parent-teacher and student-led conferences offer meaningful dialogue around student progress, supporting shared understanding and joint goal-setting between home and school.  The LEA’s Profile of a Learner defines key skills and attributes needed for student success and guides educators in aligning instruction and support with individual needs. This framework personalizes learning and strengthens intentional teaching.  To address diverse learning needs, the LEA uses a Multi-Tiered System of Supports (MTSS), delivering academic and social-emotional interventions at increasing levels of intensity. This ensures equitable access to support and promotes growth for all students.  Communication is further supported through ParentSquare, a digital platform that enables timely, transparent, and ongoing interaction between schools and families. It keeps families informed, engaged, and connected to their child’s learning.  Beyond academics, the LEA prioritizes well-being through the development of community schools and wellness centers. These hubs offer services that address students’ social, emotional, and physical needs, fostering stability and support.  In times of crisis, dedicated response teams provide swift and structured action to protect student safety and well-being, underscoring the LEA’s whole-child focus.  Transparency and family empowerment are promoted through the Parent Handbook of Rights and Responsibilities, which offers families key information to support informed and active participation in their child’s education.  Community engagement is further encouraged through events such as reclassification ceremonies, cultural celebrations, open houses, and back-to-school nights. These gatherings build relationships, celebrate student success, and strengthen school communities.  Together, these efforts reflect the LEA’s unwavering commitment to inclusive partnerships that promote student success and well-being. Through thoughtful coordination and responsiveness, the LEA continues to create an environment where all students and families can thrive.|Based on input from educational partners and data from the Comprehensive Coordinated Early Intervening Services (CCEIS) process, the Local Education Agency (LEA) has identified key priorities to strengthen partnerships and improve outcomes for students, especially those with diverse learning needs. These priorities highlight the LEA’s commitment to equity, inclusion, and collaboration.  A major focus is addressing disproportionate representation of certain student groups in special education. The LEA is implementing targeted strategies to reduce disparities and promote equitable opportunities for all students.  Professional development is key, with emphasis on training special education teams in assessment practices that are culturally and linguistically appropriate. The LEA is refining protocols to assess multilingual learners in their primary language to support accurate identification and reduce misclassification.  To ensure transparency, the LEA is creating a special education handbook that clarifies procedures, expectations, and available supports for families and educators.  The LEA is also prioritizing fidelity in the Student Study Team (SST) process, crucial for early identification of academic and behavioral issues. Ongoing training will ensure consistent, equitable use of SSTs across schools.  Clarifying the differences between Section 504 plans and Individualized Education Programs (IEPs) is another priority. Providing the right support—through accommodations or specialized services—helps prevent over-identification and supports informed decisions by families and educators.  The LEA emphasizes consistent implementation of IEP accommodations in general education settings, ensuring students with disabilities access the curriculum and thrive alongside peers.  To maintain accountability, the LEA conducts regular IEP file audits to ensure compliance, improve documentation, and identify areas for improvement.  Through these efforts, the LEA is strengthening collaboration among schools, families, and communities. By focusing on equity, clarity, and effective implementation, the LEA advances its mission to improve outcomes for all students, especially those with diverse learning needs.|Based on a comprehensive analysis of educational partner input and local data, the Local Education Agency (LEA) has launched strategic initiatives to enhance engagement of underrepresented families and build meaningful partnerships for improved student outcomes. These efforts reflect the LEA’s commitment to equity, inclusion, and collaborative support for all students.  A core strategy is the implementation of a districtwide behavior matrix that outlines clear expectations and consequences. This consistency helps create a positive school climate and allows families to reinforce expectations at home, fostering shared understanding and strengthening school-home partnerships.  The LEA is also integrating restorative practices into its discipline system. These approaches emphasize empathy, accountability, and communication, encouraging family participation in resolving conflicts. Restorative practices help build trust, especially with underrepresented communities, and contribute to a more inclusive school culture.  To support students who have disengaged, the LEA is developing individualized re-engagement plans. These plans identify and address barriers to attendance and involvement while actively involving families in the process, ensuring they are key partners in their child’s return to school success.  The LEA is also establishing community schools and wellness centers as hubs for services and support. These centers provide families with access to health, social-emotional, and academic resources in welcoming spaces that foster belonging and ongoing collaboration.  Expanding wraparound services is another focus. By offering access to counseling, healthcare, food, and social services, the LEA addresses the broader needs of families, helping remove obstacles to student learning and engagement. This whole-child, whole-family model underscores the district’s inclusive approach.  In addition, the LEA is strengthening partnerships with school-linked services, including mental health providers, social service agencies, and community-based nonprofits. These collaborations broaden the network of culturally responsive supports available to underrepresented families.  Together, these strategies reflect the LEA’s commitment to creating an inclusive educational environment where all families—especially those historically underrepresented—are empowered to participate in their children’s education. By promoting trust, accessibility, and collaboration, the LEA is building stronger, more effective partnerships to support student success.|The Local Education Agency (LEA) has made significant progress in fostering inclusive and responsive decision-making by actively seeking input from educational partners. Through various collaborative mechanisms, the LEA ensures that the voices of students, families, educators, and community members shape programs, policies, and practices.  One key tool for feedback is the use of surveys, which engage parents, students, and staff on topics ranging from curriculum to school climate. These surveys provide valuable data to guide decisions aligned with community priorities.  The District Advisory Committee (DAC) is another important element, comprising representatives from School Site Councils across all Evergreen Elementary School District (EESD) schools. The DAC serves as a forum for dialogue on district initiatives, ensuring decisions reflect diverse community needs.  To address specific student populations, the District English Learner Advisory Committee (DELAC) offers a platform for English Language Learner (ELL) families to provide input on language programs, support services, and resources. DELAC plays a vital role in shaping policies that support multilingual students’ success.  Needs assessments conducted by the LEA identify areas for improvement, highlight strengths, and inform the strategic allocation of resources to better serve students and families.  Community input is further gathered through Local Control and Accountability Plan (LCAP) Community Engagement Surveys, which capture perspectives on district goals and funding priorities. This ensures the LCAP remains rooted in the community’s values and aspirations and functions as a transparent planning tool.  Safety surveys regularly assess perceptions of campus safety and student well-being, enabling the LEA to tailor climate and security measures to community concerns.  Educator feedback is also collected via professional development surveys, helping to align staff training with preferences and instructional needs.  Through these inclusive engagement methods, the LEA demonstrates a strong commitment to shared decision-making and community-driven leadership. By continuously incorporating input from all educational partners, the LEA builds a responsive and equitable educational system focused on student success and collective growth.|The Local Education Agency (LEA) has identified key areas for improvement in its efforts to enhance input-gathering processes for informed decision-making. Central to these efforts is a renewed focus on elevating the voices of underrepresented families and ensuring that comprehensive needs analyses are conducted consistently across all school sites.  Recognizing that truly inclusive decision-making must reflect the diverse perspectives of the entire school community, the LEA is committed to strengthening its engagement with underrepresented families. To achieve this, the LEA is exploring more targeted outreach efforts that consider cultural relevance and language accessibility. Strategies such as empathy interviews and community-centered engagement opportunities are being considered to ensure that families from all backgrounds can meaningfully contribute to discussions that shape educational policies and programs.  Equally important is the LEA’s commitment to conducting thorough and site-specific needs analyses. By gathering and analyzing data unique to each school community, the LEA can more accurately identify localized challenges and priorities. This approach allows for more strategic and equitable resource allocation and ensures that decisions are responsive to the distinct contexts and needs of individual campuses.  Together, these areas of focus underscore the LEA’s broader goal of creating decision-making processes that are not only data-informed but also deeply inclusive and community-driven. By improving mechanisms for gathering input—particularly from underrepresented families—and enhancing the depth and scope of needs assessments, the LEA aims to ensure that all educational partners have a meaningful role in shaping the initiatives that impact student success.|Based on a thorough analysis of educational partner input and local data, the Local Education Agency (LEA) has developed targeted strategies to enhance the engagement of underrepresented families in the decision-making process, with a particular emphasis on actively seeking their input. Recognizing the vital role these families play in shaping educational outcomes, the LEA is committed to fostering meaningful participation throughout planning and implementation phases.  Under the guidance of the Director of Educational Services, community liaisons will be instrumental in this effort. They will participate in or facilitate committees composed of diverse educational partners, working collaboratively to design family engagement activities that are culturally relevant and responsive to the unique needs and preferences of underrepresented families. This inclusive approach aims to create opportunities that resonate authentically with the community.  To ensure the continued effectiveness of these family engagement initiatives, the LEA will establish comprehensive evaluation mechanisms. These may include surveys, focus groups, and interviews designed to capture the experiences and perspectives of participating families. Such feedback will provide valuable insights, enabling the LEA to make informed adjustments and enhancements to future engagement efforts.  Through the implementation of these strategies, the LEA aspires to cultivate a more inclusive and participatory decision-making environment. By providing underrepresented families with meaningful opportunities to contribute, the LEA not only strengthens family-school partnerships but also ensures that decisions are enriched by a diverse array of voices. Ultimately, this approach supports more equitable and effective outcomes that benefit all students.|4|5|4|5|4|5|5|4|4|5|4|3|Met||2025-06-30|2025
43694500000000|Franklin-McKinley Elementary|3|The Franklin-McKinley School District utilized results from the 2024-25  Family LCAP Survey, which had 701 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication.  This response rate was an increase of 408 responses from the previous year. Based on 2024-25 LCAP Family Survey Data, the following results provide feedback on Relationship Building from the parents who participated in the survey:   99% of families responded favorably to feeling welcome  98% of families responded favorably to school and home communication being helpful and positive 97% of families responded favorably to the principal being available to parents this year  When Relationship Building was discussed at the District Advisory Committee meeting on March, parents and staff discussed current communication tools. Overall they feel schools are welcoming but feel that we need to identify improved ways to connect with families.   There is an expectation that our school sites communicate with families in their preferred language and provide various translation tools and processes to do so. We primarily serve English, Spanish, and Vietnamese speaking families across the District. Throughout the school year, the District will encourage school sites to celebrate culturally relevant holidays to build a sense of community for the families they serve (i.e. Lunar New Year Celebrations, Black April, Hispanic Heritage Month, Moon Festivals, etc.).|The Franklin-McKinley School District remains committed to increasing family participation. As we build on this progress, FMSD is also focused on creating meaningful, authentic opportunities for families to engage and advocate in partnership with staff. Below are several strategies we believe will further strengthen these efforts:  Communication: The analysis has highlighted the need to enhance communication between school staff and families. This includes improving the clarity, frequency, and accessibility of communication channels to ensure that families are well-informed about school activities, policies, and their child's progress.  Cultural Competence: FMSD recognizes the importance of enhancing cultural competence among school staff. Training and professional development programs will be implemented to help staff understand and respect the diverse backgrounds and perspectives of the families they serve.  Language Access: Language barriers continue to be a challenge. FMSD will continue to provide translation and interpretation services to ensure that non-English-speaking families can engage effectively with school staff and participate fully in their child's education.  Family Engagement Opportunities: Creating more opportunities for family engagement is a priority. In collaboration with our district's Family Resource Centers, FMSD will continue to organize and expand events, workshops, and activities, in collaboration with school sites, that encourage families to actively participate in school life and build relationships with staff.  Flexible Meeting Times: Recognizing the diverse schedules of families, the LEA will offer flexible meeting times, including evenings and weekends, for parent-teacher conferences and other school-related meetings.  Parent Empowerment Programs: FMSD plans to expand its Partner with Parent Institute for Quality Education (PIQE) Program that empower parents to take an active role in their child's education. This includes training on how to support learning at home and navigate the education system.  By addressing these focus areas, FMSD will build stronger and more collaborative relationships between school staff and families, ultimately creating a more supportive and inclusive educational environment for all students.|Based on the analysis of educational partner input and local data, FMSD has identified several strategies to improve the engagement of underrepresented families in the context of Building Relationships Between School Staff and Families:  Culturally Responsive Training: The FMSD will provide cultural competence and sensitivity training to school staff to ensure they understand and respect the diverse backgrounds and perspectives of underrepresented families. This will foster more inclusive and respectful interactions.  District Liaisons: FMSD employs two Spanish speaking and two Vietnamese Speaking Liaisons who are culturally competent and representative of the underrepresented groups. These liaisons will serve as a bridge between school staff and families, helping to build trust and facilitate communication.  Language Access: Recognizing language barriers, FMSD will continue to provide translation and interpretation services to facilitate communication between school staff and non-English-speaking families, ensuring they can participate fully in school activities.  Community Engagement Events: In collaboration with the district's Family Resource Centers, FMSD will organize community events and workshops designed to engage underrepresented families. These events will provide opportunities for school staff to connect with families in informal settings.  Flexible Meeting Times: To accommodate the diverse schedules of underrepresented families, FMSD will continue to offer flexible meeting times, for parent-teacher conferences and other school-related meetings.  Feedback: Continue to collect regular feedback at all times, through surveys and focus groups, to encourage underrepresented families to share their concerns, suggestions, and needs directly with school staff.  Celebrating Diversity: FMSD will promote a culture of inclusion and diversity within schools, celebrating cultural heritage months and organizing events that highlight the rich backgrounds of underrepresented families.  By implementing these strategies, FMSD will continue to strengthen the relationships between school staff and underrepresented families, improve communication, and create a more inclusive and welcoming school environment. This, in turn, will support better educational outcomes for all students.|The Franklin-McKinley School District utilized results from the 2024-25 Family LCAP Survey, which had 701 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2024-25 LCAP Family Survey Data the following results provide feedback on Building Partnerships from the parents who participated in the survey:   93% families responded favorably to having participated in school activities other than conferences or IEPs 97% of the families responded that they were satisfied with their child’s academic progress. 96% of families responded favorably that the school offers opportunities for families to help them learn how to support their child’s learning.|Based on the analysis of educational partner input and local data, Franklin-McKinley has identified the following focus areas for improvement in Building Partnerships for Student Outcomes:  Communication and Outreach: The LEA recognizes a need to enhance its communication and outreach strategies to better engage with families and educational partners. This may include improving outreach efforts and accessibility of information, addressing language barriers, and ensuring that communication channels are inclusive and responsive.  Family Involvement and Empowerment: FMSD  intends to empower families to become more active participants in their children's education. This includes offering opportunities for family engagement and leveraging current parent groups throughout the district, so that district-sponsored workshops, advisory committees, and decision-making processes and parent-led with district and site support. Schools will continue to offer parent education engagement programs such as Cultivating Literacy and the Parent Institute for Quality Education.  Data Utilization and Monitoring: FMSD recognizes the importance of data-driven decision-making. It plans to improve its data collection, analysis, and utilization processes to continually assess the effectiveness of partnership-building efforts and make informed adjustments.  By focusing on these areas for improvement, FMSD aims to create a more inclusive, equitable, and collaborative educational environment that ultimately enhances student outcomes and overall success.|"FMSD has conducted a thorough analysis of educational partner input and local data as part of its self-reflection process regarding ""Building Partnerships for Student Outcomes."" To improve engagement with underrepresented families, the LEA will implement the following strategies:  Culturally Responsive Communication: The LEA will develop and disseminate communication materials that are culturally sensitive and accessible to all families, ensuring that language barriers and cultural differences are addressed to foster inclusivity.  Community Liaisons: FMSD will continue to utilize District Liaisons who are culturally competent and representative of the underrepresented groups. These liaisons will serve as bridges between the school system and families, helping build trust and engagement.  Parent Workshops and Events: FMSD will organize workshops, seminars, and community events specifically tailored to the needs and interests of underrepresented families. These events will promote understanding of educational processes and opportunities for involvement.  Flexible Meeting Schedules: Recognizing the diverse schedules of underrepresented families, FMSD will offer flexible meeting times, including evenings and weekends, to accommodate working parents and guardians.  Accessible Resources: FMSD will ensure that essential resources, such as educational materials, school policies, and support services, are readily available in multiple languages and formats to enhance accessibility.  Feedback: FMSD will seek feedback from families at all times to enhance dialogue and collaboration efforts.  In addition, FMSD will continue to administer formal surveys.  Community Partnerships: Collaborations with local community organizations and leaders will be fostered to create a network of support and resources that can benefit underrepresented families.  Professional Development: Training and professional development opportunities will be provided to educators and staff to enhance their cultural competence, empathy, and ability to engage effectively with underrepresented families.  By implementing these strategies, FMSD aims to build strong partnerships with underrepresented families, promote their active involvement in the education process, and ultimately improve student outcomes through a more inclusive and collaborative approach."|The Franklin-McKinley School District utilized results from the 2024-25 Family LCAP Survey, which had 701 responses, to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2024-25 LCAP Family Survey Data, the following results provide feedback on Seeking Input to Decision Making  from the parents who participated in the survey:   97% of families responded favorably that the school takes parents’ opinions into consideration and 92% felt the district takes parents’ opinions into consideration. 97% of the families responded favorably to being aware of the school’s goals and plans to improve the school.   FMSD has various advisory groups where parents have input in budgetary and programmatic decision-making. At the district level: the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC), Special Education District Advisory Council (SEDAC) and the Citizens’ Bond Oversight Committee. In addition the board of education in partnership with the Superintendent and Cabinet host four Town Halls a year rotating to various sites across the district. At the site level, each school implements the required School Site Council and the English Learner Advisory Committee. In addition, several sites hold parent coffees which are less formal,  but provide parents with the opportunity to ask questions, voice concerns and express needs to the site principal. The DELAC and DAC are especially important in the development of the LCAP. Interpretation and translation is provided in Spanish and Vietnamese.|Based on the analysis of educational partner input and local data, FMSD has identified the following focus area(s) for improvement in Seeking Input for Decision-Making:  Educational Partner Engagement: FMSD recognizes the need to enhance its efforts in actively involving a diverse range of partners in decision-making processes. This includes parents, teachers, students, and community members.  Transparency and Communication: The analysis highlights a need for improved transparency in decision-making processes. FMSD  aims to enhance communication channels to ensure that educational partners are well-informed about upcoming decisions and have access to relevant information.  Equity and Inclusivity: FMSD is committed to addressing disparities in educational partner engagement. Efforts will focus on ensuring that the input of underrepresented groups is valued and that equitable opportunities for participation are provided.  Professional Development: FMSD acknowledges the importance of providing training and professional development opportunities to staff and administrators involved in decision-making to enhance their facilitation skills and ability to engage educational partners effectively.  Community Partnerships: Continue collaborations with local community organizations and district Family Resource Centers to strengthen access to additional resources and expertise for informed decision-making.  By focusing on these areas for improvement, FMSD aims to create a more inclusive, transparent, and participatory decision-making environment that reflects the diverse perspectives and needs of the community, ultimately leading to more effective and equitable outcomes in education.|Based on the analysis of educational partner input and local data, FMSD is working to improve the engagement of underrepresented families in the context of Seeking Input for Decision-Making. Some key strategies include:  Targeted Outreach: FMSD will continue to implement targeted outreach efforts to specifically engage underrepresented families. This is implemented by reaching out through culturally sensitive and accessible channels, including community-based organizations, non-English language materials, and neighborhood events, as well as multiple communication outreach tools (text, paper flyers, mailers, website, TV, radio, etc.).  Flexible Engagement Formats: Recognizing the diverse schedules and preferences of underrepresented families, FMSD will continue to offer flexible formats for providing input, such as virtual meetings, surveys, and in-person sessions at various times and locations.  Language Accessibility: To overcome language barriers, FMSD will continue to provide interpretation and translation services as needed to ensure that non-English-speaking families can participate effectively in discussions and provide input.  Resource Allocation: Continue to allocate resources to support outreach and engagement efforts targeted at underrepresented families, ensuring that adequate funding and support are available.  Continuous Evaluation: Regular assessments of the effectiveness of engagement strategies will be conducted through surveys of participants and the community, and adjustments will be made based on feedback.  By implementing these strategies, FMSD aims to create a more inclusive and participatory decision-making process that ensures the voices and perspectives of underrepresented families are heard and valued in shaping educational policies and practices.|3|3|4|4|3|3|3|2|3|3|3|3|Met||2025-06-24|2025
43694500113662|Voices College-Bound Language Academy|3|This year, Voices Flagship: College-Bound Language Academy piloted a new role, the Family and Community Engagement Coordinator, which has significantly strengthened our efforts to build relationships with families. This position has allowed us to offer more consistent and meaningful opportunities for engagement, including an increased number of school events that have led to greater family participation. Additionally, we have continued to foster strong school-family connections through our end-of-year student recognition ceremony, which celebrates the core values demonstrated by students across all grade levels and honors the shared commitment of families and staff to student success.					|Voices Flagship: College-Bound Language Academy is focused on increasing family participation in key engagement opportunities, particularly the principal-led Cafecitos and ELAC meetings. We aim to strengthen communication around academics and provide targeted support for families of Special Education students, newcomers, and English Language Learners. To further enhance our academic model, we plan to launch new initiatives such as a Curriculum Night and a Literacy Night, in partnership with the local library, creating more structured opportunities for families to engage directly with instructional programs and student learning.					|Voices Flagship: College-Bound Language Academy is committed to reducing barriers that prevent underrepresented families from participating in school events and activities. In response to family input, we are intentional about planning events that consider the diverse needs of our community, including work schedules, childcare responsibilities, and meal preparation. To support greater participation, we offer events at accessible times, provide food so families don’t have to worry about cooking, and offer childcare when possible to allow caregivers to fully engage in presentations or workshops. Additionally, most of our events are open to entire families, helping create an inclusive and welcoming environment for all.					|Voices Flagship: College-Bound Language Academy has made strong progress in building partnerships that support student outcomes. We have a valuable collaboration with the Boys and Girls Club, which offers free after-school and summer programs for our students. During the school year, the program provides structured homework time and academic support, along with opportunities for enrichment in areas such as the arts, sports, and other educational activities. Additionally, we partner with Pacific Clinics to offer consistent, school-based support group interventions, ensuring that students receive social-emotional and mental health support as part of a comprehensive approach to student success. We also host an annual High School Night, in partnership with local high schools, for our graduating 8th grade students, during which local high schools table at our campus. This event helps families and students explore a variety of high school options, and our staff provides hands-on support with the application process to ensure a smooth transition into the next stage of their academic journey. 					|Voices Flagship: College-Bound Language Academy is focused on expanding partnerships with local colleges and universities to increase student exposure to higher education. Our goal is to establish new collaborations that will allow us to organize more field trips to college campuses and bring higher education experiences directly to our students. By creating these opportunities, we aim to inspire college awareness and readiness from an early age, especially for students who may be the first in their families to pursue postsecondary education.					|Voices Flagship: College-Bound Language Academy is committed to ensuring that all students, including those from underrepresented families, have equitable access to enrichment opportunities that support academic and personal growth. To reduce financial barriers, we prioritize offering programs and field trips that are free or low-cost to families. Our school actively fundraises to cover the majority of trip and program expenses, making it possible for all students to participate regardless of their economic circumstances. This approach allows us to strengthen partnerships for student outcomes while ensuring inclusivity and broad family engagement.					|Voices Flagship: College-Bound Language Academy actively involves stakeholders in decision-making processes. Academic decisions are made collaboratively with teachers to ensure instructional effectiveness. For families, we provide multiple communication channels, including in-person meetings, email, and family apps such as ParentSquare and ClassDojo, to accommodate diverse preferences. The principal hosts monthly Cafecitos, offering families opportunities to receive updates and share feedback directly. Additionally, our ELAC Committee, composed of family members, meets quarterly with the principal to discuss and contribute ideas, further strengthening our partnership in decision-making.					|Voices Flagship: College-Bound Language Academy is focused on increasing attendance and active participation in the monthly Cafecitos and ELAC committee meetings. Additionally, we plan to establish a dedicated family volunteer group that meets regularly to further support the school’s work and foster stronger family engagement in decision-making processes.					|Voices Flagship: College-Bound Language Academy is committed to removing barriers that may prevent underrepresented families from participating in decision-making processes. To improve engagement, we will offer flexible meeting times and varied communication methods—including in-person, virtual, and multilingual options—to accommodate families’ diverse schedules and language needs. We will also provide childcare and refreshments during meetings to make participation more accessible. By creating a welcoming and supportive environment, we aim to amplify the voices of underrepresented families and ensure their input is reflected in school decisions.					|4|4|4|4|2|3|4|4|3|3|3|3|Met||2025-06-24|2025
43694500123299|Rocketship Mosaic Elementary|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43694500128108|Rocketship Spark Academy|3|In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of the 2024-2025 school year, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education.   Our school strengthened our onboarding process for newly hired staff, with increased training on our family engagement vision, tools to build relationships with families and support with best practices from veteran staff. Additionally, we fully implemented and trained staff and families on a new communication platform that actively translates two way communication into the home language of our families. These initiatives resulted in positive increases in family satisfaction survey data.|In order to continue to grow in the area of building relationships between school staff and families, the school will engage families, parent leaders and staff to assess the quality and quantify of school events, to ensure there is a balance in events offered and they are responsive to the needs of our families.|The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities. To further engage underrepresented families, our school is providing additional training to staff to assist families of chronically absent students as well as newcomer students.|Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they support a series of parent workshops centered on family wellness and supporting students at home. Our campus also engaged families through the CA Leadership Organizing Committee (CLOC), a Rocketship initiative to train families on their rights and civic engagement. Progress was made on providing resources to support student learning and development at home through a pilot partnership with an online literacy tool that delivers at-home tutoring sessions to families.|In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.|The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is expanding the resources provided to families of our students in our ISE program to help them understand their rights and the various processes in the program.|In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.  Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.|In order to continue to improve in seeking input for decision making, the school will increase efforts to increase family ownership over school activities, forming family planning committees to lead the planning, communication and execution of school-wide family events.|The school is focused on engaging underrepresented families by bringing an inclusive lens and mindset to the work of family engagement. All staff and school leaders receive training to support all families and incorporate that training into their work by reaching out to engage families of underrepresented groups.|5|5|5|5|5|4|5|5|4|5|4|4|Met||2025-06-11|2025
43694500129205|KIPP Heritage Academy|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|3|4|4|3|5|4|2|2|4|4|Met||2025-06-12|2025
43694500129247|ACE Esperanza Middle|3|Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2024-25 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.   Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news.  These meetings also allow parents and families to raise and address any concerns they see in the ACE community. This year with the change in school leadership, the school is working hard to build new relationships and develop trust between the school and the families.|The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.|As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.|Student-led conferences are one of ACE’s greatest strengths to build partnerships with families to improve student outcomes. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.   Families also learn how to support their child at home during Cafecito meetings.  Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.|Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.|ACE has modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.|ACE has invested in a broad program to engage and involve families. ACE staff ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2025 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging.  Through ACE’s parent leadership groups and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s  Parent Leadership program teaches and assists parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.|ACE Esperanza would like to increase the number of parents who participate in the Parent Leadership group by continuing to communicate the important work that is done by this group and the value to the school community.|ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.|3|3|5|5|3|2|3|4|4|4|3|3|Met||2025-06-18|2025
43694680000000|Fremont Union High|3|In a community survey conducted in May 2025, the FUHSD continues to be viewed favorably and rated positively by most, and the high schools’ quality education and reputation remain the District’s top attributes.  Each school site implements parent engagement goals through their WASC Action Plans and increased efforts to reach out to communities that have traditionally been less engaged.  Each school site and program continues to make progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This includes the importance of maintaining communication and providing professional development that focuses on building and maintaining positive relationships.  In support of creating welcoming environments for all families in the community, parent orientation programs are implemented and Back to School Night activities include an orientation for parents of newcomer English Learners. Outreach to students and families also occurs through Los Padres, Korean Parent Association, and Bilingual Committees and English Language Advisory Committees (ELAC) which provide outreach to families in their native language, including Mandarin, through student and parent mentors.  Students and families who are unhoused receive support coordinated by the Director of Educational Options and the Educational Options School Counselor with a connection to each school site/program. Supports for students who are foster youth are coordinated by the School Counselor at Educational Options with ongoing communication to each site. The School Linked Services Specialist coordinates with the Educational Options Director and Coordinator as well as designated staff at each school site/program.  The District continues to provide support staff to learn about each family’s strengths, cultures, languages, and goals for their children. Programs and practices continue to be viewed through an equity framework that was designed through coordination with educational partners. Aspects of the framework in support of equity and excellence are: inclusivity, action for growth, rigor, development and wellness, and empowerment and agency.|Progress is being made in developing multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents. Each site has staff members in place to support verbal and written translation of materials and presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding guidance information including course selection and college planning are held in multiple languages as needs are identified.  A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children and to strengthen outreach to and input from families of Hispanic and African- American background, families and students who may be unhoused and students who are foster youth.|The District will continue to engage families through Comprehensive Coordinated Early Intervening Services Educational Partners meetings and the Family Engagement Committee.|The FUHSD continues to implement professional learning and support to teachers and principals to improve our school’s capacity to partner with families and provide them with information and resources to support student learning and development in the home. Information about student learning is offered through avenues such as Guidance Nights. Families are invited to events such as a parent panel on post-high school options, financial aid, and guidance presentations. Development offerings include a 5-week Parenting Workshop in Mandarin, an 8-week course on Strengthening Families, and a one-evening course on substance abuse in both Spanish and English. Through a partnership with Rebekah Children's Services, the District provides Power of Positive Parenting workshops.  Our PTSAs provide presentations for families in the areas of college planning and parenting supports. The FUHS Foundation continues to provide a Parent Resource Network. The purpose is to have a centrally located list of resources and an organized series of parent education offerings, to improve effectiveness and efficiency in parent education delivery and address equity across the district.  The District is in our seventh full school year of a partnership with Santa Clara County Behavioral Health to implement School Linked Services. This resource has been particularly helpful in providing support to our underrepresented students and their families. Funding was provided to purchase books related to parent education in order to create lending libraries. During the 2024-25 school year, Fremont High School continued for a sixth year in a partnership with Seneca Center Family of Agencies to provide wraparound service to identified students. Prevention and Early Intervention services were offered for a fourth year at Cupertino High School and Homestead High School. Provision of community-based services such as mental health continue in coordination with Care Solace. Access to live support is available 24/7 in a variety of languages.  School Linked Services, the Say Something-Anonymous Reporting System, and information about District complaint procedures have provided support to families to understand and exercise their legal rights and advocate for their own students and all students. The District is committed to transparency and community input to make sure it is serving as a good neighbor and an involved community partner. The District believes that the quality of the educational program can improve through listening to complaints, considering differences of opinion, and resolving disagreements through an established, objective process. Parents, students, and community members are encouraged to report problems, share concerns, or offer suggestions to the District. Based on student input an additional financial assistance process was introduced during the 2023-24 school year with information available on the District website and through multiple site communications/program advertisements.|The District continues to increase avenues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Efforts include a Learning Management System, Schoology, and messaging through ReachMyTeach (available in multiple languages) to support the importance of direct communication from teacher to parent, Student Study Team, and Student Attendance Review Team.  Progress is being made in developing multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents. Each site has staff members in place to support verbal and written translation of materials and presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding guidance information including course selection and college planning are held in multiple languages as needs are identified.  A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children and to strengthen outreach to, partnership with, and input from families of 2025-26 Local Performance Indicator Self-Reflection for Fremont Union High School District Page 11 of 18 Hispanic and African-American background, families and students who may be unhoused and students who are foster youth.|The District will continue to engage families through Comprehensive Coordinated Early Intervening Services Educational Partners meetings and the Family Engagement Committee.|FUHSD LCAP Goal 4 states that students, parents, staff, and other educational partners will have a variety of opportunities to learn about and give feedback on school and District priorities, expenditures, and programs. The District has developed a strength in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making in coordination with supporting family members to effectively engage in advisory groups and decision-making. Parents and the community are engaged through a variety of opportunities including Principal coffees, Parent Teacher associations (PTA, PTSA, Los Padres, and Korean Parent Association), school and District English Language Advisory Committees (ELAC), School Site Council, and booster clubs. District committees including the District Wellness Council, the Family Engagement Committee, and the Community Oversight Committee for Bond Programs are additional ways that parents are able to contribute to District-level discussions and decisions. Parents of students with disabilities are provided opportunities for input and learning through the Special Education Local Plan Area Community Advisory Committee.  Since the spring of 2017, the Board of Trustees has held Board Office Hours at school sites on a rotating basis in order to reach further into the community and provide a more informal setting for parents and community members to 2025-26 Local Performance Indicator Self-Reflection for Fremont Union High School District Page 12 of 18 speak with them. Trustees are regularly present at community events such as Tournament of Bands, Sunnyvale State of the City, and Cupertino Fall Festival.|The District is making progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community|The District Family Engagement Committee is comprised of parents, including those who are raising students with disabilities, and staff representatives from all five school sites and several District administrators. A focus area for improvement is to continue opportunities for input on policies and programs including efforts to seek input from families of Hispanic and African-American background, families and students who may be unhoused and students who are foster youth.|4|4|4|4|4|4|4|3|5|5|3|3|Met||2025-06-17|2025
43694840000000|Gilroy Unified|3|School sites have worked to increase family engagement in a variety of ways. GUSD and many school sites held family resource fairs to connect families to District and community resources.   Free fingerprinting services were offered to remove barriers to volunteering opportunities.  Family engagement events such as parent workshops, and family art or science nights were offered at most sites.  Family participation with site and district committees such as the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), and School Site Council (SSC) has continued to increase slowly.|"In the 2024-2025 school year, there were increased opportunities for parent involvement through site activities and events that engaged families at the school sites. Those included art nights at the elementary and middle schools, an electives showcase at one of the three middle schools, and parent workshops (such as PIQE).   In addition, the district will continue to train site staff and all administrators in addressing issues of equity and bias with the goal of establishing a supportive environment for all students and families.   Most recent LCAP survey results indicated that an increased number of parents feel welcome in the school environment (at 90% responding favorably), and GUSD will continue to focus on maintaining a sense of welcoming and belonging to ensure that all families, particularly underrepresented groups, feel included in all aspects of their student’s educational program. While survey results were positive, community input sessions indicated that Parents would like to see multiple communication methods beyond digital platforms like Parent Square, including flyers and paper copies (""Wednesday Envelopes""); they also suggested offering parent education classes such as English, parenting, technology, and nutrition to empower families and foster stronger engagement. Parents also requested that the district continue to hold meetings for parent groups, such as the one started for parents of students with disabilities, the Migrant Parent Advisory Committee, and DELAC, while simultaneously encouraging parents to be involved in the site-based ELAC, looking at ways to increase parent participation in site-based ELAC groups.    There is ongoing collaboration between the school district and Community Based Organizations to identify and meet the needs of students/families. Meetings with parents throughout the school year have informed the district and school sites about the needs of families."|While the district’s previous LCAP survey indicated that a high number of parents feel welcome in the school environment, we will continue to focus on creating a sense of welcoming and belonging to ensure that all families, particularly underrepresented groups, feel included in all aspects of their student’s educational program. There is ongoing collaboration between the school district and Community Based Organizations to identify and meet the needs of students/families. Surveys have been shared with students and parents throughout the course of the school year to gather input on the needs of families. The district and school sites will continue to provide interpretation services in Spanish at the various events, and will continue meeting with parent groups (such as the one started in Spring 2025 for families of students with disabilities).|The district partners with various community agencies to provide direct support to high needs families, including counseling services for students and families, parent workshops, and other health resources. This year, the district partnered with Catholic Charities to conduct outreach and focus group sessions to families of foster, migrant and McKinney Vento students. The families provided input regarding their specific needs, and the district is developing plans to address those needs with resources, linking families to services, and providing workshops.|All elementary and middle schools hold parent conferences every fall to ensure parents and teachers have the opportunity to discuss student progress and ways parents can support their students.|"There continues to be a need to support schools and teachers to partner authentically with parents, particularly underrepresented families. Parents request multiple communication methods beyond digital platforms like Parent Square, including flyers and paper copies (""Wednesday Envelopes""). Continuing to host events in Spanish and welcoming families into schools are necessary to make families feel connected and represented."|The district used a variety of venues and opportunities for families to engage in the decision-making process for the LCAP.  The district made a concerted effort to increase the response rates on the various surveys used. This effort was successful with some schools receiving a response rate of 90% or higher for students and staff and an increased response rate from parents/guardians.|The District and school sites will continue to focus on creating welcoming and accessible committee meetings including the District English Learner Advisory Committee (DELAC), Superintendent/Parent Advisory Committee (SPAC), School Site Councils (SSC), staff and Parent Club groups from each site and Parent Advisory Council (Migrant). These meetings are designed deliberately to encourage families to access and engage in the major points of the LCAP and other funding sources and grants, and reflect on the specific actions the district has taken.|There is still a need to ensure that a larger representation of underrepresented families and groups are involved in these decision-making processes. An additional focus will be placed on increasing family involvement and engagement to support the LCAP input and decision making processes, such as continuing to host district-level parent advisory groups based on special student populations. The district will also explore ways to host large in-person LCAP input sessions, in addition to the various site-based input sessions that have been held.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-05-29|2025
43694840123760|Gilroy Prep (a Navigator School)|3|Over the past few years, the Navigator community has navigated a range of challenges that have impacted students, families, and staff. In response, the organization has continued to develop and expand supports aimed at strengthening relationships between school staff and families. This has included both formal programs and informal outreach designed to meet families where they are, from basic needs assistance to increased opportunities for connection and communication. Efforts such as resource fairs, support for food and housing-insecure families, after-school interventions, home visits for chronically absent students, community events, and consistent communication through platforms like ParentSquare have all contributed to this work. While the approach continues to evolve, the foundation built through these supports has helped families feel more connected to their school communities and to the organization as a whole.|Reestablishing and deepening community and family involvement on campus remains a central area of focus. One acknowledged area for continued growth is expanding opportunities to celebrate and highlight the contributions—both past and present—of local community members. As Navigator evolves, it recognizes the importance of creating intentional pathways that support both educational excellence and meaningful family engagement. Strengthening these connections will help ensure families feel welcomed, included, and connected to the life of the school.|Informed by educational partner input and local data, Navigator Schools is working to strengthen engagement with underrepresented families through multiple strategies. In addition to expanding outreach to enroll more students who qualify for Free and Reduced-Price Lunch, Navigator is in the process of developing Community Schools that will offer expanded resources and supports for families. These schools will serve as hubs for connecting families—particularly those historically underrepresented—to services aligned with their needs. The pandemic underscored the importance of creating more opportunities for families to participate in on-campus activities, and this remains an area of focus as schools work to build deeper, more consistent relationships with all members of the community|Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress.  In addition, the annual family engagement survey helps assess parents’ understanding of their child’s academic goals and informs ongoing efforts to strengthen school-home partnerships in support of student success.|An identified area for improvement is ensuring students are fully prepared for the academic and social demands of high school after completing their time at Navigator Schools. Supporting this transition requires a collaborative effort among families, staff, and students. To strengthen this partnership, site teams will work closely with local high schools to create reciprocal opportunities that allow students to explore high school expectations while continuing to receive guidance and support from Navigator staff. This ongoing collaboration aims to create a more seamless and informed transition for students and their families.|Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need.  Navigator will continue to provide home visits for students who are not staying engaged or needing additional support.   The community school’s coordinator/attendance specialist will also work with partners to create tutoring centers, after school support services, and college counseling services for students.  These activities will help to engage scholars and families.|Navigator Schools has established a strong culture of collaboration by consistently seeking input from stakeholders to inform decision-making. The organization utilizes a variety of formal and informal methods, including family surveys, town hall meetings, staff meetings, weekly leadership team meetings, cross-site collaboration, and daily site huddles. By employing multiple tools to gather feedback, Navigator ensures that voices across the organization are heard and considered in shaping school and system-level decisions.|An area identified for improvement is the need to formalize systems for collecting, analyzing, and sharing stakeholder input with leadership in a consistent and structured way. While input is regularly gathered across various settings, developing a clear plan for how this feedback is synthesized and communicated to leadership teams will strengthen transparency, ensure follow-through, and support more informed decision-making at both the site and organizational levels.|Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.|4|4|4|5|4|3|4|4|5|5|3|4|Met||2025-06-09|2025
43694920000000|Lakeside Joint|3|Lakeside JSD has developed several opportunities to build and maintain strong relationships between families and school staff. The school currently has several successful communication streams that connect families with the school and provide important information about special events, policies, and ways to engage and keep families included in the school community. The school uses digital translators for our ELL students and provides human translators during parent conferences and meetings between staff and families of ELL students. The LJSD has developed multiple opportunities to engage and include families in school affairs and informational meetings, e.g.: Town Hall meetings, 2nd Cup of Coffee, The Foundation meetings/email/newsletters and flyers, and a newly implemented parent induction program for parent volunteers. Though the School did not successfully complete any Curriculum Nights, the expectation and needed support to successfully implement such in the coming school year has been established.|Lakeside school’s primary focus is on improving parent school communications and engagement, especially of the underrepresented families and those heretofore unengaged with the school. though there is a wonderful welcoming atmosphere at the School, this is an area that remains an important focus to ensure sustainability.|The Lakeside Principal is responsible for identifying families who are underrepresented as participating in community events and activities and to individually reach out to these families and both invite them to participate more and engage in school events and activities as well creating goal setting conversations with these families to personally  2025-26 Local Performance Indicator Self-Reflection for Lakeside Joint School District Page 10 of 17 build connections and develop relationships. Lakeside School developed a voluntary Parent Engagement Coordinator several years ago, and seeks to find an appropriate member of our community to renew this role (the specific person had to be relieved of this duty for inappropriate and unprofessional conduct, which led to two parents agreeing to co-lead this role that became known as the FACT: Family And Community Team), position whose primary focus is to effectively connect with the broad parent community, communicate, and create multiple events and opportunities for our parent community to engage directly with the school in general and the classroom level specifically.|The school and district have developed a number of activities to support parent involvement and engagement in the school, beyond just volunteering within the classroom. The parent Induction Program has been very successful in engaging a high percentage of our families in the process of volunteering within the school day and events off site. Weekly School, District, and Foundation email blasts, providing human translators at parent meetings and teacher/parent conferences has been beneficial and supportive of parents who first language is not English. Previous to the Pandemic, the District implemented Classroom Conversations monthly connecting parents with their classroom teacher and principal in conversation about the classroom that also provided parents attending with the opportunity to also ask general or broad questions concerning their students.|Lakeside School will focus on creating consistent and effective communication structures that foster strong home- school connections. Lakeside School will also endeavor to provide more meaningful communication between home- school, specific to student achievement and progress towards goals. Lastly, Lakeside is focused on providing  parents opportunities to better understand and familiarize themselves with the CCSS, assessments, and curriculum used throughout the school year.|"Lakeside School Administration is intent upon renewing these conversations between teachers and parents in a group setting with the principal (""Classroom Conversations""). The school continues to be challenged to have more regular engagement and participation within the school and school events by those parents who speak a first language that is other than English. This will be one of the areas of focus and improvement for the voluntary Parent Engagement Coordinator."|Current communication streams and information sharing/gathering community events remain very successful with the broader community but is still a challenge to engage more of our ELL families in those events and increase participation. Lakeside School is currently seeking to re-institute a voluntary Parent Engagement Coordinator, or expanding the current FACT leaders scope and capacity for this broader need of engaging parents.|Lakeside school has no plan for changes, additions, or improvement to its current practice of seeking input regarding decision-making other than to create higher engagement or greater numbers of families involved in the existing opportunities to provide decision-making input through its voluntary Parent Engagement Coordinator or the FACT leaders. the renewal of our Second Cup of Coffee with the Principal has been very successful at engaging our community on site and the conversation have benefited both the community in learning/understanding more about the inner workings of the school/district, and the administration in learning/understanding the questions and concerns of our community.|The school is developing several committees within the community that provide guidance and decision-making to the school and district and seeks to engage a broader membership of the parent community. Lakeside School has for the third year in a row, created a volunteer parent engagement coordinator whose focus, amongst several elements, is to create connections and opportunities for engaging our underrepresented families more effectively and more consistently.|4|4|4|3|4|4|5|4|4|4|3|3|Met||2025-06-25|2025
43695000000000|Loma Prieta Joint Union Elementary|3|"Based on the staff California Healthy Kids Survey (CHKS), the data revealed that our staff feels that their work environment is safe and that they have solid rapport with both their students and families.   The student CHKS survey confirmed the teachers' feelings toward students.  The student data showed that they have a connection with adults on our campus.  61% of grade 5 & 7 parents agree/strongly agree that the school actively seeks their input before making important decisions.  This was a 10% improvement over 23-24 CHKS data. In addition, we also annually ensure that each child knows who their ""trusted adult""."|We conducted nearly seven (7) LCAP listening campaigns within our school community.  We even included a panel of elementary grade students, as well as the required middle school panel.  When analyzing the data collected for the 2025-26 school year at these meetings, we gleaned a need for continued support both the students (in the form of extra help, tutoring) and the parents (in terms of parent education events).   To this end, we plan to continue to provide Parent Ed night events.  This year, we offered a social media awareness night aimed at middle school and a Screenagers targeted at parents of elementary students.  In an attempt to better engage our bilingual families (particularly in Spanish), we will continue to provide (on an hourly basis due to budget issues) a bilingual Community Liaison to assist our English Learner families to access school information.  Also, we hired a bilingual school secretary who has been fantastic for our community.|We continue to refine the use of our Communication Management System (Apptegy) and have seen increases in the numbers of families who have viewed or accessed any of our social media sites for information.  In addition, through our bond projects, we will install new phones, clocks, and bells for better more effective communication within the schools.  This has been a long time need as our phone lines have been unreliable on many days of every month. We continue to have much success in building a positive school culture through our district-wide Families Program. The size of our district allows us to provide individualized support for our families and students in each of the areas noted.|With the recent adoption of our K-8 ELA program, we have begun to use an additional formative assessment tool (DIBELS) to help us to pinpoint where a student needs assistance in grade K-5.  For the 2025-26 school year, we will add the use of the mCLASS math assessment tool to also aid in improving our math scores.  These two assessments are in addition to the iReady formative assessment tool that we currently use.  Our district will continue its partnership with our local county office of education to gain access to DataZone which allows us to routinely monitor multiple indicators of student success. DataZone also allows us to easily disaggregate for under-represented student groups and create intervention groups for students at risk such that we can provide additional time and support for students and make progress information readily available for parents. We have made a concerted effort to partner with all members of our school community – teachers, support staff, administration, parents, and community partners - to build a Mountain Strong community through the use of our new Families model. Our School Site Council and Home and School Clubs are serving as key leaders in identifying parent education needs and opportunities.|We once again held very well-attended Parent Education events which focused on the challenges that social media and screen time play in the lives of our families.  For the 2025-26 school year, our parents and community input forums asked us to offer some support for parents on how to academically support their child at home.  A few parents indicated wanting more information around AI and how it can be useful and harmful.  To that end, we have begun to research speakers, presenters, and videos that can support these areas for the 25-26 school year.  We also continue to offer monthly Board chats in which our parents, community, and staff could meet in a more informal setting with 2 Board members and the superintendent to discuss any topic that they want.  Our staff enjoys the opportunity as well to engage in this process once in the school year.  The staff input was to provide two opportunities during the school year so that they feel like they have access to the the Borad.|We took the opportunity when hiring for a new school secretary to select a bilingual candidate to support our Hispanic families with navigating the school environment.  In addition, we will continue to support our Community Liaison (on an hourly basis) who supports our English Learner families. We made substantial changes to the enrollment portal process to better support our bilingual families in navigating the various forms.  We continue to focus on ways to deliberately volunteer an unrepresented family on our various leadership committees.|Our committees meet mostly in-person so as to improve the discussions had in these meetings.  We  also offer a hybrid option for those families that need the flexibility to attend these meetings remotely.  We have continued our also practice of  surveying parents after our parent education events to help us with our Continuous Improvement cycle.  For staff, we also survey them after PD opportunities to see what we should offer for follow up training.  In 2024-25, we created a Staff Professional Development Committee to allow staff voices into the planning process for the subsequent year's PD events.  This has created higher levels of ownership at the time of the PD events.|When we created the 2024-2027 LCAP, we created our Goal #3 - Engagement to include ways to increase both student and parent engagement in the learning process.  Our success indicators include monitoring parent participation rates in school/district sponsored engagement activities with the goal of increasing meaningful parent participation, including underrepresented families.  Additionally, our 3-year Strategic Plan for the district includes a Community Engagement area aligned with LCAP State Priority #3 – Parent Involvement.  We lean heavily on the input solicited from all our community groups as each has its own lens.  We also really listen to what our students are saying & writing on the inout forms.  Our students have been so insightful and brutally honest.  As part of the LCAP listening campaign for the 25-26 school year, we engaged not only our middle school students, but we engaged our upper grade elementary students this time.  We really felt that while young, they needed to have a share of the input.  The Superintendent continues to convene significant advisory groups which include parent and community representation: Budget Advisory Committee, Bond Advisory Committee, and the Parcel Tax Oversight Committee.|We continue to be deliberate while recruiting for parent/community positions on our various committees that each committee has a diverse and unique group of parents and staff.  We try to ensure that we have EL representation; SpEd representation; and a balance of gender and races inclusive of all voices.  As current committee members term out, we are doing our best to actively recruit all voices.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2025-06-11|2025
43695180000000|Los Altos Elementary|3|Positive results on parent surveys Parent representatives on district committees Strong PTA/LAEF leadership team High levels of volunteerism|Streamlining communications|Continue to provide translation services and outreach for families|Positive results on parent survey on student outcomes Positive results on parent survey of parent of English Learners|Need to develop parent education series  Provide more support for parents of students who are EL|Working to develop a parent education series  Provide more support for parents of students who are EL|Positive parent survey results Parents participate on district committees PTA/LAEF leadership team is strong and engaged|Provide increased opportunities for parent education|Utilize bilingual staff to help with outreach and to provide translation services|5|5|4|4|5|3|4|3|5|5|4|5|Met||2025-06-02|2025
43695260000000|Los Gatos Union Elementary|3|LGUSD offers many opportunities to build relationships between school staff and families. Our active Home & School Clubs, as well as our Education Foundation, serve as a conduit for this relationship building. LG One Community hosts many events at the sites to help families connect to the schools. LGUSD also regularly offers many parent workshops on many topics ranging from drug/alcohol abuse, anxiety, ADHD, and many more. DELAC also offers an opportunity for families of English Learners to connect with each other, as well as for families to learn more about how they can support their children as they learn English.|LGUSD strives to improve relationships between school staff and families. We held several family focus groups this year to learn more about what we could do better. Families shared ways they would like to be included. We will work with our Home/School Clubs to implement some of their ideas. We will also work with site leaders to find ways to be more inclusive of school events.|LGUSD has remained committed to providing professional learning opportunities for staff along with parent education sessions. Focus areas for the district during the past year have been on equity and inclusivity efforts, as well as differentiation and student engagement through project-based learning, STEAM, design thinking, literacy, and social-emotional learning. Professional development opportunities for teachers/staff, as well as parent education, have been provided in these areas.  We will continue to leverage our DELAC meetings to connect with the families of our English Learners. We continue to hold our Climate and Culture Committee meetings with families and community members, including those of our underrepresented community. In 2022-23, LGUSD launched a Climate and Culture Committee, a group of parents/guardians. community members, and LGUSD staff working to address climate and culture on all five school sites. This group met 4 times during the 2024-2025 school year. We plan to continue these meetings during the 2025-2026 school year.|LGUSD is committed to partnering with the community to strengthen student outcomes. Parent conferences are offered twice a year at the elementary sites. During these conferences, parents/ guardians are able to chat with the teacher about their child's progress and academic/ behavioral needs. All of our elementary and middle school sites host an Open House to showcase student progress. Parents/guardians are also able to meet with teachers by request.|We will continue to increase and improve our communication utilizing our data reports from Acadience/ DiBELS and iReady. This will continue to be a focus for us in 2025-2026.|LGUSD plans to utilize the DELAC meetings to provide information to families on how to support their children, as well as how to prepare for the parent conferences. We also plan to provide our families who are SED with additional resources for summer reading. Additionally, we will utilize our ELOP offerings to improve our engagement with our underrepresented families. Finally, we will continue to utilize our Climate and Culture Committee to engage our underrepresented families.|LGUSD has made extensive efforts to seek input for decision making. LGUSD utilizes both surveys and focus group meetings to gather input from the community.  The district views multiple methods for gathering feedback as the most effective way to collect and synthesize information. The same strategies (focus groups meetings and surveys) are used to gather input from the LGUSD staff. The survey results are reviewed by district administration and shared with the Board of Trustees to inform decision making and the district's strategic plan.|The district will continue to improve communication and offer opportunities to contribute to the decision-making process by sending information out in a variety of formats and by specifically reaching out to underrepresented families. LGUSD would like to see an increase in the number of responses to surveys.|LGUSD will do more outreach to encourage participation in DELAC meetings.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-04|2025
43695340000000|Los Gatos-Saratoga Union High|3|In 2024-25, LGSUHSD conducted parent and staff climate surveys through the California School System for the third time. The district’s response rate and survey results were higher than the Santa Clara County average. At Los Gatos High School (LGHS), 76 percent of parent respondents agreed or strongly agreed with the statement “Parents feel welcome to participate at this school.” At Saratoga High School (SHS), 90 percent of parent respondents agreed or strongly agreed with the same statement.  The district also continued to publish its biannual report to the community, which is mailed to all postal addresses in the district, and to distribute a monthly district email newsletter, which is sent to subscribers and posted on social media.  LGSUHSD is also home to more than 20 school connected organizations that together raise hundreds of thousands of dollars and volunteer thousands of hours in support of academic programs, athletics, performing arts, and extracurricular activities.  Significant work remains to be done, though. Families of English language learners, Hispanic students, and recent immigrants are underrepresented in parent groups. Participation in the English Learner Advisory Committees grew from 3 families in 2024-25 to 33 families in 2025-26.|During the 2023-24 school year, the District engaged in an in-depth strategic planning process that established four focus areas for District work, including Area 4: Strategic Family/Community Alliances & Leadership. Within this focus area, the District established two goals related to improving relationships with families:  Goal 4.2 – LGSUHSD will promote family and community engagement to ensure all parents/guardians will feel respected, engaged, and valued by their child’s schools.  Goal 4.3 – LGSUHSD will implement a comprehensive system for sharing timely, relevant information with and collecting feedback from the community to maintain transparent communication and promote trust.|LGSUHSD will continue to work to expand the DELAC and to solicit parents of English language learners to serve on School Site Councils. In addition, the superintendent has convened a standing parent advisory committee to seek input on key district issues, and the membership will include underrepresented stakeholder groups, and in 2025-26 will be working to expand the student advisory committee to include more underrepresented student voices.|LGSUHSD has a robust process for involving families in planning interventions and supports to help their students achieve the outcomes described in the district’s graduate profile. More than 30 percent of the students in the district have an IEP or Section 504 plan, which are revised each year with parent input. In addition, school staff and parents hold Student Success Team (SST) meetings to identify appropriate supports for individual students who may be struggling to achieve the graduate profile outcomes. Each English language learner is also supported through an individual EL Plan, which is collaboratively by staff and parents.  The district also employs 10 guidance counselors and 10 mental health therapists to serve its 3,000 students. On the 2024 parent survey, more than 50 percent of parent respondents at each school reported meeting in person or virtually with a school counselor or therapist within the last year.|The district’s newly revised multi-year strategic plan includes a goal to improve strategic alliances with families and the community. Both schools are working to encourage more students to use the resources available in the newly expanded campus wellness centers. Both schools have also reviewed their most recent California Healthy Kids Survey data and have created lessons that will be taught during mandatory tutorial periods. These lessons will include information on how to access partner organization resources.|The district will use the newly reconstituted DELAC, the site SELACs, the Superintendent’s Parent Advisory Committee, and the SELPA Community Advisory Committee for Special Education, in addition to using its extensive network of school connected organizations.|LGSUHSD has recently completed a year-long strategic planning process that involved stakeholder surveys, stakeholder focus groups, and monthly meetings of a cross-stakeholder community design team.  The district also uses climate surveys for parents and staff, each linked to the California Healthy Kids Survey that it conducts annually with students.  School Site Council meetings, principal’s coffees, and information nights are well attended, as are the meetings of the more than 20 school connected organizations. Schools hold periodic World Café sessions on “hot topics” to invite dialogue among stakeholders and gather input.  The district recently completed lengthy community input campaigns to develop a new graduate profile and revise the district bell schedules. The graduate profile was completed with near universal support, but the eventual bell schedule outcome disappointed some stakeholders.|The multi-year strategic plan’s new goal of building strategic alliances with families and communities will result in the creation of an implementation team tasked with deepening stakeholder input in key decisions.|The newly reconstituted English Learner Advisory Committees will be tasked with identifying and removing the obstacles that underrepresented families face in participating in district and site decision making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
43695420000000|Luther Burbank|3|Strong relationships between school staff and families are an important to student success. At our school, we emphasize parent and community engagement through monthly parent forums, where families can discuss upcoming school events and activities. These forums provide valuable opportunities for parents to offer input and reinforce learning at home. Teachers maintain daily communication with families to share updates on student progress, academic concerns, and school events. One of the key benefits of these efforts is increased parental involvement. In addition to the monthly forums, families had the opportunity to participate in events such as our monthly Cafecito, Fall Festival, Multicultural Night, and Open House.|We remain committed to strengthening parent engagement by expanding family engagement programs and leveraging technology to enhance communication. Moving forward, we recognize the need to improve our promotional efforts in order to boost parent attendance at school events.|Based on the analysis of educational partner input and local data, the LEA will continue to improve engagement of underrepresented families - identified during the self-reflection process - by strengthening efforts to build relationships between school staff and families. Families expressed a desire for more opportunities to participate in school activities, including family engagement events and volunteer opportunities. In response, the LEA will expand these offerings and ensure timely communication is sent home in both English and families’ home languages. Additionally, recognizing that some families still prefer hard copies, the LEA will continue to provide printed materials to ensure equitable access to information.|Luther Burbank is planning to hosts Parent Academic Nights to provide families with an overview of grade-level standards and classroom expectations. Progress reports are shared with parents each trimester, and parent-teacher conferences are held twice a year to discuss student growth and needs. In addition, staff maintain ongoing communication through email and phone calls to keep families informed and address any questions or concerns regarding student progress and support.|Feedback from our LCAP survey revealed a shared priority among parents and teachers: the need to strengthen instructional practices to better support student learning. In response, the district analyzed the survey data and allocated a dedicated Language and Literacy teacher, ensuring resources are aligned with both student needs and stakeholder input. The district remains committed to using data-driven decision-making to enhance instructional strategies and expand supplemental program support.|We aim to increase participation in our school surveys and will continue developing incentives to encourage greater involvement. To support accessibility and convenience, we set up survey stations with technology tools during school events and activities. Ensuring all communications are provided in both English and Spanish remains essential for equitable access. Additionally, we continue to offer multiple forums and opportunities for families to share their input throughout the year.|We have increased the number of parent workshops and Cafecitos by offering them at various times throughout the day to encourage greater participation. These Cafecitos provide a valuable forum for parents to voice their concerns, share their ideas, and engage in meaningful dialogue with school staff. We actively incorporate parent input into the planning and implementation of school programs and events. To further support school-wide engagement, our School Site Council and school/district committees include representatives from across all grade levels. Additionally, we regularly use surveys to gather feedback and guide decision-making.|Key areas for improvement in seeking parent input include enhancing timely communication and ensuring all families have access to the ParentSquare app. We are also continuing to update and redesign the school website to create a more user-friendly experience for all users. To further increase family participation - especially for those with demanding work schedules - we plan to offer refreshments and child care during community meetings, helping to make these events more accessible and welcoming for all families.|We are committed to working closely with classroom teachers and families to promote greater parent participation in input sessions that inform school decision-making. This effort will include making personal phone calls to invite parents to join the conversation. Additionally, we will encourage teachers to regularly connect with every family - both to celebrate student successes and to gather input on student goals. We will also be more intentional and transparent in demonstrating how family feedback directly influences school decisions and planning.|3|3|3|4|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
43695750000000|Moreland|3|Based on an analysis of educational partner input and local Panorama survey data, Moreland School District demonstrates key strengths in building relationships between school staff and families. Parent/guardian responses show a consistently high level of agreement with statements related to feeling respected, informed, and welcomed by school staff. In particular, the majority of families indicated that they feel comfortable reaching out to their child’s teacher and believe that school staff care about their child’s success.|The district has also made measurable progress in communication and family engagement. Survey results indicate strong performance in areas such as school-to-home communication, with parents reporting timely updates and clear information about their child’s learning. Open-ended comments further affirm that families appreciate the responsiveness of staff and the inclusive culture cultivated at school sites. These strengths reflect Moreland’s ongoing commitment to fostering a welcoming school climate and meaningful partnerships with families as part of its broader vision for student success.|Based on analysis of educational partner input and local Panorama survey data, Moreland School District has identified opportunities to improve engagement with underrepresented families in the area of Building Relationships Between School Staff and Families. While overall perceptions of school climate and communication remain strong, specific data points suggest the need for deeper outreach and culturally responsive engagement strategies.  For example, only 58% of families from underrepresented groups responded positively when asked if they feel like a valued part of the school community, compared to 74% of families overall. Similarly, responses to whether school staff “really know their child” were notably lower among historically underserved families, with 61% positive responses, revealing a gap in relationship-building efforts.  In response, Moreland will expand its efforts to create intentional spaces for listening to underrepresented voices, including multilingual forums, and increased collaboration with community liaisons. The district also plans to build staff capacity through professional development focused on affirming communication and inclusive practices. These strategies aim to ensure that all families, especially those who have felt less connected are engaged as authentic partners in their child’s education.|Based on the analysis of educational partner input and local Panorama survey data, Moreland School District demonstrates strong progress in Building Partnerships for Student Outcomes. A significant strength lies in the level of parent awareness and involvement in supporting their child’s learning. According to the 2024 Panorama survey results, 78% of families responded positively when asked if they understand what their child is expected to learn, and 74% said they know how to help their child improve academically—indicating effective communication between home and school regarding learning goals.  Additionally, 72% of families reported feeling that the school encourages them to be involved in their child’s education, and 76% agreed that teachers give them useful feedback about their child’s progress. These data points suggest that schools are successfully fostering transparent communication and equipping families with strategies to support student achievement.|This progress reflects the district's ongoing investment in family workshops, student-led conferences, and school-home communication tools. The district continues to prioritize partnerships that empower families as co-educators and reinforce a shared commitment to student success.|Based on the analysis of educational partner input and local Panorama survey data, Moreland School District recognizes the need to improve engagement with underrepresented families in building partnerships for student outcomes. While overall responses show strength, disaggregated data reveals that families from underrepresented backgrounds report lower levels of confidence and connection in supporting their child’s academic progress.  For instance, only 63% of underrepresented families indicated that they know how to help their child improve academically, compared to 74% overall. Similarly, just 58% of these families responded positively when asked if teachers give them useful feedback about their child's performance, highlighting a need for more personalized and accessible communication.  To address these disparities, the district will expand targeted outreach through multilingual family learning sessions, enhanced interpreter services, and home-school connection tools tailored to diverse needs. In addition, schools will strengthen family engagement teams to co-develop resources and events that support academic involvement for all families, particularly those historically underserved. These strategies aim to build trust, improve communication, and ensure every family is equipped and empowered to support student success.|Based on analysis of educational partner input and local Panorama survey data, Moreland School District has demonstrated clear strengths and progress in Seeking Input for Decision-Making. The district continues to prioritize transparency and inclusivity through multiple forums such as the Parent Advisory Council, DELAC, ThoughtExchange surveys, and school site councils. These platforms have allowed diverse stakeholders to share feedback on initiatives including the LCAP, professional development priorities, and programmatic changes.  According to the 2024 Panorama survey results, 75% of families responded positively when asked if they feel their input is valued by the school, and 72% reported feeling well-informed about school decisions that affect their child. Notably, families expressed high levels of trust in site and district leadership, with open-ended responses frequently highlighting appreciation for communication and responsiveness to concerns.  These results reflect the district’s progress in creating a culture where input is both sought and acted upon. Continued efforts will focus on increasing accessibility of engagement opportunities for underrepresented families and using feedback to guide policy and program decisions that reflect the needs of the entire community.|Based on the analysis of educational partner input and local Panorama survey data, Moreland School District has identified a key focus area for improvement in broadening inclusive participation in decision-making processes, particularly among underrepresented families. While 75% of families overall reported feeling that their input is valued, the rate dropped to 61% among families from underrepresented backgrounds, indicating a disparity in perceived influence and inclusion.  In addition, only 64% of underrepresented families said they felt well-informed about decisions affecting their child’s education, compared to 72% districtwide. This suggests a need to enhance both the accessibility and the transparency of engagement opportunities, especially for families who may face linguistic, cultural, or logistical barriers.  To address these gaps, the district will focus on expanding multilingual communication, offering varied and flexible avenues for input (e.g., virtual meetings, community liaisons, family ambassadors), and actively closing the feedback loop by showing how input informs actions.|Based on the analysis of educational partner input and local Panorama survey data, Moreland School District will improve engagement of underrepresented families in Seeking Input for Decision-Making by expanding inclusive practices that address identified gaps in participation and perception. While 75% of families overall reported feeling that their input is valued, only 61% of underrepresented families shared that sentiment. Additionally, just 64% of underrepresented families said they felt well-informed about school decisions, which highlights the need for more accessible and culturally responsive communication.  To address these gaps, Moreland will implement targeted strategies including increased outreach through multilingual communication platforms, use of culturally relevant family engagement liaisons, and flexible opportunities (both virtual and in-person) for participation in decision-making forums. The district will also prioritize “feedback loops” that clearly show how input from all families, especially those historically underrepresented, is used to guide policies, programs, and resource allocation. These efforts are aimed at fostering a stronger sense of belonging, trust, and influence among all community members.|5|5|4|4|4|4|4|4|5|4|4|4|Met||2025-06-24|2025
43695830000000|Morgan Hill Unified|3|Through an analysis of educational partner data and input, MHUSD demonstrates several strengths and notable progress in building relationships between school staff and families. Two years ago, based on educational partner feedback, MHUSD launched a Welcoming Families initiative that saw the training of hundreds of staff across the district from June 2023 through the present with the intention to create schools and offices where all feel welcome.   Furthermore, positive feedback/survey data indicates that communication from school sites is robust, encourages parent/family involvement, and helps to build personal relationships, respect, and mutual understanding between schools and families. Overall, district parents indicate that they are well informed about events, activities, and their student's academic progress. Local data also indicates that parents/families often participate in activities hosted by the school/district, such as back-to-school night/open house, school/class events and performances, parent-teacher conferences, volunteering, Home & School Club, School Site Council, English Language Advisory Committee (ELAC), principal and district coffee chats, and forums/other meetings.  Overall, these strengths indicate that MHUSD is committed to creating a collaborative and supportive environment where parents/families are important partners in the education of their children. The progress made in these areas reflects a strategic focus on enhancing family-school connections, which is essential for student success and community well-being.|MHUSD continues the work it began two years ago on making extensive efforts for all schools and site personnel to create welcoming, inviting, and friendly environments for all students and families as well as activities to promote family and community engagement. Further, through the District's ongoing efforts to solicit feedback via surveys, focus groups, and parent meetings, from parents of all backgrounds with a particular focus on families of unduplicated students, families of individuals with exceptional needs, and families of underrepresented students, several topics emerged including the need for continued parent education, central volunteer opportunities including a variety of opportunity options at sites and across the district, and additional ways for parent advocacy, and participation in decision making.  Through site and district parent engagement programs (e.g. parent education courses and series, workshops, family nights/events, volunteer opportunities to build on community), the district plans to continue to foster a sense of community and collaboration at the site/district level as well as close collaboration between sites and FACE. This includes continued professional development for staff on welcoming family environments, engagement techniques/events, and effective communication strategies including families whose primary language is not English. Lastly, continued use of feedback mechanisms including surveys, focus groups, and parent groups (SSC, ELAC, DELAC, Home & School Club, and others) to ensure that parent/guardian voices are heard and valued in the decision-making processes so that family perspectives are integral to school practices/practices.  By focusing on these areas, MHUSD aims to create a more robust supportive and collaborative environment that strengthens the partnership between school staff and families, ultimately enhancing student outcomes.|To improve engagement of underrepresented parents/families MHUSD will continue with several targeted strategies to strengthen the relationship between school staff and families. These key initiatives are focused on removing the barriers that prevent underrepresented and underserved families from feeling welcomed and included on campus and therefore maximize their engagement in their child(rens) education.  By enhancing communication efforts via more robust communication and language support/translation services that are effective, clear, and professional, the District continues to work toward ensuring that all Spanish speaking families receive information, making it easier for them to stay informed and involved. Further, bilingual Community Liaisons, will continue to have professional development in the areas of translation skills, conducting home visits, engagement strategies for 1:1 and group efforts, etc. to maximize their effectiveness and ensuring continuous support for families districtwide. They participated in robust PD during the 2024-25 school year.  Parent education continues to be a priority topic for parents as they seek to help their children at home to ensure their college and career readiness. Parent education courses/series includes workshops, classes in numerous topics, events on campus/district where parents/families learn effective strategies to support students academically and social-emotionally at home.  Lastly, by strategically partnering with schools that have identified cultural proficiency as a key concern, MHUSD partnership to bring professional development to equip school staff, students, and parents with the skills needed to better understand, communicate with, and support individuals from diverse backgrounds. Once these efforts are fully rolled-out at these particular sites, they will be expanded districtwide.  Ultimately, MHUSD parents/families are looking for comprehensive and flexible ways to support their children to become successful, thriving citizens of the world. Through practices such as personalized outreach, opportunities for feedback, targeted engagement opportunities, flexible scheduling, and inclusive practices that provide opportunities for parents/families to connect with each other and with school staff in a welcoming environment, MHUSD can begin to eliminate those things that impact the home-school relationship for underrepresented and underserved families.|As part of its school community and LCAP Goal #3: Student Engagement, the District continues making strides to increase student voice and agency. Examples of strengths in this area include seeking strategic and timely input from students across the district to voice their perspectives on student needs, campus climate, roles and responsibilities, etc., a Student Board Member and an Alternate Student Board Member role that hold feedback sessions with peers, and introduction of a wide range of courses (i.e. Advanced Placement, Career Technical Education Pathways, College Dual Enrollment, college prep electives) at the high school level, along with specialized programming at the elementary (visual and performing arts; academy school focus). Data shows that schools foster student engagement, maintain a positive school climate, students want to do well in school, and many maintain strong friendships on campus.  Further, school administrators meet with student leadership and other student groups to establish/growth two-way communication and receive direct input from students on matters that impact academics/school climate and culture. District leadership and staff also routinely engage with student groups throughout the district and seek input through student surveys and focus groups on a variety of topics every school year.|Analysis of educational partner data, as part of LCAP Goal #3: Student Engagement, the District has identified areas for improvement in this category around enhancing student motivation, school connectedness, fostering a sense of belonging across all schools and, by extension, student relationships. Areas of focus will continue to include: delivering high quality, inclusive, engaging instruction to all students to improve student outcomes, strengthening interpersonal relationships among students to create a supportive community and reduce bullying, and collaborating with staff and teachers to build school climate and culture around trust and positive connections with students, both in the classroom and with non-classroom personnel, including school administration.   Amplifying student voice and agency, empowering students to take charge of their educational journey, and ensuring that students become active participants in their school community remain top priorities.|Based on the analysis of educational partner input and local data, MHUSD continues to work to improve the engagement of underrepresented families by focusing on building partnerships for student outcomes through several key areas: parent education, access, communication (including bilingual materials and translation), events, volunteer opportunities, input gathering/feedback loop, and academic supports and opportunities for students. The recruitment, marketing, and awareness efforts for programs designed to engage students from underrepresented families will ensure all students have access to academic and extracurricular opportunities. These academic programs include Equal Opportunity Schools, Career Technical Education, CCAP Dual Enrollment, AP Capstone Diploma, Advanced Placement courses, and specials rotations at the elementary level. Special attention will be given to engage families from these backgrounds to ensure their active participation, support, and use of these supports to improve student outcomes.|A priority for MHUSD is to continually engage with educational partners to actively support a shared vision of student achievement. The District has planned ongoing engagement through meetings with purposeful agendas designed to solicit input and feedback on programming, activities, procedures, and various topics. These groups include but are not limited to, staff (certificated, classified, and administrators), students and their respective groups, parents and their respective groups, community-based organizations, and parent groups such as District/Parent Roundtable, School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, and Home & School Club, Boosters, etc. Additionally, the Superintendent hosts monthly coffee chats open to all parents, staff, and community members (with Spanish translation available) throughout the community to discuss successes, areas for improvement, and different approaches to enhance the school community's experience. The Superintendent also visits each school site regularly to check-in with administrators and be available for any staff member to discuss topics of interest to them during times when site staff can drop in.  Moreover, the Board of Education holds Themed Study Sessions aligned with the district LCAP goals, covering topics such as Climate and Culture & Student Safety, Student Achievement and Outcomes, Facilities, and Special Education and Inclusion (topics vary by year). Staff facilitate these sessions, which are designed to engage Board members and guests and provide insight into various topics.|MHUSD has identified several key areas to improve input-seeking for decision-making at both the site and district levels through improved stakeholder engagement. These areas include but are not limited to, streamlining and enhancing communication about parent meetings to ensure better attendance and participation, ensuring parent representation on task forces/committees reflects the student body's diversity with a particular focus on including parents/families from underrepresented backgrounds, collecting purposeful input from the community, parents, students, and staff on various topics relevant to each group and providing a feedback loop to demonstrate the importance in their voice/input, organizing family and community engagement activities tailored to community needs at both site and district levels.  Additionally, MHUSD aims to prioritize and leverage activities that traditionally see high parent and family participation, such as back-to-school night/open house, school/class events, parent-teacher conferences, and other site/district events. The district has also leveraged preferred communication methods—emails, text messages, and newsletters—to disseminate information and gather valuable feedback from families to families based on their preferred language as recorded in the student information system.|Based on the analysis of educational partner input and local data, MHUSD will continue its crucial work to improve the engagement of underrepresented families in decision-making through several targeted strategies. Key in this is the recently finalized Family and Community Engagement Plan (2024-25) and the development of clearer and more accessible communication regarding opportunities for input, ensuring that all parents, including those from underrepresented backgrounds, are well-informed about meetings and events; actively recruiting parents from underrepresented backgrounds to serve on advisory task forces/committees, ensuring that these groups are fairly represented and their perspectives included in decision-making processes; organizing specific community and family engagement activities that cater to the unique needs and preferences of underrepresented families, making participation more accessible and meaningful; using preferred communication methods such as text messages, personal phone calls, email, and newsletters to reach out to underrepresented families, ensuring they receive information in the most effective way possible; and establishing mechanisms for gathering feedback during high-participation events like back-to-school night/open house/parent-teacher conferences, thereby ensuring their voices are heard and considered.  MHUSD is well on its way to creating a more inclusive environment where all families feel valued and engaged in the decision-making process.|4|4|3|4|4|3|4|3|5|4|5|3|Met||2025-06-24|2025
43695836118541|Charter School of Morgan Hill|3|Staff and parents work together as a team to support academic outcomes. Over 90% of parents attend Back to School Night, Fall Exhibition, and Spring Exhibition. At these events, teachers take the opportunity to educate parents about how they can support their children at home. Every parent attends a goal-setting conference in the fall. Teachers, parents, and students work together to develop goals and an action plan for the school year. CSMH has subscribed to a program called ParentSquare.  This program provides a quick and easy platform for parents and teachers to communicate with one another. CSMH has a Community Liaison whose primary job is to develop family engagement systems and activities that create support for teaching, learning, and student achievement.|CSMH staff need to continue to consider ways to understand and celebrate the various cultures of their students and families.|CSMH will continue to ensure that communications home are translated into other languages as needed. The administration and the school's Community Liaison will analyze parent participation and reach out to individual families to determine what is hindering their engagement.|Parent participation is a key component of CSMH’s mission and vision and is highly valued. Staff meet regularly to discuss and implement strategies for building trust and respectful relationships with families. CSMH prides itself on creating a welcoming and family-friendly environment. During the 2024-2025 school year, CSMH provided parent education opportunities. CSMH offered a four-series workshop on positive discipline with certified trainer, Cathy Kawakami.  The classes offered were the following: - Mistaken goals - Keys for effective family meetings - Family work:  Whose job is it anyway? - The development of self-control in the tween years The Internet Crimes Against Children division of the San Jose Police Department offered a class to parents on how to put controls and protection in place on apps commonly used by children.|CSMH is committed to sustaining parent education that meets the needs of our families and that helps parents support their children's academic and social/emotional needs.|CSMH needs to make sure that underrepresented families know about the various educational opportunities offered. These opportunities need to be available at flexible times so that parents with different schedules are able to participate.|CSMH utilizes a computerized check-in system, and a feature of this system allows for the tracking of at-school volunteer hours. On average, parents volunteer 800 hours a month. This does not include all of the hours parents contribute after school and on weekends. In addition, parents have an opportunity to participate in decision-making by being on the CSMH Board of Directors and/or attending monthly Board meetings. Parents also may serve on the Budget / LCAP committee or represent CSMH on the Community Advisory Committee for special education. Every May, CSMH holds a State of the School meeting. This meeting is attended by the majority of CSMH families and staff. At this meeting, parents have an opportunity to provide input into the school’s LCAP goals and ask questions regarding the budget.|CSMH needs to ensure that decision-making bodies have representation that reflects our school community.|Our Community Engagement Coordinator assists in tracking family engagement and regularly communicates with the classroom teachers. She frequently reaches out to families and discusses with them the different opportunities that are available for them to get involved in the school community and, more importantly, their child’s education. She also tries to understand what barriers might keep families from engaging and how those barriers might be eliminated. Making connections with families, including underrepresented families, has been very successful. CSMH can continue to focus on ensuring that underrepresented families are on decision-making committees and groups.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
43695910000000|Mountain View Whisman|3|MVWSD is in the full Implementation phase in all four areas of building relationships.   Results from the District’s LCAP/Climate survey indicate that 86% (-1 Percentage Point (PP) from 2024) of parent respondents agreed or strongly agreed that the District is successful in creating welcoming environments for all families in the community and 88% (-2PP from 2024) agreed or strongly agreed that the District is successful in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.  Additionally,  80% (0 PP from 2024) of parents agreed or strongly agreed that the District is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.|While MVWSD is in the full implementation phase of building relationships, parent perception of the District’s capacity of staff (admin, teachers, classified) to build trusting relationships with families decreased by 5 percentage points from 2024.|MVWSD is committed to improving communication with families and ensuring that they get needed information in easily accessible ways.   This is a focus in the District’s Strategic Plan 2027 in Goal Area 3 and in the District’s Local Control Accountability Plan Goal 3 - Inclusive and Welcoming Culture. Effective communication builds understanding and trust and will allow the District to work together with parents to support student’s wellbeing and development. The district is working to streamline and differentiate communication streams so parents get information that more closely matches their family attributes and communication preferences and tone.  MVWSD also employs School and Community Engagement Facilitators at all school sites.  The facilitator acts as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement.  Their responsibilities include serving as a resource for connecting students and parents to district and community agencies, resources, parent education, and other events and activities that are linked to strong, positive student outcomes.  Additional staffing was added to our elementary schools (Castro and Mistral)  with high percentages of underrepresented families to provide more support in 2024-25.|MVWSD is in the full implementation phase in one area of Building Partnerships for student outcomes and three areas are in the initial phase. Results from the District’s LCAP/Climate survey indicate that  72% (-1 PP from 2024) of parents agreed or strongly agreed that the District is providing families with information and resources to support student learning and development in the home and 71% (-1 PP from 2024) of parents agreed or strongly agreed that the District is providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.  Additionally, 75% (-3 PP from 2024) agreed or strongly agreed that the District is implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.   While teachers are always available to meet with parents, the District does provide dedicated time, through minimum days in October for all parents to meet with teachers to review student progress.  The District also continues to use an online assessment and instruction platform - i-Ready.  All students in the District take i-Ready diagnostic assessments in English Language Arts and mathematics three times per year.  Results are sent home to parents so they can see students’ progress and growth toward meeting grade level standards.    The District also offers Parent University which is a series of learning sessions and conversations that are designed to help parents support children's learning.   In 2024-25 there six District wide sessions in English and Spanish which included the following: District Orientation Science of Reading Part 1 and Part 2 Parenting in the Digital Age Accessing and Understanding Assessment Scores Preparing for Middle School Preparing for High School|MVWSD is in the initial implementation phase in one area of Building Partnerships for student outcomes.  Sixty-two percent  (+1 PP from 2024)  of families agreed or strongly agreed that the District is supporting families to understand and exercise their legal rights and advocate for their own students and all students.|Again, the District has a focus on cultivating and maintaining an inclusive and welcoming culture that acknowledges, embraces, and empowers all stakeholders in its Strategic Plan (Goal 3). MVWSD is working directly and collaboratively with parents to build mutual capacity for supporting student learning through Parent University.  Additionally, each school does at least 2  school-based Parent University sessions each year.|MVWSD is at the full implementation phase for three areas regarding input for decision making.    In spring 2024, 75% of parents (+1 Percentage Point (PP) from 2024) agreed or strongly agreed that the District is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  . Additionally, 69% (+0 PP from 2024) of parents agreed or strongly agreed that the district is building capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, and 68% (+2 PP from 2024) of parents agreed or strongly agreed that the District is building the capacity of and supporting family members to effectively engage in advisory groups and decision making.|MVWSD is at the initial implementation phase in 1 area regarding input for decision making. Results from the District’s LCAP/Climate survey indicate that 70% (+2 PP from 2024) of parents agreed or strongly agreed that the District is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from underrepresented groups in the school community.|All school sites have School Site Councils and English Learner Advisory Committees, which play critical roles in developing school site plans.  MVWSD has a District Advisory Committee and a District English Learner Advisory Committee.  In spring 2024 the District added student advisory committees at each middle school. All committees are involved in the development of the Local Control Accountability Plan (LCAP).  Additionally, when the District is seeking input on issues, these groups are consulted and their input collected and used in the decision making processes.    In order to provide families with opportunities to share input on policies and programs, MVWSD uses survey tools.  The Climate/LCAP survey is given each year in February and results are used to develop the LCAP and school site plans.   The District updated its Parent University series structure in 2022-23. Reflecting the needs of traditionally underrepresented groups, more school-site specific sessions were offered as well as a Spanish-language seminar series. The District continues to refine this approach.   Site specific offerings in 2024-25 included but were not limited to: -Supporting Early Literacy  -Math Festival (math night) -Mindfulness and Calming -Neurodiversity -Positive Parenting  -Managing Your Child's Emotions -Summer engagement at home -Navigating PowerSchool -Vaping Prevention -Developing Family Engagement and Partnerships -Academics - School accountability and standards -Latino Literacy Family Project|4|4|4|4|3|4|3|3|4|4|3|4|Met||2025-06-12|2025
43696090000000|Mountain View-Los Altos Union High|3|MVLA is deeply committed to fostering strong, collaborative relationships with families. This commitment is reflected in a range of initiatives designed to enhance parent engagement and strengthen the home–school connection.  The Parent Education Workshop Series, sponsored by the MVLA Parent Foundation, offers families meaningful learning opportunities on a range of topics, including social-emotional wellness and college readiness. The Family Partnership Council further supports two-way communication and shared decision-making between families and district leadership. The Special Education Family Partnership meetings provide valuable opportunities for learning and communication, specifically designed to support families of students with special needs.  To meet the diverse needs of our community, MVLA offers translation services and partners with organizations such as the Parent Institute for Quality Education (PIQE) to provide culturally responsive parent education. More than 500 families have participated in these programs.  All MVLA schools are dedicated to creating welcoming environments for every family. District communication, through the website, email, and print materials, is offered in both English and Spanish. Additionally, 24/7 access to LanguageLine and multilingual staff ensures that families can engage with the district in their preferred language.|MVLA is committed to fostering meaningful partnerships with families as a cornerstone of student success. To strengthen our outreach efforts, the district established the Community Outreach Specialist position. This role, in collaboration with school and district staff, is focused on deepening connections between families and school communities.  A central goal of this work is to support the growth, engagement, and collaboration of parent organizations such as ELAC, DELAC, Special Ed Family Partnership meetings, and PTSA. MVLA places emphasis on building strong relationships with our Latinx families, ensuring their voices are valued and included.|MVLA is committed to deepening the engagement of underrepresented families, an area of focus identified through our comprehensive self-reflection process. To advance this goal, we will continue to leverage the expertise of our Community Outreach Specialist, who plays a key role in supporting parent organizing efforts and leading targeted outreach initiatives.  We are committed to providing accessible and culturally responsive resources and materials. All communications will be translated and tailored to meet the diverse needs of our community, ensuring that every family can meaningfully engage with the district.  By fostering a strong sense of belonging and ensuring all members of the MVLA community feel valued, supported, and heard, we are building an inclusive environment where every family is empowered to participate and thrive.|MVLA has made steady progress in building strong family-school partnerships to support student outcomes. A key strength is our investment in professional learning for administrators, focused on culturally responsive communication, family engagement strategies, and inclusive practices. This has strengthened staff capacity to build meaningful relationships with families.  We have expanded access to timely, multilingual resources to help families support learning at home, including translated communications, workshops, and digital tools aligned with curriculum and student development. Teachers meet and email with families through structured conferences, Individualized Learning Plans (ILPs), and informal check-ins to discuss student progress and collaborate on goals.  Additionally, MVLA is committed to supporting families in understanding and exercising their legal rights. Through partnerships with community organizations and translated information sessions, we ensure that families, particularly those from underrepresented groups, are empowered to advocate for their students and fully engage in the educational process.  This ongoing work reflects our commitment to equity, transparency, and student success through authentic partnerships with families.|MVLA has identified the following areas for growth in strengthening family-school partnerships:  Equitable Access to Resources and Communication: While many families feel supported, input from underrepresented groups—particularly English Learners, immigrant families, and families of students with disabilities—indicates a need for more accessible, culturally responsive resources.  Empowering Families to Advocate for Students: Although progress has been made in informing families of their legal rights, more targeted education and support are needed to help families confidently advocate for their children, especially in IEP meetings, placement decisions, and discipline matters.  Professional Learning for Staff: Continued training for teachers and administrators is essential to deepen their capacity to engage families in asset-based, culturally affirming ways and build trust with historically marginalized communities.|MVLA is committed to strengthening engagement with underrepresented families, particularly English Learners, immigrant families, and families of students with disabilities. To do this, the district will implement the following strategies:  Capacity Building for Staff: The district will provide ongoing professional development for teachers and administrators, focusing on building inclusive, asset-based relationships with families. Training will emphasize the importance of trust-building, cultural responsiveness, and clear communication.  Targeted Family Education: MVLA will partner with organizations like PIQE and use district resources to offer workshops that help families understand their rights, navigate school systems, and support their students’ learning at home.  Accessible Meeting Structures: To remove barriers to participation, MVLA will increase access to interpretation services, offer flexible meeting times (including virtual options), and provide supports such as childcare when feasible.  By implementing these targeted actions, MVLA aims to foster a more inclusive and supportive environment where all families feel empowered to partner in their children’s education.|MVLA has made significant progress in establishing structures that foster family voice in school and district decision-making. A key strength is the district’s support for advisory groups, such as ELAC, DELAC, the Family Partnership Council, the Special Education Family Partnership Council, the Superintendent's Student Advisory Council, and the PTSA, which provide platforms for parents and students to contribute feedback and collaborate with school leaders. These groups are active across school sites and supported by multilingual communication and interpretation services to ensure inclusivity.  The district has also strengthened the capacity of both staff, students, and family members to engage in these forums through targeted training, resource sharing, and leadership development opportunities. Principals and school teams are encouraged to build partnerships with families that go beyond compliance, focusing instead on meaningful dialogue and shared decision-making.  MVLA regularly administers surveys using tools such as Google Forms and ThoughtExchange to gather input from a broad range of families, staff, and students. These surveys have been instrumental in shaping district priorities, particularly in areas such as academic supports, wellness, and postsecondary preparation.  Additionally, the district is expanding its efforts to bring families, educators, and administrators together to co-design family engagement initiatives, ensuring that diverse perspectives inform the planning, implementation, and evaluation of these initiatives.  This ongoing work reflects MVLA’s commitment to inclusivity, transparency, and shared responsibility in shaping programs and policies that best serve all students.|An area of growth in our decision-making process is ensuring that input from underrepresented families is actively sought and meaningfully included.|MVLA has identified the need to strengthen the engagement of underrepresented families, particularly English Learners, immigrant families, and families of students with disabilities.  The district will increase communication in families’ preferred languages and utilize trusted messengers, such as bilingual staff and community liaisons, to improve outreach, especially for DELAC, ELAC, and Family Partnership Council participation.  MVLA will offer both in-person and virtual meeting options, varied meeting times, and provide interpretation and childcare to reduce participation barriers.  The district will regularly review participation data in advisory groups and identify opportunities for input to pinpoint gaps and target outreach to underrepresented communities accordingly.  MVLA will communicate how family input is being used in decision-making processes, which helps build trust and encourages continued engagement.  Through these efforts, MVLA is committed to creating more equitable, accessible, and responsive systems that ensure all families have meaningful opportunities to shape programs, policies, and student outcomes.|5|5|5|5|5|4|4|5|5|5|5|5|Met||2025-06-16|2025
43696170000000|Mount Pleasant Elementary|3|MPESD actively supports parent participation and engagement to meet the needs of our learning community. Our schools strive to create welcoming environments and prioritize family engagement as a key strategy for building relationships and partnering with families to ensure high-quality education for all students. To ensure clear and inclusive communication, MPESD provides Spanish and Vietnamese translation and interpretation services and promotes culturally responsive practices throughout the district. This year, we surveyed families to better understand their needs for support and social connection. In response, we tailored parent engagement efforts to reflect their input and expanded opportunities to build stronger school-family partnerships. We focused on consistent communication that included access to community resources, wellness supports, and program information. Much of our engagement took place in person through school-based and district events. All schools maintained consistent outreach using websites, social media, phone calls, ParentSquare, and in-person meetings. Regular events included Coffee with the Principal, School Site Council, PTA, ELAC meetings, and Superintendent’s Forums. MPESD also hosted four DELAC meetings to engage our English Learner families in district-wide conversations. Schools welcomed families through Back to School Nights, Open Houses, and Parent-Teacher Conferences. We also supported our community with monthly food bank access and in-person engagement events such as Book Fairs, Family Reading Nights, and STEM/STEAM Nights. This year, we launched a series of four Parent Academic Fairs with topics selected based on family input. Sessions included: K–5 Math and Reading Strategies, College and Career Readiness, AVID, Mindfulness, Wellness in Education (attendance, anxiety, fatigue, and hunger), CalKids savings accounts, Internet Safety, Language Development, Attendance, and tech tool tutorials (PowerSchool, iReady, and ParentSquare in English, Spanish, and Vietnamese). We also collaborated with RAFT to host a hands-on STEAM Night for families and students. Our middle school families were further supported through a partnership with Eastside Education Initiative, offering Parent Institute for Quality Education (PIQE) Digital Literacy classes, with 17 parents graduating from the program. In addition to academic-focused events, schools offered a variety of inclusive community gatherings such as Movie Nights, Paint Nights, Science Fairs, ALAS events, Nuestra Herencia, Seal of Biliteracy Awards, and cultural celebrations for Black History Month and Lunar New Year. These districtwide efforts fostered deeper relationships and supported the full family unit by honoring our community’s strengths. MPESD values inclusion and remains committed to expanding parent voice and engagement in school decision-making and outreach activities.|MPESD Educational Partners input included to continue to offer translation support so that all parents can continue to partake in the collaborations and discussions. They also wanted to continue to educate parents on various items such as Reclassification Process, how to support the students at home, and continue to offer site and district wide parent trainings such as the Parent Academic Fairs.|MPESD is dedicated to improve engagement of the underrepresented families.  The family case managers will continue to make connections, build relationships, and work closely with the identified students families to provide outreach support and connect them to additional services if needed. With the help of the Community Schools grant, we will be able to hire more staff such as counselors to address the identified needs of the parents. We will continue to support the families with translations and in-person technology support.  The Student Services will continue to support families by providing the foster youth services.  MPESD will gather comments and feedback from the parents and families frequently during meetings both as decision-makers and advisers for best practices.  In addition, the campus supervisors and Community School Coordinators will continue to support students and families.|MPESD proudly serves a diverse group of students and families and consistently aspires to include more families in engagement activities as this is a continuous goal. Teachers and staff participate in professional learning to create and engage in culturally responsive teaching and learning. Teachers partake in the Diversity, Equity, Inclusion, and Belonging (DEIB) committees which are key concepts crucial for building a fair and equitable learning environment. The teachers also partake in the Ethnic Studies cohorts where they develop skills to understand how race, gender, sexuality, and other forms of difference work in the world. Parents are advised and trained regarding parent rights and advocacy through IEP, District English Learner Advisory Committee, and intake meetings. Mount Pleasant Elementary School District worked closely with parents/guardians and other educational partners to meet informally and formally to discuss student progress and outcomes. We value collective decision making and seek comments and input from educational partners throughout the year. Each school site holds parent teacher conferences, intake and transition meetings, conducts Individual Education Plan (IEP) meetings, ELAC meetings, PTA, frequent phone calls, emails, text messages, ParentSquare communications and meetings, Book Fairs, Family Reading Nights, STEAM/STEM nights, Back to School Night, Open Houses, and other parent engagement activities. The site principals also hold regular Coffee with the Principals and share information and gather comment, input and build relationships with families and parents. The LCAP Committee worked carefully to evaluate the progress that had been made on each of the LCAP goals. MPESD also launched Thought Exchange platform for the LCAP goals and engaged and received feedback from all educational partners including all middle school students more than we have ever before. Thought Exchange is an all inclusive engagement where it provides two-way conversations and prioritizes qualitative data. The committees as well as the feedback received from Thought Exchange platform provided feedback and recommendations for possible next steps. In addition, we have partnered with Eastside Education Initiative for our middle school students and families to educate parents with Parent Institute for Quality Education (PIQE) classes and graduates parents from the program annually. We also have academic counselors at the middle schools who communicate the importance of educations to our middle school students and parents/guardians.|Educational partner input indicates that areas for improvement in building relationships between school staff and families include the continuation of  - providing translation support to the families at the site and at the district level - providing opportunities for parents/guardians to learn about the Reclassification Process - providing parents with classes at the site and at the district Parent Academic Fairs to support their children at home and at school The school sites and the district continue to support the parents/guardians through Parent Teacher Association, School Site Council , English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and District Local Control Accountability Plan (LCAP) committees.|MPESD is dedicated to improve engagement of the underrepresented families.  The family case managers will continue to make connections, build relationships, and work closely with the identified students families to provide outreach support and connect them to additional services if needed. With the help of the Community Schools grant, we will be able to hire more staff such as counselors to address the identified needs of the parents. We will continue to support the families with translations and in-person technology support.  The Student Services will continue to support families by providing the foster youth services.  MPESD will gather comments and feedback from the parents and families frequently during meetings both as decision-makers and advisers for best practices.  In addition, the campus supervisors and student advisor will continue to support students and families.|MPESD actively supports parent participation and engagement as a foundation for inclusive decision-making. Schools prioritize welcoming environments that foster family involvement, recognizing strong partnerships are essential for student success. A key strength of MPESD is its commitment to seeking educational partner input and using that feedback to guide decisions at both the site and district levels. To support inclusive communication, MPESD provides translation and interpretation services in Spanish and Vietnamese and promotes culturally responsive practices. In response to family needs, the district conducted surveys and used engagement tools such as ParentSquare, Blackboard, and ThoughtExchange to collect feedback. ThoughtExchange, in particular, allowed middle school students and families to share priorities that informed the development of LCAP goals and programs. MPESD values formal and informal ways for stakeholders to engage in meaningful dialogue. Families are regularly invited to provide input through School Site Councils, ELAC, DELAC, PTA meetings, and Superintendent’s Forums. These platforms offer opportunities for families to ask questions, express concerns, and shape programs. Feedback from DELAC and site ELACs directly influenced the selection of Parent Academic Fair topics and helped refine supports for English Learners. Stakeholders frequently voiced interest in more hands-on and accessible engagement. In response, MPESD expanded in-person activities such as Coffee with the Principal, Back to School Nights, Parent-Teacher Conferences, and Open Houses. Monthly food bank access and school-based events also addressed family wellness and resource needs. The district hosted four in-person Parent Academic Fairs based on survey feedback, covering K–5 math and reading, middle school readiness, AVID, wellness, language development, and digital tools (PowerSchool, i-Ready, and ParentSquare). Sessions were offered in English, Spanish, and Vietnamese. MPESD also partnered with RAFT to offer a family STEAM Night and with Eastside Education Initiative to provide PIQE Digital Literacy classes, with 17 parents graduating. The 10-week Latino Literacy Project gave TK–5 families tools to support literacy at home and ended with a parent celebration. Schools further amplified family voice through events such as Movie Nights, Paint Nights, Science Fairs, ALAS, Nuestra Herencia, Seal of Biliteracy Awards, and celebrations for Lunar New Year and Black History Month. MPESD’s progress in seeking input is reflected in the alignment between feedback and action. The district remains committed to ensuring that all voices, especially from underrepresented families, inform decisions that promote equity, wellness, and student achievement.|MPESD actively supports parent participation and engagement as a foundation for inclusive decision-making. Schools foster welcoming environments that encourage strong partnerships between families, staff, and the broader community, key to promoting student success. A districtwide strength lies in MPESD’s variety of platforms and strategies to gather input from educational partners and use that feedback to shape decisions. To ensure accessible communication, the district provides interpretation in Spanish and Vietnamese and promotes culturally responsive practices. We gather input through formal and informal tools such as ParentSquare, Blackboard, Google Forms, and surveys. This year, MPESD implemented the ThoughtExchange platform to capture qualitative insights from middle school students and families, which informed LCAP priorities and program development. MPESD also values participatory forums including School Site Councils, ELAC, DELAC, PTA meetings, and Superintendent’s Forums. These spaces empower families to express concerns, ask questions, and directly influence initiatives such as English Learner supports and the development of Parent Academic Fair topics. A consistent theme in community feedback has been the desire for more interactive and accessible ways to engage. In response, the district expanded in-person events like Coffee with the Principal, Back to School Nights, Parent-Teacher Conferences, Open Houses, and cultural celebrations. Food bank access and wellness supports further addressed family needs. MPESD also hosted four Parent Academic Fairs on K–5 literacy and math, AVID, wellness, middle school readiness, and digital tools, all offered in English, Spanish, and Vietnamese. We also partnered with RAFT for STEAM Night and with Eastside Education Initiative for PIQE Digital Literacy classes. The Latino Literacy Project helped TK–5 families support home literacy and ended with a graduation celebration. To further improve decision-making through stakeholder input, MPESD has identified the following focus areas: Expanding data collection through the WestEd California Healthy Kids Survey (CHKS), Panorama surveys, and school-based surveys Conducting empathy interviews to elevate underrepresented voices Strengthening engagement via parent-teacher conferences, update/intake meetings, and committee participation Increasing parent participation in advisory bodies to better reflect the diversity of the school community These focus areas directly support LCAP Goal 3, which aims to deepen family-school partnerships. Stronger partnerships open the door for more students to access community learning opportunities and increase academic achievement. MPESD remains committed to building systems that elevate all voices and ensure equity, transparency, and collaboration in every step of the decision-making process.|Based on the self-reflection process and analysis of educational partner input and local data, MPESD has identified opportunities to strengthen engagement with underrepresented families, including those of English Learners, students with disabilities, foster youth, and families experiencing homelessness. The district will enhance communication strategies and create more accessible, inclusive opportunities for input. MPESD will continue prioritizing strong home-school communication through site and district-level committees, ensuring these voices are present in key discussions. The Student Services and Special Education Departments will deepen outreach to families of students with IEPs, foster youth, and those experiencing housing instability, with Family Case Managers continuing to support families through services such as mental health care, housing referrals, and resource access. For families of English Learners, the district will strengthen engagement through translated newsletters, ELAC and DELAC meetings, and culturally responsive communication. In addition, MPESD will expand the use of empathy interviews, multilingual surveys, and informal conversations to ensure the unique perspectives of underserved families are heard and reflected in school and district decisions. These efforts align with LCAP Goal 3 and reinforce the district’s commitment to equity and inclusive decision-making across all schools.|5|5|5|5|4|4|4|4|4|5|5|5|Met||2025-06-25|2025
43696176048045|Ida Jew Academies|3|Based on input from educational partners and local data, Ida Jew Academy and the Mt. Pleasant Elementary School District (MPESD) have made significant progress in establishing strong, trust-based relationships between school staff and families. A key strength of the district is its shared commitment to fostering welcoming and inclusive environments where families feel respected, informed, and empowered to partner in their child's education. MPESD prioritizes family engagement as a foundational strategy for student success. To ensure inclusive communication, the district provides Spanish and Vietnamese translation and interpretation services and promotes culturally responsive practices across all schools. Informed by family feedback collected through surveys and engagement tools, including ParentSquare and ThoughtExchange. Schools and the district emphasized consistent, multi-channel communication—including websites, social media, phone calls, and in-person meetings—to keep families informed and engaged. Engagement took place through school-based and district-wide events, such as Coffee with the Principal, School Site Councils, PTA meetings, ELAC, DELAC, and Superintendent's Forums. Four DELAC meetings specifically created space for English Learner families to participate in district-level discussions. MPESD also hosted a wide range of welcoming, in-person events that helped build community and strengthen relationships, including Back-to-School Nights, Open Houses, and Parent-Teacher Conferences. Monthly food bank distributions and wellness-focused activities addressed broader family needs, reinforcing the district's whole-child approach. A highlight of this year's efforts was the launch of four Parent Academic Fairs, with topics driven by input from families. Sessions covered areas such as K–5 Math and Reading Strategies, College and Career Readiness, AVID, Mindfulness and Wellness, CalKids savings accounts, Internet Safety, Language Development, Attendance, and tutorials on key tech tools (PowerSchool, i-Ready, ParentSquare), all offered in English, Spanish, and Vietnamese. The district also partnered with RAFT to deliver a hands-on STEAM Night and with Eastside Education Initiative to offer Parent Institute for Quality Education (PIQE) Digital Literacy classes, with 17 middle school parents graduating. TK–5 families also benefited from the Latino Literacy Project, which promoted home-based literacy practices and culminated in a family celebration. To nurture community and cultural connections, schools hosted inclusive events such as Movie Nights, Paint Nights, Science Fairs, ALAS (Dual Celebrations), Nuestra Herencia, Seal of Biliteracy Awards, and observances of Black History Month and Lunar New Year. These efforts reflect MPESD's ongoing commitment to honoring the strengths of its diverse community and reinforcing school-family partnerships.|At Ida Jew Academy, input from educational partners highlighted the need to continue strengthening communication and learning opportunities for families, particularly those from linguistically diverse and underrepresented backgrounds. A key area for improvement is theongoing provision of translation and interpretation services to ensure all parents can fullyparticipate in school-based and districtwide discussions, events, and decision-making processes. Additionally, families expressed a strong interest in continued education on key topics, such as the Reclassification Process for English Learners and strategies to support student learning at home. Educational partners also emphasized the importance of maintaining and expanding both site-level and districtwide parent workshops and trainings—such as the Parent Academic Fairs—which offer valuable resources and tools to help families engage meaningfully in their children’s academic journey. These focus areas reflect the LEA’s commitment to creating inclusive, supportive school environments where families are empowered as partners in education. Efforts to address these priorities are aligned with MPESD’s broader goals to foster trust, increase access, and deepen family-school connections for all student populations.|To strengthen these relationships, MPESD and Ida Jew Academy will continue prioritizing direct, personalized outreach to families of English Learners, students with disabilities, foster youth, and those experiencing housing instability. Family Case Managers will play a central role by building trust, offering individualized support, and connecting families to critical services, such as mental health care, housing resources, and academic assistance. With support from the CommunitySchools grant, the district will expand its capacity by hiring additional staff, including school counselors, to address specific needs identified through family engagement. MPESD will also continue to offer translation services and in-person technology support to ensure families can access information and participate in school-related activities. The Student Services department will provide specialized support for foster youth and collaborate with other departments to ensure that families are connected to comprehensive wraparound services. Campus Supervisors and Community School Coordinators will also continue to build daily relationships with students and families, serving as a bridge between home and school. To ensure family voices remain central inshaping practices, MPESD will gather input regularly through advisory meetings and engagementevents, positioning families not only as participants but also as decision-makers and advisors. These efforts align with the district’s broader equity goals and reflect a strong commitment to fostering inclusive, trusting partnerships that support the success of every student.|Based on input from educational partners and local data, MPESD and Ida Jew Academy demonstrate strong progress in building partnerships that support student outcomes. A key strength is the district’s commitment to equity and culturally responsive practices. Teachers participate in DEIB training and Ethnic Studies cohorts to create an inclusive learning environment that reflects the diverse identities of their students. Families are engaged through IEPs, ELAC/DELAC, and intake meetings, and empowered through advocacy support. Regular communication is maintained through ParentSquare, as well as conferences and events, including Back-to-School Nights, Family Reading Nights, and STEAM Nights. MPESD also uses platforms like ThoughtExchange to gather input that shapes LCAP goals, with increased participation from middle school families. Partnerships with organizations like the Eastside Education Initiative and PIQ further support parent education and digital literacy. These efforts reflect the district’s continued progress in fostering meaningful, student-centered partnerships with families.|Based on the analysis of educational partner input and local data, MPESD and Ida Jew Academy have identified key focus areas for improvement in Building Partnerships for Student Outcomes. Educational partners emphasized the importance of continuing and strengthening translation and interpretation services at both the site and district levels to ensure that all families can participate meaningfully in school activities and decision-making. Another priority area is expanding opportunities for families to learn about the Reclassification Process for English Learners, so they can better support their children’s language development and academic progress. Additionally, partners requested continued access to parent education opportunities—both at individual school sites and through districtwide events such as the Parent Academic Fairs. These sessions help families support student learning at home and strengthen their connection to the school community. MPESD remains committed to supporting families through active participation in PTA, School Site Councils, ELAC, DELAC, and LCAP committees, and will continue to enhance these structures to ensure that underrepresented voices are heard and included in efforts to improve student outcomes.|To strengthen these relationships, MPESD and Ida Jew Academy will continue prioritizing direct, personalized outreach to families of English Learners, students with disabilities, foster youth, and those experiencing housing instability. Family Case Managers will play a central role by building trust, offering individualized support, and connecting families to critical services, such as mental health care, housing resources, and academic assistance. With support from the CommunitySchools grant, the district will expand its capacity by hiring additional staff, including school counselors, to address specific needs identified through family engagement. MPESD will also continue to offer translation services and in-person technology support to ensure families can access information and participate in school-related activities. The Student Services department will provide specialized support for foster youth and collaborate with other departments to ensure that families are connected to comprehensive wraparound services. Campus Supervisors and Community School Coordinators will also continue to build daily relationships with students and families, serving as a bridge between home and school. To ensure family voices remain central inshaping practices, MPESD will gather input regularly through advisory meetings and engagementevents, positioning families not only as participants but also as decision-makers and advisors. These efforts align with the district’s broader equity goals and reflect a strong commitment to fostering inclusive, trusting partnerships that support the success of every student.|Ida Jew Academy and MPESD prioritize inclusive decision-making by actively fostering parent participation and creating welcoming school environments where families feel valued and heard. Acore strength of the district is its intentional use of diverse platforms to gather input fromeducational partners and use that feedback to shape decisions at both the site and district levels.MPESD supports equitable communication through Spanish and Vietnamese translation and interpretation services, promoting culturally responsive practices to ensure broad accessibility. Together with meaningful input, the district utilizes various tools, including ParentSquare, Blackboard, Google Forms, and surveys, to support its educational initiatives. Notably, the implementation of ThoughtExchange this year provided a platform for middle school students and families to share their priorities, which directly informed LCAP goals and program development. The district also supports ongoing, two-way dialogue through established advisory and engagement forums, including School Site Councils, ELAC, DELAC, PTA meetings, and Superintendent’s Forums. These opportunities empower families to voice concerns, ask questions, and contribute to program design. Input from DELAC and ELAC directly influenced the selection of Parent Academic Fair topics and the refinement of supports for English Learners. MPESD responded to stakeholder interest in more hands-on and accessible engagement by expanding in-person events such as Coffee with the Principal, Back-to-School Nights, Open Houses, and Parent-Teacher Conferences. Additional wellness-focused supports, such as monthly access to a food bank and school-based events, addressed broader family needs. The district hosted four Parent Academic Fairs aligned to family feedback, featuring sessions on K–5 literacy and math, AVID, middle school readiness, wellness, and digital tools (PowerSchool, i-Ready, and ParentSquare), all offered in English, Spanish, and Vietnamese. MPESD also strengthened partnerships with community organizations by collaborating with RAFT to host a family STEAM Night and with the Eastside Education Initiative to offer PIQE Digital Literacy classes, graduating 17 parents. The 10-week Latino Literacy Project empowered TK–5 families to support literacy at home and concluded with a family celebration. Additional family voices were reflected in inclusive school events, such as Movie Nights, Paint Nights, Science Fairs, ALAS (Dual Immersion Program), Nuestra Herencia, Seal of Biliteracy ceremonies, and cultural celebrations honoring Lunar New Year and Black History Month. MPESD’s strength in seeking input is evident in its alignment of community feedback with responsive actions. The district remains committed to ensuring that all voices—especially those from historically underrepresented families—help shape equitable, student-centered decisions that promote academic success and community well-being.|First, while the district has a variety of platforms for gathering feedback, there is a need to broaden the scope and frequency of data collection to ensure input reflects the full diversity of the community. To address this, MPESD will expand its use of tools such as the WestEd California Healthy Kids Survey (CHKS), Panorama surveys, and site-based surveys to capture a more comprehensive range of family and student perspectives. Second, the district aims to elevate the voices of underrepresented individuals in decision-making. To support this, MPESD will begin conducting empathy interviews to gather in-depth feedback from families who may not typically engage in traditional forums. Third, MPESD recognizes the need to strengthen engagement through more intentional and personalized interactions. This includes enhancing the quality of parent-teacher conferences, intake and update meetings, and offering more guidance and support to encourage active participation in decision-making committees. Lastly, the district will work to increase parent representation in advisory groups such as School Site Councils, ELAC, DELAC, and LCAP committees. By ensuring these bodies better reflect the linguistic and cultural diversity of the community, MPESD can make more inclusive and equitable decisions. These focus areas are aligned with LCAP Goal 3. They are part of MPESD’s ongoing effort to ensure that all voices—especially those of historically underrepresented families—are heard, valued, and influential in shaping programs, supports, and districtwide priorities.|Based on the analysis of educational partner input and local data, MPESD and Ida Jew Academy have identified targeted strategies to improve engagement of underrepresented families—particularly those of English Learners, students with disabilities, foster youth, and families experiencing homelessness—in the area of Seeking Input for Decision-Making. To strengthen this engagement, the district will enhance its communication strategies and create more inclusive and accessible opportunities for families to contribute meaningfully to school and district decisions.MPESD will continue to prioritize home-school partnerships through active participation in site- and district-level committees such as ELAC, DELAC, School Site Councils, and LCAP advisory groups, ensuring that diverse voices are consistently represented. The Student Services and Special Education Departments will expand outreach to families of students with IEPs, foster youth, and those facing housing insecurity. Family Case Managers will continue to play a crucial role in connecting families with essential services, including mental health support, housing referrals, and community resources. For families of English Learners, the district will increase engagement through translated newsletters and materials, culturally responsive communication practices, and regular opportunities for dialogue at ELAC and DELAC meetings. Additionally, MPESD will expand its use of tools such as multilingual surveys, empathy interviews, and informal one-on-one conversations to gather authentic feedback from families who may not typically participate in traditional engagement settings. These efforts align with LCAP Goal 3, supporting the district's ongoing commitment to equity, inclusion, and shared decision-making that reflects the needs and experiences of all families.|5|5|5|5|4|4|4|4|4|5|5|5|Met||2025-06-25|2025
43696250000000|Oak Grove Elementary|3|Feedback from the district Educational Partners Feedback Survey points to strong overall capacity of district staff in building trusting and respectful relationships with families. 84% agree or strongly agree that there are multiple opportunities for two-way communication between parents and teachers, which continues to be our strongest area in building relationships. ParentSquare, Communicaid and district interpreters support streamlined communication to our families in the language of their choice. Additionally, 83% of educational partners feel that the schools create welcoming environments for all families in the community.|Based on data, we aim to providing more affirming opportunities for students and families to share about their assets, cultures, languages and goals. Family engagement in district advisory groups, school wide home connection activities and strong parent teacher relationships are areas that can support progress in this area.|We will continue to provide family engagement opportunities both online and in person, such as the Back to School Resource fair and encourage school site activities that welcome families, such as gallery walks in the classroom. While the community school grant was not funded in Oak Grove, we are seeking ways to bring parent education and community based resources to school in authentic and parent-led forums.|Partnerships require strong communication and outreach. 85% of educational partners feel that OGSD has avenues for teachers to meet with families and students to discuss student progress and ways to work together. Parent conferences, goal setting meetings, IEP meetings and SST meetings are all examples of this. The goal setting conferences for all TK-6 grade teachers at the beginning of the year are a valuable process for connecting early to discuss their children's needs and provide families with information and resources to support student learning and development in the home.|64% of educational partners agreed or strongly agreed that the district supports families in understanding their legal rights. While we increased our outreach in the 2024-25 school year in the way of information about immigration law, we will continue to provide information to families on this topic as well as supporting families of students with disabilities.|Current Board Policies and the District Student Handbook outline local rights and procedures for parents, but the data speaks to a need to share this information in a more readily accessible manner. Adult ESL classes were offered at three sites in 24-25 and we will continue to grow and improve this program for families.|OGSD provides opportunities for families, teachers, principals and district leaders to work together to plan, implement and evaluate family activities.|74% of educational partners feel that OGSD provides all families with opportunities to provide input on policies and programs and implements strategies to seek input from underrepresented groups in the school community.|A mix of in-person and virtual district parent meetings has proven to be the most engaging and accessible offering in terms of attendance and participation. We will structure conversations and time for families to share their perspective and input on various topics at our parent meetings.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
43696330000000|Orchard Elementary|3|Orchard School District has made significant progress in building strong relationships between school staff and families, as evidenced by consistent two-way communication, inclusive events, and data-driven practices. Families receive regular progress updates—three times annually for TK-5 and twice for grades 6-8—and are engaged through fall conferences, curriculum nights, and family-centered events such as Family Engagement Nights, literacy evenings, and PTA-hosted gatherings. The district has prioritized outreach to underrepresented families, particularly Hispanic and English learner communities, by enhancing translation services, expanding transportation support, and tailoring communication strategies based on empathy interviews and survey data. Parents, educators, and community members collaborate meaningfully through the PTA, School Site Council, ELAC, and district planning committees, with input actively shaping priorities and practices. Additionally, the district is leveraging data to address chronic absenteeism and academic gaps, focusing on strengthening relationships as a foundation for improved student outcomes. These efforts reflect Orchard’s commitment to authentic, culturally responsive engagement and continuous partnership with families.|Improve the website and mobile sites to increase parent communication.|Based on input from educational partners and local data, Orchard School District will improve engagement of underrepresented families by expanding language access through increased translation services, strengthening personal outreach efforts such as home visits and targeted communication, and offering more culturally responsive family events at convenient times. The district will also continue using empathy interviews and surveys to better understand and address barriers, ensuring that relationship-building efforts are inclusive, equitable, and responsive to the needs of all families.|Orchard School District has demonstrated strong progress in building partnerships for student outcomes by fostering consistent collaboration with families, community organizations, and staff. Through regular parent-teacher conferences, curriculum nights, and student-led goal setting, families are actively engaged in supporting academic progress. The district provides clear, accessible communication about student achievement, assessments, and learning expectations, ensuring families are well-informed partners. Community partnerships further support student success by offering academic enrichment, wellness resources, and mentorship opportunities. Feedback from educational partners has informed these strategies, leading to targeted efforts that promote equitable access to learning supports and shared accountability for student growth.|Based on educational partner input and local data, Orchard School District has identified the need to strengthen family capacity to support student learning at home as a key focus area for improvement in building partnerships for student outcomes. While families are engaged in school events and communications, feedback indicates a desire for more targeted resources, workshops, and training that help families understand academic expectations, navigate curriculum, and effectively support their children’s progress. The district also aims to improve consistency in how staff involve families in goal setting and monitoring student outcomes, especially for underrepresented and high-need student groups.|Based on educational partner input and local data, Orchard School District will improve engagement of underrepresented families in building partnerships for student outcomes by providing culturally and linguistically responsive resources that support learning at home, such as translated academic guides, family workshops, and digital tools. The district will strengthen partnerships by hosting targeted events that focus on academic goal setting, progress monitoring, and navigating school systems. Additionally, staff will receive training to better engage and collaborate with families from diverse backgrounds, ensuring that underrepresented families have equitable opportunities to participate in decisions that impact their children’s academic success.|Based on the analysis of educational partner input and local data, Orchard School District has demonstrated strong progress in seeking input for decision-making by creating multiple, inclusive opportunities for stakeholders to engage in meaningful dialogue. The district regularly gathers feedback through parent and staff surveys, empathy interviews, and public forums, and actively involves families, students, and staff in committees such as the School Site Council, ELAC, PTA, and LCAP planning teams. These groups play a direct role in shaping school and district priorities. Additionally, Orchard ensures that input is accessible and representative by offering translation services and scheduling meetings at varied times to accommodate family needs. This commitment to inclusive engagement has strengthened trust and transparency in the decision-making process.|Based on the analysis of educational partner input and local data, Orchard School District has identified the need to expand engagement of underrepresented families and student groups as a key area for improvement in seeking input for decision-making. While existing structures provide opportunities for feedback, the district aims to increase participation by reducing barriers such as language, scheduling, and awareness of engagement opportunities. Improving outreach strategies and creating more informal, accessible spaces for input will help ensure that all voices are heard and considered in shaping district decisions.|Based on the analysis of educational partner input and local data, Orchard School District will improve engagement of underrepresented families in seeking input for decision-making by enhancing outreach efforts through personalized communication and trusted community liaisons. The district plans to offer more flexible meeting times, virtual participation options, and culturally relevant forums to reduce barriers to involvement. Additionally, Orchard will increase translation services and provide clear, accessible information about how families can contribute to decision-making processes. These strategies aim to create a more welcoming and inclusive environment where all families feel empowered to share their perspectives and help shape district priorities.|5|4|4|4|3|3|3|4|5|5|4|5|Met||2025-06-17|2025
43696410000000|Palo Alto Unified|3|PAUSD has made significant strides in fostering meaningful relationships between school staff and families, as evidenced by educational partner input and local data analysis. Each school leverages the Family Engagement Specialist to facilitate stronger connections between educators and caregivers. When recent executive orders increased concern regarding immigration enforcement, the Specialists held information sessions with families to inform and ease concerns regarding parental rights and school obligations. Programs have been expanded to honor and integrate diverse cultural perspectives, strengthening trust and inclusivity. Staff have been provided with awareness and response training on Antisemitism and Islamophobia as part of the ongoing effort to strengthen the school climate.   The Director of Student Services offers support to families during transitions, providing assistance with transportation, translation, and the provision of basic school supplies. Each SAFE specialist is granted access to distribution lists to ensure families are promptly contacted, informed, and empowered to participate in their child's education journey. Increased wraparound services, particularly as it relates to mental health support, and parent education workshops, demonstrate a commitment to holistic family well-being.|PAUSD families were surveyed in Spring 2024 regarding what services would best support families in Building Relationships between School Staff and Families.  The survey results revealed that the following areas should be addressed: how to communicate with the school, overview of school events, and meeting reminders and information regarding parent workshops and learning opportunities.  These needs will be addressed through a variety of ways.  Families will be informed through Parent Square about events and parent opportunities and a variety of parent workshops will be offered throughout the year.  Additionally our SAFE specialists are creating a monthly calendar of events in order to promote personal outreach to families in the identified areas.|PAUSD has spent extensive time identifying which families have historically been underrepresented in our District.  The names and contact information of those families have been shared with our SAFE specialists so that there is intentional outreach throughout the year.  Additionally, SAFE specialists and school staff have been trained on the use of Panorama to track student interventions and communication with families in order to build more positive relationships between school staff and families.|PAUSD has a variety of community partnerships to promote engaging and positive student experiences at all grade levels.  In the elementary schools, PAUSD partners with four different after school enrichment programs to offer free or reduced cost daycare under ELOP.  Our elementary and high schools also participate in Youth Community Service (YCS), a service based learning and leadership program.  In our Middle Schools, PAUSD partners with Dreamcatchers, a free after-school tutoring, enrichment, and mentoring program for middle school students.  Finally, at the high school level, PAUSD has a partnership with Collegewise, a program designed to support first generation high school students interested in applying to four year colleges.|One of the focused areas of improvement in our community partnerships is increasing access to the mentioned programs.  Increased access may entail offering the appropriate support to our special education students, utilizing a variety of communication methods to inform families regarding these opportunities, and working through scheduling constraints to ensure that students can participate in these activities.|PAUSD plans to improve engagement through personal outreach from our SAFE specialists.  Students and families need to know that there exists a variety of opportunities for students in PAUSD and have the appropriate information related to those opportunities in order to elicit support and participation.|PAUSD utilizes a variety of stakeholder input for key decision making.  Over the past two years, PAUSD has formed a variety of ad-hoc committees related to high stakes decisions, including the bell schedule, Multilingual Learners, Early Childhood, athletics, enrollment, behavior, etc. The ad-hoc committee makes recommendations for key decision makers to consider.  Additionally, PAUSD has content area steering committees in focused areas including math, history, special education, etc.  The steering committees discuss strengths and areas of concern in the content areas and collaboratively work together to find solutions to the areas of concern.  Finally, PAUSD has a variety of other District Parent Committees to involve them in high stakes decisions.|An area of improvement related to Seeking Input for Decision-Making is making clear that our committee and parent groups understand that their work and input are recommendations for key decision makers.  Additionally, PAUSD is working on ensuring that there are a variety of different stakeholders represented on our committees so that diverse representation and voices are heard.  Finally, PAUSD is improving timelines relative to seeking input for decision making so that key decisions are made in a timely manner after receiving input from stakeholders.|Site administrators, teachers, district personnel and SAFE specialists are tasked with ensuring that underrepresented families participate in our decision making committees and groups.  In order to support diverse representation, the time and location of the meetings needs to be considered along with childcare.  PAUSD must also ensure that underrepresented families have access to the information being discussed relative to decision making which might include historical data, background information, and information translated in a variety of languages.|4|3|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
43696660000000|San Jose Unified|3|San José Unified’s Family Engagement office focuses on providing opportunities for families to support their child, better understand the school system, and increase involvement in schools. One of the tenets of our strategic plan is “a unified community that elevates opportunities for all.” Our goal is for at least 80% of our families to feel involved in their child’s education. We have a district-wide initiative to focus on building relationships and connections with students and families. San José Unified also staffs bilingual Family Liaisons (English and Spanish) at our Title I schools to support families, connect them with community resources, and help families navigate getting involved in their child’s education. In addition to supportin g families who request assistance, our Liaisons, in conjunction with the school staff and administrators, conduct outreach to work with families of students who may be struggling with regular attendance, academics, socio-emotional wellness or other areas. Our family engagement staff attend monthly meetings with parent representatives from a variety of schools to collect feedback and share updates. In addition, our school administrators hold parent/family meetings at least once per month to provide information, respond to questions, and collect feedback. We formally collect feedback each spring through our district-wide climate survey, where parents can share their perspective on their interactions with their teacher(s), school, and district. All districtwide communications are shared with families in English and Spanish. Simplified Chinese is also provided for families at Williams Elementary school. Additional languages are available upon request.|San José Unified utilizes a communication platform (ParentSquare) to better enable communication between the district, schools, and families. We leverage a combination of options, such as email, text, and phone calls to reach families and ensure they are engaged with their school community. Based on gathered feedback, we seek to increase access to the communication platforms by providing clear and consistent information at the start of the year, an orientation for new and returning families prior to the start of the school year (including an overview of apps for connecting with SJUSD), and ongoing district-level and site-based workshops focused on helping families support their children’s academic and socio-emotional well-being, connect with SJUSD, our schools, and our staff . We plan to provide continued support with use of SJUSD communication and information technology to ensure that families can use it to effectively send and receive communications with teachers, their school, and the district. We will also use feedback to introduce new district workshops based on topics of need for families.|San José Unified serves an extremely diverse and vibrant community. School staff provide outreach to families using multiple channels (phone, email, text) throughout the year. When reaching families becomes challenging, staff conduct home visits at a families’ residence, particularly if there is a concern with the student’s academic progress. We publish a directory of community resources that we can recommend to our families in need of additional supports and services. We will increase our focus on reaching hard-to-contact families to build and sustain connections to their child’s school while also emphasizing strategies to increase access for newcomer immigrant families, English Learner families, and others with whom connecting has been a challenge in order to increase overall participation in decision-making committees and engagement in school and district events. Progress towards improved engagement will be evaluated by gathering feedback from school staff and parents. We will also improve our data collection by tracking engagement by school site, grade level, etc. to help determine where we need to increase engagement.|The Family Engagement team hosts a variety of events, workshops, and trainings to help families support both the academic and social-emotional needs of their children and work in partnership with the teachers and school. Navigating the world of public education can be challenging, particularly for families who are new to the district, state, or country. We focus on equipping families with the necessary vocabulary to work with the teachers and school to be more involved with their school. Throughout the year, we offered classes/workshops to support families with topics such as acquiring English as a second language (for caregivers), understanding their child’s status as an English Learner, state academic assessments, a variety of mental health topics, and supporting their child’s transition to middle and high school. Workshops that are delivered via webinar are recorded and available for viewing on our district website in English and Spanish.|Families are provided information throughout the year about how to navigate apps that are key to staying current with student attendance, assignments/grades, and connecting to web meetings and workshops. These provide families with an understanding of how they can follow their child’s academic progress, communicate with teachers and school staff, and engage in workshops that will help them support their child’s academic and socio-emotional well-being. Workshop topics offered in2024-2025 addressed district-wide needs, such as attendance, academic assessments, and the needs of specific groups (English Learners, transitions to middle and high school). Workshops and resources to be introduced in 2025-2026 will include the highest requested topics of interest identified by families (understanding the special education process and how parents can provide academic support to their children at home). The Office of Family Engagement will also partner with other SJUSD departments to help amplify awareness of additional opportunities that students may be eligible for.|San José Unified will provide multiple opportunities for parents/guardians to learn about various school and district level leadership committees. In addition, leadership training will be provided for those who are serving, or interested in serving, as representatives on school or district committees. We will build upon our district-wide system of providing important information (e.g. orientations) to English Learner and newcomer immigrant families to better support them as they enroll in SJUSD schools. Workshop topics provided in 2025-2026 will include areas suggested in collected parent feedback. Progress towards improved engagement will be evaluated by gathering feedback from school staff and parents. We will also improve our data collection by tracking engagement by school site, grade level, etc. to help determine where we need to increase engagement.|San José Unified has a robust group of school level and district level parent committees and advisory groups. We provide training for parents/guardians who want to get involved with a committee and for committee members on their role and responsibility. We build capacity in these parent committees and advisories and to remove barriers that prevent more parents/guardians from participating. We have also been leveraging surveys to gather input from committee members and from workshop participants (via post-surveys) to gauge the importance of programs or initiatives and to inform our planning.|San José Unified has made progress in opening the opportunity for additional families to participate in events and to provide feedback, including underrepresented parents/guardians, but there is still room for growth. We review participation data and feedback from meetings and events to help identify best practices across schools for increasing family engagement. Average attendance for events has increased, and overall feedback has increased. We would like to provide additional mechanisms (library of webinar recordings, etc.) so parents/guardians who may be unable to attend a meeting or workshop can receive the information, stay engaged, and provide input and feedback.|SJUSD seeks to provide early and consistent communication to underrepresented families about site and district committees to increase awareness and promote involvement with their child’s school through new family orientations and direct messaging. Family workshops and webinars are focused on topics applicable to the academic and socio-emotional well-being of their child which has led to greater engagement and participation, and therefore greater opportunities for collecting feedback. We will continue providing professional development to our Family Liaisons and school staff to expand their outreach towards underrepresented families, including home visits for families that are difficult to reach to engage them and gather their feedback. Progress towards improved engagement will be evaluated by gathering feedback from school staff and parents. We will also improve our data collection by tracking engagement by school site, grade level, etc. to help determine where we need to increase engagement and outreach.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
43696660129718|Downtown College Preparatory Middle|3|The current strengths and progress in this area for the LEA include: Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site. Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement Student / Family conferences held twice annually Monthly Cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies. Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities Annual / semi annual family surveys for input on LCAP and other school wide initiatives Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement Weekly announcements sent to families regarding upcoming events, important dates, and notable happenings from the site|DCP El Camino Middle School will be closing at the end of the 2025 school year.|DCP El Camino Middle School will be closing at the end of the 2025 school year.|DCP has worked to develop partnerships with community and professional providers as well as several ‘in-house’ strategies Partnerships with community and professional groups and providers including The New Teacher Project to provide coaching and professional development in the areas of  Culture of Learning Essential Content Academic Ownership Demonstration of Learning School2Home - Providing internet services and hot spots to families Family and Children’s Services to provide counseling Santa Clara Behavioral health to provide substance use interventions Catholic Charities to provide groups for gang prevention Safe Schools to provide crisis response in the area of gang interventions.  DCP strategies including Engaging families with Power School and Google classroom to keep them informed on student assignments and progress Providing Chromebooks to students for use at school and in the home Student / family conferences held twice annually|DCP El Camino Middle School will be closing at the end of the 2025 school year.|DCP El Camino Middle School will be closing at the end of the 2025 school year.|The current strengths and progress in this area for the LEA include: Inviting parents/guardians to participate in the School Site Council Offering principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters Providing access to leadership positions for families in the School Site Council and ELAC|DCP El Camino Middle School will be closing at the end of the 2025 school year.|DCP El Camino Middle School will be closing at the end of the 2025 school year.|4|4|4|3|2|2|3|2|2|3|3|2|Met||2025-06-24|2025
43696660131656|ACE Inspire Academy|3|Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2024-25 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.   Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news.  These meetings also allow parents and families to raise and address any concerns they see in the ACE community.|The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.|As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.|Student-led conferences are one of ACE’s greatest strengths to build partnerships with families to improve student outcomes. During the 2024-25 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.   Families also learn how to support their child at home during Cafecito meetings.  Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.|Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.|ACE has modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.|ACE has invested in a broad program to engage and involve families. ACE staff ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2025 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging.   Through ACE’s parent leadership group and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. There is a small, but highly committed group of parents who participate in every school event and work to ensure the events are successful.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.|ACE Inspire would like to increase the number of parents who participate in the advisory council and Cafécitos.|ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.|4|3|5|5|3|2|3|4|4|4|3|3|Met||2025-06-18|2025
43696664330585|Downtown College Preparatory|3|The current strengths and progress in this area for the LEA include: Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site. Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement Student / Family conferences held twice annually Monthly Cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies. Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities Annual / semi annual family surveys for input on LCAP and other school wide initiatives Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement Weekly announcements sent to families regarding upcoming events, important dates, and notable happenings from the site|DCP El Primero will be closing at the end of the 2025 school year.|DCP El Primero will be closing at the end of the 2025 school year.|DCP has worked to develop partnerships with community and professional providers as well as several ‘in-house’ strategies Partnerships with community and professional groups and providers including The New Teacher Project to provide coaching and professional development in the areas of  Culture of Learning Essential Content Academic Ownership Demonstration of Learning School2Home - Providing internet services and hot spots to families Family and Children’s Services to provide counseling Santa Clara Behavioral health to provide substance use interventions Catholic Charities to provide groups for gang prevention Safe Schools to provide crisis response in the area of gang interventions.  DCP strategies including Engaging families with Power School and Google classroom to keep them informed on student assignments and progress Providing Chromebooks to students for use at school and in the home Student / family conferences held twice annually|DCP El Primero will be closing at the end of the 2025 school year.|DCP El Primero will be closing at the end of the 2025 school year.|The current strengths and progress in this area for the LEA include: Inviting parents/guardians to participate in the School Site Council Offering principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters Providing access to leadership positions for families in the School Site Council and ELAC|DCP El Primero will be closing at the end of the 2025 school year.|DCP El Primero will be closing at the end of the 2025 school year.|3|3|3|3|2|2|3|2|3|3|3|2|Met||2025-06-24|2025
43696740000000|Santa Clara Unified|3|"The district is pleased to have moved from the ""Initial Implementation"" rating on the self assessment tool to the ""Full Implementation"" rating in relation to supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. This result is a product of the multiple discussions/trainings and requisite strategies devised this year to assess and address student/family perceptions regarding cultural representation at our school sites. Additionally, metrics within our LCAP were revised to reflect more consistent and accurate data. However, the district remained at the Initial Implementation level in regards to developing the capacity of staff to build trusting and respectful relationships with families, progress in creating welcoming environments for all families in the community, and developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families."|Last year, the district made revisions to our 2024-27 LCAP Goal #3, which represent the district’s focus areas for improving relationships between school staff and families for the next two years. They include: 1) enhancing communication channels between families and sites and 2) Increased feelings of belonging for all students and their families, and improved cultural representation for students and families from diverse backgrounds at their respective school sites.  In support of these focus areas, the district added several actions and metrics to our 2024-2027 LCAP Goal #3. New metrics were added in order to measure the district’s progress in developing multiple opportunities for the LEA and school sites to engage in 2-way communication, the percent of families who have created accounts in the district electronic communication platform (ParentSquare), and the percent of families agreeing that their culture is recognized by their school site.|The district is still in the process of implementing new surveying tools that will allow for disaggregation and ongoing analysis regarding any discrepancies in relationships or connections with school sites among our historically underrepresented families. We continue to administer the California Healthy Kids Survey (CHKS) on a biannual basis, but have begun using a new tool, the Developmental Relationships Survey, which corroborates the continued gap in school connectedness among our Hispanic/Latino, English Learner, Students with Disabilities and Economically Disadvantaged students. Last year, we began professional learning with the Santa Clara County Office of Education for certificated and classified staff on equity and how to improve student and family connectedness and plan to provide more professional learning opportunities during the 2025-26 school year.|The district experienced positive movement in relation to our progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families and our progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students. Each of these areas moved from Initial Implementation to Full Implementation. We believe that this is in-part due to new initiatives by our Student Services Department and Family Resource Center, which revised protocols, messaging/language, and notifications to our community regarding district resources and educational rights. There were also several Professional Learning sessions held with both Classified and Certificated staff that emphasized new strategies for deescalating situations and the importance of understanding varying perspectives.  However, the district remained at “Initial Implementation” in relation to providing families with information and resources to support student learning and development in the home and implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.|Feedback received last year revealed that our families felt that in-person tutoring was a highly important academic support. In response, the district added a new strategy, targeted in-person tutoring, to our 2024-2027 academic strategy matrix. This remains a strategy for the 2025-26 school year and is supported by our educational partners.|SCUSD continues to utilize our Equity Framework, which highlights “Family & Community Partnership” as one of our key focus areas. Within this focus area is a commitment to foster engagement, agency and a sense of belonging among all students and families. Increased awareness around the district’s advisory committees is planned for the next year, as well as a concerted effort to ensure greater attendance of underrepresented families at all events. This effort can be seen within our three year LCAP under Goal 3, Action 3.4, metric 3.10. Here, the district has set a District Advisory Committee (DAC) participation goal related to families of students with an IEP.|The District Advisory Committee plays the role of the Parent Advisory Committee, but has been expanded to include students, staff, and community members as well as parents. The DAC is facilitated by the Chief Academic and Innovation Officer, includes the superintendent, two school board members, and senior district leadership, and has over 40 members representing key educational partner groups, labor and parent leaders, parents of students with disabilities, certificated and classified staff, and student representatives. In spring 2025, DAC participants were asked about the “meaningfulness” of their participation to provide input into the decision making process, 100% of respondents Agreed, or Strongly Agreed. This result maintains the district’s 100% respondent rating from last year and speaks to the effort made to authentically engage our educational partners in the decision-making process.  That being said, the district remains at the “Initial Implementation” rating on the Self Assessment tool in relation to progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making, progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community, and  providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|Our focus areas from last year are unchanged. Attendance and participation in our various committees/councils is still not representative of the communities we serve. Hispanic/Latino/a students make-up roughly 38% of our student population, but we continue to see low attendance rates among our families. Improving recruitment and participation of our Hispanic/Latino families remains a priority in 2025-26.|There are several continuing initiatives aimed at increasing engagement among our underrepresented families that were begun in the 2024-25 school year. These include the addition of a student advisory council, which has increased student voice among our Hispanic Latino/a students within decision making processes. The district will utilize 2025-26 to develop new strategies, programs, and initiatives as a result of student and staff feedback received during several educational partner meetings and last year’s ALAS (Advancing Latino Achievement and Success) initiative.|3|3|4|3|4|3|3|4|3|3|3|3|Met||2025-06-12|2025
43696820000000|Saratoga Union Elementary|3|SUSD offers many opportunities to build relationships between school staff and families in our community. There are active Parent-Teacher Associations at each site, as well as the Saratoga Education Foundation and Music Boosters in the district. SUSD also offers a series of parent workshops, both in-person and online, throughout the year. Some topics covered include social-emotional strategies for parents and children, math pathways, and how to talk to your kids, TK-8, about healthy boundaries and body awareness. DELAC and site ELAC groups offer an opportunity for families of English learners to connect with each other and learn how children are supported at school.|SUSD continually strives to improve communication and relationships. An annual survey offers an opportunity for parents to provide suggestions.|"SUSD will enhance engagement with underrepresented families by expanding targeted outreach and offering diverse, accessible workshops that address identified needs. We will leverage existing platforms like District and School English Learner Advisory Committees, and introduce new topics, such as digital citizenship and ""How to Talk to Your Child"" sessions, to foster trust and facilitate two-way communication. Our goal is to create more inviting and relevant opportunities for all families to connect with school staff and contribute their input."|SUSD demonstrates strong progress in fostering partnerships for student outcomes through a multi-faceted approach to family engagement. Our core strength lies in providing diverse avenues for parents to actively participate and contribute input, ensuring programs and decisions are informed by the community voice.  Key mechanisms include:  *Comprehensive Survey Suite: Annually deployed LCAP, Comprehensive Sexuality Education, School Experience, and Communication surveys gather broad educational partner feedback, directly influencing district planning and program refinement. *Robust Committee Structure: Established committees such as the Superintendent's Advisory Committee (SAC), District English Language Advisory Committee (DELAC), School English Advisory Committees (ELAC), and site-based Parent Advisory Committees (PACs) offer structured platforms for ongoing dialogue and collaborative decision-making. Groups like the Comprehensive Sexuality Education Group, Saratoga Education Foundation (SEF), and Parent Workshop Series further deepen engagement on specific initiatives and provide valuable resources. We actively encourage participation from underrepresented families in DELAC, ELAC, and all school events, recognizing their critical role in shaping equitable student experiences. These sustained efforts reflect our commitment to building strong, collaborative relationships supporting student success.|SUSD continually revises it's parent night series to match the interests and needs of the community.|SUSD provides a yearly survey for all parents to gather feedback on the progress in implementing the strategic plan (aligned with the LCAP). The survey collects input to guide district decision-making and expand how we can increase parent participation opportunities. The survey has questions about the eight state priorities and was sent to families in May. In addition, DELAC and ELAC meetings are designed to hear suggestions from parents of English language learners. The SUSD social worker works closely with families of Foster Youth. The after-school program provides an annual survey to hear parent's feedback. A parent survey is given at the end of the summer programs, academic summer school, and Jumpstart.|SUSD demonstrates significant strength in seeking input for decision-making, fostering an inclusive environment where diverse perspectives inform district direction. Our established processes ensure feedback from educational partners directly impacts initiatives and outcomes.  Current Strengths and Progress: Diverse Input Channels: We systematically gather feedback through a robust array of methods, including annual District LCAP, Comprehensive Sexuality Education, School Experience, and Communication Surveys, alongside ongoing input from various parent groups like PTA, Superintendent’s Advisory Committee (SAC), District English Language Advisory Committee (DELAC), School English Advisory Committees (ELAC), and the Saratoga Education Foundation (SEF). This multi-pronged approach ensures a wide range of voices are heard.  Integrated Review Process: Input collected through these channels is rigorously reviewed by district administrators. This dedicated analysis ensures that insights are thoroughly understood and synthesized.|District personnel works closely to offer many types of parent engagement activities and opportunities for input. These opportunities include basic curricula such as math pathways, music, comprehensive sexual education, and materials adoptions. Additional opportunities, such as a social-emotional task force comprised of teachers, administrators, and parents, are formed regularly. Task forces have occurred for mathematics, comprehensive sexual education, extended-day kindergarten, and the arts. The focus area that was identified in 2019 is Social-Emotional Learning—the focus area for 2021-22 was communication.  Continued improvement in communication is a district goal.|SUSD will use personal invitations to encourage participation in ELAC meetings.|5|5|4|5|4|5|5|5|5|4|4|4|Met||2025-06-04|2025
43696900000000|Sunnyvale|3|Strengths: Consistent Communication Opportunities: Sunnyvale provides annual parent-teacher conferences and maintains regular outreach to families, especially those with students who are struggling. Compliance and Support: Sunnyvale is fully compliant with IEP and 504 processes and responds proactively to family requests for support. Dedicated Support Staff: Social workers (SWs) and outreach assistants play a crucial role in supporting teachers and families, helping to foster positive relationships. Strategic Focus: Our strategic plan and equity/anti-racist initiatives have prioritized family engagement, resulting in notable progress. Goal-Setting Conferences: Goal-setting conferences at the start of the year are effective in building initial connections with families. Progress: Positive Outcomes: There is a shared understanding among staff about the importance of explaining parent rights and ensuring appropriate education for all students. Support for Struggling Families: The agency consistently reaches out to families who need additional support, demonstrating a commitment to inclusivity. Increased Awareness: Efforts have been made to shift school culture toward viewing families as true partners in student learning. Areas for Growth: Standardization and Structure: There is a need for more standardized, LEA-wide information and structures to support consistent family engagement. Ongoing Communication: While outreach is strong, there is limited dedicated time for follow-up meetings with families in the spring. More opportunities, such as early release days, could facilitate deeper connections. Clarity in Special Education Processes: Some families still face barriers in fully understanding assessment and IEP processes. Increased teacher communication and explicit explanations of parent rights are needed. Cultural Shift: There is a recognized need to further empower families and treat them as active partners in their child’s education. Sunnyvale has made significant strides in building relationships between school staff and families, particularly through regular communication, dedicated support roles, and a strategic focus on equity. However, there is room for improvement in standardizing practices, increasing teacher-family communication, and ensuring all families fully understand their rights and the special education process. Continued focus on these areas will help sustain and strengthen family engagement.|Current Strengths: Special Education Lens: Staff are committed to building trusting, respectful partnerships with families, especially through active listening, consensus-building during IEP and parent meetings, and ensuring family voices are heard. School Supports: Schools provide various supports and resources to engage families, including back-to-school nights, open houses, parent-teacher conferences (elementary), newsletters, parent coffees, PTSA, School Site Council, and ELAC. District Commitment: The district prioritizes family engagement across all levels, with ongoing surveys, messaging, and updates. Community liaisons play a crucial role in this work. Cultural Recognition: There are opportunities to learn about and celebrate family cultures through specific events. Areas for Improvement: Learner-Led Conferences: Expanding learner-led conferences to middle school and ensuring every family participates in at least two such conferences annually—one to set goals and one to review progress. Communication Consolidation: Centralizing and improving communication tools and strategies to ensure consistent, two-way communication district-wide. District-Wide Initiatives: Developing more district-wide initiatives to address inconsistencies between sites and to better support and standardize family engagement practices. Accessibility: Making the LCAP and other key resources more accessible to all families. Staff Training: Providing ongoing training for staff to reinforce the importance of family relationships and effective engagement strategies.  The LEA is already making strong efforts to foster relationships with families and provide resources, but there is a need for greater consistency, improved communication, and expanded engagement opportunities—especially through learner-led conferences and centralized initiatives. Ongoing staff training and the continued support of community liaisons are also essential for future success.|1. Targeted Professional Development and Support Continued Professional Development: The district and sites will continue to provide targeted professional development (PD) based on teacher self-assessments and identified needs, ensuring that staff are equipped with strategies to build meaningful relationships with underrepresented families. Individualized Support: While group PD is strong, Sunnyvale recognizes the need for more individualized support, especially for special education teachers. Plans are underway to develop a systematic, long-term approach to support both group and individual needs. 2. Strengthening Instructional Leadership Principal Development:Sunnyvale is investing in the growth of site administrators’ instructional leadership skills. As principals become more adept at providing meaningful feedback, they can better support teachers in building family relationships. Centralized and Site-Based Support: While centralized support has been effective, the LEA acknowledges the risk of an “us vs. them” mentality at some sites. Efforts will be made to ensure that support is perceived as collaborative and responsive to site-specific needs. 3. Feedback Loops and Goal Monitoring Short Feedback Cycles: The district will maintain and expand short feedback loops, including regular site visits and recommendations for improvement, to ensure continuous progress in family engagement. Mid-Year Goal Check-Ins: Sunnyvale will implement mid-year goal check-ins to monitor progress toward family engagement goals set at the beginning of the year, ensuring that underrepresented families remain a focus. 4. Addressing Resource Gaps Resource Allocation: Sunnyvale acknowledges challenges related to limited SpEd staffing and gaps in instructional coaching. Efforts will be made to advocate for additional resources, such as a SpEd Teacher on Special Assignment (ToSA), to provide more targeted support. Surveying and Adjusting: Sunnyvale will survey teachers and families to gather feedback on engagement strategies and adjust support accordingly, especially in light of reduced instructional coaching at some sites. 5. Systematic Long-Term Planning Developing a Systematic Plan: Sunnyvale is committed to creating a comprehensive, long-term plan for building relationships between school staff and families, with a special focus on underrepresented groups. Data-Informed Decision Making: Data teams will continue to support teachers and administrators in using local data to inform engagement strategies and measure progress. Sunnyvale will improve engagement of underrepresented families by strengthening professional development, instructional leadership, feedback loops, and resource allocation, while developing a systematic, long-term plan informed by ongoing data analysis and stakeholder input. This approach ensures that all staff—especially those in special education—are supported in building strong, meaningful relationships with every family.|1. Targeted Professional Development and Support Continued Professional Development: The district and sites will continue to provide targeted professional development (PD) based on teacher self-assessments and identified needs, ensuring that staff are equipped with strategies to build meaningful relationships with underrepresented families. Individualized Support: While group PD is strong, Sunnyvale recognizes the need for more individualized support, especially for special education teachers. Plans are underway to develop a systematic, long-term approach to support both group and individual needs. 2. Strengthening Instructional Leadership Principal Development:Sunnyvale is investing in the growth of site administrators’ instructional leadership skills. As principals become more adept at providing meaningful feedback, they can better support teachers in building family relationships. Centralized and Site-Based Support: While centralized support has been effective, the LEA acknowledges the risk of an “us vs. them” mentality at some sites. Efforts will be made to ensure that support is perceived as collaborative and responsive to site-specific needs. 3. Feedback Loops and Goal Monitoring Short Feedback Cycles: The district will maintain and expand short feedback loops, including regular site visits and recommendations for improvement, to ensure continuous progress in family engagement. Mid-Year Goal Check-Ins: Sunnyvale will implement mid-year goal check-ins to monitor progress toward family engagement goals set at the beginning of the year, ensuring that underrepresented families remain a focus. 4. Addressing Resource Gaps Resource Allocation: Sunnyvale acknowledges challenges related to limited SpEd staffing and gaps in instructional coaching. Efforts will be made to advocate for additional resources, such as a SpEd Teacher on Special Assignment (ToSA), to provide more targeted support. Surveying and Adjusting: Sunnyvale will survey teachers and families to gather feedback on engagement strategies and adjust support accordingly, especially in light of reduced instructional coaching at some sites. 5. Systematic Long-Term Planning Developing a Systematic Plan: Sunnyvale is committed to creating a comprehensive, long-term plan for building relationships between school staff and families, with a special focus on underrepresented groups. Data-Informed Decision Making: Data teams will continue to support teachers and administrators in using local data to inform engagement strategies and measure progress. Sunnyvale will improve engagement of underrepresented families by strengthening professional development, instructional leadership, feedback loops, and resource allocation, while developing a systematic, long-term plan informed by ongoing data analysis and stakeholder input. This approach ensures that all staff—especially those in special education are supported in building strong, meaningful relationships with every family.|1. Enhancing Communication and Collaboration with Families There is a recognized need to strengthen how staff communicate and collaborate with families, particularly in explaining parental rights and the processes involved in ensuring students receive appropriate educational support. While we are fully compliant with IEP and 504 requirements and offer annual parent-teacher conferences, feedback indicates that communication is not always consistent or effective, especially at the middle school level. Some families continue to face barriers in fully understanding assessment and IEP processes, and there is a call for more explicit, standardized information to be shared LEA-wide.  2. Standardizing and Expanding Family Engagement Structures Currently, there are limited standardized structures for ongoing family engagement. The suggestion to implement two learner-led conferences per student annually and to establish dedicated follow-up times for teachers to meet with families in the spring (such as 2-3 early release days in March) highlights the need for more robust, scheduled opportunities for meaningful interaction. Outreach assistants and social workers are highly valued for their role in supporting these efforts, but additional time and resources are needed to ensure all families are reached.  3. Empowering Families as Partners in Learning There is a strong desire from both staff and families to shift the school culture so that families are recognized and treated as true partners in their child’s education. This includes providing families with clear guidance on how they can support learning at home and explicitly explaining parent rights. Ongoing feedback from families underscores the importance of this focus, and it aligns with Sunnyvale’s strategic plan and equity/anti-racist initiatives.  Sunnyvale’s primary focus for improvement is to strengthen and standardize communication and collaboration with families—especially in the context of Special Education—by providing clear, consistent information, expanding structured engagement opportunities, and empowering families as active partners in their children’s education. This will help ensure positive outcomes for all students.|Strengths: Consistent Communication Opportunities: Sunnyvale provides annual parent-teacher conferences and maintains regular outreach to families, especially those with students who are struggling. Compliance and Support: Sunnyvale is fully compliant with IEP and 504 processes and responds proactively to family requests for support. Dedicated Support Staff: Social workers (SWs) and outreach assistants play a crucial role in supporting teachers and families, helping to foster positive relationships. Strategic Focus: Our strategic plan and equity/anti-racist initiatives have prioritized family engagement, resulting in notable progress. Goal-Setting Conferences: Goal-setting conferences at the start of the year are effective in building initial connections with families. Progress: Positive Outcomes: There is a shared understanding among staff about the importance of explaining parent rights and ensuring appropriate education for all students. Support for Struggling Families: The agency consistently reaches out to families who need additional support, demonstrating a commitment to inclusivity. Increased Awareness: Efforts have been made to shift school culture toward viewing families as true partners in student learning. Areas for Growth: Standardization and Structure: There is a need for more standardized, LEA-wide information and structures to support consistent family engagement. Ongoing Communication: While outreach is strong, there is limited dedicated time for follow-up meetings with families in the spring. More opportunities, such as early release days, could facilitate deeper connections. Clarity in Special Education Processes: Some families still face barriers in fully understanding assessment and IEP processes. Increased teacher communication and explicit explanations of parent rights are needed. Cultural Shift: There is a recognized need to further empower families and treat them as active partners in their child’s education. Sunnyvale has made significant strides in building relationships between school staff and families, particularly through regular communication, dedicated support roles, and a strategic focus on equity. However, there is room for improvement in standardizing practices, increasing teacher-family communication, and ensuring all families fully understand their rights and the special education process. Continued focus on these areas will help sustain and strengthen family engagement.|Sunnyvale demonstrates notable strengths in actively reaching out to families and educational partners, providing multiple opportunities for input, and sharing policies transparently. Sunnyvale is intentional in inviting involvement from all stakeholders, with a special focus on underserved groups, and has established effective systems and structures such as School Site Councils (SSC), ELAC/DELAC, and parent groups. There is clear evidence of guiding work by district office teams and a commitment from principals and school sites to engage families, though direct support for principals in this area could be strengthened.  Areas of Progress and Growth While Sunnyvale is proactive in seeking input, there remain challenges with underrepresentation from target groups. We are working to build parent understanding and participation in decision-making processes, but need to do more to communicate how family input is considered and to explain final decisions. The LEA is encouraged to expand its outreach strategies by offering more flexible and innovative ways for families to participate, such as remote meetings, surveys, and community-based opportunities.|Key Recommendations for Improvement Enhance communication: Clearly share how family input is used in decision-making. Increase support for principals: Provide more direct support and resources to help principals prioritize family engagement. Diversify engagement strategies: Offer a broader array of participation options, including remote and community-based opportunities. Systematically focus on existing structures: Leverage SSC, ELAC/DELAC, and parent groups more intentionally to ensure meaningful and inclusive input. Overall, Sunnyvale has made significant progress in seeking input and is well-positioned to continue improving its processes for more inclusive and impactful decision-making.|Enhanced Feedback Mechanisms: Sunnyvale will provide multiple opportunities for underrepresented families to give feedback throughout the school year, such as through surveys, suggestion boxes, and direct access to administrators. This ensures their voices are heard and valued in shaping educational initiatives.  Personalized Outreach: Sunnyvale will work closely with community liaisons and parent engagement coordinators to approach underrepresented families with care and respect, soliciting specific feedback tailored to their needs and perspectives. This includes offering translation services and other accommodations to ensure inclusivity.  Inclusive Decision-Making Forums: Sunnyvale will establish and support committees and advisory groups that welcome parental involvement, such as school site councils and parent action committees, and will hold focus groups with specific subgroups to determine the best ways to increase their participation in school activities and decision-making processes.  Continuous Improvement: Sunnyvale will use the results of the self-reflection process to inform ongoing improvements, ensuring that resources and support are allocated based on identified needs and that all stakeholders—including underrepresented families—are active participants in shaping school policies and programs. These efforts are designed to foster a collaborative and equitable environment where all families, especially those who have been historically underrepresented, play a vital role in decision-making and school improvement.|4|4|4|4|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
43697080000000|Union Elementary|3|To ensure that our Spanish speaking community feels welcome in our district and are aware of school and district events, we held a new Spanish Family series to share information about math, STEAM and SEL, while engaging in fun hands-on activities. We made efforts to personally invite these families to other meetings and events such as DELAC, the Health and Wellness Fair and our end of the year Spanish Social.  After a successful pilot last spring, we continued our adult English classes, offering both advanced and beginner classes in the fall and the spring. Furthermore, our elementary school sites continued their annual multicultural fairs, which are always well attended.  We continued to train staff on our Language Line translation service and are proud to share that our outreach through Language Line increased by 25% this year.  Lastly, we continued our Language Ambassador volunteer program to pair new families who enroll in our district with another parent who speaks their same home language.  We plan on continuing all of these partnerships next year and are working to determine how we can increase participation.|Union School District is committed to supporting our students and families. In the last three years, we have supported our neediest families by providing access to local resources including health, food, clothing and housing. These resources are provided by our school office team and a designated district employee.  Starting In the 2022-23 school year, to link families with local resources, we hosted two district-wide events: our Helping Harvest and our Health Fair. Not only were local agencies represented at the fair, such as El Camino Health, the Parks and Recreation Department, and the city of San Jose’s Walk and Roll program, our own mental health therapists and counselors provided mental health resources. The participation in these events continues to increase each year. In addition, we opened a clothing closet for the first time where our own district families donated new clothing for those in need. We altered the work location of our Community Liaison from one stationary locale, to a weekly schedule where she works from three of our Title I schools.  This has really helped to increase face to face contact with parents which has been well received. To bridge relationships with our school staff and families, our community liaison and other district personnel hosted a Spanish Family Series and a Spanish Social. Parents at these events, as well as in our local surveys, commented that they felt more connected to our community than ever and through our district hosted events it was great to see our families donating and wholeheartedly supporting one another.|This year our Local Control Accountability Plan (LCAP) Educational Partners committee met multiple times to review and analyze LCAP data from our perception survey. Student Senate data and English Learner Needs Assessment survey data.  The committee went through a process to then use this data to create and prioritize actions for our LCAP.  During this process we determined that our Hispanic community still maintains a high percentage of our chronically absent population even though they don’t make up a majority of our district.  Because of this, we know that we need to continue to bolster our positive attendance campaign, while following the pre School Attendance Review Board process with our Hispanic families who are missing school, utilizing our Spanish speaking community liaison and providing resources to help connect and make our our Hispanic families feel welcome and part of the school community.  We recently held our 3rd Annual Spanish Social community building event and had increased participation from last year. Because of a successful pilot last year, we continued offering beginning and advanced Adult English classes in both the fall and the spring.|Union School District connects with outside organizations to build partnerships within our local community and to provide resources for families in order to increase positive student outcomes. For years, we have been partnering with the San Jose Public Library system and each student is issued a student library card giving them access to books and educational tutoring and resources. We also partner with local food pantries to provide food for our homeless students who receive meals daily through Blessings in a Backpack. This year, we had bikes donated to our district which we provided to families to assist them in getting their students to school on time. For our Health Fair, we pass out toothbrushes from the County Health Department and link families to other mental and health resources. There are many, many organizations we partner with and Union School District thanks all of them for their support!|USD continually strives to find the best ways to connect with families.  We implemented Parent Square in March of 2022 and have had great success in reaching families with this tool throughout the last three years.  Utilizing metrics within Parent Square, we can determine how many families are reached and in cases where that number was not sufficient, follow up with other means of communication (personal phone calls and emails.) Our Communications Specialist has provided training to our site administrators on how to best use Parent Square and offered sessions for teachers during our district wide professional development days as well. In addition, over the last several years, we have updated our Student Study Team process to ensure families have an opportunity to meet with teachers and school staff to determine strategies to help their students succeed with academic, behavioral and mental health. Because of LCAP survey data, we also added a second counselor to our Title I middle school.|In order to provide tools for teachers to better connect with families, we implemented the Language Line interpretation services for the second year.  Staff were trained on how to use this tool and over 375 interpreted calls were made to have IEPs, parent-teacher conferences and office to home communications translated to ensure families were communicated with in their home language. This is a 25% increase from the previous year. In addition, we continue to provide a district community liaison who meets with underrepresented families to discuss student progress and support student outcomes.|Union School District has always valued input into decision making and thus provides a variety of ways for families to provide input into policies and programs. This work has expanded over the last four  years to include more underrepresented families by continuing to invite all parents of English Learners to attend our District English Language Advisory Committee (DELAC). Annually, we provide a perception survey to our community who give us feedback on our Local Control Accountability Plan, home to school connections, communications and more. This year we asked more open ended questions and in turn had an increased participation rate. We use this feedback to determine district goals and actions. In addition, we collect additional feedback with our English Learner community by providing a Needs Assessment survey to English learner parents. This annual survey helps drive what resources and topics we provide at our DELAC meetings and we also use the data and parent feedback for our annual LCAP revisions as well.|One of the challenges we continually face is getting input from each and every community member. While the numbers of survey responses have drastically improved over the last couple of years, it is clear surveys can feel daunting. To increase numbers, starting last year, we created a matrix to strategically determine when various surveys are sent to the community to ensure they are not overlapping.  This method helped as we saw increased survey participation as compared to a year ago. Each year moving forward, we will analyze the matrix to see if we can refine our survey timing further to ensure the surveys reach the community.|This school year, our district and schools have done a wonderful job creating events to connect our students and families. Events such as Multicultural Fairs, variety shows, school performances, Science Technology Engineering Arts Mathematics Nights and Open House are really what help bring parents onto campus to build community and connect families with their student’s classrooms and teachers. We also continued our efforts to connect with our Spanish speaking families by adding a Spanish Family Series. This, along with our third annual Spanish Social has helped build community among our families as well as bridge the home to school connection.  In addition, to increase engagement of underrepresented families we continued our Language Ambassador volunteer program for parents who would like to help out parents who are new to the country. The ambassadors connect new parents to their school, the district and our surrounding community in their home language.|3|4|4|4|4|4|3|3|4|4|4|4|Met||2025-06-09|2025
43733870000000|Milpitas Unified|3|The Milpitas Unified School District (MUSD) continues to do well in building relationships with parents/caregivers. According to our family engagement survey, 80% of families believe staff at MUSD are providing welcoming environments and are building trusting and respectful relationships with families. For the last three years, MUSD has worked to improve the capacity of district and site administrators at employing culturally responsive strategies so that we leverage our families’ and students' cultural and linguistic backgrounds as cognitive assets. This work impacts our improved relationships that lead to more enriched, meaningful and authentic learning for our students. Furthermore, this year, we had a Community Design Team that conducted empathy interviews with families to get a richer understanding of their perspectives and needs. Our district is also committed to ensuring language is not a barrier by employing three community liaisons, two who speak Spanish and one who speaks Vietnamese. As a result, MUSD communicates with families early, often and in multiple formats and languages. MUSD also values input and provides multiple opportunities for families and staff to provide input in various ways (surveys, open forums, committees and meetings).|One area we continue to need to develop in is meeting all the language needs within our community. We continue to find ways to meet the language needs of our community by having multiple ways to disseminate information as well as different formats for meetings and providing both print and oral communication in various languages. Another area we discovered during our Community Design Team work was ensuring we have true 2-way communication channels. Our current digital platforms do not always allow for easy communication back to the sites.|Our district developed two cultural affinity groups for students and families/caregivers to continue to build our understanding of each culture in our community and foster support so stakeholders from every background feel heard, seen and valued. We also work to identify underrepresented families, contact families, identify potential barriers to engagement as is evident by the newly developed Community Design Team. We are also exploring how to support teachers to maintain communication with these families, and improve engagement.|MUSD is doing well in providing families with information and resources to support student learning at home. This is supported by teacher/school newsletters, classroom-based apps with communication features, administrator and district use of Parent Square, Back-to-School Nights, open houses and student conferences. Additionally, we engage a number of families through different site-based and district committees including, but not limited to: LCAP, CCEIS Equity Summit, ELAC/DELAC, School Site Councils, Parent Teacher Associations, Community Board Advisory Council, Booster Clubs, affinity groups, etc.|One area of focus for this year is in providing support to families to understand and exercise their legal rights and advocate for their own students and all students. We are exploring parent/caregiver learning opportunities where we can provide them with information on their legal rights and equip them with tools to advocate for their students. We have held parent/caregiver meetings hosted by Project Cornerstone to support their learning and understanding of their students’ needs with minimal participation.|As stated earlier, we continue to find ways to meet the language needs of our community by having multiple ways to disseminate information as well as multiple formats for meetings. We have three community liaisons, two who speak Spanish and one who speaks Vietnamese which is supporting the language needs of our community. We are also intentionally selecting families from underrepresented groups to sit on our Comprehensive Coordinated Early Intervening Services Equity Summit, LCAP Committee and by including their voice in panels presenting to the School Board.|MUSD district and site administrators do a good job inviting parents/caregivers to serve on the CCEIS, SSC, LCAP, DELAC & ELAC Committees as well as providing them with an opportunity to provide feedback on the Title 1 activities and programs we provide their students. MUSD also has three community liaisons to support our Spanish-speaking and Vietnamese-speaking families. We continue to increase our parent/caregiver responses to our Thought Exchange LCAP Survey. In 2022 we had 600 overall participants compared with 4,208 participants in 2025.|One area we could improve in is providing training for parents/guardians on how to effectively engage in advisory groups and decision-making processes. Often, parents/guardians are willing to participate, but are not always comfortable providing the input. MUSD will stay the course and continue to improve our practices: collaborate with families and workshop needs and investigate barriers for those who did not attend work to streamline messaging to families from sites and district teams develop parent-/caregiver- friendly and consistent formatting via email, Parent Square, and social media.|MUSD intentionally selects families from underrepresented groups to sit on our Comprehensive Coordinated Early Intervening Services Equity Summit, LCAP Committee and is beginning to include their voice in panels presenting to the School Board. MUSD also developed two affinity groups this year and our Community Design Team sought these voices for the empathy interviews.|4|4|3|3|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
43771490000000|SBE - KIPP Navigate College Prep|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|3|4|4|2|3|3|1|1|2|3|Met||2025-06-12|2025
43771490137315|KIPP Navigate College Prep|3|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.|The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.|4|4|3|4|4|2|3|3|1|1|2|3|Met||2025-06-12|2025
44104470000000|Santa Cruz County Office of Education|3|Based on educational partner input, over 90% of families affirm that school staff are deeply committed to student academic success. Additionally, 90% report that their children feel safe at school, and families overwhelmingly share that they are able to connect easily with school staff. These strong relationship-building efforts reflect a culture of trust, safety, and open communication across our programs.|While our feedback highlights positive relationships, we remain committed to continuous improvement. Across our programs, we will maintain and expand family conferences, ensure multiple accessible modes of communication, and remove language barriers. We aim to build even deeper, more inclusive relationships by focusing on responsive communication and culturally affirming engagement.|Engaging traditionally underserved families remains a high priority. Our programs provide outreach to ensure that all voices, particularly those of families with high needs, are welcomed and heard. Family engagement is central to Goal 3 of our LCAP: “Through collaborative partnerships with families, students, community organizations—including our local community college—and our workforce, we will promote confident learners prepared for college, career, and beyond.” Parent surveys indicate strong satisfaction with communication and support, and parents emphasized the importance of continuing our efforts to stay connected. Survey feedback also affirmed appreciation for academic, engagement, and social-emotional supports, reinforcing the need to strengthen these key services.|Every student entering our programs begins with a personalized intake process that centers their academic history, strengths, aspirations, and needs. This intentional approach ensures families are included from the start. Student progress is continuously monitored and communicated through regular conferences and ongoing engagement with teachers and educational teams. These touchpoints allow us to maintain a strong connection with families as partners in their child’s academic journey.|While families consistently report feeling informed and comfortable approaching staff, we recognize opportunities to deepen collaboration. Staff will track engagement more closely and proactively partner with families when student progress slows. Our goal is to collaboratively create support or transition plans when appropriate. Additionally, we will seek feedback directly from students and families about site-level improvements to better support student success and well-being.|Each of our school sites is supported by leaders focused on family and community engagement, with a specific emphasis on underserved families. These leaders engage in proactive outreach to ensure all families feel seen, heard, and supported. They facilitate intakes, coordinate family meetings, and provide direct support to students. Student-led conferences continue to be a key strategy for fostering dialogue, reflection, and shared goal-setting between staff, students, and families—ensuring all voices are part of the support system for improved outcomes.|The Santa Cruz County Office of Education Court and Community Schools regularly seeks and values input from students and educational partners. Feedback is collected through multiple channels including LCAP surveys, student conferences, English Learner Advisory Committees (ELAC/DELAC), School Site Councils (SSC), and parent engagement meetings. One of our key strengths is the dedication of site staff who cultivate strong, trusting relationships with families and students, creating a foundation for meaningful participation in school and program decision-making.|After evaluating our feedback data and reflecting upon our efforts of seeking input for decision making, a focus area for improvement would be to continue to refine the ways educational partners can provide input for decision making. We have gone through many transitions over the past few years with engaging our educational partners has shifted back to mostly in-person activities along with online options. The convenience of virtual meetings has brought in new voices and finding the right mix of in-person and virtual options continues to be an area for improvement.|Amplifying the voices of underrepresented families remains a central goal. Our multilingual team leaders are instrumental in building relationships and reducing barriers to participation, particularly for families navigating language differences or complex life circumstances. These leaders conduct personal outreach, facilitate input through advisory groups, host surveys, and support student-led conferences. We will continue investing in these practices to ensure decision-making is inclusive and informed by a full spectrum of family perspectives.|5|5|5|5|4|4|5|4|4|4|4|4|Met||2025-06-26|2025
44104470136572|Santa Cruz County Career Advancement Charter|3|At the Career Advancement Charter (CAC), we continue to build strong relationships between school staff, students, and families through intentional outreach and inclusive engagement opportunities. Our Student Advisory Council remains a cornerstone of this effort, providing a space for students to develop leadership skills, communicate their experiences, and collaborate with staff on school improvement. Meetings are scheduled quarterly with flexibility to meet student needs, and we continue to provide childcare and meals to remove participation barriers for families. This year, we’ve enhanced our onboarding and orientation process to foster early connections with students and their support systems, which has contributed to stronger student engagement and improved retention.  Our holistic support model remains central to our approach. Staff regularly update and maintain individualized student files that track academic progress, career and college goals, and social-emotional wellness. This ongoing work allows us to respond proactively to student needs and create targeted plans for success. With nearly 75% of our staff being bilingual, we are able to support a linguistically diverse student population, and this year we’ve expanded outreach efforts to ensure families feel welcomed and informed. However, we continue to work toward consistently having bilingual staff available at all touchpoints. Through these efforts, we are deepening trust, strengthening communication, and creating an environment where every student and family feels supported and heard.|Based on input from educational partners and a review of local data, one key focus area for improvement is expanding our outreach efforts and increasing our capacity to serve a broader range of students. While the Career Advancement Charter (CAC) offers a variety of support services, including individual and group tutoring, dual enrollment with local community colleges, short-term CTE programs aligned with high-demand careers, and access to social-emotional counseling and wraparound services, we have observed that student participation in some of these offerings remains inconsistent. Strengthening engagement and ensuring consistent follow-through are priorities for the upcoming year.  To address this, we are working to improve communication strategies, build stronger connections early in the student journey, and reinforce the value of available resources to students and families. We recognize that offering services alone is not enough; building trust, maintaining consistent relationships, and removing participation barriers are essential to ensuring students feel invested and supported. We will continue refining our outreach and support systems to ensure students and their families are not only aware of but also actively engaged in the full range of services available to them.|One of our continued strengths in engaging students, particularly within our adult High School Diploma (HSD) program, is creating a welcoming and supportive school environment. Student feedback consistently affirms that CAC staff are committed to student success, and we take pride in cultivating a community where students feel seen and supported. However, as our enrollment grows and we welcome an increasingly diverse student body, we recognize the need to enhance transitional support for underrepresented families and students navigating academic re-entry and the path toward college and career readiness.  To improve engagement with underrepresented families identified through our self-reflection process, we will continue to expand our targeted supports, including Spanish literacy and ESL courses, active case management, and culturally responsive outreach. We are also working to strengthen two-way communication by using multiple platforms, including texts, phone calls, printed materials, and in-person meetings to reach families in their preferred language and format. Additionally, we aim to increase collaboration with community-based organizations that serve immigrant, low-income, and multilingual families. These efforts will help ensure that families who have traditionally been underserved feel informed, empowered, and equipped to support their academic journey.|The Career Advancement Charter is committed to working as a community partner and functions as an active GOAL consortium member with our Adult Education partners at Cabrillo Community College, the Workforce Development Board, and the local school districts. We continue to enhance our relationships with community programs for basic needs such as food, health care, childcare, mental health, and housing, as well as external educational organizations and opportunities for our students. We are able to provide support for a number of students individually as the need becomes apparent. Staff members are knowledgeable about community resources and have experience making referrals and connections. We are partnering with our COE Student Services department to hire a full time mental health counselor for the upcoming school year.|A CAC focus area to build partnerships for student outcomes is to increase access and capacity to serve students through community engagement and outreach; with an emphasis on partnerships, sustainability, and centering student voice. We will also continue to work on expanding program offerings and design programming that works for our adult learners with a focus on relationship building, resource connections, and culturally responsive and diverse opportunities for students. Another focus area will be improving family engagement through providing more opportunities for family learning. An engaged student provides a foundation of success for attendance and academic achievement. Additionally, providing relevant professional learning options for all staff is a continued identified area of need that will support our team in our continuous improvement efforts. While individual support is helpful, we also will focus improvement on systematizing advocacy that is provided in the CAC. A specific focus area from our WASC Self-Study process is to work more closely with our internal COE Educational Services to provide professional learning opportunities for the staff.|We will work to expand diverse resource connections within the CAC by hosting college/career fairs, health and wellness support, and family resource events. We will dedicate planning time to research and identifying new community connections, sustainability, and opportunities for growth. We will focus outreach efforts on new community partners to create new relevant programming, with a particular emphasis on opportunities for our system-impacted students in the correctional facilities and at the adult probation centers. We are working intentionally with the Sheriff's Office to provide additional programming in the locked facilities. Additionally, we will continue to put students at the center and incorporate their feedback into our planning and delivery of services.|The CAC leadership partners with Cabrillo College, Watsonville Aptos Santa Cruz Adult Education, Santa Cruz City Schools, and the Workforce Development Board as part of the Greater Opportunities through Adult Learning (GOAL) consortium. As a collective group, we are committed to improving and increasing educational opportunities for adult learners in our county. Our commitment is to meet student needs, sustain and expand program offerings, and provide a continued collective effort to design programming that works for our adult learners. This commitment will focus on resource connections, cultural responsiveness, diverse opportunities for students, and meeting them wherever they are on their educational journey. The Transition Support team has made great progress in collaborating and working to support adult students countywide. They meet regularly and represent the different Adult Education agencies in the county, working together to promote student transition success.|We engage our students throughout the year through surveys, small group meetings, and CAC newsletters. A focus area for the following year is refining our survey and discussion questions and sending them out more frequently. We will continue to leverage student participation in our Advisory Committee to create opportunities for authentic dialogue and feedback.|To improve engagement of underrepresented families in decision-making processes, the Career Advancement Charter (CAC) is committed to identifying and developing new opportunities that support student transitions to employment and post-secondary education. We actively collaborate with community partners and educational institutions to strengthen pathways for all students, with particular attention to those who have historically faced barriers to access and engagement.  Building on these efforts, we will create more structured opportunities for underrepresented students to share their perspectives through focus groups, surveys, and open forums during student orientation and advisory meetings. We are also exploring ways to involve families in program design discussions, especially in areas such as career technical education, adult education, and wraparound services. By intentionally creating space for all voices, especially those often left out, we are working to make our decision-making processes more inclusive, transparent, and reflective of the communities we serve.|4|4|5|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
44104474430252|Pacific Collegiate Charter|3|Pacific Collegiate School is a school of choice for our families. Pacific Collegiate School provides a number of opportunities for families to learn more about the school and support their children in their education. Families are encouraged to participate in a school information session prior to enrolling, and then once enrolled to participate in new family orientation to learn about engagement strategies and opportunities available at PCS. Each year, we have a Welcome Back BBQ, Back tok School Night, and Curriculum Nights to help families to support their students in making strong course selections and accessing the services students need to achieve success. Our Parent Volunteer Association is active and recruits parents to participate both on and off campus in a variety of activities, from family educational events to volunteer activities to support the mission and vision of PCS. Families are also invited to a wide variety of school events, from community dinners organized by student government to student exhibitions of their science fair project. Finally, we provide training to teachers both on the importance of involving families into education and provide supports to ensure positive communications with families.|From our recent WASC accreditation review and annual parent surveys, we have determined that PCS would benefit from better communication and engagement with families regarding Vision Mission and Values, Strategic Planning, LCAP development, and other decision-making and resource allocation processes.|PCS is currently implementing a plan to ensure that all materials published for families are available in both English and Spanish. PCS has a Community Development Coordinator who is responsible for supporting multingual families 2025-26 Local Performance Indicator Self-Reflection for Santa Cruz County Office of Education Page 11 of 17 and community outreach. Furthermore, our Diversity, Equity, and Inclusion task force, which includes family members of varied backgrounds, analyzes school data to determine areas of growth for PCS in terms of developing relationships with all PCS families, particularly from underserved populations.|Educational partners are reporting the need for expanded opportuities to share input and participate more fully in school activities. This is particularly true for families whose home language is other than English.|PCS will be continuing to work on improving communication between educational partners to be sure all parents and caregivers can access school communication in ways that are efficient, effective, and communicates a culture of care. This will involve continuing to fund a Bilingual Community Liaison, ensuring that communications from school are translatable, and that live interpretation services are available at meetings with educational partners.|PCS will be conducting targeted outreach and offering extra support and programming to ensure the engagement of traditionally underrepresented families, including mulyilingual families, those who will be First to College, and those who are Socioeconomically Disadvantaged.|Educational partners are reporting the need for expanded opportuities to share input and participate more fully in school activities. This is particularly true for families whose home language is other than English.|PCS engaged a wide variety of educational partners in our LCAP development and WASC accreditation work during the 2023-2024 school year. Through this work, the school identified more opportuntiies for multi-stakeholder engagement in school decision-making and set goals for creating additional opportunities for family and caregiver engagement.|PCS administration will conduct targeted outreach and offering unique opportunities for traditionally underrepresented families to provide input that will inform school decision-making during the 2025-2026 school year.|3|3|3|3|4|4|4|3|4|4|4|4|Met||2025-06-04|2025
44697320000000|Bonny Doon Union Elementary|3|Our staff prides itself on building relationships with our families and community.  Our website is available to families in their home language, provides weekly updates to current families, and monthly updates to our entire community.  Additionally, we welcome family and community volunteers to share their skills and interests with students.|While this is an area of strength, we will continue efforts to increase readership of our weekly updates (currently at 81%).|This is a strong aspect of Bonny Doon School.  We continue to remove obstacles and improve efforts to create a trusting, respectful and thoughtful community.|BDUESD has worked hard to create and adapt communication approaches and systems to increase family engagement.  We continue many of the pandemic-related communication approaches, which received positive feedback.  Additionally, we made improvements to our school communications (all-call) systems and email notification systems.|Our school will continue to focus efforts for creating a culture of belonging for all students.|We will continue to reach out to underrepresented families for engagement and advocacy.|Our efforts to provide a range of opportunities from communications to meetings to conferences allows our families multiple avenues and approaches to provide input.|BDUESD believes strongly that including all stakeholders in the decision-making process.  A continued goal in this year's LCAAP is focused on community engagement.  A hallmark of Bonny Doon School is family engagement, and we recognize that student success is improved with strong home-school partnerships.|We will continue to reach out to underrepresented families for input, engagement and advocacy.|5|5|4|5|4|4|5|5|4|4|4|4|Met||2025-06-12|2025
44697570000000|Happy Valley Elementary|3|Happy Valley Elementary School District Staff work very closely with the families and communities in Happy Valley.  Many families volunteer on a regular basis in the classroom and on the school grounds.|The LEA representatives will continue to be present at Parent Club Meetings, and encourage attendance at Board Meetings.  Monthly newsletters are sent out, and teachers and staff respond promptly to parent communications.|Because of small class sizes and overall small school enrollment, teachers and staff regularly communicate and meet with families.  Although the percentage of underrepresented families is small, the school makes a concerted effort to connect with these students and their families.|The last survey indicated that 97% of families feel that the staff responds appropriately to concerns and questions. 97% of families feel that the newsletter and communications are informative and useful, an increase from the year before.|Happy Valley holds SST meetings when needed.  Staff communicate regularly with parents, and on an individual basis as needed.|Happy Valley staff will continue to put underrepresented families at the forefront of prioritization.  Services include intervention, English learner services, and extra-curricular opportunities.|The Happy Valley Parent Club meetings are attended by the administrator, and teacher representative, and parents. Representatives from Parent Club work with the administrator to create and review the yearly survey.|Because HVS is such a small school district, the parent club provides the most opportunities for parents to be involved.|Happy Valley staff reach out to underrepresented families specifically to ensure they are aware of services for their children, including extracurricular activities, summer opportunities, intervention and English learner support, and funding.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
44697650000000|Live Oak Elementary|3|Educational partners have indicated the following on our Winter, 2023 Community Schools Survey: *Services needed by families are provided in the languages that families need: 97% *The school responds in a timely manner to guardian concerns and needs: 90% *Educators, community members, school personnel, and administrators demonstrate trusting relationships with families: 95% *Student voice and choice inform program offerings, after-school programming, weekend activities, and summer school: 89% Families feel included. They have noted that they are provided a space to come share their thoughts and participate. Following are areas of strength: *Welcoming environments at the beginning of the school day *All schools have family liaisons that spend time with families each day answering questions or concerns *School partners also expressed great enthusiasm for all of the family activities and events that were created *Developing student voice at each school site has also been an effective tool in further developing our cultural competency.|During meetings with the families, that helped write the original actions and services during the 22/23 school year, the need for a strategic plan for family engagement emerged. The district drafted and built the Family and Community Engagement (FACE) plan in partnership with families and community stakeholders. The framework for the plan is based upon the following high leverage engagement strategies: *Welcoming environments *Effective communication *Resources and opportunities *Shared responsibilities and leadership. The steering committee of the original goal four, Racial Justice and Equity (RJE), believed that including the work done in that committee should be included in the FACE plan. This work has now been included in the plan. This focus of RJ&E, will be about elevating student voice across the district. Due to the mandated LOSD Fiscal Stabilization Plan, as well as not being a recipient of the Community Schools Grant, many monetary/resources needed adjustment. The LOSD Family Liasions and FACE Director positions were no longer continued. In order to pick up these pieces for the district, Del Mar' Principal became a part of the CEI Team and carried on this work.|We will continue to improve engagement in the areas of: *Welcoming Environments: Increasing opportunities for on site involvement including school events *Effective Communication: Regular two way communication between families and school/district in multiple languages *Family and Community Engagement: Increasing student and family school services as well as igniting families to be a part of leadership in community events *Resources for Family Engagement: Establishing pathways for students and parents in the area of elevated voice and opportunities for involvement *Opportunities for Families Within Shared Leadership: Further development of parent leadership, planning, and plan implementation|Educational partners (families, students, and staff) identified the following strengths of the Live Oak School District: * The power of parent-teacher conferences; ongoing communication; and support for addressing academic and/or social-emotional difficulties. *Student Led Conferences * Further Development of family activities and events *On site visits of the superintendent and coffee with the principals 2025-26 Local Performance Indicator Self-Reflection for Live Oak Elementary School District Page 12 of 20 *Superintendent and principals as partners with families *Family Art and Cultural Events *Leadership opportunities for caregivers and families *Making outside service agencies easily accessible to families *Meetings for families regarding their rights as citizens Educational partners (families, students, and staff) also identified the following areas for improvement or continued improvement: * More effective communication regarding the various ways parents can become involved * As an incentive highlight parent involvement in communication and other platforms * Parents would like to continue with training on how to create safe, supportive, age-appropriate spaces for students to discuss issues of race, racism, and equity; using culturally-mindful teaching practices; and cultivating effective, culturally-sensitive school/family relationships|"A focus of improvement will be to offer a professional learning opportunity for staff and administrators entitled: ""Family and Community Engagement: How and When to Build Successful Foundational Relationships Throughout the School Day."" The district will continue to partner with parents to understand and implement the five principles of the Whole Child Framework: * Environments filled with safety and belonging * Powerful and Rich Learning Experiences and knowledge development * Development of skills, habits, and mindsets * Positive developmental relationships * Integrated Wellness supports All district input from educational partners fits within one or more of these principals. Shared responsibilities and leadership is a new action and focus of the plan. For the past three years we have engaged deeply in the work of racial equity and justice. We will incorporate this work, in combination with shared responsibility and leadership, into the district's FACE Plan. We will continue to elevate student voice, especially at the middle school level. All students will be given the opportunity to participate in a teacher led action group that focuses on equity and voice. In addition we will maintain our commitment to welcoming and safe spaces for our BIPOC families and allies across the district in order to continue the elevation of all voices."|We will continue to offer resources to support family engagement and connection in the following ways: Communication continues to be a key focus area in terms of engaging our underrepresented families. Our communication platform, Parent Square, has proved to be highly effective. This platform is easy to use and creates space for two way communication in all languages.Utilizing this platform has been very effective this past school year.|* Parents have been the recipients of many opportunities to be involved in school and district-level decision-making through the new implementation of a community leadership group established by the new superintendent. * At the school level, parents continue to provide input through Home and School Clubs, School Site Councils, and English Language Advisory Councils (ELAC). * The district's active seeking of input from the community, through its' District English Language Advisory Council (DELAC), Information Events, has created open opportunities for leadership.|Educational partners (families, students, and staff) identified the following areas for improvement: * Broader representation of parents and educational partners, at the decision-making meetings described above, is a focus for improvement in order for there to be more diverse voices and perspectives. * More frequent meetings offered will allow for greater input. Earlier notice and context, regarding these meetings, is necessary for partners to prepare in advance. *Input meetings should be throughout the year, not just in the spring, or for specific grant writing. *Families expressed a desire to be a part of leading school wide and district wide events in partnership with Cradle To Career|The district has now utilized the new two way platform for communication, Parent Square. This platform has increased our outreach, as we seek to engage our underrepresented families in participation and decision making opportunities. This improvement will bring diverse and under-served voices. A variety of options for involvement will continue to be developed and offered. Multiple family and community partner events will continue to take place over the 25/26 school year.|4|4|3|5|3|4|5|5|4|5|4|4|Met||2025-06-18|2025
44697650100388|Tierra Pacifica Charter|3|Tierra Pacifica's biggest strength is the relationship between the school and its community. Most parents at Tierra Pacific volunteer on a regular basis. Parent involvement is always voluntary, never required. The scope of possibility for parent involvement is endless. Parents work in government, finance, the office, classrooms, site maintenance, leading electives, gardening, monitoring recess, tutoring, fundraising, grant-writing, diversity work, strategic planning, technology, lunch service, laundry, and anything else that is need.|"• 97% of respondents to the Parent Survey reported that ""Tierra Pacifica offers regular opportunities for  parents to participate in multiple ways.""  • Fewer than 2% disagreed with the statement ""Parent input on school-wide decisions is valued."" • 86% responded positively to ""School-offered parent education (community-wide and classroom meetings,  Positive Discipline classes, Parent Anti-Racism Committee events, etc) are quality opportunities for  learning together.""  • 87% are ""aware of opportunities to engage with TP Governing Board members."" However,  10% said they have never attended any opportunity for parent learning at the School, and 5% claim not to be ""aware  of opportunities to engage with TP Governing Board members."" These are opportunities for improvement."|Tierra Pacifica is a multi-generational community of learners and relationship building is the foundation of our  approach. The school maintains an open and inviting atmosphere for all family members, including grandparents, to  be a part of the school community. Teachers send weekly letters to their students' families sharing updates, asking  for input and inviting participation in classroom activities. Teachers are very skilled at incorporating parents into their  classroom routines and home support jobs, and parent representatives for each classroom are trained to facilitate  voluntary parent participation in a way that works for their family. The main communication tool used at TPCS is an  online community platform called Parent Square. All posts to the community can be translated with one button either  at the sender's end or the user's. The school calendar, important forms and school documents, and a directory are  accessible to all community members there, as well as tools for getting involved.  Tierra Pacifica Charter School is a place where parents are welcomed in and encouraged to participate on every  level. In addition to the meetings and working teams, there are multiple opportunities for parents to interact at school  from musical performances to entrepreneurial fairs to parent education opportunities and more. It is our goal that  every family will feel recognized, appreciated and respected for who they are and what they bring to the diverse  network of relationships that makes our school so strong.  New families at Tierra Pacifica attend an orientation at the beginning of the school year, and 2-3 classroom  meetings, plus 2-3 All School Meetings add to the opportunity for community-building and involvement. Our new Executive Director for 25-26 is Spanish-speaking, which will hopefully serve our Spanish-speaking families  even better.|"At Tierra Pacifica, we know that supporting the whole child means working with their village as well. One critical  practice in addition to regular meetings and parent-teacher conferences is that of the Village Success Meeting.  Village Success Meetings are proactive, solution-seeking gatherings of a student's ""village"" to hear from the most  important people in that student's world. Together, we focus on the student's strengths and challenges and  brainstorm actions the group members can implement as supports. Anyone can call a VSM; parent, teacher or  student. Reasons for calling a VSM are myriad. Every team member can contribute their expert knowledge of the  student, the research, or best practices likely to help. Together we work for successful student outcomes. English Language Learners have an extra large challenge to meet academic goals while simultaneously learning a  new language. We have a VSM for all EL students to ensure steady progress, seek input from families on how the  school is addressing their students' needs and to investigate whether increased support or community resources are  indicated."|Currently the focus is to ensure that Board members are visible and available to parents throughout the year so that  parents feel comfortable talking with them about school issues, ideas or concerns.|"We will have two, optional ""meet with the principal"" teas for parents of English Learners."|Tierra Pacifica employs many ways of engaging parents in school operations, culture, and decision-making. After 26  years of work on how to engage parents, a robust framework has been created. A minimum of two parent meetings  for each classroom are held during the school year where parents are engaged in learning about curriculum and  school practices, are reminded of ways they can be a part of any school day and are asked to collaborate on a  variety of school endeavors from planning to problem-solving. At least two All School Meetings are held each year for the entire parent body which also engage parents in understanding school goals and progress toward these goals.  During this large meeting, parents are organized into small groups for the purposes of effective collaboration and are  asked for feedback that will inform further actions toward our goals.  Another way parents can engage at Tierra Pacifica is through parent teams. Teams are organized and run by  parents to help support the different areas of need in the school. For instance, the school Finance team meets once  monthly to review and refine the work of the Finance Department. Often the team's questions, ideas and research  help to clarify the school's direction on budgetary goals and practices as well as communication of outcomes to the  wider community.  Another example of how parents are integral to school operations is in the progress of our outdoor learning spaces.  At the beginning of the pandemic, parents were invited to join task forces to help our school adjust to all of the new  challenges. One of the task forces decided to look more closely at the possibility of developing learning spaces  around the edges of our campus for additional health and safety. Eventually, this became the Outdoor Classrooms  Team. The Team met throughout the next year and a half, held multiple workdays for any parents who wished to  volunteer, and created five beautiful outdoor learning spaces for our students. Now every class has its own dedicated space that can be used at any time during the school day. Students are still using these spaces well after the  pandemic has ended.  Another parent group contributing to the school's capacity to serve all students is the Parent Anti-Racism Committee  (PARC). The PARC offers experiential learning at each All School Meeting to give every parent an opportunity to  engage in learning about one's own identity and biases. This year they also conducted book groups, attended a  black film festival, and created a lending library for books on anti-racism topics. In addition the group is exploring the  Social Justice standards that our classrooms are currently working on.|Tierra Pacifica continues to strive for the full engagement of our non-English-speaking families. Although language  accommodations are provided at meetings, some of these families are still not attending them. Part of the intent of  the yearly EL VSMs and teas is to gain a better understanding of how to make meetings feel more meaningful and  accessible to these families.|"The school will hold two ""meet with the principal"" teas for parents of English Learners."|4|5|5|5|3|4|5|5|4|5|4|4|Met||2025-05-13|2025
44697730000000|Mountain Elementary|3|97% of respondents to the Spring Parent Survey report feeling welcomed at Mountain. 100% fine school communications useful. 95% have attended 3 or more school events in the last year. 100% report that staff responds appropriately to questions or concerns. 97% of parents fel their students emotional needs are met and that they are safe on campus.  100% believe their children are treated respectfully by adults and 97% state their children are comfortable asking adults for help.|An are of focus for improvement in building relationships between schools and families would be increased communication on best practices for responding to negative student behavior. Some families believe the school overlooks bad behavior or over pathologizes when student act out, rather than assign consequences. More information and communication about our positive discipline policies may mitigate some of these misunderstandings.|Mountain will continue to offer translation of school communications, offer multiple means of participation in school meetings and events, such as afternoon, evening and zoom meetings as well as child care to increase participation from underrepresented families.|Parents had high rates of satisfaction on the Spring Survey on feeling connected to the school and teachers. They rated teacher responses to questions and concerns at 100%. We have high rates of participation in fall conferences, Back to School Night and Open House.|Parents indicated on the survey that they would like more regular updates on standards, curriculum highlights and student progress and performance between report card cycles.|Underrepresented families have high rates of participation in partnering with the school to build student outcomes. We will continue offering translation, a variety of means to communicate student progress with families, and multiple way for families to participate in conferences and other school events.|Mountain has a small, dedicated group of parent who actively participate in many advisory groups, Parent Club, School Site Council, etc. They provide valuable input on decisions being made by the LEA.|Mountain would benefit from more participation from parents and educational partners. We find it's the same small. group who are on all the committees, etc., and it would benefit the LEA to have more diverse participation. We will continue to enhance our methods for seeking participation, through newsletters, presentations at school events, classroom communications.|It is the goal of the LEA to seek increase representation from all groups on campus, including underrepresented families. We have not been successful in attracting diverse groups to take active roles in committees who are advising the superintendent. In addition to increased marketing to invite participation, we will continue to offer multiple times and methods of meeting to attract more families.|5|5|4|5|5|3|4|4|4|3|4|3|Met||2025-06-12|2025
44697810000000|Pacific Elementary|3|As a small school, staff and families get to know each other well. Occasionally, language is a barrier, but bilingual staff will translate. There are multiple opportunities for family members to volunteer, including older siblings who have graduated return to volunteer.|The school's seeks to improve relationships with working parents who aren't able to spend much time on campus. Both the school and the teachers use several methods of communication to keep parents informed. Some community-building events are held in the evening so everyone can attend.|Pacific seeks to increase the number of staff who are bilingual in Spanish & English in order to include monlingual Spanish-speaking parents.|Each teacher meets with each family in order to review report cards. The school hosts Back-to-School and Open House each year. The SST and IEP teams review student progress with parents at least each year. Staff also meet informally with parents on a frequent basis about all sorts of topics.|There are a few families with busy parents with whom we could have closer relationships.|The students who are most in need of an effective staff-parent partnership tend to have the parents who are most difficult for staff to meet with. In these rare cases, we try to visit the family in their homes.|The Board, School Site Council, and Pacific School Foundation meetings are all open to everyone to attend, and their meetings are publicized.|Participation is the biggest challenge. Sometimes each of the above entities struggles to find people willing to serve as officers, attend meetings, and take on tasks.|"""Shoulder-tapping"" is the most effective way to recruit new members, officers, and participants."|5|5|4|5|5|4|5|5|4|4|4|4|Met||2025-06-18|2025
44697990000000|Pajaro Valley Unified|3|PVUSD continues to make significant progress in building relationships and partnerships between school staff and families. The following strengths and progress can be observed:  Site Family Engagement Plans: Each school site has developed a plan based on identified standards supporting increased engagement and partnership between families and schools. These plans are based on metrics including our Youth Truth survey and more. Collaborative Partnerships: PVUSD has successfully fostered collaborative partnerships with various educational stakeholders, including parents, guardians, and community organizations. These partnerships have led to increased engagement and involvement of families in the educational process. This includes leadership groups such as the District Advisory Council, DELAC and our participation in the California Engagement Initiative. We also had 10 sites and 2 departments participate in the Family Engagement Leadership Initiative. This work will be continuing for 25-26 as schools are trained to deeply listen to families through circles and fishbowl activities. Communication Strategies: PVUSD has implemented effective communication strategies to bridge the gap between school staff and families. These strategies include regular newsletters, parent-teacher conferences, and interactive platforms, such as online portals or apps, that allow parents to stay informed about their child's progress and school events. Examples include Peachjar, Parentsquare, Smore, and more. PVUSD has recently moved to ParentSquare to align messaging to families. We also provide office hours and a hotline for Mixteco -speaking families. Parent Involvement Programs: PVUSD has developed and implemented parent involvement programs that encourage families to actively participate in their child's education. These programs have included workshops, training sessions, and volunteering opportunities, enabling parents and caregivers to contribute to the school and district community and feel valued as partners in their child's learning journey. PVUSD also organizes two Saturday conferences for families and supports various literacy nights across the schools.    Cultural Sensitivity: PVUSD has demonstrated a commitment to cultural sensitivity and inclusivity by recognizing and respecting the diverse backgrounds, languages, and perspectives of families. This approach helps to build trust and strengthens the relationships between school staff and families from different cultural, linguistic, and socioeconomic backgrounds.  Supportive Resources: PVUSD has provided families with access to supportive resources, such as counseling services, family support centers, and community outreach programs. These resources aim to address the unique needs and challenges faced by families, fostering a sense of support and understanding within the school community. A highlight of this is our Family Engagement and Wellness Center, which continually expands its offerings to our community ba|PVUSD has identified certain focus areas for improvement in building relationships between school staff and families. These areas require attention and targeted efforts to enhance the partnership between schools and families. Some of the focus areas include: Communication Enhancement: The analysis indicates a need for improving communication channels and practices between school staff and families. This may involve exploring additional methods of communication, such as supporting families in utilizing existing technology platforms, making more direct connections with families, identifying leaders among parents that can inform others, and implementing regular updates to keep families informed about school activities, student progress, and important events. This need is one of the reasons we have adopted the ParentSquare platform. Outreach to Underrepresented Groups: The data highlights a gap in engagement with underrepresented groups within the school population. PVUSD recognizes the importance of reaching out to these families and ensuring their voices are heard. Strategies could include targeted outreach initiatives, culturally and linguistically responsive pedagogy training for staff, and creating a welcoming environment that fosters inclusivity and understanding. To resolve this gap we will redouble our efforts to proactively work with our Mixteco-speaking community. This year we help meetings for this community including an LCAP input session. Family Engagement Programs: The analysis suggests the need for further development and expansion of family engagement programs. PVUSD acknowledges the significance of involving families in their child's education and aims to provide more opportunities for meaningful participation. This may involve organizing workshops, seminars, or events that empower families to actively contribute to their child's learning journey and school community. Our goal is to move this out of the district office and into more sites themselves. This in the reason we have 10 sites participate in the FELI and will host another cohort next year. Building Trust and Collaboration: The analysis reveals a desire for stronger trust and collaboration between school staff and families. PVUSD recognizes the importance of fostering a positive and supportive relationship. Efforts may include establishing regular opportunities for dialogue, creating avenues for feedback and input from families, and implementing strategies to address any concerns or barriers that may hinder trust-building efforts. Professional Development for Staff: The analysis suggests that providing professional development opportunities for school staff in relationship-building and family engagement skills is crucial. PVUSD aims to invest in training programs and workshops that equip staff with the necessary tools and knowledge to effectively engage with families, understand diverse perspectives, and promote a culture of inclusivity. We intend to add a PD strand of Family|To improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families, PVUSD will undertake several initiatives based on the analysis of educational partner input and local data. These initiatives aim to address the specific challenges faced by underrepresented families and promote a more inclusive and supportive school environment. Here is a brief description of the PVUSD’s planned actions: Culturally and Linguistically Responsive Pedagogy Training: PVUSD will offer professional development opportunities for school staff focused on cultural competency, sensitivity, and inclusivity. This training will help educators better understand and appreciate the diverse backgrounds, experiences, and needs of underrepresented families. The goal is for all sites to begin this PD in 24-25. Language Support: Recognizing that language barriers can hinder effective communication, the PVUSD will ensure that language support services continue to be readily available. This may include hiring bilingual staff, providing interpretation services during meetings and events, or offering translated materials to facilitate communication with families who have limited English proficiency. We will continue sending out messages in Mixteco whenever possible and maintain our office ours and hotline for Mixteco-speaking families.  Outreach and Communication: PVUSD will implement targeted outreach strategies to actively engage underrepresented families. This may involve utilizing data to identify which families we are not seeing or hearing from, establishing stronger communication channels,  in order to ensure their voices are heard and their perspectives are taken into account. This need is one of the reasons we have adopted the ParentSquare platform. Community Partnerships: PVUSD will continue to collaborate with community organizations and stakeholders that have established connections with underrepresented families. This partnership will help build trust, provide additional support services, and bridge any gaps between the school and the community, ultimately enhancing family engagement. This will be a key part of our Community Schools initiative.  Family Support Programs: PVUSD will develop and implement programs and resources specifically designed to address the unique needs of underrepresented families. These may include workshops on navigating the education system, providing information on available support services, and offering guidance on advocating for their children's educational needs. One program we intend to begin is to bring together a cohort of teachers, ideally at least one from each site, to be lead facilitators of family events based on the needs and wants of site families.  Welcoming School Environment: PVUSD will continue to focus on creating a welcoming and inclusive school environment for all families. This may involve organizing family-oriented events,|Based on the analysis of educational partner input and local data, PVUSD has made significant progress and demonstrated strengths in building partnerships for student outcomes. The following are the PVUSD's current strengths and progress in this area: Collaborative Relationships: PVUSD has established strong collaborative relationships with various educational partners, including community organizations, businesses, non-profit organizations, and higher education institutions. These partnerships have been developed through ongoing communication, mutual trust, and shared goals. Resource Sharing: PVUSD has successfully facilitated resource sharing among its partners. This includes sharing expertise, facilities, and technology. PVUSD has fostered a culture of collaboration, enabling partners to pool their resources and provide enhanced support to students. This will be expanded with our Community Schools Initiative.   Data-Driven Approach: PVUSD has embraced a data-driven approach to building partnerships for student outcomes. It has leveraged local data to identify areas of need, track progress, and evaluate the impact of partnership initiatives. By utilizing data, PVUSD makes informed decisions and allocate resources strategically to maximize student success. Community Engagement: PVUSD has actively engaged the local community in its partnership efforts. It has involved parents, guardians, and community members in decision-making processes, seeking their input and feedback. This can be seen in our continued use of Youth Truth and our LCAP input sessions. PVUSD recognizes the importance of community involvement in shaping educational programs and ensuring they align with local needs and values. One highlight this year was with the expansion of our DAC team in it's role as a leading advisory committee to inform LCAP development.  Continuous Improvement: PVUSD has demonstrated a commitment to continuous improvement in building partnerships for student outcomes. It regularly seeks feedback from partners, conducts evaluations, and adjusts strategies based on lessons learned. This iterative process allows PVUSD to refine its approach and strengthen its partnerships over time. Overall, PVUSD's current strengths and progress in building partnerships for student outcomes reflect a proactive and collaborative approach. By leveraging these strengths and continuing to foster strong partnerships, PVUSD is well-positioned to enhance student outcomes and create a supportive educational environment.|Based on the analysis of educational partner input and local data, PVUSD has identified the following focus areas for improvement in building partnerships for student outcomes: Stakeholder Engagement: PVUSD recognizes the need to enhance stakeholder engagement in building partnerships. While we do have an extensive list of existing partnerships, there is room for improvement in actively involving all relevant stakeholders, including parents, guardians, community members, and students themselves. Strengthening communication channels and soliciting feedback from these stakeholders can help ensure their perspectives are considered in partnership initiatives. Alignment with Student Needs: PVUSD aims to improve the alignment of partnerships with the specific needs of its students. The analysis of local data has highlighted areas where students require additional support or resources. By identifying these needs and seeking partnerships that directly address them, PVUSD can better meet the diverse needs of its student population and enhance student outcomes. Equity and Access: PVUSD recognizes the importance of addressing equity and access issues in partnership building. The analysis of data has revealed disparities in access to resources and opportunities among different student groups. To promote equitable outcomes, PVUSD aims to foster partnerships that prioritize providing equal access to high-quality education, resources, and support services for all students, regardless of their background, primary language, or circumstances. Outcome Evaluation: PVUSD aims to improve its evaluation process for partnership initiatives to better assess their impact on student outcomes. While PVUSD has established partnerships, it is important to measure the effectiveness of these collaborations in improving student achievement, engagement, and overall well-being. By collecting and analyzing data on partnership outcomes, PVUSD can identify successful strategies and make data-informed decisions to guide future partnership efforts. By focusing on these improvement areas, PVUSD aims to strengthen its partnerships for student outcomes, ensure equity and access, and continuously enhance its collaborative efforts. Through targeted strategies and a commitment to data-driven decision-making, PVUSD aims to create a more robust network of partnerships that effectively support its students' success.|PVUSD is working to improve the engagement of underrepresented families in relation to building partnerships for student outcomes. The following outlines how PVUSD intends to address this issue: Culturally and Linguistically Responsive Practices: PVUSD recognizes the importance of implementing culturally and linguistically responsive practices to engage underrepresented families effectively. The district will prioritize understanding and respecting the diverse cultural backgrounds, languages, and values of these families. By incorporating culturally responsive strategies into partnership initiatives, PVUSD aims to create an inclusive and welcoming environment that fosters meaningful engagement. Language Accessibility: PVUSD acknowledges the significance of language accessibility in engaging underrepresented families. The district will work towards ensuring that information, communication, and resources are available in languages spoken by our families. This may include translating important documents, providing interpretation services during meetings and events, and utilizing multilingual staff or community volunteers to bridge language barriers. We will also continue expanding our opportunities for engagement with all our families with events like our Mixteco nights and continue with office hours and our Mixteco hotline. Targeted Outreach: PVUSD plans to implement targeted outreach efforts to specifically reach underrepresented families. This will  involve partnering with community organizations that have existing relationships with these families, conducting outreach events or workshops in culturally relevant locations, and utilizing multiple communication channels, such as social media, local newspapers, and community bulletin boards. Parent Education and Empowerment: PVUSD recognizes the importance of empowering underrepresented families by providing them with information, resources, and opportunities for skill development. The district will offer parent education programs, workshops, and training sessions that cater to the specific needs and interests of these families. By equipping parents with knowledge and skills, PVUSD aims to enhance their capacity to actively participate in their children's education and engage in partnership initiatives. Feedback and Collaboration: PVUSD is committed to actively seeking feedback from underrepresented families and involving them in decision-making processes. The district will create avenues for families to share their perspectives, concerns, and suggestions regarding partnership initiatives. PVUSD will use this feedback to continuously improve engagement strategies and ensure that the voices of underrepresented families are heard and valued. Through these targeted efforts, PVUSD aims to improve the engagement of underrepresented families in building partnerships for student outcomes. By addressing cultural and linguistic barriers, providing targeted outreach and support, and empowering families, PVUSD|PVUSD's Strengths: PVUSD  participated in the Family Engagement Institute, a collaborative committed to family and community engagement. This honor has highlighted some of our promising practices and provided a platform to deepen our listening skills to ensure that all members of our community are feeling heard and welcomed to provide input and share their assets. In addition, over the last four years, PVUSD has provided many opportunities for all stakeholders to provide such input. With surveys, digital and paper, we have asked many crucial questions to help guide our decisions and actions. One example is the Youth Truth Survey, which gives us metrics to see how we are progressing with key areas like how families feel upon entering our schools. Our town halls and workshops are responsive to community needs and requests. One such series is our Mixteco Parent Night, as well as our Newcomer family night series. All sites have developed Family Engagement Plans that highlight the significance of reciprocal communication and input. We have also expanded our DAC and will continue to utilize this and other opportunities to ensure that decisions are made with substantial input from all stakeholders.|Areas for Improvement: The main area for improvement in seeking input from all stakeholders is both to ensure that all staff members have the professional learning opportunities to support and engage all families and to ensure that we build opportunities to have all stakeholders participate in the planning, designing, implementation, and evaluation of activities and initiatives.|PVUSD is working to improve the engagement of underrepresented families in relation to building partnerships for student outcomes. The following outlines how PVUSD intends to address this issue: Culturally and Linguistically Responsive Practices: PVUSD recognizes the importance of implementing culturally and linguistically responsive practices to engage underrepresented families effectively. The district will prioritize understanding and respecting the diverse cultural backgrounds, languages, and values of these families. By incorporating culturally responsive strategies into partnership initiatives, PVUSD aims to create an inclusive and welcoming environment that fosters meaningful engagement. Language Accessibility: PVUSD acknowledges the significance of language accessibility in engaging underrepresented families. The district will work towards ensuring that information, communication, and resources are available in languages spoken by our families. This may include translating important documents, providing interpretation services during meetings and events, and utilizing multilingual staff or community volunteers to bridge language barriers. We will also continue expanding our opportunities for engagement with all our families with events like our Mixteco nights, Mixteco Hotline and office hours.  Targeted Outreach: PVUSD plans to implement targeted outreach efforts to specifically reach underrepresented families. This will  involve partnering with community organizations that have existing relationships with these families, conducting outreach events or workshops in culturally relevant locations, and utilizing multiple communication channels, such as social media, local newspapers, and community bulletin boards. Parent Education and Empowerment: PVUSD recognizes the importance of empowering underrepresented families by providing them with information, resources, and opportunities for skill development. The district will offer parent education programs, workshops, and training sessions that cater to the specific needs and interests of these families. By equipping parents with knowledge and skills, PVUSD aims to enhance their capacity to actively participate in their children's education and engage in partnership initiatives. Feedback and Collaboration: PVUSD is committed to actively seeking feedback from underrepresented families and involving them in decision-making processes. The district will create avenues for families to share their perspectives, concerns, and suggestions regarding partnership initiatives. PVUSD will use this feedback to continuously improve engagement strategies and ensure that the voices of underrepresented families are heard and valued.  Through these targeted efforts, PVUSD aims to improve the engagement of underrepresented families in building partnerships for student outcomes. By addressing cultural and linguistic barriers, providing targeted outreach and support, and empowering families, PVUSD seeks to create a m|4|4|3|5|3|5|4|3|3|4|4|3|Met||2025-06-25|2025
44697990117804|Ceiba College Preparatory Academy|3|Strong Communication Systems: Ceiba consistently communicates with families through multiple platforms, including ParentSquare, weekly bilingual newsletters, physical flyers, emails, and social media. All messaging is accessible in both English and Spanish, ensuring language is not a barrier to information.  Staff Capacity to Build Trust: Ceiba has invested in staff development to build trusting and respectful relationships. Teachers, administrators, and support staff receive ongoing training in family engagement, cultural competency, and positive communication strategies, helping them better understand and support diverse families.  Dedicated Family Engagement Staff: Ceiba employs both a Parent Engagement Coordinator and a Director of Parent and Student Engagement who provide personalized outreach, help families navigate school systems, and connect them with community resources such as technology access, wellness services, and parenting programs.  Welcoming and Inclusive Environment: The school hosts culturally relevant events like Noche de Familia, Día de los Muertos, and Banda Night that honor students' backgrounds and create welcoming spaces for families. These events foster community and celebrate student identity.  Two-Way Engagement and Voice: Ceiba actively involves families in decision-making through Spanish-led School Site Council meetings, surveys, and focus groups. Families report feeling that their voices matter and are increasingly involved in shaping school practices and priorities.  Responsive Support Structures: Ceiba provides targeted workshops on topics such as college readiness, academic expectations, digital literacy, and social-emotional learning. Parent-teacher conferences and check-ins are regular and responsive to student needs.  Positive Family Feedback: Survey data and direct feedback indicate families appreciate staff approachability, consistent communication, and genuine care for their children’s well-being and success. This trust has contributed to long-term partnerships, particularly with families who have been part of Ceiba since 6th grade.  Summary: Ceiba’s progress reflects an intentional, equity-centered approach to building relationships with families, supported by strong communication, dedicated staff, and inclusive community-building efforts. These relationships are foundational to student success and continued school improvement|Based on the analysis of May 2025 YouthTruth survey data and educational partner input, Ceiba has identified several key focus areas for improvement in building relationships between school staff and families:  1. Strengthening Adult-Student Relationships: Only 31% of students reported positive relationships with school staff, and just 33% of 9th graders felt that adults treated students with respect. These perceptions suggest a need to improve how staff connect with and support students, and by extension, how families perceive those relationships.  Improvement Plan:  Ceiba will enhance professional development around relational trust, empathy, and restorative practices.  Launch a structured Homeroom Program where each student is paired with a trusted adult for weekly check-ins, building consistent relational touchpoints.  Reinforce staff training in trauma-informed and culturally responsive communication to foster respectful, inclusive interactions.  2. Enhancing Two-Way Communication: While Ceiba provides consistent information, families expressed a desire for more opportunities to provide input and receive timely, personalized responses.  Improvement Plan:  Implement feedback tools such as recurring surveys, online suggestion boxes, and post-event evaluations.  Establish clearer follow-up protocols for staff to address family concerns and questions.  Expand listening sessions and town halls to amplify the family voice, particularly for underrepresented groups.  3. Increasing Participation from Underrepresented Families: Despite strong outreach efforts, some groups, particularly non-English-speaking families and those new to the school, remain under-engaged.  Improvement Plan:  Offer workshops and school events at flexible times (evenings/weekends) with childcare and food provided.  Conduct one-on-one intake interviews with all new families to build early trust and identify needs.  Strengthen partnerships with community organizations to support family advocacy and connection.  4. Rebuilding School Enjoyment and Climate: Only 19% of students reported enjoying school most of the time, and 24% rated school culture positively. These student experiences deeply impact how families perceive the school environment.  Improvement Plan:  Center student and family voice in culture-building initiatives.  Create more celebratory and community-driven events that recognize student success and identity.  Use student and family feedback to redesign engagement efforts that are affirming, relevant, and joyful.  To deepen trust and build stronger partnerships with families, Ceiba is focused on improving staff-student relationships, expanding two-way communication, increasing outreach to underrepresented families, and fostering a more positive, inclusive school culture that students and families feel proud to be part of.|Based on the self-reflection process and input from educational partners and local data—especially YouthTruth survey results—Ceiba College Preparatory Academy has identified actionable strategies to improve engagement of underrepresented families, particularly those from non-English-speaking households, low-income backgrounds, and families new to the school community.  1. Culturally Responsive Outreach Current Challenge: Some families feel disconnected due to language barriers or limited familiarity with the school system.  Planned Actions:  Provide all communication in both English and Spanish, with expanded use of bilingual staff and real-time interpretation services at events and meetings.  Strengthen the role of the Parent Engagement Coordinator and Director of Parent and Student Engagement as cultural liaisons who offer personalized outreach and support.  Use home visits and phone calls—rather than emails alone—for high-priority outreach to new or less-engaged families.  2. Flexible and Accessible Engagement Opportunities Current Challenge: Traditional formats and scheduling often exclude working families or those without transportation or childcare.  Planned Actions:  Offer school events and workshops at varied times (including evenings and weekends).  Provide childcare, meals, and transportation support to reduce barriers to participation.  Expand virtual engagement options (e.g., Zoom parent workshops and online town halls) for families who cannot attend in person.  3. Relationship-Based Approaches Current Challenge: Some underrepresented families are hesitant to engage due to limited prior connection with staff or past negative experiences.  Planned Actions:  Conduct one-on-one intake interviews with all new families to build rapport, gather input, and introduce school values and expectations.  Host informal gatherings like “coffee with the principal,” neighborhood meet-ups, or family socials to foster relationships in relaxed settings.  Launch a home visit pilot to increase trust and partnership for students most in need of support.  4. Empowering Family Voice Current Challenge: Underrepresented families often feel their voices are not included in decision-making.  Planned Actions:  Create targeted listening sessions and focus groups specifically for underrepresented families.  Ensure School Site Council, ELAC, and advisory groups have equitable representation, with outreach and support provided to prepare family leaders for participation.  Use parent feedback to co-design workshops and events, ensuring they align with family needs and interests.  Summary: Ceiba is committed to ensuring that every family—regardless of language, income, or background—feels welcomed, heard, and empowered. Through intentional relationship-building, flexible access, and inclusive leadership opportunities, the school will strengthen its partnerships with underrepresented families and promote deeper, more equitable engagement.|Based on educational partner input and analysis of local data, Ceiba College Preparatory Academy has made strong progress in building partnerships that support student outcomes. Several key strengths demonstrate this commitment:  1. Strong Family-School Collaboration Ceiba fosters meaningful collaboration with families through regular parent-teacher conferences, grade-level meetings, and workshops focused on academic success, college readiness, and social-emotional learning. Families report feeling better informed and more confident in supporting their students at home.  Parent workshops (offered in English and Spanish) cover topics like graduation requirements, study habits, and the use of platforms like Schoology to monitor academic progress.  “Assignments at a Glance” and grade updates are consistently shared, supporting transparency and shared accountability.  2. Community and Business Partnerships Ceiba’s Real Life Adventures (RLA) program connects students with local businesses and nonprofits for weekly off-campus learning. These partnerships provide hands-on experience, mentorship, and career exposure that supports college and career readiness.  Community organizations also offer mental health, afterschool, and wellness services, extending learning beyond the classroom.  Partnerships with local YMCAs and other providers offer students opportunities for academic and physical enrichment after school.  3. Higher Education Partnerships Ceiba maintains strong relationships with nearby community colleges and universities, enabling dual enrollment opportunities for students to earn college credit. The school also hosts college readiness workshops, financial aid sessions, and campus visits that demystify the college application process.  These efforts have contributed to sustained high college enrollment rates, even among first-generation students.  4. Teacher Collaboration and Professional Development Ceiba supports student outcomes through a robust Professional Learning Community (PLC) model. Teachers meet weekly for data analysis, lesson planning, and shared problem-solving, with a focus on supporting English Learners and students requiring additional scaffolding.  Instructional coaches and outside consultants guide PD focused on Depth of Knowledge questioning, academic discourse, and standards alignment.  5. Use of Technology to Strengthen Partnerships Ceiba uses tools like ParentSquare and Schoology to keep families informed and connected. These platforms support two-way communication, help families monitor student progress, and provide timely updates about events, interventions, and celebrations.  Summary: Ceiba has built a comprehensive ecosystem of support that includes families, educators, community partners, and higher education institutions,all working together to support student success. These partnerships enhance academic achievement, career readiness, and social-emotional well-being, and reflect the school’s commitment to high expect|Based on analysis of educational partner input and local data, including survey results, focus group feedback, and staff reflection, Ceiba College Preparatory Academy has identified several key focus areas for improvement in building partnerships for student outcomes:  1. Expanding Engagement of Underrepresented Families While many families are engaged, Ceiba recognizes that some underrepresented groups, including non-English-speaking households, newcomers, and families with limited prior involvement in the school system, are less consistently engaged.  Improvement Strategies:  Offer more culturally relevant events and workshops co-designed with these families  Increase the presence of cultural liaisons and interpreters at all events  Provide additional outreach and support for families of English Learners and students with IEPs, including home visits, flexible scheduling, and small-group conversations  2. Broadening Community and Business Partnerships The Real Life Adventures (RLA) program is a strength, but its reach is currently limited in scope. Students and staff have expressed interest in broader internship and mentoring options, particularly in fields like technology, healthcare, and the arts.  Improvement Strategies:  Develop new partnerships with emerging industries, including tech and environmental science  Create a structured mentorship program that pairs students with professionals aligned to their interests  Establish formal agreements (MOUs) with local partners to ensure consistency and accountability  3. Strengthening College and Career Readiness Pathways While dual enrollment and college counseling are in place, Ceiba seeks to increase access and participation, especially among first-generation college-bound students and those needing more academic support.  Improvement Strategies:  Expand dual enrollment offerings to include career-focused electives  Increase college awareness efforts beginning in middle school  Launch targeted programming for first-gen students, including peer mentoring and family-focused workshops on college navigation  4. Improving Feedback and Outcome Tracking Ceiba collects partner feedback but lacks a system to track the long-term impact of partnerships on student outcomes. Stakeholders have also asked for more transparency about how their input is used.  Improvement Strategies:  Use data dashboards to track partnership participation and student outcomes such as internship completion, college credits earned, and workshop attendance  Establish a feedback loop to communicate how family and partner input informs program changes  Create an annual Partnership Impact Report to share successes and areas for growth with the community  5. Enhancing Technology Access and Support Technology is widely used to engage families and deliver instruction, but some families lack access or confidence in using digital tools like Schoology or Zoom.  Improvement Strategies:  Offer digital literacy workshops|Based on the self-reflection process and the analysis of educational partner input and local data, Ceiba College Preparatory Academy has developed a comprehensive plan to improve engagement of underrepresented families in building partnerships for student outcomes. These families include those from non-English-speaking households, low-income backgrounds, new immigrant communities, and families with limited prior experience navigating the U.S. school system. Ceiba recognizes that building meaningful partnerships with these families is essential for advancing educational equity and improving student success.  **1. Strengthening Communication and Access** Ceiba will expand multilingual communication efforts to ensure that all families can access school information and programs. This includes translating all school materials into Spanish and other primary home languages, offering live interpretation services at meetings, and increasing the use of accessible communication tools such as ParentSquare, printed flyers, personal phone calls, and WhatsApp messages. These tools will be used not just for school-wide communication but also for personalized follow-up from staff to families who may need extra support or encouragement to engage.  **2. Offering Flexible and Inclusive Engagement Opportunities** Recognizing that time, transportation, and childcare are major barriers for many underrepresented families, Ceiba will offer school events and workshops at varied times throughout the week, including evenings and weekends. The school will provide on-site childcare and meals during major events and work to secure transportation options for families living in outlying areas. Additionally, more events will be offered in hybrid or virtual formats to allow broader participation for families with nontraditional work schedules or mobility limitations.  **3. Building Relationships Through Personalized Support** Ceiba is implementing more relationship-based outreach to underrepresented families. This includes one-on-one intake interviews for all new families to establish early connections, identify strengths and needs, and ensure they feel welcomed and heard. Staff will increase the use of home visits, community meetups, and small-group coffee chats to build trust in non-institutional settings. The Parent Engagement Coordinator and Director of Parent and Student Engagement will lead this work, using relational strategies that reflect the school’s values of cultural humility, trust, and reciprocity.  **4. Empowering Families Through Leadership and Voice** Ceiba will increase opportunities for underrepresented families to engage in shared decision-making by strengthening the representation and impact of parent voices in School Site Council, ELAC, and other advisory groups. Staff will recruit and train parent leaders from historically marginalized groups to participate in these bodies and co-design agendas with them. Parent focus groups and surveys will be administered|Based on the analysis of educational partner input and local data, Ceiba College Preparatory Academy has demonstrated meaningful progress in seeking input for decision-making by building inclusive structures that encourage stakeholder voice, particularly from families, students, and staff. These efforts have created multiple entry points for participation and have begun to shift school culture toward greater transparency and collaboration.  1. School Site Council (SSC): Ceiba’s School Site Council meets regularly and includes balanced representation from parents, students, teachers, administrators, and classified staff. Meetings are bilingual, ensuring full access for Spanish-speaking families. The SSC reviews and advises on key planning documents, including the Local Control and Accountability Plan (LCAP), and has been instrumental in prioritizing investments such as mental health services, afterschool programming, and academic interventions. Parents report feeling valued and empowered through this forum, and student members have contributed meaningfully to conversations about school climate and learning conditions.  2. Community Schools Advisory Group: As part of its transition to a community school model, Ceiba launched a Community Schools Advisory Group composed of parents, students, staff, and community partners. This group is focused on aligning school services with community needs and has played a critical role in shaping partnerships related to wellness, afterschool programs, and college readiness. The advisory group helped co-develop Ceiba’s community school vision and identified priority areas such as access to health services, increased social-emotional supports, and culturally relevant enrichment opportunities. Its input also directly influenced the development of the Real Life Adventures off-campus learning initiative for high school students.  3. ELAC/DELAC (English Learner Advisory Committee): Ceiba hosts a highly engaged ELAC, and its DELAC participation at the regional level is growing. These groups are led in Spanish and provide a culturally and linguistically affirming space for families of English Learners. ELAC members review reclassification data, ELPAC results, and designated ELD supports, and their input has directly impacted recent curriculum revisions and plans to expand newcomer supports. Parent leaders in ELAC have also provided feedback on family engagement efforts and helped identify communication improvements needed to better serve English Learner families.  Summary: Ceiba’s current strengths in seeking input stem from its commitment to shared leadership and inclusive practices. The School Site Council, Community Schools Advisory Group, and ELAC/DELAC offer families multiple ways to engage in decision-making that affects students and the broader school community. These bodies have led to stronger alignment between school priorities and stakeholder needs, while building trust and ownership among educational partners.|Based on the analysis of educational partner input and local data, the LEA has identified key areas for improvement in strengthening inclusive and consistent engagement with underrepresented families and stakeholders. While existing committees such as the School Site Council, Community Schools Advisory Group, and ELAC/DELAC have laid a strong foundation, the LEA recognizes the need to expand outreach strategies to ensure broader participation from families who face language, cultural, or logistical barriers. Additionally, efforts will focus on enhancing communication channels and providing more accessible forums for input, enabling diverse voices to more effectively influence decision-making processes. These improvements aim to foster greater transparency, trust, and collaboration across the school community.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by implementing targeted outreach efforts that address language, cultural, and logistical barriers. This includes expanding bilingual communication materials and using multiple platforms such as phone calls, texts, and community events to connect with families. The LEA will also provide flexible meeting times and childcare during engagement sessions to increase accessibility. Additionally, partnerships with trusted community organizations will be strengthened to build rapport and trust with families less likely to participate. These steps aim to create a more welcoming environment where all families feel valued and empowered to contribute meaningfully to decision-making processes.|5|5|4|4|4|4|3|3|4|4|4|4|Met||2025-06-17|2025
44697994430229|Pacific Coast Charter|3||||||||||||||||||||||Not Met|||2025
44697994430245|Diamond Technology Institute|3|Diamond Technology Institute has made measurable progress in strengthening relationships between school staff and families. Based on the 2025 YouthTruth survey, 97% of families agreed that teachers and students care about each other, representing a 14-point increase and placing the school in the 96th percentile nationally. Respect for diversity also scored high, with 98% of families indicating the school respects people from different backgrounds, and students echoed this with an 87% positive rating.  These results support LCAP Goal #3: Meaningful Partnerships, which emphasizes building an inclusive school culture with increased family and community collaboration. Through engagement structures such as family nights, teacher communication tools, and inclusion in events, Diamond Tech has created a culture where families feel valued and seen. The school’s growing College and Career Readiness initiatives also reinforce trust, as families report high satisfaction with their children’s preparation for post-secondary pathways.|Despite these strengths, the YouthTruth data identified a gap between student and family perceptions. While family responses showed high care and connection, student perceptions of teacher care dropped by 3% to 77%, and fell from the 87th to the 80th percentile. Additionally, only 49% of families responded to the survey, suggesting underrepresentation of key voices particularly among English Learners (9.8%), students with disabilities (13.7%), and economically disadvantaged students (72.5%).  These gaps highlight the need for deeper, more personalized staff-student connections and improved strategies for reaching underrepresented families. This work connects directly to LCAP Goal #2: Equitable Learning Environments, which seeks to ensure culturally relevant and inclusive relationship-building.|To improve engagement with underrepresented families, Diamond Tech will: -Expand multilingual and culturally responsive communication. -Implement small-group “Family Listening Circles” focused on students with IEPs, English Learners, and low-income families. -Pilot a Family Liaison Program to improve two-way communication and build trust. -Offer flexible in-person and virtual parent workshops tied to college/career readiness and social-emotional supports. These strategies are outlined in the LCAP Goal #3 actions and will be monitored using attendance data, feedback forms, and survey disaggregation.|Diamond Tech continues to build robust partnerships focused on student outcomes. According to the YouthTruth survey:  88% of families believe their child receives a high-quality education, with a strong 95th percentile ranking.  97% of families rated the school as a safe learning environment, placing Diamond Tech in the 96th percentile.  Communication and feedback improved dramatically by 14%, with 85% positive ratings, and a 97th percentile ranking.  These outcomes reflect the school’s commitment to LCAP Goal #1: Student Achievement, which promotes high-quality instruction supported by Multi-Tiered Systems of Support (MTSS). Ongoing partnerships with families, community colleges, and industry leaders further support a-g college readiness, CTE pathways, and Leadership Summits, ensuring families are active collaborators in their students’ educational journeys.|While family feedback shows strong academic trust, student engagement and belonging though improving are areas of continued focus. Only 65% of students reported high academic challenge, and student perception of respect and belonging, while high, has not improved as significantly as family ratings. This suggests the need to better align family partnership efforts with student experience and deepen opportunities for co-created learning plans and advisory.  Also, the limited family survey response rate (49%) indicates a need for more targeted efforts to connect with families who may feel disconnected or underserved by traditional school structures.|"To deepen academic partnerships, particularly with underrepresented families, the LEA will: -Co-create Individual Learning Plans (ILPs) with student-family input. -Provide academic workshops in home languages on CTE pathways, graduation requirements, and college readiness. -Launch a ""Parent Partner"" training program focused on empowering family members from EL, SPED, and low-income subgroups to lead outreach and serve as community connectors. These actions reflect both LCAP Goals #1 and #3 and will be assessed using participation data, multilingual feedback loops, and student performance indicators."|Diamond Tech has made exceptional progress in creating systems for family input. In the YouthTruth survey, family engagement rose 24 points, reaching a 92% positive rating. The percentile rank for communication and feedback rose to the 97th percentile, a result of intentional efforts such as LCAP input forums, student-led conferences, and partnerships with community colleges and industry leaders.  These gains directly align with LCAP Goal #3: Meaningful Partnerships, and reflect successful implementation of shared decision-making structures, including community events, advisory panels, and School Site Council involvement.|Despite this impressive growth, the low overall response rate from families (49%) means a significant portion of voices remain unheard particularly families of English Learners, students with disabilities, and migrant/homeless youth (4%). Additionally, while structures exist, not all families see how their input influences school policy, creating an opportunity to improve transparency and close the feedback loop.|To improve equitable input opportunities, Diamond Tech will: -Expand outreach via translated digital surveys, text alerts, and home visits. -Host quarterly “Community Cafés” in culturally relevant formats to hear directly from underrepresented families. -Publicly share outcomes from family input in “You Spoke, We Acted” reports. -Incorporate student voice through Youth Advisory Panels that include representatives from key student subgroups. These strategies directly respond to both LCAP stakeholder input and YouthTruth data, and are embedded in LCAP Goal #2 and #3 actions.|5|5|5|4|4|4|5|4|4|4|4|4|Met||2025-05-20|2025
44697996049720|Linscott Charter|3|At Linscott Charter School, we prioritize strong, trusting connections with our families. As a small school community, we know that meaningful home-school partnerships are essential to student growth and success. Our teachers maintain open lines of communication with families, regularly sharing both celebrations and areas of concern. The bonds formed during a student’s time at Linscott often extend well beyond 8th grade, reflecting the depth of our community ties.|One of our biggest challenges to parent engagement is increasing meaningful opportunities for our Spanish-only speaking families. Language and time can both be significant barriers. Families may be unable to attend events or meetings due to work schedules, and language differences can make communication more difficult. Ensuring these families are informed, involved, and empowered is essential to fostering equity and strengthening the sense of belonging that defines Linscott. When all families have access to engagement, students benefit both academically and socially.|Based on the analysis of educational partner input and local data, Linscott Charter School is committed to improving engagement with underrepresented families, particularly our Spanish-speaking families, by strengthening relationships between school staff and families. To address the identified gaps, we have contracted with interpretation services and have prioritized the hiring of bilingual (Spanish-speaking) staff across roles to ensure language is not a barrier to communication or connection. All school correspondence is now provided in both Spanish and English, and we are making a concerted effort to reach traditionally hard-to reach families through personalized phone calls and physical notes sent home. These steps are aimed at fostering more inclusive, accessible, and trusting relationships that reflect our school’s values of equity and community.|Based on the analysis of educational partner input and local data, Linscott Charter School demonstrates significant strength in building partnerships for student outcomes through strong, trust-based relationships with families. As a small K–8 school, we pride ourselves on serving entire families—not just individual students—by fostering a welcoming and inclusive environment. Our commitment to maintaining open communication, involving families in meaningful ways, and supporting students both academically and emotionally has resulted in high levels of family engagement and a shared sense of responsibility for student success. Many families remain connected to the school long after graduation, a reflection of the lasting partnerships we build in support of student outcomes.|An area of growth for Linscott in building partnerships for student outcomes would be supporting families during their 7th and 8th grade years. During this time families start to distance themselves from the school, which is developmentally appropriate for their child, but which results in lost opportunities to support and connect with families during this important time.|Linscott strives to improve our relationships and engagement with our families who are not equally represented. We conduct targeted outreach to these families, focusing on building relationships and increasing trust.|Linscott currently has an all-parent governing board, ensuring that families have a direct voice in school policies and decision-making. This structure provides consistent opportunities for input and feedback, reinforcing a strong partnership between families and school leadership.|Linscott has made efforts to establish an English Learner Advisory Committee (ELAC) but has faced ongoing challenges in securing consistent membership. Increasing participation from families of English learners remains a key focus area to ensure their voices are represented in school decision-making.|Linscott administration recognizes the need for more open opportunities to engage families. To improve input from underrepresented families, we will be reintroducing parent feedback evenings. Although these sessions were previously discontinued due to low turnout, we are committed to creating a more inviting and accessible environment to encourage participation and gather valuable feedback.|5|5|4|5|5|4|5|3|4|4|3|4|Met||2025-06-19|2025
44697996049829|Alianza Charter|3|Based on the analysis of educational partner input and local data, one of Alianza Charter School’s current strengths in building relationships between school staff and families is our strong foundation of trust and communication, fostered through our dual language immersion model and deep community roots. Many of our staff are bilingual and bicultural, which helps create more inclusive and meaningful interactions with families. We have made progress in increasing family engagement through consistent communication in both English and Spanish, regular family meetings, community events, and parent education workshops. Feedback from families highlights the welcoming environment at Alianza and the responsiveness of school staff as key areas of strength.|Based on the analysis of educational partner input and local data, Alianza Charter School has identified the need to improve two-way communication and increase opportunities for meaningful family involvement as key focus areas. While families report feeling welcomed, some have expressed a desire for more consistent updates on student progress and increased opportunities to participate in decision-making processes. We are working to strengthen systems that allow families to provide input more regularly and ensure that communication is accessible, timely, and responsive. Additionally, we aim to expand culturally relevant outreach efforts to engage families who may face barriers to participation due to work schedules, language, or other challenges.|Based on the analysis of educational partner input and local data, Alianza Charter School is committed to improving engagement of underrepresented families by creating more inclusive, accessible, and culturally responsive opportunities for connection. As part of this effort, we have been awarded the Community Schools Grant and have hired a Community Schools Specialist who will lead the work of strengthening relationships between school staff and families. This specialist will focus on identifying and addressing barriers to engagement, coordinating wraparound services, and creating spaces for underrepresented families to share their voices and actively participate in the school community. Through targeted outreach, family workshops, and partnership-building with local organizations, we aim to ensure all families feel welcomed, valued, and involved in their children's education.|Based on the analysis of educational partner input and local data, Alianza Charter School’s current strengths in building partnerships for student outcomes include a strong Multi-Tiered System of Supports (MTSS) process, collaborative development of Student Improvement Plans, and ongoing family engagement. Our MTSS framework ensures that academic, behavioral, and social-emotional supports are clearly communicated and implemented in partnership with families. Through regular Student Support Team meetings, parents and guardians are invited to participate in the creation and review of Student Improvement Plans, fostering a shared commitment to student growth. Additionally, parent/teacher conferences and bilingual communication tools strengthen families’ ability to support learning at home. Partnerships with the Santa Cruz County Office of Education and local organizations further enhance our ability to provide targeted interventions and align support systems with student goals. These combined efforts create a strong network of collaboration focused on improving outcomes for all learners.|Based on the analysis of educational partner input and local data, Alianza Charter School has identified the need to strengthen family understanding of academic expectations and provide clearer guidance on how families can support student learning at home as key focus areas for improvement. While we have established structures for collaboration, such as Student Support Teams and Improvement Plans, some families have expressed a desire for more tools, training, and ongoing support to help them engage more effectively in their child’s academic progress. We are working to develop more frequent and accessible communication around student data, increase the availability of bilingual academic workshops, and create more opportunities for families to actively participate in goal-setting and progress monitoring to ensure meaningful partnerships that support student success.|Based on the analysis of educational partner input and local data, Alianza Charter School will improve engagement of underrepresented families in building partnerships for student outcomes by increasing culturally responsive outreach, enhancing communication tools, and expanding family education opportunities. With the support of our newly hired Community Schools Specialist—funded through the Community Schools Grant—we will focus on identifying and addressing barriers that may prevent families from fully engaging in their child’s academic journey. This includes offering more flexible meeting times, providing interpretation and translation services, and hosting bilingual workshops that empower families with strategies to support learning at home. We will also strengthen collaboration through regular progress updates, student-led conferences, and the development of individualized Student Improvement Plans that actively involve families in decision-making. These efforts aim to ensure that all families, especially those historically underrepresented, feel seen, valued, and equipped to support student success.|Based on the analysis of educational partner input and local data, Alianza Charter School’s current strengths in seeking input for decision-making include a strong culture of collaboration and transparent communication with families, staff, and community partners. We actively engage stakeholders through regular surveys, parent advisory committees, and school governance councils that provide meaningful opportunities for input on key decisions. Our bilingual staff and community liaisons help ensure that feedback is accessible to all families. Additionally, educational partners appreciate the school’s responsiveness to their concerns and suggestions, which fosters trust and shared ownership of school goals. These practices have contributed to more inclusive and informed decision-making processes that reflect the diverse needs of our school community.|Based on the analysis of educational partner input and local data, Alianza Charter School has identified the need to increase outreach and engagement of underrepresented families and community members in decision-making processes as a key focus area for improvement. While structures for input exist, some families have reported barriers such as scheduling conflicts, and limited awareness of opportunities to participate. To address this, the school aims to implement more proactive and culturally responsive strategies to invite and support diverse voices, including flexible meeting times, improved translation services, and targeted communication efforts. Strengthening these efforts will help ensure that decision-making truly reflects the perspectives of the entire school community.|Based on the analysis of educational partner input and local data, Alianza Charter School will improve engagement of underrepresented families in seeking input for decision-making by implementing more inclusive and accessible outreach strategies. With support from our Community Schools Specialist, we will actively reach out to families who have historically been less involved by offering flexible meeting times, providing bilingual interpretation and translation services, and creating multiple channels for feedback, such as surveys, focus groups, and informal conversations. Additionally, we will collaborate with community organizations to build trust and encourage participation. These efforts aim to ensure that all families feel empowered and supported to contribute their perspectives, resulting in more equitable and representative decision-making at Alianza.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-05-15|2025
44697996119077|Watsonville Charter School of the Arts|3|Based on educational partner feedback and local data, Watsonville Charter School of the Arts has built strong, trusting relationships between staff and families. Our small-school model allows for frequent, personalized communication. Parent participation remains high through events, conferences, and volunteer opportunities. Use of tools like ParentSquare has increased transparency and engagement. Surveys reflect that families feel welcomed, respected, and heard by school staff.|Analysis of educational partner input and local data indicates a need to strengthen communication with historically underserved families, including English Learners and working parents. While relationships are generally positive, we aim to increase participation in ELAC, improve language accessibility across all platforms, and provide more flexible opportunities for family engagement outside of traditional school hours. Building deeper trust and cultural responsiveness remains a key focus|To improve engagement of underrepresented families, Watsonville Charter School of the Arts will implement more inclusive communication strategies, including increased use of translated materials, in-person interpretation at events, and multilingual outreach through ParentSquare and phone calls. We will offer family events at varied times to accommodate working parents and expand personal outreach efforts to strengthen ELAC participation. Staff will receive training on culturally responsive engagement to build deeper, more meaningful connections with all families.|Watsonville Charter School of the Arts has established strong partnerships with families to support student outcomes through regular communication, goal-setting conferences, and consistent use of academic tools like progress reports and assessments. Educational partners report feeling informed and involved in their child’s learning. Our arts-integrated projects, student showcases, and family workshops have fostered a collaborative culture where families actively engage in academic success|Analysis of educational partner input and local data indicates a need to improve communication about student progress for English Learners and students with academic challenges. Some families expressed a desire for more frequent updates and clearer explanations of how to support learning at home. We are also working to increase parent participation in academic-focused events and ensure that all families feel equipped and empowered to partner in their child’s educational journey.|To improve engagement of underrepresented families, Watsonville Charter School of the Arts will expand access to academic information through translated materials, bilingual family workshops, and interpreter-supported meetings. We will increase personalized outreach to families of English Learners and students needing academic support, and offer more flexible scheduling for conferences and events. Our goal is to ensure all families feel empowered to partner in their child’s academic success.|Watsonville Charter School of the Arts has made progress in creating structures for family and stakeholder input through ELAC, Home & School Club, surveys, and LCAP meetings. Families feel increasingly heard and valued in shaping school priorities. Staff and leadership are actively building practices that include feedback in decision-making, and efforts are underway to ensure greater consistency and participation across all groups, especially underrepresented families.|Based on educational partner input and local data, our focus areas for improvement include increasing the participation of underrepresented families in advisory groups such as ELAC and improving follow-through on how stakeholder input is reflected in final decisions. We also aim to create more accessible and consistent communication channels, ensuring all families understand how their feedback influences school policies, programs, and priorities|To improve engagement of underrepresented families in decision-making, Watsonville Charter School of the Arts will increase personal outreach for ELAC and other advisory meetings, provide interpretation and childcare, and offer meetings at varied times to accommodate working families. We will also use multilingual communication tools to share how family input informs school decisions, building trust and encouraging sustained participation across all groups.|5|5|5|5|4|3|4|3|3|3|3|3|Met||2025-06-02|2025
44698070000000|San Lorenzo Valley Unified|3|Based on educational partner input and local data, SLVUSD’s current strengths in building relationships between school staff and families include increased communication efforts, expanded family engagement opportunities, and stronger collaboration around student needs. Progress has been made through regular family surveys, site-based events, and outreach by counselors and support staff, resulting in improved trust and a more inclusive school culture.SLVUSD has demonstrated strong progress in building relationships between school staff and families, as evidenced by high levels of parent satisfaction and engagement across the district. Survey results show that over 94% of families feel welcomed at school sites, and more than 92% feel well-informed through newsletters and timely communication from teachers and principals. Additionally, over 88% of families report opportunities to give input and feedback, which reflects a commitment to two-way communication. SLVUSD has also expanded family engagement through surveys, LCAP meetings, and community liaison efforts, particularly to support multilingual families. These actions highlight the district’s strength in fostering a collaborative and inclusive school culture where families are seen as essential partners in student success.|SLVUSD’s areas for improvement in building relationships with families include enhancing communication around student academic progress and behavior, especially at the secondary level, where survey data indicated lower satisfaction with timely feedback. Educational partner input also highlighted the need for more culturally responsive engagement strategies to better connect with underrepresented families, such as those who are multilingual, economically disadvantaged, or part of historically marginalized groups. Additionally, the district identified a need to increase parent training opportunities to help families support their children both academically and behaviorally, and to expand channels for ongoing, meaningful feedback beyond annual surveys.|Based on educational partner input and local data, SLVUSD will improve engagement of underrepresented families—such as multilingual, economically disadvantaged, Homeless, and Foster Youth families—by expanding culturally responsive outreach and support strategies. The district will continue partnering with the Cradle to Career (C2C) Community Liaison to increase opportunities for multilingual families to participate in decision-making and school activities. SLVUSD will also offer more parent training sessions focused on academic and behavioral support, delivered in accessible formats and languages. Additionally, the district will develop more site-based family engagement events and improve real-time communication tools to ensure that all families, regardless of background, feel welcomed, informed, and empowered to support their student’s education.|SLVUSD has demonstrated strong progress in building partnerships that support student outcomes by fostering collaboration with families, staff, and community organizations. Survey data reflects high levels of family satisfaction with instructional quality and communication about student learning, with over **90% of families reporting timely responses from teachers and principals**. The district has also expanded **academic supports such as tutoring, credit recovery, and summer programs**, many of which were shaped through parent feedback during LCAP meetings. Additionally, SLVUSD continues to collaborate with **community partners like Cradle to Career (C2C)** and utilize input from student and parent surveys to guide improvements in curriculum, student wellness, and engagement—demonstrating a clear link between stakeholder input and enhanced student supports.|SLVUSD’s key areas for improvement in building partnerships for student outcomes include increasing real-time communication about academic progress, particularly at the secondary level, and providing more consistent updates through platforms like Schoology. Educational partners also identified the need to expand support for underrepresented student groups, including English Learners, Homeless Youth, and Students with Disabilities, by offering more targeted interventions and involving families in planning those supports. Additionally, there is a focus on strengthening family access to progress monitoring tools and training opportunities, so families are better equipped to assist with learning outside the classroom.|SLVUSD will improve engagement of underrepresented families—such as those of English Learners, Homeless Youth, Foster Youth, and Socioeconomically Disadvantaged students—by enhancing outreach through bilingual communication, multilingual family meetings, and community liaison support via the Cradle to Career (C2C) partnership. The district will also offer culturally responsive parent training focused on navigating academic expectations, understanding progress data, and accessing available resources. Additionally, SLVUSD will expand inclusive school events and use survey feedback to tailor engagement efforts that reflect the specific needs of these families, ensuring their voices directly inform actions that impact student outcomes.|SLVUSD has made strong progress in seeking input for decision-making by engaging a wide range of educational partners through surveys, LCAP meetings, site councils, and community forums. In Spring 2024, over 1,300 families participated in surveys, with more than 1,100 open-response comments reviewed by site principals and the superintendent, demonstrating a deep commitment to listening. Additionally, the district expanded student voice initiatives, including superintendent and principal student meetings and feedback sessions. This collaborative approach has helped shape key district initiatives, including academic support programs, SEL strategies, and improvements in communication, showing clear alignment between stakeholder input and district planning.|SLVUSD’s focus areas for improvement in seeking input for decision-making include broadening outreach to underrepresented families, such as multilingual households and families of Homeless and Foster Youth, to ensure their voices are consistently included in planning processes. Input from stakeholders also indicated a need to offer more frequent and varied opportunities for feedback beyond annual surveys, such as small-group discussions, focus groups, and parent workshops. Additionally, SLVUSD aims to strengthen follow-up communication, ensuring families see how their input is used to influence district decisions.|SLVUSD will improve engagement of underrepresented families—such as multilingual, Homeless, Foster Youth, and economically disadvantaged households—by expanding access to linguistically and culturally appropriate input opportunities. This includes leveraging the Cradle to Career (C2C) Community Liaison to facilitate participation in meetings and decision-making processes, offering translated materials, and holding family forums in multiple languages. The district will also implement more frequent, informal opportunities for feedback, such as listening sessions and targeted outreach events, and ensure transparent communication about how input is used to shape policies, programs, and supports that directly impact these student groups.|5|4|4|4|4|5|4|4|4|4|4|5|Met||2025-06-11|2025
44698070110007|Ocean Grove Charter|3|We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family.|An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Another area we are addressing based on educational partner feedback relates to mental health support. We continue to increase supports within our SEL program, while increasing our mental health staffing. Our families consistently ask for more in-person opportunities and have addressed this through offering more events such as family days, park days, field trips, etc.|Due to the personalized nature of our school, our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making related to their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys and educational partner meetings. We are focusing our hiring efforts on increasing the diversity of our cert|We use Title II funding to support teachers with personalized professional development, school-wide training, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis, including a highly attended virtual Curriculum Conference. This conference also saw an increase in attendees this year. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.|The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students.|In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers.|Parents are heavily involved in their child’s individualized learning plan. However, through thoughtful planning and increased opportunities for our families, this has led to more interest in school-wide decision making. Through our efforts, we have made some improvements in this area with more interactive and engaging sessions in an effort to gather more input from our educational partners.|An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. We continue to work towards our goal to improve parent participation in the ELAC by regularly asking for input surrounding curriculum and EL program development. Additionally, we are increasing our targeted supports for our homeless families through personalized support from our McKinney-Vento liaison.|5|4|4|4|5|4|4|3|4|4|3|3|Met||2025-06-11|2025
44698074430179|SLVUSD Charter|3|Based on surveys and local data, SLVUSD Charter's current strengths in building relationships between school staff and families include increased communication efforts, consistent and open-to all governance meetings, and stronger collaboration around student needs.  Annual parent survey data reflects high levels of satisfaction with the avenues available to participate in governance, and with the community-centered culture of the school, with 88.3 of families reporting that they have opportunities to give input and feedback into school decision-making, and 94% of families agreeing or strongly agreeing that their child's program fosters community. SLVUSD Charter continues to receive positive feedback averaging 94% about the improvements made in our communication systems (biweekly Principal's newsletter, weekly program newsletters, public events Google calendar and individual program Google calendars). An average of 94% of survey respondents reported satisfaction with the timely responses  they receive from teachers and the administrator. Student Success Team (SST) meeting procedures have been standardized, and teachers are clear about the process for inviting families to the table to discuss student concerns and work together on solutions. This year we expanded our marketing and reach by advertising in local newspapers and posting flyers at libraries and other community facilities, and as a result attendance at our Spring Info Nights increased and we have experienced an increase in our enrollment percentage site-wide ahead of the new school year, reflecting a positive reputation in our community of a collaborative and inclusive school culture where families are welcomed as essential partners in student success.|Feedback from the annual survey indicates that parents would like to have more timely communication from their child's teachers about academic progress, for example providing more timely progress updates in Schoology and/or feedback on submitted homeschool work samples.  Homeschool families would also like the opportunity to collaborate more, in a structured way, to share best practices and provide mentoring opportunities to new families.|Based on survey input and local data, SLVUSD Charter will improve engagement of under-represented families - such as our socioeconomically disadvantaged families - by expanding outreach and support opportunities. In addition to Math Training for parents through Silicon Valley Math Initiative, a learning opportunity which has been in place for two years, we will be offering an expanded menu of parent trainings and mentorship opportunities in partnership with our Parent Booster organization, and with the help of veteran homeschool families as well as our own trained math and literacy specialists.  Principles and practices of equity and cultural competency continue to be an area of focus for the SLVUD Charter staff.  Next year we will expand participation in our teacher-included classroom observations and walkthroughs, begun this year with four early adopter volunteers, and rooted in the work of Zaretta Hammond (Culturally Responsive Teaching and the Brain).  We were also able to hire a Mental Health Specialist for the 24-25 school year, and plan to continue the work of linking students and families in need of social emotional support to the resources they need.|SLVUSD Charter has demonstrated progress in building partnerships that support student outcomes by fostering collaboration with families, staff, and community organizations.  Survey data reflects high levels of family satisfaction with instructional quality and communication about student learning, including significant improvements in satisfaction around the quality of instruction in Mathematics (from 85 - 90%), Social Studies (from 89 to 93%) Science (from 85 - 90%), Art (from 92 - 95%), Technology (from 73 to 78%) and Lifeskills (from 90 - 96%).  The Charter expanded academic supports in the form of a new elementary Reading Intervention program for students in 2nd - 5th grade not reading at grade level, and continued the middle school before-school Math intervention program for students scoring below standard in their benchmark assessments. As mentioned above, our Student Success Team (SST) meeting process was standardized this year, leading to more timely and frequent referrals, and we instituted a referral system for social emotional and mental health supports needed by students, supported by our Mental Health Specialist.|"SLVUSD Charter's key areas for improvement in building partnerships for student outcomes include consolidating the way we provide feedback to both our classroom- and non-classroom-based students and families, in the form of more streamlined scheduling of independent study consult meetings every 20 days that include review of and feedback on targeted student work samples.   We will also be improving our ""real-time"" communication about academic progress at the middle school level (classroom based program), providing more consistent progress updates through the Schoology platform.  We also plan to improve and strengthen our families' access to progress monitoring tools and to training opportunities so that they are better equipped to assist their student with learning outside the classroom."|SLVUSD Charter will improve the engagement of underrepresented families - like our socioeconomically disadvantaged families - by scheduling community building, mentoring, and parent training opportunities mindfully, and offering childcare for younger siblings at these events, to allow parents to engage in the independent study partnerships productively with their child's teacher.  Additionally, SLVUSD Charter will use survey feedback - including the biweekly customer satisfaction survey that is sent out with the weekly school newsletter - to tailor engagement efforts and ensure that our families' voices directly inform actions that impact student outcomes.|SLVUSD Charter has made strong progress in seeking input for decision-making by engaging a wide range of educational partners through surveys, LCAP meetings, Parent Advisory Councils, faculty meetings, and student focus groups and forums.  In Spring 2025 over 85% of Charter Families participated in the annual parent survey, and 400 open-ended comments were reviewed by the principal, demonstrating a deep commitment to listening to the voices of the community. The Charter Principal and Superintendent met with the Charter staff and parent groups in the fall, and again in the spring, to share district LCAP information and gather feedback. Charter teachers meet twice a month at Faculty meetings to discuss initiatives and pending decisions with the Principal, and to provide input.  Principal sends a weekly Update each Friday to all Charter staff, frequently including brief input surveys on items requiring team decision making. The principal communicates regularly with the lead teachers from each of the six programs, also meeting in person with them at a collaboration session at minimum once a month.The Principal's biweekly newsletter contains a customer satisfaction survey that seeks parent input on items including academic rigor, social emotional supports, student voice, and more. Principal monitors these survey results and shares at monthly PAC meetings to determine possible future initiatives for school improvement.  The Charter has a strong Parent Advisory Council that meets monthly to discuss strategic plans and ensure parent support and feedback within all programs and grade levels, and a virtual meeting link is added to ensure parent participation even if they are unable to attend in person.  Each homeschool program also holds regular group parent meetings to share classroom updates and discuss parent input in extracurricular events and classroom activities, along with their individual parent conferences every 20 days to discuss individual student progress and curriculum. Parents regularly participate in field trips and Charter special events. This year the SLVUSD Booster Club was established as a 501c3 and acts as a unifying body over the six separate program Parent Clubs, supporting all fundraising efforts and multiple Charter community events.|SLVUSD Charter's focus ares for improvement in seeking input for decision making include offering more frequent and varied opportunities for feedback beyond the biweekly and annual surveys, such as parent workshops.  Including a Principal's Coffee and Conversation element to the Parent Advisory Council meeting agenda has also appeared to make a difference to the number of parents attending the monthly gatherings, so this practice will continue.|"SLVUSD Charter will improve engagement of underrepresented families - such as economically disadvantaged households - by providing a more flexible approach to the required parent meetings for our homeschool families, offering childcare to allow parents to come in person to these essential partner-building meetings.  We will continue to utilize the benefits of the ""every 20 days"" requirement to engage under-represented families in their student's school experience, and to gather their input for decision making.  Our classroom based program will offer a varied option for parent meetings, outside of school and work hours, for working parents to be able to attend and participate in planning and executing the parent-involvement essentials of the program.  More consistent posting of PAC meeting minutes will ensure transparent communication about how input is used to shape policies, programs, and supports that directly impact these student groups."|4|5|5|4|4|5|5|4|4|4|4|5|Met||2025-06-04|2025
44698150000000|Santa Cruz City Elementary|3|Santa Cruz City Schools continues to strengthen family-school partnerships and build trust through clear, consistent communication and inclusive engagement practices. Recent LCAP survey results highlight high levels of family satisfaction across key areas: 91% of families reported receiving courteous attention from school staff, 90% felt schools are safe, 89% were satisfied with the cleanliness of school facilities, and 86% agreed that student accomplishments are recognized and valued. In addition, 81% of families said schools hold high expectations for students, and 79% felt their child receives meaningful support to improve.  Family engagement and communication have also shown significant growth. Participation in parent education opportunities more than doubled, rising from 21% to 49%. More parents now report that their child is appropriately challenged (increasing from 73% to 81%) and that their input is valued in decision-making (rising from 55% to 71%). The percentage of parents who feel they receive sufficient information about their child’s education also improved—from 75% to 81%.  Central to this progress is the work of School Community Coordinators, who serve as key liaisons between families and schools. Coordinators help ensure families feel welcome, informed, and supported by providing translation and interpretation services, connecting with parents on campus, and distributing consistent updates through weekly folders, newsletters, and text messaging. They also help families access resources, navigate services, and build confidence as advocates for their children. For newcomer families, Coordinators offer intake interviews, primary language assistance, and referrals to health, academic, and community supports. They also coordinate transportation for major events such as College & Career Night—ensuring equitable access for all.  The district’s commitment to communication is further supported by the work of the District Communications Officer, who has elevated public engagement through a wide range of platforms. These include timely fliers, print materials, video spotlights, social media, newsletters, and media outreach. One weekly video update reached over 16,500 views—demonstrating the power of accessible, engaging content. In addition, the Communications Officer leads districtwide efforts such as webinars, podcasts, and presence at community events, ensuring that families and stakeholders stay informed and connected.  To promote transparency, the district continues to mail its State of the District report to all registered voters. This comprehensive update shares student stories, strategic initiatives, and the positive impact of community investment. Feedback has been overwhelmingly appreciative. The district website has also been redesigned for easier navigation, with site and department pages updated regularly to provide accurate, timely information.|Survey data and input remains high. While Santa Cruz City Schools has made notable strides in family engagement and communication, there are still areas where improvement is needed. One key challenge is increasing participation in the District English Learner Advisory Committee (DELAC). Despite efforts to enhance outreach and communication, attendance at DELAC meetings remains low, indicating a need for more targeted strategies to engage families of English learners.|-Culturally Responsive Outreach: Consider offering more flexible meeting times, virtual attendance options, and bilingual invitations to make participation more accessible. -Incentives for Attendance: Continue to provide childcare and meals to encourage more families to attend. -Building Personal Connections: School Community Coordinators could personally reach out to English learner families to share the importance of DELAC and how their input directly influences school policies and supports. -Highlighting Impact: Sharing concrete examples of how previous DELAC feedback led to positive changes may motivate families to participate, reinforcing that their voices truly make a difference. -Partnering with Community Leaders: Collaborating with trusted community figures can help build relationships and encourage attendance, particularly among families who may feel hesitant to engage with the school system.  Moving forward, Santa Cruz City Schools remains committed to strengthening family engagement by prioritizing outreach to underrepresented families, including English learner families. We will continue to explore innovative and culturally responsive strategies to ensure every family feels valued and empowered to participate. By fostering personal connections, offering flexible meeting options, and actively seeking input from diverse communities, we aim to build stronger, more inclusive partnerships that reflect the voices of all our families.|Santa Cruz City Schools has made significant progress in building strong partnerships with families and the community, as evidenced by feedback from LCAP surveys and local data. Families consistently report high levels of satisfaction in areas such as school safety, respectful and courteous staff interactions, and communication efforts, including weekly video updates, newsletters, and social media outreach. The district has also increased family participation in parent education offerings, nearly doubling engagement over the past year. Additionally, School Community Coordinators and our District Communications Officer have played key roles in facilitating open communication and providing resources, fostering positive relationships between families and schools. These efforts demonstrate the district’s commitment to transparent, consistent, and accessible communication, which supports positive student outcomes.|While the district has made progress in family engagement, data from the LCAP surveys and feedback indicate a need to improve outreach and participation among underrepresented families, particularly English learners. Participation in the District English Learner Advisory Committee (DELAC) remains low, suggesting that our current communication strategies may not fully meet the needs of these families. Strengthening culturally responsive outreach and offering more flexible meeting formats are necessary steps to increase engagement and ensure all families have a voice in district decision-making.|Santa Cruz City Schools will take targeted actions to improve engagement among underrepresented families with a special focus on English learner families. The district will enhance outreach efforts by offering bilingual invitations, virtual meeting options, and flexible scheduling to accommodate diverse family needs. School Community Coordinators will take a more active role in personally inviting families and providing support for attendance, and continuing childcare and meals. Additionally, the district will work with community leaders to build trust and encourage participation. By highlighting the impact of DELAC and other advisory groups, we aim to demonstrate the value of family input, fostering a more inclusive and participatory school community.|Santa Cruz City Schools has made significant progress in actively seeking input from educational partners, including families, staff, and community members, to inform decision-making processes. According to recent LCAP survey data, 71% of families report that their input is valued in decision-making, reflecting an increase from previous years. The district has prioritized transparency and stakeholder involvement through a variety of structured opportunities, including the District Advisory Committee (DAC), School Site Councils (SSC), and English Learner Advisory Committees (ELAC).  The District English Learner Advisory Committee (DELAC) serves as an additional platform specifically designed to gather input from families of English learners. Furthermore, the District Communications Officer has played a critical role in maintaining open lines of communication, providing consistent updates through newsletters, social media, and public events to ensure that all stakeholders are informed and engaged. These efforts reflect the district's commitment to building a collaborative environment where diverse perspectives contribute to decision-making.|While Santa Cruz City Schools has made progress in seeking input from families and other educational partners, data from the LCAP surveys and stakeholder feedback indicate a need to improve engagement with underrepresented families, particularly English learners. Although ELACs at the school site level have demonstrated consistent participation, the District English Learner Advisory Committee (DELAC) continues to experience low attendance. This suggests that the current outreach methods may not fully address the specific needs and preferences of English learner families.  Additionally, some families have expressed uncertainty about how their input is utilized in decision-making. Strengthening feedback loops by clearly demonstrating how stakeholder input influences district actions and outcomes will help build trust and motivate ongoing participation.|To enhance engagement among underrepresented families, including those of English learners, Santa Cruz City Schools will implement targeted strategies to increase participation in DELAC and other advisory groups. As discussed, we will improve outreach by offering bilingual invitations, virtual meeting options, and flexible scheduling to accommodate diverse family needs. School Community Coordinators will take a proactive approach by personally inviting families and providing assistance with meeting logistics, including childcare, meals, and transportation when feasible.  To improve transparency, the district will clearly communicate how input gathered from advisory meetings, including DELAC and ELAC, directly informs decision-making processes. This will include sharing updates on how feedback has shaped specific initiatives and policies, both during meetings and through follow-up communications. By demonstrating the value and impact of family input, the district aims to foster a more inclusive and participatory environment for all educational partners.|5|5|3|5|3|3|4|3|3|3|3|4|Met||2025-06-11|2025
44698230000000|Santa Cruz City High|3|Santa Cruz City Schools continues to strengthen family-school partnerships and build trust through clear, consistent communication and inclusive engagement practices. Recent LCAP survey results highlight high levels of family satisfaction across key areas: 91% of families reported receiving courteous attention from school staff, 90% felt schools are safe, 89% were satisfied with the cleanliness of school facilities, and 86% agreed that student accomplishments are recognized and valued. In addition, 81% of families said schools hold high expectations for students, and 79% felt their child receives meaningful support to improve.  Family engagement and communication have also shown significant growth. Participation in parent education opportunities more than doubled, rising from 21% to 49%. More parents now report that their child is appropriately challenged (increasing from 73% to 81%) and that their input is valued in decision-making (rising from 55% to 71%). The percentage of parents who feel they receive sufficient information about their child’s education also improved—from 75% to 81%.  Central to this progress is the work of School Community Coordinators, who serve as key liaisons between families and schools. Coordinators help ensure families feel welcome, informed, and supported by providing translation and interpretation services, connecting with parents on campus, and distributing consistent updates through weekly folders, newsletters, and text messaging. They also help families access resources, navigate services, and build confidence as advocates for their children. For newcomer families, Coordinators offer intake interviews, primary language assistance, and referrals to health, academic, and community supports. They also coordinate transportation for major events such as College & Career Night—ensuring equitable access for all.  The district’s commitment to communication is further supported by the work of the District Communications Officer, who has elevated public engagement through a wide range of platforms. These include timely fliers, print materials, video spotlights, social media, newsletters, and media outreach. One weekly video update reached over 16,500 views—demonstrating the power of accessible, engaging content. In addition, the Communications Officer leads districtwide efforts such as webinars, podcasts, and presence at community events, ensuring that families and stakeholders stay informed and connected.  To promote transparency, the district continues to mail its State of the District report to all registered voters. This comprehensive update shares student stories, strategic initiatives, and the positive impact of community investment. Feedback has been overwhelmingly appreciative. The district website has also been redesigned for easier navigation, with site and department pages updated regularly to provide accurate, timely information.|Survey data and input remains high. While Santa Cruz City Schools has made notable strides in family engagement and communication, there are still areas where improvement is needed. One key challenge is increasing participation in the District English Learner Advisory Committee (DELAC). Despite efforts to enhance outreach and communication, attendance at DELAC meetings remains low, indicating a need for more targeted strategies to engage families of English learners.|-Culturally Responsive Outreach: Consider offering more flexible meeting times, virtual attendance options, and bilingual invitations to make participation more accessible. -Incentives for Attendance: Continue to provide childcare and meals to encourage more families to attend. -Building Personal Connections: School Community Coordinators could personally reach out to English learner families to share the importance of DELAC and how their input directly influences school policies and supports. -Highlighting Impact: Sharing concrete examples of how previous DELAC feedback led to positive changes may motivate families to participate, reinforcing that their voices truly make a difference. -Partnering with Community Leaders: Collaborating with trusted community figures can help build relationships and encourage attendance, particularly among families who may feel hesitant to engage with the school system.  Moving forward, Santa Cruz City Schools remains committed to strengthening family engagement by prioritizing outreach to underrepresented families, including English learner families. We will continue to explore innovative and culturally responsive strategies to ensure every family feels valued and empowered to participate. By fostering personal connections, offering flexible meeting options, and actively seeking input from diverse communities, we aim to build stronger, more inclusive partnerships that reflect the voices of all our families.|Santa Cruz City Schools has made significant progress in building strong partnerships with families and the community, as evidenced by feedback from LCAP surveys and local data. Families consistently report high levels of satisfaction in areas such as school safety, respectful and courteous staff interactions, and communication efforts, including weekly video updates, newsletters, and social media outreach. The district has also increased family participation in parent education offerings, nearly doubling engagement over the past year. Additionally, School Community Coordinators and our District Communications Officer have played key roles in facilitating open communication and providing resources, fostering positive relationships between families and schools. These efforts demonstrate the district’s commitment to transparent, consistent, and accessible communication, which supports positive student outcomes.|While the district has made progress in family engagement, data from the LCAP surveys and feedback indicate a need to improve outreach and participation among underrepresented families, particularly English learners. Participation in the District English Learner Advisory Committee (DELAC) remains low, suggesting that our current communication strategies may not fully meet the needs of these families. Strengthening culturally responsive outreach and offering more flexible meeting formats are necessary steps to increase engagement and ensure all families have a voice in district decision-making.|Santa Cruz City Schools will take targeted actions to improve engagement among underrepresented families with a special focus on English learner families. The district will enhance outreach efforts by offering bilingual invitations, virtual meeting options, and flexible scheduling to accommodate diverse family needs. School Community Coordinators will take a more active role in personally inviting families and providing support for attendance, and continuing childcare and meals. Additionally, the district will work with community leaders to build trust and encourage participation. By highlighting the impact of DELAC and other advisory groups, we aim to demonstrate the value of family input, fostering a more inclusive and participatory school community.|Santa Cruz City Schools has made significant progress in actively seeking input from educational partners, including families, staff, and community members, to inform decision-making processes. According to recent LCAP survey data, 71% of families report that their input is valued in decision-making, reflecting an increase from previous years. The district has prioritized transparency and stakeholder involvement through a variety of structured opportunities, including the District Advisory Committee (DAC), School Site Councils (SSC), and English Learner Advisory Committees (ELAC).  The District English Learner Advisory Committee (DELAC) serves as an additional platform specifically designed to gather input from families of English learners. Furthermore, the District Communications Officer has played a critical role in maintaining open lines of communication, providing consistent updates through newsletters, social media, and public events to ensure that all stakeholders are informed and engaged. These efforts reflect the district's commitment to building a collaborative environment where diverse perspectives contribute to decision-making.|Additionally, some families have expressed uncertainty about how their input is utilized in decision-making. Strengthening feedback loops by clearly demonstrating how stakeholder input influences district actions and outcomes will help build trust and motivate ongoing participation.|To enhance engagement among underrepresented families, including those of English learners, Santa Cruz City Schools will implement targeted strategies to increase participation in DELAC and other advisory groups. As discussed, we will improve outreach by offering bilingual invitations, virtual meeting options, and flexible scheduling to accommodate diverse family needs. School Community Coordinators will take a proactive approach by personally inviting families and providing assistance with meeting logistics, including childcare, meals, and transportation when feasible.  To improve transparency, the district will clearly communicate how input gathered from advisory meetings, including DELAC and ELAC, directly informs decision-making processes. This will include sharing updates on how feedback has shaped specific initiatives and policies, both during meetings and through follow-up communications. By demonstrating the value and impact of family input, the district aims to foster a more inclusive and participatory environment for all educational partners.|5|5|3|4|3|3|4|3|3|3|3|4|Met||2025-06-11|2025
44698234430187|Delta Charter|3|Delta conducts informational enrollment interviews in order to learn more about each individual student and their specific needs, strengths, and areas for growth. Crucial information from these interviews is passed on to staff in order to better support students. Spanish translation services are available for these meetings.  Delta holds quarterly meetings called evals where students, parents/guardians, and the advisor meet to discuss the student's progress. Each student has an opportunity to reflect on their progress and is provided with a written evaluation from each teacher highlighting the student's strengths and areas for growth. Spanish translation services are available for these meetings.  Delta has a weekly Care Team meeting comprised of the principal, attendance clerk, social-emotional counselor, and lead teacher of college and career. This meeting discusses students that have been identified by staff as needing extra support for academics, attendance, behavior, or other concerns and determines what approach would most benefit the student. We provide translation when outreach in Spanish is necessary.  Parent engagement is an ongoing area for growth. Delta's principal holds monthly parent meetings and sends out monthly newsletters that share important dates and information with the community. The lead teacher of college and career conducts grad planning meetings with students, as well as plans and hosts college/career events. Delta continues to improve communication about college and career events.|Delta will continue to build relationships between staff and families through the refinement of our already successful processes: intake meetings, evals, Care Team, parent meetings, monthly newsletters, and Site Council meetings.|Delta will continue to refine its processes for outreach to underrepresented families through our Care Team meetings, targeted social-emotional support and parent outreach, Spanish translation for all school meetings and important school communication.  Delta's Dean will continue to provide targeted support for underserved students, including: grad planning meetings and targeted college/career support (scholarships, application and registration, mentoring). In the coming year, Delta intends to initiate a tracking system for all alumni, with a focus on our underrepresented students.|"Delta has three different programs: Direct Instruction, Guided Studies, and Independent Studies. Through these three programs, families are able to find the right path for their desired outcome, whether that be more 1:1 support or more accelerated learning.  Delta holds quarterly meetings called ""Evals"" where students, parents/guardians, and the advisor meet to discuss the student's progress. Each student has an opportunity to reflect on their progress and is provided with a written evaluation from each teacher highlighting the student's strengths and areas for growth. Spanish translation is provided.  Delta regularly provides assessments for families seeking IEPs and maintains compliance with existing IEPs. 504 plans are updated regularly and our Dean assists students with transitioning their 504 plans to the community college.   The principal sees a need for a more systematized approach for identifying students who need 504 plans and then tracking, reviewing, and amending the 504s throughout the student's enrollment."|Delta is in year three of developing and implementing student-centered assessments which focus on our student learner outcomes (Grad Skills) in order to assist students in reflecting upon their areas of growth and strength and their overall growth over time through Presentations of Learning. Parents of seniors are invited to attend the Presentations of Learning.|Delta's student learner outcomes (Grad Skills) and Presentations of Learning were designed to meet the needs of and to engage our underrepresented students in owning and reflecting upon their learning and growth over time and sharing that growth with their families. The intended outcome is for all students but especially underserved students, to feel empowered by their growth over time.|100% of our families surveyed said they felt satisfied with our methods for community involvement and for seeking input which include: board meetings, open houses, eval meetings, parent meetings, site council meetings, and student/parent/staff surveys. In the 24-25 school year, Delta added a Student Representative to the Board. This student provided meaningful feedback from a student perspective, and we will continue this practice going forward.|Throughout the year Delta garners feedback from all stakeholders regarding the school's programs, curriculum, and operations. Students and families fill out LCAP surveys and the staff reviews the data and adjusts to meet the needs of families. In the past, our registrar has called Spanish-only parents and given them the survey verbally. Moving forward, Delta plans to translate the survey and results into Spanish.  Delta holds 2 - 3 Open House events, quarterly board meetings, monthly parent meetings, and monthly college and career events. All families are invited and their participation and feedback is encouraged, but we consistently have low attendance at these events and attracting families to these events is an area of growth for us. We also hold five student-parent-advisor meetings called Evals, where parents are provided narratives on student progress and are given an opportunity to share their feedback. This feedback is logged in a Student Needs document and the appropriate staff respond to these needs.|Delta will continue refining our via emails, newsletters, and other communication outreach to underserved families in order to elicit their feedback regarding our operations and offerings.|5|5|5|5|5|5|5|5|5|5|4|4|Met||2025-06-10|2025
44698490000000|Soquel Union Elementary|3|"A strength of district partnerships between staff and families:  SUESD intentionally builds and sustains respectful and trusting relationships between staff, educators, and families by creating and sustaining a welcoming and inclusive environment at all schools. 96% of families surveyed said they ""feel welcomed and respected when I interact with my student(s)'s school, staff, teacher, or district office."""|An area to grow in partnerships between staff and families:  It is always the goal of SUESD to provide families with adequate training/ support to help their children in school, however, only 89% of families surveyed felt they had enough training to do so. As such, this will be a continued area of focus in 2025-2026.|Based on the analysis of data related to the relationships between staff and families, SUESD will hold additional family education options district wide throughout coming the school year.|A strength of district partnerships for student outcomes:  SUESD ensures all parents and families of preschool through grade 8 students are assured culturally appropriate and linguistically accessible supports and resources needed to take advantage of opportunities to provide input and participate in school planning and decision-making. Educators within the LEA have the capacity to offer such opportunities to parents and families. Parents and families utilize these opportunities to learn about their children’s schools and to participate meaningfully.  SUESD provides training and opportunities for parents and families to learn about LEA and school plans, programs, and activities. SUESD also includes parents, students, and families in developing LEA and school site strategies to improve academic achievement and all students' social, emotional, and physical well-being.|An area to grow district partnerships for student outcomes:  While SUESD provides training and opportunities for parents and families to learn about LEA and school plans, programs, and activities through School Site Councils, ELAC, and DELAC, SUESD would like to to a greater extent, include more parents, students, and families in developing LEA and school site strategies to improve academic achievement and the social, emotional, and physical well-being of all students.|Based on the analysis of data related to the partnerships for student outcomes, and in concert with feedback related to relationships between staff and families, SUESD will hold education nights/ days district wide throughout the school year that specifically target academic support and instructional practices including reciprocal reading, modeling, questioning, research-based literacy strategies, math-talks, CAASPP results, etc.|A strength of the district in seeking input for decision-making:  SUESD has a high level of commitment to the engagement of educational partners.   Family Survey Data:  I feel welcomed and respected when I interact with my child's school or staff: 96% I receive an effective level of communication: 94% I have opportunities to share my thoughts and opinions: 86% I believe my child's strengths and talents are known and developed: 93.7%  My student has meaningful access to standards-based materials, activities, and resources: 93% My student receives high-quality and needs-responsive instruction: 91%   Success: Levels of engagement and communication appear high.|An area of growth in seeking regular feedback about access to materials, as seen in the above data.  Challenges: What is known about classroom instruction and materials needs further development in terms of providing meaningful two-way communication.|Based on the analysis of data related to input for decision-making, SUESD will continue to bolster professional learning for all staff in eliciting community input in the decision-making process.  This professional learning can be used at multiple site levels, including School, Site Council, English Learner Advisory Council, Home and School Club/Associations, Associated Students Councils, etc.|4|5|3|4|4|4|4|3|4|4|4|4|Met||2025-06-25|2025
44754320000000|Scotts Valley Unified|3|The District has made strides in building relationships with schools and families. School sites have focused on increasing both student events and parent activities that focus on developing community. The increase in Diversity, Equity, Inclusion & Belonging (DEIB) is evident through the various opportunities provided for engagement in heritage months and our annual Multi-Cultural fair, which is organized in collaboration with a parent committee.  The success of these initiatives is demonstrated in the feedback surveys in parents' responding to feeling welcome on campus, as well as our student surveys through the California Healthy Kids (CHKS).  The district also has a DEIB Committee in its fourth year, which is a committee made up of parents from all four sites, teachers and administrators, and district leadership.|The district's goal to continue its DEIB efforts will only increase the relationship building between school staff and families. During the 24-25, the district and sites hosted parent events that were well attended by the parent community.  While there were fewer parent events this school year than in previous years, the district met its LCAP goal regarding parent engagement and these events were offered in multiple formats.  The district will continue to explore options for formats in which to host parent trainings and to gather input about the types of training requests from parents.|There are student study teams, 504 and IEP teams at every site to support students. Parent trainings have been offered throughout the year and every elementary student family is invited to at least one parent-teacher conference. Many of SVUSD's curricular and supplementary materials are available online and can be accessed at home. Students who do not have devices to use at home are loaned them for as long as they are needed. There will be optional trainings for secondary parents to support their access to Synergy, the student information system where families are able to track their student's academic achievement. Teachers at all levels are also required to contact families on a minimum of a monthly basis with curriculum updates so families can support their child at home.|SVUSD has implemented the Synergy Digital System allowing parents regular feedback on student grades, assessments, and progress. In 2023-24 the District began implementing additional modules that support Multi-Tiered Systems of Supports (MTSS), and in 2024-25 all teachers, including hew staff, received refresher training in how to purposefully use the platform. The websites are required to be 508 and ADA compliant and were updated to support distance learning. There are parent/teacher groups, School Site Councils at each site. Every site sends a parent survey and analyzes feedback regarding the perception of engagement by families. There is a district DELAC for parents of English learners. Both elementary schools have an established ELAC (English Learner Advisory Committee) in support of the English Learners at each of their sites. Additionally, schools that receive Title I funds review their Parent Compact and Policy annually.|The district and its school sites send an annual parent climate survey and use the results to evaluate our progress toward meeting site and district goals.  The district will work to increase its communication to families as based on survey results from parents, including in multiple languages to support MLL student and families. In addition to providing feedback to families when students are struggling, the district will work with teachers to be proactive in sharing updated information and grades.|Scotts Valley Unified School District will continue its DEIB efforts to support underrepresented families and engage them in school activities, feedback opportunities, and other school events. This will be done through both intentional outreach from our Director of Student Services and professional development for counselors, teachers and administrators on identifying these families and connecting them with resources. A concerted effort will be made to increase publicity for DELAC meetings & Parent Advisory Committee meetings, translation services have been acquired to support multiple languages and an EL Liaison will be incorporated into the district's EL support plan to increase parent awareness and engagement in students' education.|The school district has made a concerted effort to streamline surveys for families and sends an annual parent survey to the community. In 2024-25, the district sent out one survey to parents that consisted of five component parts (questions related to the SVUSD and each site), and parents were able to select the sites at which they had students enrolled to complete questions that cover both site and district goals and feedback requirements. In 2024-25 there was a decrease is the total completed surveys than those of the -2024 school year.  One goal of the district is to increase parent engagement and, through this measure, we continue to strive for a majority of families to complete this parent feedback survey. The Scotts Valley Educational Foundation (SVEF) works closely with representatives from the school district to provide opportunities for parents to be engaged in school and district activities. Additionally, SVUSD invites all parents to participate in the LCAP Parent Advisory Committee, which is made up of parents from all four sites and various grade levels. The purpose of the group is to seek input on the Local Control Accountability Plan and its goals, actions and services. Parents of unduplicated students are personally invited to attend these meetings.|The district and sites pushed to increase representation of families in the Parent Advisory Committee.  In 2024-25 participation in the PAC committee was low and it remains a district goal to increase membership and voice through this group.  The Director of Curriculum personally attended PTA, SSC, and Student Club meetings to ensure families had a voice and were able to provide input into the new LCAP.  With the use of our DEIB committee as well as DELAC, we plan to increase the family engagement activities and parent nights that interest and support our families who need more support and resources.|With the use of translation services, and providing food and child care, we will encourage families to participate in decision making processes for the LCAP and district initiatives.|4|4|5|3|4|5|4|4|4|5|4|4|Met||2025-06-17|2025
44754320139410|California Online Public Schools Monterey Bay|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|5|4|4|4|4|5|5|4|4|4|4|Met||2025-06-10|2025
44772480000000|SBE - Watsonville Prep|3||||||||||||||||||||||Not Met|||2025
44772480138909|Watsonville Prep|3|Over the past few years, the Navigator community has navigated a range of challenges that have impacted students, families, and staff. In response, the organization has continued to develop and expand supports aimed at strengthening relationships between school staff and families. This has included both formal programs and informal outreach designed to meet families where they are, from basic needs assistance to increased opportunities for connection and communication. Efforts such as resource fairs, support for food and housing-insecure families, after-school interventions, home visits for chronically absent students, community events, and consistent communication through platforms like ParentSquare have all contributed to this work. While the approach continues to evolve, the foundation built through these supports has helped families feel more connected to their school communities and to the organization as a whole.|Reestablishing and deepening community and family involvement on campus remains a central area of focus. One acknowledged area for continued growth is expanding opportunities to celebrate and highlight the contributions—both past and present—of local community members. As Navigator evolves, it recognizes the importance of creating intentional pathways that support both educational excellence and meaningful family engagement. Strengthening these connections will help ensure families feel welcomed, included, and connected to the life of the school.|Informed by educational partner input and local data, Navigator Schools is working to strengthen engagement with underrepresented families through multiple strategies. In addition to expanding outreach to enroll more students who qualify for Free and Reduced-Price Lunch, Navigator is in the process of developing Community Schools that will offer expanded resources and supports for families. These schools will serve as hubs for connecting families—particularly those historically underrepresented—to services aligned with their needs. The pandemic underscored the importance of creating more opportunities for families to participate in on-campus activities, and this remains an area of focus as schools work to build deeper, more consistent relationships with all members of the community.|Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress.  In addition, the annual family engagement survey helps assess parents’ understanding of their child’s academic goals and informs ongoing efforts to strengthen school-home partnerships in support of student success.|An identified area for improvement is ensuring students are fully prepared for the academic and social demands of high school after completing their time at Navigator Schools. Supporting this transition requires a collaborative effort among families, staff, and students. To strengthen this partnership, site teams will work closely with local high schools to create reciprocal opportunities that allow students to explore high school expectations while continuing to receive guidance and support from Navigator staff. This ongoing collaboration aims to create a more seamless and informed transition for students and their families.|Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need.  Navigator will continue to provide home visits for students who are not staying engaged or needing additional support.   The community school’s coordinator/attendance specialist will also work with partners to create tutoring centers, after school support services, and college counseling services for students.  These activities will help to engage scholars and families.|Navigator Schools has established a strong culture of collaboration by consistently seeking input from stakeholders to inform decision-making. The organization utilizes a variety of formal and informal methods, including family surveys, town hall meetings, staff meetings, weekly leadership team meetings, cross-site collaboration, and daily site huddles. By employing multiple tools to gather feedback, Navigator ensures that voices across the organization are heard and considered in shaping school and system-level decisions.|An area identified for improvement is the need to formalize systems for collecting, analyzing, and sharing stakeholder input with leadership in a consistent and structured way. While input is regularly gathered across various settings, developing a clear plan for how this feedback is synthesized and communicated to leadership teams will strengthen transparency, ensure follow-through, and support more informed decision-making at both the site and organizational levels.|Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.|4|4|4|5|4|4|4|5|5|5|3|4|Met||2025-06-09|2025
45104540000000|Shasta County Office of Education|3|SCOE staff has a deep appreciation for high levels of educational partner involvement. Staff at every school site contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners. High levels of attendance at teacher conferences, school celebrations, and other school events provide evidence of the effectiveness in this area.   Regular communication from school and district leaders through the ParentSquare platform reinforces the importance of educational partner involvement. SCOE leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site leadership seeks survey information regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff in order to improve educational services for all students.|SCOE is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to school communications and have internet and/or a device at home. We have worked to increase our hotspots available for checkout.  One focus area is Student Attendance Review Teams which meet to discuss ways to support students and families who have boundaries to school attendance. This team has worked in streamlining and communicating with families about educational progress of students, even before there is a concern.  This work has been supported heavily with our Community Connectors campus support.  These positions provide connections for parents and families of our students to services that often go beyond school(Dental, mental health services, housing).  All school sites have also transitioned to the same ParentSquare communication platform, this consistency will make it easier for administrators and teachers to deliver information to families in a more frequent and accessible manner.|SCOE is committed to improving strategies and structures that will result in increased engagement of underrepresented families. SCOE has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site committees related to SART and PBIS. SCOE will continue to engage with and build relationships with individual families and provide necessary, through personalized supports that will foster strong relationships between school staff and underrepresented families.|SCOE provides assistance to our families in understanding academic expectations through several strategies. These include orientations at all school sites, these meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school.   Individual teacher expectations are provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provides valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are posted on the district and school websites. Annual surveys for educational partners are given throughout the year.|Recent educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized for interventions, and mental health awareness. SCOE is developing a comprehensive intervention plan that will focus on providing hybrid Algebra 1 courses to independent Study students and a two year Algebra course for slower pacing of content. Trainings continue for analyzing NWEA map data to drive instructional outcomes. The development of a data team is helping us to capture important data points for establishing goal baselines.  This team is also working to analyze our student information system course structure to ensure the accuracy on our transcripts.|Participation from all parents is solicited, including the engagement of underrepresented families. SCOE has continued to translate communications and documents to make information more accessible to our multilingual families, even though SCOE does not meet the 15% threshold to make this a requirement. SCOE will continue to develop strategies to improve the engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.|SCOE recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, SCOE ensures that parents/guardians and family members participating in Title I programs are provided with opportunities.  SCOE works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in school activities, decision-making, and activities to support their students’ learning. This is achieved through regularly scheduled LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. SCOE communicates with families on an annual basis regarding the SCOE Parent Involvement Compact at the beginning of each school year.|To build up partner voice, SCOE has increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and what steps SCOE can take to improve the design and implementation of engagement activities.  We also have added community partners and student body participants to SART team.|SCOE ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SCOE closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of students with disabilities, foster or homeless youth, in order to minimize disruptions to educational services. SCOE will continue its focus on improving efforts to communicate with and engage students and families.|5|5|5|5|5|5|5|5|5|4|5|5|Met||2025-06-25|2025
45104540111674|Chrysalis Charter|3|Our families are our school, and the relationship between staff and families is always at the fore-front of our decision making. We communicate on a weekly basis with the entire school through our school newsletter on Parent Square most weeks, which also allows for comments and replies from families. In addition, every staff member works to reach out to families whenever a concern rises at school with an individual student.|One area of improvement that we can work on is more flexibility in school meeting times possibly moving them to 5:00pm to allow for more parents to participate. The new Administration is learning the role, and has goals to improve all systems of communication.|"Our Mission is to ""Encourage the light within each student to shine brighter"" and every action we take has this focus in creating a warm and welcoming community where all are accepted and encouraged. Our two-way communication platform, Parent Square is fully utilized across the campus, and can be translated into multiple languages."|We are strong in each of these areas within each individual classroom. Teachers are regularly communicating with parents on how to help their students. We hold parent conferences twice/year and send home progress reports three times/year to update students on their growth. SST's are held with families for students who are performing well below grade level and assessments for specific learning disabilities are conducted for students who are still showing no growth after interventions have been implemented.|We could improve on our parent education for supporting student learning at home. Specific strategies for helping students who struggle to read and math strategies for solving problems could be sent home more often to help parents.|Often under-represented families are intimated by the school environment. A personal phone call or outreach to those families will be utilized to encourage them to feel welcome and a partner in their child's education.|Our School Site Council has been an extremely effective opportunity to seek input in regards to decision making and have felt listened to and empowered to voice their input. Parents were instrumental in collaborating on school policies, Social Emotional Needs of our students. Our school counselor time and specific duties have increased to help support the needs of our students - even more so at the end of the year adding an extra day to the Counselor's schedule.|Our homeless and low socio-economic voices are often not present for meetings. We could be better at making specific invitations for those families to attend.|A formal outreach will be made to the families that represent low socio-economic families to invite them onto the School Site Council so their voices can be heard.|4|5|4|4|4|3|4|4|4|4|4|4|Met||2025-06-17|2025
45104540129957|Northern Summit Academy Shasta|3|The NSA program is dependent on the relationship and partnership between staff and families. The Personalized Learning model is dependent on the relationships and interactions among all team members. The team is defined as the family, teacher of record, subject matter specialists, special education staff, and administration. The team functions under a number of assumptions. 1. NSA employs highly qualified staff with appropriate credentials. 2. Staff is provided multiple opportunities for professional development all year long. Trainings are whole staff, defined groups, and individual based on identified/expressed schoolwide or individual needs. 3. Communication is of paramount importance. Communication is available daily and can be via phone, email, texting, and/or in-person. Consistent and timely communication applies to staff, families, and administration. 4. The resource center is clean, in good repair and provides appropriate meeting spaces for SPED services, specialist meetings, teacher of record meetings, instruction (academic and CTE) and tutoring. 5. Intervention and tutoring are offered to all grade levels, in-person or virtually. 6. NSA has a highly qualified SPED staff. 7. Use of a schoolwide communication system to share information, meetings, events, and opportunities.|NSA surveys identified a need for increased parent trainings, field trips, and events. In order to provide increased parent trainings NSA will initiate the following actions: 1. NSA will offer at least 4 training events for parents, these had been curtailed during COVID restrictions. Building back parent participation is challenging but making progress. This is an important focus area. 2. NSA will offer an increased number of field trips, these had been curtailed during COVID restrictions. The next challenge that we met was a change in law that prohibited us from using our school vans for transporting students. We have begun replacing the non-compliance vans. This is a continuing important focus.|Based on local data and educational partner input, NSA is continuing and expanding the following actions to improve engagement with the underrepresented families: 1. We will offer at least 4 parent training events during the year., an event-specific survey will be collected at each event. 2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square. 3. The school will provide refreshments for Advisory Council Meetings. 4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square. 5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair, an event-specific survey will be collected at each event. 6. NSA will continue being a Hope Centered School and a Community School to increase SEL and expand support and resources for our families. 7. NSA will continue our Intervention Program to serve remote students and those who do not participate in any resource center classes. 8. NSA staff seeks input at all opportunities.|NSA has always stressed the importance of the relationship and communication between families and school staff. NSA has increased the school's capacity to build meaningful relationships with students, families, and community partners in the following ways: 1. NSA has increased the number of student study team meetings and ensured the tracking and follow-up to these meetings and proposed actions. 2. NSA partnered with Community Connect, Catalyst, and SARB to expand the support services available to our families. Many families received these opportunities in a favorable manner, some did not engage. 3. NSA contracted with the Foster Grandparent Program to support TK-3 reading and to build positive relationships for the students with members of the community. 4. NSA built a strong, grades K-8, Intervention Program based on specific student academic needs. Students were engaged and responsive. Local assessment data indicates the program was effective.|NSA will be focusing on the following areas to build partnerships for positive student outcomes: 1. Continuing our Intervention Program to include grades K-12. Staffing this program will be a fiscal priority. 2. Building our schoolwide status as a Hope Centered School. 3. Building our capacity as a Community School. 4. Continuing our partnerships with Community Connect, SARB, and Foster Grandparents|NSA will be focusing on the following areas to build partnerships for positive student outcomes: 1. Continuing our Intervention Program to include grades K-12. Staffing this program will be a fiscal priority. 2. Building our schoolwide status as a Hope Centered School. 3. Building our capacity as a Community School. 4. Continuing our partnerships with Community Connect, SARB, and Foster Grandparents.|In most cases, the relationships and communication between the school staff and families are strong. An identified need is to develop family participation in Advisory Council Meetings and school events. Teachers of Record build relationships with the families through weekly meetings and other modes of communication. The families are not likely to attend group events. Prior to COVID, NSA families were more likely to participate. Students were offered optional Monday clubs, few participated even though there had been many requests for more socializing opportunities. To build family participation in schoolwide opportunities and events NSA will take the following actions: 1. We will offer at least 4 parent training events during the year. 2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square and the NSA website. 3. The school will provide refreshments for Advisory Council Meetings. 4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square and the NSA website. 5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair.|NSA has grown and improved over the years in response to educational partners' input. Continued input is a priority. To promote this input and collaboration, NSA will take the following actions: 1. We will offer at least 4 parent training events during the year., an event-specific survey will be collected at each event. 2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square. 3. The school will provide refreshments for Advisory Council Meetings. 4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square 5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair, an event-specific survey will be collected at each event. 6. NSA staff seeks input at all opportunities|Based on local data and educational partner input, NSA is continuing and expanding the following actions to improve engagement with the underrepresented families: 1. We will offer at least 4 parent training events during the year, an event-specific survey will be collected at each event. 2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square and the NSA website. 3. The school will provide refreshments for Advisory Council Meetings. 4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square and the NSA website. 5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair, an event-specific survey will be collected at each event. 6. NSA will continue being a Hope Center School and a Community School to increase SEL and expand support and resources for our families. 7. NSA will continue our Intervention Program to serve remote students and those who do not participate in any resource center classes. 8. NSA will provide transportation from the resource center to the ROP program for students who need it during school hours. 9. NSA staff seeks input at all opportunities.|5|5|4|4|4|4|4|4|3|3|4|5|Met||2025-06-12|2025
45104540132944|Redding STEM Academy|3|RSTEM has a variety of ways for parents to be involved, including but not limited to: volunteering in classes, organizing special days, coordinating fundraisers and special events, helping with sports programs, giving input at Site Committee meetings and board meetings, helping with parent club and driving for field trips. These opportunities are brought to parents' attention through the school newsletter, the school website, teacher communication, and by word of mouth. Parental contribution of ideas, time, and effort have helped build a school culture that is warm, welcoming, creative and engaging.    In reviewing the spring 2025 family survey, 43 parents responded to the survey. Here are some of the results: 97.7% of parents agreed or strongly agreed that they feel welcome on our campus. They respect the teachers and administrators at the school and feel that the staff shows respect to the students.  76.7% agree that the school fosters sensitivity toward people of differing economic, ethnic and racial backgrounds. 16% were unsure and 7% disagreed. 90% agreed that the school fosters open two-way communication. 10% disagreed with the efficiency of the communication. 87.7% agreed that they are satisfied with the school. 4.7% are unsatisfied.  Based on this evidence it is deduced that the relationships between staff and families are for the most part strong. Parents value the the academic program, small school feel, the sense of community and the staff at RSTEM. The one concern in this data is that less than 50% of the RSTEM families participated. In the future, RSTEM will work to reach more families to ensure that all voices are heard.|Parents continue to be an integral part of our decision-making team. The school works to communicate efficiently with parents so they feel part of the community. Currently, Bloomz is being used by all staff to connect with families on a regular basis.There are several places where they can regularly voice their ideas and concerns. They are invited to attend in-person meetings such as: board meetings, site council meetings, parent club meetings, and school site safety committee meetings. Additionally, they are encouraged to share their thoughts on the school's annual Parent Survey. The school uses all of this input to help make decisions for the future. Parent involvement continues to be instrumental in guiding our school.  Based on the survey data, family and school staff relationships are strong; however, next year we will endeavor to reach more families with the survey to make sure that everyone has a voice and the ability to share their ideas and opinions through this tool.|Based on the survey results, the staff at Redding STEM Academy does a good job of building trusting and respectful relationships with families. The staff regularly discusses the value of parent involvement and individual student input at staff meetings. We reach out to families frequently to get feedback via phone calls, emails, Bloomz notices, and special meetings. We have student study team meetings for students who are struggling. Our families rate us very highly in these areas on the annual parent survey.   We want to improve the number of families who fill out the parent survey. This will be part of one of our LCAP goals. The statistics show that the sampling of our parent surveys is similar to the student population as a whole. 37% of the families who responded indicated that they qualify for free or reduced meals. 21% indicated that their child receives special education services. The answers regarding ethnicity showed a similar demographic to our overall population. We do not have a large population of English Language Learners or homeless/ foster youth; however, we are aware of these families and work to ensure that their needs are heard and addressed in a timely manner.|The RSTEM team works to adapt school programs based on parent feedback on parent surveys and during meetings where parents are present. Two years ago, parents communicated that they wanted more extra curricular opportunities for their children. The team worked together to build a system of after school clubs to offer students more interactive experiences in STEM, art, sports, games, social emotional connections, and a host of other opportunities. Last year, parents indicated that they would like to do more whole family experiences with the school. The school organized several after school field trips in response to this request.  Parents are also given the opportunity to be involved in their child's educational experiences by going on field trips, volunteering in the classroom, participating in school events and being part of influential organizations like the site council and parent club. Additionally, teachers meet with parents during fall and spring conferences to ensure that each family is aware of the their student's progress. Staff communicate regularly in a variety of ways including: Bloomz, classroom newsletters, progress reports, and bi-weekly school newsletters.  Redding STEM Academy is also developing partnerships within the community. The after school program (Project SHARE) is a partner in delivering ELOP services for RSTEM students. The summer program has grown from 24 students in attendance to 45 students who are signed up for the  2025 summer program. RSTEM is also working with Community Connect, a system of support for families who are struggling that has been set up by the Shasta County office of Education.  Based on parent surveys, most parents are feeling positive about student outcomes.  91% of the families who responded shared that they feel their child experiences a sense of self worth and belonging to the school community.  88.4% agreed or strongly agreed when asked if the school provides an atmosphere where every student can succeed. 93% believe that teacher hold high expectations for student learning.  97% of families believe that their child is growing academically.  98% believe their child is growing emotionally. 93.3% of parents expressed that the school is improving in the number of extracurricular activities that are provided to students. 97% of the families surveyed are satisfied with their experience at RSTEM.|The school has good communication with all of its educational partners. Parents, teachers, support staff, and administrators work together to benefit all students on campus. Additionally, the school refers families to the Shasta County Community Connect system when they have needs that go beyond the school's scope of support.  Two areas for improvement are in chronic absenteeism and the suspension rate. These have been addressed in the LCAP. The 2024 dashboard showed improvement in both areas, but there is still some room for growth.  Additionally, parent responses regarding school improvement include concerns over student behavior, retaining highly qualified staff, and rigor and opportunities for middle school classes. These are addressed in the LCAP.|The school will reach out to families of unduplicated students to ensure that they feel connected to the school community. The school will present more educational opportunities for families so they understand the importance of students coming to school on a daily basis. A short video was shared with families at the orientation in August regarding the statistics revolving around absenteeism. The school will also promote sports and clubs as a way for students to feel connected and to choose to be engaged on a daily basis. The school will review its PBIS policies and SEL practices so that they are updated to meet the current student needs.  One area for improvement was reflected in the parent survey which indicated that 76% believe that the school fosters sensitivity toward people of differing economic, ethnic and racial backgrounds, 7% disagreed, and 16% were unsure of how the school approaches diversity. The team will discuss different ways to promote diversity across our campus so that students and families feel connected to the community.|Parents continue to be an integral part of the RSTEM decision-making team. There are several places where they regularly voice their ideas and concerns. All parents are invited to attend meetings such as: board meetings, LCAP development meetings, site council, parent club, and school site safety committee meetings. Additionally, they are encouraged to share their thoughts on the school's annual parent survey. The school uses all of this input to help make decisions for the future.  The parents of students with special needs and students who may be struggling with academic or social/ behavioral skills are invited to be partners in their child's education. The staff set up SST, IEP, or 504 meetings to review the challenges, progress, and successes of each of these students. The school schedules these meetings at times that are convenient for families and works ensure that parents' ideas are heard and included in the plan for their child. Parents often reflect that they feel heard during these meetings. Many report that they are seeing progress in their students lives.  Parents and other educational partners have a strong presence on our decision making teams. During the 2024-25 school year, three parents and two grandparents are serving on the seven member board of directors. Half of the site council is made up of parents. The parent club is made up of parents. One administrator attends those meetings so communication remains smooth between the parents and the staff. Parents have an active role in deciding the future for RSTEM.|The one area for growth when it comes to seeking input is regarding the parent surveys. In the spring of 2023, only 39 parents responded to the survey. In the spring of 2024, 61 parents responded. This year (2025), only 43 families responded to the survey.|The largest groups of underrepresented families are comprised of families with low socio-economic status and families who have students with disabilities. The other groups that qualify as underrepresented families do not comprise a large part of the RSTEM population; however, their input is important. Our team reaches out with our two way communication system to make sure these families are able to share their thoughts, ideas, and opinions.   RSTEM will improve engagement with underrepresented families by hosting evening events where parents can come and feel a part of our small school community. The connections the families build will help develop trusting relationships so they are willing to share their ideas. Additionally, in preparation for conference week, teachers will reach out to parents who do not respond to their conferencing form in an effort to ensure that all families participate in the fall conferences.|5|5|4|5|5|4|5|5|5|4|4|4|Met||2025-06-12|2025
45698560000000|Anderson Union High|3|The Anderson Union High School District seeks to build strong relationships between school staff and families, recognizing the pivotal role these connections play in student success. A key strength lies in our commitment to open and consistent communication. The district has implemented various platforms to ensure that families are well-informed about their children's academic progress and school events. This includes regular updates through Aeries Communicate, newsletters, school websites, and parent-teacher conferences. Another notable progress area is the establishment of family engagement and feedback programs. These initiatives, such as dual enrollment and FAFSA informational nights, 8th grade parent nights, parent advisory committees, coffee with the school board, and community events, provide opportunities for families to engage with the school in meaningful ways. By creating spaces for collaboration and interaction, the district helps to bridge gaps and build a cohesive community. Lastly, the district has made a concerted effort to gather feedback from families to inform decision-making processes. Through surveys, personal meetings, and advisory committees, we actively seek out the voices of our families, ensuring that their perspectives shape our policies and practices.|Anderson Union High School District has identified several focus areas for improvement in building relationships between school staff and families. Recognizing the crucial role that effective communication plays in fostering strong partnerships, the district is committed to enhancing its communication strategies to ensure clarity, consistency, and accessibility. This involves adopting a more proactive approach in reaching out to families for feedback and communicating important announcements through multiple channels, including emails, newsletters, and social media platforms. The goal is to create an open and transparent communication environment that encourages parents to engage more actively in their children's education. Moreover, the district aims to increase opportunities for meaningful family involvement by organizing regular committee meetings and forums where parents can voice their concerns, share feedback, and collaborate with school staff on various initiatives. These events will be designed to be accommodating to the diverse schedules and needs of families, ensuring maximum participation and engagement.|Anderson Union High School District provides information in multiple languages and through various mediums to reach a broader audience. This includes translating important documents and school communications when applicable, as well as utilizing digital platforms, social media, and traditional methods such as phone calls and mailings to ensure that all families are informed and can participate in school activities and decision-making processes. Through these targeted efforts, the Anderson Union High School District is committed to strengthening the bonds between school staff and underrepresented families, fostering a more inclusive and supportive educational environment for all students.|Anderson Union High School District has demonstrated significant progress in building partnerships for student outcomes, which have been pivotal in enhancing educational experiences and achievements. A cornerstone of our approach has been fostering robust collaborations with parents, guardians, and students. By establishing open lines of communication, we have cultivated a supportive network that actively contributes to the academic development of our students. One of our notable strengths lies in the involvement of parents and guardians in the educational process. Through parent-teacher conferences, advisory committees, surveys, workshops, and other outreach programs, we ensure that parents and guardians are well-informed and actively engaged in their children's education. This collaboration has led to increased parental involvement, which research consistently shows is correlated with improved student performance and attendance.|Anderson Union High School District is dedicated to enhancing partnerships to optimize student outcomes. Our primary focus is on fostering robust collaboration among families, businesses, and educational staff. Recognizing the vital role that these partnerships play in student success, we aim to create a more collaborative and supportive educational environment. Our first focus area involves increasing family engagement through effective communication strategies. We are committed to ensuring that all families feel welcomed and empowered to participate in their child's education. The second focus area emphasizes the integration of community resources into the educational framework. By partnering with local businesses, we aim to provide students with real-world learning experiences and additional support services. These partnerships will facilitate career training and other relevant activities that enhance students' academic and personal growth. Through these focused initiatives, AUHSD seeks to create a collaborative environment where all stakeholders work together to support and enhance student outcomes. Our commitment to building strong partnerships is rooted in the belief that education is a shared responsibility and that students thrive when the entire community is engaged in their success.|Anderson Union High School District is committed to enhancing the engagement of underrepresented families by implementing strategic initiatives aimed at fostering collaborative partnerships for student outcomes. Recognizing the vital role that family involvement plays in academic success, AUHSD will undertake targeted outreach to build trust and establish meaningful connections. Firstly, AUHSD will develop communication strategies to ensure that all families receive pertinent information in accessible and comprehensible formats. This includes translating materials into multiple languages, utilizing various communication channels. By addressing language and cultural barriers, AUHSD aims to create an environment where all families feel valued and informed. AUHSD hopes these enhanced communication strategies will foster more collaboration between underrepresented families, with the ultimate goal of increasing student achievement.|Anderson Union High School District has demonstrated progress in seeking input for decision-making. One of the district’s notable strengths is its commitment to engaging diverse stakeholder groups, including parents, students, staff, and community members. The hope with this approach is that multiple perspectives are considered, promoting more balanced and effective decision-making. AUHSD has made significant strides in establishing regular communication channels and forums for stakeholder input. These include parent committees, parent nights, surveys, focus groups, and advisory committees, all designed to facilitate open dialogue and gather comprehensive feedback. The district’s use of technology to enhance these communication efforts has also been commendable, with online platforms providing accessible avenues for stakeholders to share their insights and opinions through surveys.|Anderson Union High School District is committed to enhancing its decision-making processes through active stakeholder engagement. Recognizing the pivotal role that parent, guardian, and community input plays in shaping effective educational strategies, the district has identified several focus areas for improvement. One primary area is expanding the breadth and depth of stakeholder participation, ensuring that all voices, are heard and valued. To achieve this, the district plans to implement more comprehensive outreach efforts, leveraging various communication channels and platforms to engage parents, students, staff, and community members. This includes regular communication on opportunities to provide feedback through a variety of committees, workshops, and surveys. Furthermore, Anderson Union High School District is dedicated to enhancing the effectiveness of its feedback mechanisms. By refining surveys and hosting more feedback opportunities, the district can ensure that input is accurately captured and utilized. Another critical focus area is building the capacity of staff and leadership to facilitate meaningful stakeholder engagement. Professional development and training will be provided to equip school leaders with the skills necessary to engage the community members so every stakeholder feels empowered to contribute. Through these concerted efforts, Anderson Union High School District seeks to cultivate a more participatory decision-making process that reflects the diverse perspectives and needs of its community, ultimately leading to improved educational outcomes.|Anderson Union High School District is committed to enhancing engagement with underrepresented families. Recognizing the critical role that these families play in the educational ecosystem, AUHSD will implement a communication initiative aimed at fostering a more participatory environment. Firstly, the district will establish dedicated communication channels tailored to the needs of underrepresented families. This includes multilingual resources and outreach programs to ensure that language barriers do not impede effective communication. Additionally, we will leverage digital platforms to disseminate information, ensuring that all families are informed and can participate in discussions regarding school policies and programs. Through this initiative, AUHSD seeks to create a collaborative environment where all families, regardless of their background, feel valued and empowered to contribute to the decision-making processes that shape their children's education. This commitment is central to our mission of providing a high-quality education that meets the needs of every student.|4|4|4|4|4|4|4|4|3|3|3|3|Met||2025-06-18|2025
45698564530333|Anderson New Technology High|3|There was a three way tie on our end of year student survey where students reported their top Our current strength in building relationships with our families is the curriculum design of project-based and problem-based learning, as well as monthly activities that take our students off campus and at times many are overnight. Every student has an advisory teacher that serves as their personalized learning teacher (PLT) and they meet with families quarterly and stay with the same family all four years of high school. Throughout the school year, families are invited to observe student presentations of the project and problem-based learning activities.|We are in our third year of our collegiate, hybrid, non-classroom based, independent study model. Our staff meets with families at least once a quarter. Every full time teacher on staff is a PLT (Personalized Learning Teacher) with a caseload of no more than 25 students. Students will meet with their PLT during a twice weekly Advisory period. The PLT will meet with the student and their family quarterly. The PLT has the flexibility in scheduling those meetings. These check-ins will foster a greater sense of community and engagement with families.|As identified in number two (2) every student and family will meet at least once with their PLT every quarter, including our underrepresented students and families. To help remove barriers, the local mass transit authority provides free bus passes for all students.|100 percent of our families identified in our annual survey reported that they appreciate the intentional nature of our systems and curriculum to prepare students for a successful future.  Another current strength, is the foundation of project-based and problem-based learning, in which we bring community members in as panelists for student presentations. Those members participate as judges, asking questions, giving written and immediate oral feedback to each student. Additionally, families report that they appreciate the Personalized Learning Teacher (PLT) Meetings, the frequency and the intentionality to keep parents as partners as students complete their final leg of compulsory education and plan for their futures. Students appreciate the staff and the connections they are able to build with their teachers in our hybrid schedule. Our monthly student outdoor activities also were greatly valued by students.|We are focused on two improvement goals with our educational partners. First, have a systematic approach to creating a personal connection with each of our families. This will include a pacing guide for what should be covered in our advisory classes and at each of our quarterly PLTs. Deliberate adjustments will be made to include our full time independent study students and their families. Our second goal is to increase the number of community members and businesses who partner with and participate in our charter school.|Each of our teachers will be a PLT (Personalized Learning Teacher) with a balanced caseload of all grades. Students, including our underrepresented youth, their parent/guardian, will meet with their PLT quarterly. The PLT has the flexibility in scheduling those meetings. These check-ins will foster a greater sense of community and engagement with families. To help remove barriers we continue to offer free enrichment activities and also partner with the local mass transit authority to provide bus passes for all students. Students complete reflections at least quarterly so we can receive feedback about what is going well and where there may be struggles.|As a charter school, we have always had our own Leadership Advisory Board that represents a cross section of our student population, parents, staff and community members which incorporates alumni. This board provides planning, design, implementation and evaluation and is part of the decision making process. We will continue to advertise school wide for new parents and students to be a part of our board and new alumni to be voices for the value of real world skill building and add a teacher that can share their experience of CTE building and/or studies and the role it has with our school community.|"Our goal for improvement is to add more participants to our Leadership Advisory Board. We will issue more surveys in a more timed manner for better comparison data. And we will assess the ""best"" meeting time for our Leadership Advisory Board that will support an increased number of participants, and allow for those meetings to also be hybrid (in person and virtual) to eliminate any transportation issues and simply be more accessible."|Our quarterly PLT meetings, increases our ability to seek input and insight from all families including those of our underrepresented students. It is also believed that through these that we will be able to develop a systematic way to recruit new members to our Leadership Advisory Board. We use ParentSquare for the majority of all of our announcements and invitations. ParentSquare automatically translates for families, based on what they indicated as their home language at the beginning of the year. We are hopeful this will eliminate many communication lapses that could often occur without translation support. Additionally, we will ask access questions on our surveys for parents and students to help assure needs are being met successfully and striving to grow where we can to move from successful to excellent.|3|3|2|5|3|4|4|4|4|4|3|4|Met||2025-06-18|2025
45698720000000|Bella Vista Elementary|3|BVESD strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. In addition, we have implemented Capturing Kids Hearts and Social Emotional Learning that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as reengaging parent participation in school events.|Building relationships with our underrepresented families has been a focus for our school staff.  We have an interpreter, a behavior interventionist, and offered summer camp. In addition, we have offered conferencing, targeted interventions, tutoring, and free after school programs.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local organizations to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, and students. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits.|We meet regularly with our School Site Council and in collaboration meetings to review student outcomes. Parent conferences are held once a year and progress reports are sent to parents to inform them of their student's progress on a regular basis. Annual surveys are distributed in the spring to inform our district and school plans. We communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text) and educational partners continue to stress the need to improve communication, student attendance, and additional support for students.|Based on our local data and input from our educational partners, the district will improve engagement and involvement of families. We connect our at-risk families to local community resources.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets to review data and adjust instruction and target students based on individual need. Interventions and additional support, like summer camp, tutoring and small group instruction are just some of the strategies used to support student outcomes. We have also maintained a PE teacher, a full-time counselor, a Behaviorist, intervention staff and support staff positions.|Our school community believes in supporting families and the whole child to improve educational outcomes for our students.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed bi-annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all families.|We go out of our way to reach out to our underrepresented families by providing free after school care, free breakfast, second chance breakfast, free lunch, academic supports, interventions, an Attendance Coordinator that connects families to local resources, and reading/math labs.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
45698800000000|Black Butte Union Elementary|3|We have many opportunities throughout the year to build relationships with families. We have held in-person school gatherings that have been well attended. We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our school app and website has been successful.  In addition, we have implemented the Second Step Social Emotional Learning program that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as, school events.|Building relationships with our underrepresented families has been a focus for our school staff.  We have offered summer school and held engagement events where food is offered for free. In addition, we have offered conferencing, targeted assistance and tutoring, plus free and/or reduced after school and before care programs. We connect our family to local resources using our Community Schools Coordinator. When necessary, some door-to-door transportation is provided to support our underrepresented families.|We are making strong efforts to build partnerships for better student outcomes. Using data and input from our Professional Learning Communities, we have targeted interventions and additional support for grades K-8.  Staff have provided additional tutoring (6-8), interventions, and acceleration based on the students' needs. We have partnered with the After School Program and other local groups to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night and Open House are just some examples. Additionally, we are starting a Parent Club and plan to expand the preschool, transitional kindergarten and child care programs. Professional development is provided to our staff based on identified needs. Finally, our Community School Coordinators connect with our most at-risk students and families. These resources and services have improved student outcomes.These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports (Grades 6-8) are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Student attendance, engagement, social emotional learning, interventions and explicit direct instructional strategies will be a focus in the next few years as evidence by our goals and actions throughout the LCAP.  We also would like to reengage our parents so that we can increase student achievement and stress the need to set high expectations for every student, every day.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Community School Coordinators and the Capturing Kids Hearts framework. The Community Coordinators connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our teachers and support staff consistently reach out to our families. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer camp, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have a part-time assistant superintendent to assist with plan development and state/federal guidance, a PE teacher, a counselor/psychologist, Special Education staff, and support staff positions throughout the district.|We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide our educational partners the opportunity to be part of the decision making process in order to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents to improve our overall school programs.|We will continue to use surveys and engagement community discussions to improved our decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes. We also use School Site Councils and family engagement events to receive input from our families.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, parent engagement nights with student performances, displays and incentives provided, resource connections, School Site Council, attendance meetings, informal meetings with the principal, the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc. The principal and executive assistant meets and greets families every day as they enter the campus. This interaction allows for informal feedback and positive relationship building.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
45699140000000|Cascade Union Elementary|3|We have many opportunities throughout the year to build relationships with families.  Currently, we have held  in-person school gatherings that have been well attended.  We have many platforms for our families and staff to communicate, share, inform and meet.  This said, our presence on social media and our  website have been successful.  In addition, we have implemented SEL that includes communication with parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID.  We held in-person Open House nights at each site this school year and they were very well attended.  We had a meal gathering, classroom gatherings, and several partners such as Cal Fresh, City of Anderson, Project Share, and Cascade Summer Adventure Program in attendance to help inform parents.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.  This year family in-person engagement has been excellent; especially Open House.|Building relationships with our underrepresented families has been a focus for our school staff. We have hired an interpreter, a behavior interventionists, and offered free summer camps and free Project Share for during June and July. In addition, we have offered virtual conferencing, targeted interventions, tutoring, plus free after school programs.|"Cascade School District has a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary supports and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students needs. We have partnered with the After School Program, Teen Center, Ninja Coalition, Bruce Street Mantor House, Anderson Parks and Rec, and Anderson Police Department, Plyers Pizza and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families through our "" Recognition Agenda Item""  Additionally, we have a strong Parent Club at each of our school sites. Professional development is provided by our Curriculum Director and with our partnership in the Mountain Valley Education Consortium. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."|We meet regularly with our School Site Council, LCAP Committee, English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) which includes our staff and community to review student outcome data and set goals based on identified needs. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, autodialers, text), educational partners stress the need to improve communication, student attendance, and additional support for students. This summer we will continue the free Cascade Adventure Summer Program.  We have partnered with the city of Anderson, Ninja Coalition, Friday Night Live, Project Share, and several helpful educators to bring a multitude of Expanded Leaning Opportunities to our students and community.|Based on our local data and input from our educational partners, the district will improve the engagement of underrepresented families using our Chronic Absenteeism Coordinator who connects our at-risk families to local community resources.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets regularly to review data and adjust instruction based on the data.  Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a Director of Curriculum and Instruction, a part-time assistant superintendent to assist with plan development and state/federal guidance, an Attendance Clerk at every school, COVID substitutes to fill in where needed, PE teachers at every elementary school, 2 Behavior Intervention Support staff at each school site, an additional playground, and support staff positions throughout the district.|We regularly seek input from our educational partners through School Site Council, staff meetings, LCAP Committee, English Language Advisory Committee (ELAC), and the District English Language Advisory Committee (DELAC), as well as the Budget Committee and . These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, DELAC/ELAC meetings, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.|4|4|5|4|5|4|4|5|4|4|4|4|Met||2025-06-12|2025
45699140135624|Tree of Life International Charter|3|Overall parents feel respected, teachers feel respected by parents and students. Growth in parent leadership and volunteers this year indicates increased number of parents supporting and planning school events, helping in the classroom, supporting teachers.|To provide additional parent trainings in various areas: Parent Square, supporting your child at home with Reading and math, training in classroom volunteering. We have an increased effort at informing parents and students about internet safety and use of social media. Parents requested and teachers offered High Dosage Tutoring for struggling students and will continue in 2025-26.|Establishment of the DELAC with officers and regular meeting times; Providing individual parent/teacher conferences twice a year;  Día del Niño, Food Pantry parent leadership, Latino parent representation on TLC Board of Directors and Amigos Officers. Staffing: Bilingual attendance coordinator and Health Clerk. A bilingual counselor will be added in 2025-26|Multiple ways of communication, bilingual staff, parent square, in person and phone calls, SST meetings for individual goal setting; bilingual health clerk, bilingual reflection sheets that lead to restorative chats go home for parents to discuss with students, bilingual training offered in internet safety and sex education.|Scheduling an annual Family Math Night, Family Reading Night, training in Restorative practices and parenting classes for parents, student led parent teacher conferences.|Establishment of DELAC with Latino parent leadership--provide a meal for the family and childcare when there are evening meetings or trainings. Food Pantry run by Latino parents and open every other week to augment family food budget.|Monthly Coffee with the Principal and Monthly Amigos meetings give parents opportunities to come and ask questions, share ideas, bring concerns, get informed, participate in task forces for school fundraisers and funraisers, and meet other parents. Added Brews with the Boss this year to attract working parents. Dads and Donuts is parent led task force to help support with physical needs around campus and was impetus for beginning a chicken coop building project and now a woodshop class. Monthly DELAC meetings held in Spanish engage Spanish speaking parents in leadership and decision making.|Have regularly scheduled SSC and DELAC Meetings beginning in September and continuing throughout the school year. Hold regular parent volunteer meetings/Room Parent meetings and gather input from parents. Engage bilingual parents as members of the school board of directors, amigos leadership and classroom volunteers.|Tech Director will create a bilingual tutorial on how to use Parent Square that will be shown to all parents at TK/K Meet and Greet, Boo Hoo Breakfast and Back to School Night. All parents will know how to use the communication tool. Teachers will send weekly newsletters home and communicate regularly with parents. Every class will have 2 Room Parents (Sp and Eng speaking) to help with group and individual communication between the teacher and the class. Schedule Regular Room parent meetings with the parent volunteer coordinator. DELAC meetings will encourage more participation from Latino parents.|5|5|5|5|5|5|5|5|5|4|5|4|Met||2025-06-25|2025
45699220000000|Castle Rock Union Elementary|3|CRUESD uses Blackboard Messaging and Class Dojo to communicate regularly with families.  The district sends home regular communications with students to parents.  A monthly Newsletter is sent home to families to provide dates for upcoming events and share what is happening within the school.  Families are also able to communicate with teachers and administration via email and phone call.  The district has a Facebook page that is regularly updated with current information.|Based on the Parent Survey conducted in February 2025 and the Staff Survey conducted in March of 2025, both parents and staff feels that there is a need to educate parents on how to support their student based on their student's individual need.   A few parents indicated on the survey that they would like to be better informed on what is expected of them in regards to their role within the school.  The district would like to increase the number of parents that attend school and district meetings (PAC/LCAP Committee, SSC, etc.) as typically only 2-3 parents attends such meetings.|The district updated its website during the 2023-2024 school year and introduced a school district app that is easy for families.  The data is kept up to date and reviewed weekly/monthly to ensure accuracy and timeliness of information provided.  The district will use flyers, school newsletter, and other forms of communication to promote both the website and district app.  The district will be sending teachers and staff to Capturing Kids Hearts training that includes relationship building strategies that will also be beneficial to interactions with families.  The district also plans on holding Family Event nights at least 3 times a school year (1 times a trimester) outside of Back to School Night, Parent Conferences, and Open House.|Each school year the district holds Back to School Night in which teachers and school administration provide information regarding expectations for student outcomes for the grade level the students are currently enrolled, including information on the CA Common Core State Standards.  The school also holds parent conferences each fall to provide teachers with an opportunity to share feedback on student progress and discuss ways families can support students at home.  Progress reports are sent home mid-Trimester and report cards at the end of each Trimester to provide feedback to families on student current progress.  Parents are encouraged to reach out to their child's teacher to set up telephone or in person conferences at any time during the school year.  Teachers and school administration also provide feedback to parents through Class Dojo, Blackboard Communications, and emails.|CRUESD's focus for improvement for building partnerships for student outcomes are the following:  increase parent communication through the distribution of monthly school newsletter, increase parent involvement through the addition of family events at school in the evening (math nights, game nights, etc.), increasing the number of educational partners that attend district/school meetings, and to provide parents with a user friendly website and district/school App.|The district will improve the engagement of underrepresented families by increasing the number of times information is sent out to parents and ensuring that information is sent out in multiple formats (Notices sent home with students; sent via blackboard email, text, and phone calls; and updating the information to the live stream on the district's website and app.|For the 2024-2025 the number of educational partners participating in meetings and attending LCAP/DAC/SSC meetings was 2-5 attendees per meetings.  The district/school offers child care and some type of snack/food at each event to encourage attendance.  The district also offered a Google Meet option to attend the LCAP/DAC/SSC so that parents that were unable to attend in person still had an option to attend.  Blackboard emails, phone calls, and text reminders are sent out to remind parents, staff, and other educational partners of the meeting.  The meetings are posted on the district website calendar months in advance and are listed in the upcoming events section of the monthly school newsletter.  The district also, holds monthly/bi-monthly family events to bring educational partners in frequently so that they become more comfortable being a part of the school district.  The district actively gathers input from our educational partners at meetings and through surveys.|The district believes that by increasing communication to our educational partners regarding meetings and events, providing child care during the meetings and events, offering a way for parent to attend meeting virtually, and providing snacks/food the number of educational partners attending will increase which will improve the level of input received.|By providing frequent communication regarding meetings and events, providing child care, and providing food/snacks at the meetings will also improve the engagement of our underrepresented families.|4|5|3|5|4|3|4|4|4|4|4|4|Met||2025-06-11|2025
45699480000000|Columbia Elementary|3|We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.|Based on the analysis of educational partner input and local data, we have identified a focus area of communicating student academic progress to staff and families, as well as providing additional future school family engagement events. Positive Behavior Interventions and Supports at Mountain View Middle School. Our Preschool/Kindergarten programs and Mountain View Middle School received the Best of the North State honors while Columbia Elementary was a finalist for this recognition.|Building relationships with our underrepresented families has been a focus area for our school staff. We go out of our way to reach out to our underrepresented families by providing Title I ELPAC meetings, free after school care, breakfast and lunch, opportunities and academic supports, and interventions. In addition, an Attendance Coordinator connects families to local resources, and reading/math labs.|We have a long history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for our students.  Staff has provided additional tutoring, interventions and acceleration based on students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  We also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, and Open House are just some examples.  Additionally, we have very collaborative Parent Clubs. Professional development is provided to our staff based on identified needs. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families and help them feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform school programs resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council and the LCAP is a standing agenda item on every board agenda to review student outcome data and set goals/actions based on identified needs. Parent conferences are held  and progress reports are sent to parents to inform them of their child's progress. Annual surveys are distributed in the spring to assess our district and school plans. Although we communicate in a multitude of ways (newsletters, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text), educational partners stress the need to continue to improve student attendance and provide additional support for students.|Based on our local data and input from our educational partners, the district will continue to use School Attendance Review Teams and the School Attendance Review Board to connect our at-risk families with local community resources and sets individual goals with students.  Additionally, our teachers and support staff consistently reach out to our families to provide additional support. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We also have a vice principal, nurse, counselors, Special Education staff, and support staff positions that provide additional support to students.|We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and annual surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes. Additionally, the number of responses from parents at the Mountain View Middle School increased significantly and the positive results also increased.|We strive to reach our most underrepresented families by seeking input through a variety of ways: annual surveys, incentives, parent engagement nights, resource connections, School Site Council, Title I English Learner meetings, attendance meetings, LCAP feedback meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc. We have recently added an ELOP Coordinator and are making plans to significantly improve our program; making it more academic, more engaging, and more structured non-curricular activities.|5|5|4|5|4|4|5|3|5|4|5|5|Met||2025-06-27|2025
45699480134122|Redding School of the Arts|3|RSA is continuously striving to build strong relationships between school staff and our families. Our greatest strength in this area is we host many events/opportunities to bring our families together with school staff either on campus or elsewhere. In our annual survey from this year, we polled families regarding their participation in these events. We had 169 families respond out of 393 total, below shows the participation rates of some of our major events for the survey respondents:  Before School Meet and Greet 		                71.88% Moon Festival 					                        66.25% Back to School Night 				                77.50% Open House 						                65.63% Skate Night 						                38.75% Volunteered in my child's classroom/library 	        36.88% Chaperoned/driver for class field trip 		        46.88% Theme day volunteer 				                45.00%  RSA believes that family involvement is the key to building relationships between staff and families. Another survey question asks families about the number of these opportunities; “There are sufficient opportunities for family involvement.” 94.44% agree 4.32% neutral 1.23% disagree|Survey results from 45% of families indicate that 76% agree school staff maintain regular, open communication, while 20% were neutral and 4% disagreed. To build on this strength, Redding School of the Arts will enhance communication strategies through platforms such as Parent Square, newsletters, social media, and an updated website. Additionally, we will continue promoting family involvement in classroom activities and school-wide events that reflect RSA’s unique culture, such as field trips, musicals, and cultural celebrations. We also plan to implement more effective systems for collecting and analyzing family and student feedback to inform ongoing improvement efforts.|Based on educational partner input and local data, RSA will improve engagement of underrepresented families—particularly English Learners and families of students with disabilities—by expanding inclusive practices within existing relationship-building efforts. This includes enhancing communication and outreach strategies to ensure all families are aware of and feel welcomed at school events such as Meet and Greet, Back-to-School Night, and student-led conferences. Additionally, RSA will strengthen its Multi-Tiered System of Supports (MTSS) to further involve underrepresented families in collaborative planning for student success, ensuring their voices are heard and valued in decision-making. These efforts aim to deepen trust and strengthen partnerships between school staff and all families.|RSA has a strong school community which values educational partner  input, a family atmosphere, where all stakeholders contribute to the positive school climate; and a strong  intervention system; that initiates parent outreach to partner on solutions for academic or behavioral intervention needs. We also consistently provide opportunities for and seek parent involvement with school mission driven activities which improve student outcomes.|After reviewing data and feedback to find ways to improve partnerships for positive student outcomes, we plan to continue connecting families with the school through activities like volunteering in the classrooms, attending assemblies, chaperoning school field trips and attending evening events and special theme days together. We will also encourage participation in both our Parent Teacher Club and Theater Booster Club. Research shows a strong correlation between families volunteering within the school and student success.|RSA will work to improve engagement of underrepresented families by providing translated documents when possible, offering opportunities to learn and celebrate other cultures,  seek to build sustainable relationships with these families and encourage regular feedback.|RSA continues to strengthen its culture of inclusive and meaningful engagement by offering diverse and accessible opportunities for educational partners to provide input in decision-making processes. With a renewed commitment to transparency and collaboration, RSA has expanded the ways in which families, students, staff, and community members can contribute to strategic planning, particularly in relation to the Local Control and Accountability Plan (LCAP) and schoolwide improvement initiatives.  Our robust network of educational partners includes the Parent Teacher Council (PTC), Theater Booster Club (TBC), certificated and classified staff, teacher leadership teams, administration, and student representatives from grades 4–12. These groups are actively involved in shaping RSA’s goals, reviewing progress, and identifying needs.  Recent enhancements include more frequent and accessible meeting formats—such as hybrid options (in-person and Zoom)—and expanded roles for families in formal advisory capacities. The PTC and TBC continue to thrive as collaborative parent organizations with structured governance, annual budgets, and clear missions to support the school both socially and financially. Through events like the Fall Fox Trot and community-supported performances, families are engaged not only as volunteers but also as valued stakeholders in RSA’s success.  Additionally, parents are invited to serve on critical school committees, including curriculum adoption, school safety, LCAP development, the Governing Board, and Finance Committee. RSA’s commitment to authentic engagement ensures that input from underrepresented and diverse family voices is actively sought, respected, and integrated into the decision-making process.  These ongoing efforts reflect RSA’s belief that student success is deeply connected to strong, consistent collaboration with families and the broader school community.|RSA will continue to utilize the various educational partner groups to review, provide input and ideas to create the school's LCAP goals and actions.|Based on input from educational partners and local data, RSA will improve engagement of underrepresented families in decision-making by increasing the accessibility of engagement opportunities. This includes offering translated materials, scheduling a variety of meeting times that enables more participation, and flexible participation formats (in-person, Zoom, and asynchronous surveys). Efforts will focus on proactively inviting families of English Learners, students with disabilities, and economically disadvantaged backgrounds to join advisory groups, participate in focus groups, and serve on school committees to ensure their voices are reflected in school planning and improvement efforts.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2025-06-12|2025
45699480139543|Shasta View Academy|3|SVA has been successfully partnering with families to educate their children for 25 years. The school’s personalized learning/independent study learning model is uniquely dependent on the establishment of long term relationships between the assigned SVA Teacher and the student’s family as well as the secondary relationships with the school’s educational specialists (math, reading, writing and science), high school coordinators, special education staff, and administration.   SVA’s strengths and progress building relationships between school staff and families include the following: Highly qualified general education teachers who support families throughout a student’s educational journey (grades TK-12).  Daily communication opportunities between parents and staff via in person meetings, phone, text, and emails. Clean safe resource centers provide special education services, supplementary classes, and access to the school libraries.  Supplementary classes offered in person and virtually in math, writing, and science for every grade level. Highly qualified special education service providers. Parent orientations and trainings aimed at assisting parents with daily instruction in the home. A strong professional development program for all staff members. Use of a schoolwide communication system to share information about important information, activities and events, parent meetings, and school board/Advisory Council meetings.|SVA staff has identified better communication and opportunities for staff to interact with school staff as a focused area of improvement for the 2025-2026 school year.    In order to address the identified need, the school will initiate the following actions: Continue offering parent workshops that support student learning and academic growth specifically in math, reading, writing, and science. Offer an increased number of field trips and schoolwide events that facilitates staff and family engagement. Plan and offer a minimum of two social events focused on building relationship between school staff and families (Back to School Bash, Parent Connect Events).|Through analysis of survey data, SVA has identified the following areas of focus to improve engagement with underrepresented families: Provision of internet hotspots to improve communication and access to educational resources for families that do not have reliable internet. Staff training in SEL and Trauma Informed Practices. Staff training and support in the use of protocols to increase student oversight and interaction when students are struggling or not making adequate progress with curriculum and assignments. The continued development of a strong RTI program that includes identification of struggling students and intervention strategies aimed at academic improvement and support.   Parent training to include Supportive Strategies and Student Growth Plans, Reading Strategies, Successful Math Practices, Effective Use of Curriculum, Explicit Direct Instruction, Monitoring Student Academic Growth Plans, and Differentiated Instruction.|SVA’s long-term success is a byproduct of the school’s ability to build and maintain successful partnerships aimed at student achievement. SVA parents who school their children at home benefit from a wide array of school and community partnerships that include the following:   SVA General Ed Teachers dedicated to facilitating a personalized learning program for each student. SVA Academic Specialists (Math, Reading, Writing, Science, CTE) provide secondary support to students in the form of assessment, instruction, tutoring, and curriculum guidance. SVA High School Coordinator provides academic counseling, support, and expertise to HS students and staff. Experienced SVA administrative staff dedicated to schoolwide success. A strong Special Ed staff provides instruction and support to students with IEPs. Support and expertise available through our special education partner, the El Dorado Charter SELPA. A strong relationship with local community colleges providing concurrent enrollment to SVA students. A wide array of extracurricular/enrichment opportunities available through SVA’s Enrichment Partner program. Community partners who offer field trip opportunities (local businesses, performing arts centers, community organizations, natural resource agencies, community service providers).   Staff and parent training offered by County Offices of Education, charter advocacy organizations, and private vendors.  Community business partners providing internships to SVA HS students. Access to community partners who offer mental health support and services.   Parent and staff access to information about legal rights offered by the school’s legal counsel, well trained staff members, a thorough set of board policies, a Parent-Student Handbook, a High School Handbook, and access to the school’s SELPA website.|The following actions will be implemented in the 25-26 school year to build partnerships for student success:  Establish an accessible curriculum center in Shasta County. Increase the number of businesses and organizations providing internships to SVA High School students. Expand the list of Enrichment Partner opportunities for students in all counties of service. Expand the number of field trips offered in the outlying counties of service.   Improve and maintain the school’s website.|SVA will improve engagement with underrepresented families in relation to building partnerships through the following actions: Distribute school handbooks and notifications in languages other than English for non-English speaking families. Provide hotspots for internet connectivity to help students access their teachers and SVA virtual classes. Provide bus passes for students attending community college, school events, and Enrichment Partner opportunities. Improve networking opportunities for special education students and families.|SVA staff sought input regarding school plans and decisions from parents and guardians throughout the 2024-2025 school year using the following methods: SVA Teacher/Parent Meetings – SVA Teachers share information about school policies, programs, and school leadership opportunities.  Parent/Teacher communication also creates an opportunity to gather information from families to help direct school policy, goals, and action items. Advisory Council: The SVA Advisory Council includes 3 parents, 2 high school students and 2 staff members. The group meets a minimum of four times per year and is key to school planning and important decisions made throughout the year.  All meetings are open to the public and all community partners are invited to attend. Board of Directors: The SVA, Inc. Board of Directors includes 5 parents. The board oversees school program planning, policies, and budget.  The board meets on a monthly basis.  All meetings are open to the public and school stakeholders are invited to attend. LCAP: SVA included all educational partners in the process to create and implement SVA’s LCAP.  LCFF priorities were addressed in the established goals and information and feedback were gathered using annual surveys.  February 2025 surveys were created for parents, high school students, students grades 5-8, and staff members.  Survey questions were tailored to the values important to our school, families, and community.  Information gathered in the surveys was key to the evaluation of school success in meeting goals, fulfillment of action items, and program decisions made for the 2024-2025 school year.  SVA's 2025 parent survey results indicate that 99% of parents agree that they have opportunities to participate in our school's decision-making process.|SVA will focus on the following actions in the 25-26 school year to improve the methods to seek input for school decision making: Continue using Parent Square to notify educational partners about Advisory Council meetings by posting agendas in a timely manner. Continue using Parent Square to notify educational partners about School Board meetings by posting agendas in a timely manner. Provide virtual (Zoom) access to SVA Advisory Council and School Board meetings in order to encourage meeting participation from educational partners unable to attend meetings in person. Post School Board and Advisory Council agendas and meeting minutes on the school website.|SVA staff will improve engagement with underrepresented families when seeking input for decision making by offering the following:   Hotspots for internet access so that families can participate in meetings virtually and complete online surveys. Provision of school Chromebooks to help families communicate with school leaders and staff. Zoom access to Advisory Council and Board of Director meetings to reduce travel expenses. Zoom access to IEP meetings.  Transportation assistance for meeting participants.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
45699480141580|Phoenix Charter Academy College View|3|The strength of the educational program at PCACV is the relationships between school staff and families. Teachers at PCACV offer a personalized, high-quality, standards based education which utilizes a wide variety of learning options using multiple learning modalities to meet the needs of each student. Students have the support and accountability of a teacher of record that meets with students and families every two to three weeks. During these meetings, students receive one-on-one tutoring if necessary, and parents benefit from a parent-teacher conference-not just once per year, but on a regularly scheduled basis. In addition, teachers are available throughout different times of the day, such as before and after school. Communication is also key to building relationships with families, and PCACV sends out a monthly newsletter and regular emails with announcements. We also communicate via Facebook, via text, as well as postings on our website.|Based on input and local data, PCACV has determined that the focus areas for improvement in building relationships between school staff and families are surveys and communication. Although the school has many things in place for communication, including website, email, social media, newsletter, and face to face meetings,  survey results indicate this remains an area of improvement.  Survey participation was found to be low, so we have contracted with PARSEC to help create and distribute the surveys, as well as to analyze the data.  This is critical  in order to obtain necessary feedback. PCACV staff determined that there is a need for coordinated family and staff events. As a result, several events are to be scheduled.|PCACV works to improve engagement of underrepresented families by ensuring they have Internet access and devices. We also provide breakfast and lunch to the students which allows for time in which parents to come in with their children. There is also a concentrated effort by teachers working together on behalf of a student. PCACV's Staff members also provide assistance when families need school paperwork explained and completed.  All meetings are offered via Zoom to provide full access for input from all stakeholders independent upon their ability to attend meetings in person.|The key to PCACV's Personalized Learning method is the relationship between the student, the parent(s) or guardian(s), and the student’s TOR. This learning team meets often, depending on student need. The team creates a personalized learning plan that is appropriate to the goals and needs of the student, and evaluates the achievement of the student during the school year. The students of Phoenix Charter Academy College View are offered every opportunity to achieve their learning goals. To facilitate this, we provide access to a variety of innovative curriculum options and resources. All approved learning programs are designed to adhere to the educational standards of Phoenix Charter Academy College View and the State of California.  Additionally, the Student/Parent Handbook is available on the school website.|The focus areas for improvement in building partnerships for student outcomes is by clearly defining expectations for both students and parents and improving access of supports for both students and parents.|PCACV will improve engagement of underrepresented families by meeting with students and families more often. Increased communication, ensuring that families understand assessment results so that they understand the need for support.|Stakeholder engagement has always been a critical component of the educational program of PCACV and without it the school would not be successful. Teachers, classified staff, and administration work with board members, parents, and students on a regular basis. The PCACV Advisory board meets monthly and reports to the school director and the board. In addition there are parent and student surveys used to collect data, as well as regularly schedule family meetings. A civics class has been started and this has led to student attendance at the board meetings to provide student input. The PCACV Governing Board meets monthly with Zoom access for those who can not attend in person. This makes it easier for those with children, transportation issues, or disabilities to attend and have public comment and input. Staff meetings, including teachers, administrators, and classified staff are partly devoted to the development and update of the LCAP. In addition WASC committees continue to meet to address findings and to make suggestions for improvements.|PCACV's focus areas for improvements in seeking input for decision-making are to revise the current survey and ensure it is given during the academic year and to increase the number of  parents attending advisory council meetings.|PCACV will improve engagement of underrepresented families in several ways. All announcements, including workshops and meetings are posted on the school website, which then has the capability to translate text to different languages. In addition all meetings are able to be Zoom or Google Meets in order to ensure accessibility to all families. Frequent phone calls are made to check in and offer assistance, when families need extra support.|5|5|4|5|5|5|5|5|5|4|5|5|Met||2025-06-03|2025
45699550000000|Cottonwood Union Elementary|3|We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our presence on social media and our website has been successful.  In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.|Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care (with a sliding scale), breakfast and lunch, academic supports, interventions, Attendance Clerk that connects families to local resources, and reading/math labs.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples.  Additionally, our Parent Club continues provide support for our students and the schools. Professional development is provided to our staff based on identified needs. Finally, our Attendance Clerk and Counselor connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports are sent to parents to inform them of their student's progress. We have additional parent conferences when needed. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students. We added a new website and school app to make it easier to communicate and connect families.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Counselor. The Counselor connects our at-risk families to local community resources and sets individual goals with students. Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We continue to maintain Special Education staff, a school psychologist, two speech teachers, two intervention teachers, two home school teachers, and support staff positions throughout the district.|We are a tight-knit community that supports families and the whole child. We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, family engagement nights, etc.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2025-06-25|2025
45699550121640|Cottonwood Creek Charter|3|Cottonwood Creek's strengths are building a positive and collaborative culture that supports students, teachers and  family success. We have many opportunities throughout the year to build relationships with families. We have many  platforms for our families and staff to regularly communicate, share, inform and meet. Our parent surveys indicate  that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of improving parent  participation in school events, parental input for new electives, and increasing parent participation in our annual  surveys.|Building relationships with our underrepresented families has been a focus for our school staff. We will continue our  monthly check-ins between teachers and their families and we will continue to offer targeted interventions, tutoring,  and a variety of after school elective programs.|We have a rich history in building partnerships for better student outcomes. Using data and input from our  educational partners, they have indicated that our staff provides the necessary support and feedback for their  students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We  have partnered with our After School Elective Program to support our students both in school and within their  electives. Our school model of independent study with site based classes allows for monthly check-ins between staff  and all families. This model has kept our attendance rate over 98% for many years. Our educational model creates  a positive climate for our students and their families. They truly feel supported within our small community.|Monthly check-ins and progress reports allow our parents to be informed of their student's progress. Annual surveys  are distributed in the spring to inform our school plans. We also communicate in a multitude of ways that include  newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, and auto dialers.|Our school model of small class sizes, monthly check-ins, and frequent school to home communication has  especially benefitted underrepresented families. Amazingly, the students from underrepresented families are  outperforming students that are not from underrepresented families on state testing.|"We are a tight-knit community that supports families. Our school motto is ""Working Together With Families."" We  strive to ensure that all students meet or exceed grade level standards as well as develop social responsibility within  a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through  informal parent conferences, monthly check-ins, and parent surveys."|Using educational partner survey data and input from our decision making bodies, we will continue to provide  outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all  families.|We go out of our way to reach out to our underrepresented families by providing free and low cost after school  elective classes, lunch, (and breakfast beginning next year), academic supports, and interventions.|5|4|3|4|5|4|4|3|4|3|3|4|Met||2025-06-19|2025
45699710000000|Enterprise Elementary|3|Enterprise Elementary School District provides ongoing training in building trusting relationships. Two-way communication is offered through digital platforms, town halls and forums, parent advisory committees, and conferences. A Spanish interpreter is present at all meetings where interpretation is deemed necessary.|An area of growth is to be more intentional about learning about families' strengths, cultures, languages, and goals for their children. The district has developed communication plans as well as a comprehensive offering of multimedia messaging between school sites, the district, and families, including capabilities in more languages.|The district will improve engagement with underrepresented families by offering more parent education opportunities and providing more formats of communication, including an increase in social media, videos, podcasts, and parent engagement opportunities.|The district offers multiple avenues for meeting with parents to support student learning beyond parent conferences twice a year. Educational Partners attend a yearly Educational Partners' meeting to give input, and Site Councils meet regularly to review data and give input at a site level. Two-way communication through a digital platform gives staff and families direct access to communicate regarding student outcomes.|The district needs to provide staff with greater professional development on partnering with families, as there are diverse needs across the district.|The district will improve in using creative measures and formats to communicate and build partnerships with families for their students’ outcomes.|The district maintains advisory groups and provides training for its members. These groups provide input on decisions. Each school site develops unique family engagement activities supported by LCAP funds. Regular communication cadences are developed at each site.|The district can continue to focus on exploring more creative mediums of two-way communication to receive more input.|The district will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.|5|4|3|4|4|5|5|5|5|5|5|4|Met||2025-06-04|2025
45699710135848|Redding Collegiate Academy|3|"RCA builds trusting relationships with its community partners by modeling communications practices from “Capturing Kids Hearts” and ""Leader In Me,"" programs adopted and fully implemented by our LEA. These communication practices are present at a high level within parent/teacher/student meetings, the School Site Council, all TK-12 classrooms, staff members, and our public. RCA’s relational success has a considerable impact on the learning community, as is reflected in positive student engagement and outcomes in social-emotional development and academics."|RCA will continue strengthening its full implementation and sustainability by adhering to the following reflective practice: analysis of communications experiences, reflection on the outcomes of those experiences, evaluation of the effectiveness of interactions, integration of new practices based on what has been learned, conduction of collaborative review of new practices, and documentation new practices. These practices are systemic and present in all media of communication, reaching all students, teachers, families, and community partners.|RCA will continue to equitably communicate with all community partners through parent/teacher/student conferences (in-person and virtually), newsletters, publishing to the internet (Instagram, Facebook, YouTube, and the school website), through digital communication platforms, school digital reader board, telephonics, and both virtual and on-site engagement opportunities.|RCA is a homeschool charter school where each family has a personalized learning plan for their child. Ongoing training and support is provided to assist parents in learning how to use instructional materials and teach content. The school also provides access to counseling support, community connect referrals, and partnerships with the EDD.|RCA will continue to provide staff with regular professional development in partnering with families.|RCA will continue to improve in using creative measures and formats to communicate and build partnerships with families for their students’ outcomes.|RCA maintains advisory groups and provides training for its members. These groups provide input on decisions. RCA develops unique family engagement activities supported by LCAP funds.|RCA has a very stout system of 2 way communication. As described earlier.|RCA, along with EESD,  will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.|5|5|5|5|5|5|5|4|4|5|4|5|Met||2025-06-04|2025
45699890000000|Fall River Joint Unified|3|There is an overall effort on the part of all staff to build better relationships with families. Administrators and staff are encouraged to regularly reach out to parents via voice mail, text email, or notes home; this is an on-going effort. All sites provide various opportunities for families to participate in cultural and academic activities, parent information rights, and other student-parent events such as Back to School Nights, Open House, and Club and Sporting events. Communication is provided in both English and Spanish to better reach the majority of families. Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation. The District partners with the Shasta County Office of Education (SCOE) in Instruction and grading equity practices, Reach Higher Shasta, Curriculum Leadership, and the County Cooperative Team to Build better relationships with families and keep current educational best practices. We also have a chair at the SELPA Program Advisory Committee and attend Community Advisory Committee meetings addressing special education best practices and how to better reach and educate our parent? Site Council and LCAP meetings are held at each site level and a parent advisory committee for Indian Education and English Learners also provides input to improve engagement of families in our community. A community school grant was received at three sites enabling the chosen schools to better build communication.|Administrators and staff are encouraged to regularly reach out to parents via voice mail, text. email, or notes home; this is an on-going effort. All sites provide various opportunities for families to participate in cultural and academic activities, parent information rights, and other student-parent events such as Back to School Nights, Open House, and Club and Sporting events. Communication is provided in both English and Spanish to better reach the majority of families. Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation.|Administrators and staff will continue to regularly reach out to the families of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes home both in English and Spanish. All sites will provide various opportunities with timely notifications for families to participate in cultural and academic activities, parent information rights, and other students-parents events such as Back to School Nights, Open House, and Club and Sporting events.|The district has two comprehensive elementary schools, and two comprehensive junior/senior high schools, two continuation schools, two community day schools and a special education center. The comprehensive sites share the same adopted curriculum, allowing professional development to be offered district-wide and resources to be shared as needed. The same is true of the online curriculum used at both continuation high schools, the community day schools and the independent study program. Students are provided devices (Chromebooks) and the seventh through twelfth-grade students are allowed to take their devices home to complete school work. The teaching staff is also provided top-of-the-line technology, including laptops, touch screen TV's and cameras.|The district continues to seek out and research best teaching practices and resources to meet the needs of all students, including EL students, Foster/Homeless students, and students with disabilities. Staff will continue to participate in professional development to build content knowledge and best practices.|Administrators and staff will continue to regularly reach out to the families of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes home both in English and Spanish. All sites will provide various opportunities with timely notifications for families to participate in cultural and academic activities, parent information rights, and other students-parents events such as Back to School Nights, Open House, and Club and Sporting events.|The district seeks to meet with educational partners through the use of in-person and virtual meetings, and the use of social media and surveys. The district meets monthly with Site Council and Parent Committees, several times a year with the Indian Education and Indian Parent Committee, and the ELAC/DELAC committees. The district also meets with both bargaining units (classified and certificated), and administrative groups through Cabinet meetings. The community is invited to attend school board meetings each month and to Town Hall meetings. Parents and students are surveyed each year for input for the LCAP, and students are surveyed every two years for the Healthy Kids Survey. Additionally, elementary school students are surveyed five times each year to reveal school culture strengths or concerns.|The district will continue to meet with educational partners, with an emphasis on timely invitations to meetings, and an opportunity to meet to discuss how the educational partners' concerns were used in Decision-Making.|Administrators and staff will continue to regularly reach out to parents of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes home in both English and Spanish. All sites will provide various opportunities with timely notifications for families to participate on parent committees, including Site Council Meeting and Back to School Nights, where families can explore adopted or proposed curricula.|4|5|4|4|4|5|5|5|5|5|5|5|Met||2025-06-25|2025
45699970000000|French Gulch-Whiskeytown Elementary|3|French Gulch-Whiskeytown offers: Back to School Night, Open House, Winter Holiday Family Fun Night, Strawberry Sundae Event for Mother’s Day, Dad’s Pancake Breakfast for Father’s Day, Community School Grant, ELO opportunities for extended vacations (Presidents Week, Spring Break, and Summer School. Parent surveys were collected and show that parents are satisfied with the school climate.  Parents receive a handbook yearly. Parents receive a newsletter monthly with an invitation to the parent club and the school board meetings. Parents were notified of the opportunity to review the LCAP, and preliminary budget through a flyer, and newsletter.|A new text message link will be utilized to keep parents informed and used each week for updates to school events, and happenings. A new outdoor kitchen was built this year to promote outdoor events at the school.|French Gulch- Whiskeytown will improve engagement of underrepresented families by involving the Community support person at the school to visit the families and see what their needs are and to build better relationships with the families.|French Gulch-Whiskeytown School has strong leaders and works with students in small groups, along with providing afterschool help and tutoring. The school works with parents and communicates with parents daily.|French Gulch- Whiskeytown is implementing the Leader in Me strategies for student success and will be in the first year of this program implementation in the classroom. This training will lead to greater social emotional stability and impact learning for all students and staff.|French Gulch-Whiskeytown School has employed a community service person through a grant to work with students and families and to help identify needs and engagement of underrepresented families.|French Gulch-Whiskeytown School has multiple ways to reach families. Newsletters, in-person discussions, back to school night, open house, and parent and student surveys. Families were invited to board meetings and parent club to give input for decision making.|French Gulch-Whiskeytown School will add some meals to the events planned for parents to invite more families to show up and give input for decisions involving the school. Due to the small number of families, it is hard to get every family to attend and the addition of meals will improve the attendance and input of families.|French Gulch-Whiskeytown School maintain contact through the Community Service Coordinator employed by the school with all families and search out any underrepresented families in the district through contact with them.|3|4|4|4|3|3|4|4|4|4|4|4|Met||2025-06-13|2025
45700030000000|Grant Elementary|3|Grant’s strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families which include the addition of STEM night, Art fair, and Science fair. We have many platforms for our families and staff to regularly communicate, share, inform and meet (Parent Square, Safety meetings, family nights). In addition, we have implemented Leader in Me, Positive Behavior Interventions and Supports, and Social Emotional Learning that includes communication to families regarding home support and celebrations. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as reengaging parent participation in school events.|Building relationships with our underrepresented families has been a focus for our school staff.  We have a psychologist, CORE team, behavior technician, and offer summer school and summer camp. In addition, we have offered conferencing, targeted interventions, tutoring, and free before and after school programs.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff and administration have developed systems and processes to increase communication and resources. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local organizations to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, and students. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits.|We meet regularly with our School Site Council and in collaboration meetings to review student outcomes. Parent conferences are held once a year and progress reports are sent to parents to inform them of their student's progress on a regular basis. Annual surveys are distributed in the spring to inform our district and school plans. We communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text) and educational partners continue to stress the need to improve communication, student attendance, and additional support for students.|Based on our local data and input from our educational partners, the district has improved engagement of underrepresented families through direct communication from staff and the school counselor. The counselor connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets to review data and adjust instruction and target students based on individual need. Interventions and additional support, like summer camp and summer school, tutoring and small group instruction are just some of the strategies used to support student outcomes. We have also maintained a PE aide, a part-time counselor, intervention staff and support staff positions.|Our school community believes in supporting families and the whole child to improve educational outcomes for our students.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school apps, texting, emails and weekly communication to engage all families.|We go out of our way to reach out to our underrepresented families by providing free after and before school care, free breakfast, second chance breakfast, free lunch, academic supports, interventions, a school counselor that connects families to local resources, and reading/math labs.|4|5|4|4|3|4|4|4|4|4|3|4|Met||2025-06-16|2025
45700110000000|Happy Valley Union Elementary|3|We have many opportunities throughout the year to build relationships with families.  We have held several school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet. In addition, we are part of a Community Schools Grant that support families and students. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events. We are changing our website host and messaging system and will begin the rollover in May 2025.|Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Family Liaison that connects families to local resources, tutoring, after school program, and engaging camps during summer and holiday breaks. They also provide parenting support. Our Community Connect Liaison regularly makes personal contact with families. Additionally, we have improved our partnership with the Parent Teacher Organization.|We have a rich history in building partnerships with our families. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held during the year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We will maintain part-time support to assist with plan development and state/federal guidance, two counselors, Special Education staff, intervention teachers, a Family Liaison, Behavior Coach and support staff positions throughout the district.|We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, coffee chats, the LCAP Committee and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys to identify areas of strength and areas for improvement. This information will help provide us with the information necessary for decision making. The surveys allow us to receive input and gauge our educational partner interests, concerns, challenges and our successes. In addition, administrators are present before and after school to listen to input from educational partners.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.|4|4|4|3|4|4|4|5|4|4|4|4|Met||2025-06-13|2025
45700290000000|Igo, Ono, Platina Union Elementary|3|Igo-Ono is represented at the District and Parent Advisory Committee meetings. In a recent survey, 85% of parent/guardian respondents stated that they strongly agree/agree that they have the opportunity to participate and be involved in school programs and decision-making that impact student outcomes.|The school will continue to collaborate with parents in order to offer engagement activities, such as literacy nights, math nights, science nights, etc.|Community partners and the school counselor will continue to connect specifically with underrepresented families in order to increase involvement in school activities.|The school distributes a Parents Right Handbook at the beginning of each year and upon every new enrollment. In addition, the school holds a Back to School Night, Open House, and holds annual Parent/Teacher/Student conferences.|The school will continue to work on developing Family Nights around literacy, math, science, and Social Emotional Learning (SEL).|Community Partners and the school counselor will continue to connect specifically with underrepresented families in order to increase involvement in school activities.|The school participates in holding Parent Advisory Committee meetings and District Advisory Committee meetings. The school holds Site Council meetings and Parent Club meetings.|The school has a two-way messaging platform. Based on parent feedback, a common two-way messaging platform was implemented for the school.|The school will continue to use multiple means of outreach to solicit feedback, such as meetings, surveys distributed at school, surveys distributed at parent events, etc.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
45700450000000|Junction Elementary|3|We have many opportunities throughout the year to build relationships with families.  Our school gatherings are well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on social media and our website have been successful.  In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel. In the Spring of 225, the district changed over to Parent Square as the new communication platform.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.|Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Chronic Absenteeism Coordinator that connects families to local resources, and reading/math labs.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held several times a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, Parent Square (text and email), educational partners stress the need to improve communication, student attendance and additional support for students.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families. We will connect our at-risk families to local community resources and sets individual goals with students. Additionally, our teachers, administrator and support staff will consistently reach out to our families through email, text, phone call or home visit. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We also provide small class sizes, a PE teacher, a music teacher, a counselor, special education staff, and support staff positions to improve engagement for our underrepresented families.|We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, strategic planning sessions, district leadership team, Junction Education Foundation meetings, and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, Parent Square, emails and weekly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, home visits, parent engagement nights, resource connections, School Site Council, attendance meetings, District Leadership Team meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, student-led conferences at the middle school, Back to School Night, Open House Night, IEP meetings, etc.|4|4|4|4|4|3|4|3|4|3|4|4|Met||2025-06-18|2025
45700520000000|Millville Elementary|3|We currently have conference week twice a year during which teachers meet with families and students to discuss student progress and ways to work together to support improved student outcomes.|Based on the analysis of input and local data, Millville School's focus area(s) for improvement in Building Partnerships for Student Outcomes centers Millville School's focus areas will be drawing more parents in to work in the classrooms as volunteers. Since COVID we have struggled bringing in classroom volunteers. This will be a focus as having additional adult support in the classroom makes for better relationships with the families and improved achievement by the students.|Millville Schools will improve engagement of underrepresented families firstly by recognizing that families have diverse backgrounds, identities and experiences that translates into varied needs. Millville School will look to engage underrepresented students in their learning and development through mentorships, and the utilization of role models. We will also make space for them to have a vote in decision-making and increase leadership opportunities|Millville School's current strengths and progress in seeking input for decision making comes from our annual staff, student and parent surveys. Our surveys all ask for anonymous input regarding events that will build family and relationships in our community. Our events are community and school community based and are all inclusive, any and all families can participate and attend. The data from the surveys is used to guide the direction of the LCAP and satisfy its goals.|Millville School's focus area for improvement in seeking input for decision making is to encourage more parents to get involved by attending school board meetings and voting at school board elections. It's at the school board meetings that many decisions are made that directly affect the day to day at the site level. Parent input needs to be welcomed, heard and responded to.|Often underrepresented families are intimidated to speak up and be heard. All schools, including Millville, need to firstly create a safe environment where underrepresented families feel welcomed and encouraged to speak to school staff, administration and board members on their specific and unique needs.  Millville School will also improve engagement of underrepresented families in relation to seeking input for decision-making by sending surveys and notices to families in their natural language. Additionally, if the underrepresented are identified, efforts should be made to speak with these families individually to seek input.|Millville School's current strengths in seeking input for decision making include the annual survey that focuses on the three goals in the Local Control and Accountability Plan. The three goals are reviewed by staff and Site Council annually and updated as needed. Site Council also reviews the actions included in the LCAP that will help us achieve our goals. The survey we use to determine our LCAP's actions are administered to staff, students and all families.|Using the results of the surveys as our local date, Millville School's focus area for improvement in seeking input is to administer the survey is a way that is adaptable and matches the survey takers' skills and inclinations. We originally administered the survey by an email link but found that sending out notices with a QR code suited our families better. The notices sent out were then followed up by a phone call, text and email.|Millville School will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision making by administering surveys and sharing information in the preferred format. It could be that some of our underrepresented families do not have access to email or have phones that receive texts. These families should be offered paper surveys in their preferred languages.|4|5|3|4|3|5|5|3|4|4|4|5|Met||2025-06-11|2025
45700780000000|North Cow Creek Elementary|3|We have many opportunities throughout the year to build relationships with families.  We have held many school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our presence on social media and our newly launched Parent Square App has been successful.  Staff have indicated they would like to continue with the Parent Square App to better communicate with families.  In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each week.  Our parent surveys indicate that parents are happy with their opportunities to correspond with school personnel. Based on feedback from our parents, we will be changing our community communication progress to increase and improve our school.|Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.|Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing after school care, free breakfast and lunch, academic supports, reading/math intervention, and Attendance Coordinator that connects families to community resources and sets attendance goals with students.|We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and enrichment based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community. Parent engagement activities are held throughout the year; Back to School Night, the Christmas Program, Talent Show, movie nights and Open House are just some examples. Professional development is provided to our staff based on identified needs and local/state data. Finally, our Student Support Teams position connects with our most at-risk students and families to ensure students are thriving. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.|The whole staff meet to review student outcome data and provide feedback that help set goals/actions based on identified needs. Parent conferences are held at least twice a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication regarding student attendance and additional support for students.|Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Attendance Support Team. Our support technician connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes.|We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.|Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach messages, one-on-one meetings, our school app, emails and notifications to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.|We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement activities, resource connections, student support meetings, meetings with the principals, meetings with the teachers and support staff, community events, student-led parent conferences, Back to School Night, Community Advisory meetings, Open House Night, IEP meetings, etc.|5|5|4|5|4|5|5|5|5|4|4|4|Met||2025-06-17|2025
45700860000000|Oak Run Elementary|3|As a result of our Single School District's successful generation of Equity Multiplier funds, we engaged in multiple consultations with our listed educational partners. These consultations were focused on planning strategies to enhance attendance and enrollment. Feedback from these consultations, gathered through surveys, face-to-face meetings, and email conversations, played a key role in shaping the development of our LCAP. We sought input on what students and families would like to see on campus and identified factors that might encourage students to attend school every day.|Actions were presented for input to your various educational partner groups. While many actions were not implemented due to the changes in leadership, partner feedback suggested that these Actions should be fully implemented in the coming school year in order to prove their effectiveness.  Due to a sudden change of school site leadership in January, 2025, some stakeholder surveying and input did not occur. With a change in school leadership for 2025-2026, it is anticipated and expected that stakeholder input will be a priority.|Due to Oak Run Elementary School District's status as a Small Necessary School located in the rural mountain area of Oak Run, California, the enrollment numbers are too low for the California State Dashboard to provide an Indicator Color Status for all performance levels. However, the Chronic Absenteeism indicator shows an orange status, reflecting a 6.4% increase in the rate of student absences compared to the previous school year. Student attendance is one of our biggest challenges at Oak Run School District. Families encourage their children to participate in activities such as logging, canning at home, poultry and beef processing for their families food supply, etc. Therefore, our LEA will strive to incorporate elective activities of the sort to encourage daily attendance and increase enrollment. Similarly, the suspension rate also displays an orange indicator, indicating a 3.1% increase in suspensions, which corresponds to one student being suspended—a higher number than the previous school year.|Online surveys (conducted at events and during class time), printed surveys available at events and during class time, allowing for written responses to questions asked about aspects of the LCAP, verbally asking students their thoughts on aspects of the new LCAP: done monthly, if not bi-weekly or weekly|This approach aligns with our commitment to educational equity and excellence. A comprehensive Response to Intervention and Instruction (RTI) program will provide targeted support, enabling us to meet each student where they are and help them reach their full potential. Struggling students will receive the necessary interventions to improve their skills, while advanced students will be challenged to further their academic growth. This holistic strategy ensures that all students receive the appropriate level of support and enrichment, fostering an inclusive learning environment where everyone can thrive.|This approach aligns with our commitment to educational equity and excellence. A comprehensive Response to Intervention and Instruction (RTI) program will provide targeted support, enabling us to meet each student where they are and help them reach their full potential. Struggling students will receive the necessary interventions to improve their skills, while advanced students will be challenged to further their academic growth. This holistic strategy ensures that all students receive the appropriate level of support and enrichment, fostering an inclusive learning environment where everyone can thrive.|Due to a sudden change of school site leadership in January, 2025, some stakeholder surveying and input did not occur. With a change in school leadership for 2025-2026, it is anticipated and expected that stakeholder input will be a priority.|Due to a sudden change of school site leadership in January, 2025, this input did not occur. With a change in school leadership for 2025-2026, it is anticipated and expected that stakeholder input will be a priority.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by implementing targeted outreach strategies, including multilingual communication, culturally relevant engagement activities, and flexible meeting times. Additionally, the LEA will establish parent liaisons and offer training to staff to foster inclusive environments that encourage active participation in decision-making processes.|2|2|1|2|1|1|2|1|1|1|1|1|Met||2025-06-18|2025
45700940000000|Pacheco Union Elementary|3|Pacheco Union School District (PUSD) demonstrates significant strengths in building robust relationships between school staff and families through a variety of engaging and inclusive opportunities. We prioritize open communication and active involvement by hosting a diverse array of events that foster community engagement and dialogue. Evening events such as Community Feedback sessions and State of the District meetings offer families a platform to voice their perspectives and stay informed about district initiatives. Additionally, Family Math and Dr. Seuss Nights create informal settings for parents to connect with educators, discuss their children's progress, and gain insights into the academic programs. Our commitment to gathering input from our community is further reflected in regular community surveys, ensuring that we remain responsive to the needs and suggestions of our families.  Throughout the school year, PUSD organizes numerous family-oriented events that strengthen the bond between home and school. Celebrations like the Harvest Festival and Family Day at Water Works Park provide fun, interactive experiences that bring families together in a relaxed environment. Parent-student events, including Teacher Conferences, Back to School Nights, and Open House, facilitate meaningful conversations about student progress and foster a collaborative approach to education. Our Science Fair, Meet and Greets, and various concerts, shows, and student showcases offer families the opportunity to celebrate their children's achievements and talents, further reinforcing a sense of community and shared purpose. These efforts highlight PUSD's dedication to creating a welcoming and supportive atmosphere for all families, ensuring that everyone feels valued and connected to their child's educational journey.|Pacheco Union School District (PUSD) is committed to continuously improving the relationships between school staff and families by focusing on several key areas. One primary focus is gathering more comprehensive family feedback. We aim to implement more frequent and varied methods for families to share their thoughts, needs, and suggestions, ensuring that we capture a diverse range of perspectives. By expanding our community surveys and increasing the frequency of open-forum meetings, we hope to make every family feel heard and valued in the decision-making process.  Another critical focus area is enhancing open communication and providing ample opportunities for families to engage with our school culture and learn about the services available for students and families. We will continue to encourage transparent and regular communication through newsletters, social media updates, and direct outreach. Additionally, we plan to host more informational sessions and workshops that allow families to better understand the educational opportunities and support services we offer. These initiatives will help build a more informed and connected community, ensuring that families feel empowered and involved in their children's education.|To improve engagement of underrepresented families identified during the self-reflection process, Pacheco Union School District (PUSD) will implement targeted strategies to ensure these families feel welcomed and valued. First, we will establish dedicated outreach programs, including home visits and personalized communication, to build trust and foster connections with families who may not typically participate in school activities. By understanding their unique needs and barriers to engagement, we can tailor our approaches to be more inclusive and supportive.  We will also collaborate with community organizations to reach out to underrepresented families, leveraging their established trust and networks. By providing diverse platforms for feedback and involvement, such as focus groups and informal gatherings, we aim to create multiple avenues for these families to share their perspectives and become more actively involved in their children’s education.|Pacheco Union School District (PUSD) excels in building strong partnerships for student outcomes, demonstrated by several key strengths and ongoing progress. One significant strength is our weekly collaboration time for certificated staff. These sessions foster a culture of continuous improvement and shared best practices, enabling teachers to work together to identify student needs and develop effective instructional strategies. This collaborative environment is further supported by the presence of Instructional Coaches, who provide targeted guidance and professional development to help teachers address specific student needs and enhance their instructional practices.  Additionally, PUSD emphasizes targeted intervention supports and data-driven instruction to ensure every student receives the help they need to succeed. By utilizing comprehensive data analysis, teachers can identify learning gaps and implement tailored interventions that address those specific areas. Our targeted intervention programs are designed to support students at all levels, ensuring that they receive the appropriate resources and assistance to achieve their academic goals.|Pacheco Union School District (PUSD) is focusing on several key areas for improvement in building partnerships for student outcomes. One primary area is enhancing the integration and utilization of data to inform instructional decisions more effectively. While data-driven instruction is a strength, we aim to refine our processes for collecting, analyzing, and applying data to ensure interventions are timely and precisely targeted.  We are working to expand our targeted intervention supports to reach a broader range of students. This includes developing more robust support systems for students who are not meeting academic benchmarks, as well as those who require advanced enrichment opportunities. Additionally, we plan to increase professional development opportunities for our instructional coach and certificated staff, ensuring they are equipped with the latest strategies and tools to meet diverse student needs.|To improve the engagement of underrepresented families identified during the self-reflection process, Pacheco Union School District, our staff, and the counselor at each site will act as a dedicated family liaison who can bridge the gap between the school and these families, providing personalized support and facilitating communication.  We will strengthen our partnerships with local community organizations that already have established trust within these communities. By collaborating with these organizations, we can create more inclusive and welcoming environments for underrepresented families to engage with the school.|Pacheco Union School District (PUSD) demonstrates significant strengths and ongoing progress in seeking input for decision-making through various opportunities provided throughout the school year. A key strength is our commitment to inclusivity and transparency, evident in our comprehensive approach to gathering stakeholder input. This includes regular LCAP Review and Implementation Workshops, where parents, teachers, and community members can review and contribute to the Local Control and Accountability Plan, ensuring that our strategies align with the community's needs and priorities.  Additionally, PUSD actively involves stakeholders through Site Council and Safety Committees, which play a crucial role in shaping school policies and ensuring a safe and effective learning environment. We also conduct a variety of surveys throughout the school year, focusing on different aspects such as academic programs, school climate, and family engagement, to gather diverse perspectives and make informed decisions.  Parent Group meetings and collaboration sessions further enhance our engagement efforts, providing platforms for parents to voice their concerns, share ideas, and work together with school staff on initiatives that benefit students. Conferences and individual meetings also offer personalized opportunities for parents and teachers to discuss student progress and needs.|One primary area for improvement is the continual evaluation and enhancement of communication channels to ensure that all families and community members can easily access information and provide feedback. This includes leveraging multiple platforms such as social media, newsletters, and the district website to disseminate information more effectively and ensure transparency.  Additionally, PUSD aims to provide more structured and consistent supports to facilitate family and community feedback. This includes offering more opportunities for feedback through regular town hall meetings, focus groups, and suggestion boxes at school events.|Our goal is to increase community feedback by actively reaching out to underrepresented groups and ensuring their voices are heard. Through continued and increased partnerships with community organizations and other districts in the county, to collaborate on best practices to improve engagement with underrepresented families.|4|5|5|5|5|4|5|5|5|5|5|4|Met||2025-06-16|2025
45701100000000|Redding Elementary|3|In a recent survey, 85% of parent/guardian respondents stated they strongly agree/agree that they have the opportunity to participate and be involved in school and district-level programs and decision-making that impact student outcomes.|School sites will continue to collaborate with parents in order to offer engagement activities, such as literacy nights, math nights, science nights, etc.|Community Partners and counselors will continue to connect specifically with underrepresented families in order to increase involvement in school activities.|The LEA distributes a Parent Rights Handbook at the beniing of each year and upon every new enrollment. In addition, each site holds a BAck to School Night, Open House, and holds annual Parent/Teacher/Student Conferences.|The LEA will continue to work on developing Family Nights around literacy, math, science, and Social Emotional Learning (SEL).|Community Partners and counselors will continue to connect specifically with underrepresented families in order to increase involvement in school activities.|The District holds Parent Advisory Committee meetings, District Advisory Committee meetings, and District English Learner Advisory Committee meetings. Each site holds School Site Council meetings, Parent Club meetings, and English Language Advisory Committee meetings.|Each site has a two-way messaging platform. Based on parent feedback, a common two-way messaging platform will be implemented district-wide.|The district will continue to use multiple means of outreach to solicit feedback, such as meetings, surveys distributed at school, surveys distributed at parent events, mailers, etc.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-20|2025
45701100135889|Stellar Charter|3|Stellar is a homeschool/onsite hybrid program that meets with parents, at least monthly, to provide input and feedback into the school program, student outcomes, and the personalized student program. Parents share that they feel connected and a partner in their child's personal outcomes.  Teachers of Record are a vital point of contact for developing rapport and trust with the students and families and determining the values and cultural needs of each family. This information is then communicated to the larger staff and to our Parent Advisory Committee to employ a wide range of culturally sensitive strategies to encourage our families and communities involvement.  The School Counselor and Director have an open door policy - encouraging parents, students, and staff to communicate needs and share values so that the school can respond appropriately and create and design activities that are engaging and reflective of Stellar Charter School communities values. In addition, multiple educator partner's meetings are held each year at varying days and times to accommodate families.|Create a variety of opportunities for student and parent involvement in the mission, leadership, and governance of the school. Implement Parent Square to increase communications between families and school. 78% of 36 parents shared they feel connected to Stellar in our local survey.|Teachers of Record are a vital point of contact for developing rapport and trust with the students and families and determining the values and cultural needs of each family. This information is then communicated to the larger staff and to our Parent Advisory Committee to employ a wide range of culturally sensitive strategies to encourage our families and communities involvement.|Stellar Charter School assigns a Teacher of Record who is established as the go-to staff member for two way communication. In addition the school utilizes Parent Square to communicate at least weekly with families. 84% of 19 respondents of Stellar parents indicated they felt the school support their child's academic growth and 84% of 19 of Stellar parents responding to our local survey indicated they felt the school supported their child's social and emotional growth.|Stellar will continue to provide opportunities for parent input and increase communication regarding these opportunities.|Stellar will improve engagement of underrepresented families by utilizing TOR's to communicate directly, face to face, with our underrepresented families.|84% of 19 parent/guardian respondents stated they agree or strongly agree that they have the opportunity to participate in and be involved in school and district level programs and decision making. The school makes an effort to reach out to parents and provide opportunities for input into decision-making by having the principal and staff attend the parent club meetings, and scheduling monthly open door meetings for families. The school provides a multitude of opportunities for family engagement activities at the school level.|The school will continue to provide monthly opportunities for parent input in decision making and communicate these opportunities more effectively as well as provide opportunities at TOR monthly meetings to provide input into decision making for the school program.|By providing opportunities at individual parent meetings with Teacher of Records, we will engage underrepresented families in school decision making.|4|5|4|5|4|4|5|5|4|4|4|4|Met||2025-06-20|2025
45701106117931|Monarch Learning Center|3|Monarch Charter School has a small family environment.  All families are welcome on campus at all times.  Our best advertisement is word of mouth.  Many of our families are actual families.  Transparency in all that we do.|We will continue to gave more opportunities for families to be on campus to attend events.  We want everyone to see what we do here.|Families with low attendance will be called and personally invited to events by the students teacher.|Students have better outcomes when families are involved Students who need extra interventions for reading or math are given individual or small group extra time, regardless of special education status. We employ a retired teacher to help with reading intervention.|We will continue to identify students in need of extra intervention.  We will also continue to expose students to information that will help them with test and social anxiety.|personalized invitations will be given out to families who tend not to attend events.|Monarch has monthly board meetings, all families are invited to these meetings.  Monarch also holds several events per year that families are invited too.  Family surveys are sent out at the beginning and end of the school year.  The beginning survey is to ask families what their expectations are for the year.  The end of the year survey is to see if their expectations were met.|The hope is to get more families involved in the surveys.  We have a very low percentage returned.|More personalized and individual attention will be given to people who do not usually participate.|4|5|5|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
45701280000000|Shasta Union Elementary|3|Shasta Union is always represented at the District and Parent Advisory Committee meetings. In a recent survey, 85% of parent/guardian respondents stated that they strongly agree/agree that they have the opportunity to participate and be involved in school programs and decision-making that impact student outcomes.|The school will continue to collaborate with parents in order to offer engagement activities, such as literacy nights, math nights, science nights, etc.|Community Partners and the school counselor will continue to connect specifically with underrepresented families in order to increase involvement in school activities.|The school distributes a Parent Rights Handbook at the beginning of each year and upon every new enrollment. In addition, the school holds a Back to School Night, Open House, and holds annual Parent/Teacher/Student conferences.|The school will continue to work on developing Family Nights around literacy, math, science, and Social Emotional Learning (SEL).|Community Partners and school counselor will continue to connect specifically with underrepresented families in order to increase involvement in school activities.|The school participates in holding Parent Advisory Committee meetings and District Advisory Committee meetings. The school holds Site Council meetings and Parent Club meetings.|The school has a two-way messaging platform. Based on parent feedback, a common two-way messaging platform was implemented for the school.|The school will continue to use multiple means of outreach to solicit feedback, such as meetings, surveys distributed at school, surveys distributed at parent events, etc.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
45701360000000|Shasta Union High|3|The strengths of the LEA in building relationships with our staff and families lie in the numerous opportunities we  have for staff to engage with our parents. Many of these opportunities are centered around information nights, such  as financial aid sessions, curriculum fairs, and content-specific events, including AP information nights. Parents and  staff also have opportunities to connect through our co-curricular activities and booster organizations. Examples  include sports, music, and choir boosters. Our parent faculty organizations also provide another avenue for staff and  parents to connect. For our English Language (EL) students and their families, we also hold ELAC and DELAC  meetings throughout the year, providing additional opportunities for families to connect with the school and learn  More about available support services.|Areas for improvement include increasing the diversity of parents coming to our events. We know parents from our  unduplicated (EL, foster youth, and low-income) students tend to have less representation. We are actively working  to increase their voice in our gatherings.|"Shasta Union High School District (SUHSD) has taken comprehensive steps to enhance family engagement and ensure parents are active partners in their children's education. The district sought input from parents of Title I students through Title I parent information nights, ""town hall"" meetings, and surveys sent to all homes. Additionally, schools collaborated with parents and students to develop written family engagement compacts, which were distributed at parent information nights.  SUHSD reached out to parents through the Student Success Academy, a series of two-night sessions in which school staff partner with parents to discuss academic, behavioral, and social issues. These sessions help families understand challenging state academic standards and state and local academic assessments, as well as how to monitor a child's progress and collaborate with educators to improve achievement.  Professional development is a key component of SUHSD's strategy, provided four to five times per month, with a professional development schedule every Wednesday when students are released early. This time allows all staff, including teachers, specialized instructional support personnel, principals, and other school leaders, to engage in professional development. A portion of this training focuses on the value and utility of parents' contributions, effective communication with parents, and building partnerships between parents and schools. Input from Site Council parents and students drives these activities, ensuring they are relevant and impactful. Staff reviews state academic standards, assessments, and strategies to monitor and improve student progress during these sessions. Parental input is gathered through discussions and exit surveys to guide the use of funds reserved for parental involvement activities.  Title I parents are included on the LCAP advisory board, allowing SUHSD to collaborate with them to enhance the family engagement policy. The district also partners with parents through ELAC and DLAC meetings, providing increased opportunities for the informed participation of parents and family members with disabilities, as well as migratory children. SUHSD provides information and school reports in accessible formats and languages using software that translates phone messages into home languages and district and school websites into 18 languages. This ensures parents can access all pertinent information, such as grades, attendance, school policies, and resources, to fully partner with the district in serving their students. Interpreters are also provided for classroom instruction and after-school activities, further supporting comprehensive family engagement."|As a Local Education Agency (LEA), Shasta Union High School District (SUHSD) highly values and relies on family engagement to gather feedback and gain insights into our students' needs. To achieve this, we host Site Council meetings, District LCAP meetings, and Student Success Academies, as well as conducting surveys with students, staff, and parents. Each school within SUHSD has established a written family and parent engagement policy, as well as a parent-school compact.  Our needs assessment is informed by feedback from family engagement and the California Dashboard. Through this process, we identified that our students were facing significant social and emotional challenges. In response, we partnered with an external counseling agency to provide necessary support services. Additionally, we recognized the need to increase access to AP testing for our students from low socioeconomic backgrounds. While many students enrolled in AP classes, they often did not take the required exams to earn college credit. We are also committed to enhancing our A-G completion rate to facilitate the transition of more students to college post-graduation.  These program adjustments were driven by the input received during our family engagement process. To assess the effectiveness of these changes, we will utilize student and parent surveys, review College Board AP statistics on course and exam participation, and track the number of students transitioning to higher education or careers after graduation. By continually engaging with our educational partners and using their feedback to inform our strategies, SUHSD strives to build strong partnerships that support student outcomes and success.|Based on an analysis of educational partner input and local data, the Shasta Union High School District (SUHSD) has identified several focus areas for improvement in building partnerships to achieve student outcomes. Parent feedback indicated a desire for more frequent surveys and the ability to reply to emails sent out by the school. Additionally, the preferred method of communication varied among parents, highlighting the need for a more flexible approach to engagement.  Generally, parents want to be involved, but many face challenges due to work schedule conflicts. To accommodate these schedules, it has been suggested that more opportunities for interacting with the school occur after school hours. Furthermore, parents expressed a need for clearer and more consistent communication regarding their children's progress and school events.  In response, SUHSD will continue to use feedback from parents, students, and staff to tailor engagement opportunities better to meet the needs of the majority of parents. This includes exploring various communication methods, such as evening meetings, virtual town halls, and more interactive digital platforms. Additionally, the district plans to increase the frequency of surveys and improve the responsiveness to parent emails to ensure ongoing, two-way communication.  By addressing these areas, SUHSD aims to create a more inclusive and effective partnership with parents, thereby enhancing the overall support system for student outcomes.|Based on the analysis of educational partner input and local data, the Shasta Union High School District (SUHSD) will enhance the engagement of underrepresented families identified during the self-reflection process by exploring new and innovative methods to reach all parents. Specifically, SUHSD will focus on underrepresented families by hosting engagement opportunities in the communities where these families reside, making participation more convenient and accessible for them.  Feedback from parents will be solicited early in the school year to develop plans that best meet their needs and abilities, and facilitate their involvement in their child's education. This approach will ensure that the voices of underrepresented families are heard and considered in the planning and implementation of engagement activities. Additionally, SUHSD will utilize community centers, local events, and culturally relevant communication methods to effectively reach out to these families.  By proactively engaging with underrepresented families and tailoring its approach to their specific needs, SUHSD aims to build stronger partnerships that support student outcomes and foster a more inclusive educational environment.|Shasta Union High School District (SUHSD) demonstrates significant strengths and progress in seeking input for decision-making. Our schools and the district frequently communicate with staff and parents about the decision-making processes that occur within our schools. We provide numerous opportunities for input through Site Council meetings, which include public comment periods and active participation from students, staff, and parents on the council.  Similarly, SUHSD school board meetings offer opportunities for parents, teachers, and community members to provide feedback on school and district decisions. These meetings are open to the public, ensuring transparency and inclusivity in our decision-making processes. Additionally, we actively welcome and encourage input from all educational partners through various forums and surveys conducted throughout the year.  This inclusive approach ensures that the voices of our educational partners are heard and considered, leading to more informed and effective decisions that benefit our students and the entire school community. Through these efforts, SUHSD continues to foster a collaborative environment where educational partner feedback plays a crucial role in shaping our educational strategies and initiatives.|Based on the analysis of educational partner input and local data, Shasta Union High School District (SUHSD) has identified several focus areas for improvement in seeking input for decision-making. Our LEA has worked directly with and sought feedback from our Title I parents and students through various channels, including Title I parent information nights, town hall meetings, and surveys sent to all homes. Our schools collaborated with parents and students to develop written family engagement compacts and distributed the final product at parent information nights.  SUHSD reached out to parents through the Student Success Academy, a series of two-night sessions in which school staff partner with parents on academic, behavioral, and social issues. These sessions help families understand topics such as challenging State academic standards, State and local academic assessments, and how to monitor a child's progress and collaborate with educators to improve achievement.  As an LEA, we provide professional development four to five times per month, with a professional development schedule every Wednesday when students are released early. This allows all staff, including teachers, specialized instructional support personnel, principals, and other school leaders, to engage in professional development. A portion of this training focuses on the value and utility of parents' contributions, effective communication with parents, and building partnerships between parents and schools. These professional development activities are driven by input from the Site Council, which includes parents and students.  Staff reviews state academic standards, assessments, and strategies to monitor and improve student progress during these sessions. Parental input is gathered through discussions and exit surveys to guide the use of funds reserved for parental involvement activities. Title I parents are included on our Local Control and Accountability Plan (LCAP) advisory board, enabling us to work jointly with them to enhance our family engagement policy. We also partner with parents at our ELAC and DLAC meetings, increasing opportunities for the informed participation of parents and family members with disabilities and migrant children.  To further support family engagement, SUHSD provides information and school reports in accessible formats and languages. We have purchased software that automatically translates phone messages into the home language identified by parents in our student information system. Additionally, our district and school websites are available in 18 languages, enabling parents to access all relevant information, including grades, attendance records, school policies, and resources. This ensures parents can fully partner with the district to serve their students effectively.|Shasta Union High School District (SUHSD) will improve the engagement of underrepresented families identified during the self-reflection process in several ways. SUHSD will continue to explore new and innovative methods to reach all parents, with a specific focus on underrepresented families. This includes hosting engagement opportunities in the communities where these families live, making it more convenient and accessible for them to participate.  Early in the school year, SUHSD will solicit feedback from parents to develop plans that best meet their needs and abilities for involvement in their child's education. This feedback will help tailor engagement activities to better align with the schedules and preferences of underrepresented families. Additionally, SUHSD will utilize community centers and local events to facilitate more inclusive engagement opportunities.  To ensure effective communication, the district will employ culturally relevant methods and provide information in the preferred languages of these families. This includes using software to translate phone messages and translating district and school websites into multiple languages, ensuring all parents have access to vital information.  By implementing these strategies, SUHSD aims to build stronger partnerships with underrepresented families, ensuring their voices are heard and considered in the decision-making process, ultimately enhancing student outcomes and fostering a more inclusive educational environment..|5|5|4|4|4|4|4|4|4|4|3|4|Met||2025-06-16|2025
45701360106013|University Preparatory|3|Based on the 2025 Parent Survey, 96.2% of our parents indicated that U-Prep keeps them well-informed about school events and activities. Through this survey, parents provided valuable input on optimal time frames for events, desired topics for parent education, and preferred activities for participation. All U-Prep faculty members serve as coaches and advisors, fostering relationships with students and families outside the classroom. This includes roles such as coach, performing arts director, mentor, advisor, club sponsor, and tutor. Grade-level trips and activities from 6th to 12th grade, including college campus visits, science explorations, and team-building overnight trips, further strengthen these relationships. U-Prep has a tradition of maintaining strong relationships with its students and families through positive school communications. The most recent parent survey data indicates that Parent Square email, text, and phone systems, and the school app are highly valued by parents for staying informed. Additionally, U-Prep prepares a daily bulletin read by a student representative, with a parent section distributed via the school app and email. The monthly Panther Pride Newsletter, information displayed on the school’s color marquee, and interactive online forums (such as teacher websites, Google Classrooms, and school social media) ensure continuous communication. Furthermore, U-Prep organizes field trips, providing students with opportunities to experience different cultural learning environments. These initiatives demonstrate U-Prep’s commitment to building and maintaining strong, respectful relationships with families, fostering a supportive and engaging school community.|Based on the analysis of educational partner input and local data, U-Prep has identified key areas for improvement in building relationships between school staff and families. Our primary focus is to provide increased opportunities for parents and our school community to be informed and engaged with school events and activities. This includes enhancing our informational presence online and on social media platforms to reach a broader audience and ensure timely updates. We aim to increase attendance at Back-to-School Night and various Parent University evenings, recognizing these as crucial opportunities for direct engagement and collaboration. Additionally, we seek to boost participation in parent organizations, fostering a more active and involved parent community. Within our culture of continuous improvement, we will maintain open communication with our educational partners, student advisory groups, school accreditation processes, school governance teams, and other collaborative efforts. By strengthening these communication channels and offering more engagement opportunities, we aim to build even stronger relationships with our families, ensuring they are well-informed and actively involved in our school community.|Based on the analysis of educational partner input and local data, U-Prep is committed to improving the engagement of underrepresented families. To support the ongoing involvement of these families, we have designated staff members responsible for coordinating services and conducting personalized outreach. These staff designees will work closely with underrepresented families to understand their unique needs and preferences, ensuring they feel welcomed and valued within our school community.|Based on the analysis of educational partner input and local data, U-Prep has demonstrated significant strengths and progress in building partnerships for student outcomes. U-Prep faculty and support staff are deeply involved in continuous professional training to support student outcomes. Attendance at workshops and conferences is tracked annually to ensure equitable engagement in meaningful professional development. Staff members, including faculty, counselors, support staff, and administrators, share their learnings with colleagues upon returning from these trainings. Professional development is embedded in the school culture through Staff Development Days, staff meetings, collaboration sessions, and August trainings. Every Monday is designated as an early release day, providing an hour for collaboration among various teams, including ASAP/Grade-level team meetings, Department meetings, and other groups as determined by the School Leadership Team. U-Prep employs three school counselors, one of whom is dedicated to supporting students needing additional assistance. Special attention is given to students with special needs and those included in our unduplicated pupil count, with additional resources such as college trips and AP fee waivers available to them. Student progress is closely monitored by counselors, administrators, and teachers through academic grades, local and state assessments, PSAT performance, and other measures. U-Prep offers a range of supports, including academic conferences, Student Study Teams, academic support classes, Study Hall, Advisory/Tutorial sessions, and Academic Saturday School. Our Site Literacy Coach works closely with ELA and Math teachers in grades 6-9 to implement benchmark assessments and use the results to guide classroom instruction. Teachers meet in grade-level and common curricular teams to discuss student needs, coordinate curriculum and instruction, and plan activities, trips, and events. Based on the 2025 Parent Survey,  95.4% of parents report that U-Prep is a safe place for their student(s) both academically and socially. This high level of parental confidence reflects the effectiveness of our ongoing efforts to build strong partnerships for student success.|We will continue to work with our department and grade level teams utilizing our school resources (assessments,  counselors, collaboration, intervention team, etc.) to help improve student learning and outcomes.|U-Prep Administration, counselors and teachers meet with each EL family individually to review test scores, student  strengths, as well as areas of growth to individualize their educational program, as needed. To ensure families are  able to meaningfully contribute, U-Prep will provide an interpreter when language barriers exist.|Based on the analysis of educational partner input and local data, U-Prep has made significant strides in seeking  input for decision-making. Our 2025 parent survey provided valuable insights into our strengths and areas for  improvement:  Parental Interests and Program Priorities: Parents showed strong support for small class sizes, rigorous academics  with access to college-credit opportunities (AP and dual enrollment), and comprehensive academic support. They  also emphasized the importance of maintaining a close-knit community of teachers/advisors.  Effective Communication Channels: The Parent Square online/phone system, the school newsletter, and the school  app are the most used and valued communication methods, with 97% of parents reporting that U-Prep provides a  supportive learning environment for their students.  College and Career Preparation: Parents highly valued Shasta College dual enrollment offerings, free PSAT testing  for all 8th, 10th, and 11th graders, and the personalized support provided by teachers.  Safety and Parental Involvement: While 95.4% of parents reported feeling U-Prep was a safe place for their students, there is a strong interest in engaging in grade-level events, parent organizations, and assisting with student  transportation.  Overall, U-Prep continues to build on its foundation by ensuring that all families have opportunities to provide input  on policies and programs, actively seeking to include underrepresented groups. Our efforts to facilitate collaboration  among families, teachers, principals, and district administrators are evidenced by our ongoing commitment to  planning, designing, implementing, and evaluating family engagement activities at all levels. Focus Area for Improvement - We will continue to enhance our strategies to reach and engage underrepresented families, ensuring their voices are  integral to decision-making processes. This includes expanding our outreach efforts, providing diverse engagement  opportunities, and maintaining a welcoming environment for all family members. Through these efforts, we aim to  strengthen our community and support the success of all our students.|Seek increased parental involvement through participation in parent organizations and grade-level events in order to  gather valuable feedback for decision-making.|To support ongoing involvement of underrepresented families, staff designees are in place to coordinate services  and conduct personalized outreach.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-11|2025
45701364530267|Shasta Charter Academy|3|Students in grades 9-11 are assessed locally using NWEA MAP in Mathematics, Reading, Language Arts, and Science twice annually. Results are discussed with each family and inform student learning plans. - Student learning plans are developed twice per year, at minimum, in consultation with each family. - All students have access to the school counselor - The school counselor meets with all freshmen to develop four-year plans as part of freshman social science. - All families meet with the Director/ Superintendent upon enrollment to develop learning plans.|- The staff would like to increase parental education and accountability in monitoring and motivating student achievement. - Increase on-campus activities in which families can participate. - Increase training for parents in the use of Aeries Database and Google Classroom.|- Based on the analysis of educational partner input and local data, no changes were indicated and this was found to be a strength of the Personalized Learning model of learning.|Outcomes are directly related to relationships in a Personalized Learning school like Shasta Charter Academy. As described above, we believe building relationships is paramount to each student's success, and are intentional about providing spaces to foster those partnerships. As feedback from our students in the Local Climate Survey show, our students really appreciate what has been created here at SCA.|- Increasing parental engagement in student learning|- Based on the analysis of educational partner input and local data, no changes were indicated and this was found to be a strength of the Personalized Learning model of learning.|- Families and staff have a high level of engagement in providing input in decisions by direct communication with school staff, scheduling appointments, attending Board meetings, and responding to annual satisfaction surveys. - As part of the Personalized Learning model, families begin having personal contact with administration and school staff, and that engagement is sustained throughout the student's enrollment. - All parents/ guardians are notified via Parentsquare of upcoming Governing Board Meetings|- The school would like to see increased involvement in School Board meetings. - The school would also like to see increased participation in schoolwide surveys, however, participation is already unusually high.|- Based on the analysis of educational partner input and local data, no changes were indicated and this was found to be a strength of the Personalized Learning model of learning.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-05|2025
45701690000000|Whitmore Union Elementary|3|The district continues to implement previous strategies for creating and maintaining good relationships with families.  The use of some technology, such as the district website and weekly bulletins, are great examples of relaying information to families weekly (note - new website is being created).  The district has purchased Catapult, a messaging and emergency notification system, to merge with School Pathways (set to be implemented fall of 2023).  This will help our office staff and teachers to establish a higher frequency of messages related to student progress, upcoming events, emergencies, and other notifications.  Office staff are currently being trained.   In addition, the community has monthly breakfast gatherings at the local community center.  Most families and employees frequent the monthly breakfast gatherings and have a great opportunity to communicate and build positive relationships.   Update 2/26/24 There have been several delays with the new website; however, it is slated to launch before spring of 2024.  An additional stipend position was created for the purpose of being a website coordinator that one of our teachers has accepted.  This has helped move the website project along much faster.  In addition, the new Catapult CMS and EMS systems are now fully operational and in use.  The feedback from parents and staff have been positive and encouraging.  Monthly parent club meetings have taken place throughout the school year.  The parent club has helped to organize several community and family events, including a Chili Cookoff and a Haunted Forest.  The district considers the parent club and the new technology communication tools as strengths.    Update - 6/6/25 Our new website is not fully functional.  It is close to 80% complete with requirements of specific postings, however, the communication tools embedded within it are fully functional, such as the calendar and parent information.  The Catapult messaging system is now fully operational and used often, which sends messages via text, voice, and email.  They also can go to the website.  Parent club has been involved often with our school-wide events, such as the Chili Cookoff and Fall Festival.  Most of our parents tend to participate and help with field trips.|One of the areas that needs to be addressed is the improvement of our use of the active directory (School Pathways) and how it is utilized for communication purposes with families.  Our office staff is in the beginning stages of training for using the active directory online system (on going training).  Once our staff becomes more adept to using this system, additional ways of communicating to parents, especially for attendance and academic purposes, will be available.  In addition, the typical school events that were halted due to the COVID-19 pandemic, can now be reinstituted; however, the new staff will need some time to plan and collaborate on what specific events will be planned besides Back-to-School Night, parent conferences, and Open House.  In addition, the school is working on adding in more field trips that parents can attend, parent club is meeting again, and the School Site Council met regularly last school and will continue this school year as well.  There is also a concerted effort to continue recruiting more parents to the active parent club in order to have more input and help.  Update 2/26/24 Our SSC met multiple times and most of the members also serve on the parent club, which is very common for the size of our district.  Training for School Pathways continues and we are making progress with our functionality of the system.    Update 6/6/25 The majority of our staff are always involved with school-wide events and communicating with families.  Some of our family members are also school employees.  Our SSC continues to help in many ways as a liaison to the community, as does our parent club.|The district will continue to utilize current communication means.  In addition, the district will conduct surveys periodically in order to solicit better feedback and input from any underrepresented families.|Currently the district has state adopted and standards aligned curriculum, as well as supplemental materials for targeted student outcomes.  There is an instructional aide in each of the on-site classrooms in order to help with centers and small group instruction, thus allowing for the teacher to differentiate and plan accordingly for each student.  Teachers have early release on Wednesday afternoons that allows for them to dive deeper into student data and then make plans for re-teaching, if needed.    Update 2/26/24 Considering the new curriculum that was purchased at the beginning of the 2023-2024 school year, the teachers have been able to develop communication tools that allow for parents to understand student progress, especially for ELA and Math at the primary grades.  During parent/teacher conferences in the fall of 2023, teachers shared student outcome data in ways that had not been done in the past.  The communication with parents and sharing relevant and specific data to parents has become a strength the for district.  Update 6/6/25 With the addition of our Curriculum and Instruction Director, we have been able to help our newer teachers to understand and implement all of our core curriculum.  The Director has helped with lesson development, intervention strategies, training for staff, and progress monitoring.  All of the Director's efforts help student outcomes.|The main focus areas are as follows: high quality instruction, universally designed lessons, classroom management and evidence-based strategies, implementation of social-emotional curriculum and lessons, and implementation of educational technology through the use of 1-to-1 Chromebooks, smart boards, and the educational applications that can be used.  By partnering with Shasta County Office of Education, plans are continuously being created and implemented to use their resources and support for our teachers through instructional coaches, webinars, online tutorials, and modeling.  In addition, teachers are beginning to learn how to utilize data and conduct professional learning communities in order to understand the data and how to lesson plan from that point.  These main focus areas were introduced this year in many ways and the staff is still in the early stages of implementation.  Several staff members will be attending numerous workshops, conferences, and training throughout the summer in order to improve within the aforementioned focus areas.   Update 2/26/24 For the next step of working with parents, the district will begin to construct a new report card for all grades.  At this point, the district uses a lot of different reporting tools and there have been no attempts in recent years to address this.  Now that our staff is becoming more adept with School Pathways (office staff and teachers) and parent communication about student data is taking place, it is logical that the next step would be to create a report card that continues and enhances those efforts during the key reporting periods.    Update 6/6/25 With the help of our Curriculum and Instruction Director, parent conferences and report cards were a success.  Report cards were updated and modified to reflect more of a standards-based outcome.  Staff were able to have team conferences with parents.  Although School Pathways is still used at the school site, there is a great possibility that the district will eventually change to Aeires due to the ongoing frustrations with School Pathways.|The district continues to utilize family input and feedback, through discussions, email, website, surveys, etc., to ensure that families are engaged and help with improvement with underrepresented families.  In addition, a concerted effort is being made to recruit parents to join the School Site Council and/or parent club.|The district utilizes community meetings, parent conferences, school board meetings, and parent club meetings to help with getting community and parent input and feedback.  In addition, the district sends out surveys occasionally to seek input for decision-making.|The district will continue to focus on utilizing the existing communication to solicit input from educational partners.  In addition, the district is currently working on new and various ways to seek input which includes upgraded technological means (parent portal), as well as conducting more specific parent engagement nights, additional educational partner surveys, and having standing agenda items for School Site Council, etc. that allows for more specific input based on current data.|The district will continue to use various ways of communication to help seek input from underrepresented families.  Some of those ways include additional parent informational nights, multiple ways to send home messages (email, flyers, website, all-call, post cards, etc.).|4|4|4|4|4|4|4|4|4|3|4|4|Met||2025-06-23|2025
45737000000000|Mountain Union Elementary|3|School Staff and families have historically had strong  relationships and progress continues to be exceptional and moving towards sustainability.  Our community has a large percentage of socio-economically disadvantaged families as well as significant population of  indigenous peoples.   The lack of the availability of equitable government infrastructure, including high speed/broadband internet resources  have had an impact on increasing relationship building between school staff and families less than optimal as many families cannot successfully join online engagement activities.  Our district continues to meet with individual parents as needed in person, outside of the school and via phone.  However, during the 2022-2023 school year, we were able to host a few family engagement nights, such as Back to School, Open House, and spaghetti dinners.  In addition, parents are now involved with our School Site Council again, as well as joining classes on field trips and volunteering in the classroom.  Likewise, we have been able to institute several awards assemblies that parents are invited to attend.    Update 3/12/24 - An additional mechanism put into practice part way through the school year, was administration sending home periodical and/or weekly messages, which went out in various forms for parents to have access, such as text, voicemail, and email.  These messages also went to all staff and board members.  The feedback has been thoroughly positive.  In addition, better communication from staff to administration in the form of ongoing academic and SEL progress monitoring has enabled the school to contact parents much earlier when concerns arise, thus allowing for student study teams and parent conferences to occur much sooner with a high degree of positive impact on student outcomes.  Update 6/12/25 - Overall the communication with families continues to be a strong point for the school.  There were several school-wide events, including award assemblies that had numerous parents attending.  In addition, there are both fall and spring parent-conferences and several of our parents took advantage of meeting with their student's teacher in the spring instead of just in the fall.  Ongoing weekly bulletins and special announcements continue to be successful and positive feedback from parents suggests that we continue.|While we continue to communicate with parents individually and address their concerns - much of the regular engagement and relationship activities which occur during the year: festivals, celebrations, dinners, fund raisers have been reenacted and scheduled throughout the school year.  A main focus will be communication as it relates to academic progress.  The district is currently creating new protocols and procedures on progress report communication, which is an additional report outside of the typical parent-teacher conferences.     Update 3/12/24 - As mentioned above, the communication to parents about academic, behavior, or attendance concerns have been an area of improvement compared to previous school years.  SART meetings, SSTs, and parent phone calls have increased, thus helping with overall student outcomes.  Update 6/12/25 - We still have areas that we can improve on building trusting relationships with families.  One of those areas is continuing to incorporate our local Native American peoples culture and heritage in our school community.  We have been trying over the last few years to have various events that would showcase and offer activities for our students revolving around Native American culture.  There was only one event during the 24/25 school year.  We have already made arrangements and secured dates for at least 4 events for the 25/26 school year.|The district continues to make concerted efforts at reaching out to all parents and families, including the underrepresented families.  One main addition for the upcoming 2023-2024 school year is having a Community Connect Facilitator on campus.  This is done in conjunction with a grant awarded to the county office of education.  Our school district qualified to have a representative.  The facilitator will work with local families and be an advocate for them as it relates to financial assistance, housing, transportation, medical and dental, or counseling.  Update 3/12/24 - The addition of the Community Connect Coordinator has been a very positive aspect to helping all students, including the underrepresented families.  There have been numerous referrals for gas cards, help with housing, job searches, and various medical, dental, and vision help.  Update 6/12/25 - The addition of a full-time school counselor, which we were able to hire for about 40% of the 24/25 school year, will be incredibly helpful for the 25/26 school year.  The counselor will have a major impact on our underrepresented families.|The district's main strengths are related to professional development and collaboration in order to help drive student outcomes.  Our teachers meet with instructional coaches from the county office of education, as well as attend several reading and math workshops or cohorts.  Likewise, our teachers meet regularly for PLC every Wednesday.  In addition, there are new supplemental intervention programs set up to be implemented for the 2023-2024 school year, such as i-Ready.  More professional development will be centered around student outcomes, and much of that PD will relate to curriculum and instruction (teaching strategies).  Update 3/12/24 - One addition this school year was Studies Weekly: Health and Wellness.  It is a social-emotional learning curriculum for all grade levels.  There was a professional development session with a facilitator part way through the school year.  This was a very positive PD session, as teachers learned how to fine tune the instruction and lessons, as well as be able to layer in parent communication about key SEL topics.   Update 6/12/25 - The contracting with another LEA to have a Curriculum and Instructional Coach on campus 2 days per week was crucial to the successes for the 25/26 school year.  The Instructional Coach helped with progress monitoring, lesson plan development, PLC development and coordination, modeling, and assisting with assessments.  In addition, contracting with Mr. Rick to engage with our 4th-8th graders in small groups to work on character traits and peer-to-peer relationships helped students to find conflict resolutions, self-esteem, and coping skills, thus positively impacting all student outcomes.|The district is continuing to partner with the county office of education for support through the use of instructional coaches that meet with teachers once a month.  The focus is on math instruction and the teachers are currently doing a book study.  The goal is to continue working on more targeted math instruction.  In addition, several professional development opportunities have been utilized, as teachers have attended several workshops or other educational cohorts for reading and math instruction.  Our after school program, Project SHARE, is in full swing and has a large enrollment.  There was a summer program for 6 weeks during the summer of 2023.  More positive incentive based PBIS has been set up for the 2023-2024 school year.  The hope is that the increased incentives will help with attendance rates and less discipline.  Together, all of the aforementioned options should help with a more positive and successful outcomes for our students.  Update 3/12/24 - The overall feedback from students, staff, and parents is very positive toward the implementation of the attendance and behavioral contests and incentives.  Wolverine Bucks are handed out daily and there are weekly drawings for prizes at each grade level.  Weekly classroom attendance awards are announced each week too.  There were a couple of new teachers this school year, and the partnership with SCOE has allowed for instructional coaches to work with those teachers for classroom management, lesson planning, and assessments.  Some of those supports have been through email and online conversations versus in person; however, the effectiveness has been positive and greatly appreciated.   Update 6/12/25 - The incentive program over the last 2 years has been a positive hit for most of our students.  However, it has waned on the middle school grades and needs to be more engaging for their ages.  A new incentive system will be set up for the middle school grades for the 25/26 school year.|The district continues to make concerted efforts at reaching out to all parents and families, including the underrepresented families.  One main addition for the upcoming 2023-2024 school year is having a Community Connect Facilitator on campus.  This is done in conjunction with a grant awarded to the county office of education.  Our school district qualified to have a representative.  The facilitator will work with local families and be an advocate for them as it relates to financial assistance, housing, transportation, medical and dental, or counseling.  Update 3/12/24 - The addition of the Community Connect Coordinator has been a very positive aspect to helping all students, including the underrepresented families.  There have been numerous referrals for gas cards, help with housing, job searches, and various medical, dental, and vision help.  As we continue to move forward with this endeavor, the hope is the our Native American Community Connect Coordinator will have the staffing that they need in order to support our indigenous students and families.  The goal is that they will be able to offer weekly lesson plans and coordinate guest speakers, as well as bring arts and crafts on campus both during the school day and during the after school program.  Update 6/12/25 - The addition of the school counselor has been a very positive aspect to helping all students, including the underrepresented families.  There have been numerous referrals and contact with families from the school counselor.|The district has a long-standing positive relationship with the local community, as well as a solid group of parents that continue to be involved with the school in many aspects.  Our School Site Council is one of the main avenues for both parent and community input.  In addition, our district works closely with entities such as CalFire and the US Forest Service.  Representatives from entities like them, come to the school and do assemblies or present pertinent safety information to our students.  Over the last year, the reengagement of these educational partners has continued to grow and reconcile back to a more optimal level as compared to pre-pandemic times.  Update 3/12/24 - Our School Site Council and staff meetings are the two most utilized meeting spaces that engages all staff members and gives parents an opportunity to have a voice as well.  During these meetings, a large amount of ongoing academic, attendance, and behavioral data is shared.  The feedback from these educational partners has been very positive.      Update 6/12/25 - Our School Site Council and staff meetings are the two most utilized meeting spaces that engages all staff members and gives parents an opportunity to have a voice as well.  During these meetings, a large amount of ongoing academic, attendance, and behavioral data is shared.  The feedback from these educational partners has been very positive.|The main focus area is around community resilience.  Currently, the school district is working with local agencies and parent groups in order to pursue a state grant that centers on community resiliency.  The district is holding meetings regularly and working with all educational partners in order to help lead the community with this endeavor.   Update 3/12/24 - The state grant was tabled due to the complexity of the grant application process.  However, there are concerted efforts to establish a parent club in the near future.  Currently there are several parents from 8th grade students that are involved with some decision making as it relates to the 8th grade class.  Many of these families have younger students, so the hope is that we can continue meeting and expand their overall involvement for the school in order to plan more events such as a Father/Daughter Dance, Mother/Son Game night, etc.  Update 6/12/25 - There are still interested parents that was to establish a parent club in the near future.  Currently there are several parents from middle school grade students that are involved with some decision making as it relates to the 8th grade class, etc.  Many of these families have younger students, so the hope is that we can continue meeting and expand their overall involvement for the school in order to plan more events such as a Father/Daughter Dance, Mother/Son Game night, etc.|The district continues to make concerted efforts at reaching out to all parents and families, including the underrepresented families.  One main addition for the upcoming 2023-2024 school year is having a Community Connect Facilitator on campus.  This is done in conjunction with a grant awarded to the county office of education.  Our school district qualified to have a representative.  The facilitator will work with local families and be an advocate for them as it relates to financial assistance, housing, transportation, medical and dental, or counseling.  Update 3/12/24 - Our Community Connect Coordinator has been diligently working with families to get feedback from them for other areas that we can improve in or find ways to offer and connect families to other resources.  In addition, the Superintendent will be reaching out to the Pit River Tribe Board of Trustees to build a partnership that helps the school to offer more Native American cultural events and activities.   Update 6/12/25 - Our Community Connect Coordinator and school counselor have been diligently working with families to get feedback from them for other areas that we can improve in or find ways to offer and connect families to other resources.  In addition, the Superintendent was able to secure through SCOE addition Native American Culture event nights (4 for the 25/26 school year) in order to build a partnership that helps the school to offer more Native American cultural events and activities.|4|5|4|4|4|4|4|5|5|4|4|5|Met||2025-06-18|2025
45752670000000|Gateway Unified|3|Based on the analysis of educational partner input and local data, GUSD has shown significant strengths and progress in building partnerships for student outcomes. Key initiatives contributing to this progress include annual surveys, website updates, community events, and various communication channels.  Firstly, Gateway conducts annual surveys involving staff, students, and parents/community members. These surveys provide valuable feedback and insights, ensuring that the voices of all stakeholders are heard and considered in decision-making processes.  Gateway has also enhanced its online presence by updating the website, which now includes improved systems for an online calendar. This update makes it easier for parents and community members to stay informed about school events, important dates, and activities, thereby fostering greater involvement and engagement.  Moreover, Gateway organizes Community Night events and encourages parent involvement in the implementation of its Strategic Plan. This plan, which includes specific action items aimed at achieving the goal of Collaborative Communication, is published and accessible to all stakeholders. This transparency and active participation promote a sense of shared responsibility and partnership among the community.  To further disseminate information, individual school sites utilize social media pages to share updates and important announcements. Additionally, the District has added ParentSquare to our communication tools. These platforms enable real-time communication and interaction with parents and the community, keeping everyone informed and engaged.  Additionally, Gateway ensures regular communication through site weekly newsletters and all-calls. These consistent and reliable communication channels keep parents and community members up-to-date with the latest news, achievements, and opportunities to participate in school activities.  Overall, Gateway’s strategic use of surveys, digital tools, community events, and diverse communication channels has significantly strengthened partnerships, fostering a collaborative environment focused on student success.|Based on an analysis of survey data and input from educational partners, the LEA identified several key areas for strengthening relationships between school staff and families. While families expressed appreciation for new communication platforms that provide timely updates, they noted a desire for more consistent and meaningful use of two-way communication tools by teachers. This feedback suggests a need to support staff in maximizing the effectiveness of these platforms to foster more interactive and responsive communication with families.  Additionally, survey respondents highlighted the importance of scheduling meetings and events at times that are more accessible to a broader range of families. This feedback indicates that the district should explore flexible scheduling options, including evening or weekend events, to accommodate diverse family needs.  Finally, families requested more advance notice of upcoming events and meetings to allow for better planning and participation. This points to an opportunity for the district to establish clear communication timelines and provide families with consistent, timely information about school activities and opportunities for engagement.  Together, these focus areas—enhancing two-way communication, offering accessible meeting times, and providing timely notifications—will guide the LEA’s efforts to build stronger, more collaborative relationships between school staff and families.|Based on the analysis of educational partner input and local data, the Gateway Unified has identified several strategies to improve the engagement of underrepresented families, as highlighted during the self-reflection process. These strategies focus on enhancing relationships between school staff and families, ensuring that all families feel included and valued in the educational community.  Firstly, Gateway plans to implement frequent but streamlined communication to keep underrepresented families informed and engaged without overwhelming them. This approach includes using various communication channels, such as newsletters, social media, and direct messaging platforms, to provide timely and relevant information. The aim is to ensure that all families have easy access to important updates and opportunities for involvement.  Additionally, Gateway is committed to maintaining existing partnerships and building new ones with community organizations, cultural centers, the City of Shasta Lake, and local businesses. By collaborating with these entities, Gateway can create a more robust support network for underrepresented families, providing them with additional resources and opportunities for engagement. These partnerships will help bridge the gap between the school and the community, fostering a sense of unity and collective responsibility for student success.  Celebrating the involvement of underrepresented families is another key strategy. Gateway will recognize and honor the contributions of these families through various events and acknowledgments. By celebrating their involvement, Gateway aims to show appreciation and encourage continuous participation, reinforcing the message that every family's input is valued and essential.  To further support underrepresented families, Gateway will provide resources that address both academic and non-academic needs. This includes offering workshops, informational sessions, and access to community services that can help families navigate challenges and support their children's education. By addressing broader family needs, Gateway can create a more supportive and inclusive environment that empowers families to be active participants in their children's learning journey.|Based on the analysis of educational partner input and local data, Gateway Unified has demonstrated notable strengths and progress in building partnerships for student outcomes. These efforts have been particularly effective across several key areas.  Gateway has prioritized professional development for its administrative staff, focusing on leadership skills, community engagement, and effective communication strategies. By equipping administrators with the necessary tools and knowledge, Gateway ensures that school leaders are well-prepared to foster strong partnerships with parents, community members, and other stakeholders. This ongoing professional development has led to a more collaborative and inclusive school environment, where administrators are proactive in addressing the needs and concerns of the school community.  Literacy nights have become a cornerstone of Gateway’s community engagement strategy. These events are designed to promote a love of reading and literacy among students and their families. By inviting parents and community members to participate in interactive reading activities, book discussions, and workshops, Gateway has created a supportive network that emphasizes the importance of literacy in student success. These literacy nights have not only improved student reading skills but also strengthened the bond between the school and the community.  Gateway has made significant progress in appointing and training community liaisons who serve as vital links between the schools and the broader community. These liaisons work tirelessly to identify community resources, facilitate communication, and bridge cultural gaps. Their efforts have been instrumental in creating a more inclusive environment where all families feel valued and supported. The presence of community liaisons has also enhanced Gateway's ability to address specific needs and challenges faced by diverse student populations.  Back to school nights have become a successful tradition within Gateway, providing an excellent opportunity for parents to engage with teachers and administrators at the start of the academic year. These events are well-organized and widely attended, reflecting the community's commitment to education. During back to school nights, parents receive important information about the curriculum, school policies, and ways to support their children's learning at home. The positive feedback from parents indicates that these events are highly effective in fostering a sense of partnership and shared responsibility for student outcomes.  Parent-teacher conferences are a key component of Gateway's strategy to build strong partnerships with families. These conferences are scheduled regularly and are designed to be flexible to accommodate parents' availability. Gateway has implemented training for teachers to ensure that conferences are productive and focused on student progress, strengths, and areas for improvement.|Based on the analysis of educational partner input and local data, Gateway Unified has identified key focus areas for improvement in building partnerships for student outcomes. These areas of focus include enhancing teacher professional development related to building partnerships and providing more support for math education. One of the primary areas for improvement is the need for targeted professional development for teachers, specifically aimed at building partnerships with families and the community. While administrators have benefited from extensive training, feedback indicates that teachers also require support to effectively engage with parents and community stakeholders.  Another critical focus area is enhancing math support for students. Analysis of local data reveals a need for increased resources and interventions to improve math outcomes. Gateway is committed to developing initiatives that provide additional math support both during and after school hours, as well as seeking tools to support parents and families in this area.|GUSD has identified critical strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. Recognizing the unique needs and challenges faced by these families, Gateway is committed to fostering an inclusive and supportive environment through targeted initiatives and dedicated personnel.  Gateway has established key positions to support schools in building effective partnerships. These include counselors, community liaisons, an English Language Learner (ELL) Coordinator, and a Homeless Foster Youth Liaison. Each role is designed to address specific needs and facilitate meaningful connections between families and schools.  Counselors play a vital role in supporting the emotional and academic well-being of students. By working closely with students and their families, counselors can identify barriers to engagement and provide tailored support. They serve as a bridge between the school and home, ensuring that families are actively involved in their children's education and well-being.  Community liaisons are instrumental in strengthening the relationship between schools and the broader community. They engage with local organizations, cultural centers, and community groups to create a network of support for underrepresented families. By fostering these connections, community liaisons help families access resources, participate in school activities, and feel more connected to the school community.  The ELL Coordinator is dedicated to supporting students and families for whom English is a second language. This role involves developing and implementing programs that enhance English proficiency while also honoring and integrating the students' native languages and cultures. The ELL Coordinator works closely with families to ensure they have the resources and support needed to engage fully with the school community and their child's education.  The Homeless Foster Youth Liaison is dedicated to supporting one of the most vulnerable student populations. This role involves identifying and addressing the unique challenges faced by homeless and foster youth and their families. The liaison works to ensure that these students receive the necessary support to succeed academically and socially, while also connecting their families to critical resources and services.  Through these dedicated positions, Gateway aims to build strong, sustainable partnerships with underrepresented families. By providing personalized support, facilitating access to resources, and fostering a welcoming and inclusive school environment, Gateway is committed to improving engagement and ensuring that all families can actively contribute to their children's success.|Based on the analysis of educational partner input and local data,GUSD demonstrated significant strengths and progress in seeking input for decision-making. This commitment to inclusivity and collaboration is evident through a variety of established structures and initiatives designed to engage all stakeholders in meaningful dialogue.  One of Gateway’s key strengths is its robust system of councils and committees that facilitate stakeholder participation. The Site Council plays a crucial role at each school, bringing together parents, teachers, and community members to discuss and provide input on school policies, programs, and budgets. This council ensures that the voices of those directly involved in the school community are heard and considered in decision-making processes.  Similarly, the District Advisory Committee (DAC) and the Parent Advisory Committee (PAC) are integral to Gateway’s efforts to seek input from a broader range of stakeholders. The DAC includes representatives from various schools and community groups, offering diverse perspectives on district-wide issues. The PAC, on the other hand, focuses specifically on parental input, ensuring that the needs and concerns of families are addressed at the district level.  Annual surveys are another significant strength of Gateway in gathering input. These surveys target staff, students, parents, and the community, providing a comprehensive overview of stakeholder opinions and experiences. The feedback collected through these surveys informs Gateway’s strategic planning and helps identify areas for improvement.  Community Night events further enhance engagement by creating opportunities for direct interaction between Gateway and its stakeholders. These events allow community members to learn about current initiatives, ask questions, and provide feedback in a welcoming and collaborative environment.  Gateway’s updated calendar system and use of communication apps represent substantial progress in ensuring that stakeholders are well-informed and able to participate in decision-making processes. The online calendars are easily accessible and regularly updated, keeping the community aware of important dates and events. Communication apps facilitate real-time information sharing and feedback, making it easier for parents and community members to stay connected and engaged.|Based on the analysis of educational partner input and local data, the Local Educational Agency (LEA) has identified key focus areas for improvement in seeking input for decision-making. These areas aim to provide ample opportunities for participation and to increase overall stakeholder engagement.   One primary focus area is ensuring ample opportunities for all stakeholders to participate in decision-making processes. To achieve this, Gateway plans to offer more flexible and varied options for engagement. This includes scheduling meetings at different times and days to accommodate varied schedules, thereby increasing accessibility for working parents and guardians.  Another critical strategy involves exploring ways to provide childcare during meetings and events. Gateway understands that one significant barrier to participation for many families is the lack of childcare options. By offering childcare services, Gateway aims to make it easier for parents and guardians to attend and contribute to important discussions without the added concern of finding care for their children.  Gateway also plans to strategically plan meetings and events to coincide with other engaging activities. For example, pairing important decision-making meetings with school performances, sports events, or family-friendly activities can draw higher attendance and participation. This approach not only maximizes convenience for families but also integrates engagement with enjoyable and meaningful school experiences.  Respecting the demands on busy families is another essential focus area. Gateway is committed to ensuring that meetings and events are concise and well-organized, minimizing unnecessary time commitments. By streamlining agendas and focusing on essential topics, Gateway can make the best use of stakeholders' time and encourage more consistent participation.|Recognizing the importance of inclusive and broad-based input, Gateway is committed to implementing strategies that address barriers to participation and respect the diverse needs of families. GUSD has identified several key strategies to improve the engagement of underrepresented families in the decision-making process. These strategies are designed to address the unique needs and challenges faced by these families, ensuring their voices are heard and valued.  In addition to the work of community liaisons, Gateway will enhance engagement through partnerships with other community support networks. This includes collaborating with local cultural centers, non-profit organizations, and community groups that have established relationships with underrepresented families. These community partners can help extend Gateway's reach and build trust within these communities, encouraging families to participate in decision-making processes.  Gateway will also implement individualized outreach efforts. Recognizing that each family has unique circumstances and needs, Gateway will tailor its outreach efforts to better connect with underrepresented families. This might include home visits, personalized invitations to meetings and events, and one-on-one meetings to discuss their concerns and ideas. By providing targeted support and showing a genuine interest in their input, Gateway aims to build stronger, more meaningful relationships with these families.  Gateway will also utilize the second language features available in new communication platforms. Many underrepresented families face language barriers that can hinder their participation in school activities and decision-making. By adopting platforms that offer translation and multilingual support, Gateway can ensure that all families receive information in their preferred language. This not only makes communication more accessible but also demonstrates Gateway’s commitment to inclusivity and respect for diverse linguistic backgrounds.  By addressing the specific barriers these families face, Gateway aims to ensure that their voices are an integral part of the decision-making process, ultimately leading to more equitable and effective outcomes for all student|5|4|3|4|4|3|5|4|5|5|4|4|Met||2025-06-25|2025
45752670113407|Rocky Point Charter|3|At Rocky Point Charter, we foster a welcoming and inclusive environment by greeting students and families daily and encouraging active parent involvement through events, classroom volunteering, and field studies. We prioritize building a positive, collaborative culture that supports the success of students, teachers, and families. Strong communication is maintained through various platforms and regular updates, including monthly Social Emotional Learning focuses. Parent surveys reflect high satisfaction with communication and engagement opportunities.|At RPCS, we believe strong relationships between school staff and families are essential to creating a supportive educational environment. We foster these connections through social events, volunteer opportunities, and active parent involvement in school committees. Events like family nights and cultural celebrations allow families and staff to build trust in informal settings. Volunteering in classrooms, field studies, and activities strengthens engagement and collaboration. Additionally, inviting parents to serve on school committees empowers them to contribute to school decision-making and student success.|Building strong relationships between school staff and families is essential to creating a positive and supportive educational environment. Continuing to offer social events and volunteer opportunities plays a key role in fostering these connections. These initiatives help parents feel like valued members of the school community, especially when information is provided in their home language to ensure accessibility and inclusion. Offering clear, consistent communication about expectations empowers families to engage confidently. True collaboration with parents takes time and trust, and is rooted in open, ongoing communication that makes them feel respected, informed, and included in their child’s educational journey.|One of Rocky Point Charter School’s greatest strengths is our positive and collaborative culture that supports the success of students, teachers, and families. We offer numerous opportunities throughout the year to build strong relationships with families and maintain consistent, open lines of communication. Multiple platforms—including phone calls, emails, Zoom, and in-person meetings—allow for regular connection between families and staff.  We’ve implemented programs like Capturing Kids’ Hearts and Social Emotional Learning (SEL), with monthly focus areas communicated to parents to keep them informed and engaged. Our full-time school counselor supports students’ social-emotional growth and collaborates with both teachers and parents to provide resources and guidance.  Parents are invited to participate in Student Study Team (SST) meetings to help support their child’s academic and emotional development. While formal conferences are scheduled twice a year, our policy encourages parents to request additional meetings at any time. Parent survey results consistently show high levels of satisfaction with communication and opportunities for involvement.|Based on an analysis of educational partner input and local data, we have identified two key focus areas: improving communication around academic data and reengaging families in school events.  We regularly collaborate with our School Site Council and hold team meetings to review student outcomes and guide decision-making. Parent-teacher conferences are scheduled twice a year, and progress reports are sent home consistently to keep families informed of their student’s academic performance. Each spring, we distribute annual surveys to gather feedback that shapes our district and school planning.  We utilize a variety of communication methods—including newsletters, social media, emails, phone calls, meetings, surveys, our website, auto-dialers, and text messaging—to reach families. Despite these efforts, educational partners continue to emphasize the importance of strengthening communication, improving student attendance, and increasing support for students, which will remain priorities moving forward.|Ongoing communication between parents and teachers is essential for building strong partnerships that support positive student outcomes. At Rocky Point Charter, we are especially focused on strengthening relationships with our underrepresented families. To support this effort, we provide access to an interpreter, offer summer programs, and ensure inclusive communication. Additionally, we support students and families through conferencing, targeted interventions, tutoring, and free after-school programs—all designed to promote academic success and engagement.|At our school, we are committed to supporting families and the whole child to enhance educational outcomes for all students. Our goal is for every student to meet or exceed grade-level standards while also developing a strong sense of self-worth and social responsibility in a safe, healthy, and nurturing environment.  We actively seek input from our educational partners—students, families, and staff—through the School Site Council, staff meetings, and annual surveys. These collaborative forums ensure that our partners have a voice in the decision-making process and contribute to shaping our goals, improving student achievement, and fostering a positive school climate. Data-driven goals are established based on identified needs, and feedback is consistently used to refine and strengthen our school programs.|We regularly meet with our School Site Council and hold collaborative meetings to review student outcomes and guide school improvement efforts. Parent-teacher conferences are scheduled twice a year, and progress reports are sent home regularly to keep families informed of their child’s academic performance.  Each spring, we distribute annual surveys to gather input that informs both district and school planning. We maintain open lines of communication through various channels, including newsletters, social media, emails, phone calls, meetings, surveys, our website, auto-dialers, and text messaging. Despite these efforts, our educational partners continue to highlight the need for improved communication, increased student attendance, and expanded support services—areas we remain committed to addressing.|Based on local data and valuable input from our educational partners, Rocky Point Charter is committed to improving engagement with underrepresented families by connecting at-risk families to local community resources and working with students to set individualized goals. Our teachers and support staff maintain consistent communication with families to foster strong relationships and support student success.  Staff regularly meets to review data, adjust instruction, and provide targeted interventions based on individual student needs. Support strategies include a summer program, after-school tutoring, WIN Time, and small group instruction. To further strengthen these efforts, we continue to prioritize and maintain a full-time school counselor, intervention staff, and additional support personnel dedicated to addressing both academic and social-emotional needs.|5|5|4|5|4|4|4|4|4|4|3|4|Met||2025-06-12|2025
46104620000000|Sierra County Office of Education|3|We place a strong emphasis on building positive partnerships with families, as outlined in LCAP Goal #3: “All families and the larger school community will have increased levels of engagement with our schools, and families will feel welcomed to be an active participant in their child’s education.” All elementary teachers, as well as some junior high and high school teachers, hold parent-teacher conferences for every student to discuss strengths and areas for growth. In addition, our schools regularly conduct Student Study Team (SST), 504, and IEP meetings that involve teachers, administrators, families, and students- all centered around improving student outcomes. At Loyalton High School, staff meet individually with each student and their family to review the student’s personalized 4-year plan for graduation and postsecondary goals. We maintain active school site councils, booster clubs, parent clubs, and welcome numerous parent volunteers who support our schools in meaningful ways. We’ve also strengthened communication through the use of electronic school message boards, which help keep families informed of upcoming events and key announcements. In addition to traditional engagement efforts, we have broadened opportunities for family and community input through a variety of advisory and community forums. These include CTE advisory committee meetings, an ethnic studies curriculum advisory committee, and town hall meetings on important school topics such as the reopening of the middle school and improvements to the girls’ softball field. Together, these actions reflect our ongoing commitment to fostering strong, inclusive relationships between school staff and families|Our focus areas for the 2025-2026 school year include continuing to improve our school and district websites, improving communication to ensure all families are aware of school activities and events, and efforts to improve parent involvement at the high school level.|To improve engagement of underrepresented families, we are committed to strengthening personal outreach and increasing inclusive communication. Although our bilingual aide transitioned into a different role within the district during the second half of the 2024–25 school year, we continue to utilize her as needed to make personal contact with Spanish-speaking families and ensure they feel connected to their child’s school and informed about their education. Looking ahead, we will re-administer the EL Parent Survey and site-specific climate surveys to gather input and identify areas for continued growth. We will continue to increase bilingual communication and prioritize more one-onone meetings with families, particularly those from underrepresented groups. Our Foster and Homeless Liaison will also continue to reach out personally to families under her purview, ensuring they are aware of and connected to school and community supports. In partnership with the School Attendance Review Board (SARB) team, we will continue to connect families with available resources to reduce barriers and strengthen their involvement in their child’s education.|We have many strengths in the area of building partnerships with families to support student outcomes. Our communication systems ensure consistent and transparent information flow between the school and families. These include weekly all-calls, a text and email communication system, weekly menus, newsletters, updated school and district websites, Facebook, and parent-teacher conferences. We have also implemented a variety of family engagement initiatives, such as Back to School Night, Open House, Senior Variety Show, and Tech-Wise Family Night, which are designed to involve parents in the educational process and empower them with tools to support their children’s learning at home. SPJUSD actively involves families in decision-making through committees and councils, promoting a sense of ownership and collaboration in school improvement efforts. In 2025–26, we will begin sharing new, easy-to-read parent reports generated from our Amplify DIBELS assessment system, helping families better understand their child’s literacy progress and how they can support learning at home. We also created an attendance clerk position to strengthen home-school partnerships around student attendance. This staff member makes personal contact with families when students are absent to identify challenges, offer support, and reinforce the importance of consistent attendance as a key component of academic success. Additionally, we offer a range of supports such as counseling services, academic interventions, and community partnerships to address diverse family needs, creating a collaborative and inclusive environment. Collectively, these efforts help build strong school-family partnerships that directly enhance student learning and success.|One of our key focus areas for improvement in building partnerships for student outcomes is increasing the number of opportunities for families to engage with their child’s learning. In particular, our goal is to offer more parent workshops and family nights that are focused on providing families with tools and strategies to support student learning at home. Through a new grant received by the County Office of Education, we are planning to host family math, science, and computer science nights across our schools. These events will be designed to engage students and their families in hands-on learning experiences while fostering stronger connections between school, home, and the curriculum. By expanding these offerings, we hope to strengthen our partnerships with families and better equip them to support student achievement across subject areas.|To improve engagement of underrepresented families, we will continue to prioritize personalized outreach and inclusive communication strategies. Although our bilingual aide position was vacant during the second half of the 2024–25 school year due to a staffing change, we continue to utilize the staff member in her new role to support communication with Spanish-speaking families as needed. This personal outreach remains a key strategy for ensuring families feel informed, welcomed, and connected to their child’s education. We will re-administer the EL Parent Survey, along with school-specific climate surveys, to gather feedback and identify areas for continued improvement. We will also increase communication in both Spanish and English and expand opportunities for one-on-one meetings with families to strengthen relationships and promote student success. 2025-26 Local Performance Indicator Self-Reflection for Sierra County Office of Education Page 12 of 20 In addition, our Foster and Homeless Liaison will continue to reach out personally to the families she supports, ensuring they are aware of and connected to school and community resources. We will also work with our School Attendance Review Board (SARB) team to provide families with needed support and to remove barriers that may be preventing full engagement in the educational process.|We have many strengths when it comes to seeking input for decision-making. We have active School Site Councils, advisory boards, booster clubs, and parent groups where families are engaged and regularly contribute to decisions that impact their child’s school. We conduct surveys and host LCAP community input sessions to gather feedback on key priorities. In addition, we maintain open and transparent communication channels, providing families with timely updates and multiple opportunities to share input during public meetings. We have expanded our engagement efforts in several meaningful ways. We hosted a public meeting in partnership with County Public Health to support the development of the Community Health Improvement Plan, inviting community members to share their perspectives and priorities. We held town hall meetings to solicit parent and community feedback on two major initiatives: the reopening of the middle school and ensuring that our girls have access to a dedicated softball field. To support digital literacy and responsible technology use, we hosted Tech-Wise Family Nights, where parents and students could engage in dialogue around managing screen time, device use, and balancing technology in family life. Additionally, we launched an Ethnic Studies Curriculum Advisory Committee to involve staff and community members in shaping the content and implementation of this important new course offering. These efforts demonstrate our commitment to inclusive and responsive decision-making that values the voices of our educational partners at every level.|While we have strong systems in place for gathering input, we recognize the need to broaden participation and increase the number of families engaged in our decision-making processes. Based on feedback and participation data, our focus area for improvement is expanding outreach to engage more parents and guardians. This includes exploring flexible meeting times, virtual participation options, and more personalized communication strategies. We also want to provide information about how input is used, so families see the impact of their involvement.|We will continue to emphasize personal outreach as a key strategy for engaging families. Although our bilingual aide position was vacant for the second half of the year, we have continued to use her as needed to reach out to families and ensure they feel connected to their child’s school and informed about their education. Families have expressed appreciation that our surveys, emails, and text messages now go home in both Spanish and English, and that materials sent home in hard copy are also provided in Spanish when needed. We will continue administering the EL Parent Survey and each school’s climate survey to gather input. Our Foster and Homeless Liaison will also continue personally connecting with families to help them access support services and stay informed. Additionally, we will work with the School Attendance Review Board (SARB) team to connect families with community resources and provide appropriate supports.|5|5|5|5|2|3|5|4|5|4|4|5|Met||2025-06-24|2025
46701770000000|Sierra-Plumas Joint Unified|3|We place a strong emphasis on building positive partnerships with families, as outlined in LCAP Goal #3: “All families and the larger school community will have increased levels of engagement with our schools, and families will feel welcomed to be an active participant in their child’s education.”  All elementary teachers, as well as some junior high and high school teachers, hold parent-teacher conferences for every student to discuss strengths and areas for growth. In addition, our schools regularly conduct Student Study Team (SST), 504, and IEP meetings that involve teachers, administrators, families, and students- all centered around improving student outcomes. At Loyalton High School, staff meet individually with each student and their family to review the student’s personalized 4-year plan for graduation and postsecondary goals.  We maintain active school site councils, booster clubs, parent clubs, and welcome numerous parent volunteers who support our schools in meaningful ways. We’ve also strengthened communication through the use of electronic school message boards, which help keep families informed of upcoming events and key announcements.  In addition to traditional engagement efforts, we have broadened opportunities for family and community input through a variety of advisory and community forums. These include CTE advisory committee meetings, an ethnic studies curriculum advisory committee, and town hall meetings on important school topics such as the reopening of the middle school and improvements to the girls’ softball field.  Together, these actions reflect our ongoing commitment to fostering strong, inclusive relationships between school staff and families.|Our focus areas for the 2025-2026 school year include continuing to improve our school and district websites, improving communication to ensure all families are aware of school activities and events, and efforts to improve parent involvement at the high school level.|To improve engagement of underrepresented families, we are committed to strengthening personal outreach and increasing inclusive communication. Although our bilingual aide transitioned into a different role within the district during the second half of the 2024–25 school year, we continue to utilize her as needed to make personal contact with Spanish-speaking families and ensure they feel connected to their child’s school and informed about their education.  Looking ahead, we will re-administer the EL Parent Survey and site-specific climate surveys to gather input and identify areas for continued growth. We will continue to increase bilingual communication and prioritize more one-on-one meetings with families, particularly those from underrepresented groups.  Our Foster and Homeless Liaison will also continue to reach out personally to families under her purview, ensuring they are aware of and connected to school and community supports. In partnership with the School Attendance Review Board (SARB) team, we will continue to connect families with available resources to reduce barriers and strengthen their involvement in their child’s education.|We have many strengths in the area of building partnerships with families to support student outcomes. Our communication systems ensure consistent and transparent information flow between the school and families. These include weekly all-calls, a text and email communication system, weekly menus, newsletters, updated school and district websites, Facebook, and parent-teacher conferences.  We have also implemented a variety of family engagement initiatives, such as Back to School Night, Open House, Senior Variety Show, and Tech-Wise Family Night, which are designed to involve parents in the educational process and empower them with tools to support their children’s learning at home. SPJUSD actively involves families in decision-making through committees and councils, promoting a sense of ownership and collaboration in school improvement efforts.  In 2025–26, we will begin sharing new, easy-to-read parent reports generated from our Amplify DIBELS assessment system, helping families better understand their child’s literacy progress and how they can support learning at home.  We also created an attendance clerk position to strengthen home-school partnerships around student attendance. This staff member makes personal contact with families when students are absent to identify challenges, offer support, and reinforce the importance of consistent attendance as a key component of academic success.  Additionally, we offer a range of supports such as counseling services, academic interventions, and community partnerships to address diverse family needs, creating a collaborative and inclusive environment. Collectively, these efforts help build strong school-family partnerships that directly enhance student learning and success.|One of our key focus areas for improvement in building partnerships for student outcomes is increasing the number of opportunities for families to engage with their child’s learning. In particular, our goal is to offer more parent workshops and family nights that are focused on providing families with tools and strategies to support student learning at home.  Through a new grant received by the County Office of Education, we are planning to host family math, science, and computer science nights across our schools. These events will be designed to engage students and their families in hands-on learning experiences while fostering stronger connections between school, home, and the curriculum.  By expanding these offerings, we hope to strengthen our partnerships with families and better equip them to support student achievement across subject areas.|To improve engagement of underrepresented families, we will continue to prioritize personalized outreach and inclusive communication strategies. Although our bilingual aide position was vacant during the second half of the 2024–25 school year due to a staffing change, we continue to utilize the staff member in her new role to support communication with Spanish-speaking families as needed. This personal outreach remains a key strategy for ensuring families feel informed, welcomed, and connected to their child’s education.  We will re-administer the EL Parent Survey, along with school-specific climate surveys, to gather feedback and identify areas for continued improvement. We will also increase communication in both Spanish and English and expand opportunities for one-on-one meetings with families to strengthen relationships and promote student success.  In addition, our Foster and Homeless Liaison will continue to reach out personally to the families she supports, ensuring they are aware of and connected to school and community resources. We will also work with our School Attendance Review Board (SARB) team to provide families with needed support and to remove barriers that may be preventing full engagement in the educational process.|We have many strengths when it comes to seeking input for decision-making. We have active School Site Councils, advisory boards, booster clubs, and parent groups where families are engaged and regularly contribute to decisions that impact their child’s school. We conduct surveys and host LCAP community input sessions to gather feedback on key priorities. In addition, we maintain open and transparent communication channels, providing families with timely updates and multiple opportunities to share input during public meetings.  We have expanded our engagement efforts in several meaningful ways. We hosted a public meeting in partnership with County Public Health to support the development of the Community Health Improvement Plan, inviting community members to share their perspectives and priorities. We held town hall meetings to solicit parent and community feedback on two major initiatives: the reopening of the middle school and ensuring that our girls have access to a dedicated softball field.  To support digital literacy and responsible technology use, we hosted Tech-Wise Family Nights, where parents and students could engage in dialogue around managing screen time, device use, and balancing technology in family life. Additionally, we launched an Ethnic Studies Curriculum Advisory Committee to involve staff and community members in shaping the content and implementation of this important new course offering.  These efforts demonstrate our commitment to inclusive and responsive decision-making that values the voices of our educational partners at every level.|While we have strong systems in place for gathering input, we recognize the need to broaden participation and increase the number of families engaged in our decision-making processes. Based on feedback and participation data, our focus area for improvement is expanding outreach to engage more parents and guardians. This includes exploring flexible meeting times, virtual participation options, and more personalized communication strategies. We also want to provide information about how input is used, so families see the impact of their involvement.|We will continue to emphasize personal outreach as a key strategy for engaging families. Although our bilingual aide position was vacant for the second half of the year, we have continued to use her as needed to reach out to families and ensure they feel connected to their child’s school and informed about their education. Families have expressed appreciation that our surveys, emails, and text messages now go home in both Spanish and English, and that materials sent home in hard copy are also provided in Spanish when needed.  We will continue administering the EL Parent Survey and each school’s climate survey to gather input. Our Foster and Homeless Liaison will also continue personally connecting with families to help them access support services and stay informed. Additionally, we will work with the School Attendance Review Board (SARB) team to connect families with community resources and provide appropriate supports.|5|5|5|5|2|3|5|4|5|4|4|5|Met||2025-06-24|2025
47104700000000|Siskiyou County Office of Education|3|Our staff is excellent at working with our Moderate to Severe families.  They offer trainings, guidance, and encouragement to our families.|An area of improvement for our LEA would be in the area of communicating with families in language that is understandable and accessible and offer more opportunities to share this information to the families.|We will provide additional opportunities for families to provide input.  We have few families that need translation services, and will provide those services when needed.|SCOE SpEd staff offers guidance and information to our families on how to support student attendance and academics via meetings and electronic communications.|The SCOE LEA needs to work on offering more opportunities for families to come together and learn from each others' experiences in special education.|The SCOE LEA will provide additional opportunities for families to provide input via surveys and meetings, as well as provide parent education workshops.|We have made progress in building capacity of principals, staff, and family members in engaging in decision making.|While we have made progress in building capacity, it is difficult to schedule times when all stakeholders can be present in order to plan and design family engagement activities.  We need to work on expanding our CAC members and meetings.|We continue to work on finding better ways to build the capacity of principals, staff, and family members.|4|4|4|3|3|4|5|5|4|4|3|3|Met||2025-06-25|2025
47104700117168|Golden Eagle Charter|3|This year the community school coordinator conducted a deep needs assessment, interviewing and surveying students, parents/guardians, and staff to identify strengths and areas for growth in our school. The Community Engagement Initiative (CEI) also provided a structure for enhancing family and community engagement. As we analyze the results from the Deep Needs Assessment, we are also reviewing the data to see if there are sectors of our school community that we did not reach with the assessment and the community school coordinator will be reaching out to those families. We will also be continuing our work with CEI and improving the operations of the Community School Advisory Council, specifically recruiting parents/guardians from underrepresented groups within our school community.|An area of improvement is building an effective system of 2-way communication between the school and families.|Continuing the deep needs assessment started this year, the community school coordinator will continue to reach out to underrepresented families for input on school operations. Furthermore, the CEI team is working on developing a system to ensure teachers meet with families of all students at least 4 times per year in order to build relationships and solicit input into families' needs. We will also be continuing our work with CEI and improving the operations of the Community School Advisory Council, specifically recruiting parents/guardians from underrepresented groups withinour school community.|The school has expanded our capacity to build partnerships for student outcomes through the work of the CEI team. We have had more staff complete the online MTSS training. Furthermore, the math PLC team is working on strategies to engage parents/guardians in ways to support student learning in mathematics.|Areas for improvement include ensuring all educational facilitators are regularly meeting with parents/guardians and increasing parent participation in training and workshops on how to support student learning, especially in math and reading.|By ensuring educational facilitators meet with families of all students at least 4 times per year, including underrepresented families, we will improve communication with and engagement of underrepresented families.|Our Community Engagement Initiative (CEI) grant has provided an opportunity for families, teachers, and administrators to work together to plan, design, implement and evaluate family engagement activities. The community school advisory committee was involved in the planning, implementation, and data analysis of the deep needs assessment, providing another opportunity for meaningful family engagement.|An area for improvement is building capacity for engaging families in advisory groups and decision-making.|The community school coordinator will evaluate the make-up of the community school advisory council and personally reach out to individual families to ensure participation by underrepresented families.|5|5|5|4|4|4|5|4|4|4|4|4|Met||2025-06-12|2025
47104700137372|Northern United - Siskiyou Charter|3|In the area of building relationships with our families, we see this as a tremendous strength.  With our participants believing that we are at Full Implementation and Sustainability, it is clear that we are building trusting respectful relationships in which our families feel connected.|As for area(s) of improvement, we will continue to make extra efforts to reach out to all of our more rural families. Some of our more rural families do not make it to our facilities often and do not participate in our engagement activities. This creates challenges in relationship building between school staff and families.|To enhance engagement with underrepresented families, our school will prioritize diverse representation in all communications and activities, conduct ongoing cultural competency training for staff, forge partnerships with community organizations, offer parent leadership opportunities, ensure accessibility of communication channels, develop culturally relevant programming, and establish regular feedback mechanisms. Through these initiatives, we aim to create a more inclusive and supportive environment where all families feel valued and empowered to actively participate in their children's education.|In the area of building partnerships for student outcomes, the data shows that the majority of our participants believe we have Full Implementation with Sustainability in providing families with information and resources to support student learning and development in the home. The majority of respondents believe we have Full Implementation with Sustainability with families understanding and exercising their legal rights and advocating for their student’s needs. Both of these are strengths according to our respondents.|As for an area of improvement in building partnerships for student outcomes, we need to continue to coach parents as they are the often the main educator of the children in an independent study school. Supporting the parents in improving their instructional skills helps to improve student outcomes. We have offered workshops for parents, but they have been poorly attended. We need to partner with parents to better understand what their needs are.|To improve engagement with underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, our school will implement targeted strategies. This includes actively reaching out to underrepresented families to involve them in decision-making processes regarding their children's education and well-being. Through our Community School, we will establish collaborative partnerships with community organizations that specifically support these families, ensuring that resources and support are readily accessible. Additionally, we will offer tailored workshops and information sessions that address the unique needs and concerns of underrepresented families, fostering a sense of inclusion and empowerment within the school community. Through these efforts, we aim to strengthen partnerships with underrepresented families, ultimately enhancing student outcomes through collaborative engagement and support.|The area of seeking input for decision making was one of our strengths with the majority of our participants responding that we have Full Implementation or Full Implementation with Sustainability in supporting family members to effectively engage in advisory groups and decision-making.|As for area of improvement, in the areas of supporting principals and staff to effectively engage families in advisory groups and with decision-making was lower than the other practices.  We have been focusing on bringing all educational partners' voices to the table through our Community Engagement Initiative, however we continue to see low involvement by educational partners in whole school events that provide opportunities for input in decision-making. This is true in our survey response rate, our board meeting attendance, our LCAP meetings and our PAC meetings.|Our school will enhance engagement with underrepresented families identified during the self-reflection process by implementing targeted strategies for seeking input in decision-making. This involves proactively reaching out to these families through culturally sensitive communication channels and providing opportunities for meaningful participation in decision-making forums. We will prioritize listening to their perspectives, concerns, and suggestions, ensuring their voices are heard and valued in shaping school policies and practices. By fostering an inclusive and collaborative approach, we aim to build trust, strengthen partnerships, and ultimately improve outcomes for all students.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
47701850000000|Big Springs Union Elementary|3|Parents are invited to quarterly progress reports and reports are provided by traditional mailings through password protection online.|Parent conferences are held two times a year and on a as-needed basis as parents or teachers see fit.|Parent representatives are elected to serve on the advisory council which also functions as our Title 1 and  LCAP parent involvement and EL parent advisory body.|We believe that parents are our essential partners in education and we encourage parents to volunteer when possible. Parent participation in instructional planning through individual conferences is about a 90% participation rate at most grade levels. Our school also benefits from extensive parent involvement in athletic events through our Booster Club, student performances and student recognition assemblies, and by assisting us as parent volunteers in the classroom. A parent/guardian volunteer procedure is monitored by office staff.|We would like there to be a higher rate of parent participation in PAC meetings.|The District will improve engagement through family outreach.|An active PTO coordinates our annual book fair, assists with academic programs such as AR, publishes our annual yearbook, and sponsors fundraisers  to support our student activities.|The District will seek input through family outreach.|The parent advisory council meets quarterly, PRO and Boosters mee monthly, to provide feedback to staff.|4|5|4|4|3|3|4|3|3|3|2|3|Met||2025-06-11|2025
47701930000000|Bogus Elementary|3|The LEA sends out monthly newsletters informing parents of all upcoming events. Teachers ensure they meet with each family multiple times a year to discuss students progress, strengths, and weaknesses. Families are encouraged to volunteer for multiple projects at the school, such as the greenhouse and annual plant sale. We also provided food at events such as the holiday play and back to school night. Based on the annual parent survey, 87% of families felt they were provided opportunities to be involved in the school decisions, and 90% felt they were provided opportunities to be involved in their child's education.|The LEA's does not have any EL families enrolled currently, however we want to be prepared for if/when a family does enroll. Therefore we will continue to work on providing all communication in both languages.|Due to 90% positive response in families feeling involved, the LEA will continue with our monthly newsletter, quarterly meetings, and encouraging family participation in events and volunteering at the school.|"100% of families responded 'yes' to the annual survey question that asked ""The school provides information and training that helps me support my child's learning."" Based on this data, having quarterly meetings with parents to ensure they understand where their child is at academically has been beneficial. Additionally, offering to work with families after school hours and answer questions on students homework/classwork has helped many families feel confident with common core and other curriculum changes."|The LEA completed a workshop with GAMUT that updated all policies and put them online. Among those where policies on teachers meeting with family every first quarter and then any quarter afterwards when the student is struggling and/or failing a class.|Due to the LEA being such a small school, 13 families in all, it hard to find an underrepresented family. With such small numbers it is easy to engage all families and meet each individual need.|The LEA sends home several surveys a year asking for families input before making decisions, such as summer school or extra learning opportunities. Families, teachers, administration, staff, and board members all have many opportunities to add input into the schools LCAP and future direction at monthly board meetings. Staff has an extra opportunity at monthly staff meetings, and families have extra opportunities during quarterly report card meetings. 90% of families felt they were provided opportunities to be involved in school decisions on this years annual family survey.|The LEA does not have a parent club or site council. Starting one may be beneficial and allow parents to take on more responsibilities around the school such as fundraising.|Due to the LEA being such a small school, 13 families in all, it hard to find an underrepresented family. With such small numbers it is easy to engage all families and meet each individual need.|5|4|4|4|4|4|5|4|4|4|4|4|Met||2025-06-17|2025
47702010000000|Butteville Union Elementary|3|Butteville Union Elementary has built a welcoming school environment that fosters trust and respect between staff and families. Survey data show that most parents feel school staff treat their children with kindness and respond promptly to their concerns. Teachers maintain consistent communication using classroom platforms and in-person meetings. Staff also report making strong efforts to engage parents in a variety of ways throughout the year. These relationships support a school culture where families feel connected and valued.|While relationships are generally positive, some families—particularly underrepresented ones—report lower levels of engagement. Survey results suggest gaps in communication with families of English learners and special education students. There is a need to train staff further in culturally responsive outreach and relationship-building. Expanding informal events could help increase participation and comfort levels among all families. Improving consistency in outreach across all grade levels will strengthen relationships schoolwide.|To reach underrepresented families more effectively, the school will expand bilingual communication and translation of materials. Staff will receive additional training on building inclusive relationships and recognizing family barriers. We will increase opportunities for informal engagement, such as community nights and classroom visits. Parent feedback will be collected more frequently to ensure all voices are heard and included. These actions are intended to build trust and encourage sustained involvement from all families.|Parents report feeling encouraged to support their child’s learning at home and are satisfied with academic progress. Teachers provide clear information about learning goals and maintain open communication with families. Staff report that families participate in goal-setting meetings, especially during IEPs and progress updates. Parents say they understand what is expected of their children and feel supported by school staff. These partnerships reinforce student success and contribute to positive school outcomes.|Some families, especially those from underrepresented groups, report feeling less connected to school programs and decision-making. Barriers such as time, language, and limited access to resources affect their ability to participate. More outreach is needed to explain learning expectations and offer academic support strategies. Survey data indicate that families of English learners and students with disabilities need better access to engagement opportunities. Addressing these gaps will make partnerships more equitable and effective.|The school plans to expand outreach efforts to underrepresented families through personal invitations and flexible meeting options. Parent workshops will focus on academic support, curriculum, and assessment tools. Families will be given more opportunities to ask questions and contribute to their child’s learning plans. Translated materials and interpretation services will be used to ensure understanding and inclusion. These efforts will empower families to partner more fully in student academic success.|Butteville Union Elementary consistently seeks parent and staff input through multiple engagement methods, including surveys, site council meetings, and LCAP forums. The California School Parent Survey showed that many families feel their input is valued and considered when decisions are made. Staff surveys also indicated a positive perception of leadership responsiveness to stakeholder feedback. Parents are regularly invited to participate in school planning processes and are given multiple chances to share their views. These efforts support a culture of shared responsibility and transparency in school governance.|Despite consistent outreach efforts, input from underrepresented groups, including English learner and low-income families, is not proportionate to their enrollment. Survey results suggest that some parents are unsure how their feedback is used in decision-making. The district recognizes a need for more accessible and varied methods of collecting input, such as translated surveys and informal forums. Some families face barriers such as language, scheduling conflicts, and limited understanding of school systems. Addressing these gaps will make participation more inclusive and decisions more representative.|To improve engagement of underrepresented families, Butteville will prioritize personalized outreach, including bilingual communication and trusted staff contacts. Meetings and surveys will be offered in families' home languages with translation available at all major planning events. The district will also create informal, family-friendly opportunities—like community dinners or events—to gather feedback in low-pressure settings. Staff will be trained on strategies to better engage families from diverse backgrounds and encourage their involvement. These actions aim to ensure all families have meaningful opportunities to shape school decisions.|5|5|4|4|4|4|5|5|3|3|4|5|Met||2025-06-24|2025
47702270000000|Delphic Elementary|3|Delphic's current strengths in Building Relationships Between School Staff and Families include high levels of satisfaction reported from parents related to connectedness to the school.|Delphic would like to continue to focus on connecting with marginalized populations and busy working families that are often too busy to participate in family events.|Delphic will continue to identify underrepresented families and make special effort to connect and build relationships.|Parents and families report high levels of satisfaction with their partnership with the school.|Delphic would like to continue to work to partner with families who are not always available for school sponsored events due to family or work commitments.|Delphic will continue to identify families who are underrepresented and reach out to connect with them.|Delphic offers many opportunities for parents to provide feedback including 1:1 conversations, community input meetings and other school events.|At this time, there is no improvement needed in this area.|At this time, there is no improvement needed in this area.|5|5|3|5|4|3|4|5|5|5|5|5|Met||2025-06-11|2025
47702430000000|Dunsmuir Elementary|3|We have focused on making DES a welcoming place where both students and parents want to be.  We pride ourselves on the connections we have made with families. Teachers stay connected with them through the Class Dojo app, newsletters, phone calls, and conferences. We have added an app, Apptegy,  to connect to more families.  According to a survey given in January 2023, we are doing a good job in that area.  90% of the parents replied they strongly agreed or agreed that they felt welcome at DES.  85% felt their children were happy at DES.  100% said they strongly agreed or agreed  that the staff at DES care about their children.  We have included a Family Math Night to our other family nights.|We will increase our communication regarding student progress through students reflecting on their local assessments, setting goals, and sharing with parents at conferences. We will hire a teacher to coordinate our Student Study Teams for students who are experiencing challenges to success in school.  We will continue our family curriculum nights, plays, conferences, and other family/staff activities to build relationships.|We will use the above strategies with all our families including underrepresented families.|We have focused on making DES a welcoming place where both students and parents want to be.  WE pride ourselves on the connections we have made with families. Teachers stay connected with them through the Class Dojo app, newsletters, phone calls, and conferences. We have added an app, Apptegy,  to connect to more families.  According to a survey given in January 2024, we are doing a good job in that area.  90% of the parents replied they strongly agreed or agreed that they felt welcome at DES.  85% felt their children were happy at DES.  100% said they strongly agreed that the staff at DES care about their children.  We have included a Family Math Night to our other family nights. This has been very successful. We have a Back-To-School night at the beginning of the year where teachers explain expectations and strategies that parents can use to support their students at home. Parent conferences are held two times a year and parents are encouraged to set up meetings between conferences when necessary. Student Study Teams are set up for students who are experiencing challenges to success in school. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have.|We will increase our communication regarding student progress through students reflecting on their local assessments, setting goals, and sharing with parents at conferences. A teacher will be hired to coordinate all Student Study Teams  for students who are experiencing challenges to success in school.|We will use the above strategies with all our families including underrepresented families.|Stakeholders including students, parents, and district staff engage in meaningful dialogue and provide input to the district strategic planning through our Site Council, Student Council, and surveys taken 2 times a year.|We will continue to include all stakeholders in Decision-Making through meetings and surveys. We will continue our family nights in order to encourage parents to feel part of our school team and give more input.|All our families are included in the Decision-Making process.|5|5|3|3|3|3|3|3|4|4|3|3|Met||2025-06-30|2025
47702500000000|Dunsmuir Joint Union High|3|Use multiple means to communicate (social media, Fliers, Emails, Phone calls). Have multiple opportunities for parents to meet staff and teaches. Provide 2-way forms of communications (emails, Alma, Calls home, notifications, Google Classroom)|Continued communication, contact with parents,, students, staff, focused on expansion of existing relationships with community, businesses, and institutions of higher learning.  Parental involvement is a struggle. Trying to get more parents engaged.|Without community outreach programs, job shadowing via collaborations with College of the Siskiyou's,  with athletic programs, art functions, etc.. Keep doing what we are already dog.|Continued education for parents and students. Robust communication - proactive.  Parent-teacher conferences. Lots of activities.|More participation. Our focus is getting more parental involvement, dual enrollment, Career Pathways, Gaining in numbers. Getting more family input.|Continued communication, via collaboration with local businesses, institutions of learning, and faith-based groups. Keep doing what we are doing.|Contacting teachers for our input; strengths are our knowledge of community and willingness to find what works. We try to innovate new ways to bring in community; Site Council, Parent-teacher conferences, LCAP night (Spring Showcase and Community Forum)|Continued communication; expanding all programs mentioned above. We cover as many bases as possible but we have apathetic clientele.|Via communication, collaboration, flexibility and hard work, we will improve in connecting with enough of the under represented parents and guardians.|5|5|4|5|5|5|5|4|4|5|5|5|Met||2025-06-25|2025
47703180000000|Gazelle Union Elementary|3|The current strengths and progress in Building Partnerships for Student Outcomes include: -families and the community generally report positive partnerships with Gazelle Elementary and ease in communication The current progress in Building Partnerships for Student Outcomes include: -continuing to build and grow community relationships and partnerships|The area we would like to focus on to improve building relationships between staff and families is communication.  We would like to implement a hard copy of the newsletter and other communications for those parents that are unable to access information digitally.|We will invite families to school-wide activities more often.|Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.|Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.|We do not have any underrepresented families.|The LEA's current strengths in Seeking Input for Decision Making is administration of fall and spring surveys that help the district plan for school priorities.|The LEA will provide parents with current academic achievement data and help them to understand the information in order to provide feedback of improvement.|We do not have any underrepresented families.|4|4|4|3|3|3|3|4|4|3|3|3|Met||2025-06-23|2025
47703260000000|Grenada Elementary|3|"Grenada Elementary School District (GESD) is deeply rooted in the community and known for fostering strong, lasting relationships among staff, students, and families. Our small, close-knit environment naturally supports a culture where staff members know students and families well, often serving multiple generations. This sense of continuity strengthens the trust and respect foundational to our school climate.  A significant strength of GESD lies in the genuine relationships between teachers and families. Staff consistently demonstrate commitment to building rapport and maintaining open lines of communication. Our school counselor and administration uphold an open-door policy, making themselves readily accessible to families for both informal conversations and formal meetings. These efforts reflect our dedication to creating a welcoming, inclusive environment.  This year, GESD continued to support meaningful two-way communication through multiple platforms, including the Aeries Parent Portal, Facebook, schoolwide REMIND messaging, the GES Connection newsletter, and regular email correspondence. In-person engagement remained a cornerstone of our outreach efforts, with successful events such as Back-to-School Night, Fall and Spring Parent Conferences, Open House, our annual Winter Program, Harvest Festival, talent shows, assemblies, and other family-centered activities. These events foster strong partnerships and reinforce our belief that families are vital partners in student success.  While GESD is making steady progress in developing systems to better understand and reflect family cultures, languages, and goals, we recognize the need to expand staff training in culturally responsive communication and family engagement strategies. Our current self-assessment rates us at the ""Initial Implementation"" stage across all key indicators in this area, and we are committed to ongoing growth through targeted professional development and feedback from our educational partners."|While building trusting and respectful relationships with families remains a core strength of Grenada Elementary School District, recent changes in staffing - including turnover in both certificated and classified positions—have created a need to reestablish continuity and deepen relational capacity across all roles. In addition, the lingering  effects of the COVID-19 pandemic continue to influence family engagement patterns and the overall school climate.  Recognizing these shifts, GESD has identified the need to intentionally rebuild and strengthen connections between families and school personnel. In the coming year, we will prioritize professional development focused on cultivating meaningful, respectful partnerships with families. This includes enhancing staff capacity to engage with families from diverse backgrounds, fostering inclusive communication practices, and creating more consistent opportunities for two-way dialogue.  By investing in training and reflective practices, GESD aims to revitalize its culture of connection and ensure that all families feel welcomed, valued, and heard as active participants in their child’s education.|To strengthen engagement with underrepresented families, Grenada Elementary School District is prioritizing staff development and capacity-building initiatives. 27 out of 28 GES staff members completed the OCCE MTSS Learning Modules in the 2024–25 school year. These modules focused on developing the knowledge and skills necessary to foster trusting, respectful, and culturally responsive relationships with all families, including those who may have historically been less engaged or represented.  Additionally, in 2024–25 and further expanding in 25/26,, GESD increased our office support staff to enhance outreach efforts and improve two-way communication between the school and the broader community. This position plays a critical role in creating welcoming environments and building stronger personal connections with families.  As we continue to deepen our implementation of Social-Emotional Learning (SEL) practices in conjunction with SCOE MHSSA, EduSoutions, and the Four Pillars of Well-being, we are intentionally applying these strategies to strengthen partnerships with families. SEL provides a framework that helps staff better understand each family’s unique strengths, cultural background, language preferences, and aspirations for their children. This holistic approach ensures that all families - especially those who may be underrepresented - feel seen, respected, and meaningfully involved in their child’s educational experience.|Grenada Elementary School District (GESD) continues to demonstrate strength in fostering a collaborative school environment where all staff members actively advocate for the academic and social-emotional well-being of students. Teachers, classified staff, and administrators regularly engage with families to identify student needs and work collectively to support improved outcomes. The district provides ongoing professional learning opportunities to build staff capacity for meaningful family partnerships. In addition, families are supported with timely information and resources to help extend learning and development at home.  GESD also partners with local agencies such as First 5 Siskiyou, the Siskiyou County Office of Education (SCOE), the HUB, and Siskiyou County Behavioral Health to deliver parent education, social-emotional resources, and wraparound services. These collaborations enhance our ability to serve the whole child and ensure families have access to supports that extend beyond the classroom. Ongoing collaboration with these agencies has become a foundational part of our strategy to improve student outcomes through strong family-school partnerships.|Analysis of our 2024 CHKS and Aperture data, along with attendance and suspension records, indicates meaningful progress in student engagement. Chronic absenteeism has decreased, and suspension rates remain low. However, Aperture results reveal persistent student needs in areas related to emotion regulation, self-confidence, and peer relationships. These insights highlight the importance of expanding access to counseling and mental health supports.  While staff continue to prioritize strong school-family partnerships, there is a need to enhance opportunities for families to receive training and guidance to support their children’s development, particularly in social-emotional learning (SEL). GESD is committed to deepening its work with community partners such as SCOE and Siskiyou County Behavioral Health to address these identified needs and offer expanded services both on campus and at home.|To support the needs of underrepresented families, including those of low-income students and foster youth, GESD is continuing its collaboration with SCOE and Siskiyou County Behavioral Health through the MHSSA grant. This partnership enables the district to provide on-site mental health services, access to counseling, and case management for students and families.  Additionally, GESD plans to offer targeted outreach and training opportunities focused on building family awareness of available supports and empowering families to advocate effectively for their children. This includes hosting information sessions, providing culturally responsive resources, and expanding communication in accessible formats. These efforts are designed to ensure that all families—especially those historically underrepresented - feel connected to the school and are equipped to contribute to student success.|Grenada Elementary School District (GESD) continues to demonstrate strength in fostering a collaborative school environment where all staff members actively advocate for the academic and social-emotional well-being of students. Teachers, classified staff, and administrators regularly engage with families to identify student needs and work collectively to support improved outcomes. The district provides ongoing professional learning opportunities to build staff capacity for meaningful family partnerships. In addition, families are supported with timely information and resources to help extend learning and development at home.  GESD also partners with local agencies such as First 5 Siskiyou, the Siskiyou County Office of Education (SCOE), the HUB, and Siskiyou County Behavioral Health to deliver parent education, social-emotional resources, and wraparound services. These collaborations enhance our ability to serve the whole child and ensure families have access to supports that extend beyond the classroom. Ongoing collaboration with these agencies has become a foundational part of our strategy to improve student outcomes through strong family-school partnerships.|Analysis of our 2024/25 CHKS and Aperture data, along with attendance and suspension records, indicates meaningful progress in student engagement. Chronic absenteeism has decreased, and suspension rates remain low. However, Aperture results reveal persistent student needs in areas related to emotion regulation, self-confidence, and peer relationships. These insights highlight the importance of expanding access to counseling and mental health supports.  While staff continue to prioritize strong school-family partnerships, there is a need to enhance opportunities for families to receive training and guidance to support their children’s development, particularly in social-emotional learning (SEL). GESD is committed to deepening its work with community partners such as SCOE and Siskiyou County Behavioral Health to address these identified needs and offer expanded services both on campus and at home.|To support the needs of underrepresented families, including those of low-income students and foster youth, GESD is continuing its collaboration with SCOE and Siskiyou County Behavioral Health through the MHSSA grant. This partnership enables the district to provide on-site mental health services, access to counseling, and case management for students and families.  Additionally, GESD plans to offer targeted outreach and training opportunities focused on building family awareness of available supports and empowering families to advocate effectively for their children. This includes hosting information sessions, providing culturally responsive resources, and expanding communication in accessible formats. These efforts are designed to ensure that all families - especially those historically underrepresented - feel connected to the school and are equipped to contribute to student success.|3|3|3|3|4|4|4|4|4|3|3|3|Met||2025-06-26|2025
47703340000000|Happy Camp Union Elementary|3||||||||||||||||||||||Not Met|||2025
47703590000000|Hornbrook Elementary|3|Hornbrook Elementary School District (HESD) has renewed its commitment to provide ongoing opportunities for staff, parents, and students to share in school culture. Through field trips, athletics, school dinners, public LCAP forums, and PTO activities, families and staff work together to build a positive school community. Over the last three years, changes to the entry way, flooring, roof and landscaping have been made to create a more welcoming atmosphere.|2024/25 survey data shows further need for developing open communication between school and home on a regular basis, in-between grading periods and conferences, including both classroom teachers and administration.|HESD is exploring partnerships with digital management solutions companies to improve the flow of information and to encourage two-way communications with families that are not traditionally engaged in school culture.|HESD maintains a strong partnership with local agencies. Through these relationships, HESD is able to offer a variety of classes for parents. The district hosts a number of family events, including Back to School Night, parent/teacher/student conferences, STEM night, Open House, and others. Outside of standard annual disclosures, HESD works diligently with families to navigate community resources, dealing with issues such as homelessness, family law, and special education.|Through targeted recruiting, HESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community, and to work with more diverse agencies that reflect the various community service groups in Hornbrook and Montague.|Ongoing professional development in restorative justice and SEL programming, including seeking grant funds to further support the development of these programs.|HESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year.|HESD seeks to improve parent input into decision-making by providing better opportunities for non-SSC member parents to have input in the LCAP development process for the next three-year planning cycle.  We will improve opportunities for community engagement by improving our early LCAP input sessions.|HESD will leverage the communication tools integrated in the new student information systems and new additions to the leadership team to reach underserved community stakeholders.|4|4|3|3|4|3|4|3|3|3|3|4|Met||2025-06-19|2025
47703670000000|Junction Elementary|3|Working towards school staff and families having open communion with each person, while maintaining confidentiality.|Will be working on establishing a working relationship through student functions, field trips, and curricular projects.|We are working towards building trust, and respectful relationships with both families, and staff.|Building respectful relationships employees, families, and students. Implementing a shared decision making council made up of staff students, parents and partners.|Implementing a shared decision making council made up of staff students, parents and partners. We are also implementing our community school grant to further build partnership with families and provide needed supports.|Making sure both school and all parents/guardians are kept informed about all school functions, and asking for previously un-engaged parents/guardians to help in the ongoing school field trips, and school fundraisers.|Implementing a shared decision making council made up of staff students, parents and partners.|Annual parent and student input survey reviewed by the shared decision making council, staff, and the board. Specific improvement actions are generated from the survey and followup discussions.|Intentional representation of underrepresented families on our shared decision making council.|4|3|4|3|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
47703750000000|Klamath River Union Elementary|3|The LEA's currents strengths are using surveys to gather information from staff and families on how the LEA is doing and where they feel the most need is. The LEA uses surveys to help improve building relationships between staff and families. The LEA uses a monthly email newsletter to share more information with families and keep communication open. All information is also sent to families/parents via email and flyers. Surveys are sent out twice a year to gain knowledge on strengths and weaknesses|The LEA's focus area for improvement in building relationships between school staff and families is always working on open communication between staff, families and students|The LEA will improve engagement of underrepresented families identifies during our self-reflection process in relation to building relationships between school staff and families by allowing communication to flow openly in any capacity|The LEA's current strengths are having an open door policy for all families to speak with the LEA on student outcomes|The LEA's focus area is making sure families know we are a team and letting them know what their options are regarding student outcomes and concerns|The LEA will improve engagement of underrepresented families by making sure they receive all the same information all families receive and make a concerted effort to meet their individual needs.|The LEA's current strengths and progress in seeking input for decision-making is scheduling meetings with food, after hours. The LEA also gives educational partners the option to complete a survey or submit a written ideas if they are unable to attend a scheduled meeting|The LEA will focus on improvement in seeking input for decision making and encouraging more interactive engagement and gathering of local data.|The LEA will improve engagement of underrepresented families identified by attempting to accommodate their need to be a part of the decision making process.|4|4|4|4|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
47703830000000|Little Shasta Elementary|3|Based on the analysis of input from educational partners and local data, one of Little Shasta Elementary’s current strengths in building relationships between school staff and families is its small community and staff size. This close-knit environment makes it easier for staff to connect with families—whether in person during drop-off and pick-up, by phone, or through communication apps such as Remind, which we actively encourage our families to use.|Based on the analysis of input from educational partners and local data, Little Shasta Elementary has identified key areas for improvement in building relationships between school staff and families. These include encouraging parents to communicate more consistently with the school regarding student attendance and academic progress. Additionally, we aim to increase parent participation in school decision-making processes, including school board meetings, LCAP planning, and the Parents' Club.|This school year, Little Shasta Elementary has decided to implement the Class Dojo application. This was decided as a method of increasing the amount of communication that is available for families who are currently not communicating with the school as much as they could. The application will allow parents to stay more informed about upcoming events and deadlines as well.|Little Shasta Elementary is currently committed to building partnerships with families, community members, and other educational resources in order to improve student outcomes.|As part of the school’s mission to promote educational equality for all students, Little Shasta Elementary School would like to focus on building partnerships with parents and other members of the community in order to improve student outcomes.|This year we will be taking one full day off of school for parent teacher conferences.  This is a newly implemented practice. The goal will be to make sure that all families get scheduled time to come in and speak with their student's teacher.|Little Shasta Elementary currently makes consistent efforts to seek input for decision-making.  With only 10 families in the school, we can easily reach out to all of our families.|Based on the analysis of educational partner input and local data, Little Shasta Elementary’s primary area for improvement in seeking input for decision-making is not in reaching out to families, but in receiving responses and engagement in return. While we consistently offer opportunities for input through surveys, meetings, and informal communication, many families express general satisfaction with the school’s direction and operations. As a result, we often receive limited feedback, volunteer support, and participation in decision-making processes such as LCAP planning, school board meetings, and other engagement opportunities. Increasing two-way communication and encouraging more active involvement remains a key focus moving forward.|To help address the challenge of limited feedback and engagement, Little Shasta Elementary plans to implement Class Dojo schoolwide next year. This platform will serve as a consistent and accessible communication tool between staff and families, making it easier to share updates, ask questions, and gather input in real time. By using Class Dojo, we aim to create more frequent two-way communication, increase transparency, and encourage families to take a more active role in school activities and decision-making processes. We believe that improving how we connect with families will lead to greater participation and stronger school-home partnerships.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
47704090000000|McCloud Union Elementary|3|Parents surveys reflect positive interactions between families and staff. Family events are well attended at the LEA whether hosted by the district or PTO.  The communication system that the LEA uses has several modes of communication to make sure all families are reached. Parents and families are welcome at the school site and included as much as possible.|Most teachers communicate effectively and frequently with families. One teacher struggled to communicate in a neutral way. That teacher has resigned. The new teacher will be encouraged to communicate often and consistently with parents.|"The school is 80% low income families and there are no families that are non-English speaking. The entirety of the schools communication focuses on the unique situations that often accompany low-income families.  There are currently no ""underrepresented"" families by definition, as the only subcategory we have is low-income, and the majority of the student body falls into this category."|Because the LEA is a very small school and most classrooms contain 10-15 students, communication with families can be frequent and meaningful. It is easy for teachers and staff to get to know a child and their family outside of school. When a child is struggling academically or behaviorally, parents or guardians are contacted immediately, and a partnership is established between the teachers and the parents or guardians to best help the child.|The biggest barrier for students who are not successful academically, is often poor attendance.  The LEA provides a transportation program and has implemented a bigger reward system for attendance, but it still remains and area of weakness for overall student success. Students must attend school to have a chance at success, but some parents remain unresponsive to attempts to help them or encourage their child to attend.  Another system needs to be put in place to encourage children and motivate them to involve their parents in their improved attendance.|Currently, there is no subcategory for underrepresented students at the LEA. The students are primarily low-income and addressed as such throughout the district. There are no other demographic categories of significance.|The LEA has tried various strategies to attract parents to decision-making groups, but parents rarely, if ever, attend formal meetings such as board meetings or school site council meetings. Over the last year, several parents became active in the Parent-Teacher Organization, which is separate from the LEA. However, they did provide a handful of events that successfully engaged students and families.|The LEA needs to think outside the box to attract input on decision-making, as nothing has worked in several years to get parents in the building for committee meetings.  In the past, the lack of available funds to make many decisions has been a barrier to attendance because parents don't want to attend a meeting where their wants can't be met with funds. They don't see the point in attending when there is not a lot of money to spend, and they are not interested in providing their opinions or input if what they want isn't going to come to fruition.  Even when the LEA eventually received funds, parents still remained uninterested in formal meeting participation.|Currently, there is no subcategory for underrepresented students at the LEA. The students are primarily low-income and addressed as such throughout the district. There are no other significant demographic categories.|5|5|4|4|3|4|4|4|3|3|3|3|Met||2025-06-20|2025
47704170000000|Montague Elementary|3|Montague Elementary School District (MESD) has renewed its commitment to provide ongoing opportunities for staff, parents, and students to share in school culture. Through field trips, athletics, school dinners, public LCAP forums, and PTO activities, families and staff work together to build a positive school community. During 2020/21, changes to the lobby have been made to create a more welcoming atmosphere. Connections with the Karuk Indian Community have provided valuable input to teachers on Native American issues and have fostered further understanding among staff.|2022/23 survey data shows further need for developing open communication between school and home on a regular basis, in-between grading periods and conferences.|MESD is exploring partnerships with digital management solutions companies to improve the flow of information and to encourage two-way communications with families that are not traditionally engaged in school culture.|MESD maintains a strong partnership with local agencies. Through these relationships, MESD is able to offer a variety of classes for parents. The district hosts a number of family events, including Back to School Night, parent/teacher/student conferences, STEM night, Open House, and others. Outside of standard annual disclosures, MESD works diligently with families to navigate community resources, dealing with issues such as homelessness, family law, and special education.|Through targeted recruiting, MESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community, and to work with more diverse agencies that reflect the various community service groups in Montague and Yreka.|Ongoing professional development in restorative justice and SEL programming.|MESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year.|MESD seeks to improve parent input into decision-making by providing better opportunities for non-SSC member parents to have input in the LCAP development process for the next three-year planning cycle.|MESD will leverage the communication tools integrated in the new student information systems and new additions to the leadership team to reach underserved community stakeholders.|4|5|4|4|5|4|5|4|4|4|4|4|Met||2025-06-07|2025
47704250000000|Mt. Shasta Union Elementary|3|Creating and maintaining good relationships with educational partners is a priority for MSUSD. All administrative and office staff have an open door policy to meet with members of the community. Teachers respond to phone calls and emails within 24 hours. Input is encouraged at all Governing Board meetings as well as community meetings held 3-5 times during the school year, There is a current focus on improving communication with families in our socio-economically disadvantaged subgroup.|There is a current focus on improving communication with families in our socio-economically disadvantaged subgroup.|Conduct additional community classes/meetings. Improve digital and snail mail newsletters.|MSUSD tries to communicate with educational partners on a regular basis. Improving this area was a focus for the 24/25 school year.|Continuing to focus on communicating expectations and asking for input will once again be a focus.|Staff will make additional efforts to contact underrepresented families in the upcoming school year. Staff will utilize emails, phone calls as well as written letters home encouraging participation and seeking input on school operations.|Administrators meet regularly with staff to gather input. The institution of weekly collaboration meetings provide opportunities to gather input adn provide communication opportunities.|Staff will become more adept at the use of weekly collaboration meetings in the second year of its implementation. Gathering input into decisions will continue to be a focus.|Better communication of district meetings including Board meetings and LCAP input meetings. Additional community education classes will be offered regarding both school matters as well as family dynamic matters.|4|5|5|5|3|4|4|3|4|5|4|3|Met||2025-06-18|2025
47704580000000|Seiad Elementary|3||||||||||||||||||||||Not Met For Two or More Years|||2025
47704660000000|Siskiyou Union High|3|Based on our Healthy Kids Survey data of both students and families, our stakeholders report a high degree of connectedness to their school.  We have focused initiatives that ensure that students and parents connect with teachers and school staff through a welcome day at the beginning of school, back to school BBQ, office hours established, regular email and phone communications, newsletters, preview days and open houses at the end of the school year.|Based on our health kids survey data and local focus group meetings, the district is focused on implementation of the Community Schools four pillar model across all of our school sites, including improving and expanding our wellness centers at each location, cultural partnerships with the Karuk Tribe, and a collaborative leadership model.  Key areas of improvement are a improving the school wide culture at Mt. Shasta High School, improving communication and outreach at Happy Camp High School, Increasing navigation signage across all campuses, providing improved transition services between feeder middle school and their high schools.|Though interest inventories, the healthy kids survey, and local focus groups, the community schools model has been chosen and is being implemented across all four school sites.  This is a focus on collaborative leadership, where students, guardians, faculty, and administration are all equal partners in program planning and implementation.|Based on our Healthy Kids Survey data of both students and families, our stakeholders report a high degree of connectedness to their school.  We have focused initiatives that ensure that students and parents connect with teachers and school staff through a welcome day at the beginning of school, back to school BBQ, office hours established, regular email and phone communications, newsletters, preview days and open houses at the end of the school year.|Based on our health kids survey data and local focus group meetings, the district is focused on implementation of the Community Schools four pillar model across all of our school sites, including improving and expanding our wellness centers at each location, cultural partnerships with the Karuk Tribe, and a collaborative leadership model.  Key areas of improvement are a improving the school wide culture at Mt. Shasta High School, improving communication and outreach at Happy Camp High School, Increasing navigation signage across all campuses, providing improved transition services between feeder middle school and their high schools.|Though interest inventories, the healthy kids survey, and local focus groups, the community schools model has been chosen and is being implemented across all four school sites.  This is a focus on collaborative leadership, where students, guardians, faculty, and administration are all equal partners in program planning and implementation.   We have been successful in including both our families of color, low socio-economic status, and special education families into our leadership teams.  We are continuing to work on multi-lingual communications|Siskiyou Union HSD has begun the implementation of the Community Schools model for leadership.  We have established leadership advisories at each school site that meet regularly, provide input on the LCAP plan, and program development.  We have aligned our budget to support the advisories and wellness centers across each of the campuses.|Based on our health kids survey data and local focus group meetings, the district is focused on implementation of the Community Schools four pillar model across all of our school sites, including improving and expanding our wellness centers at each location, cultural partnerships with the Karuk Tribe, and a collaborative leadership model.  Key areas of improvement are a improving the school wide culture at Mt. Shasta High School, improving communication and outreach at Happy Camp High School, Increasing navigation signage across all campuses, providing improved transition services between feeder middle school and their high schools.|Though interest inventories, the healthy kids survey, and local focus groups, the community schools model has been chosen and is being implemented across all four school sites.  This is a focus on collaborative leadership, where students, guardians, faculty, and administration are all equal partners in program planning and implementation.   We have been successful in including both our families of color, low socio-economic status, and special education families into our leadership teams.  We are continuing to work on multi-lingual communications|4|4|4|4|3|3|3|3|3|3|3|3|Met||2025-06-25|2025
47704820000000|Weed Union Elementary|3|"Weed Union Elementary School is making progress in building relationships between school staff and families with  the assistance of our systematic approach of parent and family outreach through our Wellness Center.  The  Wellness Center logs approximately 3-5 phone calls to connect with families per week. The Wellness Team holds  monthly parenting classes, provides individual outreach through phone calls and invitations to informal get-togethers.   The purpose of this systematic approach is to meet our families where they are at and help provide support and build  connections.  Our parent family survey data participation has increased greatly since the implementation of the  parent outreach program through the Wellness Center.  Survey participation rate has increased from 50 survey to  100 survey responses returned.  We have also implemented a weekly schoolwide student recognition system that  honors a student of the week in each grade level.  The recognition takes place at the end of the week during an all  school assembly.  Families are invited to attend and participate in the celebration, which has proven to help build  connectedness. Approximately 80% of students have been recognized as ""student of the week,"" during the school  year with approximately 75% of those students' families attending the recognition assembly."|"Even though the school and family relationship is growing and getting stronger, we still see major deficits in learning  schoolwide.  Approximately 20% to 30% of our students in TK through 8th grade are meeting and exceeding  standards in ELA and math.  The LEA's focus area for improvement in building relationships between school staff  and families is collaborating on the academic success of our students.  Our School Culture Expert Group has  implemented a plan to hold events with teachers, staff, families, and students  three times throughout the next school  year to help strengthen the relationship on a non-academic level. This will serve as a foundational relationship to  allow the educators to dive deeper into the academic concerns and garner support from families along the way.  The  LEA would also like to focus on more cultural events at school in order for families to feel more welcomed and   2025-26 Local Performance Indicator Self-Reflection for Weed Union Elementary School District Page 10 of 17  accepted.  We would also like to increase our participation in the ELAC, School Site Council Meetings, and our PTO  group, ""Cub Power."""|"Our Wellness Team supports all families, but also focuses on engaging our underrepresented families.  Our ELAC  has also began an systematic effort to reach out to our EL parents and families to increase our participation of EL  parents at our ELAC meetings.  Our district has also purchased and implemented, ""Panorama.""  Panorama is a SEL  student survey program.  This data gives us insight into students feelings of connectedness and aggregates data by  student groups.  This allows us to analyze student engagement and well-being, which will translate into parent  outreach if needed."|The LEA's current strengths in building partnerships for student outcomes is the systematic approach of providing  wrap-around services for all students and their individual needs.  The LEA holds quarterly Coordination of Program  meetings with each teacher to discuss each student.  This is a data driven process using multiple academic and  demographic data collection indicators.  This allows the district to identify the needs of each student and work with  community partners to provide those needs.  Individual plans always include parent and family outreach as a way to  offer support and work together to achieve greater student outcomes. Programs include; the Special Education  Program, the EL program, health and wellness, attendance coordinator, administration, and the general education  teacher.  The district continues to grow this systematic approach and is currently adding positive opportunities and  after-school clubs with parent volunteers as well. Parent participation in school events continues to grow in  attendance and survey data shows increased positive attitudes towards the LEA.|After an analysis of educational partner input and local data, the LEA's focus area for improvement is building  partnerships to support students' academic outcomes.  The LEA has a strong connection to families regarding the  social and emotional well being of students as well as enrichment and extracurricular activities.  However, LEA  academic data shows major deficits of student meeting or exceeding standards in math and ELA.  Working with  families to build academic capacity is the LEA's focus area.  The LEA plans to host family nights that review  academic programs and involve parents and guardians in the educational process.  The LEA also hopes to increase  parent volunteers in the classroom.  Finally, the LEA plans to communicate student individual data consistently with  an intervention plan if needed, which includes an enhanced after school program and tutoring. The LEA also hopes  to increase the positive attitude towards school and learning among our students and families by providing a career  week that includes career related activities and guest speakers.|The LEA will improve engagement of underrepresented families by providing designated meetings to support  students and hear community partners' input. This includes the ELAC committee and Academic Intervention Program  parent/guardian night.  Our EL teacher will continue to engage our EL parents to solicit input through monthly  communication with our EL families.  Our special education department continues to update our IEP students'  families on their goal progress, not only through the IEP process, but also through quarterly reports that are sent  home.  Our Wellness Team will continue to provide parent outreach to check in with underrepresented families and  help provide support.  The Wellness team not only consists of social and emotional coaches, but also includes a  Registered School Nurse and the homeless and foster youth liaison.  Both Wellness Team specialized members  have the ability to connect families to needed resources in the community.|The LEA has a strong School Site Council and Leadership Team that includes representatives from all aspects of the  school community.  Both groups help provide input for decision-making input.  Their input is shared publicly with the  school board on a regular basis.  The LEA also has increased survey responses among community partners.  The  LEA provides two annual surveys with the purpose of seeing input on the LCAP and the LEA's school calendar.  The  ELAC committee is growing and starting to see an increase in participation among EL families.  The LEA also utilizes  Aeries Parent Square, Google email, Facebook, an updated website, and weekly bulletin to help communicate with  families.|The LEA continues to explore ways to improve in seeking input for decision making.  The district hopes to  encompass more families across all grade levels to engage in committees and teams.  The district is also focused on  adding student voice from the middle school level to be a part of the leadership team, school site council, and PTO  meetings.  The focus area is to find ways to engage families in input conversations around academics and student  academic goals, so that families can help support the educational process.  The LEA is also working on acting on  commonly voiced input and putting systems in place to build trust among community partners.  One example of a  commonly voiced need from families was tutoring and homework help.  The LEA will work hard to create a system  for this need during the next school year.|Again, the LEA will use parent outreach support through the Wellness Center to engage in conversations and garner  input from underrepresented families.  Although the LEA provides multiple modes of communication (committees,  surveys, Aeries Parent Communication, phone and emails), the LEA still understands that oftentimes relationships  with families need to be built first before community partners are willing to offer input.  Our parent outreach system  through the Wellness Center focuses on a one on one conversation getting to know our families and where they are  at, and what they may need.  This starts the process of parent/school engagement and helps to strengthen the  relationship with underrepresented families.|4|4|3|4|4|4|4|3|5|3|3|3|Met||2025-06-26|2025
47704900000000|Willow Creek Elementary|3|Willow Creek Elementary School District continues to prioritize building strong, trusting relationships between school staff and families, recognizing that these connections are essential to student success. Based on input from educational partners, our district has identified clear strengths and made visible progress in this area. One of Willow Creek’s greatest strengths is the personal connection between families and staff. Our small-school environment allows for deeper, more sustained relationships, where staff members often know multiple generations of families and interact regularly with caregivers. Families report feeling comfortable reaching out to teachers and office staff and consistently express appreciation for the warm, respectful tone used in all communications. Frequent and accessible communication is another key strength. Teachers and administrators communicate regularly through phone calls, ClassDojo, printed newsletters, and school-wide text messaging. All platforms are used with a focus on timeliness, clarity, and inclusivity. Communication is two-way: families are invited to share concerns, suggestions, and celebrations. Teachers often follow up personally when students are absent or when additional support is needed, which fosters a strong sense of shared responsibility. In the 2024–25 school year, the district made significant progress in creating structured, inclusive opportunities for family involvement. School events such as Family Literacy Night, Coding Night, and student performances drew strong attendance and built a sense of community pride. Parent feedback indicated that these events helped families feel more connected to what their children are learning in school. Efforts to improve attendance have also strengthened school-family relationships. Staff proactively communicate with families about attendance patterns and offer support to address barriers, including transportation or health-related concerns. These efforts are framed around support rather than discipline, which families have noted as helpful and nonjudgmental. Another area of progress has been expanding parent voice in school planning. Feedback gathered through School Site Council meetings and informal input led directly to actions such as adjusting recess supervision, increasing after-school activities, and applying for grant funding to improve the TK/preschool playground. Families see that their input matters and appreciate being part of decision-making. To build on current strengths, Willow Creek plans to develop a family engagement calendar for 2025–26 that ensures consistent opportunities for connection across the school year. We also aim to provide staff training on family engagement strategies, cultural responsiveness, and effective communication with diverse caregivers. Finally, we plan to explore new ways for families to participate in classrooms, including as guest readers, project helpers, and event volunteers.|Willow Creek Elementary SD recognizes that strong school-family relationships require ongoing reflection and improvement. Based on educational partner input gathered through family surveys, staff feedback, and School Site Council discussions, as well as local data on attendance, event participation, and communication logs, several key focus areas for improvement have been identified. 1. Increasing Consistency: While some classrooms maintain regular communication and involve families frequently, others are less consistent. Families have expressed a desire for uniform expectations for how and when they receive updates about student progress, class activities, and upcoming events. To address this, the district plans to develop shared communication guidelines and a school-wide family engagement calendar to ensure all families are informed and invited to participate consistently. 2. Expanding Opportunities for Two-Way Communication: Survey feedback indicates that families appreciate receiving information but would like more structured opportunities to share their input and concerns. Many parents noted that aside from formal conferences, there are limited avenues to offer feedback or participate in discussions about school decisions. The district aims to create more regular feedback loops through informal listening sessions, quick input surveys, and open-door office hours with school leadership. 3. Engaging Families of Historically Underserved Students: Local data and feedback show that some families—especially those with students who are socioeconomically disadvantaged or have special needs—feel less connected to the school. These families are less likely to attend events or communicate regularly with teachers. The district will focus on personalized outreach and home communication . 4. Increasing Family Participation in School Events and Planning: Although recent family events have been well-received, attendance still varies, and participation in planning groups like the School Site Council remains limited. To strengthen engagement, the district will work to make events more accessible (e.g., by offering childcare, flexible scheduling, and transportation when needed) and will actively recruit a more diverse group of parents to participate in planning and advisory roles. 5. Strengthening Communication About Student Progress and Support: Some families shared that they would like more frequent updates on academic progress and interventions, especially when their child is struggling. Teachers are committed to increasing proactive communication about student learning, including sharing examples of student work, progress toward goals, and clear strategies for how families can  support learning at home. By focusing on these areas, Willow Creek Elementary School District aims to create more equitable, responsive, and consistent relationships with all families—ensuring that every caregiver feels informed, in their child’s education.|Based on educational partner input and self-reflection data, Willow Creek Elementary School District identified the need to improve engagement with underrepresented families, particularly those experiencing economic hardship or limited access to school events. While overall relationships between staff and families are strong, feedback indicated that some families feel disconnected due to work schedules, language barriers, or past experiences with school systems.  To address this, the district will take several steps to strengthen inclusion and communication. These include offering flexible meeting times, providing translated materials when needed, and increasing informal touchpoints through phone calls, texts, and Class Dojo. Staff will receive training in culturally responsive communication to build trust and ensure all families feel welcome.  The district will also launch more casual family engagement events—such as coffee chats, student showcases, and classroom visits—to create low-pressure opportunities for connection. These events will be scheduled at varied times to increase access for working families. Additionally, the district will improve the use of family input surveys, offering them in multiple formats and languages to ensure broad participation.  Outreach efforts will prioritize families who have had limited involvement in the past, using personal invitations and individual check-ins to encourage participation. Staff will also identify key parent leaders in the community who can serve as liaisons to help bring more voices into the conversation.  By reducing barriers, personalizing outreach, and offering more inclusive engagement opportunities, Willow Creek Elementary aims to ensure that all families—especially those previously underrepresented—are supported, valued, and empowered as partners in their children’s education.|Willow Creek Elementary School District has made strong progress in building partnerships that support student outcomes. Educational partner input and local data show that families feel welcomed and informed about their child’s academic progress. Teachers maintain regular contact through ClassDojo, phone calls, and parent conferences, allowing for consistent two-way communication.  The district hosts family events such as Back-to-School Night, academic showcases, and Title I information sessions to help families understand curriculum expectations and how to support learning at home. These events are well-attended and provide clear information about grade-level standards and student progress.  Standards-based report cards, progress reports, and informal check-ins have helped families track academic growth. Teachers share strategies during conferences to help families support reading, math, and study habits outside of school. Staff also work closely with families of students receiving intervention or special services, ensuring that support plans are understood and followed at home.  Additionally, the School Site Council and informal parent input have helped guide decisions around academic programs, intervention resources, and enrichment. This shared decision-making helps align school actions with family priorities.  These ongoing efforts reflect the district’s commitment to building trust and collaboration with families to improve student success.|Based on educational partner input and local data, Willow Creek Elementary School District identified several focus areas for improvement in building partnerships for student outcomes. While many families feel informed, there is a need to deepen their understanding of how to actively support learning at home, particularly in reading and math. Some families expressed uncertainty about academic expectations and how to help their child meet grade-level goals.  To address this, the district will increase parent education opportunities through workshops, family learning nights, and take-home resources that clearly explain standards and provide simple strategies for home support. Another area of focus is improving communication with families whose students receive interventions or support services. The district will ensure these families receive timely updates, clear goals, and actionable steps to reinforce progress outside of school.  Finally, the district aims to expand access to student progress data in family-friendly formats and provide more individualized check-ins for families of struggling students. By focusing on clear communication, targeted supports, and shared responsibility, Willow Creek will strengthen family partnerships that directly impact student achievement.|Based on self-reflection and educational partner input, Willow Creek Elementary School District will focus on improving engagement of underrepresented families by increasing access to information and supports related to student learning. Families of students from low-income backgrounds or with limited prior school involvement were less likely to attend academic events or receive individualized updates on student progress.  To address this, the district will offer flexible, accessible learning opportunities for families, such as after-hours academic workshops, various resources, and simplified take-home guides aligned to grade-level standards. Teachers will prioritize proactive outreach to these families through personal phone calls, texts, and scheduled one-on-one meetings to review student goals and progress.  The district will also create new opportunities for underrepresented families to provide input on instructional programs, including informal listening sessions and surveys designed to gather feedback on academic supports. Staff will receive training on how to build trust and foster inclusive communication with all families.  These actions aim to ensure every family has the tools, confidence, and support to partner effectively in their child’s academic success.|Willow Creek Elementary School District has made steady progress in seeking input from families and educational partners to guide decision-making. Local data and feedback show that families feel their voices are heard, especially through School Site Council meetings, surveys, and informal conversations with staff. The district regularly invites input on key topics such as academic programs, budget priorities, and student activities.  One strength is the district’s approachable, small-school environment, which fosters open communication between staff and families. Many decisions—such as expanding enrichment opportunities and improving facilities—have directly reflected family and staff feedback. The district also uses surveys to gather broad input, with results shared and discussed at staff and council meetings.  These consistent, responsive practices demonstrate a strong foundation for collaborative decision-making and shared ownership of school improvement efforts.|Based on educational partner input and local data, Willow Creek Elementary School District identified the need to expand and diversify participation in decision-making. While input is regularly gathered through the School Site Council and informal conversations, underrepresented families and working parents are less likely to participate in meetings or complete surveys.  To address this, the district will focus on offering more accessible input opportunities, such as short digital surveys, flexible meeting times, and informal feedback sessions during school events. Efforts will also include increased outreach to families who have not historically engaged, with personal invitations and translated materials when needed.  Additionally, the district will improve communication about how family and staff input is used to shape decisions, helping partners see the impact of their voice and encouraging ongoing participation. These steps aim to ensure that decision-making reflects the needs and perspectives of the entire school community.|Based on self-reflection and educational partner input, Willow Creek Elementary School District will improve engagement of underrepresented families in decision-making by reducing barriers to participation and creating more inclusive opportunities for input. Families with limited time, language access needs, or prior engagement have been less involved in formal feedback processes.  To address this, the district will offer brief, accessible surveys, provide transportation to meetings when needed, and hold informal listening sessions at various times and locations to reach more families. Staff will personally invite underrepresented families to participate in events like School Site Council, LCAP input meetings, and parent forums.  The district will also improve follow-up communication to show how feedback is used in school planning, helping families feel their input is valued and impactful. These efforts will help ensure that all families—regardless of background—have a meaningful voice in shaping school decisions.|4|4|4|4|4|3|4|3|3|3|3|4|Met||2025-06-24|2025
47705080000000|Yreka Union Elementary|3|Educational partner input and local data indicate that YUSD has made strong progress in fostering welcoming school environments and improving communication through Parent Square and the district's website. Regular family engagement events, such as back-to-school nights and parent-teacher conferences, have good attendance rates, reflecting strong relationships between staff and families.|Based on educational partner feedback and local data, YUSD will focus on improving consistent, two-way communication between school staff and families to strengthen trust and collaboration. A priority area includes increasing family engagement opportunities that are accessible, culturally responsive, and designed around families' needs and schedules. The LEA will also provide professional development for staff on building positive relationships with families, particularly in supporting historically underserved student groups.|YUSD will improve engagement of underrepresented families by increasing outreach efforts through community liaisons (Title VI liaison and Community Connectors) and culturally relevant communication strategies. Based on self-reflection findings, the district will continue to hold community input meetings and parenting workshops to better understand and respond to the unique needs of these families. Additionally, staff will receive support to continue to build inclusive and supportive relationships with all families.|YUSD has strengthened partnerships for student outcomes by expanding collaboration with families through community meetings, back to school nights and student conferences. Educational partners report increased trust between schools and families, contributing to improved student achievement and engagement.|Based on input and data analysis, YUSD will focus on improving families' understanding of academic expectations and how to support learning at home. Efforts will also target expanding access to resources and tools that help families engage more effectively in their child’s educational progress.|YUSD will improve engagement of underrepresented families by providing culturally responsive academic support and access to translated materials (as needed) and district support liaisons (Title VI and Community Connectors). Additionally, the district will collaborate with community partners to offer resources and events for families.|YUSD has established multiple avenues for gathering input, including surveys, advisory committees (site councils), and regular community meetings, which have led to increased participation from families and educational partners. This input has directly influenced key decisions, such as budget priorities and program development, reflecting progress in inclusive and transparent decision-making.|YUSD will focus on increasing participation from  underrepresented groups by offering more accessible and varied opportunities for input. Additionally, the district aims to improve communication about how educational partner input is used to inform decisions, in an effort to foster greater trust and transparency.|YUSD will improve engagement of underrepresented families by holding community meetings to provide time for input. Efforts will also include providing interpretation services, as needed and culturally relevant outreach to ensure all voices are heard in the decision-making process.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
47705160000000|Yreka Union High|3|Our staff does a great job of communicating with parents and works to build trusting and respectful relationships with families. We are welcoming to families, and staff is good about replying to families when communication is requested. Our goal is to make better progress on understanding a family's strength, cultures and language for all our students. This will only build the relationship with the staff and families, and provide a better support for the student.|We have increased our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.|At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.|At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parent Square notices that go out with the daily bulletin and a weekly communication with an informational memo as well as a monthly newsletter. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.|We have increased our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo as well as a monthly newsletter. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.|At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo as well as a monthly newsletter. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.|Yreka Union High School District ls committed to engaging parents and other stakeholders and incorporating feedback in the decision-making process. We have events that have been established to initiate outreach and make connections with parents. Parents are invited to attend our annual Back to School night that takes place at the beginning of the school year. This initial communication allows parents to hear about the different programs we offer at Yreka Union High School, parents receive an invite to participate on our School Site Council, and parents get the opportunity to attend their student's classes and meet with their teachers. Establishing these connections and developing relationships leads us to better involvement from our parents. Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically to that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school. In addition to these informational nights, parents are invited to serve on our School Site Council committee. This parent engagement opportunity provides a more meaningful input in decision making. The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities. We continue to send out a monthly newsletter, daily bulletin and a weekly memo to parents with the Parent Square service.|Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically for that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school. In addition to these informational nights, parents are invited to serve on our School Site Council committee. This parent engagement opportunity provides a more meaningful input in decision making. The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities.|The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
47736840000000|Butte Valley Unified|3|Strengths in building relationships between school staff and families are: 	Elementary staff focus on school-family connections 	Elementary staff commitment to MTSS and PBIS implementation, specifically connecting with parents 	Administration commitment to including parents in decision-making and securing grant funding for partnerships 	Building partnerships, hiring staff, and building programs to promote parent engagement  Efforts to build relationships between staff and families have begun with MTSS training, successful application for Community School Grant funding, and contracting with a nonprofit to support parent engagement. Approximately half of BVES staff have completed MTSS training and have begun to implement MTSS and PBIS strategies, including connections with families. The CSG will provide valuable resources to build school and community relationships to support families with needed resources and social services to promote wellness. Continue partnership with nonprofit Tiny, Mighty, Strong will focus on community building and connecting students, parents, and our schools.|BVUSD solicited input from partners through the LCAP survey process and through Community Schools Grant community meetings. Parents indicated that they would like:  Counseling and assistance supporting their children Literacy support in the home More engagement Community resources and social services facilitated by the schools  Efforts to meet these expressed needs will focus on:  Continued staff development in MTSS/PBIS and parent engagement A community schools approach and CSG resources More social emotional supports and counseling Literacy and numeracy support at home Addition of a wellness coach to work with students and families|Engagement will be increased through improved rigor in academics, a focus on engaging activities, parent engagement events and services, increase focus on identifying and addressing barriers to access (counseling), and a focus on wellness. Unduplicated students will be prioritized for all services.|Strengths: Supportive families Implementation of programs to build partnerships Adoption of supplemental curriculum which values partnerships Addition of staff to support partnerships for all students Acquisition of grants and resources to support community engagement  Progress Implementation of Community Schools Grant Creation of a wellness coach position New admin with experience in community outreach Creation of additional counseling positions Creation of a community schools coordinator position|BVUSD's focus for improvement in Building Partnerships for Student Outcomes will be to increase outreach, improve engagement, and provide context for connections with families, both academically and socially.|BVUSD will increase services to support students' and families' social and emotional wellbeing. We will increase the number of community events we provide, with a focus on celebrations, family activities, education in the home, and improving school-home connections. As noted above, additional staffing will be created to support these efforts.|Strengths ELAC, DELAC, SSC, and a District Advisory Committee are very engaged A new admin has been hired to support leadership and community outreach efforts Staff are more engaged in collective work SCOE has partnered with us to develop leadership Surveys and other input methods are used frequently  Progress toward seeking more input for decision-making has been strong at the elementary school. Focus areas are academics, interventions, positive behavior supports, and ELLs. The elementary school has a strong culture of meeting the needs of students. High school staff generally provide input focused on logistics and behavior, but a unified effort towards overall improvement will occur with improved staffing, which is being addressed.|Improvements have been made in terms of committees, leadership structures, and input opportunities through surveys, committee meetings, and staff meetings. Opportunities for input will deepen as we increase our focus on reform efforts. We achieved new WASC accreditation in 2024-2025, with a six year accreditation and mid-cycle review.|Our focus for the coming school years will be closing achievement gaps, improving services for ELLs and immigrant students, improving engagement and attendance, and supporting underrepresented families. Increased counseling services, parent engagement events, home-school communication, and access to services will be areas where we take action. Hiring staff who are able to connect with underrepresented students is a focus, especially in the area of communication in Spanish.|2|2|1|2|2|1|2|1|2|3|3|3|Met||2025-06-25|2025
47764550000000|Scott Valley Unified|3|"We continue to use Parent Square for direct messaging and have found this tool and the app to be a strength, such as the permission slip function. While the change from one tool to Parent Square has been a learning process, we remain committed to maintaining it and not making a change. Parent Square offers unique functionality such as being able to see how many messages were read or opened as well as number of interactions. Many school based family and community events were very well attended this year such as athletic and curricular activities, including field trips. The elementary ""Meet and Greets"" have been very successful.  Other successful events included grade-level specific activities and increased use of social media.  The high school has regular high attendance at all athletic contests both home and away.  Parent Teacher Conference time was expanded in the instructional calendar which greatly facilitated many opportunities for families to meet with teachers TK-8th grades. Overall, principals report a tremendous increase in progress toward building relationships between school, staff, and families."|We continue to plan for next steps to include increasing the membership and engagement in competitive FFA teams; continue to recognize academic progress and stamina district-wide; our Board approved instructional calendar includes increased opportunities for Parent-Teacher Conferences for TK-8th grades; all athletic teams and clubs will participate in one community service project throughout the year. We will continue to extend invitations and opportunities to increase participation and engagement with Quartz Valley Indian Reservation leadership and families. We held our second graduation honoring dinner for eligible K, 8 and 12 grade Title VI students and their families. The principals/superintendent meet regularly with the Quartz Valley Indian Reservation Education Director and they attend the regularly scheduled Indian Education Parent meetings.|While the size of our LEA makes it easier than most Districts to outreach directly to parents, how we outreach isn't uniform. The geographical size of our District can present outreach challenges. While most families express satisfaction with our communication, not all families feel the same way. Social media is the most successful avenue we have and our families appear to rely on it more than other formats. The 2023-24, 2024-25, and 2025-26 instructional calendars included additional Parent - Teacher Conference time for the elementary and junior high schools. EHS has been emailing the school bulletin to their students. There are many opportunities for families to engage in events on all campuses.  We utilize multiple methods to communicate District and site information to families.|Family involvement remain at a high level across all school sites. The various educational partners , including students, expressed a desire to increase not only family involvement, community involvement, as well. The new school year will bring more opportunities for principals to work with school staff and customize site based engagement opportunities. The District continues to intentionally improve communication with the Quartz Valley Indian Reservation (QVIR) Tribal Leaders resulting in meeting this year with the leadership of Quartz Valley Indian Reservation. These meetings included two Board Members. These meetings specifically informed many decisions and provided ample opportunity to problem-solve together leading to improved outcomes for identified Native students. Monthly meetings take place between the QVIR Education Director and High School Principal as well as with the Superintendent.  Longer parent teacher conferences have allowed the LEA to provide families with information and resources to support student learning and development.|The 2023-24 school year's focus was on strengthening our social-emotional learning and wellness program and continuing our focus on site based Guiding Coalitions. School Handbooks underwent another deep review and edit to include multi-tiered systems. This work continued in the 2024-2025 school year especially in light of the District's Differentiated Assistance status due to chronic absenteeism and the suspension rates. These efforts support and improve building partnerships for student outcomes. Year three (3) of our full commitment to social-emotional learning further refined and routinized best practices for meeting students' primary, basic needs in order for their academic success and achievement. The Superintendent convened year 2 of the Student Advisory Council which authenticated student voice on district-wide priorities.|The addition of flexible dates with more options to schedule increased the percentage of parents/guardians who attended parent/teacher conference times at the elementary and junior high schools.  We want to examine how our teachers might meet with parents/families in the springtime, as informed by parent request, for students who are at-risk of not completing the school year at grade level or not approaching grade level learning targets. There is a stated need to improve on working with non-traditional systems and under-represented families. Examining how to provide cultural competency training will be a priority for the Instructional Leadership Team.|Input for decision-making has continued through our partnerships with the Siskiyou County Office of Education SELPA, the LCAP committee, the CARE Team, the Instructional Leadership Team (ILT), Safety Committee, Indian Parent Education Committee, Title VI Parents, the Superintendent's Student Advisory Council, Site Councils, site based Guiding Coalitions, monthly meetings at each site with the principal and Scott Valley Teachers Association (SVTA) site representatives, PTO's, EHS Booster Club, and public comment during Board Meetings, to name a few.  After-season surveys were distributed to all athletes and parents/guardians after each season of sport at the high school. Meetings of the classified and certificated Negotiation Teams provide a wealth of input for decision-making.|While well-beyond the pandemic time, we recognize that our children and students were deeply impacted and continue to be, and we see this as an ongoing, critical area needing more attention and services to them.|We will continue to encourage a tribal report at Board Meetings and extend opportunities for engagement and participation to all families, particularly those who are underrepresented. Additional training, in particular, will be reviewed and offered.|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
48104880000000|Solano County Office of Education|3|The Juvenile Court and Community School programs at SCOE has three major areas of strength: (1) Culture and Climate- The culture and climate of the program is based upon a student and family-focused model. Students, parents, staff members, and community members are encouraged to engage with activities related to the instructional and operational functions of the program. (2) Communication - Outreach to families through personal invites to school activities, in-person educational partner meetings, and access to language translation has contributed to higher levels of communication between the school and families. (3) Wellness Support- Mental health support and wellness support are provided for students in need of additional services.|The following areas of focus were identified based upon the analysis of feedback received from our educational partner meetings: (1) Create a welcoming and nurturing school culture and climate. (2) Enhance levels of communication and access for all students and families. (3) Increase access to wellness and mental health screenings and support. These three focus areas support the academic and social-emotional needs of all learners.|Underrepresented students and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs.|The following services are provided for students and their families in order to promote full access to the academic and social-emotional resources available: Transition services, wellness support/counseling, individual learning plans, family/student welcome meetings, embedded services for students who are homeless and youth in foster care, services for students with disabilities, professional learning related to Social-Emotional Learning for teachers and administrators as well as access to an equity-focused curriculum. Support for underrepresented families includes personal invitations for students and parents to participate with parent advisory committee meetings, SCOE representatives available at bi-monthly family visitation meetings, home visits, and access to language interpreters and translation services.|Based on analysis of educational partner input and local data, SCOE's areas of focus include transition support and services; wellness support and counseling; academic support through individual learning plans; family/student welcome meetings; services for homeless and foster youth; services for students with disabilities; and responsive professional learning.|Underrepresented students and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs. Mental health screening assessments are conducted with all students. The results from the screenings are used to assess the individual needs of students along with case management and referral to service providers. School Site Council Meetings (SSC), parent advisory committee meetings, and family welcome meetings provide families of underrepresented families opportunities to provide feedback concerning academic programs, school budget considerations, and needed resources. Continued outreach to families to participate in the various educational partner meetings will be an ongoing area of focus.|Educational partner meetings are conducted throughout the school year and include the recommendations from diverse educational partner groups. The recommendations provided by educational partners contributes to the development of the Local Control Accountability Plan (LCAP). School Site Council Meetings (SSC), parent advisory committee meetings, and family welcome meetings support the underrepresented families with opportunities to provide feedback concerning academic programs, school budget considerations, and additional support resources.|The analysis of data collected from educational partner meetings and local data assessment tools highlight the continued need to outreach to underrepresented student groups and our diverse educational partners. Outreach includes an ongoing focus on providing interpreters and translated documents for equitable access to programs and services.|Continued outreach to families to participate in the various educational partner meetings will be an ongoing area of focus. Building relationships with students and families in both informal and formal activities will remain an area of focus.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
48104880139030|Elite Public|3|Relationships between teachers and families are critical to our work at ELITE Public Schools and were noted as an area of strength during last year’s WASC visit. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school through frequent meetings, both large group and individual, to determine how to best support students with their learning, in addition to a weekly teacher newsletter regarding standards and upcoming assessments. This year multiple family gatherings have occurred, fostering a sense of community and involvement.|We strive to continue to strengthen our relationships with families by creating authentic opportunities for meaningful family volunteerism at ELITE Public Schools.|We will continue our outreach to underrepresented families to ensure they receive regular communication about school news and activities that allow them to develop a connection to the school community, even if they are unable to attend school events.|ELITE Public Schools has developed practices that foster partnerships between families and staff in support of student growth. ELITE hosts parent conferences in Quarter 1 with all of its families to not only inform families of student progress but to also have parents partner in working toward improving students' social and emotional well-being. ELITE also awarded attendance, academic improvement, leadership, and honor roll at quarterly ceremonies with strong parent attendance.  We provide families with information about their legal rights and how to advocate for their students in our student family handbook, throughout the special education process, and during family meetings throughout the year.  Our school is built to eliminate the opportunity gap with a special focus on African American and Latino students.  Policies are put in place with that in mind.  Our full-service community school recognizes the whole child. We have partnered with our County Office of Education and local colleges and universities to provide additional resources to our families and students. Community-based organizations are also supporting our work in these areas and attending quarterly collaborative meetings (Boys and Girls Empowerment Group, First Chance, Healthy Solano) to strengthen student and parent soft skills that are critical to school success.|ELITE Public plans to continue to work to improve relationships with families who cannot attend on campus family events.|ELITE plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend parent conferences.  The entire ELITE staff has successfully supported our families to support their children, both academically and emotionally this year.|ELITE is a small and growing school, and we are proud of how we have transitioned from the initial stages of charter school growth to now having systems in place to be able to seek input from parents regularly.  We had begun the process of forming advisory groups prior to the pandemic, but much of this work was put on hold as we shifted our priorities to the immediate needs of students, staff, and families.  This year the active parent council has been instrumental in facilitating strong conversations where parents can express their opinions on various matters, including improvements they would like to see. This feedback loop allows for real-time adjustments, enhancing the overall experience for everyone involved.  The WASC report for our school highlighted the collaborative community where parents and students feel like they are part of the decision-making process.|ELITE plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend on campus events.|ELITE plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend on campus events.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
48705240000000|Benicia Unified|3|Our District and sites used a variety of surveys to solicit feedback on programs, events, communication, needs, and opportunities with families.  Depending on the topic, phone outreach, and/or in-person meetings.  In addition, BUSD hosted several parent meeting forums and workshops, including special education parent forums and English learner parent groups.  Additionally, parents participated in the district Equity and LCAP teams as well as in a strategic planning workshop. This allowed us to solicit particular feedback from these groups of families about their child's successes and challenges, as well as ideas for improvement. Additionally, the District website and communication tool, Parent Square, has a translation ability built in. To support families at home, the district uses many online programs.  Log-in information was provided to families to access these resources. In addition, many teachers used Google Classroom and invited parents to become members of that classroom. Parents could then see the work happening in the classrooms and support their children at home.   The Superintendent also sent out a monthly newsletter to families.  Several times this year, he also created short videos to send to families on a variety of different topics.  Our Student Services department created a postcard campaign where students created postcards.  These were then sent out weekly by staff to families of students who had not been in school for a while.|BUSD continued to work on communication with families as a whole and by school site.  We sent out more frequent and timely communications as a District.    The District website was redesigned to be more up-to-date and accessible to all families with the information they need.   Our Superintendent had multiple listening and learning sessions, along with coffee chats at each site.  These were held with staff, parents, and students, as well as particular parent groups such as those who have students receiving special education services.|BUSD will continue to do intentional outreach to families through email, phone calls, hosting events, recording events and posting them, and offering translation services where necessary.|BUSD has a regular communication channel, parent-teacher conferences at the elementary sites, Open Houses, and Back to School Nights.  All sites have a variety of parent nights, such as STEAM Night, Literacy Night, and Viking Night where families attend and engage in schoolwide events.  The elementary schools have a STEAM Wheel program that offers classes to all 3-5 graders. These classes are taught by local community partner organizations.   All sites have student forums and leadership opportunities for students.  These are opportunities for students to plan events, provide feedback, and participate in developing the culture of their schools.|BUSD will continue to improve the engagement of underrepresented families by conducting additional outreach, working to create an environment where people feel valued and respected, and continuing professional learning in the area of equity & opportunity. The District created a 5-year professional development plan that focuses on supporting all students in accessing and thriving in their educational environment.  We will do this through increased and improved communication from the District Office and at the site level, as well as monthly accountability meetings with our administrators.|BUSD will hold student forums to hear from students about their experiences.  The superintendent is also conducting listening and learning sessions with students at various school sites.  BUSD will invite particular groups of students to these forums to ensure that their voices are heard. Additionally, BUSD has student representatives on the Equity Leadership and LCAP teams.|BUSD has several parent groups that function in an advisory capacity.  The LCAP parent group has representation from every school site.  All parents were invited to express interest, and then a school-based election took place to vote in the site representatives.  This LCAP Parent group meets alongside the Union LCAP group and meets monthly.  In addition a special education parent group and DELAC.  Each of these groups provides input into programs and services, including what is working and what needs attention.  During these meetings, we review data and solicit input for the LCAP and programs offered. Each school site has a functioning Site Council and ELAC committee. At the site-level meetings, data and programs are reviewed. Each site has jointly developed, with staff and parents, a Single Plan for Student Achievement. These site-level plans are in direct alignment with the District LCAP. In addition, this year, we included parents and students on our District Equity Team.|We need to more broadly publicize the ways in which families can provide feedback.  Additionally, we will seek ways to be transparent about the feedback received and actions taken where appropriate.|BUSD will use surveys, parent forums, coffee chats, and listening and learning sessions to gather input from educational partners about what needs attention.  We will do extra outreach through personal contact and emails to ensure that all voices are heard.|4|4|4|4|4|4|4|4|4|5|4|5|Met||2025-06-17|2025
48705320000000|Dixon Unified|3|-Parent Institute for Quality Education (PIQE) and other programs to increase parent involvement -Begin to regularly recognize Heritage months at school sites -Begin workshops with topics that are allow families to engage in hands on activities in classrooms -Celebrate parent participation and involvement specifically to events -Avoid educational jargon during our meetings/workshops for parents -We will continue to develop and organize home visits help to remove barriers, build trust and communication, with a common goal for the success of students -Initiation of annual Back to School Festival -Parent Square at all sites -ELAC/DELAC Committees|-Develop opportunities for parents to participate in school activities that encourage and promote understanding of how to support student learning, navigation of school system -Develop a survey on topics and times during the first part of the school year to solicit information on potential family outreach activities. -Deepen the implement the Parent Institute for Quality Education (PIQE) program|-Utilize parent surveys to enhance and improve decision making -Parents participate in SSC, ELAC, DELAC, PTO, Migrant PAC, and LCAP Parent Advisory -Increase opportunities for parents to be on campuses to visit and/or volunteer instructional settings.|LEA holds conferences at elementary, middle, and high schools, as well as at the alternative education school site. -LEA holds academic nights for families to learn skills and better understand the curriculum that students are learning, specifically tailored to their grade level at elementary school. -LEA has increased participation in PTO, SSC, ELAC, DELAC, Migrant PAC|-Development in consistency of utilization of Bilingual Parent Liaison at school sites. -School sites need to develop more partnerships with organizations -Continue to have PTOs participate in Board Meetings to share with the public how they are supporting our schools (students and staff) -Increase involvement in special education advisory committee -Continue outreach in an effort to not only maintain, but increase participation in PTO, SSC, ELAC, DELAC, Migrant PAC -Consider welcome meetings for newcomers to DUSD at school sites. Newly arrived immigrant families should be contacted within one week of enrollment by Parent Liaisons|-Communication to all families via using a consistent, Districtwide communication platform (ParentSquare) -Each school site shares a weekly or monthly newsletter to families -Superintendent shares a weekly update to families, community -Publicize academic and athletic successes on social media and other platforms|-Parent Liaison to ensure communication to unduplicated families is better documented -The District is making an effort to facilitate meetings with more more high interest topics to families based on their feedback. -Include hybrid options for meetings which has resulted in increased participation|-Parent Liaison to ensure communication to unduplicated families is better documented and monitored -Facilitate more high interest topics to parent groups based on their input and feedback|-Parent Liaison to ensure communication to unduplicated families is better documented -Conduct meetings in a hybrid format so as to ensure participation of all families -Rotate meeting times to before school, evening, and consider weekends|3|4|3|4|3|4|4|4|3|3|4|2|Met||2025-06-26|2025
48705320122267|Dixon Montessori Charter|3|Dixon Montessori Charter School continues to make strong progress in building meaningful partnerships with families. Staff have  develop respectful, trusting relationships with families, resulting in a rating of “Full Implementation.” Our school fosters a welcoming culture for all families, evidenced by consistent communication, inclusive school events, and multilingual support—earning a rating of “Full Implementation and Sustainability” in this area.  We continue to improve staff capacity to understand and respond to the unique strengths, cultures, and goals of each family, as reflected in our engagement practices and individual student supports. While we have achieved “Full Implementation,” we remain focused on ongoing growth in this area. In terms of communication, the school consistently uses family-friendly language across multiple channels (including ParentSquare) and ensures two-way dialogue, earning the highest rating. These efforts demonstrate our commitment to equity, inclusiveness, and family-centered engagement.|Partners expressed interest in expanding outreach efforts to families who may be less actively engaged, including offering more flexible meeting formats (e.g., virtual, bilingual, or outside typical school hours) to ensure accessibility. This past year we made all parent teacher conferences more accessible by offering virtual meetings at any time slot.|Dixon Montessori Charter School is committed to strengthening engagement with underrepresented families identified through the self-reflection process and educational partner input. These include families of English Learners, students with disabilities, and those experiencing economic hardship. To improve outreach and connection, the school will continue to provide high level multilingual communication, offer interpretation services at meetings, and ensure translated materials are accessible and timely.|Dixon Montessori Charter School continues to build effective partnerships that support student outcomes. A key strength is our communication between teachers and families. This communication includes conferences, phone calls, and ParentSquare communication. These tools bring families and educators together to discuss student progress and collaboratively support learning. Another strength is administrative communication with families including Charter School Advisory Committee meetings, coffee with the Director, ParentSquare, Facebook, phone calls, and email. This work is reflected in our rating of “Full Implementation and Sustainability” for family-teacher partnership meetings and communication around student achievement.|DMCS recognizes the importance of providing families with clear, consistent resources to support student learning at home. Educational partners expressed a desire for more guidance on academic expectations, digital tools, and enrichment strategies that align with classroom instruction. Strengthening this area will help families feel more confident and equipped to contribute to their child’s academic success. Targeted improvements in these areas will help bridge school-to-home learning and deepen family partnerships across all grade levels.|DMCS will continue to use ParentSquare to reach all families.  We have found that this is a good tool to increase engagement because it aromatically translates messages and it also sends messages in text form, wich many underrepresented families seem to prefer.|Dixon Montessori uses feedback from two yearly parent surveys, the Charter School Advisory meetings, PTO meetings, ELAC meetings, Coffee with the Director meetings, and consistent communication to collect input and make decisions.|Continue to communicate at high levels.|Continue to communicate at high levels.|4|5|4|5|2|2|5|4|5|5|5|5|Met||2025-06-10|2025
48705400000000|Fairfield-Suisun Unified|3|FSUSD has made progress in building strong relationships between school staff and families, as evidenced by the School Climate Report Cards.   At the elementary level, 77% of students report high parental involvement in schooling, reflecting strong family-school partnerships.? Additionally, 85% of students indicate that adults at school care about them, showing a positive and supportive school climate. Schools have successfully maintained high expectations for student success (85%) and implemented social-emotional learning supports (74%), which help strengthen trust between families and staff.  At the middle and high school levels, parent involvement remains an area of growth, but 46% of middle school and 37% of high school students report that parents feel welcome to participate. Parental involvement in decision-making is improving, supported by advisory groups and engagement initiatives.  FSUSD strives to strengthen participation, expand parent outreach, and bridge gaps between staff and families to support student success.|There is decline in parental engagement at the middle and high school levels, with involvement dropping from 77% in elementary schools to 46% in middle schools and 37% in high schools. To address this, FSUSD plans to expand advisory group participation, offer flexible meeting times, and enhance digital communication tools to better connect with secondary school families.  Additionally, while 85% of elementary students report strong social-emotional support, this support decreases to 54% in middle schools and 50% in high schools. To strengthen family-staff relationships and build trust, the district will prioritize staff training in culturally responsive communication and proactive outreach, ensuring all families, especially those historically underrepresented, feel supported.  By enhancing social-emotional learning supports, expanding family participation, and improving engagement, FSUSD will continue to work toward fostering an inclusive school climate that supports student success.|FSUSD is enhancing relationships between school staff and families by improving multilingual communication, expanding family engagement programs, and increasing support services. Utilizing various communication platforms, along with outreach effort from liaisons, FSUSD ensures inclusive communication. Initiatives like Parent Cafés, Strengthening Families workshops, and the Parent Leadership Training Institute empower families to actively participate in their children's education.  To support underserved families, FSUSD operates Family Resource Centers offering essentials like food, clothing, and educational workshops. The District promotes equitable access through curriculum updates, an Ethnic Studies course, and expanded cost-free enrichment programs. The Parent Teacher Home Visit program further strengthens engagement with underrepresented families by fostering trust and improving communication between educators and caregivers.  Liaisons play a vital role by conducting neighborhood-based outreach, connecting families to essential services, and offering language support. They assist families in accessing health and community resources and provide support to overcome barriers such as housing and transportation. By building trust and maintaining strong relationships, liaisons ensure families feel welcomed, supported, and empowered to engage in their children's education.|FSUSD has made strong progress in Building Partnerships for Student Outcomes, as shown in School Climate Report Cards across all grade levels.  Parental involvement remains high in elementary schools and stable in middle and high schools, reflecting ongoing efforts to engage families. Staff responsiveness to parent concerns and clear communication of academic expectations further support engagement. The District’s focus on caring relationships and high expectations ensures students and families feel supported, strengthening school-home partnerships.|FSUSD has made significant progress in Building Partnerships for Student Outcomes, as shown in School Climate Report Cards across all levels.       - Professional Learning & Support: FSUSD provides ongoing training for educators to strengthen family collaboration, equipping staff to foster meaningful partnerships.      - Family Resources & Information: FSUSD offers workshops, informational sessions, and online resources to help families support learning at home.      - Collaborative Meetings on Student Progress: FSUSD facilitates regular parent-teacher and student-led conferences to discuss academic progress and strategies for improvement.      - Empowering Families in Advocacy: FSUSD provides training and resources to help families understand their rights and advocate for student success, promoting a collaborative school-community environment.|FSUSD is committed to strengthening partnerships with underrepresented families to improve student outcomes.      - Enhancing Communication: FSUSD will expand multilingual outreach through platforms like ParentSquare, Smore, and PeachJar, offering translation support for parent-teacher conferences, IEP meetings, and school workshops.      - Providing Family Resources: FSUSD will continue Parent Cafés, Strengthening Families workshops, and Family Literacy events to support learning at home. Schools will also offer informational sessions on college readiness, career pathways, and special education.      - Strengthening Engagement & Support: Family Resource Centers will provide housing, food security, and essential services, while attendance and community outreach liaisons will assist with addressing chronic absenteeism and strengthening school connections.      - Empowering Advocacy: A special education parent liaison will assist families in navigating the IEP process, understanding their rights, and accessing necessary services.  Through these efforts, FSUSD seeks to ensure all families—especially those historically underrepresented—are engaged and supported in student success.|FSUSD has made progress in engaging educational partners in decision-making. According to the California School Parent Survey (CSPS), 42% of parents feel encouraged to participate in their child’s education, while 30% believe the District seeks their input. Engagement is stronger at the elementary level than in middle and high schools.  FSUSD prioritizes responsive communication, with 43% of parents agreeing that schools promptly respond to inquiries, and 49% feeling well-informed about school activities. Teachers regularly communicate expectations to support student learning, promoting transparency and inclusivity.  To further strengthen engagement, FSUSD is refining outreach, expanding multilingual communication, increasing advisory group participation, and enhancing digital platforms to ensure all families, especially underrepresented ones, have a voice in school and District decisions.|FSUSD seeks to improve parent participation in decision-making, particularly among underrepresented groups, and increase transparency in District processes, as highlighted by the California School Parent Survey (CSPS).       - Building Staff Capacity: With only 30% of parents feeling their input is sought, engagement is lower at middle (27%) and high school (21%) levels. FSUSD will provide professional development for principals and staff on strategies to engage families in decision-making.      - Empowering Families: While 42% of parents feel welcome in school activities, only 23% do at the high school level. FSUSD will strengthen outreach with multilingual communication, culturally responsive engagement, virtual town halls, and tailored workshops for English learner (EL) and special education families.      - Inclusive Decision-Making: FSUSD will expand outreach, partner with community organizations, and use diverse communication platforms to ensure broad representation in policy discussions.      - Collaboration & Evaluation: The District will establish joint committees and working groups of families, teachers, and administrators to plan and assess family engagement activities at school and District levels.  Through these efforts, FSUSD aims to foster a more inclusive and transparent decision-making process where all educational partners have a voice.|FSUSD seeks to improve engagement with underrepresented families in decision-making, as only 30% of parents feel their input is sought, with even lower engagement in middle (27%) and high school (21%). Participation is also lower among English learner (EL) families (37%) and parents of students with disabilities (34%).  To address this, FSUSD will:      - Train Staff: Provide professional development on culturally responsive communication and inclusive engagement.      - Empower Families: Offer training and resources to support effective participation in school and District decision-making.      - Enhance Communication: Expand multilingual outreach via ParentSquare, translated materials, and community events.      - Increase Accessibility: Provide flexible meeting times and virtual options for advisory groups like DELAC, ELAC, and School Site Councils.      - Strengthen Outreach: Use Attendance and Community Outreach Liaisons (ALs & COLs) and Family Resource Centers (FRCs) to identify and address engagement barriers.  FSUSD is committed to ensuring all families, especially underrepresented ones, have a meaningful role in shaping District policies and student success.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
48705650000000|Travis Unified|3|Parents and community members appreciated the easy to navigate grading systems (Aeries) and communication around grades and school procedures. Overall survey data reflects family satisfaction with their school site communication (ease and comprehensibility) with highest ratings at our elementary and alternative education sites.|Information regarding school programming and academic options surfaced as an area of growth.  Overall community members feel welcomed by staff and valued as unique. Overall positive marks for welcoming environment existed across the schools, with lower ratings at our middle school. This is being addressed with both local and district-wide customer service training.|This continues to be an area of growth but offering opportunities for families to engage with educational opportunities using multiple modalities, which was suggested by DELAC members, has been helpful to increase participation and access.  Additionally, the Travis Unified employs a bilingual parent liaison whose primary responsibility is to engage with underrepresented families.|We have been making progress in this area, especially around increased participation in family events and groups on school sites. Elementary sites have returned to in person activities and our parent meetings (PTSA, including conferences, IEPs and science/literacy nights) have all returned to primarily in person. Additionally, our middle school, Golden West, successfully initiated a new parent organization after two years of concerted effort.  Parents identified these as positives in surveys.|Families identified areas of growth around providing more information about post high school options, college and career opportunities, and funding sources for college. Elementary families especially reported that they feel that information about college could be explored more. With this in mind, we plan to add additional information around CA grants, CTE pathways and local opportunities starting at younger grades.|English learner families identified that they needed additional information about engaging in the school community -- specifically about how to navigate the enrollment, attendance and college pathways. These topics will be included in ELAC and DELAC meetings and shared in more areas, such as our new website and principal newsletters.|"Families at elementary schools feel that there are avenues to influence decisions, especially with classroom teachers. PTSA, Boosters and SSC are the most sited areas of local decision making. This has been increasing at the high school with the ""coffee with the principal"" events held monthly.   The district also conducts an annual LCAP survey, as well as other surveys as needed, to better understand the perspectives of educational partners."|Our middle school has lower levels of satisfaction for our families when it comes to decision making, although we are confident that the initiation of the PTSA at the site will impact this metric in future years.|Travis needs to continue increase opportunities for parent involvement.  PTSAs are invested in increasing the representation on their Boards and involving new families. Our two elementary schools on the Air Force Base, which have 40% underrepresented families, have struggled with consistency and engagement of their PTSA/PTO groups due to the frequent moving of military impacted families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
48705730000000|Vacaville Unified|3|We are committed to fostering strong, collaborative relationships between school staff and families to ensure student success and well-being. We approach this work intentionally, using both educational partner input and local data to guide our efforts. We build these relationships through a variety of strategically designed initiatives that promote mutual trust, two-way communication, and shared responsibility for student outcomes. These include: - Thematic Family Engagement Events: Many of our school sites host events tailored to family interests and needs, such as academic support nights, Parent Academies, and informational sessions that promote college and career readiness. - Safety and Well-being Workshops: We provide opportunities for families to engage in conversations and learning around both physical and digital safety, reinforcing the importance of secure and supportive school environments. - Parent Liaisons and Outreach Teams: Dedicated staff, including parent liaisons and community outreach personnel, lead targeted efforts to connect with families who may otherwise face barriers to participation. These individuals help build trust, answer questions, and ensure that communication is culturally responsive and accessible. - Family Communication Tools: We continually enhance and expand our communication platforms to keep families informed and engaged. These tools support consistent updates, feedback mechanisms, and opportunities for dialogue between school and home.  In addition to these local efforts, we actively pursue external partnerships and funding to expand our family engagement capacity. Notably, our collaboration with the County Office of Education and our successful applications for K12 Strong Workforce Program (SWP) grants have allowed us to scale programs and offer enriched opportunities for students and families alike.  Through these multifaceted strategies, we continue to make measurable progress in strengthening school-home partnerships and ensuring every family feels welcomed, valued, and empowered to support their child’s education.|Focus Areas for Improvement in Building Relationships Between School Staff and Families To address areas of need identified through educational partner input and analysis of local data, we are prioritizing the expansion of meaningful, sustainable partnerships with community organizations. Strengthening these external relationships is critical to deepening our engagement with families—particularly those who may face barriers to accessing traditional school-based supports.  Our focus moving forward includes:  - Broadening Access to Community Resources: We are actively working to connect families with local agencies and service providers that can support academic, health, and socio-emotional needs. - Leveraging Partnerships to Support Whole Child Development: By engaging organizations with expertise in mental health, early childhood education, workforce readiness, and youth development, we aim to offer wraparound supports that extend beyond the classroom.|Based on insights gathered during the self-reflection process, we are committed to strengthening engagement with underrepresented families by maximizing existing resources while strategically pursuing new opportunities for support and connection.  To ensure clear, inclusive communication, we will maintain consistent outreach through multiple digital and traditional channels—including newsletters, emails, phone calls, and social media—in order to keep families informed about school events, student progress, and available supports. These platforms will be leveraged in a culturally responsive manner, with language accessibility and family preferences in mind.  In addition, we are actively pursuing collaborations with local community-based organizations, non-profits, and businesses that share our commitment to educational equity. These partnerships will help expand access to vital resources and services for families who may experience barriers due to language, socioeconomic status, or immigration status.  To ensure continuous improvement, we will implement a regular cycle of evaluation that includes collecting feedback from underrepresented families, assessing the impact of our engagement strategies, and making data-informed adjustments. This ongoing reflection will allow us to build more trusting, responsive, and empowering relationships between school staff and the families we serve.|We recognize that strong, reciprocal partnerships with families are essential to improving student outcomes. One of our key strengths lies in the development of clear and accessible communication systems that promote transparency, engagement, and shared responsibility for student success.  We utilize a multi-tiered communication strategy to keep families informed and connected. Our District and school websites serve as central hubs for up-to-date information, while our active social media presence allows for timely outreach and community engagement. Parent Square, our district-wide communication platform, has significantly improved two-way communication by enabling direct messaging between school staff and families in a user-friendly and language-accessible format.  In the classroom, we have extended these efforts through digital learning platforms that support academic transparency. Elementary families use Clever to access educational tools and updates, while secondary families stay connected through Google Classroom, where they can monitor assignments, grades, and teacher communications.  Beyond digital tools, we prioritize in-person relationship-building through a variety of school-based events, including back-to-school nights, curriculum showcases, and family engagement evenings. These events create welcoming environments for families to learn more about school programs, connect with staff, and strengthen their role as partners in their child’s learning journey.  Through these intentional efforts, we continue to make meaningful progress in building trust-based partnerships that support each student’s academic and social-emotional development.|Through the lens of educational partner input and local data, we have identified a key focus area for improvement: strengthening and personalizing outreach to ensure all families—especially those new to our district—feel welcomed, informed, and empowered to support student success.  As our district continues to grow and welcome new students and families, we recognize the need to continuously enhance our systems for communication and engagement. This includes refining how we introduce families to school expectations, academic programs, and available supports, particularly during transitions such as school enrollment, grade-level promotion, or school site changes.  We aim to: - Strengthen Onboarding and Orientation Practices: Develop more comprehensive and inclusive onboarding experiences that help families navigate our district systems and become active participants in their child’s learning. - Enhance Personalization and Accessibility of Communication: Expand translation services and culturally responsive messaging to ensure all families—regardless of background or language—can access important information and engage meaningfully.|Engaging underrepresented families remains a central priority for our LEA, particularly as we continue to welcome new students and families into the VUSD community each year. Guided by our self-reflection process and educational partner input, we are committed to refining our strategies to ensure every family—regardless of background—feels informed, respected, and empowered to support student success.  To improve engagement, we continue to implement communication strategies that reflect the diverse linguistic and cultural needs of our community. This includes expanding the use of multilingual materials, ensuring messaging is culturally relevant, and utilizing communication platforms that are accessible and preferred by families.  We will also deepen trust and connection through personalized outreach efforts, such as home visits, small group listening sessions, and community-based events tailored specifically for underrepresented families. These efforts are designed to remove barriers, honor lived experiences, and foster a sense of belonging within our schools.  Importantly, we will establish feedback loops that elevate the voices of underrepresented families, using surveys, advisory groups, and direct input to shape our engagement practices. This responsive approach will help ensure our strategies remain inclusive, meaningful, and aligned with family needs.|We are committed to inclusive and transparent decision-making through actively seeking input from a broad spectrum of educational partners. A key strength in this area is our multi-pronged approach to gathering meaningful feedback that informs district and site-level planning.  Throughout the year, we administer a variety of surveys to families, staff, and students to collect input on district goals, initiatives, and emerging needs. These surveys help us assess progress, identify areas for growth, and guide the allocation of resources in alignment with community priorities.  In addition to surveys, we maintain ongoing engagement with representative parent and stakeholder groups. We regularly convene meetings with the District English Learner Advisory Committee (DELAC), the Foster Parent Advisory, among others. These forums provide valuable opportunities for families to share their perspectives, voice concerns, and contribute to shaping policies and programs that directly impact their children.|Below is a summary of the feedback we received from our LCAP Partner advisory groups: College, Career, and Life Readiness Educational partners consistently identified college, career, and life readiness as the highest priority for students. Key areas of concern included early literacy development, math instructional coherence, and access to college and career guidance: - Literacy: Families and educators called for improved support for early readers and students with reading gaps. In response, the district introduced initiatives such as expanded library services (Action 1.2.j), a districtwide reading incentive program (1.2.k), and literacy-focused summer ELOP offerings (1.2.l). - Mathematics: Staff expressed the need for more consistency and rigor in math instruction. VUSD responded by focusing on grade-level mastery, coherence, and aligned formative assessments (1.3.b). - College & Career Access: Students and families, especially from unduplicated groups, reported inconsistent access to college and career readiness tools. The district added a Counselor on Special Assignment (1.4.k, 1.5.e) to expand outreach and streamline support for A–G, CTE, and dual enrollment.  Multi-Tiered Systems of Support (MTSS) - Improving MTSS was a second major priority. Feedback highlighted the need for academic and social-emotional interventions, dropout prevention, and a stronger sense of safety and belonging: - Intervention & Equity: Staff emphasized personalized, goal-driven interventions and early supports, including expanded preschool access for underserved populations (Action 2.1). - Positive School Culture: Stakeholders highlighted the importance of relationships, school connectedness, and behavior expectations. In response, VUSD added districtwide initiatives such as student recognition systems and positive behavior assemblies (Action 2.2). - Social-Emotional Learning (SEL): Educators advocated for SEL integration, especially for foster youth, African American students, and those with exceptional needs. Trauma-informed professional development remains a focus districtwide.  Family Engagement & Community Partnerships To foster stronger family-school connections: - Parent Engagement: The district enhanced Action 2.5 to support Parent Booster groups through standardized procedures, leadership training, and public recognition to promote inclusivity and consistency across school sites.  Support for Alternative Education Students (Goal 3) For students at Shereene Wilkerson Academy of Excellence (SWAE), educational partners identified gaps in transitional services and career/life skills. In response, Goal 3 includes targeted supports such as structured reintegration plans, career exploration opportunities, and mentorship, all designed to support both academic progress and socio-emotional development.|We are committed to deepening engagement with underrepresented families by actively responding to the insights gained during our self-reflection process and ongoing educational partner input. A central theme that emerged across stakeholder groups—including parents, students, educators, and community members—was the need to elevate the voices of families who have historically faced barriers to participation in district planning and decision-making.  To address this, we are taking intentional steps to improve how we gather, respond to, and act upon input from underrepresented families, particularly those connected to unduplicated student groups. For example: - Expanding outreach and feedback mechanisms: The development and refinement of actions under Goals 1 and 2—including expanded library services (1.2.), and targeted literacy programs (1.2, 1.2)—were informed directly by feedback from parents expressing concern about early literacy gaps and school readiness. These changes demonstrate our commitment to acting on family input to shape programs that meet real needs. - Strengthening community relationships: Parents and educators emphasized the importance of relationship-building and positive school culture in supporting student outcomes. In response, the district added initiatives such as school pride recognition systems and positive behavior assemblies (2.2) to reinforce shared values like kindness, respect, and responsibility—reflecting values frequently uplifted by underrepresented families during advisory sessions. - Providing equitable access to decision-making processes: To ensure that all families can contribute meaningfully, the district has invested in supports for parent participation (2.5), including clearer procedures for Booster groups, training for parent leaders, and public recognition of family contributions. These changes are designed to reduce structural barriers and ensure families from all school sites, including those with historically low engagement, feel welcomed and equipped to participate. - Supporting students in alternative settings: The development of Goal 3, focused on students at Shereene Wilkerson Academy of Excellence (SWAE), was shaped by extensive input from families and staff advocating for better transitional support and life skills development for students in alternative education. Their voices guided the design of reintegration, mentorship, and career exploration supports tailored to this vulnerable population.|4|4|4|4|4|4|4|4|4|4|4|3|Met||2025-06-26|2025
48705730129494|Kairos Public|3|Kairos Public Schools Parent/Guardian surveys show a 95% satisfaction rate and 98% strong communication rate. Kairos Public Schools has created an environment that welcomes and respects parents voice throughout the organization. Several KPS Board members are also parents of students within the school. The Kairos Parent Advisory council meets monthly to advise administration on policies, procedures and practices and to develop opportunities for relationship building.|Kairos Public Schools believes there is always work to be done to improve relations with families and stakeholder groups. We serve a diverse population with over 30% of our families in a homeschool/flex-based learning model of learning and the other families in a traditional education model. The preferred communication styles differ between academic programs and the age of the students. Thus, Kairos Public Schools is committed to using new ways to engage that meet the needs of all families.|Our EL population is growing at Kairos Public Schools, thus a focus on hiring staff who are bilingual and more readily available to help families who speak English as a second language is a priority for Kairos through the reflection process.|As an organization with a blended learning model, it is critical to equip families with the knowledge and tools to successfully help their scholars at home. Based on our survey results 95% of families feel their child is prepared for the next grade level. This is a strength. 96% of families report the curriculum is challenging. Kairos Public Schools has been relationships with parents as co-educators and this strength has translated into better student outcomes.|As technology changes and workforce changes in our world, Kairos Public Schools is finding it harder for families to have time to come to in-person training on various topics. To this end, Kairos Public Schools is focusing on improving participation in family training by going digital through the use of Youtube, Podcasts, Virtual Office Hours and More.|Kairos Public Schools believes in voice throughout the organization and strives to hear the voice of all stakeholder groups, including underrepresented families. We translate communications into a families native language, we engage with our special education families to include them in all decisions with their child and we strive to ensure all voices are heard.|In 2014, Kairos Public Schools was formed by a group of Vacaville parents and educators. Since the beginning, Kairos has formed and met with a Kairos Parent Advisory Council (KPAC) to review policies, procedures, laws, guidance and more to assist the school in the decision making process. This strength has helped us navigate the pandemic, enrollment growth of over 25% over the year and the addition of multiple academic programs.|Kairos Public Schools seeks input through annual staff and family surveys, monthly Kairos Parent Advisory Council meetings, an open door policy, email communication and more|Kairos Public Schools believes in voice throughout the organization and strives to hear the voice of all stakeholder groups, including underrepresented families. We translate communications into a families native language, we engage with our special education families to include them in all decisions with their child and we strive to ensure all voices are heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
48705730135095|Ernest Kimme Charter Academy|3|The strengths that Kimme Charter has is in the area of communication. Kimme takes advantage of multiple opportunities to communicate with families. It starts with orientation for student and family then continues through regular use of ParentSquare to keep families informed of what is happening at school. Families attend Back to School Night and Parent/Teacher Conferences but Kimme would like to find a way to increase the number of families who attend. Kimme shares data and solicits input through the School Site Council as well as various surveys throughout the year.|The focus area is improving family participation in schoolwide activities|We ensure that all materials sent home are done so in the student's home language. Staff have been hired that are bilingual to support families feeling comfortable to engage in their student's school experience. To further improve this, we would like to expand support opportunities for events like Parent/Teacher Conferences and Back to School Night.|The partnership begins with new student orientation where families meet with administration one on one to be able to share issues and goals for their student. Communication through ParentSquare as well as all parents have administration cellphone number helps keep everyone connected with whatever a student might need in the moment.|Continued focus on 2 way communication through the ParentSquare texting system.|Ensuring that translation is always available for a family whether it is for a brief call, a document, or a meeting. Orientations have been scheduled at late times in the day to accommodate working families and will include dinner so families are guaranteed a meal for attending.|Communication tools have helped gain more input from a broader number of families. We are still working on having consistent School Site Council parent members and are utilizing a variety of strategies to gain these members.|Providing more opportunities throughout the year to do a check in with families to gauge how we are progressing as a school.|Ensure that communication is done in family's native language, access being offered both virtually as well as by paper, direct outreach to those families who do not respond.|5|5|5|5|3|4|5|5|4|4|5|4|Met||2025-05-22|2025
48705734830113|Buckingham Collegiate Charter Academy|3|We seek to form partnerships between our staff and families in many different ways to meet the needs of our students, including both topically focused events or targeted outreach. Some examples of family engagement events include: -Back to School Night -Senior Parent Night -Four Year Planning Night -Parent-Teacher Conferences -Monthly meetings with parent board (SHIELD) in which non board members are welcomed and encouraged to attend in order to be a part of decisions. -SHIELD organized fundraising events in which BCCA staff attend and/or participate  -Action Plan meetings, SST Meetings, 504 Meetings and IEP meetings as appropriate -Parent Webinars on topics such as Mental Health Awareness & Suicide Prevention|Our area of focus for improvement is to increase and improve communication/ advertising for family engagement events so we can increase participation. During the 23-24 school year, we conducted a communication study and have set goals to improve in the area of communication. One of our LCAP metrics is to increase the average number of parents, staff and community members who read the monthly newsletter by 2% annually.|We will continue to target our communication toward underrepresented families.|Annually we conduct events such as Back to School Night, Senior Parent Night, Four Year Planning Night, Parent Teacher Conferences, and Open House in order to partner with families to discuss academic plans and student progress. We have a process to monitor our students' progress and develop action plans with students and their families if they are not experiencing academic success. We utilize monthly newsletters (which includes options for translation) and ParentSquare to keep parents informed and to encourage their involvement. We also have a school connected organization called SHIELD, which is a representative group of parents who help plan events and generate additional funding for the school. SHIELD helps us recruit new parent volunteers, strengthening our partnership with all Buckingham families. We encourage BCCA parents to apply to be approved/fingerprinted volunteers. Volunteers support with special events such as Pi Day, Generation Wealth, or Career Day. They also support with chaperoning field trips, act as drivers for teams attending sporting events and more. The parental involvement at Buckingham is one of the cornerstones of our positive and supportive school culture.|Communication with all stakeholders about our vision and purpose, governance, leadership, staff, and resources (SHIELD, Newsletter, expectations reviews, and emails) are considered an area of strength. We are continuing to focus on improving our communication with parents and students about opportunities to become more involved/engaged.|Offering child-care for evening events, providing translation services as needed, and additional outreach to families of unduplicated pupils are all ways we plan to continue to engage more families.|As a dependent charter of the Vacaville Unified School District, all of our families and staff are included in the various stakeholder groups that help guide the decision-making process district-wide. In addition to that, we administer surveys and seek feedback to guide the decision-making process that is unique to our charter school community. We greatly value our students' feedback as well. Results of parent and student surveys are analyzed by staff. LCAP goals and actions are developed based upon input from the input provided by our entire school community.|In addition to survey data, we plan to provide more opportunities for in person discussions regarding how we can effectively implement the goals and actions in our LCAP.|We will target families of unduplicated pupils and invite them to participate.|4|4|4|4|4|4|4|4|3|4|4|3|Met||2025-06-12|2025
48705736051338|Fairmont Charter Elementary|3|Fairmont Charter Elementary School has made significant strides in building strong relationships between school staff and families, creating a welcoming and inclusive community. One of the key strengths in this area is the school's commitment to fostering open and consistent communication. Through the use of ParentSquare, a comprehensive communication platform, the school ensures that parents and guardians are kept informed about school events, updates, and their children's progress. This platform enables two-way communication, allowing families to easily connect with teachers and staff, ask questions, and provide feedback, thereby enhancing engagement and trust.  A highlight of Fairmont's approach to building relationships is the monthly family nights. These events serve as a platform for parents, students, and staff to come together in a relaxed and enjoyable setting. Family nights often feature a variety of activities and topics, providing opportunities for families to engage with the school community, learn new things, and have fun. This initiative strengthens the bond between families and the school and helps create a supportive environment where everyone feels valued and connected.  Additionally, Fairmont Charter Elementary has been proactive in fostering relationships with community partners. By collaborating with local businesses, organizations, and professionals, the school has enriched its educational offerings and provided students with valuable resources and experiences. An example of this is inviting parents to speak to students and staff about their career pathways and life experiences. These interactions provide students with real-world insights and inspiration, broadening their understanding of potential futures and reinforcing the school's commitment to holistic education.  The school's dedication to community building is further reflected in the active involvement of parents and guardians in decision-making processes through the School Site Council (SSC) and English Learner Advisory Committee (ELAC). These meetings provide a vital platform for parents to voice their opinions, share concerns, and contribute to developing school policies and programs. The input gathered from SSC and ELAC meetings is invaluable in shaping the school's strategies and ensuring that the needs of all students are met.  Fairmont Charter Elementary School has demonstrated a solid commitment to building meaningful relationships with families and the broader community. Through regular communication, inclusive events, collaboration with community partners, and active parent involvement, the school continues to create a nurturing and dynamic environment that supports student success and well-being.|Fairmont Charter Elementary School has successfully established relationships with various community partners. However, there is potential to expand these partnerships further. By actively seeking out and collaborating with a broader range of local businesses, organizations, and professionals, the school can provide even more diverse resources and opportunities for students and families. For example, partnerships with local cultural institutions, universities, and nonprofit organizations could offer enriching educational experiences, mentoring programs, and extracurricular activities. Additionally, engaging community partners in school events, such as career days or workshops, can expose students to different professions and life paths, broadening their horizons and fostering a greater sense of community involvement.   While the School Site Council (SSC) and English Learner Advisory Committee (ELAC) provide avenues for parental involvement, there is a need to broaden the channels through which families can provide input. The school could implement more frequent and varied methods for gathering feedback, such as surveys, focus groups, and informal meetings. These initiatives could help capture a wider range of perspectives and address the diverse needs of the school community. Moreover, creating more opportunities for parents to participate in decision-making processes beyond SSC and ELAC can ensure that all voices are heard. This could include establishing parent advisory committees for specific programs or initiatives and providing families with a more active role in shaping the school's direction.|Fairmont Charter Elementary School plans to implement targeted outreach and inclusive practices to improve engagement with underrepresented families identified during the self-reflection process. The school will organize culturally responsive events and workshops that reflect the diverse backgrounds of its community, creating a welcoming environment for all families. Additionally, the school will provide translation services and bilingual staff at meetings and events to ensure clear communication. The use of ParentSquare will be enhanced to deliver messages in multiple languages, making information accessible to non-English-speaking families.  To foster deeper connections, the school will establish focus groups and informal gatherings specifically for underrepresented families, offering a safe space for them to share their experiences and suggestions. The school will also collaborate with community leaders and organizations that represent these groups, inviting them to participate in school activities and decision-making processes. By actively listening and responding to the unique needs of underrepresented families, Fairmont Charter Elementary School aims to build stronger, more inclusive relationships and ensure that every family's voice is valued and heard.|Effective communication is vital in fostering strong relationships between school staff and families. Our school website, along with our active presence on social media platforms, provides valuable resources for families seeking information. Parent Square, our district-wide messaging app, enhances accessibility and facilitates direct engagement between parents and school staff. This communication extends into the classroom through platforms such as Clever to ensure parents stay informed about their children's classroom activities and assignments. Furthermore, we host a range of evening events designed to welcome and acquaint parents with our school, fostering a sense of community and collaboration.|Fairmont Charter Elementary School's focus areas for improvement in building partnerships for student outcomes include expanding collaborations with local businesses, community organizations, and educational institutions. The school aims to enhance student learning experiences and support services by developing partnerships that provide resources such as mentoring programs, internships, and experiential learning opportunities. Additionally, Fairmont seeks to strengthen its connections with organizations that offer mental health and wellness support, addressing the holistic needs of students. Another focus area is increasing engagement with families and community members in co-curricular activities, such as arts and sports, to enrich students' lives beyond the classroom. By fostering these partnerships, the school aspires to create a supportive network that enhances academic achievement, personal growth, and overall well-being for all students.|Based on the analysis of educational partner input and local data, Fairmont Charter Elementary School will enhance engagement with underrepresented families by leveraging existing district resources and community connections. The school will utilize district-provided translation services and bilingual liaisons to ensure clear and accessible communication with non-English-speaking families. Additionally, Fairmont will collaborate with district-wide programs, such as family engagement workshops and parent resource centers, to offer culturally relevant support and education.   The school will also strengthen partnerships with local organizations that already work within the district to provide mentorship, tutoring, and after-school programs, ensuring these services are accessible to all students, particularly those from underrepresented backgrounds. By utilizing these established resources and expanding outreach efforts, Fairmont aims to create a more inclusive environment where every family feels supported and involved in their child's educational journey.|Fairmont Charter Elementary School has made notable progress in seeking input for decision-making, emphasizing transparent and inclusive processes. One of the school's key strengths is its commitment to gathering diverse perspectives from families and the community. This is achieved through two yearly parent surveys, including the comprehensive end-of-year LCAP Parent Survey. These surveys provide valuable insights into parents' views on various aspects of the school's operations, programs, and areas for improvement.  In addition to surveys, Fairmont actively engages parents through the School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings, where families are encouraged to share their thoughts and contribute to school planning. The school's open-door policy further fosters an environment where parents feel comfortable voicing their concerns and suggestions. These efforts have resulted in a more collaborative decision-making process, ensuring that the needs and priorities of the school community are well-represented. Fairmont Charter Elementary School has established a strong foundation for responsive and effective governance by continuously seeking and valuing parental input.|Based on the analysis of educational partner input and local data, Fairmont Charter Elementary School has identifi ed key focus areas for improvement in seeking input for decision-making. A primary area is increasing engagement with parents of students who are struggling academically, particularly those requiring additional resources. Parents have expressed a desire for more targeted interventions, tutoring, and specialized programs to support these students.  Another critical focus area is enhancing support for English Learners, especially those who are new to the country. Families have highlighted the need for more robust language acquisition resources, cultural integration programs, and communication support to help these students adjust and succeed. To address these concerns, Fairmont plans to implement more regular and focused discussions with parents, such as workshops and forums, to gather detailed feedback on their needs and preferences. By prioritizing these areas, the school aims to create a more inclusive and supportive environment, ensuring that all students have the resources and support necessary for academic and social success.|To improve the engagement of underrepresented families in decision-making, Fairmont Charter Elementary School will implement a systematic approach aligned with its 3rd LCAP goal. Recognizing the diverse needs of English Learners, Foster/Homeless Youth, students with disabilities, and socioeconomically disadvantaged students, the school will enhance communication channels and support systems. This includes providing accessible information in multiple languages and formats, ensuring all families can participate meaningfully.  The school will organize regular forums and workshops focused on these groups, creating a safe space for families to share their concerns and suggestions. By partnering with community organizations and leveraging district resources, Fairmont will offer tailored support services, including academic assistance and social-emotional programs. The staff's belief in every student's potential underpins these efforts, aiming to provide equitable opportunities and resources.  These actions will support underrepresented students and actively involve their families in shaping school policies and practices. Fairmont Charter Elementary School seeks to ensure that all voices are heard and valued in the decision-making process by fostering a culture of inclusivity and collaboration.|4|4|4|4|4|4|4|4|4|4|3|3|Met||2025-06-12|2025
48705810000000|Vallejo City Unified|3|The District utilizes Bilingual Parent Liaisons and Parent Partnership Liaisons to assist school staff in connecting with and serving families. These staff members provide translation and interpretation services, hold office hours to answer parents' questions and facilitate training sessions for parents. In addition to this, school sites engage parents through events and provide parents with opportunities to be on campus to engage with staff in formal and informal ways. Schoolwide programs and events provide families the opportunity to engage positively with staff during themed events. Opportunities for meaningful input through the School Site Council, English Learner Advisory Council, school PTAs, and District English Learner Advisory Councils are available to all families. Significant promotion and outreach via social media, dedicated messaging platforms like Parent Square, calls, texts and emails are all utilized to inform families of the resources, programs and opportunities to engage. VCUSD was recently awarded the California Community Schools Partnership Grant. This grant will afford VCUSD the opportunity to enhance our efforts toward outreach to parents and families in the coming year.|Based upon feedback from educational partners the district will fund fingerprinting services to parents and guardians who wish to serve as volunteers on campuses. The addition of the position of Parent Support and Resolution Liaison will serve to have dedicated time to listen to parent concerns and facilitate resolution between the parents and site staff. The role of the Public Information Officer will support to enhance the communication systems for the community.|The partnership with the African American Parent Network (AAPN) will support the goals of meeting the needs of disproportionate outcomes for African American students and support our work in engaging African American families in the community. The Parent Institute for Quality Education (PIQE) will be implemented at targeted schools to promote a culture of college readiness and provide opportunities for building strong school to home relationships.  We will expand support for Full Service community schools services under the California Community Schools Partnership Grant aligned to the needs of our community. Foundational to that will be to add outreach staff and programs like the Parent Leadership Training Institute (PLTI) of Solano County.|The district adopted local academic assessments for all students in grades TK through 12th provide specialized reports for parents that are shared after each assessment period. This information can be used during parent conferences, SSTs, IEP meetings to build on student knowledge and growth to improve outcomes. Additionally, the use of Parent Square communication systems allow for global and individualized messaging to families and allows families direct messaging capabilities to teachers and administrators to request support. Aeries Parent Portal provides parents with direct access to data related to attendance and class grades. The implementation of the Parent Institute for Quality Education, PIQE and the Parent Leadership Training Institute (PLTI) programs offer parents educational opportunities to better engaged with the educational system and advocate for their student's as they progress to career or college.|During educational partner sessions, parents/guardians requested additional modes of communication beyond direct messaging and expansion of parent education opportunities. Based upon these requests, additional funds have been allocated to provide expand access to PIQE to more campuses and to expand engagement with the African American Parent Network, AAPN. The Latino Parent Network (LPN) was also implemented in the 2024-25 school year. This group serves to engage families of the Latino community to access district programs and provides opportunities for families to more meaninfully in school programs. VCUSD supports assigns support for each of these organizations in our Local Control Accountability Plan (LCAP) as part of our efforts to effectively engage with parent organizations in our local community.|District staff have selected PIQE as the primary education program as it has a researched backing in effectively engaging and supporting families of future first generation college-going students. This program will continue and be expanded. Other programs, like AAPN and LPN, are identified as a resource for families to engage directly with the District and is locally developed and designed to meet the needs of underserved students and families. Community listening sessions and forums are regularly scheduled to ensure broad availability and access to school and district leaders.  Additionally, through the California Community Schools Partnership Grant, we will have the opportunity to expand our reach in the community so that we can meet families where they are.|In order to engage parents and the general school community in the development of the Single Plans for Student Achievement and the Local Control Accountability Plan, each site principal held on site meetings to gather feedback on the needs of VCUSD in the areas of accelerating academic progress, reducing disproportionate outcomes and increasing student safety and engagement. This input was used to inform the development of the LCAP and SPSAs.  The rate of participation in our LCAP survey increased in the 2024-25 school year. This increase is a result of strong outreach that started earlier in the school year to ensure that parents were presented with the opportunity to complete the survey both on their own at home and during events that they attend at school.|To further improve the input we receive, we will be providing additional opportunities for educational partner input. Beginning our survey work earlier, providing opportunities for input during community wide events and providing district wide celebration opportunities that also allow us to elicit educational partner input. We will continue to provide multiple opportunities for engagement with families and provide virtual options whenever appropriate.|District staff track the participation of families from our representative student groups to ensure participation that mirrors our student demographics. Direct outreach through our student services staff to families serving foster youth has improved input from those families. We will continue to expand our outreach with the work of our Full Service Community Schools Manager to ensure that underrepresented families are provided with additional opportunities to engage in the school program. This work combined with increased collaboration with the African American Parent Network and other community groups will provide us with the additional opportunities to further engage our families.|3|3|3|4|3|3|4|4|4|3|3|3|Met||2025-06-18|2025
48705810115469|Vallejo Charter|3|Vallejo Charter utilizes the support of the Parent Liaisons and Bilingual Parent Liaisons to assist school staff in connected with and serving families. These staff provide translation services, hold office hours to answer parent questions and facilitate training sessions for parents. In addition, the school engages parents through events that showcase student accomplishments, offer community enrichment opportunities, workshops and other opportunities to be on campus in formal and informal ways.|Improvement on the consistency of messaging and information to families will be important as a new administrator assumes the position of principal at Vallejo Charter. Promoting community wide events and reestablishing the activities planned by the PTO and Charter Council for the benefit of the community as a whole will be improvements to the efforts to build strong relationships.|Targeted outreach to underrepresented Families for participation in the English Learner Advisory Council as well as promotion of the opportunities to participate in PIQE will improve access and engagement for underrepresented parents groups. Student led conferences and schoolwide crew activities will be leveraged to ensure inclusion.|Participation in the Charter Council is a strength of Vallejo Charter School. Parents are active leaders of this important group and assist in the development of all instructional and enrichment programs at Vallejo Charter School. Twice annual students led conferences allow parents to engage meaningfully in the outcomes for students.|Vallejo Charter School will focus on building engagement for parents from underrepresented groups. Further engagement of parents of Multilingual Learners and parent of students with an IEP is an area of focus and improvement. A general need for consistent regular communication and broadly engaging parents in school life will support ensuring partnerships for student outcomes.|New school leadership will focus on direct outreach to the parent community and building opportunities for authentic parent engagement at school and in providing consistency in communication on the progress of student achievement, social emotional learning and attendance outcomes. Outreach and relationship builiding to invite families of Mulitlingual learners and students with an IEP will be a critical component of an improvement plan for engaging underrepresented families.|Vallejo Charter has an involved Charter Council who are fully engaged in the decision-making process for the school. The Charter Council participates in the writing of the Local Control Accountability Plan and the work plan for EL implementation. They are advocates for the needs around the campus.|The focus for input on decision making will be to ensure broader engagement from families and educational partners to ensure that all voices are present. The English Learner Advisory Council will need additional engagement activities to ensure the voices of parents of Multilingual learners are present in the plans for Vallejo Charter School.|Vallejo Charter will improve engagement for underrepresented families through direct outreach for participation in community events and meetings to promote access to decision making opportunities and to seek input. The additional of surveying in the language of correspondence will be provided to ensure broad input from the VCS family community.|3|3|4|3|3|3|4|4|3|3|3|3|Met||2025-06-18|2025
48705810134262|Caliber: ChangeMakers Academy|3|All family communication is sent home in families’ primary language in addition to English. All teachers make relationship-building phone calls with families at the beginning of the year to ensure that families and teachers begin the year with a strong relationship. These calls are also intended to emphasize the importance of daily attendance.|An area of improvement is to devote extra attention to building relationships with families of students who are chronically absent. We have made enormous progress in chronic absenteeism this year.|We are considering a pilot of home visits with families with students who were chronically absent to build stronger relationships. We are also increasing our marketing efforts to underrepresented families through our expanded learning programs.|There are a number of schoolwide structures that support partnership for student outcomes: from student led conferences, to utilizing DeansList and Classdojo for communication.  Parent leaders at the school have become more involved with advocacy efforts this year and have held a number of action research meetings with local officials to advocate for the school.|While grades are usually discussed in student-led conferences, we have found that parents may not be aware of the grade level proficiency of their student. As a result, we would like to ensure that parents understand the difference between grades and proficiency in these conferences by including i-Ready instructional reports and behavior reports in these conferences.|Next year we’d like to make sure that parents are receiving more detailed information about their students’ proficiency levels to enhance data transparency and action that can be taken at home and at school to enhance the school- home connection.|There are a number of school structures that support parent input in decision making. in addition to the elected SSC and ELAC, parents provide input monthly at principal meetings, and via two annual surveys which seek feedback on our school climate, school fit, and our academic and school culture priorities each year. Each of these opportunities have translation provided for families who do not speak English.|We can ensure there is better representation of students in the ELAC. We had student participation in the SSC this year to support the creation and drafting of the SPSA / LCAP, however we can improve this connection in the ELAC.|We will ensure that 2 more LTEL families are on the ELAC.|4|4|4|4|4|4|4|3|4|3|4|3|Met||2025-06-18|2025
48705810137380|MIT Griffin Academy Middle|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: -Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). -Administer annual survey to parents, staff, and students. -Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. -Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. -Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. -Host family events like Griffin Days and Back to School Night. -Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board. -Opportunities to volunteer at the Charter School or on field trips. -The Charter School’s website will be updated regularly that will include the school’s calendar. -Counselor meets with students and families. -Charter School provides parent workshops on to ensure a partnership in the students' academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college readiness, etc.). Charter School provides materials during parent workshops in English and Spanish.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: -Work with parents to encourage stronger communication to ensure that the above strategies are effective. -Continue to encourage parents to attend events and be partners in their child's education. -Translate information in needed languages.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, partnerships through conferences, parent workshops, and family events and festivals. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. We are constantly striving to build relationships between school staff and families.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and reduce suspension rate by building partnerships with families to support the school community through participation in activities.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, and overall climate development. Being able to gather that information in families home language strengthens our work in this area.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making by meeting parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.|3|5|5|5|4|5|5|5|4|4|4|4|Met||2025-06-09|2025
48705810139816|Griffin Academy High|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: -Parent Teacher Conferences are held once a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). -Administer annual survey to parents, staff, and students. -Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. -Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. -Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. -Host family events like Back to School Night and Griffin Days. -Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board. -Opportunities to volunteer at the Charter School or on field trips. -The Charter School’s website will be updated regularly that will include the school’s calendar. -Counselor meets with students and families. -Charter School provides parent workshops to ensure a partnership in the students’ academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college applications, FAFSA forms, etc.) Charter School provides materials during parent workshops in English and Spanish.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: -Work with parents to encourage stronger communication to ensure that the above strategies are effective. -Continue to encourage parents to attend the events and be partners in their child's education. -Translate information in English and Spanish.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents of English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and partnerships through conferences, parent workshops, and family events. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. We are constantly striving to build relationships between school staff and families.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include flex time and intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and reduce suspension rate by building partnerships with families to support the school community through participation in activities.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, and overall climate development. Being able to gather that information in families' home language strengthens our work in this area.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making by meeting parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.|4|5|5|5|3|5|5|5|4|4|4|4|Met||2025-06-09|2025
48705814830196|MIT Academy|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: • Parent Teacher Conferences as needed to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). • Administer annual survey to parents, staff, and students. • Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. • Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. • Host Danishes with the Director. • Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. • Host family events like Open Forum Nights, Back to School Night and Griffin Days. • Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board. • Opportunities to volunteer at the Charter School or on field trips. • The Charter School’s website will be updated regularly that will include the school’s calendar. • Counselor meets with students and families. • Administrators will meet with all incoming 9th graders and any new students to the Charter School. • Charter School provides parent workshops to ensure a partnership in the students’ academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college applications, FAFSA forms, etc.). Charter School provides materials during parent workshops in English and Spanish.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: • Work with parents to encourage stronger communication to ensure that the above strategies are effective. • Continue to encourage parents to attend the events and be partners in their child's education. • Facilitate understanding of the importance of student daily attendance. • Encourage parents to understand how to support the school community and improve staff culture and morale.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School hosts Multicultural Monday every month where students come in clothes of their ancestry and bring food to celebrate and will invite families to support the students. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and partnerships through conferences, parent workshops, and family events. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. Some of our community partnerships are connected to the Justice and Law Program and the Mock Trial. The Charter School has relationships with the Community Colleges for concurrent enrollment. We have college tutors for our AVID Program and also support other classes to support students, especially for math. We are constantly striving to build relationships between school staff and families. MIT Connect was started to support academics, attendance, behavior and engaged parents.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include flex time and intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and maintain low suspension rate by building partnerships with families to support the school community through participation in activities. Provide specific professional development to teachers, staff and administrators to improve their capacity to partner with families.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services (perhaps purchase headsets for concurrent translation), invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, Strategic Planning, and overall climate development. Being able to gather that information in families' home language strengthens our work in this area.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys. The Charter School will improve by providing opportunities to have families, teachers, principals, and network administrators to work together to plan, design, implement and evaluate family engagement activities at school and network levels.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision Making by meeting parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students. The Charter School would like to increase more individual meetings with families through a Parent Liaison for underrepresented families.|4|4|2|4|1|2|4|4|4|4|4|3|Met||2025-06-09|2025
48705816116255|Mare Island Technology Academy|3|The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: • Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). • Administer annual survey to parents, staff, and students. • Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. • Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. • Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. • Host family events like Griffin Days, cultural event, health and safety events, and Back to School Night. • Host community events and resources like health, library, mental health, social services, clinics, etc. • Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board. • Opportunities to volunteer at the Charter School or on field trips. • The Charter School’s website will be updated regularly that will include the school’s calendar. • Counselor meets with students and families. • Charter School provides parent workshops on to ensure a partnership in the students' academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college readiness, etc.). Charter School provides materials during parent workshops in English and Spanish. • Targeted team conferences with students and families to develop a success plan.|The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: • Work with parents to encourage stronger and frequent communication. • Continue to encourage parents to attend events and be partners in their child's education. • Provide parent workshops to understand the SIS, monitor child's academic progress, develop a parent engagement and volunteer program. • Track volunteer hours, provide multiple opportunities to volunteer, and honor volunteers annually.|The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents of English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.|The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program, restorative practices, alternatives to suspension that engages the parent to be present on campus, family communication through an application, the website, partnerships through conferences, parent workshops, and family events. Our strengths in building relationships between school staff and families stem from open two-way communication. Teachers reach out to parents of academically low-achieving students and communicate about students using teacher office hours. Teachers participate in the after-school program to provide tutoring. The students have a voice through Student Council to receive input on activities and student needs. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. We are constantly striving to build relationships between school staff and families.|The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores through intervention programs. Also, we will continue to increase our attendance rate and reduce our chronic absenteeism rate by building partnerships with families to support the school community through participation in activities. The Charter School will follow attendance processes and procedures, educate parents about attendance, and connect with families to overcome barriers. There will be an attendance campaign and awards and rewards for perfect attendance and improved attendance.|The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. Much of these connections must be in-person or over the telephone. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. The Charter School is texting parents about important information. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.|The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, and overall climate development. Being able to gather that information in families' home language strengthens our work in this area. The Charter School uses ParentSquare in English and Spanish. The administrators are visible during arrival and dismissal to allow for families to address concerns. The Charter School is a welcoming environment. The parents/guardians support an alternative to suspension and serve as chaperones for dances and field trips. The School Site Council is very robust with active participation. Furthermore, two parents from the organization serve on the Board of Directors.|The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys. The Parent Academy will be on topics of interest: effective use of smartphone to support student learning, communication with teens, mental health awareness (self-harming, suicide prevention), high school and post-secondary options, and technology safety for students.|The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision Making by meeting parents of English Learners to support their children at home and in the process of reclassification and parents of Students with Disabilities to provide information about the programs provided to the students. One of our goals is to provide parents opportunities to connect with each other so they can create their own friend groups to help with homework, transportation, babysitting, etc.|4|5|4|5|4|4|3|4|4|4|4|4|Met||2025-06-09|2025
49104960000000|Sonoma County Office of Education|3|The Sonoma County Office of Education (SCOE) and Alternative Education staff demonstrate strong commitment to building meaningful relationships between school staff and families. Family engagement is a clear priority. Multiple communication strategies, including translation and interpretation services, ensure two-way, culturally responsive interactions that foster inclusivity and trust. SCOE schools create welcoming environments and offer a range of family-centered events—such as family engagement night, field trips, project exhibition events, and family/student/teacher conferences—to strengthen partnerships with parents. Outreach efforts are conducted both formally and informally, grounded in a deep respect for families as essential partners in student success. Input gathered from the Local Control Accountability Plan (LCAP) surveys, site input sessions, and advisory committees is utilized to guide and inform decision making. The alternative education team continues to seek opportunities to increase engagement through School Site Council and English Learner Advisory Committee meetings, intake meetings, and IEP conferences. These practices reflect SCOE’s ongoing commitment to fostering strong, supportive, and inclusive relationships between families and schools.|Based on input from educational partners and data analysis of family surveys and the YouthTruth survey indicates several key areas for strengthening relationships between school staff and families. These include: - Increase individualized outreach efforts to families by phone and in person communication at drop off and pick up - Continue to offer family engagement events that foster connections between families and the school and bring families onto campus, offering a variety of times and days to support work schedules - Offer parent education workshops specifically focused on high school requirements and traditional and non traditional college/career pathways. - Include translation, child care, and food to increase participation in the Parent Advisory Committee (PAC), Engish Language Advisory Committee (ELAC), and School Site Council (SSC)|While the number of communications has increased through the use of ParentSquare and email, the rate of engagement decreased in the 2024-25 school year as measured by the response rate to all family surveys and attendance in family input meetings. To improve engagement in the future, SCOE has hired an Attendance and Engagement Specialist who will serve as a bi-literate liaison between school and home. This will increase personalized, direct communication with family members and caregivers. In addition, it was noted in the spring of 2025 that when child care, dinner, and translation was offered for the Educational Partner input session, attendance was far greater. This will be come the practice for all family engagement meetings moving forward.|The Sonoma County Office of Education (SCOE) serves a diverse student and family population and demonstrates strong progress in building partnerships to support student outcomes. Staff members engage in ongoing professional development focused on Culturally Responsive Teaching and Learning, equipping them to meet both the cultural and academic needs of their communities. SCOE actively engages families through parent/student/teacher conferences and weekly updates and resources in multiple languages. Both formal and informal structures—such as traditional parent conferences, intake and transition meetings, and Individualized Education Program (IEP) meetings—support continuous communication between families and educators. Family engagement is further strengthened through events like project exhibition and family engagement night. Parents receive training on their rights and advocacy opportunities through IEP meetings, intake and transition meetings, and the  English Learner Advisory Committee (ELAC). SCOE remains committed to expanding family participation in all engagement efforts, viewing it as an ongoing priority in its mission to improve student outcomes.|An analysis of educational partner input indicates that the Sonoma County Office of Education (SCOE) and the Alternative Education Team will strengthen partnerships with families and parents by continuing and expanding current outreach efforts including more personalized communications and the addition of child care and dinner for all family engagement meetings. SCOE will continue to offer individual parent/student/teacher conferences to ensure that each family has time to review and reflect on student progress and outcomes with their student's teachers.|To improve engagement of underrepresented families during the self-reflection process, SCOE will implement two targeted strategies: 1. Hiring of an Attendance and Engagement Specialist who is bi-literate and will act as a liaison between the school and home. This role is intended to strengthen direct, personalized communication with families and caregivers, particularly those who may face language barriers. 2. Provide supports such as child care, dinner, and translation services for all family engagement events to ensure inclusive and accessible participation for all families, especially those previously underrepresented|Based on the analysis of educational partner input and local data, the Sonoma County Office of Education (SCOE) demonstrates significant strengths and steady progress in seeking input for decision-making. SCOE serves a diverse student and family population and prioritizes meaningful family and community engagement to support positive student outcomes. The organization employs multiple formal and informal structures—such as parent/student/teacher conferences, intake and transition meetings, IEP meetings, and advisory committees—to ensure ongoing, two-way communication with families. Family engagement nights, project exhibition events and family/student/teacher conferences help to build strong school-home partnerships. Input from LCAP surveys, site input sessions, School Site Council, and English Learner Advisory Committee (ELAC) meetings is actively used to guide and inform local decisions.|Based on the analysis of educational partner input and local data, the Sonoma County Office of Education (SCOE) has identified several key focus areas for improvement in seeking input for decision-making. To strengthen partnerships with families, SCOE and the Alternative Education Team will expand outreach efforts by increasing personalized communication, including phone calls and in-person interactions during drop-off and pick-up times. These efforts aim to build stronger, more individualized relationships between families and school staff. Additionally, SCOE will enhance accessibility and inclusivity by providing child care, translation services, and meals at all family engagement meetings and advisory committee gatherings, such as the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), and School Site Council (SSC). Another area of focus is offering family engagement events at various times and days to accommodate working families and ensure broader participation. These targeted strategies reflect SCOE’s commitment to deepening family engagement and strengthening the role of families in shared decision-making.|Based on the analysis of educational partner input and local data, the Sonoma County Office of Education (SCOE) has identified key strategies to improve the engagement of underrepresented families in seeking input for decision-making. During the self-reflection process, it was noted that although the frequency of communications through tools like ParentSquare and email increased, overall family engagement declined in the 2024–25 school year, as indicated by lower response rates to surveys and decreased attendance at input meetings. To address this, SCOE is implementing two targeted strategies. First, SCOE has hired a bi-literate Attendance and Engagement Specialist to serve as a liaison between school and home. This specialist will focus on increasing personalized, direct communication with families—particularly those facing language barriers or who have been historically underrepresented in engagement activities. Second, SCOE will provide essential supports at all family engagement events, including child care, dinner, and translation services. These accommodations, which significantly boosted participation in a recent Educational Partner input session, will become a standard practice to ensure more inclusive and accessible engagement opportunities. These steps reflect SCOE’s ongoing commitment to fostering equitable family involvement in decision-making processes.|3|3|3|4|3|3|4|4|3|3|3|4|Met||2025-06-26|2025
49402460000000|Petaluma City Schools|3|The junior highs is ranked in the 63rd percentile slightly above the median for Sonoma County Schools. Culture and relationships building with our students will continue to be a focus for our district. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. We have just begun utilizing other communication programs such as Parasec Reel to help gather feedback and surveys to help find ways to strengthen our community and school relationships.|The high schools are ranked in the 46th percentile below the county median The elementary schools are ranked 62nd percentile, slightly below the county median PCS will continue to make relationships with staff, students and family a focus working with school leaders to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process and has continued this year as well as next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year.  The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.|71% of families report that they receive the guidance necessary to help their child succeed.|70% of families report that they receive regular feedback about their child's progress.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  PCS will continue to utilize DELAC to engage with families of multilingual learners.  Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families.  The district will also engage with families during the annual Title I Parent meeting.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will also help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|4|3|4|3|4|4|4|3|2|3|3|Met||2025-06-27|2025
49402460131961|Petaluma Accelerated Charter|3|The junior highs is ranked in the 63rd percentile slightly above the median for Sonoma County Schools. Culture and relationships building with our students will continue to be a focus for our district. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. We have just begun utilizing other communication programs such as Parasec Reel to help gather feedback and surveys to help find ways to strengthen our community and school relationships.|The high schools are ranked in the 46th percentile below the county median The elementary schools are ranked 62nd percentile, slightly below the county median PCS will continue to make relationships with staff, students and family a focus working with school leaders to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process and has continued this year as well as next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year.  The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.|71% of families report that they receive the guidance necessary to help their child succeed.|70% of families report that they receive regular feedback about their child's progress.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  PCS will continue to utilize DELAC to engage with families of multilingual learners.  Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families.  The district will also engage with families during the annual Title I Parent meeting.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will also help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|4|3|4|3|4|4|4|3|2|3|3|Met||2025-06-27|2025
49402460142554|Dual Language Immersion Academy Charter|3|The junior highs is ranked in the 63rd percentile slightly above the median for Sonoma County Schools. Culture and relationships building with our students will continue to be a focus for our district. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. We have just begun utilizing other communication programs such as Parasec Reel to help gather feedback and surveys to help find ways to strengthen our community and school relationships.|The high schools are ranked in the 46th percentile below the county median The elementary schools are ranked 62nd percentile, slightly below the county median PCS will continue to make relationships with staff, students and family a focus working with school leaders to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process and has continued this year as well as next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year.  The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.|71% of families report that they receive the guidance necessary to help their child succeed.|70% of families report that they receive regular feedback about their child's progress.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  PCS will continue to utilize DELAC to engage with families of multilingual learners.  Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families.  The district will also engage with families during the annual Title I Parent meeting.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will also help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|4|3|4|3|4|4|4|3|2|3|3|Met||2025-06-27|2025
49402466051932|Mary Collins Charter School at Cherry Valley|3|The junior highs is ranked in the 63rd percentile slightly above the median for Sonoma County Schools. Culture and relationships building with our students will continue to be a focus for our district. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. We have just begun utilizing other communication programs such as Parasec Reel to help gather feedback and surveys to help find ways to strengthen our community and school relationships.|The high schools are ranked in the 46th percentile below the county median The elementary schools are ranked 62nd percentile, slightly below the county median PCS will continue to make relationships with staff, students and family a focus working with school leaders to continually find ways to engage with positive experiences for our community|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process and has continued this year as well as next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year.  The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.|71% of families report that they receive the guidance necessary to help their child succeed.|70% of families report that they receive regular feedback about their child's progress.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  PCS will continue to utilize DELAC to engage with families of multilingual learners.  Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families.  The district will also engage with families during the annual Title I Parent meeting.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will also help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|4|3|4|3|4|4|4|3|2|3|3|Met||2025-06-27|2025
49402466051981|Penngrove Elementary|3|The junior highs is ranked in the 63rd percentile slightly above the median for Sonoma County Schools. Culture and relationships building with our students will continue to be a focus for our district. We have improved communication through our language interpreter program where we are able to reach a wider group of families who speak languages other than Spanish or English. We have just begun utilizing other communication programs such as Parasec Reel to help gather feedback and surveys to help find ways to strengthen our community and school relationships.|The high schools are ranked in the 46th percentile below the county median The elementary schools are ranked 62nd percentile, slightly below the county median PCS will continue to make relationships with staff, students and family a focus working with school leaders to continually find ways to engage with positive experiences for our community.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process and has continued this year as well as next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families as well as our district youth truth pulse surveys given four times a year.  The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.|71% of families report that they receive the guidance necessary to help their child succeed.|70% of families report that they receive regular feedback about their child's progress.|Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings.  The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  PCS will continue to utilize DELAC to engage with families of multilingual learners.  Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families.  The district will also engage with families during the annual Title I Parent meeting.|67% of families report that they are included in planning school activities.|49% of families report that they are empowered to play a meaningful role in decision-making at their school.|The district will help schools engage with underrepresented families through continued translation and interpretation services for multiple languages. District will also help support sites with their committees and help ensure, especially those that receive categorical funds, have equal representation within their communities. District will continue to fund parent workshops and work with the county office to add additional support. Principals will also attend PDs on ways to build a greater community of underrepresented families during their school events and family meetings with the principal.|2|4|3|4|3|4|4|4|3|2|3|3|Met||2025-06-27|2025
49402466119036|Live Oak Charter|3||||||||||||||||||||||Not Met|||2025
49402530000000|Santa Rosa City Schools|3|Based on the analysis of educational partner input and local data, the LEA's current strengths and progress in Building Relationships Between School Staff and Families are demonstrated by its active encouragement of families to become stakeholders at both the site and district levels, including participation in policy decisions. Significant progress is being made through dedicated efforts to improve family engagement strategies. Specifically, the LEA is committed to providing information in families' home languages, which directly addresses a key barrier to effective communication and fosters inclusivity. Furthermore, the LEA is strengthening communication by increasing the methods used to share information about events, leveraging electronic, phone, written, newsletters, flyers, and email channels to reach a wider and more diverse range of families. While the level of family engagement currently varies by school, the district's proactive and multifaceted approach to communication and inclusion highlights its commitment to continually building stronger relationships between school staff and families.|"To improve relationships between school staff and families, particularly given Santa Rosa City Schools' (SRCS) commitment to student-centered learning, we need to focus on strategies that bridge the gap between home and school. Working to embrace the ""funds of knowledge"" that students bring from their homes and communities. Providing opportunities to share their stories, traditions, and historical perspectives in the classroom, tying it into the curriculum. Providing ongoing professional development for all staff on culturally responsive communication, including training on implicit bias and understanding diverse family structures, is also essential."|Enhancing culturally responsive communication and engagement to engage our underrepresented families is an area we can improve upon. Proactively reaching out to families not just to address problems, but to celebrate student strengths, share positive updates, and learn about children's interests and home lives. Offering flexible and accessible engagement opportunities to families. Scheduling meetings at various times (morning, evening, virtual options), providing childcare, and exploring transportation support to removing logistical barriers for families. During the 24-25 school year, SRCS applied to and was accepted into Cohort VI of the Community Engagement Initiative. This Initiative fosters authentic partnerships among students, families, districts, and communities. It aims to cultivate relationships, establish trust, ensure cultural, racial, and linguistic equity, and drive transformative student  outcomes. This two-year commitment will bring stakeholders through professional development focused on the promotion of positive community engagement.|The LEA has made progress in building relationships that support student outcomes by actively encouraging families to become involved as stakeholders throughout the district, including participation in policy decisions. A strength lies in our commitment to inclusive communication. We are currently providing essential information in families' home languages, recognizing the diverse linguistic needs of our community. Furthermore, we are expanding our communication reach by employing multiple methods such as electronic platforms, phone calls, written notices, newsletters, flyers, and emails—to ensure that information about events and opportunities for involvement reaches all families effectively. These foundational efforts underscore our dedication to fostering a collaborative environment where families feel informed and invited to contribute to their children's educational journey.|Based on our self-reflection and data analysis, a key area for improvement in building partnerships for student outcomes is enhancing how educators facilitate students' exploration of their family, cultural, and communal strengths. While our current efforts focus on broader engagement, there is a need to deepen this engagement by embedding it directly into the instructional experience. This requires a shift towards more student-centered teaching methods that are explicitly designed to promote self-exploration of identity and diversity, consistently connected to relevant academic standards across various disciplines. Our ongoing implementation of Ethnic Studies courses is a direct initiative to support this improvement area, aiming to provide a structured framework for this crucial work.|We will foster an asset-based approach, recognizing the valuable knowledge and insights all families possess. Staff will be trained to proactively reach out to families to celebrate student strengths and progress, shifting away from deficit based interactions. Ongoing professional development offered to all staff focusing on culturally competent communication, including addressing implicit bias, understanding diverse family structures, and mastering effective strategies for communicating across linguistic and cultural differences.|Through numerous meetings held this year focusing on our budget, school closures, and our LCAP we were able to gather input to support decision making. Through having Family Engagement Facilitators on site we were able to support staff, students, and families opportunites to provide input.|Based on analysis, strengthening how to gather and seek input for decision making through targeted outreach is one area we can work on improving. Overall, families are asking for transparent leadership, site-based support, and equity that is responsive to the unique needs of each community, rather than blanket policies.|Working on implementing strategies for running advisory group meetings where all voices, especially those of underrepresented families, feel heard and valued is an area we can improve upon. Focusing on techniques for establishing rapport and trust with families, especially those who may have historically felt marginalized or disengaged.|4|3|3|4|4|4|3|3|4|3|3|3|Met||2025-06-25|2025
49402530102533|Santa Rosa Accelerated Charter|3|SRACS communicates regularly with their parent community through ParentSquare and their website. This was reflected in the educational partner input and local data provided via family surveys and feedback gained during parent meetings. SRACS meets monthy with the SFPO (Student Faculty Parent Organization) and the Advisory Council to make informed, data-driven decisions with the input of all stakeholders.|SRACS will continue to send out weekly messages to their parent community via ParentSquare and will continue to regularly update their website and public calendar to ensure parents remain informed. Teachers will continue to improve on their communication with individual families about their child's progress.|SRACS will continue to provide information about after school childcare and community resources that are available for underrespresented families. SRACS will continue to push for more resources like bussing and childcare at their site to support families in need at to make the SRACS program available to families of all backgrounds.|The SRACS team is committed to continual improvement in their practices and dedicates LCAP funds to professional development opportunities which they regularly seek out. They analyze assessment data on a regular basis and make adjustments when needed. The SRACS program utilizes differentiated instruction to ensure all students make progress. This has resulted in high CAASPP scores year after year.|SRACS teachers adjust their practices based on the needs of their students and the changes that come each year. Post pandemic students have demonstrated that they need more academic support and are less accustomed to being required to complete work outside of the school day. Our teachers have adjusted their workload and expectations in order to keep students motivated and engaged without overwhelming them.|SRACS teachers are committed to ensuring the success of all students and provide after school enrichment opportunities for students who need additional support.|SRACS values the input of all stakeholders when making decisions for our LEA. The team holds monthly staff meetings, SFPO (Student Faculty Parent Organization) meetings, and Advisory Council meetings where assessment and survey data is shared and analyzed. The meeting agendas are made public in order to inform as many stakeholders as possible. Meetings are hybrid as well to allow families to remotely attend.|Focus areas for improvement revolve around SEL opportunities for students. Our community has been affected by local fires and the global pandemic, and we have seen through survey data that SEL needs to be a priority. We have brought in outside resources (Free to Be) and have utilized district adopted programs (Wayfinder, Panorama lessons) in order to address the needs of our students.|SRACS will improve engagement of underrespresented families by seeking input about when and where the team should hold meetings to allow all to attend and share their recommendations for the direction the LEA should take. We value all voices and want to ensure all families are heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
49402530113530|Santa Rosa Charter School for the Arts|3|Santa Rosa Charter School for the Arts (SRCSA) places a high priority on building strong, meaningful relationships between school staff and families. Our commitment to fostering a collaborative and inclusive school community is reflected in several key strengths and areas of progress: 1. Consistent and Transparent Communication: Weekly Newsletters: Our principal and teachers send out weekly newsletters that keep families informed about school events, important announcements, and classroom activities. This consistent communication helps build trust and keeps parents engaged in their children's education. Parent-Teacher Conferences: Regularly scheduled conferences provide opportunities for personalized communication, allowing teachers and parents to discuss student progress, set goals, and address any concerns. These meetings are crucial for developing a partnership approach to student success. 2. Active Parent Involvement: Parent Advisory Board (PAB) and School of the Arts Community Organization (SACO): These organizations offer structured avenues for parent involvement in school decision-making processes. Parents collaborate with school staff to plan events, provide feedback on school policies, and support school initiatives. Volunteering Opportunities: We encourage parents to volunteer in various capacities, from classroom assistance to organizing school events. This involvement not only supports the school but also strengthens the bond between families and the school community. 3. Inclusive and Welcoming School Environment: Open House and Family Nights: Events like Open House, arts showcases, and family nights create welcoming opportunities for families to visit the school, see their children’s work, and interact with teachers and staff in a relaxed setting. Cultural Celebrations and Community Events: We celebrate diverse cultures and organize community events such as Pride Day, which help create an inclusive atmosphere where all families feel valued and respected. 4. Effective Use of Technology: Digital Platforms: Platforms on ClassLink, Google Classroom, and ParentSquare facilitate real-time communication between teachers and parents. These tools allow for quick updates, sharing of student work, and seamless communication regarding assignments and school activities. Virtual Meetings and Workshops: Virtual meetings and workshops have become part of a hybrid format in maintaining strong connections with families, providing flexibility and accessibility for all. 5. Strong Support Systems: Family Liaison and Counseling Services: Our dedicated family liaison helps bridge the gap between school and home, offering support to families in need and connecting them with resources. Counseling services are available to support the social-emotional well-being of students and families. Student Success Teams (SST) and 504 Plans: These support structures involve parents in the planning and implementation of individualized support for students, ensuring that f|Community Partnerships: Strengthening our collaboration with community organizations can provide additional support and resources for our families. We aim to build more partnerships with local nonprofits, cultural organizations, and service providers to offer comprehensive support to our school community.|Tailored Outreach and Communication: Personalized Outreach: We will develop targeted outreach strategies to personally connect with underrepresented families. This includes phone calls, home visits, and personalized invitations to school events and meetings. Community Liaisons: Appointing community liaisons from within these underrepresented groups can help bridge the communication gap. These liaisons can serve as trusted contacts who facilitate communication and engagement between the school and these families.|The Santa Rosa Charter School for the Arts has demonstrated significant strengths and progress in seeking input for decision-making through its comprehensive and inclusive approach. We have cultivated a robust system of regular engagement with our educational partners, including students, parents, staff, and community organizations such as the Parent Advisory Board (PAB) and the School of the Arts Community Organization (SACO). Our progress is evident in the diverse and frequent opportunities provided for stakeholders to share their insights and feedback, such as through monthly Character Strong assemblies, regular committee meetings, and ongoing communication via the Arts Charter Newsletter. This active participation has directly influenced the development and refinement of our Local Control and Accountability Plan (LCAP), ensuring that our initiatives align with the needs and aspirations of our school community. By fostering a culture of open dialogue and collaboration, we have made significant strides in enhancing our educational programs and supporting student success.|Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has identified key focus areas for improvement in building partnerships for student outcomes. One primary area of focus is enhancing communication and collaboration between home and school to ensure a more cohesive support system for students. This involves increasing the frequency and variety of parent engagement activities, such as workshops and informational sessions on academic and social-emotional support strategies. Another area for improvement is strengthening the involvement of community organizations and local businesses in our educational programs, creating more opportunities for real-world learning experiences and mentorship for our students. Additionally, we aim to improve the accessibility of resources and support for all families, particularly those from underserved communities, by providing more targeted outreach and personalized support. By addressing these areas, we aim to build stronger, more effective partnerships that will drive improved student outcomes across all grade levels.|Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has developed a targeted plan to improve the engagement of underrepresented families in building partnerships for student outcomes. We recognize the importance of creating an inclusive and welcoming environment for all families, especially those who have been historically underrepresented. To achieve this, we will implement a multifaceted approach that includes increasing multilingual communication through translated materials and interpreters at meetings and events, ensuring that language is not a barrier to participation. We will also expand our outreach efforts by establishing stronger connections with community organizations that serve diverse populations, leveraging their networks to reach and engage more families. Additionally, we plan to offer flexible meeting times and virtual participation options to accommodate varying schedules and accessibility needs. By providing culturally responsive family workshops and creating dedicated spaces for underrepresented voices in decision-making processes, we aim to foster a more equitable and supportive school community where all families feel valued and empowered to contribute to their children's education.|Collaborative planning, designing, and evaluating family engagement activities with our stakeholders further enhances our inclusive approach. This dedication to open dialogue and alignment with community needs fosters a supportive environment and drives positive student outcomes.|Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has identified the need to enhance the inclusivity and accessibility of our decision-making processes as a key focus area for improvement. While we have made significant strides in engaging a broad range of stakeholders, we recognize the need to further support and empower underrepresented groups to participate actively. This includes developing more targeted outreach strategies to ensure that all voices, particularly those from marginalized communities, are heard and considered. We aim to provide additional training and resources for these groups to build their capacity for effective engagement. Additionally, we plan to diversify our communication methods and platforms to reach a wider audience and ensure that input is collected in a manner that is convenient and accessible for all families. By focusing on these areas, we hope to foster a more equitable and inclusive environment that better reflects the diverse perspectives within our school community.|Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has developed a targeted plan to improve the engagement of underrepresented families in seeking input for decisionmaking. We will enhance multilingual communication by providing translated materials and interpreters at meetings and events to ensure language is not a barrier. Our outreach efforts will be expanded by strengthening connections with community organizations that serve diverse populations, leveraging their networks to reach and engage more families. Additionally, we will offer flexible meeting times and virtual participation options to accommodate varying schedules and accessibility needs. By providing culturally responsive workshops and creating dedicated spaces for underrepresented voices in decision-making processes, we aim to build a more inclusive and supportive school community where all families feel valued and empowered to contribute to their children's education.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
49402530125831|Santa Rosa French-American Charter (SRFACS)|3|"SRFACS enjoys robust and positive parent and staff relationships. Given the number of participants at meetings and events, Parent Involvement and Family Engagement is an area of strength for SRFACS. On the 2025 YouthTruth survey of families, responses were in the 97th percentile for the Engagement Summary Measure; 87% of families responded positively to the question, ""I feel engaged with my school."" The three parent/staff leadership groups are the ELAC, PAF (Parent Association Foundation) and SAB (School Advisory Board). All three groups have parent and staff representation and the meetings are well-attended. The ELAC, PAF and SAB review and provide inputs into the school LCAP. Annual surveys of our families indicate strong relationships between school staff and families. The PAF issues a weekly newsletter called La Plume that communicates volunteer opportunities and upcoming events.  Weekly messages from the principal keep families informed about school events, assessments, policies, and other updates. The SRFACS ELAC enjoys consistent and enthusiastic support. A core group of members participate in every meeting; many more come to the initial meetings of the year, ask questions and return as able and needed. ELAC enjoys open and dynamic discussions around topics such as attendance, academic achievement of our multilingual students, site safety, and social-emotional learning. One special occasion every year is the celebration of our reclassified students whom we honor with families in attendance and certificates. We alternate between day time inperson and evening zoom meetings to provide opportunities for more families to be engaged. The PAF organizes a number of school community events to build relationships among staff and families. Events include a Return to School Picnic on a Saturday following the start of school where new staff members are introduced and families get to know each other. The annual fundraiser dinner has over 200 participants. Hundreds of volunteers participate in various events and activities."|The SRFACS bilingual Spanish-speaking Family Engagement Facilitator this school year supported staff to more easily communicate with Spanish-speaking families. Holding ELAC meetings before pick-up time at school has been efficient and practical for families. By adding regular evening zoom meetings, additional families can be involved. Members of the different leadership groups are encouraged to attend each others meetings. Minutes of all meetings are available to all on the school website. The principal reports highlights from each group with the other groups.|SRFACS will continue to provide all information in multiple languages including Spanish and French. The Spring and Summer ELOP programs provide opportunities for underrepresented families to ask questions and give feedback. SRFACS does an annual Needs Assessment to gather feedback from ELAC families|The SRFACS MTSS provides opportunities for parents and staff to discuss student needs. SRFACS has extremely active Parent Association Foundation (PAF), School Advisory Board (SAB) and English Learner Advisory Committee (ELAC). The SAB, PAF and ELAC have monthly meetings and all three groups enjoy lively public comment, especially regarding Student Outcomes. Parents ask for and discuss data on student outcomes. Parents and teachers may request Student Success meetings where the teachers, administrator, parents, and school counselor discuss areas of concern and develop strategies for improved outcomes. The staff reviews student outcome data and pursue goals for improvement. Parent-Teacher Conferences give all families an occasion for partnering with their child's teacher and review data.|SRFACS will share more information in Spanish, English and French as possible so that families receive the information they need and desire. More frequent reporting of survey results and State testing outcomes could improve parent-school partnerships.|SRFACS has made good progress with building a stronger ELAC and creating bridges between the ELAC and PAF. The school will continue to work in this area. The ELAC is building capacity in understanding ELPAC and CAASPP results. Data from standardized tests helps underrepresented families understand the benefits of attendance and student engagement in their learning.|The site-based groups are excellent forums for receiving Inputs for Decision-Making. In addition, various surveys gather inputs from the school community. All members of the school community, families and staff, are asked to participate in the school's surveys. All community members are invited to attend the ELAC, PAF, and SAB meetings. Virtual meetings make it easier for more individuals to attend meetings that might be hard to attend in person.|SRFACS may benefit from increased involvement at the district level. District personnel will be invited and encouraged to attend meetings and events. Repeating communication regarding meetings and agendas could increase parent awareness of the need for their inputs.|Adding the virtual meetings is expected to increase the opportunity to Seek Input for Decision-Making. The ELAC will hold community-building pot luck evenings to the comfort level for underrepresented families to be engaged with the school. Our ELAC meetings enjoy robust informational exchanges and conversations and we will build on their inputs.|5|5|5|4|4|4|5|5|5|5|4|5|Met||2025-06-25|2025
49402530128074|Cesar Chavez Language Academy|3|We at CCLA strive to ensure that families are engaged in all school activities. Teachers send weekly newsletters as well as our Family Engagement and administrators. We hold different events that are educational and fun for the whole family. We also partner with our Foundation to have other activities as well.|We would like to ensure that all families are utilizing parent square and Aeries to communicate with us. As well for us to be transparent on the students meeting standards and were they are.|We have a strong ELAC and DLAC representatives. We pride ourselves in having a strong family commitment to be involved at school. We have different opportunities for our parents to be involved.|Looking at our data we are continuously looking to grow and implement AVID strategies to engage students in their education to ensure high student outcomes.|We will continue to have PLC and have classroom learning rounds. We will also continue to have smart goal meetings with our students and parents to ensure that they have a clear understanding where they are at and what they need to do to improve.|Families are asked to become more involved as stakeholders in our district whether it is at a site level or whole district. This includes decisions in policies. The level of family engagement varies from site to site but much work is involved to grow in this capacity with providing opportunities for all families to gather information in their home language and increase the communication of inviting their participation to all events in multiple methods of communication (electronic, phone, written, newsletters, flyers, and or emails).|We are constantly meeting with our families in different groups such as: ELAC, coffee chats, Foundation, parent nights and others.|We should be able to increase the participation in our surveys from our families.|We will hold meetings at different times and different media outlets.|4|4|4|4|4|4|4|4|3|4|4|4|Met||2025-06-25|2025
49402536116958|Kid Street Charter|3|"Kid Street excels in this area, offering numerous opportunities for caring adults to engage in our educational community. These include on-campus events like Back to School night, STEAM Night, community lunches and dinners, and art events such as poetry recitals and dance recitals.  Kid Street Charter conducts a school climate survey through PBIS to assess our strengths and progress in engaging our families, whom we refer to as ""caring adults,"" in their children's educational journey. Our current strengths include: creating a welcoming school environment, teachers promoting academic success for all students, and teachers treating all students with respect."|As mentioned above, Kid Street excels in this area according to local survey data. However, there is always room for improvement, and we aim for all caring adults to attend conferences and school events, not just the majority.|Our school is committed to ensuring that families from all walks of life are equally reached. We will not only focus on translation and connection, but also on communicating with grace and approachability. We want families to know we are invested in their children and want them to be part of their education. This will be achieved through repeated, thoughtful engagement in everyday interactions and planned events alike.|Our school takes pride in ensuring that students receive the necessary interventions to meet standards. Our intervention program includes credentialed teachers, community tutors, and evidence-based systematic programs tailored to students' needs. Caring adults in our students' lives are always invited, welcomed, and encouraged to be part of their child's intervention programming.|The PBIS school climate showed that we improved in building a partnership with caring adults in the area of teaching and learning compared to last school year.  This is very exciting.  We focused on clearer communication about our assessment tools, such as MAP Growth, during school orientation, conferences, report cards, and Student Success team meetings.  We believe that caring adults should be actively involved in their child's goal-setting process at school because their engagement is crucial for the student's academic success and overall development. Using the MAP Growth assessment tool, caring adults can gain a clear understanding of their child's current academic standing, strengths, and areas for improvement.|At Kid Street Charter, we can further engage underrepresented caring adults, such as Hispanic families, in the academic goal-setting process by implementing several inclusive strategies. As above, our rating in this area rose! We will continue to perfect the following strategies. Firstly, we can provide bilingual communication and resources to ensure that language barriers do not impede participation. Hosting culturally relevant events and workshops that highlight the importance of academic goal setting and how families can support their children is also essential. Additionally, offering flexible meeting times and virtual options can accommodate diverse schedules, making it easier for all families to be involved. Partnering with community leaders and organizations can help build trust and create a welcoming environment for Hispanic families. By fostering a culturally sensitive and inclusive approach, we can encourage active participation and collaboration in helping students set and achieve their academic goals.|At Kid Street Charter, we go beyond utilizing high-quality surveys for input in our decision-making process. We proactively engage our caring adults in meaningful conversations with teachers, the principal, office staff, and even the after-school program. Through daily interactions, we ask questions, listen attentively, and seize these honest moments to continuously enhance and grow as an educational community.|To enhance our decision-making process, we could expand our approach to seeking input by offering multiple high-quality surveys. This would allow us to establish smaller goals throughout the school year instead of relying solely on formal input gathered at one specific point in time.|To increase survey participation among caring adults at Kid Street Charter, several strategies can be implemented. Firstly, providing clear and concise information about the importance of survey participation and how it directly impacts decision-making for their children can help motivate caregivers to complete surveys. Offering incentives such as raffle entries, gift cards, or recognition for participation can also encourage engagement. Additionally, utilizing multiple communication channels such as email, text messages, social media, and school newsletters can ensure that caregivers receive reminders and access to surveys conveniently. Tailoring survey questions to be relevant and inclusive of diverse family backgrounds and experiences can also enhance participation rates. Furthermore, establishing a culture of transparency and responsiveness by sharing survey results and demonstrating how feedback has been incorporated into decision-making processes can further incentivize ongoing engagement. Through these efforts, Kid Street Charter can effectively increase caring adult participation in surveys and thereby enhance the collective voice in shaping their children's educational experiences.|5|5|5|5|5|5|5|4|4|4|4|4|Met||2025-06-26|2025
49705990000000|Alexander Valley Union Elementary|3|Based on Stakeholder input from our annual LCAP collection input survey data form, families feel that our LEA's strengths include communication with our families. Alexander Valley school continues to make building and maintaining positive parent relationships a top priority. We are aware of the difficulty in building relationships with families due to the pandemic and teachers are focusing on more outreach such as newsletters, emails and phone calls, in order to communicate with parents.|The LEA will continue to find ways to re-engage families post-pandemic. New visitor/volunteer protocols were established in May of 2023 which quickly assisted our team to reconnect with our families on-site. As we conclude our 2024-2025 school year, we are making a concerted effort to notify families of school-wide events, community events, and possible volunteer opportunities. We are continuing to find ways to increase attendance and student engagement. Our office is making numerous phone calls to improve our attendance and support families when students miss school frequently.|The LEA will make a concerted effort to engage underrepresented families in a attempt to build a strong relationship and support families when needed. We will increase our counselor time with the use of One-Time Funds in an attempt to engage these families through phone calls, emails, and at-home visits.|"Partner input through AVSPC, Staff meetings, Tech Committee, Safety Committee, Curriculum Committee, Budget Committee, and Board of Trustee Input, the community feels Alexander Valley School is effective in building partnerships for positive student outcomes. This is most reflected in K-6 student outcomes, including in our trimester benchmark data, highlighting 87% of AVS students ""at or above"" standards in ELA, and 89% of AVS students ""at or above"" in Math."|In early May 2025, we calculated over 400+ visitors/volunteers to the school. This includes teachers soliciting parent volunteers for field trips and attending on-campus parent meetings. Over a year ago, this work fostered new families joining committees and supporting on-campus learning.|With 40% of our teachers fluent in Spanish, AVS will continue to help bridge support and personal outreach to our underrepresented families, including documents being translated and going home to all families, holding in-person meetings to help support our families who may have felt less connected to our school. Phone calls, conferences, and other opportunities to meet and discuss important topics will be maximized.|Through AVSPC meetings, weekly communication newsletters, committees, and our annual parent feedback sessions during parent/teacher conferences, we are able to receive a fair amount of feedback from our educational partners. This feedback has helped our team make adjustments in policies and procedures to ensure all aspects of teaching and learning are maximized.|The principal will meet with families and parents through our AVSPC parent club meetings. In addition, the principal and staff are often present in the parking lot during drop-off and pick-up to have a quick check-in chat with various families. These informal meetings will give families a chance to ask questions and address concerns as well as receive weekly communication updates from the principal via our Tuesday Mail flyer. AVSPC meetings and other committees also allow the principal to speak directly with families and volunteers regarding decisions that need to be made with stakeholder input.|"Our team continues to find ways to maximize outreach to our parents and community. We begin engaging our new families with registration and First Day packets, and our ""Back To School Night"" when the new school year begins. Meeting families and asking them to become involved in various committees helps provide underrepresented families the opportunity to become engaged and show that we connect and value their insights. We will provide a questionnaire in English and Spanish asking parents to sign up for committees and how they feel they can support our school at our Back to School event."|5|5|5|5|5|5|5|5|5|4|4|5|Met||2025-06-09|2025
49706070000000|West Sonoma County Union High|3|The District continued to focus on building relationships with parents and creating welcoming environments in our schools and district office. We created a communications specialist position and progress has continued with regard to connecting and building relationships with families.|The District utilizes the Youth Truth family, staff, and student surveys to collect and measure a variety of data. Through the re-imagination of our strategic plan which is our new 3 year LCAP, the District has on-boarded a new Family Engagement Facilitator position to assist the District in the improvement of building meaningful connections and relationships between school staff and the families of our West County community.|Through a process of identifying the needs of underrepresented students, the District's LCAP Educational Partner team conducted second an in-depth root cause analysis to identify the barriers that students face which inhibit their success. Ongoing communication efforts and the addition of an additional Family Engagement Facilitator has supported the District on identifying targeted interventions in this area.|The District provides families with information and resources and is making progress in building partnerships with parent and student committees to continue our work in building a more robust educational partner engagement process.|The District is focused on continuous improvement with regard to the engagement of underrepresented families through the curation of authentic opportunities for engagement to best meet their personal needs.|The District has on-boarded a second Family Engagement Facilitator position to further support the engagement of underrepresented families as identified throughout our LCAP Educational Partner engagement sessions.|The District supports principals, administrators and staff with family engagement processes. The District continued to gather additional data throughout our LCAP Educational Partner engagement sessions to further inform how we improve in the area of seeking input for decision-making. The District continued a robust LCAP strategic planning process which included 3 sessions with our widely represented educational partner committee. Our TOSA of Educational Services facilitated educational partner committee meetings and conducted additional conversations with individual students representative of the underrepresented student groups.|We continue to develop our Site-Council teams and processes as well as provide additional opportunities for families to learn about our LCAP engagement process.  In addition our TOSA of Educational Services will continue to engage with staff and students throughout the year as they facilitate professional learning opportunities and foster a culture of positive student engagement and standards based grading. Our Diversity, Equity and Inclusion TOSA will continue to foster our restorative culture and ensure that our underrepresented students have full access to our educational program.|The District has continued to improve the engagement of underrepresented families in the decision-making process by ensuring their representation on the School Site Council's and other parent represented committees that are responsible for assisting the District in informing our vision and implementing our strategic plan. Our Board represented Diversity, Equity and Inclusion committee meets monthly and has been working diligently to implement our DEI initiative framework and action plan. Members of our committee also represent their respective roles as members of the LCAP educational partner committee. We will continue to improve engagement of underrepresented families through our efforts to ensure that all students and families have equitable resources and access to our educational programs and MTSS services.|4|4|3|3|3|3|3|3|5|3|3|3|Met||2025-06-25|2025
49706150000000|Bellevue Union|3|BUSD strives to build positive relationships between school staff and families. The staff works to foster caring relationships with their students and families through their daily interactions and teaching.  Sites offer extracurricular and family engagement events to build a sense of school community and belonging.  In addition, these events help to create and develop a strong sense of school pride and connectedness.  Staff regularly contact parents to engage in two-way communication to ensure there is a supportive learning environment and robust partnership to best support students.  The use of Parent Square has facilitated greater communication between our families and the district, the school, and the classroom teacher.   Results from the Youth Truth survey indicated that our families responded favorably to building relationships between school staff and families.  The District will continue to focus on this positive response and work to strengthen the degree to which families experience respect, care, service, and approachability at the school sites.  The use of the Family Engagement Facilitators at all of the sites helps to strengthen the school-to-home relationships as these individuals communicate directly with our Spanish-speaking community to help increase the partnerships between schools and families.|To improve building relationships between school staff and families, the District will engage in professional development that builds teacher capacity to establish connections with their students and families.  Staff will attend training sessions that foster creating positive learning environments and inclusive school cultures.  The staff will experience training that details how to administer appropriate academic support and intervention, and how to respect and honor the diversity of our student body and community.  Staff will continue to work diligently to ensure all campuses are inviting and welcoming.  The District implements a social-emotional learning curriculum, where lessons throughout the school year focus on important character traits and attributes. The implementation of the curriculum will help students deal with conflict management, responsibility, and accountability. BUSD will also focus on building parent capacity to serve as leaders of site and district groups.|As a result of educational partner input and local data, the District will provide cultural competence and understanding of other backgrounds, nationalities, and cultures that represent less than 10% of the overall student population. The Family Engagement Facilitators will personally contact our underrepresented families and invite them to important meetings and events while encouraging unrepresented families to partner with the sites to best meet the individual needs of their children.  All sites, including the District Office, have bilingual staff to assist students and families.    BUSD will also provide parent training around inclusive practices for students with disabilities.   To support underrepresented families in building relationships with staff, the District will continue to provide opportunities for community building, recognition of achievements, and celebrations of success.  The District will also continue to seek feedback and input from its educational partners through town hall meetings, surveys, and site meetings with principals.|BUSD's strengths related to building partnerships for student outcomes include several actions to support students.  Parent/Teacher conferences are held in grades TK-6 to discuss student academic progress and social development with parents and guardians.  Sites utilize the Student Success Team (SST) model to meet with families if their child is struggling academically or socially, and parents are informed when it is determined that their child is classified as an English Language Learner, classified as a Long Term English Language Learner, and consulted when their child is reclassified for obtaining English proficiency.  All school sites have opportunities for counseling services should students need additional social/emotional support.  Students with disabilities are supported through the IEP (Individualized Education Program) process, and site and family teams work collaboratively to provide each child with his/her additional services to ensure academic and social progress.    In addition to partnering with families, the District partners with several community organizations, including the Sonoma County Office of Education, CALFire, North Bay Children's Center, the Redwood Empire Food Bank, the Sonoma County Public Library, and the Napa County Office of Education COOL School program, to ensure the academic, social-emotional, and health needs of all students are met.  Through relationships with these organizations and others, students are served and their needs are addressed.  These community partnerships allow the District to provide wrap-around services for students that include academic support, mental health counseling, medical services, and parent training/information sessions.|To improve building partnerships for student outcomes, the District is expanding its ability to provide training for staff and Family Engagement Facilitators to help parents understand the academic trajectory of student success.  The District will utilize opportunities at parent meetings to discuss the significance of attendance, behavior, and academics, with an emphasis on having students perform at their personal best.  Parent/Teacher conferences, School Site Council (SSC), English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) meetings will outline the importance of progression in English to ensure English learners are reclassified before leaving the district if they have attended Bellevue schools for at least 5 continuous years, and discuss the significance of maintaining grade level standing.    Staff will continue the data review process to monitor student academic progress.  Through the use of Professional Learning Communities and data review teams, staff will analyze student achievement and adapt their teaching methods through differentiated instruction to best support learning.  Survey data has indicated there is a greater need for academic rigor, and to that end, the District will support and monitor the district's Instructional Framework to continue to build teacher capacity. In addition, the District will distribute information related to the use of district adopted adaptive programs in multiple languages.|The District will improve the engagement of underrepresented families to build partnerships for student outcomes by continuing to send home communication in multiple languages, continuing to develop and expand partnerships with community organizations including Santa Rosa Junior College and Sonoma County Adult Education to offer courses on campuses to support adult learning, and commit to providing professional development and training to staff to improve academic and social-emotional interventions to enable students to remain in good academic standing.  The District will also utilize the Family Engagement Facilitators and parent meetings to help with creating a more thorough understanding on the part of parents regarding the reclassification of English learners, the challenges Long Term English Learners (LTEL) and students considered at-risk of becoming a Long Term English Learner will face as they progress through the grade levels, and how students can become eligible for four-year universities and entry into the workforce.  The District will also build staff capacity around culturally responsive practices and the use of technology to ensure families and teachers can communicate in the families' home languages.|BUSD considers gathering feedback and input from our educational partners for decision-making one of its major priorities.  BUSD utilizes a robust communication system, office staff, and site and district newsletters to provide timely invitations to meetings that gather educational partner input and allow for data review and discussion opportunities.  Through both District and school site committees, educational partners are encouraged to share their thoughts and concerns regarding how to improve the educational experience of the students.  Numerous surveys are sent throughout the school year to help determine satisfaction or concern with the schooling system.  Information is shared through board meetings, committee meetings, school and district newsletters, websites, town hall meetings, coffee chats with the principals, weekly updates, marquis, and staff emails and phone calls.|"Data from the Youth Truth survey indicated that families reported ""Communication & Feedback"" as the greatest area of strength for the District at 95% success rate.   While this is a significant area of strength, the District will continue striving to improve seeking input for decision-making.  The District will continue to increase outreach for individuals to serve on committees and participate in key decisions.  BUSD will continue to make a concerted effort to increase attendance at all district and site meetings through communication regarding these meetings and events and sending personal reminders to our families.  The District will empower parents by increasing their awareness of their impact in providing input for decision-making.  When inviting participants to attend the meetings, the District will explain the connections between educational partner input and the potential for change and improvement in student outcomes.  Through the initial Title I meetings with families, site principals will discuss the specific regulations and responsibilities the schools and parents will follow to ensure partnership and collaboration with families to improve seeking input for Decision-Making.   In addition, the District will increase its efforts to engage families in taking the YouthTruth Survey."|The District will continue to increase its efforts to connect with underrepresented families and extend invitations in multiple languages to participate in meetings and sessions where stakeholder input and feedback are gathered.  The Family Engagement Facilitators will personally provide invitations to underrepresented families and expand outreach efforts.  Through conversations that stress the importance of their feedback, the Family Engagement Facilitators will encourage underrepresented parents to participate in the meetings.  Translation services will be provided at the input gathering meetings to ensure parents of English language learners have the opportunity to share their input and feel comfortable in the meeting environment.|5|5|4|5|3|4|5|5|5|5|4|4|Met||2025-06-17|2025
49706230000000|Bennett Valley Union Elementary|3|BVUSD meets the standards for this state priority. Our implementation and progress on Priority 3 are reflected in the LCAP through Action 2 and monitored using Metrics 2.1, 2.4, and 2.5. These track improvements in attendance, climate and connectedness, and family communication and engagement.  The district has a well-established practice of promoting broad and meaningful engagement with educational partners. Families are invited to participate in decision-making and collaborative planning through a variety of formal groups, including the District Advisory Council, ELAC/DELAC, the Bennett Valley Alliance of Parents and Teachers (BVAPT), and the Bennett Valley Education Foundation (BVEF). These partnerships ensure feedback informs programs and services across both school sites.  Outreach efforts are intentional and adapted as our population evolves. BVUSD actively seeks input from families of underrepresented student groups and those who may face barriers to participation. District-wide surveys, like YouthTruth, are key sources of feedback and enjoy high participation rates. Families also have ongoing opportunities to provide input through site-level events, forums, and advisory meetings.  The 2024–25 YouthTruth Survey reflected strong progress. Families reported increased feelings of connectedness (88%, up from 86%) and feeling valued by their school (73%, up from 66%). Perceptions of school culture also improved (81%, up from 75%). These results demonstrate the district’s commitment to cultivating authentic, trusting partnerships with families.  BVUSD’s strengths in this area include frequent communication, multiple access points for input, inclusive representation on advisory bodies, and consistent two-way engagement practices. Our focus going forward is to continue deepening engagement among families of unduplicated students and those with exceptional needs, ensuring all voices shape our shared work to support student success.|While BVUSD has made meaningful progress in family engagement, as reflected in a rise from 58% to 66% in families reporting feeling engaged, there remains a significant opportunity to deepen partnerships and increase participation across all groups.  Specifically, the district is focused on increasing active involvement in structured decision-making forums and improving connections with families who have historically been underrepresented in these spaces.  A key area for improvement is participation in the District Advisory Council (DAC), which is in its third year. The DAC was intentionally designed to serve as a consolidated body for input across several stakeholder groups, including DELAC, parents of students with disabilities, and representatives from both classified and certificated staff. It also functions as the School Site Council and Budget Advisory Committee. Despite this integrated and inclusive structure, attendance and ongoing participation in DAC meetings remained low throughout the 2024–25 school year.  This signals a need for more targeted outreach, clearer communication about the council’s role and impact, and more accessible meeting formats. In response, BVUSD plans to revisit its engagement strategies, including exploring flexible scheduling, hybrid participation options, multilingual outreach, and personalized invitations to families who are less likely to participate. Additionally, we aim to elevate the visibility of the DAC’s contributions and outcomes to reinforce the value of participation.  While survey data indicates that families feel more connected and valued than in previous years, BVUSD recognizes that strong relationships are built not just through communication, but also through meaningful collaboration. Strengthening recruitment and retention within advisory bodies is a top priority as we strive to build sustained, equitable partnerships that support student success.|The findings from this self-reflection directly inform revisions to the Local Control and Accountability Plan (LCAP). Actions 2.4 and 2.5 are designed to support equitable access to information, inclusive family engagement, and culturally responsive communication strategies. These are monitored and refined through annual surveys, board updates, and districtwide data reviews.  BVUSD recognizes the importance of strengthening partnerships with families who have historically faced barriers to engagement, particularly Spanish-speaking families, socioeconomically disadvantaged households, and families of students with disabilities or exceptional needs. Input from the self-reflection process has informed targeted strategies embedded in LCAP Actions 2.4 and 2.5, which aim to ensure equitable access to information, inclusive engagement structures, and culturally responsive communication.  To build stronger relationships, BVUSD will expand both formal and informal opportunities for underrepresented families to connect with school staff and with one another. The district plans to increase community-building events, such as the successful “Meet the Teacher” event launched in 2023, which provides accessible and welcoming opportunities for families to meet staff and become familiar with school environments before the academic year begins. These efforts will continue in 2024–25 and may include the development of multilingual materials and interpretation support to encourage broader participation.  The District Advisory Council (DAC) continues to evolve as a space for family input. In the coming year, BVUSD will intensify its efforts to recruit diverse participants, including parent representatives of English learners and students with disabilities, and will strive to ensure that meetings are offered in formats that minimize logistical barriers. Translation of materials, hybrid meeting options, and intentional outreach by bilingual staff will remain key strategies. To further bridge the gap, BVUSD will enhance outreach in partnership with community-based organizations that serve Spanish-speaking and low-income families, offering family education nights and workshops tailored to their expressed needs. The district will also continue to improve its use of ParentSquare and translated communications to ensure every family receives information in their preferred language and format.  By making engagement more personal, accessible, and culturally responsive, BVUSD aims to foster stronger, more sustained partnerships that support student learning and shared school success.|BVUSD meets the standards for LCFF Priority 3: Parent and Family Engagement. Implementation of this priority is woven throughout the 2025–26 LCAP and is most explicitly addressed in Goal 2, particularly Actions 2.4 and 2.5, which focus on building engagement, improving communication, and strengthening school connectedness. Family engagement is approached as a process of continuous improvement, with practices routinely evaluated and refined in collaboration with educational partners.  BVUSD supports multiple structures for family input and shared decision-making. Parents and guardians participate in the District Advisory Council, ELAC/DELAC, the Bennett Valley Alliance of Parents and Teachers (BVAPT), and the Bennett Valley Education Foundation (BVEF). These groups offer direct input on district programs, resource allocations, and schoolwide improvement efforts. Advisory groups include representation from families of English learners, socioeconomically disadvantaged students, and students with disabilities.  Feedback is also gathered through districtwide surveys (notably YouthTruth), public comment during board meetings, budget study sessions, and site-level events. LCAP development includes at least three public board presentations per year, and agendas are shared in advance with invitations to submit comments through ParentSquare. These engagement opportunities ensure input is both accessible and impactful.  District staff use collaboration time, including PLC meetings, to reflect on data, adjust instruction, and coordinate outreach to families. Communication of learning goals, academic progress, and student needs is prioritized. SEL programs such as Toolbox and RULER extend beyond the classroom, offering shared language and strategies for families at home. The California Principal Support Network (CAPS) further supports leadership in equity-focused, standards-aligned instructional practices that connect directly to family engagement goals.  YouthTruth survey data from 2024–25 affirms progress in this area. Families reported increased connectedness (88%, up from 86%), a stronger sense of being valued (73%, up from 66%), and more positive views of school culture (81%, up from 75%). These improvements reflect strong relational trust and shared investment in student outcomes.  BVUSD’s strengths include high participation rates, clear communication systems, inclusive advisory structures, and responsiveness to input. Moving forward, the district will continue prioritizing outreach and engagement among families of unduplicated students and individuals with exceptional needs to ensure all voices contribute to a supportive, inclusive school system.|BVUSD recognizes Building Partnerships for Student Outcomes as a district strength; however, local data and educational partner feedback suggest that important areas for growth remain. While communication is frequent and generally well-received, there is still work to be done in translating that communication into sustained, two-way partnerships, particularly with families who have been historically underserved or underrepresented in school-level planning and decision-making.  The 2024–25 YouthTruth Survey indicated that 66% of families felt engaged by their school, up from 58% the previous year—a positive trend, but one that leaves substantial room for continued improvement. In particular, we aim to focus on fostering more proactive collaboration around student learning, where families feel not only informed but equipped and empowered to support their child’s academic and social-emotional growth.  One emerging area of focus is ensuring that families consistently receive timely and actionable feedback about their students' progress. Although the majority of families report receiving learning expectations and progress updates, data show slight discrepancies based on home language. Spanish-speaking and multilingual families, for example, reported slightly lower clarity around academic expectations compared to their English-speaking peers.  Additionally, while programs like Toolbox and RULER offer great potential for school-to-home connection, we intend to expand family learning opportunities that support alignment between home strategies and school instruction. This may include family workshops, translated take-home resources, and interactive school events focused on literacy, math, or social-emotional development.  In the coming year, BVUSD will also work to strengthen staff capacity in family partnership practices through targeted professional development and deeper integration of family engagement into our collaborative planning systems. Our goal is to ensure all families (regardless of background) experience our schools as welcoming, inclusive, and deeply committed to working together in support of student success.|The self-reflection process has reinforced BVUSD’s commitment to reducing access barriers and strengthening partnerships with underrepresented families, including those who are Spanish-speaking, low-income, or supporting students with exceptional needs. This work is anchored in LCAP Actions 2.4 and 2.5, which promote inclusive communication, equitable access to services, and shared responsibility for student success.  To increase access to critical school information, BVUSD will continue to offer multilingual communication through ParentSquare and translated written materials. In-person interpretation and bilingual staff support will be expanded as needed, ensuring families receive timely, understandable updates in their preferred language. This is not only a legal obligation—it is a core equity practice that empowers all families to engage fully in their child’s education.  Recognizing that logistical barriers can inhibit participation, BVUSD is committed to offering supportive wraparound services. For example, the district’s partnership with the YMCA has enabled on-site childcare at Yulupa Elementary. This program, which began in 2022–23, provides no-cost care to eligible families. Continued investment in this program is critical to reducing the participation gap in family engagement events and meetings.  Additional foundational supports include universal access to free meals for all students, with a particular focus on ensuring that socioeconomically disadvantaged students have their nutritional needs met on a daily basis. BVUSD will also continue to provide no-cost transportation for all students. This ensures reliable, on-time access to school, supporting both attendance and family engagement, especially for working parents and those without access to consistent transportation.  These combined strategies—language access, childcare, nutrition, and transportation—are central to BVUSD’s broader effort to remove systemic barriers. In 2025–26, the district will continue to refine these supports based on family feedback and data monitoring, ensuring that partnerships are built on trust, responsiveness, and a shared investment in student outcomes.|BVUSD meets the standards for LCFF Priority 3: Parent and Family Engagement. Implementation of this priority is integrated throughout the 2025–26 LCAP and is most explicitly addressed in Goal 2, particularly Actions 2.4 and 2.5, which focus on fostering engagement, enhancing communication, and strengthening school connectedness. Family engagement is approached as a continuous improvement process with intentional structures for input, reflection, and refinement.  BVUSD demonstrates significant progress in seeking input for decision-making by ensuring that educational partners (particularly families) have a voice in shaping district policies and priorities. Advisory and collaborative groups include the District Advisory Council, ELAC/DELAC, the Bennett Valley Alliance of Parents and Teachers (BVAPT), and the Bennett Valley Education Foundation (BVEF). These groups include representation from families of English learners, socioeconomically disadvantaged students, and students with disabilities, ensuring that historically underrepresented voices are present and engaged.  Throughout the 2024–25 school year, the district offered a series of Budget Study Sessions (October–February) to provide transparent information and collect meaningful feedback on funding priorities, particularly in response to ongoing fiscal constraints. Family input was also solicited at public board meetings, in LCAP planning sessions, and through targeted outreach on key plans and reports including the Comprehensive School Safety Plan (CSSP), School Accountability Report Card (SARC), and Local Indicators.  To promote accessibility, all engagement opportunities are communicated via ParentSquare, translated as needed, and supported through flexible formats (e.g., surveys, in-person events, written comment). The YouthTruth survey serves as a key feedback tool and received a strong response rate from families in 2025.  Families reported improvement across several key areas: 88% of families felt connected to their school (up from 86%), 73% felt valued (up from 66%), and 81% rated their school’s culture positively (up from 75%). The district also observed growth in participation and empowerment among Spanish-speaking families and parents of students with disabilities.  Key strengths include multiple entry points for family input, responsive and transparent communication systems, high engagement in feedback tools like YouthTruth, and inclusive advisory structures. BVUSD will continue to prioritize engagement of families from underrepresented backgrounds and maintain clear, consistent communication channels that invite shared leadership and informed decision-making.|While BVUSD has established multiple avenues for family input, including the District Advisory Council (DAC), DELAC, board meetings, and surveys like YouthTruth, participation in some of these structures (particularly the DAC and DELAC) remains inconsistent. As a result, one clear area for improvement is increasing awareness of these forums, strengthening outreach, and reducing barriers to engagement.  Feedback indicates that some families are unsure how their voices influence decision-making or are unaware that their participation in advisory structures can directly shape district priorities. To address this, BVUSD plans to improve transparency about how input is used, including clearer communication loops that close the gap between feedback collected and the actions taken in response.  Another area of focus involves building both family and staff capacity to engage in meaningful shared decision-making. For families, this may include developing clearer onboarding materials for advisory group participation, offering training sessions or leadership development opportunities, and increasing access to multilingual and culturally responsive facilitation. For site leaders, ongoing professional development will support more inclusive facilitation practices and ensure that school sites foster a culture of listening, collaboration, and shared ownership.  The district also seeks to ensure that input from families of English Learners, students with disabilities, foster youth, and low-income students is not only solicited but meaningfully integrated into planning processes. By elevating these voices and increasing the clarity of input-to-action pathways, BVUSD aims to deepen trust and create more authentic, sustained partnerships around district decisions.|Findings from the self-reflection process have emphasized the importance of deepening engagement with underrepresented families (particularly English Learners, families of students with disabilities, and socioeconomically disadvantaged groups) in meaningful decision-making processes. In response, BVUSD is strengthening and refining its structures through LCAP Actions 2.4 and 2.5, which support inclusive, multilingual communication, family partnership, and equitable access to district planning efforts.  To ensure underrepresented voices are not only heard but also influential in decision-making, the district will focus on expanding participation in advisory groups such as the District Advisory Council (DAC), ELAC/DELAC, and joint parent-teacher organizations. This includes targeted recruitment of family members from underserved groups, more precise explanations of each group’s purpose and impact, and logistical supports such as interpretation services, transportation, and flexible meeting times.  BVUSD also plans to add new formats for input, including informal listening sessions, virtual town halls, and translated surveys. These will provide families with multiple, accessible ways to engage with district planning, especially those who may not participate in traditional committee structures.  Two-way communication remains a priority. The district will continue to utilize ParentSquare, which features embedded translation tools, and maintain clear messaging about how parent input is used. Additionally, the district will offer opportunities for direct engagement with site and district leadership through one-on-one meetings, public hearings, and feedback forums.  Participation in community-based groups such as the Bennett Valley Education Foundation (BVEF) and the Bennett Valley Alliance of Parents and Teachers (BVAPT) will remain a key avenue for shared decision-making. Teachers and administrators participate in these groups, offering ongoing spaces for collaboration, feedback, and shared problem-solving.  In 2025–26, BVUSD’s focus will be on reducing barriers, expanding communication pathways, and ensuring that underrepresented families see their input reflected in district priorities and outcomes. Through culturally responsive outreach and strengthened systems of engagement, the district remains committed to creating inclusive and responsive structures that support student success and family partnership.|5|5|4|4|4|5|5|4|4|4|5|5|Met||2025-06-12|2025
49706490000000|Cinnabar Elementary|3|Our YouthTruth survey data re-enforced our belief that Cinnabar creates a welcoming partnership with families while building a safe and caring learning environment for kids. The parent results were all combined together this year. In the past, it was separated into 3-5 and 6-8. In the area of engagement and empowerment to influence decision making, we were already successful in 2023-24, but we improved slightly in 2024-25 as well, moving from a 3.88 average to 3.90 average (in the 69th percentile for the county).  Two more key data points in this area are in the relationships and the communication/feedback sections.  Third through fifth grade parents average rating in 2023-24 was 4.59 on a 5 point scale for relationships, putting Cinnabar in the 97th percentile, well ahead of the state and county averages. There was a similar outcome in grades 6-8, scoring in the 90th percentile with a 4.24. This year, YouthTruth combined all the parent data together, so we had a total score of 4.39 in 2024-25, which brakes down to a similar score to the prior year, finishing in the 76th percentile, well above the county and state averages. In communications and feedback, Cinnabar families rated us in the 91st percentile (4.30) for grades 3-5 in 2023-24. In grades 6-8 we were rated in the 85th percentile at 3.83. All were significantly higher than state and county averages. Again, YouthTruth combined those groups this year, and we scored a 3.97 (49th percentile) when they were combined.|The one area for growth in the relationship building based on feedback in school site council and ELAC (among others) was with some of the two-way communication formats. Based on the feedback, there is a proposal for our Thursday folders (which were supposed to be returned by Friday) will now go out on Monday and be returned on Friday. This gives parents a better opportunity to respond. We will also work to digitize as much of it as possible and send it via the parent's preferred form of communication through ParentSquare as well. Feedback from families and the site council and ELAC showed parents preferred Parent Square and Text to other forms of communication.|We added to our engagement goal, in the new LCAP, the action of improving our social media presence and to have classroom websites from all teachers. We also engaged our ELAC and education foundation in discussion about activities and opportunities for community building and we will be doing as many of those activities as possible. The new Webpage will launch this summer, social media is up and slowly running, and we will have a designated employee who updates social media daily. The webpage will also include the school's morning announcements.|The Cinnabar staff works hard through a thorough SST process, conferences, newsletters and e-mail communication to keep families informed and empowered in the learning process of their students. The SST process includes conversations about the supports given during the school day, offers supports in the after school care program, includes sending home chromebooks with students who don't have devices at home and outlining ways for the parents to support the student. In 2023-24 the YouthTruth survey indicated a 4.15 rating (86th percentile, 1-3rd grade families) and a 3.91 rating (81st percentile, 6-8th grade families) in regards to the school district deploying the necessary resources to support students. In 2024-25, the two groups were combined as one and the overall rating was 4.00, which is approximately where it was the year before when you combine the two.|We are looking to improve involvement in both our ELAC and CEF (parent organization), while maintaining our strong SST process and School Site Council) to assure we get the feedback needed to help out. We have had initial discussions about parent university or classes for families. In 2024-25, we engaged families more about the ELPAC process, so parents understood and were aware of what their students were being assessed on. We will continue this practice moving forward, because it was received well. Another piece of data from on-campus parent surveys was that we increase the number of familiy events on campus, which we are working on internally and through the Cinnabar Education Foundation.|We will continue to utilize our student-community liaison to connect with families, as well as deeper development and planning with our ELAC group to help parents and staff work together toward those goals. We will also continue to connect our ELAC/DELAC meetings attached to other functions to increase turnout and engagement.|During the 2023-24 school year, we revived the Cinnabar Education Foundation (our parent-teacher organization), making it active again after it went into lapsation due to lack of involvement since Covid. We also made a major push to get our ELAC started up again with some success. We had great involvement at the start of the year, and ELAC families came together to do a Tamale fundraiser, collecting donated items to make the tamales and then using the commercial grade kitchen on campus to make the tamales and then sell them as a fundraiser. In 2024-25 the CEF became fully functional and hosted a plethora of events for students and families (Movie night, Roller Skating, Middle School Night, Family Dance, Family Picnics, Dine and Donates and several other activities). We received input for decisions in CEF, ELAC and Site Council meetings. We also sent out surveys and did on-site surveys.|In 2023-24 we had momentum in the beginning of the year for ELAC, but we were not able to maintain that high level of attendance at meetings, so this year, we will pre-schedule those meetings and have them in the back-to-school packet and so we can discuss it with families at the back to school barbecue and at conferences, open house, etc. In 2024-25, we upped our efforts to include parent education around the ELPAC test, we held meetings in a variety of forms and times (even some connected to other events) to see where we would get the most buy-in.|In 2023-24 we had momentum in the beginning of the year for ELAC, but we were not able to maintain that high level of attendance at meetings, so this year, we will pre-schedule those meetings and have them in the back-to-school packet and so we can discuss it with families at the back to school barbecue and at conferences, open house, etc. In 2024-25, we upped our efforts to include parent education around the ELPAC test, we held meetings in a variety of forms and times (even some connected to other events) to see where we would get the most buy-in.|5|5|5|4|5|5|5|4|4|4|4|4|Met||2025-06-24|2025
49706496051635|Cinnabar Charter|3|Our YouthTruth survey data re-enforced our belief that Cinnabar creates a welcoming partnership with families while building a safe and caring learning environment for kids. The parent results were all combined together this year. In the past, it was separated into 3-5 and 6-8. In the area of engagement and empowerment to influence decision making, we were already successful in 2023-24, but we improved slightly in 2024-25 as well, moving from a 3.88 average to 3.90 average (in the 69th percentile for the county).  Two more key data points in this area are in the relationships and the communication/feedback sections. Third through fifth grade parents average rating in 2023-24 was 4.59 on a 5 point scale for relationships, putting Cinnabar in the 97th percentile, well ahead of the state and county averages. There was a similar outcome in grades 6-8, scoring in the 90th percentile with a 4.24. This year, YouthTruth combined all the parent data together, so we had a total score of 4.39 in 2024-25, which brakes down to a similar score to the prior year, finishing in the 76th percentile, well above the county and state averages. In communications and feedback, Cinnabar families rated us in the 91st percentile (4.30) for grades 3-5 in 2023-24. In grades 6-8 we were rated in the 85th percentile at 3.83. All were significantly higher than state and county averages. Again, YouthTruth combined those groups this year, and we scored a 3.97 (49th percentile) when they were combined.|The one area for growth in the relationship building based on feedback in school site council and ELAC (among others) was with some of the two-way communication formats. Based on the feedback, there is a proposal for our Thursday folders (which were supposed to be returned by Friday) will now go out on Monday and be returned on Friday. This gives parents a better opportunity to respond. We will also work to digitize as much of it as possible and send it via the parent's preferred form of communication through ParentSquare as well. Feedback from families and the site council and ELAC showed parents preferred Parent Square and Text to other forms of communication.|We added to our engagement goal, in the new LCAP, the action of improving our social media presence and to have classroom websites from all teachers. We also engaged our ELAC and education foundation in discussion about activities and opportunities for community building and we will be doing as many of those activities as possible. The new Webpage will launch this summer, social media is up and slowly running, and we will have a designated employee who updates social media daily. The webpage will also include the school's morning announcements.|The Cinnabar staff works hard through a thorough SST process, conferences, newsletters and e-mail communication to keep families informed and empowered in the learning process of their students. The SST process includes conversations about the supports given during the school day, offers supports in the after school care program, includes sending home chromebooks with students who don't have devices at home and outlining ways for the parents to support the student. In 2023-24 the YouthTruth survey indicated a 4.15 rating (86th percentile, 1-3rd grade families) and a 3.91 rating (81st percentile, 6-8th grade families) in regards to the school district deploying the necessary resources to support students. In 2024-25, the two groups were combined as one and the overall rating was 4.00, which is approximately where it was the year before when you combine the two.|We are looking to improve involvement in both our ELAC and CEF (parent organization), while maintaining our strong SST process and School Site Council) to assure we get the feedback needed to help out. We have had initial discussions about parent university or classes for families. In 2024-25, we engaged families more about the ELPAC process, so parents understood and were aware of what their students were being assessed on. We will continue this practice moving forward, because it was received well. Another piece of data from on-campus parent surveys was that we increase the number of familiy events on campus, which we are working on internally and through the Cinnabar Education Foundation.|We will continue to utilize our student-community liaison to connect with families, as well as deeper development and planning with our ELAC group to help parents and staff work together toward those goals. We will also continue to connect our ELAC/DELAC meetings attached to other functions to increase turnout and engagement.|During the 2023-24 school year, we revived the Cinnabar Education Foundation (our parent-teacher organization), making it active again after it went into lapsation due to lack of involvement since Covid. We also made a major push to get our ELAC started up again with some success. We had great involvement at the start of the year, and ELAC families came together to do a Tamale fundraiser, collecting donated items to make the tamales and then using the commercial grade kitchen on campus to make the tamales and then sell them as a fundraiser. In 2024-25 the CEF became fully functional and hosted a plethora of events for students and families (Movie night, Roller Skating, Middle School Night, Family Dance, Family Picnics, Dine and Donates and several other activities). We received input for decisions in CEF, ELAC and Site Council meetings. We also sent out surveys and did on-site surveys.|In 2023-24 we had momentum in the beginning of the year for ELAC, but we were not able to maintain that high level of attendance at meetings, so this year, we will pre-schedule those meetings and have them in the back-to-school packet and so we can discuss it with families at the back to school barbecue and at conferences, open house, etc. In 2024-25, we upped our efforts to include parent education around the ELPAC test, we held meetings in a variety of forms and times (even some connected to other events) to see where we would get the most buy-in.|In 2023-24 we had momentum in the beginning of the year for ELAC, but we were not able to maintain that high level of attendance at meetings, so this year, we will pre-schedule those meetings and have them in the back-to-school packet and so we can discuss it with families at the back to school barbecue and at conferences, open house, etc. In 2024-25, we upped our efforts to include parent education around the ELPAC test, we held meetings in a variety of forms and times (even some connected to other events) to see where we would get the most buy-in.|5|5|5|4|5|5|5|4|4|4|4|4|Met||2025-06-24|2025
49706560000000|Cloverdale Unified|3|CUSD strives to build relationships between its staff and families. The staff works to build caring relationship with their students and families through their daily interactions and teaching. Sites offer extracurricular events and family engagement events to build a sense of school community and belonging. The district employs two (2) Family Outreach Liaisons to work directly with families. The district employees a translator who works all events, board meetings, and conferences to ensure access and provide a sense of belonging by using multiple languages during events. Staff regularly contact parents to engage in two-way communication to ensure there is a positive learning environment and robust partnership to best support students. In 2024-2025, the district saw increased participation in parent groups such as DELAC and ELAC. Staff also attended a variety of workshops to learn about building relationships with families, in particular with parents of English Learners.|The district started a 3-year implementation of MTSS structures and Tier 1 supports during the 2023-24 school year. In 2024-2025, the district built on its base understanding of MTSS and its self evaluation to build capacity in Tier 1 supports. One of the primary supports in Tier 1 is developing Caring Relationships. Relationships tend to decrease as students get older and have an increased number of teachers, and therefore, PBIS and MTSS structures will help to keep students connected as well as build the foundation for continuing relationships.|"We have implemented new two-way communication tools such as Parent Square. All communication is sent in English and Spanish. Translation services are provided at all formal and informal meetings including: Board Meetings, IEPs, Parent Teacher Conferences and ""Board Coffee Chats"". Each school site has at least one bilingual staff member to provide on-the-spot interpreting. The district also employees two (2) bilingual Family Outreach Community Liaisons, a Translator/Interpreter, and a bilingual ELD Coordinator. The English Learner department has increased family resources and parent engagement for 2024-2025 school year. The district has sent an initial group of DELAC parents to CABE Workshops to increase parent engagement and capacity with the plan for these individuals to be the basis of a Parent Leadership program starting in 2023-24."|There are several pieces already in place at the district including the following: well-established conference practices and Portfolio Night at the high school. We share student assessment data regularly with families. We are working toward an assets-based approach to engaging families in their children's education that includes celebrating successes, sharing priorities and goals for students, and building trusting relationships through conferences, parent events, and surveys as well as other events. One of our goals is to implement Parent Education nights that provide parenting support while also allowing opportunities for parents and school staff to work together in support of students. However, families and students continue to feel disengaged and the district is working to create community at each site and to create parent leaders. Initial steps have occurred for this in 2023-2024 including: Family Literacy Nights at the Elementary school and sending a group of parents to CABE Workshops with English Learner staff.|The district started a 3-year implementation of MTSS structures and Tier 1 supports during the 2023-24 school year. In 2024-2025, the district built on its base understanding of MTSS and its self evaluation to build capacity in Tier 1 supports. One of the primary supports in Tier 1 is developing Caring Relationships. Relationships tend to decrease as students get older and have an increased number of teachers, and therefore, PBIS and MTSS structures will help to keep students connected as well as build the foundation for continuing relationships. Another focus is educating parents regarding California's school systems and how they can support their students at home. The district is working to design programming and supports that will allow parents to be a full partner in their student outcomes.|The district is focusing on parent engagement and parent trainings that will be presented in English as well as Spanish in order to be accessible to all families. The district is also looking to partner with local groups such as La Familia Sena and Migrant Education to build wrap around services for students and families. The district has begun the initial plan and implementation of a Parent Leader team.|The District works diligently to gather feedback and input for decision-making from our educational partners. The District uses a robust communication system that provides timely invitations to meetings in both Spanish and English that gathers educational partner input and allows for opportunities for data reviews and discussions. DELAC, SSC, family LCAP surveys, Youth Truth Surveys, site and district level meetings, all provide feedback from a diverse range of educational partners. Information is shared through school and district newsletters, the district website, personal phone calls from staff, Parent Square, weekly emails, and marquis boards. The Parent Square platform also allows the District to gather information and family responses to surveys as well. This information is used to help the District's educational partners make informed decisions regarding the direction of the District and the needs of students. All meetings have a translator available to ensure access and some meetings have been held virtually to ensure access to working and/or busy families.|"We have a number of ways we invite families to provide input on polices and programs, particularly through our LCAP Committee, Site Councils, ELAC and DELAC, and informal avenues like ""Coffee Chats"". We have used surveys with some success as a tool for gathering parent input on priorities and programs. As mentioned above, we are working on providing services like parenting and mental health resources that encourage families to come to campuses and engage in conversations about programs and services. We also hope to get our School Site Councils and parent meetings off to an earlier start so that we can establish important due dates and goals early in the year in the hope that parents will continue to attend meetings as the year progresses. We have found that participation decreases as the year progresses. We have seen an increase in regular participation in DELAC during 2024-25 which we attribute to following-through on feedback/accountability (example- doing follow-up calls to parents with answers to questions brought up at DELAC meetings), regular dates and procedures for meetings, and participation from ALL administrators in DELAC meetings throughout the year allowing monthly access for parents to school site and district administrators."|The District has recognized turnout decreases as the year goes on and personal phone calls are more effective than other types of communication. In addition, the district has had conflicts with new local events that are run by newer organizations in the district. The district is in the process of reaching out to work with these agencies to avoid conflicts and to run cohesive events that inspire our families to attend and give feedback.|4|4|3|4|3|3|4|4|4|4|4|3|Met||2025-06-18|2025
49706720000000|Dunham Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, Back to School Night, and Conferences.  We are creating welcoming environments for all families by events, staff members, communication, and events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Communication, Events, Parent Conferences.	|"We plan to continue to focus on ""welcoming environments for all families in the community."""|Consistency in communication practices, personalized communication, maintain small school atmosphere.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Workshop, and events.  We are providing families with information and resources to support student learning and development in the home by Online Resources, Communication, Workshops, Conferences, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences/meetings  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings|"We plan to focus on the area ""providing families with information and resources to support student learning and development in the home."""|Collaborate with family education organizations to offer workshops, resources, and support groups focused on parenting skills, academic support at home, and navigating the school system.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by LCAP process, meetings, events, surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings, board meetings, informal meetings and discussions.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by board meetings, meetings, events.|"We plan to focus on the area ""Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels"""|Under LCAP Goal 2: Climate, Culture and Community, LCAP 3 Action 2.3 Family Engagement details our efforts to improve family engagement:   - Parent Inclusion: Parents, including parents of unduplicated students, are offered the opportunity to provide input on making decisions for the district and have multiple opportunities to take part in their children’s lives at school through classroom volunteering, after school volunteer opportunities, site council, and PTO meetings and events.|5|4|5|5|4|4|5|5|5|5|5|4|Met||2025-06-12|2025
49706720122440|Dunham Charter|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, Back to School Night, and Conferences.  We are creating welcoming environments for all families by events, staff members, communication, and events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Communication, Events, Parent Conferences|"We plan to continue to focus on ""welcoming environments for all families in the community."""|Consistency in communication practices, personalized communication, maintain small school atmosphere.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Workshop, and events.  We are providing families with information and resources to support student learning and development in the home by Online Resources, Communication, Workshops, Conferences, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences/meetings  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings|"We plan to focus on the area ""providing families with information and resources to support student learning and development in the home."""|Collaborate with family education organizations to offer workshops, resources, and support groups focused on parenting skills, academic support at home, and navigating the school system.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by LCAP process, meetings, events, surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings, board meetings, informal meetings and discussions.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by board meetings, meetings, events.|"We plan to focus on the area ""Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels"""|Under LCAP Goal 2: Climate, Culture and Community, LCAP 3 Action 2.3 Family Engagement details our efforts to improve family engagement:   - Parent Inclusion: Parents, including parents of unduplicated students, are offered the opportunity to provide input on making decisions for the district and have multiple opportunities to take part in their children’s lives at school through classroom volunteering, after school volunteer opportunities, site council, and PTO meetings and events.|5|4|5|5|4|4|5|5|5|5|5|4|Met||2025-06-12|2025
49706800000000|Forestville Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through Communication Systems, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Translation Services, and Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.|Our focus area for this category is to continue to find ways to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|Parent involvement:  We are continuing to increase opportunities for parent participation at the school and classroom levels, this included virtual town hall meetings. trainings, and webinars, Board meetings, district created surveys, YouthTruth surveys, use of our website, social media, marquee, and all call system to help keep parents and the community informed and updated. We will continue to provide educational partner input to refine strategies and to sustain or increase current parent participation, attendance, and enrollment through the promotion and supportive school climate.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days,  Back to School Night   We are providing families with information and resources to support student learning and development in the home by Orientation, Online Resources, Communication Platforms, Parent Meetings, Parent Teacher Conferences.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meeting and ELAC.  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC|Our focus area for this category is exploring additional ways to provide families with information and resources to support student learning and development in the home, especially through the Schoolwise platform.|Training and sharing at DELAC, as well as After School Program, parent meetings on how to set up email, check and respond to email, how to set up Schoolwise, check grades, update contact information, etc.  Increase the use of our one call system's text message feature to share short but important messages with parents or direct them to their email or website for more information.  Explore increasing social media presence on platforms that parents/caregivers use more frequently than Facebook.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/Meetings, Board Meetings, ELAC/DELAC, Foundation Meetings  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, and DELAC  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, Surveys|Our focus area for this category is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.|Maintaining administrative time for outreach, communication, translation, etc.  Explore evening meetings and trainings for parents/caregivers in computer skills, parenting support, and home visits.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
49706800112987|Forestville Academy|3|We are developing the capacity of staff to build trusting and respectful relationships with families through Communication Systems, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Translation Services, and Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.|Our focus area for this category is to continue to find ways to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|Parent involvement:  We are continuing to increase opportunities for parent participation at the school and classroom levels, this included virtual town hall meetings. trainings, and webinars, Board meetings, district created surveys, YouthTruth surveys, use of our website, social media, marquee, and all call system to help keep parents and the community informed and updated. We will continue to provide educational partner input to refine strategies and to sustain or increase current parent participation, attendance, and enrollment through the promotion and supportive school climate.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days,  Back to School Night   We are providing families with information and resources to support student learning and development in the home by Orientation, Online Resources, Communication Platforms, Parent Meetings, Parent Teacher Conferences.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meeting and ELAC.  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC|Our focus area for this category is exploring additional ways to provide families with information and resources to support student learning and development in the home, especially through the Schoolwise platform.|Training and sharing at DELAC, as well as After School Program, parent meetings on how to set up email, check and respond to email, how to set up Schoolwise, check grades, update contact information, etc.  Increase the use of our one call system's text message feature to share short but important messages with parents or direct them to their email or website for more information.  Explore increasing social media presence on platforms that parents/caregivers use more frequently than Facebook.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/Meetings, Board Meetings, ELAC/DELAC, Foundation Meetings  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, and DELAC  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, Surveys|Our focus area for this category is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.|Maintaining administrative time for outreach, communication, translation, etc.  Explore evening meetings and trainings for parents/caregivers in computer skills, parenting support, and home visits.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
49706980000000|Fort Ross Elementary|3|"Our current strength for this category is ""Creating welcoming environments for all families in the community"" as each family receives one-on-one support and ""engage in 2-way communication between families and educators using language that is understandable and accessible to families.""  We are developing the capacity of staff to build trusting and respectful relationships with families through Back to School Night and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night ,Interpretation and Translation Services, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, MTSS. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Conferences, Open House, and upgrading to a new website platform during the 2024-2025 school year to support increased communication.	"|Our focus area for this category is to continue to maintain communication from home to school, especially regarding absences.|Fort Ross meaningfully consults with families often through meetings, discussions, and surveys. Being an extremely small district with a small number of students, small number of families, and small number of staff we are able to understand the needs of our school instantly. Each family is provided with individualized assistance from the school, as needed, through After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and/or Superintendent/Principal. We will also develop broader connections with educational partners through a multi-district consortium to better understand the needs of the community as a whole.|"Our current strength for this category is ""meet with families and students to discuss student progress and ways to work together to support improved student outcomes.""  We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Back to School Night. We are providing families with information and resources to support student learning and development in the home through Online Resources, Parent Teacher Conferences, Community Health Worker and Family Counseling Support services. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, and frequent one on one meetings each trimester. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Annual Notifications, IEP/504 Meetings, SARB Processes."|"Our focus area for this category is ""improve a school’s capacity to partner with families for supporting support social-emotional needs."""|Fort Ross meaningfully consults with families often through meetings, discussions, and surveys. Being an extremely small district with a small number of students, small number of families, and small number of staff we are able to understand the needs of our school instantly. Each family is provided with individualized assistance from the school, as needed, through After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and/or Superintendent/Principal. We will also develop broader connections with educational partners through a multi-district consortium to better understand the needs of the community as a whole.|"Our current strength for this category is ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.""  We are progressing on our way to ""Full and Sustainable"" for the other listed areas. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by site council and one on one meetings. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by site council, board meetings, and one on one meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and one on one meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Site Council, surveys and one on one meetings."|"Our focus area for this category is ""providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community."" Due to our small enrollment, the number of families available to join advisory groups is limited (e.g. only 1 family has an English language learner). As a small school community (less than 20 students), our size lends itself to facilitating effective engagement opportunities for all families."|Fort Ross meaningfully consults with families often through meetings, discussions, and surveys. Being an extremely small district with a small number of students, small number of families, and small number of staff we are able to understand the needs of our school instantly. Each family is provided with individualized assistance from the school, as needed, through After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and/or Superintendent/Principal. We will also develop broader connections with educational partners through a multi-district consortium to better understand the needs of the community as a whole.|4|5|4|5|4|4|5|4|5|4|4|4|Met||2025-06-23|2025
49707060000000|Geyserville Unified|3|We are at full implementation of staff building trusting and respectful relationships with families through ParentSquare for consistent communication.  -Parent Conferences / Progress Reports -Back to School Night/Open House  -Community Town Hall -Events  We are creating welcoming environments for all families by welcoming and professional office staff, safe and well-kept facilities -Welcoming and professional office staff -Facilities, Teachers -Interpretation and Translation Services -Back to School Night  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding Parent Information Night, Parent Conferences, Open House, Parent Coffee, DELAC, UDL, MTSS, and 7-12 Parent/Student Schedule Meeting.   We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences (including RFEP, IEP, 504, and SST meetings), Communication Platform, Open House, ELAC/DELAC, Back to School Night, Translation Services.|"The focus area for this section will be ""developing the capacity of staff to build trusting and respectful relationships with families""."|The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, and Bilingual Back to School Night.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox/Second Step, Online Resources, Communication Platform, Parent Workshops , Parent Teacher Conferences, Google Classroom, and Parent Coffee Meetings. Youth Truth Survey: “I receive information about what my child should learn and be able to do.”   We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, LCAP Surveys, 7-12 Parent/Student Schedule Meeting, and Parent Meetings.  	  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings.		|"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. Youth Truth Survey “Families and teachers care about each other.” Ways in which we seek input for decision making include: Parent meetings; ELAC /DELAC; LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC, board meetings, and small school community. Youth Truth “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”   We are providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, Coffee with the Principal, partnering with Corazon Healdsburg, and Small Community.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.	|"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""|The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.|4|4|5|5|3|4|4|4|4|4|5|5|Met||2025-06-25|2025
49707140000000|Gravenstein Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, Back to School Night, and Conferences.  We are creating welcoming environments for all families by events, staff members, communication, and events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Communication, Events, Parent Conferences.|"We plan to continue to focus on ""welcoming environments for all families in the community."""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Workshop, and events.  We are providing families with information and resources to support student learning and development in the home by Online Resources, Communication, Workshops, Conferences, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences/meetings  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings.|"We plan to focus on the area ""providing families with information and resources to support student learning and development in the home."""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by LCAP process, meetings, events, surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings, board meetings, informal meetings and discussions.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by board meetings, meetings, events.|"We plan to focus on the area ""Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels"""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|5|5|4|5|4|4|4|5|5|5|5|5|Met||2025-06-17|2025
49707146051742|Gravenstein Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, Back to School Night, and Conferences.  We are creating welcoming environments for all families by events, staff members, communication, and events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Communication, Events, Parent Conferences.|"We plan to continue to focus on ""welcoming environments for all families in the community."""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Workshop, and events.  We are providing families with information and resources to support student learning and development in the home by Online Resources, Communication, Workshops, Conferences, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences/meetings  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings|"We plan to focus on the area ""providing families with information and resources to support student learning and development in the home."""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by LCAP process, meetings, events, surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings, board meetings, informal meetings and discussions.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by board meetings, meetings, events.|"We plan to focus on the area ""Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels"""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|5|5|4|5|4|4|4|5|5|5|5|5|Met||2025-06-17|2025
49707146051759|Hillcrest Middle|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, Back to School Night, and Conferences.  We are creating welcoming environments for all families by events, staff members, communication, and events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Communication, Events, Parent Conferences.|"We plan to continue to focus on ""welcoming environments for all families in the community."""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Workshop, and events.  We are providing families with information and resources to support student learning and development in the home by Online Resources, Communication, Workshops, Conferences, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences/meetings  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings.|"We plan to focus on the area ""providing families with information and resources to support student learning and development in the home."""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by LCAP process, meetings, events, surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings, board meetings, informal meetings and discussions.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by board meetings, meetings, events.|"We plan to focus on the area ""Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels"""|"The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans. ""LCAP Action 2.3 Family and Community Engagement"" details our family engagement practices."|5|5|4|5|4|4|4|5|5|5|5|5|Met||2025-06-17|2025
49707220000000|Guerneville Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Character Strong, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. """|As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the Parent Group. The Group focuses on the progress of LCAP Goal, Community School focus, building leadership capacity, parenting resources, parent generated-topics /themes, and requested guest speakers  Meetings are bilingual (English/Spanish). Parent Club will convene monthly with the above focus as well as celebrating student successes.   -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools (i.e. Health & Engagement Fairs, STEAM) school wide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare and Aeries Portal).|We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations, Educational Themed Nights, Character Strong,  County, and our Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Educational Partner Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by the Parent/Student Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."""|As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare/Aeries Parent Portal).|We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."|As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare).|4|4|4|5|5|4|5|4|4|4|4|4|Met||2025-06-16|2025
49707220139048|California Pacific Charter - Sonoma|3|CPCS successfully engages in pupil and family outreach. CPCS offers two-way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their family. In data collected from education partner surveys, 100% of parents feel satisfied with opportunities to provide input and participate in their child's education. 100% of parents indicate that they feel their input is valued. 99.1% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 100% of parents are satisfied with their child's school overall. 95.7% of students express an overall satisfaction with their school.|CalPac plans to continue to expand the parent university program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.|To the greatest extent possible, CPCS would like to focus on pairing families whose primary language is a language other than English with a bilingual homeroom teacher who can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two-way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real-time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.|CPCS successfully engages in pupil and family outreach. CPCS offers two-way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their families. In data collected from education partner surveys, 100% of parents feel satisfied with opportunities to provide input and participate in their child's education. 100% of parents indicate that they feel their input is valued. 99.1% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 100% of parents are satisfied with their child's school overall. 95.7% of students express an overall satisfaction with their school.|CalPac plans to continue to expand the parent university program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.|To the greatest extent possible, CPCS would like to focus on pairing families whose primary language is a language other than English with a bilingual homeroom teacher who can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two-way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real-time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.|CPCS is currently engaged in this work. CalPac provides all education partners opportunities for input in decision-making at the program and charter levels.  Parents and students provide input through homeroom meetings, back-to-school nights, surveys, virtual events, public meetings, School Site Council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.|The school will continue to work closely with the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.|CPCS plans to enhance the engagement of underrepresented families by implementing targeted outreach initiatives, including multilingual communication resources and community liaison roles to facilitate more inclusive participation. We will also establish regular, accessible forums and workshops designed to educate and empower these families, ensuring their voices are integral in our decision-making processes.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
49707226051767|Guerneville Elementary (Charter)|3|We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Character Strong, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. """|As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the Parent Group. The Group focuses on the progress of LCAP Goal, Community School focus, building leadership capacity, parenting resources, parent generated-topics /themes, and requested guest speakers  Meetings are bilingual (English/Spanish). Parent Club will convene monthly with the above focus as well as celebrating student successes.   -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools (i.e. Health & Engagement Fairs, STEAM) school wide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare and Aeries Portal).|We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations, Educational Themed Nights, Character Strong,  County, and our Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Educational Partner Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by the Parent/Student Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."""|As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare/Aeries Parent Portal).|We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families|"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."|As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare).|4|4|4|5|5|4|5|4|4|4|4|4|Met||2025-06-16|2025
49707300000000|Harmony Union Elementary|3|"According to Jan 2025Youth Truth Survey data, Families responded to the survey question ""the degree to which families experience positive relationships in their school based on respect, care and approachability"" at the 28th percentile relative to other county schools. This measure is down dramatically from 23/24 (60 percentile points) from previous year. The survey participation this year was exceedingly low which may have impacted responses. However, the school also experienced significant social/cultural challenges in fall of 2024 resulting in marked dissatisfaction with school culture."|Though communication tools were developed over the 24/25 school year to improve relationships, they did not go far enough. Staff are planning new initiatives for parent outreach and communication for 2025-2026 including more frequent class meetings with parents and parent nights featuring important topics for school culture and academic development. Further the board has directed expanded volunteer and committee opportunities for parents including including curriculum adoptions, facilities and bond development, visioning and community events.|The school is moving forward with re-invigorating the DEIA committee to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships|"According to Jan 2025 Youth Truth Survey data, Families responded to the survey question ""the degree to which there are open and effective lines of communication between families and schools"" at the 42nd percentile relative to other county schools. This measure is down 13 percentile points from previous year and may reflect degrading of communication pathways. Again, participation in the survey was reduced this year, which could be both an indication of more challenges in communication, but may also be due to a different demographic profile of respondents."|Increased parent information evenings and class meetings. Early publishing of handbook and guidance information. The district is collaborating with the county office of education in the implementation of data management software to assist in reporting and monitoring of student progress and sharing of such information with caregivers.|The school is moving forward with re-invigorating the DEIA committee to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships. The MTSS team is also focussed on outcomes for underrepresented families and will assist in identifying students for SST meetings and support.|"According to Jan 2025 Youth Truth Survey data, Families responded to the survey question ""the degree to which families are engaged in their school and empowered to influence decision making"" at the 18th percentile, a significant drop. For the 2025-2026 school year, a robust push for more parental participation in school committees and events will be made including a before school survey and committee meetings in the run up to the start of school. Student Council and Safe School Ambassadors continue for 2025-2026 and additional wellness surveys will be conducted with students in 2025-2026 to inform adjustments mid year to improve this outcome."|Parent participation on key committees has been targeted for improvement for 2025-2026.|With support of the DEIA committee outreach and survey of the community, ensure that parent advisory committees and bodies demonstrate diverse and inclusive composition and conduct|4|3|3|4|3|3|4|4|3|3|3|3|Met||2025-06-12|2025
49707306110639|Salmon Creek School - A Charter|3|"According to Jan 2025Youth Truth Survey data, Families responded to the survey question ""the degree to which families experience positive relationships in their school based on respect, care and approachability"" at the 28th percentile relative to other county schools. This measure is down dramatically from 23/24 (60 percentile points) from previous year. The survey participation this year was exceedingly low which may have impacted responses. However, the school also experienced significant social/cultural challenges in fall of 2024 resulting in marked dissatisfaction with school culture."|Though communication tools were developed over the 24/25 school year to improve relationships, they did not go far enough. Staff are planning new initiatives for parent outreach and communication for 2025-2026 including more frequent class meetings with parents and parent nights featuring important topics for school culture and academic development. Further the board has directed expanded volunteer and committee opportunities for parents including including curriculum adoptions, facilities and bond development, visioning and community events.|The school is moving forward with re-invigorating the DEIA committee to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships|"According to Jan 2025 Youth Truth Survey data, Families responded to the survey question ""the degree to which there are open and effective lines of communication between families and schools"" at the 42nd percentile relative to other county schools. This measure is down 13 percentile points from previous year and may reflect degrading of communication pathways. Again, participation in the survey was reduced this year, which could be both an indication of more challenges in communication, but may also be due to a different demographic profile of respondents."|Increased parent information evenings and class meetings. Early publishing of handbook and guidance information. The district is collaborating with the county office of education in the implementation of data management software to assist in reporting and monitoring of student progress and sharing of such information with caregivers.|The school is moving forward with re-invigorating the DEIA committee to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships. The MTSS team is also focussed on outcomes for underrepresented families and will assist in identifying students for SST meetings and support.|"According to Jan 2025 Youth Truth Survey data, Families responded to the survey question ""the degree to which families are engaged in their school and empowered to influence decision making"" at the 18th percentile, a significant drop. For the 2025-2026 school year, a robust push for more parental participation in school committees and events will be made including a before school survey and committee meetings in the run up to the start of school. Student Council and Safe School Ambassadors continue for 2025-2026 and additional wellness surveys will be conducted with students in 2025-2026 to inform adjustments mid year to improve this outcome."|Parent participation on key committees has been targeted for improvement for 2025-2026.|With support of the DEIA committee outreach and survey of the community, ensure that parent advisory committees and bodies demonstrate diverse and inclusive composition and conduct|4|3|3|4|3|3|4|4|3|3|3|3|Met||2025-06-12|2025
49707306120588|Pathways Charter|3|"Pathways teachers work one-on-one with each student and parent/guardian to design a personalized learning plan. Given our non-classroom-based setting, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian to build strong relationships among all educational team members. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian to build strong relationships among all educational team members; this work is even more important for our underrepresented families. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian as partners in the educational team to design a personalized learning plan. Given our non-classroom-based setting, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian to build a strong partnership among all educational team members. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Pathways teachers work one-on-one with each student and parent/guardian to build a strong partnership among all educational team members; this work is even more important for our underrepresented families. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"We solicit input from our students and parent/guardian community via surveys several times a year. Each survey requests feedback on various aspects of the program (including, but not limited to, interactions with staff, class offerings and instruction, support services, field trips, other activities). Response rates vary depending on which population is targeted. We also offer opportunities for participation in parent/guardian forums from time to time, which tend to be poorly attended. In addition, the majority of our School Board members are current or former parents/guardians of Pathways students. (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"We continue to develop different ways to solicit input from our student and parent/guardian communities, whether via new and improved survey opportunities or schoolwide and/or regional parent/guardian forums (in-person or online). This year, we adopted ParentSquare as our primary school-to-parent/guardian community communication tool, which allows for greater personalization of group messaging and engagement. In addition, we have two openings on our School Board, which will offer an opportunity for possible new parent/guardian (or another educational partner) engagement. (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|"Improved engagement with and input from our underrepresented families via the methods described above and herein is essential. We continue to develop different ways to solicit input from our student and parent/guardian communities, whether via new and improved survey opportunities or schoolwide and/or regional parent/guardian forums (in-person or online). This year, we adopted ParentSquare as our primary school-to-parent/guardian community communication tool, which allows for greater personalization of group messaging and engagement. In addition, we have two openings on our School Board, which will offer an opportunity for possible new parent/guardian (or another educational partner) engagement. (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"|4|4|4|3|3|3|3|3|2|2|3|2|Met||2025-06-17|2025
49707630000000|Horicon Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference and Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, and Small School Environment.|"The focus area for improvement in Building Relationships Between School Staff and Families is ""creating welcoming environments for all families in the community."""|The school is a community center and an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events. Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meeting|"The focus area for improvement in Building Partnerships for Student Outcomes is ""providing families with information and resources to support student learning and development in the home."""|The school is a community center and an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events. Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.|"The focus area for improvement in Seeking Input for Decision-Making is ""providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community."""|The school is a community center and an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events. Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-09|2025
49707890000000|Kenwood|3|"Based on Stakeholder input from our annual Parent Survey, families feel that our LEA's strengths include communication with our families.  91% of families that responded to our Survey, feel that the LEA does either a ""Great"" or an ""Average"" job in communicating and building relationships with our community.  Kenwood is aware of the difficulty in building relationships with families and teachers and we are focusing on more outreach such as newsletters, emails and phone calls, in order to communicate with parents, rather than relying on face to face conversations."|The LEA is concerned that 12% of families feel that communication between the school and the families is lacking. We are making a concerted effort to notify families of school wide events, community events, and possible volunteer opportunities. We are continuing to find ways to increase attendance and increase student engagement via newsletters and One Call notifications. Our office is making numerous phone calls to improve our attendance rate and support families when students miss school frequently.|The LEA will make a concerted effort to engage underrepresented families in a attempt to build a strong relationship and support families when needed. We will increase our counselor time with the use of One-Time Funds in an attempt to engage these families through phone calls, emails and at home visits. Meanwhile, the principal is making phone calls to underrepresented families in an attempt to invite them to special events such as Open House or Jog-a-Thon.|Partner input, including the Parent Survey, Site Council, KSA and Board of Trustee Input, the community feels Kenwood School is doing a Good job in building partnerships for student outcomes. In fact 91% of families surveyed feel that Kenwood School is doing a good job with student achievement.|Parent Surveys have indicated that families would appreciated opportunities to learn a foreign language and extended learning opportunities. The LEA will Continue to look to fulfill these possibilities. Staffing has been difficult over the past year but we anticipate more opportunities for Partnerships in the future. We will continue to reach out to local partners such as the colleges and civic minded groups such as Kiwanis, Rotary, United in Kindness, Plein Air Foundation, and Project 100.|The LEA will make a concerted effort to engage underrepresented families in a attempt to build a strong relationship and support families when needed. We will increase our counselor time with the use of One-Time Funds in attempt to engage these families through phone calls, emails and at home visits. Meanwhile, the principal is making phone calls to underrepresented families in an attempt to invite them to special events such as Open House or Jog-a-Thon. We have also developed an afterschool care program that provides enrichment to all students including underrepresented families.|Through monthly KSA and KEF meetings, bi-weekly newsletters, Site Council, and our annual parent survey, we are able to get a fair amount of feedback from our educational partners. As COVID has kept many families away from school, we have relied upon our School Newsletter and School Website to convey important information. And although this was successful this year, we hope to add extra strategies in the upcoming years to help build those partnerships.|The Principal will meet with families with his Monthly Coffee Chats with parents as they come to school to drop off their students. These informal meetings will give families a chance to ask questions and address concerns as well as get monthly updates from the principal. Monthly Site Council meetings, KEF meetings, and KSA meeting also allow the principal to speak directly to families and other volunteers regarding decisions that need to be made with stakeholder input. Based on input from families on the Parent Survey, better communication is an area that our LEA can do better at.|More outreach is needed at Kenwood. We will begin improving engagement with registration and First Day packets when the school year begins. Meeting families and asking them to get involved in various committees will provide underrepresented the opportunity to become engaged and show that we value their insights. We will send home a questionnaire asking parents to sign up for committees and how they feel they can support our school. With the addition of Transitional Kindergarten next year we will have both new TK families as well as Kindergarten families that may want to find ways to support their children's learning and become involved in local decision making.|5|5|5|5|5|5|4|5|5|5|4|5|Met||2025-06-12|2025
49707970000000|Liberty Elementary|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-19|2025
49707970107284|California Virtual Academy @ Sonoma|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. These personalized interactions with their onboarding coach, ensure a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish. Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.In addition, the school has implemented behavioral schoolwide expectations that clarify preferred social behaviors, offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in efforts with students. In addition, the school wide behavior expectations show students how they can be successful and allow all school staff members to proactively teach and provide students and parents with a positive message about behavior. In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer. School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, offer support to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services. The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Meetings, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities. Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences. The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation. As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit. To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success. To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and internet/hot spots. All staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year. CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensuring high levels of learning for every student. The school’s PLC teams are dedicated to a focus on learning, collaborative work, and being results-driven. The PLC teams include: -The Leadership Team: A team of leaders responsible for uniting and coordinating the schools' collective efforts across grade levels, departments, and subjects. -The Guiding Coalition: A team of educators that is singularly responsible for leading PLC processes at the school, focusing on student learning, a collaborative culture, and results orientation. Team members serve to advise and support the Leadership Team and share as equals in the decision-making process. -Professional Learning Teams: Teams composed of educators who share curriculum and take collective responsibility for students learning their common essential learning outcomes. Collaboratively, PLTs provide tier 1 and tier 2 instruction, support, intervention, and extension. -Multi-Tiered System of Supports (MTSS) / Intervention Team: A team that focuses intensely on the individual needs of a department's most at-risk students: Diagnosing the cause of the student's struggles, determining the most appropriate intervention(s), monitoring progress, and revising intervention(s) as necessary. -Schoolwide Student Study Team (SST): A multi-disciplinary team that assesses and makes recommendations for general education interventions and supports for students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. This team determines when special education assessment is appropriate.|"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in school-wide and departmental plans, and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives. LCAP Survey – Feedback and Priorities The top three rated priorities, based on the number of ""High"" ratings from parents, are: 1. Ensure students will graduate from high school 2. Recruiting, training, and retaining qualified teachers 3. Ensure that students attend school Trends: Expanded Access to Live Instruction - Families continue to express appreciation for live, synchronous instruction, recognizing its role in enhancing student engagement and understanding. There is strong support for further expanding these real-time learning opportunities, especially for students who thrive with direct interaction and structured support. Teacher Responsiveness and Communication - Consistent, timely communication from teachers remains a key in student success. While parents value the efforts made so far, continued focus on prompt feedback and outreach is seen as essential to support student success and maintain strong family-school connections. Strong Support from Special Education Staff - Families shared positive feedback about the care and dedication of Special Academic Instruction (SAI) teachers. Their commitment to meeting the unique needs of students with disabilities is widely recognized and appreciated, reflecting a strong culture of inclusion and individualized support. Valuing Transparency in the LCAP Process - Parents emphasized the importance of being included in school planning and decision-making. Their input reinforces the value of maintaining open, transparent communication about how family feedback influences programs and priorities. This presents an opportunity to further strengthen trust and collaboration through clear, visible feedback loops. In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: ELAC Meetings, EL Needs Assessment Annual Survey, School Climate Surveym Parent Connections, including coffee chats and parent training. Student Government, Family Teacher Organization (FTO), Student and Teacher Check-ins. Two-way communication between parents/families and school includes: Parent Square, LC Community, Emails, Connection Calls, Academic Conferences, Student Support Sessions, Graduation Plan Reviews, Sharing of Student's Individual Learning Plans, Student Support Team Meetings, IEP meetings, ELD Program  meetings, Bear Tracks weekly community newsletter highlights events and activities."|Based on parent feedback, the school will: -Continue Parent Engagement initiatives -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and assess parental participation in school decision-making. -Implement a new feedback system - A multilingual survey platform that allows anonymous text, audio, or video submissions via QR codes and links in ParentSquare. This system identifies key themes and informs targeted interventions. -Launch On-Demand Informational Videos - Share short, accessible videos that explain LCFF, the LCAP process, and provide guidance on how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Provide time management tools, tech training, and resources to strengthen capacity. -Further enhance onboarding and follow-up support for families, and provide additional parent workshops and technology-focused sessions. -Communicate available, student-specific, research-based interventions delivered by specialized staff across varying levels of support. -Add Science Camp for Rising 8th Graders focused on NGSS-aligned science learning and exploration. -Offer High School After-Hours Academic Support - Provide courses in Geometry, Literature, A-G credit recovery, and graduation support to better serve students’ diverse schedules and academic needs. Continue implementing a collaborative SEL plan that involves teachers, students, staff, and parents. -Increase student interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person events. -Improve ISP Reimbursement Processes -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement and reduce delays in verification. -Attendance Support: Increase attendance team staffing to match enrollment growth. -Add staff to better serve students experiencing homelessness or housing instability. -Increase Family Feedback Participation - Reach out to families who have not participated in feedback opportunities to identify and remove barriers.|Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-26|2025
49707970139568|Heartwood Charter|3|The School Staff at Heartwood Charter School provide regular open forums for families to attend that allow input and participation of local data for our programs.  We offer information sessions to answer large questions that regularly arise on a virtual and in-person platform, depending on the program in question.  Our staff is available for communication through phone, text, email, in person at our office, and in virtual platforms for meetings upon request.|We are always looking to streamline and reduce our communication platforms for day-to-day announcements as well as emergency notifications. Currently, we use ParentSquare, Google websites, email, text notifications, and Google Classrooms.|Heartwood Charter School has always had a mission of being accessible and supportive of underrepresented families by providing technology, hotspots, internet access, and more. Our teachers make themselves available to work with students in person at local resource centers, libraries, and offices, as well as virtually.|Heartwood Charter School believes in supporting families and students with other academic outcomes in independent ways.  Our Bothin Waldorf programs uses an inspired approach to education that also brings in elements of standardized teaching coupled with standardized benchmark assessments and required statewide testing.  Our Homeschool program offers over 16 online programs to support students in achieving their academic outcomes alongside benchmark assessments and required statewide testing.  In both programs, we offer in-person and virtual tutoring at three different tiers tailored to the student's specific needs.|We are looking to increase the amount of tutoring available in person as well as virtually in both programs by bringing in specialists in the areas of mathematics and language arts. For the upcoming school year, we have expanded the number of online programs available to students, which are accessible both at home and in person, provided the student is receiving in-person academic instruction.|We are partnering with more vendors and tutors in the area to increase access to academic support for underrepresented families, both in person and virtually. Our student population is spread across seven different counties, and it is essential to ensure that all students have access to as many resources and supports as possible.|The decision-making process at Heartwood Charter School is a combination of research, tiers of administration, and input from various advisory groups.  We collect input from parents, support staff, teachers, students (when permissible), administration, and board members.|We are looking to hold more open forums in the Homeschool Program in the coming years now that the foundation of the program has surpassed certain goals.  Our Bothin Waldorf program is at the point where they are in a sustainable place with the Parent Council, Office Administration, teachers and parents actively supporting the program.|The LEA is looking to increase awareness internally of those who are underrepresented to ensure staff at all levels are able to support students and their families with resources available.  We are investigating additional ways of getting technology to students, along with resources available for in-person instruction as well as at-home instruction.|5|5|5|5|5|5|5|3|4|4|4|5|Met||2025-06-24|2025
49707970140228|Liberty Independent Study|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-19|2025
49707976051833|Liberty Elementary|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues, including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-19|2025
49708050000000|Mark West Union Elementary|3|Based on educational partner input and local data, the LEA has identified strong, positive relationships between school staff and families as a key strength. According to the most recent YouthTruth Family Survey, Relationships was the highest-rated theme among families, with 92% of respondents providing positive feedback. Furthermore, the district received a 79th percentile ranking compared to other similar schools. Educational partner feedback, gathered through family engagement events, site council meetings, and LCAP input sessions, aligns with the survey results. Families consistently report feeling respected, heard, and supported by school staff. They highlight the accessibility of teachers and principals, the responsiveness of communication, and the efforts made by schools to engage all families—particularly those of English Learners and students with disabilities. The data shows the LEA has established multiple effective channels for two-way communication, especially between teachers and families.|While the LEA has demonstrated strong relationships between school staff and families overall, local data and educational partner input have highlighted specific areas for improvement to further strengthen these connections.  Families reported strong relationships with teachers, the percentage of families who indicated they feel comfortable approaching school administration with concerns was noticeably lower than the percentage who feel comfortable approaching teachers. Additionally, YouthTruth Staff Survey results indicate that staff reported lower positive responses regarding feeling respected by families and students.  Lastly, the LEA acknowledges the need to better support communication with families speaking languages other than Spanish (e.g., Tagalog and Vietnamese).|"While overall survey responses indicate high levels of trust and respect between families and teachers, the data also reveals disparities that guide our next steps. Families speaking languages categorized as ""Other"" reported lower positive responses (78%) regarding the statement “Teachers and students care about each other,” suggesting potential gaps in relational engagement with multilingual families not represented by English or Spanish.To address these findings and improve engagement the LEA plans Expand culturally and linguistically responsive outreach, explore Training  administrators and staff in inclusive communication strategies to address perceptions around approachability and strengthen relational trust across all family groups, and  Facilitate more informal engagement opportunities with administrators to foster comfort and approachability."|"Based on educational partner input and local survey data, the Mark West Union School District has demonstrated notable strengths in engaging families in input for decision making that supports student outcomes. Key strengths include: Robust Inclusion in Planning: Overall, 81% of families reported being included in planning school activities—a figure that compares favorably with typical benchmarks. Data shows even stronger inclusion for Spanish-speaking (83%) and families speaking languages categorized as ""Other"" (89%), reflecting the LEA’s success in reaching diverse communities.  Effective Communication of Key Decisions: Families indicate that they feel well informed about important school decisions, with 72% of respondents in the most recent survey reporting this. This level of informational outreach has steadily increased over time, demonstrating that the LEA’s efforts to communicate academic priorities and policy decisions are resonating with families."|The LEA has identified key focus areas for improvement in Building Partnerships for Student Outcomes. While families report positive trends in receiving information about what their child should learn (increasing from 76% in 2023 to 83% in 2025), other areas indicate a need for deeper, more consistent engagement. One area for growth is providing regular and actionable feedback about student progress. Educational partner input has also pointed to the need for greater clarity and access to student learning resources, particularly for families of English Learners and students with disabilities.|Based on the analysis of educational partner input and local data, the LEA has identified the need to strengthen engagement with underrepresented families in ways that directly support improved student outcomes. While many families feel comfortable approaching teachers, fewer feel confident engaging with school leadership or advocating for instructional support, which can limit their ability to partner meaningfully in their child’s academic growth. Increase access to multilingual academic resources and tools that help families understand grade-level standards and how to support learning at home—particularly in reading, math, and science. Additionally, the LEA will strive to expand access culturally inclusive parent workshops and learning sessions that empower families to support homework, test preparation, and goal setting with their children. These efforts will ensure that families are not only engaged but are equipped to play an active, informed role in supporting their child’s academic achievement and success.|"Based on educational partner input and local survey data, the LEA has demonstrated notable strengths in engaging families in input for decision making that supports student outcomes. Key strengths include: Robust Inclusion in Planning:  Overall, 81% of families reported being included in planning school activities—a figure that compares favorably with typical benchmarks. Data shows even stronger inclusion for Spanish-speaking (83%) and families speaking languages categorized as ""Other"" (89%), reflecting the LEA’s success in reaching diverse communities.  Effective Communication of Key Decisions:  Families indicate that they feel well informed about important school decisions, with 72% of respondents in the most recent survey reporting this. This level of informational outreach has steadily increased over time, demonstrating that the LEA’s efforts to communicate academic priorities and policy decisions are resonating with families."|Based on analysis of educational partner input and local data, the Mark West Union School District recognizes the need to deepen family engagement specifically in decision-making processes that affect student outcomes. While 81% of families overall feel included in planning school activities—with even higher inclusion rates among Spanish-speaking (83%) and “Other” language families (89%)—only 60% of families feel empowered to play a meaningful role in school decision-making, and this drops to 47% among Spanish-speaking families. Similarly, although most families report feeling informed about important school decisions (72% overall; 82% Spanish-speaking; 89% Other languages), there is a clear opportunity to convert this information-sharing into active and empowered participation. Although there is room for improvement in fully empowering families, current data shows that 60% of respondents feel empowered to play a meaningful role in decision making at their school. This represents progress from previous years and suggests that many families are beginning to see themselves as valuable partners in shaping educational practices that directly impact student success.|To address this, the Mark West Union School District will implement targeted strategies to enhance engagement and empowerment of underrepresented families in school decision-making processes, including: -Providing bilingual training and resources that build families’ understanding of school governance, academic data, and how decisions impact student outcomes.  -Enhancing two-way communication with clear, translated materials and personal follow-ups to ensure families understand opportunities to participate and feel confident in doing so.  -Through these efforts, the LEA aims to increase the meaningful participation of all families in decisions that affect their children’s education, ultimately fostering stronger partnerships that support equitable student success.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2025-06-10|2025
49708050105890|Mark West Charter|3|Based on educational partner input and local data, the LEA has identified strong, positive relationships between school staff and families as a key strength. According to the most recent YouthTruth Family Survey, Relationships was the highest-rated theme among families, with 92% of respondents providing positive feedback. Furthermore, the district received a 79th percentile ranking compared to other similar schools. Educational partner feedback, gathered through family engagement events, site council meetings, and LCAP input sessions, aligns with the survey results. Families consistently report feeling respected, heard, and supported by school staff. They highlight the accessibility of teachers and principals, the responsiveness of communication, and the efforts made by schools to engage all families—particularly those of English Learners and students with disabilities. The data shows the LEA has established multiple effective channels for two-way communication, especially between teachers and families.|While the LEA has demonstrated strong relationships between school staff and families overall, local data and educational partner input have highlighted specific areas for improvement to further strengthen these connections.  Families reported strong relationships with teachers, the percentage of families who indicated they feel comfortable approaching school administration with concerns was noticeably lower than the percentage who feel comfortable approaching teachers. Additionally, YouthTruth Staff Survey results indicate that staff reported lower positive responses regarding feeling respected by families and students.  Lastly, the LEA acknowledges the need to better support communication with families speaking languages other than Spanish (e.g., Tagalog and Vietnamese).|"While overall survey responses indicate high levels of trust and respect between families and teachers, the data also reveals disparities that guide our next steps. Families speaking languages categorized as ""Other"" reported lower positive responses (78%) regarding the statement “Teachers and students care about each other,” suggesting potential gaps in relational engagement with multilingual families not represented by English or Spanish.To address these findings and improve engagement the LEA plans Expand culturally and linguistically responsive outreach, explore Training  administrators and staff in inclusive communication strategies to address perceptions around approachability and strengthen relational trust across all family groups, and  Facilitate more informal engagement opportunities with administrators to foster comfort and approachability."|"Based on educational partner input and local survey data, the Mark West Union School District has demonstrated notable strengths in engaging families in input for decision making that supports student outcomes. Key strengths include: Robust Inclusion in Planning: Overall, 81% of families reported being included in planning school activities—a figure that compares favorably with typical benchmarks. Data shows even stronger inclusion for Spanish-speaking (83%) and families speaking languages categorized as ""Other"" (89%), reflecting the LEA’s success in reaching diverse communities.  Effective Communication of Key Decisions: Families indicate that they feel well informed about important school decisions, with 72% of respondents in the most recent survey reporting this. This level of informational outreach has steadily increased over time, demonstrating that the LEA’s efforts to communicate academic priorities and policy decisions are resonating with families."|The LEA has identified key focus areas for improvement in Building Partnerships for Student Outcomes. While families report positive trends in receiving information about what their child should learn (increasing from 76% in 2023 to 83% in 2025), other areas indicate a need for deeper, more consistent engagement. One area for growth is providing regular and actionable feedback about student progress. Educational partner input has also pointed to the need for greater clarity and access to student learning resources, particularly for families of English Learners and students with disabilities.|Based on the analysis of educational partner input and local data, the LEA has identified the need to strengthen engagement with underrepresented families in ways that directly support improved student outcomes. While many families feel comfortable approaching teachers, fewer feel confident engaging with school leadership or advocating for instructional support, which can limit their ability to partner meaningfully in their child’s academic growth. Increase access to multilingual academic resources and tools that help families understand grade-level standards and how to support learning at home—particularly in reading, math, and science. Additionally, the LEA will strive to expand access culturally inclusive parent workshops and learning sessions that empower families to support homework, test preparation, and goal setting with their children. These efforts will ensure that families are not only engaged but are equipped to play an active, informed role in supporting their child’s academic achievement and success.|"Based on educational partner input and local survey data, the LEA has demonstrated notable strengths in engaging families in input for decision making that supports student outcomes. Key strengths include: Robust Inclusion in Planning:  Overall, 81% of families reported being included in planning school activities—a figure that compares favorably with typical benchmarks. Data shows even stronger inclusion for Spanish-speaking (83%) and families speaking languages categorized as ""Other"" (89%), reflecting the LEA’s success in reaching diverse communities.  Effective Communication of Key Decisions:  Families indicate that they feel well informed about important school decisions, with 72% of respondents in the most recent survey reporting this. This level of informational outreach has steadily increased over time, demonstrating that the LEA’s efforts to communicate academic priorities and policy decisions are resonating with families."|Based on analysis of educational partner input and local data, the Mark West Union School District recognizes the need to deepen family engagement specifically in decision-making processes that affect student outcomes. While 81% of families overall feel included in planning school activities—with even higher inclusion rates among Spanish-speaking (83%) and “Other” language families (89%)—only 60% of families feel empowered to play a meaningful role in school decision-making, and this drops to 47% among Spanish-speaking families. Similarly, although most families report feeling informed about important school decisions (72% overall; 82% Spanish-speaking; 89% Other languages), there is a clear opportunity to convert this information-sharing into active and empowered participation. Although there is room for improvement in fully empowering families, current data shows that 60% of respondents feel empowered to play a meaningful role in decision making at their school. This represents progress from previous years and suggests that many families are beginning to see themselves as valuable partners in shaping educational practices that directly impact student success.|To address this, the Mark West Union School District will implement targeted strategies to enhance engagement and empowerment of underrepresented families in school decision-making processes, including: -Providing bilingual training and resources that build families’ understanding of school governance, academic data, and how decisions impact student outcomes.  -Enhancing two-way communication with clear, translated materials and personal follow-ups to ensure families understand opportunities to participate and feel confident in doing so.  -Through these efforts, the LEA aims to increase the meaningful participation of all families in decisions that affect their children’s education, ultimately fostering stronger partnerships that support equitable student success.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2025-06-10|2025
49708056051858|San Miguel Elementary|3|Based on educational partner input and local data, the LEA has identified strong, positive relationships between school staff and families as a key strength. According to the most recent YouthTruth Family Survey, Relationships was the highest-rated theme among families, with 92% of respondents providing positive feedback. Furthermore, the district received a 79th percentile ranking compared to other similar schools. Educational partner feedback, gathered through family engagement events, site council meetings, and LCAP input sessions, aligns with the survey results. Families consistently report feeling respected, heard, and supported by school staff. They highlight the accessibility of teachers and principals, the responsiveness of communication, and the efforts made by schools to engage all families—particularly those of English Learners and students with disabilities. The data shows the LEA has established multiple effective channels for two-way communication, especially between teachers and families.|While the LEA has demonstrated strong relationships between school staff and families overall, local data and educational partner input have highlighted specific areas for improvement to further strengthen these connections.  Families reported strong relationships with teachers, the percentage of families who indicated they feel comfortable approaching school administration with concerns was noticeably lower than the percentage who feel comfortable approaching teachers. Additionally, YouthTruth Staff Survey results indicate that staff reported lower positive responses regarding feeling respected by families and students.  Lastly, the LEA acknowledges the need to better support communication with families speaking languages other than Spanish (e.g., Tagalog and Vietnamese).|"While overall survey responses indicate high levels of trust and respect between families and teachers, the data also reveals disparities that guide our next steps. Families speaking languages categorized as ""Other"" reported lower positive responses (78%) regarding the statement “Teachers and students care about each other,” suggesting potential gaps in relational engagement with multilingual families not represented by English or Spanish.To address these findings and improve engagement the LEA plans Expand culturally and linguistically responsive outreach, explore Training  administrators and staff in inclusive communication strategies to address perceptions around approachability and strengthen relational trust across all family groups, and  Facilitate more informal engagement opportunities with administrators to foster comfort and approachability."|"Based on educational partner input and local survey data, the Mark West Union School District has demonstrated notable strengths in engaging families in input for decision making that supports student outcomes. Key strengths include: Robust Inclusion in Planning: Overall, 81% of families reported being included in planning school activities—a figure that compares favorably with typical benchmarks. Data shows even stronger inclusion for Spanish-speaking (83%) and families speaking languages categorized as ""Other"" (89%), reflecting the LEA’s success in reaching diverse communities.  Effective Communication of Key Decisions: Families indicate that they feel well informed about important school decisions, with 72% of respondents in the most recent survey reporting this. This level of informational outreach has steadily increased over time, demonstrating that the LEA’s efforts to communicate academic priorities and policy decisions are resonating with families."|The LEA has identified key focus areas for improvement in Building Partnerships for Student Outcomes. While families report positive trends in receiving information about what their child should learn (increasing from 76% in 2023 to 83% in 2025), other areas indicate a need for deeper, more consistent engagement. One area for growth is providing regular and actionable feedback about student progress. Educational partner input has also pointed to the need for greater clarity and access to student learning resources, particularly for families of English Learners and students with disabilities.|Based on the analysis of educational partner input and local data, the LEA has identified the need to strengthen engagement with underrepresented families in ways that directly support improved student outcomes. While many families feel comfortable approaching teachers, fewer feel confident engaging with school leadership or advocating for instructional support, which can limit their ability to partner meaningfully in their child’s academic growth. Increase access to multilingual academic resources and tools that help families understand grade-level standards and how to support learning at home—particularly in reading, math, and science. Additionally, the LEA will strive to expand access culturally inclusive parent workshops and learning sessions that empower families to support homework, test preparation, and goal setting with their children. These efforts will ensure that families are not only engaged but are equipped to play an active, informed role in supporting their child’s academic achievement and success.|"Based on educational partner input and local survey data, the LEA has demonstrated notable strengths in engaging families in input for decision making that supports student outcomes. Key strengths include: Robust Inclusion in Planning:  Overall, 81% of families reported being included in planning school activities—a figure that compares favorably with typical benchmarks. Data shows even stronger inclusion for Spanish-speaking (83%) and families speaking languages categorized as ""Other"" (89%), reflecting the LEA’s success in reaching diverse communities.  Effective Communication of Key Decisions:  Families indicate that they feel well informed about important school decisions, with 72% of respondents in the most recent survey reporting this. This level of informational outreach has steadily increased over time, demonstrating that the LEA’s efforts to communicate academic priorities and policy decisions are resonating with families."|Based on analysis of educational partner input and local data, the Mark West Union School District recognizes the need to deepen family engagement specifically in decision-making processes that affect student outcomes. While 81% of families overall feel included in planning school activities—with even higher inclusion rates among Spanish-speaking (83%) and “Other” language families (89%)—only 60% of families feel empowered to play a meaningful role in school decision-making, and this drops to 47% among Spanish-speaking families. Similarly, although most families report feeling informed about important school decisions (72% overall; 82% Spanish-speaking; 89% Other languages), there is a clear opportunity to convert this information-sharing into active and empowered participation. Although there is room for improvement in fully empowering families, current data shows that 60% of respondents feel empowered to play a meaningful role in decision making at their school. This represents progress from previous years and suggests that many families are beginning to see themselves as valuable partners in shaping educational practices that directly impact student success.|To address this, the Mark West Union School District will implement targeted strategies to enhance engagement and empowerment of underrepresented families in school decision-making processes, including: -Providing bilingual training and resources that build families’ understanding of school governance, academic data, and how decisions impact student outcomes.  -Enhancing two-way communication with clear, translated materials and personal follow-ups to ensure families understand opportunities to participate and feel confident in doing so.  -Through these efforts, the LEA aims to increase the meaningful participation of all families in decisions that affect their children’s education, ultimately fostering stronger partnerships that support equitable student success.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2025-06-10|2025
49708056111066|John B. Riebli Elementary|3|Based on educational partner input and local data, the LEA has identified strong, positive relationships between school staff and families as a key strength. According to the most recent YouthTruth Family Survey, Relationships was the highest-rated theme among families, with 92% of respondents providing positive feedback. Furthermore, the district received a 79th percentile ranking compared to other similar schools. Educational partner feedback, gathered through family engagement events, site council meetings, and LCAP input sessions, aligns with the survey results. Families consistently report feeling respected, heard, and supported by school staff. They highlight the accessibility of teachers and principals, the responsiveness of communication, and the efforts made by schools to engage all families—particularly those of English Learners and students with disabilities. The data shows the LEA has established multiple effective channels for two-way communication, especially between teachers and families.|While the LEA has demonstrated strong relationships between school staff and families overall, local data and educational partner input have highlighted specific areas for improvement to further strengthen these connections.  Families reported strong relationships with teachers, the percentage of families who indicated they feel comfortable approaching school administration with concerns was noticeably lower than the percentage who feel comfortable approaching teachers. Additionally, YouthTruth Staff Survey results indicate that staff reported lower positive responses regarding feeling respected by families and students.  Lastly, the LEA acknowledges the need to better support communication with families speaking languages other than Spanish (e.g., Tagalog and Vietnamese).|"While overall survey responses indicate high levels of trust and respect between families and teachers, the data also reveals disparities that guide our next steps. Families speaking languages categorized as ""Other"" reported lower positive responses (78%) regarding the statement “Teachers and students care about each other,” suggesting potential gaps in relational engagement with multilingual families not represented by English or Spanish.To address these findings and improve engagement the LEA plans Expand culturally and linguistically responsive outreach, explore Training  administrators and staff in inclusive communication strategies to address perceptions around approachability and strengthen relational trust across all family groups, and  Facilitate more informal engagement opportunities with administrators to foster comfort and approachability."|"Based on educational partner input and local survey data, the Mark West Union School District has demonstrated notable strengths in engaging families in input for decision making that supports student outcomes. Key strengths include: Robust Inclusion in Planning: Overall, 81% of families reported being included in planning school activities—a figure that compares favorably with typical benchmarks. Data shows even stronger inclusion for Spanish-speaking (83%) and families speaking languages categorized as ""Other"" (89%), reflecting the LEA’s success in reaching diverse communities.  Effective Communication of Key Decisions: Families indicate that they feel well informed about important school decisions, with 72% of respondents in the most recent survey reporting this. This level of informational outreach has steadily increased over time, demonstrating that the LEA’s efforts to communicate academic priorities and policy decisions are resonating with families."|The LEA has identified key focus areas for improvement in Building Partnerships for Student Outcomes. While families report positive trends in receiving information about what their child should learn (increasing from 76% in 2023 to 83% in 2025), other areas indicate a need for deeper, more consistent engagement. One area for growth is providing regular and actionable feedback about student progress. Educational partner input has also pointed to the need for greater clarity and access to student learning resources, particularly for families of English Learners and students with disabilities.|Based on the analysis of educational partner input and local data, the LEA has identified the need to strengthen engagement with underrepresented families in ways that directly support improved student outcomes. While many families feel comfortable approaching teachers, fewer feel confident engaging with school leadership or advocating for instructional support, which can limit their ability to partner meaningfully in their child’s academic growth. Increase access to multilingual academic resources and tools that help families understand grade-level standards and how to support learning at home—particularly in reading, math, and science. Additionally, the LEA will strive to expand access culturally inclusive parent workshops and learning sessions that empower families to support homework, test preparation, and goal setting with their children. These efforts will ensure that families are not only engaged but are equipped to play an active, informed role in supporting their child’s academic achievement and success.|"Based on educational partner input and local survey data, the LEA has demonstrated notable strengths in engaging families in input for decision making that supports student outcomes. Key strengths include: Robust Inclusion in Planning:  Overall, 81% of families reported being included in planning school activities—a figure that compares favorably with typical benchmarks. Data shows even stronger inclusion for Spanish-speaking (83%) and families speaking languages categorized as ""Other"" (89%), reflecting the LEA’s success in reaching diverse communities.  Effective Communication of Key Decisions:  Families indicate that they feel well informed about important school decisions, with 72% of respondents in the most recent survey reporting this. This level of informational outreach has steadily increased over time, demonstrating that the LEA’s efforts to communicate academic priorities and policy decisions are resonating with families."|Based on analysis of educational partner input and local data, the Mark West Union School District recognizes the need to deepen family engagement specifically in decision-making processes that affect student outcomes. While 81% of families overall feel included in planning school activities—with even higher inclusion rates among Spanish-speaking (83%) and “Other” language families (89%)—only 60% of families feel empowered to play a meaningful role in school decision-making, and this drops to 47% among Spanish-speaking families. Similarly, although most families report feeling informed about important school decisions (72% overall; 82% Spanish-speaking; 89% Other languages), there is a clear opportunity to convert this information-sharing into active and empowered participation. Although there is room for improvement in fully empowering families, current data shows that 60% of respondents feel empowered to play a meaningful role in decision making at their school. This represents progress from previous years and suggests that many families are beginning to see themselves as valuable partners in shaping educational practices that directly impact student success.|To address this, the Mark West Union School District will implement targeted strategies to enhance engagement and empowerment of underrepresented families in school decision-making processes, including: -Providing bilingual training and resources that build families’ understanding of school governance, academic data, and how decisions impact student outcomes.  -Enhancing two-way communication with clear, translated materials and personal follow-ups to ensure families understand opportunities to participate and feel confident in doing so.  -Through these efforts, the LEA aims to increase the meaningful participation of all families in decisions that affect their children’s education, ultimately fostering stronger partnerships that support equitable student success.|4|4|4|4|4|4|4|4|5|4|4|4|Met||2025-06-10|2025
49708130000000|Monte Rio Union Elementary|3|"The LEA maintains a strong relationship with families in our small and cohesive community. Teachers have regular communication with families and activities are well attended. Based on Stakeholder input from our spring survey, families feel that our LEA's could improve in communication methods. 80% of families that responded to the Survey, feel that the LEA does either a ""Great"" or a ""Average"" job in communicating and building relationships with our community. But there were others who would like more communication in a number of different ways.  The LEA is using newsletters, coffee with the principal monthly meetings, marque in front of school, One Call Now and emails and text messages."|The LEA is concerned that 20% of families feel that communication between the school and the families is lacking. We are making a concerted effort to notify families of school wide events, community events, and possible volunteer opportunities. We are continuing to find ways to increase attendance and increase student engagement via newsletters and One Call notifications. Our office is making  phone calls to improve our attendance rate and support families when students miss school frequently.|The LEA will make a concerted effort to engage underrepresented families in a attempt to build a strong relationship and support families when needed. School  clerk hours were increased and families are welcome to drop in with their questions and information about their children. We attempt to engage these families through phone calls, texts and emails. The principal will begin making phone calls to underrepresented families in an attempt to invite them to special events such as Open House, winter concert, or Books and Beyond ceremony.|"Partner input, including the Youth Truth Survey, Site Council, Parent Survey, Vision Committees, MRTA and Board of Trustee Input, the community feels Monte Rio School is doing a Good job in building partnerships for student outcomes. In fact 92% of families surveyed feel that Monte Rio School is doing a ""Good"" or ""Great"" job with student achievement."|Parent surveys show parents appreciate curriculum and enrichmant program as well as safe school environment.|The coffee with the principal includes a monthly time for each class parents to attend for a conversation and questions answers. We have a school counselor two days a week to work with all students including our unduplicated students and to communicate with families. Teachers reach out to families regularly.|Through monthly Coffee with Principal  and MREF meetings, bi-weekly newsletters, Site Council, and our annual Youth Truth survey, we are able to get a fair amount of feedback from our educational partners. We have relied upon our School Newsletter and School Website to convey important information as well as One Call and sometimes fliers home. Although this was semi-successful this year, we hope to add extra strategies in the upcoming years to help build those partnerships.|The Principal will meet with families with his Monthly Coffee Chats with parents as they come to school to drop off their students. These informal meetings will give families a chance to ask questions and address concerns as well as get monthly updates from the principal. Monthly Site Council meetings, MREF meetings, and  MRPTS  meeting also allow the principal to speak directly to families and other volunteers regarding decisions that need to be made with stakeholder input. Based on input from families on the Parent Survey and Youth Truth Survey, better communication is an area that our LEA can do better at.|More outreach is needed at Monte Rio School for the few families who do not engage. We will begin improving engagement with registration and First Day packets when the school year begins. Meeting families and asking them to get involved in various committees will provide underrepresented the opportunity to become engaged and show that we value their insights. We will send home a questionnaire asking parents to sign up for committees and how they feel they can support our school.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
49708210000000|Montgomery Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, and Small School Environment.|"The focus area for improvement in Building Relationships Between School Staff and Families is ""supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""|As a small rural community with less than 25 students, our small school environment lends itself to building strong community for all students and families.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meetings.|"The focus area for improvement in Building Partnerships for Student Outcomes is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|As a small rural community with less than 25 students, our small school environment lends itself to building strong community for all students and families.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.|"The focus area for improvement in Seeking Input for Decision-Making is ""providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."""|As a small rural community with less than 25 students, our small school environment lends itself to building strong community for all students and families.|4|4|4|4|4|4|3|3|4|4|4|3|Met||2025-06-11|2025
49708390000000|Oak Grove Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Toolbox, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Interpretation and Translation Services, and Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, MTSS, ELAC/DELAC  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: ParentSquare, Parent Information Night, Parent Conferences, Open House, ELAC/DELAC.	|"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.""  We plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)"|The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Back to School Night.   We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Square Communication, Parent Workshops, Parent Teacher Conferences, Google Classroom, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences and ELAC/DELAC.  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC/DELAC|"We plan to focus on the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" through the Multi-Tiered System of Support (MTSS) process"|The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process, Events, Meetings, Surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Site Council, Surveys, Parent Clubs/OGEP|"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)."|Under LCAP Goal 3: Culture, Climate and Community Engagement, LCAP 3 Action 3.4 details our efforts to improve family engagement:   All personnel in our school understand the importance of building positive partnerships with their students and students’ families.  - Parent Education: Facilitate parent education events/meetings to communicate topics of interest as well support access to school (such as, Parent Institute, training at Back to School Night, and ongoing appointments as needed).  - Events: Hold school/community events that showcase and celebrate student learning (exhibitions, showcases, performances, etc.). - Parental Participation: Our school provides families and students with opportunities and resources to participate in school.  Provide necessary support (i.e. translation) to support and encourage participation from all families.  - Communication: Utilize a variety of methods to enhance and support communication to and from families (Parent Square, School Website, Email, Phone Calls) - Partners: Our school collaborates with Oak Grove Education Partners, SCOE, West County Consortium, Keystone, etc to match resources and services in the community with identified school needs.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
49708390138065|Pivot Charter School - North Bay|3|Building relationships is at the core of Pivot Charter School. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students.  Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students. This year, Pivot has tried a new initiative for family engagement - Family Homerooms. Pivot also developed a more user-friendly family Handbook and an asynchronous version of the Family training, which doubled participation.|Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity, equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.  Additionally, Pivot is creating a Community Liaison position to support in connecting families to local resources and better understanding their needs.|Recently, Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust. Pivot has launched a new program called Pivot P.R.I.D.E. that is focused on building culture and community for all students. This includes a monthly inclusive “caregiver” newsletter that provides a school-to-community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts include various resources and Spanish translation.|This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.|In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.|The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.   Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.|Pivot works to engage families and student’s teams primarily through the regular communication by Educational Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone and text.  To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys.  Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings.    Families attend their students meeting with teachers so we continue to rely on these meetings for primary feedback and communication. This year, Pivot has tried a new initiative for family engagement - Family Homerooms. Pivot also developed a more user-friendly family Handbook and an asynchronous version of the Family training, which doubled participation.|The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low engagement at the many events planned for their participation, including Governing Board meetings. The LEA needs to focus on local communication from teachers when disseminating surveys rather than school wide technology to elicit greater participation.|The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA did create monthly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.|5|5|4|4|4|4|4|4|3|3|3|3|Met||2025-06-16|2025
49708396051890|Oak Grove Elementary/Willowside Middle|3|We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Toolbox, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Interpretation and Translation Services, and Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, MTSS, ELAC/DELAC  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: ParentSquare, Parent Information Night, Parent Conferences, Open House, ELAC/DELAC.			|"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.""  We plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)"|The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Back to School Night.   We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Square Communication, Parent Workshops, Parent Teacher Conferences, Google Classroom, Events, Meetings.  We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences and ELAC/DELAC.  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC/DELAC|"We plan to focus on the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" through the Multi-Tiered System of Support (MTSS) process"|The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process, Events, Meetings, Surveys.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Site Council, Surveys, Parent Clubs/OGEP|"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)."|Under LCAP Goal 3: Culture, Climate and Community Engagement, LCAP 3 Action 3.4 details our efforts to improve family engagement:   All personnel in our school understand the importance of building positive partnerships with their students and students’ families.  - Parent Education: Facilitate parent education events/meetings to communicate topics of interest as well support access to school (such as, Parent Institute, training at Back to School Night, and ongoing appointments as needed).  - Events: Hold school/community events that showcase and celebrate student learning (exhibitions, showcases, performances, etc.). - Parental Participation: Our school provides families and students with opportunities and resources to participate in school.  Provide necessary support (i.e. translation) to support and encourage participation from all families.  - Communication: Utilize a variety of methods to enhance and support communication to and from families (Parent Square, School Website, Email, Phone Calls) - Partners: Our school collaborates with Oak Grove Education Partners, SCOE, West County Consortium, Keystone, etc to match resources and services in the community with identified school needs.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
49708470000000|Old Adobe Union|3|La Tercera utilized various methods to engage educational partners. Feedback from educational partners was received through various channels including the Youth Truth Survey, Principal Coffee Chats, PTA, LCAP Advisory, staff meetings, ELAC, and informal conversations. Relationships are essential to the work we all do together in creating the best outcomes for students. Teachers and support staff have an essential role in building relationships with families. Through regular classroom communication, parent conferences, and informal conversations, our teachers and support staff create a welcoming, inclusive, and supportive relationship with families. According to our Youth Truth Survey data, teachers are comfortable speaking to parents about their child, and parents feel a great sense of belonging. We are committed to collaboration, inclusion, and continuous improvement, ultimately enhancing the educational experience for all students.|La Tercera has made great strides in fostering trust and collaboration among students, parents, and staff during the 2024-2025 school year. One of the largest areas of growth was strategic planning of the family engagement evenings.  W\e will work together to put a calendar committee that will strategically place events throughout the school year. We hope that this strategy meeting will support a more strategic student population. We will also strategically include the input from all educational partners including ELAC in guiding our school actions and strategic planning.|Based on the analysis of educational partner input and local data, La Tercera has ensured that specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. We provide translation services to parents with limited English Proficiency when providing information online via websites or Parent Square messages and/or robocalls. Additionally, translation services are provided at meetings at school and district locations. However, with these opportunities in place, we seek to increase participation rates. We will continue to reach out personally to underrepresented families to build relationships and address any barriers that may make it hard communicate with the school. A continued focus area for the 2025-2026 school year will be the growth and development of the school's English Learner Advisory Committee (ELAC).|Based on the analysis of input from educational partners and local data, it is evident that La Tercera excels in fostering partnerships to enhance student outcomes. Survey data highlights a culture of belonging and engagement in the school. Building partnerships with all our stakeholders is an integral part of the supports we give students. Back to School Night starts the school year with opportunities for families to volunteer, join PTA, and better understand their role in helping their child succeed. Information is shared about how to communicate with the office, teacher, and the principal. Teachers provide regular and ongoing communication which is always beneficial for the home/school connection. Additionally, parent/teacher conferences are formally conducted twice a year but may be held at anytime during the school year. At parent conferences, teachers review essential standards, assessment results, and student progress. These conferences are also an opportunity for parents to share their child's strengths, challenges, and areas of concern. Together, teachers and parents work together to celebrate the child's progress and growth and plan to support, strengthening the school to home connection. Teachers and other staff members consistently work with parents as equal partners, continuously building ties between parents and the school. Parents will be encouraged to participate in school activities through memos, weekly letters, surveys, email, phone, and flyers. Information is provided via Parent Square in a language and format parents can understand.|Based on the analysis of educational partner input and local data, it is evident that we need to continue to find ways to provide families with information and resources to support student learning and development in the home. We have strong partnerships with our families, but by focusing on the school to home support, we can create a more cohesive educational experience that benefits student learning.  We will continue to do this through parent information nights, parent teacher conferences, and informal meetings  with families.|Based on the analysis of educational partner input and local data, we have implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, have limited English proficiency, are disabled, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, we provide translation services for online information including Parent Square messages and robocalls, and meetings at school and district locations. Additionally, professional development for staff will ensure English Language Development instruction is provided to all English Learners. By addressing these diverse needs, we aim to create a more inclusive and supportive educational environment for all students and their families.|La Tercera is deeply committed to family engagement in advisory groups and decision making. We have been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP Advisory Council meetings, and District Budget Committee Meetings. In all of these meetings, input is sought in order to improve our school and to use the ideas that educational partners bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all educational partners are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Youth Truth Surveys are also utilized as a method for input.|"Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a lack of input from underrepresented families. La Tercera is working to engage underrepresented families through targeted outreach, school community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."|After examining feedback from educational partners and local data, La Tercera will implement strategies aimed at enhancing the engagement of underrepresented families.|4|4|4|4|4|3|4|4|4|4|3|4|Met||2025-06-25|2025
49708470119750|River Montessori Elementary Charter|3|In analyzing input and data from students, families, teachers/Guides, staff, and Board of Directors, feedback from student surveys indicate that 96% of students are happy or very happy at RMCS and 95% believe RMCS is a peaceful or very peaceful school. An overwhelming number of students report that most RMCS students are kind, 96%, and 95% indicate that their teacher is kind with 100% of students reporting that their teacher expects them to do their best work. Relationships lead in successful social emotional development and cognitive and academic success follows. Formal individual conferences are held twice a year as student-led partnership meetings in concert with holistic progress reports and evaluative report cards, office hours, Watch me Work! days, curriculum-based school events, classroom observation practice, and surveys which combine with informal interactions, open communication and a commitment to candor function to support students in their academic and personal work. Volunteering continues to increase post-pandemic and community continues to develop accordingly.|Focus areas for improvement in Building Relationships Between School Staff and Families are to increase parent engagement in attendance, participation, volunteering, and feedback loops via increased communication, invitations and a robust parent education/partnership series.|RMCS endeavors to increase outreach and attendance, participation, volunteering, and feedback loops for under-represented community members. RMCS will continue with quarterly Latinx community meetings to ensure representation and seek lead representatives from all underrepresented communities.|RMCS strengths and progress in Building Relationships Among School Staff and Families are embedded in the partnership model of Montessori pedagogy. Families are invited to observe their students in the classroom, join in school events and activities, attend conferences/partnership meetings, and work with Guides and school staff in a variety of ways to support their own children as well as the class or school. LCAP and family surveys indicate a very high level of satisfaction with RMCS and the Montessori pedagogy. Latinx families are welcomed with interpreters and translated materials as needed to address concerns specific to Spanish-speaking families and the needs of multilingual learners. Child Study provided additional understanding of students and collaboration among student, parent, guide/teacher, or Student Services for greater success. Additional meetings offered by Special Education specialists for families with students with disabilities ensure collaboration, support, and success for the student. RMCS faculty endeavors to serve each individual child in their growth and learning based on data. Weekly meetings provide time to reflect on overall school goals for learning and partnership and allow team support, levity, and professional development driven by teachers, assistants, specialists, and consultants as needs arise in the classroom, students, teachers, families, and community.|RMCS focus areas for improvement in Building Relationships Among School Staff and Families are based on the analysis of RMCS Family surveys which indicate that 98% of families are happy with RMCS and 76% feel a welcome partner in their child’s education. 97% of survey families indicate that their child is happy at RMCS, and 94% report that they feel their child is safe at school and that their child feels safe at school. 86% of respondents feel that RMCS 2025-26 Local Performance Indicator Self-Reflection for River Montessori Charter School Page 11 of 17 promotes academic outcomes. Focus areas include attendance, math, language, as well as mental wellbeing and executive function skills including independence, personal agency, accountability, and persistence.|In addition to new events, communication avenues, and community development with underrepresented families through the school directly, RMCS is working in partnership with the River Montessori Foundation to increase parent participation overall. RMCS will continue to offer individual and community meetings for underrepresented families in order to listen, understand, and support their student, family and greater community needs. Embracing equity work will continue to ensure that every child and family feels that they belong, they are represented, and that their voices are heard as leaders and partners in our school community.|Based on the analysis of educational partner input and local data, RMCS' current strengths in Seeking Input for Decision-Making include the spirit and Montessori philosophy that welcomes the development of community and individual participation, and inherently invites and fosters synergistic collaboration. A pedagogy based on the strengths of the individual in partnership with the community is the bedrock of our work at RMCS. A variety of opportunities and methods for students, families, teachers, and staff to feel comfortable and welcome to ask questions, observe the classrooms, participate in partnership, offer opinions, and provide feedback are indicated as strengths for our Montessori community. While interest in volunteering is up, RMCS will ensure that families understand and are aware of opportunities through an online portal. As an independent LEA, RMCS holds public board meetings where families can participate as a board member, share feedback in public comment, or observe the public process. Additionally, families are also represented in 2025-26 Local Performance Indicator Self-Reflection for River Montessori Charter School Page 12 of 17 planning and decision making through volunteering, engagement, and partnership in the classroom and/or in events and parent meetings, through the River Montessori Foundation, and via surveys and parent meetings.|To improve RMCS' Seeking Input for Decision-Making goals are to increase understanding, volunteering, partnership, and feedback with RMCS families. Communication and invitations will be disseminated via email and through in-person opportunities, families will be welcomed and trained to volunteer in a Montessori classroom to support their own students as well as the greater community of learners. Increased tracking, quantitative and qualitative survey methods and timing will be offered to seek feedback from as many families as possible.|RMCS serves students through partnership among all students, Montessori teachers, and families with a shared commitment and purpose to the RMCS core values, vision, and mission of serving students, the global community, and greater world. Ensuring that underrepresented families feel welcome, respected, and admired as members of the community and decision making process is paramount as the very definition and example of a highly effective, synergistic, and suppotive community that elevates each and every member. In order to improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making, RMCS will continue to take actionable steps including the regular availablity of monthly meeting time for the community, continuation of professional development for faculty and staff in strategies, and the implemetation of such to cultivate and nurture underrepresented families in their welcome, comfort, participation, feedback, and trust that their experience, perspective, contributions, and needs are equally driving RMCS decisions for students and community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
49708470127555|Loma Vista Immersion Academy|3|Loma Vista works hard to develop trusting relationships with families, staff, and our community. We work hard as a staff to ensure families feel welcome and a part of the partnership we thrive to accomplish. We understand parents are a child’s first teacher, and that a strong school-home relationship is very important to a student’s success.  Our unique charter focuses on students becoming bilingual, biliterate, and multicultural. We strive to create a safe environment where families feel welcome and able to share their uniqueness, and students can be who they are. We value cultures and differences through community events and highlight these within our curriculum. We support all our student's growth through assemblies, books, units of study, and student presentations. We strive to have our students represented in all aspects of our school: library and classroom studies. Currently, educational partners can set up a time to meet with the staff and principal to discuss how we can support students and families. All employees speak Spanish and English making communication between families and staff easier. Teachers have two-way communication lines with families and students where they use email and learning platforms to share information about upcoming events as well as student progress. Along with our teachers, our counselors, Response to Intervention Teachers, and our RSP teacher all actively build relationships with families through frequent communication through phone calls, zoom meetings, face-to-face meetings, and email. Regular weekly communication from the principal in the parents' preferred language informs families of school events and opportunities for sharing their ideas, concerns, and perspective.|Parent Education nights, family fun nights, and community events were all brought up in creating and re-creating relationships between school staff and families. Streamlining our communication systems to one platform is encouraged. Simplifying newsletters is appreciated. A weekly newsletter from teachers to parents was requested by family stakeholders and has been implemented. Continual communication will continue both from the principal and from the classroom teachers.|As a school, continuing improvement on our relationship building is an area of focus. From ensuring more attendance at our PTA, ELAC and Community meeting to ensuring community events and parent education nights, we are dedicated to strengthening the home-school relationships we have including continuous two-way communication is imperative.|Loma Vista has strength in building partnerships with families. We have a staff that is committed to supporting students and families. Through Back to School Night, Parent-Teacher Conferences, Open House, emails, phone calls, and communication with the learning platforms, parents and teachers stay in communication about their student’s progress and important events. We have held parent information nights on a variety of topics including dual immersion program, puberty workshops an LCAP development.|There will be parent education nights as well as providing a better understanding of how parents and caregivers can support their students at home. As we build our MTSS model and strengthen the tier 1 interventions, it will be imperative to communicate these interventions to parents as well as support them with how to help at home. Our RSP program supports families with their legal rights and advocating for their students. Another goal in the future year will be to increase both the regularity of these partnership opportunities and the attendance. Personal invitations in the form of face-to-face communication and live phone calls are a strategy we will employ to increase attendance rates at these events. Our partnership with our PTA is strong. It is our goal to continue this partnership, as well as increase the membership and attendance at the meetings.|Loma Vista works hard to ensure that all stakeholders are heard. We will continue working with underrepresented families. Personally calling and asking underrepresented families has been a successful way to bring their voice into the process. Loma Vista also provides all information in Spanish and English to support self reflection.|Loma Vista is deeply committed to family engagement in advisory groups and decision making. We have been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP Advisory Council meetings, and District Budget Committee Meetings. In all of these meetings, input is sought in order to improve our school and to use the ideas that educational partners bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all educational partners are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Youth Truth Surveys are also utilized as a method for input.|Loma Vista provided opportunities for families to provide input. As a goal this upcoming year, we will increase our engagement for parents to provide more input. We are interested in providing more in-person training and education nights for families and staff. Continuing to support our families with information in their home language will be important to support parent and caregiver engagement.|Loma Vista works hard to ensure that all stakeholders are heard. Personally calling and asking underrepresented families has been a successful way to bring their voice into the process.|5|5|5|4|4|4|4|5|5|4|4|4|Met||2025-06-25|2025
49708476051924|Old Adobe Elementary Charter|3|Old Adobe Elementary Charter prides itself on being an inclusive and welcoming school community. We understand that strong, trusting relationships with families are the foundation for a child's success in elementary school. The teachers and administration are actively welcoming of parent contact and communication. We have made good progress on building relationships and partnerships with our community this year. One of our strengths lies in both administrators and teachers treating all of our families with respect.  The face-to-face interactions and community events foster a sense of belonging and connection to the school community.|Family involvement is valued at Old Adobe Charter School. The Youth Truth family survey response rate continues to increase from year to year. In partnership with our active PTO, we continue to hold regular school-wide events this school year for all members of our school community to participate in. Educational partners shared that they would like these engagement opportunities to continue and be robust.|Both the school and the district have been focusing on becoming culturally proficient and celebrating each student's contribution to the classroom and school community. We are raising our awareness of the importance of representation of all cultures and backgrounds in instructional materials, and having a strengths-based approach in our instruction. Regular weekly communication from the principal in the form of email, and robocalls in the parents' preferred language informs families of school events and important information. Our office manager, who is bilingual, makes personal phone calls to invite all of our Spanish-speaking families when we have meetings and events. We have found that personally reaching out in this manner has helped to maintain connectivity among our inclusive community.|Our twice-yearly parent-teacher conferences are well attended and valued by both teachers and parents. Many teachers include students in these conversations, using the conference as an opportunity to reflect on learning habits for success, areas of strength and areas for growth, and to set learning goals for the next trimester. Our Continuum of Services Team (COST) meets regularly to review students who may need additional support as well as to monitor student response to interventions that have been put into place.  Our Student Success Team partners with families to provide resources and ways to support students in the home environment, including working with our school counselor, our district behaviorist, and our Literacy Coach. Personal invitations in the form of face-to-face communication and live phone calls are a strength and a strategy we will continue to use.    The attendance at our Parent Teacher Organization meetings had averaged approximately of between 10-18 attendees throughout the year.  This year, the PTO held monthly meetings either virtually or in person to increase accessibility to participating in the meetings. Our Parent Teacher Organization is very active in our school and makes tremendous contributions to our school community. Several teachers and the principal are actively participate with the PTO, attending all of the monthly meetings.  Volunteers are an integral part of our school community and program. In addition to the PTO, volunteers contribute in many ways both within and outside of the classroom. Parents frequently volunteer in the classroom, with special projects, on field trips, in our school garden, with coordinating fundraising events, and in so many other ways.|Based on the analysis of educational partner input and local data, it is evident that we need to continue to find ways to provide families with information and resources to support student learning and development in the home. We have strong partnerships with our families, but by focusing on the school to home support, we can create a more cohesive educational experience that benefits student learning.|Based on the analysis of educational partner input and local data, we have implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, have limited English proficiency, are disabled, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, we provide translation services for online information including Parent Square messages and robocalls, and meetings at school and district locations. Additionally, professional development for staff will ensure English Language Development instruction is provided to all English Learners. By addressing these diverse needs, we aim to create a more inclusive and supportive educational environment for all students and their families. Developing our awareness of implicit bias and the challenges that our underrepresented families face will also be an ongoing area of growth and improvement.|One of our strengths in this area is that we hold periodic parent meetings at our site where we actively listen to and gather parent input on how the school is meeting families' needs, and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms, monthly Parent Teacher Organization meetings, Coffee with the Principal and LCAP committee meetings. In all of these parent meetings input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Often input is gathered in informal ways: in conversations in the hallways or when parents are dropping off or picking up their children, at fundraising events, through phone calls, or at parent-teacher conferences. Being accessible in a variety of ways, not always in formal settings, can increase the comfort level that families have with communicating their ideas and/or concerns. As well as holding parent meetings and gathering input in informal ways, parent surveys also provide valuable opportunities for anonymous input. Using the Youth Truth survey over the course of several years will give us valuable data on how families perceive how we value their input.|Have improved in holding regular meetings this school year by calendaring all of these meetings at the beginning of the year and providing this information to families well in advance. In order to improve the engagement of underrepresented families, we will continue to communicate in their preferred language, provide translation at events, and reach out with personal invitations whenever possible. We will also endeavor to schedule meetings at times when parents are most likely to be able to attend. In addition, at all school events, we will welcome everyone with warmth and genuine appreciation for their participation. Another area for improvement is to continue to increase the percentage of families who respond to our parent surveys. This could be done by providing access to devices on campus for parents to complete the survey, by providing access to the survey on social media and through text messaging as well as through email or our website.|We have found that one of the best ways to improve engagement of underrepresented families is through personal invitations or requests to join committees, to come to meetings, and/or volunteer at the school. While many of our underrepresented families may not respond to mass emails or communications, when invited in person, they are more likely to participate.|5|4|4|4|5|3|5|4|5|5|4|4|Met||2025-06-25|2025
49708476072136|Miwok Valley Elementary Charter|3|Miwok Valley observed progress towards fostering thriving and meaningful parent engagement. This year we have seen an increase in parent engagement with our Parent Teacher Organization (PTO). In addition, an increase with the number of parents volunteers completing required documentation. The Youth Truth Family Survey data on Parent Engagement indicates Miwok Valley's highest rated themes were Communication & Feedback and Parent Engagement. The data indicates that families are feeling engaged at school, informed about important decisions, are included in planning school activities, feel represented at school and Miwok parents/family members feel empowered to play a meaningful role in decision-making at my school. Additionally,  the data indicates that parents/families receive regular feedback about their students progress, they receive information about what their child should learn and be able to do, and that Teachers clearly communicate expectations for their students progress.|At Miwok Valley parent engagement faces various challenges which include communication barriers including language barriers, busy schedules, or lack of access to communication channels.  Addressing these challenges requires proactive efforts from Miwok Valley, such as providing multiple communication channels, offering flexible meeting times, providing resources in multiple languages, and actively involving parents in decision making processes. Building trust, fostering cultural competence, and creating welcoming environments are crucial steps in overcoming barriers to parent engagement.|Miwok Valley's strengths in building relationships with families takes place effectively in the following areas: Building relationships between school staff and families, building partnerships to support and ensure positive student outcomes, and seeking input for decision-making. During the 2024-2025 school year,  monthly PTO meetings were held and membership grew. Certificated staff, classified staff, and parents/guardians attended the meetings which fostered continued building of ongoing relationships based in respect and equity. Multiple opportunities for staff and parents/guardians ensured that stakeholders engaged in two-way communication that was both frequent and consistent. Translation was available at all meetings. All meeting documents were translated as well. A focus area for improvement is to increase overall attendance at all stakeholder engagement meetings and outreach events. Miwok Valley will improve the engagement of underrepresented families by providing additional community events for parents/guardians and students to participate in. In addition, for the 2024-2025 academic year a community outreach coordinator was hired to support parent engagement.|Ongoing stakeholder engagement is an integral part of the planning process and Miwok Valley's efforts continue to exceed requirements. As listed in the above section, numerous meetings held throughout the year provided students, families, staff, and community groups an opportunity to provide input. All engagement experiences were organized around two important elements; updates on current LCAP initiatives/investments and opportunities to provide feedback. Meetings with educational partners were highly attended. Miwok Valley will improve the engagement of underrepresented families by continuing to offer meeting applicable to parents, guardians and caretakers needs. Back to School Night, Open House, and Parent/Teacher Conferences informed parents and guardians about curriculum content, achievement standards, assessment results and monitoring student progress. Parents were provided with materials and information needed to help improve and increase engagement and student success. Teachers and support staff consistently worked with parents as equal partners, continuously building ties between parents and the school. Parents were encouraged to participate in school activities through flyers, in person meetings, weekly principal and/or grade level newsletters, surveys, email, phone and flyers. Information was provided in a language and format parents could understand. Miwok Valley offered a flexible number of meetings to encourage parent participation.|Based on the analysis of educational partner input and local data, it is evident that we need to continue to find ways to provide families with information and resources to support student learning and development in the home. We have strong partnerships with our families, but by focusing on the school to home support, we can create a more cohesive educational experience that benefits student learning.|Based on the analysis of educational partner input and local data, we have implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, have limited English proficiency, are disabled, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, we provide translation services for online information including Parent Square messages and robocalls, and meetings at school and district locations. Additionally, professional development for staff will ensure English Language Development instruction is provided to all English Learners. By addressing these diverse needs, we aim to create a more inclusive and supportive educational environment for all students and their families. Developing our awareness of implicit bias and the challenges that our underrepresented families face will also be an ongoing area of growth and improvement.|Miwok Valley is deeply committed to family engagement in advisory groups and decision making. We have been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent/principal coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP Advisory Council meetings, Charter Committee and District Budget Committee Meetings. In all of these meetings, input is sought in order to improve our school and to use the ideas that educational partners bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all educational partners are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Youth Truth Surveys are also utilized as a method for input.|"Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a lack of input from underrepresented families. Miwok Valley is working to engage underrepresented families through targeted outreach, school community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."|Miwok Valley will continue to offer parent support nights to provide technology support to parents and ways in which parents can best support their children at home. All PTO Board positions have been filled.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
49708476114755|Sonoma Mountain Elementary|3|"There was successful implementation of the actions and services to achieve the goal of fostering thriving and meaningful parent engagement. We utilized the Parent Square system, school website, and social media to share our school story and include all educational partners in school events, updates, and changes. Weekly newsletters/updates from teachers and periodic PTA newsletters were paired with weekly robocalls/email updates to keep our families informed. The focus on parent connectivity and engagement ultimately supported our students in increased proficiency in academic areas and engagement in school.  The focus on parent connectivity and family relationships is to increase parent engagement in our students’ learning. We continued with a family event, “Meet the Teacher” and ""Lemonade Parties"" for TK/K, were held the day before school started.  The turn out was huge and set the stage for students and families to build relationships with staff and one another in addition to significantly decreasing first day jitters that many students and parents experience. Rather than the traditional Back to School Night format families were provided with multiple ways to access key classroom information provided by teachers."|Ensuring that all families are engaged and involved is an ongoing area of focus for staff members and opportunities to build connections with all school community members will be explored.|Sonoma Mountain Elementary Charter School prides itself on being an inclusive and welcoming school community. We understand that strong, trusting relationships with families are the foundation for a child's success in elementary school. We will need to continue and increase the opportunities for all families to contribute their ideas. Actively seeking out opportunities to interact both informally and formally with underrepresented families needs to continue to be a focus.|This is an area where we have made progress and continue to do well. Our twice yearly parent- teacher conferences are well-attended and valued by both teachers and parents.  Many teachers include students in these conversations, using them as an opportunity to reflect on learning habits for success, areas of strength and areas for growth, and to set learning goals for the next trimester. In addition, teachers check in often with parents outside of the designated conference time.  All teachers and the principal have an open door policy with a focus on consistent, on-going positive communication.    Our Student Success Team (SST) and Coordination of Student Support (COST) partners with families to provide resources and ways to support students in the home environment, including working with our school counselor, our district behaviorist, and our RTI Teacher.   Our Parent Teacher Association (PTA) is very active in our school and makes tremendous contributions to our school community. Several teachers and the principal are active members of our PTA attending all the monthly meetings. We have welcomed many new members to our PTA board while keeping many outgoing board members actively involved in the organization. Volunteers are an integral part of our school community and program. In addition to the PTA, volunteers contribute in many ways both within and outside of the classroom. Parents volunteer regularly in the classroom, with special projects, field trips, coordinating fundraising events and in so many other ways. Continuing to welcome new and diverse members of our community to volunteer, and increasing involvement in our PTA is a priority.|While parents and caregivers feel connected and a part of helping their child/ren reach great success, they are interested in learning more strategies to help their children thrive academically and social-emotionally.|Data from the Youth Truth Survey supports that underrepresented families feel included, valued, and supported. However, the engagement of underrepresented families is always an area of continuous improvement for our school. One strategy that we will continue is to provide meeting and workshop access via Zoom to accommodate working parents more easily and to provide translation services if necessary. We will continue to look for ways to include underrepresented families in key roles such as LCAP committee and involvement with PTA. We will continue to focus on building relationships while being culturally responsive, and providing equitable approaches to building relationships and engaging our families.|One of our strengths in this area is that we hold periodic parent meetings at our site where we actively listen to and gather parent input on how the school is meeting families' needs, and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms, including monthly Parent Teacher Association meetings and LCAP Advisory Committee meetings. In all of these parent meetings, input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Often input is gathered in informal ways: in conversations before and after weekly community gatherings, around campus or when parents are dropping off or picking up their children, at fundraising events, through phone calls, or at parent-teacher conferences. Being accessible in a variety of ways, not always in formal settings, can increase the comfort level that families have with communicating their ideas and/or concerns. As well as holding parent meetings and gathering input in informal ways, parent surveys also provide valuable opportunities for anonymous input. Not all educational partners are available for meetings at the scheduled times and providing alternative ways to contribute and participate is crucial.|"Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a lack of input from underrepresented families. Sonoma Mountain is working to engage underrepresented families through targeted outreach, school community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."|In order to improve engagement of underrepresented families we will continue to communicate in their preferred language, provide translation at events, and reach out with personal invitations whenever possible. We will also endeavor to schedule meetings at times when parents are most likely to be able to attend.  In addition, at all school events we will welcome everyone with warmth and genuine appreciation for their participation. Another area for improvement is to increase the percentage of families who respond to our parent surveys.  This could be done by providing the devices at parent conferences for parents to complete the survey, by providing access to the survey on social media and through text messaging as well as through email or our website. In discussions with our PTA and other educational partners we plan to pair families who are new to our school with veteran families in order to help our new families feel comfortable as they navigate the opportunities at their new school.|4|4|4|4|4|3|4|4|4|4|3|4|Met||2025-06-25|2025
49708700000000|Piner-Olivet Union Elementary|3|POUSD uses YouthTruth Data to analyze feedback from staff, families and students. POUSD has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Organizations  -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|POUSD uses YouthTruth Data to analyze feedback from staff, families and students. POUSD has used this data to create focus areas for improvement such as:  -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff|POUSD will actively look for partnerships that support our mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, POUSD will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|POUSD's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences  -Celebration of Growth at school sites and board meetings|POUSD's focus and improvement in building partnerships for student outcomes:  -Increase data analysis  -Increase data management  -Increase participation for YouthTruth Survey|POUSD's will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis  -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|POUSD's current strengths for seeking input for decision making are: - Listening to our educational partners  -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|POUSD's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|POUSD's will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|5|3|3|4|3|4|4|4|4|Met||2025-06-16|2025
49708700106344|Northwest Prep Charter|3|Northwest Prep uses YouthTruth Data to analyze feedback from staff, families and students. Northwest Prep has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Organizations  -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|Northwest Prep uses YouthTruth Data to analyze feedback from staff, families and students. Northwest Prep has used this data to create focus areas for improvement such as:  -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff|Northwest Prep will actively look for partnerships that support our mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, NWP will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|NWP's strengths and progress in building partnerships for student outcomes:  -Student of Concern meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences  -Celebration of Growth at school sites and board meetings|NWP's focus and improvement in building partnerships for student outcomes:  -Increase data analysis  -Increase data management  -Increase use of data to focus on next steps for students  -Increase participation for YouthTruth Survey|NWP's will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis and how to use the data to support student outcomes (ie. Renaissance Next) -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|NWP's current strengths for seeking input for decision making are:  - Listening to our educational partners  -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|NWP's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|NWP will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|4|3|3|4|3|4|4|4|4|Met||2025-06-16|2025
49708706066344|Olivet Elementary Charter|3|Olivet uses YouthTruth Data to analyze feedback from staff, families and students. Olivet has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Organizations  -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|Olivet uses YouthTruth Data to analyze feedback from staff, families and students. Olivet has used this data to create focus areas for improvement such as:  -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff|Olivet will actively look for partnerships that support our mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, Olivet will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|Olivet's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences  -Celebration of Growth at school sites and board meetings|-Increase data analysis and use of data to improve student outcomes -Increase data management  -Increase participation for YouthTruth Survey|Olivet will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis  -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|Olivet's current strengths for seeking input for decision making are:  - Listening to our educational partners  -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|Olivet's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|Olivet's will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|4|3|3|4|3|4|4|4|4|Met||2025-06-16|2025
49708706109144|Morrice Schaefer Charter|3|Schaefer Elementary School uses YouthTruth Data to analyze feedback from staff, families and students. Schaefer has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Organizations  -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|Schaefer uses YouthTruth Data to analyze feedback from staff, families and students. Schaefer has used this data to create focus areas for improvement such as:  -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff|Schaefer will actively look for partnerships that support our mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, Schaefer will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|Schaefer's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences  -Celebration of Growth at school sites and board meetings|Schaefer's focus and improvement in building partnerships for student outcomes:  -Increase data analysis and use of data to build on student next steps -Increase data management  -Increase participation for YouthTruth Survey|Schaefer will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis  -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|Schaefer's current strengths for seeking input for decision making are:  - Listening to our educational partners  -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|Schaefer's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|Schaefer will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|4|3|3|4|3|4|4|4|4|Met||2025-06-16|2025
49708706113492|Piner-Olivet Charter|3|POCS uses YouthTruth Data to analyze feedback from staff, families and students. POCS has used this data to create equity school goals to continue to build relationships with staff, families and students. Some goals are:  -Communication in Home Language  -Inviting Families to School Events  -Inviting Families to School Committees -Including Families in Decision Making through School Organizations and Executive Committee -Weekly Announcements to Families  -Community Circles with Staff to Build Relationships|POCS uses YouthTruth Data to analyze feedback from staff, families and students. POCS has used this data to create focus areas for improvement such as:  -Increase Participation in School Events  -Increase Participation in YouthTruth Data Survey  -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff|POCS will actively look for partnerships that support our mission and vision of our district in order to increase partnerships to support underrepresented families and students in our school community. In addition, POCS will increase participation for families by ensuring activities are inclusive. For staff, schools will have  instructional leadership meetings to increase participation and ownership of school decision-making.|POCS' strengths and progress in building partnerships for student outcomes:  -Student of Concern Meetings with administration and teachers to review student data and goals  -Teacher Parent Conferences  -Celebration of Growth at school sites and board meetings|POCS' focus and improvement in building partnerships for student outcomes:  -Increase data analysis  -Increase data management  -Increase participation for YouthTruth Survey|POCS' will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Providing more Parent Information Nights on Topics Educational Partners want such as Restorative Practices, Parenting in the Digital Age, and How to Live a Healthy Lifestyle -Providing time for data analysis  -Providing professional development on Aeries Analytics  -Providing additional resources for families and students to take YouthTruth Survey|POCS' current strengths for seeking input for decision making are:  - Listening to our educational partners  -Providing meetings at various times to include educational partners  -Providing childcare for meetings around decision making  -Provide food for meetings -Sharing information about meetings through ParentSquare|POCS' areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners  -Increase communication of when meetings are and provide incentives|POCS will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings  -Increase communication about decision-making meetings and importance|4|4|4|4|3|3|4|3|4|4|4|4|Met||2025-06-16|2025
49708880000000|Kashia Elementary|3|Given the small size of the school community, staff have been able to connect extensively with each student and  their parents/guardians and strives to establish and maintain positive relationships.|District administration facilitate conversations constantly to resolve any conflicts between staff and families or  celebrate small wins.|Individual parent/guardian outreach conducted by the Superintendent will happen more often in 2025-2026 due to hiring a full-time principal/teacher for the school site with part of their job duties to engage community members weekly.|Given the small size of the school community, staff, parents/guardians, and the local community (e.g. the Pomo  Tribal Council) have been able to partner effectively for student outcomes.|"Action steps identified in the 2025-26 LCAP will serve to improve ""Building Partnerships for Student Outcomes;"" e.g.  working with the Tribal Council to identify a potential partner to provide instruction in the Pomo language, adding contracted support to provide social-emotional education, etc."|Individual parent/guardian outreach conducted by the Superintendent, with specific goals related to student  outcomes.|Staff is able to connect directly with parents and local tribal representatives on a regular and frequent basis to gain input for decision-making.  The strength is that we have communication always with parents but this is a challenge with not sharing confidential student data with such a small student population.|LEA's area of focus based on educational partner input is always around improving academics.|The LEA will continue to improve engagement and obtain parent feedback at every opportunity throughout the school year.|3|4|3|4|3|3|3|3|3|3|3|3|Met||2025-06-11|2025
49708960000000|Rincon Valley Union Elementary|3|Multilingual Learner Advocates and School Teams hold Welcome Interviews with new multilingual families  Multilingual Learner Advocates assist with communication, to ensure access and participation for parent meetings.  Fall Community Gathering- Principals, Support Coordinators, Multilingual Learner Advocates Welcoming Schools Trainings for classified staff - Nov. 1 and Jan. 31 2-way communication between families and educators using primary language of preference, via Parent Square & Language Lines Spanish translation at board meetings Partnership with Parent Institute for Quality Education (PIQE) offered 20 weeks of parent engagement courses for families for social-emotional learning, family engagement and family leadership.|"The area of focus for this category will continue to be ""developing the capacity of staff to build trusting and respectful relationships with families"""|Based on feedback, we plan to enhance our communication with families through flyers, digital newsletters, information nights and Parent Square text messaging. In addition, we received feedback that holding events from 6-7 in the evenings is preferred.|Attendance - Chronic Absenteeism decreased 6.2%  Attendance - Reduced Average Days Absent from 9.3 - 8.5 Partnership with the Parent Institute for Quality Education (PIQE) to offer 20 weeks of parent engagement courses for families, around the topics of social-emotional learning, family engagement and family leadership.   Meetings with families to discuss learner progress and ways to work together to support improved learner outcomes. Multilingual Learner Advocates assisting with communication with English Learner families to ensure access and participation at parent meetings. Supporting families to understand and exercise their legal rights and advocate for their children; Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|The focus area for improvement is “providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families”.|Continuing to develop the Welcome Interviews with Multilingual Learner Advocates.  Holding another Community Gathering Event in the fall, to include learning sessions for families around specific topics of interest.  Continuing Parent/Teacher conferences as an opportunity for families to partner directly with teachers. Providing families with information and resources to support student learning and development in the home by Implementing policies or programs for teachers and families/students that promote the sharing of information and resources that support student learning and development in the home. Discussing student progress and ways to work together to support improved student outcomes; specifically Parent/Teacher Conferences, SST Meetings, Parent Meetings, ELAC/DELAC, TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops, and Google Classroom.|Building capacity of and supporting Principals, staff and families to effectively engage families in Site Council, ELAC/DELAC, LCAP Partner Committee, Superintendent Advisory Meetings, Parent Clubs and Parent/Teacher Conferences. Opportunities for families to give input on policies and programs. Implementing strategies to reach and seek input from underrepresented groups.  Opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school/district levels.|The focus area for improvement is “building the capacity of and supporting family members to effectively engage in advisory groups and decision-making”.|Shift engagement from formal DELAC meetings to more frequent, casual yet informative engagement and partnerships through flyers, digital newsletters, information nights and Parent Square text messaging.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2025-06-17|2025
49708960102525|Spring Lake Charter|3|Multilingual Learner Advocates and School Teams hold Welcome Interviews with new multilingual families  Multilingual Learner Advocates assist with communication, to ensure access and participation for parent meetings.  Fall Community Gathering- Principals, Support Coordinators, Multilingual Learner Advocates Welcoming Schools Trainings for classified staff - Nov. 1 and Jan. 31 2-way communication between families and educators using primary language of preference, via Parent Square & Language Lines Spanish translation at board meetings Partnership with Parent Institute for Quality Education (PIQE) offered 20 weeks of parent engagement courses for families for social-emotional learning, family engagement and family leadership.|"The area of focus for this category will continue to be ""developing the capacity of staff to build trusting and respectful relationships with families"""|Based on feedback, we plan to enhance our communication with families through flyers, digital newsletters, information nights and Parent Square text messaging. In addition, we received feedback that holding events from 6-7 in the evenings is preferred.|Attendance - Chronic Absenteeism decreased 6.2%  Attendance - Reduced Average Days Absent from 9.3 - 8.5 Partnership with the Parent Institute for Quality Education (PIQE) to offer 20 weeks of parent engagement courses for families, around the topics of social-emotional learning, family engagement and family leadership.   Meetings with families to discuss learner progress and ways to work together to support improved learner outcomes. Multilingual Learner Advocates assisting with communication with English Learner families to ensure access and participation at parent meetings. Supporting families to understand and exercise their legal rights and advocate for their children; Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|The focus area for improvement is “providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families”.|Continuing to develop the Welcome Interviews with Multilingual Learner Advocates.  Holding another Community Gathering Event in the fall, to include learning sessions for families around specific topics of interest.  Continuing Parent/Teacher conferences as an opportunity for families to partner directly with teachers. Providing families with information and resources to support student learning and development in the home by Implementing policies or programs for teachers and families/students that promote the sharing of information and resources that support student learning and development in the home. Discussing student progress and ways to work together to support improved student outcomes; specifically Parent/Teacher Conferences, SST Meetings, Parent Meetings, ELAC/DELAC, TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops, and Google Classroom.|Building capacity of and supporting Principals, staff and families to effectively engage families in Site Council, ELAC/DELAC, LCAP Partner Committee, Superintendent Advisory Meetings, Parent Clubs and Parent/Teacher Conferences. Opportunities for families to give input on policies and programs. Implementing strategies to reach and seek input from underrepresented groups.  Opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school/district levels.|The focus area for improvement is “building the capacity of and supporting family members to effectively engage in advisory groups and decision-making”.|Shift engagement from formal DELAC meetings to more frequent, casual yet informative engagement and partnerships through flyers, digital newsletters, information nights and Parent Square text messaging.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2025-06-17|2025
49708966052039|Manzanita Elementary Charter|3|Multilingual Learner Advocates and School Teams hold Welcome Interviews with new multilingual families  Multilingual Learner Advocates assist with communication, to ensure access and participation for parent meetings.  Fall Community Gathering- Principals, Support Coordinators, Multilingual Learner Advocates Welcoming Schools Trainings for classified staff - Nov. 1 and Jan. 31 2-way communication between families and educators using primary language of preference, via Parent Square & Language Lines Spanish translation at board meetings Partnership with Parent Institute for Quality Education (PIQE) offered 20 weeks of parent engagement courses for families for social-emotional learning, family engagement and family leadership.|"The area of focus for this category will continue to be ""developing the capacity of staff to build trusting and respectful relationships with families"""|Based on feedback, we plan to enhance our communication with families through flyers, digital newsletters, information nights and Parent Square text messaging. In addition, we received feedback that holding events from 6-7 in the evenings is preferred.|Attendance - Chronic Absenteeism decreased 6.2%  Attendance - Reduced Average Days Absent from 9.3 - 8.5 Partnership with the Parent Institute for Quality Education (PIQE) to offer 20 weeks of parent engagement courses for families, around the topics of social-emotional learning, family engagement and family leadership.   Meetings with families to discuss learner progress and ways to work together to support improved learner outcomes. Multilingual Learner Advocates assisting with communication with English Learner families to ensure access and participation at parent meetings. Supporting families to understand and exercise their legal rights and advocate for their children; Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|The focus area for improvement is “providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families”.|Continuing to develop the Welcome Interviews with Multilingual Learner Advocates.  Holding another Community Gathering Event in the fall, to include learning sessions for families around specific topics of interest.  Continuing Parent/Teacher conferences as an opportunity for families to partner directly with teachers. Providing families with information and resources to support student learning and development in the home by Implementing policies or programs for teachers and families/students that promote the sharing of information and resources that support student learning and development in the home. Discussing student progress and ways to work together to support improved student outcomes; specifically Parent/Teacher Conferences, SST Meetings, Parent Meetings, ELAC/DELAC, TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops, and Google Classroom.|Building capacity of and supporting Principals, staff and families to effectively engage families in Site Council, ELAC/DELAC, LCAP Partner Committee, Superintendent Advisory Meetings, Parent Clubs and Parent/Teacher Conferences. Opportunities for families to give input on policies and programs. Implementing strategies to reach and seek input from underrepresented groups.  Opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school/district levels.|The focus area for improvement is “building the capacity of and supporting family members to effectively engage in advisory groups and decision-making”.|Shift engagement from formal DELAC meetings to more frequent, casual yet informative engagement and partnerships through flyers, digital newsletters, information nights and Parent Square text messaging.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2025-06-17|2025
49708966052047|Whited Elementary Charter|3|Multilingual Learner Advocates and School Teams hold Welcome Interviews with new multilingual families  Multilingual Learner Advocates assist with communication, to ensure access and participation for parent meetings.  Fall Community Gathering- Principals, Support Coordinators, Multilingual Learner Advocates Welcoming Schools Trainings for classified staff - Nov. 1 and Jan. 31 2-way communication between families and educators using primary language of preference, via Parent Square & Language Lines Spanish translation at board meetings Partnership with Parent Institute for Quality Education (PIQE) offered 20 weeks of parent engagement courses for families for social-emotional learning, family engagement and family leadership.|"The area of focus for this category will continue to be ""developing the capacity of staff to build trusting and respectful relationships with families"""|Based on feedback, we plan to enhance our communication with families through flyers, digital newsletters, information nights and Parent Square text messaging. In addition, we received feedback that holding events from 6-7 in the evenings is preferred.|Attendance - Chronic Absenteeism decreased 6.2%  Attendance - Reduced Average Days Absent from 9.3 - 8.5 Partnership with the Parent Institute for Quality Education (PIQE) to offer 20 weeks of parent engagement courses for families, around the topics of social-emotional learning, family engagement and family leadership.   Meetings with families to discuss learner progress and ways to work together to support improved learner outcomes. Multilingual Learner Advocates assisting with communication with English Learner families to ensure access and participation at parent meetings. Supporting families to understand and exercise their legal rights and advocate for their children; Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|The focus area for improvement is “providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families”.|Continuing to develop the Welcome Interviews with Multilingual Learner Advocates.  Holding another Community Gathering Event in the fall, to include learning sessions for families around specific topics of interest.  Continuing Parent/Teacher conferences as an opportunity for families to partner directly with teachers. Providing families with information and resources to support student learning and development in the home by Implementing policies or programs for teachers and families/students that promote the sharing of information and resources that support student learning and development in the home. Discussing student progress and ways to work together to support improved student outcomes; specifically Parent/Teacher Conferences, SST Meetings, Parent Meetings, ELAC/DELAC, TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops, and Google Classroom.|Building capacity of and supporting Principals, staff and families to effectively engage families in Site Council, ELAC/DELAC, LCAP Partner Committee, Superintendent Advisory Meetings, Parent Clubs and Parent/Teacher Conferences. Opportunities for families to give input on policies and programs. Implementing strategies to reach and seek input from underrepresented groups.  Opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school/district levels.|The focus area for improvement is “building the capacity of and supporting family members to effectively engage in advisory groups and decision-making”.|Shift engagement from formal DELAC meetings to more frequent, casual yet informative engagement and partnerships through flyers, digital newsletters, information nights and Parent Square text messaging.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2025-06-17|2025
49708966052070|Village Elementary Charter|3|Multilingual Learner Advocates and School Teams hold Welcome Interviews with new multilingual families  Multilingual Learner Advocates assist with communication, to ensure access and participation for parent meetings.  Fall Community Gathering- Principals, Support Coordinators, Multilingual Learner Advocates Welcoming Schools Trainings for classified staff - Nov. 1 and Jan. 31 2-way communication between families and educators using primary language of preference, via Parent Square & Language Lines Spanish translation at board meetings Partnership with Parent Institute for Quality Education (PIQE) offered 20 weeks of parent engagement courses for families for social-emotional learning, family engagement and family leadership.|"The area of focus for this category will continue to be ""developing the capacity of staff to build trusting and respectful relationships with families"""|Based on feedback, we plan to enhance our communication with families through flyers, digital newsletters, information nights and Parent Square text messaging. In addition, we received feedback that holding events from 6-7 in the evenings is preferred.|Attendance - Chronic Absenteeism decreased 6.2%  Attendance - Reduced Average Days Absent from 9.3 - 8.5 Partnership with the Parent Institute for Quality Education (PIQE) to offer 20 weeks of parent engagement courses for families, around the topics of social-emotional learning, family engagement and family leadership.   Meetings with families to discuss learner progress and ways to work together to support improved learner outcomes. Multilingual Learner Advocates assisting with communication with English Learner families to ensure access and participation at parent meetings. Supporting families to understand and exercise their legal rights and advocate for their children; Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|The focus area for improvement is “providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families”.|Continuing to develop the Welcome Interviews with Multilingual Learner Advocates.  Holding another Community Gathering Event in the fall, to include learning sessions for families around specific topics of interest.  Continuing Parent/Teacher conferences as an opportunity for families to partner directly with teachers. Providing families with information and resources to support student learning and development in the home by Implementing policies or programs for teachers and families/students that promote the sharing of information and resources that support student learning and development in the home. Discussing student progress and ways to work together to support improved student outcomes; specifically Parent/Teacher Conferences, SST Meetings, Parent Meetings, ELAC/DELAC, TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops, and Google Classroom.|Building capacity of and supporting Principals, staff and families to effectively engage families in Site Council, ELAC/DELAC, LCAP Partner Committee, Superintendent Advisory Meetings, Parent Clubs and Parent/Teacher Conferences. Opportunities for families to give input on policies and programs. Implementing strategies to reach and seek input from underrepresented groups.  Opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school/district levels.|The focus area for improvement is “building the capacity of and supporting family members to effectively engage in advisory groups and decision-making”.|Shift engagement from formal DELAC meetings to more frequent, casual yet informative engagement and partnerships through flyers, digital newsletters, information nights and Parent Square text messaging.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2025-06-17|2025
49708966085229|Binkley Elementary Charter|3|Multilingual Learner Advocates and School Teams hold Welcome Interviews with new multilingual families  Multilingual Learner Advocates assist with communication, to ensure access and participation for parent meetings.  Fall Community Gathering- Principals, Support Coordinators, Multilingual Learner Advocates Welcoming Schools Trainings for classified staff - Nov. 1 and Jan. 31 2-way communication between families and educators using primary language of preference, via Parent Square & Language Lines Spanish translation at board meetings Partnership with Parent Institute for Quality Education (PIQE) offered 20 weeks of parent engagement courses for families for social-emotional learning, family engagement and family leadership.|"The area of focus for this category will continue to be ""developing the capacity of staff to build trusting and respectful relationships with families"""|Based on feedback, we plan to enhance our communication with families through flyers, digital newsletters, information nights and Parent Square text messaging. In addition, we received feedback that holding events from 6-7 in the evenings is preferred.|Attendance - Chronic Absenteeism decreased 6.2%  Attendance - Reduced Average Days Absent from 9.3 - 8.5 Partnership with the Parent Institute for Quality Education (PIQE) to offer 20 weeks of parent engagement courses for families, around the topics of social-emotional learning, family engagement and family leadership.   Meetings with families to discuss learner progress and ways to work together to support improved learner outcomes. Multilingual Learner Advocates assisting with communication with English Learner families to ensure access and participation at parent meetings. Supporting families to understand and exercise their legal rights and advocate for their children; Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.|The focus area for improvement is “providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families”.|Continuing to develop the Welcome Interviews with Multilingual Learner Advocates.  Holding another Community Gathering Event in the fall, to include learning sessions for families around specific topics of interest.  Continuing Parent/Teacher conferences as an opportunity for families to partner directly with teachers. Providing families with information and resources to support student learning and development in the home by Implementing policies or programs for teachers and families/students that promote the sharing of information and resources that support student learning and development in the home. Discussing student progress and ways to work together to support improved student outcomes; specifically Parent/Teacher Conferences, SST Meetings, Parent Meetings, ELAC/DELAC, TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops, and Google Classroom.|Building capacity of and supporting Principals, staff and families to effectively engage families in Site Council, ELAC/DELAC, LCAP Partner Committee, Superintendent Advisory Meetings, Parent Clubs and Parent/Teacher Conferences. Opportunities for families to give input on policies and programs. Implementing strategies to reach and seek input from underrepresented groups.  Opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school/district levels.|The focus area for improvement is “building the capacity of and supporting family members to effectively engage in advisory groups and decision-making”.|Shift engagement from formal DELAC meetings to more frequent, casual yet informative engagement and partnerships through flyers, digital newsletters, information nights and Parent Square text messaging.|4|4|5|5|4|4|5|5|4|4|4|4|Met||2025-06-17|2025
49709040000000|Roseland|3|"We continue to have high levels of trusting and respectful relationships with families through ParentSquare Communication, Back to School Night, schoolwide events, and two rounds of Parent-Teacher Conferences. Adding the second round of parent conferences has enabled more consistent communication between teachers and families.  YouthTruth survey results show that: - 92% agree or strongly agree that “Teachers treat families with respect.” - 90% agree or strongly agree that “Administrators treat families with respect.” - 88% agree or strongly agree that ”I feel comfortable approaching the administration about my concerns.”   Creating a welcoming environment for all families is a priority for the district.  - 86% agree or strongly agree that “My school creates a friendly environment.” - 83% agree or strongly agree that ”I feel valued by my school.” - 86% agree or strongly agree that “I am proud of my school” - 86% of families reported positively on the overall “Culture” indicator   We have systems in place to learn about each family’s strengths, cultures, languages, and goals for their children through Parent-Teacher Conferences, Back to School Night, Parentsquare communication, etc.  However, it is a priority for the district to continue to grow in this area through professional development and collaboration.  On the YouthTruth survey: - 90% agree or strongly agree that “My school respects people from different backgrounds (for example, people of different races, ethnicities, and genders.)""  This data shows that Roseland District schools are above county averages in these essential areas; however, we still have an important opportunity to make improvements and put further systems in place to ensure that all families feel that they are respected and valued and are an essential part of the school community.  We are engaging in 2-way communication between families and educators in a language that is understandable and accessible to families by providing: Back to School Night, two rounds of Parent Conferences, Open House, Parent Club meetings, ELAC/DELAC, ParentSquare messaging, robocalls and newsletters. - 92% agree or strongly agree that “I receive information about what my child should learn and be able to do.” - Parent conferences are held twice yearly and attendance is typically between 95% - 100% as teachers make every effort to reach every parent (rescheduling and providing makeup conferences as needed)."|While this is an area of relative strength for us, Roseland School District will continue to focus on improving relationships and connections with families. Some important next steps include further developing the capacity of staff (i.e., administrators, teachers, and classified staff) to utilize culturally responsive family engagement practices and to determine ways to best reach families who are not accessing school-to-home communications (ParentSquare, robocalls, etc.).|The Roseland School District will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, School Site Council meetings, parent club meetings, parent-teacher conferences, and the use of ParentSquare and Robocalls.  Next year, we will focus on increasing participation in DELAC/ELAC meetings and attendance at parent club meetings.   The district will partner with teachers to ensure we reach parents with the most important district messages being sent home (such as YouthTruth survey participation).  Roseland School District’s strengths for building relationships with parents include but are not limited to: parent club meetings, parent conferences, and maintaining warm and welcoming school environments. Next steps for the district are to provide further professional development for staff in order to help honor and strengthen students/families’ cultural identify and to ensure staff members have the tools necessary to support our parents and families.  Additional focus areas include improving translation/interpretation services by providing professional development to support staff utilized for translation and working to increase the amount of bilingual staff.|We are beginning to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families through professional development days, PLC meetings, coordinated services team meetings, bilingual Back-to-School Night and Open House. While our families rate relationships positively on the YouthTruth Survey (2% above county average), there is still room for improvement.  We are providing families with information and resources to support student learning and development in the home by holding TK/K orientation,  parent-teacher conferences, parent club meetings, and webinars/online meetings focusing on specific areas of need (such as puberty education overview). - 87% agree or strongly agree that “My school provides the guidance necessary to help my child succeed.” - 92% agree or strongly agree that “I receive information about what my child should learn and be able to do.”   We are implementing policies or programs for teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes by holding parent-teacher conferences and IEP, 504, and SST meetings. - 90% agree or strongly agree that “I receive regular feedback about my child's progress.”   We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our website, annual notifications (including the Student/Family Handbook), IEP/504 meetings, and DELAC/ELAC meetings.	|The focus area for this section will be supporting families to understand and exercise their legal rights and advocate for their own students and all students.|The district will continue to survey families and students using the YouthTruth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent club meetings, Parent-Teacher conferences, and the use of Parentsquare and robocalls.  The district will also be working on developing parent workshops on identified parent areas of interest/need.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. Ways in which we seek input for decision making include: - Site Council - ELAC /DELAC - LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by holding Parent Club meetings, DELAC/ELAC and site council meetings. - 65% agree or strongly agree “I feel empowered to play a meaningful role in decision-making at my school.”   We are providing families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by conducting surveys, ELAC/DELAC meetings, parent club meetings, and school site council meetings.  Additionally, families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and the district through parent clubs, school site council meetings, and by conducting surveys.  - 80% agree or strongly agree that “I feel engaged with my school.” - 74% agree or strongly agree that “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. - 80% agree or strongly agree that “ Parents/family members are included in planning school activities.”|The focus area for this section will be on building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.  Attendance and ELAC and DELAC meetings has been increasing and these meetings provide opportunity to increase parent input in the decision-making process.  The district employs a bilingual English Learner TOSA to help recruit and engage families in ELAC/DELAC so attendance increases on these important groups.  Additionally, LCAP development presents an important opportunity to engage parents in the decision-making process by identifying needs and helping prioritize actions/services in the budget that will best meet student needs. The district will seek ways to further engage parents in this process beyond surveys and DELAC/PAC by conducting focus group meetings, visiting parent club meetings, etc.|The district will continue to survey families and students using the Youth Truth Survey as well as to conduct DELAC/ELAC meetings, parent club meetings, Parent-Teacher conferences, and the use of Parentsquare and robocalls.  A  particular focus area will be on increasing parent participation/attendance at DELAC/ELAC and supporting parent leadership development on these important advisory groups.|5|4|5|5|4|4|5|4|4|3|3|4|Met||2025-06-25|2025
49709040101923|Roseland Charter|3|We continue to have high levels of trusting and respectful relationships with families through Parent Square Communication, Back to School Night, schoolwide events, and MS Parent-Teacher Conferences.   Middle School (MS) - 99% agree or strongly agree that “Teachers treat families with respect.” - 97% agree or strongly agree that “Administrators treat families with respect.” - 88% agree or strongly agree that ”I feel comfortable approaching the administration about my concerns.”  High School (HS) - 88% agree or strongly agree that “Teachers treat families with respect.” - 88% agree or strongly agree that “Administrators treat families with respect.” - 82% agree or strongly agree that ”I feel comfortable approaching the administration about my concerns.”   We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Family BBQ, and other schoolwide events.  Middle School (MS) - 93% agree or strongly agree that “My school creates a friendly environment.” - 88% agree or strongly agree that ”I feel valued by my school.” - 92% agree or strongly agree that “I am proud of my school” - 84% of families reported positively on the overall “Culture” indicator  High School (HS) - 83% agree or strongly agree that “My school creates a friendly environment.” - 75% agree or strongly agree that ”I feel valued by my school.” - 76% agree or strongly agree that “I am proud of my school” - 77% of families reported positively on the overall “Culture” indicator  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children MS Parent-Teacher Conferences, Back to School Night, Parentsquare communication, etc. - MS: 97% My school respects people from different backgrounds (for example, people of different races, ethnicities, and genders.) - HS: 89% My school respects people from different backgrounds (for example, people of different races, ethnicities, and genders.)	   We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC. -MS and HS families reported high levels of communication (91% (MS) 75% (HS) agree or strongly agree that “I receive information about what my child should learn and be able to do.”).|While still higher than the Sonoma County average, Roseland Charter will continue to improve relationships with families especially in the areas of families communicating concerns to school administration and teachers. Roseland Charter’s strengths for building relationships with parents include but are not limited to: parent club meetings, parent conferences, and maintaining warm and welcoming school environments. Additionally, school staff regularly support and encourage parents to advocate for and participate in their child’s education. A focus area for the district is to provide further professional development for our staff in order to ensure they have the tools necessary to support our parents and families, particularly those from underrepresented backgrounds.|The charter will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent coffees, MS Parent-Teacher conferences, and the use of Parentsquare.|"We are beginning to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, PLC meetings, Coordinated Services Team, and Bilingual Back to School Night. While our families rate Relationships on the Youth Truth Survey high, there is still room for improvement. Middle School (MS) - 56% staff members agree or strongly agree that “My professional development over the last year has provided me with teaching strategies to better meet my students' needs.” - 92% families agree or strongly agree that “Teachers clearly communicate expectations for my child's progress."" - 79% families agree or strongly agree that “My school's policies are administered fairly and consistently.”  High School (HS) - 55% staff members agree or strongly agree that “My professional development over the last year has provided me with teaching strategies to better meet my students' needs.” - 71% families agree or strongly agree that “Teachers clearly communicate expectations for my child's progress."" - 80% families agree or strongly agree that “My school's policies are administered fairly and consistently.”   We are providing families with information and resources to support student learning and development in the home by Orientation, MS Parent Teacher Conferences, Google Classroom, and Parent Coffee Meetings.  Middle School (MS) - 92% agree or strongly agree that “My school provides the guidance necessary to help my child succeed.” - 91% agree or strongly agree that “I receive information about what my child should learn and be able to do.”  High School (HS) - 85% agree or strongly agree that “My school provides the guidance necessary to help my child succeed.” - 75% agree or strongly agree that “I receive information about what my child should learn and be able to do.”  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by MS Parent/Teacher Conferences, Title I Parent Meeting, LCAP Surveys, and IEP/504/SST meeting.     MS - 90% agree or strongly agree that “I receive regular feedback about my child's progress.”  HS - 73% agree or strongly agree that “I receive regular feedback about my child's progress.”  We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings.	"|The focus area for this section will be supporting families to understand and exercise their legal rights and advocate for their own students and all students.|Roseland Charter provides a safe and welcoming environment for our families and students. Multiple opportunities are available for two-way communication between parents and staff, including parent conferences, parent club meetings and schoolwide events. The middle school teachers hold a second round of parent conferences in order to increase home-school communication, and parent participation rates have been extremely high (95%+), including parents of underrepresented students. All home-school communication is fully translated into Spanish. A next step for the district is to provide specific support/professional development for staff on strengthening home-school communication, building home-school partnerships, and increasing cross-cultural understanding and awareness.  The charter will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent coffees, MS Parent-Teacher conferences, and the use of Parentsquare.|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training.  MS - 69% agree or strongly agree “I feel empowered to play a meaningful role in decision-making at my school.”  HS - 50% agree or strongly agree “I feel empowered to play a meaningful role in decision-making at my school.”   Additional ways in which we seek input for decision making include: -Site Council -ELAC /DELAC -LCAP Process   We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC/ELAC, site council, and board meetings.  MS - 69% agree or strongly agree “I feel empowered to play a meaningful role in decision-making at my school.”  HS - 50% agree or strongly agree “I feel empowered to play a meaningful role in decision-making at my school.”  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, Parent Coffees, and Parent Club meetings. MS - 76% agree or strongly agree that “I feel engaged with my school.” - 76% agree or strongly agree that “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”  HS - 60% agree or strongly agree that “I feel engaged with my school.” - 64% agree or strongly agree that “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs, Site Council, and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.	 MS	 - 82% agree or strongly agree that “ Parents/family members are included in planning school activities.”  HS	 - 64% agree or strongly agree that “ Parents/family members are included in planning school activities.”|The focus area for this section will be providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|The charter will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent coffees, MS Parent-Teacher conferences, and the use of Parentsquare.  Roseland Charter provides multiple opportunities for parents and families to participate in advisory groups and be a part of the district and school decision-making process. This occurs through the English Learner Advisory Council, Parent Advisory Council, and many others. Additionally, we have a high volume of participation in our annual parent Youth Truth surveys. A next step for the district is to provide more support to the school sites in running effective advisory groups that meet all necessary requirements, while at the same time engaging parents and promoting regular attendance.|4|3|4|4|4|4|4|4|4|3|3|3|Met||2025-06-24|2025
49709380000000|Sebastopol Union Elementary|3|The Sebastopol Education Foundation (SEF) provides successful opportunities for parents to be engaged in the district through special events.  Parent volunteers can be seen in the classroom, working with individuals and small groups, as guest speakers, and on the playground.  Site Council coordinated a Family Math night and has helped parents with education opportunities and building relationships. Bilingual office support at the elementary school has been key in engaging Spanish-speaking parents in the educational program.|Parent Involvement: Increased opportunities for parent participation are planned at the school and classroom levels, inviting participation along with bilingual support.  Offer more Parent education opportunities.  Continue the school website and e-blasts via Parent Square to share current information on school and classroom activities. We will continue to provide educational partner input to refine strategies and to sustain or increase current enrollment through the promotion of a positive school climate. We will continue marketing efforts and strategies for implementing marketing products and activities. Updating the district website will be a focus.|The district will continue efforts to employ a bilingual support staff person at the middle school. We also use a variety of strategies employ to seek parent input in decision-making beyond formal parent groups and surveys such as teacher-parent meetings, school leader-parent meetings, or other informal conversations where leadership is learning about parent concerns/desires for underrepresented youth in your schools. The engagement of parents of English Learners will continue to be a goal.  This will also include promoting increased participation in DELAC/ELAC.|Teachers regularly send home materials for students to work on at home that support the instructional program.  Each student from 1st-8th has a Chromebook at home to assist with educational opportunities.  The district school calendar provides for scheduled parent conferences in the fall and parents can request conferences a needed. These meetings include a review of benchmark assessment data.  Bilingual and office support reiterates how parents can exercise their rights and the channels to advocate for their students.|Character Education and ACES/Resiliency training are provided to teachers and principals to further improve the school's capacity to support families.  We administer the Youth Truth Survey (for students and parents) for parents to provide input on how we can work together and with adults at school to sustain a positive social/emotional culture in the schools and continue to work on promoting a sense of community.|The district will continue communicate in both English and Spanish through the website, ParentSquare, Aeries, etc.  We also use a variety of strategies employ to seek parent input in decision-making beyond formal parent groups and surveys such as teacher-parent meetings, school leader-parent meetings, or other informal conversations where leadership is learning about parent concerns/desires for underrepresented youth in your schools. The engagement of parents of English Learners will continue to be a goal.  This will also include promoting increased participation in DELAC/ELAC.|Teachers, principals, and office staff regularly remind parents of upcoming meetings and how to engage with advisory and support groups, such as DELAC/ELAC, Site Council, parent education, and the Sebastopol Education Foundation.  All families are frequently surveyed, in their home language, to provide input on policies, and program design as well as share their opinion.  This includes those from underrepresented groups.  The district regularly offers family engagement activities school-wide throughout the school year.|We will continue to provide educational partner input to refine strategies and to sustain or increase current enrollment through the promotion of a positive school climate. We will continue to engage families in marketing efforts and strategies for implementing engaging programming.|The district will continue efforts to employ a bilingual support staff person at the middle school. The engagement of parents of English Learners will continue to be a goal.  This will also include promoting increased participation in DELAC/ELAC.|5|4|4|4|4|4|4|3|4|4|4|4|Met||2025-06-12|2025
49709386113039|Sebastopol Independent Charter|3|The school sends a weekly newsletter to all families with information regarding school news and events. The school has improved its digital enrollment platform. The teachers engage all families in regular newsletters, communication, parent conferences, and reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and encouraged to advocate for their children. We do our best to engage underrepresented families. The school uses emails, texts,, and voicemail messages to communicate various information with school families.|The school uses School Wise as a communication tool to make it easier for the school to communicate with parents. We have strong attendance reporting with good communication between parents and the school regarding attendance issues. We provide lots of parent education opportunities. The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members. The faculty's implementation of role modeling professional conduct is an important priority for the school. We established the values of being Safe, Responsible, and Respectful, which we have communicated many times during the school year. We also created Norms around these values, which were also communicated with our school community.|Parents are engaged in many informal ways to support the students, such as through classroom volunteer opportunities and field trips. We see the parents as partners in educating the students. We have a faculty-run DEIA advisory group to educate parents on different diversity topics and parent education. We welcome and invite community members to our regular school board meetings, where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.The teachers do a fabulous job in communicating with all parents, including underrepresented families.|The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members with facilitation by a professional from Restorative Resources. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a good job in communicating with all parents, including underrepresented families.|We are enjoying opportunities for parent volunteering on campus,  parent education events on campus, and chaperoning field trips.|We expect that our teachers and staff will continue to communicate with underrepresented families, which have been successful in their efforts.|Parents are engaged in many informal ways in supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have had advisory groups engage parents in different topics. We welcome and invite community members to our regular school board meetings, where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.|We will make sure that our faculty and staff members update their contact lists on a regular basis to ensure that they are reaching community members in their communication with school community members when seeking input for decision-making.|We expect that our teachers and staff will continue to communicate with underrepresented families, which have been successful in their efforts.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2025-06-23|2025
49709530000000|Sonoma Valley Unified|3|Community and family engagement are essential for our schools and students to thrive. Parents and students are supported by dedicated staff and have access to a variety of opportunities. School administrators regularly communicate with families to share important school-wide information and events. Each school has bilingual staff in the front office to help bridge communication with our Spanish-speaking families. Additionally, the district publishes a monthly community newsletter, which is available on the district website.|Clear, ongoing communication in a manner easily to be understood by our families is an area to improve. Other areas of growth include scheduling (more) community events throughout the year as well as providing opportunities for families to volunteer. Parents have shared they would like more feedback on the topics students are learning and feel more outreach is needed for educators to know families. Overall, the district is committed to increasing family and community engagement and to develop a culture of collaboration with our parents/caregivers as true and authentic partners.|Sonoma Valley Unified School District will improve engagement by prioritizing an LCAP goal dedicated to family and community engagement (LCAP Goal 4). To ensure our underrepresented families are engaged, SVUSD provides translation and interpretation services; and funds bilingual community liaisons to provide support to families and their students to access their education.|The Sonoma Valley Unified School District works collaboratively with the Sonoma Valley Education Foundation (SVEF), Boys and Girls Club of Sonoma Valley (BGCSV), Creative Bridges, Mentoring Alliance, and many other community partners to enrich and support the school's programs. The district also has a partnership with the Family Resource Center located at El Verano Elementary School. Our district and schools provide a range of opportunities for parent/caregiver involvement such as Parent Connect, School Site Council, English Learning Advisory Committee, District Advisory Committee, District English Learner Advisory Committee as well as site based Literacy/Science nights, coffee chats and other activities.|Based on input, there is a need for Increased Parent Engagement & Support. Some ideas include: Provide resources for parents struggling with ParentSquare setup; Offer on-demand training videos for working parents to stay informed; Expand school-based family activities to strengthen community connections. Comments also include a great need for high school outreach and exploring ways to increase parent attendance at meetings.|SVUSD will continue to explore ways to increase and build partnerships with families. We recognize a need for improved communication and access to information. We will continue to use Parent square as a means to share information with staff and families. We are also exploring a more efficient web page in order to communicate effectively with the community. With special and personal outreach, DELAC will continue to represent our families of Multilingual Learners to ensure our EL program meets the needs of our students learning English.|Our district provides different opportunities for educational partners to participate in district and school committees such as DAC, SSC, ELAC, DELAC, Curriculum Advisory Committee (CAC), School Consolidation Committee and other committees. Their input and feedback is vital in our district’s decision making. During the 2024-2025 school year, engaged with our community partners in the strategic planning process by participating in the Guiding Coalition to help shape the Portrait of a Graduate, Portrait of an Adult; and Portrait of a System. In developing the 2025 LCAP, there were many opportunities to provide input via surveys, engagement sessions/meetings, and public meetings.|SVUSD seeks to increase community/parent involvement in the decision-making processes. Each school site is required to identify parent/caregiver to serve on the DAC and DELAC. For site committees, such as SSC and ELAC, schools follow the established selection/voting process.|We will continue to build upon strategic planning process using the Portrait work as the foundation. Personal outreach demonstrated increased participation of underrepresented families along with interpretation services. Another area is to engage families through a needs assessment through site engagement, ELAC and DELAC to identify areas of focus for decision making and collaboration.|3|4|3|4|3|3|4|3|3|3|3|3|Met||2025-06-17|2025
49709530105866|Woodland Star Charter|3|Local data shows that Woodland Star is effective in creating a welcome and informative environment from the office (91.18% positive response), from teachers (88.24% positive response), and Administration (88.24% positive response)|Woodland Star continues to strive to increase stakeholder satisfaction regarding staff and family relationships eve with high stakeholder satisfaction. Responses from parents indicate that 73.53% feel informed regarding the school's governance, which we continue to address as part of our LCAP goals. This is an increase over prior years.|Woodland Star continues to use ELAC as a way to seek input from families. Using ELOP funds we have created a summer school and camp to serve underrepresented families. Our community is small allowing us to support families in crisis or having financial difficulty. We also have free tutoring after school and reach out to families to encourage participation.|The Executive Director,  Director of Student Services, Director of Intervention and the ELD teacher meet weekly to discuss student outcomes. We know our students and continually look at their progress or lack thereof. Teachers may speak to any of these team leads if they have concerns and we will focus on that student. All educational partners have access to student local data results.|We have a new math curriculum that has teacher buy in for grades 3-8 as well as from special education. Having teachers all on the same page should improve math outcomes. Teachers will also have PD in math teaching.|As we move to a new building we will be encouraging parent engagement more than ever. Teachers travel with their class and keep parents informed. Lots of opportunity for parents to be involved in student focused activities such as plays or presentations.|Woodland Star continues to seek input in various ways, through participation in ELAC and Parent Association as well as through our annual survey.|Teachers are on the front line of reaching out to parents. Annual survey also helps keep us informed.|Office personal and Director available at drop off and pick up to improve the familiarity and comfort level of all stakeholders with school personnel.|4|4|4|3|3|4|4|3|3|3|3|3|Met||2025-06-18|2025
49709536111678|Sonoma Charter|3|Sonoma Charter School has established regular two-way communication between schools and families through newsletters and Parent Square messaging. Bilingual communication resources and interpreters are readily available, ensuring inclusivity for non-English speaking families. Sonoma Charter School hosts ongoing family engagement events such as ELAC meetings, PTA meetings, and parent workshops on academic support and mental health. Data from the Youth Truth Survey indicates growing attendance and positive feedback from families about feeling welcomed and informed. The school employs a dedicated bilingual family liaison  to bridge communication and support trust-building. Families are included in decision-making through parent advisory councils, school improvement teams, and feedback surveys. Survey responses show increased satisfaction with school-family collaboration and respect for parent input.|While overall family engagement has improved, Sonoma Charter School recognizes a need to better connect with families who face barriers such as language, work schedules, and/ or housing instability. Areas for improvement are increasing parent and guardian participation at school events such as Family Fiesta Night, Ice Cream Socials, and class plays.|Sonoma Charter School employs a full-time bilingual family liaison. The family liaison will call each family at the beginning of the 25/26 school year to gather input for preference of day of week and time of day for PTA and ELAC meetings. Information from surveys will be gathered to seek specific interest areas from parents and guardians regarding parent information nights. The school will provide increased access to multilingual materials across all school events and communications.|Sonoma Charter School has made significant strides in developing collaborative partnerships with families and community organizations that directly support improved academic and social-emotional outcomes for students. Sonoma Charter School has embedded family engagement into its instructional framework, ensuring families are partners in student learning. Sonoma Charter School provides families with learning-at-home tools—such as reading strategies, math games, and goal-setting guides—aligned to curriculum standards. Teachers regularly communicate academic progress and strategies through family conferences, student-led meetings, and digital portfolios. Sonoma Charter School collaborates with local nonprofits, health agencies, libraries, and after-school providers to deliver wraparound services (Sonoma Valley Author's Festival, La Luz, Boys and Girls Club).|Sonoma Charter School aims to improve how it communicates academic standards and student progress in family-friendly, actionable ways—particularly for families of English Learners and students with disabilities. Teachers and staff will receive support to engage families in ongoing, strengths-based conversations tied to student goals and classroom learning. Sonoma Charter School will expand counseling services for students to support students' mental health and ensure learning outcomes are met.|Sonoma Charter School will provide academic resources (e.g., homework support guides, literacy kits, assessment explanations) in families’ home languages and ensure materials reflect their cultural contexts to empower families in supporting learning at home in ways that are accessible and relevant. Family learning nights and academic workshops tailored to specific needs of the community, including interpreters, childcare, and flexible formats (virtual and in-person) will be offered. Professional learning for teachers and staff on how to build equitable academic partnerships with diverse families will be offered. The Student Success Team process will be refined to ensure that school-based teams that include educators, families, and students—particularly those from underrepresented groups—are able to successfully co-create academic support plans, thus ensuring families are partners in designing interventions and enrichment opportunities tied to student needs and strengths.|Sonoma Charter School regularly gathers input from families through surveys, PTA meetings, ELAC meetings, the LCAP advisory committee, and school board meetings. Sonoma Charter School communicates back to stakeholders how their input informs decisions, using infographics, meeting summaries, and follow-up reports.|Sonoma Charter School will implement more targeted outreach, offer multilingual support, and work with trusted community partners to build inclusive, welcoming spaces for feedback. Sonoma Charter School will create more structured, recurring opportunities for two-way engagement—such as focus groups and advisory circles.|Sonoma Charter School will offer interpretation and translation services for all meetings, surveys, and decision-making forums to ensure all families can understand, contribute to, and influence school planning and governance processes. Sonoma Charter School will conduct targeted outreach through the bilingual family liaison, trusted community partners, and culturally relevant communication methods.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-30|2025
49709610000000|Twin Hills Union Elementary|3|Families feel very connected to our school staff and know their student is in good hands.  They also feel comfortable approaching the school with concerns/questions if needed.|More opportunities for families to be involved in/have a voice in relation to decisions at school.|Continuing to provide opportunities to bring families to campus to participate in events, provide parent information nights and relaunch ELAC.|The SST process is a successful one. We provide supportive conversations for how families can help their struggling students. Having more opportunities to present this kind of information on a larger scale would be beneficial.|More parent/family informational events and having a stronger ELAC.|Continued discussion for how to best reach these families and individual connection with these families will help bring them into the community. Offering events/informational nights/childcare coverage at times that work with their schedules are all things that will help these families.|Apple Blossom has improved/increased the communication going out to families about things going on at school/special events and involving families in activities. We will continue to do more of this.|This coming school year, Apple Blossom would like to have students and parents complete specific surveys other than the YouthTruth Survey that is specific to our school - events, spirit days, enrichment opportunities, etc. This will be the starting place for new ideas/building on previous ideas moving forward and will provide us with more targeted information.|When planning specific events or meetings, trying to schedule these during times that work better for these families and trying to offer childcare to help those in need. Having open communication/personal communication with parents/families is incredibly important in building these relationships.|4|4|3|3|2|2|3|3|3|3|3|3|Met||2025-06-26|2025
49709614930319|Orchard View|3|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several key strengths and areas of progress in fostering strong relationships between school staff and families:  Open Communication Channels: OVS has established multiple communication channels, including newsletters, emails, and a user-friendly school website, ensuring that parents and guardians are well-informed about school events, policies, and student progress.  Active Parent Involvement: The school has seen an increase in parent involvement in various school activities and decision-making processes. Regular parent-teacher conferences, volunteer opportunities, and parent advisory committees provide platforms for meaningful engagement and feedback.  Personalized Support: Staff members at OVS are committed to providing personalized support to students and their families. This includes regular check-ins, tailored communication for individual student needs, and offering resources to assist families in supporting their children's education at home.  Cultural Inclusivity: OVS emphasizes respecting and celebrating the diverse backgrounds of its students and their families. This is reflected in culturally inclusive events and curriculum content that reflects the diverse student body.  Positive School Climate: The school has made significant strides in creating a welcoming and inclusive environment. Efforts to build a positive school culture, such as school-wide events, family nights, and community-building activities, have strengthened the sense of belonging among students and their families.  Responsive Feedback Mechanisms: OVS actively seeks feedback from families through surveys and monthly Advisory meetings, using this input to make informed decisions and improvements. This responsive approach has helped build trust and foster collaborative relationships.  Overall, OVS's commitment to building strong, positive relationships between school staff and families is evident in the proactive and inclusive measures implemented. Continuous efforts to enhance these relationships remain a priority, ensuring that families feel supported, valued, and integral to the educational journey of their children.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several key areas for improvement to further strengthen the relationships between school staff and families:  Increased Family Engagement Opportunities: Expanding engagement opportunities by hosting virtual events, and workshops that accommodate working parents' schedules. Providing varied formats for participation, such as in-person and online options, to increase accessibility.  Targeted Support for Underrepresented Families: Increasing outreach efforts to underrepresented families to ensure they feel connected and supported. Offering translation services and creating support groups to address specific needs and challenges faced by these families.  Feedback Loop Enhancement: Improving the feedback loop by ensuring timely responses to family input and visibly acting on suggestions and concerns. Regularly updating families on how their feedback is being used to make improvements, building trust and demonstrating commitment to addressing their needs.  Strengthening Community Partnerships: Collaborating with local community organizations, businesses, and social services to provide additional support for families. Establishing stronger partnerships to create a more integrated support network for students and their families.  Parent Education Programs: Offering educational programs for parents on topics such as digital literacy, homework help, and understanding school curriculum. Empowering parents to be more involved in their children's education through these workshops and resources.  By focusing on these areas, OVS aims to build stronger, more inclusive, and supportive relationships between school staff and families, ensuring a collaborative and nurturing educational environment for all students.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strategies to enhance the engagement of underrepresented families. These strategies aim to build stronger relationships and ensure these families feel supported and included in the school community:  Personalized Invitations: Sending personalized invitations to underrepresented families for school events and community gatherings to encourage their participation.  Inclusive Events and Activities: Culturally Relevant Events: Organizing events that celebrate the diverse cultures within the school community, encouraging underrepresented families to share their traditions and participate actively.  Flexible Scheduling: Offering events and meetings at various times, including evenings, to accommodate different family schedules and increase participation.  Parent Education Programs: Hosting workshops that focus on digital literacy, helping with homework, understanding the school system, and other relevant topics to empower parents to support their children's education.  Support Groups: Establishing support groups for families facing similar challenges, providing a space for sharing experiences, resources, and building a community network.  Regular Surveys and Feedback: Conducting regular surveys and feedback sessions specifically targeting underrepresented families to understand their needs and concerns better.  Community Collaborations: Partnering with local community organizations, cultural groups, and social services to provide additional resources and support for underrepresented families.  Professional Development for Staff:  Empathy and Relationship-Building: Training staff on empathy and relationship-building techniques to foster more meaningful connections with all families.  By implementing these strategies, OVS aims to create a more inclusive and supportive environment where underrepresented families feel valued, engaged, and integral to the school community.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strengths and significant progress in building partnerships that enhance student outcomes. These partnerships span various sectors, including higher education, local businesses, community organizations, and families, creating a robust support network for our students.  Strong Collaboration with Higher Education Institutions: Santa Rosa Junior College Partnership: OVS has established a strong partnership with Santa Rosa Junior College (SRJC), providing students with opportunities to enroll in Career and Technical Education (CTE) courses. This collaboration allows students to earn college credits while still in high school, promoting academic advancement and career readiness.  CTE Foundation Funding: OVS has successfully secured partnership funding from the CTE Foundation. This funding supports the development and expansion of CTE programs, equipping students with practical skills and knowledge directly relevant to local industry needs. Internships and Work-Based Learning: Collaborations with local businesses have facilitated internship and work-based learning opportunities for students. These experiences provide real-world applications of classroom learning, boosting students’ employability and career prospects.  Community Organization Partnerships: Resource Integration: OVS partners with various community organizations to integrate resources and support services into the school environment. This includes mental health services, academic tutoring, and extracurricular programs that cater to students’ holistic development.  Community Events and Workshops: Regularly hosted community events and workshops foster a sense of community, allowing students, families, and local organizations to collaborate and share resources.  Family-School Partnerships: Strong relationships with families are fostered through regular communication, engagement events, and advisory committees. This collaboration ensures that families are active participants in their children’s education, contributing to a supportive and cohesive learning environment.  Through these strengths and progress areas, OVS demonstrates a commitment to building and maintaining partnerships that significantly enhance student outcomes. These collaborations provide students with a comprehensive support system, preparing them for success in both their academic and personal lives.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several focus areas for improvement to further strengthen partnerships that enhance student outcomes. These areas are aimed at creating more effective, inclusive, and impactful collaborations with various stakeholders:  Improved College Transition Support: Enhancing programs that support students’ transition from high school to college, including college readiness workshops, application assistance, and mentorship programs with current college students. Strengthening Industry Connections:  Industry Advisory Boards: Establishing or expanding industry advisory boards that include local business leaders and professionals to provide guidance on curriculum development, ensuring that CTE programs are aligned with current industry needs and trends.  Enhanced Internship Programs: Developing more robust internship and job shadowing programs that offer a wider range of opportunities for students to gain hands-on experience in their fields of interest. This includes fostering partnerships with a broader spectrum of businesses and industries.  Community Engagement Initiatives: Launching initiatives that bring community members into the school environment more frequently through volunteer programs, guest lectures, and mentorship opportunities, thereby enriching the educational experience and fostering community ties.  Parent and Family Resource Centers: Establishing resource centers within the school that provide families with access to information and services, such as educational workshops, parenting classes, and community resources, to better support their children’s education.  Culturally Responsive Engagement: Implementing culturally responsive engagement strategies that specifically address the needs and preferences of diverse families. This includes offering bilingual communication, hosting culturally relevant events, and ensuring that all families feel welcomed and valued.  Data-Driven Improvement: Creating a systematic approach to monitor and evaluate the effectiveness of partnerships, using data to inform decisions and make necessary adjustments. Regular feedback from partners and stakeholders will help ensure that collaborations are meeting the intended goals.  Transparent Reporting: Developing transparent reporting mechanisms that keep all stakeholders informed about the progress and impact of partnerships, fostering accountability and continuous improvement.  Partnership Management Training: Providing professional development opportunities for staff focused on building and managing effective partnerships. Training in areas such as communication, negotiation, and cultural competency will enhance the ability of staff to establish and maintain successful collaborations.  By focusing on these areas for improvement, OVS aims to build stronger, more impactful partnerships that enhance student outcomes.|Through increased school communication and access to student support resources, families will be provided with additional opportunities to participate in independent study.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strengths and significant progress in effectively seeking input for decision-making. These efforts ensure that the voices of all stakeholders, including students, parents, staff, and community members, are heard and considered in shaping the school’s policies, programs, and initiatives.  Regular Surveys and Feedback: OVS regularly conducts surveys and feedback sessions with students, parents, and staff to gather input on various aspects of the school’s operations and initiatives. These surveys cover a wide range of topics, including academic programs, school climate, and extracurricular activities.  Parent Advisory Board: Advisory plays a critical role in the decision-making process. These committees meet regularly to discuss school policies, review programs, and provide recommendations based on parent input.  Community Partnerships: The school collaborates with community organizations to gather broader community input and leverage local expertise in decision-making. These partnerships help ensure that the school’s decisions are aligned with community needs and priorities.  Accessible Communication Channels: The school utilizes multiple communication channels, including email and the school website, to reach a wide audience and ensure that all stakeholders have access to important information and opportunities to provide input. Inclusive Decision-Making Processes:  Student Leadership Opportunities: OVS encourages student involvement in decision-making through student council.  Staff Collaboration: The school fosters a collaborative environment where teachers and staff are actively involved in decision-making processes. Regular staff meetings and collaborative planning sessions ensure that the insights and expertise of educators are valued and integrated.  Use of Local Data: OVS leverages local data to inform its decision-making processes. This includes analyzing student performance data, attendance records, and feedback from surveys to identify areas of improvement and develop targeted interventions.  Continuous Improvement: The school is committed to a continuous improvement cycle, regularly reviewing and assessing the effectiveness of its decisions and making adjustments based on data and stakeholder feedback.  Through these strengths and progress areas, OVS demonstrates a commitment to seeking input for decision-making in a comprehensive, inclusive, and transparent manner.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several key areas for improvement to further enhance the process of seeking input for decision-making.   Reaching Underrepresented Groups: Improving efforts to engage underrepresented groups, including non-English-speaking families and families from diverse cultural backgrounds.   Increasing Participation Rates: Developing strategies to increase participation rates in surveys and Advisory to reach a broader audience.  Timely Feedback Reporting: Ensuring that feedback from stakeholders is not only collected but also promptly reported back to the community. Providing clear updates on how input is being used to inform decisions and what changes are being implemented as a result.  Two-Way Communication: Strengthening two-way communication channels that allow stakeholders to ask questions, seek clarifications, and receive responses in a timely manner.   Expanding Student Leadership Programs: Creating more opportunities for student involvement in decision-making processes, such as expanding student councils, leadership committees, and forums where students can voice their opinions on school policies and programs.  Data Analytics: Using data analytics tools to better understand and segment stakeholder feedback, allowing for more targeted and effective decision-making processes.  Professional Development: Providing professional development for staff on effective stakeholder engagement techniques, including training on cultural competency, communication skills, and facilitation of inclusive discussions.  Shared Goals and Initiatives: Working with partners to align goals and initiatives, ensuring that collaborative efforts are cohesive and mutually beneficial, ultimately enhancing the impact on student outcomes.  Adapting to Changing Needs: Remaining flexible and adaptable to changing needs and circumstances, ensuring that the methods of seeking input evolve with the community’s expectations and technological advancements.  By focusing on these areas, OVS aims to create a more inclusive, responsive, and effective process for seeking input for decision-making.|Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strategies to enhance the engagement of underrepresented families in the decision-making process.   Targeted Outreach Initiatives:  Cultural Liaisons: Appointing cultural liaisons or community representatives who can bridge communication gaps and facilitate better understanding between the school and underrepresented families. These liaisons can help identify specific needs and concerns of these families.  Personalized Invitations: Sending personalized invitations to underrepresented families for school events, and community gatherings to encourage their participation and make them feel valued.  Cultural Competency Training: Providing ongoing cultural competency training for staff to ensure they understand and respect the cultural backgrounds of all families, fostering more inclusive and empathetic interactions.  Culturally Inclusive Events: Hosting events that celebrate the diverse cultures within the school community, encouraging underrepresented families to share their traditions and participate actively.  Regular Surveys and Focus Groups: Conducting regular surveys and focus groups specifically targeting underrepresented families to gather their input on school policies, programs, and initiatives.  Follow-Up Communication: Ensuring timely and transparent follow-up communication with families about how their feedback is being used and what actions are being taken as a result.  Tracking Participation: Implementing systems to track the participation of underrepresented families in school events and decision-making processes, identifying gaps and areas for improvement.  Continuous Improvement: Regularly reviewing and refining engagement strategies based on feedback and data, ensuring that efforts are effective and responsive to the evolving needs of the community.  By implementing these strategies, OVS aims to create a more inclusive and participatory environment where underrepresented families feel valued and empowered to contribute to the decision-making process.|5|4|5|5|3|3|5|4|4|4|4|4|Met||2025-06-26|2025
49709614930350|Sunridge Charter|3|SunRidge Charter School prides itself on the involvement of students’ parents in all aspects of the school. Parent participation includes volunteers in the classroom, on field trips, and organizing festivals, fundraising, and special events. Each class teacher holds parent evenings four times a year to discuss curriculum, pedagogy, and current events in the classroom. The SunRidge Parent Council has been revitalized as of last year. There is a parent representative in most classes by which supports teacher appreciation events and other information is disseminated. A parent group is active and diligent in creating a stakeholder engagement document delineating the roles of parents, students, faculty, and staff. Parent Council is able to meet monthly to discuss school issues, organize fundraising events, provide parent input to the school, and promote a healthy social and cultural life in the school. The Parent Council Chairperson updates a Facebook school community page. SunRidge is governed by a 7-9 member Charter Council comprised of 3-4 faculty members, 2-4 parents, and 1 non-parent community member that also meets monthly. The School Director attends all Charter Council meetings serving as a non-voting member of the Charter Council with whom s/he collaborates on all major school decisions. The SunRidge Charter stipulates that the school will operate in a collaborative manner, where stakeholder input is encouraged and valued. The school bulletin is issued twice a month and all school announcements provide information to the parent community. Input from educational partners on a full array of areas including the educational program, safety, operations, and social and emotional climate is gathered in annual surveys sponsored by Youth Truth. This year's surveys were given to students in grades 6-8th grades, and all parents and faculty/staff. Parents are welcome to contact the Charter Council Chairperson or the director with any questions. Contact information is located on the school website.|Based on the analysis of educational partner input and local data, our LEA has identified three primary focus areas for improvement in building relationships between school staff and families: strengthening curricular expectations, improving pupil behavior, and promoting regular school attendance. The following strategies will guide our efforts:  Strengthening Curricular Expectations: Enhanced Communication of Curriculum Goals: We will implement regular informational sessions and distribute detailed guides that clearly outline curricular goals, expectations, and academic standards. This ensures that families are well-informed and can support their children's learning at home. Parent-Teacher Collaboration: Establishing quarterly curriculum nights and parent-teacher workshops where families can engage directly with educators to discuss curriculum content, assessment methods, and ways to support student learning. Interactive Learning Platforms: Introducing digital platforms in the Middle School that provide families with real-time access to student progress.  Improving Pupil Behavior: Behavioral Expectations Workshops: Conducting workshops for families to explain school behavioral policies, expectations, and positive reinforcement strategies. This helps create a consistent approach to behavior management between home and school. Positive Behavior Support Programs: Implementing school-wide positive behavior interventions and supports (PBIS) that involve families in recognizing and rewarding positive student behavior, thereby fostering a collaborative effort in promoting good conduct. Behavioral Feedback System: Developing a communication system that provides regular updates to families about their child's behavior, including both positive feedback and areas for improvement, encouraging continuous dialogue and joint problem-solving.  Promoting Regular School Attendance: Attendance Awareness Campaigns: Launching campaigns that highlight the importance of regular school attendance and its impact on academic achievement. This includes distributing informational materials and hosting events that educate families on the benefits of consistent attendance. Support Services for Attendance Barriers: Providing resources and support for families facing challenges that hinder regular attendance, such as transportation issues, health concerns, or socio-economic difficulties. This might involve collaboration with community organizations to offer comprehensive support. Attendance Tracking and Incentives: Establishing a robust attendance tracking system that involves families by sending regular attendance reports and recognizing students and families for improved and perfect attendance records through awards and celebrations.  Through these targeted efforts, we aim to create a stronger partnership between school staff and families, thereby enhancing curricular understanding, promoting positive student behavior, and ensuring regular attendance.|Based on the analysis of educational partner input and local data, our LEA has identified several strategies to improve engagement with underrepresented families from our large white socio-economically disadvantaged population. Our initiatives include:  Enhanced Communication: Simplified Messaging: Providing clear and concise communication through multiple channels, including texts, phone calls, and printed materials, to ensure all families receive important information in an accessible format. Flexible Event Scheduling: Scheduling parent-teacher conferences, school meetings, and events at various times, including evenings, to accommodate working families. Family Welcome Partners: Establishing a family welcome system at the school that provides resources, support services, and a space for parents to connect with staff and each other.  Empowering Family Involvement: Parent Advisory Committees: Creating parent advisory committees with representation from socio-economically disadvantaged families to ensure their voices are included in school decision-making processes. Regular Feedback Collection: Conducting surveys and focus groups to gather continuous input from families, allowing the school to address their concerns and needs promptly.  Supportive Programs and Partnerships: Parent Education and Support: Offering workshops on topics such as supporting student learning, understanding school expectations, and accessing community resources. By implementing these strategies, we aim to create a supportive and inclusive environment where socio-economically disadvantaged families feel valued and actively engaged in their children’s education. Our goal is to build strong relationships that enhance the overall educational experience for all students.  These narratives highlight specific actions and strategies aimed at improving the engagement of underrepresented families in a school with a large socio-economically disadvantaged white population, focusing on communication, accessibility, trust-building, empowerment, and support.|Based on the analysis of educational partner input and local data, our Waldorf Inspired charter school has identified several key strengths and areas of progress in building partnerships for student outcomes. Our holistic and community-focused approach has fostered strong relationships among students, families, staff, and the broader community, contributing significantly to our students' academic and personal development. The following highlights our current strengths and progress:  Holistic Education Model: Integrated Curriculum: Our Waldorf education model, which integrates arts, academics, and practical skills, has been highly praised by educational partners for its ability to engage students deeply and holistically. This approach nurtures well-rounded individuals and fosters a love for learning. Emphasis on Social-Emotional Development: By prioritizing social-emotional learning alongside academic achievement, we create a supportive and nurturing environment that enhances student well-being and resilience, leading to improved student outcomes.  Strong Family Engagement: Parent Participation: Our school has a robust tradition of parent involvement, with many parents actively participating in classroom activities, festivals, and school governance. This high level of engagement fosters a strong sense of community and partnership in the educational process. Regular Communication: We maintain open and consistent communication with families through weekly newsletters, parent-teacher meetings, and community forums. This transparency and collaboration ensure that families are well-informed and involved in their children's education.  Community Integration: Local Partnerships: Our school has established strong partnerships with local businesses, artists, and community organizations. These partnerships enrich our educational offerings and provide students with real-world learning experiences. Service Learning Projects: Engaging students in community service projects fosters a sense of responsibility and connection to the community, enhancing their civic awareness and leadership skills.  Professional Development: Ongoing Teacher Training: We invest in continuous professional development for our teachers, focusing on Waldorf pedagogy, child development, and innovative teaching practices. This commitment to teacher growth ensures that our educators are well-equipped to meet the diverse needs of our students. Collaborative Culture: Our school culture promotes collaboration among teachers, staff, and families, creating a cohesive and supportive educational environment. Regular faculty meetings and collaborative planning sessions enable us to share best practices and address challenges collectively.  Student-Centered Approach: Individualized Learning Plans: We prioritize individualized learning plans tailored to each student's strengths, needs, and interests. This personalized approach supports academic achievement and personal growth|Based on the analysis of educational partner input and local data, our Waldorf-inspired charter school has identified several focus areas for improvement in building partnerships for student outcomes. Our goal is to deepen the engagement and collaboration between school staff, families, and the community to support our students' holistic development. The following areas have been identified as priorities for enhancement:  Mitigating Chronic Absenteeism: SunRidge School is focused on reducing chronic absenteeism to support improved academic performance, student engagement, and equitable access to instruction. The school will implement consistent monitoring systems, initiate early outreach to families, and coordinate targeted interventions to address barriers to regular attendance. Staff will be supported in responding to attendance concerns through established procedures and compliance with district and state protocols.   Strengthening Community Partnerships: Building Local Collaborations: Although we have some partnerships with local businesses and organizations, we aim to expand these relationships to provide more diverse learning experiences for our students.  Community Resource Integration: We will work to integrate more community resources into our school programs, such as guest speakers, local artists, and environmental experts, to enhance our curriculum and provide students with real-world learning experiences.  Professional Development for Staff: Focused Training on Family Engagement: We will provide targeted professional development for our teachers and staff on effective family engagement strategies, including cultural competency training and techniques for fostering stronger home-school connections.  Increasing Student Voice and Agency: Student-Led Conferences and Projects: We will introduce more opportunities for students to take the lead in their learning, such as student-led parent-teacher conferences and project-based learning presentations that involve family and community members. Feedback Mechanisms: Implementing regular surveys and feedback sessions with students to understand their needs and interests better, ensuring that our partnership initiatives are aligned with their goals and aspirations.  This response outlines specific areas where the school plans to enhance its partnerships to support student outcomes, emphasizing family engagement, community collaboration, professional development, student agency, and an inclusive school culture.|Based on the analysis of educational partner input and local data, our Waldorf-inspired charter school is committed to enhancing the engagement of underrepresented families in building partnerships for student outcomes. While we currently hold regular parent evenings, parent-teacher conferences, and parent education events, we recognize the importance of reaching out to all families, including those who may be underrepresented or less engaged. The following strategies will guide our efforts:  Enhanced Communication and Outreach: Personalized Invitations: Ensuring personalized invitations are sent to underrepresented families for all parent engagement events, emphasizing the value of their participation in their child’s education. Cultural Sensitivity: Incorporating cultural sensitivity into our communications to ensure all families feel respected and welcomed. This includes translating materials into languages spoken by underrepresented families and providing interpretation services as needed.  Tailored Parent Education Programs: Relevant Topics: Offering parent education workshops that address the specific needs and interests of underrepresented families, such as navigating the education system, understanding Waldorf principles, and supporting children’s learning at home.  Community Engagement Initiatives: Local Partnerships: Strengthening partnerships with local community organizations and leaders to facilitate outreach efforts and build trust within underrepresented communities. Community Events: Hosting community events that celebrate diversity and showcase student achievements, inviting underrepresented families to participate and engage with school staff and other families.  Feedback and Collaboration: Listening Sessions: Holding listening sessions or focus groups with underrepresented families to gather feedback on their needs, concerns, and ideas for enhancing family engagement. This input will inform our ongoing efforts and ensure they are responsive to community voices. Parent Advisory Group: Continuing a parent advisory group that includes representation from underrepresented families, providing a platform for ongoing dialogue and collaboration in decision-making processes.  Celebrating Cultural Diversity: Cultural Awareness Events: Organizing cultural awareness events that highlight the rich diversity within our school community, encouraging mutual understanding and appreciation among all families. Student Showcases: Showcasing student performances and projects that reflect the cultural backgrounds and traditions of underrepresented families, fostering a sense of pride and inclusion. All Staff engaging in DEI professional development.  Through these initiatives, our Waldorf-inspired charter school aims to strengthen partnerships with underrepresented families, ensuring they feel valued, supported, and actively engaged in their children’s education.|Based on the analysis of educational partner input and local data, our Waldorf charter school has demonstrated strong strengths and notable progress in seeking input for decision-making processes. We prioritize gathering diverse perspectives from stakeholders to inform our educational practices and enhance student outcomes. The following highlights our current strengths and progress:  Comprehensive Parent Surveys: Regular Administration: We conduct annual parent surveys to gather feedback on various aspects of our school’s operations, curriculum, and community engagement efforts. These surveys are designed to capture insights and suggestions from parents regarding their children’s educational experiences and overall satisfaction with our programs. Actionable Feedback: The data collected from these surveys are carefully analyzed to identify trends, strengths, and areas for improvement. We use this information to make informed decisions that positively impact student learning and support our commitment to continuous improvement.  Effective Data Utilization: Data-Driven Decision Making: Our school utilizes local data sources, including student achievement data, attendance records, and demographic information, to inform instructional strategies and resource allocation. By analyzing these data points, we can tailor our educational interventions to meet the diverse needs of our students effectively. Educational Partner Input: We actively seek input from educational partners, including teachers, staff, and community members, through collaborative meetings, forums, and advisory committees. This input is crucial in shaping school policies, programs, and initiatives that align with our educational mission and values.  Transparent and Inclusive Processes: Open Communication Channels: We maintain open communication channels with stakeholders through regular updates, newsletters, and public meetings. This transparency ensures that our decision-making processes are accessible and inclusive, allowing stakeholders to stay informed and engaged. Collaborative Decision Making: Our school fosters a collaborative decision-making culture where stakeholders are encouraged to participate in discussions, share perspectives, and contribute to the development of school-wide goals and priorities.  Community Engagement Initiatives: Community Forums and Workshops: We organize community forums and festivals to gather input from a wide range of community members, including parents, alumni, and local residents. These forums provide valuable insights and perspectives that guide our strategic planning and initiatives. In conclusion, our Waldorf charter school’s commitment to seeking input for decision-making is reflected in our proactive approach to engaging stakeholders, utilizing data effectively, and fostering a collaborative culture. By leveraging these strengths and continuing to refine our processes, we aim to sustainably enhance student success and strengthen our school|Based on the analysis of educational partner input and local data, our Waldorf-inspired charter school has identified several key focus areas for improvement in Seeking Input for Decision-Making. These focus areas are designed to ensure that our decision-making processes are inclusive, transparent, and reflective of the diverse perspectives within our school community.  Enhanced Communication Channels: We aim to improve our communication methods to ensure that all educational partners, including parents, teachers, students, and community members, are informed and engaged. This involves utilizing multiple platforms such as newsletters, and regular meetings to disseminate information and gather feedback effectively.  Continue to offer regular Stakeholder Meetings: We have established a routine schedule for stakeholder meetings. These meetings will continue to provide a structured forum for discussion, allowing educational partners to voice their opinions, share insights, and collaborate on school initiatives. We ensure these meetings are accessible to all, including offering virtual attendance options.  Surveys and Feedback Tools: Implementing regular surveys and feedback tools will help us gather comprehensive input from all educational partners. These tools will be designed to be user-friendly and inclusive, capturing diverse viewpoints on various school policies, programs, and decisions.  Professional Development on Collaboration: Providing professional development for our staff on effective collaboration and communication strategies will help enhance our ability to seek and integrate input from educational partners. Training will focus on active listening, conflict resolution, and fostering an inclusive environment for dialogue.  By focusing on these areas, our Waldorf charter school is committed to fostering a culture of collaboration and shared responsibility, ensuring that all educational partners are actively involved in shaping the future of our school. This approach aligns with our mission to create a supportive and participatory educational community.|Based on the analysis of educational partner input and local data, our Waldorf charter school has identified several strategies to improve the engagement of underrepresented families in seeking input for decision-making. Recognizing the importance of including all voices in our community, we are committed to creating an inclusive and equitable environment that ensures every family has the opportunity to contribute meaningfully.  Targeted Outreach and Communication: We will enhance our communication strategies to reach underrepresented families more effectively. This includes personalized invitations to school events, meetings, and decision-making forums, as well as utilizing culturally relevant and multilingual communication channels to ensure accessibility and understanding.  Parent Liaisons and Community Ambassadors: We will establish a network of parent liaisons and community ambassadors who reflect the cultural and linguistic diversity of our school community. These individuals will serve as bridges between the school and underrepresented families, facilitating communication, encouraging participation, and ensuring their voices are heard.  Community Events and Informal Gatherings: Hosting regular community events and informal gatherings will provide opportunities for building relationships and trust with underrepresented families. These events will create a comfortable setting for families to share their insights and become more engaged with the school community.  By implementing these strategies, our Waldorf charter school aims to create a more inclusive and participatory environment for all families. This commitment aligns with our mission to foster a holistic, diverse, and supportive educational community where every family feels empowered to contribute to the decision-making process.|5|5|3|3|4|3|4|3|4|4|4|4|Met||2025-06-26|2025
49709616052302|Twin Hills Charter Middle|3|According to the Youth Truth and local LCAP surveys, our families and teachers feel there is opportunity for communication between staff and families.|According to the Youth Truth and local LCAP surveys, the LEA would like to increase response time and open alternative avenues of communication.|According to the Youth Truth and local LCAP surveys, the LEA will continue to work with the ELD assistant and community lason to identify best avenues to develop engagement. This will grow from an active ELAC program.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA continues to build partnerships with families to increase student outcomes.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA will continue to provide various avenues to build partnerships.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA will continue to discuss and implement various avenues to build partnerships with underrepresented families|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA currently offers multiple opportunities for families to provide input in school decisions.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA will need to continue to build the ELAC program.|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA will continue to communicate with underrepresented families to gather data to inform best practices and partnerships.|5|5|3|4|3|4|3|4|5|5|5|5|Met||2025-06-26|2025
49709790000000|Two Rock Union|3|Teachers and staff have developed positive relationships with the school's learning community. Many students are third and fourth generation attending Two Rock. A primary strength of the school is the communication between teachers and staff with parents whose students attend the school. Communication via Remind and social media are consistent. An area of growth is having greater parent participation in public town hall meetings and greater feedback concerning programs. This year was difficult to gauge due to the COVID-19 pandemic preventing in-person communication with parents. Still very few parents attended zoom meetings concerning school reopening and program updates.|Teachers and staff have developed positive relationships with the school's learning community. Many students are third and fourth generation attending Two Rock. A primary strength of the school is the communication between teachers and staff with parents whose students attend the school. Communication via Remind and social media are consistent. An area of growth is having greater parent participation in public town hall meetings and greater feedback concerning programs. This year was difficult to gauge due to the COVID-19 pandemic preventing in-person communication with parents. Still very few parents attended zoom meetings concerning school reopening and program updates.|Teachers and staff have developed positive relationships with the school's learning community. Many students are third and fourth generation attending Two Rock. A primary strength of the school is the communication between teachers and staff with parents whose students attend the school. Communication via Remind and social media are consistent. An area of growth is having greater parent participation in public town hall meetings and greater feedback concerning programs. This year was difficult to gauge due to the COVID-19 pandemic preventing in-person communication with parents. Still very few parents attended zoom meetings concerning school reopening and program updates.|One of the strengths the site has them reaching out to Spanish speaking families in ELAC meetings and through informal channels such as the Spanish speaking liaison.|Areas of growth for the school targeted outreach to families that encourage parents to participate in meetings such school site council, offer LCAP input other important forums for parent input.|The site administrator can develop better outreach with the Coast Guard base adjacent to the campus. Approximately 60% of the student body come from the Coast Guard base. The site will upgrade the school's website to improve the its appearance and access  to parents.|One of the strengths the site has them reaching out to Spanish speaking families in ELAC meetings and through informal channels such as the Spanish speaking liaison.|Areas of growth for the school targeted outreach to families that encourage parents to participate in meetings such school site council, offer LCAP input other important forums for parent input.|The site administrator can develop better outreach with the Coast Guard base adjacent to the campus. Approximately 60% of the student body come from the Coast Guard base. The site will upgrade the school's website to improve the its appearance and access  to parents.|2|2|1|2|2|1|2|1|2|1|2|1|Met||2025-06-26|2025
49709950000000|Waugh Elementary|3|One of the Waugh School District’s ongoing strengths is the strong, lasting connection between school staff and families. According to the 2025 YouthTruth Survey, 96% of families agreed or strongly agreed that “teachers treat families with respect,” while 97% reported feeling comfortable approaching teachers to discuss their child’s progress. These results reflect the district’s continued commitment to fostering respectful, supportive communication with families.|YouthTruth data from January 2025 highlights an opportunity for growth in the area of family relationships with school administration. Specifically, the data showed that parent and guardian comfort in approaching school leaders with concerns placed the District in the 67th percentile. While this result is above both the Sonoma County and national averages, it remains an area where continued improvement is a priority.|Waugh remains committed to encouraging strong family participation in the YouthTruth survey, which saw a 53% response rate in the 2024–2025 school year. The District continues to strengthen staff capacity to meaningfully engage families through advisory groups, ensure those groups are involved in decision-making, and offer all families opportunities to provide input on programs and policies. Stakeholders are invited to collaborate regularly at both the school and district levels. The parent-led PTO plays an active role in supporting enrichment programs such as music, art, library, and technology, as well as a range of other school initiatives. The District’s Site Council, which includes parent representation, meets consistently throughout the year. Additionally, the English Learner Advisory Council (ELAC) has met regularly, serving as an important space to connect with and support families of English Learners.|Strong communication is at the heart of effective school-family partnerships. On the 2025 YouthTruth Survey, Waugh scored in the 62nd percentile on the summary measure reflecting open and effective communication between families and schools. Additionally, 83% of families agreed or strongly agreed with the statement, “I receive information about what my child should learn and should be able to do.” The District continues to promote parent involvement, both through volunteering in classrooms and at school events. This year, Waugh also maintained a high level of engagement during Parent-Teacher Conferences, with a participation rate of 99%.|An area of focus will be increasing our family responses on the YouthTruth Survey. We dropped from 63% in 2024 to 53% in 2025.|Waugh will continue to communicate regularly with all families using a myriad of methods including ParentSquare, parent-teacher conferences, and committee meetings. Waugh continues to employ an ELD Liaison to support communication between families and school sites.|Results from the 2025 YouthTruth Survey show notable growth in family engagement. The District scored in the 77th percentile on the Engagement Summary Measure, which reflects how well families feel connected to the school and empowered to participate in decision-making—an 18-point gain from the previous year and above both county and national benchmarks. Key strengths include 82% of respondents agreeing or strongly agreeing with the statement, “I feel engaged with my school,” and 80% agreeing that “parent/family members are included in planning school activities.”|"An identified area for improvement on the YouthTruth survey was a response to the following question, ""I feel empowered to play a meaningful role in decision-making at my school,"" with 61% of respondents agreeing/strongly agreeing with the statement.  This was an 8% increase from the prior year but still a relative need for Waugh."|Waugh will continue to encourage the participation of under represented families in various committees and organizations, including the PTO, Site Council, LCAP Committee, and ELAC.|5|5|5|5|4|4|5|5|4|4|4|5|Met||2025-06-12|2025
49710010000000|West Side Union Elementary|3|We are developing the capacity of staff to build trusting and respectful relationships with families through weekly newsletter communications, phone calls, emails, and text messages. We have parent-teacher conferences two times per year to keep parents well informed of their student's progress and needs as well as progress reports. We hold SST meetings when concerns arise for both academic and social-emotional needs of students. We utilize MTSS to identify and support student needs. Additionally, we hold RFEP, IEP, and 504 meetings.   We are creating welcoming environments for all families as demonstrated by our Youth Truth Data:   We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families:  hold Showcase Events and provide Interpretation and Translation Services. We have implemented Tool Box curriculum to explicitly teach SEL skills to students. Lastly, we hold a Back to School Night and Fair annually.|We plan to continue working on the Communication area of multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|We provide translation services when needed in meetings with our underrepresented Spanish-speaking families. The district will continue to survey families and students using the Youth Truth Survey as well as conduct meetings, parent conferences, and principal chats.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, welcoming Schools and MTSS workshops.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Teacher Conferences, Edlio Communication Platform, parent workshops, and Google Classroom.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences.   We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, and IEP/504 meetings.|"The focus area of this section is "" Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""|"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly virtual ""town hall"" meetings, and text messaging to all parents. We hired one more bilingual staff member this year who reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish.  The district will continue to survey families and students using the Youth Truth Survey as well as conduct meetings, parent conferences, and principal chats."|We seek input from all educational partners through our monthly Board meetings, monthly principal chats, surveys, Site Council meetings, LCAP Process, and our weekly Faculty meetings. Input is also gathered through emails and surveys to all staff and all families (in both English and Spanish). Parents coordinate an education foundation that supports the school's enrichment program. The foundation meets monthly and provides input and funding for the enrichment programs each year. Parents in the whole community make recommendations on which enrichment activities to offer and, if those program are viable to implement at school, the administrator requests funding from the education foundation.|"The following is the focus area for this section ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. """|"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly meetings, and text messaging to all parents. We hired one more bilingual staff member this year who reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish.  The district will continue to survey families and students using the Youth Truth Survey as well as conduct meetings, parent conferences, and principal chats.  Our LCAP Action 2.4 details they ways we will support family engagement: LCAP Action 2.4: Family and Community Engagement   - Events: Hold school orientations and engagement events (i.e., Back to School Night, Volunteer Orientation, parent conferences, awards and promotion ceremonies, Spring Open House, Dia de los Muertos, Dia del nino, Spring Music Concert, Cake Walk Fundraiser, Curriculum Night, Community Potluck, Jog-a-thon) - Local Events: Continued participation in local events (i.e., Healdsburg Parade, Young Authors Writing Contest, County Spelling Bee) - Volunteer Opportunities: Continue to foster volunteer opportunities on campus - Surveys: Conduct district wide climate surveys, Outreach to parents to increase Youth Truth parent input  - Foundation: Continue to partner with the Felta Education Foundation (FEF)  - Communication: Send a regular, bi-weekly newsletter, or other communication, to all families,  - Conferences: 2nd week of conferences in March for struggling students (""at risk academically"")"|5|5|5|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
49710190000000|Wilmar Union Elementary|3|In January 2025, Wilson School once again participated in the YouthTruth Family Survey to gather educational partner input on key areas including Relationships, Engagement, Culture, School Safety, Resources, and Communication & Feedback. Responses were compared with national data from over 600 elementary schools.  Wilson School’s continued strength in building relationships is evident in the high marks received in the Relationships and Engagement categories. One of the highest-rated items was: “School staff treat families with respect,” reflecting ongoing trust and a welcoming school climate. Families also reported feeling more connected through improved transparency and access to school leadership and teachers.  In 2024–25, communication practices were further strengthened:  Principal newsletters moved to a more interactive format, with translation support and linked resources.  Classroom updates became more consistent across grade levels, ensuring all families received weekly insight into learning.  Family conferences and goal-setting meetings were emphasized earlier in the year to establish clear two-way communication.  To support stronger feedback loops, the school enhanced the reporting of student progress by:  Sharing STAR data and progress monitoring results more frequently,  Offering parent-friendly summaries of report cards and assessments,  Providing translators and interpreters during conferences and IEP meetings.  The Wilson School Foundation (formerly PTA) continued to play a critical role in building community, hosting multiple events including the Walk-A-Thon, Harvest Festival, Family Game Night, and the Spring Gala. These events not only raise funds but deepen the connection between families and staff in joyful, informal settings.  While gains were made, feedback still indicated a need for more frequent, actionable communication about academic performance and clearer behavior expectations. These areas remain priorities moving forward, with the school planning to expand communication tools and provide more training to staff around family engagement.  Wilson School remains committed to creating a campus culture where families feel informed, respected, and empowered as partners in their child’s learning journey.|Based on the analysis of the January 2025 YouthTruth Family Survey and ongoing feedback from educational partners, the LEA’s focus area for improvement remains centered on strengthening two-way communication about academic progress and clarifying how families can support learning at home.  While families continue to express high levels of trust and connection with school staff, the Communication & Feedback theme again emerged as an area needing growth. Specifically, families shared that they would like more regular, clear updates on their child’s academic progress and easier-to-understand explanations of grade-level expectations tied to state standards.  To address this, Wilson School is taking several steps:  Increasing the frequency of student progress updates, including sharing STAR and benchmark assessment results in plain-language formats.  Piloting Student-Led Conferences in upper grades to help students explain their own learning goals and progress to their families.  Adopting Language Line to better serve our multilingual community by providing on-demand translation and interpretation services at meetings, events, and in real-time communication.  Expanding access to translators/interpreters at meetings and school events to ensure language is not a barrier to engagement.  Continuing principal newsletters in a simplified, mobile-friendly format with embedded resources and translated versions.  Enhancing classroom communication, including consistent weekly updates, more visuals, and optional family Q&A opportunities.  Another area identified for improvement is school safety communication. While families feel the campus is physically safe, they want clearer communication around behavior expectations and how incidents are handled. In response, Wilson School is working to:  Streamline communication about behavior norms and school-wide expectations (e.g., PBIS focus areas),  Offer parent-friendly guides to the school’s discipline and safety practices,  And expand Community Time themes to include student leadership and responsibility.  By focusing on transparency, accessibility, and shared understanding of both academics and school culture, Wilson School is committed to deepening relationships with families and making every family feel like a valued partner in their child’s success.|Wilmar Union School District remains committed to improving engagement with underrepresented families—particularly English Learner (EL) families and those experiencing socioeconomic challenges—as identified through the self-reflection process and YouthTruth family survey results.  In 2024–25, the district deepened its efforts to create a welcoming, inclusive environment by expanding access, enhancing communication tools, and increasing opportunities for meaningful family engagement.  Key actions include:  Language Line Expansion: Beyond translating all school communication into English and Spanish, the district expanded the use of Language Line, providing real-time interpretation services across multiple languages. All staff have been trained to use this tool to better connect with multilingual families during meetings, phone calls, and school events.  Bilingual Staffing Priority: Hiring practices continue to prioritize bilingual candidates for front office roles, instructional aides, and other family-facing positions, improving daily access and comfort for EL families.  Flexible Participation Options: To accommodate working families and reduce barriers, the district offers hybrid and flexible formats for advisory meetings, conferences, and events. Childcare and translation services are available to support broader participation.  These efforts reflect Wilmar Union School District’s belief that all families—regardless of background—deserve access to clear communication, inclusive practices, and meaningful involvement in their child’s education. Through intentional outreach and supportive systems, the district is working to uplift underrepresented voices and build stronger, more authentic partnerships between families and school staff.|Wilson School continues to prioritize strong home-school partnerships as a foundation for student success. Based on input from families, staff, and YouthTruth survey results, the LEA's strengths lie in its consistent communication, collaborative problem-solving, and intentional efforts to engage families in academic goal-setting.  Key areas of strength and progress include:  Parent-Teacher Conferences: The school continues to hold two formal conference periods each year, providing structured time to discuss academic progress, growth goals, and support strategies. In 2024–25, some teachers piloted Student-Led Conferences, which were well-received by families and will be expanded next year.  Ongoing Communication: Teachers maintain regular communication with families through weekly newsletters, Class Dojo, and email updates. These efforts keep families informed and create consistent touchpoints to support student learning.  Student Study Team (SST) Process: The SST process remains a vital tool for early intervention. Staff and families collaborate in developing personalized support plans for students needing academic or behavioral assistance, ensuring families are part of the decision-making process.  English Learner Support: Our EL Coordinator and Community Engagement Liaison continue to provide translation and interpretation services at meetings, conferences, and IEPs. In 2025, we expanded access through the use of Language Line, enabling real-time interpretation in multiple languages, making communication more inclusive and responsive.  STAR Data Sharing: Families now receive student performance data from STAR assessments more regularly, paired with simple guides to help parents understand results and how to support learning at home. This has increased clarity around academic expectations and student progress.  These efforts reflect Wilson School’s ongoing commitment to building strong, transparent, and culturally responsive partnerships with families. By keeping parents informed, included, and empowered, we strengthen our shared responsibility for student outcomes and foster a more connected school community.|"Based on ongoing educational partner feedback and data from the 2025 YouthTruth Family Survey, Wilmar Union School District continues to focus on improving family engagement in academic progress and ensuring equitable access to student support systems.  A key area for improvement is helping families better understand grade-level expectations and how they can support their child’s growth at home. To address this, the district is piloting ""I Can"" statements aligned with priority standards across grade levels. These are being shared during conferences and sent home in family-friendly language to increase transparency around what students are expected to learn.  In addition, the District continues its commitment to equity audits to identify and remove barriers that prevent some families from fully participating in their child’s education. This includes reviewing access to interventions, enrichment opportunities, and communication systems across languages and income levels.  To support these goals, the district is:  Expanding the use of STAR data summaries paired with suggested at-home supports.  Exploring academic parent workshops focused on reading, math, and executive functioning skills.  Continuing to prioritize multilingual access, including the expanded use of Language Line and bilingual staff in family-facing roles.  By focusing on clarity, access, and inclusion, Wilmar Union School District aims to strengthen academic partnerships with all families—especially those historically underrepresented—in order to support more consistent student growth and positive outcomes across the school community."|Wilmar Union School District remains focused on improving engagement with underrepresented families—particularly non-English speaking families and those from historically underserved backgrounds—as identified through the self-reflection process and YouthTruth survey data.  In 2024–25, the district took concrete steps to remove barriers to participation and improve two-way communication around student outcomes. The goal moving forward is to ensure all families, regardless of language or background, feel welcomed, informed, and confident in supporting their child’s academic journey.  Key improvement strategies include:  Language Line Implementation: All staff have been trained in using Language Line, providing real-time translation and interpretation services to support communication during phone calls, meetings, and conferences. This ensures that language is no longer a barrier to engaging families in meaningful conversations about student success.  Multilingual Academic Resources: The district is expanding access to translated academic tools, such as STAR report summaries and “I Can” statements, to help families better understand academic expectations and track their child’s progress in real terms.  Inclusive Meeting Structures: Parent-teacher conferences, SST meetings, and IEPs now routinely offer interpretation services and are scheduled with flexibility to accommodate working families. The district is also piloting small-group academic workshops for Spanish-speaking families.  These efforts reflect the district’s belief that student outcomes are strengthened when every family—regardless of background—has access to tools, information, and trusted relationships with school staff. Wilmar Union School District will continue to refine these strategies and elevate underrepresented voices in its ongoing efforts to build|Wilson School continues to make meaningful progress in seeking and incorporating educational partner input into decision-making processes. A key strength is the school’s ability to create inclusive, accessible spaces for dialogue that reflect the diverse voices of its students, families, and staff.  The Catalyst Foundation (formerly PTA) remains a strong leadership group that fosters parent involvement in school planning, events, and volunteer efforts. The School Site Council meets regularly and serves as a key advisory body for the Local Control and Accountability Plan (LCAP), school safety plan, and academic initiatives. Both groups provide structured opportunities for parents to contribute to schoolwide decisions.  In 2024–25, Wilson School expanded stakeholder engagement through the following:  A Community Feedback Night where families, students, and staff shared input on Wellness, Safety, Academic Challenge, and LCAP priorities. The event was intentionally multilingual and inclusive of various subgroups, including English Learner families and those receiving special education services.  Student and staff input was collected through advisory committees, focus groups, and dedicated teacher release time. Educators were invited to review and provide feedback on curriculum, assessment practices, and schoolwide behavior systems.  These efforts reflect Wilson School’s commitment to transparent, equity-driven decision-making and continuous improvement. Feedback from these engagement structures directly informs program planning, resource allocation, and progress monitoring for school goals. The district remains focused on ensuring that all educational partners feel empowered and included in shaping the learning environment and future direction of the school.|An ongoing focus area for improvement is ensuring that diverse and underrepresented voices—especially those from English Learner (EL) families and low-income households—are consistently included in formal decision-making bodies such as the School Site Council and parent focus groups.  While Wilson School has made progress in engaging families through community events and surveys, feedback from the 2025 YouthTruth survey and local input sessions highlighted the need for more intentional outreach and support to help families feel confident and empowered to participate in leadership roles.  To address this, the district is working to:  Actively recruit parents from historically underrepresented groups to serve on the School Site Council, advisory committees, and focus groups.  Use personal invitations, translated materials, and flexible meeting options to lower barriers to participation.  These actions reflect the district’s commitment to fostering equitable participation and ensuring that all families—especially those whose voices have historically been missing—have a seat at the table when important decisions are being made.|Wilmar Union School District is committed to improving engagement with underrepresented families—particularly English Learner (EL) families and those from low-income or marginalized backgrounds—by expanding their role in school decision-making processes. This focus emerged from the 2025 self-reflection process and community feedback, which underscored the need for more equitable representation in key school leadership and advisory groups.  To address this, the LEA will implement the following strategies:  Personalized Outreach and Invitations: Staff will continue to identify and personally reach out to families from underrepresented groups to encourage participation in the School Site Council, focus groups, and LCAP advisory opportunities. Outreach will be relationship-based, supported by bilingual staff and the Community Liaison.  Leadership Support and Orientation: The district will offer brief, family-friendly orientation sessions for parents new to advisory roles to help them understand school plans, budgets, and how their input will influence decisions.  Expanded Language Access: All meeting notices, materials, and discussions will be translated and interpreted using Language Line and bilingual staff to ensure full access for non-English speaking families.  Flexible and Welcoming Participation Structures: Meetings will be offered in multiple formats (in-person, virtual, recorded) and at flexible times. Childcare will be offered at in-person events as needed to remove barriers to participation.  Culturally Responsive Community Forums: In addition to formal committees, the district will host targeted listening sessions and community forums where underrepresented families are invited to provide feedback in a more informal, welcoming setting.  These actions aim to build trust, reduce barriers, and empower all families to have a voice in shaping the decisions that impact their children’s education. The district believes that true shared decision-making must reflect the full diversity of its school community.|4|5|5|4|5|4|4|4|5|4|4|4|Met||2025-06-23|2025
49710350000000|Wright Elementary|3|Wright Elementary School District embraces and celebrates its diversity and focuses heavily upon equity and inclusion. The District uses ParentSquare as its communication platform. ParentSquare translates English into all languages represented in our District. Spanish is the most common language spoken by families. Full-time Bilingual Community Liaisons and Spanish speaking personnel are employed at all three school sites as well as the district office to assist with bridging the communication gap between English only speaking staff and Spanish only speaking families. Schools host well attended culture events that highlight and honor the culture, race, and ethnicity represented by staff, families, and the larger community. Staff worked to create a digital resource page on the district and site websites for staff and families. The resources include but are not limited to food, housing, medical, dental, and mental health, tax assistance, counseling, recreation, adult education, preschool, and before and after school care.|The district is focusing on improving family connections to its schools. One of the ways we intend to address this is through helping students feel more of a positive connection and sense of belonging to their schools.|The district is engaging in reflection and continuous improvement regarding the engagement of its underrepresented families through regular consultation with the San Francisco Coalition for Effective Small Schools.|Wright Elementary School District participates annually in the YouthTruth Survey. A strength of our families continue to report is that they regularly receive feedback about their child’s progress, they receive info about what their child should learn and be able to do, and  teachers clearly communicate expectations for their child’s progress. A growing number of participating families (60% in 2025) also report that they feel engaged in their school and empowered to influence decison-making.|Growing the participation of parents as educational partners is an area of focus for improvement.|The district is focusing on interviewing underrepresented families to better understand their current experience and learn more about what they need from their schools to build better partnerships for student outcomes.|DELAC and ELACs are strong in the district. Families who attend are vocal and eager to provide their input for decision-making.|School site councils are challenged with recruiting parents. In addition, the district is experiencing the same focus with recruiting parents for its Parent Advisory Committee. This is an area for focus and improvement.|Staff plan to conduct empathy interviews with underrepresented families to better understand their current experience and what they need from their schools and the district.|3|5|3|5|3|4|5|4|3|3|4|4|Met||2025-06-26|2025
49710356052377|Wright Charter|3|Youth Truth Survey 2025 indicates that 60% of families agree that they are engaged in their school and feel empowered to influence decision-making.  Youth Truth Survey 2025 indicates that 85% of families agree that they regularly receive feedback about their child's progress, they receive information about what their child should learn and be able to do, and teachers clearly communicate expectations for their child's progress.|Youth Truth Survey 2025 indicates that 60% of families agree that they are engaged in their school and feel empowered to influence decision-making. This percent needs to continue to improve.|Teachers to conduct empathy interviews with families in 2025-26.|Youth Truth Survey 2025 indicates that 60% of families agree that they are engaged in their school and feel empowered to influence decision-making.  Youth Truth Survey 2025 indicates that 85% of families agree that they regularly receive feedback about their child's progress, they receive information about what their child should learn and be able to do, and teachers clearly communicate expectations for their child's progress.|Youth Truth Survey 2025 indicates that 60% of families agree that they are engaged in their school and feel empowered to influence decision-making. This percent needs to continue to improve.|Teachers to conduct empathy interviews with families in 2025-26.|Youth Truth Survey 2025 indicates that 60% of families agree that they are engaged in their school and feel empowered to influence decision-making.|Youth Truth Survey 2025 indicates that 60% of families agree that they are engaged in their school and feel empowered to influence decision-making. This needs to continue to improve.|Teachers to conduct empathy interviews with families in 2025-26.|3|5|3|4|2|4|5|4|4|4|4|4|Not Met|||2025
49738820000000|Cotati-Rohnert Park Unified|3|Based on the analysis of educational partner input and local data, Cotati-Rohnert Park Unified School District (CRPUSD) continues to build upon and improve relationships between school staff and families. In response to feedback, we are introducing consistent parental engagement through structured parent education nights next school year. These events will provide families with meaningful opportunities to connect while ensuring a districtwide approach to communication using ParentSquare, which offers multilingual support to meet the diverse needs of our educational partners. Some school sites have been recognized as Welcoming Schools, and all campuses are actively incorporating translation services to enhance accessibility. Additionally, there has been strong participation in the DELAC presentation, coupled with a focused data review to identify areas for improvement. A key priority moving forward is increasing collaboration between families and educators to discuss student progress, reflecting our commitment to meeting community needs and fostering stronger partnerships.|Based on the analysis of educational partner input and local data, CRPUSD is committed to strengthening relationships between school staff and families by expanding parent engagement opportunities. Key areas for improvement include increasing the number of parent nights, events, and educational opportunities, with a focus on providing more consistent and accessible family learning experiences. The district also aims to enhance access to site resources such as media centers and libraries to better support families. Additionally, CRPUSD is working to create more meaningful opportunities for family input in decision-making processes, including participation in the Local Control Accountability Plan (LCAP), Parent Teacher Association (PTA), School Site Council (SSC), site planning efforts, English Learner Advisory Committees (ELAC), and districtwide District English Learner Advisory Committee (DELAC) meetings. To further improve communication and collaboration, the district plans to offer annual conferences between families and teachers. A particular area of focus is improving the consistency and quality of educational nights to ensure families receive valuable, relevant information that supports student success. Additionally, parents have expressed a strong interest in gaining access to language classes for adults, particularly in English and Spanish, to better support their engagement in their children's education and the school community.|Based on the analysis of educational partner input and local data, CRPUSD will continue to enhance and expand the engagement of underrepresented families identified during the self-reflection process by building out communication strategies and strengthening the use of ParentSquare. The district will offer multiple opportunities for engagement and learning in various languages to ensure accessibility for all families. Community liaisons will continue to play a key and critical role in building relationships, reaching out to families, and connecting them with essential resources. Additionally, CRPUSD will continue to expand and enhance its use of ParentSquare to provide timely, clear, and multilingual communication, ensuring families stay informed about their students' attendance, academic progress, and key school updates. By continuing to revisit and refine these communication tools and outreach efforts, the district aims to foster stronger connections between families and schools, promoting greater involvement in students' education.|Based on the analysis of educational partner input and local data, CRPUSD's current strengths and progress in building partnerships for student outcomes include the provision of accessible report cards through the PowerSchool portal, which keep families informed about their children's academic performance. The district conducts Student Success Team (SST) meetings with families to collaboratively address student needs and ensures compliance with mandated Individualized Education Program (IEP) meetings to support students with special needs. Additionally, we maintain clear communication with parents regarding state-mandated testing results, fostering transparency and partnership in monitoring student progress.  This year, the district has also increased and improved its attendance initiatives, recognizing the critical role that consistent attendance plays in student success. To address attendance challenges, CRPUSD held Student Attendance Review Team (SART) and School Attendance Review Board (SARB) meetings to support families in improving attendance. These efforts emphasize the importance of regular attendance in promoting academic achievement, building relationships, and ensuring that students are engaged and progressing in their learning. These initiatives reflect the district’s commitment to engaging families and supporting student achievement through effective collaboration and communication.|Based on the analysis of educational partner input and local data, CRPUSD's focus areas for improvement in building partnerships for student outcomes include organizing parent nights to explain the meanings of STAR local assessment scores and state-mandated test results. The district will also offer parent training sessions on how to access and understand their students' academic growth data. Additionally, CRPUSD aims to increase participation rates in parent surveys to gather more comprehensive feedback and better address the needs and concerns of all educational partners. These initiatives will enhance parental engagement and collaboration, ultimately supporting student success and building stronger partnerships for student outcomes.  A continued focus area is attendance, with efforts to improve student engagement and reduce absenteeism. DELAC was provided with information on the English Language Proficiency Assessments for California (ELPAC) and informed of key areas to focus on for student achievement. Every site held a meeting about the ELPAC to ensure families are aware of their children's progress. Furthermore, the district's technology services held a meeting to provide parents with guidance on accessing ParentSquare, increasing parent involvement and ensuring they are well-informed about their students' progress. These efforts are designed to further strengthen communication, support student achievement, and engage families in their children's educational journey.|Based on the analysis of educational partner input and local data, CRPUSD is committed to enhancing the engagement of underrepresented families identified during the self-reflection process by implementing a range of targeted strategies. This includes offering learning opportunities in multiple home languages to ensure accessibility for all families and providing state testing results in multiple languages, enabling parents and guardians to actively participate in their child’s academic progress. Additionally, the district will expand access to resources that address the diverse needs of families, ensuring support extends beyond the classroom.  Community liaisons continue to work closely with families to improve student attendance, fostering a collaborative approach to educational success. To further remove barriers to participation, CRPUSD will offer transportation opportunities for homeless students, promoting inclusivity and ensuring consistent access to education. Moreover, the district remains committed to informing families of their rights by continuing to support and hold parent information nights focused on parental rights. These initiatives reflect CRPUSD’s dedication to strengthening partnerships that prioritize student success and meaningful family engagement.|Based on the analysis of educational partner input and local data, CRPUSD has demonstrated significant strengths and progress in seeking input for decision-making. Established platforms such as DELAC and ELAC meetings provide essential opportunities for engaging diverse educational partners in discussions about English Learner programs. Additionally, the active involvement of educational partners in shaping initiatives like the Community Schools Grant highlights the district’s commitment to collaborative decision-making.  CRPUSD further enhances transparency and inclusivity by incorporating educational partners into hiring processes and interview panels, ensuring diverse perspectives are considered. The district also prioritizes holistic decision-making by offering access to community health centers and employing community liaisons who connect families with vital resources. These liaisons play a key role in strengthening communication by making phone calls home to support engagement and outreach efforts.  To deepen community partner involvement, CRPUSD is committed to providing training on how to establish and maintain School Site Councils (SSC), including mandates and compliance requirements. Additionally, the district continues to expand access to translation services and childcare during meetings, ensuring that all families can participate meaningfully. The use of statewide and local surveys, along with ParentSquare’s multilingual communication capabilities, reinforces CRPUSD’s dedication to inclusivity and responsiveness in shaping decisions that support student success.|Based on the analysis of educational partner input and local data, CRPUSD's focus areas for improvement in seeking input for decision-making center around enhancing engagement with parents, families, and community partners within the district. This includes continued efforts in strengthening educational partner education, communication, and collaboration to promote student success through robust family involvement and support networks. Additionally, the district recognizes the need to increase ease of contact and ensure the implementation of effective communications in multiple languages to facilitate meaningful dialogue and input from educational partners.  To further enhance community involvement, community liaisons at most sites are actively reaching out to families, making phone calls, and recruiting input from a diverse range of educational partners. By addressing these areas, the district aims to foster a more inclusive decision-making process that reflects the diverse perspectives and priorities of the community, ultimately leading to improved outcomes for all students.|Based on the analysis of educational partner input and local data, CRPUSD will continue to implement and grow targeted strategies to improve the engagement of underrepresented families identified during the self-reflection process in seeking input for decision-making. A central focus will be strengthening the role of Community Liaisons, equipping them to serve as effective intermediaries between the district and underrepresented communities. Additionally, the district will prioritize increasing participation in key forums such as ELAC, DELAC, and site-based meetings, providing these families with meaningful opportunities to share their perspectives. Efforts will also continue to be made to enhance participation in surveys, ensuring that the voices of underrepresented families are incorporated into the decision-making process. Through these sustained efforts, CRPUSD aims to foster a more inclusive and representative approach to gathering input, ultimately supporting decisions that drive student success.|3|3|2|4|3|3|2|3|3|3|3|3|Met||2025-06-17|2025
49738820123786|Credo High|3|Credo’s enrollment process serves as a foundation for building strong relationships between school staff and families. Beginning in the fall, the school hosts an Open House for prospective families that includes an overview of Credo’s programs and “mini-lessons,” allowing parents and guardians to experience sample classes and meet teachers. Shadow days for students are paired with campus tours and information sessions for parents, offering multiple points of connection. Throughout this process, the Enrollment Director makes personal contact with each prospective student and their family to build rapport early on.  In the spring, Credo hosts a freshman orientation where families are introduced to key staff members and gain insight into the school’s core programs and practices. For current families, a Fall Open House provides an opportunity to meet teachers and learn more about their teen’s academic experience.  To support ongoing communication, Credo has adopted ParentSquare as its primary platform for family outreach. ParentSquare includes translation features, improving accessibility for non-English-speaking families.  In the 2024–25 school year, Credo held two Town Hall meetings to engage families in schoolwide decisions. Looking ahead, monthly Parent Advisory meetings are planned for the 2025–26 school year to further strengthen collaboration between families and school leadership.|According to 2025 YouthTruth data, the highest-rated item related to relationships is “Teachers and students care about each other,” reflecting strong student–teacher rapport. However, the lowest-rated item is “I feel comfortable approaching teachers about my child's progress,” highlighting a key area for improvement in family–teacher communication.  While the annual Open House offers parents a chance to meet teachers, its timing in the fall means families may only connect with instructors for classes that do not span the full school year. Families are encouraged to reach out to teachers via email, but experiences with this method vary widely depending on teacher practices and parent familiarity with the process.  Developing more consistent and transparent communication practices across departments will help build stronger relationships between teachers and families. When parents understand what to expect in terms of teacher availability, communication norms, and academic expectations, they are better equipped to engage meaningfully.  Disaggregated YouthTruth data further shows that building relationships with Asian families is an area of particular need. The overall Relationship summary measure—which reflects respect, care, and approachability—scored at the 68th percentile (4.03). When broken down by group, White families scored 4.09, Hispanic or Latinx families scored 3.97, and Asian or Asian American families scored significantly lower at 3.53. These results indicate a need for more inclusive and culturally responsive practices to ensure all families feel welcomed and supported in communicating with school staff.|The Parent Advisory Group was initiated in 24/25. This was a broad effort to increase parent engagement. In 2025/26 there will be increased efforts to focus engagement efforts on underrepresented families. A set of focused meetings for underrepresented families will be created. The Spring Freshman Orientation included translation services for Hispanic/LatinX families. We will extend these translation services to other key events throughout the year.|According to family responses on the YouthTruth Survey, the school’s strengths are reflected in high ratings for Engagement (88th percentile), Culture (89th percentile), School Safety (81st percentile), Communication and Feedback (89th percentile), and Resources (88th percentile). These results indicate a strong sense of connection, well-being, and support among families, as well as confidence in the school’s overall environment and responsiveness.|The area for improvement, as described above, is Relationship (68th percentile, which aligns with the median rank among Sonoma County schools). The most significant need is increasing parent comfort and trust when reaching out to teachers. Feedback suggests that some parents, especially those less familiar with school systems, may feel unsure about how or when to communicate with teachers. To address this, we are working to clarify communication channels, encourage more proactive outreach from staff, and create consistent opportunities for parent–teacher connection. The goal is to make communication feel accessible and mutually supportive.|To improve engagement of underrepresented families, particularly Asian families, who reported lower levels of connection and approachability in the YouthTruth survey, Credo will strengthen outreach and relationship-building efforts through its counseling department. Beginning in the 2025–26 school year, counselors will proactively reach out to underrepresented families to initiate conversations about student progress, support needs, and available academic and social-emotional resources. This outreach will include personal contact via phone or in-person meetings, as appropriate, with language support provided as needed.  In addition, the school is working toward more consistent communication practices across departments so that families have a clear understanding of how and when to connect with teachers. Translated materials and the continued use of ParentSquare will further support access for non-English-speaking families.  The newly established Parent Advisory group will include intentional outreach to ensure diverse representation, creating a forum where underrepresented families can share their perspectives and contribute to school decision-making. These combined efforts aim to build trust, improve communication, and foster meaningful partnerships that support student success.|Credo regularly gathers input from families, faculty, and staff through annual surveys. In the most recent family survey (January 2025), respondents rated the school slightly higher than in 2023 on the measure “The school actively seeks parent feedback in decision-making,” showing a modest upward trend from the previous score of 3.25. This feedback is reviewed annually and used to inform the school’s continuous improvement efforts.  Over the past several years, particularly during times of rapid change and crisis management, Credo has hosted Virtual Town Halls to communicate key decisions, share context and rationale, and invite real-time input from families. These gatherings have helped establish greater transparency and opened consistent channels for engagement. Credo is continuing to refine its structures for partner input, with a growing focus on ensuring that feedback meaningfully informs school priorities and planning processes.|A key area for improvement in seeking input for decision-making is ensuring that families and staff have consistent, structured opportunities to provide feedback throughout the year, beyond annual surveys and periodic Town Halls. While Credo has hosted virtual Town Halls during times of major decision-making and transition, the school recognizes the need for a more predictable calendar of engagement opportunities.  Beginning in the 2025–26 school year, Credo will articulate and publicize a clear schedule of key events and meetings where input will be actively sought, including Parent Advisory meetings, Listening Sessions, faculty meetings, and student forums. In addition, a monthly newsletter from the Executive Director will be published to share updates on current priorities, upcoming decisions, and ways families and staff can contribute input. These consistent communication efforts will help ensure transparency, timeliness, and broader participation in school planning and improvement efforts.|To improve the engagement of underrepresented families—especially Asian families, who reported lower levels of connection and approachability in recent survey data—Credo will take several targeted steps to increase participation in decision-making processes.  First, the school will provide multilingual outreach and translated materials to ensure that all families can access and respond to invitations for input. The use of ParentSquare will be expanded to deliver key messages in home languages and track participation trends across family groups.  Second, personal outreach from school counselors and the Parent Advisory team will invite underrepresented families to participate in scheduled input events such as Listening Sessions, Parent Advisory meetings, and surveys. This direct engagement is intended to lower barriers and build trust with families who may not feel comfortable participating in larger, open forums.  Finally, the Executive Director’s monthly newsletter will explicitly highlight upcoming opportunities for feedback and decision-making, along with summaries of how previous input has shaped school actions. By increasing visibility, access, and personal connection, Credo aims to foster more equitable participation in shaping the school’s direction.|4|4|3|3|3|3|3|3|2|3|3|3|Met||2025-06-16|2025
49753580000000|Windsor Unified|3|All school sites, including the district office, have prioritized recruiting and retaining bilingual personnel who help bridge the communication gap between English-only-speaking school staff and Spanish-only-speaking families. In addition, the district hired a Coordinator of District Communications to better disseminate district/school information to families/community members. The district purchased Parent Square, an online communication platform for teachers to communicate with families. Parent Square has a translation feature that allows English-only speaking school staff to communicate with Spanish-only speaking families and vice versa. The Parent Square subscription was renewed again for the 2025/26 school year.|Parent/Teacher conferences are held for all TK-5 students. SST/PST meeting protocols are in place at all sites in the district. Assessment results in reading and math (in addition to SBAC) are shared with families three times per year, including ways in which parents can assist their children at home, and universal screener results are shared with all 3-5th grade families twice per year. Back to School Nights and Open House Nights allow parents to interact on campus with their students' teachers, and the Bloomz application has been used for frequent and direct communication between teachers and parents at all grade levels.|Strengths: Each school site employs a bilingual community liaison who bridges the communication gap between English-only-speaking staff and Spanish-only-speaking families.|Strengths: The district seeks feedback from families regarding their perceptions around partnering and seeking parent input and participation. Parents and students are included in stakeholder engagement opportunities to explore ways of continuously improving the district's progress in this area. The district is helpful, especially regarding parent education rights with 504 plans and Individual Education Plans. The district successfully utilizes the Alternative Dispute Resolution process with families when necessary.|The focus area for improvement: Teachers and principals will receive more focus and training/resources to help them improve their schools' capacity to partner with families|The LEA will improve engagement of underrepresented families identified during the self-reflection process by conducting pulse checks based on the YouthTruth Survey and then making changes based on the data.|Each site in the district has at minimum a School Site Council (SSC) and an English Learner Advisory Committee (ELAC). In addition, the District has a Parent Advisory Committee (PAC), a Migrant Education Parent Advisory Committee, a District English Learner Advisory Committee (DELAC), and an LCAP Core Committee that includes representatives from all stakeholder groups in the district: students, parents, community members, classified staff, certificated staff, management, and board members.|Strengths: The district actively recruits, includes, and engages families in advisory groups and decision-making. Focus area for improvement: The district will improve in its efforts to seek more input from underrepresented groups in the school community as well as work together to plan, design, implement, and evaluate family engagement activities. This will be accomplished by actively recruiting families who commensurately represent and reflect the demographics of the district, as well as implementing an evaluation tool to solicit input around engagement activities and ways to improve them.|Based on the analysis of the educational partner input and local data, the Windsor Unified will improve engagement of underrepresented families identified in the self-reflection process in relation to Seeking Input for Decision-Making by conducting periodic pulse check surveys to gauge whether our initiatives are successful or if we need to make adjustments.|3|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-10|2025
49753580114934|Village Charter|3|Building relationships and creating a strong, inclusive community is a strength at VCS. Post-COVID, our normal in person communication practice has been restored and the school community is feeling the benefits. We continue to work on improving communication lines to include texts, a more informative website, and more frequent emails/classroom newsletters to ensure that families feel connected to the school and their child's educational experience. The school sends a weekly newsletter to all families with information regarding school news and events. The school has updated its website to make it more interactive and user-friendly. The school has improved its digital enrollment platform. The teachers engage all families in regular newsletters, in the moment communication, parent conferences, and academic reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We do our best in engaging underrepresented families.|Our main area of focus is the ongoing work of keeping families informed. We are finding that many families have a level of fatigue when it comes to electronic communications and we are constantly searching for ways to keep families informed of the many ways they can be connected to the school community.|We need to be more intentional in reaching out to underrepresented families, especially regarding recourses offered at school to support student learning as well as those they can use in the home. We are working expand our bilingual communications as well as offer a translator at school meetings.|The faculty has worked together to create and implement guidelines for healthy communication between community members, other faculty and staff, students, and families. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a good job of communicating with all parents, including underrepresented families.|We are in full implementation of this practice and will assess areas of improvement on an ongoing basis based on student and family feedback.|This is an area of strength for us, however we need to be more intentional in reaching out to underrepresented families, especially regarding recourses offered at school to support student learning as well as those they can use in the home.|VCS historically has had a high rate of participation in the PA and in other decision-making bodies. This is the foundation of our success and sense of community. With the full transition back to in person instruction and activities, we have found the that our participation has in the entities has progressively increased and we are working with the board and the PA to get back to where we were pre-pandemic. Parents are engaged in many informal ways of supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.|Full Implementation with the awareness that our main are for improvement is rooted in finding the best way to communicate to all of our families.|VCS is working to provide families with more opportunities to provide input on policies and programs, with a very intentional focus on seeking input from any underrepresented groups in the school community.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-04|2025
49753586052369|Cali Calmecac Language Academy|3|"Based on the analysis of educational partner input and local data, including the YouthTruth Survey and the Employee Engagement Survey, Cali Calmecac has made significant strides in fostering strong relationships between school staff and families. Our current strengths are reflected in consistent feedback from parents, students, and community members, highlighting our school's welcoming and inclusive environment. Regular communication channels, such as newsletters, parent-teacher conferences, and community events, have kept families informed and engaged in their children’s education. One key area of progress is the implementation of the Family Engagement Committee, which brings together parents, teachers, and administrators to address concerns and celebrate successes collaboratively. This initiative has improved transparency and empowered parents to participate actively in decision-making. The collaboration with the PTA and their empowerment has provided the campus with lots of enrichment. cultural Additionally, our district has focused on enhancing social and emotional support by implementing comprehensive social/emotional programs. A highlight of these efforts is the development of our Wellness Center located at Cali Calmecac Language Academy. This center provides a dedicated space for students to access mental health resources, counseling services, and wellness activities. The Wellness Center has become a cornerstone of our commitment to student well-being, offering support that addresses the diverse needs of our student body. In addition, our team of student advisors and dean attended a restorative practices training that they will use to bring back to our yard duty staff and train them for the next school year as well. Also, this will be our 3rd year of implementation of the social-emotional/bullying program ""Safe School Ambassadors"". This coming 25-26 school year, we are bringing the program to the lower grades 1-3 as part of our school commitment to safety and well-being. The YouthTruth Survey has been instrumental in gathering feedback from students, staff, and families, providing valuable insights into our district’s strengths and areas for improvement. The Employee Engagement Survey has further contributed to our understanding by collecting staff feedback regarding our administrators' effectiveness.  2025-26 Local Performance Indicator Self-Reflection for Cali Calmecac Language Academy Page 10 of 26 These surveys have guided our efforts to build stronger relationships and improve the school climate. The analysis and disaggregation of this data with our different stakeholders, such as PTA, Governing Council, ELAC, and our Clai guiding coalition team, has been powerful in taking actions as we improve in the different areas in need. Overall, Cali Calmecac is proud of the progress made in building strong, supportive relationships between the school and staff and families."|One area for improvement is enhancing communication channels to ensure that information is accessible and comprehensible to all families, regardless of their primary language or technological proficiency. Feedback from the YouthTruth Survey highlighted that some families feel disconnected due to language barriers or a lack of access to digital platforms. To address this, we are committed to expanding our multilingual resources and offering more diverse methods of communication, such as printed materials, phone calls, and in-person meetings. We are working on preparing for the 25-26 school year a PARENT FAIR to have our families visit different booths with important information about the program, the curriculum, the events, and the supports. Another focus area is increasing the engagement of historically underrepresented families in school activities and decision-making processes. While overall participation has improved, certain groups, such as families from low-income backgrounds or those with limited English proficiency, are still less involved. To improve inclusivity, we plan to implement targeted outreach programs and offer flexible meeting times and locations to accommodate different schedules and transportation needs. We brought this year several events like loteria, Día de los muertos, etc, art fundraiser. Additionally, the Employee Engagement Survey feedback suggests a need for more professional development opportunities focused on family engagement strategies for school staff. Providing teachers and administrators with the tools and training to communicate and collaborate with families effectively is essential. We aim to develop a series of workshops and training sessions to enhance staff skills in this area, ensuring that all interactions with families are positive, productive, and culturally responsive.|CCLA boasts a unique environment based on cultural and language appreciation/development, family and staff engagement/partnership, and consistent communication with parents. We hold monthly ELAC and Governing Board meetings Council meetings, all of which elicit open communication between home and school. Our PTA is very strong and hosts a variety of activities where staff, parents, and students interact regularly (i.e., teacher appreciation events, Día de los Muertos, Be Smart Campaign). We have established targeted outreach initiatives to better connect with families from low-income backgrounds and those with limited English proficiency. This includes creating a dedicated team of bilingual family liaisons to facilitate communication and provide personalized support. These liaisons actively reach out to families through home visits, phone calls, and community events to build trust and ensure their voices are heard. We plan to expand our multilingual resources to ensure all communications are accessible. This includes translating newsletters, important announcements, and school forms into multiple languages. We will also develop a user-friendly website and mobile app with translation features to make information accessible to all families. Additionally, we will host workshops and informational sessions in various languages to provide direct support and address any questions or concerns. 2025-26 Local Performance Indicator Self-Reflection for Cali Calmecac Language Academy Page 11 of 26 Furthermore, we offer flexible meeting times and locations to accommodate the diverse schedules of underrepresented families. Providing childcare and transportation options will also help make it easier for families to attend school meetings and events. To empower underrepresented families to participate in school decision-making processes actively, we created advisory committees that include representatives from these communities. These committees work closely with school administrators to ensure that the needs and perspectives of all families are considered in school policies and programs. Additionally, professional development for school staff will be a priority. We have provided training on cultural competence and effective family engagement strategies, ensuring teachers and administrators can build positive relationships with all families. We aim to create a sense of belonging for every family by fostering an inclusive and respectful school environment. We are preparing a Parent Fair for 25-26, as well as a readathon event. We started a legacy where 8th graders and their families come in and paint something that represents them and their experience at Cal, and it stays on the floor until they move on to high school. This creates connectivity as well.|Due to the fact that the majority of our families come from underrepresented subgroups, CCLA is very aware and engaged in ensuring strong partnerships between school and home in order to better student outcomes. We have biannual parent/teacher conferences focusing on students having difficulty in academic subjects. At our middle school level, teachers have revamped their conferences to include parent and student workshops focused on building skills and habits which promote academic success. 2025-26 Local Performance Indicator Self-Reflection for Cali Calmecac Language Academy Page 12 of 26 One of our strengths lies in the strong relationships we have cultivated with local community organizations. We have provided students with various resources and enrichment opportunities through partnerships with nonprofit organizations, health services, and cultural institutions. For example, our collaboration with local tribes has enabled us to integrate new curricula into our Elementary and Secondary social studies courses that more accurately reflect the experiences of the indigenous people from our area. Additionally, our district has made notable progress in engaging parents as active partners in their children's education. Establishing the Parent Advisory Council has been instrumental in facilitating meaningful parent involvement. This council provides a platform for parents to voice their opinions, contribute to decision-making processes, and collaborate on initiatives to improve student outcomes. Feedback from the YouthTruth Survey indicates high satisfaction with these efforts, with many parents feeling more connected and valued as partners in their children's education. Cali Calmecac has successfully engaged local businesses in its efforts to enhance student learning and career readiness. Partnerships with local industries have led to the development of internship programs, job shadowing opportunities, and career fairs, which provide students with valuable real-world experiences and insights into various career paths. These initiatives have been particularly impactful in preparing high school students for post-secondary success. A significant highlight of our efforts to build partnerships for student outcomes is the inclusion of two student Board Members on our Board of Trustees. These student representatives have played a vital role in ensuring student voices are heard at the highest level of district governance. By conducting Empathy Interviews at all school sites, the student Board Members gathered valuable insights and reported their findings at public board meetings. This process has provided the Board with a direct understanding of student needs and perspectives, leading to more informed and responsive decision-making. Our district has also focused on strengthening partnerships with higher education institutions. Collaborations with nearby colleges and universities have resulted in dual-enrollment programs.|Based on the analysis of educational partner input and local data, including insights from the YouthTruth Survey and the Employee Engagement Survey, Cali Calmecac has identified several key focus areas for improvement in building partnerships to enhance student outcomes. One area for improvement is strengthening our collaboration with local community service organizations. While we have established some partnerships, feedback indicates the potential for deeper engagement and more integrated services. We aim to create more comprehensive support systems by working closely with these organizations to address food insecurity, housing instability, and mental health services. By aligning our efforts, we can provide more holistic support to students and their families. Another focus area is enhancing the professional development opportunities available through our partnerships. While we have some collaborations with local businesses and higher education institutions, we need to ensure that these partnerships translate into tangible professional growth for students and staff. This includes developing more robust mentorship programs, offering internships that provide real-world experience, and creating pathways for ongoing professional learning for educators. Additionally, we recognize the need to improve our engagement with technology companies and STEM-related organizations. As the demand for science, technology, engineering, and mathematics skills continues to grow, it is crucial to provide our students with exposure to these fields. We plan to seek partnerships to offer better coding workshops, robotics clubs, and technology internships to prepare our students for the future job market. Furthermore, we aim to increase parental involvement in our partnership initiatives. Data suggests that many parents are supportive but often lack the information or resources to engage fully. To address this, we will develop targeted  2025-26 Local Performance Indicator Self-Reflection for Cali Calmecac Language Academy Page 13 of 26 communication strategies and workshops to educate parents about the available opportunities and how they can support their children’s participation. Creating a more welcoming and accessible parent-involvement environment will help strengthen these partnerships. Lastly, we seek to enhance our cultural competence and inclusivity within our partnership programs. This involves ensuring that our partnerships reflect and celebrate the diversity of our student body. We will work to create partnerships with cultural organizations and community leaders to provide culturally relevant and inclusive programs. By doing so, we can ensure that all students feel represented and valued in our partnership efforts.|To ensure information about partnership opportunities reaches all families, we will translate communication materials into multiple languages and utilize various platforms such as social media, text messages, and community bulletin boards. Informational sessions will be held in various languages to ensure clarity and understanding of available resources and opportunities. Dedicated family liaison positions will be established to support underrepresented families. Acting as bridges between the school and the families, these liaisons will provide personalized support and guidance through home visits, regular office hours at community centers, and assistance with questions or concerns regarding partnership programs. Collaborations with local community organizations that have established trust with underrepresented families will be developed. We can better connect with and support our families by leveraging the expertise and networks of cultural associations, religious institutions, and nonprofit organizations. Flexible opportunities for family engagement will be created, recognizing the diverse work schedules of underrepresented families. Events will be offered at various times, including evenings and weekends, with childcare and transportation services provided to reduce participation barriers. Regular feedback mechanisms will be implemented to ensure the voices of underrepresented families are heard and valued. Surveys, focus groups, and town hall meetings will be conducted, and the feedback gathered will be used to continuously improve partnership initiatives, making them more inclusive and responsive to the needs of all families. Staff will be offered professional development to enhance cultural competence and effectively engage underrepresented families. Training will cover cultural sensitivity, communication strategies, and building trust with diverse communities, creating a more welcoming and supportive environment for all families.|Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Seeking Input for Decision-Making.* A significant strength is the implementation of the YouthTruth Survey, which gathers feedback from students, staff, and families. This survey has been instrumental in providing valuable insights into the needs and experiences of our school community. The data collected helps inform our decisions and ensures that our strategies are aligned with the expectations and requirements of those we serve. The district has also made significant strides in involving parents and community members by establishing advisory committees and councils. The Parent Advisory Council and the Community Advisory Committee meet regularly to discuss key issues and provide input on district policies and initiatives. These groups have become vital in ensuring that the voices of parents and community members are heard and considered in the decision-making process. Moreover, we have introduced Empathy Interviews conducted by our two student Board Members. These interviews involve visiting various school sites to gather firsthand student feedback, which is then reported at public board meetings. This initiative has enhanced our understanding of student needs and perspectives, allowing us to make more informed decisions that directly impact their educational experience. Our district has also leveraged technology to improve engagement and input collection. Online surveys, virtual town hall meetings, and interactive forums have made it easier for stakeholders to participate and share their views. This approach has increased participation rates and provided a platform for more diverse voices to be heard. Professional development for staff on effective communication and stakeholder engagement has further strengthened our ability to seek and utilize input. Training sessions focus on building skills to facilitate meaningful conversations, listen actively, and incorporate feedback into decision-making processes. This has fostered a culture of collaboration and continuous improvement within our schools.|CCLA has monthly Governing Council and ELAC meetings, both of which help inform school-based decision-making, as well as family engagement activities. Our PTA is very active and partners with our advisory committees and staff regularly. Annual surveys are sent home to all families in Spanish and English, as well as daytime/evening meeting space for parents to come to the school for assistance in completing surveys. However, via our most recent survey, it  2025-26 Local Performance Indicator Self-Reflection for Cali Calmecac Language Academy Page 15 of 26 is apparent that our parents/families start to feel like active participants in the decision-making processes at the school. One critical area for improvement is increasing the diversity of voices in our decision-making processes. While we have made strides in engaging parents and community members, data indicates that certain groups, such as nonEnglish-speaking families and low-income households, need to be represented. To address this, we will implement targeted outreach efforts, including multilingual communication strategies and partnerships with community organizations, to ensure that all voices are heard and valued. Another focus area is improving the accessibility of our input mechanisms. Feedback from stakeholders suggests that some of our current methods, such as online surveys and virtual meetings, may not be accessible to all families due to technological barriers or time constraints. To improve accessibility, we plan to offer multiple formats for input, such as in-person meetings, paper surveys, and extended office hours. Additionally, we will provide training and support for families to navigate digital platforms. We are thinking outside the box and plan to create a space in the front of the office where announcements and events are constantly portrayed so all families are informed of what is happening at Cali. We also aim to enhance the transparency and feedback loop in our decision-making processes. Stakeholders have expressed a desire for more clarity on how their input is used and the outcomes of their contributions. To address this, we will implement regular updates and follow-up communications detailing how stakeholder feedback has influenced decisions and subsequent actions. This will help build trust and ensure stakeholders feel their input is valued and impactful. Increasing student engagement is another priority area. While our student Board Members have made valuable contributions, we recognize the need for broader student participation in decision-making. We plan to establish student advisory councils at each school, providing a structured platform for students to voice their opinions and collaborate on district initiatives. This will ensure that a diverse range of student perspectives is considered in our policies and programs. We are observing, though, that our students' leadership is growing on campus via different opportunities: leadership class, safe school ambassado|To better reach underrepresented families, we will expand our communication strategies to ensure information is accessible and inclusive. This includes translating all materials into multiple languages and utilizing various platforms such as social media, text messages, and community bulletin boards. We will also host informational sessions and workshops in multiple languages to provide a clear understanding and encourage participation from all families. Establishing dedicated family liaison positions will be a key step. These liaisons will focus on building relationships with underrepresented families and providing personalized support and guidance. They will conduct home visits, hold regular office hours at community centers, and be available to assist families with any questions or concerns regarding participation in the decision-making process. Collaborations with trusted local community organizations will be strengthened to engage underrepresented families. By partnering with cultural associations, religious institutions, and nonprofit organizations with strong ties to these communities, we can leverage their expertise and networks to facilitate better connections and support. Another priority is creating more flexible opportunities for family engagement. Recognizing that many Underrepresented families have varying work schedules and responsibilities, so we will offer events at different times,  2025-26 Local Performance Indicator Self-Reflection for Cali Calmecac Language Academy Page 16 of 26 including evenings and weekends. Additionally, we will provide childcare and transportation services to remove barriers and make it easier for families to attend meetings and provide input. Regular feedback mechanisms will be implemented to ensure the voices of underrepresented families are heard and valued. This includes conducting surveys, focus groups, and town hall meetings specifically for these families. The feedback gathered will be used to continuously improve our engagement strategies and ensure that they are inclusive and responsive to the needs of all families. Professional development for staff will be enhanced to improve cultural competence and effective engagement with underrepresented families. Training sessions will focus on cultural sensitivity, effective communication strategies, and building trust with diverse communities. This will help create a more welcoming and supportive environment for all families.|5|5|5|5|4|4|5|5|5|4|4|4|Met||2025-06-19|2025
49753900000000|Healdsburg Unified|3|Current strengths and progress include the following: HUSD has 2 full-time bilingual parent outreach and education coordinators, one for elementary school students with a student population of about 400 and one for high school students with a student population of about 500. HUSD also has a full-time Bilingual Student and Family Services Coordinator at the Junior High School, serving a student population of approximately 280. HUSD offers workshops led by our School Psychologists and mental health professionals on trauma-informed practices and implementing culturally responsive approaches. HUSD has improved interpretation and translation services: improved text, email, and phone communications. HUSD has increased the number and variety of parent events, all of which are hosted in English and Spanish: Back to School Night, College & Career Nights, Financial Aid Night, TK/K Orientation for Parents, and the Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks and Annual Notifications. An improved process for parent-teacher conferences, SSTs, IEPs, and 504 Meetings. The focus area for improvement is implementing policies and programs that enable teachers to meet with families and students to discuss student progress and explore ways to collaborate and support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.|"USD has made great strides in creating welcoming environments for all families in our community. While we previously rated ourselves a 3–Initial Implementation, we now confidently rate ourselves at 4–Full Implementation, based on the self-assessment tool. We recognize that creating a welcoming, inclusive school culture is ongoing work, and we remain committed to continuous improvement, particularly in response to feedback from families at the high school level. Based on an analysis of input from educational partners and local data, including the YouthTruth survey, our focus area for the upcoming year will be ""Supporting staff to learn about each family's strengths, cultures, languages, and goals for their children."" To support this goal, HUSD will implement several key strategies: • Hosting - ""family storytelling nights** and ""cultural exchange events"" at each school to allow families to share their backgrounds and values with staff and other families. • Integrating asset-based family engagement training into staff professional development, with a focus on cultural humility, home languages, and family-led goal setting. • Expanding the use of home visits and community walks by school staff to build trust and understanding outside of the school setting. • Embedding questions about families’ hopes and goals for their children into back-to-school surveys and student-led conferences • Providing teachers with language-specific tools and translation support to facilitate deeper communication and collaboration with non-English speaking families. HUSD has already engaged staff in professional development around unconscious bias and ethnic studies, and these new initiatives will further equip educators to build authentic, culturally responsive relationships with students and their families."|HUSD will improve the engagement of underrepresented families through full-time bilingual parent outreach and education coordinators, one for elementary school students with a student population of about 400 and one for high school students with a student population of about 500. HUSD also has a full-time Bilingual Student and Family Services Coordinator. HUSD will engage in additional home visits or community walks and host culturally inclusive events that invite families to share their experiences. HUSD will continue to improve communication by using Parent Square and providing materials in Spanish. HUSD will gather input through beginning-of-year surveys or student-led conferences, which help staff learn about each family’s strengths and goals. Providing staff with practical training in cultural responsiveness and creating meaningful roles for families in advisory groups or planning teams ensures engagement is ongoing, not just event-based. HUSD will track outcomes like family participation and feedback, which helps keep the work focused and responsive.HUSD will also improve in this area by increasing the amount and more focused professional development on topics such as unconscious bias, trauma, and Ethnic Studies.|Current strengths and progress include the following: HUSD has two full-time bilingual parent outreach and education coordinators, one for elementary school students with a student population of about 400 and one for high school students with a student population of about 500. HUSD also has a full-time Bilingual Student and Family Services Coordinator at the Junior High School, serving a student population of approximately 280. HUSD offers workshops led by our School Psychologists and mental health professionals on trauma-informed practices and implementing culturally responsive approaches. HUSD has enhanced interpretation and translation services, resulting in improved text, email, and phone communications. HUSD has increased the number and variety of parent events, all of which are hosted in English and Spanish: Back to School Night, College & Career Nights, Financial Aid Night, TK/K Orientation for Parents, and the Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks and Annual Notifications. An improved process for parent-teacher conferences, SSTs, IEPs, and 504 Meetings. The focus area for improvement is implementing policies and programs that enable teachers to meet with families and students to discuss student progress and explore ways to collaborate and support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.|"Based on the analysis of educational partner input and local data, our focus area will be ""providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families."""|HUSD will improved the engagement of underrepresented families through the two Parent Outreach and Education Coordinators, one serving families with children in Transitional Kindergarten through 5th grade and the other focused on families with children in 6th - 12th grade. HUSD will also improve in this area by increasing the amount of and more focused professional development on topics such as unconscious bias and trauma.|Current strengths and progress include the following: HUSD has 2 full-time bilingual parent outreach and education coordinators, one for elementary school students with a student population of about 400 and one for high school students with a student population of about 500. HUSD also has a full-time Bilingual Student and Family Services Coordinator at the Junior High School, serving a student population of approximately 280. HUSD offers workshops led by our School Psychologists and mental health professionals on trauma-informed practices and implementing culturally responsive approaches. HUSD has enhanced interpretation and translation services, resulting in improved text, email, and phone communications. HUSD has increased the number and variety of parent events, all of which are hosted in English and Spanish: Back to School Night, College & Career Nights, Financial Aid Night, TK/K Orientation for Parents, and the Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks and Annual Notifications. An improved process for parent-teacher conferences, SSTs, IEPs, and 504 Meetings. The focus area for improvement is implementing policies and programs that enable teachers to meet with families and students to discuss student progress and explore ways to collaborate and support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.|HUSD will improve in this area by increasing the amount of and more focused professional development on how to engage families to plan design, implement and evaluate family engagement activities at school and district levels.|We will improve the engagement of underrepresented families by working to get diverse parent representation on our Governing Councils (Site Councils), ELAC, and other working groups. HUSD provides all families with opportunities to provide input on policies and programs and seeks input from underrepresented groups in the school community through bilingual surveys, our increasingly robust English Language Advisory Committees, Coffee with the Principal events. etc.|4|4|3|4|3|4|4|5|4|4|4|3|Met||2025-06-18|2025
50105040000000|Stanislaus County Office of Education|3|The Alternative Education school program has long recognized the importance of strong, meaningful relationships as a foundational component in effectively serving students. Each school site actively seeks to engage families at every available opportunity, fostering a welcoming and inclusive environment. Staff intentionally promote family participation not only in their student’s educational planning and academic progress, but also in broader school-based events and initiatives. Families are encouraged to take active roles in advisory capacities, including participation in the School Site Council (SSC), English Learner Advisory Committee (ELAC), and Local Control and Accountability Plan (LCAP) Committee. These collaborative structures help ensure that family voices are valued and integrated into decision-making processes that shape both school culture and student outcomes.|The program will continue to prioritize identifying and implementing additional strategies that foster deeper and more meaningful relationship-building between families and the school community. This focus on strengthening home-school connections aims to enhance trust, collaboration, and shared responsibility for student success.|The majority of students and families served by our programs are from underrepresented populations. As such, all improvement efforts will be intentionally designed with an equity-centered approach, ensuring that strategies to engage underrepresented families are prioritized. These efforts will include expanded opportunities that foster stronger, trust-based relationships between the school and all families, recognizing that authentic engagement is critical to student success and community partnership.|Teachers participate in ongoing, job-embedded professional development aligned to student needs and current instructional priorities, ensuring that all students receive rigorous, standards-based, and developmentally appropriate instruction. Career Technical Education (CTE) course offerings have been expanded to provide students with increased access to hands-on, real-world learning experiences in areas aligned with their interests and future career pathways. Additionally, the placement of a Board Certified Behavior Analyst (BCBA) on site has contributed to a more positive and supportive school climate. The BCBA provides direct support to both students and staff, which has led to a measurable decrease in student misbehavior and an increase in overall site-wide behavioral supports and interventions.|The program remains committed to the continuous improvement of all aspects of student services, with a focused effort on supporting the academic and social-emotional success of every student. To positively impact student outcomes, the program provides ongoing support to both teachers and site administrators, equipping them with the tools and resources necessary to meet the diverse needs of their students. Comprehensive mental health services are consistently offered at all school sites, ensuring timely access to professional support. Additionally, when needs extend beyond what the school can provide, students and families are connected to appropriate community-based resources. This integrated approach reflects the program’s commitment to serving the whole child through a system of coordinated care that supports both learning and well-being.|The program is deeply committed to the ongoing improvement and increased engagement of underrepresented families, who comprise over 80 percent of our total student enrollment. Recognizing the vital role that family engagement plays in student success, the program prioritizes culturally responsive strategies that strengthen school-family partnerships and ensure all voices are included in the educational process. To support improved student outcomes, both academically and emotionally, teachers and administrators are provided with targeted professional development and coaching that equips them to effectively meet the needs of each underrepresented student. Licensed, professional mental health services are available at all school sites, ensuring that students have consistent access to social-emotional support. Additionally, when appropriate, students and families are connected to external community-based resources to address needs beyond the scope of the school setting. This comprehensive approach reflects the program’s commitment to educational equity and to serving the whole child through integrated, responsive support systems.|The SCOE Alternative Education sites are committed to inclusive and collaborative decision-making processes that actively engage all educational partners. Each school site maintains a School Site Council (SSC), an English Learner Advisory Committee (ELAC), and an LCAP Advisory Committee, providing structured opportunities for input from a broad range of stakeholders. Parents, students, certificated staff, and classified staff are all invited to participate in these meetings, ensuring that diverse perspectives are considered in shaping site-level goals, resource allocation, and program implementation. This commitment to shared leadership promotes transparency, equity, and responsiveness to the needs of the school community.|The program is dedicated to continuous improvement and is always seeking innovative ways to better support students. Input from parents is highly valued and welcomed as an essential component of our decision-making process. In order to foster greater parent engagement, the program consistently explores and implements strategies to encourage and welcome more parents onto campus. This includes providing opportunities for parents to serve on key committees that offer input on policies and procedures aimed at best supporting students both inside and outside of the classroom. By strengthening family involvement, we ensure that the voices of our community are integral to shaping a responsive and supportive learning environment.|Over 80% of the families in the Alternative Education programs are identified as underrepresented. To foster greater engagement with these families, the program will continue to enhance communication efforts and provide additional opportunities for involvement. We are committed to exploring innovative strategies to encourage and welcome more parents onto campus, ensuring they have the opportunity to serve on committees that contribute valuable input on policies and procedures designed to best support students both inside and outside the classroom. This focus on inclusive family engagement aims to strengthen the partnership between the school and families, ultimately supporting student success and well-being.|4|4|4|3|4|4|4|4|5|5|5|5|Met||2025-06-10|2025
50105040117457|Great Valley Academy|3|Staff uses ParentSquare for timely and consistent communication with families about what is happening at school and in their child's classroom.  Parents use responses in the system to provide input and ask questions.  GVA will continue to provide training for staff and encourage its use as an efficient means of school-family communication.  Teachers communicate about their classroom and students.  Staff communicates about events and school functions.  Administration provides updates on policy and practice, as well celebrates successes and progress.  Procedures, routines, etc. are shared through ParentSquare, as well other modes of communication such as Collaborative Coffees, Family Nights, informal meetings and teacher conferences.  GVA updated is visitor and volunteer policies in the wake of Covid in order to increase and enhance parent and family involvement on campus.  Additionally, a Parents as Partners Group has become active and engaged on campus, providing insight, feedback and support to school staff and administration.|"Increased dialogue around community involvement has provided new ideas (and old ones, once abandoned during distance learning) such as grade-level family events, Open House and fundraising events.  Parents have expressed and will receive greater access to each other at school functions to increase the family-based atmosphere at GVA. GVA uses Panorama's feedback platform for surveys and data collection, digging deeper into what parents want/need to support their children, enabling them to have successful school experiences.  Continued efforts to increase parent access to staff, to various methods of providing feedback and input and to being involved in school decision-making are in development.  Parents have expressed a desire to be more involved, to provide more support to teachers and staff.  Communication systems have been designed which will allow teachers to benefit from parent volunteer time on a more effective and efficient basis. Each site now has a parent liaison that helps coordinate with our Parents as Partners group(s), functions such as the ""class parent"" program and volunteer signups to help in specific classes and/or with specific prep and planning needs.  We continue to increase collaboration and opportunities for parents to be on campus, supporting teachers."|An ELAC team has been developed with interested and involved parents.  Reclassification ceremonies have become consistent, well-attended and a very positive engagement activity for families of EL and reclassified students.  Our family input survey platform is connected to all of our data tools, allowing better disaggregation of data and cross-referencing of student information.  This will allow us to more effectively plan for increased engagement efforts, as well as targeted supports for these students and families.  The 2024-25 School-Family Relationships survey results indicated that 89% of respondents feel that 'the school values the diversity of children's backgrounds' and 91% responded that 'the school is a good fit, considering my child's cultural background'.  Additionally, GVA has embarked on a deep implementation of Conscious Discipline and BeGLAD, with a parent education component to engage and support families with diverse backgrounds.|ParentSquare use is a strength.  Staff coordinator/trainer ensures staff has access, is trained and uses ParentSquare.  Access for families at home to educational technology is significant. Tools like  Lexia, ZEARN, etc. provide connection and partnership between school and home.  Parents can check progress and support their children's learning.  Google classroom also supports this partnership.   GVA continues to seek better and more effective ways to connect with and support multi-lingual families and students.   ELAC meeting involvement has enhanced these connections.  BeGLAD work has engaged multi-lingual families to a greater degree.  Books in primary languages have been shared and translation services are provided.  Communication from GVA's EL Specialist about ELPAC, ELAC and other opportunities for multilingual families has increased and she serves as a liaison, relaying family needs, input and feedback to the school.  Reclassification celebrations united the school community in support of EL students' effort and progress.  GVA now contracts with a translation service to ensure that any current home language at GVA can be accessed during a meeting and/or parent-school communication. Parent input about additional ideas for connection and partnership have been heard and considered through forums such as collaborative coffees, parent nights and conferences.  Feedback from family, student and staff surveys have also informed decisions about strengthening family-school partnerships.  GVA's Parents as Partners group has added to the outreach and engagement of more parents, alumni and families.  After school clubs and tutoring support the needs of families for enrichment and acceleration of skills.  SMARTtime (ELO-P) has been exceptionally successful providing before and after school support, mentoring, acceleration, recreation and technology instruction.  While open to all families,, unduplicated students are a focus and priority. The transition from KidsCare to SMARTtime based on ELO-P programming/funding has created more and better connections throughout the school and afterschool community at GVA.  This has been a welcome resource for many GVA families over the years and the new focus on extended day and services has been a boon.  Culminating activities allow families to regularly see their children's work and success.|SMARTtime has allowed for expansion and coordination of before/afterschool activities, clubs and tutoring.  Increased resources and greater community outreach will build stronger and more expansive community partnerships.  Two regularly scheduled Family Nights were conducted in 2024-25 with terrific turnout and more are planned and themed for the upcoming school year.  Family input will increasingly inform decisions around Family Nights and other community-building events.   GVA's Executive Team has made Communication a priority area as we seek to be more responsive to and allow for more GVA Community feedback loops.  The school website has been updated with email contact info for general community feedback about the school, as well as the ability to email the GVA Board with input.|SMARTtime places a priority on ensuring unduplicated families have access to extended learning opportunities around Support (social-emotional, academic, etc.), Mentoring, Acceleration, Recreation and Technology.  Added as a member of the Extended Executive Team, GVA's Student Support/EL Specialist will provide greater focus on informing leadership of the expressed needs of unduplicated students.  She will work closely with the Superintendent and COO on developing a comprehensive Title 1 plan and increase support to teachers and staff in the area of implementing strong ELD instruction and monitoring.  BeGLAD has been chosen as our instructional program and all teachers have gone through certification in the 2023-24 school year and extended that learning with new priorities in 2024025.  GVA's multi-lingual committee has a thee-year plan of support and deep implementation to ensure that staff and students receive the greatest benefit of the tools and strategies.  Each week's Executive Team meeting concludes with a discussion of cascading messages with a focus on the various audiences those messages may be intended for and the medium by which they will be conveyed.|GVA annually surveys families, staff and students for input on school-based issues.  GVA seeks regular staff input on the direction of the school, priorities, growth potential and renewal of topics such as core values, mission and vision.  Site administration has regular parents meetings/collaborative coffees and Family Nights with opportunities for educational partner input.  The Superintendent conducts regular staff forums for input and communication.  GVA practices shared leadership through an Extended Executive Team of 20 individuals that lead/represent various departments and/or programs.  Additionally, GVA has 8 active Collaborative Committees (Curriculum & Instruction, Safety, Health & Wellness, DEI, etc.) that meet monthly to discuss, plan, implement initiatives and share communication to and from staff, students and families.  There were over 25 input sessions held for the development of GVA' current three-year plan (NEXT3 / LCAP) and progress is reported twice a year to the GVA Board with updates / adjustments made if necessary each year.|Superintendent forum format is reviewed and revised based on staff feedback.  Staff notes parent input at Family Nights, collaborative coffees, etc., and is developing improved methods of following up on this feedback.  Appropriate educational partners are engaged via survey regularly to provide input and major school decisions/plans.  Committees allow a diverse group of staff to recommend preferred courses of action.  Staff is surveyed at the end of each professional development opportunity and the larger GVA community can provide input at any time via the school website.  GVA plans to form its own special education parent / community advisory group.|All significant site and organizational meetings in which families participate will have interpretation services available.  GVA's ELAC group meets regularly.  Our Parents as Partners group plans staff support actions and activities.  They are presented with school-based considerations to provide input and suggestions.  GVA continues to seek more and creative ways to elicit parent involvement.|3|4|4|5|3|4|4|3|4|3|3|4|Met||2025-06-27|2025
50105040129023|Stanislaus Alternative Charter|3|The Stanislaus Alternative Charter School (Come Back Kids) has always valued relationships as the key component in serving our students. The sites engage their students at every opportunity available to welcome and include them not only in their educational planning and progress but also in the events and activities that take place on the school site, including advisory roles for SSC, ELAC, and LCAP|The focus for improvement will be to continue to seek opportunities that encourage further relationship-building between the school, the students, and their families. The LEA will continue to offer students and families opportunities for input through the completion of surveys throughout the year.|The majority of the students at Stanislaus Alternative Charter are underrepresented and all improvement efforts, including engaging those underrepresented students, will include opportunities that encourage further relationship-building between the school and all the students. The LEA will continue to provide career fairs, FAFSA application completion, and CTE opportunities for our underrepresented students.|Teachers participate in ongoing, relevant professional development opportunities through site-level Professional Learning Teams and program level Professional Learning Communities to ensure that students receive rigorous and appropriate instruction.|Stanislaus Alternative Charter is always working to improve. To impact student outcomes we provide support to teachers and administration to allow them to best serve each student, academically and emotionally. We continue to provide professional mental health services at all sites. Resources beyond the school are available as needed to ensure we are serving the whole student.|Stanislaus Alternative Charter is always working to improve the engagement of underrepresented students, these students comprise 70% of our enrollment. To impact student outcomes we provide support to teachers and administration to allow them to best serve each student, academically and emotionally. We continue to provide contracted professional mental health services at all sites. Resources beyond the school are available as needed to ensure we are serving the whole student. Additionally, the LEA employs a paraprofessional, an English Learner tutor, and a Student Support Advocate to ensure our underrepresented students are better engaged.|Stanislaus County Alternative Charter School provides all stakeholders the opportunity to provide decision-making input. The school has a school site council, an English Learner Advisory Committee, and an LCAP advisory. Students and stakeholders are all invited to attend these meetings and provide input. Additionally, students provide input through the use of surveys.|Stanislaus Alternative Charter is always working to improve Input from students is valuable and we are always looking for ways to encourage and welcome more students to participate on committees that serve to make decisions|Stanislaus Alternative Charter is always working to improve. Input from students and families is valuable and we are always looking for ways to encourage and welcome all students, including those who represent underrepresented groups. All students will continue to be encouraged to participate in providing input through participation in School Site Council, ELAC, and surveys.|4|4|4|4|4|4|4|4|5|5|5|5|Met||2025-06-10|2025
50710430000000|Ceres Unified|3|Ceres Unified has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service; a focus on and celebration of cultural and language differences at school sites; multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.); structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); Town Hall meetings; administrative visibility during drop off/pick up; active parent organizations; and a general focus on celebrating students and growth.|Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication (more face-to-face and phone calls); building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reducing event conflicts for families with students at multiple schools; incentives for parent attendance at school events; and continue to increase opportunities to listen to families and collect feedback.|Ceres Unified will strengthen engagement with underrepresented families by enhancing communication with those lacking digital access or who speak languages other than English or Spanish; improving and expanding multilingual translation services through a verified district Translator List; establishing resource hubs offering food, healthcare, and vaccinations; and deploying Community Liaisons at all school sites to build stronger connections with these families.|Based on input from educational partners, Ceres Unified School District demonstrates strong family and community engagement through the following efforts: * Hosting family nights, Principal Coffees, Parent Academies, and Town Halls * Offering flexible scheduling for parent-teacher conferences * Maintaining strong partnerships with parent advocates * Collaborating with community businesses and organizations to provide family resources * Providing support through Student Support Specialists and Community Liaisons * Offering Educational Technology assistance to help families engage in digital learning * Supporting key grade-level transitions (e.g., 6th to 7th and 8th to 9th grades) * Implementing the FACTOR (Families Acting Toward Results) program across school sites * Celebrating student achievements such as English Learner reclassification and the Seal of Biliteracy * Engaging English Learner families with academic data via the ELLevation dashboard * Partnering with the Parent Institute for Quality Education (PIQE) to empower families|Based on feedback gathered from educational partners, several areas for improvement have been identified: * Provide additional support for families regarding the Ceres Unified grading shifts, particularly by offering clearer explanations of Proficiency Scales and Standards-Based Grading. * Ensure that all communication remains accessible to families by minimizing the use of acronyms and technical language. * Maintain a strong focus on addressing chronic absenteeism. * Increase opportunities for teachers to provide feedback on student achievement throughout the year. * Strengthen partnerships with community members. * Expand career-focused educational opportunities.|Ceres Unified will strengthen engagement with underrepresented families through the following actions: * Enhancing communication with families lacking digital access or who speak languages other than English or Spanish. * Improving and expanding multilingual translation services by verifying and updating the district Translator List and increasing the range of supported languages. * Establishing resource hubs that provide access to food distribution, healthcare services, and vaccination clinics. * Deploying Community Liaisons at all school sites to build stronger relationships and connections with underrepresented families.|Ceres Unified has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure, content, and transparency of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; strong partnership with parent advocates; and regular meetings hosted by the Superintendent with high school student representatives who comprise the Youth Advisory Council.|Based on feedback collected by educational partners, some areas of improvement include: use of site-based family surveys to collect input; use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Ceres leaders are using that feedback to make decisions; and collect feedback when parents are at school for different events.|Ceres Unified will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; Town Hall meetings targeted specific student groups; and ask families about their preferred method of communication at the beginning of the year.|4|5|4|5|3|4|4|5|4|4|4|4|Met||2025-06-19|2025
50710430107128|Whitmore Charter School of Art & Technology|3|Whitmore Charter School of Arts and Technology has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service, a focus on and celebration of cultural and language differences at school sites (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.|Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; and continue to increase opportunities to listen to families and collect feedback.|Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.).|Whitmore Charter has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing flexible scheduling for parent conferences; maintaining strong partnerships with parent advocates; providing resources for families in need (Student Support Specialists, Community Liaisons, etc.); hosting Principal Coffees; providing Educational Technology support for families; and celebrating reclassified students.|Based on feedback collected by educational partners, some areas of improvement include: more support for families about the Ceres Unified Standard Based Learning to provide information that is accessible for families and avoids acronyms and other technical language and a renewed focus on combating chronic absenteeism and increasing overall student attendance.|Whitmore Charter will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow schools to look at data for all student groups and targeted those students/families most in need.|Whitmore Charter has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates.|Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events.|Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year.|4|5|4|5|3|4|4|5|4|4|4|4|Met||2025-06-19|2025
50710430107136|Whitmore Charter High|3|Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service ; a focus on and celebration of cultural and language differences at the school site, multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.|Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce sitewide parent events and continue to increase opportunities to listen to families and collect feedback.|Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.).|Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service; a focus on and celebration of cultural and language differences at the school site (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.); structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.|Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; sitewide parent events and continue to increase opportunities to listen to families and collect feedback.|Whitmore Charter High School will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow the site to look at data for all student groups and target those students/families most in need.|Whitmore Charter High School has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates.|Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events.|Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of  communication at the beginning of the year.|4|5|4|5|3|4|4|5|4|4|4|4|Met||2025-06-19|2025
50710430112292|Aspire Summit Charter Academy|3|At Aspire Summit Charter Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Summit Charter Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Summit Charter Academy regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
50710500000000|Chatom Union|3|Chatom Union School District offers several opportunities to build partnerships for student outcomes.  We have held our traditional parent events: Round-Up: Parents and Students are invited to meet the staff, collect materials, receive schedules, and take school pictures for student IDs and the school yearbook. On the first day of school at Chatom, families were able to celebrate the first day of school with photo opportunities and enjoy a welcome video. Chatom Elementary and Mountain View also held a Back-to-School Night, which informed families about the school year’s expectations and opportunities.   This year, Chatom Elementary was able to have family literacy nights, the Christmas program, PTC events, parent volunteers, and student programs. They also hosted a Jog-A-Thon, talent show, egg hunt, fly-it day, math night, family science night, and student award assemblies.  Mountain View offers a monthly opportunity for parent engagement and interaction at Coffee Connection, a time to connect with other parents and with the principal.  At this event, parents and stakeholders are invited to meet with the principal once a month to discuss glows and grows and to share vital information about what is happening on and around campus. This year, Coffee Connection was held on the third Tuesday of each month.  Morning announcements, award ceremonies, and rallies were held in the gym to keep students, parents, and staff informed and provide opportunities to engage both students and parents with fun activities.    Mountain View also hosted Games with Grandparents in honor of Grandparents’ Day, where students and their grandparents enjoyed a light brunch and board games together.  All families were invited to a Thanksgiving feast and Pumpkin Pie Party.  Parents also have the opportunity to attend or hold a position in several of the district committees.  The committees currently available are LCAP, ELAC/DELAC, Parent Teacher Club, and School Site Council at both Chatom and Mountain View.|The District will continue to focus on communication as a way to improve building relationships between school, staff, and families.  The District has received parent input regarding their preference for communication methods.  Some families prefer paper communication sent home in communication folders, while others prefer the electronic option through Parent Square.  As a District, we will continue to use Parent Square as the primary source of communication because it is more timely in the event of an emergency.  The District will continue to recommend a variety of communication options for teachers and staff, including personal phone calls to increase attendance at meetings, personal e-mails, social media, and written communication sent home.|To improve the engagement of underrepresented families, we will continue to provide material in multiple languages as well as schedule meetings at a time that is more accessible to the parents in our community.  Events such as Round-up, conferences, and parent meetings have been offered at varied times to increase participation.|Chatom Union School District offers multiple ways to build partnerships for student outcomes. Currently, there are multiple ways for parents to communicate with the staff on campus.  Our most popular method of communication is through Parent Square.  Parents sign up and decide their preferred method of communication and language.  They can select email, text, or app, and each method has the option to have the communication translated if needed.  Teachers also prefer this to be the primary method of communication because they can send individual messages, small groups, one class, or the entire grade level when sending out information. Parents are also invited to participate in round-up, back-to-school night, Coffee Connection, family literacy nights, parent conferences, and open house.  We encourage any concerns a parent may have to start with the teacher, then contact the office to set up a meeting with the teacher, parents, and student to promote three-way communication.  If any further concerns arise, the administrator will step in with suggestions and communication if necessary.   Parents are also provided with a digital copy of the Parents' Rights and Responsibilities and Handbooks in both English and Spanish (www.chatom.k12.ca.us), and a hard copy can be provided upon request.  Additional opportunities to build partnerships are listed in section two, response one.|Chatom will continue to survey the parents and community on the preferred way of communication and look to adjust parent conferences to be directly aligned with when grades are due at each of the campuses.|The feedback received at the last ELAC/DELAC meeting was to personally call underrepresented families to invite them to participate in school activities and meetings.  The personal connection would allow parents to ask questions and build confidence so they are more comfortable and, as a result, will become more engaged.|Chatom Union School District continues to offer several opportunities to seek input for decision-making.  The district currently reaches out to the community and stakeholders to participate in the LCAP, School Site Council at both Chatom and Mountain View, and ELAC/DELAC committees.  Information is shared and collected at each of these committee meetings, and final decisions are not made without serious consideration of the data generated from these committees.  We also hold our monthly board meetings where public comment is encouraged, and the board welcomes discussions on any topic that will assist in helping the district improve and ensure student success.|Chatom School District will continue to recruit participation from all families in the district.  We will schedule committee meetings and programs to benefit the needs of all families in the district.|Chatom Union School District will continue to send out parent surveys to all families in their primary language to get input for decision-making. School site reports are given at each Parent Teacher Club Meeting and public Board Meeting as another way to solicit input and answer parent questions.|5|5|5|5|5|5|5|5|4|4|5|5|Met||2025-06-24|2025
50710680000000|Denair Unified|3|"Building relationships has been a focus area in DUSD for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campuses are welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Parent Information Nights, Parent Club meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a small school district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our in-house Coyote Closet that provides clothing and personal necessities for families in need."|An area for improvement is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States.|We strive to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.|"DUSD provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops and ""cafecito/coffee hours"" throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal."|District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. Providing staff with training and easy access to information about resources will assist in this area.|One other strategy that we have already begun exploring as part of the high school IEP process and the middle school parent-teacher conference is a student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.|Each school has an active School Site Council (SSC), comprised of parents and staff (and students at the high school level) and the district has both District English Learner Advisory Committee (DELAC) and a District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Principals focus on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parent groups and clubs at each school help plan activities and events that encourage family engagement.|An area for improvement is finding ways to meaningfully engage parents and community members from underrepresented groups in our decision making processes.|While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. Site and district administrators use the CDE Family Engagement Toolkit as a resource.|4|5|5|5|4|4|5|4|4|3|4|4|Met||2025-06-12|2025
50710680132662|Denair Elementary Charter Academy|3|"Building relationships with students, families, and the community has been a focus area at DECA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the school and communicate with administrators and staff. Examples that encourage two-way communication include events, Back to School Night, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need."|An area for improvement is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States.|We strive to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.|DECA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.|District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer.|Providing staff with training and easy access to information about resources will assist in this area.|DECA has an active Parent Advisory Committee (PAC), comprised of parents and staff and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Parents, staff and students help plan activities and events that encourage family engagement.|An area for improvement is finding ways to meaningfully engage parents and community members from underrepresented groups.|While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DECA and district administrators use the CDE Family Engagement Toolkit as a resource.|4|5|4|5|4|3|5|4|4|3|3|3|Met||2025-06-12|2025
50710685030267|Denair Charter Academy|3|"Building relationships with students, families, and the community has been a focus area at DCA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Family Nights, Program Advisory Committee meetings, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need."|An area for improvement (our current focus) is finding ways to meaningfully support families from underrepresented groups, such as those who are homeless.|We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process (one-on-one orientations) and by following up when we hear that a family might need support or resources.|DCA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to meeting with parents/students for their weekly appointments, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.|Principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer.|One potential strategy that we have already begun exploring as part of the high school IEP process is the student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.|DCA has an active Program Advisory Committee (PAC), comprised of parents and staff (and students at the high school level) and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, update the student handbook and our portrait of a graduate, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parents, staff and students help plan activities and events that encourage family engagement.|An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups.|While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DCA and district administrators use the CDE Family Engagement Toolkit as a resource.|4|5|5|5|4|5|5|5|4|4|5|5|Met||2025-06-12|2025
50710760000000|Empire Union Elementary|3|The Empire Union School District identified our ability to build relationships with our diverse parent and family populations as a strength.   We work diligently as a district to communicate with our families, regardless of their socioeconomic status, education level, or any other demographic in an effort to build positive relationships. Families expressed an appreciation for the consistent communication, family events, and student celebrations|The Empire Union School District will focus on increasing opportunities for educational partners to participate in events on campuses focused on building positive stronger relationships between school and families as we have returned from the pandemic. Bringing a sense of community back to our campuses as our students grow and to highlight their accomplishments is a priority.|The Empire Union School District will work at the school site level to engage underrepresented educational partners in the reflection process. This will include participating in site events and including the reflection process.|"The Empire Union School District also scored a rating of full implementation in every aspect of ""Building Partnerships for Student Outcomes"".   The district provides at least one counselor at every school site along with a Family Support Provider.  These professionals work with staff as well as individual students and their families.  When working with students, families, and staff, these professionals also provide assorted materials and resources to reinforce their communication and collaboration.  Teachers provide formal conference time for parents twice each school year, and at any other time as requested.  This helps to build positive relationships between teachers and parents."|The Empire Union School District continues to improve its partnerships with educational partners for improving student outcomes.  It is the district priority to focus on building partnerships with educational partners through the site level because there directly impacts students outcomes. Working alongside of educational partners to highlight students’ accomplishments will support the collaboration and positive communication. An additional area of improvement noted staff and families working in collaboration to best meet the needs of their children as a team.|The Empire Union School District will continue to improve its partnerships with educational partners of underrepresented families for improving student outcomes.  The district will continue to develop new strategies to increase the engagement. The initial target will be site level events supporting and advocating for highlighting student outcomes. Celebrating students’ accomplishments will foster collaboration and positive communication. An additional area of improvement noted staff and families working in collaboration to best meet the needs of their children as a team.|"The Empire District includes families in School Site Council, Title I, special education, and other activities and processes to make sure they not only know their legal rights, but are included in the development of processes, planning, and activities to assure the school site represents all stakeholders.  The results of these practices as indicated the district is at ""Full Implementation” of areas in this section.  Of course, the district is committed to a continuous cycle of improvement and is always looking for ways to improve."|The Empire Union School District strives to include all educational partners in the decision making process consistently. In order to support the improvement of engagement, educational partners input will be sought after at site level events.  The purpose will be to gain as much input as possible to strategically plan district initiatives.|The Empire Union School District will improve its engagement of underrepresented families in the decision making process by attending site events to gain their input. This will lead to increasing the engagement of underrepresented partners in the decision making process.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2025-06-26|2025
50710840000000|Gratton Elementary|3|Gratton School District places a high priority on building trusting and respectful relationships with families. We do this by creating a welcoming environment for all families in the community, as well as taking the time to learn about each family's strengths, culture, and language. District staff has participated in the Capturing Kids' Hearts training. The core principles of the program focus on relationship building. We provide many opportunities to engage in 2-way communication between families and educators. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. At these conferences, teachers meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding  student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to obtain important school and classroom information and events.|The District will continue to implement the Capturing Kids' Hearts principles which focus on building relationships, in addition to hosting an annual Back to School Night and two Parent Conference sessions each year.|The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.|Gratton School District places a high priority on building partnerships for student outcomes. We have policies in place for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. Gratton School District holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding  student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to obtain important school and classroom information and events.|The District will continue to host an annual Back to School Night and two Parent Conference sessions each year as well as provide accessibility to educational staff to support student outcomes.|The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.|To ensure consistent and meaningful parent engagement, the district now administers an annual Parent Survey. This survey serves as a key tool in gathering ongoing input from families, enabling us to monitor trends and be more responsive to parent feedback across academic, social-emotional, and operational areas. The survey results directly inform the development and refinement of the Local Control and Accountability Plan (LCAP), and provide essential insights to school leadership, staff, and educational partners. Further parental input is gathered through active involvement in school-based committees such as the Site Council, School Safety and Violence Committee, Charter School Advisory Committee, the Title I Committee, and the Parent Teacher Organization. This multi-layered approach ensures that parent voice remains central to the district’s planning and decision-making efforts.|The District will continue to seek input through administering the Parent Survey every year, as well as actively seeking input from the various parent committees on campus.|The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
50710840120089|Gratton Charter|3|Gratton School District places a high priority on building trusting and respectful relationships with families. We do this by creating a welcoming environment for all families in the community, as well as taking the time to learn about each family's strengths, culture, and language. District staff has participated in the Capturing Kids' Hearts training. The core principles of the program focus on relationship building. We provide many opportunities to engage in 2-way communication between families and educators. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. At these conferences, teachers meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding  student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to obtain important school and classroom information and events.|The District will continue to implement the Capturing Kids' Hearts principles which focus on building relationships, in addition to hosting an annual Back to School Night and two Parent Conference sessions each year.|The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.|Gratton School District places a high priority on building partnerships for student outcomes. We have policies in place for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. Gratton School District holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding  student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to obtain important school and classroom information and events.|The District will continue to host an annual Back to School Night and two Parent Conference sessions each year as well as provide accessibility to educational staff to support student outcomes.|The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.|To ensure consistent and meaningful parent engagement, the district now administers an annual Parent Survey. This survey serves as a key tool in gathering ongoing input from families, enabling us to monitor trends and be more responsive to parent feedback across academic, social-emotional, and operational areas. The survey results directly inform the development and refinement of the Local Control and Accountability Plan (LCAP), and provide essential insights to school leadership, staff, and educational partners.  Further parental input is gathered through active involvement in school-based committees such as the Site Council, School Safety and Violence Committee, Charter School Advisory Committee, the Title I Committee, and the Parent Teacher Organization. This multi-layered approach ensures that parent voice remains central to the district’s planning and decision-making efforts.|The District will continue to seek input through administering the Parent Survey every year, as well as actively seeking input from the various parent committees on campus.|The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
50710920000000|Hart-Ransom Union Elementary|3|We provide various ways to communicate with our families. We use parent-square, parent portal, email and marque.|We will implement more opportunities for face to face contact.|We will provide opportunities to underrepresented families to attend functions by altering times that accommodate them.|We provide access to the students progression in academics through parent portal.|Providing access to the instructional practice for parents to support at home.|We will provide parents access to the teachers through a student support team to build relations and improve student outcomes.|We have been able to culminate data from students, staff and parents in decision making.|We are focused on the including students and parents in the decision making through various committees.|We will incorporate underrepresented families and students on various decision making committees.|3|3|2|2|2|2|3|2|3|2|3|2|Met||2025-06-12|2025
50710926112965|Hart-Ransom Charter|3|Our parents, students and staff (teachers, principal, other personnel) were engaged various ways and information (input) sessions were held through the year. In addition, a majority of parents completed a survey (provided to all parents) with topics regarding what support and resources helps them to be successful as a home educator, and what resources and professional development would assist them in being effective. Data was sought/gathered from all families on desired/needed Professional Development and the best time to host parent professional development and ways to engage them in the school community in meaningful ways, students and parents provided feedback regarding school climate and how students feel at school in terms of feeling safe and connected. Overall HRCS Rating: Excellent 80% Above Avg. 18% Needs Improvement 2%|We had a lot of positive feedback from our professional development for parents, although it is still a relatively small ratio of our parents who attend these trainings. We are utilizing more PD opportunities in our monthly meetings with parents. We decide to shift from a norm-referenced local assessment (STAR) to a criterion-referenced assessment (iReady) to better prepare students and provide computer-based remedial practice. We have also been successful in decreasing students opting out of state testing from 34 to 9 students as a result of engaging parents and students in engaging and supportive dialogue.|The services for Foster Youth, English Learners and Low-Income students are increased or improved in providing first-hand experienced in these hands-on and engaging experiences with inquiry-based learning by visiting environments such as the Modesto Children's Museum and having their learning planned in response to the questions and ponderings they have as a student and develop greater agency in their learning. Also, providing access to tutors and related materials for unduplicated pupils and their families and teaching these students how to utilize the resources effectively.|Overall, having advisory teachers taking professional development to individual meetings with parents for those who have not attended the group professional development will allow more home educators to get this content. Having a computer-based remedial math program for students has been a helpful start to addressing math deficits of students. As we start moving from a pilot this spring to using this school-wide in the fall, we should start seeing more school-wide impact with the percentage of students meeting or exceeding the standard increasing.|Making iReady a tool that we use with all students as a diagnostic tool and My Path (computer-based learning) used by all students who are below standards in areas. Teacher training opportunities to expand learning for coaching parents in the continuum of teaching methods (including guided discovery, guided inquiry and open inquiry) hands-on science and inquiry-based learning and best practices in home education and charter schools practices.|Underrepresented groups such as SED will be monitored and coaching and support will be provided to these students and their families. Diagnostic assessment and progress monitoring will be provided for underrepresented students to ensure growth and success.|We host parent advisory meetings at the beginning, middle and end of the school year where student performance data is shared, priorities are discussed and parent input is sought. Decisions are made in consultation with our parent stakeholders and staff.|We have historically had 55% participation in parent surveys seeking input for decision making. We have just a few percent of parents participating in parent advisory meetings. The focus includes increasing parent involvement and input.|Families of underrepresented groups will be invited and encouraged to participate in parent advisory meetings and surveys. Almost 50% of families are SED.|5|5|4|5|4|5|5|4|5|5|5|4|Met||2025-06-12|2025
50711000000000|Hickman Community Charter|3|Our most recent parent survey shows that parents are highly satisfied with the home to school relationships. They appreciate that all staff use Parent Square to keep them informed of what is happening on campus as well as any concerns they have. Parent can quickly respond even from work. Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Day, and many different school sports, clubs, and county wide school competitions have been greatly attended and appreciated. We continue to promote these programs district wide to engage more students to achieve diverse participation. All campus sports and clubs are also open to our homeschool students.|The area of need that . was evident in our survey was that parents wished for a new and improved website. They find ours difficult and not user friendly. We are currently in the process of having a new website built and it will be fully operational by Aug 2025.|Our strength is our ability to communicate with families. Our communication reach with ParentSquare is always between between 99% and 100% throughout the year. We update broken contacts continuously. At HES/HMS we are focusing on creating welcoming environments for all families in the community. HCS has created a focus on parent-educators training. We have also worked to diversify our staff.|As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult. For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process. Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive. We have also hired a district Program Manager and Program Specialist that are on site everyday. They both help manage our students with disabilities and our special education team. In 2025 we are hiring a Student Services Director to assist with building a MTSS program that supports all students on campus and homeschool students.|We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.|We have hired a new program specialist who will be working with the Student Study Team to help identify students who are underrepresented, and determine the needs of each individual student. She will also be the home to school  2025-26 Local Performance Indicator Self-Reflection for Hickman Community Charter District Page 11 of 16 Liaison for these students connecting students and families to resources they need. Our new Student Services Director will create a system to insure all students have access to a complete system of support.|School promoted input through the use of parent surveys through Parent Square. The Superintendent also held input gathering sessions with Families, students, and staff.|This year the Superintendent used a both in person and virtual meetings for educational partners to come and informally gather in various locations to give input on school needs and concerns. Partners were guided with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal. The focus for improvement this year will be to expand our reach for parents on our advisory groups.|Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year. We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.|5|5|4|5|3|5|5|5|5|4|5|5|Met||2025-06-16|2025
50711006052559|Hickman Elementary|3|Our most recent parent survey shows that parents are highly satisfied with the home to school relationships. They appreciate that all staff use Parent Square to keep them informed of what is happening on campus as well as any concerns they have. Parent can quickly respond even from work. Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Day, and many different school sports, clubs, and county wide school competitions have been greatly attended and appreciated. We continue to promote these programs district wide to engage more students to achieve diverse participation. All campus sports and clubs are also open to our homeschool students.|The area of need that . was evident in our survey was that parents wished for a new and improved website. They find ours difficult and not user friendly. We are currently in the process of having a new website built and it will be fully operational by Aug 2025.|Our strength is our ability to communicate with families. Our communication reach with ParentSquare is always between between 99% and 100% throughout the year. We update broken contacts continuously. At HES/HMS we are focusing on creating welcoming environments for all families in the community. HCS has created a focus on parent-educators training. We have also worked to diversify our staff.|As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult. For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process. Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive. We have also hired a district Program Manager and Program Specialist that are on site everyday. They both help manage our students with disabilities and our special education team. In 2025 we are hiring a Student Services Director to assist with building a MTSS program that supports all students on campus and homeschool students.|We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.|We have hired a new program specialist who will be working with the Student Study Team to help identify students who are underrepresented, and determine the needs of each individual student. She will also be the home to school  2025-26 Local Performance Indicator Self-Reflection for Hickman Community Charter District Page 11 of 16 Liaison for these students connecting students and families to resources they need. Our new Student Services Director will creat a system to insure all students have access to a complete system of support.|School promoted input through the use of parent surveys through Parent Square. The Superintendent also held input gathering sessions with Families, students, and staff.|This year the Superintendent used a both in person and virtual meetings for educational partners to come and informally gather in various locations to give input on school needs and concerns. Partners were guided with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal. The focus for improvement this year will be to expand our reach for parents on our advisory groups.|Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year. We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach|5|5|4|5|3|5|5|5|5|4|5|5|Met||2025-06-16|2025
50711006112627|Hickman Charter|3|Our most recent parent survey shows that parents are highly satisfied with the home to school relationships. They appreciate that all staff use Parent Square to keep them informed of what is happening on campus as well as any concerns they have. Parent can quickly respond even from work. Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Day, and many different school sports, clubs, and county wide school competitions have been greatly attended and appreciated. We continue to promote these programs district wide to engage more students to achieve diverse participation. All campus sports and clubs are also open to our homeschool students.|The area of need that . was evident in our survey was that parents wished for a new and improved website. They find ours difficult and not user friendly. We are currently in the process of having a new website built and it will be fully operational by Aug 2025.|Our strength is our ability to communicate with families. Our communication reach with ParentSquare is always between between 99% and 100% throughout the year. We update broken contacts continuously. At HES/HMS we are focusing on creating welcoming environments for all families in the community. HCS has created a focus on parent-educators training. We have also worked to diversify our staff.|As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult. For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process. Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive. We have also hired a district Program Manager and Program Specialist that are on site everyday. They both help manage our students with disabilities and our special education team. In 2025 we are hiring a Student Services Director to assist with building a MTSS program that supports all students on campus and homeschool students.|We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.|We have hired a new program specialist who will be working with the Student Study Team to help identify students who are underrepresented, and determine the needs of each individual student. She will also be the home to school Liaison for these students connecting students and families to resources they need. Our new Student Services Director will create a system to insure all students have access to a complete system of support.|School promoted input through the use of parent surveys through Parent Square. The Superintendent also held input gathering sessions with Families, students, and staff.|This year the Superintendent used a both in person and virtual meetings for educational partners to come and informally gather in various locations to give input on school needs and concerns. Partners were guided with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal. The focus for improvement this year will be to expand our reach for parents on our advisory groups.|Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year. We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.|5|5|4|5|3|5|5|5|5|4|5|5|Met||2025-06-16|2025
50711006116388|Hickman Middle|3|Our most recent parent survey shows that parents are highly satisfied with the home to school relationships. They appreciate that all staff use Parent Square to keep them informed of what is happening on campus as well as any concerns they have. Parent can quickly respond even from work. Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Day, and many different school sports, clubs, and county wide school competitions have been greatly attended and appreciated. We continue to promote these programs district wide to engage more students to achieve diverse participation. All campus sports and clubs are also open to our homeschool students.|The area of need that . was evident in our survey was that parents wished for a new and improved website. They find ours difficult and not user friendly. We are currently in the process of having a new website built and it will be fully operational by Aug 2025.|Our strength is our ability to communicate with families. Our communication reach with ParentSquare is always between between 99% and 100% throughout the year. We update broken contacts continuously. At HES/HMS we are focusing on creating welcoming environments for all families in the community. HCS has created a focus on parent-educators training. We have also worked to diversify our staff.|As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult. For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process. Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive. We have also hired a district Program Manager and Program Specialist that are on site everyday. They both help manage our students with disabilities and our special education team. In 2025 we are hiring a Student Services Director to assist with building a MTSS program that supports all students on campus and homeschool students.|We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.|We have hired a new program specialist who will be working with the Student Study Team to help identify students who are underrepresented, and determine the needs of each individual student. She will also be the home to school  2025-26 Local Performance Indicator Self-Reflection for Hickman Community Charter District Page 11 of 16 Liaison for these students connecting students and families to resources they need. Our new Student Services Director will creat a system to insure all students have access to a complete system of support.|School promoted input through the use of parent surveys through Parent Square. The Superintendent also held input gathering sessions with Families, students, and staff.|This year the Superintendent used a both in person and virtual meetings for educational partners to come and informally gather in various locations to give input on school needs and concerns. Partners were guided with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal. The focus for improvement this year will be to expand our reach for parents on our advisory groups.|Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year. We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.|5|5|4|5|3|5|5|5|5|4|5|5|Met||2025-06-16|2025
50711340000000|Keyes Union|3|The district continues to work on better supporting families to advocate for their own students. This was very much hampered as a result of the COVID-19 Pandemic. The isolation experienced has become less prevalent in the post covid environment. We continue to be committed on our efforts to better support families.|Keyes Union remains committed to engaging and involving partners and local data to drive all we do to support students. We are committed to increasing partnerships with local businesses, community colleges, universities, and other partners willing to support all of our students.|Keyes Union remains committed to engaging and involving partners and local data to drive all we do to support students. We are committed to fostering partnerships with local businesses, community colleges, universities, and other organizations that are willing to support all of our students.|Keyes Union remains committed to seeking input, encouraging parent and community involvement in all we do. Our parents, community partners, and students are given a voice.|The district also continues to work on better supporting families to collaborate and express their concerns and suggestions for improvement. Opportunities and activities continue to be planned as we strive to collaborate with all stakeholders. We continue to devote time, resources, and promote activities to ensure our parents are better connected and comfortable with our schools. We believe that this will continue to be an area of success for all.|Keyes Union truly envisages partnerships with our partners, including parents and students, as the key to the academic and social well-being of all students. The district also continues to work on better supporting families to collaborate and express their concerns and suggestions for improvement. Opportunities and activities continue to be planned as we strive to collaborate with all stakeholders. We continue to devote time, resources, and promote activities to ensure our parents are better connected and comfortable with our schools. We believe that this will continue to be an area of success for all.|The Keyes School District conducts its annual local climate survey using the California Healthy Kids Survey (CHKS) to assess student perceptions of school safety and connectedness. This survey is administered across all grade spans served by the district, namely TK-5, 6-8, and 9-12. The survey data provides valuable insights into various aspects of the school environment and student experiences. The CHKS yields an overall score representing the general climate of the school environment. For Keyes School District, the overall score for all students indicates a positive climate conducive to learning and personal development. Keyes School District ensures the disaggregation of survey data by student groups as outlined in the California Education Code 52052. This includes, but is not limited to.|Grade Level: Analysis by grade spans (TK-5, 6-8, 9-12) allows for understanding how perceptions of safety and connectedness vary across different developmental stages. Demographic Factors: Disaggregation by student demographics such as race, ethnicity, gender, socioeconomic status, and English learner status provides insights into any disparities in experiences within the school environment. Special Populations: Identification and analysis of data for special student populations including students with disabilities and foster youth to ensure their unique needs are addressed. School Site Comparison: Comparison of survey data between individual school sites within the district offers insights into variations in school climate and allows for targeted interventions where necessary. Subset Analysis: In addition to the overall score, Keyes School District conducts a subset analysis focusing on specific survey items related to school safety, inclusivity, and support systems. This includes examining responses to questions addressing bullying, access to mental health resources, perceived teacher support, and opportunities for student engagement.|Additional Data Collection Tools: To complement the CHKS data, Keyes School District also utilizes additional data collection tools such as focus groups, student forums, and parent surveys. These tools provide qualitative insights and a deeper understanding of specific issues identified in the survey data. Conclusion: The local climate survey data, primarily collected through the CHKS, serves as a valuable resource for Keyes School District in understanding and addressing the diverse needs of its student population. By disaggregating data and conducting subset analyses, the district can identify areas of strength and areas for improvement, ensuring a safe and supportive learning environment for all students.|4|4|3|3|4|4|3|4|4|4|4|4|Met||2025-06-10|2025
50711346113286|Keyes to Learning Charter|3|Parent and family engagement goals have become stronger.  More PtA members and parent responses are noted, yet the number of after-school hours activities for family engagement needs to increase. As a staff, we recognize the need for more family events. Parent Square has been our primary means of communication with parents, and this year, Student Square was offered as well to High School students. This gave teachers a safe way of communication. KtL continues to develop strong relationships with families, but is always striving to improve.|The area of focus concerning family engagement is after-school hours activities involving families. This is a goal for building relationships between families, staff, and the community.|KTL continues to strive to improve communication and engagement of underrepresented families. Providing opportunities for families to be a part of the school community is a goal; the focus will be on after-school activities to encourage all families.|Keyes to Learning Charter School (KTL) does a great job when it comes to building ongoing trust and respectful relationships with our families.    Because KTL is a school of choice our staff knows and understands the importance that each campus, office and classroom be inviting and caring environments for all families and their enrolled children.   Because KTL draws students from all over Stanislaus County and adjacent counties, our schools are a welcoming community for a variety of cultures.  This last few years KTL has utilized ParentSquare as the primary source of 2-way communication.  It has improved the engagement of our underrepresented families, choosing specific languages and timing.  KTL continues to use hardcopy notifications (including parent rights and responsibilities), emails, phone calls, and our SIS parent portal to communicate with families.|Areas for improvement include more activities to encourage building partnerships with families and the community. As a staff, promoting time on the school campus, with other families and staff, is a priority. Activities will be held at various times to accommodate a variety of schedules.|By promoting family activities, the underrepresented group will be more comfortable participating. Parents are an integral part of the KTL program, and working together is critical for student success. Building partnerships is imperative.|Continually working to strengthen input from all school community, KTL has a culture of respect and partnership. Using various translation tools and assistance from bilingual staff members, the focus is on including all stakeholders.|The focus is on providing more opportunities for gaining input from the community. Building relationships with students and families is a continual area of improvement.|To build engagement of underrepresented families, KTL will continue to invite parents into the school environment regularly, through a variety of activities. This goal is to foster strong relationships, which is the start of making connections and then gaining input.|5|4|4|5|5|5|5|5|4|4|5|4|Met||2025-06-10|2025
50711420000000|Knights Ferry Elementary|3|Knights Ferry School provides a welcoming environment for parents and students according to parent survey 92% of parents rated the school a 4 or better with 76.9% rating the school a 5 on a 5 point scale. Listed LCAP goals in this area have been exceeded. Parents surveyed also rated relationships with school staff as high.|he area of working with educational partners showed an increase in the positive direction when compared with the previous school year. Working with families and creating a positive school environment has long been a strength for the KFESD. KFESD will continue to evaluate areas for improvement in the future.|The district continues to reach out to underrepresented families by providing translations of documents; translations and primary language suppoprt at school in Spanish and providing direct contact to families who are socio-economicall disadvanted.|The District had strong scores in this area and objectively it could be said that building relationships with parents to improve student outcomes is a strength as is the school environment.|A focus for improvement area will be assisting parents with understanding their legal rights and how to advocate for their children.|The district continues to reach out to underrepresented families by providing translations of documents; translations and primary language support at school in Spanish.|KFESD scores have improved in all areas related to advisory and decision making groups. 73% of the families surveyed rated this area a 4 or better with 61.5% rating this area a 5. Parents commented positively regarding involvement at the school.|Parent participation was incredibly important in creating the Comprehensive School Safety Plan. One of the hallmarks of Knights Ferry School is general parent and family involvement. Maintaining parent participation in advisory groups should be an area of focus.|The district will continue to provide written translation and interpretation services for parents opening more opportunities for underrepresented families to participate, including research (with parents) different hours for advisory groups so that more parents are available.|5|5|4|5|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
50711670000000|Modesto City Elementary|3|Modesto City Schools (MCS) provided a Family Engagement Survey during the 2024-25 school year.  The results were included in the district LCAP.  A total of 1,680 participants completed the survey.    Seventy-seven percent of parent respondents stated that the school encourages parental involvement, and seventy percent stated the district encourages parental involvement.  Seventy-nine percent of the parent respondents stated that they feel welcome at their school and that the school treats people with respect regardless of race/ethnicity or culture.  Over 80% of respondents reported they can communicate with teachers and staff when needed.  Respondents preferred email and text messages for communication with school and district staff.    The Parent Engagement and Outreach (PEO) department held multiple events, both in-person and virtual (offered in both English and Spanish) on a variety of topics, and provided parent outreach and resources to meet parent needs.  Examples of these programs include Parent Leadership Programs, Parents Making a Difference - a six-part series that provided information on topics that parents may not truly understand, titled “District Navigation”, and the Parent Ambassadors program that offered various on-site classes on parent-related topics.  MCS hosts monthly well-attended DELAC meetings with representation from site ELACs to foster the engagement of parents of English learners.  Additionally, parents of English learner students and immigrant students had the opportunity to engage with staff to support a better understanding of programs to support their students.    The district revised the Parent Engagement Policy in 2024-25 in collaboration with the Parent Advisory Council (PAC).  The PAC is composed of representatives from each school’s School Site Council. In addition to providing input on the Parent Engagement Policy, the PAC advised on the Local Control and Accountability Plan (LCAP) and the use of Title I funds at the district level.|The focus area for the district will be to increase parents’ contributions to school and district initiatives.  The district has initiated the Parent Ambassador Program at all school sites to increase parent engagement and participation.  The Parent Ambassadors will focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.  The Parents Making a Difference Program will be expanded to offer more opportunities for parents to be involved in the educational process at both the district and site levels.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.    The district’s English Learners Department provides parent training and meetings to engage parents of English Learners.  Additionally, the department hosts a Parent Resource Center to support families of immigrant and newcomer students.|MCS provides professional learning and support to teachers and administrators to enhance a school’s capacity to partner with families, including professional development on cultural awareness and Equity.  The district has staff dedicated to family engagement at the central and site levels.  Parents are informed of their legal rights both in writing and through participation in advisory committees.|The focus area for the district will be to increase parents’ contributions to student outcomes.  Parents are critical in helping students achieve success.  The district will focus on parent training to develop their ability to advocate for and support their students by increasing their knowledge of available resources.  Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.|MCS has several advisory committees where parents provide input, including the site ELACs, the DELAC, the Parent Advisory Committee, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee.  Additionally, the superintendent hosted Community Forums seeking input in the decision-making process.  These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district levels.|The focus area for the district will be to increase parents’ ability to participate in the various committees. The district’s website, social media accounts, and Parent Square will provide information to parents about the various opportunities available and work to engage all parents in the process.  Additionally, the PEO Department will incorporate information regarding site and district committees into their trainings and events throughout the school year.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.|4|4|3|4|3|4|4|4|4|4|4|3|Met||2025-06-23|2025
50711670137265|Aspire University Charter|3|At Aspire University Charter School, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire University Charter School continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, morning and after school events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire University Charter School regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
50711670138057|Connecting Waters Charter School - Central Valley|3|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the leadership team reflects on the questions in this prompt.|Connecting Waters will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums.|Connecting Waters will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process.|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.|Connecting Waters will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student.|Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families.|Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.|Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.|Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
50711750000000|Modesto City High|3|Modesto City Schools (MCS) provided a Family Engagement Survey during the 2024-25 school year.  The results were included in the district LCAP.  A total of 1,680 participants completed the survey.    Seventy-seven percent of parent respondents stated that the school encourages parental involvement, and seventy percent stated the district encourages parental involvement.  Seventy-nine percent of the parent respondents stated that they feel welcome at their school and that the school treats people with respect regardless of race/ethnicity or culture.  Over 80% of respondents reported they can communicate with teachers and staff when needed.  Respondents preferred email and text messages for communication with school and district staff.    The Parent Engagement and Outreach (PEO) department held multiple events, both in-person and virtual (offered in both English and Spanish) on a variety of topics, and provided parent outreach and resources to meet parent needs.  Examples of these programs include Parent Leadership Programs, Parents Making a Difference - a six-part series that provided information on topics that parents may not truly understand, titled “District Navigation”, and the Parent Ambassadors program that offered various on-site classes on parent-related topics.  MCS hosts monthly well-attended DELAC meetings with representation from site ELACs to foster the engagement of parents of English learners.  Additionally, parents of English learner students and immigrant students had the opportunity to engage with staff to support a better understanding of programs to support their students.    The district revised the Parent Engagement Policy in 2024-25 in collaboration with the Parent Advisory Council (PAC).  The PAC is composed of representatives from each school’s School Site Council. In addition to providing input on the Parent Engagement Policy, the PAC advised on the LCAP and the use of Title I funds at the district level.|The focus area for the district will be to increase parents’ contributions to school and district initiatives.  The district has initiated the Parent Ambassador Program at all school sites to increase parent engagement and participation.  The Parent Ambassadors will focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.  The Parents Making a Difference Program will be expanded to offer more opportunities for parents to be involved in the educational process at both the district and site levels.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.    The district’s English Learners Department provides parent training and meetings to engage parents of English Learners.  Additionally, the department hosts a Parent Resource Center to support families of immigrant and newcomer students.|MCS provides professional learning and support to teachers and administrators to improve a school’s capacity to partner with families, including PD on Cultural Awareness and Equity.  The district has staff dedicated to family engagement at the central and site levels.  Parents are informed of their legal rights both in writing and through participation in advisory committees.|The focus area for the district will be to increase parents’ contributions to student outcomes.  Parents are critical in helping students achieve success.  The district will focus on parent training that will develop their ability to advocate and support their students by increasing their knowledge of resources.  Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.|MCS has several advisory committees where parents provide input, including the site ELACs, the DELAC, the Parent Advisory Committee, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee.  Additionally, the superintendent hosted Community Forums seeking input in the decision-making process.  These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district levels.|The focus area for the district will be to increase parents’ ability to participate in the various committees. The district’s website, social media accounts, and Parent Square will provide information to parents about the various opportunities available and work to engage all parents in the process.  Additionally, the PEO Department will incorporate information regarding site and district committees into their trainings and events throughout the school year.|The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.|4|4|3|4|3|4|4|4|4|4|4|3|Met||2025-06-23|2025
50711750120212|Aspire Vanguard College Preparatory Academy|3|At Aspire Vanguard College Preparatory Academy, we continue to prioritize building strong, trusting relationships between school staff and families. We believe that meaningful connection and open communication are essential to student success. This year, we maintained regular outreach through surveys, family meetings, and community events to ensure families feel welcomed, informed, and heard. Teachers and school leaders made intentional efforts to reach out individually to families, especially during key moments in the school year. These practices have helped strengthen our partnership with families and create a supportive, inclusive school culture.|While we’ve built a strong foundation, we recognize there is always room to deepen our connections with families. Our focus moving forward is on making engagement even more personalized and culturally responsive. We aim to increase participation from all families, especially those who may face barriers due to language, work schedules, or past experiences with schools. We are also working on refining our systems to ensure that feedback from families is not only collected, but visibly acted upon.|To better support underrepresented families, we are enhancing our communication methods and outreach strategies. This includes offering translation services, flexible meeting times, and multiple ways for families to share input — such as surveys, one-on-one conversations, and small group listening sessions. We are also working to build stronger relationships through family liaisons, cultural events, and community partnerships. By continuously listening and adapting, we are committed to making sure every family feels seen, valued, and empowered to be an active part of our school community.|Aspire Vanguard College Preparatory Academy continues to support strong partnerships between families and educators to promote student success. This includes sharing academic updates, hosting family events, and offering resources to help parents support learning at home. Teachers regularly communicate with families through student-led conferences, newsletters, and online platforms. We also offer professional learning to staff that strengthens their ability to collaborate with families and understand diverse student needs. These efforts have fostered a shared sense of purpose and a stronger learning community.|We are committed to deepening our partnerships with families by improving consistency and expanding how we share information and gather feedback. One area of growth is ensuring families not only receive updates, but also have opportunities to co-create strategies that support their child’s learning. We also seek to increase family understanding of academic expectations and how they can advocate for their students at all levels.|To better reach families who may not be as engaged, we are implementing more targeted and accessible approaches, such as offering multilingual materials, evening events, and varied formats for school-home communication. We are also working to build trust with underrepresented families through consistent outreach, inclusive programming, and leadership opportunities that honor the voices and strengths of our diverse community.|We believe families are essential partners in shaping our school’s vision and priorities. Aspire Vanguard regularly invites families to provide input through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings. Principals and teachers use this feedback to inform key decisions, including academic programming, student support systems, and community-building activities. This ongoing engagement helps ensure that our school reflects the needs and hopes of the community we serve.|As we continue to strengthen our systems for shared decision-making, we are focused on expanding participation in advisory groups and ensuring the input we receive represents the full diversity of our families. We also aim to increase transparency by more clearly communicating how family feedback is used to make decisions.|To better include underrepresented voices in decision-making, we are developing new strategies to invite and support family participation — such as personal outreach, translation services, and meeting formats that are flexible and culturally responsive. We are also exploring additional ways to elevate family leadership in school planning efforts, so that every family feels empowered to shape their child’s educational experience.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
50712090000000|Paradise Elementary|3|Multiple families reported that the strength of Paradise Elementary District in building relationships is that the school is the feeling of community created by class size and caring by all staff.|A handful of parents reported that they would like to have more advanced notice of calendar changes and/or field trips.|Paradise Elementary District plans to continue it current practices.|Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with. Communication was a strength listed multiple times.|Parents report that they would like to see more technology integration embedded into the curriculum.|Communicating in a language understandable to all was one of our highest-ranking outcomes of the parent survey. Paradise Elementary District plans to continue its current practices.|Families reported that the school is welcoming to all students and families, allowing for easy access of communication.|Paradise Elementary District plans to continue its current practices.|Paradise Elementary District plans to continue its current practices.|4|5|5|5|5|5|4|5|4|4|4|4|Met||2025-06-18|2025
50712090112383|Paradise Charter|3|Multiple families reported that the strength of Paradise Elementary School District in building relationships is that the school is the feeling of community created by class size and a caring staff.|A handful of parents reported that they would like to have more advanced notice of calendar changes and/or field trips.|Paradise Elementary School District plans to continue it's current practices.|Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with.  Communication was a strength listed multiple times.|Parents report that they would like to see more technology imbedded into the curriculum.|communicating in a language understandable to all was one of the highest-ranking outcomes of the parent survey.  Paradise Elementary School District plans to continue its current practices.|Families reported that the school is welcoming to all students and families, allowing for easy access of communication|Paradise Elementary District plans to continue its current practices.|Paradise Elementary District plans to continue its current practices.|4|5|5|5|5|5|4|5|4|4|4|4|Met||2025-06-18|2025
50712170000000|Patterson Joint Unified|3|"PJUSD's current strengths include ""Creating welcoming environments for all families in the community"" and ""Developing multiple opportunities to engage in two-way communication."" Additional educational partner feedback from the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and the LCAP Advisory Committee indicated that PJUSD provides frequent and ongoing communication to families about information pertaining to their child's education via websites, emails, fliers, and social media posts."|"PJUSD's areas for improvement include 'Developing the capacity of staff to build trusting and respectful relationships with families' and ""Supporting staff to learn about each family's strengths, cultures, languages and goals for their children."" Feedback from educational partners was to continue customer service training for staff to build trusting, respectful relationships with families and to provide more supportive and welcoming environments for families."|Based on the analysis of educational partner input and local data, Action 4.4 in the 2025/26 LCAP is included to include customer service professional development to staff to create warm and welcoming environments for parents and the community. Additionally, Action 4.5 is included to increase the number of parent volunteers in PJUSD and to provide assistance so underrepresented families have access to volunteer at their child's school.|"PJUSD's current strengths include ""Providing professional learning and support to teachers and principals to improve a school's capacity to partner with families' and ""Providing families with information and resources to support student learning and development in the home."" Additional educational partner feedback indicates that PJUSD provides parents with information to support their children at home via parent-teacher conferences, regular communication from teachers and the school, and opportunities for parents to attend a variety of educational parent events: PIQUE, Math Nights, Literacy Nights, and Science Nights, to name a few."|Educational partner feedback recommended providing more family educational events across PJUSD, especially in mathematics, college and career readiness, and A-G graduation requirements so parents can support their children at home. Additionally, educational partner feedback was to provide translations at parent educational events and to provide parents with information and support with volunteering at school sites.|Based on the analysis of educational partner input and local data, parent education events, translation support for parents, and providing parents with information and support to volunteer and school sites is included in Actions 4.3 and 4.5 of the 2025/26 LCAP.|Analysis of the local Parent Involvement Survey does not indicate any particular strength regarding the four questions (above) pertaining to Seeking Input for Decision Making. However, educational partner feedback continues to reinforce that PJUSD is making good progress with engaging families in the decision making process with the  School Site Council and English Learner Advisory Committee for each school, and, at the district level, through the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and the LCAP Advisory Committee.|PJUSD will focus on improving professional development and training for site administrators to effectively engage families in advisory groups and decision-making. Additionally, PJUSD will improve the capacity of family members to effectively engage in advisory groups and decision-making through parent education events and will continue to have parents participate on the LCAP Advisory Committee and participate during PJUSD's Walking and Talking instructional rounds process.|Based on the analysis of educational partner input and local data, professional development for administrators, expanding parent education events, and including parents on PJUSD Walking and Talking instructional rounds is included in Actions 4.5, 5.1, and 5.3 of the 2025/26 LCAP. Additionally, a metric was included in the LCAP to measure the District's effectiveness on the following question from the local Parent Involvement Survey: Rate PJUSD's progress in providing opportunities to have families, teachers, principals,  and district administrators work together to plan, design, implement and evaluate family  engagement activities at school and district levels. Action 4.3 is included in the 2025/26 LCAP to address this area of need.|3|4|3|4|3|3|3|3|3|3|3|3|Met||2025-06-16|2025
50712330000000|Roberts Ferry Union Elementary|3|Multiple families reported that the strength of Roberts Ferry in building relationships is that the school is the feeling of community and friendliness that shows caring for the students.  Parents reported that the school is very family oriented and welcoming!|A handful of parents reported that they would like to have more advanced notice of scheduled events such as picture days and meetings.|During the self-reflection process, approximately 5% of families participated in providing input. Due to the low response rate, specific underrepresented needs were not clearly identified. As a result, our primary focus moving forward is to improve overall family engagement and participation. The LEA will prioritize strategies that build stronger, more inclusive communication channels and increase opportunities for all families to share their voices. This includes expanding outreach efforts, offering flexible meeting times, and using multiple formats for engagement to better connect with the full spectrum of our educational partners.|Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with, additionally parents report that they like the ways student progress is preseneted both through communication and on the Report Card..|Based on the results from the rating scale and the comment section of the survey, there were no areas of need identified that indicated additional improvement was necessary in the area of Building Relationships.|During the self-reflection process, approximately 5% of families participated in providing input. Due to the low response rate, specific underrepresented needs were not clearly identified. As a result, our primary focus moving forward is to improve overall family engagement and participation. The LEA will prioritize strategies that build stronger, more inclusive communication channels and increase opportunities for all families to share their voices. This includes expanding outreach efforts, offering flexible meeting times, and using multiple formats for engagement to better connect with the full spectrum of our educational partners.|Families reported that the school is welcoming to all students and families, allowing for easy access of communication.|A handful of parents reported that they would like to have more advanced notice of scheduled events such as picture days and meetings.  We have recently added an app to access important dates, and regularly update the school marquee.|During the self-reflection process, approximately 5% of families participated in providing input. Due to the low response rate, specific underrepresented needs were not clearly identified. As a result, our primary focus moving forward is to improve overall family engagement and participation. The LEA will prioritize strategies that build stronger, more inclusive communication channels and increase opportunities for all families to share their voices. This includes expanding outreach efforts, offering flexible meeting times, and using multiple formats for engagement to better connect with the full spectrum of our educational partners.|5|4|4|5|5|5|5|5|4|5|4|4|Met||2025-06-10|2025
50712330121525|Roberts Ferry Charter School Academy|3|Multiple families reported that the strength of Roberts Ferry in building relationships is that the school is the feeling of community and friendliness that shows caring for the students.  Parents reported that the school is very family oriented and welcoming!|A handful of parents reported that they would like to have more advanced notice of scheduled events such as picture days and meetings.|During the self-reflection process, approximately 5% of families participated in providing input. Due to the low response rate, specific underrepresented needs were not clearly identified. As a result, our primary focus moving forward is to improve overall family engagement and participation. The LEA will prioritize strategies that build stronger, more inclusive communication channels and increase opportunities for all families to share their voices. This includes expanding outreach efforts, offering flexible meeting times, and using multiple formats for engagement to better connect with the full spectrum of our educational partners.|Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with, additionally parents report that they like the ways student progress is preseneted both through communication and on the Report Card..|Based on the results from the rating scale and the comment section of the survey, there were no areas of need identified that indicated additional improvement was necessary in the area of Building Relationships.|During the self-reflection process, approximately 5% of families participated in providing input. Due to the low response rate, specific underrepresented needs were not clearly identified. As a result, our primary focus moving forward is to improve overall family engagement and participation. The LEA will prioritize strategies that build stronger, more inclusive communication channels and increase opportunities for all families to share their voices. This includes expanding outreach efforts, offering flexible meeting times, and using multiple formats for engagement to better connect with the full spectrum of our educational partners.|Families reported that the school is welcoming to all students and families, allowing for easy access of communication.|A handful of parents reported that they would like to have more advanced notice of scheduled events such as picture days and meetings.  We have recently added an app to access important dates, and regularly update the school marquee.|During the self-reflection process, approximately 5% of families participated in providing input. Due to the low response rate, specific underrepresented needs were not clearly identified. As a result, our primary focus moving forward is to improve overall family engagement and participation. The LEA will prioritize strategies that build stronger, more inclusive communication channels and increase opportunities for all families to share their voices. This includes expanding outreach efforts, offering flexible meeting times, and using multiple formats for engagement to better connect with the full spectrum of our educational partners.|5|4|4|5|5|5|5|5|4|5|4|4|Met||2025-06-10|2025
50712660000000|Salida Union Elementary|3|Based on parent surveys and educational partner input, the district identified strengths in the following areas: creating welcoming environments, building trusting and respectful relationships, and encouraging two-way communication. The district will continue its Welcome Back-to-School family meetings, which provide a personalized approach to engaging families in a meaningful way before the school year begins. Parents appreciate staff greeting families each morning at the start of the school day—especially the morning music! The district has continued using ParentSquare, a safe and secure platform for all school-to-home communication. Currently, 99% of families are signed up and using ParentSquare. Parents receive all school, classroom, and group communication via email, text, or app notifications. Messages are translated through ParentSquare. The district’s fall parent survey showed that 98.6% of families find it easy to communicate with staff.|Based on the LCAP Advisory Committee and educational partner input, the district will continue to strengthen relationships between schools and families. The district will focus on improving visibility and outreach through Facebook and possibly Instagram, which may help reach a broader demographic—especially younger parents who tend to favor Instagram. The district will continue to build and promote shared goals by hosting listening sessions and family nights, where families can collaborate with staff to co-create goals for students and foster investment and trust.  Based on the analysis of educational partner input and local data, the district will improve the engagement of underrepresented families—identified during the self-reflection process—in strengthening connections between school staff and families.|The district will continue to improve and support the engagement of underrepresented families through on-going messaging to families to include them in opportunities to strengthen staff and family relationships.|Based on parent surveys and educational partner input, the district found strengths in the following areas:   1) Parenting Partners™ Workshops (8 weeks):  These workshops empower parents as key contributors to their child’s success in school. 2) Family meetings during Parent-Teacher Conferences. 3) Providing resources to support learning at home: Families have access to the Footsteps2Brilliance early literacy app and Imagine Language and Literacy software to support English language learning at home.|Based on the LCAP Advisory Committee and educational partner input, the district will continue to offer informational meetings and family nights. Requested topics included STEM night, culture night, and other engaging events that support family involvement and student learning.|The district will continue to improve the engagement of underrepresented families by promoting meaningful learning opportunities for families and providing resources to support student learning at home.|Based on parent surveys and educational partner input, the district effectively engages families in advisory groups and decision-making.  According to the district survey, 92.8% of families reported being involved in school activities.  District strengths included involving parents in the implementation of the new phone pouch policy and gathering their feedback. Parents were invited to present and share career experiences, enhancing student exposure to real-world pathways. The district will continue to build family capacity of families and promote involvement in advisory groups.|Based on the LCAP Advisory Committee and educational partner input, the district will continue to ensure equity and access by providing translation services and childcare during meetings and events to remove common barriers to participation.  Additionally, schools will begin to recognize and celebrate family contributions in newsletters and at events to increase motivation and visibility.|The district will continue to improve the engagement of underrepresented families by consistently reaching out and inviting them to participate in committees or share input through surveys.|4|4|3|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
50712660124768|Great Valley Academy - Salida|3|Staff uses ParentSquare for timely and consistent communication with families about what is happening at school and in their child's classroom.  Parents use responses in the system to provide input and ask questions.  GVA will continue to provide training for staff and encourage its use as an efficient means of school-family communication.  Teachers communicate about their classroom and students.  Staff communicates about events and school functions.  Administration provides updates on policy and practice, as well celebrates successes and progress.  Procedures, routines, etc. are shared through ParentSquare, as well other modes of communication such as Collaborative Coffees, Family Nights, informal meetings and teacher conferences.  GVA updated is visitor and volunteer policies in the wake of Covid in order to increase and enhance parent and family involvement on campus.  Additionally, a Parents as Partners Group has become active and engaged on campus, providing insight, feedback and support to school staff and administration.|"Increased dialogue around community involvement has provided new ideas (and old ones, once abandoned during distance learning) such as grade-level family events, Open House and fundraising events.  Parents have expressed and will receive greater access to each other at school functions to increase the family-based atmosphere at GVA.  GVA invested in a new feedback platform for surveys ad data collection, digging deeper into what parents want/need to support their children, enabling them to have successful school experiences.  Continued efforts to increase parent access to staff, to various methods of providing feedback and input and to being involved in school decision-making are in development.  Parents have expressed a desire to be more involved, to provide more support to teachers and staff.  Communication systems are being designed which will allow teachers to benefit from parent volunteer time on a more effective and efficient basis. Each site now has a parent liaison that helps coordinate with our Parents as Partners group(s), functions such as the ""class parent"" program and volunteer signups to help in specific classes and/or with specific prep and planning needs. We continue to increase collaboration and opportunities for parents to be on campus, supporting teachers."|An ELAC team has been developed with interested and involved parents.  Reclassification ceremonies have become consistent, well-attended and a very positive engagement activity for families of EL and reclassified students.  Our family input survey platform is connected to all of our data tools, allowing better disaggregation of data and cross-referencing of student information.  This will allow us to more effectively plan for increased engagement efforts, as well as targeted supports for these students and families.  The 2023-24 Parent/Family survey results indicated that 89% of respondents feel that 'the school values the diversity of children's backgrounds' and 91% responded that 'the school is a good fit, considering my child's cultural background'.  Additionally, GVA has embarked on a deep implementation of Conscious Discipline and BeGLAD, with a parent education component to engage and support families with diverse backgrounds.|ParentSquare use is a strength.  Staff coordinator/trainer ensures staff has access, is trained and uses ParentSquare.  Access for families at home to educational technology is significant. Tools like  Lexia, ZEARN, etc. provide connection and partnership between school and home.  Parents can check progress and support their children's learning.  Google classroom also supports this partnership.   GVA continues to seek better and more effective ways to connect with and support multi-lingual families and students.   ELAC meetings and involvement has benefited these connections.  BeGLAD work has engaged multi-lingual families to a greater degree.  Books in primary languages have been shared and translation services are provided.  Communication from GVA's EL Specialist about ELPAC, ELAC and other opportunities for multilingual families has increased and she serves as a liaison, relaying family needs, input and feedback to the school.  Reclassification celebrations united the school community in support of EL students' effort and progress.  Parent input about additional ideas for connection and partnership have been heard and considered through forums such as collaborative coffees, parent nights and conferences.  Feedback from family, student and staff surveys have also informed decisions about strengthening family-school partnerships.  GVA's Parents as Partners group has added to the outreach and engagement of more parents, alumni and families.  After school clubs and tutoring support the needs of families for enrichment and acceleration of skills.  SMARTtime (ELO-P) has been exceptionally successful providing before and after school support, mentoring, acceleration, recreation and technology instruction.  While open to all families,, unduplicated students are a focus and priority. The transition from KidsCare to SMARTtime based on ELO-P programming/funding has created more and better connections throughout the school and afterschool community at GVA.  This has been a welcome resource for many GVA families over the years and the new focus on extended day and services has been a boon.  Culminating activities allow families to regularly see their children's work and success.|SMARTtime has allowed for expansion and coordination of before/afterschool activities, clubs and tutoring.  Increased resources and greater community outreach will build stronger and more expansive community partnerships.  Regularly scheduled Family Nights have already been planned and themed for the upcoming school year.  Family input will increasingly inform decisions around Family Nights and other community-building events.   GVA's Executive Team has made Communication a priority area as we seek to be more responsive to and allow for more GVA Community feedback loops.  The school website has been updated with email contact info for general community feedback about the school, as well as the ability to email the GVA Board with input.|SMARTtime places a priority on ensuring unduplicated families have access to extended learning opportunities around Support (social-emotional, academic, etc.), Mentoring, Acceleration, Recreation and Technology.  Added as a member of the Extended Executive Team, GVA's Student Support/EL Specialist will provide greater focus on informing leadership of the expressed needs of unduplicated students.  She will work closely with the Superintendent and COO on developing a comprehensive Title 1 plan and increase support to teachers and staff in the area of implementing strong ELD instruction and monitoring.  BeGLAD has been chosen as our instructional program and all teachers have gone through certification in the 2023-24 school year.  GVA's multi-lingual committee has a thee-year plan of support and deep implementation so ensure that staff and students receive the greatest benefit of the tools and strategies. Each week's Executive Team meeting concludes with a discussion of cascading messages with a focus on the various audiences those messages may be intended for and the medium by which they will be conveyed.|GVA annually surveys families, staff and students for input on school-based issues.  GVA seeks regular staff input on the direction of the school, priorities, growth potential and renewal of topics such as core values, mission and vision.  Site administration has regular parents meetings/collaborative coffees and Family Nights with opportunities for educational partner input.  The Superintendent conducts regular staff forums for input and communication.  GVA practices shared leadership through an Extended Executive Team of 20 individuals that lead/represent various departments and/or programs.  Additionally, GVA has 8 active Collaborative Committees (Curriculum & Instruction, Safety, Health & Wellness, DEI, etc.) that meet monthly to discuss, plan, implement initiatives and share communication to and from staff, students and families. There were over 25 input sessions held for the development of GVA' current three-year plan (NEXT3 / LCAP) and progress is reported twice a year to the GVA Board with updates / adjustments made if necessary each year.|Superintendent forum format is reviewed and revised based on staff feedback.  Staff notes parent input at Family Nights, collaborative coffees, etc., and is developing improved methods of following up on this feedback.  Appropriate educational partners are engaged via survey regularly to provide input and major school decisions/plans.  Committees allow a diverse group of staff to recommend preferred courses of action.  Staff is surveyed at the end of each professional development opportunity and the larger GVA community can provide input at any time via the school website. GVA plans to form its own special education parent / community advisory group.|All significant site and organizational meetings in which families participate will have interpretation services available.  GVA's ELAC group meets regularly.  Our Parents as Partners group plans staff support actions and activities.  They are presented with school-based considerations to provide input and suggestions.  GVA continues to seek more and creative ways to elicit parent involvement.|3|4|4|5|3|4|4|3|4|3|3|4|Met||2025-06-27|2025
50712740000000|Shiloh Elementary|3|Multiple families reported that the strength of Shiloh Elementary is the sense of community, unity and safety felt by families. The office staff is welcoming and knowledgeable. Teachers are helpful.|To have parents more involved in student activities and school opportunities.|Shiloh Elementary will continue to use our communication platforms to reach all families and share opportunities to engage with the school.|Shiloh has a strong school community. Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with.|More recognition for academic achievements.|We can strive to work together. Shiloh will continue to work toward meeting the needs of all of our students.|"Shiloh is described as having a ""community atmosphere"" which provides a safe, small-school environment. Families also reported that the school staff is welcoming to all students and families,  identifying communication as a strength."|The school will continue to encourage more parents to participate in school programs.  In addition, continuing to emphasize monthly character education to support students' social interactions and ability to build positive relationships will remain goals.|Shiloh Elementary plans to continue it current practices.  Feedback from underrepresented families indicated satisfaction with the school program.|5|5|4|5|5|4|4|5|4|4|5|5|Met||2025-06-10|2025
50712740121558|Shiloh Charter|3|Multiple families reported that the strength of Shiloh Elementary is the sense of community, unity, and safety felt by families. The office staff is welcoming and knowledgeable. Teachers are helpful.|To have parents more involved in student activities and school opportunities.|Shiloh Elementary will continue to use our communication platforms to reach all families and share opportunities to engage with the school.|Shiloh has a strong school community. Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with.|More recognition for academic achievements.|We can strive to work together. Shiloh will continue to work toward meeting the needs of all of our students.|"Shiloh is described as having a ""community atmosphere"" which will provide a safe, small school environment. Families also reported that the school staff is welcoming to all students and families,  identifying communication as a strength."|The school will continue to encourage more parents to participate in school programs.  In addition, continuing to emphasize monthly character education to support students' social interactions and ability to build positive relationships will remain goals.|Shiloh Elementary plans to continue it's current practices.  Feedback from underrepresented families indicated satisfaction with the school program.|5|5|4|5|5|4|4|5|4|4|5|5|Met||2025-06-10|2025
50712820000000|Stanislaus Union Elementary|3|The district is using the nationally normed Measurable Results Assessment (MRA) to measure our current strengths and progress in Building Relationships Between School Staff and Families.  The highest score possible in each area is 100.  The district's goal is to score an 80 or above.    Strengths: -The district scored an average of 79 out of a possible 100 for creating a welcoming environment for all families in the community and for building trusting and respectful relationships with families.|-increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met. -continued implementation of training for all staff to facilitate an environment that is welcoming for all families in our community and to educate staff about each family's culture, language, and strengths at the school site. -maintain parent informational nights on topics such as mental health, social media etc. -continued execution of Family Nights at all sites to strengthen each school's connection with the parent community|Due to the overall rating of 79 or higher almost meeting the district goal, the district will continue or implement the following:  - using Parent Square for district and site communication  - district bilingual liaison - staffing of one vice principal at each elementary site and two vice principals at the junior high site for family assistance - staffing of one campus supervisor on each elementary site and three campus supervisors at the junior high site for family assistance - staffing of attendance clerks at each site - increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met. - continued implementation of training for all staff to facilitate an environment that is welcoming for all families in our community and to educate staff about each family's culture, language, and strengths at the school site. - maintain number of parent informational nights on topics such as mental health, social media etc.  - communicate list of resources available to families  - partnership with Learning Quest to provide English Language development classes for parents|The district is using the nationally normed Measurable Results Assessment (MRA) to measure our current strengths and progress in Building Building Partnerships for Student Outcomes. The highest score possible in each area is 100.  The district's goal is to score an 80 or above.  Overall, the district scored an average of 72.5 on this measure.   Strengths: This year we continued with, and even added, many parent engagement activities at all of our sites.  Our teachers feel like, for the most part, we have been successful in building partnerships with our families to support and increase student outcomes.|-increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met. -implementation of unconscious bias training for all staff -increase parent informational nights on topics such as mental health, social media etc.|Due to the overall rating of 72.5 not quite meeting the district goal, the district will seek to increase implementation of the following:  - using Parent Square for district and site communication  - district bilingual liaison - staffing of one vice principal at each elementary site and two vice principals at the junior high site for family assistance - staffing of one campus supervisor on each elementary site and three campus supervisors at the junior high site for family asisstance - staffing of attendance clerks at each site - increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met. - implementation of unconscious bias training for all staff - increase number of parent informational nights on topics such as mental health, social media etc.  - communicate list of resources available to families  - offering option of in person of Zoom meetings - partnership with Learning Quest to provide English Language development classes for parents|As reflected in our MRA survey data, the district average across all of our sites for seeking parent input was a 91% satisfaction rate.  In addition, 93% of our parent population were satisfied with their school's efforts to treat them as a partner in their child's education.  SUSD has made a concerted effort to involve our parent community at all levels of our district, both site and district wide, in the decision making process. The success of this effort is demonstrated through our favorable ratings in our survey data.|Due to the favorable ratings and meeting our goal of 80 or higher, the following will continue: - to provide meeting agendas through Parent Square as well as minutes - to provide translation services and translation through Parent Square - to use surveys for input - schedule meetings outside of the work day - to maintain the number of parent informational nights on topics such as mental health, social media, and so on.  -to maintain the number of Family Nights at each school site for next year (Family Art Night, Family Cultural Night, and so on).|Due to the favorable ratings and meeting our goal of 80 or higher, the following will continue: - to provide meeting agendas through Parent Square as well as minutes - to provide translation services and translation through Parent Square - to use surveys for input - schedule meetings outside of the work day - to maintain the number of parent informational nights on topics such as mental health, social media, and so on.  -to maintain the number of Family Nights at each school site for next year (Family Art Night, Family Cultural Night, and so on).|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-05|2025
50712900000000|Sylvan Union Elementary|3|Sylvan continues to strengthen communication with all educational partners, with a focus on engaging underrepresented families. For the upcoming school year, Sylvan will offer language translation and interpretation services for meetings and events, including American Sign Language (ASL). These services may be provided virtually or in-person to ensure accessible and effective communication.|The district remains committed to developing and implementing culturally responsive practices that honor the diverse backgrounds and experiences of our families. This includes creating welcoming environments that support meaningful partnerships between schools and families. Families are encouraged to actively participate in their child’s education. Opportunities include workshops, parent-teacher associations and clubs, conferences, site and district committees, and regular updates through ParentSquare and school websites. These channels help keep families informed and connected.|Sylvan prioritizes language access, cultural responsiveness, family engagement, and strong community partnerships. These efforts aim to strengthen relationships with underrepresented families and support improved educational outcomes for all students.|Sylvan Union School District (SUSD) builds partnerships by working with all educational partners for successful student outcomes|SUSD recognizes the importance of involving parents and families in the educational process.  Parents and families are invited to actively participate in their child’s education.  Established opportunities for participation are workshops, parent-teacher associations/clubs, parent-teacher conferences, site-level committees and district-level committees.  Regular communication channels are used to actively engage families in supporting their child’s education.|Fostering partnerships with community organizations is an area the Sylvan Union School District is actively improving.  Partnerships with community organizations, businesses, and local leaders provide expertise, resources and opportunities for students with mentoring programs, extracurricular activities and pathways to support successful student outcomes.|Sylvan Union School District is committed to engaging all educational partners and promoting transparency in the decision-making process. The Superintendent has led focus groups and staff meetings to gather input and explore new ways to connect with families and staff. Surveys were distributed to families, teachers, and students in both English and Spanish to ensure broad participation. Advisory councils at both the site and district levels provide additional opportunities for stakeholders to share their voices and influence key decisions.|Efforts to strengthen communication channels are ongoing. The district shares information and seeks input through newsletters, school and district websites, social media, ParentSquare, and public forums.|Ensuring meaningful parent and student representation in decision-making remains a top priority. For the 2025–2026 school year, Sylvan plans to continue using empathy interviews, one-on-one conversations, and focus groups. These strategies are designed to gather valuable input from all community members, with a focus on including underrepresented voices to guide district priorities and initiatives.|4|4|3|4|3|3|4|3|3|3|3|3|Met||2025-06-17|2025
50713240000000|Valley Home Joint Elementary|3|No parents completed the 2024–25 Parent Survey. Upon reflection, we recognize the need to enhance our outreach efforts to ensure more parent feedback in the future. Moving forward, we plan to distribute the survey earlier in the school year and utilize multiple communication methods, including parent meetings, paper newsletters, and digital platforms, to increase participation and engagement from our educational partners.|No parents completed the 2024–25 Parent Survey. Upon reflection, we recognize the need to enhance our outreach efforts to ensure more parent feedback in the future. Moving forward, we plan to distribute the survey earlier in the school year and utilize multiple communication methods, including parent meetings, paper newsletters, and digital platforms, to increase participation and engagement from our educational partners.|No parents completed the 2024–25 Parent Survey. Upon reflection, we recognize the need to enhance our outreach efforts to ensure more parent feedback in the future. Moving forward, we plan to distribute the survey earlier in the school year and utilize multiple communication methods, including parent meetings, paper newsletters, and digital platforms, to increase participation and engagement from our educational partners.|No parents completed the 2024–25 Parent Survey. Upon reflection, we recognize the need to enhance our outreach efforts to ensure more parent feedback in the future. Moving forward, we plan to distribute the survey earlier in the school year and utilize multiple communication methods, including parent meetings, paper newsletters, and digital platforms, to increase participation and engagement from our educational partners.|No parents completed the 2024–25 Parent Survey. Upon reflection, we recognize the need to enhance our outreach efforts to ensure more parent feedback in the future. Moving forward, we plan to distribute the survey earlier in the school year and utilize multiple communication methods, including parent meetings, paper newsletters, and digital platforms, to increase participation and engagement from our educational partners.|No parents completed the 2024–25 Parent Survey. Upon reflection, we recognize the need to enhance our outreach efforts to ensure more parent feedback in the future. Moving forward, we plan to distribute the survey earlier in the school year and utilize multiple communication methods, including parent meetings, paper newsletters, and digital platforms, to increase participation and engagement from our educational partners.|No parents completed the 2024–25 Parent Survey. Upon reflection, we recognize the need to enhance our outreach efforts to ensure more parent feedback in the future. Moving forward, we plan to distribute the survey earlier in the school year and utilize multiple communication methods, including parent meetings, paper newsletters, and digital platforms, to increase participation and engagement from our educational partners.|No parents completed the 2024–25 Parent Survey. Upon reflection, we recognize the need to enhance our outreach efforts to ensure more parent feedback in the future. Moving forward, we plan to distribute the survey earlier in the school year and utilize multiple communication methods, including parent meetings, paper newsletters, and digital platforms, to increase participation and engagement from our educational partners.|No parents completed the 2024–25 Parent Survey. Upon reflection, we recognize the need to enhance our outreach efforts to ensure more parent feedback in the future. Moving forward, we plan to distribute the survey earlier in the school year and utilize multiple communication methods, including parent meetings, paper newsletters, and digital platforms, to increase participation and engagement from our educational partners.|1|1|1|1|1|1|1|1|1|1|1|1|Met||2025-06-10|2025
50736010000000|Newman-Crows Landing Unified|3|NCLUSD believes that in order for students to learn relationships must be developed and nurtured.  All students and families need to feel connected and heard.  We have provided professional development to staff that supports inclusion of families in the school community.  Sites have developed ongoing monthly meetings with parents to support and communicate information.  Sites also hold parent events throughout the year to educate parents on academic topics but also to bring the school community together.  Examples are Cesar Chavez Day, Yolo and OHS Showcases, STEAM nights at the elementary, fall carnivals, elementary Olympics and many more.  We use Parent Square to allow teachers, administrators and office staff to have two-way digital communication with parents in both English and Spanish.|Based on our 2025 California Healthy Kids Survey, educational partners feel connected to our school sites. Staff and school connectedness was reflected positively. Areas of improvement were identified from meetings with educational partners. Identified areas included workshops for parents on using our technology applications and communication tools.|We understand that is sometimes difficulty to engage some families for a variety of reasons.  We continue to find ways to reach out and support our underrepresented families. Sites conduct home visits and check ins and have worked with the Family Resource Center to seek out support for families.  99% of our families are contactable on Parent Square, our parent communication system but for some of our families in-person is the best way to gain trust and establish relationships.|NCLUSD has provided teachers and administrators with professional development on parent engagement with schools through workshops and collaboration. Counselors at each site work with staff to support parent engagement.  Sites hold monthly 2nd Cup of Coffee Meetings for parents and they are well attended.  There are also events scheduled throughout the year to engage and involve parents.  We hold Parent-Teacher Conferences two times per year at all sites.  Each site also holds a Back to School Night in the fall and an Open House in the Spring.  The district sponsors and Back to School Festival the Saturday before school starts that is very well attended by the families in our community.  It has become a tradition that everyone looks forward to.  All handbooks, board policies and special education information are posted on the district website.|An area of focus continues to be coordinating the services we do provide in the district with services outside the district. We are working with county behavioral health to improve coordination and communication.|Sites will continue to support and improve the engagement of underrepresented families.  We are also adding more support staff, mental health services and counselors to further support our underrepresented families.|NCLUSD has several advisory groups, DELAC, ELAC, LCAP Stakeholder Team, School Site Council, along with parent and booster organizations at the site level. We recruit and engage families through social media, district and site websites, Parent Square (digital communication tool) and mailers. We also make phone calls to parents to remind them of upcoming meetings and topics. Our goal is to encourage parent participation in advisory groups. We have also visited our local Health and Human Services Family Resource Center to meet with parent groups to inform them of the ways they can engage and provide input regarding policies and decision making at the site and district level. We also record our school board meetings and post them on our website so that they are available for the community to view. We have staff on all of our advisory committees who are trained by the site administrators on their roles.|We need to focus on parent outreach so that we can ensure that we have a variety of parents and are providing opportunities for all families to participate in decision-making.  It is easy to have the same parents over and over again serve on site council or DELAC or advisory committees but we need to make a concerted effort to reach out  and be more inclusive as we ask for families to participate on councils and committees.|An area of focus would be working with families on exercising their legal rights and advocating for their own students. We encourage all parents to advocate for their own children and do not keep parents from exercising their legal rights and we will continue to discuss this at district and site level meetings.   Again, administrators work closely together to ensure underrepresented families can engage with our schools.  Special events, such as Olympics, Art Shows, and Ag Days are great ways to engage all families.  We also need to be more aware that not all families have access to the internet and devices, so we need to communicate in a variety of ways.|4|5|5|5|4|4|4|3|5|4|4|5|Met||2025-06-16|2025
50755490000000|Hughson Unified|3|Based on the 2024 and 2025 Parent Engagement Survey results, HUSD continues to demonstrate strengths in creating welcoming environments (3.26) and promoting two-way communication (3.22), with scores remaining above 3.0, indicating established or developing practices. Staff capacity to build respectful relationships (2.98) and efforts to support learning at home (2.94) also reflect ongoing progress.|HUSD’s focus areas for improvement include developing staff capacity to build trusting relationships (score declined from 3.16 in 2024 to 2.98 in 2025) and supporting staff in understanding families’ strengths, cultures, and goals (declined from 2.89 to 2.73). While creating welcoming environments (3.26) and two-way communication (3.22) remained relatively stable, the overall decrease in scores is likely influenced by the shift in survey distribution—from a broader audience via social media in 2024 to only current families in 2025—resulting in more targeted feedback. These results highlight the need to deepen family-staff connections through culturally responsive practices and personalized engagement.|HUSD will improve engagement with underrepresented families by focusing on strengthening staff capacity to build trusting relationships (declined from 3.16 in 2024 to 2.98 in 2025) and increasing understanding of families’ strengths, cultures, and goals (declined from 2.89 to 2.73). To address these areas, the district will leverage DELAC and ELAC meetings as key forums for elevating the voices of multilingual families, while also using “Coffee with the Superintendent” events to build more informal, accessible relationships with families. These efforts will be supported by staff creating welcoming, inclusive spaces for authentic two-way communication.|HUSD is making steady progress in building partnerships to support student success. Key strengths include established programs like Parent-Teacher Conferences, SSTs, and IEPs that promote regular, meaningful communication between families and educators.  The Aeries system ensures consistent access to grades and assessment data, keeping families informed. At Hughson High School, student portfolios and goal-setting practices, along with CCGI tools, empower students and support college and career planning.  HUSD’s partnerships with community organizations, including Jessica’s House and the Hughson Family Resource Center, provide vital mental health resources, reinforcing student well-being and academic progress.|Survey results from questions 5–8 (scores 2.84–3.08) highlight the need to improve targeted communication and family engagement. To address this, HUSD will implement Focused Meetings—DELAC, Site Councils, and Focus Groups will concentrate on one goal per meeting to enhance clarity and feedback.  Additionally, Coffee with the Superintendent events will rotate across school sites to increase access and strengthen connections with families. These efforts aim to build more effective partnerships that directly support student outcomes.|Based on questions 5–8 of the Parent Engagement Survey and input from the self-reflection process, HUSD will enhance engagement with underrepresented families by expanding inclusive outreach and recognition efforts. Coffee with the Superintendent events will now rotate monthly across school sites to improve accessibility—particularly for Spanish-speaking families—by creating a welcoming, convenient space for open dialogue with district leadership. To further strengthen connections, HUSD has rejoined the Stanislaus County Biliteracy Seal consortium, recognizing bilingual students’ achievements and affirming the value of multilingualism in the community. Additionally, Reclassified English Proficient Students will be publicly honored at the State of the District Meeting, reinforcing the district’s commitment to student success and family engagement. These targeted strategies aim to build trust, increase visibility of student accomplishments, and create a more inclusive environment that supports deeper partnerships with underrepresented families.|Analysis of questions 9–12 from the Parent Engagement Survey shows steady progress in engaging families in decision-making, with scores ranging from 2.74 to 3.00. These results reflect a developing level of participation and signal growing efforts to include diverse voices in district planning.  HUSD demonstrates strong practices through a comprehensive system of stakeholder engagement. Monthly School Board Meetings are accessible both in person and virtually, allowing for public comment and transparent governance. Focus Group Meetings and DELAC/ELAC Meetings, each held three times annually, provide targeted opportunities for families, including English Learner parents, to offer input on LCAP Goals, budgeting, facilities, and student supports.  Regular School Site Council and Parent Teacher Committee (PTC) meetings at each site foster parent involvement in school-level decision-making, while Booster Club Meetings at Hughson High engage community members in program-specific planning.  Input is also systematically gathered through the Parent Engagement Survey and the Teacher Survey on Academic Standards Implementation, ensuring both family and staff perspectives are reflected in key initiatives. Additionally, HUSD consults with SELPA to incorporate the needs of students with disabilities into district planning.  Collectively, these strategies reflect HUSD’s commitment to inclusive, transparent, and responsive decision-making processes that support all students.|HUSD has identified the need to strengthen the engagement of underrepresented families and ensure broader, more consistent participation across all school communities. While multiple input opportunities exist, feedback indicates that not all families feel equally empowered or informed to participate in decision-making processes. To address this, HUSD will focus on the following improvement areas: 1) Enhancing Accessibility and Awareness: Increase communication efforts to ensure families are aware of meetings (e.g., School Site Council, DELAC, Focus Groups) through multilingual outreach, text notifications, and user-friendly summaries of key topics. 2) Closing the Feedback Loop: Clearly communicate how family and stakeholder input influences decisions through follow-up summaries, meeting recaps, and highlights in newsletters or at events.|Based on the self-reflection process and analysis of questions 9–12 from the Parent Engagement Survey, HUSD recognizes the need to better engage underrepresented families in decision-making processes. Although multiple forums exist, participation from families facing language, cultural, or accessibility barriers remains an area for growth. To address this, HUSD will implement targeted outreach strategies—including translated materials, collaboration with community organizations, and improved accessibility of communication channels—to ensure all families are informed and invited to participate.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-10|2025
50755560000000|Riverbank Unified|3|Riverbank Unified has made meaningful progress in building relationships between school staff and families by strengthening systems that promote two-way communication and authentic engagement. The implementation of ParentSquare has significantly improved communication in families' home languages and increased interactive, twoway dialogue between staff and families. Annual School Site Council trainings continue to deepen parents’ understanding of the School Plan for Student Achievement (SPSA) and their role in supporting student academic outcomes. The district has seen increased participation in English Language Advisory Committee (ELAC)/District English Language Advisory Committee (DELAC), the Local Control and accountability Plan (LCAP) Educational Partner Committee, and parent education events such as family literacy and math nights. Culturally responsive activities, including reclassification celebrations and schoolwide cultural events, contribute to welcoming and inclusive environments. In partnership with the Casa del Rio Family Resource Center, the district also supports early engagement through school readiness events and KinderCamp. Parent survey data collected through the Measurable Results Assessment (MRA) validates these efforts, with family engagement receiving the highest rating among the three measured domains. Together, these actions reflect a districtwide commitment to meaningful school-family partnerships that drive student success.|Riverbank Unified School District will continue to focus on improving how families are informed and engaged in the academic and social-emotional supports available to students. While family engagement was rated as a strength in survey data, the input revealed the need to ensure greater awareness, accessibility, and clarity around existing programs. To address this, the district will continue its partnership with Parent Institute for Quality Education (PIQE) providing opportunities for parent leadership development which equips families with tools to navigate the education system and advocate for their children’s success. Additionally, the district will continue to invest in high-impact parent engagement events, including the annual Parent Summit, to build knowledge and strengthen partnerships between home and school. Following the 2024–25 rollout of ParentSquare, the district will focus on expanding support for staff and families to fully utilize the platform for timely, two-way communication in families’ preferred languages. Finally, schools will deepen efforts to personalize outreach, especially to underrepresented families, to build trust, increase participation, and elevate family voice in decision-making.|To improve the engagement of underrepresented families, Riverbank Unified School District will continue to collect, monitor, and analyze local input and engagement data to identify areas of greatest need for strengthening homeschool relationships. Educational partner feedback from ELAC/DELAC, School Site Council (SSC), and LCAP meetings, as well as survey results, identified the need to increase both the quantity and quality of parent engagement opportunities. In response, the district will continue to implement PIQE parent leadership development, which empowers families, particularly those historically underrepresented, to become informed advocates for their children’s education. The district will also expand inclusive outreach through events such as the annual Parent Summit and ensure ParentSquare is fully leveraged for accessible, two-way communication in families’ home languages. These efforts are part of a broader commitment to fostering culturally responsive, welcoming environments where all families are supported and encouraged to actively participate in their child’s educational experience.|Riverbank Unified continues to demonstrate significant strengths in building partnerships with families to support student outcomes. Many of the strengths highlighted in the previous year remain relevant and impactful—such as family nights, Principal/Parent Coffees, Student Support Specialists, and collaboration with the Casa del Rio Family Resource Center. These efforts are now further supported by the full implementation of ParentSquare, which has unified communication and increased accessibility in families' preferred languages. Reclassification and Seal of Biliteracy celebrations, along with Spanish translation for all school-home communication, reflect the district’s commitment to cultural and linguistic inclusivity. Tools like Aeries continue to empower parents to monitor their child's academic progress, while parent-teacher conferences, SSTs, and IEP meetings provide structured and personalized opportunities to collaborate on student learning. These practices, supported by local metrics affirm that Riverbank Unified is operating at a stage of full implementation in building effective school-family partnerships.|Building on last year’s identified area of improvement, the implementation of ParentSquare in 2024–25 marked an important step toward improving school-home communication. As usage continues to grow, the district’s current focus is on ensuring effective, consistent use of ParentSquare across all sites and staff, and expanding training for families so they are able to engage with content, access resources, and respond through the platform confidently. Additionally, educational partner input suggests the need to strengthen families' awareness of academic supports and intervention services available to students. To address this, the district will explore opportunities to integrate more academic-focused workshops into family events. Ensuring that communication remains inclusive, responsive, and centered on student learning will remain a key priority throughout the coming year.|To improve engagement of underrepresented families, Riverbank Unified will continue prioritizing inclusive outreach and removing barriers to meaningful involvement. The district’s implementation of the PIQE parent leadership program directly supports families from historically underrepresented groups by equipping them with tools to navigate the education system and advocate for student success. Events such as the annual Parent Summit further expand access to resources and create culturally responsive spaces for families to engage. The launch of student, staff, and parent Measurable Results Assessment (MRA) surveys provides valuable insights into engagement and school climate, particularly for underrepresented voices. To ensure this data informs practice, site leadership teams will continue receiving training on interpreting and responding to MRA outcomes, helping them identify and act on specific areas for strengthening relationships with families. These combined efforts reflect a districtwide commitment to empowering all families to become active partners in student learning and school improvement.|Riverbank Unified continues to demonstrate strong systems for educational partner input through School Site Councils, ELAC/DELAC, and the LCAP Educational Partner Committee. These groups engage regularly in reviewing data, monitoring implementation, and identifying site and district priorities. Annual School Plan for Student Achievement (SPSA) needs assessments and ongoing use of surveys provide multiple opportunities for stakeholder voice, while Board meetings are held both in-person and virtually to expand access. Local data confirm that families and staff perceive they have a role in school improvement conversations, reinforcing last year’s strengths and confirming continued progress in shared decision-making.|Building on last year’s commitment to develop surveys for collecting broader input, Riverbank Unified has implemented MRA tools across student, staff, and family groups to better understand engagement experiences. For 2025-26, the district will focus on improving how feedback is communicated back to educational partners and how it informs decision-making processes, particularly at the site level.|To improve engagement of underrepresented families in decision-making, Riverbank Unified will continue efforts to ensure events and input opportunities are linguistically and culturally inclusive, accessible in multiple formats, and responsive to family needs. The district will expand outreach through ParentSquare and strengthen capacity-building through PIQE and DELAC. MRA results highlight a need for more consistent representation from all family groups, prompting the district to train site teams in using data to identify and close engagement gaps. These efforts aim to ensure all families, particularly those traditionally underrepresented, are empowered to contribute meaningfully to planning and evaluation.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
50755560113852|Riverbank Language Academy|3|RLA has multiple opportunities for parental involvemen. As a school of choice, parents are part of the decision-making process at RLA. There are different parent committees including two parent seats in the RLA Board, PTO, ELAC, LCAP, and other special committees. RLA's Parent Teacher Organization hosts and sponsors the school's annual Jog-a-Thon, Community Events, RLA Fun Day, Cultural Festival and parent workshops. Riverbank Language Academy has been very successful at promoting parent engagement. RLA has created additional opportunities for parents to participate in diverse parent education programs, these include the following: Family Literacy Night, Family Math Night, English Language Development, health education, behavior and parenting, and immigration workshops. The last couple of years Riverbank Language Academy also offered PIQE (Parent Institute for a Quality Education) program and graduated over 80 parents annually from the program.|The school provides access to all materials in English and Spanish and approximately 98% of our teachers, administrators, and support staff can communicate in Spanish, which is the primary spoken language for most families. The school has regular monthly parent meetings to allow parents to be a part of their child's education. RLA has an active Parent Teacher Organization that support all school initiatives.|RLA will continue supporting families through regular communication, opportunities to be a part of their child's education by attending school events, workshops, trainings and other school-community events. This goal is supported through goal two of the school's LCAP.|RLA continues to demonstrate significant strengths in building parterships with families to support student outcomes. RLA adopted a literacy initiative to develop students' biliteracy skills as the complete our dual immersion program. These efforts are noted in our student academic achivement data as measured by state assessments with students meeting/exceeding state averages in English Language Arts and Mathematics. Furthermore, parents are empowered to be a part of their child's education and are essential partners for the school.|The school will sustain and improve with the engagement of underrepresented families. RLA provides all school communication in Spanish via a regular monthly parent newsletter, monthly parent coffees, bi-monthly parent workshops and other training opportunities. The school also provides childcare at no cost for most parent meetings to allow families to attend.|As a school of choice parent engagement is high at RLA. Parents have regular communication with teachers, support staff, and Administration. They support school initiatives and are paret of the decision-making process. RLA will sustain school-wide initiatives like school communication via Parent Square, monthly newsletters, monthly parent coffees, and parent/family events.|RLA continues to demonstrate strong systems for educational partner input through the Parent Teacher Organization, ELAC Parent Committee, LCAP Committee, and other special committees. These groups engage regularly in reviewing data, monitoring implementation of state programs, and identifying school goals and priorities.|RLA seeks regular input for the decision-making for the school. This includes information provided via Parent Square, in-person meetings, surveys, Parent Coffees, and formal and informal meetings to allow families to provide input on school related matters and other concerns.|To improve engagement of underrepresented families in the decision-making process, Riverbank Language Academy will continue efforts to ensure events and input opportunities are accessible to all families, in multiple formats, and responsive to family needs and working hours.|5|5|4|4|4|5|4|4|5|5|4|5|Met||2025-06-24|2025
50755640000000|Oakdale Joint Unified|3|Educational partners and our local data indicate that our District is strong in creating a welcoming environment for all families in the community with Full Implementation and Sustainability. This is done through regular school to home communication, teachers who are available to communicate with families, and school activities like Back to School Night, Open House, and other activities that welcome families into the schools. We are also strong in developing multiple opportunities for the LEA and school sites  to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|Oakdale Joint Unified needs to grow in the area of supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. Educational partners felt that we are in the Beginning Development stages in this area (2), and even though we have moved to Full Implementation is this area (4), there is still room for improvement, especially since about 26% of respondents indcated they didn't know if this was happening. There is similar room for improvement in developing the capacity of staff to build trusting and respectful relationships with families.|We will continue to reach out to our underrepresented families in a number of ways, including ELAC and DELAC committees, sending all communications in both Spanish and English, including various modes of communication from mailers to phone calls to text messages and emails to make sure we do our best to communicate to all. We will also continue to implement online family surveys in both English and Spanish for families to better share their celebrations and/or concerns about family participation and engagement and plan to do so again in spring 2024. We will continue to work with the DELAC committee and the site ELAC committees to help foster more participation from our Spanish-speaking families.|OJUSD has strong ratings for providing professional learning and support to teachers and principals to improve a school's capacity to partner with families and strong ratings in implementing policies and programs for teachers to meet with families and discuss student progress and work together to support improved student outcomes. Through regular PLC meetings with both teaching staff and administrative staff, ideas are shared about how to continue building partnerships with families. In yearly parent conferences, in IEP and 504 meetings, and in meetings called by parents, teachers, or administrators to address concerns, student progress and ways both families and teachers can better support student growth are main topics of discussion.|Educational partners reported that more work is needed in supporting families to understand and exercise their legal rights and advocate for their own students and for all students. While this is still an area for improvement, we did move from a rating of Exploration and Research (1) to Initial Implementation (3). Rights of families are explained in the Parent Handbook that goes out to families each year and that's available on our District website, and families can always call sites or the District office to talk to staff, both English and Spanish speaking, to get answers to questions about their rights.|The district will continue to reach out to underrepresented families to make sure they are included in building partnerships. We need input from all families in order to make this a better and better district for all families. We'll continue to communicate regularly, to make sure that communications are sent in multiple ways and languages, and that all families feel invited and welcome to participate in the work of the District.|Areas of strength for OJUSD include building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making and building the capacity of and supporting family members to effectively engage in advisory groups and decision making. Site principals annually participate in training regarding the role of the School Site Council and the ELAC.  Principals are provided the tools and resources needed to recruit and train interested participants.  All schools maintain properly constituted School Site Councils.  ELACs, however, are usually integrated with the School Site Council due to lack of participation.  The DELAC consistently has representation from most schools. The District Advisory Committee, however, does not tend to have consistent parent attendees. Though LEA staff regularly evaluate and update efforts to recruit and retain underrepresented families, it remains extremely challenging to find consistent representation for these committees.|Educational stakeholders identified providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community as areas of need. Through increased use of community surveys in both English and Spanish and by making sure all community members know which District and site committees are seeking members, we can increase the voices of OJUSD families in giving input to district decisions.|Site principals annually participate in training regarding the role of the School Site Council and the ELAC.  Principals are provided the tools and resources needed to recruit and train interested participants.  All schools maintain properly constituted School Site Councils.  ELACs, however, are usually integrated with the School Site Council due to lack of participation.  The DELAC consistently has representation from most schools.  The District Advisory Committee, however, does not tend to have consistent parent attendees.  LEA staff need to evaluate and update efforts to recruit and retain underrepresented families.|4|5|4|5|3|4|4|3|4|5|4|3|Met||2025-06-09|2025
50755645030176|Oakdale Charter|3|Our school uses a home-school based education model. This model relies heavily on the relationship between the student, parent, teacher, and school. We spend a considerable amount of time working with parents and students throughout the school year. Furthermore we take time in the first month of school to offer activities and opportunities to get to know each family. We continue this model of inclusivity throughout the school year.|Everything that we do, including monthly newsletters, bimonthly meeting with parents and students, regular email communication with families, and quarterly Parent Advisory Committee meetings, is in an effort to build the relationship with the families. We will continue to focus on providing opportunities for staff and families to build relationships in a variety of environments and context in the future.|All families are treated equally, so there are no underrepresented group. Our limited number of English learner families are as engaged in their children's educations as all other families as the requirements are the same for all|Oakdale Charter has strong ratings for providing professional learning and support to teachers and principals to improve the school's capacity to partner with families and strong ratings in implementing policies and programs for teachers to meet with families and discuss student progress and work together to support improved student outcomes. Through regular meetings with both teaching and administrative staff, ideas are shared about how to continue to build partnerships with families. In bimonthly parent conferences and other meetings to address concerns, student progress, and ways both families and teacher can better support student growth, are main topics of discussion.|Parents are an essential part of the success of our students, so making sure we can support families with information and resources is an area that needs continual improvement for us. Oakdale Charter already does a lot to make sure student learning is supported in the home, but we are continually looking for ways to further improve.|As the staff at a small school, we know which families need more encouragement to participate, so we continue to provide outreach services to families, including making sure they know which services are available and making sure they have extra encouragement to attend bimonthly meetings.|We use quarterly PAC (Parent Advisory Committee), the bimonthly parent/student meetings and a parent/student survey to help drive parent and community input in our school. Regular family communication is essential to our students' success.|We administer a survey to families between December and March to collect more detailed input from families regarding the policies and programs of Oakdale Charter. In March we look at the data and address solutions to increase or improve services that are areas of concern.|Our site currently serves 70 families with three teachers so we know which families need more attention. We invite these families in for regular meetings, so they feel heard and are able to participate in our decision-making process more directly|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-09|2025
50755720000000|Waterford Unified|3|A strong majority of parents responding to our Student Wellness/Safety/LCAP survey 2025 report that their child feels safe at school (89%), that they are satisfied with the opportunities they have to be involved at school (81%), they participate at school (89%), the adults at school are caring to their child/ren (89% yes or sometimes), the school does a good job communicating (78%) and supporting their child/ren academically (83% yes or sometimes). Work schedule is the single biggest obstacle parents cite, increasing our focus on events that accomodate our families' commitments.  This and other data spotlight our strong relationships between school staff and families.|Increasing the number of times families participate in school as volunteers and to attend multiple events each year is an area of need for our system. While only 11% report not attending any event this year, 39% say they've participated 4 or more times.|"A commitment in the 2024-2027 Strategic Plan, Focus Area 4 is to ""Organize inclusive parent and guardian engagement events and workshops to foster a deeper understanding of school and educational topics."" This year's parent/guardian survey analysis added a need for focus on both academic and mental health supports. In the 2025 school year, multiple evening events have worked to address this need including mental health, parent rights, and information for parents of students with special needs."|Current strengths and progress in this area include translated communications, district and site web pages and social media presence, and our district app that provides information about events, school meals, and notifications. Parents/guardians access their child/ren's academic progress though the Parent Portal to our student information system where they can regularly review progress and grades.|WUSD will work to continuously improve parent-teacher communication, including regular updates and feedback mechanisms to keep parents and guardians closely informed about their child's progress and school activities.|Two of the commitments in Focus Area 4 are: 2.iii Maintain a feedback system for parents and guardians to share their experiences and suggestions, ensuring their voices are heard and considered in school decision-making processes, and 2.iv. Increase access and awareness of educational services and resources for families experiencing hardship.|WUSD partners with our community in reviewing our strategic plan, focusing on including wide engagement of voices from students, staff, and community members. Ongoing touchpoints to keep those voices present include School Site Council, District English Language Advisory Committee, Ag Advisory, and Safety and Wellness committees.|"The Strategic Plan calls for the development and implementation of comprehensive family and community education programs in collaboration with local organizations and experts focused on key areas such as parenting skills, student academic support, and personal development. During the 2024-25 school year, WUSD held parenting classes in addition to the events enumerated Section 1, ""Building Relationships"" question 3."|WUSD will continue to host regular community events focused on receiving feedback, staff training focused on cultural sensitivity, and enhanced access to interpretation services tailored for special education programs.|4|4|3|4|4|4|4|4|4|3|4|3|Met||2025-06-12|2025
50755725030317|Connecting Waters Charter|3|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the leadership team reflects on the questions in this prompt.|Connecting Waters will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums.|Connecting Waters will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process.|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.|Connecting Waters will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student.|Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families.|Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.|Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.|Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
50757390000000|Turlock Unified|3|Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.|Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.  At the secondary level, experienced chronic sadness/hopelessness decreased by 4% from last year.|Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.  The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.  Strengths:  LCAP Parent/Community Survey, TK-8 community liaisons, counselors, support staff, and Director Communication, Family Engagement & Outreach, Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, and SST, 504, IEP processes.|Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.|Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.  The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.  The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.  The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|Elementary School Connectedness:  Elementary - 73% Caring Adults:  Elementary - 72% Parent Involvement in Schooling:  78% School Safety:  77%  The three year average for school engagement and supports indicators is 75%.  The District was above state averages in the following indicators:  School Connectedness and Parent Involvement in Schooling.  School safety remained high at 77%.  The District was slightly above the state average.  Secondary School Connectedness:  57% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  All school engagement and supports indicators had increases from the previous year:  School Connectedness - +7%, Caring Adults - +5%, and Parent Involvement in Schooling - +1%.  School Safety had a notable increase of +7% from last year.  The District engages our families and underrepresented families in the following ways:  Family Resource Center, Superintendent Parent Advisory, District English Learner Advisory Committee, English Learner Advisory Committee, School Site Council, school sites' events and activities, community liaisons, counselors, support staff, and through the Student Study Team, 504, and Individualized Education Plan (IEP) processes.|5|5|5|5|4|5|5|5|5|5|4|4|Met||2025-06-17|2025
50757390124669|eCademy Charter at Crane|3|LCAP Parent/Community Survey:  94 responses School has adults who really care about students: 99% Strongly Agree or Agree School has a welcoming environment: 94% My child feels safe at school: 97% Strongly Agree or Agree School informs me of school activities and opportunities for parent involvement/engagement: 94% Strongly Agree or Agree  eCademy's strengths include the following: LCAP Process, Mental Health Clinician, EL Para Support, individualized instruction from teachers, a small and safe school setting eCademy received a total of 144 survey responses in 2024-2025 between 2 surveys. This is over a 300% increase in survey responses. We have increased parent involvement in survey responses and have increased parent involvement in school/family events by more than 300% participation. In addition, our comprehensive counselor works to maximize student success and promote access and equity for all students. The counselor collaborates with families, teachers, administrators, and our community, thus adding to creating welcoming environments for families.  Support staff continue to play vital roles in supporting students and families as well. We use ParentSquare to readily communicate with families and continue to send school-to-home communication letters on various topics in English and Spanish via US Mail and/or ParentSquare system.  We continue to offer family evening events to connect with our families.|LCAP Parent/Community Survey:  94 responses School has adults who really care about students: 99% Strongly Agree or Agree My child feels safe at school: 97% Strongly Agree or Agree School informs me of school activities and opportunities for parent involvement/engagement: 94% Strongly Agree or Agree School partners with me (parent) in the education of my child: 94% Strongly Agree or Agree   An identified area of focus is to increase in social media followers and percentage of parents viewing ParentSquare messages for more constant and clear communication.|LCAP Parent/Community Survey:  94 responses School has adults who really care about students: 99% Strongly Agree or Agree School has a welcoming environment: 94% My child feels safe at school: 97% Strongly Agree or Agree School informs me of school activities and opportunities for parent involvement/engagement: 94% Strongly Agree or Agree School partners with me (parent) in the education of my child: 94% Strongly Agree or Agree   The District continues to improve engagement of underrepresented families through the District's new Family Resource Center and the position of Coordinator of Equity Initiatives, and its partnership with CSU, Stanislaus.|LCAP Parent/Community Survey:  94 responses School has a welcoming environment: 94% School has adults who really care about students: 99% Strongly Agree or Agree My child feels safe at school: 97% Strongly Agree or Agree School informs me of school activities and opportunities for parent involvement/engagement: 94% Strongly Agree or Agree School partners with me (parent) in the education of my child: 94% Strongly Agree or Agree   eCademy's strengths include the following:  94% of parent survey responders feel welcomed to school.  84% of  parent survey responders feel we have caring adults. 97% of  parent survey responders feel their child is safe at school.|LCAP Parent/Community Survey:  94 responses School has a welcoming environment: 94% School has adults who really care about students: 99% Strongly Agree or Agree My child feels safe at school: 97% Strongly Agree or Agree School informs me of school activities and opportunities for parent involvement/engagement: 94% Strongly Agree or Agree School partners with me (parent) in the education of my child: 94% Strongly Agree or Agree   An area identified is to work, develop, and support building partnerships for student outcomes at the secondary level (School Connectedness and Caring Adults (average 77% - CHKS).  Teachers, administration, counselors, and support staff continue to play vital roles in building relationships with students, families, and our community.|LCAP Parent/Community Survey:  94 responses School has a welcoming environment: 94% School has adults who really care about students: 99% Strongly Agree or Agree My child feels safe at school: 97% Strongly Agree or Agree School informs me of school activities and opportunities for parent involvement/engagement: 94% Strongly Agree or Agree School partners with me (parent) in the education of my child: 94% Strongly Agree or Agree   An area identified is to work, develop, and support building partnerships for student outcomes at the secondary level (School Connectedness and Caring Adults (average 77% - CHKS).  Teachers, administration, counselors, and support staff continue to play vital roles in building relationships with students, families, and our community.|LCAP Parent/Community Survey:  94 responses School has a welcoming environment: 94% School has adults who really care about students: 99% Strongly Agree or Agree My child feels safe at school: 97% Strongly Agree or Agree School informs me of school activities and opportunities for parent involvement/engagement: 94% Strongly Agree or Agree School partners with me (parent) in the education of my child: 94% Strongly Agree or Agree   A strength of eCademy and Turlock USD is engaging a wide variety of school community members in decision-making processes such as through the LCAP process, parent-teacher conferences, and evening family events.|LCAP Parent/Community Survey:  94 responses School has a welcoming environment: 94% School has adults who really care about students: 99% Strongly Agree or Agree My child feels safe at school: 97% Strongly Agree or Agree School informs me of school activities and opportunities for parent involvement/engagement: 94% Strongly Agree or Agree School partners with me (parent) in the education of my child: 94% Strongly Agree or Agree   eCademy and TUSD continue to engage school community members in a variety of ways regarding input in the LCAP/WASC process and through school planning.|LCAP Parent/Community Survey:  94 responses School has a welcoming environment: 94% School has adults who really care about students: 99% Strongly Agree or Agree My child feels safe at school: 97% Strongly Agree or Agree School informs me of school activities and opportunities for parent involvement/engagement: 94% Strongly Agree or Agree School partners with me (parent) in the education of my child: 94% Strongly Agree or Agree   eCademy improved parent and student engagement with the new position of the EL para position for underrepresented families. The District continues to improve engagement of underrepresented families through the District's new Family Resource Center and the position of Coordinator of Equity Initiatives, and its partnership with CSU, Stanislaus.|5|5|4|5|5|5|5|5|4|4|5|5|Met||2025-06-17|2025
50757390131185|Fusion Charter|3|Fusion applied for and was granted a College and Career Access Pathways grant (CCAP) from the CDE and will use the grant funds to strengthen our collaboration with college and vocational training opportunities for our students. We have coordinated with local partners to create Lunch and Learn events where our students and their families can learn about local career programs and career options.|Our focus areas continue to be Social-Emotional learning and preparation for future careers and other adult life skills.|Fusion has a student support advocate to address the engagement of underrepresented families and will include additional activities through dual enrollment and community school activities.|Fusion applied for and was granted a College and Career Access Pathways grant (CCAP) from the CDE and will use the grant funds to strengthen our collaboration with college and vocational training opportunities for our students. We have coordinated with local partners to create Lunch and Learn events where our students and their families can learn about local career programs and career options.|Our focus areas continue to be Social-Emotional learning and preparation for future careers and other adult life skills.|Fusion has a student support advocate to address the engagement of underrepresented families and will include additional activities through dual enrollment and community school activities.|We provide many opportunities for our educational partners to provide input towards Fusion Charters decision making. Parents are invited to attend our Monthly Site council meetings as are our students and especially our student council members. They are also invited to provide their input on the discussion topics of the Monthly Site Council meetings if they are unable to attend in person or by teleconference.  Parents are also surveyed through phone calls at least twice a year and were invited to participate in the California Healthy Kids Parent Survey.  Many of our parents are Spanish speakers and we are fortunate to have bilingual staff that can communicate in their language. Staff members participate in ongoing strategic planning on Friday afternoons throughout the year. The Fusion Leadership Team meets weekly to prepare plans and agendas for meetings.|Our focus area for improvement is in encouraging parents and community members to attend our site council and advisory meetings.  We continue to have success in regards to the attendance of our family events and parent survey participation.|The Community Schools grant has provided for a bilingual student support advocate to address the engagement of underrepresented families.|5|5|4|5|3|4|4|3|3|4|4|3|Met||2025-06-20|2025
51105120000000|Sutter County Office of Education|3|FRA staff utilize various communication methods to foster and maintain strong relationships with families and the community. Regular communication is maintained through multiple channels to ensure that families remain informed, engaged, and connected to the school environment. Staff create and distribute event fliers and mailers to announce upcoming activities, important dates, and opportunities for involvement. They also rely on Parent Square, allowing efficient and consistent family communication. Staff frequently make individual phone calls to address specific student needs and share positive updates. Invitations to participate in Parent Meetings, back-to-school events, and school awards ceremonies are also sent out, encouraging families to participate actively in the school’s celebration of student achievements. Emails and text messages offer a quick and accessible way for staff and families to connect more personally. When more direct engagement is needed, staff sometimes conduct home visits to meet families where they are, building trust and strengthening relationships in a more personal setting.|FRA has implemented targeted strategies to enhance family and school community partnerships. Recognizing that there have been barriers to engagement, including communication challenges and transportation limitations. FRA has allocated resources to support family participation by providing transportation assistance, such as bus passes, to facilitate access to school events and meetings. Most events are scheduled outside of regular working hours to promote attendance further. In response to parent feedback regarding school culture and equity, FRA has adopted a focused approach to fostering an inclusive and respectful environment. This includes actively building relationships with families, addressing language accessibility, and promoting student empowerment. Through these concerted efforts, FRA has strengthened communication, increased family engagement, and fostered a welcoming school community, as evidenced by the attendance of parents and students at FRA’s Back to School/Community Fair.|FRA staff have actively participated in professional development focused on recognizing and embracing the importance of diversity among students and its direct impact on academic performance and social growth. FRA is committed to promoting inclusivity and equity throughout the school community. Surveying stakeholders, including families, students, and staff, to gather input on the topics that matter most to them. Listening carefully to families about what support they need to assist their students better and asking teachers what they need from families at home to strengthen learning. FRA has conducted meetings and events that are meaningful, responsive, and action-driven. School meetings and events are fully inclusive by providing translators and other necessary resources to ensure that language is never a barrier to participation. FRA also emphasizes the importance of helping staff, students, and families recognize that to ensure all community members are heard and valued. Additionally, staff are trained to deepen their understanding of cultural differences and how these differences influence student interactions. By fostering cultural awareness and sensitivity, FRA aims to create an environment where every student feels respected, included, and empowered to succeed.|Family engagement at FRA has improved significantly, increasing student motivation, engagement, and academic achievement. School staff utilize various communication methods to build and maintain strong relationships that support student success. FRA has strongly emphasized strengthening partnerships with families by incorporating multiple communication channels, creating a more seamless and accessible system for ongoing interaction. This enhanced approach has led to higher levels of family participation in key events, such as parent-student conferences, Back-to-School Nights, awards assemblies, and home visits designed to provide additional support for students.|FRA expanded its professional development efforts to encompass all relevant staff members, focusing on strengthening partnerships that support improved student outcomes. Moving forward, FRA will continue to refine communication protocols and ensure families have clear, accessible pathways to seek support, with resources made available in multiple languages to reflect the school’s growing diversity. Recognizing the importance of fostering a culture of respect and appreciation, FRA will engage in ongoing training to align daily practices with these values. Using feedback collected through surveys from families, staff, and other educational partners, FRA will identify key priorities such as building staff capacity, creating conditions that foster strong school-family partnerships, and expanding opportunities for meaningful family involvement|FRA, student celebrations play a crucial role in fostering family involvement, providing families with a meaningful opportunity to actively recognize and celebrate their child's achievements and school programs. To ensure that all families can engage, FRA is committed to making necessary school supplies readily available to parents, thereby eliminating barriers to participation. Additionally, FRA will organize themed Parent Nights centered around specific school programs, providing families with focused opportunities to learn about and engage with their child’s educational experiences. With transportation provided for many students, FRA aims to make it easier for families to attend events and become more involved in the school community.  Truancy meetings will emphasize the importance of regular, on-time attendance and foster a collaborative approach to supporting student success. In addition, FRA will host Parent Workshops, Community Nights, and fun activities as part of its ongoing efforts to engage families, promote learning, and build a vibrant school community.|FRA implements various strategies to enhance family engagement and foster meaningful relationships. Parents appreciate the school's efforts to connect with them through home visits, Parent Square messaging, emails, phone calls, and transportation support. FRA provides multiple opportunities for parent input in decision-making, with additional support from the Sutter County Superintendent of Schools through web updates and event notifications. Special attention is given to encouraging families of students with disabilities to participate.|Feather River Academy FRA has identified key areas for improvement, with a primary goal of increasing parent participation across all input and engagement opportunities. Efforts will be made to enhance recruitment for advisory groups, volunteer opportunities, and school events while offering regular and flexible meeting times and dates to accommodate families' needs. FRA staff will engage in ongoing training designed to align communication and outreach practices to strengthen these efforts further. Specific goals include developing ethical and practical techniques for supporting and engaging educational partners, exploring the concept of underrepresentation to recognize better and uplift marginalized voices, and learning how to translate this knowledge into consistent, daily practices.|FRA is committed to strengthening family engagement through consistent and personalized communication. To ensure that all families have opportunities to stay connected, FRA will send reminders using multiple methods, including ParentSquare messages, personal phone calls, emails, and social media posts. When needed, staff will conduct home visits to reach families directly. Surveys will be used to gather feedback and identify areas for enhanced support. At the same time, volunteer opportunities and invitations to events, such as Family Nights and Back-to-School Nights, will be regularly shared. Printed letters and flyers will also be sent home to ensure that families without digital access remain informed. By employing various approaches, FRA ensures that every family feels welcome, valued, and empowered to participate fully in the school community.|5|5|4|4|4|4|4|4|5|4|4|5|Met||2025-06-18|2025
51105120138040|AeroSTEM Academy|3||||||||||||||||||||||Not Met|||2025
51105120140152|Pathways Charter Academy|3|Pathways Charter Academy is dedicated to fostering strong family partnerships to enhance student success. School staff utilize various communication methods to build and maintain positive relationships with parents and guardians. These methods include event flyers, mailed notices, ParentSquare messaging, phone calls, emails, text messages, and home visits when needed. Personalized outreach, such as individual phone calls and invitations to participate in Parent Advisory Meetings, school awards ceremonies, Back to School/Community Fair, and other events, ensures families are informed, valued, and actively engaged in the school community. These strategies primarily focus on supporting families, ensuring equitable access to school communications and decision-making opportunities.|Pathways Charter Academy recognizes that many families have experienced challenges in their previous relationships with schools, often due to communication breakdowns and a lack of connection to the school community. These factors have historically impacted parent engagement and trust. PCA has prioritized improving family-school relationships by identifying and addressing key barriers. Transportation has consistently been a concern for families attending school events and meetings. To mitigate this, PCA has utilized school resources to provide transportation assistance, including bus passes, to ensure families can participate in school activities. Most events are scheduled after school hours to accommodate working parents and increase accessibility. In addition, PCA is committed to promoting cultural understanding and equity as central components of its family engagement efforts. PCA has taken intentional steps to create a more welcoming and inclusive environment. These efforts include getting to know families personally, addressing language needs, and implementing practices that promote student voice and empowerment.|Pathways Charter Academy staff have engaged in professional development focused on recognizing the importance of diversity within the educational environment and understanding how it directly impacts student performance and engagement. To support this, PCA is committed to creating learning environments that celebrate diversity and foster inclusion. As part of these efforts, PCA will survey stakeholders better to understand the needs of families and staff. Families will be asked what supports they need to help their students succeed, while teachers will be asked what they need most from families to enhance student learning at home. These surveys will guide the development of meaningful meeting topics and engagement strategies that reflect the real needs of the school community. PCA is also committed to making all school meetings inclusive by providing translation services to ensure that non-English-speaking families can fully participate in and understand school events and decisions. In addition, staff are exploring the concept of underrepresentation, learning to identify it within the school community, and implementing strategies to ensure that all voices are heard and valued. Emphasis is also being placed on increasing understanding of cultural differences and how these differences influence student interactions within social groups. These efforts aim to build a more inclusive school climate where every student and family feels seen, supported, and empowered.|Family engagement at Pathways Charter Academy positively influences student engagement and academic achievement. Recognizing families' vital role in student success, PCA has prioritized strengthening partnerships with its educational partners. The school has implemented a multi-tiered communication strategy that includes phone calls, ParentSquare messaging, emails, text messages, home visits, and personal invitations to school events. This intentional and consistent outreach has fostered strong relationships between school staff and families, creating a seamless communication system. As a result of these efforts, family participation has increased in key events such as parent/student conferences, back-to-school nights, awards assemblies, and other school-based activities. These strengthened partnerships have provided students with a broader support network and have contributed to improved motivation, behavior, and academic progress.|In the 2024–25 school year, Pathways Charter Academy expanded professional development opportunities for all staff to strengthen school-family partnerships further and improve student outcomes. This professional development now includes all relevant staff members and focuses on fostering effective communication and inclusive engagement practices. PCA remains committed to establishing clear communication protocols and providing accessible methods for families to seek support. Parent-facing resources are available in multiple languages to ensure all families can fully engage with the school community. PCA will gather input from surveys of students, families, and staff to identify key focus areas that enhance school-family collaboration. Identified areas include increasing staff capacity to build meaningful relationships with families, creating conditions necessary for successful partnerships, and expanding opportunities for families to be involved on campus. PCA will address these goals by identifying barriers to engagement, standardizing inclusive policies and practices, and building the capacity of both staff and families to engage in collaborative relationships that support student learning and well-being.|At Pathways Charter Academy, student recognition events are a key strategy for engaging families and celebrating individual student success. These events foster a welcoming environment where families feel valued and encouraged to participate actively in their students' educational experience. To further support engagement, PCA ensures that essential school supplies are available to families who need them, removing barriers to participation and learning. PCA organizes themed parent nights to deepen school-home connections that are aligned with academic programs and school initiatives. In addition, the school provides transportation assistance for students and families, helping to eliminate logistical barriers that might otherwise prevent involvement. Teachers are encouraged to attend and participate in family engagement events, reinforcing the importance of collaborative relationships between staff and families. For families unable to attend scheduled events, PCA follows up individually to offer flexible meeting times and multiple modes of communication, ensuring that every family can stay connected. Truancy meetings are held as needed to discuss the importance of regular and on-time attendance and to create a shared understanding of attendance expectations and student success.|Pathways Charter Academy has implemented effective engagement strategies, fostering strong school-family partnerships. Families consistently express appreciation for the relationships developed with school staff and the school’s efforts to communicate regularly and meaningfully. Communication is maintained through various methods, including home visits, ParentSquare, emails, phone calls, and student transportation services, all of which contribute to a deeper level of family connection and involvement. PCA offers multiple opportunities for families to provide input on school decision-making. These include school-level advisory meetings, parent surveys, and invitations to contribute feedback during school events. At the county level, the Sutter County Superintendent of Schools supports communication efforts by maintaining the district website and providing timely updates on school events and initiatives.|Pathways Charter Academy has identified key areas for improvement in its ongoing efforts to engage educational partners meaningfully. One primary focus is to increase parent participation across all input and engagement opportunities, including advisory groups, school events, and feedback forums. To support this goal, PCA will work to expand recruitment for all representative groups and offer regular, flexible meeting times and formats to accommodate diverse family schedules. Additionally, PCA is committed to engaging in professional development, emphasizing appreciation, respect, and cultural responsiveness. Staff are learning how to identify gaps in participation and ensure that every voice, particularly those from marginalized or underserved communities, is heard and valued.|Pathways Charter Academy is committed to ensuring all families have ample and equitable opportunities to engage with the school community. To support this goal, PCA will utilize various communication tools and outreach strategies to actively invite and remind parents and guardians to participate in school-related events and decision-making opportunities. These methods include ParentSquare notifications, personal phone calls, emails, social media updates, and mailed letters. In addition, staff will conduct home visits when necessary to personally connect with families who may face barriers to school participation. PCA will provide access to family surveys, offer volunteer opportunities on campus, and host events such as Back-to-School Nights and student celebrations. All communication and engagement efforts will be scheduled flexibly to accommodate families' needs.|5|5|5|5|5|5|5|5|5|5|4|5|Met||2025-06-18|2025
51713570000000|Brittan Elementary|3|For the 2024-2025 School year, our educational partners felt that we made significant improvements towards communication with our families.  Recorded Friday messages from the Principal happened every week, which summarized and highlighted important events happening around campus.  Teachers also used either ClassDojo or Remind to communicate with families about issues that occurred or upcoming events.  These are additions to emails, phone calls, and Catapult messages that were also sent out throughout the year.  Brittan continues to utilize Professional Learning Communities during minimum days to strengthen our collaboration, which led to the development of intervention programs, school events and focused on how to directly assist those students with learning loss.|Additional support during our set PLC collaboration time to ensure that communications are being completed routinely and consistently within grade levels for our SITE.  Providing structured time and setting clear parameters for this communication is key too. We will also focus on increasing our educational foundation in Tier I, Tier II and Tier III instruction.  Survey information indicated that we need to increase the collaboration with families to continue to increase attendance, offer strategies that can be used at home to encourage a strong academic foundation.|It is the goal of the district to offer clear, concise, and effective communication between all of our families throughout the school year.  Communication is crucial when developing a strong and healthy relationship and we will continue to work on improving our methods of communication to all families, and encouraging collaboration with them in regards to their education of their child/children.|During the 2024-2025 school year, our staff worked towards full implementation in building partnerships for student outcomes.  In our PLC groups and grade level meetings, data was analyzed and discussed to guide instruction and build our intervention groups.  We will continue to offer intervention for ELA and Math and drive those programs based on data from each grade level.|Our focus area for the 2025-2026 school year will continue to be improvements in our Math and Reading intervention.  Additionally, we will continue to focus on improving our overall Tier I instruction.  We will also be working with our new SPED Team to increase performance on iReady Diagnostic Assessments as well as CAASPP testing.  Our hope is to increase our writing and classroom expectations.  We will continue working with PBIS and also offer professional development to our staff to support their growth and familiarity with curriculum in the areas that were identified on the surveys and through staff meeting topics.|We will continue to focus on building and fostering  SEL and Executive Functioning strategies in our everyday lessons.  We will partner with the County to provide school counselors and a behaviorist that will also offer additional support to our struggling students.  Our Designated ELD program will continue to offer support to students, families and staff.|During the 2024-2025 school year, our educational partners believe that this is an area that we continue to improve.  Our strengths as a district in this area are based on having the foundation set for encouraging input in decision making. We made this growth by holding monthly meetings with our educational partners; Brittan Parent Advisory Committee, Brittan Parent Activity Club (BPAC) & Guided Coalition/Teacher Leadership Committee, throughout the entire school year.  This transparency increased collaboration and communication and allowed everyone to take an active part in stating concerns and creating solutions together.|The continued momentum in this area is directly related to our previous focus area(s) for improvement which included: scheduled Parent Advisory Meetings and school committee meetings, routine process for each meeting, and a systematic approach and tool to better serve our school district.  The data collected in this area from all of our educational partners is reflective that this focus area worked. We will continue with this for the 2025-2026 school year.|We will continue to establish a set schedule for all of our committees to meet and collaborate on school items.  We have a returning board and will continue to invite and include more parents to our different committees at the beginning of each school year. We will continue to hold our PLC meetings, as well as our guided coalition meetings to better meet the needs of our students, staff and families.  At these meetings, we will ensure that information is presented and discussed to keep all educational partners informed and a part of the ongoing self-reflection process.|5|5|4|5|5|4|5|5|5|5|5|5|Met||2025-06-24|2025
51713650000000|Browns Elementary|3|BESD is dedicated to building relationships with families to support the education of all students and we have identified several strengths and areas of progress.  Our efforts are evident on campus and in survey results (percent of parents marking Agree or Strongly Agree): •	The school is a friendly, welcoming environment: 2025: All 100%, SED 100%; 2024: All 95.9%, SED 100% •	There is two-way communication between home and school:  2025: All 95.3%, SED 100%; 2024: All 95.9%; SED 100% •	Communication from the school is understandable and accessible: 2025: All 100%; 2024: All 100% •	Our family feels a sense of belonging and connectedness to the school: 2025: 100%; 2024: 95.5% •	Survey response – All: 23%; SED: 23%; EL 50% LCAP Goal 2, Create a safe and healthy environment in which staff, students, and families will be engaged, connected, and active participants in the school community, guided our plans during the  2024/25 school year to increase family engagement opportunities.  Family engagement opportunities included:  the Labor Day Parade, Back to School Night, Family Literacy Night, Halloween Carnival, Holiday Celebration, Parent/Teacher conferences, and Open House.  We increased feedback opportunities for families by placing a suggestion box in the office, offering incentives for completing surveys, providing help with completing surveys, and made regular check-ins with families and parent groups.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  Parents were encouraged to participate in our School Site Council (SSC) and Parents Club.  Back-To-School Night, Parent/Teacher conferences, and SST and IEP meetings encouraged development of relationships between staff and parents.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  Each meeting opportunity created a more welcoming school environment, supported relationship building, and offered parents a chance to engage in 2-way communications.|Through LCAP Goal 2, Action 2.1 Family Engagement/Communication, we have increased communication from the school in an effort to engage families.  Survey results indicate that families think that communication is a strength, however, we have improved two-way communication especially among our English learner families as reflected in survey responses (50% survey response in 2025; 23% in 2024).  We would like more parents to respond to our surveys and provide feedback.  We will explore methods of making all parents feel more welcome and comfortable at the school and find ways to encourage them to participate and express their opinions.|In order to increase EL survey responses, our staff member that works with our EL families reached out to our EL families to encourage them to complete the survey.  She has been working to build relationships with the families and we offered a Spanish version of the survey if needed.  Additionally, she hosted a survey opportunity for those families to come to campus and complete the survey with her there in order to encourage completion of the survey and be able to assist if they have questions. This was very successful and we are looking into ways to implement similar activities to increase the number of parents who participate and express their opinions in meetings and surveys.|The district has systems in place for staff to partner with families.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  Back to School Night provides an opportunity for teachers to introduce grade-level curriculum and expectations as well as resources for home.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Parent/Teacher Conferences held in November each year, teachers, parents, and students (in some grade levels ) meet to discuss student progress and plan for improved student outcomes.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  Results from a spring 2025 survey (percent of parents marking Agree or Strongly Agree): •	Parents feel welcome and are encouraged to participate at school: 2025: All 100%; 2024: All 95.8% All; SED 90%  •	The school encourages me to be an active partner in educating my child: 2025: All 95.3%, SED 100%; 2024: All 91.6%; SED 100%         •	I receive information on what my child should learn at each grade level: 2025: All 95%, SED 100%; 2024: All 83.8%; SED 80% •	I receive information about what I can do at home to help my child improve or advance his/her learning: 2025: All 95%, SED 100%;  2024: All 79.1%; SED 90%|We have worked to make sure parent receive information on what their child should learn at each grade level 2025: All 95%, SED 100%; 2024: All 83.8%; SED 80% and to give them information about what they can do at home to help their child improve or advance his/her learning: 2025: All 95%, SED 100%;  2024: All 79.1%; SED 90%. Our efforts have been successful but we believe it is important to continue this focus for at least another year.|The district’s plan to improve our partnership with underrepresented families will support improvement in this area.  Actions include: •	Professional development opportunities for staff that focus on practices for working with underrepresented families. •	Increasing feedback opportunities such as Coffee with the Principal, a suggestion box in the office, incentives for completing surveys, etc.   •	Identification of a staff member to serve as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families feel comfortable engaging with the staff and school.  •	Providing translations as necessary  •	Having teachers reach out to underrepresented families to personally invite them to attend Family Nights. •	Giving out standards brochures for each grade level to parents at Back to School Night •	Sending home curriculum based newsletters •	Offering Family Night activities focused on activities families can do at home to support their child’s learning We have already increased feedback opportunities for families by placing a suggestion box in the office, offering incentives for completing surveys, providing help with completing surveys, and making regular check-ins with families and parent groups.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  We provided translations as necessary.  Teachers and office staff reached out to underrepresented families to personally invite them to attend Family Nights.  We sent home curriculum based newsletter and offered Family Night activities focused on activities families can do at home to support their child’s learning (STEM Family Night, Literacy Night).  These actions are incorporated into our LCAP Goal 2, Action 2.1 Family Engagement/Communication and were well-received and will continue in the 2025/26 school year.|Our LCAP Goal 2, Action 2.1 Family Engagement and Communication, supported our efforts to seek input from educational partners for decision making.  Our efforts are also evident in survey results (percent of parents marking Agree or Strongly Agree): •	I have the opportunity to participate in decision making committees (School Site Council, governing board meeting, parent advisory group, Parent Club): 2025: All: 100%; 2024: All 95.8%; SED 100% •	I have opportunities to provide input on school policies and programs: 2025: All 100%; 2024: All 91.7%; SED 100% We give an overview of the make-up and function of the Board of Trustees, School Site Council, and Parent’s club at the beginning of the school year at Back to School Night.  We remind parents that meeting agendas are posted on the website and encourage parents to attend if there are topics of interest and we provide translations when necessary.  Parents are encouraged to attend monthly board meetings where policies and procedures are discussed and put into place.  Monthly School Site Council/LCAP Advisory meetings are open to all interested educational partners and a critical source of feedback for the district.  We make parents aware of the connection between survey results and LCAP goals and actions.|We have increased the percentage of parents who feel they have opportunities to provide input on school policies and programs and we would like to continue this momentum so it will be our area of focus for improvement in the 2025/26 school year.|The district has developed a plan to improve/maintain our partnership with underrepresented families.  This plan will increase the engagement of underrepresented families in Seeking Input for Decision-Making.  Actions include: To support an increase in the number of families who feel that they have opportunities to provide input on school policies and programs we will: o	Give an overview of the make-up and function of the Board of Trustees, School Site Council, and Parent’s Club at the beginning of the school year o	Remind parents that meeting agendas are posted on the website and encourage parents to attend if there are topics of interest o	Provide translations when necessary o	Make parents aware of the connection between survey results and LCAP goals and actions|5|5|5|5|5|5|5|4|5|5|5|5|Met||2025-06-12|2025
51713730000000|East Nicolaus Joint Union High|3|Our strength is in building relationships with families through the following ways: Two way school to home communication (AERIES, CATAPULT, Newsletters, Weekly Messages, social media: Facebook, Instagram, School Website, school events, monthly coffee with administration, Parent and Student Advisory Group, and parent booster clubs. Most impactful in building relationships with families is that Administrators are present and available at events to chat and listen. ENHS takes pride in the way we Build Relationships with families and the community.  We host numerous school events.  Our community is involved in our school in the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings. 2024/25 Parent Survey Results: The school treats all students with respect: 2025: 100%; Fall 2023: 80.7% The school keeps me well-informed about school activities: 2025: 85.8%; Fall 2023: 84.2%|Based on the analysis of the ratings above, and educational partner input our focus area for improvement will continue to be in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. We are going to do this by providing consistent constant communication on the progress of their student. In addition, we will provide parent outreach nights to make sure parents are informed of student requirements. We will also communicate regularly about campus wide events.|Goal 3 in our 2025/26 LCAP is, Provide continuous methods of communication and engagement that sustains ongoing connection with and involvement of the students, parents, staff, and the community with a clear focus in improving student achievement. In Action 3.3 we will invite parents to quarterly morning meetings with the administration with the goal of making connections with parents and offer grade level parent meetings tailored to each grade level. To specifically improve engagement of underrepresented families we will provide consistent constant communication on the progress of their student. In addition, we will provide parent outreach nights to make sure parents are informed of student requirements. We will also communicate regularly about campus wide events.|2024/25 parent survey results: Letting parents know how student is doing in school between report cards: 2025 23.8%; Fall 2023 54.4% Providing information about how to help their child with homework: 2025 23.8%; Fall 2023 26.3% The school encourages me to be an active partner in education my child: 2025 61.9%; Fall 2023 73.7% Provide information on how to help my child plan for college or vocational school: 2025 42.9%; Fall 2023 47.4% East Nicolaus High School, being a small rural school with roughly 300 students allows us for frequent interaction with and input from all educational partners. The administrative team (Superintendent, Principal, and Learning Director) are deliberately accessible on campus during the school day and at all events and input is solicited for our school at these events. Our Parent and Student Advisory Committee meets to inform our work and to discuss our site goals. Students have been surveyed and asked to give input on the school community/environment. Staff are able to come and have meaningful conversations with the administrators on topics of interest that can better support the school for ongoing improvement.  ENHS has a leadership class (student government) that is made up of all the grade levels and during this class the students plan and come up with ways to promote student involvement. During this class the students are able to meet with the leadership teacher and school administration whenever needed to discuss school rules, events, or ideas that they have to further the school.  Our local school community and ENHS Alumni are involved in our school at events and are able to access our school administration during this time or can come onto campus to talk with school officials. Our community is involved in our school the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings.|Based on the analysis of the ratings above, and educational partner input our focus area for improvement will still be in providing families with information and resources to support student learning and development in the home. We will start regular communication with regards to rules, regulations, standards, and attendance to all students and parents via communication through our website, handbooks, and communicated through monthly messages to educational partners.|Our 2025/26 LCAP Goal 2 is, Provide a rigorous and comprehensive program to ensure ALL students are college and career ready as they transition to graduation and beyond.  All educational partners play a critical role in our progress toward this goal.  In Action 2.1 our Learning Director will conduct student education and parent workshops on topics related to college and career.  Action 3.3 will also include grade level parent meetings and parents’ workshops on topics such as college requirements and financial aid, attendance, and grades|ENHS ensures our students, parents, staff, and community have the opportunity to provide ongoing feedback and be involved in the decisions being made at the school and district level. This process begins with school to home communication through AERIES, CATAPULT, Newsletters, Weekly Messages, Social Media: Facebook, Instagram, and our School Website. Our Site Council, LCAP meetings, Coffee with Administration, and Booster Club play a vital role in gathering input and decision making.  We interact with and gather feedback from our community in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings. 2024/25 parent survey results: The school keeps me well-informed about school activities: 2025 85.8%; 2024 84.2% The school actively seeks the input of parents before making important decisions: 2025 33.3%; 2024 56.1% Parents feel welcome to participate at this school: 2025 81%; 2024 80.7%|Based on the analysis of the ratings above, and educational partner input our focus area for improvement will continue to be in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. We will continue to reach out to families to participate in the various parent advisory councils on campus. We will make sure to communicate regularly with our educational partners on ways to have our educational partners provide feedback and be a part of the decision making process.|We will continue to reach out to families to participate in the various parent advisory councils on campus. We will make sure to communicate regularly with our educational partners on ways to have our educational partners provide feedback and be a part of the decision making process. We will make sure to continue to reach out and find ways to communicate with our underrepresented families and get them involved in the decision making process.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
51713810000000|Franklin Elementary|3|FESD takes pride in offering a welcoming environment for students, families, staff, and the community. Parents’ Club supports our efforts by hosting activities throughout the year including, a Fall Carnival, Donuts with Dad, Muffins with Mom, Red Truck Diner, and an Ice Cream Social. These events are family oriented and well attended by all, including underrepresented families. The school welcome visitors and encourages parent volunteers. Parent comments on surveys praise the leadership and staff for their dedication, responsiveness, and obvious care for the students and the school. The school is viewed as a welcoming, inclusive environment for students and families. A survey is sent home each spring to ascertain the needs of all families. Spring 2025 survey results: •	I feel welcome when I come to this school: All: 98.67% in 2025; 97.10% in 2024; EL: 100%  •	Our family feels a sense of belonging and connectedness to the school: All: 98.66 in 2025; 96.35% in 2024; EL: 100% •	The staff builds relationships with families: All: 98.67% in 2025; 97.81% in 2024; EL: 91.67% •	There is two-way communication between the school and home: All: 98.67 in 2025; EL: 100%|Based on analysis of educational partner feedback and state and local data, our area of focus will be in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.|The district has developed a plan to improve engagement of all families, but especially underrepresented families. Our Site Council/Parent Advisory Committee discusses topics related to Building Relationships and gives suggestions to address barriers for families. Each year we implement a few actions and evaluate the results.  To improve in Building Relationships Between School Staff and Families, we will: •	Explore/implement professional development activities related to building relationships with families.   •	Continue to communicate with families and provide translations when needed. •	Seek out ways to encourage families to communicate with staff. •	During Parent/Teacher conferences we will build in a time for parents to communicate their goals for their child.|"FESD offers several avenues for staff and families to partner to improve student outcomes. At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights. A welcome back kindergarten meeting is held before school starts to introduce new parents to Franklin School. During Back to School Night (BTSN) and parent conferences, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements. Parent/teacher conferences are scheduled for all families during an entire week in November. Two days in March are also set aside for parent/teacher conferences. Parents can request a conference at any time during the school year. Student Study Team (SST) meetings are scheduled once a month (multiple meetings on the same day) to address concerns regarding the social/emotional or academic status of students. A Monday newsletter goes home weekly highlighting the ""happenings"" at Franklin School. Translators are available for parent/teacher conference and scheduled ELAC meetings. Two staff members are available to help with Spanish speaking parents if they come to the office or call the school. 2025 Survey results:  •	I understand what my child is expected to learn in each subject: All: 95.98% in 2025, 94.89% in 2024; EL: 100% •	I receive information on what I can do at home to help my child: All: 88.51% in 2025, 84.05% in 2024; EL: 100% •	There are times throughout the year I can meet with the teacher to discuss my child’s progress and ways we can work together to support my child: All: 98.66% in 2025, 96.37% in 2024; EL: 100%"|FESD has identified a focus area for improvement to be, Providing families with information and resources to support student learning and development in the home.|To improve engagement of underrepresent families in Building Partnerships for Student Outcomes, we will: •	Give out standards brochures for each grade level to parents at Back to School Night •	Send home curriculum based newsletters •	Send resources/links to parents with some learning at home tips.  Post resources/links on web-site •	Include information about learning at home in the Monday newsletter|Parents are an integral part of Franklin School and their involvement in advisory groups (Site Council, LCAP Advisory, and ELAC) is valued and is an important source of feedback for the district.  At the beginning of the school year, advisory group meetings are scheduled and meeting dates are posted on our calendar on the school web-page.  Many on these groups meet monthly and are open to all parents. Reminders for meetings are included in our Monday newsletter and agendas are posted on our web-site. Parents are encouraged to join Parents’ Club and participate in their meetings and activities.  School Board meeting agendas are posted and parents are encouraged to attend. A survey with questions about all aspects of the school is sent home each spring. This information is used to guide the LCAP and program decisions.  In the spring, several advisory group meetings focus on reviewing district data including student achievement, survey results, and district needs.  Potential actions for the upcoming LCAP are discussed for consideration.   •	Parents feel welcome to participate at this school: All: 99.32% in 2025, 97.1% in 2024; EL: 100% •	I have the opportunity to work with the school to plan and put on family engagement activities at the school: All: 90.6% in 2025, 84.56% in 2024; EL: 100% •	I am encouraged to provide input on policies and programs at this school: All: 85.62 in 2025, 81.89% in 2024; EL 91.67% •	This school promotes parent involvement through Parents Club, Site Council, etc.: All: 90.61% in 2025, 89.06% in 2024; EL: 100%|Based on educational partner input and local data, the district’s focus for Seeking Input for Decision-Making will continue to be to increase participation in ELAC meetings.|To improve engagement of underrepresented families in Seeking Input for Decision-Making we will have translators call parents to invite them to ELAC meetings. We will explore methods of encouraging families to attend meetings such as giving raffle tickets to parents for each meeting they attend and at the end of year we will draw a ticket for a prize.|5|5|3|4|3|4|4|4|4|4|3|4|Met||2025-06-18|2025
51713990000000|Live Oak Unified|3|Office staff are warm and welcoming. Bilingual staff are at each school site to provide access for families. Technology is used to offer a variety of communication styles ranging from phone calls, texts, websites, and letters.|LOUSD will continue to create opportunities for input from all educational partners at each school site and the district office. There will be a focus on increasing participation from all groups so that decision making is representative of all populations and partners.|LOUSD will continue efforts to engage foster and homeless families to make sure everything is being done to support them and remove identified barriers. Liaisons are in place and are dedicated to improving relationships.|Schools do a good job of engaging partners throughout the year surrounding student outcomes and progress. Parent participation in back to school and student conferences is high.|Consistent communication with struggling students is an area that can be improved. Next year will see an addition of social workers and wellness coaches to address student and family needs.|LOUSD will increase efforts to communicate formally with the families of struggling students. Next year will see an addition of social workers and wellness coaches to address student and family needs. These added positions will provide services and make connections in ways LOUSD has struggled in the past.|2024-25 saw a continued increase in participation of EL parents in both ELAC and DELAC. Parents performed a needs assessment and were encouraged to advocate for needs and changes. Educational partners engaged in the LCAP and Community Schools process and provided feedback and input.|LOUSD needs to look for additional ways to improve survey participation so that the more input is received and can inform important decisions. While 40% participation is higher than previous years, it is the district goal to be above 60%.|Next year will see an addition of social workers and wellness coaches to address student and family needs. These added positions will provide services and make connections in ways LOUSD has struggled in the past.|4|4|4|4|4|4|4|4|5|4|4|5|Met||2025-06-12|2025
51714070000000|Marcum-Illinois Union Elementary|3|Marcum-Illinois believes a strong partnership with all families, especially underrepresented families, positively impacts student outcomes. We schedule engaging activities for students and families that support that sense of community and build relationships. We promoted engagement and participation for all students including unduplicated students and students with exceptional needs through school events such as the Winter Program, Spirit Week, Read Across America Day, the Great Kindness Challenge, and ROAR assemblies; House Challenges like a pumpkin carving competition, gratitude challenge, basketball scrimmage, and canned food drive; and after-school STEM opportunities. We invited parents to attend Back to School Night, parent conferences, and Open House. We hosted meetings to encourage a partnership between school and home, including: Popcorn with the Principals where we shared a Dashboard Presentation and sought input for our LCAP; and various casual connection opportunities. On the spring 2025 parent survey, 100% (98.2% 2024) of respondents say the school is a friendly, welcoming environment and 100% (91.7% 2024) say their family feels a sense of belonging and connectedness to the school.|We improved in the area of communication and now 100% of parents responding to the survey feel the school has good communication (88.9% 2024) and 100% (98.1% 2024) say communication from the school is understandable and accessible. We will continue this as a focus area for the 2025/26 school year. We had 29% of all parents respond to the survey, 23% SED, and 0 EL. We would like more parents, especially parents of underrepresented students, to respond to our surveys and take part in feedback opportunities.|During the 2024/25 school year we implemented several feedback opportunities designed to improve engagement of underrepresented families and to increase opportunities for parents to interact with staff and provide feedback. We have found that we have some of the best communication with parents and families during school events and we make sure that administrators are present and visible. We regularly communicate with families via Facebook, Bright Arrow, Alma, a monthly newsletter, text messages for reminders and information, website, and emails. We are posting videos, pictures, and live streaming school events on our social media. Teachers are sending postcards for positive reinforcement to children.|Marcum-Illinois has continued to focus on strengthening relationships with our families and community. At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights. During Back to School Night (BTSN) and parent conferences, curriculum & grade level standards are reviewed to increase parent understanding of expectations and requirements. We provide materials to help parents to work with their children. During BTSN and parent conferences, teachers in grades K-2 discuss best practices for working with beginning readers. Early reading materials and flashcards are sent home throughout the year to help parents work with their children. We found, via surveys, that parents wanted most school communication to come from emails and texts. Although we have few English learners in the school, we have multiple staff members who interpret during parent conferences and school events. Every effort is made to send notices home in the home language. We are working towards completing ADA changes to our website, making all information accessible by people with disabilities.|Based on spring 2025 survey results, we need to focus on providing families with information and resources to support student learning and development in the home.|We will continue to enhance the partnership between school and home by ensuring parents are given standards for each grade level at Back to School Night and during Parent/Teacher conferences. Monthly newsletters will continue to include Elementary School Parents Make the Difference as one way to support parents as they support their child’s learning at home.|Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents' Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights. To encourage participation in these and other events, notices are sent through email, paper, and posted on our social media page. In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports. Although we have few English learners, we make every attempt to provide communications in the home language. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. According to our spring 2025 parent survey just about the same number of parents say they have input for decision making: 91.1% (91.7% 2024) and 91.2% of parents say they have the opportunity to participate in decision making committees (85.9% 2024).|Based on educational partner input, we have identified the need to provide all parents, but especially parents of underrepresented students, opportunities to provide input on school policies and programs.|The work we are doing in Building Relationships and Building Partnerships for Student Outcomes will support improved engagement of underrepresented families in relation to Seeking Input for Decision-Making. To support an increase in the number of families who feel that they have opportunities to provide input on school policies and programs we will educate parents on the function of our school decision making groups, use more of our communication methods to post agendas and minutes of meetings, provide translations as needed, and most importantly, we will do a better job of articulating the connection between partner input and school policies/programs and LCAP goals/actions.|5|5|4|4|4|4|5|5|4|4|4|4|Met||2025-06-09|2025
51714070109793|South Sutter Charter|3|We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family.|An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Another area we are addressing based on educational partner feedback relates to mental health support. We continue to increase supports within our SEL program, while increasing our mental health staffing. Our families consistently ask for more in-person opportunities and have addressed this through offering more events such as family days, park days, field trips, etc.|Due to the personalized nature of our school, our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making related to their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys and educational partner meetings. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics.|We use Title II funding to support teachers with personalized professional development, school-wide training, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis, including a highly attended virtual Curriculum Conference. This conference also saw an increase in attendees this year. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.|The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students.|In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers.|Parents are heavily involved in their child’s individualized learning plan. However, through thoughtful planning and increased opportunities for our families, this has led to more interest in school-wide decision making. Through our efforts, we have made some improvements in this area with more interactive and engaging sessions in an effort to gather more input from our educational partners.|An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. We continue to work towards our goal to improve parent participation in the ELAC by regularly asking for input surrounding curriculum and EL program development. Additionally, we are increasing our targeted supports for our homeless families through personalized support from our McKinney-Vento liaison.|5|4|4|4|5|4|4|3|4|4|3|3|Met||2025-06-10|2025
51714150000000|Meridian Elementary|3|During the 2024/25 school year, we made great efforts to build relationships between school staff and families. We worked with the Parent Advisory Committee (PAC) and the Parent Club to get input on programs and services and plan activities. We had many school events such as a chili cook off, a Christmas program, a spaghetti feed, and an open house to promote relationships between staff and families. We also reached out to families through surveys. We send home a weekly newsletter and bulletin and had it translated into Spanish for many of our families. In addition, we have four members of our staff who are fluent in Spanish and able to help bridge the communication gap. Teachers also used Class Dojo to keep in touch with families. 92.9% (69.23% in 2024) of parents surveyed felt the communication was good, 100% (92.31% in 2024) of parents surveyed felt the communication was in language that was understandable, 92.9% (84.62% in 2024) of parents surveyed felt the school was welcoming.|Meridian is in the process of developing new website that will be much more comprehensive and user-friendly for teachers and all staff to communicate with families. We are looking for many creative ways to have better correspondence that can be done in a professional manner so that parents can make sure their children are up-to-date with what is going on in their child’s classroom.|We have been working to do a more thorough job of making sure that each group that is represented here at Meridian and has full access that is equal and equitable with regards to families and school staff. In addition to our Parent Advisory Council meetings we have also hosted several meetings specifically for our Hispanic families. As a result we have seen much more attendance by our Hispanic families at school functions. Our goal is to make sure that each group feels valued and that their voice is heard.|Our strengths are that we mail home information about parents' legal rights and that we provide multiple opportunities for teachers to meet with families and students to discuss progress. We send home three progress reports, have parent/teacher conferences, and have an open house. In addition, teachers and administration have an open door policy for meeting with families to discuss student progress and outcomes. Parents survey data indicates that while we have made improvements in Building Partnerships for Student Outcomes, there is more work needed. Parents say if they have a questions concern, or comment about their child, the teacher gets back to them right away (92.9% 2025; 84.62% 2024); there are times throughout the year they can meet with their child’s teacher to discuss their child’s progress and way to work together to support their child (92.9% 2025; 84.62% 2024); the school provides them with a Parent’s Right document at the beginning of the school year (84.6% 2025; 100% 2024); the school encourages them to be an active partner in educating their child (78.6% 2025; 69.23% 2024); parents receive information on what they child should learn and be able to do at each grade in school (64.3% 2025; 69.23% 2024); and they receive information on what they can do at home to help their child improve or advance his/her learning (57.1% 2025; 64.29% 2024).|Based on input and data we have decided to work on providing families with information and resources to support student learning and development in the home.|Many families work 30 to 45 minutes from home an the school. To better engage these underrepresented families we will conduct surveys to determine the most convenient times to schedule school activities, events, and parent workshops and meetings.|Meridian Elementary School District is a single-school district with approximately 70 students, but we still provide a variety of ways to actively engage parents to gain their insights and opinions to help with decision making.  We have an active Advisory Committee and Parent’s Club.  In addition, we advertise board meetings in the hope of engaging parents, and we send surveys each year to elicit input during our LCAP development process. Parents survey data indicates that while improvements in engaging our educational partners in decision making have been made, there is room to grow.  Parents say they have the opportunity to participate in decision making committees (85.7% 2025; 83.33% 2024) and there are many ways they can provide input on school policies and programs (78.6% 2025; 53.85% 2024).|Meridian Elementary school will be conducting more surveys that help us make a better decisions and assist parents with their ability to have more of a voice with decisions that are being made most directly affecting their children.|Meridian Elementary School will strengthen the engagement and decision-making of underrepresented families by proactively inviting parents of students from economically disadvantaged backgrounds and parents of students with disabilities to participate in our Advisory Committees, which review and provide input on school plans and initiatives.|4|5|4|3|3|3|3|5|4|4|4|4|Met||2025-06-26|2025
51714150129007|California Virtual Academy at Sutter|3|The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. These personalized interactions with their onboarding coach, ensure a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish. Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.In addition, the school has implemented behavioral schoolwide expectations that clarify preferred social behaviors, offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in efforts with students. In addition, the school wide behavior expectations show students how they can be successful and allow all school staff members to proactively teach and provide students and parents with a positive message about behavior. In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer. School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, offer support to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services. The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Meetings, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions.|Current Areas of Improvement -Continue to refine the Enduring Connection Calls between teachers and students. -Schoolwide implementation of 3 Signature Practices across all departments -Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families. -Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families. -Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. -Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.|Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. The school has bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for LEP families and provide an increased level of translation and interpretation support from a school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website includes a language toggle feature so that families can change the presentation of all information on the site to the language of their choice. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 230 languages, allowing for teachers and other staff to communicate with LEP students and families during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges. For Students with Disabilities, GE teachers and Education Specialists do targeted outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices. An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.|The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities. Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences. The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation. As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit. To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.|Current Areas of Improvements -Additional opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the elementary staff with resources to share during Paw Pride sessions. -Provide training and access to Care Solace for administrators, who can support families by initiating a warm handoff when needed. Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. -Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.|Ways We Are Improving for Underrepresented Families The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success. To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and internet/hot spots. All staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year. CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensuring high levels of learning for every student. The school’s PLC teams are dedicated to a focus on learning, collaborative work, and being results-driven. The PLC teams include: -The Leadership Team: A team of leaders responsible for uniting and coordinating the schools' collective efforts across grade levels, departments, and subjects. -The Guiding Coalition: A team of educators that is singularly responsible for leading PLC processes at the school, focusing on student learning, a collaborative culture, and results orientation. Team members serve to advise and support the Leadership Team and share as equals in the decision-making process. -Professional Learning Teams: Teams composed of educators who share curriculum and take collective responsibility for students learning their common essential learning outcomes. Collaboratively, PLTs provide tier 1 and tier 2 instruction, support, intervention, and extension. -Multi-Tiered System of Supports (MTSS) / Intervention Team: A team that focuses intensely on the individual needs of a department's most at-risk students: Diagnosing the cause of the student's struggles, determining the most appropriate intervention(s), monitoring progress, and revising intervention(s) as necessary. -Schoolwide Student Study Team (SST): A multi-disciplinary team that assesses and makes recommendations for general education interventions and supports for students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. This team determines when special education assessment is appropriate.|"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in school-wide and departmental plans, and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives. LCAP Survey – Feedback and Priorities The top three rated priorities, based on the number of ""High"" ratings from parents, are: 1. Ensure students will graduate from high school 2. Recruiting, training, and retaining qualified teachers 3. Ensure that students attend school Trends: Expanded Access to Live Instruction - Families continue to express appreciation for live, synchronous instruction, recognizing its role in enhancing student engagement and understanding. There is strong support for further expanding these real-time learning opportunities, especially for students who thrive with direct interaction and structured support. Teacher Responsiveness and Communication - Consistent, timely communication from teachers remains a key in student success. While parents value the efforts made so far, continued focus on prompt feedback and outreach is seen as essential to support student success and maintain strong family-school connections. Strong Support from Special Education Staff - Families shared positive feedback about the care and dedication of Special Academic Instruction (SAI) teachers. Their commitment to meeting the unique needs of students with disabilities is widely recognized and appreciated, reflecting a strong culture of inclusion and individualized support. Valuing Transparency in the LCAP Process - Parents emphasized the importance of being included in school planning and decision-making. Their input reinforces the value of maintaining open, transparent communication about how family feedback influences programs and priorities. This presents an opportunity to further strengthen trust and collaboration through clear, visible feedback loops. In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: ELAC Meetings, EL Needs Assessment Annual Survey, School Climate Surveym Parent Connections, including coffee chats and parent training. Student Government, Family Teacher Organization (FTO), Student and Teacher Check-ins. Two-way communication between parents/families and school includes: Parent Square, LC Community, Emails, Connection Calls, Academic Conferences, Student Support Sessions, Graduation Plan Reviews, Sharing of Student's Individual Learning Plans, Student Support Team Meetings, IEP meetings, ELD Program  meetings, Bear Tracks weekly community newsletter highlights events and activities."|Based on parent feedback, the school will: -Continue Parent Engagement initiatives -Continue to provide regular surveys and host Partner Engagement Meetings to share school goals and actions, gather feedback, and assess parental participation in school decision-making. -Implement a new feedback system - A multilingual survey platform that allows anonymous text, audio, or video submissions via QR codes and links in ParentSquare. This system identifies key themes and informs targeted interventions. -Launch On-Demand Informational Videos - Share short, accessible videos that explain LCFF, the LCAP process, and provide guidance on how to provide meaningful feedback. These can be accessed at any time to accommodate families' schedules. -Provide time management tools, tech training, and resources to strengthen capacity. -Further enhance onboarding and follow-up support for families, and provide additional parent workshops and technology-focused sessions. -Communicate available, student-specific, research-based interventions delivered by specialized staff across varying levels of support. -Add Science Camp for Rising 8th Graders focused on NGSS-aligned science learning and exploration. -Offer High School After-Hours Academic Support - Provide courses in Geometry, Literature, A-G credit recovery, and graduation support to better serve students’ diverse schedules and academic needs. Continue implementing a collaborative SEL plan that involves teachers, students, staff, and parents. -Increase student interaction through Class Connect sessions, clubs, K12 Zone activities, and in-person events. -Improve ISP Reimbursement Processes -Enhance communication to increase awareness of the Internet Service Provider (ISP) reimbursement and reduce delays in verification. -Attendance Support: Increase attendance team staffing to match enrollment growth. -Add staff to better serve students experiencing homelessness or housing instability. -Increase Family Feedback Participation - Reach out to families who have not participated in feedback opportunities to identify and remove barriers.|Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance that teachers and staff provide, as well as the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and comprehensive curriculum, which offers a wide range of courses and effective teaching methods. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.|4|5|4|5|5|5|5|5|4|4|4|4|Met||2025-06-23|2025
51714230000000|Nuestro Elementary|3|Nuestro Elementary School District is dedicated to building relationships with families.  Nuestro Elementary is a small school where generations of families have attended this school.  Parents know all the teachers and they are comfortable coming in with their concerns.  Teachers are comfortable calling home when necessary.  The front office is very welcoming environment to the students and families.  The district has worked to improve 2-way communication between families and the school.  Parents can get information through the school’s website and social media.  Newsletters are published each month and contain upcoming activities and reminders.  We invite parents to attend  Back to School Night, parent conferences, and Open House.  An annual survey is administered to our parents/guardians and students in all grade levels we serve.  Those results are shared with all educational partners as we develop and review our LCAP.  Information from the surveys is utilized in meetings where we identify and prioritize goals and actions for the coming year.   At Nuestro, it is the Superintendent/Principal’s responsibility to ensure teachers, instructional support personnel, and other staff understand the value and utility of contributions of parents as well as how to reach out to parents, communicate with them, and work with them as equal partners. The Superintendent/Principal teaches and leads by example, creating relationships with parents, inviting parents to participate, and encouraging teachers to team with parents to overcome issues. Parents and students are an integral part of planning and decision making. County special education staff and school administration also receive training on how to work with parents through the IEP process. We used a spring 2025 survey to determine progress in these areas:  The staff at the school takes the time to get to know my child and family:  All: 85.45%, Socio-economically Disadvantaged (SED): 78.6%; The school is a friendly, welcoming environment for students, parents, and families:  All: 89%, SED:  88.7%; The staff treats my family with respect and works to build relationships with families:  All: 89%,  SED: 85.7%; When my child’s school communicates with me it is easy for me to read or understand:  All: 81.3%, SED: 78.6%|Fewer families of our Socio-economically Disadvantaged (SED) student group think the school is a friendly, welcoming environment for students, parents, and families: All: 89%, SED: 85.7% so that will be our focus.|The district plan to improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families begins with personally inviting parents/guardians of students in the Socio-economically Disadvantaged student group, English learners, Students with Disabilities, Homeless, and Foster Youth to a one-on-one meeting the administrator to build connections and find out what would make them feel welcome and the barriers to their involvement with the school. (2026/26 LCAP Goal 2, Action 2.1 Communication and Engagement).|Nuestro Elementary School is working to strengthen relationships with our families and community to build partnerships for student outcomes.  At Back to School Night, Parent Conferences, and/or Family Nights during the year, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements. Students’ progress on District assessments is also provided to parents. The District purchased assessment programs that generate student and parent letters to better help teachers, students, and parents understand state academic standards, our assessments, and how well each student is progressing in relation to the standards. We have hired a part-time intervention aide to support teachers with information to help them communicate with parents and improve student achievement. Parent conferences are held in the fall to allow an opportunity for families of all students to meet with teachers, and meetings such as parent conferences, Student Success Team Meetings, and IEP meetings are held as needed throughout the year, giving parents an opportunity to meet and discuss their children’s progress on grade level standards, classwork, and local assessments. Our website also contains resources and links for parents regarding curriculum-based support as well as State assessments and standards. In addition to information provided at Back-to-School night, parent conferences, and newsletters or flyers; we mix family fun nights with informative presentations on our curriculum components, how to utilize curriculum support (including technology), and how to support children at home. We offer opportunities for parents to come to the school to watch curriculum components and technology being used in the school setting. We lend technology equipment, and our intervention coordinator meets with parents to help them better understand our online learning support technology and teach them how to utilize this at home. We used a spring 2025 survey to determine progress in these areas:  I receive information on what I can do at home to help my child improve learning:  All: 69.75% (2025); 82.05% (2024), SED:  85.7% (2025), 75% (2024);  The school encourages me to be an active partner in educating my child:  All: 73.6% (2025), 92.31% (2024), SED 85.7% (2025), 75% (2024);  There are plenty of times during the year I can meet with my child’s teacher to discuss my child’s progress and ways we can work together to support my child:  All: 81.3% (2025), 94.87% (2024), SED: 85.7% (2025), 91.67% (2024).|Based on input, we need to continue to work on providing families with information and resources to support student learning and development in the home but this will continue to be our focus area so we can expand on our progress.|We will continue to offer professional development to support staff in partnering with families.  We will also survey parents to find out the types of information or training they would like so they can support their child’s learning at home.  Based on the responses, we will customize the information we provide and the training we offer to their needs.  We will provide translators or translations as needed.  We will also continue to post resources that will help families support student learning on our website.|Nuestro Elementary School District values and seeks out input from our families to inform our decision-making.  We actively seek out parent/guardian participation in advisory groups including our School Site Council/LCAP Advisory Group and our Board of Trustees.  Agendas and minutes for meetings are posted on our website.  Although we have fewer than 8 English learners, we make a concerted effort to provide communications in the home language and utilize translators to communicate with parents. We survey parents, staff, and students as part of our LCAP development process and that input as well as input during advisory meetings drives the goals and actions for the next year’s LCAP.   According to a spring 2025 survey, 73.6% (85.7% SED) of parents feel the school promotes parent involvement through Parents Club, Site Council compared to 74.08% in 2024.  Only 44.25% of all parents (50% SED) say they are encouraged to provide input on policies and programs and 62.4% (78.6% SED) say they have the opportunity to work with the school to plan and put on family engagement activities at school.|Based on a review of data and educational partner input, we have identified the need to provide all parents, but especially parents of underrepresented students, opportunities to provide input on school policies and programs.|We believe increasing Input for Decision-Making begins with communication.  Our 2025/26 LCAP Goal 2, Action 2.1 Communication and Engagement will support our work as we improve engagement of underrepresented families.  We will post reminders for meetings in the monthly newsletter, on our web site, and through parent communication tools.  We will also work to increase the number of survey responses by offering incentives to students and classes.  In the fall we will personally invite parents/guardians of students in the Socio-economically Disadvantaged student group, English learners, Students with Disabilities, Homeless, and Foster Youth to a one-on-one meeting the administrator to build connections and find out what would make them feel welcome and the barriers to their involvement with the school.  Through this process we will encourage and invite parents to take part in decision making groups.|4|3|5|4|4|4|4|4|4|4|5|5|Met||2025-06-12|2025
51714230132977|Sutter Peak Charter Academy|3|Sutter Peak Charter Academy understands the importance of feedback from shareholders and utilizes this feedback in planning and decision making. Teachers meet weekly, bimonthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Back to School events, as well as science, math and ELA showcase nights. During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Sutter Peak has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.|Based on feedback from educational partners SPCA is expanded its use of social media by implementing Parent Square for the 2024-2025 school year. This allowed parents greater access to information regarding school events and meetings and clarified the decision-making process. The continued use of the Kelvin survey tool allows efficient surveys of students, parents, and staff and provides the school with the opportunity to address questions and concerns several times during the school year.|With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged.|Sutter Peak Charter Academy teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including but not limited to: IXL. Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, Rosetta Stone, Lexia, Lexia Pro, Keyboarding without Tears, and district adopted curriculum. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS and mClass math. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions. This process has continued and has resulted in increased math scores.|With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged.|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions.|The Kelvin survey tool has been a valuable resource in facilitating regular feedback from students, parents, and staff, enabling the school to proactively address concerns throughout the academic year. In addition, Sutter Peak Charter Academy (SPCA) conducts quarterly Parent Advisory Committee (PAC) meetings, providing families with a structured forum to offer input on curriculum, school policies and procedures, areas of concern, and the development of the Local Control and Accountability Plan (LCAP).|SPCA will improve engagement of underrepresented families by increasing staff training for the impacted subgroups.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2025-06-16|2025
51714310000000|Pleasant Grove Joint Union|3|Pleasant Grove School is committed to creating a welcoming, positive learning environment for all educational partners, including underrepresented families.  Our efforts are ongoing and measured in survey results (percent of parents marking Agree or Strongly Agree):  100% of parents  feel the school is a friendly, welcoming environment; 93% All parents, (91% parents of Underrepresented Students) report there is good two-way communication between home and school; 99% All parents say the communication from the school is understandable and accessible; and 97% All parents, 100% parents of Underrepresented Students) feel a sense of belonging and connectedness to the school.  We have continued to maintain progress in our ratings on all questions related to School Climate, Parent Involvement, and Communication.   Family engagement opportunities in the 2024/25 school year included:  Parent/Teacher conferences, Fridays at the Flag, awards assemblies, Trunk or Treat, an evening dance performance, chaperoning on field trips, Site Council, Board meetings, and Student Study Team (SST) meetings.  The district is dedicated to providing two-way communication with parents to ensure student success.  Communication via email and social media is on-going and parents are encouraged to contact the school with questions.  Parents have access to the Parent Portal where they view attendance, grades/class assessments, report cards, & State assessment results.  Our website contains resources & links for parents regarding curriculum-based support as well as State assessments & standards.  We provide materials & support to help parents to work with their children. During BTSN & Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers.  Early reading materials and flashcards are sent home throughout the year so parents can work with their children.  Online access to math, science, and social studies support is available to 6-8 grade students.|Based on educational partner input, 98% All parents and 89% parents of Underrepresented Students feel a sense of belonging and connectedness to the school), we have identified the need to continue our focus on creating a welcoming environment where ALL parents feel a sense of belonging and connectedness to the school.|Building relationships between school staff and families and improving engagement of underrepresented families has improved over time, so we will continue our actions to build relationships with all families.  We will continue to discuss with our staff the best way of working with underrepresented families.  During the 2025/26 school year, we will implement PBIS with a focus on parent partnership components.|Pleasant Grove School is committed to building partnership between families and school staff.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Back to School Night (BTSN) and Parent Conferences, curriculum and grade-level standards are reviewed to increase parent understanding of expectations and requirements.  Conferences are held for every student in the fall and as needed throughout the year giving parents an opportunity to meet with teachers to discuss student progress on grade-level standards and local assessments.  When a student is identified as struggling to meet academic, behavioral, or attendance expectations a meeting is scheduled with the parents.  A parent and family engagement policy was developed jointly with the School Site Council and Parent's Club in 2018 and is reviewed by the Site Council annually.  The policy is also reviewed by the Governing Board as part of their Title I Plan review process.  This policy is distributed annually to all parents as part of our Annual Notice to Parents.  Additionally, educational partners can engage and provide feedback through Site Council and attendance at monthly board meetings.  Parents have the opportunity to participate in surveys to give us meaningful feedback on the school.  This allows us to evaluate and modify practices to encourage positive interaction and participation between the district and all educational partners.  Results from a winter 2025 survey (percent of parents marking Agree or Strongly Agree) indicate: 96% of parents (91% parents of Underrepresented Students) say the school encourages them to be an active partner with the school in educating their child; 95% All parents, (91% parents of Underrepresented Students) say they receive information on what their child should learn at each grade level; and 88% All parents, (82% parents of Underrepresented Students) report they receive information about what they can do at home to help their child improve or advance his/her learning.|Based on input, we have identified a focus area.  Fewer parents say they receive information about what they can do at home to help their child improve or advance his/her learning.  We will focus on providing families with information and resources to support student learning and development in the home.|Our parent survey results indicate we have been successful in Building Partnerships for Student Outcomes.  We will continue our efforts by giving standards brochures for each grade level to parents at Back to School Night, sending home curriculum based newsletters, and improving our web site to include resources for activities families can do at home to support their child’s learning.  We will provide translations as necessary for our standards brochures and curriculum based newsletters.  We will reach out to our underrepresented families to encourage them to attend Back to School Night and teachers will share resources for families.  We will discuss ways families can help their child improve or advance his/her learning during parent conferences.|Parents are encouraged to be involved in their child's educational process through participation in our Parent Advisory Committee (PAC), School Board meetings, Parents’ Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights.  To encourage participation in these and other events, notices are sent through email and posted on social media.  In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports.  Although we only have about 15 English learners, we make every attempt to provide communications in the home language.  Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night.  School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested.  According to our winter 2025 Parent survey, 95% All parents (91% parent of Underrepresented Students) say they have the opportunity to participate in decision making committees (PAC, governing board meeting, parent advisory group, Parent Club) and 87% of parents (73% parents of Underrepresented Students) say they have opportunities to provide input on school policies and programs.|Although more parents in our All parent group said they have opportunities to provide input on school polices and programs, fewer parents in our Underrepresented student group feel that they have opportunities to provide input on school policies and programs (73%).  Based on this input, the district has identified the need to improve in providing opportunities for parents (especially parents of our Underrepresented student group) to provide input on school policies and programs.|To increase the engagement in Seeking Input for Decision-Making we will reach out to underrepresented families to invite them to attend school committees and events.  Communication for school events will be increased through email and social media.  At the beginning of the school year, we will heavily advertise our website and social media platforms as a way parents can stay current on school events.|4|5|5|5|4|4|4|3|4|4|3|4|Met||2025-06-12|2025
51714490000000|Sutter Union High|3|Educational partners report that they feel SUHSD creates a welcoming environment for all families in the community (98.4%). The majority of parents (86.95%) report feeling a sense of belonging and connectedness to the school. Parents say SUHS effectively communicates with them (86.3%).|Improving relationships between school staff and families remains a priority. Adding bilingual staff in the counseling office and school office has helped parents feel valued and has lowered apprehension of Spanish speaking only parents to initiate contact and ask questions about their students. Going forward we want to support staff in learning about the cultures and gather more input from parents about the goals they have for their children.|In the 2024/25 school year we tried to increase the engagement of our underrepresented families by improving our parent survey process so that we can collect data for unduplicated subgroups to help inform decision making in relation to building strong relationships between all families and school staff. We did not get the number of survey responses we had hoped for, but we will continue to work on this. The 2025/26 LCAP Goal 2, Action 2.2 will continue our work in improving communication among all educational partners by maintaining a Bilingual Office Support person to increase communication between the school and families whose first language is not English; regularly communicating with families and staff via School Website, Aeries, Parent Square, and Catapult and evaluating our communication system to determine if changes need to be made to make it easier for educational partners to find important information regarding events and deadlines.|Parents (67.3%) say the school encourages them to be an active partner with the school in educating their child. About 74% of parents say they received information on what their child should learn in each subject at the start of the year and 48.55% say they receive information on what they can do to support their child’s learning. Students (76.2%%) report that their counselor is available to answer questions and provide support as needed and 76.2% say teachers are available to answer questions and provide support as needed. Most students, 80.9%, say SUHSD provides them with support in developing a four year plan to explore and reach their college and/or career goals. Students also report feeling safe and supported, and 90.5% report that they had at least one caring adult on campus to go to if they had a problem.|Adding bilingual staff in the counseling office and school office has helped parents feel valued and has lowered apprehension of Spanish speaking only parents to initiate contact and build stronger partnerships. We will continue to seek parent input and partnership to make informed decisions to improve student outcomes.|Improve our parent survey process so that we can collect data not only as an All parent group but also by unduplicated student groups to help inform decision making in relation to building stronger partnerships for improved student outcomes.|SUHSD will continue to rely on input from all of its educational partners. Feedback, both formal and informal, provides valuable information for the district to direct decision making. This process has and will continue to be one of the strengths of the district. The district will continue to adopt more timely and frequent formal processes in the future. The district's culture has always been supported by an open-door policy that leads to a high level of parental and community involvement. Almost 79% of parents say the school provides an open door policy and welcomes parent input.|The district will implement a more formal and frequent process to improve input from its educational partners as well as continue its effective open-door policy.|Every year, parents are surveyed to gather their input on programs and services. The School Site Council and ELAC provide valuable feedback on needs and areas of growth. SUHSD will improve the parent survey process so that we can collect data and identify responses from the unduplicated subgroups to ensure we are receiving their input in the decision making process.|5|5|4|4|4|4|4|4|3|3|4|3|Met||2025-06-18|2025
51714560000000|Winship-Robbins|3|Based on the analysis of data collected, we believe that W-RESD does a good job developing capacity of staff to build trusting and respectful relationships with families.  Regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, monthly newsletters, school calendars, student assessments, and grade reports.  We make every attempt to provide communications in the home language.  Descriptions of services, including EL and Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night.  School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested.  Communication is sent through the Parent Square phone messenger service, email, and paper. The results of our spring 2025 survey show that we create a welcoming environment for families and community members (100%).  Our Harvest Festival and Cinco de Mayo celebrations are well attended.  As we have a high Hispanic population they really enjoyed celebrating their culture during those events.  The feedback also indicated that 100% of parents think we do a good job having 2-way communication between families and educators using language that is understandable and accessible to families.  The district supports staff during staff meetings, Professional Development opportunities and one-on-one meetings to help staff learn about each family’s strengths, cultures, languages, and goals for children.  Our LCAP Goal 2, Through community outreach, develop and cultivate positive relationships between staff, students, parents, and the community to create a safe and welcoming environment that will ensure a successful learning environment for all students, has supported this work and will continue in the 2025/26 school year.|1.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.   Based on an analysis of educational partner input and local data, we have determined that more work is needed in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.|We will continue to improve our engagement of underrepresented families by utilizing our school messaging system, the school website, the school Facebook page, phone calls and text messages.  Additionally, conferences are great opportunities to engage with families.  Our bilingual staff continuously update families and invite families to attend our events and meetings where they can engage with the school and community. The addition of a Student Support Services Coordinator to LCAP Goal 2, Action 2.2 Community Outreach has been a good start toward improving engagement of underrepresented families with a goal increasing parent engagement in school events, encouraging parents to volunteer in classrooms and as coaches, offering parent education sessions (ways to support their child in school, English classes, etc), encouraging parents to provide input to the school and be involved in decision making groups at school, and connecting families to services.|The WRESD believes that the school, parents, and students share the responsibility for improved student academic achievement. The School Site Council has developed and regularly reviews the parent and family engagement policy and the School-Family Compact outlining our shared responsibilities. This policy is based on Board Policy and Administrative Regulations and is distributed annually to all parents and guardians at the beginning of each new school year or upon enrollment. At Back to School Night and Parent Conferences, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements. Parent conferences are held for every student in the fall and as needed throughout the year giving parents an opportunity to meet individually with teachers to discuss student’s progress on grade level standards and local assessments. Our website contains resources and links for parents regarding State assessments and standards. We provide various materials and support to help parents to work with their children. During Back to School Night and at Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers.  We held one Family Activity each month: Back to School Night, Harvest Carnival, Patriots Day Celebration, Red Ribbon Week, Pancake Breakfast, Winter Program, Science Night, Open House, Read Across America, Hispanic Day, Picnic Day. Based on our analysis of educational partner input and local data we rate ourselves as fully implementing policies and programs for teachers to meet with families and students to discuss student progress and ways that we can work together to support students. Our families understand and exercise their legal rights and do a very good job advocating for all students.|Our focus area for improvement in Building Partnerships for Student Outcomes for next school year will be to provide more information and resources to families to support student learning and development at home.|Our LCAP Goal 2, Action 2.2 Community Outreach has focused our work on Building Partnerships for Student Outcomes and we plan to enhance that action in the 2025/26 school year by maintaining the position of Community School Liaison to encourage underrepresented families to attend Family Nights and access the educational resources that are available.  In addition, we will survey parents at the beginning of the school year to determine the programs and resources that are needed as they support their child’s learning at home. We will continue to offer information nights for families throughout the year and will have a designated area on campus that contains a variety of health and safety services provided by community partners.|Based on our analysis of data collected we believe that W-RESD does a good job building capacity of staff in effectively engaging families in advisory groups and with decision-making.  Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, ELAC/DELAC, Parents’ Club, and the Board of Trustees. According to our spring 2025 educational partner survey,  100% of all parents feel that they have the opportunity to participate in decision making committees compared to 80% in 2024 and 100% of all parents  say their input is valued compared to 80% in 2024. To encourage participation in these and other decision making opportunities, notices are sent through the Parent Square phone messenger service, email and paper. We make every attempt to provide communications in the home language. Our LCAP engagement process is explained in our LCAP. We reach out to a broad range of educational partners about our Goals and Actions. On our spring 2025 survey, we had responses from 10% of parents. To increase our survey responses we will have our Community School Liaison reach out directly to parents to invite them to come to the school to complete the survey online on one of the school’s computers. If that is not possible, the Community School Liaison will work with the parent to complete the survey verbally on the phone. LCAP Goals and Actions are discussed regularly at Board meetings and School Site Council/LCAP Advisory meetings where input is noted and considered for the next LCAP. We send surveys and meet with other educational partners throughout the year.|Our data analysis indicates a need to provide more opportunities for families to provide input on policies and programs and seeking input from underrepresented groups in the school community.|We will continue to improve the ways for families and community members to give input, varying times of meetings, offering input through email, text and phone calls in addition to in person opportunities. With the help of a Community School Liaison, we will improve engagement of underrepresented families by working with them to understand their importance in the school community and to feel empowered to provide input to programs and services.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
51714560133934|Feather River Charter|3|Educational research validates that support at home is critical to a child’s academic success, our school has made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement, with a focus on parent engagement strategies, and professional development in regards to our underrepresented populations. An example of parent engagement would include ELAC meetings and opportunities to collaborate on student and parent engagement policies. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, parent organizations, learning field trips, by participating in advisory committees, and special events. One of the many opportunities for underrepresented families are the clubs and virtual academies that provide additional engagement for enrichment and in-person instruction.|Our school's focus has been to support students' academic success and provide the necessary tools to achieve their goals. We will continue to increase and improve academic enrichment, direct instruction, and intervention for the identified areas of academic need for our underrepresented families.|We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. We’ve formed a Parent Advisory Committee for the 23-24 school year, to support school and family partnership and engagement. Most communication between parents and families in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.|Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form partnerships to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops, and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs, and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Dedicated English language development, social emotional learning, and a Title One specific website. Our school will continue to strive to create an engaging environment with our educational partners. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few.|A focus area for improvement is to increase our parent participation in the LCAP survey and increase parent awareness regarding the importance of mandated state tests and how the scores impact the outcome of our performance based on Dashboard results.|A focus area for our school is the formation of the Parent Advisory Committee. The PAC will be committed to bridging relationships between the school and families, with a focus on the needs of unduplicated students. The school will work to better connect the PAC and ELAC committees to ensure continuity between the two programs. We have implemented a single platform to provide continuity for all of our public meetings.|We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children.|An area of focus our school continues to be in relation to communication within parent engagement. A few examples are to improve on our various social media platforms, more opportunities for live interaction, launched a school podcast, in the process of redesigning our website to be more user friendly for our families and community partners.|To improve our engagement of underrepresented families, students and families are highlighted in opportunities to participate in decision-making regarding events, social interaction and educational field trips. Parents/guardians suggested we continue to increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to be to increase parent participation and engagement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-02|2025
51714640000000|Yuba City Unified|3|Yuba City Unified School District (YCUSD) has demonstrated strong commitment and progress in cultivating positive, trusting relationships between school staff and families, recognizing that these relationships are foundational to student success. Strengths:  Welcoming School Environments: Educational partner feedback indicates that most school sites are perceived as welcoming and accessible, with front office staff and teachers consistently offering respectful, friendly interactions. Through the use of Panorama surveys to staff, students and families, both staff and families indicate that there are welcoming environments at our schools.   Consistent Communication Tools: YCUSD has implemented platforms such as ParentSquare and school-specific newsletters to maintain regular, two-way communication between staff and families. These tools allow families to stay informed, ask questions, and engage with school staff in real time.  Site-Based Parent Liaisons and Bilingual Staff: Many schools employ bilingual staff or liaisons who serve as cultural connectors and communication bridges, particularly for Spanish- and Punjabi-speaking families. This has helped foster trust and increased participation from underrepresented communities.  Progress:  Expanded Office Staff and Teacher Training: YCUSD has provided professional development focused on cultural awareness, customer service, and family engagement strategies to ensure school staff are equipped to build authentic, respectful relationships with all families.  Increased Family Access to Staff: Many schools have implemented flexible meeting formats (in-person, virtual, and phone) and extended office hours to better accommodate working families and ensure consistent, open lines of communication.  Family-Centered Events: Schools across the district host events like family nights, student showcases, and parent-teacher conferences that are intentionally designed to build rapport and foster a sense of belonging for families. These continue each year and we expand these to include district events too.   YCUSD remains committed to deepening these relationships by continuing to center families as partners in the educational process, especially for students from historically underserved communities.|Based on the analysis of educational partner input and local data, YCUSD has identified several key areas for improvement to strengthen relationships between school staff and families:  More Consistent Two-Way Communication: While communication tools like ParentSquare are widely used, feedback indicates that some families experience inconsistent follow-up or limited responsiveness from school staff. The district will work to establish clearer expectations for timely and ongoing communication between teachers, staff, and families across all school sites.  Increased Cultural Responsiveness: Educational partners have expressed the need for deeper cultural understanding and sensitivity from school staff, particularly in interactions with families from immigrant, English learner, and underserved backgrounds. YCUSD will enhance professional development focused on equity, inclusion, and cultural humility.  Greater Family Involvement in Decision-Making: Some families report feeling disconnected from school planning processes or unsure how to meaningfully contribute. The district will expand outreach efforts to ensure families are not only informed, but also empowered to participate in school governance and site-level planning.  Improved Outreach to Hard-to-Reach Families: YCUSD has recognized the need to build stronger connections with families of students who are chronically absent, in foster care, or experiencing homelessness. The district will work with site teams, social workers and parent liaisons to implement outreach strategies and community-based supports to engage these families more effectively.  By addressing these focus areas, YCUSD aims to build stronger, more trusting relationships that are inclusive, equitable, and centered on student success.|Through the self-reflection process and ongoing educational partner input, YCUSD has identified the need to strengthen engagement with underrepresented families, including those of English learners, foster youth, migrant students, students with disabilities, and families experiencing homelessness.  To improve engagement with these groups, YCUSD will implement the following strategies:  Strengthen Culturally Responsive Practices: The district will expand professional development focused on cultural humility, anti-bias practices, and building relational trust, ensuring school staff are equipped to authentically connect with families from diverse cultural, linguistic, and socioeconomic backgrounds.  Enhance Role of Parent Liaisons: YCUSD will continue to invest in site-based parent liaisons, especially those who are bilingual, to serve as bridges between schools and underrepresented families. These liaisons will conduct targeted outreach, coordinate family meetings, and help connect families to resources and engagement opportunities.  Increase Personalized Communication and Outreach: To better reach families who may feel disconnected or hesitant to engage, the district will use personalized approaches such as phone calls, home visits, and small-group listening sessions. Emphasis will be placed on building rapport and trust before seeking participation in formal school activities.  Create More Inclusive and Accessible Engagement Opportunities: YCUSD will offer flexible engagement options—including virtual meetings, multilingual formats, and child care at events—to remove common barriers that prevent underrepresented families from building relationships with school staff.  Implement Family Feedback Loops: Schools will adopt strategies to show families how their input is used and how it contributes to school improvement. This transparency helps validate the voices of underrepresented families and encourages continued engagement.  By implementing these strategies, YCUSD aims to build deeper, more authentic relationships with all families, ensuring that every student is supported through strong school-home partnerships.|Yuba City Unified School District has demonstrated strong progress in building partnerships with families, community organizations, and educational partners to support improved student outcomes. Based on local data and partner input, several key strengths have emerged:  Strengths:  Family Engagement Infrastructure: YCUSD maintains strong site-based structures such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), and parent-teacher organizations that regularly review student data and contribute to academic planning. Additionally, there are district level committees (LCAP Parent Advisory, etc) that allow for educational partner input.   Academic Workshops and Events: The district offers parent education events like Literacy Nights, college and career readiness workshops, and back-to-school nights that provide families with tools to support learning at home and understand student progress.  Community-Based Partnerships: YCUSD collaborates with local mental health agencies, after-school programs, and nonprofit organizations to provide wraparound services that directly support student well-being and academic success.  Bilingual Support and Communication: The district has increased its use of translated materials, bilingual liaisons, and interpretation services to ensure inclusive engagement for Spanish-speaking and Punjabi-speaking families. Every summer in July, we host an annual YCUSD Resource Fair where we have numerous local agencies to help provide resources to students  (Sutter County Public Health, Sutter County Children and Family Commission, Preschool Program, Blue Zone, etc). This helps provide our low income, foster and homeless students with the necessary support to be prepared for school.   Progress:  YCUSD has expanded use of platforms like ParentSquare and Synergy to improve real-time communication between schools and families regarding attendance, grades, and upcoming learning events.  The district has strengthened its MTSS framework, integrating family input into intervention planning and ensuring families are included as partners in identifying and supporting student needs.  In response to stakeholder input, YCUSD has increased access to parent trainings and school-based family engagement opportunities tailored to diverse learning needs, including sessions focused on supporting English learners, special education students, and students transitioning to high school or college. YCUSD remains committed to continuous improvement by further aligning district and school efforts to engage all families,especially those historically underserve, as full partners in supporting student achievement.|Based on the analysis of educational partner input and local data, YCUSD has identified several key areas for growth in building stronger partnerships that directly support student learning and achievement:  Increased Family Understanding of Academic Progress: While communication tools ParentSquare and Homelink are in place, input from families indicates a need for more consistent and accessible opportunities to understand assessment results, standards-based grading, and how to support learning at home. YCUSD will prioritize clearer, more frequent communication around student progress, especially in languages spoken by families.  Greater Participation from Underrepresented Groups: Although engagement structures exist, participation from families of English learners, students with disabilities, migrant students, and foster youth remains  an area of growth. The district is committed to deepening outreach and trust-building with these communities by providing culturally responsive engagement and partnering with trusted community organizations.  Consistency Across School Sites: Educational partner feedback has highlighted variation in the quality and frequency of family engagement efforts across schools. YCUSD will work to provide more consistent training and support for school leaders and staff to ensure all families experience meaningful engagement regardless of campus.  Expanded Parent Education and Workshops: While YCUSD offers a range of learning opportunities for families, partners have asked for more targeted sessions\, such as navigating IEPs, supporting math and literacy at home, preparing for college/career, and parent workshops. The district will expand offerings to meet these needs across a wider range of grade levels.  These focus areas reflect YCUSD’s commitment to creating an inclusive, transparent, and supportive environment where families are empowered as true partners in their children’s education.|Based on the self-reflection process and educational partner input, YCUSD has identified the need to improve engagement with underrepresented families, particularly families of English learners, foster and homeless youth, migrant students, students with disabilities, and newcomers, to strengthen their partnership in supporting student outcomes. Culturally Responsive Outreach and Communication: The district will expand the use of multilingual communication platforms, including ParentSquare, and increase access to interpretation and translation services in Spanish, Punjabi, and other languages. Culturally relevant communication and community outreach will be prioritized to build trust with families who may feel disconnected from the school system.  Family Engagement Capacity Building: YCUSD will increase training and support for site staff and administrators to implement inclusive engagement practices that address the unique needs of underrepresented families. This includes leveraging community partners and family liaisons to provide home visits, in-person meetings, and targeted check-ins.  Targeted Family Education Opportunities: The district will expand parent workshops focused on how to support student learning at home, navigate the school system (e.g., IEP processes, reclassification, A-G requirements), and access academic and wellness resources. Sessions will be offered at flexible times and formats (in-person, virtual, and recorded) to reduce participation barriers.  Create Feedback Loops and Shared Decision-Making: YCUSD will strengthen its feedback loops by clearly communicating how input from underrepresented families is used in shaping programs and services. Families will be invited to participate in focus groups, advisory councils, and school planning processes to ensure their perspectives influence student-focused initiatives.  These actions reflect YCUSD’s ongoing commitment to equity and to ensuring all YCUSD families are valued, included, and empowered to help drive student success.|Yuba City Unified School District has made significant progress in fostering a collaborative and transparent decision-making culture that actively engages educational partners. Based on the analysis of local data and feedback from parents, students, staff, and community members, YCUSD has identified several strengths in its efforts to seek input for decision-making. Established Stakeholder Structures: The district consistently engages educational partners through multiple forums, including the District English Learner Advisory Committee (DELAC), LCAP Advisory Committee, site-level School Site Councils (SSCs), and staff leadership teams. These groups meet regularly to review data, provide feedback, and help shape district priorities.  Comprehensive LCAP Engagement: YCUSD has created a systematic process for gathering input during the LCAP development cycle, including surveys in multiple languages, community forums, and targeted outreach to underserved families. Participation has remained steady with classified, certificated and parent groups. Our DELAC has also grown since last year and we are getting more EL parents involved at the site and district level.   Transparent Communication: The district uses a variety of communication tools (website updates, newsletters, community emails, and school apps) to ensure educational partners remain informed and have opportunities to weigh in on important decisions. We continue to use Parent Square as our main hub for parent communications so we are continually keeping our parents informed of school and district happenings.|The district continues to focus on these areas to improve the seeking of input for decision making:  - Making sure that there are constant streams of information flowing from both the site and district to parents and guardians through Parent Square.  - Using leadership and principal meetings as a decision making and then making sure our local leadership teams get that information funneled to them so they can be involved.  - Involving staff on a variety of committees (Math, Ed, Tech, A-G, Graudation, etc) in order to involve more staff in site and district level decision making.  YCUSD remains committed to continuous improvement in this area by refining its engagement strategies to ensure all voices are meaningfully included in shaping the educational experience for all students.|Based on the self-reflection process and input from educational partners, Yuba City Unified School District (YCUSD) has identified the need to improve engagement with underrepresented families, particularly those from migrant, foster youth, and newcomer communities, as well as families of English learners and students with disabilities. To address this, YCUSD will take the following actions:  Expand Culturally and Linguistically Responsive Outreach: The district will increase communication in families’ primary languages, including expanded use of interpreters at meetings and translated materials across platforms (email, text, print, and social media).  Strengthen Community Partnerships: YCUSD will partner with local agencies and community-based organizations to improve trust and remove barriers for families who may not traditionally engage with the school system, including those experiencing homelessness or economic hardship.  Offer More Flexible Engagement Opportunities: The district will provide additional input sessions outside of traditional school hours, offer childcare and food when possible, and continue hybrid (in-person and virtual) participation options.  Utilize Parent Liaisons and Family Navigators: YCUSD will enhance its use of site-based liaisons to serve as trusted messengers who connect families to opportunities for engagement and decision-making, particularly at schools with high concentrations of underrepresented students.  Feedback Loops and Visibility: The district will clearly communicate how family input is used in decision-making through newsletters, school meetings, and board updates, helping families feel valued and heard.  These strategies are designed to build deeper relationships, reduce participation barriers, and ensure underrepresented voices are integrated into district and site-level planning efforts in meaningful and sustained ways.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
51714640107318|Twin Rivers Charter|3|The community survey highlighted that TRCS has a strong sense of community and support. Many respondents appreciated the supportive, close-knit community at TRCS, emphasizing the positive relationships between staff, students, and families. This includes open communication, a welcoming atmosphere, and the sense of belonging that helps students thrive both academically and personally. There is a clear appreciation in the survey results for the school's balanced approach to student development, with a focus on academic achievement, social-emotional learning, and personal growth. This includes interventions like WIN time, leadership opportunities, and a wide variety of extracurricular programs that support the whole child.|Feedback on suggested improvements included the need for clear and timely communication regarding incidents impacting school safety. Respondents also highlighted the need for more tailored communication and support for both advanced and struggling students.|TRCS will continue to publish the weekly parent/family in both English and Spanish. TRCS will continue to engage underrepresented families through the ELAC committee, PTO, and invitations to participate in school-sponsored events, and direct communication through the school's communcation platform.|Feedback regarding building partnerships for student outcomes was encouraging. Overall 94% of ratings were favorable in the areas of preparing students for the next academic year and communicating student academic progress.|While 45% of families report no barriers to engagement, two barriers to engagement were found. 40% of families cite busy schedules and 10% of families cite childcare needs as barriers to engagement.|To improve engagement of underrepresented families, TRCS will continue to schedule meetings well in advance and provide free childcare for PTO meetings in the 2025-2026 school year.|TRCS values input from our educational partners for decision-making. TRCS staff and families appreciate the administration's open-door policy. The faculty senate collects and shares staff feedback regularly with the administration and engages in productive two-way communication. The Site Council meets regularly to provide input on school initiatives.|TRCS will continue to seek input from families regarding upcoming initiatives, and through the LCAP survey. The faculty senate will continue regular communication with the administration.|TRCS will continue to engage underrepresented families by providing communications in both English and Spanish and through in-person ELAC meetings and through continued participation in the Site Council.|4|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-11|2025
51714645130125|Yuba City Charter|3|YCCS is a small environment that builds a strong community feeling between its staff, students and parents.  Families are welcome on campus for many activities that engage staff, students and families.  YCCS has math and ELA nights to help families learn engaging activities that can be used to support student learning.  Parent conferences are held twice a year with interpreters when necessary to update families on student learning outcomes and progress on assessments (local and state).  Parents are invited to campus for fun activities several times a year to interact with the staff and students in the learning process.  Families are also invited to awards ceremonies throughout the year to honor academic achievement.  Parent Advisory Committee meetings are held throughout the year as well as ELAC and DELAC meetings led by our ELD Coordinator.  Community members sit on advisory committees for  our Career Technical pathways.  The community is invited to participate in an annual open house to see the facilities, meet staff and enjoy a carnival like atmosphere to engage our students, staff, families and community.|YCCS continues to analyze ways to engage families in the learning process.  In the 25-26 school year, staff plan on implementing a science night to help families learn ways to implement the learning of science in activities at home.  The Diversity Committee continues to meet, discuss and implement activities to engage student, staff, parents and the community.  Parents work with students and staff to teach cultural dances.|YCCS has a Diversity Committee that develops school wide activities that allow students to learn and experience opportunities from various cultures.  The Diversity Committee will continue to bring various opportunities to our student body that will help engage underrepresented families by highlighting various aspects of the many cultures that are represented on our campus and within our community.|Teachers receive professional development in delivering assessment data and SMART goals to families through several conferences per year.  Staff and parents have access to convene Student Study teams to analyze student performance and develop interventions.  The full staff will be trained in Capturing Kids' Hearts prior to the beginning of the 2025-26 school year.|Staff will continue to set specific goals for students and share that information with families.  Staff will set SMART goals for struggling students and will work toward setting SMART goals for every student.|Families feel very comfortable in communicating with the interpreters that we have on campus.  An additional interpreter has been added to help communicate with families that have a language barrier or feel more comfortable communicating in their first language.  Interpreters will continue to engage with our families and all staff will continue to build confidence and working relationships with each and every family.|"There are many opportunities for families to engage with administration and staff in the decision making for the school.  The Board of Trustees has three seats reserved for parents of students at YCCS.  There is a non-voting position reserved for a YCCS student to have a voice in the decision making during board meetings when policies are being set.  Parents can participate in monthly Parent Advisory Committee Meetings.  Parents also have input through the monthly ELAC and DELAC meetings.  We have seen a large increase in participation this year at our ELAC/DELAC meetings.  Both the Superintendent and the Vice Principal attend ELAC/DELAC meetings to answer questions and receive input from parents.  Administrators teach classes in Career Technical courses and the Vice Principal will teach a class for ""gifted"" students.  Parents have access to administration through many on-campus family activities and during student performance nights."|The administration of YCCS will continue to make themselves available to families through activities that families are invited to as well as being visible and accessible before and after school.  Administration attends ELAC/DELAC meetings as well as CTE advisory meetings.|The administration of YCCS will continue to support the Diversity Committee and be accessible to families through the many activities that YCCS offers for family engagement throughout the year.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-04|2025
52105200000000|Tehama County Department of Education|3|We recognize that students thrive when their families feel welcomed and respected. Because our students arrive through the juvenile justice system, we are mindful of the barriers their families may face and have developed intentional communication strategies to foster trust and meaningful connection. Central to this effort is our parent liaison, who offers families a consistent point of contact. Shortly after enrollment, she initiates a welcome call to explain how the school operates and what supports are available. These calls continue during the student’s stay, providing updates, responding to concerns, and inviting families into the conversation. When needed, we ensure access to interpreter services and translated materials to support understanding. We also have transition specialists who work closely with students and families throughout their time with us. Early in the stay, one specialist helps secure key documents like identification and school records. Before a student exits, another specialist meets with the family to review the student’s goals and prepare for a successful return to school or entry into the workforce. These personalized meetings reinforce the message that families play an essential role in the student’s progress. We regularly invite family input through conversations with the parent liaison. This ongoing feedback helps us adjust how we communicate and provide support. In response, we have worked to make our outreach more personalized and easier to access, which is especially important given the wide geographic region we serve. Our strength lies in the relationships we build with families, grounded in empathy and strengthened by transparency and consistent care. This commitment has contributed to increased parent engagement and will continue to guide our work in the year ahead.|While parent feedback gathered through regular phone conversations has been overwhelmingly positive and often highlights the value of personalized outreach and consistent updates from our parent liaison, we recognize the need to strengthen and deepen those relationships. Our goal is to move beyond routine check-ins and foster more meaningful engagement where families take an active role in shaping their child’s educational experience. One area we are focusing on is expanding opportunities for families to participate in conversations about student progress. These discussions may explore how a student is doing academically, identify any emerging social or emotional concerns, or focus on preparing for a successful return to the community. We are working toward developing communication that invites feedback in more intentional ways, such as informal listening opportunities or targeted check-ins connected to school milestones and services. We also recognize the impact of distance, as many families live far from our school site. This creates a barrier to in-person involvement and makes it harder to sustain consistent relationships. In response, we are exploring solutions that better match family needs. Possibilities include connecting through virtual meetings or offering phone calls during nontraditional hours to reach parents when they are more available. Our commitment remains centered on building genuine partnerships. We aim to provide communication that feels approachable and inclusive, so families are not just informed but feel encouraged and equipped to contribute to their child’s success.|Through our self-reflection process, we recognized that while most families feel connected and informed, some continue to experience challenges to full engagement. This is particularly true for families who live outside the immediate region or encounter language and cultural barriers. Some parents are unavailable during standard hours because of work, while others are navigating unfamiliar systems or living far from the school, which makes it harder to stay involved. In response, we are working to make our communication strategies more accessible and responsive to individual circumstances. We are offering more flexible check-ins that consider each family’s availability and language needs. Our parent liaison plays a central role in this effort by providing personalized outreach and working closely with the transition team to ensure that all communication is culturally aware and aligned with what families value most. We have started using alternative formats that better match how families prefer to communicate. For example, some parents respond more readily to a quick call, while others engage through messaging or by joining short virtual check-ins. These options allow us to reach families who may not be able to attend scheduled meetings or complete written surveys. Our goal is to meet families in ways that reflect their realities and ensure they are genuinely part of their child’s educational experience.|Tehama Oaks has continued to strengthen partnerships that support student learning, promote well-being, and assist with successful reentry into the community. A key aspect of this work is our collaboration with Juvenile Detention Center staff, along with continued coordination with both the SELPA and the Bridge to College and Careers program. Through these relationships, students receive individualized academic support, access to appropriate services, and guidance that helps them stay focused on their long-term goals beyond their time in the facility. One area of significant growth this year has been our ongoing work with the Tehama County Department of Education’s school-based mental health and wellness team. This partnership has brought trauma-informed support directly into classrooms and offered students access to services that address both group and individual needs. The team works alongside instructional staff to help students build skills for emotional regulation and remain connected to their education. We have also increased coordination with other alternative education programs in the region. This collaboration has helped improve alignment in instruction and opened up opportunities to share resources and support smoother transitions for students moving between placements. As a result, students experience fewer disruptions to their learning and are better positioned to stay on track toward graduation. Together, these partnerships form a connected support system that responds to the complex academic and personal needs of our students and reflects our commitment to providing a stable, student-centered learning environment.|A key area of focus for Tehama Oaks is the continued development of our career and technical education (CTE) program to better support students as they prepare for life beyond high school. At present, our offerings include limited dual enrollment opportunities through Shasta College. However, input from students and educational partners has underscored the importance of expanding these opportunities in ways that are more responsive to student interests and better aligned with long-term goals. In response, we are pursuing new collaborations with local industry partners, regional workforce development programs, and virtual providers that can bring relevant training into our setting. These efforts are designed to connect students with practical skills and exposure to postsecondary options, while taking into account the unique structure and limitations of a court school environment. Strengthening this area of our program will also help us enhance transition planning and build momentum for students as they move forward. As we expand these partnerships, we are focused on creating learning experiences that are both meaningful and accessible. By adapting our CTE pathways to fit the individual needs of our students, we aim to promote growth and support each student’s readiness for success after graduation.|To better support underrepresented families, particularly those who experience barriers that make engagement difficult, Tehama Oaks is focused on building stronger connections through consistent and personal outreach. Some families live at a distance, others are unfamiliar with school systems, and many have had prior experiences that make trust difficult to establish. In response, our parent liaison offers ongoing communication that is centered on listening, understanding, and building relationships. These conversations allow us to learn more about each student’s situation, which helps staff respond in ways that reflect both family perspectives and student needs. We are also rethinking how families participate in planning for what comes after high school. Instead of depending on formal meetings or printed information, we use more personal communication that fits the pace and preferences of each household. Most of these conversations happen by phone and are shaped by what each family finds helpful. This approach makes it easier for parents and guardians to stay involved and creates a sense of shared responsibility as students prepare to return to their communities. As we move forward, we remain committed to creating a school environment where families experience genuine connection and feel empowered to take an active role in their child’s path forward. Every conversation is part of a broader effort to build trust and ensure that families remain essential partners in the work we do.|Tehama Oaks continues to strengthen how it involves educational partners in school planning and decision-making. This year, the School Site Council has remained actively engaged, offering a structured setting where families, students, and staff can share their experiences and contribute to discussions about school priorities. Their input has directly influenced goal development and informed several program adjustments. In addition to these meetings, we continue to gather input through annual surveys. The responses have provided meaningful insight into how students and families perceive their experience at Tehama Oaks. Results have highlighted areas of strength and also brought attention to aspects of the program that may require further support. Together, the School Site Council and survey findings have helped leadership remain responsive to the evolving needs of students in a secure educational environment. The Local Control and Accountability Plan (LCAP) for 2024–25 reflects input gathered from families, students, probation staff, and school personnel. It was presented during a public hearing on June 11, 2025, and formally adopted by the Tehama County Board of Education on June 25, 2025. At that same meeting, the Local Indicators were presented as a separate item on the agenda, consistent with California Education Code requirements. This process reinforced our commitment to transparency and demonstrated our ongoing efforts to include educational partners in both LCAP development and self-reflection reporting.|Due to the unique setting of Tehama Oaks, students are under court supervision, and probation officers often serve in place of parents for daily decision-making. These officers have been strong partners in supporting both academic and behavioral goals, and their involvement has helped ensure that students’ needs are met within the structure of Juvenile Hall. While this model provides stability, we recognize the importance of involving parents and guardians more directly in shaping the educational experience. The transition specialist continues to contact families when students arrive, sharing information about the program and listening to any concerns. Moving forward, we want to take this engagement further by inviting families to participate more actively in decisions about school policies and services. Creating more space for family voice will help us better reflect the needs and values of those supporting students beyond the facility.|Tehama Oaks is working to increase the involvement of families who may be harder to reach due to distance or other challenges. Our transition specialist collects contact information early and maintains regular communication throughout the student’s stay. These conversations are used not only to share updates but to gather input from families about how we can better support their child. When needed, the specialist relays this information to school staff to help inform decisions. We aim to ensure families feel included and valued, even when their involvement looks different due to the court setting.|3|3|3|3|4|2|3|4|4|2|3|2|Met||2025-06-25|2025
52105206119606|Lincoln Street|3|Lincoln Street showed an increase in parent engagement activities this year.  In addition, our parent-teacher-student partnership meetings allow for relationship building and give voice to both the student and the parent.|Lincoln Street's Local Control and Accountability Plan (LCAP) includes a variety of options for families to be involved in the working of the school.  Lincoln Street provides support, training, and enrichment goals to foster relationships between school staff and families.|Lincoln Street staff will continue to seek input from all of our designated populations.  Staff will reach out to underrepresented families and personally invite them to events and focus on establishing relationships with the ones that are not connected.|Lincoln Street School staff share community resources through teacher-parent-student partnership meetings, parent clubs, flyers, and the school website. Parents are invited to participate in a monthly Parent Club, and/or Parent Advisory which addresses instructional strategies and parental support. The purchase of a social emotional curriculum has allowed us to reach out to more families and students. In addition, information is personally shared regarding food banks, employment, and housing assistance as needed.|Lincoln Street continues to strive to improve the educational options to meet each individual student's needs.  We will seek out opportunities to better communicate with families to help keep them informed of their student's progress, supports available, and of their parental rights.|Lincoln Street will seek input from our underrepresented families through our Family Success Liaison and continue to foster relationships to encourage their engagement.  Underrepresented families complete a yearly survey specific to their unique needs which helps guide our LCAP goals.|Lincoln Street School has a parent representative on the governing board and LSS frequently requests feedback. Parents are also provided monthly opportunities to share concerns or suggestions through our Parent Clubs. LSS has also requested specific input on hot topics through a parent advisory committee, which anyone can be a part of.   Participation in our Parent Clubs increased this year and many became regular attendees.|Lincoln Street continued to offer Parent Advisory meetings in-person and virtually. Recruiting parents and increasing their engagement is one area of improvement. Lincoln Street School would also like to recruit a more diverse group of parents to join in our parent groups by providing incentives for attendance, offering childcare and personally inviting parents to become more involved.|Lincoln Street will improve the engagement of underrepresented families by holding additional one on one conversations around specific topics.  By finding out what they parents need, the school will be able to address their concerns.|4|4|4|3|4|4|4|4|3|3|3|3|Met||2025-06-12|2025
52105206119671|Tehama eLearning Academy|3|Building Relationships is a strength of the Tehama eLearning Academy Program. One-on-one, face-to-face meetings with parents, at least once per year, helps build the foundation for the relationship. Weekly meetings with student and weekly communication with parents continue to build this relationship. Ongoing goal setting, monitoring, intentional teaching of SEL skills, and tutoring help to build the trusting, supportive, relationship between teacher, parent and student. When a student is struggling academically, or becomes disengaged, meetings are more frequent to help build support, problem solve, and partner with families to build personalized support for student success.|Based on the analysis of the Healthy Kids Survey we have added opportunities for additional support and education around the topics of Suicide Prevention, Mental Health wellness and resources as well as tobacco and vaping education. One opportunity for this learning and awareness is the addition of the Leadership Class, lead by a person from the Tobacco Awareness Program. Students have taken on leadership roles to raise awareness among other students and community members on tobacco and vaping awareness, and other community issues important to them. Additionally, based on feedback from staff, students and parents, we have created lunch hour. During the lunch hour, we have a school staff member who prepares a meal for students, welcomes them in, and provides a mentoring relationship with students during this time. Students can sign up to help prepare or serve food, or complete their Food Handlers Certification. Also based on stakeholder feedback, we increased the number of social opportunities for students by starting Fun Friday where monthly, students have an opportunity to come on campus for snacks, games, and fun interaction in a safe environment with other students, and teachers. Family Nights have become fun family events where the whole family can enjoy a relaxing evening with dinner and enriching activities together. Family Fun Fall Carnival, and Spring Family Night are opportunities for school staff to build relationships with students and families in a fun, relaxed atmosphere.  More field trips were requested from students. These enriching and interesting trips, including College visits, participation in the Youth Summit and Career Day, attending the ballet, Shasta caverns, Coleman Fish Hatchery, STEM Career Day, Ninja Gym, Chico Trades Day, Grow Manufacturing Day, Chico Trades Day, Tehama County Library, Career Adventure Day, Job Training Center, Shasta Automotive and Diesel Day, Turtle Bay, Concrete Day, Red Bluff Health Center, Red Bluff Fire Department, Shasta College Culinary Arts department,  have all given students the opportunity to build relationships and socialize with one another and also with caring adults from our school staff, and our community. This year we are adding a Back to School night on the first day of school with engagement activities for students to help them feel part of the school community. We have purchased school shirts for each student and staff member to wear on field trips and fun Fridays to build a sense of community and pride in being part of Team TeLA!|We have worked to improve communication to our families whose primary language is not English by translating all letters and school documents into Spanish and by having a translator available for meetings and communications home. All activities are accessible and welcoming to students and families of all ability levels to support students and parents with disabilities.|"All staff members have participated in training and coaching around ""Belonging"". We are working to incorporate new strategies to reach those disengaged students and increase engagement from all students. The development of the process for Progress Meetings and student study team meetings has helped support struggling students and improve outcomes. We have developed a new tracking system for students to make sure they complete enough lessons each week to finish thier classes by the end of the semester. We are now able to communicate more effectively with parents and students about student progress. With the partnership and MOU with Menta Heath and Wellness, we have created weekly social groups to provide extra support for students who have difficulty creating and maintaining friendships and other relationships."|To continue to support the improvement in our truancy rate,  we have continued to partner with our local SARB (School Attendance Review Board) and Truancy Officer to assist us in making sure parents and students are accountable and supported in good school attendance and compliance with their Independent Study Agreement. We will continue to utilize their support more regularly in the coming school year. We are working to adjust and implement our attendance policies to improve compliance for families who struggle with attendance and engagement.|All students who can benefit from increased accountability and support for attendance and engagement will be referred to SARB and be followed closely by our Engagement Specialist to monitor and track attendance and engagement. Home visits will once again be utilized as a tool to improve student engagement of all students.|All staff members are regularly given the opportunity to give input on school processes, and programs. We currently have both a parent and a student who serve on our school Governance Committee to help make decisions for our school. Our Leadership class serves as our Student Advisory Committee, discussing school improvement ideas as well as helping plan school events.  School surveys are completed by a large segment of both our student and parent population. Stakeholder feedback is a regular process at our school and feedback is utilized to help make decisions.|This year we will work on a systematic process for parents and students to apply to serve on the Governance Committee along with developing appropriate terms for this service to ensure sustainability of this process.|We continue to have a few students who do not participate in any onsite activities, sessions with their teacher, or engage in feedback. At in-person enrollment appointments, we have discussed the critical need for school engagement and asked every parent and students to commit to participate in 3-5 hours of on campus engagement each week based on the need of the students. Online engagement opportunities are available under special circumstances if families cannot make it to campus. Transportation will be provided for those students in need of intervention but who lack reliable transportation. We have emphasized the requirements as outlined in our Independent Study Agreement and will monitor compliance more closely by checking four times yearly for engagement in onsite or weekly sessions with teachers. Disengaged students will be referred for re-engagement strategies as appropriate. Our Engagement Specialist will work closely with families to provide monitoring, reminders, home visits, and support to continue good attendance and engagement.|5|5|5|5|5|5|5|3|4|4|5|5|Met||2025-06-12|2025
52714720000000|Antelope Elementary|3|Based on the analysis of educational partner input and local data, AESD's current strengths and progress in this area include active and consistent communication practices and multiple functional methods of two way communication.|Based on the analysis of educational partner input and local data, AESD's focus area for improvement in this area involves personalizing communication methods and content for all families. The thesis here is that personalized communication will increase engagement.|Based on the analysis of educational partner input and local data, AESD is working to implement a Bilingual Liaison position to more effectively engage our bilingual families at all levels.|Based on the analysis of educational partner input and local data, AESD has clear and consistent messaging to families and students about expectations and is moving forward with work in the area of Multi Tiered Systems of Support to strengthen this area further.|Based on the analysis of educational partner input and local data, AESD will focus on the continued literacy supports at the TK-1 level at our elementary schools, which includes two way communication with parents and guardians.|Based on the analysis of educational partner input and local data, AESD will make the new role of Bilingual Liaison focus on supporting underrepresented families and improving engagement.|Based on the analysis of educational partner input and local data, AESD has strengths in the volume of opportunities for community members to provide input for decision making. From traditional meeting settings to monthly on-line forums and everything in between, there are many, many chances to be heard.|Based on the analysis of educational partner input and local data, AESD will effort to increase participation in two-way dialogues where input on decision making can occur.|Based on the analysis of educational partner input and local data, AESD will maintain current policy and practice to include all groups that represent the student body and the community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-03|2025
52714720134403|Lassen-Antelope Volcanic Academy (LAVA)|3|Continued clear communication between staff and families through various methods, including mail, email, remind, Aeries, and catapult system(s). Public meetings also facilitate communications, and staff, student, and family surveys complete the process.|Follow through on survey data is always a challenge and a focus area.|We continue to work to improve relationships with community agencies to help support our underrepresented families. These include Social Services, Head Start, and First Five.|From discussing student progress to providing information and resources to support student learning at home, the district has well developed policies and procedures to ensure each student benefits through school/family partnership.|LAVA can always improve and find new ways to engage with families. In a post covid, fully digital world, tools like video conferencing and online supports are great options that LAVA sees as an area of potential improvement.|In terms of underrepresented families, building relationships is the focus of LAVA. When our staff make connections not just to the student, but to their guardian(s) the potential for whole student growth increases dramatically|LAVA provides many excellent opportunities and venues for families to participate and give input in advisory groups or other scheduled events. This is a large strength of the district - access and availability.|Time is always the limiting factor in this area - difficult to stay focused when meetings are cancelled or far apart on the calendar. A commitment to meeting and setting timelines for task completion exists, but could be stronger.|In terms of underrepresented families, advocates are encouraged, along with the relationship building that was mentioned in the area of policy input.|5|4|4|5|4|5|5|5|5|4|5|4|Met||2025-06-03|2025
52714980000000|Corning Union Elementary|3|This year we have implemented social media engagement with educational partners and families. We have many opportunities for families to engage with school staff including Back to School, Open House, Art Shows, Band Concerts. We have conducted a comprehensive needs assessment as part of our Community Schools work to identify needs. We use Parent Square to ensure good communication with families. We also have bilingual liaisons.|Our focus area continues to be growing our communication with our Spanish speaking population by encouraging attendance at our ELAC and DELAC meetings, which has shown to be quite successful. We received the Community Schools  Implementation Grant and we are keeping family and community engagement at the center of the work we are doing. We plan to begin making personal phone calls to every family for invitations to events.|We will continue to engage families in our parent advisory committees and promote agency within those committees.  Through Community Schools we did a comprehensive community needs assessment. We will be providing Community Schools family events and making personal phone calls for invitations.|The strengths are the many opportunities provided to families to partner such as math nights, AR nights, Thought Exchange, College and Career Fair, ELAC and DELAC, Community Schools Family Events.|Continued focus on communication and networking with families. Increased multicultural opportunities for family engagement. Increased personal outreach.|Continued growth of ELAC and DELAC, working towards parent agency. Continued advocacy for our foster/homeless youth. Increased personal outreach.|The district provides bilingual opportunities to respond to surveys through Thought Exchange, site council, ELAC, DELAC, Parent Square|Trying to engage a larger percent of our population. Finding what works to draw in parents for provided engagement opportunities.|We will survey families to inform best dates and times for parents to attend events. Continue to provide food and child care at events. Continue to advertise through social media and personal invitations. Use the teachers to solicit buy in.|4|5|4|5|4|4|3|3|4|4|4|4|Met||2025-06-18|2025
52715060000000|Corning Union High|3|Corning Union High School District (CUHSD) has a longstanding tradition of strong parent and community involvement, particularly through extracurricular programs, which serve as key entry points for fostering relationships between families and school staff. These events promote school pride and encourage family participation in positive, student-centered settings. To support ongoing communication and engagement, CUHSD utilizes a range of tools, including Parent Square, the Aeries Student Information System, and in-person outreach activities such as Back-to-School Night, ELAC meetings, and student-led conferences. These efforts help ensure families remain informed and connected to their child’s academic journey. Recognizing that 82.5% of CUHSD families are identified as socioeconomically disadvantaged, the District has prioritized strategies that reduce barriers to engagement. One significant advancement has been the implementation of the California Community Schools Partnership Program (CCSPP) grant, which funds a Community Liaison position dedicated to working directly with families. The liaison supports families in navigating the educational system, accessing community-based resources, and establishing connections with social service programs. This role has significantly enhanced the District’s capacity to meet the diverse needs of its families and foster trust between home and school. While CUHSD has made substantial progress, educational partner input continues to highlight the need for deeper, more consistent two-way communication—particularly with Spanish-speaking families. The District is committed to building on its current strengths while expanding culturally responsive engagement strategies to ensure all families feel welcomed, respected, and meaningfully involved in their child’s education.|Corning Union High School District (CUHSD) continues to prioritize strengthening outreach and engagement with Spanish-speaking families, based on educational partner input and local data. While the District has implemented several effective strategies to increase access, there is a need to further develop consistent, proactive two-way communication and culturally responsive engagement. The District employs Spanish-speaking counselors and a full-time Community Liaison funded through the Community Schools grant to support families directly. In addition, CUHSD provides stipends to Spanish-speaking staff, including classified employees in transportation, reception, and student services, to ensure key school personnel are able to communicate with families in their home language. To expand engagement efforts, the District has launched a Spanish-language Parent Engagement Workshop series, which includes parenting classes designed to strengthen home-school connections and empower families to support student success. CUHSD has also initiated targeted outreach to a large apartment complex that houses a significant number of Spanish-speaking families. In collaboration with the property management team, the District has been provided with on-site office space at the complex where the bilingual community liaison offers services, support, and access to school resources directly within the neighborhood.|Hiring of more bilingual staff, and building more communication infrastructure and outreach. CUHSD is investing in the long-term goal of increasing staff capacity to serve bilingual families by participating in a regional partnership with the Tehama County Department of Education (TCDE) and Chico State. Through this collaboration, the District hosts bilingual teacher candidates as part of the Rural Bilingual Teacher Residency Program, creating a sustainable pipeline of future educators who reflect the linguistic and cultural diversity of the student population.|Corning Union High School District (CUHSD) has developed a strong foundation of partnerships that support student learning, well-being, and family engagement. The District collaborates with a range of community-based organizations and public agencies, including Tehama County Department of Education, Youth for Change, and local colleges, to provide integrated support services for students and their families. These partnerships help CUHSD expand its capacity to address academic and non-academic barriers to student success. The District provides families with regular access to student learning information and academic support resources through tools like Parent Square, Aeries, Google Classroom, and parent-teacher conferences. Bilingual communication ensures that families can access progress reports, testing data, and intervention plans in a language they understand. CUHSD also implements schoolwide parent outreach strategies, including ELAC meetings, and IEP meetings, to create structured opportunities for families and educators to work collaboratively in support of student achievement. Efforts to help families better understand how to support student learning at home have continued to expand. Workshops focused on college and career readiness, digital literacy, and graduation requirements have been made available to families in both English and Spanish. Staff professional development related to family partnerships is in the early stages, and while some staff has received training on family engagement strategies, there is room for systemwide consistency and deeper implementation.|A key area for improvement identified through educational partner input is the growing need for mental health services and culturally responsive social-emotional supports. CUHSD recognizes that to meet the diverse needs of its students—particularly those who are socioeconomically disadvantaged or experiencing trauma—strong, sustained partnerships with outside mental health and wellness agencies are essential. While the District has made progress in this area through collaborations with Youth for Change and other service providers, capacity remains limited, especially for bilingual services. CUHSD also acknowledges that family engagement in these services is often reactive rather than proactive. Moving forward, there is a need to expand school-based mental health staffing, strengthen coordination with community providers, and proactively involve families as partners in wellness planning and early intervention.|To improve engagement of underrepresented families, CUHSD is focused on increasing access to culturally and linguistically appropriate supports that address both academic and non-academic student needs. A central strategy includes securing additional bilingual mental health staff who can provide counseling, crisis support, and family outreach in Spanish. This effort is critical given the high percentage of Spanish-speaking families in the District and the need for equitable access to wellness services. The District will continue working with community partners to identify and recruit bilingual professionals, and is exploring the potential to expand services through the Community Schools framework, which emphasizes integrated student supports and family engagement. CUHSD will also align its outreach efforts to ensure families are aware of available supports and feel empowered to seek help not only for their children but also as advocates within the broader school community. By strengthening internal staffing and external partnerships, CUHSD aims to build a more inclusive and responsive system that supports the success of all students, with a particular focus on families who have historically been underserved or face barriers to full participation.|Corning Union High School District (CUHSD) has made significant strides in utilizing technology to increase opportunities for families to provide feedback on programs, services, and district initiatives. Tools such as Parent Square, Google Forms, Kelvin, and the Aeries Parent Portal have enhanced the District’s ability to reach a broader range of families and collect timely input in both English and Spanish. These tools are now used consistently for LCAP feedback, school climate surveys, and communication about key decisions.  The District maintains several advisory bodies, including the English Learner Advisory Committee (ELAC), School Site Council (SSC), and LCAP Advisory Group, which include parent representation and opportunities for shared input. CUHSD has also created informal opportunities for feedback through community events, board meeting comment periods, and other parent gatherings. Staff, including principals and classified personnel, have received increased support in facilitating family engagement in these forums. Although current implementation is rated as “Initial Implementation,” the District has developed a stronger foundation for inclusive decision-making processes and continues to make progress toward more systematic and equitable engagement practices.|While CUHSD meets all state and federal requirements for family input in advisory and decision-making processes, analysis of educational partner input highlights a key improvement area: ensuring greater participation of Spanish-speaking families and other underrepresented groups in both formal and informal decision-making. Although informal feedback from families is often shared with school staff through daily interactions, that input is not always structured, documented, or elevated to influence site- or district-level planning. Additionally, many Spanish-speaking families report barriers related to language access, unfamiliarity with advisory structures, or limited confidence in participating in more formal settings. To address these concerns, CUHSD recognizes the need to strengthen staff capacity to actively invite, prepare, and support families—especially those from underrepresented backgrounds to serve on advisory bodies and participate meaningfully in planning efforts.|To improve the engagement of underrepresented families, CUHSD will take a multifaceted approach that includes investments in communication technology, staff training, and culturally responsive outreach strategies. The District will expand its use of bilingual digital platforms and feedback tools, while also providing targeted training for staff and site leaders on how to engage families in ways that are welcoming, accessible, and empowering. This includes guidance on how to facilitate meetings with interpretation, use inclusive facilitation techniques, and follow up with families to show how their input is used. CUHSD will also leverage its bilingual Community Liaison and Spanish-speaking staff to conduct outreach that specifically invites families to participate in advisory groups such as ELAC, SSC, and the LCAP Advisory Committee. Additionally, the District will hold family input sessions in Spanish and in familiar community settings—such as the apartment complex where CUHSD currently provides outreach services to lower participation barriers. Through these targeted efforts, CUHSD is working to ensure that all families, regardless of language or background, have equitable opportunities to shape decisions that impact student learning, school climate, and overall district priorities.|3|3|3|4|3|3|4|3|3|2|2|3|Met||2025-06-19|2025
52715220000000|Evergreen Union|3|In surveying all parents/guardians, using the EUSD Parent/Guardian 2025 LCAP Survey, 91.4% agree/strongly agree that EUSD has created a welcoming environment and has built a trusting and respectful relationship with their family. In surveying all staff, using the EUSD Staff 2025 LCAP Survey, 85.3% agree/strongly agree that they have created a welcoming environment for the families they serve and built trusting and respectful relationships within their staff and with their families. In surveying all students (grades 5th-8th), using the EUSD Student 2025 LCAP Survey, 69.1% agree/strongly agree that EUSD has created a welcoming environment and has built a trusting and respectful relationship with them as a student.    The discrepancy between the the parent/guardian and staff data is not large, and over 80% of both groups agree/strongly agree.  However, the perception of the 5th-8th grade students is an area that will need more focused analysis and action steps put in place to attend to.  That being said, there is some positive feedback to note from them as well.     Positive qualitative feedback from the parent/guardian, staff, and student surveys highlight:  - **Welcoming Environment:** Appreciation for creating an open and welcoming atmosphere for students.  - **Teacher Appreciation:** Positive feedback about the children enjoying their teachers, highlighting the positive impact of the teaching staff.  - **Special Events:** Positive mention of school wide and after hours events, indicating these activities are valued by the school community.  - **Effective Communication:** Recognition of the school's clear communication about upcoming events, contributing to a connected and informed parent community.  - **Extracurricular Opportunities**: Participation in sports teams and other extracurricular activities is appreciated, enhancing the overall school experience.  -**Positive Relationships**: The emphasis on building strong relationships between staff and students is recognized and valued by the students.|As noted above, while the discrepancy between the parent/guardian and staff data is not large, interestingly, parents/guardians looking inward at the system, feel slightly stronger about the building of relationships between school staff and families.  Staff, on the other hand, living within the system, do not feel that they have been as successful in building relationships between school staff and families.   Moving forward, the goal will be to see that perception of both groups is more closely aligned and moving closer towards strongly agreeing that EUSD has a welcoming environment and that there is a trusting, respectful relationship between school and home.  The surveys highlight areas for Improvement: Increased Parent-Administrator Interaction, Teacher Training on Communication, Training for Office Staff,Include office staff in communication training, especially in handling stressed parents and avoiding shaming language.  When we triangulate the Student 2025 LCAP Survey data for this point, we see a much lower ranking in this area and many additional areas for improvement are noted: Welcoming Atmosphere, Fair and Consistent Discipline,  Anti-Bullying Measures,   In surveying all parents/guardians, using the EUSD Parent/Guardian 2025 LCAP Survey, 86.2% agree/strongly agree that EUSD has supported their family's strength, cultures, languages, and goals.   In surveying all staff, using the EUSD Staff 2025 LCAP Survey, 79.4% agree/strongly agree that they have supported a family's strength, cultures, languages, and goals.  The discrepancy between the two groups' data is again, not large.  The surveys highlight areas for improvement: Cultural Awareness, Bilingual Support and Events, Enhanced EL Instruction  When we triangulate the Student 2025 LCAP Survey data, we see a much lower ranking in this area, 71.4%, and  additional areas for improvement are noted: Cultural Education, Diverse Learning Opportunities, Family Engagement|Based on the feedback provided, it seems there are several key areas to celebrate and work on. This feedback suggests a mix of appreciation for the school's efforts in creating a welcoming and communicative environment, alongside concerns regarding bolstering the communication with parents. Addressing these concerns while building on the positive aspects will enhance the overall educational experience for students and their families.  Our LEA continually works to engage underrepresented families.  While the survey was administered to all families, many did not participate.    Due to our increased number of English Learner students, we now offer a District English Learner Advisory Committee.  At the upcoming May meeting, those who participate in the DELAC and EES ELAC will review the English Learner Parent/Guardian Needs Assessment to be given to our English Learner families in May 2025; our EL support staff will reach out to ensure all families have access/support to complete the Needs Assessment if they choose to participate.  In addition, the EL staff continues to work with these families to encourage their participation in our DELAC/EES ELAC so that their voices may be heard.    In addition, we have worked to ensure that our Parent Advisory Committee represents a good balance of the families that we serve, including Special Education families, and we will add to that group as more parents are willing to participate.|In surveying all parents/guardians, using the EUSD Parent/Guardian 2025 LCAP Survey, 86.2% agree/strongly agree that EUSD has helped their family understand student progress and provided information and resources to support student learning and development in their home. In surveying all staff, using the EUSD Staff 2025 LCAP Survey, 79.4% agree/strongly agree that they have helped their families understand student progress and provided information and resources to support student learning and development in the home. In surveying all students (grades 5th-8th), using the EUSD Student 2025 LCAP Survey, 71.4% agree/strongly agree that EUSD has helped  them understand their academic progress and provided information and resources to support their learning at home.  The discrepancy between the the parent/guardian and staff data is not large, However, the perception of the 5th-8th grade students is an area that will need more focused analysis and action steps put in place to attend to.  That being said, there is some positive feedback to note from them as well.     Positive qualitative feedback from the parent/guardian, staff, and student surveys highlight: Inclusive Communication,  Appreciation for Efforts, Quality of Teaching, Resource Availability|As noted above, while the discrepancy between the parent/guardian and staff data is not large, interestingly, staff feel that they have been successful in helping their families understand student progress and provided information and resources to support student learning and development in the home. Parents/guardians looking inward at the system, on the other hand, do not feel that the staff has been as successful.   Moving forward, the goal will be to see that perception of both groups is more closely aligned and moving closer towards strongly agreeing that EUSD builds partnerships for student outcomes.|The feedback underscores the importance of enhanced parent involvement and effective communication in fostering student success. There's an emphasis on the need for parents to actively participate in their children's education to help them meet their goals and a need for staff to actively communicate with parents about student progress and provide resources so that this can be achieved. Additionally, it highlights the desire for more student supports and engaging learning methods. There are concerns about the adequacy of current behavior management strategies, especially for disruptive behaviors that do not fall under typical disciplinary codes but significantly affect the learning environment.   EUSD continually works to engage underrepresented families. Moving forward, we will improve engagement of these through both the MTSS/SST processes as well as ensuring they are a focus of the Family Literacy Initiative events and any other schoolwide events that help support learning in the home.|EUSD has fully implemented seeking input for decision-making.    Principals and staff lead advisory groups that give input and participate in decision-making.  New administrators are supported by veteran administrators and mentors.  Staff new to their roles are supported in the same way.     Parents/guardians and students who participate are provided with guidance during the meetings about how to actively engage in these processes.   Families are invited to participate in the EUSD Parent Advisory Committee, Site Councils, DELAC and ELAC, as appropriate, and School Board meetings.  In addition, they are welcomed participants of the Parent-Teacher Organizations at all sites.  Invitations are sent out through our AERIES portal and are available in both English and Spanish, as well as Russian, as appropriate.      Students are invited to participate in the EUSD Student Advisory Committee and School Board meetings.    For families who do not participate in these ways, their voice can still be heard through our annual EUSD LCAP Survey as well as our Site Spring Surveys.    Collaboratively, the advisory groups and parent groups work together with EUSD staff to implement family engagement activities (eg. Family Literacy Night).|Although we have fully implemented seeking input, unfortunately, many parents/guardians do not choose to participate in these groups, and bringing them into the fold, is challenging.  Prior to Covid, we had many participants in both our ELAC and Parent Advisory Committee, but now, it is difficult to engage parents in this work.   As such, we have work to do in this area.   In addition, while we have implemented family engagement activities, we do not yet have an active plan in place to evaluate these activities.  Ideally, these activity ideas should be vetted at the beginning of the school year to reflect on which should be repeated/amended etc. to ensure they are in alignment with the vision, mission and values of the District and don't become just an activity for an activity's sake.|We will continue to work on participation by all, as well as participation by underrepresented families, in these important stakeholder groups so that they can be active participants.|4|4|4|4|4|4|4|4|5|5|4|4|Met||2025-06-17|2025
52715220132597|Evergreen Institute of Excellence|3|Evergreen Institute of Excellence is dedicated to creating a climate of open communication and connectivity with all partners. Due to the nature of our Personalized Flexed-Based Learning Program, teachers have direct and consistent communication with families creating close relationships, engagement and cooperation. EIE is also committed to building a strong school community. Currently, we had/have 0% non-English speaking families. When we do, the rating scale of number 4, may change.|While Parent Square has effectively reached families, encouraging engagement and interaction remains a challenge. Feedback indicates that the EIE community generally does not seek greater connectivity through technology. To address this, supervising teachers have identified families needing support with Parent Square and created targeted plans to assist them. Additionally, EIE has begun incorporating students into communication via Student Square to increase relevance and engagement. Future strategies include student orientations, parent-teacher workshops, and training on managing notifications to enhance meaningful use of the platform and foster stronger relationships.|To improve engagement of underrepresented families, EIE will continue offering in-person classes for students alongside training sessions for parents. The LEA will place additional emphasis on fostering community through expanded schoolwide events, including increased gatherings, field trips, and other relationship-building opportunities. These activities will serve both educational and social purposes, encouraging greater connection, engagement, and a stronger sense of belonging within the EIE community.|Evergreen Institute of Excellence (EIE) is a personalized, flex-based public charter school where most daily instruction takes place at home with parental support, in the community through extended learning opportunities, or at the local community college. EIE’s families and students are generally highly engaged and actively contribute valuable input regarding their educational needs, reflecting strong partnerships focused on student success.|Building partnerships for student outcomes has been a foundational element of EIE’s charter since its inception. Current focus areas for improvement include enhancing parent support and training in their role as daily instructors, maintaining in-person class offerings for students, and further developing local internship opportunities. EIE is also working to strengthen collaboration with the local community college to better support student success and reduce barriers to higher education.|Through analysis of underrepresented family engagement, EIE has identified transportation as a barrier for some students to participate in in-person activities. To address this, the school will continue utilizing staff and the school vehicle to provide transportation support. Recognizing the sensitivity of this issue, EIE relies on the strong, trusting relationships that supervising teachers have built with families to discreetly identify and support those who would benefit from this assistance.|Evergreen Institute of Excellence (EIE) went through a mid-cycle WASC review for accreditation March 13, 2025. Previous to the visit, we gathered partners' input from all available parents, students and staff. Additionally, EIE annually disseminated one survey to all parents/guardians with students enrolled in our program. The key findings show a majority of respondents agree that they had multiple opportunities to express input in our school's decision making process. EIE seeks input throughout the year in the following manner: ~Inherent in the very nature of our personalized learning program is the positive and open relationships developed between the supervising teachers, charter staff, parents and students. ~Advisory Council membership includes parent, community and student representation. ~Advisory Council Meetings are open to the public and EIE community monthly. ~Informal parent/teacher meetings were held allowing input for LCAP and long term planning from partners.|The focus area moving forward will be to increase in person opportunities for partners' input. Advertising our monthly Advisory Council meetings via Parent Square and directly inviting their participation and input. Additionally, a Student Leadership component will be added to a monthly high school hang outs.|EIE will make a concentrated effort to continue to be innovative in challenge solving barriers for underrepresented families' participation in providing input for decision-making process through virtual meetings and flexibility in scheduling of meetings.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
52715300000000|Flournoy Union Elementary|3|Flournoy is a small, rural school and one of biggest strengths is having daily contact with families.  Our staff welcomes and parents daily at the front gate.  We hold several family events throughout the year that allows families to talk with teachers/staff and feel connected to their child's learning experience.  For example, Back to School Night, Fall/Spring parent conferences, Spaghetti dinner fundraiser, Parent vs. Student end of the softball game.|Parents express that they appreciate the small school experience and that staff are very personable and welcoming on recent Spring 2025 Survey.|We will continue to provide opportunities where families feel welcome and are able to participate in their child's learning.  Parent surveys will continue distributed throughout the community in order to get feedback from our stakeholders.|Based on the Parent/Community Engagement Survey for building partnerships, responses included; personable staff that care about students and families, our small community is like one big family looking out for one another, providing information in assisting with homework, and they communicate very well with how your child is doing and what as parents we can do to help them at home.  Responses also listed strengths with our after school ELOP tutoring program.|Some suggestions for improvement included; more school or family events and digital base to share information.|We will continue to provide afterschool ELOP and the SERRF program as well as parent conferences in the Fall and Spring.  We will have Back to School Night, School performances, school assemblies that invite all families, and continue to reach out to our parents and family on a daily basis.|Survey results indicated; open board meetings and parents/grandparents are welcome to the school board meetings.|Continue reaching out to families and the community to participate with input and decision-making through in-person communication, automated phone calls from the school, flyers, and our school website and Facebook.|Continue reaching out to families and the community to participate with input and decision-making through in-person communication, automated phone calls from the school, flyers, and our school website and Facebook.  We will also seek input for decision-making at school events.|5|4|4|4|4|4|5|4|4|4|4|4|Met||2025-06-18|2025
52715480000000|Gerber Union Elementary|3|One strength in building partnerships for student outcomes is using local surveys to gather input from staff and parents. Survey results are shared with parent advisory committees and used to help guide decisions for school goals and spending priorities.|The District's area of focus for improvement in building relationships between school staff and families will be to continue to engage parents in school activities such as our Back to School Meet and Greet and Open House.|The District is continuing a Dual-language immersion program in the 25-26 school year. We continue to improve engagement of families by hosting parent nights, organizing evening events, and home visit outreach.|One strength the District has to build partnerships for student outcomes is our collaboration with CalFresh. This partnership has included several grants that have helped us build a school garden. Classes access the garden during Fun Friday and other times during the day to learn about science and how to grow healthy fruits and vegetables.|The District will continue to outreach to various agencies to bring more opportunities for mentoring and other supports for students.|The District will outreach to underrepresented families to encourage attendance at school events and use surveys to identify needs.|Parents, including feedback from special education parents, students, community members, local bargaining units, and other stakeholder groups have been engaged and involved in planning, reviewing, analyzing, and supporting implementation of the LCAP by representation on the following advisory groups: School Site Council (SSC) and the District English Language Acquisition Committee (DELAC). Representatives from stakeholder groups (parents/community, teacher/union, classified, administration) serve on the SSC to give input and make recommendations for LCAP goals and spending priorities. The SSC acts as the Parent Advisory Committee and includes a special education parent. The PAC, including feedback from special education parents, provided input into the LCAP and reviewed the LCAP draft. Surveys and questionnaires are also used to gather input from staff, parents and students.|The District will continue to outreach to our Spanish speaking parents to encourage participation on our various advisory committees.|1. Creating systems for communicating learning expectations and how students can prepare for college or vocational school.  2. Strengthening the social and emotional culture of the school so that students perceive fairness in treatment and positive interactions between peers.|5|5|4|4|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
52715550000000|Kirkwood Elementary|3|Based on the 2024–25 Parent Satisfaction Survey, Kirkwood School demonstrates a robust foundation in fostering relationships between families and school staff, with an overall satisfaction rate of 82.9%. Families report strong appreciation for the welcoming environment, safety, and cleanliness of the campus, as well as effective communication channels.  Educational partners highlighted the district’s consistent use of report cards, progress reports, and parent-teacher conferences as strengths that support ongoing engagement. Legal notices for families of Students with Disabilities (SWDs) and English Learners (ELs) are issued regularly and accessible online. Furthermore, multiple communication avenues (Remind, phone, email, in-person access) enable timely and responsive family-staff interactions. This consistent and inclusive engagement contributes to a culture of trust and shared responsibility for student success.|Survey responses identified opportunities for growth in academic rigor, behavior management consistency, and clearer learning expectations. In response, Kirkwood has prioritized the following improvements:  Communication Enhancements: Funds have been allocated to update the district website and social media platforms, improving access to timely and critical information.  Positive Behavior and SEL Initiatives: Staff will continue professional development in social-emotional learning (SEL) through Character Strong and Positive Behavioral Interventions and Supports (PBIS), integrated within the Multi-Tiered System of Supports (MTSS).  Collaborative Support Services: Kirkwood will partner with Tehama County Mental Health and Wellness to provide student support services. Funds previously allocated for in-house counseling will be redirected to strengthen the district’s MTSS framework, enhance SEL programming, and reinforce academic rigor through integrated support structures.  These actions address concerns raised by educational partners, especially regarding trauma-informed practices and academic support for SWDs and at-promise students.|Kirkwood’s ongoing goal is to increase the participation of underrepresented families, including families of SWDs, ELs, and students experiencing trauma. Staff assigned to parent engagement roles provide multilingual outreach, translation of district communications, and support services that ensure equitable access to information and resources.  Intentional efforts to involve these families in LCAP development included:  Posting School Board meeting summaries and updates online  Conducting needs assessments aligned to the eight state priorities  Collecting family input via climate surveys, SSC and ELAC meetings, and direct feedback to administration  These strategies reflect our commitment to inclusive engagement and align with LCFF Priority 3, ensuring that parental input directly informs schoolwide decision-making.|Kirkwood's current strengths in the area of building partnerships for students outcomes lies with supporting teachers and administration to improve the school's capacity to partner with families.  In order to be strong in this area, staff needs to participate in training and implementation of a strong school system in all areas.  The Kirkwood staff participates in training such as:  Tehama County Department of Education - partnerships in MTSS, SEL, mental wellness, SARB, LCAP support, Safe Return to School support, etc. Attends conferences such as the Small School District Association annual conference Implements school wide research based programs such as PBIS (Positive Behavior Intervention and Supports) Implements improving school climate by going to climate conferences Strong connection and leadership from the Kirkwood School Board Participating in Social Emotional Learning to enhance balances mental awareness for staff and students  Through networking, connection, and training - the staff at Kirkwood implements a system that supports student outcome.  The school is always in a continuous cycle of inquiry by looking a data and making data driven decisions.|Survey results and educational partner feedback identified the need for improvement in academic rigor, consistent behavior expectations, and clarity in communicating learning goals. In response, Kirkwood has made these targeted investments and strategic shifts:  Improved Communication Tools: Investments have been made to enhance the district’s website and social media platforms, ensuring that families can easily access timely and essential information.  Year 2 of Integrated MTSS Implementation: Kirkwood is continuing its strategic partnership with Effective Youth Solutions and the Tehama County Department of Education to implement a fully aligned Multi-Tiered System of Supports (MTSS). This effort integrates academic, behavioral, and social-emotional supports, ensuring that systems are streamlined and student-centered. Year 2 will focus on deeper alignment and coaching support for staff across all tiers of intervention.  Resource Reallocation: Funds previously designated for traditional counseling have been reallocated to support this MTSS-aligned work. This shift enables a more comprehensive, data-driven approach to supporting student success across academics, behavior, and SEL, with services tailored to individual student needs.  These efforts were shaped by input from families, staff, and students—particularly related to concerns about behavior consistency, trauma-informed practices, and academic expectations.|Kirkwood is committed to deepening the engagement of underrepresented families, including those of SWDs, ELs, and students facing trauma or academic challenges. Staff dedicated to family engagement provide ongoing outreach, ensure access to translated materials, and offer responsive support tailored to each family’s needs.  Key strategies to enhance engagement include:  Publishing regular updates from School Board meetings on the district website  Conducting stakeholder input sessions tied to LCAP and state priority areas  Providing multiple forums for input, including climate surveys, Parent Advisory Council (PAC)), parent-teacher conferences, and direct communication with leadership  These actions reflect Kirkwood’s commitment to LCFF Priority 3 (Parental Involvement and Family Engagement) and reinforce a school culture where all families are valued partners in student success.|Kirkwood demonstrates a strong commitment to collaborative decision-making through structured and ongoing engagement with educational partners. The Parent Advisory Committee (PAC) meets monthly to review key schoolwide data—attendance, academics, school climate, and behavior—and provides input that shapes district priorities. Kirkwood actively implements suggestions from the PAC, reflecting a culture of partnership and responsiveness.  Staff collaborate weekly on early release Fridays, participating in professional learning that is informed by school data and staff feedback. Monthly open school board meetings offer additional opportunities for families and community members to voice input. Educational partners also contribute through targeted surveys and in-person meetings, which inform district decisions aligned to Local Control and Accountability Plan (LCAP) goals.  While student leadership currently plays an informal role in providing feedback, Kirkwood is preparing to formalize this process with the launch of a Student Voice Council beginning in the 2025–26 school year, further embedding youth voice in decision-making structures.|Kirkwood provides many opportunities throughout the year to collect partner input.  An area to improve would be a whole school analysis survey on the implementation of the LCAP goals and actions.  Focus groups of school site council, staff members, upper grade students, and board members provide input on the implementation of the LCAP goals and actions.  It would behoove Kirkwood to take a pulse from the whole school at large.  Pulse surveys will go out in periodically to collect data on the implementation of the LCAP goals and actions.|To ensure meaningful engagement of underrepresented families—including those of English Learners, Students with Disabilities, and low-income students—Kirkwood will expand outreach strategies. This includes personalized phone calls, printed and electronic notices, bilingual Remind messages, weekly robocalls, and updates to the district website.  Beginning in 2025–26, Kirkwood will launch a Student Voice Council to institutionalize youth input. The council will meet twice annually, reviewing survey and engagement data and providing feedback on school initiatives. The goal is to ensure students, particularly from underserved groups, play an active role in shaping a school climate that supports all learners.|5|5|4|5|5|5|5|4|5|4|4|5|Met||2025-06-10|2025
52715630000000|Lassen View Union Elementary|3|Parents and community members appreciate the personable and approachable staff at Lassen View, as well as the effective communication methods used, such as reminders and feedback. The support provided by the school in helping parents assist their children's learning is also valued. Staff at Lassen View highlight the positive work environment, strong teamwork, and supportive dynamics among colleagues as significant strengths. The flexibility and autonomy in their roles are also appreciated.|Organizing more engagement activities to foster a stronger sense of community.  Parents have suggested the need for more consistent feedback and additional engagement activities to enhance their involvement.  There are suggestions for more team-building activities to enhance collaboration, and a need for increased support for special education.|The majority of feedback has come from parent participation as listed above. We are focusing on developing additional strategies for receiving input which includes developing an annual survey that focuses on key topics of the LCAP and school improvement areas.|Parents and community members appreciate the personable and approachable staff at Lassen View, as well as the effective communication methods used, such as reminders and feedback. The support provided by the school in helping parents assist their children's learning is also valued. Staff at Lassen View highlight the positive work environment, strong teamwork, and supportive dynamics among colleagues as significant strengths.|Organizing more engagement activities to foster a stronger sense of community.  Parents have suggested the need for more consistent feedback and additional engagement activities to enhance their involvement.  There are suggestions for more team-building activities to enhance collaboration, and a need for increased support for special education.|We will continue utilizing the administered surveys for comparison each year and use the input from these surveys to evaluate our LCAP goals and address any inequities and weaknesses identified.|The district uses our all-call system, Blackboard Connect, to send out messages every Sunday during the school year.  Information regarding School Site Council Meetings and parent input is included several times per year.    But, we still have parents who do not get or read/listen to the messages.  We are considering an improved communication system for future years but the cost is about 5 times per year of what we currently pay.|The biggest input is that some parents do not feel the district does enough to promote attendance at Board Meetings.|Parents involvement on School Site Council and feedback received for decision-making will continue to be an emphasis for the school through the established formal and information practices in place.|5|5|3|5|3|3|5|5|5|5|5|5|Met||2025-06-24|2025
52715710000000|Los Molinos Unified|3|LMUSD has a variety of venues for each school site to promote parent participation and input. Events such as back  to school night, open house, grandparents day, and many areas are examples of opportunities for participation.  Additionally, committees such as SSC, DELAC, ELAC, and PBIS school climate are in place to promote input to  numerous areas such as programs that promote student achievement.|LMUSD would like to increase the amount of parent participants in events such as C-STEM/PBL, and parent  education nights. Increases in parent participation have increased slightly in educational based events.  Extracurricular sports, and FFA events are well attended throughout the district.|LMUSD will continue to expand the topics related to parent education based on parent input. New parent workshops  provided are; anti-vaping, electronic bullying, and C-STEM. All parent venues were well attended.|LMUSD has done an excellent job of implementing PBIS (Positive Behavior Intervention Systems) in all the district  schools. The major feedback provided was how much the students value the PRIDE characteristic reward system.  All LMUSD schools implemented all components of PBIS. Major growth is evident in reduction of suspensions and  chronic absenteeism. Additionally, the Superintendent Student Council provides valuable feedback in areas that  impact the three school sites.|Based on partner input, more opportunities for student learning loss assistance has been implemented. The after  school tutoring program has been expanded to include; individual site in-person tutors, and on-line live tutors through  the program-Plexuss Learning. Additionally, students have expressed the need for more staff to provide dollars  based on the reward system to all kids, not just the ones that are involved in discipline issues.|Having translation services at meetings is an area LMUSD will improve. Whisper mics have been purchased to  increase the range of translation and ease. Additionally, LMUSD will seek input prior to creating SSC, and ELAC  agendas to include topics suggested by parents.|LMUSD provides opportunities for engagement and input. Based on the feedback provided by parents that normally  attend the input sessions, they would like more parents to attend, but they understand the many work or for whatever  reason, do not attend. DELAC and ELAC meetings have been well attended and parents have provided valuable  feedback. LCAP focus groups were well attended by staff, parents, and representatives from SSC, DELAC, and  ELAC committees.|Changing the meeting times to later in the evening could work for some parents. Attempts have been made to  accommodate this, but participation is still limited. LMUSD will continue to accommodate new methods to increase  partner participation.|More outreach and parent notifications are needed well before the meeting dates. To remedy this, LMUSD will  incorporate more robo calls, social media notifications and flyers that go home with students.|4|5|4|5|5|4|4|4|4|4|4|4|Met||2025-06-19|2025
52716210000000|Red Bluff Union Elementary|3|Building positive relationships among staff, families, and students is part of our Muti-Tiered System of Support (MTSS) framework district-wide.  The district has worked to improve two-way communication recognizing that all student groups benefit from site and district outreach for collaborative exchanges about important structural and academic developments in the district approach and program. Surveys, collaborations, and direct outreach to families and students from subgroups is a necessary part of enrolling families in partnership in their students' education. Considering the climbing participation rates from our collaborative platform and survey tools, as well as through our social media and home-to-school communication tools, these actions are warranted and expected to continue as part of the comprehensive plan.|Parents reported communication as a strength; being open and with effective lines between families and schools.  Input from parents indicated a desire for specific information more frequently as it relates to what students were learning in the classroom, so parents can better support students at home.|It is particularly important for our low income, foster and homeless populations that family communication is effective and consistent and includes various modes such as flyers and use of apps or social media.  When forming our Parent Advisory Committee, the district recruit parents representative of our underrepresented families.  Each school with 10% or more English Learners has an English Learner Assistant at the site to support students and families, serving as a liaison to resources and building positive relationships between home and school. Translation is provided to ensure access and collaboration with our English learner families.  Ongoing support needs to continue in the area of understanding family strengths, culture, and role in education beyond what have traditionally existed.|On our most recent family survey, the highest-rated theme was Communication and Feedback: open & effective line of communication between families and schools. Parent training is offered by each site across a range of topics multiple times during the school year by school/district personnel and/or community agencies. This past year, our schools were able to resume these activities to the level before the pandemic.  Raising A Reader, an early literacy parent engagement program, continues to be implemented in grades TK-2nd to create a strong home-school partnership with families. Parent surveys indicated the success of this program with increases in home reading routines, the frequency of days during the week, and minutes spent reading at home.|Parents expressed they are highly motivated to reconnect and supporting schools to raise achievement, challenge students, and increase opportunities for extra-curricular activities.  Recent school hosted events, like Open House, had high numbers of attendees.  Our summer program this year has over 300 students enrolled and parents expressed a strong interest in tutoring services.  Feedback from PAC specific to this question included to increase family events that help with parents understand how their child is doing and how to help; all staff to lead by example; meet with all parents face-to-face during both parent teacher conference weeks held twice a year, and perhaps incentives to help build partnerships or increase participation at meetings/events.|Areas of focus are how to best reach all families, especially underrepresented groups, and continuing to learn on how to improve a school's capacity to partner with families in meaningful ways to improve student outcomes. Providing training to parents related to technology and school programs to assist their students at home.|Several opportunities are offered to parents to get involved in at the decision-making or collaboration level, including our English Language Acquisition Committee (ELAC) at both the school and district level (DELAC).  School Site Councils (SSC) and the District /Parent Advisory Committee, afford opportunities to collaborate on the alignment of district and site improvement plan priorities and actions to increase achievement, as well as to monitor progress towards all goals.|While these committees are fully implemented, the district continues to struggle with participation. Making these engagement sessions more comprehensible or parent-friendly may increase participation along with options that better accommodate for the schedules of parents. Parents express childcare is helpful in promoting participation in these opportunities.  Parents expressed a desire to learn more about the implications of the data and what are the impacts of low achievement data.|Intentional efforts to invite representatives reflective of the various student groups served, which may expand to the recruitment of community representatives who work with underrepresented families or student groups, continue to be an area of focus along with increasing parent participation at this level.  Providing childcare is beneficial to support parent attendance, especially for opportunities that occur outside of the school day.|3|4|3|4|4|3|3|4|3|3|3|3|Met||2025-06-19|2025
52716390000000|Red Bluff Joint Union High|3|The district communicates well through the parent square application which is a texting and email platform.  The district also communicates effectively through social media, such as Facebook and Instagram.  The number of extra-curriculur events brings a lot of families on both campuses and the engagement between students, staff, and community during these events are very positive.|Though parent square has been effective, the district would like to offer more live events for academically related topics.  This would include counselors and administrators.  Also, allowing time for teachers to communicate home regularly will be a priority.|The growing numbers of EL students have led to a growing DELAC committee.  The district also celebrates with its Hispanic culture with the annual Latino Grad Night as well as other events throughout the year.  The district is looking to expand with other underepresented families including low-income families, homeless, and foster youth.|Student outcomes has been a priority this year, especially in the are of academics.  The development of 6-week assessments and a focus on analyzing data was accomplished this year.  There are a number of Advisory groups in the district which provides multiple opportunities to participate, that said, there is very little organiztion betwee them and the school or district.|The district would like to expand opportunities to provide information regarding A-G progression, CTE opportunities, and other academic outcomes.  This can be done through pushing out information on its social media, parent square, spartan speaks and live events.|Engaging underrepresented families will allow for more school, staff, and student, and family connections that will assist with barriers to access.|The partners were encouraged by the listening sessions that were held for the development of the 2025 LCAP.   Participation in the CTE advisory, DELAC, and School Site Council has increased.|The district has been transparent with sharing out data on outcomes, but would like to increase opportunities for more input on decision making.  The development through the Community Engagement Inititiative (CEI) has been a start and it looks to increase those opportunities in the next year.|Through the CEI, the district will be looking to increasing the opportunities for underrepresented families to participate in shared in put for decision making.  This will include being part of self-reflection process.|4|4|4|4|4|4|3|4|4|4|3|3|Met||2025-06-19|2025
52716470000000|Reeds Creek Elementary|3|Reeds Creek ESD has an active Parent Club that supports school activities and individual teachers.  Teachers communicate with parents using a school/home communication app, email, and text.|Reeds Creek ESD staff and parents will work to strengthen relationships through engagement activities that address student academic and behavior needs.|Reeds Creek ESD will strengthen family engagement through increased involvement and participation in the School Site Council and LCAP development and implementation.  Parents and school staff will receive periodic 1.) LCAP implementation reports with opportunities for feedback, 2.) student academic progress monitoring reports, and 3.) student behavior data reports.  Parent training and information will be provided addressing home supports and school/classroom engagement activities.|Reeds Creek ESD experienced multiple transitions in leadership during the 2024-25 school year.  While family engagement remained active, the educational partner feedback and data collection activities were minimally implemented.  Under new leadership, parent/family/staff data collection addressing culture, academic, and behavior needs has begun for 2025-26.|Initial data collection for 2025-26 indicates needs for alignment of student learning outcomes to budget expenditures, staff professional learning, and strengthened school culture.|Reeds Creek ESD will address engagement of underrepresented families through accurate data collection and analysis, parent learning opportunities, and increasing participation in the school decision-making opportunities provided by School Site Council and LCAP implementation.|Reeds Creek ESD experienced multiple transitions in leadership during the 2024-25 school year.  New leadership has yet to determine the extent and the results of any decision-making opportunities provided last school year.|Based on very limited information, focus areas for improving input for decision-making will be 1.) empathy interviews of parents, staff, and some students, 2.) focus group data collected from the Board, employee union leadership, employee groups, student leadership team, and Parent Club.|Improvement strategies are unknown at present due to lack of educational partner input.  Past Dashboard (2024) ratings indicate needs addressing suspension rates, ELA progress, and Math progress for all student groups.|2|3|2|4|3|3|4|3|3|2|2|2|Met||2025-06-19|2025
52716540000000|Richfield Elementary|3|School Climate and Building Relationships Between School Staff and Families: Strengths and Progress  Based on the analysis of educational partner input, school climate survey data, and local observations, Richfield Elementary School District (RESD) demonstrates strong and growing capacity in fostering a positive school climate and building relationships between staff, students, and families. During the 2024–25 school year, RESD made significant progress in strengthening both staff-to-student, staff-to-staff and school-to-family connections, as part of a broader commitment to schoolwide well-being and culture.  Richfield is especially proud of its work this year in Multi-Tiered System of Supports (MTSS), school culture, and social-emotional learning (SEL). Continued efforts from the school Leadership Team led to design and implement whole-school rallies, student engagement initiatives, and staff professional development focused on connection, trust, and belonging.  School climate survey results reflected meaningful improvements in student perceptions of safety and connectedness. Over 85% of students reported feeling safe at school, and nearly 90% indicated they have at least one trusted adult on campus. Additionally, the majority of students shared that they feel a sense of belonging and enjoy participating in schoolwide events—reinforcing the positive impact of intentional relationship-building and culture-focused initiatives.|Based on the analysis of educational partner input and local data, RESD's focus area(s) for improvement in Building Relationships Between School Staff and Families will be to continue to foster parent/school/community connectedness by inviting the community to campus to view the amazing work being accomplished by staff/students.  RESD will continue to seek and incorporate parent/community input through SSC, DELAC, parent survey (CKHS-PS) and discussions at in-person meetings.|Richfield Elementary School has a strong Parent-Teacher Organization (PTO) that actively connects the school to the community.  We hold two large and well attended fundraisers each year, Grandparent's Day and the Ham Dinner.  Both are auctions that provide significant funding for enrichment activities including field trips for RESD students.  We would like to increase quantity of parents attending the PTO meetings and volunteering to help with PTO events.   RESD will explore expanding the offerings from the PTO to include additional culturally inclusive activities and fundraisers.|"RESD has used general funding and applied for and received grant funding to expand offerings to underrepresented communities including but not limited to the families of English learners, Foster youth, low-income and students with disabilities.  Strengths include providing expanded home language support, transportation and childcare to enable greater participation in school events and parent literacy classes. A focus area of improvement is to draw more families from underrepresented communities to school events.  Richfield is especially proud of this year's local MTSS, School Culture and Social-Emotional Learning efforts.  RESD administered the FIA and selected SEL related focus strands and formed a new MTSS & School Culture Leadership Team.  This team worked collaboratively to implement multiple whole school rallies and activities.  The team also worked collaboratively to implement multiple whole-staff professional development activities related to school culture and student/staff connectedness.  Additionally, we had our Leadership Team attend a ""School Culture by Design"" workshop and brought much of that enthusiasm back to both certificated and classified staff."|RESD will further advertise our existing efforts implemented in 25/26 and take further input from stakeholder groups on the effectiveness of the programs.|RESD's strength in parent/community engagement is evidenced by strong participation in the following school/community events: Back to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation. RESD would like to increase the participation rate at our DELAC meetings.|Input is received in a variety of ways including School Site Council (SSC), District English Language Advisory Committee (DELAC), School Board meetings, Staff meetings, direct communication, student/parent/staff surveys.|Each of the above areas could be improved by better advertising, having students perform, providing food etc.  These activities will be future focus activities.|RESD has used general funding and applied for and received grant funding to expand offerings to underrepresented communities including but not limited to the families of English learners, Foster youth, low-income and students with disabilities.  Strengths include providing expanded home language support, transportation and childcare to enable greater participation in school events and parent literacy classes. A focus area of improvement is to draw more families from underrepresented communities to school events.|4|5|3|5|4|5|5|3|4|4|4|4|Met||2025-06-18|2025
53105380000000|Trinity County Office of Education|3|RISE families shared that they feel meaningfully involved in major decisions and appreciate the transparency from staff, which helps build strong, trusting relationships. Families also noted the consistent, daily collaboration between home and school as a key factor in supporting student success.|Based on input from educational partners and local data, our LEA is focusing on increasing parent engagement in school meetings and decision-making processes. While families report feeling informed and that staff are transparent and collaborative, we recognize the need to create more accessible, welcoming, and flexible opportunities for families to actively participate.|Given the geographic isolation and limited community resources in Trinity County, we are focusing on deepening our outreach efforts by continuing to build trust with families through consistent communication, culturally responsive practices, and increased collaboration with school-based staff who are already closely connected to students.|The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|5|5|4|5|4|3|5|4|4|4|2|2|Met||2025-06-18|2025
53105380125633|California Heritage Youthbuild Academy II|3|Based on an analysis of educational partner input, annual stakeholder surveys, and internal communication data, CHYBA demonstrates substantial strengths and consistent progress in fostering trusting, respectful, and accessible relationships between school staff and families. We are proud to be in the Full Implementation phase, with multiple systems and practices in place that are responsive to the diverse needs of our school community.  A cornerstone of our relational approach is CHYBA’s open-door communication policy, which ensures that any parent, stakeholder, or educational partner can speak directly with an administrator—typically the principal—at any time without needing a formal appointment. Barring immediate scheduling conflicts, these meetings are accommodated the same day, supporting transparency, responsiveness, and family voice in school operations.  To support ongoing communication, CHYBA utilizes a robust multi-channel communication system, including email, phone calls, text messaging, and ParentSquare as our centralized family engagement platform. This approach ensures messages are accessible and consistent, with flexibility for families to engage using their preferred methods of communication.  Our commitment to culturally responsive engagement and inclusivity is reflected in how staff are trained to maintain welcoming and respectful environments. From the front office to the classroom, team members prioritize building rapport, using clear and inclusive language, and learning about each family’s strengths, backgrounds, and goals for their children. Families from traditionally underrepresented groups, including English Learners, Native American families, foster/homeless youth, and families of students with disabilities, consistently report feeling supported and respected.  We also foster relationship-building through annual events and workshops that prioritize partnership and access to resources. These include our Family Resource Night, FAFSA Completion Night, and a Family Alcohol Awareness Training, all designed to inform, empower, and support families as active participants in their student’s educational journey.  Additionally, we administer a yearly stakeholder survey to gather feedback and identify areas for continued improvement. Responses indicate positive trends in family satisfaction, communication clarity, and school responsiveness.  Altogether, CHYBA’s culture of open access, proactive communication, inclusive practices, and meaningful events exemplifies our commitment to building strong, sustained relationships with families that support student growth and school-wide success.|While CHYBA has made notable progress in establishing strong communication systems and trust-based relationships with families, educational partner input and stakeholder survey results indicate that there is room for improvement in increasing active family participation and broadening engagement across all family groups, particularly among our homeless youth, foster youth, and Native American families.  A key area for growth is the development of more flexible and diverse engagement opportunities that accommodate the varied work schedules, transportation limitations, and child care needs that many of our families experience. While our open-door policy and schoolwide events are effective for many, we have identified the need for alternative methods of participation, such as virtual engagement options, weekend or evening offerings, and brief drop-in workshops that do not require long time commitments.  Additionally, while we use ParentSquare and other communication platforms effectively, our data suggests that two-way communication can still be strengthened. We aim to enhance our systems to provide more structured feedback loops where families not only receive timely information but are also invited to contribute insights and suggestions that inform school practices in real time.  Finally, we recognize the need to provide targeted outreach and relationship-building efforts for families who have historically been less engaged, including those with language barriers or who may have experienced negative prior interactions with educational systems. Establishing family liaisons, expanding staff training in trauma-informed and culturally responsive communication, and using feedback from underrepresented families to shape our engagement approach are all strategies we are exploring to close this gap.  These focus areas will guide our continuous improvement efforts as we seek to deepen trust, increase equitable participation, and ensure all families feel connected to CHYBA as full partners in their student’s education.|CHYBA recognizes that certain family groups—including families of homeless youth, foster youth, Native American students, and those facing language or technological barriers—are underrepresented in school engagement efforts. Based on analysis of local data and input from educational partners, CHYBA will implement several targeted strategies to improve engagement with these families.  First, we will increase individualized outreach through our case managers and support staff. This includes home visits, personalized phone calls, and text messages to ensure these families are aware of school events, services, and the open-door communication policy. Outreach will be conducted with cultural sensitivity and trauma-informed practices.  Second, CHYBA will provide additional access points for participation by expanding virtual and mobile-friendly communication, including increased use of ParentSquare and multilingual resources. We will also offer flexible scheduling for meetings and family events, including evening and weekend options, to accommodate working families.  Third, we plan to leverage our community partnerships to host co-sponsored resource nights and support events that are both informative and social. These events will include services like childcare, meal offerings, and transportation support when possible, to eliminate common barriers to attendance.  Finally, we will continue to collect and analyze feedback from underrepresented families through our annual survey and in-person check-ins to adjust our approaches in real time. All staff will receive additional training in equity-focused communication, ensuring that every family feels valued, respected, and empowered to partner with the school in support of their student’s success.  These strategies will help CHYBA build deeper trust and stronger relationships with families who have historically been disconnected from school engagement processes, contributing to more equitable outcomes for all students.|CHYBA demonstrates significant strength in developing and sustaining robust partnerships with a wide network of local agencies to support student outcomes beyond academics. Through intentional collaboration with organizations such as Krista, Children First, Open Line Treatment Facility, Hill Country, Shasta Community Health Center, Shasta Builders’ Exchange, Ready for Life, Kindred Hearts, Youth Options, Youth and Family, Lutheran Social Services, North Valley Catholic Services, The Smart Center, and One Safe Place, CHYBA has built a comprehensive, wraparound support system that addresses the multifaceted needs of students and their families.  These partnerships enable the school to remove critical barriers to student success, such as food insecurity, lack of transportation, mental health challenges, homelessness, unemployment, and more. As a result, students are not only more engaged in school but also supported in developing the stability necessary for long-term academic and career success. The school’s internal support team, including case managers and behavior specialists, works closely with families and partner agencies to connect students to resources quickly and effectively.  Additionally, CHYBA’s use of tools like ParentSquare, ongoing staff development, and annual educational partner surveys ensures that communication is two-way and that supports are responsive to changing student needs. This collaborative, whole-student approach to partnership building has become a core component of CHYBA’s mission and a model of effective practice in the region.|While CHYBA has established a strong foundation of external partnerships that support holistic student development, analysis of educational partner feedback and local data reveals key areas for further growth. A primary focus is increasing the number and consistency of service-based learning projects available for our Construction and Culinary Arts Crews. These projects are essential for reinforcing hands-on skill development, increasing student engagement, and supporting CTE pathway completion. Expanding partnerships with local businesses, nonprofit organizations, and municipal agencies will be a central strategy in this effort.  In addition, CHYBA recognizes the need to secure new community partnerships in response to the growing instability and reduced capacity of some of our long-standing collaborators, many of whom are facing diminished funding. Building a more diversified and sustainable network of partners will allow us to continue meeting the evolving needs of our students and families. This includes exploring relationships with emerging organizations and expanding outreach to sectors not yet fully engaged with CHYBA, such as early childhood services and vocational training programs beyond our current offerings.  These focus areas reflect CHYBA’s commitment to continuous improvement and the development of real-world, outcomes-driven experiences that connect students to meaningful futures while strengthening the community fabric.|To improve engagement of underrepresented families, CHYBA is broadening both the reach and effectiveness of our partnerships and outreach strategies. Based on input from educational partners and survey data, we are prioritizing culturally responsive and accessible engagement that directly meets the needs of families facing barriers such as poverty, housing insecurity, language differences, or limited transportation.  One major initiative launching in the 2025–2026 academic year is the CHYBA Workforce Recovery Program, which will serve not only CHYBA students and their families, but the broader Shasta County community. This program is designed to offer job readiness training, employment pathways, and resource navigation services in collaboration with trusted local agencies. By expanding our scope to the wider community, we aim to elevate underrepresented families and individuals through long-term, wraparound support.  CHYBA will also strengthen our direct outreach efforts by leveraging trusted staff (case managers, family liaisons, and AmeriCorps team members) to conduct personalized communication, home visits, and community-based events. Communication is supported through multiple channels—texts, emails, ParentSquare, and in-person meetings—to ensure all families have access to critical information and resources.  Through expanded partnerships with agencies such as Lutheran Social Services, Youth and Family, North Valley Catholic Services, and One Safe Place, we will continue to embed services related to housing, counseling, transportation, food security, and legal support into our everyday school experience—creating accessible entry points for all families and stakeholders, not just current students.|CHYBA demonstrates strong and sustained progress in promoting inclusive and consistent educational partner input at both the school and organizational levels. One of our greatest strengths lies in our open-door communication policy, which allows families, students, and stakeholders to meet with school leadership—particularly the principal—without requiring a scheduled appointment (barring immediate conflicts). This policy reflects our deep commitment to accessibility and transparency in all decision-making processes.  We utilize ParentSquare, calls, emails, texts, in-person meetings, and school events to ensure all families—especially those of unduplicated students and students with exceptional needs—are consistently informed and invited to contribute their perspectives. This multi-channel communication strategy ensures that stakeholders from all backgrounds and levels of engagement can participate meaningfully in shaping school policies, programming, and resource allocation.  CHYBA also conducts annual family surveys, collecting input on school climate, program satisfaction, and areas for improvement. These survey results directly inform our LCAP development, site initiatives, and investment decisions, ensuring the voice of our families is reflected in major priorities and goals.  Educational partners are actively involved in events such as Family Resource Night, FAFSA Completion Night, and community engagement forums. Our leadership team regularly collaborates with external organizations—including Krista, Children First, Hill Country, Open Line, Lutheran Social Services, and many others—who provide essential insights and data into the needs of the families and communities we serve. These partnerships play a vital role in shaping our decisions, particularly around expanding wraparound supports.  Through our ongoing collaboration with agencies and stakeholders, and by embedding feedback loops into all critical processes, CHYBA has created a culture in which educational partners are not only heard but are essential co-creators in building programs that respond to real-world barriers and student success outcomes.|While CHYBA has made strong progress in creating accessible and transparent pathways for stakeholder input, there are still key areas identified through educational partner feedback and local data where we aim to grow. One major area of focus is broadening the diversity and frequency of advisory participation, particularly among families of underrepresented student groups such as foster youth, homeless youth, and families of English learners. Although input is welcomed and encouraged, not all families feel equally equipped or empowered to engage in school-level advisory groups or decision-making processes.  Another focus is to formalize and expand structured decision-making forums (e.g., parent advisory councils, LCAP stakeholder panels, and community feedback sessions). Currently, while feedback is consistently collected through surveys and informal meetings, we recognize the need to create more predictable, recurring opportunities for collaborative decision-making that go beyond one-time events or reactive input.  Lastly, we aim to improve follow-up communication after decisions are made—closing the loop by showing families and partners exactly how their input shaped policies, resource allocation, and program adjustments. This step is critical to reinforcing trust and encouraging continued engagement in decision-making efforts.  Through these focused improvements, CHYBA will continue to build a more inclusive, representative, and transparent culture of shared leadership and educational partner collaboration.|To improve engagement of underrepresented families in our decision-making processes, CHYBA is actively expanding both outreach methods and the accessibility of engagement opportunities. One of our primary strategies includes increasing the cultural and logistical accessibility of engagement platforms. This means offering language support, simplifying communication through ParentSquare, calls, texts, and emails, and holding meetings at times and locations that are most convenient for families with non-traditional schedules.  We will also strengthen personal outreach through our Student Support Advisors and case management team, who maintain direct relationships with many of our most vulnerable families—including foster, homeless, and low-income youth. These staff members will be empowered to invite families personally to participate in LCAP Advisory Committees, community feedback sessions, and resource planning meetings, ensuring they understand how their voice contributes to decisions.  CHYBA also recognizes the need to create more low-barrier engagement formats such as brief digital surveys, family focus groups, and drop-in open forums—complementing our twice-yearly LCAP Advisory Committee meetings. We are also exploring ways to embed engagement into our growing community service model, particularly through the CHYBA Workforce Recovery Program, launching in August 2025, which will serve not only our students and families, but the broader Shasta County community.  Finally, we will track participation data to identify which groups are underrepresented in our engagement efforts and adjust our strategies accordingly. This will help ensure we are not only inviting participation but are successful in amplifying the voices of those most affected by our programs and policies.  Through these actions, CHYBA remains committed to inclusive, equitable, and transparent decision-making that reflects the needs of all educational partners.|4|4|4|4|3|3|4|3|4|3|4|3|Met||2025-06-26|2025
53716620000000|Burnt Ranch Elementary|3|Burnt Ranch Elementary School District conducts an annual parent survey. This year we had 33 complete respondents, it is important to consider this return rate with the understanding that there are 86 students enrolled which equates to 61 families, due to sibling counts.  The following results pertain to this prompt: 90% of respondents feel welcome at school.  90% of respondents feel that staff responds to the concerns of parents and community. 94% of respondents feel their child has positive relationships with adults at school.|Burnt Ranch School's intention is to ensure all educational partners feel welcome. The survey data indicates a need to focus on this area for improvement. Our LCAP has actions related to educational partner engagement, parent participation and parent communication as a result of this input.|Burnt Ranch School will host free events and activities for families and communities that provide staff opportunities to learn and connect with each family regarding strengths, cultures and goals for their students.|Burnt Ranch Elementary School District conducts an annual parent survey. This year we had 35 complete respondents, it is important to consider this return rate with the understanding that there are 90 students enrolled which equates to 64 families, due to sibling counts. Additionally our LCAP includes metrics related to this section. The following results pertain to this prompt: 96% of parents attended teacher conferences this year. 94% of respondents feel that teachers/staff are available for questions or concerns. 84% of respondents feel that they are kept informed of how they can participate in their child's education and are given opportunities to take part in school decisions. 54%of families completed the survey.|The areas for improvement in this area related to providing parents/community opportunities to take part in school decisions as well as keeping families and community informed of what is going on at school. We will use the school website, social media,  school wide messaging and local bulletin boards to increase communication with families Teacher communication with families will be supported for frequency and effectiveness.|Burnt Ranch School will host Indian Education meetings, PAC meetings and free school events with the intention to engage with all families. Our administrative team will use text, email and social media to promote these events as well as personalized communication to historically underrepresented families.|Burnt Ranch Elementary School District conducts an annual parent survey. The following results pertain to this prompt: 96% of parents attended teacher conferences this year. 94% of respondents feel that teachers/staff are available for questions or concerns. 89% of respondents feel that they are kept informed of how they can participate in their child's education and are given opportunities to take part in school decisions.|Burnt Ranch school will continue to encourage and support decision making opportunities for educational partners. Board Meetings, PTO, PAC and grade level parent advisory committee meetings will be communicated and advertised for participation.|Burnt Ranch school will offer childcare, assist with transportation and offer free dinners to support engagement of underrepresented families. We have added a metric to assess parent input with regard to school climate and district goals.|4|4|4|4|4|3|4|4|5|4|4|5|Met||2025-06-10|2025
53716700000000|Coffee Creek Elementary|3|CCESD’s strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families. As a small school district, CCESD has the unique opportunity for staff to regularly communicate, share, inform and meet parents on a daily basis in the mornings and after school. Our parent surveys indicate that parents are happy with their relationships with school personnel.|Based on the analysis of educational partner input and local data, we have a focus area of continuing to implement and expand music and extracurricular programs.|We do not have any underrepresented families at our school. All families are treated equally and given the same opportunities.|CCESD has a great relationship with families and therefore a strength is building partnerships with the community and educational partners to ensure that students learn at high levels.|Per educational partner input and local data, the school will continue to focus on providing focused, individualized learning plans based on weekly assessment data and parent input and support.|With our small population and rural school designation, the school does not have any underrepresented families.|CCESD effectively engage students and parents on a daily basis. Being a small school district, we have the opportunity to talk with our parents every day during arrival and dismissal. Frequently, we meet with parents to get their input on events and family engagement activities. Having a small group of parents makes the forming of committees and advisory groups challenging. All parents are included in every advisory meeting.|Educational partner input indicated a desire for the district to continue to maintain all current forms of transparency and communication.|With our small population and rural school designation, the school does not have any underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
53716960000000|Douglas City Elementary|3|Douglas City School is committed to building strong connections with families and fostering a welcoming, inclusive campus environment. We offer a variety of opportunities for parent and family involvement, including classroom volunteering, evening student/family events, athletics, and more. Our school conducts parent-teacher conferences twice a year, providing valuable time for teachers and families to collaborate on student progress, celebrate successes, and address areas for growth. Notably, more than half of our students reside outside the district boundaries. Families who choose to enroll at Douglas City School often demonstrates a strong commitment to being involved, contributing positively to our school culture and community engagement.|We will continue to prioritize early communication with families regarding upcoming events and opportunities for involvement. Providing advance notice allows parents to plan around work schedules and increases their ability to participate and support school activities.|The staff will continue to actively encourage involvement from all groups, with particular focus on the underrepresented families, by engaging them directly and promoting their participation in school activities.|We have a high percentage of families who express strong satisfaction with our school, particularly appreciating the programs offered to support students who are struggling as well as opportunities to challenge academically advanced students. We take pride in our comprehensive support system for struggling learners, which includes Student Study Teams are composed of school staff and families working collaboratively to develop personalized plans that promote positive behavioral and educational outcomes. At the start of each school year, every family receives a student handbook along with a parent rights handbook, ensuring they are well-informed about their legal rights and empowered to advocate effectively for their children.|A key focus area for improvement is increasing family engagement—including with underrepresented groups— through additional outreach and more personalized communication. This approach aims to better provide families with information and resources to support student learning and improve outcomes for students who are struggling.|We continue to focus on presenting information positively and collaborating with our county office to engage parents, emphasizing the benefits of early intervention and support.|Seeking input for decision-making is an ongoing priority throughout the school year. We provide multiple opportunities for family engagement, including through the Parent Advisory Committee, School Board meetings, Booster Club, and parent surveys. However, we recognize that participation can be challenging for some families due to work schedules and other prior commitments.|Families have expressed that they are more likely to participate in school events that include their students rather than in meetings alone. To enhance family engagement in decision-making, we provide multiple reminders and communications about the various ways parents can get involved.|We continue to embrace the challenge of making personal connections with all families to encourage and promote their active participation.|4|4|5|5|4|5|5|5|4|4|5|4|Met||2025-06-24|2025
53717380000000|Junction City Elementary|3|Our 2025 School Survey indicates that 100% of families feel welcome at the school and 100% of families feel a sense of belonging and connectedness. In addition, 98% of families indicated that their children have positive relationships with adults at school, and 100% of families feel that the teachers/staff care about their children. 100% of families said that the teachers/staff are available to them when they have questions or concerns, and 97% of families feel comfortable talking to teachers/staff about their concerns.|Our 2025 School Survey indicated that only 89% of families feel that they are given opportunities to be involved in school activities and events, and 92% of families indicate that teachers/staff respond to the concerns of parents and the community. Our goal is to increase both of those to at least 95%.|We will improve engagement of underrepresented families by personally reaching out to all of our families more frequently. We will also personally invite parents to participate in school activities and events. In addition, we are planning on having more Family Fun Nights during the 2025-2026 school year to increase family participation on campus.|Our 2025 School Survey indicates that 100% of our families feel that staff are available to them when they have questions or concerns, and 97% feel comfortable talking to staff about their questions or concerns.|We have two areas focus on for improvement. Only 87% of parents feel that they are kept informed of how they can participate in their child's education, which is a decrease of 13% from last year, and only 89% of parents feel that they are given opportunities to be involved in school activities and events, which is a decrease of 9% from last year. We would like both of these areas to increase to at least 95%.|We will improve engagement of unrepresented families by personally reaching out to them to talk about how they can participate in their children's education. We also plan on having more regularly scheduled parent/teacher conferences during the 2025-2026 school year.|Our 2025 School Survey indicates that 89% of our families feel that they are given opportunities to take part in school decisions.|We would like to increase the percentage of families who feel that they are given opportunities to take part in school decisions to at least 95%.|We will improve the engagement of underrepresented families by personally inviting them to participate in the discussions at our School Site Council/Parent Advisory Committee Meetings.|5|5|4|4|4|4|5|4|4|4|4|4|Met||2025-06-25|2025
53717460000000|Lewiston Elementary|3|Currently, a weekly progress report is sent home with each student in k-3rd and parents must respond and sign so that the student returns the report back to the teacher the following Monday. Teachers in 4th-8th communicate through weekly student agendas, contact parents about students needing extra academic support, informing them about the homework club after school and tutoring provided for one on one support. A weekly phone call goes out on Sundays in order to inform families of upcoming weekly activities.|Lewiston Elementary currently communicates with families through weekly phone calls, emails, text messages, weekly bulletins, and the school website. Based on input from educational partners and local data, the school has identified a need to strengthen relationships with families by expanding communication platforms. As a result, the school is planning to reinstate its social media account to increase outreach, enhance community engagement, and provide more timely updates to families in a format that is easily accessible. The social media account will be set up for information going out only. Lewiston continues to improve on the website to be more user friendly. Lewiston Elementary also plans on creating a parent group that meets bi- monhtly to discuss engagement opportunities, LCAP progress and student needs.|This home-to-school connection has really enhanced the parent to school communication and serves to improve engagement and connections with underrepresented families. We plan on improving methods to garner feedback on connecting families to local partner agency resources.|We have success in parents showing for their parent-teacher conference time as well as a better way to communicate weekly to the families. Calls home to parents when students are absent to support getting work to the student. Access to online curriculum.|By providing more times for the families to come in to hear about school policies and daily schedules for students, we create an atmosphere where parents feel welcome to ask questions. We will also continue to focus on ability for families to make more impromptu meetings with staff to help with student outcomes in order for them to feel supported with their child. Parents are encouraged to eat breakfast or lunch with students. There is an open door policy if parents want to observe their child's classroom.|The underrepresented families will be able to see that we at LES are here to build a community and one that is inclusive to all. LES continues to challenge ourselves to make personal connections with all families to encourage and promote participation. LES will encourage all groups of students to be involved, especially unrepresented ones, by personally reaching out to them and promoting participation.|Lewiston Elementary has made strong progress in seeking Input for Decision-Making by establishing effective communication channels, increasing stakeholder participation, and using local data to inform decisions. Efforts to include diverse voices and adapt engagement practices have improved transparency and responsiveness, reflecting a commitment to inclusive and data-driven decision-making.|We need to find ways to stress the value that the educational partners can give us in making best decisions for our students. Planning for the families to participate in after school activities will provide LES with the opportunity to hear comments abouts concerns or praise about the school and programs. Providing families with alternative ways for input will be important going forward. By using social media, QR codes, ability to give input from home, as well as the continued use of paper and pen for surveys on school climate. Contining to work on getting a parent group started to get more input.|Based on our analysis of educational partner input and local data, Lewiston contines to improve how we engage underrepresented families in our decision-making process. To address this, we will expand our outreach using culturally responsive communication and ensure that all materials and meetings are accessible through translation and interpretation services. We’re also committed to offering meetings at various times to accommodate different schedules and partnering with community organizations to build stronger relationships and trust. Additionally, we will create more informal and accessible opportunities like focus groups, surveys, and listening sessions, so that every family feels heard and valued in shaping our decisions.|5|5|4|5|4|4|4|4|4|4|5|5|Met||2025-06-23|2025
53717610000000|Trinity Center Elementary|3|Building relationships between school staff and families is easy due to our extremely small student population. In addition, we live in a remote, rural extremely small town so we are involved in each other's lives and frequently see each other outside of the school environment.|We need to focus on improving our ways in which we communicate with our families and ensure we are using language that is understandable and accessible. We also need to formalize our current practices by documenting them in our school handbook.|Staff will participate in family engagement training and individual action plans will be made in increase the engagement of each identified underrepresented family.|Meeting with families and students to discuss progress and ways in which we can work together to support improved student outcomes happens frequently due to our extremely small size. Student Success Team meetings are utilized as needed. In addition, helping families understand and exercise their legal rights and advocate for their student and others is easy due to our extremely small size.|We need to focus on providing professional learning and support to school staff to improve our capacity to partner with families. We also need to improve on providing information and resources to support student learning and development at home. In addition, we need to formalize our current practices and goals by documenting them in our school handbook.|Staff will participate in family engagement training and individual action plans will be made in increase the engagement of each identified underrepresented family.|Our administrator and school staff effectively engage families in advisory groups and decision-making due to our extremely small size.|We need to focus on reaching out and seeking input from any underrepresented groups in our school community. We also need to provide more opportunities for staff and families to work together to plan, design, implement, and evaluate engagement activities. In addition, we need to formalize our current practices and goals by documenting them in our school handbook.|Staff will participate in family engagement training and individual action plans will be made in increase the engagement of each identified underrepresented family.|4|4|4|4|2|2|3|3|4|4|3|3|Met||2025-06-28|2025
53738330000000|Southern Trinity Joint Unified|3|Based on the analysis of educational partner input and local data the school is doing well at building relationships and providing activities for parent/community involvement. The activities are appreciated and have continued to build on the relationships and culture around STJUSD. The district holds back-to-school nights, family input dinners, and community school activities which involve students, parents, and the community. Parents and students provided input on the high school master schedule for 2025-26 to reflect the interests of the students.|Based on the analysis of educational partner input and local data, STJUSD is working to improve communication between staff and families. This will be done by enhancing parent text blasts/communication, improving the school webpage, installing flyer stanchions on the campuses, and having additional informal events that enable organic dialogue.|Based on the analysis of educational partner input and local data, STJUSD expanded the ways in which we communicate with families and have provided food/dinner at events which has proven to increase participation thereby improving communication.|Based on the analysis of educational partner input and local data, STJUSD has provided more opportunities for partnership involvement and is employing the Community Schools Grant Coordinator to continue building partnerships. The district did not receive the Community School Implementation Grant but will continue the efforts started under the planning grant phase.|Based on the analysis of educational partner input and local data, the LEA is focusing on accessing the skills of our partners and expanding learning opportunities during and after the regular school day. For example, we collaborate with local groups such as the USDA forest service for educational presentations, career fairs, and work experience for students.|Based on the analysis of educational partner input and local data, the LEA is working to improve engagement of underrepresented families by eliminating real or perceived barriers to access and providing tools to improve student learning at home.|STJUSD has done well by seeking input in decision-making through site-council, board meetings, surveys, and in- person communication at school and community events.|Based on feedback, STJUSD will do fewer surveys but ensure that the surveys gather the input that is needed. Our education partners expressed that too many surveys lessened the quality input and that they also appreciated the ability to write in answers as compared to providing scaled score responses. In addition to the district webpage and calendar, increased efforts will be applied to communicate upcoming activities and how to participate.|STJUSD will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by continuing to seek input as well as provide multiple avenues to share the results of self-reflection.|4|5|4|5|4|4|5|4|4|5|5|4|Met||2025-06-24|2025
53750280000000|Mountain Valley Unified|3|MVUSD's areas of strength in seeking input for decision-making progress have led to a more positive bond between students, parents and staff. Reaching out to parents with positive feedback about students builds a more productive relationship between the staff and the parents. Events that allow for parent participation such as STEAM Nights, Back to School Night, Open House and parent engagement in the Parent Club and Booster's Club all ensure that parent's voices are heard and their input is directly relayed to district administration.|MVUSD's focus areas for improvement in building relationships between school staff and families are to facilitate more parent involvement in the decision-making process and to increase parental participation in school events and activities. Administration and staff will develop a plan to improve communication and increase outreach to parents on a regular basis, the 2025-26 school calendar includes two windows of time dedicated to Parent-Teacher Conferences at HES.|MVUSD will improve engagement of underrepresented families in relation to building relationships between school staff and families by providing avenues for them to more easily access information, scheduled events and activities related to the district. Providing an interpreter at all school events and meetings ensures that the language barrier doesn't impede their ability to participate in school events.|MVUSD's areas of strength in building partnerships for student outcomes is the outreach and facilitation of student events that lead to a more positive bond between students, parents and staff. Reaching out to parents with positive feedback about students builds a more productive relationship between the staff and the parents. Events that allow for parent participation such as STEAM Nights, Back to School night, Open House and parent engagement in the Parent Club and Booster's Club all ensure that parent's voices are heard and their input is directly relayed to district administration.|MVUSD's areas for improvement in building partnerships for student outcomes is to communicate with parents about how they can become more involved in both formal and informal decision-making bodies. Parents need to have more information regarding how to support their students at school and at home. Conversations and meetings about why a child is identified for interventions with the parent includes them in the process of increasing academic supports. Site Council And LCAP meetings are held on a regular basis and invitations for parents to attend and provide feedback for the programs and positions that are being funded by the LCAP/LCFF is an avenue to improve parent and student relations with the district.|MVUSD's analysis of educational partner input and local data indicates that in order to improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes the district's outreach needs to increase. Using social media and other platforms has been helpful, but a translation tool should also be utilized to ensure that parents who do not speak English have the ability to read and understand the posts and/or messages.|MVUSD's current strengths and progress in seeking input for decision-making is the increase in participation in the site councils at both HHS and HES. Attendance at the LCAP Advisory Committee also increased this year, as did the number of people joining Booster's Club. All of these parent-driven committees and clubs are indicative of the progress that the district has made in outreach to parents and providing avenues for their voices to be heard and feedback on district-related matters.|Based on an analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making are: increase outreach to parents who need more assistance gaining access to the information that is distributed by the district. Providing a translator at all meetings would also be a way to encourage more participation from our Spanish and Hmong parents.|Based on the analysis of educational partner input and local data, the district plans to improve any language barriers that present obstacles to parents fully engaging in the decision-making process. Filling the Hmong liaison position and purchasing AI tools to translate posts and messages into the Hmong and Spanish languages would enable all parents to have access to information about how and where the decision-making body is meeting.|4|4|3|3|3|3|3|3|3|3|3|3|Met||2025-06-27|2025
53765130000000|Trinity Alps Unified|3|"TAUSD continues to make strong progress in fostering meaningful relationships between school staff and families. Through a wide range of events - Back to School Night, Open House, financial aide workshops, parent conferences, and family engagement nights - we create regular opportunities for collaboration and communication. Our ""open door"" philosophy ensures that staff are accessible and responsive to families throughout the year. Additionally, school-sponsored activities such as sporting events, music and art showcases, and booster club-led events like family game nights and sober grad celebrations further support community connection and involvement."|Moving forward, TAUSD is committed to providing clearer communication, guidance, and learning opportunities that empower families to participate confidently and collaboratively in the educational process.|TAUSD is committed to assure that all voices are heard. We will continue to seek out additional ways to improve engagement of underrepresented families by providing multiple ways of communication i.e. flyers sent home, social media, phone calls/text and most importantly face to face contact.|We value and need family engagement to gain insight into the needs of our students. We do this with surveys, school board meetings, open door policies with administration, site council meetings and district LCAP meetings. It is clear through these avenues that our students were struggling with mental health needs. Because of this the district collaborated with Trinity County Office of education to provide Wellness Liaisons on each site. In addition an increase in school based counselors was made. Both sites have staffed wellness rooms and counseling centers. The District will continue to build staff capacity around how to build and maintain relationships and connections with parents and families through social-emotional wellness initiatives. Parent Conferences continue to be a strength at Weaverville Elementary School. Twice a year there is a dedicated time within our academic-year calendar designated as Parent Conference Week, where families are invited into their child's classroom to meet and review progress. At all school sites at TAUSD throughout the school year, teachers are able to refer students to a Student Study Team (SST) when there are visible signs of struggle for students either in academics or social-emotional. In this process, teachers, the student and the family meet together to learn what may be causing the issues and present some interventions that can be implemented and followed up on for progress checks. These interventions may include Check-In/Check-Out on a daily basis, a weekly grade check, a daily check-in with a wellness liaison to name a few.|"TAUSD is committed for the to our Multi-Tiered System of Supports (MTSS) structure to support all stakeholders involved in student learning and outcomes. This is supported through assessments and our Panorama program, Sown to Grow weekly check-ins and California Healthy Kids Survey that will consider the ""whole child"" when making decisions regarding student success."|TAUSD will continue to seek new ways to reach all parents, specifically those parents our underrepresented families. We will conduct family surveys early in the year in order to gather information early to support those families.|Each school in the district frequently communicates with staff and families regarding the decision making that takes place in each of the respective schools. Families and staff are encouraged to participate in Site Council, Booster Clubs, volunteer in the classroom or go on field trips. We welcome all feedback and ideas from our educational partners.|All educational partners continue to hold student achievement and success as a high priority and ways in which to collaborate as a team to improve their children's achievement. Staff is provided professional development and collaboration time once a month so all staff, (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.|TAUSD will be working with site administration to revisit the successes and needed improvements for incorporating all families in the decision-making process.|4|5|4|5|2|4|5|5|5|4|4|5|Met||2025-06-18|2025
54105460000000|Tulare County Office of Education|3|Throughout the 2024-2025 school year, Tulare County Office of Education (TCOE) established several opportunities to meet, engage and collaborate with families, and other Educational Partners including parents, staff and students through various formats. The following area sustainable educational partner engagement events: parent teacher conference, school site council, ELAC, Award ceremonies. This year's data demonstrates an increase in educational partner participation over last year.|The school's focus area is to provide more intentional and specific partnerships with families through improved means of communication including the new student information system parent square. School staff were hired to provide various educational meetings for families to learn more about providing support for their students and how to build better relationships. The school will focus on increasing the number of opportunities throughout the year.|The schools will have staff from an intervention team reach out to parents to request input on needed supports. The team will also arrange one on one meetings at specific times and days to accommodate parent access. The underrepresented families, especially the foster youth and expelled students will have the support to provide access to not only the information from the teacher at Parent/Teacher conferences, but also by inclusion of a particular student’s counselor, transition specialist, and/or other staff member, as appropriate in the sharing of student all-round success or concerns. They will have access and support to quickly address and remedy some of the challenges that have impeded their ability to find success. The schools will have staff from an intervention team reach out to parents to request input on needed supports. The team will also arrange quarterly meetings at specific times and days to accommodate parent access.|Tulare Count Court, Community and special eduation staff have built partnerships with county probation and program support staff to update and improve supports for student mental health, social emotional learning (SEL), facility safety, and academic instruction to improve student outcomes. Families are provided with the schools' program information and resource offerings, primarily through one-to-one meetings as needed and required including annual IEP meetings, and maintain constant communication via the schools' use of the communication app, phone calls and face to face meetings. Opportunities for teachers to meet with students and families are facilitated by ensuring that the program schedule is planned to include these student and parent touch points. It is a strength within our system. This allows for consistent and timely sharing of student progress and continued collaboration to increase success possibilities. School protocols for information sharing with families and students ensures that all are provided with and understand information related to their legal rights.|Staff have implemented a new Positive Behavior Intervention Supports (PBIS) Canteen program which provides student incentives for academic and behavioral outcome improvements. Students have been provided several positive ways to be assessed for self and group achievement. Students in particular expressed appreciation for the new PBIS supports in place and these have been pivotal in improving student outcomes. We continue to build capacity and improve communication between students, parents, and staff.|With the addition of new staff to our intervention team, underrepresented student family members can collaborate with staff one on one to receive familiar support to help improve student outcomes.|The schools continue to provide opportunities such as parent teacher conferences, award ceremonies, SSC, and ELAC, to gain input from partners to collaborate on decision making for the schools.|The TCOE schools will continue with the current opportunities to seek educational partner input, with a focus on new parent engagement with a new intervention team. This team will provide learning opportunities for parents to gain knowledge to sustain student support and maximize student outcomes.|With the addition of a new intervention team, the school can target under-represented groups with specific needs for support. The meetings will provide more educational partner input and specific data for those targeted groups.|5|5|5|5|4|5|5|5|5|5|5|5|Met||2025-06-04|2025
54105460119602|University Preparatory High|3|UPHS is proficient in communicating with families through a variety of ways. The faculty and staff are continually communicating with our families through email, mailers, and by phone not only about how their student is performing academically; but also to ensure that UPHS families are aware of events and information regarding UPHS and resources available to our families. Further, UPHS holds regular meetings for its parent groups and offers a range of parent education meetings to help families understand the complexities of having a student taking both high school and college classes simultaneously.|UPHS continues to refine its communication methodologies with its families. This year UPHS set the goal to have 60% or more of its messages/communications sent out in the two most requested languages: English and Spanish. Notifications about grades, events, and attendance are sent to families. This year UPHS sent progress reports and semester grade reports home to families in the mail and made the reports available electronically. UPHS continues to hold students accountable for their attendance through daily emails home to families and with a daily email to students themselves asking them to clear their attendance when they are marked absent or tardy. Teachers send more specific and focused information to students and families through their PowerTeacher application and the Google Classroom they have for each of their classes.|"UPHS continues to utilize its EL TOSA. This teacher not only works one-on-one with our EL students but she also reaches out regularly to our families who speak more than one language and/or are considered migrant to help them understand how their student is doing in their classes and ways they can help support their student at UPHS. UPHS has also established a parent group for all families who speak more than one language called ""UPHS Juntos."" This group meets a minimum of once a semester to talk about issues relevant to students in families where multiple languages are spoken and/or families who are migrant. These meetings have given more voice to these families and have resulted in a better understanding for UPHS regarding how to best serve the students in these families."|UPHS has developed various partnerships over the years to help serve its student body and its families. The two major partnerships that offer the most support to UPHS come from the College of the Sequoias (COS) and the Tulare County Office of Education (TCOE). COS provides support through its Dual Enrollment Center and the Admissions and Records Office. Both of these offices help students navigate the concurrent enrollment system and help ensure UPHS students can enroll in the classes they need each semester. TCOE supports UPHS in many ways from the Educational Resource Services to professional development for faculty and staff, to leadership support services, and more. These two partnerships ensure UPHS has all the needed resources to run its early college high school. UPHS also partners with local businesses such as Adventure Park, which offers rewards to students for excellent attendance and acts of character, the Veteran's Center, and Pacific Southwest Container Company as examples of just a few of the local businesses and organizations who support UPHS.|After analyzing the needs assessment survey and speaking with all the educational partners connected to UPHS, two aspects rose to the surface as something for UPHS to work on to develop for students in the upcoming school year. 1) Find more ways to embed math tutors at all levels (Algebra I, Geometry, and Algebra II) in classrooms and look to hire an instructional assistant who could focus on helping students in mathematics and science classes. 2) Provide more opportunities for students to explore careers in a wide range of fields and then help students pick classes at College of the Sequoias to give students academic exposure to these fields.|"UPHS continues to implement strategies and systems for the regular involvement of all educational partners in the learning/teaching process, including parents of non-English speaking, special needs, and online students. One development based on the partner input has resulted in the start of the parent group: ""UPHS Juntos,"" and the development of education nights for families to better understand the early college model and how to help students use this model to help them be the most prepared for college classes post-high school."|"UPHS consistently seeks input from its educational partners through our School Site Advisory Board (SSAB), School Site Council (SSC), UPHS Juntos, and Parent Support Organization (PSO).  Families are provided with information weekly regarding what is happening on campus and activities they can be involved with/volunteer to help with at UPHS. One of the goals for UPHS is to create more avenues for parents to feel welcomed on campus and have clear ways for families to volunteer at events/activities. In addition, UPHS asks families, faculty, and staff, to complete an annual needs assessment survey; and the ninth and eleventh-grade students to complete the California Healthy Kid’s Survey each spring. In the upcoming school year, UPHS is implementing the Kelvin software, which will allow UPHS to more regularly take the ""pulse"" of the school."|Based on educational partner input and local data, UPHS realized families who speak multiple languages did not have a forum to voice their support or concerns for the education their student receives at UPHS. While UPHS does not have enough students to qualify for an ELAC committee, UPHS recognizes the significance of having a place for all voices to be heard. This input led to the creation this year of the UPHS Juntos. This group reviewed all the data gathered through the needs assessment survey and the ideas for the goals and actions UPHS would focus on for the upcoming year, and it concluded that one area was missing when it came to educating UPHS students: Career Exploration. The UPHS Juntos input helped UPHS develop an additional action that will provide students with various activities during the school year to give students more opportunities to see a range of career possibilities and how a college education supports a student's career choice.|UPHS continually seeks to reach out to our underrepresented families through communicating in their native language, offering meetings to address specific needs unique to this population, and having the EL TOSA regularly reach out with phone calls to understand how students are during at home or how they are feeling in their academic classes. This consistent communication has made a significant difference when it comes to how families are feeling about the education their student is receiving and how connected they are feeling to UPHS.|5|5|5|5|4|5|5|4|5|5|5|5|Met||2025-06-04|2025
54105460124057|Valley Life Charter|3|"Leader in Me schools seek improvements in three areas – leadership, culture, and academics – and have access to the Measurable Results Assessment (MRA) to help them measure performance in these areas. The MRA is a rigorously developed tool used to collect, analyze, and report student-, staff-, and school-level outcomes annually, focusing on improving leadership, culture, and academics. It can help a school identify its strengths and weaknesses, develop improvement plans, and monitor progress. The MRA measures are aligned with the highly effective practices outlined in the Leader in Me Framework. This alignment enables schools to transition from data insights to actionable plans, effectively leveraging their limited time and resources to achieve their goals. The MRA is given to staff, students, and parents in the spring. Scores reflect ""not effective, needs improvement, satisfactory, effective, or highly effective."" The overall score is 79, which is considered satisfactory.  The leadership score is 79;  Student leadership increased by 3 points, from 77 to 80; Staff leadership increased by 4 points, from 78 to 82; Family and Community Engagement decreased by 1 point, from 77 to 76. This caused us to ask deeper questions about engagement on the LCAP Survey this year. The Culture is 81, which is effective. The supportive student environment increased by 2 points, from 76 to 78, and the supportive staff environment increased by 5 points, from 80 to 85. The Academic score is 78, which is satisfactory. The empowering teachers' score increased by 6 points, from 74 to 80; The empowered learners' score increased by 2 points, from 76 to 78; The goal achievement score increased by 3 points, from 75 to 78; The Life-readiness score increased by 6 points, from 72 to 78. Many parents expressed that their ability to participate in school activities is limited by demanding work schedules, full-time employment, and other personal responsibilities. Single parents, those pursuing further education, and families with multiple children in different schools or activities noted particular difficulty in staying actively engaged. A common theme was a desire for clearer and more consistent communication from teachers. Some parents felt disconnected due to a lack of regular updates on classroom learning, missing information about upcoming events, and the absence of test results or academic feedback. Additionally, some parents were unsure how to support their child academically at home, especially in the absence of homework. There was also feedback suggesting that more structured and timely communication about volunteer opportunities, such as helping in the lunchroom, would be appreciated. Despite these concerns, several parents shared positive sentiments, stating they felt the school had established sound structures for involvement and that communication had improved compared to previous years. For some, the challenge was not a lack of opportunity, but rather the busyness of"|"Although all areas in need of improvement are considered ""effective"" - Results for improvement include: Community engagement - decreased by 4% Student empowerment - decreased by 5% Instructional Efficacy - decreased by 4%  VLCS is utilizing the LCAP to increase parental and community involvement. Priority 3: Parental Involvement (Engagement): ""Increase parent participation in decision-making processes and programs for unduplicated pupils and special need subgroups, focusing on enhancing culture and climate equity, family engagement, and community involvement. By the end of the academic year, we aim to achieve a 20% increase in parent attendance at decision-making meetings and program events compared to the previous year, as measured by sign-in sheets and feedback forms. Efforts will include implementing targeted outreach strategies, such as multilingual communication, flexible meeting times, and culturally sensitive approaches, to ensure inclusivity and accessibility. Progress will be regularly monitored, and adjustments will be made to support meaningful parent engagement and foster a more inclusive educational environment."" Metrics/Actions 3.1 The variety of school events offered to students and their families provides the opportunity to attend or participate in several throughout the school year.  Baseline: MRA Family engagement is satisfactory, at 78. Target outcome for year 3: Increase MRA Score to Effective (80 or above), promoting academic and home-school collaboration.$8000 3.2  Fingerprinting, and workers compensation, other initiatives for parents - Parent Engagement In 23-24: 832 Parents Total (Per Parent Square, 99.9 are contactable.), 494 parents were fingerprinted 59%, 191 parents attended parent volunteer training 23% (every other year), 317 parents are clear to volunteer this year, 38%, Over 4463 hours of volunteer time - not counting Assemblies, Carnival, Tricky Tray, and other outside activities.  456 Unique households  - Target Outcome: Increase parent engagement by increasing training to 50% (every other year), increasing the number of parent volunteers by 3% per year. Increasing hours to 40 hours per family. $34,000 3.3 Increase attendance by 3% over the course of three years, as it is tied to parent engagement and student belonging.  Baseline Currently at 95% in 2023-2024, the California school dashboard is at yellow, 11.3% chronically absent, which is a decline of 3.6%. Target: Increase to 98% by year 3 - moving the dashboard color to green $10,000 per year"|Each year, Valley Life surveys the staff, students, and parents in multiple ways. The information is then used to drive the Local Control and Accountability Plan, which assists the school in setting goals, plan actions, and leverage resources to meet the goals to improve student outcomes. Parents are encouraged to volunteer 40 hours per year per family - this is not mandatory. VLCS maintains 1 parent on the VLCS Board. Parents are also invited to be on the LIghthouse team, where they teach other parents the 7 Habits and how it applies to families. Parents have a parent group, which is operated under the foundation. The parent group is responsible for parent involvement in school activities, fundraising, and advising Valley Life Charter School administration on all matters related to the strengthening of the Valley Life Charter School community. Parent participation plays a vital role in the effectiveness of our program.  We would encourage the parents to support the efforts of the Valley Life Foundation and Valley Life Charter School in terms of program enhancement and fundraising. Valley Life is creating a new Parent Lighthouse Team This group assists in teaching families the 7 Habits of Highly Effective Families and is part of the curriculum committee that approves the curriculum. (All parents regardless of affiliation with either the Parent Group or the Lighthouse Group may preview the curriculum at any time). Ed ©e Section 47605(c)(2) Charter schools shall, on a regular basis, consult with their parents, legal guardians, and teachers ‘regarding the School's educational program. In addition to maintaining a minimum of one parent participant on the Board and the parent participation in the Parent group, parents will be encouraged to volunteer and are encouraged to contribute a minimum of 40 hours per family, per academic year to Valley Life Charter School. The Superintendent shall maintain a comprehensive list of volunteer opportunities including but not limited to the following: volunteering in the classroom/school (including athome assistance); tutoring, attending student-led conferences, attendance at back to school night and open house; attendance at charter school Board meetings; participation in the planning of, or attendance at, fundraising or Academic/Arts Events; supporting the student at home in regards to homework and other projects or, other activities, parent seminars, etc.|The use of Leaderinme.com resources and training has provided professional learning to staff and parents. To improve the engagement of underrepresented families, VLCS has implemented using Parent Square to reach all families via the school app. 99% of all parents are reachable via Parent Square. Sharing academic and behavioral data with parents is an area of focus for improvement. To address this, VLCS is strategic about how data is shared. to facilitate data sharing, staff will be attending the parent group meetings, coffee and conversation, and other events. Data to be shared include information on the California School Dashboard, the SARC, information about the 7 Habits, school news, and plans for Title I, II, and V. A core group of parents has been trained to deliver the 7 Habits of Highly Effective Families to other parents. Another way parents are involved, which is not included in the overall hours, is by encouraging parents to be involved in the arts outside of school. Students are involved in dance, sports, and theater arts.|Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) has identified several focus areas for improvement in building partnerships for student outcomes. These may include:  Stakeholder Engagement: Enhancing collaboration and communication with parents, community organizations, and businesses to support student success. Equity and Access: Addressing disparities in resources and opportunities by fostering inclusive partnerships that prioritize marginalized communities. Resource Allocation: Streamlining the allocation of resources and leveraging partnerships to maximize support for student learning and well-being. Data-Informed Decision Making: Using data to identify areas of need and measure the effectiveness of partnership initiatives in improving student outcomes. Capacity Building: Providing training and professional development opportunities to stakeholders to strengthen their ability to support student achievement through partnerships. Sustainability: Developing sustainable partnership models that can adapt to changing needs and continue to benefit students in the long term. By focusing on these areas, the LEA aims to cultivate robust partnerships that contribute to positive outcomes for all students, regardless of background or circumstance.|To improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, the LEA will: Cultivate Trust and Cultural Competence: Establish culturally responsive communication channels and initiatives that respect the diverse backgrounds and perspectives of underrepresented families. Enhance Accessibility: Remove barriers to participation by providing translated materials, offering flexible meeting times, and ensuring physical and virtual spaces are inclusive and welcoming. Tailor Outreach Strategies: Implement targeted outreach efforts that resonate with the unique needs and preferences of underrepresented families, utilizing multiple communication platforms and community liaisons. Provide Resources and Support: Offer resources and workshops to empower families with the knowledge and skills needed to advocate for their children's educational success, including information on academic programs, support services, and college readiness. Build Partnerships with Community Organizations: Collaborate with community-based organizations and local leaders to bridge gaps between underrepresented families and educational institutions, leveraging existing networks and resources.  Foster Two-Way Communication: Create opportunities for meaningful dialogue and feedback exchange between underrepresented families and school staff, valuing their insights and contributions in decision-making processes. Promote Parental Involvement: Encourage active participation in school events, committees, and volunteer opportunities, recognizing the invaluable role of parents as partners in student achievement. By implementing these strategies, the LEA aims to strengthen connections with underrepresented families, foster a culture of mutual respect and collaboration, and ultimately, improve student outcomes through inclusive partnerships.|Valley Life is continually seeking input from staff, parents, and students. Parents are on the foundation board, the school board, and now on the newly formed Parent Lighthouse Team. Parents are included in curriculum decisions. Surveys are routinely sent via ParentSquare to get parents' input.  The Parent Lighthouse team meets monthly with other parents and the Administration.|Valley Life has continued to engage parents in various ways, including through Valley Life Board Member meetings and the Valley Life Foundation Board. Training Volunteers, Coffee and Conversation, Events and Activities such as Open House, Leadership Night, Tricky Tray, and Carnival, Parent Lighthouse Team.|Valley Life will continue to have an ex-facto teacher representative on the board. Currently, there are two parents on the board. Parents are routinely invited into the classroom to share their community connections with students. Parents are encouraged to attend Parent Engagement Training, and the Parent Lighthouse Team.|4|4|4|4|4|5|4|5|4|3|4|4|Met||2025-06-09|2025
54105460125542|Sycamore Valley Academy|3|Sycamore Valley Academy has made notable progress in building strong relationships between school staff and families through intentional, inclusive, and accessible engagement practices. All certificated teachers, classified staff, and administrators were provided multiple opportunities to offer educational partner feedback, including through participation in the annual local climate survey and a dedicated virtual meeting with the Superintendent. These meetings created space for staff to reflect on school climate, collaboration, and communication, and to share actionable ideas for strengthening connections between school personnel and families. The virtual format was intentionally chosen to provide scheduling flexibility and increase participation, especially for those balancing work and family responsibilities.  To further support a culture of collaboration, SVA has prioritized authentic engagement with all educational partners—staff, students, families, and community members. A key strength has been the consistency and accessibility of multiple engagement pathways offered throughout the year. These included targeted surveys, direct outreach, and recurring monthly virtual parent forums hosted by school leadership. These forums have become a cornerstone of family engagement, offering a predictable and welcoming space for two-way dialogue and ongoing communication between families and the school team.  Insights gathered from these engagement efforts directly informed the development of the Local Control and Accountability Plan (LCAP). Survey responses provided valuable information on topics such as school safety, communication practices, and the strength of parent-school partnerships. This data played a central role in shaping the goals and actions outlined in the LCAP. The monthly parent forums also served as an important venue for sharing progress on the LCAP and inviting families to provide feedback on proposed priorities, enhancing transparency and trust.  Through these efforts, Sycamore Valley Academy continues to cultivate a culture of responsiveness, inclusivity, and mutual respect between families and staff—laying the foundation for even stronger partnerships that support student success.|Based on feedback from educational partners and local data, one key area for improvement is increasing in-person engagement opportunities for families. While virtual forums have been successful in expanding access and attendance, some families expressed a desire for more face-to-face interactions to build stronger, more personal relationships with school staff. This includes opportunities for informal connection, such as family events, classroom visits, and parent volunteer activities that foster a greater sense of community and belonging on campus.  Another focus area is improving communication methods to better reach families whose primary language is not English. Although current efforts include translated materials and interpretation services during meetings, input suggests a need for more consistent, proactive communication that is culturally responsive and tailored to the diverse needs of our school community. Enhancing these communication practices will help ensure all families feel informed, respected, and included in their child’s educational experience.|To improve engagement of underrepresented families, particularly Spanish-speaking households identified during the self-reflection process, Sycamore Valley Academy has taken intentional steps to ensure accessibility and inclusion. One key strategy has been providing Spanish-translated recordings of all monthly parent forums. This ensures that families who are unable to attend live or who prefer to engage in their home language can still access important information at their convenience.  In addition, SVA is committed to strengthening its communication practices by consistently sharing all key announcements, updates, and opportunities for involvement in both English and Spanish. By removing language barriers and offering multiple, flexible ways for families to stay informed and engaged, Sycamore Valley Academy seeks to build stronger, more equitable relationships between school staff and families, ensuring all voices are welcomed and valued.|Sycamore Valley Academy has demonstrated consistent progress in building strong partnerships between school staff and families by implementing a variety of strategies to gather input and maintain open lines of communication with educational partners. All certificated teachers, classified staff, and administrators were provided the opportunity to contribute feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. These opportunities allowed staff to share their perspectives on school culture, communication practices, and areas for improvement. Virtual meetings were especially effective, offering scheduling flexibility and increasing attendance and participation from a broad range of stakeholders.  Recognizing the importance of inclusive engagement, the school also provided multiple opportunities for families, students, and community members to participate meaningfully in the decision-making process. These efforts included regular communication via email, phone calls, and flyers, as well as monthly virtual parent forums hosted by the Superintendent. These forums served as both informational updates and interactive spaces where families could ask questions, offer input, and stay informed about key initiatives, including the development and refinement of the Local Control and Accountability Plan (LCAP).  The feedback collected through surveys and forums played a direct role in shaping LCAP goals and actions. The monthly forums helped strengthen transparency around the LCAP process and provided a consistent, accessible platform for families and stakeholders to share their perspectives in real time. These engagement practices have been particularly valuable in identifying areas of strength, such as the school’s responsiveness to family concerns and the positive, inclusive campus climate.  Overall, Sycamore Valley Academy’s strengths lie in its accessibility, consistency, and dedication to authentically engaging educational partners. The school remains committed to ensuring all voices—especially those of families—are heard and valued in shaping student success and continuous school improvement.|Based on educational partner input and local data, one focus area for improvement in building partnerships for student outcomes is increasing opportunities for in-person engagement. While virtual forums and surveys have been effective in gathering input and improving access, feedback from families indicated a desire for more face-to-face connection with school staff. This includes opportunities for informal interactions, school events, classroom volunteering, and in-person forums that foster deeper relationships and community-building.  Another area of focus is enhancing communication strategies with families whose primary language is not English. Although translation and interpretation services are offered, input suggests that more proactive and culturally responsive communication methods are needed to ensure these families feel fully informed and included. By addressing language and accessibility barriers, the LEA aims to build stronger, more equitable partnerships that support all students’ academic and social-emotional success.|To improve engagement of underrepresented families identified during the self-reflection process, Sycamore Valley Academy will continue to expand language accessibility and adopt flexible, inclusive communication strategies. A key approach includes providing Spanish-translated recordings of all monthly parent forums, ensuring that families who are unable to attend live or who prefer to engage in their home language can still access critical school information and updates on their own time.  In addition, the school will enhance proactive outreach to underrepresented families through more personalized communication methods, such as phone calls, translated newsletters, and one-on-one meetings when appropriate. The goal is to remove barriers to participation by meeting families where they are—both linguistically and logistically—and ensuring they feel welcomed, respected, and empowered as active partners in their child’s educational journey.|Based on the analysis of educational partner input and local data, Sycamore Valley Academy has made consistent progress in establishing transparent and inclusive systems for seeking input in decision-making processes. One of the school’s key strengths is its commitment to providing multiple, accessible opportunities for all stakeholder groups—including staff, families, students, and community members—to engage in meaningful dialogue with school leadership. These opportunities include annual climate surveys, virtual meetings with the Superintendent, and monthly parent forums, all designed to gather feedback on school programs, priorities, and overall operations.  Survey data and discussions from these forums have played a vital role in shaping the Local Control and Accountability Plan (LCAP) and guiding other strategic decisions. Input collected through these channels has directly informed the development of goals related to student achievement, school climate, and family engagement. The use of virtual formats has been particularly effective in increasing participation by removing common barriers such as scheduling conflicts and transportation challenges. These efforts reflect Sycamore Valley Academy’s ongoing commitment to creating a culture where educational partners feel heard, valued, and actively involved in the continuous improvement of the school.|Based on educational partner input and local data, a key focus area for improvement in seeking input for decision- making is increasing participation from historically underrepresented groups, including families of English learners and those facing economic challenges. While current efforts such as surveys and virtual forums have broadened access, data suggests that these groups remain less engaged in formal feedback opportunities.  To address this, the LEA recognizes the need to implement more targeted outreach strategies that are culturally responsive and relationship-driven. This includes building trust through direct communication, engaging community liaisons, and offering more opportunities for informal feedback in familiar settings. Expanding in-person engagement options and providing consistent follow-up on how input is used will also help strengthen trust and participation in the decision-making process.|To improve engagement of underrepresented families in the decision-making process, Sycamore Valley Academy will implement more personalized and culturally responsive outreach strategies. This includes increasing the use of bilingual communication, providing interpretation services during meetings, and ensuring all key documents and surveys are translated. The school will also continue to offer Spanish-translated recordings of monthly parent forums so that families can access important information and provide feedback at a time and in a format that works best for them.  SVA will also explore additional avenues for gathering informal feedback, such as small focus groups, individual conversations, and collaboration with trusted community liaisons who can help strengthen communication and trust. By creating more welcoming, relationship-focused opportunities for dialogue, the school is committed to ensuring that all families—especially those historically underrepresented—feel included, respected, and empowered to participate in decisions that affect their children’s education.|4|4|4|4|4|3|3|5|4|4|4|4|Met||2025-06-16|2025
54105460135459|Blue Oak Academy|3|Blue Oak Academy has made notable progress in building strong relationships between school staff and families through intentional, inclusive, and accessible engagement practices. All certificated teachers, classified staff, and administrators were provided multiple opportunities to offer educational partner feedback, including through participation in the annual local climate survey and a dedicated virtual meeting with the Superintendent. These meetings allowed staff to reflect on school climate, collaboration, and communication, and to share actionable ideas to improve connections between school personnel and families. The virtual meeting format was selected intentionally, as it provided scheduling flexibility and significantly increased participation, especially for those balancing personal or professional responsibilities.  To further support a collaborative culture, the school has prioritized authentic engagement with all educational partners—staff, students, families, and the broader community. One key strength has been the consistency in which multiple pathways for involvement have been offered. Educational partners were invited to participate in a wide range of engagement activities throughout the school year, including targeted surveys, one-on-one outreach, and recurring monthly virtual forums hosted by school leadership. These forums have become a cornerstone of our family engagement efforts, providing regular, predictable opportunities for two-way dialogue between families and school staff.  The information gathered from these engagements directly informed the development of the Local Control and Accountability Plan (LCAP). Survey data offered insights into areas such as school safety, communication effectiveness, and parent-school partnerships. In turn, these findings helped shape LCAP goals and actions. The monthly forums also served as an essential venue for sharing the LCAP development process with families, ensuring transparency and building trust. Importantly, these forums allowed families to offer direct input on proposed goals and actions, strengthening their voice in decision-making processes.  Through these efforts, Blue Oak Academy has demonstrated a growing culture of collaboration, responsiveness, and mutual respect between school staff and families, creating the foundation for even deeper partnerships in the future.|Based on feedback from educational partners and local data, one key area for improvement is increasing in-person engagement opportunities for families. While virtual forums have been successful in expanding access and attendance, some families expressed a desire for more face-to-face interactions to build stronger, more personal relationships with school staff. This includes opportunities for informal connection, such as family events, classroom visits, and parent volunteer activities that foster a greater sense of community and belonging on campus.  Another focus area is improving communication methods to better reach families whose primary language is not English. Although current efforts include translated materials and interpretation services during meetings, input suggests a need for more consistent, proactive communication that is culturally responsive and tailored to the diverse needs of our school community. Enhancing these communication practices will help ensure all families feel informed, respected, and included in their child’s educational experience.|To improve engagement of underrepresented families, particularly Spanish-speaking households identified during the self-reflection process, Blue Oak Academy has taken intentional steps to ensure accessibility and inclusion. One key strategy is providing Spanish-translated recordings of all monthly parent forums. This allows families who are unable to attend live or who prefer to engage in their home language to access important information at their convenience.  In addition, the school is committed to expanding its communication practices by ensuring that all key announcements, updates, and engagement opportunities are consistently shared in both English and Spanish. By removing language barriers and offering flexible access to information, Blue Oak Academy aims to foster stronger, more equitable relationships between school staff and families across all communities.|Blue Oak Academy has demonstrated consistent progress in building strong partnerships between school staff and families by implementing a variety of strategies to gather input and maintain open lines of communication with educational partners. All certificated teachers, classified staff, and administrators were provided the opportunity to contribute feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. These opportunities allowed staff to share their perspectives on school culture, communication, and areas for growth. Virtual meetings were a preferred method of engagement, as they created scheduling flexibility and significantly increased attendance and participation among educational partners.  Recognizing the importance of inclusive engagement, the school also extended multiple opportunities for all stakeholders—including families, students, and community members—to participate in the decision-making process. This included regular communication through email, phone blasts, and flyers, as well as monthly virtual parent forums hosted by the Superintendent. These forums served as both informational sessions and platforms for two-way dialogue, allowing families to ask questions, share input, and receive updates on important initiatives, including the development of the Local Control and Accountability Plan (LCAP).  The survey data collected from stakeholders was directly used to inform the LCAP goals and actions. Monthly virtual forums not only strengthened transparency around the LCAP process but also provided a consistent space for educational partners to offer feedback in real time. These engagements were especially valuable in identifying school strengths, such as responsiveness to family concerns and the school’s welcoming climate.  Overall, Blue Oak Academy’s strengths lie in its accessibility, consistency, and commitment to engaging educational partners meaningfully and respectfully, ensuring that all voices—especially those of families—contribute to shaping student outcomes and school improvement efforts.|Based on educational partner input and local data, one focus area for improvement in building partnerships for student outcomes is increasing opportunities for in-person engagement. While virtual forums and surveys have been effective in gathering input and improving access, feedback from families indicated a desire for more face-to-face connection with school staff. This includes opportunities for informal interactions, school events, classroom volunteering, and in-person forums that foster deeper relationships and community-building.  Another area of focus is enhancing communication strategies with families whose primary language is not English. Although translation and interpretation services are offered, input suggests that more proactive and culturally responsive communication methods are needed to ensure these families feel fully informed and included. By addressing language and accessibility barriers, the LEA aims to build stronger, more equitable partnerships that support all students’ academic and social-emotional success.|To improve engagement of underrepresented families identified during the self-reflection process, Blue Oak Academy will continue to expand language accessibility and flexible communication methods. One key strategy includes providing Spanish-translated recordings of all monthly parent forums, ensuring families who are unable to attend live sessions or who prefer to engage in their home language can still access important information and school updates.  Additionally, the school will increase proactive outreach efforts to underrepresented families through personalized communication, including phone calls, translated newsletters, and one-on-one meetings when needed. The goal is to remove barriers to participation by meeting families where they are—both linguistically and logistically—and ensuring they feel welcomed, informed, and valued as partners in their child’s education.|Based on the analysis of educational partner input and local data, Blue Oak Academy has made consistent progress in creating transparent and inclusive systems for seeking input in decision-making processes. One of the school’s key strengths is its commitment to providing multiple, accessible opportunities for all stakeholder groups—including staff, families, students, and community members—to engage in meaningful dialogue with school leadership. This includes annual climate surveys, virtual meetings with the Superintendent, and monthly parent forums, all of which are designed to solicit feedback on school operations, programs, and priorities.  Survey data and forum discussions have been instrumental in shaping the Local Control and Accountability Plan (LCAP) and other strategic decisions. Input gathered through these channels has directly influenced the development of goals related to academic achievement, student wellness, and family engagement. The virtual format has been especially effective in improving participation by reducing barriers such as time and transportation, allowing a broader representation of voices to be heard. These ongoing efforts reflect Blue Oak Academy’s strength in cultivating a culture where educational partners feel heard, valued, and empowered to contribute to the direction of the school.|Based on educational partner input and local data, a key focus area for improvement in seeking input for decision-making is increasing participation from historically underrepresented groups, including families of English learners and those facing economic challenges. While current efforts such as surveys and virtual forums have broadened access, data suggests that these groups remain less engaged in formal feedback opportunities.  To address this, the LEA recognizes the need to implement more targeted outreach strategies that are culturally responsive and relationship-driven. This includes building trust through direct communication, engaging community liaisons, and offering more opportunities for informal feedback in familiar settings. Expanding in-person engagement options and providing consistent follow-up on how input is used will also help strengthen trust and participation in the decision-making process.|To improve engagement of underrepresented families in the decision-making process, Blue Oak Academy will implement more personalized and culturally responsive outreach strategies. This includes increasing the use of bilingual communication, offering interpretation services during meetings, and ensuring all surveys and key documents are translated. Additionally, the school will continue to provide Spanish-translated recordings of monthly parent forums to ensure families can access information and provide input at their convenience.  The LEA will also explore new avenues for informal feedback, such as focus groups, one-on-one conversations, and participation through trusted community liaisons who can help bridge gaps in communication. By creating more welcoming, relationship-centered opportunities for dialogue, the school aims to ensure all families—particularly those historically underrepresented—feel empowered to contribute to decisions that impact their children’s education.|4|4|4|4|4|3|3|5|4|4|4|4|Met||2025-06-16|2025
54105465430327|La Sierra High|3|La Sierra utilizes the advent of its PTO, Cadet Focus Groups, English Learner Advisory Committee and School Site Council organizations to provide all educational partners an opportunity to participate and engage in the decision making processes of the school for stakeholder capacity building efforts. La Sierra also provides the advent of extracurricular activities via sports and organizations such as USO for cadets, families and staff to engage in additional relational building activities while enrolled at LSMA.|In analyzing the site's needs assessment, it has been determined that La Sierra will need to continue developing additional extracurricular opportunities for families and staff to engage in collaboration regarding the school's progress for student academic and social success endeavors. Expansion of parent workshops for the 2025-2026 school year will be implemented that will focus on the California College Guidance Initiative (CCGI) for student college and career readiness efforts. Removed from this, educational partner outreach will also center on the school's tiered structures of support  for parent and staff engagement regarding additional ways that educational partners within La Sierra can further collaborate for student improvement efforts over time.|La Sierra will continue to utilize the Community Cultural Wealth Model and Compassionate Systems frameworks, by being intentional in inviting underrepresented families to it's monthly parent sessions for the provision of parent feedback regarding the school's progress for addressing at-promise student capacity building efforts. Removed from this, during the 2025-2026 school year, La Sierra will continue to implement focus groups towards receiving feedback from all of the site's diverse educational partners and student subgroups for continual school improvement measures for raising student achievement across all 7-12 grade level spans.|La Sierra utilizes its ELAC, SSC, Cadet Focus Groups and PTO organizations to build capacity, trust and partnerships with the site’s respective educational partners regarding areas of focus for school improvement measures. La Sierra communicates to its stakeholders via both electronic and print methods of correspondence regarding all school updates and important events. Correspondence is always provided to La Sierra families in both English and Spanish formats to ensure equity and access to all educational partners regarding updates from the school for familial outreach efforts.|For the 2025-2026 school year, the school site plans to hold monthly parent workshops to provide additional opportunities for families to receive support regarding best practices towards further supporting their child's respective educational goals. La Sierra will also hold monthly parent sessions regarding the site's college and career initiatives for post-secondary student planning. The school site will continue to hold monthly student study team meetings to provide the families and school staff set opportunities to develop and implement individual student action plans to best support respective student academic and social efforts for student improvement measures over time.|For the 2025-2026 school year, La Sierra plans to continue holding focus group meetings with the site's underrepresented families and cadets. The goal of the focus group meetings is to provide additional academic and social scaffolding to these cadets and families regarding the best ways that the school site can support the realization of a cadet's goals via the implementation of a cadet's individual learning plan for college and career efficacy efforts. Removed from this, the focus groups will also center on parent capacity building efforts in providing input to the school site regarding further ways that La Sierra can improve its academic and social programs for continual school improvement measures.|La Sierra holds monthly PTO, ELAC and SSC meetings to develop and discuss school improvement measures as it pertains to the development of the site’s Title I Program, LCAP and School Safety plans respectively. These meeting sessions are in joint collaboration with all the site’s educational partners towards evaluating the site’s progress for the improvement of the school’s programs and services for student and staff capacity building efforts.|For the 2025-2026 school year, La Sierra plans to provide additional parent workshops to its families regarding the development and implementation of the site's LCAP plan for system building efforts. The additional parent workshops are meant to raise the capacity of the site's families in order to provide input towards the development of the site's academic and social goals for ongoing school improvement measures.|For the 2025-2026 school year, La Sierra will engage its underrepresented families and students via the advent of focus groups. The goal with the focus groups is to provide this specific subgroup of educational partners a direct way to provide their respective input and goals for how La Sierra can further help their child grow and prosper. La Sierra is committed towards helping its at-promise students find academic and social success. Through the advent of the focus groups, La Sierra will be able to bridge and close learning gaps through stronger connections with its respective educational partners towards raising student learning outcomes for ongoing college and career capacity building efforts over time.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-04|2025
54105466119291|Eleanor Roosevelt Community Learning Center|3|Based on the analysis of educational partner input and local data, ERCLC has several strengths and has made significant progress in building relationships between school staff and families:  Enrichment and Social Opportunities: ERCLC provides a wide range of enrichment activities, social events, and field trips that foster community engagement and strengthen the bond between families and school staff.  One-on-One Meetings with Credentialed Teachers: Regular one-on-one meetings between students and credentialed teachers ensure personalized attention, allowing for tailored educational experiences and fostering strong relationships.  Welcoming Campus Environment: The campus is known for its welcoming atmosphere, making families feel comfortable and valued as integral parts of the educational community.  Sense of Ownership and Community: Educational partners, including families, feel a strong sense of ownership and belonging within the ERCLC community, which enhances collaboration and support for student success.  These initiatives collectively contribute to a positive and collaborative environment, promoting strong relationships between school staff and families at ERCLC.|Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in building relationships between school staff and families, particularly in the context of homeschool partnerships, include:  Enhanced Communication Channels: Improving the ways in which the school communicates with families to ensure information is accessible, timely, and comprehensive. This includes utilizing multiple platforms for communication, such as email, social media, newsletters, and a dedicated parent portal.  Increased Participation Opportunities: Developing more diverse and flexible opportunities for families to participate in school activities and decision-making processes, accommodating various schedules and needs. This might include virtual meetings, workshops, and feedback sessions to increase accessibility.  Targeted Support for Areas of Need: Identifying and addressing specific areas where families require additional support, whether academic, social, or emotional, to ensure all students and their families feel adequately supported. Offering resources like tutoring, counseling, and parent training workshops can be beneficial.  Stronger Community Collaboration: Strengthening collaboration with the broader community, including Boosters and other support groups, to enhance resources and support systems available to families. Building partnerships with local organizations and businesses can provide additional enrichment opportunities and resources.  Enhanced Teacher-Parent Partnerships: Fostering stronger partnerships between teachers and parents to support student learning and development. This includes:  Regular Check-Ins: Scheduled regular check-ins between teachers and parents to discuss student progress, challenges, and strategies for improvement. Collaborative Goal Setting: Engaging parents in setting academic and personal development goals for their children, ensuring alignment between home and school expectations. Professional Development for Parents: Offering workshops and resources for parents to help them support their children's learning at home effectively. Topics might include instructional strategies, understanding curriculum standards, and using educational technology tools.  Feedback Loops: Establishing continuous feedback loops where parents can provide input on instructional practices, curriculum, and other areas affecting their child's education. Personalized Learning Plans: Creating personalized learning plans in collaboration with parents and students to tailor education to each child's unique needs and strengths.   Community Building Events: Hosting community-building events such as family nights, maker faires, camping trips and cultural celebrations to strengthen the sense of community and belonging among families, students, and staff.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in the following ways:  Multiple Engagement Methods: Providing various methods for engagement to ensure accessibility for socio-economically disadvantaged families. This includes in-person meetings, virtual meetings, phone calls, and written communications to accommodate different preferences and technological access levels.  Encouraging Participation: Actively encouraging participation from struggling families by reaching out personally and creating welcoming environments for involvement. The school will emphasize the importance of their voices in shaping the educational experience and offer flexible opportunities for them to engage.  Boosters Parent Group Involvement: Increasing the involvement of the Boosters parent group to support and mentor underrepresented families. The Boosters will initiate outreach programs, provide peer support, and organize community-building activities to foster a sense of belonging and involvement.  Additional Academic Supports: Offering additional academic supports tailored to the needs of students and their families who are struggling to homeschool. This includes:  Tutoring Services: Providing free or low-cost tutoring services to help students with their academic challenges. Workshops for Parents: Conducting workshops to equip parents with effective homeschooling strategies and resources. Academic Counseling: Offering academic counseling to help families develop and follow personalized education plans for their children. Resource Provision: Ensuring that socio-economically disadvantaged families have access to necessary resources, such as educational materials, internet access, and technology. The school will work to bridge any gaps that may hinder their engagement and academic progress.  Community Partnerships: Establishing partnerships with local organizations to provide additional support services, such as after-school programs, childcare during meetings, and access to community resources.  Cultural Competency Training: Providing cultural competency training for school staff to better understand and address the unique challenges faced by underrepresented families. This training will help staff create more inclusive and responsive engagement strategies.   By focusing on these areas, the LEA aims to enhance the engagement of underrepresented families, ensuring that they have the support and opportunities needed to actively participate in their children's education and the school community.|Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in building partnerships for student outcomes include:  Parent Involvement: As a homeschool program, one of the primary strengths is the integral involvement of parents in the educational process. Parents are not merely observers but active participants in their children's learning journey, ensuring a more personalized and effective educational experience.  Collaborative Learning Environment: The homeschool model fosters a collaborative learning environment where parents, students, and teachers work closely together. This collaboration helps tailor education to each child's needs, strengths, and interests, resulting in better student outcomes.  Ongoing Improvement Efforts: The program is committed to continuously improving opportunities for parent learning and involvement. This includes providing parents with resources, training, and support to enhance their teaching effectiveness and engagement with their children's education.  Strong Community Bonds: The sense of community within the program is strong, with parents feeling a sense of ownership and belonging. This creates a supportive network where families can share experiences, resources, and encouragement, contributing to a positive learning environment.  Regular Communication: Regular and effective communication between parents and teachers ensures that everyone is aligned on educational goals and strategies. This helps in promptly addressing any issues and making necessary adjustments to support student progress.  Personalized Support: The program provides personalized support to both students and parents, recognizing the unique challenges and needs of each family. This individualized approach helps in identifying and addressing specific areas for improvement, enhancing overall student outcomes.  Access to Enrichment Opportunities: The program offers various enrichment activities, social events, and field trips that complement academic learning and provide holistic development opportunities for students. These activities also serve as additional touchpoints for building strong partnerships between families and the educational team.  By leveraging these strengths and continuing to focus on enhancing parent involvement and support, the LEA is well-positioned to build effective partnerships that significantly improve student outcomes.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include:  Enhancing Academic Support for Parents: Although there are numerous social and community-building events, ERCLC recognizes the need to better equip parents to support their children's academic success. This involves providing parents with more tools, resources, and training to effectively facilitate learning at home.  Expanding Homeschool Curriculum Opportunities: ERCLC is focused on continually improving and diversifying the homeschool curriculum to meet the varied needs of students. By bringing in additional curriculum options, the program aims to offer more tailored and comprehensive educational experiences.  Increasing Tutoring Services: To support academic success, ERCLC plans to expand tutoring services. This includes offering more personalized and targeted tutoring sessions to address specific academic challenges faced by students.  Introducing Social and Emotional Learning (SEL) Opportunities: Recognizing the importance of holistic education, ERCLC will add more SEL opportunities in the upcoming year. This includes programs and activities that support students' social and emotional development, helping them manage emotions, set goals, and establish positive relationships.  Providing Parent Education Workshops: ERCLC will offer workshops and training sessions to help parents understand effective teaching strategies, curriculum implementation, and ways to support their children's learning at home. These workshops will cover various topics, including instructional methods, educational technology, and managing learning difficulties.  Strengthening Feedback and Communication Channels: Improving the mechanisms for parents to provide feedback and communicate with teachers and administrators. This ensures that parents' insights and concerns are addressed promptly and that there is a continuous dialogue to support student progress.  Leveraging Community Resources: Building stronger partnerships with local community resources to provide additional support and enrichment opportunities for students. This might include collaborations with local libraries, museums, educational organizations, and businesses.  Monitoring and Evaluating Progress: Implementing robust systems to monitor and evaluate the effectiveness of new initiatives aimed at improving student outcomes. This includes tracking academic performance, engagement levels, and the impact of additional support services.  By focusing on these areas, ERCLC aims to enhance the partnership between parents and the educational team, ultimately leading to improved academic success and overall student well-being.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families in relation to building partnerships for student outcomes by focusing on the following strategies:  Boosters Leadership and Outreach: Empowering the Boosters parent group to take a more active leadership role in creating and promoting partnership opportunities. This includes organizing events, workshops, and support groups specifically aimed at engaging underrepresented families.  Targeted Outreach and Communication: Developing targeted outreach strategies to specifically engage underrepresented families. This involves using various communication channels such as phone calls, emails, social media, and in-person meetings to ensure these families are aware of opportunities and feel welcomed.  Inclusive Events and Activities: Ensuring that all events and activities are inclusive and accessible to underrepresented families. This includes providing transportation, childcare, and scheduling events at times that are convenient for working families.  Peer Mentoring Programs: Establishing peer mentoring programs where experienced homeschool parents can provide guidance and support to new or struggling families. This can help build a sense of community and provide valuable insights and strategies for academic success.  Parent Education and Training: Offering workshops and training sessions tailored to the needs of families. These sessions can cover topics such as effective homeschooling strategies, navigating the curriculum, and utilizing available resources for academic support.  Feedback and Needs Assessment: Continuously gathering feedback from underrepresented families to understand their needs and challenges better. This can be done through surveys, focus groups, and one-on-one meetings. The insights gained will inform the development of targeted support and engagement strategies.  Building Relationships Among Parents: Facilitating opportunities for parents to build relationships with each other. This can include social events, support groups, and collaborative learning activities. Strong relationships among parents can create a supportive network that enhances academic success for their children.  Collaboration with Community Organizations: Partnering with local community organizations that serve underrepresented families to provide additional resources and support. These organizations can offer valuable services such as tutoring, counseling, and extracurricular activities.  Regular Monitoring and Adjustment: Regularly monitoring through monthly meetings for the effectiveness of engagement strategies and making adjustments as needed. This ensures that the efforts to engage underrepresented families are effective and responsive to their evolving needs.  By implementing these strategies, ERCLC aims to enhance the engagement of underrepresented families, fostering stronger partnerships that contribute to better student outcomes|Based on the analysis of educational partner input and local data, ERCLC’s current strengths and progress in seeking input for decision-making as a homeschool include:  Diverse Input Channels: ERCLC utilizes multiple channels to gather input from parents and other educational partners. These include parent meetings, surveys, and various school events, ensuring a comprehensive understanding of community needs and perspectives.  Inclusive Engagement: The school’s efforts to engage parents in decision-making processes are inclusive, providing opportunities for all families to share their insights and feedback. This inclusivity helps in capturing a wide range of viewpoints and addressing diverse needs.  Regular Feedback Mechanisms: Regularly scheduled parent meetings and surveys provide consistent opportunities for families to contribute their thoughts on various aspects of the school, including climate, resources, instruction, and support services.  Active Participation: High levels of active participation from parents indicate a strong sense of ownership and investment in the homeschool community. This active involvement helps ensure that decisions are well-informed and reflective of the community’s needs.  Responsive to Feedback: ERCLC demonstrates progress in being responsive to the feedback received from parents and other educational partners. The school takes action based on input, which fosters trust and reinforces the value of stakeholder contributions.  Open Communication: The school maintains open lines of communication with parents, encouraging ongoing dialogue and making it easy for families to share their opinions and concerns at any time.  Community Building: The homeschool model fosters a strong sense of community among families. Events and meetings not only serve as feedback opportunities but also strengthen relationships and collaboration among parents, students, and staff.  Tailored Educational Support: Input gathered from parents helps ERCLC tailor educational support and resources to meet the specific needs of homeschool families. This personalized approach enhances the effectiveness of the homeschool program.  By leveraging these strengths, ERCLC effectively seeks and integrates input from educational partners, contributing to well-rounded decision-making that supports the school’s mission and enhances the educational experience for all students.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include:  Strengthening the School Advisory Committee: As ERCLC is new to Title funding, enhancing the functionality and impact of the School Advisory Committee is a key focus. This involves ensuring that the committee is diverse, representative of all stakeholders, and effectively engaged in the decision-making process.  Expanding Feedback Mechanisms: While ERCLC already gathers input through various channels, there is room to expand and diversify these mechanisms further. This could include more frequent surveys, digital feedback tools, focus groups, and town hall meetings to ensure a broader range of voices is heard.  Increasing Parent and Community Involvement: Enhancing efforts to involve underrepresented families and community members in the decision-making process. This includes targeted outreach and support to ensure that all voices, especially those of marginalized groups, are included and valued.  Enhancing Communication Strategies: Improving the clarity, frequency, and effectiveness of communication regarding how input is collected, used, and the impact it has on decisions. This helps in building trust and ensuring transparency in the decision-making process.  Training and Empowering Stakeholders: Providing training and resources for parents, staff, and community members on effective ways to participate in decision-making and Charter advocacy. This includes workshops on advocacy, policy understanding, and collaborative decision-making skills.  Leveraging Technology for Engagement: Utilizing technology more effectively to facilitate input and engagement. This could involve online forums, virtual town halls, and digital surveys that make it easier for parents and stakeholders to provide input, especially those who may have mobility or time constraints.  Evaluating and Refining Input Processes: Continuously assessing the effectiveness of the input processes and making necessary adjustments based on feedback and outcomes. This ensures that the methods used are effective in gathering meaningful and actionable input.  By focusing on these areas, ERCLC aims to enhance its ability to gather, integrate, and act on input from educational partners, thereby strengthening its decision-making processes and better supporting student outcomes.|Based on the analysis of educational partner input and local data, ERCLC will improve the engagement of underrepresented families in seeking input for decision-making by implementing the following strategies:  Targeted Outreach and Personal Engagement: Conducting individual meetings and personal outreach to underrepresented families to ensure their voices are heard. This approach helps build trust and encourages participation by making families feel valued and understood.  Diverse Survey Methods: Utilizing a variety of survey methods, including online, paper, and phone surveys, to accommodate different preferences and access levels. Ensuring surveys are available in multiple languages and providing support to complete them can further increase participation.  Involvement of Educational Partners and Boosters: Leveraging the Boosters group and other educational partners to actively engage underrepresented families. These groups can help facilitate meetings, provide translation services, and offer support to ensure all families feel welcome and encouraged to participate.  Inclusive School Advisory Committee (SAC): Strengthening the SAC by ensuring it is representative of the diverse school community. This includes actively recruiting members from underrepresented groups and providing training to SAC members on inclusivity and effective engagement strategies.  Regular and Accessible Communication: Enhancing communication channels to make sure information about opportunities to provide input is easily accessible. This includes using social media, newsletters, and the school website, as well as holding meetings at times and locations that are convenient for all families.  Feedback from Multiple Groups: Actively seeking input from a broad range of stakeholders, including parents, staff, and community members, through various groups and forums. This ensures a comprehensive view of the community’s needs and perspectives.  Building Community Trust and Relationships: Hosting community-building events and informal gatherings to strengthen relationships between families and school staff. These events provide a relaxed environment where families are more likely to share their thoughts and feedback.  Monitoring and Adapting Engagement Strategies: Continuously monitoring the effectiveness of engagement strategies and making adjustments based on feedback and participation rates. This ensures that the methods remain effective in reaching and involving underrepresented families.  By implementing these strategies, ERCLC aims to create a more inclusive and responsive decision-making process, ensuring that all families have the opportunity to contribute to the school’s development and their children's education.|4|5|3|4|4|4|4|4|4|3|4|4|Met||2025-06-17|2025
54717950000000|Allensworth Elementary|3|Seeking input opportunities for parents to participate in providing input to help guide school direction.|By focusing on communication with parents via regular phone/text/written contact, we encourage parents to be advocates in their children's education.|The district will continue to provide staff fluent in the language of the parents and facilitate growth opportunities for parent involvement through the site council and committees established.|The LEA uses multiple methods of communication to deliver information that conveys a message that parents are welcome. These include School website updates, phone calls and text messages.|Building parents comfort levels in coming to school to meet with staff related to the many areas to support student learning.|The district will emphasize home visits by administration and staff to drive the importance of consistent communication in supporting the building of strong partnerships.|Information dissemination occurs consistently and at a high level.  The hopes are that by focusing on the areas listed below, parent involvement in this area will improve.|Establish a monthly meeting to focus on chronic absenteeism and the importance of school attendance in improvement and increasing of student progress.|Even though the district is effective in getting information to parents, the focus for improvement will be on how to physically involve parents in the process of providing input at meetings of advisory groups and councils, including general meeting opportunities.|5|5|5|5|5|5|5|5|4|4|4|4|Met||2025-06-13|2025
54718030000000|Alpaugh Unified|3|Alpaugh Unified School District has made significant progress in developing the capacity of staff to build trusting and respectful relationships with families. This is evidenced by recent parent survey results, which show that over 80% of respondents expressed satisfaction with the communication and relationships established between school staff and families.  Professional development opportunities, including training in the Capturing Kids’ Hearts framework and ongoing workshops in culturally responsive communication, have been instrumental in fostering stronger family-school partnerships. Teachers, administrators, and classified staff are increasingly seen as approachable, supportive, and collaborative, contributing to a school climate where families feel welcomed and valued. This focus on relationship-building has not only improved trust and respect between families and staff but has also supported student engagement and success across the district.|Based on the analysis of educational partner input and local data, Alpaugh Unified School District has identified several focus areas for improvement in building relationships between school staff and families. While survey data indicates that over 80% of parents are satisfied with the current level of communication and connection with school staff, feedback also revealed a need for more frequent, proactive outreach—particularly from classroom teachers—to keep families informed and engaged in their child’s learning.  In addition, some families expressed a desire for more inclusive opportunities to participate in school activities and decision-making processes, especially for those who face language or scheduling barriers. To address these areas, the district is committed to increasing staff training in culturally responsive family engagement, enhancing the use of digital tools for communication, and expanding the availability of parent workshops and listening sessions at flexible times.  By focusing on these improvements, the district aims to ensure that all families feel welcomed, respected, and empowered as essential partners in their child’s educational journey.|In response to educational partner input and an ongoing commitment to strengthen school-family relationships, Alpaugh Unified School District has focused on improving communication as a key area for building trust and engagement. To support this goal, the district has implemented multiple tools aimed at enhancing two-way communication between families and school staff.  This year, the district continued the use of Seesaw for grades TK–5 as a platform to share student progress and communicate directly with families. For grades 6–12, teachers utilize Google Classroom to provide access to assignments and updates on academic progress. To broaden outreach, the district also adopted Blackboard, which allows for timely alerts and messages to be sent to families through various channels. Additionally, updates to the district website and the installation of an electronic marquee have made school and community information more accessible.  While these tools have strengthened communication overall, the district recognizes the need to continue building staff capacity to use these platforms consistently and effectively. Moving forward, AUSD will focus on providing additional training and support to ensure all families—regardless of language or technology access—receive timely, relevant information that strengthens the home-school connection.|Based on educational partner input and local data, Alpaugh Unified School District has demonstrated strong progress in building partnerships that support student outcomes. Key strengths include increased family participation in academic nights, student-led conferences, and college readiness events. Partnerships with community organizations have also expanded access to mental health services, tutoring, and enrichment opportunities. These collaborative efforts have strengthened student support systems and reinforced shared responsibility for academic success.|Based on educational partner input and local data, Alpaugh Unified School District has identified the need to strengthen family involvement in academic planning and goal-setting as a key area for improvement. Expanding access to parent workshops, increasing communication about available support services, and offering more flexible opportunities for engagement will help deepen partnerships and ensure families are more actively involved in supporting student achievement.|Alpaugh Unified School District will improve engagement of underrepresented families by expanding translation services, offering parent workshops at varied times, and increasing home-school outreach through community liaisons. These efforts aim to reduce barriers and create more inclusive opportunities for families to engage in their child’s learning and academic planning.|Alpaugh Unified School District has made strong progress in seeking input for decision-making by regularly engaging families, students, and staff through surveys, community forums, and advisory committees. Educational partner feedback has directly influenced program development, budget priorities, and school improvement planning, reflecting a growing culture of shared decision-making and collaboration.|Based on input from educational partners and local data, Alpaugh Unified School District has identified the need to increase participation from underrepresented groups in decision-making processes. To address this, the district will enhance outreach efforts, provide translation support, and offer more flexible meeting formats to ensure all voices are heard and valued in shaping district priorities.|Alpaugh Unified School District will improve engagement of underrepresented families in decision-making by increasing culturally responsive outreach, expanding language access services, and hosting input sessions at varied times and community locations. These efforts aim to create more inclusive and accessible opportunities for all families to contribute meaningfully to district planning and initiatives.|4|5|4|5|4|4|4|5|4|4|5|5|Met||2025-06-12|2025
54718030112458|California Online Public Schools Central Valley|3|We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.|We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.|We will continue to find ways to better communicate with our families in their home language through verbal and written communication.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.|We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.|It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.|We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.|5|5|4|4|4|4|5|5|4|4|4|4|Met||2025-06-10|2025
54718110000000|Alta Vista Elementary|3|The strengths of our school and staff include providing the opportunity for families to converge with teacher and support staff. Interactive opportunities include Parent Nights, School Site Council meetings, Parent-Teacher Conferences, Back-to-School Night, Health Fair, Family Engagement Events (Donuts with Dads, Muffins with Moms, Valentine's Day Celebration, Mother's Day (Observed on Mexico's mother's day to provide more inclusion and respond to the community culture), and survey communication/input. The District and School have been good at having events.|The LEA needs to work on building staff capacity at all opportunities. Some staff members are very outgoing and instantly find families they are currently teaching or have taught in the past. However, there are some staff members that do not attend these events, some because they have other duties at the time of the event; and others The LEA also needs to work on drawing families to the more business-like information-gathering sessions hosted by the LEA. Parents and guardians love to attend the interactive-family oriented gatherings. The LEA is working on ways to draw families to the other events or and possible and get small pieces of information at the other events. Trial options from 2024-2025 were not effective and the District is re-focusing on the issue with parent input. The reliance on technology communication is low. Parents often have their accounts managed by the student due to ability. In some cases, the communication is late. The main problem is communication. The structure may work well if the District communicates in multiple ways--rather than one.|The School Site Council brought up the concern that more community members use cell phones but they often do not use them for the purpose of school communication. With that in mind, the school site began sending out half-sheet announcements to parents along with electronic communication in Parent Square. There was an increase in participation when the school implemented this practice. Therefore, this will continue in the 2024-2025 school year. The LEA is also developing a communication plan that builds on the Title I Engagement Policy to augment participation from all educational stakeholders.|Teachers have been implementing many new opportunities for students. These opportunities include intervention and activities that are elective in nature. The feedback suggests that parents want more programs for struggling students. The teachers have been good at providing feedback to the District. The feedback has also driven the District to consider the parent interest in ELOP classes. The school offers several, but there is a need for more intervention and tutoring.|The LEA will implement a survey before school starts to get a sense of parent interest in interventions. We will provide a complete list of offerings based on our staff participation. The goal for the District is to have an intervention class for reading and mathematics after school that is available to every student. The District is also exploring the readoption of a Learning Director to work closely with the staff. This will create a stronger connection between the classroom and the options. Also, the District will purchase a couple different intervention programs based on student ability to address the needs of student and make the creation of activities more efficient for teachers. These interventions will have outcome data that can be shared with parents to be more specific about their progress and the level of intervention necessary. Another area that is prominent and in need of improvement is the school's culture. Currently distracting and dangerous behaviors are seen more often than in years past. The District is also exploring behavior intervention curriculum to address needs with the proper intervention. The basic intervention and lack of a proper screening tool have led to behavioral staff being overwhelmed with numbers of need. The District has determined that the behavior issue has been one that has affected teachers and parents alike.|Underrepresented families will be able to gain information from parent nights. The new structure of these nights will be focused on informing families of how the school works, and how it can work for their family and students. Improvements that will be included in the 2024-2025 school year include Spanish translation at all events. The events will be recorded and posted electronically on a secure platform for parents, students, and community members to be informed. The parent night will be staffed as needed to assist parents in their native language and to promote the utility of the school in providing or connecting family services. The District recognizes that meetings of this nature replace dinner time for families. Therefore, the District is going to make these evening dinner and a meeting. The engagement has been low and most educational partners insist that food would make the biggest difference for our families all around. The District will also reinforce the flyer communication being sent home with students. This has been the year where electronic communication has not been beneficial to meeting parents needs.|The LEA is strong in presenting policies publicly in school board meetings. The LEA supports the principal by planning and organizing the School Site Council meeting leaving only the operation of the meeting to the principal. The data about important parts of the educational process are difficult to get parents to speak about in a meeting. More often than not, the parent knows how to identify what they don't like about the school. The budget and LCAP are often too large and have too much information. The District is currently working to further streamline the data so it is manageable for parents to provide feedback.|Parent advisory committees and the school site council are two areas of improvement that will continue to be the focus of the LEA. The LEA has been re-building the capacity of the school site council and parent advisory committees. Currently, the LEA has struggled with getting parents interested in School Site Council. The District is revitalizing the Parent Teacher Organization as an opportunity to scout active parents that have become accustomed to being involved in school. This action will be a introductory experience that may open up the doors for some parents. The District is currently investing in hearing devices to better translate for the different parent groups. This has also been a barrier to our success in the past.|The next steps for the LEA will include ramping up the capacity of the school site council. The council operates on the evening to accommodate the work schedules of active parents and staff members. The council will continue to hold public meetings and we will be implementing the half-sheet communication next year to information parents that they have an opportunity to come and provide input. The District will begin serving meals in conjunction with School Site Council Meetings. The District will also heavily recruit for the School Site Council. The first step is writing a volunteer opportunities letter that will be sent first of July. The second is to have a volunteer meeting that provides families with information about volunteering. The District will also meet with Transitional Kindergarten parents to begin the process of getting each parent volunteer ready based on state guidelines. The District will also offer volunteer training to give them some information about the classroom and do's and don'ts.|3|3|4|3|4|4|4|4|4|3|3|3|Met||2025-06-25|2025
54718110139477|Monarch River Academy|3|Monarch River Academy continues to demonstrate significant progress in fostering positive relationships between school staff and families. Through ongoing professional development, teachers have honed skills in building individualized connections with parents, learning coaches, and students. These efforts are centered on understanding each student's strengths, areas for improvement, learning goals, and interests. The school’s commitment to fostering strong relationships is also evident in its diverse curricular options, which address the varied needs of students.   Social-emotional learning (SEL) support remains a cornerstone of student engagement, highlighting the importance of holistic development. Additionally, the school actively engages the community by offering numerous opportunities for student and family participation in school activities, extracurriculars, and community events. This inclusive approach is crucial to creating a supportive and connected school environment.   Monarch River Academy has also made strides in providing resources that empower families to participate actively in their child's education. The school's continued commitment to maintaining an environment where students and families feel supported and valued is a key achievement. Through collaboration and communication, the school fosters a sense of belonging that is essential for student success.|Through analysis of feedback from educational partners and local data, Monarch River Academy has identified key areas for enhancement. The primary focus remains on improving communication channels to ensure transparent and effective dialogue between staff and families. Enhancing two-way communication is essential to keeping families informed about student progress, upcoming events, and important school matters.   Another focus area involves strengthening personalized interactions between school staff and families. By fostering deeper connections, the school aims to better understand and support students' unique learning journeys. Expanding opportunities for family involvement in school activities and decision-making processes also remains a priority. This approach not only builds stronger relationships but also empowers families to contribute meaningfully to their child's educational experience.   Additionally, the school recognizes the need to bolster collaboration between home and school environments to support student success. By actively involving families in both educational and extracurricular contexts, Monarch River Academy aims to build a more cohesive and supportive community.|Monarch River Academy acknowledges the importance of increasing engagement with underrepresented families, as identified during the self-reflection process. To address this, the school has developed targeted initiatives that focus on technology, communication, instructional access, and social-emotional support.   To bridge language barriers, the school provides virtual English language development (ELD) classes and interpreters, ensuring accessibility for non-English-speaking families. Translation of key documents is also a priority to maintain inclusive communication. Addressing the digital divide, Monarch River Academy continues to offer internet hotspots and technology support to underrepresented families, enabling consistent access to online learning and school resources.   In addition to academic support, the school prioritizes social-emotional learning (SEL) to promote resilience and wellbeing among students and their families. Integrating SEL into classroom instruction helps build a supportive network for those facing challenges. By providing resources such as lending libraries and community workshops, the school empowers families to support their children’s academic and social growth.   Through these initiatives, Monarch River Academy aims to enhance engagement with underrepresented families, fostering an inclusive educational environment where all students have the opportunity to thrive.|At Monarch River Academy, building strong partnerships with families remains central to our educational philosophy. We recognize that collaboration between educators and parents is fundamental to student success. To foster these connections, we facilitate ongoing collaboration through various structured meetings, including Learning Period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST) meetings, and parent/teacher/admin conferences.   Our independent study teachers play a pivotal role in this process. They work closely with parents and learning coaches to create Educational Plans that align with academic standards while addressing the unique learning needs and goals of each student. This personalized and thoughtful approach ensures that every student receives tailored support, enabling them to thrive academically.  Monarch River Academy continues to prioritize professional development opportunities that equip educators with strategies to enhance parent engagement and partnership-building. Through consistent communication, personalized support, and inclusive planning, we aim to maintain an educational environment where families are active and valued partners in their child’s learning journey.   By working collaboratively, we not only address the academic needs of students but also build a strong foundation of trust and mutual support. Our commitment to maintaining open communication channels and actively involving families in educational decisions fosters a community-centric approach to student success.|Monarch River Academy remains dedicated to enhancing family engagement through intentional and structured initiatives. One primary focus area is expanding opportunities for parent education, with a particular emphasis on supporting learning at home and within virtual settings. Our goal is to align all teaching practices with research-based best practices and state educational standards.  To achieve this, we offer workshops and informational sessions designed to help parents support their child’s academic growth. Additionally, professional development for our educators focuses on improving their capacity to engage with families effectively, fostering partnerships that benefit student outcomes.   Another key focus is improving communication practices, ensuring families receive timely and accessible information regarding student progress and school initiatives. Strengthening these communication pathways supports transparency and fosters a collaborative atmosphere between school staff and families.|Monarch River Academy is committed to increasing engagement with underrepresented families, as identified through our self-reflection process. One strategic initiative has been to hire highly qualified teachers who live within the communities they serve. This approach helps build stronger connections and fosters a sense of belonging and trust.   In addition, we plan events and engagement opportunities throughout the regions where our students reside, ensuring that families have equitable access to school staff and resources. These community-based events foster relationships and provide opportunities for direct interaction with educators and administrators.   To further improve accessibility, we continue to develop culturally responsive communication strategies, including offering translated materials and multilingual support. This approach ensures that families from diverse linguistic backgrounds feel included and informed.   By fostering a community-centered approach and actively addressing barriers to engagement, Monarch River Academy seeks to build stronger partnerships that support positive student outcomes for all families.|Monarch River Academy has made substantial progress in seeking input from families, staff, and community members, particularly over the past school year. Through increased social engagement initiatives, including Superintendent-led social gatherings, newsletters (like the Sierra Soaring series), and family engagement events at parks, online, and in the office, the school has strengthened its approach to gathering valuable feedback.   The school continues to support the Parent Advisory Committee (PAC) and the English Language Advisory Committee (ELAC), ensuring diverse representation in decision-making processes. Additionally, the Superintendent's efforts to directly connect with families through community events have significantly enhanced trust and communication.   Regular surveys distributed to staff and families further supplement these efforts, offering insights into the school’s effectiveness in meeting educational goals and fostering an inclusive environment. These consistent outreach efforts reflect the school’s commitment to building a collaborative community where all stakeholders have a voice in shaping policies and practices.   By integrating input from multiple sources and maintaining open communication channels, Monarch River Academy demonstrates its dedication to collaborative decision-making and continuous improvement.|Monarch River Academy aims to further strengthen the capacity of families to participate in decision-making processes, with a focus on building stronger advisory groups and ensuring consistent representation. While the school has made significant progress, there is a continued need to actively recruit family members who may feel disconnected from the process.   One primary area of focus is increasing support for families who may not typically engage in advisory groups. The school plans to enhance the visibility of opportunities for involvement through targeted outreach, including bilingual communication and personalized invitations to join advisory groups.   Additionally, the school is committed to providing more structured training for families, equipping them with the skills needed to confidently participate in decision-making processes. By fostering a supportive environment and reducing barriers to engagement, the school hopes to sustain a broader and more diverse parent representation in advisory roles.|To improve the engagement of underrepresented families, Monarch River Academy has implemented strategic initiatives to reduce barriers to participation. The school has enhanced its New Student Onboarding process by including more personalized touchpoints, such as direct phone calls, targeted newsletters, and orientation sessions. These efforts aim to ensure that all families, including those who are underrepresented, feel welcomed and supported from the outset. Community-based gatherings have also played a significant role in reaching underrepresented families. By hosting events in local parks and providing both virtual and in-person options, the school ensures accessibility and inclusivity. The Superintendent's proactive approach to family outreach, including park meetups and office hours, has also been instrumental in building connections. Moreover, Monarch River Academy has designated liaisons for foster and homeless youth, providing access to resources, social-emotional learning (SEL) support, and curriculum assistance. The ELD coordinator continues to support English learners by fostering meaningful engagement through culturally responsive practices. By prioritizing equitable access to decision-making opportunities and actively addressing community needs, Monarch River Academy aims to ensure that all families feel valued and involved in shaping the educational experience.|5|5|5|4|5|5|5|5|5|4|4|4|Met||2025-06-10|2025
54718290000000|Buena Vista Elementary|3|Buena Vista has worked hard on diversifying models of communication to improve parent outreach and involvement. Our families are happy with the programs at Buena Vista. We continue to work on ways to actively engage them in their child's education, around work and school schedule issues.|Communication is an area for constant challenges and improvements and we will continue to work on that to ensure all our parents are up to date on shat is happening in school and how they can get involved.|Buena Vista will continue to work on communication skills and responding to the needs of our families. Holding parent meetings at a variety of times to meet the needs of working parents and providing translations services are key components to meeting the needs of our underrepresented families.|One of Buena Vista's strengths is the relationships that have been developed with the families. We continue to work at improving communication and providing information to families regarding opportunities to participate in their children's education. We also encourage parents to express what they need. We will continue to build these partnerships.|The focus of the last two years has been to improve communication using a variety of methods to reach the most families in a positive way. This keeps parents informed of school events and their children's progress. We are working together to increase student progress.|Underrepresented families at Buena Vista are the English Learners, Socio-economically disadvantaged and families of students with disabilities. These groups are the focus of our communication and working to find comfortable opportunities for them to participate.|Buena Vista's strength is getting the message out to our partners. By using a variety of communication methods 98 percent of families receive the information that comes from the school.|While Buena Vista familes will help with student events, many familes are hesitant to participate in advisory groups. They much prefer less formal and more relaxed settings to talk and share information. We need to do a better job of convincing parents that these groups and their input is an important part of the the work we do and for their children's education.|In order to increase educational partner input, Buena Vista will hold more informal partner meetings in order to continue to share and recruit members of the important decision making groups. Overall, we do a good job of outreach for SED, English Learner, and families of students with disabilities.|5|5|4|5|4|4|5|4|4|4|5|4|Met||2025-06-18|2025
54718370000000|Burton Elementary|3|One of Burton School District’s key areas of progress is the strengthened communication between school staff and families, particularly regarding student outcomes. Educational partners report that information about student progress is being shared more consistently and transparently, not only at the district level, but also within school sites and individual classrooms. This intentional, ongoing communication has increased parent awareness and understanding of their child’s academic performance, attendance, and overall well-being. As a result, families feel more informed and connected to their child's educational experience, fostering stronger partnerships and greater engagement in student success.|Based on educational partner input and local data, the LEA has identified the need to improve two-way communication with families, especially for English Learner households. Many families face challenges using digital platforms like ParentSquare, highlighting the importance of providing key information in paper format and in home languages. Moving forward, the LEA will focus on offering accessible, understandable communication through multiple formats and languages to ensure all families are informed and engaged.|Based on the analysis of educational partner input and local data, the LEA has identified key strategies to strengthen engagement with underrepresented families. The self-reflection process emphasized the need for more inclusive communication and meaningful family-staff interaction. To address this, the district will continue providing bilingual community liaisons and staff to serve as connectors for non-English-speaking families, ensuring school communications are accessible and that support is available during meetings and events. Efforts will also include flexible parent-teacher conference scheduling, translation services, and transportation support as needed. Ongoing feedback from surveys and focus groups will guide continuous improvements, helping ensure all families feel heard, supported, and valued.|Based on the analysis of educational partner input and local data, building strong relationships between school staff and families continues to be a significant strength for the LEA. Feedback from district meetings and the Parent Survey indicates that families feel respected and welcomed at school sites. Parents consistently report that schools provide a safe, clean, and supportive environment, which fosters trust and encourages active engagement in their children’s education. These positive relationships have laid a strong foundation for collaborative efforts that support student success.|Based on the analysis of educational partner input and local data, the LEA has identified the need to further strengthen partnerships that directly support student outcomes. While progress has been made, continued growth is needed in fostering meaningful collaboration between families, educators, and the community. The district will focus on providing workshops that help families better understand academic expectations and support learning at home, including strategies for study habits and technology use. Additionally, training and resources on social-emotional learning will be offered to equip parents in supporting their children's well-being. Family engagement events will also continue to be organized, combining educational content with relationship-building activities to reinforce the home-school connection.|After analyzing feedback from educational partners and reviewing local data, the district has identified the need to further engage underrepresented families as an essential strategy for supporting student outcomes. These families, highlighted during the self-reflection process, often face barriers to full participation in school-related activities and decision-making. To address this, the district will continue to expand multilingual communication efforts, including translated newsletters, website updates, and ParentSquare messaging in families’ home languages. These tools ensure that all families can access and understand important information about their child’s education. In addition, the district’s Community Liaison team will continue to play a key role by conducting home visits, offering follow-up phone calls, and attending parent meetings to support relationship-building and two-way communication. The district will also leverage social media to deliver updates in more informal and accessible formats that appeal to a wider audience. These efforts, along with continued opportunities for parent input through surveys and engagement events, will help ensure underrepresented families feel heard, valued, and included in the educational journey. This commitment remains a central part of our strategy to build meaningful partnerships that lead to improved academic and personal success for all students.|Based on the analysis of educational partner input and local data, the LEA has demonstrated consistent growth and strength in seeking input for decision-making. A key area of progress has been ensuring that all district and school site parent committees—such as the DAC, DELAC, SSCs, and ELACs—are fully established, representative, and active. These committees now regularly meet and provide parents with structured opportunities to share their perspectives and participate meaningfully in planning and oversight.  Over the past several years, the district has strengthened these efforts by involving parents in reviewing and approving key documents such as the School Accountability Report Card (SARC), Comprehensive School Safety Plans, School Plans for Student Achievement, and Federal Program applications (ConApp). Additionally, parent input has been actively sought and incorporated during LCAP engagement sessions. The District Parent Survey has served as another important tool, providing valuable feedback directly from families regarding their experiences, concerns, and suggestions for improvement. The survey results help inform district priorities and ensure that parent voice remains central in all major decision-making processes.|Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in Seeking Input for Decision-Making. The district will continue to actively invite and encourage parent participation in both district-wide and school site parent committees, including DAC, DELAC, SSC, and ELAC. Feedback from families who attended LCAP meetings indicated that these sessions were informative, productive, and created meaningful opportunities to connect with school leaders and provide input.  To further enhance participation, suggestions from educational partners emphasized the need for parent incentives to encourage involvement in school events, as well as increasing opportunities for on-campus engagement. The district will explore implementing recognition and reward systems for parents who are consistently engaged, and create more welcoming and interactive environments that foster two-way communication. These efforts aim to strengthen trust, elevate parent voice, and deepen collaboration in the decision-making process.|Based on the analysis of educational partner input and local data, the LEA recognizes that engagement of underrepresented families in decision-making remains an area for continued growth. The self-reflection process underscored the importance of creating inclusive and accessible opportunities for these families to contribute meaningfully to decisions that impact their children’s education. To strengthen this engagement, the district will continue implementing targeted outreach strategies, such as personalized invitations and translated communications, to ensure all families feel welcome and informed. Additionally, the district will enhance its use of multiple feedback channels, including multilingual surveys and focus groups, offered in a variety of formats to accommodate diverse needs and preferences. To deepen connections with underrepresented communities, the district will also strengthen its partnerships with trusted local community organizations that already have established relationships with these families. These partnerships will serve as bridges to facilitate dialogue, build trust, and gather input in culturally responsive ways. Through these strategies, the district aims to build a more inclusive and equitable decision, making environment where all families, regardless of background, feel empowered to share their voices and help shape district and school initiatives.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
54718370109009|Summit Charter Academy|3|One of Burton School District’s key areas of progress is the strengthened communication between school staff and families, particularly regarding student outcomes. Educational partners report that information about student progress is being shared more consistently and transparently, not only at the district level, but also within school sites and individual classrooms. This intentional, ongoing communication has increased parent awareness and understanding of their child’s academic performance, attendance, and overall well-being. As a result, families feel more informed and connected to their child's educational experience, fostering stronger partnerships and greater engagement in student success.|Based on educational partner input and local data, the LEA has identified the need to improve two-way communication with families, especially for English Learner households. Many families face challenges using digital platforms like ParentSquare, highlighting the importance of providing key information in paper format and in home languages. Moving forward, the LEA will focus on offering accessible, understandable communication through multiple formats and languages to ensure all families are informed and engaged.|Based on the analysis of educational partner input and local data, the LEA has identified key strategies to strengthen engagement with underrepresented families. The self-reflection process emphasized the need for more inclusive communication and meaningful family-staff interaction. To address this, the district will continue providing bilingual community liaisons and staff to serve as connectors for non-English-speaking families, ensuring school communications are accessible and that support is available during meetings and events. Efforts will also include flexible parent-teacher conference scheduling, translation services, and transportation support as needed. Ongoing feedback from surveys and focus groups will guide continuous improvements, helping ensure all families feel heard, supported, and valued.|Based on the analysis of educational partner input and local data, building strong relationships between school staff and families continues to be a significant strength for the LEA. Feedback from district meetings and the Parent Survey indicates that families feel respected and welcomed at school sites. Parents consistently report that schools provide a safe, clean, and supportive environment, which fosters trust and encourages active engagement in their children’s education. These positive relationships have laid a strong foundation for collaborative efforts that support student success.|Based on the analysis of educational partner input and local data, the LEA has identified the need to further strengthen partnerships that directly support student outcomes. While progress has been made, continued growth is needed in fostering meaningful collaboration between families, educators, and the community. The district will focus on providing workshops that help families better understand academic expectations and support learning at home, including strategies for study habits and technology use. Additionally, training and resources on social-emotional learning will be offered to equip parents in supporting their children's well-being. Family engagement events will also continue to be organized, combining educational content with relationship-building activities to reinforce the home-school connection.|After analyzing feedback from educational partners and reviewing local data, the district has identified the need to further engage underrepresented families as an essential strategy for supporting student outcomes. These families, highlighted during the self-reflection process, often face barriers to full participation in school-related activities and decision-making. To address this, the district will continue to expand multilingual communication efforts, including translated newsletters, website updates, and ParentSquare messaging in families’ home languages. These tools ensure that all families can access and understand important information about their child’s education. In addition, the district’s Community Liaison team will continue to play a key role by conducting home visits, offering follow-up phone calls, and attending parent meetings to support relationship-building and two-way communication. The district will also leverage social media to deliver updates in more informal and accessible formats that appeal to a wider audience. These efforts, along with continued opportunities for parent input through surveys and engagement events, will help ensure underrepresented families feel heard, valued, and included in the educational journey. This commitment remains a central part of our strategy to build meaningful partnerships that lead to improved academic and personal success for all students.|Based on the analysis of educational partner input and local data, the LEA has demonstrated consistent growth and strength in seeking input for decision-making. A key area of progress has been ensuring that all district and school site parent committees—such as the DAC, DELAC, SSCs, and ELACs—are fully established, representative, and active. These committees now regularly meet and provide parents with structured opportunities to share their perspectives and participate meaningfully in planning and oversight. Over the past several years, the district has strengthened these efforts by involving parents in reviewing and approving key documents such as the School Accountability Report Card (SARC), Comprehensive School Safety Plans, School Plans for Student Achievement, and Federal Program applications (ConApp). Additionally, parent input has been actively sought and incorporated during LCAP engagement sessions. The District Parent Survey has served as another important tool, providing valuable feedback directly from families regarding their experiences, concerns, and suggestions for improvement. The survey results help inform district priorities and ensure that parent voice remains central in all major decision-making processes.|Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in Seeking Input for Decision-Making. The district will continue to actively invite and encourage parent participation in both district-wide and school site parent committees, including DAC, DELAC, SSC, and ELAC. Feedback from families who attended LCAP meetings indicated that these sessions were informative, productive, and created meaningful opportunities to connect with school leaders and provide input. To further enhance participation, suggestions from educational partners emphasized the need for parent incentives to encourage involvement in school events, as well as increasing opportunities for on-campus engagement. The district will explore implementing recognition and reward systems for parents who are consistently engaged, and create more welcoming and interactive environments that foster two-way communication. These efforts aim to strengthen trust, elevate parent voice, and deepen collaboration in the decision-making process.|Based on the analysis of educational partner input and local data, the LEA recognizes that engagement of underrepresented families in decision-making remains an area for continued growth. The self-reflection process underscored the importance of creating inclusive and accessible opportunities for these families to contribute meaningfully to decisions that impact their children’s education. To strengthen this engagement, the district will continue implementing targeted outreach strategies, such as personalized invitations and translated communications, to ensure all families feel welcome and informed. Additionally, the district will enhance its use of multiple feedback channels—including multilingual surveys and focus groups—offered in a variety of formats to accommodate diverse needs and preferences. To deepen connections with underrepresented communities, the district will also strengthen its partnerships with trusted local community organizations that already have established relationships with these families. These partnerships will serve as bridges to facilitate dialogue, build trust, and gather input in culturally responsive ways. Through these strategies, the district aims to build a more inclusive and equitable decision-making environment where all families—regardless of background—feel empowered to share their voices and help shape district and school initiatives.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
54718520000000|Columbine Elementary|3|Open House attendance was stellar with good participation in our cake auction.  Many families participated in our taco truck dinner.  School site council participation has been good all year.  We had about 15 participants per meeting. Volunteers numbered 141 different individuals. Many of them volunteered more than once. Parents and family members attended student activities.  Examples are sports, Academic assemblies, student activities such as 5th grade SCICON and Poetry and Prose, Condor Hockey game, Back to School Night, and Open House. Parent Conferences in the Fall connected with all of our families.|Columbine will continue to get more parent input and participation in our annual parent training activity.|Mr. Jones and staff will continue to contact these families and welcome them to attend activities and or receive their input.  Examples are One Call Now, telephone, letters sent home, and home visits.  When necessary, a language other then English will be used.|Our monthly Parent Institute letters provide valuable information for our families.  Our Parent / Teacher conferences build a solid understanding of teacher expectations for students and strengthen our relationships with our parents.  All families had a conference this year.|To continue to work with all families and interact with them when they visit whether it be an office visit or a student event.  Home visits will continue.|Columbine will continue to contact underrepresented families in a variety of ways. Examples are One Call Now, Parent Institute letters, telephone, and home visits.  The latter is showing some dividends.|Columbine uses its School Site Council / Safety committee and Board Meetings to seek input in our decision making. Both groups are functioning well with positive environments. Teachers and parents meet to discuss and plan activities and events - especially for 8th grade trips and primary grade activities.|Columbine will continue One Call Now reminder before our School Site Council / Safety meetings.  Mr. Jones will continue to seek parent input at the council meetings.|Columbine will continue a One Call Now second notification prior to School Site Council meetings for parents and other interested individuals.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
54718600000000|Cutler-Orosi Joint Unified|3|The District has made progress in building strong, trusting relationships between school staff and families, as reflected in educational partner input, surveys, and local data. These relationships are foundational to student success and are supported by a comprehensive family engagement strategy that prioritizes communication, partnership, and inclusivity. The District has developed a communication system to ensure families are informed and connected. Through weekly newsletters, parent emails, automated calls, and social media updates in English and Spanish, families consistently receive timely and relevant information about school events, student learning, and district policies. The district website and mobile applications also provide accessible platforms for accessing resources and important updates. Parent education is a key strength, with programs designed to equip families with tools to support their children's academic and emotional development. Workshops on topics such as literacy strategies, social-emotional learning, and navigating school systems are held throughout the year. Sessions are offered in English and Spanish, and interpretation is available in other home languages as needed. Families have responded positively, with attendance steadily increasing over the past two years. The District also hosts a wide range of family engagement events, including parent-teacher conferences, school showcases, literacy nights, student performances, and cultural celebrations. These events promote a welcoming school climate, strengthen school-home partnerships, and increase family involvement. Data shows increased participation in these events, especially among families of English Learners and socioeconomically disadvantaged students. Student-Parent Advocates and Community Liaisons are instrumental in supporting connections between families and schools. They offer case management, facilitate communication, and provide referrals to community resources. These staff are particularly critical in supporting the needs of unduplicated pupils ensuring equitable access to learning opportunities and wraparound services. Families are actively engaged in school governance through School Site Councils, District and English Learner Advisory Committees (DAC and DELAC), and LCAP engagement sessions. Their input helps shape policies, budget decisions, and strategic priorities. The District values transparency and encourages shared responsibility in decision-making processes. The increased use of virtual platforms has expanded opportunities for family engagement. Tools such as Zoom meetings, learning management systems, and parent portals allow families to participate in meetings, access grades and assignments, and communicate with teachers—regardless of work schedules or transportation challenges. Surveys and feedback tools indicate high levels of satisfaction with family engagement opportunities and support services.|Based on the analysis of educational partner input and local data, the Cutler-Orosi Joint Unified School District has identified Enhanced Two-Way Communication as a key focus area for improvement in building relationships between school staff and families. While the District has made substantial progress in keeping families informed, feedback from parents and advisory groups indicates a need for more consistent, two-way communication that allows families to share their perspectives, concerns, and ideas. To address this, the District will implement regular surveys and parent feedback tools to gather input on school programs, services, and family needs. Additionally, the District plans to establish parent focus groups to foster ongoing dialogue with school leaders, ensuring that family voices help shape school practices and decisions. Staff will also receive professional development in culturally responsive and effective communication strategies to ensure they are accessible, welcoming, and responsive to all families.By prioritizing this focus area, the District aims to deepen trust, improve responsiveness, and create stronger, more collaborative partnerships with families—ultimately supporting student success and well-being.|Based on the analysis of educational partner input and local data, the district will improve engagement of underrepresented families by expanding targeted outreach, strengthening support services, and building family capacity through education. COJUSD prioritizes building partnerships to support student outcomes. All parents are invited to participate in School Site Councils (SSC), English Learner Advisory Committees (ELAC), LCAP forums, and parent advisory groups. During SSC and ELAC meetings, families are informed about Uniform Complaint Procedures (UCP) and their rights to advocate for their students. A Parent-Student Handbook, available in English and Spanish, is distributed annually and outlines key policies, including complaint procedures. To further support underrepresented families, the District utilizes Outreach Aides at the Family Education Center. These staff members assist families with parenting, social-emotional counseling, substance abuse referrals, and navigating school systems. The Family Education Center serves as a community hub where families can drop in for assistance with school-related or personal matters. Outreach Aides act as liaisons between home and school to ensure family concerns are heard and addressed. Parent-Student Advocates, Community Coordinators, and Educational Social Workers also provide direct support at all school levels, working with families of students who are below grade level or at risk of not graduating. These staff members bridge communication between families and educators, offering guidance and linking families with academic and behavioral supports. To build family knowledge and engagement, COJUSD has implemented multi-tiered Parent Academies at the elementary and secondary levels. At the elementary level, topics include “School Systems,” “Literacy is King!,” and “Strong Family-School Partnerships.” At the secondary level, sessions focus on “School Systems,” “On the Road to College,” and “Strong Family-School Partnerships.” Each academy tier builds upon the last, developing family skills in areas such as digital literacy, understanding school processes, and supporting student achievement at home. The District also recognizes the need to strengthen staff capacity to engage families. Professional learning opportunities for teachers, principals, and support staff will be explored to improve communication, cultural responsiveness, and strategies for meaningful family partnerships. While schools currently host events such as Back to School Night, Open House, and parent conferences, local data and input reveal that not all families feel connected. Moving forward, the District will expand efforts to reach underrepresented families through more inclusive practices, culturally relevant outreach, and increased access to support services. These efforts will ensure that all families—regardless of background—feel valued, empowered, and supported in advocating for their children’s success.|Based on the analysis of educational partner input and local data, the District has identified key strengths and areas of progress in building partnerships for student outcomes.  COJUSD values strong partnerships with families and the community to support academic achievement and student well-being. This commitment is reflected in a multi-tiered approach that promotes communication, parent education, and collaboration aligned to student needs.  Families actively participate in School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District Advisory Committee (DAC), and LCAP stakeholder forums. These platforms empower families to provide input on programs, funding priorities, and student support strategies. Input from these meetings is regularly reviewed and used to inform district planning and continuous improvement. The District offers parent education at both elementary and secondary levels. Topics include navigating school systems, digital literacy, academic standards, literacy development, and college and career readiness. Sessions are available in English and Spanish and build skills across multiple levels to help families better support their children's learning at home and advocate for their needs. Parent-Student Advocates, Community Coordinators, Outreach Aides, and Educational Social Workers provide direct support to families, especially those with students who are academically at risk or in need of social-emotional support. These staff serve as liaisons between home and school, helping families access services and participate in student success plans. Their work is especially impactful in supporting unduplicated students. COJUSD collaborates with local agencies to expand access to services such as mental health counseling, after-school tutoring, substance abuse education, and college readiness. These partnerships ensure families and students receive well-rounded support both inside and outside of the classroom.  The District uses feedback from family surveys, attendance data, and academic metrics to assess the impact of engagement efforts. Data shows steady increases in family participation at school events, improved communication, and higher student attendance and achievement. COJUSD’s strengths in family engagement, education, targeted student support, and community collaboration demonstrate progress in building meaningful partnerships for student outcomes. The District remains committed to expanding these efforts to ensure that every student is supported academically, socially, and emotionally.|Based on the analysis of educational partner input and local data, the District has identified a key focus area for improvement in building partnerships for student outcomes: increasing parent and community understanding of local assessments, curriculum, and instructional strategies. Recent feedback from families and community members reflects a desire for more in-depth knowledge about how student learning is assessed and supported across the district. In response, COJUSD has prioritized the development of clear, accessible communication tools and engagement opportunities to bridge this gap. To address this need, the District has hosted a series of community forums focused on local assessments, instructional practices, and the continuous improvement cycles in place to ensure all students meet or exceed grade-level expectations. These forums are designed to promote transparency and dialogue between school staff and families, allowing for shared understanding and collaborative problem-solving. This focus on improved communication and shared understanding aligns with the district’s broader goal of increasing meaningful family engagement and ensuring all educational partners are informed, empowered, and involved in the learning process.|COJUSD is committed to improving engagement with underrepresented families as part of its efforts to build strong partnerships for student outcomes.  Based on the self-reflection process and input from educational partners, COJUSD has recognized the need to ensure all families feel welcomed, informed, and empowered to participate in their child’s education. While progress has been made in translating key documents and communications into families’ home languages, the District is expanding efforts to deepen connections and remove barriers to engagement. To improve outreach, COJUSD is developing targeted strategies to reach underrepresented families more effectively. These include extending personal invitations to events and meetings, offering flexible meeting times—including evenings and weekends—and rotating meeting locations to be more accessible to families with limited transportation options. Virtual participation will continue to be offered to accommodate those with work or childcare constraints. The District is also working to strengthen relationships with families by cultivating an inclusive environment where every parent or guardian feels their voice matters. Staff will receive ongoing support and training to improve culturally responsive communication and build trust with families from diverse backgrounds.|COJUSD has implemented several strategies to help families understand academic expectations and actively support student learning. These efforts promote transparency, engagement, and collaboration between schools and families.  Back-to-School Night offers families classroom-specific guidance on academic standards, grading practices, and instructional goals. Parent-teacher conferences provide individualized insights into student progress, giving parents practical ways to support their child’s academic growth. These events help establish strong home-school partnerships early in the school year. Through the Local Control and Accountability Plan (LCAP) process, families are invited to participate in shaping district priorities. Advisory groups such as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and School Site Councils (SSC) provide spaces where parents can learn about academic goals, student achievement data, and targeted supports. These settings empower parents to take an active role in educational decision-making. COJUSD uses a variety of digital tools to communicate academic expectations and gather feedback. District and school websites regularly post updates, resources, and announcements. Online surveys and questionnaires provide opportunities for families to share input and identify areas where more support or clarification is needed.  These strategies reflect COJUSD’s commitment to fostering meaningful two-way communication with families and building shared responsibility for student outcomes. By offering multiple points of access—through in-person meetings, virtual platforms, and formal advisory structures—the District ensures that families are well-informed, engaged, and equipped to support their children’s academic success.|Based on the analysis of educational partner input and local data, the District has identified follow-up communication as a key focus area for improvement in seeking input for decision-making. While the District offers multiple opportunities for families and educational partners to provide input—such as through School Site Councils (SSC), District Advisory Committees (DAC), English Learner Advisory Committees (DELAC), and LCAP community forums—feedback has revealed a need for more transparent and consistent communication about how this input is used. Educational partners have expressed a desire to better understand how their feedback influences decisions and shapes district plans. In response, COJUSD is committed to strengthening its follow-up communication practices. This includes providing clear summaries of stakeholder input, explicitly identifying how that input has informed decisions, and offering regular updates on the implementation and outcomes of initiatives influenced by community voice. Improving this feedback loop will help build greater trust, demonstrate responsiveness, and reinforce the value of stakeholder engagement. By ensuring families and partners can see the direct impact of their participation, the District aims to foster deeper, more meaningful collaboration in the decision-making process.|Based on the analysis of educational partner input and local data, the District is committed to improving engagement of underrepresented families in the decision-making process by removing barriers, increasing accessibility, and enhancing proactive outreach. COJUSD ensures that all families—regardless of language, background, or circumstance—receive communication and invitations to participate in school and district-level committees, forums, and advisory groups. To support equitable access, the District provides accommodations such as translation of materials, interpreters for meetings, flexible scheduling (including evenings and weekends), and individual meetings or home visits when necessary. These strategies aim to ensure families feel welcomed, heard, and empowered to contribute their perspectives. To improve engagement specifically with underrepresented families—including those of migratory students, foster youth, and students experiencing homelessness—the District places a strong emphasis on proactive communication and personalized outreach. COJUSD monitors student attendance daily and uses this data to identify and respond to students who may be at risk of disengagement. For students with unstable living conditions, staff work directly with families to ensure continuity of services and maintain open lines of communication regarding educational supports.|4|5|4|5|4|5|4|5|4|4|4|4|Met||2025-06-18|2025
54718940000000|Ducor Union Elementary|3|District has frequent contact with parents. There are many opportunities to participate in training and decision making. Patents have many presentations from outside agencies.|Parents would like to see Adult English Learner classes to assist with their understanding of the education system.|The district is pursuing partners to help with the Adult ESL classes, and will continue to provide information through training, programs, and professional instruction.|The school works closely with the the Tulare County Office of Education for relevant training and information. The CCSPP Collaorative grant has been most important in developing specific outcomes.|The community feels that the buildings are old and inadequate. Improving facilities will help improve student performance. Partnerships with outside agencies really help keep families involved. Pque was most helpful in this case.|We will continue to expand our CCSPP grant program by offering parents multiple opportunities to participate. This will include visits, donations, presentations, and equipment that will help us develop meaningful parent involvement.|The district currently uses a shared leadership model, which permits input from all partners.|We will continue to meet our meetings and search for ways to better implement our staff training.|The District currently offers multiple pathways for parents to become active. We will continue to reach out with our mental health triage counselor, our behavioral intervention technician, as well as our health tech to provided vitally needed services to our students.|4|5|4|4|3|4|4|4|4|4|3|5|Met||2025-06-10|2025
54719020000000|Earlimart Elementary|3|Earlimart supports families throughout the year with family and community events. We support back to school nights, fall festivals, trunk or treat, family dances, winter events, donuts with grownups, coffee clubs, game nights, winter and spring family pictures and parent committee leadership recognitions. We have included a parent focused Local Control and Accountability (LCAP) Goal 3: Create and maintain an environment that engages, supports and empowers parents. (Priority 3: Parental Involvement). Our last California Healthy Kids Survey indicated that 98% of parents agreed or strongly agreed that the school welcomes parent input.|Earlimart has one Family and Community Engagment Coordinator and three school site Parent Liaisons to support family events, committees, translation and communication. We also provide a variety of classes at no cost to the district in collaboration with UC Cooperative Extension, Cal Fresh and the National Council of Alcoholism and Drug Dependence. We also provide workshops on Canva, resume building and job searches. While reviewing data and meeting with staff, we identifed the need to continue to strengthen resources and build relationships. During the 25-26 school year, this team will be provided with a professional organizational membership for the National Association of Family, School and Community Engagement. This will provide additional professional development webinars, resources and toolkits to support increased partnerships. This action is included in our Local Control and Accountability (LCAP) Goal 3 Action 3.2. We are continuing efforts to increase our parent accounts in Parent Squre. Our baseline in the fall of 2024 was 56% and our three year goal is 85%.|Earlimart School District has a high number of underrepresented families. 84.8% of our students are considered socio-economically disadvantaged, 59.2% of our students are English Learners, and 7.3% are students with disabilities. We are working to create additional opportunites for educational partner engagement through our Local Control and Accountability (LCAP) and California Healthy Kids Surveys, Local Control and Accountability (LCAP) forum meetings, school family events, board meetings, Title I meetings, School Site Councils, English Learner Advisory Committees, Parent Advisory Committees, and the District English Learner Advisory Committee.|Earlimrt School District has shown increased outcomes for students. We had a 2.4 increase in mathematics and 4.4 increase in English Language Arts. (California School Dashboard) We reclassified 108 students during the 24-25 school year versus 19 in the prior year. We also decreased our chronic absenteeism rate by 19.5%. (California School Dasbhboard) We have continued our work and professional development via our partnership with a local county office of education and our district Instructional Coaches. We have also continued to work on our District Attendance Review Team (DART) efforts. Our new English Language Development (ELD) Coordinator has worked to update reclassification processes, teacher monitoring, provide professional development, review and update instructional materials and provide designated English Language Development (ELD) coaching.|Although we have increased our outcomes in Mathematics, we continue to fall below state averages and are in the red category. In order to work in this area, we will be continuing to work with the local county office of education, continue to participate in the local math network, provide additional math centers for elementary students to engage in learning, provide a math focused summer school, and implement our Illustrative Math coaching professional development. We are working to increase the number of math lesson labs and build internal capacity to facilitate these learning sessions more often than we could with only an external provider. We continue to work on improving student outcomes in all subject areas, including Math, ELA and Science. This year we also implemented Multi-Tiered System of Supports (MTSS) by providing a Coordinator and site lead at each school. These staff have worked to improve the Coordination of Services Team (COST) and Student Study Team (SST) processes.|Earlimart has worked to identify any student outcome gaps. This year our English Learners, students with disabilities, and homeless students surpassed the all student outcomes in math. Our socio-economically disadvantaged students were 0.4 points behind all students in this area. In ELA, our students with disabilities, English Learners, homeless students and socio-economically disadvantaged students surpassed the all student outcomes. All student groups decreased in chronic absenteeism. We continue to work to accelerate student outcomes and increase learning experiences. One way we are working to do this is by implementing our our Multi-Tiered System of Support (MTSS) work more deeply as we improve Tier 1 efforts across academic, social emotional and behavior systems. We will be implementing Professional Learning Communities next year, so teachers may work on cycles of inquiry and action research to achieve better results for the students they serve. This work will include building partnership with educational partners as we continue to implement and improve our family and community systems.|98% of partners agreed or strongly agreed that the school welcomes input.  We have various platforms for educational partner input at the school and district levels. We will continue to use these platforms to seek input as we make decisions. Our parent involvement staff, Liaisons and Family and Community Engagement (FACE) Coordinator continue to be a positive connection in our engagement efforts.|While the 98% response was quite high, 86% of parents indicated that they felt the school actively seeks the input of parents prior to making important decisions. We will continue to work to seek input, reflect and communicate to support input in decision making processes. We will be utilizing the new resources gained through the National Association for Family, School and Community Engagement to provide new and innovative ways to improve.|Earlimart will continue to identify opportunities to incorporate educational partners in school and district events, committees and learning on a regular basis. We are working to incrase opportunities for partners to engage in our visioning as we work to provide all students with a high quality and comprehensive educational experience in a supportive and equitable environment. We are workign to prepare students for their next step in their educational development and equip them for a successful future. We truly believe that our educational partners are a pivotal piece to achieving this vision.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
54719440000000|Hope Elementary|3|Our LEA has made significant strides in building strong, trusting relationships between school staff and families. Educational partner input, including parent surveys and community feedback forums, consistently reflect high levels of trust and satisfaction with school-to-home communication. Local data from Parsec REAL surveys show that over 85% of families feel welcomed on campus and believe staff care about their child’s well-being. One of our key strengths is the intentional presence of staff at school events, family nights, and informal gatherings. Teachers and administrators make a concerted effort to be visible, approachable, and responsive, which has helped foster a sense of partnership and shared ownership in student success. Additionally, our use of platforms like Seesaw for regular classroom updates and two-way communication has empowered families to stay connected and engaged in their child’s learning.  While we continue to seek ways to strengthen family voice in decision-making, our progress to date reflects a strong foundation built on mutual respect, consistent communication, and genuine care for our school community.|Focus areas for sustained improvement include professional learning and support to teachers and administration to continuously improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home.|Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with the small percentage of families that do not typically attend involvement activities.|Strengths include administrative support for certificated staff. Parents report that Hope School provides a safe and welcoming environment for family engagement, with multiple opportunities for two-way meaningful communication between the school and parents of all student groups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. An added measure based on partner feedback in a recent survey is to create a survey at the start of the year for parents to fill out their preferred method of communication with their child's teacher (in person when necessary, ParentSquare, email, or phone).|A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|Through additional communication efforts and personal invitations to the families, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making.|The district will continue to recruit, train and facilitate active regular participation by all families in decision-making opportunities.|The district will continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory.|5|5|5|5|4|4|4|4|5|5|5|5|Met||2025-06-18|2025
54719510000000|Hot Springs Elementary|3|The school staff work hard to build communication with partners. We are a very small school with less than 20 students, so onging communication is very easy. Most partners communicate with staff on a daily basis, both in person and electronically. All partners feel comfortable discussing their ideas and opinions with staff.|In 2024-25, educational partners identified that they would like to draw our community members in more activiely. This includes families who choose to homeschool their children, as well as older community members who contribute to and support the school.|Being small in numbers assures that no family is overlooked or disconnected. We continue to work to maintain the relationships built over prior years. We will continue look at ways to specifically address identified needs in our foster youth, homeless youth, and economically disadvantaged youth.|Our main strength is that we are small in numbers and all of our families are interested in being involved. Parents drop off students and pick up students giving staff an even better chance of have strong communication.|Maintaining strong communication on an ongoing and frequent basis is a definite strength. Partners participate in school events and activities, including parents and community members. This strong communication keeps partners updated on outcome progress.|Partners are continually encouraged to be involved and made to feel welcome. On the survey and the in-person meetings for partners each year some indicated that they would like to add even more parent/student activities. They enjoy getting together. Based on educational partner feedback, we will more actively seek to involve community members, including homeschool families and others, in the activities and events the school participates in.|Once again, our small number of families and small enrollment help ensure that we have great participation. Partners are continually encouraged to be involved and made to feel welcome to express their opinions and feel comfortable doing so.|On the survey and the in-person meetings for partners this year some indicated that they would like to add even more parent/student activities and expand the involvement of community members in the activies of the school. Our educational partners enjoy getting together and feel that the staff is very responsive. We plan to add more activities for partners and advertise locally to bring in more community members.|Between the survey and in-person meetings with educational partners this year, everyone was able to engage in our self-reflection process.|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
54719690000000|Kings River Union Elementary|3|"Kings River Union Elementary (KRUE) prides itself in building trusting relationships between school staff and families and is always striving to improve.  One approach to improvement is asking parents/families to participate in several surveys throughout the school year.  In particular, two separate surveys were sent to determine overall parent satisfaction with KRUE, school safety and connectedness, and other areas of importance.  The ""KRUE Annual Family Survey 2024-2025"" sought specific information on how families prefer communication, what parent information or training topics they are interested in, suggestions for additional services, programs, or resources, and overall parent/family satisfaction.  This was sent to all families in grades TK-8 with 41 responses and an overall satisfaction rate of 92.7%.  An additional survey, with a focus on school safety and connectedness, was sent to all KRUE families in grades TK-8.  Questions ranged from school maintenance, academic preparations, communication, school programs, discipline, safety and connectedness.  There were 48 responses with overall productive and positive feedback.  Some points to note:  families indicated that their family's schedule is a barrier to participating in school functions, activities, and events; 75% of families feel that KRUE staff care about what families think; 75% believe that their child/children is/are safe at school; and 75% feel welcome at KRUE.  While the percentages are encouraging, KRUE has room for improvement.  Outside of the surveys, KRUE welcomes families to several events throughout the year.  Beginning with Back to School Night in August to 8th grade promotion on the last day, families are encouraged to attend conferences, Family Literacy Night, Title 1 Parent Information Night, English Learner Evening, Spring Carnival, and other events.  Attendance is collected allowing the leadership team to disaggregate the data to determine focus groups of families.  This data revealed that our student families that are newest to the country did not attend events.  Our ELAC Advisory Committee shared that every piece of communication from school to home should indicate that there will be Spanish interpretation at each event and that this should be advertised on the website.  KRUE intends on analyzing all feedback and suggestions to implement the next school year.  KRUE continues to focus on updating the website often and has established a social media page to further reach families and community members.  Communication with families is essential and all communication home (phone calls, text messages, notes, flyers, etc.) is in English and in Spanish, the two dominate languages within the district."|The annual survey method was selected because it has been successful in getting feedback from parents and the survey data has been utilized each spring during the cyclical Local Control Accountability Plan (LCAP) review to determine if actions need to be added, revised, or removed from the LCAP. Goal 3 in the 2024-2025 KRUESD LCAP is directly tied to parental engagement:  KRUE will enhance support for all students and families by fostering increased parental involvement, involving them in program decisions, and offering learning opportunities.  Kings River will continue with past practices and events but shift to focus on the families that do not feel welcome at Kings River, therefore, they do not attend events, participate in their child's education, or feel connected.|"The district has identified the underrepresented families and is committed to strengthening the relationship between the school staff and the families.  In order to do so, we intend to administer an empathy interview with these families to identify barriers and support they may need.  We are considering an additional Spring conference session for parent of students that are struggling or any parent that requests a meeting.  KRUE sends a quarterly newsletter to all families, in English and Spanish, highlighting significant events at the school.  This newsletter is well received and in education partner feedback, it is requested to continue.  In addition to this, KRUE will add similar information to the website on a more consistent basis.  Highlighting students, especially those of underrepresented families, will assist in building relationships.  KRUE is also considering an additional Spring conference session for parent of students that are struggling or any parent that requests a meeting.  Using 2024-2025 parent attendance data, KRUE will target underrepresented families to send a more personalized invitation to events.  Education partner feedback indicated that it would be appreciated if KRUE would host monthly ""coffee sessions"" to have casual conversation about what their children are needing and what is going well.  This would provide an informal, casual opportunity for all families, including underrepresented families."|Kings River Union Elementary School District is and has always been committed to fostering and strengthening our school and family partnership to foster a positive school environment and improve student achievement.  KRUESD recognized that parents need to have more current information regarding their students' grades and performance on state tests.  Teachers and staff members access Google Classroom and update AERIES often to keep families informed of student progress.  Students are required to access their current grades weekly.  Even with these improvements, KRUESD realizes that this is still an area of need.  Educational partner feedback revealed that although KRUESD has increased professional learning and support to teachers in improving family partnerships, parents are requesting further support.  KRUE continues to host additional parent-teacher conferences for those students who are at risk of not being able to participate in 8th Grade Promotion activities.  During these meetings, a concerted effort to get parents engaged in helping their studetns meet the demands of school so that they will participate is made.  An addition to this for the next school year will be a signed contract and consistent, constant updates regarding students that are at risk.  Parents continue to have access to the SIS Parent Portal (AERIES) to access attendance and academic progress, including state assessment results.  The KRUESD English Learner Committee and the School Site Council provide an important avenue for parent and school collaboration and problem solving.  However, KRUESD is a rural district and we also partner with local community groups in London and the surrounding area so that twe can communicate our goals and get input into the needs of our community.|KRUESD will continue to reach out to families for input through school-sponsored events, parent-teacher conferences, and on-site conversations.  Also available to parents, students, community members and staff are two anonomous reporting systems that are found on all student devices, in the handbook, and on the website.  Areas of improvement are engagement of underrepresented families and providing additional support on how to support families in assisting their students with academics and behaviors.  It was requested from members of the district's DELAC that the school shift to providing tools/supports for parents for certain child academic, behavior and emotional support.  The school is considering hosting these sessions regularly with topics suggested by families.  These sessions would be hosted by appropriate staff members (school psychologists, social worker, special education team, etc.).  KRUE utilizes Rooms as a two-way communication tool between parents and teachers.  Access data has indicated that many of our families are still no accessing Rooms.  This hinders communication and family engagement.  KRUE will host assistance sessions for the 2025-2026 school year to support families in downloading and accessing the app.  This app allows families and teachers to communicate regularly in the family's first language.|During the 2025-2026 school year, from the suggestions of educational partners, KRUE will improve engagement of underrepresented families by hosting parent/principal informal sessions, family education sessions for academic, behavior and emotional support, advertising that interpretation is available at all events, updating the website regularly including celebrations and successes, increasing access to Rooms, and being strategic with personal invitations.  Through additional communication and outreach, the district's goal is to increase family input and engagement.|During the 2024-2025 school year, the leadership team at KRUE was encouraged by educational partner input and the response to student data.  All advisory committees were highly engaged and provided valuable feedback.  These advisory groups included the School Site Council/Parent Advisory Committee and the English Learner Advisory Committee/District English Learner Advisory Committee.  Both committees are important avenues for collaboration and planning for our district.  The district annually provides training to all members, especially parents, who serve on these bodies to understand the role of the committee and in how to advocate for their students' needs.  Kings River Union Elementary School District also leverages partnerships with local community entities so that we can seek input into dcision making through community collaboratives.  Kings River Union has long-standing relationships and seeks input from several local community groups; including Citizens for Better London, London Community Aid Program, Save the Children, London Preschool, Hodges Community Center (Proteus), Kingsburg Rotary, and Kingsburg Community Education Foundation.  Beginning 2024-2025, Valley Health Team is housed on campus to provide services to students and families.  Administration and other staff members regularly attendmeetings and events with these community partners and seek their input on school-wide initiatives and programs.  Kings River Union also employs school social workers and an academic counselor to work directly with parents to empower and train them to active participants in the educational process and the whole-child approach.|KRUESD will continue to seek educational partner input through surveys, community feedback sessions, open-door policies, anonomous reporting systems, communication apps and maintain consistency with current systems.  Our goal is to cotinue expanding the number of families actively involved in school operations, academic progress and decision-making opportunities.|KRUESD began utilizing Kelvin as the survey platform in seeking educational partner input.  This allows the school to survey any/all educational partner groups:  all or specific students, student groups, staff, and families.  The data is able to be disaggregated when needed.  The platform provides questions within dimensions but also allows the user to create survey questions to meet the need.  Educational partner feedback continues to indicate that KRUE needs to improve communication and knowledge for parents of English Learners with strategic knowloedge for Long-Term Language Learners.  Parents would like further information on how to support heir child(ren) and increased communication on how their child(ren) is/are performing between progress/report cards.  Through additional communication and outreach, the district expects more families will get involved in decision-making.|4|4|4|4|4|3|4|3|4|4|4|4|Met||2025-06-24|2025
54719850000000|Liberty Elementary|3|Based on analysis of educational partner input and local data, the LEA’s current strengths in building relationships between school staff and families include creating a welcoming environment for all families and maintaining open lines of communication. Recent survey results and feedback from families indicate high levels of satisfaction with staff approachability, respect, and opportunities for engagement. The district has made progress by offering regular family events, providing multilingual communication, and ensuring staff are accessible to address questions or concerns. These efforts have fostered trust and strengthened partnerships between families and school staff, supporting a positive school climate and student success.|Based on educational partner input and local data, our focus areas for improvement in building relationships between school staff and families include increasing opportunities for two-way communication, ensuring all families feel welcomed and included, and providing more support for families to engage in student learning at home. We also aim to strengthen outreach to underrepresented families and offer additional resources and training to help staff foster meaningful connections with all members of our school community.|To improve engagement of underrepresented families identified during our self-reflection process, the LEA will implement several targeted strategies:  - We will establish ongoing, two-way communication by reaching out personally to families, providing information in their home languages, and accommodating family schedules for meetings and events. - The district will invite underrepresented families to participate in school decision-making teams and regularly solicit their feedback, ensuring they have a voice and see the impact of their input. - We will strengthen partnerships with community organizations that serve our diverse families, helping to build trust and connect families with additional resources. - Staff will receive professional development on culturally responsive family engagement to ensure all families feel welcomed, respected, and empowered to participate in their children’s education.  These efforts are designed to build stronger relationships between school staff and all families, especially those who have been historically underrepresented, and to ensure equitable access to engagement opportunities.|Analysis of educational partner input and local data shows that the LEA’s current strengths in building partnerships for student outcomes include strong collaboration with families, community organizations, and advisory groups. These partnerships support student learning through expanded learning opportunities, targeted interventions, and wraparound services, particularly for foster youth, English learners, and low-income students. The LEA has also made progress by increasing professional development for staff on family engagement, regularly seeking input from educational partners, and providing resources to help families support learning at home. These efforts have contributed to improved student outcomes and a more inclusive, supportive school environment.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include:  - Deepening Engagement with All Stakeholders: There is a need to more consistently involve a wider range of families, students, and community partners in planning and decision-making, especially those from underrepresented groups. - Strengthening System Capacity: Building sustainable systems for collaboration and improvement is ongoing work, and the LEA should focus on training leaders and staff at all levels to support partnership efforts and scale effective practices. - Using Data to Drive Improvement: The LEA can improve by more regularly using data to identify gaps, monitor progress, and tailor supports to meet student needs. - Expanding Communication and Outreach: Enhancing communication strategies will help ensure all partners are informed, engaged, and able to contribute to student success.  These focus areas align with best practices for continuous improvement and are critical for ensuring that partnerships lead to meaningful, sustained gains in student outcomes.|To better engage underrepresented families, the LEA will create partnership teams, improve communication in home languages, offer staff training on culturally responsive engagement, and adapt events to fit family schedules. These steps aim to make all families feel welcome and involved in supporting student success.|Based on the analysis of educational partner input and local data, the LEA’s current strengths in seeking input for decision-making include consistently engaging a broad range of stakeholders—such as parents, students, staff, and community members—through surveys, meetings, and advisory committees. The district has made progress by regularly soliciting feedback during the LCAP development process and using this input to inform goals, actions, and resource allocation. These efforts have strengthened transparency, increased participation, and ensured that diverse perspectives are reflected in district decision-making.|Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include increasing participation from underrepresented groups, expanding opportunities for two-way communication, and ensuring all voices are heard in the decision-making process. We recognize the need to provide more accessible and varied ways for families, students, and staff to share their perspectives, and to strengthen feedback loops so stakeholders see how their input informs district actions and priorities. These improvements will help ensure our decisions are more inclusive and reflective of our diverse school community.|To better engage underrepresented families in decision-making, the LEA will offer input opportunities in families’ home languages, schedule meetings at convenient times, and partner with community organizations. Staff will receive training on culturally responsive engagement, and we will provide feedback to families on how their input informs decisions. These steps aim to ensure all families have a meaningful voice in school and district decisions.|4|5|4|4|4|3|4|4|4|4|5|5|Met||2025-06-24|2025
54719930000000|Lindsay Unified|3|The District has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. The school sites have increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support.  All school sites are bringing together educational partners to create a new vision for the school site with input from all. The District has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation.|The District will work to provide training to staff focused on explicit strategies and techniques to build relationships with families, including an understanding of differing backgrounds (cultural, linguistic, geographical, and economic), increasing two-way communication, and building trust. Reaching all families with information continues to be difficult.  Not all families interact with the digital methods of communication, and a better balance between print and digital needs to be found.|The District supports the full implementation and sustainability of family engagement and support through staff in the Student Services Department and Healthy Start.|The school sites utilize phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English.  The District utilizes Empower to allow parents to check learner progress 24/7.  Training on how to use the program is held on school sites throughout the year.  Conferences are held three times a year to keep parents up to date and encourage their support in their child’s learning.  It is mandatory that all parents are met with during the November conferences, and all parents of at-risk learners are met with during all conference windows.|Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families. Those trained in the poverty work will also provide outreach to families.|The District will offer a parent university. This will help parents engage with their children, support learners with academic content, as well as SEL practices.  Participants will engage with their Learning Communities and other parents. Continued training for interpreters in more technical education areas like Special Education will be offered.|Currently, Lindsay Unified plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC, DAC, and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups.  The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. This year's LCAP survey engagement was 3 times the previous year, but is still not reaching the majority of families. The District has also implemented a Parent Academy that will continue to be offered. The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. The District has also implemented a Parent Academy that will continue to be offered.|Lindsay Unified will continue work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents.|The District will seek input from underrepresented families during specific meetings directed at their interests, including, but not limited to: DAC, DELAC, Migrant, Healthy Start Parenting Classes, and Parent University.  Additional work will be done to seek the input of learners with disabilities as part of the IEP process.|4|4|4|4|3|4|5|3|4|4|4|4|Met||2025-06-23|2025
54719930124776|Loma Vista Charter|3|Loma Vista, in conjunction with LUSD, has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. Loma Vista has increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support.  They are bringing together educational partners to create a new vision for the school site with input from all. LUSD has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation.|Loma Vista, with LUSD, works to provide training to staff focused on explicit strategies and techniques to build relationships with underrepresented families, including an understanding of differing backgrounds, increasing two-way communication, and building trust. Reaching all families with information continues to be difficult.  Not all families interact with the digital methods of communication, and a better balance between print and digital needs to be found.|Loma Vista, with LUSD, supports the full implementation and sustainability of family engagement and support through staff in the Student Services Department.|Loma Vista utilizes phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English.  It utilizes Empower to allow parents to check learner progress 24/7.  Training on how to use the program is held throughout the year.  Conferences are held to keep parents up to date and encourage their support in their child’s learning.  It is mandatory that all parents/guardians participate in meeting with administration and staff.|Loma Vista, with Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families. Those trained in the poverty work will also provide outreach to families.|Loma Vista, with LUSD, will offer a parent university. These will help parents engage with their children, support learners with academic content, as well as SEL practices.  Participants will engage with their Learning Communities and other parents.|Currently, Loma Vista plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups.  The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. Loma Vista, with LUSD, has also implemented a Parent Academy that will continue to be offered.|Loma Vista will continue to work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents.  Specific district staff have been connected with the advisory groups to begin this work.|Loma Vista will seek input from underrepresented families during specific meetings directed at their interests, including, but not limited to: DAC, DELAC, Migrant, Healthy Start Parenting Classes, and Parent University. Additional work will be done to seek the input of learners with disabilities as part of the IEP process.|4|4|4|4|3|4|5|3|4|4|4|4|Met||2025-06-23|2025
54720090000000|Monson-Sultana Joint Union Elementary|3|Based on input from educational partners and analysis of local survey data, Monson-Sultana Joint Union Elementary School District has made strong progress in building meaningful relationships between school staff and families. One of our key strengths is the culture of trust, communication, and responsiveness that exists between home and school. Our most recent family engagement survey revealed that 90% of families feel connected to and safe at school, which affirms our intentional efforts to foster a welcoming and supportive environment.|While Monson-Sultana Joint Union Elementary School District has made notable progress in building strong relationships with families, educational partner input and local data indicate that there is still room for growth in ensuring consistent engagement across all grade levels and family groups. One focus area for improvement is increasing participation from historically underrepresented families, including those with limited English proficiency or work schedules that make it difficult to attend school events or meetings.  We also aim to strengthen two-way communication by creating more opportunities for families to provide feedback beyond traditional surveys and formal meetings. Additionally, while 90% of families report feeling connected and safe at school, we recognize the need to focus on building deeper, relationship-based partnerships—not just informational outreach.  Moving forward, our goals include expanding personalized outreach, providing more culturally relevant events and communication, and offering flexible, accessible ways for families to be involved in their child’s learning and school community. These improvements are vital to ensuring all families feel empowered, valued, and engaged as essential partners in student success.|To improve engagement of underrepresented families identified during the self-reflection process, Monson-Sultana Joint Union Elementary School District will implement targeted strategies designed to reduce barriers and foster deeper, more inclusive relationships. These families include those who speak a primary language other than English, work non-traditional hours, or have limited access to transportation or technology.  Based on input from our educational partners, we will expand our outreach efforts by:  Offering flexible meeting times (evenings, weekends, and virtual options) to accommodate family schedules.  Providing interpretation and translation services at all school events and in written communications to ensure language is not a barrier.  Leveraging our Community Resource Center to connect families with wraparound services and strengthen trust with school staff.  Increasing home visits and personalized outreach by family liaisons and school leaders to establish personal relationships.  Creating more informal engagement opportunities, such as family nights, cultural celebrations, and classroom visits, where families feel welcomed and valued.  We will monitor progress through feedback loops, including listening sessions and focus groups with underrepresented families, and adjust our efforts accordingly. These strategies are part of our ongoing commitment to equity, inclusion, and building strong partnerships that support student success.|Monson-Sultana Joint Union Elementary School District has demonstrated consistent progress in building effective partnerships that support student outcomes. A key strength identified through educational partner input and local data is our collaborative approach to goal-setting and student support, particularly through our School Site Council, English Learner Advisory Committee (ELAC), and parent-teacher conferences.  We have built strong relationships with families by regularly sharing academic progress data, providing clear guidance on how families can support learning at home, and ensuring that communication is accessible in both English and Spanish. Additionally, we have expanded our partnerships with community-based organizations to enhance academic and wellness services, such as literacy initiatives supported by Save the Children and social-emotional learning efforts coordinated through our wellness team.  Our increased transparency and engagement around academic expectations and supports has resulted in more families participating in intervention meetings, progress monitoring, and attendance improvement initiatives. These efforts have contributed to improved student outcomes in both English Language Arts and Mathematics, as evidenced by local benchmark data and state assessment trends.  We remain committed to deepening these partnerships to ensure that every family and community member feels equipped and empowered to support student success.|Based on educational partner input and analysis of local data, Monson-Sultana Joint Union Elementary School District has identified several focus areas for improvement in building partnerships that directly impact student outcomes. One key area is the need to provide more targeted guidance to families on how to support learning at home, particularly in core academic areas like reading, math, and writing. While families express a strong desire to help their children succeed, many have asked for clearer, more accessible strategies they can use outside the classroom.  Another area for growth is improving the frequency and clarity of communication regarding student progress, especially for students receiving intervention or special services. We also aim to strengthen our outreach to families of English Learners and students with disabilities by offering more personalized, culturally responsive engagement opportunities.  To address these needs, we are working to expand parent workshops, increase the use of visual and bilingual resources, and develop simple, grade-level academic support guides for home use. These efforts are designed to create stronger, more informed partnerships that are directly aligned with student achievement goals.|To improve engagement of underrepresented families in building partnerships for student outcomes, Monson-Sultana Joint Union Elementary School District will implement intentional strategies that address the specific barriers identified during our self-reflection process. These underrepresented groups include families of English Learners, migrant students, students with disabilities, and those experiencing economic hardship.  Key actions include:  Expanding bilingual and culturally relevant academic workshops that equip families with practical tools to support learning at home, with a focus on literacy, numeracy, and language development.  Creating personalized learning progress reports and holding one-on-one meetings with families of at-risk students to review goals, strategies, and progress in a more accessible and supportive format.  Collaborating with trusted community partners (such as Save the Children and local health agencies) to co-host events that integrate academic information with access to essential services.  Developing family-friendly guides and videos in multiple languages to help parents understand grade-level expectations, intervention plans, and how to navigate school systems.  By meeting families where they are—both geographically and linguistically—we aim to strengthen their role as active partners in their child’s academic success. We will continue to monitor participation trends and adjust our outreach efforts to ensure that all voices are heard and valued in the pursuit of student achievement.|Monson-Sultana Joint Union Elementary School District has demonstrated meaningful progress in seeking input for decision-making by fostering a culture of transparency, inclusiveness, and shared ownership. A key strength identified through educational partner feedback is the district’s consistent and proactive efforts to gather stakeholder input across multiple platforms and settings.  We regularly engage families, staff, students, and community members through School Site Council meetings, English Learner Advisory Committee (ELAC), LCAP input sessions, and school climate surveys. Input is also gathered during parent-teacher conferences, informal school events, and through digital platforms like ParentSquare, where families can provide ongoing feedback in their preferred language.  This multi-pronged approach has allowed us to make data-informed decisions that reflect the values and priorities of our community—such as expanding wellness supports, strengthening arts and music instruction, and increasing academic interventions. The trust we’ve built with our families and staff has contributed to higher levels of engagement and a shared commitment to continuous improvement.  Moving forward, we will continue to refine our feedback systems and ensure all voices—especially those from underrepresented groups—are actively included in shaping district goals and initiatives.|Based on the analysis of educational partner input and local data, Monson-Sultana Joint Union Elementary School District has identified key areas for improvement in seeking input for decision-making. While we have strong participation in formal structures such as School Site Council and ELAC, we recognize the need to engage a broader and more diverse group of voices, particularly those from underrepresented families, non-English-speaking households, and parents who are less familiar with school systems.  One specific focus area is improving two-way communication methods that allow stakeholders not only to receive information but also to provide meaningful feedback in ways that are accessible, convenient, and culturally responsive. Additionally, we aim to increase student voice in decision-making processes by creating more opportunities for input at the classroom and school levels.  To address these areas, we are exploring the use of family focus groups, student advisory panels, and more informal input opportunities during community events. We are also working to simplify and translate more of our communication tools and surveys to remove language and accessibility barriers. These efforts are part of our ongoing commitment to inclusive, transparent, and equitable decision-making that reflects the needs and aspirations of our entire school community.|To improve engagement of underrepresented families in decision-making, Monson-Sultana Joint Union Elementary School District will implement intentional strategies aimed at increasing accessibility, trust, and participation. Our self-reflection process revealed that while many families are willing to be involved, barriers such as language, work schedules, limited access to transportation, and unfamiliarity with school processes have prevented some from actively contributing their voice.  To address these barriers, the district will:  Expand the use of multilingual communication tools such as translated surveys, meeting summaries, and interactive platforms like ParentSquare to ensure families receive and can respond to information in their home language.  Offer flexible engagement opportunities, including virtual and evening meetings, to accommodate working families.  Conduct small-group listening sessions and focus groups in partnership with trusted staff or community liaisons to create safe and welcoming spaces for honest feedback.  Use community events and informal gatherings (such as family nights or resource fairs) to gather input in non-intimidating settings.  Provide training and support to help families better understand how school decisions are made and how they can participate meaningfully.  By reducing access barriers and meeting families where they are, we aim to ensure that all voices—especially those from historically underrepresented groups—are reflected in the decisions that shape our students’ learning experiences and school environment.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
54720170000000|Oak Valley Union Elementary|3|The inclusion of the Community Schools Implementation Grant has boosted support for our families. The Community Outreach Coordinator (COC), which was hired with these funds, has provided more 1:1 family support that is more targeted for specific family needs. The COC is bilingual and a long time resident of the area so he knows a lot of the families already. Part of the COC's responsibility has been to facilitate the Parenting Partners program which is an 8 week parent course that develops leaders within those parents that attend while learning various parenting skills. The parent leaders that are developed through the 8 weeks then are the facilitators for the next 8 week parenting class, thus parents are leading parents. There has been a huge success with this program with 21 parents graduating from the class during the 24/25 school year. The COC will increase the amount of course offerings during the 25/26 school year. The parents graduate with a certificate and the district puts on a graduation ceremony with a pot luck.   The Community School Implementation Grant also provided the district with two Social Workers equaling to 3 days a week. They were able to work with families and students who needed tier 3 assistance. Every other week the districts administration and mental health staff met to review the specific needs of our neediest children and families. By doing this, we were able to supplement with family resources immediately and we were able to see a positive change in student classroom behavior very quickly.  Based on this year's parent surveys, 94% of those surveyed feel that the district provides families opportunities for meaningful dialogue, decision making and or activities.  The PTO also put out a survey that focused on their activities and meetings they put on for the year to solicit feedback on how they can improve. Nearly 90% of those that responded say that they are satisfied with the student events that were provided and 46% stated that they had a hard time participating in activities for the year due to work obligations.|Focus area 1): Provide more communication on the district's mental health services for students and families. Focus area 2): Create time for teachers to be trained in cultural awareness and sensitivity.|The district will continue with the addition of the Social Worker which will allow underrepresented families to be served more often. The goals of the LCAP and the CCSPP implementation grant will continue to create a Community Schools environment that will support our neediest families. Having a space just for families in the Family Resource Center will provide for meaningful engagement by providing parent education opportunities, health resources, clothing and food through the Caring Closet that is on site.|Parents have indicated through surveys a desire for more communication on student performance, more mental health resources for their children, and more opportunities for parents to be in the classroom. This is the first time surveys have indicated these desires which the administration welcomes. Administration has concluded that there are a variety of resources for mental health support for students but parents are unaware. Therefore, communication on the services need to be improved because the school counselor, social worker, and school psychologist work very closely on ensuring students are receiving services.   The SPED department does an outstanding job communicating and meeting with families. They spend ample time discussing with parents how their child is performing and explains various avenues to support their child at home.  The School Counselor also makes deep connections with students and their parents when working through highly sensitive situations and also meets the needs of our homeless population by providing various resources and completes outreach activities. The counselor, additionally, works with community members in providing a Career Day for the middle school students in order for them to start to recognize and engage in the community around them. The Family Resource Center (FRC) had a 114 parent contacts from October thru May. Contacts ranged from health services, SARB assistance, food, clothing, community sports sign ups, etc. The FRC also partnered with Tulare Adult School to provide GED courses at Oak Valley. The Bilingual Aide has also worked diligently at making contact with our migrant parents and ELL parents. Twice a year teachers meet with 100% of their parents during parent conferences.|Focus area 1): Invite parents more often into the classroom Focus area 2): Provide more frequent formative assessment results to parents. Focus area 3): Create cultural events throughout the year by inviting cultural community members such as folkloric dancers, to the campus at lunch time, etc. in order to celebrate diversity.|The district has completed its second year of the CCSPP implementation grant. There is a team of staff members that have participated in a statewide cohort that focuses on the development of successful Community Schools. This year, the team worked diligently on the problem of practice that was identified, a disconnect between teaching staff understanding the needs of our families, by providing a resource fair at Open House and the Community Outreach Coordinator communicating more on what our family needs are to the staff. This will become an annual event.   The district included a BCLAD teacher to the LCAP. This teacher will work specifically with all newcomers to the district and will teach all ELD classes K-6th grade, along with leading the ELAC meetings and being the ELPAC Coordinator.|Parent surveys indicate that there was an increase from 67% to 94% of those surveyed feel empowered to play a meaningful role in decision making. This is a huge increase and it is believed to be contributed to the increase in parent involvement in SSC/ELAC, monthly coffee with the Principal, and having a Community Outreach Coordinator that is deeply rooted into the community.|"Due to there being a high percentage, 64%, of surveyed parents feeling that their culture is not celebrated at Oak Valley indicates the need to look more in depth on ways to ensure all families feel welcomed and celebrated at OV. The district has contracted with a ""Cultural Navigator"" for the 25/26 school year who will provide teacher training on cultural awareness and sensitivity. Through this process, the desire is that teachers will feel more comfortable reaching out to parents more often on student performance in a positive way. The BCLAD teacher will also be able to connect with more Hispanic/bilingual families during more frequent ELAC meetings that will be able to seek more input from families."|One-on-one parent conferences allows for parents to engage in meaningful conversations with parents. We had 100% parent attendance at parent conferences. There will be a new principal for 25/26 and she will be charged with finding new ways to communicate student performance data to parents more frequently throughout the year. Engaging in more frequent discourse allows the parent to participate in their child's education and allows the school to share out what resources are available for students and families. The school counselor continues to attend county meetings as our homeless liaison to increase ways of supporting our students and our District Registrar has been helpful in identifying who our homeless students are. She notifies administration, the counselor, Social Worker, and the Community Outreach Coordinator when a child has been identified as homeless so that resources can be offered. The Social Worker and Community Outreach Coordinator are a key component to improve the engagement of our underrepresented families through the Family Resource Center and utilizing the Caring Closet, along with making community relationships that can offer assistance to our families.|4|5|3|5|4|3|5|3|4|4|4|4|Met||2025-06-24|2025
54720250000000|Outside Creek Elementary|3|Outside Creek provides a family-like learning atmosphere in which the staff are accessible on a daily basis to communicated with families.  A strength is that there are only 125 students in 5 classrooms, thus making communication between staff and family quite accessible.|The school's focus is on the continuance of providing bilingual staff members who can communicate with families.|The school will provide multiple opportunities and events throughout the school year to improve engagement of underrepresented families.|Outside Creek School's strength is a close-knit family atmosphere in which partnerships among staff lead to positive Student Outcomes.  Each day the teacher meets with the instructional aide to discuss the academic and behavior progress of each child. The goal for the instructional staff is to meet with small groups of students for Math Intervention with more time dedicated to Math than in previous years.|The focus for Outside Creek School is to build partnerships between our current staff to identify the Math learning goals and needs of each child, and to meet more often with the children either in small groups or individually.  The After-School Program has teamed with the school day staff to make the process from school day to After-School Program a seamless transition in which the ASP supports the school-day instruction while providing enrichment opportunities.|The teachers communicate with underrepresented families on a weekly basis and on a daily basis when needed.  The teachers communicate through phone, email, Class Dojo, and progress reports.|Outside Creek School seek input by sending surveys to all families including underrepresented families in English and Spanish. All families have opportunities for input.  Furthermore, the school board agendas are posted and the meetings are at times in which working parents could attend as needed.|Outside Creek's focus area is to ensure that all surveys sent home are seen by the parents of the children by having the parents sign and return the forms to the school.|Since the high majority of our families are underrepresented families, Outside Creek's focus area of ensuring all surveys sent home are seen by parents.|5|5|5|5|5|4|4|4|4|5|5|5|Met||2025-06-12|2025
54720330000000|Palo Verde Union Elementary|3|As a very small community, our staff has developed many relationships with families throughout the years, which are built on to support each group of students.|We would like to particularly increase their involvement in the area of input on programs and reflection on school performance.  Additional training for our staff in this area would assist in fully implementing and sustaining this area.|Most of our families are unduplicated students, so they are already well represented in this process.|Palo Verde offers more than 19 events per year that are specifically designed to increase parent engagement and involvement in the school.  Our ultimate goal is to partner with both parents and their student for the maximum academic success of each of our children.  Additionally, we offer a variety of services to help our families remove barriers to education, increase economic stability, and improve physical and mental health.|85% of our parents reported feeling connected to the school, but we would like that increased to 90% or more.  We understand how busy lives are for many of our families and we will continue to seek new ways to support their involvement and maximize this important partnership.|We are continuing to utilize a variety of communication methods, meeting times, and formats to provide as many opportunities for our families as possible, and help them balance between partnering with the school and meeting their at-home and work needs.|We have a wide variety of opportunities for input throughout the year, and our leadership/teaching staff is open and welcoming to that input.|As is often the case, we have a core group that regularly provides input, and we would like to expand that to get a wide variety of perspectives to improve our programs for all students.|We will continue to reach out to families, offer diverse meeting times/formats, online and paper surveys, and brief information sessions to encourage involvement and gain insight from our families.|5|5|4|5|4|4|5|4|4|4|5|5|Met||2025-06-18|2025
54720410000000|Pixley Union Elementary|3|The district has a variety of ways for parents to join in decision making with PAC, DELAC, SSC, ELAC, and PTO organizations and holds a variety of events throughout the year for general feedback. Empathy interviews are conducted of specialty subgroups periodically, and annual surveys are completed by parents. The Family Resource center is utilized by approximately half of our families with more than 85% of them noting they are at least aware of the services offered, even if they aren't using them. The sites have separated their School Site Councils and ELAC, to allow more pertinent input for each program and shorter meetings for parents to accomplish that. In 2024-25 PTO was expanding, and the Family Resource Center became the Community Schools Program which greatly expanded family involvement activities.|We continue to work on increasing the number of parents participating in events and receiving timely information to partner with us for student success. The recent obtainment of the Community Schools Partnership grant has allowed us to hire a full time coordinator to oversee expansions of parent and family support programs. The focus has been on harnessing community agencies to provide parent workshops, family service events, and increase family awareness of the offerings. In 2024-25 we now have more than 40 community partners, attending quarterly meetings to plan for community based events that support our families.|Our underrepresented families are the main participants in parent engagement events, but we anticipate that continuing and further expansion of the number of families reporting attendance at events to increase. Continuing to offer PIQE and expanding our parent volunteer on campus programs are priorities for 2025-26|Our Family Resource center offers bilingual supports to families, and connections to the larger school program. There are multiple opportunities for parent partnerships, so this is an area of strength as well. The Community Schools program has expanded offerings by agencies to support families and three has been an increase in site participation in decision making committees.|Our focus will be on expanding workshop awareness, input participation, and electronic resources for parents who are not available to attend meetings due to work/home committments.|"Our workshops will be offered as an AM/ PM session option, with two presentations of the same information to accomodate family work/home obligation schedules. Additionally, the presentations will be recorded and published as ""shorts"" to send via social media for parents who were unable to attend."|We provided a variety of opportunities for shared decision making through multiple formats both live and online this year.|We will be focusing on publicizing meetings and opportunities to engage through local public venues, as well as our current print and online notices. Our goal will be to increase the number of families particpating beyond our usual core group. Additionally, our PTO has reogranized and is making plans to partner better with the elementary site and have a more meaningful impact on student education.|Our underrpresented families are the mainstay of our events, and the core group that continues to participate represents EL and SED interests almost exclusively. Our focus will be on increasing this core group to include more voices and representation from around the district. This will be done through the expansion of PTSO and broader publications of event calendars.|4|4|3|5|2|3|4|3|4|4|4|4|Met||2025-06-24|2025
54720580000000|Pleasant View Elementary|3|Pleasant View strives to build partnerships between families and school staff for positive student outcomes. Pleasant View works together with parents in the development of the whole child. The Community Services Director continually reaches out to parents and provides resources to families. Pleasant View also reaches out to local community resources to connect families based on their specific needs. Our School Psychologist and Social Worker are also a resource for students and parents to utilize to get the support they need. Pleasant View continuously reaches out to make connections with families to build relationships and encourage engagement in their child’s education to achieve academic success and develop social-emotional skills.|Pleasant View’s focus area for improvement is to focus on creating open and transparent communication between school staff and families. Ensure that both school staff and families have access to clear and timely information about school policies, events, and student progress. Pleasant View will use various communication channels such as newsletters, emails, phone calls, text messages, and social media to reach out to families and accommodate their preferences.|Pleasant View knows that building relationships between school staff and families plays a critical role in helping students succeed in school. Pleasant View has made great strides to make the school a more welcoming environment with inclusive spaces for parents where they feel comfortable participating in activities and meetings. Pleasant View will encourage parents to volunteer in classrooms, on committees, or at school events to foster a sense of involvement in their children’s education.|Pleasant View provides numerous opportunities to build partnerships for improving student outcomes. Paideia seminars are routinely conducted at every grade level to promote academic discussions around text. We have also partnered with Cwisted to give students the autonomy to create projects that target several of the United Nations' 17 SDGs, such as the development of financial literacy projects for all grade levels. The Expanded Learning Opportunities Program provides opportunities for students to engage in learning experiences by bringing in outside resources that focus on STEM, literacy, and academic support.|Pleasant View's focus area for improvement is to offer more opportunities for parents to become involved in students’ education, through workshops and resources to help parents support their children’s learning at home, and enhance communication between schools and parents.|Pleasant View will improve engagement of underrepresented families by doing home visits, making phone calls, monitoring absences, building relationships with the families, and serving as a bridge between schools and families. Pleasant View will provide additional training to school staff to help staff better understand the diverse backgrounds of our families and students which will create a welcoming environment.|Pleasant View continues to work alongside the advisory groups at the school to bring them the information they need to make the most informed decisions about the school and their child. The school has multiple measures it uses through a variety of student and parent surveys to measure progress and make decisions based on survey results.|Pleasant View will conduct listening sessions a minimum of twice a year to provide parents with an opportunity to voice their input for decision-making. Pleasant View will provide additional surveys to seek input from parents to improve higher-quality outcomes.|Pleasant View will improve engagement of underrepresented families by encouraging them to attend the listening sessions and by creating a safe space for parents to voice their concerns and challenges.|3|2|3|3|3|3|3|1|2|2|2|2|Met||2025-06-17|2025
54720820000000|Richgrove Elementary|3|RSD has invested in various ways that the district staff can communicate with our Educational Partners. Instructional staff has the use of Class Dojo to communicate daily with parents. Each teacher and administrator has a Zoom account that allows them to meet virtually face to face with parents if they can not come onto campus. Richgrove has also invested in a new website/school app that allows for communication with parents via text messages, social media and robo calls. RSD has used this system to get information to parents on a regular basis.|RSD has conducted several surveys and questioned our Educational Partners on this area and one strong concern is that at time the school can seem like an unwelcoming environment and there has been interactions that were felt to be negative on the behalf of the school. This is an area of focus for our school and we feel that building back that face to face positive dialogue/relationship is an area of focus. Bring our Educational Partners back to the campus more often we feel will reduce anxiety that can lead to negative interactions.|RSD will make it a focus through our Student Services Department to make sure that those students and their families that are not represented in our feedback surveys, be sought out and counselled on how to connected to the school. Richgrove will also work through our parents groups in SSC, ELAC and Migrant to seek out families not represented in the Richgrove process. We will also use social media and other forms of communication to engage with our families and foster more feedback and be more inviting and welcoming.|RSD has provided various PD opportunities for staff to learn how to build capacity with parents to work on student outcomes. Staff also meets to share ideas on this integral part of the educational process. Richgrove provides monthly parent meetings on various topics revolving around scholastic needs and requirements, along with social emotional learning. Important information is also send out to parents and staff via our school app, social media and text messaging. Through our parent committees much information is also shared out and feedback is gathered along with routine surveys.|The RSD Educational Partners have stated in feedback opportunities that they would like to have more live events and more chances for face to face contact. They also stated that they would like more contact from instructional staff. They have asked for more on-site afterhours events for parents and some adult classes that will best help them work with their students in their educational growth. They also talked about making sure parents are greeted in more friendly manner across entire campus and staff and that we work to remediate those students that fell behind at an early age due to distance learning.|RSD will use its parent committees and Student Services Department to reach out and discover those families that may not be represented in our District’s processes. Richgrove will continue to market itself and its programs on social media to help give all of our Educational Partners an opportunity to become more involved in everything RSD has to offer.|"RSD has utilized its new school app and website along with Google Forms to push out surveys and questionnaires to all Educational Partners. This has allowed for more input from those individuals that do not participate in school meetings. This coupled with input from our parent committees has allowed for much more input than in the past that is automatically translated into graphs and charts for easy disaggregation. Parent meetings both formal and informal like our ""Breakfast with the Principal"" has also led to more information gathering and input opportunities."|RSD needs to continue to gather information from those parents not on social media or on a parent committee. In years past this information was gathered from our face to face meetings. RSD plans on bringing back those face to face events more often and also allow for more online opportunities for feedback. This will allow for a more well-rounded representation from our Educational Partners.|RSD will continue to reach out to underrepresented Educational Partners via our Student Services Team and Parent Committees to bring them into the fold that is our Richgrove School Community. The goal is to get out more invitations to community members to attend our in person events as everyone is requesting more in person meetings. Word of mouth in regards to school events, social media posts and flyers sent home will bring in more families not already connected to us.|4|4|4|5|5|5|4|4|5|4|4|5|Met||2025-07-16|2025
54720900000000|Rockford Elementary|3|Our greatest strength is the continued growth of involvement by our parents of English Learners who have become informed advocates and supporters of their children and of the general student body. Strengths continue to include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education.|Focus areas for improvement will continue to be professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.|One of the strategies we have used to improve engagement is to involve parents in the actual implementation of the LCAP, not only those actions and services which directly impact parents, but the evaluation of the effectiveness of all actions. This process empowers parents and students as they see their recommendations being implemented.  When parents see the result of their work in the LCAP and budget, they know their voice is heard and respected.|Strengths include administrative support for certificated staff, parent reports that Rockford School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children.|A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children. We will build upon these strengths in order to assure that parents and families speak with an empowered voice. An important source of data at our small school is day-to-day personal interaction between parents and teachers and between administration and teachers.|Our focus will continue to be to maintain our strengths and expand in two areas: training of staff and parents in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families and in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making.|There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|In order to assure empowered engagement, the self-reflection process has been integrated with existing empowered committees for School and District planning. We also integrate it with staff Community of Practice routines. This involves continued professional development and schoolwide approaches to create a community of empowered self-reflection. Families of unduplicated count students will continue to be a district focus to assure that we continue to strengthen and expand involvement. Rockford enjoys very active, positive, and continuously expanding parent involvement in our school and the education of their children. Each year we have increased the number and type of parent engagement opportunities with the result that more and more parents are actively engaged each year with annual increases in parent participation in school and decision making, parent education and training to help their children succeed in school, and student participation in school wide and countywide academic showcases and competitions aligned with state standards.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
54721080000000|Saucelito Elementary|3|1) Effective Communication Channels: The LEA has established multiple communication channels, including regular newsletters, social media updates, and parent-teacher conferences. These avenues ensure that parents are consistently informed about school events, student progress, and other important updates. 2) Inclusive Family Engagement Programs: The LEA has implemented various family engagement programs that cater to diverse family needs. Workshops, cultural events, and family nights provide opportunities for parents to engage with the school community, fostering a sense of belonging and partnership. 3) Responsive Feedback Mechanisms: Through surveys and feedback forms, the LEA actively seeks input from families and acts on their suggestions. This responsiveness helps in addressing concerns promptly and improving the overall educational experience for students and their families. 4) Supportive School Climate: Teachers and staff are trained in culturally responsive practices and family engagement strategies, contributing to a welcoming and inclusive school environment. This training helps in building trust and strong relationships between staff and families. 5) Collaborative Decision-Making: The LEA involves families in the decision-making process through advisory councils and committees. This collaborative approach ensures that family voices are heard and considered in school policies and initiatives.|1) Enhanced Communication Accessibility: While multiple communication channels exist, there is a need to ensure that all families, including those with limited English proficiency and those lacking internet access, receive timely and accessible information. This may involve providing more materials in multiple languages and utilizing various formats such as phone calls or printed newsletters. 2) Increased Parent Participation: The LEA has recognized that not all parents are equally engaged in school activities and decision-making processes. Efforts to increase parent participation, particularly among underrepresented groups, are needed. Strategies may include more flexible meeting times, providing childcare during meetings, and actively reaching out to disengaged families.|1) Culturally Relevant Outreach: The LEA will implement targeted outreach efforts to underrepresented families by utilizing culturally relevant communication methods. This includes translating materials into multiple languages, employing community liaisons, and engaging with cultural organizations to build trust and facilitate communication. 2) Flexible Meeting Options: To accommodate diverse schedules, the LEA will offer flexible meeting times and virtual meeting options. This includes holding meetings outside of traditional school hours and providing digital platforms for those who cannot attend in person.|1) Strong Community Collaborations: The LEA has established robust partnerships with local businesses, non- profits, and higher education institutions. These collaborations provide valuable resources, mentorship opportunities,  and real-world learning experiences for students. 2) Comprehensive Support Services: Through partnerships with community organizations, the LEA offers a range of support services, including mental health resources, tutoring programs, and after-school activities. These services address various aspects of student well-being and academic success. 3) Engagement with Families: The LEA works closely with families to support student outcomes, providing resources and workshops that help parents support their children's education. This partnership with families is crucial for reinforcing learning at home and ensuring holistic support for students. 4) Innovative Learning Opportunities: Partnerships have enabled the LEA to introduce innovative programs such as STEM initiatives, career and technical education (CTE) pathways, and arts integration projects. These programs enhance student engagement and prepare them for future careers.|1) Enhanced Coordination and Communication: There is a need to improve the coordination and communication between the LEA and its partners. Establishing a more systematic approach for regular updates, feedback loops, and collaborative planning will ensure that all parties are aligned and working towards common goals. 2) Focused Support for Academic Achievement: While current partnerships provide a range of support services, there is an identified need to intensify efforts specifically targeting academic achievement. This includes developing partnerships that offer specialized tutoring, academic mentoring, and resources for advanced learning opportunities.|1) Targeted Outreach Programs: The LEA will implement targeted outreach programs to connect with underrepresented families. This includes personalized communications, home visits, and collaboration with community leaders and cultural organizations that can bridge the gap between the school and these families. 2) Culturally Relevant Resources: The LEA will provide culturally relevant resources and support to ensure that all families feel welcomed and valued. This involves translating materials into multiple languages, offering bilingual support staff, and creating culturally inclusive events that resonate with diverse family backgrounds. 3) Feedback and Continuous Improvement: The LEA will actively seek feedback from underrepresented families through surveys, focus groups, and listening sessions. This feedback will be used to continuously improve engagement strategies and ensure that partnership efforts are meeting the needs of all families.|1)Transparent Communication: The LEA has improved transparency by regularly communicating how input is used in decision-making. Updates on decisions and the rationale behind them are shared through newsletters, social media, and public meetings, building trust within the community. 2) Collaborative Decision-Making Committees: The LEA has formed various committees and advisory groups that include representatives from different stakeholder groups. These committees play a crucial role in shaping policies, programs, and initiatives, fostering a sense of shared responsibility and collaboration. 3) Responsive to Feedback: The LEA has shown a commitment to acting on stakeholder input by making adjustments and improvements based on the feedback received. This responsiveness demonstrates that the LEA values community input and is willing to make changes to better meet the needs of its constituents.|1) Enhanced Inclusivity and Representation: While the LEA engages a broad range of stakeholders, there is a need to ensure that underrepresented and marginalized groups have a stronger voice in decision-making processes. This includes actively seeking input from families of different cultural, linguistic, and socio-economic backgrounds.2) Expanding Digital Engagement Tools: The LEA can benefit from expanding the use of digital tools to gather input. This includes utilizing online platforms, social media, and mobile apps to reach a broader audience and facilitate easier participation for those who may not be able to attend in-person meetings. 3) Strengthening Two-Way Communication: The LEA should focus on creating more opportunities for two-way communication rather than one-time feedback collection. This includes regular follow-up discussions and interactive sessions where stakeholders can discuss issues in depth and engage in meaningful dialogue with decision-makers.|1) Accessible Feedback Channels: To make feedback channels more accessible, the LEA is offering multiple formats for providing input, such as online surveys, paper forms, phone hotlines, and in-person meetings. Additionally, the LEA provides language translation and interpretation services to ensure that language barriers do not hinder participation. 2) Convenient Meeting Times and Locations: The LEA will schedule meetings and events at times and locations that are convenient for underrepresented families. This includes offering meetings in community centers, places of worship, and other local venues that are easily accessible. Meetings will also be scheduled outside of traditional work hours to accommodate working parents.|5|5|5|5|5|5|4|5|4|4|4|4|Met||2025-06-10|2025
54721160000000|Sequoia Union Elementary|3|According to the annual Parent and Family Climate and Culture Survey that was administered to families in the spring of 2025:   84.4% of parents agreed that school staff respect their child.  86.6% replied that the school staff model respectful behavior.    75.5% of parents agreed that their child receives help when they struggle with learning.   The frequency and clarity of communications with parents is an area where the LEA continues to strive for improvement.|Input from our educational partners collected both in person and through surveys indicates that communication, though improved from previous years, will continue to be a focus area.   The fourth goal to the LCAP helps to ensure that continuous improvement of school climate, including building educational partner relationships, is prioritized and positive action toward this goal is taken. Planned actions related to this goal will include initiatives focused on improving relationships between school staff and families. The school has improved the communication platform and website to make information more accessible.|Engaging the parents of English Language Learners and families new to the district remains a challenge. The school website has been updated making information more accessible.  Continued professional development in English Language Development and Support will continue to be a focus.|The following results from our annual survey of parents indicate that the LEA is making progress toward building partnerships with parents:   75.5% of parents surveyed said that they feel welcome to participate at school.  91.1% of parents agreed that the school provides a safe and supportive learning environment.  80% of parents surveyed agreed that the school communication has been sufficient.   Sequoia Union Elementary School District relies on communication with the Parent's Guild (Parent Teacher Club and Sports Boosters), School Site Council (which also serves as our ELAC/DLAC and PAC), staff meetings, board meetings, and parent, student and staff surveys for input and assistance with decision making.|"This year the LEA significantly increased the parent participation on campus. Building this relationship is an important part of the LEA goal. Though we continue to focus on the communication and have positive survey outcomes, we will continue to focus on the area.  Based on the survey, we have continued work ahead of us.   86.6% of parents surveyed agreed with the statement ""my child's background (race, ethnicity, religion, economic status) is valued at this school""  75.5% of parents surveyed agreed that they feel welcomed at the school."|Continuing our outreach efforts will allow us to build more effective partnerships. Utilizing ELAC meetings to facilitate conversations rather than as a forum to simply convey information will help to move beyond building relationships into the realm of building educational partnerships. Partnerships require clear communication and the technology tools teachers are learning about in professional development that can make it easier to communicate with non English speaking parents can help bridge the language divide.|Our strengths when it comes to seeking input have improved. Survey respondents give the school high marks for behaviors that demonstrate professionalism and respect when interacting with parents.    91.1% of parents agreed that the school provides a safe and supportive learning environment.  80% of parents surveyed agreed that the school communication has been sufficient.  84.4% of parents agreed that school staff respect their child.  86.6% replied that the school staff model respectful behavior.   These behaviors are foundational for a more future, more concerted effort for seeking input for decision making.|The following results from our annual survey of parents indicate that the LEA has improved in its efforts to seek input for decision making with parents.  75.5% of parents surveyed said that they feel welcomed at the school, up from 54% from the previous year.   The LEA must build on the positive foundational behaviors cited in question one of this section by encouraging substantive communication between school staff and educational partners, and conveying the value that each party brings to the educational process.   The number of educational partners representing the needs of unduplicated pupils who provide input for decision making is small. The LEA will focus efforts to reach out to these partners and communicate to them the importance of their participation in LEA decisions. When educational partners respond in greater numbers, we get a more complete picture of the needs of our school community. When they provide direct input we can provide what these partners actually need and not just what we think they need.|The same actions that will improve building partnerships for student outcomes will also improve engagement of underrepresented families in seeking input for decision making. The LEA will strive to improve outreach and communication to parents of unduplicated pupils. The school website will be updated more consistently and to contain more resources for parents. Publicizing ELAC meetings in multiple ways, including individual phone invitations provided in the home language proved successful this year in engaging ELL families. The LEA has also recently provided teachers with professional development to teach them about technology tools that can make it easier to communicate with non English speaking parents.|3|3|3|4|3|3|4|4|3|3|4|3|Met||2025-06-24|2025
54721166054340|Sequoia Elementary Charter|3|According to the annual Parent and Family Climate and Culture Survey that was administered to families in the spring of 2025:   84.4% of parents agreed that school staff respect their child.  86.6% replied that the school staff model respectful behavior.    75.5% of parents agreed that their child receives help when they struggle with learning.   The frequency and clarity of communications with parents is an area where the LEA continues to strive for improvement.|Input from our educational partners collected both in person and through surveys indicates that communication, though improved from previous years, will continue to be a focus area.   The fourth goal to the LCAP helps to ensure that continuous improvement of school climate, including building educational partner relationships, is prioritized and positive action toward this goal is taken. Planned actions related to this goal will include initiatives focused on improving relationships between school staff and families. The school has improved the communication platform and website to make information more accessible.|Engaging the parents of English Language Learners and families new to the district remains a challenge. The school website has been updated making information more accessible.  Continued professional development in English Language Development and Support will continue to be a focus.|The following results from our annual survey of parents indicate that the LEA is making progress toward building partnerships with parents:   75.5% of parents surveyed said that they feel welcome to participate at school.  91.1% of parents agreed that the school provides a safe and supportive learning environment.  80% of parents surveyed agreed that the school communication has been sufficient.   Sequoia Union Elementary School District relies on communication with the Parent's Guild (Parent Teacher Club and Sports Boosters), School Site Council (which also serves as our ELAC/DLAC and PAC), staff meetings, board meetings, and parent, student and staff surveys for input and assistance with decision making.|"This year the LEA significantly increased the parent participation on campus. Building this relationship is an important part of the LEA goal. Though we continue to focus on the communication and have positive survey outcomes, we will continue to focus on the area.  Based on the survey, we have continued work ahead of us.   86.6% of parents surveyed agreed with the statement ""my child's background (race, ethnicity, religion, economic status) is valued at this school""  75.5% of parents surveyed agreed that they feel welcomed at the school."|Continuing our outreach efforts will allow us to build more effective partnerships. Utilizing ELAC meetings to facilitate conversations rather than as a forum to simply convey information will help to move beyond building relationships into the realm of building educational partnerships. Partnerships require clear communication and the technology tools teachers are learning about in professional development that can make it easier to communicate with non English speaking parents can help bridge the language divide.|Our strengths when it comes to seeking input have improved. Survey respondents give the school high marks for behaviors that demonstrate professionalism and respect when interacting with parents.    91.1% of parents agreed that the school provides a safe and supportive learning environment.  80% of parents surveyed agreed that the school communication has been sufficient.  84.4% of parents agreed that school staff respect their child.  86.6% replied that the school staff model respectful behavior.   These behaviors are foundational for a more future, more concerted effort for seeking input for decision making.|The following results from our annual survey of parents indicate that the LEA has improved in its efforts to seek input for decision making with parents.  75.5% of parents surveyed said that they feel welcomed at the school, up from 54% from the previous year.   The LEA must build on the positive foundational behaviors cited in question one of this section by encouraging substantive communication between school staff and educational partners, and conveying the value that each party brings to the educational process.   The number of educational partners representing the needs of unduplicated pupils who provide input for decision making is small. The LEA will focus efforts to reach out to these partners and communicate to them the importance of their participation in LEA decisions. When educational partners respond in greater numbers, we get a more complete picture of the needs of our school community. When they provide direct input we can provide what these partners actually need and not just what we think they need.|The same actions that will improve building partnerships for student outcomes will also improve engagement of underrepresented families in seeking input for decision making. The LEA will strive to improve outreach and communication to parents of unduplicated pupils. The school website will be updated more consistently and to contain more resources for parents. Publicizing ELAC meetings in multiple ways, including individual phone invitations provided in the home language proved successful this year in engaging ELL families. The LEA has also recently provided teachers with professional development to teach them about technology tools that can make it easier to communicate with non English speaking parents.|3|3|3|4|3|3|4|4|3|3|4|3|Met||2025-06-24|2025
54721320000000|Springville Union Elementary|3|To foster stronger relationships with parents, school staff have implemented increased weekly communication and offered more opportunities for parents to attend school events. They have also provided numerous avenues for parents to give valuable input, ensuring their voices are heard. Additionally, site leadership has been highly visible and interactive, engaging directly with parents to build a supportive and collaborative community.|To strengthen relationships with parents, school staff will hold monthly meetings with both certificated and classified staff, focusing on building family connections. A weekly newsletter will keep staff informed of current and upcoming school events, encouraging attendance to foster stronger bonds with families. The site leader will maintain high visibility and continue engaging with families directly. Additionally, the Capturing Kids Hearts curriculum will be implemented to further enhance these relationships.|To improve engagement with underrepresented families, the school district has introduced the Parent Square communication tool, ensuring effective and streamlined communication. Additionally, translation services (as needed) are provided for information sent home, ensuring all families can stay informed. Access to comprehensive information on the school website has also been enhanced, further facilitating inclusivity and engagement.|The school district excels in building family partnerships to support student outcomes through several key initiatives. Parent-teacher conferences are conducted with every family in the fall, with a second opportunity offered in the spring. Parents of students on Individualized Education Plans are ensured participation in all relevant meetings. All students are provided with necessary technology for home learning as needed. Staff are trained to effectively use district communication tools like Seesaw, Class Dojo, and email to keep parents informed about student progress. Additionally, parents have access to a real-time academic platform to review their child's progress continuously.|The school district is dedicated to building family partnerships to support student outcomes by ensuring families have access to resources that enhance student well-being, offering various parent information and education opportunities and engage in proactive outreach when it becomes evident that students and families may need additional support.|To build strong partnerships with underrepresented families and improve student outcomes, the school district will ensure a caring and welcoming environment at all times—before, during, and after school. This approach aims to increase family engagement and strengthen the bonds between students, staff, and families.|The LEA’s current strengths and progress in seeking input for decision-making underscore its dedication to inclusivity, transparency, and continuous enhancement. By employing a variety of data collection methods and actively engaging with a broad spectrum of educational partners, the LEA ensures that its decisions are well-informed and reflective of the community’s diverse needs. This robust approach to decision-making not only improves the educational experience for students but also strengthens the overall school community.|The school district emphasizes the importance of parental involvement in advisory and decision-making committees, sharing their critical role in shaping district policies. Parents are informed of these opportunities through various communication channels, and their participation is celebrated to encourage continued engagement. Additionally, the district is committed to increasing volunteer opportunities, ensuring parents have ample chances to contribute to decision-making processes.|Based on the analysis of educational partner input and local data, the district has identified key areas to improve engagement with underrepresented families in the decision-making process. To address this, the district will implement several targeted strategies. First, outreach efforts will be expanded to build trust and fostering relationships through consistent engagement and personalized invitations. Communication channels will be enhanced by providing multilingual communication (as needed) and utilizing technology to reach families more effectively. Additionally, support and resources such as workshops, training sessions, childcare, and transportation will be provided to remove participation barriers.  These efforts aim to create a more inclusive and equitable decision-making process, reflecting the diverse needs and perspectives of the entire school community.|4|5|4|4|4|4|4|3|4|4|4|4|Met||2025-06-11|2025
54721400000000|Stone Corral Elementary|3|Our district has made significant strides in fostering strong connections between school staff and families. Some notable strengths include: 1. Open Communication Channels: We actively encourage open lines of communication through regular newsletters, parent-teacher conferences, and online platforms. This allows families to stay informed about school events, policies, and student progress. 2. Family Engagement Events: Our district hosts family engagement events such as workshops, cultural celebrations, and volunteer opportunities. These events provide opportunities for families to participate in their child’s education and build relationships with staff. 3. Collaborative Decision-Making: We involve families in decision-making processes, seeking their input on policies, curriculum, and school improvement plans. Their perspectives help shape our educational programs. 4. Supportive Staff: Our dedicated staff members prioritize building positive relationships with families. They actively listen, address concerns, and celebrate student achievements. Overall, our district’s commitment to collaboration, transparency, and mutual respect has strengthened the bond between school staff and families.|Based on analysis of educational partner input and local data, our LEA has identified the following focus areas for improvement in Building Relationships Between School Staff and Families: 1.	Enhancing Teacher-Family Communication: Strengthening teachers’ understanding of the importance of initiating and sustaining open, respectful communication with families and the broader community to build trust and support students’ academic growth. 2.	Increasing Family Engagement in Student Learning: Identifying strategies to encourage greater parent participation in school activities, and supporting families in playing an active role in their children’s education both at school and at home. 3.	Promoting Positive Parent Involvement in School Governance: Expanding opportunities and support for families to engage meaningfully and constructively in school decision-making processes, such as advisory committees and leadership councils.|1. Targeted Outreach: We will be proactive in inviting our parents and community to be true partners in the students’ education. We will focus on  •	Language Support and Literacy:          Bilingual Literacy: Strategies to promote literacy in both English and the family’s native language.         Reading Comprehension: Techniques for improving reading skills at home. •	Navigating School Systems:         Understanding School Policies: Explaining school rules, attendance policies, and academic expectations.        Parent-Teacher Conferences: Tips for effective communication during meetings with teachers. •	Financial Literacy and Budgeting:        Budgeting Basics: Managing finances, saving, and making informed financial decisions.       Accessing Community Resources: Information on local programs, food banks, and financial assistance. •	Technology and Communication:      Using Online Platforms: Familiarizing parents with school websites, email, and communication apps.     Digital Literacy: Navigating technology for educational purposes. •	Health and Wellness:      Nutrition and Cooking: Affordable and healthy meal planning.      Stress Management: Coping strategies for busy families. 2. Cultural Competency Training: Provide professional development for school staff on cultural competence and effective communication. This will help staff understand diverse perspectives and build stronger connections with families. 3. Family Liaisons: Designate staff members or volunteers as family liaisons or ambassadors. They can bridge the gap between school and families, providing information, support, and encouragement. 4. Inclusive Events: Organize events that celebrate cultural diversity and involve families. Consider performances, workshops, or celebrations where families can actively participate and feel welcomed.        5. Feedback: Create channels for families to share their input and concerns. Regular surveys, focus groups, or advisory committees can provide valuable insights.       6. Language Access: Ensure that communication materials (newsletters, announcements, etc.) are available in English and Spanish.  Language access is crucial for engaging diverse families.|The Parent and Family Engagement local indicator focuses on promoting parental participation and building strong relationships between school staff and families. Here are some ways our school enhanced partnerships with parents and families for student outcomes: 1.	Regular Communication Channels: o	Newsletters: Regularly share updates, announcements, and school news with families. o	Parent-Teacher Conferences: Schedule conferences to discuss student progress and address concerns. 2.	Family Workshops and Events: o	School led presentations to parents and families: We had presentations on topics like literacy, technology, STEM, and parenting skills. o	Cultural Celebrations: Organized events that celebrated diversity and involve families. 3.	Volunteer Opportunities: o	Parent Volunteers: Encouraged parents to volunteer in classrooms, school events, or extracurricular activities. o	Parent-Teacher Associations (PTA): provided opportunities for involvement and collaboration. 4.	Community Partnerships: o	Local Organizations: Collaborated with community-based organizations to offer resources and support. o	Business Partnerships: Engaged local businesses for presentations, career days, and mentorship. We are looking to move beyond traditional partnerships with businesses and organizations by thinking creatively to engage the community and boost student success. Here are some innovative ideas: 1. Skill-sharing platforms: Create an online platform connecting community members with skillsets relevant to the curriculum. Parents, professionals, or alumni can volunteer for short, virtual workshops or mentoring sessions, providing students with focused learning opportunities. 2. Project-based partnerships: Develop project-based learning initiatives where students collaborate with community partners to solve real-world problems. This could involve environmental groups, local businesses, or historical societies, giving projects a tangible impact and boosting student engagement. 3. Reverse field trips: Instead of traditional field trips, invite community experts into the classroom for interactive sessions. Local artists could conduct workshops, engineers could present design challenges, or firefighters could lead safety demonstrations. This brings the community into the school and exposes students to diverse career paths. 4. Peer tutoring networks: Partner with a nearby high school or college to establish a peer tutoring network. High school or college students can mentor younger students online or in-person, fostering academic support and positive role models. 5. Community crowdsourcing: Utilize online platforms to crowdsource knowledge and resources from the community. This could involve soliciting feedback on curriculum development, collecting historical data from local residents, or even creating a community art project online. 6. Alumni career panels: Organize virtual or in-person career panels featuring successful alumni.|Here are our focus areas for improvement in building partnerships for student outcomes: 1. Communication and Engagement •	Regular Updates: Provide consistent updates through newsletters, emails, and school websites about school events, student progress, and important information. •	Parent-Teacher Conferences: Schedule regular parent-teacher conferences to discuss student progress and address any concerns. •	Open Door Policy: Encourage an open-door policy where parents feel welcome to discuss their child’s needs and progress with teachers and administrators. 2. Inclusive Decision-Making •	Parent Advisory Councils: Encourage parents to be present at advisory councils that include parents in the decision-making process for school policies and programs. •	Student Councils: Encourage students to become members of the student council to give students a voice in school governance and decision-making. 3. Workshops and Training •	Parent Workshops: We will offer more workshops on topics like supporting homework, navigating the school system, child development, and positive parenting techniques. •	Student Workshops: We will provide workshops for students on study skills, time management, and career planning. 4. Volunteer Opportunities •	Classroom Volunteers: We will invite parents to volunteer in the classroom, assisting with activities and supporting teachers. •	Event Participation: We will encourage parents to help organize and participate in school events, such as sports days, cultural festivals, and field trips. 5. Homework and Study Support •	Homework Clubs: We will establish more after-school homework clubs where students can get help with their assignments. •	Resource Sharing: We will provide parents with resources and tools to help their children with homework and study at home. 6. Feedback Mechanisms •	Surveys and Feedback Forms: We will use more surveys and feedback forms to gather input from parents and students on school policies, programs, and overall satisfaction. •	Suggestion Boxes: We will place suggestion boxes in accessible areas for parents and students to share their ideas and concerns anonymously. 7. Community Building Activities •	Family Nights: We will host family nights with activities like movie nights, game nights, or potluck dinners to build a sense of community. •	Parent-Student Events: We will organize events where parents and students can participate together, such as science fairs, art shows, and sports tournaments. 8. Academic Support Programs •	Tutoring Programs: We will implement tutoring programs that involve parents and community volunteers to support students who need extra help. •	Mentorship Programs: We will establish mentorship programs where parents, older students,  and community members mentor students in academic and personal development. 9. Health and Wellness Initiatives •	Health Education: We will provide health education workshops for parents and students on topics like nutrition, mental health.|Our school can create a more inclusive and supportive environment that actively engages underrepresented families, leading to better student outcomes. 1. Identify Barriers and Needs •	Surveys and Focus Groups: We will conduct surveys and focus groups specifically with underrepresented families to understand their needs, preferences, and barriers to engagement. •	Home Visits: We will arrange home visits to build trust and understand the unique circumstances of these families. 2. Enhance Communication •	Communication: We will ensure all communications are available in the languages spoken by underrepresented families.  •	Culturally Sensitive Messaging: We will make messages culturally relevant and sensitive to the values and norms of our families.   •	Multiple Channels: We will use a variety of communication channels, such as text messages, social media, phone calls, and in-person meetings, to reach families effectively. 3. Create Welcoming Environments •	Cultural Competence Training: We will provide training for staff on cultural competence and implicit bias to create a more inclusive and welcoming school environment. •	Inclusive Events: We will have events that celebrate the cultures and traditions of underrepresented families to make them feel valued and included. •	Community Liaisons: We will have community liaisons from underrepresented groups to act as bridges between the school and these families. 4. Flexible Involvement Opportunities •	Varied Volunteer Opportunities: We will offer a range of volunteer opportunities that can be done at home or during non-traditional hours to accommodate different schedules. •	Virtual Participation: We will offer  options for virtual participation in meetings and events for those who cannot attend in person. 5. Targeted Outreach Programs •	Parent Mentorship Programs: We will pair experienced parents with those from underrepresented groups to help them navigate the school system and become more involved. •	Community Partnerships: We will partner with local community organizations that already have relationships with underrepresented families to reach and engage them more effectively. 6. Support Services •	Childcare and Transportation: We will attempt to provide childcare and transportation for parents attending school meetings and events. •	Resource Centers: We will establish a resource center that offers support services like food assistance, job training, and health services, which can help alleviate external pressures on families and allow them to engage more with the school. 7. Empower Parent Leadership •	Parent Leadership Programs: We will develop programs to train and empower parents from underrepresented groups to take on leadership roles within the school community. •	Advisory Committees: We will encourage parents to serve on  committees that specifically include underrepresented parents to ensure their voices are heard in decision-making processes. 8. Feedback and Continuous Improvement|Based on the analysis of educational partner input and local data, briefly describe the district’s current strengths and progress in Seeking Input for Decision-Making.   The school has a few ways to seek feed back for decision making.  The best way at our school is to speak with parents on an informal basis.  Thie usually gets useable and actionable feedback and opens a two-way dialogue.   We have our end of the year LCAP and student surveys which get data. These are not popular with the parents and we question the data that we receive because it feels as though the parents either give us pat answers or just any answers to quickly complete the survey. We have tried empathy interviews, which give us better data and seems to open communication. Clarifying questions can be asked.  Thes data from the interviews are hard to tabulate. We have parent-teacher conferences which provide short and informal feedback and conversations. Thes data from the interviews are hard to tabulate. We have parents who serve on the parent advisory committee (School Site Council and English Learner Advisory Council).   We have parent workshops (parent education) which allow for presentation of topics, but also allow for open forums where parents can voice their concerns, ask questions, and provide feedback. We also have our regular communication with newsletters that encourage parents to become involved.   The principal and the staff have open door policies that make them available for parents to drop in and share their thoughts.|We would like to expand on our current ways for seeking input for decision making.   We will design our surveys to be quick and topical.  to gather feedback on various aspects of the school, including academics, safety, communication, and extracurricular activities.  Quick Polls: Use brief, single-topic polls regularly to get feedback on specific issues or upcoming decisions.  We are looking at focus groups in two ways: a. Diverse Groups: Organize focus groups with a diverse mix of parents to discuss specific topics in-depth, ensuring representation from different grades, backgrounds, and communities. b. Thematic Discussions: Conduct themed focus groups on areas like curriculum changes, school policies, or parent involvement. We will use suggestion boxes.  We will use physical and digital Boxes: We will place suggestion boxes in accessible locations within the school and create a digital suggestion box on the school's website for anonymous feedback.  We will review suggestions regularly and communicate any actions taken in response to the feedback.  We are looking into online platforms.  We could have surveys via email or Apps: Use email, school apps.  We could use platforms like Google Forms to distribute surveys and gather feedback conveniently. We are also looking at Social media engagement: Utilize social media channels to engage parents in discussions and gather their input on school matters. Parents have asked for Virtual Feedback Sessions.  These could be webinars and online meetings: We could host virtual meetings and webinars to discuss school issues and gather feedback from parents who may find it difficult to attend in person. We could have interactive platforms that allow real-time polling and Q&A sessions during virtual meetings.|Improving Engagement of Underrepresented Families in Decision-Making  To improve engagement of underrepresented families, we are implementing inclusive, accessible, and relationship-centered strategies that build trust and promote active participation in school decision-making.  1. Build Trust and Relationships We will conduct personal outreach through calls, home visits, and informal meetings. Community events will provide relaxed opportunities for families to connect with staff and build trust.  2. Improve Communication All materials will be available in home languages. Messages will be culturally respectful, and communication will occur through multiple channels—texts, social media, email, and mail—to reach families effectively.  3. Increase Access to Participation We will offer flexible meeting times, including evenings and weekends. Virtual participation options and support such as childcare and transportation will help eliminate barriers.  4. Empower Parent Leadership We will create a parent ambassador program to strengthen connections between schools and underrepresented families. Leadership training will support parents in taking active roles in school decisions.  5. Strengthen Advisory Committees Advisory councils will include diverse parent voices and meet regularly to provide input on school policies and programs.  6. Host Listening Sessions We will conduct focus groups and open listening sessions with underrepresented families to gather insights and better understand their needs and ideas.  7. Offer Parent Education and Resources Workshops will help families navigate school systems and support learning at home. Resource centers will offer access to academic tools and community services.  8. Use Surveys and Feedback Tools Surveys will be short, clear, and offered in multiple languages and formats (digital and paper) to increase participation and gather meaningful feedback.  9. Partner with Community Organizations We will work with trusted community groups to connect with families and co-host events in familiar, welcoming environments.  10. Foster a Welcoming School Culture We will promote inclusivity through visible messaging and daily practices that reflect respect for all cultures and languages.  11. Celebrate Family Contributions We will recognize and share the impact of family involvement on school initiatives and student success to encourage continued participation.|4|4|4|4|4|4|3|3|4|4|4|4|Met||2025-06-25|2025
54721400136507|Crescent Valley Public Charter II|3|Crescent Valley Public Charter II (CVPCII) takes prides in building positive and lasting relationships with the community. The connection with our Educational Partners continues to be a priority at Crescent Valley Public Charter II. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations such as school events such as Back to School Night and Awards Nights and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. CVPCII families appreciate the open communication and monthly updates.   Data from our annual Survey shows that 100% of our parents feel the school is safe, 98% feel they are connected to the school and pleased with their student’s progress. In addition, 100% state that the school communicates clearly and effectively which is a 4% increase from last year. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. For example, parents have shared that school staff genuinely care about their students' overall well-being, both socially and academically. Parents strongly agree that their voices are welcomed and heard, giving them a sense of ownership in their child's education. Additionally, a significant majority of parents report that staff regularly communicate with their children about academic progress and provide additional resources when needed. Parents also appreciate that their children are treated with respect and receive a quality education that prepares them for life after graduation.|Crescent Valley Public Charter II has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. We also recognize that Parent Engagement is crucial to a positive school-home relationship and have planned and scheduled events throughout the year at different times of the day for anyone to attend.   Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2 way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.   A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program. In addition, Crescent Valley Public II understands that having an open line of 2 way communication will provide clarity and opportunity for students and families to access everything the school has to offer.|CVPCII staff is well aware of the various needs of the community especially the underrepresented families. CVPCII will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests. We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.|A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media. Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community, our frequent communication with parents regarding their child’s progress, and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at anytime of the day. One parent stated, “I believe all the opportunities you provide strengthen the student’s ability to succeed along with the support of the parents.” Another parent stated, “I know after learning periods, the supervising teacher communicates with me on how my son’s doing. When I request to meet with the teacher on my son’s progress, the teacher always gets back to me.” Between the different communications and opportunities to meet with teachers and the different means to continue these relationships, our staff is accessible and communicates well with our parents for their child’s educational success.|Input and data analysis, confirm that the Crescent Valley Public Charter II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.|An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.|The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Crescent Valley Public Charter II was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school.  As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to login form their own devices and join the discussions. Although parents attend meetings and events, an area of improvement for Crescent Valley Public Charter II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Crescent Valley Public Charter II plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.|Crescent Valley Public Charter II will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community. In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.|Crescent Valley Public Charter II will continue to strategize different ways we can continue to involve and better engage our families through the feedback received at our advisory meetings, parent surveys and staff and student conversations. One of our parents stated, “Maybe having the meetings later so parents can attend and letting parents know what topics will be discussed.” As many of our parents work, Crescent Valley Public Charter II needs to take a look at the possibility of scheduling these meetings at different times in order to increase attendance. We will improve services by hiring certified, bilingual staff as well as increase efforts of our recruitment of community members to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 96% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.|5|5|4|5|5|5|5|4|5|5|5|5|Met||2025-06-05|2025
54721570000000|Strathmore Union Elementary|3|SUESD has built a strong foundation of trust and connection between school staff and families. Educational partner input and survey data reflect that families feel welcomed on campus, appreciate the caring relationships teachers build with students, and value the responsiveness of staff to individual student needs. Parents have noted positive communication through tools like ParentSquare, regular meetings such as SSC, ELAC, and PTO, and opportunities to engage with principals and teachers. Staff consistently work to create an affirming and inclusive school climate, and family participation in surveys and advisory groups has grown over time. These efforts demonstrate steady progress in fostering meaningful, two-way relationships that support student success.|While SUESD has established positive relationships with many families, input and local data highlight the need to strengthen two-way communication and outreach, particularly with underrepresented groups such as English learner families and families of students with disabilities. Some parents expressed uncertainty about how their feedback is used in decision-making and a desire for clearer, more frequent updates on their child’s progress and available supports. Moving forward, the district is focusing on increasing follow-through after input is gathered and creating additional opportunities—both in person and virtual—for families to engage with staff meaningfully.|SUESD will continue to strengthen engagement with underrepresented families—including those of English learners, students with disabilities, foster youth, and students experiencing homelessness—through expanded outreach and intentional follow-up. The district will increase the frequency and variety of communication methods (such as ParentSquare updates, informational videos, and targeted messages, shared reports), offer meetings at multiple times and in varied formats (in-person, virtual, and community-based), and actively invite these families to participate in groups such as SSC, ELAC, DELAC, PAC, and PTO. Staff will receive ongoing training to ensure all interactions with families are welcoming, inclusive, and solution-focused, helping families feel valued as true partners in their child’s education. In addition, SUESD will continue to grow its partnership with the Community School Program. As we enter the second year of implementation, parent feedback is shaping workshops and activities that reflect their interests and needs.|SUESD has made strong, measurable progress in building partnerships for student outcomes. Through regular meetings such as SSC, ELAC, DELAC, PAC, and PTO, as well as ongoing surveys and feedback sessions, families and staff have established a foundation of trust and collaboration. Teachers and principals consistently receive professional learning and support that builds their capacity to partner with families, and policies are in place to ensure staff meet with families and students to review progress and plan next steps—both areas are rated at full implementation. Many families reported feeling connected and supported, as their input is reflected in new programs and services. Additionally, the district actively supports families in understanding and exercising their rights, with training and outreach that have increased confidence and advocacy.|While the district is fully implementing most areas of partnership, it continues to develop more robust systems to provide families with tools and resources to support learning at home, an area currently at the initial implementation stage and identified for focused improvement. We plan to share more reports helping parents know their students' assessment outcomes, utilizing our new platform ELLevation.|SUESD desires to improve our engagement with underrepresented families—including those of English learners, students with disabilities, foster youth, and students experiencing homelessness—by expanding targeted outreach and deepening follow-through after input is gathered. Staff will continue receiving professional development focused on culturally responsive practices and relationship-building to ensure interactions are welcoming and collaborative. Additionally, feedback gathered through the Community School Program will guide new workshops and activities designed around the interests and needs expressed by these families, ensuring they feel valued as partners in improving student outcomes.|SUESD has established multiple, consistent structures for gathering input from families, staff, and students. Educational partners participate in School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC), and PTO meetings throughout the year, and they are regularly invited to provide feedback through surveys and community forums. Local data and parent feedback via surveys (annual and activity-based ones) reflect strong growth in family participation and satisfaction with opportunities to share their perspectives. Staff report that input gathered through these venues has influenced program decisions and resource allocation. These efforts demonstrate clear progress, with opportunities to provide input widely accessible and embedded in ongoing district processes.|Although SUESD has some strong systems in place to invite input, data, and feedback, there is a need further to build the capacity of both staff and families to engage effectively in decision-making roles. Some principals and staff have expressed a need for additional training on facilitating meaningful dialogue and guiding advisory group discussions, while some family members reported feeling unsure about how to contribute or how their input is used. Strengthening these skills—through targeted professional development for staff and clearer guidance and orientation for parents—will ensure that input is gathered and meaningfully understood and acted upon. SUESD will continue to actively seek family voices and demonstrate how their feedback informs decisions, fostering greater trust and encouraging even more families to become involved over time|To improve engagement of underrepresented families—including those of English learners, students with disabilities, foster youth, and students experiencing homelessness—SUESD will expand intentional outreach and provide personalized follow-up. The district will offer translated communications, increase outreach through ParentSquare, phone calls, and community-based events, and provide additional supports such as interpreters and childcare during meetings. These families will receive direct invitations and clear explanations of advisory group roles and decision-making processes, supported by workshops and one-on-one guidance to build confidence in sharing their perspectives. SUESD will also continue to partner with the Community Schools program to strengthen and sustain these interconnected relationships, ensuring families feel welcomed, informed, and empowered to shape district policies and programs meaningfully.|4|4|3|4|4|3|4|4|3|3|4|4|Met||2025-06-16|2025
54721730000000|Sundale Union Elementary|3|Sundale hosts parent orientations for all parents during the first week of school. This serves to begin the process of building the working relationship between teacher and parent. This also provides an opportunity for parents to ask questions, receive the expectations of their child's teacher, and best ways to communicate throughout the year. Parents have an opportunity during this time to discuss with teachers the needs of  the student not only academically but also social-emotional needs. Parents are able to share about their child with the teacher and the teacher is able to develop a rapport with the parents. 100% of parent conferences are required of teachers. If parents do not attend  in person, teachers make phone calls or home visits to those families. Sundale also has periodic Question/Answer Sessions via zoom and in person with administrators.|Sundale has many ways to build relationships between our school staff and families through the many parent/teacher groups such the School Site Council, which meets 5 times throughout the year to engage parents, receive input and keep them informed of school policy, procedures, progress, and involvement. In addition to the School Site Council we also have Dad's Club, Parent and Teacher Organization, DELAC, and we also have a parent resource meeting every year in November inviting parents to come in and learn what offerings are available to students.|Based on the analysis of educational partner input and local data, and our plan of action to involve all families, including the underrepresented families identified, we feel that all families have a place to get connected. We make sure that information goes out in the home language of all meetings as well that meetings are offered in person or zoom, at various locations, at various times.|Sundale meets regularly with parents at PTO meetings, School Site Council, and other parent groups including parent Question/Answer sessions which are available via zoom and in person. In addition, parent conferences are held each trimester ,with 100% attendance, enabling teachers to build partnerships with parents.|Ensuring all parents feel they are being communicated with in all grade levels. This is an area that we have and will continue to focus on as a staff.|Regular communication and opportunities for these families to be educated and their voices heard.|Sundale has many ways that we seek input for decision-making from our educational partners through the many parent/teacher groups such the School Site Council, which meets 5 times throughout the year to engage parents, receive input and keep them informed of school policy, procedures, progress, and involvement. In addition to the School Site Council we also have Dad's Club, Parent and Teacher Organization, DELAC, and we also have a parent resource meeting every year in November inviting parents to come in and learn what offerings are available to students.  All of these are also opportunities for us as a school to get input from our educational partners on all plans, actions, curriculum, support materials, and programs.|Ensuring parents are informed of opportunities for them to share their voice.|Regular communication and opportunities for these families to be educated and their voices heard.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
54721810000000|Sunnyside Union Elementary|3|Sunnyside School benefits from strong, positive relationships between staff and families—an enduring hallmark of its small, rural setting. Staff members are widely recognized for being welcoming, approachable, and deeply committed to building trust with both students and their families.  Many families in the Sunnyside community have multigenerational ties to the school, with parents and even grandparents having attended as students. This long-standing connection fosters a strong sense of pride, familiarity, and shared investment in the school’s success.  The close-knit nature of the community enables consistent, open communication and meaningful collaboration between home and school. Teachers and families actively partner in supporting students’ academic progress and social development, ensuring that learning is reinforced both in the classroom and at home.  These strong partnerships contribute to a supportive, student-centered environment where expectations are clearly communicated, mutual respect is emphasized, and student success is a shared responsibility.|Sunnyside School maintains a strong commitment to fostering meaningful and sustained parental engagement. Teachers and staff have made it an intentional goal to strengthen relationships with families, recognizing that active family involvement is essential to student success both academically and socially.  A key tool in supporting this effort is ParentSquare, a school-wide communication platform that enables timely, accessible interaction between school staff and families. The use of ParentSquare has significantly improved communication by making it easier to share announcements, send reminders, and engage in two-way dialogue, ultimately increasing family awareness and responsiveness. To date, over 90% of families have been contacted through ParentSquare. The small percentage of families not yet reached primarily includes preschool families who may not have registered contact information on file.  Traditionally, communication in some school communities has been primarily issue-driven, focusing on concerns such as attendance, behavior, or academic struggles. At Sunnyside, the administration is working to shift this narrative by increasing positive and proactive outreach. Staff members are encouraged to contact families not only when challenges arise but also to share good news, extend personal invitations to school events, and reinforce that parent involvement is welcomed and valued.  Teachers also make efforts to connect with families early when students show signs of academic or attendance concerns. By addressing potential issues collaboratively and promptly, the school strengthens its support systems and fosters a more responsive learning environment.  These ongoing efforts reflect Sunnyside’s belief that consistent, two-way communication with families is critical to maintaining a supportive, inclusive, and student-centered school culture.|Sunnyside School recognizes the critical importance of strengthening engagement efforts for families of underrepresented students—particularly those who may have had limited or negative experiences with school in the past. These parents, many of whom may have felt unsuccessful or disconnected during their own educational journey, can carry feelings of mistrust, uncertainty, or discomfort when it comes to participating in their child’s education.  To address this, Sunnyside is committed to creating a welcoming, inclusive, and affirming school culture that values every family’s involvement, regardless of their background or prior experiences. The school understands that improving student outcomes begins with building trust and cultivating positive, respectful relationships with families who may not traditionally feel empowered to engage.  A major step forward is the addition of a full-time school social worker beginning in the 2025-2026 school year. This new staff member will:  Serve as a dedicated liaison between home and school, ensuring that families—especially those who feel marginalized—have a trusted point of contact.  Provide counseling and connect families with community resources for food, housing, mental-health care, and other essential supports.  Facilitate parent workshops and small-group meetings that focus on navigating the school system, supporting learning at home, and understanding social-emotional development.  Partner with teachers and administrators to design proactive outreach strategies that celebrate student successes as well as address concerns early.  In addition, Sunnyside is shifting the culture of school-to-home communication—from a model that is primarily reactive or problem-driven to one that is proactive, positive, and rooted in mutual respect. Families are encouraged to visit campus not only when challenges arise, but also to celebrate progress, discuss learning goals, and explore opportunities for support.  By fostering a climate of openness, shared responsibility, and equity, and by adding the expertise of a full-time social worker, Sunnyside aims to ensure that all students—especially those from underrepresented backgrounds—benefit from consistent and meaningful family engagement that promotes belonging and success.|Sunnyside School recognizes that strong family and community partnerships are essential to student success. To support this belief, the school offers a wide range of family-oriented events throughout the year that are designed to build trust, foster collaboration, and strengthen school-home connections.  A key strategy in supporting family engagement has been the implementation of three annual parent-teacher conferences, where teachers work diligently to reach 100% of their students’ families. In many instances, this ambitious goal has been achieved, reflecting the school's commitment to ensuring every parent is informed and actively involved in their child’s academic progress.  Communication is a cornerstone of this engagement strategy. ParentSquare and ClassDojo are used extensively to provide timely updates, classroom information, and reminders to families across all grade levels. In addition, junior high families have access to the Aeries Parent Portal, which allows them to monitor their child's grades and academic performance in real time.  To further support family engagement—particularly around social, emotional, and behavioral development—the school has invested in expanding its student support team. A full-time school psychologist was brought on during the 2023–2024 school year, and a school social worker will begin full-time in 2025–2026. These professionals will work closely with administration and teaching staff to provide additional outreach, counseling, and coordination with families to ensure a more comprehensive, whole-child approach to education.  These efforts reflect Sunnyside’s ongoing commitment to building a school culture where families feel welcomed, informed, and empowered to participate meaningfully in their children’s education.|While Sunnyside School offers a variety of family engagement opportunities—including fun and well-attended events, as well as three scheduled parent-teacher conferences each year—it continues to face challenges in fostering consistent and sustained parental involvement, particularly in ways that support student academic progress. Despite the events offered, many parents do not follow up with their children to reinforce learning goals at home or engage in strategies that could positively impact academic achievement.  This is a key area the school seeks to improve. Sunnyside is committed to shifting from “one-time” engagement to ongoing, purposeful collaboration with families. Moving forward, teachers will utilize ParentSquare not only for behavioral communication, but also to share academic tips, resources, and updates that help families actively support their child’s learning at home. Additionally, the school will promote greater use of the Aeries Parent Portal, ensuring that families understand how to access real-time information about grades, assignments, and student progress.  Future parent events will be intentionally designed to combine academic focus with engaging, enjoyable formats, helping families see the direct connection between participation and student success. These efforts aim to build a stronger culture of partnership, where families feel empowered to contribute meaningfully and consistently to their child’s education throughout the school year.|Sunnyside School recognizes that underrepresented families often face additional barriers to school involvement and require intentional, ongoing efforts to feel connected and supported. These families—many of whom may speak a primary language other than English, have limited prior engagement with schools, or face socioeconomic challenges—benefit from culturally responsive outreach and personal connections with staff.  To strengthen engagement with these families, Sunnyside is taking active steps to expand its support systems. Beginning in the 2025–2026 school year, the school will have both a full-time social worker and a full-time school psychologist, whose roles will include working directly with students and families to address social, emotional, and academic needs. These professionals will help bridge gaps in access, improve communication, and coordinate support services in partnership with teachers and administration.  In addition, the school’s Vice Principal has established strong, trusting relationships with both students and families, and plays a key role in improving communication. The Vice Principal’s ability to speak many parents’ primary language has significantly increased the accessibility and comfort level for families who might otherwise feel disconnected from the school environment.  The administration is committed to further improving engagement with underrepresented families by increasing visibility, expanding parent education opportunities, and promoting a welcoming school climate that values every family's role in student success.|Sunnyside School continues to provide structured opportunities for parent and stakeholder engagement through advisory groups and input sessions. The school hosts a School Site Council (SSC) that meets on a monthly basis to review data, monitor progress on goals, and provide input on budgetary and instructional decisions related to the Local Control and Accountability Plan (LCAP).  While efforts were made to maintain an English Learner Advisory Committee (ELAC) this year, participation was a challenge. Despite scheduling three meetings, parents only attended the final session of the year. This limited turnout reflects the ongoing difficulty in generating interest and consistent engagement from families of English learners—a concern the district is committed to addressing moving forward through increased outreach, relationship-building, and clearer communication of ELAC’s purpose and impact.  In addition to SSC and ELAC, the school conducted stakeholder meetings and distributed surveys via ParentSquare and email to students, parents, and staff to collect input for decision-making, particularly related to the LCAP. These tools have provided valuable qualitative and quantitative feedback to inform school planning, though the district recognizes the need to increase participation rates and ensure all voices—especially from underrepresented groups—are heard and considered.  Sunnyside is committed to improving advisory participation and continuing to refine its stakeholder engagement strategies to ensure all families feel empowered to contribute to the school’s continuous improvement.|While Sunnyside School provides multiple opportunities for parents and stakeholders to offer input through advisory meetings, consistent attendance remains a challenge, particularly for groups such as the English Learner Advisory Committee (ELAC). Although School Site Council (SSC) quorum requirements have improved over time and meetings are held regularly, ELAC meetings have struggled to gain sufficient participation to operate effectively.  The school acknowledges that simply holding meetings is not enough—parents must feel that their voice is valued and that their input makes a difference. Sunnyside is committed to improving outreach strategies, increasing awareness of the purpose and impact of advisory groups, and creating a more welcoming and inclusive environment for all families, especially those who have been historically underrepresented in school decision-making.  Moving forward, the district will focus on expanding parent involvement efforts, including clearer communication in families’ primary languages, personal outreach from staff, and demonstrating how parent input directly shapes school improvement plans and student outcomes. These efforts aim to strengthen trust and increase meaningful participation in both SSC and ELAC, ensuring that decisions are informed by a broader and more representative group of stakeholders.|Sunnyside School recognizes the importance of ensuring that all families—especially those who are underrepresented—have opportunities to engage meaningfully in school decision-making processes. While a small number of families consistently participate in advisory groups and school events, the district acknowledges the need to broaden participation so that a more diverse and representative group of voices is heard.  To address this, the school will prioritize targeted outreach to underrepresented families in the 2025–2026 school year. Social workers, psychologists, and administrators will take an active role in building trust and forming personal connections with families who may not traditionally engage with the school. These staff members will encourage participation, offer support, and communicate the value of parent input in shaping decisions that directly affect student success and school improvement.  Efforts will also be made to ensure that more families are aware of upcoming meetings, advisory opportunities, and input sessions, and are encouraged to attend through personal invitations, accessible communication methods, and inclusive practices. By expanding outreach and intentionally inviting new voices to the table, Sunnyside is committed to creating a more equitable and responsive system of family engagement.|4|5|3|4|4|3|4|4|4|3|3|4|Met||2025-06-24|2025
54721990000000|Terra Bella Union Elementary|3|The district has made lasting changes to the way we communicate with families on major improvement is the use of ParentSquare.  In-person are well attended and virtual options are made available when necessary.  We have had many successful event nights as well.  Now post-pandemic we continue to use in person and online events to engage parents and other educational partners.|The district improved communication and event scheduling with parents and staff, but more work is needed.  There is a request for additional educational events in addition to the reading, math and science nights currently offered as well as student motivation and adequate incentives.  The district will continue to incorporated additional nights into next year's calendar.|The school site administrator, social worker, and other staff will reach out to underrepresented families and invite them to be part of the school community.  Invitations to school events will continue to go out to underrepresented families with accommodations as needed.|The current strength in building student outcomes is the district’s push to improve communication with families.  Our staff does family outreach daily as students are picked up and parents are invited to voice their concerns and questions freely.  Monthly parent meeting attendance has been expanded and includes a variety of high interest and pressing topics.  The district invites parents and stakeholders regularly to monthly school events virtually or in person as possible.|The focus for the next year is to create more opportunities for parents to interact with teachers to build a team.   The communication of data with parents and students will be key to building accountability and student self esteem.|The school site administrator,  social worker, and other staff will continue to reach out to underrepresented families and invite them to be part of the school community.|Monthly parent meeting attendance has been expanded and includes a variety of high interest and pressing topics. The district invites parents and educational partners regularly to monthly school events as much as possible. Input from all educational partners throughout the year is considered and weighed prior to any district decision.|The district improved communication with educational partners,  parents and staff, but there is always room for improvement. The focus for the next year is to create more opportunities for educational partners and parents to interact with administration and teachers to build a stronger team. The communication of data will assist the district when making decisions.|The school site administrator, social worker, and other staff will reach out to underrepresented families and invite them to be part of the school community. Invitations to school events, surveys and monthly meetings will continue to go out to underrepresented families with accommodations as needed to encourage their input prior to district decision making.|4|4|3|4|3|3|4|4|4|4|4|4|Met||2025-06-12|2025
54722070000000|Three Rivers Union Elementary|3|As a very small, local district we continue to maintain close relationships with our families.|We focus on continuing to meet the diverse needs of our families, with a small school staff.|We will continue to maintain high expectations in this area and foster close and trusting relationships|We have a strong history with our families and community that has built trusting partnerships.|We are always working to keep our families informed.|We will continue to ensure we are regularly reaching out with information and seeking ideas from them on how to improve communication channels.|We continue to offer multiple ways for families to get involved and provide input|We need to work on family confidence in participating in school decision making.|We will continue to reach out to family members to increase involvement and help them feel more comfortable in decision making conversations.|5|5|5|5|5|4|4|5|5|4|4|4|Met||2025-06-26|2025
54722150000000|Tipton Elementary|3|Tipton School ensures access to translators for parent-teacher conferences, Student Success Team (SST) meetings, ELAC/DELAC, School Site Council (SSC), and LCAP meetings, as well as for individual meetings with teachers or administrators upon parent request. All school communications are provided in both English and the parent’s primary language.  Parents have expressed enthusiasm for starting a Parent-Teacher Club, and Tipton School has hosted workshops to support parent learning and engagement. To further enhance parent support, the district’s parent liaison will continue to help coordinate and implement parent training and support opportunities.  In addition, Tipton School administrators and teachers have launched parent engagement nights, which will continue to be offered throughout the school year.|Tipton School is committed to strengthening relationships between school staff and families by continuing to share information about community-based organizations that offer mental health services, free sports programs for students, and training for parents on how to support their child’s academic progress through regular monitoring and engagement.|1.Tipton teachers will conduct fall and spring parent conferences annually to discuss each student’s academic strengths and areas for growth. In addition, teachers will hold conferences throughout the year on an as-needed basis. Progress reports will be distributed quarterly to keep families informed of their child’s academic performance.  2. Tipton will hold Student Success Team (SST) meetings monthly or as needed for students requiring additional classroom support.  3. During parent engagement nights, teachers will provide families with resources to support students’ academic and social-emotional development at home.  4. Over the next several years, Tipton aims to provide training for support staff to enhance their capacity to effectively partner with families.  5. Tipton School will offer additional culturally relevant events that allow students, families, and staff to engage in meaningful social interactions and deepen their understanding of diverse cultural values.|Tipton school and families are working to enhance the capacity of families and staff to cultivate and sustain respectful and effective communication that links academic and social emotional learning improvement for students and supports student development. We are committed to being encouragers, models of of lifelong learning, advocates for improved learning opportunity, and collaborators with decision-making.|The focus areas for improvement include but are not limited to: provide additional opportunities for families to engage in conversations regarding academic learning, share information regarding community- based resources for mental health services, include parent voice in school-site safety conversations, provided data and information to families for feedback in the areas of academic and SEL.|Tipton school will provide clear and translated information regarding procedures for volunteering on campus. The Tipton school parent liaison will provide parent training on immigration status, how to get involved in making school decisions, and how to support their students at home with healthy living. All engagement opportunities will be provided in English and Spanish. Additional home visits will be made to encourage families to engage in the parent-teacher club and invitations to school events.|1. Principal, staff and parents participate in advisory groups quarterly.  2. All parents are invited to attend advisory meetings through Parent square and notes that are sent home in English and Spanish.  3. Create and distribute a survey asking for parental feedback on family engagement activities.  4. Our goal over the next few years is to increase family engagement and decision making input.|Areas of focus: conduct empathy interviews with parents at least once a year.|Tipton school will provide technology at SSC and ELAC meetings for participation in surveys. All surveys will continue to be offered in Spanish and English. Parents have requested that surveys have a QR code so that it will be easier to access the surveys.|5|5|4|5|4|4|5|5|4|4|5|5|Met||2025-06-12|2025
54722230000000|Traver Joint Elementary|3|The district continues to find that fostering a strong relationship between home and school produces great rewards. We continue to strive to provide parents with supports for home, in parent education, parenting classes, and fun activities to bring the parents and children together at the school. The Dashboard has shown that we have a high chronic absenteeism rate of 18%. Involving parents and students to work together and our parent nights is one way to provide incentive and projects they can work on cooperatively. Parent input emphasized the significance of providing an inclusive environment that supports and encourages excellent attendance.|The LEA continues to find ways to bring parents onto campus with their children.  The more involved the parents are here at school, the more the students will see the importance.  As well as fostering those relationships between staff and families.  This school year 24-25 was the most successful in bringing parents onto campus.  We hope that number continues to grow in the years following.|Based on educational partner input and local data collected throughout the school year, the LEA has increased student and parent involvement across all activities and events.  Those underrepresented students, Socioeconomically Disadvantaged at 89.4% and the Hispanic/Latino community of 97.6%, are all increasing their involvement on campus.|The school has an open door policy that sometimes leads to too many parents coming in, but it's one that the district gladly handles to make sure that parents and students feel like they have a voice. The principal/superintendent personally handles many student and family concerns, to ensure families feel like they have been heard and situations resolved.|The district will focus on attendance.  The LEA has a high chronic absenteeism that has put the district in differentiated assistance.  Through that process we have taken a deep dive and looked at specific families, done empathy interviews, social media push on the importance of attendance.  The district also started recognizing students with perfect attendance monthly at our student of the month assemblies.  The LEA will also begin the SARB process for the 3025-26 school year.|The district has an 89.4% socioeconomically disadvantaged student population, we are in constant motion of trying to get our underrepresented  parents here for meetings, academics, information or fun.  We have a very small migrant and students with disabilities population, we have no foster youth or homeless population.  As a small district, we can track those families when they come onto campus to track what they have attended.|The district is consistently seeking input from our stakeholders and decision making partners, we find that the same parents continue to volunteer and come to regular meetings.  We are lasyas looking for ways to encourage more families to participate.|The LEA is consistently working toward bringing more families onto campus, reaching out to new families in district, and working toward stronger decision making bodies.|The district has an 89.4% socioeconomically disadvantaged student population, we are in constant motion of trying to get our underrepresented  parents here for meetings, academics, information or fun.  We have a very small migrant and students with disabilities population, we have no foster youth or homeless population.  As a small district, we can track those families when they come onto campus to track what they have attended.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
54722310000000|Tulare City|3|TCSD strives to create strong relationships between schools and families. Relationships are fostered through hosting family events on campus and utilizing communication tools such as Parent Square, Social Media platforms and monthly newsletters. The district keeps families informed through quick bi- monthly videos on Social Media that highlight schools and departments in the district. Families also engage in 2- way communication during Parent Conferences which have a (93.59%) attendance rate.|The focus for improving relationships with parents is making parents feel welcome to participate at the schools.TCSD welcomes parents to attend events, volunteer in classrooms and participate in decision making committees and/or advisory groups.|To encourage the engagement of underrepresented families, the TCSD Child Welfare and Attendance department serves as a liaison for homeless and foster families. The department regularly checks in with families to determine needs and provides additional assistance as needed. The bilingual department provides families with translation services at sites and access to parent classes. All notices sent home to families are translated into Spanish. Twelve of our schools have been designated as Community Schools. The coordinator of Community Schools will work with each school Community Liaison to reach out to underrepresented families, identify barriers and offer assistance in those areas.|The district provides family resources to support student learning at home through events such as: family nights, meet the teacher, orientation, back to school and parent education opportunities. Teachers and parents work together to improve student outcomes through frequent communication and collaboration at parent conferences. Parents are encouraged to understand their rights and advocate for students. The district supports this through educating teachers on supporting parents of special populations, the distribution of the Universal Complaint Procedure (UPC), Individualized Education Plans (IEP), and 504 plans.|TCSD will continue to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|The Special Education department will host “Cookies & Conversations” for parents of students with special needs. Workshops educate parents on the program as well as advocating for their students through the IEP process and additional support. All communication, notices, and invitations provided to families are translated into Spanish. Spanish translators are also available at the meetings. Parent conferences are held in a flexible format allowing families to connect to teachers in person, through Zoom on a district issued chromebook with built in hotspot or through a phone call. Interpretation services also are provided.|The district provides a variety of opportunities to submit input for the decision making process at the site level including: Title 1 Parent Meeting, School Site Council (SSC), English Learner Advisory Committee (ELAC), Advisory group training, Parent Teacher Organizations (PTO), Site Events, Conferences, Local Evaluation or Program Effectiveness (LEPE). At the district level, parents are invited to attend District Advisory Committee meetings (DAC) and District English Learner Advisory Committee meetings (DELAC). Educational Partners are encouraged to submit feedback through monthly LCAP surveys that explain current goal related actions and services and request input.|TCSD will continue to encourage teachers, principals and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district level. Families and community members are encouraged to attend the District Advisory Committee meetings as well as the District English Learner Advisory Committee meetings to provide input. An LCAP survey is distributed monthly to gather input from families as well.|The district reaches out to families of underrepresented subgroups to attend District Advisory Meetings to encourage their engagement in the decision making process. All notices, surveys, invitations, meeting agendas and related documentation provided to families are translated into Spanish. Spanish translators are also available at the meetings. Meetings are held in flexible formats as needed to accommodate parents with identified attendance barriers such as transportation and/or childcare.|4|4|4|4|3|4|4|4|4|4|5|3|Met||2025-06-24|2025
54722490000000|Tulare Joint Union High|3|"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our counseling teams at each school site have developed a comprehensive plan to meet with and support students at each grade level throughout the school year."|The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus. Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus.  The district has created a Community Center, where parents can access resources and community school directors for assistance with their students.  Additionally, the Community Center periodically offers parent education events on topics that will assist parents in supporting their students at home.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. TJUHSD continues to offer PIQE (Parent Institute for Quality Education) and had 7 more parents participate then in the previous school year. The TJUHSD counseling staff does a great job of supporting students in completing the FAFSA.  TJUHSD has one of the highest submission rates in Tulare County at 94.5%.|All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement. The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement. The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies.|The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|5|5|5|4|4|4|4|5|4|5|4|3|Met||2025-06-12|2025
54722490130708|Sierra Vista Charter High|3|"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our counseling teams at each school site have developed a comprehensive plan to meet with and support students at each grade level throughout the school year."|The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus. Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus.  The district has created a Community Center, where parents can access resources and community school directors for assistance with their students.  Additionally, the Community Center periodically offers parent education events on topics that will assist parents in supporting their students at home.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. TJUHSD continues to offer PIQE (Parent Institute for Quality Education) and had 7 more parents participate then in the previous school year. The TJUHSD counseling staff does a great job of supporting students in completing the FAFSA.  TJUHSD has one of the highest submission rates in Tulare County at 94.5%.|All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement. The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement. The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies.|The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|5|5|5|4|4|4|4|5|4|5|4|3|Met||2025-06-12|2025
54722490133793|Accelerated Charter High|3|"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our counseling teams at each school site have developed a comprehensive plan to meet with and support students at each grade level throughout the school year."|The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus. Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus.  The district has created a Community Center, where parents can access resources and community school directors for assistance with their students.  Additionally, the Community Center periodically offers parent education events on topics that will assist parents in supporting their students at home.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. TJUHSD continues to offer PIQE (Parent Institute for Quality Education) and had 7 more parents participate then in the previous school year. The TJUHSD counseling staff does a great job of supporting students in completing the FAFSA.  TJUHSD has one of the highest submission rates in Tulare County at 94.5%.|All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement. The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement. The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.|As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies.|The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.|5|5|5|4|4|4|4|5|4|5|4|3|Met||2025-06-12|2025
54722560000000|Visalia Unified|3|The district funds a Family Community Resource Center. This center has built strong relationships with many of our high needs populations such as support for our homeless families, host families, and families that struggle with attendance. The superintendent continues to engage the community through meetings throughout the community.|The district continues to support sites in building a strong School Site Council through staff training, providing agendas, and information to be shared during the meetings.  In addition, the district will continue to work with our school sites in building relationships with our families that struggle with attendance by providing coaching and support for each site.|The district will continue to reach out to the families through social media, phone calls, email. The district continues to provide support groups for many of the underrepresented families at various school sites.  The district has moved support groups to school sites to help with parental attendance.|The district has build partnerships with outside agencies to support our students in basic needs, social emotional support, and gang prevention. The district also has build relationships with local businesses to provide input in the development of our CTE and Link Learning Academies|The district has over developed a comprehensive approach in seeking input. The superintendent meets with community partners, students, staff, and parents for input several times throughout the year.|The district has changed processes in how to disseminate information through email and phone calls. In addition the district has improved in the recruitment of their District Advisory Committee.  the district is creating a structured group for LCAP feedback that will include parents of unduplicated students.|The district receives feedback from students, parents, and staff though structured meetings. During these meetings participants are able to provide their input in how to better services for our students.|The district will create a group that will include parents of unduplicated students.  The district is looking a restructuring  input meetings as well.|The district will continue to invite parents though phone calls, provide meeting opportunities at various school sites, and continue to engage parents through school site councils and English Learner Committees.|2|3|3|3|3|3|3|3|3|3|3|2|Met||2025-06-12|2025
54722560109751|Visalia Charter Independent Study|3|VCIS provides full staff development days for all staff members. Topics include Growth Mindset, social-emotional student supports, and engagement topics to ensure that all staff members understand and implement school expectations. Parents/ guardians are expected to attend teacher meetings periodically to talk about the student's academic progress and any academic concerns. VCIS provides multiple resources for families both on-site and at home. There is a full clothing closet and food pantry available to all VCIS students and families. Academic tutoring is available every day of the week for all students to ensure progress is being made in classes. Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their lives. The Parent Survey is also used to provide parental feedback in the area of student preparedness. Overall, 95% of parents feel that VCIS is providing their student(s) an education that is helping prepare him/her for the future, college, and career, and puts their child on an equal level with students graduating from other high school programs.|Focus Area for Improvement: VCIS has chosen to focus on providing families with information and resources to support student learning and development in the home. We will accomplish this by increasing our Parent Academies to better support families in the home to implement systems of routines while students are learning from home.  We are also implementing new strategies for student and parent engagement with additional technology tools to ensure families have access to the most current information on how they can engage with our educational community at VCIS.|"Parents have an opportunity to visit VCIS for informational nights, such as college application workshops, financial aid workshops, early college parent information nights, and back-to-school nights. Parents receive a weekly assignment sheet that shows grades and student progress in all classes. Parents also have access to and are encouraged to use our SIS to track and monitor students' in-person classroom grades. VCIS offers multiple opportunities to meet with parents from all grade levels. We offer back-to-school nights, senior nights, college applications nights, financial aid workshops, open houses, and other events throughout the year where parents can connect with staff. We also hold IEP and 504 meetings with parents and meet with parents as needed to ensure students are on track for graduation. VCIS is working to improve systems of engaging our underrepresented families and strengthening those relationships and supports we offer by entering into a partnership with Fresno State University to offer ""parent university"" courses free of charge to all of our families, including Digital Literacy, Financial Literacy, Parenting Skills, Small Business Development, and Spanish Conversation."|VCIS has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site, focusing on underrepresented families.   An English Learner Advisory Committee has also been implemented, allowing families of EL students to have a larger voice on campus.   VCIS continues to provide other opportunities to engage with families. We ask that parents come in with their students during specifically scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher.   VCIS continues to provide a Back to School night that allows families and the community to visit the school and meet with teachers and other staff members.  VCIS continues to employ the use of a Parent Survey, which is administered every year in the spring. The survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. According to the 2024-25 Parent Survey, 97% of respondents feel that their decision-making is valued, which is maintained from the previous year's survey. As to what type of involvement parents reported having, 92% stated that they attended a parent/teacher conference (2% increase from the previous year), and 79% stated they attended a conference that involved an administrator (4% increase from the previous year).  VCIS provides multiple resources for families, both on site and at home. Academic Classes, Interventions, and tutoring are available throughout the week for all students to ensure progress is being made. Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their lives.|While VCIS has consistent systems to collect input from educational partners, the primary area for improvement is ensuring broader participation from underrepresented families, including those who may face scheduling, language, or technology barriers. Data from the Parent Survey and SSC participation indicate that engagement is stronger among families who are already highly involved, while other voices remain less represented in key decision-making processes. Another focus area is increasing the visibility of how stakeholder input is utilized. While parents and community members share feedback through surveys and meetings, some have expressed a desire to better understand how their suggestions are implemented in programmatic or budgetary decisions. Enhancing communication regarding “you said, we did” outcomes will help build trust and encourage continued participation. Finally, VCIS can strengthen its approach by diversifying methods for input collection beyond the annual survey and regular meetings. Offering more informal check-ins, online feedback forms, and follow-up conversations could provide a more comprehensive picture of community needs and priorities.|VCIS will implement several strategies to improve engagement of underrepresented families in decision-making processes. First, the school will expand outreach through flexible meeting times, virtual attendance options, and multilingual communication to ensure that all families can participate in SSC meetings and other decision-making opportunities. Second, the school will incorporate multiple avenues for feedback beyond the annual survey, including mid-year check-ins, informal parent focus groups, and online forms to capture the voices of families who may not attend meetings regularly. Teachers will also proactively share opportunities for parents to contribute to decision-making during the required weekly conferences, ensuring that underrepresented families are personally invited to participate. Finally, VCIS will enhance transparency by implementing a “feedback to action” process, where parent and student input is shared alongside the resulting decisions or program changes. By removing barriers, providing personalized invitations, and demonstrating that input leads to tangible outcomes, VCIS will strengthen trust, expand family participation, and ensure that decision-making reflects the perspectives of the entire school community.|VCIS continues to employ the use of a parent, student, and staff member survey, which is administered twice each year in the fall and spring. This survey provides feedback from staff, students, and parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The parent survey is also used to provide parental feedback in the area of student preparedness. A strength that we have with our parent survey is that in 24-25, we had a 70% participation rate on our parent survey. 100% participation rate for our student survey and 100% participation rate for our staff. In addition, VCIS has strengths in seeking input for decision-making characterized by collaborative partnerships, open communication channels, inclusive representation, and a commitment to responsive decision-making. These factors collectively contribute to informed and inclusive decision-making.|VCIS has identified the following focus areas for improvement in seeking input for decision-making. VCIS will target outreach to a wider range of partnerships, including underrepresented stakeholders and those with varying perspectives. This will be initiated by actively seeking out input from diverse voices to ensure our decisions and LCAP are more inclusive and representative of all of our families. VCIS will also focus on improvement in communication. We want to ensure that communication to our stakeholders is effective, but timely as well. VCIS will also increase additional data points to ensure all decisions are being made with data to support our decisions. By addressing these focus areas for diverse viewpoints in decision-making, effective communication, and data-driven decisions, we will foster a more inclusive and effective decision-making process.|VCIS is committed to improving the engagement of underrepresented families identified during the self-reflection process about seeking input for decision-making. To achieve this, we will improve our engagement with the following strategies. First, VCIS will develop culturally responsive outreach strategies that are inclusive and that respect the values and traditions of underrepresented families. These strategies will aim to make engagement opportunities more appealing and relevant for our families. Second, we will target our communication to engage with our underrepresented families through channels and mediums they prefer and trust. Lastly, we will systematically seek diverse representation from underrepresented families in our decision-making bodies and committees on campus. By implementing these strategies, VCIS aims to improve the engagement of underrepresented families to foster a more inclusive and participatory environment that benefits all stakeholders.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
54722560120659|Visalia Technical Early College|3|VTEC fosters strong relationships with families and community partners through regular, purposeful engagement. We host a variety of events, including Club Rush, Financial Aid Workshops, College Application Night, Senior Nights, Back-to-School Night, and Open House. Our CTE Advisory Committee and Scholarship Foundation further connect families and local industry.  We actively seek parent input through grade-level parent meetings, IEPs, 504s, and our new Instructional Learning Planning meetings for students requiring additional support. Grounded in a culture of student ownership, we guide students in developing personalized four-year plans to align with CTE pathways and A-G college requirements. Student voice is central to our operations, with ongoing input through the Principal’s Round Table and School Site Council.|VTEC creates inclusive opportunities for parent and community engagement at every grade level. We hold monthly Scholarship Foundation meetings, quarterly CTE Advisory Board meetings, and four to five School Site Council meetings annually to ensure consistent collaboration and input. Our primary focus is to strengthen recruitment and communication by building meaningful partnerships with parents and community organizations. These partnerships support our mission to empower students to fast-track their college and career aspirations through targeted events such as College Nights, Senior Planning Nights, and mock interviews with local industry professionals. Through these efforts, VTEC fosters a collaborative environment that prepares students for success beyond high school.|Based on the analysis of educational partner input and local data, VTEC will continue to improve engagement with underrepresented families by strengthening communication, access, and partnership opportunities. Our self-reflection highlighted the need to support better families who face barriers related to language, accessibility, or a lack of familiarity with college and career systems. In response, we will offer translated communication, flexible meeting formats (in-person and virtual), and intentional outreach through student-led conferences, instructional learning planning meetings, and family liaison support. To further engage families in meaningful ways, VTEC is leveraging full funding from the K12 Strong Workforce Program (K12SWP) to develop an Advanced Manufacturing pathway, targeting one of our community's highest-need, high-wage industry sectors. We are currently exploring partnerships with local businesses, with early development focused on creating externship and internship opportunities for students. These partnerships will include parent engagement components to ensure families are informed, involved, and connected to the real-world outcomes of their students' educational pathways. Through these initiatives, VTEC is committed to building culturally responsive, student-centered, and future-focused relationships with all families.|Based on the analysis of educational partner input and local data, VTEC demonstrates several strengths and continues to make progress in building partnerships for student outcomes. A key area of strength is our shared commitment to student ownership and postsecondary readiness, supported through ongoing collaboration with families, local industry partners, and higher education institutions. We have maintained steady growth in CAASPP scores, reflecting the effectiveness of our academic supports and the active role families and staff play in student achievement. Engagement opportunities, such as monthly Scholarship Foundation meetings, quarterly CTE Advisory Board gatherings, and School Site Council sessions, ensure that families and partners are informed and involved in shaping student success. Events like College Nights, Financial Aid Workshops, and mock interviews with local employers further strengthen our college and career readiness efforts. These initiatives are grounded in strong partnerships and aim to empower both students and families. Additionally, full funding through the K-12 SWP grant has enabled us to develop an Advanced Manufacturing pathway aligned with high-wage, high-need sectors in our community. This work includes planning for student externships and internships and intentionally includes family engagement to support long-term success. We also recognize the importance of two-way communication and are actively seeking new avenues to deepen our connection with educational partners. Through student-led meetings, flexible outreach strategies, and increased family involvement in planning processes, we are committed to fostering a collaborative culture that focuses on outcomes for all students.|Based on the analysis of educational partner input and local data, VTEC has identified key areas for improvement in building partnerships to achieve student outcomes. While we have made progress in engaging families and community partners, feedback indicates a need to deepen two-way communication and expand the consistency and accessibility of outreach efforts, particularly for underrepresented families. To address this, VTEC is strengthening its feedback systems through quarterly surveys administered to both students and parents. These surveys are designed to gather input on school culture, communication effectiveness, and support systems, and are directly informed by feedback from our educational partners. The data is reviewed and used to adjust practices, ensuring that family voices help shape school decisions and priorities. Another focus area is increasing transparency and participation in student academic and career planning. While we currently offer multiple events and meetings, such as College Nights, IEPs, 504s, and four-year planning, we aim to make these experiences more personalized, accessible, and aligned with families’ schedules and needs. We are also focused on enhancing awareness and involvement in our newly developed Advanced Manufacturing pathway, which is funded through the K-12 SWP grant. As we establish internships and externships, we aim to enhance family and partner understanding of the opportunities this pathway provides, thereby creating more substantial alignment between classroom learning and real-world career connections. By expanding communication channels, amplifying the family voice, and leveraging data to drive improvements, VTEC is committed to fostering stronger, more inclusive partnerships that directly support student outcomes.|Based on the analysis of educational partner input and local data, VTEC will enhance the engagement of underrepresented families by expanding accessibility, improving communication, and fostering a welcoming and inclusive school environment. Our self-reflection process highlighted that while many families feel connected to the school, underrepresented families—including those facing language, work schedule, or transportation barriers—require more targeted supports to engage meaningfully in their students’ education. To address this, VTEC will implement flexible and inclusive engagement strategies, including offering bilingual communication, virtual and in-person meeting options, and targeted outreach through family liaisons. We will continue to prioritize student-led conferences and personalized planning meetings (e.g., IEPs, 504 plans, Instructional Learning Planning Meetings), ensuring that families are partners in shaping student outcomes. We are also expanding the use of quarterly surveys to gather actionable feedback from students and parents. These tools help us identify gaps in engagement, adjust practices, and elevate family voice in decision-making. In alignment with our values, we are committed to creating a welcoming school culture where all families feel respected, heard, and empowered. Additionally, as we develop our Advanced Manufacturing pathway with full K12SWP funding, we will include underrepresented families in the design and rollout of externship and internship opportunities, ensuring equitable access to college and career readiness resources. Through these focused efforts, VTEC will strengthen its partnership with all families and educational partners as part of an ongoing cycle of improvement centered on student success.|Based on the analysis of educational partner input and local data, VTEC demonstrates key strengths in creating structured, consistent opportunities for input from students, families, staff, and community partners. We have established strong feedback loops through regular meetings with the School Site Council, CTE Advisory Board, and Scholarship Foundation, which provide a platform for diverse voices to contribute to school planning and improvement efforts. A significant strength is our commitment to elevating student voice in decision-making through forums such as the Principal’s Round Table and student-led conferences. These opportunities enable students to have an active role in shaping school culture, academic support, and college and career planning. We have also made progress in expanding stakeholder feedback through quarterly surveys, which are conducted for both parents and students. These surveys are directly tied to our continuous improvement cycle, and results are reviewed by school leadership and shared with staff to guide adjustments in communication, instruction, and support services. Additionally, as part of our pathway expansion, funded by the K-12 Strong Workforce Program, we have actively sought input from industry partners, families, and students to ensure that the development of our Advanced Manufacturing program aligns with community needs and workforce expectations. Our progress reflects a growing culture of collaboration and shared leadership. VTEC continues to refine these systems to ensure that educational partner input is not only solicited but meaningfully integrated into school-wide decisions that impact student outcomes.|Based on the analysis of educational partner input and local data, VTEC has identified key areas for growth in broadening and deepening inclusive input across all educational partners, particularly underrepresented families and students. While we have made progress in creating structured forums for decision-making, such as the School Site Council, Principal’s Round Table, and advisory committees, feedback from our self-reflection process indicates a need to engage a broader range of voices more consistently. A primary focus area for improvement is increasing the participation of underrepresented families in school planning and site-level decisions. To address this, VTEC will enhance outreach efforts by providing multilingual communication, offering varied meeting times and formats (in-person, virtual, hybrid), and utilizing more targeted invitations through family liaisons and community partners. We are also working to strengthen student input beyond formal leadership roles. While our Principal’s Round Table provides a strong foundation, we aim to gather more representative student perspectives through targeted focus groups, classroom surveys, and informal listening sessions that reflect the diversity of our student body. Additionally, we are refining our quarterly family and student surveys to include more actionable questions that align with key areas of site decision-making. These data points will be analyzed and shared transparently with staff and families, closing the loop between input and school-level decisions. By expanding access, enhancing communication, and establishing more responsive feedback mechanisms, VTEC is committed to ensuring that all educational partners have a meaningful voice in shaping decisions that directly impact student learning and success.|Based on the analysis of educational partner input and local data, VTEC will improve engagement of underrepresented families in Seeking Input for Decision-Making by implementing targeted, culturally responsive strategies that increase access, voice, and follow-through. Our self-reflection process revealed that while families appreciate the welcoming environment and access to staff, underrepresented groups—particularly those with language barriers, demanding work schedules, or unfamiliarity with the school system—often participate less consistently in formal decision-making structures. To address this, VTEC will expand efforts to meet families where they are by offering multilingual communication, flexible engagement options (in-person, virtual, and hybrid), and personal invitations through counselors, teachers, and our emerging parent liaisons. We will also hold more informal listening sessions and focus groups to complement structured meetings, such as the School Site Council, ensuring that family feedback is gathered in a variety of ways. Additionally, we will enhance the design and delivery of our quarterly family surveys by incorporating clearer questions aligned with key school decisions and sharing the results transparently with families. This “feedback loop” will be strengthened by visibly acting on family suggestions and communicating the impact of their input in newsletters, meetings, and direct outreach. By creating more accessible pathways to provide input and demonstrating that family voice informs real change, VTEC will deepen trust, increase engagement, and ensure that underrepresented families are empowered partners in shaping their students’ educational experience.|4|5|4|4|4|4|4|4|5|4|4|4|Met||2025-06-12|2025
54722560135863|Global Learning Charter|3||||||||||||||||||||||Not Met|||2025
54722566116909|Charter Home School Academy|3|Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP. As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher.  CHSA provides multiple resources for families both on site and at home.  Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made.  Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life.|At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members.|CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness.|Charter Home School Academy (CHSA) has established multiple systems to engage families and build strong partnerships that positively impact student outcomes. A key strength is the requirement for parents to attend weekly teacher meetings, which ensures consistent communication regarding student progress, academic support, and any areas of concern. These regular meetings allow for timely interventions and create a collaborative approach to student success.  CHSA also hosts an annual Back to School Meeting where families and community members can connect with teachers and staff, learn about available resources, and develop relationships that strengthen the home-school partnership. The School Site Council (SSC) meets regularly throughout the year to provide input on programs, financial decisions related to the LCAP, and strategies to increase parental involvement, including efforts to reach underrepresented families.  The annual Parent Survey provides valuable feedback in multiple areas, including curriculum and instruction, school culture, student support, and parent involvement. Results from the survey guide program improvements and reinforce the importance of family engagement in decision-making. Additionally, CHSA provides extensive resources to families, including on-site and at-home learning materials, academic classes, interventions, tutoring opportunities, and expanded social-emotional support services. These efforts have strengthened family engagement and contributed to students’ academic and personal growth.|Although CHSA has multiple structures for family engagement, the primary area for improvement is increasing the participation of underrepresented families in decision-making and school activities. Parent survey data and SSC discussions indicate that some families face barriers such as limited availability during scheduled events, uncertainty about how to access resources, or unfamiliarity with the decision-making process.  Another area for growth is expanding two-way communication and ensuring that families can see how their input influences program design and services. While CHSA offers weekly teacher meetings and annual surveys, additional strategies to actively gather and respond to feedback throughout the year will further strengthen trust and collaboration. Improving awareness of the wide range of academic and social-emotional resources available to families is also a focus, as not all parents currently utilize the full spectrum of supports offered.|To increase engagement of underrepresented families, CHSA will implement targeted outreach and provide flexible opportunities for participation. This includes scheduling SSC meetings and workshops at varying times, offering virtual attendance options, and providing clear, multilingual communication about events and resources.  The school will continue leveraging the weekly parent-teacher meetings as a point of personalized connection, with teachers proactively sharing information about additional supports, workshops, and ways to participate in decision-making. CHSA will also enhance follow-up communication to demonstrate how parent input—gathered through surveys, SSC meetings, and individual conferences—directly influences school programs and services.  Finally, outreach efforts will highlight academic and social-emotional support resources to ensure that all families, especially those previously underrepresented, understand how to access the tools available to support their child’s success. By intentionally removing barriers and creating multiple entry points for engagement, CHSA will strengthen family-school partnerships and positively impact student outcomes.|Charter Home School Academy (CHSA) has several established practices that effectively support the collection and use of educational partner input in decision-making. A major strength is the active role of the School Site Council (SSC), which meets regularly throughout the school year to review programs, provide input on financial priorities for the LCAP, and offer recommendations to increase parental engagement, with a particular focus on including underrepresented families.  CHSA also actively gathers input from parents, students, and staff through its annual Parent Survey. This survey collects feedback in critical areas such as curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. Survey results are used to inform schoolwide decision-making and guide improvements in academic and social-emotional programs.  Weekly parent-teacher meetings serve as another strength by offering ongoing opportunities for families to provide feedback directly to teachers. These meetings help inform instructional adjustments and allow concerns to be addressed quickly, creating a feedback loop that supports both student progress and school decision-making. Additionally, input from these meetings, combined with feedback from the SSC and surveys, has contributed to the expansion of academic interventions, tutoring opportunities, and social-emotional support services.|While CHSA has consistent systems to collect input from educational partners, the primary area for improvement is ensuring broader participation from underrepresented families, including those who may face scheduling, language, or technology barriers. Data from the Parent Survey and SSC participation indicate that engagement is stronger among families who are already highly involved, while other voices remain less represented in key decision-making processes.  Another focus area is increasing the visibility of how stakeholder input is utilized. While parents and community members share feedback through surveys and meetings, some have expressed a desire to better understand how their suggestions are implemented in programmatic or budgetary decisions. Enhancing communication regarding “you said, we did” outcomes will help build trust and encourage continued participation.  Finally, CHSA can strengthen its approach by diversifying methods for input collection beyond the annual survey and regular meetings. Offering more informal check-ins, online feedback forms, and follow-up conversations could provide a more comprehensive picture of community needs and priorities.|CHSA will implement several strategies to improve engagement of underrepresented families in decision-making processes. First, the school will expand outreach through flexible meeting times, virtual attendance options, and multilingual communication to ensure that all families can participate in SSC meetings and other decision-making opportunities.  Second, the school will incorporate multiple avenues for feedback beyond the annual survey, including mid-year check-ins, informal parent focus groups, and online forms to capture the voices of families who may not attend meetings regularly. Teachers will also proactively share opportunities for parents to contribute to decision-making during the required weekly conferences, ensuring that underrepresented families are personally invited to participate.  Finally, CHSA will enhance transparency by implementing a “feedback to action” process, where parent and student input is shared alongside the resulting decisions or program changes. By removing barriers, providing personalized invitations, and demonstrating that input leads to tangible outcomes, CHSA will strengthen trust, expand family participation, and ensure that decision-making reflects the perspectives of the entire school community.|4|5|5|5|4|4|5|4|4|4|4|4|Met||2025-06-12|2025
54722640000000|Waukena Joint Union Elementary|3|Waukena hosts parent orientations for all parents during the first week of school. This serves to begin the process of building the working relationship between teacher and parent. The provides an opportunity for parents and teachers to discuss the needs of the student not only academically but also social-emotional needs. Parents are able to share about their child to the teacher and the teacher is able to develop a rapport with the parents. 100% of parent conferences are required of teachers.|Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home.|The district plans continued staff training in these areas.|Strengths include administrative support for certificated staff, parent reports that Waukena School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children.|A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.|Progress has been made in all areas of decision-making. The district has an active Board of Directors who are regularly engaging in decision making efforts. Waukena is in the initial implementation stage of seeking input on decision making with parents.|More efforts will be made to grow the efforts of parents in decision-making through school site council and ELAC meetings.|Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.|4|5|4|5|4|5|5|4|3|3|4|4|Met||2025-06-24|2025
54722980000000|Woodville Union Elementary|3|At Woodville Union School District, we place a strong emphasis on nurturing trusting, respectful, and lasting relationships with our families. We understand that student success is rooted in a strong home-school connection, and we are deeply committed to creating an inclusive and welcoming environment for every family in our community. To build these connections, we take the time to get to know each family personally, recognizing and honoring their unique strengths, cultural backgrounds, and home languages. This personalized approach fosters mutual understanding and helps build a foundation of trust and collaboration. Our district excels in providing meaningful opportunities for staff and families to engage with one another. These include beloved community events such as Grandparents’ Night, the Father-Daughter Dance, and our annual Mother’s Day Celebration. These gatherings are more than celebrations; they serve as key moments for connection, appreciation, and shared joy. Beyond special events, we offer numerous avenues for parent involvement throughout the school year. Parents regularly engage with staff through co-curricular programs, including athletics, music, and choir. Booster organizations and school field trips also create opportunities for families to actively participate in the student experience. In addition, parent committees and advisory groups provide structured platforms for collaboration and shared decision-making. These forums empower parents to contribute meaningfully to our school culture, academic goals, and district initiatives, ensuring that every voice is heard and valued.|One key area for growth at Woodville Union School District is increasing the diversity of parent participation in our events and school activities. We recognize that families of our unduplicated students, including English learners, foster youth, and those from low-income households, are often underrepresented in these gatherings. To address this, we are actively working to create more equitable and accessible opportunities for engagement. This includes offering transportation assistance, expanding multilingual communication tools, and exploring additional supports to reduce barriers to participation. Our goal is to ensure that every family feels welcomed, heard, and empowered to be part of our school community, because every voice matters.|Woodville USD actively engages Title I parents through parent information nights, back-to-school meetings, and home surveys. Families collaborate with staff to develop family engagement compacts, which are shared at events. As an LEA, we provide weekly professional development, held every Friday with early student release, covering topics such as partnering with parents, supporting family engagement, and interpreting academic standards and assessments. These sessions are shaped by Site Council feedback from parents and students. Parents also influence the use of family engagement funds through discussions and exit surveys. Title I parents are represented on our LCAP advisory board, and we collaborate with families through ELAC and DLAC meetings. We’ve expanded support for parents with disabilities and those of migratory children by translating communications and resources using multilingual tools. Our district and school websites are also translated into Spanish, ensuring families have full access to academic and school information.|As an LEA, Woodville USD values meaningful family engagement as essential to understanding and meeting the needs of our students. We gather input through School Site Council, LCAP meetings, ELAC, and surveys from students, staff, and parents to guide our academic and support programs. Based on this feedback, we have developed a written family engagement policy and a parent-school compact. Our needs assessment, informed by both stakeholder input and the California Dashboard, highlighted a growing concern around students’ social-emotional well-being. In response, we partnered with TCOE and outside counseling agencies to offer mental health support during both the school year and summer. These program enhancements reflect our commitment to listening and responding to our families' voices.|Parent feedback indicated they wanted more frequent surveys and the ability to reply to emails sent out by the school. The preferred method of communication varied. Generally, parents want to be involved, but many cannot do so because of work schedule conflicts. It has been suggested that more opportunities for interacting with the school occur after school hours. Also, Woodville USD contributes Title I parent engagement funds to support parent volunteers for DOJ fingerprinting. The LEA and school will continue to use feedback from parents, students, and staff to better tailor engagement opportunities to best fit the needs of most parents to the extent possible.|The LEA and schools will continue to explore new innovative methods to reach all parents, specifically focusing on underrepresented families. This can include engagement opportunities hosted in the community where our families live. Feedback from parents will be solicited early in the school year to develop plans that best fit the needs and ability of parents to be involved in their child's education.|Our school and LEA frequently communicate with staff and parents regarding the decision-making that occurs in our schools. We have opportunities in Site Council through public comment and by having students, staff, and parents on the council. We also have similar opportunities in our school board meeting for parents, teachers, and community members to give feedback on school and district decisions. We welcome input from all educational partners.|Woodville USD worked directly with and sought input from our Title I parents and students at our Title I parent information nights through parent meetings and surveys sent to all homes. Our school worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. Our LEA reached out to parents through the many parent communication tools. As an LEA, we provide professional development once a month by having a professional development schedule on Fridays where students are released early so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. These professional development activities are driven by Site Council input from parents and students. Staff reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with educators to improve their children's achievement during these activities. Parental input is received through discussion and an exit survey on how funds reserved for parental involvement activities should be utilized. In addition, we partner with parents at our ELAC and DLAC meetings. We have increased opportunities for the informed participation of parents and family members with disabilities. Parents and family members of migrant children, including providing information and school reports in a format and, to the extent practicable, in a language such parents understand by purchasing software that automatically translates phone messages to the home language identified by the parents on our student information system. In addition, our district and school websites are translated into Spanish so parents can access all pertinent information (grades, attendance information, school policies, resources, daily bulletin, etc.), so they can completely partner with the district in serving their students.|The LEA will be working with site administration to revisit the successes and needed improvements for incorporating all families in the decision-making process. The school site will be responsible for developing a plan that aligns with the school's specific needs and challenges.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-10|2025
54753250000000|Farmersville Unified|3|FUSD has extended its contract with Parent Institute for Quality Education (PIQE) to provide parent workshops at each of the elementary schools, junior high, and high schools. Five (5) Community Forums were utilized this year to meet with parents and the community and listen to parent concerns as well as receive input for the LCAP.  The school district also utilizes the Parent Square communication platform to communicate with parents and families. The school district continues to improve parent engagement for underrepresented families, utilizing translators at school and districtwide meetings. Most schools also utilize a bilingual parent liaison position for each school to increase parent engagement, with each school slated to have a parent liaison in 2025-26. The district also extended parent liaison hours and resources with a goal to increase parent engagement for underrepresented families.|Educational workshops and fun events with parents, students, and staff were identified as needing improvement and were most requested by parents. FUSD will continue to develop better systems of quality communication in both languages. There is a clear need to improve teacher-parent engagement and communication in order to develop relationships early on in the year and long before any academic or behavior issues arise. Finally, for language equity, the district wants to ensure that all school and district communication (written, verbal, and/or electronic) is provided in both English and Spanish across the district.|"FUSD will continue to develop and promote a purposeful and effective bilingual communication system across the district, including written and verbal communication. The district will continue to promote and develop cultural proficiency and linguistic awareness with all our staff in order to improve both formal and informal communication with our marginalized communities. We will continue to create and promote parent and family events such as community meetings, parent conferences, community events, cultural events, family literacy and math nights, talent shows, etc. including providing food and refreshments in order to increase the sense of community in Farmersville. The district will continue to seek out Spanish and Indigenous language translators and interpreters in order to improve communication. The district will also continue to create and promote capacity building workshops for parents in areas such as: Adult ESL, Literacy, CA Core Standards, the Reclassification process, the IEP process, SST process, and increasing adult educational levels via High School Diploma classes, GED classes, and CTE courses in both English and Spanish. Finally, the school district is committed in its ongoing development of transforming its schools into community schools where parents and families may seek additional ""Wrap Around"" services that meet the socio-emotional, mental, and or economic needs of the community, therefore directly addressing the negative impact of poverty on child development and academic achievement."|The district conducted a Title I parent survey in the 2024-25 school year. The results indicated that the majority of parents who responded attended a minimum of 2 decision-making events per school year. The district has established a goal to increase parent participation in decision-making events to 3 per school year. The Special Education Department has also begun planning efforts to hold community meetings in order to build capacity for parents and inform them of their rights.|The district will be focusing on the following areas for improvement in building partnerships for improved student outcomes:  A. Identifying and promoting the assets that parents and the community bring to the table that support student learning and academic achievement. This includes the validation and connection with the language, culture, and collective knowledge of the community.  B. Giving a voice in the parents' primary language so that they may voice their concerns about their child and be heard by the district. In this manner, parents will be seen and accepted as full partners in the educational process.  C. Build capacity among our staff and teachers to effectively engage with parents early in their academic year and frequently to build relationships.  D. Frontloading parents about the Core Academic Standards in all core subjects.  E. Providing strategies on how parents can support their child at home to create safe spaces to do homework, and/or activities they can do in their native language to support the academic program at school.|Creating a welcoming environment for parents of underrepresented students is critical. The district needs to have a deep understanding of the community it serves. Parent educational level and knowledge of how our educational system works needs to be addressed in an understanding and humanistic manner where every parent is listened to and treated with respect regardless of their educational level and/or knowledge level of school systems. Increased efforts need to be made on ensuring that language differences do not become a barrier for engagement and partnering. FUSD must not assume that all the parents we serve have the precursor knowledge and skills needed to partner effectively with schools. The district needs to implement a humanistic approach with dignity and respect and meet parents where they are and work together to close gaps, close the digital divide, create common language and create social capital needed to engage as equal partners.|The district has made measured progress with involving and engaging parents and families in the decision-making process. The district uses LCAP, Title I, and SPED parent surveys to collect quantitative data on certain topics related to decision-making at the site or district level. Additionally, schools use their SSC, ELAC, and Title I meetings to gather input and make decisions together. FUSD also utilizes the DELAC and the LCAP Committee (i.e. Parent Advisory Committee) to seek input for decision-making.|As in building partnerships, the district will be focusing on the following areas for improvement in seeking input for decision-making:  A. Identifying and promoting the assets that parents and the community bring to the table of student learning and eventual academic achievement. This includes the validation and connection with the language, culture, and collective knowledge of the community.  B. Giving a voice in the parents' primary language so they may voice their concerns about their child and be heard by the district. In this manner, parents will be seen and accepted as full partners in the educational process.  C. Build capacity among our staff and teachers to effectively engage with parents early in their academic year and frequently to build relationships.  D, Frontloading parents as to the Core Academic Standards in all core subjects.  E. Providing strategies on how parents can support their child at home to create safe spaces to do homework, and/or activities they can do in their native language to support the academic program at school.   In addition to the above, the district is committed to seeking out survey-collecting software to collect the opinions of our parents electronically. The district will also continue to use conventional methods of collecting survey data through written and verbal exchanges. Key personnel will be tasked with collecting data and transferring the data to a format where the feedback can be disaggregated and common themes can be identified.|Given that over 95% of our families are underrepresented, the same response is implemented as in question #2:   As in building partnerships, the district will be focusing on the following areas for improvement in seeking input for decision-making:  A. Identifying and promoting the assets that parents and the community bring to the table of student learning and eventual academic achievement. This includes the validation and connection with the language, culture, and collective knowledge of the community.  B. Giving a voice in their primary language for parents to voice their academic and socioemotional concerns about their child and be heard by the district. In this manner, parents will be seen and accepted as full partners in the educational process.  C. Build capacity among our staff and teachers to effectively engage with parents early in their academic year and frequently to build relationships.  D, Frontloading parents as to the Core Academic Standards in all core subjects.  E. Providing strategies on how parents can support their child at home to create safe spaces to do homework, and/or activities they can do in their native language to support the academic program at school.   In addition to the above, the district is committed to seeking out survey-collecting software to collect the opinions of our parents electronically. The district will also continue to use conventional methods of collecting survey data through written and verbal exchanges. Key personnel will be tasked with collecting data and transferring the data to a format where the feedback can be disaggregated and common themes can be identified.|3|3|2|4|3|3|3|3|4|4|4|4|Met||2025-06-24|2025
54755230000000|Porterville Unified|3|Porterville Unified School District (PUSD) demonstrates a strong and evolving commitment to fostering respectful, inclusive, and effective relationships between school staff and families. Key areas of progress include:  • Multichannel Communication and Outreach: PUSD has established robust communication channels that are accessible, inclusive, and responsive. The district’s widespread use of platforms like ParentSquare, along with phone calls, emails, newsletters, social media, and school marquees, ensures families receive timely and understandable information. Bilingual messaging and multilingual accessibility are emphasized across schools to eliminate linguistic barriers.  • Welcoming and Inclusive School Environments: Across school sites, a culture of hospitality is actively promoted. Schools focus on culturally responsive interactions and staff visibility at community events, while others host monthly parent breakfasts, concerts, award ceremonies, and carnivals to deepen trust and engagement.  • Intentional Engagement Strategies: PUSD encourages both traditional and innovative engagement practices. Many sites hold Student of the Month recognitions, CAASPP celebrations, and bell-ringing ceremonies to highlight post-graduate plans. These events not only celebrate students but also bring families into meaningful contact with educators. Initiatives like PIQE, WASC parent committees, and School Site Council (SSC)/ELAC meetings further institutionalize family input in school improvement.  • Two-Way Communication and Feedback Loops: The district values listening to its families. Through Panorama and Studer surveys, family perspectives are collected, reviewed, and used to shape practices. Schools also employ postcards, personal notes, and staff-initiated positive calls home to deepen relational trust. Schools exemplify efforts to expand two-way communication beyond newsletters and phone calls, by incorporating home visits, family workshops, and ongoing professional development focused on cultural competence.  • Commitment to Equity and Future Growth: Recognizing that engaging school families remains an area for growth, PUSD schools are candid about the challenges and are proactively seeking innovative ways to reach and support these families. Moreover, the introduction of Community Schools Coordinators reflects a districtwide strategy to strengthen resource connections and holistic support for families.  Porterville Unified has laid a strong foundation in building school-family relationships through inclusive events, transparent communication, and data-informed strategies. The district’s focus on cultural responsiveness, equity, and continuous improvement ensures that relationship-building remains a dynamic, community-rooted priority.|Porterville Unified continues to deepen its commitment to family engagement by identifying and acting upon key areas for growth in relationship-building between school staff and families. Drawing from district-wide feedback and the self-reflection process, several targeted improvement areas have emerged.  •Increasing Positive and Meaningful Communication: There is a call to enhance the quality of communication with families, with a focus on delivering more positive, affirming messages. Educators recognize that building trust requires moving beyond compliance-focused updates to heartfelt affirmations of student progress.This initiative is being supported by structured time for staff to send such messages and by ongoing encouragement to adopt a more asset-based communication model.  •Strengthening Parent Participation in Decision-Making: While School Site Council and English Learner Advisory Committee structures are in place, there is a need to boost active parent participation and voice in these bodies. Sites are seeking ways to educate families about the value and impact of SSC/ELAC involvement, make meetings more meaningful, and create a welcoming space where families feel their contributions are respected and acted upon.  •Creating More On-Campus Engagement Opportunities: Schools are striving to increase the frequency and variety of on-campus family engagement events, ranging from academic workshops to cultural gatherings. The goal is to make campuses more accessible and inviting, encouraging families to become more involved in the life of the school.  •Focusing on High School Family Engagement: High school sites highlight the ongoing challenge of engaging families at the secondary level. As students gain independence, maintaining strong home-school partnerships becomes more difficult. The district is exploring strategies to create more two-way communication and involvement opportunities that align with the interests and needs of high school families.  •Professional Development for Staff: PUSD is prioritizing professional development for educators on building relationships with families. This includes training in effective communication during IEP, 504, and SST meetings, as well as in everyday interactions. The aim is to equip staff with culturally responsive, empathetic approaches to fostering trust and collaboration.  •Expanding Access Through Technology and Bilingual Support: The district continues to leverage tools like ParentSquare for communication but acknowledges the need for additional parent training to bridge digital divides.|Porterville Unified School District is committed to improving engagement with underrepresented families by building more intentional, inclusive, and culturally responsive relationships between school staff and families. To achieve this, the district is focusing on several strategies informed by educational partner input and local data.  A key initiative involves enhancing communication through the consistent use of translated materials, with an emphasis on Spanish to ensure linguistic access for many families. Schools are also working to hire and train more bilingual staff, including counselors, social workers, and parent liaisons, to foster more personal and effective communication. Staff are encouraged to increase one-on-one outreach through phone calls and in-person meetings, which help build trust and ensure that families feel seen and valued.  Recognizing that logistical barriers often prevent families from participating, the district is expanding its efforts to offer flexible engagement opportunities. Events are being scheduled at varied times, including evenings and weekends, and home visits are being conducted when needed. These efforts are particularly aimed at reaching families who may face challenges related to work schedules, transportation, or prior negative school experiences.  The district is also leveraging its Community Schools grant to strengthen support systems. Family nights, resource fairs, and targeted outreach events are being planned to connect underrepresented families with services, workshops, and tools that support both student success and family well-being. Topics include FAFSA, college readiness, digital navigation of platforms like Aeries and ParentSquare, and other practical supports that empower families to participate actively in their child’s education.  To ensure underrepresented voices are included in school decision-making, the district is reviewing participation in SSC and ELAC and working to make these forums more welcoming and meaningful. Intentional outreach and education about these opportunities are helping families understand their value and encouraging broader involvement.  These collective efforts reflect the district’s belief that all families, regardless of background or circumstance, deserve to feel welcomed, respected, and engaged as partners in the educational journey.|Porterville Unified School District continues to make meaningful progress in building partnerships that support student outcomes by fostering collaboration among families, staff, and the broader community. Central to this effort is the district’s strong foundation of communication, where regular updates through report cards, ParentSquare, and teacher outreach help families stay informed and engaged in their children’s academic journey. This commitment to transparency builds trust and reinforces shared responsibility for student success.  At the school level, structures such as grade-level and principal professional learning communities (PLCs) are used to analyze data, identify student needs, and develop responsive instructional strategies. These collaborative efforts are supported by benchmark assessments and district-wide protocols that guide educators in targeting interventions effectively. In addition, academic counseling and support staff play a vital role in ensuring students receive the necessary guidance and services aligned with their academic and personal development.  A significant strength lies in the district’s partnerships with local businesses, colleges, and community organizations. These relationships provide students with real-world learning experiences, including career fairs, Trades Day events, dual enrollment, and internships that help students build career awareness and readiness. Pathway programs and advisory boards further enrich these opportunities, connecting students’ classroom learning with future goals.  Community Schools support continues to expand access to wraparound services such as health care, mental wellness, and social-emotional support through initiatives like Hazel Health and Heart. These partnerships ensure that students are cared for holistically, creating conditions for better academic performance. Schools are also building family partnerships through events like parent-teacher conferences, college readiness workshops, and resource fairs, which are designed to equip families with tools to support learning at home.  Efforts to involve families in collaborative decision-making and student planning—such as through Student Support Teams (SST) and Individualized Education Programs (IEPs)—highlight the district’s inclusive approach. Special education teams and psychologists are also praised for their partnerships with families to ensure students with unique needs are fully supported.  Through these comprehensive strategies, Porterville Unified is cultivating a learning environment where families, educators, and community partners work together to ensure every student is prepared for success in school and beyond. This collective approach underscores the district’s belief that sustained partnerships are essential to achieving strong student outcomes.|Porterville Unified School District is focused on strengthening its partnerships for student outcomes by addressing several key areas identified through stakeholder input and self-reflection. A central priority is enhancing the quality and consistency of communication between schools and families. While tools like ParentSquare are widely used, there remains a need to provide more personalized and positive feedback to families about student progress. In response, the district is working to increase outreach through affirming messages and to improve the digital literacy of parents, ensuring they can fully engage with available communication platforms and academic information.  Efforts are also being made to build deeper connections with families beyond traditional school settings. Schools are expanding informal engagement opportunities such as monthly events and community gatherings, which create more welcoming and inclusive environments. These events are designed not only to build rapport but also to provide practical resources aligned with student learning goals.  To support greater inclusivity, the district is prioritizing the hiring of bilingual staff and offering more translated materials to ensure all families, regardless of language, feel informed and empowered to support their children. Additionally, training for staff on trauma-informed practices and increased awareness of family engagement strategies are helping educators build stronger, more empathetic relationships with students and their caregivers.  The district is also looking to deepen school-community ties through partnerships with local businesses, colleges, and organizations. Monache High School, for example, is working to expand access to real-world learning opportunities, including internships, mentorships, and career pathway exploration, especially for students from underrepresented backgrounds. Increasing alignment between academic supports and post-secondary planning, including dual enrollment options like the new aviation pathway with Reedley College, is also a strategic goal.  Another area of improvement involves providing clearer academic guidance to families. Many parents have expressed a desire to better understand instructional practices, grading systems, and academic pathways. In response, the district is developing hands-on workshops and simplified guides to help families support learning at home and engage meaningfully in student progress.  Finally, Porterville Unified is using data from surveys such as Panorama and Studer to identify gaps and monitor progress. This feedback is guiding continuous improvement efforts and shaping initiatives that foster a stronger, more responsive partnership between schools and families. Collectively, these strategies reflect the district’s commitment to ensuring every student is supported by a collaborative, informed, and inclusive educational community.|Porterville Unified School District is strengthening its commitment to engaging underrepresented families in ways that are inclusive, accessible, and responsive to the diverse needs of its community. Recognizing the essential role families play in student success, the district is focused on building partnerships that foster trust, expand access to resources, and empower all families—especially those historically less engaged—to actively participate in their children’s education.  To improve outreach, the district is prioritizing consistent and inclusive communication. ParentSquare continues to serve as a key tool for delivering timely updates, while bilingual outreach—including Spanish translations and multilingual materials—ensures that all families receive vital information in a language they understand. School staff, including counselors and support teams, are increasing direct contact with families through personalized phone calls and targeted invitations to events, reinforcing the message that every family matters.  The district is expanding flexible engagement opportunities by scheduling meetings and events at varying times and locations, removing common barriers for working families. Specialized events such as Social-Emotional Learning (SEL) resource fairs, hands-on Math and Literacy Nights, and informal gatherings like community soccer tournaments are designed to reflect the interests and cultural values of underrepresented families. These events build trust and offer meaningful ways for families to connect with school staff and with each other.  To deepen partnerships, PUSD is enhancing its collaboration with community-based organizations and leveraging support from the Community Schools initiative. This includes partnering with agencies like Proteus to provide internship opportunities that connect underrepresented students with real-world experiences. The district is also continuing programs like PIQE (Parent Institute for Quality Education) and planning family nights centered on college and career readiness, assessments, and academic planning.  Additionally, district and site-level teams—including ELAC, DELAC, and guidance departments—are working to provide targeted training and resources to families of English learners and other underrepresented groups. These efforts not only support student achievement but also help parents understand their rights and how to advocate effectively for their children.  Through these multi-layered strategies, PUSD is building a stronger, more inclusive framework for family-school partnerships—one in which all families are welcomed, supported, and equipped to help their students succeed in school and beyond.|Porterville Unified School District has made substantial progress in fostering inclusive decision-making by establishing consistent, transparent, and multi-layered systems for gathering input from students, families, staff, and community partners. At the heart of this work are structures such as School Site Councils (SSC), English Learner Advisory Committees (ELAC), and District Advisory Committees, which serve as formal platforms for educational partners to shape school goals, budgets, and programs. These groups are complemented by widespread use of surveys—including the Studer Parent Survey, Panorama, and site-specific tools—which provide meaningful feedback on school climate, communication, and family engagement.  Across schools, these mechanisms are bolstered by practices that promote accessibility and inclusion. Meetings are scheduled at convenient times for families, materials are translated into multiple languages, and outreach is conducted via phone calls, ParentSquare, emails, and printed flyers. This comprehensive approach ensures that information reaches a broad cross-section of families, including those who may not traditionally engage. Added supports such as childcare and themed meetings have further increased participation, especially among families of English learners and underrepresented student groups.  A notable strength is the district’s consistent use of survey data to guide planning and continuous improvement. School sites analyze results to identify areas of need, celebrate progress, and make responsive adjustments to programs and communication strategies. For example, survey feedback is used to inform schoolwide priorities and foster a culture of reflection and responsiveness. Districtwide, the administration has demonstrated a commitment to collecting diverse perspectives by holding community meetings, small focus groups, and gallery walks that invite real-time input from families, staff, and students.  Open-door policies and informal engagement strategies complement these formal structures, allowing families to share concerns, ask questions, and offer feedback in accessible and relationship-centered ways. This combination of formal and informal avenues for participation strengthens trust, ensures a wide range of voices are heard, and enhances the district’s ability to make decisions that reflect community values and needs.  Together, these strengths highlight a well-established culture of shared decision-making in Porterville Unified, where stakeholder voices play a central role in shaping educational experiences and outcomes.|Porterville Unified School District is committed to strengthening its systems for seeking input by making the decision-making process more inclusive, accessible, and representative of its entire school community. While current practices such as surveys, advisory committees, and open forums provide essential feedback, the district recognizes the need to broaden participation, especially among underrepresented families and stakeholders whose voices are not yet fully reflected in school and district planning.  A key focus for improvement is increasing participation in School Site Council (SSC), English Learner Advisory Committees (ELAC), District English Learner Committees (DELAC), and Local Control and Accountability Plan (LCAP) meetings. Although these platforms are established, attendance and engagement remain inconsistent. To address this, the district plans to expand outreach efforts by offering varied meeting formats and scheduling flexibility to better accommodate family needs. Strategies include providing interpretation, offering snacks or child care during events, and using informal gatherings or community-based spaces to connect more comfortably with families.  Another area of focus is diversifying input methods beyond traditional surveys. The district aims to use brief polls, phone outreach, virtual forums, and informal focus groups—particularly during school events—to create lower-barrier opportunities for families to share feedback. These efforts will be supported by enhanced communication strategies that use multiple channels, including ParentSquare, social media, flyers, and in-person reminders, ensuring families receive messages in formats that work best for them.  Recognizing the importance of closing the feedback loop, PUSD is committed to showing families how their input influences school and district decisions. This includes communicating outcomes of meetings and surveys more clearly and consistently, which is expected to build greater trust and sustain long-term engagement. At the district level, new surveys targeting the performance of specific departments will provide insight into internal service quality and responsiveness.  In addition, the district is developing clearer connections between educational partner input and districtwide goals. Site administrators will have opportunities to weigh in on funding priorities, instructional resources, and supplemental materials, ensuring decisions align with both student needs and site-level realities. Staff engagement is also a focus, with efforts to ensure that teachers, support staff, and classified employees feel their contributions are valued in shaping school initiatives.  Through these improvements, Porterville Unified seeks to build a more dynamic, collaborative culture—one in which all stakeholders, particularly families who have historically been underrepresented, are empowered to shape the educational direction of their schools and community.|Porterville Unified School District is actively working to deepen engagement with underrepresented families by removing barriers to participation and creating more inclusive, accessible, and responsive opportunities for input in school and district decision-making. Recognizing that all families deserve a voice in shaping educational priorities, the district is implementing a multi-tiered approach designed to reach families who have historically been less represented in advisory roles and input processes.  One of the district’s core strategies is improving access to input opportunities through diversified communication and outreach. Meetings such as SSC and ELAC are supported with translation services, multilingual invitations, and materials provided in families' home languages. Staff make personalized phone calls, send flyers, and use platforms like ParentSquare to extend multiple, repeated invitations in ways that are culturally responsive and easy to access. This outreach is supported by social workers, family support workers, and community schools coordinators, who help build bridges with families through home visits, one-on-one conversations, and support at school events.  To reach families in familiar and low-pressure environments, schools are embedding opportunities for feedback into high-attendance events such as Literacy Nights, SEL fairs, soccer tournaments, and Paint Nights. These informal settings help reduce intimidation and increase comfort, encouraging more honest and open feedback from families who may not feel ready to attend formal meetings. Suggestion boxes and quick surveys at these events offer an alternative to in-person or lengthy digital responses, allowing more families to participate meaningfully on their terms.  The district is also strengthening its infrastructure for sustained engagement by identifying and training parent leaders through programs such as Parenting Partners. These leaders serve as ambassadors who can support, inform, and encourage other families to take part in decision-making, particularly those who may be hesitant to engage directly with school staff or administration. Supports such as snacks, child care, and culturally relevant events continue to be leveraged to increase meeting attendance and reduce common logistical barriers.  Looking ahead, the district aims to provide even more flexibility in how families give input, including online surveys, digital forums, and text-message feedback. These efforts will be paired with a focus on closing the loop—clearly communicating how family feedback has influenced decisions and celebrating the outcomes of shared input. By making input both easier and more impactful, PUSD is cultivating a culture in which every family—regardless of background, language, or circumstance—feels welcomed, valued, and empowered to help guide the educational experiences of their children.|3|4|3|4|3|4|4|3|4|3|3|4|Met||2025-06-26|2025
54755230114348|Butterfield Charter|3|A current strength in building relationships between school staff and families is the intentional creation of opportunities for family engagement in student activities and achievements. These include CAASPP celebrations, bell-ringing ceremonies for post-graduate plans such as FAFSA completion and Porterville College enrollment, and Student of the Month recognitions. We actively involve families in SSC/ELAC meetings and maintain consistent communication through ParentSquare, phone calls, emails, and in-person meetings. Furthermore, we collaborate with stakeholders and community resources to provide comprehensive support, reinforcing a strong, inclusive school-home partnership.  Strengths and progress also include communication (social media, ParentSquare, etc.) and Studer Surveys (Employee Experience, Parent/Caregiver Survey, Panorama Survey), having the appropriate items necessary for families to attend meetings-childcare, snacks, technology, etc. In addition taking action on the feedback received from surveys and input.  Efforts to improve the relationship between schools and families by improving communication with families. Communication through the ParentSquare platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.|A focus area for improvement is increasing active participation and voice in SSC/ELAC meetings. While efforts are ongoing, we aim to create a more welcoming environment where families feel comfortable sharing input and see their contributions reflected in the decision-making process. Strengthening this engagement will help build deeper trust and collaboration between school staff and families.  •Communication: continue to establish regular, clear and effective communication to keep families informed and engaged. •Trust and Respect: continue to build mutual respect to ensure that stakeholders feel valued and respected and that there is a responsiveness to their voices.  Input from educational partners that include both parent/community and site staff, indicate that participation is lower than desired. A newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site. School staff has expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement|Our school is actively working to improve engagement with underrepresented families by creating more on-site interaction opportunities, including personal phone calls, celebrations, and family-oriented events. We are also expanding access to college and career readiness activities, such as FAFSA workshops and post-secondary planning support, while connecting families with community resources. These efforts are designed to build trust, increase involvement, and ensure all families feel valued and included in their child’s educational journey.  Flexible meeting times-offer meeting and school events at various times, including evenings and weekends to accommodate different work schedules and ensure that all families have an opportunity to participate. Professional Development/Training-provide ongoing training for school staff to better understand and meet the needs of diverse families.  Butterfield includes initial parent involvement when students enroll. Parents are required to attend an Orientation for student registration at the school. Furthermore, parents are required to attend their child’s initial teacher meeting for Independent Study. This helps to put faces to names and allows parents to share their students’ strengths and areas of concern. Butterfield staff need to continue nurturing that parental relationship with phone calls, emails, notes/reports on a regular basis, so that conversations are not always for a concern.|A current strength in building partnerships for student outcomes is our active pursuit of college and career readiness opportunities. We regularly host college events, career fairs, Trades Day, and invite professionals such as dentists, nurses, and other industry representatives to engage with students. Additionally, we provide workshops and guest speakers aligned with students’ career interests, along with field trips to colleges and trade schools. These efforts support informed post-secondary planning and meaningful connections to future career pathways.  There are strong partnership with local businesses, non profits, and higher education to provide students with real-world learning opportunities, internships, and mentorships at the high school level with Pathways. Hazel Health/Heart is available for all students provides services to support students SEL and health needs to improve academic achievement.  Butterfield is working in partnership with its neighboring school (PMA) to provide PIQE opportunities for parents. BCS must continue to develop systems/events for parents and staff to communicate regularly to work as a team to support student progress. This should include regular communications home (newsletters), ParentSquare communication, AERIES Parent Portal and scheduled parent information events to assist parents in how to support their independent learners at home.|A key focus area for improvement is strengthening college and career access, particularly by expanding opportunities for students to participate in Career Technical Education (CTE) pathways. Additionally, we are prioritizing efforts to improve graduation rates through targeted support, early intervention, and increased alignment between academic planning and post-secondary goals.  Butterflied prioritizes partnerships with families. Based on input from educational partners, that include parents, training in identified areas of need is one method of trying to build partnerships. Input from parents, staff and students suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, Aeries Parent Portal, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling.  Educational partner input from parents, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although there's agreement upon the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. Butterflied prioritizes partnerships with families. Based on input from educational partners, that include parents, training in identified areas of need is one method of trying to build partnerships. Input from parents, staff and students suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, Aeries Parent Portal, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling.|Our school is working to improve engagement of underrepresented families in building partnerships for student outcomes by providing meaningful opportunities for them to participate in the decision-making process. We offer programs such as PIQE and targeted workshops to help families access resources beyond the school setting. To ensure inclusive communication, we utilize multiple platforms including phone calls, flyers, emails, and ParentSquare messages, fostering consistent and accessible outreach.  Community liaisons-partnering with community liaisons that have strong ties with communities to foster trust and improve outreach. Offer flexible engagement opportunities to accommodate different schedules-meetings at various times and locations.  Reaching out to underrepresented families is a priority for Butterfield in building partnerships since these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with other sites, or the district, in participating in opportunities with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume that include English as a Second Language. These opportunities, as well as Parent Information Nights, are offered at the school site. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.|A current strength in seeking input for decision-making is our multi-faceted approach to family and stakeholder engagement. We regularly distribute surveys, make personal phone calls, send follow-up emails, and share important information through ParentSquare. These methods ensure diverse voices are heard and considered, supporting informed and inclusive decision-making processes. Utilizing our Studer Employee Experience Survey, Studer Parent/Caregiver Survey, and Panorama survey to gather feedback about various topics-curriculum to school climate, ensuring decisions are informed by data and feedback. Butterfield participates in district-level Compensatory Education (Comp Ed) meetings focused on parent-involvement related topics, for targeted groups, to outline expectations, and provide details related to state and federal requirements associated with various student groups. The site participates in district structures that are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, American Indian, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council. Content that could be covered at site-level advisory meetings are presented from a district-perspective at district-level advisory meetings.These serve as modeling presentation topics for site-level discussions to seek input from educational partners. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, and nine public meetings centered on our Native American population, and parents and staff at Butterflied are encouraged to attend.|A focus area for improvement is increasing overall participation in the decision-making process, particularly by encouraging and promoting greater student involvement and feedback. Strengthening outreach efforts and creating more accessible opportunities for input will support more representative and informed decisions.  Understanding the connection and alignment to district goals and how to plan for implementation-especially when needs change from year to yearn is a priority. Ensuring compliance is an ongoing effort, and establishing structures to support desired outcomes is an area of continued improvement, and desired growth. Structures are in place to monitor effectiveness of seeking input from educational partners, and stages of improvement would include development of next steps to support situations reflecting lack of effectiveness.  Priorities and initiatives outlined in the LCAP are influenced by input from educational partners. Needs and concerns expressed by multiple participating educational partner groups, including students, parents, teachers and administrators helps inform decision making. District-level staff provide input and support on an ongoing basis. It has been noted that parent and community involvement wanes as the year progresses. An area of improvement includes efforts to try and increase, and retain, involvement of parents and community members throughout the year.|To improve engagement of underrepresented families in seeking input for decision-making, our site is focused on ensuring that all staff consistently communicate and encourage participation from students and parents. We are working toward delivering uniform messaging across all communication platforms and interactions, reinforcing the importance of family voice in shaping school initiatives and decisions.  Butterfield develops outreach that involve going into the community and local events to engage with families in settings that families are comfortable with. Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. The site participates in opportunities at the district level that includes a series of five general session, community-based, meetings that occur in the last half of the academic year, intended to obtain input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. Sites obtain input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students.  Butterflied intends to improve the degree of input solicited by underrepresented families. Suggestions presented would then become embedded in the LCAP intended to offset the compounded challenges faced by students of underrepresented families in areas of: student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. The site plans to provide internal opportunities to support students from underrepresented families, and due to the breath of need, supports staff (fiscally, and with allocated time, and additional personnel), and provides staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).|4|5|4|5|4|4|4|4|3|4|4|4|Met||2025-06-26|2025
54755230116590|Harmony Magnet Academy|3|Building relationships between Harmony staff and families is an ongoing process to reach sustainability and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building at the site level is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include:  •Harmony provides opportunities for parents to achieve full access to Aries, Parent Square @ 100%, Naviance, parent workshops, Fall and Spring carnivals, Back to school night, Parent Survey, WASC parent committee and SSC.  •Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district, and Harmony, has shifted to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.  •Harmony utilizes the district provided support in the form of Family Service Workers, a team of individuals who will make personal connections with those families when Harmony staff experience difficulty in making the connection. Due to the increased need, this team has increased availability (increased hours) to staff.  •Various opportunities for parental involvement are presented at the site in addition to the required School Site Council, and English Learner Advisory Council groups. In addition, the site offers activities such as parent information nights, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, in efforts to increase engagement opportunities.|Although opportunities for engagement exist at the school, input from our educational partners that include both parent/community and site staff, indicate that the effort remains an area of growth. The district's Strategic Plan has Parent and Community Involvement as one of four pillars, and guides efforts at the site to improve parent and community involvement. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.  Harmony provides training for both families and staff which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. Starting with community input related to the LCAP annual review, the district will attempt to shift the target audience to more specifically involve parent and community members. Prior years required the community to meet at the district office, and participation reflected a higher percentage of site administration, when compared to parent groups. An adjustment under consideration is to conduct the community review meetings at school sites throughout the district in effort to increase parent participation, and Harmony regularly ensures parent participation in these events.|Harmony measures communication, relationships with site personnel, pride in school facilities, resources and programs, along with respect and fairness as noted in our Parent Survey results: 4.17 on a scale of 5. At Harmony, 32 parents completed PIQE program. Additional parent workshops were also offered in Spring 2025 for college applications and FAFSA.  Guidance from educational partners such as students, parents, teachers, staff, administrators and community members are obtained in varying degrees affecting the educational process and student outcomes. Opportunities for parents at Harmony Magnet Academy (HMA) include: Parent institute for Quality Education (PIQE), Naviance Family Connection, AERIES information system and the HMA Parent Foundation. Naviance is tool which allows parents to monitor college and career profile of their students. AERIES provides parents full access to their student's grades and information, while Parent Square offers parents school wide or 1-on-1 communication with school staff. Another opportunity for parents to participate is through the HMA Parent Foundation, which supports HMA school programs by providing funding to enhance educational programs.  Harmony regularly has approximately 80 families graduate from the PIQE program on an annual basis. We also had over 300 parents attend our back to school night in August. Parents also participate in the Local Control Funding Formula/ School Site Plan for Student Achievement through School Site Council and ELAC meetings at HMA. They have submitted surveys about the value of certain programs (Supplemental and support strategies) affecting spending and program decisions. Harmony stakeholders, (Parents, teachers and staff) also examine and discuss data outcomes contained in both the Academy of Engineering and the Academy of Performing Arts and the National Academy Foundation/ConnectEd certification processes.|Student success and readiness at Harmony is supported through Pathway teams, advisory boards and department teams: These provide meaningful educational experiences for all subgroups. Foster excellence and experiential learning and opportunities for student growth. Expand college and career and awareness while providing social emotional support and mental health needs.  Discussion groups include representatives from classified and certificated staff, parents, students and advisory board members. The HMA School Site Plan is developed by sharing ideas brought forward from discussion groups, which are comprised of staff representatives from various departments and the pathway teams. These ideas are then returned to departments for further study and refinement. Recommendations which promote fidelity to the HMA college and career model are adopted as part of the School Site Plan for Student Achievement. This approach has proven to be an effective way of involving all stakeholders of the school community. Another example is our SSC/ELAC meetings. To improve this process, more in-person opportunities for parents to attend support workshops dedicated to the high school and post secondary process. Parents also have access to information such as, but not limited to: voting rights, the recent U.S. census, health care, supplemental insurance, immigration, college scholarships and grants, financial aid and other community resources.|The Panorama Student Survey was used to gather data from the Harmony community including: Parents, students and staff. The highlighted areas were directed at the culture, climate and student safety of Harmony. The survey revealed that all three groups agree that the learning environment and culture of Harmony Magnet Academy does meet a high standard for curriculum and instruction, a-g completion, academic rigor, and career preparation. One area noted for improvement is in student services, particularly in the post-pandemic phase. Interventions for struggling students rated high while one on one personal counseling for more academically advanced students scored lower. Students overall culture and safety rate higher among parents and teachers than that of students. Since the return of students to in-person instruction, teachers confirm that student emotional health has improved.  Educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.  Harmony Magnet Academy prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling.|Harmony Focus Groups: Aside from general public sessions, input was obtained from smaller focus groups where intent was to engage in dialogue to discuss the specific needs for targeted groups of students. If input was not possible through small-group discussions, surveys were utilized in efforts to involve stakeholders. Input sought included self-reflections as well as input on possible support efforts to mitigate the negative impact of these challenges. Another focus for input was a preference of extending instructional learning time (additional academic days, after school, winter session, spring session, etc.), and was solicited from various focus groups to determine any variability that may exist between groups.  Reaching out to underrepresented families is a priority for Harmony as a means in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume to help support the needs of English Learner families. Other opportunities, such as Parent Information Nights, are offered for all families. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.  Academic monitoring remains an important area of focus. The monitoring efforts will be on-going as learning loss lingers to some degree as a result of the pandemic, but especially those who are English Learners, Homeless, Foster Youth, and Native American. Policies have been established for sites to reach out to families of students in greatest needs, and prioritize learning recovery opportunities for these students. This area is deemed of greatest need, and structures for monitoring, and intervening, in an effective manner will be areas of growth.  Additionally, appropriate students participate in structured weekly sessions for students (i.e. Native American, Foster Youth, etc.) in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population.|Engagement from Harmony Magnet Academy educational partners is obtained through interaction at the site with various groups; however, site-level educational partners also participate in the various district-level opportunities, and these help inform discussions at the local site level. District-wide involvement from educational partners such as students, parents, teachers, administrators, and community members occurred multiple times, and with multiple groups, throughout the school year in efforts to obtain input on the development of the LCAP.  Harmony Magnet Academy attempts to build capacity among our educational partners by encouraging engagement with advisory groups throughout the year. Topics covered throughout the year focus on outline expectations, and provide details related to state and federal requirements associated with various student groups. The district also maintains a documentation protocol that assists in the monitoring process to identify which sites are in need of additional guidance or assistance.  Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, American Indian, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council.  Content that could be covered at site-level advisory meetings are presented from a district-perspective at district-level advisory meetings. These can serve as modeling presentation topics for site-level discussions to seek input from educational partners and help formulate decisions. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, five separate LCAP meetings, and nine public meetings centered on our Native American population.|Harmony must continue to obtained input from students, parents and staff who compose our School Site Councils and English Learner Advisory Councils on ideas that can inform the development of the LCAP, and provide site-level initiatives that fall into one or more of the four overarching goals outlined in the plan. This information is documented in an online form that will remain available to sites as adjustments to initial efforts are made over the course of the year. Additionally, site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide.  Engagement from Harmony Magnet Academy educational partners is obtained through interaction at the site with various groups; however, site-level stakeholders also participate in the various district-level opportunities, and these help inform discussions at the local site level. District-wide involvement from stakeholders such as students, parents, teachers, administrators, and community members occurred multiple times, and with multiple groups, throughout the school year in efforts to obtain input on the development of the LCAP. Discussions and input from various groups helped formulate actions to implement in efforts to provide academic and other interventions for students in need. Discussions to obtain input related to providing services for students, and the development of the plan occurred with sites, as well as with various departments within the district, including Pathways, Special Education, Curriculum, Nutritional Services, Transportation, to name a few.  Harmony obtained input from students (secondary), parents and staff who compose our School Site Councils and English Learner Advisory Councils on ideas that can inform the development of the LCAP, and provide site-level initiatives that fall into one or more of the four overarching goals outlined in the plan. This information is documented in an on-line form that will remain available to sites as adjustments to initial efforts are made over the course of the year. Additionally, site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide.|Harmony has established communication with comprehensive input from our community. Our LEA has crafted a goal centered on fostering a collaborative culture of service. This goal is rooted in the belief that a responsive, inclusive, and supportive environment is fundamental to the wellbeing and success of our employees, families, and community members. It underscores our dedication to nurturing meaningful connections and partnerships that enrich the educational landscape. By continuously enhancing two-way communication, fostering deep and meaningful relationships, and creating community partnerships, we aim to construct a framework where every stakeholder feels valued, supported, and connected.  Harmony will continue to provide increased outreach to parents through direct communication: mailings, phone calls, Parent Square and messaging. Harmony will increase opportunities for parents to participate by offering workshops, informational and hands on learning experiences. Panorama and Studer surveys will also be used to gather additional data.  Improvement initiatives at the site level are influenced by educational partner input, especially from those families of underrepresented student groups, and input is considered for inclusion into guiding documents such as the site's LCAP. Of utmost interest are those ideas on improvement related to potential learning loss and a need to focus on re-engagement efforts for underrepresented students through a variety of course offerings, after school opportunities, and enrichment opportunities for underrepresented students. Increasing efforts in monitoring learning progress of these student has been expressed as a priority need.  Training and support provided to parents of underrepresented students was another highly address suggestion, and input addressing this realm will influence initiatives for improvement, and includes parent trainings related to how best to support the academic needs of their child, the importance of attendance, college and career topics, and social-emotional support.  Educational partner input repeated suggestions related to the social-emotional support for underrepresented students, and the need to increase services and staff to support this need, as were suggestions to increase course offerings in efforts to better connect students to the overall school experience.|4|4|4|4|4|5|4|4|4|4|3|4|Met||2025-06-26|2025
54755230137968|Porterville Military Academy|3|Building relationships between PMA staff and families is an ongoing process, and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building at the site level is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include:  •The site strengths have been invitations to parents to attend programs, events, ceremonies. Another strength has been staff events to promote collaboration and team building.  •Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district PMA has shifted to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.  •PMA utilizes the district provided support in the form of Family Service Workers, a team of individuals who will make personal connections with those families when PMA staff experience difficulty in making the connection. The support is expected to remain in future years.  •Various opportunities for parental involvement are presented at the site in addition to the required School Site Council, and English Learner Advisory Council groups. In addition, the site offers activities such as parent information nights, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, in efforts to increase engagement opportunities.|"The site has bolstered communication practices with families such as weekly positive parent square communication as well as daily bulletins, and a new Open House model. Plans for next year are being developed to implement a Booster Club. The focus is to provide more information for our parents in various ways (ie social media, in-person venues). Another focus is to build a booster club for greater community involvement and an opportunity to create scholarships. Although opportunities for engagement exist at the school, input from our educational partners that include both parent/community and site staff, indicate that participation is lower than desired. Inquiries into the success of the Migrant Program on involving parents (which has shown a degree of success) are considered as beginning stages of improving parent/family engagement across the district. Also, a newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site as well. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.  In efforts to improve relationships between school staff and families, PMA will continue to pursue training which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. Additionally, the site anticipates the number of in-person training/exposure opportunities for parent and community members to increase. A couple areas of notable success are the school's annual ""Trunk or Treat"" and Pass In Review Family Day. These events have consistently had strong attendance from families and provide an opportunity to build relationship and parent involvement.  Driven by community input that contributed to the development and revision of the LCAP, PMA will attempt to increase involvement of parent and community members in advisory roles, and in direct involvement at school events. PMA regularly volunteers as a site to host community-based events that have a district-wide focus, and will continue to do so. This reality increases the likelihood that educational partners associated with the school would be involved, thereby broadening the experience base of PMA members (staff, students, parents and family members) in a manner where ideas could be brought back to the site for consideration."|A more focused process to conduct home visits and outreach in Spanish was implemented with an even more robust plan for next year. Porterville Military Academy has systems in place, but some families do not make use of them. In addition, sometimes there is a hesitancy for teachers to contact parents. The district provides opportunities to include families in the development of policies, goals and vision. PMA also provides many forums for parents to be involved in 2-way communication through SSC, ELAC, parent conferences and the addition of a parent representative on the school's Advisory Board. Making parents feel comfortable to participate in school and district meetings is an ongoing goal. Plans are underway to implement PIQE at our site next year.|A site strength is a solid pathway program that reaches 100 percent of our students with rigorous and relevant content. Parents well communicated with at the site because of regularly (at least once-twice per month) scheduled events that include parent participation (ie, awards, promotions, site council). Porterville Military Academy has many resources to support building partnerships for student outcomes. The area of improvement is educating the parents on how to use the resources, including reaching out into community organizations to provide workshops. The district supports PMA and has built a mental health team of family liaisons to help our parents understand their rights and help give them a voice to make the most informed decisions for their children. Also, the outreach to our foster youth and homeless families has increased significantly. This is an important connection between school and home, thus, increasing the number of staff in this area will help bridge that gap.|"Plans are underway to introduce dual-enrollment opportunity through Reedley College for aviation. A ""Booster Club"" is necessary for a less-formal and fun engagement of families. Aviation internships with local businesses will need to occur by the end of next year. Educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.  Porterville Military Academy prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling."|The site will offer a College and Career Readiness program for families next year called PIQE or Parent Institute for Quality Education. In the current year, the site introduced more opportunities for students to participate (free of charge) in club travel, field trips, camps, and athletics. Further collaboration with Proteus is needed to establish internships for underrepresented families. Reaching out to underrepresented families is a priority for PMA as a means in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes help support the needs of English Learner families. Other opportunities, such as Parent Information Nights, are offered for all families. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.  Additionally, students participate in structured weekly sessions for students (i.e. Native American, Foster Youth, etc.) in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population.|The site strength is collaboration in decision-making and seeking input at various levels and across groups. Most of PD sessions involve decision-making input.  All correspondence and communication with families are in both English and Spanish. Site council was officially established this year and information is in both English and Spanish. Community Engagement Surveys are distributed to solicit feedback for decision-making. Porterville Military Academy attempts to build capacity among our educational partners by encouraging engagement with advisory groups throughout the year. Topics covered throughout the year focus on outlining expectations, and providing details related to state and federal requirements associated with various student groups. The site also maintains documentation that assists in the monitoring process in efforts to ensure that communication and involvement is solicited from families of underrepresented student groups.  Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, Native American, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council.  The site utilizes information presented at district-level advisory meetings as information shared at site-level advisory meetings. Educational partners participate in reflecting on district-level data, and then comparing it to site-level trends, in efforts to guide next steps. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, LCAP meetings, and nine public meetings centered on our Native American population, and each provides opportunity for parents at the site level to learn, and be involved.  Porterville Military Academy also solicits input at on site parent meetings and through it's school's Site Council.|"District level improvement in seeking input lies with implementing a growth mindset in the Facilities, Construction, and Operations department. Seeking input by this department has been superficial. Sites are provided surveys for ""Employee Engagement"", but the DO also needs a survey on themselves that administrators could provide feedback on. Our district and site have made improvements in including teachers and even students, but getting parent input from all subgroups continues to be a challenge. Again, partnering with other agencies and organizations: Foster Care groups, homeless shelters, churches, to reach a wider population is beneficial. The district conducts forums to support our families as well as create opportunities for all the parties involved to communicate openly, for example: LCAP, DAC, DELAC, PIQE and recently our parent summit. They have also scheduled these meetings during times were it is most convenient for families and site administrators to attend. PMA and the district believe that if we keep moving in this direction more underrepresented families will hear about the support we are providing and become involved."|"Site opportunities exist for family engagement in decision-making such as site-council. However, improvements will be made next year to introduce a booster club and coffee with the principal. Improvement in seeking input includes bolstering involvement in site council. Back to school night and open house will also have ""suggestion boxes"" for ideas. Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. Site level parents and staff participate in district-level engagement opportunities that include a series of general session, community-based, meetings during the last half of the academic year, intended to provide site-level input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. The site obtains input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students.  Suggestions presented by educational partners from various groups contributes to initiatives at the site intended to offset the compounded challenges faced by students of underrepresented families in areas of student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. Porterville Military Academy provides opportunities to support students from underrepresented families by supporting staff (fiscally, with allocated time, and additional personnel), and providing staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).  Site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide during data-review sessions focused on underachieving student groups. The site utilizes time on a weekly basis through an early-release day to plan and implement efforts to engage families, teachers and administration in collaborating for the purpose of planning, designing, and implementing improvement initiatives related to family engagement activities."|3|4|3|4|3|4|4|4|3|3|3|3|Met||2025-06-26|2025
54755310000000|Dinuba Unified|3|Over the past several years, Dinuba Unified has worked to build capacity in the area of trauma-informed practices to provide an understanding of the needs of many of our students and families. In addition, clerical staff has been through a series of customer service trainings in an effort to maintain a welcoming environment at school sites. Dinuba Unified considers this one of their strengths. Through various parent workshops and outreach, the staff is able to work with families and engage in effective 2-way communication. Community Liaisons assist in reaching out to parents regarding student attendance and school activities. Parents are invited to attend parent-teacher conferences, back-to-school nights, student performances, academic awards events and many other school sponsored activities that allow parents to hear from school staff and engage in conversations related to their child's progress.    The district provides access to current student progress through the student information system parent portal. Parents may access student attendance and grades through the portal, allowing them to monitor their child's progress on a regular basis. Teachers also use various forms of communication to keep parents informed of activities and student progress through messaging platforms.   Parent workshops are held on various topics throughout the year, with each site focusing on their specific parent needs.  Some high school parents were invited to visit UC Merced as part of the U.C Merced Automatic Admission Program (UCMAAP). Department leads and coordinators provide workshops for parent of English Learners, GATE students, and Academy students.The Community Schools grant workshops are helping to reach more parents and increase parent engagement because of the types of learning and activities that are offered at the sites.|The Distrct will continue to develop more effective ways to reach parents to communicate student progress and attendance. Some parents have indicated they would like more communication related to school activities, etc. This is an area the district would like to continue to work on as we further develop this communication with parents.|The district will work to increase the workshops offered to parents and will explore the purchase of a program to assist parents of elementary students, especially in the area of early literacy.|Parent engagement has been a key priority for Dinuba Unified over the past several years. Staff is encouraged to build healthy relationships with students and families and encourage families to be a part of their school environment. The district ensures that ALL parents have access to information by providing translation and interpretation services at all meetings and through all district communications.|Parent engagement has been a key priority for Dinuba Unified over the past several years. Staff is encouraged to build healthy relationships with students and families and encourage families to be a part of their school environment. The district ensures that ALL parents have access to information by providing translation and interpretation services at all meetings and through all district communications.|District staff will continue to work to empower and inform parents of their rights to advocate for their child. However, providing professional learning and support to staff in this area would be an area to improve.|Parents have opportunities to provide input at the site and district level. These include, but are not limited to School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, and the Parent Advisory Committee.|All school sites have established School Site Councils (SSC) and English Learners Advisory Committees (ELAC) where they seek parent input in site level decision-making related to instruction, parent engagement activities, English Learner programs, and on-site level budgets and expenditures. At the District level, parents are involved in the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC) and have the opportunity to attend forums hosted by the Superintendent throughout the year.   Each year Dinuba Unified School District holds a training for School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). These trainings target site administrators and parents involved in these committees at the school and district level. We believe this is one of our strengths in this area.|An area the district would like to make stronger would be to continue to seek out and provide opportunities for underrepresented groups in the school community to have input in programs and policies.|4|5|4|4|5|4|3|3|5|5|4|4|Met||2025-06-26|2025
54767940000000|Woodlake Unified|3|Woodlake Unified School District remains committed to fostering strong family partnerships that support student success. During the 2024–25 school year, parent engagement was evident across all grade levels. Notably, 99% of parents attended TK–5 parent conferences. At the middle and high school levels, families were offered two scheduled opportunities during the year to meet with their students' teachers. All school sites hosted a range of inperson events to connect with families, including Back-to-School Night, Open House, awards assemblies, and student performances in music, choir, dance, and drama. Targeted parent meetings were also held to provide support and information relevant to student needs.  At the secondary level (grades 6–12), schools facilitated parent workshops and presentations throughout the year on topics such as technology use, academic programs, graduation requirements, post-secondary planning, financial aid, and student wellness support. Signature annual events that attracted broad family and community participation included Literacy Parades, Read Across America, Family Math Night, book fairs, and Music in the Park.  To ensure consistent communication, the District and school sites utilized digital platforms such as ParentSquare, SeeSaw, ClassDojo, Remind, Zoom, and email. Information was also regularly shared on school websites, Facebook pages, and the community page “What’s Happening Woodlake.”|Due to challenges in collecting consistent attendance data across all sites, the District discontinued event-by-event parent attendance tracking in 2024–25. Instead, each school is now expected to host a minimum of four parent engagement events or programs annually. This approach aligns with pre-COVID practices and supports the return of large-scale, impactful events such as the MyPlate Color Run and Cardboard Challeng|Woodlake Unified is working to strengthen partnerships with parent education organizations, particularly to serve underrepresented families, including those of English learners. In 2024–25, a PIQE (Parent Institute for Quality Education) program was successfully implemented at Woodlake High School. Other schools delivered site-based parent education sessions focused on navigating the Parent Portal, monitoring student attendance and academic progress, and strategies to support learning at home. For 2025–26, the District plans to expand parent education offerings by providing a PIQE program at each of the four comprehensive school sites, further supporting family engagement and student achievement.|Woodlake Unified believes that meaningful engagement with families and the broader school community is vital to student success and well-being. In the 2025 Local Anonymous Parent Survey, 88.9% of parents agreed that schools encourage them to be active partners in their child’s education. The District supports family involvement through quarterly progress reports for all TK–12 students and twice-yearly in-person conferences for TK–8 students. In 2024– 25, 99% of K–5 parents attended these conferences. At the secondary level, schools hosted presentations and workshops throughout the year on topics such as graduation requirements, academic planning, financial aid, and emotional support services. Parent committees, including School Site Councils and English Learner Advisory Committees, play an active role in ensuring underrepresented voices are included in decision-making. Additional meetings such as Student Study Teams, School Attendance Review Boards, and Individualized Education Plans are scheduled as needed to support individual students.  The annual Senior Exit Interview and Senior Scholarship Night are key events that actively engage families and the community in celebrating and supporting graduating seniors. As part of the graduation requirements at Woodlake High School, students must complete 85 hours of Youth Service Learning. This requirement has evolved into a meaningful opportunity for students to participate in community projects and career-building experiences, while also strengthening partnerships between the district and the local community.  Communication remains a priority, with staff using platforms like ParentSquare, SeeSaw, Class Dojo, Remind, Zoom, and email, along with social media, to ensure ongoing two-way engagement. In the same 2025 survey, 81.8% of parents said they receive helpful information about supporting their children with homework.|For 2025–26, increasing parent involvement and school connectedness is a key focus. Research confirms that active parent participation contributes to higher academic performance, better attendance, improved behavior, and greater 2025-26 Local Performance Indicator Self-Reflection for Woodlake Unified School District Page 12 of 16 emotional well-being. To support this, each school will host at least four family engagement events annually, returning to impactful traditions such as the MyPlate Color Run and Cardboard Challenge.|In addition to continuing the PIQE program, the District plans to expand parent education efforts by partnering with other organizations and leveraging internal staff, including social workers, site administrators, and the Prevention Education Specialist. A priority will be outreach to underrepresented families, especially those of English learners. Each school will aim to host at least two parent education events targeting this group. Schools will also actively recruit families of English learners and students with special needs to participate in committees and advisory groups, with principals directed to ensure at least one parent of a student with special needs is invited to serve on the School Site Council and District Advisory Committee.|Historically, Woodlake Unified used the California Healthy Kids Survey (CHKS) to gather parent feedback on school climate. Due to the complexities of administering CHKS to parents, the district developed its own targeted parent survey. In 2025, results showed that 88.9% of parents agreed or strongly agreed that their child’s school encourages them to be active partners in their child’s education, 81.8% felt schools provide information on how to help with homework, and 95.3% felt welcomed at their child’s school. Input from parents is consistently sought at both site and district levels through elected roles on School Site Councils (SSC) and English Learner Advisory Committees (ELAC). The District provides leadership training to members of these committees, empowering parents to contribute to school planning and budget decisions. Representatives from SSCs and ELACs also serve on district-level parent committees. The LCAP development process|Woodlake Unified will continue to prioritize expanding opportunities for parent engagement in the decision-making process. A key shift in 2025 was the introduction of parent surveys during Open House events, which created an accessible and convenient way for families to share feedback. This strategic adjustment significantly increased both parent participation and survey completion rates. The input gathered through these surveys played an important role in informing the development of the 2025–26 Local Control and Accountability Plan (LCAP), reinforcing the district’s commitment to building strong, collaborative partnerships with families.|In 2025–26, Woodlake Unified will strengthen its efforts to increase parent participation in decision-making, with a focus on engaging underrepresented families. Each school site will continue to offer a PIQE (Parent Institute for Quality Education) program to help parents build the knowledge and confidence to advocate for their children’s education. In addition, the district will support each school in hosting a minimum of two targeted events specifically for families of English Learners to foster stronger connections between home and school. These targeted efforts are in addition to the four required parent engagement events each school must hold annually to ensure all families— including those from underrepresented groups—have meaningful opportunities to be involved and contribute to their child’s educational experience.|4|4|4|5|4|4|4|4|4|5|4|4|Met||2025-06-18|2025
54768360000000|Exeter Unified|3|In alignment with its core belief, “All succeed when we work in teams”, Exeter Unified School District (EUSD) is deeply committed to building strong, respectful relationships between school staff, families, and the broader community. The district strives to create welcoming school environments where parents, guardians, and community members feel invited, included, and valued.  To keep families informed and connected, EUSD maintains active district and school websites, as well as social media accounts that regularly share information about services, events, and student achievements. The district also funds ParentSquare, a communication platform that fosters open, two-way engagement between school staff, students, and families.  Throughout the year, EUSD hosts events designed to promote connection and celebration, including Back-to-School Nights, Open Houses, award ceremonies, music and drama performances, and athletic competitions. Monthly Board of Trustees meetings highlight the essential partnership between families and schools by recognizing and celebrating student achievement in collaboration with parents and guardians.   In addition to these events, EUSD offers families access to a Community Center, providing parents, guardians, and students with essential resources, including food, clothing, laundry facilities, and other basic necessities. Beginning in the 2024-25 school year, the Community Center will be staffed year-round by a Bilingual Community Liaison/Communication Officer. This individual will serve as a central point of contact for families, providing outreach, guidance, and districtwide information in families' preferred languages. The Community Center will function as a hub for family engagement, collaboration, and communication, helping to strengthen connections between home and school.  At the site level, schools distribute regular bulletins and newsletters to keep families informed and engaged. At Exeter High School, students produce Exeter Student News (ESN), a weekly video broadcast that showcases student accomplishments and encourages connection between the school and the broader community.  Feedback from the Spring 2025 California Healthy Kids Parent Survey affirms the district’s strength in building relationships with families: - 82% of parent/guardian respondents agree or strongly agree they feel welcome to participate in their child's school. - 89% agree or strongly agree that school staff treat parents with respect. - 82% agree or strongly agree that school staff take parent concerns seriously.  These responses reflect the district’s ongoing efforts to foster a culture of respect, inclusion, and partnership that supports student success.|Based on input from educational partners and an analysis of local data, Exeter Unified School District (EUSD) has identified the following areas of focus to strengthen relationships between school staff and families:  Welcoming School Environments - EUSD will continue to support school sites in fostering inclusive and welcoming environments where all parents and guardians—regardless of language, culture, or socioeconomic background—feel invited, valued, and encouraged to engage in their child’s educational journey. Centralized support is provided through the Bilingual Community Liaison/Communication Officer based at the EUSD Community Center, along with site-level funding to promote family engagement, strengthen communication, and foster positive school culture.  Fostering a Sense of Belonging - The district will prioritize efforts to ensure that every parent and guardian feels valued and respected by school staff. This includes affirming the voices and experiences of families from diverse cultural, linguistic, and economic backgrounds. School libraries will continue to curate collections that reflect the identities, cultures, and lived experiences of the students and families they serve.  Enhancing Communication - EUSD will support school sites in maintaining clear, consistent, and culturally responsive communication with families. This includes proactively addressing language barriers and other access challenges to ensure that all families stay informed and engaged. Centralized tools, such as a user-friendly district website and a robust parent communication platform, will continue to be funded to support this goal.|To deepen engagement with underrepresented families and strengthen relationships between school staff and families, Exeter Unified School District (EUSD) has identified the following actions:  Expanding Flexible and Inclusive Access - Virtual Participation Opportunities: EUSD will continue offering virtual parent-teacher conferences and advisory committee meetings to increase flexibility for families facing scheduling, transportation, or other participation barriers. - Digital Academic Access: Parents and guardians of students in grades K-12 will retain virtual access to the Aeries Gradebook, ensuring timely and consistent communication about grades, assignments, and academic progress. - Non-Digital Communication Channels: To support families with limited access to technology or digital literacy, the district will continue distributing key information through printed flyers, phone calls, and in-person outreach.  Strengthening Language Access and Cultural Responsiveness - On-Campus Bilingual Support: Bilingual Instructional Aides will be stationed at all comprehensive school sites to provide support for communication and family engagement for parents and guardians who do not speak English. - Districtwide Outreach and Advocacy: A Bilingual Community Liaison/Communication Officer, based at the EUSD Community Center, will serve as a centralized point of contact for multilingual families, offering assistance with both communication and basic needs such as clothing, food, and other necessities. - Language Accessibility for All Communications: All district and site-level communications will be professionally translated into students’ heritage languages, with interpretation provided during meetings, forums, and events. - Culturally Inclusive Materials: Instructional materials and school library collections will continue to reflect the diverse cultures, identities, and experiences of the EUSD student population, reinforcing a welcoming and inclusive environment. - District Community Center: The EUSD Community Center will remain open year-round, offering essential resources such as food, clothing, laundry facilities, and other basic necessities to support families in need. Additionally, the Bilingual Community Liaison will be available to connect parents and guardians with community-based services and support systems, ensuring that families have access to the resources they need to thrive.  Enhancing Site-Level Family Support - Bilingual Front Office Staffing: Each school site will maintain at least one Office Specialist fluent in Spanish, the most common heritage language among EUSD families, to ensure that families can access support in their preferred language. - Targeted Family Engagement Programs: EUSD will continue to offer culturally responsive programs, such as PIQE (Parent Institute for Quality Education) and Exeter Unidos, designed to empower Spanish- and English-speaking families with the tools and knowledge to support student success.|Exeter Unified School District (EUSD) remains committed to fostering strong partnerships with parents and guardians to support and enhance student success. The district demonstrates several strengths in this area:  - EUSD provides all K-12 families with access to the Aeries Parent Portal, a virtual gradebook offering real-time updates on student grades, assignments, and attendance, as well as access to state assessment scores, encouraging families to take an active role in their child’s education. For high school families, the portal also includes access to each student’s Academic Plan, allowing parents to monitor progress toward graduation and college readiness.  - EUSD hosts annual Listen Up! forums, creating opportunities for meaningful dialogue among parents, students, staff, and community members. These collaborative discussions promote shared understanding, elevate diverse voices, and support the co-creation of strategies that positively impact the school community.  - At the elementary and middle school levels, parent-teacher conferences are held twice a year. In the fall, elementary families receive grade-level learning expectation flyers, providing a clear outline of academic goals.  - Schools offer a variety of engagement opportunities to empower parents with knowledge and tools to support learning at home. These include Parent Literacy and Numeracy Nights, Parent University, and PIQE (Parent Institute for Quality Education). At the secondary level, Parent Information Nights cover topics such as college applications, FAFSA, and post-secondary pathways. College and Career Fairs further encourage joint participation from students and their families.  - All school sites recognize student progress and achievement through events such as attendance assemblies, scholarship nights, sports awards, and academic recognitions, creating regular opportunities for families to engage with and celebrate student success.  Results from the California Healthy Kids Parent Survey (Spring 2025) highlight the success of EUSD’s family engagement efforts: - 83% of parents/guardians agree or strongly agree that teachers clearly communicate learning expectations. - 75% agree or strongly agree that teachers provide strategies for supporting homework at home. - 85% agree or strongly agree that schools keep families informed about student progress between report cards.  These results affirm the district’s commitment to engaging families as essential partners in each student’s academic journey. Nevertheless, while EUSD has made measurable progress in family engagement, increasing participation remains a priority. To deepen this engagement, the district will continue to pair advisory meetings and informational events with student celebrations, ensuring that family engagement includes both recognition of student achievement and opportunities to build capacity around how schools and families can work together to improve student outcomes.|Following a review of input from educational partners and an analysis of local data, Exeter Unified School District (EUSD) has identified key focus areas to enhance family and community partnerships in support of improved student outcomes:  Partnering with Parents in Academic Counseling - EUSD will continue to implement the Aeries Four-Year Academic Plan digital platform for students in grades 9-12. This tool enhances communication between families and school staff by allowing for real-time tracking of graduation requirements and college and career readiness. In addition, EUSD will continue to expand opportunities for students to explore and participate in college and career experiences, with an emphasis on involving families throughout the process. College and Career Fairs will continue to be held throughout the year, inviting parents to participate alongside their students in planning for post-secondary education and career success.  Promoting School Attendance - The District will maintain its comprehensive attendance campaign aimed at educating families on the importance of consistent school attendance. School staff will engage directly with families to identify barriers to attendance and provide targeted support to improve student participation.  Expanding Parent Education - EUSD will continue to partner with the Parent Institute for Quality Education (PIQE) to provide workshops and courses that equip parents and guardians with the knowledge and tools needed to support their child’s academic journey. Topics include literacy, numeracy, navigating college and career pathways, and understanding the educational system.  Enhancing Parent and Community Outreach - The District Community Center will continue to offer EUSD families access to essential resources, including food, clothing, laundry facilities, and other necessities. Beginning in the 2024-25 school year, a dedicated Bilingual Community Liaison/Communication Officer will host the center. This staff member will serve as a central point of contact for families, providing information about district and school events, programs, and services in languages that reflect the community’s needs. The Community Center will serve as a year-round hub for support and engagement.|In support of building meaningful partnerships for student outcomes, Exeter Unified School District (EUSD) is committed to improving the engagement of underrepresented families in the self-reflection process and beyond. The district will implement the following strategies:  Expand Access to Communication and Participation - Offer virtual parent/guardian-teacher conferences and parent advisory meetings to increase accessibility. - Maintain virtual access to the Aeries Gradebook for all TK-12 families, ensuring ongoing awareness of academic progress. - Provide printed or non-digital communication to families who may have limited access to or familiarity with online platforms.  Support Multilingual and Culturally Responsive Outreach - Continue funding Bilingual Community Liaison/Bilingual Instructional Aide positions at all comprehensive sites to assist with outreach and engagement. - Ensure all district and school communications are accurately translated into families’ heritage languages and provide interpretation at parent meetings, forums, and events.  Strengthen Targeted Family Engagement - Conduct intentional outreach to families of students with disabilities by hosting quarterly Special Education meetings to share resources and gather input. - Offer engagement opportunities tailored to Spanish-speaking families through programs such as PIQE and Exeter Unidos.  Establish a Central Hub for Support and Navigation - Provide access to the EUSD Community Center, where families can receive support in their preferred language and access information, services, and resources that help them navigate the PK-12 educational journey and beyond.|Exeter Unified School District (EUSD) celebrates continued progress in fostering meaningful collaboration with educational partners in decision-making processes. On an annual and ongoing basis, the District hosts a series of Listen Up! forums to deepen engagement with students, parents, and community members. These roundtable discussions bring together participants, administrators, and board members to analyze data, assess programs and systems, and co-develop recommendations for continuous improvement.   In addition to the Listen Up! forums, EUSD hosts a variety of advisory committees and community forums that further support inclusive decision-making, including: - Parent Advisory Committee (PAC) - Special Education Advisory Committee - English Learner Advisory Committee (ELAC)  These forums and committees serve as vital platforms for parent and guardian collaboration, empowering families to have a voice in shaping district priorities and actions.  Data from the California Healthy Kids Parent Survey (Spring 2023) reflect positive growth in this area: - 68% of parent/guardian respondents agree or strongly agree that their child’s school actively seeks parent input before making important decisions. - 71% agree or strongly agree that their child’s school offers quality programs tailored to their child’s talents, gifts, and special needs, a 3% increase from the previous year. - 80% agree or strongly agree that their child’s school provides clear information about placement decisions, such as groupings or course assignments.  EUSD remains committed to ensuring that all educational partners have meaningful opportunities to inform, guide, and support district decision-making.|Based on the analysis of educational partner input and local data, EUSD has identified the following areas of focus to strengthen opportunities for meaningful input in district decision-making:  Open Forums for Inclusive Dialogue - EUSD will continue to host its annual Listen Up! forum series, designed to engage students, parents or guardians, staff, and community members in open, roundtable discussions. These forums provide a platform for reviewing district data, evaluating systems, and collaboratively identifying areas for improvement.  Improving Communication Practices - EUSD acknowledges that transparent, accessible, and consistent communication is essential to meaningful engagement. The district and school sites will continue to refine their communication practices to ensure that all families, regardless of language or access barriers, receive timely and understandable information, thereby increasing their comfort and willingness to provide input.  Building Parent/Guardian Capacity - The district will continue to invest in parent education opportunities that enhance families' understanding of the school system and their child’s educational experience. When parents and guardians feel knowledgeable and confident, they are more likely to participate actively in school and district decision-making processes.|To strengthen Seeking Input for Decision-Making, Exeter Unified School District (EUSD) is committed to expanding access and removing barriers that may prevent underrepresented families from participating meaningfully in the decision-making process. The district will take the following actions:  Increase Accessibility and Flexibility of Engagement Opportunities - Offer virtual options for parent advisory committee meetings to accommodate varying schedules, transportation challenges, and other potential barriers.  Support Culturally and Linguistically Inclusive Communication - Continue funding Bilingual Community Liaison/Bilingual Instructional Aide positions at all comprehensive sites to assist with outreach and engagement. - Ensure that all district and site-level communications are accurately translated into students’ heritage languages, with interpretation services provided at meetings, forums, and events.  Maintain Language Access at School Sites - Ensure that each school site has at least one Spanish-speaking Office Specialist to assist families in their heritage language, the most commonly spoken language in the district, helping them navigate school communications and processes.  Establish a Centralized Family Communication Hub - Hire a District Bilingual Communication Liaison/Communication Officer, housed at the EUSD Community Center, who will serve as a central point of contact for families. This individual will provide district-wide information and connect families with resources spanning PK-12, supporting engagement and access across all grade levels.|4|4|4|4|4|5|5|4|4|4|4|3|Met||2025-06-18|2025
55105530000000|Tuolumne County Superintendent of Schools|3|Results from a survey distributed in April, 2025 show that 77.2% of educational partners (including parents, students and staff), agree or strongly agree that TCSOS administrators, teachers and classified staff build trusting and respectful relationships with families. 84.7% agree or strongly agree that TCSOS creates welcoming environments for all families in the community. These are both increases from the previous year.|Based on the analysis of survey results from April, 2025, and the analysis of educational partner feedback on Goal 4 in the LCAP, a focus area for improvement during the 2025-26 school year will continue to be increasing communication between school and families, especially as it relates to student progress. Input from some educational partners indicated a desire to improve communication between the school and parents.|In the TLC/Gold Ridge Educational Center Programs, individual meetings with families are arranged in order to tailor how information is provided to each family and to determine what additional follow-up is needed. At the beginning of the year, each family is provided an individual consultation in order to develop learning and transition plans for the students. At the start of the 2024-25 school year, all parents were invited to serve on the School Site Council, which also meets monthly, and/or the Community Advisory Committee to SELPA. In May, 2025, all parents of TLC and GREC students were invited to participate in the Parent Advisory Committee to provide feedback on the 2025-26 LCAP. Parents were provided opportunities to provide feedback on the LCAP Feedback Survey distributed in April, 2025 and the California Healthy Kids Survey (Parent version) in March, 2025. On the CHKS, 100% of parents agree or strongly agree that the school promptly responds to phone calls or emails; 88% agree or strongly agree that the school encourages the parent to be an active partner in education their child. Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making. In the 2025-26 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee will be sent out to parents multiple times throughout the year in a variety of formats. Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate.|Results from a survey distributed in April, 2025 show that 75.4% of educational partners (parents, students and staff) agree or strongly agree that TCSOS encourages teachers to meet with families to discuss student progress and how to improve student outcomes.  This is an increase from the previous year.|"Goal 4 in the 2024/25 LCAP will continue on the 2025/26 LCAP: ""Provide increased opportunities for parental involvement and regular communication between parents, staff, districts of residence and partner agencies, including probation, behavioral health, foster/homeless liaisons, social services, and the community college in order to support improved educational outcomes for all students."""|Input on the TCSOS LCAP Feedback Survey distributed in April, 2025 and CHKS Parent Survey was submitted by approximately 10% of parents/guardians of TCSOS students. Additional opportunities will be sought to have this feedback provided by more families.|Results from a survey distributed in April, 2025 show that 63% of educational partners (parents, students and staff) feel that TCSOS provides opportunities for families to provide input in policies and programs, and participate in advisory groups. This is a slight decrease from the previous year, and is an area that needs more focus.|In April, 2025 a survey was sent to parents of all TCSOS students. The majority of respondants agreed or strongly agreed that they receive regular communication from TCSOS, but results also indicate that some parents feel they are not able to be involved in decision making. Parents have been invited to attend Parent Advisory Council and Site Council meetings, but more consistent attendance is a goal. There continues to be an LCAP Goal on improving parent communication and participation. The CHKS was administered in April, 2025, and seven parents completed the survey.|Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making. In the 2025-26 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee will be sent out to parents multiple times throughout the year. Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate.|4|4|3|4|3|3|4|3|3|3|4|3|Met||2025-06-24|2025
55723060000000|Belleview Elementary|3|The administrator, teachers, and classified staff have been successful at building trusting and respectful relationships with families. The school fosters a welcoming environment for all families in the community and supports the staff in learning about family strengths and goals for their children. This is evident through the high approval ratings provided on LCAP educational partner surveys that are administered and analyzed on an annual basis. Additional opportunities for building relationships between staff and families occur through multiple annual events including the Harvest Carnival, Jog-a-thon, Thanksgiving Feast, Musical Productions, classroom volunteering, field trip chaperoning, and various modes of regular communication through Parent-Teacher conferences, weekly updates, social media, and our school website.|Teachers meet with parents regularly during conferences, Back-to-School Night, Open House, and various school events. Student Study Team meetings and IEP meetings are scheduled with teachers, parents, administration and school specialists to discuss ways to assist students at being successful at school. Teachers are encouraged to communicate with parents through a classroom communication app for weekly announcements and reminders.|There is an active Parent Club that has meetings monthly open to all parents. They are responsible for coordinating school wide events and fundraising. The School Site Council provides an opportunity for families to get involved in school governance, assist in planning the development of the LCAP, recommending the LCAP to the Board for approval, and advising on the School Safety Plan. Communication occurs regularly through an automated phone/email system that provides families with information as needed, and teachers communicate with parents weekly about announcements and assignments using a mobile app. Belleview's population consists of approximately 48% low-socio-economically disadvantaged, .5% EL, 95% Caucasian with 0% African American, 0% Asian and 5% Latino. There are fewer than five foster and homeless youth. There are fewer than five English learners, and parents are provided with translation through digital tools and on-site staff members. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher, school psychologist and administration work together to plan regular meetings with the parents to support our at-risk youth. We are partnered with the AWARE Mental Health grant through the Tuolumne County Superintendent of Schools Office to receive counseling services from Mental Health clinicians.|Belleview schedules Student Study Team meetings to support student learning. Administration, teachers and the parents meet to discuss the child's strengths and any areas of concern or questions. An action plan is developed to assure that the child meets his/her potential and has success in school. Parents are provided with a copy of their parental rights. In addition to these formalized meetings, each teacher meets individually with the parents of their students at Parent/Teacher conferences that are scheduled twice yearly. Our District partners with Tuolumne County, Behavioral Health, AWARE Mental Health, ATCAA and TUCCI services to assist staff, students and their families.|Belleview will continue to focus on building partnerships through two focus areas: 1. Consistent weekly communication with educational partners through the school website, weekly updates through the school communication system, mobile app communication between teachers and parents and updates on events through social media. 2. Maintain opportunities for a wide spectrum of parent involvement, including Parents' Club, classroom and campus activities, and sharing resources for ways to support students with healthy academic and work habits at home.|Belleview's population consists of approximately 48% low-socio-economically disadvantaged, .5% EL, 95% Caucasian with 0% African American, 0% Asian and 5% Latino. There are a few foster and homeless youth. There are fewer than 5 English learners, and parents are provided with translation through digital tools and on-site staff members. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher, school psychologist and administration work together to plan regular meetings with the parents to support our at-risk youth. We are partnered with the AWARE Mental Health grant through the Tuolumne County Superintendent of Schools Office to receive counseling services from Mental Health clinicians.|1. School Site Council and the Parent Club elects its officers annually and meets monthly. They collaborate, evaluate family engagement activities and both the school and district level. 2. There is an election process for School Site Council every year, in accordance with the by-laws and Board policy. Parents are trained and actively engaged in school governance and advisory. They assist administration and staff with the development of the annual LCAP and School Safety Plan. 3. The School Board is very stable with the Board President having served for the past nine years and the other members were all re-elected to their positions within the last three years. The Board tours the campus and classrooms regularly, meets with parents and community members to stay closely attuned to the needs of the school community.|Belleview will continue to focus on seeking input from educational partners through open and active participation in School Site Council, Parents' Club, Board Meetings, and annual LCAP surveys from students, staff and families.|Belleview will improve engagement of underrepresented families by providing a variety of modes for communication between home and school including weekly communication broadcast via phone and email. Surveys for annual input will be distributed digitally and with a hard copy sent home. Additionally, our Foster-Youth Liaison and SARB representative will continue to monitor attendance and supports necessary for families as needed.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
55723480000000|Columbia Union|3|Columbia Union School District has made significant strides in strengthening relationships between school staff and families, as reflected in both survey data and stakeholder feedback.  Nearly all parents and guardians report feeling comfortable approaching school staff and administration, and express overall satisfaction with the school, with many indicating they would recommend Columbia to other families in the county.  This reflects a culture of accessibility, trust, and responsiveness among school personnel.  Communication has emerged as a clear strength. Nearly all respondents are satisfied with the frequency and quality of communication from the school, including updates from teachers about student progress and broader school-wide announcements.  The district’s weekly communications, overhauled website, and ongoing efforts to maintain transparency have played a vital role in keeping families informed and engaged.  Columbia has also demonstrated strong two-way communication practices, with staff reporting that they feel comfortable approaching families, and a majority of families affirming the same.  Regular input is gathered through surveys, school site councils, and parent forums, ensuring that families have an active role in shaping programs and priorities.  The collaborative and welcoming tone that defines these interactions has supported high levels of family trust and partnership.  The district’s commitment to maintaining a positive, inclusive climate, evident through its use of restorative practices, student leadership, and inclusive programming, has helped reinforce these strong school-home connections. Together, these efforts have laid the foundation for sustained and meaningful engagement between families and school staff.|While Columbia Union School District has built a strong foundation of trust and communication with families, educational partner input and local survey data have highlighted key areas for continued growth.  One area of focus is expanding engagement opportunities for families beyond communication, such as offering more structured involvement in school programs, events, and decision-making processes.  While families report satisfaction with communication, there is room to deepen their sense of meaningful participation and partnership in student learning and school initiatives.  Additionally, some staff have noted challenges in navigating difficult conversations with families, particularly around behavioral or academic concerns.  This points to a need for additional training in culturally responsive communication and conflict resolution, to ensure all interactions, especially in high-stress or emotionally charged contexts, are handled with empathy and effectiveness.  Another area for improvement is ensuring that all families, especially those from historically underserved groups, are consistently reached and represented in surveys, focus groups, and planning discussions.  The district is actively exploring strategies to reduce barriers to participation, including offering interpretation services, flexible meeting formats, and targeted outreach to improve inclusivity in engagement efforts.  By addressing these areas, Columbia Union School District aims to move beyond strong communication toward a more robust culture of shared responsibility, mutual respect, and active collaboration between school staff and families.|Columbia Union School District recognizes the importance of ensuring that all families, particularly those from underrepresented or historically marginalized groups, are fully included in building meaningful relationships with school staff. Based on analysis from surveys and stakeholder engagement, the district has identified a need to increase outreach and responsiveness to families of English Learners, socioeconomically disadvantaged students, and families of students with disabilities.  To address this, the district will implement targeted outreach strategies including expanded use of language interpretation and translation services for meetings, school communications, and event materials to ensure language is not a barrier to participation.  Columbia will also provide flexible meeting options, including virtual and after-hours forums, to accommodate work schedules and transportation limitations.  Site leaders and staff will receive additional training in culturally responsive communication and relationship-building, with a focus on engaging families who may feel disconnected from traditional school structures.  In addition, the district will build more inclusive input opportunities, such as family focus groups, “listening sessions,” and partnership with community-based organizations to serve as bridges between families and schools.  These efforts aim to increase visibility, voice, and trust among families who may have previously felt underrepresented or underserved in school engagement efforts.  By implementing these strategies, Columbia Union School District seeks to ensure that every family is welcomed, heard, and empowered to be a full partner in their child’s education.|Columbia Union School District has made measurable progress in building strong and supportive partnerships with families and the broader community to improve student outcomes. A key strength identified through stakeholder feedback is the district’s commitment to frequent, transparent communication and collaborative goal-setting with families. Parents and guardians report high satisfaction with the quality of instruction, communication regarding student progress, and the accessibility of school staff, laying the foundation for effective home-school partnerships.  The district has successfully established two-way communication systems, including regular teacher outreach, digital platforms, and family conferences, that allow families to stay informed and engaged in their child’s academic journey. Additionally, programs such as after-school tutoring, enrichment opportunities, and structured interventions provide families with tangible avenues to support student learning beyond the classroom.   Columbia has also deepened its community partnerships, including collaborations with local organizations to support social-emotional well-being, college and career awareness, and behavioral health. These partnerships enhance wraparound support services and reinforce a shared commitment to student success.  The development of the College and Career Pathways course catalog, expansion of fine arts and elective opportunities, and continued use of student data to guide individualized support plans demonstrate a clear alignment between educational goals and family engagement strategies.  Collectively, these efforts have fostered a culture where families and community members are not just informed stakeholders, but active partners in shaping and supporting student achievement.|While Columbia Union School District has developed strong foundational relationships with families, analysis of stakeholder input and survey data indicates key areas where partnerships can be strengthened to better support student outcomes.  One primary area of improvement is increasing family participation in academic decision-making and intervention planning.  While communication is frequent and well-received, there is an opportunity to more meaningfully involve families in shaping supports such as Individualized Learning Plans, intervention strategies, and goal-setting tied to student growth.  Another focus area is the availability and accessibility of academic supports and enrichment opportunities, particularly for families from underserved backgrounds.  Survey results show only half of parents and guardians are satisfied with the number of clubs, activities, and sports available, and many families expressed interest in better understanding how to help their children succeed academically at home.  To address this, the district is exploring the creation of family workshops, translated resources, and more home-to-school academic tools that clearly outline expectations and strategies for partnership in student learning.  Additionally, staff and family feedback point to a need for stronger collaboration across transitions, such as from primary to middle grades or into high school preparation.  Ensuring families feel guided and included throughout these transitions is critical to sustaining academic momentum and trust.  By focusing on more interactive, accessible, and empowering engagement strategies, Columbia aims to elevate the role of families as co-educators and collaborators in student success.|Through its self-reflection process and stakeholder engagement activities, Columbia Union School District identified a need to improve engagement with underrepresented families, particularly those of English Learners, socioeconomically disadvantaged students, and students with disabilities.  To address these gaps, the district will implement targeted strategies to build trust, increase accessibility, and elevate the voice of these families in shaping student outcomes.  Key actions include expanding language access services, such as interpretation at all school events, translated materials, and multilingual family liaisons to serve as bridges between home and school. The district will also offer flexible engagement formats, including evening and virtual sessions, to accommodate family schedules and reduce participation barriers.  In addition, Columbia plans to pilot family academic workshops that provide actionable strategies for supporting learning at home, understanding assessment data, and navigating intervention supports.  To ensure these families are meaningfully involved in decision-making, the district will strengthen representation of underrepresented groups in School Site Council, ELAC (English Learner Advisory Committee), and family focus groups, and will actively recruit parents to participate in goal-setting and feedback opportunities tied to student progress.  The district will also increase staff training in culturally responsive communication and family engagement, equipping educators to create inclusive and affirming partnerships with all families.  Through these efforts, Columbia Union School District aims to create a more equitable and collaborative environment in which all families, regardless of background, are empowered to actively support and contribute to student success.|Columbia Union School District has demonstrated strong and growing capacity in seeking meaningful input from educational partners to inform district decisions.  One of the district’s key strengths is its transparent and multi-modal communication system, which includes weekly updates to families, regular surveys, and access to timely information via an overhauled district website.  Nearly all parents and guardians report feeling comfortable approaching school staff and administration, and this openness has created a foundation of trust that supports authentic feedback and collaboration.  The district actively gathers input through a variety of forums, including School Site Council meetings, parent advisory groups, focus groups, and open forums.  This includes targeted outreach to gather feedback from specific groups, such as families of English Learners and students with disabilities, ensuring that input is reflective of the broader school community.  Staff are also regularly engaged through professional learning communities (PLCs), goal-setting conversations, and districtwide surveys, contributing to shared ownership of priorities and improvement efforts.  Feedback from educational partners has directly influenced key initiatives, such as refining LCAP goals, expanding academic interventions, increasing mental health supports, and developing student enrichment opportunities like the College and Career Pathways catalog and expanded Fine Arts programming. These examples illustrate how stakeholder voices are not only heard, but meaningfully integrated into district planning and implementation.  Collectively, these practices reflect Columbia’s commitment to a collaborative decision-making culture, where stakeholders are seen as valued contributors to the district’s continuous improvement process.|While Columbia Union School District has made notable progress in creating open channels for stakeholder input, educational partner feedback and local data indicate several areas where engagement in decision-making can be further strengthened.  A primary focus area is ensuring greater representation of underrepresented families, particularly those of English Learners, students with disabilities, and socioeconomically disadvantaged students.  While these groups are often invited to participate, their voices are not always consistently reflected in advisory committees or formal decision-making bodies, which can limit the inclusivity of planning processes.  Another area for improvement is expanding awareness and accessibility of input opportunities.  Some families reported not always being aware of when or how to participate in meetings or surveys, and others cited logistical challenges such as timing or language barriers.  This highlights the need for more proactive outreach, flexible meeting formats, and culturally and linguistically responsive communication strategies.  Additionally, the district identified a need to improve how it closes the feedback loop with stakeholders, ensuring that families and staff not only have the opportunity to provide input, but also clearly see how their input influences district decisions.   This includes more visible summaries of engagement outcomes and direct communication about how feedback is shaping policy, programs, and resource allocation.  By focusing on inclusive outreach, representation, and transparency, Columbia Union School District aims to deepen trust and strengthen the role of all educational partners in shaping a shared vision for student success.|Columbia Union School District recognizes that meaningful input from all families, especially those from underrepresented groups, is essential to equitable and effective decision-making.  Based on self-reflection and stakeholder data, the district has identified the need to better engage families of English Learners, students with disabilities, and socioeconomically disadvantaged students, who are historically less represented in formal input processes.  To improve engagement, the district will implement targeted outreach strategies, including personalized invitations, translated materials, and the provision of interpretation services at all advisory meetings and forums.  The district will also expand the use of flexible and accessible meeting formats, such as virtual participation options, evening sessions, and rotating in-person forums at community-accessible locations, to reduce barriers to involvement.  Additionally, Columbia will focus on building relationships and trust by partnering with community-based organizations and cultural liaisons to serve as connectors between families and the school system.  The district will also strengthen its feedback loop practices, ensuring families see how their input has informed LCAP planning, resource allocation, and programmatic decisions.  Finally, the district will continue to monitor engagement metrics by subgroup and make necessary adjustments to ensure families feel both invited and empowered to shape the educational experience of their children.  These strategies reflect Columbia’s commitment to inclusive, responsive, and equity-centered decision-making.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
55723550000000|Curtis Creek Elementary|3|Communication and connectedness continue to be a priority at Curtis Creek Elementary District.  The district has in the process of updating its website and has increased use of social media and direct parent communication via Parent Square.  Our LCAP continues to prioritize family engagement.  We held 16 family friendly events in the 2024-2025 school year.  The Superintendent has a standing agenda item at the Parent club meetings.  Parents participated and helped create many fun events on our school campus as well as fundraising to provide supports for field trips.  The district is working with its labor partners to develop classified positions that will increase the connectiveness between school and home.|Our community has expressed the desire to be more involved in school..  Parents still desire to receive more timely communication and information regarding their students and activities at school.  Staff would like to receive training on our various ways to communicate such as Aeries and Parent Square.    The district is working with its labor partners to develop classified positions that will increase the connectiveness between school and home.  Additionally, the District added a stipend for teachers who specifically work on programs that enhance school connectedness.|"The district added a position of ""School Connectedness Liaison"" to its stipend list and as a result we held parent information nights and family fun nights throughout the school year.  The parent information nights focused on providing information on relevant topics and brought in outside experts to answer parents questions.  Topics included appropriate screen time usage developing student study habits and organizational skills, how to assist a teen with self regulation, and the dangers of drugs and vaping."|Parent teacher conferences were available this school year and so was Open house and Back to School Night.  A fantastic STEAM night was held as well  Professional Development was held frequently and School Site Council met monthly.  Additionally, parent information nights provided information on specific topics that were identified by our parents and high interest and high need.|CCSD will resume family activities, such as a STEAM Night which engages the families and school in a positive collaborative event. This type of activity has been very well received and attended in the past.  Improving opportunities for engagement by providing more opportunities for parents to be involved during the school day. We also need to find other times that meet the needs of the parents when staff is available.  Parent Information Night did not meet the expected attendance level.  For the 2025-2026 school year, Curtis Creek will focus on increased branding and advertising to increase attendance at those events.|Parent Information Night did not meet the expected attendance level.  For the 2025-2026 school year, Curtis Creek will focus on increased branding and advertising to increase attendance at those events.  This will include direct invitations to families who are identified to need a particular topic.|School site council and the Curtis Creek Parent Association were both active in the 2024-2025 school year.  The Superintendent has a standing item on the Parent Association agenda for information presentation and question and answers.  Volunteers in classrooms continue to increase, and Curtis Creek is working to streamlining the process to become a parent volunteer.|The Parent Association identified communication as a needed improvement at Curtis Creek.  To address this, we have begun to compile weekly calendar of events and have increased our usage of Parent Square.   We will continue to send monthly email newsletters and make personal contacts, along with positive communications. Timely responses to address needs and concerns will occur as the entire staff builds more positive collaborative relationships with our school community. Continuing to develop the extra activities that used to be such a part of CCSD and a priority in our community.|Outreach to our under served populations needs to improve.  We will work to include them by personal invitation and outreach.|2|3|3|3|2|3|3|3|3|3|3|3|Met||2025-06-25|2025
55723630000000|Jamestown Elementary|3|Our strengths are that Jamestown School District has the Jamestown Family Resource Center as a community source of resources and supports for those families in need. This in turn helps support student learning and development within the home. The work with trauma informed practices continues to positively affect progress toward closing the achievement gap and improve learning for all students. We have implemented policies and procedures to meet with families in our School Attendance Review Teams and  conduct home visits as part of our tiered intervention strategies in order to help support families with issues surrounding barriers to regular attendance. The Student Study Team and Response to Intervention protocols are utilized to give more specific information on tiered interventions available and used to help support student success.|While we have made strong progress in building connections with families, there is a continued need to strengthen the consistency and depth of relationship-building across all staff roles, particularly for newer or classified staff who may have less formal training in family engagement. Additionally, educational partners have identified a need for more culturally responsive practices and professional development that helps staff better understand and honor each family’s background, language, and goals for their children. Increasing opportunities for proactive, relationship-based interactions—beyond times of academic or behavioral concern—will also be a focus. Finally, ensuring that all families, including those with limited English proficiency or varying levels of digital access, are fully included in school communications and decision-making processes remains an ongoing priority.|We will improve equitable engagement of underrepresented families by making school activities more meaningful and intentionally promoting a school culture that is approachable, welcoming, and responsive to family concerns. Recognizing that traditional forms of family engagement may not meet the needs of all families, especially those facing economic, language, or cultural barriers, the District will expand outreach efforts to meet families where they are. This includes offering flexible engagement opportunities—such as varying the times and formats of meetings, events, and communication—to better accommodate work schedules, transportation challenges, and childcare needs.  Additionally, the Jamestown Family Resource Center will play a more central role in connecting with underrepresented families by establishing a Family Engagement Committee that includes diverse parent representation, particularly from families who are English Learners, socioeconomically disadvantaged, or experiencing homelessness. This committee will serve as a space for families to share their perspectives, guide school efforts, and co-develop initiatives that build trust and strengthen home-school partnerships. By embedding these practices into the school culture, the District aims to ensure that all families feel seen, heard, and valued.|We will continue to foster strong partnerships with families by maintaining a welcoming, inclusive environment on campus. A key strength is the consistent presence and approachability of staff, who greet students and families during arrival and dismissal times, creating daily opportunities for positive interactions. Teachers maintain regular communication with families through a variety of platforms such as class newsletters, educational apps, emails,  ensuring that parents are kept informed about classroom learning and student progress.  Positive behavior supports are also used to engage families in student success. Communication around student achievements and behavior is personalized through phone calls, Panther and Dragon Prides, HERO points, and positive referrals, reinforcing a home-school connection focused on encouragement and growth. Site administrators maintain strong visibility on campus and respond promptly to parent concerns, further strengthening trust and collaboration.  We will continue to host Family Fun Nights, which combine education and engagement in a family-friendly setting, and these events have been  well-received. The Jamestown Family Resource Center plays a vital role in connecting families with community supports and resources. At the start of the school year, all families receive flyers outlining available services, with special attention to ensuring access for underrepresented families. Additionally, the District has expanded its bilingual support, with more Spanish-speaking staff and translated materials, along with personalized outreach by a bilingual liaison to strengthen relationships with Hispanic families. These efforts reflect the District’s progress toward full implementation in building meaningful partnerships that support student outcomes.|We recognize the need to expand opportunities for meaningful family engagement beyond evening events by creating more avenues for parents to participate during the school day and engage in regular dialogue with administration. Increasing parent involvement during school hours would strengthen the sense of partnership and shared responsibility for student success. Additionally, educational partners have identified the need for continued efforts to educate families on the importance of regular attendance and provide strategies to support academic achievement at home.  Another key area for improvement is deepening the District’s understanding of family needs and proactively connecting them with appropriate outside resources and services. TheJamestown Family Resource Center provides valuable information, and will continue to  direct outreach through phone calls and home visits and to improve follow-up to ensure families can access and utilize available supports. Finally, while progress has been made in translating essential documents into Spanish, the District must establish consistent translation practices for all communications to ensure equitable access to information for non-English-speaking families. Addressing these areas will help strengthen the home-school partnership and promote improved outcomes for all students.|We are committed to strengthening the engagement of underrepresented families by taking intentional steps to build trust, increase access to information, and provide meaningful opportunities for involvement. One key strategy will be to act on the feedback provided through our Back-to-School volunteer forms by personally reaching out to families who expressed interest in being involved and connecting them directly with appropriate school staff or programs. This will help ensure that families feel welcomed, valued, and supported in taking an active role in the school community.  Additionally, we will enhance efforts to create more inclusive opportunities for families to engage during the school day, such as classroom volunteer roles, cultural celebration events, and parent learning workshops. We will continue to expand the role of the Jamestown Family Resource Center in supporting outreach, particularly to families of English Learners, socioeconomically disadvantaged students, and families experiencing housing instability, by offering personalized support and resource navigation.  To further support underrepresented families, we will increase translation services and ensure that all school communications—whether written, digital, or in-person—are accessible and culturally responsive. We also recognize the need to educate families on how they can support student success at home, particularly in the areas of attendance, literacy, and academic achievement. Through these combined efforts, the District will foster deeper, more equitable partnerships that reflect and support the diverse needs of our community.|We have made strong progress in creating structures that allow for meaningful input from families, staff, and community members in decision-making processes. A key strength is the intentional effort to build the capacity of the principal and school staff to actively engage families in advisory groups such as the School Site Council, and LCAP educational partner meetings. These forums provide regular opportunities for families to be informed, offer feedback, and collaborate on program planning and policy development.  The District supports family participation by providing translated materials, bilingual staff support, and scheduling meetings at times that are accessible for working families. Communication around these opportunities is distributed widely through newsletters, school messaging apps, and direct outreach, especially for underrepresented families. Families are encouraged to share input through surveys, feedback forms, and public forums, and their contributions are used to shape decisions related to school climate, academic programs, and resource allocation.  In addition to formal advisory committees, the District creates opportunities for informal engagement, including Family Fun Nights, parent coffees, and individual conferences where parent voices are welcomed and valued. Staff and administrators also meet with families during events and on campus to hear concerns and gather feedback in a more casual, approachable setting.  We continue to promote a collaborative culture where families, teachers, and administrators work together to design and evaluate engagement activities that reflect the needs and values of the school community. This collective effort supports equitable participation and reinforces the belief that all families should have a voice in shaping their children’s educational experience.|While we have established a solid foundation for family involvement in decision-making, there is a need to more effectively publicize the various opportunities available for families to provide input. Educational partner feedback suggests that some families are unaware of advisory groups, surveys, or events where their voices can influence school and district-level planning. Enhancing communication strategies—such as targeted reminders and visible postings on district platforms—will be essential in improving participation and ensuring all families feel invited to contribute.  Additionally, we recognize the opportunity to collaborate more regularly and intentionally with the Parent Teacher Organization (PTO) as a key partner in gathering family feedback and co-developing policies, programs, and family engagement initiatives. By deepening this partnership, we can create more consistent and accessible pathways for input, especially for families who may not participate in formal advisory groups. Further efforts to diversify participation and ensure that underrepresented families are included in both formal and informal input processes will continue to be a focus area for growth.|Jamestown School District is committed to improving the engagement of underrepresented families by adopting more personalized and proactive strategies for gathering input. Recognizing that traditional methods such as paper or email surveys may not be effective for all families, the District will prioritize direct outreach efforts to seek verbal feedback through phone calls, in-person conversations, and informal discussions during school events. This approach is intended to build trust and reduce barriers for families who may be hesitant or unable to engage through written channels.  As part of the annual registration process, the District will continue to distribute informational flyers highlighting the services offered by the Jamestown Family Resource Center, along with a family needs assessment to better understand and respond to individual household challenges. In addition, the District will maintain and enhance the use of a volunteer interest survey to actively connect interested family members with appropriate staff and programs, creating more meaningful roles for participation in school life.  These efforts, combined with expanded bilingual communication and intentional outreach by our family liaison, will ensure that underrepresented families have multiple accessible pathways to share input, participate in decision-making, and feel genuinely included in shaping the educational experience of their children.|4|5|4|5|4|4|4|3|4|4|4|4|Met||2025-06-25|2025
55723710000000|Sonora Elementary|3|The District holds Site Council Meetings regularly at  minimum of four times a year.  The District has added an EL parent to Site Council.  The District has an active parent club (SSS). The District held a development of the strategic plan community meeting on May 4, 2022 to gather input from all educational partners. The District sent out surveys to all educational partners to gather input and feedback. The District sent a team of educators to the PBIS conference. District sends our regular updates through Parent Square.|The District is using CAASPP, I Ready, and BPST assessment tools as wells a report cards and teacher observations.|The district added an EL Parent to Site Council so that Site Council can also represent an ELAC Parent Committee.|The District has implemented a school wide diagnostic and intervention system. The District adopted a Multi Tiered Systems of Support Plan for 23-24 which includes sharing progress reports and data with families.|The District has implemented WIN (what I Need) based on student data for 35 minutes daily in grades 1-6 to target students individual instructional needs in ELA. (Intensive, Strategic, Benchmark, Extension)|The District held parent teacher conferences so that 100% of all students have a parent teacher conference scheduled the first trimester.  In addition the District continues to implement Student Data Review Teams (SDRT) that will meet annually to ensure that no students fall between the cracks.|The District sent out several surveys to gain input.  Parent Square, a communication platform for all families was purchased this year that communicates with AERIES, our student data system, to ensure that all families receive all school communications unless the family opts out.|Continue to increase the percentage of parents that provide educational feedback.|Increase parent outreach|4|4|3|4|3|3|3|3|3|3|3|3|Met||2025-06-12|2025
55723890000000|Sonora Union High|3|The district used three surveys to gauge the effectiveness efforts to Build Relationships Between School Staff and Families.  In alignment with the Sonora Union High School District’s Communication Strategic Plan, a communications survey conducted by Sounding Board Communications revealed that 86.71% of parents rate the district’s communications as good or excellent (143 respondents). Additional insights include:  75% of parents in the Community Schools Grant Application Survey (59 respondents) agreed their student’s school listens to their concerns.  72% of parents in the California Healthy Kids Survey (22 respondents) felt well-informed about school activities.  Among staff, 75.51% were satisfied with communication efforts and 76% felt they would be strong ambassadors for the district (50 respondents).  The district assessed its communication platforms for effectiveness, consistency, and quality. Key tools include:  District Website: Hosted via ParentSquare’s SmartSites CMS, offering updated and accessible information.  Social Media: Active Facebook and Instagram accounts for all sites maintain engagement with up-to-date, well-written content.  ParentSquare: Widely used for text, email, and phone notifications to parents and students.  Email: While preferred, the high volume presents challenges. Staff noted important messages—such as those requesting feedback on facilities planning—were sometimes missed. The strategic plan addresses improved internal communication systems.  Wildcat Weekly: A consistent weekly newsletter distributed to staff, students, and parents highlighting events, news, and updates.  The district has also enhanced access and inclusivity through:  Language Line: Allows real-time translation for communication with non-English-speaking families.  School Site Council: Functions as the English Learner Advisory Committee and includes an English Learner parent.  Events such as FAFSA Night, College Night, Open House, and Back to School Night—organized by the counseling department and site administration—support in-person family engagement.  Finally, Board of Trustees meetings are held in person and encourage community input, reinforcing the district's commitment to transparency and two-way communication.|"The Sonora Union High School District is entering Year 2 of its Three-Year Communication Strategic Plan, developed to enhance stakeholder engagement, build trust, and strengthen the district’s reputation. The plan aims to ensure transparent, consistent, and effective communication through improved systems and messaging practices.  Strategic Goals:  Enhance Transparency and Proactive Communication  Improve Perception Management  Optimize Digital Presence  Promote Academic and Extracurricular Programs  Boost Employee Recruitment and Retention  Year 1 Accomplishments: Baseline metrics were gathered to inform measurable outcomes for Years 2 and 3. Key communication systems were assessed, and foundational tools were improved to increase consistency and accessibility.  Key Objectives and Tactics for Year 2:  Transparency & Proactive Communication  Monthly newsletters, weekly staff updates, and quarterly reports.  Website calendar updates and social media notifications.  Centralized helpdesk and response tracking to improve inquiry resolution.  Perception Management  Targeted PR campaigns to highlight student and staff success stories.  Creation of a District Ambassador Program.  ""Rumor Control"" webpage and protocol to address misinformation.  Community feedback mechanisms, including surveys and public forums.  Digital Optimization  Revamped website for improved usability.  Increased social media activity featuring student life, achievements, and events.  Enhanced use of ParentSquare and StudentSquare for two-way communication, event updates, and appointment scheduling.  Program Promotion  Development of marketing materials for programs like Middle College and CTE.  Hosting of info sessions, open houses, and middle school outreach.  Featuring alumni success stories in media and online content.  Recruitment and Retention  Branding campaigns showcasing staff testimonials and district culture.  Participation in job fairs and local events.  Review and streamlining of onboarding and access to job-related tools and support.  Year 2 efforts will continue to build on the established foundation, using data and feedback to refine strategies and measure progress toward enhancing engagement, building trust, and celebrating district successes."|The Sonora Union High School District is committed to enhancing engagement with underrepresented families through inclusive communication practices and consistent feedback mechanisms. The following strategies are being implemented as part of the district’s ongoing efforts:  1. Establish Regular Communication & Feedback Channels  Tactics: Monthly newsletters, weekly updates, and quarterly reports shared via email, social media, and the district website.  Feedback Mechanism: Surveys and town hall meetings to collect input and address concerns.  2. Create Standardized Response Protocols  Tactics: Centralized helpdesk/email system with trained staff to ensure consistent, timely responses.  Feedback Mechanism: Inquiry tracking to ensure prompt resolution.  3. Develop Community Feedback Mechanisms  Tactics: Social media monitoring to detect and address misinformation.  Feedback Mechanism: “Rumor Control” section on the district website with timely, factual updates.  4. Enhance Digital Presence  Tactics: Revamped website for improved accessibility, expanded social media use, and promotion of ParentSquare/StudentSquare.  Feedback Mechanism: Analytics on website visits, app usage, and engagement rates.  5. Promote Transparency & Open Communication  Tactics: Share key dates, achievements, and host forums on important topics.  Feedback Mechanism: Multichannel communication paired with interactive forums.  6. Utilize Educational Campaigns  Tactics: Infographics, videos, and newsletters to explain policies and district initiatives.  Feedback Mechanism: Distribute via digital channels and gather feedback through embedded surveys.  7. Engage Trusted Community Leaders  Tactics: Collaborate with respected local figures (e.g., elected officials, business leaders, parent group leaders) to build trust and extend outreach.  Feedback Mechanism: Use ambassador feedback to inform and refine district strategies.  Measuring and Evaluating Success  Metrics: Social media engagement, event participation, inquiry resolution rates, community sentiment, and survey responses.  Year 1 Baseline: Metrics established in Year 1 to guide progress targets for Years 2 and 3.  Ongoing Evaluation: Regular analysis of engagement data to adjust and improve strategies.  These efforts aim to foster inclusive, transparent, and two-way communication, ensuring underrepresented families feel connected and supported within the district community.|Current Strengths and Progress in Building Partnerships for Student Outcomes: The Sonora Union High School District has made significant progress in several areas that strengthen partnerships for student outcomes. Key strengths include: Positive Parent and Community Perception: Over 80% of parents and community members have a positive or very positive opinion of the district and the education it provides . Transparency and Communication: The district is perceived as transparent and timely in its communication efforts. It uses a variety of communication mechanisms, though with varying levels of consistency and success . Academic and Extracurricular Programs: The district offers a diverse mix of programs such as Middle College, Career Technical Education (CTE), and extracurricular activities that are well-regarded by the community . Supportive and Engaged Staff: The staff is dedicated and connected, contributing to a positive work environment and community engagement .|Focus Area(s) for Improvement in Building Partnerships for Student Outcomes: Despite its strengths, the district recognizes several areas for improvement: Consistency in Communication: There is a need for more proactive and consistent communication, with standardized response timelines . Perception Management: Efforts are needed to improve the district's public perception, particularly in countering negative stories and highlighting positive ones . Addressing Behavior and Safety Concerns: Issues such as student behavior, bullying, and perceptions regarding the prioritization of sports over academics need to be addressed through improved communication and engagement strategies . Staffing Challenges: The district faces difficulties in hiring and retaining quality personnel, which impacts the overall educational environment .|Improving Engagement of Underrepresented Families: To enhance the engagement of underrepresented families, the district plans to implement several targeted strategies: Language and Cultural Support: Provide supports such as LanguageLine Solutions to increase engagement with families whose home language is not English . Focused Meetings and Workshops: Organize parent/guardian meetings specifically for parents of children with disabilities, in foster care, or from low-income backgrounds to determine how best to meet their needs and encourage family engagement . Enhanced Communication Channels: Utilize modern communication channels like ParentSquare and social media to ensure timely and accessible information for all families . Community Feedback Mechanisms: Establish feedback mechanisms to gather input from underrepresented families and address their concerns through transparent and responsive communication .|The Sonora Union High School District demonstrates significant strengths in seeking input for decision-making: Engagement in Surveys and Focus Groups: The district has effectively used surveys and focus groups to gather input from various educational partners, including parents, students, staff, and community members. This process helps in identifying priorities and areas of improvement . Positive Feedback on Communication Efforts: Educational partners appreciate the district's communication efforts, such as the Wildcat Weekly updates, emails, and calls. The district’s proactive approach in maintaining regular communication with stakeholders has been well-received . Transparency and Responsiveness: SUHSD has been recognized for its transparency in communication and prompt responses from the administration. This has fostered a positive relationship with parents and the community . Broad Participation: Input was sought from a wide range of stakeholders, including parents, staff, students, community leaders, and various advisory committees, ensuring diverse perspectives are considered in decisionmaking processes .|Despite its strengths, the district has identified several areas for improvement: Consistency in Follow-Up Communication: While initial communication efforts are strong, there is a need for more consistent follow-up to ensure that stakeholders are kept informed about the outcomes and actions taken based on their input . Enhancing Participation: The district aims to increase participation rates in surveys and feedback mechanisms, especially among underrepresented groups, to ensure all voices are heard and considered . Addressing Safety Concerns: There is a need for better surveillance and measures to address safety concerns, such as drug use and vaping on campus. Enhanced input from stakeholders on these issues is crucial for developing effective strategies .|To enhance engagement with underrepresented families, SUHSD plans to implement several targeted strategies: Language and Cultural Support: Providing supports such as LanguageLine Solutions to increase engagement with families whose home language is not English. This will help in overcoming language barriers and ensuring effective communication .|3|4|3|3|3|3|2|4|3|3|3|3|Met||2025-06-23|2025
55723970000000|Soulsbyville Elementary|3|Soulsbyville School has an active parent network.  According to local data, communication between staff and families is an area of strength, including prompt communication by the school and clear communication about student expectations.  Another area of strength is that the school encourages active participation by families in a child's education.  Additionally, parents report that the office staff is helpful and that they are treated with respect by staff in general.|Based on input and local data, Soulsbyville's focus area for improvement is addressing parent concerns in a timely, appropriate manner.  While nearly all staff report that the school takes parents' concerns seriously, a smaller majority of parents share this perception and indicate that staff occasionally are not timely in responses.|Soulsbyville School has a strong communication network will all stakeholders using phone app, website, digital and hard copy parent bulletins, email, phone access to voicemail, and access to in-person contact.  Weekly staff meetings, monthly board and Site Council meetings, and parent surveys are conducted to gain regular stakeholder input.  To better serve underrepresented families, Soulsbyville School will focus on a more personal outreach from staff to engage families in the schooling process.|Soulsbyville School supports professional learning for teachers and administration in effective ways to engage families in partnering with the school to provide quality education to students.  Another area of strength is how the school encourages parents to be active participants in their child's education.|One focus area is supporting parents in better understanding their role at the school and as part of a team that supports their child's education.  While the local data shows parents and staff agree the school encourages this engagement, it also demonstrates a need for more information to create a specific understanding of how a parent can be an active member of their child's educational team.|Soulsbyville School will work to provide convenient opportunities for teachers to meet with underrepresented families to discuss student progress and ways to improve student outcomes. The school will also work to increase opportunities for families to interact with staff and students in academic centered events and environments.|Soulsbyville School is consistent in providing families, including underrepresented families, opportunities to participate in providing their input for decision making and implementation of policies and programs.  Soulsbyville uses multiple surveys as data collection points to gather parent input.  The school has also created and implemented a family engagement plan within the School Site Council to increase engagement at the school.|One area of focus for improvement will be on increasing the participation rate of members to effectively engage in advisory groups such as Site Council and Parent Teacher Organization (PTO).  While a small majority of parents agree that the school actively seeks input, another focus area will be on increasing the number of parents who feel that their input is sought in the decision-making process.|Soulsbyville will work to find more methods to gather and ask for input from underrepresented families.  Currently the school uses surveys and text messages as the primary method of gathering feedback.  The school will work to increase participation by providing more diverse opportunities to express parent input like person outreach by staff.|5|5|5|5|5|5|5|5|5|5|5|4|Met||2025-06-17|2025
55724050000000|Summerville Elementary|3|"Summerville Elementary School has a longstanding tradition of strong relationships between school staff and families. These partnerships have consistently supported school initiatives, special projects, and ongoing efforts toward continuous improvement. As a small rural school, Summerville fosters a close-knit environment where collaboration is essential to meeting the academic and social-emotional needs of all students. The school's motto, ""Together, we can make a difference,"" reflects this collective commitment and continues to guide its efforts to strengthen connections between home and school."|Summerville Elementary will continue collaborating with community partners to better understand their communication preferences and identify the most effective strategies for fostering meaningful two-way communication. Over the past two years, the school has significantly improved its communication efforts, and feedback from parents and community groups has been overwhelmingly positive regarding the new systems and methods implemented. Looking ahead, the focus for the 2025–2026 school year will be on sustaining and refining the communication systems established during the 2022–2023 school year to ensure continued access, transparency, and engagement for all families and community partners.|Summerville Elementary will continue to prioritize building personal and meaningful connections with all members of the school community. Outreach to underrepresented families will remain a focus, with an emphasis on delivering information in personalized, culturally responsive, and relevant ways. The school is committed to listening to the unique needs of each group and using that input to guide efforts that foster trust, inclusion, and greater family engagement.|Over the past five years, Summerville Elementary has invested heavily in staff support and ongoing professional development through curriculum trainings and targeted trainings to support students. Structural changes in the school year calendar and professional learning agenda for the year have provided additional time for these support initiatives. The district continues to explore and investigate ways to support the community's interaction with the school to support the learning needs of all students. Parent feedback rates communication as a strength, which validates initial efforts to expand student support through parent engagement.|Summerville Elementary is proud of the partnerships and communication systems it has created with its school community over the past four years. These systems have become well-utilized, and data indicate that they are well-received by the school community. These systems will continue to be implemented with attention to the individual needs of each group in the school and with attention to feedback to expand and further promote communication to all school members. Areas of specific focus will continue to include identifying groups that are underserved and underrepresented in the school’s current communication plan.|Summerville Elementary seeks to provide personal, individual, and ongoing communication with all school groups, but most specifically underserved and underrepresented families. Personal connections and attention to individual needs are a priority for the school staff.|"Summerville Elementary has developed various parent advisory groups to help provide input and feedback for district initiatives, new curriculum, and new school projects. This includes a longstanding Parent, Teacher, Student Association (PTSA), a supportive Indian Education Parent Committee, and a site council made up of many different representatives of the school. Working with parent groups has become an essential part of the school's continuous improvement and feedback process. As many of the groups are further established, their work will become integral to the school's ongoing work. Aligning with the school's motto, ""Working together, we can make a difference,"" these groups actionably model this work for the school and the community."|Ongoing work in the school decision making process will focus on empowering educational partners voice at the school and working to identify need jointly. Though this collaboration, the goal will be to create specific and actionable areas for improvement that will help to bring agency, empowerment, and voice in the decision-making process for all groups within the school.|Summerville Elementary seeks to provide personal, individual, and ongoing communication with all school groups, but most specifically underserved and underrepresented families. Personal connections and attention to individual needs are a priority for the school staff and ensure that decisions mirror the expressed need and data drive priorities of all members of the school community|4|4|4|4|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
55724130000000|Summerville Union High|3|The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start to their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Summerville Showcase Night event includes a free barbecue for parents and staff to connect and communicate. It also provides an opportunity for all programs to showcase their offerings to students. Teachers communicate regularly via phone or email to address concerns about student progress. Teachers also send out end of term report cards to alert parents to the term grades and needs for support. The Superintendent's Office sends out a Weekly Bear Bulletin via email to ensure parents are receiving regular communication from the district regarding important school information. The bulletin celebrates students and programs as well as showcases upcoming dates and events the community should be aware of. The high school office and district office both have an open-door policy. GLCs, the Principal and Superintendent always make themselves available should a parent need to speak with an administrator immediately. Parents are invited to attend school board meetings, Site Council meetings, Connections Advisory Board Meetings, booster meetings as well as events hosted by campus programs. Surveys requesting community input are appreciated by parents and provide valuable feedback to the district. The district continues to work on getting more people to submit the surveys.|Summerville Union High School District desires to broaden the input that we receive from a wider variety of families. The school continues to reach out and seek information and provide guidance to support student achievement. Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships. In addition, our school counselor meets with students and communicates with families as the need arises. We are also fortunate to have our AWARE counselor on campus as needed to meet with higher need student needs. The inception of our College and Career Center this past year has really shone a light on dual enrollment opportunities for our students. We have about 1/3 of our students that are currently enrolled in a dual enrollment course either on campus or at the college. Some of the courses are also meeting remotely. These courses allow our students to earn college credit as well as high school credit. A majority of these offerings are in the CTE realm which allows students to earn certifications and find good paying job opportunities in our community.|The district continues to work very hard to provide instruction to all of our students. The district's focus continues to be improving student attendance rates. Our crisis counselor sees that the mental health need of the students is high. To that end Summerville High implemented a student Wellness Center on campus in the fall of 2023. We have a credentialed Counselor in our Wellness Center and he meets with many students individually and in groups. This has proved to be a good addition. We have experienced good relations with both our teacher's association, our classified association. We have seen the importance of having a variety of education models at our disposal in our school district. We have three necessary small school options, an alternative education site as well as independent study and adult education opportunities to best serve our students. This year we had our first graduation ceremony at a board meeting recognizing two adult education graduates. They each had family members present to celebrate this graduation milestone with all of us. These program options are in addition to our Summerville High and Connections Visual and Performing Arts comprehensive programs on the main campus.|Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents, and to include administration when that support is needed. We will continue to work on this as our feedback from school-based surveys and California Healthy Kids Survey shows that this is an area where we can always improve. Summerville High has tripled our dual enrollment participation this year through our CCAP partnership with Yosemite Community College District. Students can take classes on the high school campus, the college campus or online to earn high school and college credits. Summerville High is also involved in the K-16 Collaborative with Columbia College that provides additional funding for CTE pathway courses in health sciences, computer technology and education. This allows for educational opportunities for our students in these areas. Partnerships with our educational community partners are an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations. The district will continue to reach out to community-based resources for additional support and we look to have some parent/community nights to discuss needs within our educational community such as following drug trends, learning about campus safety protocols, and how best to speak with your student about difficult topics.|Summerville Union High School District is committed to providing opportunities for our community to provide feedback. Through this feedback, we see that mental health support for students is very important. We continue to look to expand our A-G course offerings. Summerville Union High School District expanded course offerings in our CTE pathways especially in the medical sciences and in the computer sciences. Our community has shared these as important areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college. We offered two sections of Honors US History this past year as dual enrollment courses taught on the Summerville campus by one of our Summerville history teachers. The District offers an Introduction to Music dual enrollment course and a Music Theory dual enrollment course on campus for our students taught by our Music Teacher. At semester, the District added a dual enrollment Art course taught on campus by one of our Art teachers. There are dual enrollment courses offered by our Auto and Manufacturing teacher on campus. All of these course lead students to be able to earn transferable college credit while earning high school credits.|Summerville Union High School District will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, administrative conferences and through 504 and IEP meetings. Creating opportunities for parent nights as well is something that the district has previously done and wish to continue.|Summerville Union High School District's strength is reaching out through a variety of methods to get feedback. The district sends surveys online, weekly Bear Bulletin messages from the Superintendent's Office and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward. Our twice monthly Board Meetings are open to the public and our Board is actively engaged in supporting our students, their programs and the community at large.|Information for this priority is based on student and parent surveys given throughout the school year. A Weekly Bear Bulletin email is sent out each Friday during the school year to let people know about surveys, campus events and updates and asking for people to get involved in making sure their voices are heard. Additionally, we provide more opportunities to parents and our community to participate through our Advisory groups, Booster Clubs, School Site Council and Board meetings. This will continue to allow for more options for people to participate. The district is always looking for more ways to involve parents in campus committees. We want input and need to know what is working and not to be able to improve.|Summerville Union High School District will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input. This is always an area where we look for more input.|4|4|3|3|3|4|4|3|4|4|3|4|Met||2025-06-25|2025
55724130112276|Gold Rush Home Study Charter|3|While our school has historically demonstrated strength in family engagement, survey input from educational partners in January 2024 indicated a decline in satisfaction in building relationships between staff and families compared to the prior year. This feedback highlighted a need for deeper, more consistent connection and communication efforts. However, more recent input from June 2024—gathered during Parent Advisory meetings, Board meetings, and staff feedback sessions—suggests we are making positive strides in this area. These improvements appear to reflect the impact of recent efforts, including increased in-person engagement opportunities, greater leadership presence at events, and the reintroduction of consistent communication tools and touchpoints. This trend signals a promising shift toward reestablishing strong, collaborative relationships with families across our community.|Based on feedback from educational partners and local survey data, the LEA has identified several focus areas for improvement in building stronger relationships between school staff and families. One key area is increasing opportunities for meaningful in-person engagement. To address this, we have included a goal in our LCAP to expand the number of after-school events designed to bring families onto campus and foster community connection. Additionally, we recognize the importance of clear and consistent communication. To strengthen this, we are planning to implement a school-wide communication platform that ensures families receive timely updates and can easily engage with school staff. We are also exploring tools that will allow for anonymous feedback from families at any time, ensuring all voices are heard—especially those who may not feel comfortable sharing concerns publicly. These steps reflect our commitment to building a more inclusive, transparent, and responsive school community.|To improve engagement of underrepresented families—such as those of English learners, students with disabilities, and low-income students—the LEA is implementing several targeted strategies. First, we are committed to ensuring all communication is culturally and linguistically responsive by providing translations in home languages and utilizing bilingual staff during meetings and events. We will also offer flexible meeting options, including both in-person and virtual formats, and varied times to accommodate family schedules and increase accessibility. In addition, we plan to expand family learning opportunities by hosting targeted workshops that help families understand school systems, academic data, and how to support student learning at home. To further elevate family voice, we will introduce an anonymous, year-round feedback tool that empowers families to share concerns or suggestions at any time. Finally, we will increase efforts to include underrepresented families in decision-making bodies such as parent advisory committe providing interpretation, child care, and other supports to remove barriers to participation. These actions reflect our commitment to building more inclusive and authentic relationships with all families in our school community.|Gold Rush demonstrates strong progress in building partnerships for student outcomes through a variety of intentional practices and tools that promote consistent collaboration between families and educators. One key strength is the use of platforms like ClassDojo, which allows for ongoing communication with families, including updates on student work, classroom projects, photos, videos, school announcements, and behavior tracking. The school also prioritizes academic transparency through the regular use of progress reports, which are distributed formally on scheduled dates and informally upon request—sometimes as frequently as weekly, based on family or teacher preference. At the high school level, students receive updated four-year educational plans each semester to clearly outline their path toward graduation, and High School Student Accountability Meetings are held at the end of each learning period to review student performance. Students falling below the 80/70 academic benchmark are supported with a formal warning plan that includes a collaborative meeting with families to establish a written plan for success and a clear roadmap of the required work. Additionally, the LEA has expanded its efforts to build community through events such as a successful high school art show and the reintroduction of open house events at the country school, which drew strong family participation. These initiatives reflect a deepening commitment to engaging families as essential partners in student success.|Based on feedback from educational partners and a review of local data, the LEA has identified several focus areas for improvement in building partnerships for student outcomes. A key area of need is improving consistency and follow-through in communication across grade levels and sites, ensuring that all families receive timely and clear information about student progress and available supports. While tools like ClassDojo and progress reports are being used effectively in many cases, input from families suggests a desire for more proactive and personalized academic updates—especially when students begin to fall behind. In response, the LEA is working to establish clearer expectations for teacher-family communication and increase the use of academic conferencing at all grade levels, not just in high school. Additionally, partners emphasized the importance of providing more opportunities for families to understand assessment data, academic planning, and intervention options. To address this, the LEA plans to develop family workshops and resources that explain student data in accessible ways and empower families to better support learning at home. These improvements aim to create stronger, more consistent partnerships that center student success.|To improve engagement of underrepresented families—such as those of English learners, students with disabilities, foster youth, and low-income students—the LEA is implementing several targeted strategies to strengthen partnerships for student success. First, we plan to increase access to academic information by providing multilingual resources and translated progress reports, ensuring that families fully understand student performance data and available supports. We are also expanding the use of flexible meeting formats, including virtual conferences and home visits, to reduce barriers to participation for families with transportation or work constraints. To deepen collaboration, the LEA will offer parent workshops focused on interpreting assessment results, understanding graduation requirements, and supporting academic planning. Additionally, we will build stronger connections between families and school staff by training teachers and counselors on culturally responsive family engagement practices. Finally, we are actively working to increase underrepresented family participation in key advisory groups. These actions reflect a commitment to ensuring that every family—regardless of background—has the tools and opportunities to partner meaningfully in their child’s educational journey.|The LEA has established several strong practices to ensure meaningful opportunities for families and stakeholders to provide input into school decision-making processes. Regularly scheduled board meetings offer a transparent and consistent forum for community engagement and public comment. In addition, the LEA participates annually in the California School Parent Survey, which provides valuable data on family perceptions and school climate. To gather more targeted feedback, the LEA also distributes its own Local Control and Accountability Plan (LCAP) feedback surveys, allowing families to weigh in on priorities and proposed actions. Beyond formal structures, the LEA fosters a culture of accessibility and responsiveness through an open-door administrative policy, which encourages ongoing dialogue and builds trust with families and staff. These efforts reflect the LEA’s commitment to inclusive, collaborative decision-making that is grounded in the voices of its educational partners.|While the LEA has established several strong avenues for gathering input, educational partner feedback and local data indicate that we can improve by increasing the breadth and inclusivity of voices involved in the decision-making process. Specifically, there is a need to engage a more diverse range of families, particularly those from underrepresented groups, who may not currently participate in surveys or public meetings. Additionally, we aim to improve awareness and follow-through, ensuring families not only have opportunities to give input but also see how their feedback influences decisions. To address these areas, the LEA plans to enhance outreach strategies, expand language access, and implement new tools—such as anonymous input forms and family focus groups—to ensure more families feel comfortable and empowered to contribute. We are also exploring ways to report back more clearly on how input has shaped plans and actions, strengthening trust and accountability.|To improve engagement of underrepresented families—such as those of English learners, students with disabilities, foster youth, and low-income students—the LEA is taking intentional steps to ensure their voices are more consistently included in decision-making processes. We plan to enhance accessibility by providing translated materials, interpretation services during meetings, and multilingual surveys to reduce language barriers. To create more comfortable opportunities for feedback, we are exploring the use of anonymous digital tools and community listening sessions where families can share input in informal, supportive environments. The LEA is also committed to closing the feedback loop by clearly communicating how input is used to shape decisions, reinforcing the value of family participation. These strategies aim to build trust, reduce barriers, and ensure that underrepresented families are not only invited to the table but feel empowered to influence school planning and improvement efforts.|4|3|4|4|3|4|5|4|4|3|4|4|Met||2025-06-12|2025
55724135530191|Connections Visual and Performing Arts Academy|3|The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start to their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Summerville Showcase Night event includes a free barbecue for parents and staff to connect and communicate. It also provides an opportunity for all programs to showcase their offerings to students. Teachers communicate regularly via phone or email to address concerns about student progress. Teachers also send out end of term report cards to alert parents to the term grades and needs for support. The Superintendent's Office sends out a Weekly Bear Bulletin via email to ensure parents are receiving regular communication from the district regarding important school information. The bulletin celebrates students and programs as well as showcases upcoming dates and events the community should be aware of. The high school office and district office both have an open-door policy. GLCs, the Principal and Superintendent always make themselves available should a parent need to speak with an administrator immediately. Parents are invited to attend school board meetings, Site Council meetings, Connections Advisory Board Meetings, booster meetings as well as events hosted by campus programs. Surveys requesting community input are appreciated by parents and provide valuable feedback to the district. The district continues to work on getting more people to submit the surveys.|Summerville Union High School District desires to broaden the input that we receive from a wider variety of families. The school continues to reach out and seek information and provide guidance to support student achievement. Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships. In addition, our school counselor meets with students and communicates with families as the need arises. We are also fortunate to have our AWARE counselor on campus as needed to meet with higher need student needs. The inception of our College and Career Center this past year has really shone a light on dual enrollment opportunities for our students. We have about 1/3 of our students that are currently enrolled in a dual enrollment course either on campus or at the college. Some of the courses are also meeting remotely. These courses allow our students to earn college credit as well as high school credit. A majority of these offerings are in the CTE realm which allows students to earn certifications and find good paying job opportunities in our community.|The district continues to work very hard to provide instruction to all of our students. The district's focus continues to be improving student attendance rates. Our crisis counselor sees that the mental health need of the students is high. To that end Summerville High implemented a student Wellness Center on campus in the fall of 2023. We have a credentialed Counselor in our Wellness Center and he meets with many students individually and in groups. This has proved to be a good addition. We have experienced good relations with both our teacher's association, our classified association. We have seen the importance of having a variety of education models at our disposal in our school district. We have three necessary small school options, an alternative education site as well as independent study and adult education opportunities to best serve our students. This year we had our first graduation ceremony at a board meeting recognizing two adult education graduates. They each had family members present to celebrate this graduation milestone with all of us. These program options are in addition to our Summerville High and Connections Visual and Performing Arts comprehensive programs on the main campus.|Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents, and to include administration when that support is needed. We will continue to work on this as our feedback from school-based surveys and California Healthy Kids Survey shows that this is an area where we can always improve. Summerville High has tripled our dual enrollment participation this year through our CCAP partnership with Yosemite Community College District. Students can take classes on the high school campus, the college campus or online to earn high school and college credits. Summerville High is also involved in the K-16 Collaborative with Columbia College that provides additional funding for CTE pathway courses in health sciences, computer technology and education. This allows for educational opportunities for our students in these areas. Partnerships with our educational community partners are an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations. The district will continue to reach out to community-based resources for additional support and we look to have some parent/community nights to discuss needs within our educational community such as following drug trends, learning about campus safety protocols, and how best to speak with your student about difficult topics.|Summerville Union High School District is committed to providing opportunities for our community to provide feedback. Through this feedback, we see that mental health support for students is very important. We continue to look to expand our A-G course offerings. Summerville Union High School District expanded course offerings in our CTE pathways especially in the medical sciences and in the computer sciences. Our community has shared these as important areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college. We offered two sections of Honors US History this past year as dual enrollment courses taught on the Summerville campus by one of our Summerville history teachers. The District offers an Introduction to Music dual enrollment course and a Music Theory dual enrollment course on campus for our students taught by our Music Teacher. At semester, the District added a dual enrollment Art course taught on campus by one of our Art teachers. There are dual enrollment courses offered by our Auto and Manufacturing teacher on campus. All of these course lead students to be able to earn transferable college credit while earning high school credits.|Summerville Union High School District will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, administrative conferences and through 504 and IEP meetings. Creating opportunities for parent nights as well is something that the district has previously done and wish to continue.|Summerville Union High School District's strength is reaching out through a variety of methods to get feedback. The district sends surveys online, weekly Bear Bulletin messages from the Superintendent's Office and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward. Our twice monthly Board Meetings are open to the public and our Board is actively engaged in supporting our students, their programs and the community at large.|Information for this priority is based on student and parent surveys given throughout the school year. A Weekly Bear Bulletin email is sent out each Friday during the school year to let people know about surveys, campus events and updates and asking for people to get involved in making sure their voices are heard. Additionally, we provide more opportunities to parents and our community to participate through our Advisory groups, Booster Clubs, School Site Council and Board meetings. This will continue to allow for more options for people to participate. The district is always looking for more ways to involve parents in campus committees. We want input and need to know what is working and not to be able to improve.|Summerville Union High School District will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input. This is always an area where we look for more input.|4|4|3|4|3|4|4|3|4|4|3|4|Met||2025-06-25|2025
55724210000000|Twain Harte|3|We continue to work on identifying strategies to improve in this area including offering more family events that bring students and parents both on campus for learning and social activities.  We continue to encourage parents to volunteer in classrooms while our staff build effective relationships with parents and families|Planning will continue to increase parent engagement opportunities for the coming school year is a priority.  Our parent LCAP survey results continue to indicate that parents would like more opportunities to engage with the school and more communication from school staff regarding school programs and classroom events.|The district has increased the frequency of messages and information sent home to families.  Sending communication from the school more frequently and using a variety of communication platforms will increase access for all our families.  Furthermore, increasing family events that highlight educational activities for families will improve student outcomes for these families.|Parent rights and responsibilities are communicated via the student/parent handbook distributed each fall. We currently hold parent teacher conferences twice a year to allow parents time with their their child's teacher to discuss progress and address concerns.  Parent conferences are well attended and our teachers ensure they are prepared to provide accurate and relevant information on students achievement and progress.  The school continues to hold an annual back to school night in the fall along with an open house in the spring to encourage parents to be more involved in their child's education and to increase and improve home to school communication.|Educational partners identified in survey results the need for parent engagement opportunities to connect parents to one another.  The district will continue to identify strategies and programs to improve in this area.|Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.|The district distributes a number of surveys throughout the year to gather feedback and input and a district initiatives and programs.  The California School Parent Survey is sent to parents in March each year to gather input on school climate and engagement.  Then, later in the spring a survey is developed to gather input on goals and actions of our LCAP.|Increasing opportunities for parent engagement and interaction and increasing membership in our parent/teacher organization has been identified as a priority for the coming school year.|Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-19|2025
55751840000000|Big Oak Flat-Groveland Unified|3|he LEA is committed to fostering strong relationships with families and the community to support the successful implementation of state-adopted academic standards. Multiple communication platforms are used to engage families, including ParentSquare, Google Surveys, Remind, Facebook, email, and school newsletters. These tools allow for consistent, two-way communication between schools and families across all grade levels.  Parent-Teacher Conferences are held each fall at the elementary school, providing a crucial opportunity to build relationships and discuss student progress aligned with academic standards. Back to School Nights are hosted at all schools at the start of the academic year to encourage family engagement and establish clear expectations for teaching and learning.  To promote student achievement and showcase progress in meeting academic standards, the elementary school hosts a Spring Showcase each year. This event highlights student work across content areas, reinforcing the connection between classroom instruction and student outcomes. Similarly, the District supports robust participation in FFA, with students engaging in multiple events throughout the year. These events allow students to demonstrate mastery of academic and career technical education standards in real-world contexts, further enriching their learning experience.  These family engagement activities and student-centered events support the LEA’s broader efforts to implement academic standards with fidelity. They also ensure families are informed partners in the educational process and celebrate the achievements of all students.|The LEA remains committed to strengthening communication and engagement between school staff and families as a key component of student success and the effective implementation of academic standards. A major focus moving forward will be enhancing communication through a variety of platforms, including the regular weekly updating of the District website to ensure families have access to timely and relevant information about school activities, academic programs, and upcoming events.  Recognizing the importance of building strong school-home partnerships, the District will continue to prioritize opportunities for families to engage with schools in meaningful ways. Families will be encouraged to visit campuses regularly through a variety of events and volunteer opportunities. These include classroom volunteer programs, Open House, Art Shows, Family Fun Nights, Movie Nights, and student-centered activities such as FFA and athletic events. Each of these events serves as a bridge between home and school, fostering a sense of community while celebrating student achievement and growth.  The District values the vital role that families and volunteers play in supporting student learning. Their involvement not only strengthens relationships but also contributes directly to creating a positive and supportive learning environment for all students. By continuing to invite families into our schools and maintaining open lines of communication, the LEA aims to ensure that every student is supported academically, socially, and emotionally throughout their educational journey|Based on the analysis of educational partner input and local data, the LEA has identified a need to improve engagement with underrepresented families, particularly English Learners (EL), foster youth, and students experiencing homelessness. While English Learners currently make up less than 3% of the district's population, the LEA has seen an increase this year and is proactively taking steps to ensure inclusive and equitable communication and engagement practices.  To better support our EL families, all communications sent through ParentSquare will be provided in both Spanish and English. In addition, all parent notices, event flyers, and other key documents will be translated into Spanish to ensure that language is not a barrier to meaningful participation. The LEA is also committed to maintaining at least one bilingual staff member at each school site to assist with verbal communication, provide translation support during meetings and events, and build stronger relationships with Spanish-speaking families.  For foster and homeless youth, the LEA’s designated liaison will continue to work directly with identified families to ensure their needs are met and that they feel welcomed and supported by the school community. This includes regular check-ins, connecting families with school and community resources, and facilitating their participation in school events and activities.  These intentional strategies reflect the LEA’s commitment to building trusting and respectful relationships with all families, especially those who have been historically underrepresented. By addressing language access, assigning key support staff, and strengthening outreach efforts, the LEA aims to create a more inclusive environment where every family feels valued, informed, and connected to their child’s education.|Based on the analysis of educational partner input and local data, the LEA has demonstrated clear strengths and progress in building partnerships that support positive student outcomes. A key strength is the LEA’s commitment to ongoing professional learning for all educators—including teachers, principals, and support staff—focused on academic achievement, equity, and student well-being.  This year, mutliple teachers and administrators attended conferences centered on resiliency, social-emotional well-being, and Multi-Tiered System of Support (MTSS), reinforcing their ability to lead campuses that prioritize both academic and emotional growth. Teachers have participated in targeted professional development in core areas such as math, English Language Arts, special education, NWEA MAPS assessments, PBIS, Agriculture, and FFA. These opportunities allow educators to stay current with instructional best practices, directly benefitting student learning.  Further investment in staff development is planned for the summer, including training in AVID strategies, math instruction, Positive Behavior Intervention Strategies, and Universal Design for Learning. These initiatives are designed to strengthen instructional practices and ensure equitable access to learning for all students, particularly those with diverse learning needs.  The special education team has also been instrumental in fostering partnerships with families of students with disabilities. They not only advocate for student needs but actively provide parents with knowledge about their legal rights and tools to support their child’s education—building trust and collaboration.  Additionally, the LEA’s Foster Youth and Homeless Liaison plays a vital role in supporting our most vulnerable students by connecting them and their families to necessary resources and services. This support ensures these students are engaged in school and have the opportunity to thrive.  Through these collective efforts, the LEA continues to build strong, collaborative partnerships between schools, families, and the community, all aimed at improving student outcomes across all grade levels. .|Based on the analysis of educational partner input gathered through surveys and meetings, the LEA has identified key focus areas for improvement in building partnerships for student outcomes. A central theme that emerged is the need to strengthen consistent, inclusive, and accessible communication with all families—particularly in their primary language—to ensure they feel informed, welcomed, and empowered to support their children's education.  To address this, the LEA will prioritize regular and meaningful communication through multiple platforms, including ParentSquare, flyers, newsletters, and social media. All communication will be available in families' home languages to remove barriers and foster deeper connections between home and school. The goal is to create a culture where every family receives timely updates and has clear pathways to engage with school activities and decision-making.  The LEA will also increase outreach to encourage more families to attend key events such as Back to School Night, Parent-Teacher Conferences, and campus activities. Recognizing that only a small group of families are currently active—and often take initiative on their own—the LEA will work to broaden participation by issuing more targeted invitations and offering flexible ways to get involved.  A weekly or bi-weekly newsletter, highlighting upcoming events, student successes, classroom activities, and important school issues, will be launched or enhanced to build a greater sense of community and pride. This effort will showcase the positive things happening across campuses and serve as a consistent touchpoint for family engagement.  Additionally, the LEA will share more at-home resources to help parents support their children's academic and social-emotional development outside the classroom. By equipping families with practical tools and increasing transparency around student learning, the LEA aims to foster stronger school-home partnerships that directly contribute to improved student outcomes.  These actions reflect the LEA’s ongoing commitment to building inclusive, supportive relationships with all families and expanding opportunities for them to be active partners in their child’s educational journey.|Based on the analysis of educational partner input and local data, the LEA has identified the need to improve engagement with underrepresented families, particularly English Learners, foster youth, and students experiencing homelessness. In response, the LEA is implementing intentional strategies to strengthen partnerships and ensure all families feel welcomed, informed, and connected to their child’s educational journey.  To increase engagement opportunities, the LEA has hosted a variety of family-centered events, including a Fall Festival, Winter Concert, Family Movie Night, FFA Banquet, and campus-wide Spring Showcase. Musical performances and FFA activities also provide platforms for students to share their learning and achievements with families in a celebratory setting. These events are designed not only to highlight student talents and accomplishments but also to create informal spaces where families can connect with staff and feel part of the school community.  The LEA is committed to reducing communication barriers by ensuring that all family outreach is conducted in the preferred language of the household. Notifications for events and engagement opportunities are shared through multiple channels, including ParentSquare, email, weekly newsletters, social media, and the district website. By using a range of platforms, the LEA aims to reach all families, including those who may not be regularly engaged.  Recognizing that some families may face additional challenges—such as language barriers, housing instability, or limited time—the LEA continues to provide personalized support through its Foster Youth and Homeless Liaison, who works directly with families to identify needs, offer resources, and encourage participation in school activities. Additionally, bilingual staff members are present on each campus to assist with communication and provide support during events and meetings.  To further promote involvement, the LEA plans to increase outreach efforts and share more resources that families can use at home to support their children academically and socially. This includes sending home simple tools, strategies, and updates aligned with classroom learning.  Through these inclusive, multi-faceted efforts, the LEA is committed to building stronger partnerships with underrepresented families, ensuring they have the information, support, and opportunities needed to engage meaningfully in their child’s education and contribute to student success.|Based on the analysis of educational partner input and local data, the LEA has demonstrated clear strengths and progress in seeking input for decision-making. One major strength is the active engagement of School Site Councils at all three school sites. Each council has met regularly throughout the year, providing a consistent platform for parents, staff, and community members to review data, discuss school needs, and contribute to key decisions, including those related to the school plan and budgeting priorities.  The LEA has also effectively utilized digital tools to gather broad input from educational partners. Surveys have been distributed through ParentSquare to gather feedback from families on a range of topics, including academic programs, school climate, and areas for improvement. This has allowed the District to hear directly from a wide cross-section of the school community and use that input to guide planning and resource allocation.  In addition, the LEA promoted and distributed the California Healthy Kids Survey to parents, students, and staff using multiple communication channels, including the district newsletter, ParentSquare, the district website, and social media. By using these varied platforms, the District was able to increase participation and ensure that all voices were represented in the data-gathering process.  These ongoing efforts reflect the LEA’s commitment to inclusive, transparent decision-making. By maintaining open lines of communication, actively involving stakeholders in site-level planning, and using data from surveys to inform districtwide goals, the LEA continues to strengthen trust and collaboration with its educational partners.|Based on the analysis of educational partner input and local data, the LEA has identified the need to improve family and community participation in formal advisory roles as a key focus area for Seeking Input for Decision-Making. While all three schools have active School Site Councils, the District continues to face challenges in recruiting a diverse group of families to serve on advisory committees, including the School Site Council and the FFA Advisory Group. These roles are essential for ensuring that family and community voices are represented in shaping school and district decisions.  Despite these challenges, the LEA has seen a notable increase in overall family engagement and event attendance this year. More families are attending school functions such as Back to School Night, Family Movie Night, and student showcases, which reflects growing interest in school involvement. In addition, parent and community volunteers have begun returning to campuses to assist in classrooms and support school activities—an encouraging sign of renewed engagement following years of limited access due to the pandemic.  Building on this momentum, the LEA will focus on creating more accessible and inviting pathways for families to participate in decision-making processes. This includes increasing outreach and communication around advisory group roles, simplifying the nomination process, offering meetings at more convenient times, and ensuring language access for non-English-speaking families. The District also plans to better promote the purpose and impact of these groups so that families understand how their input directly influences school programs and student outcomes.  By improving recruitment strategies and reducing participation barriers, the LEA aims to strengthen authentic partnerships with families and ensure a broader, more inclusive representation in advisory and leadership roles. This will allow the LEA to make more informed and equitable decisions that reflect the needs and priorities of the entire school community. .|The district will focus on personally reaching out to families, especially those from underrepresented groups to ensure we receive input from all educational partners.  Increased communication is an action item in the LCAP and a priority of the Board of Trustees. Administration on all campuses will use multiple methods to contacts our families, including : Parent Square, newsletters, social media, phone calls, email and the district website.|5|5|4|5|5|3|4|4|5|4|5|4|Met||2025-06-25|2025
56105610000000|Ventura County Office of Education|3|VCOE greatly values its partnership with families and recognizes that strong collaboration contributes to positive student outcomes. VCOE Schools and Programs serve a high percentage of students with special needs who require Individualized Education Programs (IEPs). Facilitating meaningful, collaborative IEP meetings is a key strength of our schools and programs, as these meetings help build strong partnerships that support student success. They provide essential opportunities to review progress, revise goals, and adjust services to enhance academic outcomes.  Another area of strength is the support offered to families to help them understand and exercise their legal rights related to their child's educational needs in the special education program. In our court and community school programs, parent and guardian engagement is actively promoted through a variety of established opportunities, including transition meetings, new student orientation, Parent Connect weekly meetings, and participation in School Site Council and English Learner Advisory Committee meetings. In addition, school events are held throughout the school year to encourage parent and family engagement and foster a stronger connection to the school community.|To strengthen partnerships with school families, VCOE Schools and Programs will continue to prioritize meaningful and relevant learning and engagement opportunities for parents and guardians that support student success. As noted earlier, a strong home-school partnership is critical to positive student outcomes.  Regular communication from school to home is in place to keep families informed and connected, and VCOE actively seeks feedback from parents and guardians to help guide the planning of future opportunities. Given the diverse needs, backgrounds, and schedules of families across the county, it is important to consider both the timing and format of these offerings.  While the unique composition of the VCOE Schools and Programs community can make it challenging to design universally relevant and accessible opportunities, staff are committed to this effort and recognize its importance. Supporting families through purposeful communication, learning, and engagement opportunities will remain a priority moving forward.|VCOE Schools and Programs will work to improve engagement of all our school families, particularly our underrepresented families, by continuing to focus on outreach and the review of student data. By being intentional in their efforts, school staff will seek input from families in order to assess the needs at each school site. Additionally, reviewing student data at both the state and local level will provide valuable insight to the learning needs at each school site. Gathering this information, through parent/guardian feedback and reviewing student data, will inform planning and lead to relevant learning and engagement opportunities that meet the needs of school families.|VCOE Schools and Programs serve students and their families in non-traditional, alternative educational settings, including court and community schools and special education programs. Students enroll continuously throughout the school year for targeted support. Building and maintaining positive relationships with students and their families is critical for positive outcomes.  Before a student's initial enrollment, a meeting is held—either an orientation or an IEP meeting—where families and school staff discuss the student's program and plan, beginning the necessary partnership. Due to the high percentage of students with special needs, IEP meetings occur frequently, at least annually, providing further opportunities to strengthen these relationships.  Regular school to home communication is maintained with families to ensure transparency and strengthen connections. The Parent Square portal facilitates direct communication between families and school staff, with messages available in families' preferred languages.  Throughout the school year, events such as Back-to-School Night, Open House, District English Learner Advisory Committee meetings, School Site Council meetings, and various parent/guardian engagement and learning opportunities are held to maintain and enhance the relationship between school staff and families.|To continue to strengthen relationships between school staff and families, VCOE Schools and Programs will place a strong emphasis on intentional outreach. Our school communities reflect the diversity of the county, with students and families bringing a wide range of backgrounds and needs. The non-traditional nature of our programs, along with fluctuating enrollment, can make it challenging to foster a strong sense of school community.  By prioritizing consistent outreach and thoughtful communication—while being mindful of culture, language, and families’ prior educational experiences—staff can help ensure that all families feel welcomed, respected, and connected to their child’s school environment|VCOE Schools and Programs will work to improve engagement of all our school families, particularly those that are underrepresented, by continuing to ensure that all staff know who we are serving at our sites, are listening to families, and are being responsive. Regularly reviewing student data provides staff with important information needed to understand the students we serve. In addition, providing opportunities for our underrepresented families to express their needs, whether it be in a meeting, survey, or an informal conversation or conference, allows for their voices to be heard and may promote further engagement. Most importantly, school staff must be responsive to the needs of the families. By regularly reviewing student data and listening to parents/guardians' feedback, school staff will be intentional in building and maintaining positive relationships with school families.|VCOE Schools and Programs has opportunities in place to seek input from parents/guardians for decision making purposes. School Site Councils have been formed at several of our school sites and meet throughout the school year to discuss school programs and resources, review student data and the school budget. A few school sites also have an English Learner Advisory Committee, and our LEA has a District Learner Advisory Committee which meet throughout the school year to discuss our English learner student programs and resources. In addition to these more formal avenues of seeking input from families, VCOE Schools and Programs also uses parent/guardian surveys to seek valuable feedback to inform decisions and planning.|Although there are systems in place to gather input from parents and guardians, increasing participation in these opportunities remains a challenge for VCOE Schools and Programs. As noted earlier, factors such as the unique structure of our schools and programs, as well as families’ past educational experiences, may impact their willingness or ability to engage. Identifying and implementing strategies to improve participation is essential to ensure diverse parent and guardian voices are represented in the input that informs school planning and program development. Through regular school-to-home communication and ongoing engagement opportunities, families can build stronger connections with the school community—ultimately leading to increased involvement in areas such as decision-making, advisory committees, and other aspects of school life.|VCOE Schools and Programs will continue efforts to improve engagement of families, particularly underrepresented families, through ongoing communication and by providing a variety of engagement opportunities. Keeping families informed on school events, meetings, student programs, and available resources will provide families with a clear understanding of the school program and will help in building the connection that will lead to increased engagement. School staff will continue outreach to parents/guardians during informal and formal meetings and surveys. Underrepresented family participation in formal meetings such as School Site Council and English Learner Advisory Committees will be encouraged and promoted through invitations and phone calls.|5|5|5|5|5|5|5|5|5|4|5|4|Met||2025-06-26|2025
56105610109900|Vista Real Charter High|3|Building strong relationships between staff and families is vital to our success. Both parents and students express appreciation for the weekly, personalized updates they receive, the manageable staff-to-student ratios, and the ongoing support from counselors, tutors, and paraprofessionals. Effective communication has been key in our outreach efforts. By utilizing platforms like Parent Square and Data & Design, and making consistent phone calls, we maintain open two-way communication that promotes engagement. This is evidenced by the results of our Annual Survey, where 99% of parents/guardians reported that school communications are clear and effective.|One area of focus for improving staff and family relationships is to bolster parent/guardian participation and input. While we do invite all educational partners to school events and participation has increased, authentic input is rare. To address this, Vista Real has begun providing exit tickets/feedback surveys at the end of parent meetings, using better facilitation techniques, and improved communication post-meeting. These efforts are designed to build agency in parents and create better two-way communication. Additionally, we are making meetings more accessible by offering flexible scheduling and providing translation services to ensure that all families feel welcome and empowered to engage. By making these changes, we aim to create a more inclusive environment where parent voices are heard and valued.|Vista Real is committed to improving engagement with underrepresented families by tailoring our support to meet their needs. We will provide translation services for all educational partner communications to ensure language is not a barrier to involvement. We offer opportunities for participation both virtual and in-person. This allows families to choose the format that best suits their needs and schedules. To further support families, we will offer targeted classes and workshops tailored to the specific needs and requests of our educational partners. We personalize outreach by proactively communicating with families of our special populations, including those with students who are English language learners or have special needs. This targeted approach will engage families and foster a more inclusive environment. Moreover, ensuring that the voices of these families are represented at all of our events—whether through direct participation or feedback—will allow us to include underrepresented families, ensuring they have an active role in the education of their children.|Vista Real has made significant strides in policies for parent and family engagement aimed at improving student outcomes. Our Annual Survey shows that 98% of parents feel the school effectively communicates with them about their child’s academic progress. A key highlight is the school’s use of Data & Design to send weekly updates on attendance and credit completion, allowing parents to track student progress and feel empowered to support their child's success. Additionally, this year we’ve focused on professional learning to build capacity in collaborating with families. Many staff members attended the PLC at Work Institute, presented by Solution Tree, to improve collaboration with a focus on student learning. This created a more results-oriented program and we are in a better position to prioritize student outcomes.|Based on input from educational partners and an analysis of local data such as the Annual School Survey, We saw a need to strengthen parent/guardian involvement in supporting school processes. While 99% of parents report that school communications are clear and effective, there is a gap in communication regarding their legal rights and advocacy for their children. Additionally, while the school encourages parent feedback on the use of funds to improve student outcomes, responses are often limited. This may be due to the overwhelming nature of school performance data and budget breakdowns, which can intimidate parents who lack experience in these areas. To improve parent engagement, we plan to focus on providing clear data on student needs using more visual representations of data and parent friendly language. This approach will gradually empower educational partners to contribute their own ideas, once they have a better understanding of the data.|Translation services, as well as the addition of staff such as English Language Paraprofessionals, Counseling Paraprofessionals, and Social Work Interns, will allow more frequent personalized communication. Students and families will have another layer of support from staff who are more readily equipped to address their unique needs, allowing us to develop the relationships necessary for underrepresented families to actively engage with the school.|Recently, we updated our Annual School Survey to be more user-friendly. We eliminated the technical language and shortened each survey so that it was more accessible by all educational partners. This allowed us to gather more authentic feedback to help inform schoolwide decisions. Input on programs, curriculum, activities, and schedules is gathered from both staff and families wherever feasible, before programmatic changes are made. Opportunities for participation at school events, Progress Conferences, and parent meetings provide educational partners with flexible ways to engage in decision-making at their own pace and convenience, aligning with the foundation of our learning model. This approach ensures that underrepresented families have greater opportunities to participate and contribute to the school’s collective voice.|While parents attend meetings and events, an area for growth at Vista Real is finding more effective ways to actively involve families in the planning and implementation of programs. Despite our efforts to promote and invite educational partners to public meetings and events, we are still building staff capacity to engage families more effectively in decision-making. As part of this effort, we are rethinking how we present school performance and financial data to our educational partners. Instead of relying solely on charts and graphs, we are now sharing the data in a narrative format, making it more accessible and aiming to encourage greater feedback and participation.|Vista Real makes a concentrated effort to provide information to parents & families in their home language. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for easy of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented educational partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring underrepresented families into the active community.|5|5|4|4|4|5|4|4|4|4|5|3|Met||2025-05-28|2025
56105610112417|Ventura Charter School of Arts and Global Education|3|Ventura Charter School provides multiple entry points for parents and families to participate in their child's education. Parent volunteers are encouraged. Our Parent Advisory Committee meets monthly, and parents are surveyed once a year. Parents run a variety of committees, including the Parent Connection Committee, Garden Committee, Thanksgiving Feast Committee, Yearbook Committee, etc.|Parent attendance at Parent Advisory Council meetings has dwindled. Starting in 25/26 VCS will revamp the PAC to be more interactive with in person and virtual opportunities.|VCS provides regular support to teachers to improve their capacity to partner with families.  Teachers maintain classroom websites (translated into multiple languages) with a wealth of resources for families to support student learning and communication about what is happening in the classroom.  The school has adopted the use of Parent Square, which allows for streamlined communication with parents. Parents can set their preferences as to how/when they receive notifications. This ensures that parents are able to receive communication in whatever form is most accessible for them.  Student-led parent conferences are held formally twice a year to encourage and promote transparency and communication about student progress. Teachers who plan and coordinate school events have begun incorporating more culturally inclusive elements.  We will continue to work on this focus area.|VCS has had a lot of success with parent participation. We have many opportunities for parents to engage, including volunteering in the classroom, garden workdays, committee participation, and fundraising.|Ventura Charter School continues to focus on meeting the needs of our English Language Learners and ensuring their families feel welcome on campus. Working towards ways for parents to support the classrooms and be on campus more during the school day are priorities for the 25/26 LCAP.|Ventura Charter School will be implementing a new structure to the Parent Advisory Meetings to include all families in a more complete way. VCS has employed a marketing firm to increase diversity of families applying and enrolling at VCS.|In the 25/26 school year, parents met monthly in person at parent request to continue eliciting parent input on school policies and practices. VCS parent survey data (below) indicates a high amount of parents feel heard and valued at VCS.|VCS is now using Youth Truth Survey. Here is data from the Parent Survey given in February 2025. These are percent positive ratings:  86% would recommend this school to parents seeking a school for their child. 83% feel informed about important decisions regarding the school. 71% feel empowered to play a meaningful role in decision-making at the school. 81% feel good about the adult relationships at the school. 87% are proud of the school. 82% feel positive about the communication and feedback.|In the 24/25 school year, VCS plans to have more in-person events for parents. Including regular meetings regarding how our work with EL Education improves engagement for underrepresented students and families.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
56105610121756|BRIDGES Charter|3|Bridges annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs; Bridges  then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. We solicit feedback from families of individuals with exceptional needs as well as families of underrepresented students through a variety of modalities including evening parent education nights, board committee meetings, school wide social events, family satisfaction surveys, and end of year parent feedback surveys. We also utilize parentsquare to gather feedback and to communicate with our families in both Spanish and English.|Parent education nights focus on presenting data and sharing information with families about topics that are central to their articulated needs. We also have a robust MTSS program with an SST process that we utilize to support students with families as our partners. SST’s are held for students for a variety of reasons including but not limited to social needs, behavioral needs, academic needs, family support, language needs, etc.|Our bilingual coordinator reaches out to Spanish speaking families weekly to ensure a positive home-school connection. Our bilingual coordinator invites Spanish speaking families to school events and can also invite Spanish speaking families to be a part of our school leadership.|Bridges charter school has strong parent participation and allows for many opportunities for input from educational partners. We can continue to improve by partnership with local community organizations to partner for better outcomes for student success.|One area of improvement is to continue soliciting input from our diverse parent population and improving opportunities for volunteering, particularly for families from diverse backgrounds.|We provide school wide bilingual communication platforms, and we invite weekly home-school connections with our bilingual liaison. We also have successfully implemented an extended care program that we have offered free to 100% of families who meet income qualifications. We will continue investing in the bilingual liaison program and continue weekly communication with families to ensure partnership with families to improve student outcomes.|We conduct a mid-year survey and an end of year survey and utilize the survey results to shape programs and to make school wide decisions. We gather data from teachers, staff, students, and parents and consider ways to improve programs using the data that is gathered.|We seek input via parent surveys at least once annually as well as in community feedback sessions. We continue to seek a more diverse representation of educational partners in these input sessions.|We will continue to utilize our bi-lingual liaison and our ELO-P program coordinator to liaison with families and invite families to input sessions. Further, we will continue our Equity committee focused on ensuring inclusion for all students and their families.|5|5|4|4|4|4|4|5|4|4|4|4|Met||2025-06-16|2025
56105610122713|River Oaks Academy|3|ROA has a very strong history of creating and building relationships between staff and families due to the nature of our program. The parents/guardians play an incredibly important role in our program and work closely together with our teachers and the student to help the student be successful. The team (Teacher, Student, and Parent/Guardian) works together in all aspects of the student's education, including preparing the student's personalized learning plan (PLP), discussing the student's academic progress, and supporting the student academically as well as social-emotionally. We therefore believe that it is ROA's strength to have, build, and maintain these relationships.|We are committed to seeking ongoing input from our families to help strengthen and improve our program. We understand that many families are deeply involved in supporting and educating their students, which can make it difficult to find the time or energy to provide broader feedback. Nevertheless, we continue to encourage greater participation in our surveys and welcome constructive input from both parents and students as we work to enhance their experience at ROA.|ROA will improve engagement of underrepresented families by continuing to prioritize strong, trust-based relationships between school staff and families. ROA teachers are committed to consistently engaging with families, recognizing that the academic success of each student is closely tied to the strength of their relationship with their teacher. As a personalized learning program, ROA emphasizes meeting the needs of the whole child, making it essential to build meaningful and supportive connections with both students and their families. This ongoing commitment will help ensure that all families, especially those underrepresented, feel valued, involved, and supported in their child’s education.|ROA's current strengths and progress in building partnerships for student outcomes lie in the collaborative structure of the program, which relies heavily on strong relationships between teachers, students, and families. In this model, parents serve as academic facilitators and work closely with their assigned coaching teacher to support student learning. Teachers provide ongoing academic feedback and equip parents with the resources they need to guide their child's education effectively.  This close-knit partnership between ROA's staff, students, and families creates a team-based approach that is essential to student success. The program’s effectiveness depends on this collaboration, making the parent-teacher-student relationship a foundational strength. This partnership not only empowers parents to advocate for their children but also ensures that they play an active role in helping teachers understand their child's learning needs. This personalized, team-driven approach is a key reason why many families are drawn to the program and remains a central factor in its continued success.|ROA’s focus for improvement in building partnerships for student outcomes is to continue strengthening relationships with families and educational partners. ROA is committed to deepening these connections during every meeting and interaction with teachers and staff. A key area of focus is encouraging ongoing feedback and input from families throughout the year through multiple channels, ensuring their voices are heard and valued in shaping student success.|ROA will have staff reach out to underrepresented families and make a special effort to reach out in a variety of ways, including in person, via text, phone and email to make sure that their voices are heard. Unlike other schools, ROA teachers meet with their students and parents weekly and therefore, the in person opportunity for all families and educational partners to give input in a informal setting is available to our educational partners regularly. ROA will continue to offer those opportunities.|We believe that ROA has been and is very strong in seeking input for decision-making due to the nature of ROA's program. Our families are asked for input at weekly meetings, through surveys ,and when they are on campus. Staff and administration are readily available and visible to be able to give input easily. Our educational partners' input is then used to shape the program for the upcoming year.|Due to the nature of our program, the parents and families are heavily involved in all areas of the program. Their input is solicited via surveys and at the regular meetings with their coaching teachers. Parents make up a part of the governing board and are also involved in the PAC, the ELCA committee, the curriculum committee, the budget committee, and individually as much as possible outside of any committee as well. ROA will remain focused on ensuring that all families, including those not involved in formal committees, have accessible and varied ways to share their input. This feedback directly informs ROA's program development and continuous improvement efforts. ROA will help strengthen these input channels and increase participation from a broader range of families to ensure that decisions reflect the diverse needs and voices of the school community.|ROA will improve engagement of underrepresented families in seeking input for decision-making by continuing to provide a variety of accessible opportunities for all families to share their feedback. Efforts will focus on offering input opportunities in multiple formats to meet diverse needs and preferences. Additionally, staff will receive ongoing training to actively listen, engage with empathy, and encourage all families, specially those who are underrepresented, to express their ideas and perspectives. This inclusive approach will help ensure that every family's voice contributes to the continuous improvement of the program.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-04|2025
56105616055974|Meadows Arts and Technology Elementary|3|MATES staff meet with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the annual ELPAC results are reviewed, and goals are created to assist the student at home and at school. Grade-level specific tool kits allow all parents access to materials in order for them to adequately assist their students at home. All parents are encouraged to attend monthly Directors' Dialogues in order to participate in an informal dialogue with the Directors. These meetings allow for open communication and the ability of the parents to ask programmatic questions and provide input and feedback. On the 2025 school climate survey, 92.6% of respondents said that the teachers at MATES have built strong relationships with their child, and 100% of respondents said that they are actively involved with their child's education.|The MATES Board of Directors has developed board committees including Curriculum, Technology, Safety, Budget, Visual Arts, Performing Arts, and Diversity, Equity and Inclusion. These committees are comprised of board members, administrators, teachers, parents, and community members.  Committees meet to discuss policies, proposals, actions, etc. and make recommendations to the MATES Board of Directors.  This process allows for input from a variety of educational partners.|The MATES community is a very inclusive environment, and holds many school-wide events to promote family engagement including STEAM Night, International Night, Movie Night, Parent Education Nights, Winter Art Gallery, etc. All parents and guardians are welcome and encouraged to volunteer in any capacity allowing them to become engaged in the school and their child's learning. These effective community-building methods have helped keep parents, including those of the typically underrepresented families, engaged in their students’ academic achievement.|Goal 3 on the MATES LCAP is to provide various opportunities for participation of all educational partners in students' academic success. The expected outcomes were to increase parent engagement through participation and education. Providing grade-level specific tool kits allowed parents access to materials in order for them to adequately assist their students at home. Parents are also encourage to participate in many capacities including board committees such as curriculum, budget, technology, safety, etc.  The outcomes of these committees turn into recommendations to the Board for implementation.|MATES has always had a tremendous number of volunteer hours within the classroom and on the campus. This participation keeps parents and guardians connected to the happenings on campus and in the classroom. Also, MATES teachers provide a great amount of communication to the parents via ParentSquare, conferences, classroom newsletters, and websites. Teachers hold annual formal parent/teacher conferences as well as make themselves available throughout the year to meet with parents.|The Student Study Team meets with parents weekly to provide interventions for students who are approaching or not meeting standards. Additionally, MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school. These effective communication methods have helped keep parents and guardians from historically underrepresented groups engaged in their students’ academic achievement.|The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents including underrepresented families. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Diversity, Equity, and Inclusion. These committees are made up of many educational partners and, after their research and discussion, make recommendations to the MATES Board for any additions or changes to the MATES program and policies. Additionally, the MATES parent teacher organization, MATES Community Network, provides many family engagement activities throughout the year.|Because board committees are made up of representatives from all educational partner groups, there are many opportunities for giving input for decision-making. This is a strength at MATES and a practice that will be continued on the 2025-26 LCAP.|Both the Parent Organization and the School provide parent surveys to evaluate the effectiveness of the programs.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-05-19|2025
56724470000000|Briggs Elementary|3|The District is a very tight-knit, small community where staff and families work closely together to support all students.  The District provides several opportunities during the school year where families and staff come together to celebrate our students.|The District will continue to work with families to provide engagement opportunities that are in addition to the celebrations we have for students.  Some ideas include working with local agencies to address topics that are important to families.|The District will continue to work with underrepresented families to provide engagement opportunities that help them understand how to best support their children outside of the school day.|The District collaborates with local agencies to help support all students.|The District will continue to expand it's partnerships with local agencies to help address the needs of our students.|The District will continue to collaborate with families of underrepresented students to determine areas/topics they feel will help them to support their students.|The District has a collaborative Leadership Team the represents all staff.  The Leadership Team meets monthly to discuss topics pertinent to supporting students' needs.|The District can continue to seek input from families and students to help guide their decisions to support all students.|The District can continue to seek input from families and students to help guide their decisions to support underrepresented students.|4|5|4|5|4|5|4|4|4|4|4|4|Met||2025-06-05|2025
56724540000000|Fillmore Unified|3|Based on analysis of educational partner input and local engagement data, Fillmore Unified School District (FUSD) has made strong progress in building relationships between school staff and families. Parent and staff feedback collected through surveys, School Site Council (SSC), and English Learner Advisory Committee (ELAC) meetings has highlighted the importance of accessible communication, inclusive environments, and consistent opportunities for collaboration. In response, FUSD has prioritized creating welcoming school climates by organizing family events, celebrating student achievements, and ensuring all verbal and written communications are accessible through two-way interpretation and translation services. Parent/guardian-teacher conferences are scheduled regularly to foster direct communication between families and educators. Each school site holds SSC and ELAC meetings, while the district hosts broader engagement opportunities through the District English Learner Advisory Committee (DELAC), Migrant Family Meetings, and the District Advisory Committee (DAC). By rotating meeting locations, FUSD has increased family participation and strengthened connections between families and school staff. To enhance communication, teachers and administrators use multiple platforms—including social media, email, and SMS—to share timely updates and information about school and district initiatives. Families are also invited to celebrate student success at board meetings, reclassification ceremonies, and school awards assemblies. Additionally, partnerships with community organizations such as the Fillmore Fire Department, Boys and Girls Club, and Big Brothers/Big Sisters further support relationship-building efforts by expanding engagement opportunities and student support services.|Based on analysis of educational partner input and local data, Fillmore Unified School District (FUSD) has identified the need to strengthen two-way communication with families as a key area for improvement in building partnerships for student outcomes. Feedback from parent surveys and advisory committee meetings indicated that while families appreciate current engagement efforts, they seek more consistent opportunities to share input and receive timely, personalized support. To address this, FUSD will expand the use of multilingual parent surveys to gather input on programs, services, and family needs. The district will also increase the role of parent/family liaisons and the district counselor in connecting families with school staff and community resources. These efforts aim to ensure that families are well-informed about their rights, actively involved in school and district activities, and empowered to collaborate with educators in support of student learning. By improving the clarity, consistency, and responsiveness of communication, FUSD seeks to foster a more inclusive and collaborative learning environment that supports positive student outcomes.|Based on findings from the self-reflection process and analysis of educational partner input, Fillmore Unified School District (FUSD) has identified the need to strengthen engagement with underrepresented families. In response, FUSD will continue to provide dedicated parent/family liaisons at all school sites. These liaisons play a vital role in building trust and positive relationships between school staff and families by offering personalized outreach, case management, parent workshops, and direct support services. To enhance their impact, FUSD will increase training for parent/family liaisons, focusing on culturally responsive practices, effective communication strategies, and community resource navigation. This professional development will be informed by feedback from families and staff, as well as participation data from previous engagement efforts. Additionally, FUSD will expand efforts to identify and share no-cost student enrichment opportunities with families—such as UPK After-Care, ASES after-school programs, online learning tools, and school events—to reduce barriers to participation and increase family involvement in student learning.|Based on analysis of educational partner input and local engagement data, Fillmore Unified School District (FUSD) has demonstrated significant strengths in building partnerships that support student outcomes. Feedback from families, school site councils, and community partners has consistently emphasized the value of collaborative events and targeted student support services. In response, FUSD has expanded partnerships with local organizations such as the Fillmore Fire Department, Boys and Girls Club, Big Brothers/Big Sisters, and the Ventura County Sheriff’s Department to enhance both academic and civic learning opportunities. During the 2024–2025 school year, FUSD collaborated with a community partner to host Family Science Nights at each elementary school, which were well-attended and positively rated in post-event surveys. Additionally, a hands-on STEAM event was held in partnership with California Lutheran University, providing students with engaging, inquiry-based learning experiences. To support historically underserved students, FUSD partnered with the Ventura County Office of Education to offer Migrant Saturday School and a Migrant Speech and Debate tournament at Oxnard College. Participation data showed increased student engagement and confidence in public speaking. FUSD also co-hosted Health and Wellness events with the City of Fillmore at each school site, offering families access to wellness resources and community services. These events were informed by needs assessment data collected through parent surveys and school site feedback. Finally, each school site implemented family engagement activities tailored to local needs, as identified through parent input and participation trends. These events provided families with direct opportunities to influence programs and services that impact student learning and well-being.|Based on analysis of educational partner input and local engagement data, Fillmore Unified School District (FUSD) has identified key areas for improvement in building partnerships that support student outcomes. Feedback collected through parent surveys, school site meetings, and community forums indicates a need for more consistent and accessible opportunities for families and community members to engage with school staff and district leadership. To address this, FUSD is prioritizing the expansion of structured engagement opportunities where families can share ideas, provide feedback on district initiatives, and collaborate on strategies to support student success. This includes improving communication channels, increasing the frequency of interactive events, and ensuring that engagement opportunities are inclusive and responsive to the diverse needs of the community. Additionally, FUSD is focusing on strengthening the home-to-school connection by increasing family engagement in academic and enrichment activities. This effort is informed by local data showing that stronger family involvement correlates with improved student attendance, behavior, and academic performance. The district will use ongoing feedback to refine existing programs and ensure they are effectively meeting the needs of students and families.|Based on findings from the self-reflection process and analysis of local engagement data, Fillmore Unified School District (FUSD) has identified the need to strengthen outreach to underrepresented families, including Newcomer, Migrant, Homeless, and Foster Youth families. To improve engagement and build stronger partnerships for student outcomes, FUSD will implement targeted strategies informed by educational partner input. FUSD will expand communication efforts through multilingual online platforms, social media, and direct outreach to ensure families receive timely and accessible information. The district will also increase training for parent and family liaisons, equipping them with tools to better support families in navigating school systems and accessing academic resources. To provide more personalized support, a district counselor will continue to serve as a direct point of contact for underrepresented families, coordinating services and connecting them with essential community resources. This role is informed by engagement data and feedback indicating that families benefit from consistent, trusted support personnel. These actions are designed to reduce barriers to participation, increase family voice in decision-making, and ultimately improve student outcomes through stronger, more inclusive partnerships.|Based on analysis of educational partner input and local data, Fillmore Unified School District (FUSD) has demonstrated strong progress in seeking input for decision-making. Through regular engagement with families via School Site Councils (SSC), English Learner Advisory Committees (ELAC), Migrant Family Meetings, and the District English Learner Advisory Committee (DELAC), FUSD ensures that families have meaningful opportunities to provide input on school and district initiatives. These forums allow families to review student achievement data, offer feedback, and collaborate with staff in shaping district goals and services. FUSD also hosts twice-monthly public school board meetings, which include published agendas, opportunities for public comment, and translation services to ensure accessibility for all families. These meetings serve as an additional platform for community voice in district decision-making. To further support inclusive engagement, each school site is staffed with a bilingual parent/family liaison who facilitates two-way communication between families and school staff. These liaisons assist families with navigating online platforms, completing required forms, and staying informed about school and district events. They also play a key role in gathering family input and ensuring it informs site-level planning and decision-making.|Based on analysis of educational partner input and local survey data, Fillmore Unified School District (FUSD) has identified the need to expand and strengthen opportunities for families and educational partners to participate in decision-making processes. Feedback from parent surveys and advisory committee discussions indicated a desire for more frequent and accessible input opportunities related to academic programs, student and family needs, and district initiatives. To address this, FUSD will increase structured opportunities for input through expanded use of site and district-level committees, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), and the District Advisory Committee (DAC). The district will also enhance outreach efforts by utilizing parent/family liaisons at each school site to support communication and engagement with families, particularly those who may face barriers to participation. Additionally, FUSD will administer targeted surveys throughout the year to gather timely feedback on key initiatives and services. These efforts aim to ensure that decision-making is informed by a broad and representative range of voices from the school community.|Based on the self-reflection process and analysis of educational partner input and local data, Fillmore Unified School District (FUSD) has identified the need to improve engagement with underrepresented families in decision-making. Feedback from surveys and advisory committees indicated that while opportunities for input exist, barriers such as language, access to technology, and scheduling continue to limit participation for some families. To address this, FUSD will continue to hold regularly scheduled District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), and Migrant Parent/Family meetings, rotating locations to improve accessibility across the community. These meetings will continue to serve as key forums for sharing information and gathering feedback. To further support engagement, FUSD will provide internet hotspots and student devices to families in need, ensuring equitable access to digital communication and input opportunities. Site-based parent/family liaisons will play a central role in building trust, facilitating communication, and supporting underrepresented families in navigating school and district systems. Additionally, the district counselor will continue to offer direct support to connect families with both school and community services. FUSD will also strengthen and diversify communication strategies—both online and in-person—to ensure that messages are culturally responsive, linguistically accessible, and tailored to the needs of underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-03|2025
56724620000000|Hueneme Elementary|3|Based on the provided ratings of 4 for each area, HESD is making significant progress in building relationships between school staff and families.  Current Strengths and Progress in Building Relationships Between School Staff and Families  1. Developing the Capacity of Staff: HESD has successfully enhanced the ability of its administrators, teachers, and classified staff to build trusting and respectful relationships with families. This is evidenced by the rating of 4, indicating a strong focus on professional development and training programs emphasizing the importance of trust, respect, and collaboration with families. Staff will continue to engage in ongoing training and support to engage with families and effectively foster a positive school climate.  2. Creating Welcoming Environments: HESD has made notable progress in creating welcoming environments for all families within the community. The consistent rating of 4 suggests that schools implement inclusive practices and ensure all families feel valued and accepted. Initiatives such as culturally responsive signage, welcoming events, and the presence of family liaisons who help bridge any gaps between the school and the community have proven successful.  3. Supporting Staff to Learn About Families: HESD actively supports staff in understanding each family's strengths, cultures, languages, and goals for their children. A rating of 4 indicates that staff members are equipped with the necessary tools and resources to engage with families more deeply, acknowledging and valuing students' diverse backgrounds. Strategies involve cultural competency training, multilingual communication, and personalized family outreach efforts.  4. Engaging in 2-Way Communication: HESD has also developed multiple opportunities for 2-way communication between families and educators using accessible and understandable language. A rating of 4 reflects strong efforts in creating effective communication channels, such as parent-teacher conferences, regular newsletters, multilingual communication platforms, and feedback surveys. These efforts ensure that families are informed and have avenues to voice their opinions and contribute to decision-making processes.|Based on the analysis of educational partner input and local data, HESD shows substantial progress in building relationships between school staff and families; there are always areas where further improvement can enhance these relationships even more.  Focus Areas for Improvement  1. Enhanced Cultural Competency and Sensitivity Training: While HESD is making good progress, there is always room to deepen the understanding and sensitivity towards the diverse cultural backgrounds of families. Offering more advanced and ongoing cultural competency training could help staff better navigate and honor the complexities of different cultures, thereby strengthening relationships and trust.  2. Personalized Family Engagement Strategies: Although general efforts to create welcoming environments are successful, more personalized engagement strategies are needed. Tailoring approaches to meet the unique needs of different families, particularly those from marginalized or underrepresented communities, could ensure more inclusive and effective participation.  3. Increased Family Leadership Opportunities: Creating more opportunities for families to take on leadership roles within the school community can further enhance engagement and investment. Establishing strong parent advisory councils, family-led workshops, or other leadership initiatives could empower families and give them a stronger voice in school affairs.  4. Strengthening Feedback Mechanisms: While 2-way communication is already a focus, enhancing the mechanisms for collecting and acting on family feedback can be beneficial. Ensuring that feedback is collected and visibly acted upon can reinforce families' trust and demonstrate HESD's commitment to continuous improvement based on their input.  5. Strengthening Community Partnerships: Building stronger partnerships with local community organizations can enhance the support network available to families. Collaborating with community groups that families already trust can extend the reach and impact of HESD's engagement efforts.|Based on the analysis of educational partner input and local data, HESD has identified the need to improve engagement with underrepresented families.  Strategies to Improve Engagement of Underrepresented Families  1. Targeted Outreach and Communication: HESD will continue developing and implementing targeted outreach programs to engage underrepresented families. This includes using culturally relevant communication methods and ensuring all information is accessible in multiple languages. Outreach efforts will include personalized invitations to school events, regular check-ins through preferred communication channels, and dedicated staff to liaise with these families.   2. Creating Inclusive School Events: HESD will continue to design school events that are inclusive and welcoming to all families, particularly those who are underrepresented. This includes organizing events at different times to accommodate various schedules, providing transportation and childcare, and ensuring events are culturally relevant and sensitive to the needs of diverse families.  3. Empowering Family Leadership: HESD will continue to create opportunities for underrepresented families to take on leadership roles within the school community. This will involve opportunities for these families to voice their concerns, provide feedback, and participate in decision-making.  4. Providing Additional Resources and Support: Recognizing that underrepresented families may face unique challenges, HESD will continue to offer additional resources and support to these families. This includes access to technology, educational materials, and information on community services. This strategy will also include workshops on navigating the school system, understanding academic expectations, and supporting children's learning at home.  5. Enhancing Feedback Mechanisms: HESD will continue to improve its feedback mechanisms to ensure that the voices of underrepresented families are heard and valued. The district will ensure that feedback is collected and acted upon, demonstrating a commitment to addressing these families' concerns and suggestions.|HESD demonstrates notable strengths and progress in building partnerships for student outcomes.  Current Strengths and Progress in Building Partnerships for Student Outcomes  1. Professional Learning and Support: HESD has made significant progress in providing professional learning, which enhances its capacity to partner with families. Our rating of 4 reflects our robust training programs and resources to improve family engagement practices. This includes workshops, seminars, and ongoing professional development opportunities focusing on effective communication, cultural competency, and collaborative strategies.  2. Providing Information and Resources to Families: HESD has effectively provided families with the necessary information and resources to support student learning and development at home. With a rating of 4, it is evident that HESD is committed to equipping families with educational materials, workshops on supporting homework and learning activities, and access to online resources.  3. Policies and Programs for Teacher-Family Meetings: HESD has implemented successful policies and programs that facilitate regular meetings between teachers, families, and students to discuss student progress and collaborate on strategies to improve student outcomes. A rating of 4 reflects that these initiatives are well-established and effectively encourage meaningful interactions.|Based on the analysis of educational partner input and local data, HESD has identified several focus areas for improvement in building partnerships for student outcomes.  Focus Areas for Improvement  1. Enhancing Support for Families to Understand and Exercise Their Legal Rights: While the LEA is progressing in this area, we marked a slightly lower rating of 3, indicating room for improvement. HESD will focus on: * Improving Accessibility of Information: Ensuring that information about legal rights and advocacy is clear, accessible, and available in multiple languages. * Increasing Outreach Efforts: Conduct more outreach to inform families about their legal rights through workshops, informational sessions, and collaboration with community organizations.  2. Increasing the Scope of Resources Provided to Families: Though HESD has made good progress in providing resources to support student learning at home, continuous improvement is essential. * Diversifying Resources: Providing a more comprehensive range of resources that cater to different learning styles and needs, including digital tools, hands-on materials, and community-based resources. * Tailoring Support: Offering more tailored resources and support based on individual family needs and circumstances, which can be identified through regular surveys and feedback mechanisms.  3. Fostering Greater Family Involvement in Decision-Making: Increasing family involvement in school decision-making processes leads to better student outcomes. * Creating More Opportunities for Involvement: Establishing more formal roles and opportunities for families to participate in school committees, advisory boards, and other decision-making bodies. * Building Capacity for Advocacy: Providing training and resources to help families develop advocacy skills and effectively participate in school governance.|Based on the analysis of educational partner input and local data, HESD has identified the need to improve engagement with underrepresented families.  Strategies to Improve Engagement of Underrepresented Families  1. Personalized Outreach and Communication: HESD will continue to implement targeted outreach initiatives tailored to the needs of underrepresented families. * Multilingual Communication: Ensuring all communication is available in multiple languages to accommodate non-English-speaking families. * Culturally Relevant Outreach: Using culturally appropriate methods to reach out to families, such as the community liaisons who understand the cultural nuances and can build trust.  2. Enhanced Support for Understanding and Exercising Legal Rights: To help underrepresented families better understand and exercise their legal rights, HESD will continue to: * Provide Clear, Accessible Information: Distribute information about legal rights in straightforward language and multiple formats (print, digital, workshops). * Offer Legal Advocacy Workshops: Host workshops and informational sessions with community organizations to educate families on their rights and how to advocate effectively for their children.  3. Increase Access to Resources and Support: HESD will continue to ensure that underrepresented families can access the necessary resources to support their children's education.  4. Fostering Family Leadership and Involvement: Ensure that our advisory councils include representatives from underrepresented groups to ensure their voices are heard.|Based on the ratings of 4 for each area, HESD is making substantial progress in seeking input for decision-making.  Current Strengths and Progress in Seeking Input for Decision-Making  1. Building Capacity and Supporting Principals and Staff: HESD continues to effectively build the capacity of principals and staff to engage families in advisory groups and decision-making processes. Our high rating reflects that training and support systems are in place to ensure school leaders and staff can facilitate meaningful family participation.  2. Building Capacity and Supporting Family Members: HESD has been equally successful in supporting family members' effective engagement in advisory groups and decision-making. We strive to provide parent training and resources to aid them in understanding their roles, the decision-making process, and how to contribute constructively.  3. Providing Opportunities for Input from All Families: HESD excels in offering all families opportunities to provide input on policies and programs. Our rating of 4 reflects that we employ inclusive strategies to reach diverse and underrepresented groups within the school community. We ensure that all voices are heard and considered in the decision-making process.|Based on the analysis of educational partner input and local data, HESD has identified several focus areas for improvement in seeking input for decision-making.  Focus Areas for Improvement  1. Enhancing the Diversity of Advisory Groups: While HESD has made significant progress, there is room to improve the diversity within advisory groups. * Targeted Recruitment: Actively recruiting members from underrepresented communities to ensure that advisory groups reflect the diversity of the school population. * Creating Inclusive Environments: Ensuring advisory group meetings are held at accessible times and locations.  2. Increasing Awareness and Understanding of Decision-Making Processes: To improve family engagement in decision-making, HESD will focus on increasing families' awareness and understanding of these processes: * Educational Workshops: Offering workshops that explain how decision-making processes work, the role of advisory groups, and how families can effectively participate. * Transparent Communication: Regularly communicating the outcomes of advisory group meetings and how family input has influenced decisions.  3. Strengthening Feedback Mechanisms: Improving how feedback is collected and used in HESD enhances the decision-making process: * Regular Surveys and Focus Groups: Conduct more frequent surveys and focus groups to gather input from a broader range of families, especially those who are typically less engaged. * Closing the Feedback Loop: Ensuring that families receive updates on how their feedback has been considered and the actions taken.|Based on the self-reflection ratings and analysis of educational partner input and local data, HESD continually demonstrates a strong foundation in building capacity and supporting family engagement in various aspects of decision-making. We will continue to seek avenues for improvement, particularly in reaching and involving underrepresented families.  1. Targeted Outreach and Communication * Culturally Relevant Messaging: Tailor messages to resonate with different cultural backgrounds, making information more relatable and accessible. * Use of Various Platforms: To reach a broader audience, utilize diverse communication platforms such as social media, community radio, local newspapers, and text messaging.  2. Partnerships with Community Organizations Collaborate with Local Organizations: Partner with community organizations and associations with established relationships with underrepresented families.   3. Inclusive Decision-Making Structures Diverse Representation: Ensure that advisory groups and decision-making bodies reflect the diversity of the student population. Proactively recruit members from underrepresented groups.|4|4|4|4|4|4|4|3|4|4|4|4|Met||2025-06-09|2025
56724700000000|Mesa Union Elementary|3|Mesa Union School Districts takes great pride in providing a welcoming and supportive environment for parents and families. Mesa Union is a small school with multiple generations of families attending back to its founding in 1939. There have been several strategies Mesa has employed to develop stronger ties with families. One such strategy entails Mesa Union leveraging technology to increase communication and engagement with district families. Mesa Union currently utilizes ParentSquare as a two-way communication platform and regularly uses social media platforms to share  Events have also been scheduled which help promote community, inclusion and information. These include, TK/K and middle school orientations, middle school showcase, and various other informational events. Additionally, the District has scheduled consistent meetings via Zoom for important informational updates.  Mesa Union has also continued to support language access (interpretation/translation) initiatives by hiring bilingual/biliterate staff. Specifically, Mesa Union has continued staffing of a Bilingual Family Liaison who is also bilingual/biliterate. This position has been critical to providing language access (interpretation/translation) to parents and families at online/in-person events and through written communication. This position also allowed for committees and family groups to gain greater access to information and for the district to reach a greater number of Mesa parents and families, as well.   Another strategy that led to significant parent/family engagement was the District's support of partner's fulfilling the District's updated Volunteer Policy. The District has sponsored a volunteer program with well over 85 regular school volunteers, including classroom volunteers, event volunteers, athletic coaches and club sponsors. The district supports volunteers through payment of background checks in order to facilitate participation.  Another important strategy for maintaining partnerships with parents and families was the ongoing support of and collaboration with Mesa Union's Parent Faculty Organization (PFO) group. Mesa Union's PFO has coordinated a number of community-wide events for students, parents/families and community, including various hospitality services for district events.|Based on an analysis of educational partner input and stakeholder data, Mesa Union has continued to dedicate resources and attention to communication with and engagement of district families. The strategies described in the prior section continue to be deepened and refined. In particular, the staffing of the Bilingual Family Liaison has been critical as a link to underrepresented families. Initiatives have been well-received as evidenced by increases in ratings on the annual climate survey (YouthTruth).|Based on an analysis of educational partner input and stakeholder data, Mesa Union will continue to provide language access (interpretation/translation) during school events and in communication. Additionally, Mesa Union continues to acknowledge the institutional barriers that obstruct full participation from underrepresented families, including those that do not have fluency in English. Mesa Union will continue to partner with external agencies to find services for families within the community, including those who may be food insecure or require mental health services.|Mesa Union School Districts has traditionally built and maintained quality relationships with educational partners, including community-based organizations. At present, Mesa Union has developed partnerships with other educational agencies and colleges/universities to promote a college-going atmosphere. Middle school students have participated in educational trips to universities such as UCSB and CSUCI which have extended their learning beyond the classroom. Mesa Union has also retained a School Counselor in order to establish a comprehensive counseling program with a focus on college and career readiness and social-emotional well-being.   Additionally, Mesa Union has a strong partnership with Ventura County Office of Education and Ventura County Schools Business Services Authority who have provided Mesa significant support and resources pertaining to: facilities, mental health, technical guidance and professional learning.|Based upon the analysis of educational partner input and local data, Mesa Union will focus on developing meaningful and authentic partnerships that bring resources, programming and real-world experiences to students and families. Specifically, the following are focus areas for the coming school year: facilities, mental health, professional learning and college/career pathways.|Based upon the analysis of educational partner input and local data, Mesa Union will focus on underrepresented families to gain better access to events, activities and resources derived from existing partnerships with community partners. With the following are focus areas for the coming school year (facilities, mental health, professional learning and college/career pathways), the focus will be on identifying underrepresented families to reap the benefit of those partnerships. In particular, there are plans for increased visits to college campuses and increasing clubs/courses that support college/career pathways into high school where families will receive more information and support.|Mesa Union annually administers a Local Control Accountability Plan and Youth Truth Surveys to collect information regarding the District and its school(s) overall climate and student, parent, and community connectedness. Community partners continue to indicate the importance of outstanding customer service, the need to continually improve organizational communication process and quality, the expectation of provide physical and social emotional healthy and productive school environments, and the need to improve connectedness between students, parents and the district and school(s).  The results of the surveys are shared in very intentional and focused ways with certificated and classified staff, families and board of education. Survey results are also shared with students, specifically middle school students. Middle school students are also invited to participate in focus groups to analyze YouthTruth results from prior year and provide input on actions that can make a difference toward identifying areas of strength, as well as areas of improvement.  During the 2022-2023 school year, Mesa Union also transitioned to quarterly student climate surveys and collaborated with a student Focus Group to discuss the results. In 2023-2024, Mesa Union implemented committees to increase input and decision-making: MTSS Committee and ScoreCard Committee. Both of these committees assisted in furthering and deepening the implementation of the Mesa Union Framework for the Future and Learner Profile. The Framework for the Future is a foundation for learning that focuses on the characteristics and competencies students should be able to develop and demonstrate by the time that students leave Mesa Union in 8th grade.|Based on the analysis of educational partners input and local data, Mesa Union will focus on further development of committees comprised of community partners to determine priorities and implementation of new initiatives. Mesa Union will also look for additional ways of acquiring input, including Google surveys.|Based upon the educational partner input and local data, Mesa Union will seek to become more intentional and purposeful in working with underrepresented families. As a small school district, Mesa has always been able to maintain great personal relationships with families, which can be used to invite and welcome them to participate more fully in district committees and working groups.|5|4|5|4|4|4|4|4|4|4|4|4|Met||2025-06-12|2025
56724705630363|Golden Valley Charter|3|Golden Valley Charter School (GVCS) was founded on respecting and valuing parent choice and input; giving families a chance to tailor an educational program to fit their children’s individual needs in a homeschool environment. Working closely with GVCS credentialed teachers, the Education Facilitator (EF), families take the opportunity to teach lessons based on the child’s academic ability and style of learning. Due to the nature of our program, GVCS is continuously building relationships between school staff and families. According to the 2024-25 GVCS Parent/Guardian Survey, 98% of families feel valued by GVCS as an important partner in our school. Additionally, 98% of GVCS families feel connected to GVCS, and 99% reported that the GVCS staff responds quickly to family phone calls, emails, and/or texts. Based on this analysis, GVCS has a strong relationship between school staff and families.|To strengthen relationships with our families, Golden Valley Charter School will prioritize clear, accessible communication that ensures all families feel informed and included. Additionally, the 2024-25 GVCS Parent/Guardian survey gathered input from families about which areas to focus on for next school year. The top three areas families reported to focus on included: Offering in-person activities for students (54%); Offering in-person opportunities for families (51%); and providing additional services for high school students (32%). Families also suggested offering parent workshops, which would create more opportunities for engagement and help strengthen the partnership between school staff and families through shared learning and collaboration.|Golden Valley Charter School (GVCS) is committed to increasing engagement among underrepresented families by actively inviting them to participate in a variety of school opportunities, including in-person events, parent/guardian workshops, and other community-building activities. These families are encouraged to attend town hall and board meetings to share their perspectives. Through these efforts, GVCS aims to foster stronger connections between underrepresented families and school staff.|Due to the nature of GVCS’s design, our most significant collaboration is with our families and students. GVCS credentialed teachers are trained to partner with families in order to support student learning and outcomes in the home. Additionally, GVCS requires that families have a strong stake in the education of their children. GVCS offers families the opportunity and flexibility to design a standards-based, individualized learning plan, and will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.|Based on the 2024-25 Parent/Guardian Survey, 99% of parents/guardians reported that GVCS demonstrates caring, concern, and high expectations for students. Additionally, parents/guardians reported that 90% of their GVCS students feel connected to the school. To strengthen that connection and deepen the partnership between students and the school, GVCS will continue to offer more in-person activities for students next school year. These opportunities will help nurture relationships between students and school staff, building on the existing sense of connection.|Based on the analysis of educational partner input and local data, Golden Valley Charter School will improve engagement of underrepresented students and families by increasing in-person opportunities, such as school events, student showcases, and family gatherings. These activities are designed to strengthen relationships and build meaningful partnerships between underrepresented families and school staff, ultimately supporting improved student outcomes.|Golden Valley Charter School (GVCS) maintains consistent communication with educational partners through staff and administrative outreach. All educational partners are invited to participate in decision-making by attending in-person or virtual meetings, completing surveys, joining town halls, responding to ParentSquare announcements, emailing, calling, or attending Governing Board meetings. GVCS remains committed to offering multiple, accessible opportunities for input, especially from underrepresented families to inform policies and program development and to strengthen the decision-making process.|Based on the analysis of educational partner input and local data, Golden Valley Charter School (GVCS) will expand opportunities for meaningful engagement by increasing the number of town hall meetings and developing advisory groups, including student advisory groups.|All families, including those from underrepresented groups, will have opportunities to contribute to decision-making at GVCS by participating in in-person or virtual meetings and town halls, completing surveys, responding to ParentSquare announcements, sending emails, making phone calls, and attending GVCS Governing Board meetings.|5|5|5|4|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
56725040000000|Mupu Elementary|3|In the 2024-25 school year, strengthening relationships with families remained a central focus for Mupu Elementary School District. The district prioritized improving communication, gathering parent input, and creating meaningful opportunities for family engagement. Parent participation was encouraged through dedicated input meetings focused on facilities planning and LCAP development. Additionally, a family interest survey was distributed to gather feedback on the types of family activities parents preferred. This feedback directly informed the scheduling of family nights and events for the 2024-25 school year, ensuring alignment with parent interests and maximizing participation. These events were well attended, reflecting the value of intentional engagement efforts.  To maintain regular and effective communication with families, the district implemented weekly messages through ParentSquare, providing important updates, reminders, and a preview of the following week’s events. This consistent outreach has been instrumental in keeping families informed and connected to school activities. Additionally, teachers have expanded the use of two-way communication platforms such as ClassDojo to provide real-time updates on student progress, classroom activities, and behavior, fostering a stronger home-school connection.  The 2024 CHKS Parent Survey data showed that 65% of parents feel the school encourages them to be active partners in their child’s education, while 71% reported feeling welcomed and connected to the school. While these results show growth, they also indicate areas where continued effort is needed to deepen family-school partnerships. As a result, increasing parent engagement remains a focus for the upcoming year, with plans to continue refining communication strategies and expanding opportunities for meaningful involvement.  The district also administered a local climate survey to both parents and students to gather additional data on perceptions of connectedness, school culture, and areas for improvement. Results from these surveys, along with student focus group feedback, are being used to inform strategies under LCAP Goal 2, which aims to create a welcoming, safe, and engaging learning environment.  In alignment with these efforts, the school continues to prioritize programs that build student and family connections, such as after-school sports, clubs, and enrichment activities. Parent attendance at school events has steadily increased, reflecting growing engagement and satisfaction with the types of opportunities provided. Looking ahead, Mupu remains committed to enhancing these connections by utilizing parent and student feedback to shape programming, fostering a school culture where every family feels valued, involved, and supported.|Based on the analysis of educational partner input, CHKS and local climate surveys, and LCAP stakeholder feedback, Mupu Elementary School District has identified key focus areas for improvement in building relationships between school staff and families. While parents indicated moderate satisfaction—65% feel encouraged to be active partners and 71% feel welcomed—there is a need for deeper engagement, broader participation, and more consistent two-way communication.  The district will strengthen communication to ensure families feel informed, valued, and connected. Weekly messaging via ParentSquare provides timely updates, but educational partners expressed the need for more interactive communication. Teachers are encouraged to use platforms like Class Dojo for two-way, real-time updates on student progress and classroom activities to foster direct connections with families.  Additionally, the district will expand opportunities for parent input on school programs and decision-making. Surveys in 2024-25 showed parents want more say in shaping school activities and climate. Mupu will offer more input sessions on topics like facilities planning, discipline policies, and academic supports, ensuring feedback directly informs priorities and LCAP development.  Improving the variety of family engagement events is another priority. Survey responses highlighted a desire for more culturally relevant and diverse activities. Mupu has scheduled family nights and enrichment events tailored to these preferences to increase participation and strengthen school community bonds.  The district also recognizes the importance of maintaining a welcoming school environment. Feedback from parents and the Safety and Restorative Practices Committees emphasized the need for continued staff training on customer service, cultural responsiveness, and inclusive practices. Mupu plans to provide targeted professional development to enhance staff skills in relationship building and effective communication.  Finally, Mupu will continue to use local data, including annual climate surveys, to monitor progress in family engagement and connectedness. This data-driven approach ensures strategies remain responsive to evolving community needs.  In summary, the district’s focus areas include enhancing two-way communication, expanding parent input, diversifying family events, fostering a welcoming environment, and using data for continuous improvement. These priorities align with LCAP Goal 2 and reflect Mupu’s commitment to building stronger, more collaborative relationships between school staff and families.|Building on last year’s efforts, Mupu Elementary School District continues to prioritize the engagement of underrepresented families, particularly Spanish-speaking and English Learner (EL) families, as identified through the self-reflection process and educational partner input. With a bilingual administrator leading the district, parents have increasingly expressed comfort in approaching school leadership with concerns and questions. To further improve engagement, the district will formally establish an EL Parent Committee in the 2025-26 school year. This committee will provide a dedicated space for EL families to give input on school programs, services, and student supports, ensuring their voices directly inform decision-making processes, including LCAP priorities.  All school communications continue to be sent in both English and Spanish via ParentSquare to ensure accessibility. In addition to written communication, the bilingual administrator provides real-time translation during parent meetings, conferences, and events to ensure parents fully understand discussions related to their child's progress and school initiatives.  To deepen these efforts, the district will invite EL families to targeted engagement events designed to both inform and connect them with resources, including information on reclassification, academic supports, and the ELPAC. Mupu will also provide additional parent education opportunities focused on navigating the school system, understanding academic expectations, and supporting student learning at home.  Feedback from the local climate survey and parent input sessions revealed a desire for more culturally relevant activities and family nights that reflect the backgrounds of underrepresented families. In response, Mupu will include culturally inclusive events on the 2025-26 calendar to strengthen the connection between families and the school community.  Through these actions, Mupu aims to improve participation, communication, and representation of underrepresented families, ensuring equitable access to information and engagement opportunities across the school community.|Mupu Elementary School District continues to strengthen its partnerships with families to support student outcomes. The school holds an early parent conference week at the start of the year to discuss each child’s academic progress, set expectations for the new grade level, and establish clear communication pathways between home and school. Throughout the year, teachers maintain consistent contact with parents when students are struggling, ensuring timely interventions and support.  School Success Team (SST) meetings are regularly convened with staff and families to collaboratively develop support plans tailored to student needs, reinforcing a shared responsibility for student growth. Teachers remain accessible after school and are available to meet with parents as concerns arise, whether academic or behavioral. In addition, teachers utilize Class Dojo and other communication tools for ongoing updates on student progress, further enhancing transparency and partnership.  These practices, combined with the district’s emphasis on two-way communication and increased parent engagement opportunities, have strengthened collaboration between families and educators, promoting better outcomes for all students.|Based on educational partner input and local data, Mupu Elementary School District has identified several focus areas for improving partnerships for student outcomes. This year, the district developed and piloted a new standards-based report card designed to more accurately communicate student progress to parents. Following this trial year, teachers have provided feedback and suggested edits to refine the report card for the coming year, ensuring it is clear, informative, and aligned with instructional standards.  Additionally, the district is creating a formal communication plan with staff to establish consistent expectations for when and how teachers communicate student progress, both academically and behaviorally. This will help prevent parents from feeling surprised by any lack of progress and promote a stronger partnership between home and school.  Teachers continue to use Class Dojo to keep parents informed about classroom updates, academic progress, and behavior. The district is also making a concerted effort to ensure that all families are aware of and utilizing ConnectEd to access real-time information about their child’s academic performance and attendance.  To further strengthen the home-school connection, the district will launch a new Parent Night focused on PBIS strategies called “HEART at Home.” This training will equip parents with tools and strategies aligned with the school’s HEART guidelines to support positive behavior and social-emotional development at home. These efforts reflect Mupu’s ongoing commitment to building strong, collaborative partnerships that enhance student success.|To improve engagement of underrepresented families, particularly Spanish-speaking and EL families, Mupu Elementary School District will formalize an EL Parent Committee that meets entirely in Spanish. This committee will provide families with targeted information on how to understand the new standards-based report card, monitor student progress, and effectively communicate with teachers when concerns arise. Meetings will also provide guidance on accessing academic resources, understanding legal educational rights, and navigating tools like ConnectEd for academic and attendance information. These efforts aim to empower families to actively support their children’s academic success and strengthen partnerships between home and school.|Mupu Elementary School District continues to demonstrate strength in seeking input for decision-making through multiple avenues of parent and community engagement. Surveys were distributed to gather input on family interests, school climate, and priorities for the 2025-26 LCAP. The district held input meetings at various times to accommodate different family schedules and encourage broader participation. A strong partnership remains with the Mupu Parent Club, which plays an active role in providing feedback and collaborating with the school on family engagement events and priorities.  Despite these efforts, both the school and the Mupu Parent Club recognize the ongoing challenge of increasing participation from a wider range of families. Together, they are exploring new strategies to boost stakeholder involvement, including the addition of targeted outreach to underrepresented families through the new EL Parent Committee. The district also gathered input from students through climate surveys and middle school focus groups, ensuring that student perspectives inform decision-making. These ongoing efforts reflect Mupu’s commitment to inclusive engagement that shapes school initiatives and continuous improvement efforts.|Based on educational partner input and local data, Mupu Elementary School District’s focus areas for improvement in seeking input for decision-making include increasing parent participation in advisory committees and input sessions. While survey feedback has helped the school plan engaging family nights aligned to parent interests, the district will now integrate opportunities at these events to share information about the value of parent voice in decision-making processes like the LCAP and site planning.  Additionally, with the continued presence of the bilingual administrator, the district aims to build stronger relationships with underrepresented families by ensuring that input opportunities, such as the new EL Parent Committee, are accessible and welcoming. Mupu also plans to increase promotion and awareness of opportunities like School Board meetings, LCAP input sessions, and the Mupu Parent Club through ParentSquare and personal outreach, ensuring families understand how their feedback can directly impact school decisions. These efforts are intended to grow the number of families actively participating in shaping school priorities and programs.|To improve engagement of underrepresented families in decision-making, Mupu Elementary School District will continue developing the EL Parent Committee, which meets entirely in Spanish to ensure accessibility for bilingual families. These meetings are designed to inform families about school programs, academic expectations, and available resources, while empowering them to participate actively in school decisions.  This year, the district will intentionally invite committee members to represent the EL parent voice at broader input opportunities, such as LCAP meetings, school site planning sessions, and advisory committees. Additionally, the district will provide information and guidance on the importance of participating in school decision-making during family engagement events like “HEART at Home” nights. By connecting parents to multiple avenues for input, the district aims to ensure that underrepresented families have meaningful opportunities to shape school priorities and policies.|4|4|5|4|4|4|5|3|4|3|4|4|Met||2025-06-18|2025
56725120000000|Ocean View|3|Ocean View School District (OVSD) is recognized as a warm, inclusive, and welcoming community that prioritizes strong, meaningful relationships between school staff and families. The district continues to make measurable progress in building these partnerships, as evidenced by educational partner input gathered through surveys and advisory group feedback. Increased levels of trust and communication have emerged as key strengths. One of OVSD’s notable assets is its diverse and bilingual staff, which families consistently cite as a factor in feeling welcomed, understood, and better informed about their child’s academic progress.  OVSD also places a strong emphasis on providing a balanced approach to family engagement by offering both educational and enriching experiences. Throughout the year, school sites host a wide variety of family engagement events that are well-attended and thoughtfully designed to reflect the needs and interests of the community. District-wide events, such as the STREAM Night, drew high attendance and received overwhelmingly positive feedback from families. In addition, OVSD facilitated a cohort-based learning series for families focused on The 7 Habits of Highly Effective Families, further supporting personal growth and family-school partnerships.  The district’s commitment to family engagement is further demonstrated through dedicated staffing and resources. OVSD employs a full-time Parent Engagement Coordinator, seven full-time school counselors (with one assigned to each elementary site and three serving the junior high), and four school psychologists. These professionals play a vital role in parent outreach, workshops, and classes designed to support student well-being and family involvement.  Finally, educational partner input also reflects strong support for the district’s implementation of Leader in Me, which promotes a culture of shared leadership and student empowerment. Families report that this initiative contributes positively to the overall school climate and supports deeper collaboration between school staff, students, and families.|OVSD recognizes key areas for continued improvement including strengthening two-way communication and hosting more targeted family workshops. One is the need to strengthen two-way communication—particularly with families who may face language barriers and whose primary language is not Spanish, technological, or cultural barriers. While multilingual support and outreach efforts are in place, families have expressed a desire for more personalized and accessible communication strategies that ensure all voices are heard. Additionally, although ParentSquare has been adopted as a central communication platform, it is not yet widely used by all families. Educational partner feedback indicates that more training and ongoing support are needed to help families fully access and engage with the platform. In addition, survey data also identified a clear need for more targeted family workshops on key issues impacting student well-being such as bullying and cyberbullying. In response, OVSD is exploring ways to increase family-facing education and support in these areas, along with broader efforts to promote social-emotional learning and school connectedness. Families also expressed interest in additional opportunities to engage in their child’s learning and school experience through more frequent and varied activities.|Based on the analysis of educational partner input and local data, the LEA recognizes the need to improve engagement with underrepresented families, including those of students with disabilities, foster youth, newcomers, and families facing access barriers. To address this, the LEA will implement targeted outreach strategies that include culturally responsive communication and personalized engagement approaches.  The district plans to expand partnerships with community organizations and cultural liaisons to build trust and reduce barriers to participation. Additionally, the LEA will offer flexible meeting times, varied communication methods, and accessible events to accommodate diverse family schedules and preferences.  By prioritizing these actions, the LEA aims to create stronger, more inclusive relationships with all families, ensuring equitable opportunities for meaningful involvement in their children’s education.|Based on educational partner input and local data, the Ocean View School District (OVSD) continues to make strong progress in building partnerships that support student outcomes. A key strength is the district’s collaboration with external organizations to enhance learning opportunities both during and beyond the school day.  OVSD partners with the Boys and Girls Club to provide enriching after-school programs that support academic growth, social development, and student engagement. The district is also in the process of re-establishing a relationship with the local military base to better support the unique needs of students from military families and to foster a sense of connection between schools and the military community.  Additionally, OVSD has built valuable partnerships with community organizations to bring high-interest, academic enrichment experiences, such as engineering, math, and science activities to school sites. These programs are integrated into family engagement events and student learning nights, helping to strengthen home-school connections while reinforcing core academic skills in dynamic, hands-on ways. These partnerships reflect the district’s ongoing commitment to leveraging community resources to enhance student learning and well-being, while also supporting families as active participants in their children’s education.|Based on the analysis of educational partner input and local data, the Ocean View School District (OVSD) has identified continued development of community partnerships as a focus area for improvement in building partnerships for student outcomes. While current collaborations have positively supported student learning, OVSD is committed to expanding these partnerships to further address ongoing academic and social-emotional needs.  A particular area of focus is strengthening support for technology use as a tool for parents to support their student's learning. Although the district provides internet access to families in need, feedback indicates that additional training and support are necessary to ensure students and families can fully utilize digital tools and platforms. OVSD is working to build relationships with local organizations that can enhance these efforts and provide technology literacy support to those families who may need it.  By deepening its network of community partnerships, OVSD aims to ensure every student has equitable access to the resources, experiences, and supports needed to thrive academically and socially.|Based on the analysis of educational partner input and local data, the Ocean View School District (OVSD) is focused on improving engagement with underrepresented families by strengthening partnerships that support student learning and access to resources. One key area is expanding technology support. While the district provides internet access to families in need, feedback indicates that more training is needed to help families confidently use digital tools that support learning. In response, OVSD is planning a series of technology workshops this year to build digital literacy and improve family-school communication.  The district is also increasing the number of family engagement events that promote shared learning experiences between students and their families. These events are designed to be inclusive, culturally responsive, and accessible to all families. Additionally, OVSD is refining its Multi-Tiered System of Supports (MTSS) to include earlier and more meaningful parent input, especially for students receiving targeted interventions.  To further support these efforts, the Leader in Me program will be used to enhance the quality of family engagement and promote shared leadership. Through these actions, OVSD aims to build more equitable and effective partnerships that support positive outcomes for all students.|Based on the analysis of educational partner input and local data, the LEA demonstrates steady progress in building the capacity of principals, staff, and family members to effectively engage in advisory groups and decision-making processes. The district is particularly strong in hosting participatory and interactive parent meetings, which are collaborative and provide meaningful opportunities for parent and caregiver voices to be heard. Our district has established consistent opportunities for families to provide input on policies and programs, with ongoing efforts to reach and include underrepresented groups. Additionally, collaborative planning and evaluation of family engagement activities involving families, teachers, principals, and district administrators occur regularly at both school and district levels. While these efforts reflect positive momentum, we recognize the need to further strengthen these partnerships to ensure more robust and equitable family engagement across all communities.|The LEA’s primary focus area for improvement in Seeking Input for Decision-Making is increasing parent participation in district and school site committees. Although the district has strong participatory and interactive parent meetings, a challenge remains in engaging a sufficient number of parents willing to take on formal decision-making roles. In response, the district is working to establish a dedicated community district advisory council to expand opportunities for family and community input. Additionally, the district is prioritizing strategies to boost involvement by integrating short decision-making discussions into existing parent nights and engagement activities, making participation more accessible and manageable for families. This targeted effort aims to broaden family representation and ensure more diverse voices contribute to important policy and program decisions.|To improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, the LEA will build on last year’s commitment to using the Leader In Me framework to better engage all families in Ocean View. This includes shifting practices, expanding family engagement opportunities, and increasing shared leadership across the district. Specifically, the district is addressing the challenge of low parent participation in formal decision-making roles by integrating short decision-making discussions into existing parent nights and engagement activities, making it easier and more accessible for families to participate. In addition, the district is working to establish a dedicated community district advisory council aimed at expanding outreach and ensuring more diverse family and community voices are included in school and district decisions. These efforts together are designed to strengthen partnerships and create more inclusive and equitable opportunities for all families to contribute meaningfully to the decision-making process.|4|4|4|4|3|4|4|4|4|3|3|3|Met||2025-06-24|2025
56725200000000|Ojai Unified|3|The district measures its progress by (1) seeking input from parents in decision-making and (2) promoting parental participation in programs. All sites in the District have a strong capacity to offer engaging opportunities for educational partners to provide input.|The LEA's improvement plan includes increasing authentic opportunities for community partners to participate in the LCAP and other important programs or projects through input meetings, surveys and other methods.|he District utilizes communication software with the ability to translate to multiple languages. Additionally, the District has increased translation resources. The District, in recent years, has a hired a bilingual student and family support coordinator who reaches out directly to families to offer support and resources.|"The District utilizes Canvas in 6-12th grade to ensure families are connected to daily student progress academically. In the elementary program, educators changed all the report card language to be in student and family friendly language as ""I can"" statements. This helps develop understanding and partnership for mastery of standards."|The District has a plan to increase engagement of families supporting their students in order to increase outcomes in mathematics. This began last year and will increase this year. There is an action item in the LCAP outlining this goal.|The District will continue to offer translation services, recruit bilingual staff and offer multiple language communication.|The District actively communicates with families in multiple languages to invite them to participate in providing input for decision-making. The District does so through a variety of means including ParentSquare, Surveys and Meetings.|The District will offer specialized meetings on certain topics of interest in order to attract more partners in providing more input. Additionally, the District will continue to investigate ways to enhance educational partner feedback and input.|The District will increase input by underrepresented families by continuing to attract and recruit bilingual staff, offering meetings that are individualized and by communicating in multiple languages.|4|4|5|5|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
56725205630405|Valley Oak Charter|3|Valley Oak Charter’s greatest strength in building relationships between school staff and families lies in its deeply rooted culture of connection and trust. Educational partner input, including parent surveys and ongoing feedback through meetings and conferences, consistently highlights the welcoming and respectful environment created by our staff. Families feel seen, valued, and supported—an essential foundation for student success in a hybrid independent study model.  Our most recent family survey results underscore this strength: 100% of parents responded positively to the statement “VOC is a welcoming learning community,” with 59% strongly agreeing and 41% agreeing. This reflects our intentional efforts to build community and create space for every family voice to be heard.  Progress has been made in expanding opportunities for two-way communication, including increased frequency of parent-teacher check-ins, more accessible learning log meetings, and targeted outreach to families who may need additional support. Staff also receive guidance on building partnerships with families that honor their unique strengths, cultures, and educational goals.  Valley Oak Charter remains committed to strengthening family-school relationships through transparency, open dialogue, and shared responsibility for each student’s growth and well-being.|Valley Oak Charter remains committed to strengthening relationships between school staff and families through continuous reflection, partnership, and growth. Educational partner input and survey data affirm that families feel welcome and respected at VOC. However, our most recent data also highlight opportunities to deepen the sense of connectedness between families, students, and teachers.  While 65% of parents reported feeling “a lot” of connectedness between their child and teacher, 24% responded “some” and 12% “not much.” When asked about their own connection with their child’s teacher, only 47% of parents selected “a lot,” with 35% responding “some” and 18% “not much.” This gap underscores the need for more consistent, meaningful engagement between families and educators.  In response, VOC will focus on improving two-way communication and increasing opportunities for relationship-building. Beginning in 2025–2026, VOC will launch monthly parent education workshops led by teachers, with topics informed by family feedback. These workshops will include time for discussion and shared problem-solving, helping to build mutual understanding and collaboration. In addition, ParentSquare will be used more intentionally as a two-way communication tool to encourage timely, personalized exchanges between families and teachers.  By investing in more intentional outreach, shared learning experiences, and responsive communication, Valley Oak Charter aims to ensure every family feels truly connected to and supported by their child’s educational team.|Valley Oak Charter continues to prioritize equitable family engagement, with a focus on increasing the participation of underrepresented families in school activities, decision-making, and communication. Our active Parent Advisory Council (PAC) meets monthly to plan and support events, field trips, and community-building activities. However, our most recent survey data indicate that while 47% of parents report participating in the PAC, 67% of non-participating families cite time constraints as the primary barrier to involvement.  To address this and better engage underrepresented families, VOC will took the following steps in 2024–2025, with implementation extending into 2025–2026:  Increase communication access and visibility by providing more frequent, multilingual updates about PAC activities and volunteer opportunities through ParentSquare. This directly responds to parent requests for more regular updates and will make it easier for families with limited time to stay informed and engaged.  Offer flexible participation options in PAC events and meetings including asynchronous feedback opportunities such as online polls and short surveys. This will help remove time and scheduling barriers for working families.  Enhance staff training on using ParentSquare’s tools—such as polls, photos, and volunteer sign-ups—to encourage inclusive classroom communication and parent involvement. We will provide targeted professional development to ensure teachers can use the platform to its full potential.  Leverage the weekly “Monday Message” from the VOC Director, which 83% of surveyed parents rated as “Very much” effective in communicating a shared vision. Future messages will highlight opportunities for underrepresented families to give input, participate in surveys, and join in community events.  By expanding access points, honoring family time constraints, and equipping staff with better communication tools, Valley Oak Charter will foster deeper engagement from all families—especially those who may have historically felt less connected to school decision-making.|Valley Oak Charter demonstrates strong progress in building meaningful partnerships with families to support student success. Through regularly scheduled meetings between teachers, students, and families, VOC ensures that all educational partners are involved in reviewing student progress and developing collaborative strategies to improve outcomes. These meetings provide a structured yet personalized space for families to engage in goal setting, intervention planning, and academic support.  VOC continues to prioritize equipping families with the tools and knowledge necessary to support learning at home. Teachers have begun sharing and explaining i-Ready assessment data with families to foster a deeper understanding of student growth and academic needs. This year marked a positive shift toward building a data-literate culture, helping families use assessment information to better support their child's development.  Our adoption of ParentSquare has been highly successful, with 100% of families actively using the platform during its first year. This tool enhances two-way communication between families and staff and has become a cornerstone of our home-school partnership. Teachers use it to share updates, celebrate student success, and invite parent participation, while parents are using it to communicate needs, offer input, and stay connected.  Educational partner feedback also highlights the value of learning opportunities for families. This year, parents participated in workshops on i-Ready data, developmental stages of learning, and LCAP planning. Notably, 94% of parents expressed interest in receiving support or participating in a parent community to discuss grade-level expectations—a strong indicator that families are eager to be active partners in their child’s academic journey.  These strengths demonstrate VOC’s deep commitment to fostering collaborative, student-centered partnerships grounded in transparency, shared responsibility, and mutual support.|Valley Oak Charter is committed to strengthening its partnerships with families by focusing on staff capacity-building and inclusive engagement practices. Analysis of educational partner feedback and local data indicates a continued need to support educators in developing the skills necessary to cultivate meaningful, two-way partnerships with families that directly support student learning and achievement.  To address this, VOC will implement a more robust and ongoing professional development program focused on enhancing staff confidence and effectiveness in family engagement. This program will include training in culturally responsive practices, clear and compassionate communication, and strategies for engaging families from diverse backgrounds, particularly those who may face barriers to participation.  In 2025–2026, VOC will expand opportunities for teacher coaching and collaborative reflection, offering space for educators to receive feedback and refine their family engagement practices. These supports are designed to move beyond compliance and toward genuine partnership.  Additionally, VOC plans to increase the number and scope of parent-teacher workshops, creating regular opportunities for families to engage in learning about curriculum, standards, instructional strategies, and assessment tools. These workshops will also serve as a space for families to share insights and experiences with educators—strengthening the two-way nature of engagement and reinforcing shared responsibility for student outcomes.  By investing in the professional growth of educators and the empowerment of families, Valley Oak Charter seeks to build a school community where every family is a valued partner in the educational process, leading to deeper trust, stronger relationships, and improved academic success for all students.|Valley Oak Charter is committed to improving engagement with underrepresented families as a critical component of building equitable partnerships that support student success. Analysis from our self-reflection process and educational partner feedback has identified the need for more targeted outreach and sustained support for families who may face cultural, linguistic, economic, or logistical barriers to participation.  To address this, VOC will implement culturally responsive outreach strategies designed to meet families where they are. This includes hosting community-building events in more accessible formats, offering interpretation and translation services when needed, and designing family workshops that reflect the diverse needs and interests of our school community.  VOC will also partner with parents and staff to create family support networks, including peer-to-peer connections, mentorship, and resource sharing. These networks aim to reduce isolation and increase confidence among families who may be new to the educational system or uncertain about how to advocate for their children.  Additionally, VOC will integrate family voice into school planning and decision-making, ensuring that underrepresented perspectives are centered in conversations about curriculum, assessment, and student support. This includes offering low-barrier opportunities for input—such as brief surveys, bilingual listening sessions, and informal feedback at events.  By prioritizing authentic engagement, eliminating access barriers, and co-creating support systems with families, Valley Oak Charter aims to foster a more inclusive learning environment—where all families are empowered partners in driving student growth and achievement.|Valley Oak Charter has demonstrated consistent progress in building a school culture that values and actively seeks family input in decision-making processes. A key strength lies in VOC’s intentional efforts to engage families in both formal and informal roles that influence school policies, programs, and student outcomes.  The Parent Advisory Council (PAC) meets monthly and serves as a meaningful platform for collaboration, where families gain the knowledge and confidence to participate in school governance, provide feedback on the LCAP, and help shape the learning environment. Additionally, one parent currently serves on the Board of Directors, and all families are invited to participate in board committees, volunteer roles, and classroom-based decision-making.  VOC has also invested in building staff capacity to support these efforts. Through targeted professional development focused on family engagement and inclusive practices, teachers and staff have been empowered to initiate and sustain respectful, two-way dialogue with families, especially those from historically underrepresented groups.  To ensure equitable access to decision-making opportunities, VOC uses multiple strategies to gather input across its diverse community. This includes family surveys, and regularly scheduled “Morning Conversations with the Director,” which provide informal yet impactful opportunities for families to share concerns, ideas, and aspirations.  By embedding family voice into advisory groups, board representation, and school-wide feedback systems, Valley Oak Charter continues to foster a culture of shared leadership and authentic collaboration—ensuring that decisions reflect the needs and values of the entire school community.|Valley Oak Charter is committed to deepening family engagement by expanding access to meaningful opportunities for collaboration and shared decision-making. While many families actively participate through the Parent Advisory Council (PAC), board committees, and school events, educational partner input reveals a need to strengthen communication pathways—especially for families who are unable to attend meetings in person.  Parents have expressed appreciation for surveys as a way to share their voices and experiences, particularly when time or scheduling conflicts prevent in-person participation. Additionally, families have requested more consistent communication before and after PAC meetings, including summaries of discussions, upcoming agenda items, and clear opportunities to contribute ideas.  In response, VOC will improve its communication systems by:  Sending timely PAC agendas and follow-up summaries through ParentSquare.  Providing short polls and surveys connected to meeting topics to ensure broader input.  Offering multiple engagement formats (e.g., virtual drop-ins, asynchronous feedback, and bilingual resources) to include families with diverse needs and preferences.  Looking ahead, VOC will continue to foster a culture of inclusivity and shared leadership, ensuring that underrepresented voices are actively invited into conversations that shape programs, policies, and student support systems. These efforts will promote a stronger sense of belonging, shared ownership, and trust—key components of a thriving school community.  By improving access to input opportunities and honoring a variety of communication styles, VOC aims to build stronger partnerships with families and make decisions that reflect the values and needs of our diverse school community.|Valley Oak Charter is committed to increasing the engagement of underrepresented families in school decision-making processes. Analysis from our self-reflection and family input highlights that while many families feel welcomed and heard, those from underrepresented backgrounds—including multilingual, low-income, and working families—face greater barriers to active participation in advisory groups and feedback opportunities.  To improve engagement, VOC will implement targeted outreach strategies and reduce barriers to participation by:  Providing translated materials and interpretation services at meetings and in surveys, ensuring that language is not a barrier to contributing ideas or accessing information.  Offering multiple formats for input, such as short, mobile-friendly surveys, informal listening circles, and virtual feedback sessions, to accommodate family schedules and preferences.  Increasing visibility and follow-up communication about how parent input is used in school decisions—building trust and demonstrating that family voice has real impact.  VOC will also work to build deeper relationships with underrepresented families by partnering with trusted staff, community liaisons, and fellow parents to personally invite and encourage participation in PAC, LCAP input sessions, and informal gatherings with school leadership.  By creating more inclusive, flexible, and responsive opportunities for underrepresented families to contribute to decision-making, Valley Oak Charter seeks to elevate all voices, strengthen equity, and ensure that school policies reflect the full diversity of its community.|4|5|4|4|4|4|4|4|5|5|5|5|Met||2025-06-26|2025
56725380000000|Oxnard|3|Based on educational partner input and local data analysis, the Oxnard School District (OSD) has demonstrated significant strengths and progress in fostering relationships between school staff and families. Strengthening these relationships has been a district priority, particularly for families of unduplicated student groups. As a result, families actively engage in committees at both school and district levels, reflecting the success of these efforts. While this growth is notable at the district level, additional work is needed to enhance connections at individual school sites.  One key initiative is the Project to Inspire workshops, offered in English and Spanish. These workshops provide parents with leadership development opportunities, equipping them to maintain positive communication with schools and advocate for their children's academic success. By building capacity with families, the district creates allies who help extend relationship-building efforts, fostering a true partnership where families feel heard and valued as equal contributors to their children’s education.  OSD’s commitment to equity and community engagement is reflected in several structures. The district employs a Parent Support Liaison to coordinate family engagement activities and a Community Liaison who supports families of at-risk students. Both are housed in the Family Resource Center, which connects families with district and community resources. Every school also has an Outreach Resource Specialist (ORC), who focuses on building trust with families, facilitating meaningful engagement, and linking families to school and community services.  Access and equity guide the district’s work to strengthen relationships with all families. OSD contracts with interpretation agencies to support families from diverse linguistic backgrounds and employs two Mixteco interpreters and liaisons to serve as cultural bridges between schools and the growing Mixteco community.  A major strength over the past three years has been the creation of parent focus groups for African American, Mixteco, and Asian American and Pacific Islander families. These groups have helped build trust and positive relationships with historically underrepresented communities. In 2024–25, OSD launched the Family and Community Engagement (FACE) Group to unify all family and community voices, providing collective guidance to the district.  While central efforts have succeeded, the district recognizes the need to replicate these positive connections at each school site. This includes creating site-level committees and events modeled on successful districtwide practices and conducting intentional outreach to families of students identified as gifted or with individualized education plans (IEPs). OSD will also enhance efforts to gather input from all family groups to ensure their voices shape programs, services, and supports.|Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) has identified several key focus areas for improvement in building relationships between school staff and families. One identified improvement area is to continue supporting schools in building solid relationships and authentic partnerships with all families, particularly families of unduplicated student groups. The goal is to sustain an environment of trust and respect that honors and values the perspectives and cultural contributions of the district's diverse parent communities.  Another area for improvement is to enhance the capacity of school staff to understand the cultural diversity of the families they serve. This will be achieved by developing and implementing student programs and instructional practices that reflect and respect family funds of knowledge. Additionally, providing professional development for school staff on cultural competence and responsiveness is essential.  Furthermore, the district aims to equip families with information and resources about family engagement activities that support student learning and development. This includes addressing barriers to positive relationship-building by identifying and mitigating obstacles that prevent effective communication and collaboration. Offering workshops, seminars, and resources will empower families to actively engage in their children's education.  To implement these strategies, schools will receive continued support and guidance from district-level administrators and specialists, including the Manager of Equity, Family, and Community Engagement. The Family Resource Center will serve as a hub for outreach and engagement activities, providing a welcoming space for families to connect with school staff and community resources. Outreach Resource Specialists (ORCs) at each school site will play a pivotal role in establishing and nurturing these relationships.  The expected outcomes include improved trust and respect between school staff and families, leading to more meaningful and productive partnerships. Enhanced cultural competence among school staff will result in more inclusive and effective instructional practices. Increased family engagement in school activities will positively impact student learning and development. By focusing on these areas, OSD aims to create a cohesive and supportive environment that values the contributions of all families and fosters strong, collaborative relationships across the district.|Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) will improve engagement with underrepresented families identified during the self-reflection process. This includes African American, Mixteco, Asian American/Pacific Islander families, and families of English learners, newcomers, foster youth, gifted students, and students with Individualized Educational Programs (IEPs). The district will continue to build positive, trusting relationships with these communities by holding regular district-level meetings that serve as safe spaces for families to connect with one another and with district staff, while participating in decision-making and advocacy for their students.  OSD aims to strengthen relationships and establish effective, two-way communication with all families, including those from unduplicated student groups, students with individualized educational plans and those identified as gifted and talented. The district will work to ensure that communication is streamlined, organized, clear, and timely, so that families are well-informed and able to engage meaningfully. By providing opportunities for meaningful conversations, the district seeks to foster positive outcomes for all students. These practices will promote open dialogue and empower families to share their perspectives, helping to shape the goals, actions, and strategies that support their children's success.  In addition, the district will focus on creating inclusive environments where all families feel valued and respected. This includes offering workshops, resources, and supports tailored to the unique needs of the various family groups of the district's community. The district also recognizes the need to diversify its communication strategies by developing informational videos in Spanish, English, and Mixteco to ensure accessibility for all families. The district will also establish dedicated spaces at both the district office and each school site to provide families with accessible information and resources, including targeted support for all families, including those of unduplicated student groups.  Through this comprehensive, collaborative, and inclusive approach, OSD will build strong partnerships that enhance the educational experience and achievement of all students.|Based on educational partner input and local data, the Oxnard School District (OSD) demonstrates significant strengths and progress in building partnerships to support student outcomes. The district is deeply committed to authentic parent and family engagement, ensuring families are active participants in decision-making processes at both school and district levels.  OSD fulfills this commitment through structured forums such as ELAC and DELAC meetings, School Site Councils, the Superintendent’s Parent Advisory Committee, and advisory groups for African American, Mixteco, Asian American, and Pacific Islander parents. Meetings are offered in virtual, hybrid, and in-person formats to accommodate families’ diverse needs. Discussions focus on student achievement, growth mindset in math, literacy, communication with teachers, bullying prevention, culturally responsive teaching, LCAP goal development, pathways to biliteracy, and High School and Beyond Nights. These nights provide vital guidance on navigating high school and graduation requirements.  To promote inclusivity, Spanish and Mixteco interpretation services are provided, ensuring families can engage fully and share input in their native languages. OSD also supports school administrators in implementing and monitoring Title I parent and family engagement policies in alignment with the California Family Engagement Framework. Each school partners with advisory groups to establish goals and actions aimed at building meaningful partnerships that improve student outcomes.  Outreach Resource Specialists (ORCs) are key to this work, developing parent and family engagement plans aligned with site Title I policies. ORCs collaborate with administrators, parents, and staff to create plans that address the needs of diverse families and strengthen their involvement in their children’s education.  OSD also maintains strong partnerships with community-based organizations such as the Wellness Collaborative, California Association for Bilingual Education, Ventura County Behavioral Health, and local colleges and universities. These partnerships enhance academic achievement and support student social-emotional well-being, creating a comprehensive support network.  Looking ahead to the 2025–26 school year, OSD will strengthen partnerships with local colleges, universities, and the Oxnard Union High School District. The district will also explore collaborations with local businesses, the California Association for the Gifted (CAG), and other organizations to provide resources and guidance that meet the needs of diverse learners.  Through these collaborative efforts, OSD continues to advance authentic parent and family engagement, ensuring families are integral partners in improving student outcomes districtwide.|Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) has identified key focus areas for improvement in building partnerships for student outcomes. One critical area for enhancement is the ongoing support of school-level parent and family engagement policies. OSD aims to ensure that all schools actively engage with educational partners and effectively monitor and evaluate their family engagement activities. This effort includes providing continuous support and guidance to schools in developing comprehensive engagement policies, offering training and professional development for staff on best practices in family engagement, and promoting regular communication between schools and families to foster a collaborative environment.  Another significant focus area is assisting schools in identifying specific metrics to monitor and measure the impact of parent and family engagement on student outcomes. OSD plans to track metrics such as parent attendance at advisory groups and engagement events, analyze student academic data to understand the influence of family involvement on achievement and utilize feedback from annual family engagement surveys to identify strengths and areas needing improvement. Additionally, OSD aims to integrate more effective parent and family engagement strategies into schools' continuous improvement plans, ensuring these efforts align closely with student success goals.  The Oxnard School District will provide support through district-level administrators and specialists, including the Manager of Equity, Family, and Community Engagement, who will collaborate with schools to develop robust engagement policies and provide ongoing training. By focusing on these strategies, OSD anticipates improved engagement of educational partners at the school level, clearer insights into the impact of family engagement on student outcomes, and a more supportive educational environment overall. These efforts are designed to strengthen partnerships between schools and families, ultimately enhancing student success across the district.|Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) is committed to enhancing the engagement of underrepresented families in building partnerships that support student outcomes. The district recognizes the critical importance of maintaining positive relationships with all families, with particular focus on families of Emergent Multilingual Learners (EMLs) or English language learners, African American, Mixteco, Asian American and Pacific Islander students, foster youth, gifted and talented students, students with individualized education plans (IEPs), and families of newcomer students.  In the upcoming year, the Oxnard School District will prioritize improving outreach efforts specifically aimed at foster youth, newcomer families, families of students with individualized education plans (IEPs), and families of students identified as gifted. The district plans to establish regular meetings with these parent groups three times per year. These meetings will serve as platforms for collaborative discussions focused on identifying optimal learning environments and programs for their children. Importantly, these sessions will empower families to actively participate in decision-making processes that directly impact student outcomes at both the school and district levels.  By nurturing consistent interactions and ensuring that families, especially those of unduplicated student groups, play integral roles in decision-making processes, the Oxnard School District (OSD) aims to strengthen trust, collaboration, and mutual understanding between schools and underrepresented families. This approach not only addresses the unique needs and challenges faced by these communities but also values their perspectives and insights in shaping educational strategies that support the success of all students district-wide. Through these concerted efforts, OSD seeks to cultivate a more inclusive and supportive educational environment where every family feels valued, heard, and empowered in their child’s educational journey.|Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) demonstrates significant strengths and progress in seeking input for decision-making processes. A primary strength lies in empowering families to effectively advocate for their students by actively engaging them in decision-making processes at both district and school levels, positively impacting student achievement. This empowerment is facilitated through various avenues, including regular parent focus groups held throughout the year. These groups provide valuable input on programs, processes affecting student learning, and feedback on fund allocation.  Families are encouraged to participate in district-level parent advisory groups such as the English Learner Advisory Committee (ELAC), the Parent Advisory Council (PAC), and specific advisory groups for African American, Mixteco, and Asian American & Pacific Islander communities. These forums enable families to contribute to the development of the district's parent and family engagement policy, provide feedback on the goals outlined in the Local Control and Accountability Plan (LCAP), and offer input on other initiatives undertaken by OSD. During the 2025–26 school year, the district also plans to develop a dedicated advisory committee for families of students identified as gifted and talented, further expanding opportunities for inclusive family engagement.  Additionally, OSD utilizes an annual Family Engagement LCAP survey to gather ongoing input from parents and staff. These bilingual surveys are easily accessible on the district's website and are widely promoted through various channels, ensuring comprehensive outreach to stakeholders. Each school is supported by an Outreach Resource Specialist who plays a pivotal role in promoting these surveys and facilitating community engagement. This multi-faceted approach ensures that OSD collects diverse perspectives and insights, fostering a collaborative environment where stakeholders actively contribute to shaping policies and initiatives that support student success.|Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) has identified key focus areas for improvement in seeking input for decision-making processes. A primary objective is to bolster support for schools in enhancing opportunities at the site level to gather input from their diverse families. This initiative is aimed at ensuring that all families, regardless of background or circumstances, have a meaningful voice in decisions that significantly impact student learning.  OSD intends to achieve this by advocating for diverse representation on school committees and advisory groups. This effort is crucial for fostering inclusive participation in critical decisions such as curriculum adoptions, the development of the school's parent and family engagement policy, plans for student achievement, school safety protocols, and various other school programs and initiatives.  By fortifying these mechanisms for soliciting input, OSD aims to cultivate a more equitable and inclusive decision-making process. This approach not only acknowledges and respects the perspectives and insights of all families but also strives to strengthen trust and collaboration between schools and the community. Through these concerted efforts, OSD is committed to fostering a supportive educational environment where every family feels empowered and valued in their role in contributing to the success and well-being of their children.|Based on the analysis of educational partner input and local data, the Local Education Agency (LEA) has identified key strategies to enhance the engagement of underrepresented families in the decision-making processes.  A critical focus area for improvement is to actively seek input from families of English learners, African American, Mixteco, and Asian American & Pacific Islander students, as well as families of students identified as gifted and talented and families of students with individualized education plans (IEPs). Additionally, the LEA aims to strengthen partnerships with foster youth and newcomer families through effective communication and regular meetings focused on gathering their perspectives to inform decision-making..  To ensure these efforts are impactful, the LEA will share insights gathered from various parent focus groups with school administrators, teachers, and support staff. This sharing of feedback will deepen school personnel's understanding of the diverse cultural assets within the community and underscore the importance of integrating families' funds of knowledge into instructional programs.  Furthermore, the LEA is dedicated to fostering an asset-based culture that nurtures positive relationships between district and school staff and families. This initiative includes promoting cross-cultural understanding and fostering relationships among the district's diverse ethnic and racial groups.  By implementing these strategies, the LEA aims to cultivate a collaborative and inclusive environment where underrepresented families feel valued, listened to, and actively engaged in shaping educational practices and policies that benefit all students. This approach not only enhances the quality of decision-making but also strengthens the overall partnership between the LEA and the community it serves.|3|4|3|4|3|4|4|3|4|4|4|4|Met||2025-06-18|2025
56725460000000|Oxnard Union High|3|The district’s strength in building relationships with families is reflected in sustained investments in creating welcoming, inclusive school environments. The 2025 survey results show that the majority of responding families believe school staff are making clear efforts to learn about families' cultures, goals, and strengths, an outcome of site-based professional development focused on cultural responsiveness and communication. Parent feedback also recognized improved access to bilingual support staff and more culturally affirming experiences on campuses. Site-based parent liaisons, implementation of Welcome Centers, and school events celebrating student diversity were repeatedly cited as positive developments. These findings underscore that relationship-building is no longer peripheral, it is becoming embedded in the district’s culture.|Although progress is evident, the survey data and stakeholder conversations signal a need for deeper, more consistent personal outreach, particularly for families who remain disconnected from formal engagement opportunities. Some respondents still perceive school staff as not sufficiently proactive in initiating relationships, and others noted that their understanding of how to navigate the system remains limited. These findings suggest the importance of increasing the frequency and personalization of communication, improving first-contact experiences, and continuing to train staff on culturally responsive relationship-building strategies. A stronger emphasis on home-school trust at the classroom level will further normalize families as integral members of the learning team.|To engage underrepresented families more effectively, the district will continue scaling the work of site-based parent liaisons and Welcome Centers, both of which are instrumental in building trust with families who may be hesitant to engage through traditional school structures. The district will provide additional training for school staff on first-contact strategies and implicit bias, ensuring that every family’s initial experience with the school system reflects respect, empathy, and inclusion. Translation and interpretation services are also being expanded to ensure that language is never a barrier to building relationships.|"Oxnard Union High School District continues to make measurable progress in building authentic partnerships with families to support student success. Educational partner feedback highlights increased access to learning tools, improved clarity of communication, and growing confidence in the school-home connection. Families reported stronger familiarity with student progress and learning expectations, and they acknowledged expanded opportunities to partner with teachers through workshops, back-to-school nights, and advisory meetings. Notably, the 2025 Parent and Family Engagement Survey reflected that most respondents rated the district at ""Full Implementation"" or higher for providing information and resources to support student learning at home. These findings affirm the impact of recent efforts to build shared responsibility for academic success, including the use of ParentSquare, counselor outreach, and parent-facing platforms like Canvas and Synergy to provide real-time academic information."|While the district has made strides in sharing academic tools and resources, the next phase of work lies in ensuring that families can meaningfully use these tools to support student outcomes. Feedback from families indicated a desire for more targeted training on digital platforms and clearer guidance on how to interpret student progress data. We must continue to simplify access to these systems and co-design academic workshops with families to ensure that the content is accessible, relevant, and empowering. In particular, we will strengthen supports for families of English Learners and Students with Disabilities, who often navigate multiple instructional and compliance systems that are not always intuitive or transparent.|Our next steps in this area involve rethinking how academic tools and family learning experiences are delivered. Parent education workshops will be more hands-on, community-based, and linguistically accessible. Schools will host technology and college/career nights tailored to families of English Learners, Foster Youth, and Students with Disabilities. We will also expand our collaboration with community partners to offer academic mentoring and parent learning opportunities in non-school settings, where families may feel more comfortable engaging. These shifts will empower families not just to receive information, but to act as partners in shaping their children’s academic growth.|The district continues to strengthen systems for family voice in decision-making at both the site and district levels. Multiple advisory opportunities, including LCAP PAC, DELAC, and affinity-based committees such as the Black/African American Educational Advisory Committee (BAAEAC) and the Asian, Filipino, Pacific Islander (AFPI) Committee, have increased the inclusivity of engagement structures. The 2025 survey data reflect this improvement, with several respondents identifying decision-making opportunities as fully implemented or in initial stages of sustainability. Families have also been involved in evaluating engagement programs, reviewing student outcome data, and providing input on academic and wellness priorities. This reinforces our commitment to elevating family expertise in shaping district initiatives and ensuring equitable representation in governance structures.|The district has increased the number and diversity of its advisory forums; however, the level of participation in some of these groups remains uneven. A recurring theme in survey responses was that decision-making structures, though available, are still unfamiliar to many families, particularly in our underrepresented communities. Families voiced a desire for more accessible entry points, less formal formats, and better communication about what impact their participation will have. Increasing capacity-building opportunities for parents to engage in shared governance will be a key focus moving forward.|To improve the engagement of underrepresented families in decision-making, the district will implement a multi-pronged strategy that includes simplifying the structure and language of advisory invitations, providing stipends or incentives for consistent participation, and utilizing community-based organizations to co-host input sessions in trusted local spaces. Training modules will be offered to parent leaders to support their participation in governance, and staff will receive support in designing inclusive, accessible meetings. Our goal is not simply to increase attendance at advisory meetings, but to foster conditions where every family understands that their voice matters and is essential to district planning.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
56725460115105|Camarillo Academy of Progressive Education|3|"CAPE takes great pride building relationships between school, staff and families. CAPE uses communication on a regular basis to build relationships between our staff and families. We strive for a true partnership between home and school. CAPE is unique because they are governed by a board that is representative of their community. The board has two parents, two teachers, and a community board member.  The directors' hold a monthly ""chatter time"" to welcome ideas and feedback from our educational partners.  CAPE hosts a number events for all educational partners which includes: ice cream socials, galas, golf events, and other types of events to build relationships."|CAPE will continue to come up with new activities and events that will bridge and strengthen relationships amongst our educational partners. CAPE will increase parent information nights, opportunities for parents to get to know staff members better, opportunities for all school events and staff team building activities. The CAPE directors' will reestablish the middle school team building activities that happens 4 times a year.|CAPE will continue to encourage building relations with educational partners by making meetings and events more accessible. Offering a variety of times throughout the year, so parents that may not have time to attend meetings in the morning, will have a chance through out the year to attend during the afternoon and evening hours. PTSO meetings and Parent Nights will be able to be accessible through the web. CAPE will also provide materials in Spanish to reach out to our population that may not feel comfortable with events that are in English Only.|CAPE has invested in Renaissance Benchmark 360 and tests students 4 times per year. Teachers have access to all previous years testing. This is in addition to regular formal and informal assessments in the classroom. CAPE believes that assessments should be used to drive instruction and the teachers use assessments should be used to drive instruction and the teachers use assessments to reteach or determine individual intervention.  Teachers work in data teams and meet with parents on a regular basis if their child is struggling.|CAPE will continue to use the assessments that are in place to drive instruction. The directors' will work with teachers on our systems and look for additional assessments to help make sure that CAPE is capturing all the data that is needed to help students be successful.  CAPE will hold a parent evening to teach middle school and high school parents how to access their child's grades and google classroom assignments on a regular basis.|CAPE will provide a translator at all parent conferences when needed and provide report cards and feed back in a student's registered language.|"CAPE gets a lot of feedback from our educational partners when making decisions. Through monthly meetings like ""Chatter time"", PTSO and Governing Board meeting, parents have the opportunity to communicate and brainstorm with administration, The faculty and staff meet weekly to communicate and come up with new ideas. The directors also meet with  grade levels and listen to the students"|CAPE strives to use feedback to be able to make sound decisions. CAPE plans to continue the meetings that we have in place. We will find ways to increase attendance at future meetings by offering meetings at different times of the day or online.|"CAPE will look at creating workshops for families that will be in Spanish. CAPE will look into holding a ""Chatter time"" in Spanish and directors will have a translator present to be able to answer questions and receive feedback."|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-05|2025
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|3|ACE has made a commitment to parent and student outreach and leadership. ACE conducts annual climate surveys with parents and students in both English and Spanish. Parents annually deem the school's efforts here as effective.|ACE conducts annual climate surveys. From feedback given, the parents would appreciate more opportunities for after-school activities for their students and a greater connection to the community by the school.|ACE is in year three of its implementation of an annual climate survey for all families. Additionally, ACE is in year two of the implementation of an annual career planning meeting for all students and families.  This survey has demonstrated the need to build in support for our community. Based on feedback, ACE has implemented Wifi Internet access for all to meet the needs of our at-promise students.|ACE's strengths are engagement and connections within the curriculum.|ACE brought back its internship program in school year 2024-25. ACE has also partnered with local higher educational institutions like CSUCI to guarantee entrance into the university after completing the full scope of the program. Continued growth here is needed.|ACE will implement a portfolio system for seniors, and using the added personnel to the staff, we will meet with and monitor progress of all ACE students beginning in 9th grade and ending in 12th. This process is inclusive of and not limited to: support for families, transportation, academic support for students, and applications for aide workshops.|As a small learning community, ACE has the advantage of successfully reaching all families. We use surveys twice a year, monthly POs, and student feedback to make our outreach efforts meaningful to all educational partners.|ACE families would like more information on potential connections to post-high school life, and this has led ACE to dedicate a position just for this purpose.|Educational partners stress the importance of shared-leadership models within the structural components of the school.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-23|2025
56725530000000|Pleasant Valley|3|PVSD employs a robust communication structure with information regularly provided through multiple channels by the site and district. PVSD sends separate weekly Friday updates to staff and to families to apprise them of district activities and current information. Additionally, each principal sends a family update each weekend to communicate important campus events that will be occurring and to provide school-specific information. Updates are also provided through the website as well as through social media channels.  PVSD provides a variety of opportunities for enhanced communication and relationship building with families, staff, and the community. Through advisories, Board of Education meetings, Superintendent's Roundtable, District English Learner Advisory Committee, Special Education District Advisory Committee, etc.) there are many opportunities for staff and families to provide input.   At the district and site level, the Fidelity of Implementation Tool (FIT) is used to analyze practices and create steps to improve family and community engagement. The FIT contains a specific domain related to Family and Community Engagement. Leadership teams analyze data from this assessment to find areas of strength and opportunity.  Sites host parent/family events such as math nights, performances, movie nights, and other opportunities for families to connect with the school environment.|As PVSD works to ensure that families are connected and to partner with parents/guardians from the onset of the school year, each campus organizes a before school community event.  Additionally, at the middle school level, each campus will have orientations where parent/guardian attendance is required.   PVSD will continue to support staff in learning how to have an asset-based mindset when connecting with families.|PVSD employs a Parent and Family Coordinator who works with sites to examine needs related to parent engagement The coordinator also oversees parent/family engagement and education opportunities throughout the year. At Title-I funded campuses, a parent liaison provides additional support for fostering partnerships between the school and home. In examining data from the 24-25 English Learner Needs assessment, there is a need to evaluate the best time to provide parent meeting opportunities for the District English Language Advisory Committee and site level English Language Advisory Committee.|To keep the community apprised of progress, staff regularly present information on academic data (D-F rates), absenteeism data, and suspension data through these meeting structures. Staff disaggregate the data by demographic descriptors to provide more precise information. As part of these presentations, staff elicit input from educational partners on suggestions and strategies to address performance gaps as well as overall areas of concern. The data provided and subsequent feedback strongly inform the development and refinement of the PVSD Local Control Accountability Plan.  Through a partnership with Fresno state, PVSD offers a robust Parent University program. Additional opportunities are created in response to parent requests and/or expressed needs.|Based on the input shared at a variety of meetings, there is a need for targeted parent/guardian education on various tools including Q gradebook, Google classroom, and IXL. PVSD will provide training opportunities to support parents and guardians with familiarizing themselves with these platforms. Parents and guardians have expressed that they would like opportunities to have more continuous information on student progress. Becoming familiar with these tools will support this need.|PVSD's English Learner Needs assessment and feedback from DELAC showed a variety of needs and next steps for PVSD. Families requested opportunities to attend workshops to assist them in helping their children with academics at home. They also saw an opportunity in having ELACs and PTA/PTC/PTO groups work collaboratively in support of the school.|"PVSD values the importance of building strong and trusting relationships and partnerships. An annual LCAP survey is shared with families each year to gather input. In the 24-25 school year, there were over 1400 responses to the survey which represents the highest response rate to date.  A key prompt on the PVSD LCAP Community survey is ""Communication from my child's school is transparent, accessible, understandable, and ongoing."" Of the 1416 responses received during the 2024-25 survey administration, over 93% of respondents agreed or strongly agreed with this statement. PVSD also queried families about the timeliness of email and phone responses, and 95% of respondents strongly agreed or agreed that responses were timely.  On the 2024-25 certificated staff survey, 99% of certificated staff agreed or strongly agreed that ""Parents and guardians are provided opportunities to participate in two-way communication with the school and/or district.""  Each school site has a student advisory committee at the middle school level in addition to the district's superintendent student advisory.  Principals also shadow students from groups of students who are either underrepresented or underperforming"|One important finding from the 25-25 LCAP survey administration is that respondents would like the opportunity to provide open-ended feedback or be able to request for someone to reach out. Moving forward, the LCAP survey will include an open response component. Additionally, this year, PVSD conducted a middle school exit survey for students and their families. This survey provided actionable feedback for school sites. This structure will continue.|School site leaders will provide targeted outreach and opportunities for feedback to ensure that voices of groups who have been historically underrepresented are included and elevated. PVSD will continue to leverage advisory structures to engage underrepresented families.|4|4|4|4|4|4|4|4|5|5|4|3|Met||2025-06-19|2025
56725530139592|Peak Prep Pleasant Valley|3|Our faculty is dedicated to the success of our students. In addition, our model is built around each student getting a homeroom teacher who builds a bridge between the school and family.|We continue to seek ways to get more and more families involved. From parent education nights, parent/teacher conferences, & parentsquare.|Our strengths are our compassionate staff. We truly have a welcoming group of educators who want to serve their families and educate them. We provide HR teachers who build relationships with 15-25 students. They are their go-to forms of communication and check-ins. These HR teachers are constantly checking in with students and families.  An area of focus is catching disengaged students quickly. We will have multiple forms of check-ins: Content teachers, HR Teachers, and Counselors. Multiple people will check in with students. They will build those relationships and help them transition and adjust to an online platform.|Not only do we have a school-wide plan, but we also have additional support mechanisms in place. We have HR teachers assigned to provide additional support and do weekly check-ins. In addition, we have content teachers who send weekly progress reports. Also, our SPED teachers provide parent rights forms in their email, and every time they do an IEP.   Areas of opportunity are parent education nights. We want to engage more families and educate them on support systems and resources for them.|We strive to find additional ways to provide support and opportunities for students. It is part of our LCAP goals.|We are seeking ways to get families involved and make additional efforts to reach out to unduplicated populations (i.e. McKinney Vento Liaison calling all McKinneyVento families). This is an ongoing work in progress.|Peak welcomes feedback and input. We provide opportunities through open doors, emails, and continued communication through homeroom teachers and parentsquare. Families appear to know who their main point of contact is to find out information and gain insight. Parents feel comfortable reaching out to their HR teachers.|We have a Parent Advisory Committee and reach out to our families for feedback. Through surveys, calls, meetings, ParentSquare, and public hearings, we seek out feedback from our families.   Parent Engagement, in general, is an area of opportunity for us. As an independent study, many families do their own thing. However, we are really seeking out ways to get them involved. A few ways we are doing that is: 1) We are adding more parents to our Parent Advisor Committee and eventually to our board 2) increasing communication: newsletter and parentsquare.  3) Parent Education Nights. 4) McKinney-Vento Liaison 5) Implemented a Family Engagement Coordinator.   For the 2025-2026 school year, we will continue to push and improve this area.|We are calling individual families to gain input, and we are using the Parent Square communication system. Although we provide the opportunities, we are hoping more families follow through and participate. Furthermore, we implemented a Family Engagement Coordinator.|4|5|4|5|5|5|4|4|4|4|4|4|Met||2025-05-01|2025
56725536120620|University Preparation Charter School at CSU Channel Islands|3|On the Youth Truth Survey given to families in March 2025 we saw strong relationships between teachers and families. Families feel that teachers treat them with respect and show care for the family. Families feel comfortable approaching their childs teacher with quesitons and to discuss their child's progress.|We aim to enhance families' perceptions of their relationships with the administration. In looking at underrepresented families we score much higher in this area with Hispanic families. Administration will continue to find ways to interact with parents on a daily basis to build stronger relationships and build pathways of trust.|Provide opportunities for underrepresented families to share their needs and concerns in ways that don’t bring unwanted attention to the family. Provide translation to families at parent education opportunities.|Parents feel that their child's teacher does a good job in communicating progress, expectations, and learning outcomes. Parents stated that they enjoy Coffee with the Directors and the opportunity to hear directly from administration on topics important to the school and get mini-workshops regarding student learning, social-emotional development and behavior, attendance strategies, and many other topics during the year. Parents were also given an opportunity to provide feedback on the Local Control and Accountability Plan. Parents positively repsonded to the parent education opportunities provided this year.|Parents would like to have parent workshops focused on more specific grade level content and strategies for helping their child at home.|We will continue to prioritize diversity that represents our student population on our School Site Council and English Learner Advisory Council, we will provide translation, as needed, at meetings, workshops, parents-teacher conferences.|On the family survey 66% reported that they feel adequately represented by parent/family groups, 76% feel engaged in the school, 69% feel included in planning school activities.|On the family survey 51% of parents state that they feel empowered to play a meaningful role in decision making at the school and 57% state that they feel informed about important decisions regarding the school.|Our underrepresented families scored higher in many of these areas. We want to continue to maintain this level of engagement with underrepresented families.|5|5|5|4|5|4|5|4|4|4|4|4|Met||2025-06-24|2025
56725610000000|Rio Elementary|3|The LEA has a significant amount of opportunities for families to engage with the schools and district. Multiple times throughout the year the LEA seeks educational partner input through surveys (Youth Truth, CHKS and local surveys) and regular opportunities for two way communication. To further develop the capacity for educational partners to engage in meaningful discourse with the LEA, parent workshops, parent/student/teacher conferences, and advisory meetings are offered as a way to build trusting and respectful relationships with the community.   Examples of engagement include Mixteco community meetings, school site community engagement events and support nights, district programs and LCAP plan review opportunities at Parent Advisory and District English Learner Advisory Committees.  The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students with unique needs. Additional strengths include the maintenance of our parent outreach liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school.|The LEA typically receives a lower percentage of feedback from underrepresented populations such as foster/homeless youth/families, English Learner families, and low-socioeconomic families. The LEA will focus on engaging populations which do not typically have equal percentage of input and attendance at workshops, meetings and school or district events.|The LEA will continue to encourage parent participation in order to gather input and improve the engagement of underrepresented families. District staff will increase opportunities for families to engage in school and district meetings, activities, and parent-teacher conferences by going to school activities and events where larger groups of parents are in attendance, in order to elicit feedback related to the needs and levels of parent engagement. The district will focus on strengthening family connections by encouraging culturally responsive practices which further build trusting partnerships between the community and school district staff.|The LEA offers opportunities in its elementary and middle schools for two-way communication between teachers and parents where student outcomes are discussed. Families have additional opportunities to participate in a variety of parent workshops, support meetings and advisory committees. Parent input indicates that they would like to have more in-person and social events on campus where they can see the outcomes of student programs while having the ability to offer input.    Additionally,  the LEA seeks educational partner input through surveys (Youth Truth, CHKS and local surveys) in an effort to further develop the capacity for educational partners to engage in meaningful discourse with the LEA.  These parent workshops and advisory meetings are offered as a way to build trusting and respectful relationships with the community.   Examples of current strengths in engagement include Mixteco community meetings, school site community engagement events and support nights, district programs and LCAP plan review opportunities at Parent Advisory and District English Learner Advisory Committees.  The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students with unique needs. Additional strengths include the maintenance of our parent outreach liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school.|The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless, English Learners, students with disabilities and low-socio-economic students. The district will expand opportunities to engage with families on supporting positive student outcomes.|During school and district events where program outcomes are being highlighted, the LEA will increase the ability to provide input through surveys and verbal outreach which will further support partnerships with families in the community.   Rio School District developed and continues to improve a series of surveys to engage and gather input from all community stakeholders each year. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey orally since Mixteco has no written language. The Rio School District continues to seek out parents of families who are disengaged by providing hybrid family engagement opportunities and a variety of ways in which parent feedback is sought out.  Parent and student input is gathered through superintendent round-tables, student leadership collaboratives, parents advisory groups, site parent meetings, presentations and exhibitions, in order to help us guide programs and plans that are responsive to the local community.|Educational partner involvement from all educational partner groups is a key component in identifying student needs as well as developing the necessary goals and actions to provide a successful and quality learning experience for all students. Additionally, parental involvement is particularly important during this unprecedented and challenging time of re-engaging students and families with the school after a return from the pandemic. Rio School District continuously seeks and encourages educational partner feedback through ongoing parent surveys, phone calls, emails, staff meetings, parent meetings, School Site Council, ELAC, PAC & PELAC meetings, LCAP committees and public board meetings. RSD gathers more formal input, related to California's eight state priorities, through the annual LCAP survey. Parent input previously indicated the need for one streamlined communication system, the Rio School District uses the Parent Square application to communicate with parents by providing emails and text messages as well as automated phone calls in the specified home language. In order to reach families who do not read or speak Mixteco, RSD offers video recordings and in-person outreach to engage families with this need. All schools offer two-way communication between teachers and parents where student outcomes are discussed. RSD offers and supports our partner agencies to assist in providing a variety of parent workshops, support meetings, technical assistance and advisory opportunities. The district works to provide childcare, food and translation at events in order to reduce the barriers for all families to fully engage. RSD seeks certificated teacher and classified support staff input in a variety of ways. Needs and information is gathered during curriculum council meetings, PAC meetings, SSC and site staff meetings, feedback within departments, surveys and regularly scheduled labor management and employee relations meetings with bargaining teams. Rio School District continues to administer the Youth Truth Survey which is a student, parent and staff-educational partner tool that measures perceptions linked to school climate and academic outcomes. Through the Youth Truth surveys, everyone's voice is equal and survey results harness perceptions to assist teachers and leaders in accelerating improvements. These surveys help us to better understand our students and community and how to best provide the support and information that is needed.|The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless, English Learners, students with disabilities and low-socio-economic students. In order to increase overall input from targeted subgroups, efforts to reach families at events that are already engaging larger populations of parents, staff and students will support a more broad level of input which can be used for decision-making discussions.|During school and district events where program outcomes are being highlighted, the LEA will increase the ability to provide input through surveys and  verbal outreach which will further support partnerships with families in the community.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
56725790000000|Santa Clara Elementary|3|Santa Clara Elementary School District hosts our annual Parent Information Night within the first two weeks of school. This event gives families the opportunity to meet their child’s teacher and learn about classroom expectations, school policies, and daily procedures. To keep parents informed, progress reports are sent home midway through each trimester. Parent-teacher conferences are scheduled in both the fall and spring to discuss student progress in more depth. Translators are provided as needed to ensure effective communication. A variety of resources—educational, emotional, and financial—are available and shared with families as appropriate. Our adopted English Language Arts and mathematics curricula include digital components that students and parents can access from home, such as tutorial videos, online textbooks, practice activities, and interactive games. In addition, our school website offers helpful links and tools for families. Santa Clara Elementary School District remains dedicated to providing meaningful support and resources to all families in our community.|Based on an analysis of educational partner input and local data, the LEA has identified increasing participation in parent events as a key focus area for improvement. To support this goal, fall and spring parent-teacher conferences are scheduled at times that accommodate parent availability, with Zoom options offered to encourage greater participation. In addition, the school hosts a variety of events throughout the year—including Back to School Night, the Winter Program, PTO fundraisers, the Talent Show, Spring Musical, Open House, Art Fair, and Promotion Ceremony—all designed to showcase student work and strengthen partnerships with families.|Based on an analysis of educational partner input and local data, the LEA continues to focus on increasing parent participation in school events. Fall conferences are scheduled at times that accommodate parent availability, with the option to attend via Zoom to further support engagement. Translators are provided for families who speak a language other than English, ensuring clear and inclusive communication. Parents have expressed appreciation for the flexible options and practical strategies the LEA offers to help them become active and informed participants in their child’s education.|Santa Clara Elementary School District remains committed to building trusting and respectful relationships with families. Staff members work to maintain open lines of communication to keep parents informed of their child’s progress, share important school updates, and ensure that all families feel welcomed and included on campus. Communication is shared through a variety of channels, including parent letters, emails, phone calls, social media, the school website, and parent meetings. To support accessibility, all information is provided in both English and Spanish as needed.|Based on the analysis of educational partner input and local data, the LEA has identified continued family engagement and the development of trusting, respectful relationships between school staff and families as key areas for improvement. To support this, the LEA ensures that all school communications are provided in families’ home languages and offers translation services for parent meetings, phone calls, and IEP conferences as needed. Teachers and administrators actively engage with parents during events such as Back to School Night, fall and spring parent-teacher conferences, and Open House, providing opportunities to discuss student progress and collaborate on strategies for student success. The LEA also continues to gather parent input through surveys and encourages participation in the School Site Council and Parent Teacher Organization to further strengthen partnerships and expand outreach efforts.|The LEA is committed to effective communication with all families by providing school communications in parents’ home languages. Translation services are available to staff for use during parent meetings, phone calls, and IEP meetings, ensuring meaningful engagement for all families. Teachers and administrators connect with parents at events such as Back to School Night, fall and spring parent-teacher conferences, and Open House to discuss student progress and promote collaboration in support of student success. The LEA also continues to seek parent input through surveys and fosters family involvement by engaging parents and stakeholders through the School Site Council and Parent Teacher Organization, offering additional opportunities for outreach and partnership.|Parents are encouraged to be active partners in their children’s education, playing a vital role in the school community through meaningful participation. At Santa Clara Elementary, two organized parent groups—the School Site Council (SSC) and the Parent Teacher Organization (PTO)—provide important avenues for involvement. The SSC participates in key decision-making processes, including the development and approval of the Local Control Accountability Plan (LCAP), School Accountability Report Card, Technology Plan, and Comprehensive School Safety Plan. The PTO supports SCESD and its students by organizing fundraisers and contributing in various other ways. All families and staff are invited to attend meetings and take part in school activities. Communication remains open and ongoing to foster strong partnerships between school and home.|As a small, single-school district, our staff have established strong, personal relationships with many of our families. We deeply value parent input and recognize the important role families play in their child’s education. At the same time, we understand that work schedules and family responsibilities may limit parents' ability to attend meetings in person. The LEA’s current focus for improvement in decision-making input is to enhance the way district information is shared—ensuring it is accessible, engaging, and encourages active parent participation.|The LEA is committed to improving engagement with underrepresented families, as identified through the self-reflection process, particularly in the area of seeking input for decision-making. To support this goal, the LEA will continue to share district information in ways that actively engage parents and encourage participation. Communication will be ongoing and delivered through multiple channels, including email, parent newsletters, assemblies, parent information nights, and direct messaging. Translation services will be provided as needed to ensure all families can access and understand the information.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
56726030000000|Simi Valley Unified|3|For the 2024-2025 LCAP survey, we had 1,311 parent responses, which is an increase of approximately 20 families. For our special cell phone use policy survey, we had over 3,870 parent participants. Participation has also increased in our DELAC meeting attendance. 99% of parents of our students with special needs report that they have had an opportunity to meaningfully participate in their child's IEP. Additionally, 96% of families report attending school events sometimes or frequently. Furthermore 89% of families agree (or do not know) that the school would call them if their child had a problem.|One of the greatest challenges, as indicated by the parent survey and anecdotal data is how few parents formally participate in formal groups, such as PTA, Site Council, Booster Clubs, or other formal committees. Typically the same parents always volunteer. Ideally these formal committees would include a broader base of parents with various perspectives.|We will increase our level of communication regarding opportunities to be involved at their children's schools. This includes multilingual emails, phone calls, newsletters, and more.|Currently, we have numerous opportunities for parents to partner with our school district, including PTSA (at the site and district levels), the Simi Valley Education Foundation, numerous athletics and art booster clubs, District and site (D)ELAC committees. Based on the LCAP survey, families mention feeling that campuses are safe, respectful of diversity, and supportive of students’ emotional needs. Performing arts programs, creative outlets, and acceptance of different backgrounds are highlighted. Parents also mention that they appreciate weekly calls, emails, and updates that keep them informed about school events, grades, and opportunities for their children. We have made progress in these areas as noted by the increased participation in survey responses. 87% of parents report that their child is receiving an excellent education (or don't know). 94% say they are treated respectfully.|Only 87% of parents report that we effectively communicate volunteer opportunities. This is something that we need to increase and prioritize.|We will promote consistent communications/newsletters to families with a specific section on how parents can participate in school committees and activities at their child's school and at the District. We will work with all schools to ensure that this happens.|Consultation Process 	•	Parents & Families • Three District Advisory Committee meetings (Dec 14 2023, Feb 29 2024, Apr 18 2024) • Three Parent Advisory Committee meetings (same dates) • Districtwide family survey distributed in early 2024 	•	Students • Student advisory group meetings at all three middle schools and three high schools (Oct–Nov 2023) • Districtwide student survey (grades 6–12) 	•	Staff & Bargaining Units • Three District Advisory Committee meetings (Dec 14 2023, Feb 29 2024, Apr 18 2024) • All-staff survey, with bargaining-unit input • Site-based discussions in faculty and leadership meetings 	•	Ventura County SELPA • Participation in VCOE SELPA meetings (Feb 8 2024) 	•	Apollo HS Equity Multiplier • Apollo staff needs-assessment survey (Spring 2024) • School-site council feedback (May 2024)  Key Themes & Resulting LCAP Adjustments 	1.	Broader, More Flexible Action Categories Partners asked for greater clarity and adaptability. We consolidated many narrowly-focused actions into broader categories (e.g., all ELD support under one EL action, combined literacy/numeracy intervention) so we can adjust strategies over the next three years without losing accountability. 	2.	Stronger Focus on Unduplicated Pupils Feedback from parent, student, and staff surveys highlighted persistent gaps for foster youth, English learners, and students with disabilities. Our actions now explicitly call out targeted supports—like intensive intervention at Apollo HS (Equity Multiplier), expanded EL services, and dedicated Title I resources—to close those gaps. 	3.	Enhanced Metrics for Holistic Outcomes To reflect partners’ desire for a fuller picture of student success, we added metrics on social-emotional learning, student engagement (e.g., chronic absenteeism, suspension reduction), and staff wellness (e.g., PD participation, data-summit attendance), alongside traditional academic indicators. 	4.	Revised Professional Learning Structure Teachers and site leaders wanted more meaningful collaboration time. We created one overarching “Professional Learning Teams” action, added extra PD days focused on equity strategies, and built in site-based data summits to drive continuous improvement. 	5.	Apollo HS Equity Multiplier Goal Apollo’s school-based council and staff needs analysis directly informed the creation of a new Goal 5, funding a credentialed social worker/CTE instructor to boost both socio-emotional support and career-technical pathways—addressing its lowest Dashboard performance in graduation and CCI.  By systematically incorporating this feedback, our adopted LCAP ensures that decisions—from goal structures to budget allocations—are grounded in the lived experience and priorities of our educational partners.|Based on our analysis of partner feedback and participation data, SVUSD has identified several key focus areas for strengthening how we seek input in decision-making:  1. Broader and More Equitable Engagement While overall survey and committee participation was strong, we noted lower representation from families of English Learners, foster youth, and students with disabilities. To address this, we will: 	•	Implement targeted outreach (e.g., translated materials, in-person focus groups at community centers) to boost participation among our unduplicated pupil groups. 	•	Partner with CTE and SELPA liaisons to co-host meetings in settings that reduce accessibility barriers (e.g., after-school childcare, virtual attendance options).  2. Deeper Student Voice at All Levels Middle and high school students engaged well in advisory groups, but elementary-level input was limited. Going forward we will: 	•	Pilot “Student Town Halls” in grades 4–5, facilitated by peer mentors, to capture early-learner perspectives on engagement and wellbeing. 	•	Integrate short “pulse surveys” into digital platforms students already use (e.g., Chromebooks, Canvas) to gather timely feedback on school climate.  3. Clearer Two-Way Communication Loops Many partners expressed enthusiasm for contributing ideas but weren’t always aware how their input shaped the final LCAP. To close the feedback loop, we will: 	•	Publish concise “You Spoke, We Listened” summaries after each major input cycle, highlighting which suggestions informed specific actions. 	•	Schedule virtual “town hall” webinars mid-year to report interim progress and solicit mid-course corrections.  4. Streamlined, Data-Driven Meeting Structures Site-based and districtwide meetings sometimes felt unfocused, limiting actionable outcomes. We will: 	•	Adopt tighter agendas with pre-shared data dashboards and prioritized questions, ensuring that discussions drive clear next steps. 	•	Train site leaders in facilitation techniques—such as affinity mapping—to accelerate consensus while honoring diverse viewpoints.  5. Enhanced Digital Accessibility and Analytics Our shift to online surveys improved reach but also introduced “survey fatigue.” To optimize digital engagement, we will: 	•	Consolidate annual surveys into one streamlined instrument with branching logic, reducing redundancy and burden. 	•	Leverage analytics (response timing, click-rate trends) to identify disengaged cohorts and tailor follow-up reminders.  By focusing on these areas—equitable outreach, richer student voice, transparent communication, efficient meeting design, and smarter digital tools—SVUSD will ensure that all educational partners not only have the opportunity to share their perspectives, but see their insights reflected in our ongoing decision-making.|Based on our self-reflection and input data, SVUSD will strengthen engagement of under-represented families—particularly those of English learners, foster youth, students with disabilities, and low-income households—through these targeted strategies:  1. Culturally Responsive, Multilingual Outreach 	•	Translated Materials & Interpretation: All LCAP invitations, surveys, and summaries will be available in Spanish; live interpretation will be offered at meetings. 	•	Bilingual Family Liaisons: Deploy dedicated liaisons at each school site to conduct phone-bank outreach, home visits, and informal “kitchen table” conversations in families’ preferred language.  2. Flexible, Community-Based Engagement 	•	Off-Campus Listening Sessions: Host input gatherings at local community centers, faith organizations, and neighborhood libraries—times staggered (evenings/weekends) to accommodate work schedules. 	•	Mobile “Input Pop-Ups”: Set up short feedback stations at school pickup/drop-off zones, farmers’ markets, and district events, so families can share their ideas in just 3–5 minutes.  3. Digital & Asynchronous Options 	•	Text-Message Surveys: Leverage our SMS platform (e.g., Remind) to send 2–3 question “pulse” surveys in multiple languages. 	•	Virtual Office Hours: Principals and district staff will hold monthly Zoom/drop-in slots outside regular school hours, with bilingual support.  4. Transparent Feedback Loops 	•	“You Spoke, We Acted” Reports: After each cycle, share a one-page summary (print and digital) showing how specific family suggestions directly influenced LCAP actions or budget decisions. 	•	Mid-Year Check-Ins: Hold brief follow-up surveys and community check-ins to validate that implemented changes are meeting families’ needs.  By embedding these measures into our regular engagement calendar, SVUSD will lower barriers, build trust, and ensure that all families—especially those historically under-heard—are active partners in shaping district decisions.|4|5|4|5|4|5|4|3|4|3|4|4|Met||2025-06-24|2025
56726110000000|Somis Union|3|Based on surveys and parent meetings, families report increased satisfaction with communication from school staff, citing tools like parent square, class dojo, newsletters, and two-way messaging platforms. Survey data shows over 90% of parents feel informed about their child’s academic growth progress.  Progress continues with direct participation with parents of English learners.  Although translation services are readily available, parent participation remains medium to low.|Student performances have shown the most promise in terms of having parents engage in school activities.  These events promote continued improvement with ongoing communication and building of trust between school staff and families.|Taking part in relevant programs such as the Mexico-United States Teacher exchange programs promote the building of trust between the school staff and families of underrepresented students.|Parent conferences were attended by over 98% of families based on sign-ins.  In addition, all four parent workshops were completely full with attendance from families and students.  The focus for this year was STEM.|Based on input from families, students, staff, and community organizations, as well as local engagement and performance data, we continue to work on developing a formal parent/community volunteer program to help with math and literacy.|As series of three parent workshops were delivered by underrepresented parents this year.  In addition, we contracted with a literacy expert to help with parents helping their children at home.|Parents continue to be engaged through surveys, focus groups and parent conferences.  Opportunities to engage in decision-making groups have been shared and promoted.|We continue to encourage parents to actively engage in decision-making forums to improve our school.|We offered a parent advocacy series to encourage underrepresented families to join decision-making committees.|5|5|4|5|5|4|5|4|4|4|4|4|Met||2025-06-05|2025
56726520000000|Ventura Unified|3|Improving rates denoting positive engagement on relevant items on LCAP survey. District-level connectedness and family engagement is behind that of school sites per the data.|VUSD is shifting to a different/updated SIS for 2025-26 partly for it's improved ability to connect schools/district to families, particularly relevant for secondary with the new SIS's ability to better connect parents to their child's academic progress.|Many sites have spanish-speaking family liaisons funded with site funds and SSC approval. Improved standards and protocols for parent conferences in elementary (including a full analysis of MAP scores). New SIS will allow for significantly increased options for updating parents on students' academic progress in between grade/marking periods.|All VUSD sites have SPSAs and SSCs, regardless of Title I status, where SSCs analyze student data with the principal to design a strategic plan towards improving academic outcomes for students with particular attention to the areas on the CA Schools Dashboard that are identified as low performing|VUSD has developed a team of Social Workers in house whose primary goal is to support families and students who are struggling to connect with the school (e.g., chronic absenteeism) and have low academic outcomes. These families are largely SED/LI. Additionally, VUSD is engaging with a partnership with a local agency for additional counseling for youth who have or are at-risk of having contact with law enforcement and the juvenile justice system.|VUSD has developed a team of Social Workers in house whose primary goal is to support families and students who are struggling to connect with the school (e.g., chronic absenteeism) and have low academic outcomes. These families are largely SED/LI. Additionally, VUSD is engaging with a partnership with a local agency for additional counseling for youth who have or are at-risk of having contact with law enforcement and the juvenile justice system.|Strong committees (e.g., DELAC, LCAP, etc.) and improving rates on relevant items on LCAP survey. District-level connectedness and family engagement is behind that of school sites per the data.|VUSD is shifting to a different/updated SIS for 2025-26 partly for it's improved ability to connect schools/district to families, particularly relevant for secondary with the new SIS's ability to better connect parents to their child's academic progress.|VUSD has a new spanish-speaking family liaison funded by the LCAP, and several key connection points to underrepresented groups, including foster and homeless families, African American Parent Committee, Mucho Mas Que Miercoles for spanish-speaking families, etc. VUSD has also added a parent representative on the Supplemental Text Adoption Committee for 2025-26.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
56737590000000|Conejo Valley Unified|3|Each year, the CVUSD distributes a survey to parents and guardians of the district to aid in decision-making. The key findings from the survey are presented at multiple district and school site stakeholder meetings. The survey was developed through a collaborative process of stakeholders, including both district and site input. The CVUSD LCAP survey requests input on several key areas, including academics, school environment, and parent engagement. After analyzing the results of the survey, CVUSD found that 88% of parent/guardian respondents believe that their child’s school creates an inclusive environment that is respectful of all and 87% responded that their student receives adequate academic support at school. The parent/guardian respondents overall feel that they receive key information from the school and district, with 92% responding that they are informed about their child’s academic progress. Parent engagement is encouraged at each school in CVUSD in a variety of ways. CVUSD conducts the annual parent/guardian survey in the spring and facilitates multiple district and school-level committees, including (but not limited to) PTA/PFA/PTSA, School Site Council and multiple district advisory councils/committees, such as District Advisory Council (DAC), District English Language Advisory Council (DELAC), GATE-District Advisory Council (GATE-DAC), Special Education District Advisory Council (SEDAC), and African American District Advisory Council (AADAC) and LGBTQ+ Advisory Council.  CVUSD also offers a district-wide outreach program, with Outreach Centers at several schools to support our students. The Outreach Centers focus on unduplicated students and offers enrichment opportunities for at-promise students, including preschool readiness, tutoring, science academies, and a student mentoring program. Parent education courses are also offered, including classes in English, Spanish literacy, and monthly guest speakers for Parents Making a Difference. The annual survey included questions about parent participation and sharing of opinions.|School sites conduct several events in order to build relationships at school sites between staff and families such as Back to School Nights, Open houses, Awards Nights, Athletic Events, Parent Information Nights, Parent Education Series from School Counselors, school activities such as plays and other performances, and beginning and end of year activities. School sites also maintain robust social media presences, as well as the CVUSD accounts, to keep parents informed and to continually invite them to participate on school sites as volunteers, and also to attend school site events. Parents are also invited to join their students’ classes in Canvas as observers so that they are informed on their students’ assignments and progress in the course. School sites also conduct monthly school site council meetings that are open to all families to attend and provide input via public comments. During the 2025-2026 school year, professional learning themes focused on supporting Multilingual Learners with UDL, implementation of restorative practice strategies and supporting those students who have not traditionally found success. This emphasis on listening, understanding and then proactively planning to remove barriers for students is key and will continue.|CVUSD currently employs 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our Title 1 schools. Additionally CVUSD employs 1 full time Title 1 school counselor and 1 part time Title 1 counselor to provide additional support for students and their families. The Outreach staff will continue to attend events and trainings to enhance our current program and develop new ways to engage with families, including hosting our annual conference for Spanish speaking families. Newbury Park High School hosts a Newcomer Program for High School students throughout CVUSD that is staffed with a social worker to help families connect with school and increase positive student outcomes. This program will continue going forward and will enhance offerings to meet the changing needs of students. The District published a comprehensive, multi-year Diversity, Equity and Inclusion plan. This plan emphasizes the need to provide necessary and additional services to underrepresented students and families in order for all members of the CVUSD community to have equal opportunities to positive outcomes.|CVUSD has established seven district advisory councils/committees to include the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. During the 2024-2025 school year, CVUSD continued to host parent advisory councils for the African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC). AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school. All schools maintain School Site Councils (SSC) which are composed of parents/guardians, staff, and students at secondary schools. The SSC creates and monitors each school’s School Plan For Student Achievement (SPSA).|CVUSD will maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. School Plans for School Achievement (SPSA) incorporate the feedback and input of the school’s School Site Council, but will be published early as “Draft” documents in order for anyone in the school to review and provide input before the SPSA final approval.|CVUSD continues to maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. CVUSD high schools will expand targeted communications to all families, and particularly those who are underrepresented, to provide important information on the A-G requirements and the FAFSA or CADAA. CVUSD will continue to maintain 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our Title 1 schools. These staff regularly receive professional development from across the region. Additionally CVUSD employs 1 full time Title 1 school counselor and 1 part time Title 1 counselor to provide additional support for students and their families. CVUSD will continue to implement the CDE Anti-Bias Education Grant, including advanced training and coaching for district/site administrators, as well as general training for all certificated and classified school site staff during the 2025-26 school year.|CVUSD receives on-going and regular input from the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student DAC (SDAC). In the 2021-2022 school year, CVUSD added two new parent advisory councils: African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC). AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school.  Conejo Valley Unified School District engaged several educational partners through various means of engagement in reviewing and adjusting the Local Control Accountability Plan (LCAP). Input was sought through training and meetings with Ventura County Office of Education (VCOE) and VC Special Education Local Plan Area (SELPA). Input was sought from labor associations - California School Employees Association Chapter 620 (CSEA), Conejo Valley Pupil Personnel Association (CVPPA), and Unified Association of Conejo Teachers (UACT).  Input was sought from 61 total meetings with CVUSD Advisory Councils/Task Force - African American District Advisory Council (AADAC), District Advisory Council (DAC), District English Language Advisory Council (DELAC), Gifted and Talented Education District Advisory Council (GATEDAC), Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, and Others Advisory Council (LGBTQ+ AC), Special Education District Advisory Council (SEDAC), and Student District Advisory Committee (SDAC).  Input was sought through LCAP presentations/discussions with DAC, DELAC, SEDAC and SDAC. Input was sought through an updated Annual Feedback Survey administered to students (Grades 4-12), parents/guardians, and staff. Input was sought during the CVUSD Board Study Session, May 19, 2025 on district goals. Input was sought through a public hearing on June 4, 2025 and no comments were received.|CVUSD will continue to maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. School Plans for School Achievement (SPSA) incorporate the feedback and input of the school’s School Site Council, but will be published early as “Draft” documents in order for anyone in the school to review and provide input before the SPSA final approval.|CVUSD will maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. CVUSD will continue to maintain separate LCAP meetings with DAC, Student DAC, DELAC, and SEDAC. CVUSD currently employs 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our 7 Title 1 schools. CVUSD also employs a full time Title 1 school counselor and a part time Title 1 counselor to provide additional support for students and their families. We will continue with these actions to provide support for families and increase parent and family engagement.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
56738740000000|Oak Park Unified|3|Based on the analysis of educational partner input and local data, OPUSD is successful in building relationships between staff and families. OPUSD offers multiple opportunities for families to participate in district and site-level committees, volunteer on campuses, attend site events, and share their experiences via surveys.  Results from the 2024-25 LCAP Climate Survey indicate that 91.1% of families “Strongly Agree” or “Agree” with the statement, “I keep up with my student's academic progress and know who to reach out to if I have concerns”, and 90.5% of families “Strongly Agree” or “Agree” with the statement, “My child feels a sense of connection to their school and/or teachers”. Families shared that there is good overall communication between the school/district and home, but that they would like to see more communication between the teacher and home (especially at the secondary level).|Based on the analysis of educational partner input and local data, OPUSD will prioritize strengthening communication between secondary teachers and the families of struggling students. Early and proactive outreach is essential to prevent academic failure and improve student outcomes. The need for earlier intervention was identified through local D/F data and supported by feedback from the LCAP Educational Partner Survey, which emphasized the importance of increased academic support and parent communication. New features in the district’s student information system provide early warning indicators for academic risk, allowing staff to identify students in need of support more quickly and efficiently. These tools will be leveraged to facilitate timely teacher-to-home outreach and ensure families are engaged partners in their students’ success.|Based on the analysis of educational partner input and local data, OPUSD will improve engagement of underrepresented families—particularly those of English Learners and Students with Disabilities—by taking a more personalized and proactive approach. Site principals and the Administrator of Curriculum & Instruction will extend individual invitations to families identified during the self-reflection process. To remove barriers to participation, OPUSD will gather input on preferred meeting times and formats. In addition, schools will explore opportunities to offer informal meet-and-greet activities in connection with key events, such as Back to School Night, to help foster stronger relationships and support a more welcoming environment for all families.|Based on the analysis of educational partner input and local data, OPUSD has demonstrated several strengths in Building Partnerships for Student Outcomes. Families reported high levels of agreement that they are kept informed about their child’s academic progress, with 87.8% of parents on the 2024 LCAP Educational Partner Survey indicating they receive regular updates. To support transparency and shared responsibility for learning, the district sends home individual K–5 student results for FastBridge and CogAT screening assessments. OPUSD also offers multiple opportunities for families to engage in site and district-level decision-making through committees such as the LCAP Parent Advisory Committee, DELAC, Curriculum Council, and the Safe Kids Task Force. Throughout the year, surveys like the LCAP Educational Partner Survey and the Cell Phone survey have been used to gather feedback and inform planning. To promote transparency around instructional initiatives, the district shared regular Ethnic Studies updates via ParentSquare and hosted textbook preview events for families. A new “State of the District” video was also launched to highlight accomplishments from the 2024–25 school year and reinforce district-wide goals.|Based on the analysis of educational partner input and local data, OPUSD will continue to leverage the strong support and involvement of families as a key driver of student achievement. To further strengthen partnerships, the district will focus on increasing parent understanding of instructional programs and academic expectations, particularly at the secondary level. While families feel informed about student progress, survey feedback highlighted a need for clearer communication around grading practices, course pathways, and available supports. OPUSD will maintain its commitment to gathering input through ongoing committee participation and surveys. New efforts include introducing the California College Guidance Initiative (CCGI) to support college and career planning, partnering with Challenge Success to offer webinars on student well-being and the college application process, and streamlining the Student Success Team (SST) process districtwide to ensure more efficient, collaborative systems that include meaningful parent involvement.|Based on the analysis of educational partner input and local data, OPUSD will improve engagement of underrepresented families by expanding communication strategies to be more inclusive and accessible. The district will use periodic video updates with captioning and ensure communications are available in translatable formats to reach a broader audience. To build stronger relationships, OPUSD will explore opportunities to host informal meet-and-greet events in connection with key school activities, providing a welcoming space for families to connect with staff. These efforts will complement existing district and site communications and are designed to increase engagement among historically underserved families, including English Learners and families of Students with Disabilities.|Based on the analysis of educational partner input and local data, OPUSD continues to make progress in seeking input for decision-making through a range of communication and engagement strategies. Family participation in the LCAP Educational Partner Survey has steadily increased over the past several years, reflecting growing involvement in district planning efforts. The district expanded opportunities for feedback by sharing a new “State of the District” video, conducting a Cell Phone Policy survey, and hosting textbook preview days to inform upcoming instructional material adoptions. These efforts, along with ongoing committee participation and advisory group input, have strengthened OPUSD’s ability to incorporate diverse perspectives into school and district decision-making processes.|Based on the analysis of educational partner input and local data, OPUSD will continue to focus on ensuring timely and transparent communication to support meaningful input from families and staff. Maintaining regular updates and expanding the use of accessible communication tools remain key priorities. The district will continue to support committee work at both the site and district levels and provide multiple opportunities for families and staff to share feedback throughout the year. Additionally, OPUSD remains committed to the visibility and availability of site and district administrators to foster open dialogue and build trust in the decision-making process.|Based on the analysis of educational partner input and local data, OPUSD will improve engagement of underrepresented families in decision-making processes by continuing to provide training at meetings such as DELAC and the LCAP Parent Advisory Committee on how families can contribute input into educational programs and planning. The district will collaborate with school principals and Parent Faculty Organizations (PFA/PTA) to share timely reminders about opportunities to participate in groups such as School Site Councils, ELAC, and DELAC. To ensure accessibility, school sites will publicize events and meetings through multiple formats—including newsletters, ParentSquare, and translated communications (as appropriate)—based on feedback from the LCAP Educational Partner Survey. OPUSD will also use periodic video updates with captioning and explore informal meet-and-greet opportunities to foster trust and build relationships that support deeper involvement in decision-making.|5|5|5|5|4|5|4|5|4|5|5|4|Met||2025-06-17|2025
56739400000000|Moorpark Unified|3|MUSD’s LCAP Educational Partner Survey is administered yearly to parents/guardians/caregivers, staff members, and students. In the past, the MUSD survey had been administered to students in grades 5-11. This past year, students in grade 4 also participated. The data reported below is taken from the 2024-2025 survey. The respondents agree or strongly agree:  Parents feel welcomed and listened to by their school (English- 94%, Spanish 97%)  Parents feel well-informed and communicated with about their child’s progress (English- 94%, Spanish- 99%)  Students feel school is a safe and welcoming place for people of all backgrounds and cultures (87%)  Students feel connected to their school and teacher (84%) In addition to the LCAP Educational Partner Survey, local measures to gauge parent input in school/district decision-making and parent participation in programs were implemented during the 2024-25 school year as part of the MUSD LCAP, Goal 2, “Increase the percentage of students and families who feel that school is a safe and supportive environment with strong adult relationships and a sense of belonging, especially for students who are English Learners/Multilingual Learners, low income, and foster youth.”|Future training opportunities for school staff will include the Family Engagement Toolkit and English Learner Roadmap.|MUSD continues to provide bilingual parent coffee chats, Latino Family Literacy Project, LCAP Parent Advisory meetings, both virtually and in-person, and Title I Parent meetings to ensure the engagement of underrepresented families. The Black Student Union Club at Moorpark High School continues to grow, and MUSD recently added a superintendent’s 11th Grade Student Leadership Forum. Additionally, MUSD is supporting the newly formed Black Parent Council. MUSD partners with the Anti-Defamation League, which provides anti-bias/ inclusion/ anti-racism/ anti-bullying training to staff, students, and families. All three middle schools have earned “No Place for Hate” status recognition. Two MUSD educators were named “Educators of the Year” by ADL.|Parent participation was measured by attendance at various district and school site meetings. The findings from 2024-25 show:  Each school principal held three “Principal Chats” during the year to gather input and encourage parent participation  Parents reported attending 1-3 school events or trainings (English- 90%, Spanish- 92%)  Schools also offer a variety of both in-person and virtual family engagement activities throughout the school year (i.e., STREAM, literacy, mental wellness, SEL, Social Emotional Intelligence training, suicide prevention, growth and development, Internet and social media safety, etc.)  In response to parent requests and interest, MUSD accelerated Transitional Kindergarten age eligibility  Each school evaluated and updated its School Plan for Student Achievement with input from key educational partner groups, including underrepresented educational partner groups. In addition to our Virtual Wellness Center and In-Person Wellness Center at Moorpark High School, in-person Wellness Centers/ Spaces continue with wellness counselors at all middle and elementary school sites. All MUSD Wellness Centers and Wellness Spaces offer support and resources for students, families, and staff.  The Virtual Wellness Center houses recordings of previous staff and parent education opportunities.|An area of focus will continue to be professional development for teachers and principals to improve MUSD’s capacity to partner with underrepresented families.|Parent outreach and educational opportunities primarily directed toward underrepresented families will be designed based on feedback from the annual MUSD LCAP Survey and will be created using research-based best practices outlined in the family engagement toolkit. Outreach is conducted through personalized phone calls, emails, Parents Square, social media, and school newsletters.|MUSD offers multiple means of gathering input from our educational partners for decision-making, such as the School Site Council, ELAC/DELAC, ASK (All Special Kids), LCAP Parent Advisory Committee, Title I parent meetings, our annual educational partner surveys, student and staff surveys, and feedback from the Superintendent’s Student Leadership Forum.|MUSD looks to continually increase parent participation in our yearly LCAP Survey. Our efforts to advertise our survey to all educational partner groups helped us more than quadruple the number of parent/guardian surveys collected this year from our Spanish-speaking community, from 40 three years ago to 187 this year.|Based on recent successful outcomes, MUSD continues to work towards increasing participation in our yearly LCAP Survey by holding special events where parents are supported in real-time completing the survey, including increased opportunities to complete the survey at school site meetings and events and providing alternative means of completing the survey (e.g., paper/pencil).|5|5|5|5|5|5|5|4|4|4|5|4|Met||2025-06-18|2025
56739400121426|IvyTech Charter|3|IvyTech has utilized the unique situation brought on by the pandemic to strengthen the lines of communication between the school and educational partners. The school regularly utilizes technology to survey educational partners to gain insights into the learning community, as well as, to evaluate the school's progress towards achieving its mission and vision. By introducing Zoom as an option for participation in some school events (e.g. Information Nights, Orientations, LCAP presentations, IEPs, SSTs), the school has experienced an increase in family engagement. The outreach from the school and individual staff members has improved relationships with families. This has resulted in more students taking advantage of onsite structured support opportunities, as well as, participation rates in diagnostic and state testing.|IvyTech needs to improve multiple lines of communication with families. The school has sought out a tool that can connect with families through multiple modalities and an array of languages.|IvyTech has a well established orientation system that allows each family a complete and intimate view of how schooling works at this institution. Each family is individually met and oriented by a representative of the administration. The school provides each household with access to a student monitoring portal, and each student is provided a school email address. These measures allow for clear communication that is understandable and accessible to students and their families. An area to focus on improving would be to provide school documents in languages other than English to improve engagement with underrepresented families.|IvyTech provides each household with their own progress monitoring access through a digital Learning Management System. Parents/guardians can access student progress/achievement information at any time, from anywhere with a device and an internet connection. Instructors regularly email home information about student progress and upcoming events/projects/exams/deadlines keeping open clear lines of communication. IvyTech has an established system for providing interventions for students, engaging family members in conversation about their student, and growing a strong relationship between school and home. Currently, IvyTech staff has a Spanish speaking staff member that allows for engaging underrepresented families, but finding more ways to open up lines of communication would be a future focus area for improvement.|IvyTech will focus on improving partnerships with the community by expanding the school's Board to include two parent representatives. Additionally the school is updated the website to make information more accessible for educational partners.|IvyTech will improve engagement with underrepresented families by increasing outreach from the school utilizing the School Information System to track family data and communication. Additional staff members have been add that are bilingual to assist in communicating with non-English speaking families.|IvyTech creates a personalized experience for families as they go through the enrollment process. Each families meets with the school principal and an educational plan is individualized for that student. Through this foundational relationship, IvyTech establishes and maintains strong lines of communication with educational partners which can later be used to seek input for decision making.|IvyTech has strengthened lines of communication between the school and home, especially in light of the unique situations presented by Covid-19. The school provides surveys and conducts interviews with a diversified array of stakeholders to ascertain the efficacy of policies, engagement in school activities. A focus area for future improvement would be to further the formalization of these tools to better establish a regular committee of stakeholder advisors.|IvyTech will improve engagement with underrepresented families in seeking input for decision making by sending out annual surveys in families' home language.|5|5|5|2|5|4|5|5|5|5|5|5|Met||2025-06-10|2025
56768280000000|Santa Paula Unified|3|A strength of SPUSD has been administering a Needs and Assets survey.  The key has been reviewing the survey with the staff and families.  Additionally, the creation of the Parent Ambassador program has supported families with understanding of the school system which in turn builds confidence in them to approach our district staff.  Furthermore, restructuring our parent conferences where parents are made aware of their state scores and come up with a goal to support their child.|SPUSD needs to continue to be intentional on the support we provide our staff to ensure we are building positive relationship with our families.  The goal is to restructure our parent conference structure where there is more of goal building between student, parent, and staff.  This will allow for teachers to share important academic goals and explore how they can be supported at home.  Additionally, it would be important to continue to implement culturally relevant events such as El Dia de los Muertos to engage with families in comfortable environment to build trust.|SPUSD will work with the Community Schools Outreach Coordinators to ensure we are providing different modalities to ensure we increase our relationship with our underrepresented families.  We will continue to hold focus groups to ensure our parents are able to provide feedback.|SPUSD current strengths are hosting parent meetings where parents have the opportunity to learn about the grade level expectations.  In addition, district and school sites hold meetings to discuss ELPAC and CAASPP scores.  The goal is to ensure that parents understand where their child is currently and what the expectation is for them for the upcoming year.  Additionally, the parents learn about the resources available to them to ensure they know how to utilize the resources to help their children.|SPUSD's focus for improving building partnerships for student outcomes is to ensure that parents are aware of their children's progress by communicating progress on an ongoing basis.  The goal is to explore different ways throughout the year to engage families in truly understanding the measures being used to support student outcomes.  SPUSD recognizes the importance of supporting families in understanding the grade level standards that need to be met in every grade level.|SPUSD will work with the Community Schools Outreach Coordinators to ensure we are providing different modalities to ensure we have the appropriate staff to communicate with our families so we can build a strong partnership for student outcomes.  Additionally, we will support the site administrators to develop a plan that we are being intentional in reaching our underrepresented families.|SPUSD holds a variety of stakeholder meetings that support our families in being partners in decision making.  The district holds monthly LCAP meetings to ensure we are making decisions as we progress during the school year.  Additionally, every principal meet with their stakeholders on a monthly basis to discuss the direction of their schools.  Furthermore, we hold specific moneys for all of our special populations to ensure we are in partnership as we make decisions.|SPUSD will revisit the manner we seek input for decision making.  We will send out a survey early in the year to identify the best methods and times to gather input from our stakeholders.  Additionally, we will focus on expanding our Parent Ambassador program so that there is a designated space at each school to have parents gather on a weekly basis to build a strong relationship where they feel comfortable providing feedback.|SPUSD will work with the Community Schools Outreach Coordinators to ensure we are being intentional on how we reach out to parents to seek input.  We understand that our underrepresented families prefer face to face meetings or through a phone call.  It is critical that we spend the time needed to ensure what type of feedback we are seeking and the importance of their feedback for decisions.|4|4|4|4|4|3|4|4|4|3|4|4|Met||2025-06-25|2025
57105790000000|Yolo County Office of Education|3|CCCS leadership and staff actively engage families and community partners in student learning through various events, with a strong focus on outreach in the Alternative Education program.  The Back to School Community BBQ Dinner brings parents, students, staff, and community members together for a meal while providing an opportunity to meet staff and visit classrooms. Parents are also encouraged to participate in School Site Council (SSC) meetings and other school events. During orientation, families review student progress, receive school updates, and provide input on key plans like the School Plan for Student Achievement (SPSA) and the Local Control and Accountability Plan (LCAP). They also hear from staff and guest speakers addressing student and family needs.  Among the most successful events are the Spring Open House and Student Art Show, as well as Family Art Night. At the Open House, community organizations provide resources, teachers showcase student work, and students lead an art show featuring their creations from the year, with families invited to view and purchase artwork. Parents and community members are especially impressed by students’ leadership and pride in their work. Similarly, Family Art Night, sponsored by Yolo Arts, engages families in collaborative art projects, such as a family collage reflecting cultural values. Food is provided at all events to accommodate families coming from work and those experiencing food insecurity.  Additional activities, including family barbecues and informal parent meetings, further strengthen engagement. A self-study revealed that families highly value opportunities to connect with their students, observe their learning, and participate in shared activities. Strong participation in events like the Art Show and Family Art Night reinforces this finding.|The parents have expressed an interest in more opportunities to engage with school staff, desire for parent education opportunities, and strategies to support them in getting their youth to school daily as well as on time and more expanded learning opportunities for youth to become college and career-ready.  As part of our LCAP goal 2 we want to include parents and community in providing an integrated system of support that addresses a culture of belonging, safety, and care. This includes coordination of countrywide services for expelled youth and foster youth that builds collaboration and information sharing to ensure continuity of services. Goal 3 of our LCAP is to provide opportunities for student and family engagement encouraging collaborative leadership with shared power and voice from a whole family perspective. Goal 4 of the LCAP specifically is designed to create an identity-safe and supportive school environment, which we will need to engage parents and families in order to create. Areas of expansion for Active Family and Community Engagement: 1. Increasing the number of staff members that speak in the students’ familie's home language. The California Community Schools Framework views the language of students and family members as history, culture, and community. In order to increase healing-centered communal wellness, we must ensure that the school community is accessible, destigmatized, and culturally fluent. 2. Professional development for all school staff on how to strengthen connections between students and families. The initiative aims to expand the presence of staff proficient in the home language of students' families, encompassing roles from the principal to the secretary. The California Community Schools Framework perceives students' and families' languages as embodiments of their history, culture, and community. To foster a healing-centered communal wellness approach, there is a necessity to establish an accessible, destigmatized, and culturally attuned school community. This involves implementing professional development programs for all school staff to enhance their ability to forge stronger connections between students and their families.|Staff will continue to create a more welcoming environment for all students and families. Through a combination of home visits, new student orientation meetings, positive attendance incentives, and individual attendance goals embedded in student ILPs, the aim will be to increase overall student engagement and attendance rates by 15% compared to the previous academic year, measured by June 2026.  Staff will continue to collaborate with families to engage in feedback on the effectiveness of programs through surveys, interviews, translation services meetings, and ongoing engagement opportunities. This feedback will enable the assessment of successes and needs.  In addition, Parents/Guardians will be encouraged to participate in the School Site Council. Chavez staff will conduct monthly award huddles with families being invited to increase student recognition opportunities.  Staff will continue to improve upon providing community engagement and cross agency collaboration Provide ongoing communication to better serve our youth. This community engagement allows for collaboration with community members and businesses on the effectiveness and needed improvements of our education processes and support systems. Through these partnerships, we can provide additional learning opportunities for students and families.|Cesar Chavez Community School (CCCS) participates in the K-12 School Partnership, a collaboration among Yolo County Health and Human Services (HHSA), Yolo County Office of Education (YCOE), and CommuniCare Health Centers, a Federally Qualified Health Center. This partnership delivers behavioral health services directly on campus, aiming to reduce barriers and expand access to educational, health, and mental health supports that foster effective teaching and learning environments.  Through this partnership, CommuniCare provides CCCS with a full-time Youth and Family Specialist stationed on campus. This specialist offers social-emotional support, including de-escalation strategies, coping skill development, facilitation of Child Family Team (CFT) meetings, and referrals to therapy or psychiatric services. They also act as a liaison, connecting students with nearby CommuniCare services such as primary care, dental, behavioral health, women’s health, pediatrics, and other specialized resources, ensuring individualized, comprehensive care.  In addition to mental health services, CCCS offers broad integrated student supports, including:  Resource Referrals: Students facing housing, food, or financial instability are referred by the Community Schools Coordinator to YCOE’s Education for Homeless Children and Youth (EHCY) program for access to essential services.  Youth Workforce Innovation and Opportunity Act (WIOA): Eligible students are referred to local agencies for job readiness training, job placement, and career development.  Support for Probation Youth: The Community Schools Coordinator works with probation officers to align and supplement support for students on probation. College and Career Readiness: CCCS’s Community Schools Coordinator, also a Youth Development Program Specialist, supports students in resume writing, job applications, interview prep, financial aid, and applications to colleges or trade schools.|Planned areas of expansion for Integrated Student Supports include:  Providing professional development for staff to implement a Multi-Tiered System of Support (MTSS) and other coordinated strategies.  Designing programs that encourage positive behavior interventions, restorative practices, and trauma-informed instruction.  Training all staff on the effects of trauma and toxic stress, and equipping them with trauma-informed practices for effective teaching and learning.  Introducing violence prevention programs that are culturally and gender competent, and evidence-based to support youth at risk of experiencing or committing community violence. Implementing evidence-based Social Emotional Learning (SEL) to promote student self-regulation, self-awareness, healthy decision-making, and a growth mindset.|Currently, CCCS conducts home visits and provides transportation to students to decrease chronic absenteeism. Our vision is to expand upon the current level of family and community involvement by having CCCS serve as a “hub” for multi-generational learning where families can continue learning and growing through community partnerships’ activities, parent classes, family empowerment activities, and continuing education opportunities.|Community Partner Input: Successes:  -The Cesar Chavez Community School campus is welcoming. A sense of community is created there.    - Students share that they know the staff cares about them, and individual student support is provided.  - Staff are willing to engage in new ideas and practices, such as the recently launched Yolo County Career Prep Program. The continued focus on social justice and culturally responsive curriculum benefits students, families, and the community.	  Community Partners: Identified Needs:  - To prepare students for careers and transitions, there is a need for expanded career exposure and more career technical education introductory courses.   - To benefit students, it would be great to have a TIP Focus and associated PD for staff and expanded PE activities.   - The school could make broader use of the programs available through Communicare, such as parenting support programs and drug and alcohol programs.    - There is a continued need to focus on mental health support for students. Conflict resolution and restorative justice training and implementation would provide a behavioral foundation.  - Relationships with community partners could continue to be expanded.   School Site Council, Parent Advisory Committee, and English Language Learners Parent Advisory Committee Input: Successes:   - They felt that the school is a safe place for their children.   -They appreciate the art instruction, the robust support their students receive, the frequent communication by the Youth Advocate and other staff, the caring staff, and the many field trips their students have participated in.   - They especially appreciate the staff's assistance in providing transportation.  School Site Council, Parent Advisory Committee, and English Language Learners Parent Advisory Committee Input: Identified Needs  - Many of our youth’s lives outside of school are chaotic, insecure, and unstable.  - Parents want their children to graduate and find a job.  - Families are requesting more positive and proactive communication from the school.|Parents of CCCS students are given the opportunity to be a part of the School Site Council (SSC). Combined meetings are held quarterly at the Cesar Chavez main campus. Through the SSC, parents, and students have an opportunity to give input to the development of the School Plan for Student Achievement (SPSA), and the Local Control Accountability Plan (LCAP). While these opportunities exist, it remains an ongoing challenge to have parents engage in these processes due to external constraints on parent participation. In spite of these social and economic constraints, we strive to engage parents at any and every opportunity.|The LEA will seek to improve engagement of underrepresented families by increasing alternate means of collecting data from families, such as empathy interviews and listening circles.|4|4|3|3|3|4|3|3|3|3|3|3|Met||2025-06-24|2025
57105790132464|Empowering Possibilities International Charter|3|"EPIC does many things to build relationships between staff and families. In 2024-2025 as part of the Community Schools Grant, EPIC held parent and student ""listening sessions"" to help gain important insight into what students and families love about EPIC and what we can improve on.  We will use the results of these listening sessions to help strengthen our parent engagement program.  EPIC and GCC holds major events outside to promote family and community engagement - GCC-Wide there is the Parent Summit which provides important educational opportunities and recognition for our parents as well as the GCC Innovators Fair. At EPIC we hold our annual Multicultural Festival, which had significant attendance and community partner participation.  EPIC held other events to build relational capacity between staff and families:  Back to School Night, Family Math Night, IB Night, movie nights, and Open House.  EPIC has also enhanced communication to families and the outside community via monthly newsletters and frequent Parent Square communications between school/teacher and home. School administration holds monthly Coffee with Administration in order to build relational capacity with families/community and to hear/address any needs that family/community may have. EPIC also offers parents/community frequent volunteer options so they can be on campus, which enhances the staff/family relationship.  All EPIC staff is trained in Capturing Kids Hearts and as a National Showcase School all of our staff works very hard to create a welcoming environment from the moment they step in the front door. EPIC prides itself on the amount of bilingual staff that we have on campus, which assists tremendously in 2-way communication between families and educators in a language that is understandable and accessible to families."|EPIC has gradually added in-person events post-pandemic for families and look to add more in 25-26.  EPIC is looking forward to working with GCC and implementing the Community Schools Grant to enhance parent engagement.  EPIC intends to continue with parent nights in order to help our families provide academic support and English Language Development at home.  EPIC has had a recent influx of newcomer families, so it is important that we teach parents about the US and CA educational systems, the importance of literacy and math, how to navigate the local community resources, etc.  EPIC also hopes to offer English language classes to families in the future.|EPIC will improve engagement of underrepresented families by identifying them and having our Parent Liaison call families to encourage and promote engagement with our school.|EPIC has historically done a great job building partnerships with families to increase student outcomes.  EPIC has provided support to teachers to improve their capacity to partner with families by providing tremendous bilingual support to them through bilingual paraprofessionals/other support staff as well as a bilingual Parent Liaison who can bridge the communication gap for our large number of newcomer families.  EPIC has sent out multiple communications about how to use IREADY for math and ELA development at home, as IREADY is computer adaptive and its consistent use is critical for ELD.  EPIC provides teachers with multiple opportunities to hold parent conferences throughout the school year and have bilingual support in these conferences if needed.|EPIC is hoping that in 2025-2026 it will receive funds and support through the Community Schools Grant to to strengthen our highly-regarded Parent University program. Through this program in-person sessions to aid families in important ways they can help their student academically and social-emotionally at home.  As many of our families are newcomers who don't speak English, EPIC will strive to add programs to support newcomers such as English language classes for parents so they can better support their students academically as well as support to obtain community resources.|EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by using our chronic absenteeism list to identify students and by having our Parent Liaison continue to reach out to these families.|In 24-25, EPIC implemented a successful LCAP survey and received significant responses -  89 responses - 48 Students, 17 staff members, and 24 parents.  The survey provided feedback in the areas of educational effectiveness, academic environment, instructional climate, school environment, and social environment.  This feedback was taken seriously in revision of the LCAP.   EPIC's School Site Council/ELAC/DELAC met faithfully in 24-25 as required by law and provided input on all important decisions and documents produced by EPIC, including the Parent Involvement Policy, EPIC Safety Plan, Title I, Title III and LCAP. The EPIC principal holds Coffee with Administration to seek input from parents on a monthly basis.  As part of the Community Schools Grant, in 24-25 EPIC held student and parent listening sessions to gain important insight into what students/parents love about EPIC and what we can improve.|EPIC will continue to encourage parents to respond to LCAP and Parent Square surveys, as this is the best way to gather data from families and the community.   Based on the number of responses by staff, students and parents to our LCAP survey, I would say that the response rate was acceptable but we will make an effort to improve the number of responses for 25-26.   Also, EPIC will continue to reach out to SSC/ELAC/DELAC parents who come to meetings inconsistently as well as encourage parents who are not on SSC/ELAC/DELAC to attend meetings through Parent Square and parent newsletters.  Currently, EPIC holds a mix of in person and virtual Coffee with Administration sessions that rotate on a monthly basis - EPIC will consider restoring all monthly sessions to face to face to enhance collaboration between administration and stakeholders.|EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision making by having our Parent Liaison continue to reach out to these families.   EPIC will always strive to ensure that 100% of students have reachable contacts via Parent Square, as this is our primary means to communicate out to families.|4|5|4|4|4|4|4|3|4|4|4|4|Met||2025-06-17|2025
57726780000000|Davis Joint Unified|3|DJUSD strengths include our site English Learner Advisory Committees, Youth Truth Family Survey, and the role of a Homeless/Foster Liaison. Community and staff benefit from the relationships established by the Climate Office, liaisons, English Learner Specialists, and paraeducators who have strong relationships with families. Progress made includes the growth of a Spanish Speaking Partnership Network that includes staff and leadership and a strong interpreter network. This Network has been instrumental in contacting families, understanding needs, helping to network for wrap around services, and informing district systems. Additionally, our Ethnic Studies Advisory and consultant led to the hire of an Ethnic Studies Coordinator and solidified relationships with community partners interested in improving the experience of our BIPOC (Black Indigenous Persons of Color) students in Davis schools through our Anti-bias grant. DJUSD has been successful in establishing a Parent Advisory Committee of the Native American Education and Title VI Program. Our relationship with our bargaining partners promote shared values and priorities and we continue to benefit from our relationships with higher education surrounding our community. Additionally, we note that our Climate Office will begin the work funded through an anti-bias grant with constituency groups from the Jewish community, Black and African American, as well as LGBTQIA+.|An area of focus in improving our relationships is in reaching a broader group of invested community members to inform our vision.  This focus will be co-constructed, realized and actionable through our Strategic Plan, beginning this fall of 2022.  Additionally, DJUSD will focus intently upon the findings and recommendations that come from the DJUSD Special Education Review, improving relationships within our Special Education student, parent, and staff populations.|An area of need in partnership is in building relationships and capacity for families that are English Learners and speak a language other than Spanish. Additionally, we have developed more systematic manners of  outreach to families living in poverty through their community leaders.|Building Relationships and Social Emotional Learning (SEL) is a high priority for Davis Joint Unified School District and is directly aligned to Goal 3: Classrooms and school communities will be safe and inclusive environments. DJUSD has developed events and systems in order to create strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DJUSD hosts a Parent Engagement Night to invite parent perspective into the key decisions and future work of district leadership. Additionally, each school site holds events specific to their programs and coordinates parent events to support transitions from elementary school to junior high as well as junior high to high school. Staff have increased communication through messaging to include: Superintendent's bi-weekly Constant Contact email, social media, our DJUSD website, and personalized contacts from Principals. Additionally, our Spanish Speaking Partnership Network has increased proactive outreach. An area of success is in the hiring and utilization of a liaison for homeless and foster students. In partnership with our site counselors this has increased our ability to form relationships and meet student needs.|We observe a lower level of engagement with our unduplicated families and intend to focus on increasing in-person communication and face-to-face time with these students and families by home visits and case management. Our 2021-24 LCAP plan included hiring an additional  liaison and coordinator for interpretation services in order to increase and improve engagement of underrepresented families.  DJUSD has hired for this position and outreach has shown improvement of unduplicated student participation in programming. DJUSD high school programs saw an increase in both enrollment and pass rate for our Dual Enrollment College partnership with Sac City College. This increase was particularly reflected with our unduplicated population.|DJUSD will continue to partner with our families using site advisories, district advisories, and community liaisons.  As part of our strategic planning this fall we will be going to communities systematically  and deliberately organize ourselves in the places where our families are available.  Additionally we will be partnering with our students on sites and translating our LCAP to increase accessibility.|As noted above, our partnership with families as a result of the Spanish Speaking Partnership Network and our EL Specialists is a point of success and progress. This is also true of our parents as a result of the Parent Advisory Committee of the Native American Education and Title VI Program. A focus area for improvement will be in working with a larger network of families as we note a reliance on the same leadership voices within the English Learner Parent Advisory and Native American group. We would also benefit from higher participation in our surveys and believe proactive outreach will increase that engagement.|DJUSD will focus on working collaboratively with our parents, students, staff, and community in a facilitated implementation of the DJUSD Strategic Plan.  Our Strategic Planning process was designed by our community and implementation includes continued feedback loops that rely upon strong partnerships|DJUSD will explicitly share data and seek input from our underrepresented families through consultation with Parent Advisories for English Learners and Native American students.  Additionally, our liaisons will seek input from families in our migrant community and with our foster and homeless youth caregivers. Our Anti Bias grant will also improve our understanding and relationship with our Black/African American, Jewish, and LGBTQ families.|5|4|4|5|4|5|4|4|4|3|4|3|Met||2025-06-18|2025
57726780119578|Da Vinci Charter Academy|3|Building strong partnerships with families is essential to student success at DVCA. One key tool for fostering these partnerships is Canvas, the school’s online learning management system. DVCA teachers are trained in Canvas and are required to post weekly course agendas and regularly update the student gradebook. Students receive Canvas training during orientation each year.  To support families, DVCA hosts Parent/Guardian Canvas Nights, offering tutorials and guided assistance on using the platform. Each parent or guardian receives a Parent-Observer account, ensuring both students and families have consistent access to academic tools for monitoring performance and offering support at home. Staff email addresses are available on the school website and within each Canvas course. DVCA teachers are trained in professional email communication and are expected to contact parents or guardians promptly when academic or social-emotional concerns arise. Additionally, students who are not meeting standards receive quarterly progress reports, and counseling staff reach out to families to schedule support team meetings.|There are two key areas of ongoing progress at DVCA. First, DVCA has developed a restorative approach to community building, conflict resolution, and discipline, facilitated through the DVCA Restorative Practices Coordinator. Students and parents are introduced to this system during orientation activities and parent engagement nights. The restorative approach can be accessed both in and out of school to help address challenges as they arise. Second, DVCA administration and support staff utilize two key communication tools to promote positive student outcomes: an updated school website and the School Messenger communication system. These platforms provide timely information about school events, activities, policies, and opportunities for students and families. As a dependent charter school, DVCA operates under a Memorandum of Understanding (MOU) with DJUSD. This agreement outlines the various services DVCA contracts through DJUSD, including Special Education and Student Support Services. DJUSD provides staff training in legal and policy requirements and maintains oversight of employees. DVCA staff inform parents and guardians of their rights and adhere to established processes for SST (Student Support Teams), 504 plans, and IEP (Individualized Education Program) meetings. Procedures for complaints or conflict resolution are available on both the DVCA and DJUSD websites and are followed accordingly.|DVCA recognizes that Special Education students and socioeconomically disadvantaged students experience disparities in academic outcomes. As a result, the school is placing a greater emphasis on building relationships with these students and their families. One goal is to improve the efficiency of service delivery through the Multi-Tiered System of Support (MTSS), which incorporates not only social-emotional supports but also targeted Tier One practices using the Universal Design for Learning (UDL) framework. DVCA has implemented both Tier One and Tier Two support teams. These teams use Request for Assistance referrals and charterwide data analysis to address students’ social-emotional, behavioral, and academic needs. This work has led to schoolwide adaptations in Tier One practices and the development of targeted interventions to support students more effectively.|Building Relationships is a core principle of Da Vinci Charter Academy and is directly aligned with the school’s mission to be an innovative, inclusive, and collaborative learning community. DVCA has developed several programs to foster strong relationships and open communication between school staff and families. In addition to Back-to-School Nights and Open Houses, DVCA hosts multiple parent engagement events at each site to welcome families into the school environment. One key event is the “Signature Project Nights,” held at all grade levels. These nights allow parents to experience their students' work firsthand as they present completed projects and products from their courses. DVCA staff are easily accessible—each teacher’s email is listed within the school’s learning management system and on the DVCA website. Teachers are expected to respond to parent inquiries within 24 hours and to meet with families outside of school hours when needed. Ongoing communication is maintained through the DVCA website and periodic updates via the School Messenger system to ensure families stay informed about school events and engagement opportunities. DVCA also supports family involvement through its Parent Booster Organization, which fosters a welcoming environment and community spirit. Families are introduced to the Booster Organization during annual registration and orientation events. The Boosters maintain a dedicated website and provide regular updates about school and Booster-sponsored events, including monthly open meetings and social gatherings.|One of the most impactful areas of progress has been the work of the DVCA Counseling Department. For years, DVCA counselors have conducted Grade 10 Parent Meetings in the fall. Since expanding to include 9th grade, counselors now also meet with 9th grade families. These meetings bring together students, parents/guardians, and counselors to discuss high school program planning and post-secondary goals. These personalized, face-to-face meetings are a valuable opportunity to build strong relationships and a supportive foundation for student success. The Counseling Department has also established a Post-Secondary Information Night for juniors and a Senior Information Night, further enhancing family engagement. These events have proven effective in building partnerships with families, fostering deeper connections with school staff, and—most importantly—ensuring that all families, including those who may otherwise lack access, receive crucial information about post-secondary planning.|Building strong relationships with families is an ongoing effort that requires intentionality, cultural responsiveness, and persistence. DVCA recognizes that engagement among unduplicated families—those who are socioeconomically disadvantaged, English learners, or foster youth—remains lower than desired. To address this, DVCA is committed to increasing in-person communication and meaningful face-to-face engagement with these students and their families in the coming year. Efforts will include the implementation of targeted outreach strategies, such as home visits, community-based meetings, and culturally responsive engagement opportunities that meet families where they are. This may involve offering events at more flexible times (e.g., evenings or weekends), and partnering with trusted community organizations to help bridge gaps in trust or access. With the realignment of 9th grade to the Da Vinci High School campus, it is critical for counseling and administrative staff to establish relationships with students and families earlier in the high school journey. DVCA will prioritize early touchpoints, such as personalized welcome calls, orientation sessions tailored specifically for unduplicated families, and one-on-one goal-setting meetings with counselors. These meetings will not only support academic planning but also help staff better understand each family’s unique context and needs. Additionally, DVCA will explore the use of family liaisons or parent ambassadors from similar backgrounds who can help foster trust and increase participation. Professional development for staff will continue to emphasize the importance of asset-based mindsets, trauma-informed practices, and inclusive communication strategies to ensure that all families feel respected, heard, and valued. By implementing these strategies, DVCA aims to close engagement gaps and create an inclusive school culture where every student and family feels a sense of belonging and partnership in the learning journey.|DVCA benefits from the opportunity to participate in stakeholder input activities at both the district and site levels, due to its status as a dependent charter. At the district level, parents contribute through the Superintendent’s Advisory Committees, which include representatives for English Learners (EL), Special Education (SPED), Site Council/Advisory groups, and PTO/Booster organizations. At the site level, the DVCA administration holds monthly Advisory Board meetings, which are open to the public. These meetings include four elected parent board members who represent the broader stakeholder community. The Advisory Board plays a critical role in oversight and decision-making, including involvement in the DVCA Local Control and Accountability Plan (LCAP), the school safety plan, charter renewal efforts, and the WASC accreditation process. In addition, DVCA actively includes parent/guardian stakeholders in district-level events such as DJUSD School Governance Nights and DVCA Parent Engagement Nights. These well-established practices are a clear strength in DVCA’s ongoing efforts to involve families in decision-making.|A recent area of progress in engaging parents and guardians has been the use of surveys to gather input on school progress and needs. DVCA administers the YouthTruth Family Engagement Survey, which collects parent/guardian feedback on topics such as school climate, academic support, and student safety. Results from this survey are reviewed annually by DVCA staff and the Advisory Board to identify areas for improvement. DVCA, in collaboration with DJUSD, has also enhanced its ability to engage underrepresented families by expanding multilingual communication and outreach—especially in Spanish. Surveys and communications are now shared in multiple languages using digital translation tools, and two DVCA staff members have received formal training in educational translation practices.|While DVCA is proud of its strong record of parent and guardian participation in school decision-making, it acknowledges the need to diversify the voices represented. Moving forward, DVCA is committed to broadening participation by recruiting a more diverse group of Advisory Board members and increasing outreach to families who may not have previously engaged. A particular focus will be placed on expanding participation in the Family Engagement Survey, with new strategies being developed to increase awareness and encourage broader input.|5|4|5|5|4|5|4|5|5|4|4|4|Met||2025-06-18|2025
57726860000000|Esparto Unified|3|EUSD strength is in utilizing Parent Square to communicate on an individual and a group level.|Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.|EUSD will provide more training for our families who have students with disabilities.|EUSD worked with staff and the community to implement the strategic plan to guide the work of the district.|EUSD will work to find additional ways to work with families to better understand student outcomes.|EUSD will continue to implement the Graduate Profile and Strategic Plan during the 2025-26 school year|EUSD  was successful in gathering input for developing both the Graduate Profile and the Strategic Plan.|EUSD will continue to engage with the community as the Graduate Profile and Strategic Plan are implemented.|EUSD will continue to provide input in a variety of ways, including surveys, small groups, Board meetings, and other meetings.|3|4|3|4|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
57726940000000|Washington Unified|3|Washington Unified School District has demonstrated significant strengths in building relationships between school staff and families through the provision of bilingual school liaisons who reflect the diverse languages and communities served. These liaisons play a vital role in facilitating effective communication and connection. Engagement opportunities such as administrative meetings, Coffee with the Principal, and district-wide events provide additional forums for interaction and rapport-building. The district and school sites actively seek and welcome input from educational partners. The Community Schools outreach efforts have further supported capacity building in family engagement. Washington Unified is committed to fostering compassionate, two-way communication and creating stronger partnerships rooted in trust, mutual respect, and shared ownership of student success.|Washington Unified School District is committed to strengthening relationships between school staff and families by enhancing reciprocal communication and expanding opportunities for meaningful engagement. Based on educational partner input and local data, the district has identified key focus areas for improvement: -Increasing opportunities for active parent volunteerism. -Expanding participation in site-level English Learner Advisory Committees (ELACs) and the District English Learner Advisory Committee (DELAC). -Hosting more frequent and inclusive parent community forums to gather feedback and foster dialogue. -Developing school sites as welcoming community resource centers that serve as hubs for support and connection.  To build on these efforts, WUSD will continue to provide families with resources and supports that directly impact student learning. The district is also committed to: -Creating more opportunities for connection between staff and families to build shared understanding and common knowledge. -Offering ongoing professional development for all staff focused on equity, cultural responsiveness, and inclusive engagement practices. -Supporting Positive Behavioral Interventions and Supports (PBIS) implementation across all three tiers, aligned with each school's readiness and Tiered Fidelity Inventory (TFI) and survey results. -Expanding access to programs to meet diverse student needs.|Washington Unified School District is guided by its commitment to Equity, Excellence, and Empowerment for Every Student, Every Day. As part of this commitment, WUSD recognizes the importance of building authentic and inclusive partnerships with families—particularly those who have been historically underrepresented or face barriers to engagement.  Through the self-reflection process, WUSD identified the need to improve outreach and support for families from diverse linguistic and cultural backgrounds, as well as families experiencing socioeconomic challenges and families of students with exceptional needs. To address this, the district will expand district-wide parent engagement opportunities that reflect input gathered from parent surveys and community feedback.  Planned efforts include: -Parenting Workshops: Offering sessions on topics such as child development, positive discipline strategies, navigating school systems, and fostering healthy family dynamics. -Family Literacy Nights: Hosting events to promote reading and literacy skills, while providing families with strategies to support learning at home. -Volunteer Opportunities: Creating accessible and welcoming ways for families to get involved at school sites, including clear communication about how to participate and the value of their involvement. -Expanded Supports for Families of Students with Exceptional Needs: Providing parent workshops focused on supporting learning at home for students with disabilities, partnering with community-based organizations to offer resources, advocacy tools, and family support groups.  Additionally, the district will prioritize outreach to ensure workshops and events are inclusive, culturally responsive, and offered in families' home languages when needed. This includes leveraging school liaisons, multilingual communication tools, and trusted community partnerships to strengthen participation.  By focusing on relationship-building efforts that are responsive to family voice and rooted in cultural humility, WUSD aims to create stronger, more trusting connections with underrepresented families and support all students in achieving success.|Washington Unified School District has made meaningful progress in creating opportunities for families to engage with schools and district initiatives. Numerous meetings and engagement opportunities have been held to build partnerships and strengthen community connections. These include Parent and Student Advisory Committees, English Learner Parent Advisory Committee (ELPAC), site administration meetings, school site parent meetings, parent trainings, West Sacramento Teachers’ Association (WSTA) and California School Employees Association (CSEA) meetings, SELPA consultations, regularly scheduled and special WUSD Board of Education meetings (which include opportunities for public comment), School Reopening Committee sessions, and both district and site-level Local Control and Accountability Plan (LCAP) meetings. These forums provide valuable spaces for feedback, dialogue, and collaboration among educational partners.  While these structures reflect a strong foundation for communication and engagement, a critical gap remains in building true partnerships that directly support long-term student success. Specifically, we recognize the need to do more to educate and empower families with the knowledge, tools, and confidence to navigate the educational system, understand what students need to be college- and career-ready, and advocate effectively for their children. Through these efforts, Washington Unified aims to move beyond traditional engagement to foster genuine, student-centered partnerships that empower families to play an active, informed role in supporting student outcomes.|Washington Unified School District’s Strategic Plan is fully aligned with its Local Control and Accountability Plan (LCAP), with the shared goal of reinforcing district strengths while recalibrating our vision and commitment to excellence, equity, and empowerment for every student, every day.  As highlighted in both educational partner feedback and local data analysis, several specific focus areas for improvement have emerged in how WUSD builds partnerships to support student outcomes: -Involve families in service-oriented projects that build connection and investment in school communities. -Improve communication and support during key student transitions, especially from elementary to middle school and middle school to high school. -Increase efforts to reach families who are traditionally underrepresented, using culturally responsive and community-centered approaches. -Expand professional development for staff that emphasizes strategies for building meaningful parent partnerships. -Enhance communication of available resources, ensuring families are aware of the supports offered and how to access them effectively.  A key area for improvement is how we build partnerships that not only involve families, but also actively educate and grow them as partners in their children’s academic journeys. Analysis of educational partner input points to a growth area in parents understanding of academic expectations, college and career pathways, and the skills students need to succeed in today’s competitive world. To close this gap, WUSD must move beyond traditional engagement methods and intentionally invest in parents and families.  By focusing on these areas, WUSD aims to strengthen its partnerships with families in ways that are inclusive, empowering, and aligned with the district’s broader goals for student success and equity.|Washington Unified School District (WUSD) serves a diverse, urban community in West Sacramento, where student needs are concentrated in specific areas. Over 66% of WUSD’s student population are unduplicated pupils, including English Learners, foster youth, and students of low income. The district is committed to building meaningful partnerships with families to support student outcomes—particularly those from underrepresented communities—and to providing increased or improved services that meet their unique needs.  WUSD supports these efforts through several key initiatives: -Youth Outreach Specialists: Support students across all school sites. Additionally, a full-time Youth Outreach Specialist supports foster youth in navigating school systems and accessing academic and wellness resources. This role was established based on feedback from site personnel and data regarding the risks associated with foster care. -Targeted Staffing Support: The district continues to fund English Learner support staff, outreach specialists, and school-based social workers. While these services are principally directed toward unduplicated students, they are available to all who may benefit. -Site-Based Interventions: School sites receive additional funds to implement tailored interventions for unduplicated students. These services, aligned with school Single Plans for Student Achievement (SPSAs), are guided by school-level data and community input. Teachers are also provided flexibility in their instructional schedules to offer small-group or individualized intervention as needed. -Language Access: The district remains committed to providing communication in families’ home languages, including translation and interpretation services, particularly for newly arrived immigrant families.  Based on input gathered through surveys and stakeholder meetings, WUSD has identified the following areas for improvement to deepen engagement with underrepresented families: -Strengthening school-community connections by leveraging Community Schools and external partners to integrate more community-based resources and supports within school campuses. -Providing parent workshops and trainings that are responsive to parent-identified needs and interests, ensuring topics are relevant and practical. -Expanding culturally and linguistically responsive outreach, especially for English Learners and immigrant families, to build trust and reduce barriers to participation.  WUSD recognizes that supporting underrepresented families goes beyond providing services—it requires intentional and ongoing efforts to build trust, cultural responsiveness, and capacity within the community. Through these actions, the district aims to create inclusive environments where all families feel welcomed, valued, and empowered to contribute to their children's academic success.|Washington Unified School District (WUSD) is a community that supports one another, united in its commitment to authentic collaboration with parents, families, and the broader community to support student learning and achievement. Throughout the 2024–25 school year, many school sites hosted family engagement nights that provided meaningful opportunities for two-way communication and feedback. These included: -Family Math Night -Literacy Nights -Social-Emotional Support Workshops for Students and Families -Topic-specific sessions developed from input gathered at site-level parent forums  These events fostered relationships and created spaces for families to ask questions, pose scenarios, and share their perspectives with staff and leadership teams. WUSD also maintains a variety of formal structures to gather ongoing input from educational partners, including: -School Site Councils (SSC) -English Learner Advisory Committees (ELAC) and the District ELAC (DELAC) -Parent Teacher Organizations (PTOs) -Positive Behavior Intervention and Supports (PBIS) site teams -Strategic Plan Community Forums -LCAP engagement meetings and surveys  The district has also expanded digital engagement opportunities, which have helped remove some barriers to participation and increased accessibility for families with scheduling or transportation challenges.  While these represent significant progress, engaging families in shared governance and decision-making remains a challenge. Participation in advisory groups and feedback forums is often limited and not fully representative of the district’s rich diversity.   To address this, WUSD recognizes the need to: -Build trust and relationships within underrepresented communities -Improve communication, both in language accessibility and content clarity -Create  inclusive, welcoming environments for participation -Provide guidance and education for families to understand the decision-making process and how they can influence it  By strengthening these efforts, WUSD is working to ensure that all families, can contribute to shaping educational decisions that impact their children.|Washington Unified School District (WUSD) is committed to strengthening our systems for educational partner input to ensure they are inclusive, transparent, and impactful. While structures such as advisory committees, forums, and surveys are in place, current levels of participation remain limited. As a result, input gathered does not always reflect the full diversity of our families and educational partners. We recognize that simply offering opportunities is not enough. Our focus must shift toward actively building trust, reducing barriers, and creating environments where families feel informed, valued, and empowered to engage in meaningful ways.  To address these challenges and improve our decision-making processes, WUSD has identified the following focus areas for improvement:  Enhancing Communication Channels: We aim to improve clarity and consistency in how information is shared and feedback is gathered. This includes using accessible, multilingual platforms such social media, newsletters, and email to increase outreach and foster two-way communication.  Early and Ongoing Engagement: Input must be sought not just at key decision points, but throughout the planning and implementation process. Engaging families and community partners through surveys, focus groups, and advisory committees will ensure more diverse and representative voices are heard.  Building Trust and Transparency: Families are more likely to engage when they see that their input is taken and put into action. WUSD will prioritize follow-up communication to show how feedback is used in decision-making and commit to sharing input and resulting actions.  Increasing Access and Removing Barriers: We will work to reduce logistical, linguistic, and cultural barriers that limit participation by providing translation services, flexible meeting formats (in-person and virtual).  A key improvement area is ensuring that parents, guardians, and caregivers have both a meaningful voice and real choice in shaping their child’s educational experience. By creating inclusive and responsive systems, WUSD seeks to transform educational partner engagement into true shared decision-making, leading to more equitable, informed, and community-rooted outcomes.|Washington Unified School District (WUSD) recognizes the importance of ensuring underrepresented families, those who are English Learners, foster youth, or from low-income households, are engaged meaningfully in school and district decision-making. During the self-reflection process, it became evident that while structures for engagement exist, there is a continued need to expand and deepen efforts that make participation more accessible, inclusive, and culturally responsive.  Several sites held parent nights where outreach staff collaborated with site administrators to identify and respond to school-specific family needs. These localized efforts will continue and be expanded upon through the following strategies:  Strengthen Targeted Outreach: Outreach staff and school site teams will continue to identify underrepresented families and provide tailored support. This includes proactive communication in families’ home languages, in-person outreach, and follow-up to build trust and encourage ongoing involvement.  Increase Language Accessibility: Family Liaisons and Bilingual School Liaisons will increase efforts to provide translated materials and real-time interpretation during meetings and events to ensure all families, particularly English Learners, can fully participate.  Offer Culturally Relevant Family Workshops: District and school site teams will support relevant family workshops based on input form families as well as data.   Overall, WUSD is committed to removing barriers and building trusting relationships with underrepresented families to ensure all voices are heard and valued in shaping the educational experience. By meeting families where they are and expanding opportunities for input, we will move toward a more inclusive and equitable system for all students.|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
57726940124875|Sacramento Valley Charter|3|The strengths included included Punjabi-oriented family events into the school culture, including during Back to School Night, Multicultural Night, Holi Run, and Talent Show. Parents also receive timely communication about school events, important dates, and their children's academic progress. Every communication to parents, whether verbally or in writing is translated into Punjabi.|"The LEA's areas of focus for improvement in ""Building Relationships Between School Staff and Families"" includes: a) Getting to know parents through Meet and Greets, Title One Parent Meetings, PTO meetings, and Back to School Night. b) Parents receive weekly communication from their children's teachers via Class Dojo. c) The school also sends frequent parent updates with respect to  important information."|Some of the ways the LEA will improve engagement of underrepresented families include: a) Establishing clear lines of communication between parents and the principal, and between parents and the school office. b) Ongoing information to parents from their children's teachers continue to be a positive means of improving school-to-home communications. c) All parents are invited to participate in after-school events, and these events such as STEAM or Multicultural Night are very well attended by parents. d) To increase parent participation in Title One Parent Meetings, the meetings will be scheduled for later in the day so that it will be more convenient for working families.|"Strengths and progress in ""Building Partnerships for Student Outcomes"" include the following: a) Clear lines of communication in both Punjabi and English between the school and parents. b) Regular communication to parents includes a quarterly newsletter, student progress reports, parent-teacher conferences, and parent participation in the Parent Teacher Organization."|The greatest area in need of improvement is parent attendance at Parent Title One meetings. Since parents are always present at events when their children are either performing or receiving an award, infusing every meeting with a presentation from students may help improve parental attendance. The meetings can be scheduled to coincide with holidays and other types of monthly observances. There must be a translator at each of these meetings, as many parents' first language is Punjabi.|Well in advance of the scheduled meeting dates, underrepresented parents will be invited to Student Study Team (SST) meetings, IEP meetings, Parent-Teacher Conferences, and Title One Parent meetings.  There will always be several reminders. A translator shall always be present at these meetings.|"LEA's strengths and Progress in Seeking Input for Decision Making include"": a) Establishment of a School Leadership Team during the 2024-2025 academic year. b) Parents are invited to participate in monthly School Board Meetings either in person or remotely via Zoom."|"The LEA's focus area(s) for improvement in ""Seeking Input for Decision-Making"" include: a) Establishment of a Parent Advisory Council b) Encouraging more parents to participate in the Parent Teacher Organization c) Distributing a School Climate Survey to Parents, biannually, disseminating the results, and working to address each issue posed by parents."|The LEA will improve engagement of underrepresented families by ensuring that at each meeting or event, there are Punjabi language translators. This seems to be the most important aspect for parents.|2|3|2|5|3|4|5|5|3|3|5|4|Met||2025-06-26|2025
57726940131706|River Charter Schools Lighthouse Charter|3|Some of LCS' noted strengths are the Weekly Newsletter, parent volunteers, Coffee with Principal, Parent Square, school events highlighting student performance, and Parent/Teacher conferences.|LCS worked hard this year to strengthen and build relationships with parents through the Parent Teacher Committee (PTC) and ELAC, and as a result, parent participation increased.|Events scheduled at times to increase planning and attendance; childcare for PTC meetings; bilingual representation of staff|Back to School Night, Parent/Teacher Conferences, IEP meetings, SST meetings|Families were provided with information and resources to assist them with student needs.|This year, a Vice Principal was hired to support the EL program and act as a liaison with the ELAC in addition to other school duties.|Parents work with teachers on priorities and engagement -- PAC, Safety, LCAP Review, PBIS Committee|LCS continued building more opportunities for involvement through site meetings and surveys.|LCS will continue to survey families regularly. In addition, various mediums and opportunities to engage before school and during the evening will be explored and added to best meet the needs of parents.|4|4|4|4|4|3|4|3|4|4|4|4|Met||2025-06-26|2025
57726940135939|Washington Middle College High|3|Some of the current strengths and progress in building relationships between school staff and families at WMCHS are the full-time bilingual counselor that helps with timely feedback and communication.  Also, Canvas Learning Management System and Catapult provide streamlined communication of achievement and information to parents.|A focused area to build better relationships at WMCHS with educational partners are more events for families. This has been identified as a key focus.|WMCHS believes it can improve engagement with underrepresented families this includes supporting students with counseling services for both the high school and college level.|A known strength is that academic performance is communicated quickly and effectively by teachers.|WMCHS believes that expectation regarding the program as a whole is an area of improvement.|The 2025-26 LCAP continues the full time counselor and outreach specialist.|In terms of input gathering WMCHS is seeing more partner input.  For example, the advisory committee met more regularly this school year and included additional participants.|An important area for improvement for WMCHS is that there is a need for more regular Advisory Committee involvement.|WMCHS continues to seek ways to engage educational partner input. This includes working with organizations in West Sacramento.|5|5|5|5|4|4|5|5|4|4|4|4|Met||2025-06-26|2025
57727020000000|Winters Joint Unified|3|Waggoner Elementary and Shirley Rominger Intermediate Schools continue to enjoy support from a robust Parent Teacher Association that promotes quality enrichment activities which engage the community, teachers, parents, and students. Other associations that encourage parent involvement across the grade span are the Winters Education Foundation (WEF) and Winters Music Boosters.  As part of the District's transition to Universal Pre-Kindergarten (UPK), and supported through Growing Strong Learners Grant funding, the Winters State Preschool has sustained a Parent Advisory Committee to enhance parent involvement and connectedness during the early learning years. Additionally, they host campus events to seek family feedback. In the winter/spring of 2025 the District held preschool and TK enrollment events to inform parents of UPK options and promote early registration.   Preschool, Kindergarten, and First grade teachers participated in a third year of Sobrato Early Academic Language (SEAL) Early Learning training. This professional development promotes the creation of strong partnerships between families and schools, as well as the use of culturally affirming classroom practices. The District has initiated a sustaining agreement with SEAL to continue training teachers in 2025-2026.  The District is now in its fifth year of Parent Square communication platform implementation. Staff receive ongoing training to use the platform’s features to communicate and collaborate with families through accessible messaging in their preferred language(s).  In the 2024-25 school year, district/site leaders, staff, parents/guardians, students, and community members participated in a Culture and Climate Design Team facilitated by the National Equity Project. The emphasis of this training in Liberatory Design was to enhance the experiences, outcomes, and opportunities for historically underserved children and families.  The Family Resource Center at the District Office is staffed by a bilingual English Learner Specialist to augment service delivery and resource provision to families.|An ongoing districtwide focus for 2025-2026 as outlined in Board Priority #1 and LCAP Goal #1 will be to create safe, welcoming, and inclusive environments for all educational partners. Indicators of this work include a commitment to student safety and wellbeing, improving cultural awareness within the school community, and amplifying student and family voices. Efforts to advance this work include the advancement of the District Culture and Climate Design Team/site-based student-led Liberatory Design teams, updates to school protocols and staff training related to addressing racialized language, and the development of an Inaugural Junior Board.   Another focus area for ongoing development in the 2025-26 school year is strengthening relationships and social connections between the District, students, and families through enhanced use of Positive Behavior Intervention and Supports (PBIS) practices. The District continues to partner with the Yolo County Office of Education to support site PBIS teams in implementing a tiered framework that supports students’ behavioral and social emotional needs. The efforts of these teams have led to foundational PBIS handbooks and consistent Tier I supports. The District seeks to further improve secondary prevention strategies, proactive and supportive outreach to families, and collaborative assets-oriented problem solving.|To improve engagement of underrepresented families, the District adopted Youth Truth, a nationally norm-referenced perceptions survey in December 2023. The District implemented the survey for the second time in December of 2024 and utilized data from family surveys to inform engagement efforts.   Continuing engagement events include a second annual Kermes festival to celebrate the culture and heritage of students and their families, and a second annual Family Engagement Night incorporating a Graduate Profile general session and resource fair based on areas of need expressed by families. The Kermes format was well received and will continue in the 2025-26 school year. Adjustments to the Family Engagement Night to ensure broader participation will be made.   In 2024-25 the District continued to facilitate a variety of Parent Advisory Committees to engage with families of diverse backgrounds including the District English Learner Advisory Committee (DELAC), Migrant Parent Advisory Committee (MPAC), Special Education Parent Advisory (SEPAC), and more. The District utilizes feedback shared by PAC members to reflect upon systems and policies that may contribute to inequitable experiences in school environments. The goal of this work is to create a District-wide culture characterized by building community, listening and demonstrating empathy, and deepening relationships with all students and families.|Each year the District partners with the Parent Institute for Quality Education (PIQE) to support families in developing the knowledge and skills to ensure their students achieve their full potential. Families who participate in the PIQE program receive important information about their child's education and earn a certificate of completion. Parent Institute for Quality Education (PIQE) courses provide families with information to support student learning and development at home. The District has expanded PIQE offerings to include sessions appropriate for the parents/guardians of early learners, elementary aged students, and secondary pupils.   Family Conferences are another way that Winters educators collaborate with families to improve student outcomes. The elementary, intermediate, and middle grades campuses have special schedule days to accommodate conferencing. The middle and high school also host evening drop-in conferences to support working family participation.  An area in which the District has made progress is regular school attendance through a districtwide campaign  and collaboration with families whose children were identified as needing additional support. The District continues to engage in a variety of Tier II and III intervention activities including home visits, case management, personalized transportation services, health plans, and more.|Analysis of educational partner input and local data demonstrates that the District made progress in Building Partnerships for Student Outcomes as evidenced by 0.14 percentile growth in the Youth Truth category “Engagement.” This metric gauges the degree to which families feel empowered to play a meaningful role in decision-making at their school. The District also made strides in the category “Communication and Feedback” with .10 percentile growth. The questions in this category focus on how well families feel informed about what their child should be learning, the clarity of teachers’ expectations, and the regularity of feedback regarding their child’s progress.   An area for improvement in Building Partnerships for Student Outcomes as demonstrated by local data is  Resources. Youth Truth Resources questions focus on the school's expectations for students, the availability of guidance to support student success, and the adequacy of resources for achieving learning goals. In response to this feedback, the District has engaged in essential standards identification efforts and will continue developing aligned pacing guides and curriculum maps in 2025-26 to improve communication and transparency about expectations for teaching and learning. The District has also enhanced access to academic and social emotional guidance through the hiring of an additional elementary counselor, the development of an Elementary Support TOSA role, and sustaining a partnership with Rural Innovations in Social Economics (RISE) to enhance mental health supports.|The District will sustain opportunities for parents to partner in the educational process (PIQE, conferences, PACs, etc.), Additionally, the District will enhance engagement of underrepresented families by hosting culturally inclusive events, providing multilingual communication, and partnering with community organizations serving families of children in the Unduplicated Pupil Percentage (UPP). These efforts aim to build trust, ensure representation, and foster collaboration for improved student outcomes.|The District has many committees focused on seeking family input in decision-making to improve student outcomes. Each school principal facilitates a School Site Council (SSC) and collaborates with the English Learner Specialist in the coordination of an English Learner Advisory Committee (ELAC). Both SSCs and ELACs regularly review student achievement data which contributes to the School Plan for Student Achievement (SPSA) and Safety Plan.  At the District level, parents are encouraged to participate in the Local Control Accountability Plan Joint Advisory Committee, Migrant Parent Advisory Committee (MPAC), and District English Learner Advisory Committee (DELAC). These groups review various data related to academic progress and wellness. They then advise District leadership in the development of the LCAP.   The District also has made growth in the area of building trust and input from diverse educational partners. Regular interactions and transparent communication have strengthened bonds with families, students, and community members. Further, initiatives, such as home visits and community forums have been effective in reaching out to underrepresented families to create a more inclusive environment that encourages active engagement.|A focus area for the 2025-2026 school year is reflected in the District’s commitment to equity and access via targeted outreach initiatives, removing barriers to participation, and seeking more diverse representation among families, community members, and, in particular, youth.   Efforts to engage a broader range of the school community in the 2025-26 school year will include the Inaugural Junior Board, expansion of the Culture & Climate Design Team, enhancement of school-based Liberatory Design Teams, and responsiveness to requests for additional opportunities to engage in decision making.|The District will continue to strengthen targeted outreach efforts to ensure that underrepresented families have equitable opportunities to participate in decision-making. This includes providing additional resources such as translation services, transportation assistance, and flexible meeting times and formats.  Further, identifying and addressing barriers that prevent some parents/guardians from engaging fully in the decision-making process is a priority. This may involve revising policies and practices to be more inclusive and accommodating.  Ensuring diverse representation in all advisory councils, committees, and engagement activities is also crucial. The District will continue to work towards having more balanced and representative input across the school community to reflect the needs and perspectives of all students and families.|4|3|3|4|3|4|3|4|3|3|4|3|Met||2025-06-26|2025
57727020139436|Compass Charter School of Yolo|3|Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council reviewed the questions for the annual survey and added questions that they felt were important to scholars and parents, in 2024, and in early 2025, Compass conducted its annual survey with mostly the same questions to ensure input from all groups of scholars, families, and staff, as well as our authorizers, Board of Directors, and the community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated continued strength in the following areas: flexibility (flexibility that’s available for scheduling, pacing, curriculum, ways to meet state standards, and the ability to complete school work from home), supportive teachers (teachers' understanding, helpfulness, guidance, communication, and availability), independence (being able to work independently and at one's own pace), online nature/ease of use (convenience of online learning, absence of travel, and ease of using the online platform), individualized/personalized learning (ability to tailor education to individual needs, learn in preferred ways, and pursue personal interests), positive learning environment (positive attitudes of teachers, an enjoyable learning experience, as well as a supportive, non-judgmental, inclusive environment), resources/availability of resources (appreciation for the availability and providing of resources, curriculum support, and access to online resources as well as subscriptions), extracurricular/enrichment programs (clubs, field trips, diverse extracurricular activities, and access to enrichment programs along with additional classes), community and family orientation (family-oriented atmosphere, caring community, sense of community, and engagement events), and special education support (positive experiences and support for special education needs were noted).  Further, our tiered re-engagement process continues to focus on restorative practices that solicit collaboration between families and the LEA to further support scholars academic progress and engagement.|Compass Charter School conducted its schoolwide annual survey again in early 2025 in order to ensure input from all groups of scholars, families, and staff. The survey results provided qualitative and quantitative information on our Compass experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass continued to find similarities in focus areas for improvement in building relationships between school staff and families, including the simplification of systems (technology authentication, submitting work samples, and material and educational resource ordering), more opportunities for collaborative and community engagement (virtual and in person events, e.g., live classes, clubs, field trips, study groups), and continued strong communication with the school and supervising teachers.|Compass Charter Schools has identified and implemented early stage implementation on the work to increase trust with all educational partners. This work includes building trust within the staff, scholars, parents, and community, guided by professional development initiatives. Compass’ engagement efforts have received high satisfaction, and the engagement and marketing teams are applying data to develop plans to increase engagement in underrepresented communities. The school continues outreach, including regular weekly messages, and new efforts to have parent “town hall” style meetings to address changes and arising questions.|With the second annual survey completed based on questions generated with input from the Scholar Leadership Council and Parent Advisory Council, Compass continues its major culture strengthening initiatives. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes: Multi-Tiered System of Support (MTSS), English Learner Support, Tutoring, Social Emotional Learning and Well Being, and our synchronous and asynchronous instruction. Compass is progressing on overcoming obstacles with adopted technology solutions (e.g., Clever,  Amazon Storefront), to simplify logging in and ordering resources, to further remove frustrations and eliminate non- learning task time, so more energy can be spent on connecting with families and scholars.|With the second annual survey completed based on questions generated with input from the Scholar Leadership Council and Parent Advisory Council, Compass continues its major culture strengthening initiatives. The survey results provided qualitative and quantitative information on our Compass. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the annual survey results, Compass Charter Schools identified the following areas for improvement in building partnerships for scholar outcomes: more flexibility and access to use of funds, resources, and service providers; simplification of systems; collaborative engagement opportunities; consistency and communication.|Compass Charter Schools continues to offer a summer session that utilizes online courses and a supplemental curriculum to increase scholar engagement and outcomes. Compass will also ensure all scholars can access A-G approved courses through board-approved curricula and vendors.|Compass Charter Schools continues its ongoing processes for seeking input for decision-making. Compass collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls and survey administrations throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress.|The current annual survey completed based on questions generated with input from the Scholar Leadership Council and Parent Advisory Council provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools still identifies the following critical areas for improvement in seeking input for decision-making: the need for an increase in participation in state and local assessments and the establishment of a change management process that can better support staff participation and expectations to ensure initiatives are successful.|Based on input and local data, we will continue to work on providing opportunities for engagement that are accessible to our underrepresented families. The full-time McKinney-Vento Liaison provides a conduit for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Care Solace to offer wellness referrals and resources for our scholars, families, and staff. We continue to refine our supplemental subscription offerings, such as Freckle, for example, for academic support in addition to expanding our Multi-Tiered System of Support tutoring hours.|4|4|4|4|4|5|4|4|4|4|4|4|Met||2025-06-21|2025
57727100000000|Woodland Joint Unified|3|The district has a commitment to family engagement, communication, and inclusive practices. Key strengths identified by administrators include: 1. Strong family and community engagement, including (a) high involvement with PTA, ELAC, SSC, and volunteer activities; (b) active and diverse community events including fall festival, Kermes, Science Day, and music nights; (c) use of the district's multilingual communication platform (ParentSquare) and Sunday principal messages. 2. Consistent and inclusive communication, including (a) frequent outreach through multiple formats (texts, calls, videos, online posts); (b) personalized engagement strategies such as 15 minute teacher-parent interviews at the start of the year; (c) emphasis on positive contact (e.g. postcards, calls home) 3. Relationship-building practices, including (a) school climate practices such as restorative conversations and character trait assemblies; (b) open door policies, culturally responsive events (e.g. Mariachi performance at Open House); (c) teachers supported to build trust and overcome reluctance to contact families 4. Strategic staff support and coordination, including (a) CAFE specialists actively support families and staff; (b) participation in ELAC and SSC, plus family literacy workshops, strengthens family-school connections 5. Growing participation in advisory groups, including (a) increase in parent involvement in ELAC and SSC; (b) parent survey is actively sought and acted upon|District staff have identified the following areas for improvement: *Using California's Family Engagement Toolkit as guidance for developing and implementing a district-wide Family Engagement Framework that aligns with LCAP goals and provides clear expectations and supports for all schools. *Expanding professional development on family engagement, including topics such as engaging diverse families, culturally responsive communication, and anti-bias strategies *Increasing access and removing barriers for families, by scheduling meetings/events at varied times and formats, and by offering childcare, food, and translation services at major events *Using data to tailor engagement efforts, including expanding the use of data from the California Healthy Kids Survey, California School Parent Survey, and other local surveys to identify underserved family groups and improve outreach, at all school sites|"The district will use the following strategies to improve engagement of underrepresented families: *Co-design events with underrepresented families, because engagement improves when families see their voices reflected in planning. Efforts will include: holding focus groups or listening sessions with targeted families, working together to co-plan events such as Family Literacy Night or IEP orientation, and including cultural foods, languages, and traditions relevant to families *Increase leadership opportunities and training, since families may be unfamiliar or uncomfortable with formal committees like ELAC and SSC, by offering capacity-building workshops such as ""How to Participate in School Leadership"", recruiting through personal invites and culturally respectful outreach, and providing recognition for sustained participation *Diversify modes of communication, since not all families use or trust school communication tools, by expanding beyond ParentSquare, with flyers distributed at local events, using video messages in multiple languages, and providing summaries of key policies in plain language formats *Embed engagement in school culture, since one-time events don't build long term engagement, through scheduling ongoing engagement routines such as weekly coffee chats, recognizing underrepresented families at assemblies or in newsletters, and training all staff on cultural humility and strengths-based family engagement."|The district's strengths and progress in this area include: 1. Increased participation in student-centered meetings. There is growth in participation of Spanish-speaking families in IEP and 504 meetings, and this is impactful since it builds a collaborative approach to personalized learning plans, especially for underrepresented families. 2. Integration of academics into family engagement. Schools have hosted Family Science and Reading Nights, and teachers share grade level expectations. This is impactful in helping families understand how to support student learning at home and align with classroom goals. 3. Intentional communication practices. ParentSquare usage, and reminders for IEP meetings in multiple formats, as well as goals such as 100% attendance at family conferences and at ELAC meetings. These practices ensure families receive timely, meaningful information that connects them to their child's academic growth. 4. Structured opportunities for parent and student voice, through youth advisory council and family-focused events, which build a culture of shared responsibility and continuous feedback for academic and social-emotional outcomes. 5. Growth-oriented culture, by continuing to improve efforts to build they capacity of parents and families to support their children's academic achievement, which reflects on the district actively improving practices to engage parents as partners.|District staff have identified the following areas for improvement: *Systematize academic partnership events. Since family science and reading nights are strong foundations but vary by site, the district should create a district-wide framework that requires each school to host one academic partnership event per trimester/semester, and include language supports and activities aligned to grade level standards. *Train staff in culturally responsive family engagement, by offering professional development on culturally sustaining practices. *Deepen data-sharing practices with families. Since grade level expectations and assessment reports (e.g. iReady) are helpful, staff should standardize data chats during parent-teacher conferences to review progress toward goals, and provide family-friendly information about growth and how to help at home.|"The district will use the following strategies to improve engagement of underrepresented families: *Offer multilingual, hands-on academic workshops that incorporate take-home toolkits, such as: (a) reading assessment reports (e.g. iReady, CAASPP, ELPAC); (b) strategies to support reading/math at home; (c) understanding IEP goals *Embed academic engagement into community events, since families may not attend traditional meetings but will show up for cultural or social events, by setting up mini stations with topics such as ""How to Help with Homework"" and ""What's on the Report Card?"", and highlighting student learning via performances or interactive displays. *Improve two-way communication about learning, since families often feel that communication happens in one direction, from school to home, by implementing strategies such as pre-IEP surveys about family concerns and weekly or monthly check ins with targeted families."|The district's strengths and progress in this area include: 1. Multiple feedback channels are in place, including formal and informal input systems: surveys, school site council, ELAC, PTA, youth advisory council. These systems demonstrate a foundation for inclusive decision-making and reflect diverse educational partner roles (students, parents, staff). 2. Student voice is actively encouraged, through student-led input forums such as youth advisory council, which elevate student perspectives on programs, climate, and campus decision-making. 3. Recognition of family engagement barriers and responsive practices, including barriers such as survey fatigue and overcommitted families. Some sites provide in-person feedback options such as chats with the principal and parent resource centers. 4. Intentional use of input for planning, as surveys are used to inform plans and guide decisions, reflecting a commitment to deeper alignment between family feedback and school program development.|District staff have identified the following areas for improvement: *Increase principal voice in district decision-making. Principals feel excluded from key planning conversations, so the district will investigate ways to involve principals in co-design initiatives before roll-out, and using site presentations to highlight local data and needs during district-level planning sessions. *Boost survey engagement with culturally responsive strategies. Families are asked for input but response rates are low, especially among underrepresented groups. The district will provide guidance on simplifying surveys with fewer questions, clear visuals, and language supports, and by offering both digital surveys and paper versions. *Use tiered feedback loops across the year. One-time surveys or meetings are not always accessible. The district will investigate how to use tools such as ParentSquare for quick pulse checks and include results in newsletters or principal videos.|"The district will use the following strategies to improve engagement of underrepresented families: *Supplement one-way surveys with dialogues and build feedback into existing events. At events such as Back to School Night, athletic events, and Open House, host an input cafe, feedback station, or listening circle, and offer quick prompts such as ""What is one thing the school could do better for your child?"" *Reduce language and format barriers. The district will investigate how to incorporate more usage of easy to read, multilingual feedback tools with visuals and voice recordings."|3|4|3|4|3|3|4|3|4|4|4|4|Met||2025-06-24|2025
57727100121749|Science & Technology Academy at Knights Landing|3|Based on educational partner input and local survey data, SciTech demonstrates strong progress in building relationships between school staff and families. One of the LEA’s key strengths is its consistent and inclusive communication practices. The use of the Seesaw platform, which supports bilingual communication, ensures that all families—regardless of language—remain informed and engaged. Weekly bilingual messages from the principal, along with translated flyers and committee invitations, further promote accessibility and transparency.  Survey data from Spring 2025 indicates high levels of family satisfaction:  100% of families feel comfortable speaking with teachers  99% believe the school communicates effectively (up from 93% the previous year)  100% report that staff use Seesaw, newsletters, and/or email to keep them informed  98% feel welcomed at the school  These results confirm that SciTech’s intentional efforts have fostered a welcoming, respectful, and responsive environment that supports ongoing, positive relationships with families.|Based on the analysis of educational partner input and local data, the LEA has identified key areas for improvement in Building Relationships Between School Staff and Families. While efforts such as increased use of Seesaw for communication and ensuring flyers were consistently sent home addressed previous parent feedback, additional growth is needed. Parents expressed a desire for clearer opportunities to volunteer and be involved in classrooms. Stakeholders also suggested more consistent follow-up after surveys and meetings to show how input leads to action. Building stronger two-way communication, increasing visibility of staff at school events, and providing multilingual outreach will help foster deeper trust and stronger relationships between families and school staff.|Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by strengthening outreach and support through the CAFE Specialist. This includes providing step-by-step guidance on the volunteer process, helping families complete required paperwork, and removing barriers to participation. In addition, the LEA will continue using Seesaw messages and home flyers to communicate in multiple languages, ensuring families receive timely, accessible information. By creating more personal, culturally responsive connections and offering clear pathways for involvement, the LEA aims to build trust and increase engagement among families who have been historically underrepresented.|One of SciTech's key strengths in building partnerships with families is its commitment to meaningful, individualized engagement through Personalized Learning Plan (PLP) conferences, Student Study Team (SST) meetings, Individualized Education Plan (IEP) meetings for students with disabilities, and Parent-Teacher Conferences. According to the family survey, 98% of parents reported attending these conferences, a finding supported by teacher records on PLP and conference participation. These structured interactions provide valuable opportunities for school staff and families to collaborate in support of student growth and academic success.  In addition, evening family events hosted by the school help strengthen relationships among families, staff, and the broader community, further reinforcing a supportive and connected school environment.|Families shared that SciTech is effective in encouraging parent and family participation, and they praised the school for its strong communication practices. One parent recommended that the school make explicit requests for classroom volunteers, noting that many parents are willing to help but may not be aware of specific opportunities. If clearly outlined—such as assisting with reading groups, making copies, or helping during drop-off or pick-up times—parents indicated they would be more likely to get involved.|Based on the self-reflection process and input from educational partners, SciTech identified the need to strengthen engagement with underrepresented families, particularly English Learners, socioeconomically disadvantaged students, and families impacted by chronic absenteeism. To address this, the school will implement targeted strategies informed by ELAC, School Site Council, PTO, and family survey feedback.  Key actions include:  Increasing Clarity and Accessibility of Volunteer Opportunities: Families expressed willingness to engage but noted a lack of clear invitations. SciTech will create and distribute a volunteer request list (e.g., reading support, classroom help, drop-off assistance) in both English and Spanish to encourage broader participation.  Expanding Outreach from CAFE Specialist and Teachers: To improve attendance and build stronger partnerships, outreach efforts will increase through phone calls, home visits, and personalized check-ins, particularly for families of students with chronic absenteeism.  Offering Parent Education on Attendance and Academic Support: The School Site Council recommended automated calls and parent surveys to uncover root causes of absenteeism. In response, SciTech will introduce informational workshops and communication campaigns on the importance of regular attendance and how parents can support academic success at home.  Enhancing Support Services and Community Connections: Parents emphasized the need for a dedicated outreach coordinator to connect families with essential services. While budget-dependent, SciTech will prioritize grant funding and explore partnerships to strengthen access to food, housing, medical care, and mental health services.  Supporting English Learners and Their Families: ELAC feedback emphasized continued academic support and awareness of ELPAC performance. SciTech will provide updates on student progress, offer tutoring aligned to ELPAC needs, and promote the EL Roadmap Principles through regular family meetings.  Through these intentional efforts, SciTech aims to build stronger, more inclusive partnerships that empower underrepresented families and support positive outcomes for all students.|The LEA demonstrates significant strengths in stakeholder engagement and decision-making through structured meetings with diverse groups like the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Teacher Organization (PTO), and Youth Advisory Council. These groups consistently review data, monitor LCAP goals, and provide actionable feedback.  A key strength is the frequency and depth of engagement. The SSC meets monthly to analyze local and state data, leading to recommendations like increased literacy training for paraprofessionals and targeted attendance incentives. Their insights directly informed revisions to LCAP actions.  ELAC has actively contributed feedback on English learner progress and campus initiatives, demonstrating a commitment to student success. The PTO provided strategic suggestions on homework, safety procedures, and identified equity issues, reflecting broader concerns shared by staff and SSC.  The Youth Advisory Council enriched discussions with student perspectives on school culture and safety, showcasing authentic engagement. The Governance Committee ensured budget priorities aligned with stakeholder input, refining survey tools and adjusting LCAP priorities.  Staff collaboration through PLCs and surveys connected classroom realities to schoolwide planning. Annual parent surveys validated the school's successes while advocating for improvements like expanded counseling services.  Overall, the LEA has made significant strides in fostering communication and informed decision-making by incorporating a wide range of stakeholder voices, reflecting a collaborative and transparent approach to governance.|Based on analysis of educational partner input and local data, the LEA has identified key areas for improvement in Seeking Input for Decision-Making. First, increasing participation from underrepresented groups—especially parents and students not involved in formal committees—is a priority. Parents indicated they would engage more if volunteer needs were clearly communicated. Similarly, broader student feedback beyond leadership groups is needed to ensure all voices are heard.  Another focus area is improving communication and involvement of paraprofessionals and classified staff. Many faced barriers to participating in training and planning, limiting their input. Stakeholders suggested schedule adjustments to better include their voices.  Finally, while partners reviewed data throughout the year, some groups like ELAC and PTO would benefit from clearer explanations of how their feedback informs decisions. Improving transparency and follow-up will strengthen engagement and trust in the decision-making process.|Based on analysis of educational partner input and local data, the LEA has identified several areas for improvement in Seeking Input for Decision-Making. Increasing participation from underrepresented groups—especially families and students not involved in formal committees—is a key focus. Parents expressed willingness to engage more if volunteer needs were clearly communicated, and expanding student voice beyond leadership groups remains a priority.  Improving opportunities for paraprofessionals and classified staff to participate in planning and training is also needed, as scheduling conflicts often limit their involvement. Additionally, groups such as ELAC and PTO would benefit from clearer communication about how their input impacts decisions. Enhancing transparency and closing the feedback loop will support stronger, more inclusive engagement.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-04|2025
58105870000000|Yuba County Office of Education|3|Thomas E. Mathews and Harry P B Carden schools have implemented California Community School Partnership Program grants which will strengthen the capacity for staff to build trusting and respectful relationships with families and increase our success in creating a welcoming environment for all families in the school community. Staff has successfully been proactive to learn about each family's strengths, cultures and goals for their children through the enrollment and intake processes.  YCOE is continuing to support multiple opportunities to engage in 2way communication with families and uses language that is understandable and accessible to all families.|YCOE's Thomas E Mathews County Community School's continued focus area will be to schedule on-going parent education and parent engagement opportunities based on feedback from parent engagement, and provided to all parents at the time of enrollment and orientation.|TEM and Carden have a combined Community School Advisory Council. Individual Learning Plans are scheduled with parent and student conferences at the beginning of both semesters and during the semester to review goals and outcomes to increase engagement.  Individual Learning Plan meetings will engage staff with students and parents to seek their input and help decide the best interventions, services, and supports the student needs to succeed. An area of improvement is to fully implement the ILP process at both Thomas E Mathews and HPB Carden schools.|During the ILP process, we explain our systems of support and encourage students and families to participate in the services and supports identified to address their individual needs and improve student outcomes.|The focus area for improvement at both Thomas E Mathews and HPB Carden Schools continues to be fully implement the ILP process to identify student and family needs, and the supports and services available to address them.|During the ILP process, all students and families including the underrepresented families will be engaged.|The current strength is the commitment of YCOE and school administration to implement the Community School strategies  to authentically engage parents/guardians/families as partners in their children's education. There are several tiers of engagement at the two school sites. Thomas E Mathews, County Community School: 1) Enrollment/Orientation processes include an Independent Learning Plan meeting with school staff, parents and students. During this meeting student and family needs are discussed and an individualized plan is developed to address those needs. 2) Back to School, Open House, and other school activities are held to provide information about programs, support and interventions available for students, parents and families as well as help parents feel comfortable as part of the school community. 3) Community School Advisory Council meetings are held to review school data, and make decisions regarding addressing identified student outcome gaps. At HPB Carden the Court School for incarcerated youth, parents/guardians/families participate in developing a treatment plan for the family, which includes a school and educational component. California Community School Partnership Program (CCSPP) Advisory Committee will provide structures for evidence based parent and family engagement.|The continued focus area for Thomas E Mathews is to increase parents motivation and interested in attending engagement opportunities by providing regularly scheduled on-going meetings and incentivize parents for participating. The focus area for improvement at HPB Carden is to work with probation to determine how to improve the opportunity to engage parents in providing input and decision-making. Currently, parents are invited to Community School Advisory Council.|Most of the families in the YCOE Court & Community Schools qualify as underrepresented. Therefore, the strategies discussed above have been developed specifically for underrepresented families, and benefit all.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
58105870117242|Yuba Environmental Science Charter Academy|3|Current strengths and progress in Building Relationships Between School Staff and Families are that the LEA schedules paid time for teachers to reach out to families about student achievement and employs a fill time Family Liaison to create opportunities to build relationships between students and families. The family liaison organizes back to school night in August that includes a dinner, a welcome presentation by the principal, and visits to classrooms to meet the teacher. The school hosts two family friendly events, Harvest Festival in October and Earth Day celebration in April. Earth Day functions as an open house and highlights the environmental science project based learning (PBL) that each class does throughout the year. Both the Harvest Festival and Earth Day celebration are well attended events.|The LEA's focus area for improvement in Building Relationships Between School Staff and Families is to continue refining the way we host awards assemblies. We instituted a new way of hosting awards assemblies last year. We host awards assemblies at the end of each testing cycle/grading period. All students were recognized for achievement on on objectively measurable progress of measurable goals. We invited all families to attend the awards assemblies and opened the family liaison's room for families before after each assembly for informal conversation and light refreshments. We attempted to create a festive atmosphere that congratulated students for their hard work and progress and acknowledged families for their support of their young scholars. After the inaugural year we plan to refine the implementation of the grading period based awards assemblies with increased integration of the measurable achievement into the students' and families' awareness. We plan on doing this through regular|YES will refine engagement of underrepresented families identified during the self-reflection process by engaging the 1) Family Liaison, 2) Council of Directors members, and 3) teachers to make phone calls home. We will create engagement topics that are appropriate for each of the three groups. We will assign underrepresented families to each member of the three groups so that the underrepresented families will receive an engagement phone call within the first three weeks of school.|The current strengths of YES in building partnerships for student outcomes are the implementation of Individualized learning plans (ILPs) for each student. Teachers invite families to participate in supporting their students' ILP goals though information about the measurable goals that will be awarded at the end of each grading period, and by sharing information with families about the growth mindset initiative at the school and inviting them to use growth mindset practices with their students.|A focus area for improvement in building partnerships for student outcomes is to support all teachers in grades 7-10 to have up to date student assignment and grade information available online through PowerSchool and to train and encourage families to access the information for families and students to access. A focus in grades K through 9 is to require all teachers to attach an IXL data report in reading and math for parents to the report cards.|YES will improve engagement of underrepresented families in relation to building partnerships for student outcomes by reaching out to families by phone, by a remote meeting, or other technology of their choice to discuss student strengths.|The LEA’s current strength in Seeking Input for Decision-Making is the completion of the second year of having a person in the position of Family Liaison. The Family Liaison reached out personally to families to seek input, held coffee meetings along with the principal for families to give input in person, and sent messages to families through Parent Square. These were both informational a survey question messages|A YES focus areas for improvement in Seeking Input for Decision-Making is inviting families to participate in high interest, single subject discussions. These are homework policy, cell phone policy, and bully prevention. These are timely topics that are in the news and touch the lives of families.|The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by by reaching out through the Family Liaison with a phone call, text, or the parents' preferred method of communication. The school uses a cell phone for school use specifically because many of our underrepresented families' preferred method of communication is through text.|4|4|3|3|3|3|4|3|3|3|3|3|Met||2025-06-26|2025
58105875830112|Yuba County Career Preparatory Charter|3|"All Parents/Guardians are encouraged to participate actively in their child’s education right from the beginning with a detailed orientation regarding our YCCPCS Independent Study program. Upon enrollment in YCCPCS, parents/guardians and students receive a personalized learning plan to meet individual needs. The school is guided by an Advisory Council comprised of an administrator, parents/community business members, students, and classified and certificated staff working together to make recommendations to the Yuba County Superintendent of Schools and Board of Education. Parents/guardians are encouraged to actively foster their child(ren)'s success as students and future contributors to the local community. They are encouraged to be involved with their child’s education and to help tailor the program to meet their child's needs. Parents/guardians are invited to their student independent study meetings and are provided volunteer opportunities (Advisory Council, WASC committee, auto show, graduation celebrations, etc.). Parents/guardians are encouraged to contact their child's teacher and support staff weekly to learn about what is happening at school, how their child is doing, and ways in which to support their student at home. Teachers frequently call, email, text, and meet with parents/guardians to discuss student progress and provide tips on assisting their students. YCCPCS distributes weekly feedback and quarterly progress reports to parents/guardians and students. In addition, YCCPCS provides access to student grades, progress, and upcoming assignments through an assignment sheet available through email, student's Google Classroom, printed, or in the BrightThinker platform. YCCPCS is actively engaged with families through social media. We continue with our ""Bear Scholar"" program for students who have earned 30+ credits in a semester. As part of the recognition, we send letters home to parents and invite them to two awards night annually. We also have an Art Show/Chili cook-off for families to engage at the school and includes a specific opportunity to participate in pre-enrollment for the next school year."|Based on the analysis of educational partner input and local data, YCCPCS focus areas include further enhancing staff capacity to build trusting and respectful relationships with families and expanding opportunities for consistent, accessible two-way communication between families and educators. While considerable progress has been made, these areas offer room to deepen engagement and ensure all staff and families feel fully supported in their collaborative efforts. YCCPCS will host four family nights including presentations, parent and student surveys, student awards, arts, and school tours. Historically, Back-to-School night has not been well attended, so the focus was shifted from dinner and information to recognizing student achievement. With site information and feedback embedded in smaller amounts, our award night participation significantly increased from 5 to 100+.|YCCPCS enrolls many low socio-economic families and smaller groups of EL and Foster Care students who attend. We have asked for feedback from all families and received very few responses. Our families continue to be concerned regarding their student's mental health and ask for continued services. To improve the engagement of underrepresented families identified during the self-reflection process, YCCPCS will build on its current strengths (e.g., welcoming environments and understanding family diversity) while addressing the identified areas for growth. 1. Provide staff training on barriers underrepresented groups face (e.g., language differences, socioeconomic challenges, and historical distrust of institutions). 2. Strive to maintain a diverse makeup on the Charter Advisory Council (CAC) with representatives from underrepresented groups. 3. Continue working with community partners to co-host events so they feel culturally relevant and welcoming. 4. Continue to offer varied participation options to accommodate families with scheduling or transportation challenges. 5. Continue to share services and event information handouts during student sessions with teachers, on boards at the front of the school, at the front door, and electronically through social media and Parent Square. 6. Continue to translate documents for non-English-speaking parents/guardians. 7. Continue to collect underrepresented student group information on the annual climate survey, even while building on existing low participation rates.|YCCPCS offers robust professional learning opportunities for all staff through weekly sessions emphasizing curriculum and academic standards implementation, MTSS/PBIS policies and procedures, CTE program development, special education (including Ed Benefit), and collaboration between general and special education teams. These sessions also cover STAR assessments and targeted interventions using tools like NearPod, Edge, IXL, and tutoring as academic support.|YCCPCS focus areas for improvement include enhancing efforts to provide families with information and resources to support student learning at home, strengthening policies and programs for teachers to meet with families and students to discuss progress and collaboration, and further supporting families in understanding and exercising their legal rights to advocate for their students and others. This has been our final year of participating in a small Community of Practice (CoP) for Independent Study Best Practices using an Educator Effectiveness Grant YCCPCS awarded to strengthen our partnerships for student outcomes. This CoP started with a small group of DASS Independent Study Charter schools that shared practices and learned new strategies to improve student outcomes. In 24-25, YCCPCS staff continued using the same CoP facilitator, working on the continuous improvement cycle process, and evaluating student data in relationship to our site practices. We sent a small team to participate in the CA MTSS Conference to continue to build internal academic and social-emotional support systems.|YCCPCS administration will continue to collaborate with an educational consultant, specifically helping leadership to improve engagement and build partnerships that support student outcomes. To support an ongoing continuous cycle of improvement, YCCPCS will: 1. Tailor materials to the specific needs of underrepresented families (translations, workshops, and tutorials, including digital) to address barriers and effectively support student learning at home. 2. Strengthen internal procedures and independent study meetings by engaging underrepresented families in culturally sensitive ways. Schedule flexible, informal check-ins (e.g., community-based or virtual) to discuss student progress and co-create strategies for success. 3. Ensure underrepresented families are aware of and can participate in interventions by proactively reaching out through communication channels to identify needs and provide support (scheduling, transportation, etc).|YCCPCS has reached full implementation in each identified practice. The schools consistently disaggregates data and shares it (including data sources) with educational partners to gather input from all YCCPCS staff, the Authorizer, YCOE, the Charter Advisory Council, students, and parents/guardians. Feedback is fully integrated into and informs the YCCPCS decision-making process.|YCCPCS has consistent processes for engaging educational partners but has not reached the highest level of long- term sustainability. We are optimistic that we will find strategies to increase parental/family input to support our decision-making. The group most significantly missing from local data is parents/guardians. Opportunities to strengthen internal systems to ensure sustainability include: 1. Creating procedures to maintain full implementation regardless of personnel or structural changes. 2. Continue training and supporting the Charter Advisory Council and leadership team members to build capacity for decision-making. 3. Continue redesigning input options, focusing on when opportunities are presented to parents/guardians to provide input. Review surveys annually to identify gaps in how feedback is collected, evaluated, or shared. 4. Continue to provide two awards nights, and several opportunities to complete surveys or simply talk with staff.|YCCPCS effectively provides opportunities for all families, including underrepresented groups, to contribute to local decision-making. However, to improve engagement specifically with underrepresented families YCCPCS will continue to build on its current strengths by: 1. Designing outreach efforts tailored to the needs of specific groups (e.g., translations, virtual participation options, etc.). 2. Collaborating and co-hosting events with partners families trust. 3. Providing translators/translations to support families with the knowledge and skills needed to participate effectively in decision-making. 4. Reviewing and refining local procedures and strategies to support the identified needs of underrepresented groups (e.g., scheduling meetings at varied times/locations). 5. Continue to work with staff to proactively connect with underrepresented families and collaborate to co-design engagement activities that support increased participation.|4|5|4|5|4|4|5|5|5|4|5|5|Met||2025-06-18|2025
58727280000000|Camptonville Elementary|3|We have a variety of modalities for communication.|Increase parent engagement.|Continue outreach|Multiple modalities for partnerships|More parental involvement|Continued communication|We provide ample opportunities for partnership|We can't do much when families do not show up. Getting families to participate has been difficult.|At this point, the LEA has done all it can to engage partners. If the partners aren't interested in engaging, you can't force them.|4|4|4|4|4|4|4|4|2|2|4|3|Met||2025-06-17|2025
58727286115935|CORE Charter|3|Building relationships is among the strengths at CORE Charter. Parent, student, and teacher partnerships provide the foundation for the student's custom-designed educational program. Individual relationships develop and grow during the year as many meetings occur and situations and needs are brought into the conversation. Progress toward sustaining this strength is a matter of ongoing discussions at regularly scheduled meetings as well as spontaneous, collaborative sharing of successful experiences. Communication comprises a considerable portion of every day for teachers as they reach out, share information or observations, offer suggestions, track student progress, provide tutoring, and more with families. Specific information can be sent to particular student groups and parents through a schoolwide email or phone system. A designated employee updates and maintains the school's social media platforms, newsletters, and website so that all information aligns, and to which community members may respond.|A focus area to improve relationships between school staff and families includes frequent interaction with families to provide encouragement and education. Family members are an integral part of personalized learning and the teacher’s role is often to bolster their confidence with resources and support. Teachers have made determined efforts to contact families on a weekly basis thereby fostering healthy, communicative relationships. This year CORE  offered additional learning opportunities to families to support education at home, including an increase in our at-home intervention offerings and tracking.  The majority of parents and teachers reported that interventions were supporting academic growth in their students. Additionally, CORE will strive to build stronger partnerships for student success by continuing seminars and developing an online video library. CORE seeks to ensure that all families understand the value, seek to participate, share their input, and gain the reward of strong relationships.|Staff members, fluent in languages other than English, offer to communicate on the school's behalf when necessary. In this way, no family is without the opportunity to engage. Underrepresented families receive the same personal contact and opportunity to contribute as all families. All staff members, in addition to personalized teachers, offer assistance to any family member at any time often seeking them out to ensure support. Underrepresented groups, along with all families, report that communication between school and home is easy to read and understand and that CORE Charter is a welcoming environment for all families in the community. We will strive to continue supporting our underrepresented groups through their relationship and regular communication with their personalized learning teacher.|"Professional learning opportunities to support teachers and administrators are offered throughout and even before the school year begins for planning purposes. Often a teacher will discover an opportunity for learning and request to participate. The school might extend the opportunity to others who will benefit as well. It is at these times, when collaborating with professionals from the field, that teachers learn new and proven partnering approaches. All students and their families are provided with information and resources they need to support student learning at home. However, because of the depth of the ""resource well"" at CORE, some resources might be forgotten or otherwise left untried. It is incumbent on the teacher to revisit these supports or review information regularly. As we grow, parent training opportunities on available resources and supports will be essential to support student learning at home. CORE will continue to stress and review such important information as explaining college and career pathways to the career technical education fields and/or college/university. A first-time outline should be consider exposure, but pathway explanations should require further personalized conversations with individual student goals in mind. In this way we can assure understanding for underrepresented families as well. CORE has and will continue to  increase efforts to prioritize goal setting and planning for students."|A focus area to improve partnerships for student outcomes includes the continued implementation of a verified assessment program and interventions to support student growth.  CORE utilizes the Star Renaissance Assessment program to measure student growth over time, help parents and student identify learning needs, and design personal plans to reach outcome goals. Many students and families have accepted the STAR Renaissance as a first step to promoting effective learning plans for students.  We expect to earn the trust and cooperation of parents and students as they become knowledgeable and empowered with relevant data. CORE will continue to train teachers to create and communicate individualized educational plans in collaboration with families. One continued focus will be promoting goal-setting and intervention opportunities for all students. In the upcoming year, we will continue to implement interventions and supports for students who need them.|Through personal contact, underrepresented families are especially encouraged to take advantage of all opportunities for improved student outcomes. Teachers offer to assess students on an individual basis, provide oversight for at-home testing when time or transportation is prohibitive, host group intervention or assessment sessions, offer online interventions, as well as arrange for any opportunity even when personal circumstances might render it unlikely. Regular one-on-one teacher/student conversations are the key to engaging underrepresented families.|CORE's small, family atmosphere lends itself to regular input through individual meetings, committees, and day-to-day interactions. Input is solicited through Parent Club, Council Advisory Group, Student Clubs, individual interactions, and surveys. Parents are integral to the success of CORE's program, and we value their involvement.|CORE continues to rely on committee function as part of CORE's regular informing process. Students and parents are invited to participate through clubs, question/answer, surveys, and conversation formats. As always, our Parent Club, Student Clubs, individual parent meetings, individual student meetings, and counsel advisory group are encouraged to join and share input. To ensure effective communication, we plan to update our website to streamline communication with our educational partners. Though welcomed and encouraged, some families decline to participate in the decision-making process often because they take seriously their role as parent educator and household manager, leaving them little time to join other efforts. We applaud their priorities. Our goal is to reach but not press every family, including underrepresented families.|Through personal contact, underrepresented families are especially encouraged to share their needs and what they think will best meet them. CORE teachers inherently develop listening skills to ensure all parent concerns are heard. Sometimes they will bring these to the leadership level. Other times, they can simply make adjustments to the student's program to best suit the family. Collaborative staff conversations allow us to know when a concern or need is bigger than an individual family at which point this informs the overall decision-making process. In 2024-25, CORE’s teachers, homeless/foster liaison, and school counselor made a concerted effort to connect with families/students who are not attending in-person classes, services, field trips, and events to ensure they understand the opportunities and resources available. This focus is to ensure that there are no barriers to accessing the in-person opportunities at CORE. Our homeless/foster liaison communicated regularly with students’ personalized learning teacher on academic progress and family/student needs during the 2024-25 school year. The liaison will continue to track and support these students during the 2025-26 school year. Our English Learner Coordinator communicates with EL students’ personalized learning teachers, monitoring progress and ensuring necessary supports are in place.|5|5|5|5|5|4|5|5|5|5|5|5|Met||2025-06-26|2025
58727360000000|Marysville Joint Unified|3|MJUSD is dedicated to fostering a positive and enriching environment for school staff, students, and families. Our district remains committed to providing the necessary resources to support the social-emotional well-being of our students, recognizing this as an ongoing need across our schools. To address behavioral support, MJUSD continues implementing Positive Behavioral Interventions and Supports (PBIS) districtwide, consistently promoting positive student behavior and strengthening communication between schools and parents. Additionally, we provide Parent Institute for Quality Education (PIQE) training for parents of English Learners, equipping families with the tools to support their children's academic success. The Community School Grant further enhances these efforts by providing opportunities for rich family activities, helping to build a strong connection between school and home. These initiatives reflect our commitment to ensuring every student has the resources and support needed to thrive academically, socially, and emotionally. Understanding the unique challenges that newcomer students face, MJUSD offers Saturday school sessions designed not only to strengthen academic skills but also to foster a supportive and inclusive culture for students and their families.|MJUSD is committed to strengthening communication between school and home by providing staff with professional development opportunities. Training in Positive Behavioral Interventions and Supports (PBIS) continues to be implemented across all schools, focusing on improving school climate and increasing parent engagement.  To further support families, MJUSD continues to provide parent institutes designed to help parents gain the knowledge and skills needed to support their children’s education. These institutes foster a strong partnership between home and school, ensuring that families feel empowered and connected to their child’s learning journey.  Additionally, through the Community School Grant, schools are increasing efforts to offer more parent activities at school sites. These events aim to create meaningful opportunities for families to engage with educators, build relationships, and enhance communication between home and school. MJUSD remains dedicated to fostering a collaborative and supportive educational environment for all students and their families.|MJUSD is committed to meeting the needs of our underrepresented families by providing targeted support and resources. With the investment in Outreach Consultants (ORCs) and English Learner (EL) Facilitators, we have established intentional support systems for our English Learners, low socioeconomic status (Low SES) students, and foster youth. These staff members are critical in strengthening communication between schools and families, ensuring that students receive the necessary academic and social-emotional support.  For students experiencing significant attendance challenges that require intervention from the Student Attendance Review Board (SARB), MJUSD provides a dedicated SARB clerk. This clerk helps organize and maintain records for the SARB process while facilitating clear communication with families to support improved attendance.  Additionally, our office staff receives annual training on registration requirements for foster students, and we closely monitor records in Aeries to ensure these students receive all necessary services and support. Addressing health-related needs is another priority for MJUSD. School nurses and health aides across our schools work to improve access to healthcare resources for underrepresented families. Furthermore, to ensure language is never a barrier to communication, MJUSD provides Spanish translation services districtwide. This includes translations for Individualized Education Programs (IEPs), district newsletters, phone calls, and parent meetings, reinforcing our commitment to inclusivity and equitable access to information for all families.|MJUSD is committed to supporting our educational partners in supporting student outcomes.  We have invested in our schools by hiring outreach consultants, attendance clerks, school counselors, SARB clerk, and EL facilitators.  These positions were designed to help bridge the communications between home and school.  In addition to the home to school communications, these positions are designed to have intense focus on student academic data as well as other identified needs for our students.  MJUSD has also developed a Graduation Profile to help guide and provide a roadmap for our educational outcomes.  This plan was developed with educational partners and continues to play a significant role in the educational setting for students.  In addition to a Graduate Profile, MJUSD also developed a UPK-3 Literacy Plan based on the Science of Reading.  This plan was developed by educators and district staff to align our instruction with the Science of Reading as well as provide opportunities for parent communication.|MJUSD is committed to supporting our educational partners in enhancing student outcomes. To strengthen the connection between home and school, we have invested in key support staff, including outreach consultants, attendance clerks, school counselors, a SARB clerk, and EL facilitators. These roles are essential in improving communication with families while focusing on student academic data and addressing other identified student needs.  In our commitment to academic success, MJUSD has developed a Graduate Profile as a roadmap for guiding educational outcomes. This plan, created in collaboration with our educational partners, plays a significant role in shaping the student learning experience and ensuring that graduates are well-prepared for future success.  Additionally, MJUSD has implemented a UPK-3 Literacy Plan based on the Science of Reading. Developed by educators and district staff, this plan aligns instruction with evidence-based literacy practices while providing parent engagement opportunities. Through these initiatives, MJUSD continues prioritizing student achievement by fostering collaboration between schools, families, and the broader educational community.|MJUSD is committed to supporting our educational partners in enhancing student outcomes. To strengthen the connection between home and school, we have invested in key support staff, including outreach consultants, attendance clerks, school counselors, a SARB clerk, and EL facilitators. These roles are essential in improving communication with families while focusing on student academic data and addressing other identified student needs.  In our commitment to academic success, MJUSD has developed a Graduate Profile as a roadmap for guiding educational outcomes. This plan, created in collaboration with our educational partners, plays a significant role in shaping the student learning experience and ensuring that graduates are well-prepared for future success.  Additionally, MJUSD has implemented a UPK-3 Literacy Plan based on the Science of Reading. Developed by educators and district staff, this plan aligns instruction with evidence-based literacy practices while providing parent engagement opportunities. Through these initiatives, MJUSD continues prioritizing student achievement by fostering collaboration between schools, families, and the broader educational community.|MJUSD actively seeks input from our educational partners through multiple channels to ensure that district decisions reflect the needs of our community. We hold advisory committee meetings, including the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and LCAP Committee, as well as Student Leadership Team meetings across the district during the 2024-25 school year.  To further gather insights, MJUSD developed and distributed a comprehensive needs assessment survey to educational partners from January to March 2025, resulting in over 500 responses. This feedback helps guide district initiatives and priorities.  By utilizing various engagement methods, MJUSD remains committed to understanding and addressing the needs of the families and students we serve, ensuring that all voices are heard in the decision-making process.|Although MJUSD has strengthened communication between educational partners and district leadership through various committees, we recognize the need to expand outreach efforts to engage more parents directly at the school level. Strengthening relationships between families and schools remains a priority, as increased collaboration leads to better student outcomes. To achieve this, MJUSD will continue to provide multiple avenues for parent and educational partner input. This includes attending site meetings and events to engage families in meaningful discussions about their students’ needs. Additionally, we will maintain and expand committee work focused on key initiatives, such as the UPK-3 Literacy Plan, ensuring that stakeholder voices shape district programs and policies. By deepening our connection with school sites and fostering more direct parent engagement, MJUSD aims to create a more inclusive and collaborative educational environment that benefits all students.|MJUSD remains committed to including our underrepresented families in the decision-making process by providing multiple opportunities for input and engagement. We actively seek feedback from English Learner families through District English Learner Advisory Committee (DELAC) and Local Control and Accountability Plan (LCAP) committee meetings. These meetings allow families to share their experiences and needs, helping shape district policies and programs. To ensure accessibility, all communications are available in Spanish through our district translator, ensuring that language is never a barrier to participation.  District Advisory Committee (DAC) and LCAP meetings serve as key platforms for our Low SES and Foster families for direct communication between family representatives and district leadership. These meetings provide valuable insights into the challenges these families face, allowing MJUSD to develop targeted support initiatives.  Additionally, Outreach Consultants are critical in facilitating conversations between families and the district. By fostering open communication and actively listening to our community, MJUSD continues strengthening relationships with underrepresented families, ensuring their voices are heard in decision-making.|3|4|3|4|3|3|4|4|4|4|4|3|Met||2025-06-24|2025
58727360121632|Paragon Collegiate Academy|3|Paragon Collegiate Academy serves a population of students and families who come from low socioeconomic backgrounds. Paragon parents/guardians have indicated that they struggle to help their children academically, especially in math. Paragon Collegiate Academy’s strengths is communication with parents/guardians to support school operations and student success. This is accomplished by consistent communication between teachers and parents/guardians through various platforms. There is also strong communication to families through our Bright Arrow communication system and also via our weekly newsletter.|Paragon Collegiate Academy’s focus areas will be to provide various school activities which promote family participation. Functions such as Back to School Night, Open House, and Parent Workshops are all examples of activities families can participate in.|Paragon’s main focus is to target underrepresented families and encourage their presence at events. This will be done by searching for families who fall under this category and facilitate means of ensuring participation.|The success of our students is highly dependent on many variables. One of those variables is the partnership between school and home. Our student handbook clearly states that parents/guardians must partner with their child’s teacher and agree to be connected to the school. Paragon’s strength is our policies and our high expectations of our parents/guardians.|Paragon’s focus area for building partnerships is to have high expectations for both school staff and parents/guardians in terms of fulfilling responsibilities such as attending parent/teacher conferences, informational meetings, and meetings with the principal when experiencing attendance and/or behavior issues.|Again, Paragon’s main focus is to target underrepresented families and encourage them to be active in their child’s education. . Paragon will continue searching for families who fall under this category and facilitate means of ensuring this partnership. This will be done by maintaining an open communication system with parents and following up with them on specific issues.|Educational success by students or teachers is dependent on having goals and plans. Stakeholder input is extremely important in the educational platform as it assists school leaders in their determination of budgetary development. Paragon’s strength is that we value our stakeholder feedback and we offer ample opportunities for it. Staff members are able to provide input during weekly and monthly staff meetings. Parents and community members are able to provide input during our PTSA and Board of Director meetings.|Paragon’s focus area is to continue to provide opportunities for input. Paragon will provide the opportunity for stakeholder input through surveys and questionnaires in addition to said meetings.|As stated earlier, Paragon’s main focus is to target underrepresented families and encourage them to be active in their child’s education. . This includes providing them with opportunities to share input on decisions made at Paragon Collegiate Academy. Paragon will seek input from underrepresented families through various communication means including but not limited to telephone conferences, in-person meetings, surveys, questionnaires, and if needed, town hall meetings.|4|5|5|5|4|5|5|5|5|3|5|5|Met||2025-06-25|2025
58727365830138|Marysville Charter Academy for the Arts|3|"Marysville Charter Academy for the Arts solicited feedback from parents and families through a survey sent out via Parent Square and based on that feedback has identified the following strengths in building relationships between school staff and families. The utilization of ParentSquare for two-way messaging between teachers, students, and parents has allowed for information to continue to be shared in a consistent manner, and for educational partners to have their questions answered in a timely fashion. Parents/Guardians are also involved in all of our extracurricular activities. MCAA also has parent involvement in our very active Parent Teacher Community Organization (PTCO) where donations and volunteer hours are solicited. In addition to PTCO, parents are involved in MJUSD district advisory committees, our school site council, and volunteer for our many programs. One parent commented that ""Communication with teachers and staff"" is the best thing about their student's education at MCAA. Another stated, ""The learning environment is the best thing about my student's education at MCAA. I feel my child is safe at MCAA. My child feels a connection to her peers and most staff. She is able to be herself there and can focus on learning rather than worry.."""|Feedback from our educational partners indicated that while we have plenty of opportunities for parents to be involved in the school, we could do more to maintain school-home connections. PTCO has organized parent volunteers for events by creating a centralized sign-up, which allowed the volunteer schedule to fill more easily. We have a Volunteer Handbook to continue reinforcing trusting and respectful relationships with our parents. Our PTCO and staff are discussing reinstating volunteer hours for families like we used to, understanding that we can't enforce them, but we can reward them.|MCAA has worked hard to ensure that our Spanish-speaking parents feel welcome and have the opportunity to engage/become involved with the school. This is an ongoing effort and we have begun the process of hiring a current parent of Spanish-speaking parents to work with both students and families connecting them more to the school and to the community around us in an effort to help them feel connected and to improve their students' educational experience.|Marysville Charter Academy for the Arts utilizes many resources and makes an effort to monitor student progress and improve outcomes for students. When it comes to building partnerships, the school employs two Outreach Consultants who are members of the response to intervention team for academic and behavior interventions, facilitate pre student study team meetings, student study team meetings, and act as a liaison between the classroom and our educational partners at home. Last year, our ORCs also began building a library collection to use with students and parents on a variety of topics beneficial to academics and relationships. Online tools for student success that the school utilizes include ParentSqaure, which facilitates two-way communication, Aeries online gradebook, which allows parent/guardians to monitor student progress, and all teachers keep our learning management system (Google Classroom) up to date with student assignments. We also worked this year on setting the groundwork for a mentorship program for our younger students using older students--different than our Link Crew program. It will begin in earnest during the 2025-2026 school year.|We will continue to work on ways to improve our school-home communication and finding ways to build partnerships for student outcomes. We introduced a Senior Seminar class for all 12th graders that requires some parent involvement and interaction, and allows parents to have more academic and career discussions with their students. We also added to our after-school program this year, introducing Coding, Introduction to Korean, Game Time, Video Production/Editing, and Mariachi (which turned into Bluegrass).|As mentioned earlier, we are working on bringing in a parent to help with our English Learner, LTEL, and Hispanic subpopulations, specifically, as our demographic is changing and we would like for these families to have a voice in our school and to feel like they matter just as much as any other student/family. Our hope is that these students, who are often not as involved in school extracurriculars, will become more involved both at school and in the community, reinforcing higher academic achievement and a sense of purpose and self.|Marysville Charter Academy for the Arts seeks guidance from families when drafting the Local Control Accountability Plan, the Single Plan for Student Achievement, and other school documents/decisions. Feedback is solicited through Parent Square, the school Site Council and the PTCO. Additional family input is requested through informal surveys and through information meetings held for families. Conversations, emails and letters are always taken into consideration as well.|This year, we held monthly student grade level meetings and had intended to schedule more parent information meetings as well, but need to be very intentional with calling for parent meetings as we have so many evening events already and staff and parents get pulled in multiple directions. Parents are asking for continued Math Support and for more AP classes.|This question has been answered in both of the question threes above.|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
58727440000000|Plumas Lake Elementary|3|This is a real strength for PLESD. The parent survey that is done every year to gather a broad perspective on the goals of the LCAP and the climate of the community shows that parents feel connected to the schools and staff in the District.|PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.|PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.|PLESD has made it a focus to develop resources for parents to support their students' learning and development in the home. The attendance at our parent information nights has increased over the past two years. Student Services has  focused on supporting students socially and emotionally. Parent conferences have been scheduled so that the conferences are not centered on report cards but on developing learning goals for students.|PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally.|PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally.|PLESD continues to develop methods of encouraging parents to be part of the decision making process. We have begun to develop more productive advisory groups outside of the Parent Teacher Organizations. Our PTO’s are very involved and active.|PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.|PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.|4|5|4|4|4|4|5|5|3|3|4|3|Met||2025-06-18|2025
58727510000000|Wheatland|3|Based on analysis of educational partner input and local data, WSD's current strengths in building relationships between school staff and families include consistent communication, increased family engagement, and a welcoming school environment. Surveys and feedback indicate that families feel informed and supported, particularly through multilingual communication platforms and regular outreach efforts such as family nights and parent-teacher conferences. WSD has made progress by expanding parent leadership opportunities, improving response times to family concerns, and fostering stronger connections through community liaisons and cultural events that reflect the diversity of the student population.|Based on the analysis of educational partner input and local data, the WSD has identified the need to improve two-way communication and increase engagement with historically underrepresented families as key focus areas. While general outreach efforts have been effective, feedback indicates that some families still feel disconnected or unsure how to participate meaningfully in school activities and decision-making processes. To address this, WSD is prioritizing more personalized communication strategies, expanding translation and interpretation services, and creating additional opportunities for families to share input and collaborate with school staff in ways that are culturally responsive and accessible.|Based on the analysis of educational partner input and local data, the WSD will improve engagement of underrepresented families by implementing targeted strategies identified during the self-reflection process. These include expanding the use of culturally responsive communication methods, increasing the availability of translation and interpretation services, and offering flexible meeting times and formats to accommodate diverse family schedules. The WSD will also strengthen the role of community liaisons to serve as trusted bridges between families and schools, and develop more inclusive family events that reflect and celebrate the cultural backgrounds of the school community. Additionally, staff will receive professional development focused on equity and relationship-building to ensure all families feel valued, respected, and empowered to participate in their child’s education.|Based on the analysis of educational partner input and local data, the WSD’s current strengths in building partnerships for student outcomes include strong collaboration with families around academic progress, increased access to student performance data, and effective support structures such as parent workshops and intervention meetings. Families report feeling more informed about their child's learning through regular communication from teachers and the use of online portals that provide real-time updates on grades and attendance. The WSD has also made progress in creating partnerships with community organizations to provide tutoring, mentoring, and enrichment opportunities that support student success both in and out of the classroom. These efforts have contributed to improved academic engagement and greater alignment between home and school in supporting student achievement.|Based on the analysis of educational partner input and local data, the WSD has identified the need to improve family understanding of academic standards and how to support learning at home as a key focus area for building partnerships for student outcomes. While families receive general academic updates, feedback indicates a need for more specific guidance on grade-level expectations, instructional strategies, and available academic supports. To address this, the WSD is working to provide clearer, more accessible resources and increase opportunities for families to engage in academic workshops, goal-setting meetings, and school-based learning activities that directly connect to student achievement.|Based on the analysis of educational partner input and local data, the WSD will improve engagement of underrepresented families in building partnerships for student outcomes by offering more culturally responsive academic workshops, expanding interpretation services, and providing family resources in multiple languages. The WSD will also increase outreach through trusted community liaisons and collaborate with local organizations to host events in familiar, accessible settings. These efforts aim to empower families with the tools and knowledge needed to support their children's academic progress and foster stronger home-school partnerships.|Based on the analysis of educational partner input and local data, WSD’s current strengths in seeking input for decision-making include a well-established system of regular surveys, stakeholder meetings, and advisory groups that provide families, staff, and community members with meaningful opportunities to share their perspectives. The district has made progress in increasing participation rates, especially through virtual engagement options and multilingual communication, ensuring that diverse voices are heard. Feedback from educational partners indicates that stakeholders feel their input is valued and is reflected in school and district-level planning.|Based on the analysis of educational partner input and local data, WSD has identified the need to increase engagement from underrepresented groups and improve transparency around how input is used in decision-making. While many stakeholders participate, some families and community members have expressed uncertainty about whether their feedback results in meaningful change. In response, WSD will strengthen follow-up communication to clearly demonstrate how input influences decisions and implement more inclusive outreach efforts to ensure that all voices—especially those from historically underserved communities—are actively encouraged and supported in contributing to the decision-making process.|Based on the analysis of educational partner input and local data, the WSD will enhance engagement of underrepresented families by expanding culturally responsive outreach, increasing multilingual communication, and providing more accessible opportunities for families to participate in decision-making processes. This includes hosting community forums in diverse neighborhoods, offering interpretation services, and collaborating with trusted community leaders to build relationships and trust. These strategies aim to ensure that all families, especially those previously underrepresented, feel heard, valued, and involved in shaping educational decisions.|5|5|5|5|5|5|5|5|5|5|5|4|Met||2025-06-12|2025
58727516118806|Wheatland Charter Academy|3|Based on analysis of educational partner input and local data, WSD's current strengths in building relationships between school staff and families include consistent communication, increased family engagement, and a welcoming school environment. Surveys and feedback indicate that families feel informed and supported, particularly through multilingual communication platforms and regular outreach efforts such as family nights and parent-teacher conferences. WSD has made progress by expanding parent leadership opportunities, improving response times to family concerns, and fostering stronger connections through community liaisons and cultural events that reflect the diversity of the student population.|Based on the analysis of educational partner input and local data, the WSD has identified the need to improve two-way communication and increase engagement with historically underrepresented families as key focus areas. While general outreach efforts have been effective, feedback indicates that some families still feel disconnected or unsure how to participate meaningfully in school activities and decision-making processes. To address this, WSD is prioritizing more personalized communication strategies, expanding translation and interpretation services, and creating additional opportunities for families to share input and collaborate with school staff in ways that are culturally responsive and accessible.|Based on the analysis of educational partner input and local data, the WSD will improve engagement of underrepresented families by implementing targeted strategies identified during the self-reflection process. These include expanding the use of culturally responsive communication methods, increasing the availability of translation and interpretation services, and offering flexible meeting times and formats to accommodate diverse family schedules. The WSD will also strengthen the role of community liaisons to serve as trusted bridges between families and schools, and develop more inclusive family events that reflect and celebrate the cultural backgrounds of the school community. Additionally, staff will receive professional development focused on equity and relationship-building to ensure all families feel valued, respected, and empowered to participate in their child’s education.|Based on the analysis of educational partner input and local data, the WSD’s current strengths in building partnerships for student outcomes include strong collaboration with families around academic progress, increased access to student performance data, and effective support structures such as parent workshops and intervention meetings. Families report feeling more informed about their child's learning through regular communication from teachers and the use of online portals that provide real-time updates on grades and attendance. The WSD has also made progress in creating partnerships with community organizations to provide tutoring, mentoring, and enrichment opportunities that support student success both in and out of the classroom. These efforts have contributed to improved academic engagement and greater alignment between home and school in supporting student achievement.|Based on the analysis of educational partner input and local data, the WSD has identified the need to improve family understanding of academic standards and how to support learning at home as a key focus area for building partnerships for student outcomes. While families receive general academic updates, feedback indicates a need for more specific guidance on grade-level expectations, instructional strategies, and available academic supports. To address this, the WSD is working to provide clearer, more accessible resources and increase opportunities for families to engage in academic workshops, goal-setting meetings, and school-based learning activities that directly connect to student achievement.|Based on the analysis of educational partner input and local data, the WSD will improve engagement of underrepresented families in building partnerships for student outcomes by offering more culturally responsive academic workshops, expanding interpretation services, and providing family resources in multiple languages. The WSD will also increase outreach through trusted community liaisons and collaborate with local organizations to host events in familiar, accessible settings. These efforts aim to empower families with the tools and knowledge needed to support their children's academic progress and foster stronger home-school partnerships.|Based on the analysis of educational partner input and local data, WSD’s current strengths in seeking input for decision-making include a well-established system of regular surveys, stakeholder meetings, and advisory groups that provide families, staff, and community members with meaningful opportunities to share their perspectives. The district has made progress in increasing participation rates, especially through virtual engagement options and multilingual communication, ensuring that diverse voices are heard. Feedback from educational partners indicates that stakeholders feel their input is valued and is reflected in school and district-level planning.|Based on the analysis of educational partner input and local data, WSD has identified the need to increase engagement from underrepresented groups and improve transparency around how input is used in decision-making. While many stakeholders participate, some families and community members have expressed uncertainty about whether their feedback results in meaningful change. In response, WSD will strengthen follow-up communication to clearly demonstrate how input influences decisions and implement more inclusive outreach efforts to ensure that all voices—especially those from historically underserved communities—are actively encouraged and supported in contributing to the decision-making process.|Based on the analysis of educational partner input and local data, the WSD will enhance engagement of underrepresented families by expanding culturally responsive outreach, increasing multilingual communication, and providing more accessible opportunities for families to participate in decision-making processes. This includes hosting community forums in diverse neighborhoods, offering interpretation services, and collaborating with trusted community leaders to build relationships and trust. These strategies aim to ensure that all families, especially those previously underrepresented, feel heard, valued, and involved in shaping educational decisions.|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
58727690000000|Wheatland Union High|3|Based on the analysis of educational partner input and local data, Wheatland Union High School District has made significant progress and demonstrated strengths in building relationships between school staff and families. Some of the notable strengths and progress include:  Open and Transparent Communication: Wheatland Union High School District has established open and transparent communication channels between school staff and families. There is a clear flow of information, regular updates, and opportunities for dialogue, ensuring that both parties are well-informed and involved in the educational process.  Welcoming and Inclusive Environment: The district has created a welcoming and inclusive environment where families feel comfortable and valued. School staff have implemented strategies to promote cultural competence and have taken steps to understand and respect the diverse backgrounds and needs of families.  Collaborative Decision-Making: Wheatland Union High School District actively involves families in decision-making processes related to their child's education. School staff and families work together as partners, sharing responsibilities and actively contributing to discussions, goal-setting, and problem-solving.  Family Engagement Programs and Activities: The district has developed and implemented various family engagement programs and activities. These initiatives provide opportunities for families to actively participate in their child's education, such as workshops, family nights, and volunteering opportunities.  Supportive Staff Training: School staff members in Wheatland Union High School District have received training and professional development focused on building relationships with families. They have acquired the necessary skills and knowledge to engage effectively with families, establish trust, and foster positive relationships.  Overall, Wheatland Union High School District has shown considerable strengths and progress in building relationships between school staff and families. The efforts made have resulted in improved collaboration, trust, and engagement between the two groups, ultimately benefiting the students and their educational outcomes.|Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified specific focus areas for improvement in building relationships between school staff and families. These areas require attention and targeted efforts to enhance the partnership and engagement between the two groups. Some of the focus areas for improvement may include:  1. Enhanced Outreach and Communication: The district aims to improve its outreach and communication strategies to ensure that all families receive consistent and timely information. This may involve exploring additional channels of communication, such as utilizing digital platforms or multilingual resources, to effectively reach and engage families.  2. Cultural Responsiveness and Sensitivity: Wheatland Union High School District recognizes the need to further develop cultural responsiveness and sensitivity among school staff. The district aims to provide additional training and resources to staff members, enabling them to better understand and address the diverse cultural backgrounds and needs of the families they serve.  3. Strengthening Family Involvement Opportunities: The district aims to expand and diversify family involvement opportunities to encourage greater participation. This may include offering a wider range of workshops, events, and activities that cater to the varied interests and schedules of families, ensuring their active involvement in their child's education.  4. Improved Family Feedback Mechanisms: Wheatland Union High School District seeks to enhance its mechanisms for gathering and incorporating family feedback. This may involve implementing more comprehensive surveys, focus groups, or regular check-ins to obtain valuable insights and perspectives from families, informing decision-making processes and initiatives.  5. Building Trust and Collaboration: The district recognizes the importance of fostering trust and collaboration between school staff and families. Efforts will be made to strengthen relationships, encourage open dialogue, and establish shared goals and responsibilities, creating a partnership that promotes student success.  By focusing on these areas of improvement, Wheatland Union High School District aims to strengthen the relationships between school staff and families, leading to increased engagement, improved outcomes for students, and a more inclusive and supportive educational environment.|Based on the analysis of educational partner input and local data, Wheatland Union High School District has recognized the need to improve the engagement of underrepresented families in relation to building relationships between school staff and families. The district is committed to implementing strategies that specifically address the unique needs and circumstances of these families. Some of the key approaches and initiatives include:  1. Culturally Responsive Practices: The district will prioritize the development of culturally responsive practices to ensure that underrepresented families feel acknowledged, valued, and understood. This may involve providing staff with training and resources on cultural competence, promoting awareness of diverse backgrounds, and adopting inclusive strategies to effectively engage and communicate with these families.  2. Language Access and Communication: Recognizing the importance of language access, Wheatland Union High School District will strive to provide comprehensive language support for underrepresented families. This may involve offering interpretation services, translated materials, and multilingual staff members to bridge the communication gap and facilitate meaningful engagement.  3. Targeted Outreach and Family Liaisons: The district will implement targeted outreach efforts specifically designed to reach underrepresented families. This can include conducting outreach events in culturally relevant community spaces, establishing family liaisons or parent ambassadors from diverse backgrounds who can serve as bridges between families and school staff, and actively seeking input from underrepresented families to inform decision-making processes.  4. Collaboration with Community Organizations: To enhance the engagement of underrepresented families, Wheatland Union High School District will forge partnerships with local community organizations that have existing relationships and trust within these communities. Collaborating with these organizations can facilitate outreach, communication, and support services that are tailored to the needs of underrepresented families.  5. Inclusive Policy and Program Development: The district will ensure that underrepresented families are included in the development and decision-making processes of policies and programs. This can be achieved by actively seeking their input, involving them in relevant committees or advisory groups, and considering their perspectives and experiences when making decisions that impact their children's education.  By implementing these targeted strategies, Wheatland Union High School District aims to foster meaningful engagement and build strong relationships with underrepresented families. The district's commitment to addressing the specific needs of these families will help create an inclusive and equitable educational environment where every family feels valued and empowered to participate in their child's education.|Based on the analysis of educational partner input and local data, Wheatland Union High School District has made significant strides and demonstrated strengths in building partnerships for student outcomes. The district has shown a strong commitment to fostering collaborations among various stakeholders to promote student success. Some of the notable strengths and progress include:  1. Collaborative Planning and Decision-Making: Wheatland Union High School District has established a culture of collaborative planning and decision-making. Stakeholders, including parents, community members, and district staff, actively participate in discussions and contribute to the development of goals, strategies, and initiatives that impact student outcomes.  2. Engaging Community Partnerships: The district has successfully formed partnerships with local community organizations, businesses, and agencies to support student outcomes. These partnerships provide valuable resources, expertise, and opportunities that enhance the educational experiences and future prospects for students.  3. Parent and Family Engagement: Wheatland Union High School District has demonstrated strong parent and family engagement efforts. The district actively involves parents and families in the educational process, seeking their input, and providing opportunities for participation in decision-making, volunteer activities, and family-focused events.  4. Collaborative Professional Development: The district emphasizes collaborative professional development opportunities for staff members. Through workshops, training sessions, and collaborative learning communities, educators have the chance to enhance their skills, share best practices, and work together to improve instructional strategies and student outcomes.  5. Data-Informed Decision Making: Wheatland Union High School District has shown progress in utilizing data to inform decision-making processes. The district collects and analyzes relevant student data, including academic performance, attendance, and social-emotional well-being, to identify areas of improvement and guide the development of targeted interventions and supports.  6. Student Support Services: The district has established robust student support services that cater to a variety of student needs. These services may include counseling, mentoring programs, academic intervention initiatives, and career guidance resources, all aimed at promoting positive student outcomes and holistic development.  Overall, Wheatland Union High School District has demonstrated strengths and progress in building partnerships for student outcomes. The collaborative efforts of stakeholders, engaging community partnerships, and a data-driven approach to decision-making contribute to an environment where students receive comprehensive support and opportunities to succeed academically, socially, and emotionally.|Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified specific focus areas for improvement in building partnerships for student outcomes. These areas require attention and targeted efforts to further enhance the collaborative approach and maximize the impact on student success. Some of the focus areas for improvement may include:  1. Strengthening Parent and Family Engagement: The district aims to further strengthen parent and family engagement by implementing strategies to increase participation and involvement. This may involve exploring innovative ways to reach out to families, providing clear communication channels, and offering a variety of opportunities for parents to actively contribute to decision-making processes and student support initiatives.  2. Expanding Community Partnerships: Wheatland Union High School District recognizes the importance of expanding and diversifying community partnerships to broaden the range of resources and opportunities available to students. The district aims to establish new collaborations with local organizations, businesses, and agencies that can contribute expertise, mentorship, internships, and other enriching experiences to support student outcomes.  3. Targeted Support for Underrepresented Student Groups: The district focuses on providing targeted support for underrepresented student groups to ensure equity in student outcomes. This may involve developing specific programs, services, and partnerships that address the unique needs and challenges faced by these students, fostering a more inclusive and supportive learning environment.  4. Enhancing Professional Development Opportunities: Wheatland Union High School District aims to provide enhanced professional development opportunities for staff members. The district recognizes the importance of equipping educators with the necessary skills and knowledge to foster strong partnerships for student outcomes. Professional development may include training on effective collaboration techniques, culturally responsive practices, and data-informed decision-making.  5. Strengthening Data-Informed Decision Making: The district seeks to further strengthen its use of data to inform decision-making processes related to student outcomes. This includes improving data collection and analysis practices, utilizing data to identify areas of improvement, and translating data insights into actionable strategies and interventions.  By focusing on these areas of improvement, Wheatland Union High School District aims to enhance the effectiveness of partnerships for student outcomes. The district's commitment to strengthening parent and family engagement, expanding community collaborations, addressing the needs of underrepresented student groups, providing professional development, and utilizing data-driven decision-making will contribute to improved educational experiences and outcomes for all students.|Based on the analysis of educational partner input and local data, Wheatland Union High School District has recognized the importance of improving the engagement of underrepresented families in relation to building partnerships for student outcomes. The district is committed to implementing targeted strategies to address the unique needs and challenges faced by these families, ensuring their active participation and inclusion. Some of the key approaches and initiatives include:  1. Culturally Responsive Outreach: Wheatland Union High School District will prioritize culturally responsive outreach efforts to effectively engage underrepresented families. This may involve tailoring communication materials and messages to resonate with the cultural backgrounds and values of these families. It may also include leveraging community connections and trusted individuals to facilitate outreach efforts.  2. Language Access and Communication: Recognizing the importance of language access, the district will provide comprehensive language support for underrepresented families. This can include offering interpretation services, translated materials, and multilingual staff members who can bridge the language barrier and facilitate meaningful communication and engagement.  3. Parent and Family Empowerment: The district aims to empower underrepresented families by providing resources, information, and training opportunities that enable them to actively participate in decision-making processes and support their child's educational journey. This may involve workshops, parent education programs, and leadership development initiatives designed specifically for underrepresented families.  4. Community Partnerships and Networks: Wheatland Union High School District will seek to establish partnerships and networks with community organizations that have existing relationships and trust within underrepresented communities. Collaborating with these organizations can help facilitate outreach, provide resources, and create supportive networks that foster engagement and empowerment among underrepresented families.  5. Culturally Relevant Programs and Services: The district will develop and implement culturally relevant programs and services that address the specific needs and aspirations of underrepresented families. This may include mentoring programs, culturally responsive curriculum initiatives, and targeted support services that promote positive student outcomes and build strong partnerships between families and the school.  By implementing these targeted strategies, Wheatland Union High School District aims to improve the engagement of underrepresented families in building partnerships for student outcomes. The district's commitment to cultural responsiveness, language access, parent and family empowerment, community partnerships, and culturally relevant programs will create a more inclusive and equitable educational environment where underrepresented families are valued a|Based on the analysis of educational partner input and local data, Wheatland Union High School District has demonstrated strengths and made progress in seeking input for decision-making. The district has shown a commitment to actively involving stakeholders in the decision-making processes, ensuring diverse perspectives are considered. Some of the notable strengths and progress include:  1. Stakeholder Engagement: Wheatland Union High School District has established effective mechanisms to engage stakeholders in decision-making. The district actively seeks input from various stakeholders, including parents, students, educators, community members, and staff, to gather diverse perspectives and insights.  2. Collaborative Committees and Advisory Groups: The district has successfully formed collaborative committees and advisory groups that provide a platform for stakeholders to contribute their input and expertise. These groups are involved in key decision-making processes, such as policy development, program planning, and resource allocation.  3. Transparent Communication Channels: Wheatland Union High School District maintains transparent communication channels that facilitate input and feedback from stakeholders. The district ensures that information is readily accessible and communicates decisions and plans in a timely manner, allowing stakeholders to provide input and express their concerns or suggestions.  4. Data-Informed Decision Making: The district emphasizes the use of data to inform decision-making processes. Wheatland Union High School District collects and analyzes relevant data, including student performance data, feedback surveys, and community needs assessments, to make informed decisions that align with the best interests of students and stakeholders.  5. Inclusive Decision-Making Processes: The district values inclusivity in decision-making processes. Wheatland Union High School District ensures that stakeholders from diverse backgrounds, including underrepresented groups, have opportunities to provide input and participate in decision-making, fostering a sense of ownership and representation among all stakeholders.  Overall, Wheatland Union High School District has demonstrated strengths and progress in seeking input for decision-making. The district's commitment to stakeholder engagement, collaborative committees, transparent communication, data-informed decision making, and inclusive processes contributes to a more inclusive, transparent, and effective decision-making environment, ultimately benefiting the students and the entire school community.|Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified specific focus areas for improvement in seeking input for decision-making. These areas require attention and targeted efforts to enhance the engagement of stakeholders and ensure their perspectives are effectively incorporated into the decision-making processes. Some of the focus areas for improvement may include:  1. Broadening Stakeholder Representation: The district aims to expand and diversify stakeholder representation in decision-making processes. This involves actively seeking input from underrepresented groups, marginalized communities, and families who have traditionally been less engaged. The district will work towards creating opportunities for these stakeholders to contribute their perspectives and ensure their voices are heard and valued.  2. Improving Outreach and Engagement Strategies: Wheatland Union High School District recognizes the need to improve outreach and engagement strategies to reach a broader range of stakeholders. This may involve exploring new communication channels, utilizing technology platforms, and implementing targeted outreach efforts that consider the diverse needs, preferences, and cultural backgrounds of stakeholders.  3. Enhancing Feedback Mechanisms: The district aims to establish more robust feedback mechanisms that facilitate meaningful and timely input from stakeholders. This may involve developing surveys, hosting focus groups, conducting town hall meetings, or utilizing digital platforms for collecting feedback. The district will prioritize transparency and responsiveness in addressing the feedback received.  4. Strengthening Collaboration and Co-Creation: Wheatland Union High School District seeks to enhance collaboration and co-creation with stakeholders. This involves establishing processes and structures that enable stakeholders to actively participate in the decision-making process from the early stages. The district aims to foster a sense of ownership and shared responsibility among stakeholders, ensuring decisions are made collectively.  5. Building Capacity for Stakeholder Engagement: The district recognizes the importance of building the capacity of stakeholders to effectively engage in decision-making processes. This may involve providing training, resources, and support to stakeholders to enhance their understanding of the education system, decision-making processes, and effective ways to contribute their input.  By focusing on these areas of improvement, Wheatland Union High School District aims to enhance the seeking of input for decision-making. The district's commitment to broadening stakeholder representation, improving outreach and engagement strategies, enhancing feedback mechanisms, strengthening collaboration, and building stakeholder capacity will contribute to more inclusive, informed, and effective decision-making processes that reflect the diverse needs and asp|Wheatland Union High School District has identified the importance of improving the engagement of underrepresented families in seeking input for decision-making processes and is committed to implementing strategies that specifically address the barriers and challenges faced by these families, ensuring their meaningful participation and representation. Some of the key approaches and initiatives include:  1. Culturally Responsive Outreach: The district will prioritize culturally responsive outreach efforts to effectively engage underrepresented families.   2. Language Access and Communication: Recognizing the importance of language access, Wheatland Union High School District will provide comprehensive language support for underrepresented families.   3. Targeted Outreach Strategies: The district will develop targeted outreach strategies specifically designed to reach underrepresented families. This may involve conducting outreach events in culturally relevant community spaces, collaborating with community organizations trusted by underrepresented families, and utilizing various communication channels to ensure that information reaches these families effectively.  4. Family Liaisons and Support: Wheatland Union High School District aims to establish family liaisons or parent ambassadors from underrepresented communities who can serve as bridges between the district and these families.   5. Culturally Responsive Input Gathering: The district will implement culturally responsive practices when seeking input from underrepresented families. This may include providing alternative formats for input, ensuring flexible meeting times that accommodate diverse schedules, and creating a safe and inclusive environment where families feel comfortable sharing their perspectives and concerns.  6. Capacity Building and Empowerment: Wheatland Union High School District will offer capacity-building opportunities for underrepresented families, equipping them with the knowledge and skills necessary to actively engage in decision-making processes.   By implementing these targeted strategies, Wheatland Union High School District aims to improve the engagement of underrepresented families in seeking input for decision-making. The district's commitment to culturally responsive outreach, language access, targeted strategies, family liaisons, culturally responsive input gathering, capacity building, and empowerment will create a more inclusive and equitable decision-making environment, ensuring that underrepresented families' voices are heard and valued in shaping the education system and policies.|4|3|4|4|4|4|4|4|4|3|3|5|Met||2025-06-26|2025